[1. CONVENE]
[00:00:03]
>> MUCH BETTER. WELL, GOOD EVENING AND WELCOME TO THE FEBRUARY STUDY SESSION OF THE FERNDALE SCHOOL BOARD.
NOW SEEING THAT THERE'S NOBODY HERE BUT US.
IF YOU'RE ONLINE OR YOU'RE WATCHING THIS, THANKS FOR JOINING US AND THANKS FOR PARTICIPATING.
THE PURPOSE OF THIS AND EVERY OTHER SCHOOL BOARD MEETING IS TO CONDUCT THE BUSINESS OF THE BOARD.
THIS BUSINESS TO FACILITATE THE MISSION OF OUR 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.
TONIGHT, WE'LL BE WORKING ON OUR OPERATING EXPECTATIONS AND INDICATORS FOR THOSE, SO DEFINITELY FITS WITHIN THAT.
IF YOU'LL PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE.
AND NOW 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 IMMEMORIAL, THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL ANCESTRAL AND UNSEATED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE.
WE HONOR THEIR ANCESTORS AS WE ACKNOWLEDGE THE PAST, PRESENT, AND FUTURE LUMMI PEOPLE AS THE ORIGINAL INHABITANTS OF THIS LAND.
>> THANK YOU, STEVE. NOW WE'LL MOVE ON TO TONIGHT'S PURPOSE FOR THIS STUDY SESSION,
[2. MATTERS FOR BOARD DISCUSSION]
WHICH, IF THOSE THAT HAVE BEEN FOLLOWING THIS DOCU SERIES.WE'LL KNOW THAT WE STARTED WITH LAST MONTH LOOKING AT THE POLICY CONSOLIDATION FOR OUR OPERATIONAL EXPECTATION POLICIES.
TONIGHT, CHRISTIE AND BOBBY ARE BRINGING TO US INDICATORS FOR THOSE AND WE'RE GOING TO DISCUSS THEM.
>> I'M GOING TO PASS THE MIC TO BOBBY HERE IN JUST A MINUTE, BUT I WANT TO LET YOU KNOW, WE HAVE A LARGER TEAM AT THE TABLE TONIGHT BECAUSE WHAT THE OES REPRESENT IS THE WORK OF THE TEAM WHO'S SITTING HERE.
BUT OTHERWISE, KELLY WILL BE REPRESENTING THE TEACHING AND LEARNING SIDE OF THE HOUSE.
BUT THIS IS THE WORK OF MANY PEOPLE SPECIFICALLY ON THE SIDE OF OUR OPERATIONS.
ALL THE SUPPORT STRUCTURES AND SPACES THAT WE DON'T OFTEN THINK ABOUT WHEN WE THINK ABOUT CLASSROOMS AND TEACHING AND LEARNING, BUT THESE ARE CRITICAL TO STUDENT OUTCOMES.
I JUST WANT TO THANK OUR TEAM FOR COMING THIS EVENING AFTER A LONG DAY.
AS YOU KNOW, LAST WEEK, THIS WAS THE TEAM WHO WAS SPENDING HOURS AND HOURS CHECKING ROADS, GETTING OUR FACILITIES READY.
IT'S BEEN A LONG COUPLE OF WEEKS.
WE ALSO WANT TO ACKNOWLEDGE MARK, GLAD TO BE HERE TONIGHT, SO WE'RE GLAD TO HAVE HIM.
WE'VE MISSED HIM. I AM GOING TO PASS IT OVER TO BOBBY.
>> THANK YOU, CHRISTIE. LIKE CHRISTIE SAID, TONIGHT WE'RE GOING TO BE LOOKING AT THE INDICATORS AND THE INTERPRETATIONS FOR THE POLICIES THAT WE HAD SPOKEN ABOUT LAST SPECIAL SESSION.
I THINK ALL THE BOARD MEMBERS HAVE PRINTED COPIES IN FRONT OF THEM, AND THEN ALL THE REST OF US HAVE A DIGITAL COPY IN FRONT OF US.
I JUST WANTED TO WALK THROUGH SOME OF THE FORMATTING OF THE DOCUMENT JUST SO THAT YOU KNOW WHAT COLORS MEAN WHAT ON THE DOCUMENTS. IS EVERYTHING GOOD? I THINK TONIGHT WE'RE ACTUALLY GOING TO START OFF WITH OE 6.
WE'RE GOING TO START WITH OE 1. JUST TO SHOW YOU AS WE'RE LOOKING THROUGH IT AND SHARE WITH YOU THE LAYOUT FOR THESE DOCUMENTS.
IF EVERYBODY HAS OE 1 IN FRONT OF THEM, WHICH IS EXPECTATIONS OF THE SUPERINTENDENT, THE TEXT THAT IS BLACK IS THE TEXT THAT WE WORKED ON LAST SPECIAL SESSION.
[00:05:09]
THAT WAS WHAT WAS APPROVED BY THE BOARD LAST REGULAR MEETING.THE WORDS THAT ARE UNDERLINED IN EACH OF THE BLACK TEXT POLICY NOTES ARE ALL DEFINED LATER IN THE DOCUMENT IN ORANGE, AND THOSE ARE THE DISTRICT'S INTERPRETATIONS OF THOSE WORDS.
THEN FOLLOWING THAT ORANGE TEXT, THERE ARE A COUPLE OF SENTENCES THAT ARE ORANGE TEXT HIGHLIGHTED IN YELLOW.
THAT IS ALSO OUR SUPERINTENDENT OR DISTRICT INTERPRETATION OF THE POLICY.
THEN UNDERNEATH THAT COULD BE SOME GREEN TEXT THAT IS INDICATORS, AND THESE ARE THE MEASURABLE GOALS THAT WE ARE LOOKING AT WHEN WE DO OUR MONITORING REPORTS.
WE ARE MOSTLY LOOKING FOR OR ASKING FOR THE SCHOOL BOARD TO LOOK AT THE BLACK TEXT THAT IS REPRESENTATIVE OF WHAT THE BOARD IS LOOKING FOR.
WE'LL TRY THIS ONE. THE BLACK TEXT IS WHAT THE BOARD HAD APPROVED, AND THEN WE'RE JUST SAYING THAT IS WHAT THE BOARD HAS WRITTEN UP AS THEIR INTENT FOR THE POLICY.
THEN WE'RE COMING BACK AS THE DISTRICT TO SAY THAT THIS IS HOW WE INTERPRET IT.
SO LONG AS THE BOARD AND THE DISTRICT ARE ALIGNED WITH ONE ANOTHER, THEN WE CAN PROCEED.
IF YOU FELT LIKE OUR INTERPRETATION DOES NOT MATCH THE INTENT THAT THE BOARD HAS FOR THE POLICY, THIS WOULD BE A TIME EITHER TO TALK ABOUT IT IN HERE THAT WE COULD EITHER WORK ON REINTERPRETATION BASED ON WHAT YOU ARE SAYING AS A BOARD THAT YOU FEEL IS IMPORTANT WITH THE POLICY, OR IT MIGHT REQUIRE REWRITING THE POLICY, WHICH WOULD THEN CALL FOR A REWRITING OF THE INTERPRETATION.
THIS IS THE BACK AND FORTH PIECE.
>> I WOULD ADD ONE PIECE AND WE TALKED ABOUT IT AS A TEAM.
WHAT WE DON'T WANT TO DO IS GET SO DETAILED THAT WE CAN'T BE FLEXIBLE.
IF THE STATE LAW CHANGES OR IF WE NEED TO GET A NEW RESOURCE OR SOMETHING.
WE DIDN'T CALL OUT SPECIFIC TOOLS, WE DIDN'T CALL OUT CURRICULUMS, OR ANY OF THOSE PIECES BECAUSE THAT'S NOT REALLY WHAT DRIVES IT.
IT'S REALLY THE STRATEGY AND THE PRACTICE.
>> SINCE YOU'RE JUST LOOKING AT THIS NOW, I THINK MAYBE IT WOULD BE BEST TO JUST GIVE YOU TIME TO LOOK AT OE 1 AND THEN I DON'T KNOW HOW MUCH TIME YOU NEED.
OE 1 IS THE SHORTEST. [LAUGHTER]
[00:13:33]
HOW'S EVERYBODY DOING? STILL LOOKING AT OE 1?
>> YEAH, STILL LOOKING AT OE 1, BUT I'M CURIOUS.
I LIKE THIS, BUT HOW DO WE MEASURE THIS? IS THAT WHAT WE'RE HERE TO DISCUSS IF THESE INDICATORS ARE?
WHEN WE WERE WRITING THESE, WE WERE BRAINSTORMING ALL THE DIFFERENT WAYS THAT WE'RE GOING TO BE ABLE TO ARTICULATE THE MEASUREMENTS.
THE NUMBER OF COMPLAINTS, FOR EXAMPLE, WE WILL MEASURE THE INDICATORS.
THE SUPERINTENDENT PROACTIVELY IDENTIFIES AND STOPS ANY DISTRICT PRACTICES OR CONDITIONS.
IT MAY BE THE SUPERINTENDENT DIDN'T AUDIT ON ALL THE HR PRACTICES TO MAKE SURE.
IT'LL DEPEND ON WHAT THE JOB IS.
THAT'S WHAT I'VE BEEN DOING THE LAST TWO AND A HALF YEARS.
IF A VIOLATION OR CONCERN, WE TRACK ALL THOSE, SO WE'D BE ABLE TO SAY THIS MANY COMPLAINTS CAME IN, THIS MANY WHATEVER.
WE HAVE DATA AROUND ALL OF THIS.
THAT'S WHAT WE WILL HAVE TO SHARE WITH YOU IN ORDER TO SAY, YES, WE'RE COMPLIANT OR NO, WE'RE NOT.
>> JUST SO I'M CLEAR ON HOW THIS WORKS.
WE DON'T HAVE TO COME ASK FOR IT.
[00:15:01]
>> NO, THIS IS WHAT YOU'RE GOING TO GET A MONITORING REPORT ON.
>> THE INDICATORS OF WHAT WE'RE GOING TO BE RESPONSIBLE TO BRING TO YOU IN A MONITORING REPORT.
THE DIFFERENCE WILL BE IN THE OES, WE'LL JUST SAY, WE ARE COMPLIANT, WE'RE NOT COMPLIANT.
IF WE EVER SAY WE'RE NOT COMPLIANT, THEN WE'LL HAVE TO SAY, WE WILL TAKE THESE ACTIONS IN ORDER TO GET IN COMPLIANCE, BUT YOU'LL KNOW UPFRONT WHETHER WE HAVE IT OR NOT, WE'LL HAVE THE LINKS IN THERE, BUT IT'LL BE A VERY JUST CUT AND DRY REPORT THAT WILL LINK TO DATA.
WHAT THE TEAM KNOWS IS ANYTHING THAT'S IN HERE.
THIS IS NOW HOW THEY'RE GOING TO BE TRACKING THEIR WORK THROUGH THESE DATA MEASURES.
>> HEAVEN FORBID. I WILL THE BOARD BE INFORMED ON WHO THE QUALIFIED EXECUTIVE STAFF MEMBER WILL BE?
>> ALWAYS. FOR EXAMPLE, RIGHT NOW, IF I SAY TO YOU, I'M GOING TO BE OUT OF TOWN FOR THESE TWO DAYS.
WHILE I'M OUT, YOU'LL NOTICE MY EMAIL ALWAYS SAYS, MARK IS ON POINT OR KELLY OR TRINA ON POINT.
I ALWAYS PUT THAT IN THE EMAIL.
BUT IF SOMETHING WERE TO HAPPEN TO ME, RIGHT NOW ACCORDING TO THE POLICY, IT WOULD DEFER TO MARK.
WHO IS THRILLED ABOUT THAT? HE'S VERY EXCITED TO BE HIS FACE.
EVERY DAY HE TELLS ME, BE CAREFUL, DON'T HURT YOURSELF.
BUT YES, THE BOARD WILL ALWAYS BE NOTIFIED BECAUSE YOU NEED TO KNOW WHO'S IN COMMAND.
>> I DO THAT EVEN IF I'M JUST OUTSICK.
I TRY TO TELL YOU IF YOU HAVE A QUESTION, THIS IS WHO YOU WOULD CONTACT.
CHRIS WILL ALSO ALWAYS KNOW WHO THAT PERSON IS.
>> SHOULD WE MOVE ON TO OE 2? OR ANY OTHER COMMENTS ON OE 1 BEFORE WE MOVE ON?
>> I LIKE THE WAY IT JUST HAS CONSOLIDATED THINGS DOWN BECAUSE A LOT OF TIMES WITHIN THE OES, AS WE'VE TALKED ABOUT, IT IS A CUT AND DRIED EITHER YES OR NO, AND THIS PUTS IT INTO REAL STREAM INDICATORS.
>> I THINK THAT'S A BIG 104 THERE, BOBBY.
>> ALSO AT THE BEGINNING OF THE INTERPRETATION, WE HAVE ALL THE TERMS CALLED OUT AND WE KEPT THEM ALL RIGHT AT THE TOP FOR EACH OF THESE THAT YOU'RE LOOKING AT TONIGHT.
BUT THEN THE THOUGHT WOULD BE THAT WE WOULD HAVE A GLOSSARY OF TERMS FOR ALL OE POLICIES SO THAT THEN IN THE MONITORING REPORT, WE COULD HAVE A LINK TO THE GLOSSARY AND YOU COULD LOOK UP ANY TERM THAT YOU'D WANT TO LOOK UP, BUT THE HIGHLIGHTED PART WOULD JUST BE AVAILABLE AND OUR INDICATORS SO THAT IT WOULD MAKE IT MORE STREAMLINED AS WELL.
>> NEXT BOARD MEETING, AFTER WE GO THROUGH THESE, WHAT WE WILL PRESENT AND PUT ON THE AGENDA ARE THE UPDATED ONES WITHOUT THE TERMS AND THE GLOSSARY.
HOW IT'S GOING TO BE MOVING FORWARD WILL BE AVAILABLE TO THE PUBLIC AND TO YOU NEXT MONTH.
FOR RIGHT NOW, IT'S JUST ALTOGETHER, SO YOU HAVE ALL THE INFORMATION RIGHT THERE.
>> WE'RE GOING TO MOVE ON TO OE 6 NEXT.
[00:25:42]
MAYBE.[00:25:47]
>> MAYBE TWO MORE MINUTES AND 06.
>> ONE QUESTION ON THE TOP OF THE SECOND PAGE.
WE TALKED ABOUT THE GENERAL AND KEEPING IT FROM.
I WAS JUST IN THE COURSE OF MY TIME THROUGH THE UNIVERSAL DESIGN FOR LEARNING FRAMEWORK AND THE MULTI-TIERED SYSTEM OF SUPPORT HAVE BEEN THINGS THAT HAVE COME ALONG.
I WAS, ARE WE NICHE INTO THOSE PROGRAMS OR IS THAT SOMETHING THE IS WE'RE WANTING TO KEEP IT? NOT PROGRAM RELATED.
THAT WOULD BE THAT WAS THE ONLY THING THAT I NOTICED IS.
>> CAN I SAY I AGREE WITH KEVIN? I WAS READING AN ARTICLE EARLIER TODAY AND THEY WERE LOOKING AT THE DEPARTMENT OF DEFENSE PROGRAMS AND SINGLING OUT MTSS AS A POSSIBLE AREA OF SCRUTINY FOR I WONDER IF ALSO GETTING TOO SPECIFIC LIKE THAT MIGHT MAKE US VULNERABLE TO HAVING OUR PROGRAMS REVIEWED.
>> I'M NOT SURE ABOUT BEING REVIEWED, BUT I APPRECIATE THE POINT BECAUSE IT COULD CHANGE AND TERMINOLOGY CHANGES ALL THE TIME.
WHAT IF IT READ, THE SUPERINTENDENT INTERPRETS THIS TO MEAN THAT ALL INSTRUCTIONAL PROGRAMS ARE GROUNDED IN COMPREHENSIVE OBJECTIVE RESEARCH.
INSTRUCTIONAL DECISIONS WILL BE GUIDED AND JUST REMOVE ALL THOSE EXAMPLES.
WE CAN TAKE THEM OUT, SEE IN REAL TIME.
>> ANY OTHER COMMENTS OR QUESTIONS FOR OE 6?
>> I HAVE A COMMENT. IT REFERS TO BEST PRACTICES.
ARE THOSE OUR OWN BEST PRACTICES, OR ARE THOSE DERIVED FROM SOMEWHERE ELSE?
>> WE TYPICALLY WHEN WE'RE LOOKING AT BEST PRACTICES, ESPECIALLY WHEN WE CREATED OUR STRATEGIC PLAN, WE LOOK AT RESEARCH AND WE LOOK AT WHAT ARE THOSE PRACTICES THAT ARE YIELDING POSITIVE RESULTS FOR STUDENTS, AND THOSE ARE WHAT WE ARE INCORPORATING INTO OUR PRACTICES.
THEN WE TAKE THEM BACK TO FERNDALE AND IMPLEMENT THEM WITHIN OUR CLASSROOMS.
>> I JUST WONDERING WHAT THE RESOURCE WAS. YEAH. THANK YOU.
>> THERE'S THE SIDE OF THE DOCUMENT THAT YOU'VE SEEN THAT OUR TEACHERS HAVE SEEN OUR PRINCIPALS HAD SEEN THE BEHIND THE SCENES FOR THE STRATEGIC PLAN.
[00:30:01]
ALL OUR SCHOOLS, IF THEY'RE WORKING TOWARDS MASTERS STANDARDS, THESE ARE THE THINGS THEY'RE DOING.THOSE BEST PRACTICES SHOULD BE IDENTIFIED IN OUR STRATEGIC PLAN.
>> GREAT. I LOOK FORWARD TO SEEING THEM. THANK YOU.
>> I HAVE A QUESTION ON PART 2 THERE WHERE IT SAYS, THE DISTRICT INTERPRETS CURRICULUM TO MEAN THE STRUCTURED SET OF CONTENT MATERIALS AND LEARNING EXPERIENCES PROVIDED BY THE DISTRICT OUTLINING WHAT STUDENTS ARE EXPECTED TO LEARN.
BUT I KNOW WE HAVE CURRICULAR MATERIALS WHERE WE'RE NOT USING THE ENTIRE CURRICULUM.
IF THE CURRICULUM OUTLINES WHAT STUDENTS ARE EXPECTED TO LEARN, AND YOU'RE NOT USING THE ENTIRE CURRICULUM, HOW DO YOU MAKE THAT DISTINCTION?
>> IF YOU GO INTO STANDARDS, ESPECIALLY IF YOU LOOK AT THE COMMON CORE STANDARDS, AND PLEASE DON'T QUOTE ME EXACTLY WITH THE NUMBER RIGHT HERE.
BUT WHEN YOU GO THROUGH THE STANDARDS AND LOOK AT IT IN THE DEPTH IN WHICH THEY'RE SUPPOSED TO BE TAUGHT, IT'S SOMETHING LIKE 23 YEARS IT WOULD ACTUALLY TAKE TO TEACH THE COMMON CORE STANDARDS.
THERE ARE TIMES WHERE WE HAVE TO PRIORITIZE THE STANDARDS.
IN THE STATE OF WASHINGTON, THEY'RE CURRENTLY IN THE PROCESS OF REVISING OUR STANDARDS, AND IN THOSE REVISED STANDARDS, THEY'RE ALSO ELEVATING WHAT THEY'RE CALLING PRIORITY STANDARDS.
THEY'RE LIKE, THERE ARE ALL THESE STANDARDS, WE'D LIKE YOU TO BE ABLE TO TOUCH ON AS MANY AS POSSIBLE, BUT HERE ARE THE ONES WE REALLY WANT YOU TO GO DEEP ON.
WE DO OUR BEST TO PRIORITIZE STANDARDS USING THE TIME THAT WE HAVE AVAILABLE WITH STUDENTS.
BUT AT THIS POINT, WE CAN'T GET TO ALL OF THEM AND WE CAN'T GO AS DEEP AS WE WOULD LIKE WITH ALL OF THEM AS WELL.
>> THEN IN TERMS OF CURRICULUM, PEOPLE WHO CREATE CURRICULUM, THEY'RE IN IT TO MAKE MONEY.
THEY HAVE ALL THE BELLS AND WHISTLES, THEY HAVE LOTS THAT THEY'RE OFFERING.
SOME OF THEM HAVE NOTHING, PARTS OF THE CURRICULUM HAVE NOTHING TO DO WITH A STANDARD.
WHAT HAPPENS WHEN A DISTRICT IMPLEMENTS A NEW CURRICULUM, TEAMS SIT DOWN AND THEY IDENTIFY THE KEY LESSONS THAT THEY'RE GOING TO TEACH.
IT ALSO DEPENDS. IF IT'S MATHEMATICS, AND THAT'S HAPPENING EVERY DAY, AND IT'S HAPPENING FIVE DAYS A WEEK AND IT'S HAPPENING FOR AN HOUR, YOU'RE GOING TO GET THROUGH A LOT MORE CURRICULUM.
IF IT'S A HEALTH UNIT PER SE AND YOU'RE JUST DOING A UNIT, THAT MAYBE YOU HAVE TO DO SEVEN LESSONS THAT WITHIN THIS HUGE CURRICULUM, YOU ARE MAKING INSTRUCTIONAL DECISIONS ON HOW TO BEST MEET THE NEEDS.
THAT'S WHY YOU WANT TO HIRE THE VERY BEST AND BRIGHTEST TEACHERS BECAUSE WE TRUST THEIR EXPERTISE.
KELLY HAS BEEN PART OF THAT PROCESS WHERE SHE SAT DOWN WITH TEAMS AND THEY'VE IDENTIFIED.
IN FACT, WE'RE DOING LESSONS RIGHT NOW.
IT'S A SUPPLEMENTARY PROGRAM THAT THEY'RE USING TO TEACH PHONICS.
>> IT'S 30 MINUTES A DAY, BUT IT'S BROKEN UP INTO CHUNKS.
>> THEY'RE MAKING INSTRUCTIONAL DECISIONS.
ALSO, DEPENDING ON WHO YOUR CLASS IS AS A TEACHER.
I REMEMBER IF I HAD ONE STUDENT WHO WAS BEHIND, I MIGHT TEACH ONE LESSON TO THEM, NOBODY ELSE GETS IT.
I MIGHT SAY, THE MAJORITY OF MY STUDENTS NEED THIS, I'M GOING TO TEACH THIS LESSON.
THOSE ARE THE INSTRUCTIONAL CHOICES THAT TEACHERS MAKE, BUT THERE ARE CORE LESSONS THAT TEACHERS TEACH THAT EVERY STUDENT IS GOING TO GET.
>> WE WORK HARD TO PROVIDE OPPORTUNITIES TO BRING OUR TEACHERS TOGETHER, SO GRADE LEVELS ARE ABLE TO COME TOGETHER AND DO THAT WORK.
THAT'S SOMETHING THAT IS A CHALLENGE.
ESPECIALLY GIVEN OUR CURRENT BUDGET SITUATION TO PAY FOR THOSE DAYS, THOSE RELEASE DAYS FOR PEOPLE TO COME TOGETHER AND DO IT, BUT WE DO OUR BEST TO HAVE THOSE PROFESSIONAL LEARNING COMMUNITIES WORKING TOGETHER ON THOSE DECISIONS.
>> ONE MORE QUESTION. AS YOU SAID OSPI IS WORKING TO CREATE A LIST OF PRIORITIES SO THAT WE CAN FOCUS ON THE MOST IMPORTANT ITEMS THAT NEED TO BE LEARNED.
WHERE DO WE FIND THAT OR WHEN?
>> YEAH, THAT'S A GREAT QUESTION. IF YOU GO TO OSPI, THERE IS A WHOLE LANDING PAGE AND I'D BE HAPPY TO SEND THIS TO YOU THAT TALKS ABOUT THEIR STANDARD UPDATE PROJECT.
RIGHT NOW THEY'RE FOCUSED ON ELA, AND THEY WERE HOPING TO HAVE ELA AND MATH RELEASED AT THE SAME TIME WITH SOME OF THE OTHER CONTENT AREAS, BUT THEY'VE HAD TO GO A LITTLE DEEPER, SO THEY'RE HAVING TO PUSH MATH A LITTLE BIT AS WELL.
THERE IS A WHOLE DOCUMENT THAT SHOWS THE PROCESS FOR UPDATING ALL OF THE STANDARDS, WHAT YEAR IT'S GOING TO BE UPDATED, WHAT YEAR IT'S GOING TO BE ADOPTED, WHEN THE PROFESSIONAL LEARNING IS GOING TO GO THROUGH.
IT'S A PRETTY COMPREHENSIVE PROCESS, BUT AS THEY'RE UPDATING THAT SPECIFIC CONTENT AREA LIKE ELA, THAT'S WHEN LSPI IS IDENTIFYING THE PRIORITY STANDARDS WITHIN ELA.
IT'S ALL PART OF THAT COMPREHENSIVE REVIEW PROCESS.
>> THE STATE BOARD OF EDUCATION IS REVISING GRADUATION STANDARDS.
THEY DO ALL THAT IN COORDINATION WITH LSPI, SO THEY'RE ALL IN SYNC.
[00:35:02]
>> THEY'RE SETTING THE REQUIREMENTS.
LSPI IS SETTING THE CONTENT STANDARDS.
>> WE'LL LINK THIS IN THIS WEEK.
WE'LL HAVE A SECTION THERE THAT I'LL ASK KELLY TO SEND TO ME AND GET THAT TO YOU.
>> IT SAYS MAKE SURE THAT OUR INSTRUCTION PROGRAMS ALIGN WITH OR EXCEED STATE AND NATIONAL ACADEMIC STANDARDS.
HOW DID THEY COORDINATE STATE STANDARDS WITH ACADEMIC STANDARDS AND SO THAT WE CAN STAY IN SYNC WITH EVERYTHING? ARE THERE CONFLICTS IN THE STANDARDS? I GUESS YOU CHOOSE THE HIGHER STANDARD.
>> IT'S GOING TO BE TRICKY BECAUSE AS THEY'RE REVISING THE STANDARDS, BECAUSE RIGHT NOW WE'VE BEEN USING A NATIONAL SET OF STANDARDS.
NOW AS THEY'RE REVISING STATE STANDARDS, WE ARE GOING TO HAVE TO SEE WHAT THAT ALIGNMENT LOOKS LIKE.
WHAT IS THAT VARIATION AT THIS POINT? THAT'S SOMETHING WE'RE GOING TO HAVE TO FIGURE OUT BECAUSE RIGHT NOW WE'VE JUST BEEN DEALING WITH A NATIONAL SET OF STANDARDS.
>> THAT'S PART OF THE REASON I'M ASSUMING THAT WE'RE KEEPING IT GENERAL SO THAT WE HAVE THAT WIGGLE ROOM IN THAT BECAUSE OTHERWISE, IT'S LIKE, WE'VE GOT TO REVISE THESE AGAIN, WE GOT TO REVISE.
>> I THINK IT'S IMPORTANT TO REMEMBER THAT STATES HAVE LOCAL CONTROL.
STATES DETERMINE WHAT'S GOING TO BE TAUGHT THOSE PIECES, BUT THEY'RE USING THE RECOMMENDATIONS OF THAT COMMON CORE AT THIS TIME.
IN MY TIME THERE WAS THE GLEE, DID THAT STANDARD.
IF YOU THINK OF A HOUSE, THE STANDARDS ARE THE FOUNDATION, THEY'RE THE BRICKS.
THEY USUALLY ONCE IN A WHILE, YOU MIGHT PULL ONE OUT AND REVIEW IT, YOU HAVE TO REPLACE IT.
BUT OVERALL, THE BRICKS STAY THE SAME.
WHAT WE ARE LOOKING AT IS WE LIVE IN THE ROOMS OF THE HOUSE.
HOW ARE WE MOVING IN AND OUT TO MAKE SURE THAT WE KNOW HOW THINGS GO TOGETHER, HOW THEY FIT.
THAT'S WHERE THE DECISIONS LIVE.
WE DON'T HAVE A LOT OF CONTROL OVER THE FOUNDATION.
SAGNET, SOMEONE DECIDES THAT, AND THEN WE HAVE TO MAKE SENSE OF IT AND HOW WE'RE GOING TO LIVE ON TOP OF THAT FOUNDATION.
>> ON ENCOURAGING INNOVATIVE PROGRAMS, IS THAT EVEN GOING TO BE A POSSIBILITY WITH BUDGET CONSTRAINTS? IF YOUR PILOT PROGRAMS AND THINGS LIKE THAT, IF YOU'RE HAVING TO?
>> ABSOLUTELY, IT IS. IT'S WHAT I SHARED AT THE STATE OF THE UNION, FOR EXAMPLE, WE'RE PILOTING LOOPING.
THAT DOESN'T COST US ANYTHING.
I THINK THAT'S WHAT WE HAVE TO THINK ABOUT.
WHEN WE THINK IN TERMS OF BEST PRACTICES, THEY'RE NOT ALWAYS TIED TO RESOURCES.
THEY'RE TIED TO PEOPLE, BUT NOT EXTRA MONEY OR THINGS.
I THINK WE GET INTO A MISNOMER THAT EVERYTHING HAS TO BE BOUGHT.
SOMETIMES IT'S JUST IN THE WAY OF THINKING DIFFERENTLY ABOUT THE EDUCATIONAL MODEL.
>> WELL, EVEN ALL THE CTE OFFERINGS THAT WE HAVE IS AN INNOVATIVE WAY OF GETTING PEOPLE INVOLVED AND WE GET MONEY FOR IT, TOO.
WE HAVE OUR STANDARD MATHEMATICS COURSES.
WE ALSO HAVE CTE PROGRAMS THAT ACTUALLY COULD COUNT AS SOMEONE'S MATHEMATICS.
THEY'RE HANDS ON, THEY ARE PASSIONATE ABOUT SMALL ENGINES.
IF THEY CAN TAKE SMALL ENGINES AND ALSO PRACTICE MATHEMATICAL GAINS AND GET A MATH CREDIT IN THE SAME WAY, THOSE ARE THE TYPES OF THINGS WE'RE TALKING ABOUT.
[00:40:47]
>> ANYTHING ELSE WITH OE6, OR SHOULD WE MOVE ON?
>> ON THE PART WHERE IT SAYS, MONITOR AND CONTROL STUDENT ACCESS TO ELECTRONICALLY DISTRIBUTED INFORMATION.
THAT JUST MEANS WHILE AT SCHOOL, BECAUSE YOU HAVE NO CONTROL EVEN ON DEVICES SENT HOME FROM SCHOOL.
IF THEY'RE HOOKING UP TO THE INTERNET OUTSIDE OF THE SCHOOL ENVIRONMENT, IS THERE ANY WAY YOU CAN GUARANTEE THAT THOSE DEVICES WON'T BE USED TO ACCESS THINGS THEY SHOULDN'T BE?
>> ON THE DISTRICT DEVICES, WE HAVE WEB FILTERS WORKING OR INSTALLED.
DEFINITELY DURING SCHOOL, AND WHEN THEY ARE AT HOME, IF THEY LOG INTO THEIR FERNDALE ACCOUNT, IT'S ALSO THAT FILTER IS ACTIVE.
>> IF THEY USE IT TO ACCESS OTHER THINGS, THERE'S JUST NO WAY OF MAKING SURE THAT THEY CAN.
>> YEAH. IF THEY CREATE A PERSONAL ACCOUNT, THEN YEAH.
>> IF THEY LOG IN TO A PERSONAL ACCOUNT AT HOME AND BRING SOMETHING BACK TO SCHOOL THAT THEY'VE DOWNLOADED, HOW DO YOU GUYS MAKE SURE THAT THEY'RE NOT SHARING SOMETHING THAT THEY BROUGHT FROM HOME?
>> STUDENTS NOW HAVE CHROMEBOOK DEVICES, HOW DO YOU SAY IT? MOST OF THEM ACCESS THE WEBSITE, AND SO THERE'S NO DOWNLOAD IN THAT.
THEY DON'T HAVE ADMIN PERMISSION TO THE COMPUTER WHERE THEY CAN ACTUALLY INSTALL SOMETHING.
>> BUT IF THEY WERE TO HAVE VIEWED SOMETHING ON A BROWSER AT HOME AND THEN STILL HAD THAT BROWSER ACTIVE WHEN THEY CAME TO SCHOOL THE NEXT DAY, WOULD THAT SHOW UP ON OUR SEARCH?
>> WELL, SHE WAS MENTIONING IF THEY CHOOSE TO LOG IN WITH THE PERSONAL ACCOUNT.
AT SCHOOL, THEY WOULD LOG IN WITH THE SCHOOL ACCOUNT.
>> BUT THAT WOULD FLAG FOR US THOUGH WITHIN THE SCHOOL IF SOMEONE WERE TO SEARCH SOMETHING INAPPROPRIATE WITHIN SCHOOL, CORRECT?
THERE'S THE PART OF THE RESPONSIBILITY OF THE PARENT.
MAKING SURE THAT THEY'RE WORKING WITH THEM AND THEY SIGN AN AGREEMENT.
WE'RE FINDING MOST STUDENTS AREN'T USING THEIR DEVICE, IF THEY'RE GOING TO DO ANYTHING, IT'S GOING TO BE ON THEIR PHONE.
>> ARE WE GOOD TO CARRY ON TO OE2?
>> REMEMBER THE PROCESS THAT THIS IS A BACK AND FORTH.
IF YOU REMEMBER BOBBY'S CIRCULAR MOTION THAT WE'RE GOING TO KEEP COMING BACK AND REVIEWING IT.
[00:45:01]
THEN AFTER WE GO THROUGH THESE THE FIRST TIME, IF THEY DID NOT HIT WHAT WE THOUGHT OR WE GO TO WRITE A REPORT, AND WE'RE LIKE, THAT ACTUALLY.WE'LL COME BACK AND THIS WHOLE NEXT YEAR, WE'RE GOING TO CONTINUE TO REFLECT AND REFINE.
>> CERTAINLY WITH THAT, I MEAN, NANCY AND ANTONIO MAY CERTAINLY FIND THINGS WHEN THEY'RE READING THROUGH THEM.
SO IT'S NOT A, SPEAK NOW OR FOREVER HOLD YOUR PIECE KIND OF THING.
IT'S MORE LOOKING FOR THOSE BIG ITEMS.
[00:52:58]
>> IT'S KIND OF A SCAM. NO. [LAUGHTER]
[00:58:08]
>> HOW ARE YOU DOING? WHERE ARE PEOPLE AT ON OE 2?
>> ONE THING AND MAYBE IT'S JUST MY WAY OF READING IT, BUT ON NUMBER 8, WHERE IT TALKS ABOUT THE DISTRICT INTERPRET SIGNIFICANT MEDIA COVERAGE TO MEAN MEDIA ATTENTION THAT IS NOTABLY EXTENSIVE.
SOMETIMES IT DOESN'T NEED TO BE EXTENSIVE TO BE.
>> I CONSIDER ANYTHING THAT HITS FERNDALE NEIGHBORS EXTENSIVE.
>> SO BASICALLY, YOU GET LOTS OF LEVELS.
>> ANYTHING THAT HITS THE MASSES, YEAH.
>> I THINK WE HAVE TO REMEMBER OUR COMMUNITY IS CONSIDERED THE MASSES.
WHILE WE MIGHT DO SOMETHING IT'S WHAT'S PERTINENT TO US HERE IN FERNDALE, OR IF A NEIGHBORING DISTRICT HAS A SITUATION THAT COULD AFFECT US OR CAUSE DISRUPTION, WE WOULD NOTIFY YOU THAT.
BUT ONE RULE OF THUMB IS YOU'LL NOTICE ANYTIME WE HAVE TO CALL AN EMERGENCY RESPONDER TO A SCHOOL, SALINA AND I ANTICIPATE THAT THAT COULD HIT FERNDALE NEIGHBORS, PEOPLE ASKING, WHY IS THERE A FIRE TRUCK AT VISTA, WE'RE GOING TO LET YOU KNOW THOSE THINGS.
>> THAT'S FEEDBACK THAT IS APPRECIATED.
BECAUSE THAT WAY, IF WE GET QUESTIONS, WE DON'T GO, DON'T KNOW.
[01:00:56]
>> ARE WE IN A GOOD PLACE TO MOVE TO OE-3? OE-2 IS 12 SUB-POLICIES, AND OE-3 I THINK IS EIGHT.
>> AND REMEMBER, THERE'S NOTHING FINAL.
LIKE KEVIN SAID ANTONIO AND NANCY STILL HAVEN'T SEEN THIS.
ABSOLUTELY. THINK ABOUT WHO'S AT THE TABLE.
IF THERE WAS ONE THAT CAME UP AND YOU WERE SPECIFICALLY INTERESTED IN COMMUNICATIONS, I WOULD ASK THAT YOU EMAIL BOBBY, CELINA AND MYSELF IF IT WAS SOMETHING TO DO WITH HIRING, IT'D BE BOBBY AND MYSELF AND KARA, TRANSPORTATION.
YOU KNOW WHO THE TEAM IS AND IT WOULD JUST BE BOBBY AND MYSELF, PLUS THE DIRECTOR, AND IF YOU DON'T KNOW, JUST LET US KNOW, WE'LL TIE YOU IN.
THEY'RE ALL HERE TONIGHT, BUT JUST IF YOU HAVE A FOLLOW UP EMAIL, FEEL FREE TO INCLUDE THEM IN.
SOMETIMES YOU EMAIL ME, BUT I WOULD SAY, BECAUSE WE'RE ALL SITTING HERE HAVING THIS CONVERSATION, JUST GO AHEAD AND INCLUDE MYSELF, BOBBY, AND THEN WHOEVER ELSE.
>> DON'T YOU FEEL FORTUNATE TO BE PART OF EVERY GROUP, BOBBY? [LAUGHTER]
>> KARA AND BOBBY, CAN I ASK YOU A QUESTION ON THIS ONE? THERE WAS ONE THAT WE HAD TALKED ABOUT THAT THERE MAY BE A TIME THAT THE BOARD WILL APPROVE SOMEBODY THAT'S OUT OF, WE'RE THERE.
OUT OF WHAT'S THE TERM? ENDORSEMENT. BUT DID WE FIX THAT EVERYONE WILL HAVE AN ENDORSEMENT UNLESS OTHERWISE APPROVED BY THE BOARD.
>> YEAH. I REVISED WITH BOBBY THE INDICATOR FOR THAT SO THAT WE CAN HAVE THAT IN THE DATA INSTEAD OF LISTING IT ALL OUT BECAUSE THERE ARE TIMES WHERE THE BOARD MEETING MIGHT NOT START IN THE POSITIONS OPEN, WHERE IT MIGHT HAVE TO BE WHERE WE'RE SHOOTING THE BOARD INFORMATION AHEAD OF TIME BEFORE THE BOARD MEETING.
>> I JUST WANT TO MAKE SURE THAT THAT IS CALLED OUT SO THE BOARD KNOWS THAT THEY HAVE TO APPROVE THOSE. THANK YOU.
>> I LIKE IN PART 2, WHERE IT TALKS ABOUT HIGHLY QUALIFIED AND WELL SUITED CANDIDATES TO MEAN INDIVIDUALS WHO EXCEED THE BASIC STANDARDS.
>> WELL, I WAS GOING TO SAY FOR PERMANENT POSITIONS, DEFINITELY, WE'RE ALWAYS GOING TO LOOK FOR PEOPLE TO EXCEED AND THE BEST CANDIDATES WE CAN GET.
THERE MAY BE TIMES FOR LEAVE REPLACEMENTS OR SUBSTITUTE POSITIONS THAT MAYBE PEOPLE JUST MEET THE STANDARDS, BUT WE'RE GOING TO DO EVERYTHING WE CAN TO FIND QUALIFIED INDIVIDUALS OR LIKE IN THE CASE OF THE PERSON THAT YOU JUST APPROVED THE LAST MEETING HAS ALREADY GONE AND TAKEN HER TEST TO GET THAT ENDORSEMENT.
THEY'RE VERY PROACTIVE IN MAKING SURE THEY DO MEET THOSE STANDARDS.
[01:07:22]
>> MY UNDERSTANDING IS, AND MAYBE I'M WRONG, THERE IS LEGISLATION THAT REQUIRES US TO KEEP ACCURATE JOB DESCRIPTIONS.
>> I WOULD SAY NOT NECESSARILY LEGISLATION, BUT IT'S A GOOD GENERAL RULE AND STANDARDS, BECAUSE YOU CAN DEFINITELY GET YOURSELF IN TROUBLE IF YOU HAVE A JOB DESCRIPTION FOR 1988.
[LAUGHTER] IS THERE ONE OF THOSE BUBBLE TESTS WHERE WE HAVE TO FILL IN WITH OUR NUMBER 2 PENCIL WHEN WE'RE DONE?
>> WE'RE LOOKING AT THE TIME IT'S ALMOST 6:50.
IF WE'RE DONE AT 7:30 SEVEN, THEN WE JUST WANT TO MAKE SURE WE AT LEAST GET A GENERAL OVERVIEW OF THE ONES AND WE CAN ALWAYS COME BACK TO THEM.
>> LET ME JUST SAY, I APPRECIATE THE WAY YOU BROKE THIS DOWN.
THE FOCUS SHOULD BE THE BLACK LETTERS.
THE ORANGE IS A VERY GOOD DESCRIPTION, BUT IT'S ONLY A BREAKDOWN OF THE VOCABULARY.
THE HIGHLIGHTED YELLOW IS REALLY THE IMPORTANT PIECE OF THIS.
THIS IS WELL DONE AND EASY TO REVIEW.
[01:10:09]
>> I THINK THERE IS SOME OVERLAP BETWEEN OE-3 AND OE-1 SOME OF THE [OVERLAPPING].
>> THERE WAS SOME STUFF ABOUT CONFIDENTIAL INFORMATION IN THAT THERE.
>> AND THESE WOULD BE SPECIFIC TO HR? SO ANY THOUGHTS OUR QUESTIONS ON OE 3?
>> SO NEXT, WE'LL MOVE TO OE-4, FINANCIAL PLANNING AND ADMINISTRATION. YOU HAVE A QUESTION.
>> AS FAR AS IT SAYS THAT WE'LL KNOW WHERE COMPLIANT WHEN.
THE DISTRICT MAINTAINS A SCHEDULE TO REVIEW AND UPDATE JOB DESCRIPTIONS AS NEEDED TO AT LEAST ONCE EVERY THREE YEARS TO ENSURE THEY ACCURATELY REFLECT ROLES.
I MEAN, IS THERE A WE CAN GO TO SEE THOSE JOB DESCRIPTIONS?
>> YEAH. WE DON'T HAVE THEM LIKE PUBLISHED ON OUR WEBSITE, BUT YOU CAN ALWAYS COME IN AND I CAN SHARE THE JOB DESCRIPTIONS WITH YOU.
>> BECAUSE TYPICALLY, THE ONLY TIME I'VE EVER SEEN A POSTED IS WHEN YOU ACTUALLY POST A JOB AND HAS A DESCRIPTION ATTACHED TO IT, IT'LL BE NICE TO KNOW.
>> IN HR, WE KEEP A FILE AND WE SEPARATE THEM BY UNION GROUP, AND THAT'S WHY IT'S A SCHEDULE BECAUSE IT'S BASED ON REVIEWING WITH EACH UNION GROUP.
A LOT OF TIMES IT COINCIDES WITH NEGOTIATIONS AS WELL.
>> I THINK I WANT TO CALL OUT WHEN WE POST A JOB, WE'RE GOING TO LEAN ON THE EXPERTISE OF OUR HR TEAM.
THEY'RE THE ONES WHO ARE STAYING UP TO DATE WITH THE LAWS, ANYTHING YOU HAVE TO ADD.
REALLY, THE JOB DESCRIPTIONS THE BEST ONES IS EVERY TIME BEFORE THEY GET POSTED, KARA AND HER TEAM SEND THEM TO THE PERSON WHO'S POSTING THE JOB.
THAT'S REALLY ONE OF THE WAYS WE LOOK AT IT.
THEN THE OTHER DAY SOMEONE WAS QUESTIONING THEIR JOB, WE SENT THEM THE JOB DESCRIPTION.
DOES IT MATCH WHAT THEY ARE CURRENTLY DOING? IF THEY'RE DOING SOMETHING BEYOND THAT, THEN WE ASKED THEM.
YOU COULD COME IN AND LOOK AT THEM, BUT THAT DOESN'T MEAN THAT'S HOW THEY'RE GOING TO GET POSTED BECAUSE BEFORE WE EVER POST A JOB, IT'S GETTING REVIEWED BY SEVERAL PEOPLE TO MAKE SURE IT'S UP TO DAY AS POSSIBLE.
AND YOU'LL LOVE THIS ONE, PEGGY, IT'S FINANCIAL PLANNING AND ADMINISTRATION.
>> THIS IS A POWER STUDY SESSION.
IT'S NOT FOR THE FAINT OF HEART.
WE ALL READ AT DIFFERENT SPEEDS.
>> STEVE, I THINK YOUR POINT IS WELL TAKEN THAT THE OTHER ARE TERMINOLOGY.
[01:15:01]
SO IF YOU FOCUS ON THE YELLOW AND THE GREEN, READ THE BLACK, THEN THE YELLOW, THEN THE GREEN THAT'S GOING TO HELP EXPEDITE.>> IT GETS US TO THE MEAT OF THE MATTER.
I LIKE THE FACT THAT IT'S GOT ALL THE OTHER STUFF BECAUSE THEN IF WE POST IT FOR THE PUBLIC TO LOOK AT WHO ARE NOT USED TO TALKING IN THESE TERMS OR WELL, WHAT EXACTLY DO THEY MEAN? THAT INFORMATION IS THERE SO THAT AGAIN, IT GOES TOWARDS OUR TRANSPARENCY.
IT HELPS THEM, SO WE AREN'T TRYING TO HIDE THINGS IN NEBULOUS WORDS.
WE ARE DOING WHAT SCHOOL DISTRICTS DO BEST.
WE LIVE IN THE MOMENT AND PLAN FOR THE FUTURE AND REVIEW THE PAST.
WE ARE CONSTANTLY IN THAT CYCLE, SO YOU HAVE JOINED THE CLUB.
>> BUT THE FUTURE STARTS IN JUNE.
YOU GUYS WORK ON THESE WEIRD YEARS.
I FEEL SORRY FOR HOLLY TRYING TO KEEP IT STRAIGHT.
FISCAL YEAR, CALENDAR YEAR, THIS YEAR, THAT YEAR NEXT YEAR.
>> DO YOU EVER SHOW UP TO THE WRONG MEETING IN THE RIGHT YEAR OR WHATEVER?
>> WE JUST HAD A SITUATION YESTERDAY WE WERE GOING OVER A BUDGET AND WE'RE LIKE, WOW, THAT IS REALLY DIFFERENT THAN WHAT WE THOUGHT AND WE LOOKED AT THE YEAR, IT WAS LAST YEAR.
WE GOT IT ALL RIGHT. WE COMPARED LAST YEAR TO THIS YEAR.
LETTER B CALLS OUT IN THE POLICY IN THE BLACK TEXT TO INCLUDE IN THE BUDGET HISTORICAL CURRENT AND PROJECTED SPENDING FOR EACH CATEGORY, AND HOLLY INFORM ME THAT WE DON'T DO CURRENT, WE DO HISTORICAL AND PROJECTED.
THE REQUEST WAS THAT WE STRIKE CURRENT FROM THE BLACK TEXT, WHICH IS THE POLICY, BUT WE WOULD HAVE TO GET BOARD APPROVAL FOR THAT.
>> IT SHOWS HISTORICAL DATA AND THEN WHAT WE'RE PROJECTING FOR NEXT YEAR.
IT HAS THE PROJECTION LIKE THE F195, WE PREPARED IT DURING '23 '24.
IT SHOWED THE BUDGET FOR '23 '24, BUT IT DIDN'T SHOW OUR CURRENT EXPENDITURES AND WHERE BECAUSE THAT YEAR IS ALREADY HAPPENING, SO WE DON'T HAVE THE DATA.
WHEN I THINK OF CURRENT YEAR, THAT'S LIKE FINANCIAL DATA THAT'S HAPPENING RIGHT NOW THIS PERIOD.
IT SHOWED THE BUDGET BUT NOT ACTUALS.
YOU DO. IN YOUR MONTHLY REPORT, YOU GET THAT, BUT THIS IS TALKING ABOUT BUDGET.
>> BUT WHEN WE'RE DOING SOME OF THE BUDGETING AND LOOKING AT THAT,
[01:20:01]
AND I'D HAVE TO LOOK AT IT, BUT I FEEL LIKE WE'VE GOT HISTORIC.WE'VE GOT THIS CURRENT NEBULOUS RANGE BECAUSE IT DEPENDS ON WHERE WE'RE AT IN THE PROCESS, AND THEN WE'VE GOT THE FUTURE PROJECTIONS.
I FEEL LIKE WHAT YOU'VE BEEN GIVING US AND MAYBE IT'S JUST MY NO AUDITOR, LOOK AT IT, I FEEL LIKE IT DOES HAVE THAT.
>> IT HAS THE CURRENT YEAR BUDGET, NOT THE CURRENT YEAR ACTUALS.
>> I SEE CURRENT YEAR, I THINK MORE WHAT'S ACTUALLY HAPPENED.
>> WHAT'S HAPPENING THIS YEAR IS INCOMPLETE.
AND SO WHEN WE'RE COMPING YOU'RE COMPARING THE TWO YEARS AGO ACTUALS BECAUSE THAT IS DONE AND WRAPPED UP, YOU'RE COMPARING WHAT WE BUDGETED LAST YEAR, AND THEN YOU'RE COMPARING WHAT WE'RE BUDGETING FOR THE NEXT YEAR.
YOU'RE COMPARING BUDGET TO BUDGET AND BUDGET TO HISTORICAL BECAUSE WE DON'T HAVE COMPLETE CURRENT YEAR CURRENT INFORMATION.
I CAN THROW A COUPLE MORE CURRENTS IN THERE IF YOU WANT.
>> IF YOU LOOK AT, PULL UP THE WEBSITE AND GO TO THE BUDGET DOCUMENT UNDER BUSINESS SERVICES, AND YOU CAN SEE IN THE F195, WHAT THE THREE COLUMNS ARE, WHAT THEY REPRESENT.
>> BUT LIKE THE F196 IS THE ACTUALS, BUT IT GOES FROM THE IT'S GOT THIS OVERLAP, THIS WEIRD.
BUDGET IS FOR THE ENTIRE SCHOOL YEAR, BUT THE F196 GOES FROM.
>> THE F196 IS ALSO THE SCHOOL YEAR, BUT IT GETS FINISHED FINALIZED IN NOVEMBER.
YES, BECAUSE IT TAKES A WHILE TO GET IT ALL RECONCILED AND DONE.
IT'S ACTUAL SEPTEMBER 1 TO AUGUST 31 OF THE PREVIOUS YEAR.
>> MY SIMPLIFIED VERSION WOULD BE IF THIS SAYS, I MEAN, I THINK WE'RE TALKING YOUR LANGUAGE VERSUS MY LANGUAGE OR OUR LANGUAGE.
IF CHANGING THAT CURRENT STILL GIVES US EVERYTHING THAT YOU'RE GIVING US, THEN I'M GOOD WITH THAT BECAUSE I THINK YOU GUYS DO A GREAT JOB AS FAR AS GIVING US BUDGET INFORMATION, EASY TO UNDERSTAND CONCISE OTHER THAN THE F195, WHICH YOU HAVE TO GIVE US, WHICH THAT IS LIKE THE INSOMNIA EXTREME.
BUT AS LONG AS WE CONTINUE TO GET IF WE WRITE IT IN YOUR LANGUAGE, SO IT CONTINUES TO GIVE US WHAT WE GET RIGHT NOW, I'M GOOD WITH THAT.
>> YES. YOU WOULD GET EVERYTHING.
IT JUST TO ME, AN ACCOUNTING SPEAK DOESN'T ACCURATELY REFLECT WHAT I'M GIVING YOU. YES.
>> THAT'S LIKE WHEN I'M WORKING WITH MY MOTHER WHO TALKS IN DEBITS AND CREDITS, AND IT'S BACKWARDS AND MY THINKING.
>> SHE AND I WOULD GET ALONG WELL.
>> BUT IF YOU WANTED TO, YOU COULD TAKE THE F196 AND YOU COULD GO BACK AND MATCH IT AGAINST THE BUDGET THAT HAD PREPARED TO SEE HOW CLOSELY THE BUDGET ACTUALLY ANTICIPATED THOSE THINGS.
>> F196 HAS A BUDGET COMPARISON.
>> IT DOES COMPARE IT. IN THE F196.
>> JUST CURIOUS. I KNOW WE'RE NOT TALKING ABOUT BUDGET HERE.
BUT ITEM 3, WHEN IT TALKS ABOUT ANTICIPATED CHANGES IN EMPLOYEE COMPENSATION.
WHEN YOU FORECAST THAT, HOW DO YOU PREDICT WHO'S GOING TO GET THE STIPENDS FOR ADDITIONAL EDUCATION? PEOPLE HAVE THAT ADVANTAGE TO DO THAT? HOW DO YOU FORECAST KNOWING WHO'S GOING TO DO THAT?
>> I THINK YOU'RE TALKING ABOUT WHEN THEY JUMP UP FROM THEIR BACHELORS, EARNING THEIR MASTER'S DEGREE ETC.
WHEN WE DO BUDGET FOR PROJECTING HOW MY TEACHERS, WE USE A MIXED AVERAGE OF THE SALARY SCHEDULE.
EVEN IF WE HAVE 50 TEACHERS HERE AND 100 TEACHERS HERE, WE MAY MEET IN THE MIDDLE AND PROJECT ON A HIGHER AMOUNT FOR THE LOWER TEACHERS AND THEN KEEP THE HIGHER TEACHERS THERE.
THEN WE FACTOR THAT IN WHEN WE'RE BARGAINING WITH UNIONS TO FIGURE OUT HOW WHAT THE INCREASE MIGHT COST US BASED ON A CERTAIN AMOUNT OF PEOPLE MOVING UP IN THE CATEGORIES IF THAT MAKES SENSE.
>> IT'S JUST A FORECAST AND AN ESTIMATE.
YOU CAN DOWN, WHO'S GOING TO DO CHOOSES TO MOVE UP.
>> BECAUSE ONE OF OUR HR SPECIALISTS ALWAYS JOKES, ANYTIME ANYONE IS OUT ON MATERNITY LEAVE, THEY USUALLY COME BACK WITH A BABY AND MASTERS.
I GUESS THAT'S A GOOD [INAUDIBLE].
>> THERE'S MATRICES IN SKYWARD,
[01:25:02]
THAT'S OUR SOFTWARE THAT WE USE THAT HAVE EVERYBODY WHICH STEP THEY'RE ON, AND THEN WHEN WE ROLL THE BUDGET FORWARD, IT AUTOMATICALLY MOVES THEM TO THE NEXT PLACE WHERE THEY SHOULD BE.BUT THOSE ARE THE ONES WE KNOW THEY'RE BACHELOR'S DEGREE WITH 15 YEARS EXPERIENCE.
THAT'S THERE'S SOME AUTOMATIC THINGS THAT HAPPEN DURING THE ROLL UP ALSO.
>> WITH THAT ITEM 3 PART B IN THE WORD CURRENT, SINCE THIS IS A STUDY SESSION, WE WOULD NEED TO BRING THAT FORTH AT OUR NEXT MEETING TO VOTE ON.
BUT AGAIN, MY THOUGHT PROCESS AT THIS POINT IS, IF HOLLY IS GOING TO KEEP GIVING ME THE SAME INFORMATION, TAKING CURRENT OUT OF THERE, I CAN LIVE WITH OR WITHOUT IT.
THE PROJECTED PART IS TOTALLY.
>> WHAT WILL HAPPEN AT THE NEXT MEETING IS WE WILL MAKE NOTE OF THAT ON THE SIDE THAT THAT WORD'S BEEN REMOVED, AND THEN YOU WOULD VOTE ON THEM.
WE'RE NOT VOTING ON ANYTHING TONIGHT.
THAT WILL HAPPEN AT THE NEXT MEETING.
>> DO YOU THINK ON ITEM LINE NUMBER 6, WE NEED TO GET MORE EXPLETIVE ABOUT THE SUPERINTENDENT'S INTERPRETATION OF, WHEN LEGALLY REQUIRED COMPETITIVE BIDDING PROCESS WILL BE USED TO ENSURE TRANSPARENCY AND FAIRNESS, PHYSICAL RESPONSIBILITY AND PROCUREMENT DECISIONS.
THERE IS ALTERNATIVES TO THAT.
IF SOMETHING COMES UP, THAT'S IMMEDIATE, LIKE WE HAD, FOR INSTANCE, THE LOCKS.
>> THE LOCKS. WE COULD PUT SOMETHING.
MARK, ARE YOU LOOKING AT THAT ONE? WE COULD ADD SOMETHING ABOUT UNLESS OTHERWISE, BUT THEN THAT WOULD BE DOCUMENTED.
>> I DON'T KNOW IF THAT'S COVERED UNDER ONE OF THE OTHER POLICIES, BUT IT PROBABLY SOMETHING THAT SHOULD BE.
>> THAT GIVES US SOME ABILITY TO DO SOMETHING DIFFERENT.
>> WELL, I'M WONDERING IF THAT FALLS UNDER THE USING COMPETITIVE BIDDING WHEN REQUIRED BY LAW.
THOSE ARE LEGAL SITUATIONS WHERE WE CAN AVOID THAT, IF I'M HEARING YOU CORRECT.
I'M WONDERING IF THAT IS WHERE THAT IS ALLOWED FOR WITHIN THAT WITHOUT HAVING SPECIFIC LANGUAGE TO THAT EFFECT?
>> WELL, I AGREE, BUT IT'S NOT DEFINITELY DEFINED HERE WHAT THAT REALLY MEANS.
>> I WAS GOING WHERE KEVIN WAS ON THAT ONE.
I GUESS BECAUSE IT IS DEFINED WITHIN THE LAW, THAT THAT'S AN EXCEPTION FOR THE BIDDING PROCEDURE, BUT IT REQUIRES BOARD ACTION.
IF THE INTENT IS THAT WE'RE FOLLOWING THE LAW AND DOING THINGS ABOVE BOARD AND TRANSPARENT AND PER THE REQUIREMENT, HAVING TO BRING THAT TO THE BOARD FOR APPROVAL WOULD MEET THE INTENT OF THE POLICY
[01:30:05]
WITHOUT MAPPING OUT EVERY SINGLE POSSIBILITY OR AVENUE THAT'S CALLED OUT FOR IN THE LAW.>> YEAH, THAT TOTALLY MAKES SENSE.
IT'S JUST NOT CLEARLY DEFINED FOR BOARD INTERPRETATION.
NOT EVERYBODY MIGHT NOT UNDERSTAND THAT WHAT THAT ENCOMPASSES.
>> THAT GIVES ME A CLEAR EXPLANATION.
I CAN LIVE WITH THAT, BUT I DON'T KNOW IF IT'S DEFINED THAT DEFINITION SOMEWHERE.
>> IN THE STATUTE, IT IS CALLED OUT LIKE, THESE ARE THE RULES THAT ARE IF YOU'RE DECLARING AN EMERGENCY, THIS IS WHAT HAS TO HAPPEN.
BOARD RESOLUTION TO DECLARE AN EMERGENCY IS OR AT LEAST SHARING WITH THE BOARD THAT WE THINK THIS IS AN EMERGENCY, AND THIS IS WHY WE'RE GOING THROUGH THIS PROCESS AS PART OF THE REQUIREMENT.
>> FOR EXAMPLE, THAT'S A GREAT EXAMPLE FOR A MONITORING A REPORT.
IF WE HAD TO GO OUTSIDE OF THIS A TYPICAL PROCESS, WE WOULD LINK THE LAW TO SAY MET COMPLIANCE, THIS IS WHAT HAPPENED.
HERE'S THE LAW THAT STATES WE HAVE PERMISSION TO DO THAT.
>> PEGGY, YOU HAVE YOUR THINKING, FACE ON.
>> I GUESS MY QUESTION AS A FOLLOW UP TO STEVE'S IS, ARE WE CONSISTENT IN THAT? THERE'S CASES WHERE WELL, WE'RE FOLLOWING THE LAW, AND WE DON'T REALLY NEED TO HAVE THIS BECAUSE IT'S ALREADY WRITTEN INTO THE LAW, SO WE DON'T NEED TO BE THAT EXPLICIT ABOUT IT.
YET IN OTHER CASES, WE SEEM TO BE VERY EXPLICIT WHEN AGAIN, WE STATE THAT WE'RE FOLLOWING THE LAW, SO WHAT DOESN'T THAT JUST ACT AS A SUBSTITUTE FOR AN EXPLICIT POLICY?
>> I THINK WE HAVE TO DEMONSTRATE THAT WE ARE FOLLOWING THE LAW.
THAT'S THE PURPOSE OF THE POLICY.
WITHOUT IT SAYING THAT WE'RE GOING TO DO THAT, THE DOOR IS OPEN.
>> DO YOU HAVE AN EXAMPLE OF THAT AS FAR AS THAT YOU'RE THINKING OF SPECIFICALLY? I'M JUST TRYING TO FOLLOW IT.
>> YES. I'M GOING TO GO BACK TO THE LAST MEETING.
WHEN WE WERE TALKING ABOUT POLICY 4300 AND LOOKING FOR A POLICY TO ANCHOR THOSE PROCEDURES TOO.
WE HAD POLICY 4310, WHICH ALBEIT IT WAS IMPERFECT, AND IT DIDN'T EXPLICITLY SAY THAT WE'RE GOING TO DO THIS, AND THIS, IT DID INVOLVE OUR INTERACTIONS WITH LAW ENFORCEMENT AND OTHER GOVERNMENT AGENCIES.
THEREFORE, I FELT LIKE WE COULD HAVE ATTACHED THOSE PROCEDURES TO THAT POLICY WITHOUT ADOPTING A NEW ONE.
>> I THINK IN THAT CASE, OUR COMMUNITY, OUR STAFF WAS ASKING FOR MORE EXPLICIT.
OUR DATA WAS SHOWING WE NEEDED SOMETHING MORE EXPLICIT BECAUSE THE PROCEDURE ITSELF NEEDED TO BE CLEAR, DEFINED GIVEN CIRCUMSTANCES, SO THEY WERE REQUESTING IT.
>> IF SOMEBODY WERE TO SAY, HEY, WE WANT YOU TO BE MORE EXPLICIT ABOUT WHAT CONSTITUTES AN EMERGENCY, THEN WE WOULD.
>> IF MY STAFF IS SAYING I NEED MORE DIRECTION, IF THEY COME TO ME AND SAY, I NEED MORE DIRECTION, THIS ISN'T ENOUGH, I'M GOING TO PROVIDE CLEAR DIRECTION.
HENCE WHY I CAME TO YOU AND SAID, THIS IS BEING ASKED.
IF THE CIRCUMSTANCES WERE DIFFERENT, PERHAPS, WE WOULD HAVE HAD A DIFFERENT CONVERSATION, BUT THEY WANTED TO KNOW EXACTLY WHAT TO DO GIVEN A CASE THAT THEY HAD NOT BEEN FACED WITH BEFORE.
I THINK IN THAT PARTICULAR POLICY, THE LANGUAGE WITHIN THAT WEEK HAD CHANGED.
SCHOOLS PREVIOUS WEEK HAD BEEN SECURE SPACES.
THEY NO LONGER WERE SECURE SPACES.
IN MOST OF OUR TEACHERS, TENURE, IT WAS VERY CLEAR.
THE LAW CHANGED THE WEEK BEFORE REQUIRING OR THEM ASKING FOR SOMETHING DIFFERENT.
[01:35:06]
THE PROCEDURES ARE FOR STAFF.THE PROCEDURES TELL OUR STAFF HOW TO ACT, WHEN TO ACT, HOW DO WE WANT THEM TO DO CERTAIN THINGS? THAT'S WHAT THEY WERE ASKING FOR.
THAT POLICY, YES, WE COULD HAVE WRAPPED IT IN, BUT IT WASN'T GOING TO GIVE THEM THE CLARITY THAT THEY WERE ASKING FOR AT THAT TIME.
IT WAS THE LEVEL OF DETAIL THAT WAS NEEDED IN ORDER TO BE EXPLICIT.
THAT IS DETERMINED BY THIS TEAM WHEN OUR STAFF IS SAYING, I NEED MORE ABOUT THAT, OR IF KARA HAS A PROCESS FOR HR AND IT'S NOT CLEAR TO EVERYBODY, THEN SHE'S GOING TO GET MORE EXPLICIT.
IT DEPENDS ON THE NEEDS OF THE STAFF.
>> IF THE STAFF WANTS YOU TO BE MORE EXPLICIT, YOU WILL BRING A PROPOSED POLICY CHANGE TO US TO MAKE OUR POLICY MORE EXPLICIT.
>> IT'S NOT THE POLICY THAT NEEDS TO BE MORE EXPLICIT FOR THE STAFF.
WE DIDN'T HAVE A POLICY SO I COULD NOT WRITE A PROCEDURE.
YOU APPROVED A POLICY THAT ALLOWED ME TO CREATE A SPECIFIC PROCEDURE IN THAT CASE.
I'M HAPPY TO TALK WITH YOU ABOUT THAT FURTHER, BUT THAT WAS NOT NECESSARILY ABOUT THE BOARD.
IT WAS ABOUT THE PEOPLE WHO ARE WORKING WITHIN OUR SCHOOLS.
>> TWO COMPLETELY DIFFERENT TYPES OF POLICIES FOR DIFFERENT PURPOSES AND DIFFERENT AUDIENCES.
THOSE POLICIES ARE FOR THE SUPERINTENDENT TO ACTUALLY ADMINISTER THE DAY TO DAY OPERATIONS OF THE ORGANIZATION, THESE POLICIES ARE FOR THE BOARD TO EVALUATE THE PERFORMANCE OF THE SUPERINTENDENT.
IT'S A DIFFERENT PURPOSE FOR THE POLICIES.
>> THEY CAN BE, BUT IT'S REALLY HOW I'M GOING TO DO MY JOB.
YOU DON'T SEE THE STAFF IN HERE.
YOU SEE THIS TEAM IS DOING THE DIFFERENT PIECES, BUT THE DAY TO DAY TEACHER DECISIONS OR HOW THEY RESPOND TO A FAMILY, THOSE ARE NOT TIED TO THESE.
>> ON A DIFFERENT NOTE, AND I THINK THIS HAS TO DO WITH THE FORMATTING WE'VE GOT IT HERE IN TO, SO WE CAN READ IT THROUGH BECAUSE WE'RE SAYING THAT DEFINITIONS AND THINGS ARE GOING TO COME OUT.
BUT ONE THING THAT I THINK, PARTICULARLY WITH OE4 AND I THINK WITH OE5 BECAUSE I THINK THERE'S MORE OF THE SUPERINTENDENT SHALL NOT.
BECAUSE AS I WAS READING THROUGH THAT ON OUR SPEED DATING HERE, I MISSED THAT, NOTE AND READ, THAT THE SUPERINTENDENT NEEDS TO PLAN EXPENDITURES EXCEEDING THE CONSERVATIVE PROJECTED REVENUES.
I'M LIKE, HOLD ON, THAT DOESN'T SOUND RIGHT.
I THINK ONE OF THE THINGS WHEN WE PRESENT THESE, PARTICULARLY WHEN THERE'S MULTIPLE NOTES IS MAKING SURE THAT THE FORMAT IS CLEAR TO THOSE PEOPLE THAT ARE READING IT, PARTICULARLY THE COMMUNITY, THAT THERE'S A DIFFERENCE BETWEEN WHAT THE SUPERINTENDENT WILL DO AND WHAT THEY WON'T DO.
>> I THINK IT'LL GET A LOT EASIER WHEN WE TAKE THE GLOSSARY TERMS OUT.
I DON'T KNOW IF WE SHOULD MOVE TO THE LAST ONE, WHICH IS OE5, OR IF ANYBODY HAD ANY MORE QUESTIONS ON OE4 BEFORE GOING THERE.
>> WELL, IT LOOKS LIKE LOOKING AHEAD.
I'M A BAD PERSON, BUT I LIKE TO DO THAT.
THERE'S SOME RED HIGHLIGHTING IN OE5 SO WE MAY WANT TO GET TO THAT TOO TO MAYBE HEAR SOME EXPLANATION, OR LOOKS LIKE THERE'S SOME PROPOSALS FOR SOME CHANGES OR MOVING THINGS.
>> YES. THE RED TEXT, WHICH IS IN OE5.
>> ELEVEN AND 12, THEN I THINK THREE.
THREE AND 12 WE WERE WONDERING, THE BLACK TEXT, WHICH IS THE POLICY THAT WE JUST WANTED TO KNOW WHAT THE BOARD WOULD THINK ABOUT IF THOSE ARE BOTH NEEDED.
THREE AND 12 FELT LIKE THEY WERE SAYING SIMILAR THINGS, BUT ONE WAS THAT THE SUPERINTENDENT WILL DO SOMETHING AND THE OTHER ONE WILL NOT DO THE OPPOSITE, BASICALLY.
WONDERING IF ONE OF THOSE SHOULD BE REMOVED OR IF THEY ARE BOTH TO KEEP,
[01:40:05]
OR IF THERE'S A WAY THAT WE COULD REWORD IT.WE FELT NUMBER THREE WAS WRITTEN MORE IN A POSITIVE.
WE WERE JUST LOOKING FOR GUIDANCE THERE.
THEN I THINK NUMBER 11 ON THERE HAD A NOTE OF REMOVING STUDENT, WONDERING IF IT WOULD MAKE SENSE TO JUST SAY PROTECT CONFIDENTIAL INFORMATION AND JUST HAVE THAT BE THE POLICY, AND THEN CONSISTENTLY ENFORCE WELL COMMUNICATED DISCIPLINE POLICIES.
WE FELT LIKE THAT WAS LESS OF A FACILITIES AND ASSET PROTECTION AND, IF ANYTHING, MORE OF A STAFF HIRING TREATMENT, LIKE OE3 PART OF THE POLICY.
THESE ARE JUST ONES THAT WOULD REQUIRE A VOTE FROM THE BOARD NEXT SESSION.
>> WELL, NO, I WOULD CONCUR THAT ITEM 12 IS NOT NECESSARY.
I DON'T THINK WE HAVE TO DRILL IT DOWN TO SPECIFICS.
I THINK CONFIDENTIAL INFORMATION IS SATISFACTORY.
WE DON'T HAVE TO DRILL IT DOWN ANY FURTHER THAN THAT.
I WOULD SAY REMOVE 12, KEEP THREE AND REMOVE STUDENT ON NUMBER 11.
>> I WAS GOING TO SAY THE EXACT SAME THING, SO STEVE AND I ARE REDUNDANT.
I WOULD ASK YOU AND THE TEAM COME FORTH WITH A RECOMMENDATION OF WHERE TO PUT THAT PART OF 11 INTO THREE, SO THAT WE.
>> THAT SOUNDS GREAT. YOU HAVE OTHER THOUGHTS ON THAT ONE.
>> MARK WAS MAKING SURE THAT IF YOU HAD A QUESTION, YOU WERE BEING HEARD AND HE WAS GIVING ME SIGN LANGUAGE AND I WAS MISSING THE WHOLE THING.
I HAD HEARD HER STAY THAT SHE AGREED, SO THAT'S WHY I DIDN'T SAY ANYTHING.
>> I WONDER IF GIVEN TIME JUST BECAUSE THERE ARE SOME COMPLEXITIES TO THAT ONE THAT WE REVIEW THAT ONE IN A LITTLE MORE DEPTH DURING THE BOARD MEETING WITH IT ALL HAMMERED OUT, GIVE PEOPLE TIME TO READ IT.
THAT WILL GIVE YOU TIME BECAUSE ALL OF THESE WILL BE POSTED IN THEIR FINAL STATE, PROPOSED STATE AS PART OF THE AGENDA, AND THEN YOU CAN SEE IT THERE.
WE'LL MAKE SURE THAT ANTONIO AND NANCY GET A COPY OF THESE AHEAD OF TIME SO THEY CAN SEE THE BACK AND FORTH.
>> ANY ADDITIONAL QUESTIONS BEFORE WE ADJOURN.
AGAIN, I HAVE THE LUXURY OR WHATEVER OF HAVING GONE THROUGH THIS PROCESS TWICE.
IF IT HAD BEEN DONE THIS WAY THE FIRST TIME, IT WOULD HAVE BEEN NICE OR EASIER IN THAT.
AGAIN, KUDOS BOBBY, I CAN'T SAY IT ENOUGH.
YOU'VE REALLY STREAMLINED IT, THANK YOU, AND TO THE REST OF THE TEAM FOR HELPING WITH IT.
>> ARE THE RESULTS MONITORING REPORTS GOING TO? WHEN ARE WE STARTING TO WORK ON THOSE AND NEXT MEETING OR IS THAT?
>> I THINK I'M UNDER IMPRESSION.
THE NEXT SPECIAL SESSION, WHICH IS MARCH.
>> YES, THE MARCH STUDY SESSION.
IF I PULL UP MY CALENDAR, I CAN TELL YOU THE EXACT DATE.
>> IN THE RESULTS WILL BE A SIMILAR FORMAT.
WE BE FACTOR THIS TIME KNOWING HOW IT WORKS.
BUT THEN THE FINAL STAGE WOULD BE THAT AFTER THIS POINT IN THE RESULTS, LIKE AFTER WE DO INTERPRETATIONS AND INDICATORS, ONCE THOSE ARE APPROVED BY THE BOARD, THEN THE DISTRICT WOULD PROVIDE REASONABLE PROGRESS EACH OF THEM, AND THEN WE'D PRESENT THAT TO THE BOARD.
THAT BEFORE WE EVEN PROVIDE ANY MONITORING REPORT, WE CAN CLEARLY SAY, THIS REASONABLE PROGRESS OR NOT BASED ON OUR DEFINITIONS.
>> ESSENTIALLY PROVIDING SOMEWHAT OF A RUBRIC FOR EVALUATING THOSE?
[01:45:04]
>> THE GOAL IS THAT IT'S CLEAR FOR THE BOARD AND FOR THE DISTRICT AS WE'RE LOOKING AT IT.
>> I LIKE THAT. I LIKE IT A LOT.
I'M GLAD THAT NEXT YEAR STARTS IN JUNE, BECAUSE IT'S GOING TO BE EXCITING, I THINK TO GO THROUGH THESE, I THINK THESE REPORTS ARE GOING TO BE MORE STREAMLINED.
THEY'RE GOING TO GIVE US THE INFORMATION THAT WE WANT.
THERE'S STILL GOING TO BE SOME HICCUPS THAT WE'LL COME UP WITH, BUT I THINK ALL IN ALL, WE'RE GOING TO BE A LOT HAPPIER BECAUSE THERE WERE SOME REAL FRUSTRATIONS WITH THE OLD ONES.
THANK YOU. THAT TAKES US TO ITEM 3.01, WHICH IS SHARING.
[3. SHARING]
ANY BOARD MEMBERS, ANY EXACT TEAM MEMBERS HAVE ANYTHING TO SHARE THAT THEY HAVEN'T SAID.CHRISTIE'S WANTING TO SAY A BROWNIE ON YOUR WAY OUT.
>> WELL, I JUST WANT TO THANK THE TEAM BECAUSE THEY'VE BEEN WORKING ON THIS NOW FOR A WHILE, AND THEY CAME TONIGHT AND GAVE UP AN EVENING WITH THEIR FAMILY, ESPECIALLY MARTINA, JAMIE, AND LOU.
THANK YOU FOR COMING AND HANGING WITH US.
WE APPRECIATE IT AND WE APPRECIATE ALL THE WORK THAT'S BEEN DONE DURING THIS COLD WEATHER.
I KNOW THAT THAT ISN'T FUN, PARTICULARLY FOR SOME OF YOU GUYS THAT ARE OUT IN IT, AND SO THANK YOU.
>> I WILL SAY, I DON'T THINK PEOPLE REALIZE THAT WE'RE UP UNTIL ABOUT 10:30 AT NIGHT, AND THEN WAKING UP ABOUT 3:30 IN THE MORNING TO GET READY.
JAMIE AND LOU, WERE DOING THOSE DRIVES ALONG WITH ONE OF OUR DISPATCHERS, RICK.
THEN THOSE TEXT MESSAGES START SALINAS UP GETTING READY TO PUSH OUT.
BY FRIDAY NIGHT, I DON'T KNOW ABOUT THEM, BUT I COULD BARELY PUT A FULL SENTENCE TOGETHER.
I REALLY DO APPRECIATE ALL THE WORK THAT WENT INTO LAST WEEK.
>> I DON'T KNOW WHOSE IDEA WHAT'S HAPPENING AT THE SCHOOLS ON THE SNOW DAYS OR WHEN SCHOOLS CLOSED, BUT THAT WAS A GOOD READ.
THANK YOU. WELL, WITH THAT, IT'S 7:25, AND WE'LL GO AHEAD AND ADJOURN. THANK YOU, EVERYBODY.
* This transcript was compiled from uncorrected Closed Captioning.