001so we have a presentation this evening on Future Ready goal number four elimination of disparities in the student access and success so welcome thank you for being here this evening and we're looking forward to hearing from you today thank you thank you Aaron board Dr Lori Dent um uh definitely grateful being here and even though I'm nervous I'm actually also excited to kind of share the work that we've been working on throughout the year um so as we move forward before we move forward what I'd like to say is take us back to our promise um and our promise in summer Bond Lake School District right is to know and value and support every single student and so when we think about goal for um an elimination of disparities that's that's what we want to
002do so so goal four is quite unique in terms of that there are two specific sub goals in Gold form um and the first one is by 2026 uh there's a discipline data will show no disproportionality so zero percent in this proportionality expansions and expulsion rates across all student groups the second sub goal that we see right here is by 2026 there will be a 10 increase in the enrollment of students taking Advanced coursework and specialized programs in all student groups but before we move forward what I want to add is that uh goal four this year was treated like an exploratory stage um so in a stage of like learning Baseline year a baseline year for various reasons and one of the reasons why is because like in 1920 obviously we had uh shutdown
003schools because of the coronavirus um and then 2021 we went into a hybrid model uh and then 21 22 so last school year right was our first year in person uh and it was about like reteaching relearning um ensuring our students social emotional emotional uh needs are being met um and so this year as we look at 22 23 and that students have already been in school for a year uh we're looking at the data for this school year as more of our Baseline uh now as stated in our strategic plan uh Equity is the red thread that connects all the goals uh together and so in terms of goal four Equity is about meeting the needs of all students so that they have access to resources to meet their academic goals and behavioral expectations
004which is in alignment with uh goal uh goal for right so uh we have multiple relationships to the school board policy um and of course on the left you can see the discipline goals related to rights responsibilities student disciplines man um on the right we've got our academic goals in terms of school Improvement plans academic acceleration course design selection and reduction materials and program evaluation so multiple policies that that we touch on and when we talk about project uh cost budget allocation uh this is a tricky one we're not able to identify specifically how much money it goes toward the school because when you look at how far reaching this is into all that we do so if you look at discipline we're talking restorative practices we're talking Equity Building leads we're talking about deans
005of students we're talking about supervision Pairs and csos just for a few examples so when you talk about discipline and all the supports that we have in place all the mtss the genie has has talked about over the years um uh there's so much that supports this goal that it's hard to capture in terms of a budget allocation and then of course on the right academic coursework goal we have school counselors advanced coursework elementary intervention teachers curriculum adoptions just to name a few of how far-reaching uh this particular goal is laughs so in terms of today in today's presentation uh there are outcomes there are some outcomes three outcomes that uh relate to as well the first one is uh this presentation will follow the work that we do in our plcs uh as you
006know there are four questions that we explore uh what do we need to know and be able to do uh where are we now and how do we know um how will we get there and how we'll respond if we don't get there so these are the four guiding questions that um any staff members and buildings use in their plcs on Mondays and that's how we are going to walk through this presentation with you all for both goals the second thing is really identifying how the four pillars in the Strategic plan are woven through the work we are doing across all schools and then lastly the outcomes is really understanding the discipline language systems research Baseline data and the disproportionalities when responding to behavioral violations uh the second part of that is understand the academic
007acceleration policy as we said before the language and current progress to ensure all students are College and Career ready now when we look at um just a reminder of our four pillars our four pillars do support goal four an example you will see uh is access to rigorous coursework under pillar one which really connects to the academic acceleration program and then uh you also see um behavioral expectations in pillar two restorative practices in pillar three and uh data supported empty assess into building four we are already we are already doing the work and I just want to highlight uh this um these strategies in the presentation this is something that we should really actually celebrate because even though this year is that exploratory stage for goal before we're still doing the work um and this
008is to ensure that we keep our promise to our students so we'll go ahead and move on to that first PLC question um but we'll focus on the discipline data so what do we need to know and be able to do that so by 2026 discipline data will show no disproportionalities in suspension and expulsion rates across all student groups now oh sorry it's all good um so uh before we uh head further into the presentation we just want to make sure that we've got a common definition um that we uh really understand what the term disproportionality means and so um uh when you look at um uh how we're using this term it's the unequal or out of proportion or over representation of a particular student group compared to the representation in the general student
009population and so uh for example if our Hispanic population makes up 10 of of our students in the district um but we have 20 percent of discipline uh situations occurring by those 10 that's disproportionate we have um an unequal or out of proportion amount of behaviors that come out of a particular group so there's an example as well when we talk about suspensions and expulsions um and so uh in this area this is where the school denies student attendance in response to a behavioral violation and so suspension expulsions in our district they include in-school suspensions short-term suspensions long-term suspensions expulsions and emergency expulsions just to review on those discipline um exclusionary steps that we can take and then what it does not have right it doesn't have you know am detention lunch detention or PM
010detentions yeah um and just a reminder um you know a while back the board uh approved uh our updated student discipline policy and procedure um and in our uh 3241 procedure we have a discipline Matrix uh that shows uh all the different behaviors that that we might respond to 39 of those um uh behaviors uh behavioral violations um may lead to suspension or expulsion and so some examples that we have here assault fighting harassment drug distribution um and so forth so just those are some examples of why how we may exclude students but um uh getting to our next what we'd like to do for a moment is uh we want to reflect on your own experiences um in school so think back um to when you're in elementary middle school or junior high or
011high school and so um what did discipline look like back then whether you were um maybe the recipient or the Observer of school discipline and so what did School discipline look like um what do you remember going to the principal's office I had to stand on the wall so some sort of physical threaten with the ruler with a ruler yes isn't that interesting that that many of us still have memories of that yeah yeah that's fine right yeah anything else lunch detentions Saturday work Saturday schools or Saturday work yep yeah only once yeah it changed your ways right yeah um yeah yeah and um one of the things uh that we want to make sure is really explicit is in the state of Washington in 2019. um School discipline law changed and so we used
012to work under a zero tolerance where we would not tolerate certain behaviors and so basically you behave a certain way you're out for a certain number of days or maybe for a long-term suspension and so forth and really state law has changed that we no longer um use that belief system or that system of zero tolerance instead there really has been a transition and Josh is going to go further into this I don't want to steal your voters but but if we look at what is the reason for discipline it's to change the behavior and so how do we really do that kicking kids out of school is not necessarily the way to change behavior um and sometimes we do need to do some sort of discipline that includes exclusion but really instead what are
013we doing to educate children um and and help them change their behavior so Josh with that let's I want to take us a little bit uh deeper into this term and we'll talk about discipline because when we talk about discipline uh I heard you know like that's standing on the wall ruler principal's office lunch attention Saturday work right that is our understanding and our uh of what we grew up with and that's what I grew up with right um but what is the actual root meaning of discipline so this is going to actually come from the root word a Latin root word disciplina which means instruction which also has is rooted in this year which means to learn so in reality discipline is rooted in uh the concept of to teach so when we think
014about discipline and we think about um what uh what we saw as discipline back then and then what Sarah had talked about in terms of like switching that mindset in terms of that zero tolerance to are we actually changing Behavior what are we teaching and what are we educating students so then the question then becomes is the root word of discipline reflective of our practice today and in alignment obviously would uh state law thank you so to answer that question right let's see what research says so I'm taking one Journey uh to look at uh national uh research and also a little bit of History lesson so when we talk about so when I wanted to when I when I talk about the history of discipline uh what I want to say is that um
015I would summarize it as intent versus impact so since the early 1970s uh schools Across the Nation have implemented an increased usage out of school suspension with the intent of hoping that of ensuring that they'd have a safe learning environment that's the intent right behind that Zero Tolerance policy the impact however was quite different after three decades of research by the U.S education department uh Department Department's office of civil rights um it actually has detrimental effect to student learning and in fact did not keep schools safer so what specifically does research say and this is still part of that exploratory stage in terms of what do we need to know right so what does research say students suspended at early grade levels are far more likely to be suspended in later grades by removing students
016from supervised settings put students at greater risks for dropping out getting involvement and juvenile delinquency there's no evidence that frequent Reliance on removing behaving students improve school safety for school Behavior furthermore there has been consistent findings that African-American Latino youth are overrepresented in school suspensions National Data and research has also saw that increased use of suspensions has been largest for poor and minority children and this last ball is quite interesting to me higher rates of school suspension and expulsion have poorer outcomes on standardized achievement tests regardless of the economic level or demographic of their students and so in so uh the this is what research has shown in terms of what they found from early 1970s today now taking that National research that we found the question then becomes uh can we have a quick
017one more does our discipline data actually reflect what the research has said because every every place is different so we need to know do we reflect that so we'll go so I want to uh prepare you all um we are oh I'm sorry um yeah there we go yeah thank you so where we're going into the next uh question POC question where are we now and how do we know in terms of discipline so we talked about disproportionality and I'm going to be showing you a series of of data points um but the question then becomes what does disproportionality look like because there's multiple ways in looking at this proportionality but the way that we captured uh the data uh this is how we're going to look at this portionality so uh first and foremost
018you need to know that when you look at the data there are a number of students who have been suspended expelled in each group so you'll see a number and that number is representative of how many students have been suspender expelled from each group now when we talk about no disproportionality uh what we mean is that each group would actually have the same percentage of suspension and I'm going to walk you through what that might look like so with the first one uh where are we now and how do we know and we're using 2122 data to kind of go through this okay so this is not our Baseline but this is the data that we looked at from last year so we're looking at the discipline rates for gender we have female and male
019um and so when you look at the female and male 21 22 you see that where it says and that's the cat uh the end count right um so there's 270 males all together um who receive uh in the next Who's received a suspension uh that is five percent of the male student population now if you look at the female you see that there's 87 um female students which consists of 1.7 percent of that population now there is disproportionality because you can tell that uh male students are at a higher rate are being suspended at a higher rate than female students now if there was no disproportionality then that means let's say the female rate would be at a five percent um you know would have the same percentage now we hope they don't have
020five percent and we hope that number is zero percent but you know uh reality is that our goal is to ensure that we keep those percentage points uh lower another way of looking at it is through race and ethnicity right K-12 yes 2122 data K through 12. then we also look at data through various groups so the next one for example is by race and ethnicity and as you can tell on there you only see Hispanic Latino two or more race or multiracial uh and we have white what you see uh there that are block that's blocked off uh the end value is is small that a percentage could you know Screw uh one screw uh could tip the percentage points um but what I also want you to know is that because the N
021value is so small um we are we would be able to identify who the student is which you know violence some loss but when we look at that we see a Hispanic Latino are there's some disproportionality there with a 4.8 percent in 2122 uh and then we move on forward to uh programs for example in 21 22 data and we look at um our El low-income High cap homeless student population by students with 504 and students with IEPs and if you take a look at the data and look at the low income uh I want to take you back if you look back at the the national research and we talked about uh who is the most impacted and said core students um and low-income students um well right here is reflective of that National
022research and then we if we look back at other National research one talks about black uh and African-American males and Hispanic youth are overrepresented we also saw that in the 2122 data report but these are some of the ways in which we look at data into segregate data by student groups at different levels by programs ethnicities and gender we also are trying to segregate data in terms of by grade level as well and so as you can tell if you look at the 7 8 9 10 grade levels in 21 and 22 school year you see that those have the higher percentage of students being suspended or expelled the question is where are we today um what what does our Baseline data look like today now this is where we're at today so um suspensions
023and expulsions data and we took the data from September 22. to February of 2023 so last last month and this was through the data mining via Skyward now there are total uh there are total number of incidents 494 instance of students who have been suspended or expelled thus far from September to February now of that 494 70 of those uh suspension expulsions come from the elementary level 424 of those come from the secondary one now the total number of students that were actually suspended are expelled is 305 so for example of the 494 incidents um 300 uh 305 of those students make up those incidents uh now if you break that down by uh grade level uh 41 of those are from elementary students and for the secondary level 264. um now um like I
024said uh we talked about trying to pull data from multiple uh levels so we have direct ethnicity gender programs and grade levels are still to be determined but what I want you to know is that the goal is to ensure that we are pulling the data for every school building so that um building leaders are informed of what the disproportionality may look like or and or what the data set even says um going in a little bit deeper where are we today so what are the types of actions so of the 494 right of what actions uh do we see well 257 the 257 of them were short-term suspensions so less than 10 days in school uh suspensions they're 204. emerging expulsions there are 32. long-term suspensions they're uh zero now we know of one
025now and so um but expulsions uh one now I know uh that any type of um suspensions or expulsions is nothing to celebrate but one thing I do want to celebrate really or actually recognize is the in-school suspension piece our building leaders and staff members really try hard to support our students and when we are um having them you know away from their classroom it's a lot harder for us right our sphere of control it's a lot harder for us to support them in that manner now when schools are given the option to provide in-school suspensions students have access to their teachers soon have access to counselors mentors and the fact that we see 204 physical suspensions instead of 200 plus more short-term suspensions is a big win for us and really shows that our
026building leaders are doing the best that they can to support our students especially students when they have major behavioral violations so that's one of the things that we wanted to point out now what are the top four behavioral violations and number of students in those five positions so fighting without a major injury uh that's the number one uh thing right uh there are 97 uh total incidents of fighting uh dangerous Behavior there's 69 uh incidents marijuana 69 and then disruptive conduct there were uh 48. now the reason why I put this up there is because some of the questions that come about as we're in this exploratory stage is like what actually constitutes dangerous behavior my version of dangerous Behavior may be different from my colleague as dangerous Behavior our buildings term of dangerous Behavior
027or disruptive conduct may be different from another buildings so those are the types of questions that we are are are coming up with as we are just looking at the data data points now like that path the question we moved to the third question how will we get there um now our main goal is to show no disproportionalities and suspensions and expulsion rates across all student groups we explored what we need to know where we were at and now we're going to explore how we will actually meet that goal and I will hand it over to the incredible uh Dr Jimmy larbert with this information so as you know the ncss system single system where we look at Behavior which includes emotional behavioral health issues as well as all those other pieces related to school
028culture and increasing kids ability to stay in a safe environment and if we have really strong implementation where our teams are functioning well and we have the interventions put in place and the supports for kids it will help decrease any type of discipline regardless of this personality that is the goal it also has some other outcomes which has to do with attendance academic achievement has all been related to MTS and we've all heard this bill lots of times from being returned so um the other piece is as we continue to work on our comprehensive School counseling program they're key to helping support students so that we aren't in a situation where kids are being removed from class for every single incident that they are getting academic education they need or social emotional so how we
029will get there there's two pieces on here I I'm just going to address one is called Swiss data that's called school-wide information system it allows schools to look at Behavior incidences by where the student has performed this behavior that is um been reported so fighting let's say the location it also gives information on gender ethnicity it also gives information on who's involved and also the why you know what's the motivation of the students behavior of doing it so we use Swiss data to help for buildings to help use it to help them understand what the behaviors are and they do this technique called drill down to figure out how can I have some positive behavior interventions and supports so we can change kids Behavior how do we discipline instruct and we're going to do an
030activity together on that so hold tight um and then the second one is that positive behavior in uh introducing some supports that we hear about all the time at all tiers whether it's tier one all students get certain Behavior interventions and supports which includes social muscle learning or it might include from mental health and then tier two interventions would also have those specific behavior supports and interviews as well as tier three interventions and then Josh is going to talk about restorative practices and how that all fits in yes thank you so um restorative practices based on social science right and has actually been implemented many years and in many districts um and so uh but what really uh what it really is is a different mind shift and approach to how uh to discipline um
031and we talked about that Zero Tolerance policy in terms of um what it was like for us back in the day and how now we're learning a little bit more as we look at the research but the goal really is to build healthy relationships strong Partnerships and to learn how to respond to incidents when harm actually has been done uh and I usually say this too it's like this actually helped me to become a better parent um and so um really I say that because through my experience in restorative practice uh back in my old school district I realized there's a lot you know there's a lot to there's underlying um concerns that and things that need to be addressed and it really has made me a better parent and really made me think about
032how what my response would be and what my my kids are looking at how they're like looking at it as well and so um now I want to address something though it does not replace any disciplinary consequences um but it does add another dimension to what we need to do and it's that how do we make things right how do we ensure that students learn that the the type of behavior or misbehavior that they showed was not right and how do you correct that and so that's what restorative practice is make things right or care harm is done just build on those healthy relationships and with restorative practice uh in alignment with ntss there are those tier one levels there's tier two and tier three levels so this is also I'd like to connect us
033back to that pillar uh BC in D as well nothing now the question is how will we respond if we don't get there um here's our uh action for uh plan for improvement so we do have the tiered Fidelity inventory identifying areas of strengths and supports uh we do this quite often three of us and as well Susan uh who's done an amazing job um going to different schools and working with other tier uh one teams two teams um and we look at areas of strengths and supports we have professional learning continued professional learning disability staff support um so supporting staff and students Community Partnership agency Partnerships and just to continue to continuing continuation of implementation science and cycle inquiry for improvements so how are we looking at the data and how are we improving
034from it okay all right so here's a little activity we're going to do together um I mean you two options um you're looking at this you're going huh drill down activities so I talked about Swiss and about our school-wide information system and how you can use this computer program to drill down to some specifics and what I've given you is first the sheet of a document that says what was included in this data sheet and on this sheet I'm going to start learning from captions around on that sheet it first describes the location of a problem behavior and there's three problem behaviors one is fighting which could be exclusion um one is physical aggression in minor contact physical contact what you see in those graphs are how many students up to this point who have
035had fighting uh physical impression and um minor contact in the playground so I did some of this drill down for you and what I want you to take a look at is look at the summary so there's 32 referrals that were made and there were 17 students involved in that and there was 13 staff members who put in referrals for behaviors one of the reasons this is so key of a important point to help change behaviors changing students um whether it's tier one not just behaviors but changing how we interact with kids is because every building drills down their Swiss data and at the bottom you can see it by gender which fits exactly with what we're already seeing is we see more males and females we're not deciding why or what we're just seeing
036this is true so what our buildings do is by next piece of paper that I'm going to have you complete which is called a solution component um for school-wide or individual students on the top is an example of how school would use that so they would look at these four areas there are others but I wanted to use this sample um this is again another fifth grader since January a group of fifth grade students have been referred for minor Defiance in the Commons area during lunch in order to avoid tax so when you drill down you can also find out what the person making a referral what you'd think might have been going on in that school so typical in a conference area if they have to go back to class they start doing some
037other behaviors right they don't want to go back and try to avoid the tax so what happens is then the team drilled down and says okay now that we know what the problem statement is who what when where and why what are the solutions for this and there could be multiple but on the front what you're going to see is there's prevention there's teaching reward and consequences on the back side of your sheep are all kinds of options that you could use to help solve this problem so in the second box here's the one that you guys with elbow partners are going to work on since October 17th fifth grader Grace who has received 32 referrals for major physical aggression fighting and minor physical contact at recess and why because they wanted to obtain their
038preferred activity can you not see this okay so here's your job we're going to look at prevention and um how about Paul and Kevin you work on prevention flip your sheet over there's all kinds of options that you could use there you're going to come up with one or two ideas that your building is going to implement to help solve this Behavior problem at recess okay and then uh rep and Eddie it had that brain cramp for a minute you're going to work on teaching so what can we do to teach students to do what's expected hands and feet to yourself that kind of stuff right so you can turn it over and start looking at what would we do if that was me in my building what would I have them do and then
039um Aaron and Dr din what can we do to reinforce appropriate student behavior in this situation and then together we can come up with what can we do correct in to practice inappropriate between again the back side of the sheet you don't even have to think too hard that you could make up your own if you really want to um but you could select a couple of these so I'm going to give you a minute to look through those prevention teaching reward and then we'll come up with some ideas of consequences Okay one minute yeah [Music] please do it you don't like it I think the third one actually teach transitions um [Music] okay all right complications choices are just controlled all right Kevin and Paul but I like the two choices okay all right
040ready to share sure all right so yours is prevention what did you guys come up with uh our first one was to set expectations we can't really expect Behavior you don't set up expectation before and then if you are dealing with poor behavior and you can point back to the expectation next sure number two was uh you know increase uh in reinforcing students who solve problems appropriately which that can be done a couple ways by identifying you know putting more praise on that student when they're when they're doing uh better but also talking with staff members to say hey you know praise your students when they're doing more uh sometimes that other students who might have thought I don't want to roll along might want that phrase so they might start so part of your
041prevention is also teaching adults to do more yeah reinforcement or reward you know comments positive comments okay sometimes this Behavior could be looking for attention so that we won't have positive attention our last one was um as you come out of those two things provide choices of course always the choices that you would refer anyone of um and give them the chance to empower them to make a choice um because that will help just bring a horse that I said right oh yeah yeah or who doesn't want a choice yeah exactly thank you that is great now you can see that in a team meeting this is what people do is they come up with ideas and then they Implement that this plan so those are great ideas and then we talk about as adults
042how do we do this because this is really for the adults you know either teach and and make those prevention kind of changes okay Rick and yeah I knew it I was thinking do I usually call you Deb or do I call you Debbie yeah okay dad works do you want to go first we did agree um on the first step which was um oh wait do you want to know what yeah teaching which is what I'm teaching okay is to teach problem solving skills um so you know the kids can be able to work through the problems sort of themselves initially um the Second Step was also do we teach um expectations for common areas and we can add on to that I had more that he thought that too wasn't enough just saying
043that yeah yeah the big thing was the episode I think they got to know what the expectations are just what they said or what they can do in those common areas and then the other thing was we kind of talked about was we teach them you know the communication skills so when you're when the kids are having a problem how are they going to deal with the problem right now or how can they you know work it out themselves so that that's become the problem and then the other piece that I mentioned was the same thing that they said is that you know we've talked I'm a big motivational interviewing guy and I saw the teachers and all the staff are going to be talking to those individuals to motivate them to not do the
044things that got him into the problem yeah so I like it thank you in addition to that I was just going to say that I think eventually um teaching some of the um perspective talking and some of those other skills I think can kind of come in with the teacher you know kind of work with that gradually but I think to hone in on I'm going to do too much at one time especially for fifth graders would be a lot yeah I think I think all of you have those are great ideas and it's not too many that's idea is not to have teams just come up with a list of things because it's too much for anybody yes um but those are you know great strategies for teaching and and then we're on to
045reinforcement thank you Clinton Aaron what can we do to reinforce a rich student Behavior we talked about just really filling that bucket with positivity um and just pumping up anytime uh we'll see dissolving conflicts appropriately um and schools have different ways of doing that whether it's shout outs or I mean to your room and say Hey you know you're so and so does such a great job I'm just celebrating that positive attention um whether it's sharing my families or other students yeah yeah those are great what about corrective consequences thinking about that because remember it's still teaching and how do we do something that still is a consequence because having now to the consequences are important so when I go through that Airline line for TSA and I go with beeps I must have had
046something on me right same thing I have to go back so how do we teach kids what would be those consequences for major physical fighting let's just say that at um recess what can we do what would be some ideas to look on the back I first goes for ospi and stuff like that there's certain things that have to help you do the crime you got to do the time right we're kind of talking yeah whatever that is but you know I know they have to do certain things for certain discipline then besides that then when you're asking what would we do correct yeah so I'm thinking of consequence so what would be a consequence if physical fighting happens and it's always on that let's just put kickball is it back in the day kid
047fall so could we have a physical because we have a consequence that says okay guess what Rick um we did some teaching you were doing a great job of keeping your hands complete to yourself and then as soon as you got up and someone said you were out you had someone sew until next week you're gonna have to play at a different result right would that be a consequence yeah yeah so those are the kinds of things our team members really go through is looking at all these pieces and all of you had the same idea you can't do too many what can our adults do to help our students learn and change their behavior that's our hopeful so thank you for entertaining me with doing a quick loan uh solution component for our school-wide
048information system all right thank you um before we move forward I just want to say um just kind of reiterate uh when we talk about disproportionality in terms of this uh this goal uh the goal really is for us is to look at the 2223 school year as our Baseline data so as you saw it's a DVD TBD you know for certain student groups or um we're in the process of data mining those so that we actually have a baseline data where are we at oh yeah moving forward um we are now going to switch gears and focus on academic goal so by 2026 there will be a 10 increase in enrollment of students taking Advanced coursework and specialized programs in all students groups so uh you know bear with me on this one okay
049so areas of focus now are there two areas of focus in this PLC uh question um we're only going to focus on question one and two what do we need to know to be able to do and where are we now and how do we know so we'll focus on the first one and uh what we need to know is that when students graduate from Summer Bond Lake School District we expect them to become responsible Community contributor contribute contributor uh 21st century collaborative Innovative for The Thinker Global Campus member of society and self-empowered Learners right this is our portrait of Summer Bond Lake School District uh graduate um and so basically this is our outcome our expectation of our students and this is our really our belief system and uh what I'm proud of is
050that these skills really hold High expectation and is in alignment with our goals of increasing students taking Advanced courses in specialized programs uh not only do we have a belief system but we also have a policy in place that is really our day-to-day system right um so uh this is in alignment with pillar one access to rigorous coursework not only are high expectations been in their beliefs but is also reflected within their system policy 2195 recognizes the need for all high school students to have greater access to rigorous Advanced courses including dual credit programs so any student regardless of academic ability can enroll in a higher level program with the support and guidance of their teachers and staff so really teachers and staff counselors you know they have those in-depth conversations with students about okay
051let's push your potential you did really well your ninth and 10th grade in terms of your Ela class how about you try you know IV English AAP English try to push yourself a little bit more so really seeing where students are at now access to rigorous courses will support the Sumner violent School District portrait as a graduate and as I said again we have our belief system and then now we have a system that's actually in place so part of exploring POC question number one is what do we need to know well when we graduate students what are we sending them out to right so what does the workforce look like after high school so we did partner with abl uh which is um uh really uh they they help us determine um you know
052our sorry abl uh partners with us so that uh we can see what our data looks like in terms of students um getting access to rigor okay but some of the things that they've pointed out in terms of national research is that they know that a four out of the five jobs lost during the Great Recession and we're talking about 2008 2009 or those requiring a high school diploma or less so that's something that we know we also know that two out of three jobs available today require post-secondary education so we're going to dig a little bit deeper uh in terms of this National research so what you're looking at is is the recovery stage of the U.S job market as you can tell if you look at the bottom from 2008 uh that's the
053recession uh two that's recovery point from 2010 to 2016. but what I want you to focus on is that red box the 2015-16 specifically uh when you what you see in blue um after the recession uh there was about a 4500 increase in jobs that actually require a bachelor's degree or higher uh now what you see in yellow there was 172 increase requiring an associate degree or some college in the job market and then what you see in red um you see that there was only a 1.4 increase in jobs requiring high school diploma or less now the point of this exploratory stage is to know and understand the landscape of the job market and if we increase students access to Advanced coursework in specialized program the better prepared they will be after at uh
054graduation and after high school and that's the point we want to make sure that we are setting students up so that they don't have to decide right after high school but let's say a few years from now you know what I'm realizing I mean a post-secondary education you know what they're prepared because they went through our system because the system prepared them that's the goal some of the things that we want to talk about in terms of uh looking at this goal is the common language uh what does advanced coursework mean and what the specialized program so what we know is that advanced coursework you know and we identified advanced placement International Baccalaureate honors courses College in the high school for specialized programs four plus CTE pathway and completed uh CT packet completers now the
055question though is there are lots of specialized programs available to our students but what specialized programs actually qualify as high level course or for example does a third year World Language shouldn't that count as a high academic course typically students take two years but there are a lot of students will also take three years so do we count that as an advanced coursework so those are some of the things that we're exploring in terms of identifying where we're at in terms of students getting access to higher edu priority resources that that was fast that was a lot for number one but in summary uh what we need to know is the research what are we sending our students out into in terms of the job market U.S job market to our belief system that's the
056portion of the graduate that's part of our strategic plan uh and um that portrait of The Graduate just shows the high expectation that we have of our students uh not only that but that day-to-day um system that academic celebration it's part of a policy so we know it's in place now the next thing that we need to do is really ID specialized programs and advanced coursework now the area of focus number two is that second PL some question where are we now and how do we know to be honest this is where we're at academic acceleration team this is where we need to start it consists of many members uh Kelly Dan and Steve Scholl and Michelle Chris Kathleen Aaron Catherine Elliott Cara Allison and and me and so with this team though we have
057to do pre-work before we actually design a plan for goal and that this is what the pre-word uh consists of identify Advanced courses and specialized programs we have to go through the course catalog and really talk to one another and teachers hey if this student takes this four-year program would you consider this as an advanced course hey what what CTE program is actually considered a specialized program that can get them maybe a certificate right so we have to go line by line courses by courses to really identify what those specialized programs are then once those that's defined we have to collect 2223 academic data in relation to the advanced coursework and specialized programs so who are the students that actually took that program who had access to that program then once we do that we
058analyze that data for each student group to identify any disproportionality then we're review current systems that impact students access to Advanced coursework and specialized program all that pre-work before we get to an actual plan so that's why 2223 is our Baseline year in terms of meeting that goal of uh academic acceleration and students access to Advanced coursework and specialized programs um go for uh discipline and academic uh acceleration I cannot have done I can't do this work by myself um in fact I'm just grateful that I have amazing team members Sarah um Genie and everybody else uh that's actually in here who has helped me and I'm learning along the way uh so if you have any questions please feel free to to ask um I mean not necessarily a question I just noted that
059I back on the discipline section I really like the idea of restoring the practice versus suspension I don't think sitting at home doing nothing is really the best way to learn um the behavior that we would like to model from our students um I mean just telling them not to do it clearly it didn't work already if they're sitting at home in suspension so the restorative practice I think is a good direction to head towards to help them you know I like how you brought that up too because if you see right there's 494 incidents from now on February and 305 of those uh consists of students so we know that they're repeat offenders so then the question then becomes is are they actually learning uh their change Behavior like or at least their behavior
060changing from that suspension expulsion yeah and I did like the people came up with that disproportionality can actually start with being consistent across buildings yeah that stood out to me as well and it's pretty incredible and I'm excited to see the next step I like the team diverse teams that's great it kind of piggybacks on what Kevin just said about the disproportionality you could start with the data being entered into the system and so you know one of the questions is uh you know who's who's in charge of putting the data in is it being put in consistently I mean if I'm a a principal and I want my school to look like I'm making Improvement and I took it over and I had a disappointing issue and you know in a couple of years
061I want that discipline number to drop you know I mean maybe I don't consider like you had said what you you know what's what's an issue to you might not be an issue to me so I don't put it in the system you know so it looks like I'm magically dropped the physical issues at my school and so I guess that's a question um I know not an answer tonight but certainly something you guys can think about and you know how do you make me consistent across the school to school or incident to incident what I would say um the Swiss program is a beautiful program because um you're listing Miners and Majors behaviors with the intent um and and I wish I had had it when I was a building principal and I and
062I know our principals and our staffs are using it very consistently because we need to understand as building leaders um uh what are the trends what are the patterns because I'm in control or I am responsible for this building and for the safety of our students right and so what the beauty of Swiss is is that you're able to run the reports do the I mean never forget the right term the drill down I want to say the date the Dig it's the drill now thing yeah where you're digging into but what are the trends you know um if I keep seeing Behavior coming between third and fourth period at that bathroom I need to provide supervision I need to figure out what's going on and so um I and I I um our principals
063really want to understand what are the patterns what are the trends so that it can be addressed um and so that's what's that's the beauty of Swiss is that it informs our daily work so that we can address behaviors that are happening um as well I do see the benefit of that yeah multiple people at the school yes so every uh staff member has an account so they depending and there is some schools that they do a paper account and then um the assistant person secretary with assistant principals give input about what that is partly to keep some consistency then we have other ones they just enter their Swiss data and then still and uh either a system principal reviews every referral that comes in before it's submitted to see does this really affect with
064the definitions because in Swiss there's definitions of what that looks like um and so there is a kind of a double check there but there is there there is some leeway because as even an instructor for myself what I think is uh disruptive behavior is not disruptive to me but it might be disruptive to judge so there's always more learning that we have to do of helping buildings do that learning at the building like what does this look like what does it sound like and so that it can be a little more consistent because that that is always a glitch in data the consistency of perception I can't tell you though what is consistent though and I'm going to stick up our principles here a little bit is that they um they engage in ethical
065Behavior they aren't getting those slips and manipulating the data to make themselves look better sorry appear in taking it that's what I'm interested I'm not insinuating that about anybody on how do we prevent that from occurring right I mean I think they want to be consistent in how they report yeah and and I Mean Gene I would see disruptive they're potentially different um but I don't think as a principle that Aaron would be like well I'm not going to put that one in because my numbers are a little high yeah I don't think they would I think they almost over report everything because you put in minors as well as Majors so they they do put every single thing um they actually probably over report then under report um partly because this is not you
066know the Swiss state is to help them guide some changes with kids behaviors it's not about oh I look bad because these kids are doing this it's really about I gotta do this so I can make some decisions of how we can change student behaviors you know I think it's a rather lofty goal to think that there's never going to be some there's not going to be some disproportionality and you know I I think it's a you know I probably I will not be here in 26 but I may have to come back and say hey let me see what that turned out is because I just don't think it's I think it's a great goal to be trying to achieve but I'm not sure so it's realistic because there's always going to be some
067outliers that are always going to make that just I don't I just don't see it happen it's a zero percent disproportionality it's just yeah I mean you know you know we could say that about like any goals like for example 100 um but no no no totally totally but I totally get uh where Rick is coming from um I think the goal however is um is that process in terms of making sure that building leaders and staff leaders always look at their consistently look at their data to see where the disproportionality is so that they can drill down into the data and focus on okay this year this is where we need to focus this year everybody's going to have different views of what is how to react to a student and what they think
068is actually going on to think that everybody's going to be perfectly in line and everybody's going to be a hunky-dory uh I think it's a great goal whether you're going to get there yeah I'm not so sure good good try yeah so I think I think what's important is it this enables you to not let anybody would slip through and to um just be aware of that one or two or maybe it's 20 but but you're going to be working to gather them in whether it's the graduation or you know I remember going to the training when I first got on the board and uh I was talking about you know kid comes to school in the morning the homeless kid hasn't eaten in probably a couple days had you know he's going to get
069set up a lot quicker over something and it really is what how that teacher responds to that and uh talking to them and trying to settle it down so you know there's a lot of moving Parts what does each staff member knowing how to react to these different situations so that's uh it'll be tough yeah but I wish you luck that's right that's why we're here I appreciate the work right like to change behaviors work it's not useful um you mentioned being a parent you know as a parent it's a lot easier sometimes to not dig in and hold kids accountable and drill down and do the things that we need to do to change behavior and so this is a lot of work yeah um and this is intentional and it's purposeful and it's
070research based and I just I really appreciate your commitment to it the team's commitment to it the district's commitment to it um and looking at how do we help kids behave in an appropriate manner because really yeah I learned that right like whether they learn it in kindergarten in ninth grade and 12th grade we're not going to give up on a kid because they're homeless and hungry right we're gonna lean in and we're gonna dig in and they might be our tier three kids that we don't give up on and they just need more yeah and so I appreciate the work I appreciate the commitment and I I just um I think this is important um and I can't thank you enough for the presentation and letting us have a little peek of what you
071are working on with our sometimes the most at-risk kids yeah reduction in addition to that I don't want anyone to overlook this academic acceleration piece right next because that is like truly transformational about kids that are I mean they're going to get tapped on the shoulder to say hey we think you can do this when for maybe years past or however long they've never really been recognized as having that potential so I mean I hear about the conversations that happen in the discussions that happen around this policy um and then like what's the support that comes behind it right because we're not going to set you ever like a failure right but this is transformational yeah it's just this is tough work right here yeah I mean it's all tough but this like this is
072going to be exciting to watch so I have that list of team members yeah it's a great team when I was reading this the other day and I thought well we're pushing so many kids to the IB the AP and no I mean or is there more CTE or that kind of stuff because I think so when we used to have Casey in here you know people are CT you know he was a pipe welder who did fantastic you know so sometimes I think you know every kid's not going to go to college so you know hopefully that you know the right CTE programs whatever they are that's just as essential as anything else yeah you know it wasn't that long ago that they were um nationally we were um went to our what's the
073National Organization go to in the United States yeah right so they um really were trying to push the trades more than you know 40 years of college and it's interesting to see the trends and how they do change um but also saying what Aaron was saying I think um some of the skills that you'd be teaching students whether they understand it or they absorb it it just it doesn't make any difference they have to know those skills to be successful adults whether no matter where they work they don't know how to communicate or you know how to get themselves out of situations where you know there's 17 kids that are fifth graders on the you know they just need to know how to get out of those situations and make it work the interesting thing
074is is that you're here to educate the kids and some of these behavioral things should start elsewhere from the cradle basically but um anyway I just I can't tell you enough how impressive this is so thank you well I think modeling showing them and modeling them not just the academics that they need but the behavior they need to keep the job you might be an incredibly smart person but if you show up for work and behave poorly yeah it won't matter right and so I think those things go hand in hand whether you know whether you go to college or whether you're doing trades or wherever you're going teaching the behavior that's expected in a professional environment important any other questions [Music] thank you thank you um all right we're going to move into board
075discussion um um yeah actually I did want to bring up one thing I've been thinking about a lot lately you know as we as we go through all these presentations we always start with the same statement that we want to know value and support every student so I've been kind of thinking about like okay what are the things that are in place in our district you know do our staff have all the tools that they need to be successful either academically or behaviorally or any of those things and one of the things that I kind of dug into on our policy side was looking at What policies we had around behavior and it kind of is coincidental that it kind of lined up with what I want to bring this up tonight lined up with
076your presentation so I when I saw that in general I was like oh this is perfect I want to bring this up anyway I'm talking about discipline and disproportionalities and modeling the problem Behavior but that's at the you know down at the building level in a different area of the district and our job sometimes is about policies and putting the right Tools in place so our staff has what they need to you know to help our students with that and one thing I noticed looking through our policies and looking at other school districts around the state was something that I think we might be missing which is an anti-racism policy and I looked at all their schools and I found that there were 36 schools in Washington that have anti-racial policy specific Standalone policy separate
077from a bullying policy separate from all of the other behavioral policies I found 36 school districts that have a specific anti-racism policy and so I want to bring up tonight and ask our board members that are on the policy committee to take back a request from myself to the policy committee to look at adding an anti-racism policy to our school district um in doing that I printed out some things that I wanted to hand out to each board member and so I'll give everybody a copy here of what I've done and then I'll explain what it is foreign is something that I just typed up um kind of my proposal what our current status is what the need is and what the proposal is and then what I think are the foundations of an anti-racism
078policy so starting with the status you know currently like I said we don't have a standalone policy many other school districts do um we have policies in place this District about for substance abuse or sexual harassment or bullying but nothing that specifically addresses racism and I think in our society that's it's is there and it's needed um and so my proposal is that we adopt or look into adopting a policy that addresses racism to give our staff the tools they need to help Model Behavior that we'd like to see and so behind this piece of paper on top are a handful of other policies from other school districts that I printed out um that I thought were really good examiners and in reading all 36 policies that I found I pulled out about seven bullets
079that I thought were really important to including in the anti-racism policy that's a great foundation and then I also provided a link here which I can email this to you so you can actually click on it um that takes you to all these examples policies around the state um so that's that's a I'll stop there if anybody has any questions or anything you want to ask that's kind of where what I'm proposing we look at it well I saw the request from waltha asking uh for you know school districts that had an anti-racist policy to you know let them know because they were trying to keep cat which tells me Boston wants to see that number rise above 36 out of what is it 200 and that's about 10 of the of the districts in
080the state of Washington have this anti-racist policy we do have lots of anti-discrimination policies um I've read some of these and I'll tell you some of them are very robust in the terms of uh reaching back in time and stuff like that are written in a way that could be very politically charged and sometimes I've come down on the Society of hey I'm all for anti-racist Stuff and and for non-discrimination and for equal opportunities and when we start to make things look like it's a real politically driven agenda with uh uh stuff that's super politically charged I think sometimes we lose our message that we are an instructional and educational organization when you said it this give something like this would give the staff tools that it needs I don't know that it would I'm
081not saying it doesn't I'm not saying it wouldn't I just don't know if it would your request to take it back to the policy committee it's good we can talk about the policy committee but but yeah leave it open to other people but I'll just tell you how I feel about it I appreciate those comments I really appreciate um you bringing it to the board I appreciate the thoughtfulness behind it um I appreciate the intent um and I also um appreciate the policy communities willingness to look at it with an open mind and I think um I think it's worth looking at um and I'd love to have that go through um to you and the rest of the team members on the policy committee for further review um I'm all for moving up over
082yeah I agree with Aaron I think um I think it's time to look at it and we've got a great Community why not to share a result on the policy committee right now but um I think yeah it was an open mind and the right lens right like you you can have a political lens and that's not what we want right we want policies that are important about kids so if that's the lens I have faith that we can you know the team can come up with a really good policy that is for kids so um yeah I'll set you up yeah oh I think we take a take some time to read all this um you know I think it is addressed in a lot of other areas and I guess we're like there's
083290 I think 294 districts across the state there's these 36 that have this um yeah we can always read it love it and see um of course there's no other people on the policy committee that all the members of the Eric Christians and her to look at it and read it well yeah I appreciate the research and I think um maybe if the policy committee does any additional research too that see how that's really benefited the districts I think yeah I think it's a great idea and I think yeah you don't want to be politically charged with someone that but but on the other hand we need to this is you know 2023. so I will say that you'll you know Paul brings up a good point that a lot of I think a lot
084of this has addressed as some other policies for like bowling or you know harassment and stuff like that but um I think that's why we have those policies but I think Aaron's point of having it more of a student focused and so that it's not some grandiose uh political statement uh is is probably the right approach to take so thanks for your comments I'll just state that racism is not political absolutely not that's not where I'm going I'm sure you've read some of these statements and and some of the other ones and uh you would say wow that's really from grandstanding uh in in a way that would really turn off about half the population uh and in fact some of the stuff almost sounds like it came out of us CRT textbook and I'm
085just you're not proud of you Kevin I'm not saying that anti-racent isn't going to happen I'm just saying that we need to watch it and be careful well I want to focus on the students in this situation and not as much about all the adults I think they have students of the focus when it comes to this I think in our district that we are seeing this and and we have other policies but I think that as we get to restorative practices I think racism is something that needs to be stood alone to be looked at and I think a standalone policy goes towards giving those restorative practices to help Model Behavior give tools to educate students that racism is not okay racism is not okay yeah I don't think I don't think Paul is
086saying that I don't understand we're not saying that in reaction the only thing I'm saying in reaction to What Paul said was about racism being a political or this being a political thing it's just racism is racism and it stands alone as a problem that we need to address I think what I'm understanding you to say is that with restorative practices you're feeling this there's harm in the community and a policy like this would be a restorative practice like an olive branch to say we here I disagree with you but I don't want to use those words I don't think that I'm giving an all crash that's not what I'm doing well right I'm looking very good term it should be more like we uh we acknowledge that there's been harm is that what you're
087getting no no I think you're coming from an angle that I'm not coming okay I'm not trying to when I say restorative practices I'm not talking about restorative reparations I'm talking about what I'm talking about restorative practice was in the fact that it's a student behaves in a racist way that there's a tool in place to help that behavior and help restore that hey that this is not an okay behavior and you know we do it with sexual harassment we deal with harassment intimidation and bullying we have a civility policy and I think that having one that stands alone about racism just gives another tool and a way to address a problem that exists I think you bring up a good point I appreciate that too because I recently asked an administrator what the board
088could do to better support their work and they said exactly that they said create policies they give them the tools that they need to do their job and so um I appreciate that lens and if we can do that or our district I think that's that's what our book is about so I'm grateful for the policy committee you guys can take this research it digest it and we'll look forward to seeing um and thanks for staying engaged because I I think I understand where you're coming from thank you all right um any other further discussion [Laughter] yeah any further just I'm gonna wait till next yeah okay yeah I'm good all right all with that meeting adjourned yeah