Feb 18, 2026 Study Session

OR WOULD THEY? AND THEN THEY GET A BREAK AFTER THAT IN IN A COUPLE OF SLIDES, I'M GOING TO GET TO A TAX ROLL.

[2. MATTERS FOR BOARD DISCUSSION]

[00:00:06]

AND THEN I CAN KIND OF EXPLAIN THE TIMELINE AND HOW IT WORKS.

BECAUSE THERE'S SOME NUANCES. OUR WONDERFUL PROPERTY TAX STRUCTURE HERE IN WASHINGTON HAMSTRINGS ALL GOVERNMENT AGENCIES WHERE WE CAN ONLY SEE A CERTAIN AMOUNT OF GROWTH ANNUALLY.

RIGHT? IT CAN ONLY GO UP A CERTAIN AMOUNT. BUT THERE ARE EXTENUATING CIRCUMSTANCES, LIKE A PROPERTY SALE OR A LAND DIVISION WHERE THAT PROPERTY CAN BE REASSESSED.

AND SO THE ONE I'M GOING TO SHOW YOU HAS A LOT OF THE NUANCES IN IT.

AND I THINK YOU'LL BE ABLE TO UNDERSTAND HOW IT WORKS A LITTLE BETTER.

AND IT'S THE ONLY EXAMPLE I CAN SHOW YOU BECAUSE IT'S THE ONLY ONE FAR ENOUGH ALONG.

SO THERE'S AN ANNUAL REPORTING REQUIREMENT. SO THEY HAVE TO FILE A REPORT WITH US EVERY YEAR YOU KNOW, AND PROVE THAT THEY'RE DOING WHAT THEY SAID THEY WERE GOING TO BE DOING SO.

IF THEY TOOK SOME OF THESE UNITS OUT AND CONVERTED THEM TO COMMERCIAL USES, THEY WOULDN'T BE ELIGIBLE ANYMORE.

YOU KNOW, IF WE'RE GETTING A LOT OF CODE VIOLATIONS YOU KNOW, WE NOW HAVE TO ENFORCE LANDLORD TENANT LAWS HERE.

IF THEY'RE NOT COMPLYING WITH THAT, THAT CAN BE GROUNDS FOR US FOR REVOKING THIS PROGRAM.

AND THEN IF, LIKE I SAID, IF THEY CONVERT, THEY CONVERT IT OR THEY DON'T FILE THE REPORTING.

OKAY. SO THIS APOLOGIZE FOR THE MAP. IT'S THE MAP FROM THE CODE.

BUT THIS IS THE TARGET AREA. SO THIS IS THE RECEIVING AREA.

SO LET'S SEE. HAVE A POINTER HERE. IS ON THE OTHER SIDE OF THE FREEWAY.

IT'S PRETTY MUCH IN AND AROUND OUR DOWNTOWN. SO HERE WE GO.

YEAH. GOT A POINTER. SO, YOU KNOW, HERE'S MAIN STREET COMING OVER.

YOU HAVE THE RAILROAD TRACKS. SO CITY HALL IS OVER HERE.

LIBRARY. AND THEN YOU HAVE WASHINGTON. RIGHT.

SO THAT'S THE HARD BOUNDARY RIGHT NOW. SO THIS IS THIS IS THE CURRENT AREA WHERE THIS PROGRAM WOULD BE ELIGIBLE.

PROJECTS IN THIS AREA WOULD BE ELIGIBLE. AND YOU CAN LOOK AT AN AERIAL AND YOU CAN SEE A LOT OF THIS AREA IS ALREADY DEVELOPED.

SOME OF THESE AREAS OVER HERE ARE NOT DEVELOPED.

RIGHT. THESE ARE VACANT. BUT THE EXAMPLE I'M GOING TO SHOW YOU SHOWS HOW THIS WORKS TO CATALYZE OR GET DEVELOPMENT. MIKE, IS THIS WHAT IT LOOKS LIKE NOW? THIS IS THE EXISTING TARGET AREA AS IT WAS ADOPTED IN 2018.

I DON'T I LOOKED THROUGH ALL THE ORDINANCES BEFORE I CAME HERE TONIGHT.

AND I DID NOT SEE ANY CHANGES TO THE BOUNDARIES.

SO THIS IS THE BOUNDARY AS IT EXISTS. AND THE RECTANGLES SIGNIFY BUILDINGS? NO, THESE ARE JUST PARCELS. SO THESE ARE. SO THESE ARE INDIVIDUAL PROPERTIES? YEAH. AND I CAN, I CAN I CAN TRY AND PUT AN AERIAL BEHIND IT.

BUT I CAN SEND YOU A LINK TO OUR GIS VIEWER WHERE YOU CAN GET A REALLY GOOD QUALITY AERIAL AND YOU CAN LOOK AND KIND OF ZOOM IN AND LOOK AT SOME OF THESE PROPERTIES.

THANK YOU. SO I'M GOING TO POP THAT BACK UP IN A LITTLE BIT.

BUT THIS IS A SUMMARY OF WHAT WE HAVE SO FAR.

SO WHAT HAVE WE RECEIVED. SO WE'VE HAD THREE APPLICATIONS FOR THIS PROGRAM SINCE 2018.

THE FIRST ONE IS THE 29 TOWNHOMES THAT ARE BETWEEN ACE HARDWARE AND THE POST OFFICE.

SO ONE OF THEM HAS A MURAL ON THE SIDE. DEVELOPER FAILED TO COMPLETE THAT PROJECT IN TIME.

AND SO THE APPLICATION IS VOID. SO THAT WENT AWAY.

THE ONE THAT WE HAVE NOW, WHICH I'M GOING TO POP UP AN EXAMPLE AND SHOW YOU, WHICH IS STIRLING.

SO ON STIRLING AVENUE WE'VE GOT 15 TOWNHOMES.

THE DEVELOPER COMPLETED THE PROJECT AT THE END OF LAST YEAR, AND THEY'RE CURRENTLY WORKING ON SUBMITTING FOR THEIR FINAL CERTIFICATE.

SO BARRING SOME KIND OF PROBLEM WITH THEIR SUBMITTAL THIS WOULD LIKELY BE THE FIRST ONE THAT WOULD ACTUALLY BE ELIGIBLE AND WOULD BE IMPLEMENTED.

IT WOULD NOT BE IMPLEMENTED UNTIL 2027. BECAUSE THAT'S THE WAY IT'S IT'S SET UP.

AND THEN WE CURRENTLY HAVE PRELIMINARY APPROVAL FOR 87 APARTMENTS WASHINGTON AND MAINE.

SO THAT IS AGAIN OVER BY WHERE THE POLICE STATION IS.

SO THAT'S AN EXISTING SINGLE FAMILY OR NOT SINGLE? THAT'S AN EXISTING MULTI-FAMILY SITE THAT HAS APARTMENTS ON IT.

AND THEY ACTUALLY CARVED PORTIONS OF THAT OFF THAT WERE GRASS GREEN AREA AND SOLD THOSE TO FUND IMPROVEMENTS TO THAT EXISTING HOUSING. AND THEN THE APPLICANT IS PROPOSING 87 APARTMENTS.

THAT WOULD ALSO QUALIFY FOR THIS. OUR TOWNHOMES SOMETHING RENTED OR PURCHASED.

[00:05:03]

BUT THE MARKET HERE REALLY LIKES TOWNHOMES. I LIKE TO SAY THAT TOWNHOME IS THE NEW AMERICAN DREAM BECAUSE SINGLE FAMILY DWELLINGS ARE KIND OF, YOU KNOW OUT OF, OUT OF REACH FOR MOST NEW FAMILIES.

SO TOWNHOMES CAN BE ON THEIR OWN INDIVIDUAL LOTS, THOSE 29 UNITS THAT ARE DESCRIBED ABOVE, THOSE ARE ALL EACH ON THEIR OWN INDIVIDUAL LOT.

AND SO THEY CAN INDIVIDUALLY BE SOLD. THEY CAN ALSO ALL BE ON ONE LOT WHERE THEY'RE RENTED.

AND THEN THERE'S ALSO A PROCESS AT THE STATE LEVEL CALLED A CONDOMINIUM PLOT WHERE YOU CAN GO THROUGH AND YOU CAN ACTUALLY DIVIDE THE TOWNHOMES UP.

OR IF YOU HAVE AN APARTMENT BUILDING, YOU CAN DIVIDE UP THE ACTUAL APARTMENTS THROUGH A CONDOMINIUM PROCESS, BUT IT DOES NOT REQUIRE CITY APPROVAL. HOW DOES A TOWNHOME DIFFER FROM LIKE A DUPLEX OR A TRIPLEX? WELL, A TRIPLEX CAN BE HORIZONTAL OR VERTICAL.

BUT A TOWNHOME IS IS JUST, YOU KNOW, IT HAS THE VERTICAL WALL BETWEEN EACH UNIT.

YOU COULD HAVE A DUPLEX AND ONE COULD REFER TO THOSE AS TOWNHOMES.

YEAH. BUT YOU CAN ALSO HAVE A DUPLEX OR A TRIPLEX WHERE IT'S BROKEN UP INTO LEVELS.

SO LIKE, I KNOW IN THE PORTLAND AREA WHERE I MOVED FROM A WAYS AGO, THEY WERE HAVING A LOT OF TOWNHOMES THAT WERE BEING BUILT, BUT THAT WAS HAVING ISSUES WITH PEOPLE AGING IN PLACE BECAUSE YOU HAD STAIRS.

AND SO THEY'VE NOW KIND OF PUSHED THESE TRIPLEXES THAT ARE THAT ARE MORE LEVEL.

SO THEY'RE ACTUAL SEPARATED BY FLOOR LEVEL SO THAT YOU HAVE LIKE ADA ACCESS AND YOU HAVE THE ABILITY TO ACCESS THAT GROUND UNIT WITHOUT GOING UPSTAIRS AND WITHOUT THE NEED FOR AN ELEVATOR WHEN WE HAVE ANOTHER 130 HOMES IN THAT SMALL SPACE.

WHAT ABOUT THE TRAFFIC IMPACT? SO, SO THAT IS SEPARATE FROM ALL THIS.

WE DO DO A TRAFFIC IMPACT ANALYSIS AS PART OF MANY OF OUR APPLICATIONS.

THERE'S A THRESHOLD. THERE HAS TO BE A CERTAIN AMOUNT OF PM PEAK HOUR TRIPS.

SO WE MEASURE THE TRIPS IN BETWEEN 4:00 AND 6:00 IN THE AFTERNOON.

AND IF THERE'S A CERTAIN AMOUNT OF TRIPS IN AND OUT, THAT'LL TRIGGER THE NEED TO DO A MORE FORMAL ANALYSIS.

AND AT THAT POINT, WE'LL IDENTIFY SPECIFIC INTERSECTIONS THAT WE WANT THEM TO ANALYZE THE MODEL, THE NUMBER OF TRIPS GOING THROUGH AND DETERMINE IF THOSE INTERSECTIONS ARE ADEQUATE.

AND THAT'S ALSO WE COLLECT IMPACT FEES, SO WE COLLECT A TRAFFIC IMPACT FEE THAT ACCOUNTS FOR THOSE TRIPS TO HELP PAY FOR AND MITIGATE IMPROVEMENTS THAT NEED TO BE IN PLACE TO KEEP TRAFFIC FLOWING IN THE COMMUNITY, SUCH AS ROUNDABOUTS OR SOMETHING.

YES. SO SO THAT'S A PERFECT EXAMPLE LIKE PORTAL WAY, WE'RE BUILDING 350 ADDITIONAL APARTMENTS.

WE AREN'T AN APPLICANT IS AND PART OF THEIR MITIGATION WAS PAYING THE IMPACT FEES THAT ARE GOING TO PARTIALLY FUND THE FULL SIZE ROUNDABOUT THAT'S CURRENTLY IN DESIGN. I'M GOING TO PUT UP THE SLIDE YOU WANT RIGHT NOW.

OKAY. SO THIS IS THE TOWNHOMES AT STERLING. THIS IS STRAIGHT FROM THE ASSESSOR'S DATA.

AND SO I PULLED THIS YESTERDAY TWO 1726. SO I HIGHLIGHT A COUPLE THINGS IN HERE.

SO THE FIRST THING IS THE PROPERTY SOLD TO THE DEVELOPER IN 2022.

IT'S HARD TO SEE BECAUSE THERE'S THAT THING ON THE SIDE.

BUT THIS WHOLE LINE THERE. THAT'S 2022. AND SO YOU'LL SEE THE ASSESSED VALUE WENT UP PRETTY PRETTY GOOD BETWEEN 2021 AND 2022. AND THAT'S BECAUSE A PROPERTY SALE ACTUALLY ALLOWS THEM TO REASSESS.

RIGHT. YOU'RE STILL NOT LOCKED INTO THAT 1% ANNUAL ESCALATION YOU CAN REASSESS DURING A PROPERTY SALE.

SO SO AT THAT POINT WHEN THE DEVELOPER BOUGHT IT, THE TOTAL ASSESSED WAS 410,000.

THE YEAR AFTER THE TOTAL ASSESSED VALUE WAS 432,000.

AND SO YOU HAVE THE IMPROVEMENT VALUE. SO THE IMPROVEMENT VALUES THE BUILDINGS.

AND THEN YOU HAVE THE LAND MARKET VALUE. SO THIS ONE AGAIN THEY FINISHED LAST YEAR.

SO NOW THIS IS ON THE TAX ROLL THIS YEAR. SO WE GET TO SEE THE DIFFERENCE BETWEEN THE SINGLE FAMILY HOME THAT WAS THERE THAT WAS ASSESSED AT 137.

ALTHOUGH THAT'S KIND OF WEIRD. IT WAS ASSESSED PROBABLY AROUND 222,000.

THE SINGLE FAMILY HOME AND THEN THE 15 UNITS THAT WERE ADDED, WHICH ARE NOW ASSESSED AT 1.6 MILLION.

BUT INTERESTING HERE IS THAT LAND VALUE ALSO WENT UP.

[00:10:03]

BUT THAT DOESN'T ACCOUNT FOR THE FACT THAT YOU WILL NOW HAVE 15 DWELLING UNITS THERE AND POTENTIALLY HAVE ADDITIONAL STUDENTS THAT WILL BE COMING FROM THOSE DWELLING UNITS.

BUT AT THE END OF THAT PERIOD, THE ASSESSED VALUE WILL LIKELY BE OVER 2.1 MILLION.

SO IT'S THIS IT'S A WAY TO INCENTIVIZE DEVELOPMENT.

AND THE WAY THE REASON WHY I THINK THIS IS ACTUALLY A PRETTY GOOD EXAMPLE IS WE HAD A PROPERTY THAT HAD A SINGLE FAMILY DWELLING ON IT THAT COULD HAVE CONTINUED TO MOVE FORWARD AND BE ASSESSED WITH A 1% INCREASE ANNUALLY. BUT THIS INCREMENT OR THIS PIECE WHERE THEY'RE THEY'RE NOT PAYING THAT IMPROVEMENT VALUE OVER AN EIGHT YEAR PERIOD IN SOME INSTANCES, THAT'S THE NUMBER THEY NEED TO MAKE THEIR PRO FORMA WORK TO JUSTIFY REMOVING THE SINGLE FAMILY DWELLING AND PROVIDE THE ADDITIONAL UNITS.

SO SO WITH THAT, THE SCHOOL OR THE SCHOOL'S PORTION, THE PROPERTY TAX, WE'RE ONLY GOING TO GET ON THE IF I CAN READ THOSE NUMBERS CORRECTLY, AND I'M SQUINTING TO DO STUFF ON THE HALF A MILLION OF THE LAND MARKET VALUE.

WE'RE NOT GOING TO GET IT ON THE 1.6 MILLION.

SO FOR EIGHT YEARS, FOR EIGHT YEARS. SO THE CITY HAS DECIDED THAT WE'RE NOT GOING TO GET OUR PART.

WHAT IS THE CITY MISSING OUT ON? WE'RE MISSING OUT ON OUR PART OF THAT, AS WELL AS WOULD BE THE FIRE DISTRICT.

SO IT WOULD BE IT WOULD BE IT WOULD BE ALL THE TAXING DISTRICTS.

SO WE WOULD ALL BE RECEIVING REVENUE BASED ON THAT LAND VALUE, WHICH WOULD BE THE 503.

RIGHT. BECAUSE YOU MENTIONED THAT YOU'VE GOT EXTRA STUDENTS COME POTENTIALLY COMING IN.

SO THAT MEANS I'M TRYING TO BE AS TRANSPARENT WITH YOU AS POSSIBLE.

NO, I APPRECIATE THAT. YEAH. SO YEAH. AND AND AGAIN, LIKE IN THIS INSTANCE, THIS IS LIKE, HEY, YOU KNOW, LIKE WHEN BOB OWNED THE PROPERTY, WHOEVER OWNED IT, YOU KNOW, THEY WERE THEY WERE ASSESSED AT, YOU KNOW, MAYBE 338,000 BEFORE IT WAS SOLD. AND NOW YOU'D BE LOOKING AT 503 FOR EIGHT YEARS.

BUT AGAIN, THAT DOESN'T ACCOUNT FOR THE REVENUE THAT MAY BE NEEDED FOR WHATEVER ADDITIONAL CHILDREN MIGHT BE IDENTIFIED IN THAT DEVELOPMENT.

AND IS IT TYPICAL FOR THE LAND VALUE TO GO UP THAT MUCH? THAT SEEMS LIKE A BIG JUMP THERE. I DON'T I DON'T KNOW, TO BE HONEST WITH YOU, BUT I THINK A LOT OF THAT A I WOULD TELL YOU, YOU SHOULD CONTACT THE ASSESSOR WITH, WITH INTERPRETATION QUESTIONS ABOUT THE ASSESSOR.

I'M TRYING TO BE AS TRANSPARENT AND DIRECT ABOUT THIS WITHOUT INTERPRETING ANYTHING HERE.

I JUST KNOW WHEN YOU SELL A PROPERTY, IT GETS REASSESSED BECAUSE I BOUGHT A PROPERTY AND IT GOT REASSESSED VERY DIFFERENTLY.

I MEAN, DOES THE LAND VALUE UP BECAUSE IT'S REZONED? IS IT CLASSIFIED DIFFERENTLY? AND WOULD THAT MAKE THE PROPERTY WORTH MORE? IT WASN'T REZONE THOUGH, RIGHT? THE ZONING HAS BEEN THE SAME ON THIS PROPERTY SINCE I BELIEVE EVEN BEFORE GOING TO MULTIFAMILY.

IT WASN'T WASN'T 2016, I BELIEVE IS IS WHAT THE ZONING HAS BEEN ON THAT PROPERTY.

SO THE LAND VALUE MAY GO UP MORE IN COORDINATION WITH THE ASSESSED VALUE OF THE IMPROVEMENTS.

BUT THOSE WOULD BE QUESTIONS FOR THE ASSESSOR. AND THEY PROBABLY WOULD BE, I WOULD IMAGINE, WOULD BE MORE THAN HAPPY TO COME AND ANSWER SOME OF THE SPECIFICS. BELLINGHAM HAS BEEN USING THIS PROGRAM SINCE 99.

I BELIEVE THEY HAVE SEVERAL THOUSAND UNITS THAT THEY'VE DONE.

SO THEIR ASSESSOR, THE ASSESSOR HERE HAS BEEN WORKING WITH IT FOR QUITE SOME TIME.

COULD WE GET THE ASSESSOR TO COME AND GIVE US A PRESENTATION ON ALL THINGS TAX? GREAT. THAT SOUNDS LIKE A FUN FRIDAY NIGHT. IT'S A WEDNESDAY NIGHT.

SO? SO THIS IS THE ONE EXAMPLE I HAVE. RIGHT.

SO THE OTHER EXAMPLE I DESCRIBED WITH THE 87 UNITS AT WASHINGTON.

IF YOU GO INTO THE ASSESSOR'S ROLE RIGHT NOW, WHAT COMES UP IS YOU'LL SEE A HISTORY OF OF ABOUT TWO YEARS ON THREE SEPARATE PARCELS.

AND THAT'S BECAUSE THAT PROPERTY WAS DIVIDED ABOUT TWO YEARS AGO.

SO THERE'S A LAND DIVISION TO BREAK OFF THE TWO PARCELS.

MIKE, CAN I ASK ONE QUESTION? YES. YOU TALKED ABOUT THE AREA EARLIER.

[00:15:01]

IT IS OVER HERE. MIKE, HOW MANY MORE SLIDES DO WE HAVE TO GO? OH. JUST TWO. OKAY. I JUST WANT TO. I'M TRYING TO HOLD MY QUESTIONS.

YEAH. SO WHILE SHE'S PULLING THE. THERE WE GO.

OKAY. SO. THE PROPOSED AMENDMENTS TO THE MULTIFAMILY TAX EXEMPTION.

THESE ARE NOT STAFF DRIVEN. THESE WERE NOT CITY COUNCIL DRIVEN.

THESE WERE DRIVEN BY A PROPERTY OWNER. SO THE PROPERTY OWNER CAME AND TALKED TO STAFF AND SAID, HEY, I'D LIKE TO EXPAND THIS. AND WE SAID, HEY, GREAT.

WE'RE SUPER BUSY. WE'RE WORKING ON THE COMPREHENSIVE PLAN.

BUT WE DO HAVE A PROCESS WHERE SOMEBODY CAN APPLY.

SO HE PUT IN AN APPLICATION HE REQUESTED THAT THE CITY CONSIDER A LARGER TARGET AREA.

AND HE ALSO PROPOSED A CHANGE IN DEFINITION TO WHAT QUALIFIES.

THE FIRST THING WE DID IS SUGGEST THAT THEY COME TALK TO YOU IN THE FIRE DISTRICT, BECAUSE WE KNOW THIS IS YOU KNOW, A CONCERN OF OF ANY TAXING DISTRICT, ESPECIALLY IN TODAY'S ECONOMY.

AND SO YEAH, WE REACHED OUT TO THE DISTRICT. I DID NOT REACH OUT.

I BELIEVE YURI REACHED OUT. AND THEN, YOU KNOW, I HAVE TALKED TO CHIEF BOYKO KIND OF SAT DOWN AND GONE OVER SOME OF THE STUFF WITH HIM.

SO WE DON'T HAVE A PUBLIC HEARING SET. SO BEFORE I.

AND AND I'VE HAD THE PROPERTY OWNER COME IN SEVERAL TIMES AND SAY, WHEN ARE WE GOING TO.

AND I SAID, YOU KNOW, WHEN WE'RE READY. AND SO I THINK PART OF WHAT WE'RE TRYING TO DO IS MAKE SURE THAT YOU GUYS UNDERSTAND WHAT'S GOING ON, AND YOU HAVE THE OPPORTUNITY TO LOOK AT IT AND BE ABLE TO RESPOND TO IT.

AND THEN I WILL SCHEDULE IT FOR PUBLIC HEARING.

AND ULTIMATELY, IT'S A DECISION THE COUNCIL WILL MAKE ITS TITLE THREE SO IT DOESN'T GO BEFORE OUR PLANNING COMMISSION.

TITLE THREE IS OUR TAX CODE BECAUSE THAT'S WHAT IT IS.

BUT HERE IS WHAT THEY ARE PROPOSING. SO JUST SO THE BOARD KNOWS BOTH I TALK TO YURI, AND I BELIEVE MARK MIGHT HAVE TALKED TO THE DEVELOPER, AND WE BOTH SAID ON BEHALF OF THE DISTRICT, WE ARE NOT INTERESTED AND WE WOULD LIKE TIME WITH COUNCIL PRIOR TO TO SHARE. WHY. SO WHEN WE DO SET IT FOR HEARING, YOU KNOW, YOU AND MARK WILL BOTH GET AN EMAIL FROM ME. WE MIGHT SEND YOU A LETTER TOO, BUT YOU'LL GET AN EMAIL FROM US.

AND THAT'LL GIVE YOU TIME. BECAUSE WE WILL HAVE TO POST IT IN THE NEWSPAPER.

WE HAVE TO POST IT TWICE. IT'S INTERESTING. THE STATE LAW REQUIRES IT TO BE POSTED TWICE.

SO WE POST THAT THAT WOULD GIVE YOU TIME TO PREPARE.

BUT I THINK THIS GIVES YOU TIME AS WELL. TO PREPARE ANY COMMENTS OR CONCERNS THAT YOU HAVE.

AND, MIKE, WE WOULDN'T HAVE TO WAIT TO HEARING WE COULD COME GIVE PUBLIC COMMENT OR WRITE THE COUNCIL A LETTER AHEAD OF TIME.

SO, YEAH, IT'S THE BOARD. IT'S A LEGISLATIVE.

YEAH. SO IF THE BOARD THINKS THROUGH THAT WHAT THEY WOULD LIKE US TO DO WE WILL ACT ACCORDINGLY.

SO. YEAH. OH, CAN YOU GO BACK TO THAT FOR JUST A SECOND? MAYBE. THERE WE GO. SO FOR REFERENCE, IS THE BIG SQUARE TO THE LEFT. YEAH. THAT'S. IS THAT THE MOUNTAIN VIEW PROPERTY? I BELIEVE IT IS. OKAY. I'M JUST TRYING TO REFERENCE MY AND THE.

SO THE PROPERTY OWNER, HIS PROJECT IS SOMEWHERE RIGHT IN HERE.

THAT'S WHY THE EXTENT OF IT. HE'S HOPING TO DO A PROJECT AND HAVE IT BE INCLUDED IN THAT MULTIFAMILY TAX EXEMPTION AND THE BENEFIT TO THE CITY IN THAT REGARDS, IF THEIR GOAL IS TO INCREASE DENSITY IN THE HOUSING, WOULDN'T IT MAKE MORE SENSE TO KEEP IT. TRY TO KEEP IT WITHIN THE ALREADY EXISTING BOUNDARIES, BECAUSE IT LOOKS LIKE THERE'S SOME FAIRLY GOOD SIZED PARCELS WITHIN THERE.

I. SO THAT WOULD BE A DECISION FOR THE INDIVIDUAL COUNCIL MEMBERS TO MAKE.

YOU KNOW, THE PURPOSE STATEMENT IS TO TRY AND BOLSTER DOWNTOWN.

RIGHT. BUT THEN ALSO PROMOTE ADDITIONAL MULTIFAMILY HOUSING.

LIKE I SAID, IT'S AN APPLICANT INITIATED REQUEST.

SO IT'S NOT COMING DIRECTLY FROM STAFF, NOR IS IT COMING FROM COUNCIL, BUT WE WILL REVIEW IT.

[00:20:02]

IT MAKES IT CLEANER. AND WE ARE ACTUALLY LOOKING AT REMOVING SOME AREAS AS WELL.

SO STAFF MAY ACTUALLY RECOMMEND REMOVING SOME AREAS FROM THIS.

AND ARE THERE STATISTICS OR DATA OUT THERE AS TO HOW SUCCESSFUL? IF THE PROGRAM IS, THE GOAL IS TO INCREASE THE DENSITY INCREASE AFTER FIVE ACTIVITY.

YEAH. ARE THERE IS THERE DATA TO SUPPORT HOW WELL THAT OR HASN'T WORKED? YEAH I THINK THERE IS. WE COULD WE COULD TAKE A LOOK AT BELLINGHAM.

AND SO SO BELLINGHAM USES IT REALLY WELL AS MORE OF A SURGICAL TOOL.

RIGHT. WOULDN'T WOULDN'T IT MAKE MORE SENSE TO LOOK AT FERNDALE THAN LOOK AT BELLINGHAM? WELL, BUT HOW MUCH DATA WOULD WE HAVE TO LOOK AT? WELL YEAH THAT'S THE TRUE. BUT BELLINGHAM IS BELLINGHAM.

AND LAST I CHECKED, WE'RE IN FERNDALE. SURE. SO WE DID HAVE A STUDY DONE ON THE MULTIFAMILY TAX EXEMPTION BY ECHO NORTHWEST.

THERE ARE ECONOMICS PROFESSIONALS. AND SO ONE OF THE THINGS THAT WE ASKED THEM TO LOOK AT IS WHY AREN'T PEOPLE USING IT? AND SO ONE OF THE THINGS THEY DID WAS COME THROUGH AND, AND TAKE A LOOK AT THAT ESSENTIALLY WHAT THEY SAID IS THE PROGRAM THE WAY IT IS WITH THE EIGHT YEAR REALLY ONLY INCENTIVIZES TOWNHOMES.

ONE OF THE THINGS THAT WE'VE BEEN TRYING TO INCENTIVIZE DOWNTOWN THROUGH SEPARATE PROGRAM, THE CATALYST PROGRAM, WHICH I COULD CHAT WITH YOU MORE ABOUT, IS REALLY MORE OF A VERTICAL, MIXED USE DEVELOPMENT. AND IN THAT ANALYSIS THAT ECHO NORTHWEST DID, THEY ALSO SAID, HEY, YOU KNOW, LIKE YOUR CATALYST PROGRAM. ESSENTIALLY THE JUICE IS NOT WORTH THE SQUEEZE.

YOU REQUIRE TOO MANY THINGS OF THEM, AND THE BREAK THAT YOU'RE GIVING THEM IS NOT ADEQUATE TO COMPENSATE FOR THAT.

THAT CATALYST PROGRAM IS ANOTHER WAY TO CATALYZE ROOFTOPS IN DOWNTOWN.

BUT IT DOES NOT DIRECTLY AFFECT YOUR TAX BASE OR YOUR IMPACT FEES.

THAT IS ONE WHERE THE CITY OF FERNDALE HAS AGREED TO WAIVE ALL OF OUR IMPACT FEES AND DEVELOPMENT REVIEW FEES IN ORDER TO CATALYZE THAT TYPE OF DEVELOPMENT.

SO I CAN I CAN SEND YOU A COPY OF THAT LETTER AS WELL.

BUT TO LIKE LOOK AND SEE HOW THE MFT ACTUALLY WORKS, I THINK YOU NEED TO LOOK AT A COMMUNITY WHERE IT ACTUALLY WORKS AND WHERE IT'S ACTUALLY INCENTIVIZING DEVELOPMENT. AND BELLINGHAM IS OUR CLOSEST NEIGHBOR WHERE IT DOES WORK.

WE CAN LOOK IN OTHER AREAS OF THE STATE. BUT IN BELLINGHAM, YOU KNOW, FAIRHAVEN WANTS TO BUILD THINGS.

PEOPLE WANT TO BUILD THINGS IN FAIRHAVEN. THEY DON'T OFFER INCENTIVES THERE. THEY DO USE THAT INCENTIVE TO INCENTIVIZE DEVELOPMENT.

BERKELEY BECAUSE THE DEVELOPMENT COMMUNITY WAS NOT AS EXCITED AS DEVELOPING IN THAT AREA.

AND SO, LIKE I SAID, I BELIEVE THEY'VE GOT CLOSE TO 2000 UNITS THAT THEY'VE DONE SINCE 1999.

SO IF I'M UNDERSTANDING CORRECTLY, THE CATALYST PROGRAM THAT THE CITY HAS, THAT THE CITY IS MAKING THE DECISION AND IT DIRECTLY AFFECTS THEM.

YES. THIS PROGRAM, THE CITY'S MAKING THE DECISION AND IT DIRECTLY AFFECTS US AND THE FIRE DISTRICT AND ANY OTHER TAXING DISTRICT.

YES. YEAH. AS HAS THIS AS STAFF LOOKED AT, ANY OTHER OPTIONS TO GIVE FINANCIAL INCENTIVES THAT DON'T DIRECTLY AFFECT THE SCHOOL DISTRICT OR THE FIRE DISTRICTS, LIKE DIFFERENT PERMITTING FEES OR SPEED TO APPROVE A PROJECT OR WATER CONNECTION FEES RATHER THAN THINGS THAT AFFECT THE SCHOOL DISTRICT. YEAH, THE CATALYST PROGRAM DOES ALL THOSE THINGS.

OKAY. THIS IS AGAIN, THIS IS A PIECE OF LEGISLATURE THAT WAS PUT OUT BY THE STATE.

IT DOESN'T HAVE A LOT OF FLEXIBILITY IN IT IN TERMS OF OPTING PEOPLE OUT, AS FAR AS I CAN TELL FROM REVIEWING IT.

IT IS KIND OF A TAKE IT OR LEAVE IT PROGRAM. WELL, TRYING TO BE POLITE, BUT OKAY, SO YOU TALK ABOUT NOT HAVING DIRECT IMPACT, BUT IT WOULD HAVE AN INDIRECT IMPACT BECAUSE ANYTIME YOU DON'T COLLECT AN IMPACT FEE, SOMEBODY'S STILL GOT TO PAY FOR, YOU KNOW, THE IMPACTS.

SO THAT'S SPREAD OUT OVER EVERYBODY ANYWAY, ISN'T IT? I MEAN, IT DOES HAVE AN EFFECT.

SO SURE. BUT BUT NOT I THINK TO YOUR I THINK THE QUESTION ASKED WAS TO YOUR ACTUAL TAX REVENUE AND TO YOUR BUDGET.

SO THAT WOULD BE AN IMPACT TO. YES. EVERYONE IN FERNDALE.

YES. WHAT HAPPENS IF IT'S SUNSETTED THAT YOU MENTIONED THIS GOES AWAY.

IT'S NO LONGER A LAW THAT CAN BE IMPLEMENTED.

IT'S GONE AND IT'S AND THAT'S COMPLETELY AT THE DISCRETION OF THE CITY OF FERNDALE.

[00:25:01]

IT'S IT'S AN OPTION THE CITY COUNCIL ELECTED TO DO IT.

THE CITY COUNCIL CAN ELECT TO UNDO IT. AND RIGHT NOW, THERE'S A SUNSET DATE IN THERE.

OKAY. AND AND SO I GUESS THE OTHER, THE OTHER ASPECT AS FAR AS AFFECTING IN REGARDS TO OUR TOTAL TAX LEVY, IT'S BASED ON TOTAL DOLLAR AMOUNTS. SO IT'S DIVIDED.

SO BY TAKING THESE UNITS OUT OF THAT PROPERTY TAX IT BASICALLY MAKES EVERYBODY ELSE'S TAX HIGHER.

SO THAT WOULD BE ONE THAT I WOULD ASK THE ASSESSOR ABOUT.

BUT YES, IT DOES DESCRIBE THAT IN THE IT DOES DESCRIBE THAT IN THE HANDBOOK.

SO LIKE THIS THE WAY I AND AGAIN I DON'T KNOW HOW THE ASSESSOR DOES IT.

SO I WOULD ASK THEM. BUT THE WAY THAT I UNDERSTAND IT AS I READ THE HANDBOOK IS IF YOU HAVE A PROJECT THAT COMES THROUGH AND SAY THE PROJECT IS COMPLETED IN JANUARY AND THEY APPLY FOR THAT FINAL CERTIFICATE, SAY IN LIKE FEBRUARY OR MARCH THEN YOU WON'T SEE THAT. IT'LL ACTUALLY GET ONTO THE ROLLS LIKE IT IS NOW.

WELL, THIS PROJECT WAS COMPLETED AT THE END OF 2025 AND IS NOW ON THE ROLLS.

AND MY UNDERSTANDING OF. ONE OF THE WAYS THE ASSESSOR CAN DEAL WITH THAT IS THAT ESSENTIALLY THAT 1.6 MILLION WOULD STILL BE IN THERE.

YOU WOULD STILL BE GETTING, YOU KNOW, WHATEVER YOUR PORTION IS OF THAT.

AND THAT'S DIVVIED UP THROUGHOUT THE ENTIRE CITY.

BUT AGAIN, THAT'S YOU WOULD HAVE TO TALK TO THE ASSESSOR ABOUT THAT.

THAT'S START GETTING INTO THINGS THAT ARE WELL BEYOND MY CALCULATIONS AND AND BRAIN.

THAT'S ASSESSORS QUESTION. YEAH. IT JUST THE WAY I UNDERSTAND WITH IT THE WAY THEY ARE LEVIES ARE CAPPED AT AN AMOUNT THAT'S DIVIDED AMONGST THE PROPERTY OWNERS AND PART OF OUR WELL. AND EVEN WITH THE BOND GOING THE SAME WAY, PART OF OUR CELL OR OUR EXPLANATION TO THE TOWN, TO THE COMMUNITY WAS THE MORE GROWTH WE GET, THE MORE THOSE DOLLARS ARE GOING TO BE DIVIDED OUT AMONGST PEOPLE.

THIS IS GOING TO NEGATE THE DIVIDING IN THAT REGARD.

IN SOME TO SOME DEGREE, IT IT POTENTIALLY WILL DO THAT.

BUT I WOULD SAY YOU HAVE TO TALK TO THE ASSESSOR TO CONFIRM THAT.

YEAH. I GUESS IS THE CITY OF FERNDALE GOING TO SAY THAT, YOU KNOW, DESPITE WHAT THE SCHOOL DISTRICT SAID TO YOU, WE'RE MAKING A DECISION THAT'S CHANGING WHAT THEY SAID.

I DON'T KNOW. YOU KNOW, MUCH, MUCH LIKE YOUR BOARD, WE HAVE INDIVIDUALS ON OUR COUNCIL.

THEY ALL HAVE DIFFERENT BRAINS. THEY ALL THINK A LITTLE DIFFERENTLY. SURE.

AND ULTIMATELY IT'S GOING TO HAVE TO BE A DECISION THEY MAKE.

I WAS NOT HERE WHEN THEY PASSED THIS LAST TIME.

MY UNDERSTANDING IS THAT THERE WAS FRICTION SIMILAR TO WHAT WE'RE DEALING WITH RIGHT NOW.

WHICH IS WHY I SENT THE APPLICANT YOUR WAY TO HAVE THAT CONVERSATION.

AND WE WANTED TO MAKE SURE THAT WE COMMUNICATE EARLY WITH YOU.

BUT IF HISTORY, IF HISTORY IS A AN EXAMPLE OF THE FUTURE, THEN THEY COULD DO THAT.

YES. THEY COULD ALSO NOT. THEY COULD ALSO NOT EXPAND IT.

THEY COULD REVOKE IT. IT'S UP TO COUNCIL. SO YOU'RE PROBABLY GOING TO TELL ME THIS IS A QUESTION FOR THE ASSESSOR, BUT IF IT'S BEYOND ONE PLUS ONE. OKAY. WELL, NO, I WAS JUST WONDERING IF IF, IF THE INCREASED VALUATION OF THAT PARTICULAR PROPERTY GOES UP, DOES IT HAVE A MORE IMMEDIATE IMPACT ON THE, YOU KNOW, IMMEDIATELY SURROUNDING PROPERTIES? I MEAN, IS IT A IS IT AN EVEN IMPACT THAT IT HAS ON, ON THE CITY? I, I MEAN, THAT WOULD BE AN APPRAISER. I DON'T EVEN KNOW IF THE ASSESSOR WOULD WANT TO ANSWER.

SHE MAY WANT TO HAVE AN APPRAISER COME AND ANSWER THAT.

BUT YOU KNOW, THE WAY THAT THEY GO THROUGH AND APPRAISE INDIVIDUAL PROPERTIES, THERE IS A SCIENCE TO IT.

THERE'S A METHODOLOGY AND I'M NOT FULLY AWARE OF OF EXACTLY WHAT THAT IS.

SO YEAH, THAT WOULD BE A QUESTION FOR THE ASSESSOR.

SO IT SOUNDS LIKE YOU'RE WANTING TO HAVE AS MANY ROOFTOPS AS POSSIBLE, EVEN SMALL ONES, VERSUS INCENTIVIZING SINGLE FAMILY RESIDENCES. IS THAT BECAUSE THEY'RE JUST TOO EXPENSIVE TO TO BUILD AND SELL THE ZONING ALL IN AND AROUND DOWNTOWN? WHILE SOME OF IT WOULD ALLOW SINGLE FAMILY DETACHED IS FOCUSED MORE ON DENSER DEVELOPMENT.

AND YEAH, THE THE INTENT IS ESPECIALLY ALONG TRANSIT CORRIDORS, WHICH WE HAVE A TRANSIT CORRIDOR, VERY SMALL ONE THAT GOES THROUGH TOWN. THAT IS WHERE YOU WANT TO PUT THE DENSITY.

AND AGAIN, THAT KIND OF BOLSTERING THE DOWNTOWN, PUTTING MORE PEOPLE IN AND AROUND THE DOWNTOWN SUPPORTS THE BUSINESSES THAT ARE THERE SINGLE FAMILY DETACHED DEVELOPMENT. YOU KNOW, THOSE ARE AREAS UP ON THE HILL.

I COULD COME BACK AND TALK TO YOU ABOUT HOUSE BILL 1220.

[00:30:03]

BUT I COULD EXPLAIN TO YOU THE STATE MANDATES IN MORE DETAIL AND URINE.

I DID A LITTLE BIT OF THAT, I THINK, WHEN WE WERE HERE LAST TIME.

BUT YEAH, IN GENERAL, YOU KNOW, WHAT THE STATE IS REQUIRING CITIES TO DO AND THIS IS THE FIRST ROUND FOR US TO DO THAT AS PART OF THE COMPREHENSIVE PLAN UPDATE IS UNDERSTAND WHAT PEOPLE WITHIN OUR COMMUNITY CAN AFFORD FOR HOUSING, AND THEN PROVIDE ZONING THAT MATCHES WHAT THEY CAN AFFORD.

SO WE HAVE A LOT OF SINGLE FAMILY DETACHED HOUSES WITHIN THE COMMUNITY.

WHAT WE NEED IS SOMETHING AT A LOWER PRICE POINT THAT PEOPLE CAN ACTUALLY AFFORD.

AND SO THAT TYPICALLY IS GOING TO TRANSLATE INTO AN APARTMENT, A TOWNHOME, AN ACCESSORY DWELLING UNIT, COTTAGE HOUSE, THINGS LIKE THAT. YOU KNOW, THINK ABOUT IF YOU'RE PUTTING FLOORING IN YOUR KITCHEN, YOU KNOW, IF YOU HAVE 20FT² IT'S GOING TO BE A LOT MORE EXPENSIVE THAN IF YOU HAVE TEN SQUARE FEET.

AND SO GENERALLY, YOU KNOW, LOOKING AT SMALLER UNITS, YOU KNOW, THAT WE'RE GOING TO BE ABLE TO BE RENTED LESS THEY'RE GOING TO BE MORE AFFORDABLE. AND SO THAT'S THAT WAS RIGHT THERE.

A SUMMARY OF HOUSE BILL 1220. AND ONE OF THE THINGS THAT THEY'RE REQUIRING US TO IMPLEMENT AS PART OF THE COMP PLAN.

AND THEY ALSO WANT TO INTEGRATE IT. SO THEY WANT US TO LOOK AT LIKE, HOW DO WE PROVIDE MORE MULTIFAMILY HOUSING NEXT TO THE SINGLE FAMILY DWELLINGS AND NOT PUT IT ALL OVER HERE AND PUT ALL OF THAT OVER THERE? AND I'M ASSUMING THERE'S SOME FORMULA AS FAR AS PARKING AND ALL THE INFRASTRUCTURE THAT GOES ALONG WITH THAT INCREASED DENSITY.

THERE'S BEEN SOME BILLS AT THE STATE LEVEL AIMED AT REDUCING PARKING.

I DON'T BELIEVE ANY OF THEM HAVE PASSED. THE ONES THAT WE IMPLEMENTED AS PART OF THE COMP PLAN REALLY DEAL WITH LIKE PARKING SPACE SIZE.

SO LIKE DIMENSIONS. BUT WE HAVE WE ARE ROUTINELY HEARING FROM PEOPLE THAT WE HAVE OUTDATED PARKING STANDARDS.

BUT THAT IS WHAT WE HAVE. SO WE DO HAVE REQUIREMENTS.

THERE'S ONE EXCEPTION TO OUR PARKING STANDARDS, AND THAT IS IN AND AROUND THE DOWNTOWN AREA.

AND WE DO HAVE SOME ALLOWANCES TO REDUCE THE PARKING NUMBERS DOWN IN THAT AREA.

BUT ASIDE FROM THAT, IT'S THE SAME EVERYWHERE ELSE THROUGHOUT TOWN.

IT'S VERY DIFFERENT THAN BELLINGHAM. WELL, I THINK THE THE OTHER ASPECT THAT I REALLY PLAYS INTO THE SCHOOL DISTRICT AND THE CITY COMMUNICATING WITH EACH OTHER WITH THESE DEVELOPMENT PROJECTS IS JUST THE THE DISTRIBUTION OF STUDENTS.

BECAUSE, YOU KNOW, FOR US, KEEPING THINGS EVEN BETWEEN THE SCHOOLS AND WE CAN'T JUST GO, OH, HEY, WE'RE GOING TO MOVE YOU GUYS TO CASCADIA OR YOU TO SKYLINE OR WHAT HAVE YOU.

THAT'S A WHOLE PROCESS THAT UNFORTUNATELY TAKES MORE TIME THAN IT SHOULD AND IS A LOT MORE EMOTIONAL THAN ONE WOULD THINK THAT IT WOULD NEED TO BE.

I WAS HAVING GONE THROUGH IT A COUPLE TIMES. YEAH, I WAS REDISTRICTED BETWEEN FIRST AND SECOND GRADE, SO. YEAH. YEAH. WASN'T FUN TRYING TO FIND NEW FRIENDS? NO. SO ALONG THE LINE OF THOSE KINDS OF IMPACTS, LIKE, YOU KNOW, PARKING AND GREEN SPACES.

ARE THERE ANY REQUIREMENTS FOR LIKE PLAY AREAS BEING INCLUDED IN MULTIFAMILY HOUSING? YOU KNOW FOR, FOR THOSE SORTS OF THINGS. AND IF SO, HOW DO THEY CALCULATE THE AMOUNT OF SPACE THAT'S REQUIRED FOR JUST AREAS FOR KIDS TO PLAY? SO IT DEPENDS HOW THEY GO ABOUT DOING IT.

A LOT OF TIMES THEY USE WHAT'S CALLED A PLANNED UNIT DEVELOPMENT.

SO WE ALLOW FOR THE ABILITY TO DEVIATE FROM STANDARDS IN OUR CODE.

YOU KNOW, WE HAVE WHAT'S CALLED A VARIANCE. SO YOU CAN APPLY TO DEVIATE, YOU KNOW IF THE SETBACKS TEN FEET.

AND FOR SOME REASON, YOU CAN ONLY DO, YOU KNOW, 8 OR 5.

WE HAVE A PROCESS THAT YOU CAN GO THROUGH. WE ALSO HAVE AN ADJUSTMENT PROCESS THAT ALLOWS FOR LIKE VERY MINOR DEVIATIONS.

IN GENERAL, IF YOU COME TO THE CITY AND YOU WANT TO DEVIATE FROM ANYTHING MORE THAN ONE STANDARD, WE'RE GOING TO PUSH YOU INTO A PLANNED UNIT DEVELOPMENT PROCESS.

OR IF YOU'RE BUILDING UP, YOU KNOW, A DEVELOPMENT THAT HAS STREETS THAT DON'T MEET OUR STREET STANDARDS, WE'RE GOING TO PUSH YOU INTO A PLANNED UNIT DEVELOPMENT PROCESS.

THE PLANNED UNIT DEVELOPMENT PROCESS REQUIRES A CERTAIN AMOUNT OF OPEN SPACE BE SET ASIDE.

IT ALLOWS YOU TO PROTECT AND ACTIVATE, LIKE WETLANDS AND NATURAL AREAS BY, YOU KNOW, PROVIDING ACCESS TO IT.

BUT IT ALSO MANDATES A CERTAIN AMOUNT OF ACTIVE OPEN SPACE.

AND SO ACTIVE OPEN SPACE IS LIKE WHERE THE KIDS CAN THROW A BALL.

THINGS LIKE THAT. BUT THERE ARE INSTANCES WHERE FOLKS CAN COME THROUGH AND, AND NOT MEET THAT REQUIREMENT.

SO THE OTHER WAY THAT WE TRY AND PROVIDE FOR THAT IS THROUGH OUR PARKS, RECREATION AND TRAILS OPEN SPACE MASTER PLAN.

AND SO WE HAVE A PLAN IN PLACE WHERE WE ACTUALLY GO THROUGH AND IDENTIFY WHERE NEIGHBORHOOD PARKS SHOULD BE BASED ON CERTAIN DISTANCES FROM RESIDENTIAL AREAS AND THEN REGIONAL PARKS AND DIFFERENT TYPES OF IMPROVEMENTS.

AND WE ACTUALLY HAVE BUDGETED THIS YEAR TO UPDATE THAT PARK RECREATION TRAIL.

[00:35:05]

AND BECAUSE THE STATE DOESN'T FUND IT, WE'RE NOT REQUIRED TO IMPLEMENT IT, BUT WE DO.

AND SO WHEN WE'RE DONE WITH THE COMP PLAN PROCESS, WE'RE HOPING TO START THAT PROCESS TO UPDATE THAT PARKS, RECREATION TRAIL, OPEN SPACE MASTER PLAN. AND SO THAT WOULD ADDRESS SOME OF THAT.

SO THE REASON I WAS ASKING ABOUT THAT WAS BECAUSE IF THEY WERE REQUIRED TO SET ASIDE A CERTAIN AMOUNT OF SPACE FOR KIDS THAT, YOU KNOW, LIVE IN THE MULTIFAMILY SPACE TO, TO ACCESS, THAT WOULD MEAN THAT THEY WOULD HAVE TO MAKE AN ESTIMATE OF HOW MANY KIDS ARE GOING TO HAVE. AND SO THAT MIGHT BE USEFUL FOR THE SCHOOLS IN TERMS OF, YOU KNOW, HAVING GETTING A ROUGH IDEA OF WHERE PEOPLE ARE GOING TO BE.

IT'S IT'S GENERALLY NOT DONE BY THE NUMBER OF KIDS.

IT WOULD BE USUALLY DONE BY LIKE A PERCENTAGE OF THE OVERALL SITE OR LIKE THE WAY I'VE SEEN IT IN OTHER JURISDICTIONS WOULD BE LIKE A MINIMUM AREA THAT'S ADEQUATE TO BE ABLE TO HAVE A BALL THROWN, PLAYGROUND AREA, THINGS LIKE THAT.

IN TERMS OF LIKE THE ESTIMATES FOR LIKE HOW MANY KIDS WE BELIEVE ARE GOING TO BE.

THAT'S SOMETHING THAT TYPICALLY IS DRIVEN BY THE SCHOOL DISTRICT.

AND THAT WOULD BE PART OF YOUR CAPITAL FACILITY PLANNING.

WELL, I JUST WANT TO SAY A PERSONAL THING. I DON'T THINK THAT THE AMERICAN DREAM OF A SINGLE FAMILY HOME IS DEAD.

MY SON IN LAW MOVED WITH OUR DAUGHTER FROM THE NETHERLANDS, WHERE HE WAS RAISED TO HERE.

AND HIS BIG DREAM WAS TO SOMEDAY OWN A SINGLE FAMILY HOME BECAUSE HE HAD ALWAYS GROWN UP IN TOWNHOUSES AND HAD WALLS ON EITHER SIDE OF HIS HOME HIS WHOLE LIFE. HE NOW OWNS A HOME WITH MY DAUGHTER THAT THEY PURCHASED OUT OF PORTAL WAY SO EVERYBODY CAN DO IT. HE CAME FROM FAR AWAY WITH NOTHING.

SO I HOPE WE CONTINUE TO SET THAT AS THE DREAM.

I THINK THAT'S GREAT. AND I, I HOPE PEOPLE CAN CONTINUE TO DO THAT.

I HAVE A NINE YEAR OLD I THE ONLY REASON I COULD AFFORD TO BUY A HOME IN WHATCOM COUNTY IS BECAUSE I GOT MY FIRST HOME FOR 165,000 AND WAS ABLE TO BUILD EQUITY IN THAT AND THEN BUILD A SECOND HOME AND BUILD EQUITY IN THAT.

STARTER HOMES THESE DAYS ARE OVER 500,000. THAT'S A PRETTY BIG LIFT.

EVEN WITH, YOU KNOW, TWO INCOMES YOU KNOW, WITH GOOD PAY, THAT'S STILL A FAIRLY BIG LIFT.

I WISH THE TOWNHOME WASN'T, BUT THAT'S THAT'S WHAT I'M SEEING.

IT. IT DOES REDUCE THE COST. IT REMOVES THE LAND VALUE A GOOD PORTION OF IT AND ALLOWS FOR HOMEOWNERSHIP.

BUT I HOPE THAT THAT IS THE REALITY MOVING FORWARD.

BUT THAT'S NOT WHAT I SEE ON THE CURVES AND THE NUMBERS.

ACTUALLY, ONE ONE MORE QUESTION. THE THESE MULTIFAMILY ARE THEY ARE THERE ANY REQUIREMENTS? I'M SURE THERE'S FINANCIAL REQUIREMENTS ON THE BACK END. POSSIBLY, BUT HAVING THE UNITS BE SOLD RATHER THAN RENTED.

YEAH, THERE'S THERE'S NOT A, THERE'S NOT A REQUIREMENT FOR THAT.

SO NOT CONDOS VERSUS YOU KNOW, APARTMENTS I GUESS.

SO IN THE CATALYST PROGRAM THAT I WAS DESCRIBING, THE CITY'S CATALYST PROGRAM THAT WAS ACTUALLY PART OF THE SCORING SYSTEM WAS THAT THEY HAD TO BE AVAILABLE FOR PURCHASE. THE CONDOMINIUM PROCESS HAS A LOT OF INHERENT PROBLEMS WITH IT IN THE ENTIRE US.

THERE'S A LOT OF LIABILITY ASSOCIATED WITH CONDOMINIUM IZING THINGS.

AND TYPICALLY WHAT WINDS UP HAPPENING, THERE'S LIKE, I BELIEVE IT'S A SEVEN YEAR PERFORMANCE PERIOD.

AND AT THE END OF THAT SEVEN YEAR PERIOD, THERE TEND TO BE A LOT OF LAWSUITS FROM THE HOMEOWNERS ASSOCIATION BACK TO THE BUILDER.

SO A LOT OF THE BUILDERS ARE APPREHENSIVE TO USE THAT CONDOMINIUM PROCESS.

YOU KNOW, THAT'S THAT'S WHAT I'VE SEEN IN THE MARKET THE LAST COUPLE OF YEARS NOW.

TOWNHOMES, THEY DON'T HAVE THAT SITUATION BECAUSE THEY CAN ACTUALLY BUILD THEM ON THEIR OWN INDIVIDUAL LOTS AND BREAK THEM UP BY A ONE INCH AIR GAP BETWEEN TWO TWO WALLS. ZERO. YEAH. NO, ZERO. IT'S IT'S ATTACHED.

THE OTHER THING THAT WAS FAIRLY INTERESTING THAT THE STATE PASSED I BELIEVE LAST YEAR IS CALLED A UNIT LOT SUBDIVISION.

AND SO WE DO HAVE CODE THAT WE'RE, WE'RE LOOKING TO IMPLEMENT TO ALLOW THAT.

AND WHAT THE UNIT LOT SUBDIVISION LETS YOU DO IS IT ESSENTIALLY ALLOWS YOU TO GO THROUGH A CONDO PROCESS AT THE STATE LEVEL.

THAT DOESN'T HAVE A LOT OF THOSE INHERENT PROBLEMS.

[00:40:03]

SO THEN THAT WOULD GIVE THE ABILITY FOR SOMEBODY TO PURCHASE, YOU KNOW, MAYBE AN 1000 SQUARE FOOT COTTAGE.

AND THEN HAVE, YOU KNOW, SHARED OWNERSHIP OF THE LAND UNDERNEATH.

AND I ACTUALLY SAW PEOPLE DOING SIMILAR THINGS IN PORTLAND 12, 15 YEARS AGO.

SO WHEN THEY FIRST STARTED BUILDING ADUS THERE RIGHT UP THE STREET FROM ME, THEY BUILT, YOU KNOW, THREE VERY NICE HOUSES AND AN ADU BEHIND EACH HOUSE.

AND THEY CONDO PLATTED THE WHOLE THING AND THEN SOLD OFF THE INDIVIDUAL ADUS IN THE HOUSES AND THE WHOLE AREA SURROUNDING IT WAS ALL IN COMMON OWNERSHIP.

YEAH, IT'S ALL THE SAME. IT'S ALL THE SAME PARCEL AS JOINT OWNERSHIP THERE.

THERE ARE WAYS THAT YOU CAN LOOK AT SLICING THE PIE UP SO IT'S MORE AFFORDABLE.

SO THEY'D HAVE TO CREATE THEIR OWN LITTLE AGREEMENT AMONGST THEM AS TO HOW THEY'RE GOING TO DIVVY UP THE COSTS OF IT, YOU KNOW, OKAY, MOWING, MOWING THE LAWN OR IF THEY HAVE TO PAVE THE DRIVEWAYS.

YEAH. I DON'T KNOW IF IT DEALS WITH THE EXTERNAL PORTIONS OF THE BUILDING.

WHO GETS THE TAX BILL? THE PROPERTY TAX BILL.

I WOULD ASSUME THE PROPERTY TAX BILL WOULD BE DIVIDED UP.

WOULD THAT BE PART OF THE HOMEOWNER'S ASSOCIATION? THAT WOULD DETERMINE ALL THAT THEY'VE BEEN DOING THAT FOR, LIKE COMMERCIAL DEVELOPMENTS FOR DECADES. SO LIKE STRIP MALLS AND THINGS LIKE THAT, BREAKING THOSE UP AND DOING THE VERY SAME THING.

NO. I'M GOING TO WRAP THINGS UP. OH, OKAY. LET'S SEE, DID WE COVER IMPACT FEES? NO. YOU WANT TO TALK ABOUT IMPACT FEES? YES, PLEASE.

OKAY. OKAY. SO. SO YOU GUYS HAVE A BRAND NEW CAPITAL FACILITY PLAN THAT THAT MARC PULLED TOGETHER? AND BASED ON THAT CAPITAL FACILITY PLAN, YOU CAN COLLECT A DIFFERENT IMPACT FEE THAN WHAT WE'RE CURRENTLY COLLECTING FOR YOU.

SO MARCUS SHOT THAT OVER TO ME. I HAVE THAT. IN ORDER FOR ME TO IMPLEMENT THAT, I NEED TO FINISH MY COMPREHENSIVE PLAN AND ADOPT YOUR CAPITAL FACILITY PLAN AS PART OF MY COMPREHENSIVE PLAN. AND SO AS SOON AS WE CAN DO THAT, WE CAN IMPLEMENT YOUR IMPACT FEE.

I ALSO TOLD MARC I'D BE MORE THAN HAPPY TO GO TO COUNTY COUNCIL AND HELP LOBBY FOR THE COUNTY TO COLLECT YOUR IMPACT FEE AS WELL.

BECAUSE I THINK IT'S AN EQUITY ISSUE. IF THE CITY OF FERNDALE IS COLLECTING THAT, THEN DEVELOPMENT THAT'S OCCURRING OUT IN THE COUNTY WITHIN YOUR SCHOOL DISTRICT, THOSE FOLKS SHOULD ALSO BE PAYING THAT AS WELL. AND THAT IS SOMETHING WHERE YOU KNOW, YOU HAVE OPTIONS THAT YOU CAN LOOK AT.

YOU CAN, YOU KNOW, EVERY SIX YEARS WE WOULD NEED TO REVISE THAT CAPITAL FACILITY PLAN.

THAT'S THE WAY I BELIEVE THE STATE LAW IS WRITTEN, BUT OUR CODE IS WRITTEN AS WELL.

BUT YOU COULD CONTACT THE CITY ANNUALLY IF YOU RECALCULATED THAT BASED ON INFLATION OR WHATEVER, OR IF THERE ARE ANY CHANGES IN STATE LAW. YEAH.

WE'RE MORE THAN HAPPY TO CONTINUE WORKING WITH YOU AND PRESSURE THE COUNTY TO ALSO ASSIST AS WELL.

AND WASN'T I WASN'T AT THE AT THE LAST SCHOOL BOARD MEETING, BUT WASN'T THERE A SOME SORT OF AN AGREEMENT THAT WAS SIGNED ABOUT IMPACT FEES AT THAT MEETING? NO, A PRESENTATION ABOUT IT.

I THINK YOU APPROVED IT. MAYBE WE APPROVED. YEAH, WE APPROVED THE NEW MARK, PRESENTED THE NEW IMPACT FEES AND THE CALCULATIONS OF SUCH.

AND WE APPROVED THOSE. SO WHEN AN IMPACT FEE IS ASSESSED OR WHATEVER YOU CALL IT IS IT THAT JUST ONE TIME ON WHEN SOMETHING'S BUILT, OR IS IT AN ANNUAL THING? NOPE. IT'S A IT'S A ONE.

AN IMPACT FEE IS A ONE TIME ONLY FEE THAT'S COLLECTED TO OFFSET CAPITAL FACILITIES.

SO YOU CAN'T YOU CAN USE THAT FOR BUILDING NEW BUILDINGS OR ADDING CAPACITY TO YOUR YOUR SCHOOL SYSTEM.

BUT YOU CAN'T USE IT FOR OPERATIONS, RIGHT? SO YOU COULDN'T USE IT TO PAY TEACHERS.

BUT IF YOU'RE BUILDING A NEW ELEMENTARY SCHOOL, YOU CAN COLLECT THAT REVENUE OVER A TIME FRAME AND USE THAT TO OFFSET THE COST OF THAT.

BUT WASN'T THERE SOMETHING ABOUT THE IMPACT FEES ARE GOING TO BE WAIVED FOR CERTAIN BUILDINGS IN FERNDALE? NO. AM I WRONG? WE WOULD WE WOULD COLLECT THEM.

BASED ON WHAT YOU'RE ASKING US TO COLLECT THEM.

IF FOR SOME REASON WE WERE NOT GOING TO COLLECT THEM, WE WOULD COMMUNICATE THAT TO YOU.

BUT LIKE I SAID, THE ONE INSTANCE WHERE WE DON'T COLLECT IMPACT FEES IS THAT CATALYST PROGRAM.

AND THERE'S AN INTERESTING PART OF THE STATE CONSTITUTION THAT ACTUALLY PRECLUDES PUBLIC GIFTING.

AND SO THAT'S LIKE THE ISSUE THAT WE HAVE TO GET AROUND WHEN WE WAVE OUR IMPACT FEES.

BUT WHATEVER YOU AS A BOARD DECIDE AND PROVIDE TO US UNLESS IT'S GLARINGLY ILLEGAL WE'RE GOING TO IMPLEMENT ON YOUR

[00:45:10]

SO I WAS GOING TO SAY THE THE IMPACT FEE SCHEDULE CHANGED AND IT WENT FROM, YOU KNOW, ONE FEE FOR SINGLE FAMILY HOUSES AND ANOTHER ONE FOR APARTMENTS.

I THINK IT WAS 650 PER APARTMENT UNIT. I BELIEVE IT WAS 1100 FOR SINGLE FAMILY DWELLING.

THEY CHANGED IT TO WHERE IT'S $0 FOR STUDIO OR ONE BEDROOM APARTMENT.

I THINK IT WAS 1100 FOR, FOR MORE BEDROOM APARTMENTS.

$0 FEE FOR TWO OR FEWER BEDROOM STARTER HOME.

I THINK IT WAS 4150 FOR THREE OR MORE BEDROOM HOME.

AND I THINK THAT WAS WHAT THE. AND I'M I'M, I DON'T REMEMBER THE EXACT BREAKDOWN BUT THE THE 4000 AND CHANGE WAS THAT SEEMED LIKE THE HIGHEST NUMBER I SAW.

YEAH. AND AND THE REASONING FOR THAT WAS A LEGAL THING, THAT THERE WAS A LEGAL REQUIREMENT THAT YOU COULDN'T CHARGE IT ON THOSE LOWER BEDROOM UNITS. SO I'M GOING TO POSTPONE THE REST IF YOU'VE GOT MORE QUESTIONS ABOUT THAT.

CERTAINLY MARC CAN ANSWER THOSE AND WE CAN TALK ABOUT THOSE LATER.

DEFINITELY WANT TO THANK MIKE FOR COMING AND BRINGING THE PRESENTATION. I THINK SIMILAR TO THE LAST CONVERSATION WHEN YOU AND YORI WERE HERE, IT JUST REITERATES OVER AND OVER AGAIN HOW WE NEED TO BE WORKING TOGETHER, BECAUSE THE DECISIONS YOU MAKE AFFECT US AND THE DECISIONS WE MAKE IMPACT YOU GUYS.

SO THE MORE WE'RE COMMUNICATING AHEAD OF TIME AND PROACTIVELY, AS OPPOSED TO AFTER THE FACT, I THINK IS KEY. KEEPING US ALL, YOU KNOW, UNDERSTANDING WHAT PEOPLE ARE DOING, WHY AND TRYING TO FIGURE OUT HOW IT IMPACTS US AND THE MESSAGES THAT WE'RE TELLING TO OUR CONSTITUENTS ALL THE WAY AROUND IS CRITICAL.

ANYTIME YOU WANT ME TO COME BY, ANYTIME, MARK OR KRISTI DOCTOR DOMINGUEZ WANT TO GET AHOLD OF ME.

MORE THAN HAPPY TO RESPOND. YEP. ONE FINAL QUESTION IS, I MEAN, ARE WE KIND OF LOSING OUR GRIP OVER OUR LOCAL DETERMINATION OF HOW WE PLAN? GROWTH IS MORE AND MORE OF THAT COMING OUT OF THE STATE, AS OPPOSED TO THE DECISIONS BEING MADE LOCALLY.

I MEAN, TO BE BLUNT. YEAH. I SEE A LOT OF STATE MANDATES COMING OUT.

BUT YOU KNOW WHAT? WE'RE NOT UNIQUE. I GREW UP IN CONNECTICUT.

IT'S HAPPENING THERE. IT'S HAPPENING ALL ACROSS THE US.

THERE'S A LOT OF YOU KNOW, NOT MY BACKYARD SENTIMENT.

THE WAY THAT OLYMPIA SEEMS TO DEAL WITH THAT IS COOL.

THEN EVERYONE'S BACKYARD, AND THEY. AND THEY PREEMPT US, RIGHT? SO, YOU KNOW, WE HAD AN ADU ORDINANCE WHERE WE ALLOWED ACCESSORY DWELLING UNITS ONE ON A SINGLE FAMILY PROPERTY.

YOU KNOW, THE STATE CAME OUT AND SAID, NOPE, EVERYBODY'S GOING TO ALLOW IT TO THE HOUSE BILL 1220 IS A IS A PRETTY GOOD EXAMPLE.

BUT I'LL TELL YOU THAT GENERAL APPROACH TO PLANNING FOR WHAT PEOPLE CAN AFFORD, THEY'VE BEEN DOING IN OREGON FOR 20 YEARS.

SO IT'S NOT NEW, BUT, YOU KNOW, WE HAVE FRIENDS THAT ARE ALSO IN THE SAME CIRCUMSTANCES.

YEAH. I USE THE WORD STATE MANDATED A LOT DURING OUR COMPREHENSIVE PLAN PROCESS.

BECAUSE A LOT OF IT WE'RE NOT, YOU KNOW, DECISIONS THAT WE GOT TO MAKE, THESE WERE THINGS WE HAD TO IMPLEMENT.

WE HAVE SOME LEEWAY IN HOW WE IMPLEMENT THEM.

GENERALLY, SINCE I'VE WORKED IN FERNDALE, YOU KNOW, I'D SAY THE CITY OF FERNDALE LIKES TO DO THE RIGHT THING, BUT WE ALSO UNDERSTAND WHERE THAT LINE IS. OF WHAT WE NEED TO DO.

AND WE'RE PRETTY DELIBERATE WHEN WE GO OVER THAT LINE.

SO IMPLEMENTING THE CLIMATE ELEMENT, WHICH I'D BE HAPPY TO COME BACK AND CHAT WITH YOU MORE ABOUT, THAT WAS ONE THAT'S A VERY GRAY AREA.

IT WAS VERY HARD TO UNDERSTAND EXACTLY WHAT WE WERE SUPPOSED TO DO.

BUT HOUSE BILL 1220 IS PRETTY STRAIGHTFORWARD IN TERMS OF UNDERSTANDING WHAT PEOPLE CAN AFFORD AND THEN CORRELATING THAT BACK TO ZONING.

BUT YEAH, THAT'S THAT'S HAPPENING AT THE STATE LEVEL.

YES. I'D SAY IT'S WORKED OUT PRETTY WELL. OREGON I'M A RECOVERING OREGONIAN.

SO OREGON HAS STRONGER GROWTH MANAGEMENT. SO THINGS THAT HAPPEN CAN ONLY HAPPEN IN THE CITY.

WHAT YOU CAN DO OUT IN THE COUNTRY IS FARM AND FORESTRY ACTIVITY.

AND THAT'S ABOUT IT. AND THEY ACTUALLY HAVE WHITE PAPERS THAT SHOW, LIKE, THEIR BURGEONING WINE INDUSTRY THAT THEY HAVE IN THE WILLAMETTE VALLEY.

ALL THOSE THINGS WOULDN'T EXIST IF IT WASN'T FOR THE GROWTH MANAGEMENT ACT.

AND THE WAY THAT IT WORKS DOWN THERE. THE DENSITY AND THE COST OF HOUSING IS LIKE, NOBODY'S FOUND THE, YOU KNOW, THE MAGIC WAND ON THAT. AND I, I THINK YOU'RE GOING TO SEE THE STATE CONTINUE TO MONKEY AND MOVE THINGS AROUND TRYING TO SOLVE IT,

[00:50:04]

APPRECIATE IT. AND WE'LL CONTINUE TO TRY TO KEEP THAT PROACTIVE APPROACH GOING.

THANK YOU. HAVE A GOOD NIGHT. YOU AS WELL. SO I AND MARK'S ONLINE.

HE'S NOT IN PERSON. BUT WHAT I'D LIKE TO ASK IS THAT THE NEXT MEETING, THAT YOU HAVE TIME TO HAVE A DISCUSSION AND THEN GIVE US SOME DIRECTION ON THE NEXT STEPS YOU WOULD LIKE US TO TAKE.

OKAY. SO IF THAT COULD BE ADDED TO THE AGENDA, THEN DOES THAT WORK FOR THE BOARD? I THINK THAT'S A GOOD IDEA. SO WE'RE GOING TO HAVE ANOTHER TALK ABOUT THE IMPACT FEES THEN AT THAT POINT.

OR WE CAN YOU YOU COULD. SO JUST A CONVERSATION.

WE'LL MAKE SURE YOU GET THE POWERPOINT BETWEEN NOW AND TUESDAY, BE ABLE TO REVIEW IT.

AND THEN YOU CAN PROCESS JUST WHAT YOU'RE THINKING, HEARING.

MARK HAS ALSO BEEN LISTENING IN TONIGHT SO HE CAN PROVIDE SOME INFORMATION, SOME HISTORY AS WELL.

AND THEN YOU CAN GIVE US SOME DIRECTION. WE'RE TALKING ABOUT THE TAX.

WE'RE NOT TALKING ABOUT THE IMPACT FEES. WE'RE TALKING ABOUT THE TAX. YEAH I WANT TO KNOW BECAUSE IF THERE'S A HEARING COMING I GUESS MY THOUGHTS ARE I DON'T WANT TO WAIT TILL THE HEARING FOR US TO GET IN FRONT OF COUNCIL.

AND SO WHAT'S WHAT WOULD YOU LIKE US TO DO? DO YOU WANT ME TO GO GIVE PUBLIC COMMENT? DO YOU WANT TO? IF YOU WANT TO GO GIVE PUBLIC COMMENT, DO YOU WANT MARK TO GO? DO DOES THE BOARD WANT TO WRITE A LETTER THAT THEY PRESENT TO COUNCIL? BECAUSE BY THE TIME THE HEARING HAPPENS, YOU KNOW, THERE'S A LOT OF WORK THAT'S HAPPENED UP TO IT.

SO ANYWAY, I WOULD JUST LIKE TO ASK THAT ON TUESDAY NIGHT YOU HAVE THAT DISCUSSION.

I'M SORRY. PIG. IS THAT WHAT YOU MEANT? I'M SORRY.

NO, I MEAN, THERE'S A TWO SEPARATE DISCUSSIONS, ONES ABOUT THE TAXES AND GOING TO CITY COUNCIL AND PRESENTING WHAT OUR WISHES ARE FOR THE TAXES. AND THEN THE OTHER ONE WAS I WAS JUST WANTING TO LOOK AT THE IMPACT FEES A LITTLE BIT MORE, BECAUSE I WANT TO KNOW MORE HOW THEY HAVE, YOU KNOW, WE'VE COLLECTED THEM IN THE PAST, WHETHER THEY'VE BEEN SUFFICIENT TO PAY FOR THE CAPITAL IMPROVEMENTS THAT, YOU KNOW, THEY WERE INTENDED TO TO HELP SUPPORT THAT KIND OF THING.

I JUST WANT A BETTER UNDERSTANDING OF IMPACT FEES AND ALSO ABOUT THE STRUCTURE AND WHY WHY THEY WENT WITH THE WITH THE NEW SCHEDULE, THE WAY THAT IT IS. AND MARK WILL BE ABLE TO ANSWER THAT.

YEAH. AND I THINK A LOT OF THAT WAS IN THE THE PRESENTATION THAT HE DID BEFORE.

BUT HE I'M SURE WILL BE HAPPY TO GO OVER IT AGAIN.

OKAY. AND SORRY. DIDN'T MEAN TO INTERRUPT. NO THAT'S OKAY.

BECAUSE WE'VE ADOPTED THOSE. AND SO IT'S NOT LIKE I DON'T KNOW THAT WE CAN NECESSARILY GO BACK AND MAKE CHANGES TO THEM EITHER.

I THINK YOU MIGHT BE ABLE TO. I THINK THERE'S A WINDOW OF OPPORTUNITY, AND I JUST WOULD LIKE TO HAVE A BETTER UNDERSTANDING AND MAKE SURE THAT IT ACTUALLY IS SOMETHING THAT, YOU KNOW, I MEAN, I JUST WANT A BETTER UNDERSTANDING OF WHAT THIS IS SUPPOSED TO COVER.

I'D LIKE TO LIKE TO GO BACK, FOR EXAMPLE, TO, YOU KNOW, THE PREVIOUS BOND AND HOW MUCH WAS SITTING IN THE CAPITAL PROJECTS FUND FROM IMPACT FEES AT THAT POINT TO KNOW HOW MUCH CAME OUT TO PAY FOR, YOU KNOW, THE MOST RECENT CAPITAL PROJECTS.

OKAY. I CAN'T ANSWER ANY OF THOSE. YEAH, THAT'S GOING TO TAKE SOME RESEARCH TO GET THOSE KIND OF ANSWERS.

AND PEGGY KNOW TOO, IF YOU WANT TO SPEND SOME TIME ONE ON ONE WITH MARK TO LEARN ABOUT IT.

YEAH. HE WAS. HE WOULD BE MORE THAN HAPPY TO KNOW.

HE AND I HAVE ALREADY KIND OF SORT OF TALKED, YOU KNOW. AND THEN I RAN INTO TAMMY ON THE WAY OUT. AND SO SHE SAID SHE AND LONGSTAFF.

YEAH. SO ONE THING MARK IS NOT BACK IN PERSON YET, BUT YOU COULD ALWAYS WE COULD SET UP A ZOOM AND YOU COULD DO IT THAT WAY AS WELL. AND TAMMY COULD JOIN THAT AS WELL.

SO YOU LET YOU LET ME KNOW OKAY. WHEN IS THERE HEARING ON THIS? THEY HAVE NOT SAID IT. BUT I LIKE STRATEGY SO.

YEAH. AND AND SOME OF IT WE DON'T WANT TO BE BEHIND THE EIGHT BALL OR COMING UP AT THE LAST MINUTE BECAUSE, YOU KNOW, SOMETIMES THAT INFORMATION IS PRESENTED AHEAD OF TIME AND OPINIONS ARE MADE UP BEFORE A HEARING IS, YOU KNOW, SO YEAH. SO WE JUST WANT TO MAKE SURE THAT OUR MESSAGE IS GETTING THERE BECAUSE SOMETIMES IT GETS LOST IN THE FRAY.

SO WOULD NEXT TUESDAY BY FOOT GET GETTING THAT ON TO OUR AGENDA.

WILL WE BE ABLE TO DRAFT SOMETHING TOGETHER SO OR.

YEAH, IF I COULD HEAR THAT NIGHT JUST FROM YOU.

WHAT I'M ENVISIONING IS I WOULD LISTEN TO WHAT SOME OF YOUR WONDERS, YOUR QUESTIONS, YOUR CONCERNS.

IS THERE MORE INFORMATION YOU NEED? AND THEN FROM THERE, I'LL BE ABLE TO DRAFT A LETTER THAT I COULD EITHER BRING TO THE STUDY SESSION OR

[00:55:03]

YOU KNOW, IF YOU SAID KEVIN, WOULD YOU REVIEW IT AND HAVE HIM SEND IT ON BEHALF OF THE BOARD? I MEAN, THERE'S LOTS OF WAYS I THINK WE CAN JUST HAVE TIME.

AND I'D LOVE MARK TO BE I DON'T KNOW IF HE'S GOING TO BE IN PERSON, BUT WE COULD GET HIM ONLINE TO HAVE A CONVERSATION AND.

OKAY. THANK YOU. OKAY. OKAY. SO THAT THEN TAKES US ON TO THE NEXT PORTION OF OUR MEETING, WHICH KRISTI AM SURE IS GOING TO HAVE TO STRUGGLE TO FILL THE NEXT 50 MINUTES OF OUR TIME.

WE'RE GOING TO BE HERE FOR FIVE HOURS. I KNOW IT'S GOING TO BE A HIGH LEVEL SOMETHING NEAR AND DEAR TO HER HEART, AS WE ALL KNOW. SO I WILL TURN IT OVER TO HER TO TALK ABOUT EARLY LEARNING.

SO I'LL JUST SAY THIS IS A KEY PART OF OUR STRATEGY, BUT IT ALSO IS A COST SAVING STRATEGY.

AND I HAVE SEEN IT FIRSTHAND THAT WHEN YOU INVEST EARLY, YOU SAVE MONEY OVER TIME.

THIS IS A HOT TOPIC RIGHT NOW. TOMORROW AT 4:00, THERE'S ACTUALLY A HEARING ON TC.

I THINK I SENT YOU AN EMAIL WHERE YOU COULD SIGN UP.

TO SAY IF YOU ARE PRO CON OR IF YOU WANT TO TESTIFY PART OF THE CONVERSATION AROUND TC.

REALLY, I'LL JUST BE REALLY FRANK. AND I'M, I AM SPENT A LOT OF TIME TALKING TO LEGISLATORS AND OTHER SUPERINTENDENTS.

THIS IS AN ISSUE THAT WE'RE SEEING IN COMMUNITIES MUCH LIKE FERNDALE, WHERE THERE'S NOT A LOT OF ACCESS.

AND SO I THINK FOR A LONG TIME PEOPLE HAVE THOUGHT THAT K-12 IS NOT AN EARLY LEARNING PROVIDER.

SO WHY DO THEY CARE? AND ACTUALLY, SINCE I.D.E.A.

WENT INTO PLACE BY LAW, SCHOOL DISTRICTS HAVE TO PROVIDE SERVICES TO CHILDREN WITH DEVELOPMENTAL DISABILITIES STARTING AT AGE THREE.

AND WE HAVE TO KNOW WHERE THEY'RE COMING FROM AND MONITOR THAT FROM THE TIME THEY'RE BORN ON.

SO WE'VE BEEN EARLY LEARNING PROVIDERS FOR A VERY, VERY LONG TIME.

AND SO THIS IDEA THAT THIS IS NOT A K-12 ISSUE, IT ABSOLUTELY IS.

AND I'LL JUST DEVIATE A LITTLE BIT. BRIAN AND NANCY SIT ON THE BELL TIME ADVISORY AS YOUR REPRESENTATIVE.

SO IF YOU HAVE QUESTIONS ABOUT THAT, TALK TO EITHER ONE OF THEM.

WE HAVE OUR LAST MEETING THIS COMING WEEK, BUT TOM DIMEL DID SUCH AN AMAZING JOB PRESENTING ABOUT SLEEP SCIENCE AND WHY IT WORKED.

AND HE BASICALLY SAID SOMETHING THAT HOLDS TRUE HERE.

YOU ARE NEVER GOING TO BEAT SCIENCE. YOU JUST CAN'T WORK AGAINST SCIENCE.

AND SO TONIGHT I JUST WANT TO SHARE WITH YOU WHY WE TALK ABOUT EARLY LEARNING, WHY IT MATTERS TO US, NOT JUST BECAUSE IT'S GOOD FOR KIDS, BUT BECAUSE IT'S IT MATTERS TO OUR GRADUATION RATES.

IT MATTERS TO HOW MUCH WE'RE SPENDING ON SUPPORT SERVICES.

IT MATTERS IN INCARCERATION RATES. IT MATTERS IN COLLEGE REGULATION.

SO ALL OF THOSE THINGS ARE ACTUALLY IMPACTED PRIOR TO A CHILD.

I MEAN, I CAN TELL YOU A LOT IN THE FIRST NINE WEEKS OF KINDERGARTEN.

SO ANYWAY I LOVE THIS. RUBY ACTUALLY PASSED AWAY ABOUT A YEAR AND A HALF AGO, AND SHE WAS SOMEBODY THAT I REALLY ADMIRED IN HER WORK BECAUSE SHE WAS UNAPOLOGETIC IN FIGHTING FOR YOUNG CHILDREN AND THEIR RIGHTS.

BUT THE RESEARCH IS PRETTY CLEAR THAT TALENT IS UNIVERSALLY DISTRIBUTED.

BUT IT'S THE OPPORTUNITY TO DEVELOP THAT TALENT, SADLY, IS NOT.

THERE'S BEEN AN EXTENSIVE RESEARCH STUDY THAT I FIND VERY FASCINATING.

AND IF YOU. LIKE TO READ RESEARCH, I CAN SEND IT TO YOU.

WHERE THERE WAS A GROUP OF CHILDREN FOLLOWED FOR SOME TIME, AND ABOUT 90% THAT INCOMING KINDERGARTEN GROUP, 90% OF THAT INCOMING KINDERGARTEN GROUP, DISPLAYED THE CHARACTERISTICS OF A GIFTED AND TALENTED CHILD PRIOR TO ENTERING KINDERGARTEN, JUST THE WAY THEY THOUGHT AND PROBLEM SOLVED THE WAY THEY DID.

ALL SORTS OF TASKS. AND IT WAS LIKE LESS THAN 25% OF THAT SAME GROUP SHOWED THOSE SAME SKILLS BY THE TIME THEY GRADUATED.

THAT IS NOT A CHILD ISSUE. THAT'S A SYSTEM ISSUE.

AND SO HOW DO WE MAKE SURE THAT WE'RE MAXIMIZING THAT POTENTIAL IN EVERY CHILD? 90% OF A CHILD'S BRAIN ACTUALLY DEVELOPS BY THE AGE OF FIVE.

NOW, DOES THAT MEAN WE WE CAN'T, YOU KNOW, CHANGE IT OR WHATEVER? NO, THAT'S JUST WHEN THE BRAIN IS GROWING ITS FASTEST.

CHILDREN ENTER KINDERGARTEN AT AGE FIVE. THEIR PRIMARY INFLUENCE HAS BEEN THEIR FAMILY AND THEIR HOME ENVIRONMENT.

IF FAMILIES ARE ABLE TO ACCESS, YOU KNOW, TRIPS OR MUSEUMS OR EARLY LEARNING ACCESS OR THEIR LANGUAGE RICH HOME, REGARDLESS OF, YOU KNOW, THEY HAVE A LOT OF BOOKS, THEY'RE DOING A LOT OF MATH.

PEGGY AND I TALK A LOT ABOUT THE FACT THAT EARLY MATH IS ACTUALLY A STRONGER INDICATOR OF THIRD GRADE READING SCORES THAN LITERACY IS.

[01:00:07]

AND I WILL SEND YOU THIS POWERPOINT. THAT QR CODE SENDS YOU TO THE HARVARD CENTER FOR THE DEVELOPING CHILD.

AND THAT IS JUST CHOCK FULL OF RESEARCH, OF WHICH I'M GOING TO SEND YOU.

THERE'S ACTUALLY FIVE KEY NUMBERS THAT YOU THAT I OFTEN SHARE WITH PEOPLE ABOUT EARLY LEARNING.

AND SO WHAT'S HAPPENING IN THOSE EARLY YEARS, FROM THE TIME THE CHILD'S BORN IS THAT THEIR NEUROLOGICAL CONNECTIONS ARE BEING DEVELOPED AND IT'S HAPPENING AT A VERY RAPID PACE. I'M NOT GOING TO PLAY THIS VIDEO TONIGHT, BUT WHEN YOU GET THIS POWERPOINT, IF YOU CLICK ON THE CENTER FOR THE DEVELOPING CHILD, IT'S GOT LIKE A TWO MINUTE BRAIN ARCHITECT VIDEO THAT YOU CAN WATCH ANYWAY.

SO WHAT HAPPENS IS EARLY CHILDHOOD. WHEN WE TALK ABOUT IT, A LOT OF PEOPLE THINK THAT EARLY LEARNING MEANS BIRTH TO AGE FIVE, AND IT ACTUALLY IS BIRTH TO AGE NINE. AND I WANT TO GO HERE SO YOU CAN SEE THIS GRAPHIC HERE.

SO THE BLUE LINE SHOWS YOU, BASED ON HOW FAST THAT BRAIN IS DEVELOPING, THE BRAIN'S ABILITY TO CHANGE IN RESPONSE TO EXPERIENCES.

SO IF YOU THINK ABOUT A NEWBORN BABY, YOU WANT TO TEACH THEM TO TALK.

WHAT ARE SOME THINGS YOU DO TO GET THEM TO TALK WHEN YOU'RE TEACHING LANGUAGE TO A YOUNG BABY? YEP. IT'S CALLED SERVE AND RETURN. YOU'RE DOING A LOT OF TALKING EVEN THOUGH YOU'RE NOT RESPONDING. AND THEN PRETTY SOON THAT BABY MIMICS YOU AND THEY START TO DEVELOP LANGUAGE.

YOU DIDN'T HAVE TO GO HIRE A TUTOR. YOU DIDN'T HAVE TO DO MUCH MORE THAN JUST ENGAGING WITH THE CHILD.

SO THAT'S THIS PART RIGHT HERE WHEN I WAS TALKING ABOUT THE BRAIN, IF YOU CAN SEE, IT'S VERY LITTLE EFFORT HAS TO BE MADE IN ORDER TO CHANGE THE EFFECTS OF THE CHILD. WHAT HAPPENS STARTING AT AGE TEN IS THE STRONGEST CONNECTIONS IN THE BRAIN DEVELOPMENT STAY, AND THE WEAKER CONNECTIONS IN A CHILD START TO DO SOMETHING CALLED PRUNING.

AND THERE'S ACTUALLY A GREAT VIDEO I'LL SEND TO YOU. BUT SO IF YOU THINK ABOUT A CHILD WHO HAS EXPERIENCED TRAUMA IN THOSE FIRST 9 TO 10 YEARS OF AGE, AND THEY HAVE NOT HAD A LOT OF TIME SPENT IN LEARNING HOW TO PROBLEM SOLVE OR FEELING CONNECTED OR LOVE.

THOSE ARE THE THINGS THAT PRUNE AWAY. AND THEN YOU CAN SEE THE ORANGE LINE.

IF YOU GO BACK HERE, THE ORANGE LINE, HOW MUCH EFFORT WE ARE GOING TO HAVE TO PUT IN AS AN EDUCATIONAL SYSTEM IN ORDER TO AFFECT CHANGE.

DOES THAT MAKE SENSE? SO I WANT TO. THIS IS DELAYED A LITTLE BIT.

SO WHEN PEOPLE TALK ABOUT EARLY LEARNING IT'S VERY COMPLEX.

WHEN THEY GET INTO KINDERGARTEN IT'S VERY CLEAR ABOUT THE THE ORGANIZATION.

YOU KNOW WE HAVE OSP AND THAT'S IT. BUT FOR EARLY LEARNING WHY IT'S SO HARD TO KIND OF WRAP OUR HEADS AROUND.

AND THIS IS AN OLD GRAPHIC. IT'S CHANGED A BIT, BUT THEY HAVEN'T DEVELOPED A NEW ONE.

I KEEP SAYING THAT I'M GOING TO DO THAT. THESE ARE ALL THE DIFFERENT AGENCIES THAT ARE INVOLVED IN BIRTH TO FIVE SERVICES AND THEN EVEN BEYOND UP TO AGE NINE.

SO AS A SCHOOL DISTRICT, PART OF THE STATE LAW FOR KINDERGARTEN IS WE HAVE TO BY LAW, PARTNER WITH ALL THESE AGENCIES.

SO I HAVE TEAMS OF PEOPLE, PRINCIPALS, KELLY, MYSELF CHRIS IS OFTEN INVOLVED.

WE'RE CONSTANTLY TRYING TO SEE HOW DO WE MAKE SURE THAT WE'RE WORKING WITH THESE DIFFERENT AGENCIES.

AND IT'S WHY I THINK IT'S SO COMPLEX. IF YOU HAVE A CHILD WITH DISABILITIES AND THEY'RE BORN WITH DISABILITIES, IT'S VERY CLEAR THEY HAVE TO. THEY MAY HAVE TO GO TO 5 TO 6 AGENCIES WORK WITH 5 TO 6 PROVIDERS.

IT'S VERY COMPLEX. AND YOU HAVE TO HAVE SOME SOCIAL CAPITAL OR AN ADVOCATE IN ORDER TO DO IT WELL.

AND SO I DON'T KNOW ABOUT YOU, BUT IF I JUST NEED TO GET A DOCTOR'S APPOINTMENT, IT CAN TAKE ME 5 OR 6 PHONE CALLS.

SO SO IMAGINE TRYING TO GET SERVICES FOR YOUR YOUNG CHILD.

SO HERE'S ANOTHER LOOK AT EARLY LEARNING AND WHY IT MATTERS.

AND I THINK THERE WHEN WASHINGTON STATE DEVELOPED FULL DAY K, THERE WAS THIS IDEA THAT, OH GOSH, WE'RE GOING TO PAY FOR FULL DAY KINDERGARTEN FOR ALL KIDS AND WE'RE GOING TO CHANGE OUTCOMES.

WHAT THE RESEARCH CLEARLY SHOWS, THOUGH, YOU CANNOT IT'S NOT AN INOCULATION.

I CAN'T HAVE A CHILD WHO JUST HAS ONE YEAR OF PRESCHOOL OR FULL DAY KINDERGARTEN, AND I'M GOING TO CHANGE OUTCOMES.

WHAT WE KNOW THROUGH RESEARCH IS YOU HAVE TO HAVE HIGH QUALITY WITHIN THOSE GRADE AGE BANDS AND ACROSS SO WHO THE TEACHER IS THE ENVIRONMENT THEY LIVE IN, THE OPPORTUNITIES THEY HAVE. IT MATTERS FROM THE TIME THEY'RE BORN ALL THE WAY TO THIRD GRADE.

[01:05:03]

AND IN WASHINGTON STATE, THEY ACTUALLY HAVE THE K THREE FUNDING RATIO WHERE THEY MANDATE THAT WE CAN ONLY HAVE.

SO WE HAVE TO HAVE A CERTAIN NUMBER OF ADULTS PER CHILDREN.

SO IT'S LIKE A 1 IN 17 RATIO, YOU KNOW. SO EVERYONE IS COUNTED IN THERE.

AND IF WE DON'T MEET THAT RATIO WE'RE ACTUALLY DEDUCTED ON FUNDS.

THE COMPLEX PART HERE I KNOW, I KNOW, HE ACTUALLY SAID SOMETHING EARLIER THAT WELL WE THEY CAN'T MAKE US DO SOMETHING THAT THEY DON'T FUND.

AND I THOUGHT, OH, I WISH WE COULD SAY THAT. BUT, YOU KNOW, REALLY THAT'S I'M HAPPY FOR THEM.

THE COMPLEXITY OF FULL DAY K IS IT'S I CALL KINDERGARTEN.

IT'S A YEAR THAT KIDS ARE TRANSITIONING FROM BIRTH TO FIVE SYSTEMS TO KINDERGARTEN.

SO I, I SAY THAT KIDS DON'T GO TO KINDERGARTEN.

THEY GO THROUGH KINDERGARTEN. AND IT'S THAT TIME WHERE THEY'RE LEAVING THAT BIRTH TO FIVE SYSTEM AND THEY'RE MOVING INTO THE K-12 SYSTEM.

TK FALLS RIGHT IN THERE. AND THESE ARE ALL THE THINGS, AS AN EARLY LEARNING SUPPORT PERSON, THAT I HAVE TO THINK ABOUT. I HAVE TO THINK ABOUT CROSS SECTOR WORK.

WHO ARE ALL OF THE PEOPLE INVOLVED IN THE CHILD'S LIFE I HAVE TO THINK ABOUT? DO MY ADMINISTRATORS UNDERSTAND AND KNOW WHAT DEVELOPMENTALLY APPROPRIATE PRACTICES I HAVE TO HAVE THE RIGHT TEACHER.

I HAVE TO HAVE DEVELOPMENTALLY APPROPRIATE TOOLS.

SO IF YOU GO INTO OUR EARLY LEARNING ENVIRONMENTS, YOU'RE GOING TO SEE BLOCKS AND TOYS AND PEOPLE TALK ABOUT WHY ARE THEY PLAYING SO MUCH? WELL, GUESS WHAT BLOCKS IN A KINDERGARTEN CLASSROOM ARE ROBOTICS IN MIDDLE SCHOOL, HIGH SCHOOL? THE CULINARY ARTS CLASS, WHICH IS ONE OF OUR MOST POPULAR CLASSES IN THE HIGH SCHOOL, STARTS WITH THE TOY KITCHEN.

SO THAT'S WHERE CHILDREN PRACTICE THINGS. THEY'RE PRACTICING EVERYTHING THAT THEY'RE TRYING TO MAKE SENSE OF. THEY LEARN THROUGH PLAY, THE LEARNING ENVIRONMENT.

WE HAVE TO MAKE SURE THAT WE'RE LOOKING AT DATA AND THE FAMILY IS THE MOST IMPORTANT.

AND IF YOU THINK ABOUT THAT, 90% OF BRAIN DEVELOPMENT, THEY'VE BEEN DOING THE TEACHING.

AND SO THEY'RE THE DATA FILE. AND WE HAVE TO ENGAGE THEM IN A WAY THAT SUPPORTS THE CHILD.

AND THIS IS WHY IT MATTERS. SO WHAT I KNOW IS THAT FOR EVERY CHILD WHO'S BEEN IN HIGH QUALITY EARLY LEARNING, I CAN GET UP TO A $16 RETURN ON INVESTMENT. SO WHEN I STARTED, WHICH IT'S NOW TK WHEN I STARTED THAT IN BELLINGHAM, I WORKED WITH ABOUT 3000 STUDENTS AND I KEPT TRACK OF THOSE KIDS THE WHOLE TIME.

MY FIRST GROUP OF PROMISE K STUDENTS, THAT'S WHAT THEY CALL IT.

THEY'RE OUR SENIORS THIS YEAR. I CAN HARDLY BELIEVE IT, BUT I TRACKED THEM OVER TIME TO SEE WHAT WERE WE SAVING? AND AS A FORMER KINDERGARTEN TEACHER, I KNEW THAT CHILDREN WHO HAD NOT HAD EARLY LEARNING ACCESS WERE MORE LIKELY TO NEED TITLE ONE RESOURCES.

THEY OFTEN ENDED UP GETTING FLAGGED FOR SPECIAL EDUCATION.

OUT OF THE 3000 STUDENTS THAT WE SUPPORTED IN THAT TEN YEAR SPAN, ONLY EIGHT NEEDED REMEDIAL SERVICES.

SO THAT'S SIGNIFICANT SAVINGS. AND THIS IS WHY WE'RE FIGHTING THE STATE WHEN THEY SAY WE'RE NOT GOING TO PAY FOR TC.

I'M LIKE, OH, YOU'RE GOING TO PAY FOR IT. YOU EITHER PAY FOR IT NOW, WHICH IT'S ABOUT A $20 MILLION, OR YOU'RE GOING TO PAY TENFOLD LATER ON. AND WE'RE SEEING THE EFFECTS OF A BROKEN INFRASTRUCTURE HERE IN FERNDALE.

WHEN I FIRST GOT HERE NANCY AND I LOOKED AT THIS EARLIER TODAY, AND I'LL SHARE IT WITH YOU.

WHEN I FIRST GOT HERE, IT WAS ABOUT 30% OF OUR STUDENTS CAME INTO KINDERGARTEN, HAVING HAD AN EARLY LEARNING ACCESS.

WE ARE GETTING UP TO ABOUT 60% NOW. THAT'S GOING TO BE A COST SAVINGS FOR US OVER TIME.

SO THIS IS IF YOU WERE TO LOOK, IF SOMEONE WAS TO SAY, WHAT DOES EARLY LEARNING LOOK LIKE IN FERNDALE? THIS IS A MAP. SO WE HAVE THE BIRTH TO THREE SERVICES.

NOW WE DON'T WE DON'T IMPLEMENT THEM, BUT WE PARTNER WITH THE WHATCOM CENTER FOR EARLY LEARNING.

SO IF YOU COME TO MOUNTAIN VIEW I THINK, CHRIS IS IT? I THINK IT'S TUESDAYS. THEY HAVE A PLAY GROUP HERE.

SO THEY HAVE A SPACE HERE AND THEY COME HERE.

WE ASSESS STUDENTS, WE MEET WITH PARENTS. WE'RE CONSTANTLY DOING ALL WE CAN.

WE HAVE TO DO SOMETHING BY FEDERAL LAW CALLED CHILD.

FINE. SO IF A FAMILY IS CONCERNED ABOUT THEIR CHILD HAVING DISABILITIES, THEN WE CAN PARTNER WITH THAT FAMILY.

AND THEN WE HAVE DEVELOPMENTAL PRESCHOOL. WE HAVE PRESCHOOL TO TK K TRANSITIONS.

SO WE CURRENTLY HAVE ICAP. WE ALSO HAVE PEER STUDENTS PEER MODELS HERE.

SO WE HAVE SOME CHILDREN FROM THE COMMUNITY WHO COME AND JOIN SOME OF THESE CLASSES AT NO COST.

AND THEY GET PRESCHOOL, BUT THEY'RE PROVIDING MODELING.

AND IF YOU THINK ABOUT IT, IF YOU GO BACK TO THAT BRAIN SCIENCE, IF I HAVE A CHILD AND I DID, ALL THREE OF MY CHILDREN QUALIFIED FOR SPEECH AND LANGUAGE SUPPORT WHEN THEY WERE LITTLE, IF THEY DID NOT HAVE OTHER PEERS WHO HAD STRONG LANGUAGE

[01:10:10]

ALL WE'RE DOING IS REINFORCING THE LANGUAGE. SO THAT'S WHY THE PEER MODELS MATTER.

MATTER. THEN WE HAVE TRANSITIONAL K AND THEN WE HAVE KINDERGARTEN THROUGH THIRD GRADE.

DOES THAT APPLY TO UPPER LEVEL GRADES TOO? ALL THE WAY UP THROUGH THIRD GRADE.

IT'S WHEN WHAT WE WANT TO DO IS CAPITALIZE. WHEN THAT BRAIN DEVELOPMENT IS AT ITS HEIGHTENED.

BECAUSE WHAT WE KNOW, IF YOU GO BACK TO THAT ONE GRAPH WITH THE BLUE LINE AND THE ORANGE LINE, THE AMOUNT OF EFFORT TO CHANGE THE OUTCOMES IS MUCH EASIER.

IT'S IT'S REALLY ABOUT ENGAGEMENT WITH PEERS.

IT MIGHT BE SOME EXTRA READING SUPPORT AS THEY MOVE UP, BUT IT'S NOT TO THE SEVERITY THAT IT'S GOING TO BE ONCE THEY HIT NINE YEARS OF AGE OR OLDER. OKAY. I GUESS WHAT I'M TRYING TO ASK YOU IS YOU JUST SAID TO HAVE KIDS THAT NEED EXTRA HELP WITH KIDS THAT DON'T NEED EXTRA HELP. WE HAVE IT ALL THE WAY THROUGH, OKAY, ALL THE WAY THROUGH OUR STUDENTS NOW, DEPENDING ON THE NEEDS OF THE STUDENT, DEPENDS ON THE AMOUNT OF TIME THEY MIGHT BE WITH PEER MODELS, BUT ALL OF THEM GET THAT IN SOME WAY.

OKAY. DOES THAT MAKE SENSE? I WAS WONDERING YOU KNOW, HOW HOW THE PEER MODELS BENEFIT? YEAH, THAT'S A GREAT QUESTION.

I'LL USE A STORY ABOUT MY OWN DAUGHTER, MADISON, WHO'S NOW A MATH TEACHER.

AND SOMEDAY HER AND PEGGY ARE GOING TO SIT AROUND AND TALK MATH FOR HOURS.

BUT WHEN MY DAUGHTER MADISON SHE HAD BEEN IN PRESCHOOL.

AND KEEP IN MIND, ALL THREE OF MY CHILDREN HAD AN IEP OR A 504 DUE TO DYSLEXIA.

BUT, YOU KNOW, THEIR MADISON. I USED TO SAY SHE COULD TALK HERSELF OUT OF PRISON.

SHE COULDN'T READ A THING UNTIL SHE WAS IN MIDDLE SCHOOL, BUT SHE HAD PEOPLE FOOLED BECAUSE SHE COULD JUST ARTICULATE AND GET HERSELF OUT OF ANY SITUATION. AND ONE OF HER VERY BEST FRIENDS. AND CHRIS MIGHT REMEMBER THIS LITTLE GUY.

HIS NAME WAS DAVID, AND MADDIE AND DAVID WERE IN CLASS TOGETHER FROM THE TIME THEY WERE KINDERGARTEN, ALL THE WAY THROUGH HIGH SCHOOL, AND STILL TO THIS DAY, THEY FACETIME AT LEAST EVERY OTHER WEEK BECAUSE WHAT I THINK WE FORGET IS THE STUDENTS ARE GOING TO BE THEIR COMMUNITY. I THINK OFTENTIMES WE PUT STUDENTS WITH ADULTS, AND WHEN THE STUDENTS LEAVE SCHOOL, THAT'S NOT THEIR COMMUNITY, THEIR PEERS OR THEIR COMMUNITY.

SO THERE'S A BENEFIT IN BEING TOGETHER IN COMMUNITY.

AND WE'RE SEEING THAT MORE AND MORE THAT, YOU KNOW, DEVELOP FRIENDSHIPS.

I LOVE GOING TO OUR UNIFIED GAMES. BRIAN'S OFTEN THERE.

YEAH. OH, GOSH, WE'RE MISSING IT. THEY'RE FRIENDS.

THEY'RE LOOKING OUT FOR EACH OTHER. YOU KNOW, COMPASSION, EMPATHY, LEARNING HOW TO WORK WITH PEOPLE WHO ARE NOT LIKE YOU.

IT DOESN'T MATTER IF THEY HAVE A DISABILITY OR THEY DON'T HAVE A DISABILITY.

THOSE ARE LIFE SKILLS. AND SO THERE'S A DIRECT BENEFIT.

IT MAY NOT ALWAYS BE ACADEMICALLY, BUT SOMETIMES IT'S THE CHARACTER DEVELOPMENT THAT'S THE STRONGEST.

WHAT DO YOU I'M SORRY. WHAT ARE YOU CALLING THIS AGAIN? JUST THE MIXING ACADEMIC LEVELS OR OR DIFFERENT LEARNING LEVELS.

WHAT IS IT CALLED? ONE MORE TIME? PEER MODELS.

YEAH. YOU KNOW IF YOU I'M GOING TO GO BACK TO THIS, IF YOU LISTEN TO SANDY MCMILLAN IN THE BUDGET VIDEOS AND SHE TALKS ABOUT THE MOST GROWTH TOMMY HAS MADE WAS IN HIGH SCHOOL.

THAT'S BECAUSE THAT'S WHEN WE DID THE INCLUSION THE BEST FOR TOMMY IN MY OPINION.

I GUESS I HAVE A QUESTION BECAUSE WHAT WHAT HAPPENS WHEN IT COMES TO BEHAVIORS AND AND PEER MODELING? ACTUALLY, THE STUDENTS ACTUALLY HAVE MORE INFLUENCE ON THE PEER MODELS THAN SOMETIMES THE ADULTS.

WELL, I'M HEARKENING BACK TO A SITUATION THAT WE HAD WITH OUR SON, OUR OLDEST SON, WHO WAS PUT WITH A IT WAS A MIXED ONE TWO CLASS, AND HE WAS WITH A, A, A SECOND GRADE STUDENT THAT THEY PAIRED HIM UP WITH.

BUT THAT KID WAS A BULLY AND WAS PICKING ON MY SON'S FRIENDS, SO THAT REALLY WASN'T I THINK THAT'S I THINK, PEGGY, WHAT YOU'RE POINTING OUT IS DIFFERENT THAN WHAT WE'RE TALKING ABOUT HERE.

YEAH. NO, THEY EVERYONE HAS TO BE SAFE REGARDLESS.

BUT I WOULD LOVE TO TAKE YOU AND SHOW YOU SOME OF THE SPACES WHERE THIS IS HAPPENING.

VERY WELL. OH, I DO GET CONCERNED ABOUT THINGS LIKE THAT BECAUSE YOU KNOW, I REMEMBER HAVING AN INTERACTION WITH THIS TEACHER, AND SHE WOULD TELL ME THAT, WELL, WELL, CHRISTOPHER IS REALLY GOOD FOR THIS KID.

[01:15:03]

YOU KNOW, I THINK THAT ALSO WAS A TIME WHEN WE'VE LEARNED A LOT MORE.

WE APPROACH IT VERY DIFFERENTLY NOW. SO SO AN EXAMPLE OF THIS IS HAVING TOMMY IN A PEER MODELING IS HAVING TOMMY IN GEN ED CLASSES.

YEAH. HE GOES IN AND YOU KNOW, LIKE RIGHT NOW WE'RE RUNNING AT THE HIGH SCHOOL FOR THE VERY FIRST TIME, A UNIFIED ROBOTICS CLASS. OKAY. I DON'T KNOW IF HE'S IN IT, BUT THERE'S MORE AND MORE OPPORTUNITIES.

GOT IT. YEAH. BECAUSE THAT'S THE OTHER PIECE TO HOW DO WE RAISE THE ACADEMIC RIGOR FOR ALL KIDS.

SO SO WHEN I FIRST STARTED WORKING WITH ADULTS I HAD TO THINK ABOUT HOW DO I ACTUALLY, HOW DO WE TEACH CHILDREN.

HOW DO WE ENSURE THAT IT'S HIGH QUALITY? AND WHEN I WENT TO SCHOOL, WE STARTED ALWAYS.

EVERY CLASS I WAS IN, THEY ALWAYS JUST TALKED A LOT ABOUT CURRICULUM.

BUT I HAVE AN EARLY LEARNING DEGREE AND PART OF THAT REQUIREMENT WAS CHILD DEVELOPMENT.

AND IF I WAS IN CHARGE OF THE WORLD, WHICH I KEEP TRYING TO BE EVERY TEACHER PREP PROGRAM, EVERY PRINCIPAL PREP PROGRAM WOULD HAVE MANDATED REQUIREMENTS IN CHILD DEVELOPMENT BECAUSE IT DOESN'T MATTER WHAT AGE OR STAGE THEY ARE, EVERY CHILD FALLS WITHIN A SCOPE AND SEQUENCE, BECAUSE THE VERY FIRST THING YOU HAVE TO DO IS YOU HAVE TO KNOW WHO THE CHILD IS.

YOU HAVE TO KNOW THEIR FUNDS OF KNOWLEDGE, WHAT ARE THEY BRINGING? AND THEN YOU HAVE TO BE ABLE TO UNDERSTAND WHERE THEY ARE IN THEIR CHILD DEVELOPMENT.

SO IN MOST GIVEN KINDERGARTEN ROOMS, ACTUALLY EVERY KINDERGARTEN ROOM, THERE'S A NINE YEAR AGE SPAN.

WHEN YOU LOOK ACROSS THE DEVELOPMENTAL CONTINUUMS THAT A KINDERGARTEN TEACHER HAS TO CLOSE BY WITHIN NINE MONTHS, IT'S QUITE A TASK. THEY ALSO HAVE TO THINK ABOUT THE ENVIRONMENT.

I THINK WE'VE SEEN THE HIGH SCHOOL HAS BEEN AN EXCELLENT EXAMPLE.

THE, THE IMPORTANCE OF A STRONG ENVIRONMENT AND WHAT IT DOES FOR THE LEARNING.

WHAT DO THOSE ADULT CHILD INTERACTIONS LOOK LIKE? HOW DO YOU ASSESS, PLAN AND TEACH? AND THEN THE VERY LAST THING WE SHOULD BE TALKING ABOUT IS CURRICULUM.

WHEN YOU START WITH CURRICULUM, YOU CAN SEE HOW MANY LEVERS AND PIECES THAT YOU LEAVE OUT.

AND I THINK THAT ACTUALLY EXASPERATES THE BEHAVIOR.

PEGGY, THAT YOU WERE TALKING ABOUT, WHEN WE DO THOSE OTHER PIECES, WELL, THEN CHILDREN ARE READY AND ABLE TO ENTER THE CURRICULUM IN A WAY THAT'S SCAFFOLDED JUST RIGHT FOR THEM. SO HERE'S ANOTHER INTERESTING FACT.

AND I ACTUALLY HAVE THIS BOOK IF SOMEONE WOULD EVER LIKE TO READ IT.

AND IT LOOKS LIKE IT'S VERY OLD, BUT IT'S ACTUALLY VERY PREVALENT TODAY, I'VE HAD THE PRIVILEGE OF TRAVELING ACROSS THE UNITED STATES, AND I'VE WORKED IN MANY DISTRICTS HERE IN WASHINGTON STATE, AND I HAVE SEEN THIS TIME AND TIME AGAIN, THE KINDERGARTEN CLASSROOM AND THE PRE-K CLASSROOM SHOULD NOT LOOK DIFFERENT.

BUT IF YOU LOOK AT HOW MUCH TIME A YOUNG CHILD HAS IN CHOICE IN PRESCHOOL VERSUS KINDERGARTEN.

SO WHEN I GET CALLS IN AND I AND I HEAR AND I'M NOT SAYING I ACTUALLY NEVER GET CALLED IN TO KINDERGARTEN CLASSROOMS HERE IN FERNDALE I, WE HAVE EXCELLENT PROGRAMS GOING. BUT WHEN I GET CALLED IN AND I HEAR, OH MY GOSH, MY CLASS IS FALLING APART, I CAN GO IN. AND ALMOST ALWAYS THEIR CLASSROOM IS LOOKING LIKE THE ONE ON THE RIGHT.

YOUNG CHILDREN WERE NOT MEANT TO SIT IN WHOLE GROUP.

IN FACT, SOME ADULTS WEREN'T EITHER. BUT IF YOU LOOK ON THE SIDE, THAT'S ME, PEGGY.

I DON'T SIT WELL, BUT IF YOU LOOK ON THE SIDE AND YOU THINK ABOUT ALL THE CHOICE TIME, PLAY TIME, STATION TIME, INDIVIDUAL TIME. PEGGY, THOSE SKILLS THAT YOU WERE TALKING ABOUT THAT YOUR YOUR SON EXPERIENCED, THAT OTHER CHILD NEEDED A LOT MORE OF WHAT'S ON THE LEFT THAN PROBABLY WHAT THEY WERE GETTING IS ON THE RIGHT.

DOES THAT MEAN SOME KIDS CAN'T DO THE RIGHT? THEY CAN.

JUST BECAUSE YOU CAN, THOUGH, DOESN'T MEAN YOU SHOULD.

AND THEN YOU JUST THINK ABOUT THE TRANSITION WITH CHILD DEVELOPMENT AND WHY IT MATTERS.

SO THESE ARE ACTUALLY SOME OF MY FORMER STUDENTS.

AND SO WHETHER YOU'RE WORKING WITH A BABY OR YOU'RE WORKING WITH A THIRD GRADER, YOU KNOW, THIS IS WHAT THAT SCOPE AND SEQUENCE WOULD LOOK LIKE IN TERMS OF WHAT YOU LOOK LIKE WITH BLOCKS, IF YOU WERE USING BLOCKS OR IF YOU'RE USING BOARD BOOKS.

AND I TELL OTHER TEACHERS ALL THE TIME IN KINDERGARTEN, FIRST GRADE, YOU BETTER HAVE BOARD BOOKS IN YOUR CLASSROOM BECAUSE YOU HAVE CHILDREN WITH LOW, FINE MOTOR. BUT IF YOU'RE ALSO TEACHING KINDERGARTEN, YOU SHOULD HAVE CHAPTER BOOKS IN KINDERGARTEN BECAUSE YOU'RE GOING TO HAVE CHILDREN WHO READ. SO MAKING SURE YOU'RE THINKING ABOUT THE DEVELOPMENTAL NEEDS OF EVERY CHILD AND NOT JUST CHOOSING A GRADE BAND, BUT TEACHING TO THE INDIVIDUALS. AND THEN THIS IS JUST ANOTHER WAY TO THINK ABOUT THAT.

AND THERE'S ACTUALLY A REALLY GOOD ARTICLE CALLED THE CRISIS IN THE KINDERGARTEN THAT THIS COMES FROM.

AND THE SWEET SPOT FOR YOUNG CHILDREN. AND YOU CAN ACTUALLY GOOGLE IT.

IT'S ONLINE. SO IF YOU'RE INTERESTED IN READING IT AND IT TALKS ABOUT THAT IDEA THAT WE'VE PUSHED DOWN ACADEMICS TOO EARLY TO WITH YOUNG CHILDREN,

[01:20:06]

IT'S CAUSING WHAT WE'RE SEEING IN SOME OF THE MORE AGGRESSIVE CHOICES LATER ON, THE LOWER ACADEMIC OUTCOMES FOR CHILDREN AS THEY MOVE ON.

SO WHAT WE WANT TO BE IS IN THAT THAT SWEET SPOT.

AND SO IT'S WHERE CHILDREN ARE ABLE TO EXPLORE.

BUT THE TEACHER SIDE BY SIDE FREE PLAY WOULD BE SOMETHING YOU SEE OUTSIDE ON THE PLAYGROUND WHERE KIDS ARE JUST RUNNING AROUND AND YOU'RE JUST OBSERVING THEM.

BUT THEN THE OTHER PROBLEM AREA IS HAVING NO PLAY.

AND THAT'S WHY CTE IN FERNDALE, I BELIEVE, IS SO POPULAR.

IT'S POPULAR BECAUSE IT'S PLAY BASED INSTRUCTION THAT IS DEVELOPMENTALLY APPROPRIATE FOR THE AGE AND STAGE OF THAT STUDENT.

WHY WE DON'T HAVE PLAY. YOU KNOW, PEGGY, YOU AND I HAVE TALKED ABOUT THIS ALL THE TIME.

LIKE, WHAT YOU LOVE TO TEACH IS HOW KIDS PLAY WITH NUMBERS.

AND THEY THINK THROUGH IT AND THROUGH THAT THEY'RE ABLE TO GAIN VERY COMPLEX TASKS VERSUS THE CHILD WHO'S JUST SITTING AND BEING DRILLED AT.

SO THAT SWEET SPOTS RIGHT IN THE MIDDLE THERE.

SO WHY IS THIS SO HARD IF WE KNOW THAT THIS IS THE CASE, THE SCIENCE SHOWS IT, THE RESEARCH SHOWS IT, BRAIN SCIENCE SHOWS IT. IT'S BECAUSE THE PEOPLE WHO HAVE THE ABILITY TO MAKE THE DECISIONS WERE THERE.

SEE, IT'S TAKING SO MUCH LEGISLATORS, TEACHERS, PARENTS, THE AMOUNT OF OUR ABILITY TO SHIFT WHAT WE BELIEVE SCHOOL IS VERSUS HOW MUCH EFFORT IT NEEDS IS COMPLEX.

SO IT'S HARDER FOR US TO SHIFT OUR WAYS BECAUSE OF WHERE OUR BRAIN IS.

SO WHAT I WANT TO TALK ABOUT REALLY IS WHERE WHERE DOES THIS PLAN TO YOU AS A BOARD? SO GOSH, I CAN'T REMEMBER EXACTLY WHAT YEAR. FULL DAY K IS ACTUALLY REALLY NEW IN WASHINGTON STATE.

AND JUST LIKE TCS, A BATTLE AT THE LEGISLATIVE FLOOR FULL DAY K IT WAS A BATTLE AND PEOPLE DID NOT WANT TO FUND IT.

THEY JUST DIDN'T. THEY WANTED IT EVERY OTHER DAY.

KIDS NEED TO BE HOME WITH THEIR FAMILIES. AND THAT THAT WAS A CHOICE.

BUT NOT ALL FAMILIES COULD DO IT. AND SO WHAT WAS HAPPENING IS KIDS WEREN'T STARTING AND AND I DON'T KNOW WHY.

BUT IN THE STATE OF WASHINGTON, A CHILD DOESN'T ACTUALLY HAVE TO GO TO SCHOOL UNTIL THEY'RE EIGHT YEARS OF AGE.

FLIP SIDE, YOU KNOW, WHEN YOU WHEN YOU WERE TALKING WAY BACK ABOUT HOW, YOU KNOW, THEY LOOKED AT A BUNCH OF FIVE YEAR OLDS AND THEY WERE ALL LIKE, VERY GIFTED, YOU KNOW, ALL. BUT THEN THAT THAT FELL OFF OVER TIME AND DURING THE TIME THEY WERE IN SCHOOL.

AND I'M WONDERING IF JUST HAVING MORE FREEDOM AT A YOUNGER AGE AND, YOU KNOW, IN AN UNSTRUCTURED ENVIRONMENT, INCLUDING HOME. HOME IS ONE. YEAH, HOME IS ONE OPTION.

BUT THE REALITY IS NOT ALL FAMILIES CAN STAY HOME WITH THEIR CHILDREN.

THEY THEY NEED THEM TO BE IN CHILDCARE. I MEAN, THERE ARE CHILDREN WHO ARE IN CHILDCARE FROM 630 IN THE MORNING TILL 5 OR 6 AT NIGHT BECAUSE THAT'S WHEN THE FAMILY HAS TO WORK. SO WE HAVE TO KEEP IN MIND THAT THAT'S THE BEAUTY OF OPTIONS AND CHOICE.

BUT NOT ALL FAMILIES CAN MAKE THE STAY AT HOME OPTION WORK.

I MEAN, DO YOU EVER WONDER IF MAYBE WE'RE PUTTING OUR, OUR, OUR EMPHASIS IN THE WRONG AREA? AND MAYBE IT SHOULD BE MORE TOWARD SUPPORTING FAMILIES SO THAT ONE PARENT CAN STAY AT HOME? YEAH. IT'S NOT GOING TO HAPPEN HERE. I MEAN, THAT'S WHAT HAPPENS IN OTHER COUNTRIES. YOU KNOW, THEY THEY HAVE OPPORTUNITIES. THEY HAVE BETTER MODELS FOR THEM.

THEY HAVE BETTER CHOICES FOR THEIR FAMILY TO GO THROUGH DURING THE DAY.

BUT WE JUST THAT IS NOT HOW WE'VE CHOSEN TO CREATE OUR STRUCTURE.

IF YOU WANT TO BE REAL, IF YOU WANT MY REAL HONEST OPINION WE WOULD FULLY FUND EDUCATION BASED ON THE SCIENCE.

THAT DOESN'T MEAN THAT WE WOULD HAVE PRESCHOOLS FOR EVERY CHILD.

I MEAN, THAT COULD BE A CHOICE, BUT A FAMILY COULD CHOOSE TO STAY HOME.

WE'D PUT ALL OUR EDUCATIONAL FUNDINGS MATCHING SCIENCE, AND THEN WHEN WE RUN OUT, WE FIGURED OUT HOW TO PAY FOR 11TH AND 12TH GRADE.

INSTEAD, WE'RE WAITING UNTIL THE BRAINS DEVELOPED ABOUT 90%, AND THEN WE'RE FUNDING EDUCATION.

SO I'M WITH YOU, PEGGY. SO ANYWAY, WHEN THE LEGISLATORS DECIDED, OKAY, FINE, WE'LL FUND IT.

OF COURSE, THEY HAD TO MAKE RULES AROUND IT, JUST LIKE WE SEE THEM TRYING TO DO RIGHT NOW.

AND SO THEY SAID, IN FACT, KINDERGARTEN IS THE ONLY GRADE IN THE STATE OF WASHINGTON THAT HAS REGULATIONS AROUND IT ON WHAT IT HAS TO LOOK LIKE, HOW MANY HOURS, WHAT SUBJECTS HAVE TO BE TAUGHT.

THE ASSESSMENT YOU GIVE EVERYTHING. IT'S A LOT.

AND THE OTHER PART OF THE LAW IS WE HAVE TO MEET WITH EVERY FAMILY PRIOR TO THEM, THEIR CHILD ENTERING SCHOOL.

[01:25:03]

SO WE'RE GOING TO HAVE AN EVENT HERE APRIL 22ND.

IF YOU'D LIKE TO ATTEND. IT'LL BE AT THE HIGH SCHOOL.

IT'LL BE WHATCOM COUNTY, WHERE WE INVITE. AND I'LL SEND YOU A LITTLE NOTICE, ALL THE EARLY LEARNING PROVIDERS AND THE SCHOOL DISTRICTS, AND THEY CAN SHARE DATA. AND THEN WE HAVE TO GIVE THE, THE ASSESSMENT TEACHING STRATEGIES GOLD BY WALK KIDS.

AND SO WHEN YOU HEAR ABOUT WALK KIDS, IT ACTUALLY ENCOMPASSES ALL THREE OF THESE THINGS.

WE OFTEN TALK ABOUT WALK INS IN TERMS OF THE ASSESSMENT.

BUT IT'S JUST ONE PART OF IT. SO THIS IS WHAT THAT ASSESSMENT LOOKS LIKE.

SO YOU CAN SEE THE GRADE BANDS HERE. THE YELLOW IS 2 TO 3 YEAR OLDS.

WE HAVE INFANTS WHICH ARE RED AND THEN ORANGE WHICH IS LIKE 1 TO 2.

THEN GREEN IS THAT PRESCHOOL THREE YEAR OLD CLASS.

BLUE IS THE PRE-K, FOUR YEAR OLD. PURPLE IS THAT SWEET SPOT OF KINDERGARTEN.

AND THEN YOU HAVE FIRST GRADE, SECOND GRADE WITH BROWN BEING THIRD GRADE.

AND SO THIS IS JUST HOW CHILDREN DEVELOP. IT'S BASED ON SCIENCE.

EVERY CHILD GOES THROUGH IT. AND I USE THIS ANALOGY ALL THE TIME.

IF WE HAD A BABY HERE TONIGHT AND THAT BABY, YOU KNOW, I LAID THE BABY DOWN ON THE GROUND.

HOW WOULD WE TEACH THAT BABY TO WALK? IT'S A NEW BABY.

WHAT ARE ALL THE STEPS THAT YOU KNOW ARE GOING TO HAPPEN FOR THAT BABY? TO LEARN TO WALK? YEP. WHAT IS THE FIRST THING THE BABY'S GOING TO LEARN TO DO? ROLL OVER. IT'S GOING TO ROLL OVER, AND THEN IT'LL GET UP ON ALL FOURS AND ROCK START TO CRAWL.

PRETTY SOON IT'LL CRAWL OVER TO YOU, PULL ITSELF UP, PROBABLY WALK AROUND THE FURNITURE.

YOU MIGHT PUT YOUR FINGERS OUT AND SCAFFOLD THAT BABY.

LEARNING TO WALK. AND THEN ONCE THEY'RE, YOU KNOW, THEY'LL TAKE A COUPLE STEPS, FALL DOWN.

YOU CHEER ABOUT IT EVERY STEP OF THE WAY. IT'S THE BEST.

EVERYTHING FROM LITERACY TO MATH TO COGNITIVE, PHYSICAL, FINE MOTOR, GROSS MOTOR, ALL OF IT HAS A CONTINUUM.

AND SO THE GOAL TEACHING STRATEGIES GOLD SPELLS THAT OUT FOR OUR TEACHERS.

SO WHAT THEY DO IN THE FIRST NINE WEEKS OF KINDERGARTEN AND TC, THEY JUST OBSERVE CHILDREN.

IT'S THE BEST TOOL, JUST LIKE YOU DO AT HOME WITH YOUR BABY.

AND YOU WATCH THEM AND THEN YOU DECIDE WHERE THEY KIND OF ARE WITH ALONG THIS CONTINUUM.

AND SO OUR TEACHERS DID THIS. AND WHAT KINDERGARTEN READY, WHICH I CANNOT STAND THAT TERM, BUT KINDERGARTEN READY IS. IT'S WHERE THE BLUE BAND AND THE PURPLE BAND MEET, BUT THEY DON'T OVERLAP.

SO IN THIS CASE, IF I WAS SAYING THIS CHILD WAS A SIX AND FINE MOTOR, THAT WOULD BE CONSIDERED K READY.

SO IT'S THAT END OF PRESCHOOL YEAR, BUT IT'S NOT QUITE IN THE PURPLE YEAR YET.

DOES THAT MAKE SENSE? OKAY. AND IF YOU WANT TO SEE THIS WHOLE BOOKLET SO YOU CAN SEE THE DEVELOPMENTAL CONTINUUMS, I HAVE IT ELECTRONICALLY AND HAPPY TO EMAIL IT TO YOU.

SO FOR FERNDALE SCHOOL DISTRICT. SO NOW YOU'VE SEEN THOSE COLOR BANDS AND FERNDALE SCHOOL DISTRICT FOR THIS YEAR.

THIS IS WHERE OUR STUDENTS RANGE. SO YOU CAN SEE WE HAVE CHILDREN ALL THE WAY FROM SOME SKILLS THAT THEY ARE DEVELOPING OR PERFORMING MORE LIKE AN INFANT ALL THE WAY UP TO THE END OF THE KINDERGARTEN YEAR.

AND THESE ARE KINDERGARTEN CLASSROOMS. SO THIS WAS TAKEN AT THE BEGINNING OF THIS YEAR.

YEP. THIS IS THE FIRST NINE WEEKS OF KINDERGARTEN.

AND TK. NOW, DO YOU SEE THAT LITTLE BLACK LINE THERE THAT LIKE THE LITTLE DOTTED LINE GOING DOWN IN EACH ONE.

SO REMEMBER WHERE I SAID HERE IT'S WHERE BLUE AND PURPLE MEET BUT DON'T OVERLAP.

EVEN THOUGH YOU SEE BLUE THERE LIKE SO LET'S LOOK AT MATH IN PARTICULAR.

YOU SEE THAT 41% OF THAT SPOT IS BLUE. ANYTHING THAT'S CONSIDERED K READY IS FROM THE BLACK DOTTED LINE DOWN TO THE RIGHT. SO SOME OF OUR STUDENTS ARE EXCEEDING, IF THEY'RE ALREADY IN THE PURPLE BAND, THAT'S AN EXCEEDING SCORE. WHAT YOU'RE REALLY LOOKING FOR IS K READY WOULD BE ANYTHING IN THAT BLACK LINE IN THE BLUE, IN THE BLUE SECTION THERE. SO. THE BETTER. AND THIS IS SIGNIFICANT.

SO I WANT TO SHOW I'M GOING TO GO TO ACTUALLY THE REPORT CARD.

LET'S SEE IF IT'LL PULL UP. IT MIGHT NOT. LET'S SEE DO WE HAVE COMPARATIVE DATA FROM PREVIOUS YEARS.

[01:30:06]

FULL SCREEN ON THE PRESENTATION. HOW DO I DO THAT? ESCAPE. I TRIED THAT. DID IT GO? LET ME SEE. OH, MAYBE YOU'RE ONLY SHARING THAT WINDOW.

YEAH, I THINK SO. SO LET ME PULL IT UP. I'M GOING TO GO BACK.

I'M GOING TO ESCAPE HERE. STOP SHARE BECAUSE I WANT TO GO TO THE REPORT CARD.

SO IF YOU ACTUALLY GO TO THE OSPI REPORT CARD AND YOU CHOOSE FERNDALE SCHOOL DISTRICT AND YOU GO DOWN TO K. READY. SEE THIS HERE. THEN YOU CAN SEE OUR COMPARATIVE DATA BY RACE, BY GENDER. LET ME SEE. IT'S A LITTLE DELAYED HERE.

AND SO IF YOU GO RIGHT HERE BY RANGE OF SKILLS.

SO THAT'S WHERE I GOT THIS GRAPHIC. BUT I CAN GO BACK.

SO OUR SO YOU CAN SEE HERE HOW MANY STUDENTS WERE MEETING THOSE DIFFERENT AREAS.

AND WHAT WE'RE LOOKING FOR IS HOW MANY STUDENTS WERE SIX OUT OF SIX.

SO HOW MANY? WHAT WE KNOW IS IF A IF A STUDENT.

I'LL SHOW YOU ANOTHER GRAPHIC HERE IN A MINUTE. BUT IF A STUDENT IS COMING IN K READY AND ALL THOSE AREAS, THE LIKELIHOOD OF THEM PASSING THE THIRD GRADE S BACK IS ABOUT 68 TO 70% WITHOUT DOING ANYTHING ELSE.

SO I WANT TO SHOW YOU WHAT OUR THIS YEAR'S THIRD GRADERS LOOK LIKE ON THIS ASSESSMENT.

SO YOU CAN SEE HERE THE THE ORANGE OH GOSH IS MUCH HIGHER.

YEP. SO THESE 2122 THESE STUDENTS ARE NOW IN THIRD GRADE HERE IN FERNDALE.

THIS WAS THEIR KINDERGARTEN YEAR. WE CAN LOOK AT.

THESE ARE OUR SECOND GRADERS.

SO ARE THE ORANGE AND YELLOW. PROBABLY THE SPECIAL NEEDS? NOT ALWAYS. BECAUSE THINK ABOUT THAT BRAIN DEVELOPMENT.

I MEET STUDENTS ALL THE TIME AND WHO SOMETIMES HAVE NEVER EVEN PLAYED WITH ANOTHER CHILD PRIOR TO ENTERING KINDERGARTEN.

SO ARE THESE AS A RESULT OF THE WAR, KIDS? YES.

OKAY. THESE ARE. THIS IS ALWAYS GIVEN IN THE FIRST NINE WEEKS OF SCHOOL.

IT'S PART OF THE STATE LAW. SO I'M GOING TO ESCAPE OUT OF HERE.

WE'RE SEEING IMPROVEMENT HERE, RIGHT? YES. YEAH.

SO I'M GOING TO GO BACK TO. THE POWERPOINT. I WANT TO SHARE THIS.

BUT I SHARE THIS WITH YOU BECAUSE WE JUST FOR THIS UPCOMING MONTH, YOU ACTUALLY GOT THE NEW REPORT THAT'S EARLY LEARNING. WHY THIS MATTERS. LET'S SEE IF THIS WORKS.

OH, THIS IS A SCREENSHOT. THAT'S THE WRONG THING.

LET'S DO THIS. OH. WHAT HAPPENED THERE? WHOA.

THAT'S JUST GORGEOUS. LET'S SEE. LET'S GO BACK HERE.

I'M GOING TO GO HERE. IT'LL GO. SO THIS IS WHY THIS MATTERS.

WHY, HOW THEY ENTER. SO FOR ABOUT TEN YEARS AND THEY'VE THEY'VE CONTINUED TO MONITOR THIS.

WE RAN DATA ACROSS THE STATE. SO CHILDREN SO THE DEVELOPMENTAL CONTINUUM YOU COULD SEE THAT AND YOU HAVE THIS IN FRONT OF YOU AS WELL.

THAT'S WHAT I PASSED OUT IS WHAT YOU WANT. OUR CHILDREN WHO ARE COMING IN K READY SIX OUT OF SIX KIDS WHO COME TO KINDERGARTEN, SIX OUT OF SIX AREAS. THEY'RE DOING GREAT IN ALL OF THE DOMAINS.

THERE'S 67% MORE LIKELY TO BE PROFICIENT IN ELA, 70% MORE LIKELY TO BE PROFICIENT IN MATH.

[01:35:06]

EIGHTH GRADE ACTUALLY PREDICTS GRADUATION OUTCOMES.

SO IF YOU BACKWARD MAP THAT THE FIRST NINE WEEKS OF KINDERGARTEN, I CAN TELL YOU ABOUT HOW MANY STUDENTS OUT OF THAT GRADUATING CLASS WITHOUT DOING MUCH INTERVENTION ARE MORE LIKELY TO GRADUATE FROM HIGH SCHOOL.

SO WE HAVE TO BE ENGAGED BEFORE THEY COME TO SCHOOL.

SO YOU ARE GOING TO SEE. SO REMEMBER THAT WHEN YOU'RE READING THE REPORT THAT YOU'RE GETTING AND YOU LOOK AT OUR THIRD GRADE SBAC RESULTS AND YOU GO BACK TO HOW MANY KIDS WERE SIX OUT OF SIX. IT WAS ABOUT 40%.

WE ARE NOW AT 60%. IS THAT WHEN DID WE START? WHEN DO WE WHEN DID WE START HAVING WALK KIDS DATA.

WE'VE HAD WALK KIDS DATA. I CAN'T REMEMBER WHEN IT BECAME STATE LAW.

IT'S BEEN QUITE A WHILE. DURING COVID, IT WAS KIND OF LOOSE.

I WAS A PILOT TEACHER FOR IT. I CAN'T EVEN REMEMBER.

MUST HAVE BEEN LIKE 2012. DO WE HAVE 2011? SO DO WE HAVE ENOUGH OF OUR OWN DATA TO SEE THOSE CHANGES? I CAN GO BACK AND I'VE DONE IT. WHEN I FIRST WHEN I WAS APPLYING FOR THIS JOB, I STARTED DOING THAT.

I STARTED DOING A BACKWARDS COMPARISON. IT AND IT DID NOT SURPRISE ME ANYTHING THAT I SAW BECAUSE I WAS SEEING IT HERE.

THE AND THE THING I ALWAYS SAY TO SCHOOL DISTRICTS WHEN I GO COACH THEM, WHY ARE YOU WAITING TILL THIRD GRADE TO INTERVENE? YOU KNOW WHO'S AT RISK. BY THE TIME THE FIRST NINE WEEKS OF KINDERGARTEN HIT.

YOU CAN DO SOMETHING THEN AND YOU HAVE TILL AGE NINE TO MAKE A BIG IMPACT WITHOUT IT BEING A HIGH COST TO THE ORGANIZATION.

YOU WAIT TILL THIRD GRADE, YOU'VE MISSED THAT WINDOW OF BRAIN DEVELOPMENT.

SO THAT'S WHY WE TRY TO INTERVENE AS EARLY AS POSSIBLE.

SO THOSE INTERVENTIONS CAN CAN INCLUDE ANYTHING THAT HAPPENS IN THE CLASSROOM.

THEY DON'T HAVE TO HAVE ANY SORT OF DESIGNATION OF 504 IEP.

IT'S JUST IT'S JUST A REALLY GOOD TEACHING. AND WE HAVE TO YEAH.

FOR EXAMPLE, IF YOU HAVE A CHILD HERE, I'LL GIVE YOU AN EXAMPLE.

IF I HAVE A CHILD WHO'S VERY THEY'RE PERFORMING IN SOCIAL EMOTIONAL, MORE LIKE A 2 OR 3 YEAR OLD.

AND WE MANDATE THERE'S ABOUT AN HOUR OF PLAY OR CHOICE A DAY.

NOW, THAT IS. I USED TO SWEAT DURING THAT HOUR AS A TEACHER, BECAUSE YOU'RE WORKING HARD, YOU KNOW, YOU HAVE TO KNOW WHERE YOUR KIDS ARE. YOU'RE MONITORING THEM. YOU'RE ENGAGING THEM IN HIGH LEVEL QUESTIONS. YOU'RE MAKING SURE THAT THEY'RE, YOU KNOW, YOU'RE GATHERING DATA. BUT IF I HAVE A CHILD WHO'S ONLY AROUND A THREE YEAR OLD LEVEL IN HOW TO WORK WITH OTHER CHILDREN, HOW TO MAKE GOOD CHOICES, THEN I MAY SAY THAT CHILD'S GOING TO HAVE TWO HOURS A DAY.

THEY'RE GOING TO HAVE AN HOUR IN THIS CLASSROOM, AND THEN THEY'RE GOING TO GO NEXT DOOR TO THAT KINDERGARTEN CLASSROOM AND HAVE AN HOUR THERE. JUST LIKE IF A CHILD NEEDS MORE MATH, WE'RE GOING TO GIVE THEM MORE MATH.

SO WE START TO ASK, WHAT ARE THE INDIVIDUAL STUDENTS NEEDING? AND ACTUALLY, TWO OF THE GREATEST PREDICTORS WELL, MATH IS A STRONG ONE, BUT FINE MOTOR AND LANGUAGE ARE THE TWO THINGS THAT I LOOK FOR IN A YOUNG CHILD. SO WE BASICALLY NEED TO RUN TWO YEARS OF KINDERGARTEN FOR SOME KIDS.

SOME KIDS WON'T NEED THAT. BECAUSE IF A CHILD HAD IF A CHILD HAD, YOU KNOW, I'M GOING TO MAKE AN ASSUMPTION ABOUT ALL OF YOU.

WHEN YOUR CHILDREN WERE YOUNG, YOU SPENT A LOT OF TIME WITH THEM.

YOU READ WITH THEM, YOU TOOK THEM ON WALKS. YOU EXPLAINED HOW THE WORLD WORKED.

YOU MADE SURE THAT THEY HAD STRONG RELATIONSHIPS WITH OTHER CHILDREN THAT THEY HAD ACCESS TO YOU KNOW, FAMILY. YOU PROBABLY TOOK THEM TO PARKS. YOU PROBABLY WENT TO CHILDREN'S MUSEUMS. NOT ALL CHILDREN HAVE THOSE LEVEL OF OPPORTUNITIES.

AND SO THOSE WHO DON'T, WE NEED TO FIGURE OUT HOW TO BACKFILL OPPORTUNITY? I THINK THE OTHER THING WE MAKE A HUGE ASSUMPTION ON IS, I DON'T KNOW ABOUT YOU, BUT I THOUGHT BEING A PARENT OF A TODDLER AND I HAVE A DEGREE IN EARLY CHILDHOOD WAS VERY HARD. I WAS NOT THE BEST AT IT.

I DIDN'T ALWAYS KNOW HOW TO MANAGE IT. BUT IN IN THIS COMMUNITY, UNLESS YOU CAN PAY FOR PARENT EDUCATION PRIOR TO OPPORTUNITIES TO BE, YOU DON'T GET IT. YOU KNOW, WE JUST WE SEND BABIES HOME.

WE DON'T PROVIDE. SO WE'RE TRYING TO THINK ABOUT HOW DO WE PARTNER WITH THE LIBRARY SYSTEM, HOW DO WE PARTNER WITH THE OPPORTUNITY COUNCIL.

WELCOME CENTER FOR EARLY LEARNING THIS TODDLER TIME I LOVE IT.

[01:40:01]

AND SO WE'RE TRYING TO PROVIDE OPPORTUNITIES BECAUSE THE BEST DEFENSE TO OUTCOMES IS MAKING SURE OUR PARENTS HAVE THE SKILLS THEY NEED.

WELL, YOU AND I HAVE TALKED ABOUT THIS BEFORE.

I MEAN, THE ASSUMPTION, AND PROBABLY WRONGLY SO, IS THAT EVERY PARENT KNOWS HOW TO PARENT.

OH, I HAVE A DEGREE IN IT. AND I REMEMBER THINKING, I MEAN, MY DAUGHTERS HEARD THIS, SO SHE'S NOT GOING TO CARE THAT I'M SAYING IT.

I REMEMBER THINKING EMMY LIKE, WHAT IS WRONG WITH HER? AND I WENT TO THIS AMAZING CLASS AND SOMEONE I REMEMBER THE WOMAN THAT NIGHT, I WAS PART OF A PARENT CO-OP, AND SHE SAID, FOUR YEAR OLD GIRLS CAN BE VERY CHALLENGING.

AND I WAS LIKE, IT IS HER. IT'S NOT ME, IT'S HER.

BUT I HAD TO LEARN HOW. HOW DO YOU DEAL WITH A TANTRUM? HOW DO YOU YOU KNOW, WHAT'S POSITIVE DISCIPLINE LOOK LIKE? WHY DO BEDTIME ROUTINES MATTER? WHY DOES GOING TO BED EARLY MATTER? WHY DOES NUTRITION MATTER LIKE IT IS? IT'S HARD WORK TO BE A REALLY GOOD PARENT AND NOT EVERYONE HAS A SUPPORT STRUCTURE.

SO QUESTIONS? PEGGY HAS ONE. WELL, NOT EXACTLY.

I KNOW. SO OUR COMMENT MAYBE. YEAH. NO, I JUST, I, I SAW SOMETHING IN MY EMAIL EARLIER TODAY.

JUST REMIND ME TO SHARE IT WITH YOU BECAUSE. YEAH, BECAUSE I THOUGHT IT MIGHT BE USEFUL.

SO. AND I DIDN'T FLAG IT. YOU KNOW, WE MAY SEE AN IMPROVEMENT THEN IN THE ASPECT DATA.

WE SHOULD START SEEING THEM WITH THE THIRD GRADERS.

NOT THIS YEAR. OH, OKAY. BECAUSE WE WON'T SEE THE DATA UNTIL NEXT YEAR.

WELL, NO. WELL, THIS THIRD GRADE CLASS. YEAH, THAT'S WHAT I MEAN.

YEAH. SO THE ONES WHO JUST TOOK THE S BACK FROM LAST YEAR, THEY WERE.

YEAH. WE SHOULD START SEEING IMPROVEMENT BECAUSE WHAT WE FOUND I WAS PART OF THAT INITIAL RESEARCH GROUP.

WHAT WE FOUND WAS WHAT WE COULDN'T CONTROL FOR BECAUSE WE WERE GATHERING THIS DATA AND THEN TRACKING IT FOR TEN YEARS.

WE DID THIS STUDY. WE COULDN'T WE COULD NOT CONTROL FOR HOME ENVIRONMENT.

WE CAN CONTROL WHO THEIR TEACHERS WERE. THE DIFFERENCE IN SCHOOL DISTRICTS.

NONE OF THAT MATTERED. WE WERE SEEING THE OUTCOMES THE SAME, REGARDLESS OF COMMUNITY, REGARDLESS OF ANY OTHER VARIABLE.

HOW THEY CAME IN THE FIRST NINE WEEKS OF KINDERGARTEN WAS PREDICTING THEIR THIRD GRADE OUTCOMES.

CAN WE SEE IT IN IREADY DATA? A LITTLE BIT DIFFERENT BECAUSE THIS IS A DEVELOPMENTAL CONTINUUM, BUT YOU SHOULD BE ABLE TO SEE IT. OUR IREADY DATA TENDS TO BE BETTER BECAUSE THE TEACHERS CAN TEACH TO IT IN THE MOMENT.

WHEREAS LIKE CARLENE SAID, THE SBAC, WE DON'T USE IT.

IT'S NOT FORMATIVE. SO IT'S GIVEN IT'S VERY SUMMATIVE.

AND THE IREADY DATA TEACHERS IN REAL TIME CAN CHANGE INSTRUCTION BASED ON IT.

THAT'S WHY IT'S REALLY GOOD. BUT WE SAW IMPROVEMENT IN THAT THAT THAT PRE KINDERGARTEN READY.

YEAH. OVER THE YEARS OVER THE YEARS WE'RE SEEING IMPROVEMENTS.

SO SHOULDN'T WE ALSO SHOULDN'T THAT TRANSLATE TO THE IREADY DATA? IT WILL. IT WILL. IT'S JUST I'VE NOT DONE THAT CORRELATION.

YEAH. BUT I WOULD ENCOURAGE YOU TO GO ON TO THE OSPI REPORT CARD AND LOOK BACKWARDS AND THEN LOOK AT THE THIRD GRADE S BACK. SO FIGURE OUT THIS KINDERGARTEN CLASS WAS A THIRD GRADE AT THIS TIME, AND YOU CAN DO IT FOR QUITE A WHILE.

SO SINCE OSPI CHANGED ITS MATH STANDARDS, I EXPECT THAT THERE WILL BE SOME BACKSLIDING ON SCORES, BECAUSE I CAN'T IMAGINE THAT ANYBODY WOULD BE ABLE TO ADAPT, YOU KNOW, AND MAKE THAT.

BUT WERE THERE ANY OTHER CHANGES THAT THEY MADE BESIDES THE MATH STANDARDS? NO. OKAY. SO THEN WE SHOULD EXPECT TO SEE IMPROVEMENTS IN THOSE AREAS AND MAYBE IMPROVEMENTS IN MATH, BUT NOT HOLD YOUR BREATH. EXCEPT THOUGH PEGGY, I WAS SUPER EXCITED AND I DON'T HAVE IT RIGHT HERE.

I CAN SHARE IT WITH YOU. I'LL SEND IT TO YOU.

BOBBY SHARED IT WITH ME. OUR STUDENTS MATH IS ALWAYS ONE OF THE LOWEST, REGARDLESS OF DISTRICT.

I DON'T KNOW WHAT IT IS. IT'S ONE OF THE LOWEST, WHICH I'M LIKE, THAT'S A GREATER PREDICTOR.

SO WE SHOULD BE SPENDING MORE TIME WITH FAMILIES ON MATH.

EARLY THIS YEAR, OUR DATA WAS UP IN MATH FOR HOW KIDS ENTERED KINDERGARTEN.

SO THAT WAS A GOOD SIGN, BECAUSE IF A STUDENT AND PEGGY AND I'VE TALKED ABOUT THIS, IF A STUDENT ENDS KINDERGARTEN ON TRACK IN MATH, BUT NOT IN LITERACY, VERSUS A STUDENT WHO ENDS UP AT ENDS KINDERGARTEN ON TRACK IN LITERACY BUT NOT MATH, THE CHILD ON TRACK AND MATH IS MORE LIKELY TO BE READING AT A HIGHER LEVEL THAN THE CHILD WHO IS ONLY ON TRACK IN LITERACY ALONE.

[01:45:02]

MATH, ON THE OTHER HAND, KIND OF DOES THIS. SO YEAH, I'M HOPING THAT WE'RE SEEING A SHIFT.

AND I THINK I TOLD YOU ALL IS THAT ELEMENTARY ALL HAVE GOALS AND THEY'RE FOCUSED ON MATH THIS YEAR.

THAT'S THEIR BIG FOCUS BECAUSE OF THE PREDICTABILITY FOR ACADEMIC SUCCESS ALL AROUND.

SO WHAT WOULD BE A NEGATIVE OF RUNNING TWO YEARS OF KINDERGARTEN FOR EVERYONE? NOT ALL KIDS WOULD NEED IT. OKAY. YEAH, BUT THAT'S SO TK WHEN TK WAS CREATED, I MEAN, AGAIN, WE DO THINGS PRETTY BACKWARDS HERE. WE THINK THAT.

HAVE YOU EVER READ THE BOOK LEO THE LATE BLOOMER? IT'S A GREAT ANALOGY OF HOW NOT ALL CHILDREN COME TO UNDERSTAND THINGS.

IT'S IT'S NOT SEQUENTIAL. AND I USE MY THREE KIDS.

SO MY OLDEST, AMELIA, WHEN SHE WAS NINE MONTHS, SHE STARTED WALKING AND I THOUGHT, SHE'S PHYSICALLY GIFTED.

AND THEN MADISON CAME AROUND AND NO JOKE, WAS WALKING BY SIX MONTHS AND RUNNING BY SEVEN.

AND I WAS LIKE, I WAS NOT READY FOR THAT. SHE WAS SHE WAS A GO FOR IT.

AND THE DANE COMES AND HE WAS MR. MELLOW. AND I REMEMBER HE'S 11.5 MONTHS AND YOU KNOW, HIS DAD'S A COACH AND HE'S NOT WALKING AND HE'S LIKE, WHAT'S THE MATTER WITH HIM? LIKE, THERE'S NOTHING WRONG WITH HIM. HE'S ACTUALLY ON TRACK, RIGHT? YOU THINK ABOUT 12 MONTHS, YOU WALK AND HE WALKED ON HIS FIRST BIRTHDAY.

THAT'S A SIX MONTHS DIFFERENCE IN DEVELOPMENTAL SKILLS, SAME PARENTS, SAME ENVIRONMENT.

AND SO WHAT TK DOES IS IT TAKES THE KINDERGARTEN YEAR FOR THE KIDS WHO NEED IT, AND IT MAKES IT LONGER.

THAT'S ALL IT DOES. IT JUST TAKES THE YEAR AND MAKES IT LONGER.

AND SO HOW DO WE CREATE THAT KIND OF SPACE FOR ALL KIDS? BUT IF A CHILD NEEDS THAT BUT I WOULD LOVE TO TAKE YOU INTO CLASSROOMS IN AND KINDERGARTEN CLASSROOMS RIGHT NOW WHERE KIDS HAVE BEEN IN.

TC AND THEY ARE STARTING THE SCHOOL YEAR LIKE JUST OFF THE CHARTS COMPARED TO KIDS WHO WERE IN EVEN OTHER PRESCHOOL PROGRAMS. AND IT'S NOT AGAINST THE PRESCHOOL PROGRAM. IT'S JUST THEY'VE BEEN IN SCHOOLS.

THEY KNOW THE DIFFERENT PEOPLE. THEY'RE NOT TRANSITIONING ENVIRONMENTS LIKE THEY JUST HAVE A LEG UP.

HOW ARE WE DETERMINING WHICH KIDS NEED IT? SO IT WAS CREATED.

AND THIS IS THE DEBATE ON THE LEDGE FLOOR RIGHT NOW.

ICAP, WHICH IS A STATE FUNDED PRESCHOOL. HEAD START IS FEDERAL FUNDED PRESCHOOL.

YOU HAVE TO BE A CERTAIN INCOME LEVEL OR YOU HAVE TO HAVE AN IEP TO GET IN.

YOU HAVE TO MEET THESE RISK FACTORS. THEN YOU HAVE PRIVATE.

AND THAT'S REALLY BASED ON WHO CAN PAY FOR IT.

THE GROUP OF KIDS RIGHT IN THE MIDDLE, THEY DON'T MAKE ENOUGH TO PAY AND THEY MAKE TOO MUCH TO QUALIFY.

THOSE ARE THE KIDS THAT TK WAS CREATED FOR. SO IT DIDN'T.

SO YOU'RE ABLE TO SAY YES IN SOME WAY AROUND ALL KIDS.

THE TESTIMONY OR THE BILL THAT'S CURRENTLY ON THE FLOOR AND IT'S CAUSING CONTROVERSY.

IT HAS THE SAME REQUIREMENTS TO GET INTO. IT IS ICAP AND HEAD START.

AND I'M LIKE, WE DON'T NEED IT. IT'S ALREADY EXISTS.

WE NEED THE MIDDLE. GOT IT. OKAY. THAT'S WHAT I'M SORRY.

GO AHEAD NANCY. SORRY FOR THE PUBLIC'S SAKE. WHAT IS THE THE NUMBER OF THAT BILL.

I THINK IT'S 62. 60. LET ME LOOK AT IT. AND THEY SHOULD PAY ATTENTION THAT YOU SENT LAST NIGHT.

YES. AND WHAT TIME IS IT BEING HEARD? IT IS BEING HEARD.

YEP. 6260. AND IT'S BEING HEARD IN THE MEANS AND WAYS.

SENATE COMMITTEE AT 4:00. THANK YOU. YOU'RE NOT SAYING ALL KIDS.

YOU'RE SAYING THE REASON WHY ALL KIDS DON'T NEED IT IS BECAUSE.

NOT BECAUSE OF THEY JUST JUST BECAUSE OF THE WAY THEY ARE, BUT BECAUSE OF THE OTHER OPPORTUNITIES THEY HAVE.

YEAH. OKAY. SO WE HAVE A MIXED DELIVERY SYSTEM YOU HAVE FOR PAY PRIVATE PROVIDERS, WHICH ARE AMAZING.

YOU HAVE WHAT I CALL FAMILY, FRIENDS AND NEIGHBORS.

YOU MIGHT HAVE A GRANDPARENT OR A NEIGHBOR WHO TAKES CARE OF YOUR CHILD, OR YOU STAY HOME, WHICH IS AWESOME, TOO. YOU MIGHT QUALIFY FOR ICAP OR HEAD START, OR YOU MIGHT HAVE A DISABILITY AND YOU GET TO QUALIFY FOR DEVELOPMENTAL PRESCHOOL.

SO THOSE WERE OPTIONS. WHAT WE DIDN'T HAVE WAS AN OPTION FOR KIDS WHO DIDN'T FALL WITHIN ANY OF THOSE.

OKAY. WELL GREAT INFORMATION. THANK YOU. CHRISTY.

I KNOW YOU HAVE JUST A SLIGHT PASSION FOR IT, SO IT SHOWS.

I LIKE TO SAVE MONEY. WELL, AND IT ONLY MAKES SENSE.

I MEAN, YOU LOOK AT THE NUMBERS AND THE INVESTMENT IN THAT RETURN, AND WHY WAIT AND MAKE YOUR JOB HARDER.

[01:50:05]

BUT AT THE INTEREST OF TIME, SINCE I'M ALREADY OVER SLIGHTLY, I'M GOING TO MOVE US ON TO A QUICK SHARING SESSION BEFORE WE ADJOURN.

[3. SHARING]

YEAH, YEAH. OKAY. SO, ANYWAY, I WAS GOING TO PROPOSE TO THE BOARD THAT ONE OF THE THINGS THAT WE DID A COUPLE OF YEARS AGO AND HAD GREAT SUCCESS WAS OUR EMPHASIS.

WE PUT ON OUR CELL PHONE POLICY AND THE BOARD CAME FORTH AS THAT BEING A IMPORTANT FACTOR.

AND DEFINITELY THAT STANCE PUT FORTH A LOT OF DIRECTION TO OUR DISTRICT.

AND WE'VE SEEN AND REAPED THE BENEFITS OF THAT, AND WE ARE CONTINUING TO SEE THAT GROW.

ANOTHER ASPECT THAT HAS BEEN INVOLVED IN SOME CONVERSATIONS THAT KRISTI AND I HAVE HAD AND THAT ALL OF THE BOARD I THINK HAS HAD IN SOME REGARDS IS THE IMPORTANCE OF ATTENDANCE. IF YOU AREN'T IN SCHOOL, YOU AREN'T LEARNING.

AND SO I WOULD LIKE TO PROPOSE THAT THE BOARD TAKE A HEAVY STANCE ON THE IMPORTANCE OF ATTENDANCE, SIMILAR TO WHAT WE DID ON THE CELL PHONE POLICY.

AND DISCUSS THAT AT OUR NEXT MEETING AND HOW THAT INFLUENCES AND THEN DECIDE AS FAR AS HOW DO WE IMPLEMENT THAT, YOU KNOW, DO WE DRAFT A RESOLUTION? DO WE, YOU KNOW, AND KRISTI HOPEFULLY WILL PRESENT US SOME IDEAS AS FAR AS HOW WE HOW TO BEST GO ABOUT THAT TO GET THAT MESSAGE ACROSS.

YOU'RE TALKING ABOUT STUDENT ATTENDANCE. STUDENT ATTENDANCE? YEAH.

BECAUSE THERE'S, YOU KNOW, ALL DIFFERENT THINGS IN RECENT EVENTS, HAVE, YOU KNOW, SHOWN US THAT THERE'S A LOT OF A LOT TIED TO ATTENDANCE IN, IN DIFFERENT RULES AS FAR AS BEING IN SCHOOL AND TRUANCY AND WHAT HAVE YOU.

BUT THE THE BOTTOM LINE IS, IF YOU AREN'T IN SCHOOL, YOU AREN'T GOING TO LEARN.

AND SO PUTTING FORTH A STRONG STANCE BY THE BOARD THAT SAYS BEING IN SCHOOL IS CRITICAL TO SUCCESS RATES I THINK IS A GOOD PLACE WHERE WE CAN GO AND START AND FIND COMMON GROUND WITH THE THE MAJORITY OF OUR CONSTITUENTS, OUR FACULTY, OUR PROBABLY OUR STUDENTS, IF THEY REALLY PUT THINGS IN PERSPECTIVE TO IS THIS IS A ATTENDANCE POLICY A BOARD POLICY, OR IS THAT A MANAGEMENT POLICY? THERE. THERE IS A BOARD POLICY ABOUT ATTENDANCE.

THERE ARE STATE THINGS ABOUT ATTENDANCE. THERE'S LOTS OF RULES AND WHAT CONSTITUTES EXCUSED AND NOT EXCUSED AND, AND WHAT HAVE YOU. BUT THE AGAIN AS KRISTI AND I'VE TALKED ABOUT IT, THERE'S NOT REALLY THE BOARD HAS NEVER CAME OUT AS FAR AS EMPHASIZING OR MAKING THAT A STRONG POINT.

AND SO THAT IS SOMETHING THAT WE FELT WOULD BE A GOOD PLACE, A GOOD INITIATIVE FOR US TO BE PUTTING FORTH AT THIS POINT.

IS THERE AN IS THERE AN EXISTING POLICY THAT WE CAN START START WITH? YEAH. BRIAN. EXCUSED AND UNEXCUSED ABSENCES IS POLICY 3122 OKAY.

AND REMOVAL RELEASE OF STUDENT DURING SCHOOL HOURS IS 3124.

SO THE 3000 ARE ALL STUDENT THINGS. OKAY. GOT IT.

THANKS. I THINK THE THE POLICIES AND THE PROCEDURES ARE GREAT.

I THINK THE VALUE BEHIND IT IS NOT NECESSARILY INDICATED RIGHT, LIKE IT'S VERY TECHNICAL.

THERE'S A STATE LAW CALLED THE BECCA BILLS. WE COULD DO A STUDY SESSION ON THAT.

BUT AND YOU COULD LEARN ABOUT THAT SOME OF THE EFFORTS THAT WE'RE DOING.

BUT I THINK WE I WOULD APPRECIATE IT IF THE BOARD WOULD COME OUT WITH A STRONG STATEMENT OR EXPECTATION THAT THIS IS GOING TO BE A FOCUS. AND I THINK WE HEARD IT AT THE CONSULTATION MEETING WITH THE TRIBE AND THEIR FEELINGS ABOUT ATTENDANCE AS WELL.

YEAH, I THINK THAT THEY REALLY EMPHASIZE SOME OF HOW THE ATTENDANCE REALLY AFFECTS THEIR STUDENTS.

AS FAR AS THEIR PERFORMANCE AND DEVELOPMENT. 3110.

IF YOU GO TO THAT SECTION THERE IN THAT 30. THE 3000.

[01:55:04]

WHAT IS P AT THE END OF THE POLICY MEAN? THAT'S A PROCEDURE.

PROCEDURE. OKAY. THANKS. AND I THINK REMOVAL RELEASE OF STUDENTS DURING SCHOOL HOURS. WE WOULD NEED TO FOLLOW THAT. WHICH POLICY WAS THAT? OH RIGHT THERE 3124 OKAY. YEAH, YEAH.

YEAH. I, I THINK THAT'S A GOOD IDEA. I THINK PROVIDING CLARITY AND EMPHASIS.

I KNOW BACK WHEN I WAS TEACHING THAT WAS MORE THAN FIVE YEARS AGO NOW, I KNOW AN EMPHASIS ON ATTENDANCE WAS AT THE SCHOOL LEVEL, BUT BUT I THINK WE NEED TO MAKE IT STRONGER BY BACKING IT AS A BOARD. SO I'D BE WILLING TO HAVE THAT CONVERSATION AND FIGURE OUT HOW TO MAKE THAT IMPORTANT TO PEOPLE WHO AREN'T COMING TO SCHOOL REGULARLY AND STRATEGIES WE CAN USE AND THINGS.

I THINK THAT'S A GOOD IDEA. I THINK IT ALSO SHOWS.

I MEAN, AT THE ELEMENTARY SCHOOL, WE'VE SEEN A LOT OF IT.

WE'VE SEEN IT AT SOME OF THE OTHER LEVELS. BUT HAVING THAT UNIFIED VOICE COMING FROM THE BOARD, I THINK IS GOING TO HELP MAKE THEM FEEL MORE SUPPORTED, TOO, IN THEIR EFFORTS.

OKAY. ANYTHING ELSE THAT ANYONE WANTS TO SHARE? WHAT IS THE NOIR POLICY 3510. IT WAS ADOPTED IN 1982. NORTHWEST I THAT WOULD BE INTERSCHOLASTIC.

SO IT'S JUST A REALLY OLD TERM FOR PROBABLY MAYBE.

WHAT YEAR WAS THE 1982? WELL, SO, BRIAN, WHAT WE'VE BEEN WORKING ON FOR A FEW YEARS IS UPDATING ALL THE POLICIES.

OKAY? IT'S A SLOW PROCESS. THAT'S SOMETHING THAT WE HAVE TO DO.

NO, EVELYN DOES THAT FOR US AND THEN BRINGS IT FORWARD.

BUT THAT WAS ONE OF MY LEARNINGS WHEN I FIRST GOT HERE.

WE HAD A LOT OF POLICIES THAT WERE OUT OF DATE.

AND SO ORIGINALLY I HAD REACHED OUT TO WAS TO SEE IF THEY COULD HELP.

IT WAS GOING TO COST THE DISTRICT ABOUT $8,000.

AND WHAT DID THEY TELL US, CHRIS? IT WAS GOING TO BE A COUPLE OF YEARS. AND SO I WAS LIKE, NO, WE CAN'T WAIT. AND SO EVELYN, AND SELENA BEEN HELPING TAKE THAT LIFT.

OKAY. I THINK ALSO, WHEN I FIRST GOT HERE, THE POLICIES DIDN'T COME TO THE BOARD FOR APPROVAL.

SOME. YEAH, SOME OF THEM JUST MAGICALLY GOT UPDATED.

SO WE WE HAVE BEEN WORKING ON THAT NOW FOR YEAR FOUR.

OKAY. BUT BRIAN, WE CAN AS BOARD MEMBERS, WE CAN GO THROUGH THE POLICIES AND LOOK AT THEM AND BRING THEM FORWARD AND SAY, THIS IS THIS IS AN IMPORTANT ONE TO EMPHASIZE.

YEAH. AND THEN THAT HELPS DIRECT US. OTHERWISE WE GO THROUGH WHAT WAS SAYS IS A MANDATORY OR A, YOU KNOW, KIND OF NICE TO HAVE OR BUT YEAH. OKAY.

AND WE'VE DONE THAT. THE BOARD'S THIS WOULD BE ONE THAT WE WOULD FOCUS ON UPDATING AND LOOKING AT OTHER DISTRICTS TO SEE WHAT OTHER PEOPLE HAVE DONE, LOOKING AT OUR PROCEDURES. AND GO AHEAD. YOU GO AHEAD.

IS THERE A WAY THAT WE CAN FIND OUT WHICH SCHOOL DISTRICTS HAVE BETTER ATTENDANCE AND FIGURE OUT WHAT THEY'RE DOING.

HOW DO HOW DO WE FIND THAT INFORMATION? YEAH.

ONE THING THAT I DID DO THIS YEAR IS OSPI SET UP A I DON'T THINK IT'S CALLED AN ATTENDANCE CHALLENGE, BUT IT WAS KIND OF LIKE THAT WHERE YOU COULD SIGN UP AND THAT THEY'RE GOING TO WE HAVE MONTHLY MEETINGS.

THERE'S SOME ACCOUNTABILITY ON OUR DATA. WE GO THERE AND IT'S KIND OF A GROUP WHERE WE SHARE PRACTICES AND EVERYTHING. AND SO WE HAVE ENTERED THAT IT'S A FIVE YEAR COMMITMENT ON OUR PART.

SO THIS IS PERFECT TIMING. IS THAT HAPPENING NOW? IT JUST STARTED. SO PERFECT TIMING. OKAY. OKAY.

YEAH. I MEAN HERE'S A WEIRD ONE. CLOSED CAMPUS STUDENTS WILL REMAIN ON SCHOOL GROUNDS FROM THE TIME OF ARRIVAL UNTIL THE.

THANKS FOR READING THAT ONE OUT LOUD, BRIAN. YES, YES, I CAN GIVE YOU THE HISTORY ON THAT ONE.

I MEAN, I'M SORRY. I'M DONE. BRIAN STOPPED SHARING.

YEAH, SHARING IS LIMITED. ONE OTHER THING. ON SATURDAY, THERE'S A MEETING AT THE HIGH SCHOOL.

[02:00:03]

IT'S HOSTED BY REPRESENTATIVE TIMMONS AND REPRESENTATIVE RULE.

SENATOR SHOEMAKER WILL BE THERE, TOO. IT IS IN THE GYM BECAUSE TITANIC'S HAPPENING IN THE AUDITORIUM.

I PLAN TO BE THERE. I WOULD ENCOURAGE THE PUBLIC TO COME.

I'M SENDING OUT A DISTRICT, A FAMILY MESSAGE ABOUT BUDGET AND JUST KIND OF WHERE WE'RE AT.

AND I'M GOING TO PUT THAT IN THERE AND ENCOURAGE PEOPLE TO ATTEND.

IS SOMEBODY WHO'S MODERATING THIS? I DON'T KNOW, THEY JUST RENT IT.

OH. GOT IT OKAY. YEAH. WE DON'T HAVE ANYTHING TO DO WITH IT.

THEY'VE RENTED THE FACILITY AND SO THEY MANAGE IT.

YEAH, YEAH THEY DID. WAS IT LAST? I THINK IT WAS LAST YEAR I ATTENDED AND IT WAS THE PERFORMING ARTS BUILDING WAS PACKED.

I MEAN, IT WAS STANDING ROOM ONLY. OH, GREAT.

SO I HAVE TO WORK THIS WEEKEND SO I WON'T BE THERE, BUT I'M SURE IT'LL BE INTERESTING.

I'LL BE THERE. COOL. AND THEN I WANTED TO SAY THAT I'M GOING TO HAVE MY SECOND LISTENING SESSION.

MY FIRST LISTENING SESSION, I HAD ONE PERSON SHOW UP AND TALK TO ME, WHICH IS GREAT, BUT I'D LIKE TO HAVE MORE PEOPLE.

AND I'LL HAVE IT AT AT THE FERNDALE LIBRARY ON SATURDAY, FEBRUARY 28TH FROM 10 TO 11. SO IF ANYONE'S LISTENING, YOU'RE WELCOME TO COME.

AND I JUST WANT TO HEAR FROM MY CONSTITUENTS THINGS THAT THEY WANT TO KNOW ABOUT OR WANT TO TELL ME ABOUT THAT ARE THERE.

IDEAS AND DREAMS AND WISHES FOR OUR STUDENTS.

SO I'LL BE THERE AT THE LIBRARY FROM 10 TO 11 ON THE 28TH.

I ACTUALLY HAVE ONE THING. ONE MORE THING TO THE MUSICAL.

SPEAKING OF, THE MUSICAL IS HAPPENING. START OPENING NIGHT TOMORROW NIGHT.

THURSDAY. FRIDAY. THURSDAY. THURSDAY. FRIDAY. SATURDAY. THURSDAY. FRIDAY. SATURDAY. AND GET ADVANCED SEATS IF POSSIBLE.

BECAUSE IT'S IT'S BEEN A IT'S BEEN A SORE THE LAST COUPLE OF TIMES.

THEY'VE DONE ANY KIND OF PERFORMANCES. SO HAVE YOU GOTTEN YOUR TICKETS YET? I'M THE DOOR PERSON. OH, I'M. I'M NOT, I'M NOT.

I DON'T EVEN KNOW IF I'M GOING TO HAVE A SEAT, BUT I LOVE CHATTING WITH PEOPLE AND WELCOMING THEM, SO YOU'LL GET TO SEE IT. AT LEAST. I'M SURE I'LL STAND IN THE BACK.

YEAH, YEAH, WELL, WE GOT TICKETS FOR OPENING NIGHT BECAUSE EVERY OTHER GOOD SEAT WAS SOLD.

YEAH. SO. YEAH. OKAY, WELL, UNLESS THERE'S ANYTHING ELSE, I WILL GO AHEAD AND ADJOURN THE MEETING.

THANK YOU EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.