Mar 29, 2022 School Board Meeting

[1. CONVENE]

[00:00:06]

AND WE'LL GO AHEAD AND GET STARTED.

THE FIRST ITEM ON OUR AGENDA IS THE PLEDGE OF ALLEGIANCE.

IF EVERYONE, PLEASE JOIN ME AND STAND.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC, WHICH IS ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

WELL, AGAIN, WELCOME AND THANK YOU FOR BEING HERE.

THE NEXT ITEM ON OUR AGENDA THIS EVENING IS THE TO RECITE THE LAND ACKNOWLEDGMENT AND UNDERSTAND THE CONGO IS GOING TO BE DOING THAT FOR US THIS EVENING.

WE THE PEOPLE, WE THE FERNDALE SCHOOL DISTRICT ACKNOWLEDGE WE ARE RESIDING ON THE TRADITIONAL, ANCESTRAL AND UNCEDED TERRITORY OF LOCAL PEOPLE.

THE PEOPLE ARE THE ORIGINAL INHABITANTS OF WASHINGTON'S NORTHERNMOST OUTPOST IN THE SOUTH ARE IN BRITISH COLUMBIA.

THEY LIVE IN VILLAGES THROUGHOUT THIS TERRITORY AND CONTINUE TO HAVE ONGOING RELATIONSHIP WITH THESE AREAS SINCE TIME IMMEMORIAL.

THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ALL THE TRADITIONAL, ANCESTRAL AND UNCEDED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAYS OF LIFE.

WE HONOR OUR ANCESTORS AS WE ACKNOWLEDGE THE PAST, PRESENT AND FUTURE OF THE MANY PEOPLE AS THE ORIGINAL INHABITANTS OF THIS LAND.

THANK YOU. SO THE NEXT ITEM, 2.01 IS THE ADOPTION OF THE BUDGET OR EXCUSE ME, ADOPTION

[2. ADOPTION OF AGENDA [GC-4.7]]

THERE WAS A VERY MINOR, REASONABLE CHANGE THAT WAS REQUESTED OF THE BOARD, AND THE BOARD WAS NOT ABLE TO DISCUSS THAT PRIOR TO TONIGHT'S MEETING.

AND SO THE SUPERINTENDENT, THE SUPERINTENDENT'S CONTRACT INCLUDES A DISTRICT RESIDENCE HERE AND IN DISTRICT RESIDENCY REQUIREMENT WITHIN SIX MONTHS OF THE FIRST DATE OF EMPLOYMENT. ANYONE WHO'S BEEN OUT LOOKING AT THE HOUSING MARKET KNOWS THAT FINDING THE HOUSE IS NOT EXACTLY EASY IN TODAY'S MARKET, AND WE WANT TO ENSURE THAT WE ARE PROVIDING A REASONABLE AMOUNT OF TIME FOR DR.

DOMINGUEZ AND HER FAMILY AS THEY BEGIN THE TRANSITION INTO BEING MEMBERS OF THE FERNDALE COMMUNITY. WE DO HAVE A LETTER OF INTENT FOR DR.

DOMINGUEZ TO SIGN TONIGHT, AND WE'RE HAPPY TO HAVE HER IN THE AUDIENCE.

HOWEVER, I WOULD LIKE TO SUGGEST THAT WE CONSIDER TABLING THE APPROVAL OF THE CONTRACT TO ALLOW FURTHER DISCUSSION ON THAT PORTION OF THE CONTRACT.

I WANT TO MAKE SURE THAT WE ARE SETTING DR.

DOMINGUEZ UP FOR SUCCESS IN HER TRANSITION AND WOULD BE HAPPY TO ARRANGE AN EXECUTIVE SESSION FOR THE BOARD TO DISCUSS THESE CHANGES IN THE CONTRACT PRIOR TO APPROVAL IN A FUTURE MEETING. SO WITH THAT, THE CHAIR WOULD RECOMMEND THAT WE TABLE THAT PORTION 3.01 AT THIS TIME.

SO ARE THERE ANY OTHER SUGGESTED CHANGES TO THE AGENDA? I'M SORRY ABOUT THIS AND I WOULD LIKE TO REMOVE ITEM 6.05 FROM THE AGENDA.

AT THE PREVIOUS MEETING I HAD BEEN ASKING ABOUT, YOU KNOW, RACE BOARD ABOUT THINGS LIKE CODE IN THAT IT WASN'T THAT WAS NOT REALLY MY INTENT WAS TO DISCUSS CODE EXPANSION.

THAT WASN'T IT. I JUST WANTED TO HAVE MORE INFORMATION ON HOW WE AS A BOARD, YOU KNOW, WHAT THE ROLE IS FACING BOARD MEMBERS.

AND I THOUGHT THAT PERHAPS WE COULD GET A, YOU KNOW, HAVE A MEETING WITH THE PEOPLE WHO DO TO DO THE RISK MANAGEMENT FOR THE DISTRICT, YOU KNOW, MAYBE EVEN AS A WORK SESSION RATHER THAN, YOU KNOW, WHATEVER.

JUST BECAUSE I AM NOT FAMILIAR WITH THAT AND I'D LIKE TO HAVE MORE INFORMATION.

OKAY. OKAY.

ANY OTHER AGENDA MODIFICATIONS THAT NEED TO BE HEARD AT THIS TIME? THEN THE CHAIR WILL ENTERTAIN A MOTION.

I WILL MAKE A MOTION TO TABLE.

AGENDA ITEM 3.1 APPROVAL OF THE NEW SUPERINTENDENT CONTRACT AND ALSO TO REMOVE AGENDA ITEM 6.5 FROM TODAY'S SESSION.

IT HAS BEEN MOVED THAT WE DELETE THIRD WEEK TABLE FROM THE AGENDA ITEM 3.01 AND WE REMOVE ITEM 6.05 THAT OTHERWISE EXCEPT THE AGENDA HAS PRESENTED.

[00:05:04]

THE AGENDA IS ADOPTED AS AMENDED.

OKAY. SO AT THIS MOMENT, I WOULD LIKE TO RECOGNIZE A IMPORTANT GUEST WITHIN OUR AUDIENCE, AND THAT IS DR.

KRISTI DOMINGOS.

AND I WOULD ALSO LIKE TO ASK HER TO ASK FOR HER SIGNATURE, BECAUSE I KNOW SHE'S GOING TO BE FAMOUS SOMEDAY, BUT WE'D LIKE TO HAVE HER SIGN THE LETTER OF INTENT, AND ALSO WE'D LIKE TO PROVIDE HER WITH SOME BLAME THAT WILL.

I'M SURE THAT HER CURRENT EMPLOYERS WOULD LOVE HER TO WEAR ON A DAILY BASIS AND ANYWHERE. PROBABLY KNOW IT IS A MATTER OF PRIDE HERE.

AND. SO, DR.

DOMINGUEZ, IF YOU COULD PLEASE STEP FORWARD.

WE DON'T HAVE TO TAKE A STUDIO VOTE ON WHICH, YOU KNOW, WHICH BELLINGHAM WOULD PREFER. THIS IS NICE.

I LOVE IT. WE HAVE TO HAVE YOU DRESSING IN STYLE.

I AM SO EXCITED.

I WAS. NEED SOME GEAR.

WE ARE VERY EXCITED AS WELL.

OKAY. THERE'S MORE TO COME, I'M SURE. OKAY.

WELL, WE'RE STARTING AN EXCITING NEW CHAPTER AND WE'RE LOOKING FORWARD TO IT AGAIN.

FOR THOSE THAT ARE WATCHING ONLINE, THOSE THAT ARE HERE WITH US, I WANT TO THANK MY FELLOW BOARD MEMBERS, THE ADMINISTRATIVE TEAM, ALL THOSE BEHIND THE SCENES THAT GOT THINGS READY AND CERTAINLY THE COMMUNITY FOR PARTICIPATING IN THE SUPERINTENDENT SEARCH PROCESS AND ALL THE INPUT THAT THEY GAVE US DURING THAT PROCESS, IT REALLY HELPED US.

WE HAVE A LOT OF INFORMATION TO LOOK AT AND WE'VE HAD THREE GOOD CANDIDATES.

WE FEEL WE SELECTED THE BEST AND I'M HAPPY TO SAY THAT A LOT OF THE COMMUNITY AGREED WITH SAID. THANK YOU VERY MUCH.

SO THAT NOW TAKES US ON TO ITEM 4.01, WHICH IS PUBLIC COMMENT.

[4. PUBLIC COMMENT [GC-3.3]]

IT ISN'T THE TIME WHEN THE BOARD RESPONDS.

WE WILL LISTEN.

WE MAY ASK CLARIFYING QUESTIONS, BUT WE DON'T ENGAGE IN A DIALOG AT THIS TIME.

THIS IS ONE OF THE FORMATS AS FAR AS FOR COMMUNITY TO GIVE US INPUT.

WE ALSO OUR CONTACT INFORMATION IS AVAILABLE BOTH ONLINE WITH OUR EMAIL ADDRESSES, OUR PHONE NUMBERS, OUR ADDRESSES.

SO WHATEVER FORM OF CONTACT IS WORKS BEST.

I'M NOT SURE. JACKSON ARE THERE COMMENT FORMS? THERE HAVE BEEN IN THE PAST, BUT I DON'T SEE ANY BACK THERE AS FAR AS IF PEOPLE JUST WANT TO WRITE SOMETHING TO US.

WE HAVE NOT USED THOSE SINCE I'VE BEEN HERE, BUT WE MIGHT HAVE DONE IN THE PAST.

I CAN MAKE THEM. OKAY.

WELL, IF SOMEBODY NEEDS A COMMENT FOR MY PAPER AND I CAN GIVE YOU A PEN AND WE'LL BE FLEXIBLE, THAT WORKS.

SO FIRST PERSON ON THE AGENDA FOR PUBLIC COMMENT TONIGHT.

AND AS JUST AS A REMINDER, PUBLIC COMMENT IS LIMITED TO 3 MINUTES.

KELLY IS TYPICALLY MY TIMEKEEPER, SO SHE'LL LET YOU KNOW WHEN YOUR 3 MINUTES ARE UP AND WE ASK YOU TO DO PLEASE RESPECT THAT TO GIVE EVERYONE A FAIR CHANCE TO SPEAK.

SO THE FIRST PERSON ON OUR LIST IS MAD.

CAN'T TELL IS A DIRTY.

OKAY. THE NEXT IS LARGER.

OKAY. FORGET MILTON.

AND I APOLOGIZE IF I'M SEEING ANY OF THOSE NAMES WRONG.

IT'S NOT ONE OF MY STRONG SUITS, UNFORTUNATELY.

THE MICROPHONE. ALL RIGHT.

I'M SPEAKING FOR BRIGA TODAY BECAUSE SHE HAS LOST HER VOICE, SADLY.

[00:10:03]

OH, IT'S TURNED ON. GOOD MORNING.

EVENING, EVERYONE. MY NAME IS BEN NELSON AND SHE IS A SOPHOMORE IN HIGH SCHOOL.

SHE'S WE'RE HERE TODAY TO JUST TALK ABOUT A FEW THINGS.

WE ARE BOTH HAPPY ABOUT OUR DISTRICT.

WE ARE BOTH ACTIVE PARTICIPANTS IN SPORTS AND EXTRACURRICULARS, SUCH AS VOLLEYBALL, TRACK AND FIELD IN SPORTS MEDICINE.

I GREATLY APPRECIATE HOW MUCH SUPPORT THE BOARD IN THE COMMUNITY PUTS INTO ACTIVITIES OTHER THAN JUST ACADEMICS.

AS DR. DOMINGUEZ SAID, IT IS IMPORTANT TO HAVE SOMETHING TO FEED YOUR SOUL.

SO I'M THINKING, ARE YOU EXCITED TO WAKE UP EVERY DAY? AND FOR ME, IT'S MY EXTRACURRICULARS.

I'D ALSO LIKE TO COMMEND YOU FOR THE STUDENT INVOLVEMENT IN THE SUPERINTENDENT SELECTION PROCESS. MY LEADERSHIP CLASS WAS ABLE TO INTERVIEW DR.

DOMINGUEZ, AND I BELIEVE THAT IT'S VERY A VERY MEANINGFUL EXPERIENCE.

STUDENT INVOLVEMENT IS ALSO IS SO VERY VITAL TO HAVE A WELL-ROUNDED EDUCATION SYSTEM.

TAKING STUDENT IDEAS AND THOUGHTS INTO CONSIDERATION MAKES US FEEL HEARD AND APPRECIATED. ONE THING I WOULD LIKE TO SUGGEST IS TO INVOLVE US MORE SO WHAT WE DO IN A DAILY ASK US QUESTIONS ABOUT WE WANT LEARN ABOUT US BECAUSE I PROMISE YOU WE WANT TO BE INVOLVED. THIS GROUP OF STUDENTS HERE TONIGHT IS LIVING PROOF OF THAT.

THANK YOU FOR YOUR TIME.

THANK YOU. NEXT, WE HAVE MADISON OVER.

OKAY, ELIOT, FORGET.

HE. PREMIER LEDBETTER.

HELLO. QUITE A LOT BETTER.

AND I JUST WANTED TO, LIKE, HIGHLIGHT SOME OF THE STRENGTHS THAT THE WHOLE SCHOOL DISTRICT HAS, LIKE A SECONDARY GOVERNING BODY OF, LIKE THIS WHOLE OF LIKE A FERNDALE HAS. AND I THINK LIKE ONE OF THE, ONE OF OUR STRENGTHS IS THAT WE'RE LIKE WE'RE REALLY INVOLVED IN OUR COMMUNITY.

AND A LOT OF TIMES I HEAR PEOPLE TALKING ABOUT HOW IT HAS TO DO WITH HOW SMALL FERNDALE IS. BUT I THINK EVERY PERSON AND LIKE EVERY INDIVIDUAL ACTION HAS REALLY HELPED TO IMPROVE FERNDALE AS A COMMUNITY.

AND NOT JUST IT'S SMALL.

LIKE AN EXAMPLE OF THIS WOULD BE LIKE HOW THE SCHOOL FACILITATED CREATING A SHELTER FOR THE PEOPLE OR FOR THE FLOOD EVACUEES DURING THE FLOOD IN NOVEMBER.

AND, YOU KNOW, BEING SMALL MAY HAVE HELPED WITH THAT, BUT THAT WOULD NOT HAVE HAPPENED IF IT WEREN'T FOR THE EXCELLENT IDEAS OF THE SCHOOL SYSTEM AND THE SCHOOL BOARD AS A SECONDARY GOVERNING BODY.

LIKE, YEAH, YEAH.

AND I THINK THAT THAT SMALL TOWN VIEW OF DOESN'T REALLY COME FROM THE SIZE OF THE TOWN. IT COMES FROM THE PEOPLE IN THE COMMUNITY AND BRILLIANT PEOPLE ON SCHOOL BOARD. AND YEAH, THAT'S ALL I WANTED TO SAY IS THAT WE HAVE AN EXCELLENT WE HAVE EXCELLENT GOVERNANCE AND IT'S IMPORTANT TO HIGHLIGHT THE PEOPLE WHO MAKE THAT HAPPEN.

SO, YEAH, THAT'S ALL I HAVE TO SAY.

THANK YOU. NEXT IS AMY MCKAY.

ALL RIGHT. NOW, WITH FERNDALE, I BELIEVE WE HAVE A GREAT MIX OF CLUBS.

I'M PERSONALLY A PART OF FFA AND I AM THERE 2021, 20 2022, 2021 TREASURER AND I'M RUNNING AGAIN NEXT YEAR, BUT I JUST LOVE THE SENSE OF COMMUNITY THAT FFA GIVES US.

PERSONALLY, IT'S GIVEN ME SO MANY EXPERIENCES I WOULD HAVE NEVER EXPERIENCED JUST IN THE CLASSROOM. FOR EXAMPLE, I WENT TO STATE AND I WENT TO NATIONALS FOR OUR VETERINARY SCIENCE AND WHILE THERE I JUST IT WAS AMAZING TO SEE JUST ALL THE TYPES OF DIFFERENT PEOPLE THAT CAN CONNECT INTO ONE GROUP, AND I CAN JUST JUST BOND OVER THAT.

I'VE MADE SO MANY NEW FRIENDS THROUGH THIS THAT I WOULD NEVER TALK TO IN THE CLASSROOM BECAUSE THEY ARE A BIT OLDER THAN ME AND B BECAUSE I'M NOT A VERY TALKATIVE PERSON.

SO JUST GETTING PUSHED INTO THAT LEADERSHIP ROLE BY THE ENCOURAGEMENT OF OUR ADVISORS AND OUR OTHER FFA MEMBERS HAS REALLY GIVEN ME SOME STUFF TO BUILD UP ON AND WAYS TO IMPROVE. AND AS OF RIGHT NOW, LIKE LAST YEAR, I WOULD HAVE NEVER DONE THIS.

[00:15:03]

THANK YOU. THANK YOU.

SO THE NEXT IS SILLY BULLYING.

AND AGAIN, I APOLOGIZE IF I MESS UP NAMES.

MY NAME IS CALEB BURLEY AND I WANTED TO TALK ABOUT THE ELECTIVE CLASSES THAT WE HAVE AT THE HIGH SCHOOL. PRESUMABLY FOR ME, I REALLY LOVE THE CULINARY PROGRAM AS PART OF THE HOME ECONOMICS, BUT FOR ME, I WANT TO BE A FASHION DESIGNER AND I CAN'T BE ABLE TO DO THAT WITHOUT SOME SORT OF HOME ECONOMICS CLASS BEFORE I GET TO COLLEGE.

SO I HAVE BEEN WANTING TO SEE IF THERE'S ANY WAY THAT WE CAN INVOLVE A HOME ECONOMICS CLASS WHERE WE CAN TEACH STUDENTS TO SEW, TO LEARN HOW TO BUY GROCERIES, HIGH BUDGET GROCERIES, HOW TO TAKE CARE OF CHILDREN, AND JUST DIFFERENT FAMILY CONSUMER SCIENCES SO THAT KIDS HAVE ANY OPPORTUNITY TO LEARN WHAT THEY NEED FOR THEIR FUTURE.

SORRY, MY EYES ARE STAGGERED.

I CAN'T SEE VERY WELL RIGHT NOW.

THANK YOU. THANK YOU.

NEXT IS PALOMA JOSE DE.

AND DID ANY OF THE STUDENTS THAT I MENTIONED EARLIER THAT LEFT HOW MANY OF THEM SHOWED UP THAT DAY? WELL, I'M JUST GOING TO INTERJECT HERE.

THANK YOU, STUDENTS. IT'S BEEN WITH COVID.

STUDENTS HAVE BEEN MISSING FROM OUR MEETINGS FOR QUITE A WHILE, JUST AS FAR AS PRESENCE IN THE AUDIENCE. IT USED TO BE THAT WE HAD A LOT OF STUDENTS THAT WERE HERE FROM THE CIVICS AND GOVERNMENT CLASSES AS PART OF THE REQUIREMENT.

IT'S NICE TO SEE YOU GUYS HERE AND ACTUALLY PARTICIPATING AND HEARING YOUR VOICES.

SO THANK YOU FOR THE INPUT AND THAT I WILL MOVE ON TO MY ADULT PUBLIC COMMENT.

NOW THE STUDENTS HAVE PROBABLY COME ACROSS, NOT THAT YOU GUYS AREN'T ADULTS, THOSE THAT AREN'T IN SCHOOL ANYMORE, I DON'T WANT TO CALL THEM OLD PEOPLE BECAUSE THAT WOULD BE FINE. SO FIRST TONIGHT IS ON MILTON.

GOOD EVENING, EVERYONE.

GREETINGS. GOOD EVENING. SCHOOL DISTRICT BOARD MEMBERS AND STAFF.

FIRST, I WANT TO CONGRATULATE YOU ON COMMEND YOU ON THE HEROIC EFFORT OF THE NEW HEARING IN SELECTING YOUR GUEST SUPERINTENDENT.

I KNOW EACH OF YOU HAVE SPENT COUNTLESS HOURS DEVOTED TO THIS ENDEAVOR, AND I PERSONALLY WANT TO THANK YOU FOR YOUR EFFORT AND EXPRESS MY GRATITUDE AND SAY THANK YOU.

I STAND BEFORE YOU TODAY AS THE CHAIRMAN OF THE EDUCATION COMMITTEE FOR THE LOCAL EQUITY GROUP CONNECTICUT FERNDALE LAST MONTH, I INTRODUCE TO YOU CONNECTICUT, WHERE OUR INITIATIVE CULTIVATES COMMUNITY GROWTH AND CONNECTION THROUGH CIVIC PARTICIPATION IN COMMUNITY BUILDING TO ADVANCE INCLUSION, HONOR DIVERSITY, AND ENCOURAGE PARTICIPATION FOR EVERYONE IN OUR COMMUNITY.

IT IS WITH GREAT PRIDE THAT I SHARE WITH YOU THE NEWS OF AN UPCOMING EDUCATIONAL PROJECT.

THE JUNETEENTH VIDEO PROJECT IS A COLLABORATIVE EFFORT BETWEEN CONNECT FERNDALE, THE FERNDALE CHAMBER OF COMMERCE, LOCAL EDUCATORS AND BLACK STUDENTS AND LEADERS. OUR GOAL IS TO CREATE AN EDUCATIONAL VIDEO TO BE FEATURED WITHIN THE FERNDALE SCHOOL DISTRICT AND BEYOND TO HONOR JUNETEENTH.

WE ARE WORKING WITH L.A.

CITY COUNCILMEMBER CHRISTINE MICHELLE MARTINS AS OUR CREATIVE DIRECTOR AND PRODUCER. TOGETHER, WE'VE IDENTIFIED AND LIFT BLACK VOICES WITHIN OUR LARGER COMMUNITY TO EDUCATE AND INSPIRE.

MUCH LIKE THE TREATY DAY VIDEO PRODUCED BY CHILDREN IN THE OF SUMMER PRODUCTIONS, THIS VIDEO AIMS TO EDUCATE ON HOLIDAY WITH STRONG TRADITIONS CENTERED IN THE BLACK COMMUNITY.

LAST YEAR, JUNETEENTH BECAME AN OFFICIAL PAID HOLIDAY AT THE FEDERAL AND STATE LEVEL.

THIS YEAR, MANY OF OUR SCHOOLS AROUND WHATCOM COUNTY WILL STILL BE IN SESSION ON OR AROUND JUNE 20TH, WHICH IS THE DATE OF OBSERVANCE SO THAT THE 19 FALLS ON A SUNDAY.

OUR MISSION IS TO PRODUCE AN EDUCATIONAL VIDEO AVAILABLE TO WARREN COUNTY K THROUGH 12 SCHOOLS THAT EXPLAIN THE SIGNIFICANCE AND HISTORY OF JUNETEENTH.

THIS FILM WILL LIFT THE VOICES OF LOCAL BLACK LEADERS IN GUIDING THIS OBSERVANCE AND OFFER HOPE FOR A MORE INCLUSIVE FUTURE.

WE ARE EXCITED TO SHARE THIS OPPORTUNITY WITH THE FERNDALE SCHOOL DISTRICT AND ARE LOOKING FORWARD TO BEING ABLE TO PROVIDE THIS TOOL TO STUDENTS, FACULTY AND STAFF OF THE FIRM FERNDALE AS WELL AS THE LARGER WHATCOM COUNTY AREA.

IF YOU HAVE ANY QUESTIONS, PLEASE FEEL FREE TO REACH OUT TO ME.

AND FRANKLY, I'M PRETTY SURE Y'ALL KNOW HOW TO GET A HOLD OF ME.

[00:20:02]

THANK YOU. NEXT, WE HAVE NANCY BUTTON.

YOU CAN TELL I'M OLDER THAN ANYBODY ELSE BECAUSE I'M NOT READING OFF MY PHONE.

VOLTAIRE SAID IF THEY CAN MAKE YOU BELIEVE ABSURDITIES, THEY CAN MAKE YOU COMMIT ATROCITIES. HAVING DONE FOR THOSE SCHOOLS FOR 20 YEARS, I WAS PRESENT FOR HALF OF THE SEX EDUCATION CLASSES FOR MY FOURTH AND FIFTH GRADERS FROM 2000 TO 2019.

BOYS AND GIRLS AUTONOMOUS ED CLASSROOMS. I ATTENDED THE GIRLS CLASSES.

THE PE TEACHER WAS TYPICALLY THE INSTRUCTOR.

STUDENTS WERE INVITED TO ASK QUESTIONS.

THE GIRLS ASKED LOTS OF QUESTIONS.

MY LAST YEAR OF TEACHING.

THIS PAST YEAR, EVERYTHING CHANGED.

ALL THE FIFTH GRADE BOYS AND GIRLS WERE TAUGHT TOGETHER.

THE PE TEACHER POINTEDLY NEVER REFERRED TO THEM AS BOYS AND GIRLS BECAUSE THAT WOULD NOT BE INCLUSIVE.

THE STUDENTS SAT THROUGH TWO SHORT VIDEOS AND WERE THEN SHOWN A VENN DIAGRAM OF LABELED ASSIGNED MALE OF EARTH, ASSIGNED FEMALE OF EARTH, AND BOTH THE GENITALIA AND DIAGRAMS HAVE BEEN PROJECTED ON THE BIG SCREEN.

ALTHOUGH STUDENTS WERE ENCOURAGED TO ASK QUESTIONS, ALMOST NO ONE DID.

THE ABSURDITY OF THE ABSURDITY IS THE UNSCIENTIFIC CONCEPT OF ASSIGNED SEX AND BIRTH, WHICH IS BEING PEDDLED TO OUR CHILDREN AS FACT.

PEOPLE ARE NOT ASSIGNING THEIR SEX AT BIRTH.

THAT IS A LIE.

ONE SEX IS A BIOLOGICAL FACT THAT OCCURS AT THE MOMENT OF CONCEPTION.

EACH EGG CONTAINS ONE X CHROMOSOME.

ONE SPERM CONTAINS EITHER AN X OR Y CHROMOSOME.

AN EMBRYO WITH TWO X CHROMOSOMES BECOMES A GIRL AND AN EMBRYO WITH AN X AND A Y COMBINATION WILL BECOME A BOY.

300,000 YEARS OF HUMAN DEVELOPMENT AS MALE OR FEMALE CANNOT BE ERADICATED BY A SOCIAL CONSTRUCT. TEACHING KIDS THEY ARE ASSIGNED MALE OR FEMALE.

AT BIRTH, HOWEVER, OPENS THE GATE TO SEPARATING GENDER FROM SEX AND THE ENCOURAGEMENT TO CHOOSE ONE'S GENDER REGARDLESS OF SEX.

AND THEREIN LIES THE ATROCITY IN THE CHILDREN'S BOARD BOOK A IS FOR ACTIVIST.

IT SAYS T IS FOR TRANS TRUST IN THE TRUE THE HE SHE THEY THAT IS YOU.

WHEN I SEE COLLEAGUES PUTTING THEIR PRONOUNS AFTER THEIR NAME IN EMAILS AROUND ASSUMED IT SIGNALS THAT THEY HAVE BROUGHT THEY HAVE BOUGHT INTO SEXUAL IDENTITY POLITICS.

IN ANOTHER BOOK, WHO REVIEW THE KIDS GUIDE TO GENDER IDENTITY, IT SAYS BABIES CAN TALK.

SO GROWN UPS MAKE A GUESS BY LOOKING AT THEIR BODIES.

THIS IS THE SEX ASSIGNED TO YOU AT BIRTH, MALE OR FEMALE, REGARDLESS OF A PUBERTY, BLOCKERS, CROSS-SEX HORMONE TREATMENT OR SURGERIES.

THE FACT REMAINS THAT NEARLY EVERY CELL IN A PERSON'S BODY HAS EITHER THE EX X FEMALE CHROMOSOME OR THE X Y MALE CHROMOSOME.

THAT DOES NOT CHANGE NO MATTER HOW PEOPLE PRESENT THEMSELVES.

IT'S IN OUR DNA BETWEEN THE TRANSGENDER INFLUENCERS ON SOCIAL MEDIA, FACEBOOK'S 52 GENDER OPTIONS AND OUR OWN SCHOOLS AFFIRMING CHILDREN'S GENDER CHOICE KIDS ARE BEING TAUGHT TO QUESTION THEIR OWN BIOLOGY SCHOOL LEADERS.

YOU NEED TO TAKE A GOOD, HARD LOOK AT WHAT FERNDALE IS TEACHING OUR CHILDREN.

SEXUAL IDENTITY POLITICS HAS NO PLACE IN OUR SCHOOLS.

THANK YOU. NEXT WE HAVE NATALIE CHAVEZ.

THANK YOU. GOOD EVENING.

MY NAME IS NATALIE CHARLES.

I CAME HERE THIS EVENING BECAUSE I HAVE CONCERNS REGARDING THE EXPERIMENTAL CODE VACCINES THAT ARE REQUIRE COURSE FOR MALE SCHOOL DISTRICT EMPLOYEES TO GET IT OR FACE

[00:25:05]

THE EXPERIMENTAL COVID VACCINES HAVE A NEGATIVE EFFECT ON THE IMMUNE SYSTEM OF MORE THAN 1200 DIFFERENT TYPES OF ADVERSE EVENTS KNOWN AND DOCUMENTED BY PFIZER PRIOR TO THEIR WIDESPREAD RELEASE IN THE GENERAL POPULATION.

IT APPEARS THAT PFIZER HAS ACTED FRAUDULENTLY, AND THIS ISN'T THE FIRST TIME PFIZER HAS A LONG HISTORY OF FRAUD.

I PRINTED A COPY OF A 38 PAGE PFIZER DOCUMENT THAT WAS RELEASED IN ONE OF THE FIRST BATCHES AFTER A COURT ORDER WAS ISSUED BY A FEDERAL JUDGE IN THE U.S.

DISTRICT COURT LAST MONTH.

THIS DOCUMENT IS TITLED THE ANALYSIS OF POST AUTHORIZATION ADVERSE EVENT REPORTS OF 07302048 BMT 1622 RECEIVED THROUGH 28 FEBRUARY 20, 21.

I PRINTED OFF THE LAST NINE PAGES OF THIS DOCUMENT FOR ALL OF YOU, WHICH IS TITLED APPENDIX ONE LIST OF ADVERSE EVENTS OF SPECIAL INTEREST.

APPENDIX ONE IS THE LIST OF PFIZER'S ADVERSE EVENTS OF SPECIAL INTEREST FOR PFIZER'S BIONTECH INVESTIGATIONAL COVID 19 VACCINE, WHICH IS ALSO REFERRED TO AS BNT162B2 AND THE 38 PAGE DOCUMENT.

IT IS ALSO IMPORTANT TO NOTE THAT JUST THIS MONTH, ON MARCH 15, THE CDC REMOVED TENS OF THOUSANDS OF DEATHS LINKED TO COVID 19 FROM ITS DATA TRACKER WEBSITE, AND NEARLY A QUARTER OF THE DEATHS REMOVED HAD OCCURRED AMONG CHILDREN.

THAT ERROR RESULTED IN A DECREASED DEATH CHANCE ACROSS ALL DEMOGRAPHIC CATEGORIES.

THE MAINSTREAM COVID NARRATIVE CONTINUES TO COLLAPSE THANKS TO ATTORNEYS, MEDICAL EXPERTS AND RESEARCHERS AND SCIENTISTS WHO HAVE INTEGRITY.

I HOPE THAT YOU ARE FINDING WAYS TO STAY WELL INFORMED OF THESE CRITICAL COVID UPDATES AND OF THE FDA'S ONGOING MONTHLY RELEASE OF COURT ORDERED PFIZER DOCUMENTS, ESPECIALLY SINCE THIS INFORMATION IS NOT ON THE MAINSTREAM MEDIA AND IS NOT MAKING THE FRONT PAGE HEADLINES, WHICH IT ABSOLUTELY SHOULD BE.

SINCE IT IS SINCE THIS IS THE BIGGEST SCANDAL THAT WE HAVE EXPERIENCED IN OUR LIFETIMES. THANK YOU.

THANK YOU.

HELLO, DR. DOMINGUEZ.

THANK YOU. YOU'RE WELCOME. I'M IN A NURSING HOME.

WHERE? QUESTION. YOU CAN'T MISS CHILD WONDERING.

DO YOU HAVE A LIST OF ADVERSE REACTIONS FROM OTHER VACCINES? THAT IS ACTUALLY SOME OF THOSE ARE IN THAT DOCUMENT.

BUT SO THIS IS THIS IS I CAN ACTUALLY READ ON PAGE 16 FOR YOU IT EXPLAINS THE REASON I'M ASKING YOU IS BECAUSE PRESCRIBING INFORMATION IS PUBLICLY AVAILABLE FROM EVERY FDA APPROVED DRUG AND ADVERSE EVENTS ARE LISTED FOR ALL DRUGS AND ADVERSE EVENTS OCCUR WITH ALL DRUGS.

SO SO A COMPARISON WITH THE WITH ANOTHER VACCINE IS WHAT I'M LOOKING FOR, ANOTHER VACCINE. SO THIS IS SPECIFICALLY FOR THE PFIZER BIONTECH INVESTIGATIONAL COVID 19 VACCINE ON PAGE 16 OF THIS 30 PAGE DOCUMENT, AND I'VE EXTENDED TO YOU BY EMAIL ON PAGE 16, IT SAYS, PLEASE REFER TO APPENDIX ONE FOR THE LIST OF THE COMPANIES ADVERSE EVENTS OF SPECIAL INTEREST FOR B AND T162B2, WHICH IS THE PFIZER BIONTECH INVESTIGATIONAL COVID 19 VACCINE.

ALL RIGHT. THANK YOU. AND ALSO THAT THAT WITH 30 PAGE DOCUMENT.

NO, THAT DOESN'T MEAN IT'S PUBLICLY AVAILABLE.

I WAS JUST WONDERING FOR OTHER VACCINES IN COMPARISON.

THANK YOU. THANK YOU.

NEXT, WE HAVE DOM FOLLOW.

GOOD EVENING. MY NAME IS DEL VALLE, AND I WOULD LIKE TO BEGIN MY REMARKS BY CONGRATULATING DOMINGUEZ ON BEING SELECTED AS A NEW SUPERINTENDENT.

[00:30:03]

THE FIRST ISSUE IS THE DETERIORATING OF STUDENTS ACADEMIC PERFORMANCE IN PUBLIC SCHOOLS. IN NOVEMBER LAST YEAR, STUDENTS ACROSS THE STATE WERE GIVEN SOME STANDARDIZED TESTS, AND THE RESULTS RELEASED IN FEBRUARY SHOWED THAT 70% OF FAILED MATH TESTS AND 52% OF THE ENGLISH TEST.

KEEP IN MIND THIS DISMAL FAILURE IS THE BEST THAT THE STATE EDUCATIONAL SYSTEM COULD DELIVER AFTER THE INFUSION OF BILLIONS OF DOLLARS FROM THE FEDERAL GOVERNMENT FOR COVID RELATED MEASURES.

IRONICALLY, EARLY THIS YEAR, THE STATE SUPERINTENDENT STATED THAT HE WANTS THE LEGISLATURE TO MAINTAIN THE SAME LEVEL OF FUNDING FOR ALL SCHOOL DISTRICTS, EVEN THOUGH MANY HAVE EXPERIENCED DECLINING ENROLLMENT.

DOES THE DOESN'T SOUND LIKE A NONSENSE POLICY FOR OFFERING REWARDS FOR POOR PERFORMANCE.

THEY ARE A BIT LOWER TEST SCORES AND ENROLLMENT.

MANY SCHOOL DISTRICTS WANT TO MAINTAIN OR INTRODUCE THE CLASSIC CRITICAL RACE THEORY THAT IS MASKED BENEATH THE EMPTY SLOGAN OF DIVERSITY, EQUITY AND INCLUSION INTO THEIR CURRICULUM. IN ADDITION, I HAVE TO MENTION THE COMPREHENSIVE SEX EDUCATION AND GENDER DYSPHORIA AGENDA BEING PUSHED ONTO OUR CHILDREN WITHOUT PARENTAL KNOWLEDGE.

THIS DISCUSSION REMINDS ME OF A PICTURE THAT I HAVE RECENTLY SEEN.

IT'S A POSTER HANGING IN THE MIDDLE SCHOOL CLASSROOM IN DES MOINES, IOWA, HANGING, SHOWING SOME CREATIVE PRONOUNS THAT STUDENTS ARE ENCOURAGED TO PRACTICE.

I'M GOING TO GIVE YOU JUST ONE EXAMPLE.

IS THAT DAY INSTEAD OF DAY, THEM AND THEIRS, WE NOW HAVE X, E, E, M AND X, Y OR S.

I'M NOT GOING TO BOTHER YOU.

BOTHERED YOU WITH THE PRONUNCIATION BECAUSE THEY DON'T MAKE ANY SENSE TO ME.

MORE THAN 41 YEARS AGO, WHEN I STARTED TO LEARN ENGLISH, THOSE CLASSES WERE CALLED ENGLISH AS A SECOND LANGUAGE.

NOW I THINK A MORE FITTING NAME FOR THEM IS ENGLISH AS AN ABUSED AND PERVERTED LANGUAGE.

THOSE ARE JUST TWO OF THE MOST CRITICAL ISSUES THAT THIS DISTRICT IS FACING.

I HOPE THAT UNDER THE NEW LEADERSHIP, YOU WILL LISTEN TO THE PARENTS AND THE TAXPAYERS AND FIND APPROPRIATE SOLUTIONS INSTEAD OF SIMPLY FOLLOWING THE ORDERS FROM THE TOP, AS YOU HAVE BEEN DOING FOR THE LAST TWO YEARS, FOR THE SAKE OF FUNDING.

OTHERWISE, YOU WILL HEAR THE REJECTION OF THE VOTERS IN FUTURE ELECTIONS, BECAUSE I STRONGLY BELIEVE THAT THE SILENT MAJORITY HAS BEEN AWAKENED AND IS NO LONGER SILENT.

THANK YOU. THANK YOU.

THANK YOU. SO NEXT, WE HAVE MATT BECK.

THAT WAS MY ALARM GOING OFF.

I THOUGHT I SHUT ALL MY NOTIFICATIONS OFF.

SO MY MS..

MATT BECK AND I KNOW SOME OF YOU ON THE BOARD AND I THINK I'VE KNOWN SOME OF YOU.

I APOLOGIZE.

IS THAT BETTER RIGHT NOW? SO I THINK I KNOW SOME OF YOU GUYS ON THE BOARD, SOME OF YOU PROBABLY PRETTY WELL.

AND I'VE KNOWN BOARD MEMBERS IN FERNDALE SINCE I WAS PROBABLY 16, 17 YEARS OLD.

I'M A THIRD GENERATION FERNDALE GRAD.

MY KIDS ARE FOURTH.

I LIVED IN THE FERNDALE COMMUNITY ALL BUT ABOUT THREE YEARS OF MY ADULT LIFE.

AND I TEACH CURRENT LEVEL STUDENTS WORKING FOR THE HIGH SCHOOL FOR A COUPLE OF YEARS.

TAUGHT BLAIN. AND SINCE 86 I'VE BEEN OVER THE MERIDIAN SCHOOL DISTRICT AND I'VE HAD A CHANCE TO WORK WITH 100% OF THE KIDS AS AN ELEMENTARY DD SPECIALIST.

SO I CO-TAUGHT WITH THEM THE FIRST.

WE HAVE 650 KIDS AND I'M SO CONVINCED.

I KNOW WITHOUT A DOUBT THAT WE KEEP PROMOTING PRACTICES, POLICIES AND PROGRAMS THAT NEED TO BE CHANGED AND REPLACED.

AND SO I'M GOING TO BECOME A FULL TIME COMMUNITY ACTIVIST FOR THIS CAMPAIGN.

AND I HAVE ALL THE DOCUMENTS.

IF YOU SHARE WITH ANYONE ELSE, IT'S LIKE I'VE KNOWN THIS FOREVER.

[00:35:02]

AND I THINK ALL OF YOU ARE GREAT PEOPLE.

BUT IF YOU LOOK AT THE LAST 40 YEARS, WE HAVE NOT DONE WHAT'S BEST FOR THE KIDS.

AND I'M HERE AS AN ADVOCATE FOR THEM, AND I WILL BE UNTIL I TAKE THIS LAST TRIP ON THIS EARTH, BECAUSE OUR PUBLIC EDUCATIONAL SYSTEM IS THE FOUNDATION OF THE HOME.

IT'S WHAT EVERYTHING IS BUILT ON.

AND YOU JUST HAVE TO WATCH WILL SMITH.

YOU JUST HAVE TO WATCH ALL THIS OTHER CRAZINESS THAT GOES ON IN THE WORLD.

AND YOU CAN'T HELP BUT THINK IT WAS BECAUSE WE NEVER BUILT THAT RIGHT TO BEGIN WITH.

SO LIKE I SAID, YOU GUYS ARE WONDERFUL PEOPLE AND PLEASE GET EDUCATED AND PLEASE JOIN THIS CAMPAIGN.

WE DON'T NEED 500 PARENTS IN THIS MEETING TELLING YOU ONCE THEY BECOME EDUCATED THAT YOU GUYS NEED TO DO THIS.

YOU GUYS REPRESENT THEM AND YOU'RE ALL GOOD PEOPLE.

GET OUT THERE AND GET EDUCATED.

I JUST CAME ACROSS ANOTHER VIDEO THAT I THINK WILL BLOW YOU GUYS AWAY AND IT SUPPORTS EXACTLY WHAT I'M SAYING.

AND I'M STILL GOING TO BE TALKING UNTIL THE DAY IT GOES OFF.

SO BUT IN 2013, A GROUP OF 28 MAJOR PLAYERS IN EDUCATION WERE BROUGHT TOGETHER AND BY A NONPROFIT GROUP CALLED CONVERGENCE.

AND THESE ARE ALL OF OUR PEERS OR OUR SUPERIORS.

AND LUCKILY THEY STAYED TOGETHER FOR 18 MONTHS BECAUSE THEY ALL CAME IN WITH THEIR OWN BIASES. THIS IS WHAT WE NEED TO DO TO FIX THIS.

THIS IS WHAT WE'VE DONE, FIXES IT.

WE SPENT ALL OUR MONEY ON FIXING IT.

BUT FORTUNATELY, LUCKILY, THE FACILITATOR HAS GOTTEN TO A BLANK SLATE AND THEY GOT THEM TOGETHER FOR 18 MONTHS AND THEY'RE SAYING THE SAME THING.

I'M SAYING THEY PUBLISHED THIS REPORT IN 2015.

YOU CAN GO TO EDUCATION REIMAGINED.

IT'S A GROUP IN 2019 FORMED AND THEY MADE A PLEDGE TO BRING LEARNER CENTERED INSTRUCTION TO EVERY SCHOOL, EVERY CHILD IN AMERICA.

SO I'M HERE ON BEHALF OF THE KIDS IN FERNDALE AND BEHALF OF THE KIDS OF WHATCOM COUNTY AND TO BE CONTINUED NEXT TIME.

THANK YOU, DR.

JACKSON. THANK YOU.

SO THAT CONCLUDES THE LIST OF FOLKS THAT I HAVE ON OUR PUBLIC COMMENT AGAIN.

AND I WANT TO THANK EVERYONE FOR PARTICIPATING IN OUR MEETING TONIGHT.

SO THANK YOU. SO THAT TAKES US ON TO AGENDA ITEM 5.01, WHICH IS THE ADOPTION OF THE NEW MAP CURRICULUM.

[5. MATTERS RESERVED FOR BOARD ACTION]

BRITT AND MR..

SO WE THOUGHT WE MAYBE SHOULD MOVE OVER HERE.

SO WE WEREN'T TALKING TO THE BACK OF YOUR HEAD, BUT THEN WE FEEL LIKE WE'RE TALKING TO OUR BACKS. SO I'M GOING TO MOVE THIS.

OKAY. WE'LL GO THAT WAY.

WE'LL GO. I THINK THAT'S A LITTLE BIT BETTER.

EXCEPT FOR THE PEOPLE WHO.

THEY WOULD BE TALKED EARLIER.

THEY THOUGHT THE CAMERA WOULD PICK THE SUBJECTS IN THERE.

SO FIRST OFF, THANK YOU FOR BEING HERE TODAY AND GIVING US THE OPPORTUNITY TO COME BEFORE YOU AND TALK ABOUT OUR RECOMMENDATION FOR METHOD ADOPTION.

WE ARE VERY EXCITED FOR THIS OPPORTUNITY AND WE ARE JUST HAPPY TO SHARE.

I DO WANT TO LET OUR SCHOOL BOARD KNOW THAT BECAUSE SEVERAL MEMBERS OF OUR STAFF WITH US HERE TODAY, THEY REPRESENT SOME KINDERGARTEN OR WELL, BASICALLY KINDERGARTEN THROUGH 10TH GRADE IS REPRESENTED IN OUR GROUPS THAT ARE HERE.

SO REPRESENTATIVE GROUPS BUT BASICALLY COVER OPINIONS ARE HERE TODAY TO HELP ANSWER ANY QUESTIONS ANYONE MIGHT HAVE.

SO JUST KNOW THAT THEY'LL BE PART OF OUR QUESTION AND ANSWER PORTION OF THE CONVERSATION TODAY.

SO AS KEVIN SAID, MY NAME IS KELLY AMERICAN AND I'M ONE OF THE EXECUTIVE DIRECTORS OF TEACHING AND LEARNING IN OUR SCHOOL DISTRICTS, BEGINNING ON FAVORITES.

AND THEN THE OTHER EXECUTIVE DIRECTOR OF TEACHING LEARNING I'M KELLY WORKS PRIMARILY WITH ELEMENTARY PRIMARILY WITH THE SECOND DAUGHTER BUT WE DEFINITELY TRUST AND WORK TOGETHER. AND I WOULD JUST SAY ONE OF THE THINGS I'M SUPER PROUD ABOUT IS THIS 1510 PROCESS, WHICH WAS I THINK IT WAS ALMOST THIS TIME LAST YEAR WHEN WE SAT IN THIS VERY ROOM BEGINNING OUR JOURNEY.

KELLY TALKS ABOUT THAT, BUT WITHOUT SPECTRUM OF EDUCATORS, SO REALLY AMAZING TO COME THROUGH THIS PROCESS. YEAH, ABSOLUTELY.

SO BEFORE WE START TO GO THROUGH THE PROCESS, WE WANT TO MAKE SURE THAT IT STARTED THE Y, YOU KNOW, EVERYTHING THAT WE DO, WE WANT TO MAKE SURE EVERYBODY UNDERSTANDS WHY YOU'RE DOING IT. SO OUR NUMBER ONE PRIORITY WAS WE WERE TALKING ABOUT THE CONSTRUCTION MATERIALS IS TO PROVIDE HIGH QUALITY OPPORTUNITIES FOR OUR STUDENTS IN ORDER TO

[00:40:03]

SO THAT IS A GOAL.

OUR GOAL IS TO PROVIDE A GUARANTEED AND VIABLE CURRICULUM FOR ALL OF OUR STUDENTS.

AND AT THIS POINT, WITH THE MATERIALS THAT WE HAVE, THAT'S NOT THE OPPORTUNITY THEY HAVE. I CAN TELL YOU AT THE ELEMENTARY LEVEL, I BELIEVE OUR LAST MASS ADOPTION NET OF EXPRESSIONS WAS ABOUT 2010, 2011, I BELIEVE.

AND I THINK BIG IDEAS AT THE MIDDLE SCHOOL WAS ABOUT 20 1415 SCHOOL YEAR.

AND I THINK HIGH SCHOOLS, I CAN'T EVEN REMEMBER.

IT THAT WE'RE NOT QUITE SURE.

SO IT HAS BEEN A WHILE AND IT'S LEFT US IN A PLACE WHERE ALL OF OUR STUDENTS ARE NOT HAVING A COMMON EXPERIENCE ACROSS OUR DISTRICT.

THEY'RE BEING TAUGHT WITH KIND OF DIFFERENT MATERIALS IN DIFFERENT WAYS.

AND UNFORTUNATELY, THAT LEAVES US IN A PLACE WE'RE NOT ABLE TO HAVE COMMON ASSESSMENTS.

WE'RE NOT ABLE TO HAVE COLLABORATIVE CONVERSATIONS AMONG COLLEAGUES, AND IT'S BEEN REALLY CHALLENGING. SO OUR GOAL WITH MEETING HERE TODAY ARE WHY IS TO PROVIDE ALL OF OUR STUDENTS A GUARANTEED, VIABLE CURRICULUM, WHICH WE CALL TIER ONE.

SO YOU'VE HEARD YOU HAD BEEN PART OF CONVERSATIONS WHERE WE TALKED ABOUT HINTS THAT TIER ONE IS THAT FOUNDATIONAL UNDERSTANDING THAT ALL OF OUR STUDENTS DESERVE. AND THAT'S OUR GOAL WITH BEING HERE TODAY, IS TO PROVIDE AN OPPORTUNITY FOR ALL OF OUR STUDENTS TO HAVE STRONG RETURN ON INSTRUCTION THROUGH THE ADOPTION OF THESE MATERIALS. SO BASICALLY TO TALK WITH YOU ABOUT WHY QUALITY INSTRUCTION MATERIALS MATTER IN YOUR LIFE.

THANKS. SO AS YOU KNOW, A UNIVERSAL, UNIVERSAL CURRICULUM FOR ALL OF OUR STUDENTS.

AND ONE OF THE THINGS WE TALK ABOUT IS HOW HIGH QUALITY INSTRUCTIONAL MATERIALS INCREASE IN PLUMBING. AND IT'S COMMONLY REFERRED TO IN ALL OF THE EDUCATIONAL LITERATURE AS AN EXERCISE. AND WHAT THAT MEANS IS WHEN YOU'RE LOOKING AT AN EFFECT SIZE, YOU'RE LOOKING AT WHAT IS THE IMPACT OF THAT INTERVENTION OR THE CURRICULUM OR ALL OF THESE DIFFERENT PIECES ON INCREASING ACHIEVEMENT.

AND WE KNOW THAT HIGH QUALITY INSTRUCTIONAL MATERIALS HAVE A NICE LARGE EFFECT SIZE ON INCREASING ACHIEVEMENT FOR STUDENTS.

SO WE WANT TO MAKE SURE THAT OUR STUDENTS HAVE THE OPPORTUNITY, THAT THEY HAVE ACCESS TO A GREAT FOUNDATIONAL, UNIVERSAL CURRICULUM THAT ALLOWS THEM TO BE ABLE TO GAIN A SEQUENCE OF KNOWLEDGE AS THEY GO THROUGH THAT CURRICULUM AND TO GO UPON THEIR MONEY AND OBVIOUSLY ALIGNING IT TO THE STANDARDS.

WHAT I JUST NOTICED IN THE DYNAMIC, YOU HAD A NICE PRESENTATION, BUT I'M NOT SITTING IT UP THERE AND I WAS WONDERING IF WE CAN RUN THE PRESENTATION AT THE SAME TIME.

WE CAN. WE YEAH, WE CAN TRY IT.

JUST REAL QUICK, ZOOM RUNNING.

SO FOR PEOPLE WITH ZOOM, THEY CAN GO TO THESE ON THE BOTTOM.

FIND. SORRY, EVERYONE HERE YOU DON'T KNOW.

WE WEREN'T SURE QUITE HOW TO MAKE ALL HAPPEN.

OKAY, I'M GOING TO START THAT.

OKAY. KELLY, THANKS FOR SHOWING UP.

SO I AM GOING TO TALK TO YOU THROUGH A LOT OF INFORMATION HERE.

AND SO I APOLOGIZE IN ADVANCE, BUT IT WILL NOT BE LIKE IT WAS WITH THE ENGLISH LANGUAGE ART CLASS HERE. MY COLLEAGUE ADAM TAMIMI, SHE WAS ONE OF OUR TEAMMATES THAT WE HAD ABOUT AN HOUR LONG PRESENTATION LAST YEAR, WHICH I'M SURE MANY OF YOU REMEMBER, AND I FELT LIKE IT WAS VERY TERRIBLE.

SO WE'RE JUST GOING TO MAYBE TOUCH SOME OF THE HIGH POINTS HERE IN THE PROCESS AND WILL NOT GO AS WON'T BE AS THOROUGH.

HOWEVER, I DO THINK IT'S IMPORTANT BECAUSE WE DO HAVE A NEW BOARD MEMBERS TO EXPLAIN THAT IT IS A COMPREHENSIVE PROCESS WHEN WE ADOPT NEW INSTRUCTION MATERIALS.

SO MY GOAL IS TO NOT GET TOO FAR IN THE WEEDS ON THIS, BUT TO MAKE SURE EVERYONE HAS AN OVERVIEW OF THE PROCESS.

AND THANK YOU, JACKSON, VERY MUCH.

SO OUR NEXT SLIDE SHOULD BE THE PROCESS.

THANK YOU. JACKSON SO THE VERY FIRST SET THAT FE MENTIONED IS WE STARTED IN LAST MAY WITH A COMMITTEE OF TEACHERS.

WE CAME TOGETHER AND WE ACTUALLY LIKE FACE IT, WE SAT IN THIS ROOM AND OUR VERY FIRST THING WE COULD DO BEFORE WE LOOKED AT ANY SUCH MATERIALS AS WE NEED TO, TO LEARN TOGETHER. BECAUSE SINCE WE HAD LAST ADOPTED INSTRUCTIONAL MATERIALS, THERE HAVE BEEN SOME PRETTY MAJOR SHIFTS IN AN INSTRUCTION IN MATH ACCORDING TO THE COMMON CORE STANDARDS.

AND YOU'LL SEE ON YOUR PRESENTATIONS THE MAIN THREE FOCUSES OR EXCUSE ME, CHANGES THAT WE HAD TO FOCUS HEAVILY ON IS NUMBER ONE IS THE FOCUS.

WHAT ARE THE STANDARDS THAT WE ARE LEARNING IN THE COMMON CORE? BECAUSE THEY ARE NOT THE SAME FROM WHAT WE USED TO BASICALLY HAVE AS A STANDARD IN WASHINGTON STATE.

SO WE FIRST HAD A FOCUS ON WHAT ARE THE STANDARDS THAT ARE INCLUDED IN THE COMMON CORE BECAUSE THE MATERIALS THAT YOU HAD PREVIOUSLY WEREN'T ALIGNED IN THE SAME WAY AS THEY ARE NOW. THE SECOND THING YOU HAVE TO FOCUS ON COHERENCE, WHICH IS OUR ABILITY TO UNDERSTAND HOW MATERIALS RELATE WITHIN CONCEPTS IN GRADE LEVEL AS WELL AS ALIGN ACROSS GRADE LEVELS.

SO THAT WAS THE SECOND SHIFT.

OUR TEAM HAD TO WORK TO UNDERSTAND.

THE THIRD SHIFT THAT WE HAD TO UNDERSTAND WAS RIGOR.

AND RIGOR IS REALLY WHAT WE EVALUATED PRETTY SIGNIFICANTLY IN OUR PILOT.

SO WE HAD TO SIT HERE TOGETHER AND LEARN BEFORE WE COULD GO INTO THIS PROCESS.

[00:45:05]

SO WHENEVER WE START THE MATERIAL ADOPTION PROCESS, THERE IS A RESOURCE THAT WE USE.

IT'S CALLED ED REPORTS AND I WOULD SAY MAJORITY OF INDIVIDUALS AND DR.

DOMINGUEZ IS NODDING YOUR HEAD RIGHT THERE.

THAT IS ONE OF YOUR FIRST TESTS IN THE PROCESS BECAUSE IT IS A NONPROFIT ORGANIZATION THAT HAS EXPERTS.

EXPERTS THEN EVALUATE EVERY SET OF CONSTRUCTION MATERIALS THAT ARE AVAILABLE FOR ADOPTION FOR ANYONE.

SO WHAT THEY DO IS THEY PROVIDE A COMPREHENSIVE EVALUATION OF INSTRUCTIONAL MATERIALS AND REVIEWS.

SO OUR TEAM STARTED WITH LITERALLY GOING THROUGH EVERY SET OF CONSTRUCTION MATERIALS AVAILABLE ON TIDE REPORTS TO DETERMINE WHICH ONES WERE THE MOST HIGHLY RATED THAT WE FELT LIKE WOULD BE A GOOD MATCH FOR CONTENT.

AND I WOULD SAY THE KEY LEVEL, WE ENDED UP IDENTIFYING EIGHT SETS OF INSTRUCTIONAL MATERIALS. SO THEN WHAT HAPPENS IS THOSE EIGHT SETS OF INSTRUCTIONAL MATERIALS, WE GO BACK AND WE BASICALLY ORDER SAMPLES STUFF, SO WE GET A REPRESENTATIVE SAMPLE.

IT'S USUALLY COUPLE GRADE LEVELS OF THOSE MATERIALS AND WE PULL THAT COMMITTEE BACK TOGETHER AND WE SPENT OVER 10 HOURS WITH THAT TEAM.

IT'S LIKE CHRISTMAS. YES.

YES. EVALUATING MATERIALS.

SO WHAT HAPPENS IS AT THAT POINT, WE USE WHAT'S CALLED THE ALIGNMENT IN INSTRUCTIONAL MATERIALS EVALUATION TOOL.

AND THAT TOOL COMES FROM ACHIEVE THE CORE.

IT'S ONCE AGAIN VERY MUCH ALIGNED TO THE RECOMMENDATION OF REPORTS AS WELL AS WHAT'S EVALUATED WITHIN REPORTS.

SO WE TAKE THOSE MATERIALS AND WE EVALUATE THEM BASED ON THIS IMPORTANT WORK.

THERE ARE NON-NEGOTIABLES IN THAT RUBRIC THAT IT'S HIGH TO OUR OUR STANDARDS, THOSE MAJOR SHIFTS. AND THEN THERE ARE SOME OTHER ADDITIONAL ALIGNMENT CRITERIA THAT WE ALSO USE AS WELL THAT ALIGN WITH THE WARRIOR PORTION.

SO WE SAT FOR 10 HOURS EVALUATING EIGHT SETS OF CONSTRUCTION MATERIALS IN ORDER TO NARROW IT DOWN, TO SAY, WHAT ARE THOSE MATERIALS THAT WE THINK WOULD BE THE BEST FIT AND OUR MOST HIGHLY RATED FOR THE FERNDALE SCHOOL DISTRICT.

SO WHAT HAPPENS IS AT ELEMENTARY LEVEL, WE SELECTED THREE SETS OF INSTRUCTIONAL MATERIALS. AND AT THE SECONDARY LEVEL I WANT TO SAY THAT I'M TALKING ABOUT SIX THROUGH EIGHT. WE SELECTED THREE SETS OF INSTRUCTIONAL MATERIALS AND BASED ON THE REFERENCE POINT IS DOING MINUTE TWO IS A LITTLE BIT OF A PROCESS.

SO THEN WHAT HAPPENS IS WE WENT OUT AND ASKED FOR ADDITIONAL VOLUNTEERS TO BE PART OF OUR PILOT PROCESS.

SO FOR INSTANCE, BRIAN, THIS IS WHERE BRIAN CAME IN TO BE PART OF A PROCESS AND HE WAS ONE OF OUR FIFTH GRADE TEACHERS HAD PILOTED INTERIORS.

SO WE START WITH A SMALLER COMMITTEE.

AND ACTUALLY BRIAN'S WIFE WAS PART OF THAT SMALLER COMMITTEE THAT EVALUATED MATERIALS.

AND THEN WE ADDED ADDITIONAL TEACHERS BECAUSE WE NEEDED TO HAVE A LARGER REPRESENTATIVE SAMPLE OF TEACHERS AT MULTIPLE GRADE LEVELS, IN MULTIPLE BUILDINGS, PILOTING THESE MATERIALS IN ORDER TO TO DETERMINE EFFECTIVENESS AND A MINIMAL LEVEL BECAUSE, YOU KNOW, IN ELEMENTARY, IT'S EVERY SINGLE CLASSROOM.

AT THE MIDDLE LEVEL, WE HAVE SPECIALISTS.

MATT TEACHES ANOTHER HIGH SCHOOL HOW TO GET IN THERE, HAVE WE HAVE FEWER TEACHERS.

SO ALL OF OUR TEACHERS THAT TEACH CORE MATH IN THE MIDDLE LEVEL LIKE ALL HIGHLIGHTED THANK YOU. THANK YOU FOR MENTIONING THAT.

SO WE PREPARED TO ROLL OUT AN ENTIRE PILOT STARTING AT THE BEGINNING OF THE SCHOOL YEAR.

BUT IN ORDER FOR US TO DO THAT, BEFORE SCHOOL EVEN STARTED, WE HAD PROFESSIONAL DEVELOPMENT. SO OUR KIND OF TEACHERS ENGAGED IN PROFESSIONAL DEVELOPMENT ON A NUMBER OF DIFFERENT MATERIALS, DEPENDING ON WHAT THEY STARTED OFF AT.

AND SO WE HAD PROFESSIONAL DEVELOPMENT AND THEN WE ROLL RIGHT INTO A PILOT.

SO WE HAVE LITERALLY BEEN HAVING MATERIALS, THREE DIFFERENT SETS, AN ELEMENTARY THREE IN SIXTH GRADE SINCE SEPTEMBER.

AND AT THIS MOMENT WE STILL ARE PILOTING MATERIALS, WE ARE STILL TEACHING SOME OF THOSE MATERIALS IN OUR CLASSROOM AT THIS TIME.

I WILL SAY VERY QUICKLY, AT THE ELEMENTARY LEVEL, WE ROLLED ONE SET OF CONSTRUCTION MATERIALS OUT AND THAT WAS PRETTY QUICK.

AFTER WE RECEIVED SOME FEEDBACK, WE CAME TOGETHER AND TALKED ABOUT IT AND WE REALIZED THAT WAS NOT THE FIT AND IT WAS NOT MEETING THE NEEDS OF OUR STUDENTS.

SO WE TOOK THAT ONE OUT AND WE ADDED ANOTHER ONE TO THAT AND THAT IT WAS THE SAME AT SIX EIGHT. YEAH. SO WE GET TOGETHER, WE COLLABORATE AND TALK AND WE DETERMINE WHAT WE NEED TO DO. SO WHAT I WILL SAY IS THAT LAST WEEK ON INSTRUCTIONAL MATERIAL COMMITTEE CAME BACK TOGETHER. ON TUESDAY WE WHAT WE DO AS WE FINISH OUR OUR ITEMS OF ANY SET OF INSTRUCTIONAL MATERIALS IS THAT WE, WE STARTED OUT WITH AN INSTRUCTIONAL MATERIALS EVALUATION TOOL, AND THAT'S WHEN WE'RE LOOKING AT THE CURRICULUM FROM A BIG VIEWPOINT. BUT AFTER OUR TEACHERS FINISH, THEY USE WHAT'S CALLED THE GRADE LEVEL INSTRUCTIONAL MATERIALS, EVALUATION TOOLS, WHOLE GAMUT, AND THAT IS FOR A SPECIFIC GRADE LEVEL. SO AFTER EACH ONE OF OUR TEACHERS FINISHES PILOTING A SET OF CONSTRUCTION MATERIALS, THEY EVALUATE THAT SET OF INSTRUCTION MATERIALS USING A RUBRIC DESIGNED SPECIFICALLY FOR THAT GRADE LEVEL.

SO WE TAKE THE OTHER CLASS, WE TALK ABOUT THE STRENGTH IN PROGRAM, TALKED ABOUT AREAS

[00:50:04]

WE TALKED ABOUT SOME ADDITIONAL CONSIDERATIONS FOR EACH PROGRAM.

WE SEE SOME OF THE SOME OF THOSE ITEMS AND HAD A VERY OPEN AND HONEST CONVERSATION ABOUT AS A DISTRICT WHAT DIRECTION WE WANT TO DO.

SO THEN OUR TEACHERS HAVE ALSO FILLED OUT OUR GREAT LITTLE INSTRUCTIONAL MATERIAL EVALUATION TOOL, AND WE LOOKED AT THE DATA QUITE A BIT.

WE SPENT QUITE A BIT OF TIME GOING THROUGH STATIONS LOOKING AT THEIR STATEMENTS.

AND I WILL TELL YOU THAT THE MATERIALS THAT WE SELECTED OUTPERFORMS THE OTHER MATERIALS IN ALL AREAS ACCORDING TO THE ENTRY LEVEL THEY FIND IT THROUGH.

AND SO I THINK I HAVE COVERED MOST THINGS TO OUR SITES.

I DID NOT COVER COMMUNITY REVIEW, SO YOU CAN START WITH ANYWHERE THE COMMUNITY REVIEW PROCESS. WE ADVERTISE THAT IN A NUMBER OF WAYS.

WE ENHANCED OUR LAST YEAR'S EXPERIENCE, WHICH MEANT WE DID A FACEBOOK POST, A PARENT SQUARE NOTIFICATION AND PRESS RELEASE POSTED ON THE WEBSITE A NUMBER OF DIFFERENT THINGS THAT I WILL SAY THAT WE HAD OVER 85 PAGES OF FEEDBACK FROM OUR COMMUNITY TO PROCESS.

SO THAT IS A VICTORY.

SO THAT WAS HELPFUL AND IT WAS HELPFUL TO OBSERVE AND REVIEW THAT COMMUNITY AND FEEDBACK IN RELATION TO THE STAFF FEEDBACK AS WELL.

AND I WILL SAY WHEN WE TALK ABOUT A COMMUNITY THAT ALSO INCLUDES OUR OWN STAFF BECAUSE WE HAD A REPRESENTATIVE GROUP OF TEACHERS, BUT WE ALSO HAD SOME TEACHERS THAT HAD EXPERIENCES WITH THESE MATERIALS IN OTHER SETTINGS IN PREVIOUS DISTRICTS.

SO THAT IS ANOTHER GREAT OPPORTUNITY FOR STAFF TO HAVE A VOICE IN THE PROCESS.

SO I WOULD SAY THAT WAS ANOTHER PART OF THIS PROCESS THAT WE COMPLETED.

AND THEN WE WERE AT THE FINAL STEP TODAY, WHICH IS THE RECOMMENDATION FOR THE SCHOOL BOARD FOR ADOPTION. SO BASICALLY TO HIT ON A LITTLE BIT MORE OF THE SECONDARY HIGH SCHOOL EXPERIENCE. YEP.

THANK YOU. AS KELLY SAID, THE KEY 18 WERE IN A LITTLE BIT OF A DIFFERENT POSITION FROM STARTING FROM SCRATCH IS FANTASTIC.

BUT I HAVE NOT LOOKED OUT FOR A TREE AND THAT'S WHY I WAS THINKING TO TAKE TEN BECAUSE TYPICALLY ALGEBRA IS NINTH GRADE GEOMETRY CENTIGRADE.

SO K10, OUR HIGH SCHOOL TEACHERS HAD PILOTED PRIOR TO THE PANDEMIC.

RIGHT NOW THAT I HAVE KIND OF STARTED THIS PROCESS OF PILOTING MATERIALS FOR THE HIGH SCHOOL AND THEN EVERYTHING HAD TO GO PUT ON POLES.

SO THEY CAME BACK AND JOINED US TO FINISH THE PROCESS.

SO RINGGOLD IS SITTING OVER HERE AND THEY WERE INVOLVED IN THE CONVERSATIONS THAT WE HAD OF GETTING LAST GRADE, BUT HAD ALREADY GONE THROUGH THEIR PILING OF THE MATERIALS TO THEN JOIN US TO COMPLETE THE ADOPTION PROCESS WITH THE KEY TEAM.

SO THAT WAS KIND OF A LITTLE BIT OF A DIFFERENT TIMELINE.

ALL THE THINGS JUST KIND OF GOT PUT ON HOLD AND HERE WE ARE.

CAN I TALK TO YOU, JACKSON, IF YOU WOULDN'T MIND SWITCHING TO THE NEXT SLIDE SWITCH.

SO FOR A FEW MORE AND YOU SHOULD BE AT A PROCESS WHERE IT'S GOING TO SAY FERNDALE FOUR EIGHT MATH ADOPTION RECOMMENDATION.

AND WE ARE SO EXCITED AS A A TEAM TO HAVE A K-8 MATH CURRICULUM.

IT WAS ONE OF OUR WISHES AS WE WENT IN TOGETHER, BUT WE ALL AGREED TO GO THROUGH THE PROCESS AND SEE WHAT BEST SUITED RAILS.

IT WAS SO EXCITED TO BE RECOMMENDING THAT WE ADOPT ALREADY ALREADY CLASSROOM MATHEMATICS K THROUGH EIGHT.

SO I THINK IT JUST MAKES ME SO HAPPY TO THINK THAT WE WILL HAVE AN ONLINE CONSISTENT CURRICULUM. ONE OF THE THINGS I WOULD SAY AS WELL AS THE THE MEDICAL PROFESSIONAL DEVELOPMENT AND I HAVEN'T MENTIONED THIS WHEN I FLIPPED SIDES ON WHY THE CURRICULUM IS NOT IMPORTANT, JUST THE CURRICULUM ITSELF ISN'T ENOUGH.

WE NEED TO MAKE SURE OUR TEACHERS HAVE THE PROFESSIONAL DEVELOPMENT, THE SUPPORT, THE IMPLEMENTATION PLANS THAT WE ARE SUPPORTING THEM IN EVERY STEP.

AND I WOULD SAY FROM BOTH OF OUR PERSPECTIVES, THE THE PROFESSIONAL DEVELOPMENT SUPPORT THAT WE'VE HAD FROM MY READING HAS BEEN SECOND TO NONE.

I MEAN, OUR TEACHERS CAN REACH OUT TO THEM IF THEY HAVE A GOOD QUESTION, THEY CONTACT US VERY REGULARLY. SO THAT WOULD BE A PART OF OUR IMPLEMENTATION OF THE CURRICULUM, IS TO MAKE SURE THAT WE PROVIDE A PROFESSIONAL DEVELOPMENT, TO MAKE SURE THAT IT'S SUCCESSFUL. I WOULD SAY THAT WE'RE ALSO GOING TO BE WORKING HARD WITH THE REPRESENTATIVE GROUP OF THE COMMITTEE MEMBERS AND DANIELLE VOLUNTEERED AND PART OF THAT FOR IMPLEMENTATION EFFORTS.

WE WANT TO MAKE SURE THAT OUR ELIMINATION IS SUCCESSFUL.

SO THERE ARE QUITE A FEW THINGS THAT WE WANT TO MAKE SURE WE'RE TAKING INTO CONSIDERATION.

SO JUST NOT LIKE WHEN WE'RE STILL TALKING ABOUT WHETHER THEY HAVE A NEW FIELD TEST THAT'S OUT MOVING FORWARD FOR THEIR MATERIALS.

THAT'S ANOTHER FANTASTIC THING ABOUT HIRING IS THEY ARE COMMITTED TO UPDATING OR ENHANCING ANY MATERIALS SHOULD THEY BECOME AVAILABLE.

SO IF AND WHEN THERE ARE ENHANCEMENTS OR UPDATES TO THE PROGRAM, THOSE WILL AUTOMATICALLY RENEW WITH OUR COMMITMENT TO THAT PROGRAM.

SO OUR RECOMMENDATION AT K THROUGH DATES IS THE ADOPTION OF EARLY CLASSROOM MATHEMATICS, WHICH WE'RE REALLY EXCITED TO SHARE.

AND THEN FAMILIES, WE WANT TO SHARE WHAT THE RECOMMENDATION IS FOR FERNDALE 910 ALGEBRA,

[00:55:01]

WE ARE RECOMMENDING CPM COLLEGE PREPARATORY MATH FOR OUR ALGEBRA AND ROLLING OUT FOR GEOMETRY TO I WOULD I WOULD SAY IT WORKS WELL, IT WORKS.

SO WE'RE SUPER EXCITED.

THAT'S A LITTLE SLIGHTLY DIFFERENT PEDAGOGY.

SO AGAIN, PROFESSIONAL DEVELOPMENT, PART OF THAT IS THE INFLUENCE OF THE CURRICULUM IS REALLY IMPORTANT AND MAKING SURE THAT YOU CAN TOUCH AND SEE THE IMPLEMENTATION OF THAT FOR. SUPPORTED ME.

SO THAT REALLY IS OUR PRESENTATION TONIGHT.

WANT TO MAKE SURE YOU ALL HAVE AN OPPORTUNITY TO ASK ANY QUESTIONS OF US.

AND WE HAVE AN AMAZING STAFF HERE THAT CAN ALSO FILL ANY QUESTIONS SHOULD YOU HAVE THEM.

SO THIS IS AN OPPORTUNITY.

AND WOULD ANY OF YOU PILOT FOLKS AND STUFF LIKE THAT SAY, WE DID NOT TELL YOU WE DON'T WANT TO DO THAT? SO THEY DO NOT HAVE ANYTHING PREPARED.

AND YOU DON'T NEED TO. YOU'RE FINE.

I JUST LIKE TO BE. MAKE. ANY QUESTIONS? THIS IS PROBABLY KIND OF A SILLY QUESTION, BUT I STARTED THE CASE THROUGH A HAS A PUBLISHED DATE OF 2020 BUT THE ORIGINAL YEAR 2015 AND IS GOING TO HAVE A LOT OF UPDATES AS WELL. OR I MEAN, RUNNING ANALOGY HAS BEEN KIND OF THE SAME SINCE PYTHAGORAS, BUT PROBABLY THAT'S WHEN YOU YOU'VE WORKED VERY CLOSELY WITH CPM ON THE TEXTBOOK IS VERY SET BUT WE HAVE TO TALK A LITTLE BIT ABOUT DIGITAL RESOURCES.

YES. YOU KNOW, I THINK ONE OF THE STRENGTHS OF THE CPM PROGRAM IS THAT WHEN YOU'RE READING THE BOOK OR YOU'RE WORKING ON THE PROBLEMS IT DOESN'T HAVE HAS, THEY'RE TRANSFERABLE TO LOTS OF DIFFERENT YEARS.

SO, FOR EXAMPLE, SOME TEXTBOOKS, THEY FREQUENTLY REFERENCE RECENT CURRENT EVENTS AND THEY GIVE THE NAME OF THE DATE AND IT FEELS FIVE OR SIX OR SEVEN YEARS LATER, LIKE, WHY ARE WE TALKING ABOUT THE FLOOD OF 2001? WHEREAS THE CPM SURVEY FINDS A WAY AROUND THAT AND GIVES THEM MORE OF A TIMELESSNESS TO IT, BUT IT'S WELL ALIGNED WITH THE STATE STANDARDS, SO THAT'S WHAT WE WERE REALLY LOOKING FOR VERSUS THE PUBLISHING DATE.

THEY DO HAVE AN ONLINE PRESENCE WITH MATERIALS AND TEACHER RESOURCES THAT CAN BE USED, BUT IT'S A SMALLER COMPANY, IT'S A NOT FOR PROFIT COMPANY, AND THEY DON'T DO THE FREQUENT UPDATES THAT SAY A ONE OF THESE IMMENSE PUBLISHING HOUSES DOES.

BUT OFTEN THOSE UPDATES ARE MORE IN THE PICTURES AND A FEW UPDATED DATES RATHER THAN SUBSTANTIAL WORK THAT HAS BEEN CHANGED IN TERMS OF THE CONTENT.

AND DID I COVER ANYTHING ELSE? DURING OUR PILOT, SOME OF THE FLASHIER OPTIONS FROM THE PILOT DIDN'T TURN OUT AS WELL AS WE THOUGHT. THE OTHER THE OTHER ITEMS THAT WERE PILOTED WERE NOT DID NOT FIT OUR STUDENTS AS WELL.

STUDENTS DIDN'T LIKE THEM AS MUCH OR THEY DIDN'T DO A GOOD JOB OF MEETING THE INSTRUCTION ON THE STANDARDS.

KIND OF ANOTHER QUESTION THEN ON THE STANDARDS SINCE THE STUFF THAT WE HAD BEFORE DIDN'T QUITE MATCH UP WITH THE STANDARDS ANYMORE.

DO WE KNOW AND HAVE A TIMELINE OF WHEN IS STARTED BY CHANGING THE STANDARDS AGAIN? GREAT QUESTION.

SO SO KIND OF GOING ALONG THOSE LINES AND PIGGYBACKING WITH MELINDA IS WITH THESE ADOPTIONS, I MEAN, IT USED TO BE BACK IN BACK WHEN YOU WOULD GET THE CURRICULUM, WHICH MEANT YOU GOT THE TEXTBOOK AND IT LAST AS LONG AS THE TEXTBOOK WOULD LIVE.

BUT WE TALKED ABOUT THE ONLINE RESOURCES.

SO IS THIS A ONE TIME PURCHASE OR IS THIS A ONE TIME PURCHASE WITH ONGOING SUBSCRIPTION OR HOW DOES THAT DO IT? SO WITH THE PUBLIC THAT WE RECEIVED IS CONSIDERED A ONE TIME PURCHASE.

HOWEVER, IT DEPENDS ALSO ON OUR HEAD, RIGHT? BECAUSE OUR GOAL IS WE WANT TO MAKE SURE WE HAVE AN EFFECTIVE IMPLEMENTATION.

SO AS WE HAVE MORE STAFF MEMBERS AS THEY ENTER OR IN YEAR TWO THREE IMPLEMENTATION, WE MAY HAVE SOME FOLLOW UP BEING.

SO THERE MAY BE SOME RECURRING COSTS THAT GO WITH THE PILOT OR THE ADOPTION.

[01:00:03]

AND IS THAT A DATE FOR X PERIOD OF TIME OR.

WELL, WHAT WE HAVE SAID IS THAT WE HAD BUILT, AS I THINK WE'VE TALKED ABOUT IT HERE, WE'VE BUILT SOMEWHAT OF AN ADOPTION CYCLE THAT WE ARE TRYING TO STAY TRUE TO, BUT IT'S ABOUT EVERY SIX OR SEVEN YEARS THAT WE'RE TRYING TO CYCLE THROUGH DIFFERENT CONTENT AREAS, EVEN A LITTLE BIT MORE.

SO WHEN WE TALK TO THEM, WE SAID IT WAS MAYBE TEN YEARS.

IT'S REALLY WHAT WE GAVE THEM IN TERMS OF THE RANGE OF THE ADOPTION.

AND SO WHEN WE HAVE THESE CONVERSATIONS, IT WAS UP TO TEN.

THIS WAS THE CONVERSATION WE HAD JUST WE NEVER KNOW WHAT HAPPENS OR WHEN.

WE HAVE TO PUT THINGS ON PAUSE LIKE WE HAVE TO DO WITH OUR DAILY ADOPTION.

I WAS LUCKY TO HAVE YOUR PRESENCE SO WE KNOW THINGS CAN HAPPEN WHEN WE TALK WITH.

AND IT WAS OBVIOUSLY TENSE.

I HAVE A QUESTION, PLEASE.

SO THIS IS FROM GRADES 910.

I WILL FINISH WITH THE MATERIALS GOING FORWARD THIS YEAR TO UPDATE MATERIALS FOR ALGEBRA TWO, PRE-CALCULUS CALCULUS.

GREAT QUESTION. AND I JUST WANT TO FIX THIS OPPORTUNITY TO YOU.

IT DOESN'T MATTER. I SAID WE HAVE ACTUALLY BEEN LOOKING ON WORKING ON ALGEBRA TWO, PRE-CALCULUS CALCULUS, BUT WE WEREN'T CONFIDENT THAT WE WERE THERE YET.

SO WE WILL BE COMING BACK PROBABLY WE MAY DO WELL, MAYBE NEXT MONTH.

SO PROBABLY JUNE, JULY TO LOOK MORE CLOSELY AT WHAT WE ARE RECOMMENDING FOR PARTICULARLY ALGEBRA TWO. WE STARTED ON PILOT AND WE, WE WERE QUITE HAPPY WITH IT.

SO THEN WE HAVE JUST CHANGED MATERIALS AGAIN.

SO GIVING OUR OUT OF THE TWO FOLKS A CHANCE TO LOOK, SPEND A LITTLE BIT MORE TIME WITH THOSE MATERIALS TO SEE HOW THEY HOW WE'RE WORKING WITH THE STUDENTS.

SO WE ARE IN PROCESS.

WE'RE JUST NOT QUITE THERE YET.

OKAY. I HAVE TO ADMIT, I HAVEN'T REALLY LOOKED AT WHAT THE HIGH SCHOOL OFFERS AS FAR AS MATH COURSES THESE DAYS.

BACK WHEN I LAST WAS PAYING ATTENTION, THEY HAD SECTIONS OF WHAT THEY CALL INTEGRATED MATH. ARE THEY STILL DOING THAT? AND, YOU KNOW, HOW HOW ARE THINGS BROKEN UP? SO AT ONE POINT, WE DID HAVE A SERIES OF INTEGRATED MATH WHERE THREE YEARS COVERING THE EQUIVALENT OF ALGEBRA ONE, GEOMETRY AND ALGEBRA TWO.

AND WE DON'T HAVE THAT.

WE I DON'T KNOW.

IT'S BEEN MAYBE EIGHT OR TEN YEARS.

HOWEVER, WE DO HAVE A COURSE THAT WE CALL INTEGRATED ALGEBRA TWO AND ANOTHER COURSE THAT WE CALL ALGEBRA TWO.

AND THE DISTINCTION BETWEEN THE TWO ARE THE INSTRUCTIONAL MATERIALS THAT WE USE.

SO SOME STUDENTS, THEY COME THROUGH ALGEBRA.

IT MAKES TOTAL SENSE TO THEM.

THEY COME THROUGH GEOMETRY.

THEY ARE READY TO TAKE AN ALGEBRA TWO CLASS IN A PRE CALC CLASS AND THEY ARE FLYING.

AND THEN WE HAVE OTHER STUDENTS THAT THE ALGEBRA AND THE GEOMETRY DOES NOT STICK QUITE AS WELL. THEY AREN'T PERHAPS UNDERSTANDING INTELLECTUALLY OR CONCEPTUALLY THE CONCEPTS AT THE SAME STRENGTH.

SO TO PUT THEM FROM GEOMETRY AND THEN GIVE THEM A ONE YEAR MATH COURSE AND THEN SEND THEM OFF TO THE UNIVERSITY OF WASHINGTON AND TAKE A BREAK OUT, WAS LIKE TOO MUCH OF A JUMP. SO WE HAVE THE INTEGRATED ALGEBRA TWO, WHICH HAS A IT USES UP UNTIL A YEAR OR TWO AGO USED OUR OLD CPM WORKS, BUT IT GIVES THOSE BOOKS HAVE A LOT OF BUILT IN REVISITING OF TOPICS AND A LOT OF PREVIEWING OF TOPICS.

SO SOMETHING IS GOING TO BE TAUGHT IN JANUARY, MAYBE IN OCTOBER.

THE BASICS OF THAT SAME CONCEPT ARE ALREADY BEING INTRODUCED.

SO IT'S A CONSTANT SORT OF CYCLE OF NEW CONTENT AND REVIEW OF AND EXPANSION OF EXISTING CONTENT.

SO SPIRAL REVIEW OR WHATEVER.

WELL, YOU KNOW, IS IT'S NOT A TRUE SPIRAL CURRICULUM, BUT IT HAS THAT COMPONENT IN IT.

SO BY THE END OF INTEGRATED ALGEBRA TWO, THE GEOMETRY SKILLS ARE STRONGER, THEIR ALGEBRA SKILLS ARE STRONGER.

PRE PANDEMIC STUDENTS WHO DID REALLY WELL IN THE INTEGRATED ALGEBRA TWO COULD GO STRAIGHT TO FREAK OUT AND BE FINE.

SO IT WASN'T WEAKER IN THAT SENSE OR LESS RIGOROUS.

IT JUST HAD A DIFFERENT FLAVOR OR FOCUS TO IT.

AND BUT WE DO HAVE STUDENTS TO GO FROM GEOMETRY TO INTEGRATED ALGEBRA TWO TO ALGEBRA TWO TO FREAK OUT.

AND SO THEY SPEND AN EXTRA YEAR SOLIDIFYING THEIR ALGEBRA, YOU KNOW? PRETTY STANDARD THOSE CONCEPTS.

[01:05:02]

AND IT'S A BOOK THAT YOU HAVE TO LIVE IN FOR A WHILE TO UNDERSTAND ITS STRENGTHS.

HOWEVER, I DON'T KNOW HOW I THOUGHT MORE OF THE OLD TO THE NEW YORKER.

HOW MUCH DOES IT CHANGE? THEY UPDATED THE DEFINITELY ON MY HOMEWORK HELP I DID.

THE ONLINE COMPONENT WASN'T THERE AT ALL IN OUR PREVIOUS ADOPTION, AND THAT'S AVAILABLE.

SO WHICH MEANS YOU HAVE LINKS THERE TO HOMEWORK HELP.

THEY HAVE LINKS THERE TO WHAT'S CALLED A PARENT PARENT GUIDE AND THE PARENT GUIDE.

PERHAPS I WOULD NOT HAVE CALLED IT THAT, BUT THE PARENT GUIDE HAS A LOT OF EXAMPLE PROBLEMS IN IT. AND ONE OF THE THINGS ABOUT CPM IS LIKE, OH, I WANT TO SEE AN EXAMPLE OF HOW TO DO THIS PROBLEM AND I CAN'T FIND ONE IN THE BOOK THERE IN THE PARENT GUIDE.

SO IT'S YOU HAVE TO WE HAVE LINKS ON OUR CAMPUS PAGES.

YOU KNOW, WE TELL OUR STUDENTS WE HAVE COPIES YOU CAN CHECK OUT IN THE LIBRARY.

BUT IT IS A SEPARATE BOOK THAT HAS MAYBE MORE OF THOSE EXAMPLES.

AND THE PREVIOUS CURRICULUM DID NOT HAVE THAT AND THE WHOLE THING HAS BEEN UPDATED TO BE ALIGNED WITH THE STANDARDS.

BUT I THINK THE BIGGEST CHANGE WOULD BE, I THINK THE PARENT GUIDE AND THE ONLINE HOMEWORK HELP AND THE ABILITY TO LOOK AT THE TEXTBOOK ONLINE AND COMPARE A CPMS WEBSITE TO SOME OF THE OTHERS I'D USE.

IT MAYBE IS SIMPLER, BUT IT'S WAY FASTER AND EASIER TO FIND THINGS.

SOMETIMES YOU SPEND A LOT OF TIME WAITING TO CLICK THROUGH PAGES TO GET TO A SPOT ON A MORE SOPHISTICATED WEBSITE.

AND THIS IS WHEN KIDS GET TO IT PRETTY QUICKLY.

AND THE NEWER EDITION DOES IT DOES KIND OF EXCITED THE STUDENTS KNOW A LITTLE BIT MORE AROUND EQUATIONS, ALL THE SKILLS AND STUFF COMING OUT OF THE MIDDLE SCHOOLS, WHICH IS EXCITING TO HEAR THAT WE'RE WE'RE HAVING A NEW MIDDLE SCHOOL CURRICULUM AS WELL.

SO I THINK THAT THE OLDER EDITION IS KIND OF HAD THE STUDENTS WERE COMING IN A LITTLE LOWER LEVEL AND THE NEWER EDITION IS AS THE STUDENTS COMING IN A LITTLE HIGHER LEVEL AND THEN TAKING THEM MORE FURTHER.

WHICH JUST REMINDS ME ONE OF THE REAL STRENGTHS OF THE CPM CURRICULUM IS THAT IT HAS A LOT OF PROBLEM SOLVING THAT ARE AT THE APPROPRIATE LEVEL FOR THE STUDENTS, BUT NOT SIMPLISTIC. SO THEY DO HAVE TO THINK KIND OF HARD ABOUT CERTAIN PROBLEMS AND PUT THINGS TOGETHER WITH OF COURSE, THE TEACHERS HELP AND UNDERSTAND MATH IN A DEEPER LEVEL BY USING THAT APPROACH YOU.

I HAVE NO QUESTION.

I'M SORRY. THAT'S OKAY.

OKAY. SO I HAVE A FRIEND IN CALIFORNIA WHO TEACHES STATISTICS AND I TALK ABOUT THAT.

SO I ASKED HIM IF THEY EVER HAD AT THE HIGH SCHOOL LEVEL AN INPUT INTO WHAT WAS ADOPTED AT THE GRADE SCHOOL LEVEL TO SEE IF THERE SHOULD BE DISCONTINUITY FROM HERE ALL THE WAY UP. AND HE SAID, OH, NO.

IN FACT, IF YOU WERE TO GO TO THE GRADE SCHOOL, THEY WOULD PROBABLY TELL YOU DIDN'T KNOW ANYTHING ABOUT TEACHING YOUNG CHILDREN.

AND, YOU KNOW, FIRST OFF, I THOUGHT, WELL, THAT'S JUST WEIRD BECAUSE YOU WOULD THINK THERE WOULD BE THIS CONTINUITY OF COMMUNICATION ALL THE WAY FROM THE BEGINNING TO THE END, IF YOU WANT IT, IS TO DO NOTHING.

AND I DON'T KNOW HOW THAT WORKS IN THIS DISTRICT.

COULD YOU PLEASE EXPLAIN HOW YOU WORKED WITH THE ELEMENTARY LEVEL TO MAKE SURE THAT YOU CATCH ANY PROBLEMS ALONG THE WAY? YOU KNOW, I MAKE SURE THAT BY THE TIME THEY GET MY PARTICULAR BOAT MOVES, PEOPLE CAN NOT DO OPERATIONS OR FRACTIONS OR ORDER OF OPERATIONS.

KNOW, ACTUALLY I WAS EXPRESSING MY EXASPERATION WITH AN ON LINE SITUATION THAT I HAD ONE ME THIS IS NOT FERNDALE SCHOOL DISTRICT WITH SOMEBODY ELSE TO BE CREATED IN COLLEGE WITH A STUDENT WHO DIDN'T TAKE THE TIME TO READ THE PROBLEM AND THEY JUST PLAIN FLAT OUT GAVE ME INFORMATION AND ASKED ME TO COPY IT AS PART OF OF THE QUESTION.

AND THEN AT THE VERY END, WE HAD TO FIND A VOLUME AND WE INCORRECTLY MULTIPLIED THE DISTRIBUTED ACROSS MULTIPLICATION, WHICH WAS LIKE, HOW ON EARTH, I JUST WANT TO 100 SO YOU CAN MAKE IT ALL THE WAY THROUGH A SYSTEM WITHOUT LEARNING THOSE THINGS.

IT WAS REALLY FUNDAMENTAL THINGS THAT SHOULD HAPPEN IN GRADE SCHOOL.

SO I DIDN'T START THE FIRST PART OF THAT QUESTION.

SO I'M GOING TO ADDRESS AND ANYBODY ANYBODY'S WELCOME TO CONTRIBUTE TO THE LATTER

[01:10:05]

BUT IF I UNDERSTOOD IT CORRECTLY, THE FIRST PART OF THE QUESTION IS WHAT TYPE OF INPUT OR WHAT TYPE OF FEEDBACK DO SECONDARY TEACHERS HAVE THE OPPORTUNITY TO PROVIDE? FOR INSTANCE, OUR ELEMENTARY TEACHERS IN A SELECTION PROCESS.

SO AS I STARTED THE PROCESS, I MENTIONED THAT WE CAME TOGETHER AS A TEAM AND DID SOME COMMON LEARNING TOGETHER.

AND ONE PIECE OF THAT COMMON LEARNING WAS ABOUT THE SHIFT IN MATH TO ALIGN BETTER WITH THE COMMON CORE STANDARDS, THOSE MAJOR SHIFTS, AND THEY CALL THEM MAJOR SHIFTS.

AND SHIFT NUMBER TWO THAT WE LEARNED ABOUT IS COHERENCE, AND COHERENCE IS ALIGNMENT OF CONTENT WITHIN GRADE LEVELS AS WELL AS ACROSS GRADE LEVELS.

SO EVERY SET OF INSTRUCTION MATERIALS THAT WE WERE REQUIRED TO EVALUATE AND I PROBABLY CAN ADD ON THIS TO THEY ARE REQUIRED TO LOOK AT THAT COHERENCE WITHIN THE GRADE LEVEL TASK FOR THEIR INCOMING STUDENTS.

RIGHT. YOU WERE TRYING TO LOOK AT HOW MUCH REVIEW WAS TAUGHT AT THE PREVIOUS GRADE LEVEL AND THEN WHAT THAT LOOKED LIKE FOR THEIR STUDENTS EXITING.

SO WHILE IT MAY NOT HAVE BEEN WHERE OUR SECONDARY TEACHERS WERE LOOKING SPECIFICALLY AT THE MATERIALS OF OUR PRIMARY STUDENTS, WE WERE FOCUSING THROUGH THE RUBRIC AND THROUGH THIS ENTIRE PROCESS ON THOSE SHIFTS WHICH REQUIRED US TO LOOK SIGNIFICANTLY.

AND ONE OF THE NON-NEGOTIABLES IN OUR IMET RUBRIC REQUIRED US TO MEET IN ORDER TO CONTINUE ON WAS COHERENCE, MAKING SURE THOSE STANDARDS WERE APPLIED ACROSS THE GRADE LEVELS AND THE CONCEPTS CONNECTED, AND THEN THOSE CONCEPTS FOR ALIGNING ACROSS GRADE LEVELS AND ALSO CONNECTED.

SO I CAN TELL YOU THAT ONE PART OF THAT PROCESS WAS VERY THOROUGH, BUT IT WAS DONE IN A LITTLE DIFFERENT OF A WAY THAN YOU ARE TALKING ABOUT RIGHT THERE.

IT WASN'T THAT CONVERSATION HERE TO HERE, BUT IT WAS ENSURING ALIGNMENT FROM EVERY STEP ALONG THE WAY, WHICH IS SOMETHING WE'RE REALLY EXCITED AND WE'RE REALLY PROUD OF AND WE SEE SUCH POTENTIAL IN HOW TO COMMUNICATE ADOPTION JUST FOR THAT REASON IN ITSELF.

AND I WOULD SAY TO WHAT WE STARTED HERE THIS TIME LAST YEAR, WE STARTED A DOUBLE TEAM OF A SMALLER TEAM, NOT THE ENTIRE SCHOOL MATH TEAM, BUT REPRESENTATIVES FROM ALL REALS.

AND THE CONVERSATIONS THAT HAPPENED ORGANICALLY BETWEEN BETH WAS WALKING OVER AND TALKING TO OUR SECRETARY TEAM.

THEY WERE CROSSING OVER BETWEEN THEMSELVES AND KIND OF MOVING AROUND AND SUDDENLY BE THINKING OF THIS. WHAT DO YOU THINK? THAT WE HAD SO MANY ORGANIC CONVERSATIONS JUST BY BEING IN THIS ROOM TOGETHER WHERE BEST BEST JOINED US FROM, MULTIPLE PLUS DIFFERENT MOMENTS, PUTTING IN HIGH SCHOOL, JOINED US MULTIPLE MEETINGS WHERE THEY'RE MAYBE HAVING THOSE CROSS GRADE LEVEL CONVERSATIONS AND HAVE HAD THAT OPPORTUNITY TOGETHER.

AND BRIAN AND TAMI LOOKS LIKE THEY'RE WILLING TO ADD TO THIS CONVERSATION.

ONE OF THE STRUGGLES, I THINK SOMETIMES WHEN YOU'RE TEACHING METHODS ARE RIGHT, VOLUNTEERING MATH TEACHER.

SO. IT'S YOUR SECOND HALF OF YOUR QUESTION.

IF I HAVE A STUDENT WHO'S STRUGGLING WITH THE CONCEPT, REGARDLESS OF HOW THEY GOT TO THAT POINT, ONE OF THE CHALLENGES THAT I WOULD HAVE IS WHERE DO I GO BACK TO ADDRESS SOME OF THOSE PAST, I GUESS, CONCEPTUAL MISUNDERSTANDINGS, RIGHT? AND ONE OF THE GREAT THINGS ABOUT MY WRITING IS THAT WITH THEIR ONLINE TOOL KIT, YOU HAVE ACCESS TO A CURRICULUM AS A TEACHER IN THE DISTRICT.

AND SO IF I'M IN FIFTH GRADE AND I'M TEACHING MULTIPLICATION WITH FRACTIONS, RIGHT, AND I'M TRYING TO FIGURE OUT WHERE WE'RE MISSING A COUPLE THINGS THE PRIORITY HAS. ONE, IT ACTUALLY TELLS YOU WHAT THEY'VE BEEN TAUGHT AT THE PREVIOUS GRADES AND WHAT THOSE LESSONS ARE, SO THAT IF YOU HAVE A STUDENT WHO'S STRUGGLING, YOU CAN ACTUALLY GO BACK AND ACCESS THOSE LESSONS, ACCESS TO CONTENT.

IN ADDITION TO HAVING IT IN EACH UNIT, IT BREAKS DOWN THE PREREQUISITES FOR THAT INDIVIDUAL, WHAT THEY'RE GOING TO WHAT THEY NEED TO UNDERSTAND TO BE SUCCESSFUL IN THAT UNIT. AND IT'LL TELL YOU WHICH STUDENTS ARE READY FOR SUCCESS, WHICH STUDENTS NEED A LITTLE BIT OF SUPPORT, BUT STUDENTS NEED A LOT OF SUPPORT, AND THEN WHAT KINDS OF MATERIALS AND SUPPORTS ARE AVAILABLE TO PROVIDE? SO IT'S NOT JUST THAT THEY NEED TO BETTER UNDERSTAND HOW TO CREATE EQUIVALENT FRACTIONS. IT'S MATERIAL TO HELP ME TEACH THEM HOW TO DO FRACTIONS.

AND THEN WITHIN THE UNIT, THEY'RE ARE ON LEVEL BELOW LEVEL, ABOVE LEVEL MATERIALS AND ENRICHMENT ACTIVITIES THAT YOU CAN DO WITH THE STUDENTS IN ONE SMALL GROUP WORKOUTS.

SO I THINK IT'S LIKE I SAID, A CHALLENGE IS NOT NOT HOW THEY GOT THERE, BUT WHAT DO YOU DO WITH ONE OVER THERE? AND I THINK IRA OFFERS LOADS OF DIFFERENT CONTENT, MATERIALS AND WAYS TO GIVE AN ACCESS OF THAT CONTENT TO STUDENTS TO TRY TO CLOSE THOSE GAPS.

AND THAT'S SOMETHING THAT I HAVEN'T SEEN IN OTHER CURRICULUMS WHERE UNLESS YOU'RE GOING TO LOG ON TO THE SECONDARY CLASS AND GET IN A BOOK, FIND THOSE PAGES, MAKE A COPY RIGHT DOWN. RIGHT. YOU'VE GOT ACCESS TO ALL THAT OVER THERE.

[01:15:02]

SO. AND FROM THE SECOND GRADE TEACHER PERSPECTIVE IS ALSO ENTERTAINING.

SO MY BROTHER SENDING YOU TEXT WITH PICTURES OF MY FIRST GRADE NIECES AND NEPHEWS HOMEWORK OFTEN. AND I'M LIKE, WELL, THEY'RE SETTING YOU UP FOR THIS REVIEW OF PROPER GAMES.

LIKE WHAT? WHY DON'T THEY JUST DO TWO PLUS THREE? AND SO I THINK THAT'S ONE OF THE THINGS THAT GETS LOST IN THE EARLY GRADES IS FAMILIES GET FRUSTRATED AND IT'S LIKE, WHY DON'T WE JUST MAKE IT SIMPLE? AND IT'S BECAUSE IT'S BUILDING ON A CONCEPTUAL UNDERSTANDING OF NUMBER AND BEING ABLE TO BREAK AND DECOMPOSE NUMBERS AT AN EARLY LEVEL THAT THE KIDS ARE JUST ABLE TO QUICKLY COMPOSE AND DECOMPOSE NUMBERS IN DIFFERENT WAYS, WHICH SETS THEM UP FOR SUCCESS LATER.

AND THAT'S ONE OF THE THINGS I LOVE ABOUT THIS ADOPTION, IS THE SUPPORT THAT GOES ALONG WITH IT. IT'S NOT LIKE YOU COULD HAVE CAN YOU OPEN IT AND YOU JUST SHOW THE KIDS THE PROBLEMS ON PAGE ONE, THE SUPPORT WE'RE GOING TO BE RECEIVING IN TIME THROUGHOUT THE PROCESS IS GETTING THAT PEDAGOGICAL UNDERSTANDING.

AND THERE'S I DON'T REMEMBER THE COLOR OF THE PAGE BECAUSE THAT WAS THE ONLINE STUFF IS THE BEIGE PART OF THE BOOK.

WE WANT TO MAKE SURE ALL THE TEACHERS ARE GETTING TO THAT BECAUSE THAT'S WHERE THE PEDAGOGY COMES IN AND WHERE THAT SEQUENCING THAT LEADS KIDS FROM THE NEXT LEVEL TO THE NEXT LEVEL COMES IN.

SO THAT'S ONE THING I REALLY APPRECIATE ABOUT THIS CURRICULUM.

I REMEMBER MY SON, OLIVER, ONE OF SOME PARENTS, HAD ACCESS TO THIS JUST AS WELL.

RIGHT. AND DOES THIS TIED TO HOW THEY MAY HAVE BEEN TAUGHT SO THEY CAN UNDERSTAND BETTER? YOU KNOW, THIS IS THIS IS THE BAD MOVIE.

YOU'RE SAYING THIS IS WHY WE'RE USING IT, YOU KNOW, BECAUSE IT HELPS YOU CALCULATE OR EXPLAIN OR WHATEVER SO THAT YOU HAVE ACCESS TO THAT WITH THE EXPLANATION, SO THEY CAN SUPPORT YOUR STUDENTS AT HOME AS WELL AND EXAMPLES AND GAMES AND YEAH.

YEAH, THERE'S ACTUALLY THE OF LIKE EVERY LESSON THERE'S AN AT HOME PIECE THAT YOU CAN SEE AT HOME IN MULTIPLE LANGUAGES THAT COVERED WHAT WE'RE TALKING ABOUT, HOW WE'RE TEACHING IN ALL OF THOSE DIFFERENT TYPES OF PIECES.

AND I MEAN, THE STUDENTS CAN ACCESS THIS CONTENT AT HOME WITH WHAT THEIR PARENTS AND SUPPORTED AT HOME.

IT'S FULLY AVAILABLE SO THAT THEY CAN WORK THROUGH LESSONS AND INTERACTIVE PIECES WITH THE KIDS AT HOME. BUT THE WHOLE WHOLE PIECE IS BUILT INTO IT TO BE ABLE TO PROVIDE IT TO PARENTS AND FAMILIES ON THE FRONT END BEFORE WE RUN INTO SOME OF THESE CONCERNS.

PIGGYBACKING ON THAT, BECAUSE ONE OF THE FREQUENT THINGS YOU HEAR IS THAT PROVERBIAL, THIS ISN'T THE WAY WE LEARN HOW TO DO IT.

YOU KNOW, WHAT WAS THE RESPONSE OF THE PARENTS IN THE TRIAL WHEN YOU SENT THOSE KIND OF THINGS HOME, OR WHAT KIND OF FEEDBACK DID YOU GET THAT WAY? IT'S CONTINUAL AND SO I AM NOT YOUNG.

I CAME TO TEACHING LATER.

I GREW UP LEARNING WHAT WHEN WHEN PARENTS HAVE THAT CONVERSATION.

THAT'S THE WAY I WENT PAST AS WELL.

AND SO IT'S VERY EASY FOR ME TO BE LIKE, I TOTALLY GET WHAT YOU'RE SAYING.

I MEAN, I HAD TO LEARN MATH TO BE ABLE TO TEACH IT.

BUT ONE OF THE THINGS YOU COME TO UNDERSTAND IS THAT YOU'RE LEARNING THE WHY BEHIND IT.

AND SO I THINK THE MATERIAL THAT YOU'RE SITTING AT HOME HELPS EXPLAIN THE LIE, WHICH I THINK HELP OTHER PARENTS ARE LOOKING FOR.

NOT NECESSARILY.

IT'S STILL AN APPLICATION, BUT WHY ARE WE DOING IT THIS WAY? WHAT'S THE POINT? RIGHT. AND SO I THINK THAT THAT INFORMATION IS IN THERE AND IS VERY HELPFUL FORM AND THEN IN PERSON HELPS TO BE A LITTLE OLDER.

SO I KNOW I DID IT RIGHT, BUT SO SOME OF THOSE MEETINGS ARE ALREADY I ONLY HAD ONE PARENT TALK TO ME ABOUT IT AND THEY WERE JUST REALLY EXCITED TO SEE THAT THE WAY THEY LEARNED IT WAS ONE OF THE WAYS I WAS TEACHING.

SO FINDING THOSE CONNECTIONS IS REALLY THE WAY TO GO BECAUSE IT'S REALLY NOT THAT DIFFERENT WHEN YOU SIT AND LOOK AT IT.

PROBABLY I ASKED EVERYONE IN THE ROOM, A SIMPLE COMPUTATION, PROBABLY.

PROBABLY I WILL GET THERE A DIFFERENT WAY AND I'LL GET THERE.

SO TEACHING THAT TO.

GOOD CONVERSATION. I HAVE A QUESTION THAT'S KIND OF GENERAL CURRICULUM ADOPTION.

YOU GUYS HAVE TOUCHED ON IT AND THINGS BEING ONLINE AND SUCH, AND I KNOW BEING A PARENT OF A COLLEGE STUDENT, HAVING TEXTBOOKS ONLINE HAS BEEN A GAME CHANGER FOR SAVING OUR FAMILY MONEY. OBVIOUSLY, THIS CURRICULUM ADOPTION ISN'T GOING TO BE ONLINE, BUT LOOKING FORWARD, WHERE ARE WE GETTING POSSIBLY TO THE POINT WHERE TEXTBOOKS ARE ONLINE AND WILL THAT SAVE THE DISTRICT MONEY? IT'S SAVED ME MONEY.

WHAT I WOULD LIKE TO SAY IS, IN MY OPINION, MAJORITY OF THESE RESOURCES ARE AVAILABLE

[01:20:02]

SO I WOULD SAY THE MAJORITY OF RESOURCES AND MAYBE DIFFERENT ACCESS POINTS ARE AVAILABLE ONLINE AT THIS TIME.

SO, I MEAN, DOES ANYBODY HAVE A CRYSTAL BALL THAT LIKE TEN YEARS FROM NOW WHEN WE DO MATH AGAIN, OUR CURRICULUM ADOPTION IS GOING TO GET LESS EXPENSIVE BECAUSE THERE'S NOT AS MUCH PAPER AND PRODUCTION INTO IT PHYSICALLY.

THAT IS A GREAT QUESTION.

AND TAMI, I SAW AND IN THE YOUNGER GRADES, PEOPLE LIKE THE YOUNGER GRADES, PEOPLE ARE STILL SUPER IMPORTANT AND I THINK K FIVE AT LEAST WE'RE GOING TO STILL DO A LOT OF PAPER BECAUSE THEY NEED TO HAVE THEIR HANDS ON AND A LOT OF MANIPULATIVES AND THERE'S WHITEBOARD WORK AND ALL OF THOSE THINGS.

SO I THINK THE OTHER GRADES, I THINK ALL OF THE HIGH SCHOOL MATH TEXTBOOKS THAT ARE MORE THAN WE HAVE IN A FEW YEARS, THE ENTIRE TEXTBOOK IS ONLINE.

STUDENTS BEG SOMETIMES, CAN I PLEASE HAVE A PHYSICAL BOOK? AND SO I WOULD SAY OF MY ALGEBRA ONE STUDENTS, ABOUT HALF OF THEM HAVE CHECKED OUT A TEXTBOOK TO TAKE HOME.

AND WE HAVE A CLASS SET IN THE CLASSROOM THAT WE WILL PULL OUT.

I ALSO HAVE STUDENTS WHO PREFER THE ONLINE VERSION.

IT IS A PART OF A MATTER OF EQUITY.

NOT EVERYONE HAS THE THE INTERNET AT HOME AT A SPEED WHERE THEY CAN TAKE A LOOK AT THE BOOK. AND SOME TEXTBOOK PUBLISHERS HAVE DONE A BETTER JOB OF PUTTING THEIR BOOKS ONLINE AND HAVING SOMETHING THAT'S EASY TO NAVIGATE THAN OTHERS.

BUT I, I KNOW FOR MANY STUDENTS, THEY WANT SOMETHING WHERE THEY CAN TURN THE PAGE AND TAKE A LOOK AT IT PHYSICALLY, OR THEY'RE JUST TIRED OF LOOKING AT THOSE SCREENS.

SO IT'S I DON'T HAVE A CRYSTAL BALL, BUT I THINK WE CAN LOOK AT A REDUCTION IN PRINT RESOURCES. I DON'T KNOW WHEN THERE WOULD BE AN ELIMINATION OF PRINT RESOURCES MIGHT ALSO HELP TO KEEP THEM IN LIKE BETTER CONDITION, GENERALLY SPEAKING TO ALTHOUGH WE DON'T ACTUALLY KNOW FOR 20 YEARS.

MY NAME IS CYNTHIA RIDINGS, A SCHOOL MATH TEACHER AT HORIZON, AND I TEACH ALL THREE GRADES SIX, SEVEN AND EIGHT.

AND ONE OF THE THINGS THAT I HAVE TO SAY WHEN IT COMES TO PRINT, WHEN I WHEN WE GET THE TEST DONE ON, I READ THE STUDENTS DO THEM.

AND A LOT OF TIMES WE DID WE DO GRADING ON THE SCRAP PAPER.

BUT UNLESS IT'S SOMETHING THAT'S OUR WORKBOOKS THAT WE'RE GOING TO BE PAYING FOR, WE CAN'T SEE WHAT THEY'RE DOING WRONG UNLESS THEY BREAK IT DOWN AND WE CAN LOOK AT IT.

I CAN'T TELL IF A STUDENT IS NOT BORROWING CORRECTLY.

I CAN'T SEE IT. THEY'RE NOT DOING THE ALGORITHM CORRECTLY WITHOUT SOMETHING ON PAPER. SO WE'RE ALWAYS GOING TO BE SOME KIND OF PAPER RESOURCE BECAUSE I CAN'T CORRECT THEIR ERRORS UNLESS I CAN SEE THEM.

AND THAT'S SOMETHING THAT'S NOT REALLY EVALUATED WELL ONLINE.

AND SO WE TRIED REALLY DIFFICULT TO SEE WHERE THEIR MISTAKES ARE BECAUSE THEY'RE ALL MAKING DIFFERENT MISTAKES.

IT'S A LOT OF FUN. WE WE ACTUALLY DO SOME FUN THINGS IN MY CLASSROOM WHERE WE SAY, OKAY, HOW MANY DIFFERENT ANSWERS CAN WE GET? AND LET'S FIGURE OUT WHY THIS ONE IS THE CORRECT ONE.

AND SO SO YEAH, THE WORKBOOKS ARE GOING TO BE VERY IMPORTANT.

WE'VE GOT TO WORK WITH THEM WITH VARIETY AND THEY'RE VERY GOOD AND THEY SPIRAL WELL.

THANK YOU FOR THE CONVERSATION AND I THANK OUR TEACHERS VERY MUCH FOR BEING A PART OF THE PROCESS AND ALSO BEING WILLING TO JOIN US TODAY AND SOME OF THESE FINAL QUESTIONS.

SO AT THIS TIME, WE'RE FINISHED.

THANK YOU. SO THANK YOU VERY MUCH TO ALL OF YOU TEACHERS FOR NOT ONLY EVERYTHING YOU DO EACH DAY, BUT ALSO FOR BEING HERE.

AND WE'RE WORKING WITH NEW CURRICULUM.

AND I KNOW IT'S ALWAYS FUN TO WORK WITH SOMETHING NEW WHEN YOU'RE USED TO THE OLD SOUND, BUT THANK YOU VERY MUCH.

DEFINITELY HELPFUL.

DID YOU HAVE A QUESTION? I JUST WANT TO SAY THANK YOU SO MUCH FOR WORKING ON THIS NEW CURRICULUM BECAUSE AS A STUDENT, YOU ASK THIS QUESTION EVERY YEAR.

I WENT THROUGH MY WHOLE AS BEING A STUDENT GOING THROUGH MATH AND IT HAD MULTIPLE TIME AND GOING CRASHING DOWN BECAUSE, YOU KNOW, THE WAY TEACHERS TEACH IS LIKE PROBABLY THE UPPER LEVEL. THEY TEACH US DIFFERENTLY.

AND EVERY SUMMER I JUST FORGET THEM AND COMING BACK TO SCHOOL WITH CAN LOOK OVER AGAIN. AND IT'S JUST BEEN REALLY HARD AND I FEEL REALLY LOST TO HAVE LIKE THOSE MOMENTS

[01:25:05]

BUT LISTENING TO YOU GUYS TALK ABOUT THIS, DOING MATH FOR A LIVING AND HOW IT'S GOING TO BUILD UP FROM THERE AND HAVING CONVERSATIONS WHERE TEACHERS SAYING, OH, JUST FILL IT OUT FROM THAT LEVEL AND HAVE A STUDENT LIKE HAVE THAT WHOLE FOUNDATION INSTEAD OF TAKING OVER.

THAT'S GOING TO CHANGE FOR MANY STUDENTS.

THANK YOU SO MUCH.

WELL, THANK YOU, KELLY, FOR THAT PRESENTATION.

ALSO EXCITED. YOU KNOW, ONE THING THAT WE SORT OF TOUCHED ON AT THE BEGINNING THAT WASN'T AS MUCH OF THE CURRICULUM WAS EXCITING TO HEAR THAT OUR METHODS OR WHATEVER WE DID DIFFERENTLY INDICATE PARENT INPUT AND COMMUNITY INPUT.

THAT'S GOOD TO HEAR BECAUSE THAT WAY, THAT WAY THE COMMUNITY KNOWS WHAT WE'RE DOING AND HERE'S WHAT'S GOING ON.

SO THANK YOU FOR YOUR EFFORTS IN THAT AS WELL.

SO AT THIS POINT, ANY FURTHER DISCUSSION FROM THE BOARD AND OR THE GENERAL ENTERTAINING MOTION? AND I MADE THE MOTION.

I WAS SORRY WITH ANY MOTION TO MOVE TO BETTER MATH CURRICULUM.

IT'S BEEN MOVED TO ADOPT THE NEW AND A HALF CURRICULUM FOR GRADES K THROUGH TEN.

ALL THOSE IN FAVOR SAY I OPPOSED MOTION CARRIES.

SO WE'VE ADOPTED IT IN OUR CURRICULUM.

SO THAT TAKES US ON TO ITEM 5.02, WHICH IS TO ALLOW THE SUPERINTENDENT TO JOIN THE WAITING MASS ACTION LAWSUIT.

SO FOR THAT, I WILL TURN IT OVER TO LAUGH.

THANK YOU. NOT QUITE AS EXCITING AS THE MATH CURRICULUM.

I WOULD JUST LIKE TO ACKNOWLEDGE THE NOD NOW, BUT PLEASE SHARE.

THANKS TO THE TO THE STAFF WHO CAME IN ON THEIR OWN TIME ON A TUESDAY NIGHT AFTER 12 HOUR DAYS OF TEACHING MATH AND OTHER SUBJECTS THAT THEIR STUDENTS TO SPEND THEIR TIME ANSWERING QUESTIONS ABOUT THE CURRICULUM MATERIALS.

SO A GREAT STAFF WE'VE GOT HERE AND FOR THEM.

SO VAPING IS A HUGE ISSUE IN THE COUNTRY AND PARTICULARLY AMONG OUR YOUTH.

ABOUT 40% OF OUR STUDENTS IN THE COUNTRY ARE ACTUALLY INVOLVED IN VAPING AT THIS TIME.

BUT TODAY'S TUESDAY, I'VE HAD CONVERSATIONS WITH TWO DIFFERENT PRINCIPALS THAT HAVE BEEN DEALING WITH VAPING ISSUES AT THEIR BUILDINGS THIS WEEK.

SO THE ISSUE BEFORE YOU THE QUESTION FOR YOU IS THE THERE IS A MASS ACTION LAWSUIT, WHICH IS SLIGHTLY DIFFERENT THAN A CLASS ACTION LAWSUIT IN THAT EACH OF THE PLAINTIFFS ARE INDIVIDUAL IN THE IN THE LEGAL PROCESS.

SO THERE IS NOT ONE BIG CLASS THAT IS GOING THROUGH THE LAWSUIT.

IT'S HUNDREDS OF INDIVIDUAL LAWSUITS.

THE CONCEPT IS BASICALLY TO GET THE TOBACCO COMPANIES IN THIS CASE, THE THE VAPING COMPANIES, WHICH ARE ACTUALLY OWNED LARGELY BY MARLBORO AND PHILIP MORRIS AND THE TOBACCO COMPANIES THAT HAVE TAKEN THEIR KIND OF THEIR STRATEGIES FOR MARKETING TO KIDS AND TURN THAT INTO VAPING.

SO THERE HAVE BEEN SEVERAL LEGAL CHALLENGES UP TO THIS POINT TO TRY TO GET THE LAWSUITS THROWN OUT. THEY'VE SURVIVED AT EVERY LEVEL.

SO THE THE ACTUAL FIRST TRIAL CASES ON THIS PARTICULAR LAWSUIT WILL TAKE PLACE IN SEPTEMBER IN NORTHERN CALIFORNIA.

SO THE QUESTION IS, IT CAME TO THE SD, SPUN AROUND THE LOGISTICS IN THE STATE, WHETHER OR NOT DISTRICTS WANT TO PARTICIPATE IN THE THE LAWSUIT WITH THE INTENT THAT THE THE PROCEEDS AND EVENTUALLY THERE'S WIN IN THE LAWSUIT, ANY FUNDS WILL BE PUT INTO BASICALLY PREVENTION AND EDUCATION TO KIND OF REVERSE THE IMPACTS OF VAPING.

AND THEN THE BECAUSE THE MARKETING HAS BEEN TARGETED SPECIFICALLY AT KIDS.

[01:30:03]

SO IN ORDER TO MOVE FORWARD WITH PARTICIPATING, WE NEED A VOTE FROM THE BOARD BASICALLY THAT SAYS YOU WOULD LIKE TO PURSUE THIS AS AN OPTION.

IF YOU DON'T, THEN WE DON'T JOIN IN AND THAT'S THAT.

IF WE DO, WE BASICALLY FILL OUT SOME PAPERWORK, ANSWER SOME QUESTIONS, AND THEN THE LAWYERS GO DO THEIR WORK.

AND THERE'S PROBABLY WITH THE NUMBER OF DISTRICTS SIGNING ON AND THE KIND OF TRIAL CASES HAPPENING, IT'S A TERRIBLE PROBLEM.

WE GET A SETTLEMENT IN THE REST OF IT.

BUT THAT'S THE BASICALLY ASKED OF YOU IS DO YOU WANT TO SIGN ON TO PARTICIPATE OR DO YOU NOT? YES.

ACTUALLY, I HAVE A QUESTION WITH THE 40% NATIONWIDE.

I WAS TRYING TO PULL UP A HEALTHY SURVEY FOR WHATCOM COUNTY.

DOES IT GIVE DATA FOR WHATCOM COUNTY OR FERNDALE HIGH SCHOOL? AND HOW MANY OR OUR DISTRICT, HOW MANY OF OUR STUDENTS MAKE? THERE IS SOME INFORMATION FROM THE COUNTY.

I DO NOT HAVE THAT AT THIS TIME.

DOES THIS WORK LIKE A CLASS ACTION LAWSUIT WHERE THERE ARE MAYBE SOME SOME PEOPLE WHO HAVE INITIATED THE SUFFERED GREATER DAMAGES AND WOULD RECEIVE A GREATER PAYOUT? AND WE FERNDALE I MEAN, JUST WONDERING, YOU KNOW, IF WE WOULD ACTUALLY REALLY READ THAT MUCH FROM THIS.

I DO NOT KNOW.

THAT'S KIND OF THE WILD CARD.

AND LIKE I WAS TRYING TO EXPLAIN IT, I DON'T THINK I DID VERY WELL.

IT'S A MASS ACTION LAWSUIT.

SO THERE'S A WHOLE BUNCH OF DIFFERENT PLAINTIFFS THAT ARE EACH BASICALLY RESPONSIBLE FOR THEIR OWN CASE.

SO I THINK IT'S GOING TO BE LARGELY MATHEMATICAL IN THE IF THEY DO GET TO A SETTLEMENT, THERE WILL BE A FORMULA APPLIED BASED ON PROBABLY STUDENT POPULATION AND MAYBE THE NUMBERS OF OF CONFIRMED BASED ON A HEALTH USE SURVEY OR OTHER THAT IT'S PROBABLY GOING TO BE A CALCULATION BASED ON A LARGER SETTLEMENT FROM THE TOBACCO, FROM THE BIG COMPANIES. THE THING THAT I LIKE ABOUT IT EVEN MORE SO WHAT YOU TO GET OUT OF IT IS STICKING IT TO THOSE COMPANIES.

MY SON, I GRADUATED IN 2019 AND HE HAD BEEN FRIENDS WITH THE SAME GROUP OF KIDS FROM LIKE SEVENTH GRADE ON AND EVERY SINGLE ONE OF THEM BY THE TIME THEY GRADUATED HIGH SCHOOL.

I DID GET THE LOG IN ACCOUNTING ONE AND THERE WAS 1472 STUDENTS SURVEYED IN 2018.

JUST UNDER 30% OF THOSE STUDENTS REPORTED USING VAPING PRODUCTS, 27 PLUS OR -3% OVER THE PAST 30 DAYS.

IN 2021, WHEN YOU HOPE IT WENT DOWN AND YOU HAD A LOT LESS SOCIAL PRESSURE, IT DID GO DOWN QUITE A BIT. IT'S 10%.

BUT NOW THAT WE HAVE CODES NOT AROUND ANYMORE AND WE'VE GOT SOCIAL PRESSURES, THE WAY THAT VAPING TOOK OFF JUST WITH MY MY SON'S FRIENDS GROUP, THIS IS NOT GOING AWAY.

AND IT'S JUST THEIR HEALTH IN GENERAL WAS AFFECTED BY IT.

SO I DON'T CARE IF WE GET ANY MONEY FROM AND I JUST WANT TO GO DOWN HARD.

I GUESS ONE OF THE QUESTIONS IS, ARE WE ALREADY DOING EDUCATION ON THE HORRORS OF NICOTINE IN THE AND STUFF? I MEAN, THIS IS HONESTLY THE FIRST I'VE HEARD OF A VAPING PROBLEM IN TERMS OF HIGH SCHOOL OR LOWER GRADES OR SOMEWHERE.

IT WAS WHERE ONE PERSON YOU VAGUE THAT LESTER YOU'RE IN THE ENGINEERING BUILDING BECAUSE IT SMELLS LIKE RASPBERRY DUST EVERY TIME I WENT OUT THERE.

BUT, YOU KNOW, I'VE NEVER NOTICED THAT.

AND IT'S ONE OF THE THINGS ABOUT VAPING IS THAT IT'S VERY EASY NOT TO NOTICE BECAUSE IT DOESN'T HAVE A CLOUD OF SMOKE AROUND THE KIDS.

IT SMELLS LIKE RASPBERRIES SOMETIMES OR IT DOESN'T SMELL LIKE SMOKE.

THERE WERE KIDS IN CLASSROOMS DOING IT, SO IT'S NOT EVEN LIKE ONE OUT BEHIND THE OTHER COLOR. AND IT'S JUST IS THAT A KID CHEWING ON THEIR THEIR SWEATSHIRT OR LILY OR ELEVATED. YOU KNOW, THE THING WITH THIS MASS ACTION LAWSUIT IS IT DOES NOT COST US ANYTHING THE MONEY THAT WHY THE THE IF I UNDERSTOOD IT CORRECTLY WHY THE LAWYERS ARE DOING IT IS IF THEY WIN, THEY GET 20%.

THAT'S A HUGE CHUNK OF CHANGE THAT THEY GET.

BUT IF THEY LOSE, WE DON'T PAY ANYTHING EITHER.

[01:35:05]

NO. IT'S FROM A TIME INVESTMENT OR RISK, THERE'S NO DOWNSIDE.

I THINK THE REAL QUESTION IS, DO YOU WANT TO TAKE A STAND AGAINST VAPING? YOU KNOW, I THINK THE THE THE MARKET WITH THE FLAVORS, THE THE KIND OF MARKET AS A SAFE ALTERNATIVE. MOST PEOPLE DON'T THINK IT'S HARMFUL.

SO IT'S IT'S IT'S HARMING A YOUTH.

AND WHETHER THERE'S A PROBLEM IN HIGH SCHOOL, I'M NOT SAYING THAT THERE'S A PROBLEM, BUT PEOPLE ARE DOING IT AND IT'S BAD FOR THEIR HEALTH AND THEY DON'T KNOW IT.

SO I THINK WE'VE DONE A GOOD JOB OF OF WARNING AND CAUTIONING AGAINST THE HARMS OF SMOKING OR TOBACCO PRODUCTS.

THIS IS KIND OF A NEW ITERATION.

IT'S THEY'RE USING THE SAME PLAYBOOK.

SO I DON'T THINK THERE'S A DOWNSIDE TO IT.

FROM THE LAST CONVERSATION I HAD WITH THE OTHER ACCOUNTING STUDENTS, MOST PEOPLE WERE INCLINED TO PARTICIPATE.

I HAVEN'T FOLLOWED BACK UP TO THE COURTS HAVE ACTUALLY VOTED ON IT AGAIN, BUT MOST PEOPLE WERE INCLINED TO ENCOURAGE IT.

CAN I JUST ASK? SO OUR SCHOOL STANDARD OR POLICY FOR SMOKING ON CAMPUS, IS IT THE SAME FOR VAPING? IS ARE THE RULES THE SAME, THE SAME? YEAH. YEAH.

AND SO BEING IN THE SCHOOL, THERE'S LIKE TONS OF POSTERS SAYING DON'T MAKE THE RISKS OF VAPING. IT'S NOT TALKED ABOUT A LOT, BUT I REMEMBER MY MIDDLE SCHOOL WASN'T A PROBLEM UNTIL LIKE EIGHTH GRADE, AND THEN IT BECAME A HUGE PROBLEM GOING INTO HIGH SCHOOL.

AND IT'S JUST GOTTEN WORSE NOW AND APPARENTLY IT'S GETTING YOUNGER AND YOUNGER.

I AGREE THAT WE SHOULD TAKE ACTION AGAINST THIS.

AND I BELIEVE THAT, YES, THE THE REPERCUSSIONS FOR VAPING ON SCHOOL GROUNDS ARE THE SAME AS SMOKING A CIGARET OR MARIJUANA OR STUFF LIKE THAT.

MAYBE A LITTLE DIFFERENT FOR MARILYN, I WOULD THINK.

WELL, I THINK IT MAKES IT PRETTY SIMPLE, MAN.

IF THAT'S THE LAW OF THE LAND HERE IN THE SCHOOL DISTRICT, THEN WE SHOULD SUPPORT THE LAWSUIT BECAUSE IT'S NOT ALLOWED ON SCHOOL GROUNDS AND WE SHOULDN'T SUPPORT THAT.

SO THAT'S MY OPINION.

THESE NUMBERS FROM THE HEALTHY YOUTH SURVEY SORRY, I'M FASCINATED BY THEM, BUT FROM 2012 THROUGH 2021, CIGARETS AND SMOKELESS TOBACCO HAVE BEEN 10% OR LESS AND THEY'VE BEEN GOING DOWN IN 2021.

CIGARETS IS 2% SMOKELESS TOBACCO WITH 0%, BUT FOR VAPING PRODUCTS.

THE FIRST TIME I ASKED THE QUESTION ABOUT IT WAS IN 2014 AND IT WAS 19%.

2016 WAS 13%, IN 2018 WAS 27% AND 2021 WAS 10%.

AND AGAIN, COVID IN 2021 HAVING THAT.

SO JUST HOW IT TOOK OFF AND IT'S GOING TO TAKE OFF AGAIN.

YEAH WELL AND IT'S IT'S SOMETHING THAT THESE LISTENING TO MY KIDS WHEN THEY WERE IN HIGH SCHOOL IT WAS EASY TO I YOU KNOW AND THAT WAS AND THE COMPANIES MAKE IT INTERACTIVE WITH THE FLAVORS WITH THE VARIOUS VAPING DEVICES, NOT TOO MUCH ABOUT IT, BUT YEAH.

SO I THINK WITH THAT ASPECT OF EDUCATION, THIS MARKET SEEMS TO BE A REALLY POWERFUL CHANGE IN OUR EDUCATION SYSTEM BECAUSE AS YOU KNOW, STUDENTS ALREADY START DROPPING OUT CLASSES AND, YOU KNOW, THE THE NEGATIVE SIDES OF NICOTINE, THOSE KIND OF INNOVATIONS NEVER STICKS WITH STUDENTS UNLESS SOMETHING HAPPENS BECAUSE, YOU KNOW, THE TOBACCO COMPANY OR, YOU KNOW, THEY BECOME THE THERAPY OF ACTIONS WITH STUDENTS AND, YOU KNOW, WITH KIDS OF ALL GENERATIONS IS GOING TO CAUSE A LOT OF LOSS OF PARTICIPATION IN THE SYSTEM WE HAVE IN OUR SOCIETY.

SO THIS LOSS OF STUDENTS CAN BE A REAL CHANGE TO HOW WE TEACH.

SO ANY FURTHER DISCUSSION AND OR THE GENERAL ENTERTAIN EMOTION.

[01:40:02]

THAT WAS MY ONLY RESERVATION ABOUT IT.

I DON'T KNOW. I'M SORRY YOU GOT THAT IMPRESSION.

THE REQUEST AS THE SETTLEMENT MONEY GOES TOWARDS EDUCATION AND PREVENTION AND BASICALLY THAT SROS IS ONE OF THE THINGS THAT THEY LABEL, WHICH I THINK THEY WOULD FALL UNDER PREVENTION.

BUT I THINK THE BABY DETECTORS AND RESTROOMS, PREVENTATIVE TYPE MEASURES AND HEAVY EMPHASIS ON THE EDUCATION AROUND THE VAPING AND THE HAZARDS OF IT WAS THE FOCUS OF THE THAT'S THE INTENT OF THE PROCEEDS.

AND PART OF IT IT SAYS WITHIN HERE, YOU KNOW, HOLDING THOSE COMPANIES ACCOUNTABLE FOR THE COST OF THE DISTRICTS HAVE ALREADY INCURRED WITH SOME OF THE EDUCATIONAL EFFORTS. SO THEY'RE ALREADY THINGS THAT THE DISTRICT IS DOING AS FAR AS TO EDUCATE ABOUT THE NEGATIVE SIDE OF OF VAPING.

AND I DON'T KNOW ANYTHING ABOUT, YOU KNOW, MASS STUDENTS.

I'M JUST WONDERING HOW YOU QUANTIFY THE HARM THAT'S BEEN AT OUR DISTRICT.

THE LAWYERS ACTUALLY HAVE A PROCESS THAT THEY'RE WALKING US THROUGH BASED ON THE AMOUNT OF TIME THAT WE'RE SPENDING AND THE THE DATA FROM THE HEALTHY USE SURVEY AND THE COUNTY DATA THAT THEY'VE BEEN COLLECTING.

SO OTHER QUESTIONS.

OKAY. IS THERE A MOTION I WOULD LIKE TO MAKE? A MOTION TO ALLOW THE SUPERINTENDENT TO JOIN THE SAME CLASS ACTION LAWSUIT.

SO IT HAS BEEN MOVED TO ALLOW THE SUPERINTENDENT TO JOIN THE MAYBE MASS ACTION LAWSUIT. ALL THOSE IN FAVOR SAY I SAY NONE.

ALL THOSE OPPOSED.

THE SUPERINTENDENT HAS BEEN GRANTED SUCH APPROVAL.

SO THAT WILL TAKE US ON ITEM 5.03, WHICH IS TO IMPROVE BOARD AREA REDISTRICTING STAGE TWO. AND FOR THIS, I WILL TURN IT OVER AGAIN TO MARK AND JACKSON IS GOING TO GET OUR GUEST, BOB SCHWEITZER FROM SANDWICH DATA SOLUTIONS ON THE ZOOM.

AND HE IS GOING TO HELP US ANSWER SOME QUESTIONS ABOUT THE PROCESS.

SO WELCOME TO THE MEETING, BOB.

CAN YOU HEAR US OKAY? TAKE THAT AS A NO.

SO AS A PART OF THE WATCH ACTUALLY GETS ABOVE THE LINE.

EVERY TIME THAT WE RUN THE WE THE COUNTRY RUNS THE CENSUS.

THEN IT REQUIRES SOME REDISTRICTING.

WE HAVE BOB NOW.

HELLO. HELLO, BOB.

HEY THERE. CAN YOU HEAR ME OKAY? YES, THANK YOU.

YEAH. SO EVERY TEN YEARS THE STATE REQUIRES THAT ALL BOARDS, WHETHER THEY BE SCHOOL BOARDS OR, OR CITY COMMISSIONS OR COURT DISTRICTS, THEY NEED TO REVIEW THEIR DIRECTOR DISTRICT BOUNDARIES FOR POPULATION DEVIATIONS TO THE CORRECT, THE IDEAL SENTENCES AND THE PROS AND CONS WITH WITH OUR CURRENT DECENNIAL CENSUS BESIDE THE POINT, WE NOW HAVE A CENSUS TO WORK WITH IN STAGE ONE.

I REVIEWED THE FERNDALE DIRECTORY DISTRICTS AND FOUND THEM TO BE BLUNTING SOME.

SO THEY WERE THEY WERE NOT AS EQUAL AS POSSIBLE AS TO THE LETTER OF THE LAW.

AND I CREATED A PROPOSAL OF A FIVE DISTRICT PLAN.

DO YOU ALL HAVE THAT AVAILABLE? YES, THEY ALL HAVE THAT.

AND SO THROUGH THIS, I PREPARED MASSIVE REPORTS SHOWING NEW POPULATION DEVIATIONS

[01:45:03]

SO THOSE ARE DEFINITELY WHAT I WOULD CLASSIFY AS EQUAL AS POSSIBLE.

THE THE CHANGES THAT I TOOK ON CREATING THIS REDISTRICTING PLAN IS A MINIMAL CHANGE APPROACH. YOU ALREADY HAVE EXCELLENT DIRECTOR DISTRICTS.

THEY JUST NEED TO BE BALANCED FOR A FEW HUNDRED PEOPLE HERE, 600 PEOPLE THERE.

THEY JUST NEEDED SOME OVERALL TWEAKING ON PAGE NUMBER 88.

NUMBER NINE OF THE HANDOUTS I PROVIDED.

THERE'S A THICK GREEN LINE THAT IS YOUR PREVIOUS DIRECTOR DISTRICTS OVERTOP OF THE COLORED FELLOW, WHICH IS YOUR NEW DIRECTOR DISTRICTS.

SO THE FOURTH DIRECTOR DISTRICT NEEDED TO GROW IN THAT AREA AND COULD ONLY GO IN THE WESTERN DIRECTION OUT TOWARDS I-5 IN THE NORTH AND CROSS I-5 INTO THE FIFTH DIRECTOR DISTRICT. YOUR FIRST DIRECTOR DISTRICT NEEDED TO GROW, AND SO IT GREW FURTHER SOUTH, INCORPORATING THE SAME BASIC KIND OF FEEL OF PREVIOUS LINES, BUT BASICALLY GOING A MILE OR SO FURTHER SOUTH IN MOST PLACES.

THE THIRD DIRECTOR DISTRICT COULD ONLY GROW NORTH, AND SO IT GREW INTO THE ALCOA ALUMINUM PLANT, BUT I BELIEVE IT WAS OFF TO BE TO THE SOUTH SIDE OF THE SCHOOL DISTRICT.

AND THIS, OF COURSE, MADE THE THE DISTRICT HAVE TO GROW A LITTLE BIT INTO THE FIFTH, BUT THE FIFTH PRETTY MUCH OTHER THAN BEING A LITTLE BIT BY THE FOURTH AND THE SECOND DIDN'T REALLY CHANGE VERY MUCH.

AND THEN AFTER PAGE NUMBER NINE, I HAVE IT TO SHOW IN DETAIL WHAT'S HAPPENING AT THESE AREAS OF CHANGE ALL THE WAY DOWN TO PAGE 14.

ARE THERE ANY QUESTIONS OR CONCERNS WITH THESE WITH THIS PROPOSAL THAT I'VE OUTLINED? EVERYONE STUDYING SAME.

SO ON THE FIRST PAGE, THOSE ARE THE ONES YOU'RE PROPOSING, CORRECT? THE FIRST PAGE IS JUST THE OVERALL LOOK AT THE DIRECTOR DISTRICTS.

THERE ARE MANY STREET BY THE STREET LINES, AND THAT IS THE THE WHOLE SCHOOL DISTRICT DOES AS PRESENTED.

AND SO WHAT YOU WOULD PROPOSE THAT THEY ARE CHANGED TO CORRECT.

PAGES FOUR THROUGH EIGHT ARE INSIGHTS ON EACH AND EVERY ONE OF THE DIRECTOR DISTRICTS, AND THEN THE REPORT BEING PAGE TWO AND THREE, SHOWING THE RACIAL BREAKDOWN AND POPULATION DEVIATION BY DIRECTOR DISTRICTS.

I HAVE NO PROBLEMS WITH IT.

I THANK YOU FOR YOUR WORK MAKING IT FAIR.

I MEAN, THAT'S WHAT IT'S ABOUT.

SO, YEAH, I HAVE TO AGREE.

IT LOOKS GOOD. SO WHAT I WOULD RECOMMEND IS FOR EACH OF THE BOARD MEMBERS TO GO OVER IT, ENSURE THAT THERE AREN'T ANY CHANGES THEY'VE GOT TO MEET WITH WITH WHAT YOU WOULD LIKE.

LET THE SUPERINTENDENT KNOW IF THERE ARE ANY QUESTIONS OR CONCERNS THAT COME UP.

IF THE BOARD IS OVERALL IN FAVOR OF MOVING FORWARD WITH THIS, YOU JUST NEED TO KNOW SO

[01:50:03]

WE'RE DELAYED HERE, SO THEN WE'LL HIRE THEM AGAIN IN NINE YEARS.

AND OUR NEXT STEP AFTER WE GET THAT DOCUMENTATION FROM YOU, WE HAVE A PUBLIC HEARING. YEAH, YOU'LL HAVE A PUBLIC HEARING WITH NOTICE.

IT'S A RELATIVELY SIMPLE SET OF PROCEDURES.

YOU ARE SUPER AHEAD OF THE TIMELINE.

WE HAVE UNTIL NOVEMBER 15TH TO GET THIS DONE.

SO YOU'RE DOING GREAT ON THAT.

SO THERE'S NO RUSH OR NO PRESSURE, BUT THERE'S NO REASON TO EITHER.

SO THEN AFTER WE HAD A PUBLIC HEARING AND DO WE MAKE THE FINAL APPROVAL BASED ON WHAT WE HEAR THERE? SO THE CHAIR WILL ENTERTAIN ANY QUESTIONS OR IT LOOKS LIKE FROM WHAT I'VE GOT HERE, WE NEED TO HAVE A MOTION TO MOVE FORWARD WITH THE CONTRACT. IS THAT CORRECT? I WILL MAKE A MOTION TO FORWARD THE CONTRACT WITH THE MANAGED DATA SOLUTIONS TO REDRAW NEW BOUNDARIES FOR THE BOARD DIRECTED DIRECTOR AREAS AS ATTACHED ON THE AGENDA.

OKAY. IT IS THE MOVED TO MOVE FORWARD TO CONTRACT WITH SAM TO MANAGE DATA SOLUTIONS, TO REDRAW THE NEW BOUNDARIES FOR THE BOARD AND DIRECTOR AREAS.

ALL THOSE IN FAVOR SAY I OPPOSED THE MOTION CARRIES AND WE WILL MOVE FORWARD AND THANK YOU BOB FOR THE WORK AND THE DRUMS. YEAH, I'LL MAKE SURE THE REST OF THIS GO SUPER EASY AS WELL.

AND I HOPE YOU HAVE A WONDERFUL DAY.

THANK YOU MUCH. WE'D LIKE THINGS GOING EASY, BUT.

ALL RIGHT.

THANK YOU. BYE. OKAY.

SO THAT TAKES US ON NOW TO ITEM 6.01, WHICH IS TO RECOGNIZE THE EDUCATIONAL SUPPORT

[6. FOCUS ON DISTRICT OPERATIONS]

SO WE ARE DOING THIS IN A REPORT AFTER THE FACT THAT WE DO WANT TO RECOGNIZE THE EDUCATION, THE EDUCATION SUPPORT PROFESSIONALS.

WE AND IN ORDER TO IN THE BEST WAY OF DOING THAT AND I'M GOING TO READ THE PROCLAMATION THAT WAS PUT FORTH BY GOVERNOR INSULATE AND THE STATE OF WASHINGTON PROCLAMATION.

WHEREAS EDUCATION SUPPORT PROFESSIONALS ARE INVOLVED IN NEARLY EVERY ASPECT OF EDUCATION MAINTAINING BUILDINGS, GRANT AND GROUNDS, PREPARING AND SERVING MEALS, GIVING STUDENTS SCHOOL FACILITIES, CLEANING OR ASSISTING IN THE CLASSROOM, PROVIDING OVER 60% OF ALL INSTRUCTIONAL HOURS TO SPECIAL EDUCATION, ENGLISH LANGUAGE LEARNING LEARNERS AND OPPORTUNITY GAP STUDENTS PERFORMING IN CONDUCTING RESEARCH ACTIVITIES, PROVIDING INFORMATION TECHNOLOGY AND MEDIA SERVICES AND ADMINISTRATIVE SUPPORT FUNCTIONS AND SAFE TRANSPORTATION. CREATING A SECURE AND HEALTHY ENVIRONMENT AND MANY OTHER SPECIALIZED SERVICES.

AND. WHEREAS, MORE THAN 60,000 EDUCATION SUPPORT PROFESSIONALS WORK WITH AND HELP STUDENTS IN WASHINGTON'S UNIVERSITIES, COLLEGE, JUST AND PUBLIC SCHOOLS ARE THE BACKBONE OF OUR PUBLIC EDUCATION SYSTEM AND DESERVE RECOGNITION.

AND THANKS FOR THE OUTSTANDING WORK THEY DO FOR THE STATE AND THEIR COMMUNITIES.

AND. WHEREAS, EDUCATION SUPPORT PROFESSIONALS ARE INSTRUMENTAL IN FULFILLING THE STATE'S RESPONSIBILITY TO EDUCATE ALL STUDENTS AND BY SUPPORTING THE LEARNING ENVIRONMENT, THEY SERVE AS CRUCIAL PARTNERS WITH TEACHERS, PARENTS, ADMINISTRATORS AND SCHOOL BOARDS. NOW, THEREFORE, I, JAY INSLEE, GOVERNOR OF THE STATE OF WASHINGTON, DO HEREBY PROCLAIM MARCH 14TH THROUGH 18TH OF 2022 AS EDUCATION SUPPORT PROFESSIONALS WEEK IN WASHINGTON.

AND I ENCOURAGE ALL PEOPLE IN OUR STATE TO JOIN ME IN THIS SPECIAL OBSERVANCE SIGNED THIS 18TH DAY OF FEBRUARY 2022.

[01:55:02]

ALL OF THOSE ROLES PLAY A CRUCIAL ROLE IN THE EDUCATION OF OUR STUDENTS.

SO THANK YOU TO ALL THOSE FOLKS.

AND ANOTHER THING THAT THE BOARD MEMBERS ON THE COMMENTS AS WELL.

NO COMMENT ON THAT.

JUST A LOT OF KUDOS TO THE CLASSIFIED STAFF.

WITHOUT THEM, THEY ARE THE SUPPORT GROUP FOR THE TEACHERS, THE ADMINISTRATION, AS WELL AS THE STUDENTS.

AND I COME BACK TO IT.

BUS DRIVERS ESPECIALLY THEIR NEAR AND DEAR TO ME MY WIFE'S MOST.

THEY'RE THE FIRST ONES TO GREET STUDENTS IN THE MORNING AND THEY MAKE OR BREAK A STUDENT'S DAY. AND I JUST COULD SIT DOWN AND THANK YOU FOR ALL YOU DO.

APPRECIATE IT. YOU KNOW, MY KIDS NEVER RODE THE BUS THE ENTIRE TIME THEY WERE IN SCHOOL. AND I'M THINKING ABOUT LIKE, OH, I WISH THEY HAD A BUS DRIVER, BUT WE DIDN'T HAVE A CAR. SO THANK YOU TO ALL THAT.

AND I HAVE A PARTICULAR SADNESS FOR EDUCATORS BECAUSE I THINK THEY REALLY ARE THEY'RE STILL IMPRESSED TO CATCH, YOU KNOW, WHEN A CHILD IS NOT UNDERSTANDING SOMETHING OR IS HAVING A DIFFICULT DAY AND JUST KEEPS THINGS RUNNING AROUND.

SO AND WE HAVE ONE FROM EVERY DAY.

AND SHE'S AN AMAZING PERSON.

AND SO. THANK YOU, PAT.

YOU'RE WELCOME. OH, AND I LIKE WORKING HERE.

AND I LIKE TO SAY THANK YOU TO THE PROSPECTS THAT AS A STUDENT, I CAN SAY THANK YOU SO MUCH TO ALL THE STAFF AND TEACHERS THAT ARE TEACHING AFTER FOR LIKE MY CONTACTS.

I GO TO THE MIDDLE SCHOOLS AND I NEVER NOTICED BEFORE BECAUSE I ALWAYS GO TO CLASSES AND I JUST KIND OF WALK IN THE HALLS.

BUT JUST SITTING THERE IN THE HALL AND IN THE OFFICE THAT IS IN A MIDDLE SCHOOL, FOURTH GRADE AND STUFF LIKE IN THE MORNING, I DON'T KNOW.

IT'S LIKE YOU CAN'T YOU CAN'T EVEN SAY HOW MUCH WORK THE STAFF IS LIKELY TO GIVE YOU, JUST LIKE MORNING GREETINGS.

AND ALSO JUST STAND OUT INSIDE ALL THESE STUDENTS AND IN ANSWERING QUESTIONS FROM STUDENTS AND STUDENTS COME IN ASKING FOR MANDATES AND IT'S JUST LIKE AMAZING.

AND ALSO, I WOULD LOVE TO SAY THANK YOU TO ALL OF THE CAFETERIA STAFFS.

THEY ARE LIKE THE PROS OF ALL THE SCHOOLS.

I HOW ARE YOU GOING TO USE THIS FOR LUNCH? THE WAY TO START IS YOU'RE SO A TEENAGE BOY.

AND I WAS LIKE THIS ONE TIME IN EIGHTH GRADE, I ACTUALLY GOT GLITTER BY AND I USE THE FAUCET FOR YOUR EYES THE FIRST TIME LIKE 12 YEARS THAT THOSE THINGS THAT USED TO BE LIKE A WHOLE TEAM OF THINGS CLEAR OUT OF MY EYE IS LIKE THE DIFFERENCE IS THE WEIRDEST THINGS. LIKE WE ARE SO WEIRD IN HERE WITH US AND I'M PRETTY GRATEFUL.

WELL SAID. SO THAT'S FOR SURE.

WE WOULDN'T BE HERE WITHOUT THEM, THAT IS FOR SURE.

SO THANK YOU TO ALL THE CLASSIFIED STAFF.

SO THAT TAKES US ON TO ITEM 6.02, WHICH IS THE 2020 223 BOARD BUDGET AND DISCUSSION RELATED THERETO.

THE PREVIOUS AND CURRENT BUDGET WAS POSTED ON BOARD DOCS.

THERE WERE I ASKED MARK A FEW QUESTIONS BECAUSE IT DIDN'T APPEAR THAT WE WERE SPENDING THIS MUCH AND UNFORTUNATELY HE DECIDED TO MOVE SOME OTHER STUFF TO OUR OUR

[02:00:05]

AND HE WAS TALKING ABOUT HAVING NO BUDGET, SO SHE JUST DROPPED FROM OTHER SHE'LL GET IT ON THE BUDGET.

SO IT'S GOOD TO KNOW WE'RE WILLING.

AND SO ARE THERE QUESTIONS ABOUT THE BOARD BUDGET? I KNOW ONE THING THAT HASN'T COME THROUGH YET AND IS A NON THERE IS A PAYMENT TO NORTHWEST LEADERSHIP ASSOCIATES IN REGARDS TO OUR SUPERINTENDENT SEARCH.

SO THAT IS A ONE TIME AND MAKING A DECLARATION THAT'S A ONE TIME EXPENDITURE NOT TO BE NEEDED IN COMING YEARS.

BUT ANYWAY LISTED IN THE TOP THREE THOUGH.

RIGHT. THAT'S THE 20,400.

SO IF THERE ARE QUESTIONS REGARDING THE BUDGET, MARK WOULD BE HAPPY TO ANSWER THOSE.

THE ONE QUESTION THAT DID COME IN AND IS REFLECTED ON HERE AS WELL.

YESTERDAY, IN FACT, WE GOT ANOTHER BILL FROM THE COUNTY FOR THE ELECTION COSTS.

SO THE ELECTION COST NUMBER WILL GO UP CLOSER TO THE BUDGET NUMBER.

I KIND OF THOUGHT THAT IT WAS A LITTLE TOO GOOD TO BE TRUE.

SO IF THE ELECTION.

WHAT WAS THAT MOMENT OF THE ELECTION? ANOTHER 40,000.

WHAT WAS IT? ISH.

ISH? YEAH, I DON'T REMEMBER EXACTLY.

SO IF OUR BUDGET WE BUDGETED 172,000 AND THEN WE HAVE AFTER THE ENCUMBRANCES ARE TAKEN OUT, WE HAVE ABOUT 80,000.

SO FOR NEXT YEAR, WE WOULDN'T I MEAN, WE WOULDN'T NEED TO ADD 172.

AND AS FAR AS FOR LIKE TRAVEL AND EVERYTHING, I KNOW TRAVEL HAS BEEN LIKE, NO, I WONDER HOW CAN THEY BE MADE AS MUCH MONEY? SO. WELL, THE ONE THING THAT I WOULD SAY AND THIS IS NOT SOMETHING THAT YOU HAVE TO TO GIVE ME ANSWERS ON TONIGHT, IT'S JUST WE'RE IN THE PROCESS OF OF DOING THE BUDGET, ALL THE DEPARTMENTS, ALL THE BUILDING, EVERYBODY IS GETTING THEIR BUDGET IN A VERY SIMILAR FORMAT TO HAVE THE CONVERSATION KIND OF PLAN FOR NEXT YEAR.

SO THAT'S THE INFORMATION WE'RE GIVING YOU.

WE'RE SPRINGING IT ON YOU TONIGHT.

SO YOU NOW HAVE AN OPPORTUNITY TO LOOK AT IT, THINK ABOUT IT.

AND THEN EITHER IF WE END UP WITH A STUDY SESSION IN APRIL, WE CAN FOLLOW BACK UP WITH THE CONVERSATION OR NEXT MONTH AT THE MEETING.

I WOULD SAY THERE PROBABLY WILL BE MORE TRAVEL AND PROFESSIONAL DEVELOPMENT NEXT YEAR BASED ON THE LAST YEAR THAT THERE HASN'T BEEN ANY.

AND THE FACT THAT THERE'S GOING TO BE SOME NEW REQUIREMENTS COMING OUT IN TERMS OF OF PV AND I KNOW THAT WAS ONE OF THE BOARD'S STATED GOALS WAS TO TO KIND OF DO MORE EXTENDED LEARNING AND NOW THINGS ARE HOLDING BACK UP AGAIN.

I WOULD EXPECT THAT TO BE THE CASE.

SO I WOULDN'T ENCOURAGE YOU TO SKIM TOO HEAVY ON THE MAKE IT BUDGET CUTS AT THIS POINT. WOULD IT BE POSSIBLE TO GET A COPY OR OUR BUDGET FROM LIKE PREVIOUS YEAR BEFORE COVID WHEN WE HAD MORE TRAVEL GOING ON? JUST TO GIVE US AN IDEA OF WHAT NUMBERS WE'RE LOOKING AT? YES. THE ONE THE REASON HAS DONE THAT IS, IF YOU RECALL, TWO OR THREE YEARS AGO, WE SEPARATED THE BOARD BUDGET OUT OF THE SUPERINTENDENT BUDGET.

SO WE MAY NOT HAVE GREAT DATA.

I'LL RUN THE REPORT AND SEE WHAT WE HAVE, BUT WE MAY NOT HAVE A REAL GOOD DATA SET FOR YOU. YEAH, I WOULD RECALL THAT WE DID THAT AND WE MAY BE WE'RE RIGHT ON THAT VERGE OF IF WE'RE GOING TO HAVE IT OR NOT. SO.

SO ANYWAY, I THINK THAT AS MARK STATES, THE BIG POINT IS LOOKING AT THIS AND WE NEED TO CONSIDER AS WE MOVE FORWARD, JUST LIKE HOW OTHER DEPARTMENTS ARE BEING GIVEN THEIR BUDGET NUMBERS TO LOOK AT AND REVIEW.

IT'S TIME FOR US TO LOOK AT OURS AND TO PUT IN OUR THOUGHTS AS TO WHAT WE'RE GOING TO NEED FOR 2223.

SO AND WE WILL RUN BACK ON THAT AT EITHER OUR STUDY SESSION OR APRIL MEETING, DEPENDING ON THE AGENDAS AND WHAT'S BEING ANALYZED WILL ADOPT.

SO AFTER AFTER DR.

DOMINGUEZ COMES ON IS THAT IT WOULD BE WITH THE JULY ADOPTION OF THE BUDGET.

DO WE ADOPT THE SAME THING? YEAH, THE ACTUAL ADOPTION WILL BE AS PART OF THE ACTUAL BUDGET.

SO THIS IS JUST INFORMING THE BUILDING OF THE BUDGET.

[02:05:03]

OKAY. SO THAT TAKES US THEN TO ITEM 6.03, WHICH IS THE REPORT ON THE CAPITAL PROJECTS BOND. AND FOR THAT, I WILL TURN IT OVER AGAIN TOMORROW.

THANK YOU. SO HOPEFULLY I REALLY GET A CHANCE TO SEE THE NEW SIGNING GOING ON IN THE BUILDING. IT'S, I THINK, LOOKING PRETTY SHARP WITH THE METAL AND THE WOOD.

THE WOOD ADDS A GREAT DEAL OF WARMTH.

WE'RE STARTING TO GET THE GLASS IN, SO WE'RE STARTING THE WINDOWS AGAIN, WHICH IS GREAT.

GET A DRY DOWN AND WARM AND HELPS WITH THE FINISHED WORK ON THE INTERIOR.

YOU'LL PROBABLY ALSO NOTICE IF YOU'VE IF YOU'VE GONE BY THE BIG, HUGE PLYWOOD WALL THAT'S GONE UP ON THE END OF THE GYM, AND THAT'S A BASIC TEMPORARY WALL BECAUSE THAT'S WHERE THE BUILDING IS GOING TO GO.

SO IN ORDER TO GET THAT SEALED UP AND BE ABLE TO DO THE INTERIOR FINISHES ON THE GYM, THEY'VE GOT TO BUILD A TEMPORARY WALL.

SO THAT'S A WHOLE LOT OF PLYWOOD THAT'S BEEN USED AS A AS A TEMPORARY FOR NOW.

SO UNFORTUNATE IN TERMS OF COST, BUT KIND OF NECESSARY IN TERMS OF GOING OUT WITH THE REST OF THE BUILDING. MAYBE WE CAN SALVAGE IT.

AND THAT'S OVER FOUR SET DESIGNS.

THAT'S A GREAT IDEA.

THE OTHER KIND OF I DON'T KNOW, THE OVERSIGHT COMMITTEE MET LAST WEEK IN THERE AND THE MEETING AND THE END OR THE QUARTERLY REPORT WILL BE COMING IN NEXT MONTH.

THEY ARE WORKING ON GETTING THAT.

THEY'RE CHANGING THE FORMAT TO BE A LITTLE MORE STREAMLINED.

I THOUGHT AT THIS POINT OF THE PROJECT IT WOULD BE MORE REFLECTIVE OF KIND OF THE STATUS OF THEIR WORK.

SO THAT'LL BE COMING NEXT MONTH.

SO ALSO THIS MONTH, I HOPE YOU SAW THE WEEKLY BOND UPDATE, BUT FOR THE HIGH SCHOOL STAFF ACTUALLY HAD A CHANCE TO GET THROUGH THE BUILDING AND SEE IT FOR THE FIRST TIME.

AND WE'RE PRETTY EXCITED ABOUT THEIR NEW DIGS.

SO ANY QUESTIONS FOR MARK? YEAH, BUT IT SEEMS EVERYONE'S TALKING ABOUT THIS.

IT'S MY THOUGHTS ARE SO THERE'S GOING TO BE A TRANSITION PERIOD BETWEEN YOURSELF AND DR.

DOMINGUEZ AND I MYSELF ATTENDING THE BOARD OVERSIGHT COMMITTEE MEETINGS.

I'M HALFWAY INTO THE PROCESS.

IT'S A LOT TO ABSORB.

MARC, YOU'VE BEEN VERY KNOWLEDGEABLE AND HELPFUL AND IN FILLING IN THE BLANKS.

BUT I HAVE A LOT OF SHORTFALLS.

AND I'M WONDERING IF WE'RE THINKING ABOUT THE TRANSITION PERIOD AND WHAT YOUR INVOLVEMENT WILL BE IN THE FUTURE AS FAR AS KEEPING US INFORMED ON ON WHAT'S GOING ON THERE, HOW WE'LL CONTINUE TO PARTICIPATE.

BUT OBVIOUSLY, I DON'T HAVE THE KNOWLEDGE THAT YOU'VE GAINED FROM THE START OF THE PROCESS, WHICH I WAS ABLE TO DO.

SO I KNOW I HAVEN'T HAD AN OPPORTUNITY TO TALK WITH DR.

YET, BUT I AM ASSUMING THAT I WILL CONTINUE TO BE HEAVILY INVOLVED IN THE PROJECT SINCE.

AND I THINK I'M THE ONLY ONE LEFT ON THE.

THEY KILLED EVERYTHING ELSE OFF MARKS THE BEGINNING OF THESE REPORTS FROM THE BEGINNING. SO WE JUST IT'S INCONCEIVABLE HERE.

SO BE VERY INVOLVED AND I WILL STILL TRY TO CONTRIBUTE TO IT.

I WILL SAY DURING OUR LAST MEETING, THERE WAS SOME REALLY GOOD FEEDBACK FROM THE COMMITTEE AS FAR AS DEVELOPING THE BUDGET THAT THEY'RE GOING TO PRESENT TO THE BOARD.

IT'S GOING TO BE THEY'RE GOING TO BE VERY UNDERSTANDABLE.

THEY'RE REALLY CONCERNED ABOUT GIVING YOU REAL NUMBERS TO BE ABLE TO UNDERSTAND WHAT THEY'RE TRYING TO PROCESS AND HAND OVER TO.

IT WAS ALSO BROUGHT UP TO THAT WHEN THEY TALKED A LITTLE BIT ABOUT STUDENT INVOLVEMENT IN THE BOARD OVERSIGHT COMMITTEE.

NOW, I DON'T KNOW WHERE THAT STANDS AT THIS POINT, BUT I THINK IT WOULD BE VERY BENEFICIAL FOR ANY STUDENTS THAT WERE INTERESTED IN BEING INVOLVED IN GETTING MONEY THAT IT BE A GREAT LEARNING EXPERIENCE FOR THEM.

[02:10:01]

YEAH. THAT'S AGAIN, ANOTHER EXTRAORDINARY GROUP OF PEOPLE IN TERMS OF THE DETAIL THAT THEY GO INTO ON A REGULAR BASIS.

THE TIME AND ENERGY THAT THEY'VE SPENT GOING THROUGH SOME PRETTY TEDIOUS INFORMATION TO MAKE SURE THAT WE'RE DOING WHAT WE'RE SUPPOSED TO BE DOING IN A MANAGEABLE, RESPONSIBLE WAY. THIS IS PRETTY REMARKABLE.

AND I DON'T THINK STEVE SHOULD SELL HIMSELF SHORT.

I WAS THERE WITH HIM ON THE TOUR OF THE FACILITY HERE A FEW WEEKS AGO, AND HE KEPT ASKING THESE QUESTIONS AND I WAS LIKE, OKAY, WELL, WHEN WE GET TO THE MEDICAL AND ALL THE BUILDING STUFF GETTING STOPPED, SO I WANT TO THANK HIM AGAIN FOR JUST BEING OUR LIAISON WITH THE CITY.

SO THANK YOU. THANKS, KEVIN.

OKAY. SO IF THERE IS NO FURTHER QUESTIONS, WE'LL MOVE ON TO ITEM 6.04, WHICH IS TO RECEIVE THE MONITORING REPORT FOR OPERATIONAL EXPECTATIONS POLICY.

1111 BASICALLY ON FACILITIES.

YES, I'M SURE THAT YOU READ ALL 98 PAGES OF IT SINCE I PUT THAT OUT FOUR TIMES THIS AFTERNOON. SO THIS THIS IS ONE OF THOSE THAT IS IT'S A LITTLE BIT LIKE THE THE FINANCIAL POLICY THAT WE THOUGHT IT WAS IMPORTANT TO CAPTURE A LITTLE BIT OF HISTORY.

SO THE INTRODUCTION IS SEVERAL PAGES.

IT BASICALLY GOES BACK TO 2006 IN TERMS OF CAPTURING THE HISTORY OF THE CAPITAL PROGRAM IN THE DISTRICT WITH THE KIND OF STEAM RUN OF THE TRANSITION AND IN LIGHT OF THE TRANSITIONS AND THINGS THAT ARE GOING ON.

WE FELT IT WAS IMPORTANT TO NOT LOSE THE HISTORY OF THE OF THE OF THE PAST.

SO I DON'T ANTICIPATE ALL OF THEM TO BE THIS LONG.

AND I THINK IT'S PROBABLY MAYBE THE LAST IT IS KIND OF A NOVEL WAY OF, BUT IT'S INTERESTING READING FOR THOSE OF YOU THAT HAVE LIVED THROUGH IT, IT'LL BRING BACK A LOT OF MEMORIES AND THOSE THAT HAVEN'T.

THANK YOU, MR..

PLEASE READ IT IN YOUR OWN OPINION.

THAT'S FINE. THANK YOU, MARK.

AND I THINK IT'S WELL SAID THAT THAT HISTORY IT'S GOOD TO HAVE A DOCUMENTED A IS IT'LL BE GOOD FOR PARTICULAR THE NEW BOARD MEMBERS AND TO SEE SOME OF THAT AND I ENCOURAGE YOU TO AS YOU READ THROUGH THE QUESTIONS TO ASK MARK.

HE'S BEEN THROUGH THE WHOLE PROCESS FROM BEGINNING TO END THROUGH MULTIPLE SUPERINTENDENTS AND HAS A GREAT WEALTH OF KNOWLEDGE ON THE FACILITIES AND SUCH WITHIN THE DISTRICT. SO THANK YOU, MARK, FOR PREPARING THIS.

AND I'M EAGER TO READ THROUGH AND RELIVE THE STORY.

OKAY. SO WE ELIMINATED AS PART OF OUR ADOPTION OF THE BUDGET ITEM 6.05.

SO THAT WILL TAKE US ON TO ITEM 7.01, WHICH IS A REVIEW OF THE MONITORING REPORT FOR

[7. FOCUS ON STUDENTS]

AND FOR THAT, I'M GOING TO TURN THINGS OVER TO KELLY.

THANK YOU. I JUST SO APPRECIATED THE OPPORTUNITY TO STAND UP HERE EARLIER.

I JUST DECIDED TO COME BACK.

SO I'M OVER HERE.

BUT REALLY, I'M OVER HERE BECAUSE MY FRIEND RACHEL IS JOINING ME TONIGHT.

RACHEL IS OUR EARLY LEARNING COORDINATOR AND RIGHT NOW IS CURRENTLY HOUSED IN OUR FAMILY UNIT. SO SHE IS JOINING ME TODAY TO PROVIDE ANY ADDITIONAL CLARIFICATION OR TO ANSWER ANY QUESTIONS AS WELL. SO I APPRECIATE RACHEL JOINING US FOR THE FIRST 2 HOURS OF THE MEETING AND WE WILL TRY TO NOT BE QUITE AS LENGTHY IN THIS PRESENTATION.

FIRST OFF, I JUST WANT TO THANK YOU FOR THE OPPORTUNITY TO PRESENT RESULTS POLICY NUMBER FIVE, PRIMARILY BECAUSE IF YOU RECALL, THIS WAS ACTUALLY INTENDED TO BE DISTRIBUTED AND I THINK IT WAS IN MARCH OF 2020.

SO THIS IS THE FIRST TIME THAT WE ARE ACTUALLY SHARING THIS RESULTS.

SO I'M REALLY EXCITED TO HAVE THE OPPORTUNITY AND I ALSO FEEL LIKE IT'S VERY TIMELY. AND ALTHOUGH WE WERE GOING TO PRESENT IT TWO YEARS AGO WITH OUR NEW SUPERINTENDENT, DR. DOMINGOS, IT SEEMS LIKE A GREAT OPPORTUNITY TO BE TALKING ABOUT EARLY LEARNING, ESPECIALLY BASED ON HER EXPERTIZE.

SO I AM REALLY EAGER TO TALK ABOUT IT AND ESPECIALLY WHEN SHE SHARED IT WITH US LAST THURSDAY AT HER LAST INTERVIEW, WHICH I'M SURE YOU'RE SO HAPPY TO BE DONE WITH JUST THE DIRECT CORRELATION IN KINDERGARTEN READINESS, THIRD GRADER EFFICIENCY, AND THIRD

[02:15:01]

SO WE ALL KNOW HOW IMPORTANT ARE EARLY LEARNING IS FOR ALL OF OUR STUDENTS WITHIN OUR SCHOOL DISTRICT.

SO I JUST WANT TO GO OVER A FEW THINGS IN TERMS OF THIS REPORT.

YOU SHOULD HAVE A NEWLY REVISED REPORT THAT IS IN FRONT OF YOU.

AND I WANT TO ALSO MENTION THAT IT HAS BEEN UPDATED ONLINE.

SO TODAY JACKSON PUT A REPORT IN FRONT OF YOU.

I WILL SAY THAT THERE ARE A FEW REVISIONS THAT I WOULD POINT OUT EXACTLY WHERE THE REVISIONS ARE. SO YOU ARE AWARE OF THOSE.

SO THE FIRST ONE THAT I'D LIKE TO POINT OUT IS THERE WAS JUST A BIG CHANGE.

I LISTED 2022 AND IT SHOULD HAVE BEEN 2021 AND THAT'S ON PAGE THREE.

SO THAT HAS BEEN REVISED.

I WOULD ALSO SAY THAT IN THE ORIGINAL REPORT ON PAGE SIX, THERE WAS A FOURTH COLUMN THAT SHOWED A GOAL THAT WAS NOT INTENDED TO BE INCLUDED IN THE ORIGINAL REPORT.

SO ON PAGE SIX, THE FOURTH COLUMN HAD BEEN REMOVED AND THAT IS REFLECTED ON THE UPDATED COPY I'VE HAD IN FRONT OF YOU.

WHAT TIME DID YOU UPDATE IT? JACKSON I'M TRYING TO FIGURE OUT IF I READ HOLD ON A MINUTE WHEN IT WAS UPDATED YESTERDAY. OH, YEAH.

SO IT HAS BEEN ON THERE. AND ACTUALLY THERE WAS AN UPDATE PRIOR TO THAT ABOUT A WEEK AGO AS WELL. SO ISOLATED TIME FOR FASTER EFFECT.

AND SO JUST TO MAKE MENTION OF THAT AND THERE ARE A FEW OTHER MINOR WORDING CHANGES TO ATTEND ATTEMPT TO PROVIDE A CLARIFICATION ON THE CHARTS.

SO THOSE ARE THE MAJOR CHANGES THAT YOU WOULD SEE IF YOU HAD ALREADY READ THAT, THAT REVISION OR THE EARLIER VERSION.

SO WHAT I WANT TO TALK ABOUT FIRST OFF, JUST I'M GOING TO GIVE A BRIEF INTRODUCTION AND THEN ALLOW FOR QUESTIONS THAT YOU MAY HAVE.

IS THAT THE DATA POINTS OF REFERENCE THAT ARE INCLUDED HERE? THE FIRST ONE I WANT TO MAKE SURE THAT I'M CALLING ATTENTION AND JUST RECOGNIZING, ACKNOWLEDGING IT IS IN OUR KINDERGARTEN PROGRAM, IN OUR KINDERGARTEN READINESS.

AT THIS POINT, THERE'S ONE DATA POINT THAT WE USE AT BOTH THE STATE AND LOCAL LEVEL, LOCAL LEVEL TO DETERMINE PARENT READINESS.

AND TRULY THAT IS CLOCK, IT'S DATA.

SO WALK KIDS IS WHAT WE USE TO DETERMINE KINDERGARTEN READINESS AT THIS TIME.

SO THAT IS THE MEASURE THE STATE USES AS WELL AS LOCAL.

AND SO YOU WILL SEE THAT I DID INCLUDE SEVERAL CHARTS FROM OUR OSP REPORT CARD AND THAT IS HOW WE ARE MEASURING THAT KINDERGARTEN THING IS UTILIZING THE KIDS DATA. SO I WANT TO MAKE SURE I CALL IN AND CALL ATTENTION TO THAT.

BUT WHAT WE WILL FIND IS THAT IT'S PRESENTED IN MULTIPLE WAYS.

SO YOU CAN SEE IT BY A NUMBER OF DOMAINS THAT ARE KINDERGARTEN READY AND YOU WILL SEE IT IN A COUPLE OTHER WAYS ON THERE AS WELL.

BY DOMAIN IS ANOTHER AREA.

SO JUST TO CALL ATTENTION TO THAT, I WOULD ALSO LIKE TO MENTION THAT WE DID WANT TO TRY TO ANALYZE FURTHER OUR JUMPSTART STUDENTS AND THEIR KINDERGARTEN READINESS AS COMPARED TO ALL OTHER KINDERGARTEN STUDENTS THAT INTERPRET OUR PROGRAM, OUR KINDERGARTEN PROGRAM. SO WE DID WORK WITH THE DATA ANALYST AT OSP AND HIS NAME IS LUCAS SNYDER AND HE DID HELP US CREATE THOSE AIRCRAFT.

IT TALKS ABOUT JUMPSTART VERSUS NON JUMPSTART STUDENTS, SO THAT WAS NOT SOMETHING YOU WILL SEE ON THE OCR REPORT.

PART OF THAT IS SOMETHING THAT WE SPECIFICALLY REQUESTED AND WE HAD A GREAT COLLABORATION WITH OCP.

I APPRECIATE THAT.

THE OTHER THING I LIKE TO REFERENCE AND MENTION IS THAT AT THIS TIME WE ARE REALLY EXCITED. AT THE END OF THIS YEAR WE'LL BE THE FIRST TIME.

PEOPLE HAVE WATCHED THIS DATA FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR IN OUR JUMPSTART PROGRAM.

SO THAT WILL BE A GREAT TOOL THAT WE CAN USE TO ALSO MEASURE GROWTH BECAUSE OUR TRANSITIONAL KINDERGARTEN PROGRAM HERE IN FERNDALE, WE CALL JUMPSTART, THEY THEY DO MEASURE THEIR APPS THROUGH WALK INS AS WELL.

SO WE WILL USE THAT DATA TO MEASURE AFTER THIS.

IT IS CONSIDERED AN INTERVENTION FOR US.

SO I WOULD LIKE TO MENTION THAT AND I ALSO WANT TO MENTION, AS THE REPORT INDICATED, THIS TRULY IS OUR FIRST FULL YEAR OF A TRANSITIONAL KINDERGARTEN PROGRAM AT THE DIFFERENT SCHOOL DISTRICT.

SO WE ARE REALLY EXCITED.

WE HAVE ALREADY SEEN SOME REALLY POSITIVE RESULTS FROM OUR JUMPSTART PROGRAM IN THE AREAS OF MATHEMATICS AS WELL AS LANGUAGE.

WE ARE LOOKING FORWARD TO CONTINUING TO IMPROVE THAT KINDERGARTEN READINESS IN THOSE OTHER COMMUNITIES AS WELL.

SO PRIOR TO ANSWERING ANY QUESTIONS, I JUST WANTED RACHEL TO HAVE AN OPPORTUNITY, IF SHE WOULD MIND, JUST TO EXPLAIN TO OUR SCHOOL BOARD HOW STUDENTS MIGHT QUALIFY FOR OUR JUMPSTART PROGRAM. SO STUDENTS ENTER PROGRAM BASED ON VARIOUS NEEDS.

THAT COULD BE A FINANCIAL NEED, IT COULD BE TRANSPORTATION NEED, IT COULD BE DEVELOPMENTAL NEEDS.

AND WE HAVE A SCREENING PROCESS THAT WE GO THROUGH.

BUT BASICALLY EVERY KID THAT ENTERS OUR PROGRAM HAS SOME TYPE OF THE SCREENING PROCESS ENTAILS DEVELOPMENTAL QUESTIONNAIRE, A FAMILY INTERVIEW AND SCREENING SOMETHING SIMILAR TO WHAT OUR KINDERGARTEN ENTERING KINDERGARTNERS DO AS WELL.

SO WHAT IS REALLY GREAT TO HEAR IS THAT THIS YEAR, AT THE END OF NINE MONTHS, STUDENTS ARE STARTING THEIR TRANSITIONAL KINDERGARTEN PROGRAM, WHICH WE CALL JUMP START.

THAT HAD DEMONSTRATED TO ME IN ONE YEAR OR SO, IF WE'RE ABLE TO LOOK AT SOME OF THE

[02:20:01]

SO IT'S MY GOAL MOVING FORWARD TO CONTINUE TO MAKE REVISIONS TO THIS WITH THE COLLABORATION OF DR. DOMINGUEZ AND OUR EARLY VOTING TEAMS TO MAKE IT MORE AT A BIRTH THROUGH KINDERGARTEN PROGRAM.

SO WE ARE I'M LOOKING FORWARD TO SETTING GOALS THAT SHOW THE LANDSCAPE OF ALL OF THOSE LEVELS AND AREAS.

SO I FEEL LIKE OUR REPORT RIGHT NOW IS PRETTY NARROW IN FOCUS AND I'M LOOKING FORWARD TO BROADENING THAT AND BRINGING IN THAT FIRST 33 THAT ISN'T NECESSARILY REFLECTED IN WHAT WE HAVE BEFORE YOU TODAY, AND THAT'S WHAT I'M LOOKING FORWARD TO THE NEXT COUPLE OF YEARS TO ESTABLISH AND BRING TO YOU THE NEXT TIME WE SHARE THIS INFORMATION OUT.

SO ANY QUESTIONS THAT YOU HAVE? WHAT WHAT AGE, WHAT AGES ARE FOR A JUMP START OR JUMP START KINDERGARTEN AGE? YOU HAVE TO BE AT AGE FOUR BY AUGUST 31ST OF THE UPCOMING SCHOOL YEAR.

HE'S JUST. I HAVE A QUESTION ABOUT THE ENROLLMENT IN THE ASSESSMENTS.

A COUPLE QUESTIONS, AND I'LL ASK THEM KIND OF QUICK, BECAUSE THEY'RE ALL KIND OF SHORT ANSWERS. WHEN A CHILD IS ASSESSED, HOW MANY? WHAT'S THE PERCENTAGE OF THEY GET ACCEPTED INTO IT? WELL, WE DO HAVE A I HAVE A PRE SCREENING PROCESS AS WELL.

SO THEY GO THROUGH A PRE SCREENING PROCESS WHERE THEY FILL OUT.

IT'S LIKE AN APPLICATION, BUT IT HAS ALL KINDS OF QUESTIONS.

THE NUMBER ONE QUESTION IS, HAVE YOU HAD ANY PRESCHOOL EXPERIENCE? AND THEN THERE'S A LIST OF DID THEY HAVE DEVELOPMENTAL CONCERNS AND THINGS LIKE THAT.

SO MOST OF THE KIDS THAT APPLIED BECAUSE THEY ALREADY GO THROUGH THAT PRE SCREENING PROCESS GET IN. MY OTHER QUESTION, I LOOKED ON OCI REPORT CARD AND I WAS KIND OF SLICING AND DICING STUFF TOO, AND THEY SAID THAT WE HAD 54 STUDENTS IN PRE-K, BUT ON THE REPORT IT SAYS WE HAVE 91.

WHAT'S THE WE DEFINITELY HAVE 91.

WE GOT TO FIND. THEY'RE SHOWING UP THERE.

I DON'T KNOW WHERE YOU FEEL ALL OF THEM.

THAT'S A GREAT QUESTION. AND I GUESS ANOTHER QUESTION OR ANOTHER POINT WE SHOULD CLARIFY AT THIS POINT FOR THE UPCOMING SCHOOL YEAR, HOW MANY STUDENTS TO BE ARE TO HAVE ENROLLED? WELL, WE HAD 91 STUDENTS AT FIVE CLASSES THIS YEAR AND HAVE ALREADY GOT SIX FULL CLASSES FOR NEXT SCHOOL YEAR.

WHAT? MARTHA, THERE'S SOMETHING YOU NEED TO TALK.

OOPS. THE POOR GUY. I LIKE IT WHEN MARK GETS RIGHT OUT OF THE BUILDING.

WHAT IS OUR. WHAT IS OUR LIMITING FACTOR AS FAR AS.

KNOW WE'VE GOT 91 KIDS.

YOU KNOW HOW MANY ARE OUT THERE THAT COULD BENEFIT FROM FROM THE PROGRAM AND WHAT ARE OUR LIMITING FACTORS? I CAN SHARE ONE LIMITING FACTOR RIGHT NOW, WHICH IS MARK'S LOOKING RIGHT NOW, WHICH IS SPACE. SO THAT'S WHERE WE GET CREATIVE AND FIND OPPORTUNITIES.

ANY OTHER LIMITING FACTORS THAT YOU'RE AWARE OF? I THINK SPACE IS THE BIGGEST.

ONE. ONE THING THAT I REALLY LOVE ABOUT THIS REPORT AND KIND OF HAD SOME INSPIRATION IN AND LIKE HER RESPONSE WITH IT THAT IT WAS KIND OF A COMMON CULMINATION OF OF INSPIRATION AS WE WHEN WE WERE LISTENING TO DR.

DOMINGUEZ INTERVIEW AND SHE WAS TALKING ABOUT PARENTS AS THE FIRST EDUCATORS AND I WAS I ASKED KELLY THE QUESTION, WHEN WE TALK ABOUT GETTING THESE KIDS INTO, YOU KNOW, PRE-K TYPE PROGRAMS. AND RIGHT NOW WITHIN MY SEMI IMMEDIATE FAMILY, WE'VE GOT A COUPLE OF ESSENTIALLY TWO YEAR OLDS AND DIFFERENT SETS OF PARENTS, YOU KNOW, SIMILAR BACKGROUND, SIMILAR TYPE OF THINGS. BUT JUST NOTICING THE DIFFERENCE THAT THOSE PARENTS ARE HOW THEY'RE

[02:25:01]

IT'S KIND OF INTERESTING COMPLIMENT.

AND THEN WE'RE WATCHING. BUT I WAS ASKING WHAT WHAT EFFORTS DO OR CAN'T WE EXPAND OUR EFFORTS? BECAUSE EVERY CHILD, EVERY STUDENT KNOWS, EVERY PARENT WANTS THEIR CHILD TO SUCCEED. BUT I THINK THERE'S A LOT OF PARENTS OUT THERE THAT EITHER THROUGH ROLE MODELS WHEN THEY WERE KIDS OR WHATEVER THE CIRCUMSTANCES, JUST DON'T KNOW HOW TO BE A GOOD PARENT OR PREPARE THEIR KIDS FOR THAT.

YOU KNOW, DO WE HAVE HOW TO PREPARE YOUR KID FOR SCHOOL CLASSES OR HOW TO HELP YOUR KIDS SUCCEED STARTING AT THAT YOUNG AGE? BECAUSE WE'VE SEEN THE DATA.

WE KNOW THAT THE YOUNGER YOU START, THE MORE IMPACTFUL THAT EFFORT IS KNOW.

AND WHY NOT GET THOSE PARENTS ON BOARD? BECAUSE THEY WANT TO BE THERE.

SO THAT WAS MY INSPIRATION FOR THAT PART AND WE APPRECIATED THE FEEDBACK AND THAT IS SOMETHING THAT I REACHED OUT AND TALKED TO DR.

DOMINGUEZ ABOUT THIS REPORT.

IT WAS, HOW CAN WE EXPAND THAT PORTION OF THE PROGRAM THAT YOU'RE PROVIDING TO INCLUDE ALL OF OUR COMMUNITY PARTNERS, AS WELL AS CONTINUE TO HONOR OUR FAMILIES AS THE CHILD'S FIRST TEACHER AND FIND WAYS TO PARTNER WITH THEM AT AN EARLIER AGE.

SO WE'RE LOOKING FORWARD TO EXPANDING OPPORTUNITIES THERE AND CONTINUING TO GROW IN WHAT WE'RE. THANK YOU.

THERE WAS A PAUSE AS I TOOK IT.

ANY OTHER QUESTIONS BEFORE WE LET KELLY TAKE ADVANTAGE OF THAT PAUSE? WHEN I WAS LOOKING AT THE WALK INS AND THE QUESTIONNAIRE AND SUCH, BECAUSE LOOKING AT WHERE OUR OUR GAPS WERE.

DO WE GIVE THE KIDS IN THE CHILD'S NATIVE LANGUAGE? IS THAT ADMINISTERED IN THE NATIVE LANGUAGE WHEN YOU'RE SAYING, LIKE, ARE THEY READY FOR SCHOOL AND IT'S CAN THEY RECOGNIZE WRITTEN WORDS OR ARE YOU ASKING THEM IN THE LANGUAGE THEY SPEAK, OR ARE WE ASKING THEM IN ENGLISH? AND DOES IT MATTER? I BELIEVE THAT THEY'RE ASKING ENGLISH.

I THINK THAT WE WOULD LIKE TO BE OFFERING IT IN THEIR NATIVE LANGUAGE, BUT IT IS TIME THAT WE WERE OFTEN IN ENGLISH.

THAT WOULD BE GREAT. I WAS LOOKING AT IT.

I WOULD ADD THAT IT'S AN OBSERVATIONAL ASSESSMENT, SO IT'S NOT NECESSARILY BASED ON THEIR LANGUAGE. IT'S WATCHING HOW THEY INTERACT IN THEIR NATIVE LANGUAGE.

SO THERE ARE PORTIONS THAT YOU WOULD WANT TO IF THEY'RE TELLING A STORY, YOU WOULD WANT TO HONOR THEIR OWN LANGUAGE.

BUT SO SO WE DO OUR BEST.

BUT A LOT OF IT IS JUST IN THEIR INTERACTION AND NOTICING HOW THEY PLAY, HOW THEY INTERACT, WHAT THEY'RE DOING, HOW THEY'RE GOING DOWN THE HALL, HOW THEY PUT ON THEIR COAT, HOW THEM PACK THEIR THINGS WHEN THEY FIRST COME IN.

AND THEN THE FAMILIES ALSO HELPING US GIVE.

AND I THINK THAT WAS ONE OF THE BENEFITS OF COVID WHEN WE WERE PARTNERING WITH FAMILIES.

FAMILIES WERE ABLE TO HELP INFORM SOME OF THE ASSESSMENT DATA, AND THAT WOULD MAKE A DIFFERENCE IF THEY'RE IN A COMFORTABLE ENVIRONMENT WHERE THEY AND YOU DO HAVE INTERPRETERS AVAILABLE FOR CERTAIN PORTIONS OF THAT FAMILY INTERVIEW PROCESS WITH THE TEACHERS. I HAVE ONE QUESTION, SIR.

THE FIRST ONE IS WHEN THEY HEARD THERE IS NOW THIS HUGE SPACE LOOKS LIKE ANIMAL CAN LAND IN THE MOUTH.

BUT THEN WHEN YOU GO OVER TO THE COMMUNITY, THE RIVER SKI AREAS, THAT SEEMS TO NOT BE QUITE AS STRONG.

WHAT HOW DO YOU KEEP LANGUAGE OUT OF LITERACY OF WHAT CONSTITUTES LITERACY VERSUS, YOU KNOW, COMPETENCY IN LANGUAGE, IN MATH? THAT IS A REALLY GOOD QUESTION FOR ME BECAUSE I CAN TALK ABOUT IT IN ENTRY LEVEL.

AND WHAT I ALSO WANT TO SAY IS WHAT WE ARE REALLY EXCITED ABOUT AS WELL IS, YES, THERE ARE SIGNIFICANT SOME DIFFERENCES IN TERMS OF LANGUAGE.

WE ARE HAPPY TO SEE THAT WITHIN OUR STAFF VERSUS NOT JUST OUR STUDENTS.

THE OTHER THING THAT I SHOULD REFERENCE AND MENTIONED IS ONE OF THE PILLARS OF OUR NATIONAL KINDERGARTEN PROGRAM IS OUR SOCIAL EMOTIONAL LEARNING.

SO THAT IS SOMETHING THAT WE'RE REALLY EXCITED TO SEE, THAT THERE IS A SLIGHT DIFFERENCE. BUT THAT REALLY IS ONE OF OUR FOCUSES OF OUR PROGRAM AND IS ONE OF THE PILLARS OF OUR PROGRAM.

SO SOME OF THAT KNOWLEDGE IS GAINED THROUGH SOME OF THOSE INTERACTIONS.

BUT RIGHT.

SO THE LITERACY PIECE WOULD ACTUALLY BE THOSE FOUNDATIONAL READING SKILLS, WHEREAS THE LANGUAGE PIECE, IT'S TWO FOLD.

[02:30:01]

SO THEY SEPARATE THEM OUT THAT WAY.

BUT I ASK ANOTHER SORT OF RELATED GESTURE.

I SEE I SEE MANY CRITICISMS OF HEAD START THAT IS GREAT FOR EARLY GAMES, BUT THOSE GAMES GET LOST AND IT MAY EVEN BE A HINDRANCE IN THE LONG RUN.

AND ALSO SEEING RECENTLY, CAN'T FIGURE OUT EXACTLY WHERE I COULD FIND IT.

IF I LOOK AT THE REPORT THAT SAID MANY EUROPEAN STUDIES THAT INDICATED THAT, YOU KNOW, EARLY CHILDHOOD PROGRAMS THAT FOCUS ON ESSENTIALLY FORMAL EDUCATION MAY ACTUALLY BE HARMING STUDENTS BY TAKING THEIR ATTENTION AWAY FROM PLAY BASED LEARNING WHICH WHICH MIGHT ACTUALLY HINDER.

SO CAN YOU EXPLAIN THAT A LITTLE BIT? YEAH, EXACTLY.

I JUST TALKED ABOUT THIS TODAY.

I THINK THAT'S ONE OF THE PIECES I USE THAT STUDY ABOUT HEAD START.

I THINK WHAT WE HAVE TO REMEMBER IS ONE YEAR IS NOT AN INOCULATION.

SO IT'S ABOUT THE CONTINUUM OF DEVELOPMENT.

SO WHEN KELLEY WAS CALLING OUT THAT PRENATAL THROUGH THIRD GRADE, THAT'S WHY THEY TALK ABOUT THAT AGE BAND.

AND ACTUALLY 90% OF BRAIN DEVELOPMENT HAPPENS BY AGE FIVE.

SO THOSE FIRST FIVE YEARS ARE SUPER CRITICAL.

SO I THINK HEADSTART SOMETIMES TAKES A HIT BECAUSE THEY PROVIDED HIGH QUALITY INTERVENTION FOR ONE YEAR.

AND THEN IF THE CHILD DOESN'T GET TO CONTINUE IN A HIGH QUALITY, EARLY LEARNING, PLAY BASED ENVIRONMENT THAT'S DEVELOPMENTALLY APPROPRIATE FOR THEIR AGE AND STAGE, THEN WE DON'T SEE THOSE GAINS.

SO I THINK OUR CHALLENGE AS A SYSTEM WILL BE TO LOOK ACROSS THAT CONTINUUM.

AND EXACTLY WHAT KEVIN SAID IS HOW ARE WE LEVERAGING OUR PARENTS AND MAKING SURE WE'RE PARTNERING WITH THEM, MAKING SURE WE'RE PARTNERING WITH THE COMMUNITY AGENCIES WHO ARE INVOLVED IN THE LIVES OF CHILDREN PRIOR TO THEM COMING INTO OUR WORKFORCE.

AND THEN YOU ALSO MENTIONED THAT THE KIDS THERE ARE THE DOMAINS THAT ARE REPORTED OUT THAT YOU'RE LOOKING AT ON YOUR ON YOUR PAGE AND YOU TALK SPECIFICALLY ABOUT LANGUAGE AND YOU TALKED ABOUT THE LITERACY.

AND SO OUR STAFF, THEY WHEN THEY ARE ASSESSING, THERE ARE SPECIFIC OBJECTIVES WHICH WITHIN EACH ONE OF THOSE DOMAINS THAT THEY ARE ASSESSING AND THEY ARE GIVEN SPECIFIC POINTS THAT THEY ARE LOOKING AT IN TERMS OF CONTINUING THAT GROWTH SO THAT IT IS NATURALLY TEASED OUT WITHIN THE RUBRIC AND WITHIN A CASE STRUCTURE.

SHE MENTIONED THAT ONE OF THE GOALS THAT WE HAD, AND I THINK OUR NUMBER ONE GOAL WAS TO INCREASE EACH OF THEM BY AT LEAST 10%.

I THINK WE SHOULD ADD ANOTHER GOAL OF THE OVERALL READINESS.

READINESS ALL SIX, BECAUSE OUR NUMBERS I MEAN.

38.8. RIGHT.

AND SO THE NUMBERS IS FOUR.

THEY'RE ALL LIKE 60 TO 75% IF YOU TAKE JUST THE SINGLES.

BUT TO FIND THAT CHILD HAS ALL SIX TOGETHER, WHICH IS WHAT WE WANT TO MAYBE PUTTING A GOAL FOR THE WHOLE TIME, THE WHOLE TEST NOT WE CAN ABSOLUTELY LOOK AT THAT.

AND I HAVE A COMMENT SPEAKING ABOUT WHAT KEVIN WAS SAYING.

WILL WE BE ABLE TO OFFER PARENTS AND TEACHERS TRAINING? I LOVE THAT TRAINING.

I LOVE THAT. I DO TOO, YOUNG LADY NOW.

IT WAS EXTENSIVE TRAINING WE HAD AND I LOVED IT.

AND I WAS PART OF HEAD START FOR SIX YEARS.

I WAS DIRECTOR FOR LOBBYIST, SO I KNOW WHAT YOU'RE TALKING ABOUT.

BUT THAT'S THE TEACHERS, TEACHERS, PARENTS A LOT.

AND THAT TEACHES THEM BASICALLY THE GROUND RULES.

RIGHT. WHAT THEIR KIDS NEED TO SUCCEED AS TODDLERS.

AND THEN FROM POLITICS, THEY GO ON.

AND BUT YOU'RE RIGHT. THEY'RE HOPPING IN THERE.

AND I THINK A LOT OF OUR PARENTS NEED THAT.

AND ALSO, IF SPACE IS A PROBLEM FOR US, IS THERE ANY REASON WHY WE CAN'T HAVE SOME OF THESE CLASSES CLOSER TO LIKE HAVE THEM ONLINE? IT SOUNDS LIKE THERE'S A LOT OF OPPORTUNITY AND IT SOUNDS LIKE THERE'S A LOT OF INTEREST AND SOME GREAT MINDS THAT WE CAN BRING TOGETHER TO CONTINUE TO EXPLORE ACCESS OPPORTUNITIES FOR OUR STUDENTS AND THEN SEE WHAT THE SHOWING IS.

WE WILL SORT OUT THE SPACE.

SO ON THAT NOTE, I WOULD LIKE TO THANK YOU FOR THE OPPORTUNITY.

THANK YOU FOR DR. AND AND OUR FRIEND RACHEL FOR JOINING US AND JUST GETTING RIGHT IN

[02:35:05]

I APPRECIATE YOUR JOINING US TONIGHT.

DEFINITELY. LET ME ECHO THAT, RACHEL.

THANK YOU FOR STAYING THROUGH ALL THINGS.

YOU KNOW, EARLY LEARNING STARTS AT THE BEGINNING.

WHY DID IT START SO? AND THANK YOU, KELLY, FOR THE REVISIONS AND REPORT THE PRESENTED.

AND ALSO THANK YOU, DR.

DOMINGUEZ FOR JUMPING IN STARTING EARLY WITH GOOD THINGS TO LOOK FORWARD TO BECAUSE NOW I CAN SEE THE COLLABORATION ALREADY.

THAT'S AWESOME. CAN I ASK ONE QUICK QUESTION? OKAY. SO I'M JUST BASING THIS ON MY OWN EXPERIENCE AND AND HAVING TO ACTUALLY PULL ARTISTS ON AND I REALIZE IT'S A LONG TIME AGO, BUT HAVING TWO MORE GUYS COME OUT OF KINDERGARTEN BECAUSE HE WAS ALREADY READY AND HE WAS KIND OF BEYOND READY AND THERE WAS NO PLACE FOR HIM TO GO.

AND SO HE WAS READING WHEN HE WENT INTO KINDERGARTEN.

IT WAS INTERESTING BECAUSE WE ALL ARE READERS AND HE LEARNED THIS AT HOME, BUT HE DIDN'T FIT INTO THE CLASSROOM.

AND SO I SUGGESTED THAT WE SEND WAS A BOOK WHEN THEY WERE LEARNING THEIR LETTERS AND SOUNDS THAT WE SAID IT WAS A BOOK AND LET IT SIT OFF TO THE SIDE REALLY SO THAT YOU WOULDN'T BE DISRUPTIVE BECAUSE OF THE WAY HE WAS FEELING.

AND YOU KNOW WHAT I MEAN? THIS WAS IN EVERYBODY'S BEST INTEREST.

BUT WHAT WE FOUND AT THAT POINT IN TIME WAS THAT THEY THOUGHT IT WOULD BE TOO DISRUPTIVE TO HAVE A CHILD THAT WAS OUT OF SYNC WITH EVERYBODY ELSE.

AND SO THEY RE THEY SAID THAT WOULD SHOW FAVORITISM.

AND WE ACTUALLY HAD TO POINT OUT OVER RECOMMENDED A TEACHER ACTUALLY SAID MAYBE YOU SHOULD JUST LET IT OUT OF SCHOOL.

IT WAS AN UNFORTUNATE SITUATION.

AND, YOU KNOW, I HOPE THAT THAT'S NOT GOING ON IN SCHOOLS TODAY.

BUT BUT WITH THE FOCUS ON HAVING EVERYBODY UP, I WORRY THAT THERE IS A FALSE POSSIBILITY OF KIDS THAT ARE ALREADY READY AND HERE THAT ARE SEEN AS NOT NOT MEETING, NOT WHAT THEY MIGHT BE KIND OF LEFT IN THE WORLD.

AND SO HOW DO YOU HAVE A GUARANTEE THAT PEOPLE CAN CONTINUE AT THEIR OWN PACE, THAT THEY'VE ALREADY, YOU KNOW, SO OF GAINS MOMENTUM IN THIS PROGRAM AND TAKES OFF THAT YOU KEEP MOTIVATING THEM AND GIVING THEM ENOUGH RESOURCES TO TO REALLY PLACE AND TRAIN. SORRY SO I'M SORRY.

I THOUGHT IT WAS DONE. THAT WAS PAUSE AND THEN YOU KNOW WHAT I MEAN.

SO FIRST OFF, I'D LIKE TO GO BACK TO JUST BRIEFLY WHEN BRIAN WAS SITTING HERE.

SORRY, I'M POINTING OVER AT YOU WHEN YOU TALKED ABOUT THE OPPORTUNITIES OF DIFFERENTIATION THAT ARE NATURALLY EXISTING WITH SOME OF OUR CURRICULUM.

SO I THINK THAT'S A REALLY POSITIVE THING.

AND THE OTHER THING FIRST, I WANT TO SAY I'M SORRY FOR THAT EXPERIENCE.

THAT'S INCREDIBLY CHALLENGING AND THAT'S SOMETHING WE ARE WORKING VERY HARD TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF ALL OF OUR STUDENTS.

SO I CAN SHARE THAT AT THE ELEMENTARY LEVEL AT THIS TIME.

WE RECENTLY ADOPTED AN ENGLISH LANGUAGE ARTS MATERIALS.

AND SO IF YOU'RE USING OUR AMERICAN READING COMPANY AND PART OF YOUR READING COMPANY IS.

LET'S CALL IN BURMA AND OUR EARLIER IS AN INDEPENDENT RATING ASSESSMENT AT EVERY SINGLE STUDENT HAS WITHIN THE FIRST COUPLE OF WEEKS OF SCHOOL.

AND WITH THAT IRMA WHAT HAPPENS IS INDIVIDUAL GOALS ARE SET FOR EVERY SINGLE ONE OF OUR STUDENTS, REGARDLESS OF THE LEVEL.

SO WHAT HAPPENS IS EVERY SINGLE STUDENT WITHIN ANY OF OUR CLASSROOMS, THEY HAVE A SPECIFIC GOAL, THEY HAVE A LEVEL, AND THEN THEY HAVE A SPECIFIC GOAL THAT THEY ARE WORKING TOWARDS. AND IT'S CALLED POWER GOALS.

AND OUR TEACHERS ARE CONFERENCING WITH EVERY SINGLE STUDENT IN THEIR CLASSROOM AT A MINIMUM OF ONE TIME EVERY TWO WEEKS TO REVIEW THEIR PROGRESS TOWARDS THEIR INDIVIDUAL POWER GOAL.

THEY ARE ALSO SELECTING JUST RANK BOOKS IN THE INSTANCE OF YOUR SON, IF PARTICULAR, MAYBE THERE WEREN'T BOOKS THAT WERE AVAILABLE AT THIS LEVEL IN THE CLASSROOM.

EVEN THOUGH WE HAVE ABOVE LEVEL LIBRARIES IN EACH ONE OF OUR CLASSROOMS, WE WOULD BE PULLING IN ADDITIONAL TITLES TO MAKE SURE THEY ALIGNED WITH THEIR POWER GOALS AND THOSE SPECIFIC THINGS THAT THEY'RE WORKING ON.

SO THAT IS THE WAY RIGHT NOW THAT WE'RE WORKING REALLY HARD TO ADDRESS THE DIFFERENT NEEDS OF ALL OF OUR STUDENTS IN THE CLASSROOMS. BUT WE ARE THAT IS SOMETHING THAT WE'RE WORKING ON EVERY SINGLE DAY, IS PROVIDING INCLUSIVE ENVIRONMENTS FOR ALL STUDENTS TO BE IN INDIVIDUAL MEETINGS.

SO WE TALKED ABOUT IT AND YOU HEARD IT QUITE A BIT IN OUR SUPERINTENDENT INTERVIEWS ACCESS AND ACCESS TO HIGH QUALITY INSTRUCTION MATERIALS IS KIND OF WHAT WE KICKED OFF WITH TODAY, AND IT'S NICE TO KIND OF BE COMING FULL CIRCLE AND SAYING, OH, REALLY EXCITED BY THE MATERIALS THAT YOU SELECTED.

THEY DO PROVIDE ACCESS FOR ALL STUDENTS IN A NUMBER OF DIFFERENT WAYS.

I'M GOING TO TAKE THAT AND MUTE AND GO.

WELL, WELL, THANK YOU AGAIN, KELLY.

AND, YOU KNOW, I WOULD IF I WAS A MARK, I'D BE REALLY NERVOUS BECAUSE HE'S GOT QUITE AN

[02:40:06]

WE'LL SEE HOW IT GOES.

SO THANK YOU AGAIN, ALL OF YOU.

AS PER OUR TRADITION, WHERE I'M LOOKING FOR ITS BEST ON THE HALL, BUT AT THIS POINT, ON TOP OF THE TIP OF MY TONGUE.

WE WILL BE BRINGING THE REPORT BACK TO IN THE CONSENT AGENDA TO IMPROVE NEXT MONTH.

SO PLEASE GET YOUR EVALUATION SHEETS TURNED TO ME SO THAT I CAN GET THOSE COMPILED AND TURNED OVER TO JAZZ AND PUT ON MORE DUCKS.

SO WITH THAT, THAT BRINGS US TO OUR SHARING TIME AND WE'LL START WITH AN 8.01, WHICH IS A

[8. SHARING [GC-7.E.]]

SO I'LL LET YOU GUYS ON THIS.

SO I WANT TO START FIRST WITH SO I THINK IT WAS LIKE TWO DAYS AGO, SERENA AND ALSO MS..

AARON FROM THE CITY COUNCIL.

THEY EMAILED ME ABOUT A OPPORTUNITY OF INVOLVING STUDENTS IN THE CITY BUILDING A NEW SKATEPARK DESIGN.

SO WE'RE REALLY EXCITED FOR THAT.

I THINK STUDENTS ARE HAVING A MEETING TOMORROW ON THIS TESTING OF THE NEW INFORMATION AND WE HAD A MEETING WITH THE CITY COUNCIL ON EIGHT OR SOMETHING FOR LIKE HOW SOMETHING WAS DESIGNED JUST FOR THE COMMUNITY AND THE CITY COUNCIL TO HAVE MORE STUDENT INPUT. SO THE NEXT THING I WOULD LIKE TO TALK ABOUT IS IT WILL BE FIVE PROJECTS, I THINK THE THREE MIDDLE SCHOOLS AND GENERAL LOTS OF INFORMATION AND I'LL BE PRESENTING MY PROJECT BASICALLY OUT OF APPLE AND THEN ALL OF THEM THAT I WOULD LIKE TO OPEN AND JUST QUESTIONS ABOUT THE NEXT AND THE CITY STATE BECAUSE I THINK THIS ONE APRIL TO THE END OF MY TIME SO I WOULD LIKE TO HAVE YOU OPEN LIKE YOURSELF.

WE JUST WON'T LET YOU GO.

YEAH. I CAN'T EVEN GRADUATE NOW.

THERE IS AN ELECTION FOR A SCHOOL BOARD REPRESENTATIVE NEXT NOVEMBER, SO YOU CAN TAKE DEPENDING ON WHERE YOU LIVE IN. GOOD.

I WANTED TO TALK ABOUT THIS LAST WEEK.

AND I AND TWO OF THE STUDENTS, ONE OF THEM WAS HERE, KWABENA LEDBETTER.

I'LL GIVE A TOUR TO THE SUPERINTENDENT CANDIDATES, WHICH WAS A REALLY COOL EXPERIENCE. WE STARTED OFF BY SHOWING THEM THE LIKE OUR WHOLE CAMPUS.

ALL THE CANDIDATES WERE LIKE SUPER EXCITED TO SEE ALL OF OUR DIFFERENT PROGRAMS. AND THEN WE ENDED UP FINISHING OFF WITH OUR LEADERSHIP PROGRAM AND THEY ALL GOT TO INTERVIEW THE CANDIDATES, WHICH WAS AWESOME BECAUSE STUDENT CHOICE WAS PICKED FOR THE SUPERINTENDENT. WE GOT TO TALK WITH A LOT OF THE STUDENTS AND I REALLY LOVE DR.

DOMINGUEZ AND I WAS SO EXCITED.

SO THAT WAS A REALLY GOOD EXPERIENCE AND I JUST WANT TO TALK ABOUT THAT GOING ON BECAUSE IT'S SUPER COOL. IT'S HAPPENING NEXT MONTH, I BELIEVE, THE SPRING BREAK, WHICH IS AWESOME. WELL, THANK YOU BOTH.

AND WE WILL BE I SAW MARK TAKING SOME NOTES BECAUSE IT IS TIME TO BE WORKING ON GETTING THE NEXT STUDENT REPRESENTATIVE SELECTED.

AND SO THAT WILL DEFINITELY BE ON THE PLANNING BLOCK.

SO WITH THAT, I'LL GO TO THE ELECTED BOARD MEMBERS AND I'LL START OVER HERE.

JESSE THANK YOU, PEGGY.

WELL, I'M GOING TO APOLOGIZE FOR SORRY.

I APOLOGIZE FOR BEING RUDE.

I HOPE YOU DON'T MIND IF I TEXT MY HUSBAND SO THAT I CAN MAKE SURE THAT MY SON GETS A RIDE HOME FROM HIS JOB TONIGHT.

BECAUSE I RELATED THAT I THOUGHT IT WOULD BE.

WITH THAT BEING SAID, I.

THAT'S EXACTLY RIGHT. OKAY, STEVE.

JUST TO REITERATE THE REGULATIONS THAT DR.

DOMINGUEZ ALSO JUST WOULD LIKE TO SHARE AN EMOTIONAL MOMENT TONIGHT.

MANY TIMES I'VE BEEN ASKED, WHY AM I HERE?

[02:45:03]

BUT SOMETHING REALLY CLICKED WITH ME TONIGHT, ESPECIALLY IN A PUBLIC FORUM WHEN THOSE STUDENTS ARE OUT IN FRONT OF US AND THEY TALKED TO THE BOARD AND APPRECIATE WHAT WE DO. AND THAT IS AN EMOTIONAL MOMENT FOR ME.

AND I JUST LIKE TO SAY THAT TRULY THAT'S WHY I'M HERE SUPPORTING THE STUDENTS FOR NOW.

SO JUST WANT TO SHARE.

THANK YOU. MELINDA SO WITH EVERYTHING THAT'S GONE ON IN THE LAST MONTH, PEOPLE MAY HAVE FORGOTTEN THAT LEGISLATIVE SESSION ENDED, LIKE, YEARS AGO, BUT WITH THE WAS THE HOT TOPICS. ONE OF THE ONES WAS FOR THE PROTOTYPICAL SCHOOL MODEL AND SCHOOL FUNDING TO INCREASE FUNDING FOR SOCIAL, EMOTIONAL, PHYSICAL AND MENTAL HEALTH OF STUDENTS SO THAT WHEN PASSED AND SIGNED INTO LAW, THE ENROLLMENT STABILIZATION FUNDS FOR THE THE DOWNTURN IN ENROLLMENT THAT WAS ALSO THAT ALSO PASSED THE TRANSPORTATION ONE THAT WE SIGNED ON.

IT ACTUALLY DIDN'T PASS.

I'M NOT SURE WHY. IF THAT WAS A GOOD LEGISLATIVE REPRESENTATIVE, I PROBABLY WOULD HAVE LOOKED INTO THAT A LITTLE BIT FURTHER.

I APOLOGIZE. SEE? SO LEGISLATIVE SESSION IS OVER.

IT IS NOW THE THE WHAT SOME PEOPLE MIGHT THINK IS THE SLEEPY TIME.

IT'S NEVER A SLEEPY TIME.

SO WHY IS THAT? YOU MAY HAVE SEEN IT IN YOUR EMAIL.

VERY ENCOURAGING FOR US TO LOOK AT THE LAWS, THE POSITIONS THAT WE HAVE AND DO THEY REFLECT WHAT WE WANT.

AND IT'S NOT A REQUIREMENT OF THE BOARD TO DO IT.

BUT IF WE ARE INTERESTED IN LOOKING AT THAT AND SEEING THAT IT REPRESENTS WHAT WHAT FIRM OUTLINES AS A BOARD, I WOULD DEFINITELY HELP OUT WITH THAT.

WE CAN LEARN THIS TOGETHER.

THERE'S ONE OTHER THING YOU GUYS HAVE BEEN SEEING.

I THINK THEY'RE TURNING OFF THE STATION.

OH, GOSH.

OH. OH, YES.

OKAY. SO THERE WAS AN EMAIL AND I WROTE IT WAS SENT TO JESSE, KEVIN AND MYSELF FROM SOMEBODY WHO WAS SAYING THAT THEY DON'T BELIEVE THAT IT WAS DONE.

IT REPRESENTS WHAT THEY FEEL AS A SCHOOL BOARD MEMBER.

AND WHETHER I AGREE WITH LESTER OR NOT, THAT'S BESIDE THE POINT.

BUT I THOUGHT IT WAS A REALLY GOOD LETTER WRITING THAT IF YOU WANT A LOBBYING GROUP TO REPRESENT YOU, YOU NEED TO PARTICIPATE.

SO JESSE HAD READ IT BECAUSE I THINK IT'S ON THERE AND I'LL FORWARD IT TO TAKE AGAINST YOU SEPARATELY. BUT IF ANYBODY WANTS TO LOOK AT THAT, IT CAN WORK FOR ME.

AND MY SON IS GOING TO MONTANA STATE UNIVERSITY NEXT YEAR, SO THANK YOU, MELINDA.

SO FROM MY STANDPOINT, I'M SORRY I'M BORING, BUT A COUPLE OF THINGS.

JUST A REMINDER, PARTICULARLY FOR PEGGY AND STEVE, YOU PROBABLY HAVEN'T DONE IT BEFORE.

YOU SHOULD BE SHOULD HAVE RECEIVED AN EMAIL FROM THE PDC ABOUT FILING YOUR F ONE REPORT.

IF YOU THINK, YOU KNOW, SOME MEETINGS ARE EXCITING, FILING THOSE THINGS IS EVEN MORE FUN. BUT IF YOU DON'T FILE IT, I THINK YOU DON'T WANT TO KNOW ABOUT THE CONSEQUENCES.

SO IF YOU HAVE ANY QUESTIONS WITH THOSE, EITHER CONTACT THOSE PEOPLE ARE ASKED ONE OF US OR OUR MEMBERS.

AND JUST TO REMIND YOU, THOSE DO NEED TO BE FILLED OUT BY THE 15TH OF APRIL.

SO JUST KIND OF A PUBLIC SERVICE ANNOUNCEMENT.

THE OTHER THING THAT WE HAVE ALL KIND OF TALKED ABOUT AND ALLUDED TO AND I ALLUDED TO EARLIER IN THE MEETING, IS WE DO NEED TO TALK ABOUT SETTING UP SOME MEETING TIMES, BOTH SO WE CAN SET AN EXECUTIVE SESSION FOR GETTING THE MINOR ISSUES WITH DR.

DOMINGUEZ'S CONTRACT IRONED OUT, WHICH ARE THE CONVERSATIONS THAT I'VE HAD WITH HER? EVERYBODY'S IT'S BASICALLY JUST DOTTING THE I'S AND CROSSING THE TS.

IT'S NOT ANY BIG MAJOR ASPECT.

WE JUST WANT TO MAKE SURE WE HAVE THAT TAKEN CARE OF SO THAT WE CAN MOVE FORWARD.

BUT EVERYBODY WANTS TO BE COLLABORATIVE ABOUT IT, SO THAT SHOULD BE FINE.

AND THEN ALSO WE WANTED TO GET SOME TIME ON THE BOOKS FOR SOME STUDY SESSIONS AND SOME MORE DEVELOPMENT AS WE MOVE TOGETHER.

DO SOME ONBOARDING FOR OUR NEW MEMBERS AND AS WELL AS OUR LESSER NEW MEMBERS, MYSELF INCLUDED IN THAT. AND THEN TO CONTINUE.

[02:50:02]

COMMENTS. QUESTIONS REGARDING SETTING MEETING TIME.

YOU THINK I'M MUCH MORE POPULAR THAN I REALLY AM? WELL, TELL ME WHAT THE EASY LIFE WOULD BE FOR A WEEK, NIGHTS, WEEKENDS, WONDERING WHAT? I GUESS THAT THAT BECOMES PART OF THE TOPIC OF THE DISCUSSION.

AS FAR AS YOU KNOW, WE'VE GOT VARIOUS DIFFERENT DEMANDS.

I MEAN, I KNOW THAT SOMEBODY, POSSIBLY STEVE, LEAVES REALLY EARLY FOR WORK IN THE MORNING. YOU KNOW, THERE'S OTHER OTHERS THAT WORK LATER IN THE AFTERNOON TO EARLY EVENING, DEPENDING ON PEOPLE'S DEFINITION.

AND SO IT'S KIND OF TRYING TO FIGURE OUT, I DON'T KNOW, WEEKENDS WORK FOR PEOPLE I KNOW I WORK SOME WEEKENDS BUT NOT OTHERS.

SO IT KIND OF DEPENDS ON WHAT DAYS WE'RE TALKING.

AND THAT'S PROBABLY THE PART THAT'S THE HARDEST.

SO DO YOU FIGURE OUT HOW MANY DAYS WE NEED TO SET ASIDE? LET US SUBMIT OUR SCHEDULES TO AND SEE WHAT WE COORDINATE.

I MEAN, WE TYPICALLY WHAT WE'VE DONE HISTORICALLY NOW, THE THINGS WITH CODE ARE OFTEN DONE MORE. I THINK WE WOULD ALL APPRECIATE THAT TOO, IS WE USUALLY TRY TO HAVE AT LEAST ONE STUDY SESSION IN A MONTH, WHICH WAS TYPICALLY UP TO TWO AND A HALF HOURS, WHERE IT WAS MORE OF A OPEN FORMAT DISCUSSION AS OPPOSED TO KIND OF THE MORE FORMAL COURT SETTING AND ALLOWING FOR LOTS OF DIFFERENT FORMATS.

AND WE HAD COMMUNITY DISCUSSIONS, WE HAD WE BROKE IN SMALL GROUPS AT TIMES.

YOU TALK AS A FULL GROUP, WE HAVE PRESENTATIONS.

WE'VE ALSO DONE HISTORICALLY PRE COVID TIMES.

WE HAVE DONE EITHER KIND OF REMEMBER WE DID A FULL DAY, BUT WE'VE DONE LIKE TWO HALF DAY.

LET ME SAY THAT ABOUT 4 HOURS OR SO OF BOARD TYPE RETREATS WITH SOME TRAINING AND GOAL SETTING AND PLANNING.

WE ALSO DID THE WHEN WE ADOPTED THE CO-OCCURRING GOVERNMENTS, WE HAD MORE MEETINGS IN THAT. BUT I GUESS I WOULD BE HOPING THAT WE CAN GET A TIME TO HAVE AT LEAST A STUDY SESSION AND IN ADDITION EACH MONTH TO OUR BOARD MEETING, AS WELL AS TRYING TO FIND A TIME WHEN WE HAVE A LITTLE MORE EXTENDED RETREAT TIME, WHICH IS THE GOAL SETTING AND ONBOARDING, BECAUSE I THINK THAT WOULD BE BENEFICIAL FOR EVERYONE.

SERVING AS LONG AS THEIR BODY WILL RESPOND TO A TIMELY AND AGAIN BE IS AS FLEXIBLE AS YOU POSSIBLY CAN.

I KNOW THAT THERE ARE TIMES THAT ARE WELL, THAT WOULD WORK BETTER FOR ME, AND I'D RATHER NOT DO IT THERE. BUT MAYBE IF YOU DID THE SURVEY THE FIRST TIME THROUGH, AND IF THERE'S A TIME THAT COMES UP FOR ALL FIVE OF US, IT'S LIKE, THAT'S THE TIME.

THERE'S A TIME THAT COMES UP FOR FOUR OF US TO SEND OUT.

THESE ARE THE DAYS WHERE IT CAME UP BEFORE, BECAUSE IT MIGHT BE THAT, OH, I HAVE A DOG OBEDIENCE CLASS ON SATURDAY.

WELL, MY HUSBAND CAN DO THAT, BUT MY FIRST DRAFT THROUGH, I WOULD PROBABLY SAY NO DOG OBEDIENCE CLASSES ON SATURDAY.

SO CAN WE DO IT? LIKE THAT'S ONE WAY YOU DO IT ANYWAY.

DOES ANYBODY HAVE A COUNTER? CAN WE LOOK RIGHT NOW AND SAY, WOULDN'T THE 12TH TUESDAY AT SOME POINT THAT YOU MAKE FOR A GIVEN AND HOW ONE OF THE AGENDA ITEMS CAN BRING CAN BE TO KIND OF WORK THROUGH THE CALENDAR AND COME UP WITH SOME MORE REGULAR RECURRING DATES FOR STUDY SESSIONS.

BECAUSE THE ONE ITEM I THINK YOU WOULD LIKE TO GET TAKEN CARE OF SOONER THAN LATER.

12 WORKS FOR ME AND IF IT'S TUESDAY EVENING AND GOOD FIVE OR SIX. SO TUESDAY EVENING.

IT DEPENDS ON WHAT TIME YOU'RE TALKING.

EVENING. WHAT'S THE EVENING? YOU. OVER.

[02:55:05]

IS THERE ANYONE GOOD? FIVE.

OKAY. I CAN MAKE IT WORK.

SO WE'LL SET A STUDY SESSION FOR SPECIAL SESSION.

SPECIAL MEETING FOR TUESDAY THE 12TH AT 505.

AND ONE OF THE AGENDA ITEMS WILL BE TO CALENDAR THE STUDY SESSIONS GOING FORWARD.

AND WILL WE HAVE AN EXECUTIVE SESSION AS PART OF THAT? YES, SURE. OKAY.

SO AND MARK WAS GOING TO TALK WITH THE LAWYERS AS FAR AS GETTING SOME LANGUAGE OPTIONS THAT WE CAN LOOK AT.

AND I'M ASSUMING YOU'RE GOING TO INVOLVE DR.

DOMINGUEZ IN THAT CONVERSATION OR SOMEHOW IF YOU INVITED ME TO, I CERTAINLY WILL.

I THINK THAT WOULD BE A GOOD IDEA.

OKAY. SO THANK YOU, EVERYBODY.

AND WE WILL MEET AGAIN ON THE 12TH.

AND WILL WE BE MEETING HERE? YES. GOOD.

WELL. EXCUSE ME.

APRIL 12TH, 5 P.M.

HERE NOW. INDEED. OKAY.

THAT TAKES US ON TO 8.33.

SUPERINTENDENT SHARED TWO SUPER FAST ITEMS. ONE, JUST TO RESPONSE TO JENNY'S COMMENTS.

THE SUPERINTENDENT CANDIDATES WERE EQUALLY AS EXCITED AND IMPRESSED WITH THE STUDENTS WHO LOVED TOURS.

SO JUST WANTED TO MAKE SURE WE SHARED THAT.

AND BACK BY POPULAR DEMAND UNDER PUBLIC COMMENT IS A RESPONSE TO COMMUNITY QUESTIONS.

SO FOR THOSE OF YOU THAT HAVE BEEN LOOKING FOR THAT, THAT IS BACK TO THAT SECTION THIS MONTH. I WOULD ECHO ALL THREE OF THE SUPERINTENDENT CANDIDATES BASICALLY SAID THAT THE STUDENTS WERE THE ONLY REASON IT WAS WORTH COMING.

THOSE WORDS. THAT'S KIND OF, YOU KNOW, I BELIEVE SO.

THANK YOU. YOU GUYS REPRESENTED US VERY WELL.

SO WE APPRECIATE THAT. THANK YOU.

EXECUTIVE TEAM ENOUGH.

THANK YOU. KELLY, LET'S GO BACK TO THE BEGINNING.

OKAY. OKAY.

SO THAT THEN BRINGS US TO THE CONSENT AGENDA PORTION OF OUR MEETING.

[9. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]

[10. BOARD CONSENT AGENDA [GC-2.4]]

THERE ARE A GROUP OF ITEMS THAT THE BOARD IS ALLOWED TO PASS IN ONE MOTION, AS OPPOSED TO INDIVIDUALLY TREATING EACH ITEM.

AND SO AT THIS TIME, THE CHAIR WILL ENTERTAIN A CONVERSATION OR A MOTION TO ADDRESS THE CONSENT AGENDA WITH.

THERE'S NO DISCUSSION ON A MOTION TO IMPROVE THE SUPERINTENDENT AND CONSENT AGENDA, AS WELL AS THE BOARD CONSENT AGENDA AS ATTACHED HERE TO REMAIN A PART OF THE ORDINANCE.

SO IT'S BEEN MOVED TO ADOPT THE CONSENT AGENDAS AS PRESENTED HERE AND MADE PART OF THE MINUTES. ALL THOSE IN FAVOR, SAY I AND ALL OF THOSE.

I JUST WANT SOME CLARIFICATION.

SO THE UNDER LOCAL AGREEMENTS ARE ALL ON THE.

NO. OKAY.

SO THEN OUR CONSENT AGENDA DOES PASS ON A41 VOTE.

AND THAT BRINGS US TO THE END OF OUR AGENDA THIS EVENING.

AND WITH THE NEW EXECUTIVE SESSION, I WILL DECLARE THIS MEETING ADJOURN.

THANK YOU, EVERYONE, FOR ATTENDING.

* This transcript was compiled from uncorrected Closed Captioning.