[00:00:03]
>> HI EVERYBODY'S. GOING TO READ IT, SO WE NEED ROOM FOR STARTING ON.
[1. CONVENE]
I'M GOING TO GO AHEAD AND CALL OUR STUDY SESSION INTO ORDER.WELCOME EVERYONE TO OUR MAY 18TH STUDY SESSION WITH FERNDALE SCHOOL BOARD.
TONIGHT WE HAVE VARIOUS ITEMS ON THE AGENDA.
FIRST ITEM THAT WE'LL BE DISCUSSING IS ITEM 2.01,
[2. MATTERS FOR BOARD DISCUSSION]
WHICH IS A PRESENTATION ON STUDENTS SUPPORT SERVICES AND INTER-AGENCY AGREEMENTS.FOR THAT, I WILL TURN IT OVER TO THE EXECUTIVE TEAM.
>> OKAY. YOU JUST WANT TO STATE IT?
>> WELL, I WAS GOING TO PROJECT.
>> OKAY. WELL, MANY THANKS. THAT'S REALLY HELPFUL.
[LAUGHTER] [OVERLAPPING] HOLD ON.
[OVERLAPPING] [LAUGHTER] PROBABLY NEED TO TAKE ONE OF THESE WHEN WE COME BACK.
>> YEAH. [LAUGHTER] HOME VIEWING AUDIENCE WON'T BE ABLE TO HEAR.
>> THAT'S THE NICE THING ABOUT THE STUDY SESSIONS, A LITTLE LESS PROBLEM.
[NOISE] [BACKGROUND] [OVERLAPPING]
>> WELL, THANK YOU. ONE OF THE THINGS THAT YOU HAD ASKED US FOR WAS ENTIRE PATIENTS ON SOME OF THE DISTRICT PROGRAMS THAT WE HAVE TO PROVIDE WRAPAROUND SERVICES FOR OUR STUDENTS.
AS WE STARTED COMPILING THIS, WE REALIZED JUST HOW MANY DIFFERENT SERVICES WE HAVE IN PLACE TO SUPPORT OUR STUDENTS AS THEY MOVE THROUGHOUT OUR SYSTEM.
AS WE WERE DEVELOPING THIS, WE TRIED TO THIN THEM INTO CATEGORIES THAT YOU CAN SEE SOME OF THE RECURRING THINGS.
THE FIRST THING WE STARTED WITH WAS OUR STAFF SUPPORT, WHICH INCLUDES A LOT OF PEOPLE THAT WORK WITHIN OUR SYSTEM WITHIN THE FERNDALE SCHOOL DISTRICT THAT SUPPORT OUR STUDENTS FROM OTHER ROLES.
KIM BUNCH SERVES AS OUR HOMELESS FOSTER CARE LIAISON, AS SHE WORKS OUT OF THE DISTRICT OFFICE.
WE CURRENTLY HAVE TWO NATIVE AMERICAN LIAISONS.
ONE IS BASED AT FERNDALE HIGH SCHOOL AND ONE SPLITS BETWEEN VISTA AND HORIZON.
WE HAVE THE LATINX COORDINATOR BASED AT THE HIGH SCHOOL.
AGAIN, THE HIGH SCHOOL PURPOSE IS REALLY TOP ON MIGRANTS TO BE USEFUL AS GRADUATION.
WE, THIS YEAR, HAVE, AND I THINK AS LAST YEAR TOO, WE HAVE SCHOOL COUNSELORS IN EVERY ONE OF OUR BUILDINGS.
ONE OF THE THINGS THAT WAS GIVEN TO US WITHIN THIS LEGISLATIVE SESSION WAS THAT OUR SCHOOLS THAT ARE DESIGNATED AS HIGH POVERTY SCHOOLS WILL RECEIVE AN ADDITIONAL 0.5 COUNSELOR MOVING INTO THE NEXT SCHOOL YEAR.
WE HAVE FOUR SCHOOLS THAT ARE IDENTIFIED WITHIN OUR DISTRICT, HORIZON, EAGLERIDGE, CASCADIA, WHICH IS NEW THIS YEAR, AND CENTRAL ELEMENTARY.
ALL OF THOSE FOUR SCHOOLS WILL BE GETTING IN AN ADDITIONAL 0.5 COUNSELOR.
AS YOU KNOW, WITH OUR [INAUDIBLE] FUNDS, WE USE THOSE PER MTSS, MULTI-TIERED SYSTEMS OF SUPPORT COORDINATORS INTO EACH OF OUR BUILDINGS TO SUPPORT OUR IMPLEMENTATION OF MTSS.
THEN AT OUR ELEMENTARY LEVEL, WE HAVE LEARNING ASSISTANCE PROGRAM FUNDING THAT IS TARGETED TO SUPPORT OUR STUDENTS THAT MAYBE NEED A LITTLE BIT OF EXTRA SUPPORT IN BEHAVIOR, [INAUDIBLE], AND READING.
THE FOUR SCHOOLS I MENTIONED BEFORE ALSO RECEIVE SOME EXTRA FUNDING TO SUPPORT THEIR EFFORTS IN PROVIDING SERVICES FOR THEIR STUDENTS WITHIN THEIR SCHOOLS.
THAT'S AN ADDITIONAL FUNDING SOURCES THAT WAS ENTERED INTO THE FOUR SCHOOLS.
[00:05:03]
THEN AT THE SECONDARY LEVEL, WE USE OUR TITLE 1 FUNDS TO PROVIDE ADDITIONAL SUPPORT FOR STUDENTS THAT NEED EXTRA HELP WITH THAT.THEN AGAIN, THIS IS ESA-FUNDED, WE HAVE INTERVENTIONISTS IN EACH OF OUR BUILDING TO TRY AND HELP THEIR SALARIES, SOME OF THAT FUNDING GOES FROM THE PANDEMIC.
>> THIS SCHOOL COUNSELORS, THE EXTRA FUNDING THAT WE'RE GETTING THERE, IS THAT FROM THE PROTOTYPICAL SCHOOL MODEL BILL OR SOMETHING DIFFERENT? SOMETHING DIFFERENT. THANK YOU.
>> THOSE ARE SOME OF THE POSITIONS WE HAVE JUST WITHIN OUR OWN SYSTEM.
>> CAN YOU BACK UP AND JUST WAIT A MINUTE IF YOU DON'T MIND? I THINK IT'S IMPORTANT TO MENTION THAT, LIKE WE TALKED ABOUT ESA BEING A FUNDING SOURCE FOR A COUPLE OF THOSE POSITIONS, THERE ARE CERTAIN POSITIONS THAT ARE LISTED THERE THAT ARE ALSO A GRANT-FUNDED PROGRAMS. FOR INSTANCE, LAB IS A GRANT-FUNDED PROGRAM THAT WE APPLY FOR AND RECEIVE FROM EITHER THE STATE OR THE FEDERAL LEVEL.
SO IT JUST DEPENDS ON WHAT GRANT WE'RE TALKING ABOUT, BUT SEVERAL OF THOSE POSITIONS ARE AVAILABLE AS A RESULT OF OUR APPLYING FOR ADDITIONAL FUNDING SOURCES THROUGH GRANTS.
>> DO THOSE GRANTS RENEW? ARE WE- [OVERLAPPING]
>> WE HAVE TO REPORT ON THOSE GRANTS AT THE END OF EVERY YEAR AND THEN WE APPLY EVERY YEAR.
FOR INSTANCE, WHEN WE DO A TOP HAT LEARNING ASSISTANCE PROGRAM, WE HAVE TO ENTER ALL THE STUDENTS THAT WE SERVE THROUGH A SKYWARD PROGRAM, AND IT'S UPLOADED THROUGH THIS OTHER PROGRAM CALLED CEDARS TO THE STATE, THAT WE HAVE TO IDENTIFY THE ENTRY DATE, THE EXIT DATE IF THERE WAS AN EXIT DATE, WHAT INTERVENTIONS WE PROVIDED, WE HAVE TO SHOW THEM ON ITS GROWTH, OF THE NUMBER OF GROWTH, MONTHS OF GROWTH THROUGHOUT THE YEAR.
THERE ARE SEVERAL THINGS THAT WE REPORT ON, AND ALL OF THOSE REQUIREMENTS DIFFER BASED ON THE GRANT THAT YOU ARE APPLYING FOR.
THERE'S QUIET A BIT OF AUDITING, ACCOUNTING, AND TRACKING THAT TAKE PLACE AS A RESULT OF OUR ACCESS TO AND APPLICATION OF THOSE GRANTS.
>> DO WE HAVE EMPLOYEES THAT THEIR JOB IS TO DO THE GRANTS OR IS THAT DONE BY PEOPLE? [LAUGHTER] THERE IT IS.
>> I MANAGED THE LAP BECAUSE IT IS FOCUSED AT THE ELEMENTARY LEVEL.
I MANAGE THE LEARNING ASSISTANCE PROGRAM AND FAYE MANAGES THE TITLE I, AND THEN YOU CAN TALK A LITTLE BIT MORE ABOUT MAYBE SOME OF THE OTHER.
>> ALMOST ALL OF THEM ARE GRANT-FUNDED WITH THE EXCEPTION OF LATINX COORDINATOR AND OUR SCHOOL COUNSELORS.
SO ALL OF THE OTHERS COME WITH A GRANT REQUIREMENT OF APPLICATION AND MONITORING AND REPORTING.
>> SOME OF OUR SCHOOL COUNSELORS ARE GRANT-FUNDED, BUT THERE ARE SOME [INAUDIBLE].
>> ARE THOSE GRANTS THROUGH THE STATE OR ARE THEY THROUGH OTHER AGENCIES?
FOR OUR TITLE FUNDING IT'S FEDERAL FUNDING, BUT WE APPLY FOR IT THROUGH THE STATE.
BUT IT IS FEDERAL FUNDING [INAUDIBLE] STATE FUNDING.
>> THEN WITH THE HIGH POVERTY FUNDING, IS THAT RENEWED ON AN ANNUAL BASIS OR IS THERE SOME LEAD TIME WITH THAT? BECAUSE IT'S LIKE WE HAVE YOU THIS YEAR, WE'RE GOING TO HAVE YOU NEXT YEAR.
>> LIKE HI-POV, IT'S A THREE-YEAR ROLLING AVERAGE.
THEY'RE LOOKING AT YOUR THREE-YEAR DATA.
YOU HAVE TO HIT OVER 50 PERCENT IN ORDER TO QUALIFY FOR THE FUNDING SOURCE.
>> EACH SCHOOL IS SLIGHTLY DIFFERENT.
WE ARE, I WOULD SAY, BETWEEN 50 AND 55 PERCENT AT EACH OF OUR BUILDINGS [BACKGROUND] OF THE FOUR SCHOOLS THAT ARE IDENTIFIED.
>> OUR DISTRICT AVERAGE IS LOWER THAN THAT [OVERLAPPING] RECENTLY.
MOVING ON, WE HAVE SEVERAL INTER-LOCAL AGREEMENTS WHICH IS WHERE WE PROVIDE AN AGREEMENT [NOISE] BETWEEN DIFFERENT AGENCIES.
THE ONE RECENTLY IS THE TITLE 1A SERVICES FOR PRIVATE SCHOOLS WHERE WE ARE REQUIRED TO PROVIDE AN OPPORTUNITY FOR OUR PRIVATE SCHOOLS WHO HAVE STUDENTS THAT RESIDE WITHIN OUR DISTRICT FUNDING TO THE SCHOOL THAT THEY ATTEND.
ONE OF OUR INTER-LOCAL AGREEMENTS IS WITH US IN THE BELLINGHAM SCHOOL DISTRICT FOR THEM TO PROVIDE SERVICES USING OUR DISTRICT TITLE FUNDING TO SUPPORT.
WE ALSO HAVE STUDENTS THAT ARE IN PRIVATE SCHOOLS WITHIN OUR OWN DISTRICT BOUNDARIES THAT WE ALSO PROVIDE TITLE FUNDS TO TO SUPPORT OUR STUDENTS.
THEY GET A PORTION OF OUR FUNDING BASED ON THE NUMBERS OF STUDENTS THAT ARE ENROLLED IN THEIR DEPARTMENTS.
THERE'S A PURE, BASICALLY, A [INAUDIBLE] THAT IS GENERATED BASED ON THE NUMBER OF STUDENTS AND THEIR ALLOCATION.
[00:10:02]
>> THAT IS MONEY THAT CAME TO THE DISTRICT THAT GOES TO THE PRIVATE SCHOOLS?
>> PRIVATE SCHOOLS STUDENTS AND PARENTS WHO PAY TUITION FOR PRIVATE SCHOOLS ARE NOT 100 PERCENT FUNDING THE PRIVATE SCHOOL?
>> THEY ARE FUNDING THE TUITION AND EVERYTHING FOR THAT PRIVATE SCHOOL.
THE TITLE 1 PORTION OF THIS PROVIDES ADDITIONAL SERVICES.
IF THOSE STUDENTS WORK IN OUR BUILDINGS BECAUSE EVERY SINGLE ONE OF OUR STUDENTS WOULD RECEIVE, I DON'T KNOW WHY I SAID THAT, EVERY SINGLE ONE OF OUR STUDENTS, THE ALLOCATION IS BASED ON THE NUMBER OF STUDENTS THAT ARE IN OUR SCHOOLS.
WHEN THEY LEAVE OUR SCHOOLS, THEY'RE COUNTED AS ONE OF OURS IN TERMS OF OUR TITLE ALLOCATION.
THAT FUNDING SOURCE FOLLOWS THEM.
TYPICALLY, WHEN WE ARE DOING AN AGREEMENT, A TITLE 1 CONSULTATION IN ENTERING INTO OUR LOCAL AGREEMENT, TYPICALLY, THOSE FUNDS ARE USED FOR A NUMBER OF THINGS SUCH AS PROFESSIONAL DEVELOPMENT FOR THEIR STAFF.
IT'S NOT OFFSETTING, LIKE A TUITION COST OR SOMETHING, FOR THE FAMILIES.
IT'S PROVIDING SERVICES OR SUPPORTS THAT THE SCHOOL IS ALLOCATING TOWARDS THE STUDENTS. I DON'T KNOW IF THAT HELPED HIM OR NOT.
>> WELL, SO THE STATE WANTS TO MAKE SURE THAT EVERY STUDENT HAS THE BENEFIT OF THESE FUNDS REGARDLESS OF WHERE THEY GO.
>> IF THEY RECEIVED THAT ALLOCATION.
THE ELEMENTARY STUDENTS, THOSE ARE NOT TITLED FUNDED BECAUSE WE DO THE TITLE FUNDING AT SECONDARY, BUT NOT ELEMENTARY.
IF THERE WAS AN ELEMENTARY STUDENT THAT WENT TO ONE OF THOSE TITLE SCHOOLS, THEY WOULD NOT RECEIVE THAT ALLOCATION.
IT WOULD BE THE SECONDARY STUDENTS THAT ARE AT THE SCHOOL.
IT DEPENDS ON HOW WE ARE USING THAT IN THE PLAN THAT WE DEVELOPED, AND SO ON.
>> THE TITLE FUNDS ARE FEDERAL.
>> LET ME SEE IF I UNDERSTAND THIS.
IN OTHER WORDS, STUDENTS WHO WOULDN'T NORMALLY ATTEND SCHOOL FOR ADEL SCHOOL DISTRICT, IF THEY GO TO A BELLINGHAM PRIVATE SCHOOL THAT PARTICIPATES IN THIS PROGRAM AND MONEY FOLLOWS THEM THERE. [OVERLAPPING]
>> EVEN IF A PRIVATE SCHOOL, LIKE MONTESSORI SCHOOL HERE.
>> DID THE PRIVATE SCHOOLS CONTACT US?
>> WE HAVE LEGAL REQUIREMENTS THAT WE HAVE TO HAVE CONSULTATIONS BY A CERTAIN TIME IN THE YEAR.
WE SIT DOWN WITH THEIR TEAM AND TALK ABOUT THE ALLOCATION.
WE TALK ABOUT WHAT THEIR PLAN IS FOR THOSE FUNDS, AND THEN WE MOVE FORWARD WITH THAT, WHATEVER THAT IS.
YES, THERE ARE A LOTS OF REQUIREMENTS THAT WERE AUDITED ON.
>> THEN WHAT COULD DISCOVERY PROGRAM, WHICH IS ACTUALLY HOUSED NEXT DOOR IN THE WING JUST SOUTH OF US.
[NOISE] WE HAVE STUDENTS THAT ATTEND THIS.
WE HAVE AN AGREEMENT WHERE AGAIN, THIS SHARE THE FUNDING GOES WITH THE STUDENTS TO PROVIDE THE SERVICES THERE.
THEN UNFORTUNATELY, EVERY NOW AND AGAIN, WE MAY NEED THE SERVICES OF WHAT CAN BE COUNTY DETENTION CENTER FOR SOME STUDENTS.
WE PROVIDE SOME FUNDING TO PAY THE TUITION OF THE STUFFING THAT WOULD BE PULLED TO THE STUDENTS AT THAT TIME.
THEN THE OTHER ONE WE HAVEN'T GOT IN COUNTY IS THE JUVENILE COURT TRUANCY PROGRAM.
I FEEL A LITTLE BIT ABOUT THE OCI TENDONS GUIDING PRINCIPLES IN HERE BECAUSE IT SOUNDS REALLY PUNITIVE.
BUT THE COURTS ARE AN AMAZING PARTNER WITH US AND HELPING US CONNECT FAMILIES.
THEIR GOAL IS TO HELP STUDENTS WITH FAMILIES REENGAGE WITH SCHOOL.
KIDS THAT ARE REALLY STRUGGLING WITH ATTENDING ON A REGULAR BASIS.
THEIR GUIDING PRINCIPLES AS THE WHOLE SYSTEM IS TO DO WHAT THEY CAN TO SUPPORT US AND SUPPORT THEIR FAMILIES AND RE-ENGAGEMENT.
AGAIN, WITH THE [INAUDIBLE] LAW, IT'S TRANSITIONED OVER TIME, BUT THEY ARE SUCH A SUPPORT FOR US AND HOW HELPING US WITH PAPERWORK, HELPING US WITH MAKING THOSE CONNECTIONS WITH THE FAMILIES AND LOOKING AT THAT RE-ENGAGENT.
JUST A LITTLE BIT FROM THE OSPI ATTENDANCE GUIDING PRINCIPLES ON THAT SUPPORT PIECE SOMEHOW WE CAN LOOK TO PROVIDE THAT AS A PARTNERSHIP WITH THEM.
>> THE DISCOVERY PROGRAM, THAT'S RUN BY ESD? WHAT ABOUT THE OTHER TWO, ARE THEY ESD AS WELL?
>> THE OTHER TWO ARE RUN BY WHATCOM COUNTY SYSTEM.
THIS IS OUR PARTNERSHIPS THAT PROVIDE MORE DIRECT SERVICES WHERE WE EITHER HAVE SOMEONE.
FOR EXAMPLE, COMMUNITIES IN SCHOOLS, THEY HIRE EMPLOYEES.
THEN IN COLLABORATION WITH US OUT FROM SECONDARY SCHOOLS, THEY HAVE BASIC COMMUNITIES IN SCHOOLS IN EACH OF OUR SECONDARY BUILDINGS.
[00:15:01]
THEY PROVIDE ALL SORTS OF SUPPORT BASED ON STUDENTS IDENTIFY THE LEGAL PROFESSION.WHETHER IT'S ACADEMIC, WHETHER IT'S SOCIO-EMOTIONAL.
THAT'S WHY IT'S PROVIDING A DIRECT SERVICE LIKE THE INNER BUILDINGS, THEY'RE HERE EVERYDAY, THE REALLY A PART OF OUR STAFF.
WE HAVE A PARTNERSHIP WITH COUNTY HEALTH DEPARTMENT, WITH TARRY SAUNDERS, LOOKS AT THE TWO MIDDLE SCHOOLS AS PERMANENT HOME [INAUDIBLE] SPECIALIST AND PROVIDE SERVICES FOR SUPPORTING KIDS THAT MAY EITHER NEED IT FROM EXPERIENCES THAT THEY HAVE WITHIN THEIR FAMILIES OR THEIR FRIENDSHIPS AND SUPPORT SOME OF THE DRUG AND ALCOHOL THINGS THAT STUDENTS EXPERIENCE AS THEY GO THROUGH.
HIGH SCHOOL, ESE 189 WHICH IS RISD, PROVIDES US WITH A STUDENT ASSISTANCE PERSON.
SHE HAS BEEN AT ACTUALLY QUITE A FEW OF OUR SCHOOL GOLDMAN MEETINGS, KELSEY ADAM.
SHE HAS BEEN VERY, VERY ENGAGED WITH OUR STUDENTS AND HELPING THEM FIND THEIR VOICE.
SHE'S BEEN PART OF THE GROUP THAT'S HELPED CONNECT SOME OF OUR STUDENTS TO BE WANTING TO SHARE THEIR VOICE AND HELPING THEM SHARE THEIR VOICE IN SCHOOL OPENING.
KELSEY IS A WONDERFUL ASSET WITHIN OUR SYSTEM.
THIS YEAR WE WERE SUCCESSFUL IN RECEIVING A GROUND FROM [INAUDIBLE] TO START A NINTH GRADE SUCCESS PROGRAM AND ALL OF THIS BECAUSE IT HAS FIGURES ATTACHED WITH IT.
WE MET WITH THEM YESTERDAY TO DO AN ANNUALIZED, LIKE THE END OF THE YEAR [NOISE] REVIEW.
[NOISE] WE WORKED IN COLLABORATION WITH SENZA FOR HIGH SCHOOL SUCCESS AND THEY PROVIDE COACHING FOR US AND WE'VE CREATED A NINTH GRADE SUCCESS SUPPORTING.
WHAT YOU WILL SEE ON HERE IS THAT 2021, OBVIOUSLY IT WAS A LITTLE MORE OF A CHALLENGING YEAR IN SOME EXTENTS.
BUT AT THE END OF 2020, '21, 44 PERCENT OF OUR FRESHMEN HAVE PASSED ALL OF THEIR CLASSES, WHICH IS PRETTY SUBSTANTIAL WHEN YOU'RE LOOKING AT ON TRACK.
BECAUSE TO BE CONSIDERED ON TRACK TO GRADUATE IT'S IMPOSSIBLE TO KNOW ALL YOUR CLASSES AS A FRESHMAN.
THIS YEAR AT THE END OF FIRST SEMESTER WITH THE SUPPORT FROM THE CENTER FOR HIGH SCHOOL SUCCESS, WE'RE AT 74 PERCENT OF OUR STUDENTS HAVE POSSIBLE HYPOTHESIS FOR THE SEMESTER.
>>THAT'S THIS YEAR'S FRESHMEN ARE [INAUDIBLE].
>> CORRECT. WHEN WE WENT BACK AND I DIDN'T SNAP THIS DATA, BUT WHEN WE WENT BACK AND LOOKED AT THE THREE-YEAR AVERAGE, WE WERE RIGHT AROUND IN THE 50 PERCENT FOR THREE YEARS LEADING UP UNTIL 2021.
WE GAVE A PRETTY SIGNIFICANT INCREASE WITH THAT PROGRAM.
THEN THEY CONVERT IT TO WHAT YOUR COST SAVINGS ON CREDIT RECOVERY AND LOOKED AT YOUR RETURN ON INVESTMENT.
AS YOU CAN SEE, BY KEEPING THAT MANY OF OUR STUDENTS ON TRACK, THE FINANCIAL OUTLAY, I BEGAN KEEPING THEM ENGAGED IN SCHOOL, KEEPING THEM AS PART OF OUR TA, IS PRETTY SIGNIFICANT.
WE APPRECIATED THAT PIECE OF INFORMATION.
>> DEFINITELY A BIG INCREASE IN 2021.
WE ALL KNOW THE FIVE LETTER WORD THAT MESSED IT UP AND STILL AFFECTS US, BUT EVEN THAT 74 PERCENT SEEMS.
>> DO THEY LOOK FOR TRENDS OR THINGS THAT WE CAN HELP? WE TALKED ABOUT EARLY INTERVENTION WITH OTHER ASPECTS OF EDUCATION.
ARE THERE THINGS WE CAN DO AS 8TH GRADERS MOVING THROUGH OR I'M PROBABLY SPEAKING TO THE CHOIR BUT, JUST INTERESTED TO KNOW WHAT THEY'RE IDENTIFYING OR WHAT STEPS WE CAN BE TAKING.
>> THAT'S A GREAT QUESTION KELVIN. IF YOU THINK BACK TO THE MONITORING REPORT WE DID A COUPLE OF MONTHS AGO, ONE OF THE THINGS THAT THE HIGH SCHOOL, AND THIS CAME OUT OF THE WORK WITH THE CENTER FOR HIGH SCHOOL SUCCESS, WAS THEY EXTENDED THAT GRADING TIMELINE FOR FIRST SEMESTER SO THAT STUDENTS HAVE THAT LITTLE BIT OF AN EXTRA SUPPORT TO GET THROUGH.
WE ALSO WENT FROM MOVING FROM AN F, WHERE YOU HAND IT DOWN TO ANOTHER CREDIT SO THAT OUR STUDENTS ARE ABLE TO CATCH UP WHAT THEY NEED THERE SINCE STARTING FROM SQUARE ONE EVERY TIME.
THEY HAVE BEEN REALLY LOOKING AT STUDENTS AS INDIVIDUALS AS TO WHAT EACH STUDENT NEEDS AND THEN LOOKING AT OUR MTSS COORDINATORS TO BUILD THOSE SYSTEMS. WE ARE HOPEFUL THAT WE ARE GOING TO SEE THAT CONTINUING TO
[00:20:04]
GROW SIGNIFICANTLY OVER THE NEXT FEW YEARS AS WE GET INTO THE GROOVE.ONE OF THE CONVERSATIONS WE HAD YESTERDAY WHEN WE MET WITH THEM WAS, WHAT CAN WE DO TO KEEP THIS MOMENTUM GOING INTO 10TH GRADE, BECAUSE THE GROUND IS FOCUSED ON 9TH GRADE RIGHT NOW BUT TO KEEP THAT CONTACT WITH THE STUDENTS WHO WE KNOW NEED THAT LITTLE BIT OF EXTRA SUPPORT AND SOMEBODY'S WRAP AROUND SERVICES.
IT'S BEEN A GREAT PARTNERSHIP THAT I JUST THINK IT'S GOING TO [LAUGHTER] REALLY HELP US KEEP THAT MOMENTUM GOING AND INCREASE THAT.
>> WELL, AND MOVING THAT AND CONTINUING IT TO PROVIDE THE SUPPORT ONGOING BECAUSE, JUST MY OFF THE TOP OF MY HEAD THINKING IS, YOU GET TO 10TH GRADE AND 11TH, YOU GET CLOSER TO THAT FINISH LINE, UNFORTUNATELY, IT'S NOT THAT MUCH CLOSER.
IT'S LIKE IF I CAN'T MAKE IT, THERE'S THAT MUCH LESS INCENTIVE TO, BECAUSE IT'S LIKE.
>> I DISAGREE WITH THAT THOUGH BECAUSE IF YOU HAVE ABOUT A 50 PERCENT IN FRESHMAN YEAR, WE HAVE BETTER THAN A 50 PERCENT GRADUATION RATE.
OVER THOSE YEARS, WE HAVE TO BRING MORE IN, DON'T WE?
>> WELL, I'M THINKING IF KIDS ARE HAVING TROUBLE IN THOSE LATTER YEARS SOMETIMES IT'S EASIER JUST TO TEACH OUT TO GO TO THE [NOISE] JOB MARKET OR SOMETHING THAT WAY, SO KEEPING THEM ENGAGED.
>> YOU WOULD HAVE SOME OF THAT BUT IT SEEMS WE HAVE MORE COMING TOWARD GRADUATION THAN AWAY.
WE WOULDN'T GET THIS DATA ON THE SAME COHORT IN 10TH GRADE AND THEN THE SAME COHORT [NOISE]
>> IT FOCUS SPECIFICALLY ON THE FRESHMANS.
OUR GOAL IS HOW CAN WE UTILIZE OUR MTSS SYSTEM SO THAT WE KEEP THIS GOING AS OUR STUDENTS MOVE THROUGH OUR SYSTEM.
PARTICULARLY IN 10TH GRADE, AS I'M FORMER HIGH SCHOOL ADMINISTRATOR, I KNOW THAT 10TH GRADE IS ACTUALLY A YEAR WHERE A LOT OF STUDENTS STRUGGLE.
THEY'RE NOT NEW ANYMORE, HIGH SCHOOL IS NOT NEW TO THEM AND THEY'RE NOT QUITE IN ALL THE ELECTIVES YET OF THAT HALFWAY THAT MAYBE THEY WANT TO BE.
>> BUT THEY DO START GETTING MORE INDEPENDENCE WITH THE CAR OR MAYBE A JOB OR THINGS LIKE THAT.
IT'S DEFINITELY A PIVOT POINT.
>> LIKE YOU SAID IN DATA WE'VE SEEN PREVIOUSLY, 10TH GRADE IS SEEMS LIKE THERE'S THAT DEPTH.
>> WE HAD GREAT CONVERSATION YESTERDAY AND I JUST THINK THIS IS GOING TO REALLY TAKE OFF.
I'M GOING TO PUT THE NUMBERS CORRECTLY FOR THAT WILL MAKE MORE MARKS OFF.
[LAUGHTER] THEN PROJECT AWARE IS A FIVE YEAR GRANT, THAT IS THE LUMMI NATION HAD A PARTNERSHIP WITH SEVERAL SCHOOL DISTRICTS INCLUDING US.
THEY'VE PROVIDED SOME PROFESSIONAL DEVELOPMENT, THEY'VE PROVIDED MONEY FOR RESOURCES, THINGS TO SUPPORT NOT JUST ON NATIVE STUDENTS, BUT ALL OF OUR STUDENTS AS WELL, BUT THAT'S THEIR NAME.
I THINK IT WAS A $5 MILLION GRANT OVER FIVE YEARS THAT THEY HAVE THE OPTION TO DETERMINE HOW THAT WAS ALLOCATED.
THEN WE MEET MONTHLY WITH LUMMI JOM, WHICH IS JOHNSON O'MALLEY.
WE JUST HAD OUR MONTHLY MEETING TODAY.
WE ACTUALLY WENT BACK TO IN-PERSON FOR THE FIRST TIME, WHICH WAS NICE TO BE OUT AND SHARE A MEAL.
THEY PROVIDE A LOT OF TUTORING INCENTIVES FOR STUDENTS AT SCHOOL AND WE WERE TALKING TODAY ABOUT HOW WE CAN CREATE MORE RELATIONSHIPS SO THAT WE CAN CONNECT WITH THEM AND THEY CAN CONNECT WITH US.
WE'RE LOOKING AT HOW WE CAN FORMALIZE THAT A LITTLE BIT MORE SO THAT HOPEFULLY WE CAN TALK WITH THEM, NOT JUST MONTHLY MEETINGS, CHECK-IN MEETINGS, BUT HOW WE CAN SUPPORT OUR STUDENTS AND GETTING THEIR SUPPORT AND SO IT CAN GO BOTH WAYS.
THEN WE HAVE MANY PARTNERSHIPS WHERE SERVICES CAN BE PUSHED IN AS WE NEED THEM.
WE HAVE SO MANY GREAT PEOPLE AND ORGANIZATIONS THAT HAVE BEEN WILLING TO COME IN AND PROVIDE TRAINING THE STUDENTS, TRAINING THE STAFF, NORTHWEST YOUTH SERVICES, WE HAVE HAD A LONGSTANDING RELATIONSHIP WITH THEM.
THEY PROVIDE A LOT OF PROFESSIONAL DEVELOPMENT FOR OUR STAFF AND ALSO WORK WITH OUR STUDENTS IN CLUB SETTINGS AND OPPORTUNITIES TO WORK WITH OUR ADVISORS TO SUPPORT OUR YOUTH.
THEN DVSAS, WE'VE HAD AGAIN LONG STANDING RELATIONSHIP WITH DVSAS WHERE THEY'VE COME IN AND PROVIDED TRAINING TO 7TH GRADE HEALTH CLASSES.
THEY'VE WORKED WITH OUR STAFF. THEY WERE HELPFUL WHEN WE DEVELOPED, AND IT WAS RIGHT BEFORE I THINK I JOINED THE DISTRICT WHERE WE HAD
[00:25:03]
SOME DATING PROTOCOL VIOLENCE LITERATURE THAT WE WERE ABLE TO SHARE WITH OUR STAFF.THE COMMON GOODNESS PROJECT IS AS FAIRLY NEW.
ONE OF THE FOLKS WHO WORKED WITH NORTHWEST YOUTH SERVICES HAS NOW BRANCHED OUT AND STARTED HER OWN COMPANY, SO THAT'S THE RELATIONSHIP THAT'S BEGINNING TO DEVELOP THERE TOO, JUST FROM PREVIOUS WORK WITH THE INDIVIDUAL.
MADHOPE WILL COME IN AND PROVIDE SOME SUICIDE PREVENTION TRAINING BOTH WITH STAFF AND THE STUDENTS.
ESD PROVIDES BEHAVIOR SUPPORT FOR US WHEN WE'RE LOOKING AT SOME OF THOSE REALLY AT HIGHER LEVEL FOR AN ASSESSMENT FOR OUR STUDENTS.
THEY PARTNER WITH US DAILY THAT WORK WITH US ON HOW CAN WE WORK TO BEST SUPPORT THE STUDENT AND THE SCHOOL AND KEEP EVERYBODY SAFE.
THEN WE'RE JUST ESTABLISHING RELATIONSHIP WITH [INAUDIBLE] , SPECIFICALLY TO SUPPORT OUR FOSTER YOUTH IN WORKING TOWARDS GRADUATION.
THAT'S AN EMERGING RELATIONSHIP THERE.
THEN THE FERNDALE COMMUNITY CENTER IS AN AMAZING PARTNER WITH US, THE OTHER BANK AND THEY ARE THE FOLKS BEHIND THE HOLIDAY GIVING TREE AND THEY HAVE ALL DIFFERENT FUNDING AND ARE WILLING TO REACH OUT TO US.
WE CAN FUND THE SHELF, HONESTLY EVERYONE [INAUDIBLE].
THEY HAVE A FANTASTIC RESOURCE FOR US TO BE ABLE TO CONNECT FAMILIES TO TO GET ADDITIONAL SUPPORT AND DIFFERENT THINGS THAT THEY MAY NEED.
>> THIS IS SOMETHING THAT I WISH WE COULD FIND A WAY TO EXTEND, IS PROVIDING PARTNERSHIPS WITH THEIR MENTAL HEALTH SERVICES.
WHEN I WAS PRINCIPAL AT HORIZON, WE HAD SOMEBODY WHO WOULD COME IN AND PROVIDE SERVICES ONSITE.
OBVIOUSLY WITH COVID, THAT SWITCHED TO ZOOM AND THEY HAVEN'T QUITE RESUMED IN-PERSON SERVICES YET.
SECOND, COMPASS HEALTH, WE'RE IN THE SAME BOAT WITH COMPASS HEALTH.
THE ESD USE SOME OF THEIR ESA FUNDS TO SUPPORT HAVING A MENTAL HEALTH COUNSELOR WITHIN OUR DISTRICT.
THEY'VE HAD THE POSTING UP AND WE JUST CAN'T FEEL LIKE THAT'S JUST NOT GOOD, AND THAT'S WHY I SAID THIS IS SOMETHING I WISH WE COULD DEVELOP AND JUST STRUGGLING TO FIND PLACES.
EVEN IF WE CAN CONNECT TO FAMILY WITH AN OUTSIDE AGENCY, THE WAITLIST IS SIGNIFICANT LIKE LOOKING AT SIX MONTHS OUT FOR HELP.
THIS IS SOMETHING I KNOW THIS WILL DO.
WE HAVE CONVERSATIONS ABOUT THIS ALL THE TIME.
HOW CAN WE SUPPORT SIMPLE MENTAL HEALTH? IT'S REALLY TOUGH WHEN THERE'S NOTHING OUT THERE WHEN SOMEBODY NEEDS HELP AND IS ASKING FOR IT AND THERE'S NOWHERE FOR THEM TO CONNECT TO.
THAT WAS HEAVY. THEN SOME OF THE COOPERATING PROGRAMS AND PARTNERSHIPS, WE HAVE A LIAISON WITHIN MORE OF THE EDUCATIONAL SETTINGS.
LIKE WE HAVE NORTHWEST CAREER & TECHNICAL ACADEMY.
MELINDA, I THINK YOU ASKED A QUESTION ABOUT THIS A WHILE AGO, I GUESS THIS OUT OF SKETCHES.
SOME OF OUR STUDENTS WILL GO DOWN AND TAKE CLASSES THERE.
NOT VERY MANY BECAUSE THEY LIKE TO STAY LOCAL AND DON'T REALLY WANT A 45-MINUTE JOURNEY TO NOW GO TO IT TWICE.
THEN WE HAVE PARTNERSHIPS WITH COLLEGE IN THE HIGH SCHOOL WITH CENTRAL, UW, [NOISE] AND WHATCOM COMMUNITY COLLEGE.
WE ALSO HAVE A CTE DUAL CREDIT AGREEMENT WITH BTC AND WHATCOM COMMUNITY.
WE HAVE A PARTNERSHIP WITH LUMMI VOCATIONAL REHABILITATION PROGRAM FOR SOME OF OUR STUDENTS.
WE ARE IN THAT TRANSITION WITH THE STUDENTS WHO HAVE AN IEP OR WHO HAVE DISABILITY THEN WE SUPPORT THAT.
THEN WE HAVE STUDENTS WHO GO TO RUNNING START.
JUST TO THE RIGHT BECAUSE I THOUGHT IT WAS INTERESTING IS OUR CURRENT NUMBERS FOR STUDENTS THAT ARE EITHER IN RUNNING START OR TAKING COLLEGE IN THE HIGH SCHOOL.
QUITE A FEW STUDENTS START MAKING USE OF THOSE OPPORTUNITIES.
NWIC IS ALSO NORTHWEST INDIAN COLLEGE, SO WE HAVE OTHER STUDENTS TAKING THEM IN RUNNING START.
>> IF STUDENTS WHO ARE IN COLLEGE IN HIGH SCHOOL, [NOISE] THEY'RE GETTING COLLEGE CREDIT, WE'RE STILL GETTING THE FUNDING.
IF THEY GO RUNNING START, THEN PART OF FUNDING GOES TO.
I'M ASSUMING THAT WITH RUNNING START, PART OF THESE PROGRAMS THAT ARE AVAILABLE THAT WE CAN'T OFFER, OR IS IT SOME JUST WANTING THAT EXPERIENCE?
>> SOME STUDENTS JUST WANT THE TO EXPERIENCE THAT WILL TAKE ENGLISH ONE-ON-ONE ON THEM.
[00:30:04]
WHATEVER IS ABOVE CALCULUS, MULTI-VARIABLE.FOR SOME, IT'S AN EXTENSION OF WHERE THEY ARE, FOR OTHERS IT'S JUST THE COLLEGE EXPERIENCE.
>> WITH THE COLLEGE IN HIGH SCHOOL CLASSES, ARE THOSE ONES THAT, LOOKING AT THE NUMBERS 57, 20, AND 17 INSIDE, THOSE COULD POTENTIALLY BE CLASSES, BUT THE TWO, IS THAT AN ONLINE?
>> IT'S BY TAUGHT BY OUR TEACHERS AND SO YOU'RE EXACTLY RIGHT ON THE FUNDING SOURCE.
THE RUNNING START GOES WITH THE STUDENT IN COLLEGE IN THE HIGH SCHOOL STAGE WITH US.
THE TEACHERS HAVE AN AGREEMENT WITH THE TEACHER THAT WOULD BE TEACHING IT AT THE COLLEGE LEVEL SO THAT THEY MAKE SURE THE SYLLABUS IS IN LINE, SO THAT THE STANDARDS MET WOULD BE THE SAME WHETHER THEY WERE IN A COLLEGE CLASS OR EVEN IN COLLEGE IN THE HIGH SCHOOL CLASS.
THEY WORKED VERY COLLABORATIVELY TO MAKE SURE THAT IT'S AN EQUITABLE EXPERIENCE.
>> THIS IS CURIOSITY PARTIALLY, HOW DO STUDENTS, AND MAYBE IT'S ALL JUST A PERSONAL CHOICE, DECIDE BETWEEN RUNNING START, AP CLASSES OR COLLEGE IN THE HIGH SCHOOL? DO THE COUNSELORS HELP THEM FIGURE OUT WHAT'S THE BEST BASED ON WHAT THEIR ULTIMATE GOAL IS?
>> LOTS OF CONVERSATIONS BETWEEN LEGAL TERM PERSONS, THEY'RE WORKING THROUGH THAT HIGH SCHOOL.
THEY ARE ON PLAN CONVERSATIONS ONE-ON-ONE WITH THE COUNSELORS AND THEN FAMILIES/STUDENT INTERESTS, SO ANY IN ALL OF THE ABOVE.
>> I WOULD DEFINITELY ECHO THAT.
MY TWO KIDS HAVE TAKEN ADVANTAGE OF BOTH OF THOSE, BUT THEY'VE BEEN VERY DIFFERENT WAYS.
MY OLDEST DID A LOT OF THE CLASSES AT FERNDALE.
HE WANTED TO BE AT HIGH SCHOOL.
MY OTHER CHILD HAD OTHER SITUATIONS WHERE HE HAD TO GET SOME CREDITS FASTER THAN MAYBE HE COULD GET IT THROUGH THE HIGH SCHOOL BECAUSE OF THINGS HE HAD PLANNED.
RUNNING START COULD DO THAT WHERE AT THE HIGH SCHOOL HE COULDN'T.
BUT IT WAS A LOT OF WORKING WITH HIS COUNSELOR, BOBBY JONES.
FANTASTIC. GREAT CUSTOMER SERVICE.
[LAUGHTER] IT'S WORKED REALLY WELL.
>> THESE THINGS I'M ASSUMING ARE ONLY AVAILABLE KIDS IN HIGH SCHOOL?
>> OKAY. YOU DON'T HAVE ANYTHING? THE ONLY REASON I ASK IS BECAUSE I KNOW A KID WHO'S 11 YEARS OLD AND HE COULDN'T FIND ANYTHING AROUND HERE.
HE'S HAVING TO ENROLL IN A CALCULUS CLASS ONLINE THROUGH ARIZONA STATE BECAUSE THEY JUST WON'T ALLOW.
THERE'S THE AGE BARRIER THERE WHICH IS A PROBLEM BECAUSE THERE ARE A FEW KIDS IN THERE.
>> I KNOW. BUT WHEN I START FOR THIS SCHEDULE, I WAS LIKE, WOW, WE DO HAVE A LOT OF OPPORTUNITIES FOR OUR STUDENTS.
>> THIS ACTUALLY HELPS BECAUSE WHEN YOU PUT THESE THINGS IN THE CONSENT AGENDA THAT YOU HAVE THESE RENEWAL OF CONTRACTS, IT'S LIKE, WHAT IS THIS? NEVER SEEN IT BEFORE. WE DON'T KNOW WHAT IT IS.
JUST HAVING SOME IDEA OF WHAT TO LOOK FOR AND GO OUT AND LEARN MORE.
>> I'M CURIOUS ABOUT THE ONE LIKE THE NORTHWEST FOR THEY'RE GOING TO UNSCATTERED.
IF WHAT THE COST OF IT IS, HOW MANY STUDENTS TAKE ADVANTAGE OF IT? WOULD IT BE MORE WORTHWHILE TO SUBSIDIZE ONLINE CLASSES? IT WOULDN'T BE LESS EXPENSIVE FOR US THAT WAY AND MORE KIDS TAKING ADVANTAGE OF IT?
>> I DON'T THINK THE PROGRAMS THAT THEY OFFER WOULD BE AVAILABLE ONLINE.
I BELIEVE THAT [OVERLAPPING] FIREFIGHTING.
>> [INAUDIBLE] COUNTY HAS A SKILL CENTER AND IT'S THE SAME IDEAS, THAT HANDS ON PRACTICAL APPLICATIONS ONLINE.
IN TERMS OF YOUR QUESTION OF HOW MANY STUDENTS, NOT VERY MANY.
I DON'T WANT TO GIVE YOU AN INACCURATE RESPONSE BUT IT'S NOT A SIGNIFICANT NUMBER.
>> HOPEFULLY LOOKING IF THERE'S KEEPING OUR EYE OUT IF THERE'S EVER ANYTHING CLOSER, BECAUSE THERE PROBABLY WOULD BE A LOT MORE STUDENTS WHO WOULD TAKE ADVANTAGE OF IT IF THEY DIDN'T HAVE TO COMMUTE SO MUCH.
[00:35:01]
THE NUMBER OF OPPORTUNITIES, AS YOU MENTIONED, THAT ARE THERE [NOISE] PLUS THE NUMBER OF SERVICES.IT TAKES A VILLAGE SO TO SPEAK, AND IT'S GOOD TO HAVE THOSE DIFFERENT RESOURCES BECAUSE EVERYBODY'S NEEDS ARE DIFFERENT.
THANK YOU. IT'S GOOD OVERVIEW.
>> THANKS. [NOISE] WE'RE GOING BACK TO OUR CHAIRS? I'LL GO BACK TO MY CHAIR.
KEEP THE CAMERAS ON THE WAY, PLEASE.
>> ONE THING I WOULD JUST ADD IS LIKE I SAID, THE TREEHOUSES ARE FAIRLY NEW RELATIONSHIP THAT WE'RE ESTABLISHING.
BUT AS WE MAKE THOSE AND CREATE MOUS, WE'LL DO THE SAME ON ALL DOCS WHERE WE GIVE YOU A COUPLE OF SENTENCE OVERVIEW AS TO WHAT THAT IS.
I THINK THAT WAS A REALLY GREAT SUGGESTION THERE.
>> SINCE YOU'VE DEVELOPED THE LIST, IS IT SOMETHING THAT WOULD BE WORTHWHILE, PARTICULARLY WITH SOME OF THOSE SERVICES HAVING THAT LIST IF IT ISN'T ALREADY ON THE WEBSITE SO PEOPLE COULD ACCESS OR LOOK AT OR IF THEY'RE TRYING TO FIGURE OUT MORE, EVEN LINKING TO THOSE SERVICES AVAILABLE, SOMETHING MIGHT BE USEFUL.
>> ALSO, I HAD A QUESTION. IS IT POSSIBLE TO PUT THE CONTRACTS WHERE WE CAN SEE IN GO DOCS SOMEWHERE, SO THAT WE KNOW WHAT WE'RE SIGNING WHEN WE SIGN IT? BECAUSE THAT'S PART OF MY HESITATION SOMETIMES WITH LOOKING AT SOME OF THE THINGS THAT COME THROUGH ON THE CONSENT AGENDA IS I DON'T REALLY THINK, I DON'T REALLY KNOW WHAT[NOISE] THESE TERMS ARE? I DON'T KNOW IF I WOULD HAVE QUESTIONS BECAUSE THEY DON'T HAVE ACCESS TO THE INFORMATION.
IF THOSE THINGS CAN BE MADE AVAILABLE WHERE YOU CAN JUST GO LOOK.
>> IF IT'S ON THE CONSENT AGENDA, THE BACKUP DOCUMENTATION IS ATTACHED TO IT.
>> OKAY. BUT I'VE HAD SITUATIONS WHERE IT WAS LIKE NOT THE ACTUAL DOCUMENT OR A DRAFT.
THAT'S WHY I SAID IT WOULD BE JUST HANDY.
I JUST FROM A STANDPOINT OF WE WOULDN'T EVEN HAVE TO HASSLE YOU GUYS FOR INFORMATION IF YOU JUST SCANNED IT AND PUT IT SOMEWHERE?
>> IT'S NOT A HASSLE. THAT'S THE WHOLE INTENT OF THE BOARD BOX.
I KNOW THE ONE INSTANCE THAT YOU RAISED THE QUESTION, YOU CORRECTED THE DOCUMENT.
THAT WAS OUR EFFORTS TRYING TO MAKE SURE WE GET THAT AGENDA OUT EARLY ENOUGH, SO YOU HAVE THE OPPORTUNITY TO REVIEW THAT FURTHER DEPENDS.
ASKING THESE QUESTIONS ISN'T A HASSLE, THAT'S PART OF THE PROCESS.
>> I GUESS, JUST FROM A TRANSPARENCY STANDPOINT TOO, JUST WHAT IS THE PROBLEM WITH SCANNING AND HAVING IT AVAILABLE ON BOARD DOCS?
>> THERE IS NO PROBLEM. THAT'S WHY I'M SAYING WE DO THAT.
[OVERLAPPING] OUR DOCS ARE THERE AND YOU CAN GO AND LOOK AT THEM.
>> MAYBE I'M NOT UNDERSTANDING HOW TO FIND IT.
I ALWAYS FIND IT ATTACHED TO THE AGENDA.
I MEANT NOT ATTACHED TO THE AGENDA JUST AS IT'S LIKE A LIBRARY.
>> YES, LIKE A LIBRARY SO YOU CAN JUST FIND IT.
>> WE CAN CERTAINLY TEACH YOU HOW TO SEARCH.
THE SEARCH BAR, YOU CAN SEARCH FOR THE HISTORY BACK AS FAR AS WE'VE HAD THE BOX.
>> I HAVE NOT BEEN USING IT WRONG. MY APOLOGIES.
I JUST WAS THINKING THAT CAN BE MORE EASILY FOUND.
>> IT MIGHT BE ABLE TO. WE'D BE HAPPY TO GO THROUGH SOME BOARD DOCS WORK AND SEE IF IT ANSWERS YOUR QUESTION.
IF NOT, WE CAN APPROACH IT DIFFERENTLY.
>> OKAY. THAT SOUNDS GOOD. THANK YOU.
>> I'M NOT TRYING TO BE ARGUMENTATIVE.
>> I THINK THAT YOU'RE ASKING FOR IS THERE.
>> JUST A MATTER OF MAKING IT EASIER TO FIND.
>>YES. I THINK SOMETIMES THE CHALLENGE OF THE SEARCHING GIVES YOU TOO MANY OPTIONS.
>> WHEN YOU DO THAT SEARCH, AND IT COMES UP WITH THIRTY THINGS, IT DOESN'T REALLY GIVE YOU A PREVIEW OF WHAT IT IS.
YOU HAVE TO CLICK OR FIGURE OUT A WAY TO MAKE IT MORE SPECIFIC IN YOUR SEARCH.
BUT THEN IF YOU DID MULTIPLE WORDS AND THEY'RE NOT RIGHT NEXT TO EACH OTHER, IT WON'T BRING UP ONE OF THIS.
>> NO, IT'S NOT GOOGLE FOR SURE.
>> CERTAINLY IF WE FIND THAT THINGS LIKE MARK SAID SOMETIMES IN THE QUEST TO GET THINGS ON THERE, IN THE AGENDA OUT, THINGS MAY GET ON THERE AND AS A DRAFT OR SOMETHING, CERTAINLY ADVOCATES WILL FIND THOSE THINGS.
JUST A QUICK NOTE TO THEM AND THEY GET IT UPDATED.
[00:40:01]
I HAVE ASKED MARK AND THE TEAM THAT IF THEY DO CHANGE THINGS TO SEND US A NOTE JUST SO THAT WE KNOW, BECAUSE SOMETIMES IF YOU LOOK AT IT A FEW DAYS AHEAD OF THE AGENDA AND THEY CHANGE IT, THEN WE NEED TO KNOW IT'S BEEN REVISED FOR CHANGE.ANY OTHER QUESTIONS OR THAT OR THAT PER SE? THANK YOU AGAIN FOR COMPILING THAT LIST.
NEXT ON THE AGENDA IS NOT NECESSARILY A DISCUSSION, BUT COULD BE A DISCUSSION, BUT JUST A REMINDER WITH BOTH STEVE AND JESSE UNABLE TO BE HERE TONIGHT.
DIDN'T KNOW HOW IN-DEPTH WE WANTED TO GO BECAUSE I THINK IT IS A GOOD CONVERSATION FOR THE WHOLE BOARD TO HAVE IN PREPARATION FOR OUR STUDY SESSION IN JULY.
BUT JUST WANTED TO ONE REMIND EVERYBODY ABOUT THE REVIEWING THOSE GOVERNANCE POLICIES.
THAT BOTH THE E-MAIL I SEND OUT HAD THE LINKS ATTACHED TO THAT YOU COULD GO TO.
THEY ALL ARE ON THE DISTRICT WEBSITE AND THEY'RE ALSO WITHIN BOARD DOCS, SO YOU CAN FIND THEM ANY MYRIAD OF WAYS.
AGAIN, PART OF THAT WAS JUST TO BE LOOKING AS FAR AS QUESTIONS THAT WE MIGHT HAVE TO SEND TO BREAK IN PREPARATION FOR THAT JULY STUDY SESSION, BUT WE'LL BRING THIS UP IN JUNE AS WELL.
STUDY SESSION AS AN OPPORTUNITY TO ASK QUESTIONS AND OR IF YOU WANT TO SEND THOSE TO ME VIA E-MAIL AND MOVE FORWARD I'M ON DIRECTIVE.
ANY QUESTIONS, COMMENTS, OR QUESTIONS ABOUT THE CURRENT AND GOVERNANCE POLICIES AND OR THE PLAN FOR THIS STUDY SESSION IN JULY?
>> CAN YOU REFRESH ME AS FAR AS WHEN YOU SAY REVIEW THE POLICIES, JUST READ THROUGH THE POLICIES, OR IS THERE A SPECIFIC HOMEWORK THAT WE'RE SUPPOSED TO DO?
>> I CAN'T REMEMBER THAT E-MAIL.
>> NO PROBLEM. A COUPLE OF THINGS, RICKEN SENT SOME ARTICLES THAT I HAD ATTACHED TO JUST FOR READING, JUST TO GET A FEEL FOR THE COHERENT GOVERNANCE MODEL AND HOW IT WORKS, AND HAD SOME STUFF FROM VARIOUS BOARDS OF THEIR SUCCESSES AND CHALLENGES WITH IT JUST TO GET US THINKING.
I THINK THE OTHER THING IS JUST READING THROUGH THOSE BOARD POLICIES AS FAR AS THE ONES ON THE BOARD SUPERINTENDENT RELATIONS AND GOVERNANCE CULTURE POLICIES.
THOSE GC, AND BSR, JUST HELP AGAIN OUTLINE BOARD ROLE, SUPERINTENDENT ROLE AND THEN HOW THOSE MESH TOGETHER TO KEEP THINGS WORKING AS FAR AS RESPONSIBILITIES, DIVISION OF DUTIES.
EVEN FOR MYSELF HAVING BEEN THERE WHEN WE WROTE THOSE AND WE HASHED OVER THEM TO KNOW AND IT WAS LIKE, OH YES, I FORGOT ABOUT THAT.
BUT I THINK IT HELPS OUTLINE WHAT ROLE THE BOARD HAS AND WHAT ROLE THE SUPERINTENDENT HAS, AS WELL AS HOW THE BOARD DIRECTS OR INTERACTS WITH THE SUPERINTENDENT.
I WAS GOING TO SAY CONTROLS, BUT THAT SOUNDS-
WHICH OUTLINES HOW THE BOARD ACTS AS THE REPRESENTATIVE OF THE COMMUNITY, AND THAT AS A WHOLE AND TRANSLATES THAT INTO THE SUPERINTENDENTS.
>> THESE ARE POLICIES WITHIN OUR COHERENT GOVERNANCE THAT AREN'T THE OPERATIONAL EXPECTATIONS WHERE THE RESULTS POLICIES THAT WE GO OVER EACH MONTH.
>> LIKE I SAID, THERE WERE THINGS THAT I HAVE FORGOTTEN ABOUT THAT IN LOOKING AT THEM THAT REALLY MAKES A LOT OF SENSE AND ACTUALLY PROBABLY MAKES MORE SENSE NOW, HAVING WORKED IN THE GOVERNANCE POLICY MODEL [INAUDIBLE] HEY, CHRISTMAS DAY.
>> GOING THROUGH THOSE, ONE OF THE THINGS I NOTICED WAS THAT AT THE END OF EVERY MEETING, WE'RE SUPPOSED TO WRAP IT UP WITH A DISCUSSION OF WHAT WENT WELL WITH THE MEETING, WHAT DIDN'T, I GUESS, AND QUESTIONS AND ALL THINGS GOING FORWARD THAT WOULD BE ON THE NEXT AGENDA.
>> SURE, AND WE HAVE ONE OF THOSE THINGS THAT WAS PART OF THE COVID DRIFT PRIOR TO THAT,
[00:45:03]
AND PROBABLY IF I GOING INTO MY ARCHIVES AT HOME, I CAN PROBABLY DIG OUT SOME OF THOSE THAT WE DID.AFTER EACH MEETING WE HAD A SURVEY, WE FILLED OUT AND WROTE SUGGESTIONS AND THINGS AND IT WAS ACTUALLY A WORK IN PROGRESS AS WE WERE TRYING TO DEVELOP HOW TO BEST DO THAT AND AGAIN, IT WAS A COVID CASUALTY.
THAT IS SOMETHING THAT AGAIN, AS WE GO BACK IN IT BECOMES ONE OF THOSE THINGS THAT PROBABLY NEEDS TO BE REVISED, REVISITED, AND DETERMINED HOW DO WE BEST DO THAT? BECAUSE WE TRIED A FEW DIFFERENT WAYS AND ESSENTIALLY, THE CONSENSUS OF THE BOARD AS WE WERE ROLLING ALONG WAS, THIS ISN'T QUITE WORKING, WE NEED TO REVAMP IT AND WE NEVER REALLY GOT TO THE REVAMPING STAGE.
>> THE OTHER QUESTION I HAD WAS, I'M LOOKING AT MOST RECENTLY AND I'M SORRY I HAVEN'T GOTTEN THE COMMENTS TO YOU THAT THE OE 11 REPORT.
THERE ARE RECOMMENDATIONS THAT WE CONSOLIDATE SOME OF THOSE INDICATORS AND I CAN SEE WHETHER THAT WOULD BE REALLY HELPFUL.
CLEANING THINGS UP AND MAKING IT EASIER FOR THEM TO [NOISE] DO THE REPORT.
I MEAN, IT SEEMS LIKE AN AWFUL LOT OF BUSY WORK AND A LOT OF WAYS HAVING TO FILL OUT SOME OF THOSE REPORTS.
I'M NOT SAYING THAT WE SHOULDN'T HAVE REPORTS BUT MY OBSERVATION ON THE REPORTS THAT SOME OF THEM ARE REALLY WORDY AND DON'T TELL YOU MUCH, AND IT WOULD BE NICE TO HAVE MORE QUANTIFIABLE INFORMATION ON SOME OF THEM.
ARE WE GOING TO GET A CHANCE TO REVISIT SOME OF THOSE THINGS AND MAYBE TIGHTEN THEM UP AND MAKE THEM A LITTLE BIT MORE HELPFUL AS REPORTS GO?
>> THAT'S TOTALLY AS A BOARD MEMBER, WHAT OUR RESPONSIBILITY AS IF WE WANT MORE DATA PASS FOR THAT.
BUT IT ALMOST SEEMS YOU'D HAVE TO GET THE REPORT FIRST TO THEN SAY WHAT'S THE CHANGES YOU WANT.
>> YEAH. I HAVE BEEN LOOKING AT THAT ONE, I WAS LIKE, OH, I CAN SEE WHERE THIS IS REDUNDANT AND IT COULD BE TRIMMED DOWN AND MADE A LITTLE EASIER.
>> I DON'T HAVE THE NOTES IN FRONT OF ME, SO I'M GOING BY MEMORY WHICH IS SOMETIMES A SCARY THING THAT WE HAD TALKED ABOUT COMING BACK AS REFRESH MEMORY WE'VE GOT.
THERE'S AN ASSESSMENT GOING ON RIGHT NOW AS FAR AS RE-ESTABLISHING THAT 30 YEAR PLAN.
WE'RE GOING TO BRING BACK FACILITIES TO ONE, LOOK AT THAT AND ALSO ACT ON SOME OF THOSE RECOMMENDATIONS THAT WERE MADE AS FAR AS CONSOLIDATION AT SOME LATER POINT IN THAT REPORT WELL PRIOR TO AS COMING OUT WITH THE NEXT OE 11 REPORT.
DEFINITELY, AND I THINK THAT IS SOMETHING THAT HAS BEEN ONGOING AT LEAST.
HISTORICALLY, WHAT I'VE SEEN IS THEY HAVE DONE AS WE WENT THROUGH THOSE REPORTS, RECOMMENDATIONS MADE.
SOMETIMES IF THEY'RE SMALL CONSOLIDATIONS WE'VE DONE THOSE ACTUALLY AT THE TIME.
OTHER TIMES LIKE IN THE CASE OF OE 11, THERE'S MORE BIGGER CHANGES AND SO I WANTED TO BRING IT BACK TO A STUDY SESSION WHERE WE COULD HAVE A LITTLE MORE INTERACTION ABOUT IT.
>> I THINK IT'S OUR FIRST TIME THROUGH A BUNCH OF NOTES, SO IT'S BRAND NEW.
WE SAID, WE THINK THIS IS THE RIGHT STUFF TO LOOK AT, THEN AS WE DO IT, LIKE YOU SAID, SOME OF THAT'S REDUNDANT SO BUT ISN'T REALLY PROVIDING THE DEPTH OF INFORMATION THAT WE WOULD LIKE.
I THINK THAT FEEDBACK ON THE FORM ALLOWS US THEN TO BASICALLY REWRITE THE REPORT.
>> I THINK OF THE EXACT WORD FOR HIM BUT THE FACTORS, MEASURING STATISTICS WHATEVER, USUALLY THE RUBRIC, ESSENTIALLY OF WHAT INFORMATION WE HAVE SAID, THIS IS GOING TO BE THE DATA THAT WILL SUPPORT THIS INDICATION OR THIS INTERPRETATION, AND THOSE ARE SOMETHING THAT WE NEED TO GO BACK THROUGH.
THERE WERE OTHERS REPORTS HAD PRIOR TO YOUR TIME ON THE BOARD WHERE IT WAS, THAT SOUNDS GREAT BUT THERE'S NO DATA FOR THAT, SO WE CAN'T EVEN INTO WE HAD TO EITHER MODIFY OR ELIMINATE OR TWEAK THAT.
IN THE PROCESS OF PREPARING THAT REPORT, IT WAS LIKE THIS STATE IS NOT AVAILABLE, BUT WE THINK THIS IS WHAT YOU'RE LOOKING FOR, CAN WE CHANGE THAT INDICATOR? CAN WE CHANGE THAT MONITORING? I SAID, SOME OF THOSE BECAME QUICK CHANGES DURING THE PROCESS OF THE BUSINESS, MEANING.
[00:50:01]
OTHERS WE WRAP BACK AND TALK ABOUT MORE SO.AGAIN, THE FACILITIES ONE IS WHEN WE NEED TO BRING BACK, THERE WAS A LOT OF.
>> THESE WERE A PRIORITIZATION FOR REVISITING THESE POLICIES AND MONITORING REPORTS.
>> WE'RE SUPPOSED TO FOLLOW THE PLAN [OVERLAPPING] UP TO A YEAR TYPE OF THINGS.
ONE THING I THINK THAT'S GOOD ABOUT IT IS IT'S VERY COMPREHENSIVE AND WE COVER ALL THINGS BETWEEN ALL THE DIFFERENT REPORT.
THE BAD THING ABOUT IT IS YOU ONLY SEE THE REPORT EVERY TWO YEARS, AND IF A SCHOOL BOARD MEMBERS TERM IS FOUR YEARS, THAT MEANS YOU SEE ONE REPORT TWICE DURING YOUR TERM.
IF YOU'RE THINKING ABOUT WE MADE A LOT OF CHANGES MADE ON X TOPIC BUT YOU ONLY VISIT IT TWICE IN TWO YEARS, IT'S LIKE A BIG HUGE SHIPPING CONTAINER YOU'RE TRYING TO MOVE BUT IT'S SLOW.
BUT THEN WE'RE PAYING ATTENTION TO THE ENTIRE SHIPPING CONTAINER, SO THERE'S PLUSES AND MINUSES OF IT.
I THINK IN THE TRAINING AND TALKING WITH THIS GUY, IT'S LIKE, YES, IT'S COMPREHENSIVE.
HOW CAN WE MAKE IT A LITTLE BIT MORE AGILE SO THAT WE CAN ACTUALLY MAKE CHANGES AND SEE THEM BEFORE?
>> MORE FREQUENT MANY REPORTS OR SOMETHING, I DON'T KNOW.
>> I'M NOT GOING TO INTERPRET ANYTHING LOOK ON HER FACE [LAUGHTER] [OVERLAPPING] FOR MANY REPORTS, IT'S JUST A LOT OF WORKS, I DON'T KNOW.
>> IS THERE SOMETHING THAT CAN BE DONE WHERE SOME OF THIS STUFF COULD JUST BE PUT SOMEPLACE ONLINE SO WHERE WE COULD GO ACCESS AND WE WOULDN'T HAVE TO HAVE PEOPLE REPORTING TO US.
I MEAN, IF THEY'RE HAVING TO KEEP TRACK OF INFORMATION ANYWAY, I MEAN, MAYBE WE DON'T NEED.
>> I THINK THAT SOME OF THE DATA WE HAVE, SPEAKING, I GUESS FROM A HISTORICAL STANDPOINT WHICH I GUESS IS MY ROLE I'M THE OLD GUY.
THE CONVERSATIONS AND THE DATA THAT WE'RE GETTING NOW COMPARED TO WHAT WE WERE GETTING PRIOR TO THIS SYSTEM IS MUCH IMPROVED.
THE CONVERSATIONS AND THE THINGS WE'RE TALKING ABOUT THE THINGS IN SOME CASES WE NEVER EXPLORED BEFORE.
THAT'S BEEN A REAL IMPROVEMENT, NOT THAT ANYBODY WAS TRYING TO HIDE ANYTHING, IT JUST WASN'T ON THE RADAR.
I THINK IT IS A SITUATION THAT WITH ANY NEW SYSTEM, THERE'S BUGS IN IT.
THERE'S LOTS OF BUGS AND LOTS OF THINGS WE NEED TO FIX, THERE'S LOTS OF THINGS WE'VE LEARNED.
I DON'T THINK WE'VE HAD A FIRST REPORT OR EVEN A SECOND REPORT YET WHERE THE PEOPLE PUTTING TOGETHER HAVING SAID, WE THOUGHT THIS BUT WE FOUND THIS AS WE'RE DOING IT AND SO I THINK THOSE THINGS ARE IN PROGRESS.
PART OF IT IS HAVING HIT COVID, AND I DON'T LIKE TO USE COVID AS AN EXCUSE, AND IT'S NOT REALLY AN EXCUSE.
COVID GAVE US A LIST OF PRIORITIES THAT ALL OF A SUDDEN SUPERSEDED OTHER PRIORITIES.
NOT TO MENTION, THERE'S ONLY A LIMITED NUMBER OF PEOPLE SITTING OUT THERE TO DO THESE REPORTS AND WE'VE GOT TO RECOGNIZE THAT THEY'VE GOT OTHER THINGS THEY HAVE TO DO TOO.
AGAIN, NOT TO NEGATE POINT OF THE REPORTS AND NOT TO PUT A BLANKET EXCUSE.
BUT EVEN JUST PUTTING THAT DATA ON, WELL, SOMEBODY HAS GOT TO PUT THE DATA TOGETHER AND THERE'S GOT TO BE SOME AN EXPLANATION SO THAT IT MAKES SOME SENSE.
I THINK THOSE THINGS WELCOME BACK, THAT'S PART OF THE BOARD'S ROLE IN SETTING UP OUR AGENDA.
I'M LOOKING AT HOW DID THOSE THINGS COME BACK? WE'VE GOT THOSE REPORTS ON A SET UP AS FAR AS ON A CYCLE.
THE INTERIM PART OF WHEN WE SET UP THAT CYCLE DIDN'T REALLY HAVE IN IT, WHERE'S THE TWEAK THAT REPORT.
SOMETHING THAT WE NEED TO GET ON THERE, AND I THINK WHAT WE HAD IN OUR PART OF THE INTENT OF DOING WAS KNOWING THAT WE WERE GETTING A NEW SUPERINTENDENT, BRINGING THAT SUPERINTENDENT IN BECAUSE DOING THAT AS COLLABORATIVE EFFORT WITH THAT PERSON WHO IS ULTIMATELY GOING TO BE RESPONSIBLE FOR THE DATA THAT'S PRESENTED IN THOSE IS GOING TO HELP TO GIVE HER A BETTER UNDERSTANDING OF WHAT WE ARE LOOKING FOR AS FAR AS MONITORING AND IF IT'S ALL DONE AND THEN SHE COMES IN AND LOOKS AT AND IT GOES, "WONDER WHAT WERE THEY THINKING WHEN THEY SAID THAT?" THAT'S MY THOUGHT PROCESS ON IT.
>> JUST COUPLE OF POINTS ABOUT SO THEY KEPT ME THERE TOO IS HAVING THE BULK OF MY CAREER IN THE OTHER SYSTEM.
THE MAJOR BENEFITS OF THE COHERENCE GOVERNANCE IS,
[00:55:01]
LIKE MELINDA WAS SAYING, IT'S WAY MORE COMPREHENSIVE IN THIS METHOD.BEFORE WE WOULD DO FOUR REPORTS A YEAR ON GRADUATION RATE, WE DO THREE ON ATTENDANCE.
IT WAS THE FOREFRONT ITEMS. ONE OF THE BOARD MEMBERS THAT HAVE A QUESTION FROM WHAT'S THE PE CURRICULUM? WE'D HAVE TO REPORT ON THAT, BUT WE NEVER TALKED ABOUT ELECTIVE, WE DIDN'T TALK ABOUT MUSIC, WE DIDN'T TALK ABOUT THE FACILITIES, WE DIDN'T TALK ABOUT ALL THE PARTS OF THE SHIFTING CONTAINER.
>> WE TALKED ABOUT PEOPLE'S TECH PROJECTS.
>> RIGHT. IT WAS VERY ERRATIC.
YOU TALK ABOUT SOMETHING A LOT.
WE'VE TALKED ABOUT OTHER THINGS NEVER.
THIS IS A MUCH MORE COMPREHENSIVE VIEW OF THE DISTRICT AND IT'S CREATES A LOT MORE ACCOUNTABILITY ON THIS SIDE OF THE TABLE.
INSTEAD OF PUTTING ALL THE BURDEN ON YOU, AS THE BOARD MEMBER TO GO FIND IT ONLINE AND MAKE IT YOUR OWN INTERPRETATIONS.
HAVING GONE THROUGH THIS PROCESS, THE BOARD, WROTE THAT THIS IS THE POLICY.
WE THEN WROTE, THIS IS WHAT WE THINK YOU MEAN BY THAT POLICY, DOWN TO THE WORD.
WHAT DOES THAT MEAN? YOU SAID, "YES." THAT'S WHAT IT MEANS OR NO, THAT'S NOT QUITE WHAT IT MEANS." WE WENT AND TWEAKED IT, AND THEN CAME UP WITH THE CRITERIA THAT YOU'RE GOING TO MEASURE.
THAT CRITERIA THEN BECOMES THE EVALUATION FOR THE SUPERINTENDENT.
YOU HAVE A VERY CLEAR EVALUATION PROTOCOL THAT SAYS, "THE SUPERINTENDENT IS MEETING THE GOALS THAT WE HAVE SET AS A DISTRICT OR THEY'RE NOT, AND WE'VE GOT THE EVIDENCE NOW THAT WE HAVE TO PRODUCE THAT SUPPORTS THAT INFORMATION." IT'S MAYBE NOT QUITE AS AGILE, BUT THE QUALITY OF INFORMATION, THE QUALITY OF REPORTING, AND THE DEPTH OF REVIEW THAT YOU'RE GETTING AS A BOARD IS WAY MORE THAN WHAT IT EVER WAS BEFORE.
>> HAVING AN IDEA LITTLE, BECAUSE WHEN WE TALKED ABOUT WHEN IT WAS WRITTEN AND THEN THE BOARD WROTE IT AND THEN SUPERINTENDENT WROTE IT WITH THEM.
OF THOSE PEOPLE SIX, WE HAVE ONE PERSON.
>> IT WAS THE EXACT TEAM, THE EXECUTIVE WAS INVOLVED AS WELL.
>> THINKING LIKE WHEN WE DO THE REPORTS EACH MONTH, MAYBE ONE QUESTION ON THERE COULD BE LIKE DO THESE INDICATORS ANSWER THE QUESTION FOR YOU? DO YOU HAVE SUGGESTIONS ON HOW TO CHANGE AN INDICATOR? HAVING THAT IS LIKE A STANDING QUESTION, BECAUSE LIKE RIGHT NOW, IT'S I AGREE WITH A LOT OF THE INDICATORS THAT ARE THERE, AND I HAVEN'T HAD ANY BIG PROBLEM WITH WHAT THESE REPORTS ARE, BUT AS FAR AS FEELING OWNERSHIP LIKE WHEN YOU SAY THE BOARD BROUGHT THEM, NO I DIDN'T.
>> NO. NOT YOU, BUT THE BOARD DID JUST LIKE [OVERLAPPING]
>> WHOEVER THE BOARD IS, THAT THEY HAVE OWNERSHIP ON IT AND NOT FEEL LIKE THEY INHERITED THEM FROM SOMEBODY.
>> THE INTEND TO IS IT'S SUPPOSED TO BE A LIVING DOCUMENT.
IT GETS TWEAKED, IT GETS CHANGED, IT GETS ADJUSTED AS YOU GO.
BUT THAT'S WHY I THINK IT'S IMPORTANT WHENEVER THERE'S A CHANGE OR A NEW BOARD MEMBER OR WE'D GO THROUGH THE PROCESS THAT YOU'RE GOING TO GO THROUGH IN JULY.
WHERE YOU GO THROUGH THE LEARNING TO DO THE HOMEWORK.
YOU DIG IN A LITTLE BIT AND GET SOME OWNERSHIP OF THE PROCESS BECAUSE YOU'RE RIGHT.
IT HASN'T BEEN THERE SINCE THAT ORIGINAL ROOT GROWTH.
HOW DOES IT WORK THEN, IF YOU DISAGREE WITH AN INTERPRETATION? HOW DOES THAT GET ADJUSTED BACK AND FORTH? BECAUSE IT SEEMS LIKE THERE HAS TO BE A LITTLE BIT MORE BACK AND FORTH.
THEN WOULD TAKE PLACE AND MAYBE EVEN WHEN MEETING.
>> THAT'S A PART OF THE PROCESS THAT YOU GUYS AS THE BOARD HAVE TO DEVELOP.
WHAT IS YOUR PROTOCOL FOR DOING THAT? I WOULD SAY IT PROBABLY DOES COME UP MEETING AND SAY, "HEY, I DON'T AGREE WITH THIS INTERPRETATION ANYMORE." DO WE NEED TO RE-EVALUATE WHETHER OR NOT IF WE AGREE WITH YOUR REASONABLE INTERPRETATION? BECAUSE YOU MAY NOT AGREE WITH OUR REASONABLE INTERPRETATION AND IT MAY HAVE CHANGED.
>> I THINK THAT THEN BECOMES THE POINT.
JUST LIKE WHEN YOU GUYS HAD PRESENTED SOME OF THOSE REPORTS AND EVEN BEFORE WHEN LINDA DID SOME OF THEM.
THERE WERE TIMES IN THE FACILITIES WHEN, AS AN EXAMPLE, WHERE IT'S AS WE'VE WENT THROUGH AND PROVIDED THIS DATA, THESE THREE THINGS REALLY WOULD MAKE MORE SENSE ONE OR VICE VERSA.
THIS IS OUT OF DATE, AND WE NEED TO REMOVE IT AND MAKING RECOMMENDATIONS.
I THINK, LIKE MELINDA SAYS, WE NEED TO HAVE A BOARD STANDING QUESTIONED WHETHER WRITTEN OR IN OUR MIND.
[01:00:05]
ARE THERE PLACES WITHIN THIS REPORT? ARE THERE INDICATORS? ARE THERE THINGS THAT NEED TO BE REVISITED? COULD BE AS SIMPLE AS ITEMS 8, 9 AND 10 BASICALLY SAY THE SAME THING, SO THE EXACT TEAM PRESENTING THAT REPORT IS MAKING A RECOMMENDATION THAT WE MERGE THOSE INTO ITEM 8 AND ELIMINATE RENUMBER, AND THAT'S PRETTY SIMPLE.THE BOARD AGREES, IT'S AN EASY ONE.
CASE IN POINT AND THEN JUST THROWING OUT AN EXAMPLE.
OPEN FOR DISCUSSION, IT'S NOT MEANT TO BE DICTORIAL.
IF THEY'RE SAYING EIGHT IS REALLY OUTDATED AND 10 IS, WE CAN'T FIND ANY DATA ON THAT, AND THE BOARD SAYS, WELL, 10 IS REALLY IMPORTANT TO US.
WE NEED YOU TO FIGURE OUT HOW TO FIND DATA.
WE NEED TO HAVE A DISCUSSION BECAUSE SOMETIMES WE'RE ASKING FOR STUFF THAT MAYBE THERE ISN'T ANY DATA AND YOU GUYS NEED TO BE ABLE TO EXPLAIN WHY OR MAYBE SOMETHING.
WHAT ABOUT THIS AS A SIMILAR, AND THAT BECOMES MORE OF A STEADY SESSION OR A DISCUSSION THAT WE CAN HAVE SO PEOPLE CAN PREPARE FOR IT AS OPPOSED TO RIGHT ON THE SPOT IN THE MEETING, TRYING TO GO, BECAUSE IT'S A LOT MORE INVOLVED THAN JUST MERGING THREE THINGS TOGETHER AND THEN EVERYBODY GOES, YEAH THAT SOUNDS REASONABLE.
THAT'S MY VISION WITH THE FACILITIES.
ONE IS WE'VE GOT MORE THINGS TO DO, BUT WE'VE GOT SOME STUFF COMING DOWN THE ROAD THAT I THINK INCORPORATES INTO IT.
BUT I FIGURED WE PUT IT ON THE AGENDA AT SOME POINT WHEN WE HAVE THAT INFORMATION BEFORE THAT REPORTS COMING UP AGAIN BECAUSE IT WILL BE MORE IF THE REPORT COMES UP AGAIN.
AGAIN NOT TO SAY THAT IF THERE ISN'T SOME FACILITIES ITEM DOESN'T MEAN THERE'S THE FACILITIES ISSUE IN THREE MONTHS. I'M SORRY.
THAT COMES UP IN A YEAR AND A HALF.
WE CAN JUMP THOSE THINGS AND BRING THEM UP THIS WAY AT LEAST THOSE THINGS AREN'T BEING COVERED BECAUSE AGAIN, I DON'T REMEMBER REPORT ON THE ELECTIVES AND MUSIC AND THE ARTS AND SOME OF THOSE THINGS IN THE PREVIOUS TIME.
IT IS IMPROVING, BUT IT'S A PROCESS.
IT'S THE [INAUDIBLE] AND DEVELOPMENT ARE IN THE DEVELOPMENTAL STAGES. THOUGHTS?
>> I THINK WE COULD HAVE A CONVERSATION WITHIN THE REPORT ANALYSIS ON A LOT OF THE THINGS ON HOW TO STEER IT.
I DON'T THINK EVERYTHING AND HAVE TO COME BY FOR A STUDY SESSION.
>> I WOULD LIKE TO SEE THOUGH ON THOSE, YOUR COMMENTS, RECOMMENDATIONS, COMMENDATIONS, AND OTHER THOUGHTS HAVING AND I WOULD MAKE A SECOND PAGE FOR THIS JUST BECAUSE I READ A LOT OF STUFF AND OTHER THINGS ANYWAY.
HAVING SOMETHING LIKE HOW DO THE INDICATORS ANSWER THE QUESTION? ARE THERE ANY OTHER QUESTIONS THAT NEED TO BE IN THIS REPORT? ARE THERE ANY THAT NEED TO BE TAKEN OUT? THOSE THREE THINGS, WHAT DO WE CUT? WHAT DO WE ADD? ARE WE ANSWERING THE QUESTIONS? SAME THING AS YOU GUYS ARE WRITING AT A FEW THINGS.
THIS COULD BE CUT OR WE REALLY HAVEN'T THOUGHT ABOUT WHATEVER, AND THAT CAN BE COLLABORATIVE IN THE WRITING OF IT AS WELL.
>> WELL, AND I THINK THE LAST WE WOULD [OVERLAPPING]
>> WHAT DO WE CUT? WHAT DO WE ADD? ARE THE INDICATORS ANSWERING THE QUESTIONS?
>> THE ONLY REASON I PUT IT UP AS A FUTURE DISCUSSION IS SOMETIMES GETTING THE INFORMATION TOGETHER, AND I ONLY STATE THAT BASED ON CONVERSATIONS WE HAD WHEN WE WERE DOING THEM, SOMETIMES IT WAS LIKE WE'RE GOING TO HAVE TO DIG AND LOOK TO SEE IF THAT'S AVAILABLE.
>> I'M NOT NECESSARILY SAYING, WHEN WE ASK THE QUESTION AT A MEETING SAYING, IF WE LOOKED AT SENTENCE, I THINK IF THIS REALLY BELONGS IN THIS REPORT, I'M NOT SAYING BRING IT TO ME NOW.
I'M SAYING, CAN WE INCORPORATE THIS IN THIS REPORT FOR NEXT TIME AROUND? I'M NOT SAYING YOU NEED TO FOLLOW UP WITH IT RIGHT AWAY.
>> YES, IT JUST IS NOT GOING TO KICK IT DOWN THE ROAD IF YOU DON'T HAVE TO, BUT SOME OF THOSE WE MAY BE GOING THIS INDICATOR DOESN'T SEEM LIKE IT REALLY WORKS, IS THERE SOMETHING ELSE? IT MAY TAKE SOME DIGGING TO FIGURE OUT WHAT OTHER INDICATORS CAN HAVE? I THINK IT CAN GO EITHER WAY.
IF WE CAN [NOISE] MAKE THOSE DECISIONS AT THE TIME AND GO,
[01:05:03]
HEY AGAIN, A SIMPLE, LET'S MERGE THESE THREE THINGS TOGETHER OR SOMETHING OF THAT NATURE SO BE IT LET'S GET IT DONE AND YOU CAN MAKE THAT AS PART OF THE CHANGE AND PART OF THE CONSENT AGENDA TO EVERYBODY SAYS, THAT SOUNDS LIKE A GOOD IDEA.THEN WE JUST MAKE IT PART OF THEM, MAKE IT HAPPEN. THOUGHTS?
>> OKAY. ANYWAY, WE'LL BE TALKING ABOUT IT MORE.
AGAIN, MAYBE AS PART OF THAT, THAT MIGHT BE ONE OF THE THINGS TO ASK, RICK, WITH HIS EXPERIENCE WITH WORKING WITH MULTIPLE BOARDS, HE MAY NOT BOARD HIMSELF, HOW THEY DID SOME OF THAT IS ONE OF THE BRIDGES, SO TO SPEAK, THAT WE DIDN'T REALLY CROSS BECAUSE WE HAVEN'T REALLY GOT THAT FAR.
MOST OF WHAT WE'RE DOING WITH TWEAKING THINGS WAS PUTTING SOME INDICATORS TOGETHER AND DECIDED, LOOK AT THIS ONE.
AS MUCH AS WE'D LIKE IT, THERE'S JUST NO DATA SO IT DOESN'T MAKE SENSE TO HAVE IT THERE.
BUT HE MAY HAVE SOME ADVICE ON HOW BEST TO HANDLE THOSE AS WELL OR SOME INPUT THAT WE CAN COME UP WITH PROTOCOL OR PLANS SO THAT IT WORKS WELL.
BECAUSE AS MARK SAID, IT IS SUPPOSED TO BE A LIVING DOCUMENT, IT IS GOING TO CHANGE.
SOME PARAMETERS MAY GO OUT THE WINDOW.
WE'RE GOING TO USE THIS SPECIFIC TESTING AND THEY'RE NOT DOING THAT TESTING ANYMORE.
OBVIOUSLY, THAT NEEDS TO BE CHANGED.
>> NOT TO BE ORDINARY, BUT ARE THERE ANY OTHER GOVERNANCE MODELS OUT THERE THAT WE'VE NEVER EVEN CONSIDERED? I MEAN, I DON'T KNOW WHAT'S AVAILABLE.
YOU GUYS, YOU HAVE AN OPPORTUNITY TO DECIDE, TO CHOOSE THIS MODEL.
I DON'T KNOW WHAT THE CHOICES WERE.
>> I THINK THIS IS ONE THAT A LOT OF OTHER SCHOOL BOARDS IN WASHINGTON STATE AND AROUND THE COUNTRY USE.
WAS THIS FAMILIAR WITH IT? AS FAR AS SUPPORT AND BUILDING THE SYSTEM AND ALL THAT.
THAT'S WHY IT WAS AT A HIGHER LEVEL.
>> YEAH, BECAUSE THEY HAD TEMPLATES FOR EVERYTHING.
YOU HAD A FRAMEWORK THAT YOU CAN TAKE AND USE. [OVERLAPPING].
>> IT'S PART OF THAT TO BUILD ALL THE REPORTS.
BUT TO NOT HAVE A TEMPLATE AND THEN FILL THE GOVERNANCE MODEL IS A LOT.
>> BECAUSE IS FAIRLY CUSTOMIZABLE.
YOU MAY DECIDE THAT THERE'S AN INDICATOR THAT YOU DON'T EVEN WANT THAT THEY INITIALLY HAD OR YOU MAY ADD AN ADDITIONAL ONE.
>> YEAH. IT'S VERY CUSTOMIZABLE IN THE SENSE THAT ALL THE GOVERNANCE POLICIES, THE BOARD SUPERINTENDENT RELATIONS, ALL OF THOSE ARE ONES THAT WE WENT THROUGH WHILE THEY ARE SIMILAR.
I MEAN, IF YOU PULL UP SOMETHING ELSE THAT'S ON A COHERING GOVERNANCE MODEL, THEIR POLICIES ARE GOING TO LOOK A LITTLE SIMILAR BECAUSE THEY BASICALLY ARE COVERING THE SAME THINGS.
THEY'RE ALL GOING TO BE A LITTLE BIT DIFFERENT BECAUSE THE BOARD AT THE TIME, THEY SENT THEM OUT.
BUT NO, THEY'RE DESIGNED THAT THEY CAN BE CHANGED AND MODIFIED.
IT'S LIKE I SAID, WE JUST HADN'T REALLY GOT TO THAT STAGE YET, SO THAT ISN'T SOMETHING THAT PER SAY HAS BEEN WORKED OUT, WHETHER THERE'S A WHOLE PROCESS IN PLACE BECAUSE WE JUST HADN'T GOT THERE.
AS FAR AS MODELS, THERE'S A MYRIAD ABOUT THE ONES WE'RE MOST FAMILIAR OR BASICALLY WHERE THE BOARD IS MAKING EVERY DECISION AND [NOISE] THEY'RE NOT CLEAR DELINEATIONS BETWEEN BOARD AND SUPERINTENDENT, AND WITH THAT THE RULES ARE NOT WELL-DEFINED.
IT'S LIKE WHO'S IN CHARGE OF WHAT, WHICH MAKES IT HARD FOR A SUPERINTENDENT TO KNOW WHAT TO DO OR HOW TO ACT.
PROBABLY ONE OF THE MOST ATTRACTIVE THINGS I SHOULDN'T SAY MOST ATTRACTIVE.
ONE OF THE MORE ATTRACTIVE THINGS WITH THE GOVERNANCE MODEL, WHETHER IT BE OLD-STYLE GOVERNANCE, POLICY, OR COHERENT GOVERNANCE.
IN MY MIND, TO SOME EXTENT DETERMINING THE DIFFERENCE BETWEEN THE TWO IS SPLITTING HAIRS.
BUT ONE OF THE PARTS OF THIS I LOOK FORWARD TO MOST USING WAS THAT SUPERINTENDENT EVALUATION.
BECAUSE WE DO THIS SUPERINTENDENT EVALUATION IN JUNE EACH YEAR AND IT WAS OKAY.
[01:10:03]
HOW IS THE SUPERINTENDENT BEEN DOING? I WAS TRYING TO REMEMBER WELL, WHAT HAPPENED WITH THIS WE HAVE THE RESULTS REPORT WITHIN THE [INAUDIBLE].THIS IS MAKING PROGRESS, THIS IS NOT MAKING PROGRESS, SO HOW DOES IT ALL PLAY OUT? DEFINITELY, I THINK DOES A BETTER JOB AS FAR AS DOING THE SUPERINTENDENT EVALUATION AND EVALUATING THEM, AS WELL AS GIVING FEEDBACK THROUGHOUT THE COURSE OF THE YEAR.
OTHER THOUGHTS, QUESTIONS? [NOISE] WE WILL MOVE ON TO THE NEXT ITEM ON OUR AGENDA,
[3. EXECUTIVE SESSION]
WHICH IS 3.01, AND THAT IS [NOISE] AN EXECUTIVE SESSION.AT THIS TIME THE BOARD WILL CONVENE INTO AN EXECUTIVE SESSION FOR APPROXIMATELY 30 MINUTES TO DISCUSS THE QUALIFICATIONS OF AN APPLICANT TO ELECT AN OFFICE PURSUANT OF RCW 42.30.1101H.
THE BOARD WILL ALSO DISCUSS COLLECTIVE BARGAINING AGREEMENTS WITH MULTIPLE BARGAINING GROUPS PURSUANT OF RCW 42.30.1404A.
[NOISE] I'M ASSUMING THAT NO ACTION IS PLANNED AFTER THIS OTHER THAN WE'RE GOING TO BE ANNOUNCING OUR FINALISTS.
THAT THEY'LL BE NO DECISIONS MADE AS FAR AS THE BARGAINING GROUP INFORMATION THAT I'M AWARE OF.
THAT'S CORRECT. AGAIN, WE'LL BE GOING INTO EXECUTIVE SESSION FOR ABOUT 30 MINUTES, AND THEN WE WILL BE BACK.
>> WE'RE SUPPOSED TO SAVE ON TIME, [INAUDIBLE]
>> ACCORDING TO MY CLOCK, THAT MEANS THAT WE WILL BE BACK ABOUT 07:32PM.
[NOISE] THE BOARD IS NOW BACK FROM EXECUTIVE SESSION.
NEXT ITEM ON OUR AGENDA IS ITEM 4.01,
[4. MATTERS RESERVED FOR BOARD ACTION]
WHICH IS TO ANNOUNCE THE FINALS FOR THE STUDENT REPRESENTATIVE TO THE SCHOOL BOARD.AT OUR NEXT MEETING, WE WILL BE INTERVIEWING THESE STUDENTS TO FILL KONG'S ROLE, WHICH HE HAS DONE QUITE WELL OVER THE LAST FEW YEARS.
[NOISE] THE PEOPLE THAT WE WILL BE INTERVIEWING AT OUR NEXT MEETING IN THAT INTERVIEW PROCESS, THEY WILL BE GETTING NOTIFICATIONS FROM FAITH.
BUT WE'LL BE INTERVIEWING EMMY MCKAY, RYAN WAN, ISABELLA BRIANNAS AND [INAUDIBLE] CONGRATULATIONS TO THOSE FOUR PEOPLE, AND WE WILL SEE YOU AT OUR MEETING ON THE 31ST.
[NOISE] THAT BRINGS US TO THE END OF EVERYTHING THAT I HAVE ON THE AGENDA.
UNLESS THERE'S ANYTHING ELSE FROM ANY OF THE BOARD MEMBERS? I WILL DECLARE THE MEETING ADJOURNED.
THANK YOU. [NOISE]
* This transcript was compiled from uncorrected Closed Captioning.