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From YouTube: WA: Principal's Coffee - January 10, 2023
Description
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B
A
Our
goal
for
today
is
to
talk
about
two
things:
one
computer-based
testing,
that
if
you
have
a
child
in
fourth
and
fifth
grade
you're,
probably
starting
to
hear
a
bit
about
and
also
Dr
Colvin
Ecker
will
be
presenting
on
title
one.
So
we
will
go
through
these
slides
if
you
have
any
questions,
feel
free
to
to
ask
okay.
So
the
first
thing
I'm
going
to
do,
is
kind
of
give
you
an
overview
of
dates
before
I,
pass
it
over
to
Mrs
Palmer,
so
New,
York
State.
This
is
the
timeline
of
what
computer-based
testing
requirements.
A
A
A
We
spent
some
time
in
the
fall
meeting
with
the
different
grade
levels
to
find
out.
You
know
what
do
you
want
to
do?
Do
you
really
want
to
wait
for
these
things,
or
is
there
a
way
we
can
really
roll
this
out
to
make
sure
our
children
are
best
prepared?
And
that
being
said,
our
fourth
and
fifth
grade
groups
have
decided
to
do
computer-based
testing
this
year
in
third
grade.
A
The
only
reason
we're
not
doing
computer-based
testing
is
in
third
grade
is
their
first
time
they've
ever
taken
a
state
exam,
so
I
think
that's
a
very
appropriate
that
they're
still
doing
the
typical
pencil
and
Pedro
this
year
with
the
plans
in
the
coming
years
to
do
computer-based
testing
before
it's
actually
required.
So
if
you
have
a
child
in
fourth
or
fifth
grade,
they
will
be
taking
the
language,
arts
and
Mathematics
test
this
spring.
A
On
the
computer
this
past
week
we
sent
a
blast
out
to
the
community,
letting
everyone
everyone
know
that
part
of
that
we're
required
by
the
state
to
do
a
simulation
test
which
initially
I
was
like.
Oh
my.
This
is
a
lot,
but
it's
actually
wonderful,
because
it's
preparing
the
building,
it's
preparing,
The
Faculty,
the
staff,
the
students
and
just
all
the
technology.
So
it's
required
and
now
that
we've
really
dug
into
it
and
spent
the
last
few
months,
studying
it
I'm
actually
kind
of
excited
about
it
in
the
math
and
language
arts.
B
So
while
the
tests
are
scheduled
for
March
and
April,
the
state
has
decided
that
you
know
it's
a
good
idea
to
have
a
simulation
like
a
practice
of
this
test,
and
in
doing
so
the
students
will
be
able
to
gain
some
of
the
experience
of
taking
the
test
on
the
computer,
and
the
school
has
a
chance
to
really
figure
out
the
logistics
of
how
the
building
is
going
to
feel
and
making
sure
that
all
the
systems
are
in
place.
But
important
to
know
is
that
it's
most
things
again.
It's
practice.
B
It's
a
dry
run
where
we
can
all
get
a
really
good
feeling
of.
What's
going
to
happen,
there
will
be
no
official
scoring
again
it's
for
the
experience.
The
CBT
computer-based
testing
will
test
the
net
Network
to
make
sure
that
the
devices
are
up
to
date,
the
operating
systems
and
everything
are
working
and
again
so
that
the
administration
and
accommodations
and
all
of
the
little
nuts
and
bolts
like
the
login
tickets,
which
you'll
hear
more
about
that
they're
all
in
place.
Keeping
it
simple.
B
So
just
a
few
quick
facts:
how
long
would
the
simulation
take?
The
simulation
is
honestly
only
equal
you're,
only
taking
about
40
minutes,
which
is
the
equivalent
to
just
one
working
period,
and
it's
just
previously
released
questions
and
the
truth
truthfully
most
of
the
teachers
are
preparing
students
with
previously
released
tests.
So
the
actual
questions
in
the
format
of
the
test
students
are
very
familiar
with,
as
I
said,
the
login
tickets,
the
Proctor
pins
and
access
codes.
B
B
B
B
Here
are
some
tools
that
they
will
see
just
giving
you
a
little
tint
of
what
that
would
look
like.
So
here
we
have
a
typical
Ela
screen
where
you'll
see
the
story
on
one
side
and
the
questions
on
the
other
students
are
actually
already
familiar
with
this
format,
with
one
or
two
of
the
the
programs
that
we
use
in
school,
and
so
truthfully
this
this
to
them,
is
kind
of
run-of-the-mill
they
are
actually
exposing
to
explain
it
to
some
of
the
teachers.
So
it's
kind
of
nice
that.
B
Here
are
some
other
tools
that
are
available
on
the
screen
like
they
can
zoom
in
and
out.
They
can
bookmark
certain
certain
sections.
They
can
take,
notes,
use
a
highlighter,
a
line
by
line
reader
and
even
eliminate
answers.
Much
like
what
they're
able
to
do
they're
taught
to
do
when
really
annotating
texts.
B
There's
like
a
constructed
response
where
they're
given
a
question
and
really
using
step
by
step
directions,
they
are
expected
to
answer
and
solve
a
problem
with
that
they
might
have
to
draw
use
different
tools
and
strategies
to
solve
a
problem
and
still
the
dip.
This
math
drawing
toolbar
gives
them
the
tools
in
which
to
do
that.
B
B
C
C
B
Now.
Teachers
are,
as
I
said,
practicing
the
tests
and
online
through
the
next
kind
of
browser.
They
are
able
to
sample
different
questions
for
both
math
and
Ela
in
their
respective
grade
levels.
Okay,
and
that's
what
Mr
Max
said,
there
was
a
blast
sent
to
the
community,
really
just
reminding
you
and
letting
you
know
that
the
CBT
is
coming
up
on
the
19th
and
the
20th
of
January.
B
A
Thing
that
you
may
wonder
about
is
why
are
we
doing
this
so
early,
so
the
state
actually
requires
us
to
do
the
simulation
period,
which
again
initially
I
was
like.
Oh
wow.
This
is
really
far
in
advance
of
the
actual
state
test,
but
what's
really
good
about
it
like
any
good
system
in
a
school,
we
have
a
very
strong
State,
Testing
system
that
we've
had
with
pencil
and
paper
for
years.
A
C
A
A
A
D
A
B
Yeah-
and
they
are
very
familiar
with
using
that
with
the
different
I
ready
or
any
other
programs
that
we
have
been
using
and
again
as
Mr
Mack
said
at
this
point,
when
they're
used
to
doing
the
simulation
they'll
be
using
these
these
tools
and
to
see
how
comfortable
they
are,
but
between
now
and
even
simulation,
they
have
been
using
it.
They'll
continue
to
use
it
where
they
will
be
able
to.
You
know
gain
that
dexterity
to
be
able
to
at.
A
They're,
all
in
time
now
that
changed
about
seven
years
ago,
six,
seven
years
ago,
yeah
so
it's
on
time,
so
we
will
what
we
do
just
like
with
the
pencil
and
paper.
We
have
a
lot
of
period
of
time
where
a
majority
of
kids
finish
if
a
child
needs
more
time,
that's
fine!
We
move
the
building
when
we're
able
to
they
actually
come
in
here.
So
a
child
will
pause.
The
test,
they'll
get
up,
they'll,
be
able
to
take
a
break.
A
You
know
like
a
supervised
break,
you
know
get
a
little
snack
if
they
knew
they
can
even
eat
lunch
supervised,
and
then
they
come
back
in
and
those
Proctor
codes,
Ms
Palmer
was
talking
about
as
the
Proctor.
You
have
a
code
for
that
child.
Okay,
Dave
is
starting
his
test
back
up
enter
start
right
where
they
left
off
yeah,
so
they're
technically
on
time,
for
both
of
you
did.
A
A
great
question:
so
technically
we
can't
move
a
child
to
a
separate
location
unless
they
have
that
accommodation
on
on
an
IEP,
but
this
is
the
whole
reason
we're
doing
the
simulation.
So
we
may
have
a
child.
This
child,
a
child
X
that
took
some
more
time
or
the
simulation
took
much
longer
than
the
other
kids,
and
that's
the
whole
purpose
of
doing
this.
Really
so
that
now
the
teacher
can
work
with
that
student
to
really
prepare
them.
A
We
have
all
those
practice
tests,
we'll
get
them
back
in
there
to
really
try
to
move
through
it.
I
think
what
we're
I
would
imagine.
What
we're
going
to
see
is
the
kids
are
are
more
or
less
the
easy
part
in
all
of
this,
but
it's
like
how
how
we're
getting
them
used
to
logging
in
how
are
the
Proctors
restarting
the
test
with
any
mock
exam
that
we
do?
The
kids
always
do
quite
well,
but
it's
a
great
point
and
that's
what
we're
watching
for
when.
B
And
the
truth,
just
taking
it
from
a
classroom
point
of
view,
the
teachers
are
preparing
them
and
the
truth
is
whatever
whomever
is
taking
a
little
bit
longer
or
might
need
that
extra
time
they're
doing
that
now,
so
it's
not
going
to
be
something
that's
new
or
pressuring
during
the
test
and
I
have
to
say,
teachers
are
actually
trying
to
slow
kids
down
and
say:
okay,
let's
take
your
time,
don't
rush
through
it.
Take
your
time
take
your
time.
B
So
that's
really
a
lot
of
a
language
that
happens
within
the
classroom,
just
allowing
children
to
take
that
time
to
really
read
carefully
and
just
be
thorough.
So
it's
really
just
a
matter
of
nothing's
going
to
be
the
day
of
the
test
as
far
as
who
might
need
extra
time
and
who
might
take
that
time
just
to
be
sure
that.
E
E
B
B
B
A
D
This
is
maybe
a
longer
question
so
happy
to
table
it,
but
as
we
move
more
and
more
into
digital
testing
and
being
immersed
in
that
technology,
any
thoughts
on
having
Chromebooks
that
fully
fold
out
with
a
stylus
high
quality
like
apple
pencil.
So
you
can
actually
have
paper
and
pencil
like
feel
as
opposed
to
working
like
an
adult
yeah
at
a
desk
position.
But.
A
Yeah
I
think
that
is
a
bigger
question,
but
I
think
that's
an
interesting
thought
that
you
know
right
now:
we're
not
there,
but
it's
a
good
question
as
we
continue
to
I.
Imagine
more
and
more
I
mean,
as
you
say,
in
the
third
in
three
years.
We
don't
have
a
choice
for
depends
on
paper
anymore,
so,
where
what
do
we
do
from?
That
is
big
question
book
it
videos
and
CBT
and
feel
free
for
anyone
on
alcat,
TV
or
anyway.
A
If
you
guys
have
questions
or
your
kids
come
home
after
the
simulation
next
week
and
kind
of
have
a
few
questions
reach
out
to
your
classroom
teacher
reach
out
to
us
we're
really
working
through
this.
We
are
very
happy
that
we
are
kind
of
progressing
with
this
and
we
have
some
time
to
really
really
figure
it
out
with
Dr.
F
B
F
F
One
Title
One
is
some
federal
funding
that
is
available
to
districts
that
have
economically
disadvantaged
students
and
it's
through
the
ever
students
that
seems
act
so
every
year
we
can
apply
for
the
funding
and
it's
based
on
the
number
of
students
requiring
in
the
district
and
while
we
don't
get
a
lot
of
funding,
I'll
apply
for
any
amount
of
money
to
get
that
brings
in
to
help
our
students.
So
it's
worth
it
for
me,
so
we
only
get
about
fifty
thousand
dollars
annually.
F
There
are
districts
that
get
in
the
millions
of
dollars
and
there
are
certain
requirements
that
I'm
allowed
to
spend
the
money
on
in
the
past,
and
generally
we
spend
money
on
a
few
areas.
One
is
for
academic
intervention
services
that
would
be
for
students
falling
below
State
Standards.
You
get
score
on
one
or
a
two
on
the
state
test.
We
can
provide
services
for
those
students.
F
C
F
One,
certainly
you
can
play
through
the
state
I'm
required
to
tell
you
that
I
hope
you
reach
out
to
me
first
before
you
would
just
complain
to
the
state.
One
more
thing
I'm
required
to
present,
but
it's
also
a
good
slide
to
put
up
is
ways
to
get
involved
in
our
community.
We
have
lots
of
opportunities
for
parents
to
be
involved
and
we
truly
value
parents
being
involved
in
our
schools.
Everything.
F
B
F
Those
parents
who
volunteer
for
Bobcat
TV
tell
me
all
the
time
they
think
they
have
the
best
job
because
they
get
into
all
the
schools
and
get
to
hear
all
of
these
exciting
programs
and
see
a
lot
of
things
that
other
parents
might
not
see
or
know
about
throughout
all
of
our
school
district,
a
big
part
of
hiring
committees
whenever
we're
hiring
faculty
or
administrators
parents
are
part
of
that
committee
as
well.
You
do
need
to
train
for
that.
So
look
for
emails
on
the
training
sessions.
F
So
that's
that
part
of
it
I
want
to
talk
about
a
few
curricular
initiatives
and
for
about
10
years,
we've
really
been
studying
various
research
on
the
link
between
learning
and
emotion,
soft
skills
of
learning,
and
it's
quote
from
Mark
Brackett
that
talks
about
that.
Everything
is
linked
to
our
emotions,
so
memory
focus
and
attention
I'll
go
back
to
the
parts
of
the
brain
that
deal
with
emotion,
feelings
and
also
from
Neuroscience
that
it
turns
out
that
our
emotional
resilience.
B
B
F
So
this
model
helps
us
make
sure
we're
integrating
those
key
areas
so
that
we
can
be
certain
we're
maximizing
students
potential
to
learn.
So
that's
how
we
use
this
framework
and
it
goes
down
to
everything
from
impulse,
control
and
Stress
Management,
so
setting
goals,
the
students,
setting
goals
and
working
together
goals
to
reflecting
and
identifying
problems
and
thinking
about
their
learning.
These
are
all
part
of
making
sure
that
we're
teaching
the
whole
child
so
that
we
can
maximize
learning
based
on
what
we
know
about
the
research.
F
Principles
which
we're
currently
reviewing
in
the
district
through
our
site-based
team,
these
were
written
over
20
years
ago,
respectful
dialogue,
respect
for
something
others
and
service
and
kindness.
So
last
year
we
started
that
conversation
with
our
site-based
team.
To
ask
ourselves:
are
these
still
relevant
and
is
there
anything
we're
going
to
say
so
we're
looking
at
possibly
revising
our
character,
education
principles?
F
F
F
Our
study
group,
which
has
about
30
administrators
teachers
and
parents
on
it,
I'm
also
having
public
meetings
so
that
other
people
can
come
and
join
and
learn
with
us
as
well.
So
we've
held
two
meetings
so
far.
We
had
a
principal's
copy
here
in
November
and
we
had
a
board
meeting.
These
are
all
available
on
our
website.
I'll
give
you
a
link
to
that
in
a
moment.
F
Our
next
public
session
is
going
to
be
February
9th
at
4,
where
we'll
be
looking
at
strategies
and
some
the
ways
that
we
teach
students
to
read
in
the
classroom.
So
we're
going
to
look
at
a
couple
methods
and
have
parents
involved
in
learning
to
read,
and
then
the
research
behind
it
we'll
have
our
expert
Consultants
there
as
well.
So.
F
F
To
talk
to
us,
and
then
we
started
to
develop
an
approach
to
teaching
technology
from
kindergarten
through
the
high
school
and,
as
a
result,
we've
completely
transformed
our
technology
courses
all
through
at
every
level
in
every
building,
and
you
can
see
it
in
this
room.
This
room
was
designed
to
have
kids
explore
a
lot
of
different
tools
and
we
have
3D
printers
over
here.
F
F
F
F
Is
that
we
have
to
constantly
revise
this
because
some
of
the
things
we're
doing
now
here
at
Wampus,
we
were
doing
at
the
middle
school
about
five
years
ago.
We
could
bring
those
down
now
and
get
more
sophisticated,
because
kids
are
getting
more
sophisticated
in
their
approach.
So
we
have
a
really
amazing
guy
Steve
curriculum,
also.
C
F
F
This
is
the
framework
we
use
that
comes
out
of
the
Asia
Society,
really
amazing
program
that
we're
very
happy
with,
and
we
get
a
lot
of
great
feedback
for
students
to
engage
in
this
work
and
from
when
they
go
to
interview
for
colleges.
They
get
asked
a
lot
about
their
action
projects,
because
they're
very
unique
colleges
are
often
looking
for
that
unique
experience
that
students
have,
and
similarly
after
spending
time
getting
that
off
the
ground.
We
started
to
think
about
other
ways
to
engage
our
kids
and
we
talk
to
students.
F
We
get
a
feel
for
what
might
be
missing
in
our
students.
Experience
and
one
thing
we've
talked
about
we're
realizing,
is
a
lot
of
our
students
are
engaged
in
starting
their
own
companies
or
doing
projects
outside
of
school,
and
we
thought
how
can
we
teach
them
this
here?
So
we
started
to
look
at
universities
and
a
lot
of
universities
are
doing
entrepreneurship,
programs,
we've
looked
at
MIT
and
Cornell,
and
a
lot
of
other
schools
and
started
to
say
what
can
we
do
in
the
high
school?
So
we
created,
we
spent
a
couple
years
researching
designing.
F
F
F
Based
on
your
own
area
of
expertise,
so
whether
you're
used
to
maybe
you're
a
lawyer
and
you're
working
with
startups
all
the
time,
you
probably
have
some
really
good
knowledge
you
can
share
with
our
kids.
Maybe
you
have
particular
knowledge
in
areas
of
technology
or
working
with
startups
or
other
type
of
aspects
of
running
a
business.
It
could
be
marketing
and
design.
So
it'll
be
product
development.
You
know
we
need
those
areas
that
fit
into
our
curriculum
for
parents
to
come
in.
So
we
have
a
database
now
about
50
parents.
F
E
C
F
Their
product
idea
so
you're
their
Mentor
throughout
the
year
third
way
to
get
involved
is
to
be
on
our
Advisory
Board
and
our
Advisory
Board
was
a
group
of
parents
that
I'll
meet
with
just
review
the
program,
but
also
you'll,
be
on
the
pitch
committees.
So
students
have
to
pitch
their
product
ideas
three
times
throughout
the
year.
It
does
culminate
at
the
end
of
the
year.
In
a
final
competition,
the
winning
team
ends
up
getting
sent
to
possibly
say
record
yourself
and
you
get
sent
to
possibly
qualify
for
the
national
competition
so
being
on.
F
F
F
E
F
Right
we
did
look
at
that
years
ago.
We
have,
we
offer
27
advanced
placement
courses
through
the
College
Board.
We
just
felt
the
IB
would
compete
with
that
and
being
a
small
school
to
have
too
many
programs
we
felt
would
just
spread
and
thin.
So
we
have
the
aps
that
we're
creating
these
other
programs
that
are
our
own
invention
that
are
based
on
the
needs
of
our
kids.
F
F
Little
bit
what
it
does
it's
really
looking
at
Global
events,
so
the
year
one,
the
program
which
is
available
to
students
starting
in
10th
Grade,
looks
at
the
United
Nations
sustainable
development
goals,
I
think
there's
about
27
and
that's
our
curriculum,
so
we're
looking
deeply.
We
don't
study
all
27
kids
become
aware,
but
we
go
deeply
into
several
of
those
where
kids
then
look
at
that
from
multiple
perspectives,
so
they're
studying
world
events
they're.
Looking
at
the
the
ideas
behind
the
goals,
they
look
at
it
from
different
perspectives.
F
C
F
C
C
F
F
To
do
for
a
while,
but
we
have
a
lot
of
other
curricular
areas.
First
of
the
elementary
to
deal
with,
including
revising
our
literacy
program.
We
also
are
looking
at
a
new
science
program
because
there's
no
science
standards
we
have
to
implement
so
there's
been
a
lot
to
juggle
at
the
elementary
level.