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From YouTube: 2023/09/05 School Board Meeting
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A
Pcl
work:
if
we
could
go
to
the
next
slide,
we
also
are
working
to
align
our
work.
So
we've
seen
this
slide
quite
a
bit.
Pockets
of
Excellence
are
definitely
happening
in
ASD.
We
are
starting
to
get
within
our
district
into
that
section
of
impact
with
alignment
where
all
the
arrows
are
pointing
to
the
right
direction,
which
is
our
board
goals,
and
the
collective
impact
in
this
case
for
CCL
would
be.
A
Our
community
is
also
with
us
in
the
work
and
so
we're
all
headed
to
that
specific
goal
of
college
career
and
life
ready
next
slide.
So
just
a
reminder
that
our
goal
is
to
work
on
developing
career
acmis
for
students
at
the
high
school
level.
So
what
that
means
is
expanding
our
CTE
course
offerings
and
our
work-based
learning.
We
want
it
to
be
inclusive
and
Equitable
for
all
of
our
students,
not
just
some
of
our
students.
A
That's
that
pocket
of
Excellence
that
we
have
now
not
every
kid
is
exposed
to
what
they
could
be
exposed
to.
We
really
want
to
focus
on
smaller
learning
environments
for
students,
so
that
there's
more
connection
with
individual
students.
We
really
want
this
to
be
a
community
transformation,
not
just
a
standalone,
District
initiative,
and
so
that's
part
of
the
work
that
we've
really
been
establishing
in
the
the
few
short
months
over
the
summer.
A
Looking
at
an
academy
structure,
just
a
reminder
that
it's
those
four
core
subjects
that
you
tradition
think
about
plus
the
CTE
course
included
in
that
Academy.
So
when
you're
thinking
about
students
taking
courses
in
the
future,
they
would
take
science,
social
studies,
language,
arts
and
math
and
then
a
fifth
core
course
of
CTE,
which
is
that
career
pathway
of
their
choice.
Academy
structures
will
include
some
common
planning
time
for
teachers.
We
will
also
schedule
students
into
the
cohort
of
the
academy.
A
Scheduling
is
very
intentional,
following
a
career
pathway
for
a
student
and
and
having
business
and
Civic
engagement
within
the
classroom
or
getting
our
kids
out
into
the
community
is
the
goal.
So
as
students
approach,
High
School,
Freshman
Academy
is
our
first
goal
for
them,
so
Freshman
Academy
is
going
to
develop
that
base
and
then
through
the
the
process
and
experience
of
Freshman
Academy
students
would
then
pick
their
Career
Academy
of
choice,
and
so
that's
where
we're
heading.
If
you
go
to
the
next
slide,
you'll
be
reminded
of
our
timeline.
A
Where
we've
been
the
initial
District
assessment
happened
in
the
spring
of
2012.
We
spent
a
lot
of
time,
really
structuring
things
and
planning
things
last
year.
This
is
like,
let's
get
it
done
year,
that's
the
23
24
school
year,
so
there's
going
to
be
a
lot
of
happenings
and
our
goal
is
to
launch
all
of
our
freshman
academies
at
the
big
eight
high
schools.
A
This
time
next
fall
followed
by
those
students
moving
up
to
their
sophomore
year,
a
launch
of
all
of
the
careeres,
so
I
just
wanted
to
kind
of
ground
us
in
that
reminder
of
the
work
and
before
we
kind
of
update
you
on
all
of
the
different
things
that
are
happening.
So
the
first
update
is
around
Partnerships.
We've
had
a
lot
of
progress
in
this
realm
I'm
happy
to
announce
United
Way
as
what
we
call
Our
Community
convening
organization.
A
The
purpose
of
this
convening
organization
is
to
be
kind
of
like
our
right-hand
person,
that,
through
the
work,
so
they
are
advocating
actively
around
the
Career
Academy
work
in
the
community,
just
as
we
are
structuring
it
for
the
district
and
we're
working
hand
inand
through
the
work.
So
they
will
help
us
solicit
folks
to
be
involved
in
the
work.
They
will
help
us
with
the
collaboration
between
schools
and
the
community.
A
They
will
even
help
us
with
potential
fundraising
in
the
future
future
and
developing
those
assets
that
we
could
access
and
then
they're
also
just
going
to
be
very
big
advocates
for
the
work
as
well.
One
of
the
things
that
they
will
do
as
a
part
of
the
partnership
is
hire.
What
we
call
a
community
coordinator,
that's
a
point
person
that
they
pay
for
on
their
side
of
the
house
that
it
their
sole
purpose,
is
to
coordinate
the
work
with
us
around
the
Career
Academy
work.
A
So
we're
really
excited
that
United
Way
wants
to
partner
with
us.
They
believe
the
work
and
it
aligns
nicely
to
their
initiatives
as
well
and
I
I'm
excited
to
to
move
forward
with
them.
Looking
at
the
next
slide,
we've
established
some
other
Partnerships
as
well.
We've
talked
about
Anchorage
Economic,
Development
Corporation
as
a
partner.
They
are
they're.
One
of
our
main
Partners.
A
The
chamber
for
Anchorage
is
also
a
main
partner
for
us,
United
Way
was
mentioned
and
then
UAA
as
well,
so
they
all
serve
a
distinct
role
in
the
partnership
work
and
they
will
be
a
part
of
what
we
call
the
operating
board,
which
is
part
of
the
governance
structure.
So
if
we
go
to
the
next
slide,
you'll
see
that
we
have
United
Way
and
Anchorage
School
District
as
the
two
main
players
working
hand
inand
through
this
work.
A
The
operating
board
is
that
highlevel
leadership,
where
aedc,
UAA
and
others
will
sit,
and
then
there's
smaller
groups
such
as
tactical
teams,
which
are
like
our
work
groups.
The
co-chairs
of
those
tactical
teams
are
going
to
be
sitting
on
the
steering
committee
and
the
operating
committee
is
the
leadership
group
of
that
steering
committee
and
that's
how
we
will
get
the
work
done
through
a
governance
structure
as
we
move
along.
So
tactical
teams
are
doing
the
the
really
intricate
detailed
work.
A
Those
co-chairs
are
reporting
up
to
the
steering
committee
and
the
operating
board
so
that
we
can
can
really
have
the
the
lower
level
work
with
the
details,
but
then
that
high
level
picture
of
the
operating
board.
So
we
can
keep
our
eye
on
the
main,
the
main
goal
so
we're
starting
to
build
all
of
that
governance
structure
out
and
the
operating
board
will
meet
monthly
this
year
to
kind
of
guide
us
through
this.
A
This
transformation
process
so
I'm
going
to
turn
it
over
to
Cindy
so
or
sorry,
I'm,
going
to
turn
it
over
to
Lissa
to
talk
about
Academy
coach
on
boarding.
B
So
it's
my
privilege,
as
the
CCL
coordinator,
to
really
work
with
all
eight
of
these
Academy
coaches
they're
all
coming
to
their
high
schools
from
within
the
district,
but
from
a
huge
variety
of
roles
within
ASD,
and
they
have
this
really
Dynamic
way
of
blending
criticality
and
positivity.
That
has
been
a
lot
of
fun
to
work
with,
so
they
are
our
link
between
business
and
the
each
of
their
individual
high
schools.
B
So
right
now
they
are
doing
that
work
of
learning
all
of
the
things
that
we've
worked
on
and
accomplished
over
the
last
two
years
with
the
CCL
board
goal,
including
the
coaching
work
that
we've
had
established
with
for
Next
Generation
learning.
They
are
creating
inventories
for
each
of
their
buildings
from
what
is
physically
located
there
to
the
kinds
of
things
that
the
staff
know
and
are
connected
to
in
the
community.
B
They
are
expanding
on
that
with
ongoing
interviews
with
all
of
the
stakeholders,
within
their
buildings
and
and
from
outside
of
their
buildings
as
well,
including
parents
and
existing
School
business
partners,
and
then
they
will
pick
up
a
lot
of
the
outstanding
work
that
CTE
has
been
shouldering
on
their
own
and
continue
to
expand
on
all
that
from
their
buildings
perspective.
In
order
to
support
that
transformation.
More
explicitly.
A
All
right,
thanks
Lorissa!
Next,
we
want
to
talk
about
community
outreach.
This
has
been
a
huge
part
of
the
summer
work
and
Cindy's
gonna
talk
about
that.
C
Hi
everyone:
how
can
this
not
be
the
most
exciting
part
of
my.
C
Job
about
how,
together,
we
can
support
kids
and
support
our
community
and
our
Workforce.
It's
been
quite
amazing.
Overall,
the
Outreach
that
I've
had
from
the
community
has
been
nothing
but
positive.
I
wanted
to
start
with
that
and
internally
as
well
we're
having
some
great
conversations.
So
if
we
go
to
the
next
slide,
I'll
give
you
a
preview.
It
didn't.
C
It
didn't
show
up,
you
can
just
talk.
Okay,
so
I'll
talk
about
it.
There
is
multiple.
We
have
probably
done
30
to
40
different
presentations
across
all
of
Anchorage,
and
we've
been
really
specific
and
strategic
on
that
approach.
We
have
spoke
with
numerous
industry
associations
from
all
different
career
clusters.
We've
been
to
the
Alaska
Truck
Association
we've
been
to
Alaska
Primary
Care
Associates
RDC
The,
Building
Trades
Council.
C
We've
also
had
an
opportunity
to
see
many
postsecondary
training
and
training
facilities
within
the
Anchorage
bow
area
from
UAA
to
Apu
to
Alaska
works
and
all
the
training
centers
that
we
could
within
the
union.
Trades
we've
ALS
also
spoke
with
the
military
J
bear
not
only
active
but
also
civilian
post.
There,
we've
been
U
meeting
with
cultural
and
Community
groups
from
the
Alaska
Polynesian
Association
to
CITC
to
Ana.
C
We've
also
been
talking
with
rotaries
and
finally,
since
school
started,
we
have
begun
more
conversation
internally
speaking
with
our
leadership
groups
within
our
high
schools.
So
overall
we
have,
we
have
been
busy
through
August
We
are
continuing
to
September
to
also
reach
additional
groups
before
the
conveni.
A
All
right
thanks,
Cindy,
thank
you,
so
Cindy
and
I
have
been
out
to
a
number
of
meetings
together
and
we
continue
to
outreach
to
additional
organizations
over
time.
A
So
we're
not
done
with
with
the
community
outreach
and
I
would
just
invite
the
board,
if
there's
certain
groups,
that
you
know
that
you
would
like
us
to
reach
out
to
as
a
part
of
this
work,
please
let
us
know
we're
happy
to
go
out
and
meet
with
whomever
wants
to
to
learn
more
about
our
work
so
that
they
can
be
a
part
of
it.
A
The
other
big
piece
of
the
work
that
we
have
been
working
on
over
the
summer
is
growing
our
our
Partnerships
with
our
Our
Community
Partners
that
were
already
established
and
streamlining
our
process.
So
I'll
turn
it
over
to
Devon
to
talk
a
little
bit
more
about
that.
E
Yeah
so
yeah,
so
the
growing
work-based
learning
is
something
that
we've
been
working
on.
One
of
the
things
that
we
currently
have
in
the
district
is
we
have
a
number
of
of
CT
programs,
both
at
middle
school
and
at
the
high
schools,
and
we're
looking
at
expanding
that
current
footprint
and
we're
we
contracted
with
Ford
NGL.
E
To
do
some
work
called
powerful
Partnerships
over
the
course
of
a
little
over
the
last
year
or
so
year,
and
a
half
and
and
that's
culminating
with
an
expansion
in
in
terms
of
of
working
with
more
business
partners
and
to
to
deepen
the
work
that
we're
doing
with
with
those
Partners.
One
of
the
other
things
that
we're
working
on
is
is
getting
a
a
better
handle
on
a
more
granular
data
in
terms
of
our
students
and
the
work-based
learning
opportunities
that
they
are
engaging
in.
E
That's
going
to
be
sort
of
a
two-pronged
approach.
One
is
that
we're
taking
a
a
look
at
our
student
information
system,
q
and
we're
able
to
we.
We
were
making
some
modifications
in
order
to
track
U
work-based
Learning
on
a
per
student
basis
as
as
well
as
we're
looking
at
that
other
outside
platforms.
For
instance.
E
Seamless
wbl
is
a
platform
that
allows
for
some
really
robust
tracking
of
work,
based,
learning
and
and
doing
some
Advisory
Board
management,
which
is
all
a
part,
a
part
of
this
work
and
then
finally,
we're
also
looking
to
try
and
deepen
the
work
that
that
teachers
are
doing
on
the
work-based
learning
Continuum.
So,
in
addition
to
doing
some
of
the
stuff,
that's
a
little
bit
less
intensive
I.
E
Think
if
you
go
to
the
next
slide,
you
can
see
the
oh
I'll
talk
about
that
here
in
just
a
minute,
but
the
expanding
in
terms
of
expanding
powerful
Partnerships.
One
of
the
things
that
in
is
involved
is
continuing
to
develop
these
relationships
and,
as
Lissa
mentioned,
the
academy
coaches
are
going
to
in
the
future,
be
helping
the
CT
Department
reach
out
and
to
business
partners,
and
do
do
more
of
that
networking
in
order
to
bring
them
on
board.
E
But
part
of
the
work
is
also
in
order
to
create
a
structure
in
protocols
to
to
make
sure
that
businesses
are
taken
care
of
that
they're
welcomed
they're,
welcomed
in
the
building,
they're
welcomed
in
the
the
buildings
and
and
that
there's
a
support
scaffolds
put
in
place
in
order
to
in
order
to
create
action
plans
that
really
will
develop
deeper,
work-based
learning,
that's
happening,
and
that
will
happen
in
the
classrooms
and
that
that
means
having
industry
Partners
both
come
into
the
the
school,
as
well
as
as
to
get
students
out
into
work
sites
like
Dr
Johnson
mentioned
earlier.
E
So
that's
some
of
what's
happening.
If
we
go
to
the
next
slide,
one
of
the
the
one
of
the
eventual
goals
is
to
create
this
partnership
process.
Dr
Johnson
mentioned
the
partnership
coordinator.
E
That
position
that
we're
working
with
United
wave
Anchorage
in
order
to
to
to
get
is,
is
going
to
be
an
integral
part
of
the
partnership
process
that
generally
referrals
From
perspective,
business
and
industry
partners
and
those
from
the
you
know
the
nonprofit
sector
as
well,
we'll
go
through
that
partnership
coordinator
and
and
work
through
this.
E
This
process
and
and
eventually
be
sort
of
handed
off
to
an
academy
coach
at
a
specific
building
associated
with
a
variety
of
those
careeres
and
and
to
to
partner
them
with
the
teachers
and
teams
in
order
to
enrich
the
learning
going
on
at
those
schools.
Through
that
work-based
learning
approach
and
next
slide.
This
is
just
a
the
work-based
learning
Continuum
I
mentioned
earlier.
You
know
we.
We
have
currently
a
decent
amount
of
classroom
speakers
and
CT
programs
and
Roundtable
discussions.
E
We
have
some
interesting
things
like
mock
interviews
and
resume
preparation
sessions.
Coaching
that's
happening.
We
also
have
a
pretty
robust,
CT
internship
program,
but
all
of
that
will
need
to
expand
and
deepen
as
this
work
progresses
and
we
start
to
see
more
CTE
program
at
the
the
8
Comprehensive
High.
A
Schools
all
right,
essentially,
what
we're
trying
to
do
is
build
our
bench
before
those
career
Academy's
launch,
which
is
part
of
the
work-based
learning
plan
that
Devon's
talking
about,
because
if
you
can
imagine
now,
we
have
a
a
pockets
of
those
things
happening
in
our
schools.
But
if
you
think
about
all
eight
of
our
high
schools
and
how
many
students
are
in
those
high
schools,
it
will
have
to
expand
by
quite
a
bit
and
so
it
as
we
lead
up
into
that
launch
of
career
cmis
in
the
fall
of
2025.
A
Our
goal
is
to
have
that
bench,
ready
and-
and
part
of
that
is
really
taking
care
of
businesses
and
kind
of
shepherding
those
relationships,
so
that
the
word
spreads
that
it's
a
fun
thing
to
do.
We
want
to
be
engaged
and,
and
then
we
have
more
and
more
folks
that
are
wanting
to
help
us
with
our
students,
the
other
part
of
our
work.
That
is
just
getting
started,
but
we'll
continue
indefinitely
until
we
are
ready
to
really
launch
is
our
tactic.
A
Teams
and
tactic
teams
are
essentially
where
the
rubber
hits
the
road
it's
where
our
community
and
our
school
based
people
and
our
district
based
folks
can
get
together
to
really
do
the
intricate
planning
work
and
so
I'm
going
to
have
Cindy
talk
a
little
bit
more
about
those.
C
Awesome,
thank
you.
As
kerson
said,
these
are
our
work
groups
that
really
focus
on
different
various
aspects
of
our
Academy
operation
and
we
will
be
standing
up
tactic
teams
in
the
near
future.
This
is
work
that
needs
to
be
done
right
away
in
order
to
make
sure
that
the
Academy's
model
is
able
to.
We
can
implement
it
in
timely
matter.
Some
of
the
tactic
teams
that
we
are
currently
working
on
and
have
developed
is
our
Communications
team
is
up
and
running.
C
We
also
have
a
health
and
wellness
Advisory
board,
that
is,
that
is
up
and
running.
We
are
currently
launching
the
Freshman
Academy
tactic
team
and
they
will
be
developing
a
proposal
for
what
items
are
needed
to
make
sure
that
all
of
our
students
have
a
successful
transition
into
High,
School,
interdisciplinary,
teaming
career
exploration,
as
well
as
an
introduction
to
what
the
academy
model
is.
We
other
tactic
teams,
Transportation,
Middle,
School
career
exploration,
is
another
one
that
we
will
be
uplifting
in
the
near
future.
C
Overall,
we
will
be
developing
an
equity
tactic
team
that
will
look
at
each
of
the
works
of
each
of
the
individual
tactic.
Teams
to
make
sure
that
we
are
addressing
all
these
tactic
teams
through
a
cultural
Lance.
A
All
right
thanks
Cindy
a
couple
other
points
about
the
tactic
team,
their
chair.
They
have
co-chairs
and
I
think
this
is
important
as
we
look
at
a
communitybased
transformation
and
approach
to
this
work.
A
One
co-chair
will
be
ASD
based
and
then
another
co-chair
will
be
from
our
community
business
or
industry
so
that
we
have
both
perspectives
at
the
table
when
we're
planning
this
work
as
we
go
along
and
so
we've
already
secured
some
Community
Partners
to
do
tactic
team
co-chair
work
as
we
work
through
the
community
convening
and
that
that
work
down
the
road
here
this
school
year.
We
will
continue
to
launch
tactic
teams
and
and
solicit
help
from
our
community
on
those
tactic.
A
Teams
and
so
you'll,
see
more
and
more
of
that
develop
over
the
course
of
the
year.
Switching
gears
a
little
bit
I'd
like
to
turn
it
over
to
Devon
to
talk
about
grants,
grants
and
writing
grants
is
one
of
our
big
approaches
to
trying
to
jump
start.
This
work
so
I'll
explain.
Have
him
explain
the
work
that
we've
done
around
grants.
E
Yeah,
so
one
of
the
things
that
we've
noticed
is
that
one
of
the
things
that's
occurred
to
us
is
that
we're
going
to
have
to
lean
into
a
strategy
a
grant
strategy
known
as
braiding
funding
sources,
so
we're
going
to
need
to
look
at
and
align
a
variety
of
different
sources
and
up
braiding
braiding
like
grading,
hair,
grading
funding
sources
yeah,
so
so
we
currently
will
likely
need
to
with
an
initiative.
This
size
look
at
external
grants
which
I'll
talk
about
more
in
just
a
minute
and
in
highlight.
E
But
but
in
addition
to
that,
you
know,
C
current
current
funding,
title
funds,
other
sources
outside
agencies,
Dr
Johnson
mentioned
you
know
fundraising
by
our
convenor.
You
had
a
way
of
Anchorage
and
so
but
purposefully
utilizing
Grant
funds
leveraging
our
existing
data
in
order
to
ensure
that
we
get
we
could
we
can
we
can.
We
can
get
some
grant
funding
and
part
of
that
will
will
likely
involve
us
aligning
our
our
various
funding
stream
requirements
and
and
aligning
some
of
our
priorities.
E
So,
on
a
on
a
on
a
sort
of
a
holistic
scale,
making
sure
that
we're
we're
using
all
the
resources,
possibly
that
we
can
and
an
efficient
means
to
get
the
the
the
transformation
to
happen.
The
two
grants
that
we've
looked
at-
if
you
can
go
to
the
next
Slide,
the
two
grants
that
we
one
is
has
been
submitted.
The
one
on
the
left
column
is
the
fostering
diverse
schools.
Grant.
Both
of
these
grants
are
the
Grant
The
Source.
E
The
funding
source
is
the
US
Department
of
Education.
The
one
on
the
left,
fostering
diverse
School
Grants
is
approximately
a
$15
million
Grant.
The
focus
for
it
is
to
primarily
stand
up,
Freshman,
Academy
and
ceries.
What
that
means
specifically
is
putting
in
place
some
additional
Staffing
that
might
be
required.
There's
a
tremendous
amount
of
professional
development
as
I'm
sure
you
can
imagine.
E
Looking
at
student,
individual
career
and
learning
planning
platforms
and
applies
we'd
like
to
one
of
the
the
parts
of
the
grant
that
I
think
is
really
exciting,
is
the
the
guarantee
the
one
on
the
right
is
one
that's
currently
under
development,
so
we're
currently
working
on
writing
this
one.
This
is
the
Perkins
modernization
Innovation
Grant,
because
they
have
the
same
funding
source.
E
We
can't
ask
for
the
same
things
under
that
funding
source,
and
so
one
of
the
pieces
that
we're
really
excited
about
is
increasing
our
dual
and
concurrent
enrollment
programs
throughout
the
district,
which
is
a
bit
of
a
heavy
lift,
and
so
that
is
where
the
focus
is
currently
with
that
Grant,
it's
underdevelopment
should
be
finished
and
submitted
within
a
few
weeks.
A
Right,
thank
you
Devon.
So
the
next
topic,
I
was
I'm
excited
to
talk
about
and
I'm
sure
you
have
questions
about.
Is
the
community
convening
in
October
on
the
12th?
Those
invitations
just
went
out
today,
so
you
should,
if
you
haven't,
seen
them
yet
you
should
have
it
in
your
inbox.
We
are
inviting
200
or
300
of
our
community
friends
to
join
us,
so
we
are
aiming
for
two-thirds
of
the
room
to
be
from
our
community
and
about
a
third
of
our
room
to
be
ASD
stakeholders
and
a
variety
of
roles.
A
We
truly
want
this
to
be
unbalanced
on
the
community
participant
side
so
that
we
get
a
really
good
perspective
from
our
community
about
what
they
would
like
to
see
in
our
graduates.
So
if
you
go
to
the
next
slide,
the
purpose
of
our
convening
is
really
to
at
collectively
as
a
whole,
develop
a
vision
for
the
CCL
work.
I
think
we
have
a
good
direction,
but
part
of
that
vision
is
developing
what
we
call
a
profile
of
a
graduate
and
I
know.
A
We've
talked
about
that
before
when
we've
talked
about
CCL
work.
The
board
did
start
some
of
this
conversation
as
a
part
of
the
strategic
planning
process
in
2019,
if
you
recall-
and
that
was
part
of
the
development
of
the
CCL
goal
and
and
overall
strategic
plan
for
the
district
that
we
have
now.
So
this
is
essentially
an
extension
of
that
conversation
and
and
we
will
seek
to
have
our
own
profile
of
a
graduate
and
I'll
show
you
a
couple
of
examples
in
a
minute.
A
A
So
everyone
is
really
well
aware
of
why
we're
doing
the
work,
the
reason
behind
the
work
and
having
a
collective
vision
for
the
work,
because,
if
we're
in
opposite
kind
of
corners
of
the
of
the
room
as
a
community,
we're
not
going
to
be
working
together,
going
down
the
right,
the
right
path
right.
So
we
really
need
to
spend
some
time
as
a
community
establishing
that
vision
and
then
moving
forward,
as
we
start
to
select
those
cies
over
the
course
of
the
next
few
months.
A
So
if
you
go
to
to
the
next
slide,
this
is
one
example
I've
shown
before
from
akan
Ohio.
This
is
their
portrait
of
a
graduate,
it's
fairly
simple
and,
and
it
can
be
different.
So
if
you
go
to
the
next
slide,
this
is
another
example
from
Hampton
Virginia,
it's
much
more
detailed
and
so
part
of
our
work
will
be
deciding
as
a
community.
What
do
we
want
ours
to
look
like?
A
Do
we
want
it
to
be
very
intricate,
like
this
example,
or
do
we
want
a
more
simplified
version
and
that
acts
as
a
enally,
the
the
beacon
for
the
work
like
the
north
star
of
CCL
work?
So
all
of
our
ceries,
when
they're
designed,
will
use
the
profile
of
a
graduate
as
kind
of
their
Northstar
and
looking
at
those
skills
that
they
want
students
to
have
as
a
profile
of
a
graduate
and
as
a
graduate,
those
will
all
be
incorporated
into
the
career
academies.
So
that's
why
developing
that
profile
is
important.
A
First
before
we
dive
right
into
the
Career
Academy
selection,
so
I'm
excited
for
that
work.
We
have
a
lot
planned
that
day
and
there's
a
lot
of
interest,
so
I
think
it'll
be
a
really
great
day
and
we'll
get
a
lot
done
as
we
move
forward.
So
we
can
move
on
to
the
next
slide.
Any
questions
before
we
move
to
our
preview
of
board.
D
Monitoring-
excuse
me
just
to
for
the
record
member
Higgins
joined
us
about
403.
Can
you
so
I
struggle
with
the
term
governance
and
it's
not
pertaining
to
the
board
sure
so
help
me
understand
why
this
work
is
not
advisory
to
the
board,
as
opposed
as
as
opposed
to
yeah.
The
other
thing
I'm
feeling
for.
A
Sure
yeah
we
we
wouldn't
be
that
governance
I,
think
it's
the
word
governance,
probably
the
it's.
It's
basically
like
our
our
guiding
committee.
Everything
that
we
do
would
be
under
the
purview
of
the
board,
so
we're
not
going
to
make
decisions
for
the
board.
If
there
are
specific
things
that
need
to
be
decided
by
the
board,
we
would
work
through
those
and
then
we
would
bring
them
to
the
board.
For
that
consideration.
It's
really
just
our
organizational
structure
of
how
we're
going
to
get
the
work
done.
D
F
Yeah
and
I
think
just
to
chime
in
the
way
that
I
look
at
it
is
the
governance
board
or
whatever
we
call.
It
really
is
advisory
to
the
superintendent
in
the
implementation.
But
of
course
only
the
board
owns
the
governance
of
how
we
execute
our
goals.
So
I
do
agree.
The
word
could
be
a
little
confusing
I
think
it's
a
word
commonly
used
by
Ford
NGL,
so
it
wasn't
intentionally
used
to
confuse.
D
Okay,
I
I
just
kind
of
want
to
be
clear
on
on
that,
and
that
makes
sense
as
long
because
I
think
I
mean
the
work
is
amazing.
Don't
get
me
wrong,
I'm,
not
against
the
work
sure
I,
just
don't
want
there
to
be
any
we
are.
We
are
not
relinquishing
our
Authority
as
a
board.
H
H
Yeah,
thank
you.
How
how
are
we
doing
as
far
as
monitoring
the
effectiveness
of
programs
like
this
I
mean
the
followup
of
where
kids
are
going?
What's
going
on,
you
know
to
me
everything
else.
Is
you
know
it's,
it's
guess
work
if
you
want
to
or
it
studies
with
other
groups,
but
how
are
we
value
waiting
what's
working
or
what
isn't.
A
So
we
have
some
of
our
our
graduation
data
that
shows
that
students
that
participate
in
our
CTE
completers
is
what
we
call
them,
which
is
essentially
more
than
one
CTE
course
in
the
in
in
line
with
a
certain
pathway
or
industry.
So
we
have
data
showing
that
that
those
students
are
more
likely
to
graduate
than
students
that
don't
participate
in
those
experiences.
That's
that's
how
we
kind
of
got
to
this
work
to
begin
with,
there's
also
National
Clearing
House
data.
A
We
can
track
of
our
po,
our
our
graduates,
essentially
when
they
go
to
post-secondary
training,
so
we're
able
to
collect
that
data
postgraduation
and
see
how
our
graduates
are
doing
in
either
college
or
whatever
the
postsecondary
training
is
that
they're,
a
part
of,
but
part
of
the
tactic,
Team
Planning,
that
that
is
just
getting
started,
will
be
looking
at
program
evaluation.
That's
actually
one
of
the
tactic
teams
will
stand
up
is
how
are
we
measuring
the
progress
of
our
kids?
What's
effective?
What's
not
the
other
part?
A
To
that
not
to
go
be
too
long-winded
is
that
when
we
we
get
to
the
end
of
this
year,
we
will
be
finalizing
a
three-year
master
plan
around
the
career
Academy's
work.
Part
of
the
review
of
that
three-year
plan
will
be
an
annual
look
at
how
oury
are
doing
and
how
they're
functioning
so
we'll
have
an
annual
review
of
that
master
plan
to
see
if
there
needs
adjustments
need
to
be
made.
H
As
as
we
struggle
with
Staffing,
which
we're
doing
that,
obviously
in
the
teachers
as
well,
what's
the
feedback
from
teachers
on
ADD,
doing
different
things
and
expanding
at
all,
the
other
issues
seems
to
be
a
complex
one
and
you
get
feedback.
We
do
from
different
people,
positive
negatives
and
aik.
What
what
is
there
any
issues
there
that
we
need
to
know
from
your
perspective
with
the
feedback
that
is,
is
a
concern
or
an
issue.
A
I
think
that
that's
part
of
the
grant
writing
strategy
is
is
the
funding
piece
we.
We
also
will
look
at
the
way
we
organize
our
schools
and
the
courses
that
are
offered
realigning
those
to
the
mission
of
CCL.
So
there
will
be
a
lot
of
internal
reorganization
to
point
all
of
our
resources
to
that
college.
Career
life
ready
goal.
That
likely
will
mean
some
courses
that
don't
follow
a
career
pathway
or
don't
fit
into
our.
A
Our
new
system
will
probably
be
sunsetted,
while
other
opportunities
will
be
born
because
of
the
Career
Academy
model,
and
so
what
we're
we
will
try
to
be
efficient
about
what
we
have
internally,
but
we'll
also
be
looking
like,
like
I,
said,
at
grant,
funding
and
things
of
that
nature
to
help
us
boost
this
system
along.
H
And
that's
one:
well
you,
oh,
yes,
sure
real,
quick,
just
one
more,
we
go
ahead,
but
did
you
have
a
followup
just
one
followup,
and
that
is
funding
is
an
issue
of
course,
and
and
what
are
we
missing
right
now?
If
we
had
more
funds,
I
mean
we've
got
limited
from
the
state.
We
got
all
the
other
issues.
What
is
it
that
the
the
state
by
providing
more
funds
would
contribute
to
helping
us
do
things
that
are
not
on
this
list?
That
we
would
add,
is
there
things
here
that
we
should
know
about.
A
Well,
I
think
that
teachers
in
the
area
of
CTE
are
going
to
be
a
need
for
our
future.
If
you
think
about
the
offerings
we
have
now
and
then
expanding
that
to
every
student
in
the
high
schools,
there's
going
to
be
a
need
for
recruiting
CTE
teachers
that
can
be
a
a
recruiting
issue.
It
can
also
be
just
a
certification
issue
and
a
training
issue.
So
obviously
funding
for,
for
that
is,
is
missing
in
this
equation.
A
That's
part
of
the
grant
that
we
wrote
a
lot
of
the
needs
are
going
to
be
identified
through
the
course
of
the
school
year
in
terms
of
need
for
the
structure
that
we're
building.
So,
if
you,
if
you
think
of
about
the
ceries,
we
could
dictate
every
little
thing
that
probably
wouldn't
go
so
well
in
our
community
or
in
our
district.
So
this
really
is
a
a
districtwide
CommunityWide
collaborative
project,
that'll
start
to
identify
those
needs
and
we
can
start
to
bring
those
those
forward
as
they
come.
Thank.
A
Sure
so
I
might
have
Devon
chime
in
a
little
bit
here
too,
but
essentially
CTE
is
still
a
department.
Ccl
is
going
to
they're
they're
we're
ESS,
essentially
like
brothers
and
sisters
together
as
one
family,
if
that
makes
sense
so
like
Devin,
Cindy
and
I's
office,
they're
all
right
next
to
each
other,
Lissa's
right
down
the
hall
away
from
other
some
of
the
other
CTE
staff
members
we're
essentially
operating
in
unison.
A
Although
CTE
is
much
more
Focus
focused
on
the
CTE
curriculum
piece
and
also
the
the
work-based
learning
building,
while
we're
working
on
building
the
structures
of
the
emies,
but
they
really
do
go
hand
inand
as
a
partnership
in
terms
of
of
the
two
entities
in
the
district
and
I.
Think
I
only
answered
part
of
your
question.
I
forget
the
second
part.
A
Business
Partnership
program:
oh
yeah,
so
we've
been
working
very
closely
with
Colette
at
school,
business
Partnerships
and
her
board.
I
Cindy
is
actually
a
board
member
now
on
the
school
Business
Partnership
board.
So
we
fully
expect
to
work
hand
inand
with
them
throughout
the
work.
They
are
also
one
of
our
links
to
the
chamber.
A
So
when
we
start
looking
at
things
like
career
Expos
as
an
experience
for
students-
and
we
really
want
businesses
to
be
a
part
of
that
that
they'll
be
vital
in
that
role,
School
business
partners
will
still
also
be
really
vital
in
the
Partnerships
at
the
elementary
level
as
well.
So
they
have
a
multifaceted
role
throughout
the
CCL
work.
So
anything
you
want
to
add.
Devin
y.
J
You,
madam
president,
I
appreciate
the
information
thus
far
looking
at
the
the
timeline
that
was
earlier
on
the
slide
deck
we're
talking
about
launching
the
academy
fall
of
24,
for
which
involves
at
least
a
freshman
seminar
class,
so
I'm
tying
that,
together
with
the
grant
information
that
was
shared,
indicating
that
we're
hoping
from
some
additional
Staffing
Resources
from
those
Grant
Awards,
potentially
so
between
now
and
next,
fall,
essentially
we're
hoping
to
receive
funds,
train
staff
and
onboard
staff
to
get
at
least
the
Freshman
seminar
rolled
out.
A
We
are
so
there's
that
we
also
have
some
of
our
own
allocated
General
funds
that
the
board
has
already
approved
to
use
for
this
purpose.
So
it's
going
to
be
a
combination,
so
I
don't
want
to
give
the
impression
that
if
we
don't
get
the
grant
we're
not
going
to
be
able
to
get
the
work
done
there
is
there
are
funds
available
to
get
the
work
done.
A
D
Thank
you
and
let
the
record
show
member
hman
has
joined
us
member.
G
Lence
I
may
be
excuse
me,
I
may
be
getting
ahead
of
myself
or
ahead
of
you
all
I.
Think,
there's
a
lot
of
really
exciting
work
being
done.
I
love
that
work
starting
by
inventorying
our
assets.
There
are
so
many
of
them
within
ASD
and
within
the
community
itself
and
I
think
that's
really
important
as
I
think
ahead,
though,
to
the
different
CTE
programs,
the
different
high
schools.
G
How
are
we
going
to
ensure
that
students
are
able
to
engage
with
the
program
that
maybe
they
are
most
passionate
about
or
interested
in
and
perhaps
is
not
located
at
the
school
next
door
to
them?
So
how
are
we
going
to
make
that
happen?.
A
Sure
great
question:
so
that's
one
of
the
reasons
one
of
the
tactic
teams
is
around
Transportation.
A
We
need
to
look
at
Creative
Solutions
for
that,
when
we've
done
our
research
for
communities
that
have
done
this
work
prior
to
us,
about
90
to
90,
five%
of
the
students
typically
stay
at
their
home
High
School,
even
though
there
may
be
an
academy
across
town
that
they
want
to
go
to
because
our
kids
are
connected
to
their
home
school
typically,
but
that
Transportation
tactic
team
would
be
the
place
where
we
would
problem
solve.
Some
of
those
things.
A
We've
seen,
districts
buy
Vans
to
transport,
kids,
we've
seen
Muni
bus
schedules,
coordinated
with
school
districts.
Things
of
that
nature
and
that's
those
are
all
of
those
types
of
questions
that
that
Transportation
team
would
work
on
along
with
the
equity
tactic
team
as
well.
G
Yeah
again,
I
want
to
get
ahead
of
myself,
but
I
I
feel,
like
I've
recently
read
that
there
are
more
grants
for
things
like
electric
buses
right
electric
I
mean
if
we
needed
to
have
a
transportation
team.
You
know
help
proba
solved
with
perhaps
a
grant
providing
additional
yep
busing
opportunities
could
be
a
part
of
that
solution.
Yeah
and
infrastructure
is
a
really
great
use
of
Grants,
because
then
we
don't
need
to
backfill
it
once
a
grant
expires
right.
A
Yeah
for
sure
and
braiding
funding
is
another
part
that
we
used
that
term
earlier
when
we
were
talking
about
the
grants,
but
essentially
it's
just
Blended
funding
between
departments.
So
we
can
look
at
funds
around
CITC
or
not
C
CC,
CIT
students,
children
and
transition,
and
things
of
that
nature.
That's
both
internal,
but
we
can
also
look
external
for
Creative.
D
A
Each
well,
there
will
be
Community
for
sure
involved
on
all
of
the
tactic
team.
Each
tactic
team
is
going
to
have
a
different
makeup
depending
on
the
topic.
So
you
know
the
equity
tactic.
Team
is
going
to
have
a
different
makeup
than
our
Freshman
Academy
tactic
team,
and
so
when
we
we
are
going
as
we
did
with
Eric
earlier
or
actually.
A
Last
week,
we
we've
created
a
kind
of
a
system
of
how
we
are
going
to
do
business
with
our
tactic
teams
in
terms
of
recording
the
work
who
the
members
are
and
that
way
we
have
great
documentation
of
of
the
work
that
we're
doing
and
for
the
tactic
team
of
Freshman
Academy.
A
As
an
example,
we
are
going
to
use
our
Academy
coaches
from
all
eight
of
our
high
schools
as
a
ready
resource
we're
going
to
have
principles
as
a
part
of
that
tactic,
team
we're
going
to
have
a
counselor
as
a
part
of
that
tactic
team.
We
are
going
to
have
different
community
members,
a
part
of
that
tactic,
team,
potentially
some
student
input
eventually
as
well,
and
so
that
will
look
very
different
than
like
a
transportation
tactic
team
where
you
need.
A
D
Okay,
I
think
in
the
back
of
my
brain
is
this
flag
that
tells
us
that
we
are
na
as
a
state
and
nationally
in
a
teacher
shortage.
Have
we
factored
and
I?
Don't
know
we
I,
don't
know
if
you
factored
that
into
the
plans,
the
goals,
so
the
eight
Academy
coaches
that
you've
already
on
that
you
are
on
boarding.
Are
they
out
of
classes
not
teaching
and
working?
Only
on
this
program.
A
They
are
this
year
and
part
of
it
is
because
there's
so
much
planning
work,
Lorissa
talked
about
them
being
the
the
conduit
between
business
and
the
school
they're.
A
Also,
the
conduit
between
the
the
district
work
and
the
building
level
work
so
like
I'll
use,
Freshman
Academy
as
an
example
we'll
have
our
districtwide
Freshman
Academy
that
that
sets
the
highle
expectations
for
what
Freshman
Academy
needs
to
include,
but
West
High,
School
and
East
High
School
are
going
to
have
a
different
flavor
based
on
their
school
personality,
their
Traditions
and
and
that
sort
of
thing
and
what
their
kids
need
at
each
of
those
schools.
A
So
there
will
be
some
musthaves
as
a
part
of
Freshman,
Academy,
districtwide,
and
then
schools
will
get
to
personal
it
as
well.
So
that's
where
we
need
Academy
coaches
to
know
what
the
district
level
work
is
and
be
able
to
really
do
that
planning
work
at
the
building
level
too,
and
have
that
connection.
If
that
makes
sense,.
D
K
Yep,
thank
you,
president
bamy
members
of
the
board.
Yes,
so
during
his
introductory
remarks,
Dr
Bryant
mentioned
that
part
of
this
evening.
Presentation
includes
a
recommended
revision
to
the
CCL
board
goal
and
I
want
you
to
know
that
we've
worked
really
hard
on
that
for
quite
some
time.
The
secondary
division,
teaching
and
learning
assessment
and
evaluation
in
the
superintendent's
office.
All
of
us
together
have.
L
K
Worked
hard
on
this
member
Higgins
earlier
mentioned
accountability.
How?
How
are
we
going
to
measure
this,
and
there
are
a
lot
of
CCL
specific
metrics
that
can
be
considered
and
will
be
considered.
This
particular
board
goal
is
based
on
significant
meta
research,
which
finds
that
some
of
those
metrics
common
to
all
students,
graduation
rate,
GPA
and
attendance
are
probably
our
most
reliable
metrics
in
terms
of
measuring
College
and
Career
and
life
ready.
K
So
we
proposed
the
revision
to
you,
Bas,
based
based
on
that
research,
so
I
presented
a
slide
which
includes
the
original
goal.
That
was,
as
it
was
written
some
time
ago,
long
before
my
tenure
in
this
role,
along
with
the
proposed
recommended
rewrite.
So
the
rewrite
the
four-year
graduation
rate
will
increase
from
81%
in
Spring
2023.
K
Revision,
first
and
foremost,
the
timeline
is
consistent
with
the
implementation
of
CCL.
As
it
now
stands,
the
original
board
goal
I
think
was
written
with
some
guesswork
in
mind,
and
now
we
have
a
road
map.
The
Freshman
Academy,
as
we've
established
tonight,
will
be
launched
next
year.
The
first
graduating
class
will
be
2028,
so
we've
set
a
five-year
goal
for
this
board
goal.
K
Also,
I
would
say
five
years
is
typical
of
an
ambitious
districtwide
transformation
of
the
sort
we're
talking
about.
It
would
be
difficult
to
to
imagine
us
reaching
90%
in
a
year
or
two
with
implementation.
Taking
four
years
as
I
mentioned
earlier,
the
metrics
are
important
because
they
apply
to
all
students.
It's
a
nod,
an
important
nod
toward
Equity,
unlike
previous
measures,
which
may
have
pointed
out
SAT
scores
or
taking
an
AP
class
or
Algebra
2,
for
example,
typical
of
college
career
life,
ready
GPA
attendance,
graduation
rate
apply
to
everyone.
K
Therefore,
we
as
a
district
are
held
accountable
for
everyone,
I
think
that's
really
important,
which
isn't
to
say
we're
not
going
to
measure
those
other
things
either.
The
revision
allows
for
very
clear,
very
accurate
Timely
data
Gathering
and
Reporting,
and
we've
worked
very
hard,
as
I
said,
with
assessment
and
evaluation
to
make
sure
the
data
sets
we're
relying
on
we
can
access
readily.
So
graduation
rate,
of
course,
is
is
calculated
by
the
district.
81%
is
based
on
our
best
calculation.
K
We
await
deed,
final
official
proclamation
of
of
of
graduation
rate,
which
will
come
in
about
a
month,
I
think
so
we
get
that
from
the
state
in
terms
of
GPA
and
attendance.
We
can
access
that
in
a
very
timely
way
and
we
we've
just
built
the
tool
that
can
manage
that
information
right
when
students
graduate
at
the
end
of
their
senior
year.
K
Also,
as
I
mentioned,
the
the
research
is
based
on
multiple
sources,
including
and
I've
I've
referenced
it
in
a
link
that
you'll
all
have
access
to,
but
John's
Hopkins
School
of
Education,
the
National
Association
of
of
school
superintendents,
and
also
the
University
of
Chicago
Consortium
on
school
research,
which
is
widely
respected.
Team
of
researchers
next
slide
just
to
to
point
out
what
might
be
obvious
already
we're
using
graduation
rate
as
the
life
Readiness
metric
and
just
consider
what
graduation
means.
K
It's
the
it's:
the
culmination
of
12
Years
of
school.
If
we're
looking
at
high
school
Alone,
that's
24
classes
at
a
minimum,
all
those
teachers
all
that
content
all
those
activities,
all
that
interaction,
there's,
there's,
probably
no
better
metric
to
measure
life
Readiness
than
graduation
rate
itself,
we're
using
attendance,
90%
or
above
to
measure
career
Readiness.
It
involves
grit
account
ability
the
importance
of
showing
up
on
time
and
doing
the
work.
It's
a
great
metric
for
career
Readiness
and,
of
course,
college
readiness
measured
by
grade
point
average.
K
The
research
shows
us
that
it
should
be
at
a
minimum
2.7
in
high
school,
some
say
2.8
or
above
and
it's
the
combination
of
all
those
things,
of
course,
that
we're
hoping
to
produce
students
who
who
who
can
access
a
variety
of
opportunities
upon
graduation
ation
I,
wanted
to
make
everyone
aware
of
the
current
metrics
again.
81%
is
our
graduation
rate
and
then
we've
found
through
a
lot
of
work.
K
Carolyn
tix
should
get
a
shout
out
in
the
office
of
assessment
and
evaluation
that
80%
of
our
kids
are
either
College
Andor
career
ready,
if
we're
using
these
metrics
interesting
to
note
46%
of
our
graduates
last
year
are
both
meeting
the
GPA
metric
and
the
attendance
metric.
So
almost
half
of
our
kids
at
this
point
meeting
both
of
those
next
slide.
The
research
tells
us
that
GPA
and
attendance
are
the
key
metrics
that
predict
CCL
Readiness.
K
The
research
as
I
said,
recommends
Target
high
school
GPA
of
2.7
or
2.8
or
above
the
High
School
attendance
Target
is
90
to
94%
or
above
and
then
just
a
note
that
I
think
is
really
important.
The
research
shows
us
that
GPA
and
attendance
are
more
accurate,
predictors
of
CCL
Readiness
than
test
scores
or
other
achievement.
Metrics.
So
again,
member
Higgins
asked
the
question
about
accountability
in
terms
of
CCL
Readiness.
K
The
the
The
Meta
research
tells
us
that
these
are
the
metrics
to
pay
attention
to
and
if
we're
implementing
well
with
Fidelity,
we
should
see
these
metrics
rise
and
with
that
our
graduates
are
going
to
have
more
opportunities
along
with
the
board
goal.
We
have
interim
goals
designed
to
predict
growth
related
to
grad
rate
GPA
and
attendance,
so
we
have
three
interim
goals
that
we're
recommending
the
first
one
is
based
on
on
trck
graduation
data.
K
So
at
the
end
of
each
school
year
our
students
will
have
accumulated
credits
to
meet
on
track
status.
You
can
only
have
one
F,
no
more
at
the
end
of
a
school
year.
So
if
you
hit
two
FS
you're
now
considered
off
track
toward
graduation
and
you're
playing
catch-up
the
rest
of
the
way.
This
is
really
valuable
information
that
we
need
to
pay
close
attention
to.
K
So
this
interim
goal
is
going
to
require
us
to
make
sure
that
you're
aware
that
all
of
us
are
aware
of
how
many
ninth
graders
are
on
on
track
or
off
track,
10th,
graders,
11th,
graders,
and
so
on
we're
paying
attention
to
those
metrics.
We
should
see
a
graduation
rate
rise
interim
goal.
3.2
is
related,
of
course,
to
attendance.
Postco,
our
90%
and
above
attendance
rate
is
at
51.6
it's
down
about
25%
since
preco
and
I'm
sure
you're.
K
All
aware
of
that,
we've
got
a
lot
of
work
to
do
in
this
area
and
I
would
say,
as
as
I'm
doing
work
with
the
High
School
principles.
Now
every
one
of
them
has
identified
attendance
as
their
key
area
of
focus
this
year
and
we're
all
pleased
with
that.
We
all
appreciate
how
much
work
that's
going
to
going
to
take
interim
goal.
K
3.3
related
to
GPA,
currently,
53.6
of
our
high
school
students
have
a
GPA
of
2.7
or
above
we
want
to
raise,
raise
that
to
7
%,
and
a
note
about
that.
The
others
are
90%
GPA
of
2.7
I
would
just
point
out
is
much
much
higher
than
the
state
requires
right
to
pass
a
class.
K
You
essentially
need
a
d
which
is
a
1.0,
so
we're
setting
a
a
high
standard
for
the
vast
majority
of
our
students,
also
recognizing
that
college
and
college
readiness
is
not
the
only
option
for
our
students
right
CCL
life
ready
should
be
attainable
by
all
students,
whether
they're
college
or
career.
D
G
Really
comment:
I
want
to
applaud
you
all
all
for
the
serious
thought
that
clearly,
you
were
all
engaging
with
this
goal,
which
has
always
seemed
a
little
bit
lofty
and
weird
to
me
that
we
haven't
really
pinned
it
down.
It's
a
very
slippery
thing
and
I
feel
like
what
you
have
here
is
a
vision,
that's
transparent.
That
really
shows
the
importance
of
of
anchorages
capabilities
and
values,
and
visions
and
God
speed
is
the
with
you
know
the
words
all
of.
L
I
think
this
probably
Falls
outside
the
scope
of
what
you're
doing,
but,
but
maybe
not
do
we
have
any
metrics
on
how
our
students
do
three
four
five
years
after
they
left
ASD
and
I
do
understand.
That's
hard
data
to.
E
L
L
Think
some
people
have
ulterior
motives
in
using
that
the
ability
to
actually
talk
about
what
percentage
of
our
students
are
doing
certain
kinds
of
things
several
years
after
they've
left
us
I
think
would
be
powerful
for
us
in
talking
to
the
legislature
and
talking
to
the
public,
but
to
my
knowledge,
Nobody
Does
that
I
don't
know
if
there
are
other
districts
in
the
country
that
do.
A
We
we
do
have
access
to
the
National
Clearing
House
data.
What's
tricky
about
National
Clearing
House
data
is
that
students
we
can
only
track
students
who
enroll
in
a
postsecondary
institution
after
us.
So
while
it
gives
us
a
picture
of
of
how
they're
doing
it's,
not
every
student
and
in
order
for
us
to
get
the
other
kind
of
half
of
the
data,
if
you
will
would
would
take
a
lot
of
us
tracking
graduates
down
and
doing
a
lot
of
individual
phone
calls
and
things
of
like
that.
A
So
we
do
have
that
National
Clearing
House
data,
but
it
is
a
little
bit
tricky
to
track
everyone.
D
So
I'm
sorry,
member
hman
did
you
have
a
followup
okay
and
that's
a
great
question.
I
thought
I
heard
somewhere
that
so
maybe
it's
just
the
Clearing
House
data
I
think
during
our
Retreat
I
think
Emily
shared
with
us
some
of
that
Clearinghouse
data.
Yes,
she
did
it
from,
but
that,
but
that
data
would
not
apply
only
to
Anchorage,
not.
A
Not
all
of
it
it
does
it
tracks-
everybody
n,
Nation,
Nationwide,
Nation,
okay,
so,
but
we
would
be
able
to
track
our
own
individual
students
as
well.
Okay,
so-
and
we
actually
get
those
reports
now
so
that
might
be
something
that
we
talk
about
at
a
future
board
work
session.
A
J
Yeah,
thank
you.
Madam
president.
I
appreciate
the
information
I
I
like
the
goals
I,
we
talked
about
student
attendance
closing
out
last
year
and
I
thought
it
was
exciting.
We
were
planning
to
address
it,
but
we
we
kind
of
got
stuck
on
the.
How
and
I
think
we
mentioned
last
year
that,
due
to
Staffing
challenges
that
we
had
trouble
following
through
in
our
normal
processes
for
following
up
with
students
who
had
treny
issues
and
kind
of
doing
that,
leg,
work
I'm
curious.
What
what
different
this
year.
J
Maybe
why
we're
confident
that
we
have
an
ability
as
a
district
to
impact
interm
goal
3.2
and
I
mean
there's,
there's
a
ton
of
different
Avenues.
There
I
mean
there's
a
there's,
an
Avenue
of
U
mental
health
supports
there's
an
Avenue
of
you
know
over
at
least
reviewing
and
updating
our
student
discipline.
A
lot
of
followup
questions
on
that,
but
I
guess
my.
My
question
for
now
boils
down
to
what
makes
us
confident.
We
have
the
resources
and
the
community
buyin
to
impact.
F
3.2
chime
in
first
because
I
asked
the
same
question
and
I
think
the
exciting
thing
about
this
is:
if
we
adopt
these
goals,
I've
asked
the
team.
We
need
to
make
this
the
main
thing.
So
that
means
whatever
excuses
or
lack
of
resources
that
we're
hearing
out
in
the
world.
We
need
to
take
bold
action
and
address
it,
whether
it's
more
resources,
whether
it's
taking
stuff
offline,
whether
it's
working
with
the
community,
we
really
got
to
make
kids
being
in
school,
the
main
thing
and
I
think
as
an
organization,
because
it
wasn't
a
goal.
F
It
wasn't
a
main
thing
as
much
as
other
things.
So
I
think
this
is
an
exciting
opportunity,
but
attendance
is
one
of
the
biggest
challenges
for
urban
districts
Nationwide.
So
it
is
ambitious,
but
I
told
the
team.
Don't
put
this
out
there
unless
we're
ready
to
report
out
dozens
of
strategies
for
how
we're
going
to
tackle
attendance.
J
J
J
J
Yeah,
thank
you,
madam
president,
so
I
appreciate
that
I
guess
I'll
Focus,
my
my
followup
on
process
is
this
coming
before
us
as
an
action
item
at
a
future
meeting
that
we'll
vote
on
formally.
Will
this
become
adopted
after
today's
work
session?
What
is
the
process
about?
What?
What
do
the
next
steps
look
like
on
this
and
then,
as
a
I
guess,
I'm
doubling
back
to
the
CCL
work
for
just
a
second?
J
Will
we
be
getting
a
if
we're
not
I,
guess
I
would
ask
when
we
have
our
goals
and
goal
report
outs
and
monitoring
sessions,
we
have
kind
of
a
colorcoded
implementation
guideline
graphic
having
one
of
those
for
the
Academy
work
would
be
really
helpful,
because
I
think
the
road
map
is
great
but
seeing
more
progress.
Resses
would
be
super
helpful,
but
so
that's
kind
of
an
idea
and
then
the
question
I
guess
is
what
are
next
steps
look
like
on
adopting
these
formally.
Thank
you.
D
So
so
the
the
goal,
the
CCL
goal
as
presented
today
is-
is
recommended.
So
we
will
have
it
at
our
work
session,
not
work
session,
our
planning
session,
our
gold
planning
session
on
the
16th,
and
we
we
will
be
able
to
talk
about
it
more
and
at
that
time,
deci
put
it
forward
for
approval,
not
just
that
one,
but
hopefully
all
three
and
then
member
Higgins
did
you
have
a
real,
quick
question.
H
B
H
I,
like
that,
a
lot,
the
attendance
issue
reminds
me
a
little
bit
of
other
type
issues
when
we've
got
18%
rise
in
hospitalization,
with
coid
the
last
period
of
time
and
and
going
crazy
with
that,
that's
going
to
be
real
difficult
without
having
some
type
of
program
that
allows
continuation
at
home
when
you're,
sick
or
something
like
that
it
seems
like
that.
Is
that
I
don't
know
if
that's
going
to
factor
into
it.
I
hope
it
does
at
some
point
that
we
recognize
that
we
can't
control
that
and
and
giving
credit
I
remember.
H
In
2008,
we
made
high
goals
on
graduation
teachers
were
being
pushed,
find
a
way
to
help
kids
succeed
to
pass
the
class
they
felt
like
that
was
inappropriate.
I
was
applauding
it,
so
it's
okay,
I,
like
that
approach
and
I,
like
the
approach
right
now
on
the
CTE
I'll
just
make
one
comment
at
the
at
the
National
School
Board
Association.
When
we
got
into
the
AI
discussions
it
talked
about
what
schools
might
be
heading
and
talked
about
low
level
skills
of
these
skills.
H
All
CTE
was
a
big
factor
there
and
and
promoting
that
keeping
that
in
place
and
growing
that
I
just
applaud
that,
because
that's
a
I
think
it's
true
with
the
national
information
we
get
and
it
just
makes
common
sense.
It's
it's
critical
needs
and
and
I'm
just
real
pleased
with
that
comment.
So
thank
you.
D
Okay,
not
seeing
any
more
hands.
Thank
you
guys.
This
has
been
great
and
I'm
sure
this
won't
be
our
last
time,
but
good
work,
impressive
and
transformative.
I
I
I
mean
really,
and
thank
you
for
the
proposed
goal
and
the
new
way.
It's
not
even
new.
It
just
makes
sense
to
measure
in
the
ways
that
you.