001Just know Thanks, Joe. We'll go back down. Okay, we have Abby. Aby's not here tonight, but we do want to celebrate Abby. Aby's our L kids certified teacher for both. We have a morning and an afternoon class. And Aby's classroom that was warm. It's welcoming and is a perfect design for our youngest learners. She has a very positive presence and she really sets the tone for those early learners each day. So, it's pretty magical to see Abby. And we also have Heather. Heather's our middle level teacher um who brings numbers to life. She's constantly seeking ways to engage students through hands-on math activities and problem solving and she just makes it exciting and meaningful for the students. And we have Rachel who's here today. Rachel, I have a certificate for you. We appreciate you so
002much. Um Rachel, she's our middle level ELA teacher. So, she's one of those teachers also that's endorsed in our fourth through 8th grade ELA. She keeps learning lively, fastpaced. It is amazing to be in her classroom. Um she has events for students where they engage in readers theater um performances to she also helps lead the vibe for our students as a studentr run newspaper and she really is an advocate for students in inspiring creativity and confidence and just making their voices heard. So I appreciate you so much. >> Um and then Heidi, she is not here to be able to be here tonight. Her daughter plays basketball down um at college, so she's heading down there to watch her play. So wishing her lots of luck. um that Heidi is our elementary and middle level
003science teacher. So Heidi is unique is that she has an elementary um teaching certification, but she's also highly endorsed for science. So she can teach all the way from first through 8th grade. And so right now she's teaching our first through fourth graders and next semester she'll be teaching our fifth through eighth graders. So lots of endorsements there, but she is amazing. She sparks curiosity through hands-on experiences and discovery based learning. and she really makes science an adventure for every student. Right now, I know they're doing water samples of ponds and looking at microscopes. And so, um, it's pretty awesome bringing those, um, activities onto campus. So, we appreciate Heidi. And then we have Amy. Amy Clayton. Thank you so much for being here and being part of our team. Uh, Amy, she is our
004dedicated long-term uh, substitute teacher right now. She's just jumped right into our new robotics curriculum. Um, and she's really been integrating those new tech um, and robotic standards. I appreciate that. I got to be part of your guys's PLC team meeting today and it's pretty impressive the conversations that you're having and that highle engagement and really just centering those lessons on students. Um, I think it was just this week students were doing a robotic rubber band distance challenge. So, it's pretty awesome to see those. And [clears throat] Rebecca, not ying. Oh, Rebecca, she wears many hats in our district. Um, you might think she is actually technically a full-time employee for our district, but at MP3, um, she is our first through 8th grade technology teacher, and she really does a great job. Um she
005does a great job though of um integrating those digital citizenship um lessons which is really important for our students to know um how to engage in technology and know how to use it appropriately and so I really do appreciate that especially teaching it I know you have our first through fourth graders teaching it at an early age it was great and very appreciative so thank you so much. Um she's also leads our garden club at recess and that has been really awesome to see students in the garden. And if you haven't seen the new article that just came out, um there's a really great article about how our garden and our campus classes have um come to life. So that's been awesome. She's also our highly capable teacher in our district. And so you're a
006real truly multitasker. Um so really together we're just so grateful for all of you guys. So thank you so much for being in P3. so great. And together these teachers, they bring our campuses to life. Each one has this special unique piece that we really do appreciate. So, thank you. >> You do a good job, too, Michelle. >> Yeah. >> All right. Uh, moving on to public comment. Okay, we'll go straight in some reports. Looks like we got Adrien and she'll present an overview of the PLC process. >> And I'm just going to I think was talked a lot about the PLC process. So, um what I did at the beginning of the year was asked uh kind of the leads the um folks who are leading our PLC teams to just give a little
007bit of background about their goals and the things that they're really excited about this year. So, I'm not going to read those to you, but what I wanted to highlight with all of these is that our principles and their guiding coalition teams are really thoughtful about the kinds of things that they want to focus on this year. We've been doing PLC's for a while, but every year they're about getting better and improving. So, as you're listening to the presentations today, I just want to highlight that work for you and just how proud I am of these teams and the things that they are doing and working on. I think um middle school math I think is up first. Okay. [clears throat] >> There's no point. Well, thank you so much for having us um here
008today. Um our focus is going to be on sixth grade standards or we believe some morality today, but first we'd like to introduce ourselves. Uh my name is Heather Kavido. I teach eighth grade math. I'm Christa Leon. I teach special education for all grades. And I'm BJ Park and I teach sixth grade. And we're missing Megan Wolvin who teaches our seventh grade math and um Kiana Alteras is a student teacher in seventh grade math this year. So um and we chose for a tagline where mistakes make mathematicians because we really focus our students on learning from their mistakes and focusing on that growth mindset. um for the standard that we're talking about today, it's a sixth grade standard um about multiplying and dividing fractions. And the focus is really on using visual models for that.
009So, we want students to be able to model that division and what that looks like. And that can be difficult for some students because they really want to focus on that standard algorithm where you just multiply straight across or when you're dividing you flip the fraction then you multiply. Um but what they miss with that is the conceptual understanding behind that. Why are we why is that the standard practice that we use? Um and we really see a connection through the grade levels vertically with why understand that conceptual piece is really important um as they move through the rest of their middle school and high school. Really understanding what division is is a really key um key component. And then also just really understanding how fractions function, especially when they get up into algebra 2
010and they're simplifying these really complicated expressions. Understanding those fraction concepts is really important. So we really want to kind of hammer in that conceptual understanding as early as possible. So we're all really invested in each other's um grade levels as we're working through our PLC's. Um, and as far as knowing how or how we will know students learn it, we use formative assessments. We have lots of different assessments that we use, but as a PLT, we really like to come together and look at those different questions that we're asking students to make sure that they are really aligned to the standard and that we're really getting to the meat of the standard and making sure we can pull evidence from that standard. And um one thing we've been working on especially with our assessments is
011looking at breaking the standard apart and then what what would an A work look like? What does a what does a B look like? What does a C and a D? So instead of just looking at here's you know a cut score out of you know 100% like what like more like a rubric type style like what does it mean if a student truly understands a standard and really kind of focusing in on that. Okay. So that question that was up there was a sample um it was a word problem where a a person had so much chicken and they had to figure out how many servings they could make from that. And the students were asked to model it and write an equation and answer with a label. And so what we figured out
012is that an A would look like they did all of those steps perfectly. They had their model, they did an equation, they answered with a label. >> Um, and so that would be what we call like a four or an A. So a B would be they like just missed a little bit. You can really tell that they understand it conceptually, but they just missed one step somewhere. like they didn't label it, they didn't write their expression, but they did the model and the answer, so they did most of it. Um, a two or a C would be that they're on the right track. We can see that they're they kind of understand, but they're not quite there yet. And a one is they just tried something. So, we really emphasize that they cannot learn
013if they don't try. Okay? So, we really don't want something to be just left blank or just write I don't know or question marks. So, we give them at least a one or a D for trying something. So, if you see there, um, they're kind of colorcoded. So, that's that same question we just looked at, and it's colorcoded so that a four or an A is green, and then a three is yellow and a um two would be orange, and then the one is red. And so from that information, we can decide if students need to be either retaught or if they need an extension from there. And so with the extensions, um, everybody six has different options on Google Classroom opportunities. Um, that can be like more complex number puzzles and that kind of
014thing depending on the grade level. Um, I Ready has built-in extensions. So when they test if they're testing at a higher grade level, the lessons that are going along with their path on I Ready will be at a higher level separate from other curriculum. And then Amplify Desmos, these next two things are new this year is that there's fluency practice that's self guide self-paced. And so as students move quickly through it, they don't need to stay stuck on the same level as everybody, but everybody goes at their own pace. And so students can go ahead if they need to. And then same with vocabulary flashcards um built in as well. And so just wrapping up, we're um in our PLTS, we're really working on like standardsbased grading and our assessment practices have been really aligned
015and improved. And so what you see on the right is instead of one test to just having a percentage, it's broken apart by standards. So the standard you see on the right is multiplying fractions. The one on the left is dividing fractions. And there's several different assessments so we can see if they're moving along, if they're moving forward as the unit goes. But instead of just having one test score, it's broken up. >> Um, and that way we're also aligning among the grade levels. We're all trying to grade like this more on standards. Um, we're looking at really what the students need to learn, not just one like unit test score. Um, and our SBA data really shows that we're trending in the right direction. So if you look at the bottom there, that's the
016end of the school year. Last year, um we had 66% of our kids meeting grade level. From the year before, we were at like 34%. So we gained about 30% of kids are at grade level. So it's really showing that um our work doesn't make any difference. >> And uh do that's all we have. Do you have any questions for us? Can you clarify that the left far left side was on 10:30? >> Yeah. So, um, they all have the same dates because that way they're grouped together in the program so I can compare them easier, but it's actually on the far right is the earliest assessments and on the far left is the most current assessments even though they have the same date. It's just so they're not separated in my grade book by
017a bunch of other assignments and different things. so I can just visually see it better. >> Yeah, we're going right to left. It looks pretty good. >> Yes, [laughter] >> I noticed you identified we could respond if they've learned it a Google classroom I read fluency vocabulary flash cards. So we see 66% are at grade level. What are we doing for the students who are mastering it? are and can you see that quite easily in their eye ready and their flashcards and when do they get additional opportunities to excel even further like how are you identifying those highly capable or students that are ready to move on separate more quickly >> um so a couple different ways so um we can give a pre-est for the unit to see if they already know it and
018if they already know it I have a separate Google classroom that's called the extensions Google classroom and it has other material e that we're not going to hit this here or the next thing in that standard line. So, for example, we're doing like area of a triangle and parallelogram right now. So, if they already know how to do that and they're proficient at that, they can go on to the next thing which would be like the area of a circle and so and they have those opportunities in that extension classroom which I can um supervise all digitally. They also have time during class during kind of some independent work time if they have some questions on that for me to work on with them oneon one. >> And as they move up in the grade
019levels, um there's accelerated math classes in seventh grade and then in eighth grade they have the opportunity to take either eighth grade math or algebra. So they've got some opportunity to take some high level math as they progress through the through the program. >> Does the algebra class still count as a high school credit? That's awesome. [clears throat] >> Very cool. >> Can I ask just a quick question >> with respect to the standards and understanding where your students are? How is that translated to your students understanding where they are so they know where they're going? You had conversations with them about this is the piece of this particular unit where you're struggling a little bit. This is what we just how are those conversations? um if I'm understanding this correctly. So, we had that
020that one question that we talked about. Um we actually printed out student responses that were a one, two, three, and a four and but they weren't labeled that way. And we gave them to the students to sort them and so and they obviously didn't have names on them, but they could like they look and they compare different students work and see this is what meeting standard looks like. This is what an A looks like. This is what a B looks like. C. And so they actually had to sort them and then present them saying I think this one is a four because I think this one is a one because and so they actually got to see each other's work without being identified or embarrassed but to really know what at standard slightly. >> Awesome.
021Thank you. >> Very cool. >> Thank you very much. Thank you. Hey, I think it's MP3. >> Hey, thanks for having us. [laughter] >> So, I'm Sarah Hershig. This is >> Jeff Carico. Uh, >> yeah. [clears throat] Um, it's it's uh it's nice to be here and and see everybody. I don't come to the meeting very often. Michelle just did a fantastic job introducing our program and I I always feel like there's part of me that needs to reexlain MP3 every time I talk to anybody about it. So before I even I even start, I wonder if there's any questions that you all have about what MP3 does or do you already feel pretty aware like how the program built? >> Okay. Glad you feel that way. So, we have a variety of PLC's going
022on this year. Uh, there's Jeff and myself who are the guiding coalition and we meet with Michelle on a regular basis to help, you know, like steer the ship. And then we have an elementary level PLC where all the teachers who are currently dealing with the first or the K through four kids and a middle school PLC which is the five through eight people. Uh so this year we decided that we wanted a schoolwide focus on belonging because it's a huge part of the Meridian uh vision statement and it's like the first commitment is that sense of belonging and it also ties in really well with the SEAL standards. So that idea of self-awareness where you can identify your own emotions, your assets, uh where you could grow and then resources that could help you
023outside of yourself as well as standard six which is the social engagement where you consider others and show a desire to contribute to your school and your teammates. >> And this of course is it's like an important standard for any school that you would ever attend. Um it's in our vision statement like Sarah said it it's uh there's cell standards that are connected to it but I think MP3 and the program and a lot of MP3 families I think come to it with like a unique set of of needs around social engagement and around the like we see here communication and support what they need. So it's important for us to start off the school year with a focus on that because I think that foundation needs to be laid and needs to be established
024before the academic work starts in earnest. So um we we we put support and communication alongside uh our sense of belonging and we tend to have two different tracks where I think the support and the communication while it it's to support and communicate with students of course I think that's a focus that was primarily uh our work with with parents who are the primary educators for the students and then the the belonging standards I think are connected much more to the work that we do on campus with the students that we see And you can see here these are again just from the the meridian vision statement around what support and communication means for our district. So um we with the belonging standard as a focus we used our CE survey data from last year
025that was from parents and from kids on campus the fourth through eighth graders um to decide you know like where are where do we have room to grow. So we decided that we're going to focus on a sense of belonging when they're here on campus with us. And then for families, our SOPC uh focus for the year is we're focusing on support communication and we use our initial interviews with every family that we have at the beginning of the year to gather information on their curriculum choices and their routines and how we could best support them. >> So here's some of our data that how will we know they know it? And again, the the CE data gave us a lot of a lot of information. Of course, we found that 83% of the students
026that we had on campus agreed that there's at least one adult in the school that I can talk to if I have a problem. It seems like a basic expectation that they they like we could we could hit 100%, right? We want all of the kids to feel comfortable communicating with the adults that we have there. We we have fantastic adults, right? Come see us. Come talk to us. And for me, I found it surprising. I guess I have the assumption that all the kids won't come talk to me, right? Um 83%. It's a good number, but a number that we could improve. Um, and then 76% of the students who self-report that they enjoy coming to school. Um, and again, it's 76%. It's it's not a bad number, but I look at that and
027think, why not 100%, right? We have a great school, we have great staff, we have great students. Let's let's build that up. So, what our teachers did at the beginning of the school year, because again, the CE data was from last year. So, at the beginning of the school school year, we had a pretty casual interview with every single student on campus and a one-on-one chat with with each kid pretty informally. Sometimes it was just like on the walk out to recess. It was during lunch. It was in, you know, comfortable situations. We we hoped. Um, and we we found that in our questions, we asked, do you have a trusted adult here at MP3 who you can talk to if you have a problem? And do you have a friendship or do you feel
028a connection to the students here at MP3? Uh from our our data there, we found that out of 179 students, we identified 26 who either needed support with a friend or making a trusted adult connection. >> Okay. And then flipping back to that communication support side. So when we talked to families at the fall conferences, we found that our returning families were super excited to continue their journey. They were starting the year with a really great routine in mind and then new families were choosing the recommended curriculum at a much higher rate than in past years and they also were really like open to hearing recommendations for how to set up a learning schedule and set themselves up for success. We were able to meet with every single family either in person or via Zoom
029and phone during the first week of school. It was a lot but we did it. Um, and then a few weeks into school, uh, during that same casual conversation with students, we also asked them like, "How's your at home learning going?" You know, "Do you have your curriculum yet?" And, you know, that's your favorite thing you're doing. Just trying to get a sense of how school is going at home for students. And when we looked at that data, we were able to identify students who did not have a routine or weren't in the full swing of school yet. And that was 35 out of 179 students. and they reported that they didn't feel like they had a solid routine or no routine at all. >> Um, [clears throat] this picture always makes me laugh a
030little bit. Give me a minute. >> What will we do if they don't know? A question. Um, what will [clears throat] we do if they do know? So, we we always try to build belonging and that sense of of students feeling comfortable at school into into everything we do every day. Um, one way that we work with the students who do know is we gave them opportunities to to sort of lead activities with with younger students. So, we have a a student advisory with our fifth through eighth graders who've got the opportunity to take on that leadership role that they've they've really been it's been impressive to see the way that they've taken that on. I know Kelly or sorry, Logan is right there. >> I know Logan has been she's been in great support
031with helping to guide that for our kids. Um, but to to see them come into classrooms and and lead an event, lead an experience for the younger kids was uh it was pretty pretty magical. Some moments to laugh and celebrate. Um, of course, in class, teachers have tried to be more strategic with with seating. Um, you know, once we got the data for which kids aren't feeling super well connected, almost like matchmaking, right? Here's two two kids who we think can can connect, can can develop a friendship. Um, we've been building inclusive openers into a lot of our our classroom uh experiences with low stakes topics that really just help students communicate. Right? Here's something interesting about me and I learned something interesting about you. Um, we see in the picture here are two of
032our students doing our literacy celebration which is uh it's an annual event around around books and learning and sharing interests. Uh, just at that at the end of October always a super fun experience. And again, the opportunities for kids to model here's what, you know, connected behavior looks like, here's what leadership looks like. So, it's been super fun to see that develop on campus. >> And then connecting our families with learning and communication. We had an in-person workshop for families to highlight some different routining options and to give families a chance to connect one-on-one with your ASL PC. So, that was a month into the year. They had been working on things. it was time to do monthly reviews for us and they had a chance to sit down and we really encouraged them to
033come with some ideas but then we were able to support anybody who wanted you know like a stepbystep sit next to me help me get it figured out. Um and then for families who weren't able to make it to our workshop because it was on a Tuesday morning and sometimes people have other things they're working on. Uh we shared our our slide deck and we also made some targeted connections with new and returning families who had expressed a need for support or who we had identified as needing um extra support. Uh so back to J >> actually before we go back. Yeah. Um if I can go back to this the uh the learning communication that we've been doing with parents is still ongoing, right? It's not you know we didn't do it in September
034then say all right you guys are good to go. We'll talk to you again next September. Uh so we've got a a plan to connect again with every single family between now and and roughly Thanksgiving break is our goal. Um and again it's just a check-in. How are things going? You have your curriculum. You've established your routine. Are you confident in in you know the schedule that you have at home? How how can we continue to support you? Uh those conversations have almost all been fantastic, right? people, you know, saying thanks, celebrating successes, also asking for some support and sharing, you know, like here's some of the challenges we've had, but a lot of like challenges because mom or dad have to wear both that hat of I'm your teacher, but I'm also your your
035mom and how do they juggle that? That's a tough one to answer that. [laughter] >> Yeah. >> Um, so we also check back in with the students, right? So this has been an ongoing uh activity for us and again we see we see the the group of of students needing to make those connections shrinking. So for the K4 group uh that went from 18 students to only five who still felt like they needed uh some support with how they can connect with with a friend group. Um in in the five through eight group or 5 through 8th grade student group we saw that go from eight students to three students which for me I think is pretty pretty magical right in in that entire school we see that there's only eight students who who let
036us know that boy I'm still feeling kind of like not connected maybe a little isolated uh so that means we have you know a vast majority that's feeling connected and then the percentage of students who feel like they have a trusted peer they feel comfortable or Sorry, a trust. Yeah, trusted adult has gone up to 96. Again, not 100, which is our goal, but 96% of students feeling like they are comfortable coming in talking with a teacher feels pretty good. >> And Jeff already kind of jumped to this, but that's fine. I know you were so excited about what we're doing. So, uh, all of us as SLPCs have this beautiful document this year where we are tracking our communication and we're just keeping, you know, like a closer tabs on who we've talked to,
037how it's going. Um, and so I am almost done with all of my individual phone call check-ins with families. And Jeff is right. It is like such a positive communication. and the couple of families who have reached out and been like, you know what, I thought I was going to love this curriculum, but it's it's too hard for my student. Like, what can we do to support them? Uh, it's been really good to have that conversation now and not when we're halfway through the year or when we're getting to the end of the year. And I wish that we would have had the conversation sooner because now is the time that we can make tweaks and we can change things up. Uh we as of now have 100% of families reporting that they have a
038routine that's part of their homeschooling. Nobody is saying ah we just do what we want which we certainly hope that like we want school to be a positive productive thing for every family we work with. Uh and we also have heard from several of our longtime families who have commented like those schedules you sent out. I thought I had a great schedule, but we're trying something new and it's working even better than ever. Or like I had it down with my older kids and I added in a kindergarter this year. So this idea of like, hey, I might need to have a tweak in my schedule or I might need to run two schedules at the same time is huge. So I really do think that it's been helpful to reach out to every family
039and not just offer the sports to brand new families. Um, and it also gives that like common expectation. If I have a routine, I know what's going to happen as a parent and then my child also knows what's expected every day. You know, like some are doing check off lists, others just have like on Mondays we are, you know, focused on math when we come home from campus and we're going to get some extra lessons in there. So having those constant conversations with families just feels like we've added in a level of support that we didn't know they needed, but it's definitely increased everybody's uh productivity and I think that we're going to start reaping the rewards in their in the outcomes. We don't have hard data on that yet. >> academic [laughter] academic. Um,
040and I mean even to to follow up on what Sarah shared about the the shifts that families have decided to make in curriculum and do it at this point in the school year, right? I think that will help support the academic outcomes. If they're realizing in October, November that, yeah, this this math curriculum I chose isn't a good fit. If they shift it now and find something that is a good fit, then we expect to see that, you know, in January I writing in and in spring state assessments, we'll see the improvements that that we hope to see. And of course there tons of research too that shows that the >> the impacts of you know social emotional standards being met and the the sense of belonging and communication they they make a difference academically.
041So yeah data can be determined to be seen. >> Yeah. >> Okay. Any questions for us? >> I think the casual Oh, sorry. >> Oh no. Uh, I'm just curious when you'll take like another CE survey because I know you have this >> font of data from like teacher interviews, but I'm like, >> okay, if if I didn't feel like I had someone at school, but a teacher came up to me and asked that, I might be like, oh yeah, totally. Like, I totally do have someone. So, I'm just curious what >> That's a really good question. So, the CC uh happens in February every year. So, we'll have that again. We also have questions in the past. sometimes the way things are worded. I think kids don't fully understand what's being asked of them.
042So, we also have started to do a little discussion of like how much do we explain a question? >> Yeah. Yeah. >> Without leading somebody to choose an answer. So, that's >> on the table. But I I agree, Logan. I think that a conversation had one-on-one with a teacher is going to give you slightly different data than an anonymous survey. >> Thank you. >> Yeah. And I just I don't know if so much a comment or a curiosity is so big in all of our just inundated in all of our buildings and I appreciate the concepts you've used and we've talked about this before parent the parents being the first teachers and the greatest influence and I think you guys nailed it with um these in-person workshops and the slide decks going home. >> Yeah.
043because if you don't have parent engagement, your efforts are tendonically more difficult. And I'm just wondering if any [clears throat] of our buildings have thought about implementing some of these approaches you've done with specifically the inperson workshops and the matchmaking for positive outcomes from or something we could maybe discuss. speak to the other um buildings, but I do know that myself as a teacher, I have always been a matchmaker where if I have a new student, I'm immediately thinking about who's going to be a good partner. Who do I know that they already like I'll try to find out interests of new kids and then be like, "Oh, like you play soccer. I know somebody else like this is who plays soccer at recess. You should go try it out." So, I'm assuming that's happening
044in all the buildings, but it definitely like I do think that sharing out our resources as a slide deck has it. It was a great resource for everyone and then they can refer back to it. Even if you saw it in person, you might it might not something might not have clicked in the moment, but then a month later you're like, wait a second, they did have a couple other options for me. I'm going to go back and check it out. >> And I think parent education is is huge and buyin and support. So, nicely done. I love that approach. I was say those casual conversations stuck out to me. Like, you know, having those one-on-one conversations as they're going to recess and identifying proactively what students don't have that connection. I think that's that's
045cool and it's it's intentional and that's what's special about it. >> And I like I enjoy it sincerely. Like it's it's super fun to walk out to recess and I mean I I love recess. >> I was playing kickball today. I don't want to brag, but I got behind a couple balls. But I mean, I had so much fun chatting with the kids and learning about what what they're interested in and sharing books with them and talking about sports or talking about fishing. Um, and I mean, honestly, there's moments where kids will like I'll get invited to a Google chat like this this fall. It was uh it was fishing buddies. That was what they titled it. And it was four four boys who they we talked about fishing. They're like, "Let Mr. Tro go
046to our fishing buddies group." Um I like how sweet is that? >> Yeah. um and then left the group. >> Yeah, >> we we cancelled the Google chat for everybody. Yes, we did. >> But uh it gives a lot of super but I always like you know when you get invited to those groups it's a little window into how the kids really kind of feel about you >> for sure. >> I'm excited to talk to Nehemiah about this outfit. [clears throat] >> He's gonna have to read the good egg if he wants to play pit. >> Look out his face too. He's really good. That's it. >> I just want to tell you how important it is to have that initial contact and it is for MP3. It is such a unique component where you
047partner with parents that they are doing their teaching at home and absolutely the academic but I also would say confidence and students ability to risk and just things that may not otherwise be present because of the tools that you're giving them is awesome. Good job. >> Thank you. >> All right. 10th grade ELA. >> Hi there. >> Thanks for having us. >> [clears throat] >> Deep breath. I'm not afraid of you guys. >> You're riled up waiting back there. >> Okay. Um [clears throat] this is our presentation um for um the English department at the high school. And um today we're presenting um about our our new 10th grade through line. um for PLC. So, like I said, 10th grade um my name is Kayla Bernson. Um I teach nth mats and action. >> I'm
048Kaitlyn Olsson. I teach 10th and 11th grade English language arts and then I teach nth grade world history. >> I'm Lisa. I'm MLL specialist and I teach MLL English one 2 and ML English 34. And then I'm joined um by Peter Hutchinson, Patrick Ames, and then all these amazing people especially and Cynthia um Ali Booker and Sarah Meadows where we work especially close with um and they do so much to to support us. Also, I know I should just let us go. There's a typo here and as an English teacher I'm dying and I just need you to know I forgot I was like on my own. Okay, now you noticed it. Okay. So, uh just addressing this throughine concept which is kind of a new thing um that we're doing at the at the
049high school. Um and this is directly tied to try to improve our PLC process when we're at the high school. Um so many times um in the past we've had these conversations and we we end up at the same the same stopping point where we're saying um okay when we're not teaching the same class and so it's kind of hard to move on from here. like what does this actually look like to have some true alignment to to really do this process in the way that it's intended. Um and this is also tied to some of our building improvement plans. Um and so with that idea the what we call the core form math, science, English, and social studies. Um the there's a schedule change and so all teachers who teach that in that department
050um share one class. And so that is our new focus for our PLC. Um it has been it's been really helpful to provide this framework to improve the PLC process and as all of you know who are on the team um there's like that storm and Norman Foreman you know business and uh there's there's so much growth happening and sometimes um you know it looks different for all different all places. Um I love this because it's helping build alignment um for instructional strategies for the things we do to support kids and for our assessments. Um right now we are making progress progress on perfection and at the same time like I don't think our English team has ever been more aligned which is really really um promising. >> Um the reason that we chose 10th
051grade and Sean can give you more insight to this but uh I I know that this part of this is addressing this like sophomore slump. Um we've had this really strong awesome ninth grade success team at the high school for um years and we have lost funding for that now. got um still trying to you know address freshman success because that's the freshman being on track to graduate. That's the number one indicator that those students will graduate and a lot of times we were seeing that dip in the sophomore year because we were getting like so much wraparound love and support in that nth grade and sometimes that type of drop off and so um we're trying to replicate some elements of of that nth grade success team as well while we're on this PLC
052process. as well. >> So this first question, what do we want students to learn? Um [sighs] our unit right now we are doing um narrative writing. And so the existing essential standard that we are working from is this like big I just call like the granddaddy standard. Write narratives to develop real or imagined experiences using effective technique that's very loaded, well chosen details and well structured event sequences. Granddaddy because it's like you know it's not indented. There's a whole bunch of other ones that fall underneath this standard. So there's this is juicy. There's lots to lots to do here. Um and then part of our PLC process has been trying to to add in another essential standard. Um and we've been working on developing this um with engaging and orienting the reader specifically this this
053end part of the the sentence here like the second bullet point creating a smooth progression of experiences or events. We see that um having a lot of application just to like organization of writing in general. there is huge vertical alignment with that. We really focus on that in ninth grade. Um that is coming up in all the other 10th grade units. Um we see that as a really a really important thing for us to be clear in our writing. That is like when we're talking about essentials that's that's essential for us to be good communicators. Um [clears throat] and um sorry I lost my training box. Thank you. Uh 10th grade alignment big picture like what does this actually look like? Like why is this really important? Um we we want our students to be
054able to share their stories, right? And um I think this is just like so essential and human nature that we are storytellers. Um, and this is something we don't really get to do a lot at the high school level where we're we're really focused on like the rigor and the and this and the tests and all these things. And this sometimes is can be like a like a little bit of a fluffy standard, but this is so important for our kids um to be able to tell their stories. And so one thing we really focused on here is not just like can you do these things, but why would someone use these different techniques in all these different ways? Why would someone use imagery? Why would someone use dialogue in these ways? so that students
055can more effectively tell their stories. Um, and I think it's it's really really powerful. I know a lot of you who like have kids, uh, you know, you're around teenagers all the time. Like sometimes teenagers, they can be really great storytellers and, you know, come up with a lot of great things, uh, elaborate things, but there's some people in these contexts like at school where students don't get to share out their experience. And I love this unit so much because I've seen some like really incredible things. Um the student who frequently says this like, "I'm having a hard day. I'm having a hard day." And to see this student be able to write this like really gorgeous imagerich narrative where they're using sensory language to describe weather as a metaphor for like navigating school with
056autism and depression was like it it was breathtaking to see them be able to express themselves that way. Um, I have another student who uh, you know, if you if you ask the student about her experiences, she'd say, "I came to this country when I was five." But then with this these narrative techniques to be able to like tell this like raw gritty story about turning six years old in a detention camp, eating moldy bread for months. It's it's really powerful to be able to see these students get to share these things that are so essential to them as human beings. That's why I really love the standard. That's a funny uh Yeah. Okay. [laughter] >> standard. Okay. Um how will we know they've learned it? Um so our data, we instruct on the skill,
057we practice the skill. This is where we're really trying to develop our common form of assessment. and more work in progress here. What we do have solid is this common summitive assessment. Um so there's little mini summitives. We we teach about imagery, we practice imagery, they write a narrative using imagery. We teach about dialogue, they practice dialogue, write it write a um narrative using dialogue. Um so we get that that piece of work to assess. Um one thing that I think has been super helpful is um self assessment and peer assessment. And a lot of times this looks like I'm about to trade my work with someone else and we go through a little quick process like highlight all your pieces of dialogue all these little essential things and kids are like I need more
058time. I'm struggling like they can reflect on the process and see where they can they need to improve and that's been really helpful where students can take some ownership of their learning. It's just an example of a pretty basic peer review can how will we respond if they don't learn it. Um, we do a lot of one-on-one interventions, which I know is not in like the PLC process of like we're finding trends, we have data, but again, like this is really, really vulnerable work. Even if a student is not sharing this like raw stories, it they're making something up. It still is vulnerable to do this creative writing. And it um has been really effective because we do get a lot of writing time to make sure they have time to really get all um
059that we we just have individual conferences. We talk about what's working, what's not working. Um the scaffolding has been helpful trying to provide really like targeted and relevant toolboxes. And so if we're working on dialogue, we're working on why for dialogue, want to express an emotion or we um we're going to tell something about our character. Um it's it's been nice to to help provide a toolbox like these are some words you could use. So this is an example. Um we we've been working on instant uh alternative dialogues instead of said. So what James said already said we're like we have something better more interesting than that and so we categorize them by emotion. What am I trying to tell my reader here? Um we have been doing some reteing. A lot of these skills
060we're trying to embed into the next um narrative. And so we started with imagery and then we're working on um dialogue. And in the dialogue narrative we're still expecting there to be some imagery. And then we're working on characterization. And inherently we need some dialogue when we characterize and we we still want some. So, we're able to keep moving these forward. Um, and then one thing that's been really helpful, especially with students who for whatever reason, um, like uh, ML students, students who are struggling readers, reluctant learners, students with an IEP, um, have to do in this summitive has been really helpful. And so providing them um with really like vivid or detailed prompts or something that accesses their like community cultural assets, someone that you know from social media um proving them um a
061little bit like taking that load off of the creative work can help us really look at the skill. How will we respond if they do learn it? Um, we're trying to increase the demand and rigor um with some some things in like the voice area, sentence structure, word choice, things like that. Um, and then this is so fun. This most fun thing to provide these extensions and alternatives. Um, so asking them to do like historical fiction student who learned something in history and sent him down like a rabbit hole and now he's writing about spies. Um, writing fanfiction where they get we're reading our independent reading book and they're just continuing on maybe writing in a different point of view. um some kind of visual representations like this social media characterization. And I do have
062to be honest, I meant this as an extension, but I ended up giving this to everybody. And this actually was really helpful for the kids who were struggling um in the first place to to like try to characterize someone through their bio and comments on social media. So got to go back to the drawing board, but it's great for everyone. So the third line um has been an opportunity for growth. It's really it's providing an opportunity for a renewed and purposeful school alignment on the PLC process with the English team. We are really big on this like baby steps, progress, not perfection. We're making gains right now. And I mean, I'm sure you can tell like some things look a little different. we don't we don't have some like some of those numbers and things
063like that because we are we're working really really hard to like strip down some things that weren't working for us so we can rebuild in a way that's more aligned to the PLC process that's better serving our kids um u just kind of going back to this PLC mission and our building mission um which is everybody at Meridian's learning at high levels that includes the teachers um right now I feel like I'm learning so much every day and being like okay with that, you know, and every every PLC, even when it feels like we're just like making incremental progress, I can see that it's having an impact on our kids learning as well. Um, and we're really looking forward to having some team planning time and so uh getting to have time where we can
064um get the nuts and bolts down a little bit better for our next unit and so that we can really ramp up the PLC process. Um, you have any Thank you. Any questions? This was definitely close to seven crying at school. >> That's my goal. >> I was just saying like >> progress not perfection. I think I'm going to take that home. I'm like >> my hope is progress not [laughter] perfection. >> The descriptive writing though that sounds amazing because I know sometimes as a parent like when they get home from school it's like the only response you get is like bro. So it's great that they're doing those amazing things in school. To be fair, I do. I'm like, "Wow, you're right. You characterize your friend so well." So, I just But >> I
065don't know, Dad. >> I love what you're doing. I I love that you've identified the the sophomore slump and we're doing some proactive measures in that. >> Um because the ninth grade success has been such an amazing program. Um and I can say as a parent of a high schooler, >> I wish we had so much more of this from K for for 10 uh 9 through 12. We're having to look at alternative options for English courses and that wasn't my first thought with my kiddo. I'd really love to see more here. So, I love this creative writing and other opportunities that are available for kids. Wish we had more of it. >> Great. So, yeah, awesome. You are working that in. >> Thank you. I want to commend you for looking at the process
066that's been and saying how can we make it better and being okay with stripping it and trying to build up that is hard as being vulnerable. So appreciate that. >> Thank you. Okay. Fifth grade professional learning team. >> Sorry. >> Yeah. I thought all of our Bob Ross. >> It was in the fire. Was that the fire unit? >> Yeah. You was on that. Okay. >> Yes. So these were this is what the camera was that >> oh sweet >> um so we are the um multi-awwardwinning team want some um um we are this year really internalizing Bob Ross's messaging of embracing our happy accidents. best. >> Um, and what do we want our students to learn? We, um, also focus on narrative writing for our students for this PLT cycle. Um, and these are
067fifth graders. They're not 10th graders. Thank you high schoolers for kind of telling us what the 10th graders are already doing. Um, so we wanted to focus also on dialogue and description. um after a preassessment that was something that we saw was needed and it's just such a creative way for students in fifth grade to also show their learning and um beef up I guess their narrative writing through word choice and description and dialogue and we know that they will this will help develop students to be proficient writers and it's just an important skill for writing narratives they help students build communication um it helps them describe events in logical Florida and it's essential for all kinds of writing for essays and reports that we heard about either even later on in their educational experience.
068How will we know they've learned it? Um after some whole class instruction, we gave students a a common formative assessment in class. And this is what the common form of assessment looked like. They were given four pictures and after um looking at the pictures, they got to organize it any way they wanted. And their goal was to write a quick story about the pictures and make sure that they use dialogue and explain what happens with the characters before the dialogue happened and then their reactions after the dialogue happened. Students also were able to use that single point rubric to identify what they should be doing on a CFA and then that's what they used to grade their formative assessment. So that's what I just handed out was the formative it was the pre the post
069and the formative the common formal assessment that we did and one of those students um came here only speaking and writing and reading in Chinese. So I have her September beginning all the way through the end of October. So that's what's being passed around. >> All right. So how we responded don't learn it. Um we did a lot of reteing this whole class and then we gave some specific feedback and then preassessment and we did small groups and conferencing. Um the kids worked together with their peers and edited together. There were anchor charts. Um, so the middle two pictures are kids working together very happily and then they revised their work and went back with the feedback they got and wait individually for their next assessment. That's the first time last pictures, right? So I
070get the fun part. So when the students finished writing their narratives and the whole process so that not only did they do um like the pre the post which were what I don't know like a poll right >> because it wasn't right is that and then they had their actual stories that they wrote and that were edited and that they put a lot more time in. >> This is um part of our UDPL. It is how we um advance use advanced applications in writing and we engage students to become authors with getting to choose different parts. So here's the book some of them and there's all sorts of stuff. So like this one the student there's so many parts of this one but one of them that's good is the back. It's the summary um
071of their own book. Like this one has um all sorts of stuff. What did she do? She also did the back about the author. She also included I'm like I don't know where to hand them all out to. Um another one like some of their book covers was one of them that they even get to choose from. Um this one goes with a Chinese writing student. Maybe I'll start back over here. >> Yeah. Right here. >> Yeah. So this was her final project where she made her book cover and wrote her whole thing in English which was pretty amazing. Um some of these students are also like ML students or ELLL students. They don't um English is not their first language. This one was extremely exciting because we've never had a student do a newspaper
072article before about their story. So, it was about the missing character in the book, which is part of the UDL. And then, um, this one also did about the author and a few other things. So, so many things to look at that were fun. Oh, did I Oh, did I draw? Oh, this one is just funny. This this student in the back is actually hilarious and um the humor in it is ridiculously funny and they wrote a back of a book jacket just like a real book. They attempted to do that too. So that was fun. Um Madison, do you want to explain this? >> Yeah, sorry. Um so one of the prompts featured a person sleeping with a book with words coming out of the book. So my student actually tied it into her
073her book project and her characters in her story went in and explored different books. So she made mini books of all the books that her characters explored and like I said tied it into her book project. So I was like, "Okay, girl." >> Yeah. >> And she made the pom poms >> and pom poms. And then to also like celebrate their writing when we were all done, we have bonfire day. So in fifth grade, we have bonfire day. We all spend a day of having snacks and reading books all day. And around a fire, we make fire in the classrooms and we literally do nothing besides celebrate each other, read our books, celebrate finishing our first narrative writing process and have a fun day. >> I got to watch it last year. It was so
074amazing. Watch kids go up there and read their book and their story and yeah, how intricate a lot of them were just amazing. So >> that was good, I think. Right. We have lot well yes we could we could say that we had lots of mini lessons on the influence you need for the bonfire day and the the way that they read their stories this year was even more impressive >> yeah any cool are these other students comments in the book okay that's cool that's awesome to read >> I've been reading they're all positive and yeah >> there's some teaching around [laughter] how did they read them different >> so We through our like PLC, we've been having uh like a focus on reading fluency and getting kids reading out loud. So every day we
075had them practice their story and try to pick a different focus each day. So like one of the days we worked on pacing and thinking about how you know like maybe one part is really exciting so you start reading it really fast and then another day we try to pick a moment of suspense in their story since a lot of them were mysteries. So it was really fun to see kids like we we I said like think about me as a teacher when my voice gets really really quiet you have to pay attention and that can be the moment that you like bam and scare the kids. So that was really fun to see them try to scare each other. >> Well even reading a question like a question. >> Yeah. >> You know and
076like being able to understand when someone reads a book like make the words come alive with your voice. >> There's a lot of skill in that. >> No Venstein. Um, so to wrap up, we were really excited to see the majority of our students showed at least one year of growth. Um, and even though we still have students who are not at standard, this is an end of the year standard and we're going to continue refining throughout the year and a reflection we had as a team is we really want to collaborate on what dialogue looks like at a fifth grade level. Um, you know, with, you know, how we're grading it. Well, and I'm sure I hope everyone saw it now, but one of one of um like one of our like our big
077takeaways was that just because a student on a rubric or on a grading scale doesn't look like they've shown a lot of growth, that student that you all saw started off writing in Chinese and then went to it's still very broken English, right? But she's learning and it still is like a first grade level. But going from not being able to read or write in English to write maybe a sentence or two then a paragraph and in a what six weeks write four paragraphs that's amazing. It just doesn't always show when you just look at data. >> Yeah. >> So there's lots of growth to be had even though it's at that below grade level >> area. >> Yeah. So there's the data, but there's the narrative that goes with it. >> Yes. Like they
078story. >> Yeah. Great. Any questions? >> So Gmail some good. >> Yeah. >> Thank you so much. >> Thank you. Thank you. Do you >> want me to grab them? warehouse this week. What's going on with everybody? >> Thank you everybody. >> Thank you. Thank you. >> It was just one item. >> Moving on. Dr. Kurt Harville, Dr. Policy 111 opposing. All right. So, >> I can get lucky. >> All right. So, tonight I have um one policy for for your review. um policy 1111 and it's the oath of office. Um this is a it's a discretionary policy by WADA. There we go. Um this is an update to an existing policy. Um and basically WASDA revised the policy to comply with House Bill 1296 um which is promoting a safe and supportive public education
079system. If you take a look at um House Bill 1296, this language and almost this entire policy comes directly from section 310 in the House bill. It is it is on I won't say it's verbatim, but it's you can definitely tell where it comes from. Uh the changes that WADA made is they added the language um the laws of the state of Washington. Previously it said we'll follow the constitution of the United States and the Washington state constitution and then they added in as well as the laws of the state of Washington and then [clears throat] was removed language about notary republic. Um the RCW gives school officials the authority to issue these oaths or affirmations. Um and so that is the that is the gist of the changes to this policy. I also included
080a WASDA FAQ um in your board documents um which outlines um you have that talks about saying the oath or oath or affirmation in the same manner um before every new um board member or returning board member starts their term. Um, so it talks about some more specifics about this policy >> question. All right. >> So I one sorry. >> Yeah. >> So when I'm looking at the markup we have added this the constitution of the state of Washington was already in existence but we have now added the laws of the state of Washington. >> Yes. >> And this is a discretionary policy. I actually find that as I was as I was reviewing it um I kind of thought why is this not essential >> um or critical as the new language goes. Um
081but yes it is it is qualified as a discretionary policy and the laws of the state of Washington come direct comes directly from section 310 of that house and I'm happy to reach out and ask that question. It >> it seems odd because the law says that's what >> we're supposed to do, right? Y >> seems like it would make sense to make sure all board directors know what they're obliged to do. >> Yeah, I think I'd like clarity on that. >> It's a good question. >> Thank you. Other question. Okay. Superintendent support. Okay. Here we go. So, I just sent you an update from Kayla Bernson, who did much of the ALA in the high school report tonight on her Latinos in action class. So she sent an email that actually brought me to
082tears a bit in terms of just the dynamics of how the students have engaged in that class and it was around mentoring. So on the 24th of October, they went to Miss Bill Meyer's class, first grade class, and then they um help the students with reading and thinking about just where some of the high schoolers and some of their experience of not having mentors and not having some supports around their acquisition of language and being able to read and yet they're being in in a position to support younger students to read. Um I just think her words are better than what I can convey. So, I just sent you I forwarded you email so you can read on your own time. But um just celebrating um and recognizing that with your support bringing Latinos in
083action to the high school was huge for all kinds of reasons and has a lot of potential as we continue to move on and just take look at the smiles and the engagement that they've got as they're act active in this. Yes. >> Uh could you for me as well? >> Yes. >> Thank you. I'll do it when we're done here. I don't know if you saw the Linen Tribune article, but there was a really great spread on Mark Walabra and the success that the fire science program has had at our high school. And I think I've shared in the past, we also have a a second session. So he's got a morning session and a se and an afternoon session and we've also added allied health. Um so we have allied health and we
084have our open doors program. Um and then as we bring in the district office classrooms we're going to float a couple of classes um early education and then also uh hospitality and tourism. Um in the fall we had offered uh early childhood education but didn't have enough students with interest. So it depends on enrollment but um again the effort is to try and make sure that we're providing uh NCTA programs that are interest of our students and also appeal to high wage and high demand jobs that are in this area. So we think about opportunities for students with casinos in the Pacific Northwest. There's a lot of hospitality and tourism opportunities that are there and healthcare there's quite a bit. And then the um early childhood ed as you know was a high need that
085we had. So trying to make sure that we provide an opportunity for our students to engage in in an area and then an opportunity because when we have the early learning center we're going to have somebody running that that will remove students to help support that. So we'll not just be training students but also providing for the workforce as well. Thank you for identifying hospitality because I was trying to connect the dots on how that one was selected to be >> and a lot of those when when um we did the feasibility study to look at what industries in Wakom County we needed the ones that surfaced two to three years ago we need to revisit that make sure that they're current some of them haven't changed much but we'll we'll revisit that and and
086certainly before we settle on what programs we're going to build into our skill time. >> Yeah. >> Um I've started my visits to classrooms and so I'm I'm hitting each grade level and so uh this one was Mr. Hutchinson's class and um each teacher is asked to work with your class and come up with questions ahead of time. And so there were questions about um what's happening with the skill center and what programs and then why do we have a closed campus and you know things that don't really rest with me but they're more like that's probably a good question from starting right I don't want to come in and say well the superintendent said we could so want to walk that fine balance but they're really about 25 minutes and it's always been a
087really good conversation so I have a junior and sophomore class that's coming up and we'll just I'll keep working my way as we go through the here. So, these have been good. And then, of course, um Lisa captures this and I could keep those on on our social media as well. There were questions about safety, questions about why the campus is closed down to talk about what happens in schools today and what can we do and how can we how can we be as safe as we possibly can, right? And so, good conversations. It is too bad that everyone that was here left because I do want to really hit on what a fantastic learning day we had. So we have waiver days that are, you know, through our schedule where we have training that
088we need to provide to our staff and that waiver day was really around how do we have effective feedback and uh under under Adrian, she works with Cynthia Richardson, Rebecca Kratzik who was our dean at the elementary school, Jill Hammock who's our um assistant principal was really that team of four that put this together. But then we have our principles um and other other administrators in the district that pitch in and help out and make sure the day goes, you know, smoothly. It was hosted at the middle school. So, Robert was doing things on the intercom and moving things along, but um not not a moment was wasted. Came in, they had the uh the main cafeteria at the middle school was redesigned and they had teams that people >> were they leaves and mittens,
089you know, a fall a fall theme, right? And so they had tables where they went so they don't have their colleagues that they're going to congregate with. They're being spread out and and they're engaging in activities from from the get-go. And then from there, um they had eight different sessions that were put on by our teachers or administrators in the district. And it really is powerful [clears throat] to say that the knowledge that we're learning from is from our own people. A lot of times there's an effort to say, "Oh, we need to bring somebody in. you need to bring someone in, you know, pay the money to have a speaker. Sometimes that's appropriate. But for the work that's being done in our district, spreading the wealth across the district has been super valuable. And
090the feedback from our teachers to hear from them that they're learning from their colleagues has been really beneficial. So it's not a oneandone and they know where these people are. They know how to reach out to them. They know how to connect with them. So um it's been positive. I have to ask based on that photo what was your >> which one >> of everyone in the cafeteria what was your attendance on and participation on that day but doesn't seem like full representation or am I missing something? >> Well, it's a panorama. >> Okay. >> And so I we can find out but I I think we maybe had seven or eight or less. We had we had >> very high participation. Yeah. And everybody signs in. So that's easy to do. We can find
091we can find but it is a it's a panorama shot across and then I I trimmed >> we we approved these waiver days. So I just want to make sure there was any full advantage of participation. >> Absolutely. And I would say that since we have our people presenting them tenants is improved. What it looks like a whole room to me. What am I going to say? When you look at all the staff, >> it looks like all the staff are there. I don't see these empty seats really make it. >> I think there's >> I don't see it looks like a full space. >> Oh, it is making it bigger. So, it's hard. >> I see something different. So, that's why I'm asking question. >> Yeah, but this is across the width of it.
092>> Yeah, we can we can Thank you. >> I think it's going to be good. I don't remember what the exact number was. Um and then you have seen this from J and 24 and in 25 on the district office. We are getting close to having the district office get set. What we are stuck on right now is because of the federal shutdown, we have to wait for authorization to access some funds. Once that happens, then we'll be able to move. But we were scheduled late November, early December and start moving Earth and get the pit set ready to get those eight portables in to develop the offices and the the classrooms. And so, um, according to Jay, we're still on target, but as time keeps moving, we'll see what happens. We'll see how quickly
093they remedy. So even if they remedy the shutdown, we don't know how quickly we'll be able to get authorization. So let's see. But just a just a reminder, it's coming. And then here is the >> Can I ask another question? >> Yeah. >> If it's already earmarked and we're just waiting on the shutdown to happen, could we potentially pull funds from like the general fund to get it going? And then once things fire up, we >> we could, but I [clears throat] recommend it because we don't want to get stuck in a situation where maybe that doesn't come back to us. Other things have happened, right? And so, um, I would hate for something that's been allocated to then get pulled back. >> No. So, that happen. We just want to be we want to
094we want to be safe about it and we don't want to jeopardize the general fund. And so what we would do instead is we would just move our dates out. It's a good question. And then upcoming um I think I've shared before that we have um as a partner with the Limitless grant we have the Boys and Girls Club of Watcom County had their annual breakfast and so the rest of the team is going to attend the breakfast tomorrow and be in support. Um we were not successful in securing a 21st century grant. If you remember that would have been $400,000 worth of staffing and support for middle school and elementary for five years. We had a good submission, but I think they only funded 13 projects. So, [clears throat] I don't know if the
095number of projects was was less or if the awards for projects was less, but I do know I'll ask I'll ask Heather tomorrow, but I do know that um things were cut way back. They did not offer 21st century last year, so we're hoping they offer again next year. So, trying to get some feedback as to why it was not picked up. And then on Friday, I am attending the um the risk pools um sexual assault and molestation symposium. They do this once a year and they bring in experts to talk about how you help your staff understand boundaries and limits and what we do as systems to make sure that we're putting staff in training so they understand also what is acceptable and what is prohibited. Right? And so I'll be attending that. And
096then we are going to have a board school board meeting on the 19th and then we'll head down on the 20th to go down to WASA. So we'll have the school board meeting then. Um that's what happened. >> Okay. Thank you. >> Yep. >> Do we have any information from our school board representative? Um, I'm pretty sure you gave you a solid rundown of the district advisory meeting and that was the most recent action we've had, but high school advisory is going to meet the 19th and the district advisory will meet again on December 4th. And then we're excited to see we're trying something out new this year. We're doing like rotating representatives from each school as opposed to having the same reps come each district meeting. So stay in tune for how that goes.
097>> What do you have going on personally? >> Is it right now? Yeah. >> Uh districts was last Saturday or no sorry last Friday. >> Oh sorry. >> Yeah. Four district champs girls and boys. So that's really exciting. >> And then we're heading to state this weekend. Hopefully going to bring back a couple trophies. >> That's always good to come back. >> California was like 73 basketball. >> Uh, girls race at 10, boys racer 11 something morning for both of them which is nice. >> Good. Cool. Congratulations. >> Thank you. Volleyball had loser out tomorrow night 7:30 at 30. >> The winner advance advance. >> Um and then Saturday the boosters for the class of 2026 are hosting a pancake breakfast to hopefully wrap up their fundraising for Disneyland. >> Is that the last fun?
098>> Pretty close. the [clears throat] last major event before tickets are. >> We're on track. >> You are on track. Let's go. >> All right. Well, there's nothing else. We can sign some official documents and ajourn. and and spend time.