001everybody here col would you lead us to the United States of America to the repic stands Nation indivisible and justice for all BL black I heard it was awesome I to get I was sold out okay the first item of business we have is the approval of the minutes from the February 10 meeting chance [Music] second any move and second to approve the Amendments is presented any discussion or questions those in favor say I oppose Mr henkins would you introduce the visitors please yes there's not many of them tonight we have MGO M McRae Elliot and next is the towns maybe so pass around the first page BM Master Card for 9,384 um you'll see on there a pretty good variety of money spent from vocational those are CTE monies as well as some of
002our Advanced opportunity break as well some Transportation supplies on page two1 19999 from Brown and Thompson oil company 12,800 $147 um that's about 270 per gallon it is down it was down last month but it is up a little this month it's up about 20 cents a gallon this month so continue to that uh 20 or 203 city of Dylan for $2,273 56 uh that's just just um water and sewer use for February um 20006 deer crit excavation for 35250 um that's hopefully the last of the snow removal in town so um yeah it got a little bit crazy there the seven eth and N BR page three um the top 20007 Dex Imaging for $3,133 192 that's our copy release uh overage charges and contract base charges suzan and I were talking just a
003little bit about it um this is for two months I believe January and February um uh the overage charges are quarterly so that's from October to January is what those um overage charges are and there is a little bit of wording that's new that um we want to look into a little bit on the bill uh it's pretty comparable to the past but it just seems like it might be something that we need to look into in terms of of that contract and that there's just something much better that's out there it just gets to be be a lot obviously you know copies and those different types of things are critical for what we need to do but at the same time might be worth looking to see if there's some other options try to
004look into that a little bit um moving down the page 20111 General Distributing for $18,000 9.91 you'll see a big chunk of that is for welders and carts for 16,000 so that was uh the investment in the infrastructure from the mou that we had with Western for um them teaching the welding class which they have been doing now for almost a month is that right Y and so I think it's going pretty well and communication has been good and seem to be yeah going really well another choke that probably is for some curtains and things which was paid for Advance some advancing grant money and so we have the biggest that was last month we talked about we got nice blue welding curtain in there keep getting arc flash and having MiG 17 mon school
005boards Association for $2,431 and20 um combination of Legal Services as well as um the last of the superintendent search charges 200019 new lending company for 16,500 um we'll talk a little bit about the audit but that's the audit that um Debbie olette is that how you say um says from newon company and um she's a nice lady that sister uh 2020 NorthWestern Energy for 10,800 and um $54 so that was gas and electricity for February uh it is up $1,600 from last month but it's down um from 2500 from the previous year it was 2500 the previous down 2500 the previous year so uh and obviously that was when we had that really big cold spell in February on page five um at the top 2022 P Corporation for $22749 this is about the time
006that a does a reorder on a lot of the office supplies and those different types of things and that's those was on uh 2023 the Rocky Mountain boiler for $489 um we had a problem with our boiler uh in the BW Lodge and had to bring in Rocky Mountain boilers to come in and to work on that and and Jack is g to talk a little bit about that possibly being you know a a a thing that we need to consider looking at either for he'll be able to say it better he's coming tonight retrofitting certain pieces to try to upgrade that or looking at possibly replacing it with four of the smaller boilers like we have in the asit building we thought would be good and also feels like um just the efficiency of
007it could definitely save some money down the road but obviously it's a significant chunk to get into it and so just is we um kind of making plans for some of those building projects that might be one that we have the top there 2024 shell Energy North American uh for 9,814 that for both January and February came through in the email today Lam was doing claims so she was able to add February in there as well which normally more month onl so uh 226 state of the heart therapy uh $2,637 and that's speech services for February and then the back page six3 States plus parts to replace an in and repair for injector I'm guessing that's the fuel in I mentioned that I don't know if everybody was here but our fand bued the be
008were able they were able to get it to Apex got home like 7 a. it was even more frustrating the fact that we were only like 25 minutes We sasses because we hit the we hit the deer like three hours ago at that point and Jean bergus is the best D and she's honestly like super she found out a window window work it wasn't opening she Katie kids were very impressed those were the Flames that I highlighted something in there I would make a motion to approve the expensive move second do approve with cl and accounts there any discussion if not those in favor say I [Music] public comment communication I have two or three real quick ones wanted to congratulate Miss Curry and all of her drama students for the schol play Oz and
009our own Casey was the cardly lion and she was phenomenon did a tremendous job as did all the kids so it was it was a neat neat production that they put on also like to congratulate both the boys and girls basketball teams to win the divisional in White Fish I think that's the first time we've ever both teams have won it 2012 2012 yeah JT was a senior Courtney was a sophomore and we were over here in BW really then we W it both that was the infamous the [Music] girls JT they they were like fifth of the conference they they beat Central who was first and then they beat Stevensville who was second state is that the Sims girl yeah yeah that's what I thought she ended up being their head girls coach for
010a while for the Grizzlies congratulations and good luck for everybody at stage the other thing I have kind of is a sad deal is Rick danelson passed away he came here I think in 1990 is looking back he was girls basketball coach AD school counselor and special ed guy and he won the state championship with the girls his second year was the girls first state championship the next year I think he went fourth in white fi and then he stepped down and Kevin took over because he'd been the assistant Kevin's thirdd year they won state with sage tash's mother Jen Gordon was one of the Stars Mandy car then Kevin went to the back up to the college then to coach the girls so then we convinced D to take the girls again and that
011year um that good group of girls got second brownie beat us in the Fieldhouse and bosan and a double over time then we won second the next year and then d stayed and helped Benny and Terry coach the boys and I think he left in about 99 and Great Falls went to Great Falls and got out of teaching for a while and then robbed taught with him back at SS when was [Music] that oh and he was the girls coach and counselor up there then or what was he was he was the elementary oh he was okay anyway he was a great guy dun yeah he was kind of in on the ground Roots he and Harry and finny got the boys programs going and Kevin and Rick came in and got the girls going
012and then Megan came and got the volleyball going rest is history D was a lot of fun there was some late nights the Lions down I remember some of those anyway it'd be nice if I couldn't find an obituary if we ever found something and' be nice to send part or something technology somehow he was a cool guy you knew him I guess Chris didn't you you were a little bit yeah anyway any other comments or communication well get an email from my G today that um deed for Vigilante should be finalized and reported shortly so late um we're moving in that direction obviously that does mean that we will take on the Northwestern Energy and all that kind of stuff once all that stuff go but I know that Brock's already been in contact
013I think Sarah retired though so so he was a little worried about I think was it Sarah at the title yeah she did yeah and so he was going to reach out to her and make sure everything was yeah that's really of course Gary mentioned it but I think F Alum I think was raised about 4550 that's awesome about option l more than last year yeah little up over last year side things Raffles and things but it was pretty incredible col does a really nice job and makes it really easy press the roll in there and do our thing congratulations any other comments or communication if not we'll go into the Super inance report all right so 6.1 teacher Clarity proficiency based assessment and graduate profile um so Mr McCrae is here and he's going
014to visit with you a little bit about some of the work that a group of teachers have been doing um kind of in the morning and kind of the aftermath of of what has come from that uh in working around teacher Clarity and proficiency based and standards based assessments and those different types of things um and I just had to create a whole section in our state accreditation on both of those things and creating different plans and the work that they did detly critical in being the able to do all that so I just thought it would be really good for you guys to hear some of the stuff that that's happening behind the scenes and and ways that we're to engage students and um and how that grow graduate profile that we've kind of
015seen kind it comes fruitful with just wanted to send it to the right I tried to create as many um meaningful things yeah told me I had to go on hour tonight so these are kind of two separate topics I'll introduce them separately and then kind of talk to you about the connections that they have so we had started a couple months ago where the staff got together and had looked at this graduate profile and we compiled a bunch of that and I'm sure you guys had to approve it so you know you've seen this and it was just a really unique opportunity I teach psychology and I teach 21 seniors and there's a lot of freedom to encounter some pretty cool things in Psychology and so I get to try out a number of
016different things and and uh elicit some information and some feedback from students and what they think and and so we just spent about a week attacking and and debriefing the The Graduate profile and what some of their thoughts were on it uh I'm so proud of the group because it takes a lot for a student to give some meaningful feedback and sometimes you know they feel like that's a little more than not just meaningful feedback sometimes they can use that as an opportunity to to whine or to do something that um really we can't do anything with and so I really challenged them to tell us some of the things that we do well and and um offer some things that that we can improve on and I gave them the first piece where it
017had um the the five different pillars of this and I just asked him for like a knee-jerk reaction what do you think if if this is what you're supposed to be prepared for what do you think that looks like and we got some things kind all over the board to really prepared to like I'm not really sure what these mean and then the next day if if you uh go into the document where it says student feedback graduate profile I had uh 16 students respond over two days and what I did is I asked them to go through the graduate profile on the front and say I want you to Star the things that you feel like you're competent in like if if if this was uh your resume you know star the things that
018you really feel like are like those are skills that you have and so there's a category for that and then I had them Circle and this was the prompt I want you to circle the mo the three to five most important to be successful later in life so um we got a lot of just really feedback there and this is the compilation of those 16 of 21 students so let's kind of look through what 16 High School seniors um felt like they had and and what they what they thought was important for them to be successfully these were not small conversations like this was out over two days lot of different feedback probably explaining what some of them meant and what yeah yeah for sure we also showed them uh Community feedback and we showed
019them parent feedback the one that they really enjoyed reading was uh in one of the feedbacks from theh Community they said that they've never met a bchs grad with any of these skills they were very frustrated with that comment very frustrated first it was probably Anonymous yeah that's usually the way they come I think we ask Meg to share that with me I because it's just not important yeah and again we looked at it tried to flip it a little bit that that's just some work we have to do we have to you know get the somehow get out that our graduates you know do it's interesting they acknowledge that not prepared the taxes and our I'm a huge proponent of Financial understanding for these young adults they they don't get enough of student loans
020Home Loans you know those type of things all of that but that's not here no should be I think that's why they they added last year was the first year L [Music] yeah they some of that stuff right it is Tri on error yeah and it's uh we do taxes in my government bus and so at least by the time that they're done like next Monday we start on fing taxes so Community you know showing up and being on time and all those different types of things was extremely critical I they felt like that was the most important thing and you'll see there that you know five of the kids felt like they had it but only two of them thought that it was really one of the more important things when I think that
021our business owners and our business people are craving you know that as a skill and so I just thought that this was such a great project for us to start with The Graduate profile for next year so that you know you can kind of know what needs to be hit on and what because they have to understand this document to we expect them to yeah so I think um in just kind of having of being able to digest the the numbers with them try to tell them that like if if this was my resume that's the front of this like if I can honestly tell you that I'm proficient in these I don't know what job I would get but um we don't necessarily have to be proficient in all of this there's things in
022here that I I feel like I excel at there's some things in here I feel like I suck at and so I think that it's important for them to know that these are things that we're striving for we're striving towards and and they have some ownership in that we provide a lot of the things that they're saying but to actually like own the education I think is a is a big part of it for example like one of the pieces of feedback that we got were I'm disappointed that bchs didn't giv me enough opportunities to get out of my shell communication and that's such an interesting comment because for me to take that at face value I'd be like well that's your fault like we have all these opportunities just involve yourself but it's still
023a meaningful comment how can we get them engaged and then the the back of that graduate profile um I asked Megan if you guys have seen the my voice uh data yet and this is just a school perception according students it's a lot of that I know I'm throwing a lot at you I apologize this is a this is week's for so I think and then if you have questions stop what you're seeing is a comparison from year to year and whether things go up or down and as I've went through the graduate profile now and in looking at some of the standard based assessment stuff I think that the word that I keep coming back to is that we need to we need to own some of the numbers and we we each have
024our own uh slice of pie and how we can improve these and so what I did is I starred and highlighted the ones that frustrate me as as you know that because you can kind of see the staff piece to some of those numbers and I think it's really easy to whine and complain about numbers being uh going down but to show some ownership in it and as a staff try to address one or two of the areas that the numbers are low um I would ask the the students as as freshmen you know the the seniors coming through here their numbers went down every year and so I would ask him what ownership do you play and every year the the numbers going down like I just I think we get caught in this
025cycle of assigning blame it's always the Freshman it's always the middle school it's always this and I just I would like to get away from that and own what we can control I feel like I can do things in my classroom to help those with a for room um to help that number go up you know I I would ask you as as a board and it's rhetorical but you know what numbers are there can you own that that we can we can try to provide tangible things to one of them you know maybe school is a welcoming and friendly place what what kind of things can we do to up our our perception and so this is the students um sharing their voice on The Graduate profile and the and the my voice data
026and um I think you know I would like to start working towards some of these numbers when I see 27 my classes help me understand what is happening in my everyday life um the number that I have there is 66% well I teach seniors and so that feels low because they're all headed out into the world and so teaching things like taxes and um how the government operates in my government class you know all the all the many things that come with that I just think if we pick a couple of these and and we strive toward them I think that's really important so that's that's what I got out of it is that The Graduate profile it's great that we have empathy in there and it's great that we have critical iCal thinking skills
027at some point we have to apply the ownership of hey students like this is an opportunity for you to critically think now it's your turn to go questions on any that I'm sorry I only went through three pages promise I promise I'll be f you know one of these that is really nice is the one that says I believe I can be successful is 9 which is for sure that's that's that's pretty positive like 13 I find that interesting so you been ask for something [Music] positive yeah 20 the 22 23 to the 23 24 there's like a drastic increase in many what was the what happened there doing the data somebody that likes data more than me start behold them so we've been struggling in the research mechanics of it of what to do
028with this neutral option so when we ask him these questions I guess are more statements they get strongly agree agree neutral um disagree strongly disagree they got another so there's a lot of students that press the neutral a lot and so we've just kind of as a staff have been like what the heck do we do with it do we get rid of it um do we lump it in with the positive because if it's like I'm getting bullied at school and you're neutral I feel like if somebody's getting bullied at school you would say something so then just try to figure out what to do with it lend itself to some valuable you know feedback on you know what students are that they are neutral in some of these you know so all of
029the um you know strongly agree agree and neutral and zero to disagree strongly disagree just average that out so and I'm just not sure how they did the because that was before I was in there how they calculated those numbers and so I just went back and did this year and last year um so it was consistent so that we could kind of have a starting ground in the night because I'm not g to be here next year Z but I think some of those numbers again I would like to find ways we can improve um the perception [Music] survey their perception is their reality too and so we want to meet them where they are and try to find ways where we can improve some of these things so and we got numbers all
030the way back to like 20 4 so it's a lot of years of data but it gives us some things that we can work on and it gives us some some positives that we can share with staff that's important so I will transition to the page with the the Bloom's taxonomy try not to take too much more of your time so I just completed my masters uh in curriculum and instruction and a class that I took was this standards based assessment it's gaining some Traction in the legislator state law requiring so that would be a big shift I got a buddy that teaches in shared in Wyoming that does this they report grades out in terms of uh measures of proficiency and so I guess I would ask you um really quickly like a scale
031one to five just on your hand one being I have no clue what standards based assessments are five being I could develop a lesson and I got it you just like show me where you're at you heard of it so what what this is and I'm sure we've we've all seen Bloom's taxonomy is that we have different ways in which we learn and it all starts at the bottom you know if you think of anything that you're good at the things that you value it starts with your vocab and your understanding we just take it for granted because we know how to do it but it's important to see that from a learning perspective because a lot of times students are hitting us at the bottom of this when we're teaching base Concepts they don't
032have those and so our instruction should work in a way that we start with remembering with things that we can like boab like just basic facts um and then we move towards more critical thinking skills towards the end it's not something that's new that's not something that we do that we haven't done in classes where I can tell you that this has made the biggest jump for me is um I kind of took a look at some of my tests and I have an example of one of my tests in there to kind of show you where I was at I was wasn't offering a lot of opportunities for students to show some of the more critical thinking in in our evaluations and so we measure proficiency based on state standards and you guys those
033are those are wildly different from discipline to discipline I have 11 and they are so broad I'm not sure if you will would know what to tuck under Janet is in was in the group that we were working on here and she had 87 87 that are very specific and so we're hitting this thing from a lot of different angles but the goal in students being proficient at the state standards I have to use a National Standard because the state of Montana doesn't do anything for psychology is that we want to proficiency is measured at a 3.0 level so if you see on there like analyze and apply and a little bit of evaluate we had some discrepancies in like where some of the stuff fit but for a student to show proficiency you see
034some of like the verbs that attach to them and I kind of I just put in there sweet spot of proficiency like that's what we should be working towards and we meet students at different levels if a student loves history I I meet them at a higher level than somebody that doesn't like history and so we all come from different portions of this of this Bloom's taxonomy as we're we're moving towards proficiency above proficiency would indicate that I didn't teach you this in class and you still demonstrated more so that allows us to show that um you are above the proficient level and and I think yeah I printed off the back sheet because I I kind of like the way that it the the different taxonomy I kind of like the way that it
035represented that because remembering is such a small part of of the curriculum if you know if I think of let just take the basketball examples some of the vocab of basketball is like how do you dribble a basketball for our two teams going to St right now they generally when they play don't have to think about how to dribble or basketball because that's foundational knowledge so they get to keep stacking on that foundational knowledge of how to apply that to different situations but if somebody suddenly forgets how to dribble a basketball because you're in a game with the brownie Indians and the fans it makes you nervous none of the other stuff on top of it matters because you don't know how to dribble a basketball and so I like the way that it represented
036that and this sheet is just another way to to represent our our measures of of proficiency and on the top I just tried to show you kind of what some of the things we should be asking some of the verbs some of the some of the ways that we can raise questions and I am really trying to make this as streamlined as I can because this is a this is a big topic so then I was trying to think of like how would I show you that this might be a little different than a traditional grading score so I've put one of my tests on there and I won't ask you to take it but this is a test um this was a test of 35 questions I weighted everything with two points so you
037would get a total of 70 70 points for the test after going through the measures of proficiency I went back and I looked at um how I would have categorized what I'm asking them and so this is the first page of of my test and to me that's all vocab that's your foundational knowledge but I waited it the same as as anything on the test if you flip over to the back the only other part of my test were multiple choice so I tried to be really transparent about where I where I went through and slotted these so I guess after you see those numbers um and this test has a couple more pages but I would say it's very similar to this you could make the argument on my test that I'm measuring only
038what you're not even get so am I asking enough from them and what level class is this this is a government class yeah so after going through this said well I got to give off I got to give more opportunities for students to demonstrate above proficiency because if I'm handicapping them by my questions and I'm not asking anything or not even touching into some of the higher levels of Bloom's taxonomy so then on on this sheet this is a this is a form that that teacher Clarity um Kelsey zitzer created the form and we're all kind of trying to use this and I made a psychology Le lesson for you to show you how what this looks like from the teacher level and then I have a student example how to go through that so
039if you see the standard there that is an American psychology Association um High School standard under personality 13 and 22 those are them read in full the key verbs and nouns are things that we want to take out of that and we want to start building what it looks like to assess them and then on the bottom we make the learning targets and so in this one I was going to we're going to do a thing on disk personality theory that was part of that was one of four that my textbook had mentioned about personality theory and so I created learning targets and each of these was its own individual lesson of how we can start to reach a level of proficiency towards a National Standard and hopefully you can see in there the taxonomy
040level and then on the right side of that student evidence like how am I going to know as an instructor what that looks like and so it's it's riding a little bit of that stuff out on the back is the proficiency scale that I would give to the students and so you start with this you start with like hey if you want a three this is our standard and this is what it looks like to be proficient and sometimes that feels a little daunting to him because it's a lot of stuff that like I don't know what dis is and so then you just kind of have to start going through that so then I I took a student I really I took every I took their name off of everything apologize if it if
041it shows in there because the name's not important so what we did to to be at the vocab level the one level is I found a website that measured their disc personality and that that's what the quiz that you see there they had to go through and they had to thumbs up of those four comments thumbs up the one that's most like them and thumbs down the one that's least like them and through the process of 30 of those clumps it spat back at them what personality disc they are part of and uh the student on the very bottom there where you see it says you have a strong inner motivation that was this student's um response from the website and then so this is this is level one this is me telling them what
042the what the different pieces of the pie are we're we're demonstrating the base knowledge if you flip it over this is as we progressed to level two I asked them to to Star where they were and I asked this student um they for each personality theory so now we got it a whole is what are the characteristics of each each of the pieces of the pie what motivates these people what fears do these people generally have what influences them and how do they deal with conflict so this is you could argue that this is still one this is this is the foundation this is the base if you flip that page over and I tried to take all the names out I had them slot their friends I had them choose five of their friends
043um on the back of the piece of the pie and try to figure out where those names of best friends where they are so this is like a one two a two you're progressing the page where it says uh better than Barnes would be the proficiency project to it they had to create a business or a goal where uh they had to give me a mission statement and I gave them five employees and in their business uh they had to have one per one person with each personality and they had to assign them a role in their business that would make the business successful so this particular student um apparently had some quals with uh Barnes & Noble and so their goal was to make a bookstore that was better than Barnes and that was
044the name of their business and so what you see in there is the slideshow from this student they created this this is not me of the names of the people and where they were going to place them and what and why yeah and so you'll see some different roles in the businesses that this student put in there this this was the problem this is what they had to do to measure proficiency at the very end you'll see kind of a plier so what we did at the end for uh a create was um using AI they were to create a flyer for their business um they weren't allowed to edit anything that AI spit out at them they were only allowed to use uh Search terms so they were you know to figure out how
045to prompt AI uh they had to type that into an AI poster generator and it would spit that out and if they didn't like what it looked like they would adjust the promps and so that was the students flyer see so that this student um I would say I measured this student at a three thought the AI usage of this maybe it had some limits but to me that wasn't reflective of the work that had gone in before I thought we could have been better with more um prompts and Search terms so this student for this project got three because they met proficiency as opposed to 100% for completing the project so I would say that that's that's that's a students example of us doing proficiency scales and standing basic ESS definitely a terminology change
046for students you know one of the biggest challenges is associating that transition to you know the postsecondary level of course they they aren't there yet and of course there are all kinds of different tools that are out there that allow that to happen again one of the concerns is always you know for lack of a better term you have students that are grade grapher students right and they just are going to do what they need to do to get to the a or whatever and when you're really testing proficiency they have to have a true understanding of you know what that standard is and you know in that transitional process you're going to see students that you know maybe in a traditional grading system would have been an a student but maybe not necessarily an
047a student in that transition with with so um but honestly listening to this group of teachers every Wednesday morning since the beginning of school for an hour they came in an hour before school I know working through this process was was just really special and um just listening to them talk about applying it to their classrooms and the engagement that they were getting out of students and I think in one of the things that was in there students want to be engaged in the classroom and that's one of the things that this type of stuff does do you know obviously I've been in education now for 25 years seen lots of things come and go and where you get kind of frustrated because it's like oh it's another new thing but to me watching this
048process happen it wasn't that it was flipping it on its head and starting from scratch it was really taking what they're already doing and just looking at it through different LS you agree yeah and I would say the the biggest impact that it had on me through the Masters and then through going through this is to make sure that in every lesson in every unit we're giving students opportunities to demonstrate some of those higher level thinking so to not just sit on the vocab not just sit here but throw in word problems throw in opportunities for students to demonstrate critical thinking I would say that it has completely not changed but added to all of the stuff that I do so at the end of everything there's a 4.0 day and not very many students
049are very successful at the 4.0 day and some take it and run and so that's that's where it's impacted my classroom it's easier to apply it to psychology because it's kind of risk-free in government a little more tied to a curriculum and so start getting that stuff in but yeah any questions sorry to say sorry to be long window this is really good work it go so basically we have a as part of our state requirment we are required to have a two-year plan to try to transition to a proficiency based um process you know and what that looks like in in doing so and so what I think is unique about this is we were able to kind of start with a small group of teachers and actually this group of teachers actually we
050had one staff development that we expanded it to the entire staff and it felt like it was well received um in terms of just starting to have that conversation so it's just not kind of thrown at them and that if we have kind of a small group of mentors or a small group of teachers that have kind of work through the process that can make it relatable it'll make it easier for that transition as we're trying to transition the rest of the students and so I did have to as part of it create a two-year assessment plan and a two-year um curriculum plan in terms of how to and what that looks like and a lot of it is just developing that those proficiency scales and you know some of the big thing is is
051identifying those priority standards I mean obviously to teach to proficiency 87 standards in um 180 days is not possible I think there somebody did the research and it was like if you were to learn all of the standards to proficiency it would take like 36 years or something like that of Education to do you know to do that and so trying to break down what those priority standards are knowing that the other standards are important but what are those priority standards that you are going to make sure those students are reaching for proficiency so you know trying to understand what those are and then really taking a look at your assessments like Zach said he had his assessment and after going through this process being able to identify that oh wait a minute I really
052am only asking them to give me at a very low level and again I think we see a lot of our students that are our upper level Learners that start to get bored and then they start to check out because um they're not being challenged at that next level and so this is an opportunity for more differentiation in the classroom and like Zach said Meeting those students um you know where they're at and then trying to get them to see growth and so um and again it's going to be flipping uh what what grades look like in in those different types of things in the classroom and and just a lot of conversation like we we have an English teacher that teaches seniors and Zach in the group that we did and I can remember
053the first time that they both were doing that I think Zach had done it in his classroom and then Ellie had done it in hers the week later and the kids were like oh my gosh you've been talking to Mr McCrae you know so they're already starting to hear some of that common terminology and um and so it's just asking them to do more and you know what we find with kids is when you ask them to do more they rise to the occasion so you know if you keep them here this is where they'll stay but if you continue to challenge them you'll just continue to see them grow and B basically you know through teacher Clarity it really is having those conversations with kids as to what it looks like to be proficient
054they have to understand what that is um and what is being asked of them and so we have to more clearly communicate those kinds of things with them and part of that is through those assessments and and how we assess them yeah and then I would finish just like because I kind of started with the ownership piece of it like when I look at that student's work that was very reflective of a lot of the students working there and so to me that was a student that took ownership in what could have been a challenging T because it's a it's a cool idea and it wasn't just a cool idea like they use content to build a business will they ever build a bookstore that's better than Barnes & Noble you know but if they
055apply that hey I want to run a business and here's how people operate like that to me is ownership in content so yeah I do I certainly think it has its its challenges and transition but asking asking students to critically think and engage uh I have faith that they always want to meet our challenges and so asking them to do more like more oftentimes than not they'll they'll rise to the occasion and it's just more engaging than their lessons what it and you're showing that level so may um so during this transition your transition you've got students in process in play the students work corly in this way they need to understand obviously what this changes it also seems like it would be really important for parents and families and the community to understand what
056this change is because they're calibrating to the expectations of today and they're going to have students coming home that are talking about something very different and they need to understand and be supported um their students and the youth I I think so have you guys kind of thought about what that that piece of it as a part of this as a part of this twoe twoe plan as we're making that full switch um but I could see where it would be just in what you're saying you know starting out the year where you know because again we're not going to change our AB C D and F model immediately you know we're going to try to take what we're doing with proficiency and apply it to that but um providing some kind of information early
057on in in that would be important yeah I would think I think so too I'm 100% degree when my buddy did the transition he teaches at Big Horn Wyoming and they're a really unique School uh their median household income in their District um it would be the size of a Class C school but they play up a level their mediate income is like 170,000 like it's wild they took once they implemented it they took their freshman um they started with their freshman and they were standards based and then their freshman came through and everybody followed yeah didn't change from someone who would yeah a junior going to be a senior and all and then they also there's conversions back what the threes and the fours look like because what they didn't want to do is
058inhibit students applying for scholarship and