[00:00:04]
[A. Call to Order]
[B. Workshop Topics]
THEY'RE SO HARD TO WRITE AND THEY'RE SO HARD TO GET THE KIND OF FEEDBACK THAT YOU WANT FROM THEM.SO WE'LL PROVIDE A SHORT LITTLE SUMMARY OF WHAT THE PROPOSAL IS AND THEN GIVE FAMILIES AN OPPORTUNITY TO PROVIDE OPEN ENDED FEEDBACK ON THAT SCHEDULE.
SO AN UNDERSTANDING OF IT AND THEN FEEDBACK ON EACH ONE.
SO HAVING SAID THAT, I'D LIKE TO TURN IT OVER TO DR.
SWENTOSKY TO TAKE US THROUGH THE NEXT PART.
THANK YOU. YES, THANK YOU ALL FOR BEING HERE.
PRINCIPALS, COMMUNITY MEMBERS, SCHOOL BOARD MEMBERS, TEACHERS.
THANK YOU FOR BEING HERE. I THINK THE LUCKILY, DR.
CHAPMAN HELPED ME OUT WITH THE FIRST COUPLE OF SLIDES ALREADY.
I'M AJ SWENTOSKY, EXECUTIVE DIRECTOR OF EDUCATIONAL SERVICES.
WELL, WE WANTED TO GET OUT OF THIS IS TO SHARE FROM AN EDUCATOR PERSPECTIVE, ESPECIALLY AT THE PRINCIPAL LEVEL, DISTRICT OFFICE LEVEL, AND WITH INPUT THAT WE'VE HAD FROM TEACHERS, THERE'S STILL A LOT OF VARIABILITY AROUND THIS.
THAT MAY NOT BE THE BEST CALENDAR FOR COMMUNITIES OR FAMILY MEMBERS.
JUST BECAUSE YOU ARE AT A TABLE WITH A LOT OF PEOPLE.
GO AHEAD, PEOPLE SPEAKING], [INAUDIBLE].
WE'RE GOING TO COME BACK. THANK YOU FOR DOING THOSE INTRODUCTIONS.
THERE'S A BIRTHDAY TABLE OVER HERE.
BY THE WAY, WE DIDN'T KNOW A LOT OF JANAUARY BIRTHDAYS OVER HERE.[INAUDIBLE], [CHEERING] ALL RIGHT. SO TO KIND OF CONTINUE INTO THIS, A LOT OF OUR EDUCATORS, A LOT OF THOSE WHO WORK IN EDUCATION ARE GOING TO KNOW A LOT OF WHAT WE'RE GOING TO COVER IN THE NEXT 5 MINUTES.
BUT WHAT WE WANTED TO WELL, WE WANT TO MAKE SURE WE SPEAK TO IS WHY THE HECK ARE WE PUTTING THIS TYPE OF CALENDAR FORWARD? WHERE DOES THIS COME FROM? AND A LOT OF THIS HAS TO DO WITH TEACHER COLLABORATION TIME.
SO THAT'S KIND OF WHAT WE'RE GOING TO HEAR ABOUT THESE NEXT 5 MINUTES IN ORDER TO KIND OF SHARE THAT YOUR IF YOU LOOK UP ON THE IN ANY OF THE SCREENS, YOU SEE THIS THING CALLED HATTIE'S BAROMETER OF INFLUENCE.
SO JOHN HATTIE, WHO IS THAT? JOHN IS AN EDUCATIONAL RESEARCHER THAT FOCUSES ON ANALYZING IMPACTS OF EDUCATIONAL INITIATIVES, INSTRUCTIONAL PRACTICES, CURRICULUM, INSTEAD OF HIM RESEARCHING ANY ONE THING, LIKE WHAT'S THE EFFECT OF HOMEWORK AND THEN DOING A BUNCH OF STUDIES ON THAT.
[00:05:04]
WHAT HE TRIES TO DO IS LOOK AT ALL OF THE BODY OF RESEARCH AROUND THESE DIFFERENT TOPICS THEN AVERAGE THE EFFECT THAT HAS ON STUDENT OUTCOMES.SO IF IT'S CLASS SIZE, TEACHER, STUDENT RETENTION INTERVENTIONS, HE'S NOT DOING SINGLE STUDIES.
HE'S BRINGING ALL THE BODY OF RESEARCH TOGETHER AND SAYING, WHAT'S THE TOTAL AVERAGE EFFECT THAT THIS BODY OF RESEARCH SAYS THAT THESE EDUCATIONAL AND INSTRUCTIONAL INITIATIVES HAVE ON STUDENT OUTCOMES? SO TRUST ME, I'M GOING SOMEWHERE WITH THIS [INAUDIBLE] SO THIS BAROMETER OF INFLUENCE, WE'RE GOING TO DO A LITTLE ACTIVITY HERE AT YOUR TABLES.
THIS BAROMETER INFLUENCE IS KIND OF HOW WE START TO QUANTIFY THAT EFFECT.
SO IF YOU LOOK UP THERE, YOU'RE SEEING OBVIOUSLY THE HIGHER THE NUMBER, WHICH IS LIKE A 1.2 BEING THE HIGHEST, THAT'S THE BIGGEST EFFECT YOU COULD POSSIBLY HAVE. A NEGATIVE EFFECT IS ESSENTIALLY BAD, RIGHT? THAT MEANS THERE'S NO GROWTH IN STUDENT ACHIEVEMENT.
ONE THING I WANT TO POINT OUT IS YOU SEE THAT NUMBER BETWEEN 0.0 AND 0.4.
THAT MEANS STUDENTS ARE LEARNING, BUT IN VERY KIND OF GENERIC TERMS, JUST BY SHOWING UP TO SCHOOL, THERE'S GOING TO BE SOME LEARNING THAT OCCURS, WHETHER IT'S GREAT PRACTICES OR AVERAGE PRACTICES.
BY COMING TO SCHOOL, SOME POSITIVE EFFECTS ARE GOING TO OCCUR.
SO WHAT WE WANT TO LOOK AT IS AND WHAT HATTIE REALLY LOOKS AT IS WHAT ARE THE INSTRUCTIONAL PRACTICES, WHAT ARE THE INSTRUCTIONAL INITIATIVES THAT DISTRICTS AND SCHOOLS CAN DO TO GET IN THAT DESIRED EFFECT RANGE ABOVE THAT 0.4.
SO THE ACTIVITY, IF YOU GO TO THE NEXT SLIDE, JUST ONE, STAY THERE.
SO IF YOU ALL TAKE 3 MINUTES THAT YOU DON'T HAVE TO HIT ALL OF THESE.
BUT AT YOUR TABLE, IF YOU WOULD DISCUSS WHAT YOU THINK THE DESIRED EFFECTS ARE.
REMEMBER, 1.2 IS THE HIGHEST RIGHT.
1.2 IS LIKE, IF THAT'S GOING ON, WE NEED TO FIGURE OUT WHAT THAT IS AND START DOING THAT.
WHAT EFFECT SIZE DO YOU THINK THESE DIFFERENT THINGS HAVE? HOMEWORK. I THINK WE KNOW WHAT THAT IS.
RETENTION. WHEN WE SAY RETENTION, WHAT WE'RE TALKING ABOUT IS A STUDENT IS INTEGRATED AND WE HOLD THEM BACK AN EXTRA YEAR FORMATIVE EVALUATION AND ASSESSMENT TO CLARIFY WHAT THAT IS.
THAT IS NOT A STATE ASSESSMENT LIKE WHY TOP OR ACT THAT HAPPENS ONCE OR TWICE A YEAR.
QUICK LITTLE ASSESSMENT, ADJUST INSTRUCTION THE NEXT DAY.
THAT'S WHAT FORMATIVE EVALUATION IS.
AND I THINK WE KNOW CLASS SIZE, THE STUDENT TEACHER RATIO.
SO 3 MINUTES AT YOUR TABLE, WHAT SIZE OF EFFECT DO YOU ANTICIPATE SEEING FOR THESE FOUR THINGS? GO AHEAD. YOU SEE THIS? YEAH. IF YOU GO BACK, [INAUDIBLE]
[00:12:03]
SORRY TO INTERRUPT THE CONVERSATION.IT'S GREAT TO HAVE EDUCATORS, FAMILY MEMBERS HAVING CONVERSATION AROUND EDUCATION.
GREAT. SO WE'RE GOING TO, WE COULD TALK A LOT MORE.
WE'RE JUST GOING TO START FLYING THROUGH.
YOU GET JUST AT LEAST SEE THE ANSWERS.
SO, ANDREA, IF YOU'LL GO TO THE ACTUALLY TWO SLIDES OVER.
ONE MORE I'M GOING TO DO AGAIN AND AGAIN.
SORRY, I'M JUST. TAP, TAP, TAP.
YOU CAN GRADE YOURSELF SO YOU DON'T HAVE TO [INAUDIBLE].
THANKS YEAH. GOOD. THANKS . AND WHAT'S THE[INAUDIBLE] RETENTION VOLUME? REMEMBER? AVERAGE OF SUBJECTS.
I DO WANT TO POINT, PEOPLE WERE BRINGING THIS UP.
YOU MIGHT HAVE A BODY OF RESEARCH AROUND.
RETENTION IS A GOOD ONE. LIKE, YOU MIGHT HAVE 500 STUDIES AROUND RETENTION.
THE SURPRISE ONE, I KNOW EVERYONE'S ALWAYS THROWN OFF.
ALL RIGHT. KEEP GOING.[INAUDIBLE] OKAY.
SO IF I CAN BRING YOU TOGETHER, SO THIS SLIDE IS IMPOSSIBLE TO SEE, BUT YOU HAVE SOME COPIES AT YOUR TABLE.
SO LET ME EXPLAIN WHAT YOU'RE LOOKING AT.
LET ME INTERPRET WHAT THIS ACTUALLY IS.
SO IF YOU ACTUALLY SAW THIS WHOLE WEB PAGE, YOU WOULD SCROLL DOWN.
THERE'S SOMETHING LIKE 90 OR 100 DIFFERENT THINGS THAT ARE LOOKED AT.
IF YOU WERE ABLE TO ACTUALLY SEE THOSE NUMBERS BELOW, IT'S EFFECTIVE 0.63, THE HIGHEST EFFECT BEING 1.62 FOR FUTURE ESTIMATES OF STUDENT ACHIEVEMENT. SO ALL WE'RE SEEING IS A SCREENSHOT OF THE TOP POINT OF THE BRIEFLY YOU HAVE SOME COPIES THERE.
ESSENTIALLY, TEACHERS KNOW WHERE THEIR STUDENTS ARE AT COLLECTIVE TEACHER EFFICACY.
[00:15:03]
WHAT I CIRCLED IS JUST PIECES OF THE PLC FRAMEWORK THAT WE'RE BUILDING UP TO RIGHT NOW, THIS PROFESSIONAL LEARNING COMMUNITY FRAMEWORK.SO TEACHER CLARITY FOR STUDENTS, THAT'S REALLY IMPACTFUL.
LET'S START DOING [INAUDIBLE] TEACHER CLARITY.
TEACHER FEEDBACK STUDENTS HAS A REALLY BIG EFFECT.
SO LET'S START DOING PROFESSIONAL DEVELOPMENT AROUND TEACHER FEEDBACK.
YOU CAN PICK THESE THINGS OFF ONE BY ONE, WHICH IS MUCH MORE INEFFICIENT THAN GOING THROUGH.
WHAT WE'RE SAYING IS THIS BROADER PROFESSIONAL LEARNING COMMUNITY FRAMEWORK ORGANIZES THIS ALL INTO A FRAMEWORK FOR CONTINUOUS IMPROVEMENT OF SCHOOL DISTRICTS AND SCHOOLS. SO IT BRINGS KIND OF A FRAMEWORK TO ALL OF THESE ONE OFF HIGHLY EFFECTIVE PRACTICES ONLINE.
KEEP GOING. SUMMARY OF WHAT I KIND OF JUST SAID.
SO PEOPLE MAKE CAREERS OFF OF THIS CONVERSATION.
SO WE'RE TRYING TO QUICKLY BOIL THAT DOWN.
WE'RE SAYING, HEY, THIS WE'RE TELLING YOU ALL THIS PLC THING REALLY IMPORTANT.
WHAT THE HECK DO YOU ACTUALLY DO THERE? IN THESE ARE JUST THE ESSENTIAL COMPONENTS THAT TAKE YEARS TO KIND OF MASTER, BUT YOUR ESSENTIAL COMPONENT COMPONENTS OF A PROFESSIONAL LEARNING COMMUNITY FRAMEWORK. THREE BIG IDEAS AND FOUR QUESTIONS.
THERE'S A LOT OF THINGS THAT GO INTO WHAT GOES ON IN THE DAY TO DAY.
IN OUR SCHOOLS, STUDENT LEARNING IS NUMBER ONE.
FINALLY, WE DON'T JUST BELIEVE IN STUDENT LEARNING AND COLLABORATING, BUT WE'RE A RESULTS ORIENTATION, MEANING THAT WE'RE ALWAYS USING DATA TO INFORM WHETHER OR NOT WHAT WE'RE DOING IS ACTUALLY EFFECTIVE OR NOT.
SO WE'RE CONSTANTLY PERFORMATIVELY ASSESSING ARE WE HAVING THE IMPACT THAT WE ARE INTENDING TO HAVE? THOSE ARE THE BIG IDEAS.
SO WHAT THIS TENDS TO KIND OF GET MORE CONCRETE AND LOOK LIKE IS YOU HAVE A SET OF COLLABORATIVE CULTURE, YOU HAVE COLLABORATIVE TEAMS OF TEACHERS AND STAFF, NOT JUST TEACHERS, STAFF, PRINCIPALS WHO ARE WORKING TOGETHER TO CONSTANTLY ASK AND ANSWER THESE FOUR QUESTIONS WHAT DO WE WANT STUDENTS TO KNOW AND BE ABLE TO DO? THAT'S A TEACHER CLARITY WE TALKED ABOUT BEFORE AS WELL.
HOW WILL WE KNOW IF THEY HAVE LEARNED IT? IN LARGE PART THAT'S ASSESSMENT.
HOW WILL WE RESPOND WHEN SOME STUDENTS DON'T LEARN WHAT WE WANT THEM TO LEARN AND HOW WILL WE RESPOND FOR STUDENTS WHO ALREADY KNOW THE CONTENT ALREADY, WHAT DO WE DO THERE? THAT'S KIND OF THE ESSENCE OF THE WORK THAT YOU'RE CONSTANTLY KIND OF DIVING INTO ASKING AND ANSWERING.
AND THAT'S REALLY THE CONUNDRUM.
THAT'S THE CHALLENGE OF NOW WHERE DO WE FIND THE TIME FOR OUR TEAMS TO ENGAGE IN THAT WORK, WHETHER IT'S PROFESSIONAL LEARNING OR JUST ASKING THOSE TYPES OF QUESTIONS? NEXT SLIDE. I THINK I'M PIVOTING OFF THE WHY.
WE'VE BEEN DOING PLC'S FOR QUITE A FEW YEARS.
HOW MANY YEARS? FOR PEOPLE AT HOME? BECAUSE IT MAY APPEAR TO THEM THAT THIS IS A BRAND NEW INITIATIVE THIS YEAR.
I'D SAY WE'RE AROUND EIGHT OR NINE, EIGHT OR NINE YEARS.
AND I'D SAY TO KIND OF SPEAK TO THAT A LITTLE BIT.
OVER THE PAST TWO, WE'VE BEEN VERY MUCH COMMITTED OVER THE LAST 8 TO 9 YEARS AND OVER THE PAST YEAR AND A HALF, WE'RE LIKE, IT'S DO BETTER TO GET BETTER RESULTS, ESSENTIALLY RESULTS, ORIENTATION.
LET'S IMPROVE TO GET THE RESULTS THAT WE EXPECT.
SORRY, I JUST THINK TALKING ABOUT THE TIME OF NEEDS, ONE THING WE LEARNED ALONG THE WAY IS THE PROFESSIONAL TIME WOULD BE IN SYNC WITH THE INSTRUCTIONAL CYCLES.
[INAUDIBLE] HAPPEN DURING YOUR TEACHING UNIT SO THAT YOU CAN RESPOND DURING THE UNIT OR IMMEDIATELY.
[00:20:03]
GROWTH POINT IS IT'S HARD TO PUT THOSE IN BIG CHUNKS.THE MORE SMALLER CHUNKS, MORE FREQUENT IS THE IDEA.
WE HAVEN'T HAD THOSE, BUT THAT'S THE IDEAL SCENARIO.
OBVIOUSLY, WE HAVE TO ADJUST BASED ON WHAT'S ACTUALLY POSSIBLE AS WELL.
SO PIVOTING NOW TO, OKAY, SO WHAT'S THE CALENDAR? HOW DO WE FORMULATE WHAT WE NEED INTO SOME TYPE OF SCHOOL CALENDAR STRUCTURE? SO WE HAVE TEN STATE REQUIRED PD DAYS, RIGHT? WITH THE CALENDAR IN FRONT OF YOU HAS FIVE OUT OF THAT TEN FIVE OR PRE SERVICE AND TWO ARE POST SERVICE, MEANING FIVE BE IN THE YEAR TWO AT THE VERY END THREE OF THOSE PD DAYS, PURE PD DAYS HERE ARE IN THE MIDDLE IN THAT CALENDAR THROUGHOUT THE SCHOOL YEAR.
LET'S TALK ABOUT FLEX DAYS BECAUSE FLEX DAYS HAVE LOOKED DIFFERENT FROM YEAR TO YEAR, BOTH THE NUMBER AS WELL AS THE SCHOOL AND REALLY WHAT'S ACTUALLY GOING ON AS FAR AS THE DETAILS OF WHAT GOES ON IN FLEX, YOU'LL HEAR MORE ABOUT YOU CAN HEAR MORE ABOUT THAT AT YOUR TABLE.
SO TOTAL FLEX DAYS, SIX, EIGHT HAS FOR HIGH SCHOOL HAS SEVEN.
TOTAL FLEX DAYS AT ELEMENTARY ZERO.
FINALLY, WHAT WE'RE SAYING HERE IS WE'RE SAYING LET'S GO DOWN TO THREE PD DAYS.
IF THAT ENDS UP WORKING OUT, YOU'RE GOOD TO THE NEXT SLIDE.
SO I'M GOING TO COMPARE THAT TO WHAT LOOKS LIKE WHAT OUR COUNTER LOOKS LIKE THIS YEAR.
SO THIS IS JUST A VERY BASIC SUMMARY.
THIS YEAR, HIGH SCHOOL HAS HAD TEN FLEX DAYS.
WE'RE SUGGESTING GOING DOWN TO SEVEN.
MIDDLE SCHOOL IS FIVE, GOING DOWN, SUGGESTING GOING DOWN TO FOUR ELEMENTS.
THERE'S THE REASON I'VE ORDERED THIS, REWORDED IT THIS WAY.
ELEMENTARY, DEPRESSED DAYS REDUCED FROM 6 TO 0.
REST IS THE WILD, WILD CARD HERE IN THAT IF WE HAVE THOSE THREE DAYS IN K FIVE THAT WE TALKED ABOUT, DO WE DO CREST ON THOSE DAYS, YES OR NO? I THINK THAT'S LITERALLY UP FOR DISCUSSION THERE AS TO WHETHER OR NOT WE WOULD RUN CREST ON THOSE DAYS.
AND THEN FINALLY, AS WE MENTIONED IN ONE OF THE BIGGER ITEMS TO TALK ABOUT IS THIS IS A TOTAL OF 27 EVERY WEDNESDAY WOULD HAVE AN EARLY RELEASE BY ONE HOUR, 4:00. NEXT SLIDE.
WE'RE ALMOST THERE FOR THINK WE ARE THERE.
THIS IS JUST JUST SO EVERYONE'S AWARE.
THESE ARE STATE REQUIREMENTS AROUND TOTAL REQUIRED HOURS PER GRADE LEVEL OF INSTRUCTIONAL HOURS PER GRADE LEVEL AND REQUIRED DAYS AS WELL. SO YOU CAN SEE THE TOTAL HOURS REQUIRED AND THAT'S EXPECTED TO BE WITHIN 175, AT LEAST 175 DAYS.
YEAH, JUST SOME FACTS THERE TO KNOW WE'RE OPERATING ON.
WE'RE ALMOST READY FOR THE CONVERSATION.
NOW, THE NUMBER OF DAYS, [INAUDIBLE], FOR THE CASE OF, [INAUDIBLE] WHAT WE'RE PROPOSING HERE, FLEX DAYS DO COUNT AS A DAY OF SCHOOL.
CREST. WE'RE SAYING WE'RE NOT CREST.
NO, WE DON'T EVEN KNOW IF WE'LL HAVE ANY CREST NEXT YEAR.
SO THOSE THREE PD DAYS, NOT DAYS OF SCHOOL FLEX DAYS, ARE BEING AFFECTED.
WITH REGARD TO THE EARLY RELEASE DAYS FOR THE LITTLE GUYS.
YEAH. WHY IS IT ONLY 27? JUST SEVEN? THAT'S NOT HOW MANY WEEKS THAT ARE.
THINK THAT'S HOW MANY WEDNESDAYS THERE ARE THROUGHOUT THE COURSE OF THE SCHOOL YEAR.
OKAY, I'LL RECAP AND THEN GET BACK TO FACTS.
THAT'S OUR PROPOSAL PUTTING FORWARD.
THANK YOU FOR YOUR PROPOSING THAT IT WOULD JUST BE AN HOUR SHORTER OR NOT [INAUDIBLE].
THAT'S EXACTLY RIGHT HOUR SHORT STAY YEAH.
OKAY SO STILL HAD TO KEEP UP WITH THOSE HOURS TOO BUT IT DOESN'T HAVE TO HIT THOSE HOURS EITHER WAY, HOURS NOT NECESSARILY AN ISSUE AS ALL THE OTHER THINGS THERE. OKAY.
SO AT EACH TABLE WE HAVE MULTIPLE PRINCIPALS.
PRINCIPALS ARE GOING TO HELP FACILITATE THAT CONVERSATION AT YOUR TABLE.
ONE THAT YOU SHOULD HAVE AT LEAST TWO PRINCIPALS AT EACH TABLE.
[00:25:03]
ONE PRINCIPAL WILL HELP PUSH THE CONVERSATION ALONG.ANOTHER WILL BE RESPONSIBLE FOR JUST SHARING OUT AT THE END ON WHAT EACH TABLE TALKED ABOUT.
AND THESE ARE YOUR QUESTIONS RIGHT HERE.
WHAT ARE THE BENEFITS OF THIS CALENDAR TO THE PROGRAM? HOW DOES THIS CALENDAR PROVIDE? HOW DOES THE COLLABORATION TIME, HOW DOES THIS CALENDAR IMPACT STUDENT LEARNING? THEN NEXT ONE, WHAT ARE THE LIMITATIONS OF THIS CALENDAR, COMMUNITY, STUDENTS, ETC.? THIS IS WHAT WE WANT TO HEAR, WHAT THE LIMITATIONS CONCERNS.
AND THEN FINALLY, WHAT WOULD IT TAKE TO HAPPEN? WHAT WOULD NEED TO HAPPEN OR BE IN PLACE IN ORDER TO ASSURE THAT THIS CALENDAR HELPS IMPROVE STUDENT LEARNING OUTCOMES? LIKE WE I KNOW THAT'S A BIG QUESTION, BUT THE CONVERSATIONS THAT WE WANT TO HAVE AT THE TABLES, LET'S GO UNTIL OH MAN, BETWEEN FIVE AFTER AND TEN AFTER. I'LL BRING EVERYONE BACK TOGETHER.
[00:47:30]
BUT YOU CAN WRAP UP THE POINT THAT YOU'RE ON RIGHT NOW.[00:47:34]
GIVE YOU 30 SECONDS.[00:47:35]
[INAUDIBLE],[00:47:55]
FOR THE SAKE OF TIME, I GOT TO BRING US TOGETHER.WELL, I JUST START BY SAYING THAT. I MEAN, I WAS THINKING, ALL RIGHT, HERE WE GO.
YOU HAVE THE BURDEN OF BEING ABLE TO CONSOLIDATE EXTREMELY IMPORTANT AND RICH CONVERSATIONS INTO JUST A MINUTE OR TWO ON THE MAJOR POINTS, NOT NECESSARILY WEIGHING THE ISSUES, BUT JUST WHAT ARE THE MAJOR POINTS THAT RESONATED SO THAT OTHER TABLES COULD HEAR WHAT WAS GOING ON, WHAT WAS THE MAJOR POINTS COMING UP AT THE OTHER TABLE SO QUICKLY WITH THIS TABLE? MIND SHARING SUMMARY? YES, NO PROBLEM.
SO WE'RE IN HIGH SCHOOL, DIFFERENT SCHOOLS.
WHEN YOU TALK ABOUT OUR CURRENT FLEX FRIDAY PROGRAM AND THEN DISCUSSED THE PROPOSAL THAT YOU ALL HAVE IN FRONT OF YOU, AND WE REALLY LOOK AT IT THROUGH DIFFERENT LENSES. WE TALKED ABOUT IT FROM THE EDUCATOR LENS AND FROM A TEACHER LENS AT THE HIGH SCHOOL.
[00:50:02]
AS EVERYBODY KNOWS, WE TEACH IN A WHOLE GROUP SYSTEM WHERE TEACHERS TEACH FIVE CLASSES ON APPROXIMATELY A DAY OF 25 OR SO KIDS, WHOLE GROUP.SO THE FLEX FRIDAY ALLOWS THAT TEACHER TO WORK FOR THE FIRST TIME WITH SMALLER GROUPS, WHICH IS VERY UNUSUAL AT HIGH SCHOOL LEVEL TO BE ABLE TO WORK WITH ONE TO 2 TO 5 KIDS ON CERTAIN IDENTIFIED DAYS.
ON THE FLIP SIDE OF THE KIND OF THAT IS YOU DO LOSE THAT WHOLE GROUP DAY.
YOU DO LOSE THAT TRADITIONAL WHOLE GROUP INSTRUCTIONAL DAY WHEN YOU MOVE TO FLEX.
BUT THEN WHEN YOU ADD A THIRD LAYER FOR THE HIGH SCHOOL, THE ACKNOWLEDGMENT OF OUR ACTIVITIES IN OUR BUILDING AND OUR FLEX FRIDAYS ALIGN WITH THOSE HIGH ACTIVITY ABSENCE DAYS, IF YOU'RE A TEACHER IN THE BUILDING AND YOU WALK INTO YOUR CLASSROOM AND YOU LOOK AT YOUR CLASS OF 25, THAT'S GONE DOWN TO TEN BECAUSE 15 STUDENTS ARE TRAVELING ACROSS THE STATE, IT'S HARD TO CARRY OUT A NORMAL LESSON PLAN.
SO THOSE ARE THE THREE LENSES TO KEEP IN MIND.
WE CONSIDER FLEX FRIDAYS FOR THE FUTURE.
WE TALKED ABOUT A NUMBER OF OTHER THINGS, BUT I THINK THAT'S A PRETTY QUICK SUMMARY OF THE ALL.
AND SO I THINK THAT'S KIND OF THE CONVERSATION ACROSS THE BOARD HERE.
ALL OF THESE THINGS WOULD BE IDEALLY SUPPORTED WITH BOTH.
SO AS A STUDENT WE REQUIRE KIDS WITH THE FANTASTIC LEARNING THAT HAS NEVER HAD TO DO THAT.
AND I THINK THE TEACHERS YOU SPOKE TO LIKE THE GOAL IS GETTING MORE KIDS THERE, HAVING MORE ACTIVITIES AND SUPPORTING STUDENTS WHO NEED ADDITIONAL SUPPORT AND GREATER OPPORTUNITY FOR CLUB FAMILIES.
AND THE ONLY OTHER THING REALLY QUICK.
SING IT OUT LIKE SUPER VALUABLE FOR US AND BALANCING STOCKS AND THE DIFFERENT LENSES, THE CALENDAR AND THREAT TO HAVE THEM SPREAD OUT IN PLACES WHERE TYPICALLY IT MAKES SENSE THROUGHOUT THE YEAR TERMS OF WHERE A QUARTER AND SEMESTER AND JUST KIND OF PLACES WHERE STUDENTS NEED THAT EXTRA BOOST IN THAT TIME, BUT ALSO BALANCING THEM WITH THOSE REALLY HIGH IMPACT SPORTS ACTIVITIES.
SO THAT'S SORT OF THE CHALLENGES, HOW WE FIGURE OUT WHAT MEETS BOTH OF THOSE LENSES.
I THINK FROM SOMETHING THAT I'VE HEARD, THAT SORT OF BIG PICTURE FOR FAMILIES AND WHATNOT, IS THAT AS YOU'RE CONSIDERING DAILY FLEX THINKING, HOW THAT COULD ALSO SUPPORT FAMILIES THAT HAVE ELEMENTARY KIDS ON WEDNESDAYS SO THAT WOULD BE ANOTHER LOGISTIC TO ADD TO THE HIGH LOGISTICS OF CREATING A SCHEDULE.
MIDDLE SCHOOL. SURE, MATT [INAUDIBLE] PRINCIPAL.
WE'RE VERY SIMILAR TO THE HIGH SCHOOL IN THE PURPOSE OF OUR FLEX FRIDAYS.
NEXT YEAR WE'RE GOING DOWN TO FOUR IS THE PROPOSAL.
WE USE THEM IN A VERY SIMILAR WAY.
SO WE THINK FOUR IS BENEFICIAL.
WE STRATEGICALLY PLACE THOSE ABOUT A WEEK OR TWO WEEKS BEFORE THE END OF THE QUARTER BECAUSE WE'RE ON A QUARTER SYSTEM SO THAT STUDENTS CAN COME IN AND RECEIVE THAT SMALL GROUP OR INDIVIDUAL ACADEMIC TIME WITH A TEACHER.
WE ALSO OPEN THEM UP TO 100% OF OUR STUDENTS ARE ABLE TO COME IN.
WE RUN CLUBS IN THE MORNING JOURNALISM CLUB, CHESS CLUB, STOCK MARKET CLUB, SOME SPORTS CLUBS.
THEY DON'T HAVE TO UNLESS THEY'RE REQUIRED TO COME IN.
BUT OVERALL, LIKE THE THIRD BULLET POINT, WHAT NEEDS TO HAPPEN TO BE IN PLACE? WE LOOK AT OUR DAILY SCHEDULE MORE SO THAN THE MASTER CALENDAR IN TERMS OF MAKING A BIGGER IMPACT ON STUDENT LEARNING OUTCOMES.
OUR TEACHERS DO HAVE THEY TEACH FIVE OF SEVEN ALSO.
[00:55:05]
DEPARTMENT, AND SO THEY CAN DO THAT COLLABORATION TIME.I'M NOT SURE THAT'S ABLE TO BE DONE AT THE OTHER SCHOOLS.
THERE'S A LOT OF CONVERSATION AROUND BOTH KIND OF WHY IS THE TIME NEEDED AND HOW MUCH TIME IS IT REALLY AND WHAT IMPACT DOES THAT HAVE ON OUR STUDENTS AND THEIR STUDENT LEARNING TIME? ALL RIGHT.
I WANTED TO SHARE OUT IT EASIER.
OKAY. LET ME KNOW IF I'M WRONG FOR COMING IN.
WE KIND OF DID A QUICK GAUGE LATER ON, JUST LIKE DID PEOPLE COME IN STRONG LIKE DON'T WANT THIS OR.
BUT THERE WAS A LOT OF TALK ABOUT ANYTHING TO MOVE AWAY FROM THE BIGGER DAYS LIKE WE'VE BEEN DOING WITH THE PD VIEW OR THOSE GREAT, UNLESS IT BECAME REALLY CONSISTENT FOR DIFFERENT.
THAT WAS A CONVERSATION POINT OF JUST HOW HUGE A CONSIDERATION THAT IS AT K-5 AND HOW THAT IS A FOUNDATIONAL PIECE OF ANYTHING WE DO TO PROVIDE FOR PARENTS AND WHAT THAT LOOKS LIKE FOR PROGRAMING AFTER SCHOOL.
SO WE HAD A LOT OF TALK ABOUT THAT.
IT'S PRETTY COOL. IT ALSO LIKE FOR TRACING, I MEAN PRINCIPALS ARE USE IN TIME BEING ABLE TO TRAININGS AND ALSO INCLUDE STAFF IN OUR CONVERSATIONS DURING THOSE WORK. SO IT'S HUGE FOR US PLANNING, WHICH IS SOMETHING WE CAN'T DO ON PRICES.
BUT ALSO RECOGNIZING THAT WE CAN'T DO ANY OF THIS AND OFFER THE PROGRAMS WITHOUT THINKING OF LIKE, HOW DO WE SET THAT STAFFING? THAT'S CRITICAL WHEN WE TALK.
SO WE BROUGHT UP AN EARLIER RELEASE OR I'M SORRY, LATE START VERSUS AN EARLY RELEASE.
SO THAT WAS JUST AN INTERESTING NOTE IDEA.
LIKE, IT'S NOT JUST A HEY, WE CAN HIT THESE 65 FAMILIES, BUT WE'RE MISSING ABOUT 100.
AND IF WE OFFER CUSTOMERS THREE DAYS, IT IS ABSOLUTELY ESSENTIAL THAT WE ARE OFFERING OPTIONS, WHETHER THAT IS THROUGH PARTNERS AND PROGRAMS, WHETHER THAT IS LIKE WE'RE DOING A LATE START. AND DURING THAT ONE HOUR, HERE'S THE OPTION FOR FAMILIES LIKE THAT WAS IT SEEMS LIKE EVERYBODY IS ON THE SAME PAGE AT OUR TABLE AND THAT IS ESSENTIAL.
AND I THINK I'LL JUST KIND OF JUMP IN BECAUSE I THINK THAT A LITTLE BIT OF MISREPRESENTATION OF WE THERE ARE SOME OF US WHO REALLY LIKE THE CREST DAYS ARE SOME LIKE THAT'S MY CHILD IS ONE OF HIS FAVORITE DAYS.
AND SO I THINK THERE IS SO MUCH VALUE IN THOSE CRUST DAYS.
I THINK WHAT IS REALLY HARD RIGHT NOW IS THE INCONSISTENCY OF THE TIME FRAME.
AND WHEN THOSE ARE IN THE CALENDAR YEAR, AS WELL AS THE INEQUITY OF WHO GETS INTO THOSE.
AND SO I THINK IF WE COULD PROBLEM SOLVE THOSE, I DO WANT THAT TO BE NOTED THAT THERE IS REAL VALUE IN THOSE DAYS, BUT I THINK WE HAVE SOME THINGS TO FIX FROM BACK THAT WE SHOULDN'T JUST FROM JUST FROM A [INAUDIBLE] STANDPOINT, WE COULDN'T BE MORE APPRECIATIVE OF OUR PARTNERS WHO HELP US ACTUALLY, PRESS DOESN'T EXIST WITHOUT CHOSEN MUSEUM, TLC AND OTHER PARTNERS THROUGHOUT THE COMMUNITY, AND I COULDN'T AGREE WITH THAT MORE.
IT'S NOT PROGRAMING MAY NOT ISN'T I THINK THE PROGRAM IS AMAZING.
IT'S THE EQUITY AND NUMBER OF SEATS THAT WE ACTUALLY HAVE .
PLEASE. THANK YOU, [INAUDIBLE] SO THE FIRST IMPORTANT PIECE THAT OUR PEOPLE CLARIFY, THERE'S SOME UNCLEAR DATA OR SHADED THINGS AND THERE ARE STATED NUMBERS PRETTY TIGHT.
AND IT'S NOT BECAUSE IT'S VERY JUST AN ERROR ON MY PART.
[INAUDIBLE] THANKS FOR THE FEEDBACK. I FORGOT TO SAY YES.
IT IS AN ADDITIONAL AMOUNT OF TEACHER COLLABORATION AND TIME, SO I THINK THAT'S IMPORTANT TO BE THERE IN THAT TEN DAYS OR DURING OR AFTER SCHOOL, THAT SET OF WEDNESDAY HOURS OR ADDITIONAL TEACHERS.
SO IT'S NOT RETURNING TO SOME PRE-COVID BASELINE IS ADDITIONAL.
[01:00:05]
I HAVE A LONG LIST OF ALL THE NEGATIVES.[INAUDIBLE] I STARTED PROGRAMING EARLY ON MANY DAYS, POTENTIALLY MORE OPPORTUNITIES FOR COMMUNITY PARTNERS TO BE IN FRONT OF MORE STUDENTS ON THE BASIS OF LEARNING AT LENGTH ABOUT, I THINK, PRINCIPLES OF THAT CONVERSATION A BIT, BUT AN OPPORTUNITY FOR TEACHERS TO GET THAT WORK DONE, PROVIDING TIME FOR SPECIALISTS ALSO TO COLLABORATE WITH THOSE TEACHERS OF THE NATURE OF A SCHOOL IS TEACHING ME A LOT OF THINGS THAT CAN GET US FROM TEACHER, READING, SPECIALIST MATH, SPECIAL EDUCATION TEACHER AND TEACHER, AND GETTING ALL THOSE FOLKS TOGETHER TO ACTUALLY SEE EACH OTHER ON TOP OF EACH OTHER.ENGAGING IN CHALLENGING AND JUST THE GOAL IS ALWAYS GREATER QUALITY OF INSTRUCTION THAT COMES WITH THE BALANCE OF PROVIDING UNITS THAT OUR STUDENTS ON THE NEGATIVE SIDE, I THINK IS VERY IMPORTANT AND AS WELL IT IS TIME OUT SCHOOL AND COMING OUT OF COVID WORRY WITH SCHOOL BACK AT SCHOOL IS STILL THERE WAS A GOOD RECOGNITION THAT THE MULTIPLE WEEKS IN A ROW WHERE THERE'S A FULL DAY OF SCHOOL TO SEE THOSE ADD UP TO STUDENTS GIVING.
THERE'S A LOT OF TEACHING FOR A WEEK AS A SECOND GRADE READING TEACHER ANY LONGER, WE'LL SEE TEACHERS AND I THINK THERE'S WAS A GOOD RECOGNITION TO HAVE A TABLE THAT THEY'RE SUSCEPTIBLE TO OUR COMMUNITY THAT MAKE THIS CHALLENGING FOR EVERYBODY AND THAT THERE'S NOT ENOUGH SEATS AND PERHAPS THERE'S NOT ENOUGH TIME TO BE DOING A TEACHER OBSERVATION AGAIN ON MY PHONE RIGHT NOW INCLUDES FRIDAYS AND SUMMER.
SO THAT'S A STRESSOR ON EVERYONE.
OKAY. JIM, THANK YOU ENOUGH FOR BEING HERE.
THIS IS EXACTLY. I KNOW WE NEEDED MORE ROOM FOR CONVERSATION, BUT THIS IS WHAT WE WANTED TO HAVE KIND OF THE DIALOG CONVERSATION, HEAR FROM YOU ALL KIND OF IN PERSON AROUND WHAT THESE LIMITATIONS ACTUALLY ARE.
AND THEN HERE'S A BUNCH OF INFO FOR US TO KIND OF GO BACK AND SAY, OKAY, WHAT ACTUALLY WHAT TYPES OF COMPROMISES ARE NEEDED? WHAT ACTUALLY CAN WE DO? THAT'S MAYBE MORE IN LINE WITH WHAT WE'RE HEARING ARE A COMMUNITY NEED.
THERE'S EVEN A QUESTION OF WHETHER OR NOT YOU PARTICIPATED IN THIS SESSION OR NOT.
SO WE HOPE YOU ALL WILL FILL THAT OUT AS WELL.
AND MORE TO COME ON [INAUDIBLE] YEAH, BECAUSE RIGHT NOW I FEEL LIKE THIS IS A DONE SETUP. SO NEXT STEPS, I'LL TAKE THIS ONE.
EXPLAIN TO STUDENTS IN ORDER FOR US TO COVER A LOT OF GROUND QUICKLY, WE'VE HAD A NUMBER OF COMMITTEES THAT HAVE BEEN MEETING FOR A LONG TIME THIS WHOLE YEAR.
A YEAR AGO, WE STARTED THIS CONVERSATION WITH OUR BOARD AND I PROMISED THAT WE WOULD COME BACK THIS WINTER WITH DATA ABOUT HOW HOW EFFECTIVE HAVE HE SPENT, WHAT HAVE WE BEEN TALKING ABOUT? SHOULD WE DO SOMETHING DIFFERENT? SO I'M FULFILLING THAT PROMISE TO OUR BOARD BECAUSE THEY ASKED FOR SOME ACCOUNTABILITY FROM US.
SO ALL THIS FALL WE'VE HAD WORK GROUPS STUDYING THIS ISSUE.
IS IT PERFECT? NO. AND NO SCHEDULE EVER IS PERFECT.
I'M NEVER SATISFIED WITH OUR CALENDAR, AND I ALWAYS AM THINKING ABOUT HOW WE CAN DO IT DIFFERENTLY.
SO TONIGHT WAS ABOUT HERE'S WHAT WE'VE COME UP WITH.
REACT TO IT, GIVE US FEEDBACK.
IT WILL NOT BE A DONE DEAL UNTIL THE BOARD VOTES ON IT, AND THAT VOTE WILL BE FEBRUARY THE EIGHTH.
SO BETWEEN NOW, THE NEXT STEPS, SO BETWEEN NOW AND FEBRUARY EIGHT, WE'LL BE TAKING FEEDBACK NOT ONLY FROM THE FEEDBACK THAT YOU PROVIDED TODAY, BUT ALSO FROM OTHER COMMUNITY MEMBERS THAT COULDN'T BE HERE THAT WANT TO WRITE IN.
OR MAYBE YOU GET HOME AND YOU THINK, WHY DIDN'T THEY DO THIS? HERE'S A BETTER IDEA.
WE'RE OPEN TO IT. SO IT IS NOT AT ALL A DONE DEAL.
AND WHEN THEY VOTE ON [IINAUDIBLE].
[01:05:06]
OBVIOUSLY, WE HAVE SOME MISTAKES ALREADY THAT WE HAVE TO FIX.SO IT MAY NOT BE THIS CALENDAR, IT MAY BE SOMETHING DIFFERENT.
WE'RE TAKING THAT FEEDBACK AND INCORPORATING IT AND THAT WE WILL PUT OUT IN ADVANCE.
SO IT WON'T BE LIKE YOU HAVE TO TUNE IN ON THE EIGHTH AND THEN GO, WHY DIDN'T WE KNOW? WE'LL PUT IT OUT IN ADVANCE WHAT OUR THOUGHTS ARE.
SO I JUST IN THE ELEMENTARY, YOU STILL WANT ME TEN DAYS, BUT NOW YOU'RE ASKING FOR ADDITIONAL 37 HOURS, IS THAT CORRECT? SO, YES, ESSENTIALLY THE TEN DAYS ARE REQUIRED BY THE STATE.
FIVE OF THEM ARE BEFORE SCHOOL STARTS WORKING.
YES. YOU WANT TO TEN NEXT YEAR PLUS AN ADDITIONAL 37 HOURS OF EARLY RELEASE.
SO FIVE WOULD BE BEFORE SCHOOL, TWO AFTER THREE DURING THE SCHOOL YEAR THAT ARE K 12.
WHAT IS CONNECTED TO? YES, REALLY THOUGHT THROUGH IT.
YOU'RE JUST GOING TO GET ADDITIONAL REMEMBER 6K5 DAYS WENT DOWN TO THREE THOUGH.
IF THAT'S IT, WE'RE STILL GETTING A NICE LITTLE BEGINNING OF THE YEAR, [INAUDIBLE] I WOULD HAVE TO.
WE'RE REQUIRED TO HAVE TEN PROFESSIONAL DAYS AND ALL WE'RE WHAT WE'RE SAYING INSTEAD IS WE WANT TO ONLY THREE OF THOSE ARE GOING TO SCHOOL YEAR, BUT WE WANT TO HAVE ONE HOUR EARLY RELEASE FOR OUR ELEMENTARY TEACHERS TO GET THAT WORK DONE BECAUSE THEY CAN'T DO IT AGAIN.
YES. YEAH. YES, IT IS TEN PLUS THERAPIST.
IT'S ALWAYS HAPPY THAT YES, IT'S THE ONE THAT I WANT TO EXPLAIN.
SPEAKERS] OKAY. JUST COMPARE STATEMENT TO WHAT THEY THOUGHT.
YEAH. BUT IT'S ALWAYS, ALWAYS USED TO BE THAT THE KIDS, THE TEACHER DID IT DURING THE DAY IN ELEMENTARY SCHOOL, BUT THEY PULLED OUT FOR CLASSES IN THE CLASSROOM KIND OF STUFF.
BUT WE GOT DIFFICULT TO FIND STUFF IN THAT SAME SPACE.
SO WE HAVE ALWAYS HAVE AND ALWAYS HAD FACE TO FACE WITH THEIR TEACHER.
[INAUDIBLE] RIGHT? WHAT WE'RE SAYING IS, AS A PARENT, YOU MAY NOT HAVE REALIZED WHEN YOUR CHILD HAD A SUB IN THE PAST THAT TEACHER MAY HAVE BEEN OUT BECAUSE THEY WERE ILL, THEIR CHILD OR WHATEVER. OR IT COULD BE THAT WE WERE PULLING THAT TEACHER OUT TO DO THIS WORK THAT WE'RE REQUESTING.
I'M JUST TRYING TO SAY IT'S ADDITIONAL.
SO YOU HAVE PLENTY OF OPPORTUNITY FOR MORE FEEDBACK.
YOU CAN STAY IN HERE AS LONG AS YOU'D LIKE.
THE TRUSTEES, HOWEVER, HAVE TO ADJOURN.
* This transcript was compiled from uncorrected Closed Captioning.