[1. CONVENE]
[00:00:07]
>> GOOD AFTERNOON, AND WELCOME TO THE FERNDALE SCHOOL BOARD STUDY SESSION.
THIS AFTERNOON, WE'RE GOING TO BE TALKING ABOUT OUR MISSION STATEMENT, AND SO WELCOME EVERYONE TO THE MEETING.
WE'LL START THIS AFTERNOON WITH RECITING THE PLEDGE OF ALLEGIANCE.
NEXT WE'LL HAVE THE LAND ACKNOWLEDGMENT.
>> WE, THE FERNDALE SCHOOL DISTRICT ACKNOWLEDGE.
WE ARE RESIDING ON THE TRADITIONAL ANCESTRAL AND UNSEATED TERRITORY OF THE LUMI PEOPLE.
THE LUMI 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 WATERWAYS AND ON THE TRADITIONAL ANCESTRAL AND UNSEATED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE.
WE HONOR THEIR ANCESTORS AS WE ACKNOWLEDGE THE PAST, PRESENT, AND FUTURE LUMI PEOPLE AS THE ORIGINAL INHABITANTS OF THIS LAND.
>> THANK YOU, GABBY. WITH THAT,
[2. MATTERS FOR BOARD DISCUSSION]
I'LL GO AHEAD AND TURN IT OVER TO CHRISTIE, AND DR. CAMPBELL WILL BE JOINING US AS WE WORK ON DEVELOPING THE MISSION STATEMENT FOR THE DISTRICT.>> GOOD EVENING AND I'M VERY EXCITED.
I'VE BEEN LOOKING FORWARD TO THIS PARTICULAR WORK SESSION WITH THE BOARD.
TODAY, I WAS PROVIDING AN OVERVIEW, SELINA AND I'VE BEEN WORKING ON COUNTING UP THE NUMBERS OF PEOPLE WHO HAVE BEEN INVOLVED.
I JUST WANT TO SAY I'M GOING TO READ THOSE OFF TO YOU, AFTER TONIGHT THE NUMBERS WILL CHANGE BECAUSE WE'RE ADDING TWO ADDITIONAL BOARD VOICES TO THE WORK.
SINCE THE BEGINNING OF OUR TIME WITH DR. CAMPBELL, WHICH SHE BEGAN WORKING WITH US A YEAR AGO IN THE SUMMER, I HAVE TO SAY, BEFORE I WAS HIRED AS THE SUPERINTENDENT OF FERNDALE SCHOOL DISTRICT, DR. CAMPBELL WAS A LEADER THAT I STUDIED.
SHE WAS SOMEONE WHO I WATCHED ACTUALLY TRANSFORM STUDENT OUTCOMES IN FEDERAL WAY.
I'M NOT GOING TO TALK A LOT, I'M SURE SHE'S GOING TO GIVE YOU SOME INSIGHT INTO HER BACKGROUND.
BUT SHE WAS A LEADER THAT WAS DOING A LOT OF THE WORK AND THINKING ABOUT IT AND RAISING THE BAR FOR ALL KIDS TO ACHIEVE AT VERY HIGH LEVELS.
WHEN YOU TALK ABOUT A LEADER WHO BELIEVES THAT ALL CHILDREN CAN LEARN AT A VERY HIGH LEVEL, THAT IS DR. CAMPBELL.
SINCE THE BEGINNING OF THIS PROCESS, WE'VE HAD OVER 1,000 STUDENTS PARTICIPATE.
THESE WERE THE SURVEY RESULTS.
WE HAD 1,098 STUDENTS PARTICIPATE.
WE HAD 190 COMMUNITY MEMBERS PARTICIPATE, 200 STAFF.
BETWEEN THE STAFF, FAMILIES, AND STUDENTS, WE HAD OVER 80 WHO MET WITH DR. CAMPBELL OVER THE COURSE OF A DAY IN PERSON.
WE'VE HAD THE CORE PLANNING TEAM, WHICH HAS BEEN 80 MEMBERS, THE INSTRUCTIONAL PLANNING TEAM, 80 MEMBERS, THE DISTRICT LEADERSHIP TEAM OF 16 MEMBERS, THE ADMINISTRATIVE TEAM 30 MEMBERS.
WE HAD PORTRAIT OF A GRADUATE WHICH INCLUDED COMMUNITY MEMBERS.
IT INCLUDED STUDENTS AND STAFF, THAT WAS A GROUP OF 30.
AT THE TIME, WE HAD ALL FIVE BOARD MEMBERS PARTICIPATE IN SOME WAY.
TONIGHT, WE'LL BE ADDING NANCY TO THAT.
>> CAN YOU HEAR US, KYLEE? DO YOU WANT TO CHECK HER? WE'VE HAD WE'LL HAVE ADDITIONAL PEOPLE.
TONIGHT, OUR FOCUS REALLY IS FOR THE BOARD TO DESIGN STATEMENT HERE.
THERE'S DR. CAMPBELL RIGHT THERE.
>> I KNOW I'M ASSUMING THE BOARD MEETING HAS STARTED.
>> [OVERLAPPING] CAN YOU PUT INTO THE CHAT? WE'RE GOING TO GET THE TECHNOLOGY PART SET.
BUT THIS HAS BEEN WHEN I FIRST APPLIED TO THE DISTRICT, ONE OF THE FIRST THINGS I DID FOR MY TIME HERE IS TO STUDY, IS I WENT ONLINE AND I LOOKED FOR THE STRATEGIC PLAN.
I COULDN'T FIND AN ACTUAL STRATEGIC PLAN.
I DID FIND COMMITMENTS WHICH THE BOARD I KNOW WAS VERY INVOLVED IN BUILDING ALONG WITH SOME STAFF MEMBERS.
BUT IT WASN'T NECESSARILY A COMMUNITY PROCESS.
[00:05:03]
WHAT I FOUND WAS IT WASN'T NECESSARILY A PATH, A WAY FOR US TO MOVE FORWARD.WHAT WE'RE WORKING ON IS BUILDING A STRATEGIC PLAN THAT IS JUST VERY CLEAR ABOUT OUR FOCUS, WHAT WE'RE TRYING TO ACCOMPLISH, AND THEN HOW WE'RE GOING TO ACCOMPLISH IT.
AS I CONTINUE TO WORK WITH STUDENTS AND STAFF, PARTICULARLY WHO HAVE BEEN INVOLVED, THIS IS ONE OF THE THINGS THEY'VE CONTINUED TO ASK FOR.
WHAT ARE WE DOING, WHY ARE WE DOING IT, AND HOW ARE WE GOING TO DO IT? ASKING FOR US TO GET REALLY NARROW AND GO DEEP, INSTEAD OF TRYING TO DO EVERYTHING.
I HEARD THAT AT THE LAST BOARD MEETING.
WHAT IS IT WE WANT TO ACCOMPLISH? WHAT DOES THE BOARD WANT TO ACCOMPLISH AND HOW ARE WE GOING TO BE FOCUSED ON ACCOMPLISHING IT? ONE OF THE THINGS WE HAVE TO DO AS A SCHOOL DISTRICT IS INCREASE OUR STUDENT OUTCOMES.
BUT JUST TALKING ABOUT IT WITHOUT A VERY STRATEGIC PATH FORWARD, IT'S NOT GOING TO HAPPEN.
WE'VE GOT TO BE REALLY INTENTIONAL AND USE RESEARCH BASE.
AS WE WAIT TO GET THIS FIGURED OUT, ANY QUESTIONS FOR ME REAL FAST?
>> DO WE CURRENTLY HAVE A MISSION STATEMENT, AND WHAT IS IT? THERE SOMETHING ON IT?
>> WHAT IS THAT THING THAT STATEMENT THAT'S ON THE LANDING PAGE FOR BOARD DOCKS UNDERNEATH THE YOU BELONG IMAGE?
>> I HAVE IT RIGHT HERE BECAUSE I WROTE IT DOWN. IF YOU WANT ME TO READ IT.
>> IT'S FERNDALE SCHOOL DISTRICT, IN PARTNERSHIP WITH FAMILIES AND THE LARGER COMMUNITY WILL EDUCATE EACH STUDENT TO DEVELOP THE KNOWLEDGE, SKILLS, AND CHARACTER NECESSARY TO LEAD A SELF RELIANT, SOCIALLY RESPONSIBLE LIFE.
I ASSUME THAT'S A MISSION STATEMENT FROM PREVIOUS TIMES, BUT IT DOESN'T SAY OR LABEL IT AS.
>> I WOULD DEFER TO MEMBERS OF THE EXACT TEAM WE'VE BEEN TALKING ABOUT.
WHEN WAS THE LAST TIME WE ACTUALLY HAD A STRATEGIC PLAN? WE COULDN'T RECALL A TIME.
NO. THE PROCESS FOR IT WAS PRETTY INTERNAL FROM WHAT I'VE LEARNED.
IT WASN'T NECESSARILY GATHERING THE INPUT.
AS A FORMER STAFF MEMBER, MAYBE YOU HAD SOME SAY IN IT. DO YOU REMEMBER? NO. I THINK THAT GOES TO IT, AND SO WHAT WE'RE TRYING TO DO IS TO CREATE A COLLECTIVE.
THE MISSION STATEMENT IS WRITTEN BY THE BOARD, BUT A STRATEGIC PLAN THAT IS OWNED BY THE COMMUNITY.
I HAVE A SAYING, AND I USE IT WITH THE STAFF ALL THE TIME, AND I USE IT WITH STUDENTS ALL THE TIME.
THE MOST SUSTAINABLE SYSTEMS ARE THOSE THAT ARE BUILT BY THE PEOPLE.
FOR THE PEOPLE, AND SO THAT'S WHAT THIS PROCESS HAS BEEN.
>> THE STATEMENT THAT'S ON BOARD, DOCS, IS ANYBODY WHO'S BEEN AROUND A WHILE FAMILIAR WITH THAT? DO YOU KNOW WHERE THAT CAME FROM?
>> I AM NOT FAMILIAR WITH IT AND I'VE BEEN AROUND HERE IN THE DISTRICT SINCE AROUND 2004 AS A PRINCIPAL IN 2007.
I DON'T RECALL A PROCESS THAT I WAS EVER PART OF THAT CREATED THAT, NOR DO I EVER REMEMBER SEEING THAT LIKE PRESENTED IN FRONT OF A GROUP OF PEOPLE THAT THAT WAS OUR RESOURCE.
I DON'T RECALL THAT, BUT ONE OF MY COLLEAGUES MAY HAVE A DIFFERENT EXPERIENCE.
>> NO. I THINK THAT THE BOARD MAY HAVE DONE THAT INDEPENDENT OF US AND NO STAFF WAS INVOLVED IN IT.
IT'S BEEN THERE. I'VE SEEN IT.
BUT REALLY DON'T HAVE ANY HISTORY ON WHERE IT CAME FROM.
>> I WOULD ECHO BECAUSE IT WAS THERE BEFORE MY TIME STARTED.
>> I THINK ABOUT IT A LOT, LIKE IF YOU GO ON A ROAD TRIP, THERE ARE THE TYPE OF ROAD TRIPS THAT YOU'RE JUST LIKE, I'LL GET BEHIND THE CAR AND SEE WHERE I END UP.
IT IS AN ADVENTURE, BUT IT DOESN'T NECESSARILY.
YOU DON'T KNOW IF IT'S GOING TO BE A GOOD TRIP OR WHAT YOU'RE GOING TO GET AND I FEEL LIKE WE'RE IN A LITTLE BIT OF THAT SPACE.
AS SOMEBODY WHO PREFERS TO KNOW AND HAVE EVERYONE ON THE SAME PAGE.
EVERYONE'S DOING THEIR VERY BEST WORK WITH THE INFORMATION THAT THEY HAVE.
BUT IF YOU LOOK RIGHT HERE, WE HAVE A GROUP OF INDIVIDUALS WHO HAVE BEEN IN THIS ORGANIZATION A VERY LONG TIME, AND THEY CAN'T TALK TO IT.
THIS IS A SUPER EXCITING TIME.
INFERNO IS AN EXCITING CHAPTER.
I'M LOOKING FORWARD TO WHERE WE'RE ABLE TO GO.
HOW ARE WE DOING ON THE TECHNOLOGY?
>> WE JUST TURNED THE CEILING MIC ON.
>> ANY LUCK YET? I WONDER IF YOU UNMUTE HER.
[00:10:07]
BUT THE UNMUTE IS OFF, SO I WONDER IF THAT'S WHY.YOU CAN SEE HER ON THE SCREEN.
NOW, IF SHE'S TALKING IN THE CAMERA, I DON'T KNOW IF YOU NEED TO TURN THE VOLUME UP ON THE SCREEN.
>> NO, BECAUSE THAT GIVES FEEDBACK.
THESE SHOULD BE MUTED. LET'S SEE IF I CAN. [NOISE] THAT'S THE [INAUDIBLE], I THINK. CAN I TURN?
>> YEAH, TRY THAT. YOU COULD TURN IT OFF.
>> OH, VERY GOOD. DR. CAMPBELL, WELCOME.
>> THANK YOU. GOOD TO BE HERE.
>> CAN YOU SEE ME OR CAN JUST HEAR ME? BECAUSE I ONLY SEE THE PERSON WHO'S IN THE SCREEN WITH TAMMY LONGSTAFF.
>> [LAUGHTER]. CAN YOU HERE ME IF I TALK LIKE THIS?
>> THERE WE GO. PERFECT. AT LEAST BE ABLE TO SEE THOSE OTHER ROWS
I GAVE A LITTLE BIT OF AN OVERVIEW OF OUR PROCESS SO FAR AND I ALSO TALKED ABOUT HOW MANY PEOPLE HAVE BEEN INVOLVED TO DATE. YES.
[00:17:38]
>> IN THAT DATA, AGAIN, ALMOST 1,100 STUDENTS, 190 COMMUNITY MEMBERS.
AND WHEN YOU ADD UP THE COMMUNITY, STUDENTS, AND STAFF, WE REPOSTED 1,568 VOICES THAT PARTICIPATED JUST IN THE LISTENING AND LEARNING.
WE SHARE WITH YOU ON THE SCREEN THE QUESTIONNAIRE THAT WE ASK STAFF AND PARENTS.
WHAT WORDS COME TO MIND WHEN YOU THINK OF THE CULTURE IN TURNO, WHAT ARE TWO OR THREE THINGS THAT ARE WORKING TO ENSURE STUDENT SUCCESS? IDENTIFY TWO THINGS THAT NEED TO IMPROVE TO STRENGTHEN STUDENT SUCCESS.
IF YOU HAD TO IDENTIFY ONE TOP PRIORITY FOR THE SCHOOL DISTRICT TO FOCUS ON, WHAT WOULD IT BE? WE ASKED STUDENTS THE SAME QUESTIONS, WE JUST PUT THEM IN MORE STUDENT FRIENDLY LANGUAGE. HERE ARE THE THINGS.
I WILL ADVANCE THE SLIDE SUPERINTENDENT AS YOU READ O THE ACTUAL THINGS THAT CAME OUT OF THIS.
>> I'M HEARING A BACK ECHO.THE STUDENTS, WHICH WAS INTERESTING BECAUSE IT DIDN'T MATTER IF WE WERE MEETING WITH ELEMENTARY, MIDDLE SCHOOL OR HIGH SCHOOL.
THESE WERE COMMON AMONGST ALL LEVELS.
IT DIDN'T MATTER THE LEVEL. I'M TRYING.
DID YOU GET IT FIXED? IT'S FIXED NOW.
SO IT DIDN'T MATTER THE LEVEL.
TAMMY, CAN YOU PLEASE LET HER KNOW TO GO BACK TO THE STUDENTS BECAUSE I DON'T THINK SHE CAN HEAR ME NOW.
>> OH, SHE CAN. SO THEY WANTED TO BE ENCOURAGED.
THEY WANTED TO BE SEEN, AND TO GET THE FEEDBACK.
REALLY, THE RELATIONSHIPS WITH THE STAFF MATTERED, AND ALSO THE RELATIONSHIPS BETWEEN THEIR PARENTS THEMSELVES AND THE STAFF MATTERED.
CHOICE AND FLEXIBILITY CAME UP OVER AND OVER, AND HOW THEY LEARNED AND WHERE THEY LEARNED, BEING RECOGNIZED EVERY DAY.
KNOWING THAT WHEN THEY SHOWED UP TO SCHOOL, SOMEONE WAS GOING TO SEE THEM AND JUST SAY HELLO.
THEY WANTED TO BE HEARD. THEY WANTED TIME TO TALK AND SHARE THEIR THINKING.
THEY NEEDED HELP WHEN THEY WERE THINKING OR BEING ABLE TO HAVE SPACE TO SAY,
[00:20:04]
I DON'T ACTUALLY UNDERSTAND AND KNOWING THAT WHEN THEY SAID IT, THAT THE STAFF WAS GOING TO TAKE THE TIME TO PAUSE AND RETEACH IT.THEY NEEDED TO KNOW THAT WE BELIEVED, REGARDLESS OF WHERE THEY WERE, THAT WE BELIEVED THAT THEY COULD LEARN AT VERY HIGH LEVELS.
SOME STUDENTS SAID, SOMETIMES I NEED THE ADULTS TO SPEND A LOT OF TIME WITH ME.
A LITTLE BIT OF TIME OR NO TIME AT ALL, BUT I NEED SOME FLEXIBILITY IN HOW THAT LOOKS.
THE QUOTE, WE TOOK QUOTES ACTUALLY FROM THE SURVEY OR FROM WHEN WE MET WITH STUDENTS.
THINGS THAT STUDENTS ACTUALLY SAID.
MY TEACHERS WHO TEACH ME AND MY CLASSMATES AND FRIENDS WHO HELP ME UNDERSTAND WHEN THE TOPIC JUST ISN'T CLICKING WITH MY BRAIN AND MYSELF FOR FOCUSING AND WORKING HARD ON THE TOPIC.
THAT WAS FROM A MIDDLE SCHOOL STUDENT.
WHEN WE TALKED ABOUT BELONGING AND THINGS THAT PREVENTED THEM FROM FEELING LIKE THEY COULD DO THEIR BEST SELF IS WHEN OTHER STUDENTS DISTRACT THEM OR WHEN THEY WERE IN CLASSES WHERE KIDS DIDN'T WANT TO LEARN, IT WAS REALLY HARD FOR THEM TO PAY ATTENTION LIKE AN ECHOING MICROPHONE.
WHEN THE WORK WASN'T RELEVANT, WHEN THEY DIDN'T UNDERSTAND WHY, THEY DIDN'T ALWAYS HAVE TO BE SOMETHING THAT THEY WERE GOING TO USE.
BUT THEY NEEDED PEOPLE TO EXPLAIN WHY THEY WERE USING AND HOW THIS SKILL WAS GOING TO HELP THEM.
THAT FEELING OF DEFEAT AND THIS CAME UP OVER AND OVER WHEN I GET BEHIND, I WANT TO GIVE UP.
THEY NEEDED SPACE IF THEY GOT BEHIND, WAS THERE A SPACE FOR THEM TO GET IN? ESPECIALLY AT OUR MIDDLE LEVEL.
THIS THEME CAME UP AT BOTH MIDDLE SCHOOLS AND THE IN PERSON FOCUS GROUP WAS THE FEAR AND THE WITNESSING OF RACISM AND HOMOPHOBIA.
THE MIDDLE SCHOOL STUDENTS SHARE THAT, IN PARTICULAR.
A LACK OF ACCEPTANCE OF PEOPLE WHO ARE DIFFERENT THAT WAS HARD FOR THEM.
THEY JUST NEEDED TIME FOR THEIR WORK, FOR EATING WHEN THEY ARRIVED AT SCHOOL.
NOT TO BE RUSHED, A SLOW START IN ORDER TO ADAPT TO THE DAY.
FRUSTRATING, WHEN YOU NEED THE HELP AND YOU'RE UNABLE TO GET IT, THEN ONE OF THE STRATEGIES WAS PROCRASTINATING.
IF THEY DIDN'T KNOW WHERE TO GO OR HOW TO GET IT, THEY WOULD STOP TRYING.
THEN WE TALK TO THEM ABOUT THOSE PIECES OF WHEN THEY WERE SUCCESSFUL, WHEN THEY WERE ABLE TO CHOOSE THE TYPE OF AREA.
SOME STUDENTS WOULD SAY, YOU KNOW WHAT? SOMETIMES I JUST NEED A QUIET SPACE, SOMETIMES I NEED TO BE ABLE TO WORK BY MYSELF.
AND SOME STUDENTS SAID, SOMETIMES I JUST NEED TO HAVE A THOUGHT PARTNER, SOMEONE TO SHARE IDEAS WITH.
THE LIGHTS, THE NOISE, AND JUST THE TIME OF DAY REALLY AFFECTS HOW THEY LEARN.
WE REALLY HEARD THIS FROM HIGH SCHOOL STUDENTS WHEN THEY WERE REFLECTING ON THE OLD HIGH SCHOOL VERSUS THE NEW SPACE.
AND HOW THE CHANGE IN THAT ENVIRONMENT CHANGED WHEN PEOPLE JUST SHOW UP WITH KINDNESS.
EVEN IF YOU'RE HAVING A HARD DAY BEING SHOWN SOME EMPATHY.
THEN THE LACK OF CHOICE WAS HOLDING THEM UP.
THE LACK OF ACTIVE ENGAGEMENT, THEY NEED MORE HANDS ON CTE COURSES OR PROJECT BASED LEARNING REALLY CAME UP.
AGAIN IF THEY GOT BEHIND, IT WAS HARD TO CATCH UP OR EVEN BE MOTIVATED TO.
THEN JUST THIS FEAR OF FAILING THAT CAME UP OVER AND OVER.
WHAT WILL HAPPEN IF I DON'T KNOW SOMETHING? WILL I BE MADE FUN OF? WILL PEOPLE NOT HELP ME? WILL PEOPLE JUDGE ME? THEN THEY NEED THEIR TEACHERS TO BE EXCITED ABOUT WHAT THEY'RE TEACHING.
IF YOU'RE GOING TO BE EXCITED ABOUT THE LEARNING, THEY NEED THE ADULTS TO SHOW UP WITH SOME EXCITEMENT TOO.
THEN HERE ARE THE THEMES FROM THE WORDS THAT CAME TO MIND.
INCLUSION, GROWTH, CARING, DIVERSE, BELONGING, BULLYING, DISCONNECTED, LACK OF SYSTEM WORK DIVIDED.
THE THEME THAT KEPT COMING UP IS THAT FERNDALE PRIDE IN PROGRESS THAT WE TALK A LOT ABOUT, FERNDALE PRIDE, BUT WE'RE NOT THERE YET.
THE FAMILY AND STAFF, PERSONALIZED EDUCATION, PROVIDING A VARIETY OF OPTIONS, CARING ADULTS, THEY WANT TO KNOW THAT THE TEACHERS ARE DEDICATED CLASS CHOICE OPTIONS.
BACK TO THAT PERSONALIZED BEING ABLE TO HAVE SOME FLEXIBILITY, MAKING SURE THAT THOSE SUPPORT POSITIONS WERE IN PLACE, KNOWING WHERE TO GO.
THEN THE POINT WHERE, WHEN DO THEY SEE THAT CHILDREN ARE UNSUCCESSFUL AT SCHOOL? THEY ARE ASKING THAT WE SET HIGH EXPECTATIONS FOR ACADEMIC BEHAVIOR.
[00:25:01]
BUT KNOWING HOW TO BE INVOLVED.THAT CONNECTION WITH OUR NEIGHBORS.
THAT WAS A THEME THAT REALLY CAME UP FROM OUR COMMUNITY.
UNDERSTANDING AND SEEING AND KNOWING WHAT THE POSITIVE AND NEGATIVE CONSEQUENCES WERE FOR ACADEMICS AND BEHAVIOR.
AND THEN MAKING SURE THAT WE WERE ADDRESSING AND KNOWING HOW TO ADDRESS BULLYING BEHAVIORS.
THEN WE ASKED THIS QUESTION, IF YOU HAD A MAGIC WAND, WHAT WOULD YOU DO? THIS IDEA IS SAFETY.
THE BOARD HAS TALKED ABOUT THAT SINCE I ARRIVED.
COMMUNICATION THAT WAS ALSO A THEME THAT CAME UP IN MY ENTRY PLAN, I HEARD THAT LOUD AND CLEAR.
AN INCLUSIVE COMMUNITY WHERE REGARDLESS OF WHO YOU ARE, THAT YOU'RE ABLE TO SHOW UP AND KNOW THAT YOU BELONG HERE AND THAT YOUR NEEDS WILL BE MET.
FOCUS ON A DIRECTION, WHAT ARE WE GOING TO DO? AND THEN FOCUS IN ON, DO IT WELL.
THEN THE PHYSICAL AND MENTAL HEALTH AND THAT GOES BACK TO THAT SAFETY PIECE.
AND THEN THE STAFF THEMES, AGAIN, THIS CAME FROM THE SURVEY AND FOCUS GROUPS.
AND PRIDE AND PROGRESS, AND IT WAS INTERESTING HOW WE HEARD THAT FROM TWO DIFFERENT GROUPS.
THAT IDEA THAT WE KNOW WHERE WE WANT TO GO, BUT WE'RE NOT SURE HOW TO GET THERE.
WE HAVE THE DESIRE TO BE THERE NOW WE NEED A PATH FORWARD.
AGAIN, TWO OR THREE THINGS THAT HELP PEOPLE FEEL SUCCESSFUL.
STUDENTS NEED TO FEEL SEEN AND HEARD.
ALSO, YOU CAN SEE HERE ANOTHER THEME, THE RELATIONSHIPS, DEDICATED TEACHERS, CHOICE AND FLEXIBILITY.
YOU CAN START TO SEE, REGARDLESS OF WHO THE FOCUS GROUP WAS, WE START TO HEAR THE SAME THING OVER AND OVER.
TRYING TO FIGURE OUT, WANTING TO ENGAGE FAMILIES AND KNOWING HOW TO DO THAT OR WHEN TO DO THAT.
RESOURCES BEING AREA THAT THEY'RE ASKING US TO FOCUS IN, ALSO HAVING A VOICE AT THE TABLE.
NOT HAVING THINGS DONE TO STAFF, BUT WITH STAFF.
THIS LACK OF ALIGNMENT, AND THIS CAME UP WHEN WE HAD THE INSTRUCTIONAL PLANNING, WHEN TEACHERS STAY AFTER SCHOOL.
THE EXCITEMENT AROUND HAVING AN ACTUAL FOCUS AND LACK OF VISION.
AGAIN, IF WE CAN'T EVEN TALK ABOUT THE LAST TIME WE HAD A STRATEGIC PLANNING PROCESS OR WHO WAS INVOLVED, THEN EVERYONE'S DOING THE BEST THEY CAN WITH THEIR OWN UNDERSTANDING.
THE MAGIC WAND A SHIFT IN THE SYSTEM TO WORK FOR ALL STUDENTS AND IT DIDN'T MATTER WHAT STAFF MEMBER WE WERE ASKING.
THEY'RE BEING CHARGED WITH TEACHING ALL STUDENTS.
THEY BELIEVE THAT MATTERS, THEY WANT TO DO IT, BUT THEY NEED THE SYSTEM TO BE DESIGNED TO DO THAT.
[00:34:34]
THE PERSEVERANCE IN THE FACE OF CHALLENGES REALLY RESONATES WITH ME BECAUSE I SEE A LOT OF YOUNG PEOPLE WHO ARE FACING CHALLENGES AND SOMETIMES DON'T FEEL LIKE THEY CAN HAVE THE TOOLS OR THEY HAVE THE SKILL SET TO BE ABLE TO OVERCOME THOSE.
[00:35:02]
LIFE IS FULL OF CHALLENGES SO BEING PERSEVERE THROUGH THOSE, I THINK IS AN IMPORTANT SKILL SET TO HAVE AND TO FIGURE OUT HOW TO DEAL WITH THOSE THINGS THAT COME UP IN LIFE.FUTURE FOCUSED RINGS A BELL WITH ME FOR THE FACT THAT A LOT OF OUR STUDENTS STRUGGLE WITH THE VISION AS TO WHAT HAPPENS AFTER GRADUATION.
WITHOUT A LOT OF EXPERIENCES, AS FAR AS IN WORK LIFE, I ENDORSE CHALLENGES EARLY ON AND EARLY LEARNING AND DIFFERENT EXPERIENCES FOR THEM TO EXPERIENCE SOME OF THE THINGS THEY WILL IN THE FUTURE TO HELP WITH DECIDING ON WHAT THE FUTURE LOOKS LIKE FOR THEM.
>> THANK YOU. NEXT BOARD MEMBER.
>> LET'S SAY COMPREHEND VERBAL AND WRITTEN COMMUNICATION BECAUSE I THINK LITERACY IS THE NUMBER ONE THING PEOPLE NEED TO LEARN WHILE THEY'RE IN SCHOOL.
BECAUSE IF YOU CAN READ AND INTERPRET INFORMATION, THEN YOU CAN TEACH YOURSELF ANYTHING SO I THINK THAT IS VERY IMPORTANT.
>> WELL, NANCY TOOK THE ONE THAT I WAS GOING TO GO FOR.
I THINK THE PERSEVERANCE IN SOLVING PROBLEMS AND ANALYZING DATA BECAUSE IT'S TOO EASY, AS STEVE SAID, TO GIVE UP IN THE FACE OF CHALLENGES IF WE CAN TEACH STUDENTS TO HAVE THE RESILIENCE TO RECOGNIZE THAT GRATIFICATION ISN'T ALWAYS INSTANT AND SOMETIMES THE THINGS WORTH HAVING ARE WORTH WORKING FOR.
I THINK THAT ALSO SLOPS OVER INTO THE WORKPLACE READINESS, WHERE YOU HAVE TO BE ADAPTABLE.
ADAPT TO CHALLENGES, BECOME CREATIVE PROBLEM SOLVERS.
THOSE ARE THE THINGS THAT RESONATE WITH ME.
>> THE ONE THAT RESONATES MOST WITH ME IS EVALUATE CONTENT PRESENTED IN DIVERSE MEDIA AND FORMATS.
MOSTLY BECAUSE I FEEL LIKE IN THIS AGE WHERE WE HAVE SO MUCH INFORMATION AVAILABLE TO US AT ALL TIMES, IT'S IMPORTANT TO BE ABLE TO DISCERN WHAT'S FACT FROM WHAT'S OPINION AND TO BE ABLE TO COMMUNICATE PROPERLY AND UNDERSTAND THE DEEPER THEMES AND WHAT WOULD WORK BEST FOR ALL PARTIES IN THE SITUATION, DISREGARDING YOUR OWN PERSONAL BIAS.
[00:42:47]
>> MASTER STANDARDS, AND WHAT THEY DID, THEY TOOK THAT OUTCOME [OVERLAPPING]
>> REAL FAST. WE CAN SEE IT SAYS, YOU'RE CURRENTLY SIGNED IN AS TAMMY CAMPBELL. YOU JUST NEED TO PRESS.
[00:46:04]
STUDENTS.>> TO PREPARE THE STUDENTS FOR COLLEGE AND LIFE.
>> WHAT ARE THE ACTIONS? ANYONE?
>> CREATE A SAFE, SUPPORTIVE, AND NURTURING ENVIRONMENT?
>> YES. BY PROVIDING A CHALLENGING CURRICULUM THAT CONNECTS STUDENTS' LIVES AND THEIR FUTURE IN A SAFE, SUPPORTIVE, AND NURTURING ENVIRONMENT.
THAT'S WHY THEY WANT TO PREPARE STUDENTS FOR COLLEGE AND LIFE.
WHO STUDENTS? THAT'S NOT EVEN COMPLETE.
THAT'S BROKEN APART MISSION STATEMENT.
ONE OF THE MOST IMPORTANT THINGS TO START YOUR MISSION STATEMENT IS TO BUILD IT BASED ON THE VISION THAT WAS CRAFTED, INSPIRED BY STUDENT VOICE.
HERE IS THAT VISION OF THE STUDENT EXPERIENCE ON THE LEFT.
THEN I'M GOING TO GIVE YOU A TASK IF YOU'RE ON A NEW PAPER AND PENCIL.
MISS DEWBERRY, IF YOU CAN RECORD EVERY WORD OR PHRASE THAT THE BOARD SAYS, THAT'S GOING TO BE HELPFUL.
WE'LL USE THAT AND TAKE THAT BACK TO THE TEAM TO CRAFT THE DRAFT MISSION STATEMENT.
BOARD MEMBERS, I WANT YOU TO THINK ABOUT THIS VISION ON THE LEFT.
I WANT YOU TO THINK ABOUT WHY THE DISTRICT EXISTS, AND I WANT YOU TO JOT DOWN 3-4 KEY WORDS OR PHRASES.
IF THERE ARE STUDENTS ON THE BOARD, THEY ARE CERTAINLY WELCOME TO BE A PART OF THIS PROCESS.
BUT NO MORE THAN THREE OR FOUR KEY WORDS, THAT PUSHES YOU TO REALLY PRIORITIZE, THAT YOU THINK SHOULD BE INCLUDED IN THE MISSION STATEMENT.
YOU'RE NOT TRYING TO WRITE THE MISSION STATEMENT, BECAUSE THAT WOULD TAKE A LITTLE BIT OF TIME.
BUT I WANT YOU TO JUST WRITE THOSE THREE OR FOUR WORDS THAT YOU THINK THAT ARE ESSENTIAL TO BE IN IT.
WE'RE GOING TO WRITE ALL YOUR WORDS DOWN.
WE'RE GOING TO MEET WITH THE SUBGROUP THAT HAS BEEN WRITING ALMOST THIS WHOLE YEAR ON DIFFERENT PARTS, AND THEY'RE GOING TO DRAFT THE MISSION STATEMENT THAT WILL BE INFORMED BY BOARD INPUT.
I'LL GIVE YOU ABOUT FIVE MINUTES.
GO AHEAD AND RECORD YOUR KEY WORDS OR PHRASES.
>> ALL THE THINGS THAT WE'VE BEEN SHOWN HERE THAT ARE WRITTEN, THAT'S ALREADY DONE.
[00:50:02]
WHAT WE'RE LOOKING AT IS NOT ALTERABLE AT ALL, IT'S DONE.>> IT'S BEEN BEING WRITTEN FOR OVER A YEAR-AND-A-HALF.
>> FROM WHAT IT SOUNDS, IT WAS LIKE IT'S BASICALLY DONE AND SHE'S GOING TO HAVE THE BOARD CLEAR IT, BUT THIS IS ROCK SOLID FOR THE MOST PART.
OTHER THAN A COUPLE WORD CHANGES MAYBE.
>> [INAUDIBLE] ISN'T WRITTEN BY AND INFLUENCED BY HUNDREDS OF PEOPLE.
THAT'S THE BEAUTY OF THIS, IS THAT YOU'VE HAD LOTS OF VOICE AND INPUT.
>> I THINK THE ONE THING THAT I WOULD ECHO, AND BECAUSE OF BEING PART OF THAT PROCESS, PARTICULARLY THE PORTRAIT OF A GRADUATE, IT WAS JUST A REAL POWERFUL PROCESS BEING IN THAT ROOM WITH STUDENTS, TEACHERS, OTHERS THAT WERE INVOLVED IN JUST GOING THROUGH THE DATA AND SEEING THE STUDENTS PROCESS THAT, SEEING THE DIRECTION AND THE IDEAS BEING THROWN BACK APART.
IT DIDN'T COME FROM ONE PERSON.
I THOUGHT THE NUMBER THAT WE HAD AS FAR AS HOW MANY PEOPLE WERE INVOLVED WITH IT WAS LOW THAT SHE SHOWED ON THE SCREEN.
I THINK THERE WAS PROBABLY DOUBLE THAT AT LEAST.
>> I THOUGHT IT WAS 50, BUT THAT WAS THE NUMBER.
I THINK IT'S PROBABLY ABOUT 50 PEOPLE IS WHAT I THOUGHT WAS THERE.
>> LET ME KNOW WHEN WE GET THOSE KEY WORDS OR PHRASES.
>> STILL WRITING, DR. CAMPBELL.
>> WE START THEN YOU CAN JUST HAVE EACH PERSON SHARE OUT LOUD.
IF CHRIS YOU CAN CAPTURE, EVERY ONE OF THESE WORDS WILL BE AWESOME.
>> SCHOOL SYSTEMS. FERNDALE SCHOOL DISTRICT EXISTS TO IMPROVE STUDENT OUTCOMES, ACADEMIC GROWTH, IMPROVED LITERACY, IMPROVED NUMERACY.
>> [NOISE] PREPARE ALL STUDENTS WITH ACADEMIC RIGOR, CORE COMPETENCIES, AND PRACTICAL SKILLS.
ALSO, JUST AS AN ASIDE, I THINK WE'RE AN EDUCATIONAL ESTABLISHMENT AND OUR MISSION SHOULD BE FOCUSED ON EDUCATION.
>> THE KEY PHRASES I PUT WERE INCLUSION AND BELONGING, RELEVANT AND CHALLENGING CURRICULUM, AND ADAPTABLE SKILL SET.
>> I HAVE SUPPORT STUDENT OUTCOMES, PROVIDE INCLUSIVENESS, PROVIDE A SAFE ENVIRONMENT, AND PROMOTE CARING AND COMPASSION.
[00:55:06]
>> I'VE GOT CHALLENGES TO ACHIEVE MORE, PREPARE FOR FUTURE, INSPIRE TO BE THEIR BEST, AND DEVELOPS CONFIDENCE.
>> WE'VE GOT SOME REALLY GOOD CONTENT TO WORK WITH.
OUR NEXT STEPS WILL BE TO TAKE ALL THOSE WORDS AND A SMALLER COMMITTEE WILL TAKE THOSE WORDS AND WRITE THE NEXT VERSION, THAT WILL BE THE MISSION STATEMENT.
I CAN ASSURE YOU IT WILL NOT BE ONE THAT FOLKS WILL NOT REMEMBER WHERE IT CAME FROM.
IT WILL BE A PART OF THIS BIG ROLL-UP OF THE PLAN THAT YOU SHOULD UPDATE YOUR WEBSITE WITH YOUR NEW MISSION STATEMENT WHEN IT'S DONE.
IT WILL BE IN THE HARD COPY OF THE SHINY HARD VERSION OF YOUR STRATEGIC PLAN THAT WE WILL WRITE DOWN IN THE NOTES.
>> WHEN YOUR TEAM PUTS IT TOGETHER, WILL WE BE ABLE TO SEE IT BEFORE IT GOES PUBLIC EDIT? DO WE HAVE ANY POWER OVER THAT?
>> DR. CAMPBELL, YOU SAID THAT YOUR TEAM WOULD WRITE UP THE MISSION STATEMENT.
WILL WE BE ABLE TO SEE IT AND HAVE ANY INPUT ON IT BEFORE IT IS FINALIZED?
>> A COUPLE OF THINGS, IT'S NOT MY TEAM, IT'S YOUR TEAM.
IT'S YOUR DISTRICT LEADERSHIP TEAM, THEY WILL DRAFT IT UP, AND TYPICALLY WHAT HAPPENS IS THE SUPERINTENDENT WILL BRING IT BACK TO THE WHOLE GROUP TO SEE, AND THEN WE WILL HAVE YOU LOOK AT IT ONCE MORE AND THEN WE WILL INCLUDE IT IN THE FINAL VERSION OF THE STRATEGIC PLAN THAT WE BRING TO YOU.
>> DOES THAT MEAN WE ACTUALLY APPROVE IT OR DOES THAT MEAN ANY MODIFICATIONS CAN BE MADE AFTER THAT POINT?
>> THE MISSION STATEMENT, YES.
>> YES. WE'LL BRING IT BACK TO YOU JUST TO HAVE YOU LOOK AT IT ONCE MORE.
TYPICALLY WHAT HAPPENS WITH BOARDS, THEY MAY DECIDE A WORD OR PHRASE TWEAKING IT.
THEN AFTER WE HEAR THAT, IF THERE'S SOMETHING THAT ALL OF YOU SAY CONSISTENTLY, THEN WE MAKE THOSE TWEAKS AND THEN WE'LL INCLUDE IT INSIDE OF THE NEW STRATEGIC PLAN.
>> CAN I ASK ONE MORE QUESTION?
>> HOW LONG IS A MISSION STATEMENT EXPECTED TO LAST? FOR HOW LONG? JUST WHAT'S THE WHAT'S THE TIME SPAN OF IT?
>> I WOULD BELIEVE YOUR MISSION STATEMENT SHOULD BE LASTING THE CYCLE OF YOUR STRATEGIC PLAN AT A MINIMUM SIX YEARS.
>> THIS MIRRORS A PROCESS THAT WE'VE GONE THROUGH SEVERAL TIMES.
THERE'S A TEAM OF PEOPLE WHO TAKE THE DRAFTS OR ALL THE IDEAS, AND THEN THEY WILL WRITE SOMETHING.
THEN IT GOES BACK TO THE ORIGINAL GROUP.
I WILL BRING IT BACK HERE TO THE BOARD, AND THEN YOU ARE GOING TO GET MORE TIME TO PROCESS IT AND WE'LL CONTINUE TO EBB AND FLOW IT.
THEN ONCE THE BOARD SAYS YES, THIS IS HOW WE WANT THE MISSION STATEMENT, THEN IT WILL BE BROUGHT BACK INTO THE WHOLE OF THE STRATEGIC PLAN.
THIS IS JUST THE FIRST TIME AND THEN I'LL BRING IT BACK INSTEAD OF YOU HAVING TO WRITE OR COME INDIVIDUALLY.
THEN I'LL BRING IT, YOU'LL GET TO WRESTLE WITH IT.
PROBABLY, I'LL HAVE IT HERE IN THE NEXT COUPLE OF WEEKS FOR THE NEXT BOARD MEETING, AND THEN YOU'LL GET TO TALK ABOUT IT THERE.
>> WILL ANTONIO HAVE THE OPPORTUNITY TO GIVE HIS INPUT?
>> YEAH. I WILL TRY TO FIND A TIME.
HE WAS UNABLE TO MAKE IT TONIGHT.
HE THOUGHT HE WOULD BE ABLE TO MAKE IT AND LAST MINUTE WAS NOT.
WE'LL MAKE SURE THAT WE CATCH HIM UP, GATHER HIS 3-4 WORDS.
I THINK KABANA AS WELL, IF HE WANTS TO ADD SOMETHING AND THEN WE'LL BRING IT BACK.
>> IF IT HELPS AT ALL WITH THE LENGTH OF THE THING QUESTION.
I KNOW THAT IN MY BUSINESS CLASS A COUPLE OF YEARS AGO, WE LEARNED THAT SCHOOL DISTRICTS ARE NOT THE ONLY PLACE THAT DO MISSION STATEMENTS, BUSINESSES HAVE MISSION STATEMENTS AND IT DEFINES THEM AS AN ORGANIZATION OR CORPORATION.
IDEALLY, LIKE THE SPIRIT OF IT, SHOULD LAST ABOUT AS LONG AS THE ORGANIZATION DOES.
[01:00:02]
IT CAN JUST BE CHANGED WITH TIME DEPENDING ON WHAT'S NEEDED.>> I HOPE WE'RE AROUND MORE THAN SIX YEARS.
>> JUST A MINUTE, DR. CAMPBELL. THERE YOU GO.
I HAVE YOU'VE SEEN ALL THE PRODUCTS.
MORE IMPORTANTLY, ONE OF THE THINGS THAT I BELIEVE IS TEAM.
>> JANE I KNOW THAT YOU HAD SOME QUESTIONS FOR DR. CAMPBELL AND I WONDERED IF YOU WANTED TO ASK THOSE NOW JUST ABOUT HOW THIS PROCESS WAS DEVELOPED OR WHY IS THE MISSION STATEMENT COMING NOW AFTER THE WORK HAD HAPPENED.
I DIDN'T KNOW IF THOSE WERE ANSWERED TONIGHT OR IF YOU STILL HAD FOLLOW UP QUESTIONS.
>> WELL, WHAT HAPPENED AT THIS MEETING TONIGHT IS NOT ALL WHAT I WAS EXPECTING.
I WASN'T THINKING THAT SOMEONE WAS GOING TO COME AND TELL US EVERYTHING IS DONE AND NOW COME UP WITH A MISSION STATEMENT.
MY THINKING ABOUT MISSION STATEMENTS IS USUALLY YOU DEVELOP YOUR WHOLE PLAN BASED ON A MISSION STATEMENT, SO THAT IS HAPPENED THIS WAY IS SURPRISING TO ME.
NOT SURPRISING IN THAT I DIDN'T KNOW THERE WAS A STRATEGIC PLAN THAT WAS BEING DEVELOPED.
BUT TO NOT KEY THAT OFF OF A MISSION STATEMENT, IF YOU COULD SPEAK TO THAT.
>> I HAVE A FOLLOW UP QUESTION.
YOU SAY THOSE FOUR GOAL AREAS, SO IS THERE ANY FURTHER REFINEMENT OF THE GOALS THAT'S NECESSARY OR ARE THE GOALS THAT WE SEE THEM AS THEY WERE PRESENTED?
>> CAN YOU TELL ME A LITTLE BIT ABOUT WHY YOU WOULDN'T WANT TO DO THIS AFTER SOME PEOPLE HAVE NO WORK ON.
> NO, I'M NOT COMMUNICATING VERY WELL.
I'VE ALWAYS THOUGHT OF GOALS AS BEING SMART GOALS WHERE YOU HAVE TO HAVE TIME BOUND, MEASURABLE, AND ALL THAT ARE THE GOALS THAT ARE INCLUDED IN THE STRATEGIC PLAN.
SMART GOALS. OUR SMART GOALS NEEDED TO BE CREATED FROM THE STRATEGIC PLAN.
>> GREAT QUESTION. THESE ARE GOAL AREAS WE ACTUALLY HAVE PERFORMED.
[01:05:07]
>> I'M GOING TO TAKE ONE OF OUR SCHOOLS.
HORIZON IS A MIDDLE SCHOOL, SO IT'S GOING TO CHOOSE THE SAFETY AND BELONGING GOAL, GOAL 1, AND THEN IT'S GOING TO CHOOSE MASTERY OF STANDARDS.
THEN THEY'RE GOING TO LOOK AT WHAT THOSE TARGET OUTCOMES ARE.
FROM THERE, THEN THEY'RE GOING TO GET DOWN TO THOSE SMART GOALS.
AS A TEAM, THEY'RE GOING TO DO THE WORK TO REALLY PROCESS IT, AND THAT'S WHERE THE LEARNING IS GOING TO HAPPEN, THAT'S WHERE THAT SCHOOL IS GOING TO BE ABLE TO CALIBRATE AND SAY, THESE ARE THE THINGS WE'RE DOING, THESE ARE THE COMMITMENTS WE'RE GOING TO MAKE IN ORDER TO ACHIEVE THIS OUTCOME, WHICH WILL THEN GET THAT OVERARCHING GOAL.
WE ACTUALLY, WHILE THE TEACHERS DID THE WORK OF DEVELOPING THOSE OUTCOMES, WE DON'T WANT TO DO THE WORK OF TELLING THEM HOW TO DO THE JOB IN THEIR CLASSROOMS OR HOW THE SCHOOL IS GOING TO MAKE SURE THAT HAPPENS.
BUT THE ALIGNMENT WILL BE THAT BOTH MIDDLE SCHOOLS ARE GOING TO BE FOCUSED, THEIR SCHOOL IMPROVEMENT PLANS WILL LOOK SIMILAR.
BUT IT'S ALSO GOING TO MOVE WITH THE CADENCE OF THEIR DATA, STUDENT DATA, WHO THE STUDENTS ARE THEY'RE SERVING.
ESPECIALLY IF THEY HAVE A SPECIAL PROGRAM OR SOMETHING THAT FEEDS INTO THEIR SCHOOL CULTURE.
MAYBE THERE ARE SOME THINGS THAT THEY ARE ALREADY SEEING SOME REALLY GOOD OUTCOMES FROM AND THEY WANT TO CONTINUE THAT.
PERHAPS THEY'RE LIKE WHAT OUR DATA SHOWING THAT WE'RE NOT MAKING GAINS IN HERE.
HERE'S AN AREA THAT WE ACTUALLY NEED TO DIVE DEEPER AND LEARN.
YOU'RE EXACTLY RIGHT, BUT THAT'S GOING TO BE THE WORK OF THE SCHOOL.
THEN WHAT WE'RE GOING TO DO IS, AND THE BOARD, WE'RE GOING TO ASK THEM TO BE COMMUNICATING TO US, WE'RE GOING TO START TRACKING THE DATA OF THEIR SMART GOALS.
>> DOES THAT MEAN THE MONITORING IS GOING TO BE MUCH MORE FREQUENT BECAUSE IN ORDER TO BE ABLE TO LIKE WE DO THE RESULTS MONITORING ON THE ACADEMICS ONCE A YEAR, ARE WE GOING TO HAVE MORE FREQUENT REPORTS ON ACADEMIC PROGRESS?
>> WE COULD INVITE BUILDINGS TO SHARE THOSE.
BUT IT'S NOT GOING TO HAPPEN REAL FAST.
WE'RE LOOKING FOR SUSTAINABLE OUTCOMES, THAT'S WHY YOU TRACK IT ONCE A YEAR. THAT WAS OUR GOAL.
BUT THE SCHOOLS LIKE I SENT TO YOU THIS WEEK TWO BUILDING, TO HOW THEY'RE PROGRESS MONITORING EVERY SINGLE WEEK.
THE TEAM BACK HERE IS LOOKING AT THAT DATA ALL THE TIME.
WE'RE DETERMINING WHAT PROFESSIONAL DEVELOPMENT THEY NEED.
WHEN WE LOOK AT OUR BUDGET OR RESOURCES, WE'RE MAKING SURE IT'S TIED TO WHATEVER THAT PARTICULAR SCHOOL MIGHT NEED BASED ON THE STUDENT OUTCOME DATA.
YOU CAN GET THAT DATA ANYTIME.
ARE WE GOING TO PROVIDE MONITORING REPORTS ON IT MORE THAN ONCE? PROBABLY NOT.
>> COULD THEY BE AUTO GENERATED FROM THE DATA THAT YOU'RE RECEIVING FROM YOUR CLASSROOMS?
>> STAFF HAVE THAT AND THE DASHBOARD WILL TELL THEM THAT THAT'S DOWN INTO THE WEEDS.
THEY HAVE FORMATIVE ASSESSMENT THAT'S INFORMING WHAT THEY'RE GOING TO TEACH ON A DAILY BASIS.
THE SCHOOL IS LOOKING AT IT QUITE REGULARLY.
WE HAVE AN MTSS PROCESS WHERE THEY COME IN AND THEY'RE PULLING THAT SCHOOL WIDE DATA AND THEY'RE LOOKING AT IT ON A REGULAR BASIS.
THAT IS THE WORK OF THE SCHOOLS.
THAT'S WHAT THE BOARD THEN YOU'LL BE WE COULD DO VISIT SCHOOLS NEXT YEAR AND DO LINKAGES WHERE WE GO HAVE A SCHOOL SHARE WITH US, YOU'LL HAVE THEIR SIT PLANS.
YOU COULD BE ABLE TO SEE PROGRESS MONITORING.
BUT A FORMAL BOARD REPORT, THAT ONE BOARD REPORT PROBABLY TAKES OVER A MONTH AND A HALF JUST TO WRITE IT.
WE WOULD BE FINISHING ONE REPORT BEFORE HAVING TO START THE NEXT.
BUT WE WILL HAVE ACCESS TO THE DASHBOARD, SO WE CAN JUST LOOK AT IT AND JUST SEE WHERE THINGS ARE.
>> IF YOU LOOK AT THE BUILDINGS WEEKLY UPDATES OR THE BY MONTHLY, THEY'RE DOING IT ALL THE TIME.
YOU CAN JUST SAY I WOULD BE CURIOUS AS TO HOW SCHOOLS ARE DOING, BUT I'LL MAKE SURE TO SHARE SOME OF THOSE JUST LIKE I DO NOW.
>> I WAS JUST THINKING IF IT'S AVAILABLE TO JUST GO LOOK AT WITHOUT HAVING TO BOTHER ANYBODY, JUST LOOK AND SEE THAT.
I THOUGHT THAT THAT WAS THE WAY THE DASHBOARD WAS GOING TO WORK.
>> THE DASHBOARD WORKS THAT WAY AT THE SCHOOL LEVEL.
>> I DON'T THINK ABOUT IT. SOME METRICS, LIKE ONE OF THE METRICS MIGHT BE YOUR STATE ASSESSMENT.
[01:11:07]
>> I ACTUALLY WAS REALLY HAPPY WITH THE ANSWER, CHRISTIE, THAT YOU GAVE ME ABOUT THE SCHOOLS ARE THE ONES WHO ARE GOING TO TAKE THIS AND THEY'RE GOING TO COME UP WITH.
THAT'S CLOSEST TO THE STUDENTS AND THAT IS A VERY GOOD THING.
>> EVERY SCHOOL IS DIFFERENT, SO THEY'RE GOING TO HAVE THE OVERARCHING GOAL, BUT HOW IS THAT GOAL BEST ACHIEVED AT THEIR SCHOOL CREATES THE INDIVIDUAL GOALS.
>> THAT'S ONE OF THE THINGS I'D LIKE TO MENTION IS HOW DO WE MAKE SURE THAT THIS IS ALL INCLUSIVE, K-12 AND NOT TARGET ONE SPECIFIC AUDIENCE? WE MAY MAKE SURE THAT THIS STATEMENT COVERS ALL STUDENTS AND NOT ANY SPECIFIC TARGET AUDIENCE.
>> YOU MEAN THE MISSION STATEMENT?
>> THAT WOULD BE MY CONCERN IS WE NEED TO BE VERY CAREFUL HOW WE WORD THAT TO INCLUDE K-12, NOT A TARGET AUDIENCE.
>> I THINK THE KEY IS SOMEHOW THAT WORD ALL IN THE FULL SENSE OF IT IS WHAT WE'RE LOOKING FOR.
AT LEAST THAT'S WHAT I'M HEARING YOU SAY.
>> YEAH, THAT WOULD BE MY CONCERN THAT IT INCLUDES EVERYONE AS A WHOLE.
>> WHICH GOES TO THE BOARD, IS A GOVERNANCE STRUCTURE OVER THE ENTIRE ORGANIZATION.
EVEN IN THE MEETINGS WHAT I'VE APPRECIATED, WHICH WAS NEW TO ME, THE OPERATIONS FOLKS ALSO ARE BEING GUIDED BY THIS PLAN.
EVEN THOUGH THEY'RE FAR THUS FROM A BUS DRIVER, I KNOW THAT WE'RE FOCUSED IN ON SAFETY AND BELONGING, MASTERY OF STANDARDS.
HOW ARE WE MAKING SURE THAT IT'S A COLLECTIVE OWNERSHIP REGARDLESS OF THE CLASSROOM YOU ARE IN CHARGE OF? IS DR. CAMPBELL STILL ONLINE? ANY OTHER QUESTIONS FOR DR. CAMPBELL WHILE WE HAVE HER HERE? DR. CAMPBELL, WHAT I WOULD LIKE TO SHARE WITH YOU IS I WANT TO THANK YOU FOR YOUR EXPERTISE IN FACILITATING THIS PROCESS.
I HAVE LEARNED SO MUCH FROM YOU PERSONALLY, BUT EVERY TIME IT HASN'T MATTERED.
I MET WITH A PTO WHERE A GROUP OF FAMILIES HAD BEEN INVOLVED IN A FOCUS GROUP.
OUR STUDENTS, OUR STAFF, THEY HAVE ALL SHARED THAT THEY FEEL LIKE THEY HAVE GOTTEN TO BE PART OF SOMETHING.
IT WAS FUN TO GO BACK AND LISTEN TO THE THEMES AND ONE OF THE PIECES IS THE ALIGNMENT.
THAT'S WHAT I THINK AS A SUPERINTENDENT I'M MOST EXCITED ABOUT IS THAT WE'RE GOING TO BE HAVING THE SAME CONVERSATION FOCUSED IN ON THE SAME WAY, AND THEN CALIBRATING OUR STRATEGIES.
I JUST WANTED TO PERSONALLY THANK YOU.
[01:15:08]
>> THANK YOU. DIDN'T WANT TO ECHO.
>> DR. CAMPBELL ACTUALLY IS COMING UP HERE ON THE 16TH, NEXT TUESDAY, AND MEETING WITH A GROUP OF US.
I'LL BE TAKING YOUR WORDS TO THAT.
WHAT I WILL BE ABLE TO DO IS SHARE THAT FIRST DRAFT OUT BEFORE THE NEXT BOARD MEETING SO YOU'RE GOING TO HAVE TIME TO READ IT AND PROCESS IT.
TAKE SOME NOTES, GATHER SOME THINKING.
IF YOU HAVE QUESTIONS OF ME, PLEASE ASK AWAY.
I'LL MAKE SURE TO GET SOME INPUT FROM ANTONIO PRIOR TO THAT.
I BELIEVE AS SOMEONE WHO DOESN'T ALWAYS CAPTURE MY THOUGHTS THE FIRST TIME, IT TAKES SEVERAL TIMES FOR ME TO GET IT RIGHT, I WANT TO MAKE SURE THAT THE MISSION STATEMENT CAPTURES WHAT IT IS YOU'RE HOPING TO CAPTURE FOR ALL STUDENTS.
I JUST WANTED TO ADD THAT THERE'LL BE LOTS OF LOOKS AT THIS BEFORE.
>> WELL, MY UNDERSTANDING IS THE MISSION STATEMENT IS SUPPOSED TO CAPTURE THE VISIONS AND VALUES OF THE COMMUNITY.
I KNOW WHAT PEOPLE HAVE TOLD ME, WHAT THEY ARE CONCERNED ABOUT, AND SO I'M JUST GOING TO TRY AND REPRESENT THAT TO THE BEST OF MY ABILITY.
>> YEAH, THAT'S GREAT. KEEP IN MIND THAT THE VISION CAME FROM THOSE FOCUS GROUPS.
IT WAS PAGES AND PAGES AND PAGES OF STAFF, STUDENT, AND COMMUNITY INPUT.
WE SAT IN THIS ROOM AND WE LOOKED THROUGH IT AND WE THEMED IT, AND WHICH ONES WERE REPEATED OVER AND OVER.
IF THERE WAS AN OUTLAYER, WE REALLY HAD A CONVERSATION ABOUT JUST BECAUSE IT'S A ONE ONLY DOESN'T MEAN IT'S NOT VALUED, SO THEN WE WOULD WRESTLE WITH THAT.
THAT VISION ACTUALLY CAME FROM.
>> CAN I ASK YOU A QUESTION? I JUST WANT TO KNOW AND LOOKING AT ALL OF THAT INFORMATION, ALL THAT FEEDBACK, I'VE ALWAYS FELT LIKE FERNDALE HAS A STRONG, FOR LACK OF A BETTER TERM, INDUSTRIAL FEELING BASED ON.
THERE'S A LOT OF EMPHASIS ON THE SKILLS AND THE TRADES AND WHATNOT.
I FEEL LIKE THAT'S PART OF THE NATURE OF THE COMMUNITY AND I DIDN'T KNOW IF THAT CAME THROUGH IN YOUR DATA COLLECTION OR NOT.
IF YOU THINK OF THE PORTRAIT OF THE GRADUATE, I THINK THAT'S WHERE WE REALLY HIT IT.
THE FEEDBACK FROM THE COMMUNITY WAS SHARED THEN, PLUS DR. CAMPBELL WAS ABLE TO SHARE ABOUT THE PROJECTIONS, WHAT STUDENTS SHOULD PUT.
RIGHT NOW THEY'RE THINKING ABOUT WHAT JOBS ARE AVAILABLE NOW, AND SHE DID A LOT OF FORWARD THINKING WITH THEM.
SHE'S BEEN HIRED BY THE GATES FOUNDATION, SO SHE'S DOING SOME NATIONAL RESEARCH FOR THEM AND SO SHE WAS ABLE TO BRING IN.
WE COULDN'T GET COPIES OF THE DATA BECAUSE IT WAS COPYRIGHTED FOR THESE RESEARCH GROUPS, BUT SHE DID SHARE THAT.
YOU WERE AT THAT, I WONDER IF THERE'S ANYTHING YOU WOULD SHARE BECAUSE I THINK IT HIT WHAT YOU SAID PEGGY.
>> YEAH, IT REALLY DID AND IT ENCOURAGED THE GROUP TO FOCUS ON WHAT THE FUTURE PROJECTIONS ARE FOR GROWING INDUSTRIES AND UP AND COMING INDUSTRIES AND INDUSTRIES WE DON'T EVEN KNOW ARE GOING TO EXIST IN THE FUTURE JUST BECAUSE OF DEVELOPMENT AND CHANGE.
WAS SOME PRETTY INTERESTING DATA JUST TO LOOK AT BECAUSE IT TWISTED YOUR BRAIN A LITTLE BIT TO BE THINKING OUTSIDE THE BOX, PLUS JUST THE DIVERSITY OF THE STUDENTS THAT WERE IN THAT GROUP.
I STILL REMEMBER THERE WAS ONE PARTICULAR STUDENT WHO YOU COULD TELL FROM JUST THE INTERACTIONS, NOT REALLY ONE THAT PROBABLY WAS THE FIRST TO SPEAK WITHIN A GROUP, BUT THROUGH THE PROCESS, WAS ABLE TO SPEAK AT THE END AND IT WAS REALLY POWERFUL JUST SEEING THAT CHANGE AND WHAT THAT EMOTIONALLY MEANT TO THAT STUDENT TO BE ABLE TO FEEL SAFE ENOUGH TO SHARE IN THAT ENVIRONMENT.
I WAS REALLY IMPRESSED WITH THE WAY DR. CAMPBELL DID THINGS THERE.
I THINK ABOUT THIS THROUGH THE PROCESS BECAUSE THIS'S BEEN GOING ON FOR A WHILE AND WE'VE HAD THOSE REPORTS.
BUT JUST THE NUMBER OF COMMUNITY MEMBERS, WE ALL HAVE OUR SPHERE OF INFLUENCE, AND WE ALL HAVE OUR OWN PRECONCEIVED IDEAS ABOUT WHAT WE THINK FERNDALE AND FERNDALE SCHOOL DISTRICT IS.
BUT TO HAVE THAT MANY PEOPLE PROVIDING INPUT AND TO BE ABLE TO THROW THAT TOGETHER, I THINK REALLY DOES GET BY.
I KNOW WHEN WE WERE [NOISE] AS A BUSINESS WORKING ON OUR MISSION AND VISION STATEMENTS AND DIFFERENT THINGS, JUST WHEN WE PULLED IN THE VOICES OF THE PEOPLE THAT WORKED THERE,
[01:20:03]
AND THE MORE VOICES WE GOT, THE MORE BUY IN WE GOT AND THAT REALLY HELPED.I'M GLAD THAT THE PROCESS HAS REACHED OUT AND HAS THE NUMBER THAT WE'VE HAD.
>> IS THERE ANYWHERE WE CAN GO AND JUST LOOK AT ALL THIS COMPILED DATA THAT YOU GATHERED FROM THE COMMUNITY WHERE WE CAN SEE HOW PEOPLE WEIGHED IN, WHAT OPINIONS WERE EXPRESSED, EVERYTHING?
>> YEAH, I HAVE THE ONLINE SURVEYS YOU COULD LOOK AT THAT.
OTHERWISE, THE IN FOCUS GROUPS, WE WERE TAKING NOTES.
WE WERE THEMING IT AT THE MOMENT.
IT WAS LIKE TAMMY, AS THEY WERE TALKING, THIS ROOM WAS FILLED WITH COMMUNITY MEMBERS THAT NIGHT.
I WAS JUST WRITING DOWN AS FAST AS I COULD.
I MIGHT BE ABLE TO FIND THOSE ACTUAL NOTES, BUT I WENT AND TYPED UP WHAT WE WERE ABLE TO FIND.
BUT IT DID MATCH THE ONLINE SURVEYS.
WHAT I WAS REALLY IMPRESSED BY THE SURPRISE I PERSONALLY HAD IN THAT WAS HOW MANY STUDENTS GOT INVOLVED.
TO HAVE OVER 1,000 STUDENT VOICES IN THAT SURVEY WAS QUITE REMARKABLE BECAUSE THEY KEPT TELLING ME THIS MATTERS TO ME BECAUSE IT'S ABOUT ME.
I THINK ACTUALLY THE HIGH SCHOOL STARTED A LITTLE BIT OF A CAMPAIGN WHERE THEY STARTED TO SIT IN THE COMMONS AREA AND PLEASE FILL THIS OUT, IT MATTERS TO US.
THE CHAMBER, I MADE SURE WE PUT THAT SURVEY OUT ON SOCIAL MEDIA, WE SENT IT OUT IN PARENTS SQUARE, TRIED TO GET OUT AS MUCH AS POSSIBLE, AND THEN AFTER HEARING FROM DIFFERENT GROUPS WHO WOULD COME TO THE CHAMBER EVENT, I SENT IT OFF TO SPECIFIC BUSINESSES THAT HAD BEEN INVOLVED AND HAD FEEDBACK FOR US.
YOU PROBABLY SAW THERE, IF YOU REMEMBER THE PORTRAIT OF THE GRADUATE RELIABILITY, THAT WAS A HUGE THEME FROM OUR COMMUNITY.
THAT WAS ONE THAT THEY WANTED IN THERE.
YEAH, WE CAN GET THEM. WE CAN PRINT THOSE OFF FOR YOU.
I THINK IT'S TOO MUCH TO EMAIL.
>> PEGGY, I WANT YOU TO HAVE THAT BOOK.
>> IF YOU WANT TO LOOK BACK AND CAPTURE SOME OF THAT IN THE LAST TWO WEEKS OF THE SMORE, THANKS TO SELINA AND TRINA.
THEY TOOK A LOT OF THIS WORK AND THEY PUT IT IN A POWERPOINT AND IT'S LINKED IN YOUR SMORE.
IF YOU WANT TO GO BACK AND REVIEW SOME OF THOSE, PLEASE DO.
THEN AS WE GET MORE INFORMATION, WE JUST KEEP UPLOADING THAT POWERPOINT.
I THINK IF YOU REMEMBER TO THE BOARD MEMBERS WHO WERE HERE BEFORE WE STARTED THE VERY FIRST TIME I SHARED, IT WAS JUST THE VISION STATEMENT, THE THREE.
IT'S JUST BEEN SLOWLY GROWING OVER TIME.
I WOULD ADD ONE THING THAT, I NEED TO GIVE FEEDBACK TO HER ON IS IT SAYS WHOLE CHILD AND WE HAVE CHANGED THAT SO IT NO LONGER WHOLE CHILD, IT'S SAFETY AND BELONGING BECAUSE TO US, THE WHOLE CHILD LABEL DIDN'T REALLY TELL US WHAT WE ARE FOCUSED ON THERE AND IT REALLY WAS ABOUT SAFETY AND BELONGING, BOTH PHYSICAL AND EMOTIONAL SAFETY.
>> ANY OTHER QUESTIONS, COMMENTS?
>> WE'LL GET TO SEE THIS AT MARCH'S MEETING.
>> I'LL HAVE THE ROUGH DRAFT AT THE MARCH MEETING.
I BELIEVE NANCY AND KEVIN, YOU'RE DOING THE FINAL AGENDA PLANNING.
I WOULD LIKE TO SAY I'LL BE THE ONE TO REMEMBER.
BUT IF THE THREE OF US WORK TOGETHER TO REMEMBER, I THINK IT PROBABLY SHOULD BE UNDER BOARD DISCUSSION, SO YOU CAN HAVE A ACTUAL CONVERSATION AND MAYBE DO SOME WORDS.
I THINK SELINA SHOULD BE HERE BY THEN.
HOPEFULLY, SHE'S FEELING BETTER BY THEN.
INSTEAD OF JUST A SUPERINTENDENT UPDATE, I THINK IT SHOULD BE A STANDALONE CONVERSATION AND HIGHLIGHT IT THAT NIGHT IN THE AGENDA.
WE'LL HAVE THAT FOR YOU TO WRESTLE WITH.
>> I WONDER IF THE TEAM, GIVEN THAT IT'S THEIR FIRST TIME GOING THROUGH A STRATEGIC PLANNING PROCESS, HAVE ANY REFLECTIONS OR ANYTHING THEY'D LIKE TO ADD BECAUSE THEY'VE BEEN FACILITATING SOME OF THE SMALLER GROUPS.
JOHN, KELLY AND TRINA ALL HELP LEAD ONE OF THE OUTCOME GROUPS.
[01:25:01]
HE AND BEN GOODWIN FROM THE HIGH SCHOOL HELPED LEAD THE FUTURE READY CONVERSATIONS.THEY WERE HELPING THAT AND THEY SPENT HOURS AND HOURS COMING TOGETHER.
WE DID ONE NIGHT OF WHOLE GROUP, WE DID A COUPLE WHOLE GROUPS AND THEN THEY WENT OFF AND WORKED ON THESE.
KELLY, YOU HAD MASTERY OF STANDARDS AND TRINA HAD SAFETY AND BELONGING.
THERE WERE TWO LEADS FOR EACH ONE, AND THEN ASHLEY HILL AND NINA BELLEW DID EARLY CHILDHOOD.
BUT I JUST WONDER IF YOU HAVE ANY REFLECTIONS.
>> I GUESS A LOT OF PEOPLE HAVE COMMENTS ON THE NUMBER OF PEOPLE THAT HAVE HAD INPUT.
THE THING THAT STANDS OUT TO ME MORE THAN THE NUMBER IS THE SINCERITY OF THE FOLKS THAT ARE SHARING.
DR. ERICKSON WAS AT THE PORTRAIT OF THE GRADUATE, EXCUSE ME.
I THINK THAT DEPTH OF THOUGHT AND SINCERE, JUST COMMITMENT TO COMING UP WITH A QUALITY PRODUCT HAS BEEN SEEN FROM OUR STAFF AND OUR STUDENTS, JUST OVER AND OVER AND OVER AGAIN.
IT'S NOT JUST THE NUMBER OF PEOPLE, BUT IT'S THE HEART THAT THEY'RE PUTTING INTO IT AND I THINK THAT STANDS OUT THE MOST TO ME FOR MY PARTICIPATION.
>> DID YOU GET A FAIR AMOUNT OF FEEDBACK FROM PEOPLE LIKE THE LOOMIS, LIKE THE HISPANIC COMMUNITY? DID YOU GET A FAIR AMOUNT OF COMMENTARY AND INPUT?
>> HOW WE DID THAT WAS INSTEAD OF DOING TWO PEOPLE, WE DID BY PEOPLE, FOUR PEOPLE.
IN ALL THOSE FOCUS GROUPS, WE MADE SURE THERE WAS EQUAL REPRESENTATION AND NOT JUST BASED ON ETHNICITY OR RACE.
THE EVENING THAT WE HAD HERE WITH ALL THE FAMILIES, WE HAD A NUMBER OF FAMILIES WHO WERE RECEIVING DIRECT SUPPORT FROM THE FAMILY RESOURCE CENTER, EXPERIENCING HOMELESSNESS, FAMILIES WHO HAVE CHILDREN WHO HAVE AN IEP OR A 504.
WE KEPT LOOKING AT THE GROUPS THAT WE WERE BRINGING TOGETHER AND THAT WAS MY JOB TO MAKE SURE THAT THERE WAS A LOT OF REPRESENTATION.
>> SIMILARLY, AT THE PORTRAIT OF THE GRADUATE GROUP, THERE WERE QUITE A DIVERSITY AS FAR AS THE GROUP AND STUDENTS THAT WERE THERE.
IT WASN'T JUST THE LEADERSHIP CLASS.
IT WAS STUDENTS FROM ALL DIFFERENT AREAS.
I'D HAVE TO SAY THAT THE FACILITATORS WITHIN THOSE GROUPS, BECAUSE WE BROKE OUT INTO DIFFERENT DISCUSSIONS, WERE ALSO GOOD ABOUT DRAWING IN SOME OF THOSE STUDENTS WHO WOULD TYPICALLY BE THE ONES THAT WOULD JUST SIT BACK AT THE EDGE OF THE CONVERSATION.
>> PETER, I THINK TO YOUR POINT, IT WASN'T A VOLUNTEER FOCUS GROUP.
IT WAS AN INTENTIONAL INVITE, SO WE MADE SURE.
>> WHILE WE'RE AT IT, THANK YOU FOR CLEARING UP THE BIT ABOUT LACK OF VOLUNTEER BIAS BECAUSE THAT WAS SOMETHING THAT I WAS ALMOST JUST LIKE BOUNCING AROUND IN MY HEAD LIKE, THIS LOOKS REALLY GREAT.
BUT I WONDER HOW VOLUNTEER BIAS FACTORED INTO IT BECAUSE I KNOW IT CAN BE AN INTERESTING THING FOR A LOT OF EXPERIMENTS AND STUFF LIKE WHEN THE GROUP OF PEOPLE TESTED AND SELECTED AND SURVEYED, ARE ALL PEOPLE THAT WOULD VOLUNTEER TO DO THIS.
THANK YOU FOR CLARIFYING THAT IT'S NOT JUST WHOEVER WANTS TO.
>> THERE WERE DEFINITELY A FEW STUDENTS IN THAT PORTRAIT GROUP THAT WOULD NOT HAVE VOLUNTEERED TO BE THERE.
>> JUST OUT OF CURIOSITY, WERE PEOPLE WHO DIDN'T HAVE KIDS, JUST COMMUNITY MEMBERS WHO WERE NOT ELDERLY PEOPLE, WERE THEY INCLUDED IN THIS?
THAT REALLY WAS IN THE SURVEY PART.
I WOULD ASK PEOPLE, SHARE THIS WITH YOUR NEIGHBORS, ASK A FRIEND.
I DON'T HAVE ACCESS TO EVERYONE'S EMAIL SO WE DID USE THE SOCIAL MEDIA PLATFORM.
WE ASKED OUR PTOS TO PLEASE SHARE THIS OUT.
WE ACTUALLY KEPT THE SURVEY OPEN A LITTLE BIT LONGER JUST SO WE COULD DO IT'S THOROUGH JOB FOR AS SURVEYS GO.
THE INPUT FROM THE COMMUNITY SURVEY WAS BETTER THAN WE HAVE GOTTEN ON OTHER SURVEYS IN THE PAST, ACCORDING TO OUR DATA. THAT WAS GOOD.
[01:30:06]
>> SORRY. DID ANY OF YOU GET A CHANCE TO READ THE BOOK THAT NANCY WAS RECOMMENDING?
>> IN A NUTSHELL, IT SAYS THAT BOARD SHOULD BE FOCUSED AT LEAST 50% OF THEIR EFFORT ON STUDENT OUTCOMES.
IT RECOMMENDED VERY MUCH SIMILAR STRUCTURE TO WHAT YOU'RE TALKING ABOUT WITH THE CASCADING RESPONSIBILITIES, AND FOCUS ON THE SAME GOALS.
THE ONE THING THAT IT DID MENTION, HOWEVER, WAS MORE FREQUENT MONITORING AND I LOOK AT HOW MUCH MONITORING WE DO.
THIS IS TALKING ABOUT BOARD, BUT IT SAYS MORE FREQUENT MONITORING AND SETTING INTERMEDIATE GOALS AND THAT'S WHY I WAS WONDERING THIS TALK ABOUT MONITORING STUDENT OUTCOMES CAME UP.
I THOUGHT, WELL, THIS PARTICULAR RESOURCE, A SIMILAR PERSON WHO ADVISES BOARDS ON HOW TO STRUCTURE THEIR ORGANIZATIONS SO AS TO PRODUCE BETTER RESULTS, RECOMMENDS MORE FREQUENT MONITORING. IT'S INTERESTING.
>> YOU GET A MONITORING REPORT ALMOST EVERY MONTH, OF WHICH THOSE ARE DIRECTED BY YOU, BY THE POLICIES YOU WRITE.
I THINK ONE OF THE PIECES FOR THE INDICATORS IN PARTICULAR IN REVIEWING THOSE POLICIES, IS THE WORK THAT THE BOARD NEEDS TO DO NOW.
BECAUSE ALL THOSE POLICIES WERE WRITTEN WITHOUT A STRATEGIC PLAN.
NOW YOU HAVE A STRATEGIC PLAN AND HOW ARE WE ENSURING THAT THE POLICIES AND THE THINGS YOU WANT TO SEE ARE DIRECTED IN THOSE POLICIES? MY HOPE IS THAT WE'LL HAVE A RETREAT AND BEGIN HAVING THOSE CONVERSATIONS THIS SUMMER AND YOU GET TO REALLY.
BECAUSE WHATEVER'S IN THOSE POLICIES IS WHAT WE'RE GOING TO REPORT TO YOU.
>> WE'VE HAD THE DISCUSSION BACK AND FORTH DURING SOME OF THE PLANNING MEETINGS.
THAT'S WHY WE'VE HELD OFF, WE'VE TALKED ABOUT AT VARIOUS TIMES SOME OF THE INDICATORS OF THOSE POLICIES DON'T SEEM TO QUITE FIT AND WE'VE BEEN KICKING THAT CAN DOWN THE ROAD SO THAT WE HAVE THE STRATEGIC PLAN IN PLACE SO WE CAN WRITE THOSE INDICATORS WITH THOSE STRATEGIC GOALS IN MIND.
>> ANYBODY ELSE? GOING ONCE, GOING TWICE AND NOT SEEING ANYTHING ELSE I'LL CALL THE STUDY SESSION ADJOURNED.
THANK YOU EVERYONE. APPRECIATE ALL THE INPUT.
>> I THOUGHT YOU WERE GOING TO HAVE SOMETHING ELSE BECAUSE YOU WERE LIKE, I'M LIKE OKAY, SHE'S ALL GOOD.
* This transcript was compiled from uncorrected Closed Captioning.