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Dialogue • Discuss • Pause • Paraphrase

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National Domestic Violence Awareness Month

While October is National Gay, Lesbian, Bisexual, Trangender, Intersexed, Asexual (LGBTQIA+) History Month, it is shares the space with National Domestic Violence Awareness.

  • Crime reports and research affirm that the majority of instances of Domestic Violence are perpetuated by intimate partners.
  • While typically associated with “adults,” domestic violence can be present among teen relationships and is not limited to only relationships between heterosexual teen-couples.
  • A 2012 study of Intimate Partner Violence (IPV) in LGBTQ communities found gay-identifying males who experience IPV are twice as likely to require medical attention and 16 times more likely suffer injuries than non-gay identifying males.

Resources to learn more:

National Coalition Against Domestic Violence: https://ncadv.org/

The Hotline: https://www.thehotline.org/ �1.800.799.SAFE (7233) or text “START” to 88788

Sources

CDC Preventing Teen Violence: https://www.cdc.gov/violenceprevention/intimatepartnerviolence/teendatingviolence/fastfact.html

National Coalition Against Domestic Violence: https://assets.speakcdn.com/assets/2497/who_is_doing_what_to_whom.pdf

Dating Violence Prevention: https://youth.gov/youth-topics/teen-dating-violence

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LCAP Taskforce Meeting

October 06, 2021

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Notes Resource Available

Notes Template for meeting(view)

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Get your own copy

https://docs.google.com/document/d/1FVBnhWn-_3MywZFWJz0esQh80UQWkb-H3LZoZ-XD_64/copy

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Welcome (Sign-in)

For record keeping, please use the chat box to type in

    • Your name
    • Organizational affiliation
    • Role within the organization

Example: David Rennie, PUSD, Interim Support (S&FP)

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From The Last Meeting

  • Hearing from different departments is valuable
  • Components:

Clear objective; debriefs at the end; focused agenda; guides/primers for data; individuals share; alignment to LCAP

  • Outcomes:

Clearly defined products; share working examples; follow-up with reporting back to Taskforce.

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Norms & Purpose

Dialogue for understanding

Discuss for decision making

Pause to listen and respond

Paraphrase for yourself and others

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modified from

Garmston, R. J., & Wellman, B. M. (2016). The adaptive school: A sourcebook for developing collaborative groups. Rowman & Littlefield.

The purpose of today’s meeting includes...

  • Departmental plan study for alignment
  • Planning next study session
  • Debrief
  • Closing

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Agenda

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Topic

Activity

Facilitator

Format

Time

Welcome / Opening

Chat Feature /

Caller Share Out

David Rennie

Present

2 min

From Our Last Meeting

Review Slide

David Rennie

Present

3 min

Department Plan Presentation

Informational Slides

David Rennie

Present / Clarify

15 min

Group Discussion/ Reflection

Breakout Rooms/ �Whole Group Share out

Everyone

Dialogue

25 min

At our next meeting

Input Discussion

Everyone

Share out

10 min

Debrief/Warp-up

Closing Comments

Everyone

Share out

5 min

Dialogue • Discuss • Pause • Paraphrase

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Department Plans:

A Sample Study

All plans available at: https://www.pusd.us/Page/9563

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State & Federal Programs

Purpose:

To provide support and coordinating services

to schools and district departments and

ensure compliance with Federal and State funding requirements and guidance.

Department Services:

  • Monitor Title I, Title II, Title IV, and CSI grant activities
  • Train and guide school site councils
  • Coordinate equitable services for private schools
  • Coordinate the district LCAP
  • Coordinate SARCs
  • Build district capacity for monitoring and reporting
  • Charter school program monitoring and Prop. 39 evaluations

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Where we were last year...

What we set out to do

  1. pilot monitoring department plans
  2. utilize parent stakeholder and advisory groups as a strategic resource
  3. obtain 100% compliance for all monitoring efforts

Outcomes

  • submission rates consistently above 60%, process could be refined
  • increased stakeholder engagement, impact on student achievement could be better articulated
  • No compliance findings; this does not align with build capacity

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So what’s different this year?

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What (If SFP…)

Why (in order…)

So what (so that…)

Provide SSC initial and ongoing training

to provide uniform knowledge of “the hows and whys” of the work

SSC planning and monitoring capacities could improve across the district.

Provide monthly summary of Advisory group topics to central office

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and

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posts department plans in a timely manner

to promote a formal channels for transparent, two-way accountability conversations within the community

stakeholder communications reflect deeper two-way engagement.

Dialogue • Discuss • Pause • Paraphrase

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So what’s this got to do with LCAP?

Stakeholder Feedback:

Minimal data was monitored to inform how stakeholder groups’ capacity for engaging in developing, monitor, and evaluate the effectiveness of the plans.

This included both central office stakeholders and parent groups.

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So what

(If we could improve...)

Alignment

(SFP can impact LCAP Goals)

SSC planning and monitoring capacities could improve across the district.

Parents and guardians feel welcomed at their school, have sufficient two-way communication with their school and are provided with knowledge and skills to successfully support and advocate for their child.

stakeholder communications reflect deeper two-way engagement.

Systems and processes of the district are effective, transparent, and efficient. The central office is responsive to the needs of the school sites.

Dialogue • Discuss • Pause • Paraphrase

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Connecting All The Dots

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Communication channels should promote two-way dialogue and discussion

Responsive

  • Communication is not “one and done”
  • Dialogue for understanding
  • Discussing for decision making

Stakeholder feedback expressed desire for stronger transparency from District Office

Transparent

  • Public facing plans detail “what & why”
  • Monitoring promotes conversations
  • Proin in tellus felis volutpat

Planning and Monitoring are essential to improving student outcomes

Knowledge and Skills

  • SSC provides advocacy opportunities
  • Student outcomes directly tied to SPSAs
  • Building shared decision-making

Dialogue • Discuss • Pause • Paraphrase

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Breakouts: �Dialogue (small group)

Share out (individual)

  • What does this plan articulate well?
  • What improvement for LCAP alignment (if any) do you see?
  • How has this shifting your thought process about your work (if at all)?
  • What next steps are you thinking about coming out of this presentation?

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Page 6 of Notes Template (click here for your own copy)

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Whole group debrief

  • Clarity of the planning steps
  • Emphasis on two-way communication
  • Process has changed over time and reading plans in a different way
    • Idea: see final product to help others understand better
  • Reads priorities to action
  • Transparency on the money in the plans. If not showing where the money comes from then where else
  • Goals are the goals of the department rather than the just that of the funding
  • Plan well articulated and purpose was communicated
  • Highlight: stakeholders are both district AND parent groups

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Next Meeting:

What do you want me to bring?

What do you want to hear about/do?

  • Bring other departments or needs assessments to the group
  • Make space for spring assessment data
  • Dashboard results in December
  • Funding and timelines and planning
    • Currently feels like budget, then plan
    • Needs to shift to Plan then budget
    • Transition planning to DLN times
  • Purpose of Taskforce is to see overall alignment and working together between Departments and School Site Plans

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We cannot do all of our work without you!�¡No podemos hacer todo nuestro trabajo sin usted!

For your help…�Para su ayuda...

For your time…�Por tu tiempo…

For your trust…�Para tu confianza…

For your insight…�Por tu conocimiento…

For your honesty…�Por tu honestidad … ¡Muchas gracias!

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Be aware of inferences you make.

Needs assessments are further along the “ladder of inference.”

Treat comments and questions as explorations rather than challenges or accusation.

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From Argyris C. (1992). Overcoming organizational defences�https://gelinasjames.com/wp-content/uploads/2017/11/img_3822.png