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>> [NOISE] GOOD EVENING. WELCOME TO THE SPECIAL SESSION OF FERNDALE SCHOOL BOARD MEETING.
[1. CONVENE]
TONIGHT, OUR GOAL IS TO HOPEFULLY GET THROUGH A COUPLE OF MUSICIANS AND THERE'S AND MONITORING REPORTS THAT PILED UP.[2. ADOPTION OF AGENDA [GC-4.7]]
FIRST ITEM ON TONIGHT'S AGENDA IS ADOPTING THE AGENDA.AT THIS POINT, CHAIR WILL ENTERTAIN A MOTION TO ADOPT THE AGENDA. [NOISE]
>> WITH MOTION TO ADOPT THE AGENDA AS WRITTEN.
>> OKAY. IT HAS BEEN MOVED TO ADOPT THE AGENDA AS WRITTEN.
>> OPPOSED? THE AGENDA HAS BEEN ADOPTED, IN REGARD WE WILL MOVE RIGHT ON TO ITEM 3.01,
[3. BOARD MONITORING REPORT APPROVAL]
WHICH IS THE APPROVAL OF MONITORING FOR OPERATIONAL EXPECTATIONS, POLICY 1 (OE-1), THE GLOBAL EXPECTATIONS.JUST AS A PRECURSOR TO THIS SO EVERYONE IS AWARE OF IT.
SENT OUT A FEW EMAILS OUTLINING A LITTLE BIT OF OUR PLAN.
OUR GOAL IS, FROM THE DISCUSSIONS WE'VE HAD CHRISTY AND I HAVE BEEN WORKING ON COMING UP WITH SOMETHINGS WILL BE SEEN FORTHCOMING.
RECOGNIZING THAT WE NEED TO STREAMLINE THESE REPORTS AND TRY TO GET THEM.
WE HAVE SOME MORE DETERMINED OR DEFINED SUMMARIES AND SUCH.
I HAVE BEEN LOOKING AT UNIVERSITY PLACE SCHOOL DISTRICT'S PLAN AND WE'VE DONE IT.
FOR SUBSEQUENT REPORTS, WE'VE BEEN WORKING ON SOME SURVEY MONKEY TYPE THINGS AND SURVEYS AND WE WILL BE SENDING OUT WHAT YOU ASK FOR.
IS THIS COMPLIANT? NON-COMPLIANT? PARTIALLY COMPLIANT OR ARE WE MAKING REASONABLE PROGRESS? NOT MAKING REASONABLE PROGRESS? WHERE YOU'LL BE ABLE TO CHECK THE SURVEYS SAYING YES-NO.
IF THEY'RE COMPLIANT, NON COMPLIANT.
IF THEY'RE NON-COMPLIANT AS WELL AS MAKING COMMENTS ABOUT THE POLICY IN GENERAL.
WE NEED TO DO AS FAR AS A FUTURE EVALUATION POLICY, DETERMINATIVE INDICATORS NEED TO BE CHANGED OR WE ARE GOING WITH IT.
AS PART OF THAT OUR OPEN GOAL IS RECOGNIZING THAT THERE ARE SOME ADJUSTMENTS AND CHANGES THAT NEED TO BE DONE IN FIVE POLICIES WE ARE LOOKING AT TONIGHT.
IF WE TRY TO DO IT WITH ALL ARE GETTING BOGGED DOWN AND NOT GET THROUGH ANYTHING.
WE'RE HOPING TO TALK THROUGH THESE TONIGHT AND APPROVE THESE OR ACCEPT THESE MONITORING REPORTS AND THEN MOVE FORWARD WITH THE NEW SYSTEM AS A WORK IN PROGRESS ON THE OTHERS.
ESSENTIALLY, THE TIME FRAMES AS WE ARE LOOKING AT WILL BE THAT WE RECEIVE REPORTS AND ONE MEETING OR A BOARD MEETING.
THEN THE SURVEY WOULD COME OUT TO THE BOARD MEMBERS ASKING FOR THEIR INPUT ON THAT SURVEY.
THE NEXT WEEK, THE FOLLOWING WEEKS, THAT'S WEEK, WEEK 2, THE SURVEYS WILL BE DUE BACK.
THEN THE COMPOSITE OF THAT SURVEYS CAN BE SENT OUT TO ALL THE BOARD MEMBERS SO YOU CAN SEE EVERYBODY'S COMMENTS AND EVERYBODY'S INPUT.
HAVE A CHANCE TO LOOK THROUGH THAT BEFORE THE MEETING WHERE WE WOULD DISCUSS AND COME FORTH WITH OUR CONCLUSIONS OF ACCEPTING THE REPORT WITH WHATEVER RECOMMENDATIONS OR WHATEVER ADDITIONS TO THAT REPORT THAT WE HAVE.
AGAIN, WORK IN PROGRESS AS WE'RE WORKING THROUGH IT.
THE OTHER THING THEN IS THAT MONTH 1 WE'VE RECEIVED REPORT.
MONTH 2, WE WOULD REVIEW, DISCUSS AND ACCEPT THE REPORT.
MONTH 3, WE WOULD DISCUSS POLICY AND INTERVENING TO CHANGE THE INDICATORS FOR SUCH MATTER.
AGAIN, THAT PROBABLY WILL MAKE A LITTLE MORE SENSES AS THINGS ARE COMING OUT AND YOU WORK THROUGH IT AGAIN.
IT'S A WORK IN PROGRESS OF CONSTRUCTIVE CRITICISM AND INPUT WILL BE WELCOMED, ACCEPTED AND DISCUSSED IT.
ANY QUESTIONS ABOUT THAT BEFORE WE GO ON TO THIS OB 1?
>> DOES THAT MEAN THE FOURTH ONE WOULD BE THEN ON AT SEVEN MINUTES AND WE APPROVE IT?
>> NO. ACTUALLY WE WOULD BE APPROVING IT PROBABLY IN THAT SECOND MONTH BUT WE WOULD HAVE, AT LEAST THAT'S OUR VISION IN LOOKING IT IN UNIVERSITY PLACES AND
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MODELING THEY WERE DOING THAT WE WOULD IN THE COURSE OF THAT SECOND MONTH.WE WOULD GET THE REPORT IN MONTH 1, OVER THE COURSE OF THE FOUR WEEKS AND MONTH 2 BEFORE WE TALKED ABOUT IT IN THE MEETING.
WE WOULD HAVE THE SURVEY, WHERE WE WOULD BE PUTTING FORTH OUR COMPLIANT, NON-COMPLIANT.
INDIVIDUAL COMMENTS INDIVIDUAL COMMENTS. THOSE WOULD GET OUT OF THAT SECOND WEEK OR THE THIRD WEEK SO THAT THE BOARD MEMBERS COULD GO.
OH, KENDY GOT THIS, HADN'T THOUGHT ABOUT IT THAT WAY.
OKAY. NOW I CAN THINK ABOUT THAT STEVE TALKING ABOUT AT THE MEETING OR STEVE THOUGHT THIS OR JESSY OR WHOEVER.
JUST SO WE HAVE THAT INPUT THIS IS LIKE ON THE SPOT.
I HADN'T THOUGHT ABOUT IT THAT WAY AND MAYBE THAT SHOW US A DIFFERENT WAY ABOUT OR MAKE SOMETHING THROUGH ALL THE DIFFERENT.
>> THOSE COMPILED COMMENTS WOULD BE POSTED IN THE AGENDA AS AN ATTACHMENT.
SO THE PUBLIC COULDN'T SEE THAT THE FEW DAYS BEFORE [OVERLAPPING] AND THEN DURING THAT MEETING WE DECIDE OF THOSE COMMENTS WHICHEVER YOU LIKE, WANT TO KEEP SERIOUS, WHATEVER.
WERE THOSE IN THE NEXT MONTH TALKING ABOUT HOW THAT AFFECTS POLICY?
>>AT THE NEXT ONE WE WOULD TALK ABOUT, DO WE NEED TO CHANGE THE INDICATORS OR IS THIS OUTDATED OR MAYBE JUST FINE.
WE'LL START. ANY OTHER QUESTIONS?
>> I WANT TO MAKE A BRIEF COMMENT.
I FEEL A LITTLE DISADVANTAGED FOR THE FACT THAT I APPRECIATE THE WORK THAT'S BEEN DONE HERE SO FAR AND WORKING THROUGH THE GOVERNMENT POLICY AND AND WORKING IT'S POLICIES.
HOWEVER, I'M JUST LAYING OUT IN A PUBLIC SETTING ALLOWED TO COMMENT ON.
THINGS ARE BROUGHT OUT IN MORE OF A, LIKE YOU SAID, YOU HAD PERSONALLY WITH PEOPLE IN A SMALL ROOM AND HAD THE FREEDOM TO SPEAK FREELY AND WORK AMONGST YOURSELVES AND COME UP WITH IDEAS FOR IMPROVEMENTS.
I'M JUST WONDERING WHEN OTHERS WILL BE IN THAT OPPORTUNITY TO MAKE THOSE KINDS OF SUGGESTIONS AND DO THOSE KINDS OF THINGS. [OVERLAPPING].
>> WE TALKED ABOUT AT AGO AT OUR TRAINING IN JULY, OUR SPECIAL MEETING IN JULY, WHEN WE DISCUSSED ALL THAT STUFF WITH POLICIES.
LIKE BRINGING THESE COMMENTS IN SO THAT THEY CAN ACTUALLY CHANGE THE POLICY SO WE CAN PUT OUR OWN FINGERPRINTS I GUESS ON POLICY.
>> A LOT OF THAT IT IS MEANT TO BE A WORK IN PROGRESS.
THIS IN THE SENSE AND TRYING TO HASH OUT SOME OF THE THINGS THAT WE WERE WORKING THROUGH AS A SMALLER GROUP.
WE CERTAINLY COULD DO THEM IN AN OPEN MEETING THAT IT MAY LOOK MORE CHALLENGING AND JUST BECAUSE THERE SOME GOING BACK AND FORTH.
AGAIN, LIKE YOU SAID, IT'S A WORK IN PROGRESS.
WE'RE UTILIZING THEIR MODEL AND HOPEFULLY IMPROVE OUR MODEL AND APOLOGIZE IF THAT'S A SURPRISE.
I HAD SENT OUT AN EMAIL THAT OUTLINED ALL THIS STUFF TWO OR THREE WEEKS AGO, AT LEAST.
I HAVEN'T HEARD ANY FEEDBACK OTHER THAN MELINDA, WHO SAID THAT AS BEST SHE COULD UNDERSTAND IT MADE SENSE, WHICH WAS A LOT OF VERBIAGE FOR EMAIL AND MY APOLOGIES.
>> NO, IN ALL FAIRNESS I READ THAT E-MAIL.
I'M PERFECTLY AWARE OF IT AND THAT'S WHAT CAME TO MY ATTENTION THAT, FREE-THINKING IN A SMALL GROUP, PERSONALLY, BOUNCING IDEAS BACK AND FORTH HAS A DIFFERENT OUTCOME THAN SITTING IN THE PUBLIC AUDIENCE AND COMING UP WITH IDEAS AND SUGGESTIONS.
I'M JUST SAYING THAT EVERYBODY SHOULD BE GIVEN THE SAME OPPORTUNITY TO BE IN THAT ARRANGEMENT TO DISCUSS THESE ISSUES. THAT'S MY POINT.
>> I GUESS, I HAVE REALLY AND READING THIS THROUGH OTHER PEOPLE'S COMMENTS ON THESE REPORTS MADE ME REALIZE JUST HOW MUCH I HAVE NOT HOW WE PROCESSES SEEM TO BE.
WE ARE NOT HAVING THOSE DISCUSSIONS IN FRONT OF PEOPLE BECAUSE WE HAVEN'T HAD THE OPPORTUNITY TO SHARE IDEAS.
WHEN YOU GATHER IN A LITTLE ROOM AND YOU DECIDE THAT EVERYBODY ELSE IN THE DIRECTION WE ARE GOING TO UNDERTAKE, THEN WE'RE NOT ALL HASHING IT OUT TOGETHER AS A GROUP.
THAT FEELS LIKE SOME OF US ARE AT A DISADVANTAGE JUST BECAUSE WE'RE NOT DOING IT IN A LARGE GROUP AND IN FRONT OF PEOPLE.
[00:10:01]
>> I THINK THIS WOULD BE A GREAT IMPROVEMENT TO BE ABLE TO SEE WHAT'S GOING ON IN EVERYBODY'S HEAD TWO WEEKS BEFORE.
WELL, IT'LL BE A WEEK BEFORE WE HAVE OUR MEETING.
IT REALLY WILL BE LIKE, "I'VE NEVER FILED IT FROM THAT PERSPECTIVE.
PEGGY HAS A GREAT POINT," OR "I DON'T REMEMBER WHAT JESSY HAS TO SAY." WHAT ARE MY THOUGHTS ON IT? HOW WOULD I HAVE THAT DISCUSSION? DOING THIS THING WHERE WE HAVE A DEADLINE, WE GET OUR COMMENTS AND CHRIS CAN PUT THEM ALL TOGETHER, WE SEND THEM OUT, THE PUBLIC CAN SEE THEM, IT WILL ALLOW FOR THAT PUBLIC CONVERSATION HERE MUCH MORE SO THAN HEARING YOUR POINT OF VIEW AND ME TAKING LIKE I USUALLY DO, AT LEAST A COUPLE OF DAYS TO FIGURE OUT WHEN EVERYTHING PERCOLATES DOWN, WHEN THINKING ABOUT IT.
I THINK THIS WILL BE A GREAT STEP.
I ALSO THINK THAT AS FAR AS A LEARNING CURVE, WHEN YOU COME ON SCHOOL BOARD, EVERYBODY HAS A LEARNING CURVE.
WE NEED TO MAKE THIS AS OPEN TO ANYBODY WHO SHOULD JOIN THE SCHOOL BOARD TO BE ABLE TO JUMP IN AND HAVE THEIR SAY AS MUCH.
FOR LITTLE CONVERSATIONS AND EVERYTHING, FIRST OF ALL, WE'VE GOT TO REMEMBER OPEN PUBLIC MEETINGS.
IT'S ILLEGAL FOR US TO COME TOGETHER AND MAKE DECISIONS AND GO FORWARD.
IF YOU GUYS DON'T LIKE ANYTHING THAT TWO PEOPLE HAVE SAID, SOUNDS GOOD TO ME LIKE I SAID TO KEVIN.
IT SOUNDS GOOD TO ME. IF YOU DON'T LIKE IT, THIS IS THE PLACE TO SAY I DON'T LIKE IT AND WE CAN CHANGE IT.
BUT TWO THINGS THAT WE NEED TO HAVE MORE OF THOSE PRIVATE MEETINGS ON THE SIDE AND DECIDE HOW ARE WE GOING TO GO FOR OTHER THINGS, GETS US INTO AN AREA WHERE WE MIGHT BE BREAKING THE LAW, AND WE DON'T WANT TO DO THAT.
>> I THINK THAT WAS SOMEWHAT MISCONSTRUED.
I DON'T THINK WE'RE ADVOCATING FOR HAVING MEETINGS ON THE SIDE WITH NOBODY WATCHING.
I THINK YOU'RE ADVOCATING DOING ALL OF THIS IN AN OPEN PUBLIC MEETING WHERE PEOPLE ARE PRESENT, THE MORAL ALL TOGETHER.
>> THAT'S WHAT WE'VE BEEN TRYING TO DO AT OUR SCHOOL BOARD MEETINGS AT THE END OF THE MONTH, BUT WE DON'T HEAR AND CAN'T SIT ON WHAT SOMEBODY ELSE'S SAYING.
SO HOPEFULLY, WITH THIS NEW PROCESS, WE CAN HAVE THAT TIME TO CONSENT FREELY, UNDERSTAND IT.
OTHERWISE, THE OTHER OPTION IS TO HAVE WEEKLY MEETINGS.
I DON'T THINK AND I KNOW I'M NOT FOR THAT.
[LAUGHTER] THAT'S NOT AN OPTION FOR ME REALLY.
>> IN THE PROCESS OF THIS IS WHAT IN MY MIND WE TALKED ABOUT WHEN WE HAD OUR TRAINING AND ISN'T MEANT TO REPLACE THE CONVERSATION.
IT GETS MORE TO GIVE THOSE OPINIONS OUT SO WE CAN HAVE A BETTER CONVERSATION, BECAUSE WHAT IS HAPPENING IS I'M GETTING INPUT FROM SOME BOARD MEMBERS AND NOT FROM OTHERS, AND THEN THERE ISN'T THAT TIME TO THINK ABOUT IT, TO HAVE THAT CONVERSATION.
WHEN WE'RE SHARING INFORMATION IN ONE DIRECTION OR UNIDIRECTIONAL, THEN IT DOESN'T VIOLATE THAT OPEN PUBLIC MEETING ACT.
IT'S WHEN WE ARE GOING BACK AND FORTH AND ACTUALLY MAKING DECISIONS.
AGAIN, THE PROCESS WITH THIS IS BASICALLY NO DIFFERENT FROM WHAT WE'RE FILLING OUT ON THE SHEETS.
IT'S JUST DOING IT BEFOREHAND SO THAT PEOPLE HAVE TIME TO THINK AND PROCESS.
AGAIN, OUR INTENT WAS TO PUT THOSE THINGS TOGETHER FROM WHAT WE HAD HEARD AND WHAT WAS SUGGESTED AT THE TRAINING SESSION TO PUT IT INTO HOPEFULLY A MORE STREAMLINED PROCESS AND CERTAINLY PEOPLE WERE LIKE, "THAT WAS GREAT IDEA," WITHOUT A CONCERN.
IT'S JUST A MATTER OF, HERE'S OPTION A AND HOPEFULLY THAT WILL BE GOOD IF WE NEED TO TWEAK IT AND WE TWEAK IT.
>> I THINK THE REASON I DON'T THINK YOU MISSED IS BECAUSE WE DID DISCUSS IT AT THE WORKSHOP, CERTAINLY.
AND WE TALKED ABOUT BETTER WAY TO DO THAT AND FOLLOWING UNIVERSITY PROCESS MODEL.
WE TALKED ABOUT THAT. WE DIDN'T WANT, HOWEVER, VOTE TO GO THAT DIRECTION.
I THINK IF WE HAD DONE THAT AS A GROUP, IF WE'D VOTED TO SAY, "THIS IS WHAT WE'RE GOING TO DO.
WE'RE GOING TO TAKE THESE REPORTS AND THEN WE'RE GOING TO TREAT THEM THE WAY WE HAVE IN THE RULE SYSTEM, THEN STARTING THE NEXT WEEK, WE'RE GOING TO START CHANGING OUR APPROACH," THAT WILL BE ONE THING BUT I DON'T THINK WE ACTUALLY VOTED [NOISE] ON THAT.
ABSOLUTELY, THAT'S WHERE SOME OF THIS IS.
>> WE HADN'T VOTED ON BECAUSE THAT WAS A SPECIAL MEETING, SO WE COULDN'T VOTE ON.
ANYTIME WE VOTE ON SOMETHING, IT HAS TO BE AN ITEM ON THE AGENDA SO THAT THE PUBLIC KNOWS.
SINCE THAT TIME, END OF JULY WAS A SPECIAL MEETING AND THEN I THINK VERY SHORTLY THEREAFTER WE HAD WORD MEETING, SO IT DIDN'T GO INTO THAT ONE.
[00:15:02]
THEN AUGUST, WE DIDN'T REALLY HAVE A MEETING SO WE COULDN'T VOTE ON IT, BUT WE COULD VOTE ON IN SEPTEMBER.I LIKE THE IDEA OF VOTING ON IT TOTALLY BECAUSE I THINK IF WE DO VOTE ON THIS AND THEN WE HAVE DUE DATES FOR WHEN THINGS GO, IT NEEDS TO BE PUT INTO OUR BOARD POLICY SO THAT WE KNOW WHEN THE DUE DATES ARE, AND SO THAT ANYBODY, THE PUBLIC KNOWS WHEN THE DUE DATES ARE.
IT IS JUST EXTREMELY CLEAR OF THIS IS THE ROLE OF THE SCHOOL BOARD OFFICER OR A DIRECTOR AND WHAT THEY DO AND WHEN THEY DO IT.
I TOTALLY LOVE THE IDEA VOTING ON.
>> ANY OTHER COMMENTS? WELL, IT'S OUR INTENT AT THIS POINT BASED ON WHAT WE FELT WAS CONSENSUS AT THAT SPECIAL MEETING.
I THINK WE WILL MOVE FORWARD WITH WHAT WE'VE GOT JUST FOR PEOPLE TO SEE HOW IT WORKS AND WE STARTED GETTING THE SURVEY FROM CHRIS THAT GOES OVER THE [OVERLAPPING] SAFETY AND THE MATHEMATICS 2.2, I'M REMEMBERING NUMBERS CORRECTLY, TO BE LOOKED AT AND WE'LL SEE HOW IT WORKS.
WHAT WE HAVE BEEN DOING WASN'T WORKING VERY WELL OR THEY'RE HAVING SOME ISSUES WITH IT, SO WE FIGURED WE HAD TO MODIFY UNIVERSITY SERVICES MODEL, SO HOPEFULLY THAT WILL WORK.
AGAIN, THERE'S COMMENTS WAITING OVER THERE.
>> AND CAN I JUST ADD FROM THE TEAM'S POINT OF VIEW? I'VE BEEN TALKING TO THE TEAM ABOUT SOME OF THE FEEDBACK THAT I'VE HEARD ABOUT MEETINGS FROM BEFORE.
I WAS ON THE BOARD TO TELL FOR MY ROLE TRANSPARENCY ABOUT PROCESS.
I THINK THIS IS MUCH POWERFUL.
PEOPLE WILL KNOW WHAT EVERYONE'S THINKING.
IT DOESN'T LOOK LIKE WHEN I LOOK AT OLD REPORTS, IT'S ALREADY, BASICALLY A LITTLE BIT SUMMARIZED.
SO THIS ONE IS VERY MUCH, WHATEVER SOMEONE SAYS, IT'S GOING TO BE PUBLISHED SO EVERYONE'S INDIVIDUAL POINTS IS THERE, WHICH I HEARD.
THE ACCOUNTABILITY PART TO MY TEAM, IT WILL BE IN PRINT WHEN WE ARE BEING HELD ACCOUNTABLE FOR.
I SHOULD BE ABLE TO COME BACK AND REPORT TO YOU.
STEVE MAY SERVE A RECOMMENDATION IN THE SURVEY. WE'RE GOING TO HAVE THAT.
I CAN SHARE THAT QUICKLY WITH THE TEAM, AND THAT'S VERY PUBLIC.
THEN THE LAST PART THAT I HEARD, AND I, PEGGY, YOU AND I TALKED ABOUT THIS TOO, IS JUST WHEN WE'LL BE LOOKING FOR THE POLICIES AND ASK, "IS THIS REALLY WHAT WE WANT IT TO BE? DO WE NEED TO CHANGE IT? ARE THE WORDS RIGHT?" I DO FEEL LIKE WHAT DOCTOR MCCAULEY PROVIDED US, GET SOME OF THOSE THINGS AND I THINK LIKE KEVIN SAID, THE TWO OF US, WHEN WE NEED TO TALK ABOUT THE AGENDA, WE DID OUR VERY BEST TO TRY TO SUMMARIZE IT AND FIND A WAY TO DO IT.
IT'S USER-FRIENDLY AND ALSO VERY TRANSPARENT.
I DO SEE THIS AS OUR OPPORTUNITY TO GROW.
AS WE TRY IT OUT, YOU MAY SAY, "YOU KNOW WHAT? THAT DIDN'T REALLY WORK." WELL, THEN PUBLICLY SAYING WE NEED TO TWEAK IT FOR THE NEXT MEETING, WE CAN DO THAT.
MY ACTUAL BAR OF WHEN WE ACTUALLY HAVE A SOLID PROCESS MIGHT BE MAY OR JUNE.
I SEE THIS AS A YEAR FOR US TO DEVELOP, AND DRAW THIS, AND SET SOMETHING FOR THE NEXT BOARD, WHOEVER THAT IS, WHETHER IT'S ALL OF YOU AND ME, WHOEVER, THAT WE DEVELOP A PROCESS THAT IS MEANINGFUL AND REPRESENTS THOSE THREE AREAS; VERY TRANSPARENT, ACCOUNTABILITY FOR THE SYSTEM, AND ALSO THAT WE'VE CREATED POLICIES.
NOW THAT WE'VE EXPERIENCED IT, WE'VE HAD SOME TIME TO ASK, "IS THAT REALLY WHAT WE WANTED IT TO SAY?" BECAUSE I'M NOT SURE THAT WE ALL FEEL THAT THE POLICIES SAY OR HEAR WHAT WE WANT IT TO SAY.
I THINK THAT'S MY INTENT AND MY LONG-TERM PLAN AS A SUPERINTENDENT WITH THIS.
>> I LIKE THE ACCOUNTABILITY PART BECAUSE THE WAY I UNDERSTOOD FROM OUR JULY TRAINING IS THAT ACCOUNTABILITY WE MIGHT ALL COME UP WITH, "I NEED TO DO THIS AND THAT," BUT WE HAVE TO AGREE AND VOTE THAT THIS IS THE THING WE'RE GOING TO HOLD THEM ACCOUNTABLE FOR.
SO I'M GOING TO THINK THAT THERE'S A ZILLION THINGS TO DO.
BUT IF WE ALL AGREE ON ONE THING AND NOTHING ON MY IDEA, NONE OF MY A ZILLION THINGS NEED ANY ACTION ON.
IT IS VERY SOLID, VERY CLEAR WHAT THE BOARD WANTS THE SUPERINTENDENT TO DO.
>> ULTIMATELY, THAT'S HOW POLICIES SHOULD BE CLEAR.
AND THAT'S WHY YOU'LL NOTICE IN THE REPORTS HERE BEFORE THE, UP UNTIL THIS POINT,
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THE SUMMARIES WE'RE TRYING TO TAKE THOSE COMMENTS THAT I GOT BACK AND PUT IT INTO A SUMMARY FORM AS REPRESENTING THE WHOLE BOARD.IF WE LOOK AT OE-1 AND I THINK R2.4 ON THOSE, FROM WHAT I WAS HEARING WENT TO ACTUALLY PUTTING EACH INDIVIDUAL BOARD MEMBERS COMMENTS WITH THEIR INITIALS BEHIND IT SO YOU CAN SEE THESE ARE THE THINGS THAT ARE STATED, AND AGAIN, THE POINT IN THE SURVEY IS TO HAVE THOSE THINGS THAT WAY AS WELL BECAUSE THEN AGAIN, IT DOES COME AS MELINDA WAS ALLUDING TO WHEN WE COME BACK AND WE DISCUSS IT AS A BOARD.
WE CAN LOOK AND GO, THAT POINT THAT WAS MADE THERE, I WOULD MOVE THAT WE TAKE THAT AS FAR AS THE RECOMMENDATIONS.
IF YOU LOOK AT UNIVERSITY PLACES AND AGAIN NOT THAT THEY ARE THE END ALL BE ALL THAT UTILIZES THEM AND RICK'S TRAINING IS OUR MODEL.
THEY HAD WITHIN THEIR ADOPTION OR ACCEPTANCE OF THE REPORTS BUT WEREN'T RECORDED.
VARIOUS LEVELS WHERE IT WAS EITHER ACCEPT AS IS, ACCEPT WITH THE FOLLOWING RECOMMENDATIONS, ACCEPT WITH THESE PROBLEMS, AND I DON'T HAVE THE EXACT VERBIAGE OFF THE TOP OF MY HEAD BECAUSE IT'S THEIR REMARKS AND I CAN'T REMEMBER OTHER PEOPLE'S WORDS AS WELL AS MY OWN.
BUT DOING SOMETHING ALONG THOSE LINES BECAUSE THEN IT DOES BECOME SOMETHING THAT THE BOARD HAS VOTED ON, IT DOES BECOME SOMETHING SUPERINTEND IS ACCOUNTABLE FOR.
THE CHALLENGE WE HAD WITH THE COMMENTS, WE WERE MEETING WITH ZERO ON THE BOARD AND SO IT WAS HARD TO BRING THIS TOGETHER SO HOPEFULLY, WE'LL BRING A LITTLE MORE CONSENSUS TO THINGS TOO.
HOPEFULLY IT WILL MAKE MORE SENSE AS WE DO IT BECAUSE IT IS A NEBULOUS THING AND THAT'S WHY SOME OF OUR CONVERSATIONS, WE WERE TRYING TO BRING THE NEBULA INTO SOME FORM OF SOMETHING WE CAN RECOGNIZE AND IDENTIFY.
AGAIN, WE'LL SEE HOW IT WORKS AND IT'S CERTAINLY GOING TO CHANGE.
ANY OTHER GENERAL COMMENTS BEFORE WE GO ON TO OE-1?
>> AS FAR AS GENERAL COMMENTS GO, ONE OF MY CONCERNS WITH THE INDICATORS THAT THEY PUT IT IN HERE, IS THAT SOME OF THEM MAY BE MORE WEIGHTY THAN OTHERS, BUT THEY'RE ALL TRADING THE SAME.
IT'S FUNNY WHEN FAY HAS BEEN TALKING ABOUT EQUITABLE GRADING PRACTICES AND THIS LANDS AT THAT SAME CATEGORIES.
IT'S LIKE SOMETHINGS ARE MORE IMPORTANT THAN OTHERS, BUT WHEN YOU GRADE THEM LIKE THIS AND WEIGH THE OTHER JUST TALLYING UP THE MARKS, YOU MIGHT END UP SAYING, WELL THIS EITHER COMPLETELY COMPLYING, EVEN THOUGH THERE'S A BIG ELEPHANT IN THE ROOM, OR YOU MIGHT SAY, WELL, THIS DOESN'T COMPLY EVEN THOUGH LARGELY COPACETIC.
WHAT ARE WE GOING TO DO TO FIX THAT?
>> AGAIN, I THINK THAT GOES BACK TO WHEN WE HAVE THOSE COMMENTS AND WE ARE LOOKING AT, WE GET THE SURVEY RESULTS BACK UTILIZING THAT MODEL OR AT LEAST LOOKING AT IT FROM THAT PERSPECTIVE AT THIS POINT, IS IF WE'VE GOT MULTIPLE DIRECTORS SAYING THAT, THEN WHEN WE GO TO MAKE THE MOTION TO ACCEPT AND ADOPT THE REPORT.
IT'S A MATTER OF SAYING OKAY, I MOVE THAT WE ADOPT REPORT R2.2 MATHEMATICS ONE WITH AS COMPLIANT THAT WE NEED TO LOOK AT THESE OR MAKING REASONABLE PROGRESS THAT WE NEED TO FOCUS ON THESE AREAS.
AGAIN, IT'S PART OF THE MOTION, IT'S SOMETHING THAT'S PASSED BY THE BOARD OR WE LOOK AT THE ACADEMICS AND WE ACCEPT THE REPORT THAT WE NEED TO CONTINUALLY WORK ON INCREASING THE EQUITABLE GRADING STANDARDS OVER THE STANDARDIZATION OR WHATEVER OUR COMMENT WOULD BE BASED ON THE INDICATORS.
ONE OF THE THINGS THAT I'VE HEARD CONCERNING THE CONVERSATIONS THAT I HEARD FROM THE SIDE IS, SOME OF OUR INDICATORS PROBABLY ARE GOING A LITTLE BIT MORE INTO THE WEEDS THAN THEY NEED TO BE, WHICH IS THINKING FOR THE LONG REPORTS AND SO WORKING TO DO SOME STREAMLINING OF THOSE IS ON THE AGENDA AS WELL WHEN DISCUSSING THAT.
ALL OF THEM ARE RELATED AT LEAST AT THIS POINT EQUALLY BECAUSE THERE HASN'T BEEN ANY OTHER,
[00:25:02]
AND IT'S PART OF THAT LEARNING PROCESS AND EVOLVING PROCESS. DOES THAT MAKE SENSE?>> I CONCUR WITH THE WAY YOU'RE DESCRIBING IT WITH RECENT PROGRESS AND STUFF LIKE THAT, BUT I DON'T LIKE THAT.
[NOISE] BUT ANYWAY, [LAUGHTER] BUT AS LONG AS CHRISTY NOTED THAT IF WE'RE VERY DILIGENT ABOUT HOW WE RECORD THE RESULTS.
BECAUSE THAT'S THE GAME PLAN HERE.
WE WANT TO GIVE RESULTS AND SO, IF YOU ARE DILIGENT ABOUT DOING THAT, IF YOU WANT TO MOVE FORWARD WITH THAT KIND OF LANGUAGE, AND PROVE IT THAT WAY, THAT'S ALL WELL AND FINE.
BUT AS LONG AS WE HAVE GOOD NOTES THAT SHOWS OUR DEFICIENCIES OR WHEREVER WE FIND AND WE KNOW THEM, GIVE THEM A SIGN, AND GET SOME RESULTS BACK TIMELINES, I'M OKAY WITH THAT.
>> WE'LL GET A CHANCE TO VOTE ON.
>> YEAH, WELL AND AS WE WERE PAST THOSE REPORTS REALISTICALLY SAID BY MOVING THOSE INTO MOTIONS AND ACCEPTING THE REPORT WITH THE XYZ RECOMMENDATIONS, THAT DOES PUT MORE ACCOUNTABILITY INTO IT THAN PROBABLY WHAT WE'VE BEEN DOING IN THE PAST.
>> YEAH, WHAT I HEARD CLEARLY FROM THE TEAM IS AND SO PLEASE CORRECT ME IF I'M WRONG.
THIS IS WHAT THE TEAM AND I'VE BEEN TALKING ABOUT.
WE HAVE THE POLICY, THEN WE WRITE A REPORT AND THEN WE HAVE A NEW POLICY, WE WRITE A REPORT, BUT THE WHOLE CYCLE ISN'T TAKING PLACE.
WHEREAS THE FEEDBACK TO SAY THIS IS WHAT WE'RE EXPECTING TO SEE IF.
STEVE, I APPRECIATE YOUR COMMENT TO ACKNOWLEDGE NOT JUST WHAT IS WORKING BUT WHAT ISN'T WORKING AND SO WHAT DID WE NEED TO DO DIFFERENTLY, AND JUST BE REALLY TRANSPARENT ABOUT THAT.
I SEE LOTS OF THINGS THAT OUR TEAM IS DOING OR LEADERSHIP MOVES THEY'RE MAKING BUT THEY'RE MAKING SURE THAT WE'RE COMMUNICATING THAT BACK OUT.
I'M JUST GOING TO USE THAT I READY ADOPTION.
THAT WAS DONE IN DIRECT RESULT OF OUR DATA, OUR DATA WASN'T.
JUST BEING VERY CLEAR AND PUBLIC ABOUT THAT AND THAT'S WHAT OUR TEAM WANTS TO DO.
I'M EXCITED ABOUT THAT PART OF IT AND IT'S GOING TO BE A GROWING PROCESS BECAUSE IT'S A NEW PART OF THE CYCLE.
>> IT SHOULD ALSO MENTIONED THAT IN THE PROCESS, WE TALKED ABOUT ADDING TO THAT SURVEY ALSO THOSE QUESTIONS THAT ARE ON THE FORMS AS REGARDS TO THE INDICATORS LEAST THE EARLY INDICATORS AND ASKING THE RIGHT QUESTIONS.
SO ONCE AGAIN, YOU CAN GET EACH BOARD MEMBER'S IDEAS OUT THERE SO THAT THE OTHER BOARD MEMBERS HAVE SOME TIME TO THINK ABOUT THEM AS OPPOSED TO GETTING HIT WITH IT AT THE MEETING AND GOING, I'M NOT SURE WHAT I THINK ABOUT THAT AND I NEED SOME TIME TO THINK AND HAVING A LITTLE BIT OF TIME TO DIGEST THIS AS WELL.
SO HOPEFULLY OVERALL, AGAIN, IT'S A LITTLE BIT NEBULOUS.
BUT I THINK ONCE YOU SEE THIS, HOPEFULLY, IT'LL MAKE MORE SENSE, AND AGAIN, WE CAN ADJUST THIS ACCORDINGLY. ANYTHING ELSE?
>> SO JUST TO BE CLEAR, AS WE GO THROUGH THESE MONITORING REPORTS THAT ARE IN FRONT OF US, THE IDEA MOVING FORWARD WOULD BE TO LOOK AT THOSE CONSTRUCTIVELY BUT ALSO KEEP IN MIND THAT WE'RE TAKING THE NOTES.
ONE OF MY QUESTIONS WOULD BE IS, SOME OF THESE MONITORING REPORTS HAVE A TIMELINE, OR I SHOULD SAY A FREQUENCY.
SOME ARE A YEAR, MAYBE SOME ARE TWO YEARS.
SO DO WE ATTACH TIMELINES AS WE GO THROUGH THIS? SO IF I SAY, WELL, WE'RE COMPLIANT.
HOWEVER, WE HAVE ALL THESE THINGS THAT NEED TO ADDRESSED PROBABLY NEED TO CHANGE POLICY.
HOWEVER, DO I OVERLOOK THAT BASED ON, THIS MONITORING REPORT IS GOING TO COME UP IN ANOTHER FOUR MONTHS OR SIX MONTHS.
BUT IF IT'S TWO YEARS DOWN THE ROAD, THEN I NEED TO KNOW THAT GOING FORWARD SO THAT I CAN MAKE A DECISION ON HOW I WANT TO SEE THE RESULTS FROM THAT. DOES THAT MAKE SENSE?
>> YEAH. SO I THINK THAT'S THE PART KEVIN WAS SAYING.
I THINK THAT'S THE PART GOING BACK TO THE POLICY, IS IT REALLY HITTING? SO WE HAVE TO ACCEPT THE MONITORING REPORT AS THE POLICY IS CURRENTLY WRITTEN.
[00:30:01]
SO WE'RE GOING TO ACCEPT THE REPORT, WE'RE GOING TO TALK ABOUT THE REPORT BASED ON THE CURRENT POLICY, THEN THE THIRD MONTH, THAT'S WHEN WE TIME IT.YOU CAN SAY, I THINK THIS POLICY NEEDS TO COME UP MORE FREQUENTLY, OR THIS NEEDS TO BE ADDED TO THIS POLICY BECAUSE CONSISTENTLY WE'RE NOT HITTING THIS, WE'RE NOT SEEING THAT THEY GOTTEN THIS.
SO THAT'S WHAT'S THE POWER OF THIS PIECE.
WE'RE NOT GETTING TO THAT THIRD PART WHERE WE GET TO ACTUALLY TALK ABOUT THE POLICY AND ADJUST IT.
OTHERWISE, WE JUST HAVE TO KEEP WRITING REPORTS BASED ON THE POLICY AS IT IS.
>> YEAH. THANK YOU. THE OTHER THING THAT WE SAW IN LOOKING AT UNIVERSITY PLACES, REPORTS HAD COME UP WITH THAT IS, ULTIMATELY WHEN THIS WAS ORIGINALLY SETUP WAS MOST ARE SETUP ON ONE-YEAR CYCLE.
WE WERE LOOKING AT THE NUMBER OF REPORTS AND DOING A TWO-YEAR CYCLE ON THEM, WHICH IN SOME CASES, IS A FOREVER IN THE COURSE OF A LOT CAN HAPPEN IN THOSE TWO YEARS.
HOPEFULLY, THE SECOND PART OF THAT GOAL IS TO TRY AND STREAMLINE THESE SO THAT WE CAN LOOK AT THE MORE FREQUENTLY.
ALSO, WE NOTICED SOMETHING THAT WE HADN'T, I DON'T KNOW IF ANY OF US ORIGINALLY THOUGHT OF BEFORE CHRISTY'S TIME, EVEN BEFORE LINDA'S TIME, WHEN WE WERE SETTING THIS UP ORIGINALLY.
SOME OF UNIVERSITY PLACES RESULTS OR THEIR POLICIES ARE SET UP FOR, THIS IS A ONE-YEAR MONITORING, THIS IS A THREE-YEAR MONITORING, I WANT TO SAY IT WAS THEIR SPONSORSHIP OR SOMETHING THAT WAS ON A THREE-YEAR BECAUSE IT WAS LIKE, THIS IS SOMETHING THAT DOESN'T ROUTINELY CHANGE, WHEREAS THEIR ACADEMICS WAS ON A ONE-YEAR, AND THAT WAS SOMETHING THAT THEY ACTUALLY HAD ONE OF THEM THAT THEY WERE TALKING ON ONE OF THE BOARD MEETINGS WE WATCHED WHERE THEY WERE CONTEMPLATING, SHOULD THIS BE EVERY YEAR OR IS IT THREE YEARS? IT'S ALWAYS GOOD TO HEAR THAT DISCUSSION, AND THAT WAS PART OF THEIR FOLLOW UP ON THE REPORT AROUND THE POLICY.
>> THERE'S ALSO THE OTHER LIKE, IF WE DO MAKE A CHANGE IN POLICY AND SAY SOMETHING LIKE FOUR MONTHS LATER WE WANT TO KNOW, HOW ARE WE DOING ON THIS? THAT'S ALWAYS A QUESTION THAT INDIVIDUALLY YOU COULD ASK THE SUPERINTENDENT ABOUT AND OR ADD TO THE AGENDA ITEM.
BUT IF WE HAD EVERYTHING LIKE A QUICK FOLLOW UP, THEN IT REALLY SCREWS UP THE CADENCE OF OTHER REPORTS OR IT COULD JUST MAKE MEETINGS VERY LONG, WHICH IS JUST SOMETHING TO BE COGNIZANT OF.
I AM NOT SAYING IT HAS TO BE ONE WAY OR THE OTHER, BUT THINKING ABOUT IF WE'RE CHANGING CADENCE AROUND, WHAT EFFECT DOES THAT HAVE ON THE WHOLE?
>> WELL, THE OTHER PART TO CONSIDER AND IT HAS TO BE TAKEN INTO THE WHOLE PICTURE IS, REPORTS DON'T WRITE THEMSELVES.
THERE'S ONLY SO MANY MAN-HOURS THAT WE'VE GOT, AND THAT'S NOT TO SAY YOU SHOULDN'T ASK FOR A MORE IMMEDIATE FOLLOW-UP OR WORK FASTER.
BUT YOU HAVE TO RECOGNIZE HOW THAT PLAYS INTO JUST THE BIG PICTURE OF, IS THIS SIGNIFICANT ENOUGH THAT WILL WE DELAY THESE OTHERS OR TAKE TIME FROM THOSE? THAT'S ALWAYS A TRADE-OFF.
>> WELL, I WAS THINKING ABOUT THE ROLE THAT MYSELF AND MY TEAM WILL PLAY IN THE UPDATE.
THERE'S LOTS OF WAYS TO DO IT.
WE COULD DO IT ON A STUDY SESSION.
WE COULD DO IT IN A LISTENING SESSION WHERE WE ACTUALLY GO TO A SCHOOL AND SEE WHATEVER IT IS IN ACTION.
WE TRY TO FOLLOW UP SOMETIMES WITH SOCIAL MEDIA SO WE'RE ABLE TO GATHER A PICTURE.
SO IT'S NOT JUST US, SO WE'RE VERY TRANSPARENT WITH THE PUBLIC.
IF IT'S JUST ONE QUESTION THAT SOMEONE HAD FOR YOU TO BE ABLE TO GO OUT AND TALK ABOUT, I MAKE SURE TO TRY TO ADD THAT INTO MY WEEKLY UPDATE TO YOU SO YOU HAVE THOSE WORDS.
SO THINKING ABOUT IT, IT MAY NOT BE ALWAYS ABOUT AN UPDATE AT THE BOARD MEETING, BUT JUST BEING VERY PUBLIC IN HOW WE SHARE OUT THAT INFORMATION AND TALK ABOUT IT, KNOWING THAT IT WAS BROUGHT UP AND WE NEED TO BE HELD ACCOUNTABLE TO THAT, AND SO BEING SURE THAT WE'RE HELPING TO TELL A STORY.
ALSO OUR STUDENTS SUPERINTENDENT ADVISORY WILL PLAY A ROLE IN SOME OF THAT, AND SO WE'RE STARTING TO GET THAT GROUP PUT TOGETHER.
SO I AM THINKING ABOUT THERE'S LOTS OF LAYERS TO GIVE AN UPDATE.
SO IT MAY NOT ALWAYS HAVE BE AT A BOARD MEETING, BUT JUST BEING VERY PUBLIC MAKING SURE YOU'RE RIGHT.
>> ANYTHING ELSE? GOOD DISCUSSION.
[00:35:03]
THEN WE'LL GO AHEAD AND WE CAN DISCUSS OE-1 OR THE MONITORING REPORT FOR OE-1.YOU HAVE ATTACHED TO OR DOCS, THE COMPILATION OF THE INFORMATION.
AS WE TALKED ABOUT, OE-1 IS ALMOST THE THE SUPERINTENDENT'S EVALUATION BECAUSE IT BASICALLY COMPILES ALL OF THE OE REPORTS INTO ONE SPOT.
AGAIN, IT'S ONE OF THE ONES WHERE THE COMMENTS, I LOOK AT THEM, THESE ARE NOT LENDING THEMSELVES TO SPECIFIC CONSENSUS OR SUCH, OR FOR SUMMARIZATION AND PLUS FROM OUR CONVERSATIONS THAT WE'VE HAD, IT'S LIKE, OKAY, I'M GOING TO GO AHEAD AND PUT IN THE COMMENTS AND I DID PUT THOSE BOARD MEMBER INITIALS BEHIND WHO MADE THE COMMENTS SO YOU CAN SEE THOSE THAT ARE THERE.
OPEN AT THIS POINT FOR ANY DISCUSSION TO THOSE COMMENTS, RECOMMENDATIONS, COMMENDATIONS AND SUCH THAT ARE THERE.
>> ONE THING THAT COMES TO MIND, I KNOW THIS WAS BROUGHT UP PREVIOUSLY, DO YOU FEEL LIKE WE HAVE SOME REDUNDANCY GOING HERE.
IT'S A RECAP OF ALL THE MONITORING REPORTS OF OE-1.
I HAVEN'T DONE ANYTHING OR THE STUDY OF COMPARISON NOTES TO SAY HOW THIS RELATES TO OE-1 EMPLOYEE PROGRAM.
BUT THERE ARE PROBABLY SIMILARITIES.
I DON'T KNOW HOW THE SUPERINTENDENT FEELS ABOUT THIS, CHRISTY KNOWS ABOUT.
I DO SEE SOME REDUNDANCY HERE AS FAR AS AN OVERALL OVERVIEW OF ALL THE POLICIES PUT TOGETHER, AND THAT'S SOMETHING THAT WE NEED TO ADDRESS OR PEOPLE LIKE THE FACT THAT WE'RE GROUPING THEM ALL TOGETHER.
UNFORTUNATELY, THIS IS VERY INCOMPLETE.
WE HAVE SOME THAT WEREN'T DONE DUE TO COVID OR WHATEVER THE CIRCUMSTANCES WERE.
I'M NOT SAYING IT'S NOT GREAT INFORMATION, THERE'S A LOT OF GOOD COMMENTS IN HERE.
BUT AS WE GO THROUGH THE MONITORING REPORTS, THIS INFORMATION YOU WOULD THINK IT'LL GET CAPTURED ON ANOTHER REPORT SOMEWHERE ELSE.
MY QUESTION IS, JUST HOW DO YOU FEEL ABOUT THIS BEING REDUNDANT?
THIS LOOKS TO ME LIKE IT WOULD BE A SUPERINTENDENT EVALUATION.
THAT MAKES ME WONDER, DO WE TALK ABOUT THAT AT THE NEXT MEETING TO TALK ABOUT WHAT THAT PROCESS LOOKS LIKE.
MY HOPE WOULD BE, JANUARY OR FEBRUARY, WE DO A MID-YEAR CHECK-IN OF MY EVALUATION AND WE'LL KNOW THE REPORTS TODAY, AND THEN WE LOOK AGAIN IN JUNE.
THAT'S WHAT THIS ONE FEELS LIKE TO ME, HONESTLY.
IT LOOKS LIKE EVALUATION OF THE LAST YEAR.
>> I WOULD AGREE THAT THE ANSWERS TO IT LOOK LIKE A SUPERINTENDENT EVALUATION, LIKE HOW MANY TESTS DO THEY HAVE? BUT THE POLICY OF IT IS DIFFERENT.
IT'S BASICALLY, DID THEY BREAK THE LAW? WERE THEY MEAN TO ANYBODY? ARE THEY DOING A GOOD JOB? IT WILL NOT CAUSE A FAILURE TO TAKE REASONABLE MEASURES TO PREVENT ANY PRACTICE FOLLOW-LAW.
THAT'S NOT GOING THROUGH HOW DID THEY DO ON EACH REPORT, THAT'S A, DID YOU BREAK THE LAW? ARE YOU RESPECTFUL, AND THOSE SORTS OF THINGS, WHICH TO ME I THINK LIKE THAT MIGHT BE A SUMMATION OR AN ENTRY PARAGRAPH TO A SUPERINTENDENT EVALUATION.
I PERSONALLY THINK THAT THIS ENTIRE REPORT CAN JUST BE JUST SENT.
>> IT'S A REDUNDANT IN THAT REGARD.
I THINK IN SOME REGARDS IT HAS THE MAKINGS OF A SUPERINTENDENT REPORT.
BASICALLY SHOULD JUST BE THE SUMMARIZATION OF THE REPORTS WE'VE HAD THAT YEAR.
I DON'T KNOW, AFTER TYPING ALL THAT STUFF [LAUGHTER].
[00:40:03]
BUT I WOULD NOT DISAGREE WITH THE SENTIMENT AT ALL.WHAT IF IN REVIEWING YOU THINK BACK ON A REPORT THAT YOU FILL THAT AND YOU DON'T FEEL LIKE YOU HAVE INFORMATION AT THE TIME THAT WOULD, PUT IT IN BETTER PERSPECTIVE, THAT IF YOU HAD TO DO OVER AGAIN YOU WOULD RAISE THINGS SPECIFICALLY.
IS THERE A PROCESS FOR REVISITING? [INAUDIBLE].
>> THERE'S NONE THAT I'M AWARE OF.
THAT'S AN INTERESTING QUESTION.
IN MY RECOLLECTION AND READING THROUGH THE POLICY GOVERNMENTS BOOKS AND THEN IN TRAINING THAT WE ORIGINALLY HAD AND THEN FOLLOW UP WITH RICK, THERE'S NOTHING OF THAT.
THE ONE THING THAT I WILL SAY, CERTAINLY IN LOOKING AT UNIVERSITY PLACES, AGAIN, I USE THAT AS AN EXAMPLE BECAUSE THAT'S REGULAR TRAINING, I USE THAT LOOKING AT IT.
THEIR REPORTS AND COMMENTS AND EVERYTHING ELSE ARE EXTREMELY MORE STREAMLINED THAN OURS.
I DON'T KNOW IF THAT'S A GOOD OR A BAD THING, IT'S JUST A STATEMENT OF FACT.
I THINK THERE'S A LOT OF THINGS THAT POTENTIALLY AS NEWER BOARD MEMBERS CAN GET NEWER INFORMATION, NOT TO SAY THAT AN OLDER BOARD MEMBER CAN, SOMETIMES IF YOU'VE BEEN ON THE BOARD LONGER YOU'VE BEEN HAVING SOME BACKSTORY THAT YOU MAY EITHER DIDN'T GET ASKED TO EXPLAIN OR DIDN'T THINK TO EXPLAIN OR WHATEVER CASE WOULD BE.
BUT THAT'S AN INTERESTING QUESTION.
I DON'T KNOW IF THAT IS A RECOURSE OTHER THAN TO BRING OUT THAT COMMENT IF IT IS A SIGNIFICANT ENOUGH COMMENTS OR INPUT PRIOR TO THE NEXT REVIEW OF THAT AGAIN.
I THINK IF WE CAN GET THESE ON AN ANNUAL BASIS THAT'S GOING TO BE A LOT BETTER SITUATION BECAUSE OF THE FACT THAT, WE'RE GOING TO REVIEW IT IN A YEAR, WE'LL TOUCH BASE AND GO BACK TO THAT.
BECAUSE MY MAIN CONCERN MEANS, THERE COULD BE NOTHING THAT'S COME UP THAT IT'S LIKE, OKAY, WE'RE GOING TO BRING UP THE REPORT FROM SIX MONTHS AGO, FOUR MONTHS AGO, THREE MONTHS AGO, AND TWO MONTHS AGO.
IT COULD POTENTIALLY REALLY BATHROOMS. NOW THAT IT'S SIGNIFICANT, MAYBE WE NEED TO DO THAT IF IT'S A MAJOR SAFETY TYPE THING OR SOMETHING.
I'M JUST THINKING OUT LOUD ABOUT ALL THE POSSIBILITIES AND POTENTIALS THAT WE COULD IDENTIFY.
>> I WOULD SUGGEST AND WHAT I WILL DO IN THIS SITUATION, IS I WOULD FIND THE EMAIL THAT I WOULD SEND TO THE BOARD PRESIDENT WITH THE SUPERINTENDENT AND COPY THAT HAD MY ORIGINAL COMMENTS.
IF IN CASE SOMETHING ELSE CAME TO MY ATTENTION, THIS IS WHAT I THINK ABOUT THIS, I THINK IT GOES WITH THIS REPORT, SEND IT TO THE BOTH OF THEM.
THEN IT AT LEAST IS PUT IN A FILE FOR THE NEXT YEAR WHEN THAT REPORT COMES UP AGAIN, OR IF IT IS A SAFETY ISSUE OR SOMETHING THAT NEEDS TO BE ADDRESSED NOW, YOU'VE GOT THE PRESIDENT AND SUPERINTENDENT SAYING, THAT NEEDS TO GO ON AN EXPENSIVE AGENDA.
>> I GUESS MY QUESTION IS, THE REPORT I'M PARTICULARLY CONCERNED ABOUT WAS ONE OF THE FIRST ONES.
I THINK I ACTUALLY WROTE THAT LONG HAND AND TURNED IT IN THAT WAY.
HOW DO I EVEN GET MY HANDS ON THAT OR IS IT ON A SHREDDER OR WHEREVER WE'RE DEALING WITH?
>> I WOULD HAVE TO LOOK IF I'VE STILL GOT HER DIRECTLY, I JUST WENT THROUGH THE SHREDDER, JUST BECAUSE I'M LYING AROUND ONES I TURN THINGS IN.
BUT I HAVE TO LOOK IF YOU GAVE ME SPECIFIC SETTING.
I CAN DO SOME CHECKINGS AROUND, BECAUSE I HAVE A TIME TO PROCESS, I DON'T IMMEDIATELY SHRED.
>> THE GOOD THING WITH OUR NEW PROCESS IS THAT IT WILL BE IN A SURVEY, YOU CAN COPY AND PASTE OR YOU MIGHT NOT EVEN HAVE TO DO THAT AT ALL AND THEN WE CAN SAVE THOSE THINGS HOWEVER LONG.
>> THAT WAS PART OF OUR CONVERSATION AND THINKING IT'S A LOT EASIER BECAUSE AT TIMES SOME OF THE PDFS THAT I'D GET WERE PASTEABLE, OTHERS WERE NOT.
I REALLY APPRECIATE IF THAT'S A WORD.
OTHER COMMENTS OR QUESTIONS ABOUT OE-1?
>> NOT OE-1 NECESSARILY, BUT ABOUT RECORD KEEPING AND STORAGE.
CAN WE HAVE THESE THINGS SAVED AS LIKE SEARCHABLE PDFS?
[00:45:03]
BECAUSE SOMETIMES YOU'RE JUST LOOKING FOR A LITTLE PIECE OF INFORMATION IN A WHOLE BIG REPORT AND FINDING IT IS A LITTLE NUISANCE IF YOU'RE GOING BACK AND LOOKING THROUGH STUFF, TRYING TO FIND THINGS IF IT'S NOT SEARCHABLE.I KNOW THAT I'VE SEARCHED FOR A BUNCH OF THINGS ON THE BOARD DOCS, AND I HAVE BEEN ABLE TO FIND MOST OF WHAT I'VE BEEN LOOKING FOR.
BUT I HAVEN'T SPECIFICALLY THROUGH THE WEST INDIES REPORT ATTACHMENTS.
BUT WE CAN CERTAINLY DO SOME CHECKING ON WHAT OPTIONS WE'VE GOT, THAT WE MAY INCREASE IN AND SEE WHAT WE CAN DO.
>> I WOULD SAY THAT THE PROCESS HAS CHANGED AND SHOUT OUT TO FAITH WHO'S BEEN REALLY DOING A HEAVY LIFT ON WRITING REPORTS.
NOW WE HAVE MORE OF A TEAM PROCESS.
WHOEVER IS OVERSEEING THE REPORTS, THEY'RE GOING TO BE RESPONSIBLE FOR COLLECTING THE DATA, PUTTING SOME THOUGHTS TOGETHER TO EXPLAIN THE DATA, SUMMARIZE IT.
THEY SEND IT TO FAY, JACKSON, AND I WHO THEN MEET IN A ROOM AND WE DISSECT AND TALK ABOUT THE REPORT ON A PRETTY SIGNIFICANT LEVEL TO MAKE SURE THAT JACKSON GOES AND HE RANKS THE REPORT, THEN HE SENDS IT BACK OUT TO ALL THE PARTIES.
THEN CHRIS GIVES IT A LAST READ BEFORE.
WHEREAS I THINK WE HAD A COUPLE OF TEAM MEMBERS BECAUSE THE TEAM WAS VERY SMALL.
THEY WERE CARRYING A LOT FOR A TEAM OF REALLY FOUR AT THE TIME.
WE'VE MADE MORE OF A TEAM APPROACH, SO I THINK IF YOU EMAIL ME, I WILL THEN HAVE ABOUT FIVE PEOPLE TO EMAIL AND SAY, ON THIS REPORT, THERE IS A DIFFERENT AUTHOR FOR EACH ONE, JACKSON BEING THE FINAL AUTHOR.
IF YOU'VE EVER ASKED JACKSON ANYTHING, HE DOES NOT TEND TO FORGET DETAILS.
IF YOU CAN SEARCH IT, IF IT'S IN A SPECIFIC REPORT SAY, THIS PARTICULAR PART.
NOW I CAN'T SAY THAT NECESSARILY IF WE GO IN THAT PHASE PRETTY BRINGING ABOUT REMEMBERING WHAT SHE WROTE, BUT SHE'S WRITING A LOT OF REPORTS AND THEY WERE QUITE LENGTHY BASED ON THAT INTERPRETATION OF THAT POLICY.
I CAN SAY WE CAN TRY TO DO THAT IF IT'S NOT SEARCHABLE FOR YOU.
>> LET ME BRIEF THIS UP A LITTLE BIT.
I JUST WOULD LIKE TO SEE IT BECOME A POLICY OF THE DISTRICT TO RECORD THINGS IN A SEARCHABLE FORMAT SO THAT IF YOU DON'T FIND THAT DOCUMENT, THE DOCUMENT IS SEARCHABLE INTERNALLY SO YOU CAN FIND WHAT THE TEXT YOU NEED IN THE DOCUMENT.
>> CHRIS AND I ARE LOOKING AT WORKOUTS.
I DON'T KNOW ENOUGH ABOUT WHAT IT DOES, BUT IT'S AN OUTSIDE THAT WE WORK WITH.
LET ME DO SOME WORK AND I WILL GET BACK TO YOU.
>> ANYTHING ELSE? THE QUESTION AT HAND THEN IS, WE MAKE SEVERAL COMMENTS AS FAR AS IN REGARDS TO THE MONITORING REPORT FOR OPERATIONAL EXPECTATIONS POLICY 1.
WE NEED TO ACT ON WHETHER OR NOT TO APPROVE THAT OR TO APPROVE IT WITH RECOMMENDATIONS.
AGAIN, IT'S A LITTLE BIT MORE CHALLENGING IN THE CURRENT FORMAT AND THAT'S WHY WE'RE TRYING TO ADJUST.
WE DIDN'T FEEL RIGHT JUST LEAVING THESE REPORTS HANGING.
AGAIN, ACKNOWLEDGING THAT WE'VE GOT SOME WORK TO DO.
THIS ONE, THERE ARE DEFINITELY SOME RECOMMENDATIONS THAT CAME FORTH WITH IT.
HOPEFULLY NOT SOUNDING OVERLY REPETITIVE, BUT IN USING UNIVERSITY PLACES MODE, PART OF WHAT THEY DID WAS POTENTIALLY TAKE SOME OF THOSE RECOMMENDATIONS OR NONE OF THOSE RECOMMENDATIONS AND THEN WORK OUR RECOMMENDATIONS FROM THERE AND SAYING, WE APPROVE OE-1.
AS IN THIS CASE BECAUSE OF THE TYPE OF REPORT IT IS, WE WOULD BE LOOKING AT IT AS COMPLIANT VERSUS NON-COMPLIANT.
THEN AS IS OR COMPLIANT WITH, FOR INSTANCE, A RECOMMENDATION AND THEN APOLOGIZING FOR TRYING TO TALK IN THE MIC AS WELL AS LOOKING AT THIS BECAUSE MY BOSSES ARE GETTING ME QUITE CONFUSE.
>> I THOUGHT THE CHANGE IS COMPLIANT TO A WORK IN PROGRESS.
[00:50:02]
>> WELL, AGAIN, I THINK THAT THAT IS THE UNAPPLIED BECAUSE ALL OF THESE ARE IN MY MIND WORKS IN PROGRESS.
I THINK THAT'S PART OF THE POLICY GOVERNANCE MANTRA IS THAT IT ISN'T SAID AND DONE, IT'S ALREADY COMPLIANT AT THIS POINT.
THERE'S ALWAYS ROOM FOR IMPROVEMENT.
WHAT DOES REASONABLE MEAN? IT'S QUESTIONABLE.
I AGREE WITH YOU THAT THAT'S A NEBULOUS TERM.
ARE WE MAKING PROGRESS? BECAUSE THERE'S MORE PROGRESS TO BE MADE.
IN THIS SENTENCE, IT'S A MATTER OF, ARE WE COMPLIANT AT THE TIME? I THINK WE NEED TO BE LOOKING AT OUR POLICIES A LITTLE BIT MORE SO IN A SENSE OF, ARE THERE THINGS THAT WE CAN SAY ARE COMPLIANT OR NOT AS WE DO THE FUTURE REVIEW?
>> WHAT DO WE HAVE TO CLARIFY COMPLIANT AND NON-COMPLIANT? IT'S JUST A WORD ON A PIECE OF PAPER.
WE HAVE THE NOTES, WE CAPTURED THAT.
IT'S ALL SITTING IN FRONT OF US.
>> BUT WHEN WE GET INTO DOING THE SUPERINTENDENT EVALUATION AT THE END OF THE YEAR, IF WE DON'T HAVE A YES, NO TABULATIONS, THEN WE HAVE TO GO BACK THROUGH EVERYTHING.
WHAT WAS THE GENERAL GIST? WAS THIS ONE POSITIVE OR WAS THIS ONE NEGATIVE?
>> IN MY UNDERSTANDING OF THE FUTURE, WE'RE GOING TO CHANGE POLICY, WE'RE GOING TO REWRITE THIS STUFF.
>> BUT WE HAVE TO EVALUATE THE SUPERINTENDENT ON THE POLICY THAT SHE WAS WORKING WITH AT THAT TIME.
>> IN A LOT OF THESE POLICIES, SHE WASN'T EVEN PART OF THE SUPERINTENDENT.
>> I THINK WE HAVE TO HAVE SOMETHING IN WRITING SAYING, YES, GOOD JOB, NO, BAD JOB.
>> WELL, TO BE HONEST WITH YOU, WHEN I LOOK AT THIS REPORT, I WOULD PUT NON-COMPLIANT.
>> THAT'S OKAY. WE SHOULDN'T BE AFRAID TO SAY NON-COMPLIANT.
IF YOU THINK THAT IT'S NON-COMPLIANT, SAY NON-COMPLIANT.
>> OR IF THE MOTION IS TO APPROVE IT AS COMPLIANT AND YOU DISAGREE, THEN TO GO, NO.
IT DOESN'T HAVE TO BE A UNANIMOUS DECISION.
>> MY QUESTION IS, WHERE'S THE DETERMINATION OF COMPLIANCE? I'M THINKING THIS REPORT ITSELF DOES NOT SHOW COMPLIANCE BECAUSE THERE'S SIMPLY NOT ENOUGH INFORMATION HERE.
SO I WILL SAY NON-COMPLIANT JUST BECAUSE IT'S LACKING SO MUCH INFORMATION THAT WE CAN'T MAKE A DETERMINATION OF COMPLIANCE OR NOT.
>> THAT IS TOTALLY ACCEPTABLE.
PART OF IT WITH THIS ONE IS IT'S A LITTLE BIT HARDER BECAUSE AGAIN, IT PROBABLY NEEDS TO BE SOME TWEAKING BECAUSE REALISTICALLY SAID IT'S JUST A LISTING OF ALL THE OTHER REPORTS.
IF YOU LOOK THROUGH IT, JUST BY THE NUMBERS, AND AGAIN, I'M JUST STATING FOR PURPOSES, IF YOU LOOK AT ALL THE VARIOUS FACTORS ON HERE, STATISTICALLY AND NUMERICALLY, THEY ALL ARE COMPLIANCE TO THE ODD TO SAY THAT WE'RE NOT COMPLYING ON SOMETHING WHERE IT SAYS THAT WE ALL ARE, BUT THAT'S JUST MY TAKE ON IT.
AGAIN, GIVEN OUR DISCUSSION ABOUT THIS REPORT, IT IS PROBABLY LESS CONCERNING.
THIS ONE, I THINK, THE WRITTEN COMMENTS ARE MORE IMPORTANT AS TO WHETHER IT'S COMPLAINT OR NON-COMPLIANT.
BECAUSE AGAIN, WE HAVE STATED MULTIPLE TIMES WE'RE QUESTIONING THE VALIDITY OF THE COMPOSITE REPORT.
>> IF WE WANTED TO MAKE A MOTION THAT HAD TWO PARTS TO IT, DO WE HAVE TO MAKE TWO MOTIONS OR CAN WE MAKE IT AS ONE MOTION? [OVERLAPPING] [LAUGHTER]
>> BECAUSE THAT'S A HARD QUESTION TO ANSWER.
BUT IF YOU MAKE A MOTION THAT IS WEIRD.
>> MAKING A MOTION MEANS WE'RE STILL OPEN TO DISCUSSING IT.
SO THIS IS AN I FOLLOW-UP VOTE AND WHATEVER.
BUT I WANT US TO DISCUSS THIS PARTICULAR THING.
I WOULD LIKE TO MAKE A MOTION THAT WE MARK OPERATING REPORT OE-1 AS COMPLIANT AND SAY THAT IT IS NOT TO BE IN A REPORT ANYMORE, THAT IT CAN BE FOLDED INTO THE BOARD SUPERINTENDENT RELATIONSHIP POLICY NUMBER 4, I THINK IT IS, WHICH IS THE ANNUAL SUMMATIVE EVALUATION OF THE SUPERINTENDENT. THAT'S MY MOTION.
[00:55:06]
>> I THINK, I CAN WORK WITH THAT.
>> I WAS JUST GOING TO SAY [LAUGHTER] WHAT ARE YOU GOING TO SAY? [LAUGHTER]
>> I MAY CHANGE THE VERBIAGE A LITTLE BIT, BUT CHRIS IS TAKING NOTES SO SHE WILL GET ME REAL THING DOWN.
LOOK AT HER, AND SHE SMILES AT ME [LAUGHTER] I WAS JOKING OR WHATEVER.
[LAUGHTER] IT HAS BEEN MOVED THAT WE APPROVE THE OE-1 MONITORING REPORT AS COMPLIANT THAT FUTURISTICALLY MOLDED INTO SUPERINTENDENT EVALUATION.
IS THAT MOVED? OR MOVING FORWARD WILL BE- [OVERLAPPING].
>> - CONSOLIDATED INTO THE SUPERINTENDENT EVALUATION. [OVERLAPPING]
>> ANY DISCUSSION OF THAT OPTION?
>> HERE'S MY PROBLEM WITH THE TWO PART SUGGESTION, IF YOU WANT TO VOTE NO ON ONE PART AND YES ON THE OTHER.
>> I THINK, THE MOTION IS SPLIT THOSE INTO TWO SEPARATE ACTIONS.
>> WE CAN DO THAT. THIS IS REALLY WEIRD.
HE'S MY ROBERT'S RULES OF ORDER, SCHOOLWORK, THINK HE'S GOING TO BE THE SECOND.
IT'S NORMALLY NOT AN ENTIRE CLASS ACTION SECOND, BUT THERE WASN'T.
ANYWAY. WE'RE JUST GETTING ME STARTED INFORMALLY.
IF ANYBODY HAS PROBLEMS WITH IT, LET ME KNOW.
WE WILL THEN START WITH THE PART ONE OF APPROVING THE MONITORING REPORT FOR OE-1 AS COMPLIANT AND IS THERE ANY DISCUSSION ON THAT MOTION? SEEING NO DISCUSSION, WE'LL GO AHEAD AND VOTE.
>> JESSE, WHICH WAY WERE YOU BECAUSE I DIDN'T HEAR YOUR VOICE.
>> OKAY. SO THEN OE-1 IS APPROVED AS COMPLIANT.
SORRY, I DIDN'T MEAN TO PUT YOU ON THE SPOT.
SO THEN WE'LL MOVE ON TO PART TWO OF THE SECOND MOTION WHICH IS THAT WE FOREGO FUTURE MONITORING REPORTS UNDER OE-1 AND CONSOLIDATE THAT INFORMATION INTO THE SUPERINTENDENT'S EVALUATION ON A STANDARD SCHEDULE.
ANY DISCUSSION ON THAT MOTION?
>> MY FIRST PART, IT'S JUST LIKE A [NOISE] THAT MIGHT CAUSE PROBLEMS. NUMBERING; IF WE GET RID OF NUMBER ONE, CAN PUT LIKE WILL E1 ARCHIVE SOMETHING?
>> WE'LL FIGURE IT OUT AND LOOK AT THE-[OVERLAPPING]
>> LET'S PLEASE NOT CHANGE THE NUMBERS ON EVERY OTHER.
>> I JUST LEARNED THEM. [LAUGHTER].
>> WE'LL LOOK AT OE-1 PLACE HOLDER, SOMETHING LIKE THAT.
IT IS OUR SYSTEM, SO WE CAN DO WITH IT AS WE PLEASE.
[LAUGHTER] THEN ANY DISCUSSIONS ABOUT CONSOLIDATING? SEEING NO DISCUSSION, ALL THOSE IN FAVOR OF CONSOLIDATING-
>> [OVERLAPPING] I'M SORRY. CAN WE STILL DO A LITTLE BIT OF DISCUSSION?
>> I TOLD YOU, USUALLY TAKES ME A FEW DAYS FOR THIS TO CIRCULATE.
[OVERLAPPING] YOU'RE DOING I RAN AWAY.
NOT NECESSARILY CONSOLIDATED, LIKE JUST ADD THEM TOGETHER, BUT WE'RE WORKING INTO IT.
I DON'T WANT TO MAKE THE SUPERINTENDENT EVALUATION JUST BE LONGER BECAUSE THIS IS TAGGED AT THE END.
BUT WHAT IS IT THAT GIVES AN OE-1 AND YOU JUST PUT THOSE THINGS THERE.
>> MY THOUGHT WAS THIS IS LISTING ALL OF THE OES AND SO THAT'S BASICALLY WHAT THE SUPERINTENDENT, SO THAT'S WHERE I WAS INTERPRETING IT.
SO ANY OTHER DISCUSSION ON CONSOLIDATION? ALL THOSE IN FAVOR OF CONSOLIDATING IN THE FUTURE OE-1 INTO THE- OR THE COMPILATION OF OE-1 INTO THE SUPERINTENDENTS EVALUATION SIGNIFY BY SAYING AYE?
>> ALL RIGHT. AND ALL OPPOSED? COOL. WE'VE GOT THAT TAKEN CARE OF AND THOSE WILL BE MOVED AND WE WILL LOOK AT THE NUMBERING IN THAT, THEN WE'LL COME BACK ON THE INPUT ON THAT.
THAT TAKES US DOWN THEN TO OE-11,
[01:00:07]
WHICH IS THE MONITORING REPORT ON FACILITIES.THIS IS ONE THAT WAS DONE PRIOR TO SOME OF OUR TRAINING DISCUSSION.
SO AGAIN, THESE ARE MORE OF A COMPOSITE COMMENTS THAT I GOT FROM THE DIRECTORS AND THE BOARD MEMBERS AND SO I DON'T HAVE ANYBODY'S INITIALS.
I THINK IT'S BEST I COULD HAVE CAPTURED EVERYBODY'S THOUGHTS.
YOU KNOW, IF THERE WERE JUST TWO ENDS OF THE SPECTRUM, I'M TRYING TO INCLUDE THOSE ALL IN HERE AND BASICALLY PUT FORTH EVERYTHING THAT IS IN.
DEFINITELY WITHIN THIS ONE AND IT WAS DONE A WHILE AGO.
HOPEFULLY PEOPLE REFRESH YOUR MEMORY OR ARE FAMILIAR WITH IT.
BUT WITH THAT REPORT ON FACILITIES THERE WERE A LOT OF COMMENTS ABOUT, WE NEED TO CHANGE THIS TO CHANGE THAT.
THERE WERE A LOT OF ADJUSTMENTS, SOME OF THOSE WHICH CAME FORTH AS WE HAD EXPERIENCE WITH THE HIGH SCHOOL REPLACEMENT PROJECT, AND RECOGNIZING SOME PARAMETERS THAT WERE SET FORTH WITHIN THE FACILITY'S POLICY.
BECAUSE OF THE THAT THAT WE HAVEN'T HAD A RECENT EXPERIENCE THAT WAY NEEDED TO BE ADJUSTED AND CHANGED TO MAKE THINGS FLOW AND SO IT DIDN'T REQUIRE THE BOARD TO GET TOGETHER FOR EVERY SMALL CHANGE ORDER AND SUCH.
LOTS OF DIFFERENT THINGS IN THERE.
AGAIN, WE CAN CERTAINLY HAVE DISCUSSION.
PART OF IT IS I THINK A LOT OF THOSE RECOMMENDATIONS GO INTO A RE-EVALUATION OF THAT.
POLICY AND ADJUSTMENT AND SOME OF THE INDICATORS, WHICH AGAIN IS THE NEXT STEP IN THE PROCESS. ANY COMMENTS?
>> ONE COMMENT I'D LIKE TO MAKE.
IN CONCERNING INDICATORS SOMETHING LIKE ONE.
WE HAD SOME DISCUSSION OVER THE FACT THAT MOVING FORWARD WHETHER THE CHANGE ORDERS THERE WAS ANY LIMIT PUT ON THAT AMOUNT.
IT'S EXPLAINED IN HERE THAT BECAUSE OF THE LONG OVERSIGHT COMMITTEE AS WELL AS ON BUDGET AND ON TIME, IT NEGATES THAT.
I DON'T KNOW IF I AGREE WITH THAT NEGATES THAT.
I THINK IF WE'RE GOING TO SET UP AMOUNT AND THEN WE'RE GOING TO IGNORE THAT AMOUNT, WHAT ELSE ARE WE GOING TO IGNORE? I THINK WE NEED TO HOLD OURSELVES AND OUR FEET TO THE FIRE, AND WE NEED YOU TO COME UP WITH A REASONABLE AMOUNT TO REPLACE THAT AMOUNT OF MONEY THAT WAS PUT IN PLACE.
I THINK THAT'S IMPORTANT THAT WE STICK TO WHAT WE'VE PROMISED TO DO.
>> CHRISTY, WHERE WOULD WE FIND THE INFORMATION ON WHAT THAT NUMBER SHOULD BE AND WHAT WOULD BE THE TIMELINE? WOULD THAT BE SOMETHING FOR OUR NEXT BOARD MEETING?
>> I WOULD LIKE TO ENGAGE MARK IN THAT CONVERSATION.
I THINK WE CAN PUT THAT ON FOR THE NEXT MEETING.
>> MARK ACTUALLY HAD AS PART OF OUR DISCUSSION A NUMBER, AND I CAN'T REMEMBER WHAT IT WAS, BUT HE HAD A SUGGESTION.
IN FACT, I'M NOT SO SURE HE DOESN'T HAVE SOME REVISIONS WRITTEN FOR THOSE FRESCO GROUPS.
I THINK IT WOULD BE PRUDENT TO PUT THAT ON OUR NEXT BOARD MEETING TO HAVE THOSE REVISIONS THAT HE PUT IN OR THOSE RECOMMENDATIONS THAT HE PUT IN PLACE FOR REVISIONS FOR US TO EVALUATE AND IMPROVE OR TO ACCEPT AND MODIFY
>> WOULD WE BE ABLE TO GET THOSE?
>> CERTAINLY, THIS ISN'T MEANT TO IMPEDE ANYTHING.
IT'S JUST A MATTER OF GETTING IT IN WRITING AND GETTING A NUMBER THAT'S REASONABLE THAT EVERYBODY CAN AGREE TO, AND THEN WERE NOT VIOLATING IT.
>> IF MARK WAS HERE, HE WOULD AGREE THAT IT'S JUST VERY PUBLIC, IT'S TRANSPARENT,
[01:05:01]
IT'S BASED ON AND THEN NO MATTER WHO IT IS, WE ALL ARE SPEAKING THE SAME LANGUAGE.>> WELL, AND IT'S EXACTLY LIKE YOU SAID.
IF WE IGNORE ONE PART OF IT, WHAT IS THE NEXT PART THAT WE IGNORE? MARK FULLY ACKNOWLEDGED DURING THE REPORT THAT THAT WAS A CHALLENGE BECAUSE THE AMOUNT THAT WE HAD SET THAT SOUNDS REASONABLE IF WE WERE DOING IT AND WE WERE IN THE MIDDLE OF A CONSTRUCTION AND DIDN'T HAVE AN IDEA OF WHAT MAGNITUDE THOSE WERE AND THE IMPACT IT WOULD HAVE ON JUST THE TIMELINE.
>> WE COULD VOTE TONIGHT IF WE HAD A DISCUSSION.
SAY MARK VOTED FOR X COMPLAINT EXCEPT FOR INDICATORS BLAH-BLAH-BLAH.
THEN AT LEAST WE'D NARROW IT DOWN TO THESE OUR FOCUS POINTS.
BUT THEN THE OTHER SIDE OF THAT IS, IF MARK REALLY HAS SUGGESTIONS THAT WE HAVE ALREADY MARKED AS COMPLIANT, COULD WE REOPEN THOSE?
>> WE CAN PRACTICE GOING BACK TO THE REPORT.
>> BECAUSE THIS IS AN IMPROVEMENT.
>> WELL, THAT IS PART OF AGAIN, YOU CAN MARK IT IN THE PROCESS.
YOU CAN MARK IT AS COMPLIANT AS IS OR NON-COMPLIANT AS ISN'T.
THE CHALLENGE BEING WITH IT AND ONE OF THE THINGS THAT IS ALREADY BROUGHT UP IN THERE ARE MULTIPLE INDICATORS, AND WE'RE JUST DOING AN OVERALL COMPLIANT, NON-COMPLIANT, WHICH IS PART OF THE REASON FOR THE MODIFICATION OF THE INDIVIDUAL INDICATORS HAVING THAT INFORMATION GAVE IT MORE DATA OR ANALYSIS FOR WHAT PEOPLE WERE THINKING ON THEM.
BECAUSE YOU'LL SEE ON THEM THAT SOME OF THE INDICATORS ARE MARKED AS COMPLIANT, SOME ARE PARTIALLY COMPLIANT.
7.1 WAS ELEVATED DETERMINED REPORTS AS NON-COMPLIANT.
THERE IS AN INDIVIDUALITY OR INDIVIDUAL INDICATOR ASPECTS.
AGAIN, GOES BACK TO PEGGY'S COMMENT OF WHAT IF THEY ALL WEIGH THE SAME?
>> I WANT TO SAY SOMETHING BECAUSE ON THIS PARTICULAR ONE, THEY KNEW THEY WERE OUT OF COMPLAINTS AND THEY ALREADY CREDITED THE REPORT TO COME TO THE BOARD TO SAY THAT.
IT FEELS IF THEY KNEW THEY WERE OUT OF COMPLIANCE, THERE SHOULD NOT HAVE BEEN AN ISSUE WITH THEM COMING TO THE BOARD EARLIER ON.
I DON'T KNOW WHY THEY DELAYED IT UNTIL THE REPORT.
TO ME, THAT SEEMS LIKE A FAIRLY IMPORTANT ISSUE BECAUSE IT INVOLVES FINANCES THAT SHOULD HAVE BEEN APPROVED.
IF WE'RE TRYING TO IMPROVE TRUST WITH THE COMMUNITY, THEN YOU DON'T BREAK YOUR OWN POLICIES LIKE STEVE SAID.
>> OR IF YOU HAVE A PLACE WHERE THE POLICY, IF YOU'RE USING THIS AS AN EXAMPLE, AND I DON'T REMEMBER THE EXACT NUMBERS, BUT IF THE NUMBER WAS 25,000 AND YOU'VE GOT SOMETHING TO APPROVE FOR 35,000 OR 50,000 OR WHATEVER AND YOU NEED TO DO IT.
BUT THEN ASK FOR FORGIVENESS AT THE NEXT BOARD MEETING AND SAY, CAN WE MODIFY THIS POLICY OR HERE'S WHAT WE NEED TO, OR HOW SHOULD WE HANDLE THIS MOVING FORWARD? I WOULD AGREE WITH THAT.
>> WHAT IS THE FREQUENCY? IS THIS AN ANNUAL REPORT, THIS MONITORING REPORT?
>> ALL THE REPORTS ARE CURRENTLY SET ON AN EVERY TWO YEARS JUST BECAUSE OF THE SCOPE OF THINGS.
AGAIN, THERE COULD BE MORE IF WE CAN GET THEM MORE STREAMLINED AND THE PROCESS MORE STREAMLINED SO WE CAN DO MORE REPORTS IN A SHORTER PERIOD OF TIME THAT WE CAN GET THEM ON AN ANNUAL BASIS.
>> DO WE NEED TO GO THROUGH AND PICK AND CHOOSE WHAT WE THINK IS MOST CRITICAL AREAS OUT OF THIS REPORT? THEY CAN'T WAIT FOR TWO YEARS.
OBVIOUSLY, SOME OF THESE THINGS ARE VERY IMPORTANT THAT THEY NEED TO BE ADDRESSED WAY SOONER THAN LATER.
I'LL BRING THEM UP TO THE POINT THAT WAS BROUGHT UP BEFORE ABOUT THE SOFTWARE SYSTEM USED FOR YOUR MAINTENANCE HERE AS HIPPO SYSTEM.
APPARENTLY, THERE'S SOME TRAINING PROGRAMS BEING USED OUT THERE OTHER THAN HIPPO.
THERE'S NO BETTER WAY TO TRACK YOUR ASSETS THAN TO HAVE EVERYTHING IN ONE SOFTWARE SYSTEM, WHERE IT'S PUBLIC I CAN GO IN HERE, I CAN LOOK MYSELF.
EVERYBODY PUTS ALL THEIR WORK INTO ONE AREA AND IT'S A GOOD WAY TO EVALUATE YOUR ASSETS AND WHERE YOU'RE AT AND HOW THINGS ARE GETTING MAINTAINED.
NOT THE OLD JUVENILES, [INAUDIBLE] I JUST CHOSE THAT NAME. [LAUGHTER] I APOLOGIZE.
IN FACTS IT'S REQUIRED TO DOCUMENT MAINTENANCE.
[01:10:02]
>> ABSOLUTELY. WE ALSO TALKED ABOUT THE PREVENTIVE MAINTENANCE SIDE OF THINGS.
THE NEW HIGH SCHOOL COMING ON WITH NEW EQUIPMENT AND I THINK WE ALL HAVE AN OBLIGATION TO TAKE GOOD CARE OF THAT EQUIPMENT.
WHAT TIMELINE ARE WE GOING TO HAVE TO IMPLEMENT SOME OF THESE THINGS AND ASSURE THEMSELVES THAT WE'RE TAKING CARE OF OUR ASSETS BECAUSE WITHOUT OUR ASSET WE DON'T HAVE A PLACE TO TEACH OUR CHILDREN?
>> WHEN I'M THINKING ABOUT WHAT YOU'RE SAYING STEVE AND WHAT KEVIN'S BEEN SHARING, THIS IS THE REPORT WE LOOK AT FOR NEXT MONTH AND IS THIS REALLY TWO REPORTS.
IS THERE A PART OF THIS REPORT THAT'S EVERY THREE YEARS, WE COULD BE MONITORING IT? ARE THERE PARTS OF THIS THAT WE NEED TO BE LOOKING AT EVERY YEAR? IT DOESN'T MAKE SENSE TO HAVE EVERYTHING IN THAT ONE.
I THINK THOSE ARE THE DISCUSSIONS WE WANT TO HAVE PUBLICLY BECAUSE THAT ALSO FEEDS THE WORK OF OUR TEAM OF WHAT WE NEED TO BE FOCUSING ON, THE TRAININGS THAT WE MAKE SURE WE'RE MONITORING.
IF IT'S EVERY THREE YEARS, WE KNOW THAT "WE'RE GOING TO MAINTAIN AND MONITOR BUT WE MAY NOT HAVE A SUMMER SCHEDULE TIED TO IT." I THINK THOSE ARE THE THINGS THAT I THINK WE CAN BE EVALUATING THAT THIRD MONTH AFTER WE'VE LOOKED AT THE REPORTS AND IT IS THE SAME.
WHAT WE WANT TO SAY IS THAT WRITTEN THE WAY WE WANT, DOES IT COVER GLASS REPORT? IS THIS ROW TWO SEPARATE REPORTS?
>> HERE YOU CLARIFIED BECAUSE AS I LOOK AT THIS, I WANT TO BE IN THE RIGHT MINDSET TO BE ABLE TO GET IT ALL.
TO ACKNOWLEDGE HOW I DETERMINE THE DATA AND KNOWING THAT WE WILL WRITE IT DOWN IN THE NEAR FUTURE AND TAKE CARE OF SOME OF THE STUFF THAT'S SHARED. THANK YOU.
>> FOR WHAT I SEE IS THAT ARE WE GOING TO SOFTWARE SYSTEM TO PRODUCE REPORTS THAT YOU CAN JUST ACCESS TO SEE WHAT'S GOING ON.
IF YOU GOT ANY OTHER SYSTEMS LIKE THAT, A DASHBOARD SYSTEM SEEMS TO BE WHAT SOME OTHER DISTRICTS USE.
IF IT WOULD SIMPLIFY THE REPORTING BECAUSE THESE GUYS HAVE TO WRITE REPORTS, TO ME I THINK THAT'S A WASTE OF RESOURCES.
THERE COULD BE PROBABLY OTHER THINGS THEY COULD BE DOING WITH THEIR TIME AND JUSTIFYING THEIR EXISTENCE TO US WHICH OBVIOUSLY THEY NEED TO REPORT.
BUT MAYBE THEY SHOULDN'T BE SPENDING THAT MUCH TIME ON REPORTS IF THE DATA IS RIGHT THERE FOR US TO SEE AND IT'S FAIRLY EASY TO JUST SAY, "OKAY.
WELL, YOU CAN SEE THE STATE TESTING SCORES GROW.
OBVIOUSLY, ADDING IT UP, SO WHY PUT A LOT OF STUFF TO OUR REPORT?"
>> WELL, I CAN GIVE YOU AN UPDATE RIGHT NOW.
OUR TEAM ACTUALLY MET WITH A COMPANY JUST TODAY.
WE HAD TRIED TO DO THAT A FEW WEEKS AGO AND THEN SOMETHING HAPPENED.
ANYWAY, WE MET WITH COMPANY TODAY WHO BASICALLY DOES CREATE DASHBOARDS FOR SCHOOL DISTRICTS WHERE ALL THE DATA DUMPS IN.
IT MAKES READABLE REPORTS, NOT JUST FOR US AS A TEAM BUT EVERY BUILDING CAN DRILL DOWN TO WHAT DOES IT REALLY SAY IN A DISCUSSION.
AFTER THAT WE TALKED ABOUT NEEDING TO LOOK AT A COUPLE OTHER DASHBOARDS.
I AM REACHING OUT TO SEVERAL OTHER DISTRICTS TO SEE.
THAT WAS BASED ON RECOMMENDATION WHETHER IT HAD BEING A WHILE AGO, YOU BRING IT UP TODAY.
YOU ASK THEM TODAY, THAT'S EXACTLY THE FEEDBACK WE'RE ABLE TO GIVE BUT WE'RE CURRENTLY WORKING ON THAT.
I'M TRYING TO MAKE A WISE DECISION TO MEET OUR NEEDS, BUT ALSO BE FISCALLY RESPONSIBLE WITH THAT DECISION.
>> OTHER COMMENTS OR DISCUSSION? IF NOT THEN THE CHAIR IS OPEN TO THE MOTION ON HOW TO ADDRESS OE11.
>> [LAUGHTER] THIS IS THE PLACE THOUGH.
I WOULD LIKE TO KNOW WHAT YOUR MOTION WOULD BE BECAUSE I KNOW THAT YOU FEEL VERY STRONGLY ABOUT THIS AND ACTUALLY I AGREE WITH A LOT OF IT.
I WANT TO KNOW WHAT WE SHOULD DO ON THIS PARTICULAR REPORT.
>> NO, WHAT MOTION SHOULD WE ALL VOTE ON?
>> [OVERLAPPING] LET'S MAKE IT VERY SIMILAR TO HOW I MAKE MOTION THAT WE VOTE ON COMPLIANT OR
[01:15:03]
NON-COMPLIANT OE11 WITH THE UNDERSTANDING THAT IT WILL BE REVISITED WITHIN THE NEXT TWO OR THREE MONTHS.I DON'T KNOW WHAT YOUR TIMELINE IS BUT WE WILL REVISIT OE11 IN THE NEAR FUTURE AND REVISE IT AND REVIEW IT.
>> THE ONLY CHALLENGE WITH THE MOTION IS THAT WE VOTE ON IT'S COMPLIANT AND NON-COMPLIANT.
>> I HAVE TO SAY ONE WAY OR ANOTHER.
YOU READ INTO I MOTION, YOU CAN DO IT. [LAUGHTER]
>> OKAY. WE'LL BREAK IT INTO TWO.
ONE WILL BE COMPLIANT, ONE WILL BE NON-COMPLIANT.
WE ONLY NEED ONE MOTION BECAUSE IF YOU VOTE NO TO COMPLIANT THEN YOU SAYING IT IS NON COMPLIANT SO WE DON'T NEED TO VOTE ON THOSE THINGS TWICE.
>> YOU'RE SAYING THE MOTION THAT WE MARK THIS REPORT AS WHATEVER YOU THINK WE SHOULD MARK IT AS AND THEN WE DISCUSS AND THEN WE VOTE AND WE EITHER AGREE OR DISAGREE?
>> WELL, NOW THAT I THINK ABOUT IT.
IF I MAKE A MOTION TO MAKE A COMPLIANT AND WE VOTE ON IT AND PEOPLE THAT DON'T THINK IT IS COMPLIANT, CAN VOTE YEAH SO YOU'RE CALLING OUT TO MAKE ONE MOTION.
>> I MADE A MOTION AND JUST ADDING THERE THAT WE VOTE ON IT AS BEING NON-COMPLIANT.
>> ANY DISCUSSION? OKAY. [OVERLAPPING]
>> WAIT. SORRY. [LAUGHTER] THE REVISITING OF IT.
YOU SAID 2-3 MONTHS OR SO, I DON'T THINK WE SHOULD CHOOSE THE MONTH.
WHEN WE THINK BASED ON CHRISTY'S INPUT WOULD BE A GOOD TIME TO REVISIT IT?
>> WELL, THAT'S MOTION NUMBER 2.
IT ISN'T REALLY ON THE TABLE AT THIS POINT, BUT THAT'S OKAY.
>> SORRY. WE ARE ON NON-COMPLIANT.
>> WE'RE CURRENTLY MOVING TO APPROVE MONITORING FOR OPERATIONAL EXPECTATIONS THAT WE LEARNED AS NON-COMPLIANT.
WELL, I'LL SAY MY COMMENT BECAUSE MY COMMENTS IS ON CLARIFICATION.
ANY COMMENTS ON APPROVE OF THE REPORT AS NON-COMPLIANT?
>> I HAVE A QUESTION ON THE BOARD CONSENSUS THING. YOU ASKED THIS QUESTION?
>> NUMBERS SPLIT MEANS THAT IT WAS TWO AND TWO, WAS THE VOTE FOR THE COMMENTS?
>> GIVE ME ONE SECOND TO LOOK AT THE INSIGHTS.
WELL, I GUESS I SHOULD SAY WHAT I'M THINKING ABOUT THIS.
THE OTHER THING IS WE CAN APPROVE THE REPORT WITH THE INDIVIDUAL AND WE CAN ALWAYS APPROVE WITH INDIVIDUAL INDICATORS AS INDICATED ON THE REPORT AS AN AMPLITUDE.
THAT DOESN'T ANSWER YOUR QUESTION, BUT THAT WILL BE IT.
[OVERLAPPING] NO, NOT 23 VOTES.
[LAUGHTER] ONE VOTE FOR THE WHOLE THING.
[LAUGHTER] UNLESS WE WANTED TO APPROVE IT ONE BY ONE.
I HAVEN'T THOUGHT OF THAT AS AN OPTION IN THAT WITH THESE MULTIPLE EXISTS.
THE FEEDBACK I RECEIVED FROM THE BOARD MEMBERS IS FOR INDICATOR ONE; TWO SAID COMPLIANT, TWO SAID PARTIALLY COMPLIANT, ZERO SAID NONE COMPLIANT.
SIMILARLY, THE NUMBER 1.2; FOUR PEOPLE SAID PARTIALLY COMPLIANT.
MAY I HAVE A SECOND TO ADD UP THINGS REAL QUICK?
>> YOU CAN HAVE A SECOND TO ADD UP THINGS REAL QUICK.
[01:20:05]
>> AFTER THAT, IT GOES UP. DID YOU HAVE A COMMENT?
>> IF WE TRUST ANYONE DOES MATH, THAT'S A BIG ONE.
IF YOU ADD THE NUMBER OF COMPLIANT VOTES, THERE WERE 47.
IF YOU TAKE 23 VOTES BY FOUR PEOPLE, THAT'S 92 VOTES.
SO 47 OF THE 92 WERE MARKED AS COMPLIANT. THAT MAKES SENSE.
>> THANK YOU, SERGEANT. [LAUGHTER]
>> JUST THROWING OUT THE OPTIONS AS FAR AS WE WOULDN'T BE TALKING ABOUT THAT INTEGER OR ANY ERROR SAID.
IN ORDER TO GET COMPLIANT AND NON-COMPLIANT, THERE IS PARTIALLY COMPLIANT.
THERE ARE REALLY THREE OPTIONS WHICH IT'S HARD BECAUSE THERE'S NOT A THREE OPTION.
>> BUT YOU CAN SAY YOU CAN CHANGE THE MOTION.
>> BUT YOU CAN CHANGE THE MOTION.
WE CAN CHOOSE TO VOTE ON THE CURRENT MOTION OR WE CAN ADJUST THAT MOTION.
>> AT THE BOTTOM OF THE PAGE, IT DOES SAY IT DOESN'T GIVE YOU THE OPTION OF PARTIAL COMPLIANT.
>> THEN YOU CAN ASK THE BOTTOM OF THE PAGE, THAT DOESN'T MEAN THAT WE CAN'T.
FOR ANYBODY WHOSE LOOKED AT THE UNIVERSITY PLACE MIGHT DISCLAIMER ON WHETHER OR NOT THE END-ALL BE-ALL.
WITHIN THERE'S, I WANT TO SAY THERE'S FIVE OPTIONS THAT THEY HAVE ON THEIR REPORT. DOES THAT SOUND?
>> ONE IS COMPLIANT, EVERYTHING'S HUNKY-DORY.
ONE IS COMPLIANT WITH THE FOLLOWING COMMENTS.
I THINK IT'S TOTALLY WITHIN LINE TO SAY WHATEVER WE WANT TO DO TO ACCEPT THE REPORT AS WITH EACH INDICATOR MARKED AS COMPLIANT OR NON-COMPLIANT BASED ON CONSENSUS OF THE RULES. JUST A SUGGESTION.
I THINK WE ALL KNOW WHERE THE END RESULTS HEAD AND SO TO ME IT'S ARBITRARY.
>> I'M NOT SURE IF WE PULLED UP IT ALL BECAUSE WE HAVE GOT 36 THAT ARE PARTIALLY COMPLIANT AND A NINE THAT ARE NON-COMPLIANT.
ONE WHICH WAS UNANIMOUS THAT WE WERE NON-COMPLIANT.
I THINK THAT WAS THE CHANGE ORDER ONE.
I DO THINK WE NEED TO PULL THAT ONE OUT OR LIKE PENNY WAS SAYING EARLIER THAT SOMETIMES THERE ARE THINGS THAT CARRY MORE WEIGHT THAN OTHERS.
>> I WOULD LIKE THE IDEA OF CHANGING INTO VOTING ON PARTIALLY COMPLIANT WITH THE STIPULATION OF INDICATOR 7.1 BEING MARKED AS NON-COMPLIANT.
IT DIDN'T MAKE A MOTION FOR IT, THAT'S JUST MY DISCUSSION ON IT.
I'M NOT QUITE READY TO VOTE ON IT.
>> WELL, I AGREE WITH YOU THAT THAT ONE IS A HEAVY HITTER AND THAT'S OBVIOUS NON-COMPLIANT.
HOWEVER, THERE'S OTHER ONES IN THERE THAT ARE NON- COMPLIANT MAYBE NOT CARRY MUCH WEIGHT.
THEY'RE ALL ADDRESSED IN HERE BUT THERE'S SOME DEFICIENCIES IN HERE AND I'M COMFORTABLE WITH THE MOTION THAT WAS PUT ON THE FLOOR.
>> IF THE MOTION DOESN'T CARRY ANY WEIGHT THAT WE VOTED AGAINST THAT WE MAKE ANOTHER MOTION.
IF THE MOTION IS NON-COMPLIANT, BUT WE GET MORE MAZE FOR THAT. WE DON'T WANT THAT.
WE HAVE TO MAKE ANOTHER MOTION.
THAT'S HOW IT WORKS. [OVERLAPPING]
>> WE DON'T HAVE A PARLIAMENTARIAN.
I GUESS MY SUGGESTION GIVEN THAT WE DO HAVE ONE SIGNIFICANT NON-COMPLIANT WAS THAT
[01:25:04]
WE APPROVE THE REPORT BECAUSE THAT DOESN'T MEAN WE'RE SAYING IT'S COMPLIANT OR NOT.IT JUST MEANS WE'VE DONE THIS REPORT, WE'RE MOVING FORWARD.
WOULD BE IF WE APPROVE OR ACCEPT THIS REPORT.
ACCEPT IS PROBABLY ANOTHER WORD.
WE ACCEPT THIS REPORT WITH THE INDIVIDUAL INDICATORS MARKED AS COMPLIANT, PARTIAL COMPLIANT OR NON-COMPLIANT AS INDICATED BY THE INPUT OF BOARD MEMBERS WITH A PLAN TO REVISIT AND TO ADDRESS THE POLICY IN WHOLE.
BUT IN PARTICULAR, INDICATORS HAVE IMPORTANT ONE BECAUSE THAT'S STILL A PROBLEM.
IN THE SUMMARY BACK WHEN WE DID THIS SEVERAL MONTHS AGO, THERE WERE SOME ISSUES THAT NEEDED TO BE CHANGED.
7.1,7.2, THERE WERE SOME RECOMMENDATIONS FOR CHANGES TO.O 4.2 WAS REMOVED.
IT WAS RECOMMENDED THAT WE READ THE REVISION OF 3.2, THE REMOVAL OF 3.3 AND 3.7.
WITH PLANS TO REVISIT IN THREE MONTHS OR WHATEVER THE CASE MAY BE.
THE RECOMMENDATIONS WILL BE PUT FORTH BY THE BOARD'S CONSENSUS.
THAT WOULD BE MY RECOMMENDATION.
THAT WE HAVE ACCEPTED THE REPORT AND ACKNOWLEDGES THAT WE GOT THOSE DEFICIENCIES IN THOSE THINGS THAT ARE ONLY PARTIALLY COMPLIANT AND PARTICULARLY IN THAT 7.1 IS NON-COMPLIANT MEANS BUREAUCRACY.
AGAIN, IT'S JUST MY SUGGESTION.
IF WE DON'T AGREE WITH THE REPORT OR IF WE CAN ACCEPT THE REPORT IS NON-COMPLIANT, WHICH IS WHAT THE MOTION IS ON THE TABLE.
IF IT DOESN'T PASS, THEN WE WOULD BE OPEN TO ANOTHER MOTION.
ANY DISCUSSION ON THE MOTION IN HAND? IF NOT, THEN I WILL GO AHEAD AND PROCEED.
ALL THOSE IN FAVOR OF ACCEPTING THE OPERATIONAL REPORT 011 AS NON-COMPLIANT SAY I.
SORRY, JESSY. I'M NOT HEARING.
THEN THE REPORT IS ADOPTED AS NON-COMPLIANT.
>> CAN WE MAKE ANOTHER MOTION NOW THAT WE REVISIT?
>> DO WE HAVE ANY SPECIFIC ONES?
>> I JUST KNOW OF 7.1 AND THEN I'M INTERESTED IN WHAT MARK HAS JUST SAID, OF WHETHER THE OTHER ONES WERE, BUT I DON'T KNOW ABOUT THOSE.
>> I THINK MOST OF THOSE ARE THE ONES THAT ARE MARKED [OVERLAPPING] IN THE RECOMMENDATIONS.
IT TALKS ABOUT THE ONE THAT NEEDED PROVISIONS AND CONSOLIDATION AND RECOMMENDATIONS THAT WERE MADE BOTH BY MARK WHO IS DOING THE REQUIREMENT AS WELL AS THE [OVERLAPPING].
>> THOSE INCLUDE MARK'S RECOMMENDATIONS AS WELL?
>>THOSE INCLUDE MARK'S RECOMMENDATIONS AS WELL.
BECAUSE AS WE WERE GIVING THAT REPORT WE WERE ARGUING WITH THEM.
>> I WOULD LIKE TO MAKE A MOTION THAT WE REVISIT INDICATOR 7.1, AS WELL AS THE RECOMMENDATIONS AT THE JANUARY, 2023 LOG IN.
>> IT'S BEEN MOVED, THEN WE REVISIT POLICY.
ALL OF YOU HAVE IN PARTICULARLY HIGH EMPHASIS ON INDICATOR 7.1 AND THE OTHER RECOMMENDATIONS PUT FORWARD IN THIS REPORT IN A DISCUSSION.
>> WHAT HAPPENS WITH THE CHANGE ORDERS IN THE ENTRY MANNER? CAN I JUST CONTINUE TO NOT BRING THEM OR ARE THEY GOING TO HONOR THE POLICY AS IT EXIST OR WHAT IS THE PLAN?
>> WE HAVE TO FOLLOW THE POLICY AS IT IS,
[01:30:04]
AND SO REALLY THAT'S WHAT PART OF THAT WE'LL BE WORKING ON.THAT'S WHAT WE'RE COVERING TODAY.
>> I GUESS THE CONCERN IS UNFORTUNATELY, MARK'S NOT HERE TONIGHT, I KNOW THAT COULD SIGNIFICANTLY BE AND MAYBE CHRISTY KNOWS THE TACTICS AND THE PROGRESS I THINK.
IT'S MY RECOLLECTION AND TOTALLY WE'LL TAKE ANY DIRECTION, BUT I THINK WHEN MARK DIDN'T TALKING ABOUT HIS RECOMMENDATIONS AND VIRTUALLY I DON'T HAVE A YELLOW IN FRONT OF ME.
BUT I THINK HE HAD PUT FORWARD THE NUMBER THAN ANYTHING I CONSENSUS WHETHER RIGHT OR WRONG WE HAD AGREED TO HONOR, BUT WE COULD CERTAINLY PUT FORTH.
I CAN PROBABLY PULL THAT RECORD OUT AND LOOK AND SEE IF THERE WAS ANOTHER THEME PUT FORTH, AND WE COULD POTENTIALLY LOOK AT THAT AS A POLICY CHANGED AT THIS POINT.
>> I DO RECOLLECT THAT THERE WAS SOME DISCUSSION AND HE DESCRIBED SOME OTHER EXAMPLES OF NUMBERS THAT OTHER PEOPLE WERE USING AND I THOUGHT THEY RANGED ANYWHERE FROM 75-125 IF I CAN REMEMBER.
>> WHAT WE COULD DO IS LOOKING THE POLICY AS A WHOLE IN JANUARY, BUT THE 7.1 AND THEN NEXT COUPLE OF WEEKS FOR ME AT THE BOARD MEETING AND THAT THERE DISCUSSED.
THAT JUST ONE SPECIFIC PART THERE.
>> THE OTHER THING IS, WE CAN CALL EMERGENCY MEETINGS AT THE DROP OF A HEART, THERE'S NOTHING OR ESPECIALLY THE ZOOM AVAILABLE.
I'M NOT SAYING THAT WE SHOULD, IT'S JUST THAT THAT IS ALSO ANOTHER OPTION.
>> THE GOOD THING ABOUT THAT TO WOULD INTENTIONALLY SHOW WHY THIS NUMBER NEEDS TO BE HIGHER.
>> WE CAN CERTAINLY HAVE CHRISTY TALK TO MARK AND SEE IF THERE'S ANY DECISIONS THAT THEY'RE PROCEEDING TO MAKE IN THE NEXT TWO WEEKS AND IF THERE ARE CREATED AND WE HAVEN'T SEEN [NOISE] SESSION, IF NOT THEN WE JUST BRING IT UP AT THE END OF OUR MEETING.
DOES IT SOUND REASONABLE EVERYONE?
>> JUST ADD ONE SPECIFIC PART 7.1.
SO 7.1 WILL BE DISCUSSED AT THE SEPTEMBER 2022 BOARD MEETING, THE RECOMMENDATIONS WILL BE DISCUSSED AT THE JANUARY 2023.
>> THE RECOMMENDATIONS. THE CAVEAT, I GUESS I WOULD ADD TO THAT IS I KNOW THERE WERE COMMENTS ON 7.2 AND AGAIN, SINCE [INAUDIBLE] I DON'T HAVE IT IN FRONT OF ME.
I KNOW THAT THERE WAS SOME RECOMMENDATIONS AND MAYBE IF THERE'S SOMETHING OTHER THAN 7.1, THEN THE PARENT FEELS ISN'T PRESSING INTO THE ONGOING BOARD PROJECT THAT YOU BRING THOSE UP AT THE SAME TIME IN EMERGENCIES SESSION BOARD MEETING IN EVERY MONTH.
>> I WILL TALK TO MARK TOMORROW AND ASK HIM IF THERE'S OTHER PIECES THAT HE FELT SEEN TO BE ADDRESSED.
I THINK ONE OF THE PIECES IS SOME OF THESE THINGS HAVING COME INTO PLAY BECAUSE WE HAVEN'T BEEN BUILDING AND I FELT FOR A LONG TIME.
THE NEW HIGH SCHOOL IS CAUSING US TO HAVE TO WORRY ABOUT THE CURRENT POLICY.
I'M NOT ASKING IF THERE'S SOMETHING.
>> SHOULD I REFORM THE MOTION?
>> IF YOU DON'T MIND. I'LL BRING ON SOME NOTES I COMPETED.
>> I WOULD LIKE TO TAKE THE MOTION THAT AT THE SEPTEMBER 2022 MEETING, WE DISCUSSED INDICATORS 7.1 IT MAINTAINS THAT NECESSARY, AS WELL AS ANY OTHER POINTS OR BUSINESS DIRECTOR REALLY NECESSARY.
THEN IN JANUARY 2023, WE COVERED THE RECOMMENDATIONS IN THIS REPORT THAT HADN'T ALREADY BEEN TOUCHED ON THIS SEPTEMBER.
>> IT'S BEEN MOVED THAT ON OUR SEPTEMBER 2022 MEETING WE ADDRESS INDICATOR 7.1, AS WELL AS ANY OTHERS THAT OUR BUSINESS MANAGER DEEMS APPROPRIATE OR NECESSARY PRIOR AND THEN WE REVISIT THE RECOMMENDATIONS FOR THIS POLICY INDICATED IN THE REPORT IN JANUARY OF 2023.
[01:35:08]
ANY DISCUSSION ON THAT? THEN ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.>> ALL OPPOSED? MOTION PASSES.
WE WILL NOW MOVE ON TO POLICY NUMBER 2.4, WHICH IS THE SOCIAL AND EMOTIONAL LEARNING.
AGAIN, THIS IS ONE THAT WAS DONE LATER AND SO I HAVE THE SUMMARY, READ COMMENTS AND ACCOMMODATIONS, RECOMMENDATIONS, AND SUCH AS THEREBY DIRECTORS.
THIS IS ONE IF YOU LOOK AT THE TOP RIGHT, IT SAYS DEMONSTRATING REASONABLE PROGRESS AND THERE ARE NOT ANY NUMBERS BECAUSE THIS IS A REPORT YOU'LL REMEMBER THAT WE GOT AND THERE WAS LOTS OF GREAT DATA THOUGH WE'RE ALL GOING, WHAT DOES THIS MEAN? IT STIMULATED SOME OF THE DISCUSSION AND THEN WE HAD A LOT OF DISCUSSION ABOUT THAT AND IT WAS A LOT OF COMMENTS AND I'M NOT SURE IF THIS IS REASONABLE PROGRESS.
ANY DISCUSSION ON THIS REPORT?
>> I DID HAVE ON ONE OF THE REPORTS NEAR THE END, IT TALKED ABOUT SUICIDE ASSESSMENTS AND HOW STUDENTS ARE TREATING AND FEELING ABOUT THEMSELVES, BUT THAT WAS NOT LISTED AS AN INDICATOR.
THE SOCIAL EMOTIONAL LEARNING IN RELATION TO THEMSELVES, THAT SOME INDICATOR ABOUT THAT, IT SHOULD BE ADDED.
>> WHERE DO YOU RUN THAT ONE OUT? BECAUSE MY QUESTION WAS, WHAT DOES AN INDICATOR MEAN, IS IT THE NUMBER OF PEOPLE WHO CAME FOR COUNSELING BECAUSE OF SUICIDAL THOUGHTS? OR IS THAT WELL, WHAT WAS IT THEY WERE MEASURING THERE? WAS THAT INFORMATION FROM THE SURVEY THAT THEY JUST GAVE OUT? WHERE DID THEY GET INFORMATION FROM THEM? WHAT DOES IT ACTUALLY MEAN?
>> HOW DO YOU MEASURE IMPROVEMENT IN INFANCY? I CAN SAY, I THINK I HAVE SEEN STUDENTS BE MUCH KINDER AND SUPPORTIVE OF EACH OTHER, WHICH I TRULY BELIEVE.
BUT HOW DO YOU ACTUALLY MEASURE THAT AND GET SOMETHING THAT YOU CAN SHOW IS REPEATABLE? I GUESS, ONE OF THE QUESTIONS THAT HAS, HOW YOU DETERMINE THAT IT'S THE SCHOOL'S PROGRAMS THAT ARE RESPONSIBLE FOR THAT AND IT'S JUST NOT THE FACT THAT WHEN PEOPLE WERE ALL TOGETHER DURING ADVERSE TIMES THEY TEND TO PULL TOGETHER AND SUPPORT EACH OTHER? IT MIGHT JUST BE A SOCIAL PHENOMENA THAT HAS SOMETHING TO DO WITH A PROGRAM.
>> I THINK WE CAN SAY THAT FOR A WHILE AND SEE NOW I HAVE STUDENTS WHO COME INTO SCHOOL READY AND THEY AREN'T GOING TO SCHOOL YET.
SO I THINK ANY DATA POINT IS A SNAPSHOT OF A MOMENT IN TIME FOR A CHILD, WHETHER IT'S QUANTITATIVE OR QUALITATIVE DATA? I THINK JUST IN THE START OF THE SCHOOL YEAR.
SO NO, I DON'T AGREE WITH THE ANSWER.
I THINK IT'S FOR CUMULATIVE, BUT EVEN AT THE START OF THE SCHOOL YEAR, YOU TALK TO STAFF, IT JUST FEELS HEALTHIER.
SOMETIMES ON THESE, ESPECIALLY SOCIAL EMOTIONAL LEARNING I DO THINK PULLING TO YOUR POINT, USING THE PANORAMIC DATA AROUND BELONGING OR THOSE PIECES.
THOSE ARE QUANTITATIVE MEASURES.
THAT'S HOW STUDENTS ARE FEELING THAT'S GATHERED AT THE END OF THE YEAR.
[01:40:02]
BUT I THINK THERE'S ALSO, WE SEE FEWER OFFICE REFERRALS OR STUDENTS WORKING IN CROWDED GROUPS WITHOUT NEEDING REPEATED REMINDERS.I THINK THOSE ARE SOME OF THE THINGS OUR STAFF LOOK AT.
THAT'S WHY THE RELATIONSHIPS OF OUR STAFF TO OUR STUDENTS ARE CRITICAL.
>> SO IS CREATING A DASHBOARD FOR SOMETHING LIKE THAT, YOU COULD USE THINGS LIKE, JUST REFERRALS FOR BAD BEHAVIOR OR THINGS LIKE THAT TO DEMONSTRATE THAT OVER TIME IT'S GOING TO BE OUT.
>> SO TODAY, THE ONE WE SAW, THAT'S A GREAT EXAMPLE TODAY.
THE ONE WE SAW, THEY WERE LOOKING AT OFFICE REFERRALS AND NOT JUST OFFICE REFERRALS, WHAT WAS THE CAUSE OF THE OFFICE REFERRAL? WAS A STUDENT HERE BECAUSE THEY WERE SAYING THAT THEY WERE HAVING AN ANXIETY ISSUE RELATED BECAUSE THEY HAD A CONFRONTATION WITH A FRIEND? WE CAN LOOK AT THAT AND AROUND THE DATA, THEN WE DUMP INTO THAT DASHBOARD TOO.
MAKING SURE WE'RE LOOKING AT EVERY DATASET AND SO THE TEAMS ARE NOT HAVING TO TRYING TO ANALYZE.
>> WITH LOOKING AT THE INCIDENCE OF BULLYING AND THE NUMBER OF BULLIES.
BECAUSE IF THERE'S A HIGH INCIDENCE OF BULLYING, BUT IT'S TWO KIDS, THAT'S DIFFERENT THAN A LOWER INCIDENCE BUT IT STILL A CASE.
>> OUR COUNSELORS, THEY KEEP TRACK OF DATA, SCHOOL BY SCHOOL, INDIVIDUAL BY INDIVIDUAL, THAT'S DATA THEY CAN DUMP IN.
THAT'S WHAT WE'RE TRYING TO FIND THE BEST TOOL TO HELP US.
I THINK OF IT AS A CONTAINER WHERE WE'RE ABLE TO DUMP EVERYTHING WE HAVE IN THERE AND THEN IT QUANTIFIES IT FOR US.
>> IT'S UNFORTUNATE THAT YOU HAVE TO LOOK AT THEM FOR LOOKING AT NEGATIVE OUTCOMES.
CAN WE FIND A POSITIVE OUTCOME TO MEASURE?
>> AND THAT'S WHAT OUR COMP TEAM IS WORKING ON.
THAT'S DATA THAT THEY'RE LOOKING TO TELL THE STORY OF ALL THE THINGS THAT ARE GOING WELL.
AND THEN THE STUDENT ADVISORY, NOT ONLY WILL THEY HAVE THE HIGH SCHOOL ONE, [NOISE] BUT I'LL BE WORKING AT EACH INDIVIDUAL SCHOOL TO MEET WITH A GROUP OF STUDENTS STAYING HERE.
WHAT THAT SAYS AND MY ENTRY PLAN IS STARTING IN THE FACT THAT I'LL BE VISITING AND SPENDING TIME IN EVERY SINGLE CLASSROOM.
WE SHOULD HAVE SOME STUDENT VOICE HERE PRETTY SOON AS PART OF THIS, BECAUSE THAT'S REALLY THE ONES WHO KNOW HOW THINGS ARE GOING.
>> ONE THING THAT THROB THAT IT MAKES IT SOCIAL EMOTIONAL LEARNING AND PERSPECTIVE HEARD IS YOU TALKED ABOUT THE BULLYING DATA.
IT WAS INTERESTING HISTORICALLY SPEAKING WHEN PBIS SYSTEM WAS INTRODUCED, BULLYING SPIKED UP BECAUSE PEOPLE WERE TALKING ABOUT AT IT UNTIL IT MATTERED.
SOMETIMES TAKING THAT DATA AND TRYING TO FIGURE IT OUT BECAUSE THAT WAS ONE OF THOSE THINGS THAT WE WERE ALL LOOKING UP.
WHAT GIVES? WHAT'S HAPPENING? BECAUSE ALL OF A SUDDEN BULLYING REPORTS DOUBLED OR PEOPLE RECORDING BULLYING DOUBLED AND IT WAS LIKE, WE'RE TALKING ABOUT IT, SOME PEOPLE WERE SEEING IT.
PARTICULARLY HISTORICALLY SPEAKING, IF THERE'S GRAPHS OR THINGS, SOME INDICATION IN THERE SO THAT PEOPLE DON'T 3-YEARS DOWN GO, OH, LOOK BACK AND WHATEVER, 2019 THERE WAS A BIG SPIKE.
THEY MUST HAVE DONE SOMETHING WRONG.
I DON'T KNOW. THEY JUST STARTED TALKING ABOUT IT.
>> IT'S MORE THAN ANYTHING WE CAN EXPECT.
THINGS SPIKE WHEN YOU EMPOWER PEOPLE TO SPEAK UP FOR THEMSELVES AND TO GET HELP THEN, LET'S WATCH THAT SPIKE COUNTDOWN.
>> SO ARE THERE COMMENTS ON THIS REPORT?
>> SCL IS REQUIRED BY THE STATE.
BECAUSE I'M AWARE OF FAMILIES THAT DON'T THINK THAT SCL SHOULD BE PROVIDED, THEY THINK THAT IT'S NOT SOMETHING THAT WE SHOULD BE DOING AND THE WAY I'M SITTING HERE WITH REPORT, IF THEY'RE REQUIRED TO DO THIS, YOU STILL HAVE TO MONITOR AND KEEP TRACK OF PERFORMANCE IN THAT AREA JUST BECAUSE IT IS A REQUIREMENT.
>> AND I WOULD ADD, I WAS IN THE CLASSROOM FOR 18 YEARS AND I ALWAYS TALKED TO THE SOCIAL EMOTIONAL NEEDS OF MY STUDENTS BECAUSE THEY ALL HAVE DIFFERENT INDICATORS.
IT'S HOW YOU WORK IN YOUR COMMUNITY.
I THINK THERE'S A PIECE ABOUT THE CURRICULUM, BUT I THINK IT'S ALSO TESTING PART OF HOW DO YOU WORK IN A CLASSROOM ENVIRONMENT, TAKING CARE OF ONE ANOTHER OR WATCHING OUT FOR ONE ANOTHER.
IF YOU SEE SOMETHING, YOU SAY SOMETHING.
[01:45:04]
I'VE SAID A BAD THING AND THEY'RE CRYING AND SO YOU'RE ABLE TO HELP THEM LABEL WHAT IT IS AS THE ADULT EMOTIONAL SKILL TO EMOTIONAL INTELLIGENCE.YES, THERE IS THE CURRICULUM AND IT'S BEEN HAPPENING IN EDUCATION AS LONG AS HAVING AN ART CLASSROOM.
I THINK IT'S JUST WHAT YOU SAID AS PEOPLE ARE JUST TALKING ABOUT IT WITH SOME INTENTIONALITY.
THEY PUT SOME CURRICULUM BEHIND IT SO THERE'S SOME ALIGNMENT.
IF A CHILD IN ONE ROOM IS HAVING A LESSON, WE CAN GUARANTEE THAT EVERY CHILD HAD THE SAME LESSON.
>> I THINK THAT IS THE CONCERN THAT I'M HEARING IS THAT THESE ARE SKILLS THAT WOULD'VE BEEN TAUGHT ANYWAY THAN WE'VE BEEN WORKING ON ALL ALONG.
IT BEGINS WITH KINDERGARTEN THEY LEARN HOW TO TREAT OTHERS WITH RESPECT AND KEEP THEIR HANDS TO THEMSELVES AND ALL THESE THINGS AND IT DOESN'T REQUIRE EXTRACURRICULAR ACTIVITY, EXTRACURRICULAR INVOLVEMENT OF BRINGING IN MATERIALS AND ACTUALLY TEACHING THIS.
IT'S JUST SOMETHING THAT IS PART OF THE PROCESS.
>> A LOT OF THE LESSONS ARE BOOKS, THEY'RE CONVERSATIONS.
I THINK IT'S LIKE MATH, WE KNOW THAT WE HAVE TO ALL TEACH MATH, BUT IF WE DON'T HAVE A BASELINE OF WHAT WE'RE SUPPOSED TO OR WHAT WE EXPECT STUDENTS TO KNOW AND UNDERSTAND.
IN SOME CLASSES IT'S GOING TO HAPPEN SUPER WELL, IN OTHER CLASSES THAT MAY NOT HAPPEN AT ALL.
I THINK THE CURRICULUM OR THE RESOURCES JUST PROVIDES AN ALIGNMENT.
>> SO IF PARENTS WANTED TO SEE WHAT THE CURRICULUM WAS, COULD THEY FIND IT ONLINE, THAT'S AVAILABLE?
>> ONLINE, THAT IS A GREAT QUESTION.
WE CURRENTLY FOR THE GREAT BODY SHOP, THE VERSION WE USE, THEY ARE TRYING TO GET THE ONLINE VERSION AND SO THAT'S ACTUALLY A CONVERSATION THAT OUR TEAM IS HAVING.
I'M GOING TO TAKE THAT TO KELLY, BECAUSE SHE HAS BEEN WORKING ON THAT.
>> WELL, WE DEFINITELY ARE WORKING TOWARDS THAT BUT EVEN WHEN WE TALKED ABOUT SEL, WE USE PROTOCOL SITE AND STAFF.
WE USE SITE AND STAFF ON INSTRUCTION MATERIALS THAT PARENTS ARE ALWAYS WELCOME TO LOOK AT.
THERE IS A GREAT OVERVIEW ONLINE AS WELL AND ANY PARENT CAN ACCESS.
PARENTS ARE ALWAYS WELCOME TO LOOK AT OUR MATERIALS TO ACCESS THOSE AND ASK QUESTIONS ABOUT THAT.
THAT'S WHAT WE USE IN THE FRONT OF THE SCHOOL DISTRICT FOR SEL AT THE EIGHTH LEVEL AND IT NEEDS A CHARACTER STRONG PROGRAM, 9-3-12.
>> BUT THIS IS AN OVERVIEW, NOT THE ACTUAL LIST.
IT'S CORRECT THAT THEY SEE ONLINE BECAUSE THEY WANT TO SEE ACTUAL LESSONS THEY CAN COME IN.
>> I'M SURE THEY'RE WELCOME TO COME IN.
THE SCHOOL COUNSELOR WILL PROBABLY BE THEIR BEST BET TO REVIEW CURRICULUM BUT I'M GOING TO SAY, WHEN AT THE SECOND STEP.
INTERIORS ONLINE, THERE IS A GRADE SCOPE SEQUENCE THAT GOES BY GRADE LEVEL THAT I'VE FOUND TO BE VERY VALUABLE AND A GREAT RESOURCE FOR REVIEW AND I HAVEN'T VIEWED THAT WITH PARENTS AND THEY FELT TO BE OF GREAT VALUE.
ANY ADDITIONAL QUESTIONS, YOU CAN FORWARD THOSE TO YOUR BUILDING PRINCIPAL OR YOUR SCHOOL COUNSELOR.
>> WHERE DO YOU FIND THAT ON THE WEBSITE?
>> THAT IS NOT ON OUR WEBSITE.
>> THERE'S ONLY JUST THROUGH THE SITE AND STAFF.
IF YOU WENT TO SITE AND STAFF AND WE CAN [NOISE] SOMEWHERE IF WE NEED TO, YOU CAN ABSOLUTELY DO THAT.
BUT IT'S JUST CALLED THE SITE AND STAFF AND IF YOU WERE TO GOOGLE APPS THAT WOULD COME UP IMMEDIATELY AND YOU'RE ABLE TO CLICK ON THE LINK THERE WHERE IT GIVES YOU A [INAUDIBLE] WILSON, BACK TO YOU?
>> OTHER COMMENTS? IF NO OTHER COMMENTS, THEN CHERRY, AGAIN WILL ENTERTAIN A MOTION OR HOW YOU'D LIKE TO DISPENSE WITH THESE REPORT?
>> I WOULD LIKE TO MAKE A MOTION THAT THE GOAL IS ADDED TO THIS TO MEASURE STUDENTS INDIVIDUAL CURRENT THOUGHTS ABOUT THEMSELVES, SELF PERCEPTIONS.
>> DO YOU WANT TO DO ANYTHING WITH THE REPORT OR DO YOU WANT US HAVE THAT MOTION AND THEN COME BACK TO THE REPORT?
>> I WOULD LIKE TO DO THAT ONE JUST BY ITSELF BECAUSE WHETHER THE REPORT IS MARKED AS COMPLIANT OR NON-COMPLIANT,
[01:50:05]
I WOULD LIKE THAT TO BE VOTED ON. IS THAT OKAY?>> THAT'S FINE. IT'S BEEN MOVED THAT WE ADD TO RE 2.4 A GOAL INDICATOR TO MEASURE HUMAN THOUGHTS AND PERCEPTIONS OF THEMSELVES.
ANY DISCUSSION? THEN ALL THOSE IN FAVOR SAY AYE.
OKAY. WE WILL ADD THAT TO RE 4.
THEN AGAIN THE CHAIR WILL ENTERTAIN A MOTION AS TO HOW WE WOULD LIKE TO GO ABOUT ACCEPTING RE 4.
I GUESS MY RECOMMENDATION WOULD BE THAT WE ACCEPT THE RECORD RECOGNIZING THAT THERE WAS INSUFFICIENT ANALYSIS OF THE DATA PROVIDED TO DETERMINE IF IT WAS DEMONSTRATING REASONABLE PROGRESS OR NOT DEMONSTRATING REASONABLE PROGRESS BECAUSE AGAIN, THAT WAS THE INPUT I GOT.
>> I WILL LINK THAT MOTION THAT WE ACCEPT RESULTS POLICY 2.4 WITH THE NOTE THAT THERE WAS NOT ENOUGH ANALYSIS OF THE DATA TO DETERMINE REASONABLE PROGRESS VERSUS NON-REASONABLE PROGRESS.
>> ANY DISCUSSION? IT HAS BEEN MOVED THAT WE ACCEPT REPORT R 2.4 ON SOCIAL AND EMOTIONAL LEARNING THAT INDICATED THAT THERE WAS NOT ENOUGH ANALYSIS NEEDED TO DETERMINE WHETHER WE HAVE ANY REASONABLE PROGRESS OR NOT.
THEN THAT TAKES US ON TO REPORT 2.8, WHICH IS ACADEMIC ACHIEVEMENT OF ELECTIVES.
AGAIN, THIS ONE WAS DONE PRIOR TO SOME OF OUR CONVERSATIONS SO IT'S MORE OF A COMPOSITE SUMMARIZATION THAN IT IS INDIVIDUAL BOARD MEMBER COMMENTS. ANY DISCUSSION?
>> I WAS A LITTLE CONCERNED ABOUT THE FACT THAT THEY JUST CHARGED IN AND SAID, WE'RE GOING TO LOOK AT EQUITABLE GRADING PRACTICES BECAUSE IT WAS JUST A NOTE IN THE REPORT ABOUT WHAT THEY WERE GOING TO DO BECAUSE OF THE LOWER PASSING GRADES IN SOME OF THE ELECTIVES THAT THERE WERE EQUITABLE GRADING PRACTICES.
I DON'T HAVE A PROBLEM WITH LOOKING AT GRADING PRACTICES, BUT I'M LOOKING AT A COUPLE OF THOSE ELECTIVES AND THINKING, I KNOW EXACTLY WHY THERE'S A LOW PASSING GRADE, IT'S BECAUSE IT'S PRE-CALCULATED.
IT'S LIKE HAVING WORKER STUDENTS THAT SOME OF THEM ARRIVE WITH THE SKILLS THAT THEY NEED IN ORDER TO SUCCEED IN CLASS AND OTHERS DON'T.
THAT'S PROBABLY MORE WHAT WOULD BE AT FAULT IF YOU WANT TO SAY THAT THAN ANY IMBALANCE IN GRADING, ANY KIND OF POOR ASSESSMENT OF STUDENTS.
I GUESS I WOULD LIKE TO KNOW WHERE IN THE PROCESS OF ANALYZING THE LOW PASS GRADES IN SOME OF THOSE ELECTIVES, OTHER FACTORS ARE CONSIDERED SINCE THAT WAS NOT MENTIONED IN THE REPORT.
>> I CAN START AND THEN I'M GOING TO TURN IT OVER TO FAY.
I THINK IN MY OBSERVATION, AND I LOOK FORWARD TO ACTUALLY SPENDING TIME IN THE CLASSROOMS, BUT I CAN SAY JUST AS A PARENT, YOU HAVE CHILDREN WHO WILL TAKE ONE CLASS AND THEY HAVE TEACHER A.
THEIR FRIEND HAS A DIFFERENT CLASS, THEY HAVE TEACHER B.
TEACHER A, WHAT THE STUDENT IS GETTING IS ON A HIGH RIGOROUS.
[01:55:05]
IT'S NOT NECESSARILY ALIGNED HOW THEY'RE ANALYZING IT, I'M JUST USING, THIS IS NOT A FERNDALE EXAMPLE.YOU CAN GET FROM 100 PERCENT TO 80 PERCENT AND GET AN A, WHEREAS IN TEACHER B, YOU CAN GET 100 PERCENT TO 95 PERCENT IS AN A AND THEN 95 PERCENT TO 80 PERCENT IS A B. I THINK THOSE ARE PRIVATE AND THEN I'M GOING TO TURN IT OVER TO FAY IF SHE HAS ANY ADDITIONS.
BUT WHEN WE'RE TALKING ABOUT GRADING PRACTICES, THAT'S WHAT WE'RE MEANING, ALIGNING.
AN A IS AN A ACROSS THE CONTENT. HERE IT IS.
>> THE RIGOR OF QUESTIONS AS WELL.
>> YES. FAY HASN'T BEEN MEETING WITH THAT GROUP, THE SELECTION OF THAT GROUP, BUT SHE CAN TALK A LITTLE BIT MORE ABOUT THE TYPE OF DISCUSSION THEY'RE HAVING.
>> I WOULD ECHO PEGGY, THAT WASN'T JUST ONE REPORT THAT HAS ALLUDED TO THAT.
WE ACTUALLY STARTED TALKING ABOUT IT PROBABLY ABOUT 16 MONTHS AGO, BUT WE NEEDED TO DO THIS WORK.
BUT WHEN WE CAME BACK LAST FALL WITH ALL THE COVID CHANGES AND JUST GETTING BACK INTO SCHOOL AND GETTING SOME ROUTINE TO ADD THIS, GRADING IS A VERY EMOTIONALLY-TOUCHED ACTIVITY JUST IN OF ITSELF.
IT'S VERY PERSONAL. IT'S NOT SOMETHING THAT'S REALLY BEING MADE PUBLIC AS MUCH AS PERHAPS WHEN YOU WALK IN AND YOU SEE INSTRUCTIONS PUBLIC, WHEREAS GRADING IS MORE PRIVATE AND MORE PERSONAL.
TO STOP THIS PROCESS LAST FALL WHEN WE WERE REALLY STARTING TO UNDIG IT, IT FELT LIKE IT WAS WAY TOO HEAVY FOR THE PLACE WE'RE IN SO WE DID A LOT OF GROUNDWORK THROUGHOUT LAST YEAR TO START TALKING ABOUT IT.
WITH OUR TSS WORK, IT'S REALLY HARD FOR US TO PROVIDE INTERVENTIONS FOR STUDENTS WHEN WE DON'T KNOW THEIR NAME.
YOUR CLASS IS THE SAME AS THE NAME OF MY CLASS SO VICE VERSA.
YOU'RE NOT PASSING IN MY CLASS, BUT YOUR FRIEND IS.
THOSE WERE THE DISCUSSIONS [INAUDIBLE] TSS WORK IS THAT WE CAN'T REALLY QUANTIFY GRADING PRACTICES AT THIS TIME THEY'RE REALLY EQUITABLE NOW.
WE'VE HAD OUR FIRST MEETING AND DECIDED TO TALK ABOUT PER PERSON.
ONE OF OUR ACTIVITIES WAS TO LOOK AT THE PROS AND CONS ABOUT PARENT GRADING PRACTICES.
A LOT OF DISCUSSION AROUND THAT SO THIS MONTH WE'RE LOOKING AT REVIEW OF LITERATURE.
THERE'S A LOT OF LITERATURE ON WHAT BEST GRADING PRACTICES AT A SECONDARY LEVEL LOOK LIKE.
HOW DO WE KNOW THAT YOU'VE MASTERED CONTENT AND THAT YOU HAVE MET STANDARD OR WHAT ARE WE MEASURING? ARE WE MEASURING SOCIAL EMOTIONAL SKILL IN THIS PARTICULAR ACTIVITY, ARE WE MEASURING A CONTENT STANDARD? WHAT ARE ACTUALLY LOOKING AT? I'M COMING BACK IN A COUPLE OF WEEKS TIME TO REALLY DIG INTO WHAT RESEARCH TELLS US.
THEN COMING FROM THERE, WE'LL GO WORK TOGETHER TO PUT A WEB-PAGE TOGETHER THAT HAS ALL OF OUR MEETING NOTES.
WE ACTUALLY WERE IN HERE LAST FOR OUR MEETING AND THE INTERNET WENT DOWN.
WE HAD TO GO BACK TO WORK FROM A PEN RATHER THAN OUR DIGITAL.
WE'RE IN THE PROCESS OF TYPING EVERYTHING BACK UP THAT WE WROTE DOWN SO THAT WE CAN START TO BUILD OUT THAT WEB-PAGE BECAUSE WE WANT IT TO BE TRANSPARENT.
I DON'T WANT ANY TEACHER AT THE SECONDARY LEVEL IN TWO YEARS' TIME TO SAY, WHAT DO YOU MEAN THIS IS WHAT WE'RE DOING? IT REALLY NEEDS TO BE A BACK-AND-FORTH PROCESS BETWEEN THE COMMITTEE AND WHAT'S HAPPENING IN OUR WAYS, SO NO ONE SHOULD BE TAKEN BY SURPRISE.
THE END THAT WILL ONLY CHANGE. DOES THAT ANSWER YOUR HONOR?
>> THAT KIND OF SORT OF, BUT I NEED MORE FEEDBACK.
I WOULD LIKE TO JUST COMMUNICATE WITH YOU ON THAT ERROR JUST BECAUSE I'M THINKING BACK TO WHEN MY KIDS WERE IN SCHOOL AND SOME OF THE SITUATIONS AND RULES REGARDING GRADING.
IN PARTICULAR, I WAS HOPING THAT MY SON COULD, BECAUSE HE'D BEEN GETTING A'S IN ENGLISH CLASSES, COULDN'T TAKE AN ADVANCED ENGLISH CLASS.
BUT THEN THEY INFORMED ME THAT AN A IN ONE CLASS WILL NOT TRANSFER TO BECOME A C IN ANOTHER CLASS SO THAT IT LIMITED ALL MOBILITY THE CLASSES WHICH I THOUGHT WAS TRAGIC BECAUSE THAT MEANS THE KIDS CANNOT CHANGE THEIR TRAJECTORY.
>> THAT'S EXACTLY WHAT WE WANT TO AVOID.
>> THAT'S SOMETHING WE NEED TO HAVE.
IF YOU HAVE GRADING POLICIES WHERE ONE CLASS IS AN EASY A AND ONE IS A HARD A AND IF THERE'S SOMEBODY WHO REALLY WANTS THAT 4.0, YOU'VE GOT EROSION OF THE QUALITY OF CHOICES.
[02:00:01]
AGAIN PERSONAL STORIES, THERE'S BEEN A DECREASE IN THE AP CLASSES THAT WERE AVAILABLE BECAUSE NOT ENOUGH KIDS WERE INTERESTED IN THEM BECAUSE IT WAS A HARD GRADE.WHY TAKE THE AP CLASS? IT'S LIKE, WELL, YEAH, IT'S GOING TO BE A HARDER CLASS, THAT'S THE POINT OF AN AP CLASS.
BUT IF YOU GOT SOMEBODY WHO'S LOOKING AT GOING TO COLLEGE LATER AND THEY'RE GETTING A C IN THE AP BUT THEY'LL GET AN A PLUS IN REGULAR, THERE GOES AP.
WHICH IS I THINK REALLY SAD FOR FERNDALE STUDENTS BECAUSE THEN NOBODY GETS A CHOICE OVER HERE.
>> YEAH. BECAUSE THE CHALLENGE IS YOU MAY LEARN MORE IN AP CLASS THAN YOU DO IN THE REGULAR CLASS.
>> I TOTALLY UNDERSTAND THOUGH THAT IT WAS A HEAVY LIFT LAST YEAR AND A HEAVY LIFT NOW SO I APPRECIATE THAT YOU'RE LOOKING AT IT.
BUT I ALSO HOPE THAT STAFF CAN APPRECIATE THAT IT IS IMPORTANT.
>> I DIDN'T WANT TO SAY, I HOPE YOU UNDERSTAND YOU PROBABLY ARE LOOKING AT OTHER FACTORS BESIDES JUST GRADING EQUITY AS WELL IN TERMS OF PASS RATES.
>> I THINK THAT TOPIC IS IN THE 2.9 REPORT THAT IS NEXT ON THE DOCKET JUST IN THE SENSE OF IF YOU TOOK ONE WORLD LANGUAGE YOU'RE ALMOST GUARANTEED NATIVE TO ANOTHER WORLD LANGUAGE YOU MIGHT GET IT.
I MEAN THERE IS A LOT IN THAT GRADING PROCESS IN TRYING TO FIGURE IT OUT.
>> ANOTHER QUESTION LIKE THAT.
IF SOMEBODY WHO IS AN EASY GRADER BUT NONE THE LESS, THEY MANAGE TO TEACH THE KIDS REALLY WELL AND THEY DO OUTSTANDING ON SOME STANDARDIZED TESTS, SOME OTHER TESTS, THEN ARE THOSE EASY GRADING PRACTICES REALLY A PROBLEM?
>> I THINK WHAT WE'RE LOOKING AT ARE APPROPRIATE GRADING PRACTICES.
NOT EASY NOT HARD, WHAT MAKES THE CONTENT AND THE INSTRUCTION IN THE CLASSROOM.
WHAT'S THAT FRAMEWORK, SO EVERY CLASSROOM NOT MATTER WHAT IS LOOKING AT THE SAME LENS FOR CREATING THE GRADING PRACTICES?
>> FROM WHAT I'VE HEARD CONSISTENCY. THAT'S THE CHALLENGE.
IF A TEACHER IS A REALLY GOOD TEACHER, IT COULD BE AN EASY A BECAUSE THE TEACHER IS SO GOOD THAT YOU LEARN THE MATERIAL LONG.
THAT DOESN'T MEAN THAT THAT TEACHER IS AN EASY GRADER, IT JUST MEANS THEY'RE A GOOD TEACHER.
HEY, YOU'RE NOT GRADING RIGHT BECAUSE YOU'RE TEACHING WELL.
IT'S A MULTIFACETED THING WHICH MAKES ANALYSIS OF IT.
AND FINDING THE ENDPOINT PART.
>> ONE OF THE CLASSES I REMEMBER TAKING, THE FIRST DAY THE TEACHER SAID EVERYONE HAS AN A IN HERE BECAUSE IT'S A LOT HARDER TO KEEP AN A.
I THINK SOME TEACHERS HAVE A DIFFERENT APPROACH ON HOW THEY GET STUDENTS TO THINK ABOUT EDUCATION THAT I THINK WE ARE GOING FOR THE RIGOR, BUT ENSURING THAT WHEN THE TEACHER MAKES THEIR GRADES OR THEY'RE ANALYZING A STUDENT'S ASSIGNMENT OR WHATEVER, THAT WE'RE ALL USING THE SAME FRAMEWORK TO THINK ABOUT IT.
>> OTHER COMMENTS ON OUR REPORT ON THE ELECTIVES?
>> I THINK THIS ONE WAS THE ONE THAT IT WAS SPECIFICALLY AT ONE TYPE OF ELECTIVES AND SAID, MAYBE IN THE FUTURE ONCE WE'LL DO THE OTHER ELECTIVES BUT THEN CALCULATING IT OUT, IT WOULD TAKE 12 YEARS TO GET TO EACH OF THEM.
SOME OVERVIEW SORT A THING AND IT WOULD BE.
I CAN'T REMEMBER, THEY ENCOURAGED TO COMPLETE THE CTE PATHWAYS, OR LOOKING AT STUDENTS ASSESSING THE PROGRAMS AT THE END OF IT AND GETTING THEIR FEEDBACK SOME OTHER WAY THAT WE CAN GET THE LOGO ABOUT THE ELECTIVES AND WHAT WE ARE MISSING, WHAT'S DOING REALLY WELL WHAT SHOULD WE DEVELOP MORE, RATHER THAN LOOKING AT ONE KIND OF ELECTIVE IN THE REPORT.
>> SOME OF THOSE THINGS, AS WELL AS OTHERS, ARE MENTIONED IN THE RECOMMENDATIONS THAT WE MADE, WITH THE REPORT.
[02:05:05]
NOT ONLY SOLICITING STUDENT INPUT AS TO HOW THEY FELT THE CLASS WAS AS FAR AS ITS USEFULNESS AND DIFFICULTY OF THE CONTENT.BUT ALSO GETTING INFORMATION FROM SOURCES OUTSIDE THE SCHOOL.
COMMUNITY COLLEGES, FROM THE COMMUNITY, ARE WE TEACHING THE SKILLS THAT PEOPLE NEED TO BE PUT IN PLACE FOR THOSE THAT AREN'T GOING ON TO COLLEGE, THEY'RE GOING DIRECTLY INTO A CAREER?
>> I ANTICIPATE THIS, MY ENTRY PLAN WILL HAVE DATA THAT FEEDS INTO THIS.
AS I MEET WITH STUDENTS AND I MEET WITH THE BUSINESS COMMUNITY HIGHER ED TO ASK THEM WHAT WOULD YOU KEEP.
WHAT WOULD YOU LIKE TO CHANGE? WHERE WOULD YOU LIKE TO SEE US GO? SO IT'LL BE INTERESTING TO SEE WHAT OF THAT ENTRY PLAN DATA MATCHES UP WITH THIS PARTICULAR POLICY.
>> OTHER COMMENTS? IF NONE, THEN ONCE AGAIN, THE CHAIR WILL ENTERTAIN A MOTION AS TO HOW WE'D LIKE TO MOVE FORWARD WITH THIS REPORT.
>> LET US SEE, I CAN'T TALK, I KNOW IF WE ACCEPT THE REPORT AS THOSE THINGS COMPLIANT.
>> MORE LANGUAGES REPORT FOR PORTUGUESE IS ANOTHER ONE.
>> I DIDN'T HEAR YOU CAST THE MOTION, I APOLOGIZE.
>> I'M SORRY, AREN'T WE DETERMINING WHETHER THAT PARTICULAR REPORT WE'RE ACCEPTING THAT REPORT?
>> WE'RE LOOKING FOR A MOTION AS TO HOW TO ADDRESS RESULTS POLICY, THE REPORT 2.8.
>> LOOKING TO EXTEND THE REPORT.
BUT FINDING ADDITIONAL CRITERIA FOR DETERMINING WHETHER ELECTIVES ARE USEFUL.
>> I THINK WITH THIS ONE WE HAD TROUBLE DECIDING THAT IT WAS REASONABLE PROGRESS OR NOT BECAUSE THE DATA WAS NOT ANALYZED TO SHOW.
IN THAT CASE, MAYBE WE DID MAKE REASONABLE PROGRESS MAYBE WE DID AND WE CAN'T REALLY TELL.
>> I THINK SOME OF THE THINGS WE POINTED OUT AND IF I CAN SUGGEST, HAVING DONE THE SUMMARY THE RECOMMENDATIONS THAT I WILL MAKE FOR THE MOTION WILL BE EXCEPT THE REPORT FOR THE 2.8 THE ACADEMIC ACHIEVEMENT ELECTIVES AS NOT MAKING REASONABLE PROGRESS AND WE INCORPORATED THE RECOMMENDATIONS THAT WERE MADE TALKING ABOUT GETTING THAT COMMUNITY AND WE WENT IN.
IF YOU'RE GOOD WITH THAT, THEN I ALWAYS TAKE IT AS NAY AND SO THE MOTION IS ON THE FLOOR TO ACCEPT RESULTS POLICY 2.8 ACADEMIC ACHIEVEMENT ELECTIVES AS NOT DEMONSTRATING REASONABLE PROGRESS AND PUT FORTH THE RECOMMENDATIONS THAT WERE PUT FORTH BY THE BOARD BE CONSIDERED OR BE LOOKED AT IN THE FUTURE REPORTS FOR THAT ONGOING DEVELOPMENT.
ANY DISCUSSIONS ON THAT? ALL THOSE IN FAVOR THEN SIGNIFY BY SAYING AYE.
WE HAVE ACCEPTED THE REPORT 2.8.
DRUM ROLL AS WE MOVE ON TO THE FINAL REPORT THIS EVENING 2.9, WHICH IS THE ACADEMIC ACHIEVEMENT IN WORLD LANGUAGES.
ANY DISCUSSION? AGAIN, THIS IS ONE WHERE THE INFORMATION WAS COMPILED AND PUT TOGETHER BASED ON
[02:10:01]
THE COMMENTS THAT WERE RECEIVED FROM THE BOARD MEMBERS WITH THE RECOMMENDATIONS AND OTHER THAN THOSE QUESTIONS.THIS WAS BEFORE WE WEREN'T DOING ANY ASSESSMENT OF THE INDICATORS AND THINGS.
THERE'S NONE OF THAT DATA ON THIS REPORT BUT IT DOES SHOW, LOOKING AT THAT THERE WERE FIVE GOALS AND GOAL NUMBER ONE, THE CONSENSUS WAS THAT THERE WAS NOT REASONABLE PROGRESS MADE, BUT ON THE OTHERS THE MAJORITY OF THOSE GIVING INPUTS AND YES, THERE WAS AND THEN WE HAVE VARIOUS RECOMMENDATIONS THAT WERE MADE.
>> I HAVE TWO POINTS ON THIS ONE.
ONE IS JUST A DITTO OF THE GRADES AND LOOKING AT STANDARDIZING GRADES AND THAT WAS ENOUGH FOR FIRST NIGHT.
THE SECOND ONE I WANTED TO GET RECOMMENDATIONS ABOUT OUR COMMITMENT IN TEACHING LEARNING LANGUAGE IN THE LAST FEW YEARS.
I'M HOPING THAT THAT IS CONTINUED.
A CULTURE AND A LANGUAGE CAN DIE PRETTY QUICKLY.
IT SEEMS LIKE, LEARNING IS HERE.
EVERYTHING THEY'RE HERE FOREVER BUT WE NEED TO EMBRACE AND WE NEED TO CULTIVATE AND WE NEED TO JUST KEEP IT GOING.
THESE OUR CULTURE IS ALL OVER THAT HAVE BEEN EMBRACED BECAUSE THEY'VE BEEN SILENCED WITH NOT INTERCEPT AND MUMBLING, BUT COMMENDATIONS FOR ADULTS CLOSED.
>> I WOULD LIKE TO SAY I'M REALLY IMPRESSED WITH THE FERNDALE SCHOOL DISTRICT AND THE MANAGEMENT THAT THEY ARE TAKING TO INCLUDE THE LAMIN LANGUAGE AND GOING ABOVE AND BEYOND WHICH IS MEANING NOW WITH ELEMENTARY KIDS AND THAT'S GETTING EVEN BETTER.
FROM WHAT I SEE WE HAVE HIRED EXCELLENT LAMIN LANGUAGE PEOPLE IN THE FRONT OF HOUSE SCHOOL DISTRICT.
THEY ARE TOP-NOTCH YOU WON'T GET ANY BETTER.
THEY KNOW A LOT, THEY KNOW ENOUGH AND I'M SURE THE KIDS ARE GETTING WHAT THEY NEED OUT OF IT.
BESIDE THAT WE HAVE LAMIN LANGUAGE THERE'S ALSO OTHER CULTURES THAT WE NEED TO FOCUS ON RECOGNIZE, BRING THEM TO THE FORTH FRONT.
SPANISH SPEAKING PEOPLE NEED TO FEEL THEY BELONG AS WELL AS RATIONALLY WE HAVE NEW CULTURES IN THE DISTRICT THAT WE DON'T EVEN KNOW OF, WE NEED TO BRING WITH THEM FORWARD AS WELL AND TO BE LOVED JUST LIKE THEY ARE LAMIN.
IT HAS TAKEN US A WHILE TO GET WHERE WE ARE TODAY.
I KNOW I WORKED IN A PREVIOUS SCHOOL DISTRICT PROBABLY 50 YEARS AGO, REALLY 50 YEARS AGO [LAUGHTER] AND WE WERE BARELY SCRATCHING KNOCKING ON A DOOR.
BUT PEOPLE STARTED LISTENING THAT'S WHAT WAS REALLY HELPFUL AND NOW I SEE AND HEAR THAT THE FERNDALE ON THE SCHOOL DISTRICT THEMSELVES HAVE APPLIED FOR LANGUAGE GRANTS WHICH IS PHENOMENON.
THAT'S WHERE I LIKE TO TAKE IT.
I'M VERY IMPRESSED WITH ALL THE ATTITUDE WITH MONEY AND WORKING TOWARDS A BETTER PLACE FOR OUR KIDS.
WHAT ARE THEIR BELIEVED IN IT IF I DIDN'T SEE IT OR HEARD IT.
I'VE HEARD A LOT OF GOOD THINGS COME FROM PARENTS, A LOT OF GOOD THINGS COMING FROM KIDS AND THAT'S WHAT WE WANT FOR OUR KIDS.
BUT I WOULD LIKE TO SEE AND HEAR MORE OF AN EMPHASIS ON THE SPANISH SPEAKING PEOPLE, OTHER CULTURES, EVERY CULTURE TO ENRICH BRING IT UP.
WE CAN ONLY LEARN FROM THEM AS FAR AS I CAN SEE, THANK YOU.
>> WITH OUR ELEMENTARY PROGRAMS ARE WE ARE ONLY CUTTING EDGE FOR LSPI'S PUSH OUR K-8 DUAL LANGUAGE WHICH I'M TOTALLY BACK.
[02:15:04]
I'VE BEEN SAYING THAT FOR YEARS BUT I KNOW IT DECREASES AT A YOUNG AGE WHEN THEY LEARN IT EASIER TILL THEY GET OLDER BUT.>> THAT'S BETTER AND TALENTED [LAUGHTER].
ACTUALLY THE TEAM AND I WERE JUST TALKING ABOUT WITH THAT BEING THE GOAL AND JESS I APPRECIATE WITH YOUR COMMENTS BECAUSE THIS REPORTS ABOUT THE LANGUAGE IN THE CLASSROOM BUT WE ARE THINKING DIFFERENTLY IN OUR COMMUNICATION MAKING SURE THAT WE ARE LOOKING CURRENTLY, JOHN IS DOING DATA DIVE WITH OUR STAFF WHO ARE BILINGUAL AND WE'LL BE ABLE TO IDENTIFY THAT PER BUILDING AND THEN BEING ABLE TO MAKE THAT GOAL IN OUR HIRING PRACTICES MAKING SURE, IT SEEMS SIMPLE WITH ANY BILINGUAL STAFF NO MORE WORRYING ABOUT THAT SAYS I SPEAK WHATEVER THEIR LANGUAGES OUR SIGNAGE OUTSIDE OF OUR SCHOOLS MAKING SURE ANYONE KNOWS HOW TO GET INTO OUR SCHOOLS.
MY ENTRY PLAN IS BEING TRANSLATED INTO SPANISH SO FAMILIES CAN HAVE IT, WE ARE LOOKING AT THE FAMILY RESOURCE CENTER SO FAMILIES KNOW.
I ALWAYS THOUGHT THAT IF YOU'RE GOING TO TRULY TEACH A CHILD AND LOVE A CHILD THAT YOU HAVE TO LOVE THEIR WHOLE FAMILY AND SO WE NEED TO MAKE SURE THAT WE'RE MAKING SCHOOL ACCESSIBLE TO EVERYBODY AND WHATEVER THEIR HOME LANGUAGES AND HONORING THAT BECAUSE EVERYONE RAISES THAT WAY.
BUT I SAW THAT GOAL BY LSPI, I LOVED IT AND WE HAVE WORK TO DO THOUGH. WE'LL GET THERE.
>> I HAVE A QUESTION NOT THAT THOUGH WEREN'T THEY EXPECTED EACH DISTRICT TO CHOOSE ONE LANGUAGE AND THAT WAS ONE OF THE THING WE'RE GOING TO BE EMPHASIZING BECAUSE THAT WAS MY IMPRESSION OF IT IS THEY CHOOSE ONE LANGUAGE NOT LIKE THESE SCHOOLS TO CHOOSE ON LANGUAGE?
>> I THINK WE ALL ASK GET TO DECIDE WHAT OUR COMMUNITY NEEDS AND THEN WE CAN PLAN ACCORDINGLY FROM THERE.
I THINK THE WHOLE LSPI NEEDS RECOMMENDATIONS AND SO WE'LL HAVE SOME WORK TO DO BUT I THINK IT WILL BE GOOD FOR US SINCE WE READ ABOUT THAT AND LEARN ABOUT THAT IN COMING YEARS TO ASK QUESTIONS AND THEN AS POLICY COMES UP, THEN WE'RE ADVOCATING FOR OURSELVES TOO BECAUSE I THINK JESS IS RIGHT ABOUT 25 PERCENT OF OUR STUDENTS ARE HISPANIC.
WE HAVE AN INCREDIBLE NATION RIGHT HERE AND THEN WE HAD A CHANGE IN AN INCREASE OF OUR UKRAINIAN AND RUSSIAN POPULATION BUT CURRENTLY WE HAVE 23 LANGUAGES SPOKE IN FERNDALE ALSO TO IDENTIFY ONE AS A PRIORITY WE NEED TO BE CAUTIOUS ON THAT BUT IT'S NOT A DECISION WE MAKE ALONE, WE MAKE WITH OUR COMMUNITY.
>> EVERY PLAN HAS TO START SOMEWHERE [LAUGHTER] BUT I THINK WITH US HAVING THINGS IN PLACE ALREADY AND ELEMENTARY LEVEL THAT GIVES US A HEADS UP AND ALLOWS US TO AND I'M AMAZED YOU HAVE THESE KIDS COME FROM DUAL LANGUAGE HOUSEHOLDS AND THEY FLIP FLOP BACK AND FORTH LIKE IT'S NOTHING.
WHEN I TRIED TO LEARN GERMAN IN HIGH SCHOOL, IT WAS A LOT HARDER SO LIKE I SAID THAT'S BEEN ONE OF MY THINGS WHY DO WE MAKE TO HIGH SCHOOL? YOU'VE GOT THE KIDS THERE YOU CAN PUSH STAFF AND FORTH AND TEACH EACH OTHER.
I THINK IT WOULD HELP OUR ENGLISH SPEAKERS TO THE LESSON.
THIS IS A LITTLE DIFFERENT IF YOU'RE LEARNING AND IT GIVES THEM MORE.
>> THANK YOU, THAT WAS WHAT I WAS LOOKING FOR.
>> I THINK THERE WAS A COMMENT THAT COHEN MADE WHEN WE WERE GOING THROUGH THIS REPORT OF ALSO OPENING UP DIFFERENT LANGUAGES IF A STUDENT IS INTERESTED IN SOMETHING BECAUSE WHILE IT'S GREAT WE HAVE LAMIN LANGUAGE AND WE HAVE FRENCH AND WE HAVE SPANISH.
>> [OVERLAPPING] WE DID AT ONE POINT.
>> YEAH, BUT WE DON'T HAVE JAPANESE ANYMORE, WE DON'T HAVE GERMAN ANYMORE AND WE DON'T HAVE [INAUDIBLE].
THERE ARE ALL SORTS OF LANGUAGES OUT THERE AND IF A STUDENT IS INTERESTED IN SOMETHING THEN IF THERE'S SOME WAY THAT THEY DO SELF STUDY ON IT AND GET CREDIT FOR THAT I'M SURE IT'S POSSIBLE.
>> I'VE HEARD THIS GREAT THING ONLINE LEARNING.
>> YEAH THERE'S ONLINE LEARNING BUT I THINK IF YOUR COUNSELORS COULD HAVE THAT PATHWAY FOR STUDENTS AND THEN JUST LET STUDENTS KNOW THAT THAT'S A POSSIBILITY FEEL FREE.
BECAUSE I DON'T THINK WE CAN KEEP UP WITH THE CURIOSITY THAT STUDENTS CAN OFFER EVERY SINGLE LANGUAGE BUT WE SHOULD BE ABLE TO SHOW A WAY TO STUDY IT.
>> EXACTLY AND IF THEY'RE INTERESTED IN IT, IT'S WAY EASIER TO TEACH THEM THEM THEY DO THE WORK THEMSELVES. OTHER COMMENTS?
[02:20:01]
IF THERE ARE NO OTHER COMMENTS AND AGAIN THE CHAIR WILL ENTERTAIN A MOTION AS TO HOW TO PROCEED WITH THIS.AGAIN MAKING A RECOMMENDATION HOW TO RECOMMEND A LEAD BASED ON THE CONSENSUS INFORMATION WE GOT THE LEAD ACCEPT THIS REPORT AS DEMONSTRATING REASONABLE PROGRESS WITH THE RECOMMENDATIONS TO BE LOOKED AT AND WORK DONE BY THE SUPERINTENDENT AND EXECUTIVE TEAM.
>> I WOULD MAKE A MOTION THAT WE ACCEPT THE RESULTS POLICY 2.9 ACADEMIC ACHIEVEMENT WORLD LANGUAGES AS DEMONSTRATING REASONABLE PROGRESS WITH THE EXPECTATION THAT THE RECOMMENDATIONS ARE CONSIDERED BY THE EXECUTIVE TEAM.
>> OKAY, SO IT HAS BEEN MOVED THAT WE ONLY ACCEPT RESULTS POLICY 2.9 AS DEMONSTRATED REASONABLE PROGRESS AND THAT THE RECOMMENDATIONS BE CONSIDERED BY THE SUPERINTENDENT EXECUTIVE TEAM, ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSE SAY NAE? OKAY, POLICY REPORT 2.9 HAS BEEN ACCEPTED AND SO THAT BRINGS US TO THE END OF TONIGHT'S AGENDA AND SO AT THIS POINT I WILL DECLARE OUR MEETING ADJOURNED.
>> THAT WAS SOME GOOD WORK.
* This transcript was compiled from uncorrected Closed Captioning.