[00:00:05]
>> GOOD EVENING. WELCOME TO THE OCTOBER MEETING OF THE FERNDALE SCHOOL BOARD.
[1. CONVENE]
THANK YOU FOR JOINING US, WHETHER LIVE OR ONLINE.THE PURPOSE OF THIS AND EVERY OTHER SCHOOL BOARD MEETING IS TO CONDUCT THE BUSINESS OF THE BOARD.
THAT BUSINESS IS TO FACILITATE THE MISSION OF OUR DISTRICT, WHICH IS TO PREPARE EACH STUDENT TO THRIVE IN AN EVER-CHANGING WORLD BY PROVIDING A RIGOROUS EDUCATION THAT FOSTERS ACADEMIC GROWTH, NURTURES CONFIDENCE, AND ENCOURAGES CRITICAL THINKING.
TO FAITHFULLY EXECUTE THAT PURPOSE, THE BOARD NEEDS TO HEAR AND DISCUSS A WIDE ARRAY OF OPINIONS ON EACH ISSUE.
THAT PROCESS IS BEST SERVED WHEN ALL INVOLVED FOCUS ON THE ISSUES RATHER THAN THE PERSONALITIES.
COUPLE OF QUICK HOUSEKEEPING MATTERS.
IN THE EVENT OF EMERGENCY, YOU CAN FIND YOUR WAY OUT THROUGH THE SAME DOOR THAT YOU CAME IN.
IF ANYONE IS IN NEED OF THE RESTROOMS, THEY'RE OUT THAT SAME DOOR AND UP THIS RAMP TO THE RIGHT.
WITH THOSE MATTERS TAKEN CARE OF, IF YOU WILL ALL PLEASE JOIN ME AS WE START THE MEETING WITH THE PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
NEXT, WE'LL HAVE THE LAND ACKNOWLEDGMENT AND MARCUS.
>> WE, THE FERNDALE SCHOOL DISTRICT, ACKNOWLEDGE, WE ARE RESIDING ON THE TRADITIONAL ANCESTRAL AND UNCEDED TERRITORY OF THE LUMI PEOPLE.
THE LUMI 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 AND IMMEMORIAL, THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL ANCESTRAL AND UNSTATED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE.
WE HONOR THEIR ANCESTORS AS WE ACKNOWLEDGE THE PAST, PRESENT, AND FUTURE LUMI PEOPLE AS THE ORIGINAL INHABITANTS OF THIS LAND.
[2. APPROVAL OF MINUTES]
OF BUSINESS IS TO APPROVE THE MINUTES FROM OUR SEPTEMBER MEETING.THOSE MINUTES ARE AVAILABLE, AND THE CHAIR WILL ENTERTAIN A MOTION TO ACT UPON THOSE.
>> I MOVE THAT WE APPROVE THE MINUTES AS THEY ARE.
>> IT HAS BEEN MOVED THAT WE APPROVE THE MINUTES AS THEY ARE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. THE MINUTES HAVE BEEN APPROVED.
THEN WE WILL MOVE ON TO ADOPTING THE AGENDA.
[3. ADOPTION OF AGENDA [GC-4.7]]
AT THIS POINT, ARE THERE ANY CHANGES THAT NEED TO BE MADE TO THE AGENDA, OR IS THERE A MOTION TO ACCEPT IT AS PRESENTED?>> MAY WE PULL OFF 8.08 FROM THE CONSENT AGENDA TO EITHER DISCUSS HERE OR MOVE TO NEXT MONTH?
>> WE CAN CERTAINLY TAKE IT OFF OF THE AGENDA TO DISCUSS AT THIS POINT.
I'M NOT SURE I'D HAVE TO GET CLARIFICATION AS FAR AS IF THAT NEEDS TO BE APPROVED FOR FINANCIAL REASONS TONIGHT VERSUS NEXT MONTH.
>> I'D JUST LIKE TO BE ABLE TO ASK A FEW QUESTIONS ABOUT THAT.
>> ANY OTHER COMMENTS OR CHANGES WITH THE AGENDA? SEEING NONE, THEN WE'LL PROCEED TO VOTE ON ADOPTING THE AGENDA WITH THE CHANGE OF MOVING ITEM 8.08 TO A SEPARATE ITEM.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
THEN THAT BRINGS US TO PUBLIC COMMENT,
[4. PUBLIC COMMENT [GC-3.3]]
AND PUBLIC COMMENT IS A TIME WHEN THE BOARD CAN HEAR FROM THE COMMUNITY WHAT IS ON THEIR MIND AND IS IMPORTANT TO THEM, PARTICULARLY AS IT RELATES TO WHAT IS HAPPENING WITHIN THE SCHOOL DISTRICT.WE APPRECIATE RESPECTFUL, CONSTRUCTIVE CRITICISM AND WELCOME SUGGESTIONS FOR SOLUTIONS.
PUBLIC COMMENT IS NOT A TIME FOR DISCUSSION.
IT IS A TIME FOR THE BOARD TO LISTEN.
BOARD MEMBERS MAY INTERJECT TO ASK CLARIFYING QUESTIONS, AND OR MAY DIRECT SOMEONE, MOST OFTEN THE SUPERINTENDENT, TO TAKE FOR FUTURE ACTION RELATED TO THE STATEMENTS.
BUT AGAIN, IT IS NOT A TIME FOR DISCUSSION.
OUR SILENCE IS NOT A SIGNAL OF AGREEMENT OR DISAGREEMENT, BUT IS MEANT TO RESPECTFULLY HEAR WHAT YOU HAVE TO SAY.
THOSE ARE GOING TO PROVIDE PUBLIC COMMENT OR ASKED TO SIGN UP ON THE SHEET THAT WAS IN THE BACK OF THE ROOM.
IF YOU'RE NOT COMFORTABLE SPEAKING IN FRONT OF A GROUP, PLEASE KNOW THAT THE BOARD MEMBERS' CONTACT INFORMATION IS AVAILABLE ON THE WEBSITE, AND WE ARE HAPPY TO HEAR FROM YOU,
[00:05:01]
WHETHER IT BE VIA EMAIL, PHONE CALL, OR ANY OTHER APPROPRIATE MATTER OR METHOD THAT YOU CHOOSE TO USE.AT THIS POINT, WE'LL GO AHEAD AND GO TO PUBLIC COMMENT, AND ONE PERSON THAT HAS SIGNED UP TONIGHT IS DON PAM.
>> GOOD EVENING. MY NAME IS DON PAM.
I IDENTIFY AS A FERNDALE RESIDENT ON BAR ROAD.
THE ASSASSINATION OF CHARLIE KIRK ON SEPTEMBER 10TH HAS JOINED THE SEPTEMBER 11 TERRORIST ATTACK AS ANOTHER SIGNIFICANT EVENT TO COMMEMORATE IN SEPTEMBER.
I WANT TO TAKE A BRIEF MOMENT TO SHARE A REFLECTION.
CHARLIE WAS KNOWN TO MANY FOR HIS DEBATES AT SCHOOLS AND COLLEGES ACROSS THE COUNTRY AND ABROAD.
HE DISCUSSED MANY ISSUES, OFTEN PROCLAIMING HIS CHRISTIAN FAITH.
HE WAS PATIENT, RESPECTFUL, AND NEVER ADVOCATED VIOLENCE.
AFTER HIS DEATH, A YOUNG TIKTOK INFLUENCER POSTED A POWERFUL POEM, RESPONDING TO THE VILE REACTIONS FROM THOSE ON THE RADICAL LEFT.
THEY SAY THEY'RE AGAINST GUN VIOLENCE.
THEY MARCH WITH THEIR SIGNS, CHANT ABOUT PEACE, ABOUT LOVE.
BUT WHEN THE GUNFIRE CUTS DOWN, SOMEONE THEY DESPISE, THEY CELEBRATE.
THEY LAUGH WHILE CLAIMING COMPASSION, SAY THEY ARE ALL ABOUT LOVE, BUT THEIR LOVE IS CONDITIONAL.
IT ENDS WHEN DISAGREEMENT BEGINS.
IT ENDS WHEN SOMEONE REFUSES TO KNEEL TO THEIR VERSION OF THE TRUTH.
THEY CALL HIM A RACIST, YET HE NEVER CURSED ANOTHER RACE, NEVER SPAT HATRED.
HE ONLY SPOKE OF CHRIST, THE KIND OF LOVE THAT ASKS PEOPLE TO LOOK HIGHER.
TO SEE MORE THAN THEMSELVES, BUT THAT WASN'T ENOUGH.
HIS FAITH WAS TREATED LIKE A CRIME, AND NOW HIS VOICE IS GONE, NOT BY DEBATE, NOT BY DIALOGUE, BUT BY THE CRACK OF A GUN.
THIS IS HOW TYRANTS SILENCE SPEECH.
THIS IS HOW HISTORY REPEATS ITSELF.
DON'T SPEAK TO ME ABOUT LOVE WHEN YOUR CHEERS ECHO LOUDER THAN YOUR PRAYERS.
DON'T PREACH PEACE WHEN YOU DANCE IN THE BLOOD OF YOUR ENEMIES.
YOU'VE SIMPLY CHOSEN WHO DESERVES IT.
YOU PRETEND TO BE RIGHTEOUS, BUT YOUR HANDS ARE RED.
YOU CLAIM THAT YOU'RE FIGHTING FOR A BETTER WORLD, BUT YOU'RE BUILDING IT ON CORPSES.
YOU SCREAM ABOUT TOLERANCE, THEN SPIT ON THE GRAVE OF A MAN WHO DARES TO THINK DIFFERENTLY.
EVERY BULLET YOU CHEERED FOR, EVERY VOICE YOU SILENCED, BRINGS US ONE STEP CLOSER TO THE NIGHTMARES OF HISTORY.
TELL ME AGAIN HOW YOU ARE ON THE SIDE OF LOVE.
TELL ME AGAIN HOW YOU ARE ON THE SIDE OF PEACE.
WHEN YOU PROVE WITH EVERY CRUEL SMILE, EVERY CELEBRATION OF SILENCE, THAT YOUR GOSPEL IS HATE, YOUR ALTAR IS VIOLENCE, AND YOUR GOD IS POWER. THANK YOU.
>> THANK YOU, DON. AGAIN, IF ANYONE WISHES TO COMMENT TO THE BOARD, FEEL FREE TO UTILIZE THAT CONTACT INFORMATION THAT IS AVAILABLE ON THE WEBSITE.
WITH THAT, I WILL GO AHEAD AND MOVE ON TO THE SUPERINTENDENT SHARING,
[5. SHARING [GC-7.E.]]
AND I'LL TURN THINGS OVER TO CHRISTIE.>> WHILE SELINA IS GETTING THAT UP.
WELCOME. I CANNOT BELIEVE IT'S ALMOST NOVEMBER.
HERE WE GO. IF YOU HAVE NOT GOTTEN TO GO, THE PHANTOM OF THE OPERA, I GOT TO GO LAST WEEK, I WAS ON ADMIN DUTY FRIDAY NIGHT.
I AM JUST CONTINUALLY REMINDED THE EXTRAORDINARY TALENTS OF OUR STUDENTS.
IT WAS A SELL-OUT CROWD FRIDAY NIGHT.
I'M NOT EVEN SURE THAT THERE ARE TICKETS LEFT.
IF YOU ARE INTERESTED IN GOING, I WOULD BUY YOUR TICKETS NOW, BUT IT IS ABSOLUTELY PHENOMENAL.
I KNOW THAT NANCY GOT TO GO, AND I BELIEVE PEGGY. DID YOU GET TICKETS? YOU GOT TICKETS. ONLY THURSDAY NIGHT LEFT.
I HAVE TO SAY, WHEN I WAS WALKING UP, I WENT EARLY, THINKING, OH, I'VE GOT PLENTY OF TIME.
I THINK I WAS THERE 40 MINUTES EARLY, AND THERE WAS A LINE OUT THE DOOR, AND THEY HAD TO TURN AWAY SO MANY PEOPLE.
IT'S EXTRAORDINARY. DO ATTEND IF YOU CAN.
[00:10:08]
WE HAVE HAD TWO VERY EXCITING THINGS HAPPEN SINCE THE LAST TIME WE MET, HONORING.THEY SAID, I'M HEARING THAT FERNDALE HAS A LOT OF GREAT THINGS GOING WITH AI, AND WE'RE HAVING AN AI CONFERENCE.
WOULD YOUR TEAM BE WILLING TO PRESENT SOME OF THE THINGS YOU'RE DOING? AS YOU KNOW, ONE OF OUR BUDGET CUTS LAST YEAR WAS TO ELIMINATE A COUPLE OF PLATFORMS, PANORAMA, AND THEN OUR DASHBOARD.
SARAH AND BOBBY HAVE BEEN REBUILDING THE DASHBOARD, AND A LOT OF IT HAPPENED THROUGH CODING AND THE USE OF AI.
KELLY AND SARAH WENT AND PRESENTED AT THIS CONFERENCE, AND I'VE BEEN TOLD MANY TIMES IT WAS ONE OF THE BEST SESSIONS, AND I'M GOING TO BRAG ON THEM A LITTLE BIT.
AFTERWARDS, THE GATES FOUNDATION CAME UP TO THEM AND SAID, WHY ISN'T THIS AVAILABLE TO EVERY SINGLE SCHOOL DISTRICT? WHAT WE'RE BUILDING IN-HOUSE IS DOING SOME AMAZING WORK.
SARAH, TODAY, THERE'S A STATEWIDE RESEARCH CONFERENCE CALLED, OH, GOSH, CHRIS IS AT WERA?
>> ALL OF A SUDDEN, I DREW A BLANK.
AND YOU HAVE TO APPLY BACK AT THE BEGINNING OF JUNE TO PRESENT AT WERA.
THEY CALLED HER TODAY AND SAID, WOULD YOU GUYS BE WILLING TO COME DOWN AND PRESENT AT THE STATE CONFERENCE YOUR WORK? IT'S BEING RECOGNIZED ACROSS THE STATE FOR THEIR WORK.
WE'VE HAD MANY DISTRICTS REACH OUT, SO I WANT TO HIGHLIGHT THAT.
THEN OUR COMMUNICATIONS TEAM WAS HONORED YET AGAIN FOR THEIR WORK IN TELLING OUR STORY.
IT'S REALLY INTERESTING TO ME.
PEOPLE ALWAYS WONDER WHAT ALL THE THINGS THEY DO AND EVERYTHING THAT'S IN PUBLICATION THAT WE PUT OUT FROM PRESS RELEASES TO INTERNAL MAIL, ALL OF THAT.
THEY'RE BEHIND THE SCENES, THE PUBLIC RECORDS REQUEST.
IT'S NICE THAT WE GET TO CELEBRATE THEM FROM TIME TO TIME.
CONGRATULATIONS TO OUR COMMS TEAM FOR THEIR AWARD OF EXCELLENCE FOR THE WORK THAT THEY DO.
TRINA WAS GOING TO, YOU'LL SEE TONIGHT ON THE CONSENT AGENDA, AND SHE SENT A LITTLE BLURB ABOUT OSSI.
SHE'S UNABLE TO BE HERE TONIGHT DUE TO A FAMILY SITUATION.
KELLY IS GOING TO CHIME IN JUST TO EXPLAIN A LITTLE BIT ABOUT OSSI.
>> YES. HOPEFULLY, YOU'VE GOTTEN THE COVER LETTER AND A COUPLE OSSI PLANS, ONE FOR HORIZON, ONE FOR VISTA, AND ONE FOR OUR FERNDALE REENGAGEMENT OPEN DOORS PROGRAM.
JUST A FRIENDLY REMINDER THAT AS PART OF OUR OSSI REQUIREMENTS, OUR SCHOOL IMPROVEMENT PLANS FOR THOSE SCHOOLS AND THEY'RE CONSIDERED EITHER TIER 3 OR TIER 3 PLUS HAVE TO BE SUBMITTED FOR APPROVAL ON THE CONSENT AGENDA BY YOU ALL.
IT IS APPROPRIATE FOR IT TO BE ON THE CONSENT AGENDA.
WE JUST WOULD ASK THAT YOU WOULD PLEASE TAKE A LOOK AT THOSE PLANS, LET MYSELF OR TRINA KNOW IF YOU HAVE ANY QUESTIONS, BUT ONCE AGAIN, THERE ARE FOR SCHOOLS THAT ARE IDENTIFIED AT THE STATE LEVEL AS TIER 3 OR TIER 3 PLUS.
>> COULD YOU PLEASE, SINCE WE'VE GOT PEOPLE SITTING HERE EXPLAIN WHAT A TIER 3 SCHOOL IS?
>> IT'S BASED ON A NUMBER OF DIFFERENT DATA SOURCES FROM OSPI.
THEY TAKE A CERTAIN PERCENTAGE OF SCHOOLS OVER A NUMBER OF YEARS AND BASICALLY PLACE THEM INTO TIERS OVER A PERIOD OF TIME.
IT'S BASED ON YOUR TEST SCORES, AND STUDENTS ARE PLACED IN THOSE TIERS BASED ON THAT DATA.
THEN WHAT HAPPENS IS THERE CORRESPONDING LEVELS OF SUPPORT OR REQUIREMENTS, SIMILAR TO BACK IN THE DAY WHEN WE HAD SUCH THINGS AS NO CHILD LEFT BEHIND, WHEN THERE WERE CERTAIN SANCTIONS DEPENDING ON SCHOOL DATA AND CLASSIFICATIONS.
REALLY, IT'S JUST A CLASSIFICATION SYSTEM FOR OUR SCHOOLS BASED ON DATA, AND LEVELS OF SUPPORT ARE PROVIDED BASED ON THE LEVELS IN WHICH THEY ARE IDENTIFIED AS.
CERTAIN LEVELS ALSO RECEIVE SOME FUNDING.
AT THIS TIME, ONLY FERNDALE REENGAGEMENT RECEIVES ADDITIONAL FUNDINGS.
OTHERWISE, THE OTHER LEVELS ARE UNFUNDED REQUIREMENTS.
IN THE PAST, WE WERE GETTING MORE FUNDING TO SUPPORT THOSE SCHOOLS THAT QUALIFIED, AND THIS YEAR, THEY'VE REDUCED THAT FUNDING, AND NOW JUST THE FEA IS GETTING IT.
>> IT'S IN THE AGENDA. I'M SORRY.
I DON'T HAVE IT RIGHT FROM THE OFFICE.
I DON'T WANT TO SAY IT OUT LOUD HERE.
SORRY, I'VE ALWAYS JUST REFERRED TO IT AS OSSI.
>> OFFICE OF SYSTEMS AND SCHOOL IMPROVEMENT.
[00:15:01]
>> YOU CAN SEE THAT DOWN, IF ANYONE'S WANTING TO LEARN MORE AT 9.04 IN THE CONSENT AGENDA.
>> I HAVE A QUESTION TOO ABOUT THAT.
OSPI CREATES THE PLANS AND PROVIDES FUNDING FOR SOME OF THESE PROGRAMS. BUT MY UNDERSTANDING IS ESD ALSO HAS A ROLE IN THIS, AND WHAT IS THEIR ROLE?
>> AT THIS POINT, I BELIEVE OUR ESD HAS LIMITED ROLE WITHIN IT.
I THINK THERE'S SOME PROFESSIONAL LEARNING THAT WE'RE REQUIRED TO ENGAGE IN AS OUR PARTICIPATION.
THERE'S SOME PROFESSIONAL LEARNING.
I THINK THEY'RE PARTNERS IN THE PROFESSIONAL LEARNING DELIVERY.
OTHER THAN THAT, I THINK IT'S PRETTY LIMITED.
IT'S BEEN ON AGENDAS BEFORE, SO SCHOOLS IN THE PAST HAVE HAD IT, AND THEY WALK THROUGH AND THEIR VERY DETAILED PLANS.
THEY SPEND A LOT OF TIME DOING THE DATA LOOK.
I HAVE TO SAY, I WANT TO GIVE A SHOUT-OUT TO KELLY AND TRINA, AND OUR PRINCIPALS.
THEY ALL THROUGH THEIR SCHOOL IMPROVEMENT PLANS.
EVERYONE'S ENGAGED IN THE WORK.
THESE ONES ARE JUST HIGHLIGHTED BY THE STATE AS THEY GET SOME ADDITIONAL COACHING.
LIKE I SAID, THIS YEAR, THEY'VE REDUCED THOSE SUPPORTS AND FUNDS, SO IT REALLY IS MORE OF AN IN-HOUSE PROCESS.
KELLY, WOULD YOU AGREE WITH THAT?
WHAT'S NICE IS WE'RE ABLE TO USE THE REQUIREMENTS OF THE OSSI PLANS FROM THE TEMPLATE THAT OSPI GIVES TO ALSO SATISFY OUR DISTRICT SCHOOL IMPROVEMENT PROCESS, BECAUSE EVERYTHING WE'RE DOING IS VERY MUCH ALIGNED WITH OUR STRATEGIC PLAN.
>> REMEMBER, THAT'S NEW IN THE LAST COUPLE OF YEARS.
BEFORE, EVERYONE WAS DOING THEIR OWN, AND SINCE THE CREATION OF THE STRATEGIC PLA, N NOW EVERYBODY'S ALIGNED AND MOVING IN THE SAME DIRECTION. IT'S NICE.
I KNOW KELLY MEETS WITH THE ELEMENTARY TEAM QUITE OFTEN, AND THEY ARE CONSTANTLY HAVING CONVERSATIONS, BUT THEY'RE ABOUT THE SAME TYPES OF THINGS, SETTING SIMILAR GOALS, BOUNCING IDEAS OFF ONE ANOTHER, SO MORE OF A COLLABORATIVE PROCESS.
THANK YOU, KELLY, FOR STEPPING IN.
SHE LEARNED WHEN SHE WALKED IN THAT SHE WAS GOING TO PICK THAT UP.
[LAUGHTER] THEN YOU ALSO ON THE CONSENT AGENDA, AND MARK HAD SENT OUT AN EMAIL EARLIER THIS WEEK ABOUT THE FACILITIES PLAN.
I'M JUST GOING TO GIVE HIM A LITTLE BIT OF TIME TO EXPLAIN SOME OF THAT.
>> I GOT SO EXCITED TO TALK ABOUT THAT, I FORGOT THAT DETAIL.
LAST SPRING, I THINK IT WAS LAST SPRING.
DURING THE BUDGET DEVELOPMENT PROCESS, WE HAD A BRIEF DISCUSSION ABOUT IMPACT FEES AND WHETHER THEY SHOULD BE INCREASED AND HOW THEY GOT SET THE WAY THEY WERE AND WHAT WE NEEDED TO DO TO UPDATE THOSE.
COINCIDENTALLY, IT TURNS OUT THAT THE COUNTY AND THE CITY ARE ACTUALLY DUE FOR AN UPDATE TO THEIR COMPREHENSIVE PLAN, WHICH IS A 20-YEAR PLAN THAT THEY'RE REQUIRED BY THE GROWTH MANAGEMENT ACT TO UPDATE IN ORDER TO PROJECT NEEDS AND GROWTH IN EITHER THE COUNTY AND/OR THE CITY.
AS PART OF THAT, THE SCHOOL DISTRICT LIES WITHIN THEIR JURISDICTION, SO WE ARE A REQUIRED ELEMENT OF THE PLAN.
WE HAVE TO ACTUALLY UPDATE OUR CAPITAL FACILITIES PLAN TO BE ADOPTED BY THE SCHOOL BOARD SO THEN THAT CAN BE ADOPTED AS PART OF THE CITY AND COUNTY PLAN, IF THAT MAKES SENSE.
THAT'S BASICALLY WHAT THIS IS.
WE ARE WAY BACK IN 2011/12, WHEN WE STARTED TO COLLECT IMPACT FEES.
IN ORDER TO DO THAT, WE HAD TO ACTUALLY COMPLETE THE CAPITAL FACILITIES PLAN AND THE CITY HAD TO PASS AN ORDINANCE, AND IT WAS ALL PART OF THIS COMPONENT.
BUNCH OF CALCULATIONS AND WORK WENT INTO FIGURING OUT WHAT THE FEE IS, WHAT THE NEEDS ARE OF THE DISTRICT.
SINCE THEN, WE'VE ACTUALLY GONE THROUGH A COUPLE OF DIFFERENT UPDATES OF THE PLAN AND THE PLAN BASICALLY HAS BEEN A ROLLOVER OF THE PREVIOUS PLAN UP UNTIL THIS POINT WHEN WE'RE ACTUALLY DOING SOME NEW MODELING AND SOME NEW ENROLLMENT FORECASTING BECAUSE THINGS HAVE CHANGED A LITTLE BIT OVER THE COURSE OF TIME.
IF YOU'LL SEE ON THE INTRODUCTION OF THE PLAN ITSELF,
[00:20:02]
IT GIVES YOU THE REQUIRED ELEMENTS OF THE PLAN.WE'RE REQUIRED TO INVENTORY OUR CURRENT FACILITIES.
WE HAVE TO DO A FORECAST OF FUTURE NEEDS, PROPOSED LOCATIONS AND CAPACITIES OF EXPANDED OR NEW FACILITIES.
THE BIG THING FOR US IS A SIX-YEAR PLAN.
REALLY THE ACTIONABLE ITEM IS THE SIX-YEAR PLAN BECAUSE AS PEGGY ASKED EARLIER, YOU GET TOO FAR OUT IN A FORECAST, IT'S NOT REALLY VERY ACCURATE.
IT'S LIKE THE WEATHER. THE FARTHER IN ADVANCE YOU GET, THE HARDER IT IS TO PROJECT THE FUTURE.
YOU DON'T HAVE GOOD ENOUGH DATA.
WE'RE MAINLY FOCUSED ON THE SIX-YEAR IMMEDIATE WINDOW BECAUSE IN SIX YEARS, WE HAVE TO UPDATE IT AGAIN.
WE'LL BE BACK, CHECK OUR ANALYSIS, SEE WHERE WE'RE AT.
ARE WE ON THE RIGHT PATH? WERE WE GO ON THE RIGHT TREND? HAVE THINGS CHANGE DRAMATICALLY AND WE'LL MAKE ADAPTATIONS AND SHIFTS.
THE WAY WE GOT TO THE PLAN, LET ME SEE IF WE'RE GOING THE NEXT SLIDE. LET'S GO.
ONE OF THE BIG COMPONENTS IS THE ENROLLMENT FORECAST.
TRYING TO PROJECT WHERE WE'RE GOING ENROLLMENT WISE.
IT'S A LITTLE BIT TRICKY BECAUSE WE'VE BEEN PRETTY FLAT.
THE COMMUNITY HAS GROWN DRAMATICALLY OVER THE COURSE OF THE LAST 15 YEARS OR SO.
OUR ENROLLMENT HAS NOT INCREASED DRAMATICALLY AT ALL, REALLY OVER THE COURSE OF THE LAST 15 YEARS, EVEN THOUGH THE SIZE OF THE TOWN HAS ALMOST DOUBLED.
YOU LOOK AT THE GROWTH THAT'S HAPPENING AND PROJECTED TO HAPPEN, ALL THE HOUSING DEVELOPMENT THAT ARE IN THE WORKS RIGHT NOW AT THE CITY, ALL THE NEW DEVELOPMENT, THE GROWTH THAT WE'VE BEEN TALKING WITH THE CITY ABOUT.
AT SOME POINT, THE EXPECTATION IS THAT'S GOING TO DRIVE MORE STUDENTS.
THE ISSUE WITH TREND ANALYSIS, WHICH IS WHAT ENROLLMENT FORECASTING IS, IT'S GOING TO CONTINUE TO PROJECT THE SAME TREND UNTIL IT REVERSES.
WHEN WE MET WITH THE CITY, AND I WILL SAY THE CITY PLANNING DEPARTMENT HAS BEEN EXTREMELY HELPFUL ON THE REDEVELOPMENT OF THIS PLAN FROM OUR PERSPECTIVE.
THEY PUT A LOT OF EFFORT INTO HELPING US NAVIGATE THIS PRACTICE, WHICH ISN'T WE DO IT EVERY SIX YEARS, AND IT'S NOT CORE COMPETENCY FOR THE DISTRICT.
WE VERY MUCH APPRECIATE THEIR INPUT AND COLLABORATION ON THIS.
THEY HAVE DIFFERENT LEVELS OF FORECAST, THE CONSERVATIVE, THE AVERAGE, THE MODERATE, AND THE HIGH GROWTH FORECAST.
THEY HAVE OVER THE COURSE OF THE LAST 10 YEARS OR SO, THEY'VE BEEN ON THE UPPER END OF GROWTH FOR THE CITY.
THEIR ENROLLMENT FORECASTS THAT SEEM VERY AGGRESSIVE FOR LACK OF A BETTER WORD, FORECASTING A LOT OF GROWTH, HAVE ACTUALLY BEEN PRETTY ACCURATE.
WHAT WE TRIED TO DO IS TAKE THE KNOWLEDGE THAT THE ENROLLMENT ISN'T GROWING DRAMATICALLY AND HASN'T FOR A WHILE.
COUPLE THAT WITH THE FACT THAT THE COMMUNITY IS GROWING AND EXPECTED TO GROW QUITE A BIT OVER THE NEXT FEW YEARS AND PUT THAT INTO WHAT COULD BE A REASONABLE FORESEEABLE GROWTH PATTERN THAT WOULD SAY, IF WE DO GET SOME REASONABLE GROWTH, THEN WE'RE GOING TO HAVE SOME CAPACITY ISSUES.
WE'RE GOING TO HAVE SOME FACILITY NEEDS THAT ARE OUTLINED IN THE LIST HERE, AND MOST OF IT WILL BE ELEMENTARY FOCUSED.
THE BIG REASON FOR THAT, NOT THAT THERE IS GOING TO BE GROWTH AT THE MIDDLE SCHOOL, BUT WE HAVE MORE CAPACITY AT THE MIDDLE SCHOOLS CURRENTLY THAN WE HAVE AT THE ELEMENTARIES.
THE ELEMENTARY TYPICALLY IS WHERE YOU'RE GOING TO SEE IT FIRST, BECAUSE THE KIDS ARE GOING TO COME IN AND MOVE UP THROUGH THE SYSTEM.
WITH THE NEW HIGH SCHOOL JUST BEING BUILT, WE'RE IN PRETTY GOOD SHAPE THERE AND THAT FACILITY WAS CONSTRUCTED WITH THE ABILITY TO ADD CLASSROOMS ON THE END OF THE THREE-STORY CLASSROOM WING.
THERE'S CAPACITY TO ADD THERE, BUT WE'RE NOT ANTICIPATING THAT AS A NEED WITHIN THE FIRST 15-17 YEARS OF THIS PLAN.
IF WE GET TO THAT POINT, THE WAY ENROLLMENT'S GOING, SOME OF THE ALTERNATIVE PROGRAMS,
[00:25:01]
THERE IS SOME MORE OPPORTUNITIES, SOME MORE FLEXIBILITY TO ACCOMMODATE MORE STUDENTS AT THE HIGH SCHOOL.THAT WAS NOT AS PROMINENT NEED ON OUR PLAN.
THE REST OF THIS AND AS A STANDALONE, IT MAY SEEM A LITTLE LIKE, WHERE DID THAT COME FROM? BUT THIS IS BASICALLY A CONTINUATION OF THE WORK THAT HAS BEEN GOING ON SINCE THE ORIGINAL FACILITY ADVISORY COMMITTEE FORMED BACK IN 809, SOMEWHERE IN THERE AND HAS BEEN DEVELOPED OVER THE COURSE OF TIME.
WE HAD A 30-YEAR PLAN TO BASICALLY UPDATE, RENOVATE EVERY FACILITY IN THE DISTRICT.
SOME HAVE HELPED OUT A LITTLE BIT WITH MINOR PROJECTS ALONG THE WAY.
THE NEW HIGH SCHOOL WAS THE REALLY BIG ONE.
GOING BACK TO THE ORDER IN WHICH THINGS WERE PLANNED TO BE ADDRESSED.
THE NEW ELEMENTARY SCHOOL AT NORTH BELLINGHAM WAS THE NEXT THING ON THE LIST.
THE TRANSPORTATION FACILITY WAS ACTUALLY SLOTTED FOR WORK AS PART OF THE 2006 BOND THAT NEVER HAPPENED, AND IT HAS GOTTEN PROGRESSIVELY MORE NEEDY SINCE THEN TO THE POINT WHERE SOME OF THE BUSES DON'T FIT IN THE SHOP AND THE TOILETS ARE HELD UP BY TWO BY FOUR.
IT'S A PRETTY ROUGH, AND IT'S REALLY CONSTRAINED IN TERMS OF WHAT WE CAN DO DOWN THERE.
IT'S NOT A GLAMOROUS, IT'S NOT A SUPER POPULAR OTHER THAN WITH THE DRIVERS.
TRANSPORTATION IS A BIG OPERATION.
IT'S A BIG COMPONENT OF WHAT WE DO, AND IT'S STRUGGLING A LITTLE BIT RIGHT NOW.
THE ONLY WAY TO MAKE SIGNIFICANT MODIFICATIONS TO CUSTER IS TO ACTUALLY REPLACE CUSTER, WHICH IS NOT SUPER POPULAR, BUT ONCE YOU START DOING A CERTAIN AMOUNT OF WORK, IT TRIPS BRING IN THE BUILDING UP TO CODE, AND IT CAN'T BE DONE IN THE CURRENT FOOTPRINT.
I SHOULDN'T SAY THAT. IT WOULD COST MORE THAN BUILDING A NEW ONE.
IT'S BEEN ON THE LIST FOR A LONG TIME, STILL ON THE LIST, AND THEN A MOUNTAIN VIEW REMODEL BECAUSE BY I CAN'T READ THAT YEAR UP THERE, BUT BY THE TIME WE GET TO THAT POINT, 38, I CAN'T EVEN COMPREHEND BEING THAT FAR IN THE FUTURE.
THE FORECAST WOULD BE THAT NEED SOME ADDITIONAL CAPACITY.
IT'S ALL BEEN PROCESSED THROUGH DIFFERENT COMMUNITY CONVERSATIONS.
IT'S BEEN PROCESSED BY DIFFERENT VERSIONS OF THE BOARD.
I THINK IT'S STILL ON OUR WEBSITE ACTUALLY THAT ONE OF THE FUNDAMENTAL BELIEFS OF OUR CAPITAL FACILITIES IS THAT WE WILL REOPEN A SCHOOL AT NORTH BELLINGHAM.
THE PART THAT IS NOT SHOWN ON HERE, THAT WHEN WE TALK ABOUT THE SIX-YEAR WINDOW OF BEING PROBABLY THE MOST WELL KNOWN.
WE KNOW WHAT'S HAPPENING IN THE SIX YEARS.
IN THE PLAN, YOU WILL SEE THE SIX YEAR FAIRLY DETAILED PLAN OF WHERE THE MONEY NEEDS TO BE SPENT IS STRAIGHT FROM THE FACILITY RENEWAL PLAN THAT WE'VE REVIEWED A COUPLE OF TIMES, AND I THINK IS A COUPLE OF MONTHS AGO, JAMIE.
I WALKED THROUGH THE CAPITAL FACILITY RENEWAL PLAN THAT EARMARKS EACH YEAR, WHAT WE NEED TO SPEND IN ORDER TO KEEP THE FACILITIES MAINTAINED AT THE HIGH LEVEL.
AS THIS BOARD OR DIFFERENT VERSIONS OF THIS BOARD HAVE DISCUSSED ALL OF THESE THINGS IN PIECES, NOT ALL TOGETHER.
WHAT WE DID BASICALLY IS, WE COMPILE IT INTO ONE DOCUMENT THAT THEN IF ONCE APPROVED BY THE BOARD, THEN WE HAVE THE BACKGROUND TO BRING NEXT MONTH, HOPEFULLY THE UPDATED IMPACT FEE CALCULATIONS SO WE CAN WALK THROUGH WHAT WE'RE PROPOSING AS THE INCREASE TO IMPACT FEES GOING FORWARD.
[00:30:05]
>> CAN YOU EXPLAIN TO ME ABOUT COLLECTING IMPACT FEES? WHO PAYS THOSE? HOW DO YOU COLLECT THEM?
>> THAT'S GREAT. TYPICALLY, THE WAY IT WORKS, IS A DEVELOPER WHEN THEY GO TO THE CITY TO GET A BUILDING PERMIT AND THEY WANT TO DEVELOP THEIR PLAT OR THEIR LOT, THEIR HOUSE, WHATEVER IT IS THEY'RE BUILDING.
THE CITY WILL SAY, YOU HAVE YOUR WATER AND SEWER CONNECTION FEES, YOU HAVE YOUR OTHER FEES, YOU'VE GOT ALL YOUR FEES, AND YOU HAVE TO HAVE THE SCHOOL IMPACT FEE.
WHICH IS THE CONCEPT BEHIND THAT, IN GENERAL, IS THAT THE NEW DEVELOPMENT IS SO THESE NEW KIDS THAT ARE MOVING INTO THESE NEW HOUSES OR NEW APARTMENTS ARE CREATING A DEMAND ON THE SYSTEM THAT WE THEN HAVE TO SPEND MONEY TO ACCOMMODATE, AND THEY HAVE NOT BEEN PAYING LEVIES AND BONDS AND ALL THESE THINGS YET.
IT'S THEIR BUY IN TO THE SYSTEM, IF YOU WILL, THEY'RE PAYING FOR CAPACITY TO HOUSE THE STUDENTS THAT ARE LIVING IN THE HOUSE.
>> THE CITY COLLECTS IT, BUT THEN THE SCHOOL DISTRICT GETS A PIECE OF THOSE IMPACT FEES?
>> I WAS GETTING THERE. SORRY, IN ANSWERING YOUR QUESTION, I REALIZED THAT MAYBE ANOTHER QUESTION AS TO WHAT IS AN IMPACT FEE.
WHEN I GO AS A DEVELOPER TO PAY MY IMPACT FEE, I CAN EITHER PAY THE WHOLE THING OR I CAN PAY HALF AT THE TIME OF THE BUILDING PERMIT.
MOST PEOPLE PAY HALF BECAUSE IT'S LESS MONEY UP FRONT.
IF THEY'RE BUILDING MULTIPLES, IT CAN ADD UP.
THEY COME UP TO THE OFFICE AND THEY ACTUALLY PAY US THE HALF THE IMPACT FEE.
THEN WHEN THEY GET THE FINAL OCCUPANCY OF THE OTHER HALF IS PAID IN ORDER TO GET THAT.
WE AGAIN, COLLECT THE OTHER HALF.
THE HOME OWNER, ULTIMATELY, THE BUYER, THE PURCHASER, ENDS UP PAYING FOR IT AS PART OF THE PURCHASE PRICE.
THE UPFRONT MONEY COMES FROM DEVELOPER AND THEN POSSIBLY DEPENDS ON WHEN THE SALE TRANSACTION TAKES PLACE. WE GET ALL THE MONEY.
DO THEY SOMETIMES WAIVE IMPACT FEES? LIKE FOR EXAMPLE, I DON'T KNOW IF YOU BUILD A RETIREMENT COMMUNITY, AND THEY'RE OBVIOUSLY NOT GOING TO HAVE ANY IMPACT ON SCHOOLS BECAUSE THEY'RE NOT BRINGING SMALL CHILDREN.
DO THEY WAIVE IMPACT FEES SOMETIMES?
IT'S IN THE RESOLUTION, IT'S IN THE ORDINANCE THAT FOR EITHER SENIOR LIVING, 55 PLUS COMMUNITIES OR THERE ARE SOME LOW INCOME HOUSING PROVISIONS THAT ALLOW FOR A WAIVER AS WELL.
IT'S A SPECIFIC PROGRAM THAT IS ALLOWED THAT HASN'T HAPPENED IN YEARS.
WE HAVEN'T HAD AN EXEMPTION FOR QUITE A WHILE.
BUT YES, THERE ARE OCCASIONS, BUT IT'S LIMITED.
IT'S NOT, HEY, YOU NICE, WE'LL WAIVE YOUR FEE. YEAH.
>> I HOPE THAT GAVE YOU AN OVERVIEW OF JUST THE PLAN AND WHAT'S BEEN GOING ON.
THEN ALSO TO HIGHLIGHT HOW LONG THIS WORK'S BEEN GOING ON.
IT'S BEEN GOING ON VERY LONG TIME.
I THINK WHAT'S UNIQUE ABOUT FERNDALE IS OUR BOND OVERSIGHT COMMITTEE.
AS IF ANY OF THIS WORK WERE TO HAPPEN WHEN IT HAPPENS, THAT WILL BE REINSTATED.
>> I JUST HAVE SOMETHING A QUESTION ABOUT SOMETHING THEN MAYBE I MISREAD IT, BUT WAS THROUGH THAT THING.
I SAID THAT NORTH BELLINGHAM IS UNOCCUPIED.
BUT IF THE ESD IS RUNNING PROGRAMS THERE, THEN IT'S NOT REALLY UNOCCUPIED.
>> THANK YOU, MARK AND THANK YOU KELLY FOR HELPING OUT.
WE HAVE OUR STUDENTS AND THEY HAVE A LITTLE SOMETHING FOR US.
>> AS YOU CAN SEE, WE HAVE A VERY LARGE POSTER BACK THERE THAT THANKFULLY, DIRECTOR PEPIANO OVER HERE HELPED ME PUT UP BECAUSE IT WAS GETTING A LITTLE TILTED.
BUT BUT BASICALLY, MARCUS AND I,
[00:35:04]
WE'VE BEEN TELLING YOU GUYS ABOUT OUR STUDENT OUTREACH PROGRAM, AND WE JUST HIT THE GROUND AND WE'RE GOING TO START RUNNING.BUT WE HIT OUR FIRST SCHOOL CENTRAL, WHICH THEY WERE VERY GRACIOUS TO HOST US.
HE WAS REALLY EXCITED TO SEE US AND WE WERE REALLY EXCITED TO BE THERE.
IN ALL HONESTY, THOUGH, MARCUS AND I WERE NERVOUS.
TOUGH CROWD, ELEMENTARY STUDENTS.
WE WERE LIKE, OH, MY GOSH, WE NEED TO BE SO HYPE.
BUT WHAT NOBODY TELLS YOU IS THAT THEY ARE THE HYPE BECAUSE THEY HAVE A LOT OF ENERGY.
AT THE HIGH SCHOOL, I'VE HELPED TEACH A LEADERSHIP CLASS BEFORE.
MARCUS WAS ONE OF MY LEADERSHIP ONE STUDENTS WHEN I WAS A MENTOR LAST YEAR.
WITH HIGH SCHOOL STUDENTS, YOU HAVE TO BRING THE HYPE BECAUSE THEY ARE JUST THEY'RE TIRED.
IT'S LIKE THEIR FIRST PERIOD OF THE DAY OR SOMETHING LIKE THAT.
YOU HAVE TO PLAY ICE BREAKER GAMES.
I HAD SO MANY ICE BREAKER GAMES READY FOR THE ELEMENTARY STUDENTS.
THEY DON'T NEED ICEBREAKER GAMES BECAUSE THEY WERE JUST ASKING US WE WALKED IN AND THEY WERE ASKING US ALL THESE DIFFERENT QUESTIONS AND WE WERE LIKE, OH MY GOSH, THEY HAVE MORE ENERGY THAN I THINK I'VE HAD FOR A WHILE.
I WAS LIKE, THIS WAS SO MUCH FUN.
BUT, WOW, THE APPRECIATION WE HAVE FOR ELEMENTARY SCHOOL TEACHERS NOW, I'M TELLING YOU GUYS, THEY'RE JUST A VERY FUN.
THEY WERE VERY EXCITED GROUP OF KIDS.
BUT BASICALLY, WE WANTED TO START OFF A LITTLE SLOW.
WE WANTED TO DO SOMETHING A LITTLE FUN.
AS YOU CAN SEE, IT SAYS, MY DREAM SCHOOL.
BASICALLY, OUR PLAN WAS THAT WE ARE GOING TO ASK THEM A FEW QUESTIONS LIKE WHAT DO YOU LOVE ABOUT SCHOOL, WHAT'S SOMETHING THAT YOU WANT TO CHANGE? WHAT ARE SOME SUBJECTS THAT YOU ENJOY, OR ACTIVITIES THAT YOU ENJOY? WHAT'S ONE THING THAT WE COULD ADD TO YOUR SCHOOL THAT WOULD MAKE IT YOUR DREAM SCHOOL? BECAUSE A LOT OF THEM DON'T KNOW WHAT THE SCHOOL BOARD IS OR WHAT THE STUDENT BOARD REPS ARE AND WHAT THEIR JOB IS.
WE JUST EXPLAIN TO THEM THAT IT'S A GROUP OF ADULTS WHO MAKE ALL THE DECISIONS FOR YOUR SCHOOL.
AS FAR AS THEY KNOW, IT'S THEIR PRINCIPAL. IT'S MR. FRANSI.
WE HELPED TEACH THEM ABOUT WHAT THAT MEANS AND WHAT MARCUS AND I ARE HERE FOR, WHICH IS TO BRING BACK INFORMATION TO YOU GUYS.
THEY WERE VERY EXCITED WITH THAT NEW PROSPECT OF OH, MY GOSH, WHAT ARE WE GOING TO ADD TO OUR SCHOOL YOU GUYS? GO AHEAD.
>> DID YOU GIVE A FULL SCHOOL ASSEMBLY? WAS IT ALL OF THEM?
>> IT WAS JUST A GROUP OF HOW MANY KIDS?
>> I WOULD YOU SAY 20 I WOULD SAY IT WAS ABOUT LIKE 15-18 KIDS.
THE WAY THAT I UNDERSTOOD WHAT WE WERE TOLD WAS MR. FRANSI, WHICH IS THE PRINCIPAL, ASKED ALL THE THIRD, FOURTH AND FIFTH GRADE TEACHERS TO SEND DOWN 2-3 OF THEIR KIDS FROM THEIR CLASSROOM.
>> WE HAD A VERY LIVELY GROUP OF KIDS THAT A GOOD MIX LIKE THIRD TO FIFTH GRADERS. THEY WERE VERY EXCITED.
WE WERE ALL IN THE LIBRARY TOGETHER.
WE ASKED THEM A FEW QUESTIONS AND I'LL HAVE MARCUS EXPLAIN SOME OF THE ANSWERS THAT ARE UP THERE.
IT'S A LITTLE HARD TO READ BECAUSE THEY THEMSELVES HAD WRITTEN IT, WHICH IT'S ACTUALLY THE WAY THAT THEY WROTE IT WAS VERY NICE.
BUT BASICALLY, WHAT WE HAD HEARD FROM THEM WAS THEY LOVE RECESS AND THEY WANT TO HAVE MORE RECESS.
THESE ARE ELEMENTARY STUDENTS, YOU GUYS.
RECESS, PE, AND THEY JUST TALKED ABOUT ALL THE THINGS THAT THEY LOVE ABOUT CENTRAL, WHICH IS REALLY HEARTWARMING TO HEAR.
IT'S EASY TO TALK ABOUT ALL OF THE BAD THINGS AND ALL THE THINGS THAT WE CAN CHANGE.
BUT SOMETHING FOR ME AT LEAST THAT I TOOK AWAY FROM IT IS, WE DO DO A LOT OF GOOD STUFF.
WE DO A LOT OF GOOD STUFF, AND THAT'S SOMETHING TO BE PROUD OF.
THEY WERE JUST TALKING ABOUT HOW THEY LOVE SOCCER AND THEY GOT TAUGHT HOW TO PLAY SOCCER DURING ONE OF THEIR PE CLASSES AND THEY JUST KEPT TALKING ABOUT THAT.
BUT MARCUS, DO YOU WANT TO READ SOME OF THE ANSWERS BEFORE I SAY A BIG THING.
>> ONE THING THAT I REMEMBER THAT POPPED OUT QUITE FREQUENTLY WAS IT WAS MORE OPPORTUNITY TO DO PERFORMING ARTS.
MORE ART CLASSES, MORE THEATER CLASSES, MORE MUSIC BECAUSE I FEEL LIKE THEY WERE SAYING A LOT ABOUT HOW THEY GET EXPOSED TO A LOT OF DIFFERENT THINGS, BUT THEY DON'T FEEL LIKE THEY HAVE ENOUGH EXPOSURE TO HAVE AN ART CLASS BECAUSE I REMEMBER WHEN I WAS LITTLE, WE WOULD HAVE A SPECIFIC ART CLASS.
IT WAS LIKE ONE OF OUR THINGS.
IT WAS INSTEAD OF GOING TO PE,
[00:40:02]
WE WOULD GO TO AN ART CLASS EVERY WEDNESDAY OR SOMETHING LIKE THAT.THEY SAID THAT THEY DO DO ART, BUT IT WAS MORE SO IN CLASS AND ONCE IN A WHILE.
IT WAS AROUND THE HOLIDAYS, THEY WOULD MAKE TURKEYS FOR THANKSGIVING AND STAFF LIKE THAT.
BUT I SPECIFICALLY REMEMBER HAVING A TIME TO DO ART DURING SCHOOL, AND IT WAS ONE OF THE SPECIAL CLASSES, IF THAT MAKES SENSE.
ANOTHER THING THAT POPPED UP QUITE FREQUENTLY WAS MORE LIKE CLUB OPTIONS.
A LOT OF THE KIDS SAY THAT THEY DO HAVE CLUBS, BUT SOMETIMES THE OPPORTUNITY TO GO THOSE CLUBS WAS LIMITED.
IT WAS ONLY ON THESE DAYS AND SOME OF THE CLUBS WERE ON THE SAME DAYS, WHICH THEY ALL WANTED TO DO BECAUSE THE ONE DO EVERYTHING.
THAT WAS THAT POPPED UP A LOT.
THEN THERE WAS ALSO THINGS LIKE BEING ABLE TO CARRY EACH OTHER, WHICH ARE MORE THE SILLY THINGS.
ONE PERSON WANTED A SWIMMING POOL.
ACTUALLY, I THINK THEY ALL WANTED THE SWIMMING POOL.
ONE KID WANTED HEALTHIER FOOD DURING LUNCH.
>> BUT THEY ALSO WROTE TASTIER.
>> IT'S LIKE HOW DO WE DO BOTH? ONE OR THE OTHER.
>> MARCUS AND I, WE STARTED SUGGESTING SOME IDEAS BECAUSE WE WERE LIKE, WE'RE GOING DOWN THE SWIMMING POOL PATH.
COME ON, GUYS. LET'S GET BACK.
BUT WHAT WE HEARD OBVIOUSLY IS THEY WERE TALKING ABOUT WE WANT TENNIS.
I WANT TO LEARN HOW TO PLAY TENNIS AND PERFORMING ARTS.
IT'S LIKE WE HAVE THAT AT THE HIGH SCHOOL.
WE WERE YOU GUYS ARE SO EXCITED TO SEE US.
WHAT IF WE BROUGHT DOWN A FEW MORE HIGH SCHOOLERS? WHAT IF WE BROUGHT YOU GUYS TO THE HIGH SCHOOL AND WE PLAYED TENNIS OR SOMETHING IN OUR BEAUTIFUL TENNIS COURTS THAT WE HAVE, OR OUR VERY AWESOME PERFORMING ARTS BUILDING.
BECAUSE I REMEMBER WHEN I WAS IN, I THINK IT WAS THIRD GRADE, MY ONE AND ONLY INTERACTION WITH PERFORMING ARTS WAS WHEN I WAS IN THIS PLAY.
I JUST REMEMBER I WAS CINDERELLA AND IT WAS AN ACTUAL PLAY WITH HIGH SCHOOL STUDENTS BECAUSE THEY NEEDED ELEMENTARY STUDENTS FOR SOMETHING.
THAT IS A MEMORY THAT I FOREVER CHERISH.
I WAS LIKE, WOULD YOU GUYS LIKE TO DO SOME STUFF WITH US OR DO YOU WANT US TO COME DOWN? THEY LOST IT.
THEY WERE LIKE OH MY GOODNESS, HOW DID WE NOT THINK OF THIS? IT WAS JUST SO AWESOME TO SEE THEIR EYES LIGHT UP.
IT GAVE MARCUS AND I SOME IDEAS OF, WITH THIS STUDENT OUTREACH PROGRAM, WHAT ARE SOME MORE THINGS THAT WE CAN DO WITH THEM? BECAUSE WE HAVE A REALLY AWESOME LEADERSHIP PROGRAM AT THE HIGH SCHOOL.
>> ACTUALLY, ONE OF THE THINGS THAT WE SUGGESTED TO THEM, HARLEY AND I WERE TALKING ABOUT MAYBE HOSTING SOME TYPE OF PEP ASSEMBLY AT THE ELEMENTARY SCHOOLS AT THE MIDDLE SCHOOLS WAS I KNOW.
THAT THE PAPISOMAS AT THE HIGH SCHOOL THEY GO CRAZY.
WE'RE PLAYING GAMES ALL THE TIME, AND EVERYONE'S LOOKING FORWARD TO IT AND IT'S A REALLY BIG PART OF SCHOOL INVOLVEMENT.
WE WERE THINKING ABOUT MAYBE HOSTING A HOPEFULLY SOMETHING OR SOMETHING THAT BRING SOME OF OUR LEADERSHIP STUDENTS DOWN AND WE PLAN THAT AND STUFF LIKE THAT.
THEY ALSO DID TALK ABOUT JUST MORE INVOLVEMENT WITH JUST THE OLDER KIDS.
I KNOW A LOT OF THEM WERE SAYING LIKE, HOW ESPECIALLY THE FIFTH GRADERS ARE THE ONLY TIME WE GET TO TALK TO OLDER KIDS IS WHEN AT THE VERY END OF THE YEAR, RIGHT BEFORE WE GO TO MIDDLE SCHOOL, WE GET TO GO ON LIKE A TINY FIELD TRIP TO THE MIDDLE SCHOOL TO JUST SEE WHAT'S GOING ON THERE.
I THINK THEY JUST WANT TO SEE US MORE LIKE THE OLDER KIDS MORE.
>> ARE SOME AWESOME IDEAS THAT WE GOT.
SOME THINGS WE WANT TO BRING BACK TO YOU GUYS, SOME THINGS THAT WE'VE BEEN DOING AWESOME, SOME MORE THINGS THAT WE CAN ALL MAYBE COME TOGETHER AND DO.
DOES ANYBODY HAVE ANY QUESTIONS?
>> ACTUALLY, I'VE GOT A COMMENT.
ONE OF THE FIRST THINGS YOU SAID WAS THAT THE KIDS WANTED PERFORMING ARTS, CENTRAL ELEMENTARY YEARS AGO, USED TO HAVE A LIBRARIAN ARNIE HUMESTY, WHO WOULD PUT ON A MAJOR EPIC PLAY WITH THE ELEMENTARY SCHOOL KIDS AND THE LEVEL OF PERFORMANCES WAS JUST UNREAL.
HE'S ACTUALLY NOW DOWN IN ASHLAND OREGON PERFORMING AGAIN IN SHAKESPEAREAN FESTIVALS.
HE WAS THE HEART OF THE SCHOOL WHEN HE WAS THERE.
>> I LOVE IT YOU TWO, AND I CAN'T WAIT TO SEE WHAT YOU DO WITH THAT.
THAT DOES REMIND ME THAT TO THE BOARD, IF YOU REMEMBER, WE HAD SOME FEEDBACK ACTUALLY FOR THOSE OF YOU WHO HAVE BEEN HERE THE WHOLE TIME.
I'VE BEEN HEARING FROM OUR COMMUNITY ABOUT THE BELL TIMES.
I'VE HEARD IT FROM STUDENTS, I'VE HEARD IT FROM COMMUNITY MEMBERS THAT HAVING THE HIGH SCHOOL STUDENTS START EARLY IS
[00:45:02]
CONCERNING TO SOME OF OUR FAMILIES BECAUSE IT GOES AGAINST THE SCIENCE OF OUR OLDER STUDENTS.THEN OUR YOUNGER STUDENTS, I ALWAYS LAUGHED BECAUSE YOU SAW THEIR ENERGY.
THEY HAVE BEEN ON THE GO SO IT'S PROBABLY 5:30 IN THE MORNING.
THERE'S GOING TO BE AN ADVISORY STARTING UP.
I'LL BE PUTTING OUT A APPLICATION FOR PEOPLE TO JOIN.
IF A BOARD MEMBER WOULD BE INTERESTED IN BEING PART OF THAT, AND I'LL BE LOOKING FOR SOME STUDENT VOICE.
I MAY NEED YOUR HELP IN RECRUITING SOME STUDENTS.
BUT WITH THAT, WE'VE TALKED ABOUT THIS BEFORE THAT OUR ELEMENTARY SCHOOL HAS THE SHORTEST DAY OF ANY OTHER ELEMENTARY SCHOOL IN ALL OF WHATCOM COUNTY.
EVEN IF YOU ADD 10 MINUTES A DAY, IT'S ABOUT 30 HOURS, MORE INSTRUCTION A YEAR.
THAT WILL BE PART OF THE CONVERSATION.
I KNOW KELLY HELPED LEAD A FAMILY ADVISORY LAST YEAR THAT MADE A LOT OF RECOMMENDATIONS THAT WE'LL BE REVIEWING, BUT JUST KNOW THAT THAT'S COMING OUT AND IF THAT'S SOMETHING THAT'S OF INTEREST TO YOU, PLEASE LET ME KNOW.
I'D LOVE TO HAVE AT LEAST ONE BOARD MEMBER ON THAT.
THEN I AM GOING TO INVITE BOBBY UP AS THE LAST PART OF MY SHARING.
YOU ARE RECEIVING TONIGHT, AND LET ME SEE WHAT NUMBER IT IS.
KEVIN, IF YOU BEAT ME TO IT. WHAT IS IT, BOBBY? 9.7, YOU ARE RECEIVING THE MONITORING REPORT FOR THE MASTERY OF STANDARDS.
WE ARE NOT GOING TO BE TALKING ABOUT IT NEXT MONTH.
WE'LL BE TALKING ABOUT IT IN DECEMBER.
BUT BECAUSE THIS REPORT IS SO COMPLEX, I HAVE ACTUALLY ASKED BOBBY TO COME TONIGHT AND GIVE SOME CONTEXT ON HOW TO READ THIS REPORT, SOME THINGS YOU CAN EXPECT TO SEE.
THEN BETWEEN NOW AND THEN, IF YOU HAVE QUESTIONS, PLEASE DO REACH OUT TO BOBBY AND MYSELF, AND THEN WE WILL HELP YOU ALONG WITH IT BECAUSE IT'S A PRETTY MEATY REPORT.
HE HAS A POWERPOINT TO GO OVER THIS AND SHARE A BIT WITH YOU.
LIKE KRISTI SAID, I JUST WANTED TO MAKE SURE THAT YOU ALL HAD THE INFORMATION THAT YOU'D NEED WHILE YOU'RE READING THROUGH THE REPORT TO MAKE SENSE OF WHAT'S IN THERE.
TONIGHT, I JUST WANTED TO GIVE YOU AN OVERVIEW OF THE POLICY AND THE INTERPRETATIONS THAT ARE PART OF THE REPORT, SOME CONTEXT TO HELP YOU AS YOU READ THROUGH THE REPORT.
EXPLAIN SOME OF THE CHARTS THAT ARE IN THERE BECAUSE THEY'RE A LITTLE DIFFERENT THAN SOME OF THE OTHERS THAT WE'VE SHOWN, AND THEN SOME KEY THEMES.
TO START WITH OUR POLICY FOR THIS REPORT IS THAT WE WILL INCREASE THE NUMBER OF STUDENTS MAKING ADEQUATE PROGRESS TOWARD MEETING OR EXCEEDING GRADE LEVEL EXPECTATIONS AND STANDARDS IN ALL CLASSES, SPECIFICALLY IN THE AREAS OF LITERACY, MATH AND SCIENCE.
THIS IS DIFFERENT THAN WHAT WE REPORTED ON LAST YEAR BECAUSE WE IN THE LAST YEAR HAD UPDATED THE POLICY.
IF YOU'RE COMPARING THIS REPORT TO LAST YEAR'S REPORT, YOU'LL SEE THAT SOME OF THE CHARTS ARE DIFFERENT AND SOME OF THE CONTENT IS DIFFERENT.
THAT'S MOSTLY BECAUSE THE THREE MONITORING INDICATORS THAT WE HAVE FOR THIS REPORT ARE WHAT WAS MOSTLY FOCUSED ON IN THIS NEW BOARD REPORT.
THOSE ARE TO BE A TOP PERFORMING DISTRICT RELATIVE TO OUR 10 COMPARATIVE DISTRICTS.
OUR GOAL IS TO BE ABOVE THE MAJORITY OF THEM.
WE WANT TO CLOSE ACHIEVEMENT GAPS.
THIS IS LOOKING AT GROUP VERSUS NON GROUP AND TRYING TO MINIMIZE OR SHRINK DOWN THAT GAP BETWEEN THE TWO OF THEM, AND THEN SUSTAINED ACADEMIC GROWTH, AND THIS ONE IS LOOKING AT GRADE LEVEL COHORT PERFORMANCE OVER TIME.
NEW IN THIS REPORT IS A DEFINITION OF REASONABLE PROGRESS.
THIS IS SOMETHING THAT WE'VE TALKED ABOUT IN THE PAST.
RESULTS REPORTS ARE DIFFERENT FROM OPERATIONAL EXPECTATIONS REPORTS.
FOR OPERATIONAL EXPECTATIONS, WE ARE EITHER COMPLIANT OR NOT, AND FOR RESULTS REPORTING, WE ARE WORKING TOWARD THE GOAL, AND SO WE'RE SEEING IF WE ARE MAKING REASONABLE PROGRESS TOWARD THAT GOAL.
FOR THIS REPORT, THE DEFINITION WOULD BE REASONABLE PROGRESS MEANS SUSTAINED OR IMPROVING PERFORMANCE OVER TIME.
IN LITERACY, MATH AND SCIENCE, AS MEASURED BY THE INDICATORS IN THIS REPORT, DEMONSTRATING THAT STUDENT LEARNING CONTINUES TO MOVE IN THE DESIRED DIRECTION.
THE GOAL HERE IS JUST TO HAVE TRENDS OVER TIME, SO WE'RE LOOKING AT CONTINUOUS IMPROVEMENT OR CONTINUING IN THE DESIRED DIRECTION.
IN TERMS OF COHERENT GOVERNANCE, WHICH IS THIS GOVERNING MODEL THAT WE USE HERE.
[00:50:02]
THE BOARD'S JOB IS TO JUDGE WHETHER THE SUPERINTENDENT'S INTERPRETATION AND EVIDENCE REASONABLY DEMONSTRATE PROGRESS TOWARD THE POLICY RESULTS.WE'RE NOT LOOKING FOR PERFECTION AND WE'RE NOT LOOKING NECESSARILY FOR CONTINUOUS UPWARD MOVEMENT EVERY SINGLE YEAR.
FLUCTUATIONS DO OCCUR AND THEY CAN OCCUR WITHIN AN ACCEPTABLE THRESHOLD, AND WE'RE TRYING TO LOOK AT A LONGER PERIOD OF TIME, ESPECIALLY FOR THIS REPORT WHERE WE HAVE ASSESSMENT DATA IS ONE POINT IN TIME FOR EACH YEAR.
WE'RE JUST LOOKING OVER MANY YEARS, ARE WE TRENDING IN THE RIGHT DIRECTION? THE LAST BULLET POINT ON HERE IS JUST SAYING THAT IF WE HAVE MET THE POLICY, THEN REMAINING AT THAT LEVEL IS ALSO CONSIDERED REASONABLE PROGRESS BECAUSE WE CONTINUE TO MEET THAT POLICY.
IT DOESN'T NECESSARILY HAVE TO CONTINUE TO BUILD IF IT'S ALREADY MET THE POLICY.
OUR GOAL IS THAT IT WILL, BUT THAT'S HOW WE DEFINE REASONABLE PROGRESS.
>> BOBBY, CAN I ADD THAT THAT DEFINITION IS ACTUALLY IN THE REPORT?
>> IS THERE A RATE OF GROWTH THAT WOULD BE CONSIDERED REASONABLE VERSUS NOT? IF YOU HAVE LIKE ONE TENTH OF A PERCENT GROWTH? IS THAT REASONABLE OR IS THERE AN EXPECTATION THAT THERE'S A CERTAIN THRESHOLD IN TERMS OF THE RATE OF GROWTH THAT WOULD BE REASONABLE VERSUS VERSUS NOT SHOWING PROGRESS?
>> I UNDERSTOOD IT TO BE THAT THE TREND WOULD BE MOVING UP.
IF YOU WERE TO DO A TREND LINE OVER TIME, WE'RE SEEING A POSITIVE SLOPE.
EVEN IF IT'S THE TINIEST POSITIVE SLOPE, WE'RE SEEING THAT WE'RE PROGRESSING TOWARDS AN IMPROVED STATE? DOES THAT MAKE SENSE?
>> YEAH. BUT, I GUESS I'M THINKING OVER HOW LONG, 1% GROWTH OVER 20 YEARS.
YOU SEE WHAT I MEAN? IT'S LIKE WHAT IS REASON WHAT'S A REASONABLE EXPECTATION?
>> THE DATA THAT WE HAVE PRESENTED IN THE REPORT DOES NOT GO BACK 20 YEARS.
I THINK JUST USING THE DATA THAT WE HAVE IN THE REPORT, OUR JOB AS THE DISTRICT IS TO PROVIDE YOU WITH THE EVIDENCE THAT WE HAVE TO STATE THAT WE ARE EITHER MAKING PROGRESS OR NOT.
IF WE GO BACK, I THINK WE HAVE A COUPLE SLIDES IN HERE.
WE GO BACK FOUR YEARS, AND WE'RE JUST TRYING TO COMPARE LAST YEAR'S PERFORMANCE RELATIVE TO THE PRIOR THREE YEARS AVERAGE.
WE'RE TRYING TO SEE, ARE WE MOVING IN THE RIGHT DIRECTION? THERE ARE A LOT OF COMPONENTS.
THERE ARE SO MANY DIFFERENT STUDENT SUBGROUPS THAT WE'RE LOOKING AT.
WE'RE NOT GOING TO GROW IN EVERY SINGLE ONE OF THEM, WE MIGHT GROW IN MORE THAN HALF OF THEM.
>> I THINK THE INDICATORS TO SHOW THAT WE'RE GOING TO STAY IN THAT TOP QUARTILE.
THAT'S ONE OF OUR GOALS IS THAT WE'RE GOING TO CONTINUE TO STAY TEN COMPARABLES AND YOU'LL SEE THAT HERE SOON THAT WE'RE STAYING IN THE UPPER HALF.
THAT'S ONE OF OUR INDICATORS THAT WE'RE LOOKING AT.
WE'RE ALSO STUDYING THE ONES THAT MAY BE STRONGER THAN US IN THAT UPPER QUARTILE. WHAT ARE THEY DOING? WHILE THIS REPORT IS HELPFUL TO YOU, HOW WE USE THIS DATA IS ITS PROGRESS MONITORING FOR US.
WHAT CAN WE LEARN FROM IT? I APPRECIATE THAT WE GATHER ALL THIS FOR THE BOARD, BUT REALLY IT'S THE DAY TO DAY WORK THAT WE'RE DOING TO HELP US IMPROVE.
THE OTHER PART THAT BOBBY AND I'VE BEEN TALKING ABOUT IS THE EDUCATIONAL SIGNIFICANCE.
YOU MIGHT GROW A TINY BIT AND SCIENTIFICALLY.
YOU COULD GO UP A LITTLE BIT OR DOWN A LITTLE BIT, BUT WE'RE LOOKING ARE THERE EDUCATIONAL SIGNIFICANT GROWTH MEASURES? THAT'S WHAT WE'RE TRYING TO SEE IS WHO IS MAKING THOSE EDUCATIONALLY SIGNIFICANT MEASURES AND WHAT ARE THEY DOING? IT'S SO COMPLEX.
IT'S HARD TO PUT IN ONE REPORT.
BOBBY AND I I THINK HAD ABOUT FIVE OR SIX VARIATIONS OF HOW WE WERE LOOKING AT IT? WE'RE DOING OUR BEST, BUT I THINK THE NEXT TIME WHAT WE NEED TO DO IS SAY, DID WE ANSWER THE QUESTION THAT THE BOARD WAS HOPING TO ANSWER? THOSE INDICATORS GIVING US FEEDBACK IN DECEMBER OR ACTUALLY WOULD BE JANUARY TO SAY, WE WOULD LIKE IT TO LOOK A LITTLE BIT MORE LIKE THIS.
I THINK YOUR QUESTION WOULD COME UP IN JANUARY ABOUT COULD ONE OF THE INDICATORS BE A LITTLE DIFFERENT OR MORE SPECIFIC TO HOW MUCH WE WOULD EXPECT? DOES THAT MAKE SENSE, PEGGY?
>> CHRISTINE, IF I COULD ADD, OSPI DOES DEFINE STUDENT GROWTH AS A CHANGE IN STUDENT ACHIEVEMENT BETWEEN TWO POINTS IN TIME AND THAT'S BASED ON AN RCW, AND THEY ALSO USE WHAT'S CALLED STUDENT GROWTH PERCENTILES TO CAREFULLY MONITOR STUDENT GROWTH.
WITH THE STUDENT GROWTH PERCENTILES,
[00:55:01]
THEY CALL THOSE SGPS.THEY RANK STUDENTS RELATIVE TO THAT OF OTHER STUDENTS AT A SPECIFIC POINT IN TIME.
WHAT YOU'LL SEE IS ALMOST APPLYING THAT SAME RATIONALE TO THE COMPARABLE DISTRICTS.
THAT'S A GOOD REFERENCE POINT AS WELL.
>> I THINK THE OTHER THING IN MY MIND, AT LEAST WITH THAT REASONABLE PROGRESS, IS IT'S NOT AN ABSOLUTE NUMBER OR PERCENTAGE EACH YEAR, BUT IT MAY DEPEND ON DID WE START A PROGRAM? ARE WE IN THE MIDDLE OF A PROGRAM? HOW IS THAT IMPACTING? BECAUSE REASONABLE IS GOING TO BE DIFFERENT IF YOU JUST INITIATED SOMETHING SIX MONTHS BEFORE THE REPORT, YOU'RE NOT GOING TO REALLY EXPECT MUCH, BUT IF YOU'RE A YEAR OR TWO OR THREE INTO IT, YOU WOULD EXPECT MORE CHANGE.
>> TONIGHT'S REALLY JUST NOT TO TALK ABOUT THE REPORT, BUT FOR BOBBY TO GIVE YOU SOME CONTEXT.
HE AND I ALREADY TALKED THAT IF YOU HAVE ANY QUESTIONS, YOU WANT TO HAVE FURTHER DISCUSSION, WE WILL ALWAYS SET THAT UP FOR YOU TO HAVE THOSE ONGOING CONVERSATIONS.
IT'S A PRETTY MEATY REPORT, AND SO THERE'S A LOT TO IT.
I THINK AS YOU GET INTO READING IT, YOU MAY HAVE SOME QUESTIONS, PLEASE ASK.
HOLD BACK AND THINK I HAVE TO WAIT TILL DECEMBER AS BETWEEN.
>> I THINK I'M TRYING TO FOLLOW PEGGY, AND I THINK CONTEXT IS VERY IMPORTANT WHEN IT COMES TO DATA.
JUST LIKE KEVIN SAID, IF YOU'RE STARTING A PROGRAM OR YOU'RE CHANGING SOMETHING, THE RESULTS ARE GOING TO VARY.
I THINK THAT FOR ME WHEN I'M LOOKING AT DATA, I'M LOOKING AT PLOTS AND BEHAVIORS, AND I'M TRYING TO LOOK AT TRENDS.
I THINK THAT CONTEXT, AND UNDERSTANDING OF WHAT'S HAPPENING AROUND THAT DATA.
I THINK IT HELPS US UNDERSTAND.
WE KNOW THAT THERE'S VARIATION WHEN IT COMES TO STATISTICAL BEHAVIORS.
SOMETIMES WE'RE GOING TO HOPEFULLY OVER A CERTAIN AMOUNT OF TIME.
THAT WE ARE ABLE TO SEE THE PROGRESS THAT KELLY IS SAYING WITHIN THOSE STATUTES THAT THEY HAVE BEEN THERE.
BUT I THINK THAT FOR ME AS A SCHOOL BOARD DIRECTOR, I WOULD LIKE TO SEE THE CONTEXT SO THAT WE CAN SEE, WE'RE ASSESSING THIS IN THE RIGHT LIGHT AND WE CAN CONFIDENTLY SAY, WE'RE MOVING IN THE RIGHT DIRECTION VERSUS I HAVE NO CLUE.
>> WELL, ACTUALLY, THIS IS ONE OF THE REASONS I HAD ASKED ABOUT THE STUDENTS WHO PILOTED THE IRD, FOR EXAMPLE.
BECAUSE IF YOU COULD TRACK WHETHER THOSE THAT HAD EARLY EXPOSURE TO IT AGAINST THE OTHER STUDENTS, THEN YOU'D HAD MAYBE SOME USEFUL DATA ON WHETHER OUR INTERVENTION WAS EFFECTIVE.
GOING FORWARD FROM THIS POINT, IS THERE A WAY TO ACTUALLY KEEP TRACK OF THINGS LIKE THAT WHEN WE PILOT SOMETHING SO THAT YOU TRACK THOSE STUDENTS AND YOU SEE WHETHER THE ONES THAT RECEIVE EARLY INTERVENTION WITH THAT ARE DOING BETTER.
>> KEEP IN MIND WHEN I FIRST GOT HERE, WE TALKED ABOUT AS A BOARD, ALL WE HAD WAS RAW DATA.
WE WERE NOT TRACKING DATA, WE WERE NOT A DATA MINDED SYSTEM.
BOBBY'S POINT AND HE'S GOING TO SHOW YOU SOME GRAPHS.
WE ARE STARTING TO TRACK THOSE COHORTS.
THEY'RE COMPLEX. WELL, HE'S GOING TO GET INTO IT.
BUT THERE'S ALSO BASICALLY WHAT YOU SAID, SOME CONTEXT.
WE WERE LOOKING AT SOME OF THESE SCORES.
FOR SOME OF OUR OLDER STUDENTS, EVEN THOUGH WE DON'T WANT TO TALK ABOUT IT, THERE WAS A DISRUPTION IN THEIR EDUCATIONAL CAREER WITH COVID AND SUBSTANTIAL AMOUNT OF LEARNING LOSS.
WE'RE STARTING TO LOOK AT THOSE.
THIS KINDERGARTEN CLASS ACTUALLY WILL BE THE ONE THAT'S A GREAT MEASURE BECAUSE THEY'RE THE FIRST CLASS THAT ACTUALLY WAS NOT AFFECTED BY COVID.
IT'S ALMOST A STORY WITHIN EVERY GRADE LEVEL.
ANYWAY, PEGGY, YES, AND SOME OF THE DATA WE JUST DON'T HAVE BECAUSE WE WERE NOT COLLECTING DATA IN THAT WAY.
>> BECAUSE THAT PROVIDES SOME OF THE CONTEXT LIKE YOU'RE TALKING ABOUT.
I GUESS THE OTHER THING IS, I DON'T KNOW IF YOU CAN ACTUALLY MAKE THE ASSUMPTION THAT THE KINDERGARTNERS WERE NOT AFFECTED BY COVID.
>> WHAT I'M SAYING IS THEIR EDUCATIONAL CAREER WAS NOT AFFECTED BY COVID.
WE OWN THE EDUCATION SIDE, WE WERE NOT PART OF THEIR NARRATIVE OR STORY AT THAT TIME.
I'M GOING TO LET BOBBY GO BECAUSE LOOK AT CONTEXT.
>> CONTEXT. YES. ONE OF THE KEY PIECES IN THIS REPORT IS LOOKING AT OUR COMPARATIVE DISTRICTS.
WE'VE DONE THIS A COUPLE OF YEARS NOW AND WE USE THE SAME SETUP OR THE SAME FORMULAS TO GET THESE COMPARATIVE DISTRICTS.
[01:00:05]
WE'RE LOOKING AT ALL THE DISTRICTS IN THE STATE OF WASHINGTON AND WE'RE FINDING THE TEN THAT ARE CONSIDERED THE MOST SIMILAR TO FERNDALE WHEN WE LOOK IN THESE FOUR AREAS.WE'RE LOOKING AT ENROLLMENT, LOW INCOME PERCENTAGE, SPECIAL EDUCATION PERCENTAGE, AND PERCENTAGE OF STUDENTS WHO DO NOT IDENTIFY AS WHITE.
FOR LAST SCHOOL YEARS DATA FOR THE 24-25 SCHOOL YEAR, WE HAVE THESE NUMBERS FOR EACH CATEGORY.
YOU CAN SEE THAT ENROLLMENT AND LOW INCOME CHANGED FROM THE YEAR BEFORE.
SPECIAL EDUCATION PERCENTAGE AND NON WHITE PERCENTAGE REMAIN THE SAME.
BUT JUST LIKE OUR NUMBERS CHANGED, EVERY DISTRICT IN THE STATE HAD CHANGES.
WHEN WE RAN THESE, WE HAVE ACTUALLY NINE OUT OF TEN FROM LAST YEAR ARE THE SAME.
ALTHOUGH THEY DID SHIFT IN SOME RANKINGS, THE NEW ONE THIS YEAR IS NORTH COVID, AND OMAC IS OUT.
YOU MAY REMEMBER FROM LAST YEAR, OMAC WAS A LOWER PERFORMER.
NORTH COVID IS ACTUALLY, YOU'LL FIND IS A VERY HIGH PERFORMING DISTRICT.
I THINK THEY ARE MOST SIMILAR TO US IN ENROLLMENT NUMBERS AND SPECIAL EDUCATION PERCENTAGES.
THEY ARE ALSO VERY MUCH LOWER IN THEIR LOW INCOME PERCENTAGE AND THEIR NON WHITE PERCENTAGE, WHICH MAY HAVE AN IMPACT IN THAT.
BUT EITHER WAY, WE KNOW THAT BY BRINGING THEM IN, IT ALSO RAISES THE BAR FOR US.
THIS IS ANOTHER REFRESHER FROM LAST YEAR.
LAST YEAR, SMARTER BALANCE ASSOCIATION OR SMARTER BALANCE ASSESSMENT CONSORTIUM CAME OUT WITH NEW REPORTING GUIDELINES.
WHEN STUDENTS TAKE THE SBA TESTS, THEY ARE PLACED INTO ONE OF FOUR LEVELS, LEVEL 1, 2, 3 AND 4.
IT USED TO BE THAT LEVELS 3 AND 4 WERE MET.
LAST YEAR, SMARTER BALANCED CONSORTIUM, WHICH IS MANY STATES IN THE US, CAME OUT TO ALL THEIR STATES AND SAID, WE WANT YOU TO REPORT LEVELS 2, 3 AND 4 AS ALL ALONG THE GRADE LEVEL CONTINUUM, AND WE WANT LEVEL ONE TO BE BELOW GRADE LEVEL.
THIS LEVELS 2, 3 AND 4 IS NOW LABELED FOUNDATIONAL AND ABOVE, AND THIS IS WHAT YOU'D SEE ON THE OSPI REPORT CARD.
IF YOU'RE GOING ONTO THE REPORT CARD AND LOOKING AT FERNDALE OR ANY OTHER DISTRICT, THE NUMBERS LOOK REALLY GOOD.
WE ALSO HAVE TO KNOW THAT THAT'S LEVELS 2, 3 AND 4.
THAT IS NOT THE PAST NUMBERS THAT WE HAD BEFORE OF JUST 3 AND 4.
>> I THINK THERE'S BEEN SOME NARRATIVES OUT THERE THAT OSPI CHANGED THIS TO SWAY HOW THE DATA LOOKS, AND THEY ACTUALLY WERE GIVEN THIS GUIDANCE FROM THE ORGANIZATION.
THE PROBLEM WAS, AND I WOULD SAY IT TO THE SUPERINTENDENT'S FACE, IS THAT COMMUNICATION DIDN'T COME OUT AHEAD OF IT CHANGING, WHICH DIDN'T FEEL VERY TRANSPARENT.
YOU REMEMBER BOBBY CAME AND GAVE US THAT PRESENTATION LAST YEAR TO HELP US EXPLAIN IT, WE HAD TO CATCH UP AND LEARN WHAT WAS GOING ON.
BUT THIS WAS A DECISION MADE BY SMARTER BALANCE AND NOT OSPI ITSELF.
WE'RE ALL JUST TRYING TO CATCH UP TO THAT CHANGE.
>> YEAH, SORRY. I GET ANOTHER QUESTION.
OSPI, I DID THEY HAVE ANY PART IN CHANGING STANDARDS?
>> I GUESS THE REASON I'M ASKING IS BECAUSE THERE WAS I BELIEVE A CLAIM MADE THAT ALL SCHOOLS DID BETTER.
TO ME, THAT JUST DOESN'T SEEM QUITE LIKE THAT COULD HAPPEN, YOU KNOW WHAT I MEAN?
>> I THINK IF YOU ADD IN LEVEL 2.
I UNDERSTAND IT BECAUSE WE ALSO HAVE WALK KIDS THAT WE LOOK AT AND WALK KIDS, I APPRECIATE THAT ASSESSMENT BECAUSE IT LOOKS AT A WHOLE YEAR WHERE THE CHILD FALLS WITHIN A YEAR.
THEY CALL IT THE PURPLE BAND AND I'D BE HAPPY TO SHARE THAT WITH YOU.
THAT A KINDERGARTENER ANYTIME THEY FALL WITHIN THIS PURPLE BAND, THEY'RE CONSIDERED KINDERGARTEN APPROPRIATE.
LIKE THEY'RE PERFORMING AT A KINDERGARTEN LEVEL.
FOUNDATIONAL CONSISTENT ADVANCED LEVEL 2, 3, 04, THAT WOULD BE THE PURPLE BAND OF ANY GIVEN YEAR.
THAT IS SOMEWHERE WITHIN THE THIRD GRADE YEAR, THE FOURTH GRADE YEAR, FIFTH GRADE YEAR.
WHAT IT USED TO ELIMINATE WAS LEVEL 2, EVEN THOUGH THE CHILD WAS ENGAGING IN SKILLS THAT ARE APPROPRIATE FOR THAT GRADE LEVEL, THEY WERE NOT GETTING CREDIT FOR IT.
THEY WERE BEING SAID THAT THEY WERE NOT GRADE LEVEL ALREADY, WHICH THAT ACTUALLY ISN'T TRUE EITHER.
NOW, DO WE WANT MORE 3 AND 4? 100%. IS THAT OUR GOAL? 100%. CAN WE LOOK AT HOW MANY STUDENTS SCORED AT A LEVEL 3?
[01:05:02]
YES, WE CAN.WE DO LOOK AT THAT BECAUSE WE THINK THAT THAT'S REALLY IMPORTANT BECAUSE THAT'S MORE ON TRACK.
BUT IT DOESN'T MEAN A CHILD WHO'S COMING IN AT A LEVEL 2 ISN'T ISN'T WORKING WITHIN THEIR GRADE LEVEL.
THEY'RE JUST NOT AS HIGH WITHIN THE YEAR.
THEY'RE NOT PERFORMING AS HIGH IN THE YEAR.
I DON'T THINK ANYONE'S ACTUALLY GOT IT TOTALLY FIGURED OUT, AND WE'RE TRYING TO MOVE BETWEEN BOTH SYSTEMS RIGHT NOW.
BUT I JUST THINK IT'S REALLY IMPORTANT BECAUSE I THINK OSPI HAS BEEN ACCUSED OF DOING SOMETHING SNEAKY TO MAKE THEIR SCORES LOOK BETTER WHEN ACTUALLY THIS WAS DONE TO THEM.
THE PROBLEM WAS IT DIDN'T GET COMMUNICATED OUT TO BOARDS AND SCHOOL DISTRICT SUPERINTENDENTS IN A WAY THAT COULD HAVE BEEN MORE TRANSPARENT, I WOULD SAY.
IS THAT FAIR? WHETHER WE LIKE IT OR NOT, IT'S SOMETHING THAT SMARTER BALANCE MADE A DECISION ON, AND IT'S NOT JUST WASHINGTON STATE, STATE ANYONE WHO USES SMARTER BALANCE HAD TO SHIFT THE WAY THEY'RE TALKING ABOUT THEIR ASSESSMENT DATA.
>> WHO ADMINISTERS SMART BALANCE? IS THAT PEARSON?
>> I JUST KNOW THEM AS THE SMARTER BALANCE CONSORTIUM.
>> I THINK IT'S SMARTER BALANCE ASSESSMENT CONSORTIUM.
>> I KNOW THE PARK TEST WAS PEARSON, BUT [CROSSTALKING].
>> I THINK WE HAVE TO KEEP IN MIND THE PURPOSE OF THESE ASSESSMENTS.
THEY'RE NOT FOR TEACHERS, THEY'RE FOR SYSTEMS. THEY USE THEM TO MAKE DECISIONS AT THE STATE LEVEL AND I HEAR FROM TEACHERS ALL THE TIME, THEY GIVE THIS ASSESSMENT, I'M HEARING IT FROM MY OWN KIDS.
THEY CAN'T USE THE RESULTS TO IMPACT STUDENTS.
WHATEVER THEY'RE GETTING ISN'T IMPROVING.
IF HARLEN TAKES IT, HER TEACHERS CAN'T USE IT THE NEXT YEAR TO INFLUENCE HER EDUCATION.
I'VE GOT LOTS OF OPINIONS, BUT I WON'T SHARE THEM.
THE REASON BECAUSE WAY BACK WHEN, I REMEMBER OUR TWO KIDS OUT OF THE WASLIN AND PEOPLE BEING HORRIFIED BECAUSE OF THE EFFECT THAT THE OPTING PEOPLE OUT HAS ON COURSE.
BUT FROM A PARENT'S PERSPECTIVE, YOU'RE LOOKING AT, THIS ISN'T GOING TO HELP MY KID BECAUSE THIS IS JUST ASSESSING WHERE THEY ARE AT THE END OF THE YEAR AND THEN THEY MOVE ON AND WHATEVER IS GAINED FROM THEM GETS USED ON THE KIDS BEHIND THEM, WHICH IS A LITTLE SELFISH.
>> THAT'S WHY WE USE IRD DATA A LOT IN THIS ORGANIZATION BECAUSE IT'S FORMATIVE.
FOR THE REPORT, YOU'RE GOING TO SEE A PREPONDERANCE OF EVIDENCE.
WE'RE NOT JUST USING ONE MEASURE.
WE'RE USING MULTIPLE, AND I'M GOING TO LET BOBBY GO BACK TO GIVING HIS SPILL.
>> THANK YOU. THIS WAS MORE JUST TO INFORM YOU OF WHEN YOU LOOK AT THE REPORT CARD, THE OSBI REPORT CARD.
THESE ARE SOME OF THE NUMBERS THAT YOU'RE LOOKING AT.
IF YOU WANT TO SEE WHAT JUST LEVELS 3 AND 4 ARE, THEY'RE LABELED AS CONSISTENT AND ABOVE.
THEY'RE A LITTLE BIT BURIED IN THE REPORT CARD, BUT THEY'RE STILL ON THERE.
THESE ARE ACTUALLY THE NUMBERS THAT WE USED LAST YEAR AND THAT WE'RE CONTINUING TO USE THIS YEAR.
WE'RE LOOKING AT HOW STUDENTS DO.
HOW MANY OR THE PERCENTAGE THAT MEET LEVELS 3 AND 4, WHEN WE'RE LOOKING AT US VERSUS OTHER DISTRICTS AS WELL AS OTHER STUDENT GROUPS.
>> PARTICIPATION RATES IS SOMETHING THAT COMES UP EVERY YEAR AS WELL AND SO I JUST WANTED TO SPEAK TO THAT.
YOU COULD SEE THESE ARE COMPARATIVE DISTRICTS.
THE BLUE LINE IS FERNDALE AND THE ORANGE LINE IS THE STATE.
WE ARE DOING BETTER THAN THE STATE AVERAGE IN TERMS OF PARTICIPATION FOR OUR ELA STATE TESTS, AND NOBODY ON THE LIST HAS 100% PARTICIPATION.
THIS IS SOMETHING THAT EVERYBODY IN THE STATE IS ALSO WORKING WITH IS, A PERCENTAGE OF NO SCORES.
IF WE LOOK AT MATH, WE SEE SIMILAR PARTICIPATION RATES.
I THINK ELA WAS 96.0, MATH IS 96.2 FOR FERNDALE.
AGAIN, WE'RE ABOVE THE STATE AVERAGE, AND THEN SCIENCE ALWAYS HAS LOWER PARTICIPATION RATES.
PART OF THAT IS DUE TO THE FACT THAT IT'S ONLY THREE GRADE LEVELS THAT ARE ASSESSED.
IN MATH AND ELA, IT'S SEVEN GRADE LEVELS.
A SINGLE STUDENT OPTING OUT HAS A BIGGER IMPACT.
BUT AGAIN, FERNDALE HAS A PRETTY HIGH PARTICIPATION RATE RELATIVE TO OTHERS.
[01:10:02]
THIS IS LOW INCOME TRENDS, THIS IS NOT INCLUDED IN THE REPORT, BUT MORE OF JUST FOR YOU TO LOOK FROM THIS LENS.WHEN WE LOOK AT FERNDALE, WHICH IS REPRESENTED BY THE BLUE DOTS VERSUS THE STATE, WHICH IS REPRESENTED BY THE ORANGE DOTS, FERNDALE HAS CONSISTENTLY HAD HIGHER LOW INCOME PERCENTAGE THAN THE STATE AVERAGE.
IT USED TO BE THAT IT WAS RELATIVELY CLOSE.
BUT FOR THE LAST FOUR YEARS, WE'VE HAD A LARGER GAP.
AS WE LOOK AT THE SCORES IN THE REPORT, BOTH FOR THE STATE TESTS, BUT ALSO JUST FOR OUR READY SCORES, JUST KNOW THAT SOME OF THE STUDENTS THAT WE'RE INCLUDING IN THESE THEY'RE COMING FROM LESS OPPORTUNITY. YES, PEGGY.
>> HAS THE DEFINITION OF LOW INCOME CHANGED OVER THAT TIME?
>> I DON'T BELIEVE IT'S CHANGED, NOT THAT I'M AWARE OF.
>> THE REASON THAT WE ACTUALLY QUALIFY FOR THE FEDERAL FOOD PROGRAM FOR FREE BREAKFAST AND LUNCH FOR ALL STUDENTS IS BECAUSE OF THE SIGNIFICANCE OF HOW MANY OF OUR STUDENTS MEET THE NATIONAL POVERTY LEVEL.
>> ALSO, LOOKING AT ATTENDANCE.
IF YOU'RE NOT PRESENT IN CLASS, IT'S PRETTY HARD TO LEARN THE CONTENT TO PERFORM WELL ON AN EXAM.
OSPI HAS TWO KEY DEFINITIONS FOR ATTENDANCE, ONE IS REGULAR ATTENDANCE, WHICH IS ANY STUDENT THAT'S ATTENDING MORE THAN 90% OF THE TIME, AND CHRONIC ABSENTEEISM WOULD BE ANY STUDENT THAT'S ATTENDING 90% OF THE TIME OR LESS.
WHEN WE LOOK AT OUR REGULAR TENANTS, FERNDALE IS THE BLUE DOTS, THE STATE IS THE ORANGE DOTS.
WE CAN SEE SIMILAR, I GUESS, THE INVERSE OF WHAT WE SAW BEFORE WITH LOW INCOME, BUT FERNDALE IS CONSISTENTLY BELOW THE STATE AVERAGE WITH ATTENDANCE RATES.
WE HAVE HAD SOME YEARS THAT HAVE PRETTY LARGE GAPS.
THE LAST YEAR THAT WE HAVE DATA ON, WHICH WAS 23 24.
THE GAP GOT MUCH SMALLER, WHICH IS REALLY POSITIVE AND WE'RE HOPING THAT TREND CONTINUES.
EVEN IF IT DOES CONTINUE, WE DO KNOW THAT THERE ARE YEARS IN THE MORE RECENT PAST THAT WE HAVE HAD A LOWER REGULAR ATTENDANCE RATE.
JUST TO KEEP IN MIND THAT SOME STUDENTS MAY HAVE BEEN CHRONICALLY ABSENT IN YEARS PAST THAT WOULD NOT HAVE HAD THAT FOUNDATIONAL KNOWLEDGE TO USE IN THE MOST RECENT YEAR.
>> THERE'S A DIRECT RELATIONSHIP IN THE BEHAVIOR FROM 2021 AND ABOVE ON BOTH GRAPHS? MY FIRST QUESTION IS, ARE WE SEEING THAT IN OTHER SCHOOL DISTRICTS, TOO? SEEMS LIKE COVID BROUGHT SOMETHING TO US, BUT AT THE SAME TIME, ALSO THE BEHAVIOR IN THE LAST TWO GRAPHS IS THE SAME.
THERE'S A STEP CHANGE STARTING IN 2020, AND THEN ANOTHER STEP CHANGE STARTING IN 2021.
DO WE HAVE AN UNDERSTANDING OF WHAT THAT STEP CHANGE IS?
>> I HAVEN'T COMPARED TO OTHER DISTRICTS AT THE SAME LEVEL.
>> I CAN SAY THAT IN TERMS OF ATTENDANCE, THIS IS ONE OF THE CONVERSATIONS THAT COMES UP A LOT.
WE MADE AN INTENTIONAL EFFORT A YEAR AGO, LOOKING AT 22, 23, IT WAS LIKE WE WERE GOING IN THE WRONG DIRECTION.
IF YOU GO TO OUR SCHOOLS NOW, A LOT OF OUR SCHOOLS HAVE A SANDWICH BOARD THAT SAYS 94% OF HORIZON STUDENTS ARE SHOWED UP YESTERDAY OR TODAY.
WE'RE MAKING IT VERY INTENTIONAL, WE'RE COMMUNICATING WITH FAMILIES, WE'RE TRACKING THE DATA BETTER.
I THINK THAT'S A PRETTY SIGNIFICANT.
WHEN YOU'RE INTENTIONAL ON FOUNDATIONAL THINGS, YOU MAKE A DIFFERENCE, SO TO IMPROVE OUR ATTENDANCE BY 10%.
IN ONE YEAR'S TIME BY JUST CALLING IT OUT AND SAYING, THIS IS THE THING THAT WE'RE ASKING YOU TO PAY ATTENTION TO.
THEN SHARING THE DATA, WHICH BOBBY'S GOING TO HAVE A SLIDE HERE IN A MINUTE, HELPING PARENTS UNDERSTAND THE DIFFERENCE IN SCORING ON THE SPAC FOR CHILDREN WHO ARE CHRONICALLY ABSENT VERSUS NOT IS SIGNIFICANT.
I DON'T KNOW IF THAT'S NEXT OR NOT.
THIS IS A CHART THAT WE SHOWED LAST YEAR AS WELL, AND ACTUALLY IT WAS VERY SIMILAR, BUT I'LL STEP YOU THROUGH IT.
THESE FIRST LINES THAT WE SEE ARE JUST THE OVERALL, THE AVERAGE PERFORMANCE IN FERNDALE.
ELA AND SCIENCE BOTH HAD AROUND 44% THAT WERE LEVELS THREE AND FOUR, AND MATH WAS AROUND 34%.
BUT WHEN WE LOOK AT THOSE STUDENTS WHO ATTENDED
[01:15:02]
REGULARLY ATTENDED MORE THAN 90% OF THE TIME, EACH THAT INCREASED THE LIKELIHOOD OF PERFORMING AT LEVELS 3 AND 4.THEN WHEN WE LOOK AT THOSE WHO DID NOT ATTEND REGULARLY, SO CHRONICALLY ABSENT, THEY WERE QUITE A BIT LOWER.
WE'RE SEEING JUST IN THIS CHART ALONE, JUST THAT IF YOU'RE PRESENT, IT'S EASIER FOR YOU TO PERFORM BETTER.
>> I THINK THIS IS SIGNIFICANT IN THE FACT WHEN PEOPLE ARE LOOKING AT THOSE PERCENTAGES OF 34.4%, LOOK AT THE DIFFERENCE BETWEEN STUDENTS WHO ARE IN SCHOOL VERSUS NOT IN SCHOOL, SO THAT SCORE TRENDS DOWN.
WHEN PEOPLE SAY WHAT'S HAPPENING IN THE CLASSROOMS, WELL, FIRST OF ALL, KIDS HAVE TO BE AT SCHOOL.
IF THEY'RE NOT AT SCHOOL, SO THIS IS WHY WE'RE DOUBLING DOWN ON HAVING CONVERSATIONS ABOUT WITH FAMILIES ABOUT GETTING THEIR KIDS TO SCHOOL BECAUSE IT'S MAKING A HUGE DIFFERENCE.
WHEN YOU TALK ABOUT THE VARIABLES THAT THE CONTEXT, THIS IS A HUGE PART OF THE CONTEXT AND WE CAN POINT TO IT BECAUSE YOU LOOK AT OUR ELA SCORES, IF WE CAME OUT AND SAID THAT FERNDALE IS ALMOST 50% OF OUR STUDENTS ARE AT LEVEL 3 OR 4.
THAT'S A SIGNIFICANT JUMP BASED ON WHERE WE'VE BEEN OVER TIME.
I JUST CANNOT EMPHASIZE ENOUGH THAT KIDS HAVE TO GET TO SCHOOL IN ORDER FOR THEM TO LEARN.
WE DON'T NECESSARILY CONTROL THAT, THAT HAS TO BE DONE IN PARTNERSHIP WITH FAMILY, SO WE'RE CONTINUING TO DOUBLE DOWN ON THAT.
>> THIS IS JUST A NOTE ON RACE AND ETHNICITY.
WE'VE SPOKEN IN THE PAST ABOUT MAXIMUM REPRESENTATION, I JUST WANTED TO LET YOU KNOW THAT WE USED BOTH THE STATE AND FEDERAL REPORTING PRACTICES WHEN WE LOOKED AT OUR NON WHITE PERCENTAGE IN COMPARATIVE DISTRICTS.
BUT ANY DATA THAT WE USE HERE IN FERNDALE, WE'RE BREAKING IT ALL DOWN BY MAXIMUM REPRESENTATION, WHICH IS THAT ONE STUDENT IS COUNTED IN EVERY CATEGORY THAT THEY IDENTIFY AS.
THIS NEXT SECTION IS JUST GIVING YOU SOMETHING.
>> I'M SORRY TO INTERRUPT YOU.
BUT KRISTIE SAID SOMETHING AND IT'S I THINK IT'S VERY CORRECT AND WHY AM I SAYING THIS? BECAUSE I WAS AFFECTED BY IT.
>> SANDWICH BOARDS, I DON'T KNOW IF THEY'RE REALLY CORD DON'T KNOW.
THEY'RE A SIGN, THEY'RE VERY CATCHY I OFTEN TAKE A PICTURE OF THEM.
>> I WAS DROPPING OFF MY DAUGHTER IN THE MIDDLE SCHOOL AND I SAW IT.
I DIDN'T KNOW THE FIRST TIME THAT I SAW IT IF IT WAS JUST A SIGN THAT HAD BEEN FORGOTTEN THERE, BUT IT HAD THE ATTENDANCE PERCENTAGE.
THEN THE NEXT DAY I SAW IT AND IT WAS A DIFFERENT NUMBER, I WAS LIKE, THIS IS CHANGING.
THEN I DROPPED OFF MY DAUGHTER AGAIN AND I WAS FOCUSED ON TRYING TO SEE IF THAT WAS CHANGING FOR THE KID.
THEN IT MADE A DIFFERENCE IN ME THINKING, WE'RE COMPETING HERE FOR SOMETHING, I DON'T KNOW WHAT.
BUT IT DOES BRING THE POINT THAT WHERE YOU FOCUS, YOU IMPROVE AND IT'S A LITTLE CHANGE.
BUT IN MY MENTALITY, IF MY DAUGHTER IS LIKE THAT, I DON'T WANT TO GO TO SCHOOL TOMORROW YOU'RE GOING.
YOU NEED THAT, WE'RE MOVING THE NEEDLE LITTLE BY LITTLE.
OF COURSE, I DO AGREE WITH THE FACT THAT KIDS DON'T LEARN IF THEY'RE NOT IN SCHOOL AND OF COURSE, WE'RE STAKEHOLDERS WITH WITH THE SCHOOL DISTRICT AS PARENTS, AND WE WORK TOGETHER AS A TEAM.
BUT I JUST WANTED TO SHARE THAT SANDWICH SIGN, WHATEVER YOU CALL IT DOES.
OF COURSE, IF WE'RE PUTTING OUR EFFORT INTO LITTLE THINGS THAT WE CAN MOVE THE NEEDLE, LITTLE BY LITTLE WE'LL BE IN A BETTER SHAPE.
BUT THAT'S CONTEXT AND UNDERSTANDING THIS, I THINK IT PROVIDES A BETTER IDEA OF HOW AND WHAT WE NEED TO WORK ON IN ORDER TO IMPROVE THOSE STATISTICS.
YOU ARE OUR ANALYTICS GUY, SO APPRECIATE YOU.
>> THANK YOU. THE NEXT COUPLE OF SLIDES ARE JUST LOOKING AT A COUPLE OF THE CHARTS THAT WE HAVE JUST SO THAT WHEN YOU'RE READING THROUGH THE REPORT, YOU SEE THEM HOPEFULLY THE WAY THAT I SAW THEM, SO I'M TRYING TO JUST MAKE IT CLEARER.
WE DO HAVE A COUPLE CHARTS IN THERE TO SHOW OUR PERFORMANCE RELATIVE TO OUR COMPARATIVE DISTRICTS.
OUR GOAL IS TO BE AT THE TOP AND LAST YEAR, I THINK WE WERE IN THE TOP IN SCIENCE.
OUR MONITORING INDICATOR THAT WE'RE GOING UP AGAINST IS THAT WE ARE ABOVE THE MAJORITY OF OUR COMPARATIVE DISTRICTS.
[01:20:05]
WE'RE REALLY HOPING THAT WE ARE ABOVE THIS DASHED LINE, IDEALLY, THE HIGHER THE BETTER.BUT AGAIN, WE SAW WITH NORTH KSA, WE HAVE CHANGES EVERY YEAR THE LIST OF COMPARATIVE DISTRICTS AND WE CAN'T CONTROL WHO THOSE DISTRICTS ARE NECESSARILY.
OUR GOAL IS JUST TO STAY ABOVE THIS LINE AND TO IMPROVE BETTER THAN MOST PEOPLE THAT ARE IN SIMILAR SITUATIONS.
THIS IS A VERY FUN CHART THAT'S REALLY EASY TO READ.
NOW, I'M JUST TRYING TO EXPLAIN THIS ONE TO YOU.
WE HAD A CHALLENGING TIME LOOKING AT DISPARITY GAPS, TRYING TO LOOK AT THE DIFFERENCE BETWEEN GROUP VERSUS NON GROUP.
THIS CHART, JUST TO EXPLAIN WHAT WE'RE LOOKING AT, THE BLUE DOTS IN THIS WOULD REPRESENT THE GROUP, AND THEN THE GRAY DOT NEXT TO IT IS ALL STUDENTS THAT ARE NOT IN THAT GROUP.
THEN WE'RE JUST LOOKING AT THAT DISTANCE BETWEEN THE TWO, AND WE'RE REALLY HOPING THAT OVER TIME THAT THEY'RE STARTING TO GET NARROWER.
IF WE JUST ZOOM IN ON A COUPLE OF THEM JUST TO SHOW YOU.
IN THIS CHART, YOU CAN SEE THAT NATIVE AMERICAN STUDENTS IN 21 22, THEY'RE THE TOP LINE, AND THEN AS THEY GO DOWN TO LAST YEAR, YOU CAN SEE THEM STARTING TO TAPER DOWN, WHICH IS REALLY GREAT.
THE ORANGE CALL OUT NEXT TO IT IS SHOWING WHAT THE THREE YEAR AVERAGE WAS.
FOR NATIVE AMERICAN STUDENTS, THE THREE YEAR AVERAGE WAS 20.4%.
THAT'S THE SIZE OF THE GAP BETWEEN THE TWO.
OUR GOAL IS THAT THE 24 25 VALUE IS SMALLER THAN THE ORANGE NUMBER.
YOU CAN SEE FOR NATIVE AMERICAN AND LOW INCOME, THAT IS THE CASE AND THAT'S POSITIVE.
THEN YOU CAN ALSO SEE FOR MULTILINGUAL LEARNERS AT THE BOTTOM, THAT IT WAS TAPERING AND THEN THE MOST RECENT YEAR IT GOT BIGGER AGAIN, BUT THIS WOULD BE ONE OF THOSE CASES WHERE WE'RE LOOKING AT HOW DID LAST YEAR DO RELATIVE TO THE THREE YEAR AVERAGE.
EVEN THOUGH IT WAS BIGGER THAN THE YEAR PRIOR, THAT THREE YEAR AVERAGE WAS 25%, WE'RE TRYING TO SEE A SHIFT OVER TIME.
IN A SIMILAR WAY, WE'RE LOOKING AT I-READY AS WELL AS STATE TESTS.
I-READY HAS TWO DIFFERENT WAYS OF MEASURING GROWTH.
THEY TRACK WHAT'S CALLED TYPICAL GROWTH, WHERE THEY TAKE FROM THE INITIAL DIAGNOSTIC, WHICH IS DONE IN THE FALL USUALLY, THEY TAKE YOUR INITIAL DIAGNOSTIC AND SAY, THE AVERAGE STUDENT THAT IS AT YOUR GRADE LEVEL AND PERFORMING AT YOUR LEVEL AT THIS TIME TYPICALLY MAKES THIS MUCH GROWTH IN A YEAR, AND THEY GIVE THE STUDENT LIKE A POINT VALUE.
IF A PARENT IS LOOKING AT THEIR REPORT, THEY'LL SEE, TYPICAL GROWTH IS X NUMBER OF POINTS.
THEN THEY LOOK AT IT AGAIN IN THE SPRING AND THEY SEE.
DID I MEET TYPICAL GROWTH? DID I MAKE THE AMOUNT OF GROWTH THAT THE AVERAGE STUDENT THAT'S MY GRADE LEVEL AND PERFORMING AT MY LEVEL MADE OR DID I DO BETTER? THEN THEY ALSO INCLUDE A STRETCH GROWTH GOAL.
THE STRETCH GROWTH, THEY SAY IS AN AMBITIOUS BUT ATTAINABLE GOAL GROWTH TARGET NEEDED TO PUT BELOW GRADE LEVEL STUDENTS ON THE PATH.
PROFICIENCY AND I-READY HAS DONE A LOT OF ITS OWN RESEARCH TO SAY THAT OUT OF A THREE YEAR SPAN, IF A STUDENT CAN MEET STRETCH GROWTH TWO YEARS OUT OF THAT THREE YEARS, THEN THEY WILL MAKE IT TO GRADE LEVEL, AND SO WE'RE REALLY TRACKING STRETCH GROWTH.
IN THESE CHARTS, WE ARE LOOKING AT THE STRETCH GROWTH GOAL, AND WE'RE LOOKING AT GROUP VERSUS NON GROUP.
YOU'LL SEE THAT THE GAPS ARE A LOT SMALLER THAN THEY WERE ON THE PRIOR CHART.
BUT AGAIN, SAME STYLE, WE'RE LOOKING AT THE AVERAGE COMPARED TO THE MOST RECENT YEAR.
WE ALSO LOOK AT COHORTS, AND SO WE'RE TRYING TO SEE COHORT GROWTH OVER TIME.
I JUST WANTED TO EXPLAIN WHAT WE'RE LOOKING AT, THIS ONE IS SPECIFICALLY FOR ELA.
THE STATE IS THE ORANGE LINE, FERNDALE IS THE BLUE LINE.
WE CAN SEE THAT WE PERFORM IN EVERY GRADE LEVEL.
WE'RE BELOW THE STATE LEVEL, BUT WE'RE GROWING AT A FASTER RATE OVER TIME THAN THE STATE IS.
BUT IF WE JUST SINGLE OUT ONE COHORT JUST TO TAKE A LOOK AT IT AND TO EXPLAIN IT.
IF WE'RE LOOKING AT THE GRADE 7 COHORT, THIS WOULD LOOK AT STUDENTS WHO TESTED IN GRADE 7 LAST YEAR, AND THAT VALUE WOULD BE ABOVE THE 07, 45% FOR FERNDALE.
THEN TO THE LEFT OF THAT IS WHERE IT SAYS 06 AT THE BOTTOM AND THEN 05.
THAT'S THAT SAME GROUP OF STUDENTS WHEN THEY WERE IN SIXTH GRADE AND THEN THAT SAME GROUP OF STUDENTS WHEN THEY WERE IN FIFTH GRADE.
[01:25:01]
FOR EACH OF THESE, WE'RE LOOKING FOR A POSITIVE TREND, WE'RE LOOKING FOR THEM TO GROW, ONE I HIGHLIGHTED JUST BECAUSE WE CAN SEE THAT THIS ONE DROPPED IN SIXTH GRADE AND THEN WENT BACK UP IN SEVENTH.IF WE DON'T LOOK AT THE STATE, THAT LOOKS LIKE IT'S A FERNDALE ISSUE.
WHEN WE LOOK AT THE STATE AS WELL, WE SEE THAT THERE'S SOMETHING FAR LARGER THAN JUST FERNDALE.
THE STATE AVERAGE ALSO DROPPED AND THEN WENT BACK UP.
>> IS THERE ANY CONJECTURE ABOUT IT BEING THE YEAR OF TRANSITION FROM GRADE SCHOOL TO MIDDLE SCHOOL, SIXTH GRADE? THAT WOULD IMPACT?
>> THAT IS ONE OF THE THINGS WE CONSIDER BECAUSE YOU CHANGED THE ENVIRONMENT.
THEY WENT FROM HAVING ONE TEACHER, VERY A COCOON TYPE EDUCATIONAL EXPERIENCE? THEY GO TO SIXTH GRADE, THERE'S A LOT TO LEARN IN SIXTH GRADE.
I'M LOOKING AT BETH BACK THERE, WHO'S HELPING THEM LEARN THOSE SIXTH GRADE SKILLS, THERE'S A LOT GOING ON.
BUT I THINK THAT THAT'S DEFINITELY SOMETHING WE CAN WONDER, BUT IT WOULDN'T BE THE ONLY THING.
THESE ARE THE DATASETS THAT WE AS A TEAM SIT AROUND A TABLE AND SAY, WHAT DO WE KNOW? BACK TO YOUR CONVERSATION ABOUT CONTEXT.
WHAT DO WE KNOW ABOUT THE STUDENTS? WHAT ARE WE SEEING? WHAT ARE WE HEARING FROM STAFF? THERE'S SO MANY VARIABLES WITHIN ANY GIVEN SET.
HOW DO WE ADJUST TO MEET THE VARIABLES OF THE STUDENTS OVER TIME? BUT WE DON'T WANT TO SAY IT'S ONE THING, IT COULD BE SEVERAL THINGS.
>> THANK YOU. THEN WE ALSO LOOKED AT A I-READY COHORTS.
THIS ONE IS HELPFUL TO US BECAUSE WE CAN TAKE SPRING-TO-SPRING COMPARISON OVER TIME, SO LOOKING AT THE SAME COHORTS, AND WE'RE LOOKING AT JUST THE MEDIAN PERCENTILE.
HOW ARE STUDENTS PERFORMING OVER TIME? AGAIN, SINGLING OUT JUST GRADE 4 COHORT, THE 24/25 SCHOOL YEAR IS WHEN THESE STUDENTS WERE IN FOURTH GRADE.
THESE SAME STUDENTS WHEN THEY WERE IN THIRD GRADE IS JUST THE LEFT, AND SECOND GRADE AND THEN WHEN THEY WERE IN FIRST GRADE.
BECAUSE IT'S I-READY, WE HAVE DATA FOR STUDENTS OUTSIDE OF THE WINDOW OF OUR STATE TESTING, LIKE STUDENTS IN FIRST AND SECOND GRADE AS WELL.
BUT FOR ALL OF THESE COHORTS, WE CAN SEE THEY'RE TRENDING UP, AND THE EXCITEMENT HERE IS JUST THAT WHEN WE'VE LOOKED AT I-READY DATA IN THE PAST, WE'VE USUALLY LOOKED AT FALL-TO-SPRING, AND WE SEE GROWTH AND IT'S EXPECTED, BUT THIS ONE IS LOOKING AT SPRING-TO-SPRING AND WE'RE SEEING THAT WHERE STUDENTS ARE IN THE SPRING IN TERMS OF NATIONAL PERCENTILES, THEY'RE CONTINUING TO SLOWLY CLIMB UP, AND SO WE'RE SEEING A LOT OF PROGRESS THERE.
>> DOES I-READY START IN FIRST GRADE?
>> WE DO IT AS A DISTRICT IN THE WINTER OF KINDERGARTENS WHEN WE START DOING IT CONSISTENTLY ACROSS THE DISTRICT.
WE DO NOT DO IT IN THE FALL OF KINDERGARTEN. IT'S AN OPTIONAL ONE.
>> I THINK WE ADOPTED IT DISTRICT WIDE IN 2022, RIGHT.
>> PEGGY, I'D HAVE TO GO BACK TO MY NOTES BECAUSE WE'RE TALKING ABOUT TWO DIFFERENT THINGS.
WE'RE TALKING ABOUT THE I-READY DIAGNOSTIC AND THEN READY MATH.
I THINK WHAT YOU'RE SPEAKING ABOUT IS READY MATH, WHICH IS OUR MATH CURRICULUM.
WE HAD STARTED USING I-READY IN A PILOT STATUS FOR A COUPLE OF YEARS PRIOR TO THAT.
I CAN'T TELL YOU RIGHT OFF THE TOP OF MY HEAD. I'M SORRY.
>> I JUST WAS THINKING, PART OF THAT COULD JUST BE THE LAG WHENEVER YOU INTRODUCE SOMETHING.
THERE'S A STEEP LEARNING CURVE, BEGINNING WITH THE TEACHERS GETTING ADAPT WITH IT AND EVERYTHING ELSE.
I WOULD ALMOST EXPECT TO SEE A FALLING OFF AND THEN AN INCREASE IF IT'S [OVERLAPPING].
>> A LOT OF TIMES THEY CALL THAT AN IMPLEMENTATION DIP IN EDUCATION.
>> I THINK THE OTHER KEY POINT IS, AND I CANNOT STRESS THIS ENOUGH, WE ALSO DIDN'T HAVE A STRATEGIC PLAN, SO THERE WAS NOT ALIGNED MOVEMENT OF WHAT WE WERE ALL TALKING ABOUT AND MOVING TOWARDS.
THE SCHOOL IMPROVEMENT PLANS WERE ALL PRETTY INDIVIDUALIZED, NOW THEY'RE MOVING TOGETHER.
WE'RE TRYING TO GET EVERYTHING MOVING IN THE SAME DIRECTION, SO THE SAME CONVERSATIONS, THE SAME FOCUS.
WE'RE GOING TO START TO SEE IT, BUT IT'S ALL PART OF THAT IMPLEMENTATION DIP.
CELL PHONES, WE SAW IT LAST YEAR.
REMEMBER, WE STARTED THE YEAR REALLY STRONG ABOUT WINTER BREAK.
IT STARTED TO GET WEEK AGAIN, WE HAD TO REDO IT.
I THINK ANYTHING, BACK TO ANTONIO'S CONVERSATION EARLIER, THE CONTEXT OF TIMING, AND SO WE'RE JUST GOING TO KEEP GETTING STRONGER.
>> I JUST WANTED TO LEAVE YOU AT THE END WITH JUST SOME OF THE THEMES THAT WE FOUND IN ALL OF THE DATA.
[01:30:04]
THAT IS THAT WE LOOKED AT MANY DIFFERENT SOURCES, SO I-READY STATE ASSESSMENTS, MULTIPLE SUBJECTS, AND WE WERE SEEING STEADY GROWTH IN DIFFERENT ARENAS FOR EACH OF THOSE.WE SAW EQUITY GAINS AND ACHIEVEMENT GAPS NARROWING SPECIFICALLY FOR LOW INCOME AND MULTILINGUAL LEARNERS IN ALMOST EVERY SUBJECT.
WE SAW COHORT STRENGTH, ESPECIALLY IN LITERACY AND SCIENCE.
THEY HAD A RATE THAT WAS IMPROVING STRONGER THAN THE STATE.
THEN LASTLY, WE JUST NOTICED THAT MATH WOULD BE OUR KEY AREA OF FOCUS.
I THINK THAT CONSISTENTLY MATH IS AN AREA THAT IS IMPROVING IN I-READY, BUT AT THE STATE LEVEL, WE'RE SEEING SOME GAPS.
>> YOU'LL HEAR THAT AT THE STATE LEVEL BEING AN AREA OF FOCUS FOR THEM AS WELL.
>> THEN THERE'S MORE INFORMATION IN THE REPORT, SO HOPEFULLY THIS WILL HELP.
AS YOU READ THROUGH THE REPORT, JUST MAKING SENSE OF IT.
WITH THE COHORT OF THE 10 DISTRICTS, DO WE CHOOSE THOSE 10 OR THERE'S A SET GROUP WITH THESE 10? WHO MAKES THAT CALL?
NO, WE DO CHOOSE THEM TO TRY TO MAKE IT CONSISTENT.
I ACTUALLY HAD TWO DIFFERENT ATTACHMENTS IN THE REPORT THAT WENT OVER HOW THEY WERE CHOSEN, AND THEN WHO THEY ARE, OTHER WAY AROUND, BUT THE IDEA JUST BEING THAT YOU COULD ALSO REPRODUCE THEM.
BUT WE TOOK ALL OF THE DISTRICTS IN THE ENTIRE STATE AND THEN WE RAN THEM ALL THROUGH THE SAME, HERE ARE FERNDALE NUMBERS IN EACH OF THOSE FOUR CATEGORIES, AND THEN HOW DIFFERENT IS EACH DISTRICT IN EACH CATEGORY AND THEN ADDING UP ALL OF THE TOTAL DIFFERENCES IN PERCENTAGES AND THEN RANKING.
>> BOBBY AND I MADE THAT DECISION TWO YEARS AGO BECAUSE TO LOOK AT THE WHOLE STATE, WE DON'T COMPARE TO OTHER DISTRICTS.
WE HAVE TO KEEP IN MIND THAT, WHAT ARE WE REALLY FOCUSING ON, AND ARE WE REALLY MAKING GAINS? BECAUSE SOME DISTRICTS WE COULD LOOK AT AND WE COULD SAY, WOW, WE'RE KILLING IT, AND WE'RE NOT REALLY A COMPARABLE WITH THEM BECAUSE MAYBE THEIR SIZE OR LOCATION OR WHATEVER.
THEN OTHER DISTRICTS, IF WE COMPARED OURSELVES TO MERCER ISLAND, WELL, THAT'S ALSO NOT A REASONABLE COMPARISON, AND SO WE MADE THE DECISION.
WE IDENTIFIED THE FOUR AREAS THAT WE KNOW FACTOR INTO.
THEY HAVE A SIGNIFICANT IMPACT ON OUTCOMES, AND SO THEN WE JUST LOOK DIRECTLY AT THOSE.
>> WELL, AND I APPRECIATE FOR THIS FIRST GO-AROUND OF IT, THE CHANGE YOU ADDED IN NORTH KIDS.
YOU CAN'T BE ACCUSED OF PUTTING IN A BOTTOM LIAR TO HELP MAKE US LOOK BETTER.
>> WE HAD LOTS OF CONVERSATION ABOUT NORTH KIDS.
>> HOW YOU FEEL ABOUT THAT, KELLY?
>> YOU'RE APPLYING THE FORMULA CONSISTENTLY.
BOBBY SAID THERE ARE TWO PRETTY SIGNIFICANT FACTORS WHERE THEY ARE VERY DIFFERENT THAN US, AND THAT WAS OUR FREE INTRODUCED POPULATION AS WELL AS LEARNERS AT THE SC.
>> THAT BEING SAID, WE ARE STILL STUDYING THOSE DISTRICTS THAT ARE EXTREME POVERTY EXTREMES, BUT HIGH PERFORMERS.
>> WE LOOK AT A LOT OF THINGS.
THAT'S PART OF OUR JOB AS EDUCATORS, WE ARE THE LEAD LEARNERS, AND SO WE HAVE TO CONSTANTLY BE ASKING OURSELVES THOSE QUESTIONS.
I THINK WE HAVE TO KEEP IN MIND WHAT OUR MAIN JOB IS TO EDUCATE KIDS.
WE'RE LOOKING AT THE INTENTIONAL MOVES THAT WE'RE MAKING, SUCH AS ATTENDANCE, THAT WE KNOW HAS A GREAT IMPACT.
WE'RE LOOKING AT WHAT STRATEGIES, ESPECIALLY AS WE'RE REDUCING OUR BUDGETS, WE HAVE TO BE ASKING, ARE WE DOING THE VERY BEST WITH WHAT WE HAVE? IF YOU REMEMBER BACK TO THE BEGINNING OF THE YEAR, I SAID, WE JUST HAVE TO BE SIMPLE.
I WANT US TO FOCUS BE NARROW, AND SO WHAT ARE THEY DOING THAT WE CAN MAKE A DIFFERENCE ON? WE'RE NOT GOING TO BE ABLE TO HIRE A BUNCH OF INTERVENTIONISTS.
WE'RE GOING TO BE ABLE TO HAVE A BUNCH OF TUTORING PROGRAMS, AND SO WHAT WE DO HAS TO MAKE A DIFFERENCE QUICK AND FAST.
>> THANK YOU, BOBBY. THIS WAS HOURS OF HIS LIFE, SO I JUST WANT TO APPRECIATE [OVERLAPPING].
>> THANK YOU BOBBY, AND THANK YOU KRISTI FOR ALL THAT REPORTING.
AS I'M SITTING HERE GOING THROUGH THIS, AND WE'RE NOW MOVING ON TO THE REPORT SECTION OR THE UPDATES,
[6. UPDATES]
I'M FEELING LIKE WE NEED THE MUSIC FOR INTRODUCING EACH OF THESE DIFFERENT PEOPLE.[01:35:05]
HOLLY BE THINKING OF THE THAT YOU WANT TO INTRODUCE.>> WHILE WE'RE TRANSITIONING TO YOUR SLIDE PRESENTATION.
>> I WISH I COULD COME UP WITH SOMETHING WITTY, BUT I CAN'T.
I'M SORRY. BUDGET AND FINANCE UP DATE FOR THIS MONTH.
THE ANNUAL FINANCIAL STATEMENT WAS DUE LAST FRIDAY.
OUR FISCAL YEAR ENDS AUGUST 31ST, SO IT'S BEEN PRETTY CONSUMING OF ALL MY TIME SINCE THE END OF AUGUST.
I'VE BEEN WORKING REALLY HARD TO GET THAT DONE.
TURNED IT IN LAST FRIDAY TO THE ESD AND I GOT A WORD BACK LAST EVENING.
THERE WAS JUST A COUPLE LITTLE MINOR CHANGES I NEED TO MAKE, AND SO WE'RE GOOD TO GO.
WE'RE GOING TO TALK ABOUT THAT.
WE'RE GOING TO TALK ABOUT FUND BALANCE, AND THEN GOING TO TALK ABOUT THE CURRENT BUDGET WORK THAT'S CURRENTLY HAPPENING.
LIKE I SAID THE F-196, THAT'S OUR ANNUAL FINANCIAL STATEMENT.
F-196 IS THE REQUIRED FORMAT BY THE STATE.
IT'S ABOUT 81 PAGES LONG, AND MARK ALWAYS THREATENS TO JUST READ IT OUT LOUD AT A BOARD MEETING.
LIKE I SAID, IT'S ALREADY BEEN REVIEWED BY THE ESD AND THE DATA WON'T BE FINAL UNTIL EARLY NOVEMBER AFTER OSPI HAS HAD A CHANCE TO LOOK AT IT.
IT'S A PROCESS, BUT WE'RE OVER THE BIG HURDLE.
THE F-186 IS THE BASIS FOR OUR FINANCIAL STATEMENT AUDIT THAT WILL HAPPEN NEXT SPRING, SO THAT'S WHY WE NEED TO GET IT AS PERFECT AS WE CAN.
NOW THAT THE YEAR END IS DONE, WE CAN SAY THAT WE'VE TENTATIVELY ENDED THE SCHOOL YEAR WITH A $6.68 MILLION FUND BALANCE, BUT IF YOU LOOK AT OUR GRAPH, AND I'LL SHOW YOU ON THE NEXT, IT ALWAYS IS UP AND THEN IS DOWN IN SEPTEMBER AND IT GOES BACK UP IN OCTOBER.
WE DID NOT QUITE MAKE THE MINIMUM FUND BALANCE POLICY IN SEPTEMBER.
WE'RE ABOUT $224,000 SHORT, BUT WE ARE GETTING TAX REVENUE THIS MONTH, SO IT'S GOING TO SPIKE BACK UP.
YOU CAN SEE AUGUST TO SEPTEMBER, IT ALWAYS GOES DOWN, THEN BACK UP IN OCTOBER, AND THEN WE SLOWLY DECLINE, AND THEN THAT BIG SPIKE BACK IN APRIL SO FOLLOWS THE SAME TREND YEAR AFTER YEAR.
YOU CAN SEE AT THE VERY RIGHT SIDE THAT WE ENDED LAST YEAR, ALMOST EXACTLY WHERE WE WERE AT THE BEGINNING OF 24/25.
WE DID ADD TO OUR FUND BALANCE THIS YEAR RATHER THAN DECLINE FOR ABOUT THE FIRST TIME IN FIVE YEARS.
OUR REVENUES EXCEEDED OUR EXPENDITURES, AND THAT WAS DUE TO A LOT OF HARD WORK AND A LOT OF NOT SPENDING AND A LOT OF ATTENTION TO A BUDGET.
THE CURRENT BUDGET WORK THAT'S GOING ON IS AFTER WE COMPLETE THE F-186, THERE'S A LOT OF ADJUSTMENTS WE HAVE TO WORK ON AND RECONCILIATIONS, SUCH AS THE BUILDING BUDGETS.
IN THE SPRING WHEN WE PLACE THOSE, THEY ARE ALL BASED ON ESTIMATES.
NOW WHEN WE HAVE FINAL ENROLLMENT, WE CAN ADJUST TO ACTUALS.
AS GRANT BUDGETS BECOME AVAILABLE, WE HAVE TO ADJUST BUDGETS FOR THOSE.
ALL OF THE DONATIONS THAT HAVE COME IN YEAR AFTER YEAR, WE MAKE SURE THOSE ARE ADDED TO ALL THOSE DONATION BUDGETS IN THE CURRENT YEAR, AND THEN FINES AND FEES FLOW THROUGH, WE CALL THOSE FLOW THROUGH FEES.
THOSE GET ADDED TO THE DIFFERENT DEPARTMENTS BUDGETS.
>> I HAVE A QUESTION ABOUT DONATIONS.
WHO DONATES? WHERE DO WE GET THOSE FROM?
>> A LOT OF TIMES IT'S JUST PEOPLE IN THE COMMUNITY.
WE GET THOSE DONATIONS FOR JUST VARIOUS REASONS.
MAYBE I WANT TO SUPPORT A PROGRAM LIKE EARLY LEARNING.
THEY'LL DO A LITTLE FUNDRAISER AND THEY'LL WRITE US A CHECK.
WE GET SOME THAT ARE A MATCHING DONATION FROM THE REFINERIES WHERE SOMEONE HAS SAID, I'M GOING TO DONATE PART OF MY SALARY. THEY'RE SMALL.
I THINK DISTRICT WIDE EVERY YEAR, IT'S ABOUT $30,000 TOTAL ACROSS THE WHOLE DISTRICT.
IT'S NOT A LOT OF MONEY, BUT EVERY LITTLE BIT HELPS.
SOME COMMUNITY MEMBERS WILL HAVE A CAUSE, MAYBE A CHILD AT A CERTAIN SCHOOL, AND SO THEY'LL DONATE FOR A FIELD TRIP OR THEY'LL DONATE FOR SOMETHING SPECIFIC AT A SCHOOL.
THAT'S IT FOR MY PRESENTATION.
[01:40:08]
>> AS FAR AS AS GRANTS GO, ANY COMPARISON TO WHAT YOU WERE EXPECTING, ETC?
>> NOT REALLY. THERE'S A LOT FEWER GRANTS THIS YEAR.
WE DON'T HAVE AS MANY AS WE HAD.
EACH OF THE MIDDLE SCHOOLS HAD AN OSSI GRANT LAST YEAR, WAS PART OF TITLE 1 AND THOSE GOT.
ANOTHER ONE WOULD BE WE GET FUNDING FROM THE OFFICE OF NATIVE EDUCATION FOR LANGUAGE.
THEY WERE REDUCED SUBSTANTIALLY FROM THE FEDERAL GOVERNMENT.
WE ANTICIPATE HAVING LARGER REDUCTIONS NEXT YEAR FROM FEDERAL FUNDS.
WE'VE BEEN DOING THE WORK TO PREPARE OUR TEAMS LOOKING AT THINGS.
I FEEL LIKE THAT'S PART OF THE BUDGETING PART IS FORESHADOWING WHAT'S TO COME AND HAVING A RESERVE PLAN IN PLACE, WHICH WE HAVE.
I DO THINK RIGHT NOW WITH THE FEDERAL SHUTDOWN, WE'RE WATCHING TWO THINGS IN PARTICULAR, AND MARK AND HOLLY, CORRECT ME IF I'M WRONG.
WE'RE WATCHING THE FOOD SERVICE GRANT AND IMPACT AID.
>> I JUST HAD TO SAY THAT. I'M SORRY PEGGY.
>> THAT WAS A RHETORICAL QUESTION.
>> I SAW AN ARTICLE TODAY TALKING ABOUT CUTS THAT WHATCOM COMMUNITY COLLEGE IS MAKING, BECAUSE APPARENTLY, THEY'VE GOT SOME BUDGET ISSUES TOO.
IF COLLEGES ARE HAVING THOSE ISSUES, ARE WE SEEING MORE PEOPLE STAYING AT THE HIGH SCHOOLS TO COMPLETE ENGAGING IN SOME OF THESE ALTERNATIVE RUNNING START PROGRAMS?
>> RUNNING STARTS A PASS THROUGH.
THE MONEY COMES TO US, COMMUNITY COLLEGE AND ALSO CORRECT ME IF I'M WRONG.
THEY LOVE IT BECAUSE IT'S A PASS THROUGH OF OUR ENROLLMENT FUNDS THAT THEY GET.
THAT'S ONE OF THEIR INCOMES THAT THEY CAN COUNT ON.
WITH THE STATES CHANGE AND PAYING FOR COLLEGE IN THE HIGH SCHOOL AT THE HIGH SCHOOL, WHAT WE ARE SEEING IS A LOT OF STUDENTS ARE STAYING AND WE COULD ASK OUR STUDENTS RIGHT HERE.
THEY'RE STAYING AT THE HIGH SCHOOL AND GETTING COLLEGE CREDIT THAT WAY AT NO COST.
I THINK WE TRACK OUR RUNNING START NUMBERS EVERY YEAR.
A COUPLE OF THINGS THAT I THINK KEEP STUDENTS AT OUR SCHOOL IS ONE JUST THE OPPORTUNITIES THAT WE OFFER AT THE HIGH SCHOOL.
ALL THE DIFFERENT CHOICES WE HAVE CURRENTLY IN FERNDALE SCHOOL DISTRICT.
WE HAVE 97 CAREER AND TECHNICAL ED PROGRAMS THAT OUR STUDENTS CAN ACCESS.
WE HAVE THREE DIFFERENT TYPES OF LEADERSHIP CLASSES.
WE HAVE SOME STUDENTS WHO ARE PART-TIME RUNNING START PART-TIME, IN-PERSON, THEIR ATHLETICS, ALL THOSE ACTIVITIES.
I THINK A LOT OF THEM CHOOSE TO STAY, BUT WE DO HAVE SOME STUDENTS WHO CHOOSE TO GO, BUT I DON'T THINK THAT'S NECESSARILY CHANGING BECAUSE OF THEIR BUDGET WOES.
HIGHER ED IS FUNDED DIFFERENTLY THAN WE ARE, BUT THEY'RE ALL EXPERIENCING IT. IT'S NOT.
I THINK WHAT WE'RE GOING TO START TO SEE FROM HIGHER ED IS THEY'RE STARTING SOME STRATEGIES TO INCREASE ENROLLMENT.
AS YOU KNOW, BTC DID I SHARE THAT CORRECTLY? GOOD SEE. I'M ALWAYS LEARNING.
BUT BTC HAS THE DIRECT ADVENT.
IF YOU REMEMBER, WE WENT INTO AN AGREEMENT WITH BELLINGHAM TECHNICAL COLLEGE THAT LET'S SAY HARLEN SHE IS ON TRACK TO GRADUATE.
HARLEN WILL BE GETTING A LETTER FROM BTC THIS YEAR SAYING, WELCOME, YOU'VE BEEN ACCEPTED INTO BELLINGHAM TECHNICAL COLLEGE.
IF SHE DECIDES, LIKE, HEY, YEAH, I WOULD LIKE TO GO THERE, THEN ONCE SHE SAYS, YES, THEN THEY'LL COME IN AND HELP HER FILL OUT THE PAPERWORK AND THE ENROLLMENT.
BECAUSE WHAT WE WERE HEARING FROM STUDENTS IS, THEY WERE NOT APPLYING TO SCHOOL ALL THE TIME OR TO COLLEGE BECAUSE OF FEAR REJECTION.
JUST THE COMPLICATIONS OF HOW TO FILL OUT ALL THE PAPER IT'S A LOT OF PAPERWORK.
WE'RE STARTING TO SEE THAT FROM WESTERN AS WELL.
I'VE TALKED TO WHATCOM COMMUNITY COLLEGE ABOUT THAT DIRECT ADMIT AS WELL.
I THINK MORE COLLEGES ARE TRYING SOME DIFFERENT STRATEGIES JUST LIKE WE ARE.
THAT WAS A VERY LONG ANSWER TO PEGGY.
I DON'T TOTALLY KNOW HOW THEY DO IT, BUT I JUST KNOW THAT THIS IS HOW IT AFFECTS US AND THEY DO LOVE RUNNING START BECAUSE IT'S A PASS THROUGH.
>> ANY CUTS THAT THEY LOST PROGRAMS THAT PEOPLE WERE NOW ENGAGING IN AND SO THEY'RE.
>> [OVERLAPPING] NO, I DO THINK THERE, I WOULD HAVE TO LOOK AT SOME COHORT DATA TO SEE IF WE HAVE FEWER STUDENTS GOING THAT ROUTE, BUT I DON'T KNOW.
I LIKE TO KEEP OUR KIDS WITH US, BUT I ALSO LOVE THAT OUR STUDENTS HAVE LOTS OF OPPORTUNITIES.
[01:45:02]
>> WE ACTUALLY HAVE AS OF OCTOBER, FROM THIS OCTOBER TO LAST OCTOBER, WE HAVE A FEW MORE, BUT IT'S CLOSE ENOUGH AND EARLY ENOUGH IN THE YEAR, I WOULD SAY IT'S ABOUT EQUAL.
>> THANK YOU, HOLLY. WITH THAT, WE'LL MOVE ON TO THE AUDIT COMMITTEE.
>> NOTHING TO REPORT OTHER THAN NANCY AND I WENT IN AND LOOKED AT THINGS AND THE ONLY THING I NOTICED WAS THAT THERE WAS ONE CANCELED WARRANT THAT DIDN'T SEEM TO APPEAR IN THE THING, BUT I WENT AND ASK KELLY, AND IT'S GOING TO SHOW UP IN THE NEXT ROUND.
>> THE AUDIT COMMITTEE LIVING ON THE EDGE.
>> [LAUGHTER] OH, WE HAVE SUCH A GOOD TIME.
>> THERE'S SO MANY THEME SONGS WE COULD HAVE FOR THEIR WALK ON.
>> ACTUALLY, YOU KNOW WHAT, THOUGH, IT DOES CREATE QUESTIONS IN OTHER AREAS, NOT ABOUT AUDIT STUFF, ABOUT OTHER THINGS. THERE'S THAT.
>> IT SERVES US WELL, AND YOU LADIES DO A GREAT JOB, SO THANK YOU. NANCY, LEGISLATIVE REPORT.
>> LAST MEETING THAT WE HAD TOGETHER, WE PRIORITIZED OUR TOP 10.
YOU WILL SEE THAT WHEN WE GO TO OUR WASTA CONFERENCE, REDUCED DOWN TO THREE TOP THINGS.
PROBABLY WILL BE VERY SIMILAR, IF NOT THE SAME TO LAST YEAR BECAUSE THOSE, I THINK IT WAS MSOC, TRANSPORTATION AND SPECIAL ED, THEY WERE NOT FUNDED LIKE WE WANTED THEM TO.
I WOULD IMAGINE IT MIGHT BE VERY SIMILAR TO THAT WHEN WE GO TO WASTA.
BUT THANK YOU EVERYBODY FOR YOUR INPUT ON THAT.
LET'S SEE. JUST RECENTLY, THE VOTING FOR ALL OF THE WASTA POSITIONS HAPPENED.
IT WAS OCTOBER 1ST THROUGH 16TH, I BELIEVE.
I'M ON THE WASTA NOMINATING COMMITTEE, SO I GOT TO SHARE IN THE CERTIFICATION OF THE NOMINATIONS.
I WAS THE FIRST TO FIND OUT THE VERY EXCITING NEWS FOR US.
DA1, WHICH IS 35 SCHOOL DISTRICTS THAT WE ARE ONE OF UP HERE IN NORTHWEST WASHINGTON.
WE ARE THE ONLY DA THAT HAS EVER HAD TWO RUNOFF ELECTIONS.
THAT IS, THERE WERE A TOTAL OF THREE RUNOFF ELECTIONS.
ONE DOES NOT PERTAIN TO US BECAUSE IT WAS ESD 112, WHICH IS IN A DIFFERENT DISTRICT AREA.
BUT THAT WE HAD TWO TIES BETWEEN THE CANDIDATES WITHIN OUR DISTRICT AREA WAS VERY UNUSUAL.
ALSO, I WAS VERY PROUD TO SAY, DA1 HAD THE GREATEST TURNOUT OF PEOPLE WHO ACTUALLY VOTED.
WE COULD FEEL GOOD ABOUT THAT.
ON OUR BOARD, EVERY SINGLE PERSON VOTED.
I'M VERY PROUD OF EVERYBODY IN OUR BOARD FOR THAT.
WHAT WAS SHOCKING TO ME IS THAT, IN OUR DA1, BECAUSE WE HAVE 35 DISTRICTS, AND EACH DISTRICT HAS FIVE BOARD MEMBERS, THAT MEANS THERE'S 175 BOARD MEMBERS IN DA1.
GUESS HOW MANY OF THEM ACTUALLY VOTED.
IT'S REALLY SAD TO ME THAT THAT'S THE BEST OF ALL WASHINGTON STATE BOARD DIRECTORS.
SOME OF THE RACES HAD 13 VOTING FOR ONE PERSON AND SIX VOTING FOR ANOTHER.
THAT MEANS THAT'S HOW MANY TOTAL VOTED IN THAT DA.
THEY HAD 69 BOARD DIRECTORS WHO LOOKED AT THE VOTING AND DIDN'T VOTE.
I'M A BADGER ABOUT MY JOB, AND MY JOB AS NOMINATING COMMITTEE IS TO MAKE SURE THAT EVERYBODY VOTES.
THANK YOU, KEVIN, FOR LETTING ME KNOW THAT YOU VOTED.
>> IT WAS SELF-PRESERVATION, SO I STOPPED GETTING [LAUGHTER] EMAILS OF TEXTS.
EXACTLY BACK WHEN YOU HAVE DONE IT, SO I HAD TO REPORT BACK.
>> I'M JUST GOING TO SAY I TOLD YOU ATTENDANCE MATTERS.
[01:50:01]
>> STEVE HAD TO HIDE OUT IN UTAH TO AVOID.
>> DID YOU ALREADY FOR THE SECOND ROUND OF VOTING?
>> THANK YOU. YOU DIDN'T WITH A TURN ASK ME.
[LAUGHTER] ANYWAY, GREAT JOB ON THAT, EVERYBODY.
I'M SO PROUD OF OUR BOARD IN THIS.
WE WILL FIND OUT THAT VOTING FOR THIS RUNOFF ELECTION IS FROM NOW.
THEY SURPRISED ME BY STARTING IT YESTERDAY.
THEY SAID THEY WERE GOING TO START IT TODAY, BUT THEY STARTED YESTERDAY.
IT WILL GO TO THE 16TH AND THEN NOMINATING COMMITTEE WILL MEET AGAIN TO CERTIFY THE ELECTIONS, AND YOU'LL BE THE FIRST TO KNOW WHO WON. THANK YOU.
SHARON SHOEMAKE IS SCHEDULED TO COME TO OUR NOVEMBER MEETING, THE REGULAR BOARD MEETING.
ALICIA RULE DECLINED BECAUSE IT'S HER SON'S BIRTHDAY.
NEVER ONCE, HAVE I EVER RECEIVED A CALL BACK OR EMAIL BACK FROM JOE TIMMONS.
AT LEAST WE WILL HAVE SHARON SHOEMAKE HERE. THANK YOU.
>> THANK YOU, NANCY, AND THANK YOU FOR YOUR DILIGENCE AS LEGISLATIVE REP ON THE NOMINATING COMMITTEE FOR WRANGLING THE LEGISLATORS BECAUSE THAT HAS BEEN A CHALLENGE, I KNOW.
WITH THAT, WE WILL GO AHEAD AND MOVE ON TO ITEM 7 MATTERS RESERVED FOR THE BOARD.
[7. MATTERS RESERVED FOR BOARD ACTION]
THE FIRST ITEM 7.01 IS TO REVIEW THE INDICATORS FOR THE MONITORING REPORT NUMBER 1, SAFETY AND BELONGING.IF YOU RECALL LAST MONTH, WE ACTED UPON OUR FIRST MONITORING REPORT GENERATED SINCE WE REVISED AND CONSOLIDATED OUR BOARD POLICIES.
THE REPORT UTILIZED THE NEW INDICATORS THAT THE SUPERINTENDENT HAD PUT FORTH AND THE BOARD HAD REVIEWED AND APPROVED.
AS WE FOUND WITH OUR PREVIOUS POLICIES AND INDICATORS, SOMETIMES THE MONITORING REPORTS BRING OUT DEFICIENCIES IN THE INDICATORS OR SHOW THAT SOME CHANGES NEED TO BE MADE TO THE INDICATORS TO STRENGTHEN THE REPORTS.
OUR PROCESS HAS BEEN TO RECEIVE MONITORING REPORTS AT ONE MEETING, DISCUSS AND ACT ON THEM AT THE NEXT, AND THEN CRITIQUE THE INDICATORS AT THE THIRD TO DETERMINE IF REVISIONS WOULD BE BENEFICIAL.
TONIGHT, WE WILL CONTINUE THAT PROCESS AS WE REVIEW THE INDICATORS, NOT THE CONTENT OF MONITORING REPORT 1, ADDRESSING DISTRICT AND SAFETY.
CHRIS HAS PROVIDED US WITH THE YELLOW PIECE OF PAPER IN YOUR HANDOUT THAT SHOWS THOSE MONITORING INDICATORS AND SUCH.
AT THIS POINT, I WILL OPEN THE FLOOR TO DISCUSSION IF THERE'S ANY COMMENTS OR SUGGESTIONS FOR CHANGES OR SUCH.
>> CAN I JUST ADD? KEEP IN MIND THAT MYSELF AND MY TEAM WRITE THE INDICATORS.
BUT IF THERE WAS SOMETHING THAT YOU FEEL LIKE, HEY, WE'D LIKE THIS TO BE MEASURED OR THIS DIDN'T SEEM TO GET TO WHAT WE WANT.
YOU WOULD GIVE US THAT FEEDBACK, BUT THE ACTUAL INDICATOR, WE WOULD THEN TAKE YOUR FEEDBACK AND THEN WE WOULD REWORK THE WRITING OF THE INDICATOR.
YOU DON'T HAVE TO WRITE ANYTHING.
I WILL ADD AND I DON'T KNOW IF I SHARED THIS LAST MONTH.
I CAN'T REMEMBER IF IT HAPPENED SINCE LAST MONTH.
CHRIS COCHRAN AND I DID GO MEET WITH REPRESENTATIVE SANTOS AND REPRESENTATIVE TIMMONS.
THEY WANTED TO TALK ABOUT MENTAL HEALTH AND GET SOME FEEDBACK FROM US.
CHRIS BROUGHT UP THE FACT THAT WE WERE NO LONGER USING PANORAMA DATA, AND HE ENDED UP SHARING WITH THEM OUR NEW CULTURE AND CLIMATE SURVEY.
THEY ARE INTERESTED IN TAKING THAT SURVEY TO THE BOARD OF EDUCATION AT THE STATE LEVEL BECAUSE THEY JUST SAID, WHY ISN'T EVERYBODY GIVING THIS PARTICULAR SURVEY? I DO THINK WE'RE OPEN TO SHARING IT, OBVIOUSLY, BUT THEY WERE VERY IMPRESSED THAT WE FINALLY CREATED A SURVEY THAT WAS STUDENT FRIENDLY.
IT DIDN'T HAVE AS MANY INDICATORS.
IT WAS DEVELOPMENTALLY APPROPRIATE AND IT JUST SAID WHAT IT WAS WE WERE TRYING TO MEASURE.
>> I HAVE WONDERED WHY DISCIPLINE DATA ISN'T PART OF THIS.
BECAUSE I KNOW THAT'S SOMETHING THAT GETS REPORTED TO OSPI, SO IT'S THERE ALREADY.
SPECIFICALLY, IF YOU HAVE DATA ON BULLYING, I THINK BULLYING REALLY REFLECTS THE CLIMATE.
I'M JUST ASKING, IS THAT POSSIBLE TO INCLUDE SOMETHING LIKE THAT IN THERE BECAUSE?
>> [OVERLAPPING] I THINK IT'S INCLUDED IN THE STUDENT WHO'S TAKING IT.
IF I'M THE STUDENT WHO IS FEELING TARGETED OR BULLYING, I MAY MARK THAT I DON'T FEEL SAFE.
[01:55:02]
THEN WE CAN START TO LOOK AT BECAUSE REMEMBER WE CAN DRILL DOWN BY SCHOOL WITH OUR DATA.WE CAN DRILL DOWN BY CLASSROOM.
WHILE IT MIGHT NOT HIT A MONITORING REPORT, WE'RE LOOKING AT THAT ALL THE TIME.
WE'RE LOOKING AT WHAT'S AFFECTING IT BY SCHOOL.
BUT FOR THESE REPORTS, IT'S BIG PICTURE, AND SO THAT STARTS TO GET DOWN WAY INTO THE WEEDS.
BUT I THINK THAT DATA DOES COME OUT IN HOW THE STUDENTS RESPOND.
IF THEY'RE NOT FEELING SAFE, THEN WE START TO LOOK AT, WHAT ARE THOSE THINGS THAT MAY NOT BE FEELING SAFE? IS IT A PARTICULAR SCHOOL? IS IT A CLASSROOM? WE DRILL DOWN THERE.
>> ANOTHER QUESTION THAT I HAD WAS, WILL ALL STUDENTS BE TAKING THIS SURVEY BECAUSE ARE STUDENTS ALLOWED TO OPT OUT OF THIS SURVEY?
>> SOME STUDENTS MAY BE ABSENT THE DAY IT GIVES OR THEY MAY SAY, THAT THEY CAN CHOOSE TO OPT OUT LIKE ANYTHING.
I DON'T THINK THAT WAS NECESSARILY THE CASE.
THE STUDENTS WHO WERE IN CLASS TOOK IT.
SOME SCHOOLS, THEY SET ASIDE TIME FOR IT TO GIVE AND IT WAS YEAR ONE OF IT.
JUST LIKE ANYTHING, IMPLEMENTATION, SO WE'LL LOOK AT IT AND SEE WHO NEEDS TO GIVE IT AGAIN.
IT'LL BE GIVEN AGAIN THIS YEAR, SO WE'LL COMPARE FALL TO SPRING.
>> I CAN'T REMEMBER. DID YOU HAVE PARTICIPATION RATES ON THERE OR WAS THAT BASED ON THE SURVEY?
>> NO, WE CAN TELL YOU THE PARTICIPATION RATES.
THE TRICKY PART FOR THE THIS PARTICULAR REPORT, IF YOU REMEMBER, WE HAD SPRING DATA WAS PANORAMA, AND THEN WE HAD THE FALL DATA.
IT'S LIKE COMPARING, WE WENT OUTSIDE THE 10 COMPARABLE DISTRICTS ON THIS ONE? WE HAVE TWO DIFFERENT TOOLS THAT WE'RE TRYING TO COMPARE.
I'M EXCITED TO LOOK AND I'LL REPORT BACK LIKE NOT A MONITORING REPORT, BUT A MINI REPORT.
THIS IS WHAT WE SAW FROM FALL TO SPRING.
THEN NEXT YEAR IN THE FALL, YOU'RE GOING TO HAVE A COMPLETE YEAR THAT WE'LL BE ABLE TO LOOK FALL TO FALL.
>> ANY OTHER COMMENTS OR SUGGESTIONS IN REGARDS TO THE INDICATORS?
>> I JUST SEE A NOTE THAT I HAD WRITTEN BACK WHEN WE WENT OVER THIS A COUPLE OF MONTHS AGO ON THE SURVEY ITSELF, AND IT SAID IN COMPLIANCE, NOT IN COMPLIANCE, ETC.
IS THAT CHANGING TO MAKING PROGRESS FOR THIS NOW BECAUSE I WROTE THAT IN?
>> THAT DISCUSSION ACTUALLY WAS WHAT US TO SAY, OH, WE HAVEN'T DEFINED MAKING REASONABLE PROGRESS.
THAT'S WHY YOU SEE IT IN THIS REPORT.
>> LET'S SEE. I REMEMBER READING HERE.
>> LET'S SEE. I'M HAVING A HARD TIME SYNCING UP WITH THIS NOW.
ON QUESTION 2, WHICH IS THE SECOND PAGE, I THINK.
PAGE NUMBER 3 OF IT, THREE OUT OF FIVE.
WE WILL INCREASE THE NUMBER OF STUDENTS WHO ARE IN CLASS AND ACTIVELY PARTICIPATING BY FOSTERING ENVIRONMENTS THAT PROMOTE EXECUTIVE FUNCTIONING SKILLS, POSITIVE CHARACTER DEVELOPMENT, AND CIVIC ENGAGEMENT.
>> I'M NOT SURE EXACTLY WHAT THAT MEANS.
>> THAT WOULD BE THE BEHAVIOR.
ARE THEY ATTENDING? ARE THEY BEING RESPECTFUL? ARE THEY KNOWING WHEN TO ASK QUESTIONS, NOT? THAT IS THE SOCIAL EMOTIONAL LEARNING SIDE OF IT.
>> I GOT A QUESTION. WAS THERE
[02:00:06]
WAS THAT IN THE PACKET BECAUSE I DON'T THINK I I'VE GOT THE OE3 THING HERE, BUT I DON'T HAVE I DON'T HAVE THE BEHAVIOR.>> I THINK THAT NANCY TES HERS FROM LAST TIME.
YOU CAN GO BACK ON BOARD DOCS.
>> YOU CAN GO BACK TO I JUST THINK IT.
>> I THINK WE HAVE TO KEEP IN MIND THAT THIS IS THE TOOL.
THIS YEAR ONE, WE KNOW IS GRAY AND MESSY.
IT MAY BE THAT WE NEED TO DO IT A FULL YEAR BEFORE WE SAY, WE'RE NOT GETTING WHAT WE HAD HOPED.
IT'S HARD AFTER THE FIRST ONE.
I ANTICIPATE WE'LL NEED TO DO THIS FOR A COUPLE OF YEARS TO LOOK AT THE INDICATORS.
>> WELL, PARTICULARLY WHERE WITH THIS FIRST ONE WE WERE DEALING WITH TWO SETS OF DATA AND TRYING TO MESH THEM TOGETHER, THAT MADE IT A LITTLE MORE DIFFICULT.
>> I'M NOT SURE WHAT WE'RE SUPPOSED TO ACCOMPLISH HERE WITH THIS.
I THINK THE BIGGEST THING AND FROM MY SUMMARIZATION OF IT, I THINK WE'RE GOING TO SEE MORE NEXT MONTH WHEN WE LOOK AT JUST FROM THE COMMENTS THAT WERE MADE ON THE GOOGLE SURVEY FOR THIS OE THREE, BECAUSE THERE WERE SOME MORE SUGGESTIONS I FELT LIKE ABOUT INDICATORS OR QUESTIONS.
IF OUR INDICATORS THE PURPOSE IS JUST TO GIVE US THE FULL CIRCLE ENCLOSURE TO LOOK, IF WE DON'T HAVE ANY MAJOR CONCERNS ABOUT THE INDICATORS, THEN WE'RE GOOD, AND THAT IS AN ONGOING PROCESS EACH YEAR THAT WE HAVE THE MONITORING REPORT.
AGAIN, PART OF THE CLOSURE OF THE COHERENT GOVERNANCE IS COMING BACK TO MAKE SURE THAT WE ARE MONITORING WHAT THE BOARD WANTS TO SEE, OR IF WE SEE SOME GLARING ISSUE, FOR INSTANCE, IN THIS ONE, WITH THE SAFETY THAT WE CAN GO, WE NEED TO PINPOINT MORE INDICATORS IN THIS AREA, WE NEED TO GET SOMETHING THAT'S GOING TO GIVE US THE DATA THAT WE'RE LOOKING FOR.
IS THE DATA WHAT WE'RE LOOKING FOR?
>> THAT MAKES THE PROCESS WORK WELL. I LIKE THAT.
I'VE BEEN HERE, WHAT? ALMOST TWO YEARS NOW, HAVE WE BEEN DOING THIS?
>> WE'RE JUST I THINK WE'RE BETTER ABLE TO DO IT WITH THESE BECAUSE THESE ARE REPORTS, THE NEW ONES AND THE ONES THAT WE I THINK WE HAVE A LITTLE MORE INVESTMENT IN THESE BECAUSE WE PUT THESE POLICIES TOGETHER? WE HELPED GIVE THE INDICATORS OR THE DIRECTION FOR THE INDICATORS AND FEEDBACK ON THE ORIGINAL INDICATORS AS OPPOSED TO SOME WERE MADE BY THE BOARDS BEFORE US.
>> THANK YOU. I LIKE THE PROCESS.
>> I HAVE A QUESTION ABOUT THE DESEGREGATED SECTION.
IS THAT GOING TO CONTINUE TO BE A FEATURE IN THE THING GOING FORWARD?
>> NO, IT'S ONLY GOING TO BE ALONG RACIAL LINES, NOT ALONG GENDER OR INCOME OR ANY OF THOSE OTHER THINGS.
>> UNLESS WE START TO SEE THAT WE'RE STARTING TO SEE SOMETHING SIGNIFICANT, BUT AT THIS TIME, THIS IS HOW WE'RE CHOOSING TO SHARE THE DATA UNLESS THE BOARD COMES UP AND SAID, WE'D LIKE TO SEE DATA IN THIS BECAUSE WE'RE THINKING THIS IS A FACTOR OR WHATEVER.
>> BUT WE WILL ALSO GET THE PARTICIPATION RATES OF THOSE PARTICULAR GROUPS GOING FORWARD THAT WILL BE PART OF THEREARE YOU TALKING ABOUT THIS CLIMATE AND CULTURE? ARE YOU TALKING ABOUT CLIMATE CULTURE? IF YOU HAVE SOMETHING TO ADD TO THAT.
WHAT YOU DON'T WANT TO DO IS END UP WITH A 25 PAGE REPORT.
WHAT WE'RE TRYING TO DO IS TAKE A REPORT AND GIVE YOU THE HIGHLIGHT THAT'S GOING TO ANSWER THE QUESTION THAT YOU ARE THAT YOU GAVE US SOMETHING TO MEASURE.
WE SAY, THIS IS HOW WE'RE INTERPRETING THAT THROUGH THESE INDICATORS, AND THEN THIS IS HOW WE'RE GOING TO PROVE TO YOU THAT WE'VE MET IT OR NOT MET.
>> TO ME, THAT PROVIDES CONTEXT, KNOWING HOW MANY OF A PARTICULAR GROUP ACTUALLY PARTICIPATED BECAUSE IF YOU DON'T KNOW THAT, YOU DON'T KNOW IF YOU'VE GOT A REPRESENTATIVE SAMPLE OF THAT GROUP AND.
>> FOR SOME OF THESE, PIGGY, THAT WILL BE EASIER TO DO THAN OTHERS.
>> BUT I THINK THAT YOU SHOULD BE ABLE TO DO THAT FOR THE DESEGREGATED DATA.
>> YES. I WILL TRY TO REMEMBER, BUT WE'LL NOT PROMISE TONIGHT.
BUT I WILL TRY TO REMEMBER TO MAYBE I CAN BE REMINDED AGAIN.
THAT WOULD BE AWESOME. THANK YOU.
>> I THINK AS CHRISTIE SAID THAT IS ONE OF THE GOALS THAT WE HAVE TO KEEP IN THE BACK OF OUR MIND IS HOW MUCH DATA AND HOW MUCH WE ASK FOR.
[02:05:02]
BECAUSE PART OF OUR PROCESS, AND I THINK ONE THAT WE WERE PROUD OF DOING WAS GETTING THIS DOWN TO A NUMBER OF REPORTS THAT WE COULD DO EACH REPORT EVERY YEAR AS OPPOSED TO SPREADING THEM OUT AND HAVING THAT COME RIGHT AFTER THE PARTICIPATION RATES, NOT NECESSARILY MEANING THAT.BUT AS WE ADD ON MORE INDICATORS, REPORTS GET BIGGER, IT'S MORE INFORMATION FOR THE ADMIN TEAM TO PUT TOGETHER.
IT'S MORE INFORMATION FOR US TO PROCESS THROUGH TWO.
>> WELL, BUT IT'S NECESSARY INFORMATION TO MAKE SENSE OF WHAT'S BEEN BROUGHT TO.
THAT'S WHAT I'M SAYING. THAT THOSE NUMBERS WITHOUT THAT ADDITIONAL PIECE OF INFORMATION.
>> THAT'S WHY I SAID I'M NOT LOOKING AT THAT.
IT'S JUST IF WE ADD INDICATORS TO IT, WE JUST MAKE THOSE REPORTS BIGGER AND MORE FOR US TO TRY AND CHEW ON.
THEN IT BECOMES, WE CAN'T DO THIS.
WE NEED TO BREAK THIS INTO TWO REPORTS AND THEN WE CAN'T DO THEM ALL IN ONE YEAR TYPE THING.
>> JUST WE'RE LOOKING AT THIS AS A TEAM AND I'M NOT SAYING THAT'S NOT GOING TO HAPPEN.
BUT WE'RE LOOKING AT THIS A TEAM AND WE'RE SAYING, WHAT DATA DO WE NEED TO BRING FORWARD TO SAY IF WE DID MEET THIS OR WE DIDN'T.
WE MAY SAY NO, WE'RE NOT GOING TO ADD THAT IN BECAUSE IT'S IRRELEVANT AND IT'S JUST NICE TO HAVE.
WE'RE PUTTING IN WHAT WE HAVE TO HAVE TO SHOW EVIDENCE OF IT.
ANYWAY, IT DEPENDS WHY YOU SHAKING YOUR HEAD.
NO, BUT I'M JUST SAYING IN GENERAL, THIS IS WHAT OUR JOB IS TO DO.
OUR JOB IS TO SHOW YOU WHAT WE BELIEVE IS THE MOST RELEVANT, IMPORTANT DATA TO HAVE IN FRONT OF YOU FOR YOU TO SAY FOR US TO SAY, YES, WE MET THIS GOAL OR NO, WE DIDN'T MEET THIS GOAL.
THAT'S OUR JOB. I TRUST THE EXPERTISE OF MY TEAM, WHETHER IT BE ON THIS ONE.
CHRIS COCHRAN WAS INVOLVED, BOBBY WAS INVOLVED.
KELLY AND TRINA WERE INVOLVED.
WHOEVER IS CLOSEST TO THE WORK IS ACTIVELY INVOLVED IN WRITING THE REPORT.
WE WE MAY MAKE A DECISION THAT YOU SAY, WELL, I WOULD HAVE LIKED TO HAVE SEEN THAT, AND I LOVE THAT, BRING THAT FORWARD, AND I WILL TAKE IT BACK TO THE TEAM.
IF THEY SAY, IT'S NOT RELEVANT AND THIS IS WHY OR IT IS RELEVANT AND THIS IS WHY, THEN WE WOULD EXPLAIN THAT AS WELL.
I'M NOT TALKING SPECIFICALLY ABOUT THIS REPORT, BUT I'M TALKING ABOUT IN GENERAL, HOW THE TEAM.
IT'S ALMOST A FULL TIME JOB FOR BOBBY TO THINK ABOUT THE DATA, TO PULL THE PEOPLE TOGETHER, TO WRITE THE REPORTS.
IT'S HOURS AND HOURS AND HOURS OF WORK THAT GOES INTO ANYONE REPORT.
THERE'S RATIONALE BEHIND EVERY DECISION MADE.
>> CHRISTIE, I THOUGHT WHEN BOBBY FINISHED HIS PRESENTATION AND YOU SAID HE PUT HOURS INTO THIS.
IT'S ACTUALLY WEEKS. WEEKS OF HIS TIME.
>> HE WAS OUT SICK ALL WEEK, BUT WORKING FROM HOME IN THIS WEEKS BEFORE THAT.
>> WE SPENT A LOT OF TIME TRYING TO PREPARE WHAT YOU NEED.
BUT AT THE SAME TIME, NOT THAT IT'S NOT IMPORTANT BECAUSE IT'S SO IMPORTANT TO GET THAT DATA, BUT THAT MEANS THAT HE'S NOT AVAILABLE TO PROVIDE OTHER SUPPORT AND OTHER AREAS DIRECTLY RELATED TO OUR SCHOOLS IN THAT MOMENT.
>> DEFINITELY, IN THIS ERA OF BUDGET CUTS AND TIGHT BUDGETS, EVERYTHING'S A BALANCING ACT.
EVERYTHING THAT WE ASK FOR TAKES THEM AWAY FROM OTHER TASKS.
AGAIN, IT'S FIGURING OUT WHAT THE MOST IMPORTANT IS TO MAKE THE WHOLE TO GET OUTCOMES FOR KIDS.
WITH THAT, THEN WE WILL GO AHEAD AND MOVE ON TO 7.02, WHICH IS TO ACT ON THE MONITORING REPORT FOR OPERATIONAL EXPECTATIONS THREE, OE 3, WHICH IS STAFF HIRING TREATMENT, EVALUATIONS, AND COMPENSATION.
BASED ON THE GOOGLE SURVEY RESULTS, THE MAJORITY OF THE BOARD FELT THE DISTRICT WAS COMPLIANT WITH OUR STAFF HIRING TREATMENT, EVALUATION COMPENSATION INDICATORS, BUT THERE WERE SOME AREAS WHERE THEY NOTED EXCEPTIONS.
A FEW QUESTIONS AROSE IN THE COURSE OF REVIEWING THIS REPORT RELATED TO STAFFING SUCH AS WHAT HAPPENS WHEN WE CAN'T FIND A QUALIFIED APPLICANT TO FILL A POSITION THE REQUIREMENTS WAIVED? DO WE HAVE DATA ON THE NUMBER OF STAFF COMPLAINTS, GRIEVANCES HANDLED BY HR? HOW DO FSD? [INAUDIBLE] SALARIES COMPARE WITH COMPARABLE DISTRICTS? WITH THAT BRIEF SUMMARY, I'LL OPEN UP TO THE FLOOR TO QUESTIONS AND DISCUSSIONS.
BUT CHRISTIE, IS THERE ANYTHING OR THE TEAM WOULD LIKE TO COMMENT AS WE START THE DISCUSSION?
>> WE LOOKED AT YOUR FEEDBACK AND I KNOW CARA HAS BEEN THINKING THROUGH SOME OF THE FEEDBACK AND SHE MAY WANT TO ADD SOME POINTS OF CONTEXT IN.
WHAT I'M MOST PROUD ABOUT IN FERNDALE IN THE TIME THAT I'VE BEEN
[02:10:01]
HERE IS THAT WORKING IN HR IS ACTUALLY A SPECIALTY, AND NOT ALL SCHOOL DISTRICTS HAVE SOMEBODY WHO'S ACTUALLY STUDIED HR.SOMETIMES IT MIGHT BE A PRINCIPAL THAT THEY MOVE TO HR, BUT THEY HAVEN'T NECESSARILY HAD THE CERTIFICATION OR THE BACKGROUND, WE ARE SO FORTUNATE TO HAVE SOMEONE WHO IS CERTIFIED TO DO THIS WORK.
I THINK I GO TO CARE EVERY DAY AND SAY, IS THIS LEGAL? CAN WE DO THIS? WHAT'S THE LAW SAY? HE THAT WORK? I WANT TO GIVE A SHOUT OUT TO OUR HR TEAM BECAUSE THEY ARE HIGHLY TRAINED, AND THAT IS NOT THE CASE FOR ALL SCHOOL DISTRICTS, AND IT IS A SPECIALTY.
WE'RE VERY FORTUNATE TO HAVE HER.
I WOULD BE HARD PRESSED TO THROW A QUESTION AT HER THAT SHE WOULD NOT KNOW.
THEN LIKE WE'VE SAID BEFORE, IF YOU WANT TO LOOK AT SALARY SCHEDULES, ALL OF THAT.
BUT IF IT'S NOT, WE HAVE QUESTIONS, JUST LIKE ANYONE ON THE TEAM, SHE'S WILLING TO SIT DOWN AND MEET WITH YOU AND EXPLAIN TO YOU HOW THINGS ARE CREATED, OR A LOT OF THESE THINGS THAT WE WORK WITH IS DONE IN PARTNERSHIP WITH LABOR GROUP, SO IT'S NOT JUST LIKE WE CAN MAKE A DECISION TO SAY WE'RE GOING FORWARD WITH THIS.
THAT'S A LARGE PART OF HER JOB, AND I WANT TO GIVE HER A LOT OF KUDOS.
>> A COUPLE OF REQUEST AND AN OBSERVATION.
I THINK HAVING A DEDICATED HR PERSON WHO IS FAMILIAR WITH THE LEGALITIES SHOULD LEAD TO FEWER LEGAL ISSUES.
I MEAN, I WOULD THINK OVER TIME THAT THAT WOULD.
OVER TIME. OVER TIME, I THINK THAT IT WILL.
IS THERE A WAY TO INCLUDE THAT BECAUSE I THINK THAT DEMONSTRATES THE HEALTH OF THE DISTRICT IF WE DON'T HAVE A LOT OF COMPLAINTS I WILL SAY IF WE HAVE ANY COMPLAINTS THAT HIT THAT LEVEL, THEN YOU ARE BEING MADE AWARE OF THEM.
IF YOU NOTICE SINCE THE FIRST YEAR I'VE GOTTEN HERE TILL NOW, THERE'S A LOT LESS OF THEM THAT YOU ARE HEARING ABOUT.
THAT IS NOT SOMETHING THAT I WOULD NECESSARILY PUT IN A REPORT FOR VARIOUS REASONS.
I THINK THAT'S THE OTHER PART YOU HAVE TO KEEP IN MIND.
IS THAT THINGS THAT WE REPORT ON HERE, MAYBE STUFF THAT CANNOT BE REPORTED ON HERE.
THINGS THAT YOU MIGHT WANT TO KNOW ABOUT THAT YOU HAVE THE PRIVILEGE TO KNOW ABOUT AS A BOARD MEMBER, CANNOT BE MADE PUBLIC FOR VARIOUS REASONS, AND THOSE ARE THE KINDS OF THINGS CARA KNOWS ABOUT.
>>> BUT IS THERE SUCH A THING AS JUST KEEPING TRACK OF THE NUMBER OF EMPLOYEE COMPLAINTS THAT THEY DO ALL OF THAT.
BUT I COULD THAT BE COME BE THAT ACTUALLY WOULD BE.
>> SOUNDS LIKE THAT WOULD BE REALLY EASY TO DO, BUT WE ALSO HAVE TO REMEMBER THAT THE PERSON WHO'S MAKING THE COMPLAINT, IF THERE'S ONLY ONE IN A YEAR OR TWO IN A YEAR, THEN THAT IS ACTUALLY IDENTIFIABLE TO THE EMPLOYEE.
THAT MAY NOT BE SO WE HAVE A CORRECT ME OR JUMP IN A TIME.
WE HAVE TO BE SENSITIVE THAT WE DON'T WANT TO BE LIKE, HEY, I'M NOT GOING TO MAKE THIS COMPLAINT BECAUSE IT'S GOING TO SHOW UP IN A BOARD CONVERSATION IN A PUBLIC CONVERSATION.
IS THAT REQUIRED FOR THE WHOLE PUBLIC TO KNOW, OR IS THAT SOMETHING THAT WE CAN SHARE WITH YOU PRIVATELY, LIKE I DO IN AN E MAIL OR WHATEVER.
>> FOR EXAMPLE, IT'S HARD TO CATEGORIZE STAFF COMPLAINTS BECAUSE WE'RE A SMALLER DISTRICT.
WE DO HAVE LEGAL CONFIDENTIAL MATTERS.
I'M SORRY, I'M TRYING TO GET A CHRIS'S HEAD THERE. ONE OF THE THINGS.
WHEN YOU CAME IN, THIS CAME TO A HALT, ONE OF THE THINGS WE USED TO GET, KEVIN, YOU'LL REMEMBER IS WE USED TO SEE THE RESIGNATION LETTERS AND THINGS.
WE WOULD GET TO SEE WHAT PEOPLE HAD TO SAY ON THE WAY OUT THE DOOR AND WE NO LONGER DO THAT.
IT WAS IN SOME WAYS REALLY ELUCIDATING.
I KIND OF MISS IT BECAUSE I FEEL LIKE THEN YOU GET TO SEE WHAT ACTUALLY THAT'S A PRIVACY ISSUE.
IT IS A PRIVACY ISSUE, BUT IS THIS SOMETHING THAT COULD BE PART OF AN AUDIT THING WHERE YOU'RE NOT REALLY REVEALING ANY OF THAT, BUT, YOU'RE JUST.
>> CAN I ASK YOU WHAT WOULD THE PURPOSE BE? IF IT'S IT'S IF IT'S PUTTING SOMEONE'S PRIVACY OUT ON DISPLAY, WHO'S THAT BENEFIT? LIKE OUR JOB IS TO PROTECT THE EMPLOYEES.
IF YOU ASK [INAUDIBLE] MEETS WITH ANYBODY WHO WANTS TO MEET.
IF YOU SAID TO HER, WHAT ARE SOME OF THE REASONS PEOPLE RESIGN, SHE COULD GIVE YOU THE THEMES WITHOUT GIVING YOU THE CONTEXTS THAT ARE TIED TO INDIVIDUALS.
THAT WOULD BE FINE. THAT'S BASICALLY.
I WOULDN'T NECESSARILY WANT TO PUT THAT IN A REPORT.
[02:15:02]
FOR VARIOUS REASONS...>> THAT WOULD BE SOMETHING THAT WE COULD COME AND ASK YOU ABOUT AND ABSOLUTELY.
BUT THEN AGAIN, I GET BACK TO THIS WHOLE CONCEPT OF THE REPORTS AND THE USEFULNESS OF THE REPORTS, AND, ARE WE TO STICK TO THE INDICATORS THAT ARE SIMPLY IN THESE REPORTS OR CAN WE WEIGH THAT ALONG WITH OTHER INFORMATION THAT WE'RE AWARE WHAT'S IN THE REPORTS.
THEREFORE, IT'S IRRELEVANT WHEN IT COMES TO MAKING A DECISION, WE HAVE TO BASE IT SIMPLY ON WHAT'S IN THE REPORT, AND THEREFORE, WE MAY BE RESTRICTED IN OUR EVALUATION, EVEN IF YOU HAVE A BIGGER PICTURE.
>> I'M TRYING TO UNDERSTAND WHAT YOU'RE TRYING TO GET AT BY KNOWING THAT INFORMATION.
WITHOUT THE THEMES, IF THERE IS A LARGE NUMBER OF PEOPLE LEAVING THIS ORGANIZATION AND THEY'RE RESIGNING AND THEY'RE STARTING TO GIVE THEMES AND YOU'RE HEARING WHEN THAT PEOPLE DON'T FEEL SAFE, STAFF IS FEELING BULLIED, WHATEVER.
THAT'S A VERY DIFFERENT CONVERSATION THAN A REPORT.
THAT STARTS TO GO INTO WHAT'S HAPPENING IN THE CLIMATE AND CULTURE.
IT'LL ALSO SHOW UP IN THE CLIMATE AND CULTURE SURVEY OF THE ADULTS.
WHAT I DON'T WANT TO DO IS MAKE IT SO PEOPLE AND THIS IS THE FEEDBACK WE ARE GETTING.
I DON'T WANT TO TELL PEOPLE WHY I'M RESIGNING BECAUSE IT'S GOING TO END UP IN THE BOARDROOM, WHICH IS VIDEOTAPED.
PEOPLE TALK ABOUT IT, PEOPLE KNOW IT'S ME.
NOW IT'S NO LONGER PRIVATE BETWEEN ME AND HR.
YOU NEED TO I THINK UNDERSTAND, TOO, I DON'T KNOW EVERYTHING AS A SUPERINTENDENT.
>> THAT IS PRIVY TO AN HR SPECIALIST.
WHILE IT'S INTERESTING TO US, WE ALSO HAVE THE RESPONSIBILITY TO PROTECT OUR STAFF AND THEIR PRIVACY, AND SO THAT'S WHAT WE ARE NOW DOING.
THIS ISN'T A MATTER OF PERIENT INTEREST.
THIS IS MORE A MATTER OF IF THERE'S SOMETHING THAT'S NOT GOING RIGHT, CORRECT IT DOESN'T WORK I MEAN, YES, SHE DOES WORK FOR ME, BUT HER JOB IS DIFFERENT.
HER CERTIFICATION IS BASED ON FOLLOWING THE LAW.
IF THERE IS A SITUATION IN WHICH LET'S SAY THAT I AM NOT CONDUCTING MYSELF IN A PROFESSIONAL AND LEGAL MANNER, THEN SHE WOULD GO PROBABLY EITHER TO THE BOARD DIRECTOR, SHE WOULD WORK WITH MARK AND THEN THAT BECOMES A DIFFERENT CONVERSATION BECAUSE THAT'S WHAT A TRUE HR SPECIALIST DOES.
THAT IS A VERY DIFFERENT CONVERSATION.
>> BUT HERE WE ARE SUPPOSED TO BE SAYING THAT, YES, THAT YOU'RE TREATING YOUR STAFF WELL, THAT YOU'RE EVALUATING AND COMPENSATING THEM PROPERLY.
WE'RE SUPPOSED TO MAKE A JUDGMENT ON THAT.
I'M JUST SAYING, IF WE FEEL THAT THAT'S NOT THE CASE, THEN [OVERLAPPING].
>> DO YOU HAVE REASON TO BELIEVE THAT THAT'S NOT HAPPENING?
>> I GUESS THAT WHAT I'M ASKING IS WHAT WE HAVE IS WHAT'S IN THIS REPORT.
I DO NOT ACTUALLY WRITE THIS REPORT.
CARA WORKS WITH BOBBY AND SHE WRITES THIS REPORT.
ALL THAT INFORMATION THAT YOU'RE ASKING FOR, SHE COMPILES IT.
SHE'S BUILDING THE SYSTEMS AROUND IT.
AGAIN, LIKE I SAID, IF CARA HAS ANY CONCERN, THEN SHE'S GOING TO DEAL WITH THAT SEPARATELY BECAUSE THAT'S WHAT A GOOD HR PERSON.
>> CHRISTIE, THAT'S BASICALLY WHAT I'M GETTING AT.
WHAT'S THE POINT OF THE REPORT? IF THE ONLY EVALUATION WE CAN GIVE IS OUTSTANDING, THEN DO WE REALLY NEED A REPORT?
>> YES, BECAUSE MAYBE THERE WILL BE A CHANGE AND THEN SHE WILL BE COMING FORWARD WITH DIFFERENT INFORMATION.
IT'S GREAT THAT IT LOOKS GREAT RIGHT NOW, BUT SHE'S BUILDING SYSTEMS. SHE'S CHANGING.
THIS REPORT WOULD NOT HAVE LOOKED LIKE THIS MY FIRST YEAR.
>> I'M GOING TO GO AND PROCESS THIS.
I HAVE TO THINK ABOUT THIS FOR A WHILE BECAUSE I'M JUST TRYING TO DECIDE, WHAT IS THE PURPOSE OF THE REPORT? IF YOUR EVALUATION HAS TO ALWAYS BE OUTSTANDING [OVERLAPPING].
>> I WOULD SAY IT'S NOT ALWAYS OUTSTANDING.
IF YOU LOOK AT FOR AN EXAMPLE THAT YOU CAN PROBABLY PULL AWAY A LITTLE EASIER, IF YOU LOOK AT THE ACADEMICS REPORT THAT WE DID LAST YEAR, THE RESULTS WERE DISMAL.
I THINK IT'S SAFE TO SAY, AND CORRECT ME IF I'M WRONG CARA, IF SHE FELT THAT THERE WERE PROBLEMS, SHE WOULD NOT BE WRITING A ROSY REPORT.
THERE WOULD BE INDICATORS, SHE WOULD BE TALKING TO US AND SAYING, HEY, THERE'S SOME PROBLEMS OR IF WE SAW A MASS EXODUS OF STAFF OR WE SAW SOME TRENDS, THAT'S PART OF WHAT WE'RE LOOKING FOR IN THE REPORT AS WELL.
I SEE THAT. HONESTLY, I HAVE TO ADMIT I LIKED SEEING THOSE RESIGNATION LETTERS, NOT BECAUSE I LIKE THE RESIGNATION LETTERS. I AGREE.
I LIKE SEEING THE TREND, BUT RECOGNIZING THE PRIVACY OF PEOPLE,
[02:20:01]
ALSO RECOGNIZING FROM MY OWN PERSONAL BUSINESS SIDE, THOSE ARE THINGS.THE REST OF MY STAFF WOULD LOVE TO KNOW WHY SO AND SO LEFT OR WHAT'S GOING ON, BUT FROM AN AR STANDPOINT, YOU GOT TO BE REALLY CAREFUL THERE.
>> I TOTALLY AGREE WITH THAT. IT'S JUST MORE ALONG THE LINES OF DETECTING TRENDS, WHICH IS ESSENTIALLY WHAT WE'RE SUPPOSED TO DO.
I JUST WANT TO MAKE SURE THAT THE REPORTS ACTUALLY USEFUL FOR SOMETHING.
IT HAS REALLY HAS NOTHING TO DO WITH THE PEOPLE IN THIS ROOM OR HOW YOU'RE DOING YOUR JOB REALLY DOESN'T, IT HAS TO DO WITH THE OVERALL, IS THIS A GOOD OVERSIGHT TOOL?
>> I WOULD DISAGREE. I THINK THIS IS A REFLECTION OF OUR JOB AND IF WE'RE DOING A GOOD JOB.
THAT'S THE PURPOSE OF THE REPORT IS TO MONITOR MY JOB AND THE TEAM'S JOB.
>> NO, MAYBE I SAID THAT IN A CONFUSING WAY.
I GUESS WHAT I MEAN IS, IS THIS AN ADEQUATE TOOL FOR THAT? THAT'S ALL.
BECAUSE I'M TRYING TO REMOVE ANY PEOPLE FROM IT, BECAUSE AS I SAY, I DON'T REALLY THINK THERE'S A PROBLEM HERE, BUT IF THERE WERE, LET'S JUST REMOVE EVERYBODY FROM THIS AND REPLACE US WITH DIFFERENT PEOPLE.
WOULD THIS BE A USEFUL EVALUATION TOOL NO MATTER WHAT THE CIRCUMSTANCES? THAT'S ALL I'M TRYING TO FIGURE OUT WHETHER IT ACTUALLY IS OR NOT.
>> IF I COULD CHIME IN TO TOUCH ON WHAT KEVIN WAS SAYING.
I THINK AS AN HR PROFESSIONAL, ONE, YOU'RE RIGHT, WE FOLLOW LAWS AND RULES AND WE'RE VERY STRICT ON HOW WE FOLLOW THINGS, AND I WOULD NOT PUT IN COMPLIANCE IF I COULD NOT CONFIDENTLY PROVE THAT WITH DATA.
I THINK PERSONALLY FILLING OUT THIS REPORT, IT WAS USEFUL FOR ME TO HAVE A CHECK AND BALANCE ON, THIS IS WHAT WE'RE REPORTING TO THE BOARD, THIS IS WHAT I HAVE TO SAY WITH MY WORD IS IN COMPLIANCE, SO I CAN CHECK MY RECORDS, MY DATA, AND CONFIDENTLY SAY THAT.
THEN YOU'RE WORD FOR IT, BUT I DEFINITELY FEEL THAT THE HR DEPARTMENT HAS THE DATA TO BACK UP THE IN COMPLIANCE.
I WOULD BE SOMEONE THAT WOULD SAY NOT IN COMPLIANCE IF I DID NOT AND COULD NOT ANSWER THAT QUESTION TRUTHFULLY.
>> WELL, I THINK GIVEN, PARTICULARLY WITH LICENSING AS AN HR PROFESSIONAL, AND I THINK THAT BRINGS ME TO IT MAYBE A LITTLE BIT OFF THE TOPIC OR SLIGHTLY TO THE SIDE QUESTION.
DO WE NEED TO HAVE LANGUAGE IN OUR JOB DESCRIPTION OF THE PERSON THAT'S IN HR THAT HAS SOME REQUIREMENTS OR QUALIFICATIONS.
BECAUSE PARTICULARLY, I'VE SEEN OVER THE YEARS, NOT ONLY HERE, BUT PERSONALLY, HR IS GETTING MORE AND MORE COMPLICATED.
IF YOU DON'T HAVE THE RIGHT PERSON WHO KNOWS THE RULES AND THE LAWS AND EVERYTHING ELSE, YOU CAN GET YOURSELF IN A WORLD OF HURT BIG TIME FIRST.
>> THAT'S WHY WE HIRED SOMEBODY WHO HAD THOSE QUALIFICATIONS BECAUSE OF THAT EXACT PIECE.
>> BUT DO WE NEED TO ADD SOMETHING, OR CAN THE BOARD MAKE THAT RECOMMENDATION BECAUSE YOU'RE IN CHARGE OF THE HIRING THAT THAT BE PART OF [OVERLAPPING]?
>> YES. IF CARA EVER LEAVES, WHICH SHE'S NOT, SO WE'RE GOOD.
>> WE'VE GOT HER [OVERLAPPING].
>> I CORRECTED MY JOB DESCRIPTION AFTER I GOT HIRED, ACTUALLY KEVIN.
>> THAT BRINGS ME TO POINT TO, AND I DON'T MEAN TO MONOPOLIZE THE CONVERSATION, BUT WHEN WE TALK ABOUT JOB DESCRIPTIONS, I'VE ASKED MORE THAN ONCE AND I KEEP GET REFERRING TO WE'LL JUST GO LOOK AT FAST TRACK AND YOU CAN SEE THE JOB DESCRIPTIONS.
ALL YOU HAVE TO DO IS CLICK ON THE JOBS THAT'S POSTED AND YOU CAN SEE, WELL, THAT WORKS FOR THE JOBS THAT ARE POSTED, BUT THERE ARE MANY JOBS THAT PEOPLE HAVE HELD FOR YEARS AND YEARS THAT ARE NOT GOING TO BE TURNING OVER, AND THERE'S NO PLACE THAT I KNOW OF TO GO LOOK FOR THOSE JOB DESCRIPTIONS.
IS THERE A PLACE WE CAN JUST FIND IT, EVERYBODY?
>> CARA HAS OFFERED MANY TIMES TO MEET WITH YOU AND SHOW YOU THOSE AND SHE WOULD STILL BE WILLING TO DO THAT.
I THINK YOU ALSO HAVE TO KEEP IN MIND THAT WHO GOT HIRED PREVIOUS TO ANY OF US COMING, IF THEY WERE TO LEAVE, WE MAY HAVE TO REWRITE THAT JOB DESCRIPTION BECAUSE THINGS CHANGE, TIMES CHANGE, QUALIFICATIONS CHANGE.
EVERY SINGLE TIME WE POST A JOB, THAT JOB DESCRIPTION, REGARDLESS IF WE POSTED IT IN JUNE, AND THEN WE POST IT AGAIN THE NEXT JUNE, THEY REVIEW IT.
THE JOB DESCRIPTIONS CHANGE AS REQUIREMENTS CHANGE, WHICH THEY DO IN EDUCATION QUITE OFTEN.
>> I GUESS MY QUESTION IS, IS THERE JUST A DATABASE OF JOB DESCRIPTIONS, SO YOU CAN JUST GO TO AND LOOK SAY, WELL, THIS IS WHAT THE RESPONSIBILITIES OF THAT JOB, AND [OVERLAPPING]?
>> WE HAVE FOLDERS ON OUR NETWORK SERVER WHERE WE STORE THEM IN HR.
WE DON'T PUBLICLY PUT THEM OUT MOSTLY BECAUSE A LOT OF THEM ARE UNDER REVIEW ON THAT SCHEDULE, BUT WITH OTHER DISTRICTS, WE SHARE WITH EACH OTHER.
YOU CAN ALWAYS EVEN EMAIL ME AND ASK ME FOR A COPY OF A JOB DESCRIPTION THAT YOU'RE INTERESTED IN, AND I CAN SHARE THAT WITH YOU.
>> OTHER QUESTIONS OR COMMENTS IN REGARDS TO THE REPORT.
[02:25:02]
>> YEAH. I FELT LIKE THIS WAS PERHAPS AN APPROPRIATE TIME TO BRING UP MY CONCERN.
IN THE INTEREST OF THE BOARD'S RESPONSIBILITY FOR OVERSIGHT, I'D LIKE TO SEE ANY NEW ADMINISTRATIVE POSITIONS CREATED OR SIGNIFICANTLY CHANGED TO COME TO THE BOARD FOR APPROVAL BEFORE BEING IMPLEMENTED, AND FISCAL NOTE ATTACHED WOULD ALSO HELP THE BOARD IN OUR FIDUCIARY RESPONSIBILITIES TO TAXPAYERS.
I SAY THAT JUST BECAUSE WE HEAR ABOUT THE BUDGET, WE HEAR ABOUT THE MONEY COMING IN, GOING OUT AND ALL THAT, AND YET I DON'T KNOW WHY WE WOUND UP SO SHORT THIS PAST YEAR.
HOW CAN WE DO OUR JOB AS OVERSIGHT IF WE DON'T KNOW THESE LARGE EXPENDITURES THAT HAVEN'T EXISTED BEFORE?
>> CAN YOU TELL ME WHICH ONE? BECAUSE SINCE I'VE BEEN HERE, I'VE JUST REDUCED ADMIN.
>> I DON'T KNOW WHICH ONE YOU'RE SPECIFICALLY THINKING ABOUT THAT WAS ADDED.
>> WELL, I DON'T WANT TO NAME NAMES, BUT [LAUGHTER] [OVERLAPPING].
>> THE POSITION, MENTAL AND BEHAVIORAL HEALTH.
I DIDN'T EVER HEAR ABOUT THAT.
>> THE DIRECTOR OF BEHAVIORAL MENTAL HEALTH, SO THAT WAS BROUGHT FORWARD SEVERAL TIMES AND IT CAME OUT BECAUSE OF THE BEHAVIOR CONCERNS IN THE DISTRICT.
>> IT WAS. THAT HAS BEEN HERE.
>> IT DOES A ANY MAJOR CHANGE IN A CONTRACT OR SOMETHING OR A NEW POSITION.
>> THAT THERE'S SOMETHING THAT'S GOING TO BE ADDED LIKE THAT.
THAT WAS A BRAND NEW POSITION.
THAT CAME ACTUALLY BECAUSE OF THE CONCERNS AROUND BEHAVIOR IN THE DISTRICT.
IT'S JUST LIKE HAVING AN HR SPECIALIST.
IF YOU DON'T HAVE SOMEONE WHO SPECIALIZED IN THAT, THEN WE'RE ALL JUST RUNNING AROUND TRYING TO SOLVE THE PROBLEM INSTEAD OF GETTING UPSTREAM TO FIGURE OUT WHAT THAT IS.
THIS IS SOMEBODY WHO MANAGES TITLE 9 WHO GOES IN AND HELPS WRITE BEHAVIOR PLANS, MONITORS THE MENTAL HEALTH, THE MRT, ALL OF THOSE THINGS.
THAT CAME FORWARD WELL IN ADVANCE.
I WOULD BRING UP HERE ARE THE TRENDS.
WE NEED SOMEONE WHO SPECIALIZED IN THAT BECAUSE NONE OF US, THAT WASN'T OUR SPECIALTY, BUT I DON'T THINK SINCE YOU'VE BEEN HERE, IT'S JUST BEEN REDUCTIONS.
>> TRUE. UNFORTUNATELY. GO AHEAD.
>> WELL, I WAS JUST GOING TO COMMENT.
IN REGARDS TO THAT, THERE'S TWO THINGS I THINK THAT PLAY INTO THAT QUESTION.
ONE IS KRISTIE WAS JUST SHOWING ME BEFORE THE MEETING THAT SHE'S UPDATED THE FLYER THAT WASAP PUT TOGETHER THAT HAS THE SHORTFALLS IN OUR MSOCS AND OUR TRANSPORTATION AND SPECIAL EDUCATION.
THOSE NUMBERS HAVE GOTTEN WORSE IN 2024 AS OPPOSED TO BETTER WITH ALL THE PUSH THAT WE PUT ON THE LEGISLATOR.
I THINK THAT'S WHERE MORE OF OUR BUDGET FALLS THAN WITH THE POSITIONS THAT ARE ADDED.
THE OTHER THING THAT I THINK WE HAVE TO REMEMBER IS WITHIN HER CONTRACT, IT DOES GIVE HER THE FREEDOM TO REORGANIZE AND TO ARRANGE THE ADMINISTRATION AND SUPERVISOR STAFF IN A MANNER IN WHICH IN HER JUDGMENT BEST SERVES THE DISTRICT.
I THINK WE HAVE TO BE CAUTIOUS THAT WE'RE NOT MICROMANAGING HER IN THAT SENSE, BECAUSE AS HAS BEEN SAID WITH THE COHERENT GOVERNANCE, YOU CAN'T EXPECT THE SUPERINTENDENT TO MANAGE AND JUDGE HER ON HOW SHE'S MANAGING IF YOU'RE TELLING HER HOW SHE HAS TO DO IT.
I APPRECIATE THE FACT, AND IT WAS BEFORE YOUR TIME, WHEN THAT POSITION GOT ADDED THAT SHE DID BRING IT TO THE BOARD, DID TALK ABOUT IT.
WE TALKED ABOUT IT SEVERAL TIMES.
I'VE SEEN SITUATIONS WHERE ALL OF A SUDDEN, WHO'S THAT PERSON ON THE ADMIN TEAM, WITH SOMEBODY BEING ADDED WHERE THERE WASN'T AS MUCH CONVERSATION AMONGST THE BOARD, BUT KRISTIE'S BEEN VERY TRANSPARENT BY COMPARISON IN THAT WAY.
>> I GUESS IT'S JUST MY OWN INSECURITY.
I FEEL LIKE EVEN THOUGH I'M ON THE AUDIT COMMITTEE AND I'M TRYING TO TAKE IN ALL THE STUFF, FINANCES IS NOT MY LONG SUIT, AND I FEEL LIKE I WANT TO BE ABLE TO NOT HAVE UNDER MY WATCH THINGS GO SOUTH.
I'M NOT SURE HOW TO [OVERLAPPING].
>> IF YOU REMEMBER LAST SPRING, I'LL JUST TAKE US BACK TO WHEN WE WERE MAKING DETERMINATIONS ABOUT BUDGET.
WE SAID, WE'RE GOING TO KEEP EVERYTHING AS CLOSE TO THE CLASSROOM AS POSSIBLE.
WHAT THAT MEANT WAS WE CUT AT THE DISTRICT OFFICE.
[02:30:02]
IN THAT, I'LL JUST TALK ABOUT MY OWN POSITION, WE'RE ALL DOING 1 MILLION THINGS.IF YOU REMEMBER, WE REDUCE THE DIRECTOR OF TECHNOLOGY.
I TOOK THAT ON. I'M RUNNING NATIVE PROGRAMS. I'M OVERSEEING THAT MANAGEMENT AND SUPERINTENDENT.
I'D BE NICE TO HAVE THE ONE JOB, BUT EVERYONE HERE BEHIND ME IS DOING MULTIPLE JOBS BECAUSE WE'RE PICKING UP THE SLACK.
WE WERE ABLE TO KEEP AS MUCH AS WE COULD IN THE SCHOOLS.
WE DID REDUCE THE HIGH SCHOOL BY ONE AP, WHICH MEANS THAT THERE'S JUST SOME THINGS THAT AREN'T GOING TO HAPPEN SOMETIMES, AND CHRIS COCHRAN, OFTEN WILL BE BACK FILLING DOWN AT THE HIGH SCHOOL THEN AND SERVING IN THAT ROLE.
EVERYBODY IS DOING MULTIPLE THINGS, AND HONESTLY, SOME THINGS JUST AREN'T HAPPENING AT THE SAME LEVEL, BUT THAT'S WHY I SAID, WE'RE GOING SIMPLE, WE'RE GOING DEEP, AND WE JUST CAN'T KEEP DOING AS MUCH AS WE ARE DOING.
>> I SUSPECT YOU'RE PLANNING ON DOING THIS, BUT CAN YOU SHARE THAT UPDATED [OVERLAPPING].
IT'S THE BIG THREE GRAPHIC THAT SAYS HOW MUCH.
SINCE 2020, HOLLY UPDATED IT TODAY.
I DON'T HAVE IT UP RIGHT NOW, BUT WE'RE ABOUT $24.5 MILLION SHORT OF WHAT WE SHOULD BE GETTING IN SPECIAL ED, MSOKS AND TRANSPORTATION.
LAST YEAR IT WAS ABOUT 2.5 MILLION SHORT IN SPECIAL EDUCATION BETWEEN WHAT IT COSTS US TO MEET THE NEEDS OF OUR STUDENTS VERSUS WHAT THE STATE PAID US AND MSOKS, WHICH IS ALL THE THINGS OUTSIDE OF PEOPLE.
IT WAS A $2.5 MILLION GAP BETWEEN WHAT WE GET AND WHAT IT COST US.
I THINK THAT'S WHERE THE GAPS ARE COMING FROM.
I STILL LAUGH WHEN I HEAR WE WERE ALL AT WADA LAST YEAR AND THEY SAID, OH, YOU SHOULD REDUCE YOUR STAFF TO 75% AND THEN YOU'LL STAY.
WELL, WE ALSO WILL HAVE CLASSROOMS OF 40.
WE HAVE TO KEEP IN MIND IF WE WANT TO FOCUS ON BEHAVIOR AND WE WANT TO FOCUS ON ATTENDANCE AND WE WANT TO FOCUS ON OUTCOMES, IT TAKES PEOPLE TO DO THAT.
WHEN PEOPLE SAY, YOU'RE SPENDING TOO MUCH ON PEOPLE, THAT'S WHO EDUCATES KIDS.
WE DON'T HAVE NEW CURRICULUM ADOPTIONS.
WE ELIMINATED THIRD PARTY VENDORS AS MUCH AS WE COULD.
WE'RE BUILDING AS MUCH AS WE CAN IN HOUSE.
I'M NOT SURE HOW MUCH SLIMMER WE CAN GO AND WE'RE STILL CONSTANTLY KNOWING THAT NEXT YEAR WE'RE GOING TO LOSE TITLE FUNDS AND WE'RE GOING TO HAVE TO GO SLIMMER.
I'D LIKE TO KEEP THE PEOPLE IN PLACE AND START THINKING DIFFERENTLY ABOUT HOW TO DO SOME OF THE THINGS.
>> THIS IS WHERE IT COMES TO WANTING TO KNOW THE JOB DESCRIPTIONS BECAUSE DO THESE JOB DESCRIPTIONS SHIFT AND CHANGE AS PEOPLE TAKE ON RESPONSIBILITIES? BECAUSE FROM WHERE I'M SITTING, IF SOMEBODY SAYS, WHY ARE THOSE ADMINS MAKING SO MUCH MONEY? IT'S, I CANNOT POINT TO WHAT YOU DO TO JUSTIFY IT TO THEM.
THAT WOULD BE VERY HELPFUL TO ME TO SAY, WELL, YES, THIS PERSON HAS THE SAME JOB DESCRIPTION.
SOMEBODY OVER HERE IS MAKING HALF WHAT THIS PERSON IS MAKING AND THEY'VE BEEN THERE LONGER.
HOW DO YOU EXPLAIN THAT IF YOU DO NOT HAVE THE SET OF RESPONSIBILITIES THAT THEY ARE COVERING TO SAY, THIS IS WHY?
>> I WILL SAY THAT WE ARE ABOUT 6% ADMIN IN OUR DISTRICT, AND IF WE HAVE CLOSE TO 800 EMPLOYEES, WHERE A HANDFUL OF PEOPLE MANAGE ALL OF THOSE, EVERY EVALUATION, EVERY MEETING, WE WORK SEVEN DAYS A WEEK.
MOST OF MY ADMIN, I WORK AT LEAST THREE NIGHTS A WEEK AT EVERY ACTIVITY SUPERVISING IT.
IF ANYONE WANTS TO BE A SUPERINTENDENT, I WOULD CHALLENGE THEM IS THE DREAM JOB.
I ACTUALLY LOVE IT, BUT I DON'T THINK PEOPLE UNDERSTAND EVERYTHING THEY DO.
IF I WAS TO ASK, COME WATCH A PRINCIPAL FOR A DAY.
IT IS, I AM LUCKY IF THEY GET TO GO TO THE BATHROOM AND EAT A LUNCH.
SOMETIMES THE FIRST MEAL THEY GET IN A DAY IS THEIR EVENING MEAL.
IF ANYONE CHALLENGES OR SAYS, WHAT DO THEY DO? WHAT DON'T THEY DO? THEY SUB, THEY DO BEHAVIOR, THEIR PARENT MEETINGS, IEP MEETINGS, EVALUATIONS.
THEY HAVE TO OBSERVE EVERY TEACHER SO MANY TIMES.
SEND THEM MY WAY, I WOULD LOVE TO TAKE THEM ON A LITTLE TOUR.
>> THE ONLY THING I WOULD ADD IS IT WOULD BE HARD TO CAPTURE ALL THAT IN A TOTAL JOB DESCRIPTION.
A LOT OF TIMES, WE DO ADD THINGS TO THE JOB DESCRIPTION, BUT IT'S HARD TO REALLY WRITE DOWN ON PAPER WHAT AN ADMINS DOING ALL DAY OR SOMEONE THAT'S DOING MULTIPLE ROLES.
[02:35:03]
SOMETIMES YOU'LL SEE OTHER DUTIES AS ASSIGNED AS ONE OF THE JOBS POSSIBILITIES.>> THAT BEING SAID, IF IT'S HARD TO CAPTURE, HOW DO YOU PUT A NUMBER ON COMPENSATION?
>> THEY DON'T MAKE ENOUGH, THAT'S WHY PEOPLE ARE LEAVING IN DROVES.
IT IS HARD TO FIND PEOPLE WHO WANT TO BE ADMINISTRATORS NOW.
I MEET WITH PEOPLE ALL THE TIME AND I'M LIKE, YOU WOULD BE A GREAT ADMINISTRATOR.
THEY'RE LIKE, NO, THANK YOU, I NEED A LIFE.
IF YOU WANT GOOD PEOPLE AND YOU WANT THEM TO BE INVESTED, THEN YOU ALSO HAVE TO PAY THEM FOR IT.
BECAUSE AN ADMINISTRATOR WORKS YEAR ROUND, THAT'S THE OTHER THING.
THEY WORK ALL YEAR ROUND, SUMMER HOLIDAYS, THEY JUST GET THE HOLIDAYS OFF, THEY'RE NOT GETTING TWO WEEKS OFF IN WINTER BREAK, THEY WORK THAT.
I THINK PEOPLE HAVE TO KEEP IN MIND JUST BECAUSE THE SCHOOL YEAR IS HERE, THEY'RE WORKING HERE.
I'LL GET A CALL ON SUNDAY, I CAN WORK EASILY A WHOLE DAY ON SUNDAY BECAUSE SOMETHING OCCURRED.
IF THERE'S A LET'S SAY, WHEN THE BREAK IN HAPPENED HERE, WE WERE CALLING THE PRINCIPAL.
MARK WAS ON THE CALL, I WAS ON THE CALL.
THAT WAS ALL MANAGED BY OUR CUSTODIAN AND ADMINISTRATORS.
I JUST DON'T THINK PEOPLE KNOW IT BECAUSE THEY'RE VERY HUMBLE PEOPLE, THEY ARE PEOPLE WHO WORK HARD, THEY DO WHAT THEY NEED TO DO TO GET THE JOB DONE.
I WOULD CHALLENGE ANYBODY TO JUST FOLLOW A PRINCIPAL FOR A DAY OR AN ADMINISTRATOR FOR A DAY.
THEY ARE NOT SITTING BACK AND NOT DOING ANYTHING, THEY ARE WORKING AROUND THE CLOCK, OFTEN THEY'RE AT WORK BY 6:30, OFTEN NOT LEAVING TILL 8:00 O'CLOCK AT NIGHT.
I HAVE A PRINCIPAL SITTING IN THE BACK HERE BECAUSE I EXPECT MY ADMINISTRATORS TO COME TO BOARD MEETINGS.
SHE'S SITTING HERE AND SHE'S HAD A FULL DAY.
I KNOW SHE STARTED AT PROBABLY ABOUT 7:00 O'CLOCK THIS MORNING, I GET OFTEN E MAILS FROM THAT ONE EARLY BEFORE SIX.
I WOULD HOPE THAT PEOPLE KNOW THAT EVERY SINGLE PERSON, WHETHER IT'S A TEACHER, A PARENT EDUCATOR OR A PRINCIPAL, IS WORKING WAY BEYOND THEIR SCHEDULE, AND THEY DESERVE EVERY DIME THEY'RE MAKING.
>> BASICALLY, YOU'RE EXPECTING PEOPLE TO ASSUME THAT WITHOUT BEING TOLD THAT.
IT'S LIKE IF SOMEBODY ASKS, THEN IT'S LIKE, BUT THIS IS WHAT HAPPENS.
THEY REALLY WORK THIS FAR OUTSIDE AND THEY TAKE ON THESE ADDITIONAL RESPONSIBILITIES.
WHILE YOU'RE LOOKING AT THIS JOB TITLE, WHAT IT REALLY MEANS IS THEY'RE DOING THIS, THIS, THIS.
>> I THINK IF YOU COME TO, I SEE ANTONIO AT THINGS ALL THE TIME, I'M SURE HE SEES A HANDFUL OF PEOPLE ALL THE TIME.
COME TO A FOOTBALL GAME, WHO'S SUPERVISING THAT GAME? IT'S STAFF, WHO'S SUPERVISING PLAYS ITS STAFF, WHO GOES TO ALL THE FAMILY EVENTS, IT'S STAFF.
IF YOU'RE INVOLVED IN OUR SCHOOLS, YOU SEE IT, WE DON'T HAVE TO ACTUALLY COME, BE PART OF THINGS.
>> LET ME GIVE YOU ONE EXAMPLE.
THIS WAS THE DAY OF HOMECOMING AND THE DANCE.
I JUST WENT THERE AND DJ AND THAT'S ALL I DID.
BUT MR. MOVI, WAS THERE IN THE MORNING, HE'S THE ONE THAT OPENED THE DOOR.
THEN AFTER I SET UP THAT SATURDAY IN THE MORNING, IT TOOK ME TWO HOURS TO SET UP EVERYTHING, AND THEN THE DANCE WAS GOING TO BE AT 8:00 O'CLOCK.
THEN I TOLD HIM AT WHAT TIME SHOULD I COME, THAT YOU CAN BE HERE, THAT YOU CAN OPEN THE DOOR, SO I CAN DO A QUICK CHECK BEFORE I START DOING MY SOUND CHECK AND HE'S LIKE, I'M GOING TO BE HERE ALL DAY.
HE HAD BEEN THERE AT 6:30 IN THE MORNING OR SEVEN, SOMETHING LIKE THAT AND YOU WERE THERE.
YOU WERE THERE ALL DAY AND HE'S LIKE, I'M JUST GOING TO BE HERE ALL DAY AND BEHOLD, I CAME BACK AND HE HAD THAT SAME MICKEY MOUSE.
THAT HE TAKES IT OFF PROBABLY IT STANDS BY ITSELF, BUT THAT'S A JOKE AND THAT'S A BAD JOKE, MR. BORK, I THINK YOU'RE GREAT.
BUT WHAT I'M SAYING IS THAT HE WAS THERE ALL DAY.
AT THE END OF THE DAY, DANCE ENDED UP AT 10, 11:00 O'CLOCK BY THE TIME THAT I'M SITTING UP, HE'S THE ONE SAYING, HOW CAN I HELP YOU AND STILL THERE.
I CAN ATTEST THAT PEOPLE ARE INVOLVED, IT'S MORE OF A CALLING.
I THINK, AND THEY'RE PUTTING THE EFFORT AND I GO TO THE GAMES, I GO TO ALL THE ACTIVITIES.
THEATER, I CAN TELL YOU WHAT DON PRINGLE, WHO IS A SCIENCE TEACHER, AND HE IS AT LATE HOURS HELPING HIS WIFE WITH STUFF AND THEY WOULD HATE FOR ME TO SHARE THINGS THAT THEY WANT TO KEEP TO THEMSELVES BECAUSE THEY DO IT FOR THE LOVE OF THE GAME.
[02:40:01]
THAT'S WHY I INVITE YOU THAT IF YOU WANT TO KNOW GET A GLIMPSE OF THINGS.THE MORE I AM INVOLVED WITH MY KIDS, THE MORE I SEE THE REPETITIVE FACES THAT ARE BEHIND THE TRENCHES THAT ARE ACTUALLY IN THE DAILY GRIND.
I'M JUST SHARING BECAUSE I'M A WITNESS OF THAT.
>> I THINK YOU'RE ASSUMING THAT I DON'T SEE THAT OR THAT I HAVEN'T SEEN THAT.
I HAVE HAD KIDS THAT WENT THROUGH THE FERNDALE SCHOOL DISTRICT AND I'VE SEEN THE TEACHERS AND THE TIME THEY PUT IN AND THE ADMINISTRATORS AND THE TIME THEY PUT IN.
BUT WHAT I'M SIMPLY ASKING IS FOR HARD FACTS TO GIVE TO PEOPLE ABOUT THIS IS THE AMOUNT OF HOURS THEY'RE EXPECTED TO DO, NOT JUST 9-5, BUT THEY'RE EXPECTED TO COME IN.
JUST HARD FACTS SO THAT WHEN PEOPLE ASK WHY ARE THEY PAID SO MUCH, YOU CAN SAY THIS.
BECAUSE IN OTHER INDUSTRIES, OTHER PEOPLE DO THE EXACT SAME THING, NURSES PUT IN EXTRA LONG HOURS, THEY DO NOT GET PAID AT THE SAME RATE.
NO, I'M JUST SAYING, THIS IS NOT EXCLUSIVE TO SCHOOL EMPLOYEES.
THIS ALSO HAPPENS IN OTHER INDUSTRIES.
THERE ARE MANY PLACES WHERE PEOPLE GO ABOVE AND BEYOND AND PUT IN EXTRA TIME.
WHEN SOMEBODY ASKS, WHY IS THIS PARTICULAR JOB PAID SO MUCH, I JUST WANT.
THESE ARE THE RESPONSIBILITIES AND THESE ARE THE HOURS THEY'RE EXPECTED TO DO.
I DON'T THINK IT'S ASKING TOO MUCH TO HAVE A LIST OF THOSE RESPONSIBILITIES SO THAT YOU CAN SAY, IT'S JUSTIFIABLE.
THESE PEOPLE ARE DOING THIS MUCH AND THEY GO ABOVE AND BEYOND, THAT'S ALL.
>> I THINK THOUGH THAT THAT IS WHAT I WOULD HOPE THE BOARD WOULD ALREADY KNOW, WITHOUT US HAVING TO PUT IT IN A REPORT.
I GUESS THAT'S WHAT I WOULD WANT ME AS A SUPERINTENDENT.
IF I'M BASICALLY A CFO OF A COMPANY OF 800 EMPLOYEES.
MY SALARY, WHICH I APPRECIATE SO SO MUCH, IT'S GREAT.
BUT IF I GO WORK FOR FORTUNE 500 COMPANY, AND I HAVE 800 EMPLOYEES, I CFO AND ONLY 6% OF OUR OVERHEAD IS ADMINISTRATORS, THAT JUST WOULD NOT BE THE CASE.
WE RUN AT SUCH A SMALLER MANAGEMENT LEVEL THAN ANY CORPORATION WOULD THAT HAS 800 EMPLOYEES.
YOU DON'T HAVE ONE TOP BOSS AND 15 ADMINISTRATORS.
WE ARE SO SMALL AS ADMINISTRATION TEAM, AND WE HAVE TEACHERS WHO HAVE CLASS SIZES OF 35 AND THEN THEY HAVE SIX CLASSES.
THEY HAVE HUNDREDS OF KIDS THAT THEY'RE MANAGING.
I WOULD HOPE THAT THE BOARD WOULD KNOW THAT WITHOUT ME HAVING TO PUT IT IN A REPORT AND MAYBE I'M WRONG.
MAYBE I'M STRETCHING, BUT I WOULD THINK THAT PEOPLE WOULD KNOW THAT.
>> I'M NOT ASKING FOR IT TO GO IN THE REPORT, I'M JUST SAYING, HEY, ACCESS TO THE RESPONSIBILITIES.
>> THAT'S WHATEVER THE JOB IS AND EVERY SINGLE JOB DESCRIPTION THAT GOES OUT, IT SAYS, OTHER DUTIES AS ASSIGNED.
BETH WAS HERE TODAY, YOU WILL SEE SHE HAD TO GO HOME.
BETH STARTS EVERY DAY IN THE VISTA PARKING LOT DIRECTING TRAFFIC, AND SHE ENDS EVERY DAY IN THE VISTA PARKING LOT, DIRECTING TRAFFIC.
I HAVE PEOPLE WHO STAND OUT AT THE CROSSWALK AT SKYLINE AND DIRECT TRAFFIC.
THAT'S NOT NECESSARILY OUR JOB, BUT WE DO IT BECAUSE SAFETY MATTERS FOR KIDS.
I CAN'T SAY THERE ISN'T A WAY TO WRITE A JOB OF WHAT EDUCATORS DO BECAUSE EDUCATORS ARE READY TO DO EVERYTHING.
I APPRECIATE WHAT YOU SAID, IT IS A CALLING PEOPLE DO NOT GO INTO EDUCATION BECAUSE IT'S EASY.
THEY GO INTO IT BECAUSE THEY LOVE KIDS AND THEY WANT TO GET BACK TO KIDS.
I WOULD JUST ASK THESE TWO WHAT THEY SEE PEOPLE DOING, BUT I WOULD HOPE THAT OUR COMMUNITY, WHICH I DO, I FEEL IT ALL THE TIME.
THIS IS THE MOST AMAZING COMMUNITY.
I GET I HEAR THE BEST STORIES ABOUT WHAT OUR TEAM DOES FOR FAMILIES.
BUT THERE ISN'T A JOB THAT WE WON'T DO, AND THERE ISN'T A JOB THAT PEOPLE SAY NO TO.
WHAT WE DO TRY TO DO IS PROTECT THE HOURS OF OUR PEOPLE.
BUT I CAN'T PROMISE THAT 100% OF THE TIME, I DON'T KNOW HOW ELSE TO EXPLAIN IT.
>> WELL, I THINK THE OTHER ASPECT IN THIS PROBABLY COMES OUT MORE WHEN WE'VE HAD SOME OF THE CONVERSATIONS ABOUT BARGAINING.
THERE'S ALSO WHAT IS THE MARKET? WE'RE COMPETING WITH BELLINGHAM, WE'RE COMPETING WITH BLAINE LINDEN, ALL THOSE AREAS AS FAR AS.
WE ALWAYS TRY TO BE ON PAR AS WE'VE HAD THOSE CONVERSATIONS OR IN AN APPROPRIATE STEP FROM THOSE SALARIES THAT ARE OFFERED TO SIMILAR POSITIONS IN THOSE AREAS.
I THINK THAT'S COME OUT AS PART OF OUR CONVERSATION WHEN WE'VE TALKED ABOUT SOME OF THE BARGAINING AGREEMENTS,
[02:45:01]
THAT THAT'S WHERE THEIR GOAL IS IS TO TRY AND KEEP THINGS SO THAT THEY'RE IN SYNC SO WE DON'T LOSE GOOD PEOPLE TO NEIGHBORING DISTRICTS.BUT AT THE SAME TIME, WE'RE RESPECTFUL OF THE BUDGET AND THE FUNDS THAT THE PUBLIC PUTS IN UNDER OUR SUPERVISION.
OTHER COMMENTS OR QUESTIONS, STUDENTS ARE WELCOME TO COMMENT, TOO.
>> I ALWAYS LIKE TO INCLUDE THAT FROM A STUDENT PERSPECTIVE, I FEEL LIKE NINE TIMES OUT OF 10, ESPECIALLY FOR CLASSES LIKE LEADERSHIP.
IT'S VERY VERY HARD FOR US TO TRACK DOWN OUR ADVENT BECAUSE THEY'RE ALWAYS DOING SOMETHING.
THEY'RE ALWAYS EITHER HANDLING A STUDENT OR HANDLING SOMETHING OUTSIDE OF THEIR JOB DESCRIPTION.
I WOULD LIKE TO SAY THAT FROM STUDENT PERSPECTIVE, I THINK IT'S IMPLIED THAT THAT THEY DO DESERVE WHAT THEY GET PAID, IF THAT MAKES SENSE, AND EVEN MORE SO.
>> ALSO, I FEEL LIKE IF SOMEBODY'S CURIOUS ABOUT WHAT THEY DO, WHOEVER THAT PERSON IS, WHOEVER MIGHT BE ASKING YOU A QUESTION BECAUSE SOMETIMES SOME OF MY FRIENDS, THEY'RE ASKING ME, WHAT'S THE SUPERINTENDENT? WHAT DO THEY DO? IT'S LIKE IF I DON'T KNOW THE ANSWER OR IF I CAN'T PROVIDE SOMEONE WITH THE HARD FACTS THAT THEY WANT, SEND THEM RIGHT TO THE SOURCE.
BECAUSE I FEEL LIKE ALL OF OUR PRINCIPALS, OBVIOUSLY, DOCTOR DOMINGUEZ, THEY'RE REALLY WILLING TO TALK AND ANSWER THOSE QUESTIONS AND LIKE LET YOU WALK AROUND WITH THEM AND SHOW YOU EXACTLY WHAT THEY DO.
I FEEL LIKE THAT'S A REALLY EASY WAY TO REDIRECT THOSE QUESTIONS BECAUSE I GET IT PEOPLE ASK ME STUFF THAT I DON'T KNOW THE ANSWER TO OR THAT I WOULD LIKE THE HARD FACTS ABOUT.
BUT IF I DON'T HAVE THAT, THEN I JUST REDIRECT THEM TO THE SOURCE, AND I FEEL LIKE THAT IT WORKS ITSELF OUT.
>> EXCEPT THAT I FEEL LIKE YOU SHOULD HAVE SOME UNDERSTANDING OF WHAT THE PARAMETERS ARE.
FROM BEING ON THE BOARD, YOU SHOULD.
>> THAT'S I FEEL LIKE JUST GIVING YOUR OWN EXPLANATION, AND THEN IF THEY WANT MORE, GO GET MORE.
>> OTHER COMMENTS OR QUESTIONS.
>> I DO LIKE NANCY'S SUGGESTION THAT IF A NEW POSITION IS CREATED, THAT THERE BE A FISCAL NOTE ATTACHED, I THINK THAT ACTUALLY MAKES SENSE.
BECAUSE THEN YOU CAN SEE BECAUSE WE SPEND MOST OF THE BUDGET GOES TO STAFF.
IT'S A PEOPLE INDUSTRY AND KNOWING WHAT THE IMPACT THAT WOULD BE, I THINK IS JUST A SENSIBLE THING.
>> I THINK THAT IS, WE CAN CERTAINLY REQUEST THAT OF CHRISTIE.
I THINK THAT WE AT THE SAME TIME HAVE TO HONOR THE CONTRACT THAT SAYS THAT WE'VE GIVEN HER THE AUTHORITY TO MAKE THOSE CHANGES.
WE HAVE TO TRUST HER AT LEAST IN MY OPINION, WE NEED TO TRUST HER THAT SHE'S GOING TO BE FISCALLY RESPONSIBLE, WHICH I THINK SHE HAS SHOWN THAT TO BE THE CASE.
BUT AGAIN, IN THE CONTRACT THAT WE'VE SIGNED WITH HER, WE'VE TOLD HER PART OF HER JOB DESCRIPTION IS THAT SHE MANAGES THOSE THINGS.
I THINK IT'S FINE FOR US TO REQUEST THAT, BUT IF WE'RE GOING TO REQUIRE IT, THEN I THINK WE NEED TO BE CHANGING, WE NEED TO MAKE A CHANGE IN HER CONTRACT.
AGAIN, I DON'T WANT THAT TO COME ACROSS AS US VERSUS HER.
I THINK SHE HAS SHOWN US THROUGHOUT THIS THAT WE'VE DISCUSSED THOSE THINGS AND THAT SHE KEEPS THE BUDGET WITHIN THE CONFINES AND THE DIRECTIONS THAT WE'VE GIVEN HER.
>> I'VE BEEN TOLD, I NEED TO UNLOCK THE IPHONE.
THAT'S WHY I HAVE AN ANDROID, I DON'T WANT MY PHONE TELLING ME WHAT TO DO.
>> LIKE I SAID, I DON'T WANT TO COME ACROSS LIKE IT'S US VERSUS HER BECAUSE I DON'T THINK IT IS.
I THINK WE'VE BEEN BLESSED IN THE FACT THAT WE HAVE SOMEBODY WHO IS VERY OPEN ABOUT THOSE THINGS AND TELLS US.
BUT AT THE SAME TIME, TRYING TO FIGURE OUT HOW TO DO THAT BECAUSE I DON'T KNOW THAT WE NECESSARILY WANT TO BE TALKING ABOUT EVERYBODY'S INDIVIDUAL SALARIES AT THE BOARD MEETING, EITHER.
GIVING US A GENERAL IDEA THAT THIS FALLS WITHIN THE BUDGET FOR THAT DEPARTMENT TYPE THING.
[02:50:03]
>> I MEAN, I GUESS I'M JUST THINKING NOT OF THE RUN OF THE MILL, TEACHERS, PAIRS THE WHOLE BUT THE UPPER LEVEL, IF THERE'S A NEW CREATION, IT MAKES SENSE THAT YOU WOULD SAY, YOU COULD EVEN SHOW HOW HIRING THAT PERSON WOULD ACTUALLY SAVE US MONEY IN OTHER PLACES.
>> I FEEL LIKE I'VE BEEN VERY TRANSPARENT ABOUT THAT AND THE AD OF THE DIRECTOR BEHAVIORAL MENTAL HEALTH AD THAT.
IT WAS IN DIRECT RESPONSE TO THE DATA AND THE ASK OF THE COMMUNITY FOR US TO FOCUS ON BEHAVIOR.
I'M FEELING A LITTLE BIT DEFENSIVE OF MY TEAM TONIGHT AND I'M SORRY, I APOLOGIZE FOR THAT, BUT I JUST SEE HOW HARD PEOPLE ARE WORKING AND THEY GET BEAT UP ENOUGH.
MY HOPE IS THAT THE BOARDS BEHIND THEM AND IS ABLE TO TELL THE STORY ABOUT THESE INCREDIBLE PEOPLE WORK VERY HARD AND THEY DESERVE EVERY DIME.
I THINK IT'S IMPORTANT TO REMIND EVERYBODY THAT BECAUSE OF THE BUDGET SITUATION, EVERY SINGLE ONE OF THE ADMINISTRATORS IN THIS DISTRICT LAST YEAR DID NOT TAKE A DIME TO PROTECT THE STAFF CLOSEST TO THE CLASSROOM.
THEY ARE MAKING THE EXACT SAME THAT THEY MADE A YEAR AGO AND DOING MORE WHEN THEIR COLLEAGUES ACROSS THE STATE DID GET RAISES.
THEY GOT THEIR IPD, THEIR STATE RAISE.
THEY DID NOT TAKE A DIME IN ORDER TO SALVAGE SALARY.
WE TALKED ABOUT THAT IN THE SPRING, BUT I DID NOT ASK THEM TO DO IT.
I OFFERED TO DO IT BECAUSE WE CARE ABOUT KIDS AND WE WANTED TO PROTECT WHAT WAS HAPPENING IN THE CLASSROOM, AND THAT'S NOT SUSTAINABLE.
THEY HAVE BILLS TO PAY, THEY HAVE FAMILIES TO SUPPORT, THEY HAVE COLLEGES TO PAY FOR TOO.
THEY ALSO HAVE TO GO AND GET A LOT OF EXTRA DEGREES.
I HAVE A DOCTORATE ON PAYING OFF.
IT'S NOT LIKE WE'RE JUST A BUNCH OF PEOPLE WHO JUST SAID, WE'LL TAKE THAT JOB.
I JUST COME SPEND A DAY WATCHING THEM.
SIT DOWN, HAVE A CONVERSATION WITH THEM.
THESE ARE PEOPLE WHO WORK HARD AND CARE DEEPLY AND ARE THERE FOR STAFF AND STUDENTS EVERY SINGLE DAY ALL DAY.
ANYWAY, I AM FEELING A LITTLE SENSITIVE ABOUT THIS BECAUSE IT DOES FEEL ATTACKING.
THIS IS A MONITORING REPORT TO TELL YOU THAT WE'RE DOING HOW WE'RE HIRING AND TREATMENT, AND IT BECAME ABOUT THE PEOPLE IN THE ORGANIZATION AND THAT MAKES ME A LITTLE SAD IF WE AS A BOARD CANNOT TALK ABOUT HOW AMAZING THEY ARE COLLECTIVELY AND ABLE TO ANSWER THE QUESTIONS.
IT'S SOMETHING THAT I WOULD ASK THAT WE GROW IN OR ALLOW ME TO TAKE YOU ON A TOUR TO HELP YOU SEE WHAT'S HAPPENING.
>> WELL, I'M SORRY, I DID NOT MEAN IT TO BE ABOUT PEOPLE AND I'M NOT EVEN THINKING ABOUT SPECIFIC PEOPLE.
I'M THINKING ABOUT IT IN TERMS OF JUST THE IDEA OF FISCAL RESPONSIBILITY, WE'RE SUPPOSED TO PROVIDE OVERSIGHT.
THIS IS WHAT WE'RE SUPPOSED TO DO.
THEREFORE, ONE OF THE THINGS THAT I HAVE SEEN IN MORE THAN ONE PLACE, AND I THINK IT'S PROBABLY TRUE IS THAT THE SCHOOLS WHERE STUDENTS HAVE THE BEST OUTCOMES AND THIS WAS BROUGHT FORWARD.
FOR EXAMPLE, THE NATIVE AMERICAN TRAINING THAT WE'VE HAD TO DO WITH OSP OR WITH WADA, THAT IT'S THE SCHOOLS WHERE THE BOARDS PROVIDE THE BEST FINANCIAL OVERSIGHT THAT HAVE THE BEST OUTCOMES FOR THEIR KIDS.
THAT'S LEADING US BACK TO WHAT OUR FOCUS IS, WHICH IS BEST OUTCOMES FOR KIDS.
I'M TRYING TO REMOVE THE IDEA OF PERSONALITIES, EVERYTHING IS JUST FOCUS ON THINGS LIKE JOB DESCRIPTIONS AND WHAT JOBS DO WE NEED AND WHAT JOBS ARE COMBINED TOGETHER TO MAKE GET THE BEST BANG FOR THE BUCK.
THAT'S ALL. I'M JUST ASKING FOR JOB DESCRIPTIONS, AND I'M NOT ASKING FOR ANYBODY'S HEAD OFF.
>> WE'VE OFFERED. KARA HAS OFFERED.
I DON'T THINK THERE'S ANYONE ON MY TEAM WHO SAID, I'D LIKE TO MEET WITH YOU AND HAS DENIED THAT.
LIKE, EVERYBODY'S BEEN GREAT ABOUT THAT.
YOU COME IN, SAY, KARA, COULD I SEE THESE JOB DESCRIPTIONS, EMAIL HER.
SHE IS OPEN, OPEN, OPEN. I APPRECIATE THAT.
IF YOU REMEMBER WHAT HOLLY SAID EARLIER, FOR THE FIRST TIME IN SEVERAL YEARS, WE PUT MONEY BACK INTO THE FUND BALANCE.
I THINK WE ARE PROVING TO BE FISCALLY RESPONSIBLE.
I APPRECIATE THE CONVERSATION ABOUT I'M NOT THINKING ABOUT PERSONALLY.
I DO BECAUSE THESE ARE MY PEOPLE.
I CAN'T SEPARATE THAT CONVERSATION FROM REAL PEOPLE WHO ARE WORKING REALLY HARD EVERY SINGLE DAY.
>> I'M JUST TRYING TO LOOK AT IT FROM A SYSTEMS LEVEL WITHOUT PERSONALITY.
>> I DO. I HAVE TO PUT PERSONALITIES BECAUSE THESE CONVERSATIONS WERE HAPPENING.
[02:55:02]
I SEE THE FACES, JUST LIKE I SEE THE KIDS WHEN YOU TALK ABOUT DATA, I KNOW WHO THE KIDS ARE.IT IS PERSONAL TO ME BECAUSE THIS IS HOW I SPEND MY TIME, EVERY WAKING MOMENT, THINKING ABOUT HOW TO IMPROVE OUTCOMES FOR KIDS.
HONESTLY, I'M DAMN PROUD OF WHAT WE'RE DOING HERE IN FERNDALE SO.
>> I WON'T ARGUE WITH YOU ON THAT.
I APPRECIATE THE MESSINESS OF THE JOB DESCRIPTION.
THAT'S SOMETHING THAT I WANTED TO HERE'S LIKE, WHEN YOU COMBINE WHEN PEOPLE ARE WEARING MORE THAN ONE HAT BECAUSE THEY HAVE TO, THEN IT MAKES IT DIFFICULT TO COME UP WITH A JOB DESCRIPTION AND TO GET AN ACCURATE NUMBER TO PUT ON THE COMPENSATION.
THAT'S ALL I WANTED TO FIND OUT AND VERY HAPPY TO TALK TO KARA ABOUT THAT. NO PROBLEM WITH THAT.
I JUST THOUGHT IT WOULD BE HANDY TO HAVE JUST RAW INFORMATION WHERE YOU GET YOUR HANDS ON SAY, YEAH, THIS IS HOW MUCH THIS JOB TYPICALLY PAYS, BUT THEN YOU ADD ON ALL THE OTHER.
IF WE JUST DID AN HOURLY RATE FOR OUR ADMINISTRATORS, YOU WOULD MORE THAN DOUBLE WHAT YOU'RE CURRENTLY PAYING THEM.
I CAN EASILY PROVE THAT IN A MATH EQUATION.
IF I ADD UP THEIR HOURS, WE'RE GETTING A FABULOUS DEAL RIGHT NOW.
>> IT IS MY UNDERSTANDING THAT AND I THINK WE NEED TO REDIRECT THIS CONVERSATION, BUT IT IS MY UNDERSTANDING THAT IT IS ACCOUNTABILITY WHEN IT COMES TO THE JOB DESCRIPTION VERSUS THE EXECUTION, AND I CAN TELL YOU THAT I HAVE WORKED FOR MANY BIG COMPANIES AND SMALL ORGANIZATIONS.
ALL I CAN TELL YOU IS THAT THE MORE YOU DIRECT YOUR EXECUTION AND PERFORMANCE TOWARDS PERFORMANCE SHEET, PERFORMANCE GOES DOWN.
I DON'T WANT OUR FOCUS TO GO THERE AS A HIGH PERFORMING ORGANIZATION BECAUSE THEN THAT'S WHEN THERE'S COMPLACENCY AND THERE'S A DESIRE TO MEET THE EXPECTATION AND NOT EXCEED THE EXPECTATION.
I UNDERSTAND WHERE YOU'RE COMING FROM, PEGGY, AND MY EXPERIENCE HAS TOLD ME THAT YOU HAVE TO HAVE TWO THINGS, FLEXIBILITY AND AGILITY TO MOVE TO YOUR CIRCUMSTANCES, AND WE JUST WENT THROUGH A BIG BUDGET CUT.
WE WERE HERE EXPERIENCING THAT.
IF WE DON'T HAVE AND IF WE COMBINE THE TWO WORDS AND I LEARNED THIS FROM A LEADER AND AND COMPANY THAT I USED TO WORK FOR, HE CALLED IT FLEXIBILITY.
IT'S THE ABILITY TO PIVOT, THE ABILITY TO CONTINUE BEING STRONG AND DELIVERING AT A HIGH LEVEL EVEN WHEN RESOURCES ARE NOT WHERE THEY ARE TO BE.
BECAUSE IF YOU ASK ME, I THINK, WE NEED MORE RESOURCES, AND THAT IS CLEAR, BUT WE ARE TRYING TO MAKE EFFORTS WHEN I SAY I'M TAKING TOO MUCH CREDIT, OF COURSE, IT'S PEOPLE DOING THEM.
I'M TRYING TO HELP PUT A BAND AID HERE BECAUSE IT DID COME OFF AS SHOOTING FROM THE GROUND.
WHEN I THINK THAT WE AS A BOARD NEED TO MAKE SURE THAT THE MESSAGE THAT WE'RE SENDING IS OF SUPPORT IS WE NEED TO BE UNITED, AND WE'RE GOING THROUGH REALLY HARD TIMES.
IT'S NOT ONLY IN THE SCHOOL BOARD.
YOU SEE IN THE INDUSTRY THAT I WORK FOR, EVEN THE BIG ONES ARE LAYING OFF PEOPLE.
IT'S A TIME TO MAKE SURE THAT YOU UNDERSTAND THAT YOU HAVE THE RIGHT AMOUNT, THE RIGHT ACCOUNT, AND ALL BUT MY MESSAGE WAS MORE ON THE SIDE OF, I HAVE WITNESSED CERTAIN THINGS.
THIS IS BECAUSE I'M INVOLVED AND SOMETIMES I DON'T EVEN WANT TO WANT TO BE INVOLVED, BUT HARLING CAUSED ME TO BE INVOLVED AND I'M JUST KIDDING HARLING.
BUT BASICALLY, AND I HAVE WITNESSED IT.
I DO SEE PEOPLE GIVING MORE THAN WHAT THEY'RE RECEIVING, SO THAT'S ALL I WANTED TO SHARE.
>> AGAIN, I WANT TO REITERATE, I THINK THAT'S ALWAYS BEEN THE CASE THAT YOU'VE HAD PEOPLE THAT GO ABOVE AND BEYOND.
I REMEMBER WHEN MY KIDS WERE IN SCHOOL AND I SAW THE SAME THING.
BELIEVE ME, I AM NOT INSENSITIVE TO THAT.
[03:00:02]
I RECOGNIZE THAT.I WORKED AS A TUTOR AND FOLLOWED A STUDENT AROUND AND WAS IN SCHOOLS PRETTY MUCH EVERY DAY BACK WHEN THIS KID WAS IN MIDDLE SCHOOL.
I GOT TO SEE PEOPLE GO ABOVE AND BEYOND, AND I'M NOT DENYING THAT THEY DO.
I ABSOLUTELY BELIEVE THAT THEY DO.
ALL I'M ASKING FOR IS SOME CLARITY ON THE JOB DESCRIPTIONS.
>> I SAY, BE CAREFUL WITH WHAT YOU ASKED FOR.
>> WELL, I THINK THAT WE HAVE HIT THAT UP AND IS AVAILABLE TO LOOK AT THOSE JOB DESCRIPTIONS.
I THINK THAT WE'VE GOT AN AVENUE FOR DOING THAT.
I THINK I'M GOING TO MOVE US ALONG.
ARE THERE ANY OTHER POINTS AS FAR AS WITHIN THE REPORT AND THE SCOPE OF THE REPORT THAT NEED TO BE ADDRESSED AT THIS POINT?
>> I'M JUST GLAD THAT ALL THE COMMENTS ARE READ AND THOUGHT ABOUT AND I THINK THEY ARE ENOUGH JUST BEING THERE.
>> JUST KNOW THAT WHEN WE GET THE FINAL ONE, CHRIS SENDS IT OUT TO THE ENTIRE TEAM AND WE MAKE SURE THAT WE GO OVER THEM.
KARA AND I MET ABOUT ALL THE COMMENTS AND SHE WENT THROUGH EVERY SINGLE ONE.
YOU SAW SOME OF THE RESPONSES IN THE NEWSLETTER WEEK, AND SO WE DO OUR VERY BEST KNOW THAT ANY FEEDBACK YOU TAKE TIME TO GIVE OR QUESTIONS YOU ASK, WE UTILIZE THOSE MOMENTS TO REFLECT AND MAKE SURE THAT WE CAN RESPOND OR NOT RESPOND OR WE HAD NEVER THOUGHT ABOUT IT THAT WAY. WE APPRECIATE THEM.
>> ACTUALLY, I APPRECIATE YOUR FEEDBACK ON THE COMMENTS TOO.
IT'S NICE TO KNOW THAT WHEN YOU LEAVE A COMMENT, IT'LL GET SOME FEEDBACK.
>> IT'S ALWAYS NICE TO GET THOSE.
IT'S GREAT, I APPRECIATE THE BOARD MEMBERS TAKING THE TIME TO FILL OUT THESE SURVEYS BECAUSE IF WE DON'T DO THAT, DOESN'T GIVE THE ADMIN TEAM TIME TO PREP FOR THOSE AND TO GET THE FEEDBACK THAT THEY ARE LOOKING FOR BECAUSE AGAIN, THEIR GOAL IS TO DO THE BEST JOB FOR US, TOO.
THIS IS ONE OF THE WAYS WE COMMUNICATE WITH THEM.
>> ONE FINAL THING, SORRY, WITH THE PART ABOUT, GIVING THE EMPLOYEES UP TO DATE INFORMATION.
THE LINKS WENT TO SOME STUFF THAT WAS PRETTY OLD.
MAYBE JUST POINT TO THE EMPLOYEE HANDBOOK BECAUSE IT PROBABLY HAS EVERYTHING IN THERE THAT IS UP TO DATE, SO JUST A THOUGHT.
>> AT THIS POINT, THE CHAIR WILL ENTERTAIN A MOTION AS TO THE ACTION FOR THIS REPORT.
>> AS FAR AS ACTION COMPLIANCE WITH.
>> IT HAS BEEN MOVED THAT WE ADOPT THE REPORT FOR OPERATIONAL EXPECTATIONS OE3, STAFF HIRING TREAT EVALUATION AND COMPENSATION AS COMPLIANT.
STARTING WITH THE STUDENT ADVISORY VOTE, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
THEN MOVING ON TO THE BOARD MEMBERS.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. OE3 HAS BEEN ADOPTED AS COMPLIANT. THANK YOU.
THAT BRINGS US UP TO ALMOST THE CONSENT AGENDA.
[8. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]
BUT IT WAS ASK THAT WE TAKE ITEM 8.08 OFF OF THERE TO DISCUSS AND ACT ON SEPARATELY.[8.08 Approve Salary Schedule for Professional Technical Non-annual Salaried Staff]
THAT IS THE APPROVAL OR THAT IS THE ACTION ON THE SALARY SCHEDULE FOR PROFESSIONAL, TECHNICAL, OR NON-ANNUAL SALARIED STAFF.NANCY, YOU SAID YOU HAD SOME QUESTIONS.
>> ACTUALLY, THEY WERE ALL ANSWERED JUST BY THE RESPONSES GIVEN WHILE GOING OVER THIS POLICY OE3 BECAUSE IT WAS JUST ALL ABOUT THE COMPENSATION AND I AM SATISFIED WITH WHAT I LEARNED.
SO WE CAN APPROVE IT NOW IF IT'S OKAY TO DO THAT.
UNLESS SOMEBODY ELSE HAS SOMETHING THEY WANT TO SAY.
HAS THIS ALREADY BEEN IMPLEMENTED?
[03:05:02]
IS IT TAKING PLACE NOW OR IS THIS BACKDATED, WHEN DOES THIS GO INTO EFFECT?>> IT HAS NOT BEEN PUT IN EFFECT YET BECAUSE WE NEEDED BOARD APPROVAL TO DO SO.
THEN IN THIS CASE, ACTUALLY, THIS IS THE ONLY PROFESSIONAL TECHNICAL SALARY SCHEDULE THAT DIDN'T HAVE STEPS, SO IT IS JUST THE CREATION OF STEPS IN THAT SALARY SCHEDULE, AND IT WOULD ONLY AFFECT ONE EMPLOYEE.
>> WHAT IT WAS DOING WAS WE HAD AN EMPLOYEE WHO HAD NOT HAD ANY BUMP IN SALARY BECAUSE WE DIDN'T HAVE ENOUGH STEPS.
FOR A VERY LONG TIME, THEY WERE STAGNANT AND NOT GETTING HONORED FOR YEARS OF SERVICE.
THIS IS JUST A WAY TO SAY, THE LONGER YOU COMMIT, YOU'RE GOING TO HAVE SOME COMPENSATION.
KARA, CORRECT ME IF I'M WRONG.
BUT WHERE SHE WAS FOLLOWING THE WAY THE STEPS WERE, SHE COULD BE HERE SIX YEARS, SOMEONE BRAND NEW WOULD COME IN AND MAKE THE EXACT SAME AMOUNT AS THAT PERSON BECAUSE WE DIDN'T HAVE THE RIGHT AMOUNT OF STEPS.
>> ELEVEN YEARS OF EXPERIENCE, SOMEONE WITH ZERO YEARS OF EXPERIENCE WAS MAKING THE SAME.
>> THEN THEY WERE CHARGED WITH TRAINING THEM, SO THIS HONORS PEOPLE WHO HAVE LONGEVITY.
>> WE'RE GOING TO VOTE ON THIS SEPARATE.
>> THAT IT'S SEPARATE. THE CHAIR AT THIS POINT UNLESS THERE'S OTHER QUESTIONS WE'LL PUT FORTH THAT WE VOTE ON THE SALARY SCHEDULE AS PRESENTED.
BECAUSE IT IS SALARY AND WAS ON THE CONSENT AGENDA, I'M GOING TO EXCUSE THE STUDENTS FROM VOTING AND I'LL GO STRAIGHT TO THE BOARD.
ALL THOSE IN FAVOR OF APPROVING THE SALARY SCHEDULE FOR PROFESSIONAL, TECHNICAL, NON ANNUAL SALARIED STAFF, SIGNIFY BY SAYING AYE.
>> NO, I FEEL LIKE I WOULD LIKE TO KNOW MORE AND I'M NOT QUITE RIGHT, BUT IT DOES SOUND GOOD, BUT THAT'S WHERE I'M COMING FROM. THANK YOU.
IT WAS APPROVED BY THREE TO ZERO TO ONE VOTE.
THAT WILL THEN TAKE US ONTO THE CONSENT AGENDA.
[9. BOARD CONSENT AGENDA [GC-2.4]]
THE CONSENT AGENDA IS A GROUP OF ROUTINE ITEMS THAT THE BOARD HAS BEEN PRESENTED WITH PRIOR TO THE MEETING AND HAD TIME THAT THEY COULD ASK ANY QUESTIONS THAT THEY NEEDED FOR CLARIFICATION.THE OPMA ALLOWS US TO ACT ON THESE AS ONE MOTION AS OPPOSED TO DEALING WITH THEM EACH INDIVIDUALLY.
AT THIS POINT, UNLESS THERE'S ANY DISCUSSION, GO AHEAD.
>> SORRY, JUST A QUICK DISCUSSION.
BECAUSE THE WAY THAT IT'S WORDED, IT DOESN'T SOUND LIKE THIS, ALTHOUGH I'VE ASKED THE QUESTION, AND I JUST WANT TO VERIFY THAT WE WILL HAVE COVERAGE FOR THE RESOURCE OFFICER ON THE DAY.
THIS IS ACTUALLY GOING TO BE 510 HOUR DAYS, FOUR OF THEM COVERED BY ONE OFFICER AND ONE COVERED BY A DIFFERENT ONE, CORRECT?
>> FRIDAY IS A SLIGHTLY DIFFERENT MODEL IN THAT IT COULD BE MULTIPLE DIFFERENT OFFICERS.
THE OFFICERS THAT ARE ON PATROL IN FERNDALE ARE BEING INTENTIONAL ABOUT VISITING AND COVERING ANY SCHOOL RELATED ITEMS. IT ACTUALLY WORKS OUT IT HAS THE POTENTIAL TO BE A REAL GOOD BENEFIT FOR BOTH US AND THE PD BY HAVING MORE OFFICERS INVOLVED MORE OFTEN AND BECOME FAMILIAR WITH THE SCHOOLS AND THE OPERATIONS? IT REALLY COULD PROVIDE A BIG BENEFIT TO THE RESPONSE CAPACITY OF THE POLICE DEPARTMENT.
>> WELL, THAT'S WHAT IT SOUNDED LIKE.
>> SOUNDS LIKE IT'LL PROVIDE MORE RELATIONSHIPS BETWEEN THE OFFICERS AND THE DISTRICT PEOPLE AS WELL AND STUDENTS FOR THAT MATTER.
ANY OTHER QUESTIONS IN REGARDS TO THE CONSENT AGENDA? THEN SEEING NONE, THE CHAIR WILL PUT FORTH THAT WE APPROVE THE BOARD AND SUPERINTEND CONSENT AGENDAS AS PRESENTED HERE AND MAKE THEM PART OF THE MINUTES.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. ANY ABSTENTIONS? THEN WE WILL GO CONSENT AGENDAS HAVE BEEN APPROVED.
>> THAT WILL THEN TAKE US ON TO SHARING,
[10. SHARING [GC-7.E}]
AND I'LL GO AHEAD AND START WITH PEGGY.>> I WISH YOU WOULDN'T BECAUSE I HAVEN'T GOT REALLY ANYTHING TO SHARE.
I'M TRYING TO THINK THERE PROBABLY IS SOMETHING, AND I JUST Y, GIVE SOMEBODY ELSE A CHANCE FIRST,
[03:10:02]
PLEASE. LET ME THINK ON IT.>> I'VE GOT NOTHING. AND THAT'S TOTALLY FINE.
EXTEND THE LENGTH OF THE MEETING.
>> JUST A QUICK. THANK YOU, OF COURSE, BOBBY'S NOT HERE, BUT WHEN YOU CAN EXPLAIN A COMPLEX MATTER IN A SIMPLE TERM, THAT MEANS THAT YOU UNDERSTAND IT.
I'M GRATEFUL HIM FOR THE GATHERING PROCESS THAT HE HAS BEEN DOING FOR US AND NOT ONLY THAT, BUT THE TRANSLATION INTO AN ACTION ITEM.
THAT'S WHERE WE BENEFIT FROM BECAUSE IT IS MY UNDERSTANDING THAT WE WERE JUST HAVING THE DATA IN THE PAST AND NOT BEING ABLE TO TRANSLATE THAT INTO AN ACTION EVENT FOR OUR BENEFIT.
I APPRECIATE THAT WE ARE WILLING TO LEARN FROM THAT DATA AND APPLY IT FOR THE BENEFIT OF OUR STUDENTS.
THAT'S THE ULTIMATE GOAL, TO UNDERSTAND OUR WEAKNESSES, AND PROVE AND BE BETTER THAN YESTERDAY.
THANK YOU TO BOBBY, ALTHOUGH SOMEBODY'S GOING TO HAVE TO TELL HIM BECAUSE HE'S NOT HERE. THANK YOU.
>> WELL BANK WATCH THE MEANING.
>> THE WHOLE THING FROM THE BEGINNING.
>> FROM THE BEGINNING AND NOT IN FAST SPEED EITHER.
>> KEVIN, DON'T MAKE HIM DO THAT.
>> WAS JUST LISTENING TO WHAT OTHER PEOPLE WERE SAYING.
I GUESS I REALLY DON'T HAVE ANYTHING TO SAY.
HOPE EVERYBODY HAS A GOOD NIGHT AFTER THIS.
I WILL MAKE UP FOR THE LACK THAT OTHERS HAVE, NOT THAT THAT'S A REQUIREMENT.
BUT WANTED TO JUST REMIND EVERYBODY NOVEMBER IS A BUSY MONTH.
WE'VE GOT THE WADA CONFERENCE, THE TIE.
21 22. ANYWAY, THERE'LL BE THAT.
WE ALSO HAVE, AS NANCY ALREADY MENTIONED, SENATOR SHUMAKE WHO WILL BE WITH US TO DISCUSS EDUCATIONAL FUNDING AT OUR NEXT MEETING, AND WE'LL BE DOING SOME PREPPING FOR THAT AT OUR AGENDA PLANNING.
THE OTHER THING THAT I WANTED TO JUST TOUCH ON AND GET THE BOARD MEMBERS INPUT.
AT OUR NEXT MEETING, WE WILL HAVE ONE, POSSIBLY TWO, NEW BOARD MEMBERS, WITH THE ELECTION OF DIRECTORS FROM DIRECTOR AREAS FOUR AND FIVE OCCURRING ON NOVEMBER 4, WE ALSO THEN THAT ELECTION WILL BE CERTIFIED AT 10:00 A.M. ON NOVEMBER 25, WHICH IS THE TUESDAY THAT HAS OUR MEETING.
WITH THAT, LOOKING AT THE IN WASHINGTON STATE LAW, IT SAYS A NEW SCHOOL BOARD DIRECTOR IS SWORN IN AT THE FIRST OFFICIAL BOARD MEETING AFTER THE ELECTION RESULTS ARE CERTIFIED.
THIS TYPICALLY TAKES PLACE IN DECEMBER, THIS IS WHAT THE LAW SAYS, OR GOOGLE SEARCH SAYS OF THE LAW.
AFTER THE NOVEMBER GENERAL ELECTION.
BUT OUR NOVEMBER MEETING HAPPENS TO FALL AFTER THE CERTIFICATION..
UNLESS I HEAR OBJECTION, THE TAKE THAT WE'VE HAD, AS WE'VE TALKED ABOUT IT, IS THAT THE NEW MEMBERS WOULD BE SWORN IN AT THE BEGINNING OF THE NEXT MEETING.
ANY OBJECTIONS, CONCERNS, OR THAT SOUND RIGHT TO EVERYBODY? THE NEXT PART IS THAT WE ALSO WILL BE CONDUCTING AT THE NOVEMBER MEETING OUR BOARD ORGANIZATIONAL ELECTIONS.
POLICY 1210 STATES THAT AT THE FIRST REGULAR MEETING AT WHICH NEWLY ELECTED BOARD MEMBERS ARE SEATED IN ELECTION YEARS, AND AT THE FIRST REGULAR MEETING IN DECEMBER IN NON ELECTION YEARS, THE BOARD WILL ELECT FROM AMONG ITS MEMBERS A PRESIDENT AND VICE PRESIDENT TO SERVE ONE YEAR TERMS. A NEWLY APPOINTED BOARD MEMBER WILL NOT BE ELIGIBLE TO SERVE AS AN OFFICER UNLESS THE MAJORITY OF THE BOARD HAS BEEN APPOINTED.
TO COMPLY WITH THIS, ORGANIZATIONAL ELECTIONS SHOULD BE TAKING PLACE AT THE NOVEMBER MEETING.
POLICY 1210 ALSO SELLS OUT THAT THE NORMAL ORDER OF BUSINESS WILL BE MODIFIED BY CONSIDERING THE FOLLOWING MATTERS AFTER THE APPROVAL OF THE MINUTES OF THE PREVIOUS MEETING.
THE LIST OF FOLLOWING MATTERS INCLUDES THE ELECTION OF THE PRESIDENT AND VICE PRESIDENT BY A ROLL CALL VOTE.
IT DOES NOT SAY THAT THESE MATTERS ARE TO BE DONE IMMEDIATELY AFTER THE APPROVAL OF THE MINUTES JUST AFTER THE MINUTES HAVE BEEN APPROVED.
THIS IS MY INTERPRETATION, AND AGAIN, I'M THROWING THAT OUT THERE AS A STARTING POINT FOR DISCUSSION.
HISTORICALLY, THE MINUTES WERE PART OF THE CONSENT AGENDA, WHICH OCCURRED TOWARD THE END OF THE MEETING WHEN
[03:15:01]
THIS POLICY WAS ORIGINALLY PUT TOGETHER.PERSONALLY, MY TAKE IS IT MAKES FOR A BETTER TRANSITION IF WE HAVE THE ELECTIONS AT THE END OF THE MEETING AND HAVE THE OUTCOME TAKE EFFECT AT THE DECEMBER MEETING.
BUT I'M COMING TO THE BOARD FOR CONSENSUS ON THIS MATTER SO WE CAN PLAN ACCORDINGLY.
HAVING THE ELECTIONS AT THE END OF THE MEETING WAS HOW WE HANDLED IT LAST YEAR, AND THAT PROCESS SEEMED TO WORK WELL.
IT ALLOWED FOR CONTINUITY.AGAIN, SWAG IT HAS US LABELED WHERE WE SIT, NOT BY WHO WE ARE.
IF WE CHANGE IN THE MIDDLE, WE'RE GOING TO HAVE STRANGE NAMES, NOT THAT THAT'S AN UNSURMOUNTABLE ISSUE, BUT IT ALSO ALLOWS FOR PLANNING AND GOING THROUGH THE MEETING AS OPPOSED TO SWAPPING.
THAT WOULD BE MY RECOMMENDATION THAT WE FOLLOW OUR PRECEDENT FROM LAST YEAR AND HAVE THE ELECTIONS AT THE END, BUT AGAIN, I WANTED TO GET THE BOARD'S INPUT BEFORE WE HAD OUR PLANNING SESSION AND PLANNED OUR NOVEMBER MEETING.
>> I THINK THAT'S HELPS WITH A SMOOTHER TRANSITION AND A SMOOTHER PLANNING FOR THE MEETING.
I THOUGHT IT WAS SMOOTH IN THAT WAY, WE CAN CONTINUE WITH OUR PLANNING OF THE MEETING AND DEVELOPING OF THE MEETING AND WE JUST GET IT DONE AT THE END.
>> I REALLY APPRECIATE THAT YOU BROUGHT IT TO THE BOARD FOR A DISCUSSION, AND I SUPPORT YOU IN THAT.
>> I FEEL LIKE BECAUSE THIS MIGHT AFFECT ME THAT I PROBABLY SHOULDN'T WEIGH IN ON THIS AT ALL, THAT'S I DON'T KNOW IF THAT'S.
I MEAN, I DON'T HAVE AN ISSUE WITH IT ONE WAY OR THE OTHER.
>> WELL, THEN WE WILL PLAN ACCORDINGLY THAT WAY AND THEN PROCEED WITH OUR NOVEMBER MEETING FROM THERE.
I'M HOPING FOR A GOOD DISCUSSION WITH SENATOR SHUMA.
THAT'S ALL I HAVE TO SHARE IN THAT REGARD. GO AHEAD.
>> NOW, I DO HAVE A QUESTION THOUGH.
I MEAN, IF THE PERSON HAS ALREADY BEEN CERTIFIED, I GUESS IF THEY HAVEN'T TAKEN THEIR OATH, AND THEN, SO I'M THINKING MORE OF STEVE, IF HE'S VOTES TAKEN DURING THAT MEETING, STEVE WILL STILL BE THE SITTING BOARD MEMBER OR?
>> NO.THE ACTUAL WE WOULD HAVE THE SWEARING IN OF THE NEWLY ELECTED BOARD MEMBERS.
IF YOU ARE ONE OF THE NEWLY ELECTED BOARD MEMBERS, YOU WOULD ALSO BE SWORN IN BECAUSE THEY'VE CHANGED THE OATH AND KRISTI CHRIS PUT OUT SOME INFORMATION ON THAT.
WE WOULD DO THAT, THAT WOULD BE DONE AT THE BEGINNING OF THE MEETING SO WE WOULD HAVE A FULL SEATED BOARD AT THAT POINT.
I WOULD JUST BE THE ELECTION THAT WOULD BE.
>> I WOULD HOPE THAT WE MAYBE AT THE VERY BEGINNING OF THE MEETING AFTER APPROVAL MINUTE BLAH, BLAH, BLAH, THAT WE SPENT A LITTLE TIME HONORING THOSE BOARD MEMBERS WHO ARE ALSO GOING OFF FOR A MINUTE.
I WOULD LOVE SOME OF THAT TIME.
>> THAT WOULD BE THAT WOULD BE CONSISTENT WITH WHAT WE'VE DONE IN THE PAST AND ALSO APPROPRIATE.
AS WE HAVE OUR PLANNING SESSIONS ARE SCHEDULED AFTER THE ELECTION, SO WE SHOULD KNOW WHAT OUR PLAN IS AND WE PLAN ACCORDINGLY.
ANYTHING ELSE TO SHARE? THEN AT THIS POINT, THE BOARD WILL WE'LL
[11. EXECUTIVE SESSION]
CONVENE INTO EXECUTIVE SESSION PER RCW 4,020.30 0.1, 10 FOR 10 MINUTES TO DISCUSS A REAL ESTATE MATTER.THIS REAL ESTATE MATTER IS DIFFERENT FROM THE PREVIOUS ONES THAT I'VE RECUSED MYSELF, SO I WILL BE ATTENDING THIS EXECUTIVE SESSION WITH THE REST OF THE BOARD.
JUST WANTED TO STATE THAT FOR CLARITY AND FULL DISCLOSURE.
NO DECISIONS WILL BE MADE DURING OR AFTER THIS SESSION.
>> THE BOARD WILL RETURN TO OPEN SESSION AT 9:29.
WE ARE NOW BACK IN OUR OPEN SESSION, AND THE NEXT ITEM ON OUR AGENDA IS THE EVALUATION OF THE MEETING,
[12. MEETING EVALUATION SURVEY]
AND FOR THAT, I WILL TURN IT OVER TO PEGGY.I THINK THAT'S PROBABLY CHRIS.ANYWAY. SAYS THE AGENDA WAS WELL PLANNED AND THE BOARD WAS WELL PREPARED.
[03:20:06]
I THINK PEOPLE CAME PREPARED TO TALK.LET'S SEE. I GUESS I'LL GIVE THAT A FOUR.
BOARD MEMBERS DID NOT INTERRUPT EACH OTHER AND CONTRIBUTED TO THE MEETING.
I DON'T THINK WE INTERRUPTED EACH OTHER.
I MIGHT HAVE MAYBE DONE THAT ONCE.
I'M GOING TO GIVE US A THREE BECAUSE OF.
BOARD MEMBERS DID NOT ENGAGE IN SIDE CONVERSATIONS.
HAVE WE EVER ENGAGED IN SIDE CONVERSATIONS? NO. NOT THAT I KNOW OF.
I'M GOING TO GIVE US A FOUR ON THAT ONE.
DID NOT REPEAT WHAT HAS ALREADY BEEN SAID.
GIVE US THREE BECAUSE I THINK WE WENT IN CIRCLES A LITTLE BIT AT TIMES.
BOARD MEMBERS DID NOT PLAY TO THE AUDIENCE.
WE DIDN'T EVEN HAVE AN AUDIENCE OR MOST OF THE TIME.
THERE WERE SOME PEOPLE, BUT I DON'T THINK WE PLAYED TO THE AUDIENCE.
THE BOARD MEMBERS SUPPORTED THE PRESIDENT'S EFFORTS TO FACILITATE AN ORDERLY MEETING.
PRESIDENT WHAT DO YOU THINK? BOARD MEMBERS COMMUNICATED OPENLY AND ACTIVELY IN DISCUSSION.
ALL BOARD MEMBERS CONTRIBUTED.
I THINK WE PRACTICE RESPECTFUL BODY LANGUAGE.
I'M GOING TO GO WITH THE STEVE AND GIVE US A THREE BECAUSE OF THE WHOLE NOTHING'S PERFECT.
THAT'S WHAT I'M GOING TO CALL IT.
>> WELL, THANK YOU FOR THAT EVALUATION, AND WITH THAT, I WILL ADJOURN OUR MEETING.
THANK YOU GUYS. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.