Mar 26, 2024 School Board Meeting

[00:00:02]

I CAN GO IN. OKAY.

[1. CONVENE]

THANK YOU FOR JOINING US, WHETHER LIVE OR ONLINE.

THE PURPOSE OF THIS AND EVERY OTHER SCHOOL BOARD MEETING IS TO CONDUCT THE BUSINESS OF THE BOARD.

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

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

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

A COUPLE OF HOUSEKEEPING RULES SINCE WE'VE GOT A FULL HOUSE TONIGHT, JUST SO EVERYONE IS AWARE THE DOORS FOR EXITING ARE THE SAME DOORS THAT YOU CAME IN.

IF YOU NEED TO USE THE RESTROOM, THEY'RE OUT THE DOORS AND UP THE RAMP, AND THAT'LL TAKE CARE OF THOSE THINGS.

AND WITH THAT, WE'LL MOVE ON TONIGHT'S MEETING.

AND SO IF YOU WOULD PLEASE JOIN ME IN A PLEDGE OF ALLEGIANCE.

AND THE FLAG IS OVER AT THIS CORNER.

THANK YOU. AND WITH THAT, I'LL ASK KWABENA TO PLEASE READ THE LAND ACKNOWLEDGMENT.

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

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 WATERWAYS AND ON THEIR TRADITIONAL, ANCESTRAL AND UNCEDED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE.

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

THANK YOU. WITH THAT.

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

AND AT THIS POINT, THE CHAIR WILL ENTERTAIN A MOTION OR ANY CHANGES TO THE AGENDA.

OKAY. OKAY.

IS THERE A MOTION TO ADOPT THE AGENDA AS PRESENTED? I MAKE A MOTION TO ADOPT THE AGENDA.

THANK YOU. PEGGY.

SO IT HAS BEEN MOVED TO ADOPT THE AGENDA AS PRESENTED.

ALL THOSE IN FAVOR SIGNIFY BY SAYING I, I, I I.

ALL THOSE OPPOSED.

OKAY. SO THE AGENDA HAS BEEN ADOPTED WHICH WILL THEN TAKE US ON TO ITEM 3.01, WHICH IS THE APPROVAL OF THE

[3. APPROVAL OF MINUTES]

IF YOU'RE NOT FAMILIAR WITH HOW TO GET TO BOARD DOCS OR SEE THE DOCUMENTS THAT THE BOARD IS USING, PLEASE FEEL FREE TO CONTACT US OR TALK WITH ANYONE UP AT THE FRONT AFTER THE MEETING, AND WE CAN CERTAINLY HELP YOU TO GET THERE.

SO ANY DISCUSSION IN REGARDS TO THE MEETINGS FROM OUR FEBRUARY MEETING? YEAH, I HAD A QUESTION.

SO THERE WAS A CHANGE MADE BECAUSE OF SOME FORMATTING ERROR THAT SHOWED UP IN THE MINUTES.

HOW I GUESS I HAVE A QUESTION ON HOW TO DO THIS GOING FORWARD.

YOU SUBMITTED A CORRECTION ALREADY? THERE WAS THERE WAS A CORRECTION MADE TO THE MINUTES BECAUSE THERE WAS A FORMATTING PROBLEM EARLIER.

WAS THERE WAS A I KNOW THERE WAS AN ISSUE IN THE FORMATTING FROM THE JANUARY MEETING MINUTES, BUT I DIDN'T KNOW.

I DON'T KNOW ABOUT ONE.

WAS THERE ONE THAT YOU SUBMITTED TO CHRIS FOR THESE? NO, I JUST, I JUST IT DIDN'T HAPPEN AGAIN, DID IT? I JUST WANT TO MAKE SURE, BECAUSE I KNOW THAT GOING BACK, THERE WERE SOME ISSUES WITH THAT, THAT'S ALL.

YEAH. WE HAD THERE WAS A THERE WAS A GLITCH WITH IN BOARD DOCS OF THE WAY IT AUTOMATICALLY MADE THE MINUTES.

SO IT WAS REPEATING A STATEMENT WITHIN THE CONSENT AGENDA, BUT I DIDN'T THAT DIDN'T OCCUR.

AT LEAST I DIDN'T SEE IT IN THESE MINUTES FROM OUR LAST FROM OUR FEBRUARY MEETING.

OKAY, THAT WAS JUST MY QUESTION.

OKAY, THANKS.

SURE. SO.

[00:05:03]

THE MINUTES, YOU MEAN? OH.

YES. I'M SORRY.

THAT'S OKAY. LOOKING AT THE WRONG PART.

OKAY, SO IT HAS BEEN MOVED THAT WE ADOPT THE MINUTES FROM THE FEBRUARY 27TH MEETING.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.

AYE. AYE.

ALL OPPOSED? OKAY, SO THE MINUTES FROM LAST MONTH'S MEETING HAVE BEEN APPROVED.

THAT THEN TAKES US ON TO PUBLIC COMMENT.

[4. PUBLIC COMMENT [GC-3.3]]

IT IS NOT A TIME FOR DISCUSSION.

IT IS A TIME FOR THE BOARD TO LISTEN.

BOARD MEMBERS MAY INTERJECT TO ASK CLARIFYING QUESTIONS AND OR MAY DIRECT SOMEONE, MOST OFTEN THE SUPERINTENDENT, TO TAKE ACTION RELATED TO THE STATEMENTS.

BUT AGAIN, IT IS NOT A TIME FOR DISCUSSION.

OUR SILENCE IS NOT A SIGNAL OF AGREEMENT OR DISAGREEMENT, BUT IS MEANT TO BE RESPECTFUL, TO HEAR WHAT IS THE SPEAKER HAS TO SAY.

PLEASE NOTE THAT PUBLIC COMMENT IS NOT THE ONLY WAY TO COMMUNICATE WITH THE BOARD.

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

WE ROUTINELY HEAR FROM A NUMBER OF DISTRICT STAKEHOLDERS EACH MONTH, AND ASSIMILATE A WIDE RANGE OF INPUT ON DISTRICT ISSUES.

WE APPRECIATE HEARING FROM THE COMMUNITY AND INVITE THEM TO USE WHATEVER MODE OF COMMUNICATION THEY FEEL MOST COMFORTABLE WITH TO DO SO.

OUR CONTACT INFORMATION IS READILY AVAILABLE ON THE DISTRICT WEBSITE.

THOSE WISHING TO SPEAK DURING PUBLIC COMMENT ARE ASKED TO SIGN IN ON THE SIGN UP SHEET THAT WAS IN THE BACK OF THE ROOM, AND EACH SPEAKER WILL BE LIMITED TO THREE MINUTES AND THEIR TIME WILL BEGIN WHEN THEY STEP TO THE PODIUM AND BEGIN TO ADDRESS THE BOARD.

ANY SPEAKER WHOSE COMMENTS EXCEED THE THREE MINUTE LIMIT MAY SUBMIT THEIR ENTIRE OR REMAINING COMMENTS IN WRITING, AND TO ENSURE THE BOARD HAS ADEQUATE TIME TO ADDRESS ALL THE ITEMS ON OUR AGENDA, THE PUBLIC COMMENT TIME IS LIMITED TO A TOTAL OF 45 MINUTES.

GIVEN THE NUMBER OF SPEAKERS THAT I'VE GOT LISTED ON OUR SIGN IN SHEET TONIGHT, WE'RE GOING TO BE CUTTING IT CLOSE.

SO PLEASE, IF YOU WOULD, TO BE FAIR TO EVERYBODY, TRY TO KEEP YOUR REMARKS SUCCINCT.

SO WITH THAT, WE'LL GO AHEAD AND START IN.

THE FIRST PERSON THAT I HAVE ON THE LIST OF SPEAKERS TONIGHT IS CHRISTINA RUCKER.

HEAR ME? HELLO? OKAY.

I'D LIKE TO START BY SAYING THANK YOU FOR YOUR DEDICATION AND SERVICE TO OUR COMMUNITY, CREATING A SAFE SPACE FOR OUR STUDENTS WHERE THEY FEEL LIKE THEY BELONG AS AN ONGOING TASK. AND I KNOW YOU ALL WORK HARD TO CREATE THAT SPACE THROUGH YOUR WORK HERE.

AND I'M ALSO SPEAKING TO EVERYONE BEHIND ME AS WELL.

I'M HERE TONIGHT TO SHARE SOMETHING ABOUT OUR MATH CURRICULUM THAT I REALLY ENJOY AS A FIFTH GRADE TEACHER, AND ALSO AS A PARENT OF A SECOND GRADER AND AN UPCOMING KINDERGARTNER IN THE DISTRICT. AND I SHOULD MENTION THAT I AM A FIFTH GRADE TEACHER HERE IN FERNDALE.

WHEN WE WERE LOOKING FOR A NEW MATH CURRICULUM A COUPLE YEARS BACK, I WAS ON THAT COMMITTEE, THE ADOPTION COMMITTEE, WHO PILOTED THE CURRICULUMS AND RECOMMENDED ADOPTIONS.

ONE OF THE QUALITIES THAT WE WERE LOOKING FOR WAS THAT IT FELT INCLUSIVE OF OUR STUDENTS AND OUR INCREDIBLY DIVERSE COMMUNITY.

I WANTED TO SHARE AN EXAMPLE OF WHAT THAT LOOKS LIKE IN MY FIFTH GRADE CLASSROOM.

SO THE OTHER DAY WE'RE WORKING ON MULTIPLYING FRACTIONS.

I HAVE MY SLIDES UP FROM THE CURRICULUM, AND THERE'S A SLIDE THAT IS CONNECT TO CULTURE, AND IT TEACHES US A LITTLE BIT ABOUT A DIFFERENT CULTURE BEFORE LAUNCHING US INTO A MATH PROBLEM THAT THEN USES SOMETHING FROM THAT SLIDE.

SO IT SAYS MANY CULTURES MAKE AND USE A BATIK CLOTH.

BATIK IS A PROCESS OF DYING CLOTH THAT MAKES USE OF MELTED WAX, AND THAT HAS A PICTURE OF SOMEBODY ACTUALLY DYING THE BATIK CLOTH.

AND THEN IT ASKS, WHAT BATIK CLOTH HAVE YOU SEEN OR WORN? AND WHEN I ASKED THAT QUESTION ABOUT FIVE HANDS IN MY CLASS GO UP AND THEN A PARA IS ALSO ABLE TO SHARE ABOUT HER EXPERIENCE WEARING BATIK CLOTH AS WELL. AND THEN THE NEXT SLIDE GOES INTO MATH QUESTION WHERE WE'RE TRYING TO FIND THE AREA OF BATIK CLOTH.

YOU KNOW HOW THAT GOES.

PROBLEMS LIKE THIS REPRESENT A MOMENT WHERE EVEN IN MATH, WE GET TO LEARN ABOUT THE WORLD AS WELL AS GIVE OUR FERNDALE FAMILY A CHANCE TO CONNECT THEIR CULTURES AND EXPERIENCES TO OUR SCHOOLS. I KNOW THAT CURRENTLY THERE IS A RESOLUTION ON THE TABLE THAT AIMS TO SIDESTEP SENATE BILL 5462 THAT REQUIRES DISTRICTS TO INCORPORATE CONCEPTS OF DIVERSITY, EQUITY, AND INCLUSION INTO INSTRUCTION.

AND AS BOTH A TEACHER AND A PARENT IN THE DISTRICT, I REQUEST, WE DO NOT BYPASS THIS LAW SO THAT WE MAY CONTINUE TO BUILD THE MESSAGE THAT WE ALL BELONG.

SINCE MY TIME IN FERNDALE SCHOOL DISTRICT, I HAVE HAD STUDENTS WHO ARE WHITE, BLACK, MUSLIM, CHRISTIAN, UKRAINIAN, NATIVE AMERICAN, RUSSIAN, LATINO, MULTI LANGUAGE LEARNERS, LGBTQ PLUS NEWCOMERS, PROUD MULTIGENERATIONAL, FERNDALE AND SO MANY MORE IDENTITIES THAT I COULD NOT POSSIBLY NAME.

PART OF FEELING LIKE YOU BELONG IS SEEING YOURSELF IN YOUR SCHOOL AND IN THE CURRICULUM.

[00:10:04]

THANK YOU FOR YOUR CONSIDERATION.

THANK YOU. CHRISTINA.

NEXT WE HAVE JENNIFER RODELL.

ALL RIGHT. GOOD EVENING.

MY NAME IS JENNIFER RODELL, AND I'M A FERNDALE GRAD RESIDENT, AND I HAVE BEEN AN EDUCATOR FOR THE FERNDALE SCHOOL DISTRICT FOR THE LAST TWO AND A HALF DECADES.

I STAND BEFORE YOU TODAY TO ADDRESS THE ISSUE AT HAND WITHIN THE FERNDALE SCHOOL DISTRICT.

THE RESOLUTION PROPOSED BY CERTAIN MEMBERS OF THE BOARD SERVES NO PURPOSE THAN TO PERPETRATE BIGOTRY AND FEAR WITHIN OUR COMMUNITY.

IT IS A CLEAR INDICATION OF INDIVIDUALS WHO ARE UNWILLING TO EDUCATE THEMSELVES ABOUT THOSE WHO ARE DIFFERENT FROM THEM, SIMPLY BECAUSE THEY DO NOT UNDERSTAND OR AGREE WITH THE TOPIC.

IT IS IMPORTANT TO REMEMBER THAT EDUCATION IS THE KEY TO TO UNDERSTANDING AND ACCEPTANCE, TO THE DISCOMFORT THAT SOME MAY FEEL TOWARDS TOPICS SUCH AS GENDER IDENTITY AND SEXUAL ORIENTATION SHOULD NOT DICTATE WHAT IS TAUGHT IN OUR SCHOOLS.

BY BLOCKING STATE MANDATED, MANDATED CURRICULUM BASED ON PERSONAL IDEOLOGIES AND RELIGIOUS BELIEFS, WE ARE ONLY HINDERING THE GROWTH AND DEVELOPMENT OF OUR STUDENTS. PARENTS HAVE THE RIGHT TO OPT THEIR CHILDREN OUT OF CERTAIN CURRICULUM, BUT THEY DO NOT HAVE THE RIGHT TO DICTATE WHAT IS TAUGHT TO EVERY OTHER CHILD IN THIS DISTRICT. I DID MY RESEARCH REGARDING THE NUMBER OF STUDENTS WHO WERE OPTED OUT OF THE SEXUAL HEALTH AND HIV LESSONS LAST YEAR, LESS THAN 0.02%, 0.02% OF THE STUDENTS WHO WERE OPTED OUT OF THE SEXUAL HEALTH AND HIV LESSONS LAST YEAR. IN THE ELEMENTARY AND SECONDARY SCHOOLS, THIS INDICATES A HIGH LEVEL OF PARTICIPATION IN THIS IMPORTANT EDUCATIONAL PROGRAM.

ONLY 33 STUDENTS WERE OPTED OUT.

IT IS ESSENTIAL THAT WE TRUST OUR EDUCATORS TO PROVIDE ACCURATE AND INCLUSIVE INFORMATION TO ALL STUDENTS, REGARDLESS OF INDIVIDUAL BELIEFS.

FURTHERMORE, IT IS ALARMING TO SEE ATTEMPTS TO BYPASS DIVERSITY AND EQUITY POLICIES THAT ARE IN PLACE TO PROTECT MARGINALIZED STUDENTS BY PROPOSING EDITS TO THESE POLICIES THAT WOULD ALLOW THE SCHOOL BOARDS TO IGNORE STATE MANDATES, CERTAIN MEMBERS ARE SHOWING A DISREGARD FOR THE VOICES OF THE COMMUNITY AND THE WELL-BEING OF OUR STUDENTS. WE MUST NOT LET THE VOICES OF A FEW DROWN OUT THE VOICES OF THE MAJORITY.

IT IS OUR DUTY TO ENSURE THAT ALL STUDENTS FEEL REPRESENTED, INCLUDED AND SAFE WITHIN OUR SCHOOLS.

LET US NOT ALLOW FEAR AND IGNORANCE TO GUIDE OUR DECISIONS, BUT RATHER EMBRACE EDUCATION AND UNDERSTANDING AS THE FOUNDATION OF OUR COMMUNITY.

IN CLOSING, IF YOU DO NOT LIKE BEING LABELED AS A BIGOT, DON'T ACT LIKE ONE.

THANK YOU JENNIFER.

NEXT WE HAVE HOLLY WILKINS.

I HAVE SOME HANDOUTS FOR THE BOARD MEMBERS IF YOU'D LIKE TO SET THEM ON THE TABLE, THAT'D BE GREAT.

THANK YOU. I'M HERE TO SPEAK AGAINST THE FERNDALE SCHOOL BOARD LOOKING TO REJECT HOUSE BILL 2331 AND DECIDING ON THEIR OWN LESSONS AND CURRICULUM THEY DEEM APPROPRIATE FOR OUR DISTRICT.

IN FEBRUARY, A 16 YEAR OLD CHILD IN OKLAHOMA WAS BEATEN UP IN THEIR SCHOOL BATHROOM BY THEIR CLASSMATES.

THE NEXT DAY, THE 16 YEAR OLD CHILD DIED BY SUICIDE.

WHY DID THIS STUDENT NEXT BENEDICT, GET BEATEN UP? THEY IDENTIFIED AS NON-BINARY, AND THE STATE OF OKLAHOMA HAD RECENTLY PASSED LAWS REMOVING PROTECTIONS FOR LGBTQ STUDENTS.

OKLAHOMA STATE SENATOR TOM WOODS COMMENTED ON NEXT BENEDICTS DEATH BY SAYING, WE ARE GOING TO FIGHT TO KEEP THAT FILTH OUT OF OKLAHOMA BECAUSE WE ARE A CHRISTIAN STATE. HE CALLED A DEAD CHILD FILTH A CHILD.

WHAT DOES A DEAD CHILD IN OKLAHOMA HAVE TO DO WITH FERNDALE? THE SAME PROCESS IS PLAYING OUT HERE BECAUSE SOME SCHOOL BOARD MEMBERS WANT TO CHANGE FERNDALE CURRICULUM UNDER THE GUISE OF PARENTAL RIGHTS IN ORDER TO ELIMINATE CURRICULUM AND BOOKS THEY PERSONALLY PERCEIVE AS INAPPROPRIATE FOR CHILDREN.

BOOKS AND CURRICULUM THAT TEACH CHILDREN ABOUT EMPATHY AND SOCIAL EMOTIONAL LESSONS ARE BADLY NEEDED AT ALL FERNDALE SCHOOLS.

AS A TEACHER HERE IN FERNDALE, I SEE THE DIRECT EFFECTS OF BULLYING AND RACISM THAT KIDS EXPERIENCE ON A DAILY BASIS.

I SEE OUR LGBTQ CHILDREN AND OUR MINORITY STUDENTS ON THE RECEIVING END OF CRUEL WORDS AND ACTIONS EVERY DAY.

[00:15:05]

THIS IS INFORMATION GATHERED DIRECTLY FROM LOCAL COMMUNITIES, AND UNFORTUNATELY, THESE NUMBERS ARE HAPPENING AT THE SAME RATES NATIONALLY, SO WE CANNOT DENY WHAT IS HAPPENING AT A LOCAL LEVEL.

ATTEMPTS BY BOARD MEMBERS TO CHANGE CURRICULUM WILL HAVE A DIRECT RESULT IN TAKING AWAY REPRESENTATION FOR MINORITIES AND LGBTQ STUDENTS.

THE DATA SHOWS THAT AN EMPHASIS ON EMPATHY AND SEL LESSONS SHOULD BE INCREASED, NOT ELIMINATED.

AND YET THE PUSH FOR PARENTAL RIGHTS IS SUPPORTED BY BOARD MEMBERS BASED ON THEIR PERSONAL, POLITICAL AND RELIGIOUS BELIEFS.

PARENTS CAN ALREADY OPT THEIR CHILDREN OUT OF CURRICULUM.

LESS THAN 0.02% OF FERNDALE PARENTS DECIDE THEIR OPT TO OPT THEIR CHILD OUT OF CERTAIN CURRICULUM, WHICH MEANS THAT A VAST MAJORITY OF PARENTS ARE SATISFIED WITH THE CURRENT CURRICULUM AND DON'T THINK THE BOARD NEEDS TO MAKE THESE CHANGES.

I URGE YOU NOT TO BRING YOUR RELIGION INTO PUBLIC SCHOOLS.

ALL BOARD MEMBERS CLAIM ON THE FSD WEBSITE THAT THEY WANT ALL STUDENTS TO SHOW ACADEMIC EXCELLENCE IN SCHOOL, BUT ACADEMIC EXCELLENCE IS HARD TO ACHIEVE FOR STUDENTS THAT DON'T FEEL SAFE AROUND PEERS AND SCHOOLS AND STAFF DUE TO BULLYING, ACCORDING TO THE HEALTHY YOUTH SURVEY.

STUDENTS THAT DON'T FEEL SAFE AT SCHOOL SHOW HIGHER LEVELS OF HOPELESSNESS, ANXIETY AND DEPRESSION AND HAVE HIGHER RATES OF SUICIDE.

IS THIS THE LEGACY THAT YOU WANT FOR FERNDALE SCHOOLS? THANK YOU. THANK YOU.

HOLLY. NEXT WE HAVE TAMMY.

ALEJANDRA. HI, I'M TAMMY ALEJANDRE.

MY PRONOUNS ARE SHE HER.

MY CHILD IS A STUDENT AT FHS AND I TEACH AT EAGLE RIDGE.

I'M HERE MOSTLY IN RESPONSE TO THE FACT THAT IT WAS PROPOSED TO SIGN A RESOLUTION AT YOUR LAST MEETING BEFORE HEARING PUBLIC COMMENT.

THIS RESOLUTION WAS IN RESPONSE TO LEGISLATION ABOUT ENSURING CURRICULUM AND CONTENT WAS INCLUSIVE OF MARGINALIZED GROUPS.

IT WAS STATED AT THAT MEETING, WE KNOW OUR COMMUNITY BETTER THAN OLYMPIA DOES.

I HAVE NO DOUBT THAT PEOPLE ON THIS BOARD WILL REPRESENT THEIR OWN FAMILY AND FAITH.

THE PEOPLE WHO LOOK LIKE THEM AND ACT LIKE THEM AND BELIEVE LIKE THEM.

THIS CONVERSATION, THOUGH, MADE ME WONDER IF THIS BOARD DOES KNOW THE WHOLE COMMUNITY YOU REPRESENT.

WILL YOU CONSIDER THE NEEDS OF THOSE WHO ARE NOT LIKE YOU? WILL YOU MAKE DECISIONS CONSIDERING THE WANTS AND WISHES OF THOSE IN OUR COMMUNITY FOR MARGINALIZED GROUPS? IT IS NOT ONLY A NOBLE GOAL, BUT A CRUCIAL POINT TO ENSURE INCLUSION IN OUR SCHOOLS.

A PUBLIC COMMENT MADE RECENTLY SCRUTINIZED A FOCUS ON DIVERSITY, EQUITY, INCLUSION, WITH THE CONCERN THAT BEING THOUGHTFUL OF DEI COULD BE THE CAUSE OF LOW TEST SCORES.

BASED ON MY PREVIOUS PUBLIC COMMENTS, I KNOW YOU KNOW MY HEART FOR INCLUSION AND BEING A WELCOMING PLACE FOR ALL.

AT A STAFF MEETING RECENTLY, OUR PRINCIPAL ANNOUNCED THE FOUR CLASSES THAT MADE THE MOST GROWTH IN READING AND THEN MATHEMATICS ON OUR MOST RECENT IREADY DIAGNOSTIC TEST.

MY CLASS WAS THE ONLY ONE MENTIONED FOR TOP GROWTH IN BOTH READING AND MATH.

SO PROUD OF THEM.

I WONDER IF A FOCUS ON DEI WOULD ACTUALLY IMPROVE OUR TEST SCORES AS THE DISTRICT.

PEOPLE WHO FEEL LIKE THEY BELONG SHOW UP AND THEY GROW ABOUT BEING SEEN.

I ENJOY WATCHING ALL OF THE AWARD SHOWS THAT WERE ON RECENTLY, AND I ALSO GOT TO SEE AN INDIGENOUS AUTHOR SPEAK LAST WEEK AT THE MOUNT BAKER THEATER.

ALMOST EVERY ONE OF THOSE PEOPLE, ESPECIALLY THOSE FROM MARGINALIZED GROUPS, TALK ABOUT BEING SEEN.

EVERY ONE OF THEM MENTIONED.

BEING SEEN WAS SO IMPORTANT IN THEIR LIVES, AND THERE THEY ARE.

I WANT TO PREPARE OUR FERNDALE STUDENTS, ALL OF THEM, FOR GREATNESS.

EVERY ONE OF OUR KIDS DESERVES TO BE SEEN AND KNOW THEY BELONG.

PEOPLE FEEL LIKE THEY BELONG WHEN THEY CAN SHOW UP AS THEIR GENUINE SELF AND BE ACCEPTED JUST AS THEY ARE.

I THINK THERE IS SOME CONCERN ABOUT PARENT CHOICE.

PARENTS HAVE A CHOICE NOW.

THEY COULD CHOOSE TO SHOW UP, TO EVALUATE NEW CURRICULUM AND HAVE THEIR VOICE HEARD.

THEY HAVE THE CHOICE TO ATTEND CONFERENCES WITH TEACHERS AND EVENTS AT SCHOOLS, AND OPT THEIR CHILDREN OUT OF LESSONS THEY FEEL UNCOMFORTABLE WITH.

THEY CAN CHOOSE IF THEIR CHILD IS STRUGGLING WITH TESTS TO COMMUNICATE WITH THE TEACHERS, AND WORK WITH THEM TO HELP THEIR CHILD GROW.

I DO NOT WANT OUR DISTRICT TO GO IN A DIRECTION WHERE ONE PARENT'S CHOICE LIMITS THE EDUCATION OF ANOTHER PERSON'S CHILD.

REGARDING THE SELECTION AND ADOPTION OF FUTURE CURRICULUM MATERIALS, I WOULD HOPE THAT THIS BOARD WOULD NOT SUFFER AT THE RULING OF A STATE TO ENSURE THAT CURRICULUM IS REPRESENTATIVE OF DIVERSE GROUPS.

I HOPE THAT NO ONE ON THIS BOARD WOULD EXCLUDE A CURRICULUM THAT HIGHLIGHTED THE ACCOMPLISHMENTS OF SOMEONE, JUST BECAUSE THEY WERE DIFFERENT FROM THEM.

PLEASE CONTINUE TO STRIVE TO MAKE FERNDALE SCHOOL DISTRICT A PLACE THAT PREPARES ALL STUDENTS TO BE SUCCESSFUL IN THEIR FUTURE.

THANK YOU. THANK YOU TAMMY.

NEXT WE HAVE KATIE D'AW.

[00:20:11]

UNFORTUNATELY, MY CHILD COULDN'T BE HERE TONIGHT.

BUT I WANT YOU TO LOOK AT HIS PICTURE.

AND I WANT YOU TO SEE HIS FACE.

I WANT YOU TO REMEMBER HIS FACE.

HE IS GOING TO BE A 2024 GRADUATE WHO'S GRADUATING WITH HONORS AND HIS A.A.

DEGREE FROM WHATCOM COMMUNITY COLLEGE.

HE WANTS TO PURSUE HIS DEGREE IN BIOCHEMISTRY AND EVENTUALLY INTO MEDICINE.

I WANT YOU TO REMEMBER HIS FACE AS I HOPE HE TAKES HIS OATH AS A DOCTOR MORE SERIOUSLY THAN SOME OF YOU HAVE TAKEN YOUR OATH AS SCHOOL BOARD MEMBERS.

PLEASE REFER TO MY LAST LETTER FROM LAST NIGHT IF YOU NEED A REMINDER OF WHAT THOSE ARE.

I ALSO HOPE THAT HE CONTINUES TO ACHIEVE HIS GOALS WHEN HE IS BY YOUR BEDSIDE, AND HAS MORE EMPATHY FOR SOME OF YOU THAN YOU HAVE FOR HIM.

I'VE SENT TWO LETTERS IN RESPONSE TO THE FEBRUARY 27TH BOARD MEETING.

I HOPE YOU HAD THE OPPORTUNITY TO REVIEW THE LETTER I SENT LAST NIGHT.

IT IS AS IT IS REPRESENTATIVE OF A PARENT AND EDUCATOR WHO IS PASSIONATE ABOUT STUDENTS HIGH LEVELS OF ACHIEVEMENT AND EMOTIONAL WELL-BEING.

AND MY LAST LETTER I SHARED A PERSONAL EXPERIENCES RAISING AN LBGTQ LGBTQ+ CHILD.

I DIDN'T FULLY UNDERSTAND THE HARDSHIPS OUR STUDENTS GO THROUGH EVERY DAY UNTIL HAVING THIS EXPERIENCE FIRSTHAND, AND I DON'T BELIEVE ANYONE SHOULD BE MAKING DECISIONS FOR MY CHILD OR OTHER CHILDREN WHO HAVE LIKE HIM, WHO HAVEN'T BEEN THROUGH THAT EXPERIENCE.

NANCY BUTTON'S RESPONSE TO MY LETTER STATED, A BOARD MEMBER FROM LINDON REACHED OUT TO ME ASKING TO SUPPORT BY PASSING A RESOLUTION IN SOLIDARITY FOR RETAINING LOCAL CONTROL.

I DRAFTED A RESOLUTION JUST LIKE LINDON.

THAT RESOLUTION INCLUDES NOT ABIDING BY SENATE BILL 5462.

THAT WOULD UPDATE, THAT WOULD UPDATE LEARNING STANDARDS TO INCLUDE THE HISTORIES, CONTRIBUTIONS AND PERSPECTIVES OF LGBTQ PEOPLE, AS WELL AS DIVERSITY, EQUITY AND INCLUSION STANDARDS. THE SPONSOR OF THIS BILL ALSO STATED THAT EVERY STUDENT DESERVES TO FEEL REPRESENTED BY THE MATERIAL THEY ARE LEARNING, AND WHEN THEY HEAR VOICES AND STORIES IN THE SCHOOL CURRICULUM, STUDENTS ARE MORE LIKELY TO BE SUCCESSFUL AND ENGAGED IN THE CLASSROOM.

AND I ASK YOU TO REFLECT TODAY.

WHAT'S SO SCARY ABOUT LEARNING ABOUT LGBTQ PLUS CONTRIBUTIONS TO OUR COMMUNITY? IF YOU TAKE CONTROL OF WHAT IS BEING TAUGHT IN SCHOOLS, HOW FAR ARE YOU WILLING TO GO? HOUSE BILL 1332 INCLUDES SINCE TIME AND MEMORIAL CURRICULUM.

ARE YOU PLANNING ON TAKING THAT AWAY TOO? HOW FAR DOES YOUR LOCAL CONTROL REACH? WHOSE VIEWS ARE YOU TRYING TO ELIMINATE? WE CANNOT CREATE WELL-ROUNDED ADULTS WITHOUT TEACHING THEM HOW TO ANALYZE VARIOUS TEXTS RESOURCES, SYNTHESIZE INFORMATION FROM DIFFERENT VIEWPOINTS, ENGAGE IN CRITICAL THINKING, AND EMPOWER THEM TO MAKE DECISIONS ABOUT WHAT WORKS BEST FOR THEM.

ELIMINATING DIFFERENT PERSPECTIVES AND VIEWPOINTS BECAUSE IT DOESN'T FIT INTO A BOARD MEMBER'S POLITICAL OR RELIGIOUS BELIEF, IS IRRESPONSIBLE, AND DOES NOT CREATE A GRADUATE WHO CAN ENGAGE WITH THE WORLD OUTSIDE OF THE FERNDALE SCHOOL DISTRICT SYSTEM.

OUR STUDENTS NEED TO BE GIVEN THESE EXPERIENCES.

THIS IS A LIFE SKILL THAT WILL TAKE THEM THROUGH COLLEGE AND JOBS AFTER HIGH SCHOOL.

SOCIETY IS CHANGING AND NOT EVERYONE FITS INTO A PARTICULAR BOX.

AND SO WHY ARE YOU TRYING TO DO THAT IN OUR SCHOOLS? OUR MISSION SHOULD BE TO HELP KIDS BE SUCCESSFUL IN THE WORLD OUTSIDE OF OUR SCHOOL DOORS, AND ELIMINATING THOSE VARIOUS PERSPECTIVES WILL BE SETTING THEM UP FOR FAILURE.

THANK YOU TEACHER.

THAT'S NOT WHAT WE WANT FOR OUR STUDENTS IN FERNDALE.

NET. EXCUSE ME.

NEXT WE HAVE ELLIOT HUFFMAN.

HELLO, I'M ISAAC HUFFMAN, AND THIS IS MY SON ELLIOTT.

AND I'M TEACHING HIM TO SPEAK IN FRONT OF THE SCHOOL BOARD.

AND SO THAT IS WHY HE'S HERE TODAY.

IT IS VERY TRUE. YEAH.

AND WE CAME TO SPEAK ON BEHALF OF A COMPLETELY DIFFERENT ISSUE, WHICH IS SUPPORTING THE FAMILY PARTNERSHIP PROGRAM, AS WE WE ARE VERY RESPECTFUL OF THE WORK YOU'VE DONE AS A DISTRICT TO BUILD NEW CAPITAL STRUCTURES AND INVEST IN YOUR SCHOOL DISTRICT.

BUT ONE OF THE THINGS THAT ALSO NEEDS INVESTMENT IS THE FAMILY PARTNERSHIP PROGRAM.

AND DO YOU WANT TO SAY A LITTLE BIT ABOUT THAT? SO RECENTLY WE HAD A DAY OF SCHOOL HAVE TO BE COMPLETELY TAKEN OFF.

AND MIND YOU, WE ONLY HAVE ONE DAY OF IN-PERSON SCHOOL PER WEEK AND THAT DAY HAD TO BE TAKEN OFF BECAUSE ONE TEACHER COULDN'T BE THERE.

WE ONLY HAVE TWO TEACHERS AND EACH OF THEM DO SPECIFIC THINGS.

ONE OF THEM DOES JUST KIND OF MAIN STUFF, AND THE OTHER ONE DOES MORE STEM OFF THE SIDE STUFF.

AND THE MAIN TEACHER WASN'T ABLE TO BE THERE, BUT INSTEAD OF GETTING A SUB, THE ENTIRE DAY HAD TO BE QUITTED, WHICH I THOUGHT WAS KIND OF DUMB.

SO AS YOU LOOK FORWARD TO THE BUDGETS AND THE RESOURCES THAT YOU'RE ALLOCATING OVER THE NEXT YEAR, REMEMBER THAT THE FAMILY PARTNERSHIP PROGRAM IS AN IMPORTANT RESOURCE FOR FAMILIES THAT HAVE STUDENTS IN ALL DIFFERENT LEARNING ASPECTS, WHETHER THEY BE LIKE ELLIOT, WHO NEEDS A DIFFERENT LEARNING ENVIRONMENT TO SUCCEED, OR MY YOUNGER DAUGHTER WHO NEEDS A LITTLE TIME AWAY FOR, YOU KNOW, MEDICAL LEAVE AND BUT STILL WANTS TO PARTICIPATE IN SCHOOL AND ON IN PERSON

[00:25:08]

AND WE APPRECIATE THE INVESTMENT.

THANK YOU. THANK YOU.

SO NEXT WE HAVE I'M NOT SURE IF IT'S JUNE OR JUNE.

JACKSON. IT'S JUNE.

I'M A FERNDALE RESIDENT, RESIDENT W.W.

FAIRHAVEN STUDENT AND POTENTIAL FUTURE PARENT HERE TODAY TO SPEAK IN SUPPORT OF HOUSE BILL 2331 THROUGH THE LENS OF GEOPOLITICS.

WE'VE HEARD A LOT ABOUT LGBT ISSUES, WHICH I'M ALL FOR.

BUT HERE'S SOME REASONS WHY.

OTHER REASONS WHY YOU SHOULD SUPPORT HOUSE BILL 20 2331 I CAME FROM A GENERATION THAT DID NOT LEARN ABOUT THE EXPERIENCES OF BIPOC FROM FIRST HAND ACCOUNTS THROUGH MARGINALIZED VOICES IN SCHOOL, NOR TO READ ANY BOOKS WRITTEN BY BIPOC.

I REALLY WOULD HAVE APPRECIATED LEARNING THE TRUTH ABOUT OUR FOREIGN AND DOMESTIC POLICIES TODAY, 30 YEARS AGO AND IN ANTIQUITY, THE TRUTH ABOUT OUR NEVER ENDING, MONEY HUNGRY COLONIAL IMPERIALIST OLIGARCHY DISGUISED AS A DEMOCRACY AND ESPECIALLY WOULD HAVE APPRECIATED KNOWING ABOUT HOW ALL THAT HAS AFFECTED AND CONTINUES TO AFFECT THE PEOPLE WHO IT HAS HISTORICALLY SUBJUGATED.

THERE IS A REASON THAT THE US HAS SO MANY CUBAN, MEXICAN, VENEZUELAN, JAPANESE, VIETNAMESE, PALESTINIAN, SOUTH ASIAN, KOREAN IMMIGRANTS.

THE LIST IS VERY LONG. WE'D BE HERE ALL NIGHT IF I KEPT GOING.

ALL OF THESE ARE PLACES THAT THE US POLICY HAS DESTABILIZED AND INSTALLED OR ALLOWED PUPPET GOVERNMENTS IN, WHETHER BRUTAL DICTATORSHIPS, FAKE DEMOCRACIES, OR JUST PEOPLE THEY CAN ARBITRARILY DESIGNATE AS TERRORISTS.

THEN OUR OWN CITIZENS BLAME THESE DIASPORAS FOR LEAVING WHEN THEY'RE SIMPLY FLEEING FROM CONDITIONS THAT OUR OWN GOVERNMENT'S POLICIES CREATED.

ALL OF THIS IS STUFF I WISH OUR TEACHERS WERE ALLOWED TO SPEAK ABOUT, WHETHER FROM TEXTBOOKS OR SUPPLEMENTAL MATERIALS.

INSTEAD, WE'RE TAUGHT THE MYTHS OF AMERICAN, AMERICAN SAVIORISM AND AMERICAN EXCEPTIONALISM.

IT'S WELL DOCUMENTED THAT REPRESENTATION IN MEDIA, WHETHER IT'S TV AND MOVIES, NEWS MEDIA, MUSIC, MEDIA OR BOOKS, IT HAS A MAJOR IMPACT ON THE PERCEIVED ABILITY OR COMPETENCE IN THE MINDS OF THE DEMOGRAPHICS IT IS PORTRAYING.

I SHOULD KNOW AS A THIRD GENERATION NONWHITE IMMIGRANT, I HAVE EXPERIENCED FIRSTHAND THE EFFECTS OF NEGATIVE REPRESENTATION IN MEDIA.

I EVEN WROTE A 17 PAGE RESEARCH PAPER ABOUT THE ISSUE.

I HAVE ALSO READ THROUGH THIS ENTIRE BILL, AND I HOPE EVERYBODY HAS WHO HAS AN OPINION ABOUT IT DOES.

SO THIS BILL SERVES TO PROTECT ACADEMIA BY GIVING AGE APPROPRIATE KNOWLEDGE OF THE REALITIES OF THE WORLD.

IT CENTERS MARGINALIZED VOICES AND ACCESS TO INFORMATION SO THAT WE AREN'T TEACHING A WHITEWASHED HISTORY TO OUR KIDS.

I WILL END WITH A NOTE ABOUT THE KIDS RESPECT THEIR INTELLECTUAL ABILITIES.

DON'T USE PROTECTING THE CHILDREN AS AN EXCUSE.

THEY'RE OLD. IF THEY'RE OLD ENOUGH TO LEARN ABOUT WORLD WAR TWO, THEY'RE OLD ENOUGH TO KNOW ALL THE BRUTAL TRUTHS ABOUT OUR COUNTRY'S HISTORY FROM THE PEOPLE IT AFFECTS THE MOST. AND PLEASE TAKE WHAT I'VE SAID AND APPLY THAT LOGIC TO LGBTQIA ISSUES, REPRODUCTIVE RIGHTS, AND OTHER INCREDIBLY IMPORTANT ISSUES THAT I DON'T HAVE TIME TO SPEAK ON.

THANK YOU. THANK YOU.

JUNE. NEXT WE HAVE BETH PERRY.

BELIEVE. I DON'T HAVE ANYTHING PREPARED.

I HAD A BUSY DAY AND JUST DECIDED TO COME AT THE LAST MINUTE.

I'M NOT GOING TO TALK TO YOU GUYS ABOUT ETHNICITY AND DIVERSITY AND LGBTQ STUFF, BUT YOUR CONTROL NEEDS TO STAY HERE IN FERNDALE.

THAT IS YOUR RIGHT.

YOU SHOULD HAVE THAT.

AND YOU GUYS CAN TEACH DIVERSITY, ETHNICITY, LGBTQ STUFF FROM WHATEVER CURRICULUM I THINK YOU GUYS DEEM APPROPRIATE BECAUSE THE PEOPLE HERE IN THIS ROOM AND IN THIS COMMUNITY ARE THE ONES THAT ARE PAYING FOR IT.

AND I THINK THAT IT'S REALLY IMPORTANT THAT DOWN THE ROAD, WE'RE NOT JUST LOOKING AT THE ISSUE THAT EVERYBODY'S SPOKEN OUT ABOUT RIGHT NOW.

WE'RE LOOKING AT 25 YEARS FROM NOW.

AND WHAT HAPPENS WHEN OSPI SAYS, WE ARE GOING TO CHOOSE EVERY SINGLE CURRICULUM FOR YOU GUYS TO USE.

AND WE ALL KNOW THAT THERE'S A LOT OF CURRICULUM OUT THERE, AND THE CURRICULUM CAN BE AND THEY SAY, THIS IS IT.

THIS IS THE ONE MATH BOOK YOU GUYS GET TO TEACH THE SIXTH GRADE, AND YOU LOOK AT IT AND YOU GO, WELL, THEY'RE TEACHING US THAT TWO PLUS TWO EQUALS FIVE.

AND WE ALL KNOW THAT TWO PLUS TWO DOES NOT EQUAL FIVE.

BUT WE'RE GOING TO LOSE OUT ON FUNDING BECAUSE WE HAVE STEPPED DOWN AWAY FROM THIS AT THIS POINT.

THIS IS NOT AN ISSUE THAT WE CAN JUST SIT BACK AND SAY, OKAY, OSPI SAYS THAT WE HAVE TO TEACH THIS.

[00:30:06]

NOW, THIS IS A 25 YEAR DOWN THE ROAD, YOU KNOW, CHESS MOVE THAT WE HAVE TO BE THINKING ABOUT NOW.

AND THAT'S ALL I'M GOING TO SAY. THANK YOU.

THANK YOU. BETH.

OKAY, NEXT ON OUR LIST AND I APOLOGIZE.

I'M NOT SURE EXACTLY HOW TO PRONOUNCE THE NAME.

YAY YOU GUYS! OKAY. AND MY APOLOGIES.

THANK YOU.

IT'S YAY, YAY. BUT THANK YOU.

FIRST OF ALL, I WANT TO SAY THANK YOU FOR EVERYONE FOR COMING.

I THINK THIS IS AN AMAZING TURNOUT.

I YOU DON'T SEE THIS OFTEN IN SCHOOL BOARD MEETINGS.

AND I THINK THAT MEANS THAT EVERYONE CARES.

AND I THINK THAT'S INCREDIBLE.

AND IT'S GOOD TO FIND COMMON GROUND.

AND THERE'S SO MUCH PRIVILEGE, I THINK THAT COMES WITH SHOWING UP AT THESE THINGS.

LIKE EITHER YOU HAVE TO TAKE A BUS OR YOU HAVE TO DRIVE YOUR CAR, OR YOU HAVE TO FIND BABYSITTING.

AND WHO IS BEHIND US IS A REPRESENTATION OF WHO HAS ACCESS TO THESE SPACES.

AND I APPLAUD YOU FOR MAKING THESE SPACES ACCESSIBLE.

I WISH THAT THEY WERE MORE ACCESSIBLE.

IT'S PARTICULARLY IN LANGUAGES ESPECIALLY SIGN LANGUAGE SPANISH, SOME OF THE MORE COMMON LANGUAGES THAT ARE USED.

I AM A PARENT.

I'M ALSO A HIGH SCHOOL DROPOUT.

I FINISHED COLLEGE IN MY 30S.

I'M HERE TO TELL YOU THAT TRYING TO SHIELD YOUR KIDS FROM KNOWLEDGE DOESN'T WORK.

I ENDED UP PREGNANT WITH TWO KIDS BY THE TIME I WAS IN MY 20S AND TOOK A LONG TIME TO GET MY LIFE BACK ON TRACK.

SO SPARE YOUR KIDS ALL OF THE EXCESS TIME WASTED IN LEARNING THINGS ON THEIR OWN, AND JUST BE THERE FOR THEM AND HELP THEM LEARN THOSE THINGS WHILE THEY'RE LEARNING THEM FROM EVERY KID ON THE BUS.

I ALSO WORK FOR WHATCOM CARE.

WE ARE A COALITION FOR ANTI-RACIST EDUCATION, SO WE HELP EDUCATORS, STUDENTS, CAREGIVERS GET RESOURCES, PUT IT TOGETHER EVENTS.

WE ALSO HELP WITH ADVOCACY.

AND WE A SPECIAL A SPECIAL CAUSE TO US IS STI EDUCATION.

AND WE APPLAUD EFFORTS.

WE KNOW THAT NOT ALL TEACHERS IN FERNDALE ARE TEACHING STI EDUCATION, WHICH IS NOT WHAT YOU THINK IT MEANS, BUT IT'S SINCE TIME IMMEMORIAL TRIBAL TEACHINGS. SO WASHINGTON STATE LAW ACTUALLY REQUIRES, SINCE TIME IMMEMORIAL OR TRIBALLY DEVELOPED CURRICULUM, IN PARTICULAR THE TEACHING OF HISTORY OF WASHINGTON STATE AND RELATION TO NATIVE AMERICAN TRIBES AND THE DIVERSE CULTURE AND LIFEWAYS OF TRIBAL COMMUNITIES.

SORRY, PHONES.

ALMOST 90% OF NATIVE AMERICANS DO NOT LIVE ON RESERVATIONS IN THE US, AND NATIVE AMERICAN STUDENTS HAVE SOME OF THE MOST COMPLEX AND DEVASTATING RELATIONSHIPS WITH OUR EDUCATIONAL INSTITUTIONS.

IT IS OUR DUTY TO THEM, AS WELL AS NON-NATIVE STUDENTS TO IN ACCORDANCE WITH OUR DEDICATION TO EQUITY AS WELL AS OUR STATE LAWS TO TEACH ACCURATE AND CULTURALLY APPROPRIATE CURRICULUMS. THESE TEACHINGS HELP TO FOSTER A SENSE OF BELONGING AMONG STUDENTS THAT HAVE BEEN HISTORICALLY EXCLUDED, VIOLATED YOU NAME IT, AND ASSIST OUR CLASSROOMS IN EXPANDING STUDENT KNOWLEDGE, CLASSROOMS, AND UNDERSTANDING OF THE COMMUNITY AND THE WORLD AROUND THEM.

THANK YOU. YAY, YAY! NEXT WE HAVE JULIE HUNTER.

HEY EVERYBODY, I'M JULIE HUNTER, FERNDALE VOTER, A PROUD MOTHER OF TWO COLLEGE GRADUATES THANKS TO THE FERNDALE SCHOOL SYSTEM AND A FORMER TEACHER LIBRARIAN AT BEACH, SKYLINE, CASCADIA AND CENTRAL SCHOOLS.

I'VE TAUGHT ALL THE ELEMENTARY GRADES CLASSROOM TEACHER AS A CLASSROOM TEACHER, ALSO AT BEACH AND SKYLINE.

AND NOW I'M A TEACHER LIBRARIAN IN THE BELLINGHAM SCHOOL DISTRICT.

BUT MY HEART WILL ALWAYS BE HERE IN FERNDALE.

AND TO THAT END, I'M HERE TO EXPRESS MY CONCERN OVER RECENT PROPOSALS RESOLUTIONS REGARDING THE POSITIONS ON EQUITY, DIVERSITY AND INCLUSION TAKEN BY THE WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION, OF WHICH YOU ARE ALL MEMBERS.

IT'S NO SECRET SOME MEMBERS OF OUR SCHOOL BOARD AND OTHERS IN THE COUNTY OPPOSE THE WSSDA SUPPORT OF LGBTQ PLUS RIGHTS, RELIGIOUS EXPRESSION AND DIVERSITY INITIATIVES.

AND YOU HAVE TRIED TO VOTE TO REMOVE LANGUAGE OR CREATE RESOLUTIONS WHICH WOULD RESULT IN THE REMOVAL OF LANGUAGE FROM THE WSSDA

[00:35:09]

I DO UNDERSTAND A PASSION FOR LOCAL CONTROL AND PARENTAL RIGHTS.

I HAVE THOSE PASSIONS TOO, BUT THAT THE WAY IT'S TRYING TO BE DONE IS NOT PART OF THE DEMOCRATIC PROCESS OR THE NUTS AND BOLTS OF HOW IT WORKS.

YOU CAN'T JUST PICK AND CHOOSE FOR FERNDALE GO TO THE STATE LEVEL.

THE WSSDA IS YOUR GOVERNING BODY.

WORK THERE FOR IT, AND IF YOU DO, I HOPE YOU'RE UNSUCCESSFUL.

I HOPE THAT THOSE HOPING TO STRIKE LANGUAGE REGARDING EQUITY, DIVERSITY AND INCLUSION AND INCLUSION STRIKING THAT LANGUAGE IS UNSUCCESSFUL, SINCE EQUITY FOR ALL STUDENTS IS FOUNDATIONAL TO THE VERY WORK OF THE WSSDA, ONE COULD SAY IT IS THE PARAMOUNT DUTY OF YOUR GOVERNING BODY.

IT ALMOST SEEMS AS IF SOME FOLKS HAVE JOINED SCHOOL BOARDS AND THE WSSDA TO SUBVERT THE CORE MISSION OF THIS BODY. CAN'T WE ALL SUPPORT STUDENTS? SEE, ALL STUDENTS PROVIDE WINDOWS AND MIRRORS? THAT'S LIBRARIAN TALK IN OUR CURRICULUM FOR ALL STUDENTS AND THEIR UNIQUE IDENTITIES.

ISN'T THAT DIVERSIFYING INSTRUCTION? AND FOR THOSE FAMILIES UNCOMFORTABLE WITH THEIR CHILDREN LEARNING ABOUT DIFFERENT TYPES OF FOLKS, THEY HAVE EVERY AMPLE OPPORTUNITY ALL THE TIME TO REVIEW, TO REVIEW CURRICULUM MATERIALS AND CHOOSE TO OPT THEIR OWN CHILDREN OUT OF INSTRUCTION, CONTRARY TO THEIR OWN CLOSELY HELD BELIEFS, WHICH I RESPECT.

BUT YOU DON'T GET TO OPT OUT EVERYONE ELSE'S KIDS.

HERE'S A PERSONAL EXAMPLE I DID NOT ALLOW OUR SONS TO PLAY TACKLE FOOTBALL OR EAT MEAT.

I DID NOT THINK IT WAS HEALTHY FOR THEIR GROWING BODIES.

CAN YOU IMAGINE ME GOING ON A CAMPAIGN TO STOP EVERYONE ELSE'S KIDS FROM PLAYING FOOTBALL AND EATING MEAT IN FERNDALE? I MEAN, PICTURE IT.

BY THE WAY, NEITHER OF MY GROWN SONS IS STILL A VEGETARIAN, MUCH TO MY CHAGRIN, BUT I DID WHAT I THOUGHT WAS BEST WHEN I WAS RESPONSIBLE FOR THEIR WELL-BEING, AND I DID NOT PROSELYTIZE TO OTHER FAMILIES.

THANK YOU JULIE.

THANK YOU. NEXT WE HAVE.

I CAN'T TELL IF IT'S SWILL OR SICK.

CAYMAN. CAYMAN? I'LL EXPLAIN THAT.

NOW TCM THAT'S COLLICA CM AXEL CM HAUSCHKA.

FAMILY AND FRIENDS OF FAMILY.

THANK YOU FOR BEING HERE.

MY NAME IS RICHARD MARSHALL, BUT THAT IS JUST MY NAME, WHO I AM.

MY IDENTITY IS WOKINGHAM.

THAT'S MY LUMMI NAME.

THAT I KNOW WHO I AM IS EVIDENCE OF MY EDUCATION.

I STAND HERE TODAY BECAUSE MY FOURTH GRADE TEACHER, KATHY DORR, WAS MY HERO.

I WENT TO SILVER BEACH ELEMENTARY SCHOOL IN THE 60S.

EVERY YEAR I WAS ASKED TO GO INTO SPECIAL ED, AND I HAD TO FIGHT ON MY OWN BEHALF NOT TO GO INTO SPECIAL ED BECAUSE I WASN'T A DUMMY.

LUMMI. CATHY DOOR, MY FOURTH GRADE TEACHER, MY HERO, SAW ME FOR WHO I WAS WHEN THE KIDS CALLED ME A LIAR ON THE PLAYGROUND.

SHE CORRECTED THEM.

SHE SAID HE'S A STORYTELLER WITH A VIVID IMAGINATION.

WHEN I WANTED TO PLAY THE VIOLIN AND MY FOSTER PARENTS SAID, NO, CATHY DOOR, MY FOURTH GRADE TEACHER, MY HERO, FORGED THE PARENT PERMISSION SLIP, WHICH ALLOWED ME TO PLAY THE VIOLIN AT SCHOOL.

I AM NOW A PROFESSIONAL ACTOR VIOLINIST, STORYTELLER.

BUT MY IDENTITY HAS NOTHING TO DO WITH MY ACCOMPLISHMENTS.

THE WOODRING COLLEGE OF PROFESSIONAL EXCELLENCE.

THAT'S NOT MY IDENTITY.

MY ARMY ACHIEVEMENT MEDAL WHEN I SERVED IN THE ARMY.

THAT'S NOT MY IDENTITY.

ALL OF MY ACCOMPLISHMENTS ARE NOT WHO I AM.

HOW I KNOW WHO I AM IS MY CULTURE.

WHAT IS MY CULTURE? WHAT IS AMERICAN CULTURE? JUST SIT RIGHT BACK AND YOU'LL HEAR A TALE, RIGHT? YOU CAN FINISH THE SONG.

YOU'LL START SINGING. IF I KEEP GOING.

THAT'S HOW WE KNOW WHO WE ARE.

HOW DO I KNOW THAT I AM WHO I AM? HOW DO I KNOW THAT HONOR IS IN THE SPIRIT OF A COMPLETE COMMUNICATION? THE WHOLE STORY, NOT JUST A STORY TOLD FROM THE BEGINNING UNTIL THE END, BUT RATHER A STORY THAT'S TOLD FROM A DIVERSITY OF PERSPECTIVE.

[00:40:05]

I KNOW THAT WE ARE ALL OF WHO WE ARE, EVEN THE BIGOTS.

YES, THAT'S WHO WE ARE.

AND IT'S OUT OF OUR DESIRE TO RECOGNIZE THAT WE THE PEOPLE ARE OUR EVERYONE.

WE ARE NOT PART ANYONE THAT DESIRE IS WHAT MAKES THAT SENTENCE NOT BAD ENGLISH.

BECAUSE THE ORDER IN ORDER TO FORM A MORE PERFECT UNION.

THE ORDER IS THE SUBJECT.

THANK YOU. I ENCOURAGE YOU ALL REACH INSIDE AND RECOGNIZE THE ORDER.

THANK YOU. NEXT WE HAVE NATALIE.

NATALIE CHAVEZ.

HELLO, MY NAME IS NATALIE CHAVEZ.

THANK YOU FOR LISTENING TO PUBLIC COMMENTS THIS EVENING.

AFTER A YEAR OR TWO OF CONSISTENTLY ATTENDING THESE MEETINGS, I'VE MISSED SEEING YOU ALL THE LAST COUPLE OF MONTHS.

AT THE LAST MEETING THAT I ATTENDED ON DECEMBER 12TH, I WAS GRATEFUL TO SEE A CALM, PEACEFUL ENERGY AND RESPECTFUL DIALOG AMONGST BOARD MEMBERS, SOMETHING THAT I DIDN'T OBSERVE VERY MUCH IN MEETINGS PRIOR TO THAT.

SO THANK YOU ALL FOR THAT AND I HOPE THAT CONTINUES.

AS YOU KNOW, MY CONCERN FOR THE HEALTH AND WELL-BEING OF STUDENTS AND COMMUNITY MEMBERS HAS BEEN MY MAIN TOPIC OF CONCERN AT THESE MEETINGS, AND THAT HASN'T CHANGED.

AS I HAVE STATED BEFORE, THERE ARE NUMEROUS COVID VACCINE INJURED INDIVIDUALS IN OUR WHATCOM COMMUNITY, INCLUDING A COLLEGE STUDENT ATHLETE AT WESTERN, A BELLINGHAM POLICE OFFICER, TEENAGERS WITH MYOCARDITIS, MY CAR REPAIRMAN, AND OTHERS OLD AND YOUNG WHO HAVE HAD STROKES, HEART ATTACKS, RARE AND AGGRESSIVE CANCERS, MENSTRUAL IRREGULARITIES, SKIN RASHES, EMBOLISMS, ANEURYSMS, ETC.

AND TYLER, A LOCAL FATHER IN OUR COMMUNITY IN BELLINGHAM, STILL IN OUR COMMUNITY AT LARGE, RECENTLY DIED FROM COMPLICATIONS FOLLOWING A COVID 19 VACCINE INJECTION.

PRIOR TO HIS DEATH, HE SET UP A GOFUNDME PAGE THAT STATED HOW HE HAD BEEN HOSPITALIZED FOR 18 DAYS IN SAINT JOE'S ICU WITH COMPLICATIONS FROM THE CORONAVIRUS VACCINATION. TYLER WROTE ON HIS GOFUNDME PAGE, QUOTE, MY HEART WAS FAILING AND I HAD DEVELOPED THREE BLOOD CLOTS INSIDE MY HEART AND ONE CLOT IN MY LEG, UNQUOTE.

HIS CARDIOLOGIST HAD INFORMED HIM THAT HE WOULD NOT LIVE WITHOUT A HEART TRANSPLANT.

TYLER IS DEAD NOW.

HE DIED ON JANUARY 30TH, 2024.

HIS DAUGHTER IS NOW FATHERLESS.

PLEASE LET THAT SINK IN FOR A MOMENT.

I ENCOURAGE YOU ALL TO REVIEW THE WEBSITE REACT 19.ORG.

THAT IS REACT ONE 9.ORG.

ONE OF THE CO-FOUNDERS OF REACT 19 IS A MEDICAL DOCTOR, DOCTOR JOEL HOLTSKOG, WHO WAS A PRACTICING ORTHOPEDIC SURGEON UNTIL HE GOT COVID VACCINE INJURED FOLLOWING HIS FIRST MODERNA VACCINE DOSE.

HE IS NOW ON DISABILITY AND IS NO LONGER ABLE TO WORK.

YOU CAN READ ABOUT HIM AND MANY OTHER COVID VACCINE INJURED INDIVIDUALS ON THAT WEBSITE.

AGAIN, THE WEBSITE IS REACT 19.ORG.

AND FOR COMMUNITY MEMBERS WHO ARE SICK WITH A RESPIRATORY ILLNESS OR WHO HAVE LONG COVID, OR WHO ARE LOOKING TO DETOX FOLLOWING A TOXIC VACCINE INJECTION, THEN THE WEBSITE COVID 19 CRITICAL CARE.COM IS ANOTHER GREAT RESOURCE.

THANK YOU FOR YOUR TIME.

THANK YOU. NATALIE.

NEXT WE HAVE MINDY CALDWELL.

HELLO, MY NAME IS MINDY.

I'M A VOLUNTEER WITH THE WHATCOM AFFILIATE OF NAMI, WHICH IS THE NATIONAL ALLIANCE ON MENTAL ILLNESS.

WE ARE A NONPROFIT THAT OFFERS FREE RESOURCES, PRESENTATIONS, CLASSES, AND SUPPORT FOR OUR COMMUNITY.

ONE OF OUR MOST INFLUENTIAL PRESENTATIONS IS OUR ENDING THE SILENCE PRESENTATION, WHICH HELPS YOUNG FOLKS AND THEIR FAMILIES TO BETTER UNDERSTAND MENTAL HEALTH AND LEARN HOW TO HAVE OPEN CONVERSATIONS.

IT GOES OVER WHAT MENTAL HEALTH IS, WARNING SIGNS, AND HOW TO COMMUNICATE MORE EFFECTIVELY.

IT FEATURES TWO PRESENTERS WITH LIVED EXPERIENCE TO SHARE WITH THE AUDIENCE THEIR OWN JOURNEYS, AND TO ALSO OFFER THE MESSAGE THAT WE ARE NOT ALONE.

WHEN NAVIGATING MENTAL HEALTH ISSUES IN OUR FAMILIES.

OUR PRESENTERS ARE TRAINED THROUGH EVIDENCE BASED STATE TRAINING AND OFFER INSIGHT INTO THE REALITIES OF MENTAL HEALTH CONDITIONS.

THROUGH A RECENT GRANT, WE ARE WORKING ON INCREASING ACCESS TO THIS PRESENTATION FOR SCHOOL DISTRICTS IN WHATCOM COUNTY.

ACCORDING TO THE WASHINGTON STATE HEALTHY YOUTH SURVEY, THE NUMBER OF WHATCOM COUNTY STUDENTS IN GRADES EIGHT, TEN, AND 12 WHO REPORTED FEELINGS OF ANXIETY,

[00:45:09]

FROM 2018 TO 2021, REPORTS OF SUICIDALITY HAVE DECREASED SLIGHTLY IN GRADES TEN AND 12, BUT UNFORTUNATELY THEY HAVE INCREASED IN EIGHTH GRADE STUDENTS. OUR MISSION IS TO HELP PROVIDE HOPE AND INTERVENTION SKILLS TO YOUTH EXPERIENCING MENTAL ILLNESS, AND TEACH BOTH FAMILIES AND STUDENTS HOW TO RECOGNIZE WARNING SIGNS AND SEEK HELP.

OUR PRESENTATIONS ARE FREE TO STUDENTS, PARENTS, AND CAREGIVERS OF YOUTH, AND WE SCHEDULE THEM WITH DIFFERENT FOLKS IN THE COMMUNITY AS REQUESTED.

BRYLEE TAYLOR, WHO IS OUR PEER PROGRAM COORDINATOR, IS ALWAYS HAPPY TO PROVIDE MORE INFORMATION AND COORDINATE SCHEDULING WITH ANYONE WHO'S INTERESTED.

AND I HAVE HER INFORMATION ON THESE PAPERS.

CAN I LEAVE THEM UP AT THIS TABLE? OKAY, CERTAINLY.

THANK YOU. THANK YOU VERY MUCH.

NEXT WE HAVE TAYLOR.

MALLET. BUT MALLET.

THANK YOU. I'M A FRESHMAN AT FERNDALE HIGH SCHOOL, SO I'M HAPPY TO BE REPRESENTING THE STUDENT BODY.

BUT AS A QUEER STUDENT MYSELF, I KNOW THAT IT'S EXTREMELY IMPORTANT FOR NOT ONLY LGBTQ CURRICULUM TO BE TAUGHT IN OUR SCHOOLS, BUT FOR OTHER AFFIRMING METHODS TO BE IMPLEMENTED.

FERNDALE SCHOOLS PROVIDE PRIDE THEMSELVES ON DIVERSITY, BUT WHEN IT COMES TO TEACHING DIFFICULT TOPICS WE TEND TO SOMETIMES BACK OUT.

WE CAN'T JUST TALK ABOUT THE EASY TOPIC TOPS SUBJECTS AND SKIP RIGHT OVER UNCOMFORTABLE ONES.

I REMEMBER IN MY MIDDLE SCHOOL YEARS THERE BEING A DEBATE, A DEBATE OVER WHETHER THE HOLOCAUST WOULD BE TAUGHT IN SCHOOLS DUE TO HOW VIOLENT THE LESSONS WERE.

BUT THESE EVENTS, BEING HARD TO SWALLOW, DOES NOT CHANGE THE FACT THAT THEY ARE PART OF OUR HISTORY.

EVERYTHING THE HUMAN RACE HAS GONE THROUGH IS AN INDICATION OF WHAT NOT TO DO, AND A STUDY OF HOW, AS A SOCIETY, WE WORK.

IF WE SHY AWAY FROM TOUGH ISSUES, OUR STUDENTS WILL NOT GET THE FULL PICTURE.

IT'S IMPORTANT TO SHOWCASE EVERY ASPECT OF OUR LIVES AND THIS INCLUDES DISCUSSIONS OF LGBTQ PLUS COMMUNITY AND PEOPLE OF COLOR.

IT IS 2024, AND UNDERREPRESENTED GROUPS STILL HAVE TO FIGHT FOR A VOICE IN OUR SCHOOLS.

JUST LIKE LESSONS ABOUT THE HOLOCAUST OR THE CIVIL WAR, OR EVEN SELL THOSE ABOUT LGBTQ PLUS AND POC COMMUNITIES DESERVE TO BE REQUIRED.

TOPICS. IN ADDITION TO THE DISCOURSE OVER CURRICULUM SPECIFIC POSITION PROPOSALS, PROPOSALS ARE BEING CHANGED TO FURTHER LESSEN THE IMPACTS OF NOT ONLY LGBTQ PLUS AND POC VOICES, BUT MARGINALIZED VOICES AS A WHOLE.

IN THE FIFTH POSITION PROPOSAL AMENDMENT, THE SENTENCE WSSDA BELIEVES THAT DIVERSITY IS AN IMPORTANT AND VALUABLE PART OF THE LEARNING AND WORK ENVIRONMENTS OF OUR SCHOOL WAS CHANGED TO DIVERSITY AND THOUGHT, DIVERSITY OF THOUGHT AND PERSPECTIVE.

THIS INSINUATES THAT OUR SCHOOL DISTRICT STAFF DON'T VALUE THE IMPORTANCE OF CULTURAL DIVERSITY WITHIN OUR SCHOOLS AND FERNDALE SCHOOL DISTRICT ALONE, AND FERNDALE HIGH SCHOOL ALONE. 43.8% OF ENROLLED STUDENTS ARE IN MINORITY RACE.

IF WE DON'T PROMOTE AND FOSTER DIVERSITY IN OUR SCHOOLS, NEARLY HALF OUR STUDENTS WILL BE SILENCED.

IS THAT WHAT WE WANT FOR THE PEOPLE WHO WILL BE THE NEXT FACES OF OUR SOCIETY? NOT ONLY WILL WE DECREASE THE STAGGERING IMPACT OF OUR DIVERSE STUDENT POPULATION BY REDUCING WHAT'S TAUGHT, WE WILL ALSO DECREASE THE THE DIVERSITY OF THOUGHT AND PERSPECTIVE. JUST AS THE AMENDED SENTENCE AIMS FOR THE DIFFERENT FUNDAMENTAL EXPERIENCES OF EACH MINORITY GROUP LED TO THIS DIVERSITY OF THOUGHT.

AND THIS WILL NOT HAPPEN WITHOUT A BASIS OF DIVERSITY.

IN THE SAME PARAGRAPH, THIS SENTENCE WAS REMOVED.

SCHOOL DIRECTORS SHOULD ADOPT AND PERIODICALLY REVIEW THE BOARD POLICIES WHICH PROMOTE AND PROTECT DIVERSITY THROUGH AFFIRMING THE HUMANITY OF EACH PERSON AND SUPPORTING THE SAFETY, DIGNITY, ACCESS, BELONGING AND SUCCESS OF ALL PRESENT AND FUTURE STUDENTS, FAMILIES AND STAFF.

IF THIS WAS REMOVED, OUR STAFF NOT SUPPOSED TO UPLIFT STUDENTS AND PROVOKE DIVERSITY.

REMOVING A SENTENCE ABOUT PROTECTING THE AFFIRMATION OF EACH PERSON'S HUMANITY BEGS THE QUESTION OF WHERE THE RESPONSIBILITIES RESPONSIBILITIES NOW LIE.

WE ARE SHIFTING THE THE ACCOUNTABILITY OFF OUR DISTRICT MEMBERS, WHICH MEANS THERE WILL BE NO ACTION TAKEN WHEN SUCH PROBLEMS OCCUR.

THANK YOU. THANK YOU.

TAYLOR. NEXT WE HAVE DOM PHAM.

GOOD EVENING. MY NAME IS DAN FARM AND I IDENTIFY MYSELF AS A FERNDALE RESIDENT AT 6000 BAR ROAD.

I HAVE SOME COMMENTS TO MAKE ABOUT SENATE BILL 5462, WHICH ILLUSTRATES A CLASSIC EXAMPLE OF STATE ENCROACHMENT ON LOCAL CONTROL.

I WOULD LIKE TO THANK NANCY FOR PROPOSING A RESOLUTION IN OPPOSITION TO THE BILL, AND PEGGY AND ANTONIO FOR YOUR SUPPORT FOR THE

[00:50:10]

JUST LIKE IN MANY PRIOR YEARS, THE LEFT SIDE OF THE AISLE WANTED TO RAM THROUGH AS MANY PET BILLS AS THEY COULD.

THEIR MODUS OPERANDI IS TO MARGINALIZE OPPOSITION BY EMPLOYING ONE OR MORE OF THESE TACTICS, USING A LOT OF LEGALESE, LIMITING TIME FOR PUBLIC INPUT, AND SHORTENING THE LEGISLATIVE PROCESS FOR CONTENTIOUS BILLS.

AT TIMES, OPPONENTS HAD ONLY HOURS TO ORGANIZE OPPOSITION TO CERTAIN BILLS, AND THEY WERE FINALLY VOTED ON UNDER THE COVER OF DARKNESS.

HAVING SAID THAT, I BELIEVE THAT THE POSITION THAT EACH BOARD MEMBER TOOK ON THE PROPOSED RESOLUTION IS A REFLECTION OF HIS OR HER PHILOSOPHY ON THE ROLE OF GOVERNMENT, AS WELL AS HIS OR HER FIDUCIARY DUTY TO THE CONSTITUENTS OF AS AN ELECTED DIRECTOR.

IF YOU BELIEVE IN LIMITED GOVERNMENT AND LOCAL CONTROL, YOU WOULD SUPPORT THIS RESOLUTION AS A MATTER OF PRINCIPLE, REGARDLESS OF THE FINE PRINT IN THE BILL. HOWEVER, IF YOU ARE ALWAYS FEARFUL OF FUNDING OF THE FUNDING THREAT, CHOOSING TO HAVE A DIALOG OR ASKING FOR MORE TIME IS JUST A COVER FOR BEING TOO INTIMIDATED TO TAKE A STAND.

COINCIDENTALLY AND IRONICALLY IN MY FEBRUARY REMARK REMARKS, I WAS TALKING ABOUT CERTAIN PEOPLE'S LACK OF THE LACK OF WILL TO TAKE ACTION WHEN DEALING WITH THE BULLIES.

THEY ARE THE SAME ONES WHO WOULD RATHER HAVE CONVERSATIONS THAN RESIST GOVERNMENT OVERREACH.

THEY REMIND ME OF THIS STATEMENT FROM THOMAS SOWELL, AN ECONOMIST AND SOCIO POLITICAL COMMENTATOR.

PEOPLE WHO ENJOY MEETINGS SHOULD NOT BE IN CHARGE OF ANYTHING.

AS PEGGY POINTED OUT, THE STATE'S TOP DOWN ENFORCEMENT ATTITUDE IS NOT NEW, AS DEMONSTRATED DURING COVID.

FINALLY, I'M GOING TO LEAVE YOU WITH THIS MEMORABLE QUOTE FROM MARTIN LUTHER KING JR.

A GENUINE LEADER IS NOT A SEARCHER FOR CONSENSUS, BUT A MOTOR OF CONSENSUS.

THANK YOU. THANK YOU.

DOM. SO THAT ENDS THE NUMBER OF PEOPLE I HAVE ON MY LIST.

AND ACTUALLY WE ARE AT THE 45 MINUTE MARK.

I'VE BEEN HERE SINCE THE BEGINNING, BUT I NEVER SAW THE SIGN UP SHEET.

AND I DIDN'T KNOW THERE WAS ONE.

NO ONE DIRECTED ME. OKAY.

YOU'RE CERTAINLY MORE THAN WELCOME TO ADDRESS YOUR COMMENTS TO THE BOARD IN WRITING.

AGAIN, WE'RE AT THE 45 MINUTE LIMIT, AND THAT IS INSTITUTED BY OUR POLICY.

AND WE DO APPRECIATE I APPRECIATE EVERYONE'S CONCISENESS IS GOING THROUGH THINGS.

APPRECIATED HEARING THE COMMENTS.

AND CERTAINLY IF THERE ARE THOSE OF YOU THAT DID NOT GET A CHANCE TO SPEAK THAT WOULD LIKE TO SPEAK OUT TO THE BOARD, PLEASE DO SO EITHER, YOU KNOW, GIVE US A CALL, SEND US AN EMAIL. WE'RE HAPPY TO HEAR ANY OF THOSE WAYS.

SO THANK YOU EVERYONE.

AND WITH THAT, I WILL GO AHEAD AND MOVE US ON TO THE NEXT ITEM ON OUR AGENDA, WHICH IS THE SUPERINTENDENT'S REPORT.

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

THANK YOU VERY MUCH.

IF YOU NOTICE SORRY, I PROBABLY SHOULD HAVE WARNED THE BOARD AHEAD OF TIME.

WE ARE TRYING TO FIX THE TECHNOLOGY PIECES FROM LAST MEETING.

SO OUR SCREENS ARE NOW PERMANENTLY ON THE LEFT SIDE.

SO IF YOU'VE HAD YOUR BACK TO THE SCREENS, YOU NOW FACE THEM.

YEAH. AND, PEGGY.

I'M SORRY. OKAY.

THERE YOU GO. YEAH, IT'S AN EXERCISE MOVEMENT.

OKAY. SO FRIDAY NIGHT AND I WAS VERY BUMMED.

I CAME DOWN WITH QUITE A NASTY COLD, AND I MISSED.

PROBABLY ONE OF MY MOST FAVORITE EVENTS OF THE YEAR WAS OUR OUR MULTICULTURAL NIGHT.

SO I GOT TO TALK TO A LOT OF OUR COMMUNITY MEMBERS AND OUR STUDENTS.

DID ANY OF YOU GET TO GO? I HEARD THERE WAS A SCHOOL BOARD MEMBER DANCING TO SALSA THERE.

OH. VERY GOOD. THAT WAS ME.

OH, YEAH. I WAS GOING TO SAY, WHO IS THAT? ANYWAY, IT WAS BIGGER THIS YEAR THAN LAST YEAR.

I SUSPECT THAT WE MAY HEAR ABOUT IT A BIT FROM OUR STUDENTS, BUT WHAT I LOVE ABOUT THIS WAS THAT, YOU KNOW, I THINK SOMETIMES PEOPLE THINK ABOUT BELONGING AS AND

[00:55:02]

AND THAT COULDN'T BE MORE FAR FROM THE TRUTH.

BELONGING IS ABOUT BEING ABLE TO SHOW UP AS WHO YOU ARE, REGARDLESS OF WHAT YOU BELIEVE OR THINK OR FEEL, AND KNOW THAT YOU HAVE A PLACE. AND THIS NIGHT IS ALL ABOUT CELEBRATING THAT FOR OUR STUDENTS AND OUR STAFF AND OUR COMMUNITY.

SO A LOT OF FUN.

AND I HEAR THERE WAS A LOT OF DANCING.

YEAH. AND OUR FIRST TRACK MEET.

AND WHY DO I BRING THIS UP? BECAUSE I CAN'T REMEMBER HOW MANY YEARS.

MARK. HOW MANY YEARS HAS IT BEEN? I BELIEVE IT'S 11, 11 YEARS SINCE WE'VE BEEN ABLE TO HAVE A TRACK MEET HERE IN FERNDALE.

AND SO THE FACT THAT WE HAVE THIS BEAUTIFUL NEW STADIUM AND TRACK IS ALLOWING OUR STUDENTS TO ACCESS THEIR HOME.

THEIR HOME COURT.

THEIR HOME FIELD.

IN ORDER TO BE PART OF IT.

AND I'M EXCITED.

WE ACTUALLY HAVE A MEET TOMORROW.

SO IF YOU WOULD LIKE TO GO CHECK ONE OUT.

TOMORROW WOULD BE THE NEXT AVAILABLE OPPORTUNITY.

BUT IT REALLY IS A JOY.

AND WE HAVE THIS BEAUTIFUL SPACE BECAUSE THIS COMMUNITY COMMITTED TO PROVIDING US A NEW FACILITY.

AND SO IT'S JUST SUCH A GIFT.

AND EVERY, EVERY TURN, WE'RE FINDING ANOTHER CELEBRATION IN REGARDS TO OUR NEW HIGH SCHOOL.

ONE OF THE PIECES THAT WE'VE BEEN WORKING ON, ACTUALLY, SINCE I GOT HIRED IS HAVING A DISTRICT RESOURCE OFFICER.

I FEEL SO INCREDIBLY FORTUNATE TO HAVE AS A PARTNER.

OUR FERNDALE OUR FIRST RESPONDERS IN GENERAL.

BUT FERNDALE PD HAVE BEEN AN INCREDIBLE PARTNER IN OUR WORK, AND THEY REALLY ARE ABOUT PREVENTATIVE MEASURES FOR OUR STUDENTS.

AND SO IT WAS I KNOW THERE WAS A LOT OF QUESTION OF WHY DON'T YOU HAVE A A RESOURCE OFFICER? THEY USED TO USED TO HAVE ONE HERE.

IT WAS CALLED AN SRO, WHICH WAS A SCHOOL RESOURCE RESOURCE OFFICER.

IT'S A DRO NOW.

IT'S A DISTRICT RESOURCE OFFICER.

AND IT'S SOMEONE THAT WE CAN CALL ON AND WE CALL THE POLICE QUITE OFTEN ACTUALLY, FOR FOR VARIOUS THINGS AS A THOUGHT PARTNER OR A FAMILY WILL ASK FOR US TO REACH OUT AND OR WE HAVE A NEED.

AND SO THIS PERSON WILL GET TO KNOW OUR STUDENTS AND OUR STAFF, BE IN OUR SCHOOLS AND HELP US THINK ABOUT THINGS AHEAD OF TIME.

WE ARE VERY FORTUNATE IN THE FACT THAT IF YOU REMEMBER, LAST YEAR, WE HAD A GROUP OF COMMUNITY LEADERS WHO WERE REALLY TRYING TO THINK TOGETHER.

HOW DO WE SUPPORT OUR MIDDLE SCHOOL STUDENTS? THEY WERE FEELING DISCONNECTED.

THEY WERE NOT REALLY SURE WHERE TO GO.

AND SO FERNDALE POLICE DEPARTMENT HAD AN OFFICER THERE WHO WAS IN THE ROOM.

AND SO THEY JUST HAVE BEEN A VALUABLE PARTNER.

SO I'M EXCITED THAT I EXPECT COME SEPTEMBER, WE WILL HAVE A DRO.

THE DRO WILL BE INVOLVED IN GOING TO DIFFERENT SCHOOLS, BEING PART OF WHAT WE DO, BUT THEY ALSO WORK FOR THE POLICE FORCE.

SO IN THE SUMMERTIME THEY'RE DOING THAT OR IF THERE IS A NEED, THEN THEY WOULD GO OFF TO DO THAT.

BUT WE'RE EXCITED ABOUT THIS PARTNERSHIP.

RIBBON CUTTING AND OPEN HOUSE.

IT IS ONE OF THE.

IT'S ACTUALLY ONE OF THE FIRST QUESTIONS I GET ASKED.

IT'S NOT EVEN.

HI KRISTI. HOW ARE YOU DOING? IT'S WHEN ARE WE HAVING THE RIBBON CUTTING NOW? SO WE ARE GETTING SUPER CLOSE TO ANNOUNCING THE DATE FOR THIS.

IT WILL BE AN OPEN HOUSE THAT WILL BE OPEN TO THE COMMUNITY.

I KNOW PEOPLE ARE WANTING TO COME FROM OUT OF TOWN TO ENGAGE IN THIS OPPORTUNITY AS WELL.

SO AS SOON AS WE HAVE THAT DATE AND WE'RE HOPING MAYBE BY THIS WEEK.

SO BE WATCHING OUR SOCIAL MEDIA, OUR PARENTS SQUARE TO THE BOARD.

I'VE ASKED YOU TO HOLD A TENTATIVE DATE, BUT WE HAVE NOT TOTALLY CONFIRMED THAT.

SO THAT WILL GO OUT THIS WEEK.

AND I'M GOING TO PASS THIS BUDGET UPDATE.

ONE THING THAT WE'RE TRYING TO DO, INSTEAD OF JUST HAVING A ONE AND DONE BUDGET STUDY SESSION, WE DID HAVE THE ONE.

SO IF PEOPLE ARE WONDERING ABOUT HOW SCHOOLS ARE FUNDED, WE HAVE A STUDY SESSION THAT YOU CAN GO BACK AND WATCH.

BUT WE'RE TRYING TO GIVE A MONTHLY BUDGET UPDATE WHERE WE'RE AT.

AND SO THIS IS IN AN ATTEMPT JUST TO KEEP EVERYONE, INCLUDING THE BOARD, UP TO DATE.

SO WE ARE IN THE MIDST OF, AS YOU KNOW REDEVELOPING THE STRATEGIC PLAN FOR THE DISTRICT.

AND ALONG WITH THAT COMES A STRATEGIC REALIGNMENT OF THE OF THE BUDGET.

SO WE'RE TRYING VERY HARD TO ALIGN THE EXPENDITURES WITH THE STRATEGIC PLAN TO MAKE SURE THAT WE'RE PUTTING OUR OUR RESOURCES TOWARDS THE ACHIEVING THE OUTCOMES AND THE OUR POLICIES AND THE O'S THAT THE THAT THE BOARD HAS SAID, THAT ALSO ALIGNS WITH THE WITH THE STRATEGIC PLAN.

[01:00:05]

SO THERE ARE A LOT OF REGULAR MEETINGS THAT ARE RECURRING.

EXECUTIVE TEAM IS MEETING EVERY, EVERY WEEK.

AND SPENDING A COUPLE OF HOURS TODAY WE SPENT, I THINK THREE ON, ON BUDGET.

HOLLY AND I MEET EVERY TUESDAY, SPENT A COUPLE OF HOURS SPECIFICALLY ON THE BUDGET.

HOLLY, TRINA, KARA AND I ALL MEET ON THURSDAY.

SPEND AN HOUR OR MORE ON THE BUDGET.

AND THEN IN ADDITION TO THAT, THERE ARE TEAMS OF US THAT ARE WORKING ON WE'VE HAD AT LEAST THREE ALL DAY WORK SESSIONS AT THIS POINT, HAD ONE LAST THURSDAY, HAVE TWO SCHEDULED THE END OF THIS WEEK.

HOLLY, KARA AND I ARE ALL MEETING ON THURSDAY AND FRIDAY ALL DAY WITH INTERRUPTIONS HERE AND THERE FOR OTHER, OTHER COMMITMENTS.

BUT THAT IS IN ADDITION TO THE WORK THAT TEACHING AND LEARNING IS DOING ON THEIR END MEETING AROUND THE CATEGORICAL PROGRAMS. WE'VE HAD MEETINGS WITH ALL OF THE, THE BUILDING PRINCIPALS WE'VE MET WITH THE DIRECTORS KIND OF GOING THROUGH THE PROCESS OF WHAT CAN WE WHAT CAN WE DO TO ECONOMIZE AND WHAT CAN WE DO TO SHIFT TO MAKE SURE WE'RE WE'RE MORE IN LINE WITH OUR WITH OUR PRIORITIES. SO, AS YOU KNOW FROM LOOKING AT THIS MONTH'S FINANCIAL REPORTS.

WE ARE AT THE LOW POINT OF THE YEAR ON FUND BALANCE.

SO IF YOU LOOK AT THE CHART, YOU CAN SEE THIS IS THE KIND OF THE NATURAL TREND WHERE WE HIT THE KIND OF HIT THE VERY CLOSE TO THE BOTTOM.

NEXT MONTH WE'LL LEVEL OUT.

SO WE'LL WE'LL STILL DIP, BUT IT'LL BE VERY MINOR, A COUPLE HUNDRED THOUSAND DOLLARS WORTH NEXT MONTH.

AND THEN WE'LL WE'LL HEAD BACK UP WITH THE THE APRIL TAX COLLECTIONS.

BUT YOU WILL NOTICE ON THAT LINE AS WELL, THE THE LINE IN GENERAL IS CONSIDERABLY LOWER THAN WHAT IT HAS BEEN THE LAST SEVERAL YEARS WE'VE BEEN STEPPING DOWN, AND THAT'S BEEN A PLANNED SPEND DOWN OF FUND BALANCE AS WE KIND OF WENT THROUGH THE RECOVERY FROM THE FROM THE PANDEMIC AND HAD BUILT A FUND BALANCE. SO LIKE YOUR SAVINGS ACCOUNT AT HOME, YOU CAN ONLY SPEND THAT MONEY ONE TIME SO THAT ISN'T THERE TO CONTINUE TO SPEND.

SO WHEN OUR COMMUNITY PASSED THE LEVY, WHICH IS, WHICH IS TREMENDOUS AND ALLOWS US TO, TO CONTINUE ON MOSTLY INTACT THAT THOSE FUNDS REPLACED THE EXPIRING LEVY.

SO THAT WAS NOT NEW MONEY.

IT WASN'T ADDITIONAL MONEY, IT WASN'T AN INFLUX.

IT WAS BASICALLY A REPLACEMENT OF MAINTENANCE OF WHAT WAS ALREADY THERE.

SO IF YOU LOOK AT WE'VE SPENT MORE THAN WE'VE BROUGHT IN, OUR EXPENDITURES HAVE EXCEEDED OUR REVENUE FOR THE LAST, WELL, A LOT OF YEARS.

SO NOW WE ARE AT A POINT WHERE WE NEED TO SHIFT THAT TREND.

SO WE'RE STILL IN THE PROCESS OF MAKING FAIRLY SIGNIFICANT REDUCTIONS TO MAKE SURE THAT WE'RE NOW LIVING WITHIN OUR REVENUE STREAM.

AS WELL AS TRYING TO SHIFT SOME PRIORITIES AND EXPENDITURES AS WELL.

SO THERE'S GOING TO BE AND THERE IS A LOT OF TALK AROUND KIND OF.

REDUCTIONS AND SHIFTS OF KIND OF WHERE THE WHERE THE MONEY IS BEING SPENT.

AND THAT'S A NATURAL PROCESS OF THE, OF THE KIND OF THE BUDGET CYCLE OVER MULTIPLE YEARS.

AND AS WE HAVE TALKED A LOT AND WILL CONTINUE TO FOR YEARS.

YOU KNOW, THE STATE DOES NOT FULLY FUND EDUCATION, SO WE'RE IN A PREDICAMENT WHERE WE HAVE TO ADJUST WHAT WE DO, EVEN THOUGH EVERYTHING WE'RE DOING IS SUPER IMPORTANT TO EVERYBODY.

WE CAN'T DO IT ALL JUST BECAUSE OF THE REVENUE ISN'T THERE TO DO IT.

SO IF YOU HAVE A CHANCE.

I DON'T KNOW IF THERE.

JOEL. ANI HAD A NICE PIECE IN THE SEATTLE TIMES.

THAT KIND OF EXPLAINS THAT PROCESS AND WHAT TO LOOK FORWARD TO IN FUTURE YEARS.

SO WE'RE WORKING LIKE CRAZY ON BUDGET DEVELOPMENT BEHIND THE SCENES.

WE'LL COME BACK NEXT MONTH.

I THINK WE'VE GOT A STUDY SESSION AGAIN IN MAY WHERE WE'LL GO THROUGH SOME MORE SPECIFICS OF THE OF THE BUDGET PROCESS.

SO THE ARTICLE.

THANK YOU MARK. THE ARTICLE THAT MARK IS TALKING ABOUT IS THE PRESIDENT OF WOSSAA, WHICH IS THE WASHINGTON ASSOCIATION OF SUPERINTENDENTS AND ADMINISTRATORS, WROTE A REALLY STRONG PIECE ABOUT HOW THIS LEGISLATIVE SESSION.

ACTUALLY, THERE WAS A LOT OF TALK WITH LITTLE FINANCIAL ACTION AND JUST THE FACT THAT SCHOOL FUNDING IS NOT CURRENTLY

[01:05:06]

AND SO WE'RE FEELING THOSE EFFECTS.

BUT LIKE ONE OF OUR PUBLIC COMMENTERS SAID TODAY, SHE WAS TALKING ABOUT THE SHE CAN TIE WHAT SHE'S DOING IN HER CLASSROOM TO THE INCREASE IN STUDENT OUTCOMES. SO AS WHAT TEACHING AND LEARNING IS DOING IS THEY'RE ASKING EVERY SINGLE QUESTION, HOW IS THIS AFFECTING STUDENT OUTCOMES? WHERE ARE WE SEEING THE GAINS? AND IF WE'RE NOT SEEING THE GAINS, THEN WE HAVE TO ASK OURSELVES WHAT'S THE PURPOSE? SO WE'RE GOING THROUGH EVERYTHING LINE BY LINE BY LINE.

AND SO JUST KNOW IT'S A CONTINUING PROCESS.

WE'RE WORKING WITH OUR ADMINISTRATORS, TRYING TO GET THEIR VOICE.

WHAT ARE THEY SEEING? WHAT ARE THEY HEARING? WHAT ARE THEIR PRIORITIES? AND THEN I WANT TO THANK YOU.

NEXT MONTH, I'LL BE BRINGING ALL OF THE THINGS THAT YOU HAVE SAID IN THAT SURVEY ABOUT WHAT YOU DEEM WOULD BE A SUCCESSFUL BUDGET PROCESS.

AND THEN I'M GOING TO ASK YOU TO KIND OF WRESTLE WITH SOME OF THOSE PIECES SO WE CAN IDENTIFY WHAT ARE THE KEY TAKEAWAYS THAT YOU WOULD BE ABLE TO AS A BOARD, SAY THESE ARE THE STRATEGIES OR THE CHARACTERISTICS OF SUCCESS.

AND SO JUST KNOW THAT THAT'S WORK.

I'M GOING TO ASK FOR YOU.

SO WE HAVE SOMETHING TO MEASURE IT AGAINST.

SO ANY QUESTIONS ABOUT THAT.

OKAY. THEN I'M GOING TO INVITE OUR CITY LIAISON.

HI EVERYBODY.

THANKS FOR GIVING ME THIS OPPORTUNITY TO GIVE YOU AN UPDATE OF WHAT'S GOING ON.

FIRST THING, WE WILL BE BREAKING GROUND FOR THE METAL WORK SKATE PARK IN MID-APRIL.

THEY'RE HOPING SOMETIME BETWEEN THE 10TH AND THE 17TH.

SECOND, THE CITY OF FERNDALE RECEIVED $1 MILLION IN CONGRESSIONAL DIRECTED SPENDING FOR OUR CIVIC CAMPUS PROJECT.

WE ARE HOPING TO END THE DESIGN PHASE AND WILL BE SUBMITTING THE PLANS TO THE CITY FOR A BUILDING PERMIT IN JUNE OR JULY.

THIRD. THE DISTRICT AND THE CITY ARE WORKING.

I KNOW KRISTI ALREADY MENTIONED THIS, BUT WE'RE WORKING TOGETHER FOR THE DISTRICT RESOURCE OFFICER.

CHIEF TURNER IS WORKING INTERNALLY ON WHAT THE SELECTION PROCESS WILL LOOK LIKE.

AND LAST SUMMER THE MAYOR AND I PLANNED SOME BARBECUES FOR OUR YOUTH, AND WE'RE GOING TO DO A FEW MORE THIS SUMMER.

WE REALLY LOVED HOW IT ENDED AND HOW THEY WORKED OUT, AND WE LOVED TOUCHING BASE WITH THE KIDS OVER THE SUMMER.

SO WE'RE GOING TO DO A COUPLE MORE OF THOSE THIS SUMMER.

IF ANYBODY WOULD LIKE TO HELP, WE WOULD LOVE IT.

AND I JUST WANTED TO SAY I WENT TO THAT CULTURE NIGHT THE OTHER NIGHT.

IT WAS AMAZING.

I COULD NOT BELIEVE THE AMOUNT OF PEOPLE THERE.

JUST WHAT IT DID FOR OUR KIDS, FOR OUR COMMUNITY.

I WAS VERY IMPRESSED. SO GREAT JOB, YOU GUYS.

AND THAT'S ALL I HAVE. ANYBODY HAVE ANY QUESTIONS? I'M SORRY. I'M NOT A VERY GOOD SPEAKER.

GREAT. I WANT TO SAY PART OF THE DUE PROCESS IS THE INTERVIEW.

SO THERE'S AN APPLICATION, THERE'S A LOT OF REQUIRED STATE TRAINING.

AND I WANT TO BE REALLY CLEAR THAT A DRO DOES NOT DO DISCIPLINE.

SO THAT IS NOT IT'S NOT LEGALLY ALLOWED.

THEY'RE PART OF THE PREVENTATIVE MEASURES THAT HAPPEN IN SCHOOLS.

AND WE WILL HAVE DISTRICT REPRESENTATION ON THE INTERVIEW.

SO IT WILL BE A JOINT DECISION.

YES A QUESTION.

DID SROS DO DISCIPLINE? BECAUSE I DIDN'T THINK THEY DID EITHER.

WELL, THERE WAS A TIME WHEN THE LINE WAS A LITTLE GRAY, AND IT HAS BEEN VERY CLEAR, AND I CAN SEND OUT THE TYPES OF TRAININGS IT'S MONTHS AND MONTHS AND MONTHS OF TRAINING.

THERE'S DATA THAT HAS TO BE KEPT THAT WE CAN SEE WHO STUDENTS, WHAT STUDENTS THEY'RE WORKING WITH, THEY'RE CALIBRATING IT.

THAT HAS TO BE TURNED IN.

IT'S A VERY COMPREHENSIVE PROGRAM NOW.

SORRY. I DON'T REALLY HAVE MUCH OF A VOICE TONIGHT.

I WAS GOING TO ASK, WHEN IS THE BARBECUE? SO WE ARE MEETING NEXT MONTH TO PLAN THE DATES.

YES, WE'RE HOPING TO DO TWO.

SO THE BARBECUE IS A GREAT EXAMPLE OF WORK THAT CAME OUT OF THAT COMMUNITY EFFORT ABOUT HOW DO WE ENGAGE OUR STUDENTS KEEPING THEM ENGAGED, CONNECTED.

AND SO THE SUMMER WE WERE ALL WORRIED ABOUT IT.

IT WAS A JOINT EFFORT.

AND SO THIS WAS ONE OF THE IDEAS THAT CAME FROM THAT.

AND THAT BARBECUE WAS JUST FUN.

THEY WERE A LOT OF FUN. A LOT OF KIDS.

THE FOOD'S GREAT.

I FELT MORE LIKE A TASTE TESTER THAN A BURGER FLIPPER, AND I LIKED THAT ROLE, BUT I'M.

I'M WILLING TO DO WHATEVER YOU NEED.

THANK YOU. THANK YOU.

[01:10:07]

SO I DON'T REALLY HAVE THAT MUCH TO SHARE.

BUT, LIKE DOCTOR DOMINGUEZ SAID WE HAD OUR FIRST TRACK MEET IN 11 YEARS, AND UNFORTUNATELY, I COULDN'T PARTICIPATE IN IT BECAUSE I DIDN'T HAVE A PHYSICAL. BUT I HAVE A PHYSICAL NOW, SO YOU SHOULD GO TO TOMORROW'S TRACK MEET.

WE'RE GOING TO BE DOING WE'RE GOING TO BE HAVING A LOT MORE ATHLETES THAN LAST TIME I WILL BE RUNNING, I THINK.

THE THE THE THE 100.

BUT DON'T WATCH THAT THE I'LL BE RUNNING THE 400 AND THE 4X4, WHICH ARE MY MAIN EVENTS.

AND THE 4X4 IS MY FAVORITE BECAUSE IT'S THE LAST ONE, AND YOU GET TO RUN AROUND THE WHOLE TRACK ONCE AND THEN YOU HAND IT OFF.

IT'S IT'S THE BEST RACE.

AND SO YEAH, WE HAVE SOME REALLY GOOD THROWERS THIS YEAR AND SOME REALLY GOOD JUMPERS THIS YEAR.

AND I PROBABLY SHOULDN'T SAY THIS, BUT THEY HAVE DEFINITELY BEEN GETTING US MOST OF THE POINTS AT THE TRACK MEETS.

SO KUDOS TO THEM.

AND OUR SPRINTERS ARE GREAT TOO.

LIKE NOT TO THEIR SPRINTERS ARE GREAT, BUT THEY'RE OUR THROWERS ARE THEY'RE THEY'RE THEY'RE THE POINT GETTERS USUALLY.

AND WE HAVE I THINK A COUPLE MORE GOING INTO MAY, BUT APRIL, WE HAVE ANOTHER COOL EVENT AT CIVIC WHERE WE'RE, I THINK THAT'S A BUNCH OF SCHOOLS FROM AROUND THE COUNTY AND THEN AND THEN SOME.

SO, YEAH, TRACK IS DEFINITELY THE THING THAT'S ON MY MIND.

AND THEN I ALSO, I GUESS I SHOULD SAY THIS, BUT I ALSO DID GET INTO THE UNIVERSITY OF WASHINGTON AFTER.

YEAH. IT WAS IT WAS VERY ABSOLUTELY SHOULD SHARE THAT.

YEAH. IT WAS A VERY IT WASN'T I GUESS IT WAS KIND OF STRESSFUL.

IT WAS STRESSFUL AT THE BEGINNING BECAUSE AT THE BEGINNING I DIDN'T I DIDN'T HAVE A LOT OF OPTIONS.

AND THEN I THINK I GOT, I GOT A FEW ACCEPTANCES.

SO I WAS LIKE, OKAY, SO IF I DON'T GET AT U-DUB, THEN I HAVE A GOOD BACKUP BECAUSE MY PHILOSOPHY WAS JUST A BUNCH OF BACKUPS AND THEN A TARGET.

SO YEAH, WE DID.

WE DID GOOD. SO THAT'S ALL I HAVE TO SHARE.

I'M GOING TO MAKE UP FOR NOT HAVING A LOT TO SHARE BECAUSE I HAVE A LOT WRITTEN DOWN.

SO TO START, LOVED MULTICULTURAL NIGHT WAS REALLY HAPPY TO GO TO THAT.

I DIDN'T GET A TASTE AS MUCH FOOD AS I DID LAST YEAR, AND I UNFORTUNATELY DID NOT GET TO SEE ANTONIO DANCING BECAUSE I SIGNED UP FOR TWO SHIFTS OF FACE PAINTING, NOT KNOWING THAT THAT WAS THE ENTIRE NIGHT.

BUT I HAD FUN FACE PAINTING.

I LOVE JUST GETTING TO INTERACT WITH COMMUNITY MEMBERS, ESPECIALLY THE YOUNGER ONES WHO AREN'T QUITE HIGH SCHOOLERS YET.

SO YOU GET AN IDEA OF LIKE WHAT FERNDALE YOUTH IS LIKE.

AND SO MULTICULTURAL NIGHT, AS USUAL WAS LIKE BEAUTIFUL, REALLY FUN EXPERIENCE.

TODAY I GAVE A NEW STUDENT TOUR OF LIKE THE NEW SCHOOL AND IT KIND OF LIKE CLICKED AGAIN FOR THE FIRST TIME SINCE I'VE, LIKE, FULLY SETTLED IN AND REALIZED EVERYTHING HOW AWESOME OUR NEW SCHOOL IS LIKE.

IT'S JUST SUCH A NICE FACILITY AND IT'S HUGE.

AND I JUST REALLY APPRECIATE HAVING LIKE ALL THE SPACE AND COLLABORATION AREAS AND LIKE THE POSSIBILITIES FOR HOW WE USE THAT, LIKE HOW MULTICULTURAL NIGHT WOULD NOT HAVE BEEN POSSIBLE IN LIKE THE OLD GYM OR THE OLD CAFETERIA.

AND THEN CRAZY BECAUSE SCHEDULING ACTUALLY ALREADY HAPPENED, LIKE PICKING YOUR CLASSES FOR NEXT YEAR, WHICH MEANS I'M ALMOST A SENIOR AND QUAVO'S ALMOST GONE.

AND THAT'S MAKING ME SAD.

BUT ON THE UPSIDE OF THAT, I'M REALLY LOOKING FORWARD TO THE NEW STUDENT REP SELECTION PROCESS.

AND THAT SHOULD BE STARTING SOON.

SO I WILL START GOING INTO LIKE SOPHOMORE ENGLISH CLASSES AND TALKING TO KIDS TO GET THEM EXCITED ABOUT GETTING INVOLVED IN OUR COMMUNITY THROUGH THE SCHOOL BOARD.

OTHER SCHOOL THINGS.

SPRING BREAK IS NEXT WEEK, SO EVERYONE'S KIND OF LIKE GETTING A LITTLE BIT IN THAT VACATION MINDSET AND YOU'RE JUST TRYING TO CLING ON REAL HARD.

BECAUSE THIS WEEK WE FINISHED OUR JUNIOR RESEARCH PROJECTS, WHICH HAS BEEN LIKE THE BIG GRADUATION REQUIREMENT THAT WE'VE BEEN WORKING ON FOR A MONTH.

AND SO THAT'S SCARY.

I WAS WORRIED I WOULDN'T MAKE THE DEADLINE, BUT I FINISHED IT ON MONDAY, SO THAT'S A WEIGHT OFF MY BACK.

AND IT'S ALSO CRUNCH TIME FOR AP CLASSES.

I KNOW I THINK TWO OF THE AP I'M IN WERE IN OUR LAST UNIT BEFORE REVIEW TIME HITS, AND THEN IT'S TIME FOR THE EXAM IN MAY.

AND SO THAT'LL DEFINITELY BE ON A LOT OF STUDENTS MINDS.

IT'S ALSO CRUNCH TIME FOR ME AND A COUPLE OTHERS FOR PLANNING PROM APRIL 27TH.

WE'RE REALLY EXCITED.

WE'RE HOPING IT WILL BE A GOOD ONE BECAUSE WE'RE PUTTING A LOT OF WORK.

AND THEN SMALL PIECES OF PERSONAL NEWS.

IT'S MY DOG'S BIRTHDAY TODAY.

SHE'S FOUR.

WE LOVE HER VERY MUCH.

HER NAME IS PEPPER.

AND MY LITTLE BROTHER'S LACROSSE SEASON STARTED WITH THE NORTH COUNTY ALLIANCE CAVALIERS.

AND I'M REALLY EXCITED.

I'VE ONLY BEEN TO ONE OF THEIR GAMES SO FAR, BUT THEIR SEASON GOES TO LATE APRIL AND THEY HAVE A GAME AGAINST SQUALICUM ON THURSDAY THAT I'M JUST REALLY EXCITED TO GO TO BECAUSE

[01:15:02]

AND SO IT'S REALLY GREAT TO SEE THEIR PROGRESS AND THEN LIKE GETTING TO PLAY A SPORT THAT THEY LOVE.

THAT'S ALL I HAVE.

ONE PIECE THAT I ONE ACTION THAT CAME FROM LAST MONTH'S.

IT'S CRAZY THAT IT'S BEEN A MONTH, BUT LAST MONTH'S CONVERSATION AROUND LEGISLATIVE UPDATES THAT I WANT TO ADD IN HERE IS THE BOARD DID ASK ME TO PLEASE REACH OUT TO LEGAL TO FIND OUT.

AROUND BILLS 2331 AND 5462.

THEY HAVE PASSED.

AND SO WHAT ARE THE IMPLICATIONS FOR OUR BOARD? SO I WANT TO READ WHAT LEGAL COUNSEL SENT TO ME.

BILL 2331 WILL LIKELY HAVE A LIMITED IMPACT ON THE SELECTION OF INSTRUCTIONAL MATERIALS.

IT OPERATES PRIMARILY TO LIMIT THE ABILITY TO REJECT OR EXCLUDE INSTRUCTIONAL MATERIALS ON THE BASIS THAT THE MATERIALS RELATE TO PROTECTED CLASSES. I DO NOT SEE THIS HAVING A MEANINGFUL IMPACT ON SCHOOL DISTRICT AUTONOMY, BECAUSE EXCLUSIONS ON SUCH BASES WOULD LIKELY BE UNLAWFUL ANYWAY. FOR EXAMPLE, REMOVING A BOOK FROM THE LIBRARY ON THE BASIS THAT IT TOLD THE STORY OF BLACK A BLACK PERSON WOULD CONSTITUTE UNLAWFUL DISCRIMINATION REGARDLESS OF BILL 2331.

THE ONE ASPECT OF BILL 2331 THAT MAY HAVE A MORE SIGNIFICANT IMPACT IN MATERIAL SELECTION IS ITS REQUIREMENT FOR THE RECOMMENDATION OF A DISTRICT'S INSTRUCTIONAL MATERIALS COMMITTEE MUST INCLUDE RECOMMENDATIONS FOR CULTURALLY AND EXPERIENTIALLY REPRESENTATIVE INSTRUCTIONAL MATERIALS, INCLUDING MATERIALS ON THE STUDY OF THE ROLE AND CONTRIBUTIONS OF INDIVIDUALS OR GROUPS THAT ARE PART OF A PROTECTED CLASS.

ALTHOUGH THIS PROVISION PLACES AN AFFIRMATIVE REQUIREMENT ON THE TYPES OF MATERIALS THAT MAY BE RECOMMENDED, BILL 2331 GOES ON TO STATE, BUT APPROVAL OR DISAPPROVAL SHALL BE BY THE LOCAL SCHOOL DISTRICT BOARD OF DIRECTORS.

AS A RESULT, SCHOOL BOARDS CONTINUE TO RETAIN THE FINAL AUTHORITY.

BILL 5462 WILL LIKELY HAVE A BROADER IMPACT ON THE ADOPTION OF INSTRUCTIONAL MATERIALS.

IT OBLIGATES SCHOOL DISTRICTS TO ADOPT AN INSTRUCTIONAL MATERIALS POLICY THAT REQUIRES THE SCHOOL BOARD TO, WITHIN AVAILABLE MATERIALS, ADOPT INCLUSIVE CURRICULUM AND SELECT DIVERSE, EQUITABLE, INCLUSIVE, AGE APPROPRIATE INSTRUCTIONAL MATERIALS THAT INCLUDE THE HISTORIES, CONTRIBUTIONS, AND PERSPECTIVES OF HISTORICALLY MARGINALIZED AND UNDERREPRESENTED GROUPS, INCLUDING, BUT NOT LIMITED TO, PEOPLE FROM VARIOUS RACIAL, ETHNIC, AND RELIGIOUS BACKGROUNDS, PEOPLE WITH DIFFERENT LEARNING NEEDS.

PEOPLE WITH DISABILITIES, LGBTQ PEOPLE.

AS THE TERM IS DEFINED IN OUR CW 43 .14 1114 .010 AND PEOPLE WITH VARIOUS SOCIOECONOMIC AND IMMIGRATION BACKGROUNDS.

THE EXACT CONTOURS OF HOW THIS REQUIREMENT WILL WORK IN ACTION ARE NOT KNOWN AT THIS TIME.

HOWEVER, IT IS CLEAR THAT THE SCHOOL BOARD WILL STILL HAVE LOCAL CONTROL IN THE FINAL DECISIONS REGARDING WHICH SPECIFIC CURRICULA TO ADOPT.

IN SHORT, UNDER BILLS 23, 31 AND 54, 62 SCHOOL DISTRICTS WILL CONTINUE TO RETAIN THE AUTHORITY TO SELECT AND ADOPT INSTRUCTIONAL MATERIALS SO LONG AS THE SELECTED MATERIALS MEET THE NEW REQUIREMENTS.

SO I SENT THIS TO YOU.

I COPIED THIS OUT.

SO YOU EACH HAVE THIS ALSO IN YOUR EMAIL.

BUT I JUST WANT TO MAKE SURE THAT THE PUBLIC UNDERSTOOD WHAT LEGAL HAD SAID AS WELL.

GIVEN THAT I SAID I WOULD FIND THAT OUT.

OKAY. ANY.

OH, I GUESS I'M NOT DONE.

STILL ME FORGOT.

I DO WANT TO LET THE PUBLIC KNOW.

NEXT WEEK IS SPRING BREAK.

AND SO WHEN WE THINK ABOUT HOW DO WE MINIMIZE YOU KNOW, FINANCES, WE LOOK AT WHAT IS THE TRAFFIC FLOW IN OUR BUILDING BY THE PUBLIC DURING BREAKS.

AND SO AS ONE OF OUR SOLUTIONS IS SCHOOL BUILDINGS WILL BE CLOSED.

THAT IS A GIVEN. THE DISTRICT OFFICE WILL BE OPEN MONDAY THROUGH THURSDAY, BUT WE WILL CLOSE IT DOWN ON FRIDAY.

AND SO THAT'S ONE DAY THAT WE WE DON'T HAVE TO HIRE A SUB.

IF SOMEONE'S GONE OR SO.

WE CONTINUE TO LOOK AT THOSE.

THEY'RE SMALL SAVINGS BUT THEY ADD UP OVER TIME.

THANK YOU. KRISTI. ANY QUESTIONS FOR KRISTY ON HER REPORT? OKAY. THEN SEEING NONE, WE'LL MOVE ON TO ITEM 6.01, WHICH IS THE MISSION STATEMENT OVER THE PAST YEAR.

[6. MISSION STATEMENT DEVELOPMENT]

[01:20:04]

OH, YEAH. ALL RIGHT.

THANKS. SO OVER ABOUT THE LAST YEAR AND A HALF, THE DISTRICT HAS BEEN WORKING, WITH THE HELP OF DOCTOR TAMMY CAMPBELL, TO DEVELOP A STRATEGIC PLAN AND STRATEGIC GOAL. AS PART OF THAT WORK, THE BOARD MET WITH DOCTOR CAMPBELL ON MARCH 12TH TO START OUR WORK ON A DISTRICT MISSION STATEMENT.

TONIGHT, WE'LL BE HEARING THE CULMINATION OF THAT WORK, AND AT THIS TIME, I'LL TURN IT OVER TO KRISTI TO PRESENT THE DRAFTS OF OUR NEWLY DEVELOPED MISSION STATEMENT FOR BOARD REVIEW AND DISCUSSION.

SO TWO WEEKS AGO DURING A STUDY SESSION, AND IF THE PUBLIC WANTS TO WATCH IT, IT'S A LITTLE GOOFY BECAUSE THE TECHNOLOGY WASN'T WORKING.

SO WE HAVE UPLOADED THE ZOOM IN WHICH DOCTOR CAMPBELL IS GIVING HER PRESENTATION.

PLUS YOU CAN SEE US SO YOU JUST CAN'T WATCH THEM TOGETHER BECAUSE BUT WE DID THE BEST WE COULD WITH UPLOADING WHAT WE HAD.

AND AT THAT TIME, YOU WERE ALL ABLE TO GET AN OVERVIEW OF WHERE WE'RE AT TO DATE.

FOR SOME OF YOU, IT WAS A REVIEW, AND FOR SOME OF YOU IT WAS BRAND NEW.

AND SO ONE OF THE THINGS THAT YOU DID DURING THAT TIME WAS YOU BEGAN TO BRAINSTORM DIFFERENT WORDS THAT YOU WOULD EXPECT OR HOPE TO SEE IN A MISSION STATEMENT.

SO SELENA AND I HAVE BEEN WORKING TOGETHER, AND WE TOOK THE WORDS AND WE STARTED TO ASK, OKAY, WE WE DID SOMETHING THAT WE OFTEN DO IN EDUCATION.

WE THEME THINGS.

AND SO HERE WERE YOUR WORDS.

AND SO YOU CAN SEE THE WORDS IN ORANGE WERE ACADEMIC WORDS, WORDS THAT HAD TO DO WITH PERFORMANCE.

AND THEN WHO WE ARE.

WAS IT IT'S IT DID STAND OUT AS A PIECE.

AND IF YOU IF WE LOOK AT WHAT DOCTOR CAMPBELL HAD CALLED OUT, SHE SAID, YOU WANT TO SAY WHO? WHO ARE WE TALKING ABOUT HERE? SAFETY AND BELONGING CAME UP IN AS A THEME.

INCLUSION AND BELONGING PROVIDE A SAFE LEARNING ENVIRONMENT, PROMOTE INCLUSIVENESS.

WE HAD SOME PIECES THAT REALLY GOT TO THE FUTURE.

READY PIECE. AND YOU DO HAVE A COPY OF THIS IN YOUR PACKET.

IF YOU'RE SOMEONE WHO LIKES A PAPER COPY AND THEN CHARACTER DEVELOPMENT.

SO THEN WHAT SELENA AND I DID IS WE BEGAN WORDSMITHING AND, YOU KNOW, THAT'S WHAT SELENA WENT TO COLLEGE FOR.

SO THIS IS VERY HANDY TO HAVE HER EXPERTISE.

AND WE DRAFTED THREE DIFFERENT VERSIONS OF WHAT A MISSION STATEMENT COULD LOOK LIKE.

ONE THING AND I DID A FOLLOW UP CONVERSATION WITH DOCTOR CAMPBELL WAS I SAID, PLEASE REMIND ME ABOUT LENGTH AND WHY LENGTH MATTERS.

AND SHE SAID THE MISSION STATEMENT SHOULD BE SOMETHING THAT PEOPLE CAN TALK ABOUT WITHOUT HAVING TO READ IT.

IT'S SOMETHING THAT IT BECOMES PART OF THE VOCABULARY AND HOW WE THINK ABOUT OUR ORGANIZATION AND OVERALL, WHAT DO WE WANT IT TO ENCOMPASS.

SO I THINK OF IT A BIT LIKE A CONTAINER THAT EVERYTHING THAT'S IN THE STRATEGIC PLAN SHOULD LINK BACK TO THIS.

SO IF YOU LOOK HERE WE THE THIS IS DRAFT ONE.

WE, THE FERNDALE SCHOOL DISTRICT, PREPARE EACH STUDENT TO THRIVE IN AN EVER CHANGING WORLD BY PROVIDING A RIGOROUS EDUCATION THAT FOSTERS ACADEMIC GROWTH, BY NURTURING CONFIDENCE, CRITICAL THINKING, AND A SENSE OF BELONGING.

OH, WE FORGOT TO COLOR AND SENSE OF BELONGING.

WHAT COLOR WOULD THAT BE? YEARS. I THINK AT THAT PURPLE, IT SHOULD BE PURPLE.

I WANT TO MAKE SURE.

AUDIENCE KNOWS OUR COMMITMENT TO HIGH EXPECTATION ENSURES EVERY LEARNER NOT ONLY ACHIEVES, BUT EXCEEDS THEIR POTENTIAL, READY TO FACE FUTURE CHALLENGES WITH RESILIENCE AND INNOVATION.

AND SO WE TOOK THE WORDS AND THE THEMES FROM ABOVE, AND WE HIGHLIGHTED THEM HERE SO WE COULD MAKE SURE THAT WE WERE CAPTURING ALL THE IMPORTANT ELEMENTS.

SO AS YOU LOOK AT WHAT I WOULD LIKE TO PROPOSE TONIGHT IS TONIGHT.

WE'RE NOT GOING TO FINISH THE DRAFT BECAUSE IT'S YOUR FIRST TIME LOOKING AT IT.

SO WE JUST WANTED TO TO HAVE YOU REACT TO THESE THREE DRAFTS.

AND SO AS YOU LOOK AT THAT, WE WOULD LOVE TO KNOW WHAT STANDS OUT IN THIS PARTICULAR VERSION OF A DRAFT.

GO AHEAD NANCY. I'M DELIGHTED TO SEE RIGOROUS EDUCATION AND ACADEMIC GROWTH BECAUSE I THINK THAT'S SUPER IMPORTANT.

I THINK THAT'S WHAT WE NEED TO FOCUS ON, IS MAKING SURE THOSE.

KIDS ARE LEARNING THE ABSOLUTE BEST WITH LITERACY AND MATH.

OKAY. SO RIGOROUS EDUCATION AND ACADEMIC GROWTH.

OTHER PIECES THAT STAND OUT TO YOU.

[01:25:01]

I THINK THAT'S A REAL IMPORTANT PIECE.

OKAY. THANK YOU.

IN ADDITION TO WHAT STEVE AND NANCY HAVE SAID, I REALLY LIKE THAT IT FOCUSES ON NURTURING CONFIDENCE AND CRITICAL THINKING AND ON THRIVING IN AN EVER CHANGING WORLD.

OKAY. WELL, I THINK THOSE THOSE SKILLS.

PRESENT OR GIVE THE ABILITY TO HAVE THAT RESILIENCE AT FUTURE CHALLENGES.

I THINK THAT'S IMPORTANT TO LOOK AT THAT FUTURISTIC THING TO.

I LIKE THE INCLUSION OF A SAFE ENVIRONMENT BECAUSE, YOU KNOW ENCOMPASSES LIKE, PHYSICAL SAFETY AND IT KIND OF ALSO SPEAKS SORT OF TO BUILDING MAINTENANCE, WHICH IS AGAIN, I REALIZE THAT ISN'T A FOCUS, BUT IT'S PART OF THIS.

SO AND THE CRITICAL THINKING, I THINK CRITICAL THINKING IS AN IMPORTANT THING TO INCLUDE.

IF I CAN SAY SOMETHING, I WHAT REALLY STANDS OUT.

AND I REALLY LIKE THE VARIETY OF THOUGHT THAT WE'RE HAVING.

BUT WHAT STANDS OUT TO ME IS THE EVER CHANGING WORLD.

AND TO ME TO BE ABLE TO BE FLEXIBLE AND AGILE ENOUGH TO REASSESS HOW TO BETTER PREPARE OUR KIDS FOR THE FUTURE THAT IS CHANGING, THAT IS THAT IS AMAZING.

OF COURSE, WITH THE RIGOROUS EDUCATION AND THE GROWTH AND THE AND HAVING THEM NOT JUST MEET BUT EXCEED EXPECTATIONS, THAT IS THAT IS POWERFUL TO ME, KNOWING THAT THE WHAT WE HAVE DONE IN THE LAST 40 YEARS WHEN IT COMES TO TECHNOLOGY AND WHAT WE'RE GOING TO SEE IN THE NEXT 20 YEARS WITH AI AND ALL THE THINGS THAT WE'RE SEEING, WE NEED TO PREPARE THE FUTURE LEADERS OF OUR WORLD.

AND WE NEED TO BE CUTTING EDGE WHEN IT COMES TO UNDERSTANDING WHAT THOSE TECHNOLOGIES ARE GOING TO BRING OUR WAY.

RIGHT? SO I THINK THAT'S A I THINK THAT'S WHAT STANDS OUT.

OKAY. THANK YOU.

SO LET'S GO TO DRAFT TWO.

SO VERY SIMILAR BECAUSE IT'S YOUR WORDS BUT LINKED OUT IN A DIFFERENT WAY.

AND THERE MAY BE PIECES OR A FLOW THAT YOU PREFER.

SO WE ARE DEDICATED TO ENHANCING STUDENT OUTCOMES THROUGH A RELEVANT AND CHALLENGING CURRICULUM THAT PROMOTES ACADEMIC GROWTH AND PREPARES ALL STUDENTS WITH ACADEMIC RIGOR FOR THE FUTURE.

WE FOSTER A SENSE OF BELONGING IN A SAFE AND INCLUSIVE LEARNING ENVIRONMENT, ENCOURAGING CRITICAL THINKING, CARING, COMPASSION AND CONFIDENCE, ENSURING EVERY STUDENT IS EQUIPPED TO THRIVE IN AN EVER CHANGING WORLD.

SO AGAIN, PIECES THAT STAND OUT IN DRAFT TWO.

ONE OF THE THINGS I WOULD COMMENT ON IS.

THE PIECE ABOUT.

CHALLENGING CURRICULUM.

I FIND THAT SUBJECTIVE, AND I DON'T NECESSARILY THINK THAT'S VERY GOOD WORDING IN MY OPINION.

I THINK ONE OF THE THINGS FROM THE FIRST DRAFT TO THE SECOND THAT I MISS AND RECOGNIZING THIS IS THE MISSION STATEMENT FOR THE FERNDALE SCHOOL DISTRICT, BUT HAVING THE WORDS FERNDALE SCHOOL DISTRICT IN THERE SO IT CAN STAND ALONE, I THINK IS IMPORTANT TOO.

SO I WOULD I WOULD ENCOURAGE THAT OUR FINAL DRAFT INCLUDE THAT.

OKAY. I DEFINITELY AGREE WITH KEVIN ON THE WE THE FERNDALE SCHOOL DISTRICT WANTING TO BE PRESENT IN ALL DRAFTS OF THE MISSION STATEMENT.

BUT IN RESPONSE TO STEVE'S COMMENT, WHILE I UNDERSTAND THAT CHALLENGING IS SUBJECTIVE, I THINK THAT'S HONESTLY PART OF THE APPEAL TO THAT WORDING BECAUSE IF CHALLENGING IS FOR EACH STUDENT, THEN YOU ARE CHALLENGING EACH STUDENT TO GROW BASED ON THEIR PERSONAL STRENGTHS AND STRUGGLES.

YOU DIDN'T ASK.

BUT BETWEEN THE FIRST AND THE SECOND, I JUST REALLY LIKED THE FIRST.

YOU ARE SO JUMPING AHEAD, NANCY.

BUT THAT'S OKAY.

I DIDN'T TELL YOU AHEAD OF TIME.

I WAS GOING TO SAY, DO YOU HAVE A PREFERENCE? BUT I WONDERED, YEAH.

OKAY. ANY OTHER THOUGHTS ON DRAFT TWO?

[01:30:04]

I WAS LOOKING AT SAFE AND DRAFT TWO.

I LIKE THAT WORD IN DRAFT TWO, BUT I DO LIKE DRAFT ONE BETTER.

I THINK IT FLOWS SO. BUT YOU LIKE THE SAFE AND INCLUSIVE LEARNING ENVIRONMENT AND DRAFT TWO OR THAT SENTENCE.

WE FOSTER A SENSE OF BELONGING IN A SAFE AND INCLUSIVE LEARNING ENVIRONMENT.

YEAH, I LIKE THAT, BUT I PREFER THE WORDING IN DRAFT ONE FOR THE MOST PART, SO YOU MIGHT BE ABLE TO PUT IT TOGETHER.

THIS IS WHAT WE'RE GOING TO DO, SELENA AND ARE GOING TO TAKE ALL YOUR FEEDBACK HERE AND THEN BE ABLE TO REWORK IT.

AND WE'LL COME BACK AGAIN WITH A PROPOSED, OKAY, LET'S MOVE TO DRAFT THREE AGAIN.

A LOT OF THE SAME PIECES BECAUSE THEY'RE YOUR WORDS, BUT A LITTLE BIT DIFFERENT ORDER.

WE ARE COMMITTED TO PREPARING EACH STUDENT TO THRIVE IN AN EVER CHANGING WORLD BY PROVIDING A RIGOROUS AND RELEVANT EDUCATION THAT PROMOTES ACADEMIC GROWTH, NURTURES CONFIDENCE, CRITICAL THINKING, AND FOSTERS A SENSE OF BELONGING IN A SAFE AND INCLUSIVE ENVIRONMENT.

OUR DEDICATION TO HIGH EXPECTATIONS AND CHALLENGING CURRICULUM ENSURES EVERY LEARNER NOT ONLY ACHIEVES BUT EXCEEDS THEIR POTENTIAL, EQUIPPED WITH RESILIENCE, COMPASSION AND INNOVATION FOR THE FUTURE.

AGAIN, THINGS THAT STAND OUT AND IT DOESN'T HAVE TO BE POSITIVE.

IT CAN BE I'VE APPRECIATED THE OTHER FEEDBACK AS WELL.

THIS IS DEFINITELY MY FAVORITE DRAFT SO FAR.

I REALLY LIKE HOW I MEAN, YEAH, IT'S A LITTLE BIT WORDIER, BUT I FEEL LIKE IT ENCOMPASSES ALL OF THE LIKE, WORDS THAT WE BROUGHT IN.

AND WITH KEVIN'S ADDITION OF WE, THE FERNDALE SCHOOL DISTRICT, BEING APPLIED TO ALL THE DRAFTS, I THINK IT REALLY FITS LIKE OUR PORTRAIT OF A GRADUATE AS WELL.

I ALSO LIKE THAT THIS DRAFT IT CONTINUES THE SAME THEME OF THRIVING IN AN EVER CHANGING WORLD, BUT IT ALSO BRINGS PURPOSE TO THAT WORD AT THE END WHEN IT SAYS INNOVATION FOR THE FUTURE.

I THINK THAT REALLY I THINK THAT REALLY KIND OF ROUNDS OUT THAT THIS ONE IS ABOUT MAKING SURE THAT.

WERE FOCUSED ON MAKING SURE THAT STUDENTS ARE PREPARED FOR THE FUTURE AS IT EVOLVES.

AND I THINK LIKE JUST IN TERMS OF LIKE WORDSMITHING WISE, TO START AND END WITH THAT SAME THEME IS JUST IT JUST IT JUST KIND OF FLOWS REALLY NICE.

AND THEN I ALSO LIKE THAT.

I DO LIKE THAT.

THIS DRAFT AND THE PREVIOUS DRAFT, THE SECOND DRAFT ALSO KIND OF ADD ON TO THE SENSE OF BELONGING BY SAYING THAT.

WE SHOULD FOSTER A SAFE AND INCLUSIVE ENVIRONMENT, SOMETHING THAT THE FIRST ONE LACKS AND SOMETHING THAT I THINK IS A SERIOUS DETRIMENT TO THE FIRST STATEMENT.

BUT I ALSO THINK THAT THIS ONE IS GREAT BECAUSE.

TO SOMEONE'S POINT.

MAYBE SAYING CHALLENGING MIGHT NOT BE THE BEST, WHICH I'M KIND OF INDIFFERENT TO.

I THINK IT'S, YOU KNOW, IT'S IT IS WHAT IT IS.

BUT I ALSO THINK THAT BECAUSE IT ELABORATES ON THAT BY SAYING HIGH EXPECTATIONS AND A CHALLENGING CURRICULUM, I THINK THAT JUST CLARIFIES THINGS.

DOES THAT RESONATE WITH YOU, STEVE? YEAH, I TOTALLY AGREE.

IT'S THE WORDING PART OF IT THAT MAKES MORE SENSE IN NUMBER THREE.

I ALSO AM A FAN OF NUMBER THREE.

OKAY. ANY OTHER PARTS OF THIS THAT STAND OUT.

OR NOW THAT WE HAVE HEARD FROM OTHERS, IS THERE A DRAFT THAT RESONATES WITH YOU AS A INDIVIDUAL BOARD MEMBER? WHAT? YEAH.

OR ONE THAT YOU WANT TO JUST SAY, OH, PLEASE STOP LOOKING AT THAT ONE.

I WOULD LIKE TO ASK NUMBER ONE, I THINK IT'S.

I THINK, GIVEN THAT IT DOES NOT ELABORATE ON THE IDEA OF SENSE OF BELONGING, FOSTERING AND FOSTERING AN INCLUSIVE ENVIRONMENT, I THINK IT'S IT'S IT EITHER IT NEEDS TO ADD THAT.

IN THE END, BECAUSE THAT IS A HUGE PART OF EDUCATION IS FOSTERING INCLUSIVITY.

OR WE JUST GET RID OF IT.

I'M WITH CUONG ON AXING DRAFT ONE, AND I WANT TO MENTION THAT IN ADDITION TO KIND OF NOT MENTIONING THAT IT'S AN INCLUSIVE LEARNING ENVIRONMENT, IT DOESN'T STRESS SAFE, WHICH IS SOMETHING THAT PEGGY WAS TALKING ABOUT IN REGARDS OF NOT ONLY FEELING EMOTIONALLY SAFE, BUT PHYSICALLY SAFE, WHICH WOULD ENCOURAGE US TO KEEP ALL OF OUR FACILITIES AND PROCEDURES IN PLACE FOR THE SAFETY OF STUDENTS.

TO PIGGYBACK ON KWABENA'S AND GABBY'S WHAT IF THE SENTENCE WE FOSTER A SENSE OF BELONGING IN A SAFE AND INCLUSIVE LEARNING ENVIRONMENT WENT UP IN THE PLACE OF SENSE OF BELONGING IN THE FIRST DRAFT, THEN WOULD YOU LIKE IT BETTER WITH ALL THE OTHER

[01:35:05]

LIKE I HAVE THEM RANKED AND IT GOES NUMBER ONE IS NUMBER THREE, NUMBER TWO IS NUMBER TWO, AND NUMBER THREE IS NUMBER ONE.

AND SO YOU KNOW THIS IS JUST HELPING US GET SOME FEEDBACK.

WHAT WE'LL DO IS PROBABLY NARROW IT DOWN TO TWO CHOICES FOR NEXT TIME.

SO WE'LL TAKE SOME OF THESE DIFFERENT PIECES AND AND TRY TO IT MAY BE AN ALL NEW CHOICE TO LOOK AT, BUT IT HELPS.

I WOULD ALSO LIKE TO ADD THAT NUMBER ONE UNLIKE NUMBER TWO.

AND NUMBER THREE IS MISSING PORTIONS ABOUT CARING AND COMPASSION, WHICH I THINK ARE HUGE.

SO I LIKE I SAID, I'M NOT A FAN OF NUMBER ONE.

OKAY. ANTONIO OR KEVIN.

PEGGY. NUMBER ONE IS MY FAVORITE ONE.

IT CAN BE IMPROVED.

BUT BUT DEFINITELY THE.

THE FLOW OF IT, AND BY ME SAYING THAT IT'S MY FAVORITE ONE, NOT NOT DISREGARDING WHAT KWABENA SAID, I THINK THAT IS VERY IMPORTANT.

I JUST LIKE TO LEAD WITH IT'S AN EVER CHANGING WORLD AND WE NEED TO PREPARE OUR YOUTH FOR WHAT'S TO COME.

THAT IS OUR GOAL.

OUR GOAL IS TO PREPARE OUR YOUTH IN EVERY SINGLE MANNER THAT WE CAN.

AND IF WE ADD WHATEVER WE ADD AFTER THAT.

AND ALSO, I LOVE THAT IT ENDS WITH WITH, WITH.

NOT MEETING, BUT EXCEEDING THE EXPECTATIONS.

SO SO THE WAY THAT IT'S STRUCTURED, THE IDEA IS, IS WHAT I LIKE, NUMBER ONE.

NUMBER ONE, CAN IT BE IMPROVED? YEAH, IT CAN. AND I THINK THAT WE NEED TO ADD THERE WHAT KWAMENA SAID.

TOTALLY I, I'M WITH THAT.

IT'S THE IT'S THE ORGANIZATION OF THE WORDING.

THAT THAT OKAY MAKES ME THIS IS HELPFUL.

I AGREE WITH YOU ON THE ON THE ORGANIZATION OF THE WORDING.

IT JUST HAS A STRONGER OPENING, IT FEELS LIKE TO ME, BUT IT DOES NEED TO INCLUDE THOSE BITS AND PIECES THAT WERE MISSING.

I THINK A MISSION STATEMENT SHOULD SHOULD BE BOLD, SHOULD BE SHOULD BE DIRECTIVE THAT SHOULD BE CONFIDENT.

THAT SCREAMS CONFIDENCE.

LET'S ADD WHAT KWABENA SAID AND THE OTHER ONES ARE WORTHY.

AND IF YOU LOOK AT THE OTHER ONES, YOU GET LOST IN THE IDEAS AND WHILE IT SAYS THE RIGHT THINGS, IT DOESN'T REALLY.

IT SHOULD POP IN THE FIRST THREE SECONDS THAT YOU'RE READING IT.

AND AND THAT'S, I THINK AS A MISSION STATEMENT, IF IT WAS SOMETHING ELSE, I THINK THAT I WOULD BE HAPPY WITH ADDING WHATEVER.

BUT A MISSION STATEMENT SHOULD POP, A MISSION STATEMENT SHOULD BE ABLE TO GRAB YOU SHOULD YOU SHOULD BE ABLE TO GO AND TELL YOUR NEIGHBOR EXACTLY WHAT IS IT WITHOUT READING IT.

RIGHT. I THINK THAT'S THE GOAL.

SO IT'S JUST MY HUMBLE OPINION, BUT I'M I'M HAPPY TO.

YOU KNOW. TO DO THIS AS A AS A BOARD IN RETROSPECT OF WHAT YOU'RE SAYING.

I THINK. THE.

THE BIGGEST STATEMENT I SEE ON ALL THREE OF THESE IS WHEN NUMBER THREE SAYS WE ARE COMMITTED.

THAT IS THE STATEMENT HERE.

WE ARE COMMITTED TO OUR COMMUNITY AND OUR STUDENTS.

THAT'S THE MOST IMPORTANT VERBIAGE IN ALL THREE OF THESE BY FAR.

IN MY OPINION.

WE ARE COMMITTED AND THAT'S THE ONLY ONE THAT ADDRESSES THAT PIECE.

WELL, IT HAS IT. IT HAS IT EARLY ON, WHICH I LIKE IS, YOU KNOW, WE'RE COMMITTED TO DOING THIS.

YOU'RE TALKING ABOUT STRONG STATEMENTS RIGHT OUT OF THE GATE.

THAT IS A VERY STRONG STATEMENT TO MAKE THAT WE ARE COMMITTED.

AND I LIKE THAT.

NUMBER TWO SAYS WE'RE DEDICATED.

ISN'T THAT THE SAME THING? NO, I DEFINITELY FEEL LIKE COMMITMENT IS MORE OF A PROMISE.

AND IT KIND OF IT HAS AN UNDERCURRENT OF THERE WILL BE ACCOUNTABILITY FOR THIS AND THAT THERE WILL BE TIME SPENT ON IT, WHEREAS DEDICATION.

I DESCRIBE IT AS MORE FLOATY.

IT FEELS MORE LIKE A THOUGHT PROCESS THAN A COMMITMENT IS SOMETHING THAT YOU PUT A LOT OF TIME AND EFFORT INTO.

AND I ALSO WANTED TO COMMENT THAT ANTONIO, WHAT DO YOU REALLY LOVED ABOUT ONE IS ACTUALLY SAME ORDER IN THE FIRST SENTENCE OF NUMBER THREE AS IT IS IN NUMBER ONE, ASIDE FROM WE, THE FERNDALE SCHOOL DISTRICT, WHICH I THINK MOST PEOPLE AGREED WITH KEVIN ON, THAT SHOULD BE ADDED TO ALL OF THEM.

SO IT COULD BE WE, THE FERNDALE SCHOOL DISTRICT, ARE COMMITTED TO PREPARING EACH STUDENT TO THRIVE IN AN EVER CHANGING WORLD BY AND THEN IT CONTINUES.

SO WHAT I AM HEARING IS THERE IS A LOT OF INTEREST IN DRAFT ONE AND DRAFT THREE.

I DIDN'T HEAR ANYONE SAY DRAFT TWO REALLY STOOD OUT.

[01:40:05]

SO WE ARE GOING TO TAKE WHAT YOU SAID, AND WE ARE GOING TO CONTINUE TO PLAY WITH ONE AND THREE AND ADD IN THE PIECES.

AND SO WE NEXT MONTH WE WILL BRING BACK WHAT? I DON'T KNOW, IT COULD BE WE BRING BACK TWO AND LET YOU ACTUALLY DO A ROLL CALL.

VOTE ON THE ONE YOU WANT.

IT COULD BE THAT WE FIND THAT WE CAN GET IT DOWN TO ONE.

SO YEAH.

AND WHAT I WILL DO NEXT TIME BEFORE I WANTED THIS TO BE A FIRST LOOK, BECAUSE I WANTED IT TO EXPLAIN TO YOU WHY THE COLORS.

BUT I WILL ADD IN THE S'MORE NEXT TIME PRIOR TO.

SO YOU'LL HAVE TIME TO READ IT BEFORE THE NEXT BOARD MEETING AND NOT HAVE IT BE A A FIRST LOOK, WHICH I WAS INTENTIONAL ABOUT THAT TONIGHT JUST BECAUSE I WANTED TO EXPLAIN THE PROCESS WE WENT THROUGH.

BUT NEXT TIME, NOW THAT YOU KNOW WHAT THE COLORS MEAN, WE'LL HAVE THE WORDS ABOVE AND HAVE THOSE EXAMPLES READY FOR YOU TO THINK THROUGH PRIOR TO COMING TO THE MEETING.

THAT WORK. OKAY, I THINK IT WORKS.

AND I THINK IT WAS GOOD TO GET IT FIRSTHAND REACTION, BECAUSE THERE'S TWO ASPECTS OF THAT MISSION STATEMENT.

WHAT DOES IT SAY TO YOU WHEN YOU FIRST READ IT? WHAT DOES IT SAY TO YOU AFTER YOU'VE HAD SOME TIME TO THINK ABOUT IT? IS BOTH OF BOTH OF THOSE THINGS COME INTO PLAY? OKAY. SO WE'LL GO AHEAD AND MOVE ON TO ITEM 7.01, WHICH IS A PUBLIC RECORDS REQUESTS

[7. MATTERS FOR BOARD DISCUSSION]

THAT CONVERSATION LED TO MORE QUESTIONS THAN IT DID SOLUTIONS.

SO TONIGHT WE HAVE SELENA HERE TO EDUCATE US ABOUT PUBLIC RECORDS REQUESTS AND TO LEAD A DISCUSSION ON WHAT THIS MEANS TO THE BOARD.

AND I WOULD JUST LIKE TO WELCOME EVELYN THIS EVENING.

SHE WAS DOING HER PHOTOGRAPHY BEFORE THE MEETING, AND NOW SHE'S WEARING HER HAT OF OUR PUBLIC RECORDS OFFICER.

SO WE'VE ASKED HER TO JOIN TONIGHT.

OKAY. IT'S LOADING.

BUT KRISTI STARTED US OFF.

WELL, I DID, I KNOW YOU ALL MET EVELYN ALREADY, BUT I JUST WANT TO SHARE HOW EXCITED I AM THAT SHE'S HERE.

SHE IS ALMOST A YEAR IN IN HER POSITION.

THIS HER THIS USED TO BE SOME OF THE WORK THAT I DID.

UNTIL WE REALIZED THIS WAS A REALLY A FULL TIME JOB.

AND SO JUST THE LAST THREE ACADEMIC YEARS ALONE BEGINNING WITH THE FURTHEST ONE BACK WE SAW IT LOOKS LIKE 18 PUBLIC RECORDS REQUESTS IN ONE YEAR.

LAST YEAR, WE HAD 26.

AND THIS YEAR WE'RE CURRENTLY AT TEN.

AND SO THIS POSITION IS JUST JUST REALLY CRITICAL.

AND WE ARE REALLY HAPPY THAT SHE'S HERE.

AND CAN I JUST ADD WHILE YOU'RE LOADING THAT? EVELYN ALSO IS DOING ALL OUR POLICY AND PROCEDURE REVIEWS FOR US.

SO WHEN YOU GET THOSE OR PEOPLE SEE THOSE ON THE PUBLIC, IT'S EVELYN, AND I APPRECIATE HER ATTENTION TO DETAIL.

VERY THOUGHTFUL PROCESS AROUND THAT, BECAUSE ORIGINALLY THE BOARD HAD ASKED THAT WE HAVE TO DO THAT WORK.

THEY WERE A COUPLE OF YEARS OUT FROM BEING ABLE TO HELP US.

AND GIVEN THAT POLICIES DRIVE OUR DISTRICT, THIS IS A CRITICAL ROLE, AND WE HAVE SOMEONE ON STAFF IN REAL TIME TO BE ABLE TO HELP.

SO THANK YOU, EVELYN, FOR THAT AS WELL.

AND AND I WILL ALSO ADD MY KUDOS, WHICH I HAVE GIVEN WHEN WE'VE WENT THROUGH THOSE PROPOSALS.

I WAS PART OF THE LAST REVIEW OF THOSE POLICIES AND THE WAY YOU'VE PUT THEM TOGETHER FOR US YOU'RE SPOILING US.

WE THANK YOU FOR THAT.

BECAUSE THE WAY WE HAD TO REVIEW THEM BEFORE WAS LIKE, OKAY, WHAT IS THE DIFFERENCE IN A AND B? AND I'M REALLY CONFUSED.

SO THANK YOU FOR THE WORK YOU'RE DOING.

YES, ABSOLUTELY. MY PLEASURE.

I'M GLAD IT WAS HELPFUL.

OKAY. SO YES, MY NAME IS EVELYN.

I'M THE PUBLIC RECORDS OFFICER FOR THE DISTRICT.

AND TODAY I'M GOING TO HAVE A BRIEF PUBLIC RECORDS 101.

HOPEFULLY BY THE END OF THIS PRESENTATION WILL BE A LITTLE BIT MORE FAMILIAR WITH THE LAWS THAT THE DISTRICT HAVE TO, HAS TO COMPLY WITH, WITH PUBLIC RECORDS AND WHAT OUR PUBLIC RECORDS.

SO AS I WAS JUST ALREADY JUMPING IN, I'M GOING TO GO OVER THE LAW AND HOW WE ARE OBLIGATED TO DISCLOSE PUBLIC

[01:45:01]

AND THEN TO FINISH, I'M GOING TO GO OVER A FEW RESOURCES.

I'LL HAVE SOME QR LINKS, SOME QR CODES ON THE SCREEN.

IF YOU WANT TO CONTINUE AND DIVE IN TO THE NITTY GRITTY, YOU CAN CONTINUE TO DO SOME RESEARCH.

SO FIRST, WHAT? WHAT IS THE LAW? THERE'S A FEW FIRST, SUBPOENAS.

DISTRICTS MUST RESPOND TO COURT ORDERED SUBPOENAS.

IN SOME CASES, INFORMATION CAN BE WITHHELD.

OF COURSE, THE ONE THAT YOU MIGHT BE MAKES THE MOST SENSE IS MATERIALS THAT ARE SUBJECT TO PROTECTION AS TRIAL OF TRIAL.

I'M SORRY. TRIAL PREPARATION MATERIALS WOULD BE EXEMPT FROM DISCLOSURE FROM A SUBPOENA.

IF THE DISTRICT WERE TO EVER RECEIVE A SUBPOENA, WE'D BE CONSULTING WITH LEGAL BEFORE MOVING FORWARD.

FOR FOR OUR STAFF.

AND THE DISTRICT HOPEFULLY IS MOST FAMILIAR WITH FERPA.

FERPA IS THE FAMILY EDUCATION RIGHTS AND PRIVACY ACT.

AS A SCHOOL DISTRICT, I THINK WE ARE MOST FOCUSED AND KNOWLEDGEABLE ON THE PRIVACY ASPECT OF FERPA.

BUT WITH FERPA, STUDENTS AND FAMILIES HAVE A RIGHT TO ACCESS STUDENT RECORDS AND THEIR EDUCATIONAL RECORDS.

THOSE ARE THE REALLY BASIC THINGS THAT WE'RE FAMILIAR WITH ATTENDANCE TRANSCRIPTS INDIVIDUAL EDUCATION PLANS AND MORE.

AND I WANTED TO BRING UP FERPA IN PARTICULAR, BECAUSE THERE'S STUDENT RECORDS REQUESTS UNDER FERPA, AND THERE'S ALSO PUBLIC RECORDS REQUESTS, WHICH ARE SEPARATE. THERE'S ALSO THE FREEDOM OF INFORMATION ACT.

FOIA IS THE FEDERAL LAW THAT REQUIRES DISCLOSURE OF RECORDS CONTROLLED BY THE US GOVERNMENT UPON REQUEST, AND THERE ARE EXEMPTIONS THAT MAY APPLY.

WE CAN'T JUST ASK THE PENTAGON FOR ALL OF THEIR PLANS, FOR EXAMPLE.

AND THEN IN THE WORK THAT I DO, I.

I CLOSELY FOLLOW THE WASHINGTON STATE PUBLIC RECORDS ACT, WHICH IS WHAT REQUIRES OUR DISTRICT TO DISCLOSE RECORDS PRODUCED, OWNED, USED OR RETAINED BY STATE AND LOCAL AGENCIES AS REQUESTED.

AND EXEMPTIONS DO DO APPLY.

I ALSO WANTED TO SHARE WHEN THE WASHINGTON STATE ADOPTED THE PUBLIC RECORDS ACT, THERE WERE ONLY TEN EXEMPTIONS.

AND TODAY, AS OF 2016, I DON'T KNOW THE NUMBER FOR 2024, THERE'S OVER 500 EXEMPTIONS IN THE PRA.

SO WHAT ARE PUBLIC RECORDS? I WANT TO SHARE THE DEFINITION.

WRITING CONTAINING INFORMATION.

THANK YOU. RELATED TO THE CONDUCT OF GOVERNMENT OR THE PERFORMANCE OF ANY GOVERNMENTAL OR PROPRIETARY FUNCTION PREPARED, OWNED, USED OR RETAINED BY ANY STATE OR LOCAL AGENCY, REGARDLESS OF PHYSICAL FORM OR CHARACTERISTICS.

AND I ALSO WANTED TO DIVE IN A LITTLE DEEPER.

TO GO OVER.

WRITING IS VERY BROADLY DEFINED.

TRADITIONAL WRITTEN RECORDS, FOR EXAMPLE, EMAIL, A MEMO, PHOTOS, MAPS, VIDEOS, VOICEMAILS, WEB PAGES, SOCIAL MEDIA CONTENT, TEXT MESSAGES, AND EVEN METADATA.

METADATA, FOR EXAMPLE, FOR EMAIL WOULD BE WHO SENT THE EMAIL? WHO RECEIVED THE EMAIL, THE DATE, THE TIME ANY BCC RECIPIENTS.

WHEN THINKING ABOUT WHAT IS CONSIDERED A PUBLIC RECORD.

THIS ACRONYM IS HOW A LOT OF US CAN THINK ON AND IDENTIFYING WHAT IS A PUBLIC RECORD.

IS IT PREPARED, OWNED, USED OR RETAINED? SO I'M GOING TO GO INTO TWO EXAMPLES.

AND THEN I'M GOING TO HAVE A LITTLE SHORT LITTLE KNOWLEDGE QUIZ TO GET US TO START A CONVERSATION.

SO IN THE FIRST EXAMPLE, AN EMAIL WITH PERSONAL CONTENT THAT WAS SENT USING A DISTRICT EMAIL IS A RECORD THAT IS RETAINED BY THE DISTRICT AND IS A PUBLIC RECORD. SO IF I WERE TO SEND AN EMAIL TO A COWORKER, I'M SO EXCITED FOR APRIL.

CAN'T WAIT TO GO TO THE TULIP FESTIVAL SEND.

IT'S NOT BEING USED BY THE DISTRICT.

IT'S NOT ABOUT ANY GOVERNMENTAL FUNCTION IN OUR DISTRICT, BUT THE EMAIL IS ON OUR DISTRICT SERVER AND IT'S BEING RETAINED, AND SO IT'S CONSIDERED A PUBLIC RECORD.

ANOTHER EXAMPLE FOR BEING USED, THE DISTRICT CONSIDERED TECHNICAL SPECIFICATIONS FOR A NEW SCHOOL AND RETURNED THE SPECS TO THE CONTRACTOR.

[01:50:06]

SO, FOR EXAMPLE, FERNDALE HIGH WAS JUST REBUILT.

I'M SURE THERE WERE LOTS OF CONTRACTORS THAT SENT IN BIDS AND DIFFERENT DESIGNS.

EVEN IF WE DIDN'T CHOOSE A PARTICULAR DESIGN, IT WAS STILL USED IN THE CONDUCT OF OUR BUSINESS, AND SO IT'S CONSIDERED A PUBLIC RECORD.

OH, I ALREADY GAVE AWAY THE ANSWER.

ALL RIGHT, YOU GET THE.

YOU GET THE FIRST ONE FREE.

SO A SPECIAL EDUCATION TEACHER SENDS A TEXT FROM THEIR PERSONAL CELL TO A SCHOOL PSYCHOLOGIST PERSONAL CELL ASKING A QUESTION ABOUT A STUDENT'S IEP.

SO IF WE THINK BACK TO THAT ACRONYM, POUR IN THAT CONVERSATION AND YOU THINK ABOUT THE FUNCTION OF THE SCHOOL DISTRICT BEING ALL ABOUT EDUCATION, THAT IS A CLEAR CONVERSATION THAT'S BEING USED FOR THE CONDUCT OF OUR, OUR, OUR BUSINESS.

SO YES, IT WOULD BE A PUBLIC RECORD.

WHEN YOU'RE LOOKING AT THIS EXAMPLE, IF YOU ARE FEELING UNEASY ABOUT IT, THAT'S GOOD, BECAUSE UNDER FERPA, STUDENTS HAVE A RIGHT TO PRIVACY FOR THEIR EDUCATION. IN THIS EXAMPLE, IT IS A PUBLIC RECORD.

IF FOR WHATEVER REASON THAT CELL PHONE CONVERSATION WAS REQUESTED, IT WOULD BE DISCLOSED.

BUT LIKE I SAID, THE PRA HAS A LOT OF EXEMPTIONS, AND THERE'S ALSO FERPA PROTECTIONS FOR STUDENTS, AND ALL THE IDENTIFYING INFORMATION WOULD BE REQUIRED TO BE REDACTED BEFORE BEING DISCLOSED.

A SPECIAL EDUCATION TEACHER SENDS A TEXT FROM THE PERSONAL CELL TO A SCHOOL PSYCHOLOGIST, PERSONALLY INVITING THEM TO A BARBECUE.

IS THAT A PUBLIC RECORD? NO. SO.

STAFF. THEY ARE ALSO PEOPLE OUTSIDE OF THEIR POSITIONS.

AND SO IT'S NOT BEING IT'S NOT OWNED, IT'S NOT ON A DISTRICT DEVICE.

IT'S NOT BEING RETAINED BY THE DISTRICT.

AND IT'S NOT ANYTHING RELATED TO THE CONDUCT OF THE SCHOOL DISTRICT.

OKAY. EXAMPLE.

A STUDENT EMAILS THEIR TEACHER A QUESTION ABOUT THEIR HOMEWORK.

FOR THE PUBLIC RECORD.

SO IN THE CASE. NO BECAUSE OF FERPA STUDENTS HAVE AND YOU CAN ALMOST THINK ABOUT IT.

OF EXAMPLE, IF THERE WAS A GOVERNMENT HEALTH CARE CENTER THERE, IN THAT CASE, THERE WOULD BE HIPAA, EVEN THOUGH IT'S A GOVERNMENTAL AGENCY, THERE ARE SOME PRIVACY PROTECTIONS.

SO YOU CAN THINK OF THIS EXAMPLE OF, EVEN THOUGH THAT IS RELATED TO THE CONDUCT OF THE SCHOOL DISTRICT, STUDENTS HAVE A RIGHT TO PRIVACY IN THEIR OWN EDUCATIONAL PROCESS.

THE STUDENT EMAILS A SCHOOL BOARD MEMBER SHARING THEIR OPINION ABOUT AN ISSUE IN THEIR SCHOOL.

IS THAT A PUBLIC RECORD? YES. SO THAT WOULD GO OUTSIDE OF THE FIRST EXAMPLE IS ALL ABOUT THAT STUDENT AND THEIR PRIVATE EDUCATION.

AS SOON AS THEY, ESPECIALLY AT THE SCHOOL BOARD MEMBER LEVEL, AS THEY'RE COMMUNICATING WITH AN ELECTED OFFICIAL, THAT'S GOING TO GO INTO THE CONDUCT OF THE SCHOOL DISTRICT.

AND WE THINK ABOUT BACK TO THE ACRONYM POOR.

IT CAN BE SEEN AS BEING USED BY THE SCHOOL DISTRICT.

SO KEY LESSONS FOR STAFF USE DISTRICT DEVICES AND ACCOUNTS FOR WORK PURPOSES ONLY.

AND IT GOES WITHOUT SAYING.

BUT STAY FACTUAL AND CIVIL AND ONLY WRITE OR SEND SOMETHING IF YOU ARE OKAY WITH IT BEING ON THE FRONT PAGE OF A NEWSPAPER.

IF YOU AREN'T A BIG NEWSPAPER READER, YOU COULD ALSO THINK ABOUT IF YOU'D BE OKAY WITH SOMEONE SCREENSHOTTING IT AND BLASTING IT ON THE INTERNET.

AND THEN USE PERSONAL DEVICES AND ACCOUNTS FOR PERSONAL USE.

I ALSO WANT TO ADD A BONUS TIP.

THIS KIND OF GOES INTO MORE PRIVACY OUTSIDE OF PUBLIC RECORDS, BUT I KNOW A LOT OF STAFF ARE SENDING A LOT OF EMAIL COMMUNICATIONS ABOUT STUDENT DATA AND ARE UPLOADING A LOT OF ATTACHMENTS.

SENDING LINKS, STAFF DO HAVE ACCESS TO ONEDRIVE AND TO GOOGLE DRIVE AND THOSE SHAREABLE LINKS.

YOU CAN ACTUALLY LOCK DOWN THE PERMISSIONS OF WHO IS ABLE TO ACCESS THAT LINK, WHETHER IT'S YOUR TEAM OR JUST ANYONE WHO HAS A DISTRICT ACCOUNT.

SO IF THAT EMAIL IS EVER FORWARDED SOMEHOW LATER DOWN THE ROAD, A THIRD PARTY WOULDN'T BE ABLE TO CLICK ON THAT LINK AND ACCESS IT.

JUST AN EXTRA TIP.

AND THEN KEY LESSONS FOR PARENTS, COMMUNITY MEMBERS AND ALSO STUDENTS TO BE AWARE THAT THERE ARE LIMITED EXEMPTIONS THE DISTRICT CAN APPLY TO ELECTRONIC

[01:55:02]

SO TO FINISH OUT, THAT'S BASICALLY ALL I HAVE TO SHARE TONIGHT.

I HAVE SOME ADDITIONAL RESOURCES IF YOU WANT TO GO LINE BY LINE THROUGH FERPA.

I HAVE THE QR CODE FOR THAT.

IF YOU WANT TO SUBMIT A PUBLIC RECORDS REQUEST OR FIND MORE INFORMATION DIRECTLY ON OUR DISTRICT WEBSITE, THAT'S A LITTLE QR CODE.

AND IF YOU WANT TO GO LINE BY LINE THROUGH THE WASHINGTON PUBLIC RECORDS ACT, THERE'S A QR CODE FOR THAT.

AND WE WILL MAKE SURE THAT YOU HAVE A COPY OF THIS, AND WE WILL UPLOAD A COPY INTO THE.

YES. AND YOU CAN ACTUALLY SO THIS GREEN QR CODE, IF YOU WANT A COPY OF THIS POWERPOINT, WHICH IS A PUBLIC RECORD, THERE'S A QR CODE AND YOU CAN GET A COPY OF THIS EXACT POWERPOINT PRESENTATION RIGHT THERE.

AND FINALLY, I ALSO WANT TO INCLUDE THE WASHINGTON STATE ATTORNEY GENERAL'S OFFICE.

THEY HAVE A LOT OF INFORMATION ABOUT HOW TO SUBMIT A PUBLIC RECORDS REQUEST, AND ALSO OFFER TRAINING TO PUBLIC RECORDS OFFICERS LIKE MYSELF TO PROCESS THE PUBLIC RECORDS REQUEST THOROUGHLY.

THAT'S IT. THANK YOU.

I DO WANT TO RECOGNIZE THAT EVELYN IS ON THE PATHWAY TO BECOMING A CERTIFIED PUBLIC RECORDS OFFICER, SO SHE'S PUTTING IN SOME HOURS THAT ARE REQUIRED.

I THINK YOU'RE, WHAT, 3010? SO SHE'S REALLY CLOSE TO COMPLETING.

SHE'S GOT ABOUT 20 HOURS OR 10 HOURS LEFT TO EARN THAT CERTIFICATION.

SO THE QUESTION CAME IS REALLY THE STARTED AROUND YOUR CELL PHONE? SELENA AND I'VE BEEN TRYING TO DO SOME WORK AROUND THE FACT THAT YOU ARE ELECTED OFFICIALS.

SO YOUR PHONE NUMBER DOES HAVE TO BE POSTED ON THE WEBSITE, LIKE THERE ARE CERTAIN PROTECTIONS AS ELECTED OFFICIALS THAT YOU DO NOT HAVE, THAT A STAFF MEMBER MAY OR MAY NOT HAVE.

SO ANYTHING YOU DO ON YOUR PERSONAL PHONE REGARDLESS, THEN SUBJECTS THE PHONE AS THE DEVICE.

MARTINA IS HERE THIS EVENING AND SHE AND I HAVE BEEN TALKING ABOUT.

IS THERE A WAY TO USE YOUR COMPUTER TO MAKE CALLS THERE? THERE ARE A WAY, BUT WE WOULDN'T BE ABLE TO NECESSARILY POST THAT.

SO WE'RE STILL TRYING TO FIGURE OUT THE WAY TO NOT HAVE TO HAVE.

YOU HAVE TWO PHONES.

WE HAVEN'T TOTALLY FIGURED THAT OUT YET.

BUT AT THIS POINT, YOUR PERSONAL PHONE WOULD BE SUBJECT TO PUBLIC RECORD.

IF YOU'RE DOING BOARD BUSINESS BASED ON WHAT EVELYN SHARED TONIGHT, MAKING SURE THAT YOU USE YOUR SCHOOL DISTRICT EMAIL ONLY THEN PROTECTS YOUR PERSONAL EMAIL. IF YOU DO ANY PERSONAL EMAIL AND YOU DO BOARD BUSINESS BOARD TO BOARD OR ANYTHING BUSINESS OF THE BOARD, THEN THAT SUBJECTS YOUR PERSONAL EMAIL TO A PUBLIC RECORDS REQUEST.

SO THESE ARE THE THINGS THAT WE'RE JUST WANTING TO MAKE YOU ALL AWARE OF TO PROTECT YOU.

AND THEN ALSO JUST AS YOU'RE WORKING WITH PEOPLE.

ANY QUESTIONS? ALL RIGHT.

THANK YOU. THANK YOU.

YOU HAVE A QUESTION, PEGGY? SO, DID YOU SAY STAFF CARRIES TWO PHONES? ADMINISTRATION DOES.

SO WHEN I GOT HERE, THIS WAS ONE OF THE PIECES THAT I HAD LEARNED ABOUT IN MY PREVIOUS ROLE.

DUE TO VERY PUBLIC.

ELECTED OFFICIALS WHO THEIR PERSONAL DEVICES ENDED UP.

YOU KNOW, WE WERE WATCHING THAT.

AND SO ALL ADMINISTRATORS IN FERNDALE SCHOOL DISTRICT.

SO ANY TIME I'M DOING SCHOOL DISTRICT BUSINESS, I USE MY DISTRICT PHONE.

MY DISTRICT PHONE NUMBER IS PRINTED ON MY CARDS.

THIS IS THE ONE THAT I GIVE OUT TO PEOPLE IF IT'S GOING TO BE.

AND THEN I HAVE A PERSONAL PHONE.

WHERE FOR? JUST MY OWN PERSONAL LIFE, PEGGY.

AND THEN DO YOU RECEIVE OUR PARENTSQUARE NOTIFICATIONS? DO YOU RECEIVE OUR PARENTSQUARE NOTIFICATIONS? SO THAT IS OUR MASS COMMUNICATION TOOL.

WITHIN OUR DISTRICT.

AND SO I KNOW MANY OF OUR TEACHERS USE IT TO COMMUNICATE WITH FAMILIES IN THAT WAY.

AND ALL OF THOSE RECORDS ARE ARCHIVED.

AND SO THAT'S FOR THE PROTECTION OF OUR STAFF.

AND SO THAT THEY ARE ALSO ARE NOT USING THEIR PERSONAL RECORDS.

I WILL SAY A REALLY WONDERFUL THING ABOUT PARENTSQUARE IS THAT IT COMMUNICATES TO THE EXTERNAL PARTY IN THEIR HOME LANGUAGE.

IT AUTOMATICALLY TRANSLATES AND THEN THEY CAN REPLY IN THEIR HOME LANGUAGE, AND THEN IT TRANSLATES BACK TO ENGLISH OR THE TEACHER'S LANGUAGE.

AND SO WE'RE REALLY GRATEFUL FOR THAT.

IS THERE ANYTHING WE'RE MISSING BY NOT GETTING PARENTS SQUARE? DO WE GET EVERYTHING THAT GOES OUT TO THEM IN OUR WEEKLY SMORE? I'M JUST WONDERING IF I NEED TO ADD THAT INTO THE THINGS THAT I PAY ATTENTION TO.

[02:00:03]

OKAY. SO WE MIGHT NEED TO GET WE'LL GET YOU ACTIVATED.

SO THEN IF THERE'S A BROAD PARENT SQUARE THAT GOES OUT, THEY OFTEN COME FROM SALINAS OFFICE LIKE MULTICULTURAL NIGHTS HAPPENING ON FRIDAY.

WE SEND THAT OUT TO EVERYBODY.

YOU WOULD GET THOSE.

SO YOU DIDN'T RECEIVE THAT LAST WEEK.

OKAY, GREAT. WELL, YOU WILL GET YOU ACTIVATED.

BECAUSE I MENTIONED ARCHIVING, WE DO ALSO HAVE OTHER TOOLS IN PLACE THAT ARE ARCHIVE ALL OF OUR SOCIAL MEDIA PAGE ACTIVITIES TO THE SECOND.

SO AS SOON AS SOMEBODY COMMENTS SOMETHING ON ONE OF OUR PAGES, IT'S ARCHIVED.

IF AN EDIT IS MADE TO ONE OF OUR CAPTIONS, IT'S ARCHIVED.

AND SAME APPLIES TO OUR WEBSITE.

THANK YOU LADIES.

SO NEXT IS BOARD IS ITEM 7.02 BOARD COMMITTEES.

AND I KNOW NANCY AND PEGGY MET WITH HOLLY AND SUCH.

AND SO WE'RE JUST FOLLOWING UP ON THAT FROM OUR DISCUSSION LAST MEETING.

WE'VE HAD A COUPLE OF MEETINGS CONCERNING COMMITTEES.

THE FIRST ONE WAS WHEN KRISTI MET WITH US, DOCTOR DOMINGUEZ MET WITH PEGGY AND I AND HOLLY GRAHAM AND KELLY WARNER AND CHRIS NEWBERRY, AND WE JUST WENT OVER THE PURPOSE OF THE AUDIT COMMITTEE.

IT'S FOR ACCOUNTABILITY AND TRANSPARENCY AND FULFILLING THE DUTY OF PROPER OVERSIGHT BY THE BOARD OF THE THINGS THAT WE SIGN OFF ON. AND IT IS A BOARD COMMITTEE.

SO THERE'S ONLY TWO BOARD MEMBERS ON IT, PEGGY AND MYSELF, AS OF NOW.

AND AT SOME POINT WE NEED TO DISCUSS THE FREQUENCY OF APPOINTMENTS.

SO PERHAPS WE'LL PUT THAT ON AN AGENDA TO TALK ABOUT AT SOME POINT.

LIKE WOULD THE BOARD COMMITTEE HAPPEN BE APPOINTED OR ELECTED TO THAT, WHATEVER THAT WOULD BE AT THE SAME TIME THAT BOARD REORGANIZATION HAPPENS OR WHATEVER.

SO THOSE ARE JUST SOME OF THE THINGS THAT WE TALKED ABOUT IN THAT MEETING.

AND THEN TODAY TODAY, PEGGY AND I MET FOR THE FIRST TIME THIS AFTERNOON AT ADMIN AND AND WENT OVER VOUCHERS AFTER LEARNING THE LAST LITTLE BIT OF THE DECODING.

THERE'S THESE LONG STRINGS OF CODES THAT YOU CAN CHECK WHERE THE FUNDS CAME FROM, WHAT THEY WERE FOR, WHAT PART OF THE FIVE DIFFERENT FUNDS THERE ARE THAT PAID FOR IT, AND JUST SORT OF UNDERSTANDING HOW THIS ALL WORKS.

SO TODAY WAS REALLY JUST A PRETTY MUCH JUST A LEARNING THING, BUT WE'RE HOPING THAT WE'LL GET BETTER AT IT.

IT'S KIND OF LIKE CURLY AND MOE TODAY TRYING TO FIGURE OUT THINGS.

BUT WE SET UP OUR FIRST TIME TO CHECK VOUCHERS AND VOUCHERS ARE PUT TOGETHER IN TWO BATCHES.

HALF THE MONTH IS PREPARED BY THE 15TH, AND THEN THE SECOND HALF OF THE MONTH BY THE DAY BEFORE THIS BOARD MEETING.

SO WE WILL BE ABLE TO GO IN TWO TIMES TO DO THERE'S OF COURSE SO MANY.

SO IT WOULD BREAK DOWN THE WORK A LITTLE MORE.

AND WE DON'T LOOK AT EVERYTHING.

WE JUST, YOU KNOW. RANDOMLY.

JUST TAKE A LOOK AND SEE WHAT WE HAVE, AND AS WE GET BETTER AT IT, WE'LL SEE IF THERE'S PATTERNS OR JUST WHAT TO LOOK FOR.

BUT THE WHOLE CONCEPT IS THAT WE NEED TO HAVE SOME ACCOUNTABILITY TO SIGNING OFF ON THE ON THE FISCAL PART.

AT THE END OF EVERY MEETING, WE SAY THAT WE'VE LOOKED AT THEM, SO WE WANT TO ACTUALLY DO THAT.

ANY ANY QUESTIONS? SO BASICALLY OUR IDEA WAS WE JUST WANT TO MAKE SURE THAT, YOU KNOW, IF WE ARE SIGNING AN ATTESTATION THAT SAYS WE LOOKED AT IT, THAT WE ACTUALLY WENT THROUGH THE PROCESS OF LOOKING AT IT, THAT'S.

THE MINIMUM. I THINK THAT, YOU KNOW, AND AND GIVEN THAT WE HAVE THE ABILITY TO GET INTO THE OFFICE DURING BUSINESS HOURS, THIS IS WHY WE DECIDED TO DO THAT.

OKAY. ANY QUESTIONS FOR PEGGY OR NANCY? THANK YOU FOR DOING THAT.

OKAY. TO THINK.

AS WE HEAR MORE AND IT DEVELOPS, WE'LL KNOW MORE, AND THEN WE CAN LOOK AT WHERE WE PUT THAT AS FAR AS APPOINTING, ELECTING HOW WE PUT MEMBERS ON THAT.

[02:05:05]

YEAH. AND WE DO HAVE THE POLICIES, THE GC5 AND THE AND THE WHAT IS IT, 1240 AND THE 14.

WHAT IS IT, 1410? IS THAT THE RIGHT ONE ON COMMITTEES? I THINK THAT'S RIGHT. YEAH. BECAUSE THAT'S THE CITIZENS ADVISORY COMMITTEE.

AND I THINK IT WOULDN'T HURT TO SIT DOWN AND TAKE A LOOK AT, YOU KNOW, WHAT WE CALL CERTAIN COMMITTEES, HOW THEY'RE STRUCTURED.

I FOUND A GOOD REFERENCE FROM ROBERT'S RULES ON COMMITTEES.

HAVE FOUND ADDITIONAL RULES REGARDING AUDIT COMMITTEES AND WHAT ALL THEY CAN ENCOMPASS.

I CAN JUST IF I COULD SHARE THE INFORMATION THAT I FOUND WITH THE REST OF THE BOARD, I WOULD APPRECIATE IT.

ALSO DONE SOME REVISIONS TO I MEAN, I'VE MADE SOME PROPOSED CHANGES TO OUR EXISTING COMMITTEE, THINGS WHICH I HAVEN'T PRESENTED HERE.

I WOULD LIKE TO BRING THAT NEXT MONTH YOU KNOW, AS AN INTRODUCTION AND THEN, YOU KNOW, MOVE FORWARD FROM THERE.

PEGGY, IS THAT A POLICY REVISION? IF YOU SEND THAT TO EVELYN, THEN SHE CAN DO WHAT SHE'S DONE, WHERE SHE'LL STRIKE IT OUT AND PUT IT IN A FORMAT FOR YOU.

I ACTUALLY ALREADY DID THAT.

OKAY, GREAT. SEE? LOOK AT YOU. OKAY.

SOUNDS GOOD.

OKAY. SO THEN WITH THAT, THAT TAKES US TO ITEM 7.03, WHICH IS DIRECTOR STIPENDS FOR MEETINGS.

YEAH. SO ONE OF THE QUESTIONS THAT'S CONTINUED TO COME UP IS WHAT DO YOU CONSTITUTE AS A MEETING? WHAT DO YOU BELIEVE THE BOARD SHOULD BE ABLE TO ACCESS IN TERMS OF STIPENDS? IS IT DOING THE HOMEWORK? IS IT COMING TO THESE MEETINGS? IS IT VOLUNTEERING OR VISITING A SCHOOL.

AND SO HAVING THAT DISCUSSION AROUND WHAT DO YOU DETERMINE WOULD CONSTITUTE FOR THE STIPEND REVIEW.

PERSONALLY, I THINK THE MEETINGS, IN ANY SPECIAL MEETINGS EVERYTHING ELSE IS I MEAN, THERE'S A WHOLE LOT OF STUFF THAT YOU CAN GO IN AND DO, AND I CAN SEE KIND OF RUNNING UP THE TAB UNNECESSARILY.

SO THAT'S MY PERSONAL OPINION.

I'M NOT SO SURE YOU SHOULDN'T ADD MANDATORY TRAINING.

THAT'S A THAT'S A REAL COMMITMENT.

AND, YOU KNOW, THOSE TRAININGS ARE QUITE LENGTHY.

AND SO I THINK THAT'S A FAIR.

ADDITION. YEAH, PARTICULARLY WHEN THEY'RE ADDING ON TRAININGS AND I WON'T GET ON MY SOAPBOX.

BUT THIS LAST ONE THAT'S ALMOST A FULL DAY AND YOU HAVE LIKE THREE OPTIONS.

AND IF YOU DON'T CONCLUDE THEM, YOUR DISTRICT DOESN'T GET YOUR TITLE MONEY IS A LITTLE BIT YEAH.

I'D MUCH RATHER TAKE A FRIDAY OFF THAN A TUESDAY OFF.

WELL, I THINK YOU CAN DO THAT.

I DON'T KNOW THE EXACT DATES, BUT MAYBE IF YOU GO TO EASTERN, IF YOU WANT TO GO TO YAKIMA OR SPOKANE.

YEAH. THE OPTIONS WERE NOT EXACTLY VERY CONDUCIVE TO THE WORKING PUBLIC.

I'D CONCUR WITH WHAT STEVE SAID.

MEETINGS AND TRAININGS.

SO THIS LAST WEEK AND THIS MORE CHRIS HAD ADDED SOME INFORMATION AROUND THAT.

SO SHE'S NOT HERE.

SHE COULD NOT BE HERE TONIGHT, BUT I'LL WORK WITH HER AGAIN.

WE'LL HAVE AN UPDATE IN THE NEXT.

MORE WITH THE FORM SO YOU CAN START TO FILL THAT OUT, AND THEN IT'LL BE UP TO YOU TO TURN THAT IN, AND YOU CAN JUST TURN IT INTO CHRIS.

YOU CAN WE CAN DO AN ELECTRONIC ONE.

AND THEN THAT WAY YOU CAN JUST FILL IT OUT AND THEN JUST SEND IT BACK, AND THEN SHE'LL TAKE IT FROM THERE.

BOARD MEMBERS. DON'T DON'T LEAVE YOUR DAY JOBS, THOUGH.

DID YOU HAVE A START DATE ON THAT? IT STARTED A WHILE AGO WHEN WE PASSED IT, AND WE NEVER SAID WHAT CONSTITUTED A MEETING.

AND SO WE'VE GOTTEN SOME.

WE HAVEN'T GOTTEN EVERYONE.

SO YOU YOU MAY WANT TO GO BACK A LITTLE BIT THING.

YEAH. YOU.

ACCORDING TO OUR POLICY, IT CAN BE SUBMITTED ANY TIME UP TO THE POINT OF THE END OF THE FISCAL YEAR, WHICH IS JULY. END OF END OF JUNE OR.

THE FISCAL YEAR END.

AUGUST 31ST. AUGUST, 30TH AUGUST AND THE THE POLICY ACCORDING TO OUR POLICY FROM THE TIME OF IT BEING ADOPTED, WHICH WAS SEPTEMBER.

SO BASICALLY ANYTIME THROUGH SEPTEMBER.

[02:10:04]

SO. SO WILL THAT BE SOMETHING THAT YOU WOULD HAND IN MONTHLY? YOU CAN YOU CAN HAND THAT IN ONCE A MONTH.

OR IF YOU WANT TO SAY I'LL WAIT, DO IT QUARTERLY.

IT REALLY WHATEVER YOU CHOOSE TO TURN IT IN AND THEN CHRIS WILL TAKE CARE OF IT.

I JUST KNOW I RAN OUT OF SPACES ON MY.

WELL, THEN LET'S GET THAT TO CHRIS.

IF YOU WANT ME TO TAKE THAT.

I'M HAPPY TO TAKE THAT. I DON'T HAVE IT WITH ME TONIGHT.

OKAY? I WAS JUST I WAS JUST LOOKING AT PRINTED OUT THE.

BUT YEAH, IF I REMEMBER CORRECTLY, WHEN I READ IT, IT COULD BE SUBMITTED ANY TIME UP THROUGH THE TA TWO AND BEFORE THE END OF THE FISCAL YEAR.

AND AND WE ALSO HAVE AN OPT OUT OPTION.

CORRECT. YEAH.

YOU CAN OPT OUT.

YOU CAN SAY NO, THANK YOU.

I ASKED SOME OTHER BOARD MEMBERS, WHAT DO THEY DO? SOME OF THEM CHOOSE TO DONATE THE FUNDS TO, YOU KNOW, THEIR FOUNDATION.

THEY CAN SAY, NO, THANK YOU.

SO IT REALLY IS UP TO EACH INDIVIDUAL BOARD MEMBER.

I SEE ON ON THIS PAPER, THE PAPERWORK THAT CAME WITH IT, BOARD STIPENDS AND REIMBURSEMENTS.

THERE'S ALSO MILEAGE MENTIONED TOO.

SO WHAT'S THE PROCESS FOR THAT? IS THAT SPELLED OUT IN THERE? THERE WAS A POLICY THAT CHRIS FOUND THAT SAID MILEAGE.

IT WOULD BE FROM THE DISTRICT OFFICE TO THE MEETING.

SO IT'S NOT FROM YOUR HOME.

SO WE WOULD SAY FROM FOR THIS MEETING, YOU COULD COLLECT MILEAGE FROM THE DISTRICT OFFICE TO MOUNTAIN VIEW IF YOU WANTED TO ADD THAT IN. AND THEN CHRIS FIGURES THAT OUT.

THAT RINGS THE QUESTION.

SAY TRAINING THAT GOES ON.

WELL IN MAY IN ANTHOCHORTUS.

EXACTLY. WHEN YOU GO TO ANTHOCHORTUS, THAT WOULD BE A MILEAGE YOU WOULD WANT TO PUT IN.

AND AND ACTUALLY CHRIS WOULD AUTOMATICALLY DO THAT IF IT WAS A LENGTH, SHE WOULD AUTOMATICALLY FILL THAT OUT.

FOR EXAMPLE I BELIEVE DID SOMEONE DROVE TO BELLEVUE FOR THAT CONFERENCE? MILEAGE WOULD HAVE BEEN WORKED IN OR IT SHOULD HAVE BEEN WORKED IN TO.

YEAH. AND USUALLY AT LEAST WITH THIS, CHRIS USUALLY FIGURES IF IT'S A, IF IT'S TRAVEL.

AS FAR AS LIKE THE BELLEVUE, IT HAS ALWAYS BEEN FIGURED OUT AND DONE FOR US AS PART OF THE.

PREAUTHORIZATION. SO I'M GOING TO SAY SOMETHING THAT'S GOING TO SOUND WEIRD, SO APOLOGIES FOR THAT.

AMIDST THE NEGOTIATOR IN ME, I, ME PERSONALLY.

OKAY, WELL, TWO THINGS, TWO THINGS.

IS THERE SOMETHING FOR THE STUDENTS? THAT WE CAN DO. SO THAT DOES BEG TO DIFFER, BECAUSE I THINK I BROUGHT UP ONCE BEFORE, MAYBE JUST WITH A DIRECTOR, BUT ONE THING THAT WE COULD LOOK AT DOING IS OFFERING THEM A CREDIT.

OKAY. AND THEN I'M THINKING THEY ARE HERE TO WRITE AND THEY COULD BE DOING HOMEWORK AND THEY ARE DOING THIS AND WE COULD GET, YOU KNOW, MORE INTEREST FROM THE UPCOMING, YOU KNOW, WHOEVER IS COMING UP.

AND THAT WOULD BE AN INCENTIVE.

WHAT INCENTIVIZES ME IS I WILL FOREGO OF, OF THIS IF I CAN GO TO THE FOOTBALL GAME FOR FREE OR SOMETHING LIKE THAT. JUST TOMORROW, THE TRACK WE WILL NOT BE COLLECTING.

YEAH. BUT.

YEAH. WELL.

AND AND HISTORICALLY AND NEVER CAME UP THIS YEAR AND DIDN'T EVEN THINK ABOUT IT UNTIL THE POINT.

IT USED TO BE THAT THE, THE SCHOOL BOARD DIRECTORS GOT A PASS TO THE ATHLETIC EVENTS.

SEE, THAT'S MOTIVATING TO ME.

YOU'LL SEE ME MORE OFTEN, MARK.

I'LL FORGET ABOUT EVERYTHING ELSE.

AND OF COURSE, THE PAPERWORK AND ALL THAT.

THAT'S JUST TOO DISTRACTING TO ME.

BUT HEY, LET ME COME INTO THE FOOTBALL GAMES OR SOCCER GAMES OR I'LL BE THERE.

SO ANY QUESTIONS OR COMMENTS IN REGARDS TO WHAT CONSTITUTES A MEETING AND WHAT.

AS FAR AS TURNING THINGS IN THERE ARE THERE IN THE PACKET THAT YOU GOT TONIGHT.

THERE ARE IS AN EXAMPLE OF THE FORMS AND THE INFORMATION AS WELL.

IF YOU HAVE ANY FOLLOW UP JUST GIVE ME A CALL OR AN EMAIL AND THEN I'LL HAVE CHRIS REACH OUT AND WE CAN SUPPORT YOU INDIVIDUALLY.

[02:15:05]

WE'LL GO AHEAD AND MOVE ON TO ITEM 8.01, WHICH IS TO REVIEW OR AND OR ADOPT THE NEW POLICY.

[8. FOCUS ON DISTRICT OPERATIONS]

AND THIS WAS A POLICY THAT WAS PRESENTED TO THE BOARD AT THE LAST MEETING FOR US TO REVIEW AND THEN IS BEING BROUGHT UP TONIGHT FOR ACTION.

SO ANY QUESTIONS OR COMMENTS AT THIS POINT? KRISTI. ONE QUESTION I HAD WAS, IS THERE? I MEAN, I KNOW WE HAVEN'T HAD A SPECIFIC TECHNOLOGY, BUT IS THERE ANY PARTICULAR REASON THAT BROUGHT THIS ABOUT OR IS IT JUST FOR COMPLETENESS SAKE? WE ACTUALLY HAVE MARTINA HERE.

SO I'M GOING TO SEE IF SHE WOULD BE WILLING TO SPEAK TO THAT.

WELL, ACTUALLY, EVELYN, HELP US RESEARCH AND MANY SCHOOL DISTRICTS HAS A TECHNOLOGY POLICY POSTED.

AND SO WE'RE WE HAD THE PROCEDURES IN PLACE, AND SO NOW WE JUST WANTED TO ADD IT TO THE BOARD.

SO IF THERE'S ANY COMMENTS OR THE CHAIR WILL ENTERTAIN A MOTION ON HOW WE ADDRESS THIS POLICY.

I MAKE A MOTION THAT WE ACCEPT THIS POLICY.

OKAY. IT'S BEEN MOVED THAT WE ADOPT THE NEW POLICY 5225 ON TECHNOLOGY.

OKAY. MY REPUTATION PRECEDES ME AND KRISTI REMINDS ME ABOUT STUDENTS, AND IT WAS ON THE TIP OF MY TONGUE.

SO WE'LL START WITH A ADVISORY VOTE BY THE STUDENTS.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.

AYE. OPPOSED? OKAY, SO THE STUDENTS HAVE SPOKEN AND RECOMMEND THAT WE ADOPT THIS POLICY.

SO WITH THAT, I WILL MOVE ON TO THE ELECTED BOARD MEMBERS VOTE ALL THOSE IN FAVOR OF OF ADOPTING THIS NEW POLICY.

5225 ON TECHNOLOGY SIGNIFY BY SAYING AYE.

AYE. AYE. ALL OPPOSED? HEY, THE NEW POLICY IS ADOPTED.

SO THEN THAT WILL TAKE US ON TO ITEM 0 OR 9.01, WHICH IS TO REVIEW AND OR ADOPT THE MONITORING

[9. FOCUS ON STUDENTS]

POLICY HOUR DASH ONE OUR MISSION.

AGAIN, THIS WAS A OR A MONITORING REPORT THAT WAS PRESENTED TO THE BOARD LAST MONTH FOR REVIEW.

WE HAD THE GOOGLE SURVEY THAT WAS PUT OUT FOR US TO COMMENT ON WHICH THOSE RESULTS ARE POSTED ON BOARD DOCS AND HAVE BEEN AVAILABLE FOR US TO REVIEW.

AND SO AT THIS POINT, THE MONITORING REPORT IS UP FOR DISCUSSION.

SO ANY COMMENTS? I GUESS I'LL START OUT BY THANKING THE THE TEAM FOR PUTTING TOGETHER THE REPORT AND THE DETAIL WHEN WE'RE LOOKING AT GRADUATION RATES, BECAUSE DIGGING INTO THE WEEDS AND SHOWING US HOW THOSE NUMBERS, WHAT THOSE NUMBERS REALLY MEAN WHEN IT GETS INTO JUST THE DEMOGRAPHICS OF THEM WHEN WE LOOK AT THOSE NUMBERS, YOU KNOW, IF YOU JUST LOOK AT THE STRAIGHT NUMBERS FROM 2018 TO 2023.

WE DON'T SEE THE IMPROVEMENT WE'D LIKE TO, BUT I THINK THAT THE WAY THAT WE HAVE DUG INTO THAT DATA AND THE INFORMATION THAT IS HAS BEEN PROVIDED AND THE BETTER UNDERSTANDING OF WHAT INFORMATION IS THERE IS GOING TO HELP US TO HONE IN SO THAT WE CAN DO A BETTER JOB OF OF INCREASING AND IMPROVING THOSE GRADUATION RATES AS WE MOVE FORWARD.

[02:20:02]

IS THERE ANY WAY TO KNOW FROM HOW KIDS ARE DOING THIS YEAR TOWARDS GRADUATION, WHETHER WE CAN EXPECT THAT THIS YEAR WILL PROVIDE THAT JUMP THAT WE'RE LOOKING FOR? CAN YOU PREDICT THAT? OR IS IT JUST YOU FIND OUT AFTER THE FACT? I MEAN, I KNOW THERE'S LOTS OF INDICATORS TOWARDS GRADUATION.

CAN THEY BE SEEN AT THIS POINT.

SO WE ACTUALLY CAN.

YES. AND WE KNOW WHICH STUDENTS ARE CLEARLY ON TRACK FOR GRADUATION.

THEN THERE ARE STUDENTS THAT ARE MAYBE ON THE BUBBLE.

SO WE'RE WHAT ARE WE DOING? AND SO THE TEAM IS WORKING VERY, VERY HARD.

SO IT WOULDN'T BE ANYTHING I WOULD MAKE PUBLIC BECAUSE I PERSONALLY, IN MY CAREER, I'VE BEEN WORKING WITH STUDENTS THE NIGHT BEFORE GRADUATION TO HELP THEM GET ACROSS THAT FINISH LINE.

AND SO IT IS SOMETHING, BUT THERE ARE TARGETED INTERVENTIONS IN PLACE RIGHT NOW AT THE HIGH SCHOOL WITH STUDENTS WHO MAYBE ARE JUST ON THE CUSP. BUT I THINK IT'S ALSO IMPORTANT TO KEEP IN MIND.

AND NANCY, YOU AND I TALKED ABOUT THIS EARLIER TODAY, FOUR YEAR GRADUATION RATES.

WHILE THAT IS INCREDIBLE, THAT'S NOT FOR EVERY STUDENT.

AND IN WASHINGTON STATE, YOU CAN GO TO SCHOOL AND TELL YOUR 21 AND STILL GET A DIPLOMA.

AND SO FOR SOME STUDENTS, THAT IS AN APPROPRIATE GOAL THAT THEY'VE GOT WHATEVER GOING ON THAT THEY JUST NEED THE EXTENDED TIME.

AND SO I THINK EVERY STUDENT HAS AN INDIVIDUALIZED PLAN.

THE COUNSELORS ARE WORKING VERY HARD.

ADMINISTRATION IS WORKING HARD.

I KNOW THE TEAM BACK HERE IS MONITORING AND TRACKING THAT AND HAVING THOSE CONVERSATIONS ALL THE TIME.

SO IT'S A VERY COMPREHENSIVE APPROACH.

SO YES. AND.

WELL, I THINK THE OTHER THING THAT NEEDS TO BE CONSIDERED WHEN WE'RE LOOKING AT THE THE PROGRESSION FROM 2018 TO 2023 IS DURING COVID.

AND DURING THOSE COVID YEARS, THERE WERE A LOT OF TWEAKS AND EXCEPTIONS AND WAIVERS AND DIFFERENT THINGS MADE TO ADJUST FOR THE CHALLENGES WITHIN THE EDUCATION SYSTEM AT THAT TIME.

AND SO HISTORICALLY, LOOKING AT THOSE NUMBERS, I DON'T KNOW THAT WE'RE NECESSARILY COMPARING APPLES TO APPLES.

AND AND THAT'S THE OTHER THING.

I THINK THAT HOPEFULLY MOVING FORWARD, WE DON'T HAVE ANOTHER PANDEMIC TO THAT WE CAN KEEP THINGS A LITTLE STATUS QUO OR AT LEAST THE, THE STANDARDS SUCH THAT WE CAN COMPARE THINGS BETTER.

SO HOW DO YOU GO ABOUT SETTING A GOAL THAT'S ACHIEVABLE? THAT HAS BEEN A GREAT DISCUSSION THAT HAS, YOU KNOW, WE'VE HAD MANY TIMES, IN FACT, WHEN WE ORIGINALLY SET THOSE INDICATORS, THAT WAS A HARD ONE, BECAUSE IDEALLY YOU WANT ALL STUDENTS TO GRADUATE.

YOU WANT ALL STUDENTS TO REACH THAT FINISH LINE.

BUT HOW DO YOU SAY ALL AND THEN BE ABLE TO SAY THAT YOU'VE MET THE GOAL OR MADE REASONABLE PROGRESS.

AND SO THAT WAS ONE WE WRESTLED ON WHEN WE ORIGINALLY MADE SOME OF THESE INDICATORS, AND ONE THAT, YOU KNOW, YOU BRING TO THE POINT THAT IT'S HOW DO YOU DO THAT? WELL, AND THEN MY QUESTION IS, ARE WE IN A BETTER PLACE TO DO THAT THIS TIME AROUND THAN WE WERE LAST TIME? ARE YOU ASKING TO MAKE THAT GOAL OR WITH THE INFORMATION? NO, I'M JUST ASKING.

ARE WE ARE WE? DO WE HAVE MORE SOLID INFORMATION TO WORK FROM IN ORDER TO, YOU KNOW, SET AN ACHIEVABLE GOAL THIS TIME VERSUS THE LAST TIME YOU HAD TO, YOU KNOW, SET THE GOAL.

I WOULD SAY YES, BECAUSE YOU'VE HAD SOME EXPERIENCE NOW AND SEEING WHAT THE REALITY IS, YOU KNOW, WE WE SET GOALS.

WE DO THIS ALL THE TIME IN EDUCATION.

I, I OFTEN SAY THAT EDUCATION SHOULD BE CONSIDERED.

IT'S KIND OF MESSY. IT'S KIND OF GRAY.

THERE'S NO ONE ABSOLUTE BECAUSE EVERY CHILD HAS A DIFFERENT PATH.

EVEN JUST IN ANY GIVEN CLASSROOM, A TEACHER WANTS ALL STUDENTS TO ACHIEVE, YOU KNOW, STANDARD.

BUT IF YOU HAVE A CHILD WHO'S COMING IN AND THEY'RE IN THE MIDDLE AND YOU HAVE A CHILD WHO'S COMING IN AND JUST EXPERIENCING SOMETHING FOR THE FIRST TIME, SUCCESS FOR THOSE TWO CHILDREN IS GOING TO BE DIFFERENTIATED, RIGHT? TO ASK THIS CHILD TO GET HERE, TO HERE VERSUS HERE TO HERE.

AND SO I THINK NOW WE HAVE SOME EXPERIENCE.

WE ACTUALLY HAVE SOMETHING BESIDES RAW DATA.

SO BOBBY IS GOING BACK AND ABLE TO STARTING TO LOOK AT OTHER YOU KNOW, TIME.

SO WE HAVE SOME PROJECTIONS, I THINK TO THE TEAM BACK HERE ALONG WITH THE HIGH SCHOOL STAFF, HAS BEEN DOING A DEEP DIVE INTO IT BECAUSE PART OF IT, TOO IS WHAT'S BEEN OUR MINDSET AROUND GRADUATION.

YOU KNOW, AND ONE THING I LOVE ABOUT OUR STRATEGIC PLAN, GRADUATION IS LOVELY, BUT IT DOESN'T NECESSARILY MEASURE THE SUCCESS OF AN

[02:25:02]

WHAT ARE WE LOOKING FOR.

SO I THINK WE HAVE A PLAN, A STRATEGIC PLAN THAT I'M HOPING WE LOOK AT OUR POLICIES AND BEGIN TO ALIGN IT WITH THAT.

SO I'M EXCITED TO DO THAT WORK THIS SUMMER AND HAVING SOME ROBUST CONVERSATIONS AROUND IT AND BEING WILLING AS A TEAM TO SAY, YOU KNOW WHAT? WE MISSED IT AGAIN. LET'S REFINE IT AGAIN.

BUT I ALSO DON'T WANT TO WATER IT DOWN.

I WANT TO HOLD HIGH EXPECTATIONS.

RIGHT. SO IT'S A YES.

AND. I WAS THINKING ABOUT THIS YESTERDAY WHEN? WHEN I WAS READING THEM, AND AND I WANT TO BRING THIS AGAIN TO THE BOARD.

I I'M BIG ON OWNERSHIP AND.

I DO BELIEVE THAT ANYTHING OVER 90% IS NOT REAL.

I'M A BELIEVER THAT WE NEED TO MOVE THE NEEDLE AND JUST KEEP IT MOVING AND FOCUSING ON A COUPLE THINGS THAT WE CAN THAT WE CAN HAVE A FOCAL EFFORT AND, AND IMPROVE ON THAT.

AND AS WE IMPROVE ON THOSE COUPLE OF THINGS AS A BOARD WE MAY SEE WE MAY SEE IMPROVEMENT, I AM I WOULD BE STOKED IF I SEE US IN THE HIGHER 80S OR BE HONEST AND AND BEING REALISTIC AFTER SEEING THAT OUTCOMES.

AND, AND I WANT TO MAKE SURE THAT THE TEACHERS IN OUR SCHOOL DISTRICT UNDERSTAND THAT THEY HAVE MY FULL SUPPORT.

BUT THAT'S ONLY ONE PORTION OF THE SUCCESS OF A KID.

STATISTICS ARE THERE AND FAMILIES THAT ARE INVOLVED WHERE THERE ARE PARENTS HELPING THEIR KIDS USUALLY DO BETTER.

WE HAVE AN ARRAY OF OF CIRCUMSTANCES WHICH WILL NOT ALLOW US TO GO OVER 95%.

IT'S LIKE A LIMIT. YOU WOULD NEVER TOUCH IT, RIGHT? YOU KNOW MATH. BUT WHAT I'M TRYING TO SAY IS, IF WE AS A BOARD GET UNIFIED AND WORK ON A COUPLE THINGS, WE WOULD GET A LOT MORE ACCOMPLISHED THAT WE THINK THAT WE ARE GOING TO SOLVE THE WORLD AND NOT DO MUCH PROGRESS ON MANY THINGS.

SO MY INVITATION HAS ALWAYS BEEN, LET'S FOCUS ON A COUPLE OF THINGS.

LET'S WORK TOGETHER.

LET'S WORK ON THOSE TWO, THREE, TWO, THREE THINGS THAT WILL ALLOW US TO IMPROVE.

WE'RE AT 84% FOR NEXT YEAR.

WE'RE AT 85 NEXT YEAR 86.

AND BY THE TIME FOUR YEARS GO BY AND WE'RE AT 88, MY JOB IS DONE.

SO BASICALLY MY INPUT, MY INVITATION IS CAN WE FOCUS ON A COUPLE OF THINGS AND MAYBE KRISTI YOU CAN HELP US UNDERSTANDING THE DATA.

LET'S PUT EVERYTHING ON THAT AND IMPROVE.

I DO APPRECIATE THAT COMMENT.

AND AS WE'VE BEEN WORKING WITH STAFF AROUND THE STRATEGIC PLAN, THAT'S EXACTLY IT.

I THINK AND YOU HEAR IT FROM TEACHERS ALL THE TIME.

THEY'RE THEY'RE TRYING TO BE ALL TO EVERYONE, AND WE NEED TO GIVE THEM PERMISSION TO TAKE SOME THINGS OFF THEIR PLATE SO THEY FEEL LIKE THEY'RE DOING SOMETHING REALLY, REALLY WELL.

AND SO I THINK IT'S GOING TO BE THE CHALLENGE OF THE BOARD AND LISTENING TO OUR STAFF AND OUR, OUR TEAM, WHAT ARE THOSE THINGS THAT WE KNOW HAVE THE LONG TERM IMPACT AND REALLY DIVING DEEP INTO THOSE.

I WOULD ADD, EVEN NEXT YEAR, THE SCHOOL IMPROVEMENT PLANS.

EVERY SCHOOL WILL JUST HAVE TWO GOALS.

JUST TWO GOALS THAT THEY'RE GOING TO GO DEEP INTO AND THEY'RE GOING TO TALK ABOUT AND THEY'RE GOING TO MEASURE IT.

THEY'RE GOING TO KNOW WHAT DATA THEY'RE LOOKING AT.

AND WE'RE GOING TO WE ARE GOING TO WE'RE GOING TO MAKE A DIFFERENCE.

AND THE THING IS, I GET TO BE IN CLASSROOMS EVERY SINGLE DAY.

AND THERE IS EXCELLENT, EXCELLENT INSTRUCTION HAPPENING FOR KIDS EVERY DAY.

I EVEN TALKED TO THESE TWO. I'M ALWAYS ASKING THEM, WHAT DO YOU SEE? THE WAY THEY TALK ABOUT THEIR THEIR TEACHERS AND WHAT THEY'RE DOING, ALL THE THINGS OUR STAFF ARE DOING TO CONNECT.

AND WHEN I SAY STAFF, I MEAN FROM BUS DRIVERS IN THE CAFETERIA, ON THE PLAYGROUNDS, EVERYONE'S PARTICIPATING.

I HEARD A CUSTODIAN THE OTHER DAY SAY, HEY, HOW'D THAT TEST GO? THE FACT THAT OUR MAINTENANCE STAFF KNOWS WHAT STUDENT WAS STRUGGLING TO TAKE A TEST AND REMEMBER TO REACH BACK.

THOSE ARE THE THOSE ARE THE THINGS THAT ARE GOING TO MAKE A DIFFERENCE.

AND IT GOES BACK TO WHAT PEOPLE WERE SAYING EARLIER.

OUR KIDS THEN FEEL SEEN AND THEY THEY KNOW, YOU KNOW, I, I WAS SOMEONE WHO GRADUATED BECAUSE I KNEW HOW TO TALK MYSELF INTO GRADES.

[02:30:03]

BUT MY STATE TEST RESULTS WERE SUCH THAT I COULDN'T GET INTO ONE COLLEGE.

THAT DOES NOT DEFINE ME.

AND, YOU KNOW, I LOOK OUT IN THE AUDIENCE, I GO TO PLACES NO ONE HAS THEIR GPA ON THEIR SHIRT.

BUT THERE ARE A LOT OF THINGS THAT WE SAY THAT IS A SUCCESSFUL PERSON WHO IS MAKING A DIFFERENCE.

AND SO I JUST LOVE THAT.

THANK YOU. I CAN SAY SOMETHING ELSE.

I JUST THINK THAT STRONG LEADERSHIP SHARES A VISION, AND STRONG LEADERSHIP INFLUENCES AND MOTIVATES TO ACTION.

AND I WANT OUR BOARD TO DISPLAY STRONG LEADERSHIP AND BE ABLE TO WORK ON A COUPLE OF THINGS.

THAT'S GOING TO BE OUR FLAG FOR WHATEVER TIME WE CAN.

WILL TAKE TO IMPROVE THIS.

JUST MOVE THE NEEDLE.

THAT'S MUCH BETTER THAN.

THAN JUST HOPING THAT THINGS FALL INTO PLACE.

IT WON'T HAPPEN, RIGHT? OTHER COMMENTS.

WELL, I DON'T KNOW IF.

I DON'T KNOW IF THIS IS SOMETHING.

OKAY. SO GRADUATION REQUIREMENTS HAVE BEEN STANDARDIZED FOR ALL PROGRAMS IN THE DISTRICT, RIGHT? OKAY. IN TERMS OF.

OKAY, SO THERE WAS SOMEBODY THAT SPOKE TO THE FAMILY PARTNERSHIP AND THAT SOUNDED TO ME LIKE THAT WAS MORE OF A HOME SCHOOL PARTNERSHIP WITH THE SCHOOL LEARNING ENVIRONMENT.

IS THERE ANY ANY I'M JUST CURIOUS WHERE I CAN GO TO FIND INFORMATION ABOUT WHETHER THOSE KIDS THAT ENGAGE IN THAT PROCESS, DO THEY EARN A DIPLOMA? DO THEY EARN SOME KIND OF CERTIFICATION? WHAT IS THE, YOU KNOW, WHAT IS THEIR PROOF TO THE STATE THAT THEY HAVE MET THE STANDARDS AND THE MILESTONES FOR FOR BEING FULLY EDUCATED? K THROUGH 12.

I'M GOING TO DEFER TO OUR TEAM BACK HERE.

SO I'LL START WITH THE FERNDALE FAMILY PARTNERSHIP.

AND THAT WAS THE FAMILY THAT PRESENTED TODAY.

AND OUR FERNDALE FAMILY PARTNERSHIP IS A K THROUGH EIGHT PROGRAM.

SO THEY'LL TALK A LITTLE BIT ABOUT FERNDALE VIRTUAL ACADEMY IN A SECOND.

BUT OUR STUDENTS THAT ARE ENROLLED IN OUR FERNDALE FAMILY PARTNERSHIP, IT IS A PARTNERSHIP WITH THE FAMILY.

SO THEY ARE NOT CONSIDERED HOME SCHOOLED, BUT THEY ARE SUPPORTED IN A COMBINATION OF AT HOME LEARNING THAT'S TRACKED WITH SPECIFIC MONTHLY PROGRESS REPORTS, AS WELL AS WEEKLY CHECK INS AND EVEN ON SITE LEARNING.

SO THERE ARE REALLY SPECIFIC STRUCTURES THAT ARE SET UP.

AND OUR STUDENTS THAT ARE ALSO PARTICIPATING IN THAT PROGRAM TAKE ALL STANDARDIZED TESTS.

SO THAT WOULD INCLUDE, LIKE OUR WALL KIDS, IT WOULD INCLUDE OUR I-READY.

IT WOULD INCLUDE ANY SBA DATA.

SO AS OUR STUDENTS ARE PROGRESSING IN THAT PROGRAM, WE ARE ALSO MONITORING THEIR COMPLETION OF SOME OF THE COURSES THROUGH THEIR ASSESSMENTS AS WELL.

YEAH. AT THE HIGH SCHOOL AND PROBABLY MORE APPLICABLE TO THE GRADUATION RATES.

THE FERNDALE VIRTUAL ACADEMY.

SO THE STUDENTS IN THE IN FVA, AS WE CALL IT ARE TAKING EITHER ALL OR UP TO HALF OF THEIR CLASSES VIRTUALLY USING ONLINE RESOURCES WITH THE SUPPORT OF HIGH SCHOOL STAFF.

THEY EARN THEIR CREDITS IN A DIFFERENT WAY.

PANDEMIC. THAT'S ONE OF THE LASTING CHANGES FROM THE PANDEMIC, AS WE FOUND THAT SOME STUDENTS DO BETTER.

THAT'S MORE FITTING FOR THEM THEIR LEARNING STYLE, THEIR SCHEDULES.

IT ALSO ALLOWS FOR SOME FOLKS THAT THAT REQUIRE A DIFFERENT KIND OF SCHEDULE.

DUE TO WORK OR FAMILY ISSUES OR ALL SORTS OF OTHER COMPLICATIONS TO EARN A HIGH SCHOOL DIPLOMA IN A IN A SLIGHTLY DIFFERENT WAY THAN MOST OF US HAVE PICTURED IT BACK WHEN WHEN WE WERE IN SCHOOL.

SO ONE MORE QUESTION ALONG THOSE LINES.

IS THERE A PROCESS FOR ACCELERATING GRADUATION? DO WE HAVE ANY MEANS FOR KIDS TO MOVE THROUGH THE SYSTEM MORE QUICKLY AND COLLECT A DIPLOMA AND, YOU KNOW, EXIT AT A YOUNGER AGE? I ACTUALLY WORKED WITH A FAMILY THIS YEAR THAT THE STUDENT DID SOME RUNNING START AND GRADUATED IN DECEMBER OR GOT WAS ABLE TO GRADUATE IN DECEMBER.

SO THERE THERE ARE DIFFERENT OPTIONS FOR A STUDENT.

[02:35:04]

AND WELL, AND I WILL I'LL TALK ON A PERSONAL MY SON COULD HAVE GRADUATED AT THE END OF HIS JUNIOR YEAR.

HE MET ALL HIS GRADUATION REQUIREMENTS.

HE CHOSE TO STAY ON FOR HIS SENIOR YEAR BECAUSE HE WANTED TO PLAY BASKETBALL.

WE HAVE SOME OF THOSE STUDENTS AS WELL.

SO THAT'S AN INDIVIDUAL BY INDIVIDUAL BASIS.

BUT THERE IS AN OPTION IF SOMEBODY WANTS TO GRADUATE EARLY.

IF A STUDENT, YOU KNOW, THE FACT THAT WE HAVE AN EIGHT PERIOD DAY IS A LOVELY THING BECAUSE THAT THAT WAS ONE OF THE BONUSES TO ADDING THAT IT ALLOWS STUDENTS THE FLEXIBILITY THEY CAN GET PUSHED THROUGH AND GET ALL THEIR REQUIREMENTS IN.

THE REASON WE ADDED THE EIGHT PERIOD DAY IS BECAUSE WE REALLY WANTED THEM TO HAVE A WELL ROUNDED OPPORTUNITY TO BE ABLE TO, I THINK ABOUT KAVANAUGH AND HOW HE WAS LIKE, OH, I CAN TAKE MORE OF THIS OR I CAN TAKE MORE OF THAT.

SO IT SPOKE TO THEIR THEIR CHOICES.

BUT IF A STUDENT WANTED TO, THERE WOULD BE THOSE OPTIONS TO THEY WOULD WORK WITH A COUNSELOR.

OKAY. ANY OTHER QUESTIONS? THEN THE CHAIR WILL ENTERTAIN A MOTION AS TO HOW TO ADDRESS THIS REPORT.

CAN YOU TELL ME WHAT THE OPTIONS ARE FOR HOW WE ADDRESS THIS REPORT? SURE. SO ESSENTIALLY, WE CAN TAKE IT AND DO IT, OR WE CAN ADOPT IT AS MAKING REASONABLE PROGRESS, ADOPT IT AS MAKING REASONABLE PROGRESS WITH THESE RECOMMENDATIONS OR STATEMENTS, OR WE CAN ADOPT IT AS NOT MAKING REASONABLE PROGRESS.

THOSE ARE AT LEAST THE OPTIONS AVAILABLE TO US OR AT LEAST UNDER THE STANDARD MODEL.

IT'S. ADMITTEDLY ON ONE WHERE THERE'S ONLY ONE.

INDICATOR. IT IS A LITTLE BIT HARD BECAUSE AS I WAS LOOKING AT THE THE SURVEY RESULTS WE KIND OF ARE SPLIT DOWN THE MIDDLE. WE'VE GOT, BASED ON MY MATH SKILLS.

AND PEGGY CAN HELP ME IF I'M WRONG, BUT WITH FIVE BOARD MEMBERS, 40% SAYING THAT IT DOES NOT DEMONSTRATE 40% OR TWO BOARD MEMBERS SAYING THAT IT DOES DEMONSTRATE REASONABLE PROGRESS.

AND THEN ONE SAYING DEMONSTRATES REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS.

SO. BY MY MATH AND MAJORITY, YOU WOULD SAY THAT WE AT LEAST DEMONSTRATE REASONABLE PROGRESS.

IT'S WHETHER OR NOT.

WHAT STIPULATION WE PUT ON THAT.

I SO DESPERATELY WANT TO SAY THAT IT MAKES REASONABLE PROGRESS, BUT I CAN'T IN GOOD CONSCIENCE SAY THAT IF THE GOAL IS 2% GROWTH AND THERE WAS A 4% DROP, THAT WE HAVE MADE REASONABLE PROGRESS.

I WANT IT TO BE.

YOU KNOW, I THINK I SEE ALL KINDS OF POTENTIAL FOR THIS.

HAPPENING, BUT JUST JUST FROM THE DATA THAT'S THERE.

AND I GUESS I WOULD PUT THAT TO THE POLICY, SAYS THAT ALL STUDENTS GRADUATE, PREPARED TO PURSUE THEIR DREAMS, ATTAIN THEIR GOALS, AND SERVE THEIR COMMUNITIES WITH THE INTEGRITY, HONOR, AND PRIDE.

THE. THE GOAL IS TO HAVE THAT INCREASE OF 2%.

AND SO IN MY MIND AND THE REASON I PUT IT, I WAS, I WAS THE ODD MAN OUT THAT PUT WITH THE THAT MAKING REASONABLE PROGRESS WITH THE FOLLOWING STIPULATIONS OR EXCEPTIONS IS I THINK WE'RE WORKING TOWARDS THAT GOAL AS FAR AS THE ALL STUDENTS GRADUATING PREPARED TO PURSUE THEIR DREAMS AND ATTAIN THEIR GOALS, SERVE THEIR COMMUNITIES WITH INTEGRITY, HONOR AND PRIDE.

DID WE MAKE THE ABSOLUTE 2% NUMBER? NO. BUT WE'VE TAKEN A LOT OF STEPS WITHIN THAT REPORT, WITHIN THE DIGGING THAT WE'RE DOING TOWARDS THAT.

SO THAT THAT WAS MY LOGIC AND UNDERSTANDING OF DOING IT.

BECAUSE AGAIN, IT BECOMES A REAL HARD ONE.

WHEN YOU'VE GOT THIS, YOU KNOW, WE'RE GOING TO MAKE THIS 2%.

BECAUSE AS ANTONIO MENTIONED, THE CLOSER AND CLOSER YOU GET TO 100%, THE HARDER THAT IS TO GET.

AND PARTICULARLY WHEN WE'RE COMPARING IT TO THE PREVIOUS YEARS DURING COVID, WHEN THERE WERE SOME WAIVERS IN PLACE THAT ALLOWED US TO.

MORE EASILY GRADUATE STUDENTS.

IT MAKES IT HARD TO COMPARE AS THOSE WAIVERS GO OR THOSE WAIVER OPTIONS GO AWAY.

WE'RE ARBITRARILY MAKING THAT NUMBER GO DOWN, NOT BECAUSE OF NECESSARILY CHANGES IN THE EDUCATION, BUT CHANGES IN THE REQUIREMENT.

[02:40:07]

I THINK THE REPORT WOULD HAVE BEEN HELPED BY HAVING ADDITIONAL INFORMATION, ADDITIONAL DATA TO SHOW YOU KNOW, WHAT THE BREAKDOWN WAS LIKE, YOU KNOW, BY THE INDIVIDUAL PROGRAMS TO SEE IF THERE WAS A BIG IF THERE WAS AN AREA THAT ACCOUNTED FOR MOST OF THE MOST OF THE FAILURE TO GRADUATE.

THAT AND WHETHER WHETHER IT WAS YOU KNOW, DUE TO PEOPLE WHO JUST PLAIN DROPPED OUT OR THOSE WHO ARE JUST CONTINUING ON AND HADN'T HIT THE COMPLETION RATE.

I MEAN, I KNOW THERE IS SOME INFORMATION IN THERE ABOUT KIDS WHO GRADUATE ON TIME VERSUS THOSE WHO TAKE A LITTLE BIT LONGER.

YOU KNOW, THAT'S PART OF IT, I GUESS.

I HAVE TO THINK ABOUT IT, BUT IT DIDN'T IT DIDN'T FEEL LIKE IT OFFERED ENOUGH INFORMATION TO, TO LOOK AT AND SAY, OH, WELL, WE DIDN'T MEET THESE GRADUATION MARKS, BUT THIS WAS THE REASON.

AND, YOU KNOW, THIS WAS THE PROGRESS WE MADE.

WE CHANGED THE STANDARDS FOR CERTAIN PEOPLE THAT AFFECTED THIS NUMBER OF STUDENTS, AND THAT'S WHAT ACCOUNTS FOR THE LOWER NUMBER THAN EXPECTED, I GUESS.

AND, AND I GUESS I WOULD GO BACK TO CHALLENGING THE BOARD.

WHEN YOU THINK ABOUT THIS POLICY, WHAT IS IT YOU REALLY WANT TO KNOW? BECAUSE WHAT WE DID WAS WE ANSWERED THE QUESTION AND THEN WE ACTUALLY TOOK IT A STEP FURTHER AND DID LOOK AT THE DEMOGRAPHICS BY STUDENTS WITH DISABILITIES STUDENTS EXPERIENCING HOMELESSNESS.

WE BROKE IT DOWN BY RACE TO OFFER AN ADDITIONAL PIECE.

SO AS YOU CAN SEE, SOME STUDENTS, WE DID SEE A DRAMATIC INCREASE WHILE OTHER STUDENTS WE DID SEE A DROP.

FOR EXAMPLE, OUR HISPANIC LATINX GROUP, WE DID SEE A DROP.

HOWEVER, OUR NATIVE AMERICAN STUDENTS, THEY INCREASED BY 5%.

SO, YOU KNOW, AGAIN, WHAT MAY HAVE WORKED FOR ONE GROUP OF STUDENTS DID NOT WORK FOR ANOTHER.

AND SO THOSE ARE NOW THE QUESTIONS.

AND WHEN MARK WAS SAYING, WE'RE MAKING BUDGETARY DECISIONS, THIS IS THE DATA WE'RE USING TO DECIDE WHAT EFFORTS WE'RE GOING TO PUT IN PLACE.

SO YOU'LL BE ABLE TO HEAR A YEAR FROM NOW, WE SAW THIS DECLINE IN OUR HISPANIC STUDENTS.

THEREFORE WE IMPLEMENTED THIS.

WE'RE DOING THIS AND BEING ABLE TO POINT TO IT.

I THINK THE EFFORTS, ESPECIALLY AT THE HIGH SCHOOL AROUND OUR NATIVE AMERICAN STUDENTS, WAS SEEN IN THE DATA JUST THE SIDE BY SIDE, THE LIAISON WORK CREATING SAFE SPACES FOR THEM TO GO, HAVING LUMMI LANGUAGE.

THEY'RE HAVING MORNING GATHERING THERE.

THERE HAVE BEEN INTENTIONAL EFFORTS TO INCREASE THAT.

SO YES, IF THOSE ARE THE TYPES OF THINGS I WOULD CHALLENGE THE BOARD THIS SUMMER TO THINK ABOUT, WHAT IS IT YOU WANT TO KNOW AND THEN WRITE THE POLICY TO EXPOSE THAT. SO AT THIS POINT, I FELT LIKE THE TEAM DID DO THEIR BEST TO ANSWER THE QUESTION THAT THE BOARD HAD IN THE POLICY.

BUT AGAIN, I THINK WHAT ANTONIO SAID, IT'S PRETTY WIDE.

AND SO IT WAS UP.

IT IS UP TO MY, MY, THE DISTRICT'S INTERPRETATION OF HOW WE DO IT.

BUT AS GIVEN THAT I WAS NOT PART OF THE PROCESS OR HEARD THE CONVERSATION AROUND THAT.

SO. YEAH, BUT I CAN SAY AND WE SHARED THIS EARLIER, 85% OF OUR STUDENTS ARE ARE ENGAGED IN CAREER AND TECHNICAL EDUCATION.

SO I CAN LOOK AT HOW MANY OF OUR STUDENTS WHO ARE TAKING THAT.

BUT THERE ARE SO MANY CHOICES SOME KIDS CAN TAKE, YOU KNOW, MOSTLY MUSIC OR MOSTLY ART, AND THAT THE I'M ACTUALLY KIND OF SPINNING A LITTLE BIT AT THE AMOUNT OF HOURS THAT WOULD TAKE TO BREAK DOWN THAT KIND OF DATA.

BUT IF THE BOARD WANTED IT, THEN WE COULD WRITE A POLICY AND SPEND TIME LOOKING AT THAT.

SO I DIDN'T REALLY ANSWER YOUR QUESTION.

PEGGY. I JUST ADDED ON TO YOUR THOUGHTS.

WELL IN. AND AGAIN, THIS IS A A CIRCULAR ARGUMENT IN MY MIND TO A CERTAIN EXTENT, BECAUSE TRYING TO PUT A NUMBER ON IT IS, IS A CHALLENGE BECAUSE YOU KNOW THAT NUMBER, THERE'S GOING TO BE SOME UP AND DOWN WITH IT JUST BECAUSE OF FROM YEAR TO YEAR AND STUDENT GROUP AND, YOU KNOW, WHETHER OR NOT THERE'S A PANDEMIC OR NOT.

SO THINGS FACTOR INTO IT.

AND SO IT, IT WAS A ONE THAT WE STRUGGLED ORIGINALLY MAKING.

WHAT IS THAT INDICATOR? WHAT IS THE RIGHT NUMBER TO HAVE.

AND ONE QUESTION THE TEAM AND I'M ASKING OF THE TEAM IS HOW DO WE FIND OUT HOW OUR STUDENTS ARE DOING FIVE YEARS POST GRADUATION.

WHAT ARE THEY DOING, WHERE ARE THEY AT? AND BEING ABLE TO TRACK THAT? BECAUSE THAT IS GOING TO TELL US HOW OUR STUDENTS DID.

DID THAT MEET SUCCESS? RIGHT. GETTING KIDS TO GRADUATION DOES NOT NECESSARILY SAY HOW THEY'RE GOING TO DO AFTERWARDS.

AND SO YES, IT'S A MARKER AND WE WANT KIDS TO GRADUATE.

DON'T HEAR ME ON THAT.

BUT I REALLY WANT TO KNOW BECAUSE THAT'S WHAT THE COMMUNITY IS ASKING IS, ARE WE CREATING STUDENTS WHO ARE GOING OUT AND ABLE TO BE

[02:45:10]

IT IT TAKES TIME.

WE GOT TO ANALYZE THE DATA.

BUT AS THOSE KEY INDICATORS COME UP AND WE ADDRESS THEM, I THINK THAT'S THE IMPORTANT PART OF THIS.

I GUESS ONE OF MY QUESTIONS IS HOW WAS THE PREVIOUS GOAL MARKER SET? I MEAN, WHAT WHAT WAS USED TO DETERMINE THAT THE THAT THE GOAL WAS A 2% INCREASE.

I AM TRYING TO REMEMBER IT.

IF I CAN'T REMEMBER THE EXACT LOGIC THAT WAS USED IN THAT.

YOU KNOW, AGAIN, IT WAS A SIMILAR DISCUSSION AS TO WHAT IS THE RIGHT NUMBER.

AND I DON'T KNOW, I CAN'T REMEMBER IF 2% WAS JUST KIND OF THROWN OUT AS WELL.

THAT THAT BREAKS IT DOWN.

I KNOW THAT THERE ARE SOME DISTRICTS WHEN WE WERE TALKING ABOUT IT THAT DO IT BY CLOSING THE GAP OR A PERCENTAGE OF, YOU KNOW, IT'S GOING TO INCREASE BY 2% OF WHAT IT IS OR, OR THINGS THAT WAY.

BUT IT, IT WAS A STRUGGLE AS FAR AS AN IDENTIFIER, OF COURSE, THAT BRINGS BEGS THE QUESTION, YOU KNOW, WAS THAT WISHFUL THINKING OR WAS THAT A REALISTIC GOAL? YEAH, RIGHT.

YEAH, THAT'S ALWAYS THE THAT WAS LIKE I SAID, THIS WAS THIS WAS ONE THAT THERE WAS A LOT OF STRUGGLE ABOUT THE GOAL.

AND I THINK IT WAS KIND OF THE INERTIA POINT WAS LIKE, OKAY, FINE, LET'S JUST SET IT AT 2% AND AND WORK FROM THAT.

AND I THINK THAT BEGS PART OF IT IS GOING THROUGH AND GOING THROUGH THIS PROCESS IS THE BACK END WHERE WE COME BACK AND WE EVALUATE THAT GOAL AND GO, OKAY, IS THE GOAL REALISTIC? OR IS THE INDICATOR REALISTIC? AND DO WE NEED TO CHANGE THAT? AND WE'VE TALKED ABOUT THAT ON A LOT OF THINGS.

NOW THAT WE'RE INTO THAT CYCLE OF REVIEW OF DO WE NEED TO CHANGE THEM.

AND AND WE'VE ALSO TALKED ABOUT WITH THE STRATEGIC PLAN, STRATEGIC COMMITMENTS COMING OUT THAT THAT WILL HOPEFULLY HELP GIVE US A LITTLE BIT BETTER INDICATOR.

BECAUSE AGAIN, THERE'S THERE'S A LOT OF AREAS AND DIRECTIONS WE CAN GO.

AND IF WE ARE, ARE TRYING TO BE ALL THINGS TO ALL PEOPLE, IT'S NOT GOING TO WORK AS WELL AS ANTONIO HAS SAID, YOU KNOW, FOCUSING WHERE DO WE WORK AND THE DATA WE'RE GETTING TOGETHER IS GOING TO HELP US DO THAT.

I THINK IN ORDER TO GENERATE ENTHUSIASM AND STUFF, WE NEED TO SET REALISTIC GOALS AND THEN WE NEED TO MEASURE OUR SUCCESSES AND, YOU KNOW, BABY STEPS.

BUT SUCCESSES USUALLY LEAD TO BIGGER THINGS.

SO I THINK WE NEED TO CONTINUE TO MONITOR AND MAKE SURE THAT THAT WE SET REALISTIC GOALS AS WE MOVE FORWARD.

I WOULD AGREE.

OKAY. CAN I CAN I PUT FORTH THAT OR AT LEAST PUT OUT ON THE TABLE THAT WE ADOPT THIS MONITORING REPORT AS MAKING REASONABLE PROGRESS, BUT THAT THE THE INDICATORS NEED TO BE REEVALUATED TO MAKE SURE WE HAVE REASONABLE GOALS, REASONABLE AND ATTAINABLE GOALS.

VERSUS WHAT? THE FLOOR IS OPEN FOR SOMEBODY ELSE TO MAKE A MOTION.

I'M JUST TRYING TO.

I MEAN, WE COULD SIT HERE AND TALK ABOUT WHAT A REASONABLE GOAL IS FOR THE NEXT, YOU KNOW, WE COULD ORDER IN BREAKFAST.

I WOULD SAY YES.

OKAY. SO IF THAT SOUNDS REASONABLE, I WILL PUT THAT FORTH AS THE MOTION, AND I WILL ASK THAT THE STUDENTS GIVE US THEIR INPUT FIRST, AND IF THEY'RE IN FAVOR OF THAT MOTION, THEY WOULD PLEASE SIGNIFY BY SAYING AYE.

AYE. OPPOSED.

OKAY. AND THEN THE ELECTED BOARD MEMBERS, ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE.

KEVIN CAN AN EXPLANATION BE ATTACHED TO THIS FOR THE REASONING BEHIND THIS DECISION? I THINK THAT WOULD BE GOOD, BECAUSE IF PEOPLE LOOK BACK AT IT IN THE FUTURE AND SAY, THIS DOESN'T MAKE SENSE, THEY NEED TO KNOW THE CONTEXT THEY NEED TO HAVE.

[02:50:06]

SURE. COULD YOU REPEAT THE VERBIAGE THAT YOU USED THAT WERE A LITTLE DIFFERENT THAN DEMONSTRATES REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS? DEMONSTRATES REASONABLE PROGRESS WITH.

THIS IS WHERE I WISH I COULD REPLAY THE TAPE.

CAN I PAUSE AND GO BACK? EXACTLY. SO DEMONSTRATES REASONABLE PROGRESS.

BOY, CAN SOMEBODY HELP ME WITH WHAT I SAID? SOMETIMES I TALK WITH.

YEAH, WITH INDICATED WITH THE CAVEAT THAT WE NEED TO GO BACK AND ADDRESS OUR INDICATORS TO MAKE SURE THAT THEY ARE REALISTIC AND ATTAINABLE. AND THEN THE CONTENTS OF THE CONVERSATION, AS FAR AS YOU KNOW, WE NEED TO LOOK AT THIS AND SEE WHAT WE CAN FIGURE OUT TO MAKE A GOAL THAT IS ATTAINABLE. YOU KNOW, AND I THINK, AGAIN, I THINK THE DIVING INTO THE DATA THAT HAS BEEN DONE IS GOING TO HELP US TO MAYBE GET SOME BETTER NUMBERS THAT WE CAN LOOK AT THAT WAY. I.

CAN I ASK A QUESTION? YEAH. IF WE SAID IT DOESN'T MAKE REASONABLE PROGRESS BY VIRTUE OF THE FACT THAT, YOU KNOW, THIS WAS THE GOAL THAT WAS SET AND IT WAS NOT MET, HOW DOES THAT AFFECT THINGS? I MEAN, DOES THAT REALLY DOES THAT CAUSE ANY GREAT HARM? DOES THAT YOU KNOW, WHAT DOES THAT DO? PROBABLY THE BIGGEST THING THAT IT DOES IS WHEN WE GET TO IN A COUPLE OF MONTHS, WHEN WE DO KRISTI EVALUATION, BASICALLY, THAT EVALUATION IS THE COMPILATION OF ALL THE MONITORING REPORTS THAT WE'VE DONE OVER THE PAST YEAR AND WHAT OUR AN INTERPRETATION OF THOSE HAVE BEEN.

AND SO IF, IF, FOR INSTANCE, NOT SAYING THIS, JUST USING THIS AS AN EXAMPLE, IF WE SAID THAT ALL OF THE MONITORING REPORTS WERE, YOU KNOW, UNACCEPTABLE OR DID NOT MAKE REASONABLE PROGRESS OR DID NOT SHOW THAT WE WERE DOING THINGS, THEN IT WOULD TELL US THAT KRISTI IS NOT DOING A GOOD JOB MONITORING MANAGING THE DISTRICT AND FOLLOWING UP TO OUR POLICIES AND INDICATORS.

IF WE ON THE FLIP SIDE, IF ALL OF THEM COME BACK AS POSITIVE, MAKING REASONABLE PROGRESS, OR DEMONSTRATES THAT COMPLIANCE, THEN IT WOULD BE A FAVORABLE REVIEW OF HER LEADERSHIP OF THE DISTRICT.

SO THAT'S THE BIGGEST ROLE.

PLUS IT GIVES INDICATORS TO HER FOR HER TEAM AS TO HOW TO MOVE FORWARD.

BECAUSE THAT'S PART OF THE THE THOSE EXCEPTIONS THAT WE PUT WITH IT, BECAUSE THEY CAN BECOME PART OF A MOTION AND PART OF A DIRECTION FOR HER AND HER TEAM.

ALONG WITH ALL THE NOTES THAT SHE TAKES.

OKAY. I'M STILL HAVING I'M HAVING A LITTLE BIT OF DIFFICULTY WITH THIS BECAUSE IT'S LIKE, I FEEL LIKE THE MONITORING REPORTS AREN'T NECESSARILY DOING AN ADEQUATE JOB OF REFLECTING THE WORK. BECAUSE I DO FEEL LIKE THERE'S BEEN SOME VERY POSITIVE WORK DONE, BUT IT'S NOT NECESSARILY REFLECTED IN THE SPORT.

I'M AWARE OF THE STUFF THAT WAS DONE WITH THE ONE PROGRAM, AND I'M ABSOLUTELY APPROVE OF IT.

AND AND YET I DON'T FEEL LIKE IT'S EMBODIED IN THIS MONITORING REPORT AT ALL.

IF I WROTE EVERYTHING THAT WE'RE DOING, THE REPORTS WOULD BE THEY WOULD BE SO LONG, RIGHT? LIKE THAT. WE HAVE TO BE ABLE TO SHOW THE DATA.

AND THAT'S WHY THE DATA IS BROKE DOWN THE WAY IT IS TO BE ABLE TO SHOW THE GAPS.

SO IF SOMEONE HAD A QUESTION, TELL ME MORE ABOUT WHY THIS GAP? WHAT DID YOU DO FOR THIS GROUP OR WHATEVER? YOU KNOW, WE CAN DEFINITELY LOOK AT THOSE EXAMPLES.

BUT IT ALSO NEEDS TO BE WRITTEN IN A WAY THAT YOU HAVE TIME TO READ IT.

AND SO, YOU KNOW, IT'S A LITTLE BIT OF BOTH.

AND MY HOPE IS THAT IN MY UPDATES, I'M GIVING YOU SOME OF THE EXAMPLES, YOU KNOW, IN THE SUMMER, I'M SAYING, HEY, I WENT TO THIS, I DID THIS AND START TO BEING ABLE TO SEE, LIKE, FOR EXAMPLE IN THE LAST FEW SMORES, I'VE BEEN TALKING ABOUT LATINOS IN ACTION AND WHY WE'RE GOING TO BE IMPLEMENTING IT AND DIRECTLY TYING IT BACK.

SO I HOPE THAT THE MONITORING REPORT IS NOT THE ONLY PLACE THAT YOU'RE SEEING EXAMPLES OF OUR WORK.

WELL, AND THAT'S WHY I GUESS KIND OF WONDER IF REALLY WE NEED TO, YOU KNOW, SHY AWAY FROM THE FACT THAT THE NUMBERS THAT YOU SET WAS NOT THE NUMBER THAT WE ACHIEVED, BUT THAT, YOU KNOW, IF YOU SAY THE REPORT CARD ISN'T EVERYTHING, AS YOU POINTED OUT, THERE ARE OTHER THINGS THAT WE TAKE INTO CONSIDERATION IN DOING AN EVALUATION BESIDES THESE MONITORING REPORTS.

I WOULD SAY, THOUGH, THAT WE DO TAKE THESE MONITORING REPORTS VERY SERIOUSLY.

THE TEAM AND I USE THEM, WE SPEND A LOT OF TIME.

THIS IS THE DATA WE DIVE DEEP, DEEP INTO.

AND THEN WE BEGAN ASKING QUESTIONS.

[02:55:01]

WE MAKE SURE I HAVE TWO OF MY PRINCIPALS HERE.

THIS IS THE KIND OF DATA WE PUT IN FRONT OF THEM ALL THE TIME, AND THEN WE WE SPEND.

THAT IS THE WORK.

AND AND THE DATA IS WHAT IT IS.

I THINK KEVIN'S POINT IS REAL.

DURING COVID, THERE WAS ACTUALLY A PERIOD OF TIME WHERE KIDS ALL GOT A'S YOU KNOW, SO THAT, I MEAN, THERE IS GOING TO BE A PLACE AND TIME AND WE'VE BEEN WORKING WITHOUT A STRATEGIC PLAN.

WE ARE NOW FINALLY, THIS YEAR FEELS LIKE, HEY, THINGS ARE UP AND RUNNING AGAIN IN A NORMAL WAY.

AND SO IT IS GOING TO TAKE A WHILE.

AND AND I WOULD SAY, YOU KNOW, I, I LOOK AT THE SURVEYS BEFORE YOU ALL HAVE A CONVERSATION ABOUT THEM.

WE READ EVERY LITTLE PIECE.

AND I DO APPRECIATE THAT GIVEN THIS AND I KNOW WHO SAID WE DIDN'T MEET STANDARD AND THAT'S GREAT.

WE DIDN'T ON LIKE, IF YOU JUST LOOKED AT THE PERCENT.

BUT I THINK OTHER PEOPLE DID LOOK AT OTHER ENCOMPASSING.

PIECES. AND SO, ACCORDING TO THE RESULTS, THREE PEOPLE SAID THAT IT MET STANDARD, BUT THERE WAS SOME WORK TO BE DONE.

THE WORK MAY BE NEED TO BE DONE BY THE BOARD.

IS THIS REALLY ASKING WHAT IT IS WE WANT TO MEASURE? BUT I APPRECIATE THE MONITORING REPORTS BECAUSE IT CAUSES OUR TEAM TO SIT EVERY SINGLE MONTH, REALLY THINK DEEPLY ABOUT ONE AREA OF FOCUS, WHETHER IT'S OPERATIONS OR RESULTS, AND ASK OURSELVES, WHAT ARE WE ACTUALLY DOING? WHAT STORY CAN WE TELL ABOUT THIS? ONE THING THAT I THINK WE DO NEED TO DO IS START PUTTING MORE NARRATIVE IN IT.

BUT SO SO I HEAR THAT THE STORIES.

BUT I ALSO WANT TO MAKE A REPORT THAT YOU DON'T HAVE TO TAKE A FEW DAYS OFF OF YOUR LIFE TO READ.

WELL, SOME OF THESE MONITORING REPORTS ARE LIKE A TON OF PAGES LONG, AND THIS ONE IS VERY SHORT BY COMPARISON.

SO IS JUST, YOU KNOW, THERE'S SOME IT'S JUST THE ONE INDICATOR.

THE ONES THAT ARE LONGER HAVE MULTIPLE INDICATORS.

I THINK THAT'S A LITTLE BIT.

SO I THINK THIS IS ONE THAT WE DO NEED TO BRING FORWARD FOR THE SUMMER.

WHEN YOU LOOK AT REPORTS, THERE ARE SOME THAT WE REALLY NEED TO LOOK AT AND THIS IS ONE OF THEM.

BUT IF YOU REMEMBER LAST YEAR YOU HAD THE SEPARATE REPORTS.

THERE WAS ONE ON LITERACY, THERE WAS ONE ON MATH, AND WE COULDN'T TELL THE STORY OF OF THE INTERCONNECTEDNESS OF THE ACADEMICS.

AND SO NOW WE'RE ABLE TO DO THAT BECAUSE THOUGH THOSE WENT TOGETHER.

AND SO THAT WAS A DECISION THE BOARD MADE.

AND I THINK THAT REPORT WAS MUCH RICHER FOR IT.

IS IT GOING TO GET BETTER? IT'S GOING TO GET BETTER BECAUSE, YOU KNOW, IT WAS OUR FIRST RUN AT IT, BUT IT WAS A MORE COMPREHENSIVE ACADEMIC LOOK AT OUR STUDENTS BEING ABLE TO LOOK AT ALL THE ACADEMIC AREAS.

IN JUNE YOU'RE GOING TO HAVE ONE THAT LOOKS AT FOUR DIFFERENT AREAS THAT ARE NOT NECESSARILY MEASURED BY STATE STANDARDS.

AND WHAT I'VE ALREADY BEEN MEETING WITH THE TEAM AROUND THAT JUNE REPORT, HOW ARE WE GOING TO MEASURE SUCCESS? BECAUSE WE DON'T HAVE THE STATE TEST RESULTS.

SO WE'RE WRESTLING WITH WHAT IS THE DATA WE'RE BRINGING FORWARD? OKAY. ANY OTHER QUESTIONS OR DISCUSSIONS.

OKAY. THEN WE'LL GO AHEAD AND VOTE.

SO ALL THOSE IN FAVOR OF ADOPTING THIS REPORT AS MAKING REASONABLE PROGRESS WITH THE STIPULATIONS THAT WERE PROVIDED SIGNIFY BY SAYING I, I, I, I.

ALL OPPOSED.

OKAY, SO THE REPORT IS IN.

ANY ABSTENTIONS? I GOT FIVE VOTES.

SO. AND SO THE REPORT IS ADOPTED.

SO WITH THAT WE MOVE ON TO TONIGHT'S CONSENT AGENDAS.

[10. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]

[11. BOARD CONSENT AGENDA [GC-2.4]]

THOSE ITEMS, FOR THOSE OF YOU THAT ARE STILL REMAINING OR ARE WATCHING ONLINE, ARE AVAILABLE ON BOARD DOCS.

SO IF YOU WANT TO SEE THE INFORMATION THAT THE BOARD HAS AVAILABLE NOT ONLY ON THESE ITEMS, BUT ON THE OTHER ITEMS THAT ARE BEING PRESENTED AT THE MEETING TONIGHT THEY ARE AVAILABLE THERE. AND AGAIN, AS I SAID EARLIER IN THE MEETING, IF YOU DON'T KNOW HOW TO GET THERE OR HOW TO FIND THOSE, PLEASE SEE ONE OF US OR ANYBODY IN THIS GROUP. WE'D BE HAPPY TO SHOW YOU HOW TO GET THERE SO YOU CAN ACCESS THAT INFORMATION.

SO AT THIS POINT THE FLOOR IS OPEN TO ANY DISCUSSION AND OR EMOTION REGARDING THE CONSENT AGENDA.

MAY I ADD ONE PIECE? IF YOU LOOK AT APPROVED TRAVEL, IT LOOKS DIFFERENT THAN IT HAS IN THE PAST.

[03:00:03]

SO THAT WAS ONE REQUEST THAT CAME FROM THE BOARD A YEAR AGO TO HAVE A STANDARD FORM.

EVERYONE HAS A STANDARD FORM NOW IT IS ONLINE.

IT GOES THROUGH ALL THE APPROPRIATE CHANNELS, INCLUDING NURSES, TRANSPORTATION.

IT CAN'T REALLY MOVE FORWARD WITHOUT HAVING ALL THE REQUIRED INFORMATION.

SO IF THERE'S EVER I WOULDN'T BE ABLE TO ANSWER IT HERE TONIGHT BECAUSE I DON'T HAVE THOSE FORMS WITH ME.

BUT GIVEN THAT YOU GET THIS IN ADVANCE, IF YOU EVER HAD SPECIFIC QUESTIONS ABOUT A CERTAIN TRAVEL THAT'S ON THERE, GIVEN THAT THAT INFORMATION ISN'T IN FRONT OF YOU ALL THE TIME NOW ALL YOU HAVE TO DO IS EMAIL CHRIS AND SHE CAN PULL UP THAT TRAVEL FORM FOR YOU AND ANSWER THOSE QUESTIONS.

BUT WE ACTUALLY HAVE A STANDARD FORM FOR THE FIRST TIME.

I DO HAVE A QUESTION ABOUT THAT.

OKAY. SO IT HAS IN THE PAST BEEN POSTED.

YOU KNOW, THE THE INFORMATION POSTED ON THE ON THE AGENDA.

IS THAT SOMETHING THAT THE PUBLIC NEEDS TO BE ABLE TO SEE? NO. THE PARENTS WHO ARE INVOLVED IN THIS ARE GETTING A PERMISSION FORM.

THEY'RE HAVING TO FILL IT OUT. SO THE TRAVEL THAT'S I DON'T THINK SO UNLESS SOMEONE WAS REALLY CURIOUS ABOUT WHY SOMEONE ELSE'S CHILD IS TRAVELING TO BELLEVUE FOR DECA, FOR EXAMPLE.

YOU KNOW, THE FAMILIES WHO ARE INVOLVED IN DECA, THEIR FAMILIES ARE GETTING ALL THAT INFORMATION.

THEY'RE SIGNING OFF ON FORMS. THEY'RE HAVING TO DO ALL OF THOSE PIECES OF WHICH YOU DO NOT SEE.

BUT THIS IS REALLY JUST TO.

IF THAT HELPS, PEGGY.

WELL, I JUST WANT TO MAKE SURE IN TERMS OF, YOU KNOW, THERE'S A WHOLE OTHER PERMISSION SIDE OF THIS THAT DOESN'T COME TO YOU, BUT IT GOES DIRECTLY TO THE PARENTS. SPEAKING OF WHICH, THIS IS A HOPEFULLY SHORT QUESTION, BUT WHY IS THE DECCA TRIPP ON HERE WHEN THAT HAPPENED AT THE END OF FEBRUARY AND IT'S THE END OF THE MARCH? THAT WAS A VERY GOOD QUESTION, GABY.

IT'S BECAUSE IT DID NOT GET FILLED OUT ALL THE WAY TO GET TO THE BOARD AGENDA LAST TIME.

BUT WE APPRECIATED YOU HIGHLIGHTING THAT TRIP, SO WE WERE ABLE TO DO KNOW IT WAS HAPPENING.

SO. BUT THIS SHOULDN'T HAPPEN ANYMORE BECAUSE NOW WE HAVE AN INTERNAL.

STRUCTURE TO ENSURE THAT.

I WAS JUST CURIOUS ABOUT ONE EXPENSE ITEM ON 1102, WHICH IS THE BOARD OF DIRECTORS BUDGET.

IT SAYS PROFESSIONAL SERVICES.

AND YEAR TO DATE WE'VE SPENT 23,000 SOME ODD DOLLARS.

WHAT IS THAT FOR? WHAT'S WHAT'S PROFESSIONAL SERVICES.

THAT WOULD BE IN THE BOARD BUDGET.

THAT'S 11.02.

YEP, I SEE IT ON HERE.

AND I WOULD NEED TO ASK CHRIS WHO IS NOT HERE TONIGHT, OR HOLLY.

WHAT? THAT I CAN THINK OF.

I DON'T WANT TO. I DON'T WANT TO GUESS AT THAT.

I WANT TO GIVE YOU AN EXACT.

SO.

OKAY. SEE NO FURTHER DISCUSSION.

THE THE CHAIR WILL MOVE THAT WE ADOPT THE SUPERINTENDENT AND BOARD CONSENT AGENDA AS PRESENTED HERE AND MAKE PART OF THE MINUTES SO AND NO STUDENT ADVISORY VOTE ON THIS ONE.

SO ALL BOARD MEMBERS IN FAVOR SIGNIFY BY SAYING AYE AYE AYE.

ALL OPPOSED.

ANY ABSTENTIONS.

OKAY. THEN THE CONSENT AGENDAS ARE PASSED.

SO THAT TAKES US ON TO LEGISLATIVE UPDATES.

[12. LEGISLATIVE UPDATES/ACTION]

AND FOR THAT I'LL TURN IT OVER TO NANCY.

THANK YOU. OKAY, I WROTE THIS OUT JUST TO MAKE SURE THAT I GOT EVERYTHING IN.

SO AS A NEWLY ELECTED BOARD DIRECTOR, I'M LEARNING MANY THINGS ABOUT MANY THINGS, INCLUDING WASEDA AND WASEDA.

IS THE WASHINGTON STATE SCHOOL BOARD DIRECTORS ASSOCIATION.

WHEN ONE BECOMES A BOARD DIRECTOR, ONE IS AUTOMATICALLY A MEMBER OF WASEDA, AND WASEDA SUPPORTS EFFECTIVE SCHOOL BOARD GOVERNANCE.

SCHOOL DIRECTORS GOVERNANCE ROLE PROVIDES A CONNECTION BETWEEN THE COMMUNITY AND ITS SCHOOL DISTRICT.

I PARTICIPATE REGULARLY IN WASEDA MEETINGS FOR NEWLY ELECTED DIRECTORS, WHERE I'M LEARNING ABOUT THE MANY RESPONSIBILITIES OF AND OPPORTUNITIES FOR BOARD DIRECTORS. ALSO, AS A LEGISLATIVE REP FOR OUR BOARD, I ATTEND WASEDA LEDGE REP MEETINGS.

THESE MEETINGS GIVE ME THE OPPORTUNITY TO CONNECT WITH OTHER BOARD MEMBERS FROM AROUND THE STATE.

WASEDA CURRENTLY HAS 225 POLICY POSITIONS CREATED OVER THE YEARS BY SCHOOL BOARDS.

THESE POLICIES ARE CATEGORIZED AS EITHER PERMANENT POSITIONS OR LEGISLATIVE POSITIONS, AND THEY GUIDE WASEDA'S ADVOCACY FOR PUBLIC SCHOOLS

[03:05:09]

THERE'S AN ANNUAL CYCLE WITHIN MAZDA TO INFLUENCE ITS ADVOCACY PLATFORM.

ONCE A YEAR IN THE SPRING, SCHOOL BOARDS CAN SUBMIT PROPOSED REVISIONS TO WASEDA'S ADVOCACY PLATFORM BY CREATING POSITION PROPOSALS THIS YEAR.

THAT WINDOW STARTED ON MARCH 11TH AND IT GOES TO APRIL 8TH.

TWO DIRECTORS AUTHORED SEVEN POSITION PROPOSALS.

ONE SITS ON WAS BOARD OF DIRECTORS AND ONE IS A REPRESENTATIVE ON WAS LEGISLATIVE COMMITTEE.

THESE SEVEN PROPOSALS HAVE BEEN SHARED WITH MANY LEGISLATIVE REPS THROUGHOUT THE STATE.

MANY BOARDS ARE CONSIDERING THE PROPOSALS AND SOME HAVE PASSED THEM.

I HAVE TAKEN NO POSITION ON THEM TO DATE, AND IN KEEPING WITH MY RESPONSIBILITY AS LEGISLATIVE REP, I BRING THEM TO TONIGHT'S MEETING FOR DISCUSSION AND BOARD DIRECTION. OF THE SEVEN PROPOSALS, THE FIRST FIVE AMEND EXISTING POSITIONS AND THE LAST TWO ARE NEWLY CREATED POSITIONS. AND I'D LIKE TO ADD THAT FROM A LOT OF THE COMMENTS THAT I HEARD TODAY, PEOPLE WERE EXPECTING THAT THERE WERE GOING TO BE SOME SORT OF RESOLUTION THAT WOULD BE PRESENTED TONIGHT, WHICH IS NOT TRUE.

I DON'T HAVE A RESOLUTION TO PRESENT.

THE RESOLUTION THAT WE TALKED ABOUT LAST TIME WAS NOT NOTIFIED ON THE PUBLIC SIDE OF THE, OF BOARD DOCS, SO WE COULD DO NOTHING WITH THAT.

AND THERE'S NO RESOLUTION THAT'S GOING TO BE FOLLOWED THROUGH WITH ON THAT.

THESE ARE DIFFERENT ITEMS, THEIR POLICY POSITIONS.

AND THE IDEA IS TO LOOK AT THOSE AND DECIDE WHAT WE THINK ABOUT THEM AND VOTE ON WHETHER INDIVIDUALLY, WHETHER WE SUPPORT OR NOT SCHOOL BOARD DIRECTORS CAN SUBMIT THESE PROPOSALS AND THEY ARE SUBMITTED AS A BOARD.

SO IF EVERYBODY HAS THEIR.

POSITION PROPOSALS IN FRONT OF THEM.

THE FIRST ONE SAYS EXISTING POSITION WITH AMENDMENTS, LOCAL BOARD, ADOPTION OF CORE INSTRUCTIONAL MATERIALS. THE FIRST THING THAT YOU SEE.

I GUESS YOU DON'T SEE IT ON THE SCREEN.

IS THE.

EXISTING POSITION, WITH THE STRIKEOUTS OF CERTAIN WORDS AND THE ADDITIONS OF OTHER WORDS.

SO IT STATES.

WASEDA BELIEVES THAT THE RESPONSIBILITY.

FOR NAZI.

WASSER BELIEVES THAT THE RESPONSIBILITY FOR COURSE DESIGN, SELECTION AND ADOPTION OF ALL INSTRUCTIONAL MATERIALS.

REST SOLELY WITH THE LOCAL SCHOOL BOARD.

LOCAL CONTROL WILL ALLOW OPPORTUNITIES FOR STAFF, PARENT, STUDENT AND COMMUNITY INVOLVEMENT IN DEVELOPMENT AND REVIEW AND SELECTION OF INSTRUCTIONAL MATERIALS AND PARTICIPATION ON DISTRICT INSTRUCTIONAL MATERIAL COMMITTEES THAT THE BOARD WILL ADOPT.

LOCAL CONTROL EMPOWERS COMMUNITY AND PARENTS, GIVING THEM GREATER INFLUENCE AND PARTICIPATION IN THE DECISION MAKING PROCESS, REFLECTING THE VALUES AND NEEDS OF THEIR RESPECTIVE DISTRICT, AND ENSURES EACH DISTRICT THE OPPORTUNITY FOR EXPERIMENTATION, INNOVATION, AND HEALTHY COMPETITION FOR EDUCATION.

EDUCATIONAL EXCELLENCE.

THE RATIONALE FOR THAT IS.

STRENGTHENED POSITION FROM JUST ADOPTION OF INSTRUCTIONAL MATERIALS TO LOCAL BOARD CONTROL OF ALL ASPECTS OF INSTRUCTIONAL MATERIALS, WITH EXPLANATION. THIS WILL ALSO HELP WHEN WAS TO ADVOCATES FOR LOCAL CONTROL DURING THE LEGISLATIVE SESSIONS.

SO COMMENTS QUESTIONS DISCUSSION.

OKAY. SO IF WE'RE GOING AMENDMENT BY AMENDMENT I DID A LOT OF ANNOTATING.

SORRY. BUT SO I JUST WAS WONDERING ABOUT THE RATIONALE BEHIND THE CHANGE FROM IS THE RESPONSIBILITY OF THE SCHOOL BOARD TO REST SOLELY WITH THE SCHOOL BOARD, BECAUSE I FEEL LIKE THE WAY THAT IT'S PHRASED, AND THIS MAY NOT HAVE BEEN INTENTIONAL ON THE PART OF WHOEVER WROTE IT IT CONTRADICTS THE LATER STATEMENT THAT INCLUDES STAFF, PARENTS, STUDENT COMMUNITY INVOLVEMENT BECAUSE IT SAYS RESTS SOLELY WITH THE SCHOOL BOARD.

AND THEN ANOTHER QUESTION I HAD ABOUT THAT SAME PARAGRAPH WAS THE LOCAL CONTROL WILL ALLOW VERSUS THE POLICY WILL ALSO PROVIDE, BECAUSE I FEEL LIKE THERE'S NO

[03:10:04]

YES, I ACTUALLY WOULD JUST LIKE TO BRIEFLY ADD THAT I THINK GABBY HIT IT IN THE NAIL HERE.

THIS THESE CHANGES ARE REALLY REDUNDANT.

AND EVEN THOUGH THE RATIONALE KIND OF SAYS THAT STRENGTHENS THE POSITION, THAT IS KIND OF A NOTHING STATEMENT.

A LOT OF THE CHANGES ARE REDUNDANT, AND A LOT OF WHAT THE POLICY ORIGINALLY SAYS IS ALREADY STATED.

SO. AND THEN THE FINAL ISSUE I HAD WITH THIS WAS JUST IT SAYS IN THE ADDED BIT ENSURES EACH DISTRICT THE OPPORTUNITY FOR EXPERIMENTATION, INNOVATION AND THEN CONTINUES.

BUT I WAS JUST WONDERING, WHILE I APPRECIATE THE VALUE OF NEW IDEAS IN EDUCATION AND WORKING THROUGH THOSE THINGS WITHIN YOUR DISTRICT AND SEEING WHAT WORKS FOR YOU, I FEEL LIKE THERE'S ALSO A WAY TO PERPETUATE, LIKE SCIENTIFICALLY BACKED PROVEN TO WORK FOR STUDENTS LIKE CURRICULUM DECISIONS AND LIKE, PATTERNS OF TEACHING.

AND SO I WAS JUST WONDERING, LIKE, WHAT THEY HAD IN MIND BY EXPERIMENTING AND HOW THAT WOULD ALTER THE STUDENT EXPERIENCE AND CURRICULUM.

BECAUSE IF THAT'S AN ADDITION, THEN I WANT TO KNOW HOW IT WOULD CHANGE THINGS.

ANY OTHER COMMENTS? QUESTIONS? I GUESS I, I WAS LOOKING AT IT AS IN, YOU KNOW, THE.

I GUESS I FEEL A LITTLE BIT LIKE SOME OF THESE ARE COMING.

IF WE LOOK AT THE WHOLE.

THE WHOLE. COLLECTIVE OF THESE, THEY'RE COMING WITH A EMPHASIS OF LOCAL CONTROL, BUT I FEEL LIKE THERE'S MORE BEHIND IT, AND THAT ALWAYS MAKES ME A LITTLE BIT NERVOUS.

JUST BECAUSE AGAIN, WE'VE HEARD, YOU KNOW, WE'VE HEARD FROM A SEGMENT OF THE POPULATION TONIGHT, WE'VE HEARD EMAILS FROM THEM.

YOU KNOW, IS IT IS THE GOAL OF THESE REALLY LOCAL CONTROL? BECAUSE I LOOK AT SOME OF THIS IN THE SENSE WE'VE ALREADY GOT LOCAL CONTROL.

OUR OUR LEGAL ADVICE SAID THAT WE'VE STILL GOT LOCAL CONTROL.

AND WHAT ARE WHAT ARE WE GAINING IN THE SENSE OF, YOU KNOW, I HAD TO LAUGH AT ONE.

IT SAID, WELL, WE'RE CUTTING THIS BACK TO MAKE IT BECAUSE IT'S TOO WORDY.

AND THEN THIS ONE WE'VE MADE MORE WORDY.

SO IT SEEMS LIKE WE'RE KIND OF CONTRADICTING WHEN I GET TO THE LAST ONE ABOUT UNFUNDED MANDATES, THERE'S ALREADY LOST, ALREADY HAS A POLICY.

SO I DON'T UNDERSTAND IT BEING A NEW POLICY OR A NEW POSITION.

AND, YOU KNOW, GRANTED UNFUNDED MANDATES.

IN FACT, I WAS I HAD MEANT, BUT I DIDN'T HAVE TIME TO CALL WAS TO TODAY BECAUSE A COUPLE OR THREE YEARS AGO, I CAN'T REMEMBER EXACTLY WHEN, BUT IN THE LAST FIVE YEARS, ONE OF THE.

HOT TOPICS, WHICH IS THE TOP THREE POSITIONS THAT WAS TO HAVE OR THAT THE BOARD'S PUSH FOR THE LEGISLATIVE SESSION WAS TO ELIMINATE UNFUNDED MANDATES.

AND SO I GUESS I'M NOT UNDERSTANDING THE PARTICULARLY THE MERITS OF THE NEW POSITION.

NUMBER SEVEN, I'M DEFINITELY WITH KEVIN ON THIS.

AND IF WE'RE JUST GOING THROUGH LIKE STATEMENT BY STATEMENT, THERE ARE MORE ANNOTATIONS I HAVE LIKE RIGHT OFF THE BAT WITH NUMBER TWO A SENTENCE WAS CHANGED FROM LAWS, REGULATIONS AND POLICIES SHOULD BE WRITTEN TO SUPPORT THE PUBLIC ELECTION OF LOCAL SCHOOL DIRECTORS AND BOARDS TO LAWS, REGULATIONS AND POLICIES SHOULD BE WRITTEN TO SUPPORT NEVER TO LIMIT OR IMPEDE THE POWERS OF LOCALLY ELECTED SCHOOL DIRECTORS AND BOARD.

AND I FEEL LIKE THAT STATEMENT, LIKE, COMPLETELY CHANGED THE MEANING.

CONSIDERING LIKE I UNDERSTAND NOT IMPEDING ON CERTAIN PEOPLE'S POWERS IF IT'S A RIGHT, BUT NEVER TO LIMIT THE POWER SEEMS JUST A LITTLE BIT SKETCHY TO ME. MAYBE A TINY BIT ANXIETY INDUCING JUST BECAUSE I MEAN LIMITING THE POWER OF GOVERNMENT, LIKE SOLELY CONCENTRATED IN ONE AREA, WAS ONE OF THE FOUNDING PRINCIPLES OF OUR NATION TO PREVENT TYRANNY AND PROTECT WELL PROTECTED CLASSES AND MINORITY GROUPS, ACCORDING TO BOTH CURRENT GOVERNMENT AND JAMES MADISON'S FEDERALIST PAPERS. AND SO THAT ONE IS JUST A LITTLE BIT WHY ARE WE CHANGING THE WORDING WHEN THE OLD ONE IS SAYING, YEAH, LET'S SUPPORT LOCAL ELECTION, MAKE SURE THERE'S A DEMOCRATIC PROCESS

[03:15:05]

YEAH, I, I AM I KIND OF AGREE WITH I AGREE WITH THAT ENTIRELY.

I THINK THAT AND ALSO JUST ADDING ON TO WHAT KEVIN WAS SAYING, THERE'S DEFINITELY AN UNDERLYING VALUE ISSUE HERE THAT WE ARE NOT WE.

BUT THE NARRATIVE THAT IS BEING PUSHED IN THIS, IN THESE EDITS ARE PARADING AROUND LIKE THIS IS SIMPLY A LOCAL CONTROL ISSUE WHEN IT'S NOT.

BECAUSE THERE ARE TONS OF TIMES WHEN WE SEE THIS THROUGHOUT HISTORY WHERE A WHERE WHERE YOU HAVE A HIERARCHY OF GOVERNMENT, WELL, THEY WILL MAKE THEY WILL MAKE DECISIONS AND THEN YOU YOU WON'T BEND TO THE WILL IN EVERY CASE, BUT THEY'LL THEY'RE GOING TO MAKE DECISIONS BECAUSE YOU VOTE AND ELECT PEOPLE.

RIGHT. AND THEY'RE GOING TO MAKE DECISIONS.

AND THEN THEY MAKE A MOLD FOR HOW THE, THE SMALLER FORMS OF GOVERNMENT SHOULD BE.

AND THAT'S JUST KIND OF HOW IT ALWAYS IS.

LIKE IF, IF LET'S SAY FOR EXAMPLE, THERE THE THE BILL DID NOT STRESS ANY SORT OF INCLUSIVITY.

BUT WE BUT YOU LET'S SEE THEY DIDN'T STRESS ANY SORT OF INCLUSIVITY BUT IT WAS PUSHING SOMETHING DIFFERENT AND MAYBE IT ALIGNED WITH YOUR VALUES.

YOU PROBABLY WOULDN'T BAT AN EYE IF YOU DISAGREED WITH THE CURRENT BILL ON THE TABLE.

SO I WOULD REALLY HESITATE US GOING FORWARD AS WE'RE ADDRESSING THIS, TO NOT LOOK AT THIS FROM A LOCAL CONTROL ISSUE, EVEN THOUGH THAT'S IMPORTANT.

THERE ARE REAL EXAMPLES OF STUFF LIKE THAT HAPPENING.

THIS IS TOTALLY A VALUES ISSUE, AND LIKE I SAID, WE SHOULD NOT PARADE AROUND LIKE IT'S NOT A VALUES ISSUE.

I'M GETTING VERY SICK AND TIRED OF HEARING PEOPLE SAYING, OH, LOCAL CONTROL, LOCAL LOCAL CONTROL IS VERY IMPORTANT.

WE HAVE ESTABLISHED THAT WE'RE GOING TO RETAIN IT.

SO NOW WE NEED TO ACTUALLY TALK ABOUT WHAT WE'RE TALKING ABOUT.

LIKE YOU SAID, LIKE I THINK LAST MEETING THE ELEPHANT IN THE ROOM IS THE POLITICALLY CHARGED NATURE OF A LOT OF THE CHANGES BEING MADE TO LEGISLATION.

AND IN PART OF THAT, THERE WERE A COUPLE OF THINGS IN HERE, IF WE'RE STILL ON THE EXISTING POSITION WITH AMENDMENTS NUMBER TWO, THIS IS A VERY SMALL CHANGE, BUT IT SOUNDED ALMOST AND I DON'T WANT TO SAY THIS WITH MALICIOUS INTENT, BECAUSE I DON'T KNOW WHO WROTE THIS BILL, AND I DON'T KNOW WHAT THEY MEANT, BUT IT CHANGED FROM ALLOWS DIRECTORS AND STAFF TO BE SENSITIVE TO LOCAL STUDENT EQUITY ISSUES, TO ALLOWS DIRECTORS AND STAFF TO ADDRESS LOCAL STUDENT EQUITY ISSUES, WHICH, WHILE IT DOESN'T SEEM LIKE IT HAS A TON OF FUNCTIONAL CHANGE, DOESN'T HAVE THE SAME POSITIVE OR SUPPORTIVE CONNOTATION AS THE ORIGINAL STATEMENT.

AND I'M SORRY TO GO BACK AND FORTH HERE, BUT IF WE'RE GOING TO IF WE CAN QUICKLY, QUICKLY JUMP TO NUMBER FOUR WHEN IT TALKS ABOUT WAS EQUITY STATEMENT.

IT BASICALLY TALKS ABOUT HOW EQUITY IS THE FOUNDATIONAL WORK FOR WASEDA AND HOW EQUITY CAN ONLY EXIST AT THE STUDENT LEVEL, AT THE STUDENTS LEVEL OF OPPORTUNITY AND ACHIEVEMENT CANNOT BE PREDICTED BASED ON.

AND THEN IT COMPLETELY SCRATCHES OUT THE THE IDEA THAT WE MUST ELIMINATE DISCRIMINATORY PRACTICES AND INJUSTICES WITHIN OUR STATE'S PUBLIC EDUCATION SYSTEM.

THAT IS AN ABSURD THING TO CROSS OUT.

MY. THAT WAS IMMEDIATELY ONE OF THE HUGE THINGS I UNDERLINED, BECAUSE WHAT WOULD ALLOWING THE PERPETUATION OF HARMFUL AND DAMAGING TREATMENT AND IDEOLOGY DO FOR OUR DISTRICT OR THE STATE AS A WHOLE? THERE'S NO FUNCTIONAL BENEFIT TO SAYING, HEY, WE'RE NOT GOING TO PROTECT PROTECTED CLASSES AND ELIMINATE DISCRIMINATION, PREJUDICE WITHIN OUR SYSTEM AS MUCH AS WE CAN.

AND THEN IN THAT SAME PARAGRAPH EARLIER, IT CHANGES FROM EDUCATIONAL EQUITY CAN ONLY EXIST WHEN A STUDENT'S LEVEL OF OPPORTUNITY AND ACHIEVEMENT CANNOT BE PREDICTED BASED ON RACE CHARACTERISTICS OR CIRCUMSTANCES.

AND IT'S CHANGED TO PERSONAL CIRCUMSTANCES WHICH, WHILE I ADMIT LIKE NOT EVERYTHING IS NECESSARILY RELATED TO RACE, IT STATES RACE CHARACTERISTICS, RACE, COMMA CHARACTERISTICS, SO NOT CHARACTERISTICS DIRECTLY RELATED TO RACE AND PERSONAL CIRCUMSTANCES CAN BE SO VAGUE THAT IT IT ALMOST SEEMS LIKE IF YOU CHANGE THE WORDING TO PERSONAL CIRCUMSTANCES, THEN IT'S MORE EASILY MANIPULATED TO WHAT YOU WANT IT TO BE, WHICH IS A LITTLE BIT SKETCHY AGAIN WHEN IT COMES TO LAWS.

AND THEN IT'S.

I ACTUALLY THINK WE'VE PROBABLY HEARD ENOUGH.

I DON'T THINK.

I DON'T THINK ANYONE UNLESS ANYBODY ELSE HAS DIFFERING OPINIONS.

IT SOUNDS LIKE IT'S NOT RECEIVING SUPPORT.

SO. I'VE DONE MY DUE DILIGENCE BY BRINGING IT TO THE BOARD FOR YOUR CONSIDERATION.

AND ALL I HEAR IS WE DON'T WANT IT.

I HAVEN'T HEARD FROM EVERYONE, BUT I'VE HEARD ENOUGH TO TO SEE THAT IT'S NOT ANYTHING THAT I WOULD LIKE TO MAKE AN OBSERVATION.

HAVING SAT THROUGH GENERAL ASSEMBLY FOR THE LAST COUPLE OF ROUNDS, THAT I THINK THERE IS A FEELING AMONG CERTAIN MEMBERS WAS, I MEAN, WE'RE NOT THE ONLY SCHOOL DISTRICT HERE.

THERE ARE OTHERS THAT HAVE OPINIONS AND THEY'RE VALID TOO.

A FEELING THAT WASEDA HAS DRIFTED AWAY FROM ITS SUPPORT OF LOCAL CONTROL AND THAT THAT THIS IS A REASON.

[03:20:07]

COULDN'T BELIEVE THE FIGHT THAT WE HAD OVER THAT, BUT THAT, YOU KNOW, BUT I THINK THERE IS A FEELING THAT MAYBE THERE ARE SOME VALUES, SOME SOME WHICH WHICH WAS STILL EMBEDS IN ITS MISSION STATEMENT THAT THEY WERE KIND OF DRIFTING AWAY FROM.

PEOPLE HAVE NOTED THAT WHEN IT COMES TO GOING TO OLYMPIA AND, AND SPEAKING YOU KNOW, WEIGHING IN ON LEGISLATION THAT THEY TOOK LIKE, FOR EXAMPLE, ON 54, 62, THEY TOOK A NEUTRAL STANCE BECAUSE THEY FELT IT HELPED UPHELD THE INCLUSIVITY, BUT WAS ITSELF FELT LIKE IT, IT, IT IN PRINT, YOU KNOW VIOLATED LOCAL CONTROL.

SO WASEDA CHOSE.

THAT POSITION BECAUSE OF THAT.

SO THEY WERE SAYING, YOU KNOW, THAT THIS IS THIS DOES.

BUT THEY CHOSE TO.

JUST SPLIT THE DIFFERENCE AND JUST NOT DO ANYTHING.

SO, YOU KNOW, THERE IS SOMETHING TO THAT.

I THINK THAT'S SOMETHING WE SEE WITH ALL LEGISLATION IS YOU GET THIS COMPILING OF THINGS AND IT'S LIKE, WELL, I AGREE WITH THIS PART OF IT, BUT I DON'T AGREE WITH THIS PART.

BUT I HAVE TO VOTE YES OR NO.

AND I THINK THAT'S SOMETIMES WHERE SOME OF THESE POLICIES RUN INTO PROBLEMS. I GUESS THE OTHER THE OTHER POINT THAT I BRING IS ULTIMATELY AND WE'VE TALKED ABOUT THIS AT OUR VARIOUS BOARD MEETINGS, IS OUR ULTIMATE GOAL, IS WHAT BRINGS FORTH RESULTS WITH STUDENTS, WHAT'S GOING TO INCREASE THEIR RESULTS, AND ARE ANY OF, YOU KNOW, TO WHAT DEGREE OR HOW WOULD THESE IMPROVE OUR STUDENT OUTCOMES? YOU KNOW, WE SPENT A BUNCH OF TIME TALKING ABOUT GRADUATION RATE.

AND, YOU KNOW IS THIS GOING TO NECESSARILY HELP THE GRADUATION RATE IN SOME PEOPLE'S MIND, I SUSPECT PROBABLY SO.

BUT I THINK IN MY MIND, OUR TIME WOULD BE BETTER SPENT TALKING ABOUT THE PARAMETERS OF OUR, YOU KNOW, REPORT THAT WE JUST HAD OR OTHER REPORTS.

SIMILARLY WHERE WE'RE LOOKING AT, OKAY, WHAT CAN WE DO HERE ON THE LOCAL LEVEL TO IMPROVE OUR RESULTS AND THE, THE OUTCOMES THAT WE HAVE FOR OUR STUDENTS? BECAUSE, YOU KNOW, THE WAY THINGS WORK, IF IF WE START PRODUCING STUDENTS THAT ARE JUST SHOCKING THE WORLD, THEY'RE GOING TO COME TO US ASKING US HOW WE'RE DOING IT AND WHY, YOU KNOW, THEY'RE NOT GOING TO DO IT IF WE PASS.

WELL, I WOULD I WOULD ASK WHETHER THE EXISTING POSITIONS ARE DOING A BANG UP JOB OF THAT AS WELL.

AND I WOULD ALSO SAY THAT THESE ARE JUST PROPOSALS THAT ARE OUT THERE.

THERE'S ALSO, IF YOU SEE ANYTHING THAT LOOKS EVEN REMOTELY POSITIVE, YOU HAVE THE OPPORTUNITY TO POSSIBLY AMEND IT AND THEN PRESENT IT IN AN AMENDED STATE.

PERSONALLY, I LIKE THE INCLUSION ON NUMBER FIVE OF THE OF THOUGHT AND PERSPECTIVES BECAUSE I KNOW TOO MANY PEOPLE WHO SIMPLY BECAUSE THEY'RE THERE, THEY HAVE A DIFFERENT OPINION AND THEY MAY BE A NON PROTECTED CLASS, BUT THEIR BELIEFS.

CAUSED THEM TO BE.

YOU KNOW. TREATED DIFFERENTLY.

OKAY, SO I PERSONALLY I THINK DIVERSITY OF THOUGHT AND PERSPECTIVE IS MORE IMPORTANT THAN ANY OF THE OTHER DIVERSITY.

QUITE FRANKLY, I THINK CULTURAL DIVERSITY ACTUALLY FALLS UNDER THOUGHT AND PERSPECTIVE.

I FEEL LIKE THAT IS A BIGGER ISSUE THAT IS MORE ENCOMPASSING OF ALL PEOPLE'S RIGHTS TO, TO YOU KNOW, RECEIVE AN EDUCATION AND BE TREATED EQUALLY BY THE GOVERNMENT. SO THAT'S WHERE I'M COMING UP ON THAT.

I WOULD LIKE TO SEE AT LEAST THE OF THOUGHT AND PERSPECTIVE INCLUDED, MAYBE NOT THE OTHER LANGUAGE STRICKEN, BUT I WOULD LIKE TO SEE A THOUGHT AND PERSPECTIVE BECOME PART OF THAT. I DEFINITELY SEE THE VALUE IN DIVERSITY OF THOUGHT AND PERSPECTIVE, BUT ANOTHER PERSPECTIVE ON THAT IS THAT I FEEL LIKE A LOT OF DIVERSITY OF THOUGHT AND PERSPECTIVE IS OFTEN CAUSED OR IMPROVED BY THE PRESENCE OF DIVERSITY OF BACKGROUND, RACE, CULTURE, IDENTITY BECAUSE OF DIFFERENT FORMATIVE EXPERIENCES AND THEN LIKE FOUNDATIONAL VALUES AND BELIEFS. AND I FEEL LIKE DIVERSITY OF THOUGHT AND OPINION JUST FALLS UNDER DIVERSITY.

LIKE YOU FEEL LIKE DIVERSITY, I MEAN, OF CULTURE FALLS UNDER DIVERSITY OF THOUGHT AND OPINION.

AND WHY NOT JUST SAY DIVERSITY?

[03:25:01]

JUST GET RID OF ALL OF IT AND JUST SAY DIVERSITY.

IT JUST SAYS DIVERSITY IN THE ORIGINAL TEXT.

YEAH. STEVE.

ANTONIO. ANY THOUGHTS? NOW? AT THE MOMENT.

OKAY, SO CAN I ADD ONE THING AS I WAS LISTENING TO PUBLIC COMMENT TONIGHT, I DON'T KNOW IF YOU ALL PICKED UP ON THE THEME WITH A LOT OF PUBLIC COMMENTERS, AND BECAUSE I WAS THINKING ABOUT THAT CONVERSATION ABOUT LOCAL CONTROL AND ONE OF MY VALUES AS THE SUPERINTENDENT IS I BELIEVE FAMILIES ARE THE FIRST TEACHER.

AND I SAY THAT OVER AND OVER.

TEACHERS, THE CLASSROOM TEACHER IS THE SECOND TEACHER IN THE ENVIRONMENT IS THE THIRD TEACHER.

AND TONIGHT THOUGH IT MAY HAVE BEEN DIVERSITY OF THOUGHT FOR SOME AND NOT FOR OTHERS, THE THEME WAS PARENTS HAVE THE RIGHT TO TO TAKE THEIR CHILDREN OUT IF THEY CHOOSE.

AND SO THAT'S PART OF OUR LIVING CULTURE HERE IN FERNDALE.

SO I WAS SUPER PROUD OF THAT.

WHEN YOU WERE ASKING ABOUT LIKE, OTHER DATA POINTS THAT'S OBVIOUSLY A DATA POINT FOR US TO PAY ATTENTION TO BECAUSE IT WASN'T ONE SPEAKER WHO SAID IT.

IT WAS MULTIPLE SPEAKERS WHO KEPT SAYING IT OVER AND OVER AND OVER.

AND SO THAT'S A PRACTICE THAT PARENTS HAVE OR OUR TEACHERS ARE SHARING WITH THEIR TEACHERS.

I KNOW PRINCIPALS SHARE IT.

I'VE I'VE HAD CONVERSATIONS WITH THE TWO PRINCIPALS SITTING HERE TONIGHT WHERE THEY'LL CALL AND SAY, YOU KNOW, WE HAD A FAMILY WHO IS CHOOSING TO OPT OUT.

AND THIS IS AN ALTERNATIVE PLACEMENT.

IT WASN'T A JUDGMENT CALL.

IT'S JUST A CHOICE THAT A FAMILY IS MAKING OR A FAMILY CHOOSES TO TAKE OUT.

AND AND THIS WEEK, KELLY HAS SPENT SOME TIME WITH SOME FAMILIES WHO HAD A DIFFERENT PERSPECTIVE ON A SITUATION AND AND GIVING THEM TIME TO SIT AND LISTEN AND SHARE AND AND PUSHING US AS AN ORGANIZATION TO REALLY HONOR THE DIFFERENT THOUGHTS AND PERSPECTIVES.

I THINK IT'S ONE OF OUR STRENGTHS HERE IN FERNDALE.

AND SO I WANT TO LIFT THAT UP WHERE IT MAY NOT BE HAPPENING ACROSS THE STATE.

IT'S HAPPENING HERE.

AND WHEN I SAY ONE TEAM, ONE TOWN THAT'S WHO WE'RE BECOMING.

HOW DO WE AND AND THAT'S WHY BELONGING MATTERS.

BECAUSE I DON'T WANT TO BE SOMEONE I MAY NOT ALWAYS AGREE.

I CAN SIT ACROSS THE TABLE FROM SOMEONE I DON'T AGREE WITH.

AND I HOPE I MODEL THIS FOR OUR STUDENTS, BUT I CAN HAVE A DIFFERENT THOUGHT AND PERSPECTIVE AND HONOR THE PERSON SITTING ACROSS FROM ME.

AND I HOPE THEY PUSH ME.

I HOPE I PUSH THEM AND WE BOTH BECOME STRONGER FOR IT.

SO I GUESS I JUST WANT TO HIGHLIGHT THAT THERE WAS A DATA SET TONIGHT THAT WE SHOULD BE VERY PROUD OF.

AND SO WHEN I THINK OF LOCAL CONTROL, IT STARTS WITH OUR FAMILIES AND MAKING SURE THAT WE'RE WALKING ALONGSIDE THEM.

AND AS A SUPERINTENDENT, I WAS PRETTY PROUD THAT THAT WAS IN THE CULTURE OF THE COMMENTS TONIGHT.

GO AHEAD. I'M GOING TO TRY TO PUT MY MY IDEAS IN ORDER, I HOPE.

THAT THE PACE OF MY SPEAKING.

IS NOT UNDERSTOOD AS WEAKNESS, BUT AS A SOLEMN RESPECT TOWARDS THE PEOPLE THAT SPOKE TODAY THAT THEY'RE PROBABLY PREPARING TO GO TO BED. THERE'S SO MUCH STILL WATCHING.

OKAY. AND AND FOR WHAT HAPPENED.

I HOPE THAT MY THOUGHTS RIGHT NOW ARE NOT MET WITH EYE ROLLING OR WITH WITH WITH FACES.

AND I'M I, YOU KNOW, I, I TRY TO WHEN I HEAR OPINIONS THAT ARE DIFFERENT THAN MINE, I TRY TO MAKE SURE THAT I'M TRYING TO UNDERSTAND THE PERSON AND.

AND SO I'M HOPING I'M SAYING THIS BECAUSE I'M PREPARING SOME THOUGHTS THAT I WANT TO MAKE SURE THAT THEY ARE OUT THERE.

AND WHEN I HEAR PEOPLE AND WITH OFFENSIVE LANGUAGE OR SAYING SOMETHING MIGHT MY HEARING IS STILL THERE BECAUSE I CANNOT CLOSE MY EARS, BUT MY LISTENING GOES AWAY.

BUT WHEN THERE'S SOMEBODY THAT ARE EXPRESSING HOW THEY FEEL I HAVE NOTHING BUT BUT AN ABILITY OR A DISPOSITION TO TO TO LISTEN. SO I'M SAYING THAT BECAUSE I WANT TO SHARE WITH YOU SOMETHING THAT I TRULY BELIEVE AND I AGREE WITH, WITH KRISTI.

I SAY IT ON A DIFFERENT WAY.

AND A KID THAT IS ONLY EDUCATED AT SCHOOL IS AN UNEDUCATED KID.

BECAUSE I DO BELIEVE THAT PARENTS COME BEFORE FOR A REASON.

AND WE PREPARE AS BEST AS WE CAN THE FUTURE GENERATIONS.

DO WE AGREE? AND BASED ON WHAT WE SAW TODAY, THAT THERE IS AN ISSUE, THERE'S SOMETHING THAT WE NEED TO ADDRESS THAT IS WRONG.

[03:30:03]

I DO BELIEVE THAT WE NEED TO BE MORE EMPATHETIC.

WE NEED TO BE MORE CHARITABLE.

WE NEED TO BE MORE LOVING.

WE NEED TO BE APPRECIATIVE OF OUR DIFFERENCES.

BUT. ADOPTING.

IDEAS. ONTO A PERSON THAT DOES NOT BELIEVE THAT.

IT IMPOSES AND DOES NOT IMPROVE BELONGING AND APPRECIATION.

IT IS MET WITH DEFENSIVENESS AND DISMISSAL.

MY GOAL AS A SCHOOL BOARD MEMBER IS TO HELP IMPROVE THE MORALE, THE EMPATHY AND ACCEPTANCE OF ALL CHILDREN.

I HAVE KIDS, THREE KIDS IN THIS SCHOOL DISTRICT.

THEY HAVE TRANSFERENCE.

THEY HAVE BROWN FRIENDS.

THEY HAVE BLACK FRIENDS.

THEY HAVE ALL SORTS OF FRIENDS.

THEY ARE ALWAYS WELCOME IN MY HOME.

THEY'RE ALWAYS LOVED.

MY KIDS LOVE THEM.

TO ME, I SEE MYSELF.

AND I'M TAKING A LIBERTY BECAUSE I'M A PERSON OF COLOR.

WHICH I FORGET I.

I DON'T SEE MYSELF IN COLOR.

I JUST HOPE.

IF SOMEONE.

TELLS ME THAT I GO, THAT I GET TO GO TO THE FRONT OF THE LINE BECAUSE OF THE COLOR OF MY SKIN.

IT'S JUST AS OFFENSIVE.

AS IF THEY WERE TO TELL ME TO GO BACK TO THE FIELDS AND PICK FRUIT.

I WANT TO BE TREATED JUST LIKE EVERYBODY ELSE.

I WANT TO MAKE SURE THAT PEOPLE SOMETIMES IN THEIR EFFORTS TO TO BE INCLUSIVE ARE THE MOST HURTFUL PEOPLE.

I HAD AN INTERACTION IN A DIFFERENT ORGANIZATION HERE LOCALLY IN FERNDALE.

AND THIS PERSON WHO I WAS VERY PROUD OF HERSELF FOR BEING INCLUSIVE IN EQUALITY AND IN EQUALITY, WAS PROBABLY THE PERSON THAT OFFENDED ME THE MOST.

THERE WAS SOME TONE DEAF COMMENTS THERE.

AND IN AN EFFORT TO TO DO IT.

BECAUSE HE WAS STARTING TO FORGET ABOUT EMPATHY, LOVE, UNDERSTANDING.

WHAT I WANT TO DO IS TO LOVE ALL THE YOUTH IN OUR SCHOOL DISTRICT.

AND ESTABLISH IT.

AT THE CORE OF WHAT WE DO.

WHY DO I HEAR? WHEN WE HAVE LOCAL CONTROL.

WHY DOES THAT RESONATE IN A POSITIVE WAY TO ME? BECAUSE I HAVE A DESIRE TO BE ABLE TO DO THAT AT THE SCHOOL LEVEL.

AND I CHALLENGE YOU.

AND. AND YOU KNOW MY KIDS.

PEOPLE KNOW MY KIDS.

THE LAST THING YOU'RE GOING TO HEAR FROM MY KIDS.

AND BECAUSE I TEACH IT AT HOME AS A PARENT, THAT'S THE THAT'S A HUGE VALUE.

CORE VALUE. IS BULLYING DISRESPECTFUL? BEING, YOU KNOW, MEAN THAT DOES NOT BELONG.

SO I DON'T WANT TO DISCOUNT THIS.

I GO BACK TO THIS.

I WANT TO MAKE SURE THAT.

YES, YOU KNOW, IT'S IT'S NOT WHERE IT SHOULD BE.

BUT AT THE SAME TIME, WE NEED TO UNDERSTAND THAT FOR EVERYTHING.

THERE'S THERE'S TWO SIDES.

AND IN THE END, WHAT WE NEED TO DO IS WHAT'S BEST FOR OUR KIDS IN FERNDALE.

I WOULD LIKE TO BRING UP SOMETHING THAT I HAVE NOT HAD THE OPPORTUNITY TO DO.

I'VE BEEN ATTACKED AS A BIGOT AND OTHER WONDERFUL THINGS.

AND NOT NOBODY SEEMS TO.

WHEN PEOPLE MAKE THOSE ACCUSATIONS, THEY STOP LOOKING AT YOU AS A PERSON.

AND THEY, THEY, THEY ASCRIBE THE MOST DISGUSTING MOTIVES, EVEN IF THEY DON'T KNOW YOU PERSONALLY AND HAVE NEVER TALKED TO YOU. SO WHERE I WAS COMING FROM WITH THAT RESOLUTION.

WAS AS SOMEBODY WHO HAS WORKED WITH EDUCATIONAL MATERIALS, AND I AM WORRIED ABOUT THE POSSIBILITY FOR SOME SORT OF REVERSE CENSORSHIP. LET ME EXPLAIN.

I HAVE A STUDENT, A HOME SCHOOL STUDENT WHOSE PARENTS ARE PRETTY CONCERNED THAT HE'S KIND OF A SLACKER.

AND I'M CURRENTLY WORKING ON ALGEBRA TWO WITH HIM.

AND I TOOK A BOOK THAT FERNDALE SCHOOL DISTRICT USED TO USE BECAUSE WHEN MY DAUGHTER BROUGHT IT HOME FROM SCHOOL YOU KNOW, AND WAS DOING HER HOMEWORK AND I WAS HELPING WITH IT, I THOUGHT, THIS IS A REALLY WELL CONSTRUCTED BOOK.

THE PROBLEMS ARE CRAFTED.

[03:35:03]

SO THIS PARTICULAR KID HAD HAD A HAD A BIG LONG SECTION ON FACTORING OF HIGHER ORDER POLYNOMIALS.

AND HE I ASSIGNED HIM ALL THE ODD PROBLEMS, WHICH IS AMOUNTED TO ABOUT 45 PROBLEMS. IT WAS A LOT OF PROBLEMS. AND HE CAME BACK TO ME AND HE HAD DONE ALL OF THEM BUT THREE, WHICH HE HAD QUESTIONS ON, AND WE WENT OVER THEM TOGETHER.

BUT THEN HE CONFESSED THAT HE HAD ACTUALLY GONE AND BACK AND WORKED SOME OF THE EVEN NUMBERED PROBLEMS AS WELL, BECAUSE HE FOUND THEM INTERESTING.

SO WHAT I'M CONCERNED ABOUT THAT BOOK WAS SCRAPPED FOR, AMONG OTHER REASONS, THE FACT THAT IT DIDN'T HAVE ENOUGH STATISTICS CONTENT TO KEEP TIME WITH.

BUT THE PROBLEM IS THAT THAT WAS A REALLY VALUABLE BOOK.

OKAY. IT HAD A LOT OF GOOD INFORMATION.

AND SO WHEN SOMEBODY COMES ALONG AND SAYS, WE NEED NEW CONTENT, WE HAVE TO HAVE THE YOU GOT TO BE CAREFUL WHAT YOU'RE THROWING OUT BECAUSE YOU KNOW, YOU COULD BE DEPRIVING ALL STUDENTS OF REALLY GOOD MATERIAL FOR THE SAKE OF INCLUDING SOMETHING THAT SOMEBODY ELSE DECIDED YOU NEEDED TO HAVE. THIS IS WHY I THINK IT'S BETTER TO HAVE LOCAL CURRICULAR COMMITTEES.

ALL THOSE PEOPLE.

NOBODY WANTS TO DENY THEM A SEAT AT THE TABLE.

IN FACT, WE WANT THEM TO COME AND BRING THEIR PERSPECTIVES, THEIR VIEWS IN THE ADOPTION AND THE CREATION OF MATERIALS THAT SERVE ALL OF OUR STUDENTS, OUR LOCAL NEEDS.

OKAY. THEY WOULD BE ABLE TO LOOK AT WHAT WE ALREADY HAVE AND AND MAKE A JUDGMENT ON WHETHER IT IS MEETING THE NEEDS AND SAY, OKAY, WELL, WE CAN SUPPLEMENT INSTEAD.

OR MAYBE WE HAVE MORE FLEXIBLE OPTIONS THAN JUST GETTING RID OF SOMETHING THAT HAS SERVED US WELL.

AND THIS IS MY CONCERN, IS THAT BY TOO MUCH OF A FOCUS ON THIS ONE PARTICULAR ASPECT OF EDUCATION, THAT WE MAY BE FORCING OUT TOOLS THAT ARE ACTUALLY QUITE USEFUL.

AS I SAID, I SAW IT IN THE MOTIVATION OF MY STUDENT.

I THINK OF ALL THE KIDS WHO, YOU KNOW, DIDN'T GET TO USE THAT BOOK GOING FORWARD, AND THEY MISSED OUT ON THAT.

AND I'VE SEEN THE SUBSEQUENT MATERIALS.

I DON'T REALLY LIKE THEM AS WELL.

SO, YOU KNOW, THERE'S THAT.

THERE WERE OTHER REASONS THAT THIS BOOK WAS DISCONTINUED.

I MEAN, THERE'S A LOT THAT GOES INTO, YOU KNOW, THE DETERMINATION WHETHER TO REPLACE BOOKS YOU KNOW, AVAILABILITY AND OTHER THINGS.

BUT IT IS A REAL RISK, I THINK, WE FACE WHEN WE DON'T STOP AND CONSIDER ALL OF THE RAMIFICATIONS OF LEGISLATION MADE, YOU KNOW, FAR AWAY.

BUT THAT PROCESS STILL IS IN PLACE, RIGHT? LIKE THAT RIGOROUS PROCESS IS IN PLACE.

AND WHAT WE HAVE TO DO IS MAKE SURE OUR DO WE HAVE ALL THE RIGHT PEOPLE IN THE ROOM.

YOU KNOW, I THINK OF THE RECENT ADOPTIONS THAT WERE HAPPENED.

THEY WERE PILOTS. PEOPLE COULD GO SEE THEM.

PARENTS COULD DO IT.

STUDENTS GAVE FEEDBACK, TEACHERS GAVE FEEDBACK.

ONE TEACHER WAS TRYING THIS.

ONE TEACHER, I THINK WHEN I FIRST GOT HIRED, TEACHERS CAME AND EXPLAINED THE DIFFERENT PROCESS THAT THAT'S NOT CHANGING THAT IS ACTUALLY HAS TO BE THE WAY IT IS.

AND SO, YOU KNOW, AND WHAT WE NEED TO DO BETTER, PEGGY, IS DOCUMENT THE REASONS WHY THINGS WERE AND PUT THEM UP ON THE WEBSITE AND EVERYTHING.

BUT YOU STILL HAVE THAT.

AND THAT'S WHAT I APPRECIATE ABOUT WHAT SAM SAID.

THAT DOES NOT CHANGE FOR YOU.

WE CAN'T ADOPT ANY CURRICULUM WITHOUT YOUR FINAL SAY.

YOU YOU HAVE THE FINAL SAY.

YES, BUT IT MAY LIMIT OUR OPTIONS IF SOMEBODY FEELS THAT IT IS NOT INCLUSIVE ENOUGH, WHO MAKES THAT CALL? WE HAVEN'T SEEN WHAT THE STANDARDS ARE.

WE DON'T REALLY KNOW.

I MEAN, THEY WEREN'T LAID OUT THERE.

THEY HAVE TO DETERMINE THEM.

SO, YOU KNOW, IF SOMEBODY'S SOMEWHERE ELSE.

BUT THAT WILL BE THE CONVERSATION THAT WE GET TO HAVE HERE, HERE IN FERNDALE.

THAT'S I THINK THAT'S THE THING.

WE STILL DO HAVE LOCAL CONTROL.

I FEEL COMFORTABLE IN THE PROCESS.

I FEEL COMFORTABLE IN WHO'S GOING TO BE AT THE TABLE, THE TEACHERS WHO ARE GOING TO HAVE THOSE CONVERSATIONS.

THIS TEAM BACK HERE IS DOING RESEARCH LIKE CRAZY TO FIND OUT WHAT'S BEING BROUGHT FORWARD.

AND WE'RE GOING TO HAVE TO WRESTLE WITH THOSE CONVERSATIONS.

WE'RE GOING TO HAVE TO WRESTLE WITH THE.

CURRICULUM. AT THIS POINT, YOU KNOW, THERE'S A LOT OF WORK TO DO, BUT I TRUST THE TEAM.

I TRUST MY TEAM.

AND YOU'RE PART OF THE TEAM.

I TRUST THE PARENTS. I TRUST THE STUDENTS.

I TRUST MY STAFF TO WRESTLE WITH THOSE HARD, THOSE HARD PIECES.

WELL. AND THERE'S, YOU KNOW, NO MATTER WHEN YOU CHANGE CURRICULUM OR WHAT YOU, YOU KNOW, ANYTHING YOU CHANGE, THERE'S GOOD AND BAD, YOU LOSE SOME, YOU GAIN SOME.

[03:40:01]

I MEAN, I LOOK AT THE REVIEW PROCESS WE DID WITH THE CURRICULUM, BOTH ON THE MATH AND THE READING AND THE AMOUNT OF TIME THAT WENT INTO IT ON THE STAFF.

I LOOK AT HOW THE BOARD REQUESTED OF THE STAFF THAT THEY GO BACK OUT SOLICITING MORE PUBLIC OPINION BECAUSE WE DIDN'T FEEL WE HAD GOTTEN ENOUGH.

AND EVEN WITH THAT, WE STILL DIDN'T GET AS MUCH AS WE HAD WANTED.

YOU KNOW, SO THAT PROCESS IS IN PLACE.

AND, AND AS SAM SAYS, THAT'S NOT GOING TO CHANGE.

SO AGAIN, I THINK IT, IT BECOMES I THINK KRISTI SAID IT REALLY WELL, YOU KNOW, AND AND OUR SPEAKERS TONIGHT SAID IT.

WELL, THE PARENTS ARE THE ULTIMATE END POINT IN THAT CONTROL AND, YOU KNOW, NEED TO BE KNOWING WHAT'S GOING ON WITH THEIR KIDS.

OKAY. WELL, THEN CAN WE I THINK A GOOD COMPROMISE ON ALL OF THIS, BECAUSE I ACTUALLY AGREE WITH ANTONIO WHEN WHEN PEOPLE START PUSHING, IT CREATES RESISTANCE.

PEOPLE PULL THEIR KIDS OUT, OKAY? IT'S A REALITY.

I MEAN, THAT'S WHY THE HOMESCHOOL COMMUNITY IS SO HUGE.

WELL, IT IS A PARENT CHOICE, BUT, YOU KNOW, IT'S NOT A PARENT CHOICE THAT THEY REALLY WANT TO MAKE.

BUT A LOT OF THEM DO IT BECAUSE THEY JUST FEEL LIKE IT'S JUST GONE TOO FAR IN TERMS OF HOW MUCH THEIR KIDS ARE EXPECTED TO BE, YOU KNOW, CONFORMING TO OTHER PEOPLE'S, OTHER PEOPLE'S I JUST DON'T SEE THAT.

I DON'T SEE THAT ALL THE TIME.

I, I SEE IN OUR STUDENTS MAKING INCREDIBLE DECISIONS.

I, I WENT INTO A CLASSROOM WHERE I HEARD A TEACHER WHO WAS IT WAS DURING THE SEXUAL EDUCATION UNIT, AND SHE POSED SOMETHING AND SHE GOES, BUT NOW WE'RE INTO FAMILY VALUES.

AND YOU GO HOME AND YOU HAVE THAT CONVERSATION.

I'M THERE MAKING OUR STAFF IS MAKING INCREDIBLY WISE CHOICES.

AND I, I GUESS BECAUSE I GET THE LUXURY OF GOING INTO CLASSROOMS AND SITTING SIDE BY SIDE.

AND BUT I ALSO GET TO SIT WITH AMAZING STUDENTS WHO ARE VERY OPEN AND SHARE.

AND I'VE WATCHED THEM DEBATE.

I'VE WATCHED TWO STUDENTS WHERE I'M VERY OPPOSITE EXTREMES OF BELIEFS.

SO RESPECTFULLY HAVING A DISCUSSION IN A WAY THAT THEY'RE BOTH COMING OUT OF IT SO MUCH STRONGER.

I, I'M VERY.

I HAVE A LOT OF PRIDE FOR WHAT I GET TO WITNESS.

OKAY, I GUESS MY QUESTION IS, THOUGH.

I MEAN, IT SEEMS LIKE THERE'S A THERE'S AN INTENTIONAL EFFORT TO OVERLOOK THE FACT THAT THEY JUST PASSED A PARENTS RIGHTS INITIATIVE AND THAT WE'RE GOING TO HAVE TO BE COMPLIANT WITH THAT TO THAT THAT THERE ARE THESE, YOU KNOW, THAT THERE WERE MANY DISTRICTS THAT ADOPTED THAT RESOLUTION, THAT IT'S LIKE, YOU PEOPLE DON'T MATTER.

YOUR YOUR VALUES DON'T MATTER, YOUR OPINIONS DON'T MATTER.

AND THAT'S KIND OF WHAT I'M NOT HEARING THAT.

SO I THINK WE'RE HEARING IT DIFFERENTLY BECAUSE I'M NOT HEARING THAT I AND AND THE WHOLE I JUST WANT TO GO BACK TO WHY WE SAY HERE IN FERNDALE YOU BELONG AND WHY I KEEP SAYING IT'S NOT ABOUT FITTING IN, IT'S NOT ABOUT CONFORMING.

IT'S ABOUT BEING ABLE TO SHOW UP AS YOUR AUTHENTIC SELF AND KNOWING THAT YOU HAVE A SEAT AT THE TABLE AND THAT YOU'RE GOING TO FEEL SEEN AND HEARD REGARDLESS OF WHAT YOU LOOK LIKE, WHAT YOU BELIEVE, HOW YOU THINK I DURING THE LEVY, I HAD THE FORTUNATE OPPORTUNITY TO SIT WITH PEOPLE WHO VOTED NO.

IT WAS GREAT. I LEARNED SO MUCH FROM PEOPLE, AND THAT WAS THEIR ABSOLUTE RIGHT.

AND THERE'S STILL SO MUCH TO LEARN IN EVERY CONVERSATION.

SO I GUESS AS A SUPERINTENDENT, I, I HAVE A LOT OF CONFIDENCE IN WHERE WE'RE AT.

I, I BELIEVE FIRMLY IN OUR STUDENTS.

I MEAN, I JUST EVEN LISTENING TO THESE TWO TONIGHT I THOUGHT, WOW, I DON'T THINK I TALK LIKE THAT WHEN I WAS IN HIGH SCHOOL.

I KNOW I DID NOT TALK LIKE THAT IN HIGH SCHOOL, AND I DID WANT TO CALL GABBY'S DEBATE TEACHER BECAUSE I THOUGHT, WOW, SHE'S LEARNING A LOT IN DECA, BUT I, I JUST HAVE A LOT OF PRIDE.

WHAT I WAS GOING TO SAY IS, IN ADDITION TO WHAT YOU'VE SAID.

AND THANK YOU FOR ALL OF THAT, ACTUALLY, IT WAS MISS CRAFT WHO TAUGHT ME MOST OF THE DEBATING AND OUR ARGUMENTATIVE ESSAYS UNIT SEVENTH GRADE.

BUT LOVED HER ANYWAYS, SO I WAS GOING TO SAY WAS, I FEEL LIKE A LOT OF THE INTERPRETATION OF IT IS THAT THEIR VALUES OR OPINIONS BEING PUSHED ON STUDENTS, AND I JUST WANTED TO COMMUNICATE THAT ASIDE FROM ONE LIKE WACKO CONSPIRACY THEORIST SUB WHO HAS, AS FAR AS I'M AWARE, SINCE BEEN BLACKLISTED.

EVERY SINGLE TEACHER I KNOW HAS NOT ONLY STUCK TO THE LIKE I BELIEVE, MANDATED BY LAW.

[03:45:06]

AND SAY THAT STUDENTS LIKE YOU CAN HAVE YOUR OWN OPINIONS ON THIS.

AND THESE ARE THE BARE FACTS WITH LIKE, NOTHING TO BACK THEM UP.

AND IN A LOT OF CASES WITH WHAT YOU'RE SAYING ABOUT LIKE PUSHING OUT OLD CURRICULUM TO MAKE ROOM FOR NEW CURRICULUM.

WHAT I'VE SEEN WITH A LOT OF TEACHERS, FOR EXAMPLE, IN MY AP CLASSES, WHEN THERE'S A LOT OF CONTENT AND NOT ENOUGH TIME TO COVER ANYTHING.

AND THIS ALSO RELATES TO WHAT YOU WERE SAYING ABOUT STUDENT INTEREST AND HOW, OH, WITH THIS, LIKE OLD TEXTBOOK, HE WAS ABLE TO GET SO MUCH MORE ENGAGED AND DO THESE EXTRA PROBLEMS THAT HELPED HIM UNDERSTAND.

FOR EXAMPLE, IN MY AP BIOLOGY CLASS, WE DO NOT HAVE TIME TO COVER EVERY SINGLE PIECE OF INFORMATION.

AND SO WHAT OUR TEACHER WILL DO IS SHE'LL LINK RELEVANT VIDEOS FROM SCIENTIFIC STUDIES.

SHE'LL LINK ARTICLES THAT ARE RECENTLY PUBLISHED.

MY AP PSYCHOLOGY TEACHER HAD COPIES OF OLD PSYCH TEXTBOOKS IN HIS CLASSROOM.

AND ACTUALLY, AS THE SCHOOL WAS CLEARING OUT AND THEY HAD THAT, HE WAS ALLOWED TO GIVE SOME AWAY.

I HAVE A PSYCHOLOGY TEXTBOOK AND I THINK A LIKE, ENTIRE WORLD HISTORY TEXTBOOK JUST ON MY BOOKSHELF AT HOME, BECAUSE I HAVE TEACHERS WHO HAVE MADE IT A POINT TO GIVE NOT ONLY THE FACTS THAT ARE NECESSARY AND A PLETHORA OF DIFFERENT PERSPECTIVES, DESPITE WHAT THEY MAY BELIEVE PERSONALLY, BUT THEY'VE MADE EXTRA INFORMATION AVAILABLE TO STUDENTS.

SO HEY, LIKE, IF THIS PERSPECTIVE DOESN'T RESONATE WITH YOU, HERE ARE MORE OPTIONS.

AND IT'S ALL FACT BASED.

YEAH, I MEAN, I THINK I'M NOT SAYING THIS TO DISCREDIT YOU SPECIFICALLY, PEGGY, BUT I AM VERY LOST BECAUSE IT SEEMS LIKE LIKE CHRISTY WAS SAYING, DOCTOR DOMINGUEZ WAS SAYING, OKAY.

LIKE CHRISTY WAS SAYING I THINK THE WAY WE'RE WE'RE INTERPRETING IT IS JUST COMPLETELY DIFFERENT.

BUT I THINK THE FACT OF THE MATTER IS THAT THE.

WE PROBABLY WILL NOT SEE REALLY ANY TANGIBLE CHANGE THE WAY WE'RE DOING THINGS, BECAUSE THE PURPOSE IS TO PREVENT.

SCHOOL BOARDS, FROM TELLING PARENTS OR FROM REMOVING SPECIFIC THINGS THAT PARENTS ARE ALLOWED TO HAVE THEIR CHILDREN INVOLVED WITH.

THAT'S THE POINT, IS THAT IF YOUR CHILD WANTS IF YOU AS A PARENT WANT TO ENROLL OR WANT TO DO AND HAVE AN INCLUSIVE CURRICULUM.

YOU HAVE THAT OPTION. AND FOR SOME PEOPLE, FOR SOME BOARDS, FOR SOME PEOPLE, THEY DON'T WANT THAT AT ALL BECAUSE OF THEIR SPECIFIC VALUES.

AND THE IDEA IS WE WANT TO ALLOW.

EVERYONE TO HAVE THE ABILITY EVERYONE TO GET IN ON THIS CURRICULUM.

AND IF YOU DON'T WANT TO, YOU DON'T HAVE TO.

YEAH. AND I THINK A BIG PART OF THIS ISSUE IS ALSO THE AMOUNT OF TRUST YOU'RE PLACING IN THE STAFF IN THE DISTRICT, BECAUSE ME PERSONALLY, I TRUST MY TEACHERS AND THE STAFF MEMBERS AROUND US WITH ALL MY HEART.

THEY'VE I DON'T THINK I'VE HAD A SINGLE TEACHER WHO'S COMPLETELY LET ME DOWN OVER THE YEARS, BECAUSE THERE'S ALWAYS GOING TO BE THAT SUPPORT THERE FOR WHATEVER YOU PERSONALLY NEED, AND THERE'S ALWAYS GOING TO BE A WIDE RANGE OF VIEWPOINTS AND ADDITIONAL INFORMATION AND CURRICULUM.

AND I PERSONALLY TRUST THE TEACHERS IN THIS DISTRICT NOT TO IMPART THEIR PERSONAL BELIEFS ON STUDENTS BY FORCE.

AND IT'S BECAUSE OF THAT THAT I THINK, OH, THIS TEACHER AND I HAVE DIFFERENT OPINIONS, LIKE I'VE HAD CONVERSATIONS WITH ONE OF MY ENGLISH TEACHERS, AND WE DO NOT HAVE THE SAME VIEWPOINT, BUT WE BOTH SEE EACH OTHER AND WE RESPECT EACH OTHER.

AND I FEEL LIKE I BELONG, AND I FEEL LIKE I DON'T HAVE ANY LESS OF A CONNECTION WITH HIM THAN I DO WITH MY OTHER ENGLISH TEACHER, WHO I SHARE MORE VALUES WITH.

I GUESS PART OF WHAT I'M A LITTLE BIT WONDERING IS DOES ALL THIS FEELING OF NOT BELONGING IS THE OR THE CURRICULAR MATERIALS REALLY THE SOURCE OF THAT? I MEAN. YES, FOR A LOT OF STUDENTS, IT IS LIKE FOR ME, WHEN I WAS GROWING UP, I HAD THE LUXURY OF GROWING UP IN THE WEALTHIEST AFRICAN AMERICAN SUBURB IN THE COUNTRY.

SO I HAD A LOT OF ACCESS TO OTHER PEOPLE WHO HAD SIMILAR EXPERIENCE TO ME.

BUT THERE ARE A LOT OF BLACK CHILDREN WHO HAVE ENDURED, WHO HAVE ENDURED SYSTEMIC RACISM, WHETHER IT BE YOUR, YOUR, YOUR YOUR PREVIOUS YOUR GENERATIONS, YOUR GRANDPARENTS WEREN'T ABLE TO GET A COLLEGE DEGREE.

AND SO NOW YOU'RE YOU MIGHT BE THE FIRST ONE GETTING A COLLEGE DEGREE OR OR IT'S YOU WERE DENIED A LOAN BECAUSE YOU COULDN'T MAKE A DOWN PAYMENT ON YOUR HOUSE BECAUSE YOU'RE JUST TRYING TO GET OUT AND YOU HAVE ENOUGH INCOME, BUT YOU CAN'T MAKE THAT DOWN PAYMENT, SO YOU'RE NOT ALLOWED TO BUY A HOUSE.

WELL, THERE ARE A LOT OF DIFFERENT WAYS THAT.

I THAT BLACK CHILDREN WILL EXPERIENCE SYSTEMIC RACISM.

[03:50:02]

BUT FOR A LOT OF BLACK CHILDREN, IT'S NOT THE SAME WAY IF THEY DON'T SEE THEMSELVES.

IF YOU CAN'T SEE YOURSELF IN THE CURRICULUM, IT CHANGES THE WAY YOU VIEW IT.

AND FROM WHAT YOU'RE SAYING, I DON'T EXPECT YOU TO UNDERSTAND THAT.

AND THAT IS OKAY. THAT IS TOTALLY OKAY.

ALL RIGHT. BUT WE NEED TO UNDERSTAND THAT FOR SOME PEOPLE, THAT'S THE REALITY.

OKAY. I GUESS, YOU KNOW, I MEAN, I GUESS ONE OF THE THINGS THAT THAT, THAT 23, 31 STATES IS THEY.

WILL. HOW DO I PUT THIS? THEY WILL WITHHOLD FUNDING FROM DISTRICTS THAT REMOVE MATERIALS THAT CONTAIN, BASED ON THE FACT THAT THEY CONTAIN CONTRIBUTIONS FROM PROTECTED GROUPS.

AND IT'S LIKE. WHO DOES THAT? I GUESS THAT'S PART OF MY QUESTION IS LIKE, TO ME, THAT'S JUST THAT'S VERY WEIRD.

IT JUST STRIKES ME AS STRANGE.

OKAY. I DON'T KNOW THAT ANYBODY WOULD OVERTLY SAY, WELL, I'M PULLING THIS OUT BECAUSE, HEY, IT MENTIONS THIS, THAT OR THE OTHER.

IT DOES HAPPEN. OKAY.

IT'S BOOK BANNING.

THAT'S BOOK BANNING.

AND AND IT IS HAPPENING.

IT'S HAPPENING HERE IN WASHINGTON STATE.

SO THAT THAT IS I DIDN'T SAY IT WAS OKAY.

I'M JUST SAYING YEAH, BUT THAT'S WHAT THAT THAT BILL IS ABOUT.

BUT BUT ARE THEY GOING TO OVERTLY SAY THAT, OR IS SOMEBODY ELSE GOING TO ASCRIBE THAT MOTIVE TO THEM? THAT'S WHAT I WANT TO KNOW.

SO THEY SAY, I DON'T WANT TO, YOU KNOW, WE WE DON'T WANT THESE MATERIALS ANYMORE.

AND THEY GIVE THIS REASON.

YOU KNOW, BUT IF IT'S A CURRICULUM ADOPTION, YOU'RE PART OF THAT AS A BOARD MEMBER.

OKAY. YEAH.

YEAH. I JUST WANTED TO ALSO SAY THAT DIDN'T BUILD TWO THREE, THREE ONE ALREADY PASSED.

I THOUGHT WE WERE TALKING ABOUT THE.

YEAH, YEAH, YEAH.

NO, I'M JUST GOING BACK TO SAY YEAH.

NO. I WAS LIKE OH NO, IT'S WATER UNDER THE BRIDGE.

THOSE BILLS PASSED.

AND CAN I MAKE A COMMENT? YEAH. PEGGY, IN RESPONSE TO YOUR QUESTION AND I FEEL LIKE I ABSOLUTELY HAVE TO RESPOND TO IT IN REGARDS TO CURRICULUM BEING IMPORTANT.

IT IS. I WAS EXTREMELY FORTUNATE TO GROW UP IN A COMMUNITY WHERE 95% OF THE DEMOGRAPHICS IN MY SCHOOL DISTRICT WERE LATINO.

I GREW UP WITH PEOPLE WHO LOOKED EXACTLY LIKE ME EVERY SINGLE DAY.

IT'S ONLY NOW AS A AS A BROWN WOMAN OF COLOR, A LATINA WOMAN IN FERNDALE THAT I'M EXPERIENCING THE MOST WHITENESS THAT I EVER HAVE.

AND IT'S IT'S A NEW EXPERIENCE, AND IN NO WAY AM I PUTTING THAT NEGATIVELY.

BUT I DON'T GO LIVE MY LIFE DAILY FORGETTING THAT I AM A BROWN WOMAN.

AND SO IT IS IMPORTANT BECAUSE THIS IS THE COMMUNITY THAT OUR STUDENTS TODAY ARE LIVING IN.

AND SO THE MORE THAT THEY CAN BE IMMERSED IN THEIR CULTURE AND LEARN ABOUT IT IT IS VALUABLE.

YES. BRIEFLY, JUST TO ADD ON, I REMEMBER WHEN I LIVED IN MARYLAND AND LIKE I SAID, I GREW UP WITH EVERYONE LOOKED LIKE ME WHEN I MOVED HERE.

THE AMOUNT OF TIMES I WAS CALLED WHITEWASHED BECAUSE I DID NOT FIT THE STEREOTYPE OF WHAT PEOPLE, YOU KNOW, THOUGHT I SHOULD ACT LIKE.

AND BECAUSE I GREW UP REALLY GROUNDED, IT DIDN'T REALLY IMPACT ME.

BUT MY EXPERIENCE DOES NOT SPEAK FOR SOMEONE ELSE WHO MIGHT HAVE MOVED FROM A MAJORITY BLACK SPACE TO A MAJORITY WHITE SPACE WHO MIGHT HAVE EXPERIENCED A LOT MORE THAN JUST BEING CALLED WHITEWASHED, OR EXPERIENCE A LOT MORE THAN JUST BEING TOLD, OH, YOU'RE YOU'RE DEFINITELY AN OREO.

SO IT AND THAT IS SHOWN IN THAT BLACK CHILDREN WHO, WHO ATTEND PREDOMINANTLY WHITE INSTITUTIONS GRADUATE AT MUCH LOWER RATES. LIKE HISTORICALLY, HISTORICALLY BLACK COLLEGES FOR BLACK STUDENTS HAVE THE HIGHEST GRADUATION RATES FOR THAT GROUP.

IF THAT DOESN'T INDICATE THAT, THERE IS DEFINITELY A DIFFERENCE OF OF OF HOW RACE CAN IMPACT HOW YOU SUCCEED.

I MEAN, THE EVIDENCE IS THERE WHETHER WE CHOOSE TO ACKNOWLEDGE IT AND NOT AND BE UNCOMFORTABLE WITH IT.

THAT'S THE SECOND PART TO IT.

AND THAT'S WHAT I THINK THE STATE IS TRYING TO DO, IS TRYING TO MAKE PEOPLE UNCOMFORTABLE SO THAT WE CAN PROGRESS AS A SOCIETY.

I THINK THIS IS ABSOLUTELY FASCINATING.

AND WHAT A WONDERFUL EXCHANGE OF IDEAS AND LISTENING TO EACH OTHER.

YEAH, I THINK THE POSITION PROPOSALS ARE DEAD, BUT I THINK THAT OUR BOARD IS ALIVE AND LISTENING,

[03:55:03]

WE SET THE TONE.

AND. AND WE SHOULD BEHAVE AS, AS.

WHAT FERNDALE HAS TO OFFER.

I'M VERY GRATEFUL FOR THE CONVERSATION, FOR THE OPENNESS AND FOR THE RESPECT THAT I HAVE TO TO SHARE WITHIN THE BOARD AND THE COMMENTS.

BUT BUT LET'S NOT FORGET, WE DO SET THE TONE AND IT TRICKLES DOWN.

AND WHATEVER WE SAY HERE IS GOING TO SET SOME SORT OF A CULTURE, YOU KNOW, EVEN IF IT'S JUST A DOT, YOU KNOW, AND THEN ALL OF A SUDDEN WE ARE GOING TO SEE A TREND. SO I'M VERY GRATEFUL FOR HOW WE ARE SPEAKING AND RECEIVING EACH OTHER.

WE CAN LEARN SO MUCH FROM EACH OTHER.

RIGHT. SO SO I JUST WANTED TO MAKE SURE THAT THAT WE KEEP IT THAT WAY.

IT'S IT'S HOW WE RESOLVE THINGS THAT IT'S GOING TO MAKE US STRONGER.

RIGHT? IT'S VERY TRUE.

WE DO SET A TREND AND PEOPLE WATCH US AND THEY WATCH WHAT WE DO.

YOU KNOW, IT USED TO BE WHEN I FIRST STARTED ON THE BOARD.

13, 14 YEARS AGO.

YOU KNOW, THIS WOULD HAVE BEEN A BIG BOARD TURNOUT.

AND THERE WAS NOBODY WATCHING ONLINE.

AND, YOU KNOW, WE MIGHT HAVE MADE THE PAPER EVERY ONCE IN A WHILE IF WE JUST SOMETHING REALLY CRAZY, LIKE, CLOSED A SCHOOL.

BUT YEAH, BUT OTHER THAN THAT, NOW WE'VE GOT PEOPLE WATCHING ONLINE.

WE'VE GOT, YOU KNOW, DOING THEY'RE WATCHING WHAT WE'RE DOING, WHAT WE'RE SAYING.

THEY'RE HEARING US AND HOW WE TREAT EACH OTHER, HOW WE TREAT THE STUDENTS, HOW WE TALK ABOUT THOSE THINGS.

SO IT IS WE DO SET THAT TONE, AND THAT IS WHAT MAKES PEOPLE WITHIN THE DISTRICT EITHER YOU KNOW, PROUD OF IT OR LOOKING FOR CHANGE.

SO. SO GOOD CONVERSATION.

AND, YOU KNOW, CERTAINLY WE CAN LEARN FROM EACH OTHER.

AND THE MORE WE LISTEN, THE MORE WE LEARN, THE MORE WE GROW AS PEOPLE.

SO THANK YOU.

ANYTHING ELSE ON THE LEGISLATIVE UPDATES? I'M GOOD. THANKS.

OKAY. THEN WE'RE INTO THE HOME STRETCH, FOLKS.

I APPRECIATE THOSE IN THE AUDIENCE THAT ARE STILL WATCHING.

AND AS I TOLD PEGGY OR MOUTH TO PEGGY AND THOSE THAT LIP READ CAN TELL I SHE SAID THE PEOPLE AT HOME WERE WATCHING WITH POPCORN.

SO I THINK WE NEED POPCORN AT OUR NEXT MEETING.

SO THAT BRINGS US ON TO BOARD CHAIRING AND START OVER AT STEVE'S SIDE OF THE TABLE.

[13. SHARING [GC-7.E}]

OH, NO. JUST LIKE TO HEAR FROM YOU.

I'VE BEEN A QUIET SOUL OVER HERE TONIGHT.

AND SOMETIMES.

SAYING LESS. SAYS MORE.

YEP. AND ANYWAY, THOSE ARE THOSE ARE MY THOUGHTS.

AND. YEAH.

I APPRECIATE WORKING WITH EVERYBODY HERE.

I APPRECIATE YOUR THOUGHTS.

I'M A LISTENER.

I LIKE TO LISTEN AND EVALUATE, AND I HEARD A LOT OF GOOD CONVERSATION HERE TONIGHT.

SO I THINK I THINK AS WE MOVE FORWARD, WE MAKE IN PROGRESS.

AND THAT'S THAT'S THE MAIN GOAL.

AS FAR AS, YOU KNOW, WHAT'S BEEN PRESENTED.

I THINK I SPOKE OUT AT OUR LAST BOARD MEETING THAT I BELIEVE WE HAVE THE TOOLS IN PLACE.

WE HAVE PROCESSES IN PLACE.

AND I'M A KIND OF A PROCESS PERSON WHERE IF WE WERE MISSING PROCESSES, I WOULD BE THE FIRST TO IMPLEMENT THOSE.

BUT I THINK WE ALREADY HAVE THE PROCESSES TO BE SUCCESSFUL.

MOVING FORWARD ON THIS, I THINK WE'RE WE'RE PROTECTED.

I LIKED LISTENING TO THE RESULTS WE GOT BACK FROM THE THE ATTORNEY AND STUFF.

SO ANYWAY THAT'S THAT'S THAT'S IT.

THAT'S MY THOUGHTS. AND.

THANKS TO EVERYONE.

THANK YOU. ANTONIO.

I OVERSHARE TODAY.

APOLOGIZE FOR THAT.

I JUST WANT TO SHARE MY SUPPORT TO THE TEACHERS AND EVERYBODY THAT IS INVOLVED WITH KIDS.

IT IS IT IS SUCH A NOBLE THING.

WHAT WHAT WHAT TEACHERS DO.

AND I JUST WANT TO MAKE SURE THAT EVERYBODY UNDERSTANDS THAT AS A BOARD MEMBER.

[04:00:01]

IT WAS WHEN I CAMPAIGNED, AND I WAS JUST NOT SAYING IT.

I WANT TO HELP OUR TEACHERS BE ABLE TO BE MOTIVATED AND EXCITED BECAUSE THAT'S HOW OUR KIDS GET MOTIVATED AND EXCITED.

AND WHEN WE COMBINE THAT WITH SUPPORT AT HOME THAT'S WHEN WE SEE THE KPIS.

SHOOT UP. SO IT'S A TEAM EFFORT.

IT'S A COMMUNITY EFFORT.

IT'S ALL WORKING TOGETHER AND HOPEFULLY WE CAN GRAB THE LOW HANGING FRUIT, GET A COUPLE WINS, GAIN MOMENTUM AND THEN JUST GO FROM THERE. SO THANK YOU VERY MUCH.

THANK YOU. PEGGY.

WELL, I HAVE TO ADMIT, MY MY, ONE OF MY GOALS WHEN I SIGNED ON TO THIS WAS JUST TO SEE THE MATH SCORES IMPROVE JUST A LITTLE BIT.

HAVE OUR KIDS BE MORE COMPETENT IN MATH.

HAS BEEN MY FOCUS IN LIFE FOR LIKE 40 YEARS SINCE I STARTED TUTORING WHEN I WAS IN COLLEGE.

I HAVE TUTORED A BIG DIVERSITY OF STUDENTS EVERYWHERE FROM.

ELEMENTARY SCHOOL STUDENTS TO ADULTS RETURNING TO SCHOOL AFTER MANY YEARS.

TO, YOU KNOW, PEOPLE GOING BACK TO SCHOOL AND THE VA BILL.

OR NOT VA GI BILL.

TO YOU KNOW, I HAVE STUDENTS WHO ARE HAITIAN REFUGEES.

I'VE WORKED WITH STUDENTS WHO WERE SICK.

I'VE HAD STUDENTS FROM A WIDE VARIETY OF BACKGROUNDS, AND I'VE ALWAYS HELD THE INTENT TO JUST SEE TO IT THAT THEY GOT THE BEST EDUCATION POSSIBLE.

AND THAT IS MY MOTIVATION IN WADING INTO THESE WATERS AND WANTING TO PRESERVE WHAT I THINK IS GOOD IN OUR EDUCATION SYSTEM.

LIKE I EXPOSE MYSELF TO, YOU KNOW.

EROES. I CAN'T SAY, YOU KNOW, IT ISN'T EXPECTED.

IT CERTAINLY IS. BUT AT THE SAME TIME, I WANT TO SAY THAT IT DOES HURT TO HAVE PEOPLE SUSPECT THAT YOUR MOTIVATION IS TO HURT OTHER PEOPLE, AND THAT REALLY BOTHERS ME.

IT'S NEVER BEEN ON MY RADAR.

AND I WANT YOU TO KNOW THAT WHEN YOU WHEN PEOPLE ASSUME THE WORST OF YOU, IT DOESN'T FEEL VERY GOOD.

SO WHEN YOU TALK ABOUT BEING OPEN MINDED AND INCLUSIVE, BEAR IN MIND THAT WHEN YOU MAKE A JUDGMENT ABOUT SOMEBODY WITHOUT WALKING IN THEIR SHOES, THAT YOU MAY BE WAY OFF BASE. SO I'M JUST SAYING THAT BECAUSE, YOU KNOW, SERVING ON THE BOARD HAS HAD ITS UPS AND DOWNS.

AND TO ME, SOME OF THIS WAS A DOWN.

YOU KNOW, I LIKE TO THINK IT DOESN'T AFFECT HOW I FEEL ABOUT ALL OF THIS, BUT IT ACTUALLY DOES.

AND. AND I ENJOY WORKING WITH YOU GUYS.

I'M GLAD WE CAN HAVE OPEN DISCUSSIONS BECAUSE I DON'T THINK THEY WERE HAPPENING, YOU KNOW? IN THE MOST RECENT PAST.

I'M GLAD TO HEAR YOUR, YOU KNOW, SHARING YOUR OPINIONS.

I WANT TO HEAR THEM.

I WANT TO HEAR THOSE PEOPLE OUT THERE, TOO.

BUT WHAT HURTS ME IS THAT THEY THINK THAT I DON'T WANT TO HEAR THEM, AND I DO.

THANK YOU. PEGGY.

NANCY. I'M NOT EVEN SURE WHAT TO SAY.

THIS HAS BEEN QUITE A NIGHT.

I HAD BEEN ANTICIPATING IT FOR QUITE SOME TIME, KNOWING THAT THERE WERE SO MANY MISUNDERSTANDINGS ABOUT MOTIVES AND SUCH IN BRINGING FORTH WHAT I TRIED TO LAST MONTH AND SUCH MISUNDERSTANDING AROUND THAT.

AND THEN FOLLOWING IT UP WITH THIS, I WAS THINKING, OH NO, THIS IS THIS IS GOING TO BE A BIG NIGHT.

AND I KNEW FROM THE THE MANY PEOPLE WHO SHOWED UP.

BUT LOOK AT THE LEVEL OF INTEREST.

I MEAN, PEOPLE ARE PAYING ATTENTION TO WHAT'S GOING ON IN SCHOOL.

AND I THINK AS LONG AS PEOPLE CAN UNDERSTAND THAT EACH AND EVERY ONE OF US HERE REALLY, TRULY WANTS WHAT IS BEST FOR KIDS, WE MAY HAVE DIFFERENT IDEAS ABOUT THAT, AND WE MIGHT HAVE DIFFERENT WAYS OF OF APPROACHING THINGS.

BUT I THINK BY LISTENING TO EACH OTHER I TOOK NOTES.

I MEAN, I AM PAYING ATTENTION TO WHAT THESE PEOPLE WENT OUT OF THEIR WAY TO, TO COME TONIGHT TO, TO SHARE. SO I HEAR YOU.

AND IT ALTERED OUR EVENING AND IT TURNED IT INTO A CONVERSATION THAT I WASN'T EXPECTING.

BUT I AM VERY HAPPY THAT WE HAD.

SO ONCE AGAIN, I'M JUST GRATEFUL FOR BEING ON THE BOARD AND IT GIVES ME PURPOSE IN MY RETIREMENT AND I LOVE IT.

OOPS. THANK YOU.

[04:05:01]

A COUPLE OF THINGS. I'LL KEEP IT SHORT.

ONE I HAD THE OPPORTUNITY TO PARTICIPATE IN.

I DON'T KNOW IF IT WAS REGIONAL OR WHAT EXACTLY THEY TERMED IT, BUT THE FFA VETERINARY SCIENCE TEAM HOSTED A MOCK CONTEST DOWN AT THE HIGH SCHOOL, AND THAT WAS REALLY AWESOME TO BE PART OF.

JUST THE NUMBER OF KIDS THERE DOING SOMETHING THAT I HAVE FOUND GREAT ENJOYMENT IN MY LIFE IN.

WAS EXCITING. AND JUST WALKING UP THROUGH, YOU KNOW, INTO THE HIGH SCHOOL AND LOOKING AT ALL THE DIFFERENT VEHICLES FROM THIS SCHOOL AND THAT SCHOOL AND THAT SCHOOL, I THINK THERE WERE 20 SOME SCHOOLS REPRESENTED.

SO IT WAS REALLY GREAT.

NOT ONLY THAT WE WERE ABLE TO HOST THAT, BUT TO SHOWCASE OUR HIGH SCHOOL AND LET EVERYONE BE ENVIOUS.

SO THAT WAS NICE.

SO I ENJOYED THAT.

THE OTHER THING THAT I WAS GOING TO SHARE AND RECOMMEND FOR THE BOARD, BECAUSE IT HAD SORT OF FALLEN OFF MY RADAR, BUT I WAS TOOK OPPORTUNITY TO.

WASEDA HAS PUT TOGETHER A NEW BOARD MONTHLY OR NEW BOARD MEMBER MONTHLY WEBINAR.

AND I WOULD ENCOURAGE ALL OF US, IF YOU GET A CHANCE, IT'S YOU CAN GO TO THE WASEDA SITE AND LOG INTO IT.

YOU DON'T HAVE TO BE A NEW BOARD MEMBER.

I QUALIFY BECAUSE I'M NEWLY ELECTED, BUT I LEARNED SOMETHING FROM IT AND GOT SOME GOOD INSIGHT AND WANTED TO SHARE.

ONE OF THE THINGS THAT COMES TO US THROUGH WASEDA IS THEIR POLICY AND LEGAL NEWS MAGAZINE COMES OUT FOUR TIMES A YEAR.

IT'S NOT ON A REGULAR SCHEDULE.

BUT I'D KIND OF FORGOTTEN ABOUT IT AND HAD GOTTEN LOST IN THE PLETHORA OF EMAILS.

BUT I ENCOURAGE PEOPLE TO BE LOOKING FOR IT BECAUSE IT GOES THROUGH AND TALKS ABOUT SOME OF THE POLICY, OR IT TALKS ABOUT THE POLICIES THAT WASEDA HAS.

IT TALKS ABOUT LEGISLATIVE CHANGES, UPDATES, THINGS THAT HAVE BEEN DONE THAT AFFECT POLICIES AND WHAT MAKES A CHANGE, AND KIND OF GIVE SOME OF THE HISTORY AND BACKGROUND THAT I THINK HELPS MAKE THEM MAKE MORE SENSE, BECAUSE SOMETIMES WE LOOK AT THEM AND GO, WHAT IN THE WORLD WERE THEY THINKING? AND SO THAT JUST GIVES A LITTLE BIT OF THE BACKGROUND THAT I THINK CAN BE HELPFUL, JUST AS WE OUR LEARNERS AND WE CONTINUE TO LEARN AND HOW THOSE THINGS RELATE.

THERE SHOULD BE AN ADDITION COMING OUT IN THE NEXT LITTLE BIT THAT WILL HIGHLIGHT ALL OF THE MOST RECENT LEGISLATIVE CHANGES.

AND THERE'S BEEN A FAIR NUMBER, SO THAT'LL BE GOOD.

AND HOPEFULLY IT'LL PRECIPITATE SOME MORE DISCUSSION AMONGST OUR BOARD AND AND LEARNING MORE ABOUT EACH OTHER.

THE OTHER THING WANT TO SAY IS THANK YOU FOR THE GOOD DISCUSSION TONIGHT AND, AND SHARING THERE WAS A LOT OF YOU COULD FEEL A LOT OF THE EMOTIONS AND THAT AND THANK YOU.

THAT'S WHAT MAKES US REAL.

THAT'S WHAT HELPS US TO TO LEARN ABOUT EACH OTHER AND LEARN ABOUT OTHERS AND BECOME BETTER PEOPLE.

SO THANK YOU.

AND JUST TO PROVE THAT I WAS LISTENING, KRISTI ASKED.

SHE SAID DURING OUR TALK ON THE MISSION POLICY REPORT, SHE WAS HOPING TO FIGURE OUT AND FIND OUT HOW KIDS ARE DOING, YOU KNOW, FIVE, TEN YEARS OUT OF SCHOOL. AND SO MY PROUD PAPA MOMENT COMES OUT IN THAT AT THE END OF THIS MONTH, OUR YOUNGEST IS GOING TO START A JOB IN DALLAS, TEXAS, OR THEREABOUTS.

IT'S JUST OUTSIDE OF DALLAS.

BUT PEOPLE KNOW DALLAS, NOT THE OTHER.

YEAH. MIKEY'S GOING TO RAYTHEON TO BE WORKING AS AN ANTENNA ENGINEER.

AND JUST SO THAT IT WOULD MAKE TRAVEL EASY FOR MOM AND DAD TO VISIT OUR OLDEST IS GOING TO BE STARTING HIS MEDICAL RESIDENCY PROGRAM IN HOUSTON AT BAYLOR UNIVERSITY, WHICH IS NOT THE SAME BAYLOR UNIVERSITY THAT'S IN THE BASKETBALL TOURNAMENT.

HE KEEPS MAKING SURE TO DIFFERENTIATE THAT FOR US.

BUT HE'S GOING TO BE STARTING THAT IN JUNE, SO THAT'S EXCITING.

SO OKAY.

[14. MEETING EVALUATION SURVEY]

AND FOR THAT, I'LL TURN IT OVER TO THE STUDENT REPS AND SAY, BE KIND.

OKAY. SO AS USUAL, WE HAVE OUR AREAS WHERE WE DO REALLY WELL EVERY TIME, LIKE AGENDA PLANNING AND NOT ENGAGING IN SIDE CONVERSATIONS, SUPPORTING YOUR EFFORTS TO FACILITATE AN ORDERLY MEETING.

AND WE HAD OUR AREAS WHERE WE TEND TO FALL SHORT SOMETIMES.

AND JUST FOR THOSE IT WAS DID NOT INTERRUPT EACH OTHER AND CONTRIBUTED TO THE MEETING.

THE INTERRUPTIONS WERE PRETTY FEW IN THE BEGINNING, OTHER THAN 1 OR 2 DURING THE MONITORING REPORT DISCUSSION.

BUT I FEEL LIKE AS WE GOT DEEPER INTO THE POLICY OR.

POSITION PROPOSALS.

THERE WERE A COUPLE INTERRUPTIONS, AND IT WAS HARD TO GET A WORD IN FOR CERTAIN PEOPLE.

AND SO THAT WAS JUST A LITTLE BIT WITHIN THAT THERE WAS ALSO A TEENY BIT OF REPETITION.

[04:10:06]

AND SO AT DIFFERENT BOARD MEETINGS, DIFFERENT PEOPLE SPEND MORE TIME SPEAKING.

BUT AND I PERSONALLY FEEL LIKE I'M A LITTLE BIT GUILTY OF THIS.

THERE WAS A TEENY TINY BIT OF MONOPOLY OF THE DISCUSSION.

OTHER THAN THAT, I THINK WE DID PRETTY GOOD.

SO OUR OVERALL PERFORMANCE WAS A THREE.

AND YEAH.

YEAH, I THINK WE DID PRETTY GOOD.

I WOULD ADD, JUST TO JUST WHEN YOU WERE TALKING ABOUT THE MONOPOLY OF THE DISCUSSION, I WILL SAY THAT W E WE OFTEN WE AS SCHOOL AS STUDENT SCHOOL BOARD MEMBERS WE OFTEN FEEL LIKE WE CAN ONLY COMMENT ON SPECIFIC PLACES.

AND THAT'S NOT BECAUSE WE CAN'T.

IT'S JUST BECAUSE THERE ARE SPECIFIC PARTS OF THE MEETING THAT REALLY PERTAIN TO US.

AND SO, NANCY, THERE WAS A PART WHERE GABBY HAD JUST FINISHED AND YOU HAD SAID, I THINK THAT'S ENOUGH, AND I WOULD JUST CAUTION THAT WAS THAT WAS PRETTY ABRASIVE.

AND SO I'M JUST I'M JUST CALLING ON YOU AND CALLING YOU ON IT NOW.

AND SO I HOPE IT DOESN'T HAPPEN IN THE FUTURE.

AND THEN I WOULD JUST LIKE TO, JUST TO JUST TO SAY ONE THING ABOUT I HEARD A LOT OF YOU GUYS WERE TALKING ABOUT MOTIVES AND, YOU KNOW, THE, THE IMPACT THAT YOU GUYS CAN HAVE ON PEOPLE.

AND I WOULD JUST LIKE TO REMIND YOU GUYS THAT SOMETIMES.

ALL THAT REALLY MATTERS IS THE IMPACT THAT YOU HAVE ON PEOPLE AS PEOPLE IN POWER.

LIKE IT'S GOING TO HURT WHAT PEOPLE ARE GOING TO SAY HURTS.

BUT WHAT THAT MEANS IS THAT THERE'S SOMETHING HAPPENING AND THAT IT MEANS YOU NEED TO PAY CLOSE ATTENTION TO THE POWER THAT YOU HAVE.

SO YEAH, SOMETIMES THINGS ARE GOING TO HURT, BUT REMEMBER THAT YOU WERE THE PERSON IN POWER.

YOU WERE THE BIGGER PERSON IN THE ROOM.

SO JUST REMEMBER THAT.

AND THAT IS ALL I HAVE TO ADD.

OKAY WITH THAT? I'M HAPPY TO SAY THAT WE'VE REACHED 15.01.

AND SO UNLESS THERE'S ANY OBJECTIONS, I DECLARE THIS MEETING ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.