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>> WELL, GOOD EVENING, AND WELCOME TO THE DECEMBER MEETING OF THE FERNDALE SCHOOL BOARD.
[1. CONVENE]
THANK YOU FOR JOINING US WHETHER HERE IN PERSON 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.
FAITHFULLY EXECUTE THAT PURPOSE, THE BOARD NEEDS TO HEAR AND DISCUSS A WIDE ARRAY OF OPINIONS ON EACH ISSUE.
THAT PROCESS IS BEST SERVED WHEN ALL INVOLVED FOCUS ON THE ISSUES RATHER THAN THE PERSONALITIES.
A FEW QUICK BOOKKEEPING OR HOUSEKEEPING MATTERS BEFORE WE GET STARTED.
ONCE AGAIN, A REMINDER THAT OUR EXITS ARE OVER TO OUR RIGHT, YOUR LEFT, IF YOU'RE IN THE AUDIENCE.
IF YOU NEED THE RESTROOMS, THEY'RE OUT THE EXIT DOOR AND UP THE RAMP UP THE HALLWAY.
JUST TO LET YOU KNOW, SO THERE ISN'T A QUESTION IN THE MIDDLE OF THE MEETING.
BRIAN'S GOING TO BE LEAVING TO WATCH HIS KIDS OR ONE OF HIS KIDS AT A BAND CONCERT THAT'S CONFLICTING WITH US TONIGHT.
ANTONIO IS DEALING WITH TRAFFIC, AND I WOULD MUCH RATHER BE HERE THAN DRIVING ON THE FREEWAY AT THIS POINT.
HE MAY OR MAY NOT MAKE IT WITH US TONIGHT.
WITH ALL THAT DONE, WE'LL GO AHEAD AND GET STARTED AND FIRST ITEM IS TO THE PLEDGE OF ALLEGIANCE.
WE HAVE THE LAND ACKNOWLEDGMENT, AND FOR THAT, I WILL TURN IT OVER TO HARLEN.
>> WE THE FERNDALE SCHOOL DISTRICT, ACKNOWLEDGE WE ARE RESIDING ON THE TRADITIONAL ANCESTRAL AND UNSEATED 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 MEMORIAL, THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL ANCESTRAL AND UNSEATED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE.
WE HONOR THEIR ANCESTORS AS WE ACKNOWLEDGE THE PAST PRESENT AND FUTURE LUMI PEOPLE AS THE ORIGINAL INHABITANTS OF THIS LAND.
>> THANK YOU. NEXT, WE WILL APPROVE THE MINUTES FROM OUR LAST MEETING.
[2. APPROVAL OF MINUTES]
ARE THERE ANY COMMENTS OR A MOTION TO ACT ON THOSE?>> I MAKE A MOTION THAT WE APPROVE THE MINUTES AS IS.
>> IT HAS BEEN MOVED THAT WE APPROVE THE MINUTES AS PRESENTED.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. MINUTES ARE APPROVED.
WE'LL THEN MOVE ON TO ADOPTING OUR AGENDA.
[3. ADOPTION OF AGENDA [GC-4.7]]
AS PART OF ADOPTING TONIGHT'S AGENDA, THE CHAIR IS PUTTING FORTH THE RECOMMENDATION THAT WE REVIEW THE INDICATORS FOR RESULTS POLICY 3, RE 3, MASTERY OF STANDARDS.THIS IS ITEM 7.2. OUR TYPICAL ROUTINE HAS BEEN TO RECEIVE A REPORT ONE MONTH, ACT ON THE REPORT THE NEXT MONTH, AND THEN REVIEW THE INDICATORS THE FOLLOWING MONTH.
REFLECTING ON PRIOR REVIEWS OF MONITORING REPORT INDICATORS, IT FEELS LIKE REVIEWING THE INDICATORS AT THE SAME TIME AS ACTING ON THE REPORT WOULD BE MORE EFFICIENT.
IF THE BOARD WOULD PREFER TO STICK WITH OUR ESTABLISHED ROUTINE, ITEM 7.02 CAN BE DELAYED UNTIL JANUARY.
IF THE BOARD PREFERS THIS PATTERN, WE CAN USE IT MOVING FORWARD.
AGAIN, IT'S BEEN PROSED AND I PUT IT ON THE AGENDA SO THAT WE CAN ACT ON IT IF WE SO CHOOSE.
BUT IT JUST SEEMS LIKE WHEN WE DO AT THE MEETING AFTER, WE'RE ALL GOING.
HOLD ON. I CAN'T REMEMBER THE TOTAL DISCUSSION.
>> I WAS GOING TO ASK THAT WE MOVE ITEM 7.01 AND TWO UP TO RIGHT AFTER RECEIVING PUBLIC COMMENT BECAUSE WE WANT EVERYBODY TO BE HERE FOR THAT.
AS LONG AS ALL OF US ARE HERE, I'M OKAY WITH DOING BOTH AT ONCE, BUT I WOULD HATE FOR THAT TO HAPPEN IF NOBODY'S HERE EXCEPT JUST A QUORUM.
I THINK WE NEED A LOT OF INPUT ON THIS.
>> I WOULD AGREE. ANY OTHER ADJUSTMENTS TO THE AGENDA? THEN THE CHAIR WILL PUT FORTH THAT WE ADOPT THE AGENDA WITH INCLUDING ITEM 7.02,
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AND MOVING 7.01 AND 7.02 UP TO BETWEEN PUBLIC COMMENT AND OUR SHARING FROM THE SUPERINTENDENT.ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. THE REVISED AGENDA HAS BEEN ADOPTED, AND THAT THEN TAKES US ON TO OUR TIME OF PUBLIC COMMENT.
[4. PUBLIC COMMENT [GC-3.3]]
AS YOU ARE AWARE, PUBLIC COMMENT IS A TIME WHEN THE BOARD CAN HEAR FROM THE COMMUNITY WHAT IS ON THEIR MIND AND 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.
THE BOARD MEMBERS MAY INTERJECT TO ASK CLARIFYING QUESTIONS AND OR MAY DIRECT SOMEONE, MOST OFTEN THE SUPERINTENDENT, TO TAKE FURTHER ACTION RELATED TO THE STATEMENT, 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.
ALSO, PUBLIC COMMENT IS NOT LIMITED TO SPEAKING AT THE PODIUM.
IF YOU ARE NOT THE TYPE THAT PREFERS TO SPEAK IN PUBLIC, FEEL FREE TO CONTACT US IN WRITING OR BY PHONE, OUR CONTACT INFORMATION IS ON THE WEBSITE.
EACH COMMENTER DURING PUBLIC COMMENT IS LIMITED TO THREE MINUTES AND YOUR TIME STARTS WHEN YOU START ADDRESSING THE BOARD.
TONIGHT, SIGNED UP FOR PUBLIC COMMENT, WE HAVE DON FAM, SO I WILL INVITE HIM TO THE PODIUM.
>> MY NAME IS DON FAM AND I IDENTIFY AS THE FERNDALE RESIDENT.
I RECENTLY READ A THOUGHT PROVOKING ARTICLE FROM THE BROWNTONE INSTITUTE TITLED THE PANDEMIC REVEALED THE MOST COWARDLY SOCIETY OF ALL TIME.
I WANT TO SUMMARIZE ITS ARGUMENT AND EXPLAIN WHY IT REINFORCES A POINT I'VE REPEATEDLY MADE AT THIS PODIUM.
THE AUTHOR ARGUES THAT DURING THE PANDEMIC, POWER WAS HELD ALMOST ENTIRELY BY OLDER GENERATIONS, GOVERNMENTS, CORPORATIONS, AND MEDIA, WHO WERE ALSO THE GROUP MOST AT RISK.
UNDER THE SLOGAN OF PROTECTING GRANDMA, CHILDREN AND YOUNG PEOPLE WHO FACED MINIMAL RISK WERE PRESSURED TO COMPLY WITH LOCKDOWNS AND VACCINATION MANDATES.
WE NOW KNOW THAT CLAIMS ABOUT STOPPING TRANSMISSION WERE NEVER PROVEN, AND EVEN PHARMACEUTICAL EXECUTIVES LATER ADMITTED.
SIX YEARS LATER, THE PANDEMIC HAS QUIETLY VANISHED FROM PUBLIC DISCUSSION DESPITE BEING ONE OF THE MOST DISRUPTED EVENTS IN MODERN HISTORY.
A 2025 SYSTEMATIC REVIEW OF IN HEALTH AFFAIRS SCHOLAR, ANALYZING 132 STUDIES, FOUND LOCKDOWNS CAUSED WIDESPREAD HARM TO MENTAL HEALTH, CHILD DEVELOPMENT, EMPLOYMENT, AND BASIC LIVING NEEDS.
THE SAME REVIEW FOUND NO EVIDENCE THAT LOCKDOWNS REDUCED COVID MORTALITY.
THE ARTICLE ALSO NOTES THAT THE PANDEMIC PRODUCED THE GREATEST TRANSFER OF WEALTH IN HUMAN HISTORY.
ACCORDING TO OXFAM, 2020-2022, BILLIONS OF PEOPLE BECAME POOR WHILE BILLIONAIRES WEALTH SKYROCKETED THROUGH STIMULUS SPENDING AND CORPORATE PROFITS.
THE AUTHOR CONCLUDES THAT SOCIETY ACCEPTED A MORAL INVERSION.
INSTEAD OF ADULTS SACRIFICING FOR CHILDREN, CHILDREN WERE SACRIFICED FOR ADULTS, THROUGH SILENCE, OBEDIENCE, AND COMPLIANCE.
THAT CONCLUSION DOES NOT SURPRISE ME BECAUSE I SEE THE SAME DISTURBING PATTERN IN PUBLIC EDUCATION.
IN NEARLY EVERY SCHOOL DISTRICT, INCLUDING FERNDALE, ADULTS CONSUME THE OVERWHELMING MAJORITY OF THE BUDGET.
WHEN 85% OF DISTRICT SPENDING GOES TO STAFFING, PRIORITIES ARE CLEARLY UPSIDE DOWN.
I'VE HEARD THE EXCUSE THAT THIS IS HOW OTHER DISTRICTS OPERATE.
BUT COPYING A BROKEN MODEL DOES NOT MAKE IT RIGHT.
THE DISTRICT'S GREATEST FAILURE IS NOT FUNDING.
DESPITE RECORD HIGH PER PUPIL SPENDING, PROPERTY TAXES, AND SCHOOL BUDGETS.
YOU CANNOT CREDIBLY CLAIM TO PUT CHILDREN FIRST WHEN ONLY 15% OF THE BUDGET REACHES THEM DIRECTLY.
THIS IS NOT AN ISOLATED BUDGETING ISSUE.
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THE SAME SELFISH ADULT FIRST MENTALITY WE WITNESSED DURING THE PANDEMIC.ONCE AGAIN, CHILDREN ARE EXPECTED TO ACCEPT LESS WHILE ADULTS.
AGAIN, IF ANYONE HAS WANTS TO CONTACT THE BOARD OR SHARE THEIR THOUGHTS, FEEL FREE TO DO THAT VIA OUR CONTACT INFORMATION THAT IS ON THE WEBSITE.
WE WILL NOW GO AND MOVE ON TO ITEM 7.01, WHICH WE MOVED UP,
[7. MATTERS RESERVED FOR BOARD ACTION]
WHICH IS TO ACT ON THE MONITORING REPORTS FOR RESULTS, POLICY, THREE, THE MASTERY OF STANDARDS.I SEE BOBBY'S JOINING US AT THE TABLE TO ANSWER ANY QUESTIONS WE MIGHT HAVE.
I WILL GO AHEAD AND OPEN IT UP TO THE FLOOR. ANY DISCUSSION? WHILE THE BOARD MEMBERS ARE GETTING READY, FOR THOSE IN THE AUDIENCE, IF YOU'RE ON BOARD DOCS, YOU CAN SEE THE GOOGLE SURVEY WHERE THE BOARD MEMBERS PUT OUT THEIR INITIAL COMMENTS AND THOUGHTS AS WELL AS THE REPORT IS AVAILABLE THERE FOR YOUR PERUSAL.
>> WELL, I SUPPOSE WE COULD TAKE THESE ONE BY ONE.
THERE'S THREE DIFFERENT SECTIONS ON IT.
THE FIRST ONE IS TALKING ABOUT FERNDALES RANKING IN COMPARABLE DISTRICTS.
TEN COMPARABLE DISTRICTS WERE THAT HAVE VERY SIMILAR STUDENT POPULATIONS, POVERTY LEVELS, MIX OF ETHNICITIES AND SIZE OF TOWNS, ET CETERA THROUGHOUT WASHINGTON STATE TO COMPARE HOW WE RANK IN ORDER OF THOSE 10 DISTRICTS WITH THE GOAL BEING TRYING TO BE AS HIGH AS POSSIBLE WITH THEM.
WHY I UNDERSTAND THAT THAT'S CONCEPTUALLY AN UNDERSTANDABLE IDEA THAT YOU FIND OTHER DISTRICTS THAT ARE VERY SIMILAR AND SEE HOW WE ARE DOING IN COMPARISON TO THEM.
HOW THEY DO AFFECTS WHERE WE RANK AS MUCH AS HOW WE DO AFFECTS WHERE THEY RANK.
ALL OF THE DISTRICTS, LET'S SEE, WE WILL KNOW WE ARE MAKING REASONABLE PROGRESS WHEN STUDENT ACHIEVEMENT IN THE DISTRICT MEETS OR SURPASSES.
THE MAJORITY OF OUR 10 COMPARABLE DISTRICTS PERFORMANCES MEASURED BY STATE ASSESSMENTS AND OTHER AVAILABLE DATA.
IT LOOKS LIKE THE BOARD SAID THAT WE'RE EITHER DEMONSTRATING REASONABLE PROGRESS OR DEMONSTRATING REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS.
FOR ME, I WAS, OF COURSE, ONE OF THOSE FOLLOWING EXCEPTIONS, PEOPLE.
THAT'S PROBABLY WHY I'M TALKING.
I AM NOT CONVINCED THAT WE WANT TO BE AIMING FOR JUST COMPARABLE DISTRICTS.
I SEE THAT WE RANK FOURTH OUT OF ALL 10 OF THEM IN ALL OF THE MEASURES, WHICH IS GOOD.
AT LEAST WE'RE NOT SEVENTH OR SOMETHING LIKE THAT.
BUT EVEN AT FOUR, HOW WE GOT THERE IS WELL, TWO OR THREE OF THEM OUTRANK US, AND ONLY SOME OF THEM HAVE MADE THE STATE AVERAGE IN ACHIEVEMENT.
WE AREN'T EVEN CLOSE TO WHERE WE NEED TO BE.
I JUST WANT TO TALK ABOUT HOW THIS INFLUENCES HOW HIGH WE AIM.
>> CAN I ADDRESS THAT AND THEN BOB YOU MIGHT HAVE SOMETHING.
>> THE VARIABLES THAT BOBBY IS USING ARE ACTUALLY SCIENTIFICALLY PROVEN TO BE INDICATORS.
LET'S JUST LOOK AT POVERTY RATES.
THERE'S ACTUALLY A CORRELATION BETWEEN POVERTY LEVELS AND HOW STUDENTS PERFORM BECAUSE WE'VE TALKED ABOUT THIS BEFORE IS ACCESS.
FAMILIES WHO HAVE MEANS, HAVE ACCESS TO OTHER OPPORTUNITIES THAT STUDENTS WHO DON'T HAVE MEANS, MAY NOT.
[00:15:03]
THAT DOES AFFECT HOW THEY SHOW UP IN THE CLASSROOM.IF WE WERE TO COMPARE OURSELVES, LET'S SAY TO MERCER ISLAND, BELLEVUE.
THAT'S LIKE SAYING WE'RE GOING TO COMPARE THE SIXTH GRADER AND WE EXPECT THEM TO PERFORM AT THE SAME LEVEL AS A TENTH GRADER.
I ALSO WANT TO POINT OUT WE'RE ALWAYS STRIVING TO IMPROVE OUR OUTCOMES.
BUT THERE'S LOTS OF INDICATORS THAT WE HAVE TO ADDRESS ON TOP OF.
IT'S ONE THING. BUT THERE'S LOTS OF VARIABLES THAT WE HAVE TO ATTEND TO.
BOBBY SHARED SO IN THE THING, JUST ABOUT ATTENDANCE.
IF WE CAN'T IMPROVE ATTENDANCE, LIKE THE STUDENTS WHO ARE COMING REGULARLY ARE SIGNIFICANTLY OUTPERFORMING STUDENTS WHO DON'T.
WELL, WE CAN DO ALL WE WANT TO GET STUDENTS TO SCHOOL, BUT WE'RE NOT IN THE HOME TO SAY, YOU GOT TO GET UP AND GO TO SCHOOL.
WE'D HAVE TO GO TO EVERY SINGLE HOME AND SAY, NO, TIME TO COME TO SCHOOL, AND WE JUST AREN'T GOING TO BE ABLE TO DO THAT.
WHAT WE'RE TRYING TO DO IS ADDRESS THE VARIABLES.
INCLUDING PARENT EDUCATION, ATTENDANCE, ALL OF THOSE THINGS TO TRY TO GET THEM.
NOW, DOES THAT MEAN THAT WE'RE NOT STRIVING FOR THOSE THINGS? ABSOLUTELY. BUT WHEN WE LOOK AT PEOPLE WHO ARE LIKE OUR DISTRICT, THEN WE CAN MEASURE WHAT THE REALISTIC GROWTH IS, IF THAT MAKES SENSE.
>> THEN MY NEXT QUESTION ON THAT WOULD BE, WHEN YOU LOOK AT THOSE CHARTS THAT HAVE SCATTER PLOTS SHOWING HIGH POVERTY INTERSECTING WITH MUCH HIGHER ACHIEVEMENT THAN WHAT MOST OF HIGH POVERTY, ARE WE GOING THERE? ARE THERE PEOPLE THAT ARE GOING THERE?
>> WE'RE SPENDING ALL THE TIME.
WE'RE TALKING ABOUT IT, WE'RE LOOKING INTO IT, AND SIZE HAS TO DO WITH IT.
I HAVE A FRIEND WHO'S A SUPERINTENDENT OF A DISTRICT WITH 25 STUDENTS.
THAT'S VERY DIFFERENT IN WHAT YOU CAN DO TO SUPPORT FAMILIES AND ALL OF THAT.
EVEN THOUGH THE POVERTY LEVEL IS VERY HIGH.
WHAT THEY'RE ABLE TO DO WITH 25 FAMILIES IS VERY DIFFERENT.
BOBBY AND I JUST DID THIS AFTER THE JOINT MEETING THE OTHER DAY, IS WE'RE LOOKING AT OTHER DISTRICTS WHO ARE IN CONSULTATION WHO ARE PERFORMING HIGHER THAN WE ARE.
WHAT ARE THEY DOING? HOW DO WE GO THERE? HOW DO WE SEE WHAT THEY'RE DOING? BOBBY WAS JUST AT A CONFERENCE, WHERE HE'S ABLE TO TALK TO DIFFERENT DISTRICTS AND WHAT'S HAPPENING.
KELLY AND TRINA ARE CONSTANTLY LOOKING AT THAT.
THAT'S PART OF THE INQUIRY PART IS WHAT'S HAPPENING. PEGGY.
>> THIS IS RELATED TO THE POVERTY ISSUE, AND UNFORTUNATELY IT'S ON THE SECOND PART WHEN IT TALKS ABOUT CLOSING GAPS.
BUT ONE OF THE THINGS I NOTICED, IN THAT SUBGROUP, IS THEY HAVE POVERTY AND THEN THEY HAVE NOT.
BUT THERE'S NO REAL DESCRIPTION OF WHAT IS MEANT BY POVERTY, WHAT IS MEANT BY NOT, AND WHETHER THAT IS CONSISTENT FROM YEAR-TO-YEAR.
IF YOU GO FROM WHERE THEY STARTED MEASURING THREE YEARS AGO WITH A THREE YEAR AVERAGE AND YOU MOVE TO TODAY, YOU SEE THAT IT'S CLOSING THE GAP, BUT THE REASON THAT THE GAP IS CLOSING IS BECAUSE THE HIGH END IS FALLING, NOT BECAUSE THE ONES AT THE LOW END ARE IMPROVING.
ARE WE LOSING ECONOMICALLY? IS THAT A PROBLEM, ARE WE SEEING A GREATER SHIFT TOWARD PEOPLE IN POVERTY BECAUSE OF THE ECONOMIC SITUATION IN THIS STATE? I FEEL WE GET PART OF THE PICTURE, BUT JUST ENOUGH TO GENERATE MORE QUESTIONS AND NOT TO PROVIDE ANSWERS?
>> THAT'S PART OF THE INQUIRY, AND I'LL LET BOBBY TALK ABOUT HOW HE CHOOSES THE VARIABLES.
BUT PEGGY, YOU BRING UP A POINT OF ALL THE PARTS THAT FEED INTO ONE SCORE THAT WE DON'T CONTROL? WE GET TO EVERY YEAR, IT DOES CHANGE, AND THERE'S A REASON THAT FERNDALE, ACTUALLY, QUALIFIES FOR FREE BREAKFAST AND LUNCH FOR EVERY STUDENT.
IT'S BECAUSE OF THE POVERTY RATE AND THE PERCENTAGE OF OUR STUDENTS WHO DO MEET THE NATIONAL POVERTY LEVEL OR LOWER.
I'M GOING TO LET, BOBBY, TALK FIRST SO HE CAN EXPLAIN THE VARIABLES.
>> THE LOW INCOME, THAT WE'RE LOOKING AT IN THE DATA SETS THAT WE PROVIDE, ARE JUST LOOKING AT ANY STUDENT WHO HAS QUALIFIED FOR FREE REDUCED LUNCH IN THE DISTRICT, THOSE WOULD BE CONSIDERED LOW INCOME, AND THOSE THAT ARE NOT IN THAT CATEGORY WOULD THEN BE THE NOT LOW INCOME.
WE'RE USING THE SAME METRIC YEAR AFTER YEAR WITH OUR DATA FOR ASSESSMENT.
>> WHEN YOU SAY THOSE THAT HAVE QUALIFIED FOR FREE AND REDUCED LUNCH, IS THAT IMPACTED BY WHO APPLIES AND DOESN'T APPLY?
[00:20:04]
>> YES. IT'S A PRETTY COMPLICATED PROCESS BECAUSE I THINK THAT IT BECAME MAYBE MORE COMPLICATED WITH.
>> WE'RE A CEP DISTRICT NOW, A COMMUNITY ELIGIBILITY PROVISION IS THE FORMAL NAME OF IT. IT'S DIFFERENT.
IT'S MORE BASED ON STATISTICS OF THE ENTIRE DISTRICT, AND WE HAVE TO APPLY FOR THAT AND IT'S STILL BASED ON POVERTY, BUT FAMILIES DON'T HAVE TO DIRECTLY APPLY FOR IT LIKE THEY USED TO.
THEY HAVE TO FILL OUT A FAMILY INCOME SURVEY.
THERE'S STILL A COMPONENT THAT THEY HAVE TO DO, BUT IT'S DIFFERENT THAN BEFORE, WE USED TO REALLY PUSH FAMILIES TO APPLY FOR FREE AND REDUCED LUNCH AND THEY DON'T HAVE TO DO THAT NOW.
>> WHAT IS THE INCOME LEVEL THAT WE'RE TALKING ABOUT?
>> IT DEPENDS ON THE SIZE OF THE FAMILY AND THE MAKEUP OF THE FAMILY, SO IT'S VARIABLE.
>> THE LAST STATISTIC THAT I SAW AND I DON'T KNOW IF IT'S CURRENT, MAY HAVE BEEN LAST YEAR IS SOMEWHERE AROUND $37,000 PER INDIVIDUAL FAMILY.
>> THIS IS WHERE IT WOULD BE INTERESTING TO KNOW HOW MANY PEOPLE MAKE UP THE SUBGROUP AND THE GROUP BECAUSE IF WE HAVE A SHRINKING POPULATION OF HIGHER INCOME PEOPLE, THEN THAT'S GOING TO AFFECT IT.
>> THAT WAS A COMMENT THAT I HEARD FROM KEVIN AS WELL, AND I THINK THAT WAS GREAT FEEDBACK FOR ME, JUST TO INCLUDE THE COUNTS FOR EVERY GROUP AND NON-GROUP IN THE TABLES, EVEN IN THE BACK.
THAT WILL BE HELPFUL FOR YOU BECAUSE I THINK THAT ALSO CAME UP FOR SOME OF OUR SMALLER RACE CATEGORIES LIKE PACIFIC ISLANDER.
YOU CAN SEE A LOT MORE FLUCTUATION THERE BECAUSE THE GROUP IS FAR SMALLER THAN SOMETHING LIKE WHITE STUDENTS WHO ARE A MUCH LARGER POPULATION.
>> DO YOU KNOW WHAT THE PERCENTAGE IS?
>> NO, I HAD A NOTE TO LOOK AT IT AND I CAN SEND THAT OUT.
>> WHEN WE TALK ABOUT THESE, THE MORE WE TALK, THE MORE FACTORS THAT START TO COME IN, THE MORE COMPLICATED IT GETS, SURPRISE.
I'M JUST TRYING TO PUT THIS TOGETHER IN MY OWN MIND, BUT WOULD IT BE SAFE TO SAY THAT USING THE COMPARABLE DISTRICTS, BASICALLY, GIVES US A BITE SIZE PIECE, BUT WE'RE NOT LOSING SIGHT OF THE BIG.
WE'VE STILL GOT THE WHOLE PIZZA THERE, BUT WE'RE ONLY EATING ONE SLICE AT A TIME, SO TO SPEAK.
WE CAN'T LOOK AT EVERY DISTRICT IN THE STATE, THAT'S OVER 200.
WE HAVE TO LOOK AT SOMETHING, WHAT CAN WE ACTUALLY MEASURE GROWTH NEXT TO?
>> I WAS JUST GOING TO SAY REAL QUICK.
I'M LEARNING SOMETHING EVERY TIME I LOOK AT THIS.
I APOLOGIZE FOR PUTTING YOU ON THE SPOT FOR SOME OF THESE THINGS, BUT THIS IS ALL NEW AND I'M TRYING TO FIGURE OUT WHAT THIS ALL MEANS.
>> THIS IS GREAT. I FEEL EACH YEAR WE'VE REVISED OUR FORMAT FOR THESE, TOO.
I THINK EVERYBODY HERE IS PROBABLY SEEING SOME OF THIS INFORMATION IN A NEW WAY EACH TIME.
>> I KNOW ONE OF THE THINGS THAT BOBBY AND I TALKED ABOUT, NANCY WAS THERE WHEN WE WERE GOING OVER IT IS LOOKING AT OUR COMPARABLES.
THINKING ABOUT THIS CONVERSATION, IS THIS PART OF THE INDICATORS OR IS THIS PART OF THE REPORT, BUT I THINK IT FALLS BOTH.
WE'VE GOT THE FOUR CATEGORIES, WE'VE GOT RACE, POVERTY, THE SIZE, AND THEN SPECIAL ED.
ALL THOSE THE WAY WE'VE GOT IT CURRENTLY, AND THE WAY BOBBY SET IT UP, WHICH NOT SAYING THERE'S ANYTHING WRONG WITH THAT, BUT EVERYTHING IS EQUAL.
IN SOME REGARDS, I THINK THAT MAYBE WE NEED TO HAVE A CONVERSATION BECAUSE SIZE MATTERS IN SOME REGARDS BECAUSE 25 VERSUS 4,000, THERE'S A LOT OF DIFFERENCE WHAT YOU CAN DO, BUT 4,000 VERSUS 3,000 OR 5,000, THAT PROBABLY IS LESS CRITICAL THAN IS THE FREE AND REDUCED LUNCH, AT SOME POINT, WE MAY NEED TO HAVE A CONVERSATION ON HOW DO WE PICK THE COMPARABLES AND WHAT INPUT AND WHO KNOWS THAT COULD GET MORE COMPLICATED THAN I WANT TO THINK ABOUT.
BUT ONE OF THE THINGS I FOUND WITH LOOKING AT THESE AND BRIAN, YOU DON'T HAVE TO BE NEW.
THE MORE I LOOK AT THIS CHART, THE MORE I SEE IN IT OR THE GRAPHS, AND YOU JUST KEEP GOING, HERE'S ANOTHER QUESTION AND BOBBY LOVES THE QUESTIONS, WHICH IS GREAT.
[00:25:02]
IT'S A FUN CONVERSATION. OTHER COMMENTS.>> CAN I ADD A COMMENT MYSELF? I THINK AFTER REVIEWING ALL THE COMMENTS THAT YOU GUYS HAD FOR THIS REPORT, ONE THING THAT STOOD OUT TO ME VERSUS SOME OTHER REPORTS THAT WE'VE HAD IS THAT A LOT OF THE QUESTIONS WERE MORE ON THE INDICATORS AND LESS ON THE DATA THAT WAS PRESENTED, BECAUSE I THINK SOME OF YOU EVEN MADE THE COMMENT WHILE WE MET THE INDICATOR AS WRITTEN, MAYBE THERE'S SOME CONFUSION OF WHETHER THAT INDICATOR WAS REALLY WHAT WE'RE AFTER.
I THINK THAT THIS IS THE LIVING DOCUMENT.
THE WORK OF THE BOARD IS TO TAKE LIKE LAST YEAR, WE DID ALL THAT WORK FOR THE POLICIES, REVISING POLICIES AND INDICATORS.
THE DISTRICT LOOKED THROUGH THEM BEFOREHAND. THEY ALL LOOKED GOOD.
NOW, WE HAVE THE DATA THAT'S COMING OUT WITH IT AND IT'S OH, MAYBE THIS ISN'T WHAT I THOUGHT IT WAS GOING TO BE, OR MAYBE THIS, WHILE WE ANSWER THE QUESTION, MAYBE WE WERE ASKING THE WRONG QUESTION.
THAT'S, ACTUALLY, GREAT. I THINK THAT THE WHOLE POINT IS NOW THE BOARD COULD LOOK AT THE POLICY, THE BOARD IS RESPONSIBLE FOR THE POLICY, THE DISTRICTS RESPONSIBLE FOR THE INDICATORS.
NOW WE SEE WHAT REVISIONS DO WE HAVE TO MAKE? DO WE LOOK AT THE POLICY AND SAY THE WORDING THERE IS STILL WHAT WE WANT, BUT MAYBE THE INDICATORS ARE NOT THERE OF WHAT WE'RE THINKING, OR I THINK THE POLICY NEEDS TO CHANGE.
I THINK THAT'S WHAT WE'RE HOPING TO DO EVERY SINGLE MONTH IS JUST EVEN NEXT YEAR WHEN WE SEE THE REPORT.
IF WE DO MAKE CHANGES, YOU'RE GOING TO SEE IT THROUGH A NEW WAY AND THEN YOU CAN CONTINUE TO MAKE REVISIONS.
ALL THE COMMENTS THAT WE SAW HERE, I THINK WERE A REALLY GOOD SIGN.
>> BOBBY AND I WENT OVER THIS TODAY AND WE TALKED ABOUT, IF YOU REMEMBER, WE TAKE THE POLICY THAT YOU WRITE AND THEN WE INTERPRET WHAT THAT MEANS.
YOU WROTE THE POLICY, AND THEN WE SPENT HOURS TRYING TO SAY DOES THAT MEAN THIS? WE CAME UP WITH THE INTERPRETATION WHICH YOU SEE IN THE INDICATORS.
IF THE INDICATORS AREN'T HITTING WHAT YOU WANT, THEN THE REAL QUESTION IS, WHAT NEEDS TO SHIFT IN THE POLICY TO GET TO THAT POINT THAT WE'RE GOING TO TIE IN OR INTERPRET IT DIFFERENTLY, IF THAT MAKES SENSE.
>> I THINK OVER THE YEARS, THE ACADEMICS HAS ALWAYS BEEN A CHALLENGING ONE TO PUT A POLICY OR AN INDICATOR ON BECAUSE ON ONE HAND, WE ALL HAVE THIS BELIEF THAT ALL STUDENTS CAN ACHIEVE HIGH LEVELS, ALL STUDENTS CAN BE SUCCESSFUL.
BUT WHAT EXACTLY DOES THAT MEAN? HOW DO YOU MEASURE IT? IF YOU SAY, EVERYONE'S GOING TO HIT 100%, REALITY SAYS YOU'RE NEVER GOING TO ACHIEVE THAT INDICATOR.
HOW DO YOU FIND A BALANCE THAT FITS WITHIN THIS THAT CAN SHOW REASONABLE PROGRESS, SETS FORTH A GOAL? I THINK THAT'S PART OF THE DISCUSSION WE'RE HAVING BECAUSE AGAIN, I LOOK AT IT AND GO, WITHIN THOSE PARAMETERS, WE'RE DOING WELL WITHIN OUR GROUP OF COMPARABLES.
BUT WHEN WE'RE STILL THAT FAR BELOW THE STATE AVERAGE, AND EVEN FRANKLY, THE STATE AVERAGE IS PRETTY POOR TO BEGIN WITH? WHAT IS GOING WRONG? WHAT NEEDS TO BE DONE? HOW DO WE KEEP MOVING THAT NEEDLE HIGHER? PEGGY.
>> ONE OF THE THINGS THAT HAS ME PUZZLED IS, HOW DOES THE STATE ITSELF DETERMINE WHAT'S REASONABLE PROGRESS? WHAT'S IN IT FOR 3%, 5%, 10%, WHAT? LOOKING AT OUR COMPARABLES AND WHERE THEY WENT FROM LAST YEAR TO THIS YEAR.
THE ONES THAT ROSE DIDN'T GO UP BY MORE THAN, 03, 4% AND THAT'S MAXIMUM.
WHAT IS A GOOD MEASURE OF ACTUAL GROWTH? REALLY HARD TO GET A HANDLE ON IT WHEN YOU LOOK AT NUMBERS THAT ARE SO CLOSE TOGETHER AND THEN YOU'RE SAY, ONE OR 2% DOESN'T MEAN ANYTHING, THAT'S JUST A FLUCTUATION AND YET WHAT DOES THE STATE SAY IS REASONABLE PROGRESS? WHEN THEY'RE LOOKING AT THE ACHIEVEMENT GAPS, WHAT IS A SIGNIFICANT ACHIEVEMENT GAP AND WHAT ISN'T? JUST HAVING SOME RULE OF THUMB TO FOLLOW THERE FROM THE STATE WOULD BE REALLY HELPFUL, AND MAYBE IT'S THERE AND YOU GUYS KNOW WHAT IT IS. I DON'T KNOW WHAT IT IS.
>> I DON'T THINK THAT IS SOMETHING THAT THEY HAVE DEFINED.
[00:30:02]
>> THEN HOW CAN THEY DETERMINE WHO HAS TOO MUCH OF A GAP AND WHO DOESN'T?
>> THEY DON'T COME OUT AND TELL US THAT.
THAT'S WHY YOU AS A BOARD, EVERY INDIVIDUAL BOARD IS HAVING THAT CONVERSATION.
>> FOR THEIR WASHINGTON SCHOOL IMPROVEMENT FRAMEWORK, THEY IDENTIFY SCHOOLS BASED ON CERTAIN INDICATORS INCLUDING. [OVERLAPPING]
>> I'M THINKING, WE QUALIFY FOR OUR STUDENTS, OUR NATIVE AMERICAN STUDENTS, STAND OUT FOR DISPROPORTIONATE.
IT'S MORE ABOUT DISPROPORTIONALITY THAN WHAT YOU'RE TALKING ABOUT.
WE QUALIFY BECAUSE OUR NATIVE AMERICAN STUDENTS IN SPECIAL EDUCATION ARE DISPROPORTIONATE TO THEIR PEERS.
THE NUMBER OF STUDENTS WHO QUALIFY.
>> BUT WOULDN'T THAT BE REFLECTED IN THE ACHIEVEMENT GAPS?
>> NOT NECESSARILY. IT'S THE QUALIFICATION INTO SPECIAL EDUCATION, BUT THAT MIGHT BE A DETERMINATION OF HOW THEY PERFORM, BUT NOT NECESSARILY.
>> THIS IS JUST SOMETHING THAT I'VE BEEN TRYING TO GET MY BRAIN AROUND AND GET A BETTER IDEA OF WHAT IT IS THAT THE STATE EXPECTS.
THEY DON'T COME OUT AND THEY HAVEN'T COME OUT.
THEY JUST MOVED TO A MODEL OF 2, 3, 4.
REALLY, WE'RE SHOWING YOU 3, 4.
THEY DIDN'T. THAT'S WHAT THE SPAC CORPORATION CAME OUT AND DID.
IF WE WERE ACTUALLY SHOWING YOU WHAT THE STATE SAYING IS ACTUALLY, OUR SCORES WOULD LOOK GREAT.
>> WE CHOSE TO STAY WITH JUST SAYING HOW STUDENTS CHOSE TO PERFORM ON THREE AND FOUR.
WHEREAS IF YOU LOOK AT THE OSPI REPORT CARD, OUR DATA LOOKS VERY DIFFERENT BECAUSE THEY'RE NOW INCLUDING 2S.
WE MADE THAT DIFFERENCE TO KEEP THE BAR HIGH.
>> YOU JUST SAID HOW THE STUDENTS CHOSE TO PERFORM, AND THAT WAS WHAT MY QUESTION WAS, IS HOW ACCURATE IS THIS DATA? HOW DO THE STUDENTS NORMALLY CHOOSE TO PERFORM?
>> THIS COMES ALL FROM THE SBA TESTING.
ACTUALLY, IT'S GOOD THAT YOU BROUGHT THAT UP.
BECAUSE NOT THAT LONG AGO, MAYBE LIKE A MONTH AGO, WE WERE TALKING ABOUT SOMETHING ELSE.
IT WAS LIKE AFTER ONE OF OUR BOARD MEETINGS.
I WAS TALKING TO THE KIDS IN MY AP PHYSICS 2 CLASS.
IT'S LIKE FIVE OTHER BOYS IN THAT CLASS AND THEN ME.
I WAS ASKING THEM, I WAS LIKE, GUYS, DID YOU GUYS REALLY TRY ON YOUR SBA? HOW DID YOU GUYS DO ON YOUR SBA? OBVIOUSLY, WE'RE IN AP PHYSICS 2.
I WAS LIKE, I TRIED MY HARDEST.
I ANSWERED EVERY SINGLE QUESTION.
I TOOK SO MUCH TIME, I WENT THE WHOLE TIME OR WHATEVER.
BUT I WAS LIKE, DO YOU GUYS THINK THAT SOME OF THE OTHER KIDS IN OUR GRADE, DO YOU THINK THEY TRIED ON IT? THEY'RE LIKE, NO. THERE'S PEOPLE WHO THEY CAME IN, THEY'RE RUNNING START STUDENTS OR SOMETHING LIKE THAT.
THEY HAD TO COME IN AND TAKE THEIR SCIENCE SBA, AND THEY JUST CLICK THROUGH ALL THE SAME BUTTONS.
PEOPLE WERE LIKE, I JUST NEED TO GET THIS SCORE, AND THEN I'M GOOD.
THEN THERE'S KIDS COMING IN TELLING ME, I FAILED MY MATH SBA.
I DIDN'T KNOW THAT IT ACTUALLY MATTERED.
NOW I HAVE TO DO THIS CTE PATHWAY AND ALL THESE OTHER THINGS SO I CAN GRADUATE.
I FEEL WE DON'T REALLY TALK ABOUT, I GUESS, KIDS JUST DON'T REALLY KNOW THE IMPACT OF IT.
IT'S JUST SOMETHING ANNOYING THAT THEY HAVE TO GET OUT OF CLASS TO DO AND TAKE THE TEST.
>> I FEEL LIKE YOU GUYS HAVE ALREADY TALKED ABOUT THIS, BUT IS THERE A WAY TO THROW OUT THAT DATA WHERE THE PERSON GOES THROUGH AND BASICALLY CLICKS ALL THE SAME ANSWER?
>> NO, AND EVEN THOSE THAT DON'T TAKE THE DATA COUNT AGAINST THE AVERAGE, OR THOSE THAT DON'T TAKE THE TEST.
>> IT'S NOT LIKE WE STUDY FOR THIS.
WHEN YOU SIGN UP TO TAKE THE SAT OR SOMETHING LIKE THAT, PEOPLE STUDY FOR THAT BECAUSE YOU KNOW YOU PAY MONEY, YOU'RE TAKING IT FOR A REASON.
I TRIED, I DID MY BEST ON THE SBA.
BUT YOU WOULD NOT HAVE CAUGHT ME STUDYING FOR THE SBA.
IF YOU WENT TO SCHOOL AND YOU TOLD SOMEBODY THAT YOU STUDIED FOR YOUR MATH SBA, THEY'RE GOING TO THINK YOU'RE CRAZY?
>> I DON'T STUDY FOR THE SBA NOW.
>> IT'S LIKE, WE HAVE THE SBA, WE DON'T HAVE TO ACTUALLY DO WORK IN OUR MATH CLASS.
WE GET TO TAKE OUR SBA THAT PERIOD.
>> BUT ISN'T THE WHOLE IDEA OF IT TO SEE WHAT YOU KNOW AND WHAT YOU DON'T KNOW WITHOUT STUDYING FOR IT?
>> BUT ALSO JUST WHEN YOU GIVE A MULTIPLE CHOICE QUIZ TO SOMEBODY, MARCUS, WHAT DO YOU THINK? DO YOU THINK THE KIDS IN YOUR GRADE TRIED ON THE SBA?
>> I REMEMBER TAKING MY MATH SBA LAST YEAR, AND THE THING THAT HARLEY WAS TALKING ABOUT THE CTE PATHWAY, IS THAT THE WAY THAT I FEEL LIKE IT'S SET UP IS THAT
[00:35:04]
KIDS DON'T EVEN THINK THEY NEED TO TRY BECAUSE THERE'S OTHER WAYS TO GET THAT GRADE.THE ONLY THING THAT STOPS OR THE ONLY THING THAT CHANGES REALLY IS THAT YOU JUST DON'T HAVE TO TAKE A CERTAIN CLASSES, I THINK OR SOMETHING LIKE THAT.
IT'S NOT REALLY THAT THERE'S NO DRIVE, I GUESS, TO DO GOOD ON THE SBA TEST, BESIDES.
>> YOUR OWN PERSONAL ACHIEVEMENT AND HAPPINESS.
>> WHAT DO WE MAKE OF THIS DATA THEN?
>> I HAVE TO SAY TEACHERS DON'T GET THE DATA.
THE STUDENTS ARE SEEING IN FRONT OF THEM.
THEY DON'T GET THE SCORES TILL THE STUDENTS ARE NO LONGER WITH THEM.
IT'S AN ASSESSMENT THAT IS USED, BOBBY DOES A REALLY NICE JOB EXPLAIN, BUT WE USE IT IN TERMS OF SHARING WITH YOU AND MONITORING, IT DOES GIVE US SOME INDICATORS AT THE DISTRICT LEVEL.
BUT BY THE TIME THE DATA COMES IN, THE BUILDINGS HAVE MOVED ON.
THE TEACHERS HAVE THE ASSESSMENTS IN FRONT OF THEM, THEY'RE MONITORING IT.
IRD IS ACTUALLY A BETTER ONGOING ASSESSMENT WHERE THEY'RE PAYING ATTENTION.
BOBBY AND I WERE JUST TALKING ABOUT THIS EARLIER, ANYTHING CAN BE SUMMATIVE, AND ANYTHING CAN BE INFORMATIVE.
BUT TO BE INFORMATIVE, YOU HAVE TO HAVE THE DATA IN FRONT OF YOU.
YOU HAVE TO KNOW WHO THE STUDENT IS WHO TOOK THIS IS JUST NOT AS USEFUL TO US.
IT WAS DESIGNED FOR STATES TO USE, AND THEY USE IT.
BUT EVEN THEN WHAT THEY DO IS TELL US, I WAS JUST ON A MEETING TODAY, GET MORE FOCUSED ON MATH.
IT WASN'T LIKE A LOT OF SUPPORT OR MONEY'S COMING OUR WAY TO HELP US.
>> I'LL STOP TALKING HERE. I'M JUST WONDERING IF THERE'S A GRADE LEVEL, THOUGH, THEY TAKE IT SERIOUSLY, AND THEN IT SHIFTS, OR THEY STOP TAKING IT SERIOUSLY? IF THE ELEMENTARY KIDS JUST DON'T KNOW LIKE THE HIGH SCHOOLERS DO.
>> I FEEL LIKE WHEN I FIRST STARTED TAKING THE SBA, IN ELEMENTARY SCHOOL, MAYBE EVEN IN MIDDLE SCHOOL.
THAT'S WHEN IT WAS A BIG DEAL BECAUSE THIS IS THE FIRST STATE TESTING YOU GUYS, WE HAVE STATE TESTING, YOUR TEACHERS ARE REALLY DRIVING IT INTO YOU.
BUT WHEN YOU FUNNEL UP TO THE HIGH SCHOOL AND YOU KNOW WHAT, EVERYBODY KNOWS STUFF.
WE KNOW MATH, WE KNOW READING, WE KNOW A LOT OF STUFF.
BUT IT'S JUST LIKE, YOU SEE YOUR MATH TEACHER AT THE END OF DURING SEVENTH PERIOD OR SOMETHING LIKE THAT.
THEY'RE GOING TO BE LIKE, GUYS, BY THE WAY, YOU'RE TAKING YOUR SBA, THEY'RE GOING TO TAKE YOU OUT OF YOUR HISTORY CLASS TO GO TAKE IT, MAKE SURE THAT YOU TRY YOUR BEST ON IT.
THEN THEY HAVE TO MOVE ON BECAUSE IT'S LIKE YOUR PRE-CALC CLASS.
BUT IT'S WHEN YOU'RE IN ELEMENTARY SCHOOL AND IT'S THE FIRST TIME YOU'RE TAKING A STATE TESTING, OBVIOUSLY, YOU'RE GOING TO TAKE IT SERIOUSLY.
IT'S A STATE TEST, AND YOUR HOMEROOM TEACHER THAT YOU HAVE THAT WHOLE DAY IS GOING TO TALK ABOUT IT FOR THE REST OF THE WEEK.
BUT ONCE YOU START GETTING TO THE HIGH SCHOOL, PEOPLE HAVE OTHER PRIORITIES AND IT'S NOT SBA TESTING.
IT'S ACTUALLY CRAZY TO ME, BEFORE I WAS ON THIS BOARD.
I DID NOT KNOW THAT THE SBA TESTING IT LED TO ALL THESE BIG DECISIONS.
I'M PRETTY SURE MARCUS DIDN'T KNOW THAT EITHER.
>> I HAVE NO IDEA. I DIDN'T EVEN KNOW UNTIL RIGHT NOW, EXACTLY.
>> I THINK ITS IMPORTANCE IS IT'S THE PUBLIC-FACING NUMBERS THAT EVERYBODY IN THE STATE SEES AND JUDGES YOUR SCHOOL DISTRICT ON.
IF THEY'RE NOT HIGH, THEN YOU SEE THE CONTROVERSIES HAPPENING.
>> IT'S JUST CONVENIENT TO THE STATE TO MAKE US TAKE THESE MULTIPLE-CHOICE TESTS.
BUT I THINK THAT WHAT STUDENTS KNOW, I MEAN, OBVIOUSLY, WE ALL KNOW THAT AS OUR DISTRICT.
BUT WHAT THE STUDENTS KNOW, IT'S MORE THAN WHAT IS ON THE SBA TEST.
IF YOU SEE IT IN PERSON, YOU CAN SEE IF YOU COME TO MY APL CLASS, IT'S ACTUALLY PRETTY AWESOME TO SEE ALL OF US WORKING HARD TO FINISH OUR REVIEW, AND ACTUALLY UNDERSTAND AND WE HAVE A CALCULUS CLUB AT OUR SCHOOL BECAUSE KIDS WANT TO GO AND DO MATH ON THEIR FREE TIME.
IT'S MORE THAN WHAT'S ON THE SBA BECAUSE EVEN THE BRIGHTEST OF THE KIDS, THEY'RE NOT GOING TO TRY THAT HARD.
I DON'T THINK IT SHOULD BE TAKEN WITH A LOT OF SALT.
>> SINCE THIS IS DONE FOR THE STATE'S BENEFIT, ESSENTIALLY.
DOES ANYBODY HAVE ANY IDEAS OR PROPOSALS THAT CAN BE MADE FOR CHANGING THE WAY THE STATE DOES THIS, THEY'RE NOT THE ONLY ONE THEY'RE PART OF THE COMMON CORE CONSORTIUM, AND THEY ALL USE THIS US BACKER PARK.
>> WELL, I WONDER IF THERE'S ANY CORRELATION DONE ON THE STATE LEVEL WITH TESTING SCORES VERSUS OTHER ACADEMIC INDICATORS TO GET A FEEL FOR BECAUSE YOU LISTEN TO HARLEY AND MARCUS TALK ABOUT IT.
[00:40:01]
THEY'VE GOT FRIENDS WHO MAY NOT HAVE.THAT IT STARTS GETTING A LITTLE SCARY PUTTING A LOT OF CREDENCE IN THOSE TEST RESULTS.
MAYBE THAT'S PART OF WHAT WE NEED TO TALK ABOUT WHEN WE TALK ABOUT INDICATORS OR DATAS IS MAYBE WE NEED TO BE LOOKING MORE AT THE IRD OR SOME OF THAT STUFF THAT'S MORE HANDS-ON.
WE LOOK AT IT AND DO OUR THING, BUT WE FOCUS MORE ON WHAT'S GOING ON IN THOSE OTHER AREAS WHERE IT'S MORE TANGIBLE, POSSIBLY.
>> WELL, I THINK IT ALSO DEPENDS ON THE CULTURE WITHIN EACH SCHOOL AND IN THE DISTRICT AS WELL.
HAVING A REALLY RIGOROUS ACADEMIC FOCUS IN SCHOOLS CAN'T HAPPEN IF YOU HAVE KIDS WHO ARE NOT COMING AND KIDS WHO DON'T REALLY CARE.
I THINK STARTING WITH YOU BELONG, TO MAKE PEOPLE FEEL LIKE THIS REALLY MATTERS TO BE HERE, YOU MAKE A DIFFERENCE BY BEING HERE, YOU BELONG HERE.
THAT'S STEP 1. STEP 2, IS WHY WE ARE HERE.
WE ARE HERE TO LEARN THE VERY BEST THAT WE CAN BECAUSE THIS IS OUR SHOT TO MAKE SOMETHING OF OURSELVES, THROUGH GETTING THE BEST EDUCATION WE CAN AND STRIVING TOWARDS THAT RIGOR AND BEING PROUD AS AN INDIVIDUAL STUDENT OF HOW THEY DO ACADEMICALLY.
I HOPE WE'RE STRIVING FOR THAT IN OUR DISTRICT SO THAT WHICH WE ARE TALKING ABOUT, NOBODY CARES ABOUT IT BECAUSE IT'S NO BIG DEAL.
IT DOESN'T HAVE ANYTHING TO DO WITH FORMATIVE ASSESSMENTS BECAUSE WE CAN'T USE IT FOR ANYTHING BEYOND.
BUT THIS IS WHAT THE PUBLIC LOOKS AT.
IT DOES MATTER, EVEN IF IT DOESN'T MATTER TO WHAT TEACHERS CAN SPECIFICALLY DO, IT MATTERS TO THE PUBLIC AND THE PERCEPTION BY THE PUBLIC OF OUR DISTRICTS.
WE DO NEED TO DO SOMETHING TO GET THE SCORES UP.
>> WELL, I WOULD SAY, I GET TO GO TO CLASSROOMS ALL THE TIME.
I'M NOT WORRIED ABOUT THE RIGOR.
IT'S AMAZING WHAT OUR TEACHERS ARE DOING.
IT'S AMAZING WHAT THE CONVERSATIONS OUR STUDENTS ARE HAVING.
YOU GET TO HEAR FROM TWO EXAMPLES, AND I JUST MET WITH HIGH SCHOOL STUDENTS.
I MEAN, THEY'RE HAVING VERY RIGOROUS CONVERSATIONS ALL THE WAY DOWN TO KINDERGARTEN.
I GOT TO GO SIT IN A TK CLASSROOM, AND THIS STUDENT, SHE'S WALKING AROUND, SHE SAYS, I'M GOING TO LOOK WHO'S ON THE GROUP PLAN? WHEN I SEE YOU ON THE GROUP PLAN, THEN YOU'RE GOING TO GET TO COME UP AND BE IN CHARGE, AND THEN THE STUDENT WENT UP.
THIS IS A 4-YEAR-OLD, AND THE STUDENT READ A SENTENCE OFF THE BOARD.
THIS WAS A STUDENT WHO QUALIFIED FOR THIS PROGRAM BECAUSE THEY NEEDED IT.
I THINK WHAT I WORRY ABOUT IS THAT THESE SCORES SEND THE MESSAGE OF RIGOR ISN'T HAPPENING, IT'S ABSOLUTELY HAPPENING.
THE QUESTION IS, WHY ISN'T IT TRANSITIONING INTO DIFFERENT SCORES? THAT'S THE INQUIRY. GO AHEAD.
>> I THINK THAT HONESTLY, MAYBE RIGOR IS THE REASON WHY THOSE SCORES AREN'T TRANSITIONING BECAUSE I SAID, ESPECIALLY WHEN YOU GET TO THE HIGH SCHOOL, YOUR PRIORITIES CHANGE.
I AM TOO WORRIED ABOUT MY CALCULUS TEST, THAN I AM ABOUT THE SBA TEST.
I NEED TO GET THE SBA DONE IN 30 MINUTES BEFORE MY NEXT PERIOD STARTS BECAUSE I HAVE TO GO TO MY MATH CLASS NEXT PERIOD.
WE'RE GOING TO HAVE A TEST THAT DAY OR WE'RE GOING TO HAVE REVIEW.
I THINK IT'S REASONS LIKE THAT, WHICH IS WHY PEOPLE, THE KIDS WHO ARE THE ONES WHO ARE TAKING THE TEST ARE NOT TRYING THAT HARD ON IT.
I THINK I REALLY CAN'T THINK OF HOW WE CAN FIX THAT, BUT I'M GOING TO TRY TO STAY POSITIVE.
I'M GOING TO SAY THAT MAYBE JUST MORE LIKE EDUCATION ON WHAT THESE FOR STUDENTS.
ALL THE ADULTS IN THE ROOM, EVERYBODY KNOWS, ABOUT WHAT THE TESTS MEAN AND THAT THEY MEAN MONEY.
BUT I DON'T THINK THE STUDENTS KNOW THAT.
>> MAYBE WE NEED A STUDENT VIDEO.
STUDENTS TELLING OTHER STUDENTS WHY IT MATTERS.
>> I HAVE A QUESTION ON THAT TOO.
YOU SAY, TESTS ARE IMPORTANT, THEY MEAN MONEY.
BUT ISN'T IT ALMOST A BACKWARDS INCENTIVE BECAUSE THE SCHOOLS THAT GET MONEY ARE THE ONES THAT NEED TO IMPROVE? IT'S LIKE IF YOU DO POORLY LIVING, THEN YOU GET MORE MONEY.
>> YOU CONTINUE TO ASK GREAT QUESTIONS, AND IF I COULD FIGURE OUT HOW THE SYSTEM WORKS, I WOULD [OVERLAPPING]
BUT EVERY DAY I AM LIKE, I DON'T KNOW, SO I DON'T KNOW.
>> I WILL COME BACK AS SOON AS THE PERFORMANCE IS DONE?
>> AS SOON AS THE PERFORMANCE IS DONE, I'LL COME BACK.
[00:45:01]
DO YOU WANT TO VOTE REAL FAST?>> I WONDER IF WE SHOULD IF WE WANT TO AT LEAST VOTE ON THIS BECAUSE I THINK WE COULD DISCUSS THE MERITS OF THE TEST SCORES AND EVERYTHING ELSE.
I THINK WE'LL HAVE A CONVERSATION ABOUT INDICATORS, BUT IF WE WANT BECAUSE I WANT TO BE TIMELY FOR BRIAN, SO HE DOESN'T MISS OUT ON THINGS.
BUT IS THE GROUP READY FOR A MOTION OR?
>> I DON'T KNOW. I MEAN, I FEEL LIKE THIS ONE DESERVES MORE CONVERSATION.
HONESTLY, I FEEL LIKE THIS PARTICULAR REPORT IS ONE OF THOSE THAT COULD TAKE MORE THAN ONE MEETING.
ACTUALLY, I MEAN, IT'S LIKE THE IMPORTANT ONE IN MY OPINION, JUST BECAUSE IT IS WHAT WE'RE HERE FOR.
>> I THINK THAT THE COMPLICATED PART THOUGH, IS WE WROTE A POLICY, WE WROTE THE INDICATORS, WE GAVE THE DATA THAT YOU ALL SCORED ON IT.
THE QUESTION THAT I THINK BOBBY'S PROPOSING, AND MAYBE THAT'S THE PART THAT WE SPEND TIME EVEN AT THE RETREAT, IS THE POLICY GETTING WHAT YOU WANT?
>> BECAUSE AGAIN, WE'RE NOT DEBATING THE POLICY, WE'RE NOT DEBATING THE ACADEMICS.
RIGHT NOW, WE'RE LOOKING AT, ARE THE ANSWERS RIGHT? ENJOY THE CONCERT, BRIAN.
CHRISTIE IS RIGHT. THAT IS THE QUESTION THAT IS BEFORE US, AND THAT IS THE ACTION OF THIS REPORT, IS WHETHER WE ADOPTED OR NOT.
WHAT OUR INDICATORS ARE NOT CHANGING WITH THIS REPORT, WHAT ARE OUTCOMES OR NOT.
IT'S WHETHER THE REPORT SHOWS THAT WE'RE MAKING REASONABLE PROGRESS, REASONABLE PROGRESS WITH EXCEPTIONS OR NOT MAKING REASONABLE PROGRESS.
>> BASED ON THE SURVEY THAT WAS DONE, WE'RE SITTING RIGHT BETWEEN THAT WE'RE IN AGREEMENT THAT WE ARE NOT MAKING PROGRESS.
WE'RE BETWEEN THAT MAKING REASONABLE PROGRESS AND MAKING REASONABLE PROGRESS WITH EXCEPTIONS, AND THE FEELING I'M GETTING FROM THE WHOLE GROUP IS WE WANT THE SCORES TO BE HIGHER.
THAT'S PART OF THE REASON WHY WE'RE SAYING, AND THIS ISN'T REALLY WHAT WE WANT, BUT WE'RE MAKING REASONABLE PROGRESS.
[LAUGHTER] I THINK THAT'S A QUESTION THAT IS DEBATED ALL THE WAY AROUND.
I DON'T THINK WE'RE THE ONLY DISTRICT DOING THAT.
>> WELL, AND QUITE FRANKLY, I STILL DON'T HAVE A GOOD FEELING FOR WHAT CONSTITUTES REASONABLE PROGRESS.
>> I THINK BOBBY PUT THAT ACTUALLY IN THE DEFINITION THAT WE WERE USING IN THE REPORT.
>> BUT AGAIN, AS I SAID, HOW DOES IT ALIGN WITH THE STATE'S DEFINITION [OVERLAPPING]
>> BUT THEY DON'T HAVE ONE, SO WE WROTE ONE.
>> GOING BACK TO THE UNDER COHERENT GOVERNANCE, THE WAY THAT THE MONITORING REPORTS ARE EVALUATED FOR THE RESULTS ARE MAKING REASONABLE PROGRESS, MAKING REASONABLE PROGRESS WITH EXCEPTION OR NOT MAKING REASONABLE PROGRESS.
THAT'S A NUANCE OF THE COHERENT GOVERNANCE.
IT'S NOT SOMETHING THE STATE SETS FORTH.
THERE'S NO EXACT DEFINITION FROM THE STATE BECAUSE THAT'S NOT A MODEL THAT THEY USE OR NECESSARILY PROMOTE OR DISCOURAGE.
IT'S JUST A MODEL THAT SEVERAL DISTRICTS UTILIZE AS FAR AS A GOVERNANCE MODEL.
BECAUSE I'LL BE THE FIRST TO SAY, WHEN THE STATE AVERAGE, FOR EXAMPLE ON, LET ME GET DOWN SO I QUOTE AN ACTUAL NUMBER, I'M ON THERE.
WHEN THE STATE AVERAGE FOR ELA IS 50.9, WE'RE JUST OVER 50%.
ONE, I ASK, HOW DID WE DECIDE THAT, THAT WAS THE AVERAGE POINT? YES, THAT'S WHERE THE MIDDLE, THE AVERAGE NUMBER WAS.
BUT HOW DID WE GRADE THOSE TESTS TO SAY THAT'S WHAT THAT AVERAGE POINT WAS? I GUESS I'M GLAD IT'S LOWER THAN, IF THE STATE AVERAGE WAS 100%, I WOULD BE CONCERNED ABOUT THE RIGOR AND MOVING FORWARD AND WE'VE NOWHERE TO GO BECAUSE AS I'VE ALWAYS SAID, AIM HIGH AND IF YOU MISS IT, YOU AT LEAST GET HIGHER THAN IF YOU AIM LOW.
AGAIN, GOING BACK TO OUR REPORT AND ACTING UPON IT AND THE INDICATORS, LIKE I SAID, IN GOOD CONVERSATION AND GOOD QUESTIONS, I CERTAINLY DON'T WANT TO DISCOURAGE THAT, BUT IT'S A CONVERSATION THAT HAS WENT ON FOR MANY RENDITIONS OF REPORTS ON THE ACADEMIC PROGRESS AND ON SCHOOL IMPROVEMENT PROGRAMS. I THINK THAT, AGAIN, WE WANT TO SET THAT RIGOR HIGH, AND I THINK WE DO.
[00:50:02]
I LOOK AT THE DAYS WHEN I WAS IN SCHOOL AND WE DIDN'T START ALGEBRA.IF YOU WERE LUCKY, YOU STARTED IT IN 9TH GRADE.
NOW IT'S MOVING DOWN INTO THE MIDDLE SCHOOL AND EVEN SOMETIMES GETTING TOUCHED ON BEFORE THAT.
I THINK THE RIGOR HAS WENT UP.
IT'S JUST A MATTER OF, IS OUR TESTING METHOD THE BEST? THAT'S AGAIN A STATE SET DEAL WITH THIS.
I'LL BE QUIET. IS THERE A MOTION FROM THE FLOOR OR?
>> IF WE WILL MAKE THIS ONE OF THE THINGS THAT WE FOCUS ON IN OUR BOARD RETREAT, I WOULD BE CONTENT WITH MAKING A MOTION THAT WE PASS IT WITH MAKING REASONABLE PROGRESS WITH EXCEPTIONS.
>> REAL FAST. I'LL BE AT THEIR BOARD RETREAT, SO MAYBE IT'S A CONVERSATION WITH THE INDICATORS THAT WE TALK ABOUT NEXT MONTH WHEN KELLY AND TRINA AND PEOPLE WHO ARE IN THE WAGES OF THE WORK ARE HERE TO HEAR THE CONVERSATION BECAUSE OTHERWISE, I'M INTERPRETING WHAT YOU'RE SAYING.
THAT WOULD BE MY ONLY ASK THAT WE DO THAT PUBLICLY AT A BOARD MEETING OR A PART OF A STUDY SESSION, IF THAT'S OKAY.
>> WELL, I THINK WE CAN PUT THAT TENTATIVELY ONTO AN AGENDA, WHETHER IT BE THE BOARD MEETING OR THE STUDY SESSION.
I'M THINKING IT MIGHT BE A BETTER STUDY SESSION JUST BECAUSE I HAVE A FEELING IT'S GOING TO BE AN IN DEPTH CONVERSATION WITH LOTS OF QUESTIONS AND THAT IT WOULD GIVE US MORE TIME.
WE'LL PUT THAT ON OUR AGENDA TO DO LIST BECAUSE, AGAIN, AS KRISTI MENTIONED AT THE BOARD RETREAT, IT'S GOING TO BE HER AND WE MAY END UP WITH QUESTIONS THAT ARE OUTSIDE OF HER WHEELHOUSE AND MAY BE BETTER ANSWERED BY OTHERS ON THAT
>> MAYBE SO, BUT IT DOESN'T MEAN THAT WE NEED IMMEDIATE ANSWERS TO THOSE QUESTIONS.
WE CAN GET THEM WRITTEN DOWN AND GET ANSWERS LATER.
INSTANT GRATIFICATION ISN'T ABSOLUTELY NECESSARY.
I THINK THERE'S ENOUGH QUESTIONS AND CONTENT HERE THAT IT COULD EASILY TAKE UP RETREAT AND BEYOND.
>> MY ASK IS JUST WHEN WE'RE HAVING THOSE CONVERSATION, HAVING BOBBY AND TRINA AND KELLY HEAR THE CONVERSATION IN REAL TIME.
OTHERWISE, I'M GOING BACK AND REPRESENTING YOU AND I MAY MISS SOMETHING.
IF YOU COULD SEE ONE OF OUR MEETINGS, WE WRESTLE WITH IT, JUST LIKE YOU WRESTLE WITH IT TO MAKE MEANING.
IF YOU WANT TO TALK ABOUT THE BOARD RETREAT, YOU CAN.
I'M JUST NOT 100% SURE YOU'RE GOING TO GET THE RESULTS THAT YOU'RE LOOKING FOR BECAUSE IT'LL BE THROUGH MY LENS OF INTERPRETATION.
>> WELL, QUESTION. IS IT GOING TO BE RECORDED AT ALL?
>> BECAUSE IF YOU COULD RECORD IT, IS THERE A PROBLEM WITH RECORDING IT? IS THERE AN ABSOLUTE, YOU CAN'T RECORD A RETREAT?
>> BECAUSE I WAS GOING TO SAY IF THERE IS RECORDING, THEY COULD WATCH THE RECORDING AFTER THE FACT.
>> I WILL JUST SAY EVERYTHING THAT YOU'VE ALREADY PUT DOWN THAT YOU WANT TO TALK ABOUT, WE ALREADY HAVE A FULL DAY PLANNED.
[LAUGHTER] THE STUDY SESSION IS GOOD.
>> MOTION HAS BEEN PUT ON THE TABLE THAT WE ADOPT THE RESULTS POLICY R3, THE MASTERY OF STANDARDS AS DEMONSTRATING REASONABLE PROGRESS WITH SOME EXCEPTIONS AS INDICATED IN OUR SURVEY.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
> ALL OPPOSED. THE REPORT IS ADOPTED.
MY APOLOGIES, I DIDN'T WANT TO PUT YOU ON THE SPOT HARLEEN BY BEING HAVING TO VOTE BY YOURSELF.
I WILL MODIFY MY WAYS AS WE MOVE FORWARD.
7.2 AS FAR AS INDICATORS, EVEN THOUGH WE TALKED ABOUT DOING IT NOW, BECAUSE OF THE FACT THAT WE DON'T HAVE OUR FULL GROUP.
WE'VE OBVIOUSLY ALLUDED TO SOME OF THOSE INDICATORS AND TALKED ABOUT HOW WE'RE DESIRING FOR MAYBE SOME CHANGES OR WHAT CAN WE DO DIFFERENT? AGAIN, THE INDICATOR ARE SOMETHING WRITTEN BY THE EXEC TEAM, NOT OURSELVES.
BUT MAYBE WRESTLING WITH WHAT WOULD POTENTIALLY BE BETTER INDICATORS.
AM I HEARING APPROPRIATELY THAT WE DELAY THAT TO OUR STUDY SESSION?
>> WITH CONSENSUS I WILL DO THAT.
THEN FOLLOWING OUR BOUNCING AROUND AGENDA, WE WILL GO FROM 7.02-5.01,
[5. SHARING [GC-7.E.]]
AND I WILL TURN IT OVER TO KRISTI FOR SHARING.[00:55:01]
>> WE'RE GOING TO GET THE POWERPOINT UP, AND WE'RE GOING TO MAKE THIS VERY QUICK.
>> THANKS, BOBBY. MY RECENT ACTIVITY HAS BEEN DEALING WITH THE WEATHER.
I HAVE TO SAY I SHARED WITH YOU IN A EMAIL THIS WEEK, WE'VE BEEN TALKING ABOUT HOW WE'RE WORKING WITH THE CITY AND REALLY EVERYBODY DOING THEIR PART, AND SELINA AND I JOINED A MEETING.
WAS THAT LAST WEDNESDAY, SELINA? TUESDAY NIGHT?
>> WEDNESDAY NIGHT. IT WAS AT NINE O'CLOCK AT NIGHT, WHERE WE GOT INVITED TO A MEETING WITH THE CITY AND ALL THE FIRST RESPONDERS WERE THERE.
JUST HEARING WHAT WAS HAPPENING IN OUR COMMUNITY, I NEED TO GIVE A SHOUT OUT TO QUBANA WHO CONTINUES TO GIVE ME INFORMATION ON THE WEATHER REPORTS, AND HE HAS CONSISTENTLY BEEN SPOT ON.
BUT SITTING IN THAT MEETING, IT WAS VERY CLEAR THAT OUR WORRY WHEN SELINA AND I LEFT THAT MEETING, IT WAS PROBABLY ABOUT 9:40 AT NIGHT, THAT WE KNEW WE COULD GET KIDS TO SCHOOL.
BUT FLOODING IS NOT SOMETHING YOU MESS WITH AND BEING ABLE TO GET THEM HOME WAS OUR CONCERN.
IF YOU WATCHED OUR PARENTS SQUARE, WE WERE PUSHING OUT AS MUCH INFORMATION AS WE COULD FROM THE CITY, FROM US, AND THEN TO CLOSE SCHOOL ON FRIDAY.
WE DON'T TAKE THOSE DECISIONS LIGHTLY, BUT IT WAS DEFINITELY THE RIGHT CHOICE, AND WE CONTINUED TO MONITOR THE WEATHER.
I DON'T KNOW. IT COULD BE A ROCKY WINTER, BUT I'M HOPEFUL THAT IT JUST GETS BETTER.
I'M LOOKING FORWARD TO SPRING.
BUT IT MIGHT BE A LITTLE WARMER, PEGGY AND LIGHTER.
ANYWAY, ANY QUESTIONS THAT YOU HAVE OR ANYTHING THAT YOU HEARD ABOUT THE CLOSURES OR COMMENTS?
>> NO QUESTIONS. JUST ADD NOTICING A COMPLIMENT TO HOW THE INFORMATION CAME OUT THAT YOU WERE HELPING THE CITY, AND I JUST SAW THAT THERE WAS THAT WHOLE COMMUNITY WORKING TOGETHER THROUGHOUT THIS, AND SO KUDOS FOR THAT.
>> THANK YOU, AND I WILL PASS THAT ALONG.
WE KEPT SAYING HOW MUCH WE APPRECIATED BEING ABLE TO SIT AND LISTEN, HOW THEY WERE PLANNING.
ONE OF OUR DECISIONS REALLY CAME DOWN TO, WE NEEDED TO KEEP AS MANY PEOPLE OFF THE ROAD, SO THEY COULD DO THEIR JOB.
IMAGINE 4,700 STUDENTS GOING TO SCHOOL AND ALL THEIR PARENTS, JUST THE TRAFFIC PATTERNS, AND IF THE FLOODING HAD HAPPENED AS QUICKLY AS IT COULD HAVE, THAT WOULD HAVE BEEN REAL HARDSHIP ON THE ENTIRE ORGANIZATION.
[LAUGHTER] I DON'T KNOW WHAT THAT WAS.
ANYWAY, SO WE TALKED ABOUT THAT TODAY.
WE HAD ANOTHER MEETING TODAY, BUT WE MET TWICE A DAY WITH ALL THOSE INDIVIDUALS.
I JUST WANT TO GIVE A SHOUT OUT TO OUR CITY PUBLIC WORKS, OUR FIRST RESPONDERS.
THEY WERE WORKING AROUND THE CLOCK.
SOME OF THEM WERE I THINK SLEEPING IN THEIR OFFICE, SO THEY WOULD BE ON THE READY, AND WERE JUST VERY FORTUNATE.
WINTER BREAK IS STARTING ON MONDAY THROUGH JANUARY 2ND, AND I THINK WE HAVE VERY EXCITED PEOPLE.
EVERYONE'S FEELING THEY NEED A BREAK.
STAFF TOO, EVERYONE GETS A LITTLE BIT OF REST AND TIME WITH LOVED ONES, SO I'M EXCITED ABOUT THAT.
THE DISTRICT OFFICE, WE WILL HAVE IT OPEN ON DECEMBER 22ND AND 23RD, AND THEN WE WILL HAVE IT CLOSED UNTIL JANUARY 5TH.
THAT DOESN'T MEAN THAT STAFF IS NOT WORKING.
STAFF IS WORKING, BUT IT'S JUST CLOSED, SO THEIR PROJECTS THEY GET DONE, AND IT ACTUALLY IS A COST SAVER BECAUSE THEN WE DON'T HAVE TO GET SUBS AND EVERYONE IN TO MANAGE, SO PEOPLE CAN TAKE SOME BREAKS AND HAVE SOME FLEXIBILITY.
NANCY AND I HAVE BEEN MEETING, IF YOU REMEMBER, WE HAD AN AMAZING TOWN HALL MEETING LAST YEAR, AND I SEE ONE OF THE AMAZING LEADERS OUT IN THE AUDIENCE, MEGAN.
WE HAVE AN INCREDIBLE GROUP OF VERY KNOWLEDGEABLE PARENTS WHO LEAD THIS EFFORT IN THE EDUCATING OF OTHERS AROUND SCHOOL FINANCE.
THEY'RE PUTTING TOGETHER ANOTHER TOWN HALL.
IT WILL BE HAPPENING JANUARY 6TH AT BLAINE MIDDLE SCHOOL PACIFIC, THE PAC.
[01:00:03]
IT'S OPEN TO THE PUBLIC.WE'RE GOING TO BE PUTTING OUT A PRESS RELEASE ABOUT THIS.
SELINA DIDN'T KNOW THAT, SO NOW SHE DOES.
ANYWAY, WE JUST ENCOURAGE PEOPLE TO COME.
THE DISTRICTS FROM ACROSS WHATCOM COUNTY WILL BE COMING.
I'M GOING TO SPEAK AS WELL AND SOME OTHER SUPERINTENDENTS.
I JUST WAS ON A MEETING TODAY AND THERE'S SOME CRITICAL DECISIONS THAT OUR LEGISLATORS, EVEN IN A SHORT SESSION, ARE GOING TO BE MAKING.
ONE OF THEM, I KEEP HEARING IS THAT THEY'RE GOING TO ELIMINATE TK STARTING NEXT YEAR.
WHEN WE'RE TALKING ABOUT INCREASING OUTCOMES FOR KIDS AND WE KNOW THAT, THAT IS AN EFFORT THAT IS LOW COST WITH HIGH IMPACT, NOT HAVING THAT, WE'RE GOING TO BE HAVING A VERY DIFFERENT CONVERSATION.
WE NEED TO BE AT THE TABLE TO UNDERSTAND AND ADVOCATE.
>> DO YOU KNOW WHAT TIME THAT IS?
>> I'M VERY EXCITED FOR WINTER BREAK.
JUST WHEN I SAW IT ON THE SCREEN, A SMILE JUST STARTED TO APPEAR ON MY FACE. I DON'T KNOW.
[LAUGHTER] I'M JUST REALLY READY FOR IT.
MY WINTER BREAK ALREADY BOOKED UP ALL MY FRIENDS AND STUFF, EVERYBODY, MY LOVED ONES, MY FAMILY.
EVERYONE'S ALREADY PLANNING STUFF.
I'M JUST VERY EXCITED, YOU GUYS.
BUT THIS WEEK AT THE HIGH SCHOOL, AND I THINK ACTUALLY PROBABLY ALL THE SCHOOLS, A LOT OF WINTER RELATED ACTIVITIES.
AT THE HIGH SCHOOL YESTERDAY, WE HAD A HALL DECORATING, WHICH IF YOU GUYS DON'T KNOW, BASICALLY EVERY SINGLE COHORT SELECT EACH GRADE.
THEN ALSO I THINK MECHA AND LIA THEY HAD THEIR OWN WALL AS WELL.
BUT WE EACH HAVE A SECTION, A WALL IN THE HIGH SCHOOL, AND THEN WE DECORATE IT WITH PAPER.
WE ALL HAD OUR OWN THEMES, LIKE HOME ALONE, ELF, ALL THESE MOVIES.
IT LOOKS REALLY COOL. OUR SECOND FLOOR IS VERY CHEERY.
THEN AT THE END OF THIS WEEK, WE HAVE A WINTER FESTIVAL AT THE HIGH SCHOOL, WHICH I KNOW A LOT OF THE ELEMENTARY SCHOOLS, THEY DO FUN STUFF LIKE THAT AS WELL.
I'M VERY EXCITED. BUT I JUST GOT TO GET THROUGH ALL THOSE TESTS THIS WEEK.
>> MARCUS AND I, WE'RE GOING TO TALK ABOUT THE EAGLE RIDGE VISIT.
THIS MONTH, MARCUS AND I, WE WENT TO EAGLE RIDGE, OBVIOUSLY, AND WE DID THIS ACTIVITY CALLED THE KINDNESS WEB.
AS YOU CAN SEE ON THE SCREEN, THERE'S NO OTHER PHOTO ON THERE EXCEPT FOR MY FACE.
THAT IS BECAUSE THE KINDNESS WEB DID NOT END UP LOOKING LIKE A WEB, SO MARCUS AND I WERE LIKE, WE'RE NOT GOING TO TAKE A PHOTO OF THIS.
BECAUSE WE WERE LIKE, YEAH, LET'S DO SOMETHING CUTE.
BASICALLY, WE WERE IN A CIRCLE WITH THE KIDS, AND THEN WE WOULD THROW THE BALL OF YARN.
EVERYONE WOULD HOLD ONTO THEIR PART AFTER THEY THREW IT TO THE NEXT PERSON, AND THEY WOULD TALK ABOUT SOMETHING THAT COULD MAKE THEM FEEL MORE SAFE AT SCHOOL, SOMETHING THAT'S MORE KIND TO DO.
IT LOOKED MORE LIKE A CIRCLE AT THE END.
BUT YOU KNOW WHAT, THAT'S FINE.
THAT IN OF ITSELF HAS ITS OWN SYMBOLISM, SO I'M JUST GOING TO LEAVE IT AT THAT.
BUT WHAT WE GOT FROM THAT TO KEEP IT BRIEF IS WHAT IS GOING ON, I THINK ALL OF THE SCHOOLS, WHICH IS A LOT OF BULLYING.
I KNOW THAT EVERYONE IS VERY AWARE OF THAT.
JUST AT THE HIGH SCHOOL, WE HAD A STOP HATE SPEECH ASSEMBLY, WHICH A LOT OF KIDS IN OUR SCHOOL CAME TOGETHER TO COME UP WITH AN ASSEMBLY, AND IT WAS ACTUALLY REALLY AWESOME TO WATCH THEM, AND I KNOW A LOT OF KIDS TOOK AWAY A LOT OF INFORMATION FROM THAT.
THE IDEA THAT MARCUS AND I HAD WAS MAYBE TAKING THAT GROUP OF KIDS BECAUSE WHAT THEY SAID, THE STUFF THAT THEY SAID, AND THE STUFF THAT THEY DID.
I'M NOT SURE IF ANY OF YOU GUYS WENT TO OUR HATE SPEECH ASSEMBLY, BUT IT WAS ACTUALLY REALLY IMPACTFUL.
HEARING IT FROM STUDENTS LIKE KIDS THAT I KNEW AND KIDS IN MY GRADE AND STUFF LIKE THAT, IT WAS REALLY IMPACTFUL.
I'M JUST BRINGING THAT DOWN TO THE ELEMENTARY SCHOOLS BECAUSE IT'S A BIG PROBLEM, AND EVERY SINGLE VISIT THAT WE'VE GONE TO, EVERY SINGLE SCHOOL THAT WE'VE DONE, THEY'VE ALL SAID THE SAME THING, AND BULLYING IS A HUGE PROBLEM.
I MEAN, WE ARE ALL TRYING A LOT OF THINGS.
I KNOW IN MY HOMEROOM CLASS, WE TALK A LOT ABOUT, OBVIOUSLY, YOU SHOULD NOT BE BULLYING OTHER PEOPLE.
BUT THERE'S ONLY SO MUCH THAT ADULTS CAN DO.
OBVIOUSLY, WHEN A TEACHER SEES THAT THEY'RE GOING TO SAY SOMETHING AND THEY'RE GOING TO DO SOMETHING ABOUT IT.
BUT FROM WHAT THE KIDS AT EAGLE RIDGE AND A LOT OF THE SCHOOLS ARE TELLING US, IT'S THAT IT HAPPENS WHEN TEACHERS ARE NOT AROUND, AND WE ONLY HAVE SO MANY STAFF MEMBERS.
THERE CANNOT BE EYES ON EVERY SINGLE PART OF THE PLAYGROUND, AND EARS EVERYWHERE.
[01:05:02]
I THINK MAYBE RELATING MORE TO THE STUDENTS AND SPEAKING TO THEM, BECAUSE I DON'T KNOW IF THEY'RE GOING TO LISTEN TO ADULTS REALLY ALL THAT MUCH, BUT HEARING FROM HIGH SCHOOL STUDENTS OR THEIR FELLOW PEERS ABOUT IT WOULD BE COOL.WE'RE GOING TO TRY TO SEE WHAT WE CAN DO.
MAYBE WE CAN WORK SOMETHING OUT, BUT THAT'S REALLY ONE OF THE BIGGEST THINGS THAT WE GOT FROM OUR EAGLE RIDGE VISIT WAS JUST MORE INFORMATION ON WHAT EVEN THE ELEMENTARY STUDENTS ARE EXPERIENCING.
>> I DID TALK TO THOSE STUDENTS AFTER THAT HATE SPEECH ASSEMBLY, AND THEY SAID THEY WOULD GO TO ANY SCHOOL.
I THINK YOU HAVE PERMISSION TO HELP ORGANIZE THAT.
I COULD DRIVE THE VAN, SO HAPPY TO HELP YOU.
>> YES, I THINK THAT WOULD BE AWESOME.
I THINK THEY DID AN AWESOME JOB, AND EVERYONE REALLY SPOKE FROM THE HEART, AND A LOT OF KIDS REALLY TOOK IT DEEP.
>> WE HAD TWO SESSIONS AT THE HIGH SCHOOL.
IT WAS, I THINK, IN OCTOBER OR SOMETHING LIKE THAT.
BUT I'M GOING TO TRY TO FIGURE OUT WHEN WE CAN GO TO EAGLE RIDGE AND SOME OF THE ELEMENTARY SCHOOLS.
>> COMMUNICATE BACK WHEN IT IS?
>> THIS IS JUST YOUR IDEA BREWING HERE, AND I'M SAYING YES, AND I CAN DRIVE THE VAN, AND THE STUDENTS SAID YES, THEY WOULD DO IT.
THERE WE GO. NOW WE JUST HAVE TO FIGURE IT OUT.
>> ANY OTHER QUESTIONS? WELL, THANK YOU BOTH FOR THOSE REPORTS.
[6. UPDATES]
THAT TAKES US THEN TO ITEM 6.01, WHICH IS OUR BUDGET UPDATE WITH HOLLY.>> TONIGHT, WE'RE GOING TO TALK A LITTLE BIT ABOUT THE 26/27 BUDGET PROCESS AND TIMELINE.
OUR CURRENT FUND BALANCE, AND THEN I'M GOING TO TALK ABOUT FUND BALANCE PROJECTION FOR THE END OF THE YEAR.
THE NEW YEAR STARTS THE BULK OF OUR BUDGET WORK.
WE'RE ALWAYS WORKING ON BUDGET, I NEVER REALLY ENDS, BUT REALLY THE BEGINNING OF THE YEAR IS WHEN WE REALLY START DIGGING INTO THE DETAILS AND GET WORKING ON IT FOR THE NEXT SCHOOL YEAR.
WE'VE BEEN WORKING ON OUR PROCESS.
MARK AND I THINK IT GOES BACK ABOUT FIVE YEARS ON REFINING THE PROCESS AND MAKING IT MORE EFFICIENT AND GETTING MORE PEOPLE INVOLVED, AND SO WE'RE CONTINUING WITH THAT.
THERE OUR GOALS IN THAT PROCESS, OUR COMMUNICATION, BEING TRANSPARENT AND PROVIDING MORE CLARITY, INVOLVEMENT OF ALL THE STAKEHOLDERS, THE COMMUNITY, BOARD MEMBERS, STAFF, EVERYBODY, BECAUSE WE ALL HAVE A PIECE OF IT.
THEN JUST PROVIDING SOME FINANCIAL LITERACY AND TALKING ABOUT THE COMPLEXITIES OF SCHOOL BUDGET OF SCHOOL FINANCE.
THIS SHOWS THE WORK WE DO FOR, AND I FORGOT TO CHANGE THE DATE AT THE TOP.
THAT SHOULD SAY 26/27, NOT 25/26.
THAT'S THE WORK THAT'S HAPPENING BEFORE JANUARY 1ST, AND THEN THE WORK THAT STARTS HAPPENING IN JANUARY.
WE'RE FOCUSING WITH OUR MIGRATION TO CUMULATIVE, WHICH IS OUR NEW SOFTWARE.
IT PROVIDES SOME OPPORTUNITY TO TRACK STAFFING A LITTLE BETTER.
WE'RE IMPLEMENTING POSITIONAL BUDGETING, WHICH WILL IMPROVE OUR PROCESSES AND INTERNAL CONTROLS OVER PERSONNEL AND THE BUDGETING OF PERSONNEL.
LEGISLATIVE SESSION BEGINS JANUARY 13TH, AND IT'S A SHORT SESSION THIS YEAR.
WE'RE GOING TO HAVE A BOARD STUDY SESSION AND TALK ABOUT BUDGETING AND FINANCE ON JANUARY 14TH.
EXECUTIVES ARE GOING TO HAVE A BUDGET RETREAT ON JANUARY 16TH AND THE 21ST.
THEN I'M ALSO GOING TO BE SENDING OUT A BOARD BUDGET SURVEY SIMILAR TO WHAT WE DID LAST YEAR.
THE BOARD SURVEY, I'LL SEND IT BY NEXT TUESDAY, DECEMBER 23RD.
REALLY, THE PURPOSE OF THAT IS TO HELP IDENTIFY YOUR PRIORITIES, AND IT HELPS US GUIDE THE BUDGET PROCESS.
I ASK THAT YOU PLEASE COMPLETE IT BY JANUARY 10TH SO WE CAN SHARE THE RESULTS AT THE STUDY SESSION ON JANUARY 14TH.
SOME THINGS THAT WE'RE WATCHING OUT FOR.
THERE'S STILL A LOT OF UNCERTAINTY ABOUT FEDERAL FUNDING, SPECIFICALLY THE TITLE PROGRAMS. WE'RE HEARING DIFFERENT THINGS THAT MIGRANT PROGRAMS WILL BE CUT.
[01:10:04]
TITLE 1 WILL BE REDUCED, SO WE'RE KEEPING AN EYE OUT FOR THAT.UNCERTAINTY OF CERTAIN STATE-FUNDED GRANTS, SUCH AS TK, WHICH KRISTIE MENTIONED EARLIER.
OUR EXPENDITURES CONTINUES TO INCREASE, AND IT'S OUTPACING THE ESTIMATED REVENUE INCREASE.
OUR ENROLLMENT THIS YEAR IT'S OVER WHAT WE BUDGETED, BUT WE ARE A LITTLE DOWN FROM WHAT WE WERE LAST YEAR, SO THERE IS A SLIGHT DECLINE.
THEN MIGHT BE SOME IMPACTS OF SOME STATE-LEVEL BUDGET DECISIONS, SUCH AS WE'VE HEARD THAT CHRIS RICHTAL PERHAPS WANTS TO IMPLEMENT A MINIMUM MAXIMUM FUND BALANCE, SO LET'S TALK ABOUT THAT.
THAT'S ALSO SOMETHING WE'RE WATCHING OUT FOR.
>> CAN I ADD JUST ONE THING? THE ENROLLMENT, KEEP IN MIND.
REMEMBER, WE'VE BEEN TALKING ABOUT BIRTH RATES.
THE ENTIRE STATE, THE BIRTH RATES ARE DECREASING, SO ENROLLMENTS DECREASING.
WE'VE HAD A LOT OF STUDENTS MOVE INTO OUR DISTRICT, BUT THE KINDERGARTEN NUMBERS EVERY YEAR ARE GOING TO GO DOWN JUST BECAUSE OF BIRTH RATES.
THAT IS SOMETHING THAT'S GOING TO CONTINUE TO TREND THAT WAY.
>> ANY QUESTIONS ABOUT BUDGET?
>> NO. I MEAN, IT'S JUST MORE ALONG THE LINES OF, IF THEY SAY THEY'RE CUTTING FUNDING FOR TK, IS THAT PART OF THE REASON IS BECAUSE THE NUMBERS ARE GOING DOWN?
>> WAS THERE SOMETHING I HEARD ABOUT TK ABOUT SOME BENEFACTOR MAKING SOME DONATION, OR IS THAT AM I MAKING THAT UP IN MY HEAD?
>> IF YOU'VE BEEN TRACKING IT, IT HAS TO DO WITH WE HAVE ECAP, WHICH IS A STATE PRESCHOOL PROGRAM THAT'S MANAGED BY THE DEPARTMENT OF CHILDREN, YOUTH, AND FAMILIES.
THERE'S HEAD START, WHICH IS A FEDERAL PRESCHOOL PROGRAM.
NOT ONE OF THOSE DECISIONS IS ABOUT STUDENTS.
I WOULD STAND AT ANY PODIUM AND SAY THAT.
I'LL PROBABLY SAY THAT AT THE TOWN HALL.
WE HAVE LEGISLATORS WHO BELIEVE THAT WE HAVE STATE-FUNDED PRESCHOOL, THAT'S ALL WE NEED.
THAT'S A VERY COMPLICATED PROGRAM.
I COULD DO A WHOLE DAY ON THAT.
BUT THIS HAS NOTHING TO DO WITH THE BIRTH RATES.
WE NEED A MIXED DELIVERY SYSTEM IN EARLY LEARNING BECAUSE SOME FAMILIES NEED YEAR-ROUND, SOME FAMILIES CAN AFFORD A CHILDCARE PROGRAM, SOMEWHAT HALF-DAY, SOMEWHAT FAITH-BASED.
WE HAVE SO MANY OPTIONS IN THE STATE, AND TK WAS DESIGNED BECAUSE NOT ALL CHILDREN QUALIFY FOR ECAP AND HEAD START, AND NOT ALL OUR FAMILIES CAN PAY FOR IT.
TK WAS DESIGNED TO GRAB THE FAMILIES IN THE MIDDLE.
WITHOUT THAT, YOU'RE GOING TO HAVE WHOLE POPULATIONS OF CHILDREN WHO CAN'T ACCESS EITHER ON EITHER END.
IT'S NOT EVEN SMART ECONOMICALLY FOR FAMILIES WHO ARE TRYING TO HOLD JOBS. SO MANY ISSUES.
>> ANY OTHER QUESTIONS? THANK YOU, HOLLY.
>> OH, YOU'VE GOT MORE. [LAUGHTER].
>> THAT WAS WHEN WE'RE SUPPOSED TO GO GET POPCORN AND A RESTROOM BREAK.
>> MOVING ON TO FUND BALANCE. I'LL BE FAST.
OUR CURRENT FINANCIAL POSITION.
AT NOVEMBER 30TH, WE ARE JUST OVER 5 MILLION, AND I'M GOING TO SHOW A GRAPHIC OF THIS NEXT.
JUST A REMINDER MINIMUM FUND BALANCE POLICY REQUIRES US TO MAINTAIN 4% OF BUDGETED EXPENDITURES.
THIS YEAR, THAT'S ABOUT $3.7 MILLION.
FOLLOWING THE PATTERN THAT WE ALWAYS FOLLOW, WE HAVE THIS BIG SPIKE IN OCTOBER, AND THEN IT JUST DECLINES UNTIL APRIL, L WHEN WE HAVE OUR NEXT TAX COLLECTION LEVY COLLECTION.
WE'RE CONTINUING TO BE REALLY FRUGAL ON SPENDING AND REALLY CLOSELY MONITOR OUR FUND BALANCE.
THE GREEN IS WHERE WE ARE CURRENTLY.
YOU SEE IT SPIKE UP AND THEN COME BACK DOWN. IT DIDN'T GO UNDER.
THE RED LINE IS THE MINIMUM FUND BALANCE FOR THE POLICY.
WE'RE ABOVE THAT, WHICH IS GREAT.
WE WEREN'T LAST YEAR AT THIS TIME.
THEN THE LAST THING I WANT TO TALK ABOUT IS I'M WORKING ON A TOOL.
[01:15:02]
I CAME OUT OF THE BOARD ORIENTATION LAST WEEK.WE TALKED ABOUT DEVELOPING A TOOL SO WE COULD HAVE A VISUAL OF PREDICTING THE ENDING FUND BALANCE FOR THE YEAR. WE'VE BEEN WORKING ON THAT.
IT'S NOT QUITE READY TO SHOW EVERYBODY YET BECAUSE IT STILL HAS SOME THINGS I NEED TO WORK OUT.
BUT JUST TO LET YOU KNOW, THE IDEA OF IT IS A BEST-GUESS ESTIMATE OF WHERE WE'LL BE AT THE END OF THE YEAR.
IT'S REALLY HARD TO PREDICT BECAUSE THERE'S UNEXPECTED EVENTS.
BUT ONCE THAT'S COMPLETED, IT'S SOMETHING THAT I COULD SHOW DURING THIS UPDATE EVERY WEEK OR EVERY MONTH, AND I COULD UPDATE IT WITH THE ACTUAL REVENUE AND EXPENDITURES EACH MONTH, SO WATCH FOR THAT.
>> [LAUGHTER] THAT WASN'T THE SECOND INTERMISSION.
COOL. WE'LL ALWAYS TAKE MORE BUDGET STUFF FROM YOU, HOLLY.
YOU MAKE IT EXCITING. ANYWAY, THANK YOU VERY MUCH.
APPRECIATE THE WATCHING OF THAT AND THE WORK YOU DO YEAR-ROUND ON IT.
>> I THINK THAT WAS BRIAN'S QUESTION.
IF WE COULD HAVE THAT, THAT RIGHT OFF GOOD IDEA.
>> WE'LL SAY THE BUDGET UPDATES AND THE FINANCE UPDATES FOR YOU IF THERE'S ANY IDEAS YOU HAVE THAT MAKE IT MORE CLEAR FOR WHAT I PRESENT.
I WELCOME FEEDBACK; BY ALL MEANS, PLEASE LET ME KNOW.
>> THEN WE'LL MOVE ON TO 6.02, WHICH IS THE AUDIT COMMITTEE REPORT.
>> WELL, THIS SEEMS LIKE SUCH AN ANTICLIMACTIC THING.
I ALMOST FEELS LIKE MAYBE JUST RATHER THAN REPORTING SOMETHING, ONLY REPORT WHEN THERE'S SOMETHING TO REPORT AND WHEN THERE ISN'T.
I MEAN, WE GO IN AND LOOK A STUFF.
IF THERE'S NOTHING THAT SCREAMS AT US, THEN AND THERE HASN'T BEEN.
I EVERYTHING PEOPLE PROVIDE RECEIPTS FOR THINGS.
PEOPLE SIGN OFF. EVERYTHING THE NUMBERS MATCH UP.
I DON'T KNOW WHAT ELSE TO SAY, SO NANCY AND I GO IN A COUPLE OF TIMES A MONTH, ALTHOUGH ONLY ONCE THIS MONTH ON ACCOUNT OF IT BEING DECEMBER AND CHRISTMAS, AND THE NEXT TIME WE'LL DO IT AS IN JANUARY.
I DON'T REALLY HAVE ANYTHING TO SAY OTHER THAN WE WENT, WE LOOKED.
THERE WE ARE. MERRY CHRISTMAS.
>> WELL, THANK YOU FOR NOT FINDING ANY PROBLEMS. WE APPRECIATE THAT.
>> WE'LL MOVE ON TO NANCY WITH THE EDGE REPORT.
>> THANK YOU. DR. DOMINGA STOLE MY THUNDER WHEN SHE TOLD ALL ABOUT THE TOWN HALL BECAUSE I WAS GOING TO.
>> YOU GO AHEAD. GO IN DETAIL.
>> I CAN ADD JUST A FEW MORE DETAILS TO THAT.
THAT IS THAT THE SCHOOL BOARDS THAT ARE GOING TO BE REPRESENTED BY HAVING SPEAKERS AND EVERYTHING, ARE BLAINE, FERNDALE, MERIDIAN, AND MOUNT BAKER, AND A WONDERFUL AUDIENCE MEMBER, MEGAN DOYLE HAS JUST BEEN WORKING HER TAIL OFF WITH HER TEAM TO GET ALL OF THIS DONE AND HAS SUCCEEDED IN HEIGHTENING THE INTEREST BY LINDEN AND BELLINGHAM WANTING TO JOIN IN THIS TOWN HALL.
UNFORTUNATELY, THEY HAVE COME IN SO LATE IN THE GAME THAT ALL THEY CAN DO IS SIT THERE AND WATCH, BUT THEY WILL BE ALLOWED TO HAVE A TABLE.
BUT SHE'S GOTTEN SPEAKERS, OF COURSE, HARLINE IS ONE OF THEM.
I THINK THAT OUR LEGISLATORS, WHICH I UNDERSTAND ARE ALL SPOT ON, THEY'RE GOING TO COME TO THIS.
GOOD. ALL THREE OF THEM WILL BE BLOWN AWAY BY HAVING THESE ALL THE BOARDS IN WATCO COUNTY? EVERY SINGLE ONE OF US REPRESENTED ONSC WE'LL HAVE TO WRANGLE THEM.
>> THEY'RE A LITTLE BIT BUSY RIGHT NOW.
>> IT WILL BE HELD AT IN BLAINE, LIKE IT WAS LAST YEAR.
I HIGHLY ENCOURAGE EVERYONE IN THE LISTENING AUDIENCE TO SHOW UP BECAUSE THESE LEGISLATORS NEED TO KNOW THAT, IT REALLY MATTERS WHAT THEY DO AND WE'RE WATCHING THEM.
THE OTHER THING I WANTED TO SAY, HOLLY ALREADY TOUCHED ON.
THAT IS THE START OF THE LEGISLATIVE SESSION, AND MY NOTES WERE THAT IT STARTS ON THE 12TH, WHICH IS A MONDAY.
IT'S A SHORT SESSION, WHICH MEANS THAT IT'S 60 DAYS.
THERE ARE SHORT SESSIONS ON EVEN YEARS AND THE LONG SESSIONS ARE ON THE ODD YEARS,
[01:20:06]
AND THOSE ARE 105 DAYS AND THEY SEEM LIKE FOREVER.BUT 60 DAYS WILL BE LONG ENOUGH FOR THE LEGISLATURE TO DO ITS DAMAGE.
DOCTOR DOMINGO SENT ALL THE BOARD MEMBERS, AN E MAIL WITH A LOT OF BILLS THAT HAVE BEEN PRE FILED TO LOOK AT.
I WENT AHEAD AND LOOKED AT ALL OF THOSE AND YOU CAN COUNT ON ME TO BE FOLLOWING UP ON THE ONES THAT HAVE TO DO WITH EDUCATION AND REPORTING BACK TO YOU ON THOSE.
I BELIEVE THAT'S ALL I'VE GOT ON THAT.
>> CAN I ADD ONE PIECE IT'S NOT NECESSARILY LEGISLATIVE, BUT FALLS IN A LITTLE BIT.
I ALSO SENT YOU WI AAS AMENDMENTS.
WHAT I'M GOING TO DO IS MUCH LIKE YOU DID WITH YOUR PRIORITIES, CHRIS AND I ARE GOING TO SEND OUT GOOGLE SURVEY, JUST FOR YOU TO FILL OUT WHAT YOUR TOP 5 ARE, AND THEN AT THE JANUARY MEETING, WE'RE GOING TO COME BACK OR THE STUDY SESSION, ONE OF THEM.
YOU CAN DECIDE ON WHICH ONES YOU WOULD LIKE US TO FOCUS ON AS A DISTRICT.
>> AWESOME. THAT TRIGGERED SOMETHING.
THAT MADE ME THINK OF ONE MORE THING THAT I DIDN'T WRITE DOWN, WASN'T PLANNING ON SAYING, BUT SEEMS LIKE AN APPROPRIATE TIME.
FOR ALL THE POSITIONS IN WASDA THAT WERE VACANT, AFTER HAVING BEEN FILLED BY THE ELECTIONS, PEOPLE WERE ENCOURAGED TO APPLY FOR THOSE POSITIONS.
MY UNDERSTANDING WAS THAT ON DECEMBER 12, THEY WERE GOING TO ANNOUNCE WHO GOT WHICH POSITIONS, BUT THERE'S BEEN NOTHING ON THAT.
WHEN THAT COMES THROUGH, I WILL LET PEOPLE KNOW BECAUSE WE HAVE A BOARD MEMBER WHO MIGHT ACTUALLY JOIN THE INTERSCHOLASTIC COMMITTEE.
AS SOON AS I KNOW, I WILL LET THE BOARD KNOW.
>> THE MEETING, DID YOU SEND THAT OUT? I KNOW I SAW IT, BUT I DON'T REMEMBER WHO I'M TRYING TO FIND THAT E MAIL SO I CAN GET IT ON MY CALENDAR.
>> WITH WITH ALL THE SCHOOL BOARDS.
>> SORRY. LET'S SAY THAT IS JANUARY 6.
WILSON, I'M SURE YOU'RE GOING TO GET MORE INFORMATION ABOUT THAT AS IT GETS CLOSER ANYWAY.
>> CHRIS, DO YOU NEED TO IF WE'RE PLANNING ON ATTENDING, DO YOU NEED TO ANNOUNCE THAT JUST TO PLAY IT SAFE? I MEAN, IT'S A TOWN HALL, SO IT'S PROBABLY. I'LL LET YOU.
>> WE JUST WON'T SIT TOGETHER.
>> ANY OTHER QUESTIONS ON THE LEDGE STUFF FOR NANCY? WELL, THANK YOU AS ALWAYS, EXCELLENT REPORT AND GOOD INFORMATION.
THAT TAKES US ON TO ITEM 7.03, WHICH IS TO ACT ON REVISED POLICY 1,111, THE OATH OF OFFICE.
AGAIN, JUST AS AN INTRO TO THE NEXT THIS AND THE NEXT TWO ITEMS, I GUESS.
THESE ARE POLICIES THAT HAVE REVISIONS THAT WE RECEIVED LAST MONTH, AND HAD A CHANCE TO REVIEW, AND SO NOW IT IS A MATTER OF ACTING ON THEM.
THE FLOOR IS OPEN FOR ANY DISCUSSION ON POLICY 1,011.
>> I WAS GOOD WITH IT. I MOVED THAT WE ADOPT IT.
>> IT HAS BEEN MOVED THAT WE ADOPT THE REVISED POLICY ONE THAN 111, THE OATH OF OFFICE.
WE'LL START WITH THE STUDENT ADVISORY VOTE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
>> ALL OPPOSED. THE ADVISORY VOTE IS IN THE AFFIRMATIVE, THAT MOVES ON TO THE ELECTED BOARD MEMBERS.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> WE HAVE OFFICIALLY ADOPTED THE REVISED POLICY 1,011.
THAT TAKES US ON TO ACTION ON REVISED POLICY 4,260, THE USE OF SCHOOL FACILITIES.
I WILL OPEN UP THE FLOOR FOR ANY DISCUSSION.
>> MY ONLY QUESTION WAS, WHAT PROBLEMS DID THIS UPDATE ADDRESS? WHY DID IT NEED UPDATING?
>> PART OF IT WAS JUST BEING OUTDATED.
THE OTHER WAS THE FORMER POLICY ONLY HAD THREE CATEGORIES.
[01:25:02]
WE NEEDED A FOURTH CATEGORY.WE ADDED A FOURTH CATEGORY TO ALLOW FOR OUR FERNDALE YOUTH GROUPS TO HAVE DIFFERENT PRICE ACCESS THEN THE OUTSIDE ORGANIZATIONS THAT WERE USING THE FACILITY WANTED TO USE THE FACILITY.
>> ANY OTHER QUESTIONS OR DISCUSSION?
>> WELL, I DID KIND OF HAVE A QUESTION AS FAR AS OKAY.
THERE WAS SOME NOTION IN THERE ABOUT HOW A CERTAIN PERCENTAGE OF THE STUDENTS HAD TO BE, YOU KNOW, FERNDALE.
IT'S LIKE HOW IS THAT JUST HOW DO YOU VERIFY THAT AND JUST RELY ON JUST HONESTY OR I MEAN, IN REPORTING, THEY KEEP A NOSE AND THEY ACTUALLY VERIFY THAT THESE PEOPLE ARE VERNAL SCHOOL DISTRICT RESIDENTS, STUDENTS.
>> ACTUALLY, WE'RE HAVING SOME INTERNAL DEBATE ABOUT THAT, AND I THINK WHAT WE'RE LEANING TOWARDS RIGHT NOW IS AN ATTESTATION FROM THE GROUP THAT BASICALLY VERIFIES THAT THE STUDENT THEIR PARTICIPANTS ARE FROM FERNDALE.
IF IT TURNS OUT TO BE A PROBLEM, THEN THEY'LL LOSE THEIR PREFERRED STATUS.
BUT WE EXPECT MOST OF OUR PARTNERS ARE EXTREMELY HONEST AND HAVE THE SAME INTENT TO SERVE OUR LOCAL STUDENTS, SO WE DON'T ANTICIPATE THIS BEING AN ISSUE.
OUR PERCENTAGE IS ACTUALLY LOWER THAN MOST.
MOST FOLKS REQUIRE A 90 MORE PERCENT.
>> THEN WILL THERE BE AN ACCOMPANYING PROCEDURE OR A PROCEDURE UPDATE IF THERE IS ONE TO GO WITH THE POLICY?
>> YES. THE PROCEDURE IS A BIT OF A LARGE PROCESS.
BUT THAT'S THE PROCEDURE IS ACTUALLY HELD UP PENDING THE POLICY BECAUSE THE POLICY THE PROCEDURE WAS BUILT AROUND FOUR CATEGORIES, AND THE PROCEDURE NEEDS TO GET UPDATED TO ALIGN WITH THE POLICY NEEDS TO GET UPDATED TO ALIGN WITH THE PROCEDURES.
WE'VE GOT A WORK GROUP ACTUALLY SCHEDULED EARLY JANUARY TO MEET WITH SOME OF OUR COMMUNITY PARTNERS TO KIND OF VET THE PROCESS TO MAKE SURE IT'S WORKING AS INTENDED FOR THEM AS WELL AS FOR US.
WHERE DO OTHER SCHOOL DISTRICTS FIT INTO THIS? SPECIFICALLY, ONES THAT HAVE GREEN AND GOLD COLORS.
PICIPATION. THEY'VE ACTUALLY GOT WE'VE GOT A LITTLE BIT OF WIGGLE IN THERE FOR PARTNER FOR LOCAL COMMUNITY DISTRICTS THAT THERE'S ONLY A COUPLE OF US THAT HAVE FIELDS THAT ARE ABLE TO ACCOMMODATE PLAYOFF GAMES.
SINCE OUR NEIGHBORS WERE KIND ENOUGH TO US TO HOST US WHEN WE NEEDED, WE'VE RECIPROCATED THE PROCESS.
WE'RE A LOT LESS EXPENSIVE THAN THE BIG CITY TO THE SOUTH.
>> WELL, AND OUR STADIUM IS REALLY A LOT NICER THAN CIVIC FIELD, TOO. THERE'S THAT TOO.
I THINK THEY LIKE THE PRICE AND THEY LIKE THE PROXIMITY AND JUST THE QUALITY OF THE FACILITY.
>> OUR PRICE PROBABLY WILL BE GOING UP.
WE'RE A LITTLE BIT LOW I'LL STILL BE LOWER THAN CIVIC, BUT IT'LL BE A LITTLE HIGHERTHAN IT IS NOW.
>> I THINK PART OF THE AGREEMENT STATES THAT THEY CAN'T BEAT US IN ANY COMPETITIVE SPORTS.
IT'S IN THE FINE PRINT. ANY OTHER QUESTIONS REGARDING THE USE OF SCHOOL FACILITIES POLICY?
>> I MOVED THAT WE ADOPT THE REVISED POLICY 4260.
>> IT HAS BEEN MOVED THAT WE ADOPT REVISED POLICY 42 60, THE USE OF SCHOOL FACILITIES.
WE'LL START OUT WITH THE STUDENT ADVISORY VOTE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
THE ADVISORY VOTE IS IN THE AFFIRMATIVE, SO NOW WE'LL MOVE ON TO THE ELECTED BOARD MEMBERS.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE?
POLICY 4260, THE REVISED VERSION HAS ALSO BEEN ADOPTED.
THAT TAKES US ON TO ACTING ON THE REVISIONS TO POLICY 62 50, WHICH IS THE CELLULAR TELEPHONES.
THIS DIFFERS FROM OUR CELL PHONE USAGE POLICY JUST TO BE CLEAR.
BUT ANY QUESTIONS IN REGARDS TO THE CELL PHONE POLICY?
[01:30:09]
>> NOT REALLY. I MEAN, IT JUST SEEM LIKE COMMON SENSE UPDATES TO USE OF A DISTRICT DEVICE.
UNLESS I MEAN, IS THIS TIED TO OTHER DEVICES? I MEAN, SIMILAR TO THE POLICIES FOR THE CHROME BOOKS AND THINGS LIKE THAT, OR IS THAT ALL SEPARATE.
>> LOOK GOOD TO ME. I MOVE THAT WE ADOPT THIS 62 50.
>> IT HAS BEEN MOVED THAT WE ADOPT THE REVISED POLICY 62 50 CELLULAR TELEPHONES.
SO WE'LL START WITH THE STUDENT ADVISORY VOTE.
ALL THOSE IN FAVOR SIGNIFIED BY SAYING AYE?
THE ADVISORY VOTE, AGAIN, IN THE AFFIRMATIVE, THAT MOVES ON TO OUR ELECTED BOARD MEMBERS.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
>> ALL OPPOSED. THE REVISED POLICY 6250 REGARDING CELLULAR TELEPHONES IS ALSO ADOPTED.
I HAVE GOT EVERYTHING FIGURED OUT WITH OUR MOVEMENTS OF SUCH, I THINK THAT DOES BRING US TO ITEMS EIGHT AND NINE ON THE AGENDA,
[8. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]
[9. BOARD CONSENT AGENDA [GC-2.4]]
WHICH ARE THE CONSENT AGENDAS? YES, PIGGY>> I JUST HAD A QUESTION ON THE HIRES AND RESIGNATIONS AND STUFF.
WHAT IS AN ADULT SUPPORT, PARA?
>> TO ANSWER THAT. YOU'VE HEARD REFERENCE TO ONE ON ONE PARA EDUCATOR SUPPORT WHEN WE'RE TALKING ABOUT STUDENTS WHO NEED ADDITIONAL SUPPORT, BUT NOT NECESSARILY A ONE ON ONE PARA EDUCATOR.
THEY DON'T NEED SOMEONE WITH THEM ALL DAY THROUGHOUT THEIR WHOLE DAY, BUT THEY NEED ADDITIONAL ADULT SUPPORT AS PER THEIR IEP, AT PARTS OF THE DAY.
TO USE THE TERMINOLOGY DIFFERENT IN THAT IT'S NOT ONE PERSON HIRED FOR ONE STUDENT FOR A FULL DAY.
BUT IT'S MORE FINE TUNE THAN THAT, SO WE CAN BE REALLY SPECIFIC ABOUT WHICH PARTS OF THE DAY.
DO STUDENTS NEED ADDITIONAL SUPPORT IN ORDER TO PROVIDE THEIR IEP SERVICES? OFTEN THAT'S NOT FROM BELL TO BELL.
WE CALL IT ADDITIONAL ADULT SUPPORT OR ADULT SUPPORT PARA WHERE IF IT'S BELL TO BELL FROM THE WHOLE TIME THEY'RE THERE, WE REFER TO IT AS A ONE ON ONE.
>> I THINK WHAT HAD ME CONFUSED WAS JUST THE USE OF THE WORD ADULT.
I, I THINK IT'S ALMOST IMPLIED THAT IF YOU'RE HIRING SOMEBODY TO WORK AS A PARENT, THEY'RE AN ADULT.
>> I THINK BECAUSE THAT'S THE LANGUAGE THAT'S USED IN THE IEP. YOU'RE RIGHT.
IT SOUNDS DIFFERENT IN A JOB POSTING.
BUT IN THE IEP, THE STUDENT IS AT THE CENTER.
IT'S TALKING ABOUT THE ADULT SUPPORT THAT THE STUDENT NEEDS.
>> AGAIN, THE CONSENT GROUP OF ROUTINE ITEMS THAT WE ARE ALLOWED TO ACT ON AS A WHOLE, AS OPPOSED TO VOTING ON EACH INDIVIDUALLY SEPARATELY.
YOU WILL NOTICE THAT AS PART OF TONIGHT'S CONSENT AGENDA, WE'RE RECEIVING THE MONITORING REPORT FOR OPERATIONAL EXPECTATIONS, OE 5, FACILITIES, AND ASSET PROTECTION.
WE'LL BE DISCUSSING THIS AT OUR JANUARY MEETING, AND AS ALWAYS, THE BOARD WELCOMES ANY COMMUNITY INPUT ON ANY OF THESE POLICY REPORTS AND ANYTHING ON OUR AGENDA.
WITH THAT SAID, ANY DISCUSSION OR A MOTION TO DISPENSE WITH THE CONSENT AGENDA.
>> I MAKE A MOTION TO APPROVE BOTH CONSENT AGENDAS.
>> IT HAS BEEN MOVED TO ADOPT BOTH CONSENT AGENDAS AS PRESENTED.
AGAIN, THIS IS NOT ONE THAT WE HAVE A STUDENT ADVISORY VOTE ON, SO I'LL GO STRAIGHT TO THE ELECTED BOARD MEMBERS.
ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE.
THE CONSENT AGENDAS HAVE BEEN PASSED.
THAT TAKES US TO OUR BOARD SHARING TIME.
[10. SHARING [GC-7.E}]
I'LL GO AHEAD AND START WITH PEGGY.>> I GOT A BUNCH, AND IT'S NOT EVEN FUN.
IT'S JUST I HANDED ALL OF YOU GUYS LIST OF TRAININGS THAT ARE OFFERED THROUGH CLEAR RISK MANAGEMENT,
[01:35:01]
AND THERE WERE A COUPLE ON THERE FOR BOARD, JUST BOARD INFORMATION ON WHAT BOARD MEMBERS ARE LIABLE FOR.I THOUGHT IT WOULD BE USEFUL TO SIT THROUGH THESE PRESENTATIONS IF WE COULD GET THEM.
IT'S JUST IS PART OF WHAT WE'VE ALREADY PAID FOR, AND SO WHY NOT GET OUR MONEY'S WORTH.
THE OTHER THING IS THAT IN TALKING TO JANESSA WOLF, IS HER NAME, AT CLEAR RISK MANAGEMENT, SHE SAID, THEY WILL TRAVEL UP HERE TO GIVE US A PRESENTATIONS OR IF YOU SEE ANYTHING ON THERE THAT YOU WOULD LIKE TO TAKE, THEY'LL EVEN WORK WITH YOU ONE ON ONE VIA ZOOM OR SMALL GROUP VIA ZOOM.
I JUST THINK IT'S NICE TO SEE THAT THEY HAVE ALL OF THESE TOPICS THAT IF YOU HAVE ANY CURIOSITY ABOUT, THEY'RE WILLING TO PROVIDE EXTRA TRAINING.
SOME OF THOSE ADDRESS THINGS THAT WE ALREADY HAD IN OUR VECTOR TRAINING, I SEE LIKE THE STUFF ON BULLYING.
BUT I DON'T KNOW THAT IT HURTS TO GET ADDITIONAL TRAINING WHERE YOU CAN GET IT IF IT'S AVAILABLE.
JUST PASSING THAT ALONG IN CASE ANYBODY IS INTERESTED.
>> I WOULD JUST ASK ALL THINGS THAT WE ORGANIZE.
IF YOU DO DECIDE AS A BOARD, YOU WANT SOMETHING OR YOU WANT AN INDIVIDUAL THAT YOU HAVE, I'M HAPPY TO SET THAT UP FOR YOU JUST SO WE'RE NOT OVERLAPPING.
THERE MIGHT BE SOMETHING ELSE GOING ON IN THE DISTRICT THAT YOU COULD BE INVITED TO.
I THINK I HAVE TEAM MEMBERS WHO TALK TO CLEAR RISK PROBABLY TWICE A WEEK AND SO WE'D BE HAPPY TO ORGANIZE THAT FOR YOU.
>> WOULD THAT BE SOMETHING THAT WOULD BE A PRESENTATION AT A BOARD MEETING OR WOULD BE A SEPARATE THING OR IS IT FOR BOARD MEMBERS? HOW WOULD THAT WORK?
>> I THINK IT'S FOR BOARD MEMBERS AND STAFF AND ANYBODY, BUT IT JUST THAT YOU HAVE A COUPLE OF THEM IN THERE THAT ARE SPECIFIC TO BOARD DIRECTORS.
THAT'S WHY I THOUGHT IT WOULD BE NICE TO ACTUALLY HAVE ACCESS TO THOSE.
>> JUST GLANCING AT THE INFORMATION, IT LOOKS LIKE MOST OF THEM ARE 90 MINUTES OR SOME THAT ARE A LITTLE LESS OR SOME OF THAT A LITTLE MORE.
I WOULD SUSPECT IT'D PROBABLY BE MORE OF A STUDY SESSION OR A SEPARATE MEETING AS OPPOSED TO A BOARD MEETING.
JUST MY THOUGHTS ON IT AND THAT WE COULD CERTAINLY HAVE DISCUSSION ABOUT, BUT THAT KIND OF PRESENTATION WOULD MAKE FOR PRETTY EXTENDED BOARD MEETING.
>> WELL, AS SHE SAID, SHE OFFERED TO MEET WITH JUST INDIVIDUAL BOARD DIRECTORS ONE ON ONE.
IF NOBODY ELSE IS INTERESTED IN A SPECIFIC TOPIC, THEY SAID, WELL, JUST CALL THEM, SCHEDULE IT.
THEY WILL SIT DOWN WITH YOU VIA ZOOM AT YOUR CONVENIENCE AND SOMETHING THEY WORK OUT.
YOU CAN GET A ONE ON ONE, AND THEY WILL NOT CHARGE US FOR IT.
>> IS IT PRE-RECORDED SESSIONS?
>> I THINK SOME OF THEM ARE AND SOME OF THEM AREN'T.
THAT WAS THE IMPRESSION I GOT.
DON'T QUOTE ME ON THAT, BUT THAT WAS WHAT I CAME AWAY WITH.
THE OTHER THING I WANTED TO MENTION, KRISTI SENT THIS OUT, BUT OSPI HAS UPDATED THEIR MATH STANDARDS.
APPARENTLY, THEY JUST ROLLED THAT OUT.
FROM WHAT I UNDERSTAND, THEY'RE SHIFTING TOWARD MORE LIKE STATISTICS AND DATA SCIENCE CONTENT, MORE TOWARD WHAT THEY CALLED FLEXIBLE PROBLEM SOLVING, WHICH MEANS THEY WANT TO SEE STUDENTS APPROACHING THINGS USING DIFFERENT MULTIPLE APPROACHES TO SOLVE PROBLEMS. I'M WONDERING HOW THAT'S GOING TO AFFECT THE SMARTER BALANCE TEST AS WELL BECAUSE OBVIOUSLY THINGS ARE GOING TO SHIFT A LITTLE BIT.
>> THAT'S WHY I SENT IT TO YOU [OVERLAPPING] ZOOMS.
>> WELL, THIS IS THE OTHER THING, AS FAR AS MATERIALS GO, IT SAYS, WELL, MOST CURRICULAR MATERIALS SHOULD BE ADAPTABLE TO INCLUDING THIS EXTRA STUFF BECAUSE IT'S ALREADY BUILT IN.
BUT SOME OF YOU GUYS MIGHT HAVE TO PURCHASE SUPPLEMENTAL MATERIALS.
DO YOU KNOW WHERE READY IS WITH THAT?
THEY'VE GIVEN A LONG RUNWAY TO GIVE FEEDBACK.
I KNOW OUR PRINCIPALS HAVE BEEN TALKING ABOUT IT, OUR MATH TEACHERS, AND SO WHAT I'M ENCOURAGING AND THAT'S WHY I SENT IT TO YOU WAS TO GO ON THERE, LISTEN TO THE ZOOM, READ THROUGH THEM, GIVE YOUR FEEDBACK, BECAUSE THAT'S GOING TO INFORM.
AS THAT'S YOUR PASSION, I WANT TO MAKE SURE THAT YOU HAD THE OPPORTUNITY TO PARTICIPATE.
>> THEN I SAW THAT THERE'S ALSO A PERIOD, I THINK IT IS UP TO LIKE FEBRUARY 2ND.
AGAIN, I'M NOT CERTAIN OF THE DATE, BUT FOR THE PUBLIC TO LOOK AT THE STANDARDS AND COMMENT, AND THEY DO HAVE THE OLD STANDARDS.
THEY HAVE A COMPARISON CHART AT THE OSBI WEBSITE ABOUT WHERE THE SHIFTS ARE.
>> I THINK THERE'S A COUPLE OF ZOOMS STILL COMING UP.
[01:40:03]
>> THAT'D BE GREAT. MAYBE YOU COULD GIVE US AN UPDATE ON HOW THAT GOES. THANK YOU.
>> THANK YOU. THERE'S A COUPLE OF THINGS THAT I WANTED TO TALK ABOUT FOR BOARD SHARING.
ONE IS OLD-FASHIONED CHRISTMAS HAS BEEN GOING QUITE WELL, AND THERE'S A LOT OF INVOLVEMENT FROM FERNDALE SCHOOL DISTRICT PEOPLE.
LET'S SEE. I VISITED ALONG WITH JOSH ANDRES, THE LEADERSHIP CLASSES, AND HARLEN WAS IN TWO OF THEM.
WE INVITED PEOPLE TO COME VOLUNTEER, AND IT WAS REALLY NICE TO SEE SOME OF THE STUDENTS COME FROM THE HIGH SCHOOL TO VOLUNTEER FOR ALL OF THE WORK THAT GOES INTO CREATING, OLD-FASHIONED CHRISTMAS WITH STRINGING 95,000 LIGHTS PLUS ALL THE DISPLAYS.
IT WAS NICE TO HAVE SOME PEOPLE COME TAKE PART IN THAT, AND THEY GOT SOME VOLUNTEER CREDIT FOR THAT AND WE HOPE THEY'LL KEEP COMING BACK FOR OTHER HERITAGE SOCIETY THINGS.
THEN ALSO, FOR ENTERTAINMENT, WE GOT A LOT OF PEOPLE FROM FERNDALE SCHOOL DISTRICT.
MR MENEFEE BROUGHT THE BAND, AND THEY PLAYED IN SECTIONALS INSIDE AND OUTSIDE THROUGHOUT THE WHOLE PIONEER VILLAGE, AND PEOPLE JUST LOVED HEARING THEM.
MISSES SCHLICHTING BROUGHT HER SWING CHOIR, WHICH ENTERTAINED PEOPLE FOR AN HOUR AND THEY WERE ABSOLUTELY AMAZING.
LET'S SEE, LEXI SLEVIN ALSO CAME AND PLAYED PIANO FOR AN HOUR, AND SHE DID AN OUTSTANDING JOB AND OPENED AND CLOSED IT WITH THAT BEAUTIFUL SIGNATURE PIECE OF HERS, THE FORREST GUMP OVERTURE.
IT WAS JUST LOVELY TO HEAR HER DO THAT AND TO HAVE SUCH PARTICIPATION FROM FERNDALE STUDENTS.
WE HAVE ONE MORE WEEKEND, WHERE WE HAVE WHAT'S CALLED A LIGHTED STROLL.
IF ANYBODY IS LOOKING FOR SOMETHING TO DO AND THEY'RE NOT WASHED AWAY BY THE RAIN, THIS FRIDAY AND SATURDAY, IT RUNS FROM 4:00 TILL 8:00 PM.
ANYONE IS INVITED, AND IT'S GREAT FOR FAMILIES.
MY HUSBAND AND I WILL BE THERE TAKING PHOTOS IN THE PHOTO BOOTH FOR CHRISTMAS PICTURES, AND THEY TURN OUT PRETTY WELL.
ANOTHER THING I WANTED TO TALK ABOUT WAS, I WOULD LIKE TO IMPLEMENT A LISTENING SESSION, JUST MYSELF AS A BOARD MEMBER.
YOU DON'T KNOW THIS YET, BUT I WAS THINKING OF INVITING YOU IF YOU WANTED TO COME ALONG, IF IT FIT INTO YOUR WORLD.
I'M NOT A SOCIAL MEDIA PERSON, EVEN THOUGH I HAD BEEN ADVISED BY PEOPLE WHO CARE FOR ME TO BE IN TOUCH WITH CONSTITUENTS AND STUFF THAT WAY.
BUT I AM PERFECTLY HAPPY TO TALK WITH PEOPLE.
WHETHER THEY VOTED FOR ME OR DID NOT VOTE FOR ME, I REALLY WANT PEOPLE TO COME AND JUST LET ME KNOW THEIR CONCERNS AND THINGS THAT THEY THINK WE NEED TO ADDRESS AS A SCHOOL BOARD.
MY FIRST ONE AND IT MIGHT BE MY ONLY ONE IF NOBODY SHOWS UP.
BUT IF SOMEBODY DOES COME AND TALK WITH ME, I WOULD LOVE THAT.
I'VE GOT THE MEETING PLACE AT WOODS COFFEE IN FERNDALE ON SATURDAY, JANUARY 10, FROM 10:00-11:00 AM.
DURING THAT HOUR, I'LL BE THERE SIPPING ON COFFEE AND HOPING SOMEBODY WILL COME AND TALK TO ME, AND LET ME KNOW THEIR THOUGHTS AND IDEAS ABOUT OUR DISTRICT AND OUR BOARD, AND THINGS THAT THEY'D LIKE TO SEE, ANYTHING THAT THEY WANT TO TALK ABOUT RELATED TO OUR SCHOOL BECAUSE I REALLY WOULD LIKE TO HEAR FROM PEOPLE, AND HAVE EVERYBODY A PART OF THE PROCESS.
THAT'S ALL I'VE GOT, EXCEPT FOR, I HOPE EVERYBODY HAS A WONDERFUL HOLIDAY AND VERY MERRY CHRISTMAS TO EVERYONE.
>> BOTH MY KIDS ARE VERY INVOLVED IN MUSIC, WELL, ABBY AT FERNDALE HIGH SCHOOL, BEING IN BOTH BAND AND CHOIR.
MARCUS, WHO'S JUST STARTED THE SIXTH-GRADE BAND.
THAT'S WHERE I JETTED OFF TO REAL QUICK.
WE SAW HIS FIRST PERFORMANCE UP AT VISTA.
I WILL SAY WE ALSO WENT LAST NIGHT.
HORIZON'S CONCERT GOT CANCELED LAST WEEK BECAUSE OF THE WEATHER.
THEY RESCHEDULED IT AND PLACED IT RIGHT BEFORE
[01:45:02]
THE HIGH SCHOOL CONCERT THAT WAS RESCHEDULED FOR LAST NIGHT AND IT WAS AWESOME.THE HORIZON MIDDLE SCHOOL BAND SOUNDED GREAT, BOTH SIXTH, SEVENTH AND EIGHTH GRADE, AND THE ROOM WAS PACKED.
IT WAS GREAT TO SEE JUST HOW EXCITED PEOPLE SEEMED TO BE ABOUT THEIR KIDS AND ABOUT MUSIC AT THE MIDDLE SCHOOL LEVEL.
THEN DURING THE CONCERT, YOU CAN HEAR ALL THE HUSTLE AND BUSTLE OF, THE PEOPLE.
THE MIDDLE SCHOOL CONCERT STARTED AT 6:30, AND THEN THE HIGH SCHOOL ONE STARTED AT 7:00.
IT WAS COOL TO SEE ALL THE PEOPLE THAT WERE JUST ITCHING TO GET IN THERE AND LISTEN TO THE HIGH SCHOOLERS PLAY.
YOU SEE THIS A LOT OF TIMES AT THE ALL-DISTRICT BAND.
I DON'T KNOW. WHAT DO THEY CALL THAT? KEVIN, YOU WERE TALKING ABOUT IT EARLIER, BUT SYMPOSIUM OR WHATEVER IT IS.
BUT IT'S GREAT TO SEE THE PROGRESSION FROM SIXTH GRADE ALL THE WAY TO THE WIND ENSEMBLE AT THE HIGHEST LEVEL FOR BAND.
THE MANAFEES ARE DOING A FANTASTIC JOB LEADING THAT INSTRUMENTAL BAND PROGRAM FOR NEIL.
ANYWAY, TONIGHT, IT WAS GREAT.
THERE'S NO PLACE TO PARK, AND THERE WAS A LOT OF PEOPLE THERE, A STANDING ROOM ONLY, AND THERE'S A LOT OF SMILES ON THE KIDS' FACES WHEN THEY FINISHED, THEY'RE PART OF THE CONCERT.
I JUST APPRECIATE HOW MUCH THE SCHOOL DISTRICTS APPRECIATES AND SUPPORTS THE MUSIC PROGRAMS BECAUSE I THINK IT'S SO IMPORTANT IN DEVELOPMENT OF KIDS.
I WONDER WHERE THAT CAME FROM.
NO, IT WAS AWESOME. IT WAS SO GREAT.
I WENT TO THE SETTLERS THING DOWN THERE AND NANCY AND DALE TOOK OUR PICTURE, FAMILY'S PICTURE. IT WAS GREAT.
WE HAD A REALLY GOOD TIME COUNTING THE CANDY CANES.
I WAS COUNTING WRONG CANDY CANES.
THEY HAVE SPECIFIC ONES YOU WANT TO COUNT, BUT, IT'S BEAUTIFUL.
I APPRECIATE ALL THE EFFORT THAT EVERYONE PUTS INTO HAVE THAT JUST EVENT THAT PEOPLE CAN GO TO IN FERNDALE.
[INAUDIBLE] NET. THAT'S WHAT I GOT.
>> WELL, THANK YOU. I HAVE NOTHING EXCITING TO SHARE OTHER THAN WISHING EVERYONE A MERRY CHRISTMAS AND A VERY HAPPY NEW YEAR.
WE'LL BE BACK JUST AS A REMINDER OF OUR MEETINGS IN JANUARY.
WE'VE GOT OUR STUDY SESSION ON THE 14TH, OUR RETREAT ON THE 24TH, AND THEN OUR REGULAR MEETING ON A DAY THAT ALL OF A SUDDEN ESCAPES ME.
BUT IT'S THE LAST TUESDAY OF THE MONTH.
IT'S THE REGULAR ONE. YOU GUYS WILL BE THERE.
ANYWAY, I JUST REALIZED, AS I'M GOING THROUGH THE AGENDA HERE, WHY ANTONIO DIDN'T SHOW UP BECAUSE HE WAS ON DECK FOR EVALUATING OUR MEETING TONIGHT.
AS A CHRISTMAS PRESENT TO ALL OF US, I THINK WE DID AN EXCELLENT JOB.
>> ACTUALLY, ANTONIO AND I SPOKE AND CHRIS KNOWS THIS THAT I'M GOING TO DO THE EVALUATION TONIGHT BECAUSE I'M NOT GOING TO BE HERE NEXT MONTH.
>> I HEARD A RUMOR OF THAT EFFECT.
>> THAT SOUNDS LIKE YOU'RE GOING TO DO SOMETHING EXCITING, SO I CONCUR WITH YOUR EVALUATION, CONSIDERING THE COMING AND GOING AND ALL OF THAT.
I THINK WE GOT IT ALL DONE, I DON'T KNOW HOW WE DID FOR TIME, BUT REALLY UNDER 2 HOURS.
>> UNDER 2 HOURS. WE'RE STILL WORKING TOWARDS AMY'S 45 MINUTES.
A LITTLE AT A TIME. FIGHT-SIZED PIECES.
>> THAT FEELS LIKE REASONABLE PROGRESS. WELL SAID.
>> WITH THAT, I WILL GO AHEAD AND ADJOURN THE MEETING AND THANK YOU, EVERYONE, AND AGAIN, HAVE A GREAT AND MERRY CHRISTMAS.
* This transcript was compiled from uncorrected Closed Captioning.