[1. CONVENE]
          [00:00:06]
          >> GOOD EVENING. WELCOME TO THE OCTOBER MEETING OF THE FERNDALE SCHOOL BOARD. 
          THANK YOU FOR JOINING US, WHETHER IN-PERSON OR ONLINE. 
          I'D LIKE TO START BY SAYING IT'S GOOD TO BE BACK AND THANK YOU TO OUR BOARD VICE PRESIDENT, PEGGY, FOR LEADING LAST MONTH'S MEETING IN MY ABSENCE. 
          JUST AS A REMINDER, 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. 
          IN ORDER 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 QUICK HOUSEKEEPING MATTERS FOR THOSE THAT HAVEN'T BEEN HERE BEFORE. 
          IF THEY'RE IN THE EVENT OF AN EMERGENCY, THE EXIT IS THE SAME DOOR THAT YOU CAME IN. 
          ALSO, IF YOU NEED THE RESTROOM, IT'S JUST OUT THE DOOR UP THE RAMP. 
          WITH THAT, WE'LL GO AHEAD AND MOVE FORWARD, AND IF YOU ALL PLEASE JOIN ME AS WE START THE MEETING WITH THE RECITATION OF THE PLEDGE OF ALLEGIANCE. 
          >> 
          >> NEXT, WE'LL HAVE THE LAND ACKNOWLEDGMENT. 
          >> WE, THE FERNDALE SCHOOL DISTRICT, ACKNOWLEDGE WE ARE RESIDING ON THE TRADITIONAL ANCESTRAL AND UNSEATED TERRITORY OF THE LUMMI PEOPLE. 
          THE LUMMI PEOPLE ARE THE ORIGINAL INHABITANTS OF WASHINGTON'S NORTHERNMOST COAST AND SOUTHERN BRITISH COLUMBIA. 
          THEY LIVED IN VILLAGES THROUGHOUT THIS TERRITORY AND CONTINUE TO HAVE AN ONGOING RELATIONSHIP WITH THESE AREAS. 
          SINCE TIME IN MEMORIAL, THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL, ANCESTRAL, AND UNSEATED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE. 
          WE HONOR THEIR ANCESTORS AS WE ACKNOWLEDGE THE PAST, PRESENT, AND FUTURE LUMMI PEOPLE AS THE ORIGINAL INHABITANTS OF THIS LAND. 
          >> THANK YOU, GABBY. 
          [2. APPROVAL OF MINUTES]
NEXT IS THE APPROVAL OF THE MINUTES FROM THE LAST MEETING. 
          IF THERE ARE ANY COMMENTS REGARDING THE MINUTES OR A MOTION TO ADOPT THEM. 
          >> I MOTION THAT WE APPROVE BOTH SETS OF MINUTES FOR THE LAST TWO MEETINGS. 
          >> IT HAS BEEN MOVED THAT WE ADOPT BOTH SETS OF MINUTES FROM THE LAST MEETINGS. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING, AYE. 
          >> AYE. 
          >> ALL OPPOSED? MINUTES ARE APPROVED. 
          NEXT, WE HAVE THE ADOPTION OF THE AGENDA. 
          [3. ADOPTION OF AGENDA [GC-4.7]]
AT THIS POINT, IF THERE ARE ANY CHANGES THAT ANY BOARD MEMBER WOULD LIKE TO MAKE TO THE AGENDA, OR A MOTION TO ADOPT THE AGENDA. 
          >> I'LL MAKE A MOTION TO ADOPT THE AGENDA AS WRITTEN. 
          >> IT HAS BEEN MOVED TO ADOPT THE AGENDA AS PRESENTED. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING, AYE. 
          >> AYE. 
          >> AYE. 
          >> ALL OPPOSED? THE AGENDA IS ADOPTED, AND THAT ALLOWS US TO MOVE ON TO PUBLIC COMMENT. 
          [4. PUBLIC COMMENT [GC-3.3]]
PUBLIC COMMENT IS A TIME WHEN THE BOARD IS ABLE TO HEAR FROM THE COMMUNITY, WHAT IS ON THEIR MIND AND IMPORTANT TO THEM. 
          IT'S NOT A TIME FOR DISCUSSION. 
          IT'S A TIME FOR THE BOARD TO LISTEN. 
          BOARD MEMBERS MAY INTERJECT TO ASK CLARIFYING QUESTIONS AND, OR TO 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 BE RESPECTFUL AND TO HEAR WHAT YOU HAVE TO SAY. 
          PLEASE NOTE THAT PUBLIC COMMENT IS NOT THE ONLY WAY TO COMMUNICATE WITH THE BOARD. 
          THOSE THAT ARE NOT COMFORTABLE SPEAKING IN FRONT OF THE GROUP ARE CERTAINLY WELCOME TO CONTACT THE BOARD VIA PHONE OR EMAIL. 
          WE ROUTINELY HEAR FROM A NUMBER OF DISTRICT STAKEHOLDERS EACH MONTH AND SIMULATE 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. 
          [00:05:01]
THOSE WISHING TO SPEAK DURING PUBLIC COMMENT ARE ASKED TO SIGN UP ON THE SIGN UP SHEET IN THE BACK OF THE ROOM. 
          EACH SPEAKER WILL BE LIMITED TO THREE MINUTES AND THEIR TIME WILL BEGIN WHEN THEY STEP TO THE PODIUM AND BEGIN TO ADDRESS THE BOARD. 
          ANY SPEAKER WHOSE COMMENTS EXCEED THE THREE MINUTE LIMIT MAY SUBMIT THEIR ENTIRE OR REMAINING COMMENTS IN WRITING. 
          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. 
          FIRST ON TONIGHT'S DOCKET FOR PUBLIC COMMENT IS NATALIE CHAVEZ. 
          >> CHAVEZ. THANK YOU FOR LISTENING TO PUBLIC COMMENTS THIS EVENING. 
          AS YOU ARE AWARE, THE WHATCOM COUNTY HEALTH DEPARTMENT HAS BEEN TRYING TO GET SCHOOL DISTRICTS TO ALLOW MEDICAL CLINICS, SPHCS, INTO THEIR PUBLIC SCHOOLS WITH PRESSURE AND FINANCIAL INCENTIVES LIKE GRANTS FROM THE STATE AND FEDERAL GOVERNMENT. 
          UNFORTUNATELY, MOUNT BAKER SCHOOL DISTRICT IS THE SECOND DISTRICT AFTER BELLINGHAM TO INCORPORATE A MEDICAL CLINIC ON ONE OF THEIR SCHOOL CAMPUSES, WHICH IS VERY UNFORTUNATE FOR MANY REASONS, AT LEAST IN MY OPINION. 
          I MENTIONED AT THE LAST MEETING THAT MERCK IS ONE OF THE FUNDERS OF THE SCHOOL BASED HEALTH ALLIANCE, AND THAT MERCK IS THE MAKER OF THE HPV GARDASIL VACCINE, WHICH IS PUSHED ONTO CHILDREN AND TEENAGERS VIA STUDENT CLUBS, PEER PRESSURE, PIZZA PARTIES, AND OTHER INCENTIVES, AND WITHOUT PARENTAL CONSENT AT THESE SPHCS, ALONG WITH OTHER VACCINES, HORMONAL PUBERTY BLOCKERS, AND OTHER SERVICES. 
          AT THE LAST MEETING, I ALSO MENTIONED THE WEBSITE OF THE LAW FIRM, WHICH IS WISNERBAUM.COM, W-I-S-N-E-R-B-A-U-M.COM. 
          THERE IS A GARDASIL LAWSUIT LINK WHERE YOU CAN FIND DETAILED INFORMATION ABOUT MERCK'S GARDASIL HPV VACCINE. 
          I HOPE THAT SOME OF YOU TOOK THE TIME TO REVIEW THE HPV VACCINE INFORMATION ON THAT LAW FIRM'S WEBSITE. 
          ON A DIFFERENT NOTE, LAST WEDNESDAY, OCTOBER 23RD, A FEDERAL JURY IN CALIFORNIA THAT WAS, ACCORDING TO ATTORNEYS, COMPOSED OF ENTIRELY VACCINATED JURORS, AWARDED PLAINTIFFS WHO WERE FORMER EMPLOYEES OF THE SAN FRANCISCO BAY AREA RAPID TRANSIT BART BETWEEN APPROXIMATELY $1.2 MILLION AND $1.5 MILLION EACH TO COMPENSATE FOR ECONOMIC LOSSES AND MENTAL ANGUISH AFTER THEY WERE FIRED FOR NOT GETTING COVID-19 VACCINE INJECTIONS. 
          THIRTY-FIVE BART EMPLOYEES WERE PLAINTIFFS, 29 OF THEM SETTLED WITH BART AND THE REMAINING SIX WENT TO TRIAL. 
          BART IS GOING TO HAVE TO PAY ABOUT MILLIONS OF DOLLARS TO ALL OF THESE FORMER EMPLOYEES. 
          THERE HAVE BEEN HUNDREDS OF THESE CASES FILED ACROSS THE COUNTRY SINCE 2021, AND NOW WE HAVE ONE IN BELLINGHAM. 
          MICHAEL BROCK, B-R-O-C-K, ET AL. 
          VERSUS CITY OF BELLINGHAM. 
          YOU CAN LOOK THAT UP. THE LAWSUIT IS 50 PAGES LONG. 
          IT WAS RECENTLY FILED ON JUNE 13TH, 2024, WHICH BEGAN WITH 18 PLAINTIFFS, ALTHOUGH I'M NOT SURE HOW MUCH THAT NUMBER HAS INCREASED SINCE A LAWSUIT WAS FILED. 
          THERE HAVE ALSO BEEN INDIVIDUAL LAWSUITS FILED AGAINST THE CITY OF BELLINGHAM BY FORMER CITY OF BELLINGHAM EMPLOYEES WHO WERE TERMINATED DUE TO THE COVID VACCINE MANDATES. 
          I BRING THESE LAWSUITS UP SINCE SOME FERNDALE SCHOOL DISTRICT EMPLOYEES WERE FIRED FOR NOT GETTING EXPERIMENTAL COVID-19 VACCINE INJECTIONS, AND AS A REMINDER TO PLEASE THINK CRITICALLY BEFORE FIRING EMPLOYEES DURING THE NEXT MAN-MADE PANDEMIC, WHICH I PREDICT WILL HAPPEN IN 2025. 
          >> THANK YOU. 
          >> THANK YOU FOR YOUR TIME. 
          >> THANK YOU, NATALIE. NEXT, WE HAVE DOM FAM. 
          >> GOOD EVENING. MY NAME IS DOM FAM. 
          I IDENTIFY AS A FERNDALE RESIDENT ON BAR ROAD. 
          THIS NOVEMBER, VOTERS IN COLORADO, KENTUCKY, AND NEBRASKA WILL HAVE A SAY IN WHETHER THEY WANT SCHOOL CHOICE AS AN OPTION IN THEIR STATE EDUCATION SYSTEM. 
          THIS PROMINENT ISSUE HAS BEEN HIGHLIGHTED IN AN ARTICLE WRITTEN BY STAR PARKER ON THE DAILY SIGNAL. 
          I'M GOING TO SHARE SOME EXCERPTS FROM IT. 
          K-12, EDUCATION, OF COURSE, IS ABOUT LEARNING TO READ AND DO MATH. 
          BUT EDUCATION IS A LOT MORE THAN ACQUISITION OF TECHNICAL SKILLS. 
          IT IS ABOUT TRANSMISSION OF VALUES AND OUR SENSE OF MEANING OF WHAT LIFE IS ABOUT. 
          POLLING TELLS US THAT AMERICANS ARE GENERALLY UNHAPPY ABOUT EDUCATION IN OUR COUNTRY. 
          [00:10:03]
IN A RECENT GALLUP POLL, 53% OF DEMOCRATS AND DEMOCRAT LEANING INDEPENDENTS, AND 33% OF REPUBLICANS AND REPUBLICAN LEANING INDEPENDENTS SAID THEY ARE COMPLETELY OR SOMEWHAT SATISFIED WITH THE QUALITY OF K-12 EDUCATION. 
          A RECENT PEW RESEARCH SURVEY SHOWS THERE IS NO CONSIDERABLE DISSATISFACTION. 
          THERE IS ALSO CONSIDERABLE DISSATISFACTION WITH THOSE PROVIDING IT, THE TEACHERS THEMSELVES. 
          AMONG K-12 PUBLIC SCHOOL TEACHERS, ONLY 33% SAY THEY ARE EXTREMELY OR VERY SATISFIED WITH THEIR JOB. 
          WHEN ASKED ABOUT THEIR STUDENTS ACADEMIC PERFORMANCE AND BEHAVIOR, ALMOST HALF RATED BOTH CATEGORIES AS FAIR OR POOR. 
          THE AUTHOR ATTRIBUTES THE ROOT CAUSE OF THESE PROBLEMS TO THE LACK OF MOTIVATION TO LEARN. WE HAVE TO CHANGE. 
          BUT THE GREAT OBSTACLE TO CHANGE IN K-12 EDUCATION IS THE CONTROL OF GOVERNMENT IN EDUCATION AND THE CONTROL OF TEACHERS UNIONS. 
          IT IS CRAZY THAT IN A COUNTRY THAT IS ALLEGEDLY ABOUT FREEDOM, WE HAVE SO LITTLE OF IT IN SOMETHING SO VITALLY IMPORTANT AS EDUCATION. 
          ACCORDING TO THE FREEDOM FOUNDATION, THE NATIONAL EDUCATION ASSOCIATION ALLOCATED 34% OF ITS 2022-2023 BUDGET TO POLITICAL ACTIVISM AND CONTRIBUTIONS. 
          OUR NATION'S LARGEST TEACHERS UNION IS BASICALLY ABOUT POLITICS, NOT EDUCATION. 
          THE POLITICAL AGENDA IS LEFT WING MORAL RELATIVISM. 
          THE NEA DEFINES THIS MISSION ON ITS WEBSITE AS ENDING RACISM, SEXISM, HOMOPHOBIA, AND OTHER SYSTEMIC INJUSTICES IN SCHOOLS. 
          HOW ABOUT THE SYSTEMIC INJUSTICE THAT PARENTS WHO GO TO CHURCH EVERY SUNDAY CAN'T FREE THEIR CHILD FROM THE FAILING PUBLIC SCHOOL THAT IS FORCED ON THEM AND CANNOT SEND THEIR CHILD TO A CHRISTIAN SCHOOL TO LEARN VALUES THAT THEY SEE AS TRUTH? PARENTS MUST BE FREE TO EDUCATE THEIR CHILD AS THEY CHOOSE. THANK YOU. 
          >> THANK YOU, DOM. THAT IS ALL THE PEOPLE THAT I HAVE ON THE LIST. 
          AGAIN, IF YOU HAVE COMMENTS THAT YOU WOULD LIKE TO SHARE WITH THE BOARD OR THOUGHTS, FEEL FREE TO CONTACT US VIA OUR CONTACT INFORMATION THAT'S ON THE WEBSITE. 
          THAT THEN TAKES US TO ITEM 5, 
          [5. SHARING [GC-7.E.]]
THE SHARING, AND WE START WITH SUPERINTENDENT SHARING. 
          >> WELL, WELCOME BACK. GOOD TO SEE EVERYBODY. 
          WE HAVE QUITE A FEW THINGS TONIGHT. 
          MY PART'S GOING TO BE MORE BRIEF. 
          BOBBY, IF YOU WANT TO MOVE UP, WE'RE GOING TO HAVE YOU GO AFTER THE STUDENTS. 
          I JUST WANTED TO GIVE YOU SOME STRATEGY UPDATES AROUND ATTENDANCE AS THAT'S ONE OF OUR FOCUS AREAS YOU'RE GOING TO HEAR A LITTLE BIT MORE TONIGHT BECAUSE WE'VE BEEN LOOKING AT THE DATA. 
          I BELIEVE I SENT YOU A GRAPH THIS LAST WEEK ABOUT THE DIFFERENCE BETWEEN STUDENTS AND HOW THEY'RE PERFORMING, THOSE WHO COME TO SCHOOL AND THOSE WHO DON'T. 
          WE'VE BEEN DOING A POLL AND ASKING OUR AND LEADERSHIP TEAMS AT EACH SCHOOL, WHAT ARE SOME OF THE STRATEGIES THEY'RE USING? TO ENGAGE STUDENTS AND GET THEM TO SCHOOL. 
          PART OF IT IS JUST LOOKING AT OUR TIER 1 INSTRUCTION, MAKING SURE THAT WE'RE OFFERING OPPORTUNITIES FOR STUDENTS TO BE INVOLVED. 
          PART OF IT IS WHEN YOU ARE OUT OF THE HABIT OF GOING TO SCHOOL, IT GETS HARDER AND HARDER TO GO. 
          A COUPLE OF THINGS THAT I WANT TO GIVE A SHOUT OUT TO OUR LUMMI LIAISONS. THEY'VE BEEN WORKING. 
          I SEE PAT HERE. SHE'S BEEN PART OF THIS. 
          THERE WAS A TEAM AT SKYLINE THAT STARTED THIS LAST YEAR WHERE THEY WERE ACTUALLY GOING OUT AND VISITING CHILDREN IN THEIR HOME IF THEY DIDN'T SHOW UP AT SCHOOL IN THE MORNING, AND THEN OFFERING THEM A RIDE TO SCHOOL. 
          THEY PICKED THAT BACK UP AND WE'VE HAD SOME VOLUNTEERS AND I KNOW THAT'S EXPANDED TO BOTH MIDDLE SCHOOLS AND EAGLE RIDGE AS WELL. 
          WE'RE STARTING TO SEE THAT THAT'S HAVING A POSITIVE EFFECT TO HAVE SOMEONE SHOW UP. 
          IF YOU DON'T COME, WE'RE STILL GOING TO BE THERE. 
          I JUST WANTED TO CALL THAT OUT. 
          BUT YOU'RE GOING TO START TO SEE SOME DIFFERENT STRATEGIES. 
          WHAT OUR HOPE IS IS THAT WE WILL HAVE A UNIVERSAL TOOL KIT THAT ALL THE SCHOOLS USE. 
          AT CASCADIA, IF YOU DRIVE UP TO CASCADIA ELEMENTARY IN THE MORNING, THERE'S A LARGE SIGN OUT FRONT THAT SAYS YESTERDAY, WE HAD 92% OF OUR STUDENTS ARRIVE AT SCHOOL ON TIME. 
          IT'S THOSE TYPES OF THINGS AND JUST KEEPING IT FRONT AND CENTER. 
          I WILL PUT THAT TOOLBOX IN THE SMORE THIS WEEK SO YOU CAN SEE THE DIFFERENT STRATEGIES. 
          [00:15:03]
LATINOS IN ACTION, IF YOU REMEMBER, WE LOOKED AT OUR GRADUATION DATA LAST YEAR, AND OUR STUDENTS WHO IDENTIFY AS LATINO OR LATINX WERE NOT GRADUATING AT THE SAME RATE THAT THEIR PEERS WERE GRADUATING. 
          ONE OF THE STRATEGIES WAS LOOKING AT ENGAGEMENT, AND HOW WERE WE CREATING SPACES WHERE OUR STUDENTS FELT ENGAGED. 
          LATINOS IN ACTION IS A RESEARCH-BASED PROGRAM THAT HAPPENS ACROSS THE NATION, IF YOU REMEMBER, AND IT ACTUALLY IS DEMONSTRATING A 98% GRADUATION RATE FOR STUDENTS WHO ARE INVOLVED. 
          IT'S A LEADERSHIP CLUB, AND WHILE ANY STUDENT CAN PARTAKE IN THE PROGRAM, IT REALLY DOES PROVIDE A COMMUNITY FOR OUR HISPANIC STUDENTS. 
          LAST WEEK, YOU SEE DR. ENRIQUE THERE IN THE BLUE SUIT. 
          HE IS THE FOUNDER OF THE PROGRAM. 
          HE HAS AN AMAZING STORY, AND I WOULD LIKE TO INVITE THE BOARD. 
          WE WILL BE INVITED TO A SPRING CONFERENCE. 
          WE DO NOT HAVE THE DATE YET, BUT THAT WOULD BE GREAT IF YOU WANTED TO ATTEND. 
          HE GOT TO GO VISIT ALL THE PROGRAMS AT THE HIGH SCHOOL, THE MIDDLE SCHOOL, AND HERE HE IS AT CASCADIA ELEMENTARY, AND YOU CAN SEE THOSE ARE TWO PRESIDENTS AT CASCADIA ELEMENTARY. 
          THEY GOT TO HELP LEAD AN EVENING EVENT FOR FAMILIES. 
          CASCADIA SHARED THAT TWO YEARS AGO, THEY TRIED TO HOST A FAMILY EVENT AND THEY HAD FIVE FAMILIES ATTEND. 
          LAST WEEK, THEY HAD 23 FAMILIES ARRIVE AND THEN 5-7 OTHERS WHO ASKED IF THEY COULD COME. 
          IT WAS A PACKED HOUSE SALINA GOT TO ATTEND. 
          I DON'T KNOW IF THERE'S ANYTHING YOU WANT TO ADD ABOUT YOUR EXPERIENCE. 
          >> I THINK IT WAS GREAT. THERE WERE OVER 100 PEOPLE THERE AND JUST SEEING THE FAMILIES ENGAGE. 
          THE OPPORTUNITY CAME UP FOR A PARENT ADVISORY COUNCIL ALMOST, AND JUST SEEING BOTH MOMS AND DADS EAGER TO SIGN UP AND PARTICIPATE AND ENGAGE IN THE PROGRAM AND JUST BE INVOLVED, JUST REALLY INSPIRING TO SEE. 
          >> FOR CASCADIA, WHILE AT BOTH MIDDLE SCHOOLS AND THE HIGH SCHOOL, IT'S A CTE COURSE THAT OUR STUDENTS CAN TAKE CREDIT FOR. 
          AT CASCADIA, IT'S MORE OF A CLUB THAT HAPPENS BEFORE SCHOOL STARTS. 
          THE STUDENTS COME EARLY AND GET TO ENGAGE, AND WE DO PROVIDE TRANSPORTATION FOR THAT. 
          >> LAST WEEK, I WAS OUT. 
          I WAS ABLE TO REPRESENT THE SUPERINTENDENT ROLE AT THE NATIONAL P-3 INSTITUTE IN COLORADO. 
          IT WAS GREAT. IT WAS LEADERS FROM ACROSS THE US. 
          THERE WERE SIX OF US ON THE TEAM. 
          THE SUPERINTENDENT OF LINDEN AND MERIDIAN WERE ALSO IN ATTENDANCE WITH ME, ALONG WITH A POLICY WRITER, THE COORDINATOR FOR THE HEALTHY CHILDREN'S FUND, THE CHILDCARE PROVIDER OR DIRECTOR, AND THEN THE REGIONAL CHILDCARE AWARE, WHICH OVERSEES LICENSING FOR OUR REGION. 
          REALLY, OUR INTENT WAS TO GO AND LEARN ABOUT HOW DO YOU BUILD HIGH QUALITY SYSTEMS ACROSS WHATCOM COUNTY. IT WAS GREAT. 
          IT WAS AN HONOR TO BE ASKED TO ATTEND THIS. 
          AS YOU KNOW, EARLY LEARNINGS, MY PASSION AND MY BACKGROUND, SO IT WAS GREAT TO BE WITH THIS TEAM. 
          THE LEADERS FROM THE WASHINGTON STATE, BOTH DCYF AND OSPI WERE ALSO IN ATTENDANCE AS WELL AS EVERETT AND HIGHLINE. 
          WASHINGTON WAS REPRESENTING, AND THERE WAS A LOT OF GOOD LEARNING FROM RESEARCHERS FROM ACROSS THE NATION, AND SO I'M EXCITED TO SHARE A LITTLE BIT OF WHAT I TOOK AWAY AND JUST GOOD REMINDERS. 
          HERE, I THINK I'VE SHARED THIS WITH YOU BEFORE. 
          EARLY LEARNING IS THAT AGE FROM PRENATAL TO AROUND AGE 10. 
          IF YOU SEE THE TANGERINE-ORANGE LINE, THAT'S THE AMOUNT OF EFFORT IT TAKES TO CHANGE THE DEVELOPMENT OF THE BRAIN. 
          THE BLUE IS THE BRAIN'S ABILITY IN RESPONSE TO EXPERIENCES. 
          WHY WE TALK ABOUT EARLY LEARNING AND WHY IT'S A KEY STRATEGY IN EDUCATION? IS BECAUSE IT'S IN THOSE FIRST FORMATIVE YEARS THAT THE BRAIN IS MOST MALLEABLE, AND IT TAKES THE LEAST AMOUNT OF EFFORT IN ORDER TO CHANGE OUTCOMES FOR STUDENTS. 
          THEN PEOPLE ASK, WELL, WHY? IF WE KNOW THAT THIS IS REALLY GOOD RESEARCH, IF IT'S BASED IN SCIENCE, WE'VE KNOWN THIS FOR DECADES, THEN WHY IS IT SO HARD TO THINK DIFFERENTLY ABOUT EDUCATION? WELL, IT'S BECAUSE WE, THE ADULTS WHO ARE IN CHARGE OF POLICY AND FUNDING ARE IN THE GREEN BOXES. 
          OUR BRAINS, THOUGH THEY'RE STILL MALLEABLE, THE AMOUNT OF EFFORT IT TAKES TO CHANGE. 
          IT WAS JUST A REALLY GOOD REMINDER OF HOW IMPORTANT IT IS TO INFUSE THOSE EXPERIENCES EARLY. 
          THE OTHER PART THAT I THINK WE DON'T OFTEN TALK ABOUT ENOUGH AND EARLIER THIS EVENING, 
          [00:20:06]
I WAS MEETING WITH BECKY AND NANCY AND WE'RE TALKING ABOUT MENTAL HEALTH AND ONE OF THE CONTRACTS THAT YOU SEE ON THE AGENDA. 
          EXECUTIVE FUNCTION IS ONE OF THOSE SKILLS THAT IS BUILT THROUGHOUT CHILDHOOD AND ADOLESCENCE. 
          BUT IF YOU LOOK AT THE YEARS FROM 3-8, THAT IS WHEN THE GREATEST GROWTH OCCURS. 
          IF YOU'RE WANTING TO CHANGE BEHAVIORAL SUPPORTS, MENTAL HEALTH SUPPORTS, ALL OF THOSE THINGS, MAXIMIZING ON THAT TIME OF BRAIN DEVELOPMENT IS CRITICAL. 
          WHEN PEOPLE ASK, WHY DO WE TEACH SOCIAL SKILLS EARLY? WHY ARE WE SPENDING SO MUCH TIME? I WAS EXCITED BECAUSE I KNOW DIRECTOR BUTTON GOT TO GO IN AND SPEND SOME TIME IN KINDERGARTEN AND PROBABLY GOT TO SEE THIS IN ACTION, WHERE THE TEACHERS, HIGHLY-SKILLED TEACHERS KNOW HOW TO WORK WITH STUDENTS THROUGH ADULT-CHILD INTERACTIONS, HELPING THEM KNOW HOW TO BE IN COMMUNITY, AND IT'S ALL TO DO WITH THIS EXECUTIVE FUNCTION. 
          BUT WHY IS THIS SO COMPLICATED IN WASHINGTON STATE? WHAT YOU SEE HERE UNDERNEATH THE TWO SCREENS IS THAT ZERO TO THIRD GRADE IS EARLY LEARNING. 
          I THINK SOMETIMES WE THINK IT'S JUST BIRTH THROUGH KINDERGARTEN, AND THAT FIRST SECOND AND THIRD GRADE YEAR IS CRITICAL. 
          WHAT WE KNOW IS WE HAVE TO BE THINKING ABOUT HIGH QUALITY INSTRUCTION WITHIN THOSE YEARS AND ACROSS THOSE YEARS. 
          BUT WHAT'S SUPER COMPLEX IN WASHINGTON IS THE BIRTH TO FIVE SYSTEM IS GOVERNED BY AN AGENCY CALLED DCYF OR THE DEPARTMENT OF CHILDREN, YOUTH, AND FAMILIES, WHEREAS K-12 SYSTEMS ARE GOVERNED BY OSPI. 
          I WAS VERY EXCITED LAST WEEK TO SEE THOSE TWO AGENCIES WORKING IN PARTNERSHIP. 
          IF YOU THINK ABOUT KINDERGARTEN, IT'S A BRIDGE YEAR. 
          CHILDREN GO THROUGH KINDERGARTEN, NOT TO KINDERGARTEN, AND THAT'S REALLY THE YEAR IN WHICH WE BRIDGE FROM THE BIRTH TO FIVE SYSTEM TO THE K-12 SYSTEM. 
          AS ALWAYS, I WAS CONTINUING TO ASK QUESTIONS AND ONE OF THE QUESTIONS THAT OUR TEAM ASKED WAS, WOULDN'T IT BE AMAZING IF WASHINGTON STATE, REGARDLESS OF THE AGENCY YOU WORKED FOR, HAD ONE VISION FOR WHAT THEY WANTED FOR ALL CHILDREN IN WASHINGTON STATE? CURRENTLY, EACH AGENCY HAS A DIFFERENT VISION. 
          IMAGINE HOW CONFUSING THAT IS TO THE PEOPLE WHO WORK IN THESE SYSTEMS. I THINK MORE TO COME THERE AND I'LL KEEP YOU POSTED. 
          I JUST WANTED TO LET YOU KNOW, WE ARE ENGAGING IN A PARTNERSHIP, SO THIS IS AN UPDATE. 
          YOU PROBABLY ARE AWARE. 
          IN FACT, ONE OF THE MEMBERS ON THE TEAM TODAY SAID, WHEN ARE THEY GOING TO START WORKING ON FERNDALE TERRACE? THE CITY IS DOING THAT AND SO WE ARE PROVIDING THEM TEMPORARY ACCESS, SO THEY'RE ABLE TO GET TO THAT WORK AND PROVIDE THAT. 
          THEY'RE BUILDING SIDEWALKS THERE. 
          ANYWAY, I JUST WANT TO MAKE YOU AWARE THAT THEY WILL BE ON DISTRICT PROPERTY, A SMALL PORTION FOR TEMPORARY. 
          MARK, ANYTHING YOU WOULD ADD ON THAT? 
          >> NO. BASICALLY, WE HAVE SOME FRONTAGE THAT IS IMPACTED BY THE PROJECT, SO THEY NEED ACCESS TO BE ABLE TO DO THE WORK. 
          THAT'S THE DEAL. 
          >> WHEN WE USE THE HASH TAG BETTER TOGETHER, THIS IS ONE OF THOSE TIMES. 
          I WANT TO GIVE A HUGE SHOUT OUT, AND THEN SELENA IS GOING TO BE ABLE TO GIVE MORE DETAIL. 
          WSPRA IS THE STATE CONFERENCE FOR COMMUNICATIONS DIRECTORS AND STAFF. 
          EVERY YEAR, OUR TEAM HAS BEEN PUTTING SOME OF THEIR COMMUNICATIONS UP FOR AWARDS, AND THIS YEAR, WE NAILED IT. 
          OUR VIDEO, IF YOU REMEMBER, "COURAGE TO SHARE" VIDEO SERIES LAST YEAR THAT WAS FUNDED BY, I BELIEVE IT WAS THE MOUNT BAKER FOUNDATION AND CHUCKANUT FOUNDATION, AND REALLY TALKING ABOUT MENTAL HEALTH AND IT WAS COMMUNITY MEMBERS SHARING HOW THEY DEAL WITH WHEN THEY'RE HAVING A BAD DAY, WHAT ARE SOME STRATEGIES? WE'LL BE RE POSTING THAT. 
          THAT ONE AWARD OF MERIT. 
          THEN FOR WRITING AND STORYTELLING, WE HAD THREE AWARDS. 
          WE ALL LOVE POLLY ROCKS. 
          EVERY TIME I THINK OF MS. POLLY AND WHAT SHE DOES TO CREATE A SYSTEM OF BELONGING, JACKSON WROTE AN AMAZING STORY, AND THAT WAS HONORED IN BEST OF SHOW. 
          WALKING IN THE SHOES, WHERE WE HIGHLIGHTED A BUS DRIVER, AND THEN TALKING ABOUT THE KINDERGARTEN LEARNING THROUGH PLAY CLASSROOM MATERIALS. 
          JACKSON, THOSE WERE HIS THREE PIECES OF WRITING AND HE ACTUALLY SWEPT THE CATEGORY. 
          SELENA, ANYTHING YOU WOULD ADD? 
          >> NO, JUST THAT I'M REALLY PROUD TO BE PART OF THE TEAM AND PARTICULARLY PROUD OF THE COURAGE TO SHARE A PROJECT. 
          IT WAS AN IDEA THAT WE GOT THAT WAS AT A NATIONAL SCALE THAT INSPIRED US. 
          IT'S CALLED DARE TO SHARE, AND WHAT IT WAS, 
          [00:25:02]
IT'S PROMINENT LEADERS AND CELEBRITIES WHO SHARED THEIR STRATEGIES, AND I BELIEVE IT WAS DURING THE GLOBAL PANDEMIC. 
          WE WERE HAVING TO BE CREATIVE AND HOW YOU WERE ENFORCING POSITIVE STRATEGIES. 
          WE GOT THAT IDEA AND WE WORKED WITH TRACY, WHO'S OUR GRANT WRITER TO GET THE FUNDING, AND THEN WITH CHRIS COCHRAN, YOUR THOUGHT PARTNER ABOUT WHERE SOME APPROPRIATE PROMPTS WERE AND COMMUNITY MEMBERS. 
          IT DID CONSIST OF COMMUNITY MEMBERS, STAFF MEMBERS, AND STUDENTS, AND THIS WAS ALL VOLUNTARY. 
          I WAS REALLY PROUD OF THE PROCESS AND THE AMOUNT OF PEOPLE THAT VOLUNTEERED. 
          WE DID, AS A COMMUNICATION TEAM, TAKE THE EXTRA STEP, EVEN THOUGH STUDENTS WERE ON THE [INAUDIBLE] PUBLISH LIST. 
          WE DID ASK ADDITIONAL PERMISSION FROM FAMILIES, AND THEIR RESPONSE WAS JUST INCREDIBLE. 
          THE PARENTS' RESPONSE WAS ABSOLUTELY. 
          I'M SO PROUD OF MY STUDENT FOR SPEAKING UP AND SPEAKING ON THIS, AND THEY ARE FREE TO SHARE AS THEY WISH. 
          I'D SAY IT'S MY FAVORITE PROJECT THUS FAR. 
          >> THE TEAM WILL BE REPOSTING THOSE VIDEOS HERE SOON. 
          IF YOU DID NOT GET TO SEE THEM, THEY ARE COMING SOON TO YOUR SCREEN. 
          I'M GOING TO PASS IT OFF TO OUR STUDENTS WHO WERE STARTING TONIGHT. 
          >> I'VE GOT A COUPLE OF THINGS TO GO OVER, HAD TO WRITE IT ALL DOWN AND BRAINSTORMING SINCE SIXTH PERIOD TODAY. 
          FIRST OF ALL, IT'S APPROACHING THE END OF FALL SPORTS SEASONS. 
          DISTRICTS ARE COMING UP. 
          I HAVE A FRIEND WHO'S ACTUALLY FERNDALE BOYS TENNIS, JONAS CARPENTER, HE'S A JUNIOR. 
          HE'S IN HARLEY KNIGHTS PHYSICS CLASS, AND HE'S CURRENTLY AT DISTRICTS FOR TENNIS IN OAK HARBOR. 
          I THINK FOOTBALL HAS A GAME FOR DISTRICTS ON FRIDAY, DOWN BY SEATTLE, AND WE'RE UP IN THE AIR FOR VOLLEYBALL, BUT DEPENDING ON HOW WE SEE, WE SHOULD HAVE A GAME ON THE SEVENTH OR THE 12TH FOR DISTRICTS. 
          WE HAVE A GAME TOMORROW, OUR LAST IN-SEASON CONFERENCE GAME AT SQUALICUM. 
          THERE'S A CHOIR CONCERT TONIGHT FOR FERNDALE CHOIRS SINGING YIPI. 
          IN REGARDS TO OTHER THINGS, I DON'T KNOW WHERE I'M GOING, BECAUSE I'M TRYING TO SEGUE AND IT'S NOT WORKING. 
          IT'S COLLEGE APPLICATION SEASON FOR SENIORS. 
          SHOUT OUT TO OUR CAREER CENTER SPECIALIST, MS. TANIS, AND THE ENTIRE COUNSELING TEAM AT FERNDALE, BECAUSE I DEFINITELY KNOW A LOT OF SENIORS AND WE'VE COME INTO THE SCHOOL YEAR FEELING REALLY UNPREPARED AND REALLY STRESSED, BUT AS THE DEADLINES ARE APPROACHING, MOST PEOPLE I KNOW ARE PRETTY CONFIDENT. 
          THE NOVEMBER 1ST, EARLY ACTION DEADLINE FOR A LOT OF PLACES IS COMING UP. 
          I DON'T SPEAK FOR EVERYONE, BUT I THINK A LOT OF US FEEL PREPARED. 
          I JUST REALLY APPRECIATE FERNDALE FOR UPLIFTING US AND SUPPORTING US IN THAT PROCESS. 
          ADDITIONALLY, IT'S BEEN A PASSION OF MINE TO EXPAND OUTREACH TO THE ELEMENTARY AND MIDDLE SCHOOLS TO ENSURE THAT WE ARE REPRESENTING ALL STUDENTS IN THE DISTRICT, AND THIS PAST MONTH, I SENT OUT AN EMAIL THAT SELENA, THANK YOU SO MUCH FOR HELPING ME WRITE THAT. 
          IT WAS THE BOOST I NEEDED. 
          WE HAVE RESPONSES FROM HORIZON, CUSTER, EAGLE RIDGE, AND CENTRAL, SAYING THAT THEY'D LOVE TO MEET WITH US AND HAVE STUDENTS HAVE A DISCUSSION. 
          HOPEFULLY, NEXT BOARD MEETING, WE'LL BE ABLE TO SHARE SOME STUDENT INPUT FROM ELEMENTARY AND MIDDLE SCHOOLS. 
          THEN FINALLY, JUST A PERSONAL TIT BIT. 
          I'M REALLY HAPPY BECAUSE I THINK NEXT WEEK, I GET THE OPPORTUNITY WITH A BUNCH OF OTHER RETURNING SENIORS IN THE FERNDALE DECA CHAPTER TO ATTEND THE WESTERN REGIONAL LEADERSHIP CONFERENCE IN BELLEVUE. 
          IT'S THE LAST TIME IT'S GOING TO BE IN WASHINGTON FOR A LONG TIME, AND IT'S MULTIPLE STATES. 
          THERE'S GOING TO BE PEOPLE FROM IDAHO, CALIFORNIA, OREGON, I THINK EVEN HAWAII AND ALASKA, AND WE'RE GOING TO GET TO MEET NEW PEOPLE AND THERE'S WORKSHOPS, AND I'M REALLY EXCITED AND I THINK IT'S A GREAT OPPORTUNITY AND I'M REALLY HAPPY BECAUSE WE ALL APPLIED FOR SCHOLARSHIPS AND WE'RE ABLE TO GET THEM. 
          THIS IS FERNDALE DECA'S FIRST TIME SENDING ANYONE TO AN ADDITIONAL LEADERSHIP CONFERENCE THAT'S NOT A COMPETITION, 
          [00:30:03]
AND WE'RE REALLY EXCITED. 
          >> I DON'T HAVE MUCH, BUT ONE OF THE THINGS THAT'S COMING UP AT THE HIGH SCHOOL AND JUST IN GENERAL IS VETERANS DAY. 
          OUR LEADERSHIP 1S CLASSES, NOT OUR LEADERSHIP 2 CLASSES, WHICH NORMALLY PLAN ALL THE ASSEMBLIES AND STUFF. 
          BUT OUR LEADERSHIP 1 STUDENTS HAVE BEEN WORKING TO COME UP WITH A MEANINGFUL PROGRAM FOR THE ASSEMBLY, AND WE'RE INVITING A BUNCH OF VETERANS FROM ALL THROUGHOUT THE COUNTY. 
          AS A MENTOR IN ONE OF THE LEADERSHIP 1 CLASSES, ME AND MY FELLOW MENTORS HAVE BEEN WORKING ON GETTING THE DONATIONS FOR THAT DAY, BECAUSE WE WANT TO BE ABLE TO PROVIDE REFRESHMENTS AND SNACKS FOR OUR VETERANS. 
          JUST WORKING ON DONATIONS, JUST SEEING THE COMMUNITY COME TOGETHER TO DONATE STUFF TO OUR SCHOOL AND BEING SO WILLING AND ABLE, IT WAS JUST SO COOL TO SEE. 
          I CALLED ALL THE LOCAL BUSINESSES, PLACES YOU WOULDN'T EXPECT LIKE PORTAL WAY FARM AND GARDEN. 
          OUR TEACHER WAS LIKE, "WHAT ARE YOU EXPECTING TO GET FROM THEM?" BUT THEY WERE SO WILLING AND IT'S JUST BEEN SO AWESOME TO SEE, SO I REALLY WANT TO SHOUT OUT TO JUST OUR WHOLE COMMUNITY. 
          WE HAVE CONFERENCES COMING UP FROM ALL THE SCHOOLS, WHICH IS REALLY EXCITING. 
          MAYBE NOT FOR THE STUDENTS, BUT I KNOW PARENTS ARE GETTING INTO IT. 
          JUST A RECAP FROM OCTOBER, AT LEAST FROM THE HIGH SCHOOL SIDE OF IT, WE HAD A HOMECOMING, WHICH WAS JUST IN GENERAL, A VERY INTERESTING WEEK, I WILL ADMIT. 
          BUT I JUST WANT TO GIVE A SHOUT OUT TO THE COMMUNITY BECAUSE I KNOW A LOT OF PEOPLE CAME TOGETHER ON THAT ONE, ESPECIALLY OUR POLICE DEPARTMENT, AND IT MADE FOR A WONDERFUL NIGHT. 
          I KNOW A LOT OF PEOPLE HAD FUN. THAT'S ALL I REALLY HAD TO SAY. 
          >> THANK YOU TO BOTH OF YOU. 
          I DO WANT TO SAY BOARD, I EMAILED YOU EARLIER, AND A MESSAGE DID GO OUT TO FAMILIES AND STUDENTS AND STAFF THAT AN ARREST WAS MADE IN THAT SWATTING ATTEMPT, AND SO I DO WANT TO SHOUT OUT TO THE POLICE DEPARTMENT AS WELL AS OTHER AGENCIES WHO WORKED AROUND THE CLOCK TO MAKE THAT HAPPEN. 
          THIS MONTH, YOU ARE RECEIVING THE BIG ACADEMIC REPORT. 
          GIVEN THE COMPLEXITY OF THAT REPORT, I'VE ASKED BOBBY TO JOIN US AND GIVE YOU A LITTLE BIT OF A PREVIEW SO THAT AS YOU'RE READING THAT REPORT, YOU HAVE SOME CONTEXT. 
          THERE ARE A FEW SHIFTS, AND SO WE JUST WANT TO MAKE SURE THAT YOU HAVE WHAT YOU NEED AS YOU'RE READING IT. 
          >> THANK YOU, KRISTI. AS YOU GET THE RESULTS REPORT FOR R-2, I JUST WANTED TO PROVIDE YOU WITH A LITTLE BIT OF AN OVERVIEW OF THE KEY FINDINGS, BUT ALSO TALK TO YOU ABOUT HOW TO READ THE REPORT, GIVE YOU THE INFORMATION THAT HOPEFULLY YOU'LL NEED TO MAKE SENSE OF IT AS YOU READ THROUGH IT. 
          THE R-2 REPORT, THE POLICY STATES THAT WE WILL INCREASE THE NUMBER OF STUDENTS MEETING OR EXCEEDING STANDARD ON GRADE LEVEL EXPECTATIONS IN EACH REQUIRED DISCIPLINE. 
          IN THIS REPORT, WE'RE HIGHLIGHTING THE THREE DISCIPLINES THAT WE HAVE REQUIRED STATE ASSESSMENT DATA FOR, THAT'S LITERACY, MATH, AND SCIENCE. 
          I'D LIKE TO GO OVER SOME OF THE CONTEXT INFORMATION SO THAT WE CAN BETTER KNOW THE STUDENTS THAT WE'RE LOOKING AT THE INFORMATION FOR AND THEN PROVIDE YOU WITH HELPFUL INFORMATION AS YOU READ THROUGH THE REPORT, AND THEN LASTLY, JUST A SUMMARY OF THE KEY FINDINGS. 
          IN TERMS OF CONTEXT AND LOOKING AT RACE AND ETHNICITY DATA, ENROLLMENT DATA, AND ATTENDANCE, WHEN IT COMES TO RACE AND ETHNICITY, THIS PAST YEAR, WE'VE TALKED ABOUT THE IDEA OF MAXIMUM REPRESENTATION AS A MODEL FOR LOOKING AT STUDENT RACE. 
          THIS IS THE IDEA THAT ONE STUDENT CAN REPRESENT TWO OR MORE RACIAL OR ETHNIC GROUPS. 
          THE STANDARD PRACTICE IN THE STATE OF WASHINGTON IS THAT A STUDENT CAN IDENTIFY AS ONLY ONE CATEGORY. 
          WHILE WE WANT TO USE MAXIMUM REPRESENTATION IN MOST OF THE DATA THAT WE LOOK AT FOR THIS REPORT, WE'RE CHOOSING TO LOOK AT THE CURRENT REPORTING PRACTICES BECAUSE WE'RE COMPARING TO OTHER DISTRICTS, AND WE CANNOT ACCESS OTHER DISTRICTS' DATA AT THIS LEVEL, JUST THE STUDENTS WITHIN FERNDALE SCHOOL DISTRICT. 
          WHEN WE LOOK AT WASHINGTON STATE OVERALL, THERE ARE JUST OVER 1.1 MILLION STUDENTS THAT ARE ENROLLED IN THE STATE AND BROKEN DOWN BY THEIR RACIAL CATEGORIES. 
          NEARLY HALF OF THEM IDENTIFY AS WHITE, AND JUST OVER A QUARTER OF THEM IDENTIFY AS HISPANIC LATINO. 
          WHEN WE LOOK AT FERNDALE STUDENTS OVERLAID OVERLAID THE TOP OF THAT, YOU CAN SEE WHITE STUDENTS AND NATIVE AMERICAN STUDENTS 
          [00:35:01]
HAVE A GREATER PERCENTAGE IN FERNDALE SCHOOL DISTRICT THAN THE STATE AVERAGE, THOSE ARE REPRESENTED BY THE BLUE LINES, AND THEN THE ORANGE LINES, EACH OF THOSE IS LESS THAN THE STATE AVERAGE. 
          IN TERMS OF SPECIAL PROGRAMS, LIKE LOW-INCOME ENGLISH LANGUAGE LEARNERS AND HOMELESS FOR ENROLLMENT DATA, ABOUT HALF OF THE STATE IS CONSIDERED LOW-INCOME. 
          WHEN WE LOOK AT FERNDALE, WE DO HAVE MORE LOW-INCOME PERCENTAGE, WE HAVE LESS FOR ENGLISH LANGUAGE LEARNERS AND HOMELESS. 
          NEXT, WE LOOK AT ATTENDANCE BECAUSE IF A STUDENT IS NOT HERE REGULARLY, IT'S HARD FOR THEM TO LEARN THE CONTENT TO PERFORM WELL ON AN ASSESSMENT. 
          OSPI DEFINES REGULAR ATTENDANCE AS A STUDENT ATTENDING MORE THAN 90% OF THE TIME, AND IF A STUDENT ATTENDS 90% OR LESS, IT'S CONSIDERED CHRONIC ABSENTEEISM. 
          WHEN WE LOOK AT OUR OVERALL DATA FOR THE THREE ASSESSMENTS, THIS IS THE DISTRICT AS A WHOLE. 
          OVERALL, 43.9% OF STUDENTS WERE PROFICIENT IN ELA, 34.6 IN MATH, AND 46.2 IN SCIENCE, BUT WHEN WE LOOK AT STUDENTS THAT ATTENDED MORE THAN 90% OF THE TIME, MORE STUDENTS WERE PROFICIENT, AND WHEN WE LOOK AT STUDENTS THAT WERE CONSIDERED CHRONICALLY ABSENT, THAT NUMBER WAS PRETTY LOW RELATIVE TO THOSE THAT ATTENDED REGULARLY, IT WAS USUALLY BETWEEN 15 AND 20% DIFFERENT, SO THIS JUST TELLS US THAT ATTENDANCE MATTERS. 
          NEXT, WE'LL LOOK AT EARLY LEARNING DATA, AND THEN I'LL SPEAK TO GRADUATION DATA. 
          WE'VE SEEN THIS CHART BEFORE. 
          THIS IS FROM A STUDY THAT WASHINGTON STATE DID, CONNECTING OR LINKING HOW STUDENTS ENTER KINDERGARTEN TO THEIR THIRD GRADE ASSESSMENT RESULTS. 
          STUDENTS THAT ENTER KINDERGARTEN ARE ASSESSED USING THE WAKIDS WHOLE CHILD ASSESSMENT, AND THEY LOOK AT SIX DIFFERENT DOMAINS, AND IF A STUDENT COMES AWAY HAVING MET OR BEING AT THE EXPECTED LEVEL FOR SIX OF SIX DOMAINS, THEN THEY HAVE A MUCH HIGHER LIKELIHOOD OF MEETING STANDARD ON THE THIRD GRADE ASSESSMENT. 
          LOOKING AT THIS DATA AND THEN LOOKING AT THE DATA THAT I SHARED WITH YOU LAST YEAR, SO THIS IS FOR FALL OF 2022, WE HAD 4 IN 10 ENTERING KINDERGARTEN STUDENTS THAT WERE ENTERING WITH SIX OF SIX DOMAINS. 
          THIS PAST FALL, WE DID HAVE AN IMPROVEMENT UP TO 6 IN 10, WHICH IS A VERY LARGE IMPROVEMENT, AND I THINK A LOT OF THAT CAN BE DUE TO THE FACT THAT WE'VE PUT A LOT OF ENERGY AND FOCUS INTO EARLY LEARNING IN THE DISTRICT. 
          WHEN WE LOOK AT HOW FERNDALE KINDERGARTEN STUDENTS ENTERED IN THE FALL OF 2023 VERSUS THE STATE, THE STATE IS THE ORANGE BARS, AND FERNDALE IS THE GRAY, AND THEN AT THE VERY BOTTOM THE BLUE. 
          YOU CAN SEE THAT FERNDALE DID EXCEED THE STATE AVERAGE FOR SIX OF SIX AND FOR FIVE OF SIX. 
          WHEN WE LOOK AT THAT OVER TIME, THE STATE IS REPRESENTED BY ORANGE AND FERNDALE IS REPRESENTED BY BLUE. 
          FERNDALE SINCE 2016 HAS ALWAYS BEEN BELOW THE STATE UNTIL THIS PAST YEAR, WHICH WAS A CONSIDERABLE INCREASE. 
          WHEN WE COMPARE TO OUR COMPARABLE DISTRICTS, FERNDALE HAS ENTERING STUDENTS. 
          MORE OF THEM HAVE MET SIX OF SIX DOMAINS THAN THE STATE AVERAGE AND THEN A MAJORITY OF THE COMPARABLE DISTRICTS. 
          A QUICK NOTE ON GRADUATION DATA. 
          WE INCLUDED THIS DATA IN OUR REPORT LAST YEAR AT THIS TIME, BUT DUE TO A COUPLE OF REASONS, WE CHOSE TO WAIT ON REPORTING ON THIS DATA IN THIS REPORT THIS TIME AROUND. 
          ONE REASON IS THAT THE STATE HAS NOT RELEASED LAST SPRING'S DATA YET, IT'S PLANNING TO COME OUT IN THE WINTER. 
          SECONDLY, WE FELT THAT A LOT OF THE CONTEXT INFORMATION THAT WE'RE SHOWING SO FAR COULD BE CONSIDERED INPUTS THAT COULD HAVE AN IMPACT ON ASSESSMENT DATA, AND WE FELT THAT GRADUATION DATA WAS MORE OF AN OUTPUT, 
          [00:40:01]
AND IT WOULDN'T HAVE AN EFFECT ON THE ASSESSMENT DATA, BUT IT WOULD BE AN OUTPUT SIMILAR TO ASSESSMENT DATA. 
          NEXT, I JUST WANTED TO TALK TO YOU ABOUT COMPARATIVE DISTRICTS AS WELL AS AN UPDATE ON THE OSPI REPORT CARD TO HELP YOU READ THAT INFORMATION AS WELL. 
          WHEN IT COMES TO COMPARATIVE DISTRICTS, WE JUST STARTED DOING THIS LAST YEAR, LOOKING AT THE 10 DISTRICTS THAT WE FELT WERE MOST SIMILAR TO US IN TERMS OF OUR STUDENT MAKEUP SO THAT WE COULD BETTER COMPARE HOW WE ARE DOING TO LIKE DISTRICTS. 
          TO DO THAT, WE LOOKED AT FOUR DIFFERENT CATEGORIES. 
          I PULLED THE DATA FOR ALL OF THE DISTRICTS IN THE STATE OF WASHINGTON, AND LOOKING AT ENROLLMENT, LIKE THE STUDENT COUNT, THE PERCENTAGE OF LOW-INCOME, PERCENTAGE OF SPECIAL EDUCATION STUDENTS, AND OUR NON-WHITE STUDENT POPULATION, THESE ARE THE NUMBERS THAT WE HAD FOR FERNDALE FOR LAST SCHOOL YEAR. 
          LOOKING AT OTHER DISTRICTS IN EACH OF THESE FOUR CATEGORIES, WE FOUND 10 DISTRICTS THAT WERE MOST SIMILAR TO US, THOSE ARE LISTED AT THE TOP. 
          YOU'LL SEE THAT THE TWO SCHOOL DISTRICTS AT THE BOTTOM OF THE LIST WERE COMPARABLE DISTRICTS LAST YEAR WITH US. 
          WHETHER IT WAS OUR DEMOGRAPHICS OR THEIR DEMOGRAPHICS THAT HAD CHANGED. 
          THEY GOT BUMPED SLIGHTLY DOWN WHILE KELSO AND WALLA WALLA WERE MORE SIMILAR TO US. 
          FOR THIS SCHOOL YEAR, WE'LL BE USING THESE 10. 
          NOW ONTO THE OSPI REPORT CARD. 
          IF YOU LOOKED AT THE OSPI REPORT CARD IN THE PAST, YOU MAY HAVE NOTICED THAT WHEN THEY SHOW ASSESSMENT DATA, THERE'S ONE PERCENTAGE NUMBER FOR EACH SUBJECT AREA. 
          JUST THIS FALL, THEY ADDED A SECOND NUMBER THAT'S DIFFERENT, AND SO THERE ARE QUESTIONS OF WHAT DOES THIS MEAN? THEY BOTH SOUND GOOD, ONE SOUNDS REALLY GOOD. 
          I JUST WANTED TO EXPLAIN HOW THEY CAME UP WITH THIS. 
          SMARTER BALANCED IS A COMPANY THAT MULTIPLE STATES IN THE UNITED STATES USE FOR STATE ASSESSMENTS. 
          WASHINGTON STATE HAS CHOSEN TO USE THEM FOR ELA AND MATH ASSESSMENTS. 
          SMARTER BALANCED THIS SUMMER, ISSUED A PRESS RELEASE TO EACH OF THE STATES THAT THEY WORK WITH TO SAY THAT THEY'RE GOING TO BE CHANGING THEIR LABELS FOR THE DIFFERENT ASSESSMENT CATEGORIES, AND SO OSPI THEN CHANGED THEIR LABELS TO MATCH THAT OF SMARTER BALANCED. 
          THEY ARE CHANGING IT ON THE REPORT CARD NOW, IF YOU'VE SEEN IT, AND THEN THEY WILL PLAN TO CHANGE THAT ON NEXT FALL'S REPORTS OUT TO FAMILIES FOR INDIVIDUAL STUDENTS, BUT THIS FALL, FAMILIES WILL GET THE USUAL WORDING REPORT. 
          IN THE PAST, IT'S BEEN JUST LEVEL 1, 02, 3, OR 4. 
          THREE AND FOUR ARE CONSIDERED MET OR PROFICIENT, ONE AND TWO IS NOT MET. 
          THE CONCERN WAS THAT SMARTER BALANCED FELT THAT MEDIA AND PARENTS WERE MISUNDERSTANDING LEVEL 2 TO MEAN INCOMPETENT, WHEN IN REALITY, THEY FELT THAT IT WAS JUST UNDER THE THRESHOLD, SO THEY CHANGED THE WORDING TO BE GRADE LEVEL KNOWLEDGE AND SKILLS, AND LEVEL 1 IS DID NOT DEMONSTRATE, LEVEL 2 IS FOUNDATIONAL, LEVEL 3 IS CONSISTENT, AND LEVEL 4 IS ADVANCED. 
          LEVELS 2, 3, AND 4 ARE ALL CONSIDERED A PART OF A GRADE LEVEL CONTINUUM, SO IF YOU WERE A FOURTH GRADE STUDENT TAKING THE STATE ASSESSMENT, AND YOU TOOK THE ASSESSMENT IN THE SPRING AND YOU PERFORMED AT A LEVEL THAT WOULD BE EQUIVALENT TO FOURTH GRADE IN THE WINTER OR THE FALL, YOU WOULD BE CONSIDERED A LEVEL 2, SO YOU'RE STILL ON GRADE LEVEL, BUT YOU'RE NOT AT THE STANDARD FOR THE TIME. 
          IF YOU PERFORMED AT A GRADE LEVEL LESS THAN FOURTH GRADE, YOU WOULD BE A LEVEL 1. 
          THE WORDING FOR OSPI, THEY'RE CHOOSING TO USE FOUNDATIONAL AND ABOVE FOR LEVELS 2, 3, AND 4 AND CONSISTENT AND ABOVE FOR LEVELS 3 AND 4. 
          THEY'RE ALSO ADDING THE LABEL OF A STUDENT IS ON TRACK FOR COLLEGE LEVEL LEARNING WITHOUT NEEDING REMEDIAL CLASSES, A NICE EASY ONE TO REMEMBER. 
          THAT'S FOR THREE AND FOUR AS WELL. 
          WHEN WE LOOK AT THE DATA THAT WE SAW ON THE OSPI REPORT CARD, THE TOP NUMBERS ARE THE ONES THAT WE'RE USED TO SEEING, THESE WOULD BE LEVELS 3 AND 4, WHAT WE USED TO KNOW IS PROFICIENT. 
          THE BOTTOM NUMBERS ARE INCLUDING LEVEL 2 IN THAT PERCENTAGE, SO THOSE ARE STUDENTS SHOWING FOUNDATIONAL GRADE-LEVEL KNOWLEDGE AND SKILLS OR ABOVE. 
          LIKEWISE, ON THE LEFT IS FOUNDATIONAL, SO IT'S 2, 3, 
          [00:45:03]
AND 4, AND ON THE RIGHT IS CONSISTENT, LEVELS 3 AND 4. 
          FOR OUR REPORT THAT WE PROVIDED TO YOU, WE CONTINUED TO REPORT ON LEVELS 3 AND 4, LIKE WE HAVE IN THE PAST, JUST SO THAT YOU KNOW. 
          NOW, FOR KEY FINDINGS, JUST A QUICK SUMMARY ON EACH SUBJECT AREA. 
          ALL THREE SUBJECT AREAS TOGETHER HERE, YOU CAN SEE THE PERCENTAGE IN BLUE THAT MEANT THREE AND FOUR FOR EACH SUBJECT AREA, THE SMALL NUMBER IN PARENTHESES UNDERNEATH THAT SHOWS THE CHANGE FROM LAST YEAR, AND THEN LASTLY, THE VERY BOTTOM, THERE'S THE NUMBER OF STUDENTS THAT DID NOT PARTICIPATE. 
          THESE PERCENTAGES ARE INCLUDED IN THE DENOMINATOR FOR THESE OVERALL PERCENTAGES. 
          ANYBODY THAT DOES NOT PARTICIPATE, IT DOES NEGATIVELY IMPACT THE DISTRICT SCORES. 
          >> [INAUDIBLE]. [LAUGHTER] SORRY. IS THERE A WAY FOR US TO BE ABLE TO KNOW WHAT PERCENTAGE MET LEVELS 3 AND 4 TAKING AWAY THE ONES THAT DID NOT TAKE THE ASSESSMENTS? 
          >> YES. THAT INFORMATION IS INCLUDED IN THE REPORT, AND I'LL SHOW YOU SOME SLIDES IN JUST A LITTLE BIT. 
          IN THIS CASE, IT WOULD BE THE PERCENTAGE OF STUDENTS THAT WERE ELIGIBLE TO TEST OR THE TOTAL NUMBER OF STUDENTS THAT WERE ELIGIBLE TO TEST WOULD BE THE DENOMINATOR IN THIS PERCENTAGE, AND THEN THEY ALSO HAVE AN OPTION TO LOOK AT WITH THE DENOMINATOR JUST BEING TESTED ONLY. I'LL SHOW YOU THAT IN A LITTLE BIT. 
          >> BUT BOBBY, CAN I ADD ON THE OSPI REPORT CARD, IT INCLUDES THE STUDENTS WHO TOOK THE TEST AND THE STUDENTS WHO DID NOT, SO IT'S IMPORTANT TO UNDERSTAND. 
          PAY HAS DONE A REALLY NICE JOB OF ASKING THESE QUESTIONS THE PAST COUPLE OF YEARS TO HELP US REALLY FILTER THROUGH THAT. 
          >> ONE MORE QUESTION. 
          THEY'RE NOT GOING TO PULL A FAST ONE ON US AND PHASE OUT THE TOP PART THAT THEY ALWAYS USED TO DO AND ONLY GO TO THIS ONCE THEY GET US USED TO IT, ARE THEY? I REMEMBER SHAQS O'REILLY, AND THEY GOT RID OF THE SHARKS. 
          [LAUGHTER] 
          >> THE WAY THAT THEY PRESENTED IT, NO, THEY WILL NOT BE DOING THAT. 
          I'M NOT AWARE OF THEM MAKING THAT MOVE. 
          I'M HAPPY TO SHOW YOU HOW TO FIND THAT DATA THAT'S NOT JUST ON THE REPORT CARD, BUT YOU CAN ALSO GO TO THE WASHINGTON STATE DATA PORTAL AND YOU CAN DOWNLOAD ALL DISTRICT DATA FOR ANY DISTRICT IN THE STATE. 
          THEN YOU CAN GET ALL THE NUMBERS, THEY GIVE YOU THE PERCENTAGE OF STUDENTS THAT PASSED OR THAT MET TESTED-ONLY, SO HAPPY TO DO THAT. 
          WHEN COMPARED TO THE STATE AVERAGE, WHICH IS THE ORANGE BARS, ELA AND MATH PERFORMED BELOW THE STATE AVERAGE IN FERNDALE WHILE SCIENCE PERFORMED ABOVE, WHICH I BELIEVE IS THE SAME AS LAST YEAR. 
          YES. 
          >> ANY EXPLANATION AS TO WHY THAT COULD BE CONSIDERING THAT ENGLISH AND MATH ARE NEEDED IN ORDER TO DO SCIENCE? IT DOESN'T MAKE SENSE. 
          >> THIS MIGHT BE A LITTLE BIT OF LIKE SPITBALLING. 
          I DON'T KNOW IF IT'S ENTIRELY FACTUAL. 
          I'M DRAWING AN INFERENCE. 
          I HAVE NOT RESEARCHED THIS. 
          FROM MY EXPERIENCE, A LOT OF THE SCIENCE THAT WE DO, K-12, IS FOCUSED ON THE NATURAL SCIENCES, SYSTEMS INTERACTIONS AND HABITATS AND ECOSYSTEMS, THE WATER CYCLE. 
          YOU'VE REALLY ONLY HIT MORE COMPLEX THINGS THAT INVOLVE A TON OF MATH IN PHYSICS AND CHEMISTRY, AND THOSE DON'T HAPPEN TILL HIGH SCHOOL. 
          I THINK WITH A LOT OF IT BEING UNDERSTANDING NATURAL PROCESSES. 
          THE FACT THAT I FEEL LIKE I'M NOT SAYING SCIENCE IS EASY, BUT I'M SAYING A LOT OF PEOPLE HAVE SOME BACKGROUND KNOWLEDGE, ESPECIALLY SINCE WE'RE FROM MORE WOULD BE CONSIDERED RURAL COMMUNITY. 
          WE'RE NOT SEATTLE. A LOT OF PEOPLE LIVE ON A FARM OR HAVE EXPERIENCES WITH FARMS OR ANIMALS, 
          [00:50:01]
AND THEY WOULD KNOW SOME OF THE BACKGROUND STUFF. 
          IT'S EASIER FOR KIDS TO UNDERSTAND THE WATER CYCLE THAN MAYBE DO COMPLEX MATH. 
          THAT'S JUST AN IDEA. 
          I THINK THAT WE ARE A PRETTY STRONG SCIENCE DISTRICT AS IS BACKED BY OUR CTE PROGRAMS AND OUR FFA AND OUR SCIENCE PROGRAMS. WE HAVE MORE SCIENCE AP CLASSES THAN ANY OTHER. 
          >> IF I COULD ALSO JUMP IN, PEGGY, AND I KNOW WE'VE MENTIONED IT HERE A FEW TIME IS OUR DISTRICT IS ALSO LEADING IN WASHINGTON STATE IN OUR IMPLEMENTATION OF OPENSCIED, AND WE HAVE TEACHERS THAT ARE NOT ONLY OPENSCIED TRAINERS ON A NATIONAL LEVEL, BUT THEY HAVE ALSO LED THE CHARGE IN WASHINGTON STATE. 
          THROUGH OUR WORK THERE, WE ARE, I THINK, EXCELLING IN THAT AREA. 
          IT STARTED AT HORIZON AND VISTA, THEY'RE OPEN EDUCATIONAL RESOURCES, OPENSCIED IS, WHICH MEANS THEY DON'T COST MONEY, BUT SOME OF THE MATERIALS THAT WE NEED TO USE THEM FOR IMPLEMENTATION DO. 
          WHAT'S HAPPENED IS THEY ARE DOING A ROLLING RELEASE OF ALL THE OPENSCIED RESOURCES. 
          JUST LAST YEAR, THEY FINISHED SOME OF THE HIGH SCHOOL SCIENCE COURSES. 
          DON PRINGLE AND THE SCIENCE TEAM AT FERNDALE HIGH SCHOOL HAVE STARTED IMPLEMENTING THOSE. 
          AS OF RIGHT NOW, THEY ARE FIELD-TESTING THE ELEMENTARY RESOURCES AND STARTING A ROLLING RELEASE OF THOSE. 
          WE HAVE HAD TEACHERS AT EVERY GRADE LEVEL HERE IN FERNDALE ON THE FIELD-TESTING. 
          TEAMS AT THE STATE LEVEL FIELD-TESTING OPENSCIED RESOURCES, AND WE HAVE A GROUP OF EARLY ADOPTERS THAT WOULD LIKE TO MOVE FORWARD WITH EARLY ADOPTION OF THE UNITS AS THEY'RE GETTING RELEASED, BUT WE HAVE A TIMELINE OF THE ADOPTION AT THE ELEMENTARY LEVEL AS WELL. 
          I WOULD ALSO ATTRIBUTE THE SCIENCE TO THE INCREDIBLE WORK THAT OUR TEAMS HAVE DONE HERE WITH OUR OPENSCIED IMPLEMENTATION THAT WE'RE CONTINUING TO MOVE IN THE ELEMENTARY LEVEL. 
          >> THANK YOU. CAN I ASK A COUPLE OF QUESTIONS ABOUT THAT? WHERE CAN PARENTS AND COMMUNITY MEMBERS GO TO SEE WHAT OPENSCIED LOOKS LIKE, WHAT THE CONTENT LOOKS LIKE? 
          >> YOU ARE WELCOME TO GO TO OPENSCIED ON THE INTERNET, AND I'VE SENT YOU THOSE LINKS BEFORE. 
          WOULD YOU LIKE ME TO RESURFACE THOSE? 
          >> YES, PLEASE. 
          >> I'D BE HAPPY TO SEND THOSE. 
          BUT THOSE ARE ALL AVAILABLE ONLINE. 
          I THINK I SENT YOU JEN FRIESEN AND MALIA MCDOWELL'S INFORMATION BECAUSE THEY WOULD LOVE TO HOST YOU OR ANY OF THE REST OF THE TEAM HERE AT HORIZON OR VISTA AND ANY OF OUR TEAMS WOULD BE HAPPY TO HOST. 
          BUT ALL OF THE RESOURCES BECAUSE THEY ARE OPEN EDUCATIONAL RESOURCES, THEY ARE ALL AVAILABLE AT NO CHARGE ONLINE. 
          SO YEAH, ONLINE OPENSCIED. 
          >> OKAY. ONE OTHER QUESTION. 
          WHEN DID YOU START IMPLEMENTING THIS? BECAUSE IT WOULD BE INTERESTING TO GO BACK AND LOOK AT WHAT SCORES WERE VERSUS WHAT THEY ARE. 
          >> I'D HAVE TO GO BACK AT THE EXACT DATE BECAUSE IT STARTED PRIOR TO ME GETTING HERE BECAUSE THE MIDDLE SCHOOL STARTED FIRST AT HORIZON. 
          IT WAS PROBABLY ABOUT 2017-2018, BUT PLEASE DON'T QUOTE ME ON THAT EXACT YEAR. 
          BUT WE ALSO HAVE SOME INFORMATION IN PREVIOUS BOARD REPORTS WHERE WE HAVE TALKED ABOUT THAT ROLLOUT AND THE ADOPTION, SO I CAN ALSO GO BACK TO LOOK AT THOSE NOTES. 
          BUT YEAH, IT STARTED WITH MIDDLE SCHOOL. 
          THAT'S WHERE, FOR WHATEVER REASON, OPENSCIED STARTED THEIR IMPLEMENTATION EFFORTS, AND IT'S ALL BASED ON A NATURAL PHENOMENA. 
          THEN IT'S MOVED TO HIGH SCHOOL. 
          THEY'VE JUST RELEASED THE HIGH SCHOOL AND NOW THEY'RE GOING TO ELEMENTARY. 
          >> THANK YOU. NOW, THIS BUSY CHART HERE, THIS IS SHOWING PARTICIPATION RATES OVER TIME. 
          THE BLUE BARS ARE THE PERCENTAGE OF STUDENTS THAT PARTICIPATED ON THE ASSESSMENTS. 
          THE TOP CLUSTER OF THEM IS ELA, THE MIDDLE CLUSTER IS MATH, AND THE BOTTOM CLUSTER IS SCIENCE. 
          THE GRAY BARS REPRESENT THE PERCENTAGE OF STUDENTS THAT DID NOT PARTICIPATE, AND THE ORANGE BARS REPRESENT THE PERCENTAGE OF STUDENTS TAKING ALTERNATIVE ASSESSMENTS. 
          FROM THIS, WE CAN JUST SEE THAT FOR EACH TEST, THE PARTICIPATION RATES HAVE BEEN PRETTY CONSISTENT OVER TIME. 
          THIS LAST YEAR FOR EACH OF THOSE CATEGORIES, WE'VE HAD A HIGHER PERCENTAGE OF NON-PARTICIPANTS THAN PAST YEARS, BUT IT'S NOT SUPER DRASTIC. 
          WHEN WE LOOK AT OUR PARTICIPATION RATES RELATIVE TO OUR COMPARABLE DISTRICTS, FERNDALE IS REPRESENTED IN BLUE, THE STATE IS REPRESENTED IN ORANGE AND THE OTHER DISTRICTS ARE REPRESENTED IN GRAY. 
          YOU CAN SEE THAT IN ELA, OUR PARTICIPATION RATES WERE JUST ABOVE THAT OF THE STATE AVERAGE AND ABOVE A MAJORITY OF THE COMPARABLE DISTRICTS. 
          FOR MATH, WE HAD A HIGHER PARTICIPATION RATE THAN MOST OF THE DISTRICTS AND THE STATE. 
          [00:55:07]
FOR SCIENCE, WE ALSO HAD A HIGHER PARTICIPATION RATE THAN THE MAJORITY OF EVERYBODY ELSE. 
          NOW, JUST LOOKING AT ENGLISH LANGUAGE ARTS. 
          THIS IS A TABLE THAT IS PROVIDED IN THE REPORT. 
          EACH SUBJECT HAS ONE OF THESE. 
          JUST TO WALK THROUGH HOW TO READ IT. 
          THE LARGE BLUE NUMBER AT THE TOP REPRESENTS LEVELS 3 AND 4. 
          THEN THIS, NANCY, WOULD BE WHERE YOU COULD SEE THE DIFFERENCE BETWEEN THE PERCENTAGE OF STUDENTS THAT ARE PROFICIENT, INCLUDING ALL STUDENTS OR JUST THOSE TESTED. 
          THE TOP ROW IS THE ELIGIBLE STUDENT COUNT. 
          THIS IS THE NUMBER OF STUDENTS THAT ARE ELIGIBLE TO TEST, NOT NECESSARILY THE NUMBER THAT DID TEST. 
          THE NEXT LINE DOWN IS THE NUMBER OF STUDENTS THAT TESTED PROFICIENT, AND SO THEN THAT GIVES YOU THE PROFICIENT PERCENTAGE. 
          THAT THIRD LINE DOWN, THAT IS THE NUMBER THAT IS ON THE OSPI REPORT CARD FOR '23 AND FOR '24. 
          THEN IF YOU GO DOWN TO THE NEXT SECTION, THAT WOULD BE PROFICIENT, JUST LOOKING AT THE PERCENTAGE OF STUDENTS THAT TESTED ONLY. 
          THAT'S REMOVING THE NO SCORES FROM THE DENOMINATOR. 
          THEN BENEATH THAT, YOU SEE THE PERCENTAGE OF STUDENTS THAT DID NOT PARTICIPATE, AND LASTLY THE PARTICIPATION RATE. 
          >> LOOKING AT BOTH THE ELIGIBLE STUDENTS AND ONLY THE ONE WHO TOOK IT, IT LOOKS LIKE WE'VE HAD A DROP BETWEEN 2023 AND 2024. 
          HAS ANYONE DONE RESEARCH FOR THEIR EXPLANATIONS FOR WHY THAT DROP HAPPENED? THE DECREASE IN SCORES. 
          >> THE DROP FOR THE NUMBER OF STUDENTS WHO TESTED PROFICIENT? THERE WAS ALSO A HIGHER PERCENTAGE OF PEOPLE WHO DIDN'T PARTICIPATE, SO I'M NOT SURE EXACTLY HOW THAT ALL MAPPED OUT. 
          THERE WAS AN INCREASE OF 1.2% THAT DID NOT PARTICIPATE, THERE WAS ALSO AN INCREASE IN THE NUMBER OF STUDENTS THAT WERE ELIGIBLE TO TEST, SO THERE ARE A LOT OF VARIABLES AT PLAY. 
          COMPARED TO THE COMPARABLE DISTRICTS, FERNDALE PERFORMED BELOW THE STATE AVERAGE AND ABOVE THE MAJORITY OF THE OTHER COMPARABLE DISTRICTS FOR ELA. 
          A TREND OVER TIME BY LEVEL, SO DARK ORANGE IS LEVEL 1, LIGHT ORANGE IS LEVEL 2, LIGHT BLUE IS LEVEL 3, AND DARK BLUE IS LEVEL 4. 
          WELL, WE DID SEE A DECREASE IN THE TOTAL PERCENTAGE OF PROFICIENT TESTERS OVER THE LAST THREE YEARS, WE ALSO SAW AN INCREASE IN THE PERCENTAGE OF NO SCORES. 
          FOR ELA, ONE TREND THAT WE NOTICED WAS THAT STUDENTS IN OLDER GRADES SEEM TO HAVE A HIGHER PERCENTAGE OF PROFICIENT TESTS COMPARED TO THOSE OF YOUNGER GRADES. 
          THIS IS JUST FOR THE SPRING OF 2024. 
          BUT WHEN WE LOOK AT OTHER TWO YEARS' WORTH OF DATA, SPRING 2022 IS THE LIGHT BLUE DOTS, AND SPRING OF 2023 IS THE LIGHT ORANGE DOTS. 
          YOU CAN SEE THAT THIS TREND IS COMMON FOR US IN FERNDALE. 
          YOU CAN ALSO WITH THIS CHART, WHICH IS INCLUDED IN YOUR REPORT, YOU COULD LOOK AT COHORT DATA BY TRACKING A BLUE DOT, CONNECTING IT TO A LIGHT ORANGE DOT ON THE NEXT YEAR AND THEN CONNECTING IT TO A DARK ORANGE DOT ON THE FOLLOWING YEAR. 
          SOME OF THESE, YOU CAN SEE COHORTS THAT HAVE REMAINED PRETTY CONSTANT OVER TIME. 
          SOME HAVE GROWN, SOME HAVE NOT. 
          BUT THAT'S ONE WAY TO TRACK COHORTS. 
          FOR MATH, WE HAVE A SIMILAR CHART, AND NOW THAT YOU SEE HOW IT'S LAID OUT, YOU'LL SEE THAT IT'S FAMILIAR. 
          MATH, SIMILAR TO ELA, WAS BELOW THE STATE AVERAGE, ABOVE A MAJORITY OF THE COMPARABLE DISTRICTS. 
          A TREND OVER THE LAST THREE YEARS, WE HAVE SEEN AN INCREASE, BUT NOT BY MUCH, AND IT'S BEEN PRETTY CONSTANT. 
          THE PERCENTAGE OF NO SCORES HAS ALSO GONE UP, BUT NOT BY MUCH. 
          OPPOSITE OF ELA, WE NOTICED THAT WITH MATH, 
          [01:00:04]
THE OLDER GRADES SEEM TO HAVE FEWER STUDENTS THAT TESTED IN THE PROFICIENT LEVEL COMPARED TO YOUNGER GRADES, AND LIKEWISE. 
          THAT'S A TREND THAT HAS BEEN CONSISTENT OVER THE YEARS. 
          LASTLY, WITH SCIENCE. 
          WE HAD FEWER STUDENTS PARTICIPATE BECAUSE THIS IS ONLY ASSESSING THREE GRADES OF STUDENTS VERSUS EIGHT, AND WE HAVE A HIGHER NO SCORE CATEGORY. 
          HOWEVER, FERNDALE DID PERFORM BETTER THAN ALL OF ITS COMPARABLE DISTRICTS AND THE STATE IN SCIENCE. 
          OVER THE PAST THREE YEARS, WE HAVE SEEN IMPROVEMENT IN THE PERCENTAGE OF STUDENTS THAT TESTED PROFICIENT, ALTHOUGH IT'S SOMEWHAT MINIMAL AND THE NO SCORES HAVE ALSO INCREASED. 
          THIS DATA DOES NOT SHOW COHORT DATA BECAUSE THE SPAN BETWEEN GRADES 5, 08, AND 11 ARE SO LARGE. 
          BUT YOU'LL SEE THAT GRADE 8 STUDENTS HAVE PERFORMED PRETTY CONSISTENTLY OVER THE PAST THREE YEARS, GRADE 5 DID SEE AN INCREASE IN THE PERCENTAGE OF PROFICIENT TESTERS, AND GRADE 11 SAW A DECREASE. 
          THAT IS JUST A VERY QUICK SUMMARY ON THE KEY FINDINGS. 
          THERE IS MORE INFORMATION IN YOUR REPORT FOR THIS INFORMATION. 
          IF YOU HAVE ANY QUESTIONS, I'M HAPPY TO ANSWER THEM NOW OR I'M ALWAYS HAY TO ANSWER AN EMAIL. 
          >> THANK YOU, BOBBY. I APPRECIATE HOW YOU TAKE VERY COMPLEX DATA AND MAKE IT READABLE FOR ALL OF US. 
          >> THANK YOU. 
          >> THANK YOU, BOBBY. FOR THOSE OF YOU THAT EITHER ARE LISTENING ONLINE OR ARE THERE, THIS REPORT IS ON BOARD DOCS AS PART OF OUR CONSENT AGENDA ITEM 9.04 THAT WE'LL BE RECEIVING LATER TONIGHT. 
          YOU CAN READ IT IN ITS ENTIRETY. 
          KUDOS TO, BOBBY. 
          HE'S GATHERING QUITE A FAN CLUB AMONGST THE BOARD FOR THE REPORTS AND THE WAY HE PUTS THEM TOGETHER. 
          THANK YOU MUCH. THAT TAKES US ON TO ITEM 6.0, 
          [6. MATTERS RESERVED FOR BOARD ACTION]
MATTERS RESERVED FOR BOARD ACTION. 
          THE FIRST ITEM 6.01 IS A REVIEW OF GC-7, THE FERNDALE SCHOOL BOARD SOCIAL CONTRACT. 
          DURING THE REVIEW OF OUR SOCIAL CONTRACT AT OUR STUDY SESSION EARLIER THIS MONTH, IT WAS SUGGESTED THAT WE REMOVE A COUPLE OF PHRASES FROM THAT SOCIAL CONTRACT. 
          FOR THE BOARD, THERE IS A COPY OF THE SOCIAL CONTRACT FOR YOU TO REFERENCE IF YOU'D LIKE IN THEIR PACKET. 
          AGAIN, FOR THOSE WATCHING ONLINE OR IN THE STUDIO AUDIENCE, ALSO THIS IS ATTACHED ON BOARD DOCS. 
          IF YOU WANT TO LOOK AT IT, YOU CAN THERE. 
          THE SUGGESTION WAS TO REMOVE THE PHRASES, LISTENING WITH OUR EYES AND HEARTS, AS WELL AS WITH OUR BRAINS AND EARS AND ENCOURAGING ONE ANOTHER'S HEARTS. 
          AT THE STUDY SESSION, IT WAS NOTED THAT IF THERE WERE OTHER SUGGESTIONS, THEY SHOULD BE SUBMITTED TO CHRIS OR CHRISTIE FOR REVIEW. 
          GIVEN THAT THE CHANGES WERE MINOR AND SIMPLY ELIMINATED TWO LINES FROM THE SOCIAL CONTRACT, WE DID NOT ASK EVELYN TO DO HER STANDARD MULTI-PAGE FORMAT WITH PRE AND RED LINE AND EDITED OUT. 
          AT THIS POINT, THE FLOOR IS OPEN FOR ANY DISCUSSION AND/OR A MOTION RELATED TO THESE PROPOSED CHANGES. 
          >> I'LL MAKE A MOTION TO ADOPT THE ADDITIONS OR SUBTRACTIONS TO GC7. ITEM 6.01. 
          >> SO IT HAS BEEN MOVED TO MAKE THE SUGGESTED REVISIONS TO THE SOCIAL CONTRACT BY REMOVING THESE TWO STATEMENTS. 
          [01:05:07]
WE GO FIRST TO A STUDENT ADVISORY VOTE. 
          THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          >> AYE. 
          >> SO THE STUDENT ADVISORY VOTE IS IN FAVOR OF PASSING THIS MOTION. 
          MOVING ON TO THE ELECTED BOARD MEMBERS. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          >> AYE. 
          >> AYE. 
          >> AYE. 
          >> ALL OPPOSED. 
          SO THE MODIFICATIONS ARE ADOPTED. 
          THIS THEN TAKES US ON TO ITEM 6.02, WHICH IS TO ADOPT OR TO ACT ON THE REVISIONS TO POLICY 6220, THE BID OR REQUEST FOR PROPOSAL REQUIREMENTS. 
          IS THERE ANY DISCUSSION? 
          >> I WAS WONDERING, IS IT POSSIBLE TO MOVE THIS TO NEXT MONTH. 
          IN LOOKING THROUGH IT, I'VE FOUND A FEW ERRORS THAT NEED TO BE FIXED, TYPOGRAPHICAL ERRORS AND WHATNOT. 
          I ALSO HAVE SOME QUESTIONS. 
          I PUT IN A CALL TO WASDA BECAUSE I WANTED TO FIND OUT SINCE THEY UPDATED THEIR MODEL POLICY IN JULY, SO THAT WAS FAIRLY RECENT. 
          I WAS WONDERING WHAT CHANGES THEY ACTUALLY HAD MADE BECAUSE THOSE WERE NOT SHOWN HERE. 
          AND WANTED TO FIND OUT WHAT PROMPTED THE CHANGES WHICH LAWS HAD CHANGED AND WHATNOT TO FIND OUT WHERE YOU KNOW WHAT THE MOTIVATION WAS FOR THE UPDATE. 
          ALSO, I NOTICED THAT OUR POLICY CHANGES DON'T EXACTLY REFLECT THE CHANGES TO THE WASDA POLICY. 
          THEY'RE NOT A MIRROR TO THAT. 
          THERE ARE REFERENCES TO SOME OF THE RCWS THAT WASDA DOES NOT USE, FOR EXAMPLE, 3910, THE ALTERNATIVE PUBLIC WORKS CONTRACT STUFF. 
          I WAS WONDERING WHY OUR WORDING WAS DIFFERENT, WHAT MOTIVATED THOSE CHANGES AWAY FROM WHAT WASDA HAD. 
          ALSO WONDERING TOO AND LOOKING THROUGH SOME OF THE RCWS UNDER CHAPTER 3910. 
          THERE WAS A NOTATION THERE THAT SOME OF THEM WERE AFFECTED BY SUNSET LAWS, AND I WAS WONDERING IF OUR POLICY CONTAINS REFERENCES TO LAWS THAT WASDA DOESN'T, DOES THAT THEN MEAN THAT WE HAVE TO BE EXTRA DILIGENT IN TRACKING CHANGES TO THAT CHAPTER? IF WASDA IS NOT FOLLOWING ALONG BECAUSE IT'S NOT PART OF THEIR POLICY? I HAD QUESTIONS ABOUT THE SELF-CERTIFICATION BECAUSE IT SAYS THAT THE SUPERINTENDENT WILL CREATE AN OUTLINE OF WHAT THE SELF-CERTIFICATION PROCESS LOOKS LIKE. 
          AND LET'S SEE, WHAT ELSE? I WAS WONDERING ABOUT WHETHER WE WERE ACTUALLY PLANNING ON DOING THAT OR LEAVING IT IN THERE AS AN OPTION, SHOULD AT SOME POINT WE DECIDE TO WANT TO DO THAT. 
          ALSO, THE PART WHERE IT TALKS ABOUT IF WE WANT THE THRESHOLDS RAISED WE CAN PETITION OSPI TO DO THAT. 
          I WOULD LIKE TO INSERT THAT BECAUSE I DON'T KNOW IF THIS IS THE WAY THAT IT'S INTENDED TO GO, BUT I THINK IT WOULD BE A GOOD IDEA FOR THE BOARD TO REVIEW IT AND GIVE THE GO AHEAD BEFORE YOU GO TO OSPI. 
          MAYBE THAT'S THE WAY THE PROCESS WORKS ANYWAY, BUT THAT WAS SOMETHING THAT CAME TO MIND. 
          >> I'M GOING TO ACTUALLY DEFER TO MARK HERE. 
          >> SO TWO MONTHS AGO, I BELIEVE IT WAS TWO MONTHS AGO, THE BOARD APPROVED THE SMALL WORKS CHANGE BECAUSE THE LOSS CHANGED AROUND THE SMALL WORKS PROCESS. 
          SO BOARD APPROVED GOING THROUGH THE STATE OF CONTRACTED SMALL WORKS PROCESS. 
          SO THESE POLICIES WERE GIVEN TO YOU LAST MONTH IN SUPPORT OF THE LAW CHANGES. 
          [01:10:06]
THEY WERE VETTED BY OUR ATTORNEY, WHICH IS ACTUALLY WHY THEY DON'T EXACTLY MATCH WITH THE WASDA CHANGES BECAUSE OUR ATTORNEY THAT WE WORK WITH ON CAPITAL PROJECTS RECOMMENDED THAT WE MAKE SOME MODIFICATIONS TO BE MORE COVERED UNDER THE STATUTES AND THE REQUIREMENT. 
          THAT'S WHY THE CHANGES HAVE BEEN MADE. 
          SO IF YOU WOULD LIKE TO PULL THEM OFF AND WAIT ANOTHER MONTH, SUBMIT YOUR QUESTIONS IN WRITING. 
          WE WILL FORWARD THOSE ON TO THE ATTORNEY, AND HE WILL BE HAPPY TO BILL US FOR THE ANSWERS. 
          >> CAN YOU PLEASE EXPLAIN TO ME WHAT THAT SELF-CERTIFICATION PROCESS WOULD BE? JUST SO I UNDERSTAND IT. 
          >> CAN YOU TELL US WHICH PAGE WHICH LINE? 
          >> YES. I'M SORRY. PAGE 9 AND THE HEADING ON IT IS SELF-CERTIFICATION. 
          ON IT, IT SAYS A SUPERINTENDENT WILL DEVELOP SELF-CERTIFICATION PROCEDURES, WHICH I INFER FROM THAT. 
          WE DON'T HAVE THOSE PROCEDURES. 
          I WOULD LIKE TO BE CLEAR OF WHAT THAT MEANS. 
          >> AND A REMINDER TO THE BOARD, WE HAVE POLICY FIRST. 
          ONCE WE HAVE A POLICY, THEN THEY CAN WRITE PROCEDURES FOR IT. 
          SO IT'S NOT UNUSUAL NOT TO HAVE PROCEDURES UNTIL THE POLICY IS ADOPTED FOR THE SAKE OF, IF YOU DON'T HAVE A POLICY ADOPTED AND YOU'RE CHANGING THE POLICY, YOU DON'T KNOW WHAT THE PROCEDURES NECESSARILY WILL BE. 
          SO THOSE MAY BE FORTHCOMING TOO. 
          >> THAT MAKES SENSE. 
          I'M WONDERING IF ANY OTHER BOARD MEMBERS THINK THAT THEY'D LIKE MORE TIME TO LOOK AT THIS AND COME BACK TO IT NEXT MONTH AND IF NOT, GO WITH IT, BUT IF OTHERS WANT MORE TIME ON IT. 
          >> AT THIS POINT, YEAH. IF PEGGY WANTS TO PUT FORTH A MOTION TO POSTPONE IT UNTIL NEXT MONTH, THEN WE CAN CERTAINLY DISCUSS THE MERITS OF THAT MOTION BEFORE WE MOVE TO ACT ON IT OR WOULD BE ACTING ON IT. 
          >> IN THAT CASE, I WOULD LIKE TO MAKE A MOTION TO MOVE THIS TO NEXT MONTH. 
          IF FOR NO OTHER REASON, THEN THERE ARE TYPOGRAPHICAL ERRORS THAT NEED TO BE FIXED ANYHOW. 
          SO I WOULD I WOULD LIKE TO MAKE A MOTION TO MOVE THIS TO NEXT MONTH. 
          >> AND I WOULD AND MAYBE FALSELY SO, BUT I CAN BE CORRECTED. 
          AND CHRIS WE CAN FIX TYPOGRAPHICAL ERRORS AND GRANTED IF THE TYPOGRAPHICAL ERROR IS OVER 75 MILLION VERSUS 75,000 THAT MIGHT BE AN ISSUE, BUT IF IT'S I DON'T KNOW WHAT PARTICULAR TYPOS THERE ARE, BUT IF THEY AREN'T DRASTICALLY AFFECTING IT, I DON'T KNOW THAT WE NECESSARILY NEED TO MOVE IT UNLESS THE BOARD CHOOSES TO. 
          BUT IF WE'RE DELAYING IT FOR TYPOGRAPHICAL ERRORS, IT LOOKS TO ME MY PREFERENCES HAS ALREADY BEEN VETTED BY THE LAWYER WITH OUR DISTRICT IN MIND, AND I THINK THAT OFTEN PLAYS INTO WHY. 
          WASDA HAS A COOKIE-CUTTER POLICY FOR EVERY DISTRICT WITHIN THE STATE OR SOMETHING THAT EVERY DISTRICT COULD POTENTIALLY USE. 
          HAVING IT TUNED TO OUR DISTRICT MAKES MORE SENSE TO ME. 
          >> AS I SAID MY ONLY CONCERNS ARE THAT IF THERE ARE CHANGES TO REFERENCES THAT WE HAVE IN OUR POLICY THAT WASDA DOESN'T HAVE IN THEIRS, THEN THEY MAY NOT BE TRACKING ANY CHANGES TO THOSE LAWS BECAUSE IT WOULDN'T APPLY TO THEIR POLICY. 
          SO THAT IS ONE CONCERN. 
          >> CAN WE STOP AT ONE CONCERN AT A TIME? 
          >> SURE. 
          >> SO IF I'M HEARING YOU RIGHT, YOUR CONCERN AND I WANT TO MAKE SURE I UNDERSTAND. 
          SO YOUR CONCERN IF OUR POLICY DOESN'T MATCH WASDA'S THEN IF THERE ARE CHANGES, WE WON'T BE AWARE OF THOSE NEEDING TO BE UPDATED. 
          SO CAN I TAKE THAT TO MEAN THAT ALL OF OUR POLICIES SHOULD MIRROR OR BE REPLICAS OF WASDA'S SO THAT WE DON'T HAVE TO WORRY ABOUT ANY CHANGES GOING ON? 
          >> NO. BUT IT'S THAT WE'LL HAVE TO BE EXTRA DILIGENT ABOUT IT. THAT'S ALL. 
          >> JUST FOR PROCESS, SO EVERYONE UNDERSTANDS, 
          [01:15:03]
YOU GET THE MAGAZINE THAT SAYS, THESE ARE MANDATORY, THESE ARE LOOK-IN. 
          EVELYN'S GOING THROUGH EVERY SINGLE POLICY, EVERY SINGLE ONE, AND SHE MATCHES IT UP FROM WHAT WE HAVE VERSUS WHAT WASDA HAS. 
          I THINK THAT IS THE CASE. 
          WE HAVE OTHER POLICIES THAT OVER THE YEARS HAVE SHIFTED OR WHATEVER. 
          S DOUBLE CHECKS, AND THEN WHAT SHE DOES IS SHE WORKS FOR IN THIS CASE, SHE WENT TO MARK WHO THEN WENT TO THE LAWYER. 
          THERE'S LOTS OF EYES ON IT. 
          ANYONE WHO HAS THEIR HANDS ON THE POLICY OR NEEDS IT, THEN THEY'RE ALL WORKING TOGETHER TO UPDATE IT. 
          SO I THINK THAT COULD BE SAID FOR ANY SINGLE POLICY. 
          WE HAVE TO DO THAT BECAUSE WE FOUND SOME THAT ARE NOT ALIGNED, BUT THEY HAVE TO BE UPDATED BECAUSE THE LAWS CHANGED OR WHATEVER. 
          SO JUST KNOW THAT IT TAKES ABOUT A MONTH TO DO THIS VETTING PROCESS FOR EVELYN TO GET ALL THE RIGHT PEOPLE. 
          I WATCH THEM GO BACK AND FORTH BACK AND FORTH BACK AND FORTH. 
          JUST BE AWARE IT IS A PRETTY THOROUGH PROCESS. 
          I DON'T KNOW IF YOU WOULD ADD ANYTHING TO THAT. 
          I WANT PEOPLE TO BE AWARE THAT THOSE ARE THE KINDS OF THINGS WE'RE LOOKING AT. 
          >> IF I MAY ASK ONE MORE QUESTION, THE SELF-CERTIFICATION IS INCLUDED IN HERE. 
          ARE WE PLANNING ON USING THAT? IS THAT SOMETHING THAT THIS DISTRICT IS GOING TO DO? 
          >> BECAUSE WE'RE LOW RISK, THAT'S TALKING ABOUT THE AUDIT, US BEING A LOW RISK FROM THE SAO. 
          SO BASICALLY, THAT'S SAYING WE HAVE TO DEVELOP INTERNAL PROCEDURES THAT WILL MAKE SURE WE'RE FOLLOWING THE POLICY AND OUR OWN PROCESS, WHICH IS THE FACT THAT WE'RE GOING OUT WITH THE STATE CONTRACTOR TO MAKE SURE THAT WE'RE FOLLOWING ALL THE REQUIREMENTS AND THE RULES. 
          OUR PROCEDURE, AS KEVIN SAID, ONCE THE POLICY IS IN PLACE, WE DEVELOP THE PROCEDURE, IT WILL OUTLINE THAT TO MAKE SURE THAT WE'RE FOLLOWING OUR OWN POLICY. 
          >> SO THEN THE ANSWER IS, YES, WE ARE GOING TO BE DOING THAT. THAT'S ALL I WANT TO KNOW. 
          IF THAT'S THE CASE, THEN I THINK IT WOULD BE A GOOD IDEA TO SAY THAT WE'LL DO THIS. 
          BUT IF YOU WANT TO PETITION OSPI TO RAISE THE THRESHOLD THEN THE BOARD BE ABLE TO REVIEW THAT AND SAY, YES. 
          >> YOU HAVE TO BY POLICY. 
          THE CAPS ARE SET IN THE POLICY. 
          SO IN ORDER TO DO THAT, WE WOULD HAVE TO GET YOU TO APPROVE A DIFFERENT POLICY TO ADD NEW THRESHOLD AMOUNT. 
          >> SOMEHOW THAT'S NOT HOW I READ IT. 
          SO THAT'S WHY I'M CURIOUS ABOUT THAT. 
          MY UNDERSTANDING IS THAT THE ADMINISTRATION COULD GO TO OSPI WITHOUT INVOLVING THE BOARD. 
          SO IT WOULD HAVE TO BE APPROVED BY THE BOARD. 
          IF YOU WANTED TO RAISE A THRESHOLD, YOU'D HAVE TO BRING IT TO US AND WE WOULD HAVE TO APPROVE IT. 
          >> IT'S VERY SIMILAR TO WHEN WE'VE HAD TO GO, ASK FOR THE EMERGENCY GRANT. 
          WE HAD TO COME TO YOU. WE COULDN'T JUST GO AND DO THAT WITHOUT BOARD APPROVAL. 
          >> SO ANY OTHER QUESTIONS? SO THERE IS A MOTION TO POSTPONE THE ACTION ON POLICY 6220 UNTIL NEXT MONTH'S MEETING. 
          FIRST A STUDENT ADVISORY VOTE. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE? 
          >> AYE. 
          >> THOSE OPPOSED. THEN THE ELECTED BOARD THOSE IN FAVOR OF DELAYING ACTION ON POLICY 6220 UNTIL NEXT MONTH, SIGNIFY BY SAYING AYE. 
          >> AYE. 
          >> ALL THOSE OPPOSED, SIGNIFY BY SAYING NAY. 
          >> NAY. 
          >> ANY ABSTENTIONS? THEN I'M HEARING THAT THE MOTION DID NOT PASS AND THAT WE'LL BE CONTINUING TO DISCUSS ON 6220. 
          SO ANY FURTHER DISCUSSION ON THE REVISIONS TO POLICY 6220? IF I'M SEEING NONE, THEN I WILL GO AHEAD AND PUT FORTH THAT WE VOTE ON THE ADOPTION OF POLICY 6220 THE BID OR REQUEST FOR PROPOSAL REQUIREMENT CHANGES. 
          STUDENT VOTE, ALL OF THOSE IN FAVOR OF THE REVISIONS TO POLICY 6220 SIGNIFY BY SAYING AYE. 
          [01:20:04]
          >> AYE. 
          >> ALL THOSE OPPOSED SIGNIFY BY SAYING NAY. ABSTENTIONS. 
          >> THE STUDENT ADVISORY VOTE IS IN THE AFFIRMATIVE, SO WE'LL MOVE ON TO THE ELECTED BOARD MEMBERS. 
          ALL THOSE IN FAVOR OF ADOPTING THE CHANGES TO POLICY 6220 SIGNIFY BY SAYING AYE. 
          >> AYE. 
          >> AYE. 
          >> ALL OPPOSED. 
          >> NAY. 
          >> AND ANY ABSTENTIONS? 
          >> ABSTENTION. 
          >> SO THE REVISED POLICY 6220 DOES PASS. 
          THAT THEN TAKES US ON TO ITEM 6.03, WHICH IS THE ADOPTION OF A NEW POLICY 6221, THE SMALL WORKS ROSTER, DIRECTING CONTRACTING ROTATION. 
          ANY COMMENTS OR QUESTIONS IN REGARDS TO THIS POLICY? 
          >> I DO HAVE QUESTIONS. 
          THERE'S A BUSINESS PLAN THING THAT IT ALLUDES TO. 
          THERE'S A COUPLE OF NOTES AT THE END OF THAT POLICY. 
          I WAS WONDERING, WHERE DID WE FIND THOSE THINGS? LET'S SEE IF I CAN LOCATE IT HERE. 
          UNDER 5.0 SUPPORTING POLICIES, THE BUSINESS UTILIZATION PLAN, WHERE DO WE FIND THAT? 
          >> WE HAVE NOT DEVELOPED THOSE PROCEDURES YET. 
          >> I'M ASSUMING, MARK THAT THOSE PROCEDURES AND SUCH, WILL BE CREATED ONCE WE HAVE THE POLICY IN PLACE? 
          >> RIGHT. 
          >> ANY OTHER QUESTIONS? SEEING NO OTHER DISCUSSION, I WILL GO AHEAD AND CALL FOR A VOTE ON THE ADOPTION OF THE NEW POLICY 6221, THE SMALL WORKS ROSTER DIRECTING CONTRACTING ROTATION AND [OVERLAPPING] GO AHEAD, KEVIN. 
          >> IN REFERENCE TO THAT, HOW WOULD THESE POLICIES, PROCEDURES IF THEY'RE UNWRITTEN, HOW WOULD THEY AFFECT THE POLICY ITSELF IN THE FUTURE? DOES IT CHANGE ANYTHING? 
          >> THE PROCEDURE DOES NOT IMPACT THE POLICY. 
          THE POLICY INFORMS THE PROCEDURE. 
          WE BASICALLY HAVE TO MAKE SURE THAT THE PROCEDURE IS IN SUPPORT OF IT'S THE HOW TO ENFORCE THE POLICY, IF THAT MAKES SENSE. 
          THE PROCEDURE IS THE STEP BY STEP MORE DETAILED. 
          HOW DO YOU IMPLEMENT THE REQUIREMENTS OF THE POLICY? THERE'S NOTHING IN THE PROCEDURE THAT CAN IMPACT THE POLICY ITSELF. 
          >> THANKS FOR THE CLARIFICATION. APPRECIATE IT. 
          >> TO A CERTAIN EXTENT, THE POLICY IS WHAT HAS TO HAPPEN, THE PROCEDURE IS HOW IT'S GOING TO. 
          FOR CLARIFICATION, I WANT TO GET IT PUBLIC. 
          >> NO. APPRECIATE THAT. THANK YOU, STEVE. 
          >> ANY OTHER QUESTIONS? WE WILL PUT FORTH THE MOTION TO ADOPT THE NEW POLICY 6221 THE SMALL WORKS ROSTER DIRECT CONTRACTING ROTATION. 
          STARTING WITH THE STUDENT ADVISORY VOTE. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          >> AYE. 
          >> ALL OPPOSED? STUDENT VOTE IS IN THE AFFIRMATIVE. 
          NOW MOVING ON TO THE ELECTED BOARD MEMBERS VOTE ON WHETHER WE ADOPT NEW POLICY 2221, THE SMALL WORKS ROSTER DIRECT CONTRACTING ROTATION. 
          [01:25:02]
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          >> AYE. 
          >> ALL OPPOSED? THE NEW POLICY IS ADOPTED. 
          THAT TAKES US ON TO THE ACTION ON THE MONITORING REPORT FOR OPERATIONAL EXPECTATIONS 8, OE 8, COMMUNICATIONS WITH THE BOARD. 
          AGAIN, THIS REPORT THE BOARD WAS PRESENTED WITH LAST MONTH. 
          HAD THE MONTH TO REVIEW IT, HAD A GOOGLE SURVEY THAT WE ALL FILLED OUT, GIVING OUR INPUT ON IT. 
          SUMMARIZING A COUPLE OF THOSE THINGS. 
          CERTAINLY, AGAIN, KUDOS TO BOBBY AND THE TEAM FOR THE NEW FORMAT OF OUR MONITORING REPORTS AND FOR THE VISUAL PRESENTATION OF THE INFORMATION. 
          THERE WAS DEFINITELY KUDOS FOR TRANSPARENCY OF THE ADVISORY COMMITTEES AND TASKFORCE ACTIONS AND ACTIVITIES. 
          THERE WERE SOME CONCERNS THAT WERE RAISED ABOUT PROVIDING BETTER COMMUNICATION TO THE BOARD REGARDING MAJOR INITIATIVES. 
          I WAS HOPING THAT WE COULD CLARIFY WHAT TYPES OF COMMUNICATION IS DESIRED TO GIVE CHRISTIE AS THE SUPERINTENDENT BETTER GUIDELINES FOR HOW TO COMMUNICATE THINGS WITH US. 
          THERE WAS ALSO SOME DESIRE TO MOVE FORWARD WITH CONNECTIONS BETWEEN STUDENT COMMUNITY AND THEN COMMENTS WERE MADE ABOUT NEEDING COMPREHENSIVE INFORMATION AND OR MORE INFORMATION. 
          AGAIN, HOPING THAT WE COULD GET A LITTLE MORE SPECIFICS ON WHAT BOARD MEMBERS WERE MEETING FROM THOSE COMMENTS AGAIN TO HELP REFINE THE COMMUNICATION FROM CHRISTIE TO THE BOARD. 
          THEN FINALLY, THERE QUESTION ABOUT WHETHER A COMPLAINT LOG HAD BEEN CREATED THAT HAS BEEN TALKED ABOUT A FEW TIMES AT BOARD MEETINGS. 
          THOSE ARE JUST THE SUMMARY AND HIGHLIGHTS THAT I FOUND AS I WAS GOING THROUGH THE REPORT BUT THE FLOOR IS OPEN FOR ANY COMMENTS AND OR QUESTIONS. 
          AGAIN, HOPEFULLY WE'LL GET SOME CLARIFICATION ON SOME OF THOSE AREAS WHERE CERTAIN BOARD MEMBERS WERE FEELING LIKE BETTER COMMUNICATION WAS NEEDED. 
          >> I WOULD LIKE TO MAKE A COMMENT ABOUT OUR BOARD RETREAT, THE ONE THAT WE DID HAVE. 
          I FELT LIKE WE HAD A CHANCE TO ACTUALLY HAVE AN OPEN CONVERSATION THAT WE HAVE NOT HAD REALLY. 
          IT WAS NICE TO BE ABLE, NO OFFENSE, YOU GUYS, BUT NICE TO BE ABLE TO JUST TALK TO THE BOARD FOR ONCE AND JUST HAVE A BOARD CONVERSATION WITHOUT OTHER INPUT SO WE COULD HEAR WHAT WE WERE THINKING BECAUSE IT FREQUENTLY WE JUST DON'T GET THAT AS BOARD MEMBERS. 
          WE DON'T HAVE OPPORTUNITIES TO DO THIS. 
          I WOULD LIKE TO SEE MORE OPPORTUNITIES FOR US TO JUST SPEAK AS A BOARD. 
          THE BOARD RETREAT PART THAT WE HAD SO FAR WAS GOOD. 
          I'M REALLY LOOKING FORWARD TO MORE OF THAT THROUGHOUT THE END OF THE YEAR. 
          THERE ARE OTHER BOARDS THAT HAVE TWO MEETINGS A MONTH WHERE ONE IS JUST AN INFORMATION EXCHANGE PRETTY MUCH, AND THEN THE ACTION STUFF HAPPENS IN THE OTHER MEETING. 
          THIS IS MY OPINION, I THINK IT REALLY WE'D HAVE A LOT BETTER COMMUNICATION IF WE COULD JUST DO THAT JUST BECAUSE AS IT STANDS, I FEEL LIKE IT PUTS CHRISTIE IN A POSITION WHERE SHE HAS TO RUN INTERFERENCE ON US TO KEEP US FROM COMMUNICATING WITH EACH OTHER BECAUSE WE CAN'T. 
          IT WOULD BE BETTER IF WE COULD JUST SIT DOWN AND TALK TO EACH OTHER IN PUBLIC. 
          >> I WOULD DEFINITELY ECHO THOSE REMARKS. 
          IT WAS NICE TO BE ABLE TO HAVE THAT COMMUNICATION. 
          THE BIGGEST CHALLENGE WE HAD WAS GETTING THE DATE. 
          I DON'T KNOW HOW MANY DATES WE'VE PROPOSED AND PUSHED BACK AND MOVED. 
          IT'S CERTAINLY OPEN TO AND WE'VE TALKED ABOUT AND THE CHALLENGE BEING GOING INTO NOVEMBER AND DECEMBER, THE HOLIDAYS AND SCHOOL SCHEDULES AND EVERYTHING ELSE. 
          BUT MAYBE WE MAKE IT A POINT WITH THE BOARD'S PERMISSION THAT WE SET SOME DATES JANUARY, FEBRUARY, MOVING FORWARD TO WHERE WE DO PUT TOGETHER A SECOND MEETING EACH MONTH. 
          IF WE HAVE A REGULAR SCHEDULED TIME THAT WE CAN HAVE SOME OF THESE CONNECTIONS WE'VE BEEN TALKING ABOUT, HAVING INFORMATIONAL MEETINGS ON THINGS BECAUSE I THINK THAT IS ONE OF THE CHALLENGES OF BEING ON THE BOARD, AND ONE OF THE THINGS I THINK WAS DEFINITELY A STRENGTH HISTORICALLY WHEN WE DID HAVE MULTIPLE MEETINGS. 
          WE TYPICALLY HAD A STUDY SESSION AND A BOARD MEETING EACH MONTH. 
          [01:30:04]
          >> I THINK THAT MIGHT BE HELPFUL. 
          I'M WONDERING WHAT OTHER BOARD MEMBERS THINK. 
          I KNOW TIME IS LIMITED FOR A LOT OF PEOPLE, EVERYBODY. 
          >> THAT'S ALWAYS THE BIGGEST CHALLENGE, BUT CERTAINLY OPEN TO HEARING PEOPLE'S OPINIONS BECAUSE AGAIN, IT'S ALONE, WE DON'T REPRESENT MUCH TOGETHER AS A WHOLE, WE REPRESENT A LOT. 
          >> POST NOVEMBER, MY SCHEDULE OPENS UP SIGNIFICANTLY, AND I DEFINITELY THINK THAT IT'S REALLY BENEFICIAL TO HAVE TIME OUTSIDE OF BOARD MEETINGS WITHOUT THE TIME CONSTRAINT WHERE WE CAN DISCUSS MORE IN DEPTH THINGS LIKE WE WERE TALKING ABOUT DOING A MEETING ON THE ANTI-BULLYING, THINGS LIKE THAT. 
          I THINK THAT'S REALLY HELPFUL FOR US AS A BOARD TO HAVE TO DO THAT WITHOUT THE DEADLINE OF MAKING A DECISION. 
          >> I THINK ZOOM ALSO OPENS UP THE POSSIBILITY, FREEZES UP GEOGRAPHICALLY AND TIME WISE A LITTLE BIT BETTER IF YOU'RE NOT HAVING TO RUSH FROM ONE PLACE TO ANOTHER IF YOU'RE NOT QUITE SO PINCHED FOR TIME BECAUSE YOU HAVE THE ABILITY TO JUST HOP ONLINE. JUST A SUGGESTION. 
          >> AGAIN, THROUGHOUT THE OPINION AND OPEN TO HEAR OTHER PEOPLES. 
          EXPERIENCE HAS BEEN WITH THESE THAT IN PERSON TENDS TO WORK WAY BETTER THAN ZOOM, BUT ZOOM IS BETTER THAN NOTHING. 
          I CAN BE OPEN TO EITHER. 
          >> I DO SUPPORT TAKING THE TIME NECESSARY TO MEET AND DISCUSS MORE THINGS AS A GROUP, WHETHER IT'S IN PERSON OR VIA ZOOM, I'LL MAKE THE EFFORT, AND I KNOW THAT WE'RE ALL BUSY, BUT WE ALSO HAVE A COMMITMENT, SO WE CAN MAKE IT WORK. 
          >> STEVE, I DON'T WANT TO CALL YOU OUT, BUT I WOULD LOVE YOUR OPINION. 
          >> YOU JUST CALLED ME OUT. 
          >> [LAUGHTER] OKAY. 
          >> I'M TORN BECAUSE I FOR ONE, KNOW THAT THERE'S AN ISSUE WITH COMMUNICATION. 
          OBVIOUSLY, I CAN ONLY SPEAK FOR MYSELF, BUT I DON'T SIT BEHIND A COMPUTER. 
          MY ONLY SOURCE OF COMMUNICATION IS EMAILS AND SUCH, MAYBE A TEXT HERE AND THERE, BUT BECAUSE OF POLICY, I ALWAYS THOUGHT THAT IF BOARD MEMBERS WERE PROVIDED WITH A SCHOOL DISTRICT PHONE OR SOMETHING LIKE THAT, THAT MIGHT BE A RESOURCE TO HAVE A BETTER LINE OF COMMUNICATION. 
          BUT AGAIN, YOU CAN HAVE A COMMUNITY TEXTS GO OUT TO EVERYBODY. 
          I ADMITTEDLY HAVE COMMENTED THAT I REALLY DON'T HAVE A RESOLUTION FOR HOW TO REMEDY THE COMMUNICATION GAP THAT WE ALL SHARE. 
          TO PEGGY'S POINT, IT WOULD BE NICE IF WE HAD A LINE OF COMMUNICATION WHERE WE COULD ALL MEET, BUT TO KEVIN'S POINT TOO, IT'S VERY DIFFICULT TO FIND ANOTHER DAY IN OUR SCHEDULES TO MEET. 
          WE'RE ALL BUSY DOING THINGS. 
          I'M TORN. 
          I REALLY HAVE THOUGHT THIS OUT AND AT THIS TIME, I REALLY DON'T HAVE A RESOLVE. SORRY. 
          >> THE OPMA LAWS MAKE IT SO WE CAN'T TALK TO EACH OTHER WITHOUT VIOLATING THAT LAW. 
          THAT'S BEEN A FRUSTRATION TO ME BECAUSE I WOULD LOVE TO BE ABLE TO SHARE IDEAS WITH EACH OTHER. 
          WE CAN'T DO THAT AND SO WE COME TO THESE MEETINGS AND THEY DRAG ON FOREVER. 
          I WONDER IF WE MIGHT BE ABLE TO TONIGHT, COULD WE SCHEDULE ONE THING THAT WE COULD ALL AGREE ON MAYBE IN JANUARY OR SOMETHING LIKE THAT OR IS THAT SOMETHING THAT YOU CAN'T MAKE A DECISION ON BECAUSE [OVERLAPPING] 
          >> THAT WOULD BE VERY HARD FOR ME TO MAKE THAT DECISION JUST BECAUSE I NEED TO LOOK AT THE MASTER CALENDAR. 
          BUT WHAT I CAN DO IS LOOK AT SOME DATES AND BRING THEM TO WASDA AS PART OF OUR TIME TOGETHER AND POSSIBLY ASK EVERYONE TO GO LOOK AT THEIR OWN PERSONAL CALENDARS AND SEE, BUT THERE'S IS A LARGE CALENDAR. 
          EVEN IF WE'RE GOING TO DO IT IN THIS ROOM, 
          [01:35:02]
THIS ROOM IS USED OFTEN. 
          THERE IS AN EXPECTATION, EVEN IF YOU MEET. 
          WE HEARD IT FROM A COMMUNITY REMEMBER LAST TIME THAT WE RECORD IT. 
          I NEED TO KNOW WHAT SPACE IS AVAILABLE. 
          WE JUST HAVE SOME TECHNICAL THINGS BEFORE I FEEL COMFORTABLE PUTTING A DATE OUT. 
          WE CAN ABSOLUTELY DO IT AND THEN BRING THOSE TO WASDA AND YOU GUYS CAN WRESTLE WITH THOSE. 
          >> LET ME ECHO THAT A LITTLE BIT. 
          WE COULD ALL DO A LOT BETTER JOB WITH FILLING OUT OUR CALENDARS AND I'M GUILTY OF IT. 
          I SUGGESTED IT, MANY MANY MONTHS AGO THAT THIS WOULD BE A GREAT RESOURCE FOR US ALL TO USE. 
          I'VE BEEN VERY ABSENT IN UPDATING MY CALENDAR. 
          BUT JUST TO LET EVERYBODY KNOW, IT WOULD BE GOOD THAT IF WE ALL MADE A CONSCIOUS EFFORT, TO UPDATE OUR CALENDARS AS FAR AS OUR SCHEDULES AND VACATIONS AND TIME OFF AND OUR AVAILABILITY SO THAT THE ADMIN CAN TAKE A LOOK AT MAYBE PERSPECTIVE DATES. 
          >> I'M WONDERING IF YOU AND CHRIS COULD LOOK AT, SAY, JANUARY, FEBRUARY, MARCH AND COME UP WITH SOME POSSIBLE DATES THAT YOU GIVE US BEFORE WAS THAT WE CAN LOOK AT COMPARED TO OUR SCHEDULES, AND THEN WE CAN COME THERE. 
          AGAIN, IT'S GOING TO REQUIRE A MUTUAL SACRIFICE FOR LACK OF BETTER WORDS OF THOSE DATES THAT WORK VERSUS THOSE DATES THAT ARE IMPOSSIBLE. 
          OBVIOUSLY, IF WE'RE OUT OF TOWN OR SOMETHING LIKE THAT, IT'S A BIGGER DEAL THAN WELL, I REALLY DON'T LIKE WEDNESDAY NIGHTS BECAUSE WEDNESDAY NIGHTS, I LIKE TO DO WHATEVER. 
          BECAUSE THE FIVE OF US, WITH CHRISTIE, WITH THE VARIOUS ONES ON THE ADMIN TEAM, DEPENDING ON WHAT WE'RE TALKING ABOUT, WITH THE STUDENTS, THERE'S A LOT OF SCHEDULES, AND WE ALL TEND TO BE BUSIER PEOPLE THAT HAVE THINGS GOING ON. 
          THIS IS A CHALLENGE THAT HAS BEEN EVER SINCE I'VE BEEN ON THE BOARD. 
          THIS SPECIFIC GROUP OF PEOPLE, IT'S JUST THE PEOPLE THAT ARE ON HERE. 
          IT'S JUST THEY'VE GOT A LOT GOING ON. 
          BUT IF WE HAD SOME DATES WE COULD LOOK AT BECAUSE I KNOW I'VE GOT MULTIPLE CALENDARS, I HAVE TO CHECK FOR MY AVAILABILITY. 
          >> I THINK TWO FOR THIS YEAR, IT'LL BE MORE COMPLEX BECAUSE IT'S MID YEAR. 
          IF WE MAKE THOSE DECISIONS BACK IN JULY OR MOVING FORWARD FOR THE FOLLOWING YEAR. 
          IT'S MUCH EASIER FOR US TO HOLD THE ROOMS, THE PIECES ON THE CALENDAR. 
          I THINK THIS YEAR IT'LL BE TRICKIER JUST BECAUSE IT'S MID YEAR, WHEREAS NEXT YEAR, WE CAN SAY, WE'RE NOT GOING TO DO TWO IN NOVEMBER, THAT WOULD BE VERY COMPLEX, NOT TWO IN DECEMBER. 
          WHEN WE'RE MAKING OUR ANNUAL WORK PLAN, ACTUALLY SET THOSE. 
          NEXT YEAR, I AM GOING TO ASK THAT WE MAKE A COMMITMENT TO HAVE A RETREAT IN THE SUMMER. 
          THAT GIVES US A FULL DAY TO BE ABLE TO LOOK AT SOME OF THESE PIECES. 
          >> I THINK THE OTHER THING IN THE SAME REGARD, IF WE DECIDE, THE LAST TUESDAY OF EVERY MONTH IS THE BOARD MEETING, IF THE SECOND TUESDAY OF EVERY MONTH IS STUDY SESSION, IT HELPS US TO MAKE IT PLANNING BETTER, AT LEAST IN MY LIFE THAN IF IT'S LIKE, WELL, THIS MONTH, IT'LL BE WEDNESDAY AND THIS MONTH IT'LL BE THURSDAY AND SUCH THAT WAY. 
          THAT WOULD BE MY INPUT AS WELL. 
          >> I AGREE WITH YOU ON THAT ONE. 
          >> AGAIN, GOING BACK TO SOME OF THE SUMMARY AND AGAIN, OPEN FOR OTHER COMMENTS AS WELL. 
          BUT ARE THERE SOME EXAMPLES OF AREAS? AGAIN, THIS BEING THE MONITORING REPORT, NOT ONLY BEING TO MONITOR WHAT'S GOING ON THE DISTRICT, BUT IT'S ALSO MONITORING OF CHRISTIE'S PERFORMANCE. 
          GIVEN THAT THERE WAS MENTION OF SOME CHALLENGES WITH COMMUNICATION, ARE THERE WAYS THAT WE CAN ASK HER OR WAYS THAT SHE CAN BETTER COMMUNICATE WITH US? 
          >> I HAVE ONE REQUEST BASED ON MY EFFORTS TO PREPARE FOR THIS MEETING. 
          I WOULD REALLY LIKE TO SEE CONTRACTS BE PUT IN A SPECIFIC PLACE, THE WAY ARLINGTON DOES, THE WAY WACOM COUNTY DOES SO THAT WE CAN FIND THEM EASILY. 
          THE REASON I SAY THAT IS BECAUSE, FOR EXAMPLE, WITH ALL OF THESE RENEWALS, IT'S NICE TO BE ABLE TO FIND WHAT THE EXISTING ONE IS AND COMPARE IT SIDE BY SIDE WITH THE NEW ONE TO SEE WHAT CHANGES HAVE BEEN MADE, 
          [01:40:01]
WHETHER THEY'RE SIGNIFICANT OR NOT. 
          BECAUSE IT'S EASY IF, MINOR CHANGE. 
          GO AHEAD AND SIGN ON IT. 
          OR IF THERE'S A MAJOR CHANGE, WELL, MAYBE WE SHOULD DO SOME DISCUSSION. 
          I SPENT A LOT OF TIME TRYING TO TRACK DOWN THE EXISTING AGREEMENTS THAT THESE ARE RENEWALS FOR. 
          I WAS UNABLE TO LOCATE THEM. 
          >> BOARD DOC IS NOT GREAT THAT WAY. 
          SEARCH THE DISTRICT WEBSITE, USE THE SEARCH TOOL AND COULDN'T FIND THINGS EITHER. 
          I'M IMPLORING YOU, CAN YOU PLEASE CREATE THIS FUNCTION? 
          >> YES, THIS IS NOT SOMETHING THAT WE HAVE NOT BEEN TRYING TO DO. 
          IT SOUNDS REALLY EASY AND I APPRECIATE HOW EASY YOU'VE JUST MADE IT SOUND, AND IT'S A LOT MORE COMPLEX BECAUSE WE'RE NOT THE ONLY ONES WHO USE THE SYSTEM. 
          CHRIS, I KNOW, HAS BEEN DOING SOME RESEARCH AND SO WE WILL GET THERE. 
          IT'S LIKE THE MONITORING REPORTS, IT JUST TAKES SOME TIME. 
          I KNOW SHE'S BEEN DOING HER PART AND TRYING TO FIGURE IT OUT. 
          WE'RE TRYING TO SLOWLY UPDATE THE WEBSITE. 
          IT'LL BE NICE TO HAVE THE CONTRACTS THERE AND BOARD DOCS, IT SOUNDS LIKE IT SHOULD JUST BE SUPER SIMPLE TO MOVE IT OVER AND IT'S A LOT MORE COMPLEX THAN THAT. 
          >> CAN WE ACCOST THE BOARD DOCS PEOPLE IT WAS AND MAKE [OVERLAPPING] 
          >> I DO EVERY YEAR. THEY KNOW ME BY NAME. 
          >> THE OTHER THING IS TO, IF THE MINUTES COULD BE PUT IN A SIM BECAUSE ATTACHING THEM TO THE MEETING, OUT OF SYNC. 
          IF YOU COULD GO AND LOOK AT THE MINUTES. 
          I JUST ONE MORE REQUEST. 
          >> I JUST WANT TO KEEP IN MIND THAT THE MORE REQUESTS OF ORGANIZATION THAT WE ASK CHRIS TO DO IS LESS PART OF HER TIME. 
          I WANT TO MAKE SURE THAT IS THIS SOMETHING THAT THE BOARD WANTS OR IS THIS EASIER FOR YOU? I NO DISRESPECT MEANT, BUT IF THE WHOLE BOARD IS NOT FEELING LIKE THAT'S A NEED, I WANT TO MAKE SURE THAT CHRIS'S TIME IS BEING SPENT TO BETTER THE BOARD AND NOT THE REQUEST OF AN INDIVIDUAL. 
          >> I THINK THAT'S A REASONABLE REQUEST. 
          >> I WOULD SUPPORT BEING ABLE TO FIND CONTRACTS EASILY AND FIND MINUTES FROM PREVIOUS MEETINGS EASILY TOO. 
          IF IT COULD HAPPEN EVENTUALLY, I THINK IT'S VALUABLE TO BE ABLE TO PLACE YOUR HANDS ON INFORMATION QUICKLY. 
          >> CAN I ASK CLARIFYING QUESTION AS FAR AS ASKING FOR THE MINUTES TO BE IN A MORE CONSISTENT, EASY PLACE SINCE SEVERAL MANY MEETINGS AGO. 
          THEY'VE BEEN RIGHT AT THE TOP OF THE AGENDA. 
          I'M NOT SURE HOW MORE CONSISTENT WE WANT THAT OR. 
          >> WHEN IT COMES TO WITH THE COMMITTEES, IT SEEMS LIKE THEY'RE JUST EASIER TO FIND AND ACCESS, AND I DON'T KNOW WHY THAT IS. 
          BUT YOU HAVE TO SCROLL BACK AND THEN IT'S ATTACHED TO THE FOLLOWING ONE. 
          I DON'T KNOW, IT JUST SEEMS LIKE IT'S NOT AS EASY TO, MAYBE I'LL JUST CREATE MY OWN. 
          >> IS THIS SOMETHING WE COULD ADD TO THE DASHBOARD AND JUST HAVE IT UNDER A HEADER OR SOMETHING LIKE THAT? I KNOW IT'S DIFFERENT. 
          >> THE DASHBOARD IS ABOUT DATA. 
          I JUST I GUESS MY WONDER IS IF THEY'RE GETTING APPROVED THE NEXT MEETING AND WE WENT BACK AND PUT THEM ON THE MEETING BEFORE THAT THEY WERE ATTACHED TO, WOULD THAT BE APPROPRIATE? 
          >> NO, THAT WOULD BE UNNECESSARY REDUNDANCY. 
          >> YEAH. 
          >> IN THE PDF, THERE'S A LINK TO THE MINUTES. 
          >> THEY ARE RIGHT THERE. 
          >> I THINK WHAT WE'RE USED TO OR WHAT I'M USED TO IS THERE'S A FOLDER WITH AGENDA IN MINUTES THAT WE COULD EASILY ACCESS AND GO PICK IT OUT. 
          >> YES, ANTONIO. THAT'S WHAT I THINK. 
          >> I THINK PART OF COMMUNICATION IS EASY ACCESS TO THE INFORMATION. 
          IN THIS CASE, WE WOULD HAVE TO GO OPEN THE PDF, GO TO THE LINK, OPEN IT UP, AND THE MINUTES ARE THERE ON THE NEXT MEETING FOR THE PREVIOUS MINUTES. 
          >> WELL, SORRY TO INTERRUPT BUT THE ONE THING THAT CHRIS JUST SHOWED IN PART OF IT IS, IF YOU PULL UP A PREVIOUS MEETING. 
          [01:45:01]
CHRIS, IS THERE ANY WAY YOU CAN SHOW THAT ON THE SCREEN? IT'S LIKE I'M TRYING TO EXPLAIN THIS, AND IT'S LIKE. 
          >> WELL, KEVIN, IT'S NOT LIKE, YOU CAN'T. 
          IT'S JUST THAT IT WOULD BE EASIER. 
          >> WELL, THIS WILL SHOW YOU BECAUSE IT'S LIKE I DIDN'T EVEN KNOW THIS, IT'S THEY'RE RIGHT THERE. 
          IT'S LIKE CHRIS ALREADY GOT IT DONE. 
          [LAUGHTER] 
          >> THAT'S SHOW CURRENT MEETING. 
          >> IF YOU OPEN ANY PAST MEETING, THOSE ARE THE OPTIONS YOU SEE AND THE MINUTES WILL BE THERE ADDED. 
          >> I THINK THIS IS THE CURRENT MEETING, SO IT SHOWS ADD, BUT IF YOU GO TO A PAST ONE, IT'LL SAY VIEW. 
          >> YOU WON'T SEE THE CURVE. 
          >> THAT'S WHAT I THOUGHT. EVERYONE OPEN UP SEPTEMBER 24TH ON YOUR BOARD DOC. 
          WHEN YOU WERE ASKING FOR A DASHBOARD, THIS WOULD BE THE DASHBOARD FOR THIS. 
          THE HOME ROOM ONE IS NOT TIED TO THE BOARD MEETING. 
          THAT'S WHAT I WAS TRYING TO SAY. 
          BUT IT'S BECAUSE IT'S THE PAST MEETING. 
          >> YOU DON'T ACTUALLY HAVE TO OPEN THE AGENDA, GO INTO THE AGENDA, FIND THE AGENDA ITEM AND THEN OPEN IT. 
          IT'S JUST RIGHT. 
          >> IT'S THERE, BECKIE. 
          I THINK WE WERE LOOKING AT THE CURRENT ONE AND IS NOT THERE. 
          BUT I GUESS THE VIEW MINUTES OPTION IS OPEN FOR. 
          >> IT LOOKS LIKE IT DOESN'T SHOW FOR SPECIAL MEETINGS, BUT ON ALL THE REGULAR MEETINGS BECAUSE THAT'S WHERE THEY'RE. 
          >> CORRECT. TONIGHT'S MEETING AND THE LAST TWO MEETINGS ARE NOT LOADED BECAUSE THEY JUST GOT APPROVED TONIGHT. 
          >> WHEREVER YOU ARE LOOKING, YOU'RE GOING TO HAVE THE MINUTES FROM THE PREVIOUS MEETING, CORRECT? 
          >> PROVE YOU SAY UNDER EDIT MEETING? 
          >> NO, YOU CAN JUST OPEN ANY PAST MEETING. 
          >> WE DON'T HAVE THAT MENU. EDIT MEETINGS. 
          >> YEAH. WE DON'T HAVE EDIT BECAUSE WE DON'T HAVE WE HAVE VIEW. 
          >> NO. I DON'T WANT IT EITHER. 
          >> IT'S LIKE WHEN I GO TO THE JULY 30TH MEETING AND I HIT THE VIEW MINUTES, IT HAS THE MINUTES FOR THE JULY THE MEETING. 
          >> NOT THE PREVIOUS MEETING? 
          >> CORRECT. 
          >> THEN IT'S GOT THAT STUFF. 
          IT ALSO HAS A BUTTON, WHATEVER FOR THE VIDEO, TOO. 
          IF YOU WANT TO TORTURE YOURSELF AND WATCH YOURSELF ON VIDEO. 
          >> NO. THANKS. 
          >> SORRY TO DERAIL THIS WITH A TALK OF MINUTES, RATHER MOVE ON. 
          DIDN'T PROBABLY SHOULDN'T HAVE. 
          >> WELL, IT SAVES US FROM GOING AND TALKING TO THE BOARD DOCS PEOPLE, TELLING THEM THEY SHOULD DO SOMETHING THAT'S ALREADY THERE. 
          >> THEY COULD THEY COULD MAKE THE SEARCHES BETTER. DEFINITELY. 
          >> DITTO DO THAT. 
          >> OTHER COMMENTS OR SUGGESTIONS. 
          ONE THING THAT I HAD SUGGESTED THAT AGAIN, IF IT'S VALUABLE TO THE BOARD AS FAR AS COMMUNICATION, ONE THING THAT WE HAD DONE IN THE PAST AND HAVE WENT AWAY FROM. 
          BUT SOMETIMES I FIND WITH SOME OF THOSE MOUS OR DIFFERENT CONTRACTS, IT'S LIKE TRYING TO FIGURE OUT EXACTLY WHAT DOES THIS MEAN BECAUSE THEY GO INTO LOTS OF PAGES. 
          BUT WE HAVE HISTORICALLY IN SOME CASES ON THERE, LIKE, FOR INSTANCE, WITHIN THE CONSENT AGENDA, IF THERE WAS A RENEWAL OF A AGREEMENT OR SUCH. 
          WHOEVER WAS WORKING WITH THAT, WHETHER IT BE MARK OR TRINA, OR WHOEVER. 
          THEY WOULD GIVE US A TWO SENTENCE BRIEF DESCRIPTION OF WHAT WAS GOING THAT WAS PUT ON UNDER THE PUBLIC COMMENT PART ON THE AGENDA ITEM, JUST TO GIVE NOT ONLY US, BUT THE PUBLIC A LITTLE BIT OF A, WHAT IS THIS RELATED TO? WE FOUND THAT TO BE HELPFUL IN THE PAST, BUT AGAIN, 
          [01:50:01]
I DON'T WANT TO SPEAK SOLELY. 
          IF THAT'S NOT SOMETHING THAT WOULD BE VALUABLE FOR THE BOARD, THEN NOT A BIG DEAL. 
          NOT SOMETHING WE SHOULD DO, BUT THAT WAS HISTORICALLY, LIKE I SAID, THAT HAS BEEN HELPFUL. 
          >> WELL, I LIKE THAT IDEA, AND I ALSO WANT TO SAY I APPRECIATE YOUR DOING THE LINK TO THE GOAL FOR EACH OF THESE THINGS. 
          I THINK THAT WAS I'M REALLY GLAD YOU GUYS ADOPTED THAT. 
          >> OTHER COMMENTS AND OR ACTION ON HOW WE WANT TO ACT ON THE OPERATIONAL EXPECTATIONS MONITORING PORT OEA? 
          >> GO AHEAD. 
          >> I WAS GOING TO SAY THERE WAS SOMETHING THAT KRISTIE HAD MENTIONED EARLIER THAT I LIKED TO WAS SHE TALKED ABOUT, DRAWING ATTENTION TO, THINGS THAT ARE GOING TO BE ACTIONABLE VERSUS INFORMATION ONLY VERSUS THAT THING. 
          WE TALKED A LITTLE BIT EARLIER THIS AFTERNOON ABOUT THAT. 
          WHAT WERE YOUR SUGGESTIONS AGAIN ON MAKING SURE THAT THE ACTION STUFF JUMPED OUT AT US BECAUSE I DON'T KNOW HOW TO SAY THIS. 
          YOU'VE BEEN VERY GOOD ABOUT COMMUNICATING. 
          IN FACT, THERE'S A LOT OF INFORMATION AND SOMETIMES IT'S EASY TO MISS THINGS BECAUSE THERE IS SO MUCH INFORMATION. 
          TO DRAW ATTENTION TO CERTAIN PARTS OF IT, LIKE YOU SAID, IT WOULD BE FOLLOWED UP WITH AN EMAIL, BUT WHAT ELSE? WHAT OTHER WAYS, COULD YOU DRAW ATTENTION TO THE MOST IMPORTANT THINGS SO THAT WE DON'T OVERLOOK THEM? 
          >> THIS WEEK WAS A GREAT EXAMPLE. 
          I SENT YOU AN EMAIL REGARDING THE THE ARREST THAT WAS BEING MADE. 
          THEN BECAUSE IT WAS SUCH AN URGENT E MAIL. 
          I DIDN'T JUST LEAVE AT THAT. 
          I TEXTED EACH ONE OF YOU SEPARATELY AND TOLD YOU AN E MAIL WAS COMING THROUGH. 
          IF IT WASN'T THAT LEVEL OF URGENCY, I WOULD HAVE JUST SENT IT IN AN EMAIL. 
          THEN OFTENTIMES, IF IT'S SOMETHING I WANT TO MAKE SURE YOU DON'T MISS, I WILL ALSO PUT IT IN THE SMR. THE SMR REALLY IS A NICE TO KNOW. 
          IT'S A LEARNING OPPORTUNITY. 
          THIS IS HAPPENING. 
          THESE ARE THE DATES THAT ARE COMING UP. 
          I ALWAYS BOLD OUT ANY NEW DATES THAT I'M ADDING. 
          IF IT'S SOMETHING I'M LEAVING THERE, I'LL ALWAYS PUT LEAVING HERE FOR ANOTHER MONTH TO GIVE YOU TIME. 
          BUT THE EMAIL IS HOW I MAKE SURE THAT YOU'RE GETTING SOMETHING THAT IS MORE URGENT. 
          IF IT'S REALLY, REALLY URGENT, AND I THINK I'VE DONE IT TO YOU TWICE THIS YEAR, I SEND YOU A TEXT TO PLEASE GO CHECK YOUR EMAIL. 
          THAT'S HOW I'VE BEEN DOING IT. 
          THE SMR REALLY IS A LEARNING OPPORTUNITY. 
          HERE'S SOME THINGS THAT YOU MIGHT WANT TO KNOW. 
          BUT IF IT'S URGENT OR I NEED YOU TO READ IT, IT WILL COME IN AN EMAIL. 
          >> I JUST WANTED TO SAY OVER THIS WHOLE CONVERSATION, WE'VE BEEN TALKING ABOUT SOME ISSUES AND PROBLEMS WITH COMMUNICATION, BUT OVERALL, I THINK COMMUNICATION IS FANTASTIC. 
          >> I REALLY LIKE THE NEW FORMATTING FOR THE THAT WE'RE GETTING MONITORING REPORTS BECAUSE THEY HAVE BEEN CLUNKY AND THEY'RE NOT SO CLUNKY NOW. 
          STILL A LOT OF INFORMATION. 
          BUT IT'S EASIER TO TAKE IN CHUNKS THE WAY THAT IT'S PRESENTED. 
          THE VISUAL FORMATTING OF IT IS VERY HELPFUL. 
          KUDOS. THAT'S A GOOD JOB. 
          >> OTHER COMMENTS? 
          >> I WILL MAKE A MOTION TO ADOPT EXPECTATIONS OE ITEM 6.04 AS REASONABLE OR IN COMPLIANCE? 
          >> OR IN COMPLIANCE? IT HAS BEEN MOVED THAT WE ADOPT MONITORING REPORT OE8 AS IN COMPLIANCE. 
          START WITH THE STUDENT ADVISORY VOTE. 
          ALL IN FAVOR SIGNIFY BY SAYING AYE. 
          >> AYE. 
          >> AYE. 
          >> OPPOSED? STUDENTS VOTE IN THE AFFIRMATIVE. 
          NOW MOVING ON TO THE ELECTED BOARD MEMBERS. 
          [01:55:01]
ALL THOSE IN FAVOR OF ADOPTING MONITORING REPORT OE EIGHT AS IN COMPLIANCE, SIGNIFY BY SAYING AYE. 
          >> AYE. 
          >> AYE. 
          >> AYE. 
          >> OPPOSED? OE8 IS ADOPTED. 
          THANK YOU. THAT THEN TAKES US ON TO ITEM 7, 
          [7. UPDATES]
WHICH IS DATES, AND WE'LL START WITH 7.01, NANCY, DO YOU HAVE A LEGISLATIVE UPDATE FOR US? 
          >> YES I DO. 
          AT THE GENERAL ASSEMBLY FOR WASTA. 
          MANY POSITIONS WERE VOTED FOR, AND I JUST WANTED TO GIVE YOU A RUNDOWN OF THAT FOR DISTRICT AREA 1. 
          THERE ARE 11 DIFFERENT DISTRICTS IN THE STATE OF WASHINGTON CALLED DISTRICT AREAS, AND WE ARE DA1. 
          THE PRESIDENT ELECT, AND THIS IS FOR ALL DISTRICTS IS MELISSA BEARD FROM TIM WATER. 
          THE VICE PRESIDENT NIKKI LOCKWOOD, WILL BE OUR NEW WADA VICE PRESIDENT. 
          FOR LEGISLATIVE COMMITTEE, LAURA KALU FROM MOUNT VERNON WILL REPRESENT US NOMINATING COMMITTEE FOR OUR DISTRICT IS ME. 
          I RAN UNOPPOSED. 
          IT WAS A SHOE IN. 
          [LAUGHTER] THANK YOU. 
          THE INTERSCHOLASTIC ACTIVITIES IS SHERRY KELLY FROM ARLINGTON, AND THERE'S NO NEW PERSON ON RESOLUTION COMMITTEE BECAUSE THAT TERM ENDS IN 2025. 
          THE STATE BOARD OF EDUCATION HAD FIVE CANDIDATES RUN FOR THE WESTERN REGION, AND NONE OF THEM RECEIVED 50% OF THE VOTE. 
          THE TOP TWO CANDIDATES WHO ARE JAMIE LUND AND CHEN JUNG JEWEL ARE IN A RUNOFF. 
          VOTING CLOSES FIRST, I THOUGHT IT WAS THREE DAYS, BUT THEN I FOUND OUT IT WAS ACTUALLY THREE WEEKS. 
          YOU DO HAVE A LITTLE BIT OF TIME ON THIS, BUT I WOULD URGE YOU IF YOU HAVE NOT ALREADY VOTED TO VOTE FOR THE STATE BOARD OF EDUCATION. 
          I THOUGHT IT WAS INTERESTING THAT WASTA HAD VOTED DOWN THE WEIGHTED VOTE LAST YEAR AT WHAT BIG CONFERENCE OR GENERAL ASSEMBLY. 
          YEAH, THANK YOU. BUT THAT WEIGHTED VOTE GOING AWAY AND EVERY SINGLE SCHOOL DISTRICT HAVING ONE VOTE FOR ONE DISTRICT ONLY APPLIES TO THE ADOPTION OF POLICIES. 
          IT DOES NOT APPLY WHEN IT COMES TO ELECTIONS. 
          THE VOTES FROM THE LARGER DISTRICTS STILL COUNT MORE THAN VOTES FROM SMALLER DISTRICTS WHEN IT COMES TO WASTA ELECTIONS. 
          JAMIE LUND ACTUALLY RECEIVED MORE INDIVIDUAL VOTES THAN CHEN JUNG JEWEL DID. 
          BUT DUE TO THE WEIGHTED VOTE, CHANGING IT, JEWEL LEADS BY 39% TO JAMIE LUND'S 31%. 
          >> I URGE YOU TO GET OUT THERE AND VOTE. 
          YOU RECEIVED IT IN AN EMAIL FROM WASTA, I THINK MONDAY. 
          JUST GO AHEAD AND DO THAT IF YOU HAVEN'T ALREADY. 
          ANOTHER THING THAT I THOUGHT WAS REALLY INTERESTING BY LOOKING AT ALL THE NUMBERS HAVING TO DO WITH WHO VOTED OR NOT WHO, I CAN'T TELL WHO THAT IS, BUT HOW MANY VOTED IS PARTICIPATION. 
          HOPEFULLY, I'M JUST PREACHING TO THE CHOIR HERE. 
          BUT THERE ARE 295 SCHOOL DISTRICTS. 
          THERE ARE 177 ELECTED SCHOOL BOARD DIRECTORS IN WASHINGTON STATE. 
          THE GREATEST NUMBER OF VOTES CAST FOR ANY POSITION WAS 287 VOTES. 
          NO OTHER POSITION RECEIVED ANYWHERE NEAR THAT NUMBER OF VOTES. 
          THAT'S ONLY 19% OF SCHOOL DIRECTORS IN WASHINGTON STATE. 
          AS AN ORGANIZATION, THERE ARE PROBLEMS WITH PARTICIPATION. 
          I HOPE IF THEY LOOK AT OUR BOARD, THEY'LL GO, THIS IS HOW IT'S SUPPOSED TO BE DONE AND THAT ALL OF US ARE THOROUGHLY DOING OUR JOB AS BOARD DIRECTORS AND HELPING TO GOVERN IN WASTA AND HELP OUR SCHOOL DISTRICTS AND BE FULLY VESTED. 
          IS THERE ANYTHING ELSE I WANTED TO SAY? I GOT ONE MORE NOTE. 
          >> IF I CAN ADD NANCY. 
          >> YES, SIR. 
          >>> JUST BE WATCHFUL FOR THAT ELECTION EMAIL BECAUSE IF YOU LOOK AT YOUR EMAIL, 
          [02:00:07]
OUTLOOK IS TRYING TO HELP US BY SORTING OUR EMAIL AND SOMETIMES THAT'S A GOOD THING AND OTHER TIMES IT'S A BAD THING. 
          AND THOSE ELECTION ONES TEND TO ALWAYS GO IN THE OTHER AS OPPOSED TO THE FOCUS. 
          IF YOU'RE NOT PAYING ATTENTION TO ALL YOUR EMAIL, IT'S EASY TO MISS IT. 
          JUST A WORD TO THE WISE. 
          >> THAT'S ALL I'VE GOT. THANK YOU. 
          >> THANK YOU. THEN THAT TAKES US ONTO THE AUDIT COMMITTEE REPORT. 
          >> NANCY AND I WENT IN ON I BELIEVE IT WAS I'M TRYING TO REMEMBER. 
          WE WENT IN EARLIER THIS WEEK WE'VE BEEN IN TWICE TO LOOK AT THE VOUCHERS AND EVERYTHING MATCHES UP WITH WHAT'S, THE THINGS WE PULLED ALL LOOKED GOOD. 
          THERE WASN'T ANY WEIRDNESS. 
          WE HAD A LOT OF THE QUESTIONS THAT CAME TO US. 
          KELLY ANSWERED VERY NICELY AND HOLLY'S ALWAYS HELPFUL TOO. 
          WE DID HAVE ONE QUESTION, WHICH NANCY ASKED EARLIER TODAY ABOUT USE OF LEAVE OF ABSENCE BECAUSE THERE WAS ONE PERSON WHO BOTH TOOK A LEAVE OF ABSENCE AND RETIRED. 
          THIS IS SOMETHING THAT I THINK, WE WANT TO HAVE A BETTER HANDLE ON HOW TIME CAN BE USED. 
          I THINK YOU DIRECTED US TO HOLLY FOR THAT OR NO, NOT HOLLY THEN. 
          >> KARA, SHE'S NOT HERE THIS EVENING AND SO I WILL FOLLOW BACK UP WITH YOU ON THAT. 
          >> THANK YOU, I APPRECIATE IT. PRETTY MUCH IT. 
          >> THANK YOU. THEN THAT BRINGS US ON TO ITEMS 8 AND 9 OF THE AGENDA, 
          [8. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]
          [9. BOARD CONSENT AGENDA [GC-2.4]]
WHICH ARE THE CONSENT AGENDAS. 
          THESE ARE A GROUP OF ITEMS THAT THE BOARD HAS HAD ACCESS TO PRIOR TO THEIR ROUTINE ITEMS THAT WE CAN TAKE A LOOK AT AND VOTE ON AS ONE CHUNK AS OPPOSED TO VOTING ON EACH OF THESE ITEMS INDIVIDUALLY. 
          WITHIN THAT IS AGAIN, ROUTINE ITEMS, BUT ALSO WE HAVE WITHIN IT, ITEMS 9.04, WHICH IS THE RECEIVING OF THE MONITORING REPORT THAT BOBBY ALLUDED TO THIS EVENING. 
          AGAIN, THERE'S A LOT OF GREAT INFORMATION. 
          I WAS TAKING A LOOK AT THAT AND IT WAS GREAT HAVING HIM GO OVER IT, BUT SOME OF THE CORRELATIONS THAT ARE PRETTY OBVIOUS WHEN YOU LOOK AT SOME OF THE GRAPHICS THAT WERE PUT TOGETHER. 
          I ENCOURAGE EVERYBODY TO TAKE A LOOK AT THAT. 
          BOARD MEMBERS, I ENCOURAGE YOU GUYS TO LOOK AT IT, TO ANSWER YOUR SURVEYS. 
          THEN ALSO, WE ARE RECEIVING A NEW POLICY 4311 ON SCHOOL SAFETY AND SECURITY SERVICES PROGRAMS. AGAIN, TAKE A CHANCE TO LOOK AT THAT IF YOU DO HAVE QUESTIONS, CERTAINLY DIRECTING THOSE TO KRISTIE AND SHE WILL DIRECT THEM TO THE APPROPRIATE PERSON SO THAT THEN WE'RE READY TO HAVE DISCUSSION AND ACTION ON IT NEXT MONTH. 
          AT THIS TIME, THE CHAIR WILL ENTERTAIN EITHER CONVERSATION RELATED TO THE CONSENT AGENDA AND OR A MOTION. 
          >> I HAVE A QUESTION CONCERNING THE CONSENT AGENDA. 
          I'M LOOKING AT RENEWALS OF MOUS AND NEW MOUS. 
          AND MY BASIC QUESTION CONCERNS THEM ALL IS, ARE ALL THESE FUNDED BY GRANTS OR THERE'S A LOT OF NUMBERS THERE? AND SO I'M JUST CURIOUS AS TO WHERE ALL THE FUNDING COMES FROM ALL THESE MOUS. 
          >> I AM LOOKING AT THE ONE, SO I'M GOING TO ACTUALLY DEFER TO TRINA ON THE MAJORITY OF THESE. 
          I BELIEVE SHE WILL HAVE A BETTER UNDERSTANDING. 
          HOLLY MAY BE ABLE TO CHIME IN TOO, BUT WE'LL START WITH TRINA. 
          >> HOW WOULD YOU LIKE TO START BECAUSE THERE'S SEVERAL OF THEM? 
          >> WE CAN JUST CHECK THEM OFF AS FAR AS, A GOOD OVERALL QUESTION WOULD BE, ARE THEY ALL FUNDED OR IS THERE FUNDING COMING FROM THE FERNDALE SCHOOL DISTRICT? 
          >> PERHAPS I'LL JUST GO THROUGH EACH OF THEM WITH THAT. 
          >> THAT'S BY YOUR CHOICE. 
          >> THE MRT, I'LL JUST GO IN THE ORDER THEY'RE LISTED ON YOUR AGENDA. 
          THE MRT MOBILE RESPONSE TEAM MOU DOES NOT INCLUDE A FUNDING SOURCE AND THE COST IS MINIMAL FOR THAT. 
          [02:05:08]
WE PAY FOR SOME TRAINING FOR OUR STAFF, AND EACH IT'S A COUNTY WIDE AGREEMENT WITH ALL OF OUR DISTRICTS, AND WE PAY FOR AN ANNUAL TRAINER AND SOME FOLLOW UP WITH HER, IF WE ARE TO HAVE INCIDENTS OF DEATH. 
          THAT ONE IS A COUNTY WIDE, THAT'S RENEWED EVERY YEAR AND AGREED UPON THROUGHOUT THE COUNTY. 
          THE TWO FROM LIBC, THE ONE WITH MY COUNSELING SERVICES AND LAMMY BEHAVIORAL HEALTH, THERE'S NO MONEY EXCHANGED FOR EITHER OF THOSE, OUR CONTRIBUTION IS PROVIDING OFFICE SPACE IN OUR SCHOOLS AND SUPPORTING REFERRALS. 
          THE SENDAN CENTER, THAT ONE IS A CONTRACT. 
          IT HAPPENS THROUGH ACCOUNTS PAYABLE, AND THAT ONE, THERE IS AN EXCHANGE OF MONEY. 
          THEY PROVIDE DIRECT SERVICES FOR STUDENTS WITH SIGNIFICANT NEEDS AS PER THEIR IEPS, AND SO THERE IS A PURCHASE ORDER THAT GOES ALONG WITH THIS FOR DIRECT STUDENT SERVICES THROUGH SENDAN. 
          >> AND THAT'S BY REFERRAL, RIGHT? 
          >> IT'S DETERMINED BY IEP TEAMS FOR SPECIFIC STUDENTS. 
          FOR EXAMPLE, IF THREE STUDENTS WHO IN THE DISTRICT WHO HAVE PRETTY SIGNIFICANT SUPPORTS FROM SENDAN BECAUSE THEIR NEEDS EXTEND BEYOND WHAT WE CAN PROVIDE. 
          >> YOU AUDIT COMMITTEE DOES TRACK THOSE. 
          THOSE ARE ONES THAT COME UP EVERY SINGLE MONTH THAT THEY'RE MONITORING THOSE. 
          WE OFTEN TALK ABOUT THOSE, BUT THAT'S ONE THAT GOES THROUGH THE WHOLE PROCESS AND THEN YOUR AUDIT COMMITTEE DOES DO A DOUBLE CHECK ON THOSE. 
          >> THE ISOLATION AND RESTRAINT REDUCTION PARTNERSHIP. 
          THERE IS NO COST TO US ON THIS. 
          THIS WAS A GRANT THAT THE NORTHWEST ESD RECEIVED, AND THEY SELECTED THREE DISTRICTS TO WORK WITH AND WE WERE ONE OF THEM. 
          WE WILL TAKE PART IN PROFESSIONAL DEVELOPMENT AND REGIONAL COLLABORATION THAT WILL SUPPORT OUR DISTRICT IN THE INVOLVEMENT, BUT THEN ALSO THE OUTCOME WILL BE SUPPORTS FOR THE WHOLE REGION WITH THE FINDINGS. 
          >> TRINA. CAN I ASK A QUESTION ABOUT THAT ONE? 
          >> YEAH. 
          >> IT SAYS THAT YOU WILL IDENTIFY THREE PEOPLE TO GO AND TAKE THE TRAINING. 
          WHO ARE THE THREE PEOPLE? BECAUSE IT LOOKS IT LOOKED LIKE TEACHERS BECAUSE IT TALKED ABOUT PAYING FOR SUBSTITUTES FOR THEM WHILE THEY'RE DOING THE TRAINING. 
          IS IT TEACHERS OR? 
          >> WE'VE ASKED FOR ADDITIONAL SLOTS AS WELL, SO WE'RE HOPING TO SEND SIX PEOPLE AND WE'RE LOOKING AT SENDING THREE OR FOUR TEACHERS WHO WORK WITH STUDENTS WITH SIGNIFICANT NEEDS AND TWO PEOPLE FROM OUR TEACHING AND LEARNING TEAM AS WELL. 
          >> DO THOSE PEOPLE THEN COME BACK AND TRAIN OTHER PEOPLE, IS THAT PART OF THAT? 
          >> BE INVOLVED IN THE REGIONAL WORK OF DEVELOPING POLICIES AND PROCEDURES AND PARAMETERS TO INFLUENCE THE STATE IN THIS AREA. 
          THEN ESPECIALLY GIVEN THAT WE'LL HAVE DISTRICT TEACHING AND LEARNING FOLKS, THEN THEY WOULD BE ABLE TO SUPPORT THAT IN DISTRICT TO BRING WE WOULDN'T BE ABLE TO DO THE SPECIFIC TRAININGS BECAUSE THEY'RE QUITE SPECIALIZED, BUT WE'D BE ABLE TO BRING THE GENERAL FINDINGS BACK. 
          >> THANK YOU. 
          >> THE NEXT ONE IS MONEY IN, NO MONEY OUT, AND THAT'S THE WHATCOM COUNTY HEALTH AND COMMUNITY SERVICES, THE DEPARTMENT OF HEALTH IT'S FROM THE HEALTHY CHILDREN'S FUND FOR MENTAL HEALTH FOR YOUNG LEARNERS AGES 3-5, WHICH MAY SOUND SILLY FOR YOUNG CHILDREN AND MENTAL HEALTH WHEN WE THINK OF TYPICAL MENTAL HEALTH SERVICES, BUT MENTAL HEALTH SERVICES FOR OUR YOUNGEST LEARNERS LOOKS LIKE SUPPORTS FOR FAMILIES. 
          SUPPORT FOR INCREASING ROUTINES AND STRUCTURES AND HEALTHY LEARNING ENVIRONMENTS AND ARE PARTNERING WITH OTHER AGENCIES FOR WRAP AROUND SUPPORTS FOR FAMILIES. 
          THAT ONE IS A TWO YEAR GRANT NOW THAT BRINGS MONEY IN FOR THAT WORK IN OUR DISTRICT, WHICH WILL MOST LIKELY LOOK LIKE A MENTAL HEALTH SPECIALIST OR A FAMILY LIAISON TO WORK WITH OUR COMMUNITY AGENCIES AND OUR PRE-SCHOOL AND TK AGE STUDENTS AND FAMILIES. 
          >> CAN I ASK SOME QUESTIONS ON THIS ONE, TOO? IT'S A TWO YEAR CONTRACT. 
          WAS THE 270,000 FOR BOTH YEARS OR WAS THAT $270,000 FOR EACH YEAR? 
          [02:10:05]
          >> THAT'S OVER TWO YEARS. 
          >> OVER TWO YEARS. 
          >> IT WAS ORIGINALLY A ONE YEAR GRANT FOR THIS SCHOOL YEAR ONLY. 
          BUT BECAUSE IT GOT DELAYED AND GETTING APPROVED WITH THE COUNTY COUNCIL, THEY APPROVED IT EARLIER THIS MONTH, AND SO THEY ALSO IN THAT APPROVAL, EXTENDED IT TO BE THE ABILITY TO SPEND IT THIS YEAR AND NEXT SCHOOL YEAR AS WELL. 
          >> WITH THAT ONE, IT WILL HAVE TO COME UP FOR RENEWAL. 
          THIS IS NOT JUST HERE WE ARE, AND WE'RE IN THIS THING AND IT WILL COME UP FOR RENEWAL. 
          WHEN IS THE RENEWAL DATE? 
          >> 2025. 
          >> 2025. 
          >> THEN IT MADE MENTION OF INTERNS. 
          I GUESS THIS IS WHAT I GATHERED FROM THIS, BUT MAYBE I MISINTERPRETED. 
          THERE'S GOING TO BE A SOCIAL WORKER THAT WE HIRE, AND THEN THAT PERSON WILL SUPERVISE INTERNS OR IS THAT 
          >> I OUGHT YOU SAID INSURANCE. 
          >> INTERNS 
          >> INTERN. THE IDEA THERE IS TO EXPAND THE MENTAL HEALTH WORKFORCE IN WHATCOM COUNTY AND SPECIFICALLY FOR YOUNGER LEARNERS. 
          THE IDEA WOULD BE TO DEVELOP AN INTERN PROGRAM WITHIN OUR SCHOOL DISTRICT SO THAT WE WOULD BE NOT ONLY SUPPORTING FAMILIES AND STUDENTS, BUT ALSO GROWING MORE PROFESSIONALS. 
          THE INTERN IS NOT A SIGNIFICANT COST EXCEPT FOR THE HUMAN RESOURCE OF COORDINATING WITH HIGHER ED AND THE PERSON THAT WE ARE EXISTING STAFF MENTORING THE INTERN. 
          >> THEN THE STIPEND FOR TRAVEL, I MEAN, IS THAT A FLAT THING, OR DO THEY JUST HAVE TO SUBMIT THEIR TRAVEL EXPENSES FOR REIMBURSEMENT? IS IT SET UP TO 2000 PER [OVERLAPPING] 
          >> THAT WOULD BE IF THERE'S TRAVEL FOR PROFESSIONAL DEVELOPMENT OR HOME VISITS, AND THEY WOULD JUST SUBMIT THAT LIKE OUR OTHER EMPLOYEES DO. 
          >> THANK YOU. 
          >> I HAVE A QUESTION ON 810, THE ONE WE'RE TALKING ABOUT. 
          I HAD A GOOD CONVERSATION WITH KRISTIE THIS AFTERNOON THAT SETS MY MIND AT EASE ABOUT MENTAL HEALTH FUNDING FOR LITTLE ONES, WHICH PUT A RED FLAG UP FOR ME. 
          BUT SHE EXPLAINED IT VERY CLEARLY HOW IT WOULD BE USED. 
          MY ONLY HESITATION ABOUT THIS IS THIS THE CAMEL'S NOSE UNDER THE TENT FOR GETTING SCHOOL BASED HEALTH CLINICS IN BECAUSE I WOULD HATE TO SEE THAT HAPPEN. 
          >> I REALLY DON'T THINK REFERRALS TO OUTSIDE MENTAL HEALTH RESOURCES HAVE ANYTHING TO DO WITH IMPLEMENTING SCHOOL-BASED HEALTH CLINICS. 
          I KNOW A LOT OF IT, ESPECIALLY AS SOMEBODY WHO'S STRUGGLED WITH MY OWN MENTAL HEALTH AND HAS PURSUED OUTSIDE RESOURCES. 
          MOST OF THE RESPONSIBILITY IS UNDERTAKEN ON THE FAMILY'S PART. 
          IT REQUIRES INTENSE COOPERATION FROM PARENTS OR GUARDIANS. 
          THERE ARE LONG WAIT LISTS, SO IT'S NOT THE THING THAT YOU CAN JUST JUMP INTO AS I'M GATHERING YOUR WORRY IS FROM SOME OF WHAT HAS BEEN SAID ABOUT SCHOOL-BASED CLINICS IN THE PAST. 
          IT'S VERY DIFFICULT TO SEEK OUT THIS HELP WHILE DEALING WITH A LOT OF OTHER THINGS, AND THERE'S ALMOST OTHER THAN THE REFERRAL PROCESS, NO INTERACTION DIRECTLY WITH THE SCHOOL FOR ANYTHING OTHER THAN IEPS. 
          THE DOCTORS ARE, I DON'T THINK CONSULTING WITH TEACHERS ON WHAT MEDICINE TO PRESCRIBE OR THINGS TO DO. 
          IT'S JUST THE SCHOOL PROVIDING, HEY, IF YOU NEED THIS RESOURCE, HERE'S WHERE YOU CAN GO AND POSSIBLY SOME DEGREE OF FINANCIAL ASSISTANCE BECAUSE OF THE GRANT. 
          >> WELL, I GUESS IN ADDITION TO WHERE I WAS GOING IS HOW MUCH IS THIS REQUIRED BY STATE LAW? I KNOW CHILDREN HAVE RIGHTS UNDER THEIR IEPS AND THEIR 504S. 
          BUT AS FAR AS THESE MOUS, ARE THEY GOVERNED UNDER STATE LAW SOME OF IT'S? 
          >> AGAIN, IT'S HARD TO SPEAK HOLISTICALLY ABOUT ALL OF THEM. 
          BUT THE ONES THAT HAVE TO DO WITH MENTAL HEALTH, WE DO NOT HAVE, THEY ARE NOT REQUIRED BY STATE LAW. 
          WE DO BELIEVE THAT LOOKING AT THE WHOLE CHILD AND ALL OF THEIR NEEDS, 
          [02:15:02]
WRAP AROUND SERVICES FOR FAMILIES, AS MUCH AS WE CAN PROVIDE THAT, LIKE GABBY WAS SAYING THAT CONDUIT TO SERVICES IS A LOT OF WHAT THESE AGREEMENTS HAVE TO DO WITH. 
          THEN SPECIFICALLY, THE ONE THAT WE WERE JUST TALKING ABOUT, WITH EARLY LEARNING. 
          IT'S REALLY TALKING ABOUT WHAT ARE WE DOING TO SUPPORT THAT HEALTHY LEARNING ENVIRONMENT IN OUR CLASSROOMS AT AN EARLY AGE SO THAT WE'RE PROMOTING KRISTIE SHARED EARLIER, THE EXECUTIVE FUNCTION AND HOW IMPORTANT THOSE EARLY YEARS ARE IN THE BRAIN DEVELOPMENT. 
          HOW ARE WE SETTING UP OUR CLASSROOMS TO SUPPORT THAT? HOW ARE WE DOING FAMILY OUTREACH? HOW ARE WE DOING HOME VISITS, ALL OF THOSE DIFFERENT PARTS AND PIECES HAVE TO DO WITH MENTAL HEALTH AT THAT YOUNG AGE. 
          IT REALLY IS A DIFFERENCE, THE WORDS WE USE FOR SOMETHING THAT WE THINK OF AS THERAPY. 
          BUT WHEN WE'RE TALKING ABOUT YOUNG CHILDREN, WE'RE TALKING ABOUT PLAY BASED LEARNING, WE'RE TALKING ABOUT LEARNING ENVIRONMENTS, WE'RE TALKING ABOUT HOME CONNECTIONS. 
          >> THESE RECOMMENDATIONS HAVE COME FORWARD TO APPROVE BY THE BOARD. 
          JUST TO BEAR IN MIND, IF YOU LOOK AT WHEN THESE ALL WENT IN EFFECT, IT'S BEEN PRE THIS DATE. 
          THAT'S SOMETHING THAT WE MIGHT WANT TO LOOK AT IN THE FUTURE TO BRING FORWARD BECAUSE MOST OF THESE POLICIES HAVE BEEN ALREADY APPROVED PRE THIS DATE. 
          >> IT'S ABOUT 50-50 THIS TIME. 
          >> SEND-IN, I WOULD SAY, LIKE THE RENEWAL ONES, THEY DON'T REALLY STOP. 
          WE'RE JUST KEEPING THEM GOING. 
          >> NO, I TOTALLY GET THAT. 
          I'M JUST SAYING FOR THE SAKE OF APPROVAL. 
          >> THE ONES THAT ARE NEW HAVE NOT BEEN SIGNED YET UNTIL AFTER TOMORROW, HOPEFULLY. 
          >> THEY'RE NOT GOING YET? 
          >> YEAH. WE HAVE HELD ON THE NEW ONES. 
          THAT'S THE ISOLATION AND RESTRAINT PARTNERSHIP WITH THE ESD. 
          THE TWO THAT HAVE TO DO WITH MENTAL HEALTH WITH THE WHATCOM COUNTY HEALTH DEPARTMENT, AND THEN THE ONE WE DIDN'T MENTION YET, WHICH IS THE ECAP PARTNERSHIP GRANT WITH NORTHWEST ESD FOR OUR NEW ECAP, WHICH WE ARE SERVING OUR ECAP STUDENTS ALREADY, BUT THE MOU HAS TAKEN A LITTLE BIT DUE TO THE TIMELINE. 
          I HEAR YOUR POINT, YES. 
          >> I WANT TO GO BACK TO NANCY'S QUESTION. THESE ARE SEPARATE. 
          IF YOU REMEMBER LAST YEAR, WE TALKED A LOT ABOUT STUDENT BEHAVIOR, AND THE IMPACT STUDENT BEHAVIOR WAS HAVING ON OUR CLASSROOMS. I THINK WE EVEN DID A STUDY SESSION ON SOME OF THE THINGS WE WERE DOING TO MITIGATE STUDENT BEHAVIOR. 
          THESE ARE ALL DIRECTLY ALIGNED TO THOSE OPPORTUNITIES. 
          I MET WITH A STUDENT WHO, LIKE GABBY SAID, WAS RECEIVING SERVICES OUTSIDE. 
          THEY MISSED A WHOLE DAY OF SCHOOL EVERY SINGLE TIME THEY NEED TO GO SEE THE COUNSELOR BECAUSE THEY HAD TO TRAVEL INTO TOWN, THEY HAD TO WAIT FOR SOMEONE TO COME PICK THEM UP, AND HAVING THE SERVICES IN SCHOOLS, OUR STUDENTS CAN BE HAVING IN-CLASS, THEY GET CALLED DOWN, I THINK, MORE AT THE HIGH SCHOOL, THEY MEET WITH THEIR PERSON, THE PERSON'S TALKING TO THEIR FAMILY AND THEY'RE BACK OFF TO CLASS. 
          THAT'S REALLY WHAT WE WANT TO DO. 
          I DON'T EVEN THINK WE'VE HAD A CONVERSATION ABOUT A HEALTH KIT. 
          WE HAVEN'T HAD ONE, AND THAT WOULD BE SOMETHING THAT YOU AS A BOARD WOULD HAVE TO APPROVE AND HAVE A DISCUSSION ABOUT. 
          THAT'S A VERY DIFFERENT MODEL THAN WHAT THIS IS. 
          THIS IS REALLY INDIRECT SUPPORT. 
          THE OTHER PART, AND I SAY IT, I'VE SAID IT, I'VE HEARD YOU SAY IT, THE PARENT IS THE NUMBER ONE TEACHER. 
          THEY'RE THE FIRST TEACHER. 
          IN WHATCOM COUNTY, THE ONLY PEOPLE WHO GET FREE PARENT EDUCATION ARE THOSE WHO ARE TIED TO PROGRAMS THAT OFFER IT. 
          I HAVE A DEGREE IN EARLY LEARNING, AND I WAS THROWN ON MY HEAD WHEN I STARTED HAVING KIDS. 
          I DID NOT KNOW WHAT TO DO WITH THEM AS A PARENT. 
          WE MAKE A LOT OF ASSUMPTIONS THAT JUST BECAUSE YOU HAVE CHILDREN, YOU KNOW WHAT TO DO. 
          THESE SERVICES ARE ALSO WRAP AROUND GIVING PARENTS PARTNER IN THIS WORK. 
          IT'S REALLY COMPLICATED. 
          WE'VE SEEN A LOT OF REALLY GOOD THINGS COME OUT OF REDUCING CELL PHONES. 
          THERE'S A LOT OF OTHER PRESSURES THAT OUR STUDENTS ARE DEALING WITH. 
          I THINK WE JUST NEED TO KEEP IN MIND THAT OUR KIDS ARE FACING THINGS, PARENTS ARE FACING THINGS, 
          [02:20:01]
AND ANYTHING WE CAN DO TO WRAP AROUND AND SUPPORT THEM HELPS THEM BE ABLE TO BE IN CLASS FOCUSED AND LEARNING. 
          I'M EXCITED ABOUT THESE DIFFERENT PIECES. 
          I'M HOPEFUL. IT'S NOT FOREVER. 
          I'M HOPEFUL THAT WE'RE GETTING THE JOB DONE AND GETTING KIDS ON THEIR WAY, BUT WE'RE ALSO BUILDING UP FAMILIES AND SUPPORTING THEM. 
          THAT EARLY LEARNING ONE IN PARTICULAR IS REALLY ABOUT THE ADULTS AND KNOWING HOW TO SUPPORT THEIR YOUNG CHILDREN BETTER. 
          >> CHRISTINE, JUST SO YOU KNOW. 
          NOBODY WROTE THE BOOK ON PARENTING. 
          >> GOSH. LET ME TELL YOU. 
          I GOT BETTER BY NUMBER 3. 
          >> IT'S NOT WRITTEN. 
          >> [LAUGHTER] BUT POOR EMMY. 
          >> THERE'S NO RIGHT OR WRONG. 
          >> DOING IT, PARTNERING WITH OUR FAMILIES IS CRITICAL. 
          WHEN YOU LOOK AT DIFFERENT MODELS WHERE THEY'RE SEEING GREAT GAINS AND REDUCING DRUG USE, INCREASING STUDENT OUTCOMES, PARENT INVOLVEMENT IS ONE OF THE NUMBER ONE KEY FACTORS. 
          >> THAT BEING SAID, HOW DO YOU MONITOR THE SUCCESS OF THIS PROGRAM? WHAT DATA DO YOU COLLECT AND USE AND WHO RECEIVES IT? 
          >> I HEAR IT FROM TEACHERS ALL THE TIME. 
          IN FACT, I'M LOOKING AT PAT OVER HERE, AND I'M THINKING THE NUMBER OF STUDENTS, THEY SUPPORT THAT THEY'RE IN COMMUNICATION AND THEN THEY'RE TALKING ABOUT SOMEONE WHO MAY BE RECEIVING SERVICES. 
          THEY SEE A DIFFERENT. THE OTHER DATASET IS THE COMMON LANGUAGE THAT THE SCHOOL IS USING IN PARTNERSHIP WITH THE HOME. 
          EVERYONE'S USING THE SAME LANGUAGE. 
          HOW CONFUSING IT IS FOR SOME OF OUR KIDS, THE NUMBER OF ADULTS THEY SEE IN A DAY. 
          THE MORE WE CAN DO TO REDUCE THE DIFFERENT DEMANDS OR THE WAY WE'RE ASKING KIDS TO DO THINGS. 
          I'M HEARING MORE QUALITATIVE. 
          WHAT WE SHOULD START SEEING IS IN THE QUANTITATIVE AS WELL. 
          >> CHRISTIE, IF I COULD JUMP IN THERE AS WELL. 
          PART OF OUR STRATEGIC PLAN HAS SAFETY AND BELONGING AS GOAL AREA NUMBER 1, WHICH ALL OF OUR SCHOOLS ARE FOCUSING ON. 
          THERE ARE SPECIFIC DATA POINTS THAT WE ARE COLLECTING WITHIN OUR STRATEGIC PLAN, ALIGNED TO THAT SAFETY AND BELONGING THAT WILL ALSO INFORM THIS WORK. 
          >> IS IT POSSIBLE TO JUST SET UP AN APPOINTMENT WITH YOU AND FIND OUT WHAT THOSE DATA POINTS ARE, WHAT IT IS THAT YOU'RE LOOKING FOR? 
          >> WE ABSOLUTELY CAN AND THEY'RE AVAILABLE ON THE STRATEGIC PLAN ONLINE. 
          IT TALKS ABOUT PERFORM TARGET AND OUTCOMES. 
          I THINK WE MAY HAVE A MEETING SET UP ON FRIDAY AT 3:00 TO TALK ABOUT SOMETHING ELSE THAT WE CAN RUN THAT IN. 
          >> YES, WE DO. I'M VERY CURIOUS AS TO WHY. 
          >> I DO THINK THIS IS ONE OF THOSE THAT YOU TALKED ABOUT, PEGGY, THAT IF ONE BOARD MEMBER HAS A MEETING AND IT'S INFORMATION, THE WHOLE BOARD SHOULD HAVE. 
          THERE'S AN INTERNAL DOCUMENT FOR THE STRATEGIC PLAN THAT SAYS, THIS IS WHAT TEACHERS WILL DO. 
          THIS IS WHAT ADMINISTRATORS WILL DO, THIS IS WHAT THE DISTRICT OFFICE DOES, AND THIS IS WHERE WE'RE AT IN THE IMPLEMENTATION. 
          I WILL UPLOAD THAT TO THE SMR THIS WEEK. 
          >> THANK YOU, BECAUSE I THINK WE'RE GOING TO BE TALKING ABOUT POLICY 4320 AS IT PERTAINS TO PRIVATE SCHOOLS. 
          I'M VERY CURIOUS AS TO WHY WE'RE HAVING THIS CONVERSATION. 
          >> WHILE WE'RE STILL ON THE TOPIC OF MULTI-TIERED SUPPORT FOR STUDENTS STRUGGLING WITH MENTAL HEALTH RESOURCES. 
          I THINK THIS IS THE THING THAT WILL BECOME MORE IMPORTANT AS WE'RE APPROACHING THE MIDDLE SCHOOL AND HIGH SCHOOL STAGES FOR STUDENTS WHOSE PRIMARY LEARNING BASIC SOCIAL SKILLS TIME WAS DISRUPTED BY COVID. 
          I'VE STARTED TO NOTICE I WORK IN SOME SEVENTH GRADE CLASSROOMS. I'M NOT SURE IF IT'S JUST MATURITY IN HINDSIGHT'S 2020 AND THE THING WHERE, THERE'S NO WAY I WAS LIKE THAT. 
          BUT I THINK THERE'S DEFINITELY DIFFERENCES IN HOW MY COHORT WAS COMPARED TO THE COHORT BELOW US. 
          IF WE LOOK EVEN FURTHER AT AN ELEMENTARY SCHOOL LEVEL, I THINK AS THESE KIDS ARE GROWING, AND YOU'RE NOTICING KIDS WHO HAVE HAD THEIR VERY FORMATIVE STAGES ON THE GRAPH WITH BRAIN DEVELOPMENT, IMPACTED BY BEING QUARANTINED, I THINK THAT'S THE THING THAT WILL HAVE VERY CLEAR BEHAVIORAL IMPACTS, AND I THINK THIS MULTI-TIERED SUPPORT, ESPECIALLY FOR STUDENTS WHO MAY HAVE BEEN IMPACTED ON A MORE INDIVIDUAL LEVEL WOULD BE REALLY IMPORTANT AND WOULD BE PRETTY CLEAR THROUGH THE DATA POINTS. 
          >> I'M GLAD YOU BROUGHT THAT UP BECAUSE ACTUALLY, IN LOOKING AT THE OTHER AGREEMENT INVOLVING MENTAL HEALTH, THE ONE WITH THE INDEPENDENT CONTRACTOR WHO I BELIEVE IS IN MASSACHUSETTS, FOR THE TELEHEALTH. 
          IT LOOKS LIKE THERE'S FEWER RESOURCES DEVOTED TO THAT AND IT STRIKES ME THAT THOSE ARE THE KIDS THAT ARE PROBABLY MORE IMPACTED. 
          I GUESS THAT'S WHAT STRUCK ME AS THE THINKING, 
          [02:25:03]
THESE LITTLE KIDS ARE NOT THE ONES THAT SUFFERED THROUGH THE COVID ISOLATION BECAUSE THEY'RE YOUNGER. 
          BUT THESE OLDER KIDS ARE, AND LOOKING AT WHAT WAS PROVIDED HERE, IT JUST SEEMS LIKE NOT MUCH BECAUSE HALF-HOUR SESSIONS ONLINE AS OPPOSED TO IN-PERSON, AND THERE ARE TWO AGREEMENTS THERE. 
          >> I CAN SPEAK TO THAT. 
          >> PLEASE. 
          >> THAT IS ONE THAT I NEGLECTED TO HIGHLIGHT, BUT THAT IS AN AGREEMENT THAT IS COUNTY WIDE. 
          ALL SCHOOL DISTRICTS IN WHATCOM COUNTY ARE TAKING PART IN THIS. 
          IT WAS INITIATED BY WHATCOM COUNTY HEALTH AND COMMUNITY SERVICES. 
          THEN THEY HAD A CERTAIN AMOUNT OF RESOURCE OF THIS. 
          IT'S A NATIONALLY RECOGNIZED TELEHEALTH SERVICE. 
          THEY SPLIT THE RESOURCE AMOUNT THAT THEY HAD ACROSS ALL OF THE DISTRICTS WITH AND BASED ON ENROLLMENT NUMBERS. 
          THAT'S WHERE THE AMOUNT CAME AND THIS IS THEIR INITIAL EFFORT INTO THAT. 
          THEN FOR US, WE SELECTED A FOCUS ON LANGUAGE FOR THIS. 
          STUDENTS WHO ARE IN NEED OF BEING CONNECTED WITH MENTAL HEALTH SUPPORTS WHO WHO SPEAK A LANGUAGE OTHER THAN ENGLISH IS OUR FOCUS FOR THAT BECAUSE THAT'S BEEN SOMETHING THAT WE'VE HAD A REALLY HARD TIME CONNECTING THOSE NEEDS WITH THE RESOURCES. 
          THEN THAT SIMILARLY WITH LUMMI BEHAVIORAL HEALTH AND LUMMI COUNSELING SERVICES, THAT IS ANOTHER AREA THAT WE CAN CONNECT STUDENTS WITH CULTURALLY RELEVANT AND SUPPORTS THERE. 
          TRYING TO REALLY, EVEN THOUGH IT SEEMS LIKE A LOT OF DIFFERENT AGREEMENTS FOR VERY SIMILAR THINGS, I THINK THAT THE UNIQUENESS OF EACH IS GOING TO MEET DIFFERENT STUDENT NEEDS. 
          >> CAN I JUST DO ONE REVISION TO SOMETHING YOU SAID EARLIER? YOU SAID THE CHILDREN WHO ARE THREE AND FIVE YEARS OLD WERE NOT AFFECTED BY COVID, THEIR FAMILIES WERE. 
          WHAT WE ARE SEEING IS AN INCREASED NUMBER OF CHILDREN WHO ARE QUALIFYING FOR SERVICES AT A VERY YOUNG AGE. 
          >> I WAS ADDITIONALLY GOING TO SAY THAT I DON'T THINK WHEN IT COMES TO THE KID, IT'S NECESSARILY THAT ONE AGE GROUP WAS MORE IMPACTED THAN ANOTHER, I THINK IT'S THE DIFFERENCE OF IMPACT. 
          BECAUSE AS SOMEBODY WHO'S BEEN WORKING WITH YOUNGER KIDS IN THE DISTRICT, NOT JUST THROUGH THE CAREER IN EDUCATION PROGRAM AND LEADERSHIP BUT AS SOMEONE WHO ATTENDS EVENTS AND HAS YOUNGER RELATIVES IN THESE CLASSES, AND AS SOMEONE WHO EXPERIENCED COVID-19 IN LATER MIDDLE SCHOOL. 
          I THINK A BIG PART OF IT IS WHAT I WAS SAYING EARLIER ABOUT IMPACTING THEIR MAIN DEVELOPMENT OF SOCIAL SKILLS. 
          THERE WAS THAT WINDOW. I REMEMBER, ONCE A WEEK, I WOULD GO WITH MRS. BUTTON AND HER CLASS AND MRS. LOCKWOOD'S CLASS AND MY CLASS, AND WE WOULD ALL GO AND WE WOULD LEARN SECOND STEP. 
          SECOND STEP WAS YIELD SOCIAL EMOTIONAL LEARNING. 
          IT WAS THE THING WHERE, IT SEEMED BASIC AND REPETITIVE TO US. 
          A LOT OF US WERE LIKE, WE ALREADY KNOW THIS, ESPECIALLY WHEN IT WAS REPEATED IN SEVENTH GRADE ADVISORY. 
          BUT THERE ARE KIDS FROM YOUNGER AGE GROUPS WHO HAVEN'T HAD THOSE EXPERIENCES, AND WITH THE LACK OF LARGE SCALE SOCIAL INTERACTION LIKE YOU'RE PROVIDED WITH AT A PUBLIC SCHOOL, I THINK NOT ALL OF THOSE SKILLS ARE GOING TO BE DEVELOPED FOR THEM. 
          WITHOUT THAT SPECIFIC CURRICULUM AND THE EXPERIENCE OF THEMSELVES, I THINK THEY WERE MORE IMPACTED ON, I DON'T KNOW HOW TO REACT TO THESE SITUATIONS LEVEL, WHEREAS OLDER STUDENTS WERE PHASING OUT OF THE SYSTEM. 
          BUT THERE WERE A LOT OF US WHO WERE NEGATIVELY IMPACTED, NOT IN TERMS OF DEVELOPMENT, BUT IN TERMS OF HAVING A LOT OF NEGATIVE EXPERIENCES EMOTIONALLY OVER COVID-19. 
          I THINK IT'S FOR THAT REASON THAT THEY'RE OFFERING DIFFERENT STRUCTURAL SUPPORTS. 
          I THINK THAT'S WHY THE MULTI-TIERED REFERRAL SYSTEM AND HAVING THE SCHOOL SYSTEM WORK AS A CONDUIT IS REALLY IMPORTANT IS BECAUSE THE SCHOOLS DON'T NEED TO BE PROVIDING THAT CARE. 
          BUT THROUGH THE STUDENTS BEHAVIOR AND DATA, THEY CAN DETERMINE WHAT KIND OF SUPPORT THAT STUDENT MIGHT NEED OR WHERE THOSE ISSUES MAY ORIGINATE FROM. 
          I THINK THAT WOULD HELP THEM POINT THE STUDENT IN THE RIGHT DIRECTION, WHEREAS A LOT OF THE TIME, FAMILIES HAVE A LOT GOING ON AND THERE ARE A LOT OF STUDENTS WHO EVERYBODY KNOWS YOU BEHAVE DIFFERENTLY AT SCHOOL THAN YOU DO AT HOME. 
          WHETHER IT BE A POSITIVE OR NEGATIVE CHANGE, IT'S A DIFFERENT SETTING AND IT HAS DIFFERENT REQUIREMENTS OF YOU PHYSICALLY AND MENTALLY. 
          [02:30:02]
I THINK THAT'S THE THING IT'S TAKEN INTO CONSIDERATION IS YOU EXIST WITHIN THE CONTEXT OF YOUR SITUATION, AND TEACHERS AND STAFF MEMBERS SEE A DIFFERENT SIDE OF THAT THAN PARENTS DO. 
          I THINK THAT'S REALLY IMPORTANT FOR HAVING SCHOOL AS A CONDUIT. 
          I KNOW I'M RAMBLING, BUT A LOT OF THE TIMES WHEN YOU'RE EVALUATED FOR CERTAIN, FOR EXAMPLE, ATTENTION DEFICIT HYPERACTIVITY DISORDER, A LOT OF THE TIME, IF YOU'RE TRYING TO GO THROUGH YOUR FAMILY DOCTOR INSTEAD OF A MORE SPECIALIZED PSYCHIATRISTS, I THINK, OR SOMETHING, THEN YOU HAVE TO HAVE THREE-TEACHER REFERRALS OF FILLED OUT SURVEYS WITH BEHAVIORAL POINTS. 
          IT'S THE THING WHERE YOUR PARENTS HAVE JOBS, THEY'RE TAKING CARE OF YOU. 
          YES, TEACHERS, THEY SEE YOU SO MUCH OF THE TIME. 
          YES, THEY HAVE A LOT GOING ON, BUT WE SPEND EIGHT HOURS A DAY AT SCHOOL. 
          >> ANYONE ELSE? THANK YOU FOR ATTENDING TONIGHT'S STUDY SESSION ON SOCIAL AND EMOTIONAL LEARNING AND WRAPAROUND SERVICES. 
          GOOD DISCUSSION, GOOD INFORMATION. 
          ONE THING I WAS GOING TO MENTION TO STEVE'S ORIGINAL QUESTION THAT STARTED THIS WHOLE PROCESS. 
          PEGGY HAD POINTED OUT TO ME AND CHRIS AND I WERE TALKING ABOUT A BIT, AND I CAN'T LOG INTO IT WHEN I'M LOGGED INTO FERNDALE BOARDS DOCS. 
          BUT ARLINGTON SCHOOL DISTRICT, THEY USE BOARD DOCS FOR THEIR MEETINGS, AND THEY HAVE A GREAT SYSTEM THAT NOT ONLY ATTACHES TO GOALS, WHICH CHRIS HAS IMPLEMENTED SOME OF THAT, BUT ON ANYTHING THAT AFFECTS BUDGET, THEY HAVE BUDGET IMPLICATIONS ON THERE, WHICH CHRIS IS LOOKING INTO HOW TO DO, AND I THINK IT'LL BE A GREAT ADDITION IF WE CAN PUT ON BECAUSE THEN WE KNOW HOW THOSE THINGS AFFECT, BECAUSE AGAIN, THAT GOES BACK TO TRANSPARENCY AND JUST UTILIZING BOARD DOCS TO COMMUNICATE INFORMATION AND HAVE EVERYTHING THERE AVAILABLE TO THE BOARD MEMBERS TO MAKE DECISIONS. WE'RE WORKING ON THAT. 
          >> JUST ONE MORE THING ABOUT THIS, THE TELEHEALTH THING. 
          I WAS WONDERING, ARE STUDENTS GOING TO BE ABLE TO ACCESS THAT DURING SCHOOL HOURS AND ON-SCHOOL DEVICES, AND HOW DOES THAT AFFECT OUR OPERATIONS? 
          >> THAT CAN BE A POSSIBILITY. 
          IT WILL BE DETERMINED STUDENT BY STUDENT. 
          IF THEY WERE TO BE TAKING PART IN THE TELETHERAPY DURING THE SCHOOL DAY, IT WOULD BE SIMILAR TO WHEN THEY'RE WORKING WITH A IN-PERSON THERAPIST AT SCHOOL, IN-PERSON COUNSELOR THROUGH ANY OF OUR OTHER AGREEMENTS. 
          AGAIN, IT'S NOT THAT THE SCHOOL IS PROVIDING THAT, THE SCHOOL IS THE CONDUIT TO THE REFERRAL, AND THEN ALLOWING AND SUPPORTING THAT ACCESS DURING THE SCHOOL DAY WHEN THE BARRIER IS HAVING THAT ACCESS OUTSIDE OF THE SCHOOL DAY. 
          >> KEVIN, I AM GOING TO MAKE A MOTION. 
          >> I LOVE YOU, STEVE. 
          >> FINALLY. 
          >> THAT WE APPROVE THE SUPERINTENDENT CONSENT AGENDA, AND THE BOARD CONSENT AGENDA. 
          IT HAS BEEN MOVED THAT WE APPROVE THE SUPERINTENDENT AND BOARD CONSENT AGENDA, AS PRESENTED HERE AND MAKE THEM PART OF THE MINUTES. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          >> AYE. 
          >> AYE. 
          >> ALL OPPOSED? 
          >> NAY. I STILL HAVE A FEW QUESTIONS. 
          >> THE CONSENT AGENDAS DO PASS. 
          [10. SHARING [GC-7.E}]
THAT TAKES US ON TO ITEM 10, WHICH IS BOARD SHARING, AND I'LL GO AHEAD AND START WITH ANTONIO, JUST TO THROW PEOPLE OFF. 
          >> I DO HAVE SOMETHING TO SHARE TODAY, AND I HOPE THAT IT IS RECEIVED IN, THAT PEOPLE GIVE ME THE BENEFIT OF EMPATHY HERE. 
          IT HAS BEEN IN MY MIND. 
          FIRST, I HAVE A QUICK QUESTION. 
          IN THOSE STATE ASSESSMENTS THAT WE WERE LOOKING AT, THE ELA IS SPANISH PART OF THAT? THAT IS NOT. VERY GOOD. 
          [02:35:01]
I JUST WANTED TO CONFIRM THAT. 
          THIS IS A PERSONAL THING, BUT I WOULD LIKE TO SEE A CHANGE IN THE DISTRICT WHEN IT COMES TO THE SPECIFIC THING. 
          I HOPE THAT I'M ABLE TO CONVEY WHY THIS IS SO PERSONAL. 
          I THINK SPANISH IS A BEAUTIFUL LANGUAGE. 
          IT HAS A LOT OF RULES, THAT IF FOLLOWED YOU ARE ABLE TO COMMUNICATE VERY CLEARLY IN SPANISH. 
          IT HAS VERY LITTLE EXCEPTIONS. 
          SPANISH LANGUAGE DOESN'T HAVE A LOT OF EXCEPTIONS. 
          IT'S A ROMANS LANGUAGE, JUST LIKE PORTUGUESE, FRENCH, SPANISH, ITALIAN, AND EVEN ROMANIAN, APPARENTLY ROMANS LANGUAGE. 
          THE FIRST TIME I HEARD ABOUT THE TERM LATINX, I THOUGHT IT WAS SOMETHING GENERATIONAL. 
          I DIDN'T KNOW WHAT IT MEANT, WAS A LITTLE BIT EMBARRASSED BECAUSE THE FIRST TIME THAT I HEARD ABOUT THIS TERM, WAS IN THE SCHOOL DISTRICT HERE IN FERNDALE. 
          I DIDN'T KNOW AND I DIDN'T WANT TO ASK BECAUSE I FELT A LITTLE BIT EMBARRASSED THAT ME AS A LATINO, DIDN'T KNOW WHAT THIS TERM MEANT. 
          THEN I WAS ABLE TO LOOK INTO IT AND THEN I WAS UNDERSTANDING OF WHAT THIS MEANS. 
          UNFORTUNATELY, THE TERM DOESN'T FOLLOW TRADITIONAL SPANISH GRAMMAR. 
          APPARENTLY, ACCORDING TO THE ROYAL SPANISH ACADEMY, THE STYLE GUIDE DOES NOT RECOGNIZE THE SUFFIX X, SO IT'S INCORRECT GRAMMAR, IT'S POOR SPANISH. 
          SOME SAY THAT LATINX IS A FORM OF LINGUISTIC IMPERIALISM, WHERE US IDEALS ARE FORCED ONTO A LANGUAGE THAT DOESN'T GRAMMATICALLY OR ORALLY CORRESPOND WITH IT. 
          I WAS READING INTO IT AND APPARENTLY THERE WAS A SURVEY, WHERE HISPANIC AND LATINO PEOPLE WERE ASKED ABOUT THIS TERM LATINX, AND 99% OF THE LATINOS WERE AGAINST IT. 
          ONLY 1% WAS INDIFFERENT. 
          THE SAME SURVEY WAS ASKED TO WHITE CAUCASIAN PEOPLE, AND THE GREAT MAJORITY WERE SUPPORTIVE OF IT, AND HIGHLY OFFENDED BY NOT THE USE OF LATINX. 
          DOMINGO GARCIA, PRESIDENT OF THE LEAGUE OF UNITED LATIN AMERICAN CITIZENS, LULAC, THE OLDEST LATINO CIVIL RIGHTS ORGANIZATION AND AMERICA SAID, "THE REALITY IS THERE IS VERY LITTLE TO NO SUPPORT FOR ITS USE, AND IT'S SEEN AS SOMETHING USED INSIDE THE BELTWAY OR IN IVY LEAGUE TOWER SETTINGS. 
          HE MADE THE COMMENT IN ANNOUNCING THE GROUP'S DECISION TO DROP LATINX, FROM ITS OFFICIAL COMMUNICATIONS BECAUSE IT'S SO UNLIKE BY MOST LATINOS. 
          WELL, AND THEN THERE WAS A POST BY THE MIAMI HERALD SAYING THAT'S THE IRONY OF LATINX IT'S SUPPOSED TO BE INCLUSIVE, BUT IT RAISES A CRUCIAL PART OF LATIN AMERICAN IDENTITY AND LANGUAGE, AND IT REPLACES IT WITH AN ENGLISH WORD. 
          I WOULD LIKE TO ASK A FAVOR AND HOPEFULLY WE CAN ACCOMMODATE TO THIS. 
          IF WE WANT TO USE INCLUSIVE LANGUAGE, I THINK WE CAN USE LATINAS AND LATINOS, IF WE WANT TO INCLUDE BOTH. 
          BUT USE INCORRECT GRAMMAR FOR A BEAUTIFUL LANGUAGE, I FIND IT OFFENSIVE. 
          I FIND THAT SPANISH BEING SUCH A BEAUTIFUL LANGUAGE AND HAVING SUCH WIDE ARRAY OF WAYS THAT WE CAN COMMUNICATE IDEAS, I THINK THAT, ESPECIALLY IN THE FERNDALE SCHOOL DISTRICT, WE SHOULD USE PROPER GRAMMAR WHEN WE'RE TALKING ABOUT SPANISH. 
          >> AS A SUPERINTENDENT THANK YOU FOR SHARING THAT. 
          I ACTUALLY WOULD LIKE TO GO TO OUR COMMUNITY AND ASK HOW OUR STUDENTS, WHAT THEY WOULD SAY. 
          I'VE ACTUALLY BEEN CORRECTED BY SOME OF OUR STUDENTS. 
          I JUST WANT TO MAKE SURE THAT WE DON'T, AND I'LL BRING THAT BACK WHAT OUR STUDENTS SAY. 
          I HEAR WHAT YOU'RE SAYING. 
          I DON'T KNOW IF SELINA HAS SOMETHING FROM A COMMUNICATIONS POINT. 
          WE'VE TALKED ABOUT IT. 
          >> [INAUDIBLE]. 
          >> I JUST WANT TO MAKE SURE THAT WE DON'T SAY SOMETHING HERE AND THEN OUR STUDENTS COME BACK. 
          I JUST WOULD LIKE TO GO AND TALK TO OUR STUDENTS. 
          >> I AM NOT SAYING WE MAKE A DECISION. 
          BUT WHAT I AM SAYING IS THAT WE CAN USE INCLUSIVE LANGUAGE, WITHOUT USING IMPROPER USE OF THE CORRECT. 
          [02:40:02]
          >> I AM NOT DISREGARDING THAT. 
          WHAT I WANT TO SAY IS SOME OF OUR STUDENTS DO USE THAT, AND SO I HAVE RESPECT FOR OUR STUDENTS. 
          WE HAVE USED THAT IN SOME SPACES. 
          I HAVE BEEN CORRECTED BY SOME OF OUR HISPANIC STUDENTS. 
          >> MY QUESTION IS, IF THEY USE IT, THAT IS THEIR OPTION. 
          IF WE USE IT, I FEEL THAT IT IS JUST AN INAPPROPRIATE USE OF LANGUAGE. 
          ESPECIALLY WHEN WE'RE IN EDUCATION, I THINK THAT WE CAN USE A LANGUAGE THAT ENCOMPASSES EVERYBODY BUT USING THE PROPER SPANISH LANGUAGE, NOT AN ADOPTED THING. 
          I DIDN'T KNOW WHAT IT WAS. 
          BORN AND RAISED IN MEXICO AND PROUD OF THE SPANISH LANGUAGE THAT I SPEAK, I DIDN'T UNDERSTAND WHAT IT WAS. 
          I DON'T KNOW IF IN OUR COMMUNICATIONS, WE CAN ADDRESS THIS AND WE CAN REALLY REACH TO OUR LATINOS AND LATINAS, IF PEOPLE FIND IT OFFENSIVE USING THE PROPER WAY OF COMMUNICATION IN SPANISH. 
          >> I THINK THIS WOULD DEFINITELY BE A REALLY INTERESTING THING TO REVISIT AT A LATER MEETING BECAUSE I'VE DEFINITELY HAD SIMILAR THOUGHTS JUST FROM A LINGUISTIC STANDPOINT AS SOMEONE WHO'S CULTURALLY REMOVED FROM THE ISSUE. 
          HONESTLY, I AGREE WITH YOU, IT'S GRAMMAR. 
          BUT ESPECIALLY IN TERMS OF THE ORGANIZATIONAL VERSUS INDIVIDUAL LEVEL, AND NOT WANTING TO OFFEND A BUNCH OF DIFFERENT STUDENTS, I THINK THIS IS DEFINITELY THE THING WHERE IF WE GOT COMMUNITY FEEDBACK AND HAD A DISCUSSION ABOUT THIS AT A LATER MEETING, IT WOULD BE VERY EASY TO RESOLVE WITH ALL PARTIES HAPPY IN THE END. 
          I WOULD TOTALLY SUPPORT IF THIS WAS ADDED TO A FUTURE AGENDA. 
          >> I AGREE WITH GABBY AND MR. MACHADO, I THINK THAT WE SHOULD DEFINITELY TALK TO OUR STUDENTS BECAUSE I KNOW A LOT OF STUDENTS AT OUR SCHOOL SHARE THE SAME IDEALS AS MR. MACHADO BY THINKING THAT IT SHOULDN'T BE CALLED LATINX. 
          I THINK WE SHOULD GET SOME DATA, GET SOME RESEARCH, SOME SURVEYS OUT THERE. 
          I AGREE. I THINK IF THAT'S WHAT OUR COMMUNITY WANTS, THEN I THINK THAT WOULD BE APPROPRIATE. 
          >> THAT'S MY SHARING. I'M SORRY. 
          >> NO, IT'S GOOD BECAUSE IT'S THINGS THAT, VARIOUS ONES. 
          I'VE ALWAYS THOUGHT IT WAS AN INTERESTING WORD, BUT I DIDN'T HAVE ANY CONTEXTUALIZATION. 
          THAT'S WHAT PEOPLE ARE SAYING, SO GO ALONG WITH THE CROWD, BUT DON'T WANT TO BE OFFENDED PEOPLE FOR CERTAINLY. 
          >> STEVE. 
          >> NO MUCH TO REPORT. 
          JUST GETTING ALONG DAY BY DAY. 
          AS YOU KNOW, I'M WALKING THE PICKET LINES THESE DAYS. 
          WE'LL SEE WHERE THAT ENDS UP. 
          >> PEGGY. 
          >> I WISH I HAD SOMETHING TO REPORT. 
          I DON'T, BUT I ACTUALLY DO HAVE. 
          I'M GOING TO PUT THIS OUT THERE FOR ANYBODY WHO DOES STUDY SPANISH, AND IS VERY INTERESTED IN IT. 
          I HAVE A FRIEND WHO USED TO LIVE IN FLORIDA WHEN SHE WAS YOUNGER. 
          SHE PARTICIPATED IN 16TH CENTURY SPANISH PLAYS. 
          SHE RESEARCHED A PARTICULAR PLAYWRIGHT, WHO'S CALLED THE SHAKESPEARE OF SPAIN, BASICALLY. 
          HIS NAME WAS LOPE DE RUEDA, AND SHE WENT BACK AND SHE TRANSLATED A NUMBER OF HIS PLAYS BECAUSE THEY HAD BEEN MISINTERPRETED AS DRAMAS AND THEY WERE ACTUALLY COMEDIES. 
          SHE SAVED HISTORY. 
          WELL, SHE'S 86-YEARS-OLD AND NOT DOING VERY WELL, AND SHE WANTS TO PASS THIS LEGACY OF ALL OF HER RESEARCH ALONG TO SOMEBODY WHO WILL TAKE IT AND CHERISH IT AND CONTINUE HER WORK. 
          IF THERE'S SOMEBODY OUT THERE THAT IS SO MOVED, GOING INTO ACADEMIA, REALLY SERIOUS ABOUT STUDYING SPANISH, PARTICULARLY 16TH CENTURY SPANISH, I'M GOING TO PUT IT OUT THERE IN CASE THERE'S ANYBODY INTERESTED. 
          TRYING TO FIND SOMEBODY WHO'S WILLING TO TAKE AND SAVE THIS PIECE OF HISTORY AND SPANISH LITERATURE. 
          >> THANK YOU, NANCY. 
          >> THIS IS SOMETHING I'VE BEEN THINKING ABOUT. 
          WE ARE AUTOMATICALLY MEMBERS OF WELLSTAR AS BOARD DIRECTORS, 
          [02:45:07]
AND WELLSTAR DOES A LOT FOR US. 
          THEY HAVE LOTS OF RESOURCES. 
          IT'S THE WORLD OF WELLSTAR ONCE YOU'RE A BOARD DIRECTOR, AND WE PAY DUES TO THEM. 
          I WAS LOOKING AT OUR BOARD BUDGET, AND I'M THINKING, LET'S TRIM SOME FAT. WELLSTAR IS GOOD. 
          BUT THE NSBA, NATIONAL SCHOOL BOARD ASSOCIATION, NOT SO MUCH. 
          IS IT SOMETHING THAT WE CAN DO TO NOT BELONG TO THAT, OR DO WE HAVE TO BELONG TO THAT? THE REASON I ASK THAT IS BECAUSE I DON'T HAVE WARM FEELINGS TOWARDS THE NSBA, BECAUSE THEY'RE THE ONES WHO LABELED PARENTS SPEAKING UP AT BOARD MEETINGS AS DOMESTIC TERRORISTS. 
          THEY TOOK TO BIDEN, HE TOOK THE DOJ AND THE FBI WAS ACTUALLY INVESTIGATING SOME PARENTS AS DOMESTIC TERRORISTS THAT SPOKE UP AT SCHOOL BOARD MEETINGS. 
          I DON'T HAVE GOOD FEELINGS TOWARDS THEM AND I WOULD LOVE TO BE ABLE TO SAVE THE DISTRICT SOME MONEY AND DROP OUR MEMBERSHIP WITH THEM. 
          I'M WONDERING, IS THAT SOMETHING WE COULD DO? BECAUSE I HAVEN'T SEEN THAT THEY HAVE PROVIDED ANYTHING VALUABLE TO US IN THE TIME THAT I HAVE BEEN HERE. 
          IF WE CAN TRIM THE FAT, I'D SAY THAT'D BE A GOOD PIECE OF FAT TO REMOVE. 
          >> I AM NOT AWARE OF ANY REQUIREMENT, I THINK IT'S MORE JUST BEEN A HISTORIC, THE NATIONAL ORGANIZATION TO BE A PART OF, BUT I DON'T KNOW THAT IT'S, I CAN'T THINK OF ANYTHING DIRECTLY THAT WAY. 
          I THINK IT WOULD BE A MATTER THAT WE CERTAINLY AS A BOARD COULD VOTE AYE OR NAY TO. 
          >> MY QUESTION IS, IS WELLSTAR ITSELF A MEMBER? IF IT IS, THEN ARE WE DRAGGED ALONG FOR THE RIDE? DO WE HAVE A CHOICE IN THAT? 
          >> OF THE TOP OF MY HEAD, I DON'T KNOW. CHRIS. 
          >> I LOOKED INTO IT AND I COULD NOT FIND IT AS ONE OF THEIR AFFILIATE ORGANIZATIONS. 
          I DID ALSO PULL THE COUNTY SUPERINTENDENT'S ASSISTANTS TO SEE IF THEY WERE ALL MEMBERS AND NONE OF THEM WERE. 
          THEY DIDN'T FIND A BENEFIT EITHER. 
          THAT MEMBERSHIP RENEWAL WILL BE IN MAY, I THINK, SO I HAVE IT NOTED IN MY CALENDAR TO NOT PAY THAT BILL. 
          >> THANK YOU. 
          >> I DON'T KNOW THAT WE'VE EVER FORMALLY VOTED TO PAY THAT BILL. 
          I DON'T KNOW IF PEOPLE WANT TO MAKE THAT DECISION, OR IF WE WANT TO HAVE CHRIS PUT IT ON THE CALENDAR IN MARCH OR APRIL FOR US TO DISCUSS AND DETERMINE. 
          WE HAVE A FORMAL VOTE IS PROBABLY. 
          CHRIS, IF I CAN, IF YOU CAN JUST PUT IT ON THERE AND THEN I'LL GIVE PEOPLE A CHANCE TO LOOK AT IT. 
          I'VE GOTTEN THEIR MAGAZINE FOR 13 YEARS, AND I DON'T KNOW THAT I WOULD MISS IT IF I DIDN'T GET IT. 
          THAT'S ABOUT ALL I GET FROM THEM. 
          >> ANYTHING ELSE? 
          >> I'M FRESH OUT OF SHARING FOR TONIGHT, SO YOU DON'T HAVE TO LISTEN TO ME OTHER 
          [11. MEETING EVALUATION SURVEY]
THAN THE NEXT ITEM ON THE AGENDA IS THE MEETING EVALUATION, WHICH IS MY DUTY TONIGHT. 
          I THINK WE HAD A WELL PLANNED AGENDA. 
          WE HAD GREAT DISCUSSION WHERE PEOPLE WERE NOT INTERRUPTING EACH OTHER. 
          THERE WERE SIDE DISCUSSIONS GOING ON. 
          THEN THERE WASN'T REPEATING. 
          I DIDN'T FEEL LIKE THERE WAS ANY PLAYING TO THE AUDIENCE. 
          I FELT SUPPORTED IN MY ABILITY TO FACILITATE AN ORDERLY MEETING. 
          ENJOYED GOING DOWN A FEW OF THE RABBIT TRAILS WE DID BECAUSE EVEN WITH THAT, UNLESS SOMETHING REALLY HAPPENS, I'M STILL GOING TO BE ABLE TO HIT THE GAVEL IN ADJOURNS BY NINE O'CLOCK. 
          GREAT WAY GOING THAT WAY. 
          NO ONE SEEMED TO MONOPOLIZE. 
          ALL IN ALL, I THINK WE HAD A GREAT MEETING AND I APPRECIATE THE CANDID DISCUSSION WE HAD ON THINGS. 
          THANK YOU, EVERYONE. WITH THAT, IT BRINGS US TO EVERYONE'S FAVORITE ITEM OF THE AGENDA, 12.01, WHICH IS ADJOURNING OF THE MEETING, AND SEEING THAT THERE'S NO OTHER BUSINESS TO COME BEFORE US, 
          [02:50:04]
I'D DECLARE THE MEETING ADJOURNED. THANK YOU, EVERYONE.
* This transcript was compiled from uncorrected Closed Captioning.