[00:00:01] OKAY. GOOD EVENING, AND WELCOME TO THE NOVEMBER MEETING OF THE FERNDALE SCHOOL BOARD. THANK YOU FOR JOINING US, WHETHER LIVE OR ONLINE. THE PURPOSE OF THIS AND EVERY OTHER SCHOOL BOARD MEETING IS TO CONDUCT THE BUSINESS OF THE BOARD. THAT BUSINESS IS TO FACILITATE THE MISSION OF THE DISTRICT, TO PREPARE EACH STUDENT TO THRIVE IN AN EVER CHANGING WORLD BY PROVIDING A RIGOROUS EDUCATION THAT FOSTERS ACADEMIC GROWTH, NURTURES CONFIDENCE, AND ENCOURAGES CRITICAL THINKING. 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 WE ALL, ALL INVOLVED, FOCUS ON THE ISSUES RATHER THAN THE PERSONALITIES. A COUPLE OF QUICK HOUSEKEEPING ITEMS. IN THE EVENT OF AN EMERGENCY, THE EXIT DOOR IS THE SAME DOOR YOU CAME IN. IN THE EVENT ANYONE NEEDS TO USE THE RESTROOM, WHICH MAY OR MAY NOT BE AN EMERGENCY. OUT THE DOOR AND UP THE RAMP AND YOU'LL FIND THOSE. SO WITH THAT ALL SAID, IF YOU WILL NOW ALL PLEASE JOIN ME AS WE SAY, THE PLEDGE OF ALLEGIANCE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. NEXT WE WILL HAVE THE LAND ACKNOWLEDGMENT. I'LL DO WHAT SHE SAYS, AND THEN TELLS ME TO WRITE AS I PUT A CRACKER IN MY MOUTH. WE, THE FERNDALE SCHOOL DISTRICT, ACKNOWLEDGE WE ARE RESIDING ON THE TRADITIONAL, ANCESTRAL AND UNCEDED TERRITORY OF THE LUMMI PEOPLE. THE LUMMI PEOPLE ARE THE ORIGINAL INHABITANTS OF WASHINGTON'S NORTHERNMOST COAST AND SOUTHERN BRITISH COLUMBIA. THEY LIVED IN VILLAGES THROUGHOUT THIS TERRITORY AND CONTINUE TO HAVE AN ONGOING RELATIONSHIP WITH THESE AREAS. SINCE TIME IMMEMORIAL, THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL, ANCESTRAL AND UNCEDED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE. WE HONOR THEIR ANCESTORS AS WE ACKNOWLEDGE THE PAST, PRESENT AND FUTURE LUMMI PEOPLE AS THE ORIGINAL INHABITANTS OF THIS LAND. THANK YOU. SO NEXT ITEM FOR TONIGHT, ITEM 2.01 IS TO APPROVE THE MINUTES FROM OUR LAST MEETING. [2. APPROVAL OF MINUTES] SO THIS TIME, THE CHAIR WILL ENTERTAIN A MOTION OR ANY CORRECTIONS TO SAID MINUTES. I MAKE A MOTION TO APPROVE THE MINUTES. OKAY. HAS BEEN MOVED TO APPROVE THE MINUTES FROM OUR OCTOBER 29TH MEETING. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. ALL OPPOSED? MINUTES ARE APPROVED. SO THAT BRINGS US ON TO ITEM 3.01, WHICH IS ADOPTING THE AGENDA. [3. ADOPTION OF AGENDA [GC-4.7]] THE CHAIR AT THIS TIME IS GOING TO PROPOSE THAT WE DO A LITTLE BIT OF A CHANGE TO THE ORDER OF BUSINESS. AND THAT BEING THAT WE MOVE ITEM SIX UP BEFORE ITEM FIVE. SO THE MATTER IS RESERVED FOR THE BOARD. DIRECTOR CHILDS HAS A CONFLICT THIS EVENING AND NEEDS TO LEAVE ABOUT 7:00. AND WITH DIRECTOR MACHADO NOT BEING HERE, THAT'LL LEAVE US TIGHT ON VOTING BODIES. SO THE CHAIR WOULD LIKE TO PROPOSE THAT WE MAKE THAT CHANGE TO THE AGENDA AND IS OPEN TO ANY OTHER CHANGES. I MOVE THAT WE ACCOMMODATE THAT REQUEST. OKAY, SO IT HAS BEEN MOVED THAT WE ADOPT THE AGENDA WITH SWAPPING ITEMS FIVE AND SIX. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. ALL OPPOSED. SO THE REVISED AGENDA HAS BEEN ADOPTED. THAT BRINGS US ON TO PUBLIC COMMENT. [4. PUBLIC COMMENT [GC-3.3]] PUBLIC COMMENT IS A TIME WHEN THE BOARD CAN HEAR FROM THE COMMUNITY WHAT IS ON THEIR MIND AND IS IMPORTANT TO THEM, PARTICULARLY AS IT RELATES TO WHAT IS HAPPENING WITHIN THE SCHOOL DISTRICT. WE APPRECIATE RESPECTFUL, CONSTRUCTIVE CRITICISM AND WELCOME SUGGESTIONS FOR SOLUTIONS. PUBLIC COMMENT IS NOT A TIME FOR DISCUSSION. IT IS A TIME FOR THE BOARD TO LISTEN. BOARD MEMBERS MAY INTERJECT TO ASK CLARIFYING QUESTIONS AND OR TO DIRECT SOMEONE MOST LIKELY AND 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, TO RESPECTFULLY HEAR WHAT YOU HAVE TO SAY. PUBLIC COMMENT IS NOT THE ONLY WAY TO COMMUNICATE WITH THE BOARD. THOSE THAT ARE NOT COMFORTABLE SPEAKING IN FRONT OF A GROUP ARE WELCOME TO CONTACT THE BOARD VIA EMAIL OR PHONE. WE ROUTINELY HEAR FROM A NUMBER OF DISTRICT STAKEHOLDERS EACH MONTH AND ASSIMILATE A WIDE RANGE OF INPUT ON DISTRICT ISSUES. WE APPRECIATE HEARING FROM THE COMMUNITY AND INVITE THEM TO USE WHATEVER MODE OF COMMUNICATION THEY FEEL MOST COMFORTABLE WITH TO DO SO. [00:05:05] OUR CONTACT INFORMATION IS READILY AVAILABLE ON THE DISTRICT WEBSITE. THOSE WISHING TO SPEAK DURING PUBLIC COMMENT ARE ASKED TO SIGN UP ON THE SHEET IN THE BACK OF THE ROOM, AND EACH SPEAKER WILL BE LIMITED TO THREE MINUTES, AND THEIR TIME WILL BEGIN WHEN THEY STEP TO THE PODIUM AND BEGIN TO ADDRESS THE BOARD. ANY SPEAKER WHOSE COMMENTS EXCEED THE THREE MINUTE LIMIT MAY SUBMIT THEIR ENTIRE OR REMAINING COMMENTS IN WRITING, TO ENSURE THAT THE BOARD HAS ADEQUATE TIME TO ADDRESS ALL THE ITEMS ON THE AGENDA. PUBLIC COMMENT IS LIMITED TO A TOTAL OF 45 MINUTES. WITH THAT TONIGHT, THE ONLY ONE THAT I ACTUALLY HAVE SIGNED UP IS NATALIE CHAVEZ. SO. HELLO, MY NAME IS NATALIE CHAVEZ. THANK YOU FOR LISTENING TO PUBLIC COMMENTS THIS EVENING. AT THE LAST MEETING, I MENTIONED THAT ON OCTOBER 23RD, A FEDERAL JURY IN CALIFORNIA 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 EXPERIMENTAL COVID 19 VACCINES INJECTED INTO THEIR BODIES. OVERALL, 35 BART EMPLOYEES WERE PLAINTIFFS. 29 OF THEM SETTLED WITH BART AND THE REMAINING SIX WENT TO TRIAL. BART IS GOING TO HAVE TO PAY OUT MILLIONS OF DOLLARS TO ALL OF THOSE FORMER EMPLOYEES, WHICH IS, I BELIEVE, TAXPAYER MONEY COMING FROM THE CITY OF SAN FRANCISCO. THERE HAVE BEEN HUNDREDS OF THESE CASES FILED ACROSS THE COUNTRY SINCE 2021 THIS LAST SUMMER. A LADY FROM TENNESSEE, TONYA BENTON, ALSO WON A LAWSUIT FOR WRONGFUL TERMINATION BY HER EMPLOYER AND WAS AWARDED NEARLY $700,000 $500,000 IN PUNITIVE DAMAGES. AND JUST THIS MONTH, A JURY IN MICHIGAN AWARDED A WOMAN $12 MILLION FOR WRONGFUL TERMINATION BECAUSE SHE HAD REFUSED TO GET AN EXPERIMENTAL COVID 19 VACCINE THAT BLUE CROSS BLUE SHIELD MANDATED THAT THEIR EMPLOYEES GET. AND WE HAVE A LAWSUIT NOW IN BELLINGHAM THAT WAS FILED ON JUNE 13TH, 2024 MICHAEL BROCK B R O C K, ET AL. VERSUS CITY OF BELLINGHAM, WHICH BEGAN WITH 18 PLAINTIFFS, ALTHOUGH I BELIEVE THAT NUMBER HAS SINCE INCREASED. THERE ARE ALSO OTHER INDIVIDUAL LAWSUITS FILED AGAINST THE CITY OF BELLINGHAM BY FORMER CITY OF BELLINGHAM EMPLOYEES WHO WERE TERMINATED DUE TO THE CITY OF BELLINGHAM'S COVID 19 VACCINE MANDATES. I BRING THESE LAWSUITS UP BECAUSE I KNOW FERNDALE SCHOOL DISTRICT EMPLOYEES, SOME OF THEM WERE FIRED FOR NOT GETTING EXPERIMENTAL COVID 19 VACCINES INJECTED INTO THEIR BODIES. AND AS A REMINDER TO PLEASE THINK CRITICALLY BEFORE FIRING EMPLOYEES DURING THE NEXT MAN MADE PANDEMIC, WHICH I PREDICT WILL HAPPEN IN 2025, ESPECIALLY SINCE THERE WAS JUST RECENTLY AN INTERNATIONAL BIRD FLU SUMMIT THAT WAS HELD LAST MONTH BACK EAST ON OCTOBER 2ND, THIRD AND FOURTH. AND THE AGENDA WAS PRETTY HORRIFIC. IF YOU HAD REVIEWED IT. I ALSO, IN THIS TIME WANT TO QUOTE FROM THIS LAWSUIT ON PAGE 13, IT SAYS NUMBER SIX, NUMBER 64 ON PAGE 13. QUOTE. MOREOVER, ON SEPTEMBER 1ST, 2021, THE CDC ACTUALLY CHANGED THE DEFINITION OF VACCINE BECAUSE THE AVAILABLE COVID 19 DRUGS DID NOT MEET THE FORMER DEFINITION OF VACCINE. AND ON PAGE 15, NUMBER 777. IT STATES. QUOTE, ALTHOUGH COMIRNATY WAS LICENSED FOR GENERAL COMMERCIAL MARKETING, ON AUGUST 23RD, 2021, PFIZER INFORMED THE CDC THAT IT DID NOT, NOR WOULD IT FIT MANUFACTURE ITS LICENSED VERSION. RATHER, IT WOULD CONTINUE TO USE ITS INVESTIGATIONAL VERSION UNDER THE FEDERAL CDC PROGRAM. UNQUOTE. THANK YOU FOR YOUR TIME. THANK YOU. NATALIE. SO AGAIN, IF THERE IS ANYONE ELSE THAT IS WISHING TO COMMENT TO THE BOARD OR HAS ANYTHING THEY WOULD LIKE TO LET US KNOW YOU CERTAINLY CAN SUBMIT THOSE VIA OUR EMAIL ADDRESSES OR GIVE US A CALL. WITH THAT, WE WILL GO AHEAD AND MOVE ON TO THE MATTERS RESERVED FOR THE BOARD. [6. MATTERS RESERVED FOR BOARD ACTION] ITEM SIX AND THE FIRST 6.01 IS ACTION ON THE MONITORING REPORT FOR RESULTS POLICIES 2.1, 2.2 AND 2.3. ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE ARTS, MATHEMATICS AND SCIENCE. LAST MONTH, WE WERE PROVIDED WITH THE REPORTS THAT WE COULD READ AND THEN THE GOOGLE SURVEY. THE BOARD MEMBERS WERE ALL ABLE TO RESPOND TO AND GIVE SOME INPUT. AND SO TONIGHT WE HAVE BOBBY HERE TO PROVIDE ANSWERS AS WELL AS KRISTI AND HER TEAM. [00:10:07] SO THE FLOOR IS NOW OPEN FOR DISCUSSION OF SAID REPORT. WHO WANTS TO START? I GUESS ONE THING THAT I, I WILL THROW OUT IF WE COULD, AND I KNOW BOBBY HAS GOTTEN WORD OF IT, BUT CAN YOU GIVE US SOME GENERAL INPUT AS FAR AS YOU KNOW, WHEN I LOOKED AT THE REPORT AND I LOOKED AT THE STATE AVERAGES THEY WERE NOT VERY IMPRESSIVE EITHER. YOU KNOW, AND IN SOME CASES WE WERE ABOVE OTHER CASES WE WERE BELOW. BUT WHAT IS THERE ANYBODY IN THE STATE, ANY DISTRICT THAT'S GETTING 100% OR ANYWHERE CLOSE TO THAT, OR WHAT KIND OF A RANGE ARE WE DEALING WITH? NO, NOBODY IS AT 100%. I ACTUALLY MADE A COUPLE CHARTS OR VISUALS TO HELP WITH THIS JUST TO SHOW THE RANGE OF ALL THE DISTRICTS. CELINA, IF YOU COULD GO TO SLIDE 68. [LAUGHTER] 647. OH, BOY. OKAY, SO THIS JUST QUICKLY IS A VISUAL OF ENGLISH LANGUAGE ARTS ON THE LEFT, MATH IN THE MIDDLE AND SCIENCE ON THE RIGHT. EVERY GRAY DOT IN THERE IS A SINGLE SCHOOL DISTRICT IN THE STATE OF WASHINGTON. SO YOU CAN KIND OF SEE THE DISPERSAL. MOST OF THEM EXIST BETWEEN 10% AND 80%. FERNDALE IS RIGHT IN THE MIDDLE FOR MOST OF THOSE AND NOBODY'S THERE ARE VERY FEW THAT ARE IN THE UPPER ENDS OF THOSE. I ALSO SHOWED LET'S SEE, I ALSO DID SOME VISUALS THAT WERE SHOWING IN COMPARISON TO LOW INCOME. SO CELINA, COULD YOU GO TO SLIDE 74? 74. THIS ONE HAS THIS IS A CORRELATION CHART. SO THE THE X AXIS ON THE BOTTOM SHOWS THE PERCENTAGE OF LOW INCOME STUDENTS IN A DISTRICT. SO THE HIGHER THE NUMBER OF LOW INCOME STUDENTS THAT'S ON THE RIGHT. AND THE LOWER PERCENTAGE OF LOW INCOME STUDENTS ON THE LEFT. AND THEN THE Y AXIS IS PERFORMANCE ON THE EXAMS SO LOW TO HIGH. SO FERNDALE IS THE BLUE DOT. THAT IS 58% LOW INCOME. THE STATE IS 50% LOW INCOME. AND THEN YOU CAN SEE OUR PERFORMANCE IS PRETTY CLOSE TO THE AVERAGE OF ALL OF THOSE, WHICH IS THE DASHED LINE. SO THIS IS FOR ENGLISH LANGUAGE ARTS. YOU CAN SEE THAT THE HIGHEST PERFORMING DISTRICTS ARE ALSO THE LOWEST PERCENTAGE OF LOW INCOME. AND SO THIS IS ENGLISH LANGUAGE ARTS. AND THEN IF YOU GO TO TWO MORE SLIDES OVER THEN YOU CAN SEE MATH. THERE'S MATH WHICH IS SIMILAR. AND THEN TWO MORE SLIDES OVER IS SCIENCE. YEAH. IS IT POSSIBLE TO GET THOSE DOTS LABELED SO WE CAN SEE WHAT THE OUTLIERS ARE? BECAUSE THERE ARE SOME LOW INCOME ONES THAT LOOK LIKE LOOKING OVER HERE AT THE 90% OR 90% LOW INCOME, OR BETWEEN 80 AND 90. THERE'S A DOT THAT'S UP THERE AT 60% FOR SCIENCE, AND I'D BE CURIOUS TO KNOW WHO THAT IS. SO BOBBY AND I HAVE BEEN DOING A DEEP DIVE INTO THIS. AND NOW WHAT WE DO WITH THIS DATA, BECAUSE IT HAS TO MEAN SOMETHING. IT HELPS US AT A SYSTEM LEVEL. AND THEN I LOOK AT OUR ADMINISTRATORS AND HOW WE PLAN. AND SO THOSE ARE ACTUALLY THAT'S THE DEEP DIVE WE'RE DOING. SO WHO ARE THOSE DISTRICTS. WHAT ARE THEY DOING. WE BEGIN TO RESEARCH. IT'S NOT A QUICK JUST THESE ARE WHO THEY ARE. NOW WE DO A DEEP STUDY INTO WHAT CAN WE LEARN MORE ABOUT THOSE DISTRICTS. ARE THERE METHODS OR PRACTICES THEY HAVE IN PLACE. AND SO YOU'RE GOING TO BE HEARING ABOUT THAT NOW OVER THE THE YEAR, ABOUT WHAT WE'RE LEARNING ABOUT THOSE DISTRICTS AND WHAT CAN WE LEARN FROM THEM. AND I WOULD JUST JUMP IN. BOBBY MAY HAVE ALREADY WHEN I ASKED THAT SAME QUESTION, HE WAS LIKE, OH, LET ME SHOW YOU THE LIST WHERE HE HAD ALREADY IDENTIFIED SEVERAL OF THOSE OUTLIER DISTRICTS FOR EACH OF THE CONTENT AREAS. SO KRISTI IS EXACTLY RIGHT. WE'RE ASKING THOSE SAME QUESTIONS, AND WE'RE SEEING A PATTERN WITH SOME NAMES THAT POP UP IN ALL THREE CONTENT AREAS AS WELL. SO THANK YOU. OTHER QUESTIONS? [00:15:06] YEAH. ACTUALLY I DID HAVE A QUESTION THAT OCCURRED TO ME EARLIER TODAY, AND I DON'T EVEN REMEMBER. I THINK IT WAS IN THE SMORE. YOU TALKED ABOUT FERNDALE FAMILY PARTNERSHIP, AND I WAS JUST WONDERING IF IT'S POSSIBLE TO HAVE A LOOK AND SEE HOW THOSE GUYS ARE DOING, YOU KNOW, AS A GROUP ON THE STATE TESTING. JUST CURIOUS. YEAH, WE CAN LOOK AT THAT. DEPENDING ON THE NUMBER OF STUDENTS THERE ARE IT MIGHT BE A SMALL ENOUGH NUMBER THAT IT'S IDENTIFIABLE. I'LL TAKE A LOOK. SOMEWHAT SIMILAR TO PEGGY'S QUESTION ABOUT OUTLYING DISTRICTS. I DON'T KNOW IF THIS INFORMATION IS AVAILABLE TO YOU, BUT I'D BE REALLY INTERESTED IF IT WAS. DO YOU KNOW WHERE FERNDALE FALLS OR WHERE WASHINGTON STATE IN GENERAL, CONSIDERING WE'RE REALLY CLOSE TO THE WASHINGTON AVERAGES. ON, LIKE, TESTING SCORES COMPARED TO OTHER STATES? I DON'T KNOW HOW WE DO IN TERMS OF PERFORMANCE, BUT KELLIE AND I TODAY WERE ACTUALLY LOOKING AT THE CUT SCORES AND THE CREATION OF THE CUT SCORES FOR THE SBAS. AND THEY ARE DEVELOPED BY THE WHOLE CONSORTIUM, WHICH IS USED BY MANY STATES IN THE UNITED STATES. AND SO THOSE SAME CUT SCORES ARE USED FOR EVERY STATE TO DETERMINE LEVELS ONE, TWO, THREE AND FOUR. SO I WOULD JUST IMAGINE THAT I'M NOT SURE HOW WASHINGTON COMPARES TO EVERY OTHER STATE THERE. I CAN TRY TO FIND THAT INFORMATION, BUT I KNOW THAT EVERYBODY'S HELD TO THE SAME STANDARD. THE OTHER THING I WOULD ADD IN THERE, GABBY, IS THAT WHEN STATES ADOPTED THE COMMON CORE STANDARDS, THEY ALSO HAD THE OPTION TO PICK BETWEEN A COUPLE OF ASSESSMENTS. SO SOME STATES HAVE NOT ADOPTED THE SBA. THEY'VE ADOPTED THE PARK ASSESSMENT. SO THAT IS ANOTHER THING WE HAVE TO TAKE INTO CONSIDERATION IN CERTAIN STATES ARE TESTING WITH SOMETHING OTHER THAN THE SBA. THE OTHER THING I WOULD ALSO MENTION IS THERE ARE SOME STATES THAT ARE NOT USING EITHER OF THOSE TESTS AS WELL. THEY HAVE STATE CREATED TESTS BASED ON STANDARDS THAT THEIR STATES HAVE ADOPTED. SO THERE'S NOT A CONSISTENT MEASURE. I THINK THEY'VE AIMED TO GET MORE CONSISTENT IN TERMS OF WHAT BOBBY WAS SHARING, BUT IT'S STILL NOT COMPLETELY CONSISTENT ACROSS ALL STATES. BUT YOU WERE SAYING THAT OF THOSE TESTS THAT USE THE SBA, THE STANDARDS ARE THE SAME AS FAR AS OKAY, SO WE COULD AT LEAST GET THE INFORMATION FOR THE ONES THAT TAKE THE SBAC. YEAH, LIKE THE CUT SCORES, THE THE DIFFERENCE BETWEEN LEVEL THREE AND FOUR IS THE SAME FOR ALL STATES THAT ADOPT THE SBA. AND. BOBBY. OH, SORRY, KRISTI. I WAS JUST GOING TO SAY, AND I THINK, TOO, WE HAVE TO THINK ABOUT WHAT'S WITHIN OUR LOCUS OF CONTROL. AND THAT'S EXACTLY THE KIND OF QUESTIONS THAT THE STATE'S ASKING. SO WHILE WE'RE LOOKING AT HOW ARE WE COMPARING TO OTHER DISTRICTS HERE IN WASHINGTON THAN THE STATE LEADERS ARE LOOKING AT? OKAY, HOW'S WASHINGTON COMPARING TO OTHER STATES TO INFORM THEIR, YOU KNOW, THEIR PIECE AND THEN, YOU KNOW, OUR BUILDING PRINCIPAL THEN ARE LOOKING WITHIN FERNDALE. AND HOW ARE THEY COMPARING AND WHAT CAN THEY LEARN. SO I JUST, YOU KNOW, KEEPING IN MIND WHAT WE ARE GOING TO SPEND OUR TIME ON VERSUS WHAT QUESTIONS WE'RE ASKING OF THE STATE OF WASHINGTON AS WELL. WHAT I WAS JUST GOING TO ADD ALSO, THANK YOU FOR THAT, KRISTI IS THAT WHILE THE SBA, THEIR CONSORTIUM GIVES A RECOMMENDATION ON CUT SCORES. NOT EVERY STATE NECESSARILY ADOPTS THOSE AS THEIR CUT SCORES. SO THEIR STATE BOARD OF EDUCATION'S THEN HAVE TO SAY, LIKE WE'RE GOING TO ADOPT THE SBA RECOMMENDED CUT SCORES. SO EVEN THOUGH WE MAY HAVE DIFFERENT STATES THAT ADMINISTER THE SBA, THEY MAY ADOPT DIFFERENT CUT SCORES. SO THAT'S THE OTHER PIECE, PEGGY. WHILE IT IS NICE TO SOMETIMES COMPARE, NOT EVERYONE'S STILL EVEN IF THEY'RE TAKING THE SBA USES THE CONSISTENT CUT SCORES. THEIR STATE BOARDS CAN HAVE SOME INSIGHTS ON THAT. SO ONE MORE QUESTION ALONG THOSE LINES. I KNOW THAT NOT AS MANY PEOPLE ARE TAKING THE SAT AND THE ACT AS THEY USED TO. BUT I MEAN, THOSE ARE NATIONWIDE ADMINISTERED NATIONWIDE. IS THERE A WAY OF FINDING OUT HOW WE COMPARE, YOU KNOW, ALONG THOSE LINES? FIELDING THAT QUESTION JUST SAT AND ACT ARE TYPICALLY RUN THROUGH THE COLLEGE BOARD, WHICH IS NOT PUBLIC EDUCATION AND NOT DIRECTLY ACCESSIBLE, AS FAR AS I'M AWARE, IN TERMS OF STATISTICS, UNTIL AFTER THE EXAMS HAVE BEEN TAKEN FOR THAT YEAR. AND IN TERMS OF THEIR POPULARITY DECREASING, THAT'S DEFINITELY SOMETHING I WOULD AGREE WITH BECAUSE I COULD PROBABLY NAME ON LESS THAN ONE HAND HOW MANY PEOPLE I KNOW MIGRATE WHO HAVE TAKEN IT, WHO HAVE TAKEN EITHER. I HAVEN'T PERSONALLY TAKEN EITHER EVEN. BEN. WE SEE BEN IN THE BACKGROUND. BEN, DO YOU HAVE ANYTHING TO ADD IN ON THIS CONVERSATION? NOT TO PUT YOU ON THE SPOT? [00:20:12] AND AS A PARENT, HAVING JUST HAD TWO KIDS OVER THE LAST COUPLE OF YEARS, APPLY FOR COLLEGES. MOST OF THEM ARE NO LONGER REQUIRING EITHER OF THOSE SCORES AS AN ENTRY REQUIREMENT INTO COLLEGE. SO THAT I THINK HAS TO DO WITH THAT AS WELL. TAKING ANOTHER DIRECTION. ANOTHER QUESTION, WE'VE GOT THE STATE SCORES AND WE ALWAYS HAVE TO LOOK AT THOSE. BUT THEY COME OUT ONCE A YEAR AND THAT'S A LONG TIME TO KNOW IF AND CERTAINLY THERE'S A LOT OF I-READY DATA THAT'S IN THERE. IS THERE A CORRELATION BETWEEN I-READY SCORES? I LIKE NODDING AND THE STATE SCORES THAT WE HAVE SOMETHING THAT WE CAN GET A LITTLE MORE FASTER. YOU KNOW, TURNAROUND. COMEBACK IS WHAT WE'RE DOING WORKING? YES THERE IS. I-READY HAS RESEARCH ON THEIR WEBSITE WE CAN SEND TO YOU AS WELL. AND THEY HAVE CORRELATION CORRELATIONS BETWEEN SBA AND I-READY PERFORMANCE. THEY SAY THAT THEY HAVE AN AVERAGE CORRELATION OF 0.83 FOR ENGLISH LANGUAGE ARTS AND 0.88 FOR MATH. IN TERMS OF RESEARCH ABOVE, 0.7 IS GOOD. SO WE CAN SHARE THAT WITH YOU AS WELL. BUT YEAH, THEY ARE STRONGLY CORRELATED. WE WERE LOOKING AT OUR DATA FOR EARLY RESULTS, WHICH IS ELEMENTARY READING AND I-READY, AND THEY'RE VERY SIMILAR AS WELL TO ONE ANOTHER. WELL. FORGIVE ME IF I'M WRONG, BUT I THOUGHT THE I-READY WHEN LOOKING AT THE I-READY SCORES, THOSE WERE MUCH MORE ENCOURAGING THAN THE SBAC SCORES. YEAH, IT DID LOOK THAT WAY. THERE WAS ONE THING TO NOTE IS THAT THEY'RE NOT COMPLETELY ALIGNED IN TERMS OF PROFICIENT OR NOT IN THE SENSE THAT LOOKING AT THE DATA SBA LEVELS THREE AND FOUR ARE CONSIDERED AT STANDARD AT THAT MOMENT IN TIME, IN GRADE LEVEL AND ABOVE. AND IN I-READY, WE WERE LOOKING AT STUDENTS THAT WERE EARLY ON GRADE LEVEL, MID OR ABOVE AS CONSIDERED PROFICIENT. SO IF A STUDENT IN THE SPRING WAS AT EARLY ON GRADE LEVEL, THAT WOULD BE CONSIDERED A LEVEL TWO IN THE SBA. DOES THAT MAKE SENSE? SO IT WOULD INCLUDE MORE THAN JUST THE LEVELS THREE AND FOUR FROM THE SBA. SO WHILE THAT PERCENTAGE FOR THE I-READY ON OR ABOVE GRADE LEVEL WAS CONSIDERED A LARGER PERCENTAGE, I THINK THAT IT'S ALSO CATCHING STUDENTS THAT WERE IN LEVEL TWO ON THE SBA, SO THEY WOULD BE ON GRADE LEVEL, BUT BELOW THAT STANDARD OF SPRING TIME. DOES THAT MAKE SENSE? SO IF YOU LOOK AT THE REPORT CARD AND HOW THEY'RE NOW REPORTING, AND YOU LOOK AT THE SECOND LEVEL OF PERCENTAGES IT WOULD, THAT WOULD BE WHAT I-READY SAYS IS ALIGNED, BECAUSE THAT'S TWO, THREE AND FOUR. IF YOU REMEMBER BOBBY'S PRESENTATION LAST TIME. SO THAT PERCENT WOULD BE WHAT YOU LOOK AT. SO I GUESS THE QUESTION I HAVE OR THAT I PUT WITH THIS IS YOU LOOK AT WHEN WE'VE GOT, YOU KNOW, THE SCORES SAYING AND I RECOGNIZE AND I'LL BE THE FIRST TO SAY THAT THERE'S MORE TO LIFE THAN TEST SCORES. SO PLEASE BEAR WITH MY QUESTION. BUT TO THE PERSON WHO DOESN'T ISN'T EDUCATED TO THAT POINT, YOU KNOW, YOU'VE GOT THE PUBLIC WHO LOOKS AT THIS AND THEY'RE TRYING TO PICK A SCHOOL DISTRICT AND THEY GO, YEAH, IT'S FERNDALE. WELL, IN ENGLISH LANGUAGE ARTS, WE'RE MAKING 44% OF THE PEOPLE ARE MAKING THE GRADE. AND YOU GO TO THE MATHEMATICS AND IT'S EVEN A LITTLE WORSE WHERE 34.6 AND THANKFULLY SCIENCE IS THE BRIGHT SPOT IN LIFE WITH THE 46.2. IT CERTAINLY IT MAKES ME UNDERSTAND WHY PEOPLE WOULD GO, WELL, WHY DO WE NEED TO KEEP GIVING THE SCHOOLS MORE MONEY? I GUESS THE QUESTION IS, AND THE TURN THIS IS KIND OF THE FORUM TO EXPLAIN TO THE PUBLIC, WHAT ARE WE DOING? I KNOW, I KNOW WHAT WE'RE DOING, I'VE HEARD THOSE THINGS, BUT WHAT ARE WE DOING TO WORK TO TRY TO INCREASE THESE SCORES? AND, YOU KNOW, WE'VE SEEN IMPROVEMENT FROM LAST YEAR IN IN A LOT OF THESE. SO THAT'S GOOD. BUT WHAT ELSE ARE WE DOING OR HOW DO WE KEEP IMPROVING THEM. AND I'M GOING TO LET THE TEAM EXPLAIN IN JUST A MINUTE. [00:25:03] IF YOU REMEMBER LAST YEAR WHEN WE BEGAN TO TALK ABOUT SOME OF OUR BUDGETARY DECISIONS ABOUT WHO IS MAKING PROGRESS AND WHO'S NOT? WHAT ARE SOME STRATEGIES? SO FOR EXAMPLE, IF YOU NOTICED, YES, OUR SCORES DID NOT GO. THEY WERE PRETTY STAGNANT OVERALL WHEN YOU LOOKED AT EVERY STUDENT IN ELA, BUT WE DID HAVE A SUBGROUP LAST YEAR. WE NOTICED THAT OUR STUDENTS WHO IDENTIFY AS NATIVE AMERICAN WERE SUBSTANTIALLY UNDERPERFORMING COMPARED TO THE OTHER STUDENTS, AND THAT WAS THE GROUP SUBGROUP THAT MADE THE GREATEST GAINS IN ELA THIS YEAR. MATHEMATICS, OH THE OTHER PIECE, TOO, IS WE BEGAN TO LOOK AT OUR CURRICULUM. WHAT WERE THE GAPS WITHIN OUR CURRICULUM? AND SO THIS YEAR KELLIE, WOULD YOU LIKE TO TALK ABOUT YOUTH LIFE FOR A MINUTE? SURE. SO WE WERE WE ENDED UP WE ADOPTED A REALLY, REALLY CONTENT RICH CURRICULUM WITH AMERICAN READING COMPANY, ARC, WHICH HAS SOME INCREDIBLE STRENGTHS TO IT. AND WE'RE VERY FORTUNATE TO HAVE. BUT WE DID NOTICE THAT THERE WERE SOME AREAS, ESPECIALLY IN THE AREAS OF FOUNDATIONAL SKILLS, WHERE OUR STUDENTS WERE CONTINUING TO TO SHOW SOME NEEDS. AND WE SAW THAT BASED ON THE I-READY DATA, SPECIFICALLY IN THE AREA OF PHONICS. SO WE STARTED FIGURING OUT WHAT WE WANT TO DO WITH THAT AND HOW WE WERE GOING TO MEET OUR STUDENTS NEEDS. SO THIS YEAR WE HAVE IMPLEMENTED A PROGRAM CALLED UFLI, AND I THINK WE'VE TALKED ABOUT IT HERE MULTIPLE TIMES. BUT K THROUGH EXCUSE ME, K THROUGH TWO, WE ARE USING UFLI IN ALL OF OUR CLASSROOMS AND IT IS SYSTEMATIC, EXPLICIT, SEQUENTIAL. IT IS FANTASTIC. AND IT'S AN INCREDIBLE RESOURCES FOR OUR STUDENTS AND OUR TEACHERS. AND THEN WHAT WE'VE ALSO DONE THIS YEAR IS WE TARGETED OUR THIRD GRADE STUDENTS THAT SHOWED ON THEIR FALL I-READY THAT THEY HAD SOME PHONICS NEEDS AS WELL. SO WE ARE PROVIDING TARGETED INTERVENTIONS UTILIZING UFLI IN OUR THIRD GRADE CLASSROOMS AS WELL TO SUPPORT OUR STUDENTS IN THAT AREA AS WELL. SO WHAT WE'VE DONE IS WE'VE TAKEN THE DATA WHERE WE ARE SEEING NEEDS, AND WE ARE ADDRESSING IT WITH REALLY INTENTIONAL INSTRUCTION AND INSTRUCTIONAL MATERIALS AND PROFESSIONAL LEARNING FOR OUR TEACHERS TOO TO SUPPORT OUR STUDENTS WITH IMPLEMENTATION OF THOSE RESOURCES. SO THAT'S AN EXAMPLE OF ONE THING THAT WE ARE DOING TO MEET THE NEEDS OF OUR STUDENTS BASED ON THEIR DATA. THE OTHER STRATEGY WAS WE DID NOT HAVE A STRATEGIC PLAN. SO WHAT WAS HAPPENING AT EAGLE RIDGE MIGHT NOT HAVE BEEN WHAT WAS BEING FOCUSED ON AT SKYLINE OR CASCADIA. HORIZON MIGHT HAVE HAD, YOU KNOW, ONE TARGET AREA IN THEIR SIP PLAN WHILE VISTA HAD SOMETHING ELSE. SO NOW MIDDLE SCHOOL IS FOCUSING ON SAFETY AND BELONGING, MASTERY OF STANDARDS, THE HIGH SCHOOL SAFETY AND BELONGING FUTURE READY ELEMENTARY IS SAFETY AND BELONGING AND THEN EARLY LEARNING. AND THEN WITHIN THOSE YOU CAN SEE A THROUGH LINE. SO WHILE MIDDLE SCHOOL IS LOOKING AT MASTERY OF STANDARDS, EVERYBODY'S LOOKING AT MASTERY OF STANDARDS. AND YOU CAN SEE THAT IN THE SAFETY AND BELONGING, BECAUSE STUDENTS WHO ARE ON TARGET TEND TO FEEL BETTER ABOUT THEIR PERFORMANCE, THEIR SELF-CONFIDENCE GOES UP AND THEY FEEL MORE A PART OF THINGS. SO IT'S THOSE TYPE OF INTENTIONALITIES THAT ARE HAPPENING NOW. THE SIP PLANS WILL BE ABLE TO HAVE TO YOU PROBABLY MID-DECEMBER HERE PRETTY SOON. YES, WE ARE ASKING FOR ALL OF OUR ADMINISTRATORS TO HAVE THOSE TO US BY DECEMBER 16TH, AND SO WE'LL HAVE THEM BY DECEMBER 17TH PRIOR TO THAT BOARD MEETING, IF ANYONE WANTS TO TAKE A LOOK AT THOSE. SO I'LL BE SHARING THOSE WITH YOU. THE OTHER PART TOO THAT, YOU KNOW, IS NOT FRONT FACING ON THE WEBSITE, BUT KELLIE AND HER TEAM HAVE BEEN WORKING ON IT. THERE'S A DEFINITE SCOPE AND SEQUENCE FOR EVERYTHING, AND SO EVERYONE'S FOCUSING ON THE SAME AREAS. THEY'RE HAVING THOSE CONVERSATIONS, THE PROFESSIONAL DEVELOPMENT. THE OTHER PART TOO, WAS LIA, EVEN THOUGH THAT'S NOT NECESSARILY PART OF THE CORE INSTRUCTION, LATINOS FOR ACTION WAS INTENTIONALLY A FOCUS TO HELP SUPPORT OUR STUDENTS WHO IDENTIFY AS LATINO OR HISPANIC. AND THEY'RE COMING TOGETHER AND TALKING ABOUT ACADEMIC PROGRESS. OUR HIGH SCHOOL HAS PUT TOGETHER ADVISORY THAT'S HAPPENING NOW EVERY SINGLE DAY. SO IT'S A LOT OF LITTLE THINGS THAT COLLECTIVELY START TO SHIFT AND I THINK TOO IS, KELLIE, CAN YOU REMIND ME WHAT YEAR WE ARE AT IN I-READY? IS THIS YEAR 3 OR 4? FOR THE ADOPTION OF THE MATH? THIS IS YEAR THREE, YES. SO RESEARCH SCIENCE SHOWS IMPLEMENTATION SCIENCE SHOWS IT TAKES ABOUT FIVE YEARS. SO WE'RE STARTING TO SEE THE MATH GOING UP. BUT WE SHOULD CONTINUE TO SEE THAT GROWTH. SO IT'S ALL THE LITTLE THINGS THAT ARE STARTING TO ADD UP. AND OUR PRINCIPALS ARE TALKING ABOUT INSTRUCTION ALL THE TIME. SO HOW ARE THEY SUPPORTING THAT AS COACHES WHEN THEY GO INTO CLASSROOMS? MAY I ASK A QUESTION. SO YOU SAY WE'RE IN THE THIRD YEAR AND, YOU KNOW, YOU START TO SEE PROGRESS AT AROUND YEAR FIVE. HOW LONG DO YOU GIVE A CURRICULUM BEFORE YOU SAY, HEY, YOU KNOW, MAYBE WE NEED TO CHANGE SHIPS BECAUSE I HAVE HEARD TEACHERS IN THE [00:30:04] PAST SAY, OH, YOU KNOW THESE CURRICULUM CHANGES ARE JUST BRUTAL BECAUSE, YOU KNOW, YOU JUST GET UP TO SPEED ON USING ONE, AND THEN THEY SHIFT GEARS AND THEY MOVE INTO SOMETHING ELSE AND YOU HAVE TO LEARN ALL OVER AGAIN. SO WHAT IS A REASONABLE LENGTH OF TIME TO GIVE A PARTICULAR CURRICULUM TO TO PAN OUT? ARE YOU SPEAKING OF ANY CURRICULUM? YEAH. JUST ANY IN GENERAL. JUST IS THERE A IS THERE A, YOU KNOW, HOW LONG SHOULD YOU KEEP SOMETHING BEFORE DECIDING? YEAH, MAYBE THIS ISN'T THE BEST. WELL, WE KNOW IT'S ABOUT FIVE YEARS THAT WE SHOULD START TO SEE WITHIN THE SCIENCE. AND, YOU KNOW, YOU'VE HEARD A LOT ABOUT THE WORK THAT'S HAPPENING IN SCIENCE. WE'RE SEEING GROWTH QUITE QUICKLY OR QUICKER. MATH WE'RE STARTING TO SEE THE GROWTH. AND THEN WHEN WE WEREN'T SEEING THE GROWTH IN ELA, WE BEGAN TO ASK THE QUESTION, WHAT WAS IT MISSING? SO NOW WE'VE IMPLEMENTED THE FOUNDATIONAL SKILLS. SO I'M FEELING CONFIDENT ABOUT THAT AS WELL. AND THE I-READY DATA IS SHOWING. BOBBY AND I WERE TALKING ABOUT JUST THE DIFFERENT ASSESSMENTS THAT WE PUT IN FRONT THAT WE'RE USING. AND WHAT ARE THOSE PURPOSES AND THE BENEFIT OF THE I-READY FOR TEACHERS IS IT'S FORMATIVE ASSESSMENT. SO AS SOON AS THEY GET THOSE RESULTS, THEY'RE ABLE TO ACT IN THE MOMENT. WHEREAS THE SBA I'LL BE HONEST, I'M NOT SURE HOW MANY TEACHERS LOOK AT THE SBA AND SAY, OH, THIS IS REALLY INFORMING MY INSTRUCTION BECAUSE THOSE STUDENTS ARE ALREADY GONE. THEY'RE ALREADY, YOU KNOW, TO THE NEXT GRADE. BUT THEN WE AS ADMINISTRATORS USE IT BECAUSE WE'RE LOOKING FOR PATTERNS AND BIG PICTURE. SO IT DEPENDS ON WHO THE AUDIENCE FOR THE ASSESSMENT IS. IF I'M A CLASSROOM TEACHER, I'M USING MY FORMATIVE ASSESSMENT ALL DAY LONG AND I'M SHIFTING AND PRACTICING IN IT. SO I THINK THE I-READY IS SHOWING US THAT WHAT'S HAPPENING IN THE CLASSROOM IS WORKING. NOW WE HAVE TO START ASKING ABOUT, OKAY, WHAT ARE THOSE THINGS SO WE CAN SEE IT GROW IN THE ONCE A YEAR STATE ASSESSMENT? I MEAN, THAT'S THE TRICKY PART. AND SPRING, WHY DO THEY CHOOSE SPRING. BUT YEAH, DOES THAT HELP A BIT? PEGGY WE'RE JUST CONSTANTLY ASKING LIKE WE'RE DOING RIGHT NOW WHERE THOSE GRAY DOTS ARE THAT ARE EQUIVALENT TO US IN INCOME LEVELS. WE'RE GOING TO START ANALYZING THOSE DISTRICTS. AND WHAT ARE THEY DOING AND WHAT ARE THEY SEEING AND WHAT SHIFTS DID THEY MAKE. SO THERE'S SOME RESEARCH HAPPENING BEHIND THE SCENES. SO THAT CERTAINLY EXPLAINS IT FOR LIKE ELEMENTARY AND MIDDLE SCHOOL. BUT WHAT ABOUT HIGH SCHOOL YEARS? I MEAN IT'S A LITTLE BIT DIFFERENT ANIMAL. SO HOW DO YOU DO THAT THERE. BECAUSE I KIND OF LIKE TO KNOW I MEAN, WE'VE HAD CPM FOR A WHILE FOR CERTAIN GRADES AND I JUST I'M CURIOUS ABOUT THAT. AND THAT WILL BE A GREAT CONVERSATION FOR US TO HAVE AT THAT LEVEL. I DON'T KNOW THAT ANYBODY HAS. I MEAN, THE MATH TEACHERS ARE LOOKING AT BEN AND I'VE HAD LOTS OF CONVERSATIONS, ONE JUST ABOUT HOW ARE WE MAKING SURE THAT THE, YOU KNOW, TRADITIONAL MATH CLASS, WHAT WE ALL THINK ABOUT WHAT WE EXPERIENCED IN MATH, MAY NOT BE THE ENVIRONMENT FOR ALL STUDENTS. SO HOW ARE WE GIVING STUDENTS APPLICABLE APPLICATION IN MATHEMATICAL PRACTICE? NOT THAT WE'RE ABLE TO OFFER, BUT BEN AND A TEAM AND I HAVE BEEN BRAINSTORMING ABOUT HOW TO MAKE MATH MEANINGFUL CULTURALLY AS WELL AS REAL WORLD PROBLEMS. YOU'RE SEEING A LOT OF OUR CTE PROGRAMS BEGINNING TO PUT SOME OF THOSE PRACTICES IN PLACE. I MEAN, WHEN YOU THINK ABOUT OUR WELDING CLASS, THE AMOUNT OF MATH HAPPENING THERE, WE HAVE OUR AQUACULTURE CLASS. THERE'S A TON OF SCIENCE AND MATH HAPPENING THERE. SO I JUST THINK ABOUT HOW ARE WE MAKING SURE THAT THERE'S CROSS TRAINING IN THE COURSES THAT OUR STUDENTS ARE TAKING? THE OTHER PART THAT BOBBY HAS BEEN DOING A DEEP ANALYSIS ON WITH THE HIGH SCHOOL TEAM THERE IS HOW ARE WE MAKING SURE WE'RE MONITORING WHO'S ON TRACK TO GRADUATE? SO COME AFTER FIRST SEMESTER, WE'LL KNOW WHAT NINTH GRADERS ARE AT ON TRACK AND THOSE WHO ARE NOT COME 10TH GRADE, 11TH GRADE, 12TH GRADE. WHAT ARE WE DOING TO DIFFERENTIATE THERE, JUST LIKE WE DO IN ELEMENTARY AND MIDDLE SCHOOL? AND THE OTHER POINT TOO IS ASKING WHAT COURSES WE'RE TEACHING. ARE THEY THE COURSES THAT ARE INTERESTING TO OUR STUDENTS. SO HOW ARE WE INCORPORATING STUDENT VOICE? HOW ARE THEY LEARNING BEST? YOU KNOW, JUST AFTER GOING TO WSSDA AND LISTENING TO JEFF UTECHT AND WHAT HE HAD TO SAY IS, ARE WE TRYING TO PLAN INSTRUCTION BASED ON OUR GENERATION, OR ARE WE PLANNING INSTRUCTION BASED ON THE INTEREST AND HOW THE CURRENT GENERATION LEARNS? SO THOSE ARE ALL THE DEEP DIVES WE'RE GOING INTO. YEAH. I'D LIKE TO JUST SIT DOWN AND HAVE A CONVERSATION OVER A BIG CUP OF COFFEE BECAUSE THAT WAS A VERY INTERESTING PRESENTATION. AND I DO WONDER HOW YOU BALANCE WHAT YOU THINK IS A CONSISTENT THING THAT'S REQUIRED FOR, YOU KNOW, PEOPLE ACROSS GENERATIONS VERSUS, YOU KNOW, WHAT HE WAS SAYING IN TERMS OF, YOU KNOW, WHAT ARE THEY GOING TO WANT AS OPPOSED TO WHAT YOU WANT TO SEE? YEAH, NANCY, I THINK THAT'S THE POWERFUL THING ABOUT STANDARDS, RIGHT? THERE'S NO ONE WAY TO REACH IT. AND SO ARE WE DOING IT IN WAYS. AND I THINK, YOU KNOW, I HIGHLIGHTED THIS WITH YOU AT WSSDA. [00:35:03] IT'S AMAZING THAT WE FERNDALE SCHOOL DISTRICT, WITH A LITTLE FEWER THAN 5000 STUDENTS, HAVE CLOSE TO 71 OPPORTUNITIES FOR CTE COURSES AT OUR HIGH SCHOOL. I TALKED TO THE LARGEST DISTRICTS IN THE STATE. THEY DO NOT HAVE THAT MANY. WE ARE DEFINITELY LEADING THE WAY. BUT PART OF WHAT'S SO ENGAGING ABOUT CTE AND WHY WE'RE NOT SEEING DISPARITIES IN WHO'S TAKING IT, WHO HAS ACCESS, WHO'S THRIVING IN THOSE CLASSES IS BECAUSE IT'S MEANINGFUL. IT'S INQUIRY BASED. STUDENTS ARE DOING PROJECT BASED LEARNING. I WAS TALKING TO OUR TWO STUDENTS HERE. WHAT DID YOU CALL THAT CLASS WHEN THEY GET TO DESIGN, THEY'RE MEETING THE REQUIREMENT. AND THEN THEY CAN TAKE THE NEXT CLASS. SPECIAL PROJECTS. SPECIAL PROJECTS WHERE STUDENTS WHO ARE STILL SO ENGAGED THAT THEY'RE DESIGNING THEIR OWN INSTRUCTION FOR THE NEXT LEVEL. SO ANYWAY, I THINK THERE'S A LOT TO LEARN. SO THAT WAS A VERY INTERESTING PRESENTATION. IT WAS SPEAKING OF STANDARDS, THE YOU KNOW, THE OTHER QUESTION AND I DON'T KNOW THAT YOU YOU GUYS CAN ANSWER THIS ONE NECESSARILY BECAUSE IT MAY BE AT THE STATE LEVEL. BUT WHEN I LOOK AT THIS LIKE, EXCUSE ME, THE SCIENCE GRAPH THAT'S UP THERE WHEN THE BEST DISTRICT IS LIKE, WHAT, ABOUT 78%? YOU KNOW, I'M ALL FOR, YOU KNOW, SET THE BAR HIGH BECAUSE EVEN IF YOU DON'T MAKE IT, YOU GET HIGHER THAN IF YOU SET THE BAR LOW. BUT IS THE BAR SET TOO HIGH THAT IT'S DISCOURAGING? YOU KNOW, I MEAN, THERE'S THERE'S ALWAYS THAT POINT OF OKAY, FINE, I'M NOT GOING TO MAKE IT. WHY BOTHER TRYING, YOU KNOW? AND SO I WONDER ABOUT HOW THAT BAR IS SET. AND IS THAT A DISCOURAGING FACTOR, OR IS THERE ANY INSIGHT ON THAT AND HOW THAT IS SET. AND AGAIN, IT'S KIND OF ONE OF THOSE OFF QUESTIONS THAT I'M NOT SURE. IT'S JUST ONE OF THOSE THINGS THAT I THINK ABOUT WHEN I LOOK AT THAT AND SEE NOBODY IN THAT 80 TO 100 RANGE. I FEEL LIKE LIKE KRISTI SAID, THAT'S PROBABLY OUTSIDE OF OUR CONTROL. [LAUGHTER] I THINK THAT LOOKING AT OSPI'S INFORMATION ABOUT SBA CUT SCORES, WHICH IS WHAT WOULD KIND OF DRIVE A LOT OF THIS THEY ARE NOT SET EVERY YEAR. THE SAME CUT SCORES THAT WE'RE USING TODAY. I THINK, KELLIE, YOU CAN CORRECT ME IF I'M WRONG. I THINK IT WAS 2017 OR 2018 IS WHEN THEY WERE LAST SET. SO YEAH, THAT'S THE STATE BOARD OF EDUCATION THAT APPROVES THAT. AND THEY BACK THEN HAD APPROVED IT BASED ON THE RECOMMENDATIONS FROM THE CONSORTIUM OF SBA. SO BUT THEY SAID THAT ALL OF THOSE CUT SCORES ARE THEY TAKE IN THOUSANDS OF VOICES OUTSIDE AT ALL LEVELS. SO THAT WAS BACK THEN. I DON'T KNOW WHEN THEY REVIEW IT NEXT. WHEN I WAS LOOKING AT THESE SCORES. AND THE SCORES ARE DISAPPOINTING BECAUSE WE'RE EXPECTING, YOU KNOW, WE'RE DOING ALL THESE THINGS THAT ARE SO GOOD FOR THE KIDS. BUT KRISTI, LIKE YOU SAID, IT TAKES FIVE YEARS TO SEE REAL EFFECT FROM THOSE PROGRAMS. AND I KNOW I CAN LIST OFF A FEW THINGS OFF THE TOP OF MY HEAD OF THE NEW THINGS THAT YOU'VE IMPLEMENTED, STARTING WITH THE STRATEGIC PLAN, HAVING ONE SO THAT WE CAN HAVE A UNIFIED VISION AS AN ENTIRE DISTRICT. AND I'LL BE ON THE SAME PAGE WITH THAT AND THE EMPHASIS ON EARLY LEARNING, WHICH SHOWS GREAT PROMISE OVER THE LONG TERM. BUT IT'S A LONG TERM AND WE DON'T SEE THAT YET? AND THEN ALL THE OTHER THINGS THAT YOU'RE DOING THROUGH THAT WE ARE DOING THROUGH MAKING SURE THAT EVERYBODY FEELS INCLUDED AND THAT WHOLE YOU BELONG NOT JUST IT CAN BE SEEN AS A SLOGAN, BUT I CAN SEE IT ACTUALLY IN ACTION. LIKE WHEN I WENT TO THAT MORNING MEETING AND SEEING THE THE LUMMI KIDS THERE, THAT MAY NOT HAVE BEEN THERE HAD THEY NOT BEEN INCENTIVIZED IN HELPING WITH ATTENDANCE AND, AND OWNERSHIP OF THEIR EDUCATION AND MANY, MANY OTHER SMALL THINGS HAPPENING TO GET THE KIDS ENGAGED IN SCHOOL. OH, YEAH, THE CELL PHONE BAN, YOU KNOW, GETTING THEM TO LOOK AND LISTEN TO THE RIGHT THINGS. SO I FEEL LIKE THERE'S MANY, MANY THINGS THAT WE'RE DOING RIGHT. AND IT'S JUST GOING TO TAKE TIME FOR WE ARE NOWHERE NEAR WHERE WE WANT TO BE. BUT THERE'S A HUGE DIFFERENCE NOW THAN THREE YEARS AGO. [00:40:01] SO I SAY KEEP PLUGGING AWAY. AND I ALSO THINK THAT IF THERE'S ANY TEACHERS OR PARENTS OF STUDENTS OR STUDENTS AND THAT WOULD WANT TO TRY SOME KIND OF A PILOT IN THE SCHOOL, COULD WE BE OPEN TO THE THOUGHT OF THAT, OR DO WE HAVE TOO MANY BALLS IN THE AIR AS IT IS RIGHT NOW? I'M JUST THINKING OF OF TRYING DIFFERENT MODELS OF INSTRUCTION THAT MIGHT WORK FOR SOME KIDS WHERE THEY DON'T RESPOND TO WHAT IS OFFERED. I KNOW WE HAVE TONS OF OFFERINGS, BUT I'M JUST TRYING TO THINK OF LIKE HAVING SOME SORT OF A PILOT SCHOOL WITHIN A SCHOOL OF A COUPLE CLASSROOMS USING STRATEGIES THAT I'VE READ ABOUT THAT HAVE BEEN VERY SUCCESSFUL. I APPRECIATE YOU BRINGING THAT UP. FOR EXAMPLE. AS I SHARED WITH YOU, WE HAD SOME TEACHERS WHO WERE INTERESTED IN LOOPING. SO AT ONE OF OUR ELEMENTARY SCHOOLS, WE HAVE A THREE YEAR LOOP. AT SOME WE HAVE A TWO YEAR. WE KNOW THAT THAT MAKES A DIFFERENCE FOR YOUNG STUDENTS. IT'S LESS OF A FACTOR AT HIGH SCHOOL. GIVEN THE FACT THAT THEY ARE MULTI-AGE CLASSROOMS. BUT AT THE ELEMENTARY, THE EARLY YEARS, WE'RE SEEING THAT. AND I DO APPRECIATE THAT OUR STAFF AND OUR PRINCIPALS, THE TEAM HERE, THEY ARE CONSTANTLY LOOKING AT THESE NUMBERS AND ASKING, IS THERE A DIFFERENT WAY TO REACH KIDS? THE OTHER POINT THAT I WANT TO GIVE A SHOUT OUT TO OUR PRINCIPALS IS THEY ALL HAVE AN ADVISORY STUDENT ADVISORY, AND THOSE STUDENTS ARE TELLING THEM, THIS IS REALLY WORKING. THIS ISN'T WORKING SO WELL. I'M ALREADY HEARING FROM THE HIGH SCHOOL STAFF THE DIFFERENCE THAT THE CELL PHONE POLICY THAT YOU PUT IN PLACE IS MAKING ON ENGAGEMENT AT THE HIGH SCHOOL, IT WASN'T SUPER FUN FOR OUR STUDENTS, BUT THEY BOUGHT IN AND THEY'RE WORKING HARD TO TRY. SO I AM REALLY I'M FEELING VERY HOPEFUL ABOUT THE DIRECTION WE'RE GOING. WHEN YOU SAY LOOPING, DO YOU MEAN LIKE AS IN TEACHERS STAY WITH THE SAME CLASS FOR A COUPLE OF YEARS? OH, THAT'S SO AWESOME. THAT WAS SOMETHING THAT MY FRIENDS AND I ALWAYS TALKED ABOUT, LIKE REALLY WANTING AND REALLY LOVING. AND I THINK SOME OF MY BIGGEST LEARNING YEARS WERE WHEN I HAD THE SAME TEACHER TWO YEARS IN A ROW, FOURTH AND FIFTH GRADE, AND THEN SEVENTH AND EIGHTH. AND SEVENTH AND EIGHTH I MEAN, THAT WAS COVID EVEN, AND I STILL FEEL LIKE I LEARNED AN INCREDIBLE AMOUNT BECAUSE IN THE BEGINNING OF THE YEAR, THERE'S SO MUCH MORE ENERGY AND TIME THAT YOU'RE ABLE TO DEVOTE TO LEARNING WHEN YOU KIND OF ALREADY KNOW THE PEOPLE AND YOU KNOW THE CLASSROOM, THE WAY THAT THINGS WORK AND THE TEACHING STYLE, AND THE TEACHER ALREADY KIND OF KNOWS HOW TO WORK WITH YOU. YEAH, IT'S VERY POWERFUL. I THINK THE OTHER PART THAT WE HAVE NOT MENTIONED TONIGHT IS ATTENDANCE. AND YOU KNOW, AS YOU SAW IN ONE OF THE SUPPLEMENTAL STUDENTS WHO ATTEND SCHOOL ARE OUTPERFORMING STUDENTS WHO ARE NOT ATTENDING, HAVE CHRONIC ABSENTEEISM, AND IT JUST TAKES TEN DAYS TO MISS TO BE CHRONICALLY ABSENT. SO IT'S NOT PEOPLE THINK, WELL, THAT'S NOT A LOT. AND IT REALLY HAS A SIGNIFICANT DIFFERENCE. SO OUR FOCUS ON ATTENDANCE THIS YEAR AND MOVING FORWARD, WE HAVE TO UNDO SOME HABITS THAT DID FORM DURING COVID. AND SO THAT'S A CHALLENGE. BUT WE'RE GETTING THERE. I WOULD ALSO WE HAD A DISCUSSION ABOUT HOW BEHAVIOR IMPACTS THE SCHOOL ENVIRONMENT AND THE STEPS THAT WERE BEING TAKEN TO IMPROVE BEHAVIORS IN CLASSROOMS. I WAS HAPPY TO NOTICE THAT THERE WERE SOME MORE BEHAVIOR PARAS IN THE NEW HIRES. SO AND WE TALKED ABOUT WHERE TO PUT LIKE, ATTENDANCE AND BEHAVIOR AS FAR AS THE MONITORING REPORTS. SO I'M HOPING THERE WILL BE SOME MENTION OF THAT, YOU KNOW, IN THIS REPORT GOING FORWARD, BECAUSE I THINK THOSE ARE TWO THINGS THAT HAVE AN IMMEDIATE IMPACT ON LEARNING. AND WHEN YOU LOOK AT THE STRATEGIC PLAN, SAFETY AND BELONGING, THAT'S WHERE THOSE FALL. SO. OTHER COMMENTS, YOU KNOW, IT IS NICE TO SEE THE I-READY DATA, WHICH KEEPS SHOWING IMPROVEMENT FROM FALL TO SPRING. AND, YOU KNOW, AS OPPOSED TO THE ONE STOP ANNUAL GRAPHS OF THE STATE SCORES. SPEAKING OF WHICH, ARE THOSE SLIDES, ONES THAT YOU CAN SEND US THOSE SO WE CAN LOOK THROUGH THOSE OR. YES. YEAH. HAPPY TO. WE WILL ADD THEM TO THE SMORE. COOL. FOR FRIDAY SINCE WE SAW 60 NUMBER 68 AND 74, WE WILL ADD THEM TO THE SMORE TOMORROW, BECAUSE TOMORROW IS THE LAST DAY OF THIS WEEK I FORGET. SO TOMORROW WHEN YOU GET THE SMORE, YOU WILL SEE THESE SLIDES. THE WHAT IS THAT? THE GENERATION Z WORKWEEK OR SOMETHING THAT DIDN'T THEY SAY I'M ON THE BABY BOOMER AND I PLAN TO WORK THURSDAY AND FRIDAY TOO. [00:45:02] [LAUGHTER] FOR THOSE THAT MIGHT NOT UNDERSTAND THE REFERENCE, WE HAD A GENERATIONAL TALK AT WSSDA AND IT WAS INTERESTING AS WE WERE TRYING TO IDENTIFY WHERE OUR AGE WAS VERSUS WHERE WE FELL WITH PHILOSOPHY. SO SO IF THERE'S ANY OTHER QUESTIONS FOR BOBBY JUST TO GIVE CREDIT WHERE CREDIT'S DUE, BOBBY, YOUR NAME WAS MENTIONED IN HIGHEST ESTEEM THROUGHOUT THE LAST WEEKEND AS WE WERE TALKING ABOUT THIS AND ACADEMICS AND JUST THE REPORTS AND THE WAY YOU'VE PUT THEM TOGETHER. SO I THINK IT'S ONLY FAIR TO TELL YOU HOW MUCH WE APPRECIATE THE INFORMATION AND THE WAY YOU'VE PUT IT TOGETHER. SO THANK YOU VERY MUCH. SO IF THERE'S NO OTHER QUESTIONS, THEN WE WILL. THE CHAIR WILL GO AHEAD AND ENTERTAIN A MOTION AS TO THE ACTION TO TAKE ON THIS REPORT. SO WHAT ARE OUR CHOICES ON HOW WE SAY WE WILL ADOPT IT? SURE. SO THEY'RE WITH THE RESULTS REPORTS THERE ARE THREE OPTIONS THAT WE HAVE. ONE IS TO ADOPT IT WITH DEMONSTRATING REASONABLE PROGRESS. THE OTHER THE SECOND IS TO ADOPT IT DEMONSTRATING REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS. AND BASICALLY THAT BEING IF THERE'S SOME COMMENTS TO BE MADE AS TO MOVING FORWARD. AND THEN THERE'S ALSO WE CAN ADOPT IT AS DOES NOT DEMONSTRATE REASONABLE PROGRESS IN LOOKING AT THE SURVEY RESULTS AND TALLYING THOSE UP. ESSENTIALLY UNDER THE LANGUAGE ARTS, WE HAD 40% SAYING THAT WE HAD MADE REASONABLE PROGRESS, 60% SAID WE DID NOT DEMONSTRATE REASONABLE PROGRESS. UNDER MATHEMATICS, WE HAD 40% REASONABLE PROGRESS, 40% REASONABLE PROGRESS WITH EXCEPTIONS AND 20% NOT DEMONSTRATING REASONABLE PROGRESS. AND THEN FINALLY, IN SCIENCE, WE HAD THE SAME BREAKDOWN AS WE HAD WITH MATHEMATICS. SO BY MY RUDIMENTARY MATH SKILLS AND LOOKING AT THAT WE BASICALLY WERE SOMEWHERE BETWEEN REASONABLE PROGRESS AND REASONABLE PROGRESS WITH EXCEPTIONS. AND SO I GUESS AS THE CHAIR, I WOULD PROPOSE THAT WE ADOPT THE REPORT AS PRESENTED, MAKING REASONABLE PROGRESS WITH THE FACT THAT WE'RE STILL EXPECTING MORE AND LOOKING TO SEE THAT THE STEPS THAT WE'VE TAKEN AND HAVE BEEN IMPLEMENTED, CONTINUING TO MONITOR THOSE EXPECTING GREATER RESULTS IN THE FUTURE. AND AGAIN, OPEN FOR SUGGESTIONS WITH THAT AS WELL. WELL, I FEEL LIKE WE'RE MOVING TOWARD REASONABLE PROGRESS, BUT I DON'T THINK WE'RE QUITE THERE YET JUST ON ACCOUNT OF THERE HASN'T BEEN ENOUGH TIME. AND I ALSO WAS WONDERING, OKAY, SO PART OF THE PURPOSE OF DOING THESE IS TO ALSO DECIDE WHETHER THE INDICATORS ARE ADEQUATE. IS THAT CORRECT? IN WORKING THROUGH THESE REPORTS IS TO DETERMINE WHETHER WE'RE USING APPROPRIATE INDICATORS AND IF WE ARE WHETHER YOU KNOW, THE MEASURES BEING TAKEN MEET, YOU KNOW. SO THAT'S WORK TO COME FOR THIS REPORT. YOU WOULD NEED TO VOTE ON IT WITH IT AS IS. BUT IN THE FUTURE, AS BOBBY BRINGS FORWARD SOME THE NEXT ITERATION AS YOU BEGIN TO WORK ON THAT IN DECEMBER THEN YOU CAN ASK YOURSELF, IS THIS WHAT WE'RE TRYING TO MEASURE? AND YOU WOULD WRITE THE WHAT IT IS OVERALL YOU WANT TO MEASURE, AND THEN THE TEAM AND I WOULD WORK ON THE INDICATORS TO SAY, THESE ARE THE WAYS WE CAN MEASURE THAT. I MEAN, WE CAN PUT LOTS OF THINGS IN A REPORT AND NEVER BE ABLE TO PROVE OR NOT PROVE. AND SO WE WANT TO MAKE SURE THAT IT'S ACCESSIBLE TO. BUT THAT'S WORK TO COME. THIS IS THE REPORT FOR THIS ONE. YEAH. BECAUSE MY FEELING WITH THIS IS THAT IT'S REALLY FAIRLY CLEAR IN TERMS OF THE ELEMENTARY AND MIDDLE SCHOOL LEVELS BECAUSE WE'VE GOT THE I-READY STUFF TO RELY ON. BUT THEN WHEN YOU GET TO HIGH SCHOOL, YOU DON'T HAVE THAT. AND SO, YOU KNOW, WHAT DO YOU USE TO DO THE MEASUREMENTS THERE. SO THESE ARE ALL THE. WE DON'T HAVE IT. I MEAN WE SHOW EVIDENCE OF ELEMENTARY AND MIDDLE. BUT OVERALL THE DATA THAT YOU SEE HERE IS ALL STUDENTS. WE DON'T BREAK THAT DOWN BY LEVEL. SO WHEN BOBBY IS SHOWING THAT WE'RE IN THE 50TH PERCENTILE OR, YOU KNOW, OF THE STATE, EVEN THOUGH IT WASN'T 50%, THAT'S FOR P 12. [00:50:10] SO YEAH, BUT ONE OF THE THINGS THAT I NOTICED IS THAT AT LEAST WITH MATH, WHEN YOU GET UP TO THE HIGHER LEVELS, THEN THERE'S A DROP OFF. AND SO, YOU KNOW, IF THAT THAT'S ALL THE STUFF. THOSE ARE THE THAT'S HOW WE USE THE RESULTS IS THAT NOW WE AS A TEAM WILL SPEND THE NEXT MONTHS ASKING, WE'LL BE MEETING WITH THE DIFFERENT LEVELS AND SAYING, OKAY, THIS IS I'M LOOKING AT CHRISTINE MCDANIEL HERE, WHO'S ONE OF OUR MIDDLE SCHOOL PRINCIPALS WILL BE MEETING WITH CHRISTINE SAYING, OKAY, HERE'S WHAT MIDDLE SCHOOL IS SHOWING. WHAT ARE WE SEEING? WE BEGIN TO DO A DEEP DIVE THAT IT'S A CYCLE, RIGHT, OF TEACHING AND LEARNING FOR US AS WELL. SO WHAT DOES THE DATA SHOW? WHAT ARE THE STRENGTHS? WHAT ARE THE NEXT STEPS. AND WE BEGIN TO GO THROUGH A PROCESS OF INQUIRY. AND WE BEGIN TO EXAMINE PRACTICE. WE SHARE THAT WITH OUR TEACHERS. BUT THEN OUR TEACHERS ARE LOOKING DAY TO DAY. WHAT ARE THEY SEEING? THE PROGRESS OF STUDENTS THEY'RE REPORTING TO PARENTS ABOUT THE DAY TO DAY. SO IT'S JUST A NEVER ENDING CYCLE. THAT'S THE JOY OF THAT'S THE FUN OF THE JOB. AND AND IF WE LOOK AT THE POLICY IT'S POLICY R-2 SAYS WE WILL INCREASE THE NUMBER OF STUDENTS MEETING OR EXCEEDING STANDARDS ON GRADE LEVEL EXPECTATIONS IN EACH REQUIRED DISCIPLINE AND ELECTIVES. AND IF YOU LOOK AT THIS, WE'RE MEASURING THREE DIFFERENT DISCIPLINES ENGLISH LANGUAGE ARTS WHERE WE ACTUALLY WENT DOWN, MATH WHERE WE WENT UP SLIGHTLY AND SCIENCE WHERE WE WENT UP. SO TWO OF THE THREE WENT UP BASED ON THE STATE NUMBERS. SO THAT'S WHERE I BASE MY MAKING REASONABLE PROGRESS WITH EXCEPTION RECOMMENDATION. I FEEL PRETTY CONFLICTED ABOUT THAT. I KNOW THAT WE ARE DOING ALL KINDS OF WONDERFUL THINGS THAT SHOULD SHOW PROGRESS GIVEN MORE TIME, BUT WHAT I'M LOOKING AT THE SCORES THEMSELVES, IF WE'RE LOOKING AT THE SBAC, IT'S NOT REASONABLE PROGRESS IF YOU'RE GOING DOWN IN ELA AND THAT'S THE MOST TO ME, THAT'S THE MOST CRITICAL MEASURE BECAUSE EVERYTHING IS BASED ON YOUR LITERACY. I KNOW THAT THERE WAS A BUMP IN MATH, BUT IT'S NEGLIGIBLE. THE SCIENCE MADE THE MOST PROGRESS. BUT NONE OF THESE ARE EVEN AT 50%. SO I CAN'T IN GOOD CONSCIENCE SAY THAT WE'RE MAKING REASONABLE PROGRESS. I THINK WE WILL BE BY NEXT YEAR, GIVEN ALL THE THINGS THAT WE'RE DOING BUT WE'RE NOT. SO THAT WOULD BE MY ASK FROM THIS BOARD IS TO BE CLEAR, BECAUSE THE THE AS IT IS WRITTEN, IT SAYS REASONABLE PROGRESS. SO IF YOU'RE REASONABLE IS DIFFERENT THAN PEGGY'S REASONABLE AND STEVE'S REASONABLE IT'S KEVIN'S. THEN WE MAY NEVER GET THERE. AND SO AS YOU'RE THINKING ABOUT THIS NEXT ITERATION OF A MONITORING REPORT, WHAT IS IT YOU ACTUALLY ARE EXPECTING US TO SEE? BECAUSE IF YOU'RE ASKING US TO BE IN THE, YOU KNOW, TO GROW FROM 30% TO 60%, WE MAY NEVER GET THERE. IT'S GOING TO BE A SLOW AND STEADY ROLL. SO AS YOU THINK FOR THE FUTURE, I MEAN, YOU GET TO VOTE ON IT ANY WAY YOU WANT. BUT WE ALSO NEED CLARITY FROM YOU BECAUSE JUST A YEAR AGO, WHEN WE LOOKED AT THIS REPORT, IF THERE WAS ANY GROWTH, IT WAS CONSIDERED REASONABLE PROGRESS. AND SO THAT WILL JUST BE OUR ASK AS WE MOVE FORWARD. I GUESS I'M SHOOTING FOR AT LEAST 50%. YOU KNOW, IT SEEMS LIKE IF WE WE NEED TO GET OVER THAT 50% BUMP. SO IN MATHEMATICS, WE HAVE TO ASK OURSELVES AND STATISTICALLY, HOW REASONABLE WOULD THAT BE TO GO FROM 36% TO OVER 50%. SO YOU SEE WHAT I MEAN. LIKE WE'RE GOING TO NEED TO IDENTIFY WHAT'S THE PERCENTAGE OF INCREASE BASED ON THE SBAC THAT WE'RE GOING TO NEED TO SEE MOVING FORWARD. OTHERWISE IT'S KIND OF LIKE WHAT WE'RE ASKING OUR STUDENTS WHAT ARE WE ACTUALLY SHOOTING FOR? YEAH. WELL, AND PERHAPS AT SOME TIME WE CAN HAVE A CONVERSATION ABOUT REASONABLE PROGRESS AND GET SOME DEFINITIONS ON WHAT THAT MEANS. BECAUSE THAT'S THE GRAY AREA HERE. AND SO MOVING FORWARD, I THINK THERE NEEDS TO BE A DISCUSSION ON INTERPRETATION OF REASONABLE PROGRESS BY ALL BOARD MEMBERS, AND GET A CONSENSUS AND AN AGREEABLE STATUS ON WHAT WE ALL CONSIDER REASONABLE PROGRESS. AND THEN WE CAN GIVE YOU A CLEAR PICTURE, MOVING INTO THE FUTURE AS TO WHAT THE EXPECTATION IS. WELL SAID. AND YOU KNOW, IF WE TALK ABOUT 50% ON THE MATH SCORES, THE STATE AVERAGE IS BELOW 40%, YOU KNOW. SO AGAIN, THAT'S WHERE I QUESTION THE TARGET, YOU KNOW. [00:55:03] AND SO SEEING SOME IMPROVEMENT PARTICULARLY AND AGAIN IN MY MIND THE SBAC IS JUST ONE OF MANY. I LOOK ALSO AT THE, IMPROVEMENT THAT WE'RE SEEING FROM FALL TO WINTER TO SPRING ON THE SBAC OR ON THE I-READY. AND IN THAT REGARD, WE'RE SEEING THE PROGRESS BEING MADE ON A MORE IN TIME OR RESULT AS OPPOSED TO, YOU KNOW, WE'RE NOT GOING TO KNOW WHAT THE SBAC SCORES ARE FOR UNTIL NEXT SPRING. SO. YES. AND I KNOW THE I-READY IS MUCH MORE USEFUL IN THE CLASSROOM THAN THE SBAC, BUT THE SBAC IS WHAT EVERYBODY AND THEIR DOG LOOKS AT FOR THE PUBLIC WHO DOES, YOU KNOW, MAY NOT PAY ATTENTION TO ALL THE DETAILS AND EVERYTHING. THIS IS WHAT THEY SEE. AND THEY'RE EXPECTING, THEY'RE EXPECTING MORE. SO IN CONNECTION WITH WHAT KEVIN WAS SAYING EARLIER ABOUT HAVING SOME DEGREE OF AN INCREASE IN THE MATH AND SCIENCE SCORES, WHILE THE ENGLISH MAY BE DECREASED A BIT AND STAYED RELATIVELY STAGNANT, I DO WANT TO POINT OUT THAT EVEN WITH THAT DECREASE IN STAGNANCY, THERE WERE TWO GROUPS THAT HAD AN INCREASE IN SCORE. AND I THINK ESPECIALLY THE NATIVE AMERICAN STUDENTS HAD A 4% INCREASE. AND I THINK THAT'S RELATIVELY SIGNIFICANT CONSIDERING I THINK IT'S THE SECOND HIGHEST PERCENTAGE JUMP IN THAT ENTIRE GROUP OF CHANGES IN EITHER DIRECTION. AND IT WAS A GROUP THAT WE HAD PUT SPECIAL EFFORT INTO CONNECTING WITH. LIKE KRISTI MENTIONED, THIS YEAR WAS REMEDYING NOT SO MUCH LARGE SCALE, BUT DIFFERENT TIERS OF INTERVENTION TO ENSURE THAT STUDENTS WERE PROPERLY SUPPORTED AND COULD GROW. AND I THINK THAT PART OF THAT IN THE WHAT EVERYBODY'S SAYING ABOUT IT SEEMS LIKE WHAT WE'RE DOING WILL MAKE PROGRESS IN TIME. AND THE TWO OF OUR AREAS, WE HAD IMPROVEMENT IN PROGRESS, AND ONE OF THE ASSESSMENT AREAS DIDN'T. I DON'T KNOW IF IT'S ENTIRELY MY PLACE, BUT TO ME IT LOOKED LIKE THERE WERE THREE AREAS ON THE GRAPH. IT'S NOT JUST DEMONSTRATES REASONABLE PROGRESS AND DOES NOT. THERE'S DEMONSTRATES REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS. AND I THINK WHAT STEVE SAID ABOUT WORKING WITHIN THAT GRAY AREA RIGHT NOW IS DIFFICULT. BUT WITH THE CURRENT TIME CONSTRAINTS AND NO LIKE SITUATIONAL DEFINITION OF WHAT REASONABLE MEANS TO THE BOARD AS A WHOLE. I THINK THAT WOULD BE A DIRECTION WE COULD LOOK IN. I AGREE, I THINK THAT IF WE WERE TO MAKE A MOTION ON ADOPTING THIS, I WOULD MOVE THAT IT DEMONSTRATES REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS. WELL, AND I THINK THE OTHER THING THAT GOES ALONG WITH THAT, EVEN IN THE ENGLISH LANGUAGE ARTS, YOU KNOW, IF YOU LOOK AT THOSE I-READY SCORES, WE WENT FROM 29% IN THE FALL BEING AT GRADE LEVEL OR ABOVE TO 52%. SO, I MEAN, THAT WAS A PRETTY SIGNIFICANT BUMP. AND I THINK THAT IN MY MIND TELLS ME THAT WHAT WE'RE IMPLEMENTING LOOKS LIKE IT'S WORKING. AND I'M HOPING WE'LL SEE A SIMILAR TYPE BUMP. WHEN WE SEE SBAC SCORES COME THIS SPRING, IT'D BE NICE TO SEE THAT BIG OF A JUMP. THEN WE'LL BE ONE OF THOSE OUTLIER DISTRICTS THAT PEOPLE ARE GOING, OH, WHO ARE THEY? SO I LOVE IT. SO SINCE YOU SAID THERE WAS LIKE AN 88% CORRELATION BETWEEN I-READY SCORES AND IN SPRING, RIGHT. AND THE SBAC SCORES, YOU SHOULD BE ABLE TO PREDICT WHAT A STUDENT'S SBAC SCORES ARE MORE OR LESS BASED ON THEIR I-READY SCORES IN THE SPRING. RIGHT. SO ARE WE GOING TO DO THAT? ARE WE GOING TO, YOU KNOW, HEY, THIS IS WHAT WE THINK WE'RE GOING TO. I THINK YOU HAVE TO REMEMBER THOUGH. SO I'M GOING TO PULL IT UP RIGHT NOW. YOU WOULD HAVE TO INCLUDE THE TWO. SO IF YOU INCLUDED THE TWO FERNDALE SCHOOL DISTRICT, I'M JUST I DON'T HAVE THEY DON'T THEY HAVEN'T UPDATED IT FOR THIS YEAR, HAVE THEY. THEY HAVE. SO ACCORDING TO ACCORDING IF WE INCLUDED THE TWO. SO HOW I-READY DOES A CORRELATION 66.9% OF OUR STUDENTS PASS THE SBAC WITH A 2, 3 OR 4, 59.2% OF OUR STUDENTS PASS THE SBAC WITH A 2, 3 OR 4. 66.8% OF OUR STUDENTS PASS THE SBAC WITH A 2, 3 OR 4. SO THAT'S THE CORRELATION WITH I-READY. WHAT BOBBY DID WAS WE PRESENTED THE DATA WITH JUST LOOKING AT STUDENTS WHO SCORED A THREE OR A FOUR. SO WHAT WE CAN TELL FROM THIS, GIVEN THAT IT'S 66.9 ON THE ELA, MORE STUDENTS GOT A TWO IN ELA THAN THEY DID SCIENCE [01:00:09] BECAUSE SCIENCE DEFINITELY WAS HIGHER THAN ELA. NOT BY MUCH, BUT SIGNIFICANTLY MORE STUDENTS GOT A TWO IN MATH. SO ANYWAY, THESE ARE THE KINDS OF CONVERSATIONS WHEN WE'RE SITTING AROUND GOING, WHAT DO WE DO? BOBBY AND I SPEND HOURS. I KNOW HE MET WITH KELLIE TODAY, TOO. THESE ARE THE THIS IS THE DIALOG WE'RE HAVING AND WE BEGIN TO ANALYZE. SO SO THAT'S THE CORRELATION. IF WE WERE TO LOOK AT THE TWOS, YOU'RE ALMOST 70% IN ELA AND SCIENCE AND ALMOST 60% AT REALLY AT 60% IN MATH. WE JUST WE DIDN'T INCORPORATE IT TO THIS REPORT BECAUSE THAT'S NOT HOW WE'VE DONE IT IN THE PAST. AND AS SOMEONE WHO'S CURRENTLY IN SCHOOL, I THINK OF HOW MUCH YOU CAN LEARN IN A SINGLE UNIT WITHIN A CLASS. AND I THINK WHAT I-READY DOES WITH INCLUDING THE TWO IN THEIR CORRELATION WITH THE SBA STANDARDS, WELL, IT MIGHT NOT LOOK SUPER IMPRESSIVE WHEN WE'RE JUST LOOKING AT THE THREES AND THE FOURS ON THE CHARTS PROVIDED. BEING LIKE A UNIT BEHIND COULD PUT YOU IN A TWO RANGE BECAUSE YOU'RE NOT MEETING EVERY SINGLE GRADE LEVEL STANDARD, BUT THEY COULD STILL HAVE ALMOST THE ENTIRE YEAR OF KNOWLEDGE UNDER THEIR BELT. AND I THINK THAT'S THE KIND OF THING WHERE I WOULD MUCH RATHER HAVE A PRESENTATION TO THE PUBLIC OF THOSE PERCENTAGES OF THREES AND FOURS AND STILL HAVE THOSE STUDENTS EARNING MORE TWOS THAN WE WOULD ONES THEN FOCUS ON, OH, WE WANT, YOU KNOW, OUR THREE AND FOUR. WE NEED JUST A COUPLE MORE THREE AND FOUR STUDENTS TO BOOST THIS PERCENTAGE. INSTEAD OF FOCUSING ON LET'S GET WHO WE CAN INTO THE TWO RANGE. SO THEY'RE AT LEAST ON GRADE LEVEL. SO THEY CAN MAKE PROGRESS. OKAY. ANY OTHER COMMENTS. OKAY. SO WE'VE KIND OF BOUNCED AROUND AND I DON'T KNOW THAT I HAVE A TOTAL MOTION I'VE HAD SUGGESTIONS OF MOTIONS. SO AGAIN, I'LL OPEN IT UP. IF SOMEBODY WANTS TO MAKE AN OFFICIAL MOTION AS TO HOW TO OF WHAT ACTION WE WANT TO TAKE ON THIS REPORT. I MAKE A MOTION THAT WE SAY WE WILL ADOPT IT, AND IT DEMONSTRATES REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS. OKAY. SO IT HAS BEEN MOVED TO ADOPT RESULTS REPORT FOR POLICY TWO COVERING ENGLISH LANGUAGE ARTS, MATHEMATICS AND SCIENCE AS MAKING REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS. SO WE'LL START WITH A STUDENT ADVISORY VOTE. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. OKAY. ALL THOSE OPPOSED? OKAY. THEN MOVING ON TO THE ELECTED BOARD MEMBERS. ALL THOSE IN FAVOR OF ADOPTING THIS REPORT AS MAKING REASONABLE PROGRESS WITH EXCEPTIONS SIGNIFY BY SAYING AYE. AYE. ALL OPPOSED. OKAY, SO THE REPORT IS ADOPTED AND WE WILL BE LOOKING FOR EVEN BIGGER AND BETTER THINGS IN THE FUTURE. SO THANK YOU. AND I HAVE TAKEN NOTES ON THE CONVERSATIONS. AND I KNOW BOBBY HAS BEEN AS WELL AS THINGS THAT WE WILL HIGHLIGHT WHEN YOU'RE LOOKING AT THIS REPORT FOR DEFINITION AND CLARITY. AND NEXT YEAR WE'LL HAVE SOME. AND WHEN ARE WE HAVING THE DISCUSSION OF WHAT WE ALL MEAN BY, YOU KNOW, THE AGREEMENT ON. SO NEXT MONTH YOU WILL TALK ABOUT THE MONITORING REPORTS, THE CYCLE OF HOW YOU'RE GOING TO LOOK AT EACH ONE TO IDENTIFY WHAT IT LOOKS LIKE FOR NEXT YEAR. AND THAT'LL BE, I THINK, A DISCUSSION THAT RELATES TO ALL THE MONITORING REPORTS, BECAUSE THAT REASONABLE PROGRESS IS PART OF ALL OF IT IS THE DEFINITION AND ALL THE ACTIONS. SO THIS IS WORK TO COME. GOOD. OKAY. THANK YOU, EVERYBODY, FOR A GOOD DISCUSSION. THANK YOU STEVE. WE WILL SEE YOU. HAPPY THANKSGIVING. AND AGAIN THANK YOU BOBBY. SO THAT BRINGS US ON TO ITEM 6.02, WHICH IS THE ADOPTION OF NEW POLICY 4311 SCHOOL SAFETY AND SECURITY SERVICES PROGRAM. THIS IS A POLICY THAT WAS PRESENTED TO THE BOARD LAST MONTH AS A NEW POLICY AND RELATES TO HAVING A SCHOOL RESOURCE OFFICER OR A DISTRICT RESOURCE OFFICER. AND SO THE BOARD HAS HAD TIME TO REVIEW THIS POLICY AND GET CLARIFICATION. [01:05:03] AND SO AT THIS POINT, IT IS UP FOR ANY DISCUSSION. SO THE FLOOR IS OPEN. SO THE ONLY QUESTION I HAVE IS WHEN DO THE PROCEDURES COME? BECAUSE I KNOW IT'S SUPPOSED TO BE ACCOMPANIED WITH PROCEDURES. SO WHEN WILL WE SEE THE PROCEDURES? WE DON'T EVER START WORKING ON THE PROCEDURE UNTIL THE BOARD HAS DONE THIS. SO ONCE THE BOARD APPROVES THIS, THEN CHRIS NOTIFIES EVELYN AND WHOEVER IS WORKING ON IT THAT THEY CAN START WORKING ON THAT, AND THEN WE GET THAT IN PLACE. THIS ONE WOULD BE DONE. AND MARK, CORRECT ME IF I'M WRONG. THAT IS SOMETHING WE HAD ALSO BEEN MAKING SURE CARL'S PART OF. AND THE POLICE DEPARTMENT IS LOOKING AT THOSE AS WELL. CORRECT. SO IT MIGHT TAKE A LITTLE LONGER JUST BECAUSE WE HAVE AN OUTSIDE AGENCY THAT WE PARTNER WITH. BUT YEAH, AFTER WE WAIT TILL YOU SAY YES AND THEN WE BEGIN TO DO THE OTHER SET OF WORK. SO ANY OTHER QUESTIONS? OKAY. I DON'T KNOW. I LOOKED AT IT AND I WAS FINE WITH EVERYTHING THAT I READ ON IT. I MOVE THAT WE ADOPT IT. OKAY. SO IT HAS BEEN MOVED THAT WE ADOPT POLICY 4311 SCHOOL SAFETY AND SECURITY SERVICES PROGRAM. STARTING WITH THE STUDENT ADVISORY VOTE, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. OKAY. ALL OPPOSED? THEN MOVING ON TO THE ELECTED BOARD. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. AND THOSE OPPOSED. SO THE POLICY HAS BEEN ADOPTED. SO YOU GUYS CAN WORK ON THE PROCEDURES. OKAY. NEXT IS ITEM 6.03, WHICH IS TO ADOPT THE BUILDING COMMISSION'S REPORT AND APPROVE RESOLUTION NUMBER 07-2024. AGAIN, THIS IS A REPORT THAT WAS PROVIDED TO THE BOARD ACTUALLY BEFORE LAST MONTH'S MEETING, BECAUSE IT'S ONLY 700 AND SOME ODD PAGES LONG. 754. IT WASN'T THAT AWFUL. BUT I'M OKAY BECAUSE MANY OF THE PAGES WERE CHECKLISTS OF, YEAH, YOU KNOW, THIS HAS BEEN INSPECTED. SO IT WASN'T AS AWFUL. IT WASN'T. DEFINITELY HITS ONE OF MY TOP TEN FOR, YOU KNOW, DECEMBER READING, SO OR NOVEMBER READING, I GUESS I SHOULD SAY. SO I THINK THE INTRO WAS A LITTLE MORE TIME CONSUMING AND THERE WERE A COUPLE OTHER PLACES, BUT REALLY IT WAS I WAS PLEASANTLY SURPRISED. IT IT COULD HAVE BEEN A LOT WORSE. THOSE PAGES WITH PICTURES DEFINITELY WERE HELPFUL. SO SO ANYWAY, THIS REPORT, FOR THOSE THAT MAY NOT HAVE LOOKED AT ANY OF THE 754 PAGES COVERED THE COMPLETION OF THE HIGH SCHOOL BUILD AND THE WORK THAT WAS DONE WITH THE BOND PROJECT, AND BASICALLY WAS JUST THE CHECKLIST AND PUNCH LIST FROM THE CONTRACTOR FOR THE BOARD AND THE DISTRICT TO REVIEW AND MAKE SURE THAT EVERYTHING WAS ADDRESSED. AND PART OF THAT PROCESS IS THE BOARD ACCEPTING AND APPROVING THE RESOLUTION APPROVING THAT REPORT. SO ANY FURTHER DISCUSSION ON SAID REPORT? I JUST WANTED TO SAY THAT IT WAS AMAZING WHAT THEY DID WITH THIS WHOLE BOND OVERSIGHT COMMITTEE AND THE WHOLE HAPPENING OF THE BUILDING ON TIME, ON BUDGET THROUGH COVID. I DID NOT READ ALL 754 PAGES. WHAT I DID IS I RAN IT THROUGH CHATGPT MULTIPLE TIMES ASKING DIFFERENT QUESTIONS. AND THE ONE OF THE THINGS I ASKED WAS WHAT CONCERNS SHOULD I BE THINKING OF AND LOOKING AT? WHAT DO WE NEED TO KNOW? AND THERE WERE THERE WAS ALMOST NOTHING. EVERYTHING THAT HAD NEEDED FIXING WAS RESOLVED, COMPLETED. THERE WAS JUST A COUPLE THINGS. THESE. HERE, LET ME JUST READ THIS. THESE CHALLENGES WERE ULTIMATELY RESOLVED, BUT YOU MAY WANT TO ENSURE ONE COMPREHENSIVE FOLLOW UP DURING THE WARRANTY PHASE. AND I'M SURE THAT'S BEING DONE. AND THEN THE OTHER, WHICH I THINK IS WORTH SAYING OUT LOUD, IS STAFF FAMILIARITY WITH UPDATED SYSTEMS TO PREEMPT FUTURE COMPLICATIONS. SO THAT'S ALL I HAVE TO SAY. SO I HAD ASKED KRISTI EARLIER TODAY, AND I TALKED TO STEVE ABOUT IT TOO, BUT KRISTI SAID TO ASK MARK, SO I'M GOING TO ASK MARK ANYWAY JUST BECAUSE [01:10:02] SO WE'RE AT LIST THE ISSUES, RIGHT. AND WHO THEY WERE ASSIGNED TO TO RESOLVE THEM AND WHATNOT. IF IT SAYS CLOSED, IF THE STATUS SAYS CLOSED, THEN THE ISSUE WAS RESOLVED. EVEN IF IT DOESN'T SAY HOW IT WAS RESOLVED OR WHO RESOLVED IT IN THE REPORT. CORRECT. CORRECT. OKAY. THAT WAS THE CONCERN I HAD. I ALSO WAS ASKING BECAUSE IT SEEMED LIKE THERE WAS A LOT OF CONVERSATION IN THAT REPORT DEVOTED TO COOLING OF THE BUILDING AND HOW TO GO ABOUT IT. LIKE IF IT'S DO YOU MAKE THE BUILDING REALLY COOL, COLD IN THE MORNING AND THEN JUST LET IT KIND OF DISSIPATE OVER THE OR, YOU KNOW, IF THERE'S SOME OTHER APPROACH. AND SO, I MEAN, IS THERE ANYTHING THAT COULD BE DONE IF IT'S NOT AN IDEAL HEATING OR COOLING? I MEAN, OR IS THAT JUST SOMETHING YOU GUYS ADJUST TO OVER TIME AND FIGURE OUT HOW TO HOW TO WORK WITH THE SYSTEMS THAT ARE IN PLACE? YES. SO BECAUSE THE BUILDING DOESN'T HAVE AIR CONDITIONING OR A THERE'S A PROCESS THAT HAS TO BE PUT IN PLACE TO TRY TO MAXIMIZE THE KIND OF THE COMFORT LEVEL OF THE FACILITY. THIRD FLOOR SOUTH KIND OF FACING GETS HOT FOR A HANDFUL OF DAYS IN THE COURSE OF THE YEAR. AND THE PROBLEM IS WHEN THEY KIND OF STACK UP ON TOP OF EACH OTHER. BECAUSE THE BUILDINGS NOW ARE DESIGNED TO BE SO EFFICIENT, THEY RETAIN A LOT OF THE HEAT. SO IT'S HARD TO REALLY COOL THE BUILDING DOWN FAR ENOUGH AT NIGHT TO GET IT. SO YOU CAN DO EXACTLY THAT, RIGHT? SO IT'S COLD IN THE MORNING, AND THEN IT WARMS UP AS IT BECOMES OCCUPIED. SO THE ENGINEERS SPENT A LOT OF TIME TRYING TO DEVELOP A SPECIFIC PROCESS TO BASICALLY MAKE IT AS COOL AS POSSIBLE. IT'S WHY THE FANS ARE THERE. THAT'S, YOU KNOW. SO IT'S IT'LL CONTINUE TO GET TWEAKED, BUT ODDS ARE WE'RE GOING TO HAVE A HANDFUL OF DAYS DURING THE COURSE OF THE YEAR THAT IT'S A LITTLE WARMER THAN EVERYBODY WOULD LIKE IT TO BE. WELL, IT WAS FUNNY BECAUSE I ASKED STEVE ABOUT THAT. HE GOES, HOW DO YOU EVEN DETERMINE WHAT THE IDEAL TEMPERATURE IS? BECAUSE WHAT'S TOO WARM FOR ONE PERSON IS TOO COLD FOR SOMEBODY ELSE. AND SO I DON'T KNOW, HOW DO YOU HANDLE FEEDBACK ON THAT ISSUE? YOU KNOW, WHEN YOU'VE GOT PEOPLE LIKE TEACHERS AND STUDENTS AND WHO DO YOU AIM TO MAKE HAPPY WHEN IT COMES TO SETTING THE THERMOSTAT AND DECIDING WHAT TEMPERATURE A BUILDING SHOULD BE? I'M NOT GOING TO ANSWER THAT PUBLICLY. VERY SMART ANSWER. OKAY, SO ONE MORE QUESTION. SORRY. IT JUST DAWNED ON ME. SO SO CSG IS DONE WITH US AT THIS POINT THEN, RIGHT. THEY'RE NOT. DO THEY HAVE ANY ONGOING INVOLVEMENT? WE'VE GOT A FEW LITTLE, YOU KNOW, ODDS AND ENDS THAT WE'RE STILL WRAPPING UP THE YOU KNOW, SOME FINAL PAPERWORK AND PROCESSES, BUT VERY LITTLE IN THE WAY OF OF INTERACTION. STILL, IT'S NOT THE MULTIPLE TIMES A DAY THAT IT HAS BEEN. RIGHT. IT'S JUST IT'S VERY INFREQUENT AT THIS POINT. AND THEN I THINK KRISTI SAID WE WILL BE GETTING REPORTS ABOUT THE MAINTENANCE PROGRAM THAT IS BEING PUT IN PLACE. AND, YOU KNOW, SO THAT'S COMING UP. WHEN DO WE GET OUR FIRST? I BELIEVE WE'VE GOT THAT SCHEDULED FOR NEXT MONTH. FOR NEXT MONTH. OKAY. SO IF YOU REMEMBER IT WILL BE QUARTERLY. DECEMBER IS THE NEXT CONVERSATION. THANK YOU. OKAY. ANY OTHER QUESTIONS? I'M GLAD THAT NANCY SET FORTH THE PRECEDENT THAT IF THE SCHOOL BOARD'S USING CHATGPT, PROBABLY FAIR FOR THE STUDENTS TO USE IT, TOO. OH, BOY. SO ANYWAY, IT DEFINITELY IS A GOOD RESOURCE AND TOOL. WE LEARNED ABOUT THAT AT WSSDA AS WELL. SO GIVEN NO FURTHER DISCUSSION, THE CHAIR WILL ENTERTAIN A MOTION AS TO HOW WE WANT TO ADDRESS THIS REPORT AND RESOLUTION. WELL, I MAKE A MOTION THAT WE ADOPT THE REPORT AND THE RESOLUTION. OKAY. SO IT HAS BEEN MOVED THAT WE ADOPT THE BUILDING COMMISSION REPORT AND APPROVE RESOLUTION NUMBER 7-2024. STARTING WITH THE STUDENT ADVISORY VOTE. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. ALL THOSE OPPOSED AND SIMILARLY WITH THE ELECTED BOARD. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. ALL OPPOSED? [01:15:03] SO THE REPORT HAS BEEN ADOPTED AND THE RESOLUTION APPROVED. AND WITH THAT, THAT COMPLETES THE ITEMS UNDER MATTERS RESERVED FOR THE BOARD. AND WE WILL BOUNCE BACK TO SHARING. [5. SHARING [GC-7.E.]] AND WE'LL START WITH KRISTI. OKAY. WE'RE GOING TO GET UP A POWERPOINT HERE. SO I WOULD FIRST JUST LIKE TO PUBLICLY CONGRATULATE THE BOARD. I TOLD THEM I THINK IT WAS 4 TO 8 HOURS SINCE I'VE LAST SEEN THEM. WE WENT OVER TO SPOKANE LAST WEDNESDAY. WE GOT BACK LATE LATER SATURDAY EVENING, AND WHILE WE WERE THERE, FERNDALE WAS RECOGNIZED. THE FERNDALE SCHOOL BOARD WAS RECOGNIZED AS ONE OF A HANDFUL OF DISTRICTS ACROSS THE STATE FOR THEIR WORK. THIS ONE WAS SPECIFICALLY AROUND THEIR WORK IN EARLY CHILDHOOD EDUCATION AND THE GAINS THAT WE'RE ALREADY STARTING TO SEE HERE IN FERNDALE. SO I JUST WANT TO ACKNOWLEDGE AND CONGRATULATE THE BOARD. THE OTHER PART THAT HAPPENED AT WSSDA, WHICH I DON'T KNOW, MARK, HAS THE BOARD EVER PRESENTED AT WSSDA? HAS THEY IN THE PAST? YES, WE DID A FEW YEARS AGO ON OUR SECURITY PROGRAM. OKAY. SO WE PUT FORWARD THE BOND OVERSIGHT, THE WORK THERE. IF YOU'RE FOLLOWING THE ELECTION RESULTS IN WASHINGTON STATE, IT IS HARDER AND HARDER FOR DISTRICTS TO PASS BONDS. AND THAT WAS THE CASE HERE IN FERNDALE. IT WAS A COMPLICATED SITUATION. AND SO THROUGH OUR WORK OF PARTNERING BETWEEN THE BOARD, THE DISTRICT AND THE BOND OVERSIGHT COMMITTEE, WE SHARED OUR PROCESS. LESSONS LEARNED. I'D LIKE TO THANK RILEY [INAUDIBLE] FOR COMING OVER AND MARK COMING OVER TO SPOKANE TO HELP SANDY MCMILLAN DID SOME VIDEO FOOTAGE, AND WE WERE ABLE TO SHARE WITH OTHER DISTRICTS. IT WAS A LARGER ROOM. IT WAS PRETTY FULL. SO IT WAS I JUST FELT SUPER PROUD AS SOMEONE WHO KIND OF CAME IN ON THE TAIL END AND GOT TO BE PART OF THE OPENING OF THE HIGH SCHOOL, BUT TO HEAR THE HISTORY AND ALL THE WORK THEY DID JUST A REAL HONOR TO BE PART OF THAT TEAM AND WITNESS THAT. ANOTHER PART IN LABOR MANAGEMENT GROUP WITH FEA. WE'VE BEEN TALKING ABOUT JUST SOME QUESTIONS WE HAVE AROUND THE CALENDAR WORK. THE BOARD ALSO HAS SOME QUESTIONS, SO I JUST WANT TO HIGHLIGHT THAT IN THE COMING MONTH OR SO THAT WE'LL BE SENDING OUT A SURVEY TO FAMILIES AND STUDENTS JUST ABOUT THE CALENDAR. FOR EXAMPLE, ARE WE INTERESTED IN A LATE START OR AN EARLY RELEASE? ARE WE INTERESTED? YOU KNOW, WHEN DO YOU START? THERE'S BEEN SOME QUESTIONS AROUND BELL TIMES. IS THAT SOMETHING THAT THE COMMUNITY WOULD LIKE US TO LOOK AT? BOTH FROM TEACHERS. AND I'M NOT SAYING WE'RE GOING THERE, BUT BOTH FROM TEACHERS AND THE BOARD. PEOPLE ARE ALWAYS CURIOUS. IS A DIFFERENT CALENDAR YEAR, SUCH AS YEAR ROUND SCHOOL? IS THAT SOMETHING THAT PEOPLE ARE INTERESTED IN? SO REALLY, JUST TO GAUGE THE INTEREST OF OUR COMMUNITY AROUND SOME OF THESE ISSUES FROM VERY BIG SYSTEM TAKES YEARS TO DO TO VERY EASY WE COULD IMPLEMENT NEXT YEAR IDEA. SO CALENDAR COMING LOTS OF INPUT FROM THE BOARD LABOR GROUPS AND THE DISTRICT. AND I'M GOING TO PASS IT OFF TO THE STUDENTS. I PERSONALLY HAD A WONDERFUL TIME AT WSSDA THIS YEAR. I THOUGHT IT WAS A REALLY GREAT ANNUAL CONFERENCE, AND I LEARNED A LOT AND TOOK BACK A LOT OF INFORMATION, MOST OF WHICH I WILL BE SAVING TO TALK ABOUT DURING DECEMBER, BECAUSE I'LL HAVE HAD MORE TIME TO PROCESS IT AND MAKE IT READY TO PRESENT AND ACT ON A LITTLE BIT OF IT, AND ALSO IN PART BECAUSE WE'RE TRYING TO KEEP THIS MEETING SHORT. IN OTHER NEWS I HAD CELINA AND I ATTENDED OUR FIRST MEETING WITH ONE OF THE MIDDLE SCHOOL ADVISORY COMMITTEES. PRINCIPAL MCDANIELS WAS KIND ENOUGH TO HOST US AT HORIZON, AND I THINK WE HAD SOME REALLY PRODUCTIVE CONVERSATIONS AN THE MIDDLE SCHOOLERS WERE REALLY ENGAGED AND HAD A LOT OF REALLY INTERESTING FEEDBACK. ONE OF WHICH I WOULD SAY LIKE THE PART THAT I'M MOST INTERESTED IN FOCUSING ON GOING FORWARD IS THEY WOULD LIKE TO HAVE MORE INTERACTIVE EVENTS BETWEEN BOTH MIDDLE SCHOOLS. AND I THOUGHT THAT WAS REALLY COOL BECAUSE THEY WERE POINTING OUT WE ARE SEPARATED FROM OUR ELEMENTARY FRIENDS. [01:20:04] AND ALSO IN THE INTEREST OF WHEN WE GO TO HIGH SCHOOL, WE'RE GOING TO BE IN CLASSES WITH ALL OF THESE PEOPLE AGAIN. AND WE WANT TO KNOW MORE THAN JUST THE ONES WHO WENT TO OUR MIDDLE SCHOOL. AND SO I THOUGHT THAT WAS A REALLY INTERESTING THING. AND I THOUGHT THAT THEY GAVE A LOT OF HELPFUL FEEDBACK. AND IN OTHER NEWS FALL SPORTS ARE OVER. VOLLEYBALL MADE IT TO STATE. AND WINTER SPORTS ARE BEGINNING. I THINK BASKETBALL TRYOUTS FOR BOTH BOYS AND GIRLS HAPPENED LAST WEEK. AND I KNOW I SAW A WRESTLING MEETING AND I'VE SEEN BASKETBALL CHEER POSTS, SO THERE WAS A MEETING IN EAGLE TIME TODAY ABOUT GIRLS FLAG FOOTBALL AS A CLUB. AND I'VE HEARD THAT THAT HAD A LOT OF INTEREST AND WAS VERY INTERESTING AS KIND OF JUST A START FOR GIRLS WHO WANT TO GET INTO FOOTBALL AT FERNDALE. SO YEAH, I KNOW A LOT OF PEOPLE WENT TO THE GIRLS FLAG FOOTBALL MEETING TODAY, WHICH WAS REALLY EXCITING. AND I KNOW SOME OTHER SCHOOLS IN BELLINGHAM ARE GOING TO BE GETTING STARTED ON THAT TOO. SO I'M VERY EXCITED TO SEE HOW THAT ENDS UP LOOKING LIKE. AND THEN ALSO I'LL TOUCH ON THAT. IT WAS VERY, VERY INTERESTING AND I HAD SUCH A GREAT EXPERIENCE WITH EVERYBODY. I FEEL SO CONNECTED NOW. AND THE STRATEGIC ADVOCACY WORKSHOP THAT GABBY AND I WENT TO WAS REALLY, REALLY INTERESTING. SOME THINGS THAT WE'RE DEFINITELY GOING TO BRING BACK ESPECIALLY TO OUR MIDDLE SCHOOL AND ELEMENTARY SCHOOL ADVISORIES THAT WE'RE GOING TO BE VISITING MORE OFTEN. BUT AT THE HIGH SCHOOL, REALLY NOTHING MUCH GOING ON. WE JUST HAD OUR NATIVE AMERICAN ASSEMBLY, WHICH I HEARD WENT VERY WELL. UNFORTUNATELY, WE WEREN'T ABLE TO ATTEND, BUT HOPEFULLY EVERYBODY ELSE SAW THE PHOTOS ON INSTAGRAM. THEY IT TURNED OUT PRETTY WELL, I WOULD SAY. AND THEN COMING UP, WINTER BREAK, WHICH I KNOW EVERYBODY IS VERY EXCITED FOR, INCLUDING MYSELF. I LOVE SCHOOL, BUT I, YOU KNOW, WINTER IS JUST IT'S JUST SUCH AN AMAZING TIME. AND TO KICK THAT ALL OFF, WE'VE GOT SOME EXCITING STUFF GOING ON, AT LEAST AT THE HIGH SCHOOL LEVEL. SO WE HAVE WINTER HALL DECORATING COMING UP. WHICH IS BASICALLY WHERE OUR STUDENTS STAY AFTER SCHOOL TO DECORATE OUR HALLS IN LIKE SPECIFIC AREAS TO A SPECIFIC THEME. AND THEN WHEN STUDENTS COME BACK ON MONDAY, IT'S LIKE FOR A WHOLE WEEK, THE HALLWAYS ARE JUST WINTER IN YOUR FACE. AND THEN ALSO WE'RE GOING TO BE HAVING A WINTER FESTIVAL, WHICH IS MY LEADERSHIP PROJECT. IT'S VERY EXCITING. WE HAD IT LAST YEAR. SO BASICALLY WHAT IT IS, IS LIKE THERE'S A BUNCH OF DIFFERENT LIKE STATIONS THAT STUDENTS CAN GO AROUND. IT'S JUST A BUNCH OF LIKE WINTER ACTIVITIES. SO LIKE, YOU CAN MAKE CRAFTS, YOU CAN DRINK HOT COCOA WITH YOUR FRIENDS. BUT I THINK IT'S THE RIGHT WAY TO KICK OFF WINTER BREAK, SO I'M VERY EXCITED TO SEE HOW THAT ALL GOES. THAT'S IT. OKAY, TO ASK A QUESTION? GO AHEAD, PEGGY. SO YOU SHOWED ME SANTA AND SOME ELVES AND WHATNOT. CAN PEOPLE BRING THEIR KIDS TO HAVE THEIR PICTURES TAKEN WITH SANTA AT THIS THING? UNFORTUNATELY, I DON'T THINK THAT OTHER PEOPLE'S KIDS CAN COME, BUT I'M INVITING THE BOARD. YOU GUYS ARE WELCOME TO JOIN US. AND THEN ALSO. YEAH, IT'S JUST FOR STUDENTS AND STAFF. I KNOW EVERYBODY LOVES TAKING PHOTOS WITH SANTA CLAUS. IT'S GOING TO BE VERY EXCITING BECAUSE WE HAVE WE HAVE THE WHOLE GANG THERE. WE'RE GOING TO HAVE SANTA CLAUS. MRS. CLAUS, THEIR TWO ELVES. PERHAPS I CAN EVEN REIN IN SOME REINDEERS. WE'LL SEE WHO WANTS TO DO THAT. IT'S NOT GOING TO BE ME, BUT IT'S GOING TO BE VERY EXCITING. SO WE'LL SEE. SANTA CLAUS IS COMING TO FHS. ANY OTHER QUESTIONS? WHAT ABOUT FROSTY THE SNOWMAN? SO GOOD. WELL, THANK YOU FOR THE UPDATE. SO THAT THEN TAKES US ON TO ITEM SEVEN. [7. UPDATES] AND THE FIRST PART OF THAT ITEM 7.01 IS THE LEGISLATIVE REPORT. THANK YOU KEVIN. OKAY. LET'S SEE. THE ONLY TAIL END OF THE WHOLE ELECTIONS AND VOTING THAT WE DID AS A BOARD FOR WSSDA THERE WAS A LITTLE BIT OF CLEANUP AT THE END BECAUSE THE STATE BOARD OF EDUCATION DIDN'T HAVE A CLEAR WINNER THE FIRST ROUND. SO THEY HAD A RUNOFF ELECTION. SO ONE PERSON GOT MORE VOTES THAN THE OTHER, BUT THE OTHER ONE WON. SO JEN CHONG JEWELL WAS ELECTED TO THE STATE BOARD OF EDUCATION WITH 61% OF THE VOTES. JAMI LUND DID NOT WIN. HE HAD 39% OF THE VOTES, BUT THAT'S BECAUSE THOSE VOTES WERE WEIGHTED. [01:25:05] SO I THINK IT WAS TWO WSSDA'S A GO THAT THE WEIGHTED VOTE HAD BEEN REPLACED WITH EVERY SCHOOL DISTRICT HAVING AN EVEN VOTE WITH EVERY OTHER, BUT THAT APPLIED EVIDENTLY ONLY TO ADOPTING POLICIES. IT DIDN'T HAVE ANYTHING TO DO WITH THE ELECTIONS. SO SEEING AS JAMI GOT 113 REAL VOTES AND JEN GOT 108 VOTES AND SHE THEN GOT 61% VERSUS 39%. I THINK WE NEED TO TALK ABOUT AND THINK ABOUT WHAT WE THINK OF MAKING A PROPOSAL TO WSSDA TO GET RID OF THE WEIGHTED VOTE, AS WELL FOR ELECTIONS AS WELL AS POLICIES, BECAUSE WHAT THE WEIGHTED VOTE DOES IS IT KEEPS THE PEOPLE IN THE LARGER DISTRICTS IN POWER AND ALL US LITTLE GUYS AND MEDIUM SIZED GUYS, WE DON'T GET THE REPRESENTATION AT WSSDA BECAUSE OF THAT. SO THAT'S SOMETHING I WOULD LIKE TO TALK ABOUT AT A FUTURE MEETING, MAYBE PUT IT ON AN AGENDA. THE OTHER PART OF MY LEGISLATIVE REPORT IS JUST TALKING A LITTLE BIT ABOUT WHAT WE DID AT WSSDA. IT WAS AN ABSOLUTELY WONDERFUL EXPERIENCE, AND THIS WAS MY SECOND ONE. I WENT THE FIRST YEAR BEFORE I WAS ACTUALLY OFFICIALLY ON THE BOARD, SO I FELT A LOT MORE LIKE I KNEW WHAT WAS GOING ON AT THIS ONE. AND I LOVED THE TIME TO BE ABLE TO CONNECT WITH ALL OF THE BOARD TOGETHER AND GET TO KNOW EACH OTHER BETTER. THAT JUST WAS ABSOLUTELY THE MOST VALUABLE THING TO ME PERSONALLY, WAS TO FEEL THE COHESIVENESS COMING OUT OF THAT TIME TOGETHER. PEOPLE HAD ALL KINDS OF LEARNING OPPORTUNITIES ABOUT, GABBY ALREADY MENTIONED THE STRAT ACADEMY STRATEGIC ADVOCACY, AND I'M DELIGHTED TO HEAR THAT THAT IS SOMETHING YOU'RE EXCITED ABOUT BECAUSE I AM ABSOLUTELY EXCITED ABOUT THAT, TOO. WE'VE GOT WONDERFUL RESOURCES TO KNOW HOW WE CAN HELP PUSH THE NEEDLE TO MAKE GOOD CHANGES FOR PUBLIC EDUCATION AT THE UPCOMING LEGISLATIVE SESSION. SO I'M GLAD YOU GUYS ARE GOING TO BE INVOLVED IN THAT TOO. MAYBE WE COULD WORK TOGETHER ON SOME STUFF. THERE WAS LAW CONFERENCE THERE, AND KEVIN AND I BOTH ATTENDED THAT AND GREAT INFORMATION THERE, AND I COULD SEE THAT ALL THE STUDENT REPS, HARLEEN AND GABBY HAD ALL KINDS OF OPPORTUNITIES TO LEARN SO MANY THINGS, AND THEY WERE INDEPENDENTLY ON THEIR OWN WITHOUT ANY GROWNUPS. YOU KNOW, THROUGHOUT THE DAY THEY WERE JUST THERE WERE SO MANY THINGS FOR THEM TO GO TO, INCLUDING THEIR OWN LUNCHES AND THEIR OWN DINNERS AND THAT SORT OF THING. SO IT WAS A WONDERFUL WAY TO EXPAND THEIR LEADERSHIP ROLES AND LEARNING OPPORTUNITIES IN THAT WAY. WE LEARNED MORE ABOUT AI INTEGRATION INTO K-12 SCHOOLS. AND OVER THE PAST, I'D SAY MONTH OR SO FROM ATTENDING. MR. DIMMEL, IS THAT HIS NAME, HIS CLASS THAT HE HAD FOR TEACHERS? I WENT FROM BEING ABSOLUTELY TERRIFIED OF AI TO NOW I'M USING IT. SO IT'S IT'S BEEN A LEARNING EXPERIENCE FOR ME. AND I SEE ALL KINDS OF OF POTENTIAL FOR HELPING TEACHERS IN THEIR CLASSROOMS. WOW. I LEARNED SO MUCH, AND I'M SO EXCITED ABOUT IT. AND I'M SURE YOU GUYS ARE ABOUT LIGHT YEARS AHEAD OF ME ON THIS, BUT I SEE GOOD THINGS COMING WITH THAT. I SEE IT AS A DOUBLE EDGED SWORD, BUT I THINK IT FITS IF WIELDED CORRECTLY IT COULD BE AWESOME. I JUST ALSO WANTED TO SAY THAT THE UPCOMING LEGISLATIVE SESSION STARTS JANUARY 13TH, AND THIS IS CALLED A LONG SESSION. IT'S 105 DAYS LONG. LAST YEAR'S WAS 60 DAYS AND THAT FELT LONG TO ME. SO THIS ONE'S GOING TO BE REALLY LONG. SO JANUARY 13TH AND I'M LOOKING FORWARD TO KEEPING MY EYE ON BILLS AND TALKING TO OUR LOCAL LEGISLATORS TO GET PROPER FUNDING FOR SCHOOLS. AND ANYWAY, THAT'S ALL I HAVE. THANK YOU. SO I HAD A QUESTION AND FOLLOW UP TO THAT. SO EXCUSE ME. SO DID I UNDERSTAND CORRECTLY THAT WE WON'T BE DOING THE DAY ON THE HILL THING THIS YEAR BECAUSE OF, YOU KNOW, IT'S KIND OF EXPENSIVE? AND THEY AREN'T ACTUALLY HOSTING A DAY ON THE HILL. SO WE'VE GOT TO FIGURE OUT HOW WE WANT TO DO IT. THEY'RE HAVING A CONFERENCE WHICH JUST HAVE WONDERS ABOUT. IT'S SUNDAY, EITHER SUNDAY, MONDAY OR SATURDAY, SUNDAY. DO YOU REMEMBER SUNDAY, MONDAY AND THE REGISTRATION WAS OVER $500 PER PERSON. [01:30:05] AND SO THEN ONCE YOU ADD THE TRAVEL IN, IT DOESN'T START TILL NOON. IT'S JUST AN AFTERNOON ON SUNDAY AND JUST A MORNING ON MONDAY. SO THEN HOTEL COSTS AND EVERYTHING. SO JUST ECONOMICALLY IT DIDN'T. AND NONE OF THE LEGISLATORS ARE GOING TO BE THERE. SO THAT JUST DIDN'T THAT DIDN'T SOUND TO ME LIKE WHAT THIS BOARD WAS INTERESTED IN. I'VE BEEN TALKING TO THE OTHER SUPERINTENDENTS. IS THERE A WAY THAT WE COULD COLLECTIVELY EITHER ASK TO MEET OR WE SET SOMETHING UP WHERE WE MEET WITH SOME OF THE LEGISLATORS? SO MORE TO COME ON THAT I'M DOING SOME BRAINSTORMING WITH SOME OTHERS ABOUT HOW DO WE COLLECTIVELY WORK WITH OUR NEIGHBORS TO DO JUST WHAT NANCY SAID, YOU KNOW, SEND ONE MESSAGE TO MOVE THE NEEDLE. I SAW THAT COME THROUGH WITH THE REGISTRATION. NOW, IS THAT AVAILABLE ON ZOOM? CAN YOU LISTEN IN? IT DIDN'T SOUND LIKE IT. OKAY, SO I'M TRYING TO UNDERSTAND WHY THE SHIFT. IT WAS SAID THAT WE ASKED FOR IT, BUT I DON'T REMEMBER BEING ASKED, SO I DON'T KNOW, MAYBE I MISSED A MEMO. I DON'T KNOW, BUT IT WAS A WEIGHTED VOTE. IT MIGHT HAVE BEEN THE WEIGHTED VOTE. I ALWAYS THOUGHT PEOPLE REALLY ENJOYED THE DAY ON THE HILL JUST BECAUSE IT WAS TIME TO WATCH, PROCESS, DO SOME WORK. THEY OFTEN HAD SOME, YOU KNOW, PIECES FOR THE STUDENTS TO GET THEIR STUDENT VOICE INVOLVED. SO I'M GOING TO FIND US A WAY, AND MAYBE WE TRAVEL DOWN FOR A DAY TOGETHER. WE DON'T HAVE TO HAVE IT ORGANIZED. WE COULD GO AND SET IT UP SEPARATELY. SO MORE TO COME. ANY OTHER QUESTIONS? THANK YOU. NANCY. SO THAT THEN TAKES US TO THE AUDIT COMMITTEE. NOT MUCH TO REPORT OTHER THAN THAT WE WENT AND WE LOOKED THROUGH THE VOUCHERS AND DIDN'T SEE ANYTHING THAT, YOU KNOW, MADE US GO. [LAUGHTER] AND SO, YOU KNOW, BUT TRYING TO GET A BETTER UNDERSTANDING OF HOW ALL THE PIECES WORK. AND I'M GOING TO GO MEET WITH HOLLY AND ASK QUESTIONS ABOUT OTHER THINGS. ONE INTERESTING THING AT THE WSSDA CONFERENCE IS THEY OFFERED A DEVELOPMENT THING ON FINANCIAL FITNESS, YOU KNOW, AND THE INDICATORS, THE FIT INDICATORS THAT THE DISTRICT HAS TO SUBMIT TO OSPI. YOU KNOW, AS AN INDICATION OF THEIR FINANCIAL SOUNDNESS. AND I ASKED IF THOSE COULD BE APPLIED TO THE REPORTS THAT COME OUT MONTHLY. AND THEY SAID, YEAH, SURE. NO REASON NOT TO. SO ALSO, NANCY, I MANAGED TO NAB ONE EXTRA COPY OF THE WORKSHEETS ON HOW TO DO THE CALCULATIONS, WHICH WASN'T TOO BAD. AND SO I'LL SEE ABOUT GETTING COPIES FOR EVERYBODY BECAUSE I THOUGHT THEY WERE USEFUL. SO AND I BET THAT'S SOMETHING THAT HOLLY WOULD LOVE TO LOOK THROUGH WITH YOU. YEAH. SO THANK YOU. THANK YOU. PEGGY. OH. SO RECOMMENDATION. YES. ON THE AUDIT STUFF. SO THANK YOU. SO THAT THEN DOES TAKE US TO ITEMS EIGHT AND NINE, THE CONSENT AGENDAS. [8. SUPERINTENDENT CONSENT AGENDA [GC-2.4]] [9. BOARD CONSENT AGENDA [GC-2.4]] AGAIN, THE CONSENT AGENDAS ARE A GROUP OF ROUTINE ITEMS THAT CAN BE ACTED ON AS A WHOLE AS OPPOSED TO DOING EACH INDIVIDUALLY. THESE ARE TYPICALLY ROUTINE ITEMS THAT THE BOARD HAS HAD ACCESS TO AND BEEN ABLE TO ASK QUESTIONS AND GATHER DATA. AS PART OF TONIGHT'S CONSENT AGENDA, WE'RE RECEIVING A NEW POLICY, AND THIS POLICY WAS PREPARED BY OUR PUBLIC RECORDS OFFICER AND RELATES TO PUBLIC RECORDS MANAGEMENT, RETENTION, TRANSPARENCY AND ACCOUNTABILITY. IT ALSO DEFINES STAFF RESPONSIBILITIES IN FULFILLING PUBLIC RECORDS, REQUESTS AND THE ROLE OF TECHNOLOGY. THIS POLICY WILL BE DISCUSSED AND ACTED UPON AT NEXT MONTH'S MEETING. AND SO WE ENCOURAGE THE PUBLIC TO REVIEW THIS POLICY AS WELL, AND TO LET US KNOW YOUR THOUGHTS SO WE CAN TAKE THOSE INTO CONSIDERATION AS WE DELIBERATE AND TAKE ACTION ON THIS POLICY. SO WITH THAT SAID, THE FLOOR IS OPEN TO ANY ANY DISCUSSION AND OR A MOTION FOR ACTION ON THE CONSENT AGENDA. THE ONLY THING THAT I HAVE ANY QUESTIONS ON MYSELF ABOUT THE CONSENT AGENDA IS 9.03, THE BOARD OF DIRECTORS BUDGET. DOES THAT RUN? WHEN'S THE START AND STOP DATE ON THAT? IS THAT SEPTEMBER THROUGH AUGUST OR IS. IT RUNS SEPTEMBER THROUGH AUGUST. BUT THAT REPORT IS JUST SEPTEMBER AND OCTOBER. SO IT REFLECTS. YEAH. JUST REFLECTS THROUGH OCTOBER. SO ANY TRANSACTIONS THAT HAPPENED IN OCTOBER WOULD BE IN THAT YEAR TO DATE OR THE MONTH THE THE CURRENT COLUMN AND THEN THE YEAR TO DATE. [01:35:02] SO EVERYTHING STARTING IN SEPTEMBER WOULD BE THE YEAR TO DATE. OKAY. THANK YOU. SO IS THE PROFESSIONAL SERVICES. IS THAT THIS WHOLE SYSTEM THAT WE USE IS THAT THAT EXPENSIVE? I BELIEVE SO. OKAY. AND SO IS IT PAID FOR ONCE AT THE BEGINNING OF THE YEAR BECAUSE I SEE THAT IT'S PRETTY MUCH GONE. SO IT'S JUST ONCE. IT'S NOT GOING TO HAPPEN AGAIN. OKAY. AND THEN OKAY THAT'S. THANK YOU. HOLLY, CAN I ASK A QUESTION? OF COURSE. OKAY. SO, YOU KNOW, IN PREPARATION FOR NEXT YEAR YOU KNOW, WHEN DO WE START TRYING TO DECIDE AS A BOARD, YOU KNOW, WHAT ITEMS WE WANT TO SEE IN OUR BUDGET FOR. WE WERE JUST TALKING ABOUT THAT TODAY. WE'RE GOING TO START NEXT MONTH. OUR NEXT BOARD MEETING. WE'LL DO A SHORT PRESENTATION. PRESENTATION, AND THEN WE WILL ACTUALLY GIVE YOU A SURVEY TO TALK ABOUT PRIORITIES AND THEN MEET IN JANUARY AND FEBRUARY AND SO ON. AND UNTIL WE ADOPT THE BUDGET IN JULY OR AUGUST. THANK YOU. AS MANY OF US WILL RECALL HOLLY'S PAGES AND PAGES OF BUDGETARY CHECKOFF LIST. I THINK SHE LIKES LOTS OF LINES TO CHECK OFF. SO, ANY OTHER QUESTIONS? OKAY, THEN. SEEING NONE, I WILL PUT FORTH THAT WE ADOPT THE SUPERINTENDENT AND BOARD CONSENT AGENDA AS PRESENTED HERE AND MAKE THEM PART OF THE MINUTES. SO ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. NOT ON THE CONSENT AGENDA. AND ON THIS ONE, BECAUSE THE THINGS THAT CAN BE INCLUDED IN THIS, WE DON'T PUT THE STUDENTS INTO THE POSITION OF VOTING ON THOSE THINGS, PARTICULARLY SINCE IT DEALS WITH PERSONNEL. SO ALL THOSE IN FAVOR OF ADOPTING THE SUPERINTENDENT AND BOARD CONSENT AGENDA AS PRESENTED HERE TO SIGNIFY BY SAYING AYE. AYE. AYE. ALL OPPOSED. THE CONSENT AGENDAS ARE THEN ADOPTED. SO THEN THAT TAKES US ON TO SHARING. [10. SHARING [GC-7.E}] AND IT'LL BE TAKE LESS TIME TONIGHT BECAUSE THERE'S ONLY THREE OF US. SO, PEGGY, I'M GOING TO START AT YOUR END. START AT ANOTHER END. BECAUSE I HAVEN'T EVEN THOUGHT OF ANYTHING. I JUST. OR I CAN JUST PASS, RIGHT. I DON'T HAVE TO SHARE ANYTHING. YOU CAN PASS. THERE IS NO REQUIREMENT. NO REQUIREMENT. OKAY, IN THAT CASE, I'M JUST GOING TO REMAIN SILENT. I WOULD SAY IT'S BEEN A LOVELY NIGHT OF SHARING. SO YOU HAVE BEEN SHARING SOME TRUTHS. OKAY, NANCY, IN THE INTEREST OF MAKING THIS THE SHORTEST BOARD MEETING I'VE EVER BEEN TO, THAT'S THE END OF MY COMMENTS. OH, BOY. WE'RE ON A ROLL. ALL I HAVE TO SHARE IS THAT I REALLY THINK THE REASON THAT STEVE LEFT IS BECAUSE HE WAS HAVING SO MUCH FUN WITH CHATGPT AT THE SESSION WE ATTENDED, AND MAKING POEMS AND SONGS THAT I'M AFRAID HE THOUGHT WE WERE GOING TO FORCE HIM TO SING ONE OF THE MANY SONGS THAT HE CREATED, SO I THINK THAT'S WHY HE LEFT. BUT IT WAS A GOOD TIME FOR US ALL TO GET TOGETHER AT WSSDA. THERE WAS A LOT OF LEARNING OPPORTUNITIES AS WELL, AS NANCY SAID, A CHANCE FOR THE BOARD TO GET TOGETHER WITH A LITTLE BIT LESS, NO VIDEO CAMERAS AND THAT TO WATCH OUR EVERY MOVE SO WE COULD TALK A LITTLE MORE WITHOUT THAT. [INAUDIBLE] IS THAT GOING TO BE A SOUNDBITE SOMEWHERE? THOUGHT. SO THAT WAS NICE AND APPRECIATED. EVERYONE MAKING THE EFFORT TO BE THERE APPRECIATE THE ENERGY OF THE STUDENTS AND THEIR ROLE THEIR INVOLVEMENT. CERTAINLY. KUDOS TO MARK AND RILEY FOR COMING OVER FOR OUR PRESENTATION. THERE WERE LOTS OF GOOD QUESTIONS WITH THAT, AND I THINK THAT THERE ARE DISTRICTS THAT ARE GOING TO BENEFIT BECAUSE THEY'RE KIND OF IN THE SAME BOAT THAT WE WERE. SO I WAS I'M GLAD WE WERE ABLE TO SHARE THAT INFORMATION WITH THEM. SO THAT WAS GREAT. AND THAT'S ALL I'VE GOT. SO WITH THAT, WE WILL MOVE ON TO THE EVALUATION. [11. MEETING EVALUATION SURVEY] THE SCHOOL BOARD EVALUATION OF THE MEETING WHICH AGAIN, DIRECTOR CHILDS ESSENTIALLY SKIPPED OUT ON. SO I WOULD BE HAPPY TO EVALUATE YOU GUYS TONIGHT. WHOA. [LAUGHTER] COOL. I WOULD ACTUALLY GIVE YOU ALL A COMMENDABLE I THOUGHT THE FOCUS I'VE, YOU KNOW, STARTING MY THIRD YEAR, AND WE KEEP TALKING ABOUT HOW WE WANT OUR BOARD MEETINGS TO BE FOCUSED ON STUDENT LEARNING, AND TONIGHT WAS ALL ABOUT OUR STUDENTS. [01:40:03] AND THAT'S WHY WE'RE ALL HERE. BECAUSE WE CARE DEEPLY ABOUT OUR STUDENTS. SO TOGETHER, I SEE US GETTING MUCH BETTER. SO THANK YOU. THANK YOU AND THANK YOU TO THE BOARD FOR ALL THE GOOD CONVERSATION. SO WITH THAT IN MIND BEFORE I ADJOURN, JUST A QUICK NOTE. DUE TO THE HOLIDAY SEASON, NEXT MONTH'S MEETING HAS BEEN MOVED. TRADITIONALLY SO TO DECEMBER 17TH OR THE LAST TUESDAY BEFORE THE WINTER BREAK BEGINS, AS OPPOSED TO THE LAST TUESDAY OF THE MONTH. SO DON'T SHOW UP HERE ON THE LAST TUESDAY OF THE MONTH BECAUSE WE WON'T BE HERE. WE'LL BE CELEBRATING THE HOLIDAYS. THAT MEETING ON DECEMBER 17TH WILL ALSO BE PRECEDED BY OUR ANNUAL JOINT MEETING WITH THE LUMMI NATION EDUCATION BOARD. TO GO OVER THE JOM'S AND THE OTHER DOCUMENTS AND THINGS THAT WE DO WITH THEM AND DISCUSSING THE NATIVE STUDENTS. SO WITH ALL THAT SAID, I WILL NOW DECLARE THIS MEETING ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.