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    BLT Meeting Minutes 9/14/20

    Facilitator: Stephanie Clark - Co Facilitator Buck (Rotate Staff)
    Recorder: Rebecca Adamson
    Temperature Check: Deanna Baldi - Is everyone having an opportunity to participate? How are people feeling?
    On Task: Morgan Leming - Keep us moving through the agenda
    Present: Monica Ganyard, Brennan Buck, Staci Barrett, Anna Hume, Katie Lyden, Jared Ogle, Rebecca Adamson, Jason Sciarrone, Elisa McCulloch, Morgan Leming, Stephanie Clark, Deanna Baldi, Morgan Leming

    Teams Norms for BLT members:

    •Join with muted microphone.
    •Turn your video camera on so we can see each other.
    •Raise your hand when you would like to talk? – 
    Identify yourself when you speak. •Be respectful and courteous in chat.

    Celebrations: Whip Around!

    Question: How will Specialists see assignments that are on a homeroom teacher's SeeSaw page? --Specialists can go to the unapproved post and see in their folder, just need to iron out. They can also click on that activity to see all the students that still need assignments approved.
    Question: Could 5
    th graders use SeeSaw for Ms. Steph's class?
    --YEs, they all have accounts in Clever
    Agenda:

    <<2020-2021 Staff Early Release Calendar_Revised8.26.2020 (004).pdf>>

    Early Release Calendar and PD Plan – Proposal
    Red Days: Job Alike Days Mostly land the First Wednesday of the Month
    1:45 - 2:45 Job Alike November 4th, 3/3 and 5/5 - Science Regional PLCS
    2:55 - 3:55 Teacher's Choice PBIS/SEL Committee or Digital Learning or Staff Wellness

    Yellow Days: Collaboration Time PLC / Critical Friends
    1:45 to 2:45 Collaboration Time for Teams
    2:55 - 3:55 Teacher Choice: Racial Equity Committee or Digital Learning Team or Staff Wellness

    Green Days: All Staff Days: EOG - Racial Equity - MTSS and Staff Meeting Days: September 23rd - Data Collection, MTSS - Discuss CSIP, Early Release Days, Budget
    Purple Days: All Staff Days: Building PD: September 30th, October 28th, November 18th, (March 17th, March 31st - May need to be used for staffing and budget process.) May 26th, June 9th

    October 9thTri Day: (I have it reserved to discuss and provide time for evaluation and goal setting.) MTSS - Grade Level Data Plans
    Professional Learning Support for 2nd Amplify Science Unit of Instruction 4-7 pm
    PD Feedback:

    --It would be nice to have more PD on the platforms we are using. Especially Teams! Will try to schedule platform PD earlier on. Maybe put it on a rotating schedule so people can get comfortable with one aspect, then build on their knowledge.
    --Learn how to use the tools that come with Outlook.

    --Work on a way for teacher to produce items for the Friday pickup.

    --If there is an A/B schedule, some PD around planning for that would be helpful. Can we do some forward planning so teachers can be thoughtful for grouping. Possibly in October? It would be important to include parents so we can address their needs. We should be careful with advertising this to parents so as not to give info that is not accurate. Could cause problems.
    --Kai Kunkel has some SEL PD opportunities that can be beneficial. SeeSaw has some SEL lessons that are helpful as well 
    – Mindful Yeti. It would be helpful to see how Mindful Yeti matches up with the district SEL guidelines.
    --EDI group would like to get STAMPED for staff to help get an idea of how to incorporate it in the classroom for culturally responsive teaching. Is this something the BLT will endorse? Yes.
    --PBIS is also something that would be useful for PD. It would be helpful if PBIS could be geared toward online learning. Looks for ways to help kids feel connected. Could connect it to the discussion around hybrid / remote learning model. Help students (and parents) understand what it looks like to be a remote learner.
    --Staff are overwhelmed by posting assignments and reviewing them. Some are getting over 100 per day. Need some time to adjust to these issues. Purple time could be used for this.
    --Pacing, content and assessment alignment.
    --Early release calendar will be published soon with the above considerations.

    Cohort A Cohort B

    Kindergarten 1/5 Kindergarten 1/7 1st & 2nd 12/3 1st & 2nd 12/8 Intermediate 12/1 Intermediate 12/7

    Cohort A: Make-up Cohort B: Make-up

    Kindergarten 1/12 Kindergarten 1/14
    1st & 2nd 12/10 1st & 2nd 12/15
    Intermediate 12/5 Sat 9-12 pm Intermediate 12/14
    Professional Learning Support for 3rd Amplify Science Unit of Instruction 4-7 pm

    Cohort A Cohort B

    Kindergarten 4/6 Kindergarten 4/8 1st & 2nd 3/22 1st & 2nd 3/25 Intermediate 3/18 Intermediate 3/23

    Cohort A: Make-up Cohort B: Make-up

    Kindergarten 4/19 Kindergarten 4/20
    1st & 2nd 3/30 1st & 2nd 4/5
    Intermediate 3/29 Intermediate 4/1
    Professional Learning Support Summary and Next Steps 4-7 pm

    Cohort A Cohort B

    Primary 5/25 Primary 6/1 Intermediate 5/24 Intermediate 5/27

    Cohort A: Make-up Cohort B: Make-up

    Primary 6/7 Primary 6/10
    Intermediate 6/3 Intermediate 6/8
    SIT/EVALUTATION Thursday Afternoons - Evaluation Timeline Check in /SPED Team and SIT and Evaluation Meetings! Sam Izzo will help lead the SIT process.

    I have emailed Nick Rose (Digital Learning) Kai Kunkel and Ryan Healy (BH and PBIS) Anuska (CCC) - MATH (As far as I know we haven't replaced Anna Box) Racial Equity - STAMP or ERIN JONES

    Parent Teacher Conference

    November 23rd, 24th and 25th - Parent - Teacher Conferences:
    Last year we did Wednesday November 18th - Do we want to propose to have one night and take the 25th off?

    Budget

    <<2020-21 Staffing Vote Ballot (002).pdf>>

    Consumable Funds Rolled Over
    Hi 
    all, 
    Budget approved. 
    Total of 37 votes: 34 Votes, 3 Non-voting 34 Yes

    3 No (Non-voting staff) Malama pono a hui hou, 30 Hours of Sub - Plan

    Total about $51,000 in our discretionary funds.

    15, 000 not attached to anything
    9,000 for supplies
    8,000 for equity (in the past used it for MTSSS)
    9,000 for supervision
    4,000 Consumable rollover - The BLT is proposing to give $666 for each grade level for consumables - this money was from parents, so it could be for each grade level to decide what they need to support their curriculum
    --it would be important to maybe give extra funds to the library to help with lost / damaged books --more copies of the global reading challenge books would be helpful as well
    --has the district suggested we hold onto funds in case we go into a hybrid model. Should we set aside some "just in case"?
    --can we put out resources we have stored in the building to put on resource tables for families to pick up and not expect them to return? We could use some money to replace some of those consumables. We can't use public money to buy things to give out.
    --Para support in the virtual model. Could the teacher take a couple of students in a breakout room and leave the larger group with a para or another supervisor? It would be helpful to leave some money in supervision to help supervise small groups.

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    Care Team: Attendance and Wellness - Thursday 9:15 AM

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    MTSS Team will merge out of Green Days - Monthly Meetings Analyzing Teacher Data.

    --is there some extra curriculum that would help support online learning?
    --what other things can we use to adapt? Larger monitors? Plug laptop into TV? Making a stand? Writing pads that plug into student devices?
    --Vocab A-Z is district approved and can help support vocab in CCC, so is Amplify for Math in Focus 
    – just have to be careful we're not adding to the student screen time.
    Will be proposed:

    • $10,000 in supplies

    • $10,000 equity

    • $2,000 library

    • $10,000 in supervision

      CSIP
      School Profile
      The Whittier Community is committed to ensuring educational justice by creating an engaging, supportive and culturally responsive environment for all students, families and staff. Through teaching and nurturing the whole child our staff strives to cultivate compassionate, resilient and creative children.

      Elementary Focus Goal: 3rd Grade English Language Arts
      By Spring of 2022, at least 90% of our third, fourth and fifth grade students furthest away from educational justice will read and write at or above grade level according to state, district and classroom assessments.


      By the spring of 2021, all of Whittier second graders will complete BAR reader set 10 and read proficiently as measured by to F and P, CCC Assessments and MAP.

      Insert a math goal – Action Plan! Part of our data collection – all teacher teams will agree to share in Sharepoint -2 important exit tickets, 3-5 Unit Assessments.
      --Comment: for now to keep things simple, let's not add a math goal, but focus on one piece of math data / exit ticket or evidence. Can work on this during the Wednesday Green Days.

      By Spring of 2022, multiple data points will reveal, that students furthest away from educational justice will view Whittier as a welcoming and safe environment as measured by student attendance rates, PBIS Tier Fidelity Walk Through results, data from PBIS Recognition System, student surveys and interviews, decreased visits to the office and nurse.

      Supplementary Goals:
      Schools may write additional goals aligned to the priorities of the Strategic Plan and should focus on outcomes for African American Males and students of color furthest of educational justice.
      For the 2020 to 2021 school year, 100% of our student body will be publicly recognized or celebrated at least three times through our PBIS school wide and classroom recognition system. (Might be better as part of the action plan. )

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    By the spring of 2021, all of Whittier first graders will have reached proficiency of the

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    BAR set five mastery assessment.

    Supplementary Goal: The number of students missing instruction due to disciplinary referrals, for problem solving and visits to the nurse will decrease from _______weekly visits to the office to _______weekly visits. (Not sure this goal will be valid based on our plan for next year. )

    --Comment: this is more important than ever. Could we do a birthday video announcement? Could we do electronic paw print? Do a drawing during all school assemblies? Could students also nominate other students for an award? More frequent to keep everyone upbeat. Friday celebrations in classrooms until we can come up with a good sustainable plan.

    Inclusive and Authentic Engagement:
    Partner with students, families, and communities who are furthest from educational justice by conducting inclusive and authentic engagement.
    We will proactively and consistently work in partnership 
    with students, families, and communities to identify needs, determine solutions, and support the implementation of the initiatives that will best meet the needs of students of color who are furthest from educational justice. We will use culturally responsive ways to engage so we build trusting relationships and empower the voices of those who can help us meet these needs.

    Family and Community Goal:

    Plans for Family Engagement

    Resources:
    Dual Capacity Framework;
    4 Pillars of Family Engagement;
    Elementary Authentic Family Engagement Essential Practices;

    racial_equity_analysis_tool.pdf

    High Quality Learning Experiences
    Educate the whole child through high-quality instruction and learning experiences that accelerate growth for students of color who are furthest from educational justice, with an intentional focus on African American males.

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    Maybe something - our students supported by the care team's engagement and

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    participation with be equal or better than our student population.

    For the 2020 and 2021 school year all families will authentically engage with school at

    least three times a year as measured by teacher data tracking system. (Family

    Connection Meetings, Parent Conference, Writing Celebration, Family Education

    Evening, Phone Conferences, PTA Family Fun Events, Volunteering, Back to School

    Night, Zoom Meetings)

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    For the 2020 – 2021 school year, all families furthest away from educational justice will

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    authentically engage with their child’s teacher at least three times a year.

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    Click and enter a description of opportunities for family engagement in support of these

    goals, how you intend to engage families of AA males and children of color furthest from

    educational justice. Also include a description of how you will monitor success and

    progress toward these goals. Limit 200 words.

    To achieve educational justice, Seattle Public Schools (SPS) strives to provide safe learning environments, curriculum that incorporates a student’s life experiences and culture, and instruction delivered by high-quality, culturally responsive educators. Unfortunately, many students from certain ethnicities have not historically experienced equitable opportunities for all or part of their educational journey (including African and African American, Asian Pacific Islander and Pacific Islander, LatinX, and Native American students). These students are our priority – with an intentional focus on African American males.

    School-wide Systems and Structures (MTSS)
    MTSS offers the potential to create the alignment of systems necessary for all students’ academic, behavioral, and social success. In addition, MTSS promotes needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students. MTSS is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs. 
    Resources:
    MTSS Implementation GuideCulturally Responsive Workforce Essential Practices;
    Seattle Excellence Essential Practices and Strategies:

    All students at Whittier will have access to standards-based core curriculum that is horizontally and vertically aligned. Grade level teams will meet once a month to analyze data in reading, writing and math. The MTSS team will meet four times a year starting the week of October 26th, to analyze data to provide additional support to individualized student needs. The MTSS team will include our reading specialist, special education staff, ELL staff , and a teacher that specializes in behavior to support teaching teams to better support students in the classroom. Whittier Elementary uses Positive Behavior Incentive System. Teachers explicitly teach the expectations in the classroom and for school wide common areas. In addition, each month the staff focus on an important virtue/values that will help students be more successful at school and in life.

    Gap Closing Practices and Special Services
    Resources:
    Culturally Responsive Workforce Essential Practices & Links to the Race and Equity Analysis Tools

    Seattle Public Schools is committed to eliminating opportunity gaps to ensure access and provide excellence in education for every student.

    Delivering high-quality, standards-aligned instruction across all abilities and a continuum of services for learners is a core element of Seattle Excellence. Our Theory of Action is guided by the principles of “Targeted Universalism.” Our universal goal is every Seattle Public Schools’ student receives a high-quality, world-class education and graduates prepared for college, career, and community. Targeted Universalism holds that targeted and differentiated efforts are required to meet the needs of specific student populations, so every student meets the universal goal.

    By focusing on students of color who are furthest from educational justice, especially African American males, we will make the greatest progress toward our collective

    vision. We believe that an intentional focus on African American males will ultimately benefit every student.

    Resources: Services Guidelines for: Special Services

    All students at Whittier will have access to standards-based core curriculum that is horizontally and vertically aligned. All staff will utilize small group instruction to create the appropriate challenge for students who need more challenge or need additional support. Teachers will provide feedback to students through individual reading and writing conferences to meet the diverse needs and strengths in our building. Grade level teachers will work collaboratively and utilize data to make sure all students are being appropriately challenged. Third through fifth grade teachers have intentionally created a 25 minute block of time to provide additional instruction or challenge to meet the needs and interests of all students. Our special education staff, reading specialist and ELL staff will provide specially designed instructions students during small group literacy rotations or during independent reading and writing time so they do not miss any core instruction.

    Practices and Strategies
    We will recognize and serve the academic, social, cultural, emotional, and behavioral strengths and needs of students, providing high-quality, culturally 
    responsive instruction, curriculum, and social-emotional learning supports delivered by educators who set high expectations, so students graduate ready for college, career, and community.

    Whole child education goes beyond a focus on academic achievement. When educators focus on educating the whole child, students are healthy, safe, engaged, supported, and challenged. In Seattle Public Schools, this means that we appreciate and serve the academic, social, emotional, and behavioral strengths and needs of students, which we believe comprise the needs of the "whole child."

    High-quality instruction is focused on student-centered learning and achievement, intentional about student engagement, and aligned to standards with consistent and appropriate feedback.

    At its foundation, culturally responsive education means that students are in an environment where they have the individual safety and comfort to learn within a classroom that has a common culture that is respectful of all backgrounds.
    Resource: 
    Seattle Excellence Essential Practices and Strategies

    Safe and Welcoming Environment
    Students thrive in healthy, safe, engaging, supported, and challenging environments in which they can to learn to their full potential. Instruction must be high-quality, culturally responsive, focused, and aligned to standards for students to develop as independent learners.

    Whittier will utilize flexible small group instruction targeted to students assessed

    needs. In addition, all teachers will have regular individual reading and writing

    conferences. Third through fifth grade students will publish and get feedback on three

    performance tasks. The frequency of these meetings in small groups and individually will

    be differentiated based on student's needs.

    Student voice should be evident, and students must be seen and celebrated for their authentic selves. Significant increases in academic outcomes for students furthest from educational justice are possible when social, cultural, emotional, and behavioral needs of students are met by educators that share an unconditional belief in the potential of every student they serve.

    Resources: Seattle Excellence Essential Practices and Strategies

    Whittier is finishing its third year implementing positive behavior system of

    interventions. Whittier will continue to teach and reinforce expectations though out the

    year and utilizing system of reinforcements when students are able to meet those

    expectations. In addition, teachers will use daily class meetings, CCC and RULER SEL .

    In addition, the staff agree upon monthly values and virtues to teach and reinforce

    throughout the year. Last year, the staff completed the Zaretta Hammond’s book and

    the district’s PD on Trauma informed instruction. This year the staff will continue to

    learn about culturally responsive practices and strategies to support students. Our

    focus for the following year will include the essential practices of positive feedback,

    warm demander protocol and continue to develop and implement SEL framework.

    **it was brought up there were concerns around the Specialist schedule. Monica will be sending out a detailed specialist schedule
    **looking at the new budget, may be lower than we thought
    **Some staff would prefer Zoom over Teams 

    **staff wellness committee combine with social committee?

    Meeting adjourned: 4:27pm