[00:00:07]
>> GOOD EVENING. WELCOME TO THE JUNE MEETING OF THE FERNDALE SCHOOL BOARD.
[1. CONVENE]
THANK YOU FOR JOINING US WHETHER LIVE OR ONLINE.THE PURPOSE OF THIS MEETING AND EVERY OTHER SCHOOL BOARD MEETING IS TO CONDUCT THE BUSINESS OF THE BOARD.
THAT BUSINESS IS TO FACILITATE THE MISSION OF OUR DISTRICT, WHICH IS 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 ALL INVOLVED FOCUS ON THE ISSUES RATHER THAN THE PERSONALITIES.
COUPLE OF QUICK HOUSEKEEPING MATTERS.
IF YOU HAVEN'T BEEN WITH US BEFORE, IN THE EVENT OF EMERGENCY, THE SAME DOORS THAT YOU ENTERED ARE THE EXITS.
ALSO, IF YOU NEED THE RESTROOMS, THEY'RE OUT THE EXIT DOOR AND UP THE RAMP TO YOUR RIGHT.
WITH THOSE THINGS OUT OF THE WAY, IF EVERYONE WILL PLEASE JOIN ME AS WE START THE MEETING WITH THE PLEDGE OF ALLEGIANCE.
>> THANK YOU. 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 WATER BAYS 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. FIRST ITEM OF BUSINESS TONIGHT IS THE APPROVAL OF THE MINUTES,
[2. APPROVAL OF MINUTES]
AND TONIGHT WE WILL BE APPROVING THE MINUTES FROM OUR APRIL AND MAY'S MEETINGS AS WELL AS THE RECENT STUDY SESSION.>> I WOULD LIKE TO AMEND THE MINUTES FOR MAY 7 TO INCLUDE JUST A FEW EXTRA WORDS THAT WOULD CLARIFY WHAT I WAS TRYING TO SAY AT THE END OF THE MEETING DURING SHARING.
I WANTED TO PRESENT A LITTLE RESISTANCE, AND I WANTED TO ADD THE WORDS AGAINST WHAT I SEE AS US BEING PUT IN A BAD POSITION.
TO FURTHER CLARIFY, I ALSO EXPRESSED CONCERN ABOUT AND THESE ARE MY WORDS, CAN'T READ MY OWN WRITING, A LACK OF CONNECTION BETWEEN THE BOARD AND THE WIAA REPRESENTATIVE.
THAT'S ALL I WANT TO SAY. I WENT BACK, LISTENED TO THE VIDEO, AND THOSE ARE WORDS THAT I THINK IF WERE INCLUDED WITH WHAT WAS ALREADY THERE WOULD ADD CLARITY TO WHAT I WAS TRYING TO EXPRESS.
>> ANY OTHER COMMENTS REGARDING THE MINUTES? THEN WE WILL START WITH VOTING ON THE AMENDMENT TO THE MINUTES THAT PEGGY HAS PRESENTED.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. THEN WE WILL MOVE ON TO THE MINUTES AS AMENDED IN THIS CASE AND THE OTHERS.
ANY COMMENTS ON THE OTHER MINUTES? SEEING NONE, WE'LL PROCEED TO VOTE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. THE MINUTES ARE THEN PASSED AND ADOPTED.
NEXT, WE WILL MOVE ON TO ADOPTING THE AGENDA
[3. ADOPTION OF AGENDA [GC-4.7]]
AND THE CHAIR WILL ENTERTAIN A MOTION AND/OR ANY CHANGES.>> I MOVE THAT WE ADOPT THE AGENDA AS IT IS.
>> HAS BEEN MOVED THAT WE ADOPT THE AGENDA AS IS.
>> WE CAN HAVE DISCUSSION ABOUT IT,
[00:05:01]
EVEN THOUGH WE ADOPT IT.I JUST WANT A BIT OF CLARIFYING DISCUSSION ON SOME ITEMS, BUT I'M NOT ARGUING WITH IT BEING ON THE CONSENT AGENDA.
I JUST WOULD LIKE A LITTLE BIT OF CLARIFICATION ON A COUPLE OF THINGS.
>> ALL THOSE IN FAVOR OF ADOPTING THE AGENDA AS PRESENTED, SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. AGENDA IS PASSED AS PRESENTED.
WITH THAT, WE WILL MOVE ON TO THE FIRST ITEM ON THE AGENDA,
[4. SPECIAL PRESENTATIONS]
WHICH IS ITEM 4.01, WHICH IS THE SWEARING IN OF OUR NEW STUDENT REPRESENTATIVE.IF MARCUS WOULD PLEASE JOIN ME OVER TO THE SIDE.
IF YOU'LL PLEASE RAISE YOUR RIGHT HAND AND REPEAT AFTER ME, I MARCUS JAVELOSA.
>> THAT I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES.
>> THAT I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES.
>> THE CONSTITUTION AND LAWS OF THE STATE OF WASHINGTON.
>> THE CONSTITUTION AND LAWS OF THE STATE OF WASHINGTON.
>> AND THE POLICIES OF THE FERNDALE SCHOOL DISTRICT.
>> AND THE POLICIES OF THE FERNDALE SCHOOL DISTRICT.
>> I WILL FAITHFULLY AND IMPARTIALLY.
>> I WILL FAITHFULLY AND IMPARTIALLY.
>> DISCHARGE THE RESPONSIBILITIES OF THE OFFICE.
>> DISCHARGE THE RESPONSIBILITIES OF THE OFFICE.
>> CONGRATULATIONS AND WELCOME TO THE BOARD.
>> HARLEEN, YOU'RE NOT ALONE NOW. [LAUGHTER]
>> NEXT ITEM ON THE AGENDA 4.02, IS THE RECOGNITION OF THE 2025 BUSINESS OF THE YEAR AND FOR THIS, I'LL TURN IT OVER TO KRISTI.
>> CAN I HAVE ALL MEMBERS OF THE FERNDALE KIWANIS CLUB JOIN ME OVER HERE? YES. I WOULD LOVE SOME HELP.
THIS EVENING, EVERY YEAR, FOR THOSE WHO DO NOT KNOW, WE HONOR ONE BUSINESS, AND EVEN THOUGH BY DEFINITION, MAYBE SOME PEOPLE WOULD SAY THE KIWANIS CLUB IS NOT A BUSINESS, I WOULD ARGUE.
THIS EVENING, WE WANT TO TAKE A MOMENT TO RECOGNIZE A GROUP THAT HAS HELPED COUNTLESS FERNDALE STUDENTS THROUGHOUT THE YEARS, THE FERNDALE KIWANIS CLUB.
YOU ARE THIS YEAR'S RECIPIENT OF THE BOARDS AND FERNDALE SCHOOL DISTRICTS BUSINESS OF THE YEAR.
THE LIST OF WAYS OUR KIWANIS MEMBERS SUPPORT LOCAL KIDS COULD FILL A BOOK. SPEAKING OF BOOKS.
THIS PAST YEAR, YOU MAY NOT KNOW THEY DONATED DICTIONARIES TO EVERY SINGLE THIRD AND FOURTH GRADER IN OUR DISTRICT.
NEARLY 900 STUDENTS RECEIVED THIS VALUABLE RESOURCE.
[APPLAUSE] THEY HAVE ALSO REGISTERED COUNTLESS LOCALS FOR THE DOLLY PARTON'S IMAGINATION LIBRARY, WHICH DIRECTLY MAILS BOOKS TO HOMES OF LOCAL PRESCHOOLERS AT NO COST TO THEIR FAMILIES.
THEY HAVE ALSO MADE A STRONG FINANCIAL COMMITMENT TO MANY LOCAL ORGANIZATIONS THAT DIRECTLY HELP OUR STUDENTS AND FAMILIES FROM THE FOOD BANK TO WILD BIRD CHARITY.
THEIR CONTRIBUTIONS TO HELP ENSURE THAT OUR STUDENTS AVOID FOOD INSECURITY AND SIMILAR CONCERNS, SO THEY CAN FOCUS ON THEIR STUDIES. THANK YOU FOR THAT.
OF COURSE, FOR MANY YEARS, YOU HAVE HONORED OUR STUDENTS RECOGNIZING AN OUTSTANDING STUDENT EVERY MONTH, HIGHLIGHTING THE GREATNESS THAT FERNDALE STUDENTS ARE.
WE KNOW WHAT IT TRULY TAKES A VILLAGE.
WE HAVE A SAYING IN FERNDALE, ONE TEAM, ONE TOWN AND I CANNOT IMAGINE A BETTER ORGANIZATION TO HONOR TONIGHT FOR REPRESENTING THAT SLOGAN. THANK YOU SO MUCH.
WE HAVE THIS FOR YOU. LET'S GIVE THEM A HAND.
CAN WE DO A GROUP PICTURE HERE? [APPLAUSE]
[00:10:11]
>> WE CERTAINLY DO APPRECIATE THE CONTRIBUTIONS THAT THE FERNDALE KIWANIS HAVE MADE TO NOT ONLY THE DISTRICT, BUT THE COMMUNITY.
ONE OF THE BENEFITS OF THIS AWARD, THE UNSEEN IS THAT YOU ARE NOT REQUIRED TO STAY FOR THE REST OF THE MEETING.
[LAUGHTER] IF YOU'D LIKE TO LEAVE, YOU CAN DO SO.
EVERYONE ELSE IS REQUIRED TO STAY.
>> THANK YOU. [APPLAUSE] THAT BRINGS US TO THE PUBLIC COMMENT PORTION OF OUR MEETING,
[5. PUBLIC COMMENT [GC-3.3]]
AND 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.AT THIS POINT CHRIS TELLS ME WE HAVE NO ONE SIGNED UP FOR PUBLIC COMMENT.
THAT DOESN'T MEAN THAT YOUR TIME IS UP.
IT BASICALLY SAYS THAT WE DON'T HAVE ANY WANTS TO SPEAK TONIGHT.
BUT IF YOU DO HAVE COMMENTS THAT YOU'D LIKE TO MAKE TO THE BOARD, PLEASE FEEL FREE TO REACH OUT TO US.
OUR CONTACT INFORMATION IS ON THE DISTRICT WEBSITE.
OUR PHONE NUMBERS, OUR EMAILS, WE'RE HAPPY TO HEAR FROM YOU AND APPRECIATE HEARING YOUR INPUT AND TAKE THAT INTO CONSIDERATION AS WE DO OUR JOB HERE, FEEL FREE TO REACH OUT IN WHICHEVER MANNER BEST SUITS YOUR PERSONALITY.
WITH THAT, WE WILL GO AHEAD AND MOVE ON TO THE SUPERINTENDENT SHARING,
[6. SHARING [GC-7.E.]]
AND FOR THAT, I'LL TURN THINGS OVER TO KRISTI.>> WE'RE GOING TO GET THE POWERPOINT UP.
WELCOME TO MARCUS AND THE KIWANIS CLUB.
SINCE WE HAVE MET, WE HAD OUR 2025 GRADUATION.
I DON'T THINK IT COULD HAVE BEEN A MORE PERFECT DAY.
I REMEMBER WHERE MY SEAT WAS, THE SUN WAS SHINING IN AND THEN A LITTLE BRIGHT AND AS SOON AS THE CEREMONY STARTED, THERE WAS A LITTLE BIT OF A SHADOW, AND THEN THE SUN CAME BACK OUT AS SOON AS IT WAS OVER.
WHAT I WOULD LIKE TO ASK THE BOARD IS THAT AS YOU'RE SITTING THERE, ONE OF THE RECOMMENDATIONS THAT PRINCIPAL DYLAN HAD, IS NEXT YEAR, SHE PRESENTS THE CLASS OF 2025, BUT YET SHE PRESENTS THEM TO YOU, BUT NOBODY SAYS, YES, WE ACKNOWLEDGE THAT.
SHE WOULD LIKE TO GET THE BOARD MORE INVOLVED NEXT YEAR WITH THAT.
WE'LL BE TALKING MORE ABOUT THAT, BUT I ALSO WOULD LOVE FEEDBACK FROM YOU IN THE CHAIR THAT YOU SIT, PERHAPS THERE'S SOMETHING THAT YOU WOULD RECOMMEND THAT WE THINK ABOUT OR CONSIDER BECAUSE WE WILL START PLANNING FOR NEXT YEAR'S GRADUATION IN AUGUST.
THIS IS VERY TIMELY TO START THINKING ABOUT.
IF YOU HAVE ANY SUGGESTIONS OR ANYTHING YOU WOULD LIKE TO ADD, THIS IS A TIME THAT I WOULD LOVE TO HEAR FROM YOU.
IF YOU CAN'T THINK OF IT NOW, AND YOU THINK OF IT LATER, PLEASE FEEL FREE TO EMAIL.
>> I DO HAVE SOME FEEDBACK, AND THE DAY WAS AMAZING.
IT WAS A GREAT DAY SUPER BIASED, [LAUGHTER] AND I TOLD THIS TO SOME PEOPLE.
OF COURSE, MY DAUGHTER GRADUATED AND I THOUGHT IT WAS A VERY NICE CEREMONY, VERY SOLEMN, RESPECTFUL, YET IT HAD GOOD PACE.
KUDOS TO THE HIGH SCHOOL EVERYBODY AND NOT ONLY RAV FOR MAKING SURE THAT IT WAS DONE WELL, BUT THE WHOLE STAFF LETTING US KNOW BOARD, MEMBERS, WHAT IS IT THAT WE NEEDED TO DO.
WE DO THIS ONCE A YEAR AND SOME OF US DON'T HAVE A LOT OF EXPERIENCE, WE'RE NERVOUS.
WE'RE SOMETIMES A LITTLE BIT NERVOUS ABOUT IT, BUT IT WAS A GREAT DAY.
I HEARD GREAT COMMENTS FROM COMMUNITY MEMBERS.
FROM PARENTS THAT WERE THERE PRESENT AND THE ONLY FEEDBACK.
THIS IS THE ONE THING THAT WAS BROUGHT TO ME BY COMMUNITY MEMBER, PARENT, OF A HIGH SCHOOL STUDENT, WITH MY OWN THOUGHTS IS THAT WE DO BELIEVE THAT IT'S THE CULMINATION OF A STUDENT'S EFFORT THROUGH MANY SCHOOL LEVELS,
[00:15:04]
I THINK THAT IT IS APPROPRIATE AND ACTUALLY, I THINK IT WOULD BE REALLY GOOD IF WE ESTABLISH A WAY THAT THE SUPERINTENDENT CAN HAVE THE CLOSING REMARKS AND END THE MEETING WITH THAT.I THINK IT WOULD BE A GOOD RECOGNITION OF THE EFFORT THAT THESE YOUNG PEOPLE GO THROUGH THE DIFFERENT STAGES IN THE SCHOOL DISTRICT, AND I THOUGHT THAT WAS HOW IT NORMALLY IS, AND THAT'S WHY I'M A LITTLE BIT SURPRISED, BUT IT'S NOT A FORM OF CRITICISM, IT'S JUST FEEDBACK THAT HOPEFULLY WE CAN SEE KRISTI WITH SOME CLOSING REMARKS, AND ONE LAST MESSAGE FROM THE SCHOOL SUPERINTENDENT AND THEN WE GO.
>> THANK YOU FOR THAT. WE ACTUALLY GOT SIMILAR FEEDBACK, SO I ASKED CELINA TO DO SOME RESEARCH AND WHAT DID YOU DISCOVER?
>> I ASKED MY NETWORK OF SCHOOL COMMUNICATORS, AND I WANT TO SAY I HAD ABOUT 150 RESPONSES, AND I BELIEVE IT WAS ABOUT 70% DO INCLUDE THEIR SUPERINTENDENT.
A LOT OF THE RESPONSES OF THOSE WHO DON'T, IT'S BECAUSE THEY HAVE 10 HIGH SCHOOLS, SO IT'S IMPOSSIBLE AND AT MINIMUM, AT THE END ACKNOWLEDGING THE GRADUATING CLASS.
>> IT SEEMS THAT THAT'S MORE THE NORM, THEN.
>> I WILL WORK WITH THE TEAM IF THE BOARD WOULD LIKE.
HARLEEN, I SEE YOU GOING FOR THE MIC.
>> IT'S ACTUALLY FUNNY THAT YOU BROUGHT THAT UP BECAUSE I ACTUALLY HEARD THAT FROM SOME OF THE JUNIORS AND SOME OF THE SENIORS; IS THAT THEY WERE JUST SAYING THAT THEY THOUGHT THAT DR. DOMINGUEZ WAS GOING TO BE TALKING MORE JUST BECAUSE I FEEL LIKE SOMETIMES GRADUATION CAN EASILY JUST BECOME A HIGH SCHOOL THING, WHICH I GUESS IT IS, BUT IT'S LIKE YOU'RE GRADUATING FROM K- 12.
YOU'RE GRADUATING FROM THIS WHOLE EXPERIENCE.
IT'S NOT JUST ABOUT HIGH SCHOOL.
I THINK THAT HAVING DR. DOMINGUEZ DO SOMETHING OR SAY SOMETHING WOULD BE PRETTY COOL.
>> JUST ADDING MY TWO CENTS HERE, BUT I THINK IT'S VERY APPROPRIATE FOR RAF TO START IT LIKE SHE DID, AND I THINK THAT THE CONCLUDING SPEAKER SHOULD BE KRISTI.
>> WE WILL SHARE THAT WITH THE TEAM AND ADD THAT IN NEXT YEAR.
IF YOU THINK OF ANYTHING ELSE, LET ME KNOW.
SPEAKING OF MS. DHILLON, SHE WAS HONORED YESTERDAY AT THE STATE ADMINISTRATIVE CONFERENCE IN SPOKANE WITH THE GALLAGHER HOWARD M COBLE SCHOLARSHIP, AND SHE WAS SELECTED OUT OF A TON OF APPLICANTS AND SUCH AN HONOR AND A TESTAMENT TO WHO SHE IS AS A LEADER IN THE WORK THAT SHE'S DOING HERE IN FERNDALE.
GOOD NEWS WITH YOU. IT HAS NOT HIT OUR SOCIAL MEDIA YET.
IF YOU DON'T KNOW THIS, SHE'S ACTUALLY PURSUING HER DOCTORAL DEGREE AT THE UNIVERSITY OF WASHINGTON, SO SHE'LL BE ABLE TO USE THE SCHOLARSHIP TO HELP FUND HER OWN STUDIES.
SHE GOES ONCE A MONTH AND SPENDS THE WEEKEND DOWN AND STUDIES AT UDUB, AND THEN SHE SPENDS ONE WEEK IN THE SUMMER AND IT'S A THREE-YEAR PROGRAM.
IT'S THE ONE THAT I ACTUALLY WENT THROUGH AND SO WE'RE VERY PROUD OF HER.
WAS IT LAST MEETING? WE TALKED ABOUT WANTING TO PUT IN STUDY SESSIONS INSTEAD OF JUST HAVING THEM HAPPEN OR, SAY, WE SHOULD HAVE A STUDY SESSION, ACTUALLY GET IT ON THE CALENDAR FOR NEXT YEAR, AND SO CHRIS AND KEVIN AND I HAVE BEEN WORKING ON THIS.
IN YOUR PACKET, YOU ACTUALLY HAVE THIS SCHEDULE.
WHAT I WOULD LOVE FOR YOU TO DO IS GO LOOK AND SEE IF THESE DATES WORK.
YOU'LL NOTICE SOME MONTHS WE LEFT OFF AND MORE BECAUSE LIKE NOVEMBER, DECEMBER, THEY'RE VERY SHORT.
THE ONE IN YOUR PACKET KEVIN HAS IT RIGHT HERE. IS THAT THE ONE? NO, THAT'S NOT THE ONE. THERE YOU GO.
THIS ONE. WE WILL EMAIL OUT TO YOU AS WELL.
BUT JUST TAKE A LOOK AND THEN WE CAN VOTE ON THAT NEXT MONTH AND SEE IF THOSE WORK.
YOU'LL SEE THAT ALREADY TWO ARE SET ASIDE FOR BUDGET FOR NEXT YEAR.
JANUARY KICKS OFF THAT SERIES OF CONVERSATIONS WITH THE MAY ONE BEING WHAT WE JUST DID.
THEN ONCE WE DECIDE ON THE DATES, I WOULD LOVE TO HEAR ABOUT TOPICS.
WHAT I DID SHARE WITH YOU IS BASED ON WHATEVER IT IS YOU'RE WANTING TO LEARN ABOUT OR DIVE DEEPER INTO.
IF I KNOW FAR ENOUGH IN ADVANCE, I CAN ENSURE THAT THE RIGHT PEOPLE ARE HERE READY TO PRESENT AND GO AND HAVE THAT CONVERSATION.
[00:20:04]
ANYWAY, MORE TO COME. YES.>> I HAVE A QUESTION. AT THE LAST MEETING, WE TALKED A LITTLE BIT ABOUT GOING AND HAVING A SECOND REGULAR SESSION EACH MONTH.
IS THAT FIZZLED OR IS THIS [OVERLAPPING]
>> NO, THIS IS THE ACCOUNT FOR IT.
THERE'S SOME MONTHS THAT IT'S REALLY HARD TO DO BECAUSE OF THE SCHOOL CALENDAR.
LIKE NOVEMBER, DECEMBER, THE BOARD MEETING DATES ARE VERY CLOSE TOGETHER BECAUSE OF WINTER BREAK AND THANKSGIVING, AND THEN APRIL, THERE'S A WEEK OFF.
IF WE'RE GOING TO DO SOMETHING, IT'S HARD TO HAVE PEOPLE COME IN, AND THIS IS AN EVENING FROM 5-7.
THIS IS THE ATTEMPT TO DO THAT NEXT YEAR.
>> THEN WILL THESE BE CONSIDERED REGULAR MEETINGS OR SPECIAL MEETINGS?
>> WE'RE CALLING THEM STUDY SESSIONS, BUT THEY'RE RECORDED.
THE MINUTES HAPPEN JUST LIKE WE DO FOR EVERYTHING.
IF YOU WANTED TO VOTE ON SOMETHING, WE COULD TALK ABOUT THAT, BUT YOU GET TO SELECT THE TOPIC.
WHEREAS THE BOARD MEETINGS ARE FOR THE BUSINESS, THIS WOULD BE MORE DIVING DEEP INTO A TOPIC.
>> I THINK BY POLICY, THEY WOULD BE TERMED SPECIAL MEETINGS, BUT HISTORICALLY WE'VE CALLED THEM STUDY SESSIONS.
I THINK IT'S SEMANTICS AS FAR AS WHAT THEY'RE CALLED.
THE REGULAR BOARD MEETING IS THE ONE THAT HAS THE MOST REQUIREMENTS IN THE STATE RULES AND SUCH ABOUT IT.
>> I GUESS MY CONCERN IS THAT WITH THE ADDITION OF A SECOND REGULAR MEETING, THEN YOU CAN TALK ABOUT PRETTY MUCH ANYTHING, BUT I THINK IF YOU'VE GOT A STUDY SESSION OR A SPECIAL MEETING, DO YOU HAVE TO LIMIT YOUR CONVERSATIONS TO JUST THE THINGS THAT ARE ITEMIZED? I SEE A SECOND MEETING AS AN OPPORTUNITY TO HAVE ADDITIONAL DISCUSSION ON THINGS THAT YOU MIGHT WANT TO HAVE, PRIOR TO THE REGULAR MEETING, IN ADDITION TO SPECIAL TOPICS, AND THAT'S WHAT I WANTED TO GET SOME CLARIFICATION ON.
>> I WOULD SAY AS A SUPERINTENDENT, IF YOU'RE WANTING TO DIVE DEEP INTO SOMETHING, JUST COMING HERE AND TALKING ABOUT IT WITHOUT US BEING PREPARED DOESN'T DO YOU ANY GOOD.
IF WE KNOW WHAT THE TOPICS ARE AHEAD OF TIME OR THEY'RE PLANNED OUT, THEN I CAN ENSURE THE RIGHT PEOPLE ARE IN THE ROOM.
THIS AMAZING TEAM BEHIND ME KNOWS A LOT, BUT THEY'RE NOT IN THE WEEDS OF EVERYTHING.
IF THERE'S A TOPIC OR A COMMUNITY MEMBER OR SOMETHING THAT YOU REALLY WANT TO HEAR FROM, IF I JUST KNOW WHAT IT IS, WHATEVER YOU WANT TO TALK ABOUT.
BUT IF YOU'RE JUST WANTING TO HAVE A CONVERSATION, I CAN'T PROMISE THAT IT'S GOING TO PROVIDE YOU WITH THE INFORMATION YOU WANT.
>> I GUESS WHAT I WAS THINKING ABOUT WAS TYPICALLY AT OUR MEETINGS, WE'VE GOT SO MUCH ON THE MEETING THAT WE CAN'T DIVE INTO A PARTICULAR ISSUE TOO MUCH.
CERTAINLY WHEN WE HAD THE RETREAT, IT WAS NICE TO BE ABLE TO JUST SIT THERE AND DISCUSS.
IT WAS SO FREEING AND SO INFORMATIVE AND IT WAS GREAT TO HEAR WHAT PEOPLE THOUGHT WITHOUT ANY HAVING TO MAKE ANY DECISIONS, JUST HAVING AN EXCHANGE OF IDEAS.
I WAS HOPING THAT THE ADDITION OF A MEETING WOULD LEND MORE OF THAT ATMOSPHERE OR MORE OF THAT OPPORTUNITY.
>> I REALLY APPRECIATE THAT AND BELIEVE IT OR NOT, EVEN FOR THAT, THERE'S A LOT OF WORK BEHIND THE SCENES.
WE ARE VERY PREPARED WITH ANTICIPATING ANY QUESTION YOU MAY HAVE OR SOMETHING YOU MAY WANT TO TALK ABOUT.
EVEN IF WE DON'T PULL IT OUT, WE SPEND QUITE A FEW HOURS PREPARING FOR EVERY SINGLE MEETING.
OUT OF RESPECT FOR YOUR TIME AND RESPECT FOR THE CONVERSATION, IF WE KNOW AHEAD OF TIME, WE CAN JUST PLAN IT.
IT DOESN'T HAVE TO BE A SHOW, BUT JUST SAYING THIS IS SOMETHING WE'D LIKE TO MOVE INTO A STUDY SESSION OR A SPECIAL MEETING, WHATEVER YOU WANT TO CALL IT, AND THEN WE WILL DO THE WORK BEHIND THE SCENES.
>> FOR EXAMPLE, TONIGHT, I'M GOING OVER STUFF, AND I HAVE A BUNCH OF QUESTIONS ABOUT CURRICULAR STUFF.
I KNOW IT'S EASY TO MEET WITH PEOPLE ONE ON ONE AND GET THAT BUT IN A LOT OF WAYS, I FEEL LIKE, MAN, IT'D BE GREAT IF THAT WHOLE INFORMATION CAN BE SHARED WITH THE REST OF THE BOARD.
IS IT BEST TO JUST GIVE MY QUESTIONS TO YOU AND HAVE YOU DISSEMINATE IT TO THE REST OF THE BOARD BECAUSE [OVERLAPPING]
>> LIKE I SAID, IF YOU MEET WITH KELLY OR TRINA, THEY'RE HAPPY TO ANSWER ANY OF YOUR QUESTIONS.
COME FALL, WE'D LOVE TO HAVE YOU GO IN AND ACTUALLY SEE IT.
LEARNING ABOUT IT AND JUST HEARING ABOUT IT IS ONE THING, ACTUALLY SEEING IT, TALKING TO STUDENTS LIKE STEVE GOT TO SPEND A DAY.
HE'S HEARD ABOUT CTE FOR A LONG TIME, I THINK IT WAS A VERY DIFFERENT EXPERIENCE FOR HIM TO GO IN AND SPEND TIME WITH STUDENTS SIDE BY SIDE, SEEING WHAT THEY'RE DOING.
THERE'S LOTS OF WAYS WE CAN GO ABOUT IT.
FOR THESE SPECIAL SESSIONS, WE COULD ACTUALLY BE AT A SCHOOL IF YOU WANTED TO.
[00:25:01]
THEY WOULDN'T BE RECORDED, BUT THEY DON'T NECESSARILY HAVE TO BE, WE COULD DO THE BOARD MEETING THAT WAY.ANYWAY, FOR THIS MONTH, WHAT I'D LIKE YOU TO DO IS JUST LOOK AT YOUR CALENDARS AND SEE IF THESE DATES WORK FOR YOU, AND IF THEY WORK, THEN WE CAN START PLANNING FROM THERE.
SUMMER HOURS. ONE OF THE THINGS WE'VE DONE THE PAST FEW YEARS WHEN MY FIRST YEAR HERE, I TRACKED THE FIRST SUMMER HOW OFTEN THE DISTRICT OFFICE WAS BEING UTILIZED.
IF PEOPLE TAKE TIME OFF, WE ENCOURAGE THEM TO TAKE IT ON FRIDAYS, THEN WE DON'T HAVE TO PAY FOR SUBS.
THE OTHER THING WE ARE DOING IS WE ARE CLOSING AT THE NOON LUNCH HOUR.
WHEN I SAY THE NOON LUNCH HOUR, I THINK WE'RE ACTUALLY CLOSING 1-2. IS THAT RIGHT? IT'S 12-1? WE WILL HAVE THAT SIGNAGE ON THE DOOR, BUT I JUST WANT TO LET THE COMMUNITY KNOW. IT'S 1-2.
WE TALKED ABOUT THE LUNCH HOUR TO BE OFFSET WHEN PEOPLE NORMALLY TAKE LUNCH, SO THEY CAN STILL COME IN, BUT WE'RE GIVING THE FRONT DESK PERSON.
THAT WAY, WE CAN NOT HAVE TO PAY FOR A SUBSTITUTE TO BE AT THE FRONT DESK.
LITTLE SOMETHING AND IT HELPS EVERYBODY.
MARCUS, THIS IS THE TIME WHEN YOU'RE GOING TO GET TO SHARE SOMETHING IF YOU WANT.
IT'S ALL A CHOICE, BUT THIS INCREDIBLE INDIVIDUAL WILL START.
>> IT'S WEIRD TO GO FIRST NOW.
>> I'M THE SENIOR. I KNOW I'M JUST GOING UP THE RANKS, GUYS.
I FEELS LIKE IT WAS SO LONG AGO, I DON'T KNOW.
ONCE SUMMER STARTED, TIME JUST STARTED TO GET WARPED.
GRADUATION FEELS LIKE IT WAS A VERY LONG TIME AGO.
I WAS AN USHER THERE. I SAW YOU GUYS. YOU GUYS DID REALLY GOOD.
IT WAS REALLY NICE DAY OUT AND IT WAS SO LOVELY AND IT WAS REALLY FUN BEING AN USHER.
I HEARD A LOT OF AMAZING THINGS FROM THE COMMUNITY.
EVERYBODY WAS LIKE, THIS IS SO NICE.
IT'S SO NICE TO HAVE IT IN OUR STADIUM.
THEY WORK REALLY HARD ON GRADUATION AND JUST THE WAY THAT THEY ENDED UP DOING IT, IT WAS REALLY AWESOME.
IT WAS REALLY FUN TO SEE YOU GUYS THERE IN YOUR GUYS LITTLE ROBES.
YOU GUYS WERE THE ONES WITH THE PURPLE?
>> PURPLE IS MY FAVORITE COLOR.
>> BUT ONCE GRADUATION IS OVER, THAT'S WHEN EVERYBODY ELSE KNOWS IT'S TIME FOR FINALS.
IT'S TIME TO LOCK IN, IT'S OUR LAST WEEK.
A LOT OF MY CLASS ARE APS, SO THEY WERE DONE BY THEN.
THERE'S SO MANY SUPPORT SYSTEMS. CAN I JUST SAY, WE HAVE A LOT OF AFTERSCHOOL STUFF FOR STUDENTS WHO WANT TO WORK ON SOMETHING AND THEN TEACHERS CAN COME AND HELP THEM. IT WAS REALLY GOOD.
THEN ON THE LAST DAY OF SCHOOL, WHICH LUCKILY THIS YEAR WAS ON A FRIDAY, THE MONDAY LAST YEAR.
WE HAVE FUN IN THE SUN AT THE HIGH SCHOOL, WHICH WE CALL FITS.
IT'S MY LEADERSHIP PROJECT, BUT I CAN TELL YOU RIGHT NOW, IT WAS NOT FUN IN THE SUN BECAUSE IT WAS NOT SUNNY OUT.
WE HAVE A SLIP INSIDE, WE ALWAYS HAVE WATER BALLOONS, STUFF LIKE THAT, AND IT WAS SO COLD OUT.
BUT LUCKILY IT'S A HALF DAY ON THE LAST DAY OF SCHOOL, SO IT WAS FINE.
BUT THAT'S JUST SOMETHING THAT WE DO AT THE HIGH SCHOOL.
I KNOW A LOT OF OTHER SCHOOLS DO FIELD DAYS LIKE I REMEMBER FROM ELEMENTARY SCHOOL. THAT WAS FUN.
BUT THAT WAS ALL FROM THE END OF THE SCHOOL YEAR.
EVEN WITH SUMMER, THOUGH, SCHOOLS NEVER DONE.
ESPECIALLY THE FALL SPORTS, THEY HAVE ALREADY STARTED PRACTICING.
I SAW FOOTBALL WAS OUT AT THE FIELD NOT THAT LONG AGO, EARLIER THIS WEEK.
VOLLEYBALL HAS HAD A LOT OF TOURNAMENTS.
I HEARD THEY WENT TO CENTRAL WASHINGTON, I BELIEVE, THIS WEEKEND FOR A TOURNAMENT.
GIRLS SOCCER HAS ALREADY STARTED PRACTICING.
IT'S JUST NEVER-ENDING. BUT WHAT ELSE? NOW THAT I'M THE SENIOR, YOU GUYS, I WAS LIKE IT'S ALL OF A SUDDEN JUST A WAVE OF RESPONSIBILITY JUST WASHED OVER ME.
I MET WITH MARCUS EARLIER THIS MONTH SO WE CAN START PLANNING OUR LITTLE PROJECT THAT WE'RE GOING TO BE HOSTING AS SCHOOL BOARD REPS FOR NEXT YEAR.
WE ARE HOPING TO START A STUDENT OUTREACH PROGRAM, LIKE A LITTLE REPRESENTATIVE NETWORK WITHIN OUR DISTRICT, WHICH I'LL KEEP YOU GUYS UPDATED ON, BUT A LOT OF THE IDEAS THAT WE HAVE ARE MEETING WITH SCHOOLS AND HAVING A SET SCHEDULE BECAUSE LAST YEAR WITH GABBY, WE JUST STARTED A LITTLE TOO LATE AND WE'RE JUST TRYING
[00:30:02]
TO FIGURE THAT OUT DIPPING OUR TOES IN THE WATER.BUT THIS YEAR, WE'RE GOING TO START GETTING ON EVERYBODY'S CALENDAR.
WE'RE GOING TO GO UP INTO THE DISTRICT OFFICE DURING THE SUMMER, BE HARD AT WORK, AND JUST START PLANNING THE STUFF OUT.
WE'LL HAVE SOME INFORMATION FOR YOU GUYS WHENEVER WE COME TO THESE MEETINGS.
I JUST WANT TO LET YOU GUYS KNOW.
I'LL KEEP YOU GUYS UPDATED ON WHAT STUFF WE HAVE PLANNED.
BUT I JUST WANT YOU GUYS TO STARTED THINKING ABOUT TOPICS THAT YOU WANT US TO GO AND ASK OUR FELLOW PEERS ABOUT.
WE'RE GOING TO BE MEETING WITH THE HIGH SCHOOL, ELEMENTARY SCHOOLS, MIDDLE SCHOOLS, ALL THE SCHOOLS.
WE INTEND TO MEET WITH THEM AT LEAST ONCE NEXT SCHOOL YEAR.
WE'RE GOING TO MEET WITH YOU GUYS, PROBABLY SEND OUT A SURVEY OR SOMETHING SO YOU GUYS CAN SEND IN SOME TOPICS THAT YOU WANT TO HAVE US ASK THEM.
I'M JUST SO HAPPY IT'S SUMMER, YOU GUYS.
I HAD TO WHIP OUT MY CHARGER, MY COMPUTER, EVERYTHING BECAUSE I HAVE NOT TOUCHED IT SINCE SCHOOL ENDED, AND I'VE JUST BEEN LIVING MY BEST LIFE.
>> FIRST OF ALL, I WANT TO THANK YOU GUYS.
THIS IS AN AMAZING OPPORTUNITY FOR ME.
ALSO, GRADUATION WEEK WAS VERY SAD.
I HAD A LOT OF FRIENDS THAT GRADUATED.
UNFORTUNATELY, I DIDN'T GET TO GO TO THE GRADUATION, BUT I WATCHED IT ONLINE, AND YOU GUYS DID LOOK VERY AMAZING OUT THERE.
FINALS WEEK. THAT WAS A LITTLE TIRING.
I THINK FIVE FINALS IN TOTAL BECAUSE I TAKE SPANISH.
I'M IN SPANISH THREE RIGHT NOW.
THEN, AFTER THAT, IT WAS GRAD PARTY WEEK.
THEN YESTERDAY, I JUST GOT BACK FROM NORTH CAROLINA.
WE WERE THERE FOR A VACATION FOR A FEW DAYS.
SPORTS RIGHT NOW, VOLLEYBALL HAD A LOT OF TOURNAMENTS.
I THINK THE NEXT TOURNAMENT IS GOING TO BE ONE AT C HOME, BUT THE BIG ONE IS GOING TO BE AT UDUB, I THINK, AND THAT WAS AN INVITE-ONLY TOURNAMENT FOR I THINK, SCHOOLS ALL AROUND THE STATE.
I THINK I'M GOING TO GO TO THAT AND I'M VERY EXCITED TO WATCH.
>> THANK YOU VERY MUCH. CELINA AND I HAD THE OPPORTUNITY TO TAKE THESE TWO OUT TO LUNCH AND HEAR ABOUT THEIR IDEAS AND WHAT THEY'RE HOPING TO ACCOMPLISH NEXT YEAR.
IF YOU REMEMBER, YOU VOTED AND ASKED HOW WE CAN HONOR THEIR TIME BECAUSE THEY'RE DOING THE HOMEWORK AND PARTICIPATING IN ALL THESE MEETINGS.
THEY GET HALF A CREDIT, WHICH ACTUALLY ALLOWS, ESPECIALLY A SENIOR, IF THEY WANT TO TAKE A BREAK IN THE SEMESTER, TO TAKE ONE CLASS THAT'S JUST DEDICATED TO THEIR SCHOOL BOARD TIME.
ANYWAY, WE'RE WORKING ON MAKING SURE, AND I WILL SUPPORT THEM IN GETTING ON THE SCHEDULE AT THE SCHOOL, SO WE'RE VERY EXCITED.
RIGHT NOW, I WOULD LIKE TO INVITE PRINCIPAL DON CHRISTIANA, WHO HAS BEEN HELPING US LEAD OUR HIGHLY CAPABLE ADVISORY BOARD, AS WELL AS TRINA HALL AND KELLY LARABY.
THEY HAVE BEEN ENGAGED IN SOME AMAZING WORK, AND SO THEY ARE HERE TO GIVE YOU AN UPDATE TO WHAT HAS HAPPENED THUS FAR.
REALLY GOOD STUFF. REMEMBER, ANYTHING THAT THEY LED IS ON OUR DISTRICT WEBSITE WITH THE POWERPOINTS AND THE MINUTES AND ALL OF THAT, SO ANYONE CAN FOLLOW ALONG ANYTIME WE HAVE AN ADVISORY NOW.
REALLY IMPORTANT TO START WITH THE ACTUAL TASK FORCE.
IF YOU JUST CAN ACKNOWLEDGE WE HAD ABOUT 25 PEOPLE REPRESENTING COMMUNITY MEMBERS, STUDENTS AND STAFF AND ADMINISTRATORS TAKE PART IN THIS TASK FORCE ADVISORY AND REALLY SPENT A SIGNIFICANT AMOUNT OF TIME THINKING ABOUT HOW WE DO THE BEST FOR OUR STUDENTS, AS WELL AS THINKING ABOUT THE LAWS AND HOW WE CAN GET INTO COMPLIANCE WITH THOSE LAWS, AS WELL AS THINKING ABOUT WHAT THE PRACTICE IS FOR PHASE 1.
THE FIRST PHASE IS REALLY ABOUT HOW DO WE IDENTIFY STUDENTS FOR HIGHLY CAPABLE.
THE LANGUAGE OF FERNDALE HAS BEEN TAG TALENTED AND GIFTED FOR MANY YEARS.
THE STATE USES HIGHLY CAPABLE AS TERMINOLOGY.
WIDELY ACROSS WASHINGTON, WE USE HIGHLY CAPABLE.
[00:35:01]
THE ADVISORY, ONE OF THE PARTS OF THE RECOMMENDATION, IS TO SHIFT TO THE LANGUAGE THAT THE STATE USES, IT'S IN ALL THE LAWS, REGULATIONS, AS WELL AS THE VERNACULAR OF THE COMMUNITY FOR THE GIFTED ASSOCIATION IN WASHINGTON, IT'S HIGHLY CAPABLE.SHOUT OUT FOR THEM. THE PURPOSE OF THIS I SHARED WAS AROUND THE LEGAL PIECES AND MAKING SURE WE'RE INTO COMPLIANCE AND THE FIRST PHASES AROUND IDENTIFICATION.
THE SECOND PHASE WILL BE AROUND THE PROGRAMMING.
ONCE WE IDENTIFY THE STUDENTS WHO ARE HIGHLY CAPABLE, WHAT IS IT THAT THEY PARTICIPATE IN, OR HOW ARE THEY SUPPORTIVE FOR THEIR LEARNING IN THAT WAY? SOME WILL BE COMING BACK NEXT YEAR AFTER ANOTHER TASK FORCE REGROUPS.
ONE OF THE THINGS WHEN YOU LOOK AT THIS RECOMMENDATION THAT YOU MIGHT NOTICE, THERE WAS SOME INTENTIONALITY AROUND THE ADVISOR WENT THROUGH, MANY MEETINGS, LOOKING INTO UNDERSTANDING THE CHANGES IN THE LAWS OVER THE LAST DECADE.
IN YOUR RECOMMENDATION, WHEN YOU LOOK AT IT, YOU'LL SEE THE TWO.
YOU ACTUALLY CAN SEE OSPI'S LITTLE LOGO.
THAT IS DIRECTLY FROM A STATE PRESENTATION WITH THE LAWS CITED AND THE REGULATIONS CITED, SO THAT WHEN YOU'RE LOOKING AT THE RECOMMENDATION, YOU CAN ACTUALLY SEE THE ALIGNMENT OF WHAT ARE THE EXPECTATIONS OF OUR STATE, AND HOW DID OUR RECOMMENDATION ALIGN TO THAT.
WITHIN THE RECOMMENDATION, THERE'S LOTS OF DETAILS THAT YOU WERE ABLE TO LOOK AT, BUT THERE WERE REALLY FOUR KEY CONSIDERATIONS THAT WE THOUGHT WOULD BE IMPORTANT TO HIGHLIGHT FOR YOU TONIGHT.
THE FIRST IS THAT AS A STATE, THE GUIDELINES OVER THE LAST DECADE HAVE CHANGED TO REALLY IMPLEMENTING A UNIVERSAL SCREENING PROCESS SO THAT WE CAN IDENTIFY STUDENTS NOT JUST BY SPECIFIC NOMINATION, BUT INSTEAD LOOK AT EVERY SINGLE STUDENT, BASED ON WHATEVER GRADE LEVEL THEY'RE IN, OUR RECOMMENDATION FROM THE TASK FORCE IS THAT WE ACTUALLY LOOK AT KINDERGARTEN DATA.
WE HAVE KIDS WHO ENTER IN KINDERGARTEN WHO CAN EXHIBIT SKILLS AND UNDERSTANDINGS THAT ARE AT A VERY HIGH LEVEL, AND WE WOULD DO THAT USING OUR WALK KIDS FROM TEACHING STRATEGIES GOLD AND WHAT WE SEE WHEN THEY COME INTO KINDERGARTEN.
THEN, JUST LIKE MOST DISTRICTS IN THE STATE, WE ARE RECOMMENDING A SECOND-GRADE UNIVERSAL SCREENER AND A FIFTH GRADE UNIVERSAL SCREENER.
WHEN THE GROUP WAS TALKING ABOUT THIS, THERE WAS HEAVY INTEREST IN BY SECOND GRADE, STUDENTS HAVE HAD AN OPPORTUNITY TO REALLY UNDERSTAND SCHOOLING, TESTING, HAVE MORE STAMINA, AND THAT'S A GREAT AGE TO DO THAT UNIVERSAL SCREEN.
IT IS ALSO ALIGNED WITH ALL THE OTHER DISTRICTS IN WHATCOM COUNTY AS WELL AS BEYOND.
THEN FIFTH GRADE, THERE WAS PASSION IN THE GROUP OF THE TASK FORCE.
THE LAW IS THAT IT HAS TO BE DONE BY THE END OF SIXTH GRADE, TWO UNIVERSAL SCREENS BY THE END OF SIX.
OUR DISTRICT TASK FORCE IS RECOMMENDING FIFTH GRADE BECAUSE THERE'S SAFETY AND SECURITY, AND CONSISTENCY BEING IN THE ELEMENTARY SCHOOL.
THEN WE COULD GET THAT INFORMATION AND USE IT AS WE THINK ABOUT MOVING FORWARD FOR PROGRAMMING, WHICH IS NEXT RECOMMENDATION, BUT FOR MIDDLE SCHOOL.
THAT'S WHY THAT RECOMMENDATION IS THERE.
>> WHAT DOES THE UNIVERSAL SCREENING LOOK LIKE? WHEN I READ THIS, I ALSO READ THAT IT WOULD HAPPEN IN THE GENERAL ED CLASSROOM.
>> THE UNIVERSAL SCREENING PROCESS THAT WE ARE PROPOSING IN THIS RECOMMENDATION TAKES 20-30 MINUTES WITH A GENA TEACHER ADMINISTERING IT ON THE COMPUTER WITH THE ENTIRE CLASS AT ONE TIME.
THEY PROCTOR IT JUST LIKE ANY OTHER ASSESSMENT.
THE RECOMMENDATION IS TO DO A NON-VERBAL ASSESSMENT, WHICH ACTUALLY HAS BEEN FOUND TO DO A PRETTY GOOD JOB OF ALLEVIATING LANGUAGE DIFFERENCES AND SOME SCHOOLING DIFFERENCES.
THAT'S WHAT WE'RE PROPOSING, AND IT WOULD BE A CLASSROOM TEACHER WHO'D HAVE SOME TRAINING, AND THEN THEY WOULD GIVE IT TO THE WHOLE CLASS.
I'VE ACTUALLY SEEN IT DONE IN DIFFERENT DISTRICTS, AND IT'S PRETTY SMOOTH AND SLICK.
JUST LIKE WE DO WITH ALL THE OTHER ASSESSMENTS, WE FIGURE OUT HOW TO SCOOP THEM UP.
PROBABLY SOMEONE ELSE IN THE BUILDING WOULD FIGURE OUT, I'M GOING TO TAKE THOSE THREE KIDS ALL WERE HERE, OR FIVE KIDS, AND WE'LL DO THAT AT A DIFFERENT TIME.
>> FOR ANYBODY THAT'S IN OUR AUDIENCE OR THAT MIGHT BE WATCHING ONLINE, YOU CAN SEE THIS LINKED ON OUR DISTRICT WEB PAGE.
ON OUR LANDING PAGE, THERE IS A TAB THAT'S IDENTIFIED FOR COMMITTEES AND TASK FORCES.
IF YOU WERE TO CLICK ON THAT LINK, YOU CAN SEE ALL THE MEETING MINUTES, YOU CAN SEE THE POWERPOINT PRESENTATIONS, YOU CAN SEE THIS EXACT RECOMMENDATION.
BUT TO GO BACK TO YOUR QUESTION, ALL OF THE RESOURCES REGARDING UNIVERSAL SCREENING, WHAT IT IS, AND WHAT WE WILL BE USING SPECIFICALLY FOR SECOND FIFTH GRADE, IT'S ALL INCLUDED ON HERE AS WELL.
[00:40:02]
JUST FOR ANYBODY THAT WOULD LIKE ADDITIONAL INFORMATION, YOU CAN GO REALLY DEEP ON THOSE RESOURCES.>> IN ADDITION TO THE UNIVERSAL SCREENING, IT LOOKED LIKE THERE WAS AN OPPORTUNITY FOR NOMINATION.
IS THAT IN CASE SOMEBODY FEELS LIKE, WELL, THE SCREENING DIDN'T ADEQUATELY DEMONSTRATE THAT THEY WERE CAPABLE, OR WHAT'S THE ROLE OF THE NOMINATION PROCESS, AND ALL OF THIS?
>> GREAT QUESTION. THE KINDERGARTEN, SECOND, AND FIFTH ARE UNIVERSAL.
WE'RE LOOKING AT EVERY STUDENT.
THERE WOULDN'T BE A NEED FOR NOMINATIONS.
IT'S IN THOSE OFF-GRADE-LEVEL YEARS WHERE A CHILD IN FIRST GRADE OR A CHILD IN THIRD OR FOURTH GRADE OR SEVENTH OR EIGHTH GRADE.
THERE'S DIFFERENT CIRCUMSTANCES THAT HAPPEN.
IT COULD BE FEASIBLE THAT SOMEBODY SAID, I FEEL LIKE MY CHILD JUST DIDN'T DEMONSTRATE THE SKILLS OR THE KNOWLEDGE OR APTITUDE. THAT'S POSSIBLE.
MORE LIKELY, IT'S FAMILIES WHO MOVED INTO THE DISTRICT IN BETWEEN YEARS, WHO ARE NEW TO US, WHO DID NOT GET THAT UNIVERSAL SCREENING PROCESS, WHO MAYBE EVEN CAME LATE.
THE NOMINATIONS FOR OUR DISTRICT WOULD BE OPEN ALL THE TIME, BUT THERE WOULD BE A PROCESS, AND I'LL GO INTO THAT IN A SECOND, WHERE THERE'S A TIME IN THE YEAR WHERE WE WOULD ACTUALLY GATHER A MULTI-DISCIPLINARY TEAM TO LOOK AT THAT DATA.
MORE THAN LIKELY IT'S THE PEOPLE THAT HAVE NOT BEEN IN THE SYSTEM FOR THAT K2 OR FIFTH-GRADE YEAR.
THANK YOU FOR THAT. GO RIGHT AHEAD.
>> IT'S ALSO OUTLINED TO PEGGY THE SITUATION AND EXCEPTION THAT DON WAS MAKING.
UNDER THE IDENTIFICATION PROCESS, YOU'LL SEE THE PAGE THAT IDENTIFIES FOR FIRST THROUGH EIGHTH-GRADE STUDENTS NOT INVOLVED IN THE UNIVERSAL SCREENER.
IT SHOWS THE STEPS THAT WE'LL TAKE TO ENSURE THEY HAVE THE OPPORTUNITY, SHOULD WE WANT A NOMINATION.
>> THAT'S UNIVERSAL SCREENING.
THE OTHER PART THAT IS A SHIFT THAT OUR STATE HAS MADE IS EQUITABLE IDENTIFICATION HISTORICALLY ACROSS THE COUNTRY.
WE KNOW THAT OFTEN STUDENTS WHO ARE IDENTIFIED AS HIGHLY CAPABLE ARE, BY AND LARGE, FROM THE UPPER MIDDLE CLASS AND OFTEN CAUCASIAN, MORE OFTEN THAN NOT, AND ALSO OF A CERTAIN LEARNER TYPE.
I'M THE PRINCIPAL OF CASCADIA, AND WE HAVE QUITE A FEW STUDENTS WHO ARE AUTISTIC AND TO BE IDENTIFIED HIGHLY CAPABLE, THAT'S A DIFFERENT LEARNER PROFILE.
WITH THE EQUITABLE IDENTIFICATION, THE STATE IS ASKING US TO LOOK AT ALL CHILDREN SO THAT WE AREN'T MISSING POTENTIALLY REALLY HIGHLY CAPABLE STUDENTS, AND IN THIS PROCESS, BY IMPLEMENTING THE UNIVERSAL SCREEN, THAT IS PART OF THE EQUITABLE IDENTIFICATION PROCESS.
WE'D MEET THAT EXPECTATION. SORRY.
>> I HAVE A QUESTION. THIS WAS VERY INTERESTING TO ME IN LEARNING ABOUT THE UNIVERSAL SCREENING, AND THANK YOU FOR THE ANSWERS THAT YOU HAVE PROVIDED BECAUSE I WAS THINKING ABOUT IT.
I EVEN WROTE IT DOWN BECAUSE WHEN I WAS STUDYING FOR THE MEETING AND PREPARING, I WAS THINKING, HOW WILL THAT DISTRICT ENSURE THAT UNIVERSAL SCREENING METHODS ARE RIGOROUS AT THE SAME TIME THAT YOU CAN ENCOMPASS EVERYONE, AND NOT INADVERTENTLY LOWER THE BAR FOR IDENTIFICATION INTO THE HIGHLY CAPABLE PROGRAM?
>> THAT'S A REALLY GOOD QUESTION, AND THAT'S PART OF THE DEEPER PROCESS, AND YOU COULD SEE THINGS IN THERE THAT LED TO THAT QUESTION.
PART OF THE REASON THE THIRD BULLET IS THE MULTIDISCIPLINARY TEAM IS WHEN YOU HAVE A TEAM OF THE PSYCHOLOGIST ADMINISTRATORS AND TEACHERS, LOOKING AT NOT JUST THAT ONE APTITUDE ASSESSMENT, BUT ALSO LOOKING AT HOW HAVE THEY PERFORMED ON OUR DISTRICT ASSESSMENTS LIKE I-READY, HOW HAVE THEY PERFORMED ACROSS MULTIPLE YEARS, ESPECIALLY WHEN YOU'RE LOOKING AT SECOND GRADE.
WE CAN SEE HOW THEY DID IN KINDERGARTEN AND IN FIRST GRADE, AS WELL AS THAT MULTI-DISCIPLINARY TEAM WILL LOOK AT THAT DATA AND BE ABLE TO SAY, THEY'RE ON THE CUSP HERE.
LET'S TAKE A LOOK AND LET'S ASK THEIR FAMILY WHAT THEY SEE.
THE FAMILY WOULDN'T HAVE NOMINATED, BUT WE'RE AS A MULTIDISCIPLINARY TEAM, THANK YOU, SEEING THAT THERE IS POTENTIAL THERE, AND SO WE'RE INVESTIGATING THE POTENTIAL.
WE WOULD GET INPUT FROM TEACHERS, WE WOULD GET INPUT FROM FAMILY.
I REALLY THINK OF IT AS THE LEARNER PROFILE.
WHO IS THIS CHILD? THAT AUTISTIC EXAMPLE IS ONE EXAMPLE WHERE IT MAY NOT BE THAT THE CHILD CAN ACTUALLY ACCESS THE APTITUDE ASSESSMENT, BUT WE LOOK THEIR I-READY SCORES ARE OFF THE CHARTS.
THEIR FAMILY SAYS, OH MY GOSH, THEY DIG INTO SOMETHING AND THEY CANNOT LET IT GO, AND THEY'RE VIGOROUSLY ACHIEVING WHATEVER THEIR SCIENCE PASSION OR THEIR MATH PASSION OR THEIR LITERACY PASSION.
I THINK THAT'S PART OF THAT PIECE OF HOW DO WE LOOK AT THE DATA? IT'S NOT FINDING AND NOT LOWERING THE BAR FOR SURE BECAUSE THAT DOESN'T HELP ANYONE.
I COULD TALK FOR HOURS ABOUT THIS.
>> WE DID TALK FOR MULTIPLE HOURS ABOUT THIS BECAUSE
[00:45:04]
THE TASK FORCE ALSO DID SPEND QUITE A BIT OF TIME SELECTING A UNIVERSAL SCREENER.WE DISCUSSED A NUMBER OF DIFFERENT UNIVERSAL SCREENERS.
WE DID RESEARCH AROUND THE STATE ABOUT WHAT OTHER DISTRICTS ARE USING THROUGHOUT THE STATE, AND WE MADE THE SELECTION THAT WE FELT LIKE WAS IN THE BEST INTEREST OF OUR STUDENTS.
WE SPENT A LOT OF TIME ON THAT.
>> THANK YOU. GOOD ANSWER. WHEN YOU TALK ABOUT THE UNIVERSAL SCREENER IN SYSTEM IN SECOND AND FIFTH GRADE, IS THERE A GRADE LEVEL OF IT THAT PROGRESSES SO THAT YOU HAVE SOME YOU TALK ABOUT THE MULTIDISCIPLINARY TEAM, BUT IS THERE SOMETHING THAT TAKES THE PERSONALITY OUT OF IT, THIS PERSON IN FOURTH GRADE IS NOMINATED, WE CAN HAVE THEM TAKE THE FOURTH GRADE LEVEL UNIVERSAL SCREENER OR DOES THAT NOT PLAY INTO IT.
>> ANY OF THE APTITUDE TESTS THAT ARE OUT THERE, THEY ARE NATIONALLY NORMED FOR AGE GROUPS AND ACTUALLY BY QUARTILE EVEN, SO YOU CAN LOOK AT A FOURTH GRADER IN THE FIRST QUARTER OF THEIR, I'M GOING TO SAY NINE-YEAR-OLD YEAR, 10-YEAR-OLD YEAR, WHATEVER THE YEAR IS, THEY ARE LOOKED AT DIFFERENTLY AND SO JUST BY THE NATURE OF AN APTITUDE TEST AND THE DATA THAT THEY HAVE, WHICH ACTUALLY I'M SUPER PROUD OF THE ADVISORY.
I JUST WANT TO PUT IT OUT THERE THAT THERE ARE REALLY TWO FRONT-RUNNERS IN APTITUDE ASSESSMENTS, AND MANY SCHOOLS IN WHATCOM COUNTY ARE USING ONE, AND THERE'S BEEN SOME FINDINGS THAT IT'S MAYBE NOT AS SENSITIVE TO DIVERSITY AS THE ONE THAT THEY CHOSE.
THE RATIONALE IS THIS NAGLE, WHICH YOU'LL SEE IN THERE, IS MORE SENSITIVE AND MORE CULTURALLY RESPONSIVE.
AS A PRINCIPAL OF A SCHOOL, HAS MANY SPANISH-SPEAKING FAMILIES AND OTHER LANGUAGES AS WELL, IT'S IMPORTANT THAT WE IDENTIFY THOSE CHILDREN AS WELL.
THAT'S WHAT THE STATE IS ASKING FOR.
I'M JUST PROUD THAT THEY CHOSE THAT, AND IT ACTUALLY HAS BEEN FOUND NOW.
BRAND NEW, THE ADVISORY DOESN'T KNOW THIS.
THE TASK FORCE DOESN'T KNOW THIS, BUT THEY NOW HAVE SPANISH NORMS. THE REPORTING WILL ACTUALLY REPORT IN CHILDREN WHO SPEAK SPANISH AS THEIR HEART LANGUAGE.
THEY WILL HAVE A NORM GROUP FOR THE NATION.
IT'LL BE GREAT FOR SOME OF OUR KIDS WHO MIGHT'VE BEEN OVERLOOKED.
WE HAVE TRILINGUAL STUDENTS IN FOURTH GRADE WHO PICK UP ENGLISH IN LESS THAN A YEAR.
THERE IS SOME EXCEPTIONALITY IN THAT CHILD FOR SURE.
>> IF I COULD JUST ADD SOMETHING ON THIS POLICY 2190, I REVIEWED IT AND I LOOKED AT THE CHANGES AND THEY'RE MERELY TECHNICAL, AND I WROTE HERE AND COMPLIANCE-FOCUSED.
BECAUSE I DID COMPARE WITH THE STATE GUIDELINES, I DON'T KNOW WHY I WAS GIGGLING ON THIS [LAUGHTER] BUT THEY'RE VERY CONSISTENT.
THE UPDATES ARE PRETTY GOOD. I JUST WANT TO LET YOU KNOW.
>> NICE JOB, TEAM. I SPOKE ABOUT THE MULTIDISCIPLINARY TEAM.
THE OTHER PIECE THAT THE STATE IS REALLY ASKING OF DISTRICTS IS TO REALLY INCREASE THE COMMUNICATION AROUND HIGHLY CAPABLE AND HOW IS IT THAT YOU NOMINATE OR REFER? YOU PROBABLY MAYBE ALREADY NOTICED THERE WAS A LITTLE BIT OF AN INCREASE JUST BY THE NATURE OF HAVING THIS CONVERSATION THIS YEAR WITH THE TASK FORCE, BUT YOU'LL NOTICE NEXT YEAR UPON APPROVAL THAT THERE WOULD BE SOCIAL MEDIA POSTS, THERE WILL BE THINGS INSIDE SCHOOLS.
THERE WILL BE PARENT SQUARE MESSAGES, JUST LOTS OF DIFFERENT WAYS FOR DIFFERENT FAMILY GROUPS TO ACCESS THE ABILITY TO NOMINATE AND REFER FOR HIGHLY CAPABLE.
>> I WOULD JUST, AS A REMINDER, REMEMBER PARENT SQUARE, THE FAMILY GETS TO CHOOSE THE HOME LANGUAGE THAT THEY WANT IT TO SHOW UP.
REGARDLESS OF THEIR HOME LANGUAGE, THE SCHOOL MESSAGES GET TRANSLATED SO THEY HAVE ACCESS TO IT.
BEING ABLE TO PUT IT OUT THAT WAY IS HUGE.
>> WE WERE REALLY EXCITED THIS YEAR BECAUSE THE NOMINATION FORM, WE ALSO PROVIDED ELECTRONIC OPTIONS FOR FAMILIES TO FILL OUT THROUGH PARENT SQUARE, BUT IF YOU DO INCLUDE A LINK FOR A FORM TO FILL OUT, IT DOESN'T TRANSLATE.
WE WERE ALSO REALLY HAPPY THAT WE WERE ABLE TO PROVIDE TRANSLATED FORMS IN MULTIPLE LANGUAGES, SO OUR FAMILIES COULD ALSO ACCESS THE NOMINATION FOR THEIR STUDENTS AND THAT HOME LANGUAGE.
>> IS THERE ANY KIND OF A CAP IMPOSED ON HOW MANY KIDS CAN BE IDENTIFIED?
>> YOU WANT TO ANSWER THAT ONE? I ONLY LAUGH BECAUSE I THINK AS A BOARD, YOU HAVE A RESPONSIBILITY TO UNDERSTAND THAT OUR STATE EXPECTS HIGHLY CAPABLE TO BE GENERAL ED, AND IT FUNDS IT AT A RATE OF 1-3%.
IN FERNDALE, WE GET ABOUT $150,000, WHICH IF YOU'VE BEEN LOOKING AT OUR STAFFING FOR THE NUMBER OF STUDENTS MAY NOT EVEN BE CLOSE TO WHAT IT COSTS TO SUPPORT STUDENTS.
ALTHOUGH, I WOULD ARGUE THAT IF YOU'RE REALLY TRULY LOOKING AT THE RESEARCHER ON HIGHLY CAPABLE, OUR STATE AVERAGE IS IN THE TOP 5-7% OF THE STUDENT PERFORMING DATA, LIKE WHEN YOU LOOK AT THEIR MATH SCORES AND THEIR LITERACY SCORES,
[00:50:01]
THEY'RE IN THAT TOP 5-7%.IDENTIFICATION OF HIGHLY CAPABLE IS USUALLY IN THAT 3-5%.
THIS IS AWKWARD BECAUSE I'M GOING TO SAY IF YOU'RE FINDING THE RIGHT STUDENTS.
BECAUSE SOMETIMES WE FIND HIGH ACHIEVING STUDENTS WHO ARE KIND AND COMPLIANT AND DO WELL IN SCHOOL.
BUT THEY ARE NOT HIGHLY CAPABLE.
HIGHLY CAPABLE STUDENTS ARE EXCEPTIONAL IN THEIR SPEED OF THOUGHT, IN THEIR DEPTH OF UNDERSTANDING, IN THEIR PASSION AREA.
WE JUST WANT TO BE COGNIZANT OF WHO ARE WE IDENTIFYING AND FOR WHAT REASON AND HOW ARE WE FUNDING THAT.
>> I WOULD ALSO ADD THAT IF YOU WERE TO GO THROUGH THE MINUTES OR THE POWERPOINT PRESENTATIONS, IT DOES INCLUDE OUR CURRENT PERCENTAGES AS COMPARED TO SOME OF OUR NEIGHBORING DISTRICTS, AND WE ARE ON THE HIGHER END OF STUDENTS THAT ARE CURRENTLY QUALIFIED AS HIGHLY CAPABLE.
ALL THAT INFORMATION ONCE AGAIN, YOU CAN GRAB.
>> COMING FROM THE HIGHLY CAPABLE AND HAVING HAD LOTS OF THESE CONVERSATIONS.
WAS THERE CONVERSATION OR DO WE HAVE ANY GAME PLAN FOR THOSE KIDS THAT JUST MISS IT OR THAT ARE HAVING KIDS THAT WERE IN THE HIGHLY CAPABLE PROGRAM? I WAS ALWAYS LIKE, WHY AREN'T WE DOING THIS IN ALL THE GRADE LEVELS, IN ALL THE CLASSROOMS? ALL THE KIDS NEED THIS BECAUSE YOU COULD SEE THE WAY THE TEACHING WAS BEING DONE.
IT WAS GREAT AND THAT IT WAS WHY DO WE LIMIT IT TO THIS GROUP? THAT'S ALWAYS BEEN MY MANTRA, EVERY CLASSROOM.
AND I KNOW THAT'S SOMETIMES A CHALLENGE.
CLASSROOMS DON'T COME AND THERE'S A LOT OF DIVERSITY IN ALL DIFFERENT SIZES AND SHAPES AND WHAT HAVE YOU.
BUT I'M JUST CURIOUS WHAT WE'RE DOING IN THAT DIRECTION.
>> YOU GUYS CAN ADD IN. I THINK EVEN WHEN DON WAS JUST TALKING ABOUT THE PERCENTAGES OF STUDENTS WHO ARE IDENTIFIED HIGHLY CAPABLE, I THINK YES, WHEN WE'RE TALKING ABOUT THE DEFINITIONS FROM THE STATE AND THIS SPECIFIC BODY OF WORK.
YET, WE COULD ALL ATTEST TO ALL STUDENTS ARE HIGHLY CAPABLE IN DIFFERENT WAYS IN DIFFERENT PASSION AREAS, AND THAT WE WANT TO HAVE ALL OF THOSE OPPORTUNITIES TO MEET THEM WHERE THEY'RE AT, BUT IN A HIGHLY ENGAGING RIGOROUS WAY.
RIGOR LOOKS DIFFERENT FOR DIFFERENT STUDENTS TOO.
WE DO HAVE THOSE CONVERSATIONS OF GOOD INSTRUCTION IS GOOD INSTRUCTION, WHETHER IT'S IN A PROGRAM THAT'S BEEN IDENTIFIED FOR CERTAIN IDENTIFIED STUDENTS OR NOT.
I THINK A LOT OF THE WORK WE'VE BEEN DOING THE LAST FEW YEARS AROUND UDL AND OUR STRATEGIES TO MEET STUDENTS TO INCREASE STUDENT ENGAGEMENT TO BE REALLY HAVING OPPORTUNITIES FOR STUDENT INTEREST.
ALL OF THOSE ARE FEEDING THAT DESIRE THAT WE HAVE HIGH INTEREST, HIGHLY ENGAGED STUDENTS IN ALL OUR CLASSES AND THAT WE'RE NOT LOOKING AT WHAT WE REFERRED TO HERE, THE MAGNET PROGRAM OR THOSE OPPORTUNITIES AS BEING THE ONLY PLACE THAT THESE ENRICHING LEARNING OPPORTUNITIES ARE HAPPENING.
WE WANT THAT IN ALL OUR PLACES AND THERE'S ALSO A PLACE, WHICH WILL BE PHASE 2, BUT A PLACE FOR SPECIALIZED PROGRAMS FOR SPECIALIZED NEEDS.
IF PHASE 2 IS SUPPOSED TO BE TAKING PLACE IN THE 2025-2026 SCHOOL YEAR, IT OBVIOUSLY WON'T BE IN PLACE, OR ARE YOU CONTINUING WITH WHAT'S CURRENTLY HAPPENING UNTIL SUCH A TIME? WHEN DO YOU ANTICIPATE BEING FINISHED WITH PHASE 2?
>> OUR HOPE WOULD BE THAT SIMILAR TO THE TIMELINE FOR THIS YEAR, WE WOULD USE NEXT SCHOOL YEAR FOR THAT EXPLORATION.
THIS YEAR WITH THIS WORK, WE WERE JUST FINISHING UP THE RECOMMENDATION, GETTING TOWARDS THE FINALIZATION OF IT WHEN IT WAS TIME FOR IDENTIFICATION.
IT WAS REALLY HARD TO CONTINUE WITHOUT IMPLEMENTING ALL OF THE CHANGE.
BUT THAT WAS THE TIMELINE WE WERE ON.
WE WERE ABLE TO DO A FEW THINGS BETTER ABOUT LIKE WE MENTIONED LIKE COMMUNICATION AND SOME PROCESSES WHERE WE'RE INVOLVING MORE PEOPLE, BUT WE ALSO DIDN'T WANT TO IMPLEMENT THE NEW PROCEDURES UNTIL IT HAD BEEN ALL FINALIZED AND BROUGHT FORWARD.
I ANTICIPATE WE COULD BE IN THAT SAME SITUATION NEXT YEAR AT THIS TIME.
IT JUST WILL REALLY DEPEND ON HOW THAT WORK GOES.
[00:55:04]
SOMETIMES YOU CAN PLAN A TASK FORCE TO BE IN THE FIRST FIVE MONTHS OF THE SCHOOL YEAR, FOUR MONTHS OF THE SCHOOL YEAR WITH HOPES THAT THEN YOU COULD HAVE IT READY FOR IMPLEMENTATION THE NEXT SCHOOL YEAR.I KNOW WHEN WE WERE DOING THE EARLY LEARNING TASK FORCE, WE NEEDED TO EXPAND OUR TIMELINE TO BE ABLE TO DO A THOROUGH JOB. IT WILL JUST DEPEND.
IT COULD BE THAT WE HAVE SOME PIECES THAT WE CAN MOVE FORWARD WITH FOR THE FOLLOWING YEAR AND IT COULD BE THAT IT'S TWO YEARS OUT.
AGAIN, WE'RE REALLY GOING INTO PHASE 2, PHASE 2 IS GOING TO BE THE MESSY PHASE.
WE'RE GOING INTO IT WANTING TO REALLY HONOR WHAT WE HAVE IN PLACE AND ALSO LOOK TO SEE WHAT ADDITIONAL PIECES ARE NEEDED.
I DON'T THINK WE CAN SAY A DEFINITIVE TIMELINE FOR THAT EXCEPT THAT WE'LL BE ELBOWS DEEP IN THE WORK NEXT YEAR.
>> WERE THERE ANY OTHER DISTRICTS THAT YOU STUDIED THAT YOU FEEL LIKE PROVIDE A GOOD MODEL FOR WHAT YOU'RE AIMING FOR?
>> IN WASHINGTON STATE, THERE'S SO MANY SCHOOL DISTRICTS WORKING IN THE ARENA AND WITH VERY DIFFERENT APPROACHES AS WELL.
REALLY LEANING IN ON THE WORK OF WAGT, WHICH IS THE STATE TALENTED AND GIFTED ASSOCIATION AND THE WORK THEY'RE DOING WITH SUPPORTING DIFFERENT SCHOOL DISTRICTS.
IT'S JUST THAT ALL THE EXAMPLES ARE RELATIVELY DIFFERENT THAN ONE ANOTHER.
DISTRICTS ARE APPROACHING NOT NECESSARILY THE IDENTIFICATION.
THERE'S A LOT OF SIMILARITIES THERE, ALTHOUGH THERE'S DIFFERENCES AS WELL.
THEN THE ACTUAL PROGRAMMING OR SERVICES LOOK AS DIFFERENT AS THERE ARE DISTRICTS.
THERE ARE DEFINITELY SOME LEADERS IN THE STATE IN THE AREA.
>> CAN I ASK ONE MORE QUESTION.
IF YOU HAVE A CHILD THAT IS JUST AN EXTREME OUTLIER IN TERMS OF THEIR ACCELERATED LEARNING IN A PARTICULAR AREA, TYPICALLY MATHS, I THINK USUALLY IS WHERE IT SHOWS UP, WHERE THE KID IS AN ELEMENTARY LEVEL AGE, BUT IS DOING COLLEGE WORK.
DO YOU OFFER SUPPORTS FOR THAT PERSON TO GET INTO COLLEGE PROGRAMS? HOW, I GUESS MY QUESTION IS, IS THIS GOING TO COVER EVERY KID THAT HAS THESE NEEDS, OR ARE THERE STILL GOING TO BE SOME KIDS THAT ARE LEFT OUT BY VIRTUE OF THE FACT THAT THEY ARE SO FAR ACCELERATED, THAT IT'S DIFFICULT TO ACCOMMODATE THEIR NEEDS.
I'VE HAD THE FORTUNE OF WORKING WITH TWO STUDENTS WHO FIT THAT DESCRIPTION AND FOUND IT REALLY FRUSTRATING, THEIR PARENTS REALLY WERE IN A UNKNOWN AREA, GRAY AREA IN TERMS OF TRYING TO GET WHAT THEIR KIDS NEED.
I THINK THAT IDENTIFYING MENTORS AT COLLEGES THAT COULD HELP GET THESE KIDS INVOLVED IN THE LEVEL OF WORK THAT THEY NEED IN ORDER TO CONTINUE STUDYING WHAT THEY'RE READY FOR.
THINGS LIKE THAT. I JUST WOULD LIKE TO KNOW WHAT HAPPENS TO THOSE KIDS.
THERE ARE NOT VERY MANY OF THEM, BUT WHEN THEY ARE THERE, YOU WONDER WHAT HAPPENS TO HEM.
>> I THINK WHEN WE TALK PROGRAM, WE'RE GOING TO NEED TO TALK ABOUT THE PROGRAM THAT FITS FERNDALE AND FITS THE MAJORITY OF STUDENTS IN FERNDALE IDENTIFIED HIGHLY CAPABLE.
IN PREVIOUS EXPERIENCES THAT I'VE HAD, THERE ARE CHILDREN LIKE THAT WHO ARE OUTLIERS, AND I THINK THAT IS OUR RESPONSIBILITY AS AN EDUCATIONAL SYSTEM TO RESPOND TO THAT IN WHATEVER WAY IS APPROPRIATE.
I OFTEN TELL FAMILIES, THE FIRST PIECE IS WE HAVE TO BACK UP FOR A SECOND BECAUSE IT'S VERY COMMON FOR A CHILD TO HAVE A SINGULAR AREA OF MATH THAT THEY ARE EXCEPTIONAL IN, MAYBE IT'S NUMBERS AND OPERATIONS, MAYBE IT'S ALGEBRAIC SENSE.
THEN THEY ALSO HAVE LAGGING SKILLS IN AREAS.
THERE'S A PHRASE THAT I LEARNED WITH DR. HERTZOG, SHE'S OUT OF THE UNIVERSITY OF WASHINGTON AND HER WHOLE CAREER HAS BEEN SPENT STUDYING HIGHLY CAPABLE.
THAT'S THE IDEA OF NURTURING THE AREA OF STRENGTH THAT A CHILD HAS.
NURTURE THAT THING THAT THEY LOVE, BUT YOU ALSO WANT TO STRENGTH AN AREA OF STRUGGLE.
PUTTING AN ELEMENTARY CHILD WHO MAY NOT HAVE THE SOCIAL EMOTIONAL SKILLS, OR THE STAMINA OR THE TOLERANCE FOR ANY OF THOSE DIFFICULT TASKS BECAUSE EVERYTHING'S COME SO EASY INTO A SITUATION THAT PUTS THEM OUT OF THEIR ELEMENT.
THEY WON'T BE ABLE TO NURTURE AN AREA OR STRENGTHEN A STRUGGLE AREA BECAUSE THEY'RE FREAKING OUT.
THEY ALSO AREN'T GOING TO GET THEIR STRENGTH NURTURED BECAUSE THEY ALSO ARE GOING TO BE THEN AMONG PEERS THAT THEY'VE NEVER EXPERIENCED BEFORE.
[01:00:03]
THOSE OUTLIERS, WE DO HAVE TO LOOK AT AND MEET WITH THE FAMILY AND WORK WITH OUR COMMUNITY TO THINK ABOUT WHAT DO THEY NEED? THERE IS THE ROBINSON CENTER AT UW THAT KIDS CAN GO WHEN THEY'RE 15 OR 16.I HAD A MOM ASKED ME SOMETHING THE OTHER DAY AND I SAID, WELL, THINK THE FIRST THING YOU THINK ABOUT IS IF THAT'S YOUR GOAL, ARE YOU READY FOR YOUR CHILD TO MOVE OUT OF YOUR HOUSE AT 15? THEY MOVE OUT OF THE HOUSE, THEY'RE IN COLLEGE.
THE SOCIAL EMOTIONAL PIECE OFTEN IS THE NO.
THEY'RE NOT EVEN BARELY DRIVING. WHAT ARE WE DOING? THEY'RE NOT READY FOR COLLEGE.
I'VE ALSO HAD EXPERIENCES WHERE IT'S THE OPPOSITE AND THEY ARE READY AND THEY DO GO AND THEY THRIVE AND IT'S GREAT FOR THEM.
I THINK THOSE LITTLE OUTLIERS ARE DEFINITELY TEAM CONVERSATIONS, WHICH IS WHERE IN THIS RECOMMENDATION, THE MULTI-DISCIPLINARY TEAM WOULD HAVE CAPACITY TO BE ABLE TO SAY, WHAT DOES THAT CHILD NEED? WHAT IS IN THEIR BEST INTEREST? WE ALSO HAVE TO BUILD CAPACITY OF TEACHERS, WHICH IS NEXT YEAR'S WORK WITH PROGRAMMING.
>> I JUST WANT TO THANK THIS INCREDIBLE TEAM AND THE TASK FORCE, AND DON FOR YOUR LEADERSHIP.
YOU BROUGHT WEALTH OF KNOWLEDGE AND YOUR ABILITY TO LEAD THIS GROUP BECAUSE IT'S PASSIONATE.
YOU HAVE FAMILIES ON THERE AND THERE'S A LOT OF EMOTION TIED TO THIS CONVERSATION AND YOU DID IT JUST SO BEAUTIFULLY.
I'M EXCITED TO SEE WHERE WE GO.
YOU WILL SEE THE RECOMMENDATION IN HERE.
LIKE I SAID, I ENCOURAGE PEOPLE TO GO ON AND LOOK AT OUR WEBSITE AND CONTINUE TO FOLLOW THIS.
>> I WOULD LIKE TO ALSO MAKE A COMMENT IN TERMS OF COMMITTEES, TASK FORCES, AND WHATNOT.
I GREATLY APPRECIATE THE LEVEL OF DETAIL THAT IS ON THE WEBSITE FOR PEOPLE TO LOOK AT.
IT CERTAINLY HELPED ME TO BE ABLE TO GO IN AND READ AND SEE ABOUT THAT.
>> YOU AND I WISH WANTED IT MORE CLEAR.
>> I WISH ALL OF THE COMMITTEE REPORTS THAT ARE ON THERE WOULD BE VERY SIMILAR AND IF THEY'RE SIMILAR [OVERLAPPING]
>> THEY WILL BE MOVING FORWARD.
EARLY LEARNING WAS OUR FIRST ONE, THIS ONE AS WE MOVE FORWARD.
I CAN'T GO BACK AND FIX WHAT HAS HAPPENED, BUT MOVING FORWARD, THAT'S WHAT YOU SHOULD EXPECT TO SEE.
>> WELL, THANK YOU FOR THAT REPORT AND THAT UPDATE.
THANK YOU TO THE REPRESENTATIVES OF THE HIGHLY CAPABLE TASK FORCE.
DON, YOUR PASSION FOR IT DEFINITELY SHOWS.
NEXT, WE'LL MOVE ON TO ONE OF OUR MOST FAVORITE TOPICS,
[7. UPDATES]
AND THAT IS A BUDGET UPDATE.FOR THOSE WHO WEREN'T IN ATTENDANCE AT THE STUDY SESSION THAT WE HAD EARLIER THIS MONTH, THERE'S A LOT OF GOOD INFORMATION THAT IS RECORDED, SO IT IS ONLINE.
BUT I WILL TURN THINGS OVER TO HOLLY TO GIVE US THE LATEST AND GREATEST UPDATE FROM THE LAST COUPLE OF WEEKS.
>> THANK YOU. OUR BUDGET UPDATE TODAY.
THIS IS LIKE KEVIN SAID, WE JUST MET TWO WEEKS AGO FOR A STUDY SESSION.
I'M GOING TO GO THROUGH OUR TIMELINE AND OUR BUDGET PROCESS, AND WHERE WE'RE AT RIGHT NOW.
DO A LITTLE RECAP AND VISIT SOME THINGS THAT CAME OUT OF THE STUDY SESSION, AND THEN HAVE SOME TIME FOR QUESTIONS.
THIS IS OUR TIMELINE FOR JUNE.
JUNE IS A TIME WHEN THERE'S A LOT OF DETAILED WORK GOING ON BEHIND THE SCENES.
WE'RE CHECKING STAFFING, BRAIDED FUNDING, CHECKING ACCOUNT CODES, MAKING SURE EVERYBODY IS ACCOUNTED FOR, AND IT'S JUST A LOT OF BUSY WORK THAT'S GOING ON BEHIND THE SCENES.
IN JULY, WE HAVE TENTATIVELY OUR BUDGET HEARING AND WE'LL PRESENT THE BUDGET TO THE BOARD AT THE JULY MEETING.
LIKE I SAID, THE HIGHLIGHTS OF THOSE MSOCS.
WE'RE DOING A LOT OF WORK ON OUR MATERIAL SUPPLIES AND OPERATING COSTS.
LIKE I SAID, RECONCILING AND REFINING THE BUDGET, AND THEN SOON WE'LL PREPARE THE STATE-MANDATED FORMATS, WHICH ARE THE F195, THE F195-F, WHICH IS A FOUR-YEAR PROJECTION, AND THE MSOC DISCLOSURE.
THEN OUR BUDGET HEARING AND ADOPTION, HOPEFULLY. STUDY SESSION RECAP.
WE TALKED A LOT ABOUT BUDGET PROCESS AND WHERE WE'VE BEEN THROUGHOUT THIS YEAR, AND ALL THE STEPS THAT WE'VE GONE THROUGH.
I WANT TO REVIEW THE F195, THE FORMATTING IN THAT TO SHOW HOW THAT LOOKS.
THEN OUR FINANCIAL STATEMENTS, THE FUND BALANCED FINANCIAL STATEMENTS THAT ARE IN EVERY BOARD MEETING, THEY'RE IN BOARD DOCS.
THERE'S A FEW PLACES I JUST THINK IT'S WORTH
[01:05:03]
REVISITING THE FORMAT AND WHERE YOU FIND THE OTHER FUNDS, BECAUSE WE SPEND SO MUCH TIME TALKING ABOUT THE GENERAL FUND THAT WE DON'T REALLY SPEND A WHOLE LOT OF TIME ON OUR OTHER FOUR FUNDS, JUST WANT TO TOUCH ON THAT.THIS FIRST DOCUMENT, THIS IS THE STATE-MANDATED FORMAT FOR THE F195, WHICH IS THE BUDGET.
THIS IS FROM THE CURRENT YEAR, THE '24/'25 SCHOOL YEAR, AND THIS IS ON PAGE 4 OF THE BUDGET OF THE 227 PAGES.
THIS IS A REALLY GOOD RECAP BECAUSE IT SHOWS ALL FIVE FUNDS AND SHOWS THE TOTAL REVENUES THAT ARE COMING IN, OUR BUDGETED REVENUES, OUR BUDGETED EXPENDITURES, AND THEN THE EXCESS OF REVENUES OR EXPENDITURES IS THE NEXT LINE SHOWING IF WE'RE POSITIVE, SIMILAR TO PROFIT OR LOSS IN A BUSINESS, BUT IT'S A GOVERNMENT ENTITY, IT'S NOT PROFIT OR LOSS.
THEN IT SHOWS OUR BEGINNING AND ENDING FUND BALANCE.
YOU'LL SEE THE GENERAL FUND, THE ASB FUND, DEBT SERVICE FUND, THE CAPITAL PROJECTS FUND, AND THE TRANSPORTATION VEHICLE FUND.
THIS IS A REALLY GOOD SNAPSHOT PAGE THAT SHOWS EVERYTHING ON ONE PAGE.
YOU CAN DIVE DEEPER INTO THE REST OF F195 TO GET THE REST OF THE DETAIL, BUT I JUST WANTED TO POINT OUT THAT ALL FIVE FUNDS ARE REPRESENTED ON THIS ONE PAGE.
THE NEXT THING I WANT TO TALK ABOUT IS THE FUND BALANCE FINANCIAL STATEMENTS THAT ARE INCLUDED IN YOUR PACKET EVERY MONTH. THEY START OUT LIKE THIS.
THIS IS PAGE 1, AND THIS SHOWS A BRIEF SUMMARY OF THIS YEAR COMPARED TO LAST YEAR, BECAUSE IN THE ACCOUNTING WORLD, WE REALLY LIKE TO COMPARE YEARS.
IT GOES ON TO SHOW OUR FUND BALANCE, WHICH I'LL JUST REVIEW RIGHT NOW.
I PRESENTED THIS BACK AT THE STUDY SESSION AND EARLIER IN THE YEAR, WE WERE VERY WORRIED ABOUT WHERE OUR FUND BALANCE WOULD BE THIS TIME IN THE SCHOOL YEAR, BUT WE REALLY CUT BACK.
WE'RE WATCHING EVERY EXPENDITURE.
AS YOU CAN SEE, THE GREEN LINE IT HAS SLOWED SIGNIFICANTLY FROM WHERE.
WE'RE IN A BETTER POSITION NOW THAN WHEN WE PROJECTED AT THE BEGINNING OF THE SCHOOL YEAR.
BUT AS KRISTI POINTED OUT, AT THE STUDY SESSION, THIS IS COMING AT A COST.
WE'VE REALLY CUT BACK AND IT'S COMING AT A COST, NOT FILLING POSITIONS, NOT BUYING THINGS WE WOULD NORMALLY BUY.
ALTHOUGH WE'RE IN A GOOD PLACE, IT'S LIKE I SAID, IT'S COME AT A COST.
THIS NEXT PAGE IN THE FINANCIAL STATEMENT SHOWS ENROLLMENT, AND IT'S A FOUR-YEAR COMPARISON.
I'LL JUST GO QUICKLY THROUGH THE NEXT COUPLE OF PAGES.
JUST AS A COMPARISON OF REVENUES LAST YEAR TO THIS YEAR, AND THIS PAGE IS BROKEN DOWN BY THE DIFFERENT FUNDING SOURCES, WE HAVE LOCAL VERSUS STATE, VERSUS FEDERAL.
THEN THE NEXT PAGE IS EXPENDITURES BASED ON OUR MAJOR, WHAT WE CALL OBJECTS, CERTIFICATED SALARIES, CLASSIFIED SALARIES, BENEFITS, SUPPLIES AND MATERIALS, CONTRACTED SERVICES, MILEAGE AND CAPITAL OUTLAY.
THEN ONE I REALLY WANTED TO SHOW WAS THIS ONE THAT SHOWS ALL THE REST OF THE FUNDS.
THIS IS PROBABLY PAGE 7 OR 8 OF THE FINANCIAL STATEMENTS THAT WE POST.
IT SHOWS THE CAPITAL PROJECTS FUND, THE DEBT SERVICE FUND, ASB, AND THE TRANSPORTATION VEHICLE FUND.
IT SHOWS JUST YEAR TO DATE WHERE WE'RE AT, WHAT OUR BEGINNING FUND BALANCE WAS, OUR ENDING AS OF THIS MONTH, WHAT WE'VE SPENT, WHAT'S ENCUMBERED, AND WHAT IS LEFT.
THIS SHOWS YOU HOW THE OTHER FUNDS ARE DOING.
AND LIKE I SAID, THIS IS AVAILABLE IN OUR FINANCIAL STATEMENTS EVERY MONTH AT THE INBOUND DOCS.
THAT BRINGS ME TO THE END OF OUR BUDGET UPDATE.
ANY QUESTIONS? THANK YOU, GUYS, HAD ENOUGH LAST TIME.
IF ANYONE IS INTERESTED, SHE MENTIONED IT, BUT MOST OF WHAT SHE JUST SHOWED THERE IS FOUND, IF YOU'RE LOOKING AT PARTICULAR TONIGHT'S BUDGET OR TONIGHT'S AGENDA ITEM 9.08, PART OF THE CONSENT AGENDA.
THERE IS ALL THOSE CHARTS AND GRAPHS THERE IF YOU WANT TO LOOK AT THEM IN MORE DETAIL.
WE WILL GO AHEAD AND MOVE ON TO ITEM 7.02, WHICH IS THE AUDIT COMMITTEE REPORT.
[01:10:03]
>> THANK YOU. I DON'T REALLY HAVE MUCH TO SAY OTHER THAN NANCY AND I WENT IN AND LOOKED AT VOUCHERS AND DIDN'T FIND ANYTHING WORSE THAN I SAID PANICKING ABOUT.
EVERY QUESTION WE HAD WAS ANSWERED.
I DID HAVE A COUPLE OF QUESTIONS ALONG THOSE LINES, JUST BECAUSE IN GOING THROUGH THE PRINTED OUT VOUCHER, THE DETAIL DIDN'T PULL THIS OUT OF THE VOUCHERS, I WAS WONDERING WHAT IS PROJECT LEAD THE WAY? BECAUSE I NOTICED THAT WAS A BIG ITEM ON THERE.
>> WE CAN LOOK. THAT'S ONE OF THOSE THINGS IF YOU ASK, WE CAN LOOK AT OR TALK TO.
>> I CAN GET YOU SOME MORE DETAILED INFORMATION, BUT IT'S A GRANT THAT WE'RE INVOLVED WITH, I BELIEVE IT'S THROUGH OSPI THROUGH THE STATE.
IF YOU GIVE ME A MINUTE, I'LL LOOK UP A LITTLE SUMMARY THAT I HAVE THAT I WAS JUST WORKING WITH ONE OF OUR ASSISTANT PRINCIPALS ON THIS THE OTHER DAY.
>> THANK YOU. THEN THE OTHER THING I HAD A QUESTION ABOUT IS BECAUSE WHEN YOU GO THROUGH THESE THINGS, YOU SEE WHERE WE'RE SPENDING MONEY, AND SO IN PARTICULAR, SOME NO SHOWS TO A COUNSELOR.
WHEN STUDENTS DON'T SHOW UP FOR COUNSELING SESSIONS THAT THE SCHOOL IS PAYING FOR, IS THERE ANY OBLIGATION FOR FAMILIES TO PICK UP THE TAB ON THINGS LIKE THAT? BECAUSE I WAS SURPRISED THAT WE MIGHT JUST EAT THE COST ON SOMETHING LIKE A NO-SHOW.
>> IF YOU ASK AHEAD OF THE MEETING, I CAN EASILY GET THAT INFORMATION FOR YOU. I CAN'T ANSWER THAT.
>> IT WAS LIKE THIS WAS A MONDAY SCRAMBLE AT THE LAST MINUTE TO ASK THESE QUESTIONS.
>> I GUESS ONE OF THE THINGS, AND IT GOES TO LOTS OF THINGS, WE COULD SEND A BILL TO A FAMILY, AND THEN WHAT ARE WE GOING TO DO IF THEY DON'T PAY IT? HONESTLY. I DON'T KNOW THE ANSWER TO THIS PARTICULAR QUESTION.
>> THAT WAS JUST QUESTIONS THAT AROSE WHEN I WAS LOOKING THROUGH JUST THE PRINTED OUT STUFF, DIDN'T PULL THEM OUT OF THE PACKET, BUT I GUESS THAT'S PART OF IT, IS THAT WHEN WE GO IN THERE THE FIRST TIME, WE SEE STUFF, BUT WE DON'T HAVE A PRINTOUT.
WE DON'T HAVE THE ITEMIZATION.
WE DON'T HAVE THE LIST. THAT GETS POSTED TO THE AGENDA AT THE END.
>> WHAT I LIKE TO DO IS GO THROUGH AND LOOK AND SEE IF THERE'S ANYTHING THAT'S JUST LIKE, WHAT IS THAT AND THEN SEE.
>> I THINK ONE THING WOULD BE REMEMBER AS BOARD MEMBERS.
AS THESE THINGS GET UPLOADED, EVEN BEFORE IT GOES PUBLIC, YOU CAN GO INTO DRAFTS AND SEE IT.
IF YOU'RE LOOKING HERE, THEN YOU KNOW BEFORE THE MEETING AND THIS GETS PUBLIC.
THIS WILL BE PUBLIC EITHER THURSDAY OR FRIDAY BEFORE THE MEETING.
IF YOU HAVE QUESTIONS, EVEN OVER THE WEEKEND, IF YOU EMAIL THEM TO US, THEN I CAN GET YOU THOSE ANSWERS ON MONDAY.
JUST A RECOMMENDATION, APPROVED BECAUSE WE LOOKED AT THIS.
>> THANK YOU, PEGGY, AND WE'LL MOVE ON TO THE LEGISLATIVE REPORT.
>> THANK YOU. THERE'S ALWAYS A YEAR-ROUND PROCESS OF ADVOCACY FOR THE LEGISLATION.
WE'RE IN A DOWNTURN RIGHT NOW BECAUSE EVERYTHING HAS ALREADY HAPPENED, AND THE NEXT THING THAT WILL HAPPEN THAT ANY ACTION NEEDS TAKEN ON.
GENERAL ASSEMBLY IN SEPTEMBER, AND THAT WILL BE VIRTUAL AND WITH YOUR PERMISSION, I WOULD LIKE TO BE THE REPRESENTATIVE FOR THAT.
IT'S USUALLY ASSUMED BEING THE LEDGE REP, BUT I JUST WANT TO MAKE SURE EVERYBODY IS OKAY WITH THAT.
NOW, SINCE IT IS A QUIET TIME IS A REALLY GOOD TIME TO REACH OUT TO OUR OWN LEGISLATORS AND TRY TO BUILD RELATIONSHIPS.
IT DOESN'T HAVE TO JUST BE ME AS THE EDGE REP.
IT COULD BE ANYBODY ON THE BOARD, EVEN THE STUDENTS ON THE BOARD.
WE CAN DO THINGS TO MAKE THEM FEEL CLOSER TO WHERE THE WORK ACTUALLY GETS DONE, INVITE THEM IN THE FALL TO COME OUT, TO VISIT OUR SCHOOLS.
WE CAN BRAINSTORM AS A BOARD, SOME IDEAS OF WHAT WE WANT TO MAKE OUR TOP TWO OR THREE THINGS THAT WE THINK WILL BE IMPORTANT FOR THE UPCOMING LEGISLATIVE SESSION THAT WILL HAPPEN STARTING IN JANUARY.
IT'S JUST A TIME TO CONTEMPLATE,
[01:15:03]
WHAT DO YOU THINK NEEDS TO HAPPEN NEXT? BUILDING RELATIONSHIPS WITH LEGISLATORS BY INVITING THEM TO COFFEE OR THINKING ABOUT COLLECTING EITHER DATA OR STORIES.STORIES ARE A REALLY GOOD THING.
IF WE CAN TALK TO OUR LEGISLATORS ABOUT THE IMPACT OF SOME OF THE DECISIONS, HOW THEY'VE PLAYED OUT IN THE CLASSROOM WITH PERSONAL ANECDOTES AND BE ABLE TO TALK TO THEM ABOUT THOSE THINGS.
THEN, WHEN THEY GET TO THE LEGISLATIVE TIME, THEY'LL HAVE THOSE IN THEIR BACK POCKET TO BE ABLE TO ADVOCATE FOR US.
WE JUST NEED TO THINK ABOUT WHAT DO WE WANT TO DO NEXT TIME AND HOW DO WE MAKE THOSE THINGS HAPPEN.
I WAS ATTENDING THAT LEDGER NETWORK MEETING TODAY AND THEY WERE SUGGESTING AS BOARD DIRECTORS, JUST BEING REALLY VISIBLE IN THE COMMUNITY, LIKE THE WAY ANTONIO ALWAYS GOES TO ALL THE SPORTS EVENTS.
BUT ALSO THINK ABOUT DOING THINGS LIKE ATTENDING NORTHWEST WASHINGTON FAIR, ANY LOCAL WING THINGS THAT ARE GOING ON, HAVE A PRESENCE AND INVITE PEOPLE TO TALK TO YOU AND BE OPEN.
ANOTHER IDEA THAT THEY GAVE IS HOSTING A COFFEE, JUST SAY, I'M GOING TO BE AT THIS DATE AND PLACE, WOODS COFFEE FROM THIS HOUR TO NEXT HOUR, IF YOU'RE INTERESTED IN TALKING ABOUT SCHOOL STUFF AND SHARING YOUR IDEAS.
JUST THINK ABOUT BEING OPEN TO THOSE THINGS TO UP OUR COMMUNICATION AND TRANSPARENCY.
>> I HAVE A COUPLE OF QUESTIONS BECAUSE WHEN DID THEY COME OUT WITH THE HANDBOOK WITH THE POSITIONS?
>> I'LL LET YOU KNOW WHEN I KNOW.
>> THEN MY UNDERSTANDING IS THERE'S ALSO A WINDOW FOR SUBMITTING AMENDMENTS TO THOSE.
I JUST LOOKED AT THAT CALENDAR TODAY, I CAN'T TELL YOU OFF THE TOP OF MY HEAD.
I SAW THAT THERE'S A WINDOW OF ONE WEEK.
>> ANY OTHER QUESTIONS THAT I CAN'T ANSWER? [LAUGHTER]
>> NO, I DIDN'T MEAN TO DO THAT. [OVERLAPPING]
>> ISN'T THAT SO FUN? [LAUGHTER]
>> NO. I'M SORRY. I WASN'T TRYING TO PUT ANYBODY ON THE SPOT.
I JUST THOUGHT MAYBE, BUT YOU COULD SEND THE INFORMATION TO KRISTI AND SHE COULD JUST LIKE SCATTERGUN IT TO THE REST OF US.
>> I WILL. I WAS GOING TO ASK FOR THAT.
CERTAINLY, THAT IS A CRITICAL THING.
WHEN YOU ONLY SHOW UP AT YOUR LEGISLATOR'S DOOR OR THEIR EMAIL INBOX OR WHAT HAVE YOU, AT THE TIME OF THE LEGISLATIVE SESSION, IT'S LIKE THAT FRIEND THAT ALWAYS SHOWS UP WHEN THEY ONLY HAVE THEIR HANDOUT FOR A NEED.
BUILDING THOSE RELATIONSHIPS IS GOOD.
I KNOW WE TALKED ABOUT, IT WOULD BE INTERESTING TO HAVE HAD THEM AT THE BUDGET STUDY SESSION SO THAT RATHER THAN ASKING POOR HOLLY THE QUESTIONS OF WHY THIS, THAT, OR THE OTHER THING, WE COULD HAVE ASKED OUR LEGISLATORS WHY BECAUSE THEY WERE IN CONTROL OF THINGS. YEAH, PEGGY.
>> SORRY. ALONG THAT TOPIC, AND I'M JUST SAYING IT BEFORE I FORGET.
BUT YOU MENTIONED THAT THE CITY WAS GOING TO COME AND GIVE US A-.
>> THAT'S IN JULY? OKAY, THANKS.
>> THAT'S ON THE JULY MEETING.
DEFINITELY THINGS TO BE THINKING THERE, ADVOCACY IS NOT A SINGLE SEASON.
[8. MATTERS RESERVED FOR BOARD ACTION]
WHICH IS ACTION ON THE MONITORING REPORT FOR OPERATIONAL EXPECTATIONS, OE 10, THE INSTRUCTIONAL PROGRAM.JUST AS A REMINDER, THIS IS THE LAST MONITORING REPORT BASED ON OUR OLD POLICIES AND INDICATORS.
WE'LL BREATHE A SIGH OF RELIEF WHEN WE GET RID OF THEM, MAYBE.
OUR FUTURE MONITORING REPORTS, WHICH WILL START IN AUGUST, WILL USE THE NEWLY REVISED POLICIES AND INDICATORS.
AS I REVIEWED THIS REPORT AND THE RESULTS ASSOCIATED WITH IT, THE GENERAL CONSENSUS SEEMED TO BE THAT THE DISTRICT WAS IN COMPLIANCE, BUT THERE WERE A FEW QUESTIONS THAT WERE VOICED.
I'LL OPEN UP THE FLOOR AT THIS TIME FOR DISCUSSION AND THEN ACTION.
ANY QUESTIONS? ONE THAT I HAD, I WAS LOOKING AT TALKED ABOUT THE GOGUARDIAN TEACHER PROGRAM THAT'S USED TO BLOCK THE INAPPROPRIATE MATERIAL FROM BEING VIEWED ON THE SCHOOL DEVICES.
[01:20:02]
I WAS JUST INTERESTED, DOES THAT WORK JUST DURING SCHOOL HOURS, OUTSIDE SCHOOL HOURS? IF ONE TEACHER SAYS, HEY, THIS IS INAPPROPRIATE, DOES THAT BLOCK IT ON ALL THE DISTRICT DEVICES? IS THERE A RUBRIC?>> I CAN GET MORE INFORMATION ON THAT FOR YOU.
I HAVE A GENERAL IDEA, BUT I DON'T WANT TO SAY SOMETHING THAT IS COUNTERNARRATIVE, SO I WILL MAKE SURE THAT WE FOLLOW UP WITH SOMETHING AND I'LL SEND THAT OUT TO THE BOARD.
IT'S CRITICALLY IMPORTANT AND IT DOES FLAG, AND WE LOOK AT THAT DATA IN VARIOUS WAYS.
>> I CAN JUST ADD ONTO THAT FOR MY SCHOOL COMPUTER AND FOR ALL OF THEM, I GUESS.
I'M PRETTY SURE IT WORKS ALL YEAR ROUND, 24 HOURS A DAY.
I REMEMBER SOMETIMES I'M STUDYING AFTER SCHOOL OR AT NIGHT, AND IT WORKS. I'LL TELL YOU THAT MUCH.
I'M STUDYING SOMETHING FOR HEALTH CLASS OR, I DON'T KNOW, SOMETHING LIKE THAT, AND THEN I JUST GET FLAGGED.
I GOT SCARED IN MIDDLE SCHOOL.
I WAS SO SCARED THAT I DID SOMETHING BAD, BUT WHENEVER I SEE THAT, I'M LIKE, I DON'T KNOW WHAT HAPPENED, BUT I'M PRETTY SURE IT WORKS ALL DAY.
>> I HAVE A QUESTION ABOUT THAT BECAUSE I DON'T KNOW HOW IT WORKS AND I THOUGHT I'D ASK MY HUSBAND BECAUSE HE KNOWS THAT KIND OF STUFF, AND I DIDN'T GET A CHANCE TO DO THAT.
BUT TO GET INTO THEIR SCHOOL ACCOUNTS AND TO WORK ON THINGS FOR SCHOOL, DO THEY HAVE TO BASICALLY GO THROUGH THE SCHOOL SYSTEM IN ORDER TO DO THAT SO THAT EVEN IF THEY'RE HOME, YOU STUFF THROUGH.
>> THERE ARE SOME THINGS THEY CANNOT ACCESS FROM OUTSIDE THE NETWORK.
PART OF IT IS, AND THIS IS WHAT WE ASK PARENTS, YOU WOULD NOT GIVE A STUDENT A CAR AND NOT MONITOR THEM AND COACH THEM AND GUIDE THEM.
THERE'S A ROLE HERE IN WHICH WE'RE PARTNERING WITH FAMILIES TO MAKE SURE THAT THEY ARE USING THE DEVICE RESPONSIBLY.
I THINK FOR A LONG TIME, SCHOOLS HAVE BEEN EXPECTED TO BE ALL THINGS FOR ALL KIDS.
THERE'S A RELATIONSHIP HERE WHERE WE NEED PARENTS TO PARENT AND WE NEED TO EDUCATE.
WHEN WE TRY TO DO BOTH, WE'RE NOT DOING ANYTHING GREAT.
THIS IS ONE OF THOSE THINGS THAT IF YOU'RE SENDING IT HOME, THERE'S AN EXPECTATION THAT FAMILIES ARE WORKING WITH STUDENTS MONITORING IT, SO CONSTANT CONVERSATION ABOUT IT.
THERE'S ALSO JUST A PIECE OF THE NUMBER OF DEVICES THAT ARE NOT BEING TAKEN CARE OF.
I MET WITH THE IT TEAM THIS LAST WEEK ABOUT PUTTING SOME ACTUAL LESSONS, MORE SPECIFICALLY FOR MIDDLE SCHOOL, HIGH SCHOOL, ABOUT RESPONSIBLE USE AND MAKING THEM AT THE BEGINNING OF THE YEAR AS PART OF ADVISORIES, ASKING AMAZING STUDENTS JUST LIKE WE DID WITH THE CELL PHONES, BUT DOING SOMETHING VERY SIMILAR WITH DEVICES, AND HELPING THEM UNDERSTAND THERE'S A SENSE OF RESPONSIBILITY.
JUST LIKE IF YOU'RE DRIVING A CAR, THERE'S SOME RESPONSIBILITIES AND RULES YOU FOLLOW.
>> YOU HAD SENT OUT AN EMAIL A WHILE BACK ABOUT SOMETHING THAT WAS GOING AROUND IN MANY SCHOOL DISTRICTS WITH STUDENTS VANDALIZING MACHINES.
TIKTOK CHALLENGES, SICK OF THEM.
THOSE WERE HAPPENING, AND SO WE ARE TAKING THOSE THINGS VERY SERIOUSLY.
THAT'S VANDALISM, AND WE TREAT IT AS SUCH.
>> WHAT PERCENTAGE OF THE STUDENTS' FAMILIES PURCHASE THE INSURANCE? BECAUSE I SEE THERE'S AN OPTION TO PURCHASE INSURANCE FOR THESE DEVICES.
>> HAPPY TO GET THAT FOR YOU. I DON'T HAVE ANY OF THAT.
>> NO, THAT'S OKAY. [OVERLAPPING]
>> BUT WE CAN GET THAT FOR YOU.
>> YES. ON QUESTION 4, IT'S THE ONLY ONE WHICH HAS A FOURTH COLOR ON IT AND A DIFFERENT INDICATOR CHOSEN, AND THEN THE 20% DEFAULTED, EVIDENTLY.
IT SAYS IN COMPLIANCE WITH THE FOLLOWING EXPECTATIONS INSTEAD OF EXCEPTIONS.
I'M WONDERING IF THAT IS SOMETHING WE WANTED TO FIX BECAUSE I BET THAT WE DIDN'T HAVE IN COMPLIANCE WITH THE FOLLOWING EXPECTATIONS, ESPECIALLY SPELLED LIKE THAT IN OUR SURVEY, SO I WOULD ASSUME THAT THAT SHOULD HAVE BEEN READ IN COMPLIANCE WITH THE FOLLOWING EXCEPTIONS.
I'M WONDERING WHERE THAT SHOWED UP AND WHY THAT SHOWED UP THERE.
ALONG THOSE LINES, EACH TIME I'VE READ THE VERY BEGINNING, WHICH DOES NOT SHOW ON THIS SURVEY, IT SHOWS ON OUR INSTRUCTIONS FOR THE SURVEY, THAT YOU COULD CHOOSE FROM ONE OF THE FOUR CATEGORIES.
[01:25:02]
BUT THEN WHEN YOU GET TO THE SURVEY, IT'S ALWAYS JUST THREE, IN COMPLIANCE, IN COMPLIANCE WITH THE FOLLOWING EXCEPTIONS, AND NOT IN COMPLIANCE.AT THE VERY TOP, THAT SAYS THAT THERE'S A FOURTH CATEGORY CALLED NOT ENOUGH INFORMATION.
WAS THERE A TIME WHEN IT USED TO HAVE THAT AND THEN IT WAS JUST TAKEN AWAY, BUT THE INSTRUCTIONS JUST DIDN'T TAKE IT AWAY?
>> WE'LL BE RE-EVALUATING ALL THE SURVEYS.
REMEMBER, THIS IS ONE OF THOSE TIMES WHERE WE HAVE A FOOT IN THE OLD WORLD AND A FOOT IN THE NEW WORLD.
THIS IS THE LAST OF THE REPORTS THAT WENT WITH THE OLD POLICIES.
I FEEL LIKE WE JUST CONTINUE TO JUST DRAG THE PAIN ON, SO HOPEFULLY, THIS IS IT.
WE'LL STILL BE SENDING OUT THE SURVEYS, SO WE'LL LOOK AT THAT, BUT IT'LL BE BASED ON THE NEW POLICIES.
>> [NOISE] WITH THE FIRST QUESTION, I DO HAVE AN INTEREST IN CPM.
>> COME FALL, I'M ALL ABOUT IT.
>> CAN I ASK THIS QUESTION? [OVERLAPPING]
>> I JUST MAY NOT BE ABLE TO HAVE THE ANSWER. [OVERLAPPING]
>> NO, BUT IF I GIVE IT TO YOU NOW, THEN YOU'LL HAVE IT.
>> I'VE WRITTEN DOWN SOME OF THEM, BUT ASK.
>> WELL, ONE OF MY CURIOSITIES ABOUT CPM IS I THINK THAT THE I-READY STUFF IS MORE DIRECT INSTRUCTION, WHEREAS MY UNDERSTANDING OF CPM IS THAT IT'S MORE DISCOVERY-TYPE GROUP-ORIENTED IN TERMS OF LEARNING.
IF YOU'RE GOING FROM K-8 THAT ARE FOLLOWING ONE APPROACH TO TEACHING, AND THEN YOU'RE GOING TO A DIFFERENT ONE, DOES THAT CAUSE ANY HICCUPS? I'M JUST CURIOUS.
>> WHEN TEACHERS START TO COME BACK IN AUGUST, I WOULD LIKE TO ASK THEM, JUST GIVEN THAT THEY'RE THE ONES WHO ARE DOING THE TRANSITION.
THAT WILL BE EARLY FALL CONVERSATION.
I'VE BEEN SHARING SOME OF YOUR QUESTIONS WITH KELLY AND TRINA, AND SO WE'VE BEEN JOTTING THEM DOWN AND WHEN THE STAFF COMES BACK.
>> YOU GUYS ARE TAKEN OFF FOR THE SUMMER TOO, THOUGH EVERYBODY'S ON VACATION.
>> WHAT WE DON'T WANT TO DO IS CALL TEACHERS IN FOR THE SUMMER TO ASK THEM.
WE WANT THEM TO GO REST AND ENJOY THEIR TIME WITH THEIR FAMILY, SO COME FALL.
[OVERLAPPING] I THINK IT'S GOOD FOR YOU TO GO SEE IT.
>> I DO WANT TO KNOW HOW THEY'RE IMPLEMENTING IT.
I'VE HAD CONVERSATIONS WITH PEOPLE WAY IN THE PAST BECAUSE WE ACTUALLY HAVE BEEN USING CPM FOR A LONG TIME.
MY CONCERN JUST STEMS FROM THE FACT THAT IF YOU LOOK AT THE HIGH SCHOOL MATH COURSE ON THE SPEC TEST, IT'S LIKE [INAUDIBLE]
>> I THINK IT'S IMPORTANT TO REALIZE THAT THAT'S NOT THE ONLY PLACES THAT STUDENTS ARE ENGAGING IN MATH INSTRUCTION.
IN FACT, I WOULD SAY THE MAJORITY OF OUR CAREER TECHNICAL AND EDUCATION COURSES FROM CULINARY ARTS TO ROBOTICS, THEY'RE ENGAGING IN MATH.
OUR MATH AT OUR HIGH SCHOOL IS VERY COMPREHENSIVE BEYOND JUST THE CLASS.
VIDEO GAME DESIGN, ALL OF THOSE, VERY MATHEMATIC.
I THINK IT'LL BE REALLY GOOD FOR YOU TO GO SEE ALL THE DIFFERENT PLACES THAT MATH INSTRUCTION IS HAPPENING AND HOW IT IS HAPPENING, AND HAVE THOSE CONVERSATIONS WITH SOME OF THOSE MATH TEACHERS.
>> I ABSOLUTELY APPRECIATE THAT THEY'RE TAKING WHAT THEY'RE LEARNING HERE AND APPLYING IT ELSEWHERE.
APPLIED MATH IS WONDERFUL, BUT MY UNDERSTANDING WITH CPM WAS THAT BACK WHEN WE ADOPTED IT IN 2022, I BELIEVE IT WAS, THAT THEY COULD USE IT FOR [NOISE] ALGEBRA 1 AND GEOMETRY.
I JUST HAVE A LOT OF QUESTIONS ABOUT THAT BECAUSE THOSE ARE REQUIRED.
>> COME FALL, WE CAN HAVE THOSE CONVERSATIONS WITH THE PEOPLE WHO ARE DOING THE WORK.
>> ANY OTHER COMMENTS? JUST ONE GENERAL THING, A SUGGESTION THAT I WOULD HAVE.
I WAS NOTICING THAT WHEN WE'RE COMMENTING ON THE SURVEY AS BOARD MEMBERS, SOMETIMES WE PUT OUR INITIALS BEFORE, SOMETIMES AFTER.
THEN IT'S LIKE, WHERE DOES ONE START AND THE OTHER ONE? I WAS GOING TO JUST ASK IF WE, FOR CONSISTENCY, COULD PUT THEM AT THE BEGINNING? BECAUSE THEN YOU GO, THESE ARE NANCY'S COMMENTS OR PEGGY'S OR STEVE'S OR ANTONIO'S JUST BECAUSE AT ONE POINT, I WAS READING THROUGH THEM AND I'M LIKE, WHERE DID NANCY STOP AND PEGGY START?
>> I'M LIKE, I THINK I KNOW, BUT THAT'S BECAUSE I KNOW YOU GUYS AND KNOW YOUR COMMENTS AND THOUGHTS TO A CERTAIN EXTENT, THE PUBLIC MAY NOT, SO WE COULD JUST DO THAT.
>> NANCY ALREADY CALLED ME ON THAT AND I WAS LIKE, YOU'RE RIGHT.
FROM NOW ON, SINCE I'M THE ONE THAT'S THE WEIRDO, I'LL MOVE IN MIND TO THE BEGINNING.
>> WELL, THEN THE CHAIR WILL PUT FORTH, SEEING NO FURTHER DISCUSSION, THAT WE ADOPT THE MONITORING REPORT FOR OPERATIONAL EXPECTATIONS 10,
[01:30:05]
OE 10, INSTRUCTIONAL PROGRAMS BASED ON THE SURVEY AS IN COMPLIANCE.WE'LL START WITH THE STUDENT ADVISORY VOTE.
ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE.
>> THEN MOVING ON TO THE BOARD, ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE.
>> ALL OPPOSED? THE MONITORING REPORT IS ADOPTED AS IN COMPLIANCE.
THAT BRINGS US ON TO ITEM 8.02, WHICH IS JUST ADOPTING THE GOVERNING POLICY MONITORING DISPOSITION REPORT FOR '24-'25.
YOU HAVE A COPY OF IT IN FRONT OF YOU.
ESSENTIALLY, IT IS JUST A COMPILATION OF ALL THE MONITORING REPORTS THAT HAVE BEEN PRESENTED OVER THE PAST YEAR.
THIS REPORT WILL THEN BE USED IN OUR NEXT AGENDA ITEM, WHICH IS OUR SUPERINTENDENT EVALUATION.
IF THERE'S ANY DISCUSSION ON THIS.
I NOTICED THAT THE SAME REPORT WAS USED IN TWO DIFFERENT PLACES AND IN ALL OF OUR DOCUMENTS.
8.02 HAS IT, AND THEN 8.03 FOR THE SUPERINTENDENT EVALUATION.
IN 8.02, THE R2 0.1-0.3 SAYS THAT THEY'RE IN COMPLIANCE.
BUT I DIDN'T REMEMBER IT THAT WAY, SO I WENT BACK AND I LOOKED AT THE MEETING, AND WE HAD QUITE THE CONVERSATION.
EVEN I WAS THE ONE WHO SAID, HOW ABOUT THIS? THEN THAT WOULD BE IN COMPLIANCE WITH THE FOLLOWING EXCEPTIONS, SO I'M SURPRISED TO SEE THAT IT SHOWED UP AS JUST PLAIN IN COMPLIANCE HERE.
THEN IN THE NEXT ONE, IN THE SAME SPOT, IT SAYS MAKING REASONABLE PROGRESS.
I'M JUST WONDERING HOW COME THAT HAPPENED WHEN I KNOW THAT WE SAID IN COMPLIANCE WITH THE FOLLOWING EXCEPTIONS?
>> AS A RESULTS POLICY, I KNOW THAT I CAUGHT THE ORIGINAL OR ONE THAT DID SAY IN COMPLIANCE, BUT RESULTS POLICIES ARE NOT IN COMPLIANCE OR OUT OF COMPLIANCE.
THEY ARE EITHER MAKING REASONABLE PROGRESS OR NOT MAKING REASONABLE PROGRESS.
>> ANY OF THE RESULTS REPORTS SHOULD BE MAKING REASONABLE PROGRESS OR MAKING REASONABLE PROGRESS WITH EXCEPTIONS OR NOT MAKING REASONABLE PROGRESS.
THAT WOULD BE THE CLARIFICATION BETWEEN IN COMPLIANCE AND WITHOUT.
WE MAY VERY WELL AS A BOARD, HAVE USED INAPPROPRIATE LANGUAGE, BUT WITH RESULTS POLICIES, I DIDN'T LOOK BACK AT THE SPECIFIC.
>> MAYBE I'M LOOKING AT IT WRONG, BUT IF I OPEN UP THE ONE IN EXECUTIVE CONTENT IS WHERE IT'S SAYING IN COMPLIANCE, BUT IF YOU LOOK AT THE ONE ABOVE IT, IT'S SHOWING MAKING REASONABLE PROGRESS.
>> I THINK THE DISCUSSION AROUND IT WAS WE WERE DISCUSSING IT AND WE FOUND THAT THERE WERE EXCEPTIONS.
WE WERE RECOGNIZING THAT WE WERE MOVING IN THE RIGHT DIRECTION, THAT WE HADN'T ACTUALLY MET WHAT IT SAID IN THE THING.
I THINK THE DISCUSSION WAS IT WAS MAKING REASONABLE PROGRESS WITH EXCEPTIONS. I THINK [OVERLAPPING]
>> YES. WE CAN ADD WITH EXCEPTIONS, BUT THE VOTE WAS MAKING REASONABLE PROGRESS ACCORDING TO THE MINUTES.
>> CHRIS, ARE YOU LOOKING AT THIS ONE?
>> I WATCHED THE ACTUAL THING THAT MEETING ON 1126, AND WE HAD QUITE THE CONVERSATION ABOUT IT AND WE DID NOT SAY MAKING REASONABLE PROGRESS OR COMPLIANCE.
WE ADDED WITH THE FOLLOWING EXCEPTION, SO I WOULD LIKE TO SEE THAT LINE.
>> WE CAN ADD MAKING REASONABLE PROGRESS WITH FOLLOWING EXCEPTIONS.
>> THEN ALSO DURING THAT CONVERSATION, WE SAID THAT WE NEEDED TO HAVE A CONVERSATION ABOUT WHAT CONSTITUTES REASONABLE PROGRESS, AND I DON'T KNOW THAT WE'VE HAD THAT?
>> YOU DID THAT IN YOUR WORK WITH THE RESULTS AND BOBBY HAS IT DEFINED.
[01:35:05]
THERE'S A DICTIONARY.REMEMBER, HE HAS A THING ABOUT HOW WE'RE GOING TO DEFINE IT, AND YOU'VE BEEN VOTING ON THAT AND LOOKING AT THAT ALONG THE WAY.
I'LL MAKE SURE THAT YOU HAVE A COPY OF THAT SO WE'RE ALL ON THE SAME.
IF YOU RECALL WHEN HE WAS DOING IT, HE WAS UNDERLINING THINGS, AND IF IT WAS UNDERLINED, IT WAS IN A GLOSSARY.
YOU HAVE BEEN DOING THAT WORK ALL YEAR.
YOU DO A LOT OF WORK, IT'S PROBABLY HARD, BUT WE HAVE BEEN WORKING ON MAKING SURE BECAUSE IT'S BIGGER THAN THIS CONVERSATION.
BOBBY HAS BEEN TRYING TO DEFINE EVERYTHING.
THERE'S COMMONALITY. WHEN YOU SAY, WHAT DO WE MEAN BY THIS, YOU CAN GO BACK TO THE GLOSSARY OF TERMS.
>> IT SOUNDS LIKE WE REALLY OUGHT TO CLEAN UP WHAT WE'RE GOING TO SAY WITH THE FOLLOWING EXCEPTIONS BECAUSE WE DON'T FOLLOW IT WITH THE EXCEPTIONS.
MAYBE THERE'S SOME OTHER TERMINOLOGY.
>> THAT'S THE WORK THAT WE'RE GOING TO ENGAGE IN THIS YEAR.
YOU'VE REWRITTEN THE POLICIES.
WE'RE GOING TO GO THROUGH THEM, AND THEN THE NEXT MEETING, WE'LL REVISIT THEM AND SAY, DID WE CAPTURE WHAT WE WANTED? IS THERE SOMETHING ELSE WE SHOULD DO? IT'S EASY TO DO, BUT REMEMBER ANYTHING THAT YOU SAY WITH THE FOLLOWING EXCEPTIONS, THEN THE FOLLOWING MEETING, EVEN IF IT SAYS IN COMPLIANCE, ANY NOTES THAT WE TAKE, THEN OUR TEAM GOES AND LOOKS AT IT THE FOLLOWING MEETING, AND WE BEGIN TO PLAN BECAUSE EVEN THOUGH THE REPORT ONLY COMES TO YOU ONCE A YEAR, THIS IS CYCLICAL WORK AND WE'RE CONSTANTLY ENGAGED IN IT.
TEACHING AND LEARNING NEVER STOP.
EVEN THOUGH YOU'RE ONLY LOOKING AT THE REPORT ONCE A YEAR, WE DO IT SEVEN DAYS A WEEK, WE'RE TALKING ABOUT IT.
IT'LL BE GOOD TO HAVE THAT NEW REPORT AND FORMAT COMING.
>> SORRY TO INTERRUPT, BUT SINCE THE REVIEW OF THOSE MONITORING REPORTS, THE RESULTS, I THINK THAT'S IN THE CONSENT AGENDA.
YOU SAY THAT WE HAVE THIS GLOSSARY THAT DEFINES REASONABLE, BUT IS IT AN ADJUSTABLE THING? WE SAY, OKAY, SO WE CAN BE MORE SPECIFIC IN TERMS OF THE TIMELINE AND THE AMOUNT OF GROWTH THAT WE WANT TO SEE AND THAT SORT OF THING.
>> I WOULD SAY LET'S GET INTO THE WEEDS OF IT, ACTUALLY DO IT AND SEE, AND THEN HAVE THAT DISCUSSION BECAUSE WITHOUT EXAMPLES, I THINK WE COULD WORDSMITH ALL DAY, BUT WITHOUT IT ACTUALLY IN FRONT OF YOU, I THINK THAT WILL BE REAL TIME.
I THINK THAT'S THE WORK YOU HAVE TO DO THIS YEAR.
>> I THINK PART OF THAT TOO, PART OF THOSE WITH EXCEPTIONS CAME FROM PARTICULARLY IN THOSE 2.1, 2.2, AND 2.3 REPORTS CAME FROM OUR INDICATORS AND THE CHALLENGE OF IT SAYING, THIS IS GOING TO BE THE LEVELS, AND WE WERE TALKING PARTIALLY BECAUSE THOSE INDICATORS WERE NOT ACHIEVABLE AS WELL.
IT SAID ALL STUDENTS TYPE THING.
THE INDICATOR ITSELF WAS NOT, AND SO THAT WAS PART OF THE NIGHT IS TO DROVE OUR ADJUSTMENT OF THOSE, AND WE'LL BE TALKING ABOUT THOSE RESULTS.
THE NEW INDICATORS FOR THOSE MOMENTARILY AS WELL.
>> WELL, I WOULD LIKE IT ENTERED IN THE RECORD THAT FOR THAT 11/26 WE'RE MAKING REASONABLE PROGRESS, THAT IT ADDS WITH EXCEPTION.
>> I BET CHRIS ALREADY HAS A DOCUMENT WITH THAT IN IT.
I'M GOING TO LOOK BACK AT HER. YEAH, SHE DOES.
>> ANY OTHER COMMENTS? SEEING NONE, THEN THE CHAIR WILL PUT FORTH THAT WE ADOPT THE MONITORING REPORTS.
GIVE MY NAME HERE. THE MONITORING REPORTS DISPOSITION FOR 2024-'25 WITH THE AMENDMENT THAT THE 11/26 DISPOSITION BE NOTED AS MAKING REASONABLE PROGRESS WITH EXCEPTIONS, AND MAKE IT PART OF THE MINUTES.
STARTING WITH THE STUDENT ADVISORY VOTE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
>> ALL OPPOSED? THEN MOVING ON TO THE ELECTED BOARD.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
>> ALL OPPOSED? IT HAS BEEN ADOPTED AS REVISED.
THAT DOES THEN TAKE US ON TO ITEM 8.03, WHICH IS THE STUDENT EVALUATION PER POLICY B/S.
[01:40:01]
>> STUDENT. HE BARELY STARTED [LAUGHTER]
>> HERE I THOUGHT I WAS A KINDER AND GENTLER PERSON.
NOT AT THE BEGINNING OF THE MEETING.
WE'LL START HERE WITH THE SUPERINTENDENT EVALUATION.
PER POLICY BSR4, EACH JUNE THE BOARD WILL CONDUCT A FORMAL SUMMATIVE EVALUATION OF THE SUPERINTENDENT.
THE EVALUATION WILL BE BASED UPON DATA COLLECTED AND DECISIONS MADE BY THE BOARD DURING THE YEAR RELATED TO THE MONITORING OF RESULTS AND OPERATIONAL EXPECTATION POLICIES.
THIS POLICY IS AN EXTENSION OF BSR4, WHICH STATES THAT THE BOARD CONSIDERS SUPERINTENDENT PERFORMANCE TO BE IDENTICAL TO DISTRICT PERFORMANCE.
DISTRICT ACCOMPLISHMENT OF THE BOARD'S RESULTS POLICIES AND DISTRICT OPERATIONS ACCORDING TO THE VALUES EXPRESSED IN THE BOARD'S OPERATIONAL EXPECTATION POLICIES WILL BE CONSIDERED SUCCESSFUL SUPERINTENDENT PERFORMANCE.
THESE TWO COMPONENTS DEFINE THE SUPERINTENDENT'S JOB RESPONSIBILITY AND ARE THE BASIS FOR THE SUPERINTENDENT'S PERFORMANCE EVALUATION.
THIS PROCESS IS FURTHER DEFINED WITHIN BSR4, WHICH CAN BE VIEWED ON BOARD DOCS OR ON THE DISTRICT WEBSITE.
ULTIMATELY, THIS PROCESS MOVES THE BOARD AWAY FROM THE SUPERINTENDENT EVALUATION BEING A ONE TIME EVENT THAT MAKES IT AND MAKES IT AN ONGOING PROCESS.
THE SUPERINTENDENT IS REGULARLY GIVEN FEEDBACK ON HER PERFORMANCE AS MONITORING REPORTS ARE REVIEWED, DISCUSSED, AND ADOPTED.
ATTACHED ON BOARD DOCS IS THE SUMMARIZATION OF THE MONITORING REPORTS THAT THE BOARD ACTED ON OVER THE LAST YEAR AND JUST ADOPTED.
DURING THAT TIME, THE BOARD RECEIVED AND ACTED UPON 10 RESULTS AND SEVEN OPERATIONAL EXPECTATIONS REPORTS.
THE BOARD FOUND THAT THE DISTRICT WAS MAKING REASONABLE PROGRESS OR REASONABLE PROGRESS WITH EXCEPTION ON ALL 10 RESULTS POLICIES AND IN COMPLIANCE ON ALL SEVEN OPERATIONAL EXPECTATION POLICIES.
THIS TIME, THE CHAIR WILL OPEN THE FLOOR TO ANY ADDITIONAL DISCUSSION RELATED TO THE SUMMARY OF OUR 2024 MONITORING REPORTS, RESULTS AS THEY ALSO REPRESENT OUR SUPERINTENDENT'S ANNUAL EVALUATION.
NO STUDENT EVALUATIONS AT THIS TIME, ONLY THE SUPERINTENDENT.
FINALS WERE EARLIER THIS MONTH.
ANY COMMENTS? IF I CAN'T LAUGH AT MYSELF, WHO CAN I LAUGH AT, RIGHT?
>> I APPRECIATE THAT. KEEPS IT LIGHT.
>> I MOVE THAT WE ADOPT THE SUPERINTENDENT EVALUATION REPORT AS IS.
>> IT HAS BEEN MOVED TO ADOPT THE SUPERINTENDENT EVALUATION REPORT AS IS.
BECAUSE THIS IS EMPLOYEE EVALUATION, I'M GOING TO EXCUSE THE STUDENTS FROM MAKING A VOTE ON THIS, AND I'M GOING TO MOVE STRAIGHT TO THE BOARD VOTE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
>> ALL THOSE OPPOSED? THE REPORT PASSES AND SERVES AS OUR SUPERINTENDENT'S EVALUATION.
I WOULD JUST LIKE TO SAY THAT I LOOK FORWARD TO SEEING THE RESULTS OF OUR UPCOMING YEARS REPORTS AS WE MOVE ON TO BETTER INDICATORS AND HOPEFULLY SOME MORE TANGIBLE THINGS THAT WE CAN BETTER EVALUATE.
>> I WANT TO WAIT UNTIL TONIGHT TO SHARE IT WITH YOU, SO YOU KNOW WHAT YOU ARE GETTING.
THERE'S A A DATA SHEET THAT JUST GIVE SOME HIGH LEVEL DATA OF HOW WE'VE DONE OVERALL.
I WOULD LIKE TO SAY, ATTENDANCE.
YOU FOCUSED ON ATTENDANCE, WE'VE BEEN FOCUSING ON ATTENDANCE BECAUSE WE CAN IMPROVE OUTCOMES IF KIDS ARE NOT AT SCHOOL.
ATTENDANCE WENT UP THIS YEAR, DISTRICT WIDE BY ALMOST 5%.
THAT IS SIGNIFICANT IN ONE YEAR'S TIME.
THAT'S BEEN A TEAM APPROACH, IF YOU REMEMBER, WE HAVE STAFF MEMBERS WHO ARE GOING AND DOING HOME VISITS AND PICKING KIDS UP AND MAKING SURE THAT STUDENTS ARE AT SCHOOL.
IF YOU DRIVE BY SOME OF OUR SCHOOLS, DON IS NOT HERE.
I KNOW SKYLINE, HE GETS ON THE ANNOUNCEMENTS AND SAID SO AND SO'S CLASS HAD 90% ATTENDANCE.
THEY ARE HIGHLIGHTING AND MAKING IT SO IMPORTANT.
I JUST WANT TO SAY THAT THERE ARE SOME OTHER PIECES YOU CANNOT IMPROVE OUTCOMES WITHOUT LOOKING AT A COMPREHENSIVE LENS, AND THAT'S ONE THAT WE'RE SEEING SOME SIGNIFICANT GAINS.
I'LL SEND THE REPORT TO YOU. IT'S JUST A SYNOPSIS.
[01:45:02]
I CANNOT ANALYZE IT FOR YOU YET BECAUSE I HAVEN'T TALKED TO ANYBODY, BUT IT'LL GIVE YOU SOME INSIGHT IN SOME DIFFERENT MEASURING THAT THE STATE IS LOOKING AT.WENT BACK TO LOOK AT THE OTHER AGENDA.
THAT BRINGS US ON TO ITEM 8.04, WHICH IS ADOPTING THE REVISED POLICY 2190 HIGHLY CAPABLE PROGRAMS. THIS POLICY WAS RECEIVED FOR REVIEW LAST MONTH AND PRIMARILY ADDRESSES SOME REDUNDANT LANGUAGE AND ADDS SOME ADDITIONAL LANGUAGE PER WASDA.
THE LANGUAGE SEEMS TO GO IN LINE WITH THE INFORMATION PRESENTED BY THE HIGHLY CAPABLE TASK FORCE DURING THE SUPERINTENDENT'S UPDATE TONIGHT.
IF THERE'S ANY DISCUSSION IN REGARDS TO THIS POLICY? IF NOT, THEN THE CHAIR WILL PUT FORTH THAT WE ADOPT THE POLICY AS IT WAS REVISED.
STARTING WITH THE STUDENT ADVISORY VOTE, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
>> OPPOSED? THE STUDENT ADVISORY VOTE IS FOR THE AFFIRMATIVE.
NOW, THE BOARD MEMBERS, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
>> ALL OPPOSED? THE REVISED POLICY 2190 IS ADOPTED.
THAT TAKES US ON THEN TO THE REVIEW AND POTENTIAL ADOPTION OF OUR INTERPRETATIONS AND INDICATORS FOR THE RESULTS POLICY FOLLOWING OUR ADOPTION OF THE NEW RESULTS POLICIES, THE SUPERINTENDENT AND HER TEAM REVIEWED THESE POLICIES AND HAVE PRESENTED OR THEIR INTERPRETATIONS AND INDICATORS FOR OUR APPROVAL.
THESE INTERPRETATIONS AND INDICATORS WILL BE USED FOR FUTURE POLICY REPORTS.
AGAIN, IT JUST SHOWS THAT THESE ARE A LIVING TYPE THING THAT CAN BE ADOPTED AND CHANGED AND MODIFIED AS WE GO ALONG.
THESE INTERPRETATIONS AND INDICATORS WERE PROVIDED TO THE BOARD FOR REVIEW LAST MONTH AND ARE UP FOR DISCUSSION AND ACTION THIS EVENING.
WITH THAT, THE FLOOR IS OPEN FOR ANY DISCUSSION?
>> I WAS DELIGHTED TO SEE THE FORMATTING FOR THESE AND HOW CONCISE THE DIFFERENT INDICATORS ARE, NOT JUST THE INDICATORS, BUT THE INTERPRETATION, THE INDICATORS, THEY'RE VERY CLEAR.
I THOUGHT THE COLOR CODING WAS BEAUTIFULLY, SO THEY'RE JUST SO EASY TO UNDERSTAND.
>> THE ONLY QUESTION I HAD ABOUT THEM IS THE SMART GOALS.
KRISTI, I THINK YOU'VE SAID SOMETHING ABOUT THAT HAPPENING AT THE BUILDING LEVEL.
>> THOSE GO INTO THE SCHOOL IMPROVEMENT PLANS.
WHAT HAPPENS IS THESE MONITORING REPORTS ARE ALIGNED WITH THE STRATEGIC PLAN OF WHICH IS USED TO WRITE THE SCHOOL IMPROVEMENT PLANS.
KELLY AND TRINA, FEEL FREE TO CHIME IN ANYTIME.
LAST YEAR WAS THE FIRST TIME THAT DISTRICT-WIDE, EVERYONE WAS USING THE SAME GOALS.
EVERYONE, SAFETY AND BELONGING IS ONE GOAL.
THE HIGH SCHOOL HAD FUTURE-READY, MIDDLE SCHOOL HAD MASTERY OF STANDARDS, ELEMENTARY HAD EARLY LEARNING, AND THEN THEY WERE WORKING COLLECTIVELY TOGETHER.
THAT'S ONE OF OUR STRATEGIES FOR INCREASING STUDENT OUTCOMES.
THIS YEAR WAS A LEARNING YEAR, LIKE OUR NEXT YEAR IS GOING TO BE, WITH THESE POLICIES.
THEY TRIED IT OUT, ENGAGED BACK AND FORTH.
MY HOPE IS TO SHARE THOSE WITH YOU, BUT THAT'S A COLLABORATIVE PROCESS.
EITHER ONE OF YOU WANT TO SHARE ANYTHING?
>> I WOULD JUST SAY, I THINK IT'S GOING TO HELP OUR WORK THAT THE BOARD POLICIES AND THE MONITORING REPORTS THAT WE'RE LOOKING AT THERE ARE ALIGNED WITH THE STRATEGIC PLAN, WHICH ARE THEN ALIGNED WITH THE SCHOOL'S PLANS.
THAT'S HOW WE'RE GOING TO IMPROVE AS A SYSTEM RATHER THAN INDIVIDUAL EFFORTS.
>> FIRST OF ALL, WE DIDN'T HAVE A STRATEGIC PLAN.
THEN YOU HAD POLICIES THAT WEREN'T NECESSARILY ALIGNED WITH WHAT SCHOOLS WERE LOOKING AT.
WE HAVE TWO MIDDLE SCHOOLS, THEY BOTH MIGHT HAVE A SCHOOL IMPROVEMENT PLAN THAT WAS FOCUSED ON DIFFERENT THINGS.
NOW WE HAVE BOTH VERTICAL AND HORIZONTAL ALIGNMENT.
YOU'RE GOING TO BE AGAIN TO JUST SEE REPETITIVE LANGUAGE OVER AND OVER AND OVER.
>> IT'S ALSO NICE TO SEE INDICATORS THAT, AS YOU LOOK AT IT, IT'S LIKE, HEY, THERE LOOKS LIKE THERE COULD BE SOME NUMBERS OR
[01:50:02]
SOME DATA THAT GO ALONG WITH IT AS OPPOSED TO A GENERAL FEELING OR SUCH, ONE TO TWO PAGES.WHAT'S THAT? YOU'RE MISSING THE MARK.
>> WELL, ALONG THE SAME LINES OF WHAT NANCY WAS SAYING WITH THE SMART GOALS, AND YOU SAY THAT THOSE ARE GOING TO BE PART OF THE SCHOOL IMPROVEMENT PLANS.
ARE THEY SETTING THE SAME GOALS? LIKE THIS MUCH GROWTH, IS WHAT YOU'RE LOOKING FOR?
>> THAT'S ALL OUTLINED FOR THEM IN THE INTERNAL STRATEGIC PLAN.
THEY'RE LOOKING AT THAT AND THE BACKWARDS PLAN.
WE'VE GOT THE FIVE-YEAR PLAN OF WHERE WE WANT TO BE, AND THEN THE BACKWARDS PLAN, WHAT THAT'S GOING TO LOOK LIKE.
THEY'RE LOOKING AT DATA, SO IT'S VERY COMPREHENSIVE.
WE ARE VERY MUCH FOCUSED ON TEACHING AND LEARNING, VERY MUCH.
THAT IS DRIVING OUR CONVERSATIONS, IT'S DRIVING OUR INSTRUCTION.
IT'S HAPPENING AT THE CLASSROOM LEVEL. IT'S HAPPENING.
STUDENTS ARE TALKING ABOUT IT.
I'M SEEING THEM TALK ABOUT IT MORE THAN EVER, AND INVOLVED IN THEIR OWN ASSESSMENT, AND OUR TWO STUDENTS THEY'VE SHARED THAT BEFORE.
THEY'RE VERY MUCH AWARE OF WHAT'S HAPPENING, AND THEN THE BUILDING LEVEL HAS TEAMS THAT ARE TALKING ABOUT IT, THEN KELLY AND TRINA LEAD DISTRICT-WIDE LEADERSHIP TEAMS. IT IS VERY NESTED, EVERY CONVERSATION IS WITHIN THE SAME IDEA, SO EVERYONE'S WORKING MOVING TOGETHER.
>> I'LL MAKE A MOTION TO ADOPT ITEM 8.05.
>> WAS THERE ANOTHER QUESTION, PEGGY?
>> NO, I'M STILL NOT QUITE COMFORTABLE WITH IT, SO WE CAN GO AHEAD.
>> IT'S JUST GOING TO HAVE TO PLAY OUT.
THIS IS MORE ABOUT PROCESS OVER PERFECTION, AND WE'RE GOING TO HAVE TO ACTUALLY WRESTLE WITH IT A LITTLE BIT.
YOU DESIGN IT THE BEST YOU CAN.
THEN ONCE THE VARIABLES COME INTO PLAY, THEN WE MAKE ADJUSTMENTS AND WE REFINE WITH THE FORMATIVE ASSESSMENT.
ONE OF THE QUESTIONS I HAVE IS ON ONE, THE SAFETY AND BELONGING, BECAUSE IT TALKS ABOUT USING THE RESULTS OF A SURVEY.
BUT WHAT ARE WE COMPARING AGAINST? ARE WE CHANGING SURVEYS? THAT WAS MY UNDERSTANDING THAT WE ARE GOING TO BE CHANGING SURVEYS, AND I HAVE SOME CONCERNS ABOUT THAT.
>> WELL, WE'RE NOT ENGAGED WITH PANORAMA ANYMORE, AND THAT'S THE SURVEY WE'VE BEEN USING.
BOBBY AND CHRIS HAVE BEEN DOING THE WORK, TAKING THE RICHNESS OF WHAT WAS IN PANORAMA.
WHAT IS IT THAT WE REALLY WANT TO MEASURE? HOW DOES IT ALIGN WITH THIS? THEY'RE GOING, I CANNOT SPEAK IN DETAIL TO IT BECAUSE THEY HAVE BEEN DOING THAT WORK.
I DON'T KNOW IF KELLY OR TRINA CAN TALK ABOUT IT AT LENGTH AT THIS MOMENT.
BUT WE'RE GOING TO HAVE TO HAVE A BASELINE BECAUSE WE'RE NOT ENGAGING WITH PANORAMA.
IT WASN'T BEING USED IN THE WAY THAT WE WOULD HOPE.
IT DOES NOT MAKE SENSE FOR US TO GATHER DATA FOR DATA'S SAKE.
IT NEEDS TO BE SOMETHING THAT BUILDINGS AND LEADERS CAN USE IN ORDER TO INFORM OUTCOMES. THAT'S OUR GOAL.
>> PART OF MY CONCERN ABOUT USING THAT TO INFORM OUTCOMES IS IF WE'RE COMPARING OUR OUTCOMES, OR WERE WE AT ALL, TO WHAT OTHER DISTRICTS' OUTCOMES WERE IN REGARD TO CERTAIN THINGS.
>> NO, WE HAVE NATIONAL NORMS. BUT OUR STUDENTS, WE'RE FOCUSED ON OUR STUDENTS.
WE'RE COMPARING OUR STUDENTS TO EVERY YEAR.
WE HAVE LAST YEAR'S PANORAMA DATA.
WE'LL GET THIS YEAR'S DATA ON THIS SURVEY, AND THEN WE'LL BE ABLE TO COMPARE IT.
THE OTHER THING, TOO, IS JUST TIMING OF THE YEAR.
WE WERE ASKING KIDS TO TALK ABOUT THEIR SENSE OF BELONGING RIGHT BEFORE SPRING BREAK.
I DON'T KNOW ABOUT YOU GUYS, BUT YOU PROBABLY KNOW.
OUR KIDS ARE TIRED RIGHT BEFORE SPRING BREAK, AND WE'RE SAYING, OH, HOW ARE YOU FEELING ABOUT SCHOOL? WELL, THEY WEREN'T FEELING GREAT, THEY'RE TIRED.
NOW WE'RE LOOKING AT THOSE WINDOWS OF WHAT IF WE GIVE THE SURVEY WHEN IT'S NOT HIGH TESTING TIME, AFTER SPRING BREAK, WHAT IF WE GIVE IT IN THE FALL, IN OCTOBER? WE'RE LOOKING AT IT MORE COMPREHENSIVE.
WHAT DO WE KNOW ABOUT OUR STUDENTS? WHAT DO WE KNOW ABOUT THE SEASONS? WHAT DO WE KNOW ABOUT THE SCHOOL YEAR AND MAKING INFORMED DECISIONS AROUND THAT? IT'S MUCH BIGGER THAN JUST SAYING, LET'S ADD A NEW SURVEY.
>> ANYTHING YOU WOULD ADD TO THAT? HOW DID I DO? GOSH, I'M REALLY PAYING ATTENTION THESE DAYS.
>> WELL, I THINK THE OTHER THING THAT WE NEED TO REALIZE,
[01:55:03]
AND WE JUST WENT THROUGH THE PROCESS, WHEN THOSE ORIGINAL POLICIES AND INDICATORS AND INTERPRETATIONS WERE WRITTEN, THE GOAL WASN'T LET'S MAKE A SET OF BAD INDICATORS OR BAD INTERPRETATIONS.AT THE TIME, THOSE SEEMED LIKE THEY WOULD WORK WITH WHAT WE HAD.
BUT AS WE WORKED AND WE USED THEM, WE FOUND, THERE'S REALLY NOT GOOD DATA TO SUPPORT TO PROVE ANY OF THIS.
THAT'S WHAT GENERATED OUR PROCESS TO ADOPT NEW POLICIES AND MODIFY THOSE ONES.
WE DIDN'T TOTALLY THROW THEM OUT.
WE BASICALLY HAVE TAKEN THEM AND PUT THEM TOGETHER AND PUT BETTER INDICATORS AND CONSOLIDATED SO THAT THE AWESOME PART IS WE CAN GET THROUGH THEM ALL IN A YEAR WITHOUT DOING THREE REPORTS EACH EVERY TWO WEEKS OR SOMETHING I SUSPECT AS WE GO THROUGH THESE, WE'LL FIND THAT IT'S LIKE, MAYBE WE NEED TO RETHINK THIS INDICATOR OR THIS THING. THAT CAN BE CHANGED.
>> I FEEL LIKE WE'VE GENERALLY MOVED IN A BETTER DIRECTION, CERTAINLY, BUT I STILL HAVE SOME RESERVATIONS ABOUT SOME OF THE INDICATORS THAT ARE IN THIS, AND THAT'S WHY.
>> IT'LL BE GREAT AFTER THIS REPORT COMES OUT TO HAVE THAT DISCUSSION WITH REAL DATA, BECAUSE RIGHT NOW IT'S HARD, WE DON'T HAVE THE DATA.
WHEN BOBBY AND THE TEAM ARE LOOKING AT THIS, THEY WERE ACTUALLY HAVING REAL-TIME CONVERSATIONS ABOUT HOW ARE WE GOING TO PROVE THIS? HOW ARE WE GOING TO SHOW THIS? HOW ARE WE GOING TO MEASURE IT? ALL OF THAT IS PART OF THAT DISCUSSION.
IT WASN'T JUST WRITTEN, AND THEN WE'LL FIGURE IT OUT.
THEY'RE VERY INTENTIONAL WITH THIS.
>> KRISTI EVEN MENTIONED THAT LAST YEAR, WHEN WE HAD OUR DAY TOGETHER WITH THE PRINCIPALS.
THIS WAS A TOPIC OF CONVERSATION, AND OB DIA CAN ATTEST TO THAT AS WELL ABOUT WHAT THIS WOULD LOOK LIKE NEXT YEAR, ROLLING OUT WITH OUR STAFF.
THERE'S BEEN A LOT OF TIME AND EFFORT INTENTIONALITY PUT BEHIND THIS.
>> SEEING NO FURTHER DISCUSSION.
I'LL MOVE BACK TO STEVE'S MOTION THAT WE ADOPT.
THE RESULTS PROPOSED INTERPRETATIONS AND INDICATORS FOR THESE RESULTS POLICIES.
WE'LL START WITH THE STUDENT ADVISORY VOTE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
>> ALL OPPOSED. WE HAVE AN AFFIRMATIVE VOTE, A RECOMMENDATION FROM THE STUDENTS.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> THE POLICY, THE INTERPRETATIONS, AND INDICATORS HAVE BEEN ADOPTED.
WE'LL NOW MOVE ON TO ITEM 8.06, WHICH IS A RATIFICATION OF AN AGREEMENT WITH EMPLOYEES' GROUP.
THIS IS THE EMPLOYMENT AGREEMENT THAT WAS NEGOTIATED BETWEEN THE DISTRICT AND THE FERNDALE PRINCIPALS ASSOCIATION AND IS PRESENTED FOR OUR REVIEW.
>> I WOULD LIKE TO POINT OUT THIS IS A ONE-YEAR CONTRACT.
IT IS NOT ONGOING, WE'LL CONTINUE TO BE AT THE TABLE TALKING ABOUT IT.
I THINK IT'S REALLY IMPORTANT TO NOTE THAT EVERY GROUP CAME TO THE TABLE TO SAY, WHAT CAN WE DO? WHAT CAN WE PUT ON THE TABLE TO BE PART OF THE SOLUTION WITH OUR BUDGET? WHAT YOU WILL NOTICE IN THIS AND WHAT'S NOT ON HERE BECAUSE IT'S NOT PART OF A BARGAINING GROUP FROM THE EXECUTIVES, ALL THE ADMINISTRATORS, THERE WILL BE NO RAISE GIVEN TO ANY ADMINISTRATIVE GROUP.
HOW OUR PRINCIPALS, WHICH IS REPRESENTED IN THIS CONTRACT, IS DOING THAT IS THEY ARE TAKING THE IPD, BUT THEN THEY'RE GIVING UP DAYS THROUGH FURLOUGH.
THEY'RE MAKING THE SAME AMOUNT NEXT YEAR.
AS WELL AND THEN THE REST OF US ARE NOT TAKING IPD.
WHAT WE'RE MAKING THIS YEAR IS WHAT WE'RE MAKING NEXT YEAR, AND THAT WAS SOMETHING WE PUT ON THE TABLE.
THAT'S A COST SAVINGS TO THE DISTRICT.
THEN THE OTHER PIECE WAS, AND KARA CAN TALK ABOUT, I'M FORGETTING WORD, THE NUANCES, BUT ALSO WE REDUCED BY THREE MEMBERS.
WE WERE ONLY 9% OF THE OVERALL ORGANIZATION.
NOW WE'RE ABOUT 7% OF THE ORGANIZATION.
WE HAVE CLOSE TO 900 EMPLOYEES THAT WE SUPERVISE, AND SO TO HAVE 7%.
DOING ALL THAT WORK. IT'S A HEAVY LIFT.
I JUST WANT TO ACKNOWLEDGE WHAT THE ADMINISTRATORS IN THIS DISTRICT ARE DOING.
THEY'RE WORKING AROUND THE CLOCK, TAKING CARE OF OUR SCHOOLS, SUPERVISING EVERY LITTLE THING THAT COMES THEIR WAY, AND THIS WAS THEIR CONTRIBUTION TO GETTING OUR FUND BALANCE BACK UP, AND IT WASN'T SOMETHING WE ASKED OF.
IT WAS SOMETHING THEY PUT FORWARD AND OFFERED.
[02:00:01]
I THINK THAT'S IMPORTANT TO NOTE.KARA, THERE ANYTHING ELSE YOU WOULD SAY ABOUT THE CONTRACT?
>> THE ONLY OTHER THING THAT THEY AGREED TO REDUCE IS THEIR STIPENDS THAT THEY RECEIVE.
WE'RE SITTING ON NEGOTIATION TEAMS. I CAN JUST SAY HERE, WE ARE CURRENTLY NEGOTIATING THREE OTHER CONTRACTS, AND TRINA GOT TO SIT WITH ME, SO AS HOLLY, SO AS KELLY, AND MANY OF OUR PRINCIPALS, AND IT'S MANY 12-HOUR DAYS OF BARGAINING WITH OUR GROUPS.
IT'S EXTRA TIME THAT THEY'RE ALSO NOT GETTING PAID FOR, AND REDUCING WHAT THEY'RE GETTING PAID NEXT YEAR FOR THAT.
>> I APPRECIATE THE SACRIFICES THAT I SEE MADE ACROSS THE DISTRICT TO HELP MAKE SURE THAT WE DON'T RUN OUT OF MONEY.
>> IT'S NICE TO SEE THE TEAM APPROACH.
ANY OTHER QUESTIONS OR COMMENTS? SEEING NONE, THEN I WILL MOVE THAT WE ADOPT OR RATIFY, EXCUSE ME. THANK YOU.
THE CONTRACT THAT HAS BEEN PRESENTED HERE WITH THE FERNDALE PRINCIPALS ASSOCIATION.
AGAIN, SINCE IT'S LABOR-RELATED, I'M NOT GOING TO ASK FOR A STUDENT VOTE, AND I'LL MOVE STRAIGHT TO THE BOARD VOTE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. ANY ABSTENTIONS? THEN THE CONTRACT HAS BEEN RATIFIED.
THAT MOVES US ON TO THE CONSENT AGENDA.
[9. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]
[10. BOARD CONSENT AGENDA [GC-2.4]]
THE CONSENT AGENDAS ARE A GROUP OF ITEMS THAT ARE ROUTINE ACTIONS THAT THE BOARD HAS HAD ACCESS TO AND INFORMATION AVAILABLE TO THEM PRIOR TO THE MEETING, TO ASK ANY QUESTIONS.WITH THE RULES OF OPEN PUBLIC MEETINGS, THEY ARE A GROUP OF ITEMS. BE VOTED ON AS ONE SINGLE ACTION AS OPPOSED TO EACH INDIVIDUAL ITEM.
THESE ITEMS ARE AVAILABLE FOR THE PUBLIC'S REVIEW ON BOARD DOCS AS WELL.
YOU CAN SEE THE INFORMATION THAT'S AVAILABLE TO THE BOARD AND CONTACT THE BOARD IF YOU HAVE ANY QUESTIONS.
AS PART OF TONIGHT'S DISCUSSION, WE ARE RECEIVING FOUR NEW POLICIES, 4026, SOCIAL MEDIA, 06,700 NUTRITION, 6701, RECESS AND PHYSICAL ACTIVITIES, AND 6702, WHICH IS WELLNESS.
AS IS THE CASE WITH THE ADOPTION OF ANY NEW POLICY, WE ENCOURAGE THE DISTRICT STAKEHOLDERS TO REVIEW THESE POLICIES AND TO PROVIDE INPUT TO THE BOARD EITHER PRIOR TO OR DURING PUBLIC COMMENT AT NEXT MONTH'S MEETING, BEFORE WE ACT ON THEM.
IS THERE ANY DISCUSSION IN REGARDS TO THE CONSENT AGENDA AND OR A MOTION?
>> PEGGY, LOOK LIKE YOU'VE GOT SOMETHING SO I DON'T WANT TO RUSH YOU, BUT I WANTED TO MAKE SURE I'M NOT MISINTERPRETING.
>> I HAD A QUESTION. IN LOOKING AT THE CONTRACT FOR THE TELO CONSULTANTS.
I WASN'T ABLE TO FIND THE PREVIOUS ONE, SO CAN YOU TELL ME WHAT CHANGES ACTUALLY TOOK PLACE, IF ANY?
>> I CANNOT BECAUSE I DON'T HAVE THAT WITH ME EITHER HERE TONIGHT.
>> IF YOU JUST E MAIL ME, THEN THAT GIVES ME TIME TO GO TO WHOEVER THE TEAM MEMBER IS AND WE CAN PULL THAT UP FOR YOU.
>> FIGURE, IT SHOULD BE EASY TO FIND.
>> ARE YOU REFERRING TO THE 9.11?
>> THAT IS A AGREEMENT WE HAVE ENTERED INTO THIS SCHOOL YEAR WITH THE SCHOOL PSYCHOLOGIST.
IT'S A COMPANY THAT PROVIDES EMPLOYEES THROUGH A CONTRACTED BASIS RATHER THAN AS STRAIGHT EMPLOYEES.
SCHOOL PSYCHOLOGISTS ARE VERY HARD TO ACQUIRE AND HIRE, AND SO WHEN WE ARE IN THE CIRCUMSTANCE WHERE WE DON'T HAVE A POOL OF CANDIDATES THAT WE CAN HIRE REGULARLY, WE CAN GO THROUGH A COMPANY.
THERE'S A NUMBER OF COMPANIES, OUR JUNK MAIL ON COMPANIES THAT ARE LOOKING TO PROVIDE EMPLOYEES IS
[02:05:06]
REALLY HEAVY AND THIS COMPANY REALLY SPECIALIZES, THEY ONLY PROVIDE SCHOOL PSYCHOLOGISTS.THEY DO THIS ACROSS THE NATION.
WE'VE HAD ONE SCHOOL PSYCH THIS YEAR THAT'S BEEN FULLY REMOTE, GIVEN THAT WE CAN'T, WE DIDN'T HAVE ANYONE IN THE POOL TO HIRE LOCALLY, AND IT'S WORKED OUT QUITE WELL, GIVEN THAT THE COMPANY SPECIALIZES IN SCHOOL PSYCHOLOGISTS AND THIS REMOTE SETTING.
WE'RE CONTINUING THE CONTRACT WITH THEM FOR NEXT YEAR IN CASE WE NEED AN ADDITIONAL SCHOOL PSYCHOLOGIST REMOTELY AGAIN.
WE DO CURRENTLY HAVE A SCHOOL PSYCHOLOGIST POOL POSITION OPEN AND OUR ATTEMPTS ARE TO HIRE AND FILL THOSE POSITIONS WITH PEOPLE THAT ARE HERE IN PERSON.
BUT WE WANTED TO RETAIN OUR WORK WITH THE SCHOOL PSYCHOLOGIST COMPANY IN CASE WE ARE IN THE NEED.
>> THANK YOU. THAT WAS REALLY INFORMATIVE.
ACTUALLY, MORE INFORMATION THAN I WAS THINKING I WAS LOOKING BUT THANK YOU. I APPRECIATE IT.
NO, MY ONLY CONCERN WAS THAT I TYPICALLY IF IT SAYS RENEW A CONTRACT, I LOOK TO FIND THE OLD CONTRACT, SO WAS THERE AN OLD CONTRACT?
>> WHEN WE HIRED THROUGH PARTIALLY THROUGH THIS YEAR, WE DID IT THROUGH LIKE A CONTRACT, LIKE A PURCHASE ORDER AGREEMENT, AND THAT WOULD HAVE BEEN THROUGH THE ACCOUNTS PAYABLE PROCESS, WHERE NOW WE'RE LOOKING NEXT YEAR TO HAVE IT SET UP WHERE WE HAVE A CONTRACT MOU WITH THEM THROUGH THIS MEANS RATHER.
>> THERE WAS NO CONTRACT THAT WAS SIMILAR TO THIS ONE THAT WE'RE RENEWING?
>> PARTIALLY THROUGH THE YEAR, YES.
WE STARTED WORKING WITH THEM, BUT WE DID IT THROUGH ACCOUNTS PAYABLE RATHER THAN THROUGH A MEMORANDUM.
>> THAT MAKES SENSE WHY I COULDN'T FIND IT, THEN THAT'S [OVERLAPPING].
>> PROBABLY WOULD HAVE SEEN IT THROUGH YOUR AUDIT.
>> I'M JUST SAYING THAT'S WHERE IT WOULD HAVE BEEN FLAGGED THERE IF YOU SAW IT BASED ON TRINA SHARING.
>> OTHER QUESTIONS. THEN SEEING NONE.
WE'LL GO AHEAD AND PUT FORTH THAT WE ADOPT THE TWO CONSENT AGENDA, THE BOARD AND SUPERINTENDENT'S CONSENT AGENDAS AS PRESENTED HERE TO AND MAKE THEM PART OF THE MINUTES.
AGAIN, THE STUDENT MEMBERS DON'T VOTE ON THE CONSENT AGENDAS.
WE'LL MOVE RIGHT TO THE BOARD.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSED? THE CONSENT AGENDAS ARE THEREFORE PASSED, AND WE'LL GO AHEAD AND MOVE ON TO BOARD SHARING,
[11. SHARING [GC-7.E}]
AND WE'LL START WITH ANTONIO.>> I DON'T GET TO THINK ABOUT WHAT I'M GOING TO SAY FOR MY LECTURE TONIGHT.
NO, I JUST WANT TO THANK EVERYONE AND I HOPE THAT THE STAFF AND EVERYBODY IN THE HIGH SCHOOL GETS SOMEWHAT OF A BREAK, IT'S VERY HEALTHY.
NOW YOU DON'T WANT TO LECTURE. A VERY GOOD STORY ABOUT TAKING BREAKS.
BUT IT'S RESETTING AND WE NEED TO JUST MAKE SURE THAT WE'RE READY AND EXCITED TO GET BACK.
THANK YOU FOR AGAIN, SUPER BIASED COMMENT.
I ALREADY SAID IT, BUT THANK YOU FOR THE GREAT GRADUATION.
I THINK IT WAS VERY UPLIFTING AND MADE OUR STUDENTS FEEL SPECIAL.
THANK YOU FOR THAT. THAT'S ALL I HAVE.
>> LET'S SEE. I WANT TO WELCOME MARCUS.
I'M DELIGHTED TO SEE YOU START AND IT'LL BE REALLY FUN TO SEE YOU MENTORED BY ARLENE.
IT'S BEEN WONDERFUL WATCHING YOU GROW OVER THIS YEAR, AND I AM SURE THAT YOU WILL DO THE SAME WELCOME.
I ALSO THEN WANTED TO SAY THAT A WEEK OR SO AGO, PEGGY AND I WENT TO A REALLY FUN DAY OUT AT THE DEMING LOG SHOW.
IT WAS THE FRIDAY BEFORE THE DEMING LOG SHOW, AND IT WAS TIMBER TOUR.
I HAD NO IDEA WHAT IT WOULD BE ABOUT.
WE GOT TAKEN ALONG WITH ABOUT 80 OR SO OTHER PEOPLE IN VANS TO DIFFERENT SITES WHERE THEY WERE DOING ACTUAL LOGGING AND WATCHING THESE MASSIVE MACHINES DO THINGS THAT I DIDN'T KNOW COULD BE DONE.
[02:10:03]
THEN THERE WERE SO MANY PEOPLE IN THE VANS THAT WE TOOK THAT WERE HIGHLY KNOWLEDGEABLE.WE HAD A MINING GEOLOGIST, WE HAD A A AN ENGINEER OF ROADS, AND WE LEARNED SO MANY THINGS.
WE HAD THE BULL OF THE WOODS IN OUR VAN.
WE LEARNED SO MANY THINGS ABOUT LOGGING AND RUSS PEIFFER HOYT WAS THERE FROM THE MOUNT BAKER SCHOOL DISTRICT, AND HE'S KNOWLEDGEABLE ABOUT FUNDS THAT COME TO SCHOOL DISTRICTS THROUGH TIMBER SALES.
THERE WERE EXPERTS FROM I WOULD SAY ABOUT A QUARTER OF THE PEOPLE WHO WERE IN ATTENDANCE.
WERE EXPERTS WHO SHARED THEIR KNOWLEDGE BY STANDING LITERALLY ON A STUMP AND TALKING TO THE REST OF US ABOUT ALL THE THINGS THAT HAPPEN.
I JUST COULD NOT RECOMMEND IT MORE HIGHLY.
I THINK ANYBODY THAT HAD THE OPPORTUNITY TO DO IT SHOULD TAKE THAT OPPORTUNITY.
IT'S FREE AND THEY GAVE US A GREAT LUNCH AND WE JUST GOT SO MUCH INFORMATION FROM IT.
I JUST WANTED TO TELL YOU ABOUT THAT AND PUT IT ON YOUR RADAR FOR NEXT YEAR.
>> I'M GOING TO FOLLOW UP WITH WHAT NANCY SAID, AND THE REASON I AM IS BECAUSE I FOUND OUT THAT ONLY 10% OF PRIVATE LAND IS PRODUCING 60% OF TIMBER FOR WHATCOM COUNTY AND WE IMPORT THE REST FROM CANADA.
ONE OF THE CONCERNS OF THESE FORESTERS IS THAT WE'RE LOSING THE SKILLS THAT WE NEED BECAUSE THERE'S NOT ENOUGH PEOPLE GOING INTO THIS.
I'M ALSO AWARE OF A SKILLS DEFICIT FOR OTHER THINGS.
I HAVE A FRIEND WHO'S A WATER COMMISSIONER IN GLACIER AND THEY'RE LOOKING TO REPLACE THE GUY THAT GOES OUT AND MAINTAINS THE WATER SYSTEMS, AND THEY DON'T HAVE PEOPLE THAT ARE TRAINED.
WE'RE LOSING SKILLS THAT WE HAVE MANPOWER TO, I THINK IT WOULD BE GOOD IF WE COULD BRING YOU KNOW, DO AN INVENTORY OF WHAT WE'RE LOSING AND PRESENT THIS TO STUDENTS TO MAKE THEM AWARE OF THESE OPPORTUNITIES FOR CAREERS THAT PAY WELL, BUT REQUIRE A LOT OF ON THE JOB AND IF WE COULD CONNECT WITH BUSINESSES THAT ARE WORRIED ABOUT LOSING SKILL SETS.
IF THERE'S A TASK FORCE READY TO DO SOMETHING LIKE THAT, I THINK IT WOULD BENEFIT COMMUNITIES GREATLY.
I'D LIKE TO SEE THE CONCERNS OF SOME OF THESE EMPLOYERS BE ADDRESSED THROUGH EDUCATION.
>> TO FOLD ON THAT, I'D JUST LIKE TO RESPOND.
THEY TALK ABOUT IT AND THEY BRING THEIR INDUSTRY EXPERIENCE.
THEN AS IT'S NOT IN THE NEXT YEAR, BUT THE WHATCOM COUNTY SKILL CENTER.
THAT'S ANOTHER PIECE THAT WE DO.
WE HAVE TWO PATHWAYS TO MAKE EXACTLY WHAT YOU'RE SAYING HAPPEN.
THAT'S WHAT'S SO EXCITING ABOUT THE WORK THAT WE'RE LEADING AT FERNDALE HIGH SCHOOL AND BOTH OUR MIDDLE SCHOOLS AND THEN AS WE LOOK TOWARDS THE SKILL CENTER.
I'M EXCITED ABOUT THAT. THANK YOU FOR BRINGING THAT UP.
>> SUMMERS HERE. SCHOOLS OUT, AND JUST TO GIVE EVERYBODY A HEADS UP.
JUST BE SAFE OUT THERE, ENJOY YOUR TIME OFF..
>> VERY GOOD. COUPLE OF THINGS THAT I WANTED TO HIGHLIGHT OR REMIND PEOPLE ABOUT.
ONE IS, IF YOU HAVEN'T EXPERIENCED IT ALREADY, IF YOU TYPE IN BOARD DOCS.COM TO GO TO BOARD DOCS, LIKE I ALWAYS USED TO.
IT COMES UP AS A PAGE THAT SAYS BOARD DOCS IS NOW PART OF DILIGENT, WHICH THEY'VE MERGED.
IT WAS LIKE, HOW DO I GET TO WHERE I WANT TO GO BECAUSE I TRIED LOGGING IN, THAT DIDN'T WORK.
IF YOU GO TO THE FERNDALE DISTRICT WEBSITE AND GO THROUGH THE LINK OF BOARD DOCS, IT'LL TAKE YOU TO THE TRIED AND TRUE.
I MENTIONED THAT NOT ONLY FOR US, IF YOU HAVE EXPERIENCE THAT, BUT ALSO FOR THE PUBLIC IF THEY'RE TRYING TO GET THERE. WE HAVEN'T HID THINGS.
IT'S JUST IN A PROCESS OF MODIFICATIONS, AND SO BE AWARE OF THAT.
IF YOU'RE HAVING ANY TROUBLE GETTING THERE, CONTACT ONE OF THE BOARD MEMBERS OR CHRIS, CHRIS IS OUR LOCAL EXPERT ON BOARD DOCS.
SHE ALWAYS AMAZES ME WHAT SHE CAN TELL ME WHEN WE'RE PLANNING THESE MEETINGS. THAT'S ONE THING.
ALSO NEXT MONTH, DON'T FORGET THAT WE'RE GOING TO HAVE A REPRESENTATIVE FROM THE CITY THAT WILL BE JOINING US TO DISCUSS CITY GROWTH, THE CITY GROWTH PLANS AND HOW THAT AFFECTS THE SCHOOL DISTRICT.
WHEN THEY PUT IN A BUNCH OF APARTMENTS AND POTENTIALLY FILL THEM WITH A FAMILY THAT HAS KIDS,
[02:15:03]
ALL OF A SUDDEN, WE HAVE MORE KIDS THAN WHERE YOU WERE EXPECTING AND THAT CREATES SOME ISSUES.WANT TO TALK WITH THEM ABOUT A COLLABORATIVE PLANNING PROCESS.
FINALLY, NOT TO FORGET NEXT MONTH IS OUR TRADITIONAL HAWAIIAN THEMED MONTH, SO BRING OUT YOUR HAWAIIAN T-SHIRTS AND ANY OTHER HAWAIIAN GET UP.
WHO KNOWS WHAT KRISTI MAY BRING BACK FROM HER TRIP? WE WILL ENJOY THE MONTH OF JULY.
WITH THAT, THAT BRINGS US DOWN TO THE SCHOOL, YOU CAN.
>> I WAS JUST THINKING, I'M COMPLETING MY THIRD YEAR HERE IN FERNDALE, AND IT'S AN ABSOLUTE HONOR TO BE THE SUPERINTENDENT OF THIS DISTRICT.
THIS IS THE JOB I NEVER WANTED, AND IT'S PROBABLY THE BEST JOB I'VE EVER HAD.
I JUST WANT TO THANK ALL OF YOU FOR STEPPING UP AND SIGNING ON TO BE A PART OF THIS TEAM.
I'VE SHARED WITH EACH OF YOU, YOU'RE MY THOUGHT PARTNERS, YOU'RE PEOPLE I GO TO AND SAY, HEY, WHAT DO YOU THINK ABOUT THIS? WHAT SHOULD WE DO ABOUT THIS? IT DOESN'T MATTER.
I CAN TEXT YOU ON THE WEEKEND, I CAN TEXT YOU IN THE EVENING.
WHATEVER AND YOU JUST CONTINUE TO SHOW UP AND I WANT TO THANK YOU BECAUSE I'VE LEARNED A TON IN THE LAST THREE YEARS AND I'M VERY EXCITED ABOUT THE FUTURE OF THIS DISTRICT.
GREAT THINGS ARE HAPPENING, AND YOU ARE A HUGE PART OF THAT. THANK YOU.
>> I THINK I CAN SPEAK FOR ALL OF US IN SAYING THAT WE'RE GLAD TO HAVE YOU HERE, TOO.
PEGGY, WILL TURN IT OVER TO YOU TO EVALUATE HOW WE DID THIS EVENING.
[12. MEETING EVALUATION SURVEY]
>> NO. IT WASN'T BAD [LAUGHTER].
>> I JUST DON'T LIKE [INAUDIBLE]. I SAW IT HERE, SOMEWHERE [INAUDIBLE].
>> IF YOU WANT, YOU COULD JUST GIVE US A SUMMARY.
>> I MEAN, I THINK WE COVERED A LOT OF GROUND TONIGHT.
I DON'T THINK THAT THERE WAS A LOT OF TIME SPENT COVERING THINGS THAT WERE NOT NECESSARY.
I AM LOOKING FORWARD, THERE IT IS.
AGENDA WAS WELL PLANNED. BOARD WAS WELL PREPARED.
I FELT LIKE WE WERE BOARD MEETING, SORRY.
BOARD MEMBERS DIDN'T INTERRUPT.
I MIGHT HAVE INTERRUPTED A COUPLE OF TIMES, BUT I DON'T THINK WE WERE TOO BAD ABOUT IT.
ON ACCOUNT OF ME, I'M GIVEN IT A THREE.
BOARD MEMBERS DID NOT ENGAGE IN SIDE CONVERSATIONS. WE DID NOT.
BOARD MEMBERS DID NOT REPEAT WHAT HAS ALREADY BEEN SAID.
BOARD MEMBERS DID NOT PLAY TO THE AUDIENCE OR MONOPOLIZE THE DISCUSSION.
I DON'T THINK SO. I'M DOING THE STEVE THING.
BOARD MEMBERS SUPPORTED THE PRESIDENT'S EFFORTS TO FACILITATE AN ORDERLY MEETING.
WELL, I TRIED TO DISRUPT, AND IT JUST FELL FLAT.
>> BOARD MEMBERS COMMUNICATED OPENLY AND ACTIVELY IN DISCUSSION. I THINK WE DID.
SORRY IF I ASKED QUESTIONS YOU DIDN'T HAVE ANSWERS TO, BUT THAT'S NOT A PROBLEM IN MY BOOK.
I MEAN, IT'S LIKE IF YOU HAVE IT, YOU HAVE IT, IF YOU DON'T, YOU'LL GET BACK TO ME. IT'S NOT A BIG DEAL.
>> YOU KNOW ME. I LIKE TO HAVE THE ANSWERS.
QUESTION, BE ABLE TO GIVE YOU WHAT YOU WANT.
>> TO THAT POINT, WHEN WE WERE DOING STUFF ON MONDAY, IT'S A VERY SHORT TIME FRAME TO TRY AND FIND SOMEBODY TO ANSWER A QUESTION.
>> YOU BE AMAZED. I CAN PULL UP FROM MONDAY TO TUESDAY.
BOARD MEMBERS PRACTICE RESPECTFUL BODY LANGUAGE.
MARK THE NUMBER THAT CORRESPONDS WITH YOUR EVALUATION OF THE MEETING.
>> ANYBODY GOT ANY ADDITIONAL COMMENTS TO PUT ON THIS?
>> I DON'T KNOW THAT WE COULD FOLLOW THAT WITH ANY COMMENTS.
>> WITH ALL THAT SAID, I'M HAPPY TO ANNOUNCE THAT WE ARE AT EVERYONE'S FAVORITE AGENDA ITEM, WHICH IS ADJOURNMENT.
WITH THAT, THIS MEETING IS ADJOURNED. THANK YOU, EVERYONE.
* This transcript was compiled from uncorrected Closed Captioning.