001a lot about MTSS in the past and so tier one um all students should have access to the core which is that tier one and we should see um somewhere in the 80 to 90% of our students being successful in there and then we have tier two and tier three and a lot of these categ categorical programs come into the tier two and tier three levels of support. On the right hand side, although I didn't give him credit for it, it's really Richard Elmore's instructional core. What Richard Elmore would tell us was if we want to make um significant changes in in schools and what's happening outcomes for students, we need to focus it on those three things. And he calls it as instructional core. So the students, the teacher and the content and the
002interactions that take place between those. And when you want to make improvements, you need to shift the interactions that are taking place between the teacher and the student, the student and the content and the teacher and the content. And so as you hear and as we think about and as you hear about the categorical programs, hopefully you're seeing yes, this is about the interaction between the teacher and teacher and the student or the student and the content. How are we thinking about that or the teacher and the content? So those are just two framings when we think about categorical programs. With all of that, I'm going to turn over to Dr. Butler and she will tell you about a few of them starting with um English language development. [Music] Sorry, I forget. Um it just
003I know the these are pretty rough numbers, but just thinking about um differences for example between third grade reading winter 2023 versus 24. couldn't tell you which slide it is, but um first thing I wonder things like the difference in the Latino Hispanic um numbers if given that you're talking about two different classes of students with different backgrounds, different history are are those differences significant and how close would they be before they become insignificant if that makes sense? Yes. And to be honest, I didn't do a statistical analysis on the numbers. But, um, what I what we'd obviously like to see is them trending in a different direction. Um, and so that's what we're looking for. And then how are we providing supports around this? I wouldn't read this is just one snapshot in time.
004How did this group of students do um, in any of the I Ready scores? It's just that one snapshot. So, um, is it important? Is it something we need to pay attention to? Is it something that internally we're watching and we're thinking about how we're making sure the supports are getting there? if if a fall from 54 and a half% to 50% is a statistically significant or the other way around the 676.7 to 79.3 I don't know I could give you a good confident answer on that. So the first program that we'd like to talk about tonight is our English language development program. Um and this is primarily focused on our multilingual learners. Uh so this first slide we have is focused on who is qualifying for our English language development services and it's a
005snapshot of who in our district qualifies uh compared to last year. We have a 1% increase. So in numbers that goes from 2442 qualifying students um in the 2324 school year to 253 students qualifying in the 24-25 school year. So we're still growing uh in our multilingual population even though our enrollment may be not growing. So that does tell you just a little bit about our overall population here in the Northshore School District. And the enrollment in our ELD program is based on the home language survey that students and their families fill out at the beginning of the year and then they participate in our WEDA screener. And that is how they qualify for EL services. And that um if you look at the if you can see that um we have our top languages
006in terms of the number of students qualifying in the chart there. So we have our uh 791 students in Spanish and all the way down to Mandarin with our 46 students. So those are the top 10 languages here in Northshore at this this moment in time. So you could pull it in any other moment in time and it would be um potentially different. But one of our rising languages just as you are all already aware is Portuguese and that is second with about 170 students for this school year. Um, so the second thing to to be thinking about is not only are we funded through the state, but we're also funded through the federal government. And our state funding is our transitional bilingual instruction program, and our federal funds come from title three services. Uh
007the state does not fund all of the money that we pay pay to our staffing for our um funding that um that we provide to our multilingual learners. And the federal government title three funds are very tight on what they actually will allow us to do for those services. And so that is um it is something that we just work within. Uh but we do spend about $4 million on our u multilingual staffing and um services to our students every year. Uh for how we provide our supports for our students, uh students receive uh tier one instruction as all other students do in both reading and math. They also typically receive a second dose of targeted instruction uh from that can be in the classroom that can also be outside of the classroom. Uh the
008planning for instruction really does occur with our EL teacher in collaboration with the general education teacher. Uh the ELT teacher also may pull a small group. It really depends on the level of need for that particular student. Uh the general education teacher may also co-e with the EL teacher and some of that depends on the age of the student uh the number of students in the classroom uh however they the school has chosen to set up those services and however they have done their master scheduling. So it really does vary dependent on the age and the master schedule and how the school has chosen to set up their MTSS services. So there are lots of different things that uh go into how we are supporting our students within the classroom. So that is one of
009the intricate details that we have. So each of our programs that we're going to do, we're going to talk a little bit about who qualifies, then how do we serve them generally, and then we're going to take a look down into a specific scenario. So we won't tell you about all 21 or 35 of our schools, but we are going to tell you about a specific school. So these two schools um I'm highlighting tonight. One is Fernwood Elementary and at Fernwood uh they are using predominantly a push-in service delivery model. uh we have ELD staff supporting their students there in small groupoup instruction uh designed to pre-teach and then if they need to retach the skills uh taught in the core curriculum and then at Northshore Middle is another place that we're highlighting. Uh we
010have a group of newcomer students that have also piloted a new IR phonics material and that is part of I Ready but it is not done in a computerized setting. it is done one-on-one with the teacher and she has found great success working with that small group of students and they have made phenomenal gains and she is super proud of the work there. So both both Fernwood and Norshshire Middle um are working towards their reading um key performance indicators for their p prospective students. So, any questions at this point? Director McGertie. Thank you, President Cass. Are we on? There we go. Um, if I could go back to the the SL the slide that shows the graph of multilingual learners. Yes. um not knowing my district history as well as I probably should, it looks
011like it goes back to about 2008 and I wonder if that's you know we just didn't have that many multilingual learners or ELD at that point. Um the other thing I was wondering I we know that we had a many year influx of of [Music] um students families into the area who English was not their their home language their first language I so I wonder you know certainly as that's that's growing so the number of students who would be eligible uh for this would grow but I wonder what kind of a percentage of our student population that represents because the student population overall all was growing as well, if that makes sense. In about 2005, did Northshore maybe have 16,000 17,000 students? So, I'm trying to do some brain math here. So, that's about a
01240% increase since then where multilingual learners more than doubled, right? So, um it's proportionately a much larger growth than multil- language learners. Yeah. Yeah. Good question. I was trying to picture what the what the percentage was if it if it there must have been a a Yeah. If if the percentage was kind of climbing in the same way that the number of students eligible students was growing as well. Director Hayes. Um well, I'll start by building on that. Is um this reflective of the change in um accounting that it used to be you would exit out of EL services and now once you're identified as an EL student you're always an EL but I mean you can still exit out of the services but you are still identified. So we are counting to my understanding
013and I will make sure if I don't answer it correctly I will get back to you um that when we pulled this these are active EL students that are being accounted for in the graph not exited students um but I will make sure that those are just active EL students not ever EL students in the graph. Yeah, thank you. And then um one was a curiosity and one is uh forward thinking. Um the Russian students is that um what percentage of that is our Ukrainian students? Well, then I'm surprised that's not popping up higher. Yeah, I can find out where Ukrainian falls on this for us. Yeah. Okay. Um and then my final question is are we having a conversation around these services that differentiates students that are coming in with already the academic language
014in their home language and just need basically translation services and a little understanding of our system versus students that come in that not only don't have our language but don't have the academic language in their home language. So not on this graph but but but yes it's a very different student that we are instructing and um it's not reflected in this presentation but I think almost any teacher could tell you that it's reflected in the services that they provide the student in the classroom because you're going to have a student who generally and I guess I would always say that generally is is there a general student? Um but um typically a student who has mastered their language can pick up on English much quicker uh than a student who has not. So if they
015haven't either they've had interrupted learning or they did not master their language academically in their home language, they are going to have a tougher time learning. Um at least that's what research has shown learning the English language. So yes, very different kinds of students. Thank you. Any other questions? Okay, great. Keep going. All right. So, the next uh program that I'll be talking about is our learning assistance program, often known as lap. And we have another similar set of graphs for us to look at. Uh this is a subset of students who qualify for um support within our schools because they are not yet at the grade level standards that we would like them to be at. and we want to work on their basic skills. And to qualify for lap services, generally we use
016um I ready scores or we use another sort of um other rank order within a school district and we are looking to see which students need extra support within uh a building and we're using other performance measures. um teachers get together and they talk about um which students in their classrooms need the most support. So it is interesting to look at this graph and try to figure out why we peak and then we valley and we peak and we valley. Um, at this point in time, I'm not sure I have an answer for every one of our peaks and valleys, but it is interesting to try to make some um, inferences as to uh, where we go. We do have funds allocated to districts based on low socioeconomic u distribution and that is that is
017how district funds come to us. uh we receive almost $3 million in lap funding which is uh far more significant than much of our other funding when it comes to categorical funds. Uh so this is a significant portion and we do spread our lap funding to our elementary schools only. So our middle schools do not right now receive any lap funding. uh lap funding at one point in time was only relegated to um K4 services. It's no longer it's been loosened up quite a bit and it used to only be for uh early instruction and reading. So that has loosened and so now our elementary schools can also serve students in math and some of our schools have chosen to do that. So we do have lap services being offered to students who need it
018in both reading and math depending on what the school's predominant goals are. So our lap uh funds supporting uh needs of our early readers and mathematicians. Uh we have a lot of different supports that we can provide within our schools in reading. I have a list of bulleted items here. uh we have a lot of supports within our core reading instruction. So our into reading provides a tremendous number of supports. Uh I Ready itself provides tremendous number of supports that are not just computerized. You can print off how your class is doing based on their diagnostic report and then you can go in within a group. It can take whatever skill you're looking at and it can put kids in up to four or five groups and then you can drill down into it and
019find an actual lesson that you could print off and you could deliver that lesson to a small group of students. So there really is a tremendous amount within I Ready as well as into reading that you can use for both math and reading instruction. Uh we also have Fly Leaf which is a supplemental curriculum. uh Hagerty which is still used in some settings for uh phmic awareness. And then we have Sundai system which is supporting students who also have um some need to to move their reading instruction up to grade level and we have phonographics. So there's a lot under our reading and for in math we have a math expressions RTI book that if you dust it off you can find it and it has lots of other um supports for our students and
020we have found that and pulled that out and shown teachers that there's a whole lot in there that we can use. Um some of that work with our Shannon Keebler we've brought some of those back to the surface. Um there are also lots of things in I Ready that our teachers can use. uh especially when we bring out the u manipulatives again and demonstrate that students uh need to understand what's what is um behind the mathematical computation uh that they're being presented with uh Desmos activities and edge gems as we get into the older grades as well. So all of those are supplemental materials that we have for our students. And then when we look down into one um school or two schools in particular, Frank Love is a um school that students receive lap
021services which target their skills and they have a what I need time. You've heard much about that as we've talked throughout this school year and they will combine their students into small groups and based on a skill that those students need. You might have a small group that combines students who qualify for lap services as well as a student sitting next to them who qualifies for uh multilingual instruction next to a student who qualifies for um special education services. And they might all be in the same group, but they all need the same skill. And that is the essence of our multi-tiered system of supports. So, we might h we'll have an adult teaching students from all of those services together because they're all working on the same specific skill. That's what we want in
022the end because everybody's working together to provide students what they need when they need it. So, it takes a lot of communication and collaboration to get there, but that is ideally what we would love to see. Um, it is figuring out a system within your building that works, not only time for teachers to communicate, a master schedule that allows them that time and then all the people being able to figure out the ways to communicate to make that come off the page. So that is our example today for what LAP can look like in action. Thank you for that information. I had a question about the peaks and valleys. How does it affect if it does at all the the support students receive whether it's MTSS or something else? And then also the staffing as
023well as any staff strain and stress. So I think that's interesting. um when we there have been moments in time because LAP was something that I I I can probably speak from 2019 on better than I can speak anything before that. Um, when I arrived in the district, we there were some there are always interesting ways to view the programs that that we use. And we didn't have as much lap funding. We weren't getting $3 million, but we also have had, you know, costs rise. And so, I think LAP staffing has stayed fairly stable since then. We have reallocated how we decide the lap staffing at each school since that time because we were using SBA to determine how schools got their laugh lap staffing and now we're using I Ready because we actually are
024serving the kids who are younger. So I Ready is a better measure to actually get the students um who need the services. Um, does it really it's a yes, lap staffing can go up and down, but we try to keep it as stable as possible so that we're continuing to serve the kids. [Music] Um, the peaks and valleys sometimes can also mean how many kids you serve in a group. So if it looks like we're serving fewer kids, sometimes that can be we're serving a smaller group because they need they need more intense services. Sometimes it can be you're actually exiting kids throughout the year. So your total number of kids might be larger because you're actually having some kids return to the classroom and you're pulling in more students because as you exit them
025from services, you're going to pull in more students. And so throughout the school year, you may have a larger number of students that you serve. So it sometimes depends on how you're counting the number of students that you're actually serving throughout the school year or you can keep a student on your lap um roster all year long. So then you'd have fewer kids on your total number that you're serving. So it really depends. I just want to hazard a guess because write writing the language for K4 service when that happened that's the jump that you see up in 2015 is that policy changed at the state level and I think who you were serving and how you were serving in school district changed and that model because you were supposed to be serving all of
026your K4 kids the way the language was written at the time and it was pretty tricky and it was controversial and they stopped doing it after a which you can see. But I think that's the reason for the large jump. I I'm also wondering if because that's right around the time that Common Core and the ESPback started. So we also was to some degree but that was when we were writing that language that came out of you know they were doing it was related to no child left behind at that time but when they changed that rule about using KAP only in K4 that really differentiated how many kids are being served and where they were being served in a different way and Dr. Brother, you just want to clarify lap and title. We are
027allocated those dollars based on what? Free and reduced lunch. Who do we serve? Everyone, right? Yeah. We do not we do not just serve students because in a school you don't know who qualifies for free and reduced lunch. That's that's not something that a teacher would necessarily have access to that information. So we are allocated those funds based on free and reduced lunch. But we don't serve a child because they receive free and reduced lunch. We serve any student who needs the extra support in reading or the extra support in math. So it doesn't matter if they qualify for free and reduced lunch. If they need support in reading or they need support in math, they get that support. That's just how we're allocated the funds. Thank you. And and then some some correct me
028if I'm wrong, but some schools get title one funding and some do not. Yep. That's coming up. Okay. And then my other wondering about this other little dip-doo and like smiley face thing. Um uh when did we start I Ready testing? When did that start? 2018. So then I see those numbers were low and then there's COVID whatever and then there's more maybe more robust IR ready usage and that it goes up and then at the peak I believe is probably around the time the new reading curriculum started and so it's been going back down and I'm wondering about maybe there's some overlap with the use of the new reading curriculum and teachers feeling comfortable teaching the curriculum and then progress with younger students not maybe needing to access those services quite as much one
029would hope. I think all of those things there's a lot of factors that come into play and I think you know what Dr. Butler highlighted some of these um intervention tools that we've provided too that's allowed staff to be much more targeted in what types of supports they're providing. So that also impacts the numbers just for Y where it went down to zero at about 2008. Again, that's because there was no lap before that. I think we didn't have any information. That's my guess. And otherwise, I don't know. I assume we always had LAP before then. It wasn't invented and it was Yeah. I'm like I think I was teaching and it was there. Okay. So our next program is title one and we will get we will speak yes to title one. So uh
030in title one part a uh we are working this is a federal program. So I kind of we have transitional bilingual instruction program which kind of pairs with title three services. Those are our two our federal and our state programs that um serve our multilingual students. Uh we also have our lap services and our title one services that I think of as a pairing um that serve our students who are below grade level. both our title one and our lap services are given to us or give it are appropriated to us um based on our frame reduced lunch percentage. So there there are different formulas for those but that is essentially how they end up in our um hands. We do not receive a lot of title one funding. Uh so we have four schools
031who receive title one funding at this point in time. Uh and those four schools are title one schoolwide um schools and we have to do a lot of work to make them schoolwide schools. So we have to file waiverss. Uh but we've done that for all four of these schools and that is a significant deal because that means that we also don't have to just provide targeted support for the students within those schools. Otherwise we would have to only serve the students who qualify for free and reduced lunch to receive those services and that would be a difficult task to do and they wouldn't always match up with the students who need the support. So, we do think it's a big deal to make sure that we file for waiverss and are able to um
032provide schoolwide program services. We also set aside some money for our early learning programs. So, our Ready Start receives some of that set aside funding for our Title One um Part A. So, we receive a little bit over $600,000 in title one funding every school year. And for our title one funds, we do use that mostly for extra staffing. Uh it's almost entirely done in supplemental staffing uh to support students. We do also have a set aside requirement for our family engagement. And then we also use anything that's left over for professional development for our staff. The set aside for professional learning is not a requirement anymore. It used to be, but it is no longer. But um when we have a rank order which is required which we have to allocate in the order
033that our the need is within. So it is truly needsbased within our districts based on the percentage of um free and reduced lunch within our school school district. Uh that is what we use usually the professional development to make sure that we stay within our rank order. And then as a one of our title one schools, Wooden has a flexible math support uh to reach the broad needs at their elementary school. They provide instructional coaching uh and a collaboration between the classroom teachers and their title one math specialist. Um and uh she has been working on their tier one math for quite some time. Uh and she uses data to provide supports to her small groups of students throughout the day and then provides math block instruction during her intervention time at least twice a
034week. So in Wooden they use their title one funds for math support. So that is I think our update on title one services. Any questions on title? Not so much a question. Just to plant a seed. Um, as there is a movement towards universal free meals that removes the incentives for families to fill out the free and reduced lunch forms requesting that. And because it's based on a percentage, the funding that we receive, the percentage will go down. So, it's just something to think about. It's a problem that every district will face and it will be it has to be part of that conversation if that ever moves forward. Is I mean and uh anybody can fill out the free and reduced lunch form, right? Is it is it difficult to add it to the
035list of things that people have to do at the beginning of the school year that everybody does? Just everybody fills it out every year. Is that a thing? No, I don't. No. No. No. You have to think you're going to qualify to fill it out. Yeah. Um, also it becomes yet another form that goes to the federal government and there are families that have concerns. fair. Yeah. Which makes it even less like it's like they don't want us to be funded. I didn't say anything is not any other questions. Great. So, we'll keep going. Great. All right. The next categorical funding and then I will be I think done u are highly capable services. Uh, our first slide here talks about who's qualifying for highly capable services. And I know you have a hard time
036seeing this graph, but hopefully you have it on your in your packets. Uh, one of the things we are pretty proud of is um, working to really try to close some of the gaps in our high programming. um one of those that's why we put the ever ELD line on there and um when they are young are we do close some of that gap for our multilingual students. It's not perfect, but we do work really hard to make sure we identify students by um starting with a test that is not based in language and then then we do need to make sure that we are testing them in a language base because that's what we serve them in. Um our 504 students also have u qualified at a pretty close to same rate as we
037have within our district. So, we work work to continue to make improvements in other areas as well. Uh, and we have a graph there that shows you some of our uh improvements and then some of the work we still have to do. Our highly capable grant funding is around $775,000 a year. Uh, we use that funding for testing um for um 2.2 teachers right now. We use it to fund um some of the curriculum that we have and um an instructional support specialist, a data analyst and other professional development especially geared towards our integration. So that is what we spend our money on and uh the way we are supporting our students at this point in time grades 2 through five we are working on an integrated model for our students. Our ELA services are
038going to be provided within the um classroom as we are rolling out that integration. We're working ever diligently to make sure that all of our students can be served in their neighborhood schools. We do have a walk to math um program and we have we are rolling out a new scope and sequence for our grades two and three that's coming up and then we also have middle school services. We have a pilot occurring in our Sky View Middle School that our teachers are really pleased with. So, they will be moving that up to seventh grade and um we'll have some professional development coming out for all the rest of our u middle schools next year so that we can um continue to work towards whatever the high task force comes up with, which is not
039done yet, but we will see how they land on their suggestions. And we do have a new exiting services. Um we we've come up with a form because we we really need to keep track of those students who have chosen uh to exit if the model doesn't fit their needs. And then in if we look at an individual school, we've looked at East Ridge Elementary and these schools have um or at East Ridge, they are one of our first integrated schools and they will be grades 2 through five next year and they have um really focused on trying to meet every student all the way um for multiple access points for their instruction. and they have acknowledged as I meet with teachers the complexity of delivering instruction from in in an entire classroom and teachers
040come in exhausted uh but really very pleased with what I think they're seeing. So we we sit down and we we debrief and we talk a lot about what are the pros and what are the things that we can help support them with. uh but in general I think they're very happy with um integration as um teachers in their their collaborative they learn that if they collaboratively plan together it is a whole lot easier to do the to move this work and it is it is MTSS in action again uh our middle schools are preparing for professional development um I know Sky View will come to our next task force meeting and talk to us about what they've done and their sixth grade team is working very closely And then we are continuing this is
041one of the things that is working towards uh meeting the cater requirements for their four years of math. [Music] Any questions? [Music] No. All right. All right. I think it's my turn. Okay. Okay. So, we're going to be talking about special education and who the stu um students that we serve. Um on the right there, I'm sorry it's so small, but I just wanted to highlight the disability categories of the students that we're currently serving. So, I think it's 3,189 students, which makes um up 14% of our overall enrollment currently. um how students um we have a federal law um mandating us to um find the students in our community that need to potentially be evaluated for special ed services. Um I would like to say um we've hosted two parent events this year um
042which we're really proud of in regards to what is special education. And so we've done that um at our um event that we just had with the family symposium. We did a um basically a special ed 101 and then we also partnered with our family engagement specialist and held I think that was in April um held the same thing but we partnered with the Ark of Snomish County and they came in for our families who speak Spanish and they did the whole presentation in Spanish. So really trying to um work on um access and communication for um our community and our families. The other thing that we did is we we um revamped our website and really made sure that our language was familyfriendly and really being able to have families understand what that process
043is. We get a lot of questions on the complexity of special ed and the how and what do I do and how do I get started. So really trying to break out um kind of the plan of um kind of what what next right steps are if um families are concerned with their um students and their learning on how to do that. So within special education um we have referrals just like through the child find process and then we do evaluations to determine eligibility and then for the students who do qualify for special education they are served on an IEP which is an individual um education program. Um how special ed supports tailored to meet the needs of students. The one thing I like about this slide is I put in the triangle in regards
044to MTSS. So um who if you've seen some of the triangles sometimes special educations was services were thought about with the triangle and then special ed being to the right of that triangle. So um outside of really the MTSS. So what I like about this concept and this is the work that we're currently doing is really specially designed instruction can um be in each of our levels. So it can be within the core, it can be in tier 2 and tier three. Um, within that we can do, like I said, we can do speciallydesed instruction um, within any of the in any of that framework. As Dr. Butler talked about we're doing a lot of work on um really looking at um small groupoup instruction that is tailored to meet the needs of students and
045really being able to think differently about just having those um small groupoup instructions um serving students with special ed um SDI minutes and really thinking through who else is in our schools. And so many of us have talked about the um what I need or the intervention blocks. We're really thinking about inclusive master schedules. So, really being able to optimize um our resources throughout the school so we can increase instruction for our students. Um um you talked a little bit about collaboration. Again, um this work is in partnership and we'll we'll hear a little bit more about that in on the next slide and just the need for progress monitoring. Um, so the next one is what does it look like in action? Before I get to Inglemore High School, I would like to um
046share just this LRE data as we're thinking about MTSS and instruction and access to core. Um, we also talk about increasing inclusionary practices for our students. So, um, what you'll see on this slide is just really a five-year data trend, um, of where we're at in regards to, um, educating students in their least restrictive environment, which we call LRE. So, in, um, 202021, we are at 66% of our students um, accessing general education 80 to 100% of the time. And then what you'll see is kind of a nice um trend line, but it feels intentional and it feels um it feels purposeful is that now currently this year we're at 75%. So really thinking through like how students can have access to core and um educating students more in um our general education classrooms that
047we're doing that. Um, and so, um, what I will say, um, this was hard a little bit of picking a school because there's so many schools that are doing such great work, but I will say that, um, Inglemore High School. Um um Cheryl Calhoun is a special ed teacher at Inglemore and she's part of our special ed advisory team and she came to me and she's been such an advocate for students with disabilities who are served on IEPs and really thinking about um their co-e um classrooms at Inglemore. Um and she shared with me that they in um created in collaboration with students um a video to use at a staff meeting. And so the video itself is about 20 minutes long, but I did want to take a little bit of an opportunity. It's
048about two minutes. I condensed it to share with all of you because I felt like it was really powerful and it really gave the example of um um highlighting student voice. So we'll watch that and then we'll come back around. Inclusion means to me including everyone. Students interacting and working together. It's about creating a where everyone has a chance to thrive. Include UIC on school campus. Um, learning how to embrace everybody for who they are right now. Inclusion means everyone is valued, respected, and given the same opportunities no matter what their background or abilities are. Means that you are just nice to everybody and don't treat anybody different for any reason. Making everyone feel appreciated and heard, not letting them feel left out. What I like about inclusion is everyone has different traits that they're
049really good at and when you add those all together it creates such like a diverse community and so inclusion is so important because you can highlight special aspects of people's traits. Um I joined unified club and I learned so much about it. So that was something really helpful for me. But I did notice some teachers started talking about it more. I want people to know that I learned about disabilities in my English class. It was cool that everyone in the class got to learn about it. True inclusion would be not even realizing that you are being inclusive because it's so normalized. Um, something I would love people to know about co-eing and inclusion is that it doesn't make the job harder. I've actually found it has been really helpful. Um, it makes the process smoother.
050It helps us grow as teachers. We see a lot of learning in the classroom. We see a lot of great relationships between students start to form. And we've seen kids come out of their shell and embrace their academics in a way that wasn't possible without inclusion. That Omar and I are collaborating together to have lessons where every type of student in the classroom can understand the material that's being provided. We if if he says something a certain way and I believe that I could phrase it in a way that all students can understand it, I'll chime in and try to describe it that way. All right. So, at Inglemore High School, they have a pretty robust um co-e um classrooms. And so what you'll see up there is just the classrooms that they currently have
051and then their plan for next year. One of the things that when I talked to the school team that I think they should be really proud of is they actually had more general education teachers kind of raise their hand and say they would like to co-e than they actually had sections for like a need for. So they actually had to tell Jenna teachers not this year because we just didn't have the amount of students um for another um co-t talk class. So, I thought that was a really great indication of their work. They've been doing this work um for many years and it's um um the students and um the teachers are really excited about it. The part that I think why I wanted to share with um the high school is um really what
052I learned um I don't know how many years ago where where the system changed but my guess is probably 2021 is that many of our students at our high school level um were in um special education classrooms for content area instruction and so um that continues. I see a lot of their work within this data set. And so really being able to have students access those um general education classrooms. And one of the things that I would say for Englemore is for students who are um currently seeing um mid-level services, they're um transitioning students into their co-taught classrooms also. So doing a lot of work on access and really being able to co-plan on building um instruction for all students within those classrooms to learn. So um I just wanted to highlight that today. Thank
053you. Any other any questions at all? Comments? All right. Or did you have one, Director Sautchek? I was just going to say I I was noticing some trend lines on um the LRE, you know, least restrictive environment where as you're increasing obviously you'd be decreasing the amount of time um where kids are are not accessing GenEd classrooms. Um and I just love to see graphs go this way and this way. I'd love someday it'll go all the way to 100% and that'll be exciting. Thanks, director of attack. Agreed. Right, Damon? Great. Great. Thank you all. Thanks for having me. Excited to talk about our CTE programs, also known as career and technical education. Uh on the first slide, you'll see a breakdown of our enrollment for high school. Um, with this said, um, I I
054would say that our enrollment overall has continued to increase for the last 10 years and again this year we're also seeing an increase in students choosing career and teched programs across the district. Um I would say that um a contributing factor to uh the growth and the diversity of the programs is the wonderful job that our career specialists and teachers do and highlighting the programs. Um doing a ton of recruitment. Um we also hosted uh four different events. One here at the high school, we partnered with Wanik. Um I also partnered with SAS and did an event there and also uh had an opportunity to do one at Northshore Middle School for career day. So uh the outreach is really I think making an impact on our enrollment. Um and things continue to grow. In
055terms of programs, uh we have lots to offer. Um with that said, the programs are really designed uh in two different components. exploratory and preparatory. Preparatory. Exploratory is more of the semester long, year-long course where students have a chance to try on a potential career um find some interest and be engaged in um in, you know, something of their interest. And then the preparatory programs are those that are typically the 2-hour three-hour courses. They're not uh excluded. the the 1-hour courses also um some of them are also in preparatory but they have to lead to industry recognized certification offer dual credit and also be part of the program pathway um uh for two courses or more. So the preparatory courses uh as you can see are more than the exploratory courses because I also added
056the skill center classes there. So, not only do students have opportunity here within the district, but they have opportunity to take courses within our seven district consortium through the Wanic skill center programs as well. Uh, I think the two next bullet points are really key because it really identifies and highlights the academic rigor that happens in the current tech classes. you know, we've really broke bro broken down the barriers between um the thought that a CTE course or vocational training is for students that are not collegebound and that's further from the truth. Um many of our programs offer advanced placement IB college in the high school designation. Uh we offer opportunities for equivalency in math, science, English and art. Um many of them offer industry recognized certifications that students uh are able to earn. Um,
057and those are nationally recognized industry certifications. And the majority of our courses are offering CTE dual credit and also either or college and the high school we're finding to be a little bit easier to navigate. Um, and it's free for students. So, that's a good thing. Um, but our courses are academically rigorous, but also providing students with hands-on learning experiences. So, I chose Woodenville High School um partly because the the teacher that uh teaches the program there, the Corp plus aerospace welding manufacturing, Tim Schwarz, is a product of Woodenville High School. He graduated from the program, went into industry, came back when I was actually teach or uh assistant principal at Woodenville High School, met with me and said, "Hey, Damon, I'd really like to get back into teaching." So, he is doing an awesome
058job uh at Woodenville High School. also runs our robotics program and the core plus aerospace program there is a two-year curriculum. Uh it's actually taught two periods uh backtoback um within a semester or two semesters. Uh and the program is really designed for students to not only learn about the welding side of manufacturing but also the computer aided drafting component, the engineering side, the 3D modeling component. And we just recently partnered with Boeing to offer a Boeing pre-employment training. It's called BPET. Um and it's a program where the students earn a certification. So we had to um work with them to um adopt the curriculum and the students upon completion of the program have an opportunity to be readily employed at Boeing. And last year we had three students who participated in this program. They
059bypassed the interview process. They were immediately hired and as Tim mentioned, they were earning over $25 an hour with starting with 401k and really starting to develop, you know, their career opportunities as an 18-year-old, you know, postgraduate, I think, is really awesome. So, and the other piece I think that's great about this program is that TEM does a really good job of outreach to um to females and underrepresented um um populations in in the manufacturing program. So, he does a really great job as you can see some pictures there. I really like his program also because Tim also takes the time to teach the s summer wanic class which is a condensed 3-week uh 90hour course. So they're in class every single day for 3 weeks in the summer and that's a really great uh
060feeder to his program. He also teaches an intro to manufacturing and in intro to welding class. Um he's also doing robotics and of course he does a lot of stuff but he's also doing the 3D modeling um incorporated and then the core plus aerospace piece um is articulated with Lake Washington Institute of Technology. So the students earn 15 credits if they want to choose to continue on post-secary education. Um we're still trying to break down the barriers with the apprentice opportunities. It's just a little different um component. Uh our students are readily employable as mentioned and they're they're uh taking advantage of those opportunities too as well. So thank you. Any questions on CTE programs? Um just a again planting the seed uh question. Um you mentioned that it over the last 10 years the
061enrollment in CT has grown. Um I know that we started the seven period day eight years ago. Did that have an impact on enrollment? Yes, the seven period day did and uh in addition the CTE grad pathway also had a big impact and I and what I what I tell most folks that that I talk with my colleagues that we're always in conversation about where our programs are and what's growing and what's not. And I would also say that we have fabulous teachers and great support from administrators. And I don't think you can continue to sustain a CTE program because it's a choice program, right? If you don't have teachers that are engaged, that have really the street credibility, that have that industry background that really can connect to students and the support of the
062school. So yes, those two things were really key, but you know, we're just really fortunate to have awesome staff. Uh we have very few turnover. Um sometimes industry people come to us and teach and then they get recruited back to either industry or teach at university level. Um and we've had that happen the last couple years. But yeah, that's that's the extent of our growth for sure. that and I think just student interests. We had uh um a real interesting um conversation at North Creek this year. We have Terry Smith who's teaching family consumer science and within conversation of her students and doing some polling. Students were sharing that they were interested in fashion design of all things. And sure enough, they listed the class and Eric is filling four sections of fashion design. So,
063yeah, it's pretty pretty awesome. I know we're we're supposed to wrap up here, so this is just more of a um congratulations for the success of the program. just someone who's in industry in tech industry working specifically with electricians and plumbers and all that. We have such a lack of people going into these roles and these people are very important. They keep the lights running and and all of that. That's not going to AIA not going to fix that for us. So I'm I'm glad to hear this program is successful in that sense. Thank you very much. So much. So, any other questions on any of the programs before we wrap it up? All right. Well, thank you so much. This was really a great overview and it keeps us up to date on how
064things are going. Oh, Director Hayes, just um again planting the seed. I believe some of our funding for our CT comes from the Carl Perkins grant, which is a federally funded grant. Yes, correct. Okay. We're tracking all those little things. Yeah. Okay.