Sep 30, 2025 School Board Meeting

[1. CONVENE]

[00:00:06]

WELL, GOOD EVENING AND WELCOME TO THE SEPTEMBER MEETING OF THE FERNDALE SCHOOL BOARD.

THANK YOU FOR JOINING US. WHETHER HERE IN THE AUDIENCE OR ONLINE.

THE PURPOSE OF THIS IN 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.

A COUPLE OF QUICK HOUSEKEEPING ITEMS FOR THOSE THAT, IF YOU NEED A RESTROOM DURING OUR MEETING, OUT THE DOORS UP THE RAMP AND YOU'LL FIND THE FACILITIES THERE.

IN THE EVENT OF AN EMERGENCY THE SAME DOORS THAT YOU CAME IN ARE THOSE THAT WE WILL USE TO EXIT.

WITH THAT, WE'LL GO AHEAD AND START OUR MEETING.

AND THE FIRST ITEM ON THE AGENDA IS A PLEDGE OF ALLEGIANCE.

IF YOU'LL ALL PLEASE JOIN ME. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

NEXT, WE'LL HAVE OUR LAND. ACKNOWLEDGMENT. WE, THE FERNDALE SCHOOL DISTRICT, ACKNOWLEDGE WE ARE RESIDING ON THE TRADITIONAL, ANCESTRAL AND UNCEDED TERRITORY OF THE LUMMI PEOPLE.

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

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

SINCE TIME IMMEMORIAL, THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL, ANCESTRAL AND UNCEDED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE.

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

THANK YOU. NEXT IS THE APPROVAL OF THE MINUTES FROM OUR MEETINGS IN AUGUST, SO.

[2. APPROVAL OF MINUTES]

HAS BEEN MOVED THAT WE APPROVE THE MINUTES. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.

AYE. ALL OPPOSED? THEN THOSE MOTION, THOSE MINUTES ARE APPROVED.

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

THIS TIME THE CHAIR WILL ENTERTAIN A MOTION TO DO SO OR ANY CHANGES THAT NEED TO BE MADE OR ADDITIONS.

I MOVE THAT WE ADOPT THE AGENDA AS IS. OKAY, SO MOTION HAS BEEN MADE TO ADOPT THE AGENDA AS PRESENTED.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE.

ALL OPPOSED? OKAY. MOTION. THE AGENDA HAS BEEN ADOPTED, SO WE WILL MOVE ON TO ITEM 4.01, WHICH IS PUBLIC COMMENT. PUBLIC COMMENT, AS I'VE SAID MANY TIMES BEFORE, IS A TIME WHEN THE BOARD CAN HEAR FROM THE COMMUNITY WHAT IS ON THEIR MIND AND IS IMPORTANT TO THEM, PARTICULARLY AS IT RELATES TO WHAT IS HAPPENING WITHIN THE SCHOOL DISTRICT.

WE APPRECIATE RESPECTFUL, CONSTRUCTIVE CRITICISM AND WELCOME SUGGESTIONS FOR SOLUTIONS.

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

BOARD MEMBERS MAY INTERJECT, ASK CLARIFYING QUESTIONS, AND OR MAY DIRECT SOMEONE, MOST OFTEN OUR SUPERINTENDENT, TO TAKE FURTHER ACTION RELATED TO THE STATEMENTS.

BUT AGAIN, IT IS NOT A TIME FOR DISCUSSION. OUR SILENCE IS NOT A SIGNAL OF AGREEMENT OR DISAGREEMENT, BUT IT IS MEANT TO RESPECTFULLY HEAR WHAT YOU HAVE TO SAY.

FOR THOSE THAT DON'T WANT TO SPEAK IN PUBLIC, YOU CAN CERTAINLY SHARE YOUR OPINIONS WITH US VIA EMAIL OR PHONE CALLS.

OUR CONTACT INFORMATION IS LISTED ON THE DISTRICT WEBSITE FOR THOSE WISHING TO TALK AT THE MEETING, WE DO ASK THAT YOU SIGN IN ON THE SHEET THAT'S IN THE BACK OF THE ROOM PRIOR TO THE MEETING, AND AT THIS POINT, WE HAVE NO ONE THAT HAS SIGNED UP FOR PUBLIC COMMENT.

SO IT'LL BE BRIEF AND SHORT TONIGHT. AND THAT TAKES US ON TO THE SUPERINTENDENT'S SHARING.

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

THE LAST TIME THAT I SAW YOU AS A GROUP WAS THE NIGHT BEFORE SCHOOL STARTED.

SO WE ARE GOING TO TAKE A LOOK AT WHAT'S BEEN HAPPENING.

AND IT'S PRETTY BRIEF TONIGHT, JUST FOR TIME'S SAKE.

BUT THERE'S BEEN A LOT HAPPENING. WE HAVE KICKED OFF A NEW SCHOOL YEAR, AND I FEEL LIKE IT'S BEEN A FABULOUS START.

YOU KNOW, THERE'S ALL THE THINGS THAT COME WITH A NEW SCHOOL YEAR.

[00:05:04]

BUT IT'S BEEN FUN TO GO OUT. A LOT OF SMILES.

AS YOU KNOW, OUR THEME THIS YEAR IS BE A MARIGOLD.

AND IT'S BEEN A GREAT ONE BECAUSE, YOU KNOW, EVERY DAY ISN'T YOUR BEST DAY, BUT IT IS SOMEBODY'S BEST DAY.

AND SO I'M WATCHING STAFF LEANING ON EACH OTHER, STUDENTS LEANING ON EACH OTHER.

SO I'VE APPRECIATED ALL THE EFFORTS. AND IF YOU HAVE NOT BEEN TO AN EVENT YET, THERE'S LOTS OF OPPORTUNITIES ALREADY WITH OUR ATHLETIC EVENTS AND SUCH. SO I ENCOURAGE YOU TO GET OUT. LET ME KNOW AND I WILL GET YOU SET UP.

YOU ALL HAVE YOUR ATHLETIC CARDS NOW. ANTONIO MET ME ON THE ON THE FIELD ONE NIGHT AND THAT WAS FUN.

SO THANK YOU FOR THAT. I TALKED TO YOU A BIT ABOUT CUMULATIVE TRANSITION AND WHAT IT IS.

IT'S THE NEW SKYWARD. SO WE HAVE THE OLD SKYWARD.

THIS IS THE NEW SKYWARD. THE SKYWARD WE ARE USING IS PHASING OUT.

AND SO Q WENT OVER, AND I JUST WANT TO GIVE A SHOUT OUT TO ANYBODY WHO'S HAD TO OPEN IT.

BECAUSE ANYTIME YOU CHANGE A SYSTEM THAT YOU'RE USED TO, IT'S, YOU KNOW, EVERYONE KEPT SAYING, OH, IT LOOKS THE SAME. AND I'M LIKE I'M SURE IT DOES.

BUT, YOU KNOW, EVERYONE HAD TO LEARN A NEW PROCESS.

OUR TECH TEAM, I WANT TO GIVE A SHOUT OUT TO THEM.

THEY HAD TO WORK ENDLESS AMOUNT OF HOURS MAKING SURE THE THIRD PARTY VENDORS WERE SITUATED.

OUR TEACHERS, YOU KNOW, WE TAUGHT THEM HOW TO TAKE ATTENDANCE AND SET UP A SCHEDULE.

BUT BEYOND THAT, WE DIDN'T HAVE A TON OF TIME.

SO EVERYONE'S BEEN SO GRACIOUS AND LEARNING AS WE GO.

I THINK I'LL ASK ANDREW WHO'S HERE TONIGHT. ANDREW, HAVE THE TICKETS SLOWED DOWN? YEAH. THEY'VE SLOWED DOWN. WE'RE JUST GOING TO GET OURSELVES OUT OF THE HOLE WE DUG.

SO THERE WERE DAYS THAT IT WAS IN THE HUNDREDS THAT THEY WERE GETTING TICKETS OF THINGS THAT NEEDED TO BE.

AND SO I JUST WANT TO GIVE A SHOUT OUT TO ALL OUR STAFF AND OUR STUDENTS WHO HAD TO FIGURE IT OUT, AND OUR FAMILIES, THEY HAD TO FIGURE OUT A NEW SYSTEM. AND SO WE SURVIVED.

SO AND WE'RE CONTINUING TO LEARN, SO. AND EVERYONE GOT PAID.

SO THAT REALLY MATTERED. THAT WAS KIND OF THE LAST.

PLEASE, I HOPE THIS WORKS. SO ANYWAY, IT DID.

EVERYTHING WENT WELL. AND THEN PEGGY AND NANCY GOT TO COME.

BUT DURING THE DAY, IF YOU GET A CHANCE, I WOULD LOVE FOR YOU TO TAKE A LOOK AT THE NEW MOUNTAIN VIEW PLAYGROUND.

IF YOU REMEMBER, SOME TIME AGO WE RECEIVED A GRANT FROM THE HEALTHY CHILDREN'S FUND.

AND I OFTEN HEAR PEOPLE SAY, WHERE ARE THOSE FUNDS GOING? WELL, WE ARE GETTING TO EXPERIENCE IT. THIS IS ACTUALLY, FROM WHAT I UNDERSTAND, FROM WORKING WITH COMMUNITY PARTNERS, THE FIRST FULLY INCLUSIVE PLAYGROUND. AND I JUST WANT YOU TO IMAGINE THAT IF YOU WERE A CHILD WHO HAS MOBILITY ISSUES, LET'S SAY A WHEELCHAIR, AND YOU GO UP TO A PLAYGROUND, WHICH WHO DOESN'T WANT TO PLAY? I MEAN, I WANTED TO PLAY ON THIS, BUT YOUNG CHILDREN, IT'S WHERE A LOT OF MAGIC HAPPENS.

TRY TO WHEEL A WHEELCHAIR BY YOURSELF INDEPENDENTLY ACROSS WOOD CHIPS OR GRAVEL.

IT JUST DOESN'T HAPPEN. OR IF YOU WANT TO GO UP INTO THE PLAY EQUIPMENT.

THIS PLAYGROUND ALLOWS FOR CHILDREN OF ALL ABILITIES TO ACCESS THIS AND BE IN THEIR PEERS, AND NOT JUST ACCESS IT TO ACCESS IT INDEPENDENTLY, WITHOUT THE NEED OF AN ADULT TO HELP THEM.

AND SO IT'S A BEAUTIFUL PLACE. I PARKED ONE DAY, AND I'M GLAD PEOPLE KNOW MY CAR, BECAUSE I DID PARK ONE DAY AND JUST WATCHED KIDS PLAY, AND IT KIND OF BRINGS TEARS TO YOUR EYES. SO I JUST WANT TO THANK ALL THE COMMUNITY PARTNERS AND THE STAFF AND A SHOUT OUT TO TRACY DEAL, WHO ACTUALLY WROTE THE GRANT AND WATCHED IT FROM THE BEGINNING TO THE END HAPPENED.

I THINK THIS MAY BE ONE OF HER LEGACIES. SO. AND TRINA, YOUR LEADERSHIP ALONG WITH ASHLEY'S WAS TREMENDOUS.

AND NOW I'LL KICK IT OFF TO OUR STUDENTS. OKAY.

I DON'T HAVE MUCH TO SAY. SCHOOL. IT'S IT'S BEEN RUNNING SMOOTH.

A LITTLE UPDATE ON THE CELL PHONE POLICY. GUYS, IT'S STICKING.

OKAY. YOU KNOW, SOME PEOPLE MIGHT HAVE THOUGHT IT WAS JUST A FAD.

IT WAS JUST A ONE YEAR TYPE OF THING, BUT, NO, IT'S STICKING.

AND A LOT OF STUDENTS, IT REALLY IT REALLY GOT TO THEM BECAUSE I DON'T SEE KIDS ON THEIR PHONES LIKE THAT ANYMORE.

AND LIKE, YOU JUST KNOW NOW, YOU KNOW, AND IT WAS I THINK IT WAS GOOD FOR OUR, LIKE, OUR NEW FRESHMEN.

I WAS HOPING, LIKE I WAS THINKING THAT THERE WAS PROBABLY GOING TO BE PROBLEMS WITH THAT. LIKE A HARD TRANSITION FOR THEM.

BUT I THINK WHATEVER THEY LEARN FROM MIDDLE SCHOOL, IT'S STICKING BECAUSE IT'S GOOD.

SO YEAH, I WANT YOU GUYS TO KNOW THAT THE HARD WORK THAT EVERYBODY PUT INTO THAT, IT REALLY IS SHINING THROUGH RIGHT NOW.

[00:10:02]

ARLENE I WOULD ACTUALLY ASK, ANSWER. RESPOND.

I WENT TO THE HISPANIC HERITAGE MONTH ASSEMBLY, AND WHILE I WAS SITTING THERE, I WAS WATCHING STUDENTS FOR A CELL PHONE IN THE MIDDLE OF AN ASSEMBLY. I DIDN'T SEE ONE. WHICH ALSO THAT ASSEMBLY WAS AWESOME.

I DON'T KNOW IF SOME OF YOU GUYS WENT OR NOT, BUT ALL OF OUR LATINOS IN ACTION STUDENTS, AND NOT JUST FROM THE HIGH SCHOOL, I THINK ALSO MAYBE THE MIDDLE SCHOOL. AND LIKE, I MEAN, OBVIOUSLY WE HAD WE HAD AN ELEMENTARY STUDENT COME AND SPEAK.

BUT IT WAS REALLY, REALLY FUN. AND I'M SURE, LIKE EVERYONE ENJOYED IT.

AND LIKE OUR SPANISH TEACHER AT THE HIGH SCHOOL, HE, LIKE HE WAS SITTING WHERE I WAS SITTING AND HE WAS JUST SO HAPPY AND HE WAS SO SUPPORTIVE. SO IT WAS REALLY FUNNY TO SEE. BUT YEAH, LET ME THINK.

WHAT ELSE? SCHOOL'S GOOD. MY FIRST TESTS ARE COMING UP.

I THINK FOR EVERYBODY, THEIR FIRST TESTS ARE LIKE THIS WEEK OR NEXT WEEK.

SO YEAH, IT'S GETTING SERIOUS, BUT. LET ME THINK.

OH, SO I TOLD YOU GUYS LAST YEAR, OR NOT LAST YEAR, I DON'T KNOW WHAT I'M SAYING, BUT LIKE LAST SCHOOL YEAR THAT I WAS GOING TO FOLLOW THROUGH WITH THIS, YOU KNOW, GOING TO THE ELEMENTARY SCHOOLS AND GOING TO THE MIDDLE SCHOOLS.

AND I WANT YOU GUYS TO KNOW I AM STILL WORKING ON THAT.

SO IS MARCUS. WE'VE BEEN WORKING WITH TRINA AND MRS. LARRABEE OVER THERE. BUT, YEAH, WE'RE GOING TO GET A LITTLE START ON THAT.

I'M GOING TO SEND OUT A LINK TO YOU GUYS SOON.

I THINK I'LL SEND IT TO DOCTOR DOMINGUEZ OVER HERE, AND THEN SHE'LL GET IT OUT TO YOU GUYS.

ABOUT WHAT SORT OF STUFF YOU GUYS WANT TO HEAR FROM THEM. SO I'LL SEND SOME MORE INFORMATION YOUR GUYS'S WAY, BUT FEEL FREE TO EMAIL ME OR MARCUS ANYTIME IF THERE'S SOMETHING ELSE THAT YOU GUYS WANT TO KNOW OR SOMETHING YOU WANT TO ADD.

OKAY, YOU GUYS FEEL FREE. AND THAT'S ALL I GOT TO SAY.

OKAY. HARLEEN PRETTY MUCH COVERED ALL THE THINGS.

SCHOOL'S BEEN GOING GOOD. THE PHONE POLICY. I GO TO THE OFFICE AT THE END OF THE DAY, LIKE, PRETTY MUCH EVERY SINGLE DAY. AND SO THAT'S WHEN PEOPLE, LIKE, GO THERE.

IF THEY GOT THEIR PHONES TAKEN. AND, LIKE, FROM THE START OF THE SCHOOL YEAR TO NOW, LIKE, IT'S DEFINITELY BEEN LIKE, DIGRESSING. LIKE THERE'S BEEN LIKE LESS KIDS COMING BECAUSE LIKE, THEY DON'T HAVE, LIKE THEY DON'T GET THEIR PHONES TAKEN AWAY.

SO I THINK IT'S GOING REALLY WELL. PEOPLE ARE MORE INVOLVED, I WOULD SAY.

LIKE, I REMEMBER MY FRESHMAN YEAR WHEN PHONES WERE STILL ALLOWED.

LIKE, YOU DIDN'T REALLY TALK TO PEOPLE THAT MUCH.

LIKE YOU DIDN'T FEEL AS CONNECTED TO YOUR FRIENDS.

BUT LIKE, NOW I'M TALKING TO PEOPLE THAT I'VE NEVER TALKED TO BEFORE IN CLASSES AND STUFF LIKE THAT.

HOMECOMING IS COMING UP. WE HAVE HOMECOMING. HARLEEN IS ACTUALLY PLANNING EVERYTHING.

HOMECOMING. SO PROPS TO HER. IT'S GOING AMAZING, IN MY OPINION.

AND ATHLETICS AT FERNDALE GOING AMAZING. EVERYTHING'S LIKE, EVERYTHING'S GOING SMOOTHLY.

WE'RE LIKE MIDSEASON RIGHT NOW. THAT'S PRETTY MUCH.

THAT'S PRETTY MUCH IT. ANY QUESTIONS? IT'S HARD TO THINK OF ALREADY PLANNING FOR TESTS.

CAN I MAKE A COMMENT? I'VE ALSO HEARD FROM A COUPLE OF TEACHERS THAT IT'S GOING MUCH SMOOTHER WITH THE CELL PHONES BEING PUT AWAY.

THAT IS, THAT PEOPLE ARE DEFINITELY MORE INVOLVED IN CLASS, SO.

YOU KNOW WHAT I THINK IT IS? I THINK THE ITCH OF JUST WANTING TO CHECK YOUR PHONE NOW HAS GONE AWAY.

LIKE, I THINK HAVING THAT YEAR, IT WAS A HARD YEAR, BUT IT REALLY, YOU KNOW, PUT THAT HABIT INTO US.

SO I, YOU DON'T SEE ME WANTING TO GRAB MY PHONE ALL THE TIME ANYMORE.

AND I KNOW A LOT OF OTHER STUDENTS FEEL THAT WAY, SO IT'S GOOD.

IT WOULD BE INTERESTING TO SEE IF THE FRESHMEN SHOW MORE OF AN ITCH THAN THOSE THAT HAVE GONE THROUGH A CYCLE OF A YEAR OF, YOU KNOW, DISCONNECTING FROM THE PHONE. I'M NOT SURE.

SO IT'S INTERESTING, AND I'M LOOKING AT OUR MIDDLE. WE HAVE TWO MIDDLE SCHOOL LEADERS HERE.

THEY ACTUALLY HAD A PRETTY STRICT CELL PHONE POLICY IN PLACE.

SO I THINK THE FACT THAT THE HIGH SCHOOL IS CARRYING IT ON IS HELPFUL.

LIKE THEY'RE COMING IN KNOWING THE EXPECTATION.

AND SO THAT'S WHAT I'VE HEARD FROM THE LEADERS, IS THEY, AND I DIDN'T NOTICE IT AS MUCH WHEN I WOULD GO VISIT MIDDLE SCHOOLS.

I DIDN'T SEE THE CELL PHONES OUT LIKE YOU DID AT THE HIGH SCHOOL.

AND SO I THINK THAT IT'S JUST CARRYING ON SOME GOOD HABITS.

SO ISN'T THE POLICY FOR BOTH THE MIDDLE SCHOOLS AS WELL AS THE HIGH SCHOOL SAME POLICY?

[00:15:02]

SO THE POLICY, REMEMBER IT ALWAYS EXISTED. THE IMPLEMENTATION WAS VERY SOFT.

BUT IT WASN'T SOFT. AT THE MIDDLE SCHOOL. THEY WERE HOLDING TIGHT TO THE POLICY PREVIOUSLY.

FOR THE MOST PART, I DON'T KNOW IF THEY WERE TAKING PHONES AWAY OR WHAT, BUT OH.

YEP. THEY'RE SAYING YES. LOOK AT THEM. SO IT'S A GREAT THING.

IT'S A GREAT. THANK YOU. OTHER COMMENTS OR QUESTIONS.

OKAY. WELL THANK YOU FOR THE UPDATE. GOOD TO HEAR THAT THINGS ARE GOING WELL.

[6. UPDATES]

OKAY. GOOD EVENING. OH, THERE WE GO. OKAY. SO THIS IS OUR IT'S GOING TO BE KIND OF QUICK, JUST LIKE EVERYTHING ELSE TONIGHT.

OOPS. OUR AGENDA. WE'LL TALK ABOUT OUR FUND BALANCE AND KIND OF WHERE WE ENDED THE YEAR TENTATIVELY.

WE'LL GO THROUGH THE BOARD BUDGET BRIEFLY. WE'LL TALK ABOUT SOME OTHER BUDGET ITEMS, JUST KIND OF SOME WORK THAT'S HAPPENING RIGHT NOW. AND WE'LL TALK ABOUT THE FINANCIAL STATEMENT PROCESS AND PREPARATION. OKAY. FUND BALANCE.

SO THE AUGUST FINANCIALS SHOW THE PRELIMINARY ENDING FUND BALANCE.

IT IS GOING TO CHANGE DUE TO EXPENDITURES THAT MAY BE FOR THE 24-25 SCHOOL YEAR THAT ARE PAID IN THE CURRENT SCHOOL YEAR.

WE HAVE TO ACCRUE THOSE BACK. AND THEN WE ALSO WILL RECEIVE REVENUE IN THE 25-26 SCHOOL YEAR THAT WAS INTENDED FOR 2024-25.

SO WE HAVE TO DO ADJUSTMENTS TO MAKE SURE THAT'S IN THE PROPER, BECAUSE AN ACCOUNTING PRINCIPLE IS THAT REVENUES AND EXPENDITURES ARE INCURRED AND ARE RECORDED IN THE PERIOD WHERE THEY'RE INCURRED.

SO WHERE, THEY'RE WHERE THEY'RE INTENDED FOR.

WE ALSO GRANT CLAIMING DEADLINES. A LOT OF OUR GRANTS RAN THROUGH AUGUST 31ST, SO WE'RE NOT ABLE TO CLAIM THOSE FUNDS UNTIL SEPTEMBER.

SO WE DON'T GET THE REVENUE UNTIL SEPTEMBER. SO WE HAVE TO DO ADJUSTMENTS TO GET THOSE BACK IN THE PROPER YEAR.

AND SO THERE'S JUST A LOT OF ADJUSTING THAT HAPPENS BETWEEN NOW AND WHEN WE PREPARE THE F-196 TO GET THE ALL THE BALANCES CORRECT AT YOUR END.

THE ACTUAL FINAL FUND BALANCE WILL BE AVAILABLE IN LATE OCTOBER EARLY NOVEMBER.

SO WE'LL PROBABLY TALK ABOUT THE F-196 AT THAT POINT.

SO HERE'S HOW WE ENDED UP BACK IN SPRING WHEN WE WERE DOING OUR BUDGET.

WE WERE HOPING TO BE ABOUT 5 MILLION AT THE END OF THE YEAR.

WE ENDED AT 6.2 MILLION, WHICH IS TERRIFIC. THAT'S DUE TO SAFETY NET FOR SPECIAL EDUCATION THAT WE RECEIVED.

IT'S ALSO DUE TO, YOU KNOW, WE MADE SURE THAT WE EXPENDED ALL OF OUR GRANTS THAT WE HAD LAST YEAR.

AND SO THAT'S KIND OF WHERE WE ENDED UP HIGHER THAN WHAT WE PROJECTED.

SO IT SHOWS A LOT OF, I'D SAY SACRIFICE AND HARD WORK.

OKAY. JUST QUICKLY, THE BOARD BUDGET, I'M GOING TO SHOW THE HOW WE ENDED, YOUR BRC WHICH IS 1110, HOW WE ENDED FOR 24-25 AND THEN 25-26, THE BUDGET THAT YOU ADOPTED OR THAT YOU WE TALKED ABOUT AND AGREED TO AT A PREVIOUS BOARD MEETING. SO HERE'S HOW YOU ENDED THE YEAR.

THE BOARD'S BUDGET WAS $105,000, $105,600. YEAR TO DATE EXPENDITURES WAS ABOUT 70,000.

SO YOU WERE UNDER BUDGET BY 35,000. FOR THE CURRENT SCHOOL YEAR YOUR BUDGET IS 135,000, AND IT'S HIGHER THAN IT WAS LAST YEAR BECAUSE WE HAVE SOME ELECTION COSTS THAT WILL BE COMING UP FOR THE ELECTION OF THE SCHOOL BOARD MEMBERS IN NOVEMBER.

SO THE CURRENT BUDGET WORK THAT'S HAPPENING, WE JUST WHAT WE CALL WE DO OUR FIRST PAYROLL BATCH.

THAT HAPPENS IN SEPTEMBER. IT'S ALWAYS A REALLY STRESSFUL AND BUSY TIME BECAUSE ALL THE CONTRACTS ARE NEW FOR EVERYBODY IN THE DISTRICT.

ALL, EVERY EMPLOYEE. SO IT'S JUST A LOT OF WORK.

PLUS YOU PUT ON IN NEW SOFTWARE CUMULATIVE ON TOP OF THAT, AND IT MAKES IT EVEN MORE CHALLENGING.

SO THE HR AND PAYROLL TEAMS DID A TERRIFIC JOB AND WE GOT IT DONE.

AND WHAT I REALLY LIKE ABOUT GETTING THAT FIRST PAYROLL DONE IS WE CAN RUN BUDGET REPORTS AND REALLY SEE KIND OF WHERE WE'RE AT WITH THE, YOU KNOW, THE FIRST ACTUAL LOOK AT WHERE WE WERE AFTER WE, YOU KNOW, WE SET THE BUDGETS AND THEN THIS SHOWS KIND OF ACTUAL SPENDING AND ENCUMBRANCES FOR THE YEAR. THIS COMING WEEK, THE FIRST WEEK OF OCTOBER, I'M GOING TO MEET WITH EVERY BUILDING AND DEPARTMENT TO GO

[00:20:06]

WE'LL ALSO BE LOOKING AT CALCULATING ANY CARRYOVER AND RECOVERY WHERE, YOU KNOW, CARRYOVER IS WHERE WE HAD MONEY LEFT OVER FROM A PARTICULAR GRANT THAT WE GET TO CARRY OVER TO NEXT YEAR. SO WE ADD THOSE BACK TO THE BUDGETS FOR 25-26 OR RECOVERY.

AND THAT IS WHEN WE DIDN'T SPEND MONEY THAT THE STATE HAD GIVEN US FOR A PARTICULAR REASON.

AND WE, THEY RECOVER THAT, MEANING THEY TAKE IT BACK.

THERE'S A LOT OF GRANT APPLICATIONS IN PROGRESS, AND WE'RE JUST UPDATING BUDGETS AND INFORMATION AS, AS THE INFORMATION BECOMES AVAILABLE. ANNUAL FINANCIAL STATEMENT PREPARATION IS SOMETHING THAT IS HAPPENING RIGHT NOW. I WORK ON THIS. THEY'RE DUE OCTOBER 24TH IS WHEN IT'S THE FIRST DRAFT IS DUE TO THE ESD, SO THERE'S A LOT OF ACCRUALS AND ADJUSTMENTS HAPPENING BEHIND THE SCENES. AND LIKE I SAID BEFORE, THE DATA IS NOT FINAL UNTIL EARLY NOVEMBER. WHAT WE USE THAT DATA FOR IT'S USED FOR DECISION MAKING.

WE LOOK AT HISTORICAL DATA FOR A LOT OF DECISIONS WE MAKE.

WE LOOK AT COST PER PROGRAM, PER ACTIVITY WE'RE GOING TO BE LOOKING A LOT AT COST PER LOCATION AND SCHOOL JUST TO SEE HOW EVERYTHING, YOU KNOW, MAKE SURE EVERYTHING'S EQUITABLE ACROSS THE DISTRICT. WE DO AN ANALYSIS OF BUDGET TO ACTUAL AND WE LOOK AT COMPARISONS BETWEEN DIFFERENT SCHOOL YEARS.

THE F-196 IS ALSO USED FOR THE FINANCIAL AUDIT THAT THE SAO DOES.

EVERY FEBRUARY OR MARCH, THEY COME AND AUDIT OUR FINANCIAL STATEMENTS.

AND I THINK WITH THAT, THAT'S ALL I HAVE. SO ARE THERE ANY QUESTIONS.

CAN I ADD JUST ONE COMMENT ABOUT THE FUND BALANCE? I SUPER APPRECIATE ALL THE WORK THAT'S GONE INTO BRINGING THAT BACK UP.

AND IT LOOKS SO GREAT ON PAPER. AND I JUST WANT YOU TO KNOW THE HARD WORK HAPPENING BEHIND THE SCENES, THE STRUGGLE, THE WRESTLE. DO WE FUND THIS? IF WE'RE GOING TO FUND THIS, WHAT DO WE QUIT DOING? AND IT'S EVERY SINGLE DAY WE'RE WRESTLING WITH HOW TO MAINTAIN THE LEGISLATORS AS WE TALKED ABOUT LIFTED THE LEVY CAP.

AND IF YOU RECALL, WE DIDN'T EVEN RUN IT AT THE CURRENT CAP.

AND WE'RE GOING TO START TO SEE OTHER DISTRICTS RUNNING SUPPLEMENTAL LEVIES.

SO WHAT'S GOING TO HAPPEN IN THIS STATE IS THE DIVIDE OF MONEY.

AND WHO'S ABLE TO STAY ABOVE AND WHO CAN'T IS GOING TO REALLY BE BASED ON COMMUNITIES WHO CAN AFFORD TO RUN LEVIES AND COMMUNITIES WHO CAN'T.

AND THERE IS NOT A BACKFILL AT THIS TIME FROM THE STATE.

AND SO THAT'S OUR JOB IS TO ADVOCATE FOR A CHANGE IN THAT.

THE ONLY DISTRICT THAT GOT FUNDING TO KIND OF HELP BALANCE THAT WAS NOOKSACK.

WE DIDN'T QUALIFY BECAUSE THEY CONSIDER US A PROPERTY RICH DISTRICT BECAUSE OF SOME OF OUR HOUSING COSTS.

I KNOW, SORRY, I KEEP LAUGHING AT THAT. BUT I JUST, I THINK IT BREAKS MY HEART.

IN FACT, I HAD SOMEONE SAY, OH, WE GOTTA STOP LOOKING AT AND COMPARING.

AND IT'S LIKE, YOU KNOW WHAT? WE HAVE TO CARE ABOUT ALL KIDS, ALL DISTRICTS, AND MAKE DECISIONS THAT ARE GOOD FOR THIS, FOR ALL OF WASHINGTON'S CHILDREN. AND SO I JUST I WANT TO KEEP THAT AT THE FOREFRONT AS WE'RE GOING OUT AND ADVOCATING THAT THAT WAS A MOVE THAT IS ACTUALLY GOING TO SEND US BACKWARDS. AND IT'S ALSO GOING TO TAKE THE PRESSURE OFF LEGISLATORS TO HAVE TO DO SOMETHING DIFFERENT.

AND AS I SAID TO ONE LEGISLATOR TODAY, YOUR BUDGET IS AN EXAMPLE OF YOUR VALUES.

AND YOU EITHER VALUE ALL CHILDREN OR YOU DON'T.

BUT WE'RE CURRENTLY NOT MAKING DECISIONS AROUND THAT. SO I JUST, I DON'T WANT TO LOSE SIGHT OF HOW MUCH WORK GOES INTO MAINTAINING THAT FUND BALANCE WITH THE BUDGET WE HAVE. AND IF YOU RECALL, WHEN YOU PASSED THE BUDGET IN JULY.

AND HOLLY, CORRECT ME IF I'M WRONG ON THE NUMBERS, BUT WE ARE PAID 2 MILLION LESS THAN WHAT WE NEED FOR MSCOS, AND AT THE TIME IT WAS ABOUT 4 MILLION LESS THAN WHAT WE NEEDED FOR SPECIAL ED.

IS THAT CORRECT? SO WE STARTED THE YEAR 6 MILLION UNDER WHAT THE STATE ALLOCATES FOR JUST THOSE TWO.

AND SINCE, YOU KNOW, STUDENTS MOVE IN AND WE PLAN FOR WHAT WE WHAT WE KNOW, AND WHEN WE LOOK AT THE NEW STUDENTS WHO HAVE MOVED IN, WE'RE NOW AT ABOUT 5, PROBABLY ABOUT 5.5 MILLION.

IS THIS RIGHT? TRINA AND HOLLY, ABOUT 5.5 MILLION LESS IN WHAT THE STATE IS ALLOCATING.

BUT WHAT WE NEED TO ACTUALLY MEET THE SPECIAL EDUCATION NEEDS.

IS THAT ABOUT RIGHT? ABOUT A MILLION AND A HALF OR MORE OR MORE.

SO I JUST WANT YOU TO KEEP THAT IN MIND THAT THE GAP IS WIDE.

AND SO IF YOU REMEMBER THE GRAPHIC WHERE IT SAYS, YOU KNOW, THESE ARE THE YEARS HOW MUCH THE DEFICIT WAS BETWEEN WHAT WE GOT AND WHAT WE

[00:25:03]

SO YOU'LL HAVE THAT IN YOUR HAND AS YOU'RE TALKING TO PEOPLE.

HOLLY. ANYTHING YOU WOULD. TRINA. KELLY. ANYTHING YOU'D SAY DIFFERENTLY? OKAY. ANY QUESTIONS FOR HOLLY? SO HOLLY ALWAYS REMINDS ME OF, LIKE, THE CHRISTMAS CAROL BECAUSE SHE LIVES IN THE PAST, THE PRESENT AND THE FUTURE AS SHE'S JUGGLING ALL THOSE BUDGETS.

SO THANK YOU, HOLLY, FOR THE WORK. AND THANK YOU FOR MAKING IT SO WE CAN UNDERSTAND IT AND EVERYONE ELSE CAN, SO THANK YOU. WITH THAT, WE'LL MOVE ON TO THE AUDIT COMMITTEE.

ACTUALLY, I DID HAVE A QUESTION. SINCE IT'S MY TURN TO TALK, I'M GOING TO GO AHEAD AND ASK THE QUESTION FIRST.

SO OUR STUDENT ENROLLMENT INCREASED BY. IT LOOKED LIKE IT MAY.

I SHOULDN'T SAY INCREASE, BUT IT WAS THE ESTIMATE FOR THE ENROLLMENT WAS LIKE, WE WERE LIKE 60 STUDENTS OVER WHAT WE ACTUALLY ESTIMATED, RIGHT? AND SO IN TERMS OF WHEN WE GET MORE STUDENTS THE IMPACT OF THOSE INDIVIDUAL STUDENTS, DO YOU GUYS CALCULATE? I MEAN, LIKE IF WE HAVE.

SO YOU'VE ALREADY WHEN YOU'RE MAKING YOUR ESTIMATES, YOU ALREADY ARE THINKING ABOUT LIKE, YOU KNOW, HOW MANY SERVICES EACH OF THOSE STUDENTS NEED AND HOW MUCH CAN THE ADDITIONAL 60 STUDENTS THROW US OFF IN TERMS OF, YOU KNOW, PLANNING? SO WE'RE, YES AND, WE'RE FUNDED ON FTE, NOT NUMBER OF STUDENTS.

SO A STUDENT CAN COME INTO THE DISTRICT AND THEY MAY MAYBE THEY TEND HALF A DAY.

WE ONLY GET FUNDED FOR A 0.5, EVEN THOUGH THE STUDENT MIGHT NEED SERVICES FOR, YOU KNOW, THAT WHOLE 0.5. AND WE ARE ALREADY SO OVER WHAT WE GET ALLOCATED FOR SPECIAL EDUCATION THAT THEY'RE NOT.

IT'S NOT GENERATING MORE MONEY THAT WAY. SO THAT'S PART OF THE COMP.

WHEN I SAID THAT WE'RE ABOUT A MILLION AND A HALF AND WE'LL GET WE'LL GET CLOSER NUMBERS AS WE HAVE MORE DATA.

WE'RE NOT GOING TO GET MORE. WE WERE ALREADY BEING SHORT $4 MILLION FROM WHAT WE KNEW WE WERE GOING TO NEED FOR JUST JUST LOOKING AT THE SPECIAL EDUCATION COSTS. WHAT WE KNEW IT WAS A $4 MILLION DIFFERENCE.

NOW IT'S ABOUT FIVE AND A HALF. THE STATE'S NOT GOING TO KEEP GIVING MORE.

AND THOUGH YES THERE WAS SOME FUNDING CHANGES BUT IT'S STILL SHORTFALL.

AND, BUT WHEN WE GET TO LIKE YOU KNOW THE SECOND HALF OF THE YEAR WHEN THEY FUND AGAIN, WILL THEY MAKE UP THE DIFFERENCE FROM OR.

OH GOSH THAT'S SUCH A GOOD MODEL. NO. [LAUGHTER] WELL, I MEAN, YOU KNOW, IF THEY'VE UNDERFUNDED US FOR THE FIRST PART, WILL THEY MAKE UP SOME OF THAT DURING THE SECOND PART? NO, I THINK THE THING. AND HOLLY, CORRECT ME IF I'M WRONG.

DO YOU WANT TO EXPLAIN ENROLLMENT? THEY THE APPORTIONMENT SO BASIC ED THEY WILL ADJUST BASED ON OUR ACTUAL IN JANUARY AND THEY'LL DO AN ADJUSTMENT, THAT'S WHY. SO THAT'S WHY WE SHOOT LOW FOR BUDGET.

BECAUSE WE DON'T. THEY'LL TAKE IT ALL BACK IN JANUARY IF WE OVERSHOOT.

SO THEY WILL ADJUST. SO WE'LL GET IN BASIC ED DOLLARS.

WE'LL GET AN ADJUSTMENT OF THOSE. IF IT'S 60 OVER WHAT WE ESTIMATED.

BUT THAT DOESN'T ACCOUNT FOR ADDITIONAL SERVICES.

THAT'S JUST BASIC ED ANYTHING ABOVE AND WHEN WE SEE THE 60 THE FTE IS LOWER THAN THE 60.

SO I CAN GET ALL THOSE NUMBERS TO YOU EXACTLY.

WE'LL HAVE ANOTHER COUNT COMING UP HERE AT THE BEGINNING OF OCTOBER, SO I'LL BE ABLE TO PROVIDE YOU MORE UP TO DATE, WHICH WE ANTICIPATE IT'LL GO UP A BIT. IT'S GOOD THEY THEY DID AN EXCELLENT JOB PROJECTING ENROLLMENT.

THANK YOU. OKAY. AS FAR AS AUDIT COMMITTEE NANCY AND I WENT IN, WE LOOKED AT THE VOUCHERS.

NOTHING EXCITING TO REPORT. I DID LEARN, HOWEVER, THAT WHEN YOU CANCEL WARRANTS AT AT SOME POINT EVERY YEAR, YOU HAVE TO HAVE TO DO THE UNCLAIMED STUFF, THE CHECKS THAT PEOPLE DIDN'T CASH.

AND SO IT WAS AN ENTERTAINING TALK WITH HOLLY ABOUT, YOU KNOW, HOW LONG YOU HAVE TO WAIT BEFORE YOU CAN CALL IT UNCLAIMED, AND THEN WHAT YOU HAVE TO DO IN ORDER, YOU KNOW, TO TO TRANSFER THAT ALL OVER TO THE DEPARTMENT OF REVENUE SO PEOPLE CAN COME AND CLAIM THE STUFF THAT THEY DIDN'T, DIDN'T CLEAN UP. AND SO I THINK THERE WAS A LITTLE BIT OF A REQUEST FROM HOLLY,

[00:30:02]

YEAH. SO THAT WAS THAT WAS SOMETHING I LEARNED THIS TIME AROUND.

THAT'S A GOOD PUBLIC SERVICE ANNOUNCEMENT. THANK YOU. THANK YOU.

I WOULD JUST ADD TO THAT THAT EVERY TIME THAT WE GO IN AND DO AN AUDIT, I LEARNED SOMETHING NEW.

AND USUALLY IT'S JUST REINFORCING HOW EXPENSIVE IT IS TO RUN A SCHOOL DISTRICT.

SHOCKINGLY EXPENSIVE. SO DOING THAT MAKES PEGGY AND I, AND I HOPE OUR BOARD FEEL LIKE WHEN WE SIGN OFF ON ON APPROVING THE BUDGET, THAT WE HAVE ACTUALLY HAD EYEBALLS ON THE VOUCHERS AND THINGS.

SO GO AHEAD. IT LOOKS GOOD. THANK YOU. LADIES.

ANYTHING ELSE OR ANY QUESTIONS FOR THEM? OKAY.

THEN WE WILL GO AHEAD AND MOVE ON TO THE LEGISLATIVE REPORT.

THANK YOU. OKAY. I WILL TRY TO KEEP THIS BRIEF, BUT FIRST I JUST WANT TO TELL YOU ABOUT THE GA, WHICH WAS THE OTHER SATURDAY. THE GENERAL ASSEMBLY, WHERE EACH BOARD THROUGHOUT THE WASHINGTON STATE SENDS ONE, USUALLY THE LEDGE REP, TO REPRESENT THE WISHES OF THE BOARD.

AND THANK YOU SO MUCH FOR ENTRUSTING ME WITH THAT HONOR.

IT WAS A DAY WELL SPENT. UNFORTUNATELY, THE ONE POSITION THAT OUR DISTRICT, ALONG WITH MANSON SCHOOL DISTRICT PUT FORWARD, DID NOT PASS.

AND THAT WAS ONE WHERE, JUST FOR THE AUDIENCE TO KNOW, IT CHANGED AN EXISTING POLICY THAT WAS, HAS SAYING, THAT PARENTS ARE AN IMPORTANT STAKEHOLDER IN THEIR CHILDREN'S EDUCATION TO PARENTS ARE THE PRIMARY STAKEHOLDERS IN THEIR CHILDREN'S EDUCATION, WHICH WE IN FERNDALE DEFINITELY LIVE BY.

WE KNOW THAT PARENTAL INVOLVEMENT DIRECTLY IMPACTS THE SUCCESS OF THEIR CHILDREN IN SCHOOL, AND WE WANTED TO ESTEEM THEIR POSITION IN THAT WAY.

I'M, I CAN AT LEAST SAY THAT THIS ONE PROPOSAL GOT THE MOST PRO AND CON ABOUT IT. THEY HAD TO EXTEND THE TIME ON IT TO GET ENOUGH PEOPLE TO HAVE BEEN HEARD.

SO THERE WERE SEVEN PRO AND SEVEN CON BEFORE WE VOTED ON IT, AND IT FAILED 58 TO 42. SO IT'S PRETTY CLOSE. AND SINCE THEN I'VE BEEN DOING SOME RESEARCH, AND I KNOW THAT TWO SUPREME COURT RULINGS VERY MUCH SUPPORT THE PARENTS AS HAVING THE PRIMACY OF CONTROL OVER THEIR CHILDREN'S LIVES. ONE WAS SOMETHING VERSUS SOCIETY OF SISTERS BACK IN, I THINK IT WAS 1912, AND THE MOST RECENT ONE WAS JUST THIS PAST JUNE. AND IT GUARANTEES THAT AND IT WAS MAHMOUD VERSUS I HAVE IT SOMEWHERE.

LET'S SEE, MAHMOUD VERSUS TAYLOR. AND IT SAYS THAT PARENTS HAVE THE PRIMARY RIGHT FOR THE UPBRINGING OF THEIR CHILDREN, AND THIS APPLIES NATIONWIDE. SO I SUGGEST AS A BOARD THAT NEXT YEAR WE CHANGE THE LANGUAGE ENOUGH TO MAKE IT PALATABLE TO EVERYBODY. BUT IT IS A NATIONAL RULING.

SO I THINK WE DO HAVE LEGS TO STAND ON TO SEE THIS THROUGH NEXT YEAR.

SO THAT'S ALL I HAVE ABOUT THE GA. ANY QUESTIONS ABOUT ANYTHING ELSE THAT HAPPENED AT THAT? OKAY. IF ANYBODY'S CURIOUS, I'VE GOT ALL THE RESULTS IN THIS GENERAL ASSEMBLY HANDBOOK THAT CHRIS MADE FOR ME, WHICH WAS INVALUABLE DURING THAT DAY. YES. DID THEY RECORD IT? CAN WE GO BACK AND WATCH IT? YOU KNOW. OH, IT'S SO LONG.

IT'S LIKE 5 OR 6 HOURS. I'LL JUST HAND YOU THE BOOK AND YOU CAN JUST SEE WHAT HAPPENED.

RIGHT. DOES IT INCLUDE THE ARGUMENTS? NO. NOT REALLY.

NO. BUT I CAN TELL YOU WHO WAS PRO AND WHO WAS CON ON HOURS AT LEAST.

SO. YEAH. OH, OKAY. WELL, THAT. OKAY. THE RATIONALE THAT THE OTHER SIDE HAD SAID THEY FELT THAT CHANGING IMPORTANT TO PRIMARY WAS TOO SIGNIFICANT OF A CHANGE.

OKAY. SO ANYWAY. ALL RIGHT. SO MOVING RIGHT ALONG.

[00:35:01]

AND I GUESS WE HAVE TO FIGURE OUT HOW TO DO THIS CLEANLY.

HOPEFULLY EVERYBODY PICKED OUT SOMEWHERE BETWEEN 2 AND 10 PRIORITIES THAT THEY SAW FROM THE FROM ALL OF THE POSITIONS.

I HAVE MINE LISTED AND I HAVE UP ON, ON MY. COMPUTER THE POSITIONS CATALOG FOR CLARITY ON WHICH ONES THEY ARE AND THEN ALSO A ROSTER WHERE WE COULD ENTER THEM OR YOU KNOW, I'M NOT SURE IF ANYBODY HAS A BETTER IDEA OF HOW TO KEEP TRACK OF WHO DID WHAT ON IT.

GO AHEAD AND TELL ME OTHERWISE. I WILL JUST ASK YOU THE NUMBERS THAT YOU SELECTED, AND THEN WE CAN SEE IF ANY OF THEM MATCH UP. SOMEBODY HAVE A BETTER IDEA? I ACTUALLY WAS WONDERING, I MEAN, BECAUSE I DIDN'T KNOW IF EVERYBODY GOT AROUND TO GETTING IT DONE BECAUSE I KNOW I HAD DIFFICULTY.

THERE WERE SO MANY CHOICES, YOU KNOW, GOING THROUGH AND AND TRYING TO NARROW IT DOWN.

AND SO IN GOING THROUGH THIS PROCESS, I WAS THINKING, YOU KNOW, MAYBE WE NEED SOME CONSISTENCY FROM YEAR TO YEAR IN WHAT WE GO AND LOBBY FOR SO THAT WE SEND THE SAME CONSISTENT MESSAGE OVER AND OVER ON THOSE THINGS THAT ARE REALLY IMPORTANT, LIKE FUNDING SPECIAL EDUCATION. SO I WAS JUST WONDERING HOW MANY OF THE POSITIONS FROM LAST YEAR ARE ON THIS ON THIS LIST, DO YOU KNOW? MANY, MANY, MANY, MANY.

BUT WHEN I WENT THROUGH AND MADE MY DECISIONS FOR MYSELF, IT WAS MOSTLY ABOUT FUNDING AND BUDGETS AND EXPECTATIONS THAT NEED TO BE FULFILLED FOR FULLY FUNDING EDUCATION, SO. AND THEN THREE OF THE TEN I ACTUALLY PICKED OUT 11 POSITIONS. THREE OF THEM ARE NEW FROM THIS YEAR'S GENERAL ASSEMBLY.

AND THEY ARE AMONG ALL OF THESE, BUT YOU MAY NOT KNOW WHICH ONES THOSE WERE, SO.

IF YOU WANT, I COULD TELL YOU WHICH ONES I PICKED OUT, AND MAYBE PEOPLE COULD SAY WHETHER THEY PICKED THE SAME ONES OR NOT.

SO NANCY, I DON'T, I WAS TRYING TO THINK HOW WE ARE GOING TO WORK THIS OUT.

I PICKED FIVE, I TRY TO PUT THEM IN THE IN THE SPREADSHEET.

FOR SOME REASON I COULD NOT CHECK. IT WOULDN'T LET ME.

SO WHAT I DID IS LIKE, OKAY, I'M GOING TO CHOOSE MY TOP FIVE.

I AM READY TO DISCUSS WHY I THOUGHT OF THESE, AND I THOUGHT THAT EACH ONE OF US WAS GOING TO GO WITH A TOP OR THEIR PRIORITY, AND IF WE HAVE OVERLAPPING ONES AS A TREND, THEN THAT WOULD BE A GIVEN THAT, OKAY, WE MOVE IT TO THE NEXT TIER. HOPEFULLY IT DOESN'T TAKE TOO LONG BECAUSE IF WE HAVE 15, YOU KNOW, EACH ONE OF US, THEN IT'S GOING TO BE REALLY HARD.

SO I CHOSE FIVE AND I HAVE AT LEAST MY WHY'S.

I CHOSE THEM AND THEN A LITTLE BIT OF AN EXPLANATION OF WHY THEY'RE IMPORTANT TO ME.

SO I DON'T KNOW IF THAT'S A GOOD PROCESS OR IF YOU COME UP WITH A BETTER IDEA.

I HAVE AN IDEA. OKAY. HOW ABOUT YOU JUST SAY THE NUMBERS THAT CORRESPOND WITH WITH THEM.

YOU KNOW HOW THE OFF TO THE LEFT, THERE'S A NUMBERING SYSTEM, AND SO IT'S THE VERY TOP ONE IS, ACADEMIC RIGOR AND EQUITY IN PUBLIC EDUCATION.

AND THAT'S NUMBER 6. SO THE EXCELS. YEAH. THE EXCEL NUMBERS ALONG THE LEFT EDGE.

IF THEY CORRESPOND WITH YOURS, THEN YOU COULD JUST SAY THAT.

AND THEN I COULD WRITE THEM DOWN AND THEN WE COULD GET THAT FROM EVERYBODY.

AND THEN WE COULD SEE IF THERE'S OVERLAP. LET'S TALK ABOUT THOSE.

DOES THAT MAKE SENSE? OKAY. I MAY HAVE TO QUICKLY LOOK AT THE NUMBERS BECAUSE I DID NOT CATEGORIZE THEM LIKE THAT. I JUST HAD TITLES. BUT WE CAN FIND THEM QUICKLY OKAY.

TITLES. WELL AND THEY'RE ALPHABETICAL. SO IF YOU'VE GOT THE TITLES WE CAN.

YEAH, I'VE GOT THE LIST PULLED UP TO THAT'S GOT THE NUMBERS.

SO IF YOU WANT TO SHOOT OUT THE NAMES. OKAY. DO YOU WANT ME TO START.

YEAH. OKAY. SHOULD I TO BE A LITTLE BIT MORE SOPHISTICATED.

CAN I START WITH MY WHY AND THEN. NO. NO. I THINK WE'LL COME BACK TO THAT IF WE SEE OVERLAP, BECAUSE IT'S GOING TO TAKE FOREVER. IF WE HAVE A HAWAII BY FIVE PEOPLE, HOW ABOUT WE JUST GET OUR NUMBERS DOWN AND THEN WHICHEVER HAVE THE MOST NUMBERS,

[00:40:07]

MY WHY EXPLAINS THE ORDER. OKAY. YOU JUST WANT TO HEAR MINE THEN.

YEAH. IN THIS ORDER. AND I GUESS HOPEFULLY I HAVE AN OPPORTUNITY LATER TO EXPLAIN WHY I GO WITH ACADEMIC RIGOR, SAFETY, EARLY LITERACY. TOO FAST. OH, SORRY. SAFETY.

EARLY LITERACY. OKAY. EARLY. DIVERSE STAFFING.

I. EARLY LITERACY, YOU SAY? IS THAT WHAT IT'S? IN IT? IS THAT THE NAME OF IT? EXACTLY. WELL, LET ME SEE.

LITERACY AND EARLY LEARNING, I THINK. IS THAT RIGHT? YES. YEAH. SO? I'M NOT. THERE'S LITERACY, BUT I DON'T SEE EARLY.

COULD IT BE FUNDING FOR EARLY LITERACY CO-CURRICULAR? YES. OKAY, THAT'S NUMBER 46. SORRY. FUNDING FOR EARLY LEARNING.

AND. YEP. OKAY. NUMBER 46. GOOD. SO FAR WE MATCH ON.

AND WHERE AM I? LET ME GO BACK TO MY, THEN DIVERSE STAFFING, WHICH IS NOT THE TITLE, BUT I REMEMBER SHORTING IT.

IT'S. IT'S ONE THAT SUPPORTS. AND FROM WHAT I REMEMBER, IT SUPPORTS TRAINING FOR STAFFING AND LET ME SEE WHERE THAT IS.

ATTRACT, RECRUIT AND RETAIN DIVERSE STAFF. 15.

YEP. OKAY. AND THEN SPECIAL ED AND MULTILINGUAL SUPPORT.

IS THAT 104 SPECIAL SUPPORT FOR SPECIAL EDUCATION PROGRAMS? I BELIEVE SO, YEAH. OKAY.

ANY MORE? I JUST HAVE FIVE. OH, EXCELLENT. OKAY.

SO NUMBERS. ACADEMIC RIGOR AND EQUITY AND PUBLIC SAFETY.

I DIDN'T FIND THE NUMBER FOR SAFETY FIRST. I DON'T SEE ONE CALLED SAFETY.

WHAT'S THAT? NO. THAT'S NOT. IT. SEE ALSO. SEE COMPREHENSIVE.

GUIDE. THANK YOU. THANK YOU. THANK YOU. 5.

6. SO I HAVE NUMBER 6, NUMBER 25, NUMBER 46 AND 104.

I'M MISSING ONE FROM YOURS. SO LET'S GO GET. ACADEMIC RIGOR, DO YOU HAVE THAT ONE? THEN 25, COMPREHENSIVE SCHOOL AND. 46, FUNDING FOR EARLY LEARNING.

AND 104, WHICH IS SUPPORT FOR SPECIAL ED PROGRAMS. OKAY. WE'RE MISSING THE THE STAFFING ONE, WHICH IS.

ATTRACT RECRUIT AND RETAIN DIVERSE. ATTRACT RECRUIT AND RETAIN DIVERSE STAFF.

OKAY. THANK YOU. GOT IT. THANK YOU. KEVIN DID YOU WANT TO. SO. I DON'T HAVE THESE IN A PARTICULAR ORDER BUT 6.

OH THAT'S AWESOME. ALL THREE OF US HAVE THAT.

THAT'S GOOD. 33.

THAT'S THE EQUITY BASED EDUCATION. 44, WHICH IS FULL FUNDING FOR BASIC

[00:45:02]

104, FOR SPECIAL EDUCATION PROGRAMS. 46. 85, THAT'S RETROACTIVE CUTS. AND THEN 25. THANK YOU. WHAT'S THAT? THAT'S THE COMPREHENSIVE SCHOOL AND STUDENT SAFETY.

OH, OKAY. AWESOME. THANK YOU. LOOKS LIKE TEN.

YEP. PEGGY, DID YOU HAVE SOME? OKAY.

OKAY. WASHINGTON STATE LEARNING STANDARDS. WHAT NUMBER IS THAT? OH. GOOD JOB. OKAY. LET'S SEE. TRANSPORTATION FUNDING.

AND THAT'S 112. THAT'S 112. AND 50,000. SO I JUST COPIED AND PASTED TO IT.

THAT WAS ALL. OKAY. OH, SORRY. THANK YOU FOR THE REMINDER.

YEAH. SO THAT WAS 112. LET'S SEE. THE MSOC FUNDING ONE.

LET'S SEE. WHERE IS THAT? THAT IS 64. OKAY. THANK YOU.

YEAH. AND LET'S SEE THE LOCAL CONTROL AND SCHOOL DISTRICT IMPROVEMENT.

59. LITERACY, WHICH WOULD HAVE BEEN 58. HOW MANY AM I UP TO? 4. 5. 5. OKAY, GOOD. SO I'VE STILL GOT I CAN STILL GO LOOK FOR MY FAVORITE ONES.

COMPREHENSIVE SCHOOL AND STUDENT SAFETY. 25. LET'S SEE THE NUMBER ONE.

ACADEMIC RIGOR. 6. 6. OKAY. LET'S SEE. I HAD QUESTIONS ABOUT THE ASSESSED VALUATION BASIS FOR LOCAL EFFORT ASSISTANCE, THAT MIGHT BE HELPFUL TO US.

I'LL LEAVE IT OFF. I JUST WANTED TO. I WANTED TO HEAR MORE WHAT THEY HAD TO SAY WHEN THEY WERE TALKING ABOUT THESE THINGS AT THE AT THE THING, SO I DIDN'T KNOW IF. NEVER MIND. I'LL LEAVE THAT ONE OFF.

FULL FUNDING OF BASIC EDUCATION. THAT WOULD BE 44, RIGHT? YEP, YEP. ALL OF US ARE ON THAT ONE. SO THAT'S 7.

THERE WAS ONE ABOUT INSURANCE RATES THAT IF THAT, IF THE, IF FOR SOME REASON OR OTHER, THE STATE PASSED LEGISLATION THAT THAT MIGHT INCREASE OUR INSURANCE RATES, THAT THEY WOULD ACTUALLY HAVE TO COVER IT. WHICH ONE WAS THAT? DO YOU KNOW? 54 IS INSURANCE PREMIUMS. OKAY. THAT ONE. I SEE NOBODY ELSE ON THAT ONE THOUGH.

AND THEN THE GRADUATION REQUIREMENTS AND WAIT.

NO, I TAKE IT BACK. NOT THAT ONE. ONE LEFT. OH, MAN.

LET'S SEE. I'M GOING TO THROW IN THERE THE FOREST REVENUE APPORTIONMENT WITHHOLDING BECAUSE I KNOW YOU KNOW, I MEAN THAT DOESN'T NECESSARILY APPLY TO US TOO MUCH.

BUT I KNOW DISTRICTS THAT IT REALLY HAS HURT.

AND WHAT NUMBER IS THAT? LET'S SEE. THAT IS 43.

THANK YOU. I JUST HAVE TO SAY, I JUST WANT TO YELL BINGO! [LAUGHTER] WELL, I THINK WE'VE GOT SOME BINGOS BECAUSE THERE'S LOTS THAT OVERLAP. IF YOU YELL BINGO, YOU GOT TO PRODUCE PRIZES.

I HAVE CHOCOLATE OVER THERE. OKAY. DO YOU HAVE ANY OTHER INPUT ON THIS? MINE. PRETTY WELL. DITTO. OKAY. PEGGY'S WITH THE TRANSPORTATION AND THE MSOCS FOR

[00:50:05]

ARE THEY STILL HAMMERING AWAY ON THAT OR ARE THEY STILL TRYING TO GET THAT GOING TO KEEP GOING? I DON'T KNOW. OKAY. I JUST WAS WONDERING WHY IT SURFACED AGAIN.

IT'S LIKE, IS THAT THING NOT DIED OR. THAT'S A SCARY THING.

DID YOU GET THE SCHOOL SAFE? THAT'S A VERY GOOD QUESTION I DON'T KNOW.

YEP. 48 RIGHT. LET'S SEE WHICH ONE. SAFETY. YEP.

THAT'S NUMBER 25. YEP. SCHOOL SAFETY. OKAY. SO IT LOOKS LIKE OKAY, WE HAVE AGREEMENT.

A MAJORITY DEFINITELY ON NUMBER 6, WHICH IS ACADEMIC RIGOR AND EQUITY AND PUBLIC EDUCATION.

SO THAT WILL BE ONE IN OUR SLATE. I'M THE ONLY ONE WHO DID AMPLY FUNDED STAFFING LEVELS, GUYS. WELL, THERE'S A LOT OF DIFFERENT FUNDING OF DIFFERENT THINGS SO THAT MAYBE THAT GETS FALL FALLING. YEAH, THERE'S LOTS OF OVERLAP IN THESE.

THAT'S TRUE. NUMBER 18, CAREER AND TECHNICAL EDUCATION FUNDING I SEE ONE.

TWO. WE ONLY HAVE TWO PEOPLE THAT CHOSE THAT ONE.

SO ONLY TWO TO THAT. I DON'T THINK I'M UP TO 5 YET, AM I? OKAY, SO THERE'S THREE. SO THREE OUT OF FIVE.

SO IT'S IN THE RUNNING. AND THEN I THINK WE HAD A LOT FOR, NOPE.

NOBODY, NOBODY ELSE JOINED ME ON GIFTED. NUMBER 38.

DID WE HAVE THAT A FEW TIMES? THAT WAS. NOPE.

OKAY. ARE YOU SURE WE'RE NOT ALL IN ON 38?. 38.

FEDERAL FUNDING. FEDERAL FUNDING. AND THIS WAS PASSED BY THIS.

THIS WAS A CONSOLIDATION OF A COUPLE OF DIFFERENT POSITIONS TURNED INTO ONE POSITION THIS LAST GA AND IT PASSED 100%. EVERYBODY VOTED FOR THAT.

FEDERAL FUNDING NUMBER 38, THAT IS.

WAS THE WILL INITIATE AND OR SUPPORT CONTINUATION OF FULL FEDERAL FUNDING FOR PROGRAMS DESIGNED TO ADDRESS UNIQUE SCHOOL DISTRICT DEMOGRAPHICS AND NEEDS.

THIS INCLUDES, BUT IS NOT LIMITED TO, THE FEDERAL SECURE RURAL SCHOOLS AND IMPACT AID PROGRAMS, INCLUSIVE OF TIMELY APPROPRIATIONS FOR ALL LINE ITEMS OF THE FEDERAL IMPACT AID PROGRAM, INCLUDING BASIC SUPPORT AND FEDERAL PROPERTIES TO ENSURE ALL FEDERALLY CONNECTED SCHOOL DISTRICTS CAN PROVIDE QUALITY EDUCATION TO THEIR STUDENTS.

AND I WOULD LOBBY FOR THIS JUST BECAUSE WE HAVE GONE DOWN IN FEDERAL FUNDING JUST THIS YEAR.

AND SO I THINK IT NEEDS TO BE EMPHASIZED IF WE WANT TO SHOW THAT IT MATTERS TO US THAT WE DO NEED FULL FEDERAL FUNDING LIKE WE HAVE. HOW MUCH DID WE GO DOWN THIS PAST YEAR IN FEDERAL FUNDING? AND THAT'S OKAY. I KNOW THAT ON THE. I WOULD SAY ONE THING AND WE WATCH IT CAREFULLY IS THE IMPACT AID, IF THAT. BECAUSE IF YOU THINK ABOUT HOW MUCH OF OUR TAX BASE IS UNTAXABLE FOR THE LEVIES JUST BECAUSE IT'S SOVEREIGN LAND WE COUNT ON THAT IMPACT AID. IT'S SIGNIFICANT.

AND SO I THINK THAT ALONE IS A REASON THAT IT MATTERS TO OUR COMMUNITY.

OKAY. SO DO WE HAVE ANY MORE DISCUSSION ABOUT 38 OR ARE PEOPLE, THUMBS UP, THUMBS DOWN.

WHAT DO YOU THINK? BECAUSE I KNOW YOU HAVE OTHER THINGS YOU WANT TO DO TOO.

HOLLY HAS SOMETHING ELSE TO ADD A PREDICTION THAT WE'RE MAKING.

THANK YOU. I THINK NEXT YEAR THERE'S A LOT WE'VE HEARD THAT A LOT OF FEDERAL PROGRAMS MIGHT GO AWAY.

LIKE WE HEARD MIGRANT MIGHT GO AWAY. FURTHER REDUCTIONS IN TITLE PROGRAMS. SO WHAT THIS YEAR, IT. BECAUSE THE FEDERAL FUNDS WERE FORWARD FUNDED AND THEY WERE ALREADY APPROPRIATED BY THE FEDERAL GOVERNMENT, WE DIDN'T MAYBE SEE AS MUCH OF AN IMPACT AS WE THOUGHT WE WERE GOING TO SEE.

[00:55:04]

DO YOU WANT TO DO A THUMBS UP OR THUMBS DOWN ON THIS ONE? FOR 38, FEDERAL FUNDING. OKAY. ALL RIGHT. I WILL ADD THIS.

LET'S SEE. LET'S SEE. WE HAD A LOT OF SIX.

A COUPLE OF YOU CTE. I THINK WE GOT THAT ONE.

18. 18, CAREER AND TECHNICAL EDUCATION FUNDING.

I SEE 3 ON THAT. DID I ALREADY SAY THAT? SORRY.

OKAY. NUMBER 44, FULL FUNDING OF BASIC EDUCATION.

I THINK WE HAVE ACROSS THE BOARD FOR THAT. SO WE'LL GIVE THAT 5.

46 HAS 3 PEOPLE. SO THAT'S A QUORUM ON THAT. THREE.

AND THAT'S FUNDING FOR EARLY LEARNING, CO-CURRICULAR ENRICHMENT, UNIQUE PROGRAMS. AND THIS WAS A CONSOLIDATION PROPOSAL AT THIS LAST GENERAL ASSEMBLY, AND IT GOT PASSED WITH 98%.

SO I THINK THAT IF WE WERE TO INCLUDE THAT IN OUR ROSTER, I THINK A WHOLE LOT OF OTHER BOARDS WOULD WOULD DO THAT.

AND WHAT THIS DOES IS IT BUILDS WHAT WE'RE GOING TO BE NARROWING DOWN FOR THE LEGISLATIVE, UPCOMING LEGISLATIVE SESSION. JUST LIKE LAST YEAR, WE WERE ASKING FOR TRANSPORTATION, MSOC AND SPECIAL ED.

THIS YEAR THAT'S WHAT WE'RE DOING, IS WE'RE BUILDING IT, AND THEN THEY WILL TAKE ALL OF THESE FROM ALL THE BOARDS AND CONSOLIDATE THEM INTO A MANAGEABLE NUMBER. THE ONES THAT HAVE THE MOST VOTES ESSENTIALLY ON IT TO BUILD THE PLATFORM FOR THIS COMING LEGISLATIVE SESSION.

SO I'M VERY GLAD TO SEE AND I KNOW KRISTI MUST BE TOO FOR THE EARLY LEARNING BEING ON OUR LIST.

THEN 104 GOT OVERWHELMING SUPPORT. THAT IS SUPPORT FOR SPECIAL EDUCATION PROGRAMS. WE HAVE ONE, TWO, THREE ON THAT. I JUST REMEMBERED THERE WAS THE ONE ABOUT RESIDENTIAL AID FOR STUDENTS THAT MAKING IT MULTI-AGENCY TO TAKE CARE OF STUDENTS.

IS THAT ONE WE WANT TO CONSIDER BECAUSE, YOU KNOW, THOSE ARE I MEAN WE'VE HAD THAT.

NO? I WOULD REVERT TO TRINA ON THIS ONE, BUT MY OPINION IS IF THEY'RE FULLY FUNDING SPECIAL EDUCATION, IT WOULD FALL INTO THAT. OKAY. THAT'S WHAT SHE WAS GOING TO SAY I'M FEELING.

LET'S SEE. 104. 104 OKAY. THAT'S THAT.

NOBODY ELSE DID 93, STABILIZING DISTRICT BUDGETS.

THAT'S A BRAND NEW POLICY THAT JUST PASSED IN THE GA.

IT WAS, IT PASSED 99% STABILIZING DISTRICT BUDGETS.

WELL, IF YOU GUYS DIDN'T PICK IT. ANTONIO, I'D LIKE FOR YOU TO HAVE A CHANCE TO SAY YOUR Y'S ON THE ONES THAT YOU MIGHT WANT TO ADVOCATE FOR.

THE REASON WHY I DID THIS WAS MORE AN EXERCISE FOR ME TO UNDERSTAND IF MY SEQUENCE WAS LOGIC, BUT I HAD THIS VISION OF ACADEMIC RIGOR UNDER THE CONDITIONS OF SAFETY, RIGHT? WE CANNOT DO THINGS IF WE FEEL UNSAFE. I THINK AS A FOUNDATIONAL PART OF THIS, WE NEED TO START EARLY WITH EARLY LITERACY AND WITH THE CAPACITY OF STRONG STAFFING.

THAT CAN SUPPORT THIS UNDER A BANNER OF SUPPORTING SPECIAL EDUCATION AND MULTILINGUAL SUPPORT AND OTHERS FOR EQUITY. SO THAT'S HOW MY, MY BRAIN THOUGHT THROUGH THIS PROCESS AS I CHOSE MY TOP FIVE. I COULD HAVE CHOSEN TEN. AND BUT I WAS TRYING TO NARROW IT DOWN BECAUSE I THOUGHT THAT THIS PROCESS WAS GOING TO BE A LITTLE BIT

[01:00:08]

OKAY. WELL, IT LOOKS LIKE WE HAVE ONE. TWO. THREE.

FOUR. FIVE. SIX. SEVEN THAT WE HAVE A LOT OF SUPPORT OVERLAP ON.

WE GET 112 IN THERE. 112. 8 BECAUSE 112 IS TRANSPORTATION FUNDING.

WHICH NUMBERS DO YOU HAVE IN THAT 8? OKAY. I'VE GOT NUMBER 6.

NUMBER 25. OKAY. DO WE HAVE 18, 18 HAS 1, 2. 18 JUST HAS TWO ON IT. NUMBER THREE. SORRY.

OH, NO NO NO NO. I'M SORRY, I'M SORRY, I'M SORRY.

I'M DOING THE WRONG NUMBERS. OKAY. I'M SORRY.

I'VE GOT. I THINK I'VE GOT TOO MANY NUMBERS IN FRONT OF ME.

I'M PICKING THE WRONG ONES, I APOLOGIZE. OKAY.

LET ME. I'M NOT GOING TO GO IN ORDER. I'LL JUST GO.

HOW? I HAVE THEM HERE. NUMBER 25 HAS FULL SUPPORT.

NUMBER 6 HAS 4, 4 OUT OF 5 PICKED IT WITHOUT EVEN DISCUSSION ABOUT IT.

NUMBER 18, CAREER AND TECHNICAL EDUCATION. NUMBER 44, FULL FUNDING OF BASIC EDUCATION. NUMBER 46, FUNDING FOR EARLY LEARNING, CO-CURRICULAR ENRICHMENT AND UNIQUE PROGRAMS. NUMBER 104, SUPPORT FOR SPECIAL EDUCATION PROGRAMS. AND A COUPLE OF US HAVE 110, WHICH IS TRANSITION TO KINDERGARTEN FUNDING.

ANYBODY WANT TO HAVE A CONVERSATION ABOUT THAT? I HAVE 1, 2, 3, 4, 5. I GUESS.

CAN I ADD JUST ONE THING FOR YOU TO CONSIDER? PLEASE. IF YOU'RE GOING TO CHOOSE EARLY LEARNING OR YOU'RE GOING TO CHOOSE TRANSITIONAL K FUNDING, I WOULD BE IN FAVOR. AND IF MY TEAM DISAGREES THAT YOU GO WITH VERY TARGETED TK FUNDING AND BECAUSE THAT'S VERY SPECIFIC AND IT'S A HOT TOPIC, AS YOU KNOW, EVERY YEAR AT THE LEGISLATIVE SESSION AND IT'S THE ONE THAT WE MANAGE.

IF THEY SAY EARLY LEARNING, THEY COULD EASILY SAY THAT THAT'S GOING TO GO UNDER DCYF.

IT COULD, IT, JUST BECAUSE YOU SAY EARLY LEARNING IT MAY NOT FALL UNDER TK.

WHAT ABOUT IF WE DID BOTH? AND THEN WHAT THEY WOULD SEE IS THAT THE SUPPORT IS GOING FOR THE YOUNGER KIDS.

YOU COULD DO BOTH AND BOTH HAVE INCREDIBLE OUTCOME, BUT IF YOU CAN ONLY DO ONE, I THINK MYSELF AND I'LL LOOK AT MY TEAM, WE WOULD ALL SAY TK BECAUSE THAT'S THE ONE THAT FALLS UNDER OSPI IF YOU JUST SAY EARLY CHILDHOOD, THAT COULD THAT COULD BE A VERY BROAD DEFINITION OF WHAT THEY'RE GOING TO FUND.

THOUGHTS? I THINK THAT THAT TOTALLY MAKES SENSE.

I GUESS I WOULD SEE WHAT, BECAUSE WE NEED TO PICK TEN, I WOULD SEE WHAT WE HAVE AND THEN DETERMINE IF WE HAVE ROOM FOR 2 OR 1 OF THOSE, BECAUSE THE OTHER ONE THAT I HAVEN'T HEARD ON THERE IS 64, WHICH IS OUR MSOCS.

WHICH AGAIN, WE JUST HEARD, YOU KNOW, WHERE THOSE NUMBERS ARE GOING.

SO. YES. OKAY, SO WHAT NUMBER IS THAT? ONE. THAT'S 64.

64, THANK YOU. YEAH, I MEAN, ULTIMATELY GETTING THINGS FUNDED, GETTING THE BASICS FUNDED ALLOWS US TO USE THOSE OTHER DOLLARS WHERE WE SEE FIT. WHEREAS RIGHT NOW WE'RE HAVING TO USE OUR ENHANCEMENT DOLLARS TO PAY FOR BASIC EDUCATION. SO IT'S INTERESTING. I'VE BEEN ON THIS STATE CALL, IF YOU RECALL, I'M ON A A GROUP THAT'S LOOKING AT THE FUNDING MODEL WITH OSPI.

THERE'S A LOT OF US, AND IT WAS FASCINATING. I'D NEVER HEARD IT BEFORE.

MAYBE OTHERS HAD HEARD IT. SOMEBODY BROUGHT UP THE.

THE IDEA OF LEVIES ARE FOR ENRICHMENT AND HOW THEY, THE STATE, DESCRIBES THE ENRICHMENT IS

[01:05:06]

WELL AND IT'S ALL PART OF THE SEMANTICS THING, BECAUSE THAT WORD ENRICHMENT, WHEN YOU THINK ENRICHMENT, YOU DON'T THINK BASIC NECESSITIES, YOU THINK, OH, THAT'S ABOVE AND BEYOND.

YEAH. LIKE THEY USED TO CALL IT MAINTENANCE AND OPERATION LEVY.

AND I ALWAYS THOUGHT THAT WAS FOR BUILDINGS WAY BACK WHEN, UNTIL I FOUND OUT IT WAS FOR PROGRAMS, AND. SO JUST AS YOU'RE SELECTING THINGS, I THINK IT'S VERY IMPORTANT THAT YOU'RE THINKING THAT YOU HAVE THAT DEFINITION.

I LIKE THAT DEFINITION. IT COVERS WHATEVER YOU WANT IT TO COVER.

OKAY. AND ANOTHER THING I'D LIKE TO DRAW YOUR ATTENTION TO THAT NOBODY ELSE JOINED ME ON WAS NUMBER 93, AND THAT IS STABILIZING DISTRICT BUDGETS. AND WHAT THAT HAS TO DO WITH IS MAKING SURE THAT THE THAT THE APPORTIONMENT SCHEDULES ARE NOT MESSED WITH BY THE STATE, THAT SCHOOL DISTRICTS CAN COUNT ON THE MONEY COMING REGULARLY INSTEAD OF PUSHING IT OFF TO AUGUST WHEN THEY USED TO GET IT IN, WHATEVER, APRIL OR SOMETHING. SO THAT'S ANOTHER ONE THAT THAT IT'S A BRAND NEW ONE THAT WAS BROUGHT TO THE GA AND IT PASSED 99%. SO I THINK A LOT OF DISTRICTS WILL PROBABLY BE BEHIND THAT.

AND WE STILL HAVE WE STILL HAVE MORE THAT WE CAN CHOOSE.

SO DOES THAT SEEM LIKE SOMETHING EVERYBODY COULD PUT THEMSELVES BEHIND? UNLESS YOU HAVE SOMETHING BETTER, THAT'S A HIGHER PRIORITY.

SO HOW MANY ARE YOU SHOOTING FOR, NANCY? WE CAN HAVE UP TO TEN.

IT LOOKS LIKE WE'RE AT SEVEN NOW BECAUSE I'VE GOT BY THE NUMBERS YOU HAD MENTIONED.

I'VE GOT US AT TEN WITHOUT THAT ONE. OH MY GOODNESS.

OKAY. WHAT ARE YOUR NUMBERS. AND I MIGHT BE OFF.

SO I AGAIN I'M JUST TRYING TO, BECAUSE I'VE GOT.

OKAY. 6 WHICH IS RIGOR, 38 WHICH IS THE FEDERAL FUNDING.

18, WHICH IS CTE. 44 WHICH IS FULL FUNDING. 46, WHICH IS THE EARLY LEARNING. 104, SPECIAL ED. 112, TRANSPORTATION.

25, SAFETY. 64, THE MSOCS. AND THEN 110 WAS TK.

THERE WE GO. IF EVERYBODY'S GOOD WITH THAT, LET'S JUST GO WITH THAT BECAUSE I THINK WE CAN, YOU KNOW, WE CAN WASTE A WHOLE BUNCH MORE TIME TALKING ABOUT A LOT OF OTHER THINGS.

BUT IF WE'RE GOOD WITH ALL THOSE, I THINK THAT'S THE ONE TO TAKE.

COMMENTS? THOUGHTS? I GUESS THE ONLY QUESTION I WOULD HAVE IS, I MEAN THAT DISTRICT STABILIZATION OR BUDGET STABILIZATION IS GOOD. THE QUESTION IS IT BETTER THAN LIKE 46, WHICH IS THAT EARLY LEARNING, IF WE'VE GOT TK ON THERE. CAN I ASK A QUESTION? I THOUGHT THE BUDGET STABILIZATION ONE ALSO WAS LOOKING FOR ALTERNATIVE METHODS OF FUNDING AND FINDING ADDITIONAL SOURCES OF REVENUE.

AND MAYBE I'M WRONG ABOUT THAT. I DON'T THINK IT WAS JUST ABOUT APPORTIONMENT. I THOUGHT THERE WAS MORE STUFF TO IT.

WOULD YOU LIKE ME TO READ THAT ONE? YES, PLEASE.

THANK YOU. MAYBE THREE. STABILIZING DISTRICT BUDGETS.

AND I JUST WONDER IF THEY'RE ACTUALLY USING THE FUNDS THAT THEY'VE SAID WE'RE GOING TO BE EARMARKED FOR EDUCATION.

AND SO I DON'T REALLY WANT TO GIVE THEM AN OPPORTUNITY TO, YOU KNOW, DO IT AGAIN.

OKAY. OH. DO YOU WANT ME TO READ THIS? OKAY. WAS TO INITIATE AND OR SUPPORT LEGISLATION WHICH ENSURES THAT FUNDING OF SCHOOL DISTRICT OPERATIONS AND ALL OBLIGATIONS NECESSARY TO DELIVER THE PROGRAM OF BASIC EDUCATION, FOR EXAMPLE, SPECIAL EDUCATION, MSOC, TRANSPORTATION IS MAINTAINED OR ENHANCED DURING STATE BUDGET CUTS, CHANGES OR CUTS. THE LEGISLATURE SHALL MAINTAIN CONSISTENT P-12 FUNDING ONCE THE ACADEMIC YEAR HAS STARTED, FOR WHICH THE COMMITTED FUNDS WERE INTENDED TO BE SPENT.

THE STATE SHALL NOT CHANGE THE EDUCATION RELATED FUNDING AFTER THE STATE'S BUDGET HAS BEEN ADOPTED FOR THE UPCOMING SCHOOL YEAR,

[01:10:07]

AND IT GOES ON. WELL, I THINK IT'S COVERING IT'S BASICALLY ADDRESSING A LOT OF THINGS THAT HAVE HAPPENED IN THE LAST FEW LEGISLATIVE SESSIONS WHERE THEY'VE PROMISED MONEY AND THEN DECIDED, OH, WE'RE NOT GOING TO GIVE YOU THAT MONEY.

BUT YOU'VE ALREADY COMMITTED TO TEACHERS, YOU'VE ALREADY COMMITTED TO PROGRAMS, AND YOU CAN'T CHANGE IT.

BUT WE'RE NOT GIVING YOU THE MONEY. SO I THINK THAT IN MY MIND, FROM A HISTORICAL STANDPOINT, IS ADDRESSING SOME IMPORTANT ASPECTS THAT I THINK WOULD BE A GOOD ONE TO HAVE ON THERE.

YOU SAY IT GOES ON, IT GOES ON. IT COVERS DECLINING ENROLLMENT, DECLINING ASSESSED VALUATION, AND STATE BUDGET BALANCING WITH PARAGRAPHS FOR EACH OF THOSE.

SHALL I READ THEM? OKAY. DECLINING ENROLLMENT, LESSENS THE NEGATIVE FISCAL IMPACT WHEN DISTRICTS EXPERIENCE A DRAMATIC DECLINE IN STUDENT ENROLLMENT AND ENSURES NO SCHOOL DISTRICT EXPERIENCES STEEP LOSS OF LEVY AUTHORITY DUE TO DECLINES IN ENROLLMENT.

FOR EXAMPLE, LEVY AUTHORITY SHOULD BE BASED ON THE GREATEST OF EITHER THE CURRENT YEAR AVERAGE PAST TWO YEARS OR AVERAGE PAST THREE YEARS.

DECLINING ASSESSED EVALUATION, NO SCHOOL DISTRICT EXPERIENCES STEEP LOSS OF LEVY AUTHORITY DUE TO DECLINES IN ASSESSED VALUATION.

FOR EXAMPLE, LEVY AUTHORITY SHOULD BE BASED ON THE GREATEST CURRENT YEAR AVERAGE PAST TWO YEARS OR AVERAGE PAST THREE YEARS, AND STATE BUDGET BALANCING SCHOOL DISTRICT APPORTIONMENT PAYMENTS SHALL BE DISTRIBUTED EVENLY THROUGHOUT THE YEAR.

I'M WITH KEVIN THINKING THAT THIS IS AN IMPORTANT THING.

IT'S NEW. IT'S RESPONSIVE TO WHAT HAS HAPPENED TO US THIS PAST YEAR.

THERE'S 99% APPROVAL AT THE GA ON THIS. SO I WOULD EXPECT THAT A LOT OF OTHER DISTRICTS WOULD BE PUTTING THIS ONE FORWARD.

SO I PROPOSE THAT WE INCLUDE THAT, WHICH MEANS WE HAVE TO EXCLUDE ONE THAT'S.

WELL, LISTEN TO KRISTI'S EXPLANATION OF TK AND EARLY LEARNING.

ONE AND THE SAME. I THINK WE SHOULD EXCLUDE EARLY LEARNING AND GO WITH TK AND INCLUDE THAT.

AWESOME. OKAY, THEN I WILL TAKE OUT NUMBER 46 AND PUT IN 93.

AND WE ARE DONE. UNLESS EVERYBODY, ANYBODY ELSE HAS SOMETHING ELSE TO SAY.

I JUST WANT TO SAY THANK YOU, BECAUSE THE THINGS THAT YOU PUT FORWARD TONIGHT ARE EVIDENCE OF THE CONVERSATIONS WE'VE BEEN HAVING THE LAST YEAR.

IT ALIGNS WITH OUR STRATEGIC PLANS. IT'S WHAT FAMILIES HAVE BEEN ASKING FOR.

STUDENTS HAVE BEEN SAYING THEY NEED, EVEN THE ONES THAT DIDN'T GET SELECTED.

YOU KNOW, LIKE I'M THINKING ABOUT THE DIVERSE WORKFORCE, LIKE ALL OF THOSE THINGS ARE SO THEY'RE THE HEART OF FERNDALE AND WHAT WE NEED HERE. SO THANK YOU SO MUCH.

THANK YOU KRISTI. OKAY. THANK YOU. AND THANK YOU, NANCY, FOR SPENDING THE TIME AT THE GA AND FOR GETTING THAT ALL PUT TOGETHER. SO THANK YOU.

OKAY. ANY OTHER QUESTIONS REGARDING THE LEGISLATIVE REPORT OR ANYTHING ELSE YOU NEED TO SAY? OKAY. THEN WE WILL GO AHEAD AND MOVE ON TO MATTERS RESERVED FOR THE BOARD.

[7. MATTERS RESERVED FOR BOARD ACTION]

AND AS A REMINDER, THIS IS THE FIRST MONITORING REPORT TO BE DISCUSSED SINCE WE REVISED AND CONSOLIDATED OUR BOARD POLICIES.

THE SUPERINTENDENT PROVIDED NEW INDICATORS, AND THE BOARD REVIEWED AND APPROVED THAT THE BOARD REVIEWED AND APPROVED.

THIS REPORT REPRESENTS THE SUPERINTENDENT'S ASSESSMENT OF DISTRICT PERFORMANCE AS IT RELATES TO THESE INDICATORS.

THIS REPORT WAS PRESENTED TO THE BOARD AS PART OF LAST MONTH'S CONSENT AGENDA, TO ALLOW THE BOARD AND THE PUBLIC TO REVIEW IT IN PREPARATION FOR TONIGHT'S DISCUSSION AND ACTION. THE BOARD IS ALSO PROVIDED WITH A GOOGLE SURVEY TO ALLOW BOARD MEMBERS TO COMMENT ON THE REPORT PRIOR TO THE MEETING.

THESE COMMENTS WERE THEN AVAILABLE TO OTHER BOARD MEMBERS TO ASSESS AND CONSIDER AS THEY REFLECTED ON THE REPORT.

THESE REPORTS ARE ALSO PRESENTED TO THE BOARD AS PART OF THE CONSENT AGENDA.

THE MEETING BEFORE THEY ARE SCHEDULED TO BE DISCUSSED THAT ALLOW THEM THE PUBLIC TIME TO REVIEW AND SUCH.

AND SO WE DO WELCOME COMMENT. IF THE PUBLIC HAS COMMENTS ABOUT THINGS WITHIN IT, THEY'RE WELCOME TO SHARE THOSE COMMENTS WITH US AS THE BOARD,

[01:15:03]

ONE SMALL NOTE AS A RESULTS POLICY, THIS REPORT SHOULD HAVE BEEN EVALUATED USING REASONABLE PROGRESS, NOT MAKING REASONABLE PROGRESS, OR MAKING REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS, RATHER THAN USING THE NONCOMPLIANCE IN COMPLIANCE WITH THE FOLLOWING EXCEPTIONS CATEGORIES.

BECAUSE THIS IS A PRIMARILY A SEMANTICS ISSUE, THE BOARD IS FAMILIAR WITH THE TWO SCALES, AND THE RESULTS WERE UNLIKELY TO CHANGE. IF THE APPROPRIATE EVALUATION OPTIONS WERE AVAILABLE, IT WAS DECIDED TO MOVE FORWARD WITH THE SURVEY.

THE SURVEY RESULTS AND DISCUSSION AS PLANNED, RATHER THAN DELAYING THE CONVERSATION FOR ANOTHER MONTH.

OVERALL, LOOKING AT THE GOOGLE SURVEY, THE MAJORITY OF THE THE BOARD FELT THE DISTRICT WAS MAKING REASONABLE PROGRESS IN THE AREAS OF SAFETY AND BELONGING.

THERE WERE SOME CONCERNS VOICED ABOUT THE PLATEAUING NATURE OF MANY OF THE PARAMETERS MEASURED.

THE LARGEST DECLINE, THE LARGEST DECLINE IN PERCENTAGE OF POSITIVE TEACHER STUDENT REACTIONS, AND THE IMPACT OF THE DIFFERENT SURVEYS ON THE VALIDITY OF THE NUMBERS BEING COMPARED AND ACTED UPON.

WITH THAT SUMMARY, I'LL OPEN THE FLOOR TO QUESTIONS AND DISCUSSIONS AND KRISTI.

IS THERE ANYTHING THAT YOU OR YOUR TEAM WOULD LIKE TO COMMENT ON BEFORE WE START THE DISCUSSION? YEAH. ONE THING THAT I THINK THAT WE DID NOT FORESHADOW, THIS IS A GREAT ONE TO START WITH, THAT WE'RE USING A NEW, NEW INDICATORS, A NEW POLICY, BUT WE'RE USING AN OUTDATED DATA COLLECTION TOOL. SO WHAT YOU'RE SEEING HERE IS PANORAMA, WHICH IF YOU RECALL, WE'VE BEEN SAYING IS NOT IT WAS NOT GIVING US THE DATA WE WANTED.

IT WASN'T BEING USED BY SCHOOLS BECAUSE OF THE, YOU KNOW, IT WAS JUST COMPLEX THAT IT WAS NOT DIRECT WHEN STUDENTS LOOKED AT THE QUESTIONS. FOR ESPECIALLY YOUNGER STUDENTS, SOMETIMES I WONDER, ARE WE MEASURING READING INSTEAD OF ACTUALLY WHAT THEY'RE HAVING TO SAY? SO NOW OUR MOST CURRENT ASSESSMENT TOOL, WHICH IS BEING USED RIGHT NOW, WE'RE LIKE, HOW ARE WE GOING TO EXPLAIN THE VASTLY DIFFERENT RESULTS? AND WE THINK IT'S BECAUSE TIMING OF YEAR, WHICH WE HAD SAID GIVING ANY TOOL THE WEEK BEFORE SPRING BREAK.

POOR CHOICE. SO WE WE MEASURED A TIME OF YEAR, BUT WE ALSO THE TOOL ITSELF, THERE WAS A REASON WE WERE PANORAMA WENT ON THE LIST AS A REDUCTION. SO WE'RE USING SOMETHING WE DO NOT BELIEVE IS OUR BEST USE OF TOOL, BUT.

SO ANYWAY, IT'S JUST OLD SYSTEM, NEW SYSTEM COLLIDING A LITTLE BIT AND WE'RE OKAY WITH IT.

IT'S YOU KNOW, IT'S BASELINE DATA. IT'S HELPING US KNOW.

AND I USED THE DATA THAT YOU'RE SEEING IN THIS REPORT WITH ADMINISTRATORS AS THE YEAR OPENED UP.

SO, YOU KNOW, WE'VE TALKED ABOUT IT. WE'VE ADDRESSED IT.

AND IT'S THINGS THAT WE'RE MAKING ACTIONABLE ITEMS ON.

SO BOBBY, ANYTHING YOU WOULD ADD? NO, I THINK THAT'S THAT SOUNDS RIGHT.

I THINK THAT THE THE POLICY, THE WAY THAT IT WAS WRITTEN LAST YEAR WITH THIS GROUP, THEN WE THAT HELPED INFORM OUR SURVEY THAT WILL HELP US GET THE DATA THAT WE NEED TO ANSWER THOSE QUESTIONS.

BUT UNFORTUNATELY, THIS FIRST REPORT WAS IN AUGUST BEFORE THAT SURVEY COULD TAKE PLACE, WHICH IS TAKING PLACE RIGHT NOW.

SO I THINK NEXT TIME THIS THIS POLICY IS REPORTED ON WILL HAVE DATA THAT DIRECTLY TARGETS THE INDICATORS THAT WERE THAT WERE WRITTEN.

CAN I ASK A. I'M SORRY, I'VE BEEN REALLY. THIS IS WHY BOBBY'S HERE.

I KNOW THIS BOBBY'S HERE. I REALLY APPRECIATE.

HI THERE. I REALLY APPRECIATE HAVING THIS CONVERSATION BECAUSE, YOU KNOW, I'M JUST TRYING TO GET A GOOD HANDLE ON WHAT IT IS WE'RE TRYING TO ACCOMPLISH AND TO MAKE SURE THAT, YOU KNOW, WE'RE ACTUALLY COMING UP WITH SOMETHING THAT'S GOING TO DO WHAT WE WANT IT TO DO, AND WE DON'T HAVE TO GO BACK AND MONKEY WITH IT AGAIN, BECAUSE, YOU KNOW, BECAUSE EACH REPORT, YOU KNOW, IT'S LIKE, OKAY, WELL, THIS ISN'T THE ONE.

THIS ISN'T THE ONE. IT'S LIKE, WHEN DO WE GET TO THE ONE, RIGHT? OKAY. SO I GUESS ONE OF THE THINGS, ALL KINDS OF THOUGHTS OCCURRED TO ME WHEN YOU DELIVER THESE SURVEYS, WHAT KIND OF AN ENVIRONMENT ARE THEY DONE IN? THE NEW SURVEYS ARE SIMILAR TO THE OLD SURVEYS AND THAT THE ENVIRONMENT IS IN THE CLASSROOM.

FOR ELEMENTARY SCHOOL STUDENTS, IT IS DONE IN IN THEIR NORMAL CLASSROOM AND ON COMPUTERS.

AND IN GRADES 6 THROUGH 12. IT'S DONE IN ADVISORY PERIOD.

SO EAGLE TIME AT THE HIGH SCHOOL AND ADVISORY AT THE MIDDLE SCHOOLS AND ALSO IN THE COMPUTER, AND THE CHANGE THAT'S HAPPENING THIS YEAR FOR ELEMENTARY SCHOOL.

THAT WAS NOT THE CASE FOR PANORAMA. PANORAMA'S QUESTIONS WERE PRETTY COMPLEX.

WE FOUND FOR OUR YOUNGEST STUDENTS THAT WERE TAKING THE SURVEY WE JUST FOUND THAT DIFFERENT SCHOOLS HAD DIFFERENT WAYS OF TRYING TO GET THOSE STUDENTS TO

[01:20:02]

AND THE TEACHER WOULD READ IT OUT LOUD. THE STUDENTS THEN CAN THEN ANSWER BASED ON WHAT THEY HEAR AND WHAT THEY SEE.

AND THEN THEIR ANSWER IS ONE OF FIVE OPTIONS OF THUMBS UP OR DOWN KIND OF THING, LIKE A SLIDING SCALE.

INSTEAD OF WORDS SAYING LIKE, I FULLY AGREE, I SOMEWHAT AGREE, LIKE THAT KIND OF THING.

I GUESS PART OF WHAT OCCURRED TO ME WAS THAT WE'VE GOT ALL OF THE YOU BELONG MESSAGING OUT THERE, THE POSTERS AND T-SHIRTS AND, DOES PRODUCT PLACEMENT AFFECT RESULTS WHEN STUDENTS ANSWER THESE SURVEYS? I DON'T KNOW IF THERE'S AN EASY WAY TO ANSWER THAT OTHER THAN THAT THE DATA THAT WE'RE GETTING FOR THIS YEAR WHERE WE JUST ASK, OR THE STATEMENT IS JUST, I BELONG AT SCHOOL, AND THE RESULTS ARE MUCH HIGHER THAN ANYTHING WE GOT FROM PANORAMA, ALTHOUGH THEY NEVER SAID THAT. I MEAN, THEIR QUESTIONS WERE A LITTLE BIT MORE NUANCED OR LIKE DIFFERENT KIND OF BEATING AROUND THE BUSH.

TO A CERTAIN EXTENT TO THAT ANSWERING THAT QUESTION.

I GUESS MY HOPE WOULD BE THAT THE YOU BELONG T-SHIRTS, THE PROGRAM, I MEAN, THAT'S PART OF WHAT WE'RE TRYING TO PROMOTE.

SO IN ESSENCE, THAT'S BEING EFFECTIVE. I MEAN, OR AT LEAST HOPEFULLY IT'S NOT JUST, OH, THIS IS WHAT I'M SUPPOSED TO ANSWER, BUT IT'S A THIS IS THE WAY I REALLY FEEL. AND, YOU KNOW, THAT'S ANY SURVEY IS LIKE, ARE PEOPLE ANSWERING THE SURVEY WITH WHAT THEY THINK YOU WANT THEM TO SAY OR WHAT THEY REALLY FEEL.

AND THAT'S ALWAYS A CHALLENGING ONE TO KNOW THE ANSWER TO.

AND I'D ACTUALLY LIKE TO HEAR FROM OUR STUDENTS, BECAUSE I HAVE TO TELL YOU, WE WERE ALWAYS SHOCKED BY THE DATA WHEN THE DATA CAME BACK IN SAYING, YOU KNOW, 35% OF STUDENTS SAY THEY BELONG.

AND I JUST THOUGHT, THAT'S NOT WHAT I'M HEARING FROM KIDS.

IT'S NOT WHAT I'M HEARING FROM STAFF. I MEAN, THERE'S ALWAYS, YOU KNOW, PLACES, BUT THE DATA WASN'T MATCHING THE WORDS OR THE ACTIONS OF WHAT I WAS SEEING. SO I'D LOVE TO HEAR FROM THE STUDENTS IF THEY FEEL LIKE ONLY 35% OF STUDENTS ARE, 32% OF STUDENTS SAY THEY BELONG. SO FOR PANORAMA, WHAT WE DID LAST YEAR OR WHATEVER, I'M GOING TO BE HONEST WITH YOU.

LIKE I THINK I'VE ALREADY TOLD YOU GUYS THIS, BUT THE STUDENTS.

I MAY OR MAY NOT HAVE DONE THIS MYSELF ONCE. ALL RIGHT.

I DON'T WANT. BUT IT'S LIKE IT WAS SO CONFUSING AND JUST EVERYBODY WAS LIKE, OH, LIKE, THIS IS JUST SOMETHING THAT WE HAVE TO DO BECAUSE OUR TEACHERS, LIKE, YOU HAVE TO DO IT, YOU HAVE TO DO IT. AND IT'S LIKE THAT ONE THING IN REAL TIME THAT WE HAD TO DO.

SO EVERYBODY JUST GOT IT DONE. MAYBE DID NOT READ ALL THE QUESTIONS, MAYBE THEY CLICKED ALL THE SAME ANSWERS.

MAYBE CLICKED THAT THEY DISAGREE WITH EVERYTHING BECAUSE THEY JUST WANTED TO GET IT DONE.

LIKE, NO, OUR EAGLE TIME CLASS. A LOT OF KIDS, THEY'RE JUST TRYING TO OKAY.

THEY'RE TRYING TO ACT LIKE THIS IS THEIR CHILL PERIOD. SO THEY DON'T WANT TO. IT'S ONLY 30 MINUTES AND THEY WANT TO GET DONE WITH IT QUICKLY.

SO THEY DO GET DONE WITH IT QUICKLY BY CLICKING THE SAME ANSWER FOR EVERYTHING.

SO THE ANSWERS ON PANORAMA, I CAN ASSURE YOU THEY ARE VERY MUCH SO NOT ACCURATE IT, BECAUSE STUDENTS JUST THAT'S NOT WHAT THEY DO. AND ALSO TO ANSWER YOUR QUESTION ABOUT LIKE, YOU KNOW, DOES THE YOU BELONG MESSAGING THAT'S LIKE ALL AROUND YOUR CLASSROOM, DOES IT INFLUENCE WHAT YOU MIGHT BE WRITING? KIND OF LIKE WHAT DOCTOR ERICKSON WAS SAYING, OBVIOUSLY, THAT'S KIND OF WHAT WE'RE TRYING TO PROMOTE.

I MEAN, THAT'S WHY WE HAVE A WHOLE CAMPAIGN. THAT'S THE POINT OF IT.

BUT AT THE SAME TIME, IT DOESN'T, LIKE, INFLUENCE US IN A BAD WAY.

IF THAT MAKES SENSE, YOU KNOW WHAT I MEAN? LIKE, STUDENTS ARE GOING TO WRITE WHATEVER THEY'RE GOING TO WRITE, THEY'RE GOING TO ANSWER HOWEVER THEY ANSWER. LIKE, I DON'T THINK THAT MARKETING IS REALLY GOING TO WORK ON THEM WHERE IT'S LIKE, OH, I GUESS I DO FEEL LIKE I BELONG BECAUSE THERE'S LIKE FIVE POSTERS IN MY ROOM SAYING, I BELONG.

LIKE THEY'RE GOING TO BE LIKE, OH, I DON'T FEEL LIKE I BELONG. SO THEY'RE GOING TO ANSWER THAT THEY DON'T BELONG. SO PANORAMA WAS DEFINITELY NOT WORKING.

AND MESSAGING PEOPLE ARE GOING TO ANSWER WHAT THEY'RE GOING TO ANSWER.

HAVE YOU GUYS TAKEN THE NEW SURVEY? NOT YET. NOT AT THE HIGH SCHOOL.

OKAY. I THINK IT MIGHT BE NEXT WEEK. BUT IT'S A LOT FEWER QUESTIONS, RIGHT? SO THEY'RE NOT GOING TO BE FEELING LIKE, OH, I GOTTA FILL OUT THIS BIG LONG THING.

AND. YEAH, WE'LL SEE. IT IS FEWER QUESTIONS. I'M NOT SURE HOW THEY'RE GOING TO FEEL ABOUT IT, BUT I WOULD IMAGINE THAT IT WOULD BE SIMPLER, WHICH WOULD FEEL REFRESHING COMPARED TO PANORAMA.

[01:25:02]

OKAY, MAYBE THE FIRST FEW QUESTIONS. OKAY, LET ME ANSWER TRUTHFULLY.

BUT THEN AFTER A WHILE IT'S LIKE, OKAY, THE BELL'S GOING TO RING. I WANT TO GO TALK TO MY FRIEND.

I NEED TO GO TO THE BATHROOM. JUST ANYTHING. PEOPLE, I'M TELLING YOU RIGHT NOW SERIOUSLY, IF I EVEN WAS SOMEBODY WHO DID THAT, THEN. NOT THAT YOU WERE.

BUT IF YOU WERE. A FRIEND OF A FRIEND OF YOURS.

I ANSWER TRUTHFULLY ALL THE TIME. MARCUS, I'D LOVE TO HEAR FROM YOU.

I WILL SAY THAT BOBBY AND CHRIS WENT TO SOME FOCUS GROUPS WITH THE HIGH SCHOOL AND MET WITH STUDENTS AND RAN THIS BY THEM AND GOT SOME FEEDBACK PARTICULARLY AROUND THE HIGH SCHOOL VERSION. SO I GUESS MY CONCERN WOULD BE, WOULD IT BE ABLE TO TAKE THIS INFORMATION AND SEE HOW WELL IT LINES UP WITH SUCH DATA AS INFORMATION ON BULLYING AND, YOU KNOW, THE RATES OF DISCIPLINE ISSUES, YOU KNOW, SO THEY. BECAUSE IT SEEMS TO ME IF YOU HAVE A LARGE NUMBER OF STUDENTS WHO FEEL LIKE THEY REALLY, TRULY BELONG, THAT YOU'RE GOING TO SEE A REDUCTION IN, IN THOSE BEHAVIORS THAT WOULD INDICATE THAT THEY DON'T.

AND SO AS FAR AS THE DATA GOES THAT WE'RE PRESENTED IN ORDER TO MAKE A DECISION AS TO WHETHER WE'RE ACTUALLY SEEING PROGRESS OR NOT, WOULDN'T IT BE BETTER TO HAVE A COMBINATION OF INDICATORS AND SHOW, YEAH, YOU KNOW WHAT, THIS IS ACTUALLY DEMONSTRATING THAT THAT THAT IT'S WORKING.

ONE OF THE THINGS I FOUND INTERESTING WAS THE BREAKDOWN AS FAR AS THE ATTENDANCE PORTION.

ONE GROUP THAT WAS NOTICEABLY MISSING, IN MY OPINION, WAS PEOPLE WITH THE YOU KNOW, GENDER DIVERSITY BECAUSE THERE OFTEN SEEMS TO ME, YOU KNOW, SAYING THAT THEY'RE CONCERNED ABOUT BULLYING.

IF YOU GO THROUGH THE VECTOR TRAINING ON BULLYING, IT INDICATES THAT CERTAIN CERTAIN STUDENT POPULATIONS ARE MORE LIKELY TO BE VICTIMS OF BULLYING, INCLUDING THOSE STUDENTS WITH DISABILITIES AND THOSE THAT, YOU KNOW, HAVE DIFFERENT IDENTITIES.

AND SO TO SEE THAT NOT REFLECTED IN YOU KNOW, BECAUSE IF THOSE ARE THE GROUPS THAT TEND TO EXPERIENCE THE HIGHEST RATES OF BULLYING, THEN WE SHOULD SEE A REDUCTION IN THAT IN, IN, IN, YOU KNOW, AND THAT INFORMATION ISN'T REFLECTED IN WHAT WE'RE SEEING EITHER.

AND THIS IS MY CONCERN IS I WANTED TO SEE HOW OUR EFFORTS TO MAKE STUDENTS FEEL AS THOUGH THEY BELONG IS REFLECTED IN THE OUTCOMES AS FAR AS BEHAVIORS. AND WE CAN LOOK AT THOSE DATA PIECES TOO.

IT'S JUST THERE'S A LOT OF FACTORS TO IT. SO I WILL SAY ONE THING AS AN EXAMPLE, YOUR CELL PHONE POLICY REDUCE BULLYING.

IT WASN'T SOMETHING ABOUT BELONGING. IT WAS JUST THE INFLUENCE OF SOCIAL MEDIA AND THE CELL PHONE.

SO TO SAY IT'S JUST BECAUSE OF THIS. LIKE IT'S COMPLICATED, RIGHT? THERE'S LOTS OF VARIABLES. AND THAT'S WHY WE'RE SAYING JUST A SENTENCE OF I FEEL LIKE I BELONG IS AN INDICATOR THAT SOMEONE SAYS.

AND SO WE'LL CONTINUE TO LOOK AT THAT. BUT, I MEAN, WE COULD GRAB LOTS AND LOTS OF DATA AND MAKE THIS A VERY MEATY REPORT.

OKAY. PLEASE DON'T. BUT WE'RE ALSO TRYING TO SAY WHAT'S THE FASTEST WAY THAT WE CAN QUICKLY MEASURE.

AND IT'S IT'S A SNAPSHOT. WE HAVE TO REMEMBER THESE ARE SNAPSHOTS OF A MOMENT IN TIME.

AND IT'S WHY WE CHANGED WHEN WE'RE GIVING IT BECAUSE WE KNOW WHEN STUDENTS, YOU KNOW THERE'S WE'RE GOING TO NOW BE ABLE TO COMPARE FALL TO SPRING.

SO WHAT HAPPENS THERE? AND THEN WE BEGIN TO ANALYZE BECAUSE REALLY, YES, THESE REPORTS ARE FOR YOU.

AND THEY'RE MY EVALUATION. BUT THEY TELL US AS DISTRICT EMPLOYEES, WHERE DO WE NEED TO BE MORE INTENTIONAL? WHERE DO WE NEED TO THINK? RIGHT. IT'S FORMATIVE ASSESSMENT FOR US AS WELL.

I'M CONCERNED ABOUT SURVEY SATURATION. I MEAN, IF THERE'S 50 TO 100 QUESTIONS, WHERE'S THE VALIDITY IN THAT? IF THE KIDS ARE JUST CHECKING OUT, WHY ARE WE BOTHERING? THAT'S WHY WE'RE NOT. THAT'S WHY WE LET IT GO.

SO THIS NEW REPORT HAS HOW MANY QUESTIONS, BOBBY? I THINK IT WAS 18 FOR SECONDARY. AND LESS FOR THE YOUNGERS? 5. MOVING IN THE RIGHT DIRECTION. SO IS THERE ANYTHING THAT COULD BE DONE, LIKE ON A DAILY BASIS TO JUST SAY, HEY, YOU KNOW, WHEN THE STUDENT COMES TO SCHOOL, HE CLICKS A BUTTON THAT SAYS, YES, YOU KNOW, I FEEL HAPPY WHEN I SHOWED UP AT SCHOOL AND THEN TOWARD THE END OF THE DAY, YOU KNOW.

NOPE. YOU KNOW, I'M IN A BETTER MOOD THAN I WAS WHEN I SHOWED UP AT SCHOOL.

I MEAN, I MAYBE THAT'S COMPLICATED, BUT AT THE SAME TIME, IT'S LIKE, MAYBE THAT WOULD BE A BETTER INDICATOR OF ACTUAL.

I WOULD. I WOULD SO CAUTION AGAINST THAT. I THINK I KNEW YOU WERE GOING TO SAY THAT YOU ARE IF YOU ARE CONSTANTLY BEING CHECKED ON HOW YOU'RE FEELING, WHAT THAT DOES IS IT MAKES YOU THINK OF JUST YOURSELF.

AND IT'S THE WORST THING YOU CAN DO TO A KID WHO'S NOT FEELING ALL THAT GOOD ABOUT HIMSELF OR HERSELF.

[01:30:08]

I MEAN, IN ABIGAIL SCHREYER'S BOOK BAD THERAPY, SHE SAYS THE THE LAST THING YOU WANT TO BE DOING IS HAVING THE CHILDREN THINKING ONLY OF THEMSELVES. THE BEST THING TO DO FOR A KID IS HAVE THEM HELPING SOMEBODY ELSE GET THE FOCUS OFF OF YOURSELF AND TOWARDS HELPING SOME OTHER KID OUT.

STOP WITH THE HOW ARE YOU FEELING, JOHNNY? SO THAT'S MY OPINION.

OKAY. AND ON KIND OF ON THAT NOTE, YOU KNOW, WHEN WE WERE TALKING ABOUT LIKE, OKAY, IT'S GOOD TO HAVE THESE SIGNS IN SCHOOLS THAT SAY YOU BELONG BECAUSE IT GIVES A SENSE OF BELONGING, EVEN IF OUR BEHAVIOR DOESN'T CAUSE PEOPLE TO FEEL THEY BELONG.

HAVING SIGNS THAT SAY YOU BELONG CREATES A PERCEPTION THAT YOU BELONG, AND THAT'S A POSITIVE THING.

OKAY. SO FOR OPERATING FROM THAT STANDPOINT, NEGATIVE MESSAGES AS WELL.

ARE WE CREATING SOME OF THE PROBLEMS THAT WE EXPERIENCE THROUGH THROUGH NEGATIVE INFORMATION THAT WE PRESENT.

AND I THAT WAS SOMETHING I WANTED TO ASK THE ARTICLE THAT THAT I THINK YOU FOUND IT AND SENT IT TO ME.

I DON'T REMEMBER IF I SENT IT, SENT IT TO YOU.

BUT REGARDING DOOM AND GLOOM KIND OF MESSAGES.

CAN YOU GIVE ME AN EXAMPLE OF WHAT YOU'VE SEEN HERE IN FERNDALE? I CAN TELL YOU, AS I SAID, I WAS, TRINA WHEN I MET WITH YOU AND CHRIS AND, I CAN'T.

THAT'S HOW YOU SAY HER NAME. OKAY. I MENTIONED THAT, FOR EXAMPLE ENVIRONMENTAL ANXIETY.

OKAY, SO WHEN WE TEACH IN SCHOOL THAT HUMANS ARE HARMING THE PLANET, THAT WE'RE KILLING THE EARTH, THAT, YOU KNOW, WE'RE HEADING TOWARD, YOU KNOW, DOOMSDAY BECAUSE OF GLOBAL WARMING AND ALL THIS KIND OF STUFF.

IT CREATES AN ANXIETY. AND I KIND OF GOT I DIDN'T FEEL LIKE THAT WAS TAKEN SERIOUSLY.

BUT APPARENTLY THERE HAS BEEN A LARGE AMOUNT OF STUDY DONE ON THAT AND THERE IS AN IMPACT, AND SO I WONDER. SO I JUST, I CAUTION US TO TAKE THE BIG GLOBAL IDEAS AND PERSONALIZE THEM HERE TO FERNDALE BECAUSE I, I ACTUALLY HAVEN'T SEEN THAT HAPPENING AND IT MAY BE SOMETHING HAPPENED BEFORE I WAS HERE.

I THINK RIGHT NOW I JUST MET WITH A GROUP OF TEACHERS TODAY WHO ARE TALKING ABOUT SMART CONSUMERS.

SO WHEN YOU HEAR MESSAGES, WHAT ARE THE FIVE QUESTIONS YOU ASK TO? IS THIS TRUE? IS IT VALID? DO I BELIEVE IT? WHERE AM I ALIGNED WITH IT? AND SO THEY WERE TEACHING MORE CRITICAL THINKING RATHER THAN THIS IS THE MESSAGE.

I AM REALLY GLAD TO HEAR THAT BECAUSE THAT'S ACTUALLY PART OF OUR POLICY 2020 AS FAR AS YOU KNOW, INFORMATION THAT WE'RE SUPPOSED TO BE PRESENTING IN SCHOOLS YOU KNOW, BALANCED INFORMATION THAT REPRESENTS MORE THAN ONE SIDE OF A DISCUSSION.

AND SO IF THAT'S HAPPENING, THAT'S GREAT, BECAUSE I CAN SAY IN MY OWN LIFE WITH MY OWN KIDS, I'VE ACTUALLY SEEN THAT. AND THAT'S WHY AND THAT'S WHY I'VE NOT WITNESSED IT.

I'D ASK THE STUDENTS AGAIN IF THIS HAS BEEN THEIR EXPERIENCE.

JUST TO CLARIFY, ARE WE TALKING ABOUT WHEN LIKE TEACHERS ARE LIKE WITH A TOPIC LIKE GLOBAL WARMING, IF THEY'RE LIKE PUSHING THEIR AGENDAS ONTO US.

YEAH. JUST REPRESENTING ONE SIDE OF A STORY. AND THAT'S WHERE LIKE, SO LIKE SAY YOU TALK ABOUT ANTHROPOGENIC GLOBAL WARMING, YOU KNOW, AND WHAT, AS I, WHAT I SAW WITH MY OWN CHILD BRINGING STUFF HOME FROM SCHOOL AND THIS HAS BEEN MANY YEARS AGO.

OKAY. SO THIS IS NOT, BUT IT HAS HAPPENED. OKAY.

AND AND TO SAY THAT OKAY, THE MESSAGE IS GOING FORWARD, AT LEAST WITH MY OWN CHILD.

WAS THAT OKAY? WE'RE HARMING THE PLANET. WE'RE OVERPOPULATING.

WE'RE DOING ALL THESE THINGS AND THOSE SET DECISIONS FOR PEOPLE FOR THE REST OF THEIR LIVES, WHEN YOU EMBED THOSE KINDS OF IDEAS. IF THERE IS A BALANCE TO THAT INFORMATION AND LIKE KRISTI SAID, WITH THE CRITICAL THINKING AND SAYING, OKAY, IS THIS TRUE? IS THERE MORE INFORMATION OUT THERE ENCOURAGING THAT KIND OF THINKING.

I DON'T KNOW THAT THAT WAS HAPPENING SO MUCH BACK THEN, AND I DON'T KNOW IF IT I MEAN, WE'RE NOT IN THERE SITTING IN CLASSROOMS WATCHING THIS STUFF. SO I DON'T KNOW CONTENT WISE IF THAT'S ACTUALLY, YOU KNOW, AND JUST MAKING SURE THAT THERE IS INFORMATION COMING FROM DIFFERENT ANGLES TO SAY, OKAY, EXPERTS THINK THIS, BUT OTHER EXPERTS THINK THIS.

AND SO THAT YOU'RE GETTING A WELL-ROUNDED, YOU KNOW, BATCH OF INFORMATION, WHICH YOU CAN THEN USE TO SORT THROUGH AND SAY, YOU KNOW WHAT? YEAH, THIS MAKES MORE SENSE OR THIS DOESN'T, AND YOU CAN FIGURE OUT WHERE TO LAND. THAT'S ALL.

FROM LIKE FROM MY EXPERIENCE, I FEEL LIKE, FOR EXAMPLE, IN MY GOVERNMENT CLASS I'M TAKING RIGHT NOW,

[01:35:03]

IT'S MORE LIKE SHE EDUCATES US ON BOTH SIDES AND LIKE, SHE DOESN'T REALLY SHARE, LIKE, HER PERSONAL EXPERIENCES AROUND POLITICS.

SO I FEEL LIKE, WITH TOPICS THAT LIKE WE GET TAUGHT IN SCHOOL, THEY AREN'T REALLY LIKE GETTING PUSHED ONTO US, IF THAT MAKES SENSE. I FEEL LIKE IT'S VERY WELL ROUNDED.

YEAH, AND IF I CAN ADD ON TO THAT, I'M LIKE TAKING CURRENT WORLD PROBLEMS RIGHT NOW, WHICH IS A SENIOR CLASS THAT I HAVE TO TAKE FOR SOCIAL STUDIES.

YOU KNOW, WE DO TALK ABOUT A LOT OF THAT DOOM AND GLOOM.

I MEAN, WE WERE JUST TALKING ABOUT POVERTY AND HOW THAT LEADS TO THIS AND THAT AND A WHOLE BUNCH OF STUFF, YOU KNOW, AND OBVIOUSLY THERE'S A LOT OF DOOM AND GLOOM IN THAT.

BUT OUR TEACHER, HE ALWAYS LIKE I MEAN, I THINK EVERY TEACHER DOES THIS IS THEY BRING US BACK TO THE PRESENT, WHICH IS LIKE, OKAY, HOW CAN WE GROW FROM THIS? WHAT'S SOMETHING THAT WE CAN DO? YOU KNOW, YOU GUYS ARE LIKE SENIORS RIGHT NOW AND BLAH, BLAH, BLAH. AND LIKE, YOU GUYS CAN MAKE BETTER DECISIONS AND LIKE, I THINK IT'S A VERY WELL, LIKE, WELL-ROUNDED PROGRAM THAT WE HAVE HERE AT FERNDALE.

I MEAN, ANY TEACHER THAT I'VE HAD, LIKE ANY SOCIAL STUDIES CLASS WHERE WE LEARN ABOUT ALL THESE SAD THINGS OR LIKE ANY OF THESE DOOM AND GLOOM TYPE OF THINGS, THERE'S ALWAYS LIKE ANOTHER SIDE TO IT. AND WE ALWAYS TALK ABOUT BOTH SIDES OF THE STORY.

AND, YOU KNOW, I FEEL LIKE WE DON'T HAVE TO WORRY ABOUT ANY OF US GETTING LIKE, BAD STUFF PUSHED ONTO US, YOU KNOW WHAT I MEAN? I THINK WE HAVE A GOOD PROGRAM HERE AT FERNDALE.

SO FROM MY EXPERIENCE, IT'S GOOD. SO, YEAH. SO COMING BACK TO THIS SAFETY AND BELONGING IN TERMS OF MESSAGING, I THINK HOW WE TALK TO STUDENTS, WE TALK ABOUT IT AS TEACHERS ALL THE TIME THAT ADULT CHILD INTERACTIONS MATTER. AND I, I WOULD SAY THAT THE YOU BELONG IS NOT JUST A PHRASE, IT'S AN ACTION. AND I SEE IT NOT JUST HAPPENING WITH OUR STUDENTS.

I MEAN OUR TEACHERS. I SEE IT HAPPENING WITH OUR STUDENTS AND THE MESSAGING THEY'RE GIVING ONE ANOTHER.

I MEAN, I THINK THE FACT THAT YOU SAW TWO VIDEOS, ONE ABOUT VANDALISM WITH DEVICES AND CELL PHONES, HOW THE STUDENTS EVEN JUST PROMOTED. THAT WAS REALLY ABOUT THE ACTION YOU TAKE AND, YOU KNOW, CAUSE AND EFFECT. BUT IT WAS ALL ABOUT THIS IS WHY WE DO THIS TOGETHER, BECAUSE WE'RE IN THIS TOGETHER.

WE'RE A COLLECTIVE. AND SO ANYWAY, GOES BACK TO SOME OF THE DATA DIDN'T MATCH, AND I REALLY HAVE TO ASK IF THE TOOL WAS NOT THE RIGHT TOOL.

OBVIOUSLY IT WASN'T THE RIGHT TOOL. WE GOT RID OF IT. BUT I'M EXCITED TO SEE US COME SPRING.

FALL TO SPRING. WE CAN GIVE A REPORT ON WHAT WE NOTICED WITHOUT IT BEING PART OF A POLICY.

IN THAT REGARD, YOU KNOW, WE'VE TALKED ABOUT THE CONTACT POINTS.

ANY THOUGHTS? BECAUSE, LIKE I MENTIONED IN MY COMMENTS, ONE OF THE THINGS THAT WAS MOST CONCERNING AND WITHIN THIS REPORT WAS THAT STUDENT, OR THE TEACHER STUDENT RELATIONSHIP, YOU KNOW, KIND OF LIKE DOVE. WAS THERE. I'M ASSUMING THAT THE SURVEY 2023, 23-24, 24-25 WAS, YOU KNOW, KIND OF HAD THE SAME SIMILAR DOWN POINTS. BUT IT, AS WE'VE TALKED ABOUT THAT ONE PERSON MAKING THAT DIFFERENCE, IT JUST SEEMED A LITTLE CONCERNING IF THERE WAS SOMETHING THAT, YOU KNOW, IF ANY THOUGHT HAD BEEN ON WHAT HAD CAUSED THAT, WHAT, YOU KNOW, WHAT MIGHT HAVE CAUSED THAT CHANGE IN PERSPECTIVE? YEAH. WE'VE TALKED A LOT ABOUT IT, A LOT AS AN ADMIN TEAM.

AND IT WAS ONE OF THE DATA POINTS AT THE ADMIN RETREAT THAT I HIGHLIGHTED.

SO IT'S ONE WE'RE PAYING ATTENTION TO. WE'RE TALKING ABOUT IT. AND I THINK THE BIGGEST FACTOR TO CHANGE IN PRACTICE IS TRANSPARENCY ABOUT IT.

NAME IT, OWN IT, BE INTENTIONAL ABOUT IT. AND SO THAT'S REALLY THE PART WE'RE TAKING.

LIKE I SAID, THIS DATA MATTERS TO US. IT'S JUST NOT FOR YOU.

WE USE IT TO THINK ABOUT HOW WE'RE INTERACTING, WHAT WE'RE DOING, WHAT ARE WE FOCUSING ON? IT'S JUST LIKE ATTENDANCE LAST YEAR, EVEN THOUGH THE ATTENDANCE THIS WAY WAS THE AVERAGE WHAT BUILDINGS ARE LOOKING AT IS THE DAILY RATE.

REGULAR. YEAH, THE REGULAR RATE. THANK YOU. AND SO THAT HAS INCREASED, BUT THE OVERALL WAS KIND OF STAGNANT.

BUT WHAT YOU PAY ATTENTION TO, YOU CHANGE. AND SO THAT'S AN ONGOING CONVERSATION, BECAUSE ATTENDANCE MAY NOT BE ABOUT US.

IT MAY BE ABOUT VARIABLES OUTSIDE OUR CONTROL.

SO THEN HOW ARE WE PARTNERING WITH FAMILIES COMING BACK TO THE FAMILIES, THE FIRST TEACHER, HOW DO WE SUPPORT FAMILIES AND STUDENTS COMING TO SCHOOL? AND THERE'S SO MANY VARIABLES THAT WE'RE JUST DOING OUR VERY BEST WITH WHAT WE ARE ABLE TO CONTROL.

SO SPEAKING OF THE ATTENDANCE PART OF IT WHAT KIND OF THREW ME WAS OKAY, THE INDICATOR IS AVERAGE

[01:40:04]

AND SO IT SEEMED LIKE THAT WE SHOULD. I, YEAH, I'LL ADDRESS THAT.

BOBBY AND I TALKED ABOUT THAT TODAY, BECAUSE THE STRATEGIC PLAN GOALS, THE INSIDE DOCUMENT THAT YOU HAVE ACCESS TO THOSE DIRECTLY REFLECT IN THE SCHOOL IMPROVEMENT PLANS, WHEREAS THE OVERALL ARCHING IS WHAT YOU'RE IN CHARGE OF.

SO YOU HAVE THE VERY BIG PICTURE. THEN THE SCHOOLS TAKE THE FINITE PART OF THAT.

SO IF EVERY BUILDING IS FOCUSED ON THE DAILY AVERAGE RATE, THEN OVER TIME THAT'S GOING TO INFLUENCE THE BIG PICTURE. SO YOU'RE UP HERE THE WHAT YOU'RE DECIDING THE WHAT.

AND THEN WE ARE IN THE WEEDS OF TRYING TO MAKE A DIFFERENCE TO THE FINITE PIECES THAT START TO LEAD UP.

SO THE STRATEGIC GOALS ARE NOT MET FOR US TO.

NO, THEY'RE FOR THE SCHOOL IMPROVEMENT PLANS.

SO AS YOU GET TO SEE THOSE AND OUR TEAMS ARE BUSY WRITING THOSE, THEY'RE PUTTING THOSE TOGETHER.

THEY'RE LOOKING AT THEIR DATA, THEY'RE MONITORING IT OVER TIME.

THAT'S WHERE THEY'RE IN THE WEEDS. SO WHEN YOU TALKED ABOUT SMART GOALS, THAT'S WHERE THOSE BELONG ARE IN THE SCHOOL IMPROVEMENT PLANS.

THEY DON'T BELONG AT THE BOARD LEVEL BECAUSE YOUR POLICY.

OKAY I GUESS THAT THAT IS THE CONFUSING PART TO ME BECAUSE IF WE'RE ALIGNING WITH STRATEGIC GOALS, WHICH I THOUGHT THAT WAS WHAT WE WERE HELPING TO SET WAS STRATEGIC GOALS.

AND THEREFORE, YOU KNOW, IF YOU SAY YOUR GOAL IS THIS, THEN THAT'S WHAT THE THAT'S WHAT THE MONITORING REPORT.

SO LET ME USE IT. WE TALKED ABOUT THIS TODAY BOBBY AND I TALKED ABOUT THIS.

AND IT'S NOT A GREAT ONE. BUT I'M ALWAYS THINKING ABOUT WHAT I EAT.

SO YOUR GOAL IS TO BE HEALTHIER. A BOARD GOAL WOULD BE TO BE HEALTHIER IN A YEAR'S TIME.

SO YOU MIGHT HAVE SOME INDICATORS OR POLICIES AROUND EXERCISE OR EATING BETTER OR WHATEVER, WHEREAS THE INDIVIDUAL IS GOING TO START SAYING, OKAY, I'M GOING TO CHANGE THESE THINGS ABOUT MY DIET.

I'M GOING TO EXERCISE EVERY DAY. THOSE START TO GET INTO THE FINITE GOALS, WHEREAS YOUR BIG PICTURE IS I WANT TO BE HEALTHIER IN A YEAR.

OKAY. THAT BEING SAID, IF YOU HAVE A NUMBER OF PEOPLE WHO ARE INDIVIDUALS AND WE'RE TRYING TO GET THE GROUP TO ALL BE HEALTHIER AND YOU HAVE INDIVIDUALS WHO ARE, YOU KNOW, STICKING TO THEIR EXERCISE PLAN, EATING RIGHT.

BUT YOU HAVE ONE THAT JUST REALLY LOVES DONUTS AND LIKES TO LIE ON THE COUCH AND WATCH TV.

IS THAT ONE GOING TO DRAG EVERYBODY ELSE DOWN AND, YOU KNOW.

YEAH, THAT'S A GREAT QUESTION. I THINK THAT'S BEEN THE PROBLEM HERE IN FERNDALE OVER TIME, WHEN YOU DON'T HAVE A STRATEGIC PLAN WHERE IT PUTS EVERYBODY ON THE SAME PATH, THAT IS EXACTLY WHAT WAS HAPPENING.

EVERYONE WAS TRYING TO DO THEIR OWN THING. SO NOW ELEMENTARY ALL HAS THE GOAL OF SAFETY AND BELONGING AND EARLY LEARNING.

MIDDLE SCHOOL HAS MASTERY OF STANDARDS AND SAFETY AND BELONGING.

AND THEN THE HIGH SCHOOL HAS SAFETY AND BELONGING AND FUTURE READY.

SO EVERYONE'S MOVING ON THE SAME PATH. AND IF YOU ACTUALLY LOOK INSIDE THE INDICATORS SO THE INSIDES OF THE STRATEGIC PLAN, YOU WILL SEE ACADEMICS, ACADEMIC GOALS AND SAFETY AND BELONGING.

YOU'RE GOING TO SEE THINGS IN EARLY LEARNING THAT YOU'RE ALSO GOING TO SEE IN MASTERY OF STANDARDS.

SO THERE'S A THROUGH LINE THROUGH THESE GOALS AS WELL.

SO THAT'S WHAT A STRATEGIC PLAN DOES. IT GETS EVERYONE ON THE SAME PATH.

AND WHEN WE HAVEN'T HAD THAT I THINK LAST YEAR.

AND KELLY YOU WOULD HAVE THIS CONTEXT. THIS IS THE FIRST TIME OUR STRATEGIC PLANS HAVE BEEN ALIGNED.

IS THAT CORRECT? THAT'S CORRECT. YEAH. SO I GUESS MY OTHER QUESTION IS UP AT THIS LEVEL, IS ANY IMPROVEMENT JUST, OKAY, YOU KNOW, EVEN IF A BUNCH OF NEEDLE THIS MUCH, I MEAN LITTLE WOBBLES BACK AND FORTH ACROSS THE.

OR DO WE ACTUALLY SET GOALS LIKE, SAY WE WANT TO SEE A 5% INCREASE IN IN BELONGING.

I MEAN DO WE WANT TO SEE A 10%. I MEAN.

I THINK IT'S GOING TO TAKE SOME TIME, YOU KNOW, LIKE SYSTEM CHANGE, POLICY CHANGE.

I JUST TALKED TO ANOTHER SUPERINTENDENT AND HE'S BEEN WORKING ON THE SAME GOALS FOR EIGHT YEARS.

AND THEY'RE FINALLY SEEING THE IMPROVEMENT. IT JUST TAKES TIME.

AND BOBBY AND I TALKED ABOUT THAT. SO GO BACK TO THE HEALTHY PLAN.

I CAN GET ON THE SCALE EVERY DAY. AND ONE DAY I MIGHT BE 2 POUNDS LIGHTER AND THE NEXT DAY I MIGHT BE UP A POUND.

BUT IF I START TO BE 10 POUNDS LIGHTER OR 10 POUNDS MORE, THAT'S WHEN I HAVE TO START TO SAY THIS IS NOT JUST A DAY TO DAY THING.

THIS IS A BIGGER VARIABLE. I HAVE TO CHANGE THE DIRECTION.

SO I THINK IT'S JUST GOING TO TAKE US SOME TIME.

BUT I WILL SAY HAVING BEEN, THIS IS YEAR FOUR.

THE FEELING IN FERNDALE SCHOOL DISTRICT AND HOW WE TALK ABOUT, I MEAN, WE DIDN'T EVEN HAVE A DATA DASHBOARD WHEN I GOT HERE.

[01:45:06]

WE GOT BOBBY ON BOARD TO HELP US MAKE SENSE. IF YOU REMEMBER THE FIRST MONITORING REPORTS, IT WAS ALL JUST RAW DATA. SO WE DIDN'T EVEN HAVE A WAY TO COMPARE OR TO TALK ABOUT THIS.

SO JUST THINK ABOUT WHAT WE'VE ACCOMPLISHED TOGETHER IN THREE YEARS.

IMAGINE WHERE WE'RE GOING TO CONTINUE TO GROW.

AND IT JUST DOES CONTINUE TO GROW. SO IT JUST WE MAY NOT LIKE IT, BUT WE'RE ALSO DEALING WITH STUDENTS AND WE'RE DEALING WITH A LOT OF VARIABLES THAT ARE OUTSIDE OUR CONTROL.

AND SO WE'RE DOING OUR VERY BEST. WE'RE WORKING WITH THE COMMUNITY.

WE'RE WORKING BUILDING ALIGNMENT ACROSS SYSTEMS. WE'RE BUILDING IN, YOU KNOW, JUST EVEN I THINK ABOUT EARLY LEARNING.

AND WE'LL GET TO THAT LATER IN THE YEAR. I MEAN, WE WENT UP 20% IN HOW STUDENTS ENTERED, JUST BY THE FACT THAT WE BEGAN TO IMPLEMENT MORE EARLY LEARNING STRATEGIES. SO IT'S SOME THINGS HAVE QUICKER GAINS.

SOME THINGS TAKE TIME. BUT IN TERMS OF SAYING, YOU KNOW, AS A BOARD WHAT IS REASONABLE PROGRESS. I MEAN, I'M GOING TO USE THE THE HIGH SCHOOL MATH SCORES FOR THAT BECAUSE THAT'S SOMETHING I'VE BEEN FOCUSED ON FOR A LONG TIME.

WE WENT UP LIKE 3%, OKAY. OKAY, WELL THAT'S A MOVE IN THE RIGHT DIRECTION.

IS THAT A REASONABLE MOVE OR IS THAT JUST, YOU KNOW, MEASUREMENT ERROR? SO FOR THIS REPORT YOU SAID YOU WOULD LIKE TO SEE DIFFERENT VARIABLES DATA POINTS.

AND IF WE'RE ONLY USING THE STATE ASSESSMENT THAT'S GIVEN ONCE A YEAR FOR ONE DAY, WE ALSO HAVE I-READY DATA THAT'S SHOWING DIFFERENT GROWTH.

SO WE CAN'T USE MULTIPLE DATA POINTS FOR ONE POLICY AND NOT FOR ALL THE POLICIES.

SO YES, WHILE THE STATE ASSESSMENT MATTERS, YOU ALSO HAVE TO REMEMBER TEACHERS DON'T GET TO USE THAT TO INFORM THEIR INSTRUCTION.

THEY USE THE EVERYDAY, THEY USE THE I-READY, THEY'RE USING, YOU KNOW, THEY'RE MEETING IN PLCS, THEY'RE USING MTSS. SO THEY'RE TALKING ABOUT THE FORMATIVE ASSESSMENT AND THEY'RE ABLE TO DIAL DOWN IN REAL TIME, WHEREAS THE STATE ASSESSMENT. AND I'M GOING TO ADMIT SOMETHING NOW, I WAS THE STUDENT WHO JUST SAID, OH, I'M GOING TO MAKE AN X ON HERE. AM I RIGHT? THEY DON'T. STUDENTS DO NOT TAKE SERIOUS THE STATE ASSESSMENT IN THE SAME WAY THEY MIGHT WITH AN I-READY THAT A TEACHER IS GOING TO HAVE A CONVERSATION WITH THEM ABOUT BECAUSE THEY KNOW THE TEACHER'S NOT SEEING IT TILL NEXT YEAR, SO UH.

AND SO I THINK WE HAVE TO REMEMBER THAT WE ARE TRYING TO USE A PREPONDERANCE OF EVIDENCE.

NOW, DOES THAT STATE ASSESSMENT MATTER? ABSOLUTELY.

ARE WE USING IT? ABSOLUTELY. IT'S JUST NOT THE ONLY THING WE'RE USING.

YEAH. UNDERSTOOD. WE JUST HAVEN'T GOTTEN TO THAT ONE YET.

AND, YOU KNOW, I WOULD LIKE TO SEE. I WOULD LIKE TO SEE THE I-READY SCORES, I REALLY WOULD.

I'D LIKE TO KNOW WHAT'S GOING ON WITH I-READY. AND ANYTIME WE CAN START TO PULL THOSE TOGETHER.

SO ANYWAY, BACK TO THIS REPORT. SO OTHER QUESTIONS, COMMENTS, IN REGARDS TO THE REPORT. YEAH. ONE MORE. SO WHY DID THEY DO THE BREAKDOWN BY ETHNICITY AND NOT ALONG, YOU KNOW, OTHER LINES? I MEAN, WHAT IS IT, BECAUSE OF STATE REPORTING? IS IT BECAUSE WHAT WHAT'S THE REASON FOR FOR CHOOSING THE BREAKDOWN THE WAY THAT THEY DID IN TERMS OF, YOU KNOW, DIFFERENT GROUPS FEEL LIKE THEY BELONG? WHY WHY IS THAT THE DEFINING CHARACTERISTIC AND NOT NOT SOCIOECONOMIC STATUS OR SOMETHING LIKE THAT? WELL, ONE, THE SOCIOECONOMIC STATUS IS NOT PUBLIC INFORMATION.

STUDENTS DO SHARE THEIR HOW THEY IDENTIFY AND RACE.

AND THE REALITY IS THERE ARE SOME GROUPS THAT HAVE, FEEL MORE A SENSE OF BELONGING THAN OTHERS.

IT MIGHT BE, YOU KNOW, IF I'M AN ENGLISH SPEAKER ACCESS TO OTHER ENGLISH SPEAKERS IS MUCH MORE VIABLE.

WHEREAS IF I'M A NEWCOMER, I MAY ONLY FIND A COMMUNITY WITHIN OTHER STUDENTS WHO ARE NEWCOMERS.

IS IT THE ONLY INDICATOR? NO. WE LOOK AT LOTS OF THINGS, BUT.

WELL, I THINK THAT THAT COMES FROM THE INDICATOR SAYS THAT DISAGGREGATED SURVEY DATA SHOWS EQUITABLE EXPERIENCES FOR STUDENTS OF DIFFERENT RACIAL AND ETHNIC BACKGROUNDS. IT DOESN'T. AND THAT WAS THE INDICATOR THAT WAS PUT FORTH.

IF WE HAD BEEN LOOKING FOR SOCIO ECONOMIC DIFFERENCES, WE WOULD HAVE HAD TO MAKE THAT AS AN INDICATOR.

YEAH, I GUESS MY QUESTION WAS JUST WHY WAS THAT THE BREAKDOWN AND NOT, YOU KNOW, OR WAS THAT EVEN RELEVANT? I MEAN, WE DON'T HAVE ACCESS. THAT IS NOT SOMETHING THAT WE COULD JUST PUBLICLY SHARE ABOUT INDIVIDUAL STUDENTS.

[01:50:04]

I MEAN, YEAH, BUT IF YOU'RE GOING TO CONTINUE TO BREAK IT DOWN ALONG ETHNIC LINES, YOU WOULD AT LEAST HAVE THE RATES OF PARTICIPATION FOR THOSE GROUPS GOING FORWARD. YEAH, I MEAN, I THINK WE WOULD, I JUST, IT WOULD JUST HAVE TO BE I'M JUST TRYING TO THINK OF YOU THINK THAT WOULD THEN JUST FALL UNDER THE INDICATOR HERE FOR DISAGGREGATED SURVEY DATA SHOWS EQUITABLE EXPERIENCES.

YEAH. BECAUSE IF YOU DON'T REALLY KNOW WHAT PERCENTAGE OF THAT GROUP PARTICIPATED, HOW DO YOU KNOW IF THAT THAT THE PEOPLE WHO PARTICIPATED ARE REPRESENTATIVE OF THE ENTIRE GROUP? BECAUSE, I MEAN, YOU KNOW, MAYBE THE OTHER PEOPLE DIDN'T PARTICIPATE AND BECAUSE OF SOME FACTOR THAT'S COMMON TO THEIR GROUP.

BUT THESE ARE THE ONES THAT WANT TO PARTICIPATE ARE DIFFERENT SOMEHOW.

I MEAN, IT'S JUST IT'S LIKE IF YOU DON'T HAVE THE PARTICIPATION RATES, IT SEEMS LIKE A PIECE THAT'S MISSING THAT WOULD BE REALLY USEFUL TO HAVE.

I THINK WE COULD PROBABLY FIND THE PARTICIPATION. I THINK BOBBY AND I CAN WORK ON THAT. YEAH. DOES THAT SOUND GOOD, BOBBY? SOUNDS GOOD. GREAT.

AND I THINK I GUESS THE OTHER ASPECT THAT I COME FROM IT LOOKING AT IS THIS IS NOT ONLY A REPORT FOR THE BOARD, BUT IT'S WHAT THE DISTRICT IS USING, WHAT KRISTI IS USING TO LEAD HER TEAMS. MY HOPE IS THAT AS YOU GUYS LOOK AT THE DATA, WHICH, YOU KNOW, THERE'S I'M SURE A LITTLE BIT MORE THAN WHAT'S IN THIS REPORT THAT YOU'RE GOING TO PICK OUT THOSE IMPORTANT ASPECTS AND SHARE THOSE WITH US AS OPPOSED TO SHARING WITH US A VOMITING OF DATA, BECAUSE, I MEAN, I'VE READ PLENTY OF VOMITED DATA REPORTS, AND IT'S LIKE IT'S THE SAME AS THOSE 50 TO 100 QUESTION TESTS YOU GET SO FAR.

AND YOU JUST GO, THIS IS GARBAGE. AND I CAN'T PROCESS ANYMORE.

SO I THINK, YOU KNOW, MY HOPE AND MY REQUEST OF YOU GUYS, WHICH I FEEL LIKE YOU'RE DOING, IS GIVE US THE DATA THAT'S IMPORTANT. THE PART THAT'S RELEVANT.

YOU KNOW, IF THE PARTICIPATION RATES USING THAT AS AN EXAMPLE IS, YOU KNOW, STATISTICALLY SIMILAR BETWEEN ALL THE GROUPS, THEN IT'S AN IRRELEVANT DATA POINT, YOU KNOW, BECAUSE THEY'RE ALL IN THAT SAME CATEGORY.

BUT IF WE DO FIND THERE'S, YOU KNOW, ONE, YOU KNOW, SAY JUST FOR EXAMPLE, THE ASIAN FIND THIS OFFENSIVE, THEY DON'T TAKE IT. WHATEVER. YOU KNOW THAT THEN THAT BECOMES IRRELEVANT DATA POINT.

BUT IF WE'RE ALL EQUAL, THEN I DON'T SEE IT AS SOMETHING TO WORRY ABOUT.

SO SPEAKING OF SURVEYS THAT, YOU KNOW THE ONE, YOU KNOW, AS A SEGUE TO THE NEXT SECTION THE BOARD EFFECTIVENESS SURVEY, I DON'T REMEMBER. WAS THERE LIKE 75 QUESTIONS? I'M TRYING TO REMEMBER HOW MANY THERE WERE, AND IT WAS.

SO I'M JUST WONDERING, BECAUSE I ACTUALLY AM GOING TO TAKE YOU ON A PROCESS, SHOULD WE FINISH THIS ONE UP? OH YEAH. FOR SURE. AND THAT WAY I CAN LET BOBBY GO HOME AND BE WITH HIS FAMILY.

NO, HE GETS TO STAY WITH US. HE'LL GO HOME AND COME UP WITH MORE SURVEY QUESTIONS.

YES. SO ANY OTHER COMMENTS IN REGARDS TO THE, THIS REPORT AND OR A MOTION AS TO WHAT ACTION WE WANT TO TAKE WITH IT? YEAH. SORRY, BUT I'M ALWAYS WONDERING, WITH THESE REPORTS, ARE WE JUST SUPPOSED TO SIMPLY FOCUS ON THE DATA THAT'S GIVEN TO US AND THAT IS THE SUM THAT THAT IS, WE FOCUS ON THAT. WE MAKE OUR DETERMINATION ON WHETHER WE'RE MAKING PROGRESS BASED SOLELY ON THAT DATA, OR ARE WE ALLOWED TO PULL IN OUR OWN OBSERVATIONS AND OTHER, YOU KNOW, BACKGROUND INFORMATION THAT WE THINK MIGHT BE RELEVANT? BECAUSE I WANT TO KNOW THAT AS A BOARD, HOW WE'RE APPROACHING THE EVALUATION OF THESE THINGS.

ARE WE ALL DOING IT THE SAME WAY? I GUESS IN MY MIND, I'M TAKING THE DATA THAT'S PRESENTED.

AND IF THERE IS OTHER FACTORS THAT I KNOW ABOUT THAT ARE RELATED TO THESE INDICATORS, BECAUSE THOSE ARE THE INDICATORS WE PUT FORTH AS TO

[01:55:05]

THEN THAT'S WHAT I'M USING TO MAKE THAT CALL.

BUT IF I HAVE OTHER FACTORS THAT THAT RELATE.

I'M GOING TO I'M NOT GOING TO JUST KEEP THEM TO MYSELF AS I DO IT.

I'M GOING TO SHARE THAT WITH THE BOARD OR ASK THOSE QUESTIONS OF THE KRISTI AND HER TEAM AS GOING FORTH.

OTHER COMMENTS OF WHAT OTHERS ARE DOING. WELL, WHEN I REVIEW, WE'RE HAVING A DISCUSSION ABOUT THIS PARTICULAR MONITORING REPORT. YOU EITHER MICROPHONE'S NOT ON OR YOU'RE NOT CLOSE ENOUGH.

THANKS. IS THAT WORKING NOW? THAT'S WORKING BETTER. THANK YOU. OKAY. SORRY.

NO WORRIES. SO, AS WE REVIEW THIS REPORT. OKAY.

THIS IS ALL SUBJECTIVE TO ALL OF OURS PERSONAL OPINION, HOW WE INTERPRET THE INFORMATION THAT WE'VE BEEN GIVEN.

SO NOW WE RELATE THAT INFORMATION TO THE ADMINISTRATIVE SIDE.

THEY TAKE THEIR NOTES AND THEY PUT DOWN THEIR ACTION PLANS AND THEY MOVE ON THAT IN THE FUTURE.

AND SO WE'RE NOT ALL GOING TO BE IN AGREEMENT ON EXACTLY, YOU KNOW, HOW WE INTERPRET THE INFORMATION.

WHAT'S IMPORTANT IS WE FEED THAT INFORMATION TO THE ADMINISTRATIVE GROUP.

THEY TAKE THAT INFORMATION, THEY CREATE AN ACTION PLAN, AND THEN THEY PRESENT IT IN A FUTURE DATE AND RESOLVE WHAT WE'RE ALL HERE TO DISCUSS. SO I DON'T THINK IT'S REALLY IMPERATIVE TO START DISSECTING, YOU KNOW, INDIVIDUAL'S INTERPRETATION OF THAT.

IT'S A COLLABORATION OF ALL OF OUR INFORMATION THAT WE PRESENT TO THE ADMINISTRATIVE GROUP TO ACT ON, TO IMPROVE WHAT THE GOAL IS, AND THAT'S TO IMPROVE THE PROCESS.

AND I GUESS I WOULD JUST ASK, GIVEN THAT THIS IS PART OF MY EVALUATION, WE ALL AND THIS WAS PART OF THE CONVERSATION TODAY WITH THE TEACHERS THAT I MET WITH IS TEACHING KIDS ABOUT JUST BIAS AND HOW YOUR OWN BIAS, LIKE TONIGHT, YOU HAD AN ASSUMPTION THAT MAYBE WE WERE GIVING NEGATIVE MESSAGES BASED ON EXPERIENCE YOU HAD WITH YOUR OWN CHILDREN AROUND GLOBAL WARMING, AND I WOULD HATE FOR THAT BIAS TO READ INTO A REPORT BECAUSE THAT'S NOT EXISTING.

I'M NOT SAYING IT IS. I'M JUST USING THAT EXAMPLE.

SO IF THERE WAS EVER SOMETHING THAT WASN'T IN THE REPORT AND YOU SAID, WELL, I'VE HEARD THIS, I WOULD LIKE TO KNOW MORE ABOUT IT, I WOULD HOPE THAT YOU WOULD CALL ME AND JUST SAY, HEY, KRISTI, THIS IS SOMETHING I'M HEARING, I'M READING THIS REPORT.

CAN YOU TELL ME MORE ABOUT THAT? THAN IF I SOLIDIFY AND SAY, YES, THAT'S ACTUALLY SOMETHING HAPPENING.

WE DIDN'T THINK TO PUT THAT IN THE REPORT, THEN THAT WOULD BE FACTUAL INFORMATION THAT I'M ABLE TO CONFIRM FOR YOU AND NOT AN OPINION OF, YOU KNOW, BECAUSE I'LL TELL YOU, WE GET, I GET CALLS EVERY DAY ABOUT AREAS THAT WE'VE HIT OR MISS.

AND JUST BECAUSE MAYBE SOMEBODY ISN'T AGREEING WITH US IN A MOMENT DOESN'T MEAN WE'RE NOT FOLLOWING THE LAW, DOESN'T MEAN WE'RE NOT DOING THE RIGHT THING ON BEHALF OF WHAT THE BOARD HAS SET UP.

I MEAN, WE JUST THERE'S JUST, AGAIN, SO MANY VARIABLES.

SO IF YOU EVER DO HAVE QUESTIONS AND YOU'RE GREAT ABOUT IT, JUST CALL ME.

AND IF I CAN'T ANSWER YOU, SOMEBODY HERE CAN.

SO I GUESS WHERE I'M COMING FROM WAS THE IDEA THAT YOU'RE GIVEN THIS INFORMATION.

AND ARE YOU SUPPOSED TO BASE YOUR DECISIONS BASED JUST ON WHAT.

DOES THIS END? BECAUSE THE WAY THE REPORTS HAVE BEEN WORDED, I'LL HAVE TO GO BACK AND LOOK AT THIS ONE AND SEE IF THERE'S ANY CHANGES.

IS THAT, YOU KNOW IS IT SHOWING PROGRESS, SHOWING REASONABLE PROGRESS? WELL, BASED ON THESE INDICATORS, YES OR NO? I MEAN, I TEND TO THINK OF THINGS BLACK AND WHITE THAT WAY.

MAYBE IT'S JUST BECAUSE OF MY BACKGROUND. IT'S LIKE, OKAY, LOOKING AT THESE INDICATORS, NOT TAKING INTO ACCOUNT ALL THIS OTHER STUFF THAT'S AROUND, BUT BUT THESE THINGS THAT WE HAVE CHOSEN, THAT THE ADMINISTRATION HAS CHOSEN BECAUSE THEY THINK IT'S MOST REFLECTIVE OF THE PERFORMANCE, THEN, YOU KNOW, THEN I SHOULDN'T BE COLORING THAT WITH WHAT I THINK MIGHT BE MORE REFLECTIVE OF THE PERFORMANCE.

AND SO IF THIS IS WHAT YOU'VE CHOSEN TO SAY, THIS DEMONSTRATES WHERE WE ARE.

THEN SHOULD I FOCUS ON THAT AND TRY TO JUST BASE MY DECISION BASED ON THE INFORMATION SITTING IN FRONT OF ME? AND THAT'S THE WAY I LOOK AT IT. SO THAT'S WHAT I ASSUME IS HAPPENING.

YEAH. NANCY OR ANTONIO? DON'T FEEL OBLIGATED.

I JUST WANT TO GIVE YOU GUYS A CHANCE TO TALK TO.

[02:00:01]

SO I'M ALWAYS TRYING TO SUPPORT, YOU KNOW, WHAT WE'RE DOING BECAUSE I THINK WE'RE MAKING STEPS IN THE RIGHT DIRECTION.

BUT WHEN THE DATA DOESN'T SUPPORT IT, THEN UNFORTUNATELY, I CAN'T SAY, YEAH, RAH RAH, WE'RE DOING GREAT.

SO, YOU KNOW, IT WASN'T PLEASANT TO SAY SORRY.

IT'S JUST NOT CUTTING IT. IT WENT DOWN. SO I CAN'T SUPPORT THE FIRST THIS R1 ON THE ON THE FIRST OF TWO DIFFERENT MEASUREMENTS, SO I'M NOT SURE HOW WHEN IT COMES TO VOTING FOR WHETHER WE PASS IT OR NOT.

YOU KNOW, I THOUGHT ONE INDICATOR WAS GOOD. THE OTHER INDICATOR WAS NOT, YOU KNOW, SHOWED NOT SO.

AND I WILL SAY AS MY TEAM AND I LOOK AT THIS, WE TAKE THIS INTO ACCOUNT.

WE I SHARE IT OUT. WHAT YOU'VE SAID I, WE READ ALL YOUR FEEDBACK WHETHER IT PASSES AS COMPLIANT OR MAKING PROGRESS THOUGH THAT DOESN'T MATTER.

WE TAKE WE TAKE YOUR INPUT. BUT I ALSO I GUESS I'LL JUST BE BRUTALLY HONEST ON MY INTERPRETATION IS IF YOU CHANGE YOUR VOTE HERE TONIGHT, THAT DOESN'T FEEL FAIR TO ME IN THE FACT THAT YOU'VE ALL HAD YOUR OPPORTUNITY TO READ IT, YOU MADE YOUR INTERPRETATION, YOU PUT YOUR DATA IN, AND THEN IF YOU COME AND SAY, HEY, I'D LIKE TO, YOU KNOW, NOW VOTE THAT IT'S OUT OF COMPLIANCE WHEN THIS CLEARLY SHOWS IT IS IN COMPLIANCE.

AND WITH THE FOLLOWING EXCEPTIONS. THAT DOESN'T FEEL LIKE RELEVANT DATA EITHER.

THAT FEELS LIKE A MOVING TARGET FOR ME TO NEVER KNOW WHAT AM I REACHING FOR? SO I GUESS THAT WOULD BE MY. THAT'S HOW WE'VE.

THAT'S COHERENT GOVERNANCE. AND SO I JUST I WANT TO BE REALLY HONEST ABOUT THAT IT DOESN'T FEEL VERY SAFE TO KNOW THAT WE COME HERE BELIEVING THAT WE'RE MAKING PROGRESS WITH, YOU KNOW, WITH REASONABLE EXPECTATIONS.

AND THEN, NOPE, THE DISCUSSION HAPPENED. AND SO WE'RE GOING TO CHANGE OUR MIND.

THAT FEELS LIKE SOFT DATA TO ME. SO THAT REALLY WASN'T WHAT I GATHERED FROM THIS CONVERSATION.

IT CERTAINLY IS NOT WHAT I MEANT THAT I WAS GOING TO, YOU KNOW.

I JUST WANTED TO SHARE THAT. NO, I DIDN'T TAKE THAT.

I JUST FELT THAT I NEEDED TO SAY THAT. ALL RIGHT.

WELL, AND I THINK THE ONE THING I APPRECIATE WITH THESE SURVEYS IS AND APPRECIATE WITH THE BOARD IS WE'RE ALL COMING FROM DIFFERENT PERSPECTIVES.

YOU KNOW ANTONIO HAS KIDS IN THE DISTRICT. I USED TO HAVE KIDS, YOU KNOW, RIGHT IN THERE.

SO HE COMES WITH A DIFFERENT PERSPECTIVE THAN NANCY COMES WITH FROM TEACHING, YOU KNOW, AND I THINK THAT'S WHAT GIVES US THE STRENGTH.

AND HONESTLY, IN MY OPINION, THE COMMENTS THAT WE MAKE IN HERE ARE MUCH MORE IMPORTANT THAN WHAT OUR MOTION IS, BECAUSE THE MOTION, YOU KNOW, YOU TRY TO MAKE AND WORDSMITH AND MAKE IT ALL NICE.

BUT I THINK THAT THIS THE COMMENTS THAT WE MAKE IN HERE GIVE MORE FEEDBACK TO THE THE DISTRICT AND THE ADMIN TEAM AND SHOW THAT COLLABORATION OF US TRYING TO WORK TOGETHER TOWARDS A COMMON GOAL.

SO THAT'S HOW I LOOK AT IT. ANYTHING TO ADD, ANTONIO? YOU ANSWER FOR ME. ERIC. I MEAN, KEVIN. ERICKSON.

I DO HAVE, OR CONSIDER MYSELF PRIVILEGED OR HAVE AN ADVANTAGE THAT I HAVE.

I USED TO HAVE THREE. NOW I HAVE TWO. BUT WHEN I SEE REPORTS LIKE THIS, I GO AND TALK TO THEM AND I.

I HAVE A RELATIONSHIP GOOD ENOUGH THAT THEY CAN ACTUALLY OPEN UP AND THEY GIVE ME THEIR VIEWS ON, ON THINGS. AND THEY ARE ACTUALLY VERY, VERY CANDID.

AND I GET A LOT OF INSIGHT AND LIGHT AS TO WHAT IS HAPPENING.

AND, AND FORTUNATE ENOUGH, I AM ALSO INVOLVED IN CERTAIN THINGS AT THE HIGH SCHOOL LEVEL AND AND OTHER ACTIVITIES THAT I CAN SEE FIRSTHAND. A SAMPLE OF, OF WHAT THIS IS TRYING TO, YOU KNOW, INTERPRET FOR US. THESE ARE DATA POINTS.

AND SOMETIMES WE JUST HAVE TO UNDERSTAND IF THERE'S A TREND, IF WE'RE CONNECTING THE DOTS OR NOT.

BUT AND I AGREE THAT WE HAVE DIFFERENT BACKGROUNDS.

LIKE, NANCY HAS A TEACHING BACKGROUND, I HAVE THE KIDS.

I ALSO HAVE A BACKGROUND THAT I COME FROM A DIFFERENT COUNTRY, WHERE HAVING A SCHOOL SYSTEM LIKE THE ONE THAT WE HAVE HERE IS, IT'S IMPOSSIBLE TO, TO UNDERSTAND HOW AWESOME WE ARE.

IF YOU IF WE WERE TO TAKE ONLY A VERY, VERY AFFLUENT SCHOOL IN THE COUNTRY THAT I COME FROM, COULD COULD BE SOMEWHAT CLOSE TO WHAT WE SEE HERE.

[02:05:04]

LIKE THE HIGH SCHOOL. AND THEY HAVE THE TECHNOLOGY, THE CTE PROGRAMS. I, WHEN I WENT IN AND GOT THAT TOUR OF THE CTE PROGRAM, I WAS, I WENT BACK TO MY KIDS AND I ALMOST YELLED AT THEM.

I'M LIKE, HOW ARE YOU NOT INVOLVED IN ALL OF THEM? YOU KNOW, LIKE, HOW ARE YOU NOT DOING THE COMPUTER THING AND THE, YOU KNOW, THE, THE ENGINE THING.

AND OF COURSE, THEY'RE SO BUSY WITH WHAT THEY LIKE TO DO AND BUT WHAT AN AMAZING.

AND WE HAVE THAT ALSO THOSE OPPORTUNITIES WE HAVE IN MIDDLE SCHOOL AND ELEMENTARY.

SO MY APPROACH IS SLIGHTLY DIFFERENT AND IT WILL ALWAYS BE SEEING IT FROM HOW GRATEFUL WE ARE TO HAVE WHAT WE HAVE AND BE ABLE TO EXPLORE THAT. I DO ASK MY KIDS ABOUT WHAT THEY SEE, AND UNFORTUNATELY THERE'S A GREAT LEVEL OF ENTITLEMENT AND AND WHEN YOU'RE TAKING A SURVEY, MAYBE YOU JUST WANT TO BE A LITTLE REBEL AND YOU'RE LIKE, BE. AND YOU KIND OF CHANGE THE NATURE OF THE SURVEY JUST BY BY WHAT YOU'RE DOING.

RIGHT. AND, AND HOW YOU ARE WANTING TO MANIFEST.

SO I DON'T KNOW IF MY OPINION HELPED, BUT THAT IS MY VIEW.

AND AND I HOPE THAT WE UNDERSTAND THAT THE EFFORTS THAT THE SCHOOL DISTRICT IS DOING WHEN IT COMES TO SAFETY AND BELONGING ARE HONEST, SINCERE AND YOU BUT DIFFICULT TO ATTAIN 100%.

RIGHT. OKAY. WELL SAID. SO WITH THAT, THE CHAIR WILL ENTERTAIN A MOTION AS TO HOW WE ADDRESS THIS REPORT.

SO I BELIEVE THE OVERALL WAS NOT IN COMPLIANCE, MAKING PROGRESS WITH EXCEPTIONS. MAKING REASONABLE. MAKING REASONABLE PROGRESS WITH EXCEPTIONS.

AND I THINK THAT WAS WHAT THE DETERMINATION WAS IS MAKING PROGRESS WITH EXCEPTIONS.

AND THE EXCEPTIONS WERE NOTED IN THERE. MY ONLY QUESTION IS HOW DO WE ADDRESS THE EXCEPTIONS? BUT THAT, BUT I WILL MAKE A MOTION TO APPROVE THE REPORT AS MAKING PROGRESS WITH EXCEPTIONS.

AND I THINK THAT THE EXCEPTIONS, AS WE'VE NOTED IN OUR SURVEY, ARE THE THINGS FOR THE THE ADMIN TEAM TO BE ADDRESSING AND COME UP WITH A PLAN.

YOU KNOW, WE'RE THE, WHAT'S TO BE DONE THERE.

THE HOW'S IT TO BE DONE. SO SO IT HAS BEEN MOVED THAT WE ACCEPT THIS REPORT AS MAKING REASONABLE PROGRESS WITH THE EXCEPTIONS OR THAT ARE NOTED. KEVIN, IF I MAY INTERRUPT.

SORRY. YEAH. NO, GO FOR IT. BUT IT'S ACTUALLY IN COMPLIANCE.

IT DOESN'T SAY ANYTHING ABOUT REASONABLE. BECAUSE IT A RESULTS REPORT.

AND THIS IS ALWAYS ONE OF THE CHALLENGES BECAUSE IT IS A RESULTS REPORT.

IT ACTUALLY SHOULD BE MAKING REASONABLE PROGRESS.

THE COMPLIANCE REPORTS. I TRUST ME, IT'S A MATTER OF SEMANTICS.

YOU KNOW WHY I BRING IT UP? YOU KNOW IT. WE JUST NEED TO UNDERSTAND, WHAT IT IS WE'RE LOOKING AT? YEAH. RIGHT. WELL, I GUESS IT'S BECAUSE WE ARE LOOKING AT MAKING WITH A OPERATIONAL POLICY NOT TO SPLIT HAIRS, BUT JUST TO EXPLAIN WITH AN OPERATIONAL POLICY, EITHER WE ARE OR WE AREN'T, OR THERE'S WITH THIS, WE'RE MAKING THE REASONABLE PROGRESS.

AND SO THAT'S WHERE IN YOU KNOW, IF WE WANT TO LEAVE IT AS COMPLIANT.

BUT AGAIN, THAT DOESN'T FOLLOW WITH THE GOVERNANCE MODEL.

BUT I'M, I'M OPEN TO THE BOARD'S. BUT IT'S I'M NOT PUTTING YOU ON THE SPOT FOR MR. POOR. MR. BENTLEY WOULD BE ROLLING HIS EYES AT THIS WHOLE THING BECAUSE WE ALWAYS HAD THE CONVERSATION OF WHAT WORDS, HOW WORDS AFFECTED THINGS. BUT YEAH. SO I DETER, OR I DEFER TO THE

[02:10:08]

YOU KNOW, THERE'S THREE DIFFERENT ONES. LOOK AT THINGS A LITTLE DIFFERENT. LET'S SEE.

ALREADY LEARNING. LET'S JUST GO WITH WITH HOW KEVIN SAID IT.

AND ALL FUTURE REPORTS WILL BE IN COMPLIANCE WITH REASONABLE PROGRESS MENTIONED.

[LAUGHTER] COMPLIANCE WITH REASONABLE. I LIKE THAT, I LIKE THAT.

HOW ABOUT REASONABLY PROGRESSING TOWARD COMPLIANCE? OH MY GOSH. OKAY OKAY. I THINK WE HAVE WENT DOWN A RABBIT HOLE THAT I'M BOY I'LL PULL US BACK.

SO BECAUSE IT IS A RESULTS POLICY, I'M JUST GOING TO SAY IT AS A MAKING REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS, AS NOTED WITHIN OUR COMMENTS. WE'LL START WITH AN ADVISORY VOTE FROM THE STUDENTS.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE.

ALL THOSE OPPOSED? SUPPOSED. OKAY, SO THE ADVISORY VOTE IS AN AFFIRMATIVE, AN AFFIRMATION AND ACCEPTING OF THIS REPORT.

FOR THE ELECTED BOARD MEMBERS, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.

AYE. ALL OPPOSED? OKAY, SO THE REPORT HAS BEEN ACCEPTED AS MAKING REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS. THANK YOU. BOBBY. GREAT START ON OUR FIRST REPORTS.

HOPEFULLY WE CAN STREAMLINE THINGS AS WE MOVE FORWARD ON OUR END.

BECAUSE YOU'VE CERTAINLY STREAMLINED IT ON YOURS, SO. THANK YOU. SO, KEVIN, IS THIS IS THIS ONE JUST KIND OF A THROWAWAY REPORT BECAUSE WE HAVEN'T GOT TO THE NEW IN NEW INDICATORS. AND SO I MEAN IT REALLY BECAUSE IT'S THE NEW INDICATORS, THE NEW INDICATORS, OLD, OLD, OLD WAY OF DOING IT.

SO A YEAR FROM NOW WE'RE GOING TO LOOK BACK AND WE'LL BE ABLE TO COMPARE THEM AND.

NEW INDICATORS WITH OLD DATA. IF YOU REMEMBER WE SAID THIS IS GOING TO BE THE GRAY YEAR, RIGHT? LIKE WE WROTE IT, AND WHAT WE HAVE TO USE IS THE OLD DATA THAT WAS SET UP FOR THE OLD REPORTS.

AND SO THERE'S JUST, IT'S A LEARNING YEAR. BUT THE OPERATIONAL EXPECTATIONS WILL BE EASIER BECAUSE.

A LITTLE BIT, YEAH. I THINK SO. YEAH. NOT WE DIDN'T CHANGE A LOT OF THAT, SO.

OKAY. SO THAT TAKES US ON TO ITEM 7.02 WHICH IS THE BOARD SELF-EVALUATION.

AND KRISTI HAS PUT TOGETHER SOME EXERCISES TO HELP US GO THROUGH THIS THAT SHE HAD THAT WE WERE ORIGINALLY GOING TO DO AT THE STUDY SESSION, BUT WE OPTED TO DELAY UNTIL TONIGHT SO WE COULD ALL BE HERE.

SO I WILL TURN IT OVER TO HER. SO WHILE I'M WAITING FOR THE POWERPOINT TO GET UP, WHAT I WANT TO THINK ABOUT IS THIS COULD EASILY BE 30 PLUS MINUTES. IT'S PAST 8:00. SO DO YOU WANT ME TO RUN YOU THROUGH WHAT I WAS THINKING.

AND THEN WE CARRY THE DISCUSSION OVER TO NEXT MONTH.

OR DO YOU WANT TO SPEND THE TIME TONIGHT DOING THE WHOLE THING? IT'S GETTING LATE. HOW ABOUT WE CARRY IT OVER TILL NEXT MONTH? OKAY, SO WHAT I'M GOING TO DO IS I'M GOING TO RUN YOU THROUGH THE POWERPOINT. AND JUST THEN WHAT I'M GOING TO DO IS I'M GOING TO SEND YOU THE POWERPOINT SO YOU HAVE TIME TO THINK THROUGH PROCESS. AND THEN WE'LL MAKE SOME DETERMINATIONS NEXT MONTH.

DOES THAT WORK? OKAY. WE'RE JUST HAVING A FEW TECHNICAL DIFFICULTIES.

SO I'M JUST GOING TO WALK YOU THROUGH IT ACTUALLY. SO WHAT I WANT TO FOCUS ON.

AND ACTUALLY, CHRIS, WHY DON'T YOU, IF YOU'RE GETTING IT.

OKAY. SO WHAT I REALLY WANT TO FOCUS ON IS WHAT'S THE PURPOSE OF THE BOARD SELF EVALUATION.

AND I THINK, YOU KNOW, JUST LIKE WE'RE DOING AS AN ORGANIZATION, YOU AS A BOARD CAN DETERMINE WHAT YOU WANT TO LEARN ABOUT AND FOCUS ON.

BASED ON THIS DATA, THIS IS KIND OF HOW YOU'RE DOING, BUT IT ALSO IS DATA THAT WE USE TO SAY, WHAT DO WE NEED? WHAT WILL I USE THAT SAY, WHAT DO I NEED TO TEACH MORE ABOUT? WHAT DO I NEED TO SPEND TIME FOCUSING ON? YOU'LL SEE IN THE BOARD SELF-EVALUATION AS A BOARD, WE MADE A LOT OF GROWTH. WE, THERE WERE AREAS THAT WE DIDN'T NECESSARILY FEEL WE KNEW A LOT ABOUT.

AND NOW WE DID. SO WHEN YOU GET THIS POWERPOINT, YOU'LL ACTUALLY HAVE NOTES IN THERE.

SO IF YOU LOOK IN THE BOTTOM PART, I'LL MAKE SURE YOU HAVE THE NOTES.

BUT AN EVALUATION AND ACTION, IT'S, IT GOES FROM STRENGTHS TO NEXT STEPS.

SO WHAT ARE WE DOING REALLY WELL. BUT WHERE DO WE NEED TO STILL GO.

[02:15:02]

I CALL IT THE INSIDES OF THE STRATEGIC PLAN. YOU HAVE ACCESS TO THOSE.

I'M GRABBING THEM RIGHT NOW, AND WE'LL MAKE SURE, IF YOU DON'T FIND THEM.

THE STRATEGIC PLAN PRACTICES. THIS IS AN INTERNAL DOCUMENT ONLY.

AND THE REASON IT'S AN INTERNAL DOCUMENT IS IT'S BECAUSE WHAT WE'RE INTERNALLY USING TO MAKE DECISIONS ABOUT THE STRATEGIC.

SO HOW, IT'S KIND OF LIKE THE INDICATORS. HOW DO YOU MAKE SURE THAT WE'RE FOCUSED ON EARLY LEARNING.

HOW DO WE MAKE SURE. AND IT'S A 6 YEAR PLAN IN SO WE KNOW WHERE WE'RE MOVING ALONG.

SO WHEN YOU THINK ABOUT THIS BOARD EVALUATION, ONE THING I WANT YOU TO THINK ABOUT IS THIS.

THE KEY IS NOT TO PRIORITIZE WHAT'S ON YOUR SCHEDULE, BUT TO SCHEDULE YOUR PRIORITIES.

AND SO I WOULD LOVE NEXT MONTH TO THINK ABOUT HOW DOES THIS PLAY INTO OUR BOARD SELF ASSESSMENT.

HOW ARE WE SCHEDULING OUR TIME? HOW ARE WE SPENDING OUR TIME HERE? I'VE HEARD YOU SAY OVER AND OVER WE WANT TO BE ABOUT STUDENT OUTCOMES.

SO ARE WE USING OUR MEETINGS TO ACTUALLY GET THERE? ARE OUR QUESTIONS INTENTIONAL IN GETTING US THERE? IT'S REALLY EASY TO GET DISTRACTED BY ALL OF THE THINGS.

IT'S BEEN HAPPENING TO US HERE IN FERNDALE FOR A LONG TIME.

WE DIDN'T HAVE ALIGNED STRATEGIC. SCHOOL IMPROVEMENT PLANS, NOW WE DO.

SO WE'RE ABLE TO SAY, NO, WE'RE NOT GOING TO DO THIS, BECAUSE NOW WE'RE DOING THIS.

GO AHEAD CHRIS. AND SO THESE ARE JUST WHY DOES AN EVALUATION, THE BOARD EVALUATION MATTER? IT'S THE BOARD'S STRONGEST TOOL FOR GROWTH. IT'S HOW YOU ACTUALLY GET TO SAY, WHERE ARE WE COLLECTIVELY MOVING? IT ALSO KEEPS US IN OUR LANE STAYING WITH THE RESULTS AND OPERATIONAL EXPECTATIONS.

IT'S SO EASY TO GET DOWN INTO THE WEEDS, AND I APPRECIATE YOUR CONFIDENCE IN ME TO DO THAT WORK ALONG WITH MY TEAM.

AND, AND I OFTEN CALL ON YOU AND I SAY, HEY, CAN I USE YOU AS A THOUGHT PARTNER? AND CAN YOU PROCESS THIS ONE LITTLE THING WITH ME? YOU SERVE AS A GREAT TEAMMATE FOR ME. NANCY AND I MEET ONCE A MONTH, AND I'LL, WE'LL HAVE A GREAT DIALOG, AND I'LL JUST SAY, HEY, WHAT DO YOU THINK ABOUT THIS? SO I DO UTILIZE YOUR VOICE WHEN I'M THINKING ABOUT THE WEEDS, BUT STAYING FOCUSED ON THE RESULTS AND OPERATIONAL EXPECTATIONS KEEPS THE SHIP GOING FORWARD.

IT PROTECTS THE ACCOUNTABILITY AND ENSURES CLARITY OF ROLES, AND IT TRANSLATES ACTION INTO MEASURABLE GOALS.

SO THIS IS WHY WE WANT TO STAY FOCUSED ON WHAT IT IS THE BOARD IS DESIGNED TO DO.

SO YOU HAVE A COPY OF YOUR BOARD SELF ASSESSMENT.

AND SO I'M GOING TO ASK YOU, AND THIS NEXT TIME.

AND CHRIS, YOU CAN GO TO THE NEXT ONE. HERE ARE THE QUESTIONS THAT I PLAN TO HAVE US DIALOG ABOUT TONIGHT.

WHAT EVIDENCE HERE IS STRONG? SO WHERE ARE WE SEEING AS A BOARD WE ARE DOING WELL.

AND WHERE DO WE NEED TO PUT SOME OF OUR ATTENTION? AND THEN HOW DOES THIS LANGUAGE KEEP US FOCUSED ON RESULTS? AND THE OPERATIONAL EXPECTATIONS INSTEAD OF THE OPERATION SIDE.

SO HOW DO YOU STAY HIGH IN THE POLICY AND NOT GET DOWN IN THE WEEDS? AND SO MY GOAL, MY HOPE IS THAT WE'LL BE ABLE TO TAKE THIS INFORMATION AS A TEAM AND THEN USE IT TO IDENTIFY AREAS THAT YOU WANT TO LEARN ABOUT AND SPEND SOME TIME THIS YEAR. SO MAYBE IT'S, HEY, YOU KNOW WHAT WE NEED TO LEARN MORE ABOUT? I'LL SAY SCHOOL IMPROVEMENT PLANS. AND I'M JUST LOOKING AT MEL AND CHRISTINE.

SO ONE STUDY SESSION, I MAY INVITE BOTH OUR MIDDLE SCHOOLS TO COME GIVE YOU AN EXAMPLE OF WHAT THAT PROCESS LOOKS LIKE.

SO YOU CAN SEE HOW YOUR WORK UP HERE IS INFLUENCING THEIR WORK THERE.

SO WHATEVER IT MIGHT BE, I DON'T KNOW WHAT IT IS.

AND THEN I JUST LOVE THIS QUOTE SO MUCH AND IT'S HARD TO DO.

STAYING FOCUSED IS HARD TO DO, BUT FOCUS IS THE ART OF SAYING NO TO GOOD THINGS SO YOU CAN SAY YES TO GREAT THINGS.

SO IN OTHER WORDS HOW I THINK ABOUT THAT IS WE NEED TO STARVE OUR DISTRACTIONS AND FEED OUR FOCUS.

SO BASED ON OUR WORK TONIGHT, WHAT ARE WE NOT GOING TO GET DISTRACTED BY? AND I THINK YOU SERVE AS SUCH AN EXCELLENT EXAMPLE.

YOU TOOK MONTHS FOCUSING IN ON THAT CELL PHONE POLICY.

YOU DID HARD WORK. IT WAS ALL WE REALLY TALKED ABOUT FOR ABOUT FOUR MONTHS.

AND LOOK AT THE OUTCOME OF THAT WORK. IT'S TRANSFORMATIVE IN OUR SCHOOLS.

AND SO HOW ARE WE MAKING SURE THAT WE DON'T GET DISTRACTED BY ALL THE GOOD THINGS, AND WE'RE ONLY NARROWING IN ON THE GREAT THINGS.

SO I'M GOING TO SEND THIS TO YOU. I'M GOING TO SEND YOU SOME THINGS IN THE NEWSLETTER.

[02:20:02]

AND WE WILL GO DEEPER INTO THOSE QUESTIONS NEXT MONTH.

QUESTIONS? PEGGY, YOU GOT YOUR QUESTION FACE ON.

A QUESTION, NOT A QUESTION. AN OBSERVATION. I PERSONALLY DON'T FEEL LIKE I, AS A BOARD MEMBER, SPENT A TON OF TIME FOCUSING ON THE CELL PHONE POLICY.

BASICALLY, I FEEL LIKE THE BOARD MADE THE DECISION.

YOU ASKED, SHOULD WE ENFORCE WHAT WE HAVE? AND WE SAID YES.

AND SO THAT WAS TO ME. WE TALKED ABOUT IT OVER FOUR MEETINGS.

IT WAS OVER FOUR MONTHS. YEAH, WE TALKED ABOUT IT.

BUT YOU IMPLEMENTED IT. WE JUST LIKE. YEAH, SURE.

SURE. I. YOU KNOW. I DISAGREE. PEOPLE WERE READING THE BOOK.

WE WERE HAVING CONVERSATIONS. I KNOW THIS ONE OVER HERE.

NANCY DID A TON OF RESEARCH. WE LISTENED TO WHAT STUDENTS WERE SAYING.

I MEAN, WE'RE YOU. YOU ARE NOT TOGETHER FOR HOURS AND HOURS AND HOURS.

IT WASN'T DAYS OF WORK, BUT OVER FOUR MONTHS THAT WAS ON THE AGENDA.

THAT IS FOCUSED BOARD WORK. OKAY. I JUST DIDN'T PARTICULARLY FEEL AS THOUGH MY READING ABOUT IT OR, YOU KNOW, OR SAYING, YEAH, HECK SURE. ENFORCE WHAT'S WE'VE GOT REALLY AMOUNTED TO A LOT OF.

PERSONALLY, I THINK WE AS AN ORGANIZATION SEE YOUR FOCUS VERY DIFFERENTLY, BECAUSE WHEN THE BOARD SAYS WE'RE GOING TO DO SOMETHING THAT THAT ELEVATES IT TO A HIGHER LEVEL OF ACCOUNTABILITY FOR US.

OKAY. I JUST WANT TO SAY THAT FROM MY PERSPECTIVE, YOU IDENTIFIED SOMETHING THAT NEEDED TO BE ENFORCED AND YOU DID IT.

SO I APPRECIATE THAT AND IT'S MADE A CHANGE. I CAN TELL YOU IF I HAD JUST SAID IT MATTERED, IT WOULDN'T HAVE HAPPENED. IF I CAN INTERRUPT AND MAYBE TAKE SOME CREDIT FOR THIS, BECAUSE I THOUGHT I WAS THE FIRST ONE THAT TALKED ABOUT BRINGING IT IN AS A SCHOOL BOARD MEMBER, BECAUSE THERE WERE A COUPLE PARENTS THAT SHARED WITH ME, AND BECAUSE OF THE ISSUES THAT I HAD BEEN SEEING WITH MY OWN KIDS AT HOME AND, AND TRANSLATING THAT INTO THE SCHOOL SYSTEM.

SO IT WAS A CONCERN OF OF OURS AS A FAMILY. ME AND MY WIFE WERE CONCERNED, HOW ARE WE GOING TO HELP OUR KIDS NOT BE ON THE SCREEN SO MUCH? AND, AND WE WERE THINKING WHERE, WHERE IS EXTREMELY IMPORTANT THAT THEY ARE NOT.

AND I BROUGHT IT UP AND WE GOT THE SUPPORT. AND I REMEMBER THIS BECAUSE I WANTED TO REWRITE THE POLICY.

I WANTED US AND WE DISCUSSED THIS AND, AND STEVE SAID NO.

WHY WRITING IT, WHEN WE CAN JUST ENFORCE WHAT WE HAVE.

AND I WAS A LITTLE BIT UPSET AT STEVE, I'LL BE HONEST WITH YOU.

NOT REALLY. I WAS LIKE, NO, I WANT IT. I WANT IT TO BE, LIKE, VERY CLEAR, VERY.

BUT THE PRACTICALITY OF IT CAME DOWN TO US ENFORCING WHAT WE ALREADY HAD.

AND I HAD TO EAT IT. AND I HAVE TO. OKAY, STEVE, YOU KNOW, YOU'RE RIGHT.

SO I REMEMBER THIS THOUGHT PROCESS AND, YOU KNOW, AND HE HAS A PRACTICAL TRAINING BECAUSE OF WHAT HE DOES, AND, AND HE'S LIKE, WELL, LET'S JUST DO WHAT WE HAVE.

RIGHT. AND WHEN I THOUGHT I WAS GOING TO COME UP WITH A VERY SHINY CAR AND BEAUTIFUL, AND THEN WE WERE GOING TO APPLY IT.

SO I REMEMBER US GOING THROUGH THE WHOLE PROCESS AND GAIN MOMENTUM THROUGH THE BOARD.

SO I WOULD, IT WOULD BE DOING A DISSERVICE AND TAKING ALL THE CREDIT AWAY FROM ME I'M JUST KIDDING.

I'M JUST KIDDING. WELL, OKAY. CREDIT TO YOU. I NEED CREDIT, I NEED SOMETIMES I NEED SOME HUGS.

BUT NO, WHAT I'M SAYING IS THAT I THOUGHT IT WAS DISCUSSED FAIRLY, AND WE DECIDED TO COME UP WITH THAT.

I REMEMBER DON CHRISTIANO COMING TO A MEETING AND INTRODUCING ME TO THE FIRST TIME I'D EVER HEARD OF THE BOOK, THE ANXIOUS GENERATION. AND SO I WENT OUT AND BOUGHT IT AND READ IT, AND I WAS SOLD.

SO THAT'S HOW I REMEMBER IT STARTING. SO THERE WAS A, YOU KNOW, WE ALL HAVE THEIR OWN PERSPECTIVES ON HOW IT CAME TOGETHER, BUT IT JUST SEEMED LIKE SOMETHING THAT NEEDED TO HAPPEN BECAUSE THIS IS A CRITICAL MOMENT IN, IN EDUCATION. AND THE REST OF THE WORLD IS NOW CATCHING UP WITH THAT.

BUT, YOU KNOW, WE DID IT AND WE FEEL REALLY GOOD ABOUT THAT, NO MATTER WHO IT CAME FROM.

I ALWAYS CREDITED DON FOR BRINGING IT UP. SO MAYBE I'M REMEMBERING THIS VERY BIASED, VERY BIASED WAY LIKE I NORMALLY DO, BUT I JUST WANTED TO BRING ATTENTION TO THAT I THOUGHT, I WAS.

I'M SORRY. I GUESS I KIND OF MISSED THAT. MY APOLOGIES.

[02:25:04]

CAN WE ENFORCE IT? LIKE, YEAH, SURE, YOU KNOW.

I ACTUALLY, I DIDN'T KNOW THE POLICY. SO WE DISCOVERED BECAUSE THE HIGH SCHOOL WAS NOT NECESSARILY ENFORCING IT THE SAME WAY. AND THAT WAS A STRUGGLE INTERNALLY ABOUT HOW DO WE DO THIS.

AND SO I JUST, I THINK YOUR POINT IS RIGHT. DON'T DISCREDIT YOUR WORK.

THE REASON FERNDALE IS FURTHER ALONG IS BECAUSE OF YOUR COMMITMENT TO IT.

AND IT DIDN'T JUST HAPPEN AT A MEETING. IT WAS SERIOUS WORK OVER.

IT STARTED IN THE SPRING AND YOU TALKED ABOUT IT ALL SUMMER.

AND WE, IT, IF YOU REMEMBER, RIGHT BEFORE SCHOOL STARTED THAT POLICY, YOU APPROVED IT AGAIN.

IT CAME BACK UP WITH REAL STRICT. THERE WAS SOME LANGUAGE TWEAKS IN IT, SO THERE WAS A LITTLE REWRITING.

AND I REMEMBER HAVING THAT CONVERSATION WITH MISS DYLAN, AND SHE GOES, NO PASSING TIMES, AND I GO, NO PASSING TIMES. THE BOARD WAS VERY CLEAR ABOUT THAT, AND THAT WAS HUGE.

SO I JUST THINK WHEN YOU FOCUS AND YOU'RE ALL, IT MIGHT HAVE FELT VERY SMALL TO YOU.

THE OUTCOME IS MONUMENTAL. I GUESS IT JUST FELT SMALL BECAUSE IT MADE COMMON SENSE.

IT'S LIKE, WELL, YEAH, SURE. YOU KNOW, DO THAT.

THAT MAKES SENSE.

IT, I THINK IT GOES BACK TO, YOU KNOW, WHEN THAT, WHEN THE TOPIC FIRST CAME UP, WHETHER WHEN ANTONIO MENTIONED IT, WHEN DON MENTIONED IT, WHEN IT CAME AS A PASSING COMMENT, THE BOARD COULD HAVE WENT, YEAH, YEAH, WHATEVER. KRISTI DO WHATEVER YOU THINK IS RIGHT OR, YOU KNOW, DO WHAT YOU THINK IS RIGHT, BUT INSTEAD WE GRABBED ON TO IT. WE TALKED ABOUT IT.

WE DISCUSSED THE IMPORTANCE OF IT. AND YEAH, IT MAY NOT HAVE BEEN A THREE HOUR LONG CONVERSATION, BUT HEY, IF WE CAN DO THE WORK IN A SHORT PERIOD OF TIME, ALL THE BETTER FOR EFFICIENCY.

AND, AND PUTTING THAT FORTH AND, AND CERTAINLY I HOPE THAT THE BOARD HAD A PART IN THAT BECAUSE OTHERWISE OUR PRESENTATION WAS JUST GOING TO BE PRETTY INTERESTING.

[LAUGHTER] YOU KNOW, AND YOU KNOW, SO BUT I THINK, I THINK SOMETIMES THAT GOES TO THE POINT OF WE CAN'T UNDER ESTIMATE WHAT OUR VALUE OF DISCUSSION DOES AND HOW THAT IMPACTS THE REST OF THE DISTRICT, BECAUSE THEY ARE WATCHING US.

THEY DO WATCH WHAT WE TALK ABOUT, WHAT WE PUT AS IMPORTANT.

YOU KNOW, SO WE HAVE TO THINK ABOUT WHAT WE SAY AND WHAT WE CHOOSE TO DO AND WHERE WE CHOOSE TO FOCUS OUR TIME, YOU KNOW, BECAUSE IT DOES MATTER, YOU KNOW. OKAY, WELL, YOU JUST GIVE ME AN IDEA FOR SHARING.

SO NOW I CAN'T WAIT TILL WE GET TO THE END SO I CAN DO THAT.

COOL. OKAY, LET'S MOVE ALONG. WELL, THEN WE WILL HASTEN OUR WAY TO SHARING SO THAT.

JUST MAKE SURE YOU WRITE IT DOWN SO YOU DON'T FORGET. BECAUSE THAT HAPPENED TO ME TODAY.

I HAD SOMETHING I HAD TO TELL SOMEBODY, AND I'M STILL TRYING TO REMEMBER WHAT IT WAS.

YOU'LL FIND IT AGAIN IN THE MIDDLE OF THE NIGHT WHEN YOU'RE LEAST.

IT WILL BE. SO THAT THEN BRINGS US ON AND KRISTI.

THANKS FOR PUTTING THAT TOGETHER AND EVERYONE PLEASE BE SURE TO DO YOUR DUE DILIGENCE IN PREPARATION FOR NEXT MONTH'S MEETING SO WE CAN HAVE A LIVELY DISCUSSION ABOUT THAT EVALUATION. SO THAT BRINGS US ON TO ITEMS 8.0 AND 9.0, THE CONSENT AGENDA.

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

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

THESE ARE TYPICALLY ROUTINE ITEMS THAT THE BOARD HAS HAD PRESENTED TO THEM PRIOR TO THE MEETING, AND HAD TIME TO ASK ANY QUESTIONS THAT THEY MIGHT HAVE FOR CLARITY.

WITH TONIGHT'S CONSENT AGENDA, THE BOARD IS RECEIVING THE MONITORING REPORT FOR OPERATIONAL.

EXPECTATION 3. STAFF HIRING TREATMENT AND EVALUATION AND COMPENSATION.

THE MONITORING REPORT WAS PRODUCED, OR THIS MONITORING REPORT WAS PRODUCED USING OUR NEWLY ADOPTED POLICIES AND INDICATORS, AND WILL BE ASSESSED BASED ON WHETHER THE BOARD FEELS THE DISTRICT IS IN COMPLIANCE, NOT IN COMPLIANCE OR IN COMPLIANCE, BUT NEEDING TO MAKE IMPROVEMENT IN CERTAIN CATEGORIES.

WE'LL BE COMMENTING ON THAT REPORT VIA THE GOOGLE SURVEY BETWEEN NOW AND NEXT MONTH'S MEETING, AND DISCUSSING THE REPORT AT THE MEETING TO BRING OUR POLICY REVIEW AND UPDATE PROCESS FULL CIRCLE.

WE ENCOURAGE THE PUBLIC TO TAKE A LOOK AT THIS AND TO GIVE US FEEDBACK AS WELL.

ALSO ON TONIGHT'S BOARD CONSENT AGENDA IS A REVISED POLICY TO ADOPT.

FOR THOSE THAT ARE NEW TO OUR MEETINGS, POLICY REVISIONS THAT MAKE SIGNIFICANT CHANGES TO THE LANGUAGE OF THE POLICY ARE PRESENTED TO THE BOARD AT ONE MEETING AND DISCUSSED AND

[02:30:02]

SO WITH THAT SAID THE FLOOR IS OPEN FOR ANY COMMENTS ON THE CONSENT AGENDA AND OR MOTION.

I MAKE A MOTION THAT WE THAT WE APPROVE THE CONSENT AGENDAS AS THEY ARE.

OKAY, SO IT HAS BEEN MOVED THAT WE ADOPT THE CONSENT AGENDA AS PRESENTED.

AGAIN, THESE ARE NOT THE CONSENT AGENDA ARE NOT VOTED ON BY THE STUDENT MEMBERS.

SO WE'LL GO STRAIGHT TO THE ELECTED BOARD MEMBERS.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE.

ALL OPPOSED. SO THE CONSENT AGENDAS ARE PASSED.

[10. SHARING [GC-7.E}]

AND SINCE PEGGY HAS ALREADY SAID SHE'S GOT SOMETHING, WE'LL START WITH HER.

OKAY, SO A COUPLE OF YEARS BACK, I INTRODUCED THE IDEA OF MAKING IT A POINT OF TRYING TO ELEVATE OUR COMMUNICATION, OUR WRITTEN COMMUNICATION, EMAIL, MEMOS, YOU KNOW, NO.

ANY BACK AND FORTH BETWEEN STUDENTS, STAFF. ANY ANY DISTRICT COMMUNICATIONS TO MAKE A STRONG EFFORT TO FOLLOW GRAMMAR, PUNCTUATION, SENTENCE STRUCTURE, YOU KNOW, CLEAN UP OUR COMMUNICATIONS IS SOMETHING THAT MY BOYS ONE OF THE SCHOOLS THAT THEY ATTENDED HAD THAT POLICY, AND I THOUGHT IT JUST MADE YOU CONSCIOUS EVERY TIME YOU SAT DOWN TO WRITE SOMETHING THAT YOU FOLLOWED, YOU WROTE A COMPLETE IDEA, A COMPLETE THOUGHT, AND YOU AND YOU MADE SURE TO CLEAN IT UP TO THE BEST OF YOUR ABILITY.

IT'S JUST A CONCENTRATED FOCUS, A CONSCIENTIOUS THOUGHT, JUST FORMING, A HABIT FORMING THING TO TRY TO DO YOUR BEST IN YOUR COMMUNICATIONS. DOESN'T MEAN THE GRAMMAR POLICE ARE GOING TO COME AND FETCH YOU IF YOU WRITE SOMETHING WRONG, BUT IT DOES MEAN THAT, YOU KNOW, YOU MAKE AN EFFORT TO SPELL CORRECTLY, YOU MAKE AN EFFORT TO WRITE A COMPLETE SENTENCE WITH PROPER PUNCTUATION.

YOU MAKE AN EFFORT TO DO, YOU KNOW, PUT CAPITAL LETTERS WHERE THEY BELONG, THOSE SORTS OF THINGS.

AND I WOULD LIKE TO PROPOSE THAT AGAIN, THAT WE MAKE AN EFFORT THAT WE JUST SAY WE WILL AIM TO ELEVATE OUR COMMUNICATION, YOU KNOW, IN OUR EVERYDAY CORRESPONDENCE. AND THAT APPLIES TO EVERYBODY.

SO THAT, YOU KNOW, WE JUST MAKE AN EFFORT, A CONSCIOUS EFFORT, A HABIT FORMING EFFORT THAT'S MY PROPOSAL.

OKAY. NANCY? I JUST WANTED TO SAY THAT ON OUR SPECIAL MEETING NEXT MONTH, WHICH IS OCTOBER 15TH, ALICIA RULE HAS AGREED TO COME AND TALK WITH US, SO WE GOT ONE OUT OF THREE.

I HEARD BACK FROM SHARON SHEWMAKE SECRETARY OR ASSISTANT, AND SHE SAID SHE CANNOT MAKE IT.

I HAVEN'T HEARD ANYTHING FROM JOE TIMMONS ON THAT, SO I'M SURE WE CAN COUNT HIM OUT.

SHUMAKE SAID THAT SHE MIGHT, OR THAT HER ASSISTANT SAID THAT SHE WOULD LIKE TO KNOW FUTURE DATES.

AND SO I PUT THOSE BACK TO SEE IF MAYBE SHE WOULD COME.

BUT AT LEAST WE HAVE ALICIA RULE THAT'S GOING TO COME.

SO I THINK WE SHOULD HAVE A REALLY INFORMATIVE MEETING AND HOPEFULLY WE'LL ALL COME WITH OUR CONCERNS ABOUT FUNDING EDUCATION AND SOME GOOD POINTS TO SHARE WITH HER.

AND ANYWAY, I'M LOOKING FORWARD TO TO THAT. I THINK IT'D BE INTERESTING TO ASK HER FOR HER INPUT, TOO, ON HOW WE CAN HELP EDUCATE THE REST OF THE LEGISLATORS, SO.

STEVE. WELL, I WOULD LIKE TO PUBLICLY SEND OUT A SHOUT OUT TO DONALD AND VERLEE SMITH, HAVING OFFERED TO DONATE A PARCEL OF LAND TO THE FERNDALE SCHOOL DISTRICT FOR SCHOOL DISTRICT USE.

THE PARCEL CONSISTS OF A 0.22 ACRE SECTION OF FLAT LAND FACING WEST SMITH ROAD AND BACKING UP TO THE

[02:35:02]

SO THANK YOU TO DONALD AND VERLEE SMITH OF THEIR GRACIOUSNESS AND OUR TOTAL APPRECIATION FOR THIS DONATION. WE CERTAINLY APPRECIATE IT.

THANK YOU VERY MUCH. [APPLAUSE] WELL SAID. AND THANK YOU FOR HIGHLIGHTING SUCH.

ANTONIO. VERY GOOD. WELL, HOMECOMING IS COMING AND I'M EXCITED FOR THAT.

JUST A QUICK THING. DJ MAC ATTACK IS GOING TO BE DJ HOMECOMING.

I'M A LITTLE BIT TERRIFIED BECAUSE, AND I'M SAYING THIS PUBLICLY BECAUSE I AM, I AM SCARED, I GET SCARED AS A DJ, YOU'RE TRYING TO ENTERTAIN I DJ FOR THE CHURCH YOUTH DANCE LAST WEEK, AND I GOT A PETITION FOR A SONG AND. AND, OF COURSE, THOSE DANCES.

I TRY TO BE A LITTLE BIT MORE, YOU KNOW, LIKE G-RATED WHEN IT COMES TO SONG CHOICE.

AND THEY ASKED ME FOR A SONG, AND, AND THE PERSON WHO IS A HIGH SCHOOL STUDENT HERE IN FERNDALE HE SAID, I WANT YOU TO PLAY LET IT GO. I'M LIKE, WHAT ARE YOU TALKING ABOUT? THAT'S A DISNEY SONG. WE'RE AT A DANCE, RIGHT? AND I JUST DISMISSED HIM. I WAS LIKE, GO AWAY, GO DANCE.

AND THEN HE CAME BACK AND HE'S LIKE, PLEASE PLAY.

LET IT GO. AND I WAS LIKE, JUST LET IT GO. I'M NOT GOING TO PLAY IT.

FINALLY, I GAVE IN AND I WAS LIKE, OKAY, I'M JUST GOING TO PLAY IT.

I PLAYED IT AND THEN ALL OF A SUDDEN ALL THE KIDS STARTING LIKE YELLING THE SONG, RIGHT? I HAD TO DO THAT. THE WHOLE THING WHERE I TURNED THE VOLUME DOWN SO THAT THEY CAN SING, YOU KNOW? AND IT WAS IMPRESSIVE. SO I REALIZED I WAS HUMBLED AND UNDERSTOOD THAT I NEED TO LISTEN AND I NEED TO PAY ATTENTION.

AND IT WAS A HIT, I DIDN'T. I REMEMBER GRACIE SINGING IT EVERY DAY WHEN SHE WAS LIKE 8 OR 07, I CAN REMEMBER. SO I'M A LITTLE BIT NERVOUS. I'M NOT GOING TO PLAY LET IT GO.

JUST TO LET YOU KNOW, UNLESS IT'S A REQUEST. BUT BE KIND TO ME, OKAY? DON'T WORRY. EVERYBODY IS VERY EXCITED. WE'VE BEEN ALL HYPING YOU UP IN OUR LEADERSHIP CLASS, SAYING THAT WE ARE GOING TO HAVE THE DJ THERE BECAUSE HE WAS A HIT AT PROM, SO.

I MEAN, THAT'S NOT HELPING. HOW MUCH OF A COMPLIMENT DO YOU NEED? ALL I WANT IS JUST A LITTLE BIT OF PATIENCE. IF YOU KNOW, IF I MAKE A MISTAKE.

BUT I'M HAPPY TO TO SERVE THE, THE YOUTH AND AND BE INVOLVED.

AND THAT'S WHERE ACTUALLY, I WOULD LOVE TO HAVE EVERYBODY DANCING.

AND IT'S AMAZING HOW SONG CAN, A SONG CAN UNITE THE YOUTH.

AND WHEN EVERYBODY'S DOING THE CONGA LINE OR EVERYBODY'S DOING A GROUP DANCE, IT'S JUST IT JUST MAKES ME HAPPY.

SO YOU GOT. YOU HAVE TO DANCE. OKAY. YOU TOO.

THANK YOU. WELL, I DON'T HAVE ANYTHING SPECTACULAR TO SHARE.

I DID HAVE A CHANCE THIS WEEKEND TO. ON THE WAY BACK FROM A BUSINESS TRIP, ROBIN AND I HAD A CHANCE TO VISIT OUR TWO SONS IN TEXAS, WHICH. THAT WAS A LOT OF FUN. SO ENJOY YOUR FAMILIES WHENEVER YOU CAN.

THAT'S MY BIT OF SHARING AND ADVICE FOR TODAY.

[11. MEETING EVALUATION SURVEY]

AND I'M ON DECK FOR DOING THAT TONIGHT. I THINK WE HAD THINGS PLANNED OUT.

I THINK WE WENT THROUGH THINGS. WELL WE MIGHT HAVE WENT DOWN A FEW RABBIT HOLES OR GOT OFF TOPIC A FEW TIMES.

WE COULD PROBABLY DO A LITTLE BIT BETTER STAYING ON TOPIC, BUT OVERALL WE DID HAVE SOME GOOD CONVERSATION ABOUT THINGS, AND THAT'S ALWAYS A GOOD PLACE FOR US TO LEARN, SO I APPRECIATE THAT.

SO I THINK I WOULD GIVE US AN OVERALL RATING OF A 3.

I THINK, AS STEVE ALWAYS SAYS, THERE'S ALWAYS ROOM FOR IMPROVEMENT.

SO ANYWAY, THANK YOU EVERYONE FOR PREPARING AND FOR COMING TO THE MEETING READY TO GO.

THAT ALWAYS HELPS US GET THINGS THROUGH AND EXPEDITE THINGS AS WELL.

SO WITH THAT, I WILL GO AHEAD AND. WAIT, SO WHEN WE DO THESE THINGS AT THE END, THE BOARD EVALUATION, DOES THIS EVER GET USED FOR ANYTHING. IS THAT PART OF OUR IT'S FORMATIVE ASSESSMENT FOR YOU.

[02:40:01]