May 28, 2024 School Board Meeting

[1. CONVENE]

[00:00:06]

>> GOOD EVENING AND WELCOME TO THE MAY MEETING OF THE FERNDALE SCHOOL BOARD.

I WANT TO THANK YOU ALL FOR JOINING US WHETHER YOU'RE HERE IN PERSON OR IF YOU'RE ONLINE OR POSSIBLY WATCHING THIS RECORDED AT A LATER TIME.

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 CHILD WITH THE NECESSARY SKILLS AND ATTITUDES COMMENSURATE WITH HIS OR HER ABILITY TO BECOME EFFECTIVE CITIZENS.

INORDER TO FAITHFULLY EXECUTE THAT PURPOSE, THE BOARD NEEDS TO HEAR AND DISCUSS A WIDE ARRAY OF OPINIONS ON EACH ISSUE.

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

A COUPLE OF HOUSEKEEPING MATTERS FOR ANY OF YOU THAT ARE NEW OR HAVEN'T BEEN HERE BEFORE.

IN THE EVENT OF EMERGENCY, THE EXIT IS THE SAME DOOR THAT YOU CAME IN.

IF YOU NEED TO USE THE RESTROOM AT ANYTIME DURING THE MEETING, THEY'RE OUT THE DOOR AND UP THE HALL TO YOUR RIGHT.

WITH THAT, I WILL GO AHEAD AND GET US INTO THE BUSINESS OF THE MEETING.

THE FIRST THING, IF YOU'D ALL PLEASE JOIN ME IN A SALUTE TO THE FLAG.

>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.

AND KABANAV YOU COULD READ THE LAND ACKNOWLEDGMENT.

>>WE, THE FERNDALE SCHOOL DISTRICT, ACKNOWLEDGE WE ARE RESIDING ON THE TRADITIONAL ANCESTRAL AND UNSEATED TERRITORY OF THE LUMI PEOPLE.

THE LUMI PEOPLE ARE THE ORIGINAL INHABITANTS OF WASHINGTON'S NORTHERNMOST COAST AND SOUTHERN BRITISH COLUMBIA.

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

SINCE TIME AND MEMORIAL, THEY'VE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL ANCESTRAL AND UNSEATED LANDS OF THE PEOPLE TO PERPETUATE THE WAY OF LIFE.

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

>> THANK YOU. SO AT THIS TIME,

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

THE CHAIR WOULD LIKE TO PROPOSE THAT WE MAKE ONE CHANGE TO THE AGENDA, AND THAT IS TO DELAY ITEM 10.08, WHICH IS THE APPROVAL OF A RESOLUTION 2418R, THE WAIVER OF HIGH SCHOOL GRADUATION CREDITS TO NEXT MONTH, BECAUSE IF YOU'LL NOTICE ON THE CONSENT AGENDA, ONE OF THE ITEMS THAT WE ARE THAT WE'RE RECEIVING FOR VOTING ON NEXT MONTH.

IS THE POLICY 2418 AND THAT RESOLUTION DOES RELATE TO IT, IT SEEMED TO ME THAT IF WE'RE GOING TO MAKE CHANGES TO THE RESOLUTION, IT MADE MORE SENSE OR CHANGES TO THE POLICY, IT MADE MORE SENSE TO ADOPT THE RESOLUTION AFTER SAID CHANGES HAVE BEEN ACTED UPON.

SO UNLESS THERE'S ANY OTHER CHANGES TO THE AGENDA.

>> I DON'T KNOW IF THIS NEEDS TO BE AN AGENDA CHANGE, BUT I HAD SUBMITTED A POLICY REVIEW,A POLICY REVISION FOR COMMITTEES.

AND I WOULD LIKE TO HAND IT OUT WHAT I WROTE TO THE BOARD MEMBERS SO THAT THEY CAN HAVE THAT, AND POSSIBLY ATTACH IT TO THE MINUTES, FOR THE NEXT MEETING.

DOES THAT NEED TO BE INTRODUCED AS AN AGENDA ITEM OR NOT?

>> IT CAN BE INTRODUCED DURING SHARING.

IF IT WAS MY UNDERSTANDING, WE TALKED ABOUT THAT IN THE PLANNING MEETING AND YOU WERE GOING TO GET THAT PROPOSAL TO EVELYN, SO SHE COULD PUT IT IN OUR STANDARD FORMAT.

>> AND SO, I GUESS I JUST WANT TO MAKE SURE THAT I CAN HAND OFF.

I DID ACTUALLY GO AHEAD AND FORMAT IT.

I HAD FORMATTED IT WAY THAT SHE DOES.

SINCE IT IS A BOARD POLICY, I FELT LIKE, THIS WAS SOMETHING A BOARD MEMBER COULD DO WITHOUT HAVING TO RUN IT THROUGH THE ADMINISTRATION.

AND SO I WOULD LIKE TO GET IT HANDED OUT.

I DON'T KNOW THAT THEY'D BE MAKING ANY CHANGES TO IT ANYWAY.

BUT I JUST WANTED TO SAY IF IT NEEDS TO BE INTRODUCED AS AN AGENDA ITEM, I WOULD LIKE TO INTRODUCE IT AS AN AGENDA ITEM, JUST FOR JUST FOR RECEIVING IT.

NO ACTION ON IT, OBVIOUSLY.

>> WE CAN RECEIVE IT.

I'M GOING TO HAVE TO CHECK IF IT NEEDS TO GO THROUGH PROCESS BECAUSE AGAIN, WE HAD AGREED EARLIER THAT WE WERE GOING TO HAVE IT PUT IN THAT STANDARD FORMAT THAT EVELYN'S BEEN DOING.

AND LAST I HEARD IT WASN'T IN THAT FORMAT.

[00:05:01]

IF IT'S IN AN ACCEPTABLE FORMAT, WE CAN HAVE IT AND BRING IT UP NEXT TIME.

BUT IT SHOULD BE ON THE AGENDA AS PART OF THAT, SO IT'S BEEN POSTED FOR PEOPLE TO SEE AHEAD OF TIME TOO.

>> YEAH. THAT'S WHY I ASKED IF WE COULD JUST ATTACH IT TO THE MINUTES BECAUSE THEN IT WOULD BE AVAILABLE WHEN THE MINUTES BECOME AVAILABLE? WELL, I GUESS THAT WON'T BE UNTIL THE NEXT MEETING.

>> SO PROBABLY THE BEST OPTION WOULD BE JUST TO SUBMIT IT IN THROUGH AND WE'LL PUT IT IN AS PART OF THE NEXT MEETING.

>> BUT I CAN STILL HAND IT OUT TO THE OTHER BOARD MEMBERS AND THEY'LL HAVE LIKE TWO MONTHS TO LOOK AT IT INSTEAD OF.

>> YEAH. THAT WOULD CERTAINLY BE FINE.

AND THEN WE'LL PUT IT ON THE NEXT MONTH'S MEETING AS FAR AS THE FIRST INITIAL.

ANY OTHER CHANGES TO THE AGENDA.

IF NOT, THEN ALL THOSE IN FAVOR OF ADOPTING THE AGENDA WITH THE DELAY OF ITEM 10.08 SIGNIFY BY SAYING HI?

>> HI.

>> ALL OPPOSED. THEN THE AMENDED AGENDA IS ADOPTED AND WE WILL MOVE ON TO ITEM 3.01,

[3. APPROVAL OF MINUTES]

SO THE CHAIR WILL ENTERTAIN ANY DISCUSSION HELD OR A MOTION.

>> I WOULD LIKE TO MAKE A MOTION TO APPROVE THE MINUTES FROM THE LAST MEETING.

>> SO IT HAS BEEN MOVED TO APPROVE THE MINUTES FROM THE LAST MEETING.

ALL THOSE IN FAVOR SIGNIFY BY SAYING HI.

>> HI.

>> ALL OPPOSED, IS THE MINUTES HAVE BEEN APPROVED.

THAT TAKES US ON TO A COUPLE OF SPECIAL EXCUSE ME, CAN'T TALK TONIGHT.

SPECIAL PRESENTATIONS, AND THE FIRST IS

[4. SPECIAL PRESENTATIONS]

>> I WOULD LIKE TO INVITE OUR SPECIAL GUESTS UP.

WOULD YOU LIKE TO SHARE A LITTLE BIT ABOUT THIS AWARD BEFORE I TALK?

>> JUST ONE THING I WOULD LIKE TO PASS ALONG, WHAT ARE AN IMPRESSIVE INTERVIEW OF THE EIGHT STUDENTS WAS.

YOU MUST BE ONE OF THE FEW BOARDS IN WATCOM COUNTY THAT ARE DOING THIS.

I KNOW OF NO OTHER, AND I'M SEEING ALL THE BOARDS IN THE NORTHERN PART OF THE STATE AS PART OF THE PRESENTATION.

BUT KUDOS TO YOU AS A BOARD FOR DOING THAT.

I'M DICK DESIMA.

THIS IS ANTON GONZALEZ, AND WE'RE MEMBERS OF LINTON FERNDALE INTERNATIONAL LOUNGE, NUMBER 56FNAM.

>> SO I JUST WANT TO THANK YOU FOR DOING THIS YEAR AFTER YEAR.

IT'S A HARD JOB TO BE AN EDUCATOR.

IN FERNDALE, WE LOOK FROM OUR BUS DRIVERS TO THOSE IN CHILD NUTRITION, THOSE ON THE PLAYGROUND, THOSE IN THE CLASSROOM.

THOSE IN ADMINISTRATION, WE'RE ALL EDUCATING KIDS, AND IT IS COMPLICATED JOB AND THE MOST REWARDING JOB YOU COULD EVER CHOOSE.

SO I JUST REALLY APPRECIATE ALL THAT YOU DO TO COME HERE AND ACROSS OTHER DISTRICTS AND ACKNOWLEDGE OUR EDUCATORS.

TONIGHT, I'D LIKE TO PRESENT TO YOU SOMEONE WHO ACTUALLY DOESN'T EVEN KNOW WHY SHE'S HERE.

LAURA FRIEND, YOU HAVE BEEN NOMINATED.

[APPLAUSE] [OVERLAPPING] AS THE MASONIC TEACHER OF THE YEAR. COME ON UP [APPLAUSE].

I WOULD LIKE TO READ SOMETHING.

[APPLAUSE] SHE THINKS SHE'S HERE FOR SCIENCE.

[LAUGHTER] [NOISE] THIS IS WHAT WAS WRITTEN ABOUT YOU, LAURA.

>>ARE YOU KIDDING ME? [APPLAUSE]

>> I'M ABSOLUTELY NOT KIDDING YOU.

IT'S GOING TO GET BETTER FOR YOU.

YOU DON'T EVEN KNOW. LAURA, THIS IS WHAT WAS SAID ABOUT YOU IN YOUR NOMINATION.

LAURA IS A SCIENCE.

>> ARE YOU KIDDING ME? [APPLAUSE].

>>NOT AT ALL. [OVERLAPPING] I'M GOING TO TELL EVERYONE ELSE ABOUT YOU.

[OVERLAPPING] NO, IT'S GOOD.

[INAUDIBLE] BECAUSE TO GET KNOWN, RECOGNIZED [APPLAUSE].

>> I'M GOING TO SAY THIS [OVERLAPPING] YOU STAND OVER THERE THEN.

[LAUGHTER] LAURA IS A SCIENCE TEACHER

[00:10:01]

LAURA IS AT HORIZON MIDDLE SCHOOL.

SHE IS A MEMBER OF THE CARE TEAM SPENDING TIME OUTSIDE THE CLASSROOM, CHECKING IN WITH STUDENTS IN NEED, REVIEWING THEIR GRADES, AND COMMUNICATING WITH THEIR PARENTS.

WHEN WE TALK ABOUT TEACHING, IT'S HEART WORK, AND YOU'RE AN EXAMPLE OF THAT.

LAURA'S ENTHUSIASM FOR TEACHING IS INFECTIOUS.

SHE IS A HIGHLY SKILLED EDUCATOR WHO IMPLEMENTS PRACTICES WHICH ARE NOT ONLY INCLUSIVE FOR ALL, BUT HIGHLY ENGAGING.

LAURA EMBODIES WHAT IT MEANS TO SWARM AND TO BE A HORIZON HORNET.

CONGRATULATIONS.

WITH THIS, YOU GET

>> A CERTIFICATE, WHICH I WILL ASK THE DOCTOR TO READ ALOUD.

>> I'M GOING TO READ THIS. I'M GOING TO DO IT FOR YOU.

LINDA FERNDALE, INTERNATIONAL MASONIC LODGE NUMBER 56 IS PLEASED TO RECOGNIZE LAURA FRIEND AS FERNDALE SCHOOL DISTRICT EDUCATOR OF THE YEAR 2023, 2024 FOR HER POSITIVE AND FOCUSED APPROACH TO DEVELOPMENT TO DEVELOP SUCCESSFUL, WELL ROUNDED STUDENTS AT A PUBLIC MEETING OF THE BOARD DIRECTORS PRESENTED THIS DAY 28TH DAY OF MAY 2024 BY RICHARD EDMOND HERE.

>> WOW.

>> THERE'S MORE.

>> THIS IS A PRESENTATION THAT THE DOCTOR WILL MAKE.

>> THANK YOU.

>> THIS IS THE PART. OPEN THAT UP.

>> GOODNESS. [LAUGHTER] ARE YOU KIDDING ME? [LAUGHTER]

>> DO YOU WANT TO TELL THEM WHAT THAT IS?

>> IT'S A CHECK.

>> FOR HOW MUCH?

>> WELL, IT'S GOT FOUR DIGITS AFTER THE COMMA.

IT'S $1,500.

>> THAT IS FOR YOU.

>> CAN I TELL YOU WHAT I'M GOING TO SPEND IT ON? I'M NOT KIDDING YOU.

THIS IS GOING SO I CAN REDO MY NATIONAL PARTS NEXT YEAR.

THAT IS WHAT IS GOING TO GO.

>> THAT'S EXCITING.

YOU'RE INVESTING IN HER FUTURE, WHICH INVESTS IN THE OTHERS.

THEN THIS PLAQUE, WHICH NOW HAS YOUR NAME ON IT.

WE'LL GET TO BE AT HORIZON NEXT YEAR UNTIL IT'S TIME TO COME AND GET IT FOR OUR NEXT RECIPIENT.

THIS IS BECAUSE OF THIS INCREDIBLE LODGE THAT THIS HAPPENS.

>> COME HERE FOR A SHOT.

HERE WE GO. WOW.

>> HERE WE GO. THANK YOU SO MUCH.

>> THANK YOU.

>> CONGRATULATIONS AND THANK YOU AGAIN FOR YOUR DEDICATION TO EDUCATORS.

[APPLAUSE] NICE JOB TO HER TEAM WHO GOT HERE AS A SURPRISE.

>> JUST A FINAL THANK YOU TO THE BOARD FOR PERMITTING US TO DO THIS, AND IT IS OUR PLEASURE.

WE'RE OFF TO MANDARIN HIGH SCHOOL TO AWARD A SCHOLARSHIP.

>> THAT'S EXCITING. LAURA, I'M GOING TO GIVE THIS TO YOU AS WELL.

>> THANK YOU, GENTLEMEN, AND THANK YOU FOR YOUR SUPPORT OF EDUCATION AS WELL.

LAURA, CONGRATULATIONS, AND MY APOLOGIES FOR WHATEVER LIES THEY TOLD YOU TO GET YOU HERE.

[LAUGHTER]

>> ONE OF US HAS BROUGHT OUR JUICE TO TAKE FOR BREAK.

THANK YOU SO MUCH. [APPLAUSE]

>> THANK YOU AGAIN, AND CONGRATULATIONS ON AN AWARD WELL DESERVED.

NEXT, WE HAVE A BITTER SWEET RECOGNITION.

I REMEMBER TWO YEARS AGO WHEN WE WERE DOING JUST LIKE TONIGHT, STUDENT INTERVIEWS.

I WAS LOOKING DOWN AT MY LIST AND GOING, SOMEBODY HELP ME OUT, I'M HORRIBLE WITH PRONUNCIATIONS.

HOW DO YOU SAY THIS GUY'S NAME? BUT I'VE COME TO KNOW QUBINA WELL AND APPRECIATE HIS INPUT AND FRANK INPUT ON THE BOARD AS I KNOW THAT MANY NOT ONLY FROM OUR LOCAL SCHOOL BOARD, BUT THROUGHOUT THE STATE HAVE APPRECIATED AS WELL.

[00:15:03]

>> WHEN I FIRST APPLIED TO FERNDALE, THE FIRST FULL DAY OF MY INTERVIEW, THE SECOND DAY WHEN YOU COME AND YOU SPEND A DAY AT THE DISTRICT.

ONE OF MY FIRST THINGS THAT I DID WAS I GOT TO GO TO THE HIGH SCHOOL AND GET A TOUR, AND I LOVE WEATHER.

I LIKE TO FOLLOW WEATHER SITES, AND I'M WALKING AROUND WITH THESE FOUR STUDENTS AND KOPPA AND I INSTANTLY CONNECTED OVER A WEATHER CONVERSATION AND I SAID, WELL, YOU SHOULD REALLY CHECK OUT THIS FACEBOOK POST THAT HAPPENS BECAUSE THAT PERSON'S WEATHER IS 100% ACCURATE EVERY TIME.

HE GOES, WHAT? THAT'S ME.

I WAS GREAT.

THIS YEAR, I GOT TO GO TO HORIZON ACTUALLY AND SPEAK TO MIDDLE SCHOOL STUDENTS IN THE LEADERSHIP CLASS.

ONE OF THE QUESTIONS THEY ASKED ME IS, WHAT WERE YOU MOST AFRAID OF WHEN YOU BECAME THE SUPERINTENDENT? I SAID, YOU'RE GOING TO LAUGH AT THIS, BUT IT WAS CALLING SNOW DAYS.

I WAS SO NERVOUS.

THIS YEAR, WHEN THE WEATHER CHANGED AND I WAS GOING TO HAVE TO CALL SNOW DAYS, THIS GUY WAS GIVING ME INFORMATION THAT I SHARED WITH EVERY SUPERINTENDENT IN WACOM COUNTY AND WE WERE ABLE TO TRACK THE WEATHER BECAUSE OF QUBINA.

QUBINA I HAVE TO TELL YOU YOU HAVE BEEN A GIFT FOR ME AS A SUPERINTENDENT.

YOU HAVE TAUGHT ME A TON AND YOU HAVE BEEN SUCH AN ADVOCATE FOR OTHER STUDENTS, BUT NOT JUST HERE IN FERNDALE, BUT ACROSS OUR STATE, AND WE HAVE A SPECIAL SOMETHING FOR YOU HERE.

>> GOOD EVENING, FERNDALE SCHOOL BOARD.

SO HAPPY TO BE ABLE TO JOIN YOU FOR TONIGHT. SCHOOL BOARD MEETING.

MY NAME IS MARISSA RATHBONE AND I AM THE WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION DIRECTOR OF STRATEGIC ADVOCACY.

>> HI. I'M LOGAN ENDRES IT'S SO GREAT TO BE WITH YOU TONIGHT.

I'M WSSDA STUDENT REPRESENTATIVE NETWORK CONSULTANT.

>> LOGAN AND I ARE SO PLEASED TO BE ABLE TO JOIN YOU VIRTUALLY TO ACKNOWLEDGE AND RECOGNIZE THE OUTSTANDING WORK OF KWABENA ONE OF YOUR STUDENT BOARD REPS.

BACKING UP A LITTLE BIT.

I JUST WANTED TO DESCRIBE THAT WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION, AS YOU KNOW, SERVES AND SUPPORTS THE 1,477 LOCALLY ELECTED SCHOOL BOARD MEMBERS AND 295 SCHOOL BOARDS ACROSS THE STATE OF WASHINGTON.

WE DO THAT IN A VARIETY OF DIFFERENT WAYS INCLUDING ADVOCACY SUPPORTS, PROFESSIONAL LEARNING AND POLICY AND LEGAL SERVICES.

OVER THE LAST SEVERAL YEARS, THERE HAS BEEN.

>> TECHNOLOGY, IT'S LOADING.

NOW, WE'RE FROZEN. SO WHILE THAT'S HAPPENING, WE WILL FIGURE OUT HOW TO PLAY IT.

BUT YOU HAVE MADE QUITE AN IMPACT AND BEING THE FIRST STUDENT.

WHAT IS YOUR OFFICIAL TITLE ON THIS?

>> WASSDA CREATED A STRUCTURE FOR THE STUDENT REPRESENTATIVE NETWORK, WHICH IS SOMETHING THAT EVERY SINGLE STUDENT REP IS A PART OF IN THE STATE AS LONG AS YOUR BOARD IS A MEMBER OF WASSDA AND YOUR STUDENT REP.

THEY CREATED A STRUCTURE FOR HEADS FOR THE NETWORK.

THERE WERE THREE POSITIONS THAT WERE SECRETARY, THERE WAS VICE PRESIDENT AND THERE WAS PRESIDENT.

I WENT OUT FOR THE PRESIDENT ROLE, AND, I RAN UNOPPOSED.

I GOT THE PRESIDENT ROLE.

[LAUGHTER] BECAUSE THE ROLE WAS FRESH, IT REALLY WAS WHATEVER I WANTED IT TO BE.

[00:20:01]

WITH THAT IN MIND, WE TACKLED SOME OF THE FORMER THINGS THAT SOME OF THE OTHER STUDENT REPS HAD DONE, AND WE'VE ACTUALLY CREATED SOME REALLY CONCRETE LANGUAGE ON HOW TO PROPERLY ON BOARD STUDENT BOARD REPS AND WE'VE EMPHASIZED THE IMPORTANCE OF STUDENT VOICE AND EMPHASIZED THE IMPORTANCE ADVISOR COMMITTEES AND LIKE I SAID, YOU GUYS WILL SEE THIS VERY SOON, SO I CAN'T SPELL ALL THE DETAILS, BUT WE HAVE BEEN WORKING QUIETLY IN THE BACKGROUND TO GET SOME STUFF OUT TO YOU.

IT HAS BEEN A DIFFICULT JOB BECAUSE, I WOULD HAVE TO LISTEN TO A LOT OF PEOPLE AND I WOULD HAVE TO CREATE THESE DOCUMENTS COMPILING ALL OF THEIR THOUGHTS, AND THEN I WOULD HAVE TO KEEP EDITING BECAUSE THERE WOULD BE DIFFERENT THOUGHTS THAT WOULD COME IN.

IT WASN'T JUST LIKE I WAS SITTING AND THEN LETTING OTHER PEOPLE DO THE WORK.

THIS WAS A JOB THAT REQUIRED REAL ENERGY AND REAL TIME INVESTMENT FROM ME.

YOU JUST ASKED WHAT MY POSITION WAS, THAT'S BASICALLY WHAT WE DO.

>> WELL, THAT'S GOOD. I DIDN'T KNOW ANY OF THAT.

IS IT WORKING NOW? HERE WE GO.

WE'RE GOING TO FINISH THIS.

>> OVER THE LAST SEVERAL YEARS, THERE HAS BEEN A INCREASE IN OUR ATTENTION AS WELL AS SCHOOL BOARD ATTENTION ON HOW TO AUTHENTICALLY ENGAGE STUDENT VOICE, AND THEREFORE THE STUDENT REP NETWORK WAS BORN AS A WAY TO BRING STUDENT REPS TOGETHER ACROSS THE STATE AND TO LISTEN TO THAT ABOUT WHAT WAS NEEDED IN ORDER TO HELP ENSURE THAT THEIR EXPERIENCE ON SCHOOL BOARDS WAS BENEFICIAL TO THEM AND TO YOU.

I'M GOING TO LET LOGAN TALK A LOT MORE ABOUT STUDENT REP NETWORK BECAUSE HE IS THE FOUNDER ULTIMATELY AND ALSO SHEPHERDING IT THROUGH THIS YEAR. LOGAN.

>> THANKS, MARISSA. THE STUDENT REPRESENTATIVE NETWORK IS AN IDEA THAT STARTED IN 2019.

AS A WAY TO HELP AS MARISSA SAID, REALLY PULL TOGETHER THE STUDENT VOICES FROM ALL ACROSS OUR STATE, REALIZING THAT THE EXPERIENCES OF STUDENT REPRESENTATIVES WERE DIFFERENT AND THAT THEY WANTED TO SPACE TO BE ABLE TO COME TOGETHER AND SHARE NOTES AND FIGURE OUT THEIR ROLES TOGETHER IN A WAY THAT WAS MEANINGFUL TO THEM AND TO FUTURE STUDENT SCHOOL BOARD REPRESENTATIVES, WHICH IS, REALLY ONE OF THE MAIN ROLES OF THE NETWORK AT THIS POINT, WHICH IS TO REALLY TALK ABOUT THE EXPERIENCES ALL ACROSS THE STATE AND THEN CREATE RESOURCES AND RECOMMENDATIONS FOR YOU ALL AS SCHOOL DIRECTORS, COMMUNITIES, AND FUTURE STUDENT REPS TO BE ABLE TO NAVIGATE THEIR ROLES IN THE BEST WAY POSSIBLE.

WE ARE SO EXCITED THIS YEAR.

WE HAD SOME INAUGURAL STUDENT LEADERSHIP ROLES ON THE NETWORK, AND KWABENA WAS ELECTED BY HIS PEERS FROM AROUND THE STATE TO BE THE NETWORK'S FIRST CHAIR, WHICH IS SO AMAZING.

KWABENA HAS DONE A WONDERFUL JOB THIS YEAR AT REALLY LEADING AND DRIVING THE DIRECTION OF THE NETWORK.

FACILITATING MEETINGS, BRINGING STUDENTS TOGETHER.

IT'S JUST BEEN SO WONDERFUL TO WATCH IN NAVIGATING TOPICS THAT CAN SOMETIMES BE SO ENERGY FILLED AND MAYBE EVEN CONFUSING.

KWABENA HAS BEEN JUST A LOVELY FACILITATOR IN BRINGING PEOPLE TOGETHER, BREAKING THINGS DOWN AND BRINGING SO MUCH HUMANITY INTO THE STUDENT REPRESENTATIVE NETWORK VIRTUAL SPACES THROUGHOUT THE YEARS.

WE JUST WANTED TO TAKE A MINUTE AND SAY CONGRATULATIONS AND THANK YOU TO KWABENA AND TO THE FERNDALE SCHOOL BOARD FOR ALL OF YOUR CONTRIBUTIONS TO STUDENT REPRESENTATIVE VOICES ALL ACROSS OUR STATE.

>> ALSO, JUST HUGE CONGRATULATIONS FOR ALL OF KWABENA'S MANY ACHIEVEMENTS.

WE KNOW THIS IS JUST ONE OF THE FEATHERS IN HIS CAP.

WISHING YOU KWABENA ALL THE BEST IN YOUR FUTURE ENDEAVORS.

SEE SO MANY MORE BRIGHT THINGS AHEAD OF YOU.

YOU HAVE BEEN SUCH AN EXCEPTIONAL LEADER AND YOU'VE REALLY SET THE TONE AND THE PRECEDENT FOR HOW WE HOPE FUTURE CHAIRS AND YOUR STUDENT REP NETWORK ARE ABLE TO STAND IN STUDENTS VOICE AND LEAD THE REST OF THE STATE AND THE IMPORTANT WORK YOU DO.

THANK YOU SO MUCH FOR GETTING US STARTED ON THE RIGHT TRACK AND WISHING YOU ALL A WONDERFUL SUMMER.

THANK YOU SO MUCH FOR EVERYTHING YOU DO ON BEHALF OF WASSDA.

>> THANKS EVERYONE.

>> AS I SAID, YOU HAVE NOT MADE A DIFFERENCE JUST HERE IN OUR COMMUNITY, BUT ACROSS THE STATE AND WE ARE GOING TO MISS YOU, BUT WE ARE SUPER PROUD OF YOU AND WE'RE EXCITED TO SEE WHAT YOU DO NEXT, AND WE HAVE A LITTLE SOMETHING FOR YOU ON BEHALF OF THE DISTRICT AND THE BOARD.

[00:25:19]

>> THANK YOU. [APPLAUSE]

>> [APPLAUSE] MOM GETS THE PHOTO. [LAUGHTER]

>> THANK YOU GUYS SO MUCH.

IT'S DEFINITELY BEEN AN EXPERIENCE.

BUT I THINK IT'S HONESTLY BEEN PROBABLY THE MOST BENEFICIAL EXPERIENCE THAT, I DON'T WANT TO SAY ANY STUDENT CAN HAVE, BUT IT'S A VERY UNIQUE EXPERIENCE TO GET A SEAT AT THE TABLE TO ACTUALLY NOT ONLY BE AN AGENT FOR CHANGE, BUT ACTUALLY MOVE THE NEEDLE, AND I THINK I AM ETERNALLY GRATEFUL THAT ONE DAY WHEN I HAD COVID OVER ZOOM IN MAY THAT YOU GUYS DECIDED TO PICK ME ALL THE WAY IN SAN DIEGO QUARANTINING.

I JUST THANK YOU GUYS SO MUCH, AND I APPRECIATE EACH AND EVERY ONE OF YOU BECAUSE YOU GUYS ALL COME FROM DIFFERENT BACKGROUNDS, AND WHETHER IT BE A TUTOR, OR A FORMER TEACHER, OR A VETERINARIAN, OR A LOBBYIST, OR A PERSON WHO WORKS FOR BOEING AND MAKE SURE THAT THEY'RE DOING THE RIGHT THINGS, I REALLY APPRECIATE YOU GUYS.

THANK YOU, AND I HAD ANOTHER THING TO SAY, BUT LET'S KEEP IT SHORT. THANK YOU GUYS SO MUCH.

>> WELL, THANK YOU AGAIN FOR ALL THAT YOU'VE DONE FOR NOT ONLY OUR BOARD, BUT FOR THE STATE IN GENERAL.

WE LOOK FOR GREAT THINGS.

I'M SORRY YOU'RE GOING TO UDUB, BUT I KNOW THEY HAVE A GREAT METEOROLOGY.

>> I HAVE A PURPLE [INAUDIBLE]. [LAUGHTER]

>> SORRY. OH, BOY.

I'M BEING OUTNUMBERED, I THINK WE BETTER MOVE ON.

NEXT ITEM ON OUR AGENDA TONIGHT IS PUBLIC COMMENT.

[5. PUBLIC COMMENT [GC-3.3]]

IT IS NOT A TIME FOR DISCUSSION, IT IS TIME FOR THE BOARD TO LISTEN.

BOARD MEMBERS MAY INTERJECT TO ASK CLARIFYING QUESTIONS AND/OR DIRECT SOMEONE, MOST OFTEN THE SUPERINTENDENT, TO TAKE FUTURE 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 RESPECTFULLY HEAR WHAT YOU HAVE TO SAY.

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

THOSE OF YOU THAT ARE NOT COMFORTABLE SPEAKING IN FRONT OF GROUP ARE 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, SO FEEL FREE TO REACH OUT TO US.

THOSE WISHING TO SPEAK DURING PUBLIC COMMENT ARE ASKED TO SIGN UP ON THE SIGN-UP SHEET 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 REMAINING COMMENTS IN WRITING.

TO ENSURE THAT THE BOARD HAS ADEQUATE TIME TO ADDRESS ALL THE ITEMS ON OUR AGENDA, PUBLIC COMMENT IS LIMITED TO A TOTAL OF 45 MINUTES.

WITH THAT, THE FIRST SPEAKER FOR TONIGHT IS SISLENA LEDBETTER.

[LAUGHTER]

>> IT'S NOT FAIR FOR ME TO TALK RIGHT NOW, BUT I'M GOING TO TRY AND GET THROUGH IT.

DR. DR. SISLENA GROCER LEDBETTER, AND I AM A RESIDENT OF FERNDALE.

BEFORE I DO MY PUBLIC COMMENTS, I JUST WANT TO THANK ALL OF YOU FOR THE LOVE THAT YOU'VE POURED INTO MY SON, KWABENA.

HE LOVES YOU VERY MUCH.

WE'RE LIVING IN CHALLENGING AND INTRACTABLE TIMES, AND OUR FERNDALE STUDENTS HAVE EMERGED AS LEADERS IN THE DISTRICT AND IN THE STATE.

BUT THEY REPRESENT OUR NOW AND OUR FUTURE AND NOT OUR PAST.

INSTEAD OF CELEBRATING THEM, OVER THE PAST FEW MEETINGS,

[00:30:01]

I NEVER THOUGHT I WOULD WITNESS SUCH BEHAVIOR BY SEASONED ADULTS.

REGARDLESS OF IDEOLOGY, DISAGREE BUT DON'T SILENCE THEM.

DON'T DRESS DOWN OUR STUDENTS AND COMPARE THEM TO OTHERS AND TELL THEM THAT THEY'RE SPEAKING TOO MUCH, WHEN THE VAST MAJORITY OF THEIR TIME THEY SIT SILENTLY THROUGH HOURS OF MEETINGS WITHOUT COMPLAINING, LISTENING TO BOARD MEMBERS WORDSMITHING, ASKING QUESTIONS, AND THEY WAIT PATIENTLY TO CAST A CEREMONIOUS ADVISORY VOTE.

WHAT A MISSED OPPORTUNITY TO CELEBRATE THE GOOD THAT THEY DO.

I WONDER WHY THEIR PAIN AND UNFILTERED TRUTH MAKE PEOPLE FEEL SO UNCOMFORTABLE WHEN THEY HAVE ONE AGENDA, THEIR PEERS.

KWABENA AND GABBY ARE SPEAKING TRUTH.

KWABENA ALWAYS HAS AND HE ALWAYS WILL.

YOUR COLLECTIVE SCORN FEELS LIKE PATRIARCHAL AND POLITICAL POSTURING, AND IS EERILY REMINISCENT OF PEOPLE WHO HAVE BENEFITED FROM THE SILENCING OF OTHERS.

YOU MIGHT CONSIDER LISTENING FOR CHANGE.

HAVE YOU CONSIDERED SAYING THANK YOU FOR VOLUNTEERING YOUR TIME TO SERVE OUR COMMUNITY, SHOWING UP PREPARED FOR BOARD MEETINGS, ATTENDING STUDY SESSIONS, VISITING OTHER SCHOOLS, WORKING IN PLAIN SIGHT FOR ALL TO SEE? MOST FULLY GROWN ADULTS WOULD RATHER DIE THAN DO PUBLIC SPEAKING.

FINALLY, I AM CONVINCED THAT IF PEOPLE WHO CONSTANTLY MISQUOTE DR. KING READ MORE THAN THAT LINE FROM THAT SPEECH, THEY WOULD STOP TAKING HIS WORDS OUT OF CONTEXT.

A COMMON THOUGHT OF DR. BERNICE KING, WHO'S BEEN OUTSPOKEN ABOUT HOW INAPPROPRIATE AND OFFENSIVE IT IS FOR THE UNINITIATED PEOPLE TO USE HIS WORDS OUT OF CONTEXT TO SILENCE AND REBUKE THE VERY PEOPLE HE WORKED TO SET FREE.

THE DREAM IS NOT REALIZED AND YOU DON'T GET TO DETERMINE WHEN IT IS.

DR. KING, A VERY YOUNG ADULT, IF WE CAN RECALL, HIMSELF, DURING THE MOVEMENT, HAD A LOT MORE WRITINGS AND WAS NOT QUIET AT ALL.

LET'S EDUCATE OURSELVES ABOUT DR. KING'S WORDS IN AN ATTEMPT TO SHAME MY BLACK SON.

IT'S WOEFULLY DISRESPECTFUL.

FINALLY, FOR THE SAKE OF ALL 4,600 PLUS FERNDALE SCHOOL DISTRICT STUDENTS, I INVITE YOU TO CHALLENGE YOUR IDEOLOGIES, CHALLENGE YOUR THOUGHTS, AND MODEL GOOD BEHAVIOR.

FOR OUR STUDENTS, DR. DOMINGUEZ, THANK YOU FOR YOUR LEADERSHIP, IT'S TRANSFORMATIVE, AND STUDENTS KNOW THAT THEY BELONG BECAUSE OF LEADERS LIKE YOU.

GABBY AND KWABENA, CONGRATULATIONS ON SPEAKING YOUR TRUTH.

DON'T EVER LET ANYONE SILENCE YOU.

IF YOU ARE SILENT ABOUT YOUR PAIN, THEY WILL KILL YOU AND SAY YOU ENJOYED IT.

ZORA NEALE HURSTON. [APPLAUSE]

>> THANK YOU. NEXT, WE HAVE JENNIFER SOPSIC.

>> HELLO. GOOD EVENING. MY NAME IS JENNIFER SOPSIC, AND I LIVE IN FERNDALE.

THANK YOU FOR LETTING ME ADDRESS YOU, DR. DOMINGUEZ, THE BOARD MEMBERS, STAFF, AND GUEST, AND THANK YOU, KWABENA, FOR YOUR SERVICE.

IF YOU MAY REMEMBER LAST MONTH, I SPOKE REGARDING THE DANGEROUS AND HARMFUL GENDER IDEOLOGY THAT HAS INFECTED OUR CULTURE, AND IS ADVERSELY AFFECTING OUR CHILDREN'S MENTAL HEALTH AND OVERALL WELL-BEING.

GENDER DYSPHORIA IS NOT NATURALLY OCCURRING, BUT SEEM TO BE A US PHENOMENA, NOW WITH MORE THAN 30% OF YOUNG PEOPLE IDENTIFYING AS SUCH.

IT APPEARS TO BE A SOCIAL CONTAGION THAT IS BEING PROMOTED, AFFIRMED, AND IS SERVED UP LIBERALLY THROUGH SOCIAL MEDIA.

IN 2024, THE WASHINGTON LEGISLATURE PASSED A NEW MANDATE REQUIRING LGBTQ HISTORY FOCUS.

NOW, FULFILLING THIS, OF COURSE, WILL REQUIRE PRESENTATION OF IT IN ONLY THE MOST POSITIVE LIGHT.

HOWEVER, THE T FOR TRANS CAN CAUSE IRREVERSIBLE DAMAGE ONCE GENDER AFFIRMING CARE HAS BEGUN.

THE DATA AND THE RESEARCH, WHICH REVEALS THIS, IS MOUNTING.

LAST MONTH, PEDIATRICIAN DR. HILARY CASS SUBMITTED HER FINAL REPORT ON THE UK'S GENDER IDENTITY SERVICES.

HER FOUR YEARS OF RESEARCH LED HER TO RECOMMEND THAT ENGLAND'S NATIONAL HEALTH SERVICE STOP GIVING CHILDREN PUBERTY BLOCKERS.

CONSEQUENTLY, THE UK STOPPED PRESCRIBING THE DRUGS FOR GENDER CONFUSION AND SHUT DOWN THE ONLY NHS GENDER CLINIC IN THE COUNTRY.

DR. CASS REALLY BLEW THE WHISTLE ON THE WEAKNESS OF THE SCIENCE THAT DRIVES DOCTORS TO PRESCRIBE MEDICATIONS OR APPROVED SURGERIES.

CASS'S DOCTORS PREVIOUSLY DIDN'T HAVE GUIDANCE ON GENDER CONFUSION AND WERE AFRAID THAT IF THEY TRIED TO ADDRESS UNDERLYING ISSUES, THEY'D BE CRITICIZED FOR NOT AFFIRMING THEIR PATIENT'S IDENTITY.

NOW, THEY HAVE THE SCIENCE.

[00:35:01]

THERE ARE ALSO LAWSUITS AGAINST DOCTORS AND CLINICS WHO HAVE PERFORMED THESE SURGERIES.

THEY ARE SAYING THAT MEDICAL PROFESSIONALS SHOULD HAVE ADDRESSED OTHER UNDERLYING CONCERNS BEFORE THEY STARTED HORMONES AND REMOVING HEALTHY BODY PARTS.

THERE IS A FAULT LINE FORMING.

THE CASS REPORT IS COMPREHENSIVE, AND I HAVE SEEN EACH OF YOU AN ELECTRONIC COPY TO EACH ONE OF YOU ON THE BOARD.

SO WHY DO I SHARE THIS? THIS IS PREEMPTIVE FOR THE NEW MANDATE.

YOU ARE PLACED IN A POSITION OF AUTHORITY AS GUARDIANS OF OUR MOST PRECIOUS TREASURES, OUR CHILDREN, AND YOU HAVE A RESPONSIBILITY TO LISTEN TO YOUR CONSCIENCE AND MORAL COMPASS, AND NOW THE SCIENCE AFFIRMS WHAT YOU ALREADY KNOW TO BE TRUE.

CONSEQUENTLY, ANYTHING THAT THE SCHOOL DISTRICT DOES TO PROMOTE OR AFFIRM THIS IDEOLOGY WILL ULTIMATELY BE DETERMINED TO THESE CHILDREN AND MAY HAVE LIFELONG EFFECTS.

ADULTS SHOULD KNOW THAT THIS IS WRONG.

I'M SPEAKING AS A CONCERNED PARENT WHO BELIEVES THAT THE PRIORITIES OF THE DISTRICT MATTER, AND I WOULD LIKE TO SEE SOME ORGANIZED PUSHBACK AGAINST THIS.

THANK YOU SO MUCH FOR LETTING ME SPEAK TO YOU.

>> THANK YOU. NEXT, WE HAVE KATHERINE NEMES.

>> HI.

>> I'M KATHERINE JAMES, AND I GUESS TO PIGGYBACK ON WHAT JENNIFER HAS ALREADY SAID.

I'M ALSO SPEAKING IN SUPPORT OF KEEPING THE DECISIONS LOCAL.

LAST MONTH, NEX BENEDICT'S NAME CAME UP.

NEX BENEDICT WAS A TRANSGENDER CHILD THAT COMMITTED SUICIDE, ULTIMATELY, A TRAGIC STORY.

BUT LIKE NEX BENEDICT, MANY CHILDREN FEEL THAT WAY VULNERABLE, RIPE FOR MANIPULATION.

THESE CHILDREN THEIR BRAINS ARE NOT FULLY DEVELOPED. THEY'RE CHILDREN.

THEY'RE CHILDREN THAT ARE ON THE SPECTRUM OF AUTISM OR JUST NOT SOCIALLY COMFORTABLE BEING SOCIALIZED.

THESE ARE THE ONES THAT GENERALLY GET LUMPED INTO THAT GROUP.

THERE IS ONE STORY OF A CHILD, CHLOE COLE.

CHLOE IS 19 YEARS OLD, AND I'D LIKE TO ENCOURAGE EVERY PARENT AND EVERYONE ON THE BOARD TO LISTEN TO HER TESTIMONY SHE GAVE BEFORE CONGRESS LAST YEAR REGARDING HER TRANSITION.

SHE STARTED OFF AT THE AGE OF 12, FEELING A LITTLE AWKWARD AND HER PARENTS WERE ASKED, DO YOU WANT A DEAD DAUGHTER OR A LIVE SON? YOU GOT TO THINK ABOUT THAT QUESTION.

THAT'S PRETTY TRAUMATIC FOR A PARENT TO HEAR.

CHLOE AT 12 OR AT 13 WAS GIVEN PUBERTY BLOCKERS AND RECEIVED A DOUBLE MASECTOMY AT THE AGE OF 15.

SHE DETRANSITIONED AT THE AGE OF 16.

BUT IN HER TESTIMONY, AGAIN, I ENCOURAGE YOU TO SEE IT.

IT'S ON YOUTUBE. IT'S PRETTY MUCH AVAILABLE TO ANYONE.

SHE STATED THAT PUBERTY IS A RIGHT OF PASSAGE TO ADULTHOOD AND NOT A DISEASE TO BE MITIGATED.

PLEASE LISTEN TO HER TESTIMONY.

IT'S INFORMATIVE.

IT'S LIGHTFUL. THERE'S ALSO ANOTHER VIDEO I WOULD ENCOURAGE YOU TO READ OR TO WATCH.

IT IS CALLED NO WAY BACK, THE REALITY OF GENDER AFFIRMING CARE.

IT PROVIDES SEVEN INDIVIDUAL STORIES AND INSIGHTS AS TO THE WORKINGS OF THE GENDER AFFIRMING CARE INDUSTRY AND HOW IT WILL AFFECT YOUR CHILD.

THAT'S WHAT I HAVE. THANK YOU.

>> THANK YOU. NEXT, WE HAVE DOM PHAM.

>> GOOD EVENING. MY NAME IS DOM PHAM.

I IDENTIFY MYSELF AS A FERNDALE RESIDENT ON BARR ROAD.

ONE OF THE TOPICS THAT WAS DISCUSSED IN DEPTH AT THE APRIL BOARD MEETING HAD TO DO WITH THE SELECTIVE PROCESS, THE ROLE AND THE PERFORMANCE OF THE TWO STUDENTS REPRESENTATIVES ON THE BOARD.

I HAVE A FEW COMMENTS TO SHARE ON THIS TOPIC.

FIRST, I WOULD LIKE TO COMMAND QUBANA AND GABBY FOR STEPPING UP TO PARTICIPATE IN THE DEMOCRATIC PROCESS AT THE SCHOOL BOARD LEVEL.

IN ADDITION TO YOUR SCHOOL WORK AS A STUDENT, BEING WILLING TO INVEST TIME AND ENERGY IN PROVIDING A VOICE FOR A CERTAIN SEGMENT OF THE STUDENT POPULATION SHOWS A HIGH LEVEL OF MATURITY AND SERIOUSNESS IN YOUR PURSUIT OF KNOWLEDGE.

[00:40:03]

HOWEVER, I NOTICED AN INVALID COMPARISON WHEN KUAVANA DECRIED THE "POWER IMBALANCE" BETWEEN THE STUDENT REPRESENTATIVES AND THE BOARD MEMBERS DURING BOARD DISCUSSIONS.

I USED THE TERM INVALID COMPARISON BECAUSE BEING SELECTED AS STUDENT REPRESENTATIVES AS OPPOSED TO BEING ELECTED IN THE CASE OF THE ADULT BOARD MEMBERS MEANS THAT YOU ARE NOT ON THE SAME FOOTING AS THEM.

THE REASONS ARE SIMPLE.

YOU ARE STILL A MINOR AND YOU WERE SELECTED.

MEANWHILE, THE ELECTED BOARD MEMBERS ARE EMPOWERED WITH AUTHORITY AND RESPONSIBILITY TO CARRY OUT THEIR DUTIES TOWARD THE DISTRICT STUDENTS.

THIRD, I LIKE THE DECISION TO SWITCH THE MEETING EVALUATION TASK FROM THE STUDENT REPRESENTATIVES BACK TO THE BOARD MEMBERS, WHICH MAKES A LOT MORE SENSE.

SINCE THE STUDENT REPRESENTATIVES WERE HANDPICKED BY THE BOARD WHOSE COMPOSITION HAS CHANGED A LOT SINCE NOVEMBER 2021.

THE STUDENT'S CURRENT MAKEUP IS MORE A REFLECTION OF THE PAST BOARD MEMBERS VALUES THAN THOSE OF THE CURRENT ONES.

CONSEQUENTLY, I ALSO BELIEVE IT'S REASONABLE TO CONCLUDE THAT YOUR VIEWS REFLECT A MORE LIMITED SEGMENT OF THE STUDENT BODY THAN WHAT I WOULD LIKE TO SEE.

I'M GOING TO END MY REMARKS WITH THIS QUOTE FROM THOMAS PAINE, WHO LAID OUT AN IMPORTANT GUIDING PRINCIPLE WHEN HE SAID, A BODY OF MEN HOLDING THEMSELVES ACCOUNTABLE TO NOBODY OUGHT NOT TO BE TRUSTED BY ANYBODY.

THIS PRINCIPLE APPLIES NOT ONLY TO ADULTS BUT ALSO TO STUDENTS IN THE CONFINES OF THE SCHOOL DISTRICT. THANK YOU.

THANK YOU. NEXT WE HAVE TAMMY ALHANDRA.

>> HELLO, TAMMY ALHANDRA, I TEACH AT EAGLE RIDGE AND HAVE A SENIOR AT FERNDALE HIGH SCHOOL.

I JUST WANT TO COME TONIGHT AND SAY CONGRATULATIONS TO QUBANA GRADUATING, AND THAT HONOR YOU RECEIVED IN THE WORK YOU'VE DONE.

SOME PEOPLE IN THE COMMUNITY HAVE TALKED ABOUT LIMITING OUR STUDENT LEADERS VOICES.

I'M GLAD WE HAVE STUDENT LEADERS, AND I'M AMAZED THAT WE HAD SUCH A NUMBER OF STUDENTS AND REALLY PROUD THAT THEY STEPPED UP TO PUT THEMSELVES OUT THERE TO BE IN THIS ROLE.

THAT QUBANA AND GABBY ARE FULFILLING.

I HOPE THE BOARD DOESN'T SEE THEIR PARTICIPATION ON THE BOARD AS TRANSACTIONAL, BUT TRANSFORMATIONAL.

YOU HAVE NOT HAD A HIGH SCHOOL EXPERIENCE IN MANY YEARS AS I HAVEN'T, AND I THINK LISTENING TO THE VOICES OF THE PEOPLE WHO ARE EXPERIENCING THEIR HIGH SCHOOL YEARS RIGHT NOW IS THE MOST VALUABLE AND VALID THING YOU CAN DO.

SECOND, WE HEAR A LOT ABOUT SMALL TOWN VALUES, AND I'M FOR THE SMALL TOWN VALUES OF TAKING CARE OF YOUR NEIGHBORS AND BEING THERE WHEN THINGS ARE TOUGH.

I'VE SEEN THAT IN FERNDALE OVER THE YEARS, AND THOSE ARE THE SMALL TOWN VALUES I HOPE WE CONTINUE TO STRIVE FOR.

FRIDAY NIGHT LIGHTS, ALL THOSE FUN THINGS.

BUT WHEN WE'RE TALKING ABOUT LIMITING A GROUP OF PEOPLE, WHEN WE'RE TALKING ABOUT SMALL TOWN VALUES.

IT FEELS MORE LIKE THE PAST WHERE WE'RE RIDING PEOPLE OUT OF TOWN ON A RAIL TARRED AND FEATHERED.

I'M HOPING THAT'S NOT THE SMALL TOWN VALUES WE ARE STANDING UP FOR BECAUSE WE IN OUR DISTRICT, WE DON'T PRESCRIBE ANYTHING.

WE HAVE OUR KIDS COME TO US, WE ACCEPT THEM FOR WHO THEY ARE, WE LISTEN TO THEM, WE CARE, AND WE HOPE THEY LEARN FROM US.

I SAW THAT ON THE MONITORING REPORT TONIGHT, YOU'RE GOING TO BE TALKING ABOUT EARLY CHILDHOOD EDUCATION, AND JUST SOME OF THE COMMENTS IN THERE WERE A LITTLE CONCERNING.

EARLY INTERVENTION.

I HAVE A SON WITH DISABILITIES.

I UNDERSTAND THE IMPORTANCE OF EARLY INTERVENTION.

IT'S SOMETHING I DID WITH MY SON FROM 1ST-3, AND HE WAS IN OUR DEVELOPMENTAL PRESCHOOL FROM THREE ON.

EARLY INTERVENTION IS IMPORTANT.

IT'S CRUCIAL. WHO WERE SERVING IN EARLY INTERVENTION SHOULD BE EVERYONE.

ABSOLUTELY EVERYONE REGARDLESS OF WHO THEIR PARENTS ARE, REGARDLESS OF THEIR ANYTHING.

IT'S EVERYONE DESERVES EARLY INTERVENTIONS. THE SECOND WE GET THEM.

WE CAN DO SOMETHING, AND WHAT THEY DON'T HAVE BEFORE THEY COME TO US, WE CAN FILL, AND THAT'S ONE OF THE THINGS I ENJOY.

PLAY IN THE CLASSROOM IS BECOMING MORE AND MORE OF A THING,

[00:45:05]

I TEACH SECOND GRADE AND IT HASN'T HIT SECOND GRADE YET.

BUT I'VE ALWAYS BEEN A LITTLE AHEAD OF THE GAME.

NANCY MIGHT REMEMBER THE DAYS OF BELL RINGING ACTIVITIES, YOU SIT DOWN WITH YOUR PAPER WHEN YOU WALK IN THE DOOR AND YOU HAVE AN ASSIGNMENT TO DO.

I GAVE THOSE UP A FEW YEARS AGO.

IN MY CLASSROOM, MY KIDS START THE DAY BY CHECKING IN AND SOME OF THEM GET A CUSH BALL AND THEY PLAY GAMES AND SOME OF THEM PLAY WORD GAMES AND OTHERS ROLL AROUND ON THE FLOOR QUITE FRANKLY.

THAT'S SOMETHING WE DO IN MY CLASSROOM.

>> THANK YOU, TAM.

>> SORRY. PLAY IS AWESOME, AND IT HELPS KIDS GROW.

>> IT'S ALWAYS GOOD TO BE EXCITED ABOUT PLAY.

NEXT WE HAVE PIGET MILTON.

>> HI. MY NAME IS [INAUDIBLE] I'M A SENIOR AT FERNDALE HIGH SCHOOL.

I HAVE A COUPLE OF THINGS I WANT TO TALK ABOUT TODAY, BUT FIRST, I WANT TO ADDRESS SOMETHING REALLY QUICKLY.

SITTING HERE WAITING FOR MY TURN TO SPEAK, I'VE THOUGHT BACK IN THE PAST THREE YEARS.

I'VE COME TO EVERY SINGLE ONE OF THESE MEETINGS FOR THE PAST THREE YEARS WHEN KWABENA WAS APPOINTED, WHEN GABBY WAS APPOINTED AND NOW THIS ONE, AND I BELIEVE THAT THE REASON I KEEP COMING BACK TO THIS IS BECAUSE AS A STUDENT IN THE DISTRICT, I BELIEVE IT IS SO INTEGRAL TO HAVE STUDENT REPRESENTATION ON THE BOARD, AND IT IS VERY IMPORTANT THAT THEY FEEL THAT THEY HAVE THE POWER TO MAKE CHANGE BECAUSE YOU DO.

WE'VE SEEN IT IN BOTH KWABENA AND GABBY, AND I WANTED TO SAY THANK YOU FOR ALL THAT YOU DO.

I ALSO WANT TO TAKE A MOMENT TO RECOGNIZE ONE OF MY BEST FRIENDS KWABENA, AS YOU ALL KNOW NOW.

THIS IS HIS LAST BOARD MEETING BECAUSE WE ARE GRADUATING NEXT WEEK.

I'VE HAD THE GREAT HONOR AND PRIVILEGE TO KNOW KWABENA FOR THE PAST FOUR YEARS AND TO GROW UP WITH HIM.

EVEN MORE SEEING HIM GROW INTO HIS MANY LEADERSHIP POSITIONS.

WHILE IT HASN'T ALWAYS BEEN EASY, HE HAS HANDLED HIS POSITION ON THE SCHOOL BOARD WITH STRENGTH AND COMPASSION, AND HE HAS ALWAYS STOOD UP FOR WHAT HE BELIEVES IN, EVEN IF HE KNOWS IT'S NOT THE MOST POPULAR IDEA.

OVER THE COURSE OF THE PAST TWO YEARS, HE HAS CONSISTENTLY BEEN A LEADING VOICE FOR STUDENTS IN OUR DISTRICT, AND I COULDN'T BE MORE GRATEFUL.

KWABENA, YOU'RE INCREDIBLE AND AN INSPIRATION TO ALL OF US STUDENTS.

YOU WILL DO AMAZING THINGS IN YOUR LIFE AND I CAN'T WAIT TO SEE ALL THE GOOD YOU DO.

THANK YOU FOR YOUR TIME AND GO DOGS.

[LAUGHTER]

>> THANK YOU. WELL, THAT CONCLUDES OUR PUBLIC COMMENT TIME FOR THIS EVENING.

AGAIN, I ENCOURAGE ANYONE IF YOU HAVE BEEN INSPIRED AND YOU WANT TO SPEAK, YOU CAN SPEAK AT OUR NEXT MEETING.

YOU CAN CERTAINLY REACH OUT TO ANY OF US IN BETWEEN TIME VIA PHONE OR EMAIL.

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

>> THERE'S GOING TO BE A LITTLE BIT WHERE THE TEAM IS GOING TO BE HELPING ME OUT TONIGHT, SO WE'LL WAIT TILL THE POWERPOINT.

SELENA IS RUNNING ALL OF THIS BEHIND THE SCENE, SO I JUST WANT TO THANK HER BECAUSE THAT'S THE JOB I WOULDN'T WANT IS TO BE IN CHARGE OF ALL THE TECHNOLOGY.

IF YOU DID NOT GET TO COME TO ROCK THE NEST FEST, FIRST OF ALL, I WANT TO GET A SHOUT OUT TO ALL THE VOLUNTEERS, ESPECIALLY OUR STUDENT LEADERS.

IT WAS PRETTY AMAZING.

WHAT I LOVED IS IT DIDN'T MATTER THE AGE YOU WERE.

THERE WAS SOMETHING THERE FOR YOU.

WE HAD A LOT OF YOUNG CHILDREN THERE EARLIER IN THE DAY, AND THEN IF YOU GOT TO STAY FOR THE CONCERT, IT WAS AMAZING.

THE FIRST ROCK CONCERT IN THE STADIUM.

I'M NOT SURE, DID WE EVER HAVE A ROCK CONCERT IN THE STADIUM BEFORE? I THINK IT WAS THE FIRST ONE.

ANYWAY, IT WAS A GREAT SUCCESS.

PEGGY AND NANCY, THANK YOU FOR VOLUNTEERING THAT DAY.

I'M NOT EXACTLY SURE THE AMOUNT OF MONEY RAISED, BUT DEFINITELY EVERY SINGLE DOLLAR THAT WAS EARNED THAT NIGHT ON BEHALF OF THE FOUNDATION GOES DIRECTLY BACK TO OUR STUDENTS, AND THE FOUNDATION'S MOTTO IS BREAKING DOWN BARRIERS.

THAT EVENT IN ITSELF WAS ONE.

IT WAS PRETTY AMAZING TO COME TOGETHER AS A COMMUNITY.

I'M GOING TO TURN THIS OVER.

I THINK THAT'S IT, YOU'RE NOT GETTING ONE TONIGHT. IS THAT CORRECT?

>> YEAH.

>> I'M GOING TO TURN THIS OVER TO TRINA.

>> TONIGHT, IN THE AGENDA, YOU HAVE THESE THREE POLICIES THAT YOU'LL BE RECEIVING.

SOMETIMES WITH THE POLICIES, WE WAIT A MONTH FOR THE BOARD TO APPROVE THEM,

[00:50:03]

I JUST WANTED TO HIGHLIGHT THOSE THREE.

THE ONE THAT YOU MOVED OFF THE AGENDA WAS ACTUALLY THE RESOLUTION THAT GOES ALONG WITH 2418, SO YOU'LL BE ACTING ON ALL OF THEM AT THE NEXT MEETING.

THE HIGH SCHOOL GRADUATION REQUIREMENTS.

THE MOST SUBSTANTIAL CHANGES IN THAT WERE TO UPDATE OUR POLICY.

IT HAD BEEN QUITE A WHILE SINCE IT HAD BEEN UPDATED, SO WE ALIGNED IT WITH THE WASDA POLICY.

THE MOST SUBSTANTIAL CHANGE THERE IS TWO PATHWAYS TO GRADUATION, OUR REGULAR 30-CREDIT PATHWAY WITH THE FERNDALE HIGH SCHOOL DIPLOMA AND THEN AN ADDITIONAL PATHWAY, WHICH IS A U3 ENGAGEMENT PROGRAM THAT I'LL SPEAK A LITTLE BIT ON THE NEXT SLIDE.

IT'S AN OPEN DOORS PROGRAM THAT WE'VE BEEN APPROVED BY OSPI TO OFFER FOR STUDENTS, AND THAT IS NOW REFLECTED IN THAT POLICY.

THE POLICY 2418, AGAIN, UPDATING TO ALIGN WITH WASDA.

THIS POLICY WAS VERY OUTDATED AND HAD REFERENCE TO SOME PROGRAMS THAT WE NO LONGER HAVE, SO WE UPDATED IT TO ALIGN WITH THE 30 CREDITS INSTEAD OF 32 THAT WERE REFERENCED IN THE WAIVER.

THIS IS JUST SHOWING WHAT CREDITS ARE REQUIRED FOR THE DIPLOMA AND WHAT CREDITS ARE ALLOWED TO BE WAIVED.

THEN THE LAST ONE THERE, 2255, UPDATED AGAIN TO MATCH WASDA'S POLICY AROUND OUR ALE OFFERINGS, AND SOME OF THE LANGUAGE CHANGES, SOME CHANGES TO ASSESSMENTS AND TO ATTENDANCE VERIFICATION, WERE THE BIGGEST POINTS THERE.

MYSELF, CHRIS COCHRAN, RAVE, AND BEN AT THE HIGH SCHOOL ARE ALL PEOPLE THAT YOU COULD REACH OUT TO FOR ANY QUESTIONS ON THESE AS YOU REVIEW THOSE.

>> I DO WANT TO GIVE A SHOUT OUT TO PEGGY.

FOR THOSE OF YOU HAVE BEEN ON THE BOARD, FOR THE PAST YEAR, WE'VE BEEN TALKING ABOUT THE HIGH SCHOOL CREDITS AND GETTING THAT ALL ALIGNED.

THAT WAS PEGGY MAKING SOME NOTICINGS ABOUT SOME DIFFERENCES THAT CAUSED ME THEN TO GO DO SOME INQUIRY, WHICH THEN BROUGHT IN OTHERS.

IT'S BEEN A GREAT LEARNING PROCESS, BUT IT'S TAKEN ALMOST A YEAR FOR US TO GET TO A PLACE WHERE WE CAN BRING THESE POLICIES BEFORE YOU.

THE BOARD HAS IDENTIFIED ONE OF YOUR AREAS OF FOCUS IS AROUND MAINTENANCE AND FACILITIES UPDATES, AND SO WE'VE BEEN TALKING TO YOU ABOUT THE FACT THAT WE'RE DOING A REVIEW THAT'S TAKEN A BIT LONGER.

WE SHOULD HAVE THAT, I BELIEVE, THIS SUMMER.

WE HAD OUR FIRST MEETING WHERE WE BEGAN TO SIT DOWN AND SAY, WHAT IS IT WE WANT TO BE FOCUSED IN ON? STEVE, I WANT TO THANK YOU.

I KNOW JAMIE HAS A MEETING SET UP WITH YOU TO JUST GET SOME FEEDBACK AND INPUT AROUND YOUR AREA OF EXPERTISE.

ONE OTHER THING THAT WE'VE BEEN TALKING ABOUT IS, HOW ARE WE MAXIMIZING OUR RESOURCES? WE'RE THINKING ABOUT MOVING FROM A REACTIVE SYSTEM TO A PROACTIVE SYSTEM.

IT'S NOT JUST THE UPGRADE TO THE SOFTWARE, IT'S ALSO A MINDSET, A SHIFT IN HOW WE THINK ABOUT OUR WORK.

RECENTLY, FOR EXAMPLE, BASED ON FEEDBACK FROM THE BOARD, ONE OF THE PIECES THAT JAMIE AND HIS TEAM HAVE BEEN WORKING ON IS MAXIMIZING THEIR TIME, SO MAKING SURE THAT THEY'RE LOGGING IN, SO WE KNOW WHERE THEY'RE AT.

WE ALL HAVE A CALENDAR.

I AM VERY MUCH DICTATED BY MY CALENDAR EVERY DAY.

I KNOW WHEN MY MEETINGS START, I KNOW WHEN IT ENDS, I KNOW WHERE I'M GOING NEXT.

WE'RE DOING THE SAME THING WITH OUR CREW, AND SO THEY'RE RECORDING.

WE'LL BE ABLE TO TRACK HOW MUCH TIME WAS SPENT IN DIFFERENT PIECES.

THAT CAME UP FROM OUR CONVERSATION WITH YOU, BUT ALSO AS WE THINK ABOUT DEVELOPING A DATA.

REPORT THAT WE'LL BE SHARING WITH YOU QUARTERLY, THAT'S ONE OF THE DATA RECORDS THAT WE'LL BE SENDING IS HOW ARE PEOPLE SPENDING THEIR TIME.

THE OTHER PIECE TOO IS ALL OUR STAFF GET BREAKS.

INSTEAD OF EVERYONE STOPPING WORK AND COMING BACK TO THE MAINTENANCE DEPARTMENT TO HAVE THEIR BREAK TOGETHER, THEY'RE NOW ENGAGING ON SITE WHERE THEY'RE WORKING TO MAXIMIZE THEIR TIME.

THESE ARE SOME SHIFTS AND JUST CULTURE AND THINKING THROUGH THAT.

MARK, IS THERE ANYTHING ELSE YOU WOULD ADD TO THAT? ONE THING THAT WE ARE GOING TO BE DOING IS WE'RE WORKING TO IDENTIFY WHO NEEDS TO BE ON THIS TEAM.

YOU'VE HEARD ME SAY BEFORE, SYSTEMS ARE BUILT BY THE PEOPLE FOR THE PEOPLE, AND SO WHO DO WE NEED TO HAVE IN THE ROOM

[00:55:02]

>> YOU WANT TO TALK ABOUT THIS?

>> THIS IS RELATED TO WHAT I MENTIONED EARLIER IN POLICY 2410 WHERE WE'RE HAVING THE ADDITIONAL PATHWAY TO GRADUATION.

CURRENTLY, WHEN STUDENTS GET TO A POINT WHERE THEY'RE EXTREMELY CREDIT DEFICIENT.

A LOT OF TIMES THAT'S WHEN WE'LL SEE DROPOUTS.

WE'LL ALSO SEE STUDENTS GOING AND ENROLLING IN BTC IMPACT, WHICH IS A STATE APPROVED RE-ENGAGEMENT PROGRAM.

THE GOALS THEN CHANGE TO GETTING STUDENTS REENGAGED IN SCHOOL AND EARNING NOT CREDITS, BUT EARNING TOWARDS THEIR GED.

ONCE THEY COMPLETE THEIR GED AND BTC IMPACT, THEN THEY CAN ALSO HAVE THE OPPORTUNITY TO ENROLL AT BTC THROUGH THAT PATHWAY.

RIGHT NOW, WE LOSE A LOT OF STUDENTS TO BTC.

SOME STUDENTS ARE VERY SUCCESSFUL THERE.

SOME GO TO IMPACT THINKING THAT IT WILL GET THEM REENGAGED AND THEN THEY STILL GET END UP DROPPING OUT BECAUSE IT'S JUST THAT MUCH MORE REMOVED.

GETTING THE APPROVAL FROM OSPI TO HAVE OUR OWN RE-ENGAGEMENT PROGRAM THROUGH THE HIGH SCHOOL WAS REALLY EXCITING AND WE'RE GOING TO BE ABLE TO RECAPTURE THOSE STUDENTS THAT WE'RE LOSING RIGHT NOW.

WE'LL STILL HAVE SOME STUDENTS THAT WILL SELECT TO GO TO BTC AND THAT WILL BE THEIR PATHWAY TOWARDS THEIR GED AND POTENTIALLY POSSIBLY ADDITIONAL COLLEGE THERE.

BUT WE'LL BE ABLE TO ALSO SERVE STUDENTS CLOSER TO HOME WITH OUR STAFF AND WITH OUR SYSTEM AT THE HIGH SCHOOL.

WE'LL HAVE A GED PLUS PROGRAM AS WELL AS A HIGH SCHOOL DIPLOMA TRACK WITHIN OUR RE-ENGAGEMENT.

THE GED PLUS MEANS THEY WORK TOWARDS THEIR GED, BUT WHILE THEY'RE DOING THAT, THEY'RE ALSO EARNING CREDITS TOWARDS THEIR HIGH SCHOOL DIPLOMA.

THERE'S A REAL BENEFIT TO THE GED PLUS FOR STUDENTS WHOSE GOAL IS TO OBTAIN A HIGH SCHOOL DIPLOMA.

THE OPEN DOORS PROGRAM WILL BE SOMETHING THAT WE BEGIN IN THE FALL, AND WE'RE JUST GOING TO START SLOWLY AND THEN BUILD AS WE HAVE STUDENTS THAT ARE INTERESTED IN THAT.

THERE'S A WHOLE APPLICATION PROCESS.

THE FAMILY AND THE STUDENTS ARE INVOLVED AS WELL AS SCHOOL STAFF.

THERE'S CERTAIN CREDIT DEFICIENCY THRESHOLDS AND SOME OTHER CRITERIA.

IT'S NOT JUST EASY PATHWAY IN, BUT IT'S REALLY TARGETED TO CERTAIN STUDENTS WHO WE MAY BE AT RISK OF LOSING TO DROP OUT WHERE WE CAN KEEP THEM ENGAGED AND FIND A PATH FOR THEM.

>> OVER THE PAST YEAR AND I'M NOT SURE IF IT'S BEEN IN THE LAST FEW MONTHS, I HAD LINKED SOME INFORMATION ABOUT OPEN DOORS AS WE EXPLORED THIS AND THEN AFTER WE GOT IT IMPROVED, SO I'LL GO AHEAD AND LINK THAT AGAIN THIS WEEK SO YOU CAN READ MORE ABOUT IT.

I'M GOING TO PASS THIS TO MARK.

>> OUR LAST BOARD MEETING, WE WENT THROUGH A BIT OF A BUDGET UPDATE.

BOARD WENT THROUGH AN EXERCISE OF DETERMINING YOUR BUDGET FOR THE NEXT YEAR.

SINCE THEN, WE HAVE CONTINUED TO WORK ON A REFINED BUDGET PROCESS, WORKING TOWARDS THE STUDY SESSION ON THE 11TH, WHICH WILL BE A VERY INDEPTH DIVE INTO THE BUDGET THAT SHOULD BE FAIRLY COMPLETE AT THIS POINT, SO WE'LL BE ABLE TO GO THROUGH IN QUITE A BIT OF DETAIL.

THIS PAST WEEK, WE IDENTIFIED BULK OF THE CLASSIFIED STAFF REDUCTIONS.

YOU'LL SEE SOME OF THOSE ON YOUR AGENDA TONIGHT WITH THE ADMINISTRATIVE REDUCTIONS AS WELL.

WE'RE PRETTY WELL IN LINE WITH WHERE WE NEED TO BE IN TERMS OF GETTING THE BUDGET BALANCED AND IN A POSITION TO BE ABLE TO BRING IT TO YOU FOR THE FINAL REVIEW.

>> THANK YOU, LOOKING FORWARD TO THAT.

THIS THURSDAY WE HAVE OUR RIBBON CUTTING AND OPEN HOUSE, VERY EXCITED ABOUT THIS OPPORTUNITY.

CELINE AND I WERE TALKING ABOUT THE BUILD FROM THE TIME WE BEGAN WORKING TO PASS A BOND UNTIL NOW,

[01:00:05]

WE'RE THINKING RIBBON CUTTING BY NUMBERS.

YOU MAY BE GETTING THAT BECAUSE THERE'S BEEN A LOT OF PEOPLE INVOLVED IN THIS.

WHEN YOU TALK ABOUT SCHOOLS OR A HUB OF A COMMUNITY, THIS HIGH SCHOOL REALLY DOES REPRESENT THAT.

IT'S A GENERATIONAL SPACE, AND I'M JUST SUPER PROUD TO FINALLY BE TO THIS POINT.

I JUST THIS LAST WEEK AT WASA,.

>> WE'RE GOING TO GO THROUGH THAT.

DO YOU WANT TO GO THE NEXT ONE? IS THAT ON THE NEXT ONE? NO.

>>THIS LAST WEEK AT WASHINGTON ASSOCIATION OF SUPERINTENDENT ADMINISTRATORS, HERE WE GO.

OUR BOND OVERSIGHT COMMITTEE ACTUALLY GOT A WASA AWARD AND THEY WERE ACKNOWLEDGED AND THEIR WORK IN THE STATE, AND AS I SHARED WITH YOU IN THE UPDATE THIS LAST WEEK, WE HAVE ACTUALLY PUT IN AN APPLICATION TO PRESENT WITH THE BOND OVERSIGHT, SO IT'D BE A BOARD BOND OVERSIGHT.

DUAL PRESENTATION BECAUSE I THINK WHAT WE CREATED HERE IS SO UNIQUE IN THE STATE WHEREVER I GO, JUST THE FACT THAT THAT BOND WAS REALLY WRESTLED WITH.

STEVE IS THERE. THEY'RE NOT ALWAYS THE EASIEST CONVERSATIONS, BUT THEY ARE HARD CONVERSATIONS THAT OUR COMMUNITY MEMBERS HAVE BEEN HAVING WITH THE DISTRICT NOW FOR HOW MANY YEARS? THREE YEARS, FOUR YEARS, AND IT'S BEEN A PRETTY MIRACULOUS SPOT TO WATCH.

THEN KWABANA WAS ALSO HONORED AT THE WASA AWARDS AS A STUDENT AWARD WINNER.

CONGRATULATIONS ON THAT.

THEN AS YOU SAW JUST A MINUTE AGO, WE HAVE GRADUATION ON JUNE 7TH AT 6:00 P.M. AT FERNDALE HIGH SCHOOL.

WE GO FROM ROCK CONCERT TO GRADUATION.

WE'RE PRETTY EXCITED.

WE'RE MAKING USE AND THAT MORNING IS A WALK WHERE OUR GRADUATES GO AND THEY REVISIT AND WALK DOWN THE HALLS OF THEIR FORMER SCHOOLS.

I ALWAYS GET TEARY AS I WATCH THEM GO.

I THINK IT'S GREAT FOR OUR SENIORS TO HAVE THAT SEND OFF, BUT WHAT I HEAR FROM OUR YOUNG STUDENTS IS THAT'S GOING TO BE ME.

IT BEGINS TO PLANT THE SEED OF WHERE THEY'RE HEADED AND SO IT'S VERY IMPACTFUL.

>> I'M GOING TO PASS IT OFF TO GABBY AND THEN KWABE DO HIS LAST STUDENT UPDATE.

>> AS USUAL, I HAD TO PUT DOWN NOTES RIGHT BEFORE DOING THIS, SO I COULD REMEMBER EVERYTHING.

THE YEAR IS COMING TO A CLOSE.

THIS IS OUR LAST MEETING BEFORE THE END OF THE SCHOOL YEAR.

IN THIS LAST MONTH, WHAT'S HAPPENING TOMORROW ACTUALLY IS OUR NEW MEMBERS DECA MEETING.

WE'RE GOING TO BE INVITING EVERYONE EXCEPT INCOMING FRESHMEN.

ANY FRESHMAN, SOPHOMORES, JUNIORS WHO HAVEN'T BEEN IN THE PROGRAM BEFORE, WE'RE INVITING THEM TO COME IN.

THERE'LL BE SNACKS, THERE'LL BE INFORMATION, AND WE'LL BE TRYING TO ENCOURAGE PEOPLE TO JOIN DECA, DISTRIBUTIVE EDUCATION CLUBS OF AMERICA, THE FERNDALE CHAPTER, WHICH I THINK IS A REALLY GREAT EXPERIENCE IF YOU WANT TO WORK ON PUBLIC SPEAKING, ANYTHING IN THE BUSINESS SECTOR, ANY JUST SELF CONFIDENCE BUILDING AND PROFESSIONALISM AND ENGAGEMENT.

I THINK THAT'S REALLY GREAT. IT'S WHAT SOME PEOPLE COME TO SCHOOL FOR, WHAT THEY LOOK FORWARD TO.

OUR CURRENT PRESIDENT, ONE OF MY BEST FRIEND SINCE VERY EARLY ELEMENTARY SCHOOL, SHE JUST GOT HER FIRST MARKETING INTERNSHIP THROUGH DECA, AND I'M REALLY PROUD OF HER, AND IT'S ALL BECAUSE OF FERNDALE'S DECA PROGRAM AND HER SELF MOTIVATION TO DO THIS.

I JUST REALLY ENCOURAGE, LIKE TAD, ONE OF OUR INTERVIEWEE WE'VE SAID, IS EXTRACURRICULARS ARE SO IMPORTANT FOR STUDENTS HAVING A REASON TO COME TO SCHOOL AND STAYING ENGAGED.

I THINK CARLENE PIGGYBACKED ON THAT AS WELL.

IN ADDITION TO THE NEW MEMBERS DECA MEETING HAPPENING TOMORROW, WE'RE GETTING RIGHT INTO SPRING AND SUMMER SPORTS SEASONS FOR THE NON-SPRING SEASON SPORTS.

AS SPRING SEASON SPORTS COME TO AN END, LIKE TRACK AND BOYS SOCCER AND GIRLS TENNIS AND STUFF, THE FALL SPORTS HAVE THEIR SPRING SUMMER SEASON WHICH STARTS BEGINNING OF JUNE AND GOES THROUGH THE SUMMER.

IT'S OFFICIALLY A SEASON NOW INSTEAD OF JUST BEING RANDOM OPEN GYMS. VOLLEYBALL SEASON IS STARTING UP AND REALLY EXCITED FOR THAT.

THERE HAVE BEEN A COUPLE OPEN GYMS AND WE HAVE OUR FIRST SUMMER SEASON TOURNAMENT THIS SATURDAY IN BURLINGTON-EDISON, AND SO THAT'LL BE EXCITING.

LIKE I SAID, IT'S THE END OF THE YEAR, END OF SCHOOL YEAR ACTIVITIES ARE APPROACHING.

SOME OF THE LEADERSHIP STUDENTS ARE PLANNING OUR SPRING FLING WEEK ASSEMBLY, SPEAKING OF SPRING FLING.

FERNCHELLA IS HAPPENING THIS FRIDAY, THE 31ST.

[01:05:04]

THERE'S GOING TO BE FOOD TRUCKS, GAMES.

I THINK THERE'S KARAOKE OR LIVE MUSIC, AND IT'S ALL HOSTED BY FERNDALE LEADERSHIP AND STUDENT ORGANIZED.

EVERYONE CAN SHOW UP.

I SAW MY ENGLISH TEACHER LAST YEAR WITH HER LITTLE CHILDREN.

YOU DON'T HAVE TO PAY TO GET INTO FERNCHELLA.

>> I WAS GOING TO SAY I THINK IT MIGHT BE A STUDENTS AND STAFF.

>> I THOUGHT IT WAS EVERYONE IN THE COMMUNITY.

>> IT'S A STUDENTS AND STAFF.

>> WELL, YOU'RE ON THE BOARD, SO YOU COUNT.

>> YEAH, YOUR STAFF. [LAUGHTER]

>> REGARDLESS, IF THIS ISN'T EVERYONE THING, I THINK IT'S DEFINITELY EXPERIENCE.

IT'S VERY FERNDALE, AND I JUST WANT THE COMMUNITY TO BE AWARE OF THAT AND ALL THE HARD WORK THAT'S GONE INTO IT FROM STUDENTS FROM ALL DIFFERENT GROUPS.

>> IF THERE'S ANY QUESTION, JUST SAY YOU'RE A GUEST OF GABBY'S.

[LAUGHTER]

>> TELL HIM I INVITED YOU, DON'T WORRY.

THEN I'M PERSONALLY REALLY PROUD OF ALL OF OUR CANDIDATES FOR STUDENT REPRESENTATIVE.

I SPOKE PERSONALLY TO AT LEAST FIVE OF THEM PRIOR TO THEIR INTERVIEW, AND I'VE KNOWN THEM FOR AT LEAST A COUPLE OF YEARS NOW, AND THEY'RE ALL SO QUALIFIED AND THEY WERE ALL SO WELL SPOKEN AND I WOULD HAVE BEEN THRILLED TO WORK WITH ANY OF THEM.

I THINK CARLENE WAS AN AMAZING CHOICE, AND I REALLY LOOK FORWARD TO WORKING HER IN ALL THESE CAPACITIES AS STUDENT BOARD MEMBER.

CONGRATULATIONS. ASP ELECTIONS ALSO RECENTLY CAME TO AN END BY THE END OF THAT MEETING.

SINCE WE HAVE OUR EXECUTIVE ASP ALREADY SET IN STONE, CLASS ASP IS ALSO SET IN STONE, AND I WAS VOTED UNANIMOUSLY, BECAUSE I WAS RUNNING UNOPPOSED, TO BE OUR SENIOR CLASS PRESIDENT NEXT YEAR.

THAT'S EXCITING. WE GET SWORN IN AT AN ASP MEETING ON THURSDAY.

APPARENTLY, THAT MEANS I GET TO WORK GRADUATION.

I'VE NEVER BEEN TO A GRADUATION BEFORE, BUT I PLAN ON BEING THERE ANYWAY TO SUPPORT SENIOR FRIENDS.

FINALLY, I JUST WANT TO SAY I REALLY APPRECIATE THE EFFORTS BY THE DISTRICT TO INCLUDE STUDENT AND STAFF VOICES IN EVERY STEP OF THE SELECTION PROCESS FOR OUR NEW VICE PRINCIPAL, BECAUSE I KNOW MR. JENSEN HAS LEFT HUGE SHOES TO FILL AND HE WAS A GREAT ASSET TO OUR COMMUNITY AND HE'S STILL A GREAT ASSET WORKING AT VISTA NOW.

I WAS IN AWE OF THE AMOUNT OF THOUGHT PUT INTO THIS PROCESS WITH THE QUESTIONS AND THE FACT THAT THEY HAD AN ADMIN PANEL, A STUDENT PANEL THAT I WAS LUCKY ENOUGH TO BE A PART OF, AND A STAFF PANEL TO SPEAK TO OUR POSSIBLE CANDIDATES FOR VICE PRINCIPAL.

I THINK THAT WAS REALLY IMPORTANT AND IT HAS PRODUCED PRETTY SOLID RESULTS.

THAT'S MY SHARING OF EVERYTHING THAT'S HAPPENING.

>> THIS IS WHY I LOVE IT WHEN YOU GO FIRST BECAUSE YOU ALWAYS HAVE EVERYTHING, AND THEN I CAN JUST SIT HERE AND I'M GOOD.

[LAUGHTER] BUT THANK YOU SO MUCH, GABBY.

IT'S BEEN AN HONOR WORKING WITH YOU AND I'M DEFINITELY GOING TO MISS YOU AND EVERYONE ELSE ON THE BOARD AND THEN THE EXECUTIVE TEAM.

JUST TO TOUCH ON, I THINK THIS IS PROBABLY GOING TO BE, OF COURSE, THE LAST TIME.

I WILL SAY SOMETHING LIKE THIS.

BEING A STUDENT REP, IT'S HARD WORK.

I KNOW YOU OFTEN SAY, STEVE THAT IT'S A THANKLESS JOB AND IT CERTAINLY IS A LOT OF WORK.

I JUST WANT TO EMPHASIZE THAT BEING IN THIS SPACE MEANS WE DON'T GET A REAL VOTE.

WE'RE JUST ADVISORS TO YOU GUYS.

I THINK YOU GUYS HAVE DONE A PRETTY GOOD JOB OF LISTENING TO US BECAUSE THAT'S WHY WE'RE HERE.

WE'RE HERE TO GIVE YOU GUYS PERSPECTIVE AND WE'RE HERE TO LET YOU GUYS KNOW WHAT'S GOING ON IN OUR SCHOOLS.

YOU GUYS HAVE DONE, LIKE I SAID, AN EXCELLENT JOB OF LISTENING TO US AS STUDENT MEMBERS WHO DON'T HAVE A VOTE, WHO DON'T HAVE ANY REAL POWER, JUST OUR VOICES.

SOMETHING I WOULD LIKE THE COMMUNITY TO KNOW IS THAT MY EMAILS ARE OPEN, AT LEAST FOR THE TIME BEING, AND ANY OTHER STUDENT REPS EMAILS IF THEY WOULD INVITE YOU TO, THEY WOULD CERTAINLY LOVE TO CHAT WITH YOU ABOUT ANY QUALMS YOU MAY HAVE WITH ANY OF OUR VIEWPOINTS OR WITH ANYTHING GOING ON IN THE SCHOOLS.

BUT THERE IS SOMETHING NEW THAT IS CONCERNING ME THAT,

[01:10:04]

IF YOU HAVE AN ISSUE WITH A STUDENT, YOU NEED TO CONTACT EITHER ME A STUDENT, OR GABBY A STUDENT, OR THE FUTURE STUDENT BOARDER REPS, BUT DO NOT USE PUBLIC COMMENT AS A SHIELD TO PROTECT YOU.

DO NOT DO THAT.

IF YOU HAVE AN ISSUE, YOU CONTACT ME.

IF YOU HAVE AN ISSUE WITH SOMETHING I'VE SAID, IF YOU HAVE AN ISSUE WITH SOMETHING ANYONE HAS SAID, YOU CONTACT THEM.

ESPECIALLY CONSIDERING I'M A STUDENT, DO NOT GET INTO A BATTLE LAVIGOS WITH ME.

THAT'S NOT GOING TO GO WELL.

NOW THAT WE'VE GOT THE HARD PART OF THE WAY, LIKE I SAID, I REALLY APPRECIATE YOU GUYS.

I REALLY LOVE THE OPPORTUNITY YOU'VE GIVEN ME. THANK YOU SO MUCH.

>> THANK YOU.

>> THANK YOU. ANY QUESTIONS FOR THE STUDENT REPS OR CHRISTIE? WELL, THANK YOU FOR THE THOROUGH UPDATES AND LETTING US KNOW WHAT ALL IS GOING ON.

JUST REMEMBER IF YOU GET QUESTIONED WHY YOU'RE AT THE MEETING OR AT THE THING, JUST SAY GABBY INVITED YOU. I LIKE THAT.

[7. MATTERS FOR BOARD DISCUSSION]

REFERENCED WITHIN THE ON-BOARD DOCS IS THE BOARD JOB DESCRIPTIONS AND ALSO, IF WE LOOK AT BOARD POLICY 1220, WHICH TALKS ABOUT THE DUTIES.

ONE OF THE THINGS THAT WE WANTED TO BE CAUTIOUS ABOUT IS NOT VIOLATING THE OPMA OR THE OPEN PUBLIC MEETINGS ACT, AND IT GETS A LITTLE BIT GRAYZONISH IN THE SENSE OF IF ONE BOARD MEMBER TALKS TO ANOTHER BOARD MEMBER ABOUT SOMETHING AND THEN TALKS TO A THIRD BOARD MEMBER ABOUT THE SAME THING, EVEN IF NO DECISIONS ARE MADE, IT CAN BE A POTENTIAL OF HAVING WHAT'S CALLED A SERIAL MEETING, WHETHER THAT BE A CONVERSATION OR BEING A EMAIL CHAIN.

BASED ON THE WAY THE POLICY IS WRITTEN, IF THERE ARE THINGS THAT YOU WANT BROUGHT UP ON THE AGENDA OR THAT NEED TO BE BROUGHT BEFORE THE BOARD, EITHER LETTING CHRIS, PROBABLY SHE'S THE BEST ONE BECAUSE SHE KEEPS A RUNNING LIST OF IT AND BRINGS THAT TO US WHEN WE HAVE THE PLANNING SESSIONS, OR CHRISTIE OR MYSELF, AT THIS POINT, BEING THE BOARD PRESIDENT, WHOEVER IS THE BOARD PRESIDENT AT THE TIME, ARE THE BEST WAYS TO GET THINGS INTO THE PLANNING SESSION AND THEN AT THE PLANNING SESSION, WE WILL PUT FORTH AND PRIORITIZE AND GET THOSE ON THE AGENDA.

AGAIN, JUST WANTED TO MAKE SURE THAT PROCESS WAS PUBLIC AND IF THERE WERE ANY QUESTIONS TO ANSWER. YEAH, PEGGY.

>> I'M SORRY. MY VOICE IS NOT BEHAVING.

WOULD IT BE POSSIBLE TO ADD AN ADDITIONAL SEGMENT THAT SAYS, GOING FORWARD TO THE NEXT MEETING, WHAT ITEMS WOULD PEOPLE LIKE TO SEE DOCKETED TO GO ON THE AGENDA? THAT WAY, WE'D HAVE A RECORD OF BOARD MEMBERS ASKING FOR CERTAIN THINGS.

I THINK IT WOULD JUST STREAMLINE THE PROCESS A LITTLE BIT MORE.

I WOULD LIKE TO HEAR MORE FROM ANTONIO ABOUT THIS PARTICULAR THING BECAUSE I THINK THIS IS SOMETHING THAT HE'S FAMILIAR WITH OTHER TYPES OF MEETINGS THAT MY UNDERSTANDING IS THIS WOULD HELP US TO JUST LINE THINGS UP FOR THE NEXT MEETING AND THEN IT DOESN'T MEAN THAT YOU COULDN'T CONTACT CHRIS TO ADD SOMETHING LATER, BUT AT LEAST THERE WOULD BE A RECORD OF THE THINGS WE THOUGHT IT WOULD PROVIDE MORE CONTINUITY, I THINK.

>> CERTAINLY.

>> THAT IS THE PART OF THIS DISCUSSION WAS JUST TO SEE WHAT THE BOARD'S FEEL WAS.

>> I WOULD LIKE TO KNOW WHEN THE FIRST AGENDA PLANNING MEETING FOR AN UPCOMING MEETING IS AND THE SECOND AGENDA PLANNING MEETING.

I THINK THAT IF THERE WAS AN EMAIL PUT OUT TO ALL BOARD MEMBERS, THEN EACH OF US COULD HAVE THE OPPORTUNITY TO SAY,

[01:15:05]

BUT MOST MONTHS, I HAVE NO IDEA WHEN THESE MEETINGS ARE GOING TO HAPPEN UNLESS I SPECIFICALLY ASK.

IF WE HAD A SYSTEM IN PLACE WHERE EVERYBODY KNEW, HERE'S THE FIRST ONE, HERE'S THE SECOND ONE AND YOU CAN PICK AND CHOOSE WHICH ONE YOU MAY OR MAY NOT WANT TO ATTEND SO THAT THERE'S THAT AVAILABILITY AND IT'S NOT, THAT ALREADY HAPPENED, I DIDN'T KNOW THAT.

CAN WE TALK ABOUT THAT?

>> CERTAINLY. I THINK PART OF WHAT'S BEEN GOING ON IS IF PEOPLE HAVE SAID THEY WANTED TO BE A PART OF IT AND WE'VE HAD TWO PEOPLE OR MYSELF AND SOMEBODY ELSE, THEN IT WAS A MUTE POINT AS FAR AS SAYING ANYTHING BECAUSE NOBODY ELSE COULD ATTEND IT.

AND SO THAT'S PROBABLY WHY I THINK CHRIS HAS BEEN PUTTING OUT THAT WHEN WE'VE FIGURED OUT THE SCHEDULE FOR IT.

JUST AS A FYI OF WHY THAT'S HAPPENED OR THAT THAT'S BEEN DONE THAT WAY.

BUT CERTAINLY WE CAN.

IT'S NO SECRET WHEN THEY'RE HAPPENING AS FAR AS WE DON'T HAVE A PROBLEM TELLING ANYBODY, IT'S JUST NOBODY ELSE CAN COME, IT'S ON THE BOARD.

>> I DEFINITELY LIKE NANCY'S IDEA ABOUT PUTTING OUT EMAIL REMINDERS FOR WHEN PLANNING MEETINGS ARE GOING TO BE BECAUSE LIKE HER, I WOULD LIKE TO BE INVOLVED AND WE DON'T COUNT AS A QUORUM.

KWABE OR I COULD LIKE SHOW UP, OR ME AND HARLEN COULD SHOW UP AND MAYBE HELP A BIT OR GIVE INPUT ON AGENDA PLANNING.

I THINK IT WOULD BE REALLY COOL EVEN IF YOU'RE NOT ABLE TO GO TO JUST KNOW WHEN IT'S HAPPENING.

>> I THINK WE HAVE A GOOD PROBLEM HERE AND A GOOD CHALLENGE, AND WHAT WE HAVE HERE IS INTEREST FROM THE BOARD MEMBERS TO MAKE A PROCESS A LITTLE MORE EFFICIENT SO THAT THINGS ARE MORE TRANSPARENT.

WHILE NOBODY IS TRYING TO HIDE THINGS, AND THAT'S THE MAIN MESSAGE IS NOBODY IS TRYING TO HIDE THINGS, BUT IT'S NOT AN EASY PROCESS TO PARTICIPATE IN.

I THINK THAT IS WHAT WE WANT TO DO TO STREAMLINE THE PROCESS, MAKE IT IN A WAY THAT IT IS FULLY ANNOUNCED OR CREATED IN A WAY, I CAN THINK OF MANY WAYS THAT WE CAN DO IT.

BUT I THINK THAT AT LEAST WITH A HEADS UP EMAIL AND SAYING, THIS IS WHEN WE'RE GOING TO, PLEASE SUBMIT YOUR AGENDA ITEMS AND SO THAT WE CAN DO IT IN A WAY THAT AS A BOARD, AND WE HAVE A DIVERSE BOARD, AND I THINK THE STUDENTS WOULD BE GREATLY BENEFITED TO ALSO SEE THAT PROCESS OF THE AGENDA BUILDING.

OF COURSE, I WANT TO TAKE IT TO ANOTHER LEVEL OF ACTION ITEMS AND I DON'T KNOW IF YOU WANT TO HAVE A DISCUSSION RIGHT NOW ON THAT.

I DID READ THE REVISED CODE OF WASHINGTON WHEN IT COMES TO OUR RESPONSIBILITIES AS A BOARD AND WHAT IS IT THAT WE CAN DO, WHAT WE CAN'T DO.

I UNDERSTAND THAT THIS IS NOT A BUSINESS CORPORATION AND I'M VERY USED TO THAT.

I DO UNDERSTAND THAT WE CAN GO THE LONG ROUTE AND CREATE A POLICY OR EVEN BY-LAWS, WHICH ARE PUT TOGETHER BY THE BOARD TO MAKE IT MORE EFFICIENT.

WHEN I WAS TALKING ABOUT ACTION ITEMS, REALLY WHAT I THOUGHT IS, HOW CAN WE IMPROVE THE THINGS THAT WE TALK ABOUT AND GIVE PROPER FOLLOW THROUGH? WE TALKED ABOUT BULLYING.

WE HAD A SPECIAL SESSION.

WE DISCUSSED REALLY GREAT THINGS.

SCHOOL DISTRICT WAS ABLE TO LET US KNOW WHAT POLICIES AND PROCEDURES ARE IN PLACE, WHAT GOOD LOOKS LIKE.

I WOULD LIKE TO BE ABLE TO COME UP WITH A WAY THAT WE CAN ACTUALLY MOVE THE NEEDLE.

THE ONLY WAY THAT I CAN SEE THAT IS BY ACTIONS, BY THINGS THAT WE CAN FOLLOW THROUGH.

IN A WAY, YES, I UNDERSTAND THAT OUR RESPONSIBILITY AS BOARD MEMBERS IS MORE OF APPROVAL OF POLICIES, REVIEWS AND APPROVAL OF THINGS.

ALSO, WE ARE AND HERE IT IS NOT ONLY IN RCW BUT ALSO IN THIS POLICY, THE GOVERNING POLICY THAT WE HAVE HERE IS THAT WE ARE TO EVALUATE THE SUPERINTENDENT.

HERE IT SAYS THE ROLE RELATIONSHIP SAY THAT WE MONITOR THE PROGRESS AND WE EVALUATE THROUGH THE RESULTS.

IT'S ENSURE ACCEPTABLE BOARD PERFORMANCE. I HAD IT HERE.

[01:20:05]

I LIKE TO BE FAIR AND I'D LIKE TO UNDERSTAND THAT IT'S NOT ALWAYS A DIRECT RELATIONSHIP.

NOT ALWAYS NECESSARILY.

THERE ARE OTHER EXTERNAL FACTORS.

I WAS THINKING IF WE CAN ADD SOME ACTION ITEMS THAT WE CAN BUILD THAT RELATIONSHIP WITH CHRISTIE, THAT CHRISTIE CAN ACTION ON CERTAIN THINGS AS WE'RE GOING THAT ARE IN ACCORDANCE WITH THE RCW AND WITH OUR POLICIES THAT WE HAVE JUST SO THAT WE CAN GIVE PROPER FOLLOW THROUGH.

I'M GOING THE LONG ROUTE HERE.

I'M SORRY, I'M TALKING TOO MUCH.

BUT IS THERE A WAY THAT AS A BOARD, I WANTED TO EXPRESS THE WHY THIS IS IMPORTANT, WE CAN FIGURE OUT A HOW WITHOUT UNDERSTANDING THIS.

BECAUSE THE WHAT IS IMPORTANT TO ME AND I THINK THAT IF WE WERE ABLE TO ESTABLISH ACTION ITEMS AT THE END OF THE MEETING, WHATEVER CAME UP THAT WE DECIDED THAT IT WAS IMPORTANT TO US, THAT THEY CAN APPEAR IN THE NEXT MEETING AND THAT WE CAN DISCUSS IF WE'VE DONE PROGRESS OR NOT, KEEP IT THERE OR JUST A QUICK, WE FINISH THAT, AND THEN WE MOVE ON.

I THINK THERE'S A LOT OF LOW HANGING FRUIT THAT AS A BOARD IF WE WORK TOGETHER AND IF WE DECIDE TO MAKE SURE THAT THAT WE'RE GETTING SMALL WINS, WE CAN BENEFIT THE KIDS IN OUR SCHOOL DISTRICT.

I'M JUST GOING TO LEAVE IT THERE. SORRY THAT I RAMBLED A LITTLE BIT.

IT'S JUST HARD TO EXPLAIN BASED ON THE BOARD AS IT COMES, AS IT IS WRITTEN, IT IS HARD.

MAYBE YOU CAN EXPLAIN THAT TO ME AND PLEASE JUST EITHER.

>> I GUESS THE FIRST QUESTION I WOULD ASK WHEN IT COMES TO CHRISTIE'S REVIEW AND EVALUATION, WHICH JUST FYI FOR EVERYONE WILL BE HAPPENING IN THE NEXT MEETING BECAUSE THAT'S PART OF THE JUNE AGENDA AS IT'S OUTLINED IN THE POLICIES.

BUT HAVE YOU READ THROUGH THE BOOKS AS FAR AS ON POLICY GOVERNANCE AND COHERENT GOVERNANCE? BECAUSE I THINK THAT TALKS A LOT ABOUT SOME OF THE THINGS THAT YOU'RE ASKING AND HELPS EXPLAIN IT.

I'M JUST WONDERING FOR CONTEXT IS BECAUSE AGAIN, DIFFERENT THAN A BUSINESS TYPE BOARD AS OPPOSED TO A SCHOOL BOARD IN THE WAY THAT WE RUN THINGS AND THOSE ACTION ITEMS BECAUSE THAT'S PART OF WHAT WE'VE BEEN TRYING.

WELL, THE MONITORING REPORTS AND THOSE INDICATORS ARE SUPPOSED TO BE THAT ACTION ITEM LIST FOR HER AND FOR HER TEAM TO BE FOLLOWING SO THAT, THAT ISN'T CHANGING ON A MONTHLY BASIS OR ON A REAL REGULAR BASIS.

BUT ESSENTIALLY, PART OF THE COHERENT GOVERNANCE IS HAVING THAT LIST IN THOSE ITEMS THAT THEN THEY'RE WORKING TOWARDS THROUGHOUT THE YEAR, BUT THEN WE'RE MONITORING THEM REGULARLY ON WHATEVER, THE ONE YEAR OR TWO YEAR CYCLE DEPENDING ON, WE'VE EXPANDED IT OUT SO WE DON'T HAVE SO MANY REPORTS EACH MONTH.

BUT THAT'S ESSENTIALLY THE PROCESS THAT IT WORKS BY.

CERTAINLY THE AUTHORS OF THOSE BOOKS CAN EXPLAIN IT MUCH BETTER THAN I CAN, BUT THAT'S THE NUTS AND BOLTS OF IT.

>> I STARTED LOOKING INTO THAT.

I'M NOT GOING TO SAY THAT I FULLY UNDERSTAND EVERYTHING.

MAYBE IT'S A LITTLE BIT ABOUT VISIBILITY WHERE I NEED TO UNDERSTAND THAT HOW BETTER FIND THE ACTIONS.

IN NO WAY OR MANNER, WE LOVE CHRISTIE AND THIS IS JUST MORE ABOUT THE MEETING AND LESS ABOUT CHRISTIE.

BUT I THINK THAT WE ALL BENEFIT BY HAVING A CLOSER RELATIONSHIP WITH HER AND SUPPORTING HER IN HER ROLE.

THAT'S WHAT WE DO AS A BOARD.

TO ME, I'VE SEEN A GOOD OUTCOME WHEN IT COMES TO PROGRESS WHEN THERE'S ACTION ITEMS AND THEY'RE VISIBLE.

I JUST WANTED TO BRING IT UP TO THE BOARD.

THE BOARD, WE DECIDE AS A WHOLE HOW WE CAN WORK ON THIS AND IF THIS IS BENEFICIAL AND I JUST WANTED TO BRING IT UP. THAT'S IT.

[01:25:01]

>> IF I MAY SAY. IF YOU COULD LOOK AT IT IN TERMS OF, YOU'VE GOT SOME COMPONENTS WHEN IT COMES TO ACTION ITEMS, TYPICALLY, AN ACTION ITEM COMES UP AND IT GETS ASSIGNED TO SOME RESPONSIBILITY, USUALLY A PERSON.

THAT PERSON IS HELD ACCOUNTABLE FOR FURTHER ACTIONS AS FAR AS DEALING WITH SUBJECT MATTER.

YOU HAVE TO THINK OF THAT AS IN A GOVERNANCE SITUATION LIKE WE'RE IN WITH THE MONITORING REPORTS, THAT IS AN ACTION ITEM THAT EVERYBODY HAS INPUT ON AND UNFORTUNATELY, CHRISTIE'S ACCOUNTABLE FOR THAT AND RESOURCES ARE A TOUGH THING AROUND HERE, BUT SHE WILL DELEGATE TO HER PEOPLE TO COME UP WITH ANSWERS AND WORK THROUGH THOSE ISSUES.

IN A SETTING I THINK THAT YOU'RE REFERRING TO, I'VE BEEN IN THAT SETTING AS WELL WHERE, YOU ASSIGN AN ISSUE, YOU GIVE A NAME, A PROCESS, YOU GIVE ACCOUNTABILITY IN THAT PERSON.

I THINK YOU HAVE TO LOOK AT IT IN A BIGGER PICTURE AS IN A GOVERNMENT SITUATION LIKE KEVIN WAS SPEAKING TO.

THOSE ARE OUR ACTION ITEMS, THOSE MONITORING REPORTS, AND THE FEEDBACK WE GET FROM THOSE AND THE CHANGES WE MAKE IS THE ACCOUNTABILITY THAT WE PUT ON CHRISTIE'S SHOULDERS.

>> WELL, AND THE FEEDBACK WE GAVE WHEN WE DISCUSS THOSE MONITORING REPORTS, LIKE LAST MONTH WHEN WE WERE DISCUSSING FACILITIES AND WE PUT FORTH, WE WANT THIS, THIS, AND THIS, THAT WAS ESSENTIALLY UPDATING AND MODIFYING CHRISTIE'S ACTION ITEM LIST AND FOR HER AND HER TEAM.

THAT THAT LIST IS NOT JUST FOR HER, THAT LIST IS FOR HER TO DELEGATE OUT TO DO BECAUSE AS A BOARD, OUR ACTION ITEM LIST IS TO COME TO THE MEETINGS PREPARED, IT'S TO HAVE A DISCUSSION AND GIVE INPUT ON THOSE REPORTS TO MONITOR THE SUPERINTENDENT, JUST TO NAME A FEW.

OTHER THAN THE NEW INFORMATION, WE DON'T REALLY HAVE AN ACTION ITEM LIST BECAUSE WE'RE NOT ACTIVELY DOING THE WORK, WE'RE ACTIVELY DIRECTING THE PERSON DOING THE WORK. DID I SAY THAT RIGHT?

>> I GUESS THE WAY I VIEW ACTION ITEMS IS ANYTHING THAT WE HAVE TO TAKE AN ACTION ON, ANYTHING WE HAVE TO VOTE OR ACTION ITEMS. SORRY ABOUT THIS.

IMPROVING THE MINUTES IS ACTUALLY AN ACTION ITEM.

YOU'RE TAKING AN ACTION, YOU'RE VOTING ON IT, YOU'RE ACCEPTING IT.

WHAT I THINK WOULD ACTUALLY BE BENEFICIAL THOUGH IS WHEN WE HAVE DISCUSSIONS ABOUT THINGS AND WE'RE STILL MOVING TOWARD A SOLUTION ON SOMETHING, WE COULD MAKE PROPOSALS FOR ITEMS ON THE NEXT AGENDA.

FOR EXAMPLE, IF PEOPLE SEE THAT THEY THINK THAT A POLICY NEEDS A TWEAK, A POLICY RECOMMENDATION COULD BE DOCKETED ON HERE.

YOU COULD WRITE IT UP, SEND IT OFF TO YOU GUYS.

I HAVE TO SAY, I WANT TO CIRCLE BACK AND TALK ABOUT THAT LATER, I DON'T WANT TO TAKE TOO MUCH AIR TIME ON THAT.

BUT JUST IF WE COULD DURING SHARING TIME AT THE END OF THE MEETING, JUST SAY HERE'S SOME ITEMS WE WANT TO DISCUSS AT THE NEXT MEETING, SOMETHING THAT CAME UP HERE THAT WE DIDN'T REALLY GET A CHANCE TO ADDRESS, THAT'S NOT ACTION ITEMS, BUT IT IS AGENDA ITEMS SO THAT IT LEADS INTO THE NEXT MEETING SO THAT WE'RE FOLLOWING THROUGH FROM THIS ONE.

THAT'S WHY I THOUGHT HAVING THE MINUTES AT THE TOP OF THE MEETING WOULD BE A GOOD THING TOO.

THERE ARE SOME BOARDS THAT ACTUALLY READ THROUGH THE MINUTES.

WE DON'T DO THAT.

HOPEFULLY, PEOPLE ARE READING THE MINUTES AND MAKING NOTES AS TO WHETHER THEY'RE ACCURATE OR NOT FROM THE LAST MEETING.

BUT IT'S A GOOD IDEA TO READ THROUGH THEM BEFORE YOU COME TO THE MEETING AND SEE, WHAT DID WE COVER LAST MEETING AND IF SOMETHING NEEDS TO BE BROUGHT UP, FOLLOW THROUGH THERE TOO.

I'M JUST THINKING IN TERMS OF THE FLOW FROM ONE MEETING TO ANOTHER, AND GETTING ITEMS ON THE AGENDA FOR DISCUSSION, THEN IT WOULD BE HELPFUL DURING THE SHARING TIME FOR THE BOARD NEAR THE END OF THE MEETING TO JUST SAY DOES ANYBODY HAVE SOMETHING THEY WANT TO SEE ON THE NEXT MEETING?

[01:30:03]

>> THAT WORKS FOR ME.

CHRIS TYPICALLY HAS GOT A LIST OF THINGS THAT COME FROM THE MEETINGS WHEN WE MEET.

OTHER COMMENTS, QUESTIONS?

>> I WOULD SAY, I DON'T KNOW IF PEOPLE ARE AWARE THAT AND WE CHANGED IT A LITTLE BIT LAST YEAR BASED ON THE BOARD'S INPUT.

THERE'S A SCHEDULE OF WHEN MONITORING REPORTS ARE GOING TO COME UP, SO YOU CAN SEE.

BUT IF I KNOW IF THERE'S SOMETHING ABOUT MATH, I KNOW PEGGY, HER GOAL IS TO MOVE THE NEEDLE IN MATH.

IF I SEE SOMETHING IN MATH OR THERE'S A MATH NIGHT COMING UP, I'LL LET HER KNOW.

I KNOW FACILITIES ARE SOMETHING THAT YOU'RE PASSIONATE ABOUT.

THAT'S ANOTHER THING TOO THAT I GET, AND I DO APPRECIATE YOUR COMMENT.

I HAD A LOVELY CONVERSATION WITH THE AUDIT COMMITTEE, PEGGY AND NANCY.

THEY WERE IN THE BUILDING, SO I SAT DOWN WITH THEM.

IF ANYONE EVER WANTS TO MEET TO ASK A QUESTION OR THEY'RE NOT SURE SOMETHING'S HAPPENING, THE INTERESTING THING ABOUT THE MONITORING REPORTS, WHILE YOU ONLY SEE THEM IN A SILOED AMOUNT OF TIME, EVERY SINGLE MONITORING REPORT, THE WORK IS HAPPENING ALL DAY EVERY DAY, IT'S JUST FLUID AND FOR SOME STUDENTS, IT'S HAPPENING MORE THAN FOR OTHER STUDENTS DEPENDING ON THE NEEDS OF THE ORGANIZATION, FOR SOME BUILDINGS.

THAT MIGHT BE THEIR FOCUS, DIFFERENT THAN ANOTHER BUILDING.

I'M SUPER EXCITED ABOUT HAVING A STRATEGIC PLAN BECAUSE I THINK THAT'S BEEN A MISSING PIECE IS THAT EVERY BUILDING HAS BEEN TRYING TO FIGURE OUT WHAT THEIR FOCUS IS BASED ON THEIR INDIVIDUAL NEEDS SO NOW WE'RE TAKING A LARGER SYSTEM VIEW, BUT IT'S COMPLEX.

DEPENDING ON ANY GIVEN DAY, WHAT HAPPENS FOR OUR STUDENTS, IT MIGHT SHIFT OUR FOCUS BECAUSE WE ARE CONSTANTLY RESPONDING TO THE NEEDS THAT ARE IN REAL TIME.

FOR EXAMPLE, IF THERE'S AN ISSUE OF BULLYING OR HARASSMENT, THAT'S GOING TO TAKE PRIORITY OVER FACILITIES THAT DAY BECAUSE THAT'S THE MORE PRESSING NEED.

IT'S JUST ALWAYS A MOVING TARGET.

CHRIS HAD ALREADY SAID, SHE SENDS OUT AN EMAIL TO THE ENTIRE ORGANIZATION SAYING BOARD AGENDA ITEMS ARE DUE.

WHAT WE WEREN'T DOING, SHE WASN'T SENDING IT TO THE BOARD.

BASED ON THE AGENDA PLANNING MEETING WITH KEVIN AND PEGGY WHERE WE TALKED ABOUT THIS, SHE'S GOING TO DO THIS.

WE USED TO PUT IN THE UPDATE LIKE THIS IS AN AGENDA MEETING COMING SO WE'LL START PUTTING THAT BACK IN.

IT HASN'T BEEN AS TIGHT, SO WE CAN DO A BETTER JOB OF THAT FOR SURE, SO PEOPLE WILL SEE WHEN IT'S COMING UP AND GET THOSE.

BUT IF YOU HAVE FREE TIME AND YOU WANT TO MEET, COME, LET ME KNOW, I'D LOVE TO MEET WITH ANY ONE OF YOU AT ANY TIME.

I BELIEVE THAT'S SUPER IMPORTANT.

IT'S TRUE. I WILL.

I APPRECIATE IT TOO BECAUSE AS I SHARED WITH NANCY ONE TIME, YOU'RE MY SUPERVISORS AS A BOARD AND THERE'S THINGS THAT I NEED TO BOUNCE IDEAS OFF OF, OR I NEED FEEDBACK OR INPUT AND SO I APPRECIATE THAT TIME AS WELL BECAUSE I CAN SAY, I'M WRESTLING WITH A, B, OR C, I COULD JUST USE A THOUGHT PARTNER ON THIS AND I'VE APPRECIATED THE INSIGHT THAT EACH ONE OF YOU HAVE PROVIDED.

COMMUNICATION, MY GOSH, I THINK I'LL RETIRE AND WE'LL STILL BE NEEDING TO IMPROVE COMMUNICATION SO I ALWAYS APPRECIATE THAT FEEDBACK.

>> I THINK THE OTHER ASPECT THAT IT PROBABLY FALLS WITHIN THAT THAT HAS BEEN NOT NECESSARILY LACKING, BUT WE'VE PUT OFF AS FAR AS ACTION ITEMS IS WE'VE MENTIONED ON A LOT OF THESE MONITORING REPORTS THAT WE NEED TO UPDATE, TWEAK THE INDICATORS, AND KNOWING THE PROCESS THAT THAT TAKES AND SOME OF THE DISCUSSIONS, WE'VE HAD TWO ITEMS. ONE, WE WANTED TO HAVE A TIME WHEN WE HAD MORE TIME AVAILABLE TO HAVE SOME ROBUST DISCUSSION ABOUT IT TO GET SOME INPUT FROM THE EXECUTIVE TEAM, AND THEN ALSO TO HAVE OUR STRATEGIC PLAN IN PLACE SO THAT THINGS ARE GELLED TOGETHER AS OPPOSED TO, LET'S MAKE THE INDICATORS, AND THEN THE STRATEGIC PLAN COMES OUT AND THEN IT'S LIKE, THESE THINGS DON'T MATCH.

THAT'S BEEN PART OF THE DELAY AS WELL, BUT THAT IS DEFINITELY ON THE RADAR AS FAR AS WE'RE DOING THE PLANNING AND FUTURE GOALS.

>> THAT WAS ONE QUESTION I DID HAVE FOR THE BOARD.

WE'VE BEEN TRYING TO FIND A WINDOW WHERE WE COULD HAVE A RETREAT.

IT DOESN'T WORK FOR EVERYONE TO DO IT DURING THE WEEK BECAUSE PEOPLE WORK.

[01:35:04]

THEN WE WERE LOOKING JULY IS FUNNY BECAUSE AS I INTERVIEWED DIFFERENT PEOPLE, PEOPLE HAD VACATIONS SO THINKING AROUND THE FIRST PART OF AUGUST TO SPEND A FULL DAY TO REALLY LOOK AT THOSE POLICIES.

LIKE YOU'RE GOING TO SEE THE EARLY LEARNING POLICY TONIGHT.

WE CANNOT NECESSARILY GUARANTEE 100% OF KINDERGARTNERS ARE GOING TO ENTER OUR SYSTEM READY TO GO.

WE DO NOT CONTROL THE ENVIRONMENT FOR ALL OUR STUDENTS PRIOR TO KINDERGARTEN, SO WE CAN DO OUR BEST TO IMPROVE THOSE OUTCOMES THROUGH PARTNERSHIPS AND DIFFERENT THINGS.

BUT ANYWAY, I DON'T KNOW WHAT THE FIRST BIT OF AUGUST LOOKS LIKE FOR PEOPLE, IF ANYONE IS ON VACATION DURING THAT TIME, BUT WE'RE JUST TRYING TO FIND ONE FULL DAY WHERE WE CAN HAVE A RETREAT.

SATURDAY IS WORK.

>> I'M DEFINITELY ON BOARD WITH EARLY AUGUST.

IT SEEMS LIKE ONE OF THE BEST TIMES FOR ME.

>> IS ANYONE OUT OF TOWN DURING THAT TIME?

>> YES.

>> YOU ARE.

>> YOU DON'T COUNT ANYMORE.

>> SORRY, BUDDY.

>> WE DON'T EVEN KNOW WHO YOU ARE ANYMORE.

>> SPEAKING OF AN ACTION ITEM, I'LL HAVE CHRIS SEND OUT TWO DIFFERENT SATURDAYS AND WE'LL TRY TO LOCK ONE IN JUST TO LAND THAT DATE AND HAVE A DATE RETREAT FOR ALL THE POLICIES.

>> OTHER DISCUSSIONS OR SUCH OR ANY OTHER DISCUSSION ON THE AGENDA PLANNING MORPHINE CONVERSATION?

>> I GUESS I JUST WANT CLARITY ON, IF A BOARD MEMBER REQUESTS THAT WE BRING SOMETHING TO THE NEXT MEETING, DOES THAT MEAN IT ACTUALLY HAPPENS? BECAUSE SOMETIMES IT DOESN'T ALWAYS HAPPEN.

IF SOMEBODY SAYS, I WANT TO DO THIS AT A MEETING, THEN IT DOESN'T SHOW UP ON THE AGENDA.

HOW DO YOU MAKE SURE THAT THE THINGS THAT YOU WANT TO HAVE ADDRESSED DO GET ADDRESSED?

>> I DON'T THINK THERE'S ANYTHING BEEN INTENTIONALLY LEFT OFF.

IT MAY HAVE BEEN FORGOTTEN IF IT WASN'T.

BUT BASICALLY, IT'S A MATTER OF BRINGING IT UP AND THEN SOMETIMES WE'LL DELAY IT IF THERE'S A MORE APPROPRIATE TIME AS WE'RE LOOKING AT THE FULL SCHEDULE, BUT I CAN'T THINK OF ANYTHING THAT WAY.

>> SORRY, PEGGY. THE ONLY THING I COULD THINK OF IS THE TIMING.

THERE'S TIMES THAT SOMETHING HAS TO, SO IF IT CAME IN ON FRIDAY LATE, WE CAN'T DO IT BECAUSE OF JUST THE RULES OF WHEN YOU HAVE TO HAVE AGENDA.

THAT'S THE ONE THAT I'M AWARE OF RIGHT NOW.

>> THIS IS WHY I SUGGESTED A LIST AT THE END TO SAY, HEY, ANYBODY, TAKE A GROCERY LIST OF WHAT PEOPLE WOULD LIKE TO SEE ON THE NEXT MEETING.

IT'S NOT GOING TO BE EVERYTHING.

IDEAS OCCUR TO PEOPLE AFTER MEETINGS.

BUT AT LEAST THERE WILL BE SOME ITEMS THERE THAT EVERYBODY'S AWARE OF THAT SHOULD BE ON THE AGENDA BECAUSE A BOARD MEMBER WANTS IT ON THE AGENDA.

>> SURE. CHRIS HAS BEEN GOOD ABOUT DOING THAT 99.9% OF THE TIME.

>> JUST FORMALIZING THAT PROCESS BY MAKING IT JUST AN ITEM ON THE AGENDA.

>> WELL, AGAIN, SHARING IS ALREADY PART OF IT, SO I'M NOT SURE IF WE'RE MENTIONING IT DURING SHARING.

IT'S JUST A MATTER OF RECORDING IT, IN MY MIND.

I GUESS MAYBE WE'RE COMMUNICATING THINGS DIFFERENTLY, BUT NO, ANYTIME PEOPLE WANT TO BRING THINGS UP OR AGAIN, EMAILING THEM TO US.

THEN IF THAT HAS GOT EVERYTHING, WE'LL GO AHEAD AND MOVE ON TO ITEM 8.01,

[8. FOCUS ON STUDENTS]

WE HAVE BEFORE US THE MONITORING REPORT FOR RESULTS POLICY R5, EARLY CHILDHOOD READINESS.

EVERYBODY'S HAD A CHANCE TO LOOK AT THIS.

THANK YOU, EVERYONE, FOR GETTING YOUR RESPONSES IN.

IT'S NICE TO SEE FIVE OUT OF FIVE.

AGAIN, I GUESS I WILL ASK JUST FOR CLARITY SAKE, IF YOU'RE MAKING MULTIPLE PARAGRAPHS OF COMMENTS, PLEASE PUT YOUR INITIALS ON EVERYONE OR AT THE BEGINNING OF IT OR SOMETHING BECAUSE SOMETIMES IT'S HARD TO KNOW WHO IS SAYING WHAT.

[01:40:01]

AGAIN, THIS IS WHERE I THINK CHRISTIE'S ALREADY ALLUDED TO, WHERE OUR ACTUAL INDICATOR OR THE EXISTING INDICATOR IS THAT ALL CHILDREN WILL ENTER KINDERGARTEN PREPARED FOR ACADEMIC AND SOCIAL SUCCESS.

WHEN WE DON'T CONTROL ALL THOSE THINGS, IT'S HARD TO HAVE THAT.

IT'S GREAT TO HAVE A GOAL OF ALL, BUT IT'S HARD TO SAY THAT WE HAVE DEMONSTRATED THAT GOAL WHEN WE CAN'T CONTROL EVERYTHING.

AGAIN, I'LL OPEN THE FLOOR FOR DISCUSSION.

>> NANCY, YOU HAD SOME RECOMMENDATIONS ABOUT SMART GOALS.

I THOUGHT IT JUST AS A GENERAL PRINCIPLE FOR ANY MONITORING REPORT.

>> YEAH, YOU CAUGHT ME OFF GUARD THERE, BUT I SUPPOSE IF THE CONCEPT OF SMART GOALS WHERE YOU'VE GOT SOMETHING STRATEGIC, MEASURABLE, ALL THAT, ART, WHAT IS THAT? IT IS ACHIEVABLE. THANK YOU.

TIME-BOUND. THANK YOU, GABBY.

PERHAPS INSTEAD OF HAVING THIS AS THE TITLE, WE COULD SOMEHOW MOVE A SMART GOAL INTO THIS SO THAT IT'S SOMETHING THAT COULD BE WORKED TOWARDS, BUT THAT WASN'T REALLY WHERE I WAS GOING TO START.

>> WELL, AND AGAIN, AND I WILL BE THE FIRST TO SECOND MAKING THAT OR TO SUPPORT IT.

BUT THAT'S PART OF OUR COME AROUND TO THE BACK PROCESS.

TONIGHT, WE HAVE TO WORK WITH THE INDICATOR THAT WE HAVE.

BUT THAT'S ONE OF THE THINGS THAT WE HAVE SEEN IN THESE IS MANY OF THE INDICATORS NEED TO HAVE SOME ADJUSTMENTS MADE.

I APPRECIATE THAT CONVERSATION, AND I WILL HELP YOU OUT IF YOU'RE NOT QUITE PREPARED FOR THAT ONE BY SAYING THAT THAT'LL BE PART OF OUR RETREAT, AND I THINK THAT'LL BE SOME GOOD INFORMATION THAT IF YOU'RE READY FOR, WE'LL DEFINITELY APPRECIATE.

SO, COMMENTS ON THE MONITORING REPORT? I THINK DEFINITELY, ONE OF THE THINGS THAT HAS BEEN SPOKEN OVER AND OVER NOT ONLY HERE, BUT IT WAS IN VARIOUS OTHER PLACES IS THE IMPACT THAT EARLY CHILDHOOD DEVELOPMENT AND KINDERGARTEN READINESS AND ALL THAT, THE BENEFIT THAT IT HAS ON THE OVERALL OUTCOME OF THE STUDENTS, AND JUST THEIR SUCCESS ALL THE WAY THROUGH.

SO I THINK THAT THIS IS AN AREA WHERE DEFINITELY WE WANT TO HAVE SOME QUALITY INDICATORS.

IT'S GREAT TO SEE THAT WE HAVE SEEN THINGS IMPROVE.

THERE'S DEFINITELY IN LOOKING AT THE REPORT, THERE'S MORE ROOM FOR IMPROVEMENT, BUT AT LEAST THE NEEDLE IS GOING IN THE RIGHT DIRECTION AND HOPEFULLY, WE CAN KEEP IT GOING THAT WAY.

>> AS FAR AS DATA GATHERING AND NUMBERS.

I MEAN, WHAT DO WE HAVE TO LOOK FORWARD TO IN TERMS OF TRACKING PROGRESS FROM PRE-TRANSITIONAL KINDERGARTEN TO KINDERGARTEN KNOWING HOW MANY STUDENTS GO FROM THE TRANSITIONAL KINDERGARTEN PROGRAM TO FERNDALE SCHOOLS.

>> TO BE IN TRANSITIONAL KINDERGARTEN, YOU HAVE TO LIVE IN THE FERNDALE SCHOOL DISTRICT.

NOW, WE CAN'T TELL A FAMILY, I'M SORRY, YOU HAVE TO GO TO KINDERGARTEN HERE.

FAMILIES HAVE CHOICES, BUT WE DON'T TAKE OUT OF DISTRICT STUDENTS IN OUR TK PROGRAM.

THAT'S ONE THING. IT'S A COHORT.

TRANSITIONAL KINDERGARTEN IS GEARED TOWARDS CHILDREN WHO TRADITIONALLY HAVE NOT QUALIFIED FOR ANOTHER HIGH QUALITY EARLY LEARNING PROGRAM.

THAT'S ACTUALLY STATE LAW, AND SO YOU CAN'T BE IN A COMMUNITY PARTNER PROGRAM AND LEAVE IT TO COME TO TK.

IT'S REALLY GEARED TOWARDS CHILDREN WHO HAVEN'T BEEN ABLE TO ACCESS OR DON'T QUALIFY FOR A PROGRAM.

NOW SOMETIMES THERE MIGHT BE A CHILD WHO IN WORKING WITH A PRIVATE CHILDCARE PROVIDER SAYS, YOU KNOW WHAT, WE CANNOT MEET THE NEEDS OF THIS CHILD FOR THIS REASON, THIS REASON.

WILL YOU PLEASE TAKE THEM? THEN WE'LL DO THAT.

[01:45:03]

IF YOU GO OUT AND SAY, I WANT TO TAKE ALL THESE KIDS BECAUSE WE HAVE THIS PROGRAM AND THEY CAN COME HERE, THAT'S AN ECONOMIC DECISION THAT WE'RE MAKING THAT IMPACTS OUR COMMUNITY.

I LOVE THIS TOPIC, SO I COULD TALK ABOUT IT THE REST OF THE NIGHT.

THE REALITY IS WITHOUT CHILDCARE, WE DON'T HAVE AN ECONOMY.

PEOPLE RELY ON CHILDCARE TO BE ABLE TO GO TO WORK.

THAT WAS ONE OF THE REASONS WHEN THE COVID SHUTDOWNS HAPPENED.

WHAT WAS THE ONE THING THEY DID NOT SHUT DOWN? CHILDCARE. THE GOVERNOR CALLED OUT THAT CHILDCARE WILL CONTINUE TO RUN.

I WAS RUNNING CHILDCARE AT THAT TIME.

I WORKED EVERY SINGLE DAY AND MY KIDS CAME TO SCHOOL AND MY STAFF SHOWED UP.

THEY GOT THREE DAYS OFF AND THEY WERE IN BUSINESS BECAUSE DOCTORS NEEDED CHILDCARE, NURSES NEEDED IT.

PEOPLE REQUIRED POSITIONS THAT WERE DEEMED BY THE STATE TOOK THEIR KIDS TO CHILDCARE THE WHOLE TIME WE WERE OPEN.

WE WORK IN PARTNERSHIP, AND WHAT WE HAVE IN OUR COMMUNITY AND OUR COUNTY IS A MIXED DELIVERY SYSTEM.

SOME FAMILIES CHOOSE, WE CALL IT FAMILY FRIENDS AND NEIGHBORS.

THEY CHOOSE TO STAY HOME AND TAKE CARE OF THEIR CHILD OR LIKE MY OWN CHILDREN, WENT TO GRANDMA.

THAT WOULD BE CONSIDERED A FAMILY FRIEND OR NEIGHBOR.

SOME GO TO A LICENSED CHILDCARE CENTER, SOME CHOOSE PART-TIME CHILDCARE OR A PRESCHOOL.

WE HAVE TK, WE HAVE DEVELOPMENTAL PRESCHOOL.

THERE REALLY IS SOMETHING FOR EVERYONE.

THE PROBLEM IS THERE'S NOT ENOUGH SLOTS FOR EVERYONE.

TK WAS CREATED TO TRY TO CREATE MORE ACCESS.

WE'RE STILL VERY LOW ON HOW MANY CHILDREN CAN ACTUALLY COME IN.

I THINK THE IMPORTANT THING TO REMEMBER AS A FORMER KINDERGARTEN TEACHER, IT WAS TRUE YEAR AFTER YEAR.

IN ANY GIVEN KINDERGARTEN CLASSROOM, THE DEVELOPMENTAL CONTINUUM SPANS ACROSS NINE YEARS.

YOU HAVE CHILDREN WHO ARE FUNCTIONING AT A BIRTH LEVEL AND SOME OF THEIR SKILLS, AND YOU HAVE CHILDREN IN THAT SAME CLASSROOM FUNCTIONING AT A THIRD GRADE LEVEL.

I ALWAYS SAY YOU DON'T GO TO KINDERGARTEN, YOU GO THROUGH KINDERGARTEN.

IT'S REALLY THE GRADE THAT TAKES THE BIRTH TO FIVE WORLD AND THE K-12 SYSTEM, AND IT HELPS A CHILD TRANSITION THROUGH.

BUT AT THE SAME TIME, WHAT WE KNOW IS THE END OF KINDERGARTEN REALLY IS A PREDICTOR TO THIRD GRADE OUTCOMES, WHICH IS A PREDICTOR TO EIGHTH GRADE OUTCOMES, WHICH IS A PREDICTOR TO GRADUATION.

THIS IDEA OF WAITING UNTIL THIRD GRADE TO DO SOMETHING ABOUT IT.

THAT'S THAT REACTIVE SYSTEM THAT THE BOARD HAS SO CLEARLY SAID.

LET'S GET PROACTIVE.

THAT'S WHY WE INVEST IN EARLY LEARNING AND I'VE SEEN INCREDIBLE RESULTS.

I THINK THE OTHER THING TOO IS ONE YEAR OF HIGH QUALITY EARLY LEARNING IS NOT AN INOCULATION.

A CHILD NEEDS HIGH QUALITY ALL THE WAY THROUGH.

WHEN YOU SAY, WHY DO WE FOCUS ON BIRTH TO THREE? WELL, ONE BY FEDERAL LAW, WE DO FOR ANY CHILD WHO QUALIFIES FOR SPECIAL EDUCATION, WE HAVE TO KNOW.

EVEN THOUGH WE'RE NOT PROVIDING THE SERVICES DIRECTLY, WE WORK WITH WHATCOM CENTER FOR EARLY LEARNING AROUND THAT.

ULTIMATELY, FERNDALE SCHOOL DISTRICT BY FEDERAL LAW IS RESPONSIBLE FOR THOSE CHILDREN.

THAT'S WHY WE DO THOSE PARTNERSHIPS.

BUT ARE WE GOING TO BE IN RUNNING INFANT CARE, TODDLER CARE? NO, BUT WE KNOW WHERE THOSE KIDS ARE BEING SERVED.

WE KNOW HOW TO PARTNER WITH THEM.

WE SAY, HOW DO WE WORK TOGETHER WITH THAT FAMILY? HOW DO WE START TO PARTNER WITH THE FAMILY? IT'S A GENTLE HANDOFF.

I WORRY ABOUT OUR FAMILIES WHO HAVE CHILDREN WITH SOME OF THE MOST COMPLEX NEEDS IN OUR COMMUNITY HAVE THE MOST ADULTS THAT THEY HAVE TO TRANSITION THROUGH THE MOST SYSTEMS. THE MORE WE CAN DO AS A COMMUNITY TO WRAP AROUND THEM, IT SUPPORTS THE CHILD.

WE HAD A PUBLIC COMMENT OR TALK TONIGHT JUST ABOUT HOW THEIR CHILD GOT SERVICES.

IT IS VERY COMPLEX TO FIGURE OUT HOW TO MAKE THOSE SERVICES AND WHO DO I CALL.

THERE'S A LOT TO IT AND IT'S MESSY AND THAT'S WHY THE EARLY LEARNING PLAN CAME OUT.

IN TERMS OF THE TK, I SENT YOU A GRAPH EARLIER TONIGHT JUST LOOKING AT THE COHORT OF STUDENTS.

IT SHOULD BE IN YOUR INBOX.

IF IT'S NOT, THAT MEANS I DIDN'T SEND IT. DID I SEND THAT? THERE WAS A GRAPH THAT BOBBY SENT WHERE HE LOOKED AT THE TK STUDENTS COMPARED TO THEIR PEERS WHO WERE NOT IN TK AND CURRENTLY IN THIS YEAR'S COHORT, WHICH WE DON'T HAVE LONGITUDINAL DATA, THEY'RE OUTPERFORMING THEIR PEERS.

THEY CAME IN, THEY WERE READY TO GO IN THE SIX OUT OF SIX DOMAINS, AND WHY THAT SIX OUT OF SIX MATTERS IS BECAUSE THE LONGITUDINAL DATA BY THE STATE IS IF A CHILD IS PERFORMING, OR ON PAR WITH AGE APPROPRIATE SKILLS OF THAT OF A FIVE YEAR OLD IN ALL DOMAINS, AND THAT'S LANGUAGE, PHYSICAL, WHICH IS FINE MOTOR GROSS MOTOR, COGNITIVE, SOCIAL, EMOTIONAL LITERACY, AND MATH.

[01:50:01]

THAT'S IN THEIR FIRST NINE WEEKS OF KINDERGARTEN, WE CAN BEGIN MAKING PREDICTIONS.

WE'VE BEEN DOING THE STUDIES, KELLY AND TRINA AND I HAVE BEEN GOING BACK THE LAST FEW YEARS.

IT'S ALMOST EXACTLY ON HOW KIDS ARE ENTERING OUR DISTRICT.

IF WE ONLY HAVE 30% OF OUR STUDENTS ENTERING KINDERGARTEN IN THOSE FIRST NINE WEEKS DEMONSTRATING THE SKILLS OUT OF SIX OUT OF SIX OF WHAT YOU WOULD EXPECT, 75% OF 30% IS WHAT WE CAN EXPECT TO PASS THE THIRD GRADE SBAC.

THAT'S WHY WE HAVE TO PAY ATTENTION.

IT DOESN'T MEAN IT'S THE END ALL, BUT AS EDUCATORS, WE HAVE TO PAY ATTENTION TO PREDICTORS BECAUSE THOSE PREDICTORS GIVE US AN IDEA OF WHAT WE NEED TO FOCUS IN ON.

I'LL STOP TALKING. I REALLY COULD TALK ALL DAY.

>> NO, ACTUALLY, I'D LOVE TO JUST HAVE ONE ON ONE AND TALK TO BOBBY AS WELL BECAUSE I WOULD LIKE TO SEE, THE PROBLEM IS THE INFORMATION IN THIS MONITORING REPORT, IT'S HARD TO ANCHOR IT TO ANYTHING.

IT'S LIKE YOU'RE LOOKING, WELL, HERE'S THE NUMBER OF KIDS THAT WENT THROUGH THE TK PROGRAM.

DID THOSE KIDS ACTUALLY SHOW UP IN FERNDALE KINDERGARTENS? WHICH ONES DID, WHAT PERCENTAGE OF THE TOTAL KINDERGARTEN POPULATION DID THEY MAKE UP? HOW MANY OF THEM HAD DEVELOPMENTAL DISABILITIES THAT WERE REALLY TRULY HELPED BY AN EARLY INTERVENTION? DOES IT MAKE A HUGE DIFFERENCE IF A KID DOESN'T START OUT BEHIND.

>> I THINK IT'S COMPLEX AND I'VE BEEN WORKING ON THIS NOW FOR 25 YEARS IN THIS STATE.

WE CANNOT NECESSARILY PREDICT WHERE A CHILD WAS.

I CAN'T EVEN TELL YOU WHICH OF OUR STUDENTS HAD EARLY LEARNING, WHICH DIDN'T HAVE EARLY LEARNING.

WE PROBABLY HAVE CLOSE TO 30 PROVIDERS THAT FEED INTO OUR DISTRICT BECAUSE REMEMBER, JUST BECAUSE THEY LIVE HERE IN FERNDALE DOESN'T MEAN THAT'S WHERE THEIR CHILDREN GO.

THERE'S CHILDREN WHO GO TO CHILDCARE OR THEY'RE PART OF SOMETHING ALL ACROSS WHATCOM COUNTY, AND THEN IT'S ONLY A SUBSET OF THOSE KIDS THAT WERE ANYWHERE.

IT'S REALLY NOT COMPARING APPLES TO APPLES, IT'S APPLES TO ORANGES BECAUSE IF NANCY WAS IN A CHILDCARE HOME WITH A PARENT AND IT'S JUST ONE ON ONE, AND YOU WERE IN A CENTER WHERE YOU WERE GOING THERE FROM 7:00 IN THE MORNING TILL 6:00 AT NIGHT.

THAT'S A VERY DIFFERENT EXPERIENCE.

IT'S HARD TO MAKE THAT PREDICTION.

WHAT WE DO HAVE AND WHAT BOBBY AND I HAVE BEEN TALKING ABOUT IS WE HAVE ONE COHORT, AND I'VE DONE THIS BEFORE WHERE I TAKE ONE CLASS WHERE THE VARIABLE IS PRETTY CONTROLLED.

THEY WERE IN TK TOGETHER, THIS GROUP OF CHILDREN WITH ONE TEACHER.

THEN THEY LOOPED UP TO KINDERGARTEN WITH THE SAME TEACHER AND NEXT YEAR, THEY'LL BE LOOPING UP TO FIRST GRADE.

WHAT WE'RE GOING TO BE ABLE TO DO WITH THAT ONE GROUP OF CHILDREN.

I CAN'T GENERALIZE THIS TO ANYONE.

BUT WE'LL BE ABLE TO, SO CONTROLLED ENVIRONMENT.

I KNOW WHO STARTED IN TK, WHO WENT TO KINDERGARTEN, WHO WENT TO FIRST GRADE.

THEY HAVE THE SAME TEACHER, SAME CLASSROOM, SAME BUILDING.

IT'S CONTROLLED ENOUGH THAT WE CAN MAKE SOME GENERAL RATIONAL.

THANK YOU. YOU KNOW WHAT I'M SAYING. THANK YOU.

SOMEONE HELP ME OUT HERE. ANYWAY, SO I'VE BEEN ACTUALLY TALKING TO THE NATIONAL P-3 CENTER ABOUT THIS COHORT OF STUDENTS.

I DID THE SAME THING WITH A GROUP OF STUDENTS I WORKED WITH YEARS AGO WHERE THEY WERE THE VERY FIRST TK CLASSROOM IN THE STATE, AND I TRACKED THEM ALL THE WAY THROUGH FIFTH GRADE.

THEN I COMPARED THAT GROUP OF CHILDREN, THEIR RISK FACTORS, THEIR ATTENDANCE, THEIR SCORES, AND EVERYTHING.

WHAT I FOUND IS THAT GROUP OF CHILDREN, WHILE THEY WERE STILL IN THE SAME SCHOOL, THEY HAD DIFFERENT EXPERIENCES, BUT THEY WERE PERFORMING ON PAR WITH THEIR COHORT ACROSS THE ENTIRE DISTRICT, BUT THEIR RISK FACTOR WAS MUCH, MUCH LOWER THAN THEIR PEERS.

THE OTHER THING WE FOUND WAS THEIR GROUP OF PARENTS WERE MORE INVOLVED THAN ANY OTHER PARENTS.

THERE'S THAT OTHER PIECE TOO BECAUSE WE BELIEVE THE CHILD'S FIRST TEACHER IS THEIR PARENT.

WHAT THIS EARLY LEARNING WRAPAROUND DO FOR THEIR FAMILY IN GENERAL.

LOTS OF GOOD STUDIES HERE.

I LOVE YOUR THINKING.

>> I'M CURIOUS ABOUT THE LOOPING UP FROM TK TO K TO ONE.

THAT PATH FOR KIDS HELPS THEM, OVERALL.

IS THAT GOING TO BE REPEATED? IS THAT SOMETHING THAT COULD BE GROWN?

>> YEAH. ACTUALLY AM EXCITED TO ANNOUNCE THAT THAT WAS SOMETHING I'VE BEEN WORKING ON WITH THE ELEMENTARY PRINCIPALS.

MIDDLE SCHOOL, HIGH SCHOOL HAS THAT BUILT IN, WHERE THEY MIGHT HAVE A TEACHER.

IT'S A LITTLE MORE NATURAL THERE.

ELEMENTARY, IT'S NOT BEEN SO MUCH.

[01:55:01]

WE ACTUALLY HAVE A FEW SCHOOLS THAT ARE STARTING LOOPING.

IT'S GOING TO BE MORE WIDELY USED NEXT YEAR, AND THEN WE'LL BE TRACKING THAT DATA AND SHARING AND SEEING WHAT WE SEE.

I WAS A TEACHER WHO LOOPED.

I TAUGHT IN THE CLASSROOM FOR 18 YEARS AND I HAD LESS THAN NINE COHORTS OF STUDENTS.

THERE'S PROS AND CONS.

IT'S HARD TO LEARN A NEW CURRICULUM YEAR AFTER YEAR.

PERSONALLY, I FELT IT WAS HARDER TO GET TO KNOW A NEW GROUP OF KIDS YEAR AFTER YEAR.

WE DO HAVE SOME TEACHERS WHO ARE INTERESTED, PRINCIPALS POSE THAT TOO.

I'M LOOKING AT ONE OF OUR PRINCIPALS THAT WILL HAVE SOME LOOPING CLASSROOMS NEXT YEAR AT CENTRAL.

I'M EXCITED TO SEE AND I'D LOVE TO GET YOU INTO SOME OF THOSE CLASSROOMS NEXT YEAR AND WE'LL BE PULLING THE INFORMATION. BECAUSE YOU JUST START.

IF YOU ALREADY KNOW THE KIDS, EVEN IF NEW KIDS COME IN, THE OTHER KIDS KNOW THE ROUTINES, SO INSTEAD OF SPENDING THOSE FIRST MONTH AND A HALF GETTING TO KNOW KIDS, YOU'RE STARTING RIGHT OUT OF THE GATE THE SECOND YEAR.

>> YEAH, AS SOMEONE WHO'S BEEN LOOPED THROUGH BOTH FROM FOURTH TO FIFTH GRADE AND SEVENTH TO EIGHTH GRADE, IT'S A REALLY BENEFICIAL EXPERIENCE.

I DEFINITELY FELT MORE CONNECTED TO THOSE TEACHERS AND MY COHORT AND HAD A LOT MORE LEARNING DONE WITH THAT LOOPED YEAR THAN I HAVE IN TONS OF OTHER PLACES, BECAUSE IT'S JUST THE CONSISTENCY OF YOU KNOW HOW THAT TEACHER WORKS, YOU KNOW WHAT THEIR SYSTEM IS.

YOU KNOW WHAT THE DYNAMIC IN THAT CLASSROOM IS GOING TO BE LIKE, AND YOU KNOW WHAT'S EXPECTED OF YOU.

IN THAT WAY, WHAT'S KNOWN ALWAYS IS MORE LIKELY TO FEEL LIKE A SAFE SPACE UNLESS IT'S SOMETHING YOU HAD A PROFOUNDLY NEGATIVE EXPERIENCE WITH.

I NEVER HAD A PROFOUNDLY NEGATIVE EXPERIENCE WITH THOSE TEACHERS, AND I'M SURE THERE WOULD BE ALLOWANCES MADE FOR SWITCHING OUT OF A LOOPED OUT GROUP IF YOU HAD NEGATIVE EXPERIENCES.

>> IT'S NOT FOR EVERYBODY.

>> IF IT'S SOMETHING THAT WOULD BE POSITIVE FOR A STUDENT, I CAN DEFINITELY ATTEST TO THE FACT THAT HAVING THAT COMFORT OF SOMEONE YOU'VE ALREADY KNOWN, ESPECIALLY WHEN YOU'RE MAKING A BIG JUMP BETWEEN GRADES, GOING FROM FOURTH TO FIFTH, LIKE, THIS IS MY LAST YEAR IN ELEMENTARY SCHOOL, I WANT SOME COMFORT BEFORE I'M THRUST INTO THE NEW WORLD OF MIDDLE SCHOOL, OR KINDERGARTEN TO FIRST GRADE, SETTLING IN ELEMENTARY SCHOOL.

I THINK IT'S ESSENTIAL.

I DO REALLY APPROVE OF LOOPING UP.

>> YES. I WAS ALSO A LOOPED, I DON'T WANT TO SAY LOOPED CHILD, [LAUGHTER] BUT WHEN I WAS A KINDERGARTENER, I HAD THE SAME KINDERGARTEN TEACHER FOR PRE-K, AND THEN KINDERGARTEN AND THEN FIRST TO THIRD GRADE, IT WAS AN INTERESTING THING, BECAUSE I WENT TO A MONTESSORI SCHOOL AND ONE TEACHER TAUGHT A CLASS OF FIRST SECOND AND THIRD GRADERS, AND IT WAS A MIXTURE OF THEM.

I WOULD COME BACK, SO IT WOULD BE FIRST GRADE I HAD MS. GROSE, AND SECOND GRADE HAD MS. GROSE AND THIRD GRADE HAD MS. GROSE IN THE SAME ROOM.

WHEN I WAS A THIRD GRADER, THERE WERE SECOND AND FIRST GRADERS IN THE CLASS AND WE WOULD BE LEARNING DIFFERENT THINGS, BUT WE'D BE LEARNING THE SAME THINGS, BECAUSE THE WHOLE POINT OF MONTESSORI IS THAT IT'S SELF GUIDED AND YOU GO TO THE SPECIFIC AREA THAT YOUR NEED'S IN.

I'M NOT TRYING TO PUSH THAT ANYWHERE HERE, BUT I'M JUST SAYING THAT WHEN IT CONTINUED INTO FOURTH AND FIFTH GRADE, AND THEN SIXTH AND SEVENTH GRADE, WE WERE STILL IN MARYLAND, SO WE WERE STILL GETTING THE SAME TEACHERS FOR THE SAME INSTRUCTION.

THEN I GUESS MY COMMENT IS WHEN I CAME HERE, I'M IN HIGH SCHOOL NOW, I FOUND MYSELF WANTING TO DO THE SAME THING.

I FOUND MYSELF WANTING TO HAVE THE SAME ENVIRONMENT AND THE SAME TEACHERS AGAIN, JUST BECAUSE I FEEL LIKE THAT FOSTERS A CONNECTION AND THAT YOU ARE COMFORTABLE WITH THE TEACHER, BUT ALSO JUST FROM A TEACHING STANDPOINT, THE TEACHER KNOWS WHAT YOUR STRENGTHS AND WHAT YOUR WEAKNESSES ARE, AND EVEN IF IT'S JUST TWO YEARS, YOU CAN WORK WITH THAT REALLY WELL.

I DON'T KNOW IF I WANT TO SAY NAMES, BUT I HAVE AN ENGLISH TEACHER THAT I HAD HERE, IN SOPHOMORE YEAR, AND SHE WAS REALLY GOOD.

I REALLY LIKE HER. I DIDN'T HAVE HER LAST YEAR, I HAD A REALLY GREAT ONE LAST YEAR, BUT SHE TOLD ME THAT SHE WAS TEACHING AP LIT TOWARDS THE END OF MY JUNIOR YEAR, AND I WAS LIKE YES, BECAUSE I'M A PERSON WHO REALLY THRIVES OFF OF FEEDBACK, ESPECIALLY WHEN IT COMES TO WRITING.

WHEN I GET TO AP LIT THIS YEAR, SHE IS TALKING TO ME AND ASSESSING MY WRITING AS IF SHE'S KNOWN ME MY WHOLE LIFE BECAUSE SHE HAS HAD THAT EXPERIENCE WITH ME IN SOPHOMORE YEAR.

NOW SHE CAN SEE THAT I HAVE IMPROVED, BUT SHE KNOWS THE SAME PITFALLS I FALL INTO, SHE KNOWS MY STRENGTHS, SHE KNOWS WHAT I NEED TO IMPROVE ON, AND SHE KNOWS ME AS A PERSON.

THAT CONNECTION WAS REALLY BENEFICIAL TO ME, AT LEAST.

[02:00:04]

>> PIGGYBACKING OFF WHAT YOU JUST SAID, SOMETHING THAT I DID NOT TALK ABOUT IN MY STATEMENT IN TERMS OF, YEAH, IT'S BENEFICIAL FOR LEARNING AND KNOWING THE STANDARDS THAT ARE EXPECTED OF YOU, THE INDIVIDUAL CONNECTION WITH THE TEACHER IS HUGE.

I'VE PURPOSELY SELECTED CLASSES FOR NEXT YEAR BECAUSE I WANTED TO HAVE A CERTAIN TEACHER AGAIN, BECAUSE THOSE TEACHERS MAKE YOU FEEL SAFE, THEY MAKE YOU FEEL CONNECTED, AND SOME DAYS, I GET OUT OF BED THINKING, I REALLY DON'T WANT TO GO TO SCHOOL TODAY BECAUSE I'M SO TIRED.

BUT THEN I SHOW UP AND I'M LIKE, HEY, I GOT TO GO TO CALCULUS TODAY BECAUSE I KNOW THAT TEACHER, AND I KNOW THAT THEY'LL SUPPORT YOU.

I THINK HAVING THAT INDIVIDUAL CONNECTION WITH DIFFERENT TEACHERS IN THE DISTRICT IS HUGE, ESPECIALLY FOR STUDENTS WHO MAY NOT HAVE THAT CONNECTION OUTSIDE OF SCHOOL, WHETHER THAT BE IN THEIR HOME LIFE OR EXTRACURRICULARS.

I THINK THAT'S JUST PROVIDING ANOTHER SUPPORT SYSTEM AND ANOTHER PERSON THAT STUDENTS CAN LEAN ON WHEN THEY NEED TO.

I THINK FUNDAMENTALLY HAVING THAT TRUSTED ADULT IN YOUR SUPPORT SYSTEM IS IRREPLACEABLE.

>> I REALLY LIKE HEARING THESE TESTIMONIALS BECAUSE IN THE RESEARCH THAT I'VE DONE ON, HOW DO YOU MAKE SCHOOLS BETTER, AND JUST LOOKING ALL OVER THE WORLD, WHICH SCHOOLS ARE DOING REALLY WELL? FINLAND, ONE THING THAT THEY DO IS THEY LOOP WITH THEIR KIDS.

THEY DO THAT, AND JUST DOING THAT ONE ITEM AND NOT CHANGING ANYTHING ELSE, DRAMATICALLY IMPROVES STUDENT LEARNING.

I'M DELIGHTED TO HEAR THAT THAT IS ON THE RADAR AND HAPPENING IN OUR DISTRICT.

>> I'M TRYING TO REMEMBER IF IT'S NEW MEXICO OR ARIZONA, I SAW THE VIDEO ON A REALLY NOT ALL TOGETHER WEALTHY SCHOOL DISTRICT THAT'S OUT IN THE MIDDLE OF NOWHERE, AND ESSENTIALLY BECAUSE THEIR POPULATION IS SO SMALL, THEY HAVE WHAT AMOUNTS TO A ONE ROOM SCHOOLHOUSE WHERE THEY HAVE MULTI-AGES.

THEY ARE TOP OF THEIR GAME WHEN IT COMES TO THE STUDENT PERFORMANCE.

I THINK THAT ADDS MORE MORE SUPPORT TO THE ARGUMENT THAT IT'S BETTER TO KEEP KIDS TOGETHER AND EVEN TO THE MULTI-AGE MODEL.

>> I HAD SOME QUESTIONS OFF OF THAT REPORT, AND I THINK A LOT OF THEM ARE GETTING ANSWERED TO THIS CONVERSATION.

IT SAYS, WITH THE FIVE YEAR PLAN REACHING PRE NATAL TO THIRD GRADE BY 2028, CAN YOU EXPLAIN TO ME WHAT THAT MEANS?

>> IT MIGHT LOOK LIKE PARTNERING WITH AGENCIES.

RIGHT NOW, IT MIGHT BE KNOWING WHAT THE HEALTH DEPARTMENTS PLAN IS FOR THE NURSE FAMILY PARTNERSHIP.

WHO ARE SOME FAMILIES THAT THEY'RE SUPPORTING THAT ARE GOING TO BE FERNDALE FUTURE KINDERGARTENERS.

IT MIGHT LOOK LIKE RIGHT NOW, WE ARE RUNNING A PROFESSIONAL DEVELOPMENT SERIES THAT COMMUNITY PROVIDERS CAN COME TO PLUS KINDERGARTENER TK TEACHERS, PRINCIPALS CAN COME AND THEY COME TOGETHER AND THEY ARE LEARNING ABOUT WRITING INSTRUCTION WAS THE LAST ONE AND MATH INSTRUCTION IS THE NEXT ONE.

MAKING SURE THAT CHILDREN, WE'RE ALL HAVING A CONVERSATION.

IT MIGHT LOOK LIKE NINA, WHO'S OUR EARLY LEARNING SPECIALIST GOES OUT TO CHILDCARE PROVIDERS AND SPENDS TIME VISITING.

AS SOON AS SHE KNOWS, THESE ARE GOING TO BE OUR FUTURE KINDERGARTENERS.

LET'S SAY THAT OUR CUSTER PRINCIPAL, IT'S GOING TO BE CHILDREN WHO GO TO CUSTER.

SHE WOULD THEN CONNECT WITH THE PRINCIPAL AND SAY, HERE ARE SOME CHILDREN THAT ARE GOING TO BE IN YOUR CATCHMENT AREA.

IT'S MAKING SURE THAT WE HAVE STRONG TRANSITIONS.

YOU'VE ALL BEEN INVITED TO KINDERGARTEN OPEN HOUSE NIGHT. THAT WAS NEW.

LAST YEAR WAS OUR FIRST TIME HAVING THAT.

IT'S WELCOME TO THE SCHOOL DISTRICT.

WE HAVE A BUS THERE.

IT'S BRINGING PARENTS AND GETTING THEM SIGNED UP IF THEY WANT TO BE PART OF THE PTO, GETTING TO VISIT CLASSROOMS, ASKING QUESTIONS, BEGINNING THAT RELATIONSHIP BETWEEN THE SCHOOL, THE FAMILY AND THE CHILD EARLY.

THOSE ARE ALL SOME OF THE THINGS.

IT DOESN'T MEAN WE'RE GOING TO TEACH THE CHILDREN BECAUSE IT'S A MIXED DELIVERY SYSTEM.

BUT WHO IS TEACHING THE CHILDREN, AND HOW ARE WE MAKING SURE.

HERE ON TUESDAYS, WE ACTUALLY HAVE A PLAY LEARN GROUP.

IT'S RUN BY WACOM CENTER FOR EARLY LEARNING. COME SEE IT.

TODAY, WE WERE HERE IN A MEETING AND ALL OF A SUDDEN, YOU COULD HEAR LITTLE VOICES RUNNING AROUND THE HALLWAY YELLING, AND THEY WERE DOWN WITH THEIR FAMILIES WITH GUIDED TEACHERS WHO ARE PART OF WACOM CENTER FOR EARLY LEARNING, HAVING A PLAY AND LEARN.

PARENTS ARE GETTING COACHED ON HOW TO PLAY WITH THEIR CHILDREN, FREE TO THE FAMILY.

BECAUSE WE HAVE TO REMEMBER THAT PARENT EDUCATION OFTEN IS AT A COST.

HOW ARE WE MAKING SURE THAT REGARDLESS OF THE FAMILY, THAT WE'RE CREATING ACCESS, WE DO A LOT OF PARTNERING WITH THE LIBRARY SYSTEM.

IT'S ALL OF THOSE THINGS.

ANYONE WHO'S IN THE LIVES OF CHILDREN,

[02:05:02]

>> SO THREE WILL ALWAYS BE THE MINIMUM AGE TO GO INTO THE PRESCHOOL?

>> YEAH. FOR US, IT IS.

>> OTHER QUESTIONS? I LIKE HEARING THE FACT OF TEACHING HELPING PARENTS BECAUSE PARENTS ARE WITH THEIR KIDS A LOT OF THE TIME AND SOME PARENTS, UNFORTUNATELY, DIDN'T EITHER HAVE GOOD ROLE MODELS OR DON'T KNOW HOW TO DO THOSE THINGS, SO IT'S IMPORTANT TO PROVIDE THAT OPPORTUNITY TOO.

THAT'S SOMETHING THAT I THINK IS AWESOME.

>> I REALLY LOVE THE KIN PROGRAM WE HAVE GOING ON IN FERNDALE.

I'VE PERSONALLY VOLUNTEERED FOR THAT THROUGH LEADERSHIP, AND THERE ARE A LOT OF LEADERSHIP STUDENTS, MOST ESPECIALLY RUTH TUCKER HAS BEEN, I THINK, EVERY SINGLE ONE OF THESE MEETINGS PROVIDING CHILDCARE.

NOT ONLY DO THE PARENTS GET INSTRUCTED TIME WITH THEIR CHILDREN, THERE IS TIME FOR JUST PARENTS TO BE WORKING WITH SCHOOL DISTRICT EMPLOYEES AND VOLUNTEERS TO FIGURE OUT WHAT IS BEST FOR THEIR FAMILY DYNAMIC AND WHAT THEY CAN DO TO MAKE THEIR CHILD'S EDUCATIONAL EXPERIENCE BETTER BOTH AT SCHOOL AND IN THE HOME.

DURING THAT TIME, THERE IS FOOD PROVIDED.

I'VE BEEN TO MULTIPLE WHERE DINNER WAS AN OPTION.

THERE IS A COMMENCEMENT CEREMONY AT THE END, WHERE IT'S LIKE, YOU GUYS MADE IT THROUGH IT AND YOU GET A CAKE.

IT'S JUST A REALLY POSITIVE EXPERIENCE FOR THE KIDS AND JUST GETTING THAT REST TIME AND PLAYING WITH THEM WHILE THEIR PARENTS LEARN.

I THINK THAT'S REALLY IMPORTANT OR OTHER GUARDIANS.

I THINK IT'S A GREAT THING THAT FERNDALE OFFERS ESPECIALLY A FREE THING BECAUSE IT IS REALLY HELPING UNDER REPRESENTED UNDER SERVICED COMMUNITIES IN FERNDALE.

>> I HAD TWO QUESTIONS THAT I TOOK NOTES FROM ONE IS WHERE ARE WE WITH A FAMILY ENGAGEMENT TASKFORCE? WHAT'S THE STATUS OF THAT?

>> BY THE END OF THE YEAR, WE ARE GOING TO WRITE UP THE PURPOSE OF IT AND THEN SEND SOMETHING OUT ASKING FOR VOLUNTEERS.

WE EXPECT SOMETHING TO GO OUT IN TERMS OF COMMUNICATION BY THE END OF THIS YEAR, AND IT WILL TAKE EFFECT AT THE BEGINNING OF NEXT YEAR.

WE WILL BE ADVERTISING FOR PARTICIPANTS AT THE END OF THE SCHOOL YEAR.

BUT THEN THE NEXT COUPLE OF WEEKS, YOU'LL SEE SOMETHING GO OUT.

>> WHEN YOU'RE TALKING YEARS, YOU'RE MEANING SCHOOL YEARS.

>> SCHOOL YEARS. THANK YOU. YES. IT WILL START AT THE BEGINNING OF THE NEXT SCHOOL YEAR, AND WE WILL IDENTIFY PARTICIPANTS AT THE END OF THE SCHOOL YEAR.

>> EXCUSE ME. WELL, THE STRUCTURE OF IT BE SET UP THE SAME AS THE EARLY CHILDHOOD EDUCATION TASK FORCE THAT YOU GUYS DID.

BECAUSE I HAVE APPRECIATED THE MINUTES, THE WAY IT'S ALL LAID OUT, SO YOU CAN GO IN THERE AND YOU CAN JUST SEE WHAT IT'S ALL ABOUT, WHO ALL WAS INVOLVED, WHAT DECISIONS WERE MADE.

>> LAST YEAR, WE ACTUALLY DEVELOPED A VERY FORMAL PROCESS.

IF SOMEONE WANTS TO RUN A TASK FORCE, THEY ACTUALLY BEGIN BY WORKING WITH THEIR EXECUTIVE OR IF IT'S ONE OF US, WE MAKE SURE THAT WE ALL KNOW ABOUT IT.

THEN THAT PERSON WORKS WITH SELINA.

THE FILL OUT AN APPLICATION, WHICH AS KELLY SAID, IDENTIFIES THE PURPOSE, WHAT THE MEETING DATES BE, WHO ARE WE LOOKING FOR AS FAR AS MEMBERS? THEN WE APPROVE THAT.

THEN SELINA AND HER TEAM SEND THE APPLICATION OUT, SO ANYONE CAN APPLY THAT FITS THOSE ROLES.

THEN THEY KNOW AHEAD, TOO.

IF I'M SAYING YES TO THIS, HERE ARE ALL THE MEETINGS THAT I'LL BE ATTENDING.

THEN EVERY SINGLE MEETING WILL BE THAT.

VERY PUBLIC, WHERE THE MINUTES ARE THERE, THE POWERPOINTS ARE THERE, ANY DECISIONS, AND THEN A FINAL RECOMMENDATION BECAUSE IT'S A RECOMMENDING BODY.

A FINAL RECOMMENDATION GETS RUN BY ME AND IT COMES TO THE BOARD IF IT'S ANY PROGRAM CHANGES OR ACTIONS NEEDED.

YOU WOULD ALWAYS BE MADE AWARE OF THAT AS WELL.

>> THEN GOING FORWARD WITH THIS IN TERMS OF STRATEGIC PLAN AND ALLOCATION OF RESOURCES, WHEN DO WE GET TO FIND OUT HOW ALL OF THIS FITS TOGETHER, WHAT EMPHASIS IS PLACED ON EARLY CHILDHOOD EDUCATION VERSUS OTHER GRADES AND HOW RESOURCES ARE GOING TO BE ALLOCATED?

>> WELL, IT'S MORE THE TEACHERS.

IN WASHINGTON STATE, THERE'S ACTUALLY A K3 FUNDING RATIO THAT SAYS YOU HAVE TO HAVE THIS MANY ADULTS FOR THIS MANY STUDENTS.

IT'S THE ONLY ONE THAT'S ACTUALLY IDENTIFIED.

TK IS ONE OF THOSE PROGRAMS WHERE THEY SAY TWO ADULTS, SO A CERTIFICATE AND A CLASSIFIED.

IT'S A ONE AND NINE, ONE AND 10 RATIO.

[02:10:01]

CORRECT? A CERTIFICATE TEACHER TO CLASSIFIED.

YOUNGER CHILDREN, YOU HAVE MORE ADULTS.

YOU ARE GOING TO SEE A FEW MORE RESOURCES GOING THAT WAY.

IN TERMS OF CURRICULUM, THEY'RE USING THE SAME CURRICULUM, BUT AT THE SAME TIME, WE KNOW THAT BLOCKS, JUST LIKE WE SPEND MONEY ON ROBOTICS AND THE CULINARY ARTS PROGRAM AT THE HIGH SCHOOL, WE'RE SPENDING ON A HOME AREA AND BLOCKS AND EARLY LEARNING CLASSROOM.

I'M NOT SURE. YOU'LL SEE IT IN THE BUDGET.

BUT I'M NOT SURE IT'S GOING TO SAY, THIS IS AN EARLY LEARNING EXPENDITURE BECAUSE ANYTHING THAT WE'RE SPENDING FROM THAT AGE THREE TO THIRD GRADE IS EARLY CHILDHOOD.

FOR EVERY CLASSROOM TEACHER, THAT'S AN EXPENDITURE.

>> YEAH, BUT THE FUNDING COMES FROM SEVERAL DIFFERENT DIRECTIONS, ESPECIALLY WITH EARLY CHILDHOOD EDUCATION, THAT'S NOT BASIC EDUCATION FUNDING.

>> IT IS.

>> THE PRESCHOOL STUFF IS?

>> PRESCHOOL IS NOT. THE PRESCHOOL, IF YOU REMEMBER THAT WE ARE PART OF A GRANT FOR ECAP.

ECAP IS THE STATE ALLOCATION.

HEAD START IS FEDERAL DOLLARS, ECAP IS STATE DOLLARS.

WE'LL BE PARTNERING WITH THE ESD AND GETTING ECAP DOLLARS.

WE'LL BE ABLE TO BRAID THE ECAP FUNDS WITH TITLE.

TITLE IS ALLOWABLE IN PRE K. THEN SPECIAL EDUCATION FUNDS CURRENTLY AT SPECIAL EDUCATION FUNDS THAT ARE GOING TOWARDS OUR DEVELOPMENTAL PRESCHOOL.

WE'RE CREATING MORE INCLUSIVE SETTINGS, AND THEN WE WILL ALSO HAVE SOME TK.

IF WE HAVE, LET'S SAY CASCADIA HAS 18 STUDENTS THAT WANTED TK TWO MORE QUALIFY, THEY COULD COME HERE AND BE IN A PROGRAM HERE.

IT WILL BE A BRAIDED FUNDING MODEL.

TK IT'S PAID FOR AS BASIC ED, BUT IT IS NOT PROTECTED BY THE STATE CONSTITUTION.

BUT WE GET THE SAME FUNDING FORMULA FOR TK THAT WE DO FOR KINDERGARTEN.

>> THEN I'VE GOT ANOTHER QUESTION.

THE PLAY-BASED LEARNING, AND THAT'S MOVING FROM DOWN UP.

IS PLAY-BASED LEARNING CURRENTLY IN OUR SECOND AND THIRD-GRADE CLASSROOMS, AND IF SO, HOW IS IT BEING RECEIVED? AND ARE WORK TIME KITS IN THOSE CLASSROOMS NOW AND ARE THERE ANY CURRICULA THAT WILL BE ABANDONED IF THESE WORK TIME KITS OR WERE INTRODUCED? SO IT'S SHIFTING WHAT THEY'RE DOING IN THE CLASSROOMS. CAN YOU JUST TALK MORE ABOUT THAT?

>> YOU HEARD FROM ONE OF OUR SECOND-GRADE TEACHERS TONIGHT WHO'S BEEN EARLY ADOPTER.

SHE'S BEEN GOING OUT THERE.

WORK TIME, PLAYTIME. IT'S INQUIRY.

IT'S WHERE CHILDREN HAVE AN IDEA AND THEN THEY GO AND THEY MAKE IT HAPPEN.

I THINK OF IT LIKE RIDING A BIKE.

IF I ONLY EVER TALK TO YOU ABOUT HOW TO RIDE A BIKE, BUT I NEVER ACTUALLY LET YOU PRACTICE RIDING A BIKE, YOU'RE PROBABLY NOT GOING TO BE THE BEST BIKE RIDER.

WE DO THAT WITH YOUNG CHILDREN ALL THE TIME.

WORK TIME IS A WAY IN WHICH THE BRAIN WORKS.

IT'S HOW IT'S DEVELOPED TO MAKE SENSE OF THINGS.

I SAY THIS ALL THE TIME TO PRINCIPALS.

IF I CAME TO YOU AND SAID, WE'RE GETTING RID OF ALL CTE COURSES AT THE HIGH SCHOOL, STEVE WOULD LOSE HIS MIND.

BECAUSE WHAT HE KNOWS IS THAT'S HOW CHILDREN LEARN.

IT'S AN APPLICATION.

IT'S WHERE THEY GET TO INQUIRE ABOUT AN IDEA AND THEN THEY GET TO USE DIFFERENT MATERIALS AND IT'S AN AREA OF CHOICE.

WHILE ONE STUDENT MIGHT WANT TO TAKE CULINARY ARTS, ANOTHER STUDENT WANTS TO BE TAKING THE WELDING CLASS, BUT THEY GET TO DO IT.

BUT THEY'RE LEARNING AND THEY'RE PRACTICING IF I CAN GO INTO EITHER ONE, THEY'RE DOING MATH, THEY'RE DOING LITERACY, THEY'RE DOING SCIENCE, ALL OF THOSE THINGS.

THAT'S WORK TIME IS IN A YOUNG CHILD'S CLASSROOM.

IT'S APPLICATION.

BLOCKS. BLOCK PLAY WOULD BE ONE OF THE CHOICES A CHILD COULD CHOOSE IN A KINDERGARTEN CLASSROOM.

FIRST GRADE, IT MIGHT BE PLANKS BECAUSE THEY'RE DEVELOPING.

IT MIGHT BE EGOS IN A SECOND-GRADE CLASSROOM, BUT A CHILD WITH POOR FINE MOTOR, YOU'RE GOING TO BE USING DUPLOS IN YOUNGER CLASSROOMS. BUT THEY'RE DOING STEAM EXERCISES AND HAVING TO DESIGN THINGS, THEY'RE DRAWING OUT BLUEPRINTS.

THE RIGOR IS ACTUALLY REALLY HIGH.

BUT IF WE DON'T EVER GIVE CHILDREN TIME TO APPLY ALL THAT'S COMING IN, THEN THERE IS NO PRACTICE TO IT.

THE WORK TIME IS THE APPLICATION.

A HIGHLY SKILLED TEACHER WILL TELL YOU, ACTUALLY, ALL OUR TEACHERS WILL TELL YOU THEY ARE WORKING THEIR TAIL OFF DURING THAT TIME BECAUSE THEY'LL HAVE 23 STUDENTS RUNNING AROUND AND THEY HAVE TO KNOW, GABBY NEEDS TO REALLY PRACTICE HER FIRST LETTER SOUND.

WHILE GABBY IS OVER IN THE ART AREA, I'M GOING TO SAY TO GABBY, HEY, GABBY, WHAT WORD WOULD YOU WANT TO MAKE THIS LETTER FOR YOUR MOM.

WHAT WOULD BE THE FIRST LETTER THAT YOU WOULD DO.

[02:15:01]

AT THE SAME TIME, I HAVE ANOTHER FRIEND WHO NEEDS HELP SHARING.

I'M GOING TO WORK WITH THEM AND HOW TO INVITE A FRIEND IN.

EVERY CHILD'S GETTING AN INDIVIDUALIZED EDUCATION PLAN DURING THAT ONE HOUR OF TIME WHILE THEY'RE GETTING TO DO SOMETHING THEY ACTUALLY WANT TO DO INSTEAD OF BEING TOLD, NO YOU'RE GOING TO SIT HERE AND DO THIS.

WHAT WE SEE IS CHILDREN'S BEHAVIOR TEND TO GO DOWN DURING THAT TIME BECAUSE THEIR ENGAGEMENT GOES UP.

SECOND AND THIRD GRADE, IT DOESN'T LOOK LIKE IT DOES IN KINDERGARTEN BECAUSE YOU HAVE TO THINK ABOUT EVERYTHING IN TERMS OF A CONTINUUM.

BUT IT'S JUST LIKE ROBOTICS IN THE MIDDLE SCHOOL DOESN'T LOOK LIKE ROBOTICS IN THE HIGH SCHOOL.

YOU HAVE TO KNOW THE CONTINUUM OF LEARNING AND WHAT ARE THE STANDARDS.

IT'S A HIGHLY SKILLED TIME.

IN FACT, I THINK PEGGY SAW SOME MATH-BASED WORK TIME PLAY BASED NUMBER WORK TODAY.

THAT TEACHER MOST LIKELY WAS ABLE TO WORK WITH THE CHILD WHO'S IN FOUNDATIONAL NUMBERS, PROBABLY JUST BASIC ADDING TO A CHILD WHO HAS MORE COMPLEX MATHEMATICS BECAUSE THE CHILD'S ABLE TO ENTER THE SITUATION AT THEIR LEVEL.

ANYWAY, IT'S A SKILL.

IT'S COMPLEX. WHAT ARE THEY GIVING UP? THEY'RE NOT GIVING UP ANYTHING.

THEY'RE JUST THINKING ABOUT HOW TO DO THE EDUCATION DIFFERENTLY.

>> DEFINITELY SECONDING CHRISTIE ON THE PLAY IS LEARNING.

PRACTICE IS LEARNING BECAUSE AS SOMEONE WHO'S TAKEN HIGHER LEVEL MATH CLASSES IN MY TIME IN HIGH SCHOOL, I HAVE LEARNED MORE WALKING THROUGH THE PROBLEMS AND ATTEMPTING TO DO THEM ON MY OWN OR IN A SMALL GROUP AND JUST THINK THROUGH AND APPLY THE STEPS THAT WE LEARNED, THEN JUST LISTENING TO A LECTURE.

YOU'RE NEVER GOING TO LEARN IF ALL YOU EVER DO IS HEAR ABOUT IT.

LIKE CHRISTIE SAID, PLAYING IS HOW CHILDREN CONTEXTUALIZE AND RESPOND TO THE WORLD AROUND THEM.

IN TERMS OF CTE, LIKE STEVE, I WOULD FLIP A TABLE IF I FOUND OUT CTE PROGRAMS WERE LEAVING.

I'M NOT EVEN IN ANY CTE CLASSES.

I NEED AN ELECTIVE SLOT FRESHMAN YEAR.

I TOOK DESIGN AND CONSTRUCTION, AND THAT'S FUNDAMENTALLY CHANGED HOW I THINK ABOUT THINGS.

IT'S JUST THE APPLICATION OF PRACTICALLY USING THINGS.

THESE ARE SKILLS THAT WILL COME IN HANDY SO MUCH LATER IN LIFE AND CONSISTENTLY.

I REALLY APPRECIATE FERNDALE'S DIFFERENT SCOPE OF PROGRAMS WHERE STUDENTS ARE ABLE TO PHYSICALLY APPLY OR APPLY IN PRACTICE AND PLAY CONCEPTS THAT THEY'VE HEARD ABOUT IN OTHER CLASSES.

I THINK THAT'S JUST THE BIGGEST THING IS PLAY IS NECESSARY.

PRACTICE IS NECESSARY.

>> WELL, THE LOGICAL CONCLUSION I WOULD HAVE IMAGINING MYSELF IF I WAS A TEACHER, AND I'VE WORKED WITH THIS GROUP OF STUDENTS FOR A YEAR AND KNOW ALL THEIR IDIOSYNCRASIES OF PLAY AND WHAT THEY NEED TO DO.

WOULD I RATHER HAVE THAT GROUP OF STUDENTS NEXT YEAR OR WOULD I RATHER START WITH A WHOLE NEW GROUP THAT I HAVE TO FIGURE OUT? WE TALK OFTEN ABOUT THE SUMMER DROP.

THERE'S GOING TO BE A DROP IN THAT PLAIN, I WOULD SUSPECT TOO.

ALL OF THIS OUT OF ONE INDICATOR THAT SAYS ALL CHILDREN WILL ENTER KINDERGARTEN PREPARED FOR ACADEMIC SOCIAL SUCCESS.

WE GET EXCITED WHEN WE'RE TALKING ABOUT STUDENT ACHIEVEMENT AND LEARNING AND SUCH. KUDOS TO US.

I'M GOING TO TRY TO BRING US BACK OFF THE RABBIT TRAILS INTO THE TASK AT HAND AND THAT IS ACTING ON THIS REPORT.

LOOKING AT THE SURVEY RESULTS, PRETTY MUCH WE WERE UNANIMOUS IN THAT WE WERE DEMONSTRATING REASONABLE PROGRESS.

IT'S JUST THERE WERE SOME THAT WERE CONCERNED ABOUT EXCEPTIONS.

ARE THOSE EXCEPTIONS, THINGS THAT HAVE BEEN CLARIFIED BY OUR CONVERSATION OR FUTURE GOALS OR PLANS, OR ARE THOSE THINGS THAT AS WE TALKED ABOUT BEFORE, NEED TO BE PUT IN AS FAR AS WE RECOGNIZE AND ADOPT THIS MONITORING REPORT IS MAKING REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS OR WHERE WE ADD AS FAR AS GIVING CHRISTIE, AS WE'VE TALKED ABOUT TONIGHT ACTION ITEMS TO MOVE FORWARD WITH.

>> WELL, FOR MYSELF, I HAD NINE PAGES OF NOTES OFF OF THIS.

YOU HAVE ONE QUESTION ABOUT 10 HOURS OF READING, AND THERE'S LOTS OF RABBIT HOLES WHEN YOU CLICK ON THOSE BLUE LINKS.

I REALLY APPRECIATE THE CONVERSATION THAT WE'VE HAD ON THIS.

I'M FEELING A WHOLE LOT BETTER ABOUT ALL OF IT.

THE ONE THING THAT I WOULD SAY IS AND I'M NOT SURE WHEN THIS WOULD HAPPEN, BUT IF IT SAYS ALL CHILDREN WILL ENTER KINDERGARTEN PREPARED FOR ACADEMIC AND SOCIAL SUCCESS TO CHANGE THAT TO MODIFY THAT AND GET A SMART GOAL IN.

[02:20:01]

>> EXACTLY. THAT IS EXACTLY THE PROCESS OF ACTING ON THE CURRENT REPORT AND THEN LOOPING BACK TO DO WHAT NEEDS TO BE CHANGED AS PART OF IT.

AGAIN, WE'VE KICKED THAT CAN DOWN THE ROAD A LITTLE BIT BECAUSE WE WANT TO HAVE THAT STRATEGIC PLAN IN PLACE SO EVERYTHING IS ALIGNED.

BUT AGAIN, WE'RE LOOKING AT AN AUGUST RETREAT WHERE WE CAN WORK ON A BUNCH OF THESE BECAUSE WE'VE GOT A LIST AS GETTING THESE INDICATORS MORE IN ALIGNMENT, GETTING SOME INPUT FROM THE EXACT TEAM AS TO WHAT IS AN APPROPRIATE INDICATOR THAT THEY'VE GOT DATA THAT THEY CAN ANSWER THE QUESTION AS OPPOSED TO TRYING TO ANSWER A QUESTION THAT DOES MAKE A LOT OF SENSE TO UPHOLD AN INDICATOR THAT MAY NOT MAKE THE MOST SENSE.

>> I WOULD LIKE TO ADD ONE THING.

I GOT A CALL LAST WEEK FROM DR. CHRISTIE KAUERZ WHO RUNS THE NATIONAL P3 CENTER.

I JUST WANT TO GIVE A SHOUT OUT TO KELLY, LARABE, TRINA, ASHLEY, OUR PRINCIPAL HERE, AND NINA AND OUR ELEMENTARY PRINCIPALS.

THEIR WORK IN OUR EARLY LEARNING PLAN, THE STRATEGIC PLAN.

THE PROCESS HAS BEEN RECOGNIZED NATIONALLY, AND A PANEL HAS BEEN INVITED TO COME AND KICK OFF THIS YEAR'S NATIONAL P3 SYMPOSIUM WHERE LEADERS, SUPERINTENDENTS, POLICYMAKERS, PRINCIPALS FROM ACROSS THE NATION, SPEND A WHOLE YEAR LEARNING TOGETHER AND FERNDALE IS GOING TO BE THE LEAD OF WHAT YOU'RE LOOKING FOR IN A SCHOOL DISTRICT.

WE'RE DOING SOMETHING RIGHT.

>> GO KELLY AND TRINA, AND ELEMENTARY SCHOOL PRINCIPALS.

>> WELL, I WILL ENTER OR PUT FORTH THAT WE ACCEPT THIS MONITORING REPORT AS MAKING REASONABLE PROGRESS.

I DON'T KNOW THAT AFTER THIS DISCUSSION, I'M HEARING ANY EXCEPTIONS? WE WILL GO AHEAD AND PUT FORTH THE MOTION THAT WE ACCEPT THIS MONITORING REPORT AS MAKING REASONABLE PROGRESS.

WE'LL START OUT WITH THE STUDENT ADVISORY VOTE.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.

>> AYE.

>> ALL THOSE OPPOSED? NOW WE'LL MOVE ON TO THE BOARD.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?

>> AYE.

>> ALL OPPOSED. COOL. THE REPORT IS ADOPTED.

>> I WOULD JUST LIKE TO SAY THAT I FEEL LIKE I'VE SEEN THESE SAME NUMBERS LIKE R5 AND OE LIKE 12 OVER AND OVER AGAIN.

IT JUST FEELS LIKE A FULL CIRCLE MOMENT.

THAT WE END OFF, AND I'M NOT GOING TO SAY THERE'S NO MORE REPORTS, BUT IT'S LIKE THERE'S A ONE REPORT, AND WE JUST CHECKED IT OFF, BECAUSE WHEN I FIRST GOT HERE, THERE WAS JUST SO MANY THINGS, AND THEN WE HAD TO COMPLETELY REDO THE WAY WE WERE LOOKING REPORTS, BECAUSE THEY WEREN'T.

BUT THIS IS A VERY GOOD MOMENT BECAUSE WE FINALLY DID IT.

>> GOOD FEEDBACK.

IF YOU DO GO THROUGH REPORT WITHDRAWAL, THEY ARE AVAILABLE ON BOARD DOCS THAT YOU CAN READ AT ANY TIME.

SPEAKING OF WHICH, THAT DOES TAKE ME TO THE CONSENT AGENDA,

[9. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]

[10. BOARD CONSENT AGENDA [GC-2.4]]

THANK YOU FOR STILL BEING HERE.

ALL THE INFORMATION THAT THE BOARD HAS AVAILABLE TO THEM IS AVAILABLE ON BOARD DOCS, AND CAN BE LOOKED AT.

IF YOU WANT TO SEE WHAT THESE REPORTS SAY, WHAT THE SURVEYS SAY, ALL OF THAT INFORMATION.

AS I ALSO SAY AT EACH MEETING, THE CONSENT AGENDAS ARE A GROUP OF ITEMS THAT WE HAVE HAD AVAILABLE TO US ON BOARD DOCS TO REVIEW AHEAD OF TIME, AND THAT WE CAN ACT UPON IN ONE MOTION AS OPPOSED TO ACTING ON EACH THING INDIVIDUAL.

AS PART OF TONIGHT'S CONSENT AGENDA, THE BOARD IS RECEIVING THE MONITORING REPORT FOR RESULTS POLICY R3, AND THAT IS CIVIC ENGAGEMENT.

WE WILL BE RECEIVING THE EVALUATION SURVEY SUBSEQUENTLY FROM CHRIS, AND WE'LL BE FILLING THAT OUT IN PREPARATION FOR NEXT MONTH'S DISCUSSION AND ACTION.

AGAIN, THANK YOU TO EVERYONE FOR DOING YOUR HOMEWORK, GETTING THAT SURVEY IN, AND COMING PREPARED.

IT'S BEEN SOME GREAT DISCUSSION, AND THAT'S ALWAYS A HIGHLIGHT OF THINGS.

THERE ARE ALSO FOUR POLICY REVISIONS ON THE CONSENT AGENDA.

ONE OF THESE IS FOR AN APPROVAL,

[02:25:01]

AS A REMINDER, WE ARE CURRENTLY IN THE PROCESS OF REVIEWING AND UPDATING OUR POLICIES.

ANY POLICIES THAT HAVE SIGNIFICANT CHANGES IMPACTING THE DISTRICT ARE BEING PRESENTED TO THE BOARD AT A REGULAR MEETING, AND SCHEDULED FOR A DISCUSSION AND ACTION AT THE NEXT REGULAR BOARD MEETING.

THIS ALLOWS THE BOARD AND PUBLIC TIME TO REVIEW THE PROPOSED POLICY CHANGES.

WE INVITE THE PUBLIC TO REVIEW THESE POLICY CHANGES, AND LET US KNOW HOW THEY FEEL ABOUT THE PROPOSED CHANGES EITHER PRIOR TO THE NEXT MEETING OR DURING THAT MEETING'S PUBLIC COMMENT.

THAT'S PART OF LOCAL CONTROL THAT EVERYONE'S TALKING ABOUT, GIVING US YOUR INPUT.

PLEASE TAKE AND USE THAT RIGHT THAT YOU HAVE.

THOSE POLICIES WITH MINOR CHANGES, TYPICALLY UPDATING LEGAL REFERENCES OR MINOR LANGUAGE CHANGES WITHIN THE DOCUMENT THAT DO NOT AFFECT THE INTENT OR IMPACT OF THE POLICY WILL BE ADDRESSED AND ADOPTED VIA THE CONSENT AGENDA.

THE CHANGES TO POLICY 3424 ARE CONSIDERED MINOR, AND THUS, FELL INTO THIS CATEGORY OF PRESENTATION AND APPROVAL ON THE SAME NIGHT.

THAT DOES NOT PRECLUDE THE BOARD FROM DISCUSSING THEM, AND/OR DELAYING ACTION UNTIL NEXT MONTH.

AGAIN, THANK YOU TO EVELYN FOR REVIEWING THESE POLICIES AND PROVIDING THE BOARD WITH A SUCCINCT SYNOPSIS OF THE CHANGES, MAKING OUR JOB SIGNIFICANTLY EASIER.

THE CHANGES TO POLICIES 2410, 2418, AND 2255 ARE MORE EXTENSIVE, AND AS SUCH, THE POLICY CHANGES ARE BEING INTRODUCED THIS MONTH, AND WE'LL BE ON NEXT MONTH'S AGENDA FOR REVIEW WITH DISCUSSION AND ACTION.

WITH ALL THAT SAID, THE FLOOR IS OPEN FOR DISCUSSION ON THE CONSENT AGENDAS AND/OR A MOTION FOR ACTION.

>> I DO HAVE A QUESTION ABOUT THE MOU FOR THE MIDDLE SCHOOL SPORTS PROGRAMS. IT SAYS THAT THEY'RE BRINGING THIS IN FOR SIXTH GRADERS, AND THAT WE WILL BE REQUIRED TO BE INSURED FOR THESE THINGS.

HOW MUCH IS THAT GOING TO ADD TO OUR BUDGET?

>> THE INSURANCE WON'T ADD ANYTHING.

IT'S PART OF OUR UMBRELLA POLICY. IT'S ALREADY IN PLACE.

>> ANY OTHER QUESTIONS? IF NOT, I'LL MOVE THAT WE GO AHEAD AND ACCEPT THE CONSENT AGENDAS AS PRESENTED HERE TOO, AND MADE PART OF THE MINUTES.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?

>> AYE.

>> ALL OPPOSED?

>> I'M GOING TO SAY NEIGH, BECAUSE I WAS GOING TO ASK A QUESTION ABOUT SOMETHING ELSE.

>> SORRY, I DIDN'T KNOW THAT YOU HAD ANOTHER QUESTION.

I APOLOGIZE. THROW SOMETHING AT ME.

ALL OPPOSED? THE CONSENT AGENDA IS THEN PASS.

THAT WILL BRING US ON THEN TO ITEM 11 OF THE AGENDA,

[11. SHARING [GC-7.E}]

>> YOU DID THAT LAST TIME.

SHOOTING 100% HERE.

I WOULD JUST LIKE TO REFLECT BACK HERE A WHILE BACK.

SOME OF THE BOARD MEMBERS, WE GOT INVITED TO A CT MEETING AT THE HIGH SCHOOL, AND I WAS FORTUNATE ENOUGH TO ATTEND THAT.

I WOULD JUST LIKE TO SAY HOW IMPRESSED I WAS BY NOT ONLY THE PERSON LEADING THAT UP, BUT THE ENTHUSIASM AND THE INPUT OF THE COMMUNITY MEMBERS AS WELL AS EVERYBODY INVOLVED.

I HOPE PEOPLE REALIZE JUST HOW VALUABLE CT IS, AND THE INCREDIBLE OPPORTUNITY THAT'S BEING GIVEN TO THE STUDENTS THAT WISH TO PARTICIPATE IN THOSE CLASSES.

WE WERE FORTUNATE ENOUGH TO GET A TOUR OF THOSE CLASSES.

I GOT TO SAY THAT THE EQUIPMENT THAT'S BEEN INSTALLED IN THE FACILITY IS TOP NOTCH.

IT'S INCREDIBLE.

I HOPE THAT AS MANY AS POSSIBLE, STUDENTS CAN TAKE ADVANTAGE OF THAT.

I REFLECT BACK, COMING OUT OF HIGH SCHOOL MYSELF, THERE'S A CERTAIN TRANSITIONAL PERIOD IN YOUR LIFE WHERE YOU'RE NOT SURE EXACTLY WHERE YOUR LIFE'S GOING TO TAKE YOU.

I WOULDN'T CALL IT NECESSARILY SPINNING YOUR WHEELS,

[02:30:01]

I ALWAYS TOLD MY KIDS, SHOOT FOR THE MOON AND SETTLE FOR LESS, BUT CTE TO ME IS AN OPPORTUNITY TO EXPERIENCE A LOT OF DIFFERENT THINGS THAT COULD POSSIBLY SET YOU UP FOR YOUR FUTURE.

YOU MIGHT FIND SOMETHING THAT YOU CLICK WITH.

I THINK WE ALL KNOW, AS HUMAN BEINGS, THAT THE THINGS THAT WE ENJOY DOING THE MOST ARE USUALLY THE THINGS WE EXCEL THE MOST AT.

ANYWAY, I'M JUST PROUD THAT THERE'S THAT CURRICULUM AT THE HIGH SCHOOL, AND THE LIST GOES ON AS FAR AS THE AVAILABILITY OF ALL THE CLASSES THAT ARE OFFERED.

IT'S JUST AMAZING TO ME, AND I'M JUST HAPPY TO SEE THAT THE STUDENTS ARE EXPOSED TO THAT THING.

ANYWAY, THAT'S ALL I HAVE TO SAY.

>> PEGGY.

>> I WANTED TO EXPLAIN WHY WITH MY PROPOSAL FOR THE COMMITTEE STRUCTURE.

I DID IT THE WAY THAT I DID BECAUSE I FEEL LIKE THE BOARD SHOULD BE ABLE TO BRING A PROPOSAL AND HAVE IT ON THE AGENDA WITHOUT HAVING TO IF IT'S PERTAINING TO A PARTICULAR, SAY, BOARD COMMITTEES RUNNING IT THROUGH ADDITIONAL PROCESSING.

I UNDERSTAND THE DESIRE TO HAVE IT PACKAGED PROPERLY, BUT REALLY, I THINK I WORRY ABOUT IF SOMEBODY BRINGS A PROPOSAL AND THEN SOMEBODY REWORDS IT, THAT IT COMES BACK NOT LOOKING LIKE WHAT IT ORIGINALLY DID.

THAT WAS THE REASON THAT I WENT THE ROUTE THAT I DID IS BECAUSE, SPECIFICALLY, THERE WERE THINGS THAT I WANTED IN THERE THAT I WAS AFRAID THAT IF WE PUT IT THROUGH A PROCESS, SOME OF THEM MIGHT BE EDITED OUT.

I THINK THE BOARD IN ORDER TO RETAIN A CERTAIN AMOUNT OF AUTONOMY, WHICH I THINK IT NEEDS, NEEDS TO BE ABLE TO BRING PROPOSALS.

JUST SO THAT YOU CAN SEE THE IDEA.

YOU DON'T HAVE TO AGREE WITH IT, OBVIOUSLY, WE HAVE DISCUSSIONS ABOUT THESE THINGS, BUT IF YOU'RE BRINGING SOMETHING A CERTAIN WAY THEN PUTTING IT THROUGH A CLEANUP PROCESS MIGHT TAKE OUT WHAT IT IS THAT YOU INTEND TO SAY.

THAT WAS MY REASON FOR BRINGING THIS.

SPECIFICALLY, THERE WERE THINGS THAT I HAD PUT IN THERE ABOUT PLACING LIMITATIONS ON COMMITTEES BECAUSE COMMITTEES ARE SUPPOSED TO BE ADVISORY ONLY, AND THERE'S LANGUAGE OUT THERE THAT SAYS THEY CAN'T TAKE TESTIMONY, DO THIS, THAT OR THE OTHER.

JUST TO HAVE THAT IN THERE SO THAT IT REALLY CLEARLY DEFINES WHAT AN ADVISORY COMMITTEE WOULD DO FOR THE BOARD.

ALSO THERE WERE SOME CHANGES THAT I THOUGHT IF I PUT IN THERE, WOULD MAKE IT SO THAT WE COULD HAVE COMMITTEES THAT WERE A LITTLE MORE FLEXIBLE, A LITTLE MORE AGILE, THAT COULD BRING INFORMATION TO THE BOARD, SO WE COULD ACT A LITTLE MORE EFFICIENTLY.

THIS IS WHAT I WAS AFRAID MIGHT GET LOST IN THE PROCESS OF HAVING IT EDITED AND REFORMATTED AND EVERYTHING.

I DID MY BEST TO FORMAT IT THE WAY THAT EVELYN DOES FORMAT THINGS, DID THE STRIKE THROUGHS AND EVERYTHING.

I TOOK COPIES OF THE PROPOSALS THAT I MADE AND I WILL GIVE THEM TO YOU, BUT I DO WANT TO EXPLAIN.

I FEEL LIKE THE BOARD DOES HAVE THE ABILITY TO DO THAT.

I WOULDN'T SAY THAT WE HAD AGREED ON A PROCESS, WE DIDN'T VOTE ON IT.

IT WAS NOT SOMETHING THE BOARD VOTED ON THIS IS HOW WE'RE GOING TO DO THINGS FROM NOW ON.

THAT DIDN'T HAPPEN.

I DO LIKE THE WAY THAT SHE FORMATS THINGS, AND PARTICULARLY SINCE YOU GUYS BRING MOST OF THE POLICY PROPOSALS TO US, AND IT'S NICE TO HAVE THAT TO HAVE IT SO NEATLY LAID OUT AND EVERYTHING ELSE.

I REALLY DO APPRECIATE THAT AND ALL THE LEGWORK, BUT FROM THE STANDPOINT OF THE BOARD BEING ABLE TO FUNCTION AS THE BOARD AND HAVE SOME DEGREE OF AS I SAID, AUTONOMY, WHICH WE NEED IN ORDER TO BE A BOARD.

>> CAN I ASK A QUESTION?

>> YES.

>> I DID TAKE THAT, AND I TAKE IT SERIOUSLY WHEN I'M GIVEN DIRECTION BY THE BOARD, AND THE POLICIES WERE NOT CLEAR.

FOR A WHOLE YEAR, IF YOU REMEMBER LAST YEAR IT WAS ALL OVER THE PLACE, SOME GOT ON THE AGENDA, SOME DIDN'T.

FROM THE BOARD, I WAS GIVEN THE DIRECTIVE TO DEVELOP A PROCESS, SO EVELYN IS IN PLACE. THAT'S ALL SHE DOES.

SHE DOESN'T ACTUALLY DO ANY OF HER OWN EDITING.

[02:35:02]

IT USUALLY COMES FROM WASDA POLICY OR FEEDBACK.

IF IT'S A DIRECTOR WRITING IT, THEY'LL GIVE HER FEEDBACK, BUT FOR EXAMPLE, NANCY BROUGHT SOMETHING, I CAN'T EVEN REMEMBER WHAT IT WAS.

IT WAS AN EMAIL, IT WAS A WASDA.

WHAT WERE THOSE? IT WAS SOMETHING NANCY GAVE ME.

I ASKED, WOULD YOU LIKE EVELYN TO PUT IT IN YOUR FORMAT? SHE DIDN'T CHANGE ANY PART.

ALL SHE DID WAS MAKE IT INTO A READABLE FORMAT FOR THE BOARD TO HAVE.

THAT'S NOT EVELYN'S JOB.

EVELYN'S NOT THE EDITOR, SHE'S NOT THE REVISER.

IF THE BOARD WANTS IT TO BE WHATEVER WAY, IF YOU DECIDE TO DO IT THIS WAY, IT'S JUST FROM MY STANDPOINT, I'M GOING TO ALWAYS FOLLOW WHATEVER PROCEDURE THE BOARD ASKS FOR A PROCESS TO MOVE FORWARD.

I WOULDN'T THINK IT'S A VOTE, BUT IF IT'S LAST MINUTE.

BUT I ALSO CAN'T JUST GIVE EVELYN SOMETHING ON ONE DAY AND ASK HER TO STOP DOING WHATEVER SHE'S DOING TO TURN AROUND TO THE NEXT.

IF THE BOARD WANTS TO SAY, YOU KNOW WHAT, WE WANT SOMETIMES TO USE EVELYN OR SOMETIMES WE WANT THE FREEDOM TO DO IT THIS WAY, JUST KNOW, THAT'S WHERE WE LEFT IS HAVING LOTS OF DIFFERENT WAYS TO DO IT AND THE BOARD HAD ASKED TO HAVE ONE WAY, ONE PROCESS.

WE'RE HOLDING TIGHT TO THAT BECAUSE THAT WAS THE DIRECTIVE OF THE BOARD.

IF WE WANT TO GO IN A NEW DIRECTION, HAPPY TO DO THAT, I WOULD NEED PERMISSION FROM THE BOARD TO APPROVE THAT FOR ONE DIRECTOR. DOES THAT MAKE SENSE?

>> I THINK THAT, WHEN WE HAD OUR PRE-MEETING, WAS THE CONSENSUS.

IT WASN'T THAT EVELYN WAS GOING TO CHANGE ANYTHING, IT WAS JUST SHE WAS GOING TO PUT IT IN THE FORMAT THAT WE HAD AGREED EARLIER AS A BOARD, NOT BY VOTE, BUT BY CONSENSUS THAT WE WERE GOING TO FOLLOW WHEN WE HAD THOSE POLICY CHANGES JUST SO WE COULD BE CONSISTENT.

>> IT WAS NOT FORMALLY ADOPTED, SO THAT'S WHY, I'M THINKING, I CAN JUST BRING THIS IN HERE AND ESPECIALLY IF I DO THE STRIKEOUTS, DO THE CHANGES, DO THE SUMMARY OF WHAT THE CHANGES MEAN AND FIGURED THAT WOULD BE ADEQUATE TO THOSE, AND JUST BECAUSE THAT WAS THE FORMAT WE AGREED ON, IT WASN'T THE CHANNEL, IT WAS THE FORMAT, SINCE WE AGREED ON THAT FORMAT.

>> I THINK A LOT OF MY ACTION ITEMS GOING BACK TO WHAT YOU WERE SAYING ABOUT ACTION ITEMS, THEY'RE NOT THINGS YOU ALWAYS VOTE ON. THEY'RE DIRECTIVES.

YOU'LL SAY KRISTI, WE WANT YOU TO GO DO THIS. WE DID THAT.

WE CREATED A PROCESS.

EVERYBODY IN THE WHOLE ORGANIZATION KNOWS WHAT THE PROCESS IS.

THAT'S THE ONE WE'VE BEEN USING.

IF SOMEONE HAS POLICY CHANGES OR WASDA, LIKE TRINA AND HER TEAM, THEY'VE BEEN SPENDING MONTHS ON THAT PROCESS.

EVELYN, SHE GIVES IT BACK TO THE DIRECTORS, THE DIRECTORS GO IN AND EDIT REVISE.

IF THE BOARD FOR THE SAKE OF THE BOARD WANTS IT DIFFERENT, I JUST NEED THAT DIRECTIVE BECAUSE THAT WAS THE DIRECTIVE I GOT IN TERMS OF AN ACTION.

BECAUSE THE BOARD GAVE THAT DIRECTIVE, I HAVE TO FOLLOW THE BOARD'S DIRECTIVE, EVEN IF AN INDIVIDUAL DIRECTOR WANTS TO GO INTO A DIFFERENT VENUE, UNTIL I GET PERMISSION FROM THE WHOLE BOARD, IF THAT MAKES SENSE.

I CAN'T JUST DO WHAT ONE DIRECTOR ASKED ME TO DO.

I CAN PUT AN AGENDA ITEM ON, BUT IF THERE'S A FORMATTING PROCESS OR WHATEVER, YOU'RE MY BOSS AS A BOARD, A DIRECTOR IS NOT MY BOSS.

I JUST HAVE TO BE MINDFUL IT PUTS ME IN A FUNNY SPOT.

THAT'S WHY WE HELD TIGHT TO THE PROCESS TO HAVE THAT CONVERSATION TONIGHT.

>> AS I SAID, WE DID NOT ADOPT IT FORMALLY.

WE MAY HAVE HAD A DISCUSSION, I DIDN'T REALIZE THAT THAT BOUND US TO THIS BECAUSE WE DIDN'T REALLY TAKE A FORMAL ACTION.

AS LONG AS WHEN YOU SUBMIT SOMETHING THERE'S NOT GOING TO BE OTHER EDITS, IF YOU SAY, THIS IS THE WORDING THAT YOU WANT.

>> I DON'T FEEL COMFORTABLE CHANGING A PROCESS THAT I AGREED THAT I WOULD DO AND WE'VE BEEN DOING FOR MONTHS, SO THAT'S FEEDBACK TO ME THAT IT WAS WORKING.

I'LL DO WHATEVER YOU WANT ME TO DO.

IF THE BOARD WANTS IT TO BE, YOU CAN PUT FORWARD A POLICY AND HAVE IT AND NOT GO THROUGH EVELYN, BUT I JUST WOULD NEED TO HEAR FROM EVERYBODY ON THAT BECAUSE I DO FEEL BOUND BY THAT.

>> AGAIN, I'M NOT SURE WHERE IN THE CONCERN COMES FROM EVELYN CHANGING THINGS BECAUSE THAT HASN'T BEEN HER PROCESS.

SHE'S JUST TAKEN HERE'S THE NEW, HERE'S THE OLD, AND HERE'S WHAT'S CHANGED.

SHE HASN'T REWRITTEN ANY OF THAT.

>> WELL, THAT'S GOOD TO KNOW BECAUSE I FIGURED SHE'S CLEANING THINGS UP.

[02:40:14]

>> ANYTHING ELSE?

>> NO, THAT WAS IT. SORRY.

>> NO PROBLEM.

>> GOOD TO GET CLARIFICATION. NANCY.

>> AT THAT SPECIAL MEETING THAT WE HAD WHERE WE HAD THE REPRESENTATIVES FROM HIGH SCHOOL AND MIDDLE SCHOOL AND ELEMENTARY SCHOOL TALKING TO US ABOUT BULLYING BEFORE WE WENT INTO THE BUDGET PART, PRINCIPAL DON CRISTIANA RECOMMENDED THIS BOOK, THE ANXIOUS GENERATION.

DEVOURED IT. WOW. IT IS SUCH AN INDICTMENT AND JONATHAN, I REALLY LIKE THIS GUY.

HE WROTE OTHER THINGS AND YOU'LL LOVE THIS, HE'S DEMOCRAT.

[LAUGHTER] HE'S BRILLIANT.

HERE'S WHAT THIS BASICALLY SAYS, YOU CAN HAVE A PLAY BASED CHILDHOOD LIKE WE'VE BEEN TALKING ABOUT TONIGHT AND HOW EXPERIENCE IS WHAT TEACHES CHILDREN EVERYTHING, HOW TO INTERACT WITH EACH OTHER AND THE BEST KIND OF PLAY BASED CHILDHOOD DOESN'T HAVE MONITORING BY ADULTS ALL OVER THEM, TELLING THEM WHAT TO DO, OR THIS MOST RECENT GENERATION, GEN Z, HAS HAD THIS SMARTPHONE BASED CHILDHOOD.

WHAT IT'S DOING TO THE BRAINS OF THESE CHILDREN IS CREATING THIS ABSOLUTE EPIDEMIC OF MENTAL HEALTH ISSUES.

WE ARE DEALING WITH THIS AND IT'S COSTING US SO MUCH TRYING TO PRUNE THE OFFENDING LEAVES BY DOING SEL AND EVERYTHING THAT WE'RE DOING IN SCHOOLS TO TRY TO STAVE OFF THIS MENTAL HEALTH CRISIS IS NOT GETTING AT THE ROOT OF THE PROBLEM.

THE ROOT OF THE PROBLEM IS THESE KIDS THEY'RE NO LONGER INTERACTING IN THE WAYS THAT WE DID WHEN WE WERE GROWING UP, PERSON TO PERSON HUMAN HUMAN.

BUT IT'S THROUGH THE FILTER OF THESE VERY ADDICTING SOCIAL MEDIA, THINGS LIKE THAT, WHERE THE ALGORITHMS BUILT INTO THEM ARE PARTICULARLY DESIGNED TO KEEP YOU AS LONG AS POSSIBLE, AND HE HAS CHARTS AND GRAPHS AND ALL KINDS OF THINGS TO SHOW THAT HE'S NOT JUST TALKING ABOUT IT.

THERE'S DATA.

I THINK WE TOTALLY NEED TO HAVE THE CONVERSATION OF WHAT HE HAS SUGGESTED THAT DON'T JUST HAVE THE KIDS PUT THEIR CELL PHONES AWAY DURING CLASS TIME BECAUSE THEY'RE THINKING ABOUT THEM, AND THE PASSING PERIODS, THEY'RE NOT GOING TO INTERACT WITH THEIR FRIENDS MAYBE YOU GUYS DO BECAUSE YOU'RE SO VERY HIGHLY SOCIAL.

BUT A LOT OF PEOPLE THEY LIVE ON THE PHONES AND WHAT HE SUGGESTS IS A TWO PRONG APPROACH.

ONE IS GET THE KIDS OUT PLAYING [NOISE] AND GET THE PHONES 100% OUT OF THE SCHOOLS.

IF THEY BRING THEM TO SCHOOL, THEY NEED TO BE EITHER IN A LOCKED POUCH OR IN A LOCKER AND FROM THE BEGINNING OF THE DAY THAT THEY ARRIVE TO THE TIME THEY LEAVE, ZERO ACCESS TO THE PHONES.

AND I KNOW THIS COULD BE PUSHED BACK FROM PARENTS BECAUSE PARENTS THEY'RE ALMOST AS ADDICTED AS THE KIDS IF THEY'RE YOUNGER AND I'M SORRY IF I'M BEING OFFENSIVE TO ANYBODY.

BUT THIS MOST RECENT GENERATION HAS JUST BEEN DEVASTATED BY THIS.

I HIGHLY RECOMMEND EVERYBODY READ THIS BOOK, AND I WOULD LOVE TO GET THIS ON AN AGENDA.

UNFORTUNATELY, I'M NOT GOING TO BE HERE FOR THE NEXT TWO MEETINGS, AS YOU KNOW, I DON'T KNOW IF YOU KNOW, BUT I WON'T BE HERE THE NEXT TWO REGULAR BOARD MEETINGS.

BUT I WILL BE IN AUGUST, AND I REQUEST THAT WE HAVE A CONVERSATION ABOUT CELL PHONE USE IN OUR DISTRICT.

>> I WILL PROBABLY SHIELD MY TRUE THOUGHTS ABOUT THIS JUST BECAUSE I HAVE AN ENTIRE STUDENT BODY THAT WOULD PROBABLY CRUCIFY ME.

[02:45:03]

THERE'S REAL RELEVANT EVIDENCE OF THAT.

I ACTUALLY WATCHED A VIDEO ABOUT IT A COUPLE OF DAYS AGO, AND I WAS GOING TO SEND IT TO YOU.

BUT THEN I COULDN'T REMEMBER IF YOU WERE THE ONE WHO MADE THE COMMENT ABOUT THE PHONES, AND THEN I WAS LIKE, I JUST COULDN'T REMEMBER.

THERE'S A VIDEO ON THE TODAY SHOW ABOUT IT, AND THEY BASICALLY GO INTO THE SCHOOL THAT PREVENTS STUDENTS FROM USING THEIR PHONES THE WHOLE DAY, AND THEY SEE BENEFIT FROM IT.

I'M NOT ADVOCATING FOR IT, BUT I WILL SAY, I WILL SAY THAT THE EVIDENCE IS THERE THAT WE NEED TO CONNECT WITH EACH OTHER MORE.

>> SEE, I DON'T REALLY CARE IF THEY CRUCIFY ME.

I DIDN'T GET MY FIRST, PHONE UNTIL I WAS 12 MIDWAY THROUGH SIXTH GRADE, AND I CAN SAY THAT I HAD A WONDERFUL CHILDHOOD.

I HAVE SOCIAL SKILLS.

I HAVE THOSE PLAY BASED MEMORIES AND STUFF.

SURE, I HAVE SOME DEPENDENCY ON IT BECAUSE THESE DAYS, EVERYONE DOES BECAUSE THERE'S A LOT OF NECESSARY THINGS THAT YOU HAVE TO BE CONNECTED TO FOR, I HAVE A CALENDAR ON THERE.

I HAVE MY SCHOOL EMAIL ON THERE THAT I ACCESS, I HAVE SKYWARD, I HAVE CANVAS, AND THAT'S HOW I STAY UP TO DATE WITH A LOT OF THINGS FROM MY PARENTS AND MY FRIENDS.

BUT I'M ONLY ON IT DURING CLASS OR PASSING PERIODS IF THERE'S NO ONE AROUND TO TALK TO.

PEOPLE USE A CRUTCH LIKE, OH, EVERYONE ELSE IS ON THEIR PHONES, GUESS I SHOULD BE TOO.

IF THERE'S NO PHONES AS AN OPTION, THERE'S GOING TO BE MORE CONNECTING DURING DOWNTIMING CLASSES, AND THERE'S GOING TO BE MORE ENGAGEMENT DURING CLASS.

>> SCARY PART OF THIS IS TWO OF MY THREE KIDS DIDN'T GET THEIR PHONES UNTIL THEY WERE OUT OF HIGH SCHOOL, AND THEY SURVIVED.

[LAUGHTER] YEAH, THEY DID.

IN FACT, YOU'LL HEAR MORE ABOUT ONE IN A FEW MOMENTS.

>> JONATHAN HIED RECOMMENDS 16 BEING THE EARLIEST AGE TO GIVE A SMARTPHONE BEFORE THEN, HAVE IT BE A FLIP PHONE OR SOMETHING WHERE YOU CAN USE IT AS A COMMUNICATION TOOL, BUT NOT GET SUCKED INTO THE CRUD OF ALL THE STUFF THAT'S OUT THERE.

I WAS REALLY DISGUSTED BY WHAT IS AVAILABLE OUT THERE.

>> OH, BOY. THIS IS GOING TO BE A FUN DISCUSSION.

WE'LL HAVE PACKED THE BOARD ROOM.

SO LIKE TO LIVE ON THE EDGE.

ANYTHING ELSE, NANCY?

>> I THINK THUMBS UP. ANTONIO.

>> I WOULD LIKE TO TALK A LITTLE BIT ABOUT THE PROCESS THAT WE SAW TODAY WHEN IT COMES TO THE STUDENTS THAT WERE TRYING TO BE PART OF THE BOARD.

WHAT A GREAT DISPLAY OF FERNDALE.

IT WAS AN OUTWARD EXPRESSION BECAUSE EVERYBODY HERE THAT WAS SHARING AND TRYING TO GET ONTO THE BOARD.

IT'S A SELFLESS EFFORT TO COME HERE AND ADVOCATE FOR THE STUDENT BODY.

I WISH HARLENE WAS WATCHING THIS, AND EVERYBODY ELSE.

I DO FEEL A LITTLE BIT BAD BECAUSE SOME OF THOSE KIDS THAT DIDN'T MAKE IT HAVE BEEN IN MY HOME. I KNOW THEM WELL.

AND IT WAS HARD TO BE THE ONE THAT ACTUALLY BROUGHT IT UP AND CALLED HARLENE.

BUT I THINK THAT THE STUDENT BODY IS GOING TO BE WELL REPRESENTED WITH GABBY AND HARLENE.

WHAT A GREAT OPPORTUNITY THIS IS.

WITH LEADERSHIP, THERE IS CRITICISM.

KWABENA, I AM SO GRATEFUL FOR YOUR LEADERSHIP.

I'M GRATEFUL FOR THE EXAMPLE THAT YOU HAVE PUT TO EVERYBODY ABOUT PUSHING.

I THINK THAT IS A GREAT MESSAGE TO OUR YOUTH.

AS A LEADER, I'M GOING TO SHARE WITH YOU, AND IN SPANISH, IT RHYMES.

IT SOUNDS PRETTY.

IT'S A SAYING.

I WAS TAUGHT THIS WHEN I WAS YOUNG.

BUT THERE'S A SAYING THAT SAYS, "CORRECT THE WISE, AND YOU WILL MAKE THEM WISER, CORRECT THE STUBBORN AND YOU WILL GAIN AN ENEMY." AND UNFORTUNATELY, WE ARE NOT GOING TO PLEASE EVERYBODY.

[02:50:03]

I DO NOT EXPECT EVERYBODY TO COME SEE ME.

I'M TALKING AND I'M HOPING HARLENE IS LISTENING BECAUSE THERE'S GOING TO BE CRITICISM.

I HAVE EXPERIENCED IT ALREADY AS A NEWLY APPOINTED SCHOOL BOARD ONE.

NOT SO NEWLY, BUT IT COMES QUICK AND IT'S SHARP.

IF YOU'RE NOT CAREFUL, IT HURTS YOU.

BUT WHAT WE NEED TO DO IS UNDERSTAND AND LISTEN TO THOSE PEOPLE AND ENSURE THAT WE UNDERSTAND WHERE IT'S COMING FROM.

FOR HARLENE NOW AND FOR GABBY, THEY REPRESENT THE STUDENT BODY.

THEIR REACTIONS, THE WAY THAT THEY TAKE THOSE COMMENTS IS AN EXAMPLE TO OTHERS, EVEN THE YOUNG ONES, THEY'RE LOOKING AT YOU, THEY'RE WATCHING YOU.

I AM SO GRATEFUL FOR THIS OPPORTUNITY THAT WE HAVE TO SEE HOW THIS NEW INTERACTION HAPPENS.

AGAIN, KWABENA, THANK YOU FOR YOUR SERVICE.

IN THAT CARD, I SAW SOME NOTES FROM OTHER PEOPLE, AND I'M GOING TO TELL YOU WHY I JUST WROTE, THANK YOU FOR YOUR SERVICE, BECAUSE THERE'S NOTHING BETTER THAN A SERVANT LEADER.

WHEN WE LEAD BY SERVICE, I DON'T THINK THERE'S MUCH MORE THAT I COULD SAY WHEN IT COMES TO YOUR CARD.

PLEASE DON'T TAKE MY THANK YOU FOR YOUR SERVICE LIGHTLY.

IT'S FROM THE BOTTOM OF MY HEART.

I'M SO EXCITED TO RECEIVE HARLENE AND SEE HOW THE INTERACTION WITH HARLENE AND GABBY GOES. THANK YOU VERY MUCH.

>> THANK YOU, ANTONIO.

I'D LIKE TO SAY A COUPLE OF THINGS.

ONE, I'D LIKE TO ECHO STEVE'S COMMENTS ABOUT CTE.

THE PRESENTATION THAT MR. GOODWIN DID AND THE INTERACTION WITH THE TEACHERS AT THAT WAS GREAT.

THE STUDENT PRESENTATIONS THAT THEY HAD AT THAT WAS AWESOME TO HEAR WHAT THE STUDENTS ARE DOING IN PRACTICAL WAYS AND THE THINGS THAT THEY'RE LOOKING TO ADD.

THAT WAS REALLY EXCITING AND WAS A HIGHLIGHT OF THIS LAST MONTH.

DEMONSTRATION OF THAT WAS JUST A FEW NIGHTS AGO, GOING TO THE FFA BANQUET AND SEEING NOT ONLY THE SUPPORT OF THE COMMUNITY, BUT JUST THE ACHIEVEMENTS OF THE KIDS.

[INAUDIBLE], I SAW YOU THERE. GOOD JOB.

WHEN PEOPLE ARE CONCERNED ABOUT YOUTH AND KIDS AND WHAT ARE THEY DOING NOWADAYS, THAT'S WHERE YOU REALLY SEE THINGS SHINE.

I THINK OUR SCHOOL DISTRICT DOES A GREAT JOB WITH THEM.

I THINK ANOTHER EXAMPLE OF THAT WAS TONIGHT WITH THE STUDENTS THAT WE HAD INTERVIEWED.

AS I THINK ABOUT THAT MORE, I'M THINKING, WE SHOULDN'T HAVE THAT PART OF THE SPECIAL MEETING.

IT SHOULD JUST BE PART OF THE MEETING SO THAT THE PEOPLE IN THE AUDIENCE WHO HAVE QUESTIONS ABOUT STUDENT VOICE AND WHAT STUDENTS HAVE TO SAY CAN SEE THE REAL HEART OF THOSE EIGHT INDIVIDUALS THAT CAME THERE.

THEY REALLY ARE CONCERNED ABOUT THEIR PEERS AND THE OUTCOME OF THEIR EDUCATION, AND THAT WAS AWESOME TO SEE AS WELL.

I LOOK FORWARD TO THE CONVERSATION ABOUT CELL PHONES.

WE'LL PROBABLY GET TARRED AND FEATHERED, BUT HEY, ON WE GO.

LIKE I SAID, MY KIDS SURVIVED.

THEY MIGHT HAVE COMMENTS, HOPEFULLY, THEY'RE NOT LISTENING.

BUT WITH THAT ALSO COMES A PROUD PAPA MOMENT BECAUSE NEXT WEEK, I WILL BE OUT OF TOWN ATTENDING MY OLDEST'S MEDICAL SCHOOL GRADUATION, WHICH IS GOING TO BE A PINNACLE AND A HIGHLIGHT OF THINGS.

I'M EXCITED ABOUT THAT.

NEXT THURSDAY AFTERNOON.

IT'LL BE EVENING BACK ON THE EAST COAST, BUT YOU CAN THINK ABOUT US AS WE'RE CELEBRATING THAT. THAT'S ALL I HAVE.

WITH THAT, I WILL TURN THINGS OVER TO PEGGY FOR OUR EVALUATION.

[12. MEETING EVALUATION SURVEY]

I GOT TO DO IT LAST TIME.

PEGGY GETS TO DO IT AS VICE PRESIDENT THIS TIME, AND WE'LL ESTABLISH AN ORDER, BUT IT'LL BE ONE OF THE OTHER THREE OF YOU NEXT TIME.

[LAUGHTER] NANCY WON'T BE HERE, SO SHE FIGURES IT WON'T BE HER.

>> I GAVE THE OVERALL PERFORMANCE OF THREE.

THE AGENDA WAS WELL PLANNED AND THE BOARD WAS WELL PREPARED.

I FELT LIKE THE ONLY ISSUE I HAD WITH

[02:55:01]

BOARD MEMBERS DID NOT INTERRUPT.

I THINK WE DID A PRETTY GOOD JOB OF NOT INTERRUPTING.

I THINK WE WERE ALL WINDY, SO WE DIDN'T ENGAGE IN SIDE CONVERSATIONS.

DID NOT REPEAT WHAT WAS ALREADY BEEN SAID.

I THINK A COUPLE OF TIMES WE MAY HAVE, SO I GAVE THAT A THREE.

BOARD MEMBERS DID NOT PLAY TO THE AUDIENCE OR MONOPOLIZE THE DISCUSSION.

I THINK WE ALL HAD OUR OWN LITTLE MOMENTS OF LONG STRETCHES OF TALK.

SINCE WE'RE EQUALLY GUILTY, I GAVE THAT A THREE.

THE BOARD MEMBERS SUPPORTED THE PRESIDENT'S EFFORTS TO FACILITATE AN ORDERLY MEETING.

I THINK THE MEETING WAS PRETTY ORDERLY.

BOARD MEMBERS COMMUNICATED OPENLY AND ACTIVELY IN DISCUSSION AND DIALOGUE TO AVOID SURPRISES.

WELL, I BROUGHT UP MY ISSUE WITH THE POLICY PROPOSAL, AND I THINK MAYBE THAT DID COME AS A LITTLE BIT OF A SURPRISE AND SO I'M DINGING MYSELF FOR THAT ONE.

EVEN THOUGH I STILL THINK THAT THE BOARD MEMBERS SHOULD BE ABLE TO BRING PROPOSALS.

ALL BOARD MEMBERS CONTRIBUTED TO THE MEETING.

BOARD MEMBERS PRACTICED RESPECTFUL BODY LANGUAGE.

YES, I DO BELIEVE SO. OVERALL, A THREE.

>> THANK YOU, PEGGY, APPRECIATE THAT.

WELL, STEVE IS THE NEXT MOST SENIOR MEMBER, SO STEVE, YOU'RE ON.

YOU HAVE A WHOLE MONTH TO PREPARE.

ANYWAY, MY APPRECIATION TO EVERYONE.

GOOD MEETING, SOME REALLY GOOD DISCUSSION, THE EARLY CHILDHOOD LEARNING STUFF.

ANYTIME WE FOCUS ON EDUCATION IS A BIG PLUS.

THANK YOU MUCH, AND THIS MEETING IS ADJOURNED.

THANK YOU, EVERYONE FOR BEING WITH US.

* This transcript was compiled from uncorrected Closed Captioning.