School Board Study Session: April 24, 2023

001laughs I haven't yelled at anybody yet once or twice oh yeah this is a conversation hey ladies and gentlemen Colleen's meeting to order we are now live in the industry everybody hear me now there we go um this is a study session where we are going to have two one-hour presentations by Staff first one is on the student wellness and safety task force and interim report as they are still still doing great deal of work and the second will be on intervention services and supports uh in a moment I'll have everybody go around and introduce themselves but just just a moment to just remind everybody what this is this is a study session and we are here for the board to receive information and input and data and have discussions about these topics we are

002being informed by staff uh about these these programs uh it is not a conversations with the board we the audience is absolutely welcome anyone who wants to be here and observe but it will not be an interaction and there will not be public comment okay so why don't we get started we have all five board members here myself Jackie mcgurty director amycast I'm director Bob Swain David kogan and Sandy Hayes assistant superintendent Emily Butler yeah Michael Talley is superintendent and we have executive director of communications Carrie Campbell who will be leading us off correct yes okay I think that's everybody okay let's go good evening we're really excited to present our interim report on the student wellness and safety task force so tonight we're going to talk about the purpose we're going to provide some

003of the information that the task force has reviewed and gathered over time an analysis of the different goals that have been set by the subcommittees and then leave time for questions and answers so the four facilitators of the task force will be presenting after each presentation around the action planning there will be time for questions and then hopefully depending on how we monitor our time there will be time for discussion and questions at the end so if you just want to take a look at the slide I know that everybody received the slide deck in advance but because this is a public meeting and because we are live streaming I'm going to just note some things on the slide for the public as well um the student wellness safety task force was constructed to ensure

004broad District representation into this work and intentionally Center the voices of students and so we actually had 22 students that applied for the task force and we selected 11. our active membership is 26. all of our regions are represented and then we selected task force members based on areas of expertise as well as a grade level grade band Etc so we have middle school and high school students that are represented on the task force and now I'd like to ask Dave to come up and talk about some of the other slides and then I'm going to close it out with where we are in the action planning so the charge and key deliverables you'll see up on your screen I'm not going to read everything to you did my notes disappear they did there we

005go I got it thank you there's a lot of folks on the committee in the audience I want to make sure I get this right the charging key deliverables up there on the screen for you like I said I'm not going to read all of the slides the goal of course is to Define what welcoming and supportive and safe means as it's outlined in parameter seven and I'll have that in two slides you'll be able to see parameter seven in the specific charges that we're being tasked with we're also being charged with creating a suite of student wellness and safety tools and supports we're going to come up with a baseline of Continuum support services and practices including a timeline and budget to match and providing recommendations for the district on how to measure the

006progress on parameter 7 which we'll talk about in just a second number seven learning environments you're all very familiar with this document what we're tasked to do is is identify ways in which we can actually bring this bring this off the table um we're striving to maintain a learning environment that is safe respectful conducive to High student achievement sense of belonging vibrant and inclusive with rules that are fair and equitable we're creating a welcoming and safe environment for all students and Families with exploration and development of diverse attitudes and beliefs protect against unsafe conditions behaviors and actions and that's a really important thing for us to to pause on for a little bit when when you think about it we all have we all come with different ideas on what is and is not safe

007and what does and does not make us feel safe and that's that's been a major learning for us on the committee the students as you noted there's almost almost half of the committee is made up of students and they've been very clear with us that not all of them think the same way in terms of what does and does not make them feel safe and that's been a real learning for us and a really important thing for us to be thinking about as we've moved forward the second part of course ensuring that all policies and procedures regarding discipline are enforced consistently and equitably and then the avoidance down at the very bottom of any actions that might contribute to what is known as the school to prison Pipeline and that's really important as we as

008we think about our um our disciplined policies and practices um oftentimes what we find throughout the nation throughout the state is that when you uh when students find themselves an increasingly strict discipline situations that oftentimes that ends up leading to um uh their entrance into the judicial system right and then into the school the prison Pipeline and so that really is one of our tasks as well is to make sure that we're doing what we need to do to avoid that through a number of key ways that you'll find out tonight so the committee one of the first things that we did is is got together to create our task force Norms which you'll see up there I'm not going to read all of those to you either it's important to know at the very

009top take the extra step to uplift student voice then again in the middle make sure students are safe and that they're able to learn and communicate and I think that that's been done not only really well by the adults on the committee but it's been insisted upon by some pretty remarkable students I think that that's been one of the one of the biggest joys of the committee is working with the students that we have on the committee it's been absolutely fabulous progress to date development of task force Norms as I just went over creation of the goal areas for parameter 7 which I'll explain in just a moment we also had a series of knowledge sessions where the task force identified some things that they wanted to have additional information about before we began our

010conversations both as a large group as well as in our subcommittees and so the the knowledge sessions that we learned about are up there we brought folks in both District level folks as well as Community folks to have conversations with us about these things um NSD mental health and the services that we have available to students Safety and Security the most recent things that we have gone through as a district to make us more safe and secure we've talked about the SRO program the Bothell Police Department came and talked about that program and how it interfaced with the district we had actually two sessions on restorative practices and models which was a really important learning for all of us and we talked about disproportionate discipline and then perhaps most importantly and this is coming up

011uh shortly for all of the subcommittees we had a conversation from the racial and educational Justice committee who talked to us about an analysis tool that we're going to be using before we bring any recommendations forward to making sure that what we're doing does in fact fit within that lens is good practices and is best for our students I love this picture you actually can't see the wall because we've pulled it back but the wall actually it covered the entire wall I don't think you can see all of the the postcards there there's a number of them on the floor what we did is every Task Force member had a couple of these postcards and and we really asked the question so what needs to be in place to achieve the goals that we talked

012about in parameter seven and so everybody was able to write the things that they felt was most needed they all went up on the board this is I think when we were almost all the way through the process so as you can imagine those were scattered across the entire board and then they began to take shape the purple ones came last those are the the topic headings that you see there on the left hand side for specific topics student-centered diversity equity and inclusion Mental Health Training and supportive adults policies procedures and accountability comprehensive safety security and supervision and then so each of the subcommittees is now in the process of working on each of those components what we'll need to do is bring forward a recommendation with regards to those yeah is there a subcommittee

013for each one of those categories there is each one of the four that you see up there and uh folks will come up and actually talk about the work that they've been doing in in each of those great thank you absolutely and then the subcommittees were also charged with uh making sure that the things that you see below fit within each of those subcommittees assume and so this is how the work begins to come together and really into an action plan so you'll see those goal areas for example student-center diversity and Equitable inclusion Mental Health Training and supportive adults across that yellow role row and then underneath identify potential strategies or tactics that could be taken in order to reach that goal and so out of these were built our subcommittees and I'm now going

014to talk about how we began to prioritize the work so in our four subcommittees the first thing that we did is we looked at the current goal strategies and we began to clarify because um using that consensus protocol sometimes the language might not be as clear as we would want and so now in our subcommittees we could really grapple with what did we mean with that goal and clarify the intent we then rank ordered the strategies some was times some things need to come before others and because of the large body of work that we're trying to accomplish we had to prioritize what are we going to tackle first second third and fourth and then for each strategy we actually did a strengths and weakness or areas of growth analysis and so that's what you'll

015see this evening so that we could look at our current context what do we have in play that will move this strategy forward and then where do we need to make some investment or some things that we need to consider as we're working through the body of work and then finally one of the next steps is really to confirm our commitment to that strategy as well as brainstorm actions required to implement each strategy and approach so that's where you get to the tactics level that drives the strategy forward that meets the goal are there any questions from the school board before we start moving into action planning okay and I think to underscore what Dave shared about the racial Equity analysis that that is conducted and I'll talk a little further about it later in

016the presentation but that is conducted before any final recommendations come to the superintendent and finally to the board so Rick we need a baton to pass to each other I am Rick Farrell director of student service and I had the unique privilege of working with my subcommittee student-centered diversity Equity inclusion what deals with giving students a sense of belonging in our schools something that we all strive for these are the initial goal strategies that we started with and we were able to combine some of these strategies together to combine it but it was difficult to get down to a list of top five because we felt that they were all totally important so we did come up with these rank order of strategies inclusivity regardless of cognitive physical ability provide and advocate for every student

017extracurricular diversity encourage opportunities for engagement daily time for student staff community building and providing healthy School meals that are respectful of ethnic backgrounds dietary restrictions and preferences and like I stated all of these were important it was hard to get down to five but we were to combine a couple to come up with this top five and due to the link a time that we have today we have plenty of strengths and weaknesses that we we pointed out we're working with students and I'm glad that we have at least three students that were part of the subcommittee but we have just highlighted maybe one or two from these slides so when it comes to strengths we wanted to point out um students with special needs are encouraged to participate in field trips I've talked with

018a number of principles of cross campuses that went above and beyond to make field trips possible for students I know parents are very appreciative of that and that was one of the strengths that some of the students and parents noted one weakness is Will's wheelchair accessibility on playgrounds although that is the weakness I've been working with the capital projects Department throughout the school year and serving on one of their committees and it's I'm glad to see in the coming years we're actually making changes to some of our campuses to make our playgrounds more accessible for students especially with students with disabilities or bound to a wheelchair provide navigate for every student really what this committee is all subcommittee is all about making everyone feel a sense of belonging and one strength is you some of

019you all may know we've been decreasing the ratio of student to counselor ratio within our schools so we definitely have counselors represented in all of our schools and that was our strength school counselors located on each campus one weakness was limiting recognitions of heritage heritage awareness month not that we don't recognize them but as I spoke to some of the students in the subcommittee they felt that sometimes at the beginning of the year if we celebrate some of these not only beginning of the year but throughout the year when we celebrate these cultural awareness activities or throughout the month we should be able to leave them up throughout the year to celebrate individuals throughout the year rather than feeling it's a check mark and removing the information from schools as soon as that month or

020that date comes to an end so that was something that we can definitely work on this isn't this practice does happen on some campuses but I think we can do a better job of that for extracurricular diversity encourage opportunities for engagement and one strength the students and even staff members noted that the Multicultural celebrations brings everyone together one a lot of individuals and a lot of schools participate in this and they really find that it's a very unique opportunity for individuals from different races ethnic backgrounds to really come together but we need to do a little bit more better job of that more than just one event on each campus during the school year and for the weakness more immersion for high cap students and I want to explain that one a little bit more

021in detail when it comes to when we think of inclusion a lot of times we think of moving our students that are in special education into the Genet population but we had some students in our subcommittee and when we think about high cap some of the or highly capable programs some of our students expressed that they were siled by being placed into a subgroup throughout their education and while they had friends that were definitely in other courses they didn't have the opportunity to interact with them as much as they could so sometimes I think whether is it the goal to keep them with their peers in the high cap is it the idea that the parents want them separated but I'm hearing from students that they want more interaction with their peers as well whether

022or not they qualify for a high cap daily time for student staff community building we did a lot of this coming out of the pandemic one strength was advisory School clubs allowed time to engage with students and staff and everyone said that's a great positive that we have in schools but one of the negatives is not all schools have an advisory or an opportunity to collaborate at the high school level we do have Club time at some schools and activities where they can serve as staff members or volunteers can service advisors but at the same time not all schools have an advisory and students feel like they would like to have more of that interaction with their either their teachers or some of the individuals on campus and last but not least provide healthy School

023meals that are respectful of ethnic backgrounds dietary restrictions and preferences the strengths our students say there's a large variety of school school options in the menu menus incorporate different countries and cultures but when it comes down to the weaknesses when we have breaks unfortunately there are some students that don't have the privilege of having three meals per day during breaks one thing that we talked about is kind of partnering with Community agencies to having behind backpacks for kids on the weekends or during these breaks so we don't have to worry about whether our kids are receiving nourished meals during the breaks and on the weekends and also providing a menu based on the district's Regional demographics this was interesting and when I talked and we read some different articles about this we found out that

024it really doesn't cost any more to the district so why aren't we why aren't we doing or maybe we can find a way to do this but really looking at the demographics in certain areas or zip codes where schools are located and seeing if we could come up with the menu that fits the demographics of the individuals that are actually in those schools within those zip codes so that was the idea that brought up and that's something that definitely will look forward to working with the group and exploring more of sorry yep okay um so I've I've been writing my questions down um so just uh this one the nourishment options for students during breaks and the weekends um somebody could get us on the board the data of how like how many students because

025we can work with our state and federal leaders there's got to be programs out there funding for this and they just may not be aware that we potentially could fall off a rough idea of how many kids we're talking about we can start working and our foundation and so forth to move that needle um and then so uh the other one I had and I I told my brain got stuck so the very first one the inclusivity and regardless of cognitive and physical ability the strength that students with special needs are encouraged to participate in field trips I guess that was I will say an eye-opener I just assumed it was de facto if a class had a field trip everybody in the class went on the field trip are you telling me that is

026not necessarily the case that's the case but by hearing from some parents I'm hearing that they don't know if they're able to participate or feeling like it's an additional obstacle if the school has to get a bus with a wheelchair accessible accessible ramp but really I was trying to really instill with families and encourage them to make sure just provide them with more information that it's it's not really a barrier or another obstacle for the district for students to go on these field trips it's something that we're required to do so I think we could do a better job of making families aware that that's not a barrier or inconvenience to them it's something that we plan to do because they're just as valued as any other students okay help so really the the Gap

027is the information that of course your student is included yes thank you any other questions and mix out turn it over to assist assistant superintendent Amy Butler so my subcommittee was about mental health wellness and we had a delightful conversations about half where students and half were adults parents in the community and our conversations were very robust we started with two main goals or actually We Came Upon the two mingles we did not start here we decided though that absolutely under no circumstance did we want students going home at risk and we feel that sometimes we don't know what to do and so occasionally students end up going home because we don't know what to do and that is um that is something we would like to end and it may not happen in our

028first year but we really need to have a plan so that we have um we know exactly what steps to take and I'll talk to that in our first slide we also would like to balance the priority of mental and physical health and we think that that's highly important we think people understand the need for physical health but there's still some stigmas attached to mental health that we would love to make those two on equal footing the students told us that and this these two last bullets came directly from our students that interactive student events are far more beneficial than lecture style events and that student-led events will also have a greater impact than those LED solely by adults so those are directly from our student leaders this is our first strategy we needed to

029structure and evaluate the nsda mental health supports that we currently have we have a great deal of strengths and we have built those strengths up over time so kudos to our support services department and Rec we have resources in the district that are growing and becoming more available to students but the resources may vary depending on the location and the availability and we do believe that our district is sensitive to students in crisis but currently there's no streamlined approach to handle the crisis from start all the way to finish so often we may have a student in crisis and we take care of it and we start it and then we're not always sure that it has come full circle and we know that this student is completely out of Crisis and that's that's the

030one piece we're not totally sure in every situation now we think in many situations it's taken care of but we're not completely sure that we have closed the case per se and that led us to on the right hand side a mental health flow chart and we are hoping to prioritize the creation of this for students for parent for staff administrators and potentially even for families to distribute so we really think that that would be important and that may then go back to our no student go hosts home at risk so if everyone knows what to do and we're just that's something that we really need to process and create for our system the next one was train the students families and staff on mental health and safety we have some great strengths again we're

031growing programs to be bring awareness to our mental health that's available within the community and we have lots of available resources but there are still stigmas in school and the community that prevents our students from getting potentially those helps or the resources than the support they need we do have compassionate and willing Educators that are seeking to assist students but we have a lack of precision as to student training and how to handle those mental health challenges students tell students and then the students don't necessarily know what to do or when to seek that assistance from a an adult and I think those are the things where the Precision and knowing when to step in and if my friend tells me this this is when I need to actually share that information um it's not

032acceptable oh well she does this every day or you know when when do we know when to really call in for assistance the goal really is again to normalize this mental and physical health need other supportive adults this comes in as another strategy for us we do have we have a this is a district that is full of resources in human beings we have Deans we have volunteers we have mentors we have PTSA and we have so many adults that care about kids in this community it is something that I think if you have only been in this community you don't understand quite the amazing value of the people in this community I just look out into the audience and I'm somewhat floored on a daily basis by the wealth of community support that you

033have having not always been in this community this is incredible to me so as we develop quality programs there's a chance that they may influence how mental health is viewed they'll also in the home and we also need to honor all the different cultural expectations for mental health in very diverse community homes so we do have a lack of mental and physical health and how it's viewed in in both the home the community and the school we need to be sensitive to that so once again as Carrie has stated over and over again we really do need to put our relational educational Justice lens on all the work we do we also then again have many volunteers and Community Resources who would like to help with the social emotional learning and Mental Health Services but

034we don't know necessarily how to fully leverage this support So a goal would be down the road to have a coordinator in every building potentially or at least district-wide to help leverage those sources and make sure that we are using them wisely I did put a little care Solace there you'll hear about that later today I think it's an incredible resource that is fairly new to us and that is something that we can learn more about and finally current issues in mental health I mean there is just there's a plethora of things that we that affect our students and adults quite frankly Mental Health on a daily basis and we acknowledge and understand that current issues affect everything around us the list that adds to stress for students they're difficult to address and every student

035may have a different priority stressor and it's so difficult to isolate what it is for each child we gained experience with the diversity of virtual and in-person tools to support students in their mental health needs and adults are accessing this as well so chat Bots is something I learned about from one of our students and on our team and then online counseling and we have so many adults logging into online counseling they don't have to leave their homes to receive counseling supports there's just a variety of ways to serve students and adults but students are also dealing with setbacks caused by missing in-person social interactions through covid it is not over yet can we use some of those resources to support students can we use all of the different things that we know about these

036stressors and we created a very comprehensive list of some of the stressors there's stressors that have been here since I was a child and then there are a multitude of new stressors that we're aware of as well from social media to climate change to the things that kids turn on the TV and worry about um that we will continue to talk about with violence in schools all kinds of things that students have to concern from just academics and what college they're going to go to and the next decision they need to make so Mental Health pervades so many different things that we do we just think that it is a a large part of our lives that we need to pay attention to so any questions on my section okay thank you Dave it's your

037turn foreign so our group has been looking at our policies and our procedures and mechanisms of accountability really asking the question do we have the policies and procedures in place that we need to to accomplish the things that you saw earlier and do we have mechanisms of accountability for determining whether or not those policies and procedures are being consistently enforced across the board we've got some strengths and weaknesses that I'll point out in all of the categories they had lots of homework they would leave our session they would go home and they would try to dig up all the policies and procedures and answer specific questions that they had and then they would come back and they would ask us so we couldn't find this can you show us this and then we'd decide whether

038or not those were appropriate places for them to be in ways in which that they could find them so some of our strengths they were very pleased and impressed with the creation of the family engagement Resource Center I know that you've you've heard about that the idea that families will have a place to come and to ask the important questions if they can't get the answers elsewhere the policies and procedures are available online they are in an organized way they've got dates when they're created dates when they were updated and so they felt that that part of the system itself was working well however it was not always clear where parents and Community can go to find the policies and procedures sometimes it's a little bit of a of a trying to find it is

039is challenging and the policies and procedures are not always accessible both in terms of ease of understanding ease of use provided in the target language there are ways that you can translate them but it can be a little bit challenging and that's important for all of our stakeholders to be able to to have access to those things um in terms of uh clear and consistent policies and procedures some again some strengths procedures for ensuring that students student rights are available there are certainly clear policies and procedures around that we've got our students rights and responsibilities handbook that was easily found and accessible there's there is currently underway a review of all of our policies and procedures as you as you know as uh superintendent totally comes in and presents that information to the board and

040then there's mechanisms for managing policy review and updates that they found to be pretty remarkable however those policies and practices that have varying levels of application across the system and our students pointed a number of those things out in ways in which we need to improve mechanisms for stakeholders to hold the system accountable or not readily available or understood the parents on the committee felt that that was a really an important component is is how do we come forward if we have concerns how do we make sure that these things are in fact happening the way that they should be and what are those mechanisms and ways in which that they can talk about that and have have their concerns redressed and the need for higher level summary of policies procedures and practices and where

041to find additional resources the policies and procedures are are there but sometimes they're a little bit complicated to follow and find and understand and so having a thirty thousand foot view perhaps of where I can go specifically to find these kinds of things maybe may be helpful and beneficial the um that of course led to are the policies and procedures understood by by those who are being asked to enforce them there is timely and responsive training for changes in state and District policies that they noted however um they also noted and again our students pointed this out that educators are not always aware of the policies and procedures that impact the safety and wellness of students and so we need to make sure that that in fact is taking place through the training mechanisms for

042ensuring that policy is being implemented consistently across the board we're working on trainings for restorative practices and and so the question naturally is once people understand how restorative practices take place how do we ensure as a system that it's taking place in the same way in all of our schools so that all of our students are impacted positively in the same way and then the community is not always aware of the training that is that is taking place and they felt that that was an important component as well foreign and then students helped point this out to us that this is really the most important part right you can have your policies and procedures and you can even be following them perfectly but the real question is what's the impact that it's having for students

043every day in the classroom and in their schools and so certainly a strength is the increased effort to understand student experience and perspective through direct student voice surveys focus groups interviews Panorama surveys all of you have heard us talk many times about Street data humanizing data really trying to figure out what kind of an experience are students having however students noted that there is a need improved mechanism for collecting data on training compliance and impact so how do we know in fact that the training that's taking place is actually impacting the lived experiences students are having in every one of our schools and the need for improved mechanism for evaluating consistency of application of policies and practices as well finally in terms of the student experience improved mechanism for evaluating accessibility of policies and procedures

044for community members and parents and that there was lots of discussion around how would you measure that but I think it is important for us to figure out and refine efforts to collect data from students on the impact policies and procedures and their applications are having on their school experience one of our students noted actually helped us with the language we had a lot of education ease as it were and students helped us rewrite some of our the way we were thinking about it also improved as well but following enforcing the rules with Integrity fairness and Justice really was the three words that finished out our last session as we begin to to take this on and figure out how do we make sure that these things happen any question about those three um so

045I recognize this as a midpoint check-in um every one of the needs improved weaknesses are spot on and so and when we get the final report if we just how how does that thing happen so what we started working on at the last at our last meeting um in addition to uh the wordsmithing that uh that was very helpful in terms of our thinking we began thinking about leading and legging indicators right so what is our objective in terms of how we go about solving this what are the leading indicators what are the ways in which we know that we're doing the things we need to to get the results we need to and then what are the lagging indicators what are those mechanisms at the end maybe the end of a year or the

046middle of the Year where we can say yep the things that we've been doing are actually making that progress and so I think all three of those things the goal and objective the leading and the lighting indicator are are critical with each of these in mind so hopefully you'll be able to draw a direct line to each of these and those goals and objectives I probably wasn't as clear as I needed to be Sue um thank you that's that is helpful but I was thinking like you know the the need for a higher level summary of policies for example we say looks great then does we'll just that will happen is that how that will work um or what what is our role in in this I guess so the my assumption is that the

047committee actually says so if that's what is needed what would be the process for making that happen so what what would that and that's the leading and lighting indicators right so what would that look like if those summaries existed and where would they sit and then we as the district have to sit down and say so what's the practical way in which we can bring that off the page is that is that so basically it's a great idea off you go and then great idea here we go okay all right I'm ready okay and and just to provide a little bit of support for that process and the policies there's so many different types of policies and some of them do fall within the board domain just want to have one thought and one idea

048but that doesn't mean it's a prescription but one thought is um if someone isn't thinking about studying the accessibility or lack thereof of board dogs might be a thought especially since it's so PDF driven and then a slash suggestion is on every policy governance policy there's actually an introductory paragraph that might have a little bit too much education ease but probably could be a helpful summary for that because that was the stated kind of goals and then it's the details below that we usually dive into the monetary report but that might be something just to to help the process a bit perfect and I know somebody who can help us with that word smithing thank you don't point this way um so I and maybe this is what you were all saying but when I

049Envision what comes out of this from the weaknesses you then have a list of action items this is what needs to happen so that we can resolve these these sets of weaknesses and perhaps that might take funding perhaps that might take identifying a staff member or board members or somebody to perhaps accomplish that but sort of a road map at the end of of how we resolve these things one of the things that I came up with too with respect to the ease of use of board docs is I'm sitting here wondering do we have a search engine or does the the web District website search engine also go into the policy so that if you you wanted to look up Equity would it take you to the policy that spells out what what Equity

050is fun yeah okay yeah it did for us we we actually had to do that yep thank you and I just want to do a time check we have 15 minutes can I go a little bit past 5 30. yes five minutes all right so um we've got another one right afterwards yes so I want to honor the work of the intervention services as well so I'm going to go very quickly so just as a summary you've heard about student belonging you've heard about mental health you've heard about accountability and the ability to progress monitor there's a multitude of things that go into meeting the spirit and the commitments in parameter seven so this is the fourth goal and it is focused on providing a comprehensive safety security and supervision supports and services specifically looking

051at violence prevention and response and in rank order these are the priorities that we discussed and came to consensus to and again that was through the consensus protocol with the original task force and then refined within the subcommittee I also want to thank the many subcommittee members that are sitting in the audience today this has been hard robust conversations and I think that we've gotten to a very good place that is representative of multiple perspectives so the first is to provide clearly defined campus and safety student safety approaches responses responsive to community needs and in compliance with state law I think you're very aware that legislation change and we need to bring our programs into compliance to identify and consistently Implement alternatives to discipline that support student growth reduce harm preserve student dignity and Community

052Connection so you'll hear some about restorative practice Define an accountability structure for following District safety procedures operating standards and implementing training and then finally to develop and Implement effective timely and informative emergency communication and that body of work is already underway so I have bolded the top strategy because this is where we have spent all of our time in the last couple weeks and the rest of the strategies we'll need to address once we have this one resolved in addition to the knowledge building that happened on the larger task force in our subcommittee we spent time really doing some additional constructing of knowledge together so that we all had the base same Baseline understanding so we looked at the recommendations provided from the SRO task force from last school year we looked at National Data

053about SRO and SPO research what I do want to the caveat that I want to mention here is that National Data is looking at different models that don't necessarily reflect the requirements that are outlined in Washington state legislation so it in some ways it is comparing oranges to Apples but what we know from National Data is there's disproportionality based on race and that's something that we have to think about and consider and I'm going to talk about our Data Systems here at North Shore because that is an area of growth for us in terms of being able to track and monitor how any campus safety Model results in particular student outcomes um we provided local incident reports we actually were able to provide incident reports from Bothell High School because they have an SRO program

054and here I want to sort of underscore that it is more difficult to get incident data from other jurisdictions because we have to do a public records request and while our safety and SEC and it's redacted and so while our Safety and Security Department are getting incidents through Vector through easy alert through phone calls email and it's all coming into a report system it is not a data that's easy to analyze and evaluate where you can just do a quick data extract which is different when there is a formal relationship with a law enforcement officer and we get a monthly report we provided the state requirements for campus Safety and Security because again those have changed and then provided school campus safety models that we have in neighboring districts so what I do want to

055note here is that we provided the Bellevue model that was looked at and was put forward by the advisory committee and actually it was not moved forward as a recommendation by the interim superintendent because I believe that he wants to provide the incoming superintendent the opportunity to develop and Implement their own safety plan but that is a community engagement officer it is very similar to the model that they have in Tacoma and I'll talk a little bit more about that so this was all the additional learning that our subcommittee needed to do and then the subcommittee also developed some additional values that are that sort of expand upon the commitments that are already outlined in parameter seven and I'm just going to pull forward a few of them because I know that you can read

056them here on the slide but one is to employ restorative practices and other approaches to heal individuals and the community another is to foster a connection and relationship with the entire School community so as we think about campus safety approaches or models how does the individual or individual is responsible for campus safety build relationship with everyone from staff to students to families because that's what we continue to come back to in the subcommittee it's really about relationship all of this work is about relationship and then finally support preserving the physical safety of students and staff during an emergency situation because of the context in which we're working and so much happening nationally a lot of our conversations centered on what happens when there's an incident and how quickly can respond and what is our response

057so really viewing that through response rate but also how are we effectively and consistently implementing our school safety plans so that's that last bullet right before the it's the bullet right before the last one and then these are some of the operational considerations so in addition to the values based on the research that the subcommittee read what were some things to think about as we were developing these different approaches role Clarity whether it is a campus supervisor campus safety supervisor and SRO needs to be delineated between School staff and the safety the person in the safety rule safety personnel cannot be involved in discipline that is the role of the principal and making sure that that's really clear in any mou in any job description again so that we are attending to the school-to-prison pipeline

058and we're disrupting negative things that potentially can happen for our children training is critical for any school campus safety position again focused on de-escalation strategies must comply with state requirements and then this last bullet we really need to be able to track incident data so that we can evaluate the effectiveness of the approach look at disproportionality and make changes additionally one of the statements during the subcommittee is we can't lose sight of the proactive supports and that's where you heard about mental health our large investment in counseling and so while that sits in another subcommittee's body of work we wanted to make sure that it was here too because it really is a Continuum of service and support and then finally a lot of our safety models right now are focused on Secondary School but

059we have a Pre-K 12 system and so thinking about whatever approach we adopt how does it attend to when we engage or need additional safety support at a preschool at a elementary school how do we make sure that we're thinking about the same kind of supports that might be needed but with students who are developmentally different than our secondary kiddos so I've got nine minutes strengths and weaknesses like other subcommittees we recognize that North Shore has a lot of strengths we have great Staffing we have Deans at half the middle schools at every Comprehensive High School we have an average of two campus supervisors we have one SRO at Bothell High School and a Dean at SAS we are very fortunate here in Washington that we have articulated trainings in legislation that if we have

060a campus um a security campus person or a law enforcement person on our campus they need to have 13 trainings that they've taken so we're fortunate in that way compared to other states some of our I'm going to actually flip to this next one just keep doing strings and come back to weaknesses additional strengths we have an expert Safety and Security Department we've made a lot of investment in building infrastructure cameras and locks and fencing but we continue to have some areas of constraint so one of the ones that I want to point out and I know that the school board knows this is really more for the public is that because North Shore is served by multiple police agencies and two Juvenile Courts it makes communication planning and sometimes response more challenging that's just

061a fact um and that without a defined District SRO program Beyond one high school we leave potential engagement with law enforcement to chance because people who come to our campuses don't necessarily have the 13 trainings that are required by law if you are placed on a campus as part of their portfolio and that is just a consideration something for the superintendent as we put forward recommendations to think about it means that sometimes law enforcement who comes to our campuses may or may not have training in a school environment another constraint is that campus supervisors report to the school leader and they're used in different ways and the training that I talked about the state training is voluntary because they fall into a different type of category for campus safety or supervision and then finally um

062oh this one was pointed out by a and you can read all of them but I'm going to point one out that I thought was unique and and helpful to think about that communication between schools when events happens is sometimes challenging when the same event affects multiple schools and how do we improve communication between our school leaders and our school communities so the subcommittee I'm going to give myself three minutes to get through seven models I've got it so um the subcommittee developed seven different models these are in no particular order they really were a brainstorm based on parameter seven and the values that were discussed as well as the operational considerations so the first approach would be status quo and I'm just going to talk about structural details I'm going to let you look

063at the pros and cons of each model so structural details there's a campus supervisor at Woodinville High School Ingram Mall High School North Creek High School there's an SRO and campus supervisor at Bothell High School currently we don't have dedicated safety staff at Choice high schools except for the dean at SAS middle schools or elementary schools and I did mention those Deans at middle schools but no dedicated safety staff so that's status quo this might be a new model for some of you um the idea model 2 is to replicate bothell's SRO program across four Comprehensive High Schools tying back to the feeder middle schools where we have Deans so at least there's some level of a 612 Connection in our district that would require creating an interlocal task force is one option Bothell PD

064would help manage that task force train and evaluate sros so there's kind of two ways to do this one these would all be baffle law enforcement officers that would be the sros for North Shore School District or its other agencies allocating their sros to an interlocal task force so all of that would have to be worked out but that is something that Bothell Police Department is open to having that conversation and being supportive of um hiring would include District Personnel families and students I know that that's historically happened at Bothell High School a suggestion from the subcommittee is that there's family classes on emerging issues because the context changes all the time and a lot of times law enforcement Partners know about things that are happening in the community that families need to know about

065and then again as I mentioned there would be a focus on building relationship with the middle schools model 3 multiple agency SRO program so each jurisdiction would provide the SRO for their Comprehensive High School Middle School approach to be decided they would be required to do the state training because they would be sros but I do want to note that this is the model that we've had in previous years and there were some challenges model 4 local determination so out of the subcommittee putting four forward a couple different approaches and actually letting the school determine what approach they want to embrace so um each school would determine if they want a campus supervisor model or an SRO program which is one SRO one campus one campus supervisor potentially Bothell Police Department could still manage the

066SRO component of that Model 5 community resource officers so this is the Bellevue model that they put forward that has not been for moved forward with a recommendation from the superintendent but was considered by the advisory committee over there as well as the community liaison officer program in Tacoma so this is a different model this is a K-12 model the recommendation would be that Bothell PD would hire train and manage manage this model this was actually really came forward as a interesting model for the task force last year but there wasn't a police department willing to manage the entire approach so now that Bothell police department has said that they're open to a partnership or potentially willing this puts this type of approach back on the table so the law enforcement officer would reside in

067a comprehensive high school and or middle school and it would provide provide that Continuum of support for students and families and staff I do read the cons section because there are things about expense that we would need to figure out there's a lot of details behind this that are yet to be determined model six all high school students have only campus supervisors so these would be hired at the school level Duties are varied across the school and assigned by the principal and evaluated by the principal I think the most significant challenge here is that there is no required training and so it gets back to we are dependent on our local police jurisdictions and the training that they get and and not sure who's going to show up when we actually need to engage with

068law enforcement but fully integrated in the school culture increased supervision meets a lot of the values outlined before in terms of things we're looking for and then Model Seven all schools have a campus safety supervisor so this is different than what we currently have so it's that word safety between campus and supervisor and that would mean that these individuals would be required to take those 13 trainings outlined in legislation instead of potentially reporting to the school principle they would report to the district Safety and Security Department and um let's see I think a con with that is that they would still have to call 9-1-1 for any police support and then benefits are very similar to some of those slides before ability to build relationship potentially because they have a different role they could engage

069with police differently common standards in training and potential for improved data keeping and sharing so our next steps are we also have to complete our racial Equity analysis we really need to do some Community engagement here I just want to mention we can't complete the racial Equity analysis without talking more to community so as you look at the questions outlined in the racial Equity analysis it requires talking to more students and to more families and really asking them do these models align with the values that we've set out and do they align with the commitments in parameter seven and what adjustments would you make and then finally we need to go through strategy two strategy three and strategy four questions yeah um thank you before we go I kind of wanted to grab this before

070we went into next steps so actually just go back uh yeah right there perfect so the title of this is comprehensive safety security and supervision right and when I read parameter 7 the definition uh that in of unsafe conditions behaviors or actions says includes acts of discrimination harassment intimidation bullying or cyber bullying the unsafe access to our utilization of online information I don't feel like I heard anything in any of those seven models that addressed those issues of unsafe conditions for our students where is that work lying in this committee I think it's probably gonna lie I really appreciate you bringing that up because a subcommittee member in fact as we were closing out last week said gosh we really need to be talking about bullying prevention and so either one is going to need

071to be nested in the strategy I just talked about but we have really been focused on sort of response I would say and a little bit of prevention it might be in strategy two identifying and consistently implementing alternatives to discipline that support growth reduce harm preserve dignity and Community Connection maybe it comes in there but I appreciate that question because it mirrors a question from subcommittee members okay so just as because we're going into next steps when we get the final report I'm going to need a clearer line between uh number two in the parameter and suggestions that are being made great thank you thank you for that feedback are there any other questions at this time I'll just um agree agree with that because um there needs to be an analysis of what is

072the most immediate need uh for my personally I would say bullying supersedes any of this that I've seen up here in the last seven or eight slides about the how kids feel at school and how that how bullying drives behaviors and what can we control in the building to make the place more safe so for me there would have to be at least as many slides on those topics is what I've seen here or just make or switch the priority a little bit thank you for that feedback I appreciate it at other questions I I have the same question down and so that's why I appreciate the opportunity to check in before the process is complete it really is helpful for us to be able to give feedback like this to really help keep the

073process moving forward so we don't get to a conclusion and have similar questions so thank you for this we appreciate it too maybe just a quick wondering how much exposure does the task force have about Budget on the various recommendations has that been part of the consideration or is that for later I think that some of these will not we will not be able to afford and so some so we have to do a budget analysis for some of these potential models so we are not there yet just getting seven models on paper was um a lift so that is sort of racial Equity analysis I hear tying more closely to anti-bullying feeling safe as well as budget others can't quite see it on there well thank you thank you very much Carrie thank you

074everybody for the the presentation this is really great and you know thank you to the board members too because you asked my questions for me I also wanted to point out at the end uh of the slide deck here you have appendix additional process next steps um appendix with some of the uh potential action Flags there's a lot of great information in there too that uh we'll look forward to hearing more about uh when you guys come back some time end of June or so I don't remember what the timeline is we'll have to work with interim superintendent Tully because I'd like to come back again before the end of June but I don't know if there's space for us so okay yeah the only other thing I was wondering about is if you know

075as we're saying there's there's a lot missing from this specific not parameter but component that needs to be considered here but I can also see where it would be sort of tied in with the work of the other subcommittees so are you all going to then get back together yes and then split apart again or just you know come back after you've all looked at the the individual components of your subcommittee yes and that is actually in one of the next step steps so if you see one two three four fifth bullet down full Task Force review of subcommittee recommendations so we actually one of the commitments that we've made to the task force is to bring all of the work back so we can look at the intersections the concerns making sure because everyone's

076signed up with a particular view for this task force and they're very emotionally committed to this body these Bosnia work and everybody wanted to be on a different subcommittee in addition to the one they're on so we are going to bring it back so that we can really crosswalk so I know my colleagues also heard the need to address bullying in particular okay thank you very much so that ends this section of the study session and we will move on I don't know if you does the board need a break or anything in between one minute one minute okay one minute and we will return and hear from our I forgot the title intervention services and supports thanks guys thank you hello thank you yeah so it's foreign okay that's fine one of the players

077yesterday or two days ago are we back oh we're not recording anymore David go ahead okay we're back on um so assistant superintendent Emily Butler I hear that you're heading the intervention services and supports presentation if you could lead us off please and we also just for the record we have Dorian Miller director of early childhood education and Ebony Harvey director of accelerated models and programs thank you always and Rick Farrell again uh okay thank you so we're going to start off with these topics as assistant superintendent Butler has shared um so we're going to start out with our Title One Part a um which is really all about a closing the educational achievement Gap um we receive as the North Shore School District about 650 000 and Grant funds to fund our Title One

078program it is in four schools or five schools for elementary schools so Crystal Springs Kenmore L Early Childhood Sorensen wooden elementary and Woodmore Elementary School um our big essential components for our Title One program is that we do have a large parent and family engagement um showing for uh for our Title One school so this is a really huge component of our program the other component of our program obviously would be the instruction that is provided to our students I would also like to note that we are all of our schools are school-wide a title one programs we don't have any targeted programs this year so that means that we are able to provide more services to all students within those schools as opposed to just a few students um we do a lot of

079extended day and summer offerings for groups of students a lots of 101 group instruction um our family engagement nights are really a huge component that's when we are able to bring the community together to offer that homeschool connection around what we can provide in school and how we can extend that through the home as well teacher professional development a lot an additional parent in community home visits so here is just a snapshot of all of our different schools that I'm going to spend some time with this is one of our Title One schools it's Crystal Springs they're the home of the road runners um if you can see they are serving 505 students um in their title program all schools that you'll hear me say or you'll see on our slides that they do take

080time for a professional development and collaboration and professional learning communities to meet about the interventions to give every student what they need when they need it um Crystal Springs every school also has chosen a title one school goal focus Crystal Springs um their goal is to provide professional development and glad strategies incorporating inclusionary teaching practices into the core instruction provide classroom-based targeted inventions that are coordinated between all intervention Specialists and that is lap that is a Learning Center as well and our ELD as well and monitoring student progress and reading including Baseline formative and common assessments so this is just a snapshot of our Crystal Springs Elementary here's Kenmore we have 424 students that are that are being served their goal is around success in the early years where each student will develop intellectual curiosity

081persistence social emotional awareness and academic skills to be positioned for success by the end of grade three and then by June 23 23 their multilingual title lab students in grades three to five will increase in their competency competency and stamina in one or more great levels as measured by the I already that we do take three times a year and they are also in their title program doing star assessment as far as wooden elementary school they are serving about 477 students and between 2022 and may 2023 students at wooden who scored below grade level in the fall i-Ready assessment will show more than one year's growth and their focus is actually in math and then Woodmore Elementary serving about 658 students this all encompassing with our Early Childhood Program that is also add uh Woodmore

082Elementary as well so um their focus is to increase the percentage of students achieving and maintaining maintaining grade level and the five components of literacy development so around funding MC awareness phonics fluency comprehension vocabulary and then also writing and spelling then I'm going to turn over to director Milbridge is going to talk about early childhood hello good evening I'm excited to share we are continuing to braid funding through our title one dollars through our ready Start program and that is a general education program that serves students with disabilities students from our community and students who qualify for free preschool so I've um highlighted our saturation study I've shared this data with you all before the saturation study basically pulls approximately the estimated eligible children here in North Shore who would be eligible for a pre

083free preschool so as of right now we have about 254 students within our North Shore School District that are eligible the saturation study highlights ecap and Head Start and so they only highlight that instead of our ready start data so basically we're serving 45 percent of our eligible eligible students within North Shore but I also correlate did our data with our ready start numbers and so added those 49 students so we are serving 64 percent of the students who are eligible within North Shore So currently we have about 163 students who are Income eligible for a free preschool the target really is that we would like to be at a hundred percent we have 104 slots we are currently not fully enrolled we're working really hard to access our community and our students and really

084pulling in students from our community to serve those slots in those free preschools director Milburn really quick so just to just to clarify in case some folks are watching along at home so the estimated eligible children is based off of a statistical analysis at this point it's not that we have found children and haven't given them a spot we are trying to find the estimated amount of children absolutely okay and that concludes the information for Title One any other additional questions okay so let's talk about our learning assistance program um we have this program to to provide supplemental instruction and services to our students who are not yet meeting academic standards and their basic skills um and that's I as identified on our district assessments which would we are ready um we the funding that

085we receive from grant funding is about 2.4 million dollars to fund our program and then schools are funded based on need on a need base of their performance on the iready assessment we have about four percent of our students within our district that receive Lab Services um so that's about 960 students as as of the day I pulled the data monthly that changes um because students are qualifying um throughout the year so this month I did look at the data and we have about a thousand students that are receiving 1018 students that are receiving services so our staff they do report monthly the students who are receiving services for lab so our overview of our lab services is really to provide targeted tier two and anticip intensive tier three supports that are added so I

086just want to note that this is an additional service to their Core Curriculum so we want to make sure that students have meaningful access to Core Curriculum and so we also provide this supplemental service so the essential components of how that shows up in North Shore is through instruction we provide interventions that are delivered by a lab certified teacher and a lap para and instruction occurs also in small groups within the classroom or in some sort of separate setting and these are interventions are provided in addition again to the Core Curriculum we do have several different curriculums that we use supplemental intervention curriculums that we use to support services for students some of those include hegarty Flyleaf Sunday and then we also use our new curriculum that we have just adopted the inter-reading curriculum to

087provide that additional service and then for assessment purposes we use the iready assessment to monitor students director Hayes just um partly for my own clarification but also for anyone watching at home so Title One is federal dollars based on a percentage of students in poverty correct and then lamp is also the dollars that we received is based on the percentage of students that we have in poverty not the percentage of students that are struggling correct correct and but then we use those dollars to all students it's not you don't have to be in poverty in order to access that is correct yes and the lab program is a state funded that is correct directory how about one more clarification we can also use State lab funds for math instruction is that correct we do um

088and a lot well wooden is another example of that where they use braided funds and integrated supports to provide their goal is around math and so yes we can use those funds for both both reading and for math yes okay any other questions around learning assistance program okay we're going to move into our English language development program um and this is a combination with general education that provides K-12 with linguistic development and accessing grade level academic contact content as they require English language proficiency I think the point of combination with general education is really important because really all teachers are teachers of language and so we we really want to make sure that we're looking at holistically the child as we provide this service we have about 10.2 percent of our students that receive English

089language development services that's about 2466 students in addition to in like manner with lab services this number changes on a frequent basis because of students moving in and out of the district so that number does change but as of the day I pulled the data that is the most accurate number so to provide services for English language development we do receive two types of funding from our grants we receive about four hundred thousand dollars from title three um Grant funds and then for our transitional bilingual education program we also receive about 4.2 million dollars in grant funding too also provide services and that is distributed again across the district determined by the number of multilingual Learners that we have needing language proficiency we assess our students to determine um if they are going to be

090in programming out with the Wida assessment which I know you are familiar with but we'll talk a little bit about that in just a few minutes so um the biggest component of our English language development service is really that we are meeting the civil rights requirements for a multilingual Learners in Washington state and what that really means is that we are simultaneously making sure that we're providing ald instruction while the second goal is providing me meaningful access to content so not only are students getting what they need in their Core Curriculum but students are also simultaneously getting what they need through interventions um what that looks like for our district is we have two service models one for elementary school and one for secondary which is our middle and um high schools where we are

091a supportive mainstream District where we have instruction that looks in multiple different ways but mainly as a shelter instruction protocol and also guided language acquisition design where we're using those two models to provide services for our students and then we also have a dual language program at wooden that we also use as a service model to provide services to students our curriculum is a multifaceted as well we have several different supplemental curriculums including eye eyelid which we use in our secondary schools and then we have fly leaf and Sunday and again the inter-eating curriculum has been really beneficial there is a multilingual component that's built into the curriculum that we are able to use that curriculum to leverage the instruction from the classroom teachers as again all teachers are teachers of language so our general

092education teachers are also able to use the inter-reading curriculum to be able to provide supports to our multilingual learners um for assessment for our ELD program we do the weda screener at the beginning when they first enter kindergarten and if they're new to our district all students take the Wida annual which we just completed a few months ago as well as the all access and then we progress monitor throughout the year with iready assessment as well okay a little bit about the Wida assessment won't spend a lot of time here I know that we have talked about the Wida framework before but I feel like the really important components here are four big Ideas is around equity and the opportunity for Access and then even breaking down the access a little further is once they

093are have access then they need also a different access point of differentiation to make sure that each student is getting what they need collaboration among stakeholders we have a lot of collaboration around students or with our staff Title One staff are learning Learning Center staff and our lap staff that actually have integrated supports again integrated integration of our content and language and then our functional approach to language development and then you can see these are our four components one thing that we have made sure that it's really important to us is to make sure that we are thinking about students and what they can do as opposed to what they can't do so we do have our can-do portraits where we identify students strengths and we use that based on their assessment scores we have

094conversations with students and we talk about how they best learn and we have lots of schools that are using our can-do portraits it is as we come up to this next year going to be the focus we have English language learning plans that our schools have been accustomed to using that provides the same type of model the only thing that is missing is that street data around what kids can do and so we are really proud of the work to be able to look at what kids can do and to also get their voice into their own learning and use that and their spaces when they are and this is just an example of our Wida assessment scores I would say a lot of this is going to change as this is the year where

095wheat is actually making their Baseline data so we contribute it to a contrasting study where they did at the at the beginning of our assessments to have us help them determine the Baseline so these scores that you see will definitely change in terms of Benchmark for students I would say um in terms we do have students that are exiting services and so one of the exiting factors if you're okay through second grade student you exit a service by receiving a score of four or more on the Wida annual and if you are I'm a student and um third to to third to 12th grade then you um you would need a 4.7 to exit service that number is probably going to change like I said as they are coming up with final scores in June

096of what that might look like any questions about English language development this is more a curiosity in terms of again you know what since the pandemic and um uh thinking about enrollment and you know of community if communities have um been affected by the economy and the tech industry and all I don't know if um our percentage of multi-language Learners have been affected At All by all these events over the last couple years it seems without going back and double checking we've kind of held steady maybe gone down a little bit and the percentage of multi-language learners but I'm that's just off the top of my head I'm wondering so the trend data of our students in service we actually have increased we have we have increase in the number of students that we are

097serving for English language development and because of that during our Bridge bargain we were able to also secure additional staff to be able to support the amount of students that we are growing to provide services to students yes absolutely and our superintendent did you have I was just wondering could you give us a sense of what you think about home languages as it relates to that can you give us a sense of what area are we growing in this area in North Shore yes um so in home languages and as it relates to our English language development our multilingual Learners we serve about 773 students in Spanish so that gives you a gist of again our 2000 2400 students that we have in ELD what has grown over the year um has been our Portuguese

098speaking families we serve about 160 of those students 123 students in Russian and for our newcomers that have come into our district recently it has been Ukrainian and we have right now only about 48 but that has they have come throughout the year and so being able to make sure that we're providing supports for students who are very new to the country I know assistant superintendent Butler has created a we had a ELD work group that we looked at newcomers and students with a limited and interrupted formal education to be able to provide supports to those students I'm going to turn it over to director Milburn she's going to talk about ELD and early childhood all right so I'm excited to share that we are in year two of the Puget Sound taxpayers accountability account

099Grant this grant has funded us the ability to do a couple things the grant says that we for half our our dollars we partner with a community partner which we have chosen the Imagine Museum and for the other half of the dollars the district is able to decide kind of where to put that support So as ELD services are not um supported for Early Childhood we have actually been able to acquire an ELD teacher for our early childhood students which is amazing so as of this morning this position is actually at 0.8 because we were able to find a few more dollars to be able to increase the teacher for this school year only as a English language development teacher that teacher is supporting in our head start and our ecap program she is pulling

100about 40 students and she's actually doing push and services in regards to small group instruction for a multilingual students the other um funding that we prepared this year was through the American Rescue plan Cove contract we were able to acquire pass-through dollars in partnership with the Puget Sound ESD dcyf Department of Children Youth and Family and the office of Head Start this is a school year funding so we took those funds and hired three school year your only paraprofessionals to work in collaboration with our new ELD teacher and again we're increasing instruction and targeted instruction for a multilingual students in Head Start kneecap there's about 40 students that were serving currently under that model our goal is to continue with supporting these Services through our grant our what we call the pasta Grant the Puget

101Sound taxpayer accountability act and we are continuing to hopefully be able to partner with that the Imagine museum has been wonderful so we have partnered with them they come into our schools we open up Sorenson and we actually invite our Head Start ecap phonology ready start families they all come the last time we had an event I think the Highlight was it wasn't just about children it was really about community and families so we had about 50 students come that evening but we had over 200 people within our building we had students from our elementary schools we had moms dads grandparents it was a really beautiful event and really highlighting our science and really that Curiosity of learning so we're really excited to continue to partner with them they also open up the Imagine Museum

102and our families are able to go there to engage in those learnings too so it's been a value added to North Shore Early Childhood the other thing that we were able to do is we were a beneficiary of the raise the paddle for the Woodenville Rotary Club they precurred about twenty thousand dollars for us we've used those funds to hire two trainers to come in for North Shore early childhood and do guided like language acquisition design professional development for the school year it's been fabulous really it's connected with our early childhood goal three of really identifying our multilingual students and for students who are below highly held expectations in language and really being able to partner with them every team within Early Childhood has a smart goal which is then linked to our sap plan

103goal our strategic action plan goal and they're in partnership with the professional development so it's not just a Stand and Deliver we've actually built out four days where the trainers come in they bring in student data and really go through the targeted glad instructions that are happening in the classroom any questions okay thank you so just want to share a little bit about another support I've talked about how our teachers and our staff are supporting students in our multi are in our ELD program but I also want to point out that we do have additional staff that also supports the teachers as their supporting students we have two ELD tosas one for elementary school and one for our secondary and their main goals is to provide professional development they go also to schools to teach

104and model to lesson plan with teachers and to also provide assessment support whenever we are doing a Wida assessment or to look at their service list as their progress monitoring along the way so those two additional staff has been really integral to our ELD team teachers in the schools to be able to have what they need to provide kids what they need um and then we also have an additional support of our family engagement Specialists they do provide supports to our families I will point out that they are providing Equitable supports to our our Spanish-speaking families however um we with the Family Resource Center that superintendent Tully talks about that we're looking to expand those options of Beyond just Spanish so that we can meet the needs of the other families that we do serve

105within our ELD program and then lastly I just want to share that with our Title One our ELD or lap program in addition to any uh student that is in third grade we look at supporting the RCW that all third graders should be reading at grade level by the end of third grade so we do provide an extended school year through a summer reading and STEM Academy that we are proud of we do extend that to all third graders across the district whether you are in program or getting an additional service or not and we provide them with instruction and reading and we also like to make it fun and we have also Incorporated stem which is a component of Elementary's engineering kits that kids get to come and they also are building their vocabulary

106as they're building rockets and Racers and things of that nature making bubbles and I will tell you the the vocabulary in there is very rich I had went out to the program last year and I had talked to a student and they were getting ready to make something and I said oh you're going to use the plastic paper and they're like nope that's transparency and I thought very good very nice so it is building the vocabulary for students we are offering that again this year it will be at West Hill we are inviting again our third graders last year we invited fourth graders because we wanted to address the unfinished learning during covet this year if room is available we are going to invite our second graders to be a part of the program so

107that we can also be preventative and making sure that students are where they need and following the RCW any questions around the first set of interventions and supports okay I'm going to turn it over to director Barrel well hello and I'm happy to share some intervention supports on behalf of the student services department I just want to point out last year we had second step in Kelso's Choice approved the counselors in the district were very intentional about having two different sets of curriculum for students within the district they wanted one specifically for Kate through second grade which is Kelso's choice and second step for third through fifth the reason being they wanted a consistent curriculum throughout the district that's taught throughout the school year sort of student transfer transferred to a different School within a

108district they would still receive the same services and especially when we try to think about bullying prevention in middle school they thought it was very important for the third to fifth graders to learn skills and be aware of and have access to anti-bullying curriculum so we can reduce bullying in middle schools and I'm I'm looking forward to seeing how we can reduce bullying instances in the district over as comparing the data since this is the first year that we've had both of these curriculums for a full year and compare it to that at the end of next school year so I'm happy that we definitely have those two um continuing it continuing Middle School I've given a task to middle schools and we're evaluating different curriculums that we can also follow suit with Elementary so

109that we can have a consistent curriculum to use in middle school we did have our character strong which is a SEL curriculum but not specifically bullying prevention but um that's one task that I've given our middle school counselors to look at a curriculum that we can use consistently across all of our middle schools to kind of pair with um Second Step and these are just two highlights of two presentations that we did last month we met with some students at Leota Middle School that very great advocates for bullying prevention they detailed the plan working with superintendent tally and I joined along they said they wanted two separate events to occur they wanted an event where we can talk to students and then they wanted an event where we could speak directly to their parents and

110they provided a lot of insights to share Editon Who provided in tailored a presentation just to meet with students not only for Leota but that was the district-wide presentation so I'm looking forward to doing more events like this um like I said other middle schools in the district do different presentations and it's good to note that we don't just do bullying prevention in the month of October we try to do it throughout the year because bullying does not just occur in October mm-hmm good point and this is exciting news in relation to just to go from Elementary Middle High School North Creek High School earned ramp status I know you're thinking what is a ramp the recognized ask a model program when we think about school counselors this is probably the most coveted organization that

111supports a lot of the work of school counselors membership and supports the work of Senate Bill 5030 for the comprehensive School counseling program so when you think about 115 over 115 school public schools and private schools in the United States 300 schools are actually ramp approved and we have the only High School in actually there will be a Elementary there's one Elementary that's why it's highlighted one but that will change to three next school year so high school will have the only High School in the state and the criteria North Creek High School and the admin should be applauded it was a 80 page document that they had to put together a very tedious that they've worked through lunches spent a lot of time after hours to compile this and I hope this is the

112start of something great because I would love that we could get another ramp School in the district that really looks favorable when parents look at one counseling programs within the school district and it's nationally recognized so definitely congratulations to North Creek High School and I look forward to working with other schools that really want to achieve ramp status and just the red schools are the states that do have a rent program in a state and the blue blue states are the ones that do not I clicked on the yellow one it is red but since I clicked on it it is yellow so I wanted to point that out and today is the launch of our very happy about our Panorama SEO screener we've seen great results so far hopefully within our second administration of

113our scl screener which starts today and we'll go until May 5th we're giving everyone two weeks to go through the SEL screener once again it will be grades three through five we're going to run the same survey as we did the first the first time that we added a second STL screener to focus on students and individual students so we can work on the interventions that are needed for those individual students which works with the T relationships with teachers rigor of coursework and how what their overall feelings are about school I'm just looking forward to all the results that we get from this information because it def definitely contributes to some of the questions that we have regarding student voice in our strategic action plan and I think it's something that we really needed in

114the district and I'm glad to have it and just to give you a snapshot of some of the information that's shared um in 95 91 of the students in Elementary report that you know they could be bullied online at some point um which is you know when you start to think about how many elementary students or online or have access to mobile phones you know that's changed over the years but we can use that information as we start to think about what safety looks like in elementary and compare it to Secondary School just another piece of data and we're going to be diving more into Data as we get the next screen there as we compare it to the first Administration I'm looking for a lot more students now that they're more familiar with it

115schools are more familiar with it they know the importance that we can relate this to their school action plans I just think there's going to be so many great benefits and next school year we weren't able to do it this year we're going to incorporate the K-2 screener which is going to take a little bit more time because the teachers have to work a little bit more individually with the students since they aren't able to actually take the survey in the same manner as grades 3212. very happy to announce um our partnership with care Solace just to let you know we are still in the Mental Health crisis and we thought it was very important to Pivot to a different type of service we do have mental health therapists within the district but we have

116been losing some mental health therapists in the district due to some of the big companies that promote Telehealth Telehealth is a great benefit but at the same time we have to service our kids within the district within caresalis which is available to all of our students in the district our staff in the district even board members and if you take time or need access then click the link you'll see how families can self-refer themselves to the service and the great benefit is one Gap in service that we've always had is when it comes to some of our breaks winter break holiday break or summer break families don't have access to their school counselors so by just going on our district website they're able to self-prefer themselves and usually what I hear from families especially multilingual

117families it's hard to access the services but it's available in 200 different languages they can put their information on there if they have insurance it will go through their insurance look for all the providers in the area if they don't have insurance it can still find them providers that work with them without insurance but it takes a lot of the work away from the school counselors or even the families so even I took advantage of I had to refer a student and I can sit there on my computer and look and check in Daily and see how many contacts have been made with different providers in the area and then I'll get a contact and notification when the student is directly entered into care so it's something that I'm very happy that we have we

118came across and thought it was very important there was a lack of mental health therapist in the area and I thought I utilized some of our funding from one of our grants to go in this direction because this service is everyone in the district and even it allows us to have a little bit more time and not worry as much about families when we enter summer or any of these breaks and this is just additional information regarding carousel's three throughout the year and typical wait time is 10 days and when I say 10 days I've seen some students that were able to enter service within two or three days but when we say 10 days it's a family may be Portuguese want a meeting only on a Friday afternoon that's Telehealth so they spend a

119lot of time and it takes a little bit while while to get them to that specific provider that meets their needs and this is additional data that was available to us um she breaks it down by gender um the actual actual students that are being seen we can see the information from various schools that receiving referrals and what kind of issues are students having within the district so we can we have access to all this data that's very helpful to us to be a better service and provide plans for our schools throughout the school year another program that I'm proud proud to announce that you know we did receive a twenty thousand dollar grant for a suicide uh post-dimensions um through prepare we've been working to train our teachers nurses um psychologists anyone who is

120able to receive the training we've done three different trainings just you can never have too much Crisis Support and we're always looking for different ways to support the community through some of the incidents that we have throughout the school year so we're we went through the trainings and we're going to be working more closely with our teams to see how we can tie in our Communications Department our Safety and Security Department to make sure we're all in one Accord to making sure students are safe within the district and providing the appropriate support combined with Crisis Support I'm glad we partnered with Hope Animal assisted crisis response I've as I've been working with Hope Animal assistant crisis response I'm glad to find out they're just not here for Crisis Support they're students that have some type

121of trauma or their they have anxiety or testing anxiety hope is able to support the district in a number of ways and I'm glad that I actually was able to meet with them and we were able to partner with them because sometimes I get requests I see would you like another counselor to come into the school or another staff member and they say well we have enough individuals but we really would like the canines to come back for another day so sometimes it's just a great benefit to having a different different source of support and with it not being an individual sometimes the kids have concerns in you know the canines don't judge them when they come there and sometimes students feel like they're being judged by an individual that doesn't know them providing support

122so that's why the canines come and it's very been very beneficial to us so I look forward to working with them more in the future and this just provides more information about their services for Stress Management and compassion fatigue which especially around us back in testing time and AP exams look forward to getting some of these canines on campus to really reduce stress and hopefully improve our AP scores and aspect scores and before I talk about warrants I just wanted to talk talk briefly about um truancy reduction interventions I will say that throughout the state we have had with Mental Health Unlimited unexcused absences for mental health it is a great benefit for students but it does come with its challenges these are some of the interventions that schools are doing to work with families

123because a number one goal is we want to get students back in our schools we're still seeing as a result of pandemic some students are hesitant to come back into school if they've been going to middle school and it's going to be their first time entering high school they still have some anxiety with coming into a school especially if they came from a private school and now they're tasked with entering a campus with 1500 students that they don't know but um between the notifications attendance letters guidance team discussions there's a warrant assessment and unfortunately every once in a while we have to file truancy petitions but that's the last step but one one thing that we have done this year and with our warns assessment Washington assessment of risk needs before filing a truancy petition

124within the state we must show that we have some kind of data informed assessment to work with students we can no longer file a petition with the state after a student has a certain number of unexcused absences we must have students take these assessments and to show up there have unique needs that maybe we didn't know about that we can work with them more in detail regarding their needs or within their families and you know I'll be talking to to the administrators and counselors more in the district about our unexcused absence or absence policy that is is going to be introduced but um warned to something we are going around to different guidance teams within the district where they talk about interventions for students because like I said we want our students back into schools

125we do have North Shore Online Academy and different programs but overall we do want our students to be in school each day and this is just a sample of some of the assessments um there's a full assessment that needs assessment it's definitely up to the student the full assessment allows students to provide more demographic information and the needs assessment just provides um what explains A needs assessment for the students we've done 19 we haven't had had to file truancy petitions on any of these students because we're working more with them to find out what their need what their needs are so I'm hoping this trend can continue but I just want to make sure we can continue to get everyone trained in the secondary schools to make sure that they're after the fifth unexcused absence

126that they're making the students take this warns assessment so that we can work with these students to find out is there other reasons why we what can we do to get you into school and make it more comfortable for you and eliminate any obstacles to get them to school each day and last but not least um these are some of the events that we're going to be doing as part of this Mental Health Awareness Month we thought it was important it's getting to the end of the year it's busy but it's never too busy to talk about mental health especially when we prepare students for entering the summer we want to have it have a session on substance abuse Suicide Prevention anxiety and depression and then we want to go back and make sure we

127can have a meeting with families to explore all those mental health supports it's one thing to have these sessions but then we have to show Families how to navigate through our Mental Health Services that we have and provide feedback as we prepare for the next school year so with that being said that thank you for hearing our presentation for interventions and sports do I have any questions how about a comment if I think so director for all you've mentioned in your presentation how you know there's not there's never too many supports and we're seeing this need grow in our students in our community for these mental health supports and so I just wanted to call out your team in the district for diversifying the type of offerings that we're offering to support students and staff

128and families but also going deeper and providing more staff to do this work so thank you for keeping up with the need thank you appreciate it foreign yeah I just wanted to uh to say thank you also um to the whole team I mean this is just um it's really impressive I mean the the the number of programs that you have and the amount of support that the students are getting through them so thank you thank you for the presentation and thank you for the work that you do you're welcome I also I'm sorry just um of course I had an opportunity to meet with staff in preparation for the presentation and when they come into my office and we go through the PowerPoint presentations both for the wellness and safety task force and for

129the intervention services presentation I was so proud of the work that my colleagues do on a daily basis as well as their willingness to come forward and share it with the board members and the public obviously as you disappointed out it's tremendous work and I want to personally thank them for that and of course more to come questions