April-8-2019-BoardWorkSession-Segment-1
[00:00:00] I'm going to open the West Linn Wilsonville school board work session. Could you call the roll please Miss Douglas?
Cafe H your Reagan Molitor. Here Eddie Reynolds here. I share Dylan hides Chelsea King Martin here.
I'm a local attorney and I represent students and parents are I may represent students and parents in the district. A matter might be come before the board that materially benefits one of my clients. If it does I will abstain from participating in the discussion or decisions on the matter without disclosing the identity of my client.
I don't believe we have any public comments, okay. [00:01:00] So we're going to I to opening remarks one is I just want to thank Joe Wade for all the work. He does in preparation and during our board meetings and work session. And public sessions. Just thank you so much for always be prepared. I don't know about others, but there are times where I have communication in advance because I want something in particular and absolutely it's always well taken care of and I appreciate that.
Also. I just want to talk to the board a little bit about we know that we have upcoming elections in our. All Aboard, dr. Reynolds moving on to Clackamas County Community College Board and I want to just Express that this is something we talked about a long time ago. We had to postpone for myself and for other reasons and and.
[00:02:00] It is important for the work that the board committed to at the board retreat and so despite the potential that we might have changes or we will have changes on our board. It was important to me to just move forward with this work in this time. And that's just a decision I made in so it's certainly something I believe we can help any new board members.
Get acquainted with the work we did here tonight. But this is a one step in a process of us as a board determining how we want to help move the dial on these District goals and and help our students as a board. So just wanted to let you kind of have that preference. This is a decision. I made that we would move forward despite knowing that there would be changes to the.
I did ask dr. Reynolds to speak briefly so that she's [00:03:00] updating us on where things are at with the legislature. So if you have time in your schedule to reach out to the legislators that you know where things are up in the session. Thank you. So this will be very brief The Joint Committee on Student Success released its proposals last Thursday there.
Very nice set of. Different areas in education program programming that they will emphasize including emphasis on early childhood education and of course K-12 education. They also talked about some Revenue proposals. And in my opinion, I think it's going to boil down to. Corporate activities tax in a few with a few variations in that the committee will have another hearing [00:04:00] tomorrow and I I've been doing some great deal of testifying and advocacy and what I keep hearing from legislators is they want to hear they want to hear from the public they want they and they'd also like to hear from businesses.
So I just wanted to mention again a couple of Grassroots. Advocacy sites one is OSB a site Ori going against for Student Success the other sorry oregonians for Student Success dot org, or if you just want to Google or I going is for Student Success. There will be several links that will let you know how to contact legislators and ensure that your voice is heard.
The other is my future Oregon.com. And that's the Oregon Community College's Association a similar Grassroots. Advocacy website. The proposals are still being fleshed out and I am going to participate in the oat in the OCC a legislative [00:05:00] call tomorrow and hopefully. Messaging will be better defined.
I think o sba's messaged you messaging as well defined. So at this point, it's just a high level overview of how you might engage in Grassroots. Advocacy. So happy to answer any questions.  I have a question you may or may not know the answer the Oregon Student Success and dr. Ludwig at our last meeting last week presented the.
The post are the input our districts information when she did that. I noticed like in the past. I thought that they would have liked if our budget were at the governor's level. This is what it would look like for your school district. And here's something in between and here's what ways and means this year.
I knows there was a shift where they just abandoned the actual money that's being discussed and went completely higher and I was just kind of wondering what that. Philosophy was I mean, I [00:06:00] understand it would be great. Let's get more money. But when I guess I was curious about the decision to decide what the governor is even proposing and aim for something higher, so I hadn't seen the poster.
But of course the governor's budget is based on a two billion dollar shortfall and I think the last column is always the quality education model. And so I assume that that's true this time the co-chairs framework based on his was based on known revenues the governor's budget. It was actually higher this time.
Usually it's kind of the other way around so but but again hers had a big hole in it that two billion dollar hole. So that might explain it. Is that help? Okay, and I'm sorry. I know that was perfect. Actually it was the quality education model. That's what I was trying to figure out like. They had based that third column on and that that answers it.
So [00:07:00] thank you and always be a Jacob Arnold has a nice column has a nice article on the joint committees proposals. If you go to the OSB a website would be a really good summary. There's also a link in it to the co-chairs letter, which is a great summary. It's 11 pages long, but it's a great outline of what other proposals.
So thanks for the opportunity to come and I think the other difference is that in years past there was just an advocacy for more to fund the general budget and it seemed that feedback back from particularly. The business Community was what will school districts use those funds for and we don't want to use to fix pers, whatever that means and so feedback from measure.
97 that didn't go through as well as these listening sessions has been there are these priorities and Investments that the community at large in Oregon is very [00:08:00] vested in early childhood learning lower class size bringing back expanded learning CTE the Music Arts. And then doing some more with what's called Extended Learning time, which could be summer school or longer school day or more school days in this in the year and so earmarking those additional funds in that 2 billion so billion towards the school Improvement fund is to get at maybe the any of the community's concern about.
What would that additional Revenue go towards and is going to go towards the things in education that we're really. I'm concerned about our want to invest in.
So our first order of business is just for the board, too. Give staff an affirmation. Not yet Joe, but you can keep it up. That's okay. Just give an affirmation [00:09:00] about where we are in the potential Capital bond process. And what you have in front of you is just a quick little Memo from me that it outlines again kind of where we are in the timeline.
Of exploring a potential Capital Bond and you'll see some of these dates these events have actually happened and then you received an email with a copy of some pulled the polling strategy as well as sample questions and at that point what I heard back from board leadership was we'd like to.
Formalize that a little bit more you don't need to do a vote on this but just even bringing forward to this group tonight that you acknowledge where we are with the polling that those who may have wanted to ask questions of mr. Right who's here tonight. Thank you. Jeremy had an opportunity all last week to do that.
And then tonight is about just affirming where we are in the [00:10:00] process and giving staff the go ahead. To move forward with that the polling company is ready to go tomorrow pending the affirmation tonight and if we can keep with that timeline, then your next board meeting on our next board meeting April 22nd.
Mr. Right will be here with us and have the summary of the poles and the analysis and then you can get engaged in a discussion about what what they learned and what we learn from the pole. So what we're looking for tonight is really a series of nods around the room that we can go ahead with this and I'll turn it back over to chair pitch.
So is there any concerns about the process and moving forward with the polli Lynn?
Just a question. We've already approved the contract. Is that correct? Right. We did that in [00:11:00] February, I believe so, we're not not a contractual matter. It's just no it's just affirming of my system where we're at in the process. Okay hearing none go forward and pull.  Thank you.
When you come on the 22nd, there's some things that we can do in advance to get ready for that session. Will you have sent us a document to look at beforehand? Could you come up and just speak a little bit too?  About what that will look like that process may be in the will have you go there.
Yeah, depending on when we get back the information and process it. I will we produce a full. Deck the way we call it deck which is analysis presentation. And of course is all the clock crosstabs. If you want to sleeping material night, it's like 500 pages. So but we'll provide all of that to you.
We [00:12:00] typically like to present that. And then send that material out just because it's we can answer questions real time as we present the results to you have a colleague with me and we'll we'll walk you through what we found what the numbers look like where we see your strengths weaknesses possible pitfalls.
Or hopefully not that will give you a full kind of snapshot of where you are today. I always emphasize with polling. It's a it's not prospective. It's a you know, we're giving you where you stand. It's a snapshot in time. So it's important to always remember that.
And thank you for coming all the way from Portland for these few seconds. We appreciate it.
[00:13:00] It's been a long time since we initially did preparation work on this, but I know that I met with dr. Suisun and dr. Ludwig. And you as well where you are that meaning and Miss, uh slur I some time ago and really charted the path for tonight. And while we were busy with other things as board members, they continued to be prepared for this and here we are so I'm going to turn it over to you and thank you so much for coming and being flexible with us.
I was just going to say I actually it's going to ask dr. Ludwig to start. Okay similar to last Monday night. I'll just do a quick little contextual overview [00:14:00] about kind of where we are with this and then get it turned over to Renee as quickly as possible. So we're here because you're thinking about at a board level.
How do we know what our students know and how do we know if we're getting better at the goals that we set forward and that students are learning more every day. And you start with this Vision as a school board as a district we have this Vision. It's really at that sixty thousand foot level. It's a it's a big broad Vision but really speaks to.
The charge that we give ourselves around creating those learning communities where everyone is becoming one of the greatest thinkers for the world from that Vision you develop School Board goals and they happen sometimes in tandem or inform each other but board goal. Number one really speaks to that learning goal that we have for all students with board goals.
Number two and [00:15:00] three. Supporting it in a way around our systems and our community and then even board goal for is about making sure that we have the kinds of resources Institute a nobility sustainability to make sure that all kids are learning all the time.  From the board goals. We have this you look familiar our leadership framework.
So how do we organize those goals into what we might say our strategies? Or actions a work plan of sorts so that we can begin to move the work and move the dial. And this should look familiar to you because it's really that framework of a nested theory of action around how goals and actions are aligned and interconnected.
And all of this of course leads to results that we want to see with student learning. And you have an opportunity to look at some results tonight to practice but all the time there's all sorts of data all around us giving us input on how students are doing in a variety [00:16:00] of ways with learning and these this is one of those summative or very last output indicators that we would look at in terms of our students graduating when they're when they've completed their 13 years with us.
What does that look like? So back to that? Framework of nested theories one of the first ones there was the district. So how does the district look at data and develop goals. What's our role in terms of analysis and development? Of goals from the data and largely we look at bigger sample sizes at a district level.
We're looking at the trends across the district Trends across the school levels or grade levels and we're using a cycle of inquiry process to also pull out. What are the learning outcomes. We'd like to see impacted the teacher practices. We can identify the leadership moves that we would then need to make.
To impact those teacher practices and the Leadership [00:17:00] Learning we would need to engage in in order to know how to do that really. Well when we've identified those we use a process called the professional learning design and later. You'll see a sample of that in here and I also had emailed it to you, but it's just acknowledging that there are many ways that we learn professionally we can design those types of opportunities to learn we develop a district work plan that.
Outlines those strategies and actions and goals in order to realize the board goals and we monitor progress. So at a district level in the district plan, you might see big goals like in the blue there that talk about. Looking at math across 5th or 6th grade and that transition and using a big data set like smarter balanced or we might see a goal around how our ninth graders doing in terms of course completion, which is an indicator towards graduation and we might use the Oregon port [00:18:00] card or our data and Schoolmaster as a data set.
We might look at attendance, which is more than just kids walking through the door and sitting in a seat when we talk about attendance as an indicator. It's about engagement. It's about students connected and having a relationship in school feeling included in the learning because if they're not engaged to probably not going to show up or feel that they're their arrival or their participation is making any difference and we look at all different kinds of data around attendance and Northwest is a group that we've contracted.
With this year that have taken a lot of our data and run some analyses just with our data and given us some more information on indicators and influencers that around components that impact ninth grade on track and graduation and attendance was one that showed up for our district. So we're learning a lot about that and maybe in our district work plan.
You might see some goals around social emotional [00:19:00] learning. That's another big goal that we. Work around with all of our schools using another data set the Oregon student wellness survey so you can see that in something like a district work plan. There's a lot of different data sets that we might draw from.
What does it look like at a school level well, very similar but school principals and their leadership teams are looking at more of their data the trends of grade level or department at their school level. They're also using a cycle of inquiry process. Then they're participating in those professional learning opportunities that they've informed the district.
They feel they would like us to organize that they and their teachers can attend. They meet with their leadership Triads to practice and to grow and to put together their school work plans, which you heard about when you made your visits in October and they're also monitoring the progress of learning at their own School locations.
So their data sets are very similar to ours, [00:20:00] but you might find that they draw morpha map or Schoolmaster or even more local data banks at their school while they might use the Oregon student wellness survey. They also might do a school survey and get even more specific data unique to their school.
And then there's just that little picture there is just a copy of a principles work plan school work plan. Then what does it look like at the teacher level teachers look at the trends in their school and their own classroom data or their Department would house the learning taking place at in the math department at a high school or cross third grade at a primary school using a cycle of inquiry process, but more about their own practices and their moves and they're learning.
They're also participating in the professional learning opportunities and collaborating with their plc. So again, this is kind of nested - they're developing goals. You go back Joe. Yeah, but it's their professional [00:21:00] goals around if I do this with my teaching, what will I expect to see the students in my classroom learning or doing more of and they might use the 5 Dimensions rubric to help with with that and then they're monitoring the progress of their students through their own map data or there.
Classroom samples of work and you can imagine what a teacher has and you could see that their data sets while they might not be as macro. They may not draw from smarter balanced as much but they might draw more from map or their classroom unit tests or course grades or School survey. So again, their data set is getting more localized to inform their work.
And then what does it look like at a student level? Well, ideally a student is an examining their own personal achievement and growth whether they're a kindergartner and feeling like they're getting better with letter recognition or learning to read or a 9th grader or senior. How are they learning it getting closer to graduation or where are they on track as an [00:22:00] 8th grader run algebra?
They might develop goals for themselves with their teacher using map data or maybe a reading assessment. What level are you at with your reading book or if they're writing in a primary school? They might use the writing rubric. They might even use grates. How do I turn my C into a b or my be into an A and what are those things I can do to affect some learning growth and they're monitoring their own progress with their teacher largely with their teachers guidance information from their teacher and their data set is even more localized.
They might have access to some map data, but a lot of it is our classroom samples or their tests over or grades and progress reports conversations with their teachers and counselors, maybe some access to school survey data and that bottom picture of the bottom right hand corner. That's that's just a sample of what a student could see with map data around their own personal growth and goals in an area.
The lastly here you [00:23:00] are you're actually at the beginning of that framework.  What is the board's role around data and development of goals that informs the district that informs the school that informs the teacher and the student? Well, you're at an even higher level so think back towards the District 1 and you're looking at Trends in the.
You're looking at school data and you're getting information from the district work plan and school work plans to think about what are the goals most useful to help you at the board level think about student learning and Student Success and it may be that through tonight or at your board retreat you want to identify.
What are some goals? We want to learn more about maybe those are the professional learning sessions we attend so we can see what teachers are learning. When we do our learning walks next year, let's link it to some of our board goals and interest around the data and then get some regular monitoring [00:24:00] progress updates from staff.
So you can even think of it at that level and it would be again the larger Trends not as deep or specific as a student level or teacher level, but you could have some interest maybe at the school or District level those Trends and those might be some of the data sets. Or the injuries you might say we do want to learn more about what is it mean to be ninth grade on track or how is attendance affecting our students in our school district or where does social emotional learning connect with a student's sense of well-being and how are we getting better with that?
So you might have some of those kinds of questions. So tonight is Renee. Gives you kind of the bigger context around how to become assessment literate and be able to go into these different kind of assessment Banks and datasets looking at it be thinking too about where you are as a board in that framework of leadership [00:25:00] and we could at some point in the evening or towards the end or even later afterwards think about.
What would the board's goals look like in terms of fitting then with that framework of leadership? So the last slide just says. I think it just ends it right there Joe here. We are going to turn it over to Rene for her to give us this great workshop and your what you have not to go through it Page by Page tonight, but just to have to take home with you, but in case Renee wants to ask them have you access any of the Kelly's going to pass them out?
But in your handy-dandy red binder the first thing in there is Renee's PowerPoint. So just know that you'll have that if you want to take notes on it and then. Inside this red binder are the resources to everything. I just shared with you the district work plan. Every schools work plan examples of map data as fact data resources so that even afterwards you could go through it [00:26:00] also tuck the equity plan in the very back pocket.
So we've been kind of holding onto this for the last few months, but here it is better late than never and maybe it's more about. Moving into next year than it is about wrapping up this year. But either way one of the things that we do want to share with you is that we are thinking about. Shifting the timeline for the work plan.
Usually we work on it in the summer kind of roll it out August September and then schools do their work plans around September October. We're actually thinking of developing it closer in June and using after school gets out those days what we have with principles before the everybody leaves in July to really think about what what have we affected this year what's on the horizon for next year and do some significant planning?
And then have schools give us much more information on that end about what to develop in the district work plan. So hopefully want to get that even tighter [00:27:00] than we have in the past where the school work plan really feels like it's informing more of the district work plan and it feels like to really relevant and working documents for principles often the reference the district work plan, but they're really.
Delving more into their school work plan. And we feel like then the district work plan really just serves maybe for you as an audience or us but if it's something that should support the school work plans than how does it feel more connected? So we think shifting that timeline that would allow you as a board in July and August to really also look at your data and think about if you have some goals how we could then fit those more timely into the plan.
So let me turn it over.