May 30, 2023 School Board Meeting

>> [NOISE] GOOD EVENING AND WELCOME TO MAY,

[00:00:04]

THANK YOU FOR JOINING US WHETHER YOU'RE LIVE OR ONLINE.

AS A REMINDER, THE PURPOSE OF THIS AND EVERY OTHER SCHOOL BOARD MEETINGS IS TO CONDUCT THE BUSINESS OF THE BOARD, AND THAT BUSINESS IS TO MAKE DECISIONS AND POLICIES THAT REFLECT THE WISHES OF THE COMMUNITY IN PROVIDING WITH NECESSARY SKILLS AND ATTITUDES, MEANT WITH HIS OR HER ABILITY TO BECOME ACTIVE CITIZENS.

IN ORDER TO USEFULLY EXECUTE THAT PURPOSE, THE BOARD NEEDS TO HEAR AND DISCUSS VARYING OPINIONS ON INTUITION.

THAT HOUSES INVESTOR WHEN ALL INVOLVED FOCUS ON ISSUES RATHER THAN PERSONALITIES.

WITH THAT WE'LL MOVE FORWARD TO COMMENCE MEETING AND START WITH PLEDGE OF ALLEGIANCE, SO COULD WE ALL PLEASE STAND UP?

>>

>> NEXT WE WILL HAVE OUR LAND ACKNOWLEDGMENT. [NOISE]

>> [INAUDIBLE] FERNDALE SCHOOL ACKNOWLEDGES [INAUDIBLE] STUDENT TERRITORY [INAUDIBLE].

THE LUMMI PEOPLE ARE THE ORIGINAL INHABITANTS OF WASHINGTON’S NORTHERNMOST COAST AND SOUTHERN BRITISH COLUMBIA.

THEY LIVED IN VILLAGES THROUGHOUT THIS TERRITORY AND CONTINUE TO HAVE AN ONGOING RELATIONSHIP WITH THESE AREAS.

SINCE TIME IMMEMORIAL THEY HAVE CELEBRATED LIFE ON THEIR LAND, WATERWAYS AND ON THE TRADITIONAL, ANCESTRAL AND UNCEDED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE.

WE HONOR THEIR ANCESTORS [INAUDIBLE] AS THE ORIGINAL INHABITANTS OF THIS LAND.

>> THANK YOU [INAUDIBLE]. FIRST ITEM IN REGARDS TONIGHT IS TO ADOPT THE AGENDA.

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

ALL THOSE IN FAVOR TO ADOPT THE AGENDA AS PRESENTED, PLEASE SIGNAL BY SAYING AYE.

>> AYE [OVERLAPPING]

>> ALL OPPOSED. THE AGENDA IS ADOPTED.

BEFORE WE MOVE ON TO THE REST OF THE AGENDA, A FEW HOUSEKEEPING ITEMS THAT I WANTED TO TOUCH ON.

ONE IS JUST A REMINDER, ONE IN THE EVENT OF AN EMERGENCY, THE SAME DOOR WHERE YOU ENTERED ARE THE EXITS.

WE DO HAVE SEVERAL PEOPLE HERE WHO I HAVEN'T SEEN BEFORE AND SO JUST FOR YOUR BENEFIT, IF YOU DO NEED RESTROOMS, THEY ARE OUT THE DOOR UP THE HALL.

[NOISE] THE OTHER THING THOUGH FOR THOSE WHO ARE HERE AND JUST TO THOSE THAT ARE WATCHING ONLINE AND BE AWARE OF, WE DO HAVE A COUPLE OF LADIES.

I WANT TO THANK THEM FOR BEING HERE TO PROVIDE SPANISH TRANSLATION IF ANYONE WOULD BENEFIT FROM HEARING THE GOINGS ON IN SPANISH THEY'RE AVAILABLE FOR THAT PURPOSE.

WE'LL GO AHEAD AND MOVE ON TO ITEM 3.01 WHICH IS A SPECIAL PRESENTATION.

[3. SPECIAL PRESENTATION]

>> I'M GOING TO JOIN MR. DECIMA AND HOPE YOU'RE ENJOYING THIS EVENING.

THANK YOU SO MUCH FOR COMING AND HONORING ONE OF OUR TEACHERS.

THIS YEAR THE TEACHER THAT YOU HAVE SELECTED SHOWS INCREDIBLE CHARACTER AND ALL OF YOU REALIZE THIS BUT ONE OF OUR THEMES THAT SHARES AND YOU BELONG AND IT'S ABOUT CREATING A CULTURE OF BELONGING.

THE TEACHER THAT YOU SELECTED SHOWS DEEP CARE, NOT JUST FOR THE STUDENTS BUT FOR FERNDALE COMMUNITY AS A WHOLE.

IT IS MY HONOR TO PRESENT THIS AWARD TO SAM WARD.

[LAUGHTER] [APPLAUSE].

>> CONGRATULATION. [NOISE]

>> TEACHER IN OUR DISTRICT WHO IT DOESN'T MATTER WHEN, I HAD TO GO RAISE THEIR STUDENTS IN HIS ROOM AND HE WALKED THROUGH THE FRONT DOOR AND YOU KNOW, MR. [INAUDIBLE] [LAUGHTER] SO THIS IS FOR YOU.

>> THANK YOU SO MUCH.

[00:05:01]

>> YOU WANT TO LOOK AT THAT FIRST?

>> I WILL LOVE TO.

[APPLAUSE] [LAUGHTER]

>> THIS IS A CERTIFICATE RECOGNIZING SAM WARD AS THE FERNDALE SCHOOL DISTRICT EDUCATOR OF THE YEAR [APPLAUSE] OUR NEW SUPERINTENDENT, WHEN I SAY YOU ARE STANDING HERE AND SO I THINK FOR THE CLIMATE PER MEASURE SHE WAS TOO GRACIOUS.

WE WATCHED IT, NOT CHOOSE YOU.

THAT CHOICE WAS MADE BY THE SUPERINTENDENT.

>> THANK YOU SO MUCH.

>> I WANTED TO CLEAR THAT UP. [LAUGHTER]

>> HE'S A PARTNER, HE DO THIS PART, I DO THIS PART.

>> WHAT ARE YOU SAYING?

>> YOUR NAME IS NOW UNDER HERE, MARTY, WHO IS IN THE BACK THERE.

THIS AWARD IS APPLIED FOR LAST YEAR.

EDUCATOR OF THE YEAR RECIPIENT FOR EXCELLENCE IN EDUCATION, VIRTUAL LEARN BY [INAUDIBLE] FERNDALE INTERNATIONAL LODGE 56.

>> LAST BUT NOT LEAST.

>> WHEN THIS COMES, A CHECK. [LAUGHTER]

>> THANK YOU SO MUCH. [LAUGHTER]

>> THAT'S $5,000.

>> YES.

[APPLAUSE] I JUST WANT TO SAY THANK YOU SO MUCH.

TO BE HONEST, THIS HAS BEEN PROBABLY THE MOST DIFFICULT YEAR OF MY CAREER.

SOME OF YOU MAY KNOW THE CIRCUMSTANCE, SOME OF YOU MAY NOT.

IT'S SOLIDIFY TO ME THAT THIS IS THE JOB I'M MEANT TO DO AND IT'S MY PASSION.

I ABSOLUTELY LOVE EVERY MOMENT THAT I SPEND WITH THE KIDS.

IT BEING A LIFELONG FERNDALE RESIDENTS AND GROWING UP AND GOING TO NORTH BELLINGHAM IN FERNDALE HIGH SCHOOL, ALL THESE WONDERFUL PLACES, IT'S AN ABSOLUTE HONOR TO BE RECOGNIZED AND TO BE PART OF SUCH A WONDERFUL COMMUNITY THAT LOVES THEIR CHILDREN AND I GET TO BE A SMALL PART OF THAT.

I CAN'T TELL YOU HOW MUCH I APPRECIATE IT.

THANK YOU VERY MUCH. [APPLAUSE]

>> I'LL TAKE JUST ONE MINUTE MORE IF THAT'S ALL RIGHT.

THIS IS ONE OF FIVE EDUCATOR OF THE YEAR AWARDS THAT WE GIVE TO SCHOOL DISTRICTS ACROSS THE NORTHERN PART OF THE COUNTY.

HE DID MENTION THE AMOUNT, PROBABLY OUT OF COURTESY HE MADE IT FOR $1,000.

WE ALSO HAVE SCHOLARSHIPS AND FROM HERE, I'M GOING TO MERIDIAN HIGH SCHOOL TO PRESENT A SCHOLARSHIP FOR $1,500.

WE ALSO DO THE SAME THING FOR FIVE SCHOOL DISTRICTS ACROSS THE NORTHERN PART OF THE COUNTY.

LAST BUT NOT LEAST, WE ALSO HAVE A BUYS FOR BOOKS PROGRAM.

THE BUYS FOR BOOKS IS DONE SO THAT WE CAN STILL, IN OUR THINKING, IN OUR WAY OF LIFE, AND THE CHILDREN, THE LIBRARIAN, READING TEACHER CHOOSES THE BOOKS THAT WILL BE READ.

WE PROVIDE THE INCENTIVE THAT IS BICYCLE, AND WE GIVE BICYCLES TO 22 SCHOOLS ACROSS THE FIVE SCHOOL DISTRICTS.

WITH THAT, I'M RUNNING TO MERIDIAN AND THANK YOU VERY MUCH, DOCTOR.

>> THANK YOU SO MUCH FOR THESE.

PASS IT ON TO THE OTHER MEMBERS OF THE LODGE [OVERLAPPING]

>> I'LL PROBABLY DO THAT. THANK YOU.

>> THANK YOU. [APPLAUSE]

>> CONGRATULATIONS, SAM.

HONORED AS WELL AS DESERVED.

TO ANOTHER RECOGNITION HAPPENING TONIGHT, AND I'LL HAND IT OVER TO CHRISTIE, THAT IS TO RECOGNIZE OUR SENIOR STUDENT REPRESENTATIVE WHO HAS SERVED AS WELL OVER THE COURSE OF THE LAST COUPLE OF YEARS.

WE APPRECIATE ALL THAT SHE'S DONE AND I'LL TURN IT OVER TO CHRISTIE TO SAY ANY WORDS.

[00:10:03]

>> JAZZIE, THIS IS EARLY LEARNING MATH.

MR. LINDSAY, JUST GET [INAUDIBLE] GOING OFF TO SCHOOL, BECOMING EARLY LEARNING EDUCATOR.

I'M JUST GOING TO SPEAK ON BEHALF OF US BUT RIGHT NOW I'M SO INCREDIBLY PROUD OF YOU.

WELL, A LOT OF PEOPLE DON'T KNOW THAT I ACTUALLY KNEW JAZZIE WHEN SHE WAS IN KINDERGARTEN.

SHE WAS IN BELLINGHAM AND I GOT TO KNOW JAZZIE BECAUSE I WAS SUPPORTING THE PROGRAMS THERE.

THIS IS A YOUNG LADY WHO IS A PERSON OF PERSEVERANCE AND YOU WERE THE MODEL OF SUCCESS.

THIS YEAR I'VE GOTTEN TO WATCH YOU BLOOM AND YOU HAVE ANOINTED VOICE.

I'M SO INCREDIBLY PROUD THAT YOU ARE GOING TO GO AND WHEN YOU TELL ME THAT SOMEONE SO MADE ESSENTIAL DIFFERENCE IN YOUR LIFE, YOU ARE GOING TO BE THAT PERSON FOR MANY TEACHERS TO COME.

OUR CHILDREN TO COME, THEY'LL PROUDLY BECOME TEACHERS.

[LAUGHTER] THIS IS FOR YOU ON BEHALF OF ALL OF US AND WITH TREMENDOUSNESS, PLEASE DON'T BE A STRAY CHILD.

I REMEMBER YOUR FIRST APPLICATION.

[LAUGHTER] THANK YOU, JAZZIE. CONGRATS. [APPLAUSE]

>> NEW JERSEY, AND WE WILL GIVE YOU TIME TO ADJOURN IF YOU WANT TO SAY SOMETHING.

NEXT ITEM ON OUR AGENDA TONIGHT IS PUBLIC COMMENT.

[4. PUBLIC COMMENT [GC-3.3]]

PUBLIC COMMENT IS A TIME THE BOARDS IS ABLE TO HEAR FROM THE COMMUNITY WHAT IS ON THEIR MIND AND IMPORTANT TO THEM.

IT IS NOT A DISCUSSION.

IT IS TIME FOR THE BOARD TO LISTEN.

BOARD MEMBERS MAY ASK CLARIFYING QUESTIONS AND OR MAY DIRECT SOMEONE MOST OFTEN THE SUPERINTENDENT TO TAKE FUTURE ACTIONS RELATED TO THE STATEMENTS.

BUT AGAIN, IS NOT A TIME FOR DISCUSSION.

PLEASE DO NOT INTERPRET THAT AS LACK OF INTEREST OR CONCERN, NOR IS IT A SIGNAL OF AGREEMENT OR DISAGREEMENT WITH THE SPEAKER'S REMARKS.

OUR SILENCE IS RELATED THE RULES AND THE OPEN PUBLIC MEETING ACT THAT REQUIRE US TO ANNOUNCE ANY TOPICS ON WHICH THERE'S GOING TO BE DISCUSSION WHICH THE PUBLIC MAY HAVE AN INTEREST IN PRIOR TO MEETING.

BY DISCUSSING SOMETHING NOT ON THE AGENDA, WE POTENTIALLY DEPRIVE AN INTERESTED COMMUNITY MEMBER TO BE PRESENT FOR THAT DISCUSSION.

THOSE THAT ARE NOT COMFORTABLE SPEAKING IN FRONT OF GROUP ARE CERTAINLY WELCOME TO CONTACT THE BOARD VIA PHONE OR EMAIL.

OUR CONTACT INFORMATION IS READILY AVAILABLE ON DISTRICT WEBSITE.

AS I'VE MENTIONED PREVIOUSLY, REVIEW OF OUR PUBLIC COMMENT TIME SHOWED THAT WE HAD DRIFTED AWAY FROM OUR STATED POLICY AND GUIDELINES.

OVER THE PAST FEW MONTHS, WE'VE BEEN WORKING TO MOVE BACK TO THE GUIDELINES OF OUR POLICY.

I APPRECIATE THE COOPERATION OF THE PUBLIC IN DOING SO.

AS A REMINDER, SPEAKERS WILL BE ASKED TO FIRST STATE THEIR NAME, ADDRESS, AND NAME OF ANY GROUP OR ORGANIZATION THAT THEY ARE REPRESENTING PRIOR TO SPEAKING.

THIS IS NOT TAKE PLACE TO SIGNING IN COMPLETELY ON THE PUBLIC COMMENT SIGNING SHEET THAT IS REQUIRED AS WELL.

THE TOTAL TIME ALLOWED FOR PUBLIC COMMENTS IS 45 MINUTES.

SPEAKERS WILL BE LIMITED TO THREE MINUTES.

WE HAVE BEEN GRACIOUS WITH THIS LIMITED IN THE PAST, WE WILL BE HOLDING MORE FIRMLY TO THAT MOVING FORWARD.

EACH SPEAKER TIME WILL BEGIN WHEN THEY STEP UP TO THE PODIUM AND BEGIN TO ADDRESS THE BOARD.

ANY SPEAKER WHOSE COMMENTS EXCEED THE THREE-MINUTE LIMIT CAN SUBMIT THEIR ENTIRE OR REMAINING COMMENTS IN WRITING.

SPEAKERS WILL BE EXPECTED TO AVOID DEFAMATORY, ABUSIVE, REPETITIVE, OBSCENE, AND OR IRRELEVANT REMARKS.

AGAIN, WHEN WELCOMED TO COMMENT, WE ASK YOU COMMENT IN A KIND AND RESPECTFUL WAY.

FAILURE TO HEED THIS REQUIREMENT MAY RESULT IN TERMINATION OF YOUR PUBLIC COMMENT.

SPEAKERS WILL ALSO BE DISCOURAGED FROM SPEAKING RELATED TO EMPLOYEE GRIEVANCES AND COLLECTIVE BARGAINING WITH EMPLOYEE UNIONS.

SEPARATE CHANNELS EXIST TO ACCOMMODATE THESE CONCERNS PURSUANT TO BARGAINING AGREEMENTS AND GRIEVANCE PROCESSES.

SPEAKERS WILL ALSO BE REQUIRED TO LEAVE ALL BAGS, BACKPACKS, ENCLOSED CONTAINERS AT THEIR SEATS RATHER THAN BRINGING THEM TO THE PODIUM.

IF A SPEAKER HAS ANY WRITTEN DOCUMENTATION OR INFORMATION FOR THE BOARD, YOU CAN PLACE ON THE TABLE IN FRONT OF THE PODIUM AND IT'LL BE DISTRIBUTED TO THE BOARD AFTER THE MEETING.

WITH THAT, I'VE GOT A LIST.

THE FIRST PERSON THAT SIGNED UP FOR PUBLIC COMMENTS TONIGHT IS JENNIFER RADEL. (PHONETIC)

>> I'M JENNIFER RADEL SPEAKING ON BEHALF OF FDA REPRESENTATIVE COUNCIL.

I'VE BEEN AN EDUCATOR FOR FERNDALE SCHOOL DISTRICT FOR 24 YEARS.

DEAR SCHOOL BOARD WE WOULD LIKE TO EXPRESS OUR GRATITUDE FOR YOUR COMMITTED TO STAFF AND STUDENTS SAFETY FROM

[00:15:02]

YOU'VE GONE ABOVE AND BEYOND TO MAKE SURE THAT EACH STUDENT AND STAFF MEMBER COMES TO LEARN AND WORK IN A SUPPORTIVE SETTING.

[INAUDIBLE] OUR DECEMBER 13, 2022 BUSINESS MEETING WITH CONCERNS OVER THE PUBLIC COMMENT, WE AFFIRM THE NEED TO ENFORCE SCHOOL BOARD POLICY F-1400 TO SUPPORT DISTRICTS SAFETY IN TAKING PUBLIC SAFETY OF OUR STUDENTS WHO WERE REPRESENTATIVE.

ADULTS AND COMMUNITY MEMBERS HAVE MULTIPLE FORUMS AND PLATFORMS THROUGH WHICH TO EXPRESS THEIR CONCERNS AND OPINIONS.

SCHOOL DISTRICTS ARE ONE OF THE FEW PLACES IN WHICH THE CONCERNS, OPINIONS, AND NEEDS OF CHILDREN ARE CENTERED.

THE BUSINESS OF OUR DISTRICT REVOLVES AROUND THE NEEDS OF ALL OF OUR CHILDREN AND ASSOCIATED WITH THE BUSINESS OF OUR BOARD.

THANK YOU FOR ALL YOUR TIME, ENERGY, EFFORT YOU PUT INTO KEEPING THE FERNDALE SCHOOL DISTRICT A SAFE PLACE FOR OUR STAFF AND STUDENTS AND ALL.

IN ADDITION, WE WOULD ALSO LIKE TO THANK YOU [INAUDIBLE] AND ALLOWING THEM TO HAVE A VOICE AT THE SCHOOL BOARD MEETINGS BY BEING HEARD AND ADVISED BY THE BOARD.

THE PASSING OF A STUDENT WRITING [INAUDIBLE] IS A HUGE STEP TO GIVE STUDENTS A WAY TO EXPRESS THEIR VIEWS REGARDING THEIR EDUCATION. THANK YOU [INAUDIBLE]

>> THANK YOU, JENNIFER.

NEXT WE HAVE NANCY BUTTON. (PHONETIC)

>> GOOD EVENING. FOR THE RECORD, I'M NANCY BUTTON, [INAUDIBLE].

AS YOU MAY KNOW, I AM A CANDIDATE FOR THE FERNDALE SCHOOL BOARD.

ONE OF THE MAIN GOALS IN JOINING THIS BOARD IS TO IMPROVE TRANSPARENCY AND THAT IS WHAT I'D LIKE TO TALK ABOUT TONIGHT.

PUBLIC ORGANIZATION, SUCH AS THE SCHOOL BOARD, IS REQUIRED TO FOLLOW THE LAWS OF OUR STATE REGARDING THE OPEN PUBLIC MEETINGS ACT.

THESE LAWS ENSURED THAT THE PUBLIC'S BUSINESS IS ACTUALLY CONDUCTED IN PUBLIC.

CURRENTLY, THE FERNDALE SCHOOL BOARD IS BEING SUED FOR REPEATED VIOLATIONS OF THIS IMPORTANT LEGISLATION.

I'VE READ THE PLEADINGS AND THINK THAT THE DISTRICT IS LIKELY TO LOSE THIS CASE, COSTING THE DISTRICT A LOT OF MONEY.

I'M SURE THE CITIZENS THAT FUND FERNDALE SCHOOLS WOULD RATHER SEE THEIR TAX DOLLARS GO TO STUDENT'S EDUCATION THAN LAWSUITS.

I'M LEFT TO WONDER HOW COULD THIS HAPPEN? WHERE WAS THE DISTRICT'S ATTORNEY WHEN THESE VIOLATIONS WERE OCCURRING? IF I'M ELECTED TO THE BOARD, I WILL TAKE THE OPEN PUBLIC MEETINGS ACT SERIOUSLY AND WILL WORK TO ENSURE COMPLIANCE WITH IT.

TRANSPARENCY MUST BE SOMETHING THAT EXTENDS TO PARENTS TOO.

THEY ARE THE PRIMARY ADVOCATES FOR THEIR CHILDREN'S DEVELOPMENT AND UPBRINGING.

I BELIEVE OUR SCHOOLS SHOULD WORK HAND IN HAND WITH PARENTS BY COMMUNICATING HONESTLY AND OPENLY WITH THEM.

ON TONIGHT'S AGENDA, YOU'LL BE REVIEWING A MONITORING REPORT THAT IT INCLUDES HEALTH AND PE.

THIS REPORT INCLUDES A LINK TO THE DISTRICT'S CENTRAL EDUCATION CURRICULUM.

BUT WHEN YOU FOLLOW THE LINK FOR FOURTH AND FIFTH GRADERS, IT SAYS THAT CURRICULUM MATERIALS ARE UNAVAILABLE DUE TO COPYRIGHT RESTRICTIONS.

STATE LAW REQUIRES THAT SCHOOL DISTRICTS TO GIVE PARENTS THE MEANS FOR ELECTRONIC ACCESS TO ALL COURSE MATERIALS BY GRADE THAT WILL BE USED AT SCHOOL DURING INSTRUCTION.

I HAVE THE RCW HERE.

DOES THE DISTRICT ATTORNEY AGREE THAT COPYRIGHT RESTRICTIONS BAR ELECTRONIC DISSEMINATION? IF SO, WHY ARE THESE MATERIALS BEING USED AT ALL SINCE THEY DO NOT COMPLY WITH OUR STATE'S LAW? I SEE THAT TONIGHT'S AGENDA ALSO INCLUDES DISCUSSING THE BOARDS ETHICS POLICIES WHICH ARE CRITICAL FOR ENSURING ACCOUNTABILITY TO THE PUBLIC.

I WELCOME THE BOARD'S WILLINGNESS TO HAVE A FULL ROBUST DISCUSSION OF THOSE IMPORTANT ISSUES IN AN OPEN PUBLIC MEETING.

IT'S ESSENTIAL FOR PARENTS AND FAMILIES TO BE ABLE TO TRUST THAT THE BOARD AND THIS DISTRICT ARE HONEST AND OPEN ABOUT ALL MANNERS THAT CONTAINS THE DISTRICT AND ITS OPERATIONS.

THROUGH DEVELOPING TRANSPARENCY, I HOPE TO ATTRACT BACK THE FAMILIES THAT HAVE ABANDONED OUR DISTRICT. THANK YOU.

>> THANK YOU NANCY.

NEXT IS DAN FAM. (PHONETIC)

>> GOOD EVENING. MY NAME IS DAN FAM.

I RESIDE AT 6000 BARROW ROAD.

TONIGHT I WOULD LIKE TO SHARE EXCERPTS FROM READING

[00:20:01]

IF YOU WANT TO SEE THE PROBLEM WITH AMERICAN EDUCATION, LOOK AT THE CHART ILLUSTRATING THAT THE COMPARATIVE GROWTH IN THE NUMBER OF STUDENTS, TEACHERS, AND DISTRICT ADMINISTRATORS IN OUR PUBLIC SCHOOLS IN THE PERIOD BETWEEN 2000 AND 2019.

THE NUMBER OF DISTRICT ADMINISTRATORS GREW BY A WHOPPING 87.6 PERCENT, FAR OUTSTRIPPING THE GROWTH IN THE NUMBER OF STUDENTS, 7.6 PERCENT AND TEACHERS 8.7 PERCENT.

THE CHART ALSO DEMONSTRATES A FUNDAMENTAL CHANGE IN HOW WE GOVERN OURSELVES AND HOW WE LIVE.

EDUCATION IS FUNDAMENTAL AND IT HAS CHANGED RADICALLY.

ONE WAY OF DESCRIBING THE CHANGE IS THAT IT PROVIDES A DIFFERENT ANSWER THAN WE HAVE EVER KNOWN TO THE QUESTION, WHO OWNS AMERICAN CHILDREN? OF COURSE, NO ONE ACTUALLY OWNS THE CHILDREN, BUT BY NATURE, THEY REQUIRE A LONG TIME TO GROW UP AND SOMEONE MUST ACT ON THEIR BEHALF UNTIL THEY MATURE, SO WHO IS TO DO THAT? RAISING A CHILD HAS ALWAYS BEEN A DIFFICULT AND EXPENSIVE.

WITH RARE EXCEPTIONS, IT HAS ALWAYS BEEN TRUE THAT THE PARENTS WHO CONCEIVE THE CHILD RAISE HIM THE BEST, AND THAT THE FAMILY IS THE CRADLE OF GOOD CITIZENSHIP AND THEREFORE FREE AND JUST POLITICS.

PUBLIC EDUCATION IS AS OLD AS OUR NATION, BUT ONLY LATELY HAS ADOPTED THE PURPOSE OF SUPPLANTING YOUR FAMILY AND CONTROLLING PARENTS.

ONE CAN LOOK IN HISTORY TO SEE THE DANGER OF WHERE THE IDEA OF SUPPLANTING YOUR FAMILY MIGHT LEAD.

THE EDUCATION PRACTICES THAT EXISTED IN THE SOVIET UNION AND NAZI GERMANY AND THAT EXISTS TODAY IN COMMUNIST CHINA TELL US THAT CHILDREN, BY DESTROYING THEIR NATURAL DESIRE TO GROW IN THEIR DEPENDENCE CAN BE RECRUITED TO THE PURPOSES OF DESPOTIC REGIMES, EVEN TO THE EXTENT OF DENOUNCING THEIR PARENTS TO THE STATE.

WE DO NOT YET HAVE THIS IN AMERICA BUT WE DO HAVE CHILDREN BEING TURNED AGAINST THEIR COUNTRY BY BEING INDOCTRINATED TO LOOK ON ITS PAST AS A SHAMEFUL TIME OF IRREDEEMABLE INJUSTICE.

WE ALSO INCREASINGLY HAVE CHILDREN BEING ENCOURAGED TO SPEAK UP OF THEIR SEXUAL PROCLIVITIES AT AN AGE WHEN THEY CAN HARDLY THINK OF THEM.

WHO OWNS THE CHILD THEN? THE CHOICE IS BETWEEN THE PARENTS, WHO HAVE TAKEN THE TROUBLE TO HAVE AND RAISE THE CHILD AND WHO, IN ALMOST ALL CASES, WILL GIVE THEIR LIVES TO SUPPORT THE CHILD FOR AS LONG AS IT TAKES, OR THE EDUCATIONAL BUREAUCRACY, WHICH IS MORE LIKELY THAN A PARENT TO LOOK UPON THE CHILD [OVERLAPPING] AS AN ASSET IN THE SOCIAL ENGINEERING PROJECT [INAUDIBLE] IN SOCIETY. THANK YOU. [OVERLAPPING]

>> THANK YOU, DAN. THANK YOU. NEXT WE HAVE ANDREW GALSTONSON. (PHONETIC)

>> ANDREW AUGUSTUS FROM 1730 LA BOUNTY, TAXPAYER AND PARENT.

BEAR WITH ME FOR A COUPLE OF MINUTES AS I SEARCH IN REAL-TIME THROUGH 100,000 EMAILS OR SO. NAME CHOSEN AT RANDOM.

SOMEONE I'M EXPECTING AN EMAIL FROM ANY DAY NOW, LIKE JOSE CELINE RODRIGUEZ. NO. DONE THAT ALREADY.

NINE EMAILS FROM MR. RODRIGUEZ, MOST PERTAINING TO MY PUBLIC RECORDS REQUEST SUBMITTED ON JANUARY 25TH.

TWO IMPARTIAL RESULTS, BUT THE REQUEST IS LARGELY STILL UNFULFILLED SOME 89 BUSINESS DAYS SINCE THE REQUEST WAS FILED.

THE DISTRICT IS NOW NEARLY 30 DAYS LATE ON A FULLY RESPONDING TO THIS REQUEST.

MR. CHARLES, IF SOMEONE AT COKE OR BOEING OR CO-WORKER ASKS YOU FOR EMAILS WHEN A SPECIFIC TRUMP PROJECT, HOW LONG DO YOU THINK IT WOULD TAKE YOU TO ANSWER THAT REQUEST? A DAY, MAYBE TWO? DR. ERIC SAID IF A CLIENT ASKS FOR ALL THE PET RECORDS BE TRANSFERRED TO ANOTHER VET, HOW LONG DO YOU THINK THAT WOULD TAKE? A WEEK AT MOST, MAYBE? DR. DOMINGUEZ, WHEN THE DISTRICT FAILS TO BE PROMPT AND TRAINED ON HOW TO BE TRANSPARENT ON EASY TO FULFILL REQUEST LIKE THIS.

DO YOU THINK THAT INSPIRES OR DEGRADES THE PUBLIC CONFIDENCE AND TRUST IN THE DISTRICT? WHEN CAN I EXPECT TO RECEIVE ALL THE RECORDS REQUESTED? NOW I KNOW I DON'T MEAN TO REMIND THE ADMINISTRATION AND THE BOARD OF THIS, BUT FOR THE TEACHER THAT JUST LEFT THE ROOM WHOSE RECORDS HAVE ALSO BEEN REQUESTED, IT IS A CLASS C FELONY TO DESTROY PUBLIC RECORDS.

NEXT ON THE AGENDA TONIGHT, 8.01 AND OPTION OF THE ACADEMIC HEALTH ACHIEVEMENT OR PHYSICAL EDUCATION BOARD.

ON THAT MONITORING BOARD, IF APPARENTLY EVEN KNOWS WHERE TO FIND THAT REPORT WITH MORE DOCS FOUND ON THE SECOND PAGE OF REPORT ON THE BOARD DOCS AND ON THE BACK OF THAT GO TO THE DISTRICT WEBSITE AND SCROLL TO THE BOTTOM OF THAT.

THEN THEY HAVE TO FIND A LINK TO THE FLASH CURRICULUM FOR SIXTH TO12TH GRADE.

THEY'LL GO CLICK THROUGH ON THAT TO A MARKETING PAGE FOR FLASH ON THE KING COUNTY WEBSITE, YOU KNOW WHAT THEY WON'T FIND? THE FLASH CURRICULUM.

NO ONE THAT WILL NOT FIND IT ON THE KING OR ON FERNDALE.

BACK ON FERNDALE PAGE UNDER THE SEX AD CURRICULUM LINKS,

[00:25:04]

THE NEXT OPPORTUNITY TO REVIEW THE CURRICULUM FOR FOURTH AND FIFTH GRADE MONDAY, OCTOBER 12TH, 2022 LAST YEAR.

NOW, AS YOU ARE LYING TO THE BOARD, AND UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT 1978, SOMETIMES REFERRED TO AS THE HATCH AMENDMENT, ALL SEXUAL EDUCATION INSTRUCTION MATERIALS MUST BE AVAILABLE FOR PARENT INSPECTION.

PARENTS HAVE THE RIGHT TO ACCEPT THEIR CHILDREN FROM SEX ED INSTRUCTION AT ANYTIME.

HAS THE DISTRICT, NOTIFIED PARENTS OF THIS RIGHT AND OFFERED ANY RECENT OPPORTUNITIES TO REVIEW THE CURRICULUM IN CLASS LESSONS THAT WILL BE TAUGHT.

WHEN DID THE DISTRICT LAST INFORM PARENTS ON HOW IT OFF THEIR KIDS OUT? AGAIN, DR. DOMINGUEZ WHERE IS THE PULL TO HAVE TRANSPARENCY WITH THE PARENTS, VOTERS AND TAXPAYERS.

DO YOU THINK WITHHOLDING FULL ACCESS TO ALL THE SEX ED CURRICULUM INSPIRES OR DEGRADES PUBLIC CONFIDENCE AND TRUST IN THE DISTRICT.

WHAT IMPACT DO YOU THINK REPEATED LACK OF TRANSPARENCY WILL HAVE ON PUBLIC SENTIMENT WHEN IT COMES TIME TO VOTE FOR THE LEVY NEXT FEBRUARY.

LAST TOPIC, REAL QUICK.

LAST MONTH EMERGENCY AUTHORIZATION TO SNEAK THROUGH SOME LARGE AMOUNT OF MONEY FOR SPECIAL OPS AROUND THE CLASSROOMS. WHAT WAS THE PRICE TAG ON THAT? HOW MANY DOORS WITH DISTRICT? FIVE HUNDRED, A 1,000 OR WHAT, A $100 A DOOR? WHAT ARE YOU TALKING ABOUT HERE? A HALF-MILLION DOLLARS, A MILLION DOLLARS.

YOU CAN FIND THAT IN AN EMERGENCY, BUT YOU CANNOT FIND A $100,000 FOR A SCHOOL RESOURCE OFFICERS.

DO I HAVE THAT RIGHT? THANKS SO MUCH. [NOISE]

>> THANK YOU ANDREW.

[NOISE] NEXT IS NATALIE CHAVEZ.

>> 6184 MERCULA AVENUE.

HELLO. MY NAME IS NATALIE CHAVEZ.

THANK YOU FOR LISTENING TO PUBLIC COMMENTS THIS EVENING.

AS I HAVE SAID BEFORE, I ATTEND THESE MEETINGS BECAUSE THEY CARE ABOUT THE HEALTH, WELL-BEING AND SAFETY OF FIRMS OWN CHILDREN AND TEENAGERS.

ACTUALLY, I CARE ABOUT ALL FERNDALE COMMUNITY MEMBERS FOR THAT MATTER.

THEY GAVE YOU ALL ONE OF THESE HANDOUTS AT THE LAST MEETING THAT I ATTENDED, WHICH HAS A LIST OF WEBSITES ON IT.

THE WEBSITES PROVIDE SUPPORT AND RESOURCES FOR THOSE WHO HAVE BEEN INJURED BY THE EXPERIMENTAL COVID-19 VACCINES.

THIS EVENING, I HAVE A BOOK TO SHARE WITH YOU ALL.

THE TITLE IS CAUSE UNKNOWN, THE EPIDEMIC OF SUDDEN DEATHS IN 2021 AND 2022, WRITTEN BY EDWARD DOWD.

DOWD IS SPELLED D-O-W-D. EDWARD DOWD IS A FORMER MANAGING DIRECTOR AT BLACKROCK.

THE GROWTH FUND THAT EDWARD DOWD MANAGED STARTED AT $2 BILLION AND IT INCREASED TO $14 BILLION BY THE TIME HE LEFT.

THE FORWARD ON PAGE 1 OF THE BOOKS STATE BOOKS "HIS WORKED WITH BLACKROCK, REQUIRED A KEEN ABILITY TO UNDERSTAND THE MARKET, THINK STOCKS AND ANALYZED STATISTICS AND IDENTIFY TRENDS.

IN 2021, DOWD FOUND HIMSELF WITHDRAWING FROM WALL STREET TO STUDY IN AN ENTIRELY NEW TREND, THE EXPANDING AND TRAGIC EPIDEMIC OF SUDDEN DEATHS AMONG HEALTHY YOUNG PEOPLE.

IN 2021, IT WAS ED DOWD NOT THE PUBLIC HEALTH OFFICIALS THAT CITIZENS RELY UPON, BUT DOWD WHO BROUGHT INTERNATIONAL ATTENTION TO THE FACT THAT IT'S HEALTHY WORKING ASIAN-AMERICANS WERE DYING AND DYING SUDDENLY AT AN ALARMING RATE NOT SEEN BEFORE.

THESE EXCESS DEATHS WERE NOT ANTICIPATED BY INSURANCE ACTUARIES AND WEREN'T ATTRIBUTED TO COVID.

ONE AFTER ANOTHER REPORTS FROM LIFE INSURANCE COMPANIES CONFIRMED WHAT DOWD WAS DISCOVERING.

IN EARLY 2022, HE CONVENED A GROUP OF INSURANCE INDUSTRY EXECUTIVES TO EXPLORE IT FURTHER" EDWARD DOWD, GIVES OUT THE FACT IN THIS BOOK THAT CAN BE CONFIRMED BY ANY READER AND THERE ARE QR CODES ON ALMOST EVERY PAGE SO THAT COMPUTERS CAN CONFIRM THIS INFORMATION AND DO THEIR OWN FACT-CHECKING.

I'M GIVING ONE BOOK TO SUPERINTENDENT DOMINGUEZ TONIGHT AND ONE BOOK TO YOU, DR. ERICKSON, SO THAT YOU CAN SHARE WITH THE OTHER SCHOOL BOARD MEMBERS.

I HOPE THAT YOU ALL CONSIDER READING THIS BOOK OR AT LEAST LOOKING AT SOME OF THE ARTICLES AND IN PHOTOGRAPHS OF THE CHILDREN, TEENAGERS AND YOUNG ADULTS WHO HAVE HAD CARDIAC ARRESTS OR DIED SUDDENLY OF SOME UNKNOWN CAUSE AFTER THE RELEASE OF THE EXPERIMENTAL COVID-19 VACCINES.

SINCE I HAVE TIME WE READ A QUOTE THAT'S ON PAGE 40 OF THE BOOK.

THE QUOTE IS BY A LEADING CARDIOLOGIST, "THE FIRST PROSPECTIVE COHORT STUDY WITH PFIZER VACCINE AGES 13 - 18 FOUND THAT A LARGE FRACTION, NEARLY HALF, WERE ASYMPTOMATIC OF MYOCARDITIS.

THAT MEANS A SUBSTANTIAL NUMBER OF YOUNG PEOPLE IN FACT HAVE SUSTAINED HEART DAMAGE AND THEY DON'T KNOW IT, THEIR PARENTS DON'T KNOW IT.

THE FIRST MANIFESTATION OF HEART DAMAGE CAN BE CARDIAC ARREST, THIS CAN HAPPEN ON THE PLAYING FIELD WITH EXERTION CAN ALSO HAPPEN DURING SLEEP, AS LONG THERE'S THE DEVELOPMENT OF HEART FAILURE LATER ON.

[NOISE] THANK YOU FOR YOUR TIME.

>> THANK YOU NATALIE.

[00:30:08]

AGAIN, IF THERE'S SOMETHING THAT YOU'D LIKE TO SHARE WITH THE BOARD OR OUR CONTACT INFORMATION [NOISE] [INAUDIBLE] E-MAIL ADDRESSES ARE AVAILABLE ON THE DISTRICT WEBSITE.

WITH THAT, WE'LL GO AHEAD AND MOVE ON TO THE SHARING PORTION AT RBD AND

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

>> ONCE WE [INAUDIBLE], GET THIS.

THERE HAS BEEN A LOT HAPPENING RECENTLY IN OUR DISTRICTS AND A LOT HAS TO DO WITH MANY OF YOUR ACTIVITIES AND SO I'M GOING TO BE HIGHLIGHTING SOME OF THOSE.

I ALSO WANT TO THANK THE BOARD FOR THOSE OF YOU WHO HAVE BEEN ABLE TO ATTEND IN THE EVENTS IT'S VERY MUCH APPRECIATED.

ANYTIME YOU GO OUT OR YOUR AT A MEETING OR AT AN EVENT, I HEAR THAT FROM OUR STUDENTS AND OUR STAFF, AND OUR FAMILIES SO THANK YOU FOR DOING THAT. AGAIN, WE HAVE HAD THIS YEAR SO FAR, AND I'M GOING TO BE DOING A BIG PUSH IN THE NEXT COUPLE OF WEEKS.

WE HAD 180 BELONGING AWARDS SO FAR GOING OUT.

JUST A REMINDER, THOSE ARE NOT AWARDS THAT I'VE CREATED, THEY ARE CREATED BY STAFF OR STAFF AND IS STILL GREAT EVERY SINGLE TIME FROM BUS DRIVERS, FOODS SERVICE, PARA EDUCATORS, TRANSPORTATION FOR THEM JUST TO KNOW THAT SOMEONE THAT THEY WORK CLOSELY RECOGNIZES THEM.

AS I CONTINUE IN THE WALKING IN THEIR SHOES AND TRYING TO REALLY UNDERSTAND THE SYSTEM FROM THE INSIDE OUT, I GOT TO SPEND HALF A DAY IN DISPATCH.

HERE'S DENISON RICK, YOU CAN SEE RICK HOW YOU MAY ALSO GOT BELONGING OR IS THAT IT.

IT WAS FASCINATING TO WATCH.

I WENT DURING AN EARLY RELEASE BECAUSE THAT WOULD BE A TIME THAT OFTEN IS THE MOST COMPLEX IN TERMS OF SOMETIMES FAMILIES FORGET THEY'RE STILL AN ON DEGREE OR A STUDENT GET'S ON THE WRONG BUS AND SO JUST WATCHING THESE TWO IN ACTION BUT ALSO OUR DRIVERS AS THEY CAME IN AND I WAS ABLE TO TALK TO THEM.

WE ARE ACTUALLY AS A RESULT OF THIS, ONE OF THE PIECES THAT I LEARNED ABOUT AND GOES WITH ONE OF THE QUESTIONS YOU ASKED TONIGHT IS HOW YOU ENGAGE FAMILIES WHO COME FROM A DIFFERENT CULTURE OR LANGUAGE? ONE OF THE BARRIERS SOMETIMES IS JUST THE LANGUAGE, AND SO WE WILL BE FOCUSING ON HIRING ADMINISTRATIVE SUPPORT FOR TRANSPORTATION THEY CURRENTLY SHARE THAT WITH MAINTENANCE.

WE'LL BE LOOKING FOR SOMEONE WHO IS BILINGUAL TO BE HELPING KNOW THAT WHEN A FAMILY THAT CALLS DISPATCH OR CALLS AND WANTS TO WORK WITH THE BEST CARRIER, THEY'LL HAVE THAT LITTLE SUPPORT.

BUT I WAS JUST INCREDIBLY IMPRESSED WHEN I LEARNED A LOT ABOUT TRANSPORTATION THAT DAY.

WE ALSO HAD TWO VISITS RECENTLY, SENATOR SCHMIDT AND WESTERN WASHINGTON UNIVERSITY PRESIDENT, RANDHAWA CAME FOR A VISIT OF FERNDALE HIGH SCHOOL.

IT WAS GREAT, JUST WANT TO ADVOCACY AROUND CAPITAL PROJECTS.

YET IT WAS READY TO SHARE WHAT IS POSSIBLE IN SOME OF THE INNOVATIVE DESIGNS THAT ARE CURRENTLY IN OUR HIGH SCHOOL.

THEN IF YOU SAW RECENTLY UP UNTIL NEXT YEAR, COLLEGE AND HIGH SCHOOL CAME AT A COST.

IT WAS AN EQUITY ISSUE AND OUR LEGISLATORS PASSED THAT ANY STUDENT WILL BE ABLE TO ACCESS COLLEGE AND HIGH SCHOOL AT NO COST MOVING FORWARD.

HOWEVER, ONE OF OUR PARTNERS IS NOT WESTERN WASHINGTON UNIVERSITY.

MS. DILLON AND PRESIDENT RANDHAWA ARE TALKING ABOUT HOW DID WE WITH OUR LOCAL UNIVERSITY ENSURING THAT OUR STUDENTS HAVE ACCESS TO COLLEGE AND THEN HIGH SCHOOL RIGHT HERE.

TO OPEN THOSE DOORS AND IT IS HIS FIRST TIME ACTUALLY VISITING FOR NOW.

IT WAS REALLY TO HAVE WESTERN ON CAMPUS AND THEN I'M IN CONVERSATIONS WITH WESTERN ABOUT HOW TO GET OUR STUDENTS DOWN THERE AS WELL AS AN OPTION.

THE WASA 108 REGIONAL AWARDS, THIS IS A GREAT TIME FOR US TO RECOGNIZE THE WASA VOLUNTEERS COMMUNITY AWARDS.

THIS YEAR FOR FERNDALE, OUR STUDENTS AND ENCOURAGE STUDENTS APPLICANTS TONIGHT TO TALK ABOUT THE MULTICULTURAL NIGHT.

THIS IS JASMINE AND THAT MULTICULTURAL NIGHT WAS HER VISION.

SHE RECRUITED A LOT OF OTHER STUDENTS, A LOT OF CANDY PARTNERS, BUT IT CAME OUT OF HER THINKING AND OUR LEADERSHIP CLASS AND SHE DEVELOPED THAT.

[00:35:07]

THEN YOU ALSO HEARD ABOUT THIS LAST WEEKLY, TWO WEEKS AGO WAS IT LAST WEEK.

GOSH TIME IS ROLLING FLYING AND AT THE SAME TIME A WEEK SLOW.

DR. TAMMY CAMPBELL, WHO IS A CONSULTANT, WHO IS HELPING US TO DESIGN AND IMPLEMENT OUR STRATEGIC PLAN, REALLY HER JOB IS TO FACILITATE.

WE MET WITH FOCUS GROUPS, WE STARTED THE MORNING WITH AN ONLINE FOCUS GROUP AND I APPRECIATE THE BOARD MEMBERS WHO WERE ABLE TO ATTEND THAT.

THEN WE MET WITH STUDENTS AT THE ELEMENTARY, MIDDLE, AND HIGH SCHOOL HERE IS A PICTURE, THEN MEETING WITH OUR STUDENTS AT THE HIGH SCHOOL.

THEN WE MET WITH ALL ADMINISTRATORS.

WE MET WITH TWO DIFFERENT GROUPS OF STAFF.

THEN THAT EVENING WE HAD A PARENT FOCUS GROUP.

IT WAS THE LARGEST COMMUNITY FOCUS GROUP TO DATE IN ALL IN THEIR WORK ACROSS THE NATION THAT SHE'S HAD AND THAT DAY MET WITH ABOUT 240 PEOPLE.

I WILL SAY THAT THE SURVEY CLOSED OVER THE WEEKEND.

WE HAD OVER 1,000 STUDENTS, GIVE INPUT.

WE HAD ABOUT 200 STAFF AND 200 COMMUNITY MEMBERS GIVE INPUT.

NOW, TO SUMMARIZE WHAT WE WILL DO AND I CAN SHARE THAT WITH YOU.

AS WE START I WILL BE DOING, WELL IS WE'LL ACTUALLY BE BE SEEING THAT.

WHAT THINGS CAME OUT OF THE VOICES OF OUR COMMUNITY.

THEN SENIOR SCHOLARSHIP NIGHT, I WAS NOT ABLE TO ATTEND, BUT WE DID HAVE SOME OF OUR BOARD MEMBERS ATTEND.

WE ALSO HAD A GOOD TURNOUT.

IT'S A WONDERFUL CELEBRATION IN TERMS OF STUDENTS BEING RECOGNIZED FOR THE WORK THEY DO.

THESE WAS AN EVENT WHERE OUR SENIORS WERE ABLE TO COMMENT, I'M HOPING SOME OF YOU WILL BE ABLE TO SHARE THAT NIGHT IN YOUR UPDATES AS WELL.

THE FFA BANQUET, I GOT TO ATTEND THAT WITH DR. BRITT AND WE SAW DR. ERICKSON THERE, SO I'M SURE HE'LL TALK ABOUT IT. IT WAS GREAT.

THERE ARE STUDENTS, JUST THE OFFERINGS THAT WE HAVE WAS AMAZING.

THERE WAS SOMETHING FOR ALL OUR STUDENTS.

WHEN WE'RE TALKING ABOUT BEING INVOLVED, THIS IS ONE OF THOSE GROUPS THAT THERE'S A DOOR FOR EVERYONE.

JON SENIOR NIGHT WAS FRIDAY NIGHT AND WE GOT TO HONOR.

THIS WAS GREAT BECAUSE IT HONORS OUR STUDENTS FROM ELIMINATION, NOT JUST FROM FERNDALE, BUT FROM ELIMINATION SCHOOL, WE HAD STUDENTS AS FAR AWAY AS ALASKA WHO WERE BEING HONORED THAT EVENING.

BELLINGHAM SCHOOL DISTRICT HAD SOME SENIORS BEING HONORED AT NIGHT.

IT WAS WONDERFUL TO JUST COME AND RECOGNIZE ALL THE HARD WORK AND THERE WAS ALWAYS GOOD FOOD.

I AM NOTICING A THING HERE FOR Y'ALL, EVERY TIME I GO TO AN EVENT, THERE IS REALLY GOOD FOOD.

THAT WAS ANOTHER DINNER, BUT THERE WAS SINGING AND DANCING AND THE JOY THAT OUR STUDENTS FELT AND OUR PRIDE IN THEIR WORK WAS AMAZING.

THEN FOR THE FIRST TIME THAT I AM AWARE, LET ME LOOK AT A HACK HERE.

WE LOST [INAUDIBLE] THAT WAS THE FIRST, PAT WAS THERE SO SHE WAS THERE SO I'M LOOKING, THE RETIREES CELEBRATION.

TYPICALLY IT HAPPENS HERE AT THE BOARD MEETING.

WHAT I WANTED TO BE ABLE TO DO DURING THIS EVENT WAS REALLY SPEND A WHOLE EVENING.

IT WAS JUST ABOUT OUR RETIREES.

THEY WERE ABLE TO COME, THEIR ADMINISTRATOR WAS ABLE TO SAY SOMETHING ABOUT THEM.

THEY HAD TIME TO GIVE A SPEECH.

THEY WERE HONORED WITH POLYGRAPH THAT WAS PAINTED JUST FOR THEM WITH THEIR NAME AS WELL AS THE MONTH.

ONE OF THE GREAT PARTS THAT YOU DON'T SEE A PICTURE HERE OF IT, THE FOOD WAS ACTUALLY PROVIDED BY OUR CULINARY ARTS STUDENTS AND THE FLOWERS WERE DESIGNED BY OUR FLORAL DESIGN STUDENTS.

IT WOULD HAPPEN HERE IN THIS ROOM AND IT WAS A LOVELY EVENTS.

THERE WERE UNHAPPY TEARS.

WE GOT TO HEAR ABOUT PEOPLE'S DIFFERENT PLANS AND SO IT WAS A LOVELY CELEBRATION.

YOU CAN SEE HERE ALL THE DIFFERENT RETIREES THAT WE HAVE.

BUT JUST IN THE FOLKS WHO ARE RETIRING THIS YEAR, 274 YEARS OF FERNDALE EXPERIENCE, AND SO THAT'S AN INCREDIBLE GIFT TO OUR COMMUNITY.

[APPLAUSE] THEN THE BOND UPDATE, NOT ACTUALLY GOING TO TAKE IT TOMORROW.

ANYTHING NEW THAT YOU WANT TO SHARE, STEVE?

[00:40:01]

>> YOU CAN SEE THAT THE HIGHLIGHTS THERE THAT THE FIELD IS IN, AND YOU CAN SEE THE HEAVY EQUIPMENT, THEY ARE FOR PREPPING THE TRACK.

THAT WILL BE INSTALLED IN A FEW MONTHS WHEN THE WEATHER GETS A LITTLE BETTER, AND THE ASPHALT RUBBER COATING ON TOP OF IT.

ONE OF THE QUESTIONS THAT WE'RE GETTING A LOT FROM THE COMMUNITY IS IF OTHER SPORTS AND OTHER ACTIVITIES ARE GOING TO BE ABLE TO USE THAT FIELD AND THAT IS AN ABSOLUTE YES.

THAT WAS THE MAIN DRIVER FOR GOING WITH ARTIFICIAL TURF AND NOT HAVING GRASS.

THE PREVIOUS FIELD WAS SO HARD TO MAINTAIN AND KEEP IN ADEQUATE CONDITIONING, IT WAS REALLY LIMITED IN WHAT WE COULD USE IT FOR.

THE TURF WE'LL BE ABLE TO USE IT FOR ALL OF OUR ATHLETIC ACTIVITIES, PE, AND COMMUNITY EVENTS AS WELL SO IT'S A HUGE OUTBREAK.

IN ADDITION TO BEING TO HAVE HOME TRACK MEETS FOR THE FIRST TIME IN 10, 12 YEARS.

THE OTHER BIG EVENT [INAUDIBLE] IS THE OTHER PICTURE.

THAT'S THE LAST REAL BIG PHASE OF THE PROJECT OTHER THAN THE SITE WORK.

IT IS CURRENTLY IN FAST TRACK, ABOUT A WEEK AHEAD OF SCHEDULE, SO THAT'S REALLY GOOD NEWS.

THAT IS COMING ALONG VERY NICELY, WE'VE LEARNED QUITE A BIT IN THE PROCESS OF PUTTING UP THE ATHLETIC LANE, WHICH IS THE OTHER PART OF THE PRE-ENGINEERING OF THAT BUILDING, SO COMING ALONG QUITE NICELY.

THE PERFORMING ARTS SIDE OF IT RETROFIT IS UNDERWAY.

YOU SEE SOME PICTURES ON THE UPDATE OF THAT AS WELL.

IT'S QUITE SURPRISING TO SEE THE WORK THAT IS GOING ON IN THERE.

EVERYTHING IS COMING ALONG QUITE NICELY AND PER SCHEDULE AND LOOKING GOOD AT THIS POINT.

>> I'M GOING TO GET ON TO [INAUDIBLE].

>> I'M JUST GOING TO JUST COMPILE A BUNCH OF THINGS THAT HAS BEEN HAPPENING OVER THE PAST MONTH, THERE'S BEEN A LOT GOING ON.

TRACK IS BORED NOW I WAS ABLE TO MAKE IT TO SUB DISTRICTS AND SOME DISTRICTS, AND WE HAVE A QUARTER OF THE TEAMS THAT MADE THE DISTRICT, WHICH IS REALLY COOL BECAUSE THE DISTRICT BACK FOR THE TRACK TEAM.

WE HAVE FOUR ATHLETES GOING TO THE STATE, I THINK IT WAS TWO POLE VAULTERS, ONE OF WHICH SET A SCHOOL RECORD AND WE HAD TWO THROWERS.

THEY ARE BOTH REALLY EXCEPTIONAL ATHLETES, AND REALLY EXCITED THAT WE GOT TO HAVE SOME ATHLETES GO TO STATE, AND WE HAVE WHICH IS REALLY FUN ACTUAL ACTIVITY THAT THERE'LL BE YOU SHOULD GET YOUR HEAD AND IT WAS REALLY SAD AND REALLY FELT LIKE THEY ARE CONNECTED TO SOMETHING IN SCHOOL.

I'M REALLY HAPPY THAT THIS ACTIVITY WAS SOMETHING THAT COULD BE HANDLED FOR ALL STUDENTS.

YES, I AGREE WITH YOU.

EITHER COPS WERE BOTH JAZZY AND I'M REALLY HAPPY THAT SHE GOT ME UP TO YOU [LAUGHTER].

NOW WHAT I'M GOING TO DO WHEN YOU'RE AMAZING AND I'M REALLY GLAD.

THE LAST THING ON DEFINITION IT'S JUST THAT IT'S GOING TO GET HOTTER, SO BE PREPARED FOR THAT, [LAUGHTER]

>> THIS IS REALLY GREAT OPPORTUNITY.

I DID NOT THINK THIS WAS SOMETHING I WAS EVER GOING TO DO, WHICH IS THEY WANTED TO SAY, THANK YOU FOR MAKING IT.

THIS IS INCREDIBLE [LAUGHTER] THE PERSON WHO GAVE YOU THE APPLICATION AND TOLD ME TO DO THIS.

ZOOM LAND AND DOES ALL OF THAT AND I WANTED TO THANK YOU FOR THAT.

I'D LIKE TO SAY THAT WITH OTHERS WHO HAVE CHANGED MY CAREER CHOICE.

I FOR A LONG TIME I WANT TO GO TO SCHOOL TO BECOME EMBARRASSED JUST LIKE EVERYTHING.

I HAD IT ALL PLANNED UP AND THEN COMING HERE AND SEEING WHAT DIFFERENCE OR WHAT ALL OF YOU PEOPLE IN OUR COMMUNITY DO FOR THE STUDENTS HERE AND STUDENTS BEING RELAXED.

THAT'S ALSO WHAT I WANTED TO DO.

[00:45:02]

YEAH, JUST PUT A GREAT OPPORTUNITY.

I'M REALLY THANKFUL FOR ALL THE MEANINGFUL RELATIONSHIPS I MADE IS EVERYONE IN HERE AND ALL THE THINGS THAT I WAS ABLE TO DO PART OF THE SCHOOL BOARD AND LEADERSHIP.

I WAS JUST ADVOCATING FOR STUDENTS AROUND FOR ANOTHER SCHOOL DISTRICT AND WALKING COUNTY CITIZENS HERE WAS AWESOME.

I JUST REALLY WANT TO SAY THANK YOU GUYS AND THANK YOU CON FOR LAST YEAR [LAUGHTER] IS REALLY NICE SEEING YOU HERE.

THIS HAS BEEN AN AWESOME OPPORTUNITY AND I APPRECIATE ALL OF YOU.

[APPLAUSE]

>> WELL, THANK YOU FOR THOSE UPDATES.

PRETTY EASY THREE MONTHS GOING ON ON THE DISTRICT LEVEL THAT I'LL POINT TO AND REFERENCE.

WE MOVE ON TO ITEM 6.01,

[6. MATTERS RESERVED FOR BOARD ACTION]

IT WAS REVIEWED, ADOPTED ON APRIL 25TH MEETING.

TONIGHT IT IS BEFORE THE BOARD CONSIDER ANY REVISIONS TO THE POLICY.

IT HAD BEEN SUGGESTED THAT THE POLICY MIGHT BETTER FIT UNDER OUR OPERATIONAL EXPECTATIONS AS OPPOSED TO OUR RESULTS POLICIES AS TECHNOLOGY IS NOT ONLY A SUBJECT BUT A TOOL USED FOR PURPOSES THERE.

OUR LAST MEETING, TWISTY INDICATED THAT SHE WAS GOING TO BE BRING FORTH RECOMMENDATIONS RELATED TO THAT CHANGE INTO CONSOLIDATING OUR ACADEMIC REPORTS TO STREAMLINE YOUR RECORDING PROCESS IN REVIEW PROCESS.

I WILL TURN IT INTO CONVERSATION AT THIS POINT TO HER.

>> ONE OF THE THINGS I'VE BEEN ACTUALLY LOOKING AT THE TIME-FRAME AND HOW WE LOOK AT POLICIES.

ONE OF THE POINTS THAT I HEARD MEN AND YOU'LL SEE IN YOUR PACKET TONIGHT IS JUST A REAL DRAFT HIGHLIGHTED TO ADD.

JUST HAVE YOU TAKE THAT REGION OVER BUT ONE OF THE PIECES THAT YOU POINTED OUT LAST TIME AND TIME AGAIN WE'VE BEEN LOOKING AT THE POLICY FOR TECHNOLOGY HERE IN LITERAL IN TERMS OF A TOOL AND I THINK PARTS OF THIS POLICY ACTUALLY FEED INTO CAREER TECHNICAL.

WHAT MY RECOMMENDATION IS THAT WE WILL DO THOSE TWO REPORTS TOGETHER.

THE TECHNOLOGY AND CAREER READINESS.

IT'S NOT THAT THEY WOULDN'T BE, THEY CAN STILL SAY SEPARATE, BUT WE WOULDN'T NOT BE TALKING ABOUT THE TOOL PARTS OF THE TECHNOLOGY, MEANING WE'VE ADOPTED THIS FOR WHATEVER AND REALLY LOOKING AT IT FROM HALFWAY.

ANYWAY, THAT'S MY RECOMMENDATION AND THEN THAT WOULD SHIFT HOW ARE WE ACTUALLY HAVE BEEN REPORTING ON TECHNOLOGY THAT HE WOULDN'T BEEN TALKING ABOUT IT AND GIVEN COVID AND THE FACT WE WENT TO ONE TO ONE, IT MAKES A LOT OF SENSE.

THEN IT GETS HAVING TO SHIFT MORE THAN HALF OF THE CAREER ASPECT OF TECHNOLOGY AND LASTLY ADDED TECHNOLOGY AS A TOOL PART.

THAT WOULD BE MY RECOMMENDATION IS TO REALLY FOCUS ON THOSE TWO TOGETHER.

>> ANY QUESTIONS IN REGARDS TO THAT PROPOSED CHANGE?

>> THIS RF2.4 WOULD BE RESULTS TECHNOLOGY THAT'S TALKING ABOUT THE ACADEMICS, THE LEARNING [OVERLAPPING] WITH REGARDS TO TECHNOLOGY, AND FOR THE OPERATION APPLICATIONS WHERE'S THAT?

>> I THINK IT'S JUST BECOME PART OF EVERYTHING WE DO, AND SO I THINK YOU'LL SEE THAT INTERNALLY.

TO PULL IT OUT FROM OPERATION SIDE, BY ITSELF IT DOESN'T STAND ALONE ANYMORE JUST BECAUSE IT'S A GIVEN THAT STUDENTS HAVE THE TECHNOLOGY THAT WE'RE USING THE TOOL THAT WE'RE UPDATING IT.

I THINK WE TALKED ABOUT CHATGPT HERE OVER TIME AND SO MAKING SURE YOUNG PROFESSIONAL LEARNING.

WE WILL SEE THAT TALKED ABOUT PROFESSIONAL LEARNING OPPORTUNITIES WHEN WE'RE TALKING ABOUT CURRICULUM, YOU'RE GOING TO TALK HERE ABOUT AND WE'RE WAS TALKING ABOUT MAKING SURE IT HAS THE ONLINE OPTIONS.

I MEAN, WE COULD EASILY HAVE IT AS A SET ASIDE,

[00:50:01]

>> IF WE USE TECHNOLOGY IN A WAY TO TEACH SOMETHING THEN WE'RE NOT TALKING ABOUT EVERY OTHER [INAUDIBLE]?

>> RIGHT. YEAH. IT FEELS LIKE THE TOOL, HOW WE USE TECHNOLOGY AS A TOOL WILL BE INTERWOVEN INTO OUR POLICIES, WE'LL BE ASKING HOW IS THIS GOING IN.

I MEAN, EVEN HAVING SCREENS HERE AND SHARE, THERE HAS BEEN A CHANGE IN HOW WE'RE COMMUNICATING OR SHOWING DISPLAY AND SO THEY HAVE A POLICY STAND OUT WHERE WE TALK ABOUT ONSET EVERY TWO YEARS.

THE TECHNOLOGY CHANGES FASTER THAN THAT.

IF WE WERE GOING OUT EVERY TWO YEARS, WE'RE GOING TO BE BEHIND SO MANY INSURANCE JUST EMBEDDED AND REALLY MEETING OUR 2.4 AS A STANDALONE IN WHICH WE TO TALK ABOUT THE CORRECT PATHWAYS.

>> IS THIS DRAFT YOU'VE GOT HERE IN AMERICANNESS AS FAR AS WE'VE GOTTEN THE OTHER ONE OR THE ONE IN VISUAL? IS THIS A REVISION PUTTING THE ACADEMICS AND THINGS TOGETHER, THE PROPOSAL AS WELL.

>> YEAH. WHAT I REMEMBER TALKING ABOUT WAS THAT WE WERE INTERESTED IN UP-TO-DATE DATA REGARDING OUR IMPLEMENTATION OF ELA SCIENCE SOCIAL SPACE MAP.

IT WILL BE BIG REPORT BUT THE DATA COMES IN THE AUTOIMMUNE SCORES IN THE SPRING, LATE SUMMER SO IF WE USE SUMMER TO TALK ABOUT THE FOUR CORE CONTENT, THAT WILL BECOME THE STANDARD EVERY OTHER YEAR WE'RE TALKING ABOUT IT, WE'D BE TALKING ABOUT OUR ACADEMIC GROWTH EVERY YEAR, SO YOU WOULD GET IN EVERY SEPTEMBER, YOU WILL GET A REPORT THAT TALKS ABOUT THOSE FOUR CORE CONTENTS, AND WE'LL BE LOOKING AT TEST SCORES, INCREASE ENROLLMENT TYPES OF CLASSES.

IT WILL BE A VERY BIG REPORT THAT WE'LL TAKE A LOT OF TIME TO TALK ABOUT, BUT IT WILL BE THE MOST UP-TO-DATE.

IF WE TALKED ABOUT THAT REPORT IN SEPTEMBER, WE ARE ABLE TO MAKE PLANS FOR THE SCHOOL YEAR BECAUSE RIGHT NOW ABOUT THE REPORTS HAVE BEEN FALLING OUT AND HAVE WE BEEN TALKING ABOUT THEM, WE'VE BEEN TALKING UP IN SEPARATE AND IT DOESN'T LEAD US OR ADMINISTRATORS TO REALLY PLAN FOR.

IF YOU SAY YOU KNOW WHAT, I REALLY WANT YOU TO FOCUS ON SCIENCE THIS YEAR, THIS WAS A CONCERN WE HAD THAT AS A DEMOSTRATIVE TEAM AND A TEACHING TEAM, WE CAN PLAN OUT A YEAR TO REALLY THINK ABOUT THAT IN LIEU OR IN PARTNERSHIP WITH THE DATA.

>> IS SEPTEMBER GIVEN A WEEK TO THE END OF THE MONTH IS THAT EARLY ENOUGH? [INAUDIBLE]

>> I THINK IT WILL BE FINE.

THIS IS JUST A DRAFT AND THAT'S WHY IT'S JUST FOR YOU TO LOOK AT A DRAFT.

MY HOPE WILL BE THAT YOU'LL TAKE THIS TONIGHT, YOU WILL GO ON AND THINK ABOUT IT, I'D LIKE TO HAVE A CONVERSATION WITH EACH ONE OF YOU AND ACTUALLY WOULD YOU MEAN TO TALK ABOUT THIS MOST PROBABLY BECAUSE IT'S THE START OF JULY.

>> LOOKING AT YEAR ONE FOR AUGUST, NOVEMBER, AND MARCH, THEY'RE ALL PLAIN?

>> YEAH, BECAUSE WHEN YOU CONSOLIDATE THEM, THAT'S PART OF IT.

IT HAS AS MANY REPORTS AND BEING IT THAT'S CORRECT YOUR FEEDBACK, AND DOES THE LAYOUT MAKE SENSE WHEN YOU WOULD LIKE INFORMATION?

>> I DO LIKE THAT THE FINANCIAL PLANNING COMES IN JANUARY OR JANUARY THROUGH JULY WITH TALKING ALL THAT AND STUFF.

I MAKE MY DECISIONS IN JULY.

>> WE'RE LYING AROUND IF I TALK MARK AND HE TALKED TO HURLEY.

WHEN DOES IT MAKE SENSE? ALSO, THIS YEAR AFTER ALMOST A YEAR, WHAT I'VE LEARNED IS SOMETIMES THE REPORTS SEEM LESS RELEVANT WHEN WE'RE WRITING THEM BECAUSE THE DATA IS OLDER OR IT'S NOT, YOU'RE GETTING SOMETHING KIND OF DELAYED, OR YOU'RE GETTING IT BEFORE.

WE ACTUALLY HAVE ALL THE INFORMATION AND WE'RE TRYING TO MAKE SURE.

AND RIGGING SAFETY THAT WAS WHEN WE ONCE TALKED ABOUT YEARLY, THE REPORTS WERE ALL ON EVERY OTHER YEAR, WHICH WASN'T PROVIDING THE TRANSPARENCY OF THE THINGS THAT HAD ELEVATED TO A YEAR AND SO.

THE TECHNOLOGY 1, MY RECOMMENDATION IS, IT FITS WITH CAREER READINESS AND MAYBE WHEN WE GET TO THOSE REPORTS WE SEEING THAT THEY ACTUALLY GO TOGETHER AND IN YOUR HEART BECAUSE AS IT STANDS RIGHT NOW, WE WILL INCREASE THE NUMBER OF STUDENTS MEETING OR EXCEEDING STANDARD OR VITAL EXPECTATIONS.

IT'S NOT TELLING US THE TIME SO WE MAY WANT TO ACTUALLY RELAY INTO THE CAREER READINESS 1 BECAUSE LISTENING TO YOUR DISCUSSION LAST MONTH,

[00:55:06]

I'VE BEEN TALKING TO MS. DILLON AND MR. GODWIN, THE CTE DIRECTOR, AND MAKING SURE THAT STUDENTS HAVE THIS ACESS AND OTHER PIECES WERE LOOKING AT MIDDLE SCHOOL, HOW ARE WE MAKING SURE THEY DON'T HAVE TO WAIT TILL THEIR FRESHMAN YEAR.

THE STUDENTS HAVE BEEN TELLING ME THEY WANT TO MAKE SURE WE HAVE ENGAGING OPPORTUNITIES IN SIXTH, SEVENTH, AND EIGHTH GRADE, IS THIS ONE OF THOSE THAT WE START TO FOCUS ON.

THESE ARE THE QUESTIONS THAT AS A TEAM WE'RE ASKING AS A RESULT OF YOUR CONVERSATION LAST MONTH.

>> FOR THE CAREER READINESS IN HERE, YOU HAVE INFORMATION ON SAY YOUR PLANS FOR THE NEXT YEAR, LIKE OUR WHOLE, WITH THREE E'S ALREADY GETTING 100 PERCENT PARTICIPATION ON?

>> YEAH. WE COULD EASILY START TRACKING THAT.

IT WASN'T NECESSARY. YES, AND THE OTHER PART IS WHAT'S HAPPENING AFTER THEY LEAVE.

I WOULD TO PRESSSURE US TO NOT JUST LOOK AT WHAT THEY'RE DOING THAT YEAR BUT WHAT'S HAPPENING, LIKE JASMINE WHAT'S HAPPENING TWO YEARS FROM NOW FOR HER, SO MAKING SURE THAT WE ARE GOING OUT AND TALKING, HOW PREPARED ARE YOU? WHAT HAVE HELPED YOU AND CERTAINLY MAKING SURE ALL OF THOSE PIECES FIT IN.

>> IN HER DESK HAS OFTEN BEEN LEFT OUT AS INTERVIEWING, SURVEYING, WHATEVER ESTIMATE, THE STUDENTS THAT WENT ONTO VARIOUS PATHWAYS FOR THEIR COLLEGE AND VARIOUS CAREERS WERE THEY ADEQUATELY PREPARED AND IF NOT WHAT WOULD WE TO PREPARE THEM.

>> WE CAN HIGHLIGHT THEIR EXIT SURVEY, WHAT THE SAID THEY WERE GOING TO DO AND TWO YEARS LATER WERE THEY ON TRACK, DID THEY CHANGE MIND?

>> OTHER QUESTIONS OR COMMENTS.

AS CHRISTIE ASKED, TAKE A LOOK AT THIS, IF YOU HAVE QUESTIONS, SEND THOSE TO THE ROOM AND WE'LL DISCUSS IT MORE IN MAKING REVISIONS AND ADOPT [INAUDIBLE]. OKAY. THE NEXT ITEM ON OUR AGENDA IS 6.02, WHICH IS THE DISCUSSION OF GOVERNANCE POLICIES GC-7 AND GC-9.

OVER THE COURSE OF THE PAST FEW MONTHS, THE BOARD HAS BEEN REVIEWING OUR CODE OF CONDUCT GC-7, AND THE IMPORTANCE OF ADHERING TO THAT POLICY.

THE BOARD ALSO RECEIVED AN ETHICS COMPLAINT REGARDING DIRECTOR COOL'S BEHAVIOR ON JANUARY 24TH TO [INAUDIBLE].

AS HAS BEEN MENTIONED PREVIOUSLY, IT WAS DETERMINED WHILE THE BOARD HAS A CODE OF CONDUCT AND A LIST OF POTENTIAL CONSEQUENCES, THERE WAS NO FORMAL PROCESS FOR RESOLVING SAID COMPLAINTS.

IT WAS THE ADVICE OF OUR LEGAL COUNSEL, THAT THE BEST WAY TO MOVE FORWARD ON THIS ISSUE WAS TO WORK TOWARDS AN OFFICIAL PROCESS FOR ADDRESSING VIOLATIONS TO OUR CODE OF CONDUCT.

WE HAVE BEEN MOVING WITH THAT GOAL IN MIND OVER THE PAST FEW MONTHS.

TO RECAP OUR PROGRESS, GC-9 STATES THAT, "IN THE EVENT OF THE MEMBERS MISTAKEN, WILLFUL AND OR CONTINUING VIOLATION OF POLICY, THE BOARD ORDINARILY WILL ADDRESS THE ISSUES BY THE FOLLOWING PROCESS.

CONVERSATION IN PRIVATE SETTING BETWEEN THE MEMBER CONSIDERED TO BE IN VIOLATION AND THE BOARD PRESIDENT OR OTHER INDIVIDUAL MEMBER.

TWO, DISCUSSION IN PRIVATE SESSION BETWEEN THE MEMBER CONSIDERED TO BE IN VIOLATION OF THE FULL BOARD.

THREE, POSSIBLE REMOVAL BY THE BOARD FROM ANY LEADERSHIP AND/OR COMMUNITY POSITIONS TO WHICH THE OFFENDING MEMBER HAS BEEN APPOINTED OR ELECTED.

FOUR, CENSURE OF THE OFFENDING MEMBER OF THE BOARD AS A MEANS OF SEPARATING THE BOARD'S FOCUS AND INTENT FROM THOSE OF THE OFFENDING MEMBER." EARLY ON, THE PROCESS OF REVIEWING OUR CODE OF CONDUCT IN ADDRESSING THIS COMPLAINT, I HAD A CONVERSATION WITH MS. COOL REGARDING HER ACTIONS AND HER CODE OF CONDUCT.

THIS PROCESS WAS FURTHER DISCUSSED WITH THE ENTIRE BOARD AND OUR LEGAL COUNSEL AS LITIGATION HAD BEEN IMPLIED.

IT WAS AT THIS TIME THAT WE WERE INFORMED THAT THERE WAS NO TRUE PROCESS FOR MOVING FROM STEPS 2 TO 3.

KRISTIE AND CHRISTINE ON THE BOARD'S BEHALF HAVE REVIEWED VARIOUS BOARD POLICIES AND LAWS OF THIS POLICY LOOKING FOR ADDITIONAL PROCEDURES TO HELP GUIDE US IN PRODUCING MORE DEFINED POLICIES/PROCEDURE FOR ADDRESSING SUCH VIOLATIONS AND/OR COMPLAINTS.

BUT MOST ARE SIMILAR TO WHAT OUR POLICY STATES.

I DO APPRECIATE THE WORDS IN WSSDA MODEL POLICY THAT'S ATTACHED TO

[01:00:02]

IT HAS BEEN ALLEGED THAT DIRECTOR COOL WAS DISHONEST, COLLUDED WITH AN ADVOCACY OR INTEREST GROUP, MANIPULATED TO SPRING A SURPRISE ON OTHER BOARD MEMBERS, HARM THE DISTRICTS IMAGE AND REPUTATION AND MODEL UNDESIRABLE BEHAVIOR FOR FERNDALE SCHOOL DISTRICT STUDENTS AND EMPLOYEES.

THE ISSUE BEFORE THE BOARD TONIGHT IS WHETHER WE FEEL THAT THESE ARE VALID CLAIMS AND IF SO, IS THE ACTION BEYOND THE CONVERSATIONS THAT PREVIOUSLY OCCURRED NECESSARY? ONE ACTION THAT RESULTED FROM THE REVIEW OUR CODE OF CONDUCT AND IN THE EVENTS OF JANUARY 24TH AND SEVERAL OTHER MEANS, WAS TO REMIND THE BOARD AND PUBLIC, THE PURPOSE OF EVERY SCHOOL BOARD MEETING IS TO CONDUCT BUSINESS OF THE BOARD.

THAT BUSINESS IS TO MAKE THE DECISIONS AND POLICIES THAT REFLECT THE WISHES OF THE COMMUNITY AND PROVIDE EACH STUDENT WITH NECESSARY SKILLS AND ATTITUDES COMMENSURATE WITH HIS OR HER ABILITY TO BECOME EFFECTIVE CITIZENS.

IN ORDER TO FAITHFULLY EXECUTE THAT PURPOSE, THE BOARD NEEDS TO HEAR AND DISCUSS VARYING OPINIONS ON EACH ISSUE.

THAT PROCESS IS BEST SERVED WHEN ALL INVOLVED FOCUS ON THE ISSUES RATHER THAN THE PERSONALITIES.

TO HELP US AVOID PERSONALITIES ROBERT'S RULES OF ORDER STATES THAT DURING DISCUSSION, COMMENTS SHOULD BE DIRECTED TO THE CHAIR AND NOT OTHER DIRECTORS.

I WOULD ASK THAT MY FELLOW DIRECTORS UPHOLD TO THAT TENET OF ROBERT'S RULES OF ORDERS TONIGHT TO FACILITATE A HEALTHY DISCUSSION.

FOR THAT PURPOSE I WILL NOW OPEN THE FLOOR FOR DISCUSSION.

>> [NOISE] I THINK THE FIRST ORDER OF BUSINESS THIS THING THAT COMES TO MIND IS JUST THE IDEA THAT WE HAVEN'T REALLY DETERMINED WHETHER THE VIOLATION OCCURRED AND THAT NEEDS TO BE DECIDED BEFORE WE CAN EVEN MOVE FORWARD TO ANYTHING ELSE.

I KNOW THIS HAS BEEN DONE BEFORE, YEARS AGO.

WHAT WAS THE PROCEDURE ON HAND?

>> THE PROCEDURE PREVIOUSLY AND JUST A SNIPPET OF HISTORY.

THE ONLY TIME WE EVER HAD AN ISSUE LIKE THIS OR DISCUSSED ANYTHING LIKE THIS WAS WHEN WE HAD A BOARD MEETING FOR THE BOND ISSUE OR WE VOTED TO PUT FORTH A BOND ISSUE.

ALL THE BOARD MEMBERS AGREED ON THAT AT THE TIME AND THEN ON SATURDAY MORNING WE HEARD ONE OF OUR BOARD MEMBERS SPEAKING OUT AGAINST THE BOND ISSUE THAT WAS PUT FORTH ON A COMMUNITY RADIO TALK SHOW.

THAT WAS A SURPRISE BECAUSE PART OF OUR CODE OF CONDUCT WAS THAT WHEN WE MAKE A DECISION AS A BOARD, WE SUPPORT THAT AS A BOARD REGARDLESS OF OUR INDIVIDUAL OPINIONS AT THAT POINT.

IN REGARDS, WE HAD A DISCUSSIONS SO IT BASICALLY WAS A DISCUSSION THAT WAS HELD IN OPEN SESSION SO IT WASN'T REALLY A SET PROCESS.

IT WAS UNCHARTED TERRITORY [INAUDIBLE] SAID AND ONE OF THEM WAS ADMITTEDLY AWKWARD AT BEST JUST BECAUSE WE WERE TRYING TO AGAIN, GO WITH OUR CODE OF CONDUCT AND WHAT WE HAVE DECIDED.

THE DISCUSSION THAT BASICALLY WORKING AS A BOARD, AS ONE PERSON WE HAVE NO POWER.

WE HAVE THAT AUTHORITY WITHIN US AS WE MAKE A GROUP DECISION AND SO BASICALLY, IN THE TENETS OR THE WAY THE BOARD OPERATES IS ONCE WE DISCUSS THE DECISION COMPLETELY OUT AND THEN ONCE WE MAKE THAT DECISION THEN WE SUPPORT IT AS A BOARD, [NOISE] AS A UNIFIED GROUP.

THAT WAS BASICALLY THE CONVERSATION THAT HAS HAPPENED.

I CAN'T REMEMBER ANY SPECIFIC CONCLUSION THAT WAS MADE.

IT WAS MORE JUST A DISCUSSION OF HOW PEOPLE FELT ABOUT THAT AND HOW OUR INTERPRETATION OF WHAT OUR CODE OF CONDUCT AND FUNCTIONING AS A BOARD WAS.

[01:05:04]

WAS THERE A VIOLATION? WE'VE NEVER HAD AN OFFICIAL VOTE PER SE ON WHETHER THERE HAS BEEN A VIOLATION.

WE DISCUSSED IT AS THE ALLEGED VIOLATIONS WE TALKED ABOUT AND THE WAY PERSONALITIES WERE BEING IMPLICATED IN VARIOUS PARTS THROUGHOUT THE MEETING AND HOW WE AGAIN NEED TO BE FOCUSING BACK ON THE ISSUES AND THAT'S PART OF WHY I WROTE THE INTEREST OF MEETINGS THAT I'M USING SINCE THAT TIME.

BUT AGAIN, THAT'S PART OF OUR DISCUSSION BECAUSE WE'RE HOPING TO BRING THIS TO A CONCLUSION.

OR DO WE NEED TO TAKE SOME DIFFERENT ACTION? WE WANT TO MAKE SURE ALL THE PARTIES ARE ON BOARD WITH THAT AS WE MOVE FORWARD.

I THINK THAT'S PROBABLY PART OF THE CHALLENGES.

WE'VE BEEN LOOKING FOR PROCESSES AND SUCH IS BECAUSE WE'RE HOPING NOT TO OPEN A CAN OF WORMS BUT IT CAME BACK TO SOME OF OUR CONVERSATIONS WE HAVE WHERE DIFFERENT WORDS MEAN DIFFERENT THINGS TO DIFFERENT PEOPLE.

IN THE SENSE OF WE TALKED ABOUT PRETTY MUCH EVERYBODY IN THIS ROOM AGREED TO THE STATEMENT OF THOU SHALL NOT HARM CHILDREN.

BUT WHAT HARM MEANS EVERYONE'S GOING TO HAVE A DIFFERENT DEFINITION AND THAT'S WHERE IT BECOMES CHALLENGING AND COMPLEX.

I GUESS THAT'S WHAT I WOULD OFFER AS FAR AS THIS TURNING POINT.

DO WE HAVE A VIOLATION? THAT'S FOR THE BOARD TO DETERMINE AND DECIDE.

I THINK BASICALLY, IT'S A TIME THAT I WOULD ASK THE BOARD TO EXPRESS IF THEY DO FEEL THAT THERE WAS CONCERNS OR WE LOOK INTO VOICES TO GET IT OUT AND THEN WE CAN COME TO A CONCLUSION.

>> WELL, I WOULD SAY THAT SOMETHING HAS BROUGHT US TO THIS POINT TODAY.

SOMETHING HAS TAKEN PLACE THAT HAS BROUGHT US TO HAVE THIS DISCUSSION.

SPEAKING THAT STANDPOINT, I OBVIOUSLY BELIEVE THAT PEOPLE HAVE DIFFERENCES OF OPINION ON WHAT TOOK PLACE.

I WOULD OFFER UP TO SAY FOR THE SAKE OF COMMENT, IF ANYBODY HAS A COMMENT AS TO MORE-SO DOES ANYBODY FEEL THERE WASN'T A VIOLATION? MORE-SO THEN WHO FEELS THERE WAS A VIOLATION? I WOULD ASK FELLOW BOARD MEMBERS TO SPEAK UP TO THAT [INAUDIBLE].

>> AS A BOARD MEMBER I WOULD PREFER TO ABSTAIN FROM THIS DISCUSSION BECAUSE I WASN'T EVEN ON THE BOARD WHEN ALL THESE TOOK PLACE.

EVEN AS I MENTIONED EARLIER, I WAS EIGHT AND A LAWSUIT THAT WAS NOT ON THE BOARD.

SO YOU CAN ACCOMPLISH IN JUST A MOMENT.

I'M PROBABLY SAY THAT I CAN'T REALLY DECIDE ALL THOSE THINGS.

>> WELL, I THINK MAY BE START BY ADDRESSING THE [INAUDIBLE] THE SPECIFIC PLAN WHICH WAS STATED.

DOES THE BOARD AGREE THOSE WERE THE SAME AGE.

WE WERE LOOKING AT IT.

WE AGREE THAT THOSE VIOLATIONS ARE THERE ADDITIONAL LOANS OR FEWER MOMENTS.

HOW DO WE LOOK AT THEM INDIVIDUALLY AND JUST SAY YES, WE CAN DO IT.

OUR WORDS, JESUS, THE LIST OF ALLEGATIONS OR ALLEGED VIOLATIONS ARE RE WC.

[01:10:02]

AND AS MEMORY SERVES ME, IT WAS ALLEGED THAT THERE IS A DISHONESTY ABOUT THE INFORMATION AND NUMBER OF E-MAILS AND SUCH TO THE RECEIVE.

AND ALSO IN COLLUSION WITH AN ABACUS ADVOCACY OR INTEREST GROUP? I THINK THAT IS I WOULDN'T HAVE TO SAY THAT IN MY HISTORY IN WORKING WITH WITH MELINDA, SHE HAS FREQUENTLY AND OFTEN ENCOURAGED EVERYONE TO MOVE FORWARD.

THERE ARE MEETINGS VIA EMAIL.

ARE YOU CALLING US? SOMETIMES I CRINGE WHEN SHE TALKS ABOUT EVERYONE BECAUSE I DON'T WANT TO SEE MY INBOX OVERFLOWING.

A UNIVERSAL THING THAT I'VE SEEN.

DAVID, SHE GOT ON THE BOARD.

SO THE FACT THAT SHE WAS LIVING IN HER FACEBOOK GROUP OR A GROUP THAT SHE STAYED IN? YES. THIS GROUP HAS A PARTICULAR AGENDA.

I THINK WE'RE ALL PROBABLY INVOLVED IN GROUPS THAT HAVE THE LITTER BOX AND AGENDAS.

AND SO WE HEAR FROM THE PEOPLE THAT WE TEND TO INTERACT WITH.

AND I MEAN, I CERTAINLY ENCOURAGE THE PEOPLE THAT I INTERACT WITH TO GET IF THEY HAVE CONCERNS, COMMENTS, QUESTIONS, OR TVD.

YOU KNOW, IT DOESN'T NECESSARILY HELP TO TELL YOUR NEIGHBOR WHAT YOU'RE THINKING.

IF IT'S RELATED TO SUMER, IT MAKES MORE SENSE TO TELL US FLOOR.

FINDING THAT YEAH.

SO I GUESS I GUESS OUTCOMES ARE THE QUESTION IS IS THERE A WHEN I LOOK AT IT, THIS IS OUR AS COLLUSION OR THAT YOU ASKED ME WHAT'S WORKED AS A SOME SORT OF A CONTENT OR SPECIFIC IN, AND, AND GIVEN THE HISTORY THAT I'VE SEEN IN MY EXPERIENCE IS REMOVED.

MALARIA IS ADVOCACY EFFORTS IN REGARDS TO GETTING PEOPLE TO CONTACT BOARD.

I THINK IT'S MORE OF A NORMAL HER, YOU KNOW, HER AGAIN, PEOPLE RIGHT BEFORE, HERE'S THEIR EMAIL ADDRESSES, CONTACT AND INTELLIGENT.

AND SO I DON'T END UP DIFFERENTLY.

YEAH, I THINK THAT ALLUDES TO THE FIRST PART OF OUR POLICY WHERE IT SAYS THERE ANY ADVANTAGE OF THE MEMBERS MISTAKE AND WILLFUL OR CONTINUED VIOLATION OF POLICY? WAS IT A MISTAKE? I DON'T KNOW.

YOU KNOW, IN MY MIND, I WOULDN'T HAVE DONE IT THAT WAY.

THAT INFORMATION WAS BEFORE.

SO IN THAT REGARD NOW, AS PART OF THE CONVERSATION THAT AT HER AND I HAD ABOUT IT WAS ADVOCATING FOR PEOPLE TO CONTACT SOAR.

NOT A BAD IDEA AS WHAT WE WERE HERE TO DO.

HUMIDITIES INTEGRAL IS, IS THERE A WAY TO DO THAT ANYMORE? GENERAL OR GLOBAL? AND THAT'S PART OF WHY WE HAVE DIFFERENT PEOPLE ON SCHOOL ARE DIFFERENT IN DIFFERENT CIRCLES AND DIFFERENT INTERACTIONS AND SUCH.

YOU CONSIDER THIS BEHAVIOR HARMFUL TO OTHERS? AS FAR AS, I GUESS, ARE WE TALKING ABOUT ADVOCATING FOR THINGS THAT WERE SAID IN CONVERSATION? WHERE DO YOU FIND THAT ARTICLE? TO 2 H? IF YOU WERE TO WALK IN AND CERTAINLY THERE WERE DAYS IT WAS THAT I WOULD ACKNOWLEDGE THAT BECAUSE I SHARED WITH THIS GROUP THAT ASSAD UNDERSTAND HERE THAT I REALLY LIKE THE HIGHWAYS AND A1A AND HIGH, AGAIN, REGARDLESS OF POLITICAL, I WOULD BOTH AGREE THAT OFTENTIMES AGAIN, SOMETIMES I THINK THAT THINGS UNFORTUNATELY ARE SAD AND THE HEAT OF THE MOMENT IS IN DEBATE.

IT MAY NOT. AGAIN,

[01:15:03]

BUT I THINK THAT AGAIN, HE WAS A METAPHOR CONCERN IS JUST A ONGOING, REPETITIVE TYPE ACTION OR IT CONTINUED TO HAPPEN AS OPPOSED TO HAVE CONVERSATION.

YOU'VE TALKED ABOUT IT AND HADN'T SEEN THAT OUT.

AND AGAIN, ANYTHING THAT WAS PART OF THAT LEARNING PROCESS IS IF I DIDN'T THINK THAT IT WAS INAPPROPRIATE, WE WENT OUT TO CONVERSATION WHEN IT OUT OF THE CONVERSATION THAT WE HAD NOT HAVE THE CONVERSATION WE HAD WITH OUR LEGAL REPRESENTATION.

>> SO IF WE MAKE IT RIGHT AMONGST OURSELVES AS A BOARD, HOW DO WE MAKE IT RIGHT WITH THE COMMUNITY AND RESOLVE THAT ISSUE? BECAUSE OBVIOUSLY, THERE ARE THOSE THAT AGREE AND THERE ARE THOSE THAT ARE GOING TO DISAGREE AND IT MAYBE HARDER TO SATISFY BOTH OF THOSE GROUPS BECAUSE OF THE DIFFERENCES OF OPINIONS.

HOWEVER, I THINK WE'VE COME TO THE CONCLUSION THAT PROBABLY THE BEHAVIOR WASN'T QUITE APPROPRIATE AND I THINK WITH THAT COMES SOME CONSEQUENCES.

THAT'S WHY WE'RE HAVING THIS DISCUSSION.

WE DON'T, JUST IGNORE THE FACT THAT THIS MAY OR MAY NOT BEEN HARMFUL TO OTHERS SO HOW DO WE MOVE FORWARD AND RESOLVE THAT ISSUE?

>> I THINK THAT'S THE CHALLENGE THAT SET BEFORE US AT THIS POINT THIS EVENING BECAUSE WITHIN GC9 POLICY, THE COURSE OF ACTION THAT IS SET FORTH FOR US TO ACT ON IS TO HAVE THAT ONE ON ONE CONVERSATION OUT OF YOUR CONVERSATION AND THEN IT BECOMES THAT THE NEXT STEP IN THAT IS REMOVAL FROM ELECTED POSITIONS.

IN THIS CASE, MELINDA SERVING AS VICE PRESIDENT AND ITS LEGISLATIVE ROUTE AND THE QUESTION BECOMES, WAS IT SEVERE ENOUGH THAT THOSE ARE THINGS THAT YOU FEEL LIKE THAT NEEDS TO BE STRIPPED AWAY AND AGAIN THAT'S PART OF THE PROBLEM THAT WE WERE RUNNING INTO WITH POLICY AROUND ALL OUR REPRESENTATION.

THAT IS, YOU'VE DONE THESE THINGS AND I WANT TO GUESS I LOOK AT IT IN THE SENSE OF DISCIPLINE WITH WHATEVER SITUATION YOU WANT TO PUT INTO IT TO.

FIRST OFFENSE, SECOND OFFENSE IS AN ONGOING TYPE THING AND HOW DO WE BALANCE THAT OUT? HE HAD ANNOUNCED TO THE BOARD, DECIDED UNTIL IT'S REALLY FUN TO BE ABLE TO DO THAT.

I'M WATCHING AND I'M ASKING FOR, WE FOLLOWED THE PROCEDURES THAT YOU GOT IN HERE AND USED THE FIRST TWO THE QUESTION IS, IS THE BOARD'S DISCRETION THAT WE NEED TO DO IT ON TO NUMBER 3 OR DO WE FEEL THAT THERE'S SOME OTHER STUFF THAT NEEDS TO BE TAKEN THAT WOULD BE MORE APPROPRIATE?

>> WELL, LOOKING AT GC9 IT DOES HAVE GRAY AREAS.

IT'S NOT VERY SPECIFIC.

IT'S A VERY BROAD RANGE.

I AGREE THAT THERE NEEDS TO BE WORK DONE ON GC9.

HOWEVER, WHEN THE SENATE VIOLATION TOOK PLACE.

THAT'S THE POLICY THAT WE HAD IN PLACE AND THAT'S WHAT WE HAVE TO USE, REWRITE SOMETHING IN RETERO EFFECT.

BUT I DO AGREE THAT GC9 IS TO BE WORKED ON MORE SPECIFIC.

NOT WHETHER YOU HAD A BUILDUP OF HOW YOU'RE GOING TO COME TO RESOLVE THESE ISSUES AS FAR AS A WARNING, WHATEVER THAT POLICY STATES AS FAR AS HOW SEVERE THE RECOMMENDS IS GOING TO CAN BE.

[NOISE] I GUESS AT THIS POINT, YOU HAVE TO ASK YOURSELF, WHAT IS TAKING PLACE? IS BEEN A VERBAL CONVERSATION AS TO, IT PROBABLY IT COULD HAVE BEEN HANDLED DIFFERENTLY.

[01:20:02]

>> THE QUESTION BECOMES IN YOUR OPINION, DO YOU FEEL WE NEED TO MOVE BEYOND THE DISCUSSIONS THAT WE HAD IN REGARDS TO BEHAVIOR.

>> I THINK GOING FORWARD IT HELPS TO GET THAT CLOSURE BECAUSE IF WE'RE GOING TO BE MOVING FORWARD AND TALKING ABOUT REALIZING THIS POLICIES, IF MELINDA IS IN LIMBO BECAUSE SHE IS STILL THEN SHE CAN BE VOTING ON THINGS LIKE THAT AND IT LIMITS US AS A GROUP TO NOT JUST ADDRESS IT AND HAVE SOME FINALITY.

>> I THINK YOU'RE RIGHT. BECAUSE WE NEED HAVE CLOSURE ON THIS SO THAT WE CAN MOVE FORWARD BECAUSE YOU CAN'T REALLY MAKE HAY.

IT'S HAD TO BE PART OF THE DISCUSSION REVISING OR IMPROVING THE POLICY, IF YOU'RE LOOKING AT LIKE, WELL, HOW DOES THIS AFFECT ME IN THIS RETROACTIVE TYPE OF SITUATION? I THINK AT MINIMUM IT'S A LEARNING EXPERIENCE THAT I WOULD SAY THAT THERE ARE MANY ASPECTS OF IT.

I KNOW THAT MYSELF AND LOOKING BACK AT THE EVENTS THAT HAPPENED WITHOUT ME BEING IN AND JUST BEFORE IT, CERTAINLY THERE ARE THINGS THAT I'VE LEARNED FROM IT THAT I WOULD DO DIFFERENTLY.

THAT'S PART OF THE LEARNING PROCESS AND IF WE AREN'T LEARNING THAT'S A BAD THING SO WE NEED TO KEEP MOVING FORWARD.

DO I WISH IT WOULD HAVE PLAYED OUT DIFFERENTLY? YES. BUT HOW MANY OF US HAVEN'T HAD HINDSIGHT IN THAT MATTER? THE BOTTOM LINE WE'RE LEFT WITH THIS GC9 IS WHAT WE HAVE TO WORK WITH AT THIS POINT.

IT BECOMES DOWN TO A MATTER OF, WE'VE DONE ONE, WE'VE DONE TWO.

AGAIN, THE FACT THAT WE DID THOSE THINGS BASICALLY IN MY MIND, MAYBE RIGHT OR WRONG, THE DISCUSSION EARLIER IS THAT IN DOING THOSE THINGS WE DETERMINE THAT THERE WAS SOME VIOLATION.

THERE WAS SOMETHING THAT NEEDED TO BE CORRECTED.

AGAIN, OUR OPTIONS RELATED TO FAR AS THIS CORRECTLY, THE STATUS DOES NOT FOLLOW THE POLICY AT BEST AND POLICIES IS DAY AND DOESN'T GET A LOT OF ROOM.

IN MY MIND, LIKE I SAID BY DOING THIS TEST, WE DID ADMIT THAT THERE WAS A VIOLATION.

I'M SAYING THAT MOST OF PART B AS YOU TRIED TO WRAP YOURSELF AROUND THIS ISSUE, YOU NEED TO DETERMINE HOW YOU PREVENT THIS FROM EVER HAPPENING AGAIN.

I THINK THAT'S THE IMPORTANT THING YOU HAVE TO LOOK AT.

PART OF THAT IS AGAIN, GOES BACK TO HIM.

WE'RE HERE TO DISCUSS THE ISSUES, NOT PERSONALITIES.

SOMETIMES IT'S HARD TO SEPARATE THOSE TIED THINGS CRITICALLY IN A MORE INVOLVED DISCUSSION.

THEN IT DOES BECOME IMPORTANT AS A REMINDER TO ALL OF US THAT WE DEVELOP THIS ISSUE.

THERE LOTS OF PERSONALITIES, THERE IS LOTS OF OPINIONS, THERE IS LOTS OF DIFFERENT THINGS HAPPENING.

BUT THE TRUE ASPECT IS WHAT IS THE ISSUE IN HAND? VOICE AND THE WORD WAS THE TOPIC WERE SIDING UP NOT PEOPLE INVOLVED WITH IT.

OUR DECISIONS AFFECT PEOPLE SO DON'T WANT TO DIVORCE IT THAT WAY.

>> I BELIEVE THAT YOU HAVE MAKE SURE THAT WHATEVER WE DECIDED AS A MATTER DISCUSSED, THINGS COULD BE APPLIED FAIRLY AND CONSISTENTLY

[01:25:04]

I THINK SOME OF THE CONSEQUENCE IS JUST BECAUSE ALWAYS, I DON'T THINK PEOPLE WHO TAKE IT SERIOUSLY.

>> CAN I USE THAT CONTEXT HERE? I KEEP THINKING ABOUT IF WE HAVE STUDENTS WHO DOES SOMETHING AND SOMEONE'S HARMED BY AN ACTION IN SCHOOL, WE HAVE THAT PROCESS IN WHICH TO FOLLOW.

THE FIRST ONE WE'LL BE LOOKING AT A TEACHERS, THE FIRST ONE WOULD BE TO HAVE A CONVERSATION.

IT'S VERY MUCH LIKE WHAT WE HAVE HERE.

WE MAKE MISTAKES, PEOPLE DO THINGS AND WE'VE ALL DONE.

I CAN SAY THIS YEAR I'VE WATCHED VARIOUS ASPECTS OF THIS SOMETIMES PUBLICLY.

SOMETIMES IT'S HAPPENED BEHIND THE SCENES BUT WE HAVE A CONVERSATION AND THEN IF THERE'S A REPEAT THEN YOU GO TO THE NEXT STEP IN THE PROCESS.

WHAT I'VE FOUND IN MY SEAT, BOTH AS A TEACHER AND ADMINISTRATOR, SOMETIMES PEOPLE DON'T LOVE IT BECAUSE IT DOESN'T NECESSARILY FIX IT FOR EVERYBODY THAT I NEED TO SEE WHAT HE SAYS IS PERFECT.

SOME PEOPLE, IT WORKS FOR THEM AND SOME PEOPLE IT DOESN'T MATTER.

WE'RE NOT GOING TO FIND A SOLUTION THAT MAKES EVERYONE HAPPY AND IF WE SPEND OUR TIME TRYING TO DO THAT ALWAYS THEN WE NEVER WILL GET THE RESOLUTION BECAUSE YOU'RE GOING TO GET ONE PERSON A RESOLUTION AND SOMEBODY ELSE'S WOULD BE UPSET THAT IT TURNED OUT THAT WAY.

I THINK ABOUT GCI IN TERMS OF WHAT I ASKED MY ADMINISTRATORS AND TEACHERS TO DO, AND IT'S ABOUT LEARNING OR TEACHING AND LEARNING ORGANIZATION AND SO WHOEVER IT IS WILL MAKE AN ERROR WE HAVE A CONVERSATION ABOUT IT, IF IT HAPPENS AGAIN, THEN WE GO DOWN TO THE NEXT STEP.

BUT YOU DON'T KEEP GOING DOWN ALL THE STEPS BECAUSE THEN WHY DO WE HAVE THEM? THAT WOULD BE STEP 1.

FROM A TO Z, THIS IS WHAT IS GOING TO HAPPEN OR JUST GO TO THE FINAL STEP AND MAKE THAT Z STEP.

THAT WILL JUST BE MY THINKING IN TERMS OF HOW WE SOLVE PROBLEMS EVERY SINGLE DAY IN OUR ORGANIZATION WITH STUDENTS AND STAFF, SO FOR WHAT IT'S WORTH, THIS VERY MUCH, I DO THINK WE NEED CLARITY OR EXAMPLES, OR MAYBE NOT EXACTLY A SESSION IN.

STUDY SESSION ON WHATEVER, WAY AWESOME THINGS AND PRACTICE DOING IT INSTEAD OF WAITING FOR THE RUNTIME AGENDA, BUT I THINK ALL OF US HAVE LEARNED THINGS THIS YEAR.

I THINK THERE'S THINGS THAT WE'VE ALL DONE THAT WE'RE SUPER PROUD OF, AND I THINK THEY'RE THINGS WE'VE DONE [INAUDIBLE] EVERY NOW AND AGAIN.

I THINK THIS ONE JUST HAPPENED [INAUDIBLE]

>> I WOULD HAVE TO SAY THAT WE HAD LEARNED FROM IT JUST INCENSE OF EVENTS, A LOOP-BACK OR COMPUTATION HERE.

AN HOUR OR SO AGO AND EXECUTIVES SESSION DISCUSSING OUR TWO CANDIDATES AND TALKING MORE ABOUT THE CANDIDATES AS MUCH AS THE ISSUES AND THAT IT'S AROUND THE ELECTION.

AGAIN, IT HASN'T BEEN [INAUDIBLE]

>> SAVED FOR MY PERSPECTIVE AND I WOULD REMEMBER, I FEEL LIKE I HAVE REPRESENTED HERE IN THIS ROOM AS A BOARD MEMBER AND WHEN CAN YOU ADD MYSELF APPROPRIATELY FOR THAT.

AS IF YOU'RE LIKE ME TO SPEAK FOR THE BOARD MEMBER AND I'M JUST LIKE TO APOLOGIZE TO THE COMMUNITY OR ANY MISSAPPROPRIATE BEHAVIOR, AND I WILL DO MY BEST TO PREVENT THAT FROM HAPPENING AGAIN, THAT'S THE BEST I CAN GIVE YOU.

>> MY SINCERE APOLOGIES.

>> I WOULD LIKE TO SAY SOMETHING THAT DIDN'T SOUND TO ME, IT WASN'T JUST A OOPSIE [INAUDIBLE] AS PART OF THE REASON THAT MAYBE IS STILL SITTING THERE FEELING A LITTLE BIT UNRESOLVED SINCE DISCUSSIONS HAPPEN, PRIVATES IS ALL THAT HAPPENS IN PRIVATE AND PROBABLY FOR THE REST OF THE ISSUES THAT WE'VE JUST SEEN WITH IT, ESPECIALLY IF THEY DON'T GIVE US ENCLOSURE THAT BORDERED BY A FIRM

[01:30:03]

BUT AS YOU SAID, YOU DID SO.

SOME PEOPLE HAVE OTHER FORMS SOME WILL BE DUE, SOMEBODY IS NOT GOING TO LIKE IT.

NONETHELESS, I DO THINK IN OLOGY AND ON THE RIGHT NOT TO.

>> NOW, ACADEMICS AS FAR AS YOU'VE LEARNED, WE DEFINITELY IN THE COURSE OF THAT DISCUSSION DID NOT SET FOR THE BEST EXAMPLE AND THE FINGERED HAVE YOU POINTED IN MANY DIRECTIONS AS FAR AS THAT DID NOT SET FOR THE BEST EXAMPLE OF HOW TO HANDLE THINGS.

AS FAR AS FOR OUR STUDENTS WHO WE SET AN EXAMPLE FOR.

AND SO TO THAT, I DIDN'T SEE ANY OLOGY AND I APOLOGIZE THAT I DIDN'T MANAGE THAT MEETING MATTER.

IT'S, AGAIN, A LEARNING PROCESS, RUNNING THINGS IN THE EXCUSE, ALL RUNNING THINGS AND KEEP TRACK OF WHAT'S GOING ON, THE NEXT STEP IN THE MEDIA, THERE'S A LOT GOING THROUGH EVERYONE'S BRAIN.

SOMETIMES YOU WISH TO HAVE [INAUDIBLE] DELAY SO THAT YOU'RE READY TO CATCH UP AND GO SLAM STOP HERE.

I THINK IT IS SOMETHING THAT WE'VE LEARNED FROM AND SAFE AND EFFECTIVE IN OUR CONVERSATION BUT I THINK THE COMMUNITY HAS LEARNED FROM THAT AS WELL BECAUSE AS HE HAD SEEN A CHANGE IN JUST THE DEMEANOR OF THE COMMENT AS WELL, WHICH I APPRECIATE THAT THAT HAS COME FORTH IN THE WAY PEOPLE HAVEN'T ADDRESSED THE THE DIFFERENT ISSUES WE HAD TOGETHER.

I THINK WE'VE HAD MORE CONFIDENT AND MORE DIRECTED AT THOSE ISSUES AS OPPOSED TO PERSONALITIES ALL THE WAY AROUND? YES. THINGS SHOULD HAPPEN, YOU SHOULD WISH IT HAPPENED DIFFERENTLY, WE LEARNED FROM IT.

ANY OTHER COMMENTS? [INAUDIBLE] ON THIS SIDE? YOU GUYS ARE HERE, IF YOU HAVE ANY COMMENTS AS WE CLOSE NOW, FEEL FREE TO JUST [INAUDIBLE] BUT YOU GUYS ARE STUDENTS WHO WE'RE MAKING DECISIONS [INAUDIBLE] ANY COMMENTS THAT YOU MIGHT HAVE BECAUSE YOU GUYS HAVE SENSE AS WELL [INAUDIBLE] [FOREIGN]

[7. FOCUS ON DISTRICT OPERATIONS]

[01:44:32]

[APPLAUSE] >> ONE OTHER QUESTION WITH THE COMMUNITY PENETRATION IS AROUND CAN YOU GIVE US

[01:44:38]

>> I'LL TALK A LITTLE BIT ABOUT THEM IN TREATMENT MAY HAVE SOME BAD FOR THOSE WHO ARE NOT AWARE.

TRANSITIONS STUDENTS WHO ARE IN THAT PROGRAM HAVE GRADUATED FROM HIGH SCHOOL OR OVER 18, AND IT REALLY ISN'T THE PROGRAM IS GEARED

[01:45:01]

THEN WE TELL YOU, WE ARE SORRY, FOR THE NEXT THREE YEARS YOU HAVE TO GO BACK TO THE HIGH SCHOOL AND CONTINUE THERE.

THAT'S NOT REALLY THE PLACE FOR TRANSITION.

BY HAVING OUR STUDENTS IN THEIR COMMUNITY, WE'RE WORKING WITH COMMUNITY ORGANIZATIONS.

THEY GET TO EXPERIENCE THAT TRANSITION FROM HIGH SCHOOL STUDENTS INTO ADULTHOOD.

ONE OF OUR MOMS WHO IS OUR PROGRAM STUDENT IN CT WITH A VERY BIG SMILE.

THIS IS SOMETHING THAT PARENTS AND STUDENTS ADVOCATE FOR ON REGULAR BASIS.

IT'S A REAL GIFT THAT WE ARE ABLE TO USE THIS SPACE AS ONE OF THE OPTIONS FOR THAT BUILDING AND [INAUDIBLE]

>> THANK YOU. I APPRECIATE THAT. I THINK WE'RE MAKING A PURCHASE LIKE THIS LET THE COMMUNITY OF IT AS WELL.

>> WELL, AND ALSO THANK AMERICAN LEGION FOR THEIR ONGOING SUPPORT OF STUDENTS AND EDUCATION [INAUDIBLE] PUT FOR THAT IN THE WHOLE PROCESS.

>> I WOULD LIKE TO ADD THE TIMELINE WILL NOT BE SEPTEMBER.

WE DO HAVE SOME WORK TO DO.

THEY AGREED TO WORK WITH US THIS FALL.

WE'LL SEE THIS EVOLVE OVER THE NEXT YEAR.

DIDN'T WANT TO START SCHOOL, SO I JUST WANT TO MAKE THAT CLEAR.

AS WE CONTINUE WE WILL UPDATE THOSE EFFORTS ALL THE WAY SO PEOPLE KNOW WHAT'S HAPPENING, WHERE WE'RE AT.

I THINK WE NEED TIME FOR THAT AS WELL.

>> SOMEBODY ACTUALLY ASKED YOU ASKED ME ABOUT WHETHER THE BUILDING WAS IN GOOD SHAPE AND WHETHER THIS IS GOING TO BE A PROBLEM SINKING MONEY INTO IT.

I THOUGHT THE GROUP WAS OKAY SO WHENEVER I SAY I THINK IT'S OKAY.

>> THE BUILDING IS OKAY.

INSPECTION DONE.

WE HAD AN APPRAISAL DONE.

WE ALSO HAVE INSPECTION DONE.

WE'RE WELL AWARE OF THE CONDITION THE BUILDING IS IN.

>> [OVERLAPPING]

>> IT IS OKAY BUT IT'S A METAL ROOF THAT NEEDS THE BASICALLY THE ROOF OF THE SOUTH.

IT JUST INSTANTLY SURFACE.

THAT MEANS THAT JUST LIKE A BUILDING OVER TIME, IT JUST DIDN'T HAVE THE TOP LAYER THREE DOMINANT FLASHING.

SO IT STAYS OKAY.

ALL RIGHT. IT'S OKAY.

HIS WIFE IS STARTING TO GET SOME WATER LEAKS AND SO IN ORDER TO MAKE THEM LONG TERM GOOD, TAKE CARE AND HEALTH BEFORE WE GET INTO IT.

THERE'S SOMETHING THAT ANYONE ELSE ABOUT THIS PERSON WASN'T GRAVITY. LET'S SEE.

WE'RE ALL SITTING HERE, RIGHT? YEAH.

YEAH.

SO HE PASS ON.

AND I KNOW IT'S JUST LIKE THE COMMUNITY KNOW THAT IT REALLY WAS, YOU KNOW, SO YOU KNOW, IF THERE'S SOMETHING YOU'D BE WRITTEN UP AND FOR THE OFFICER TO SAY WHAT EXACTLY WAS SUPER AWKWARD.

IT WAS JUST ABSOLUTELY JUST LIKE ANY BIRD STILL IN THE PROCESS RIGHT? NOW.

YOU JUST ACE THAT RULE ACTUALLY BEGAN THE PROCESS OF NOW WE HAVE TO GO THROUGH THE LAST PHARAOH, SEARCH, THE ACTUAL PROCESS OF PURCHASING THE PROPERTY.

SO IT'S GONNA BE A LITTLE WHILE BEFORE THEY ACTUALLY BECOME OFFICIAL.

I JUST LIKE WHEN YOU'RE BUYING A HOUSE, YOU BASICALLY JUST GAVE US THE APPROVAL TO ENGAGE IN THE PROCESS.

SO I THINK IT WAS LESS THAN OFFICIAL DOCUMENTS ARE SIGNING.

I THINK. YEAH. I WOULD LIKE TO HONOR THE AMERICAN LEGION.

WONDERFUL. AND I THINK IT'S DEFINITELY YEAH, THAT WAS ACTUALLY PART OF THE MADISONIAN.

I HAVE SOME NOTES ON THE SIDE.

AND IT'S BIGGER THAN JUST PURCHASING.

IT'S ALSO TELLING YOU A STORY.

WE'VE GOT SCARED. HE IS STILL HAPPENS TO OUR STUDENTS THAT AREN'T ALL MEDIA HAD DRY WITH.

[01:50:02]

AND THOUGH THEY'VE ALREADY PARENTS ON THE QUESTIONS.

ANY OTHER QUESTIONS? 250 OR THE PROCEEDS OF THE SALE, THEIR WAGES IT'S IN THE FIRM.

FOUNDATION, SCHOOL FOUNDATION, CORRECT? THAT'S MY UNDERSTANDING. YEAH.

I HAVEN'T HAPPENED, GUY. OKAY. ANYTHING ELSE? OKAY. AND THEN WE WILL GO AHEAD AND MOVE ON TO ITEM 8.01,

[8. FOCUS ON STUDENTS]

JUST TO FIREBASE CLARIFICATION, THIS WAS A REPORT THAT WAS GIVEN OR PRESENTED TO THE BOARD LAST MONTH.

AGENDA. WE HAD TIME TO READ THROUGH IT AND THEN RESPOND TO THE SURVEY IN REGARDS TO WHETHER OR NOT THE DEAN DID AS DEMONSTRATING REASONABLE PROGRESS IN THIS AREA.

AND SO NOW WE HAVE THAT REPORT IN FRONT OF US TO DISCUSS AND TO ACT UPON.

SO THIS TIME, I WILL OPEN THE FLOOR FOR DISCUSSION ON THAT REPORT.

DISCUSSION ON OR PER SE, BUT THE OUR RESPONSES ON THE SURVEY WORK INCLUDED IN IT ON THE AGENDA.

SO THERE WAS A SURVEY BECAUSE I AM NOT DOING THIS.

>> ANY HONORS OR SUCH?

>> LOOKING AT THE COMMENTS IS THAT I'VE MADE TO THE GOOGLE SURVEY.

ONE OF THE THINGS THAT I REALLY LIKED ABOUT THIS REPORT WAS SAYING HOW FERNDALE DISTRICT SCHOOL REALLY FOCUSES ON TEACHING PE THROUGH FUN PLAYING AND GAMES, AND THAT PHYSICAL ACTIVITY IS NOT A CHORE, IT'S NOT A PUNISHMENT SO I REALLY APPRECIATED THAT.

ALSO, I BELIEVE I WAS TALKING ABOUT JACKIE [INAUDIBLE] ABOUT THIS.

BUT TALKING ABOUT PE IN THE HIGH SCHOOL, AT THAT TIME, YOU'RE JUST GOING ON TO REST OF YOUR LIFE AND KEEPING YOURSELF HEALTHY, AND BLEEDING WHEN IT GETS TO 50 IT'S HARD.

BUT LEARNING THINGS IN HIGH SCHOOL AS FAR AS LIKE WHAT MUSCLES ARE UNWANTED, HOW TO KEEP THEM.

IF YOU WANT TO MAKE YOUR LADY STRONGER IF YOU WANT TO BE ABLE TO GET UP AND SIT DOWN BETTER.

WHAT EXERCISES WOULD BE [INAUDIBLE] [NOISE] REALLY FOCUSING ON TEACHING THOSE SKILLS, NOT JUST LIKE DOING PUSH UPS OR SQUATS [INAUDIBLE] SO AND COMMENDATIONS TO PE IN A WAY THAT IS ANY TYPE OF ELEMENTARY OFF YOUR HIGH SCHOOL.

ONE THING THOUGH ANOTHER I DIDN'T HAVE A CONVERSATION EARLIER, THE PE TEACHER [NOISE] ABOUT THE RCWS AND HOW MUCH PHYSICAL EDUCATION INSTRUCTIONS NEEDED FOR EARLY AGES AND THAT WE DON'T TELL ALL SCHOOLS TO, PUT IT BACK.

THEN WE USE RECESS TIME TO REMIND HIM THAT RCW BECAUSE OF RECESS TIME, AND I DON'T KNOW ABOUT REST OF YOU BUT I DIDN'T ALWAYS SPEND MY RECESS DOING 20 SQUATS AND 50 PUSH UPS.

I WOULD HOPE THAT WE COULD MAKE STRIDES TO ACTUALLY MEET THE RCW THE WAY IT IS INTENDED.

>> THIS ONE THAT I DON'T CARE WHERE I GO.

I'M YET TO FIND AND SO IT'S A LITTLE GRAY.

I'M JUST CURIOUS, COUNT HER DOWN BEHALF PE TEACHERS, SOMETIMES DISTRICTS DON'T THE CLASSROOM TEACHER SERVES AT IT SO THAT SOMETIMES WILL COUNT PLUS THE PHYSICAL EDUCATION WITH THESE IDEAS, THE STANDARDS.

[01:55:01]

>> THAT IS ONE I CONTINUE WITH THE COUNCIL.

>> IT MIGHT BE THAT THE RCW WAS WRITTEN NOTICE A LITTLE TOO HIGH AND END OF THE YEAR GOAL.

>> I DON'T KNOW, ESPECIALLY THINKING ABOUT OUR YOUNG PEOPLE, YOU KNOW WHAT HAPPENS WHEN THEY NEED A BREAK, WE WANT TO GET THEM REMAIN SO EASY SENSORY LOSS.

MAKING SURE CHILDREN HAVE AN EXTRA RECESS OR YOU GET WHEN YOU DO A DIONE FOR SOME OF THEM.

THERE'S A REASON WHY THE PHYSICAL DEVELOPMENT FOR THEIR MINDS, THE CROSS SECTION AND HOW IT SUPPORTS LITERACY AND MATH.

I THINK THERE IS SOMETHING TO IT AND IT GIVES BEING REALLY INTENTIONAL DOING IT AND MAKING SURE WE'RE ARTICULATING THAT.

THE PE TEACHERS ARE SO PROBABLY STILL THAT USED TO TEACH PE IS DEFINITELY A SKILL.

I THINK WE ASK THEM OR CAME CONVERSATIONS TO THAT WE ALL HAVE.

BECAUSE OUR STUDENTS BELIEVE ALL THE TIME.

BUT YOU ALWAYS KNOW UNTIL [INAUDIBLE]

>> AFTER COMING OUT OF COVID, IT WAS REALLY CHALLENGING FOR MY SON TO THE BEGINNING OF THE YEAR HE WAS STRUGGLING.

BUT THROUGH THE TRAINING COURSES AT SCHOOL, HE'S ACTUALLY THEN COMING HOME, WORKING ON OUR WORKOUT ROOM, PRETTY DUSTY [LAUGHTER] THING IF CAN STOP DO THAT SO I CAN GET INTO ABOUT THE STANDARDS, BUT IT'S ALSO ABOUT CREATING WHOLE THING [LAUGHTER] WHICH I'VE SEEN.

>> IT'S NICE THAT THE VARIETY OF OPTIONS THAT WE HAVE IN THAT I REMEMBER WHEN IN MY DAY THAT'S AWHILE AGO.

IT WAS PE, IT WAS EVERYDAY WE DID SPORTS ACTIVITY WHETHER IT WAS SOCCER, WHATEVER, SOME OF WERE BETTER AT THOSE THINGS AND OTHERS.

JUST HOW YOU VARY THESE OPTIONS AS FAR AS TO GET OUT AND GET ACTIVE, SOME OF THEM LOG-INS AND ALL THAT AND NOT JUST THOSE OPTIONS BECAUSE THERE ARE DIFFERENT WAYS TO BE ACTIVE.

ANY OTHER COMMENTS IN REGARDS TO THE REPORT? CERTAINLY WAS NICE HAVING THERE WERE A LOT OF THINGS THAT WERE TALKED ABOUT IN HERE AND A LOT OF LINKS AT PEOPLE TO VARIOUS PLACES WAS HELPFUL TO TRY AND HAVE THE INFORMATION TO PEOPLE WANTING A MORE IN-DEPTH LOOK AT WHAT THE FITNESS GRAM TESTER LIKE [INAUDIBLE].

>> I HAVE ANOTHER QUESTION.

DOESN'T JUST MEAN PHYSICAL ACTIVITY, PART OF IT, BUT ALSO HEALTH EDUCATION.

DOES THE STATE ONLY HAD ANY STANDARDS IN TERMS OF NORMALLY THE KIDS KNOW WAY TO KNOW WHETHER THEY ACTUALLY HAVE THE KNOWLEDGE OF THOSE THINGS.

WELL, IS THERE ANY EDUCATION FURTHER ACTUALLY TESTED ON THEIR KNOWLEDGE? WHAT A HEALTHY DIET LOOKS LIKE OR BOTH, THAT KNOWLEDGE, NUTRITION, KNOWLEDGE OF THE APPROPRIATE AMOUNT OF PHYSICAL ACTIVITY AND SLEEP AND THOSE THINGS, MENTAL HEALTH CAN MOVE INTO THIS AS WELL AND FOR A RELEASE.

I REMEMBER WHEN I WAS IN HIGH SCHOOL TAKING HEALTH CLASSES IN OUR ARTICLE WAS SUBSTANCE ABUSE EDUCATION.

WHEN MARKETERS, WE HAVE TO SHOW THAT THE STUDENTS THAT GO TO THESE PROGRAMS TO ACTUALLY RECEIVE EDUCATIONAL BENEFIT NUMBERS.

>> I'M GOING TO LET JAZZY ASK THAT SHE THINKS FOR OUR HEALTH CLASS AND I WILL [NOISE].

>> THERE IS ALSO ANOTHER PERSON I'D LIKE TO INTRODUCE IN THIS CONVERSATION WITH MY SMILE BACK, THANK YOU VERY MUCH.

THANK YOU PETER [OVERLAPPING] IN HIGH SCHOOL.

PETER WOULD YOU MIND COMING UP HERE WE'LL GIVE HIM A MIC JUST IN CASE THERE'S A QUESTION.

HE WAS NOT PREPARED FOR THIS, [LAUGHTER] SO THANK YOU. GO AHEAD JESSE.

>> I WAS LITERALLY GOING TO SAY, MY HEALTH TEACHER AND [LAUGHTER] CLASS AND WE TOOK IN THE UNIT ON NUTRITION AND PRIOR TO THAT WE ALSO DID THE SUBSTANCE ABUSE UNIT AND WE LEARNED A LOT ON

[02:00:03]

WE DID HAVE HEARD ABOUT NUTRITIONAL DIET BUT WHAT GOES IN YOUR BODY IS HEALTHY AND I DO REMEMBER A LOT FROM IT.

I STILL THINK THIS ON A FEW WEEKS BACK AGO.

BASED ON WHAT I LEARNED IN MY QUESTION HERE.

>> GOOD JOB.

>> [INAUDIBLE] [LAUGHTER]

>> I'M JUST WONDERING, IT SEEMS LIKE, ALWAYS NEEDS GET TESTED BY THE STATE.

BUT I'VE NEVER SEEN ANYTHING, HAD FORMAL ASSESSMENT FOR KNOWLEDGE OF HEALTH-RELATED INFORMATION.

WHEN OUR MIDDLE SON WAS MUCH YOUR ONLINE SCHOOL, HIS WHOLE CLASS WAS A LOT MORE RIGOROUS THAN ANYTHING I'VE EVER SEEN.

IT WAS A LITTLE SURPRISED BY THAT INCLUDED SUCH THINGS AS DISASTER PREPAREDNESS AND FIRST-DAY AND I WAS JUST CONCERNED, JUST WONDERING HOW FAR THEY SPREAD THAN THAT, AS FAR AS TEACHING IN HEALTH [INAUDIBLE] ISSUE, THINGS THAT YOU WOULD SAY THAT NUTRITION.

THEN THE OTHER THING IS WHAT YOU HAVE AT THE EDUCATION IS STICKING AND THERE WAS ACTUALLY NO TO BE ABLE TO USE.

>> THE SEA HAS SIX OR EIGHT YEARS AGO.

IT'S A RELATIVE TERM, SOCIAL, EMOTIONAL HEALTH, SUBSTANCE USE THAT TO DESCRIBE NUTRITION, SEXUAL HEALTH EDUCATION, AND SAFETY WHICH INCLUDES LIKE FIRST [INAUDIBLE] JUST LIFE SAFETY, CAR SAFETY THINGS LIKE THAT.

HEALTH-RELATED DECISIONS AND WHAT ARE THE POTENTIAL OUTCOMES OF LIKE HOPEFULLY DECISIONS, THINGS LIKE THAT.

WE HAVE DISCUSSION-BASED ASSESSMENTS THAT ELEMENTARY, MIDDLE SCHOOL, AND HIGH SCHOOL INTERESTS DEVELOP.

THERE IS MENTAL HEALTH CURRICULUM COMES FROM OSTIA.

SEXUAL HEALTH EDUCATION, I THINK IT WAS MENTIONED BEFORE.

THE FLASHER, DON'T PANIC LATIN, SEXUAL HEALTH.

THOSE ASSESSMENTS, AS FAR AS HOW DO THEY STAY? THAT'S A GREAT QUESTION.

I ALWAYS SAY TO STUDENTS YOUR REALLY INTERESTING TO SEE YOU IN 5, 10, 15, 20 YEARS.

BECAUSE HEALTH IS THE LAST ONE, IS JUST LIKE A LIFELONG JOURNEY, SO IT'S LIKE LONG PROCESS.

I HOPE THAT WHAT I LIKE TO DO IS REALLY CREATE A LOT OF DIFFERENT WE TALK ABOUT SCENARIOS THAT ARE GOING ON IN THE LIVES OF YOUNG PEOPLE AND PEOPLE MY AGE OR OLDER THAN ME AND HOW HEALTH IS A LIFELONG PROCESS.

YOU NEED TO START THINKING ABOUT THE DECISIONS YOU MAKE AND THE BEST OF YOUR ABILITY.

IF YOU THINK ABOUT THREE DIFFERENT CHOICES YOU CAN MAKE FOR A GIVEN SCENARIO AND WHAT DO YOU INTEND TO HAVE COULD IT BE.

YOU'D NOTICE THAT CRYSTAL BALL, YOU CAN HAVE A PREDICT A LITTLE BIT ABOUT CERTAIN THINGS THAT MAY HAPPEN.

>> IT'S JUST LIKE HIS MOTHER CORE SUBJECTS, WHERE DID ALL THE STATE HAS PUT OUT A REPORT AND ANYTHING ELSE, AND THAT'S WHAT I WAS WONDERING WHAT MECHANISMS EXIST FOR-

>> THIS NOT THE LOSS OF AT NEEDS, SO THERE'S A LOT OF INFORMATION, AND HEALTH EDUCATION STANDARD SEPARATED FROM YEAR ABOUT 2016 I THINK.

HE REALLY KNOWS THE ICC SPECIFIC HEALTH STANDARDS FOR THOSE 6,5 YEARS, ALL THE DIFFERENT STRANDS THAT OCCURRED [INAUDIBLE].

>> AGAIN ANOTHER QUESTION THAT I GET FREQUENTLY IS OKAY, BECAUSE ALL FLASH CURRICULUM, HOWEVER, WE SEE ALL OF THE MATERIALS BECAUSE I ACTUALLY HAVE QUESTIONS ABOUT SOME STANDARDS, THAT I WAS PI HAS THAT I DON'T KNOW IF WE'RE ACTUALLY EATING THEM AND IF WE DON'T MATERIALS AND SO ON.

WHO'S THE BEST PERSON TO THAT.

>> I WOULD CERTAINLY YOU WANT TO BE OUTSIDE OF THIS THEN? ANY COMMUNITY MEMBER REALLY, MADISON PARENTS, THE DATE OF OCTOBER 9TH, I THINK IT WAS BROUGHT UP MR. JUSTICE AND WE SET THAT OUT IN THE FALL BECAUSE ONCE YOU SET UP SOME CURRICULUM,

[02:05:01]

YOU HAVE TO WAIT 30 DAYS BEFORE YOU CAN TEACH SEXUAL HEALTH EDUCATION.

WE'D LIKE TO DO IT IN EARLY OCTOBER BECAUSE THEN THAT GIVES US THE OPPORTUNITY TO START AND LIKE MID-NOVEMBER IF YOU WANT TO, BECAUSE WE'RE PRETTY MUCH FINISHED AT THE END OF JANUARY 1ST SEMESTER.

WITH THAT SAID, ANY PARENT OR GUARDIAN CANNOT ATTEND THAT CURRICULUM, AND NINE APPEARS AT THE DISTRICT OFFICE.

THEY CAN CALL EP OR A FEATURE INSTEAD OF THE MEETING THROUGH [INAUDIBLE] ANY DAY OR ANY [INAUDIBLE].

>> I GUESS FURTHER QUESTION JUST BECAUSE SAYS AVAILABLE PASS TO PUT THAT IN PLACE THAT THE ENTIRE CURRICULUM HAS TO BE AVAILABLE ELECTRONICALLY TO BE ABLE TO VIEW, AND SO IF YOU DON'T HAVE COPYRIGHTED MATERIALS.

HOW CAN YOU DO THAT? HOW CAN YOU JUST AS SEEN AS AN ACCESSIBILITY ISSUE, PARTICULARLY IF YOU'RE WANTING TO REACH PEOPLE, ARE WILLING TO COME INTO JOBS, MAYBE SINGLE PARENTS THAT MADE ON OUR TIME TO COME TO THESE THINGS CANDIDATE DECISIONS THAT THEY DON'T HAVE ACCESS TO THE INFORMATION.

THE EASIEST WAY FOR THEM TO DO THAT WOULD BE AND THEY HAVE TIME CAN VIEW IT ONLINE I'M NOT SURE.

>> I KNOW THAT IS TRUE.

ACTS AS A KEY PART OF IT IS, IS A COST MONEY TO BUY A LICENSE FOR THESE CURRICULUM SAY, THERE'S ONLY SO MANY LICENSES WITH THE HOUSE, SO WE CAN'T PURCHASE A HUNDREDS OF THEM SO PEOPLE CAN PUT THEM AT HOME, AND THAT'S THE BARRIER THAT I SEE AND I MIGHT NEED.

I'M NOT AN EXPERT.

>> MAYBE DONE A GREAT JOB, WE'RE ARE GOING TO JUMP [OVERLAPPING] [LAUGHTER].

>> YOU'RE FANTASTIC.

THANK YOU I CAN TELL YOU HOW HUGE THAT WAS PI I DIDN'T REALLY EXTENSIVE SUCH I'M AN OLD SCHOOL DISTRICT WEBSITES TO SEE WHAT WAS READILY AVAILABLE, AND THOSE BERLIN ITSELF.

SURROUNDING DISTRICTS ONLY COUNT THE SEATTLE AREA, SO REACH OUT TO THOSE KINDS, AND WHAT ADVICE DO YOU HAVE FOR US THIS IS THE OCW.

I ASKED HIM TO TAKE A LOOK AT OUR WEBSITE AND GIVE US SOME FEEDBACK.

THE GRAY BODY SHOP IS IN FACT IT IS A INSTRUCTIONAL MATERIAL THAT WE DO NOT HAVE MENTIONED TO THESE ONLINE.

I'LL ASK YOU GUYS RECOMMENDATION WAS TO PUT A LINK TO THE GREATER BODY SHOP WEBSITE AND STAY, THAT YOU'D COPYRIGHT REGULATIONS BECOME DISSEMINATE INFORMATION.

ALSO SAID, WE DO HAVE NO TEETH TO SHARE THAT INFORMATION IF THIS HAS TO BE UNFORTUNATELY IN PERSON WHEN IT'S COPYRIGHTED.

FLASH MATERIALS ARE READY, ALL IRRATIONALLY.

LASHES CURRICULUM DEVELOPED BY THE CAMBRIA COUNTY THE LINK FOR THE WOMEN NOW, DIRECTLY TO THE MIDDLE HIGH SCHOOL LESSONS.

BUT AGAIN, THAT IS A CURRICULUM THAT IS MORE READILY AVAILABLE AND ACCESSIBLE, ALTHOUGH WE DO HAVE LESS THAN TO USE IT AND PURCHASE.

[NOISE] HOW TEACHERS CAN USE CURRICULUM [INAUDIBLE]

>> DID ASK FOR PLANNING AT THE STATE LEVEL.

IN CHRISTIAN'S COPY THAT UPA.

>> YES.

>> NO. I KNOW INTERNET ACCESS IS ALSO AN ISSUE, BUT IF SOMEBODY DOES HAVE INTERNET ACCESS AND MAKING THEM INTO A BUILDING, ZOOM MEETING OR TELEPHONE CALL.

I KNOW YOU DON'T GET THE EXACT IT'S NOT THE SAME.

YOU MAY NOT BE THE EXACT SAME TYPE OF CONVERSATION, BUT OVER THE PHONE [INAUDIBLE] THINGS TOO.

I ALSO SEND A LETTER ON PARENTS VARIANCE.

OH, YOU'RE TOO BORING.

I'M GOING TO USE SEXUAL HEALTH EDUCATION JUST AS THEN THE LAST ONE, THE PARENTS GUARDIANS OUT OFTEN THAT A LOT OF QUESTIONS ABOUT DON'T SEND THEM A LETTER ABOUT WE'RE NOT TEACHING NUTRITION EXACTLY, BUT [INAUDIBLE].

>> I WOULD SAY THAT DISTRICT-WIDE FACE, THAT AMOUNT BACK IN SEPTEMBER, I THINK SEPTEMBER 13TH AND THEN YOU SEARCH TRANSFER.

THERE ARE SEVERAL OTHER INDIVIDUALS TEACHING NOTIFICATION FOR DIFFERENT TEACHERS PER DISTRICT GIVING US ANY NOTIFICATION.

>> CAN OPT OUT OF THE ENTIRE CURRICULUM OR PARTS.

>> THANK YOU SO MUCH, I'VE ALREADY PUT YOU ON SPOT [LAUGHTER] WE APPRECIATE[APPLAUSE] MAKE A COMMENT.

IT SOUNDS LIKE IT'S NOT UNCOMMON FOR REGULATORS TO COME IN AND WRITE RULES THAT ARE NOT REALISTIC TO COMPLY WITH.

THIS MIGHT BE AN OPPORTUNITY FOR THE LEGISLATIVE TEAM TO GO AND ADD HEAR FOR SOME CHANGES AT THE STATE LEVEL.

[02:10:05]

>> [NOISE] IT'S VERY TRUE THAT SOMETIMES RULES THAT THEY SET FOR DON'T MAKE SENSE.

THERE PEOPLE TO AND NAVIGATE TO THE LUMBAR HERE.

ANY OTHER QUESTIONS ABOUT THE HEALTH EDUCATION [NOISE]? WITH THE SURVEY RESULTS THAT WERE NOT ATTACHED, WE'VE GOT THE VOTE THAT CAME THROUGH ON IT.

FROM THE SURVEY RESULTS, THERE WERE 60% THE THREE OF US SAID THAT IT DEMONSTRATED REASONABLE PROGRESS WITH FOLLOWING EXCEPTIONS FOR 8% OR TWO BOARD MEMBERS, [NOISE].

DEMONSTRATED REASONABLE PROGRESS WITHOUT ANY STIPULATIONS.

AGAIN, LOOKING FOR ACTION THERE ARE THINGS THAT WE NEED TO BE INCLUDED WITH THIS AS FAR AS MODIFICATIONS OR CONCERNS WITH THE INFORMATION IN THE REPORT AND OUR STANDARD OR IS IT BEING REASONABLE PROGRESS.

HOW WOULD THE WORD LEG PAIN HANDLE IT?

>> I'D LIKE TO MAKE MOTION TO ADOPT MONITORING REPORT RESULTS POLICY 2.7 [INAUDIBLE] BETWEEN HEALTH AND PHYSICAL EDUCATION AT MAKING REASONABLE PROGRESS.

>> IT HAS BEEN MOVED TO ACCEPT AND TALK RESULTS POLICY 2.7 HEALTH OR HEALTH EDUCATION AS REASONABLE PROGRESS ALL THOSE IN FAVOR SAYING AYE.

>> AYE.

>> ALL OPPOSE. THE REPORT IS THAT OFTEN IN REASONABLE PROGRESS, SO WE WILL MOVE ON TO ITEM 8.02, WHICH IS THE EARLY LEARNING TASK FORCE RECOMMENDATIONS, AND FOR THAT IT WAS TURNED OVER TO [INAUDIBLE].

>> I'M GOING TO INVITES THE ADVISORY NEEDS FOR THIS TASK FORCE NEEDS FROM TRINA AND COUNTY AND ASHLEY. [NOISE].

>> [INAUDIBLE] [OVERLAPPING] RIGHT HERE.

>> KATRINA IS GOING TO HAND OUT A FEW RESOURCES AND SELENA IS CURRENTLY IN THE PROCESS OF GETTING THE PRESENTATION ESTABLISHED.

I WILL GO AHEAD AND KICK US OFF BECAUSE I KNOW THAT WE ARE LITTLE BIT PRESSED FOR TIME THIS EVENING.

I'M REALLY EXCITED TO BE AT THIS POINT WHERE WE ARE PRESENTING OUR EARLY LEARNING RECOMMENDATIONS TO YOU.

I'M SORRY EVERYONE, I FAILED REPORTING IT BACK TO YOU.

ESPECIALLY BECAUSE I REMEMBER BEING HERE A YEAR AGO, PRESENTING IT TO THE BOARD AND EACH HAS BEEN READINESS.

I REMEMBER TALKING TO CHRISTINE IN THE AUDIENCE ABOUT HOW WE WERE GOING TO BE WORKING TO ADDRESS SOME EARLY LEARNING, AND AS SHE LIVES HERE IN A SCHOOL DISTRICT.

IT'S REALLY EXCITING TO BE AT THIS POINT.

ONCE AGAIN, I'M KELLEY [INAUDIBLE] I'M ACTUALLY ALL HERE WITH YOU TODAY TO PRESENT THE FINAL RECOMMENDATIONS.

I'M GOING TO HOPE THAT THEY MAGICALLY IT GOES TO ANOTHER SLIDE WHICH IS AN ISSUE.

PERFECT. THE TASK OF THIS TEAM OR THE TASK OF THIS WORK IS REALLY TO DEVELOP 3-5 YEAR PLAN FOR EARLY LEARNING HERE IN THE FERNDALE SCHOOL DISTRICT WHICH MEANT TRULY WE'RE WORKING TO ELEVATE EARLY LEARNING.

THAT WAS REALLY EXCITING.

PART OF THIS PROCESS WAS ALSO GOING TO BE EXAMINING OUR CURRENT PRACTICES, HERE IN FERNDALE, AND ALIGNING OUR RECOMMENDATION WITH STATE REQUIREMENTS AS WELL AS OTHER WRITING PROGRAMS THAT MODEL INCLUSIVITY AS WELL AS OTHER BEST PRACTICES THROUGHOUT THE STATE.

THEN WE'LL SAY FOR ANYONE THAT IS INTERESTED IN FOLLOWING THE PROGRESS OF THIS TASK FORCE ON OUR DISTRICT WEB PAGE UNDER COMMITTEES AND TASK FORCES, IT'S THE VERY FIRST TAB.

FEEL FREE TO LOG ON THERE AND CHECK OUT ANY OF THOSE RESOURCES AND LOOK AT IT THIS, IT IS RIGHT HERE, COMMITTEES AND TASK FORCES.

YOU'LL SEE THAT WE'RE REALLY LEARNING TASK FORCE AND IT HAS ALL THE MINUTES FROM ALL THE MEETINGS,

[02:15:01]

BECAUSE IT DOES SAY MEMBERS AND IT WILL SAY THAT IT HAS 17 MEMBERS ON OUR TASK FORCE.

WE'RE VERY FORTUNATE TO HAVE A LOT OF COMMUNITY INTEREST THROUGHOUT FERNDALE INCLUDING IN OUR SCHOOL DISTRICT.

WE HAD A COMMUNITY MEMBERS REPRESENTING, WE HAD PARENTS, WE HAD STAFF MEMBERS AND LOCAL EXPERTS, SOMEBODY FROM NORTHWEST FSD JOINED US.

WE WERE REALLY FORTUNATE TO HAVE JUST AN INCREDIBLE GROUP OF PEOPLE THAT CAME TOGETHER OVER EIGHT MEETINGS.

>> WHEN WE STARTED OUR FIRST STAFF MEETING. REMEMBER.

>> JANUARY. [OVERLAPPING]

>> JANUARY. WE JUST FINISHED A COUPLE WEEKS AGO.

OUR ACCOMPLISHMENTS THAT WE'LL SHARE A LITTLE BIT MORE WITH YOU ABOUT IS WE REALLY SPENT QUITE A BIT OF TIME ANALYZING, AND EXAMINING THE NATIONAL P-3 FRAMEWORK.

LOOKING AT OUR CURRENT STATE OF EARLY LEARNING HERE AT THE FERNDALE SCHOOL DISTRICT, SO THAT'S ANOTHER ONE OF HER ACCOMPLISHMENTS.

THEN OUR FINAL ACCOMPLISHMENT IS BEING HERE TODAY TO SHARE OUR RECOMMENDATIONS TO OUR SUPERINTENDENTS.

WE'RE REALLY EXCITED TO BE HERE.

THANK YOU. YOU'RE GOING TO HEAR ABOUT THIS.

ONE OF OUR ACCOMPLISHMENTS WAS WORKING ON THAT WITH THE P-3 FRAMEWORK.

WHAT YOU'LL HEAR ABOUT A LITTLE BIT FURTHER IN THE PRESENTATION IS WE REALLY FOCUSED ON OUR WORK ON THESE BIG BUCKETS OR WHAT WE ALSO CALL CATEGORIES.

OUR CONVERSATIONS AND OUR WORK REALLY WAS FRAMED AROUND THIS P-3 FRAMEWORK.

I THINK OUR SUPERINTENDENT WAS PIVOTAL IN THE CREATION OF THIS RESOURCE SO I'M GOING TO PASS THIS ON TO TRINA.

>> WE DO HAVE EXTRA COPIES OF THE FRAMEWORK ON NATIONAL P-3 CENTER AND FOLKS WOULDN'T LIKE THAT, BUT WE DIDN'T WANT TO OVERDO IT WITH HAND-UP.

BUT IF YOU ARE GOING TO GET THIS AS A COPY.

WE'RE SHARING THE P-3 FRAMEWORK LIKE KELLEY WE STARTED TO USE THESE BUCKETS OF FOCUS AREAS TO PLAN OUR WORK AROUND.

THEN WE ENDED UP IN A FINAL RECOMMENDATION FRAMING IT AROUND BUCKETS, BUT ALSO WITH A LITTLE BIT OUR OWN TWIST ON THEM.

FOR EXAMPLE, WE'RE TALKING ABOUT THE LACK OF CONSTRUCTIONAL TOOLS WE STARTED TO THINK ABOUT THAT AS CHILD-CENTERED, PEDAGOGICAL THINKING ABOUT LEARNING ENVIRONMENT BUCKET.

WE WERE TALKING ABOUT ENVIRONMENT WITH OTHER TEACHERS.

SOMETHING THAT WE'VE BEEN TALKING ABOUT IN PROFESSIONAL OF THE ELEMENTARY TEACHERS IN PRE-SCHOOL AS WELL.

AS YOU SEE IN RECOMMENDATION EITHER INWARD DOCS THIS ONE HERE, THE LONGER ONE.

THE RECOMMENDATIONS FALL INTO THESE DIFFERENT CATEGORIES.

THEN YOU'LL ALSO SEE THEM FALLING ACROSS TIME AND WE'RE LOOKING AT A FIVE-YEAR TIME.

OUR TASK FORCE SUMMARY THOUGH IS ESTABLISHING A MISSION, VISION, AND BELIEFS.

I'M GOING TO TALK ABOUT THAT A LITTLE BIT AND THEN SHARE THE SPECIFICS OF THE RECOMMENDATION.

THE MISSION VISION YOU CAN SEE ON ONE OF THE SLIDES IN YOUR HANDOUT.

USUAL HANDOUT LIKE THIS THEN IT IS ACCURATE.

[LAUGHTER] IF YOU DO IT THIS WAY IT SEEMS UPSIDE DOWN IF YOU'RE OKAY.

[BACKGROUND] BUT IF YOU GO TO THIS SIDE.

>> BY DESIGN.

>> SOME OTHER KEY THINGS IN THE MISSION AND VISION ARE TO DO WITH SAFE AND LOVING LEARNING ENVIRONMENT.

A REAL FOCUS ON CHILD DEVELOPMENT AND DEVELOPMENTALLY APPROPRIATE LEARNING AND ISSUING MATERIALS AS WELL AS THE INSTRUCTIONAL PRACTICES.

THEN I THINK MY FAVORITE PART IS THAT WE ALL WORK TO ENSURE AN EQUITABLE START FOR ALL CHILDREN, GIVING THEM ACCESS TO HIGH-QUALITY EARLY LEARNING EXPERIENCES.

WE HAD A FOCUS ON EQUITABLE KEYS AROUND ACCESS TO EARLY LEARNING.

YOU KNOW THAT SOME CHILDREN DON'T HAVE ACCESS TO EQUITABLE LEARNING TO BREAK DOWN THOSE BARRIERS.

JUST ENSURE THAT WE'RE PROVIDING AS MUCH HIGH-QUALITY EARLY EXPERIENCES AS WE CAN IN OUR SYSTEM AS WELL AS PARTNERS IN OUR COMMUNITY AROUND US.

BEFORE WE WENT INTO STRATEGIES OF RECOMMENDATIONS, WE TRIED TO PRACTICE SOME OF THE BELIEFS, THE BASIC TENANTS OF THE RECOMMENDATIONS.

I'M NOT GOING TO READ ALL 10 TO YOU. [INAUDIBLE]

>> THREE.

>> THREE. LET'S HEAR TO THREE.

STUDENTS LEARN BEST IN INCLUSIVE SETTINGS WITH PEERS WITH AND WITHOUT DISABILITIES.

THAT BELIEF IS TALKING ABOUT HOW WE WANT TO MOVE FORWARD IN INCLUSION.

[02:20:04]

>> I DO HAVE A QUESTION ABOUT NUMBER 1.

I ACTUALLY DON'T KNOW IF I AGREE WITH IT.

IT SAYS ONE, IT IS NOT THE RESPONSIBILITY OF THE CHILD OR THE FAMILY TO BE READY FOR SCHOOL, BUT THE SCHOOL'S RESPONSIBILITY TO BE READY FOR THE CHILD.

I THINK IT'S BOTH THIS ONE.

IT SAYS HE DID ABOUT SCHOOLS THAT FUNCTION WELL COULD MAKE AGREEMENTS.

THEIR CONTRACTS WITH THE PARENTS FOR THE PARENTS HOLD A CERTAIN SET OF EXPECTATIONS OR RESPONSIBILITIES AND SO TO ME, I THINK THAT WITHOUT THAT, YOU MIGHT ACTUALLY NOT GET THE BEST RESULT AND IT MAY BRING SOME OTHER PROBLEMS ALONG WITH IT.

>> IN THE CONTEXT OF THE EARLY LEARNING RECOMMENDATION FOR US AROUND ITS PARENTS RESPONSIBILITY FOR THE SCHOOL TO BE READY FOR THE CHILD IS THAT WE'RE NOT GOING TO BREAK DOWN ANY BARRIERS THAT HAVE TO DO WITH HAVING THE IDEA THAT A CHILD CAN'T COME TO SCHOOL AT.

WE WANT STUDENTS TO COME TO SCHOOL AND ITS OUR JOB TO MEET THEM WHERE THEY ARE, AND THEN WE WILL MOVE FORWARD ON DEVELOP CONTENT. THAT'S WHAT THEY MEAN BY THAT.

THERE ARE NOT ANY OTHER FAMILY INVOLVEMENT.

FURTHER ABOUT FAMILY INVOLVEMENT.

[OVERLAPPING].

>> IN THE WASHINGTON, THE ONLY QUALIFICATION FOR A CHILD TO ENTER KINDERGARTEN IS THEY HAVE TO BE FIVE.

THEY DON'T HAVE TO BE POTTY TRAINED.

THEY DON'T HAVE TO HAVE HAD ANY SCHOOL EXPERIENCE.

ALL CHILDREN HORRIFIED BY AUGUST 31ST, CAN ENTER SCHOOL REGARDLESS.

A SCHOOL DISTRICT LEGALLY CANNOT SAY, I'M SORRY, YOU CAN'T COME TO KINDERGARTEN AND YET YOU ARE NOT READY THAT'S WHAT THAT STATEMENT IS.

IT DOESN'T MEAN THAT FAMILY IS ALL, EVERY FAMILY WAKES UP EVERY DAY DOING THE VERY BEST THEY CAN TO PREPARE THEIR CHILDREN FOR WHATEVER IT IS.

BUT WE JUST CANNOT DENY ACCESS TO A CHILD IF THEY ARE OF AGE.

THAT'S THE ONLY INDICATOR INOSITOL QUESTION.

THAT'S WHAT THAT STATEMENT MEANS.

>> NUMBER 4, FAMILIES ARE CHILDREN'S FIRST TEACHERS AND TO BE AUTHENTICALLY OFTEN, TYPICALLY INVOLVED IN EDUCATION OF THEIR CHILDREN WITH THEIR CULTURES, BELIEFS AND EXPERIENCES IS HONORED AND VALUED.

WE'RE HOLDING A FAMILY AND YOU'LL SEE ANY RECOMMENDATIONS.

THERE'S A WHOLE BUCKET OF CATEGORY FOR A FAMILY. ONE MORE NUMBER.

>> LUCKY NUMBER 7.

>> LUCKY NUMBER 7. THANK YOU, STEVE.

CHILDREN COMMUNICATE THROUGH THEIR BEHAVIORS AND OUR RESPONSIBILITY IS TO LEAN INTO THOSE CIRCUMSTANCES FOR TEACHING AND LEARNING.

THE IDEA THERE IS THAT BEHAVIOR IS A FORM COMMUNICATION.

IT'S OUR JOB TO USE THOSE OPPORTUNITIES FOR TEACHING INTO THE BEHAVIOR SO THAT WE CAN BE AN OPPORTUNITY FOR STUDENTS TO LEARN [INAUDIBLE] MORE PRODUCTIVE PROBLEM SOLVING.

YOU CAN SEE WE HAVE SOME BIG BOLD IDEAS IN OUR HAND. HE BELIEVES.

I THINK THAT THE WORK OF THIS TASK FOR US IN FORMING THESE RECOMMENDATIONS REALLY COMMENDABLE AND TURN IT OVER TO ASHLAND AND TALK ABOUT SOME OF THE RECOMMENDATIONS.

>> THESE ARE KEY STRATEGIES THAT WERE PULLED OUT OF THE WORK THAT ARE IN THE TASKFORCE.

WE HAD SEVEN, AND YOU'LL SEE ALL OF THESE WITHIN THE TIMELINE AND THE RECOMMENDATIONS.

THESE ARE THE ONES THAT WE TOOK THE BUCKET FROM P3 THEN WE PUT THEM INTO OUR WORKING ENVIRONMENT AS THE THIRD TEACHER AND ELEVATING THE FAMILIES.

THESE WERE THE KEY STRATEGIES THAT CAME OUT OF THAT.

THEN IN THE BIG DOCUMENT, THIS IS THE PLAN.

WE HAVE THE RECOMMENDATIONS ON PAGE 7 [NOISE] THROUGH 9.

[02:25:04]

THEN WE TALKED ABOUT WHAT'S CURRENTLY HAPPENING IN FERNDALE, AND WHERE WE'RE AT, AND THEN LOOKING AT WHERE WE WANT TO GO BASED ON THE FRAMEWORK THAT'S OUT TO YOU.

THE TEAM WAS REALLY ENGAGED AND THEY JUST CAME UP WITH MULTIPLE RECOMMENDATIONS FOR YOU TO POCKET.

WE HAVE THOSE ALL LISTED IN THERE AT THE BACK OF THE BIG DOCUMENT.

WHAT WE DID IS WE TOOK ALL OF THOSE RECOMMENDATIONS.

THEN WE HAD TO PUT THEM INTO DIFFERENT CATEGORIES THAT WOULD ALLOW VERY REPETITIVE, OR PROFESSIONAL DEVELOPMENT CAME UP IN MANY DIFFERENT PACKETS.

LET ME GO TO THE NEXT SLIDE.

THEN WHAT WE DID AS A TEAM AFTER WE GOT THE RECOMMENDATIONS FROM THE TASK FORCE IS, WE TOOK THEM AND MAPPED OUT WHAT THIS WOULD LOOK LIKE AFTER FIVE YEARS.

THE REALLY EXCITING WORK WAS TO SEE WHAT WE DID THIS YEAR.

IF YOU LOOK AT, WE MAY HAVE OVERVIEWS, SO WE DON'T HAVE TO READ ALL OF THE PAGES OF BRIEF SUMMARY.

LOOKING AT EVERYTHING THAT WE'VE DONE THIS YEAR, LET ME CALL IT YEAR 0 IS REALLY IMPRESSIVE.

WE'VE DONE A LOT OF WORK AROUND INCLUSION IN OUR EARLY LEARNING PROGRAMS, IN OUR JUMPSTARTS, AND PRESCHOOL.

CREATING OUR LEARNING TASK FORCE, DEVELOPING THIS PLAN THROUGH THE COMMUNITY PARTNERSHIPS.

WE DEVELOPED A PROFESSIONAL LEARNING PLAN FOR FIVE YEARS.

WE BEGAN TO TRAIN TEACHERS AND ADMINISTRATORS ON THIS WORK.

WE'RE ACTUALLY PART OF THE P3 NETWORK, WE'RE ARE JUST PART OF THE STATE 2 NETWORK THIS YEAR.

WE'VE DONE A LOT THIS YEAR, SO I'M REALLY PROUD OF ALL WORK THAT WE'VE DONE PROBABLY THIS YEAR.

THEN WHAT WE DID WAS TAKE WHAT WE'VE DONE THIS YEAR AND THEN LOOKED AT YEAR 1 AND ALIGN, HOW ARE WE GOING TO CONTINUE THAT WORK FOR THE NEXT YEAR? THEN TAKING THE NEXT ITEM AND THEN LOOKING AT HOW WE'RE GOING TO DO THAT.

THEN THERE'S NEW ITEMS WE'LL INTRODUCE EACH YEAR THAT WILL START TO BUILD ON EACH YEAR.

IT'S REALLY LAID OUT IN THIS PLAN IF YOU SEE THE YEAR BEFORE, THE SECOND YEAR.

THEN IT SHOWS WHAT WE'RE GOING TO BE DOING TO CONTINUE THIS WORK.

THIS DOCUMENT ALSO, AS YOU SEE, AS IT GETS TO YEAR 5, IT'S NOT AS COMPLEX, SO THERE'S NOT AS MUCH YOU NEED TO IT.

OR YOU REALLY WANT THIS DOCUMENT TO BE ON THE MAIN DOCUMENT, HAVING AN ADVISORY COUNCIL SO WE CAN MEET WITH THEM THREE TIMES A YEAR TO ENSURE THAT WE'RE ON TRACK WITH OUR RECOMMENDATIONS.

THEN THERE MIGHT BE LITTLE BLIND SPOTS AND WE ARE LIKE, OH, WE SHOULD HAVE DONE THIS BEFORE, SO WE NEED TO ADD THAT IN.

THIS IS A LIVING DOCUMENT, BUT WE ARE HOPING TO ADD TO IT AS WE GO ON.

THE LAST PART OF THE DOCUMENT THAT WE HAVE IS, SOME OF THOSE I JUST TALKED ABOUT, IS THE PROFESSIONAL DEVELOPMENT PLAN.

IT'S IN THERE AND IT IS BASED ON ALL OF THE RECOMMENDATIONS TASKFORCE, THE TEACHERS, SPECIALISTS, PARAPROFESSIONALS, ADMINISTRATORS MEET IN ORDER TO ENHANCE EARLY LEARNING AND INCREASE THE QUALITY OF LEARNING IN FERNDALE.

IT'S PER YEAR, THE GROUPS OF TEACHERS AND PEOPLE THAT WOULD WANT TO PARTICIPATE IN THE PROFESSIONAL DEVELOPMENT.

THERE'S A LOT IN THE DOCUMENTS.

>> CAN I ASK YOU A QUESTION ON PROFESSIONAL DEVELOPMENT? IT SEEMS LIKE IN YEAR 0 NOW, WE'RE STARTING WITH PRESCHOOL AND TK.

THEN ASK THOSE STUDENTS MOVE THROUGH, THE TEACHER THAT THEY HAVE WILL BE GETTING IT.

IT'S LIKE THESE YEAR'S TK STUDENTS WILL ALWAYS HAVE TEACHERS THAT ARE TRAINED ON THIS. [OVERLAPPING]

>> THING THIS YEAR AND THEN EITHER NEXT YEAR, SO THE CLASS THAT THEY'RE GOING TO WILL HAVE THE SAME TRAINING AS THE TK TEACHERS.

THEN IT'S CYCLICAL THAT WAY.

IT GOES AND MOVES ALL THAT IN THIRD GRADE.

THEN WE ALSO HAVE ANOTHER PAGE WHERE ADMIN, PROFESSIONALS, SPECIALS TEACHERS, WILL ALSO PARTICIPATE IN THOSE.

ANYONE THAT'S INTERACTING WITH STUDENTS IN DEVELOPMENT.

>> I'D LIKE TO ADD JUST A FEW OF THE MORE TANGIBLE FILLING ASPECTS OF THE RECOMMENDATIONS.

IT'S LIKE THE OTHER SPEND ONE OR TWO IN EACH THE GOAL AREAS.

ASHLEY ALREADY TALKED ABOUT IN PRO-SECTOR WORK THAT WILL HAVE AN EARLY LEARNING ADVISORY THAT

[02:30:02]

THE NEXT ONE DOWN IN THIS GREATER IN TEACHER EFFECTIVENESS ON ONGOING PROFESSIONAL LEARNING.

I'VE HIGHLIGHTED TWO THINGS, ONE IS THE PROFESSIONAL DEVELOPMENT PLAN THAT YOU GUYS WERE JUST DISCUSSING.

THEN DETAILS OF THAT ARE IN THE LOGIC PACKET.

EVEN WHILE YOU WERE TALKING ABOUT THE PARTS THAT START IN PRE-SCHOOL AND TK AND ALL UP.

LAYERS IS ALSO ANOTHER SECTION AROUND EARLY LITERACY OR SOCIAL EMOTIONAL LEARNING.

I STARTED THERAPY AND LOCKED DOWN SO THAT WE'RE ABLE TO DO A COUPLE OF THINGS AT THE SAME TIME.

IT'S NOT OVER IMPACTING [INAUDIBLE] ALL THE TIME.

THEN ANOTHER PART THAT'S IN THAT AREA IS THE HIRING OF EARLY LITERACY SPECIALISTS TO BEGIN SUPPORTING THIS PLAN AND TO MOVING THIS WORK FORWARD.

THAT JOB DESCRIPTION IS WRITTEN OUT IN THIS RECONDITION TO SUPPORT THE PROFESSIONAL DEVELOPMENT IMPLEMENTATION OF THESE DIFFERENT IDEAS, INCLUDING THE INSTRUCTIONAL TOOLS ON TOP OF THE SECOND PAGE.

WE HAVE A WHOLE PROFESSIONAL DEVELOPMENT AROUND PLAY AND CHILD DEVELOPMENT, AND MAKING SURE THAT WE'RE TEACHING OUR TEACHERS AND OUR STAFF ABOUT THE IMPORTANCE OF THE CHILD DEVELOPMENT AND THE IMPORTANCE OF PLAYERS IN INSTRUCTIONAL STRATEGY, PRESCHOOL THROUGH GRADE 8.

SECOND GRADERS [INAUDIBLE] THAT STILL ARE STILL TALKING ABOUT THE IMPORTANCE OF THAT IS LEARNING.

FOR LEARNING ENVIRONMENT OR WHAT YOU'RE SAYING, STANDARD AND INSTRUCTIONAL MATERIALS FOR THE CLASSROOMS STARTING THIS YEAR WHEN THE TRANSITIONAL KINDERGARTEN WILL JUMPSTART PRACTICING PRESCHOOL THIS YEAR AND NEXT YEAR AND THEN DEVELOPING SOME STANDARD.

THERE WILL BE FEWER ITEMS AS WE GO UP IN THAT FOR PRESCHOOL, JUMPSTARTING, AND KINDERGARTEN.

IT'S A STANDARD PROCESS THAT WE'RE REALLY FOCUSED ON THE DEVELOPMENTAL NATURE OF PLAY.

FOR EXAMPLE, YOUR DIFFERENT TYPES OF BLOCKS OR DIFFERENT PARTS OF THE CHILD DEVELOPMENT THAT [INAUDIBLE]. THAT'S AN EXCITING PIECE.

AS WELL AS IN THAT SAME CATEGORY, LOOKING AT IN THE LATER YEARS, PLAYGROUNDS THAT ARE ACCESSIBLE FOR ALL STUDENTS AND THAT'S A REALLY EXCITING AND VERY LARGE THING TO PUT ON THE RECOMMENDATION AND THEN TO THE COUPLE OTHER [INAUDIBLE] EXPAND THE USE OF THE TEACHING STRATEGIES, GOALS, AND ASSESSMENT THAT WE CURRENTLY USE IN T, K AND A.

ALSO USE [INAUDIBLE]. LIKE ASHLEY MENTIONED, STARTING OFF ON LAND USE AND TASK FORCE BECAUSE THERE WAS SO MUCH IN THE FAMILY ENGAGEMENT BUCKET THAT WE COULDN'T DO JUSTICE HERE AND NEEDED A BROADER PARTICIPATION FOR THAT.

THEN FINALLY, THIS YEAR, ASHLEY LED THE PRESCHOOL, JUMPSTART STUFF IN THE ITK GRANT, THE INCLUSIONARY TRANSITIONAL KINDERGARTEN GRANT, AND THAT WILL FLOW INTO A DIFFERENT GRANT FOR NEXT YEAR.

THE SSIP STATE SYSTEM INTEGRATION PLAN FOR PARTICIPATION, AND THAT WILL THEN MOVE US INTO THE EVENTUALLY IBP DEMONSTRATION SITE, WHICH IBP IS INCLUSIONARY BAPTIST PROJECT AND SO THAT'S EXCITING WORK.

THEN FINALLY, LIKE WE MENTIONED BEFORE, OUR MISSION IS SOME OF OUR TAS INTO NEIGHBORHOOD SCHOOLS [INAUDIBLE] OUR PRE-SCHOOLS WILL COME HERE.

WE'LL MAKE STAPS STARTING NEXT YEAR WITH THE PRE -SCHOOLS HAVING PEER MODELS AND BLENDING SOME FUNDS SO THAT WE CAN HAVE STUDENTS WITH AND WITHOUT DISABILITIES IN THE SAME HOSTELS, AND EVENTUALLY YOU'RE FREE WITH OUR THREE YEARS AND FOUR YEAR OLDS IN THE INCLUSIONARY.

>> WHAT DOES IT MEAN FOR A PRESCHOOL TO HAVE A PEER MODEL?

>>I'M SORRY.

>>WHAT DOES IT MEAN FOR A PRESCHOOL TO HAVE PEER MODELS, THAT ALL OUR PRE-SCHOOLS WILL HAVE PEER MODELS?

>> ALL STUDENTS CAN BE PEER MODELS FOR ONE ANOTHER WHETHER THEY HAVE DISABILITIES OR NOT.

WHAT WE HAVE RIGHT NOW IN OUR PRE-SCHOOL PROGRAMS IS SELF-CONTAINED PROGRAMS WHERE ALL OF OUR THREE-YEAR-OLDS, FOR INSTANCE HAVE DISABILITIES.

WE SERVE STUDENTS THAT HAVE GONE THROUGH THE PROCESS OF GETTING IEPS AND THEY'RE SERVED IN HOSTELS WITH ONLY OTHER STUDENTS THAT HAVE IEPS.

[02:35:05]

>> I'M A LITTLE CONFUSED AS TO THE SCOPE OF THIS PROGRAM.

YOU TALK ABOUT PRENATAL, ARE WE TALKING ABOUT DAYCARES HERE IN OUR SCHOOL SYSTEM? WHAT ARE WE TALKING ABOUT? ARE WE STARTING WITH JUST PRE-SCHOOLS THAT ARE CURRENTLY EXISTING LIKE STAFF OR WHAT ARE WE LOOKING AT IN TERMS OF WHAT THE SCHOOL DISTRICT ITSELF SUPPORTS?

>>THE P CAN BE FOR PRENATAL, IT CAN BE FOR PRESCHOOL, IT CAN ALSO BE FOR PARTNERSHIPS.

SO WHEN WE THINK OF PRENATAL TO THIRD GRADE WE'RE ANYTHING AND THOSE EARLIEST YEARS AND HOW ARE WE PARTNERING WITH OTHER AGENCIES THAT HAVE THE SAME GOALS OF SUPPORTING CHILDREN IN THEIR DEVELOPMENT.

IT'S NOT THAT WE'RE GOING TO BE PROVIDING PRENATAL CARE, BUT WE WANT TO MAKE SURE THAT WE ARE PARTNERING WITH OTHER ORGANIZATIONS FOR THE BEST POSITION OF THE COMMUNITY PARTNERS THAT ARE PROVIDING SERVICES FOR FAMILIES AND CHILDREN.

THEN THERE'S BIRTH TO THREE SERVICES THROUGH THE STATE FOR STUDENTS SO THAT LATER ON LAND TO BE, BUT RATHER TO THREE SERVICES.

THEN OUR STUDENTS AND OUR SCHOOLS START AT THREE-YEAR-OLD.

[INAUDIBLE] IS THAT ALL?

>> KNOWS THAT. OKAY.

>>I THINK IT WAS COOL TO BE IN K THROUGH 12 BECAUSE THAT'S HOW THEY WERE ESTABLISHED AND SO SLIGHTLY MARK THE OTHER DIRECTIONS AND MAYBE OUTSIDE OF OUR SCOPE.

>> ACTUALLY, IT'S THE FEDERAL OFFICER OF CHILDREN WHO HAVE DISABILITIES STARTING AT BIRTH, AND SO WE ARE DEEPLY RESPONSIBLE FOR THOSE SERVICES FOR CHILDREN WITH DISABILITIES.

I WOULD ALSO POINT OUT THAT WE HAVE TEEN PARENTS WHO CURRENTLY LEAD ALONG SERVING THAT THEY GO TO A SCHOOL DISTRICT ARE PART OF THE GRANT.

OR WE HAVE TO REMEMBER IS AS SOON AS THAT BABY IS ONE OF AGE, THAT'S OUR FEATURE KINDERGARTENER.

WE'RE INVESTED IN THAT.

THEN, 90% OF BRAIN DEVELOPMENT HAPPENS BEFORE THEY ENTER KINDERGARTEN.

TO SAY, WE'RE GOING TO WAIT UNTIL THEY'RE IN KINDERGARTEN, THEN WE'RE PLAYING CATCH UP THE WHOLE TIME, SO MAKING SURE WE'RE PARTNERING WITH AGENCIES WHO ARE DOING THAT.

MAYBE PERHAPS ASHLEY'S RIDING ON PROFESSIONAL LEARNING OPPORTUNITY AND SHE CAN HELP PRESCHOOL PROVIDERS OR CHILDCARE PROVIDERS IN FERNDALE TO COME AND BE PART OF THAT SO THAT KID IS PROFESSIONAL.

THEY'RE MAKING SURE THAT WE'RE SHARING ASSESSMENT.

PART OF THE STATE LAW FOR KINDERGARTEN IS BY LAW ME HAPPY TO PARTNER WITH AGENCIES NORMALLY PLENTIFUL MAKING FUNDING.

WE HAVE TO ENGAGE WITH THE COMMUNITY PROVIDERS. THAT'S PART OF THE LAW.

EVEN THOUGH HISTORICALLY IT'S KINDERGARTEN THROUGH 12TH GRADE, WE ARE ACTUALLY LEGALLY RESPONSIBLE TO START ESSENTIALLY FOR CHILDREN WITH DISABILITY STUDY EFFORT.

THERE ARE SOME REGULATIONS THAT WE HAVE TO FOLLOW, AND THAT'S THE FEDERAL LAW.

THE MONEY, EVEN THOUGH WE'RE RESPONSIBLE FOR IT, THE MONEY PASSES THROUGH ESTS OVERSEE THAT, BUT ULTIMATELY, WE'RE RESPONSIBLE.

WE HAVE TO DO THE TRANSITION WHERE THERE'S PROGRAMS, WE WERE TALKING EARLIER ABOUT UNFUNDED MANDATES.

THIS IS ONE OF THOSE AREAS THAT WE'RE LEGALLY RESPONSIBLE FOR WHERE WE DON'T NECESSARILY RECEIVE GENERAL FUNDING FOR IT. IT'S VERY COMPLICATED.

>>I'M JUST CONCERNED ABOUT WHERE THE FUNDING COMES FROM.

>> THAT'S WHY WE HAVE TO BE REALLY CREATIVE WITH WHO IS DOING THAT.

WE'RE PARTNERING WITH THEM.

FOR EXAMPLE, WE HAVE A CHILD, LET'S SAY WHO HAS AN IEP, BUT THEY GO TO A CHILDCARE CENTER, YOU'RE MAKING SURE THAT WE PARTNER WITH THAT AGENCY SO WE KNOW THE SERVICES THAT WE'RE MEETING, YOU CAN GO IN AND, MAYBE OFFER A SPECIAL CHAIR OR SOMETHING.

WE'RE HAVING THIS CONVERSATION BECAUSE WE ARE LEGALLY RESPONSIBLE FOR THAT AND IT'S NOT ALWAYS IN THE BEST INTERESTS OF THE CHILD WHO SERVED IN SEGREGATED PROGRAM.

IN FACT, IT'S AGAINST THE LAW TO PROVIDE THOSE SERVICES THERE.

DISTRICTS DO IT ALL THE TIME BECAUSE WE'RE NOT FUNDED TO DO INCLUSIONARY PRACTICES.

WHAT WE DO IS WE PARTNER WITH OTHER AGENCIES WHO DO HAVE THOSE OPPORTUNITIES.

THAT'S WHERE YOU START TO SEE REULAR FUNDIG, BECAUSE IF WE DON'T HAVE THE FUNDING SOMEBODY ELSE MIGHT, SO HOW WE DO WORK TOGETHER TO INCREASE OUR OUTCOMES?

>> ANY OTHER QUESTION? [LAUGHTER] [APPLAUSE]

[02:40:09]

>> IS THERE ANY DISCUSSION OR ANY QUESTIONS? PLEASE NOW THAT YOU'RE STILL LOOKING [INAUDIBLE].

ANY OTHER QUESTIONS FOR THAT IN REGARDS TO THE PRESENTATIONS AND THE HOUSE OF BURGESSES PUT TOGETHER?

>> I CAN SEE THAT WHEN YOU WENT TO [INAUDIBLE], YEAH, BACK IN [INAUDIBLE] IT WAS REALLY EVIDENCED BY PEOPLE YOU'RE NODDING YOUR HEAD.

[LAUGHTER] IT WAS REALLY EVIDENT BY PEOPLE WHO WERE ASKING QUESTIONS OF WHO THEY WERE ASKING THE QUESTIONS OF THE OCCUPANT GUYS IS A HUGE LEADER IN EVERY TOWN, SO I JUST WANT TO KNOW OF ONE OF THE BEST THINGS THAT DOES SCHOOLWORK NUMBER WOULD BE PART OF HIRING HER.

HEY, THIS IS REALLY A FIRM NOW AS MEANING WHERE IT SAID THAT WE WERE GOING TO BE A DEMONSTRATION SITE, [INAUDIBLE] I WAS LOOKING WHAT TO EXPECT FROM US SO THANK VERY MUCH.

>> ANY OTHER COMMENTS? WELL, THANK YOU TO THE LEADERSHIP OF THE TASK FORCE FOR THE INFORMATION IS ALL GOOD STUFF.

THAT MOVES US ON TO ITEM 8.03, WHICH IS A PRESENTATION ABOUT TEEN COUNCIL.

TONIGHT, WE HAVE A LITTLE BIT SLOWER ABDUL IN FUTURE.

HERE I APOLOGIZE. INSTEAD, ARE HEARING PRESENTED PROPOSAL RELATED TO INAPPROPRIATE IN TEEN COUNCIL.

THERE ARE SOME STUDENTS IN HIGH SCHOOL HEALTH STARTING IN 2023, 24 SCHOOL YEAR, AND TONIGHT'S PRESENTATION HAS BEEN INTERVIEWING INFORMATIONAL, NO HORRIBLE DECISION REGARDING THE INCLUSION OR EXCLUSION IS PROGRAM YOU MAY, DEPENDING ON YOUR DISCUSSION AND DECISION WITHOUT, [INAUDIBLE] SO WITH THAT, I'LL TURN IT OVER TO YOU GUYS TOO.

THANK YOU FOR PATIENTLY WAITING BACK THERE. [LAUGHTER]

>> HI, MY NAME IS [INAUDIBLE] I'M A SENIOR AFFERENT REALITY.

SHE HER PRONOUNS.

>> MY NAME IS [INAUDIBLE] I AM [INAUDIBLE].

>> MY FACILITATOR IS [INAUDIBLE] PRESENTATION OUR FORMAL PROPOSAL.

I WOULD JUST LIKE TO SAY GUYS, THANK YOU SO MUCH FOR THIS OPPORTUNITY TO LISTEN TO US AND GIVE US A MOMENT OF YOUR TIME WITH US.

IT'S REALLY IMPORTANT, SO I APPRECIATE THIS OPPORTUNITY.

WALKING TEEN COUNCIL IS A YOUR LEGS SEXUAL HEALTH EDUCATION PROGRAM WHOSE MISSION IS TO EMPOWER TEENAGERS AND TO EDUCATE AND INSPIRE THEIR PEERS, FAMILIES, AND COMMUNITIES.

WALKING TEEN COUNCIL EDUCATES ABOUT HUMANS SEXUALITY AND HEALTHY DECISION-MAKING AND INSPIRES TEAMS TO USE THEIR VOICES TO ADVOCATE FOR JUST AND DOMAIN SEXUAL ATTITUDES AND POLICIES.

WALKING TEEN COUNCIL AND FIND A WASHINGTON STATE STANDARDS TO PROVIDE AID PROGRAM AND MEDICALLY ACCURATE SEXUAL HEALTH EDUCATION AND WALK FROM PUBLIC SCHOOLS.

SOME OF THE PROGRAM HAS 13 COUNCIL IS THAT TEEN COUNCIL MEMBERS ARE COMMITTED.

DURING THE 2022 TO 23 SCHOOL YEAR TEEN COUNCIL MEMBERS HAD TO COLLECT THEM BEING INVESTED IN MORE THAN 1,261 VOLUNTEER HOURS DIRECTLY INTO WALKING COUNTY COMMUNITY.TEEN COUNCIL MEMBERS, PARTS OF BREATH.

DURING THE 2022, 23 SCHOOL YEAR MATTERS, HAVE CLAUDED INFORMATIONAL EDUCATION CONNECTION, AND SUPPORT AROUND SEXUAL HEALTH AND RELATIONSHIP TOPICS TO OVER 519 YEARS.

TEEN COUNCIL MEMBERS ARE EDUCATORS.

DURING THE 2022-2023 FULL YEAR, TEEN COUNCIL HERE AT HERE IS SORT OF REACHED OVER FIVE AND MOVE ON TO HIGH SCHOOL STUDENTS WITH INTERACTIVE LESSONS TO ADDRESS COMPREHENSIVE SEX ED REQUIREMENTS.

>> AGAIN, FINDING YOUR AGE SHE HER PRONOUNS AND THE UDL EDUCATOR FROM MOUNT BAKER PLANNED PARENTHOOD AND THE TEEN COUNCIL FACILITATOR, SO I OVERSEE, PULL BACK UP HERE TO THIS PROGRAM.

BASHAR LITTLE BIT MORE ABOUT HOW A PLANT PARENTHOOD IS INVOLVED IN WHAT TEEN COUNCIL IS SUPPOSED TO BE CURIOUS.

WALKING TEEN COUNCIL IS FUNDED THROUGH MOUNT YOUR CLINIC PARENTHOOD.

WE ARE A 501C3 NON-PROFIT ORGANIZATION AND OUR MISSION IS TO ENSURE EVERY INDIVIDUAL HAS THE KNOWLEDGE,

[02:45:03]

INHERENT HIS FOUNDING ALLOW A LOT TEEN COUNCIL TO PROVIDE UNBIASED, ACCURATE HEALTH EDUCATION AND HAS DETERMINED BY THE STATE STANDARDS AT NO COST.

JUST ILLUSTRATES.

UNDER YOUR HEAD, INHERITED FINANCIAL HOUSES, TEEN COUNCIL IN ORDER FOR US AS A PROGRAM TO HAVE ACCESS TO BED CURRICULUM, PROFESSOR OF HISTORY AT WAUKESHA COUNTY ALSO.

IF I WANT TO SEE THREE WHO DO NOT ENGAGE IN A POUR-OVER OR POLITICAL IDEOLOGIES IN THE CLASSROOM.

WALKING TEEN COUNCIL WILL ALSO DOES HAVE A HISTORICAL RELATIONSHIP WITH SCHOOL, AS WE PRESENTED BIRDVILLE HIGH SCHOOL CLASSES PREVIOUSLY, AO WALKING TEEN COUNCIL, MAINTAIN THAT, WITH PARTNERSHIP IT WITH AT SCHOOL ALL 2017 WHERE WE PRESENTED IN PETER TESTAMENTS CLASSROOM.

WE DID NOT RETURN DUE TO CONVINCE FROM COMMUNITY MEMBERS REGARDING WHAT CAN YOU HOSTELS CONNECTION WITH NOT BAKER PLANNED PARENTHOOD.

BUT THE TEEN COUNCIL WILL HAVE ALSO PRESENTED IN VIRGIL'S TO THE SAME CLUB IN THE FALL OF 2018 THROUGH [INAUDIBLE].

AS YOU PROBABLY ALL KNOW HUMMERS AND SEXUAL HEALTH EDUCATION DOES MAKE AN IMPACT IN THE COMMUNITY.

YOU'VE PROBABLY HEARD IT SAID THAT E395, WE PASSED BY THE LEGISLATURE IN WASHINGTON VOTERS IN 2020.

THIS WENT INTO EFFECT IN DECEMBER 3RD OF 2020, WHICH REQUIRES ALL PUBLIC SCHOOLS TO PROVIDE COMPREHENSIVE SEXUAL HEALTH EDUCATION FOR ALL STUDENTS BY 2022 DEGREES.

THIS FILL STATES THAT AREN'T SUSCEPTIBLE HALT CONSTRUCTION MUST BE CONSISTENT WITH HEALTH EDUCATION AND LEARNING STANDARDS WHICH PROVIDE A FRAMEWORK FOR THE COMPREHENSIVE IT IS DOCUMENTED CAN PROVISIONS OF THE LAW.

RENAL OUTCOMES ARE PROVIDED BY THIS GUY AS THE MOLD AND THEY DO NOT REPRESENT ANY REQUIRED FOR SOME INSTRUCTION.

INSTRUCTION MUST ALSO BE AGE APPROPRIATE THEN AND SCIENTIFICALLY ACCURATE, AS WELL AS INCLUSIVE OF ALL STUDENTS USING LANGUAGE AND STRATEGIES.

SEVEN MEN, ALL MEMBERS OF THE [INAUDIBLE] CLASSES.

>> [INAUDIBLE] SO REQUIRED TO BE IN UNIT FOUR, AND YOU'D LIKE TO HAVE TO HERE [INAUDIBLE], THE DEVELOPMENT OF INTRAPERSONAL AND INTERPERSONAL SKILLS TO COMMUNICATE EFFECTIVELY AND EFFECTIVE TO REDUCE PELVIS AND CHOOSE HEALTHY AND RELATIONSHIPS IS A [INAUDIBLE], AND FREEDOM, VIOLENCE FOR IN [INAUDIBLE].FOR CONSENT AND ARE BUSY AND REFINING, SAVE IT AND IT WENT VIRAL OR A RISK MANAGEMENT IS COMMUNITY STRATEGIES THAT INCLUDE [INAUDIBLE] OR WE DO WITH HIGHER TERM OR EDUCATION.

>> WE WOULD LIKE TO PROPOSE THE CLASSROOM PRESENTATION ON CONSENT BY WALKING TEEN COUNCIL IN CONJUNCTION WITH THE COMPREHENSIVE SEXUAL HEALTH EDUCATION INSTRUCTION IN FROM YOUR HIGH SCHOOL CLASSES.

WALKING TEEN COUNCIL THAT THEY PROVIDE US THREE WORKSHOPS TO ALL HIGH SCHOOL HEALTH VERSUS AND NOW THIS MOMENT WE ARE CURRENTLY PROVIDE PREPARED TO PROVIDE OUR CONSENT WORKSHOP YOU GETTING IN FALL OF 2023.

THIS LESSON PROVIDED BY WALKING TEEN COUNCIL LINES WITH WASHINGTON STATE NO STI STANDARDS AND IT'S ADOPTED FROM WASHINGTON STATE FLASH CURRICULUM TO MEET THE NEEDS OF OUR WALK HOME COMMUNITIES.

IF APPROVED BY THE SCHOOL BOARD, WALKING TEEN COUCIL WILL COMPLY WITH ALL REQUIREMENTS FOR SEXUAL HEALTH EDUCATION, INCLUDING A 30-DAY ANNULUS CENTERED FAMILIES PRIOR TO INSTRUCTION AND ALONG WITH HER FAMILY TO OPT OUT OF.

YOUR EDUCATION IS A BIG PART OF TEEN COUNCIL.

YOUR EDUCATION, WORKS IN HEARING HEALTH INFORMATION FROM APPEAR CONVEY A POSITIVE, CONSTANT ENVIRONMENT FOR STUDENTS STILL LEARN AND ASK QUESTIONS.

POST PARISH MISSION TO PROVIDE A VALUABLE PERSPECTIVE, AND HE REALLY ENCOURAGE YOUNG PEOPLE TO PARTICIPATE AND "DAVID EVANS, WHO PREVIOUSLY RAN OUT OF POWER AND UNDERSTANDING FOR SEXUAL EDUCATION PROGRAMS IN SCHOOLS, IS CURRENTLY RECEIVING A PHD AND IMPURE LET EDUCATION, AND HE SAYS HE'S FOUND WITH THEY CAN HELP CHANGE ATTITUDES AND TRANSFORM THE SOCIAL ENVIRONMENT".

HE EDUCATORS ARE PARTICULARLY WEALTH LIKE TO TALK ABOUT NON-TRADITIONAL DIGITAL ISSUES AND RELATIONSHIPS.

WE'D LIKE TO TELL YOU WHY THIS MATTERS TO US OR STUDENTS.

YOU CAN FIND ADDITIONAL SUPPORT FROM COMMUNITY MEMBERS AND STAFF IN THE PAGES OF THE PACKET AT THE END, SO I CAN SEE YOUR PAST, PRESENT IN AFRICA AND ALSO AN ACTIVE MEMBER OF TEEN COUNCIL.

I TALKED TO YOU OUT THE IMPORTANT INTEGRATING, BRINGING TEEN COUNCIL, THE PRINTED OUT.

TEEN COUNCIL IS EMBRACED ME BECAUSE I EVER SEEN EVER RECEIVED SEX EDUCATION AT BIRDVILLE DUE TO THE MATERIALITY DURING COVID? ENJOY TEEN COUNCIL NOT ONLY INDICATION THAT I EVER RECEIVED AND SO MUCH MORE, BUT I FELT SECURE AND I'M PROUD TO BE A FIRE INSURANCE AND OTHER YOUTH RECEIVE QUALITY EDUCATION.

TEEN COUNCIL IS RELEVANT TO BERNOULLI BECAUSE IT BRINGS US INTO COMMUNITY, QUALITY EDUCATION, TRUSTED RESOURCE, AND A NEW OPPORTUNITY FOR STUDENTS ABOUT HOW A PLATFORM OR AN EXTRACURRICULAR.

[02:50:05]

THIS YEAR ON DISTINCT MESSAGE WAS YOU BELONGS.

VOLUME WHICH WOULD THAT MEAN FOR STUDENTS ON THE OPPORTUNITIES THEY'RE ASKING FOR, WHAT THEY FIND IS THESE SPACES.

CAN I RELY ON ME TO SUPPORT TEEN COUNCIL TO ANY ACME FALL?

>> I AM ENCOURAGING YOU INVOLVES TWO HERE FOR NONMEDICAL AND NOW A MORE TEEN COUNCIL, I WORKED CLOSELY WITH PERMANENT AND NEW SHIP ASP AND ANONYMOUS PROJECT INTEGRATING TEEN COUNCIL HIGH SCHOOL.

I REALLY HOPE YOU BRIEFLY ABOUT THE IMPORTANCE OF ASSESSMENT AND WHY SHE TAUGHT AT SCHOOL.

SHE'S WONDERING BECAUSE I KNOW FIRSTHAND HOW A LOT OF INVESTMENTS, LIKE MY BEST FRIEND AND INFINITY.

CONSENT, IT IS AN ESSENTIAL SKILL THAT STUDENTS NEED TO LEARN.

IT REDUCES THE CHANCES OF SEXUAL ASSAULT, PROMOTES HEALTHY BOUNDARIES AND PROVIDES STUDENTS WITH THE COPYIST AND JUST IGNORE THEM AFTER ALL.

CONSENT DIRECTLY CORRELATES TO HOW COMFORTABLE THE STUDENTS FEEL IN THE SCHOOL SETTING, WHICH ULTIMATELY INCREASES THEIR SENSE OF BELONGING.

IT, THIS ONE'S A LITTLE LONGER THAN I STAND HERE TODAY ASKING YOU TO SHOW [INAUDIBLE] OUR LAW.

ARE YOU WILLING TO BACK DOORS AND SHOW US THE CURRENT KNOWLEDGE TO DO [INAUDIBLE]?

>> WE WILL BE ANSWERING QUESTIONS AT THIS TIME FROM THE BOARD.

>> I GUESS ONE QUESTION I WOULD HAVE ME IS THAT, WHAT THIS TEEN COUNCIL PROVIDE THAT ISN'T ALREADY BEING PROVIDED IN THE CLASSROOM?

>> THE BIGGEST OPPORTUNITY THAT I THINK THIS ADDS TO OUR CLASSROOM IS THAT THE PERIOD FOR YOUR EDUCATION ELEMENTS.

BECAUSE NOT ONLY DES PEER EDUCATORS PROVIDE MORE CLOSER AND CLOSER AND COMFORTABLE ENVIRONMENT FOR STUDENTS TO LEARN IN.

BUT ALSO AS PEER EDUCATORS, WE CAN INFER TEEN COUNCIL ADDS WHERE TEEN COUNCIL SHARES AROUND SCHOOL AND THEN STUDENTS KNOW THAT THEY CAN APPROACH ME IF THEY HAVE QUESTIONS THAT THEY WOULD BE AFRAID TO ASK IN THE CLASSROOM.

WE ALSO DO JUST ONE-ON-ONE EDUCATION FOR STUDENTS TO KNOW THAT WE ARE A RESOURCE.

AS WELL AS BRINGING THIS TO PHARYNGEAL WOULD OPEN THIS DOOR TO MANY MORE PHARYNGEALS TO USE.

CURRENTLY, MOST MEMBERS OF TEEN COUNCIL ARE FROM DILLINGHAM SCHOOL DISTRICT.

THIS PAST YEAR WAS ALL BUT ME AND IT'S COMING OFF OF PROCURING IT AND IT CAN BE WORTH ACCESSING ANY FURTHER CLASSROOMS, THEN I KNOW THIS WOULD BE SOMETHING THAT FINANCE STUDENTS ARE INTERESTED IN, BUT THEY JUST AREN'T AWARE THAT AS AN OPPORTUNITY AS THEY NEVER SEE US IN THE CLASSROOM.

>> AN ADDITIONAL ASPECT FOR YOUR STUDENTS WHO COULD POTENTIALLY USE YOUR PROGRESS ON TEEN COUNCIL IS THAT WE OFFER VOLUNTEER HOURS.

THEY'RE EARNING VOLUNTEER HOURS RIGHT NOW.

BEING HERE AS MEANING IT'S A GREAT PROFESSIONAL DEVELOPMENT OPPORTUNITY FOR THAT AS YOUNG PEOPLE TO DEVELOP PUBLIC SPEAKING SKILLS, PROBLEM-SOLVING WITH THEIR PEERS, WORKING WITH SCHOOL DISTRICTS, HOW BIG TO GET IT INTO THE CURRICULUM.

SKILLS THAT ARE NOT NECESSARILY OFFERED TO STUDENTS THROUGHOUT ALL PROGRAMS. IT'S A VERY COMPREHENSIVE PROGRAM.

I'LL ASK THE ENTIRE SCHOOL YEAR WHICH IF YOU'RE NOT GRADUATING, THEY ALSO HAVE THE OPPORTUNITY TO RETURN.

AS I WAS MENTIONING, BRINGING TEEN COUNCIL TO FERNDALE WHERE THEY'LL BE VISIBLE, TRUSTED PEOPLE, TRUSTED TEAM IN THIS COMMUNITY, THAT CAN PROVIDE RESOURCES THAT WILL ALSO HELP PROVIDE OPPORTUNITIES TO OTHER TEENS WHO MAYBE NEED A SPACE LIKE THIS THAT DOESN'T EXIST FOR THEM CURRENTLY.

ALSO, TO GET THOSE SKILLS FOR WHATEVER COMES FROM HIS HIGH SCHOOL FOR THAT AS WELL.

>> YOU SAID THROUGHOUT HERE THAT THE CURRICULUM ALONG WITH OSDI, THERE'S NOTHING DIFFERENT IN THIS CURRICULUM THAT ISN'T ALREADY IN THE OSDI, IS THAT CORRECT?

>> THAT'S CORRECT. THE MAIN DIFFERENCE WILL BE THAT HERE, YOUR EDUCATION UP BEING PROVIDED COMPARED TO BEING TAUGHT BY A TEACHER, WHICH OF COURSE SILICON CREATE GREAT RELATIONSHIP THROUGHOUT THE SCHOOL AND THE STRUCTURE AND PARTICULARLY IN A WAY TO ENGAGE THE STUDENTS.

IT IS HOW IT IS REBOUND TO CREATE ACTIVITIES THAT ARE ENGAGING AND GUIDE STUDENTS IN THE CLASSROOM GETTING DISCUSSIONS HAPPENING BETWEEN THEM.

AS THE STUDENTS MENTIONING EARLIER HAVING SOME SCENARIO DISCUSSION IS A BIG PART OF THE CONSENT TO THE STUDENTS AS WELL, SO THEY CAN DEVELOP SOME OF THOSE COMMUNICATION SKILLS OR CURRENTLY FOR POST HIGH SCHOOL AS WELL.

IT IS SLASH IS WITH THE TEEN COUNCIL SPENT TO HELP REALLY ACCURATE YOUR EDUCATION.

>> YOU MENTIONED IN HERE THAT TEEN COUNCIL IS PART OF US, THAT IN 2017 GOES THROUGH THE COMMUNITY CONCERN TO PLAN PARENTHOOD.

WHETHER REGARDLESS OF PEOPLE'S OPINION AND PARENTHOOD DOES COME AS CONTROVERSY.

WE CERTAINLY WANT TO REPRESENT THE COMMUNITY AS WELL.

[02:55:06]

THAT IF THEY PULL THEIR KIDS OUT OF CLASSES BECAUSE OF THAT INVOLVEMENT, THERE MAYBE LESS KIDS LEARNING ABOUT IT.

I GUESS THE QUESTION I'M GOING TO GO BOTH DIRECTIONS HERE BECAUSE I'VE GOT BOTH RESOURCES.

IS THIS A PROGRAM THAT COULD BE INSTITUTED WITHIN OUR OWN SCHOOL DISTRICT WITHOUT BEING COUNCIL'S INVOLVEMENT?

>> THAT'S A GREAT QUESTION. THANK YOU DR. ERICKSON.

WHAT I WOULD SAY TO THAT IS SURE, YOU COULD.

I THINK THE BENEFIT TO YOU ALL, AS PROVIDING THIS FREE EDUCATION IS THAT IT'S ALREADY AN ESTABLISHED PROGRAM.

TEEN COUNCIL EXISTED IN WASHINGTON STATE SINCE THE 1980S.

THIS PROGRAM IN OAKLAND COUNTY HAS SERVED OUR DIFFERENT WALKING IN PUBLIC SCHOOLS FOR MANY YEARS.

WE HAVE ESTABLISHED RELATIONSHIPS NOW IN NOTTINGHAM SCHOOL DISTRICT WITH MOUNT BAKER AS WELL.

WHILE WE'RE LOOKING AT MOUNT BAKER IS NEW, IT IS SOMETHING THAT HAS BEEN REALLY FRUITFUL FOR THE STUDENTS.

OF COURSE, ANYWHERE YOU GO, I UNDERSTAND THAT AREA IS DIFFERENT OPINIONS OR COME OVER HERE HAS A NAME. THAT'S CONSTANTLY WORK.

>> TO ADD TO THAT, WHILE IT IS TOTALLY POSSIBLE TO CREATE OUR OWN FORM OF TEEN COUNCIL WITH IN FRONT.

NOW, AS FAR AS THIS IS NOT A VERY COMMON COMMERCIAL, IS NOW CURRENTLY ONE OF THE DOULAS AND THAT PROGRAM ISN'T GOING TO SURVIVE PAST A COUPLE OF YEARS.

WHY WOULD WE PASS THE OPPORTUNITY FOR FREE EDUCATION THAT IS ALREADY SOLID WHEN WE HAD IT RIGHT THEN.

>> HOW MANY HOURS OF TRAINING DO YOU GET BEFORE YOU CAN PRESENT AS A TEEN COUNCIL MEMBER?

>> FIRST, WE HAVE AN INTENSIVE HOURS IN RETREAT IN AUGUST AT THE SCLERA, WHICH IS THAT TEEN BUILD THING.

THEN FOLLOWING THAT, YOU HAVE WEEKLY MEETINGS THAT ARE TWO-AND-A-HALF HOURS LONG.

THAT'S FROM THE END OF SUMMER UP UNTIL OUR FIRST PRESENTATION TO OTHER SCHOOLS, WHICH EMMA CAN TELL YOU EXACTLY WHERE THOSE ARE.

>> THIS YEAR THIS DECEMBER I WAS THE ONE INVITED INTO HIGH SCHOOLS.

THEY'RE BATTLING AT SCHOOL DISTRICT.

THEY ALSO RECEIVE TO ANYWHERE FROM SIX TO EIGHT HOURS DEPENDING ON THE NEEDS OF THEIR GROUP, WEEKEND TRAINING IS IN THE FALL AS WELL.

BY THE TIME THAT STUDENTS ARE IN THEIR CLASSROOM, THEY'VE RECEIVED ABOUT 50 HOURS OF TRAINING.

ANYBODY IS ALLOWED TO ATTEND MEETINGS AND OVER THE RETREAT.

>> YOU SAID YOU STARTED THIS DECEMBER BEFORE YOU WERE INVITED IN AND YOU STARTED IT.

>> THAT'S JUST MORE OF THE POWER AND HOW CLASSES.

IT'S BEEN MAYBE ABLE TO SPEAK OUT MORE OF WHAT I OBSERVED IN BELLINGHAM PUBLIC SCHOOLS IS THAT BECAUSE OF THE NATURE OF MEETING THE 30-DAY NOTICE.

>> IN THOSE 30-DAY NOTICES IS THERE SPECIFICALLY STATED THE TEEN COUNCIL WILL BE PART OF IT?

>> IT IS FOR PERMANENT HOME SCHOOL BECAUSE WE HAVE A PARTNERSHIPS WITH ALL PUBLIC SCHOOLS.

IT IS EXPLICITLY STATED THAT WE WOULD BE HAPPY TO DO THE SAME AS WELL.

>> IT SAYS HERE, YOU TYPICALLY PROVIDED THREE WORKSHOPS.

IS IT POSSIBLE FOR US TO SIT THROUGH ONE OF THOSE WORKSHOPS?

>> THAT'S A GREAT QUESTION. AT THIS POINT IN THIS SCHOOL YEAR, WE ARE ACTIVELY REPRESENTING.

RIGHT NOW AT SEATTLE AND BIRMIGHAM HIGH SCHOOL, HOWEVER, THAT WOULD BE SOMETHING BECAUSE I'M NOT A MEMBER OF THE SCHOOL DISTRICT AND I'M NOT SURE EXACTLY HOW THEY ARE ALL WORKING.

COUNCIL MEMBERS ARE VOLUNTEERS WITH THE BONY OLD SCHOOL.

THAT'S HOW WE GO THROUGH TODAY PROCESS OF BEING VOLUNTEERS.

THE SCHOOL DISTRICT IN TERMS OF IF YOU LIKE TO SEE THE CURRICULUM, ABSOLUTELY I WOULD LOVE TO SEND THAT TO EVERYONE IS AVAILABLE.

ANOTHER EVENT HAS BEEN ADDRESSED.

WE'LL HAVE THROUGHOUT MEETING SAYING IS THE AVAILABILITY OF THE CURRICULUM AND WHAT WE'RE ABLE TO DO DO BECAUSE THE TERMS THAT ARE USED BY THE HOUSE NUMBERS ARE NOT THE FLASH LESSONS.

EXACTLY THAT WE AREN'T ABLE TO POST THOSE FREELY.

THERE ARE AVAILABLE ON YOUR PUBLIC SCHOOL SITE FOR FAMILIES AS WELL AS DEPARTMENTS THAT ARE PROVIDED AND LINKS TO RESOURCES.

>> I HAVE ANOTHER QUESTION AND I UNDERSTAND THE IDEA IS THAT TEEN COUNCIL HELP THE KIDS FLORIDA.

BUT WHEN IT COMES TO, ACTUAL KNOWLEDGE AND RELATIONSHIPS, IS THAT MOVEMENT IN THAT OLDER PEOPLE MOVED TO THIS RECEPTOR RELATIONSHIP.

I ASKED YOU A BETTER PERSPECTIVE AND THE MORE KNOWLEDGE, QUITE FRANKLY, JUST ANSWER IF YOU WILL.

WHETHER IT IS ADVISABLE HONESTLY TO HAVE PEER TO PEER EDUCATION VERSUS EDUCATION WITH ADULTS.

[03:00:03]

SHE SAID IT CAME FROM THIS.

>> THANK YOU VERY MUCH JUDY. I'LL ADDRESS THE FIRST PART, WHICH IS THAT, SURE FOLKS MAY HAVE A DIFFERENCE OF OPINION IN TERMS OF THE KNOWLEDGE THAT TEENS CAN HAVE.

I CAN SPEAK FROM EXPERIENCE WITH WORKING WITH 17 TEENAGERS OVER THIS LAYER THAT NO ONE KNOWS BETTER WOULD LIKE TO BE A TEENAGER THAN TEENAGERS.

EVEN ADULTS WHO WEREN'T WHATEVER TEENAGERS ARE RESOLVED RELATIONSHIP TO THE TEENAGER CAN'T SPEAK TO THE EXPERIENCE OF WHAT IT IS TO BE A TEENAGER TODAY 2023.

I JUST ASKED THE STUDENTS THAT I HOPE WE'LL HAVE DEVELOPED A GREAT RELATIONSHIP WITH MANY OF THEM WHO REALLY, BECAUSE TEEN COUNCIL, HAS BEEN A VERY SELECTIVE AND ALSO VERY COMPETITIVE PROGRAMS TO GET INTO IN PUBLIC SCHOOLS HAD SELF-SELECTING GROUP OF YOUNG PEOPLE WHO HAVE VERY EMPATHETIC, COMPASSIONATE, AND WISE UNDERSTANDING OF HUMAN RELATIONSHIPS, WHICH IS ALSO DEVELOP THROUGH THEIR WORK TOGETHER AS A GROUP.

AS FOR THE SECOND HALF OF YOUR QUESTION, IF THERE ARE ANY LEGAL TROUBLES, THERE WOULDN'T BE ANY CONCERNS AT THE AGE OF CONSENT AND LAW AROUND.

HE SAID OUR VERTICAL WASHINGTON STATE STANDARDS TO BE TAUGHT IN HIGH SCHOOL.

WERE ACTUALLY THE MOST HIGH SCHOOL CLASSES TEND TO SERVE FRESH IN YOUR STUDENTS SO THAT STUDENTS OF ANY AGE WITHIN THE FIRST CLASSES REQUIRED TO DO EDUCATIONAL PROGRAMS THEY'RE ACTUALLY IN WASHINGTON STATE.

WELL, LET ME DO THAT FIRST AT COLLECTIVELY IS 16.

THERE ARE ALSO AGES PROCEEDS WERE CLOSE IN AGE BETWEEN THE AGES OF 14 AND 18.

THOSE ARE ALL COVERED AND THEY'RE NOT GIVING ADVICE.

THAT'S ACTUALLY THE PEER TEEN COUNCIL IS THAT WE'RE NOT HERE TO TELL PEOPLE WHAT TO DO.

RATHER GIVE PEOPLE THE FACTUAL LEGAL INFORMATION SO THAT THEY CAN TALK WITH THEIR TRUSTED PEOPLE AND MAKE THE BEST CHOICES FOR THAT AS WELL.

THEY'RE NOT GETTING ANY RELATION TO THE CLASSROOM RATHER, GIVING FACTUAL LEGAL ANSWER AS WHAT IS THE AGE OF CONSENT AND WHAT WOULD THAT LOOK LIKE SO THAT YOU CAN GO AND TALK TO THEIR PEOPLE AT HOME AND SAY, WELL, THIS IS WHAT I HEARD.

WHAT DOES THAT MEAN FOR ME AS A YOUNG PERSON WHO MAYBE GETTING INTO A RELATIONSHIP FOR THE FIRST TIME.

THEY HAD TO GO HOME AND HAVE THOSE CONVERSATIONS WITH THEIR TRUSTED ADULTS.

>> DO YOU GUYS RECEIVE TRAUMA-INFORMED CARE TRAINING AT ALL?

>> TRAUMA-INFORMED CARE IS A BIG PART OF OUR WORK HERE [INAUDIBLE] COME HERE, I HEADED.

EVERYTHING THAT TEAM-COUNCIL WOULD PROVIDE US THIS THROUGH A LENS, ESPECIALLY AROUND TO TALKING ABOUT CONSENT.

IT'S REALLY IMPORTANT THAT WE'RE HAVING THOSE WAYS.

TYPICALLY, NOT THE FIRST PRESENTATION WE PROVIDED CAPACITORS WELL ESTABLISHED AND TRUSTED IN THE STUDENTS AND THE ANTI-CAUSAL, WE COULD CREATE A SAFER ENVIRONMENT FOR STUDENTS TO HAVE CONVERSATIONS AROUND, IS THAT THAT MAY BE SENSITIVE OR NOT TRAUMA.

AND THEN ARE YOU GOING TO MANDATORY REPORTERS AND I MANAGED REMEMBER BORDER AS THEY ASK YOURS OR NOT.

BUT ANYTHING THAT WOULD HAPPEN IN THE CLASSROOM.

EMILY PIERRE TO OBSERVE AND RECORD.

AS WELL AS THE HEALTH TEACHER IS POPULAR IN WHO THEY ARE.

BUT THE POINT WAS THAT YOU'RE HERE SO THAT THE STUDENT HAS TO REACH OUT TO YOU.

SO ARE WE GOING TO BE ABLE TO ASSIST YOU DURING CLASS, LIKE IN BETWEEN CLASSES? THE WAY I SEE MORE AND MORE SO AT SCHOOLS GOT THAT PROGRAM IS ESTABLISHED WITHIN THE CULTURE VALUE YET, BUT I HOPE WOULD HAPPEN HERE IF YOU WERE ABLE TO ACCESS IT.

YEAH, YOUR FRIENDS CAN SEE THAT YOU ARE RATHER THAN A TRUSTED ADULT, MORE LIKE A TRUSTED FRIEND, EVEN IF YOU'RE NOT CLOSE FRIENDS WITH SOMEBODY, THEY KNOW THAT THEY HAVE THE KNOWLEDGE AND THEY MIGHT BE ABLE TO HELP YOU WITH A CERTAIN SITUATION OR SEVEN QUESTIONS YOU HAVE.

AND SO AS I KNOW THAT IF I BUY CONCERN ANY QUESTIONS, IF YOU HAVE THE KNOWLEDGE TO KNOW WHAT IS LEGAL AND NOT LETHAL AND WHAT MIGHT BE MORE CONCERNING FOR THOSE REASONS.

SO IN SOMETHING LIKE THAT AND WE CAN BRING IT TO US.

SHE COULD TELL US.

I KNOW I PERSONALLY HAD A SITUATION WHERE I WASN'T SURE IF IT'S CIVIL CASE.

SO I BROUGHT OUT AND THEN AS SHE WAS ABLE TO ADVISE ME FROM THERE, I HAD THE BENEFIT OF THE TEAM IS NOT PAINTING OVER BORDERS, IS THAT NOT EVERY TEAM WANTS TO REPORT.

AND SOMETIMES THAT MAKES ADULTS WHO ARE MANDATORY REPORTERS NOT AS SAFE PEOPLE FOR PEOPLE WHO JUST NEED SOMEONE TO TALK TO.

AND SO IN THAT SENSE, IT CAN BE A GREAT BENEFIT TO STUDENTS TO HAVE SOMEONE WHO HAS TRAUMA-INFORMED TRAINING, WHO KNOWS THE LEGALITY OF CONSENT LAWS IN OUR STATE, BUT ISN'T REQUIRED BY LAW TO REPORT TO LAW ENFORCEMENT.

THAT CAN BE A GREAT BENEFIT FOR STUDENTS WHO JUST DIDN'T WORK.

WHAT TYPE OF SUPPORT IN THE TEAM COUNCIL PEARCE GET FOR DEALING WITH SOME OF THOSE SOME OF THOSE CONVERSATIONS CAN BE VERY, VERY DIFFICULT AND THEY DON'T WANT TO BREAK TRUST.

THAT'S A LOT FOR THEM TO SHOULDER.

[03:05:03]

THEY'RE NOT THERE TO TELL PEOPLE WHAT TO DO.

OF COURSE, THEY'RE NOT GETTING LEGAL ADVICE, SO NOT COUNSELING PEOPLE THAT WAY.

WE TALKED QUITE A BIT ABOUT REFERRING PEOPLE TO TRUSTED ADULTS THROUGHOUT ALL OF OUR LESSONS AND ALSO IN OUR WEEKLY MEETINGS.

ONE RITUAL WE DO AS A GROUP IS AN ACTIVITY CALLED INTERRUPTING MOMENTS, WHERE WE CAN MEETINGS, TIME TO GET THOUGHTS OR ADVICE OR COMFORT FROM PEERS WITHIN OUR TEAM GREW ABOUT ME.

SOME OF THOSE HARD THINGS, THEY DIDN'T COME DRUG WEEK.

BUT YOU STILL HAVE ENOUGH DISCLOSE ANY SPECIFICS OF WHAT THEY WERE TOLD TO EAT.

AND HE TRUSTED ME KNOWING THEIR EARS.

BUT TO GET SUBURBAN PEOPLE WHO KNOW WHAT THAT'S LIKE TO BE, THAT TRUSTED PERSON FOR THEIR PEERS AND JUST SAY, OK, SOUNDS REALLY HARD IT AGAIN, I KNOW THAT'S LIKE AND THERE'S SOME LEVEL OF THAT I WILL SAY IS OFTEN NOT THEIR HISTORY OR LICENSED COUNSELOR.

I LIKE TO THINK OF MYSELF AS A TRUSTED AT ALL OF THESE TEAMS IF THEY CHOOSE ME TO BE A TRUSTED AT ALL AND GO BACK AND SUPPORT THEM IN THAT WAY POSSIBLE WITH AD, WITH LAG.

ALSO THE CORRECT MANNER TO THEIR OWN PEOPLE VOTE, I'LL SAY PARENTS, FAITH LEADERS.

THERE ARE ANOTHER COUPLE OF QUESTIONS.

SO IF A TEEN COUNCIL FOR SO LET'S PUT THAT DOWN.

THERE'S THREE THEY GO AND THEY CAN WITHDRAW AT ANY TIME.

AND THEN YANA ASK ABOUT SEEING A PRESENTATION HERE AND THERE'S NOT AS MANY AS PRESENTATIONS LEFT.

AND SPIRIT, WE'RE WILLING TO GIVE A PRESENTATION TO ANY OF US WHO WANTED TO ATTEND.

AND ANYBODY LIKE YOUNG PEOPLE THAT ADOPT IN LATIN YEAH, I THINK THAT'S A GREAT IDEA AND I THINK THAT'S A GREAT WAY FOR US TO SHOW YOU EXACTLY WHAT OUR LESSON LOOKS LIKE.

AND IF WE JUST SET A TIME WHERE YOU'VE ASKED ME BE THE STUDENTS AND THEN ANY HIS SHOW YOU THE LESSON ASKED ME WE'RE PRESENTING IT TO YOUR CLASS.

IF THAT'S KIND OF WHAT YOUR KNEE YEAH.

YEAH. YEAH.

ANY OTHER QUESTIONS? AS FAR AS DISCUSSION? OKAY.

SO WHAT YOU'RE TALKING ABOUT IS VERY SIMILAR TO YOU IN AN ONLINE COURSE OR RATHER LENGTHY OR THAT I HAD TO TAKE WHEN HE ENROLLED AT WESTERN SEXUAL HARASSMENT.

AND IS THERE ANY CREDIT THAT PEOPLE COULD GET IT FOR SEXUAL HARASSMENT TRAINING FOR GOING THROUGH THIS BECAUSE HE IS ESSENTIALLY TOUCHING ON TOPICS THAT ARE COVERED IN THAT.

SO THIS COULD BE ACCOMPANIED WITH OTHER HEALTH CLASSES, THE PROPOSAL, DEVELOPMENT, HOME-SCHOOL, SO THEY'RE RECEIVING CLASSROOM CREDIT FOR ATTENDING THOSE LESSONS.

THERE ARE SUPPLEMENTARY OPTIONAL LESSONS OR HOMEWORK ASSIGNMENT, EXCUSE ME, BACK-UP UNIT.

IF THE HEALTH TEACHER HAS DECIDED THAT THAT WAS A WAY TO PAY YOU TO ADDRESS THE LEARNING OUTCOMES FOR THE STUDE [INAUDIBLE] [INAUDIBLE] [INAUDIBLE] NTS.

IN TERMS OF GETTING A TRAINING CREDIT AS POSSIBLE THING WE HAVE LEFT THIS TIME, BUT NOT TO SAY THAT THAT COULD NOT BE ARRANGED.

I WILL SAY THAT IT WOULD NOT BE AS VIGOROUS AS WHAT WOULD BE REQUIRED TO UNDERGO THAT TRAINING.

I GRADUATED FROM THERE, MY MASTERS IN PUBLIC HEALTH.

SO I WOULDN'T SAY THAT IT'S I WOULD SAY SIMILAR SENTENCE BUT MORE PEER-TO-PEER RELATIONSHIP TALKING RATHER THAN AN INTENSIVE TRAINING LOSS OUTFLOW HARASSMENT.

THAT THAT PARTICULAR TRAINING.

OTHER TIMES WHEN A GREAT DEAL ABOUT CONSENT, COERCION, ALL THE OTHER ASPECTS OF THE RELATIONSHIPS THAT MIGHT LEAD YOU TO MAKING A BAD DECISION.

THIS EVEN BETTER THAN THAT.

SO THAT'S ONE OPTION PROVIDED BY WESTERN, WHICH I'M SURE THERE ARE MANY OPTIONS FOR THE SCHOOL DISTRICT COMPANIES THAT ARE PAYING THAT AS WELL.

ALL MY BACK AGAIN TO THE PURIFICATION.

IN MY PERSONAL EXPERIENCE, I THINK THAT TRAINING ONLINE AS A REQUIREMENT BY THE SCHOOL UNDER THEIR LEGISLATION, IT DIDN'T FEEL LIKE I WAS GETTING COMPASSIONATE, THOUGHTFUL, UNDERSTANDING EDUCATION FROM MY PERSONAL EXPERIENCE, OF COURSE, NOBODY WANTS TO BE DIFFERENT COMPARED TO, YOU'LL SEE IN YOUR POCKET OF OLDER SUBMIT ADDITIONAL COLUMNS FROM ANONYMOUS STUDENTS WHO HAVE GONE THROUGH HER CONSENT TRAINING IN PARTICULAR.

AND YOU'VE RECEIVED THOUSANDS MORE OVER THE YEARS THAT THIS IS ONE

[03:10:01]

YOU LIVE IN A STATE THAT COMMERCE.

SECOND ONE, THE DIFFUSION WILL REQUIRE THEM TO HAVE THAT.

SO IT DOESN'T HAVE TO BE MORE MBA AND MANY OF THOSE THINGS CAN BUILD UPON EACH OTHER TO HER LIFELONG LEARNING.

[INAUDIBLE] AS I MENTIONED, A LIFELONG LEARNING PROCESS.

YOU DON'T LEARN ALL BOSS AND SAY YOU'RE AN EXPERT ON HOW GREAT HE WANTED TO LEARN ABOUT TIME.

SO SOMETIMES BEING AROUND OLDER PEOPLE OR THOSE DIFFERENT MODES OF EDUCATION CAN BE HELPFUL FOR DIFFERENT LEARNERS.

OKAY. [INAUDIBLE] ANY OTHER QUESTIONS? I'M ASKING HER LIFE TO GET THOSE EXCITED EDUCATION PORTION.

I THINK THAT'S A GREAT OPPORTUNITY FOR REGRESSION.

[INAUDIBLE] AND I HOPE THAT YOU AS A SCHOOL BOARD AND COMMUNITY, THAT YOU'RE IN THIS AN OPEN MIND AND THINK ABOUT WHAT THE STUDENTS ARE LEARNING, IN YOUR OPINION IS ABOUT WHAT IS THE ACETYL GROUP ABOUT THE EDUCATION AND PEER TO PEER LEARNING OPPORTUNITY.

SO AS I SAID, WE'RE NOT ANNOUNCING ANY VOTE TONIGHT.

WE'RE GETTING INFORMATION.

WANTED TO SEE WHAT JUST A WHAT INFORMATION, YOU KNOW, WHAT THIS LOOKS LIKE IS ASTHMA.WHA [INAUDIBLE] [INAUDIBLE] [INAUDIBLE] T INFORMATION DOES IS WORTHY TO IN ORDER TO HER HAIR.

AND I KNOW THE INFORMATION PROVIDED.

[INAUDIBLE] THERE IS INFORMATION ON THE COUNCIL ONLINE.

IS THERE EVERY INFORMATION THAT THE GROUP NEEDS IN ORDER TO HELP [INAUDIBLE] MAKE THAT DECISION? I WOULD LIKE TO HAVE A CLASS.

ALL OF MY OTHER BOARD MEMBERS AND I GUESS MAYBE WE CAN TALK ABOUT IF WE OPEN IT UP HERE MULTIPLE REPORTER KNOWS MORE THAN TWO MEMBERS CONDUCT HAS TO BE UP.

[INAUDIBLE] PROBABLY BE WE HAVE TO ANNOUNCE NORMATIVELY.

[INAUDIBLE] DR. X AND I HAVE IT AS HIS CARDS WITH ME, INFORMATION AND I CAN [INAUDIBLE] THAT.OKAY.

SO OPENING AND OTHER PEOPLE JUST SAY, OKAY, YEAH.

YEAH. DEPENDING ON WHAT WE HAVE AS FAR AS I MEAN, WE [INAUDIBLE] COULDN'T NELSON IS IF WE [INAUDIBLE] HAVE THREE OR FOUR TIMES AND WE GOT TO GO STUDY SESSION.

[INAUDIBLE] OKAY, IT WILL MAKE YOUR IMAGE, LADIES.

THANK YOU FOR YOUR TIME.

OKAY.

>> THAT BRINJMGS US ON TO THE CONSENT ORIGINS OF THE AGENDA.

[9. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]

ALL THAT INFORMATION IS AVAILABLE ON DOCS HAVE TO DO MY MONTHLY PROBLEM OVER HERE, SO I GET MY ROLES IN CHAT OR WHATEVER [OVERLAPPING].

ANYWAY, WE'VE GOT THOSE INFORMATION SO THIS TIME, THE CHAIR WILL ENTERTAIN A MOTION OR DISCUSSION ON THE CONSENT AGENDA.

IT HAS BEEN MOVED TO ADOPT THE CONSENT AGENDA'S BOTH SUPERINTENDENT AND BOARD CONSENT AGENDA AS PRESENTED HERE IN A PART OF THE MINUTES.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.

>> AYE.

>> PROPOSE. CONSENT AGENDAS PASSED.

THAT TAKES US ONTO ITEM 11.01 WHICH SHE IS ELECTED

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

>> [INAUDIBLE]

>> MELINDA.

>> I DON'T HAVE TO KNOW ANYTHING BUT I WOULD PUT THE END OF YOUR EVENTS FOR SUCH.

THIS IS DEFINITELY THE TIME OF YEAR WHERE IT FEELS LIKE HOW I I'M GOING TO FIT EVERYTHING IN ANY EATING STUFF.

[03:15:03]

SO THANK YOU FOR DOING THAT.

THIS IS MINE AND I WASN'T ABLE TO WORK TO ME.

I APPRECIATE YOU HELPING YOU DO THAT.

AS ALWAYS, SIGNAGE. SEE. THERE'S ALWAYS JUST TALKING ABOUT EXTREMELY VIOLENT AND SHARING OF INFORMATION.

AND I DON'T AGREE WITH THE MAC LAYER AND THE MAN.

CHRIS, HE WAS SPEAKING TO A KUDOS AND RECOGNITION TO THE TITLE OF THE WORK THAT THEY'RE DOING.

IT AS ONE COMMUNITY TO KNOW THAT YOU'RE IN VERY GOOD HANDS WITH THOSE PEOPLE.

AND I DO MY THANKS ON BEHALF OF THE ORIGIN IN YOUR WORK THAT THEY DO AS WELL.

I WILL JUST ECHO MELINDA IS WORDS OF THE END OF YEAR TWO EVENTS.

ONE THING THAT REALLY STOOD OUT TO ME IN INTERVIEWING STUDENTS TODAY, AND GARY WAS MENTIONING ABOUT CONNECTIONS AND THE CONNECTING AS FAR AS WHEN PEOPLE ARE FEELING ARE BECOMING HARD TO CONNECT IT.

AT THE END OF YOUR NTC.

SOME OF THOSE CONNECTIONS, WHETHER IT'S A SENIOR AT NIGHT SCENE RECOGNITION OR SCHOLARSHIP OR WHATEVER, WE'RE CALLING IT NOW, GO BACK TO MY OLD DAYS.

WHEN IT WASN'T LIKE I WAS IN HIGH SCHOOL.

IT WAS GREAT TO SEE THE CONNECTIONS BETWEEN THE STUDENTS AND THE TEACHERS AND JUST THE SUPPORT AFTER THEY HAD FOR EACH OTHER.

SIMILARLY, THE CAMARADERIE BETWEEN SCENES AND DIFFERENT ONES AND HOW THEY ENCOURAGE EACH OTHER.

YOU KNOW, WE UNFORTUNATELY SEE ALL TOO OFTEN USE THE, IT'S ON THOSE CASES WHERE STUDENTS CAN ACTUALLY DIDN'T FEEL PART OF THEIR, THEIR SCHOOL ENVIRONMENT.

AND SO THEY BROUGHT IT HAD AN ERROR AND CONNECTED IN BAD WAYS.

YOU KNOW, ALL THE, ALL THE WAR DID MAKE SOME CONNECTIONS OF STAMPS, POSSIBLE CONNECTIONS WITH THE STUDENTS.

ONE CARING ADULT WHEN THE HEARING FRIEND MAKES IT SO EXCITING TO SEE.

THAT'S WHAT I GOT. SO THAT BRINGS US ON TO ITEM 12.01,

[12. MEETING EVALUATION SURVEY]

I THINK THAT MEETING WAS DEFINITELY THE TIME YOU SPENT ON THAT APP IS COMPLEMENTING DASHES ON TIME, HAVING A LOT OF CIRCLES.

AND, YOU KNOW, YOU TALK ABOUT THE WELL-INTENTIONED WAS JUST GOING REALLY SLOWLY, GET TO A POINT THAT I DON'T KNOW IF IT WAS WHATEVER WAS IN THE FUTURE, WE SHOULD JUST GET TO THE POINT AND MOVE ON.

I THINK A LOT OF TIME INVESTIGATING THREE AND GOES BACK MUCH TIME ON SOMETHING LIKE BATHROOM KIND OF BRUSHES.

I'M GOING TO HAPPEN IN DECEMBER.

SO, YOU KNOW, THAT'S JUST TRYING TO ENSURE THAT WE ARE DOING MEMBER HAS TO APPRECIATE EVERYONE'S TIME.

YOU'RE FALLING. I'D ALSO LIKE TO MENTION THAT WE JUST PUT IT IN THE MOMENT AND WE DIDN'T GET TO THE HALL ON ANYTHING.

BUT I THINK THE MEETING WAS UPGRADED.

ONE WE GO I KNOW THAT A LOT OF QUESTIONS I THINK IS GOING TO BE MORE CONSIDERATE OF EACH OTHER AND WE'RE ALL MOVING BROADLY FOR ALL HERE.

[03:20:03]

YOU STILL CAN'T DO THIS EVEN THOUGH MY ROUTINE, THEY'LL KEEP ON BEING HARASSED.

FROM PUBLIC HEALTH.

REMEMBER, WHEN WE HAVE OUR ACTION ITEM OR WHENEVER WE COULD DURING THIS LEARNING PERIOD.

THAT ONCE THAT TOO. YEAH, THIS IS BETTER.

OKAY. WELL, WITH ALL THAT SAID, I'M HAPPY TO ANNOUNCE THAT WE ARE WRITING DOWN ITEM 13, WHICH DISEASE GERMAN.

AND SO THIS POINT AND THE OTHER ONE, CLEARLY BEING IN GERMANY

* This transcript was compiled from uncorrected Closed Captioning.