[00:00:02]
SO, WELCOME EVERYONE[1. CONVENE]
TO THIS STUDY SESSION OF THE FERNDALE SCHOOL BOARD. WE'RE HERE TONIGHT TO LEARN ABOUT THINGS THAT ARE IMPORTANT TO US, AND TONIGHT, THOSE TOPICS ARE IMPROVING, ATTENDANCE, AND DISCUSSING THE BELL TIME ADVISORY COMMITTEE'S RECOMMENDATIONS AND HEARING SOME INFORMATION ABOUT THAT.SO WE CAN LEARN AS WE DISCUSS AND MOVE FORWARD TOWARDS MAKING A DECISION.
FOR THOSE THAT ARE HERE IN THE LIVE WITH US, THANK YOU FOR BEING HERE. JUST TO BE CLEAR, THERE'S NO PUBLIC COMMENT AT STUDY SESSIONS. IT'S JUST MORE OF A HEARING SESSION.
BUT GREAT TO SEE PEOPLE HERE LEARNING MORE WITH US. ALSO, FOR THOSE OF YOU THAT ARE WITH US ONLINE, THANK YOU FOR BEING THERE. GREAT THAT TECHNOLOGY ALLOWS MORE PEOPLE TO SEE THIS, WHETHER DOING IT IN LIVE. AS STREAMING, OR IF THEY'RE DOING IT IN A RECORDED VERSION.
FOR THOSE THAT ARE INTERESTED, I KNOW THAT MY INBOX HAS BEEN FULLER THAN NORMAL WITH COMMENTS IN REGARDS TO THE BELL TIME ADVISORY. SO IF THERE ARE PEOPLE THAT HAVE COMMENTS THAT WOULD LIKE TO MAKE, WE WILL BE HAVING PUBLIC COMMENT AT OUR REGULAR BOARD MEETING AT THE END OF THE MONTH, ON THE 31ST, IF MEMORY SERVES ME CORRECTLY. I WILL LET PEOPLE KNOW THAT WE ONLY HAVE 45 MINUTES, SO WE MAY HAVE TO LIMIT COMMENTS. SO IF YOU DO WANT TO SEND YOUR COMMENTS TO US EARLY, SO WE HAVE TIME TO THINK ABOUT THEM, CHEW ON THEM, YOU CAN DO THAT VIA E-MAIL, GIVE US A PHONE CALL.
OUR CONTACT INFORMATION IS AVAILABLE ON THE WEBSITE. SO, WITH ALL THAT SAID, AND JUST A QUICK, IN THE EVENT, SINCE WE DO HAVE PEOPLE WITH US TONIGHT, IF THERE IS ANY KIND OF EMERGENCY, THE SAME DOORS YOU CAME IN ARE THE ONES THAT WE WOULD EXIT.
IF YOU NEED THE RESTROOMS. THEY'RE OUT THE DOORS, UP THE HALL, TO THE RIGHT AND THEN TO THE LEFT. I FEEL LIKE A FLIGHT ATTENDANT AS I DO THAT.
AND SO I THINK THAT TAKES CARE OF ALL THE HOUSEKEEPING MATTERS. AND SO, IF YOU'D, PLEASE JOIN ME AS WE START OUR MEETING WITH A SALUTE TO THE FLAG. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. OKAY, SO WITH THAT,
[2. MATTERS FOR BOARD DISCUSSION]
I WILL GO AHEAD AND TURN THINGS OVER TO KRISTI SO THAT SHE CAN START THE EVENING'S PRESENTATIONS. WELL, GOOD EVENING, BOARD, AND I DO WANT TO LET YOU KNOW I'VE INVITED SOME OTHERS TO HELP THIS EVENING. WE HAVE PRINCIPAL DHILLON. ONE OF OUR TEACHERS AND ALSO OUR ADVISORY MEMBERS, TOM DIIMMEL. AND THEN, AS I SHARED IN AN EMAIL AND YOU'VE SEEN SOME OF HER WORK, IS VITI'S HERE TO ANSWER QUESTIONS SPECIFICALLY ABOUT ATTENDANCE, ATTENDANCE LAW, AND SOME OF THE THINGS.AND THEN, AS WELL AS THE EXECUTIVE TEAM, WILL BE CHIMING IN AT DIFFERENT TIMES. SO A FEW OF US ARE HELPING GROUND THIS EVENING'S WORK. SO ONE OF THE THINGS YOU'VE TALKED ABOUT AT THE LAST BOARD MEETING WAS ATTENDANCE. AND SO I REALLY DO WANT TO TALK ABOUT THAT.
AND THEN IT FELT, ORIGINALLY, IT FELT LIKE MAYBE, A WHILE AGO, IT FELT LIKE MAYBE THESE WERE TWO DIFFERENT TOPICS. AND AS WE DID MORE LEARNING TOGETHER THROUGH THE ADVISORY, THERE WAS A LOT THAT LINED UP TOGETHER.
SO WE'RE GOING TO GO IN AND OUT OF TALKING ABOUT ATTENDANCE AND THEN HOW THAT ALIGNS WITH THE RECOMMENDATION FROM THE ADVISORY. BUT DO KNOW AT ANY TIME, FEEL FREE TO ASK QUESTIONS.
BUT WHY DOES ATTENDANCE MATTER? AND I KNOW, YOU KNOW, IT MATTERS, BUT I JUST WANT TO POINT OUT SOME STATISTICS.
THAT JUST MISSING JUST TWO DAYS OF SCHOOL PER MONTH ACTUALLY ADDS UP TO BE 20 DAYS A YEAR.
SO BY THE TIME THE STUDENT GRADUATES, IT'S ALMOST A FULL YEAR THAT THEY'VE LOST OF LEARNING. AND SO IT DOESN'T, YOU KNOW, IN THE MOMENT, I THINK SOMETIMES PEOPLE THINK, OH, IT'S NOT THAT BIG A DEAL.
IT ACTUALLY ADDS UP TO BE A VERY BIG DEAL. AND THEN, STUDENTS WHO ARE CHRONICALLY ABSENT IN THE EARLY GRADES ARE TWO TO THREE TIMES MORE LIKELY TO STRUGGLE WITH READING BY THIRD GRADE. IN THE STATE OF WASHINGTON, THE COMPLEXITY WITH THAT IS IT'S ACTUALLY NOT THE LAW TO START SCHOOL UNTIL THEY'RE EIGHT YEARS OF AGE, WHICH GOES AGAINST SCIENCE COMPLETELY.
NOW, IF A CHILD, AND WE'LL TALK ABOUT THIS IN A LITTLE BIT, IF A CHILD DOES ENTER SCHOOL, AS SOON AS THEY ENROLL, THE FAMILY HAS SHOWN INTENT TO ATTEND. SO WE CAN START THE, THE CLOCK, BUT A FAMILY CAN SAY, NOPE, WE'RE JUST GOING TO STAY OUT AND NOT DO ANY FORMAL EDUCATION UNTIL EIGHT YEARS OF AGE. AND UNTIL THAT TIME, WE CAN'T DO ANYTHING. SO THAT'S ABOUT SECOND GRADE. AND THEN,
[00:05:03]
ATTENDANCE IN SIXTH AND NINTH GRADE IS ONE OF THE STRONGEST PREDICTORS A STUDENT HAS FOR GRADUATING. SO WE CAN LOOK AT SOMEONE'S ATTENDANCE IN SIXTH GRADE, AND WE CAN LOOK AT THEIR ATTENDANCE IN NINTH GRADE, AND I KNOW THE HIGH SCHOOL DOES A TON, BECAUSE THERE'S ACTUALLY A LOT OF DATA AROUND. ACTUALLY, THE FIRST MONTH OR SO OF NINTH GRADE ACTUALLY PREDICTS SOME GRADUATION.SO ONE OF THE THINGS THAT, ACTUALLY, WE IN THE LAST MONTH HAVE HAD A LOT OF QUESTIONS ABOUT WHAT ARE THE LAWS AROUND THE TENANTS, AND SO I ASKED VITI TO COME TONIGHT AND EXPLAIN.
WE TALKED ABOUT THE BECCA BILL A LOT AND THERE'S ACTUALLY A VERY TRAGIC STORY AROUND THAT AND SO, I ASKED IF SHE WOULD SHARE SOME OF THE FACTS AROUND THE TENANTS THIS EVENING.
HI, JUST TO START WITH A LITTLE BIT, THE BECCA BILL WAS A PROPOSED LEGISLATURE ACTION BASED ON REBECCA HEDMAN. SHE WAS ADOPTED AS A 50, I'M JUST GOING TO GIVE YOU A QUICK BACKGROUND OF WHO SHE WAS. SHE WAS ADOPTED BY HER PARENTS WHEN SHE WAS 15 MONTHS OF AGE. SHE WAS A HAPPY, HEALTHY KID. SHE WENT THROUGH A LOT OF STRUGGLES GROWING UP. BY THE TIME THAT SHE WAS A TEENAGER, SHE STARTED, LIKE, SLEEPING OUT, RIGHT? LIKE, SHE WAS NOT ATTENDING SCHOOL. SHE WAS MISSED. THERE WAS NOTHING BY LAW THAT SAYS SCHOOLS SHOULD BE KEEPING TRACK OF ATTENDANCE AND TRYING TO FIGURE OUT, YOU KNOW, DISCOVERING BARRIERS, WHAT THE STUDENT WAS NOT IN SCHOOL. SHE, UNFORTUNATELY, AT 13, SHE WAS MURDERED. SHE WAS DOING DRUGS. SHE WAS DOING A LOT OF UNHEALTHY CHOICES, BUT THE SCHOOLS DID NOT HAVE ANY GUIDANCE OF HOW THEY COULD PROTECT KIDS THAT THEY'RE NOT AT SCHOOL. IN 1995, THE LAW WAS PASSED, THE BECKER BILL, WHERE SCHOOLS ARE REQUIRED TO NOTIFY FAMILIES ON THE LANGUAGE THAT THEY ARE KNOWN.
OUR DISTRICT AND WHAT OSPI TELLS US TO DO, WE HAVE TO NOTIFY PARENTS AFTER THE FIRST UNEXCUSED ABSENCE.
AT TWO UNEXCUSED ABSENCES WITHIN THAT FIRST MONTH, WE HAVE TO TRY TO HAVE A MEETING, AN ATTENDANCE MEETING, YOU KNOW, START TRYING TO DEVELOP SYSTEMS THAT WE CAN JUST TRYING TO FIGURE OUT, RIGHT? WE DO A LOT OF, WE SEND LETTERS, OUR DISTRICT, WE SEND LETTERS FOR OSPI GUIDANCE. WE, PARENTS RECEIVE DAILY NOTIFICATIONS WHEN STUDENTS ARE ABSENT VIA PARENTSQUARE. THAT'S OUR MASS COMMUNICATION SOFTWARE THAT WE USE IN THE DISTRICT. THEY RECEIVE TEXT MESSAGE, EMAIL, AND WHEN THE STUDENTS HIT A THRESHOLD, IT CAN BE FIRST DAY, THREE DAYS, FIVE DAYS, SEVEN DAYS, TEN DAYS, THIRTEEN DAYS, AND FIFTEEN DAYS. WE'RE TAKING ACTION ON EVERY THRESHOLD THE STUDENTS ARE MEETING FROM. WE DO, SORRY, I'M LIKE TRYING TO PUT ALL MY IDEAS TOGETHER.
FROM ATTENDANCE AGREEMENTS, MEETINGS, CONFERENCE WITH PARENTS, WE FOR SECONDARY SCHOOLS, WE HAVE A WARRANTS ASSESSMENT TO TRY TO IDENTIFY BARRIERS AND WHAT STUDENTS ARE AT RISK. AND THEN, WHEN STUDENTS REACH THE 13-DAY THRESHOLD, WE NOTIFY PARENTS THAT WE HAVE TO FILE A BACKUP PETITION. AT 15 DAYS, WE FILE A BACKUP PETITION. AS WELL AS WHEN STUDENTS ARE INEXCUSED, THEY HAVE SEVEN INEXCUSED ABSENCES WITHIN A 30-DAY PERIOD, OR 15 THROUGHOUT THE SCHOOL YEAR BY LAW, WE HAVE TO FILE A BACKUP PETITION. THE GOAL IT'S ALWAYS THAT WE TRY TO DO ALL THIS INTERVENTIONS EARLY ON, AT THE THREE, FIVE, SEVEN ABSENCES. SO I THINK WE COME TOGETHER WITH THE SCHOOLS, FAMILIES TO SEE WHAT WE CAN DO MORE TO BRING, YOU KNOW, LIKE WE WANT TO. WE WANT THE KIDS AT SCHOOL, RIGHT? SO WE'RE TRYING TO IDENTIFY THOSE BARRIERS, ADDITIONAL SUPPORTS. SO THAT'S HOW WE IN FERNDALE ARE DOING, BASED ON OUR LAWS. LIKE, HOW DO WE CAN MOVE FORWARD WITH THAT? I DON'T KNOW WHAT'S ON THE NEXT SLIDE. OKAY. WHAT
[00:10:01]
ELSE? I'M TRYING TO THINK, WHAT ELSE. I WOULD JUST SAY IT'S VERY SCRIPTED. AND SO THERE'S SOMEBODY AT EVERY SCHOOL WHO'S HELPING TRACK THAT. VITI'S TRACKING IT AT A DISTRICT LEVEL, AND THEN SHE'S MAKING SURE ALL THE CORRECT PAPERWORK IS FILED.AND ACTUALLY, THE STATE TOOK THIS SO SERIOUSLY THAT FOR EVERY BECA THAT WE FILE, WE ACTUALLY RECEIVE MONEY BACK TO SUPPORT THE WORK. SO WE HAVE A. IT'S NOT A HUGE POT OF MONEY BUT IT'S A POT OF MONEY THAT THEN WE CAN PUT TOWARDS THE WORK. SO IT MIGHT BE RELEASING STAFF TO HAVE THE FAMILY MEETING SO THEY CAN GO DURING THE DAY. WE SEND VITI OUT TO MAKE SURE THAT SHE'S FOLLOWING UP AND TRAINED. WE DID SIGN UP. OSPI PUT OUT A CHALLENGE. IT'S A FIVE-YEAR CHALLENGE, AND YOU HAVE TO SET GOALS OF WHAT YOU WANT TO ACCOMPLISH. AND SO WE SIGNED UP TO GET SOME ADDITIONAL SUPPORT. SO VITI HAS MONTHLY, BI-MONTHLY MEETINGS WITH PEOPLE WHO ARE DOING THIS WORK ACROSS THE STATE. SO BECAUSE WE'RE TRYING TO FIGURE IT OUT HERE, BUT MAYBE SOMEONE ELSE HAS A BETTER IDEA. SO CONSTANTLY WORKING AND WORKING AND WORKING AND TRACKING THIS FOR OUR STUDENTS. HERE IN FERNDALE, ONE OF THE STEPS THAT WE ARE A COURT ORDER, IS THE COMMUNITY ENGAGEMENT BOARD MEETINGS, AND THE WAY MOST DISTRICTS DO IT, THEY HAVE A A MONTHLY COMMUNITY ENGAGEMENT BOARD MEETING WITH THEIR PEOPLE IN THE COMMUNITY CAN COME, TEACHERS. AND WHEN I STARTED WORKING IN THIS ROLE, I TOLD KRISTI, I THINK WE NEED TO HAVE THOSE COMMUNITY ENGAGEMENT BOARD MEETINGS MORE CENTRAL IN EACH SCHOOL, BECAUSE I THINK IT'S VERY IMPORTANT THAT THE PEOPLE THAT WORK DIRECTLY WITH THE STUDENTS, THAT THEY KNOW THE STUDENTS, THEY CAN ACTUALLY PROVIDE THOSE SUPPORTS, RIGHT, WHICH IS FORMED BY THE SCHOOL ADMINISTRATOR.
WE HAVE COUNSELORS. WE HAVE THE NATIVE AMERICAN LIAISONS, WE HAVE LATINO LIAISONS, WE HAVE MCKINNEY-VENTO LIAISONS, COMMUNITIES AND SCHOOLS. WE TRY TO BUILD A SYSTEM IN EVERY SCHOOL THAT ARE ACTUALLY THE ONES THAT THEY CAN HELP THE STUDENTS SUCCEED, RIGHT? AND WITH PARENTS AND THE STUDENTS, WE ALWAYS INVITE THEM BOTH TO BE PART OF IT, RIGHT? BECAUSE THIS IS, THE GOAL IS THAT WE WORK AS A COMMUNITY. TO BUILD A SYSTEM THAT IS SUCCESSFUL FOR THE STUDENT.
NOT ALL THE KIDS LEARN THE SAME. NOT ALL FAMILIES HAVE THE SAME SUPPORT AND UNDERSTAND HOW THEY CAN HELP THEIR KIDS. SO HAVING THE SMALL GROUPS OF PEOPLE IN EACH SCHOOL CAN ACTUALLY MAKE A DIFFERENCE FOR THEM. AND I FEEL LIKE IT'S BEEN SUCCESSFUL.
IT'S A LITTLE BIT MORE CHALLENGING IN THE HIGH SCHOOL, BUT IT'S HAS NOT BEEN IMPOSSIBLE.
WHEN I GET ALL THIS DISMISSALS OF COURT ORDERS, I JUST GET SUPER EXCITED.
BECAUSE I'M LIKE, OH MY GOSH, WE HAVE SOME KIDS THAT. IT'S JUST LIKE GETTING A LITTLE OFF TOPIC, RIGHT? LIKE, WE HAVE SOME KIDS THAT WOULD NEVER COME TO SCHOOL, PROBABLY 20 DAYS IN A WHOLE SCHOOL YEAR. AND WITH OUR NATIVE AMERICAN LIAISONS, WE WERE GOING AND PICK UP SOME KIDS, BRING THEM TO SCHOOL.
AND THAT KID, RIGHT, LIKE HE GRADUATED FROM TRUANCY. BECAUSE THE EFFORTS OF EVERYBODY IN THE SCHOOL AND THE DISTRICT AS A WHOLE IS MAKING AN IMPACT, RIGHT? MAYBE WE CAN SAY, OH, IT'S JUST ONE KID, BUT I THINK THE FOCUS, THE VISION THAT OUR DISTRICT HAS RIGHT NOW TO HAVE KIDS AT SCHOOL IS JUST REALLY MAKING A HUGE DIFFERENCE. AND IT BLOWS MY MIND, RIGHT? LIKE, I GET SO EXCITED WHEN I, EVEN IF IT'S ONE PERSON, IT'S LIKE, IT'S ONE PERSON'S LIFE THAT YOU'RE CHANGING, AND THAT'S HOW YOU START, RIGHT? LIKE, IT'S JUST, YEAH. I DO APPRECIATE ALL THE SUPPORT.
IT HASN'T BEEN EASY BECAUSE I HAD TO LEARN A LOT OF THINGS.
AND WE'RE NOT PERFECT, BUT I THINK WE'RE MOVING IN THE RIGHT DIRECTION. YEAH, KIND OF. I WAS JUST WONDERING HOW THE FUNDING FOR THIS, SO YOU SAY YOU HAVE A STUDENT YOU'VE IDENTIFIED AS HAVING MISSED A CERTAIN AMOUNT AND THAT'S REPORTED TO THE STATE.
IS THAT THROUGH OSPI? SO WE TRACK DAILY, WEEKLY, MONTHLY DATA ON STUDENTS. WE RUN REPORTS. THAT'S HOW I WORK VERY CLOSELY WITH THE ATTENDANCE ADMINISTRATIVE ASSISTANTS IN EVERY SCHOOL.
WHEN THEY'RE NOT SURE, LIKE WHAT DO WE DO? WHAT ARE THE NEXT STEPS, RIGHT? WE GO FROM, IF WE HAVEN'T BEEN ABLE TO REACH OUT TO FAMILIES, BECAUSE THAT'S THE OTHER THING, RIGHT? LIKE, FAMILIES CAN CALL AND EXCUSE THEIR STUDENTS, BUT WHEN THERE'S NO COMMUNICATION FROM HOME THAT'S WHEN WE START OUR NEXT STEP OF INTERVENTION.
[00:15:02]
WE DO HOME VISITS. SOMETIMES WE DO WELFARE CHECK WITH THE POLICE DEPARTMENT OR LUMMI POLICE DEPARTMENT. SO WE START TRACKING THE FUNDING. I WILL SAY MY JOB IS SPLIT OR BORROW. MY ATTENDANCE, I THINK A LOT OF US, WE'RE DOING ALL OUR DUTIES AS ASSIGNED. I WORK MAINLY IN COMMUNICATIONS, BUT I'M ALSO SUPPORTING THE TRUANCY WORK WITHIN MY DUTIES IN COMMUNICATIONS. SO, YES, WE GET FUNDING FROM THE STATE.I'M NOT EXACTLY SURE HOW MUCH IT IS.
BUT THAT FUND THAT IT COMES, USUALLY WE USE IT WHERE I CAN STEP OUT OF MY JOB, I CAN HAVE SOMEBODY, YOU KNOW, COVERING, BECAUSE I ALSO DO RECEPTION.
SO FOR ME TO BE ABLE TO STEP OUT OF RECEPTION, TO ATTEND COMMUNITY ENGAGEMENT, BOARD MEETINGS AT THE BUILDINGS, OR WE CAN DO HOME VISITS, OR EVEN PICK UP KIDS, RIGHT? LIKE THAT, THOSE SOURCES, RESOURCES ARE AVAILABLE.
THAT'S HOW WE'RE USING THAT FUNDING, TOO. OKAY. I GUESS I WAS JUST TRYING TO FIGURE OUT EXACTLY HOW THE REPORTING AND THE FUNDING, HOW THAT ALL TIMES OUT. SO ALL THE STUDENTS THAT ARE IN TRUANCY, I HAVE TO CHECK THE BOX REPORT, LIKE STATE REPORTING. SO THAT'S WHEN OUR SIS PERSON RUNS THE CEDA REPORT WITH TRUANCY.
THAT'S HOW THE STATE GETS THE INFORMATION ABOUT HOW MANY KIDS WE HAVE ON TRUANCY. IT'S NOT. IT DOESN'T COUNT. WE DON'T GET FUNDING FOR KIDS THAT THEY'RE NOT TRUANT YET, RIGHT? SO THERE'S SO MUCH MORE WORK TO GET AND SO MANY INTERVENTIONS THAT WE TRY TO DO TO AVOID KIDS TO BE TRUANT, RIGHT? OR TO FILE A PETITION FOR TRUANCY. WHEN WE OFFICIALLY FILE A TRUANCY PETITION, THOSE ARE THE FUNDS THAT THE STATE RECEIVES FROM US. THAT'S HOW WE GET THE FUNDING. WE DON'T GET THE FUNDING FOR ANY EARLY INTERVENTIONS THAT WE'RE DOING.
BUT THEN WE'RE ABLE TO USE THE FUNDS TO HELP SUPPORT THE EARLY INTERVENTIONS. RIGHT. AND SO I GUESS MY QUESTION IS, TOO, THAT ARE THOSE FUNDS TIED TO SPECIFIC STUDENTS AND THEY HAVE TO GO? NO, THEY CAN BE USED FOR ANY EFFORT THAT WE'RE MAKING AROUND ATTENDANCE. SO AS YOU'RE MAKING THIS CALL OUT FOR ATTENDANCE, THERE'S A. I MEAN, IT'S NOT A LOT OF MONEY, BUT IT'S ENOUGH MONEY, LIKE VITI SAID, THAT IT CAN PROVIDE A SUB OR MAYBE GAS MONEY TO, YOU KNOW, LIKE MIA GOES AND PICKS UP STUDENTS, THEN WE MIGHT USE THAT TO HELP WITH WHATEVER. IF WE NEED TO GET SOMEONE TRAINED, THEN WE CAN SEND THEM TO THE TRAINING. SO IT JUST ALLOWS US, WHICH IS NICE, THAT WE HAVE SOME FUNDS TO DO IT. IT'S SAD THAT YOU GET THE MONEY ON THE BACK OF KIDS THAT YOU'VE HAD TO FILE A TRUANCY ON, BUT I DO APPRECIATE THE FACT THAT THE STATE HELPS GIVE SOME MONEY THAT WE CAN PUT TOWARDS THE INTERVENTIONS. DOES THAT HELP? THAT HELPS. I THINK I HAVE MORE QUESTIONS, BUT I'LL SAVE THAT FOR LATER. AND IT MIGHT BE NICE WHEN YOU COME INTO THE DISTRICT OFFICE, VITI CAN SHOW YOU THE ACTUAL SYSTEM.
SO IT MIGHT BE INTERESTING FOR YOU TO JUST SAY, HEY, COULD YOU PULL IT UP AND TAKE A MINUTE TO LOOK AT THE SYSTEM, WHAT IT LOOKS LIKE ONLINE. ANY OTHER QUESTIONS, JUST ABOUT THE LAW AND THE LEGALITIES OF WHAT WE HAVE TO DO? AND IF YOU THINK OF THEM LATER, NO, YOU CAN ASK TONIGHT, OR YOU CAN ALWAYS JUST EMAIL VITI DIRECTLY. SO WHAT, YOUR WATER GROWS. SO A YEAR AGO, I WAS LOOKING AT THE ATTENDANCE, A LITTLE OVER A YEAR AGO, AND I WAS NOTICING IT WAS NOT GREAT, AS I'VE BEEN SHARING WITH YOU. AND WHAT WE KNOW IS, STUDENTS WHO ARE IN SCHOOL, 90% OR MORE, TEND TO DO BETTER ON IN THEIR STUDENT OUTCOMES.
SO WE BEGAN TO TALK ABOUT IT AS AN ADMINISTRATIVE TEAM. AND I JUST WANT TO SHARE A FEW OF THESE, AND ANTONIO SHARED ONCE THAT A LITTLE PARENT PRESSURE. HE SAW THE SIGN AT, I THINK IT WAS HORIZON. SO A LOT OF OUR SCHOOLS HAVE THESE SANDWICH BOARDS OUTSIDE, AND THEY SAY, YOU KNOW, GLAD YOU'RE HERE. THIS MANY STUDENTS WERE AT SCHOOL YESTERDAY. HE SAW THAT, AND WHAT DID IT DO? LIKE, WE ARE GOING TO BE AT SCHOOL ON TIME. SO THAT WAS A GREAT INTERVENTION. SO THAT'S HAPPENING. I ALSO WANT TO SHARE, WE WERE ASKING AT OUR MIDDLE SCHOOL, OUR ATTENDANCE, AND I'LL SHARE A GRAPHIC WITH YOU, OUR OVERALL REGULAR ATTENDANCE IS ACTUALLY HIGHER
[00:20:01]
AT THE ELEMENTARY AND THEN ABOUT MIDDLE SCHOOL, HIGH SCHOOL IS WHEN WE START TO SEE IT DECLINE. AND SO I WANT TO SHARE WHAT'S HAPPENING AT THE MIDDLE SCHOOLS. TRINA'S GOING TO GIVE SOME HIGHLIGHTS OF THE WORK THEY'RE DOING THERE. HI EVERYONE. SO BOTH OF OUR MIDDLE SCHOOLS, VISTA AND HORIZON, HAVE SCHOOL GOALS AROUND ATTENDANCE, WHICH IS COMMON ACROSS OUR SCHOOLS. AND THEY HAVE BEEN WORKING ON A LOT OF TIER 1 SUPPORTS. WHEN WE TALK ABOUT THE PIECES THAT VITI WAS TALKING ABOUT, REALLY FALL INTO THAT TIER 3, WHAT WE'RE DOING IN RESPONSE TO WHEN DISCIPLINE BECOMES A PROBLEM, AND THE SCHOOLS ARE WORKING EQUALLY ON BOTH ENDS OF THAT.THEY'RE WORKING REALLY HARD TO HAVE THOSE RESPONSES SET AND THE TEAM APPROACH OF BRINGING IN THE FAMILIES ALL OF THE PIECES THAT WERE TALKED ABOUT.
AND THEN ALSO DOING SOME. WHEN STUDENT ATTENDANCE IS STARTING TO BECOME A PROBLEM, DOING SOME POSTCARDS WHEN STUDENTS AREN'T THERE THEY HAVE AT HORIZON, TEACHERS CAN FILL OUT A POSTCARD TO SEND TO A STUDENT, WE MISSED YOU TODAY KIND OF THING. THEY DON'T HAVE TO, AND IT DOESN'T HAPPEN EVERY TIME, BUT JUST SO THAT THERE'S SOME THINGS THAT ARE KIND OF IN ADDITION TO THE STATE REQUIREMENTS.
THEY'RE HAVING ATTENDANCE HUDDLES WHERE THEY'RE COMING TOGETHER WITH STAFF TO LOOK AT THE ATTENDANCE DATA REGULARLY AND DO, BASICALLY LIKE, SOME BRAINSTORMING. WHAT CAN WE DO FOR A LOT OF FOR THE TIER ONE, AND AT BOTH VISTA AND HORIZON, CURRENTLY, THEY'RE HAVING DIFFERENT TYPES OF INCENTIVES FOR ATTENDANCE.
FOR ONE EXAMPLE, A SMALL EXAMPLE IS IN THE ADVISORY CLASSES, THE TEACHERS ARE KEEPING TRACK OF THE ATTENDANCE AND THE PERCENTAGE OF STUDENTS IN THOSE CLASSES. AND THEN IT'S A SCHOOL-WIDE COMPETITION AND THEY GET POINTS AND THEN THE POINTS GO TOWARDS, INCENTIVES FOR FOR THE CLASSES. SO KIND OF TRYING TO ELEVATE THE IMPORTANCE OF BEING THERE AND KIDS ARE ENJOYING THAT. AND THEN AT BELIEVE IT'S AT HORIZON.
THEY'RE DOING SOME STAFF INCENTIVES ON ENCOURAGING THE POSTCARDS AND THE OUTREACH AND THAT TYPE OF THING, AND THEN HAVING DRAWINGS FOR STAFF FOR SOME PRIZES. SO LITTLE THINGS THAT ARE HAPPENING IN A LOT OF DIFFERENT PLACES IN ORDER TO INCREASE THE ATTENDANCE.
SO WHEN WE'RE LOOKING AT THE LAST THREE MONTHS, IT MIGHT NOT FEEL LIKE IT. WE FEEL LIKE WE'RE MISSING A LOT OF KIDS A LOT OF TIMES.
BUT WHEN YOU LOOK AT VISTA, SINCE DECEMBER, THE AVERAGE DAILY ATTENDANCE IS GOING UP INCREMENTALLY, DECEMBER, JANUARY, FEBRUARY. AND THEN WE'LL SEE WHAT HAPPENS HERE IN MARCH. AND THEN ALSO WHEN WE LOOK AT HORIZONS, BEEN WORKING ON ATTENDANCE. PRIOR TO THIS YEAR, OR FOR THE LAST THREE YEARS. AND THEIR ATTENDANCE ON WHEN YOU LOOK ON THE OSPI REPORT CARD AT, THE ATTENDANCE TREND OVER TIME HAS BEEN GOING UP SINCE 21-22. I DON'T THINK IT'S ME. IT'S OKAY. WE'RE A STUDY SESSION. A LITTLE MORE RELAXED TONIGHT. YOU'RE OKAY, PEGGY.
IT'S REAL LIFE. TRINA, CAN I ASK A QUESTION? YEAH. HOW, WHERE ARE YOU GETTING THIS DATA, AS FAR AS SEEING THE ATTENDANCE, THIS ATTENDANCE DATA? WHERE ARE YOU GETTING THIS? SO, A COUPLE PLACES. SO ON THE OSPI WEBSITE, IN THE REPORT CARD, WHERE WE GO TO LOOK FOR, LIKE, OUR TEST SCORE DATA AND SEE THE TRENDS IN THERE.
THERE'S ONE SECTION FOR, LET'S SEE WHAT, THERE'S ENROLLMENT, BUT THERE'S ALSO A SECTION FOR REGULAR ATTENDANCE. AND YOU CAN LOOK AT THE STATE MEASURES FOR ATTENDANCE BY SCHOOL IN MULTIPLE WAYS, BY PROGRAM, BY OVERALL ATTENDANCE, AND THEY'RE DOING THAT BASED ON AVERAGE DAILY ATTENDANCE.
FOR THE NUMBERS THAT I WAS TALKING ABOUT THAT ARE LIKE FOR THIS YEAR, THOSE ARE NUMBERS THAT THE SCHOOLS ARE MONITORING AS PART OF THEIR SCHOOL IMPROVEMENT GOALS. AND SO THAT DATA I GET, BOTH HORIZON AND VISTA ARE PART OF.
OSSI, WHICH IS OFFICE OF SCHOOL IMPROVEMENT. THERE'S ANOTHER S IN THERE. AND THEY HAVE TO DO MID-YEAR AND END-OF-THE-YEAR PROGRESS REPORTS FOR THE STATE. AND SO I WAS PULLING FROM THEIR MID-YEAR PROGRESS REPORT, WHERE THEY WERE PUTTING THEIR DATA ON ATTENDANCE, SINCE THAT WAS ONE OF THEIR GOALS. AND THEN THOSE ARE THEN BEING SHARED OUT. I THINK HORIZONS HAD TWO STAFF MEETINGS THIS YEAR WHERE THEY'VE BEEN LOOKING AT THEIR ATTENDANCE DATA TOGETHER.
JAMES WALSH HAS BEEN LEADING UP
[00:25:02]
A LOT OF THAT WORK. AND DOING VIDEOS FOR STAFF TO LOOK AT SOME OF THE VIDEO OR SOME OF THE DATA. AND THEN COMING TOGETHER AND HAVING DATA TALKS AROUND THE ATTENDANCE DATA.ANOTHER FUN THING THAT I BELIEVE JAMES SPEARHEADED AS WELL IS, INSTEAD OF JUST DOING LETTERS FOR ATTENDANCE REMINDERS, THEY HAVE A, I THINK IT'S A FIVE-DAY AND A SEVEN-DAY. I COULD BE WRONG ON WHICH DAYS THEY HAPPEN, BUT A LITTLE VIDEO GOES OUT TO FAMILIES ABOUT THE IMPORTANCE OF ATTENDANCE IN A COUPLE OF DIFFERENT TIME FRAMES. SO THAT WE'RE KIND OF TRYING TO DO DIFFERENT MODALITIES SO THAT A LOT OF TIMES, LETTERS MIGHT NOT GET WRITTEN, BUT A SHORT VIDEO MIGHT GET WATCHED. SO IT'S OSSI? YEAH.
SO THEY REPORT TO YOU TWICE A YEAR? SO A COUPLE OF THINGS. SO THE DATA ON THE OSPI REPORT CARD THAT I MENTIONED, THAT GETS UPDATED ONCE A YEAR ANNUALLY. THE OSSI IS BASICALLY THE SCHOOL IMPROVEMENT PLAN FOR THREE OF OUR SCHOOLS HAS TO BE SUBMITTED TO THE STATE AT THE BEGINNING OF THE YEAR, A MID-YEAR PROGRESS REPORT, AND THEN THEY HAVE TO SUBMIT, THE SCHOOL HAS TO SUBMIT DATA AT THE END OF THE YEAR ALSO.
SO THAT'S AN EXTRA PIECE TO GET THE EXTRA FUNDING THAT WE HAVE TO REPORT TO THE STATE. AND THE WAY TO QUALIFY IS BY HAVING SHOWN A SIGNIFICANT NEED OVER A PERIOD OF YEARS. OKAY.
SO LAST QUESTION ON IT. YOU MENTIONED ABOUT FEBRUARY DATA AND THEN YOU WERE HOPING FOR IMPROVEMENT IN MARCH. HOW ARE YOU GOING TO KNOW ABOUT THAT IF THEY'RE ONLY REPLYING OR GIVING YOU DATA? SO ON THE MONTHLY DATA WITHIN THIS SCHOOL YEAR, WE PULL THAT AT THE SCHOOL LEVEL. YOU DO? OKAY. AND THEN, SO THAT WOULD BE ONE THING FOR THE BOARD TO THINK ABOUT.
VIDI, BOBBY, AND I, WE PULL DISTRICT-WIDE DATA AND BY SCHOOL QUITE OFTEN. AND THEN WE DETERMINE WHAT MESSAGES NEED TO GO OUT. WE'LL GIVE PRINCIPALS SOME LITTLE THINGS.
HERE'S WHAT YOU COULD SEND OUT TO YOUR PARENTS, KEEPING THEM INFORMED AND TRYING TO EDUCATE. AND SO THAT MIGHT BE SOMETHING THE BOARD WANTS TO SEE. DO THEY WANT TO SEE BIMONTHLY, BY SCHOOL? SO, AS YOU'RE THINKING ABOUT YOUR FOCUS ON ATTENDANCE, WHAT KIND OF DATA WILL YOU WANT TO SEE FROM US? SO THAT WILL BE ONE OF OUR QUESTIONS AT THE END OF THE EVENING FOR US TO BEGIN TO THINK ABOUT. CAN I JUST ADD A LITTLE BIT? SOMETHING THAT CAN BE A LITTLE CONFUSING WHEN WE LOOK AT THE REPORT CARD ON OSPI, BECAUSE WHEN WE LOOK AT THE NUMBERS THAT THEY'RE REPORTED IN OSPI. AND THEN WE RUN OUR MONTHLY ATTENDANCE REPORT, THERE'S A LOT OF FLEXIBILITY, I WILL CALL IT, BECAUSE FOR OSPI, THEY ONLY REPORT 90% AND IT'S HOW MANY STUDENTS ARE ATTENDING 90% OF THE TIME, RIGHT? INSTEAD OF ON OUR MONTHLY REPORTS, WE'RE LOOKING AT THE 100%. SO THAT'S WHERE, YOU KNOW, LIKE, WE SEE SCHOOLS THAT SAY IT'S 90% OF THE TIME, BUT IF YOU GO AND LOOK AT THE REPORT DATA, IT MIGHT SHOW AT 82% OR 86% JUST BECAUSE THERE'S THAT WIGGLE 10%. THAT WE'RE SEEING.
WE'RE LEARNING HOW COMPLEX IT IS. AND I THINK ANOTHER THING, WHEN YOU SEE THE SANDWICH BOARDS, LIKE THIS ONE SAYS 96%, AND THE NEXT DAY IT MIGHT SAY 95%. IT MAY BE TWO DIFFERENT GROUPS OF KIDS. SO LIKE, ON THIS DAY, IT MIGHT HAVE BEEN 4% OF KIDS IN THE THIRD GRADE, AND THEN MAYBE THE NEXT DAY IT WAS A BUNCH OF FIFTH GRADERS WHO WERE OUT.
SO WE HAVE TO TRACK BY INDIVIDUAL, BUT WE ALSO TRACK BY WHOLE. SO IT'S HARD TO, AND I WAS TRYING TO SHARE THIS WITH BRIAN, SO WHAT WE'RE TRYING TO DO IS WE'RE THINKING THROUGH OUR DASHBOARD, IS THERE A WAY ON THE DASHBOARD TO TRACK IT? AND SAY, SO THIS IS HOW OSPI LOOKS AT IT, THIS IS HOW WE LOOK AT IT, AND SO HAVE SOME DIFFERENT LEVERS. SO WE ARE, THAT'S ONE OF THE GRANT THAT WE'RE PART OF, THAT'S ONE OF THE PROJECTS WE'RE LOOKING AT.
OKAY, SO TRINA WAS TALKING ABOUT SCHOOL IMPROVEMENT PLANS, ARE THOSE THE SAME AS SCHOOL IMPROVEMENT PLANS THAT WE SAW? YES, SAME. YOU KNOW. SO IT WOULD BE HORIZON, VISTA, AND THE REENTRY PROGRAM? REENGAGEMENT PROGRAM, YES.
THOSE ARE THE THREE. AND SO WHEN OSPI IS LOOKING AT ACHIEVEMENT GAPS, THEY INCLUDE ATTENDANCE IN THAT AS WELL? YEAH, THAT IS A DATA POINT, AND IT IS AN AREA SELECTED BY THE SCHOOLS FOR GOALS, AND SO THE DATA BEING COLLECTED AND REPORTED ON IS BASED ON THE GOAL THAT THE SCHOOL SET. THEY HAVE READING AND MATH GOALS AS WELL, AND THE BELONGING GOAL.
[00:30:01]
OKAY, ONE MORE QUESTION. I'M SORRY. DO YOU GUYS VALUE THE DATA THAT YOU CREATE AND DATA MINE YOURSELF MORE THAN THE OSPI DATA AND THE WAY THEY PRESENT IT? I THINK IT'S DIFFERENT. I THINK THE ATTENDANCE PIECE FROM OSPI GIVES US A FULL YEAR.YEAH. SO THAT'S THE WHOLE YEAR PART. WE'RE LOOKING AT, SO IT'S KIND OF LIKE A SUMMATIVE. YEAH.
WHEREAS OURS IS MORE FORMATIVE.
LIKE, HERE'S WHAT WE NEED TO TARGET ON. THIS IS A MESSAGE WE NEED TO GIVE IN REAL TIME.
SO THAT'S HOW. OKAY. THANK YOU.
YEP. SO THEN WE HAVE THE HIGH SCHOOL. AND LAST MONTH, YOU HEARD, SO THERE'S TWO THINGS HAPPENING AT THE HIGH SCHOOL, AND MY HIGH SCHOOL PEOPLE INTERRUPT ME OR CORRECT ME AT ANY TIME. WE WANT TO GET STUDENTS TO SCHOOL, AND THEN WE WANT THEM TO GO TO CLASS. SO THERE'S TWO DIFFERENT THINGS THERE. DID I SUM THAT UP NICELY? SO MARCUS AND HARLEEN TALKED ABOUT THE ANTI-SKIPPING EXPECTATIONS, AND SO THERE WERE SOME QUESTIONS AROUND THAT, SO I ASKED MS. DHILLON, IF SHE WOULD COME. AND JUST KIND OF EXPLAIN THAT A LITTLE BIT.
BECAUSE IT'S ONE THING TO GET THEM THROUGH THE DOOR, BUT IN THE HIGH SCHOOL, WE NEED TO KEEP THEM IN CLASS. YES, SO WHAT WE NOTICED LAST SEMESTER WAS WE HAVE STUDENTS IN THE BUILDING, BUT THEY'RE NOT MAKING IT TO CLASS. AND THE TEACHERS BROUGHT THIS CONCERN TO OUR ATTENTION. WHERE I SAW SO-AND-SO IN THE BUILDING TODAY, BUT THEY ACTUALLY PHYSICALLY DIDN'T MAKE IT IN MY CLASS. AND THEN THE TEACHER CHECKS THE ATTENDANCE AND NOTICES FOUR PERIODS A DAY THAT THIS PARTICULAR STUDENT ATTENDED THEIR FIRST PERIOD, SKIPPED SECOND PERIOD. BECAUSE THEY'RE MARKED ABSENT, AND THEN THEY'RE PRESENT. SO THERE WAS A CONCERN BECAUSE THEY'RE HIGH SCHOOL STUDENTS, AND EVEN THOUGH WE'RE A SECURED CAMPUS, STUDENTS CAN STILL LEAVE THE BUILDING AND NOT COME BACK, BUT WHEN THEY DO COME BACK, THEY COME BACK THROUGH THE FRONT ENTRANCE. SO THE CONCERN WAS, WHAT ARE WE DOING ABOUT THESE UNEXCUSED ABSENCES? SO WE CONNECTED AS A TEAM AND DECIDED, FIRST OF ALL, WITH JUST THE TRANSITION OVER TO CUMULATIVE, WE NEEDED TO LEARN HOW TO PULL THE DATA. SO THAT TOOK SOME TIME TO PULL THE DATA.
AND THEN WE PUT SOME PROCEDURES IN PLACE AS FAR AS IDENTIFYING WHO THESE STUDENTS ARE. AND WE ALSO HEARD FROM OUR FAMILY.
SO, AS VIRI MENTIONED, EACH PERIOD WHEN A STUDENT IS ABSENT, AT THE END OF THE NIGHT AND AT 11 O'CLOCK, 10.30 A.M. AS WELL, PARENTS GET A PARENT SQUARE NOTIFICATION THAT SAYS, YOUR KID WAS ABSENT FROM THIS PERIOD AND THAT PERIOD. SO WE HAVE RECEIVED PHONE CALLS DURING THE DAY BY PARENTS CONCERNED. I JUST GOT THIS NOTIFICATION AND I'M NOT SURE WHY IT'S SAYING THAT MY SON WASN'T IN CLASS. WHAT DO YOU MEAN, YOU DON'T KNOW WHERE MY STUDENT IS? BECAUSE WE'LL CHECK. SOMETIMES TEACHERS DON'T DO THE ATTENDANCE RIGHT AT THE BEGINNING OF CLASS, SO WE PHYSICALLY GO AND CHECK.
AND IF THE STUDENT ISN'T THERE, THEN WE LET THE STUDENT PARENT KNOW THAT YOUR STUDENT ISN'T IN CLASS. AND THERE'S SOME FRUSTRATION WE HEAR FROM THE PARENT SIDE AS WELL, BECAUSE SAFETY. THINKING ABOUT THE BECKER TRUANCY AND WHY IT'S IN PLACE. AND PARENTS THINK THAT THEIR STUDENT IS IN CLASS, BUT IN FACT, THEY'RE NOT PHYSICALLY IN THEIR SEAT. SO HEARING THEIR CONCERNS AS WELL, AND WHAT DO YOU MEAN? YOU DON'T KNOW WHERE MY KID IS? AND THEY CAN BE IN THE BUILDING AND WE HAVE SUCH A BEAUTIFUL, BIG BUILDING. THEY COULD BE ANYWHERE. SO USUALLY THEN WE START LOOKING FOR THE STUDENT.
BUT MIND YOU, WE HAVE OVER 1,300 STUDENTS AND IDEALLY, WE WOULD LOVE TO SE ALL OUR STUDENTS ATTENDING ALL THEIR CLASSES, BUT THAT DOESN'T UNFORTUNATELY HAPPEN. SO WE DECIDED, WELL, EACH PERIOD IS ROUGHLY 75 MINUTES. AND AS WE STARTED THIS CONVERSATION AND ATTENDANCE IS THE BIGGEST INDICATOR ABOUT, YOU KNOW, A STUDENT BEING SUCCESFUL IN SCHOOL AND STAYING ON TRACK AND GRADUATING AS WELL.
SO WE NEED TO GET OUR STUDENTS TO ATTEND CLASSES. AND SOMETIMES WHAT HAPPENS, BECAUSE WE DO HAVE THE THREE-DAY UNEXCUSED MEETING, SO WE HAVE AN ADMINISTRATIVE ASSISTANT THAT WORKS VERY CLOSELY WITH VIRI. SHE RUNS THE THREE-DAY UNEXCUSED ATTENDANCE, FIVE-DAY AS WELL AS TEN-DAY, AS WE'RE REQUIRED TO. SO WHEN A
[00:35:02]
STUDENT HAS THREE DAYS OF UNEXCUSED ABSENCES THE ADMINISTRATOR MEETS WITH THE STUDENT, WITH THE PARENT, AND WE GO THROUGH, LIKE, WHAT'S GOING ON, WHY ARE YOU NOT ATTENDING. AND SOMETIMES THE STUDENT WILL SAY, YOU KNOW, I SKIPPED A COUPLE OF CLASSES AND I'M JUST FEELING REALLY OVERWHELMED NOW. I FEEL LIKE I CAN'T GET CAUGHT UP AND I'M JUST REALLY BEHIND. SO THEN WE DECIDE WHAT CAN WE DO TO HELP SUPPORT THE STUDENT.AND WE TALK ABOUT THE INTERVENTIONS AND SO FORTH.
BUT THAT WAS ONE CONCERN, THAT I KNOW THE STUDENT IS HERE, BUT THEY'RE NOT IN MY CLASS. THE OTHER CONCERN WE HEARD FROM OUR STAFF WAS A STUDENT IS COMING TO CLASS, BUT THEN THEY LEAVE. AND THEN THE NEXT MINUTE, THEY LOOK UP AND THAT STUDENT ISN'T IN CLASS. THEY KIND OF SNUCK OUT, OR THEY ASKED FOR PERMISSION AND THEY DIDN'T COME BACK. SO LISTENING TO THE CONCERNS WE CAME UP WITH AND KYLE HOFSTETTER, OUR ADMIN INTERN WHO'S HERE, HAS DONE A PHENOMENAL JOB.
WORKING WITH OUR DEAN OF STUDENTS AND THINKING ABOUT INTERVENTIONS AND HOW WE CAN TRACK STUDENTS AND SO FORTH.
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
BUT IF IT HAPPENS AGAIN, WE LET THE STUDENT KNOW THAT THEN YOU'RE GOING TO BE ATTENDING HOMEWORK CLUB. AND SO HOMEWORK CLUB RUNS EVERY DAY, MONDAY THROUGH THURSDAY UNTIL 04:30. WE HAVE AN ACTIVITY BUS.
AND AS I MENTIONED, WHAT WE TELL STUDENTS IS YOU JUST SKIPPED A 75-MINUTE PERIOD, AND YOU'RE GOING TO MAKE UP THAT TIME, AND WE HAVE SUPPORT FOR YOU, AND WE WANT YOU TO GET CAUGHT UP. AND SO, AS OF RIGHT NOW, IT'S ONLY BEEN TWO WEEKS SINCE WE'VE IMPLEMENTED THESE NEW EXPECTATIONS. AND I CAN SAY, KYLE AND OUR DEAN OF STUDENTS AND SOME OF OUR ADMINISTRATORS HAVE HAD A LOT OF CONVERSATIONS WITH STUDENTS THAT ARE ACTUALLY IN THE TIER ONE RIGHT NOW, WHERE THEY HAVE HAD THE CONVERSATION. PARENTS HAVE BEEN NOTIFIED THAT THEIR STUDENT WAS SKIPPING A CLASS. AND IF THIS HAPPENS AGAIN, YOU'RE GOING TO BE COMING IN AFTER SCHOOL.
SO, SO FAR, WE'VE ONLY HAD ONE STUDENT, AND HE WAS MISERABLE. WEEK HE DIDN'T WANT TO BE THERE AND HE GOT SOME WORK DONE, BUT THIS WEEK HE'S BEEN DOING A GREAT JOB ATTENDING HIS CLASSES. AND THE FACT THAT STUDENTS KNOW THAT THERE'S CONSEQUENCES FOR SKIPPING THEIR CLASSES AND THAT WE'RE HOLDING THEM ACCOUNTABLE.
AND MORE IMPORTANTLY, WE'RE TELLING STUDENTS THAT, AND I THINK MARK MARCUS HAD MENTIONED THIS AT THE LAST SCHOOL BOARD MEETING AS WELL, THAT WE'RE ASKING STUDENTS. IF YOU'RE IN THE HALLWAYS, YOU NEED TO HAVE A GOAL PASS, WE NEED TO KNOW WHERE YOU'RE GOING.
AND WE'RE HOLDING OUR TEACHERS ACCOUNTABLE, TOO,
[00:40:01]
THAT IF A STUDENT HAS PERMISSION TO LEAVE, THAT MAKE SURE YOU GIVE THEM A GOAL PASS.BECAUSE WE'RE GOING TO BE ASKING FOR THEM BECAUSE WE WANT TO KNOW WHERE STUDENTS ARE.
AND ANY GIVEN DAY, IF YOU COME TO THE FERNDALE HIGH SCHOOL, YOU'LL SEE STUDENTS IN THE HALLWAYS BECAUSE THEY'RE DOING SOMETHING, RIGHT? THEY'RE GOING TO A CLASS, OR THEY'RE GOING TO THE COUNSELING OFFICE OR SO FORTH, BUT WE WANT TO KNOW WHICH KIDS HAVE THEIR TEACHER'S PERMISSION TO BE IN THE HALLWAYS BECAUSE THE TEACHER KNOWS WHERE THEY'RE GOING, OR HOW MANY OF THEM ARE ACTUALLY ROAMING, AS I WOULD SAY, AND HAVEN'T ACTUALLY MADE IT TO CLASS. SO THAT HAS ACTUALLY BEEN DETERRING A LOT OF STUDENTS WANDERING AND SKIPPING CLASSES. THANK YOU, RAV. SO I HOPE THAT, BECAUSE WE HEARD A LITTLE BIT ABOUT IT AT THE LAST MEETING, AND SO I WANTED TO MAKE SURE WE DID A FOLLOW-UP SO WE UNDERSTOOD WHAT THAT WAS. ANY QUESTIONS FOR MS. DHILLON? ARE THE HIGH FLYERS PREDICTABLE, LIKE, THEY'RE THE SAME PEOPLE? YES.
HOW IS PERSONAL ACCOUNTABILITY TAUGHT IN THESE SITUATIONS? WHERE DOES ACCOUNTABILITY COME IN FOR THEM? THAT'S A GREAT QUESTION. ACCOUNTABILITY COMES IN FOR A KID WHEN THEY KNOW WE'RE WATCHING THEM AND WE SEE WHAT THEY'RE DOING.
OTHERWISE, SOMETIMES THE ACCOUNT, LIKE, IF THEY THINK, IT'S A BIG TRANSITION. I CAN TELL YOU, NANCY, WHEN WE HAVE EIGHTH GRADERS TRANSITIONING INTO NINTH GRADE BECAUSE THEY ARE COMING FROM A SMALLER SCHOOL, RIGHT? THEY'RE NOT IN SUCH A BIG CAMPUS, AND NOW THEY'RE A SMALL FISH IN A BIG POND. SO THEY TEST THE WATERS, TO BE HONEST WITH YOU, AND THEY TRY TO SEE WHAT CAN I GET AWAY WITH. AND AS SOON AS THEY START TO REALIZE, ONE, THAT SOMEONE'S ACTUALLY WATCHING ME AND WATCHING MY ATTENDANCE AND WHERE I'M GOING, VERY QUICKLY, IS WHEN THE ACCOUNTABILITY STARTS TO COME IN PLACE. AND I THINK THAT'S ALSO A GOOD QUESTION FOR MARCUS AND HARLEEN TO ANSWER, NOT THAT ANY OF THESE TWO WOULD EVER BE SKIPPING. BUT I THINK THEY COULD ALSO SHARE SOMETHING. AS FOR LIKE PERSONAL ACCOUNTABILITY, I MEAN, ESPECIALLY NOW WITH THE SKIPPING POLICY, AND LIKE YOU KNOW, YOU'RE GONNA HAVE LUNCH DETENTION AND THEN THAT LEADS INTO HOMEWORK CLUB.
GUYS, I'VE ONLY BEEN TO HOMEWORK CLUB ONCE, NOT BECAUSE I WAS SKIPPING OR ANYTHING, IT WAS BECAUSE I HAD TO MAKE UP A TEST. IT'S ACTUALLY MISERABLE IN THERE.
LIKE, I WAS LIKE, I WAS AT THE END, AND I WAS LIKE, OH MY GOSH, IT IS 2:45, I'M TAKING A TEST. I DON'T KNOW, BEING IN THE BUILDING AFTER SCHOOL, IF IT'S NOT LIKE, FOR SPORTS OR SOMETHING LIKE THAT, YOU'RE LIKE, WHAT AM I DOING HERE RIGHT NOW? I NEED TO GET OUT OF HERE. YOU'RE JUST ITCHING TO GET UP. THAT TEACHES PEOPLE. LIKE, I WAS LIKE, I'M NEVER GOING TO HAVE TO RETAKE A TEST. I'M GOING TO DO IT THE FIRST TIME.
LIKE, I'M NOT GOING TO MESS UP THE FIRST TIME.
SO, YEAH. I WOULD SAY, FOR PERSONAL ACCOUNTABILITY, EVEN PRIOR TO THE SKIPPING POLICY, I JUST FEEL LIKE MOST STUDENTS, LIKE, KNOW THAT IF THEY MISS A CLASS, THEY'RE GOING TO FALL BEHIND.
AND I FEEL LIKE THAT HAS TO DO WITH, LIKE, HOW THEY'RE, LIKE, HOW THEIR PARENTS TEACH THEM, HOW IMPORTANT SCHOOL IS, AND A LOT OF PERSONAL VALUES.
SO I FEEL LIKE IT REALLY VARIES, AND DEPENDS ON WHAT THEY'RE TAUGHT AT HOME, TOO, HOW IMPORTANT IT IS TO BE IN SCHOOL AND TO LEARN WHILE YOU'RE IN SCHOOL. I CAN ALSO SHARE, NANCY, THAT WHEN WE SENT THE EXPECTATIONS, OUR PROTOCOLS HOME, WE RECEIVED A LOT OF POSITIVE REINFORCEMENT. THE FAMILIES WERE VERY SUPPORTIVE, LIKE, YES. PLEASE, LIKE, I WANT MY STUDENT TO ATTEND CLASS, AND I DON'T WANT TO GET THOSE PARENT SQUARE NOTIFICATIONS ANYMORE. SO I THINK THEY WERE DEFINITELY ON BOARD, AND WE APPRECIATE THE PARTNERSHIP.
WHAT DATE, I DON'T REMEMBER, WHAT DATE WAS THE NEW POLICY GOING INTO EFFECT? SO, WEDNESDAY. WEDNESDAY OR THURSDAY. SO I KNOW WE TALKED ABOUT IT AT THE SCHOOL BOARD MEETING, WHICH WAS THE TUESDAY. SO IT WAS THE THURSDAY OR THE WEDNESDAY PRIOR. I DON'T REMEMBER EXACTLY THE DAY. SO WHEN THEY BROUGHT IT UP, IT WAS RELATIVELY, BECAUSE THEY WERE TALKING ABOUT WHAT'S HAPPENING AT THE SCHOOL. AND THEY BROUGHT UP THE NEW SKIPPING EXPECTATIONS. AND SO I THINK IT WAS JUST LITERALLY THE WEEK PRIOR. JUST A COUPLE WEEKS.
NOT EVEN, I THINK IT WAS A COUPLE DAYS.
NO, FROM TODAY. YEAH, IT'S BEEN A COUPLE WEEKS. SO WHEN WILL YOU CHART THE DATA TO SEE WHAT THE IMPROVEMENTS HAVE BEEN? WE'RE PROBABLY GOING TO NEED SOME TIME, YEAH, BECAUSE WE LITERALLY JUST STARTED, AND WE'RE ONLY IN TIER 1. WE'RE GOING TO BE ENTERING TIER 2 HERE PRETTY SOON, WHERE WE'RE GOING TO START TO SEE NOW. THE KIDS ATTENDING HOMEWORK CLUB IF THEY DON'T, CORRECT, IF THEY DON'T START ATTENDING CLASS.
SO YOU'LL BE ABLE TO SEE THE DATA POINTS, THEN? YEAH. AND THEY'RE KEEPING TRACK OF IT, MUCH LIKE THEY DID WITH THE CELL PHONES. AND THEN THEY OFTEN GIVE US A REPORT SO WE'RE ABLE TO SEE THE EFFECTIVENESS. SO
[00:45:02]
TALKING ABOUT, OH, GO AHEAD.QUICK QUESTION. SO WHAT HAPPENS IF THEY DON'T FOLLOW THROUGH AND SHOW UP FOR HOMEWORK CLUB? THAT'S A GOOD QUESTION, AND IT'S OUTLINED IN THE PROCEDURES. AND I CAN HAVE DR. DOMINGUEZ SHARE THE HANDOUT WITH YOU AS WELL.
BUT IT WAS ALSO SENT HOME TO ALL OUR FAMILIES. THEN THEY GET TWO HOMEWORK CLUB DAYS TO MAKE UP. AND THEN NOW IT'S INSUBORDINATION. SO THAT'S GOING TO LEAD TO POTENTIALLY A SUSPENSION.
SO BRIAN ASKED A REALLY GOOD QUESTION EARLIER ABOUT THE DIFFERENCE BETWEEN OUR DAILY OR MONTHLY IN-SCHOOL OR DISTRICT DATA AND THEN OSPI.
SO THIS IS OSPI'S DATA. SO THIS IS THE, THE SUMMATIVE DATA OVER YEARS. SO I AM COMPARING 2022-23 TO LAST YEAR AND THEN NEXT YEAR WE GET THE DATA LATE FALL. BUT YOU CAN SEE THAT, AND WE'RE NOT REALLY SURE WHAT WAS GOING ON IN ELEMENTARY IN 22-23. OUR KINDERGARTEN DATA WAS REALLY LOW, SO IT KIND OF SKEWED THAT.
BUT YOU CAN SEE THAT SINCE 2022-23, THERE HAVE BEEN SOME GAINS.
BUT FOR THE SECONDARY SCHOOLS, AND ACTUALLY IN ONE YEAR'S TIME, SO WE STARTED REALLY FOCUSING LAST YEAR, IT'LL BE INTERESTING TO SEE WHAT'S HAPPENED THIS YEAR, WHAT THE GAINS ARE. BUT WE'D LIKE TO SEE THAT HIGHER, BECAUSE REALLY WHAT WE KNOW IS THAT IT'S STUDENTS WHO ATTEND 90% OR MORE ARE DOING BETTER IN SCHOOL. SO OUR GOAL IS, EVEN THOUGH WE'RE IN THE 68% FOR HIGH SCHOOL, 72% FOR MIDDLE, 76 FOR ELEMENTARY, OUR GOAL REALLY IS TO GET UP TO 90%. SO THAT LEADS TO WHEN THE BELL TIME ADVISORY STARTED, THERE WAS A LOT OF TALK. A LOT OF THE DATA, ACTUALLY, AS WE WOULD HAVE THESE MEETINGS, DID COME BACK TO ATTENDANCE. AND SO I WANT TO JUMP OVER TO SOME OF THE LEARNING, WE DID, AND BRIAN AND NANCY SAT ON THAT ADVISORY AS YOUR REPRESENTATIVES. NANCY WAS ABLE, BRIAN HAD TO LEAVE EARLY FOR A COUPLE TIMES.
BUT I THINK FOR THE MOST PART, THEY BOTH GOT ALL OF IT AND HAD SOME GOOD CONVERSATIONS AND GOT TO HEAR ABOUT THE WRESTLE. SO EVERY MEETING, WE CAME BACK TO WHAT OUR MISSION WAS, THAT WE, THE FERNDALE SCHOOL DISTRICT PREPARES EACH STUDENT TO THRIVE IN AN EVER-CHANGING WORLD BY PROVIDING A RIGOROUS EDUCATION THAT FOSTERS ACADEMIC GROWTH, NURTURES CONFIDENCE, AND ENCOURAGES CRITICAL THINKING.
OUR COMMITMENT TO HIGH EXPECTATIONS ENSURES EVERY LEARNER ACHIEVES THEIR FULL POTENTIAL. WE CULTIVATE RESILIENCE AND INNOVATION IN EACH STUDENT AND FOSTER A SENSE OF BELONGING IN A SAFE AND INCLUSIVE ENVIRONMENT THAT EMPHASIZES CARING, COMPASSION PREPARING STUDENTS FOR THE FUTURE. SO WE READ THIS AT EVERY MEETING, SO WE WOULD KNOW WHAT THE OVERALL MISSION OF OUR DISTRICT WAS. WE ALSO, YOU KNOW, THERE'S BEEN A LOT OF, I'VE APPRECIATED THE PEOPLE WHO HAVE BEEN EMAILING AND ASKING QUESTIONS. THERE'S BEEN A LOT OF QUESTIONS ABOUT, WELL, WHY DID YOU EVEN LOOK AT THIS? ACTUALLY, AND I SHARED THIS WITH THE ADVISORY, WHEN I WAS DOING MY ENTRY PLAN AND I WOULD GO OUT, THIS WAS ONE OF THE QUESTIONS PEOPLE KEPT ASKING, ARE YOU EVER GOING TO LOOK AT THE BELL TIMES? AND HONESTLY, I JUST DID NOT HAVE CAPACITY TO DO A DEEP DIVE INTO THAT. SO LAST SPRING, IF YOU REMEMBER, THERE WAS A DISTRICT-WIDE SURVEY, AND IT WAS MADE UP OF QUESTIONS THAT SOME OF OUR LABOR LEADERS WERE ASKING, AND THEN I PUT THIS ONE ON THERE BECAUSE IT WAS ONE THAT CONTINUED TO COME UP. IF I WENT TO A PTO MEETING, PARENTS WOULD ASK ME ABOUT IT. IT GOT BROUGHT UP AT THE BIG, LARGER PAC MEETING. I WOULD TALK TO TEACHERS, AND SO I SAID, OKAY, WE'RE JUST GOING TO THROW THAT ON THERE AND SEE IF THERE'S ANY INTEREST. THERE WERE OTHER QUESTIONS ON THAT SURVEY, LATE START VERSUS EARLY RELEASE. PEOPLE WEREN'T INTERESTED IN LATE START. THE OTHER ONE WAS LOOKING AT A BALANCED CALENDAR. THAT HAD BEEN ONE THAT PEOPLE HAD BEEN INTERESTED IN, HAVING US EXPLORE. THAT DIDN'T SHOW ANY INTEREST.
BUT THIS ONE, IF YOU LOOK AT THE NUMBER OF RESPONDENTS WHO SAID MAYBE TO YES, PLEASE, I'M INTERESTED IN EXPLORING THIS IDEA. IT ENDED UP BEING 72%. SO THAT'S WHY WE ACTUALLY DOVE INTO THIS ADVISORY WAS A DIRECT RESULT OF THIS. AND I KNOW SOME PEOPLE HAVE ASKED, WELL, THAT DOESN'T SEEM LIKE A VERY HIGH AMOUNT OF RESPONDENTS. AND I ASKED SELENA HOW THAT COMPARED TO OTHER SURVEYS WE'VE GIVEN.
OUR NEXT HIGHEST PARTICIPATION NUMBERS WERE THE CELL PHONE SURVEY. CELL PHONE POLICY SURVEY RESULTS, AND THAT ONE WAS ABOUT 700
[00:50:05]
RESPONSES. I CAN'T REMEMBER THE BREAKDOWN, BUT I KNOW 50 RESPONSES WERE STAFF. THE LARGER NUMBER WERE STUDENTS WHO I BELIEVE WERE GIVEN A COUPLE OPPORTUNITIES IN EQUAL TIME SO THEY WERE ACTUALLY SITTING IN FRONT OF THE COMPUTER TAKING THE SURVEY COMPARED TO THE 1100 FOR THIS ONE. SO OF ALL THE SURVEYS WE'VE GIVEN IN MY TIME HERE THIS ONE HAD MORE PEOPLE RESPOND THAN ANY OTHER SO WE LISTENED TO THIS DATA AND BEGAN TO LOOK AT IT. SO IT WAS OVER 700 PEOPLE ASKED US TO TAKE A LOOK AT THIS TOPIC. SO WE DID. SOME OF THE COMMENTS THAT WE SAW, YOU KNOW, WE NEED MORE SLEEP. I WAKE UP AT 5:15 AND I'M EXHAUSTED BEFORE SCHOOL EVEN BEGINS.MORE SLEEP WOULD MEAN BETTER FOCUS AND BETTER GRADES. TEENS BIOLOGICALLY SLEEP LATER, IT'S NOT LAZINESS. AND SELENA AND I, WE ACTUALLY DID TAKE ALL THE COMMENTS, ALL OF THEM, AND WE PUT THEM IN AN AI TOOL, AND WE JUST SAID, OKAY, WHAT'S THE THEME AMONGST ALL THE COMMENTS, AND WHAT WE FOUND, AND THIS WE DID LAST SPRING. A LATER START ISN'T ABOUT CONVENIENCE, IT'S ABOUT SCIENCE, AND SO THAT SHOWED UP OVER AND OVER AND OVER IN THE COMMENTS, SO THIS WAS AN ACTUAL SLIDE THAT WAS USED AS PART OF THE ADVISORY. SO THE PURPOSE OF THE ADVISORY WAS TO SERVE AS A RECOMMENDING BODY THAT STUDIES AND EVALUATES POSSIBLE ADJUSTMENTS TO START AND END TIMES FOR FERNDALE'S ELEMENTARY, MIDDLE, AND HIGH SCHOOLS. THE COMMITTEE'S PURPOSE IS TO ANALYZE RESEARCH, OPERATIONAL REALITIES, AND COMMUNITY FEEDBACK TO DEVELOP RECOMMENDATION FOR THE SUPERINTENDENT OF THE SCHOOL BOARD THAT BEST SUPPORTS STUDENT LEARNING, WELL-BEING, AND FAMILY. AND SO THEY REALLY DID UNDERSTAND. THEY TOOK THE JOB VERY SERIOUSLY. AND I DO WANT TO TAKE A MOMENT TO THANK THEM BECAUSE THEY WERE NOT JUST DOING WORK.
DURING THE ADVISORY TIME. A LOT OF THEM WERE DOING A LOT OF RESEARCH. THEY WERE GOING OUT AND TALKING TO PEOPLE AND BRINGING IT BACK, AND THEY WRESTLED WITH SOME BIG IDEAS. I REALLY HAD NO IDEA WHICH DIRECTION IT WAS GOING TO GO UP TO THE VERY END. I JUST COULDN'T GET A FEEL FOR IT. AND THE ONLY PEOPLE WHO DID NOT HAVE A VOTE IN THAT ROOM WERE MYSELF, CHRIS NEWBERRY, WHO WAS TAKING NOTES, AND THEN THE TWO BOARD MEMBERS WHO WERE SITTING AS LIAISONS. EVERYONE ELSE WEIGHED IN AT THE END. AND THEIR FULL ROLES AND RESPONSIBILITY, THE COMMITTEE, AS I SAID, IT WAS A RECOMMENDING BODY, BUT THEY'RE NOT FINAL DECISION MAKERS. THE FINAL DECISION ACTUALLY BELONGS TO THE SCHOOL BOARD. THEIR ROLE WAS TO BRING PERSPECTIVE BUT NOT ADVOCATE FOR JUST ONE GROUP. YOU KNOW, HOW CAN THEY BROADEN THEIR PERSPECTIVE? AND THEN IT REALLY WAS FOCUSED ON BALANCING THE STUDENT NEEDS, RESEARCH, OPERATIONS, AND COMMUNITY IMPACT. AND SO WE JUST KEPT COMING BACK TO WHAT'S GOOD FOR OUR KIDS, WHAT'S GOOD FOR OUR KIDS. AND WE HAD ONE OF OUR EIGHTH GRADERS, HE, I THINK, PROBABLY DID THE BEST AT REMINDING US OF WHAT OUR JOB WAS. AND THIS REALLY SUMMARIZES THIS WHOLE PROCESS. I'VE LEARNED A TON.
YOU KNOW, WE HAVE TO LOOK AT IT FROM ALL SIDES. AND EVERY SINGLE PERSON BRINGS ONE PERSPECTIVE. AND I LOVED THAT.
AND OUR JOB AS A DISTRICT IS TO LOOK AT THE WHOLE PICTURE.
AND SO IT WAS GREAT. IT WAS GOOD TO HEAR FROM PEOPLE WHO WERE CONCERNED ABOUT AFTER-SCHOOL ACTIVITIES.
IT WAS GOOD FOR ME TO HEAR FROM PEOPLE WHO WERE LIKE, NO, THIS IS WHAT THE SCIENCE SAYS.
AND SO THERE WAS A LOT OF GOOD BACK AND FORTH. SO ONE OF THE TIMES, AND I DIDN'T KNOW THIS ABOUT MR. DIIMMEL. HE ACTUALLY TEACHES ABOUT BRAIN SCIENCE. SO I LEARNED THAT IN THE ADVISORY.
AND THIS IS SOMETHING THAT HE ACTUALLY KNOWS, THE SCIENCE PART KNOWS A LOT OF. SO THE SECOND ADVISORY, HE ACTUALLY DID A PRESENTATION ON THE SCIENCE. AND SO I INVITED HIM TO COME AND PRESENT TO YOU BECAUSE I THINK THAT WAS ONE OF THE POINTS THAT HAD THE BIGGEST IMPACT ON THE GROUP WAS TO ACTUALLY UNDERSTAND WHAT DID THE SCIENCE SAY. SO I'M GOING TO TURN IT OVER TO HIM. AND THEN I'M JUST GOING TO CLICK THE BUTTON SO HE'LL LET ME KNOW WHEN. YEAH, THANK YOU FOR INVITING ME. AGAIN, MY NAME IS TOM DIIMMEL. I'M A LICENSED HEALTH CARE PROVIDER IN THE STATE OF WASHINGTON. I HAVE BEEN AN ATHLETIC TRAINER FOR 24 YEARS OF MY LIFE. I SPENT A LOT OF TIME RESEARCHING AS A HEALTH CARE PROVIDER, SO RESEARCH IS SOMETHING I FEEL VERY INEPT AT, AND I WAS READY TO TACKLE THIS HURDLE BY NO MEANS, A NEUROBIOLOGIST OR A BRAIN RESEARCH EXPERT. IT WAS KIND OF A META-ANALYSIS WHERE I
[00:55:02]
LOOKED AT A LOT OF DATA, READ A LOT OF DIFFERENT PEER-REVIEWED LITERATURE, AND TRIED TO COME UP WITH A CONSENSUS ON WHAT THOSE THINGS WERE. I DID MY BEST TO KEEP MY OWN PERSONAL OPINIONS OUT OF IT AND TRY TO KIND OF JUST FOCUS ON SCIENCE AND THE SCIENCE RESEARCH. AND IT WAS AMAZING TO ME HOW MANY ARTICLES I WAS ABLE TO FIND VERY EASILY. I DO TEACH AT UW IN THE HIGH SCHOOL CLASS AT FERNDALE, AND THAT ALLOWED ME ACCESS TO THE UNIVERSITY OF WASHINGTON LIBRARY TO ACCESS ALL THESE PEER-REVIEWED JOURNALS. SO I FEEL BLESSED AS A UW TEACHER THAT THAT WAS AN OPTION SO I COULD GET TO ALL THAT INFORMATION AND ACCESS THOSE PRIMARY JOURNAL ARTICLES BECAUSE THAT MADE MY LIFE A LOT EASIER. SO IT WAS THE AMOUNT OF RESEARCH I FOUND WAS VERY IN-DEPTH AND THE AMOUNT THAT I FOUND OPPOSING THE IDEA OF INCREASED SLEEP FOR YOUNG KIDS WAS VERY, VERY, VERY MINIMAL. AND A LOT OF THE RESEARCH I FOUND WHEN IT TALKED ABOUT THE LESS SLEEP OR GETTING UP EARLIER WAS VERY SPECIFIC TO CERTAIN POPULATIONS AND IT WAS THE HIGH ACHIEVING POPULATIONS.IT WAS THE POPULATION THAT ALREADY HAS LIKE TENDENCIES TO WAKE UP EARLY, WHICH IS NOT THE NORM. AND I WANT TO REMIND EVERYBODY WHEN WE TALK ABOUT BIOLOGY, WHEN WE TALK ABOUT THE HUMAN BODY, WHEN WE TALK ABOUT NATURE, EVERYTHING'S ALWAYS A BELL CURVE. THERE'S THE 80% IN THE MIDDLE, THERE'S GONNA BE THE 10% ON EITHER DIRECTION, BUT IT'S ALWAYS A BELL CURVE.
SO WE CAN'T SAY WITH 100% ACCURACY, EVERYBODY IS THIS, BECAUSE WE'RE GOING TO HAVE LEANING IS ONE SIDE AND THE OTHER SIDE, BUT THE MAJORITY OF US LIVE IN THE MIDDLE. SO I DEFINED ADOLESCENCE FIRST. SO ADOLESCENCE IS, EXCUSE ME, THE DEVELOPMENT PERIOD BETWEEN CHILDHOOD AND ADULTHOOD, CHARACTERIZED BY PUBERTAL MATURATION, ONGOING PHYSICAL, PSYCHOLOGICAL, AND NEUROLOGICAL DEVELOPMENT.
EARLY ADOLESCENCE IS 11 TO 13-YEAR-OLDS FOR FEMALES, 12 TO 15 FOR MALES IS THE BEGINNING OF HORMONAL CHANGES, THE ONSET OF PUBERTY, CONCRETE THINKING, RAPID PHYSICAL GROWTH, AND INCREASED SLEEP PHASE DELAY BEGINS. AND THAT'S GOING TO COME UP QUITE A BIT AS I GO THROUGH MY PRESENTATION BECAUSE THAT WAS LIKE, FOUND IN MULTIPLE, MULTIPLE, MULTIPLE JOURNAL ARTICLES THAT I READ THROUGH, THAT IDEA OF THE SLEEP PHASE DELAY.
MIDDLE ADOLESCENCE IS 14 TO 17. THAT'S PEAK PUBERTAL DEVELOPMENT, CONTINUED BRAIN REMODELING, INCREASED ABSTRACT THINKING, INCREASED RISK-TAKING BEHAVIORS, AND STRONG CIRCADIAN RHYTHM SHIFT. THAT RHYTHM SHIFT GOES ALONG WITH THE SLEEP PHASE DELAY THAT WE'LL LOOK AT IN JUST A SECOND. LATE ADOLESCENCE IS 18 TO 19.
FOR THE MALES IN THE ROOM, THAT IS UP TO 21 OR 24 YEARS OLD. WE KNOW THAT THE PREFRONTAL CORTEX MAY NOT BE FULLY DEVELOPED IN THE MALE BRAIN UNTIL 25, WHICH IS IMPULSE CONTROL. SO WE'VE GOT THAT GOING FOR US.
COMPLETION OF PHYSICAL GROWTH, CONTINUED PREFRONTAL CORTEX MATURATION, IMPROVED IMPULSE CONTROL, AND THEN THE STABILIZING OF THE SLEEP PATTERNS. SO THERE'S THE, SOMEWHERE IN THAT COLLEGE RANGE IS KIND OF WHERE WE GET TO WHAT YOU WOULD CONSIDER LIKE NORMAL ADULT SLEEP TIME FRAMES, WHEREAS ADOLESCENTS CAN BE FROM THAT 12 TO 13, ALL THE WAY UP TO 21, 25 YEARS OLD, DEPENDING ON BIOLOGICAL SEX.
THE NEXT SLIDE I HAVE IS JUST SOME PHYSICAL GROWTH DATA.
THESE ARE THE RED ONE ON THE RIGHT AND THE BLUE ONE ON THE LEFT. THOSE ARE CDC CHARTS. IF YOU'VE BEEN TO THE DOCTOR AND THEY SAY YOUR CHILD IS IN THE 50TH PERCENTILE FOR WEIGHT, THAT'S WHAT THESE CHARTS ARE.
AND I PUT THOSE ON THERE JUST TO SHOW KIND OF THE PEAK VELOCITIES, IF YOU WILL, THE STEEPEST PARTS OF THE CURVE TEND TO BE IN THAT ADOLESCENT RANGE WHEN THEY'RE IN THE MIDDLE SCHOOL, HIGH SCHOOL RANGE. I HAVE IT RIGHT HERE IN MY NOTES THAT 13 TO 14 IS THE PEAK RANGE FOR FEMALES, AND IT'S 15 TO 17 FOR MALES WHEN THEY'RE IN THAT PEAK VELOCITY OF PHYSICAL GROWTH AND PHYSICAL CHANGE. SO YOU CAN IMAGINE JUST THE NEEDS OF THE BODY TO REGENERATE AND TO REMODEL ITSELF IS GOING TO HAPPEN WHILE WE'RE IN THAT SLEEP CYCLE. THE NEXT SLIDE, I TEACH ANATOMY. SO I PUT JUST A REAL BASIC OVERVIEW OF THE BRAIN, JUST FOR PEOPLE TO UNDERSTAND. WHEN WE TALK ABOUT BRAIN DEVELOPMENT, IT STARTS AT THE BRAIN STEM AND THE SPINAL CORD AND THEN THE BRAIN DEVELOPS FROM THE BOTTOM UP. I ACTUALLY HAD KELSEY AUTUMN IN MY CLASSROOM TODAY IN MY FRESHMAN HEALTH CLASS TALKING ABOUT BRAIN DEVELOPMENT FOR MY FRESHMEN. SO WE WERE DISCUSSING THAT TOPIC. ONE OF THE BIG AREAS THAT THE SLEEP RESEARCH STUDY IS ON, I WANT TO POINT OUT, IS THE PINEAL GLAND, WHICH IS WAY IN THE BACK IN FRONT OF THE OCCIPITAL LOBE. THE PINEAL GLAND IS THE GLAND THAT SECRETES MELATONIN THAT TELLS US THAT LIKE, OKAY, I'M TIRED, I NEED TO GO TO SLEEP, THAT FEELING YOU GET AT THE END OF THE NIGHT, HOPEFULLY NOT IN THE NEXT 10
[01:00:02]
MINUTES WHILE I'M TALKING, BUT MAYBE SO, AS WELL AS THE PITUITARY GLAND.THE PITUITARY GLAND IS WHAT IS GOING TO SECRETE HORMONES, BIG LONG NAME HORMONES THAT I'LL JUST LEAVE TO MYSELF, THAT STIMULATE THE ADRENAL GLANDS THAT TELL CORTISOL TO BE RELEASED IN THE MORNING, WHICH IS YOUR WAKE UP, GET READY TO GO HORMONE THAT GETS YOU MOVING. SO THE PINEAL GLAND IS THE ONE THAT TURNS THE BRAIN OFF AND IT'S THE PITUITARY VIA THE ADRENAL GLANDS THAT TELL YOUR BODY TO GO. THE NEXT SLIDE IS JUST, DID WE MISS ONE? NO? UH-OH.
IT'S JUST, WE CAN GO TO THE NEXT SLIDE. I JUST WANT TO, I'LL READ WHAT I HAVE ON MY, THAT'S THE CIRCADIAN RHYTHM COMPARISON. I HAVE THE CIRCADIAN RHYTHM RIGHT HERE, WHICH IS YOUR NATURAL WAKE TIME, WHICH IS WHEN YOUR BODY'S GOING TO WAKE UP. THE CORTISOL MORNING RISE IS WHEN THE ADRENAL GLANDS ARE GOING TO SECRETE CORTISOL THAT HORMONALLY WAKES YOU UP.
THERE'S THAT PEAK COGNITIVE ALERTNESS TIME, WHICH IS WHEN YOUR BRAIN IS READY TO THINK, READY TO PROCESS, READY TO DO THOSE BIG, YEAH, THE PREFRONTAL CORTEX THINKING.
THE BIOLOGICAL EVENING IS KIND OF THAT WIND DOWN PHASE.
FOR ME, IT'S RIGHT NOW, SO I'M TRYING TO GET MY BRAIN WORKING A LITTLE BIT. AND THEN THE MELATONIN ONSET.
MELATONIN, AGAIN, IS THE HORMONE PRODUCED IN THE PINEAL GLAND THAT REGULATES THE SLEEP-WAKE CYCLE. AND AGAIN, THAT HELPS TURN OUR BRAIN OFF.
THERE'S THAT NATURAL SLEEPINESS PEAK. OPTIMAL BEDTIME, AND THEN I DID PUT THAT WE'LL SEE A LITTLE BIT LATER THE NATURAL SLEEP CYCLES. THERE'S LIGHT SLEEP, TRUE SLEEP, DEEP SLEEP, AND REM SLEEP. THOSE ARE THE FOUR CYCLES OF SLEEP THAT HAPPEN THROUGHOUT THE NIGHT.
YOU TEND TO GO THROUGH THOSE FOUR PHASES THREE, FOUR, FIVE TIMES DEPENDING ON HOW LONG YOU'RE SLEEPING.
EACH ONE KIND OF HAS A TIME COMPONENT, AND WE'LL GET TO THAT IN A LITTLE BIT. AS WELL AS YOU GET TO THE DEEPEST SLEEP CYCLES AND THE LONGEST TIME IN YOUR DEEP SLEEP CYCLES WHEN YOU'RE CORE TEMPERATURE DROPS TWO TO THREE DEGREES. SO THERE IS THAT TIME THAT THEY TALK ABOUT THE LOWEST CORE BODY TEMPERATURE BECAUSE THAT IS YOUR MOST RESTFUL SLEEP TIMES.
YOU SPEND MORE TIME IN THE DEEP SLEEP AND THE REM SLEEP THAN YOU DO IN THE LIGHT SLEEP PHASES. SO THIS IS A COMPARISON OF CHILDREN VERSUS ADOLESCENTS.
SO THE RISE TIME FOR A CHILD, IF YOU'VE HAD CHILDREN, YOU KNOW, THEY TEND TO GET UP A LITTLE BIT EARLIER IN THE MORNING. IT'S THAT SIX TO SEVEN A.M. TIME. THE NATURAL RISE TIME, AGAIN, THAT'S GETTING THE CORTISOL RELEASED AND GETTING THE BRAIN WOKEN UP, IS AT 8 O'CLOCK TO 9.30 TIME.
AND AGAIN, THIS IS A META-ANALYSIS. THIS IS WHERE I TOOK DATA FROM A LOT OF DIFFERENT RESEARCH AND KIND OF COMBINED IT ALL INTO ONE CHART. THE CORTISOL MORNING TIME, VERY SIMILAR TO CHILDREN, A LITTLE BIT, YEAH, IN THAT SAME TIME RANGE FOR ADOLESCENTS. THERE'S A PEAK COGNITIVE ALERTNESS OF 9 A.M.
FOR CHILDREN AND ADOLESCENTS, BEING 11 A.M. TO 2 P.M. IS THE PEAK COGNITIVE ALERTNESS TIMES.
EARLY AFTERNOON LULL, THAT TIREDNESS THAT YOU MIGHT GET.
THE EARLY AFTERNOON LULL CAN ALSO BE TIED TO WHEN YOU EAT YOUR LUNCH.
FLOW OF ENERGY IN THE BODY IS BASED ON WHERE BLOOD FLOW IS, AND IF I EAT FOOD, THEN BLOOD'S GOING TO BE SHUNTED TO MY STOMACH TO DIGEST MY FOOD. AND AWAY FROM MY BRAIN SO THERE IS THAT LULL THAT TENDS TO BE AROUND SURROUNDING THE LUNCH TIMES.
MELATONIN RELEASE IS 7:30 TO 8 O'CLOCK IN THE CHILD BRAIN VERSUS THE 09:30 TO 11 O'CLOCK RANGE FOR THE ADOLESCENT BRAIN AND AGAIN THAT MELATONIN IS THAT FIRST START TO OKAY I'M STARTING TO FEEL TIRED I'M STARTING TO FEEL SLEEPY. THAT PHASE DELAY IS WHAT A LOT OF THE RESEARCH TALKS ABOUT IS WHEN THAT MELATONIN RELEASE HAPPENS IT SHIFTS FROM THAT NORMAL CHILD TIME OF 7:30 TO 8 O'CLOCK AND IT SHIFTS TO THAT MUCH LATER TIME OF 9:30 TO 11 O'CLOCK OPTIMAL BEDTIME FOR A CHILD ACCORDING TO THE RESEARCH IS 8 O'CLOCK TO 9 O'CLOCK VERSUS AN ADOLESCENT IS 10:30 TO 11:30 THE DEEP SLEEP PEAK I FOUND VERY INTERESTING THAT THE DEEP SLEEP PEAK FOR A CHILD IS EVEN BEFORE MIDNIGHT, SO STILL IN THAT SAME DAY THAT THEY WENT TO SLEEP. IT STARTS AT 10 P.M.
AND GOES TO ABOUT 2 A.M. WHERE WE'RE GETTING THE MOST DEEP RESTORATIVE SLEEPS.
FOR THE ADOLESCENT BRAIN, IT'S MIDNIGHT TO 4 A.M. IS WHEN THAT DEEP SLEEP PEAK IS HAPPENING. AND THEN THE MOST RESTFUL SLEEP, THAT BEST WINDOW OF RESTORATIVE SLEEP IS 3 A.M. TO 4 A.M. FOR A CHILD VERSUS AN ADOLESCENT IS 5 A.M.
[01:05:02]
THROUGH THE PHASES OF SLEEP, WHICH IS ON THE NEXT SLIDE, WE NEED THAT DEEP REM SLEEP AND WE NEED THAT DECREASED BODY CORE TEMPERATURE SO THAT WE CAN GET IN THE DEEP SLEEP AND THE REM SLEEP FOR THAT 30 TO 60 MINUTES AND 70 TO 110 MINUTES TO GET THE MOST RESTORATIVE SLEEP. YOUR BODY DOESN'T GO FROM REM SLEEP TO LIGHT SLEEP AND THEN WAKE UP IN A VERY QUICK MANNER. IF YOU'RE HAVING THOSE, LIKE, AM I DREAMING? BECAUSE I FEEL LIKE I HEAR AN ALARM AND THEN IT TAKES YOU TWO OR THREE MINUTES TO KIND OF RESPOND TO YOUR ALARM. YOU KNOW WHAT THAT FEELING FEELS LIKE, IS YOU HAVE TO KIND OF WORK THROUGH THE STAGES TO GET YOURSELF AWAKE. AND THE SAME THING WHEN WE'RE IN THOSE SLEEP CYCLES. THIS HAPPENS THREE OR FOUR TIMES A NIGHT WHERE YOU'RE IN LIGHT SLEEP AND THEN YOU GET TO TRUE SLEEP. IF SOMETHING GOES BUMP IN THE NIGHT, YOU MIGHT COME BACK OUT OF YOUR TRUE SLEEP AND GET TO YOUR LIGHT SLEEP. OR YOU MIGHT GO LIGHT SLEEP, TRUE SLEEP, DEEP SLEEP, AND THEN SOMETHING KIND OF WAKES YOU UP AND THEN YOU MOVE BACK UP AND DOWN. SO WE TEND TO CYCLE THROUGH THAT. YOU HEAR THE THINGS GO BUMP IN THE NIGHT USUALLY WHEN YOU'RE IN THE LIGHT SLEEP PHASE VERSUS YOUR REM SLEEP OR DEEP SLEEP PHASE. YOU'RE AT THE DEEPEST PARTS OF YOUR SLEEP. THAT'S THE ONE WHERE LIKE YOU KNOW YOUR SIGNIFICANT OTHER MIGHT ELBOW YOU AND YOU DON'T REALLY FEEL ANYTHING AND YOU KIND OF ROLL OVER BUT YOU DON'T REMEMBER GETTING ELBOWED AND YOU ROLL OVER. I KNOW THAT HAPPENS REGULARLY IN MY HOUSE. SO YOU JUST KNOW LIKE THAT CYCLE HAPPENS THREE TO FIVE TIMES A NIGHT.WITH THAT CORE BODY TEMPERATURE OF 5 A.M. TO 6 A.M.
FOR ADOLESCENTS, IF THEIR TIME IS SET TO, MY ALARM GOES OFF AT 6 O'CLOCK, THEY'RE GOING TO START PHASING BACK UP FROM THE REM SLEEP, DEEP SLEEP, INTO THE TRUE SLEEP AND LIGHT SLEEP BEFORE WE GET TO THAT CORE TEMPERATURE BEST RESTORATIVE SLEEP. SO WE'RE STARTING THE WAKE-UP PROCESS BEFORE WE EVER ARE ABLE TO STAY IN THAT REM SLEEP, DEEP SLEEP CYCLE FOR THE MOST.
RESTORATIVE SLEEP THAT WE'RE GOING TO GET. THE NEXT SLIDE HAS A GREAT GRAPHIC ON WHAT IS HAPPENING IN THE ADOLESCENT BRAIN WHEN WE'RE SLEEPING. THAT'S VERY IMPORTANT. THE PREFRONTAL CORTEX, AGAIN, THAT'S THE RIGHT HERE IN THE FRONT OF YOUR HEAD.
THAT'S THE LAST KIND OF AREA OF THE BRAIN THAT DEVELOPS.
THAT'S THE IMPULSE CONTROL THAT KICKS IN AT 19 OR 25, DEPENDING ON SEX. THE PREFRONTAL CORTEX DOES HIGHER ORDER. COGNITIVE CONTROL, REGULATORY CENTER, THOUGHT COORDINATION, YOU CAN IMAGINE EMOTIONS, IT'S EMOTION AND REGULATOR. IF YOU HAVE KIDS OR BEEN AROUND KIDS, YOU UNDERSTAND THAT THAT DEFINITELY NEEDS TO GET DEVELOPED. AS WELL AS IN ADOLESCENCE, SOME THINGS THAT ARE HAPPENING IS CALLED SYNAPTIC PRUNING. THE SYNAPSES BETWEEN THE DIFFERENT NEURONS ARE DEVELOPING PATHWAYS SO THAT WE CAN PROCESS THINGS, WE CAN DO THINGS AT A MUCH EASIER RATE. WHEN I WAS TALKING TO MY STUDENTS ABOUT PRESYNAPTIC PRUNING IN MY CLASS, WE, WE TALKED ABOUT HOW AT 10 MONTHS TO A YEAR AND A HALF, YOU'RE LEARNING TO WALK. AND THE AMOUNT OF THOUGHT THAT YOU HAVE TO TAKE TO WALK IS TAKING UP A LARGE BRAIN CAPACITY. BUT IF I SAID GET UP AND WALK RIGHT NOW AS ADULTS, YOU WOULD JUST GET UP AND WALK AND YOU DON'T HAVE TO THINK ABOUT IT. BECAUSE WE'VE CREATED THOSE NEURAL PATHWAYS THAT WE'VE PRUNED THOSE SYNAPSES TO MAKE IT AN AUTOMATIC THING.
SOMETHING WE CAN DO WITHOUT A LOT OF DEEPER THOUGHT, DEEPER UNDERSTANDING, OR HAVING TO PROCESS, IT JUST KIND OF HAPPENS. MYELINATION IS WHERE WE INSULATE THE WIRES OF THE AXONS ON NEURONS. IF YOU KNOW ABOUT LIKE MULTIPLE SCLEROSIS OR AMYOTROPHIC LATERAL SCLEROSIS, MCSTEAMY JUST DIED TWO WEEKS AGO OF ALS. THAT'S WHERE WE DEMYELINATE THE NEURONS SO THAT THE ELECTRICAL IMPULSE CAN NO LONGER GO DOWN THE AXON. YOU CAN IMAGINE LIKE THAT COMPUTER CHARGER IF WE CUT A, CUT A HOLE IN IT, IT'S NOT GOING TO CHARGE OUR COMPUTER ANYMORE.
SO MYELINATION IS VERY IMPORTANT TO KEEPING NEURONS HEALTHY AND IMPULSES AND SIGNALS GETTING TO THE PLACES THEY NEED TO BE. AND THEN INTEGRATING ALL THE NETWORKS. IF WE WERE TO GO BACK, WHICH WE DON'T HAVE TO, ALL THOSE DIFFERENT PARTS OF THE BRAIN DO DIFFERENT THINGS.
SO WE NEED THAT NETWORK OF THE BRAIN TO ALL INTEGRATE SO THEY CAN ALL FUNCTION AS ONE BRAIN AND NOT HAVE TO BE SEPARATE AREAS THAT ARE JUST CONTROLLING DIFFERENT THINGS.
BUT THEY'RE ABLE TO PROCESS EVERYTHING TOGETHER AT THE SAME TIME. ADOLESCENT BRAIN DEVELOPMENT IN THE PFC IS A PREFRONTAL CORTEX AND SLEEP.
SLEEP PLAYS A CRITICAL ROLE IN SUPPORTING PREFRONTAL CORTEX MATURATION. ADEQUATE SLEEP, ACCORDING TO THE RESEARCH, STRENGTHENS EXECUTIVE FUNCTION CIRCUITS, IMPROVES EMOTIONAL REGULATION, ENHANCES WORKING MEMORY, SUPPORTS SYNAPTIC REMODELING.
SLEEP DEPRIVATION REDUCES PREFRONTAL CORTEX ACTIVITY SO THAT WE'RE IN THAT FIGHT OR FLIGHT RESPONSE. WE'RE ENGAGING MORE OF THE AMYGDALA OF THE BRAIN VERSUS THE PROCESSING CENTERS OF THE BRAIN IF WE'RE SLEEP DEPRIVED BECAUSE WE ARE IN A FIGHT-OR-FLIGHT STATE. IT
[01:10:01]
WEAKENS ATTENTION AND IMPULSE CONTROL, INCREASES EMOTIONAL REACTIVITY, AND IMPAIRS JUDGMENT. THIS WEEK HAPPENS TO BE THE WEEK WE JUST SPRUNG FORWARD. THE HEART ATTACK RATE GOES UP BY 30%.THERE'S LOTS OF RESEARCH THAT GOES WITH THAT, AND WE SEE EQUIVALENT NUMBERS IN THE OPPOSITE SIDE OF THAT.
WHEN WE FALL BACK IN THE FALL, WE GET A 30% REDUCTION IN THOSE THINGS AS WELL. SO SLEEP PLAYS, LIKE WE DO THAT GLOBAL EXPERIMENT, AS MATT WALKER, ONE OF THE RESEARCHERS THAT WE LOOKED AT IN THIS COMMITTEE. WE DO THAT GLOBAL EXPERIMENT EVERY YEAR WITH 2 BILLION PEOPLE, AND THAT DATA IS VERY WELL ESTABLISHED THAT THOSE THINGS INCREASE THIS WEEK, AND THEN IN OCTOBER THEY'LL DECREASE FOR A WHILE.
CIRCADIAN RHYTHM EFFECTS IN ADOLESCENCE, SO THE CIRCADIAN PHASE DELAY THAT I WAS TALKING ABOUT. THE BIOLOGICAL NIGHT, THE MELATONIN RELEASE PHASE, IS DELAYED TO 11 OR 11.30 IN THE ADOLESCENT BRAIN. PART OF THAT IS THE BIG JUMP IN TESTOSTERONE IN THE MALE BODY, ESTROGEN AND PROGESTERONE IN THE FEMALE BODY, CHANGING THE HORMONAL RELEASES OF THE BRAIN, AND THAT'S WHAT CAUSES THAT PHASE DELAY IN MELATONIN RELEASE. SO THE ONSET IS LATER BY UP TO 50 MINUTES ON AVERAGE COMPARED TO WHAT IT WAS. THAT'S ACCORDING TO RESEARCH. I HAD A STUDENT, AND HIS FIRST NAME WAS EDGAR, AND LAST WEEK EDGAR SAID, I WENT TO BED AT 10 O'CLOCK AND I STARED AT THE CEILING TILL MIDNIGHT. HE SAYS, I DON'T KNOW WHY. AND I'M LIKE, I KNOW WHY. THAT'S WHY.
BECAUSE OF THE CIRCADIAN PHASE DELAY IS TELLING HIS BRAIN THE MELATONIN IS NOT BEING RELEASED. HIS BRAIN IS NOT READY TO REST. SO WE CAN TELL, LIKE EDGAR IN THAT CASE, HE WAS TOLD TO GO TO BED AT 10, BUT HE WASN'T ACTUALLY GETTING INTO A SLEEP UNTIL LATER ON ONCE ALL THOSE PHYSIOLOGICAL PROCESSES HAPPEN. ANOTHER RESEARCH STUDY I FOUND OR PEER-REVIEWED ARTICLE, NOT ONLY DO ADOLESCENTS LIKE THAT PHASE DELAY HAPPENS, THEY GET 37 LESS MINUTES IN THE DEEP SLEEP OR THE REM SLEEP.
THEY'RE MORE IN THE LIGHT SLEEP AND THE TRUE SLEEP. SO THE AMOUNT OF QUALITY OF SLEEP IN AN ADOLESCENT BRAIN ACTUALLY GETS WORSE. THAT'S WHY TEENAGERS IN THE RESEARCH ARTICLE, THAT'S THEIR HYPOTHESIS, IS THAT'S WHY TEENAGERS NEED MORE SLEEP, OR ADOLESCENTS, I SHOULD SAY, NEED MORE SLEEP, IS BECAUSE OF THAT DECREASE IN THE QUALITY OF SLEEP. THEIR TRUE SLEEP IS NOT HAPPENING.
THEY'RE NOT GETTING INTO THE DEEP SLEEP REM SLEEP.
THEY'RE KIND OF STAYING IN THAT LIGHT SLEEP PHASE FOR A LOT LONGER. THE NEXT SLIDE, THESE ARE LIKE KIND OF THE FINDINGS I WAS ABLE TO SYNTHESIZE OUT OF THE RESEARCH. ON AVERAGE, ADOLESCENTS NEED 9.35 HOURS OF SLEEP VERSUS US ADULTS NEED 8.16 HOURS. AND THEN THE AVERAGE SLEEP IN THE UNITED STATES IS SIX TO SEVEN HOURS FOR OUR ADOLESCENTS. THERE WAS A LOT OF DATA I WAS ABLE TO FIND ABOUT STATES IN THE NUMBER OF SCHOOLS THAT ARE MEETING THE RECOMMENDATION OF AN 8.30 OR LATER START TIME FOR SECONDARY SCHOOLS. THAT START TIME WAS PUT OUT BY THE AMERICAN ACADEMY OF PEDIATRICIANS. SO ALL PEDIATRICIANS IN THE UNITED STATES PROBABLY BELONG TO THE AMERICAN ACADEMY OF PEDIATRICIANS AS WELL AS THE AMERICAN MEDICAL ASSOCIATION.
SO THOSE ARE RECOMMENDATIONS FROM THAT LARGE GROUP OF DOCTORS. THE 8.30 IS KIND OF THE MAGIC TIME FOR SCHOOLS TO START. THAT WAS PRESENTED TO THE CDC. SO THE CDC HAS SAID EARLY START TIME IS A PUBLIC HEALTH CONCERN. I DIDN'T GET INTO THIS RESEARCH. THAT'S NOT WHAT DR. DOMINGUEZ ASKED ME TO FOCUS ON.
BUT THERE IS QUITE A BIT OF RESEARCH ABOUT INCREASED OBESITY, DEPRESSION, AND ANXIETY AROUND SLEEP DEPRIVATION AND SLEEP LOSS IN THE ADOLESCENT BRAIN.
ONE ARTICLE I DID FIND TALKED ABOUT ADD AND ADHD, WHICH I KIND OF FOUND COUNTERINTUITIVE, IS THAT SLEEP DEPRIVATION WORSENS THEIR MOOD AND EMOTIONAL REGULATION IN STUDENTS THAT ARE ALREADY SENSITIVE TO CHANGES. I THOUGHT MAYBE IF THEY WERE MORE TIRED THEY WOULD BE LESS REACTIVE, LESS ADHD FORWARD WITH THEIR SYMPTOMS, BUT THE RESEARCH SAYS THAT THEIR SYMPTOMS ARE ACTUALLY WORSE WHEN THEY'RE SLEEP DEPRIVED.
WHICH, LIKE I SAID, WAS KIND OF NOT WHAT I EXPECTED IN THE RESEARCH. ONE TAKE-HOME MESSAGE THAT CAME OUT FROM THE RESEARCH, THIS IS NOT MY OWN THOUGHT, THIS IS WHAT I GOT FROM THE RESEARCH, IS THAT WE CANNOT LEGISLATE BIOLOGY.
IN OTHER WORDS, WE CAN SAY WE SHOULD START AT THIS TIME, BUT THE RESEARCH, THE SCIENCE IS SAYING, NO, THIS IS WHAT IS HAPPENING IN THE BRAIN AND WE CAN'T MAKE, THE IDEA BEING THAT WE CAN'T REGULATE. THE BRAIN BASED ON POLICY THAT HAS GOT TO BE DONE BY BIOLOGY AND THE
[01:15:01]
WAY OUR BRAIN REACTS. I HAD TO PUT THE LAST SLIDE ON THERE, MY REFERENCES, BECAUSE I TEACH APA FORMAT AND WE DO A LOT OF RESEARCH IN MY CLASS AND I WANTED TO MAKE SURE MY STUDENTS UNDERSTOOD THAT I PRACTICE WHAT I PREACH. WHEN I'M LOOKING AT RESEARCH AND I'M LOOKING UP A LOT OF ARTICLES, I DO EVERYTHING IN APA FORMAT AND I PUT IT OUT THERE SO YOU CAN ACCESS THESE ON YOUR OWN. YOU CAN FIND THESE RESEARCH ARTICLES. WE ALSO TALK ABOUT VALIDITY AND HOW CURRENT THE RESEARCH IS. ALL OF THESE ARE AT LEAST IN 2007 I THINK WAS THE OLDEST ONE THAT I ACCESSED THAT I USED IN THIS REFERENCE OTHER THAN THE CDC CHARTS BECAUSE THOSE HAVE BEEN AROUND FOR A VERY VERY LONG TIME SO YEAH. THANK YOU MR. DIIMMEL, DOES ANYONE HAVE ANY QUESTIONS? THANK YOU, ONE QUESTION I HAVE WITH IT IS YOU TALK ABOUT SLEEP, YOU KNOW, ADOLESCENTS THEM THEIR CYCLE OR THEIR SLEEP BEING LATER OR MOVED LATER. WOULD THAT, SAY IF ONE OF THE THINGS THAT I'VE HEARD AS I'VE BEEN READING LOTS OF EMAILS AND OPINIONS IS, WELL, IF WE START LATER, THEY'RE JUST GOING TO STAY UP LATER, SO THEY'RE REALLY NOT GOING TO GET ANY MORE SLEEP. THEY'RE JUST GOING TO SHIFT THEIR SLEEP PATTERNS.HOW, FROM WHAT I'M SEEING ON THIS AND THAT IS, IT DOESN'T MATTER THAT THEY CHANGE THE SLEEP PATTERN. IT'S GOING TO BE MORE EFFECTIVE SLEEP IF THEY MOVE IT TO A TIME THAT MEETS, MATCHES WITH WHEN THE BODY WANTS TO SLEEP. IS THAT A CORRECT ASSESSMENT? YEAH, I WOULD AGREE WITH THAT STATEMENT. THEY'RE GETTING MORE INTO AT LEAST THE TRUE SLEEP, IF NOT THE DEEP SLEEP AND THE REM SLEEP CYCLE. I DID FIND ONE RESEARCH ARTICLE THAT I DIDN'T TALK ABOUT IN MY PRESENTATION, AND IT WAS A GROUP OF 200 STUDENTS IN AUSTRALIA, AND THEY WERE GIVEN A 12-HOUR WINDOW TO REST, RIGHT? LIKE IT WAS UNINTERRUPTED. IT WAS A CONTROLLED DOUBLE-BLIND STUDY WHERE THEY WERE ALLOWED TO REST FOR A 12-HOUR WINDOW, HOWEVER THEY WANTED TO. AND ON AVERAGE THOSE STUDENTS SLEPT 8.88 HOURS. THEY DIDN'T STAY UP LATER, THEY DIDN'T DELAY THEIR SLEEP, YOU KNOW. I DON'T KNOW, I DON'T REMEMBER OFF THE TOP OF MY HEAD WHAT THE RESTRICTIONS WERE, LIKE IF THEY WERE ALLOWED LAPTOPS OR TVS OR CELL PHONES.
I COULDN'T TELL YOU THAT RIGHT NOW, BUT THEY DID ON AVERAGE SLEEP ALMOST THAT NINE HOUR MARK THAT WE'RE KIND OF LOOKING AT. WHEN THEY WERE GIVEN THE OPPORTUNITY TO REST FOR NINE HOURS. THEY DIDN'T JUST STAY UP LATER BECAUSE THEY NEEDED TO START LATER. THEY ACTUALLY USED THAT TIME TO GET THE REST THAT THEY NEEDED. AND PART OF THE REASONS WHY IT WAS 8.88 HOURS IN THEIR FINDINGS WAS THAT BECAUSE THEY GOT IT FOR TWO WEEKS, THEY WERE WELL RESTED AND THEY DIDN'T NEED TO TAKE A BIG 10 AND A HALF HOUR SLEEP LIKE A LOT OF US PROBABLY DO ON SATURDAYS. AND IS THERE ANY RESEARCH THAT SHOWS WHETHER THAT SLEEP CYCLE CAN BE SHIFTED OR THAT CIRCADIAN RHYTHM CAN BE SHIFTED. YOU KNOW, KRISTI AND I HAVE HAD THIS CONVERSATION BECAUSE GROWING UP AS A KID, EXCUSE ME, LIVING ON THE FARM, IT WASN'T AN, YOU KNOW, YOU GOT UP IN THE MORNING, THINGS NEEDED TO BE DONE AND TAKEN CARE OF BEFORE YOU WENT TO SCHOOL. SO IS THERE, YOU KNOW, IS THIS A, IS THIS HARDWIRED INTO THE SYSTEM, OR CAN IT BE CHANGED, OR IS THERE ANY RESEARCH TO THAT EFFECT? I MEAN, I DIDN'T FIND ANY ARTICLES THAT ADDRESS THOSE CONCEPTS OR IDEAS. AGAIN, I FOUND MULTIPLE, MULTIPLE ARTICLES THAT DO TALK ABOUT THE PHASE DELAY AND THE MELATONIN RELEASE BEING AT THAT 11 TO 11:30 SEEMS TO BE THE CONSENSUS ON WHEN THAT TIME OCCURS.
BUT I DIDN'T FIND ANY RESEARCH, OR I DIDN'T LOOK FOR THAT TOPIC. I'M CURIOUS AS WELL. I WAS DEFINITELY THAT KID WHO HAD TO GET UP IN THE MORNING AS WELL. SO ARE KIDS ADAPTABLE, THOUGH? BECAUSE LIKE ADULTS, OKAY, YOU'RE TALKING ABOUT WHEN YOU HAVE THE DAYLIGHT SAVINGS TIME SHIFT, RIGHT? THAT, YOU KNOW, WE ALL HAVE REACT TO IT, BUT THEN EVENTUALLY IT KIND OF EVENS OUT. IT'S THE SAME TRUE OF KIDS. I MEAN, DO THEY ADAPT AND SHIFT, LIKE YOU SAID, SHIFT THEIR CYCLES? IF, YOU KNOW, PUT IN AN ENVIRONMENT WHERE THEY EVENTUALLY HAVE TO, DO THEY SYNC UP? THAT'S A GREAT QUESTION. THAT'S NOT ONE THAT I ADDRESSED IN THE RESEARCH, OR I DIDN'T FIND ANYTHING VERY SPECIFIC TO IT. AGAIN, I FOUND MULTIPLE ARTICLES THAT SAYS THAT 11 AND 11:30 IS THE NATURAL SLEEP TIME WHEN THE MELATONIN IS RELEASED. THAT'S THE BEST I CAN DO, YOU KNOW, AS FAR AS ADDRESSING THAT CONCERN, BECAUSE THAT'S JUST WHAT A TON OF THE RESEARCH I FOUND SAID.
WELL, THIS IS PROBABLY A POLITICALLY INCORRECT QUESTION,
[01:20:02]
BUT, SO, FOR EXAMPLE, PEOPLE WHO ARE PUT ON PUBERTY BLOCKERS, DOES THAT AFFECT THEIR SLEEP CYCLES? DOES THAT PREVENT THIS SHIFT IN YOU KNOW, THE CHANGES IN YOUR CIRCADIAN RHYTHM. I MEAN, I OBVIOUSLY, AGAIN, I DIDN'T RESEARCH THAT TOPIC. I WOULD IMAGINE BECAUSE THE PHASE DELAY HAPPENS WITH THE BIG JUMP IN TESTOSTERONE IN THE MALE BODY AND ESTROGEN AND PROGESTERONE IN THE FEMALE BODY THAT THAT WOULD PROBABLY BE THE CASE BECAUSE IT SEEMS TO BE THAT IS THE MARKER, THE NATURAL PUBERTAL HORMONES ARE WHAT ARE CAUSING THE PHASE DELAY TO KICK IN. TOM? CAN I HAVE THIS QUESTION? SURE.WHAT'S THE OPTIMAL SLEEP TIME FOR AN ADULT, OR BEDTIME? AS FAR AS LIKE THE CIRCADIAN RHYTHM? YEAH, YEAH. YOU JUST SAID THAT THE OPTIMAL BEDTIME FOR AN ADOLESCENT IS 11 TO 11:30. WHAT IS IT FOR THE PARENTS OR THE ADULTS? THAT 11, WELL, IT WOULD BE 50 MINUTES BEFORE THAT BECAUSE THAT ADOLESCENT RECOMMENDATION OF 11 TO 11:30 IS THAT 50 MINUTE SHIFT THAT HAPPENS ONCE PUBERTY STARTS THE ONSET OF PUBERTY THEY GET THAT 50 MINUTE DELAY IN WHEN THE OPTIMAL SLEEP TIME IS. OKAY SO ROUGHLY 10 TO 11 IS OR YEAH FOR AN ADULT OR 10 TO 10:30? YEAH. OKAY. AND AGAIN ADULTS NEED THAT 8.16 HOURS VERSUS THE ADOLESCENTS NEED 9.35 HOURS.
SO I HAVE A COUPLE QUESTIONS, AND I DO AGREE 100% WITH THINGS THAT WERE SAID TODAY. I JUST WANT TO MAKE SURE THAT IN MY BRAIN I CAN PUT THEM IN THE RIGHT CONTEXT SO THAT I CAN ASSIMILATE THEM. 100% AGREE ATTENDANCE IS KEY. WE START WITH THAT. 100% AGREE THAT PUNCTUALITY IS VERY IMPORTANT.
110% AGREE THAT SLEEP IS VERY IMPORTANT. THAT WAS INSTILLED IN ME GROWING UP. AND I GREW UP IN A VERY STRUCTURED HOUSEHOLD WHERE AT 8 O'CLOCK WE STARTED WITH A ROUTINE, AND THE ROUTINE DIDN'T CHANGE NO MATTER WHAT.
AND I ACTUALLY LIVE THAT WITH MY FAMILY RIGHT NOW. WE DO HAVE A VERY, VERY HIGH ROUTINE. MY QUESTION REGARDING THIS IS, AND IN PREPARATION FOR THIS, I WANTED TO SEE IF THERE WERE OTHER STUDIES THAT COULD BEEF UP WHAT WE HAVE DONE. AND SEVERAL OF THE THINGS THAT I WAS THINKING IS, IS THERE SOMETHING OUT THERE THAT HAS STUDIED THE EFFECTS OF DECREASED OVERLAP WITH FAMILY TIMES, DECREASED STRUCTURE AT NIGHT THAT KIDS WOULD HAVE BECAUSE PARENTS MAY GO TO BED AT A CERTAIN TIME. AND THEN YOU HAVE KIDS THAT HAVE SHIFTED THEIR SLEEP TIMES. AND IF THAT CAN BE ACCOUNTED FOR. AND ALSO, WELL, AND THEN I FOUND A STUDY, AND I CAN SEND IT TO YOU. AND I TOOK A PICTURE OF IT, BECAUSE I WANT TO READ THE TITLE OF IT.
BUT IT'S IN THE NATIONAL LIBRARY OF MEDICINE, AND IT SAYS, SCHOOL START TIME DELAYS IN HIGH SCHOOL EDUCATIONAL OUTCOMES. AND IT DOES SAY THAT THERE'S NO EVIDENCE TO IMPROVED EDUCATIONAL OUTCOMES ON THIS. SO MAYBE THIS IS ONE THAT WE NEED TO ANALYZE. IT DOES SAY DELAYING HIGH SCHOOL START TIMES EXTENDS ADOLESCENTS' NIGHTLY SLEEP, AND THAT IN QUOTES BECAUSE IT'S NOT A ONE-TO-ONE RATIO. IT SEEMS MORE LIKE A PERCENTAGE, NOT THE FULL THING, AND I'VE BEEN READING ON IT AND HOW IT AFFECTS EDUCATIONAL OUTCOMES, AND THEY GO INTO HOW THEY DON'T SEE IT QUITE YET.
SO BEING THIS, STUDIES AND THIS WAS IN 2023 BUT THIS IS THE PART THAT I JUST WANTED TO SHARE WITH YOU BECAUSE WE DID GET A LOT OF EMAILS FROM FROM PARENTS CONCERNED. I THINK TOM GOT A LOT OF QUESTIONS TOO. YES, AND BUT NOW WE'RE SEEING BEHAVIORS THAT WERE NOT IN THE PAST WHEN I WAS A STUDENT HIGH AMOUNTS OF CAFFEINE WERE NOT PART OF MY BEHAVIOR IN HIGH SCHOOL NOW EVERY KID CARRIES CAN OF MONSTER OR RED BULL OR THERE'S FANCY NAMES AND AND AND OR
[01:25:02]
STARBUCKS YOU KNOW THAT THAT'S THAT WAS DEFINITELY NOT PART OF IT BLUE LIGHT IS A BIG BIG THING RIGHT NOW TRYING TO GO TO BED WITH A BLUE LIGHT AND HOW THAT AFFECTS THE MELATONIN AND ALL THE CHEMICALS IN YOUR BODY. THAT'S SOMETHING THAT WE ARE NOT SEEING STUDIED QUITE YET, AND THAT IS SOMETHING THAT THE STRUCTURE IN THE HOME IS SOMETHING THAT WE CANNOT, YOU KNOW, DEFINITELY ACCOUNT FOR.BUT ARE WE, BY DOING THIS, CATERING TO A SHIFT IN POOR BEHAVIORS AND HABITS? BY ADAPTING TO THIS AND MAYBE TRYING TO NOT ADDRESS THE ROOT CAUSE.
SO THAT'S A QUESTION. MANY QUESTIONS FOR YOU. AND I WANT YOUR OPINION BECAUSE THESE ARE THE CONCERNS THAT I HAVE HEARD FROM PARENTS. I WANT TO MAKE SURE THAT WE'RE MAKING THE RIGHT DECISION AND THAT WE'RE DOING WHAT'S BEST FOR THE OUTCOMES FOR THE KIDS IN SCHOOL, RIGHT, AND NOT WHAT WE THINK IS BEST BASED ON CERTAIN ISOLATED STUDIES THAT HAVE GRABBED A BUTTON. YOU KNOW, I'M TRYING TO MAKE SURE THAT EVERY TIME I SEE SOME RESEARCH DONE, THAT I SEE BOTH SIDES, THAT I UNDERSTAND IT, BECAUSE WE CAN DECIDE ON SOMETHING, BUT WHAT WE CANNOT DECIDE ON IS ON THE CONSEQUENCES OF OUR DECISIONS, RIGHT? CAN I GO AHEAD AND ANSWER THIS ONE? BECAUSE TOM'S WHOLE JOB WAS JUST TO EXPLAIN THE ACTUAL SLEEP BIOLOGY OF ADOLESCENTS.
THAT WAS HIS THING. SO HE JUST CAME AND, NO OPINION, JUST GAVE US THE SCIENCE BEHIND IT. AND THAT QUESTION THAT YOU ASKED ABOUT CAN WE ACTUALLY SAY THAT IT'S GOING TO IMPROVE STUDENT OUTCOMES AND WE COULD NOT FIND THAT WHAT WE FOUND WAS IMPROVED ATTENDANCE AND SO KIDS WERE LESS TARDY THAT CAME UP SEVERAL PEOPLE DID STUDIES OUTSIDE I WANT TO SAY YOU WERE ONE THAT DID ONE SO ANYWAY PEOPLE STARTED TO GO RESEARCH EXACTLY WHAT YOU'RE DOING. THEY WENT AND RESEARCHED AND THEY STARTED READING BECAUSE THAT CAME UP EVERY MEETING. LIKE, IS THIS ACTUALLY GOING TO MAKE A DIFFERENCE ON OUTCOMES? AND WE DIDN'T, I DON'T THINK ANYONE FOUND A STUDY THAT ACTUALLY POINTED TO THAT. CHELSEA DID, I DON'T THINK ANYONE EVER FOUND THAT.
BUT THEN IT CAME BACK TO, BUT IT WOULD IMPROVE ATTENDANCE.
AND SO THEY WERE SEEING THAT CHANGE. AND SO THAT WAS REALLY WHAT IT CAME BACK TO. SO I THINK YOU'RE RIGHT. WE NEVER DID FIND THAT. OR THE GROUP NEVER FOUND THAT. AM I REMEMBERING THIS RIGHT? YEAH.
OKAY. SO, BUT THAT DOES, NANCY, DO YOU WANT TO ADD SOMETHING? NO, I JUST WANTED TO ASK, IF YOU CAN'T POINT TO ACADEMIC OUTCOMES IMPROVING, BUT YOU CAN POINT TO ATTENDANCE IMPROVING, DOESN'T IMPROVED ATTENDANCE LEAD TO ACADEMIC OUTCOMES? SO, WELL, THAT GOT ME, I CAME BACK BECAUSE IF YOU REMEMBER, THERE WAS A MONITORING REPORT THAT BOBBY HAD SHARED THIS SLIDE ABOUT IN THE BIG MONITORING REPORT AROUND ACADEMICS. AND HE HAD SHARED THAT THIS IS WHERE OUR STUDENTS WERE FALLING IN THE ELA MATH AND SCIENCE.
DO YOU REMEMBER THIS ONE? AND THEN HE ACTUALLY BROKE IT DOWN BETWEEN STUDENTS WHO ARE CHRONICALLY ABSENT VERSUS THE STUDENTS WHO ATTENDED REGULARLY AND THE DIFFERENCE. SO THE STUDENTS WHO ATTEND REGULARLY ARE IN THE BLUE AND THEN THE CHRONICALLY ABSENT ARE THE GRAY.
AND THEN THE LINE WAS BACK TO WHERE THEY TESTED OVERALL.
AND SO WHAT WE HAVE BEEN SAYING, AND I THINK WHY THE BOARD WAS SAYING ATTENDANCE, IS BECAUSE WE HAVE FOUND THAT STUDENTS WHO ATTEND REGULARLY, 90% OF THE TIME OR MORE, ARE DOING BETTER IN SCHOOL.
AND SO THIS WAS THE SBAC. I DON'T HAVE THE, YOU KNOW, THE DAY-TO-DAY TEST SCORE. SO I THINK THAT WAS THE PREMISE THAT I WAS WORKING FROM WAS BASED ON THIS INFORMATION THAT WE SHARED BACK DURING THE ACADEMIC MONITORING REPORT. SO WE HAD TO MAKE A, WE SHARED THIS, WE TALKED ABOUT IT, BUT WE DID NOT FIND THAT STUDY EITHER. I DON'T WANT TO INTERRUPT, BUT THERE IS AN ARTICLE THAT I SHARED, AND I CAN SHARE IT OUT MORE. THERE WAS RESEARCH BY WHEN SEATTLE PUBLIC SCHOOLS MADE THE CHANGE AND OF COURSE IT'S REALLY HARD TO POINT THE SPECIFIC ACADEMIC GROWTH BY STUDENTS BECAUSE THOSE STUDENTS AREN'T TAKING THE SAME TESTS THE NEXT YEAR BECAUSE THEY'RE A GRADE HIGHER SO THAT ARTICLE TALKS ABOUT IT BUT IT DID SHOW THAT THEY SHOWED A SLEEP DURATION INCREASED BY 34 MINUTES AND THE FOLLOWING YEAR AFTER THEIR TIME CHANGE OVERALL MEDIAN GRADES RAISED BY 4.5% AND STUDENTS AND IMPROVED ATTENDANCE AS WELL.
[01:30:02]
SO IT DID KIND OF POINT TO THAT THEY COULDN'T SPECIFICALLY SAY IT WAS DIRECTLY TIED TO THIS BELL CHANGE BECAUSE IT WAS BASED ON 10TH GRADERS TAKING THE SAME TEST AND THEN THE NEXT YEAR'S 10TH GRADERS TAKING THE SAME TEST. BUT THEY WERE ABLE TO SHOW THAT INCREASE IN SCORES. BUT I DO BELIEVE THAT WAS A CONCERN, THAT THAT KEPT COMING UP, THAT EXACT QUESTION THAT YOU'RE ASKING, ANTONIO. SO I WAS WONDERING, I MEAN, ARE THERE PARTICULAR STUDENTS THAT ARE IDENTIFIED AS BEING FREQUENTLY, I MEAN, YOU KNOW, FREQUENTLY TARDY OR ABSENT AND COULD, INSTEAD OF CHANGING THE SCHEDULE FOR THE ENTIRE SCHOOL DISTRICT, COULD THOSE STUDENTS GET LIKE 504 PLANS WHERE IT'S BUILT INTO THE PLAN THAT THEY JUST COME IN? NO, NO, THEY CANNOT. NO, PEGGY, I WISH WE COULD DO THAT.I MEAN, PART OF THIS, TOO, IS THE RELATIONSHIP BETWEEN HOME AND I THINK THAT'S WHAT THE BOARD'S HOPE WAS IN FOCUSING ON ATTENDANCE AND ELEVATING IT IS TO ELEVATE THE IMPORTANCE OF COMING TO SCHOOL. I HAVE SOME MORE INFORMATION TO SHARE IF ANYONE DOES ANYONE HAVE ANY MORE QUESTIONS JUST AROUND THE SCIENCE? YEAH OKAY OKAY SO I WAS READING A BOOK I'LL HAVE TO GO BACK AND FIND IT ONCE UPON A TIME ABOUT THEY WERE TALKING ABOUT HOW THAT YOU KNOW SLEEP PATTERNS OF YOU KNOW U.S.
CITIZENS AS A WHOLE. WELL, PROBABLY WORLDWIDE ACTUALLY HAVE SHIFTED THAT PRIOR TO ELECTRIFICATION AND HAVING LIGHT IN THE HOME, THAT PEOPLE WOULD FREQUENTLY GO TO BED WHEN IT GOT DARK AND THEN THEY'D WAKE UP AROUND LIKE, YOU KNOW, BETWEEN ONE AND THREE IN THE MORNING, GET UP, DO SOME STUFF AND THEN GO BACK TO SLEEP UP UNTIL THEY WOKE UP. AND SO, YOU KNOW, IS THAT A MORE NATURAL SLEEP PATTERN? AND IS THIS LIKE, YOU KNOW, ESSENTIALLY A PUBLIC HEALTH CONCERN FOR EVERYBODY, NOT JUST STUDENTS? AND IS THIS SOMETHING THAT IS REALLY, YOU KNOW, BEST ADDRESSED BY SCHOOLS, OR WOULD THIS BE SOMETHING THAT WOULD BE A MORE GENERAL, ESPECIALLY WHEN YOU'RE TALKING ABOUT THINGS LIKE, YOU KNOW, RAISED OBESITY, PROBABLY RAISED BLOOD SUGAR AND CORTISOL LEVELS AND ALL THOSE THINGS THAT WOULD CONTRIBUTE TO, YOU KNOW, HEALTH PROBLEMS, A LACK OF SLEEP. THEY SAY IN ELDERLY PEOPLE YOU NEED QUALITY SLEEP IN ORDER TO CLEAN UP THE DEBRIS THAT LANDS IN YOUR BRAIN AND CONTRIBUTES TO DEMENTIA. SO IT ISN'T JUST AN ISSUE FOR YOUNGER PEOPLE.
IT'S AN ISSUE FOR EVERYBODY. IS THIS THE APPROPRIATE VENUE TO ADDRESS IT? AND, YOU KNOW, IT'S JUST BECAUSE, LIKE IN CALIFORNIA, THE STATE TOOK THE INITIATIVE TO DO THAT, AND THE ADVANTAGE OF THAT IS EVERYBODY'S ON THE SAME PAGE SO THAT YOU DON'T HAVE SCHOOL DISTRICTS WITH DIFFERENT SCHEDULES WHERE THERE'S, YOU KNOW ATHLETIC COMPETITIONS AND THINGS LIKE THAT THAT HAPPEN WHERE YOU KNOW, COORDINATION OF THINGS BETWEEN DIFFERENT DISTRICTS IS A PROBLEM, STUFF LIKE THAT. I'M TRYING TO SCROLL THROUGH MY NOTES. I KNOW IN DOING THE RESEARCH, A LOT OF THE RELEASE TIMES FOR THE HORMONES HAVE A LOT TO DO WITH LIGHT, AND IT'S YOUR EYES THAT DIRECTLY TELL WHEN MELATONIN SHOULD BE RELEASED IN YOUR BRAIN. IT'S ALSO YOU WAKE UP AND YOU LOOK AROUND.
IF THE LIGHT IS ON, OR IF THERE'S MORE LIGHT PRESENT, THEN THAT'S WHEN CORTISOL LEVELS ARE GOING TO JUMP UP YOUR HYPOTHALAMUS IS GOING TO TELL YOUR PITUITARY TO DISCREET TO STIMULATE YOUR ADRENAL GLANDS FOR CORTISOL TO WAKE YOU UP. YES, THERE'S LOTS OF RESEARCH ABOUT THE LIGHT AFFECTING THOSE THINGS.
THAT'S WHY, YOU KNOW, IT'S RECOMMENDED TO TURN OFF BLUE LIGHT AT EIGHT O'CLOCK AT NIGHT SO THAT WE DON'T DISRUPT THOSE NATURAL CIRCADIAN RHYTHMS. AND YES, THERE COULD DEFINITELY BE A CORRELATION BETWEEN MODERN SOCIETY AND ALL THOSE THINGS.
ABSOLUTELY. WELL, ONE FINAL QUESTION, IF IT'S OKAY. OKAY.
YOU MENTIONED, SOMEBODY MENTIONED LUNCH HOURS AND HOW WE GET THIS SLEEPY TIME AFTER WE EAT. AND I'VE NEVER LIKED, YOU KNOW, WHEN MY KIDS WERE IN SCHOOL, NEVER REALLY CARED FOR THE LUNCH SCHEDULE BECAUSE, YOU KNOW, YOU HAVE LUNCH WAY BEFORE YOU NATURALLY WOULD, AND THEN, YOU KNOW, AND YOU GET SLEEPY, AND THEN LATER ON YOU'RE STARVING. SO HAVE WE LOOKED AT ANY ADJUSTMENTS TO, WOULD ADJUSTMENTS TO LUNCH SCHEDULES MAKE A DIFFERENCE IN TERMS OF ATTENTIVENESS AND OVERALL? I'LL JUST ADD THAT WE LOOK AT THAT ALL THE TIME, AND SOME OF IT, LIKE IN AN ELEMENTARY SCHOOL, YOU HAVE SIX GRADES THAT YOU'RE TRYING TO GET THROUGH THE LUNCHROOM. SO, I MEAN, PART OF IT IS JUST THE SPACE, THE PERSONNEL, YOU KNOW, ALL OF THAT. SO, YEAH, WE DO LOOK AT THOSE THINGS ALL THE TIME.
ONE YEAR I TAUGHT FIRST GRADE, AND LITERALLY WHEN I GOT TO GO TO LUNCH WITH MY KIDS WAS 10 A.M. IT WASN'T GREAT. THAT WAS A ROUGH YEAR. A LOT OF SNACKS IN THE AFTERNOON, SO I JUST THINK THAT'S SOMETHING WE CONSTANTLY TALK ABOUT. BUT WE STILL HAVE QUITE A BIT I WANT TO GET THROUGH, SO IF IT'S
[01:35:01]
OKAY, CAN I SLEEP? AND I KNOW, NANCY, YOU READ A REALLY GOOD BOOK, AND I THINK YOU AND TOM HAD READ IT. I WENT AND BOUGHT IT. IS IT CALLED WHY WE SLEEP? YEAH, SO IF PEOPLE ARE MORE INTERESTED IN LEARNING MORE, THAT IS A BOOK I HIGHLY RECOMMEND. I GOT IT ON YOUR RECOMMENDATION. BY MATTHEW WALKER. YEAH, IT'S REALLY GOOD. HE DOES HAVE LIKE AN AMAZING YOUTUBE TED TALK AS WELL, MATTHEW WALKER, IF YOU LOOK HIM UP ON YOUTUBE. IT'S A 19-MINUTE VIDEO THAT TALKS ABOUT THE IMPORTANCE OF SLEEP AND A LOT OF THE RESEARCH, I MEAN, HIS SLEEP FACILITIES THAT THEY FIND. AND NOT JUST LIKE I JUST LOOKED AT BRAIN RESEARCH AND ALL THOSE THINGS, BUT WE COULD TALK ABOUT IMMUNITY, THE NATURAL KILLER CELLS, THE ABILITY TO FIGHT OFF CANCER, TO STAY HEALTHY WHEN COLDS AND FLUS AND ALL THOSE FUN THINGS ARE FLOATING AROUND OUR SCHOOLS. GOT A LOT OF REALLY GOOD RESEARCH, SO I HIGHLY RECOMMEND LOOKING UP MATT WALKER AND KIND OF UNDERSTANDING SOME OF THE STUFF THAT HE'S TALKED ABOUT.OKAY. THANK YOU, TOM. SO ONE OF THE THINGS THAT AS THE ADVISORY WAS GOING, MS. DHILLON HAS AN ADVISORY, AS THE BELL TIME ADVISORY IS GOING, MS. DHILLON HAS A HIGH SCHOOL ADVISORY THAT SHE MEETS WITH. IT'S A DIVERSE GROUP OF STUDENTS AT THE HIGH SCHOOL, 9TH THROUGH 12TH GRADE. YOU KNOW.
ATHLETES, NON-ATHLETES, KIDS WHO ARE IN FFA, NOT FFA, STUDENTS WHO DO RUNNING START, NOT RUNNING START. JUST SHE'S DONE A GREAT JOB OF GETTING A MIX. AND SO I USUALLY ATTEND JUST SO I CAN LISTEN IN AND HEAR WHAT OUR HIGH SCHOOL STUDENTS ARE SAYING. HARLEEN AND MARCUS ARE BOTH PART OF THAT. I DON'T KNOW IF YOU WERE THERE. WERE YOU THERE THIS DAY? AND SO WE TOOK A LITTLE BIT OF THE SCIENCE THAT WE HAD LEARNED. WE GAVE IT TO THEM JUST TO READ. WE DIDN'T. MS. DHILLON DIDN'T SAY WHAT IT WAS ABOUT AT FIRST.
SHE JUST SAID, WHY DON'T YOU READ THIS? THEY TALKED ABOUT IT. THERE'S SOME QUESTIONS. AND THEN SHE BROUGHT UP THIS ADVISORY AND WHAT WAS HAPPENING. AND MY JOB WAS TO TAKE THE NOTES OF WHAT DIFFERENT STUDENTS HAD TO SAY. AND THESE WERE DIRECT QUOTES OF THE STUDENTS. I'M GETTING UP AT 5:30 TO BE READY TO CATCH THE BUS AT 6:40 IN THE MORNING. FIRST PERIOD OF THE DAY IS ALWAYS MY WORST GRADE. IT'S HARD TO LEARN IN FIRST PERIOD EVEN IF I'M READY, THE AMOUNT OF TARDIES OR PEOPLE SLEEPING HURTS US ALL.
SO THIS CAME FROM A STUDENT WHO IS GETTING TO SCHOOL ON TIME AND DOING WHAT THEY NEED TO DO. AND THEY SAID IT WAS HARD. ONE STUDENT SAID WELDING, THERE WERE SOME SAFETY CONCERNS AROUND CLASSES LIKE WELDING.
WE CAN'T AFFORD TO BE TIRED IN SOME OF OUR CLASSES. THE SCIENCE IS SOUND. WHY IS THIS A CONVERSATION? SO YOU CAN SEE THE REST OF THEM. WE HAD ONE ATHLETE IN THERE AND HE JUST, YOU KNOW, HE GOES, I CAN'T SLEEP, SPEAK FOR EVERYBODY, BUT I CAN SAY THAT THE FOOTBALL TEAM, WE'RE ALL TIRED AND HAVING A HARD TIME KEEPING UP DURING THE SEASON. IT'D BE NICE TO HAVE 30 MORE MINUTES. SO THEY JUST SHARED. I JUST WROTE DOWN AND BROUGHT BACK. HARLEEN AND MARCUS, ANYTHING YOU WANT TO SHARE AS STUDENTS ON THAT? OKAY. I KNOW YOU HAVE A LOT TO GO THROUGH. MARCUS AND I HAVE A LITTLE LOT TO SAY.
OKAY. DO YOU WANT TO HOLD ON SO WE CAN GET THROUGH THIS? YEAH. I'M GOING TO LET YOU GET THROUGH YOUR STUFF. OKAY. AND KEEP IN MIND, IF WE, I'M LOOKING AT THE TIME, IT'S 07:39, SO WE MAY HAVE TO DO MORE AT THE NEXT MEETING. SO ONE OF THE STUDENTS HAD SAID SOMETHING THAT BOTH MS. DHILLON AND I HAD NOT THOUGHT ABOUT. SHE SAID THE FIRST PERIOD OF THE DAY IS ALWAYS MY WORST GRADE. SO WE THOUGHT, OH, WHAT IS THAT ABOUT? SO WE ACTUALLY PULLED THE DATA, AND BRIAN'S DONE A REALLY GOOD JOB.
HE GOES, LIKE, IS THIS THE SAME KIDS EVERY DAY? IS IT DIFFERENT KIDS EVERY DAY? AND WE HAVEN'T DRILLED DOWN THAT MUCH.
BUT I JUST LOOKED AT THE HIGH SCHOOL BY PERIOD AND JUST LOOKED AT TARDIES FIRST AND THE HIGH SCHOOL TARDIES. SO THE YELLOW SHOWS FIRST PERIOD ON THE BLUE DAY AND THEN FIFTH PERIOD WOULD BE GOLD DAY OR VICE VERSA. I NEVER KNOW WHICH ONE'S BLUE. I NEVER KNOW WHICH ONE'S GOLD.
BUT THE YOU CAN SEE THAT THE ACTUAL TARDIES IN THOSE FIRST PERIODS IS SIGNIFICANTLY HIGHER THAN THE OTHER PERIODS. THE ABSENCE FOR THAT IS THE PERCENT OF STUDENTS BEING ABSENT FOR FIRST PERIOD AND FIFTH PERIOD WAS HIGHER THAN THE OTHER GRADES, WHICH MAKES SENSE BECAUSE ONCE YOU GET TO SCHOOL, UNLESS YOU'RE IN THE SKIPPING THING, YOU'RE GOING TO BE AT SCHOOL.
BUT HOPEFULLY THESE ARE GOING TO CHANGE. BUT THIS WAS THE ONE THAT WAS INTERESTING BECAUSE SHE SAID, SHE GOES, I'M A GOOD STUDENT AND I'M HAVING A HARD TIME KEEPING UP FIRST PERIOD.
SO WE ACTUALLY LOOKED AT THE NUMBERS OF A'S, B'S, AND C'S, WHICH I CONSIDERED PASSING, AND THEN D'S AND F'S, WHICH I WOULD CONSIDER NOT PASSING. AND FIRST PERIOD AND FIFTH PERIOD, IT WAS, THERE WERE MORE D'S AND F'S THAN IN THE OTHER, DURING THE OTHER CLASS PERIODS.
AND AGAIN, THE STUDENTS TALKED
[01:40:02]
ABOUT SOME OF THESE ARE THEIR CORE CLASSISM. SOME OF THEM WERE ELECTIVE, SO THEY WERE KIND OF EVERYWHERE. BUT THEY DID SIGNAL THAT THOSE WERE HARDER FOR THEM TO GO TO OR GET GOOD GRADES IN. AND THEN THAT DAY, I HAPPENED TO BE, I'M AT AN EARLY MEETING, SO I JUST WALKED OUT AND I WAS LIKE, WHAT IS THIS LINE? AND THIS WAS THE TARDY LINE FOR FIRST PERIOD. AND SO YOU CAN SEE, IT WENT ALL THE WAY DOWN THE HALL TO THE ATHLETIC AREA. AND I SAID, WELL, IS THIS DIFFERENT? AND RAV GOES, NO, THIS IS KIND OF WHAT IT LOOKS LIKE FIRST PERIOD. SO THIS IS WHEN WE WERE MEETING WITH THE BELL TIME, THE DIRECTOR OF TRANSPORTATION, LOU, HAD BEEN OUT. AND SO JAMIE AND MARK WERE TRYING TO HELP. AND WE WERE JUST SAYING, WHAT WOULD AN EXAMPLE BE? AND SO YOU CAN SEE THE CURRENT BELL TIMES ON THE LEFT. AND THEN IF WE WERE TO MAKE THIS SHIFT, IF WE WERE JUST TO FLIP IT, WHAT WOULD THE BELL TIMES BE? AND KEEP IN MIND, CURRENTLY, OUR ELEMENTARY STUDENTS ARE NOT STARTING UNTIL 9:25. AND ACCORDING TO THE RESEARCH, THAT IS TOO LATE FOR THEM.THEY ARE, ONE ELEMENTARY TEACHER SAID, YEAH, BY ONE, THEY'RE LIKE, DONE WITH THEIR DAY. AND SO WE JUST FLIPPED THE TIMES, KIND OF JUST TO SHOW AN EXAMPLE OF WHAT IT WOULD LOOK LIKE. I CAN SAY ONE OF THE BIGGEST TENSION POINTS WERE THIS TIME. SO YOU CAN SEE A PROPOSED BELL TIME OF STARTING AT THE MIDDLE SCHOOL AND HIGH SCHOOL BEING 9 O'CLOCK OR 9:20. DID NOT FEEL GOOD TO ANYBODY. NOBODY THOUGHT THAT THAT WAS A GOOD IDEA. AND UNTIL LOU CAME BACK, I REALLY COULD NOT, UNLESS I HAD A REASON TO MOVE FORWARD AND HAVE SOMEONE KIND OF DO THE WORK. SO LOU'S BEEN WORKING ON IT. AND THESE ARE JUST, I JUST WANT TO SAY THIS, BECAUSE, LIKE, THAT'S WHY IT SAYS EXAMPLE.
THIS WAS JUST AN EXAMPLE. AND THIS IS JUST POSSIBLE.
BUT I DID ASK LOU, WOULD IT BE POSSIBLE TO GET THE HIGH SCHOOL TO, WE CAN'T DO THE 8:30 TIME BECAUSE OF THE GEOGRAPHICAL AREA THAT WE HAVE TO COVER.
BUT SHE COULD DO 8:45. AND SO THIS, I THINK, MIGHT, I MEAN.
AND I JUST TALKED TO A COUPLE ADVISORY MEMBERS, I WAS LIKE, DOES THIS FEEL BETTER, AND THIS, THEY AGREE THAT THIS PROBABLY FELT BETTER.
THE OTHER THING I'VE HEARD FROM THE BOARD AND WE'VE TALKED ABOUT IT IS THAT OUR ELEMENTARY DAY RIGHT NOW IS SIX HOURS AND FIVE MINUTES. IT IS THE SHORTEST ELEMENTARY SCHOOL DAY IN ALL OF WHATCOM COUNTY.
WHEN TEACHERS SAY, I DON'T HAVE ENOUGH TIME TO GET IT ALL IN, I REALLY DON'T THINK THEY DO HAVE ENOUGH TIME. SO I'VE HEARD BETWEEN, YOU KNOW, IT'S INTERESTING JUST SAYING.
IF WE ADDED 10 MINUTES A DAY, THAT ADDS A SIGNIFICANT AMOUNT OF TIME. NANCY SAID, WHAT WOULD IT LOOK LIKE IF WE ADDED 15 MINUTES A DAY? SO IF WE WERE TO ADD 10 MINUTES OR 15 MINUTES A DAY, THE POSSIBLE START TIME FOR ELEMENTARY COULD BE 7:55.
AND THEY COULD GET OUT AT 2:10 OR 2:15. WHICH WOULD ALLOW THEN MIDDLE SCHOOL AND HIGH SCHOOL TO GET OUT 3:21 BECAUSE THEY GET OUT AT 2:20, 2:16. IT'S SO FUNNY. I WAS LIKE, WHAT? IT'S NOT A CLEAN NUMBER. AND THEN 03:30. SO THIS, I THINK THIS FILLS, AND RIGHT, I DON'T HAVE THE ADVISORY IN FRONT OF ME, BUT THEY WERE SAYING THAT 9 O'CLOCK START AT THE HIGH SCHOOL DOES NOT FEEL GOOD. AND THEY ALL, EVERYONE, EVERYONE IN THE ADVISORY SAID THAT IF THERE WAS SOMETHING DIFFERENT TO DO, THEY WOULD LIKE TO GET CLOSER TO WHAT THE SCIENCE SAYS OF 08:30. THE BEST WE COULD DO WITH THAT WOULD BE 8:45. ANY QUESTIONS ON THAT? I DON'T KNOW IF YOU ALREADY MENTIONED THIS.
I'M SO SORRY. NO, GO AHEAD. OR IF YOU DON'T HAVE THE ANSWER.
BUT WOULD THIS BE FOR NEXT IF WE APPROVED IT? WOULD THIS BE FOR NEXT YEAR, THE FOLLOWING YEAR, OR DOES THE BOARD DECIDE THAT? LET'S JUST GO THERE REAL FAST.
SO THE THREE THINGS THAT PEOPLE GOT TO WRESTLE WITH WAS, ONE, THE GROUP GOT TO WRESTLE WITH, DOES THE ADVISORY RECOMMEND THE BELL SHIFT OR NOT? AND 15, THE VOTE WAS 15 TO 4, AND YOU CAN SEE THAT IN THE RECOMMENDATION TO TO MAKE THE SHIFT. AND THEN WHEN I SAID, WOULD YOU DO IT? WOULD YOU RECOMMEND DOING IT NEXT YEAR OR THE YEAR AFTER? THAT WAS KIND OF SPLIT. AND I'VE GONE BACK AND I'VE TALKED TO ALL MY TEAMS. I JUST HAVE TO BE HONEST, WE CANNOT PULL THIS OFF NEXT FALL. IF THE BOARD CHOOSES TO GO FORWARD WITH THIS IN THE FALL, THERE ARE JUST TOO MANY LOGISTICS TO DO THIS WELL. AND THAT WAS A STATEMENT THAT ONE ADVISORY MEMBER SAID IS LIKE,
[01:45:03]
IF WE'RE GOING TO DO IT, DO IT WELL UP FRONT, AND NOT HAVE TO UNDO POOR DECISIONS. YOU KNOW, THERE'S A LOT THERE WOULD BE A LOT TO THIS. THE YMCA WAS PART OF THIS CONVERSATION, REPRESENTING CHILD CARE, AND THEY SAID, WE CAN FIGURE OUT THE CHILD CARE, BUT WE JUST NEED TIME.ATHLETICS, THERE WOULD BE SOME THINGS THAT WE'D HAVE TO DO IN TERMS OF ATHLETICS, TRANSPORTATION, LUNCH SCHEDULES, ALL OF THAT.
THERE'S JUST, IT IS A HEAVY LIFT TO DO THIS. AND SO WE WOULD, MY ASK OF THE BOARD WOULD BE TO SAY TO WAIT AND GIVE US A FULL YEAR. AND THEN KEEP COMING BACK AND GIVING YOU UPDATES ON THAT. SO SINCE HARLEEN ASKED, I'M JUST GOING TO GIVE MY OPINION. SO, OKAY.
OH, I FORGOT THAT. THIS WAS SOMETHING ELSE THAT I THINK IS JUST IMPORTANT, AND ANYONE CAN SEE ANY OF THE SLIDES ONLINE. WE DID DO THE PROS AND CONS. WE JUST SAID, WHAT WOULD THE PROS AND CONS BE OF THE BELL TIME ADJUSTMENT FOR NEXT YEAR? AND SO EVERYONE CHIMED IN. THE CURRENT TRANSITION AND THEN, YOU KNOW, WOULD BE EASIER, SO KIDS WHO ARE IN EIGHTH GRADE NOW WOULD JUST START NEXT YEAR.
SCIENCE SUPPORTED IT. WHY WAIT? DO WHAT'S RIGHT. RIP THE BAND-AID OFF. HELPS TO HAVE CLARITY, SHORTENS THE ANTICIPATED RESPONSE, TRANSPORTATION COST SAVINGS.
THAT WAS ONE OF THE THINGS THAT CAME UP.
RIGHT NOW, OUR BUS SITUATION, AND MARK CAN ADD IN IF I MISS ANYTHING, IS NOT VERY EFFICIENT. SO WHAT HAPPENS IS YOU HAVE THE BUSES, GO OUT AND PICK UP HIGH SCHOOL, MIDDLE SCHOOL. THEN THEY DRIVE INTO TOWN TO DROP OFF, ESPECIALLY LIKE CUSTER, LUMMI. THEN THEY HAVE TO GO BACK OUT. IF THEY WERE DOING REVERSE, YOU WOULD DO ELEMENTARY FIRST, SO THE BUSES, LIKE, FOR EXAMPLE, OUT AT CUSTER, WOULD PICK UP IN THAT NEIGHBORHOOD, DROP OFF AT CUSTER, AND THEN STAY OUT THERE. AND SO THERE WAS ACTUALLY SOME COST SAVINGS AND EFFICIENCIES, WHICH ACTUALLY ALLOWED US TO RUN SMARTER ROUTES. HOW DID I DO, MARK? THE ONLY KIND OF NITPICK I WOULD MAKE IS I WOULDN'T SAY THAT OUR ROUTES ARE INEFFICIENT. THEY COULD BE MORE EFFICIENT. THERE WE GO.
THAT'S BETTER. YES, PEGGY. I HAVE A QUICK QUESTION. OKAY, HOW LONG HAS THE START TIME SCHEDULE BEEN LIKE THIS IN FERNDALE? HAVE THERE BEEN ANY CHANGES MADE BEFORE? I'VE ONLY BEEN HERE FOUR YEARS, SO I DON'T KNOW. MINOR CHANGES FOR START TIMES, BUT NOT LIKE DRAMATIC SHIFTS OF REVERSALS OF, YOU KNOW, PUTTING ELEMENTARY FIRST AND SECONDARY SECOND KIND OF CHANGES OVER THAT I CAN RECALL OVER THE LAST 20 YEARS. THOSE TIMES ARE PRETTY SIMILAR TO WHAT THEY WERE WHEN I WAS GOING TO SCHOOL HERE, AND THAT MIGHT BE A FEW YEARS AGO. JUST A COUPLE. MAYBE THREE. CAN I JUST GET TO THE OTHER SLIDES? SO THEN WE DID THE SAME THING, PROS AND CONS, FOR WAITING A YEAR. A LOT OF THE SAME PROS BECAUSE WE WERE TALKING ABOUT SWITCHING BELL TIMES, BUT THE SCIENCE, COST SAVINGS. THE ONE, THOUGH, ALLOWS MORE TIME FOR PLANNING, AND THAT'S REALLY WHAT I'M HEARING FROM THE PEOPLE WHO WILL HAVE TO DO THE LIFT. AND THEN IT ALSO GIVES FAMILIES MORE TIME TO PLAN. THE WONDERS WERE DELAYED TRANSPORTATION, WHY WAIT, STAFFING CHANGES, ENROLLMENT, ZERO PERIODS, HOW CAN WE USE THAT? SO THERE WERE SOME QUESTIONS THERE. AND THEN WE DID THE SAME THING, PROS AND CONS FOR, OR PROS AND WONDERS. WE DIDN'T CALL THEM CONS BECAUSE, LIKE, IT'S JUST QUESTIONS WE HAD.
ATHLETICS AND STUDENT SCHEDULES CAME UP. WORK WAS A BIG ONE.
THAT WAS ONE, AND WE'LL LOOK AT THAT IN A MINUTE. THE CHILD CARE PIECE CAME UP AND LOGISTICS. SO YOU CAN SEE THOSE. AND THEN THESE WERE ALL THE THINGS, AND IT'S BEEN INTERESTING AS I'VE BEEN GETTING EMAILS, I'VE BEEN CHECKING OFF. I THOUGHT THE ADVISORY GROUP DID A REALLY GOOD JOB OF ELEVATING ALL OF THE CONCERNS. CHILD CARE, ATHLETICS, AFTER SCHOOL ACTIVITIES, STUDENT WORK SCHEDULES, TRANSPORTATION, LOGISTICS, ELEMENTARY NEEDS. THAT ONE CAME UP BECAUSE MOST OF THE SCIENCE FOCUSED ON ADOLESCENCE. MOST OF THE LOGISTICS REALLY IMPACT, LIKE ATHLETICS. ALL OF THAT IMPACTS THE HIGH SCHOOL. THAT THE ELEMENTARY VOICES WERE PRETTY QUIET UNTIL IT GOT TO KIND OF A TENSION POINT.
AND TOM OR RAV, YOU KNOW, YOU WERE IN THERE. YOU CAN FEEL
[01:50:01]
FREE. ONE PERSON FINALLY SAID, YEAH, BUT THE CURRENT SCHEDULE ISN'T WORKING FOR OUR LITTLE ONES. AND THEY'RE LOSING A LOT BY HAVING TO GO AGAINST SCIENCE FOR THEM. AND SO, YOU KNOW, WE GET IT. WE GET THAT THERE'S SOME LOGISTIC PIECE. BUT AT WHAT POINT ARE WE GOING TO FOCUS ON WHAT ELEMENTARY STUDENTS NEED. AND SO THAT WAS ELEVATED ON THE LAST SESSION.DID I HIT THAT, RIGHT? IS THAT WHAT PEOPLE ARE? INSTRUCTIONAL TIME IMPACTS, OPERATIONAL COMPLEXITY, THESE ARE ALL REAL. BUDGET IMPLICATIONS, THE COMMUNITY SURVEY THAT CAME UP, LIKE, YOU KNOW, HOW DID YOU DECIDE TO TALK ABOUT THIS? AND JUST THE TIMING. THE TIMING IS MAKING PEOPLE FEEL ANXIOUS IF PEOPLE HAVE TO FEEL ABOUT THIS FOR THE FALL. AND IT ACTUALLY IS MAKING ME FEEL VERY ANXIOUS, TOO. AND THEN I JUST DID SOME SUMMARIES OF WHAT THOSE PROS AND WONDERS WERE. JUST THE RESEARCH WAS THERE, AND THEN THE WONDERS, THAT CAME DOWN TO A LOT OF THE TECHNICAL THINGS. SO THE NEXT STEPS, AND I GAVE ONE OF THEM. IN TERMS OF ATTENDANCE, I'M GOING TO PASS OUT, AND THEN I JUST WANT TO OPEN UP SO WE CAN USE THE REST OF THIS TIME. ONE THING IS, I DO WANT TO KNOW KIND OF THE DIRECTION THAT YOU'RE THINKING OF FOR ATTENDANCE. AND ONE THING YOU TALKED ABOUT DOING IS MAYBE SENDING A COMMUNITY MESSAGE OUT FROM YOU ABOUT THE IMPORTANCE OF HAVING ROUTINES OR WHATEVER.
AND SO SELENA AND I DRAFTED TOGETHER A POSSIBLE MESSAGE THAT THE BOARD COULD SEND THAT I WOULD JUST LOVE FOR YOU TO LOOK AT. AND THEN MAYBE AS YOU LOOK THROUGH THAT, YOU COULD SEND ME YOUR INPUT.
AND THEN I CAN TAKE THAT INPUT AND CONTINUE. WE CAN CONTINUE TO DRAFT IT AND HAVE A MORE UPDATED WITH YOUR VOICE VERSION OF IT AT THE NEXT MEETING FOR YOU TO REVIEW AND LOOK AT. AND THEN IF THE BOARD DECIDES THAT, HEY, WE WANT TO SIGNAL TO THE COMMUNITY THAT ATTENDANCE MATTERS AND WE'RE GOING TO TAKE THIS SERIOUS, THIS COULD BE, REGARDLESS OF WHAT YOU DO WITH BELL TIMES, I KNOW THAT IS A FOCUS OF THE BOARD. AND SO HOW DO YOU COMMUNICATE THAT OUT? AND I WAS ACTUALLY HOPING, HARLEEN AND MARCUS, BECAUSE I THINK WHAT WE DID FIND WITH THE CELL PHONES IS STUDENT VOICE MATTERED, AND SO HOW DO WE UTILIZE OUR STUDENTS? AND I THOUGHT WE COULD MEET WITH THEM TO SEE HOW THEY COULD HELP US SPREAD THE NEWS THAT COMING TO SCHOOL ON TIME MATTERS. SO ANYWAY, I'M GOING TO STOP THERE AND THEN LET YOU ALL HAVE YOUR DIALOGUE. OKAY. ALDEN, MARCUS, AND I WILL GO FIRST.
OKAY, SO LIKE MR. MACHADO SAID, I THINK WE ALL AGREE ATTENDANCE MATTERS. SLEEP IS IMPORTANT.
LIKE, GUYS, I NEED SLEEP, OKAY? I GO TO BED, IT'S REALLY BAD, BUT I GO TO BED AT LIKE 12 O'CLOCK EVERY SINGLE NIGHT, AND I WAKE UP AT 5:45 EVERY SINGLE MORNING, AND I HAVE, YOU KNOW, MY SCHEDULE, GUYS, LIKE, I AM BUSY. SO IT'S BAD, IT'S BAD, I'LL TELL YOU THAT MUCH.
BUT AS STUDENT REPS, MARCUS AND I WERE LIKE, OH MY GOSH, WE NEED TO SEE WHAT ALL THESE STUDENTS ARE SAYING. SO WE REALLY TOOK INITIATIVE THE PAST MONTH THAT THIS WHOLE CONVERSATION HAS BEEN FLOATING AROUND. WE HAVE OUR OWN LITTLE SHEET OF PAPER OF JUST LIKE SOME THINGS THAT WE'VE HEARD AND THE CONVERSATIONS THAT WE'VE HAD WITH STUDENTS, BECAUSE IT'S DIFFERENT.
TALKING STUDENT TO STUDENT IS DIFFERENT THAN TALKING FROM STUDENT TO ADULT, OR STUDENT TO TEACHER, OR STUDENT TO PRINCIPAL. SO WE JUST WANT TO BRING THAT OTHER PERSPECTIVE. AND IF THERE'S SOMETHING THAT YOU GUYS CAN ADDRESS, BECAUSE OBVIOUSLY THERE'S QUESTIONS IN HERE THAT A LOT OF STUDENTS HAD, JUST ANSWER THEM RIGHT HERE, RIGHT NOW. BECAUSE I'M SOMEWHAT, IF YOU KNOW ME, I DO NOT BEAT AROUND THE BUSH. I DON'T LIKE TO PLAY ANY GAMES. I DON'T LIKE TIPTOEING ACROSS MY WORDS. IT'S LIKE, OH, WELL, THIS IS, NO. I LIKE A DIRECT RESPONSE.
BECAUSE WHEN PEOPLE ASK ME, I WANT TO BE ABLE TO GIVE THEM THE DIRECT RESPONSE. AND IF YOU CAN'T GIVE THE DIRECT RESPONSE RIGHT NOW, THAT IS FINE.
BUT IT'S JUST NICE TO HAVE, YOU KNOW? OKAY, SO MARCUS AND I, THE PAST MONTH, WE'VE GONE TO CASCADIA ELEMENTARY SCHOOL, CUSTER ELEMENTARY SCHOOL, VISTA MIDDLE SCHOOL, AND WE'VE SPOKEN WITH A LOT OF FERNDALE HIGH SCHOOL STUDENTS. REAL QUICK, BECAUSE I UNDERSTAND THE WHOLE SCIENCE OF STUFF. I KNOW MR. DIIMMEL'S WATCHING US RIGHT NOW, MAKING SURE, YOU KNOW, I TOOK AP PSYCHOLOGY LAST YEAR, WHICH HE WAS NOT MY TEACHER, BUT GUYS, I UNDERSTAND THE SCIENCE OF MAKING SURE YOUR DATA'S NOT SKEWED, THAT YOU HAVE A GOOD SAMPLE SIZE, ALL THIS SORT OF STUFF.
SO, TO ANSWER QUESTIONS THAT WERE ON OUR OWN SURVEY, THE STUDENTS THAT WE MET WITH FROM THE ELEMENTARY AND MIDDLE SCHOOLS,
[01:55:01]
FROM THE ELEMENTARY SCHOOL, THEY WERE RANDOMLY PICKED FROM THEIR CLASSES. THE MIDDLE SCHOOL AND THE HIGH SCHOOL STUDENTS THAT WE SPOKE WITH WERE LEADERSHIP STUDENTS.BUT ALSO, ANOTHER PERSPECTIVE OF THAT IS, OBVIOUSLY, LEADERSHIP STUDENTS ARE, YOU KNOW, THEY'RE OFTENTIMES, THE STUDENTS WHO ARE MOST INVOLVED, THE STUDENTS WHO GO TO SCHOOL ON TIME. SO THEY DON'T SEE THE OTHER SIDE OF THAT OFTEN. BUT ALSO, THEY'RE LEADERSHIP STUDENTS FOR A REASON. AND ESPECIALLY, I WISH YOU GUYS WERE THERE. I WISH I WAS ABLE TO RECORD OR SOMETHING ON MY COMPUTER, OF COURSE, BECAUSE I WANT YOU GUYS TO SEE HOW LEADERSHIP STUDENTS ARE.
THEY ARE PEOPLE WHO THINK ABOUT PEOPLE OTHER THAN THEMSELVES.
THE WAY THAT THEY WERE ABLE TO BRING PERSPECTIVE OF LIKE, WELL, OBVIOUSLY, THIS IS HOW I OPERATE, BUT I KNOW PEERS OF MINE, I KNOW STUDENTS THAT FEEL THIS WAY. THEY'RE ABLE TO REALIZE AND UNDERSTAND THE OTHER PERSPECTIVE, AND I FEEL LIKE A LOT OF PEOPLE DON'T GIVE THEM CREDIT FOR THAT. SO JUST KNOW THAT, EVEN THOUGH THEY'RE LEADERSHIP STUDENTS, THE CONVERSATIONS THAT WE WERE HAVING REGARDING ALL THIS, THEY WERE THINKING ABOUT PEOPLE OTHER THAN THEMSELVES, PEOPLE WHO MAY NOT OPERATE THE WAY THAT THEY OPERATE. SO JUST TO PREFACE THAT, JUST TO GIVE BACKGROUND ON THAT.
ANYTHING TO ADD REAL QUICK, MARCUS, ON THAT? THAT WAS PERFECT. I JUST WANT TO ADD, LIKE THE CONVERSATION THAT WE HAD WITH THE LEADERSHIP STUDENTS WAS REALLY LIKE, I WAS ACTUALLY LIKE, EXTREMELY SURPRISED ON HOW LIKE, COMPASSIONATE, AND LIKE, HOW, HOW DO I SAY THIS, HOW, LIKE, HOW EVERY SINGLE STUDENT THAT SPOKE WAS LIKE ABLE TO GIVE LIKE A DIFFERENT SIDE, LIKE, OH, THIS IS HOW, THIS IS WHAT I THINK AND THIS IS MY PERSONAL OPINION. BUT I ALSO UNDERSTAND THAT THERE ARE OTHER THINGS THAT LIKE OTHER STUDENTS CAN GO THROUGH WITH, LIKE STUFF LIKE HOME LIFE AND LIKE HOW THEY WERE RAISED THAT CAN AFFECT AND CHANGE LIKE, WHAT IS BEST FOR THEM. YEAH, AND OBVIOUSLY AS A BOARD, I REALLY SEE THAT YOU GUYS CARE ABOUT STUDENT OPINION. SO I'M SO HAPPY THAT MARCUS AND I ARE HERE TO BRING THAT TO THE TABLE. SO YOU, A LOT OF THE QUESTIONS AND CONCERNS OBVIOUSLY REVOLVE AROUND EXTRACURRICULARS. SO I'M GOING TO NEED YOU GUYS TO CLOCK ME ONCE I LEAD INTO MY QUESTIONS. BUT THE MAIN ISSUE THAT COMMUNITY MEMBERS, EVERYBODY WHO'S WATCHING THIS, IS THINKING IS LIKE, OH MY GOSH, EXTRACURRICULARS, SPORTS ARE AFTER SCHOOL, SO MANY THINGS ARE AFTER SCHOOL. AND I MEAN, I WROTE IT DOWN, BUT THESE THINGS IMPACT YOUR SLEEP.
OKAY, I COME HOME FROM PRACTICE. I HAVE SO MUCH HOMEWORK FROM ALL MY AP CLASSES. I HAVE THIS AND THIS.
I HAVE WORK SOMETIMES, TOO, AFTER PRACTICE. I HAVE WORK ON THE WEEKENDS OPEN TO CLOSE. SO I AM LIKE, THAT IMPACTS MY SLEEP, OBVIOUSLY, AND BY ENDING SCHOOL LATER, THAT'S GOING TO IMPACT THOSE THINGS. YOU GOT TO PUSH THEM FORWARD. YOU GOT TO DO THIS AND THAT. SO THAT'S A REALLY BIG ISSUE FOR A LOT OF THE STUDENTS. IT'S LIKE, OH MY GOSH, I LIKE, THEY'RE ABLE TO DO THESE CERTAIN THINGS.
AND THE REASON WHY, WHICH I AM LIKE FORESEEING THAT THIS COULD BE A POSSIBLE EXPLANATION, IS THAT WE'RE A SCHOOL DISTRICT.
OUR FOCUS IS IMPROVING YOUR ACADEMICS. YOU KNOW, SCHOOL COMES FIRST. THAT'S BEFORE YOUR EXTRACURRICULARS.
THAT'S BEFORE ALL THE FUN THINGS THAT YOU CAN DO AFTER SCHOOL. IT'S BEFORE ALL OF THAT. BUT ALSO AT THE SAME TIME, I JUST WANT TO SAY THAT SOMETHING THAT WAS REALLY BROUGHT UP IS. WE'RE A SCHOOL DISTRICT THAT YOU WALK IN EVERY SINGLE WEDNESDAY, YOU SEE TEACHERS WEARING THE YOU BELONG. YOU SEE, YOU BELONG EVERYWHERE. AND I LOVE THAT. I THINK IT'S GREAT.
BUT BELONGING, IF YOU HEARD MY SPEECH AT THE TOWN HALL, BELONGING IS MORE THAN SCHOOL.
IT'S MORE THAN WHAT YOU'RE LEARNING. YOU KNOW WHAT I MEAN? BELONGING COMES FROM THOSE EXTRACURRICULARS.
BELONGING COMES FROM YOU'RE ABLE TO GO TO THEATER AFTER SCHOOL AND SEE YOUR FRIENDS. BELONGING COMES FROM YOUR TEAMMATES. THAT'S WHERE BELONGING STEMS FROM. IT COMES FROM YOUR FRIENDS, WHICH IS ALSO, I WOULD, I KNOW YOU GUYS DID NOT, YOU ONLY STUDIED THE SLEEP, WHICH IS GOOD. SO I KNOW YOU WON'T HAVE THE ANSWER TO THIS, BUT ALSO I JUST WANT TO SEE. LIKE DATA ON HOW DOES BELONGING AND ALL OF THAT IMPACT YOUR MOTIVATION TO GO TO SCHOOL? BECAUSE ANOTHER THING THAT WAS BROUGHT UP IS, WELL, I HAVE A FREE PERIOD IN THE MORNING, BUT THAT DOESN'T STOP ME FROM SKIPPING MY SECOND PERIOD, TOO.
LIKE THOSE KIDS ARE LIKE, SLEEP IS NOT THE ISSUE. IT'S YOUR MOTIVATION OF WHAT MAKES YOU GET UP IN THE MORNING. I HAVE FIVE HOURS OF SLEEP EVERY SINGLE DAY, WHICH I KNOW. I'M NOT THE NORM OF REGULAR STUDENTS, BUT THE REASON WHY THAT IS IS BECAUSE I'M MOTIVATED TO COME TO SCHOOL. I'M LIKE, OH MY GOSH, I NEED TO, LIKE, I'M LAYING IN BED, I HOPE, YOU KNOW, RIGHT? WHEN MY ALARM GOES OFF. AND I'M THINKING, I NEED TO REALLY, LIKE, HYPE MYSELF UP TO GO TO SCHOOL BECAUSE I HAVE RESPONSIBILITIES AT SCHOOL, I HAVE TO GO TO PRACTICE AFTER SCHOOL, I HAVE A GAME AFTER SCHOOL, AND IF I DON'T GO TO SCHOOL, THEN I CAN'T PLAY AT MY GAME.
SO HOW DO THOSE THINGS AFFECT MOTIVATION? AND GETTING MORE SLEEP, I DON'T KNOW, HOW DOES THAT AFFECT MOTIVATION? I JUST WANT TO SEE THAT. I JUST WANT
[02:00:01]
TO SEE MORE OF THAT. BECAUSE THAT CAN REALLY ALLEVIATE PEOPLE'S DISMAY TOWARDS THE WHOLE SCHEDULE CHANGE. AND OBVIOUSLY, WE ALL KNOW THAT WHEN EVERYBODY'S ALIGNED, EVERYONE'S LIKE, YEAH, LET'S GO FOR IT, THAT'S WHEN WE SEE THE MOST SUCCESS. SORRY, I'VE GOT A WHOLE LIST.MARCUS, CHIME IN. YOU CAN CHIME IN. I'M JUST GOING TO SAY THAT THE STUDY SESSION IS ACTUALLY ONE MINUTE OVER. SO WE MAY HAVE TO JUST SAY THAT WE'RE GOING TO I WANT TO HEAR IT. SO I GUESS I'M DEFERRING TO THE BOARD. DO YOU WANT TO EXTEND THIS A LITTLE BIT, OR WHAT DO YOU WANT TO DO? I'M JUST THE TIMEKEEPER HERE. CAN WE EXTEND FOR HALF AN HOUR? ABSOLUTELY. I DON'T WANT TO, I'M IN FAVOR OF THAT. I'M GOING TO ZOOM IN BECAUSE I KNOW EVERYBODY'S GOT STUFF TO SAY. AND I'M TRYING TO GO HOME. SLEEP. SO, CHILD CARE. YOU HAVE TO REMEMBER, OUR ADULT BRAINS ARE STARTING TO PHASE OUT. YEAH, GUYS.
YEAH, IT'S OKAY. CHILD CARE, THAT'S A BIG THING. SOMETHING WE HEARD FROM THE MIDDLE SCHOOLERS AND HIGH SCHOOLERS ESPECIALLY IS LIKE, MAN, I PICK UP MY LITTLE SIBLINGS AT THEIR BUS STOP. I'M WAITING FOR THEM AFTER SCHOOL. AND I HEARD THAT WE'RE WORKING WITH THE YMCA, BUT ALSO ANOTHER THING THAT, YOU KNOW, AGAIN, I DON'T LIKE TO BEAT AROUND THE BUSH. I LIKE TO HAVE THE STUFF RIGHT IN FRONT OF US. AND THAT TAKES TIME. THAT TAKES TIME, I KNOW THAT. BUT DO WE HAVE TO VOTE ON IT NOW? LIKE, CAN WE FIGURE STUFF OUT FIRST AND THEN VOTE ON IT? LIKE, OR IS IT LIKE, YOU'RE GOING TO WASTE SO MUCH TIME AND ENERGY ON THAT? ACTUALLY, THAT QUESTION CAME UP, AND I THINK, THE BOARD HAS TO DECIDE HOW MUCH RESOURCES THEY WANT TO PUT TO SOMETHING THAT MAY NOT GET USED, RIGHT? BECAUSE TIME'S MONEY. AND FOR ME TO GO ASK PEOPLE TO DO IT, THE CHILD CARE THING, THAT WAS A HUGE ONE IN THE ADVISORY. AND FAMILIES IN ELEMENTARY ARE ALREADY STRUGGLING WITH CHILD CARE BECAUSE OF BEFORE SCHOOL BECAUSE 9:25.
SO, LIKE, IT'S SHIFTING THE COMPLICATION FROM ONE TIME OF THE DAY TO THE OTHER TIME. SO THAT'S DEFINITELY AN AREA THAT HAS TO BE FIGURED OUT. THAT CAME UP LOUD AND CLEAR. YEAH, BUT I DON'T THINK THAT, I DON'T FEEL THE PRESSURE TO MAKE THIS DECISION RIGHT AWAY.
BECAUSE WE'VE ALREADY, I DON'T KNOW, I HAVE AN UNDERSTANDING THAT IF WE WERE TO MAKE THE CHANGE, IT'S NOT GOING TO HAPPEN THIS COMING YEAR. SO THAT GIVES US BREATHING ROOM ON MAKING THE DECISION. AND FOR MYSELF, I'VE HEARD SO MUCH FROM PEOPLE EMAILING US THAT I DO NOT WANT TO MAKE A QUICK DECISION ON THIS. I WANT TO GO DEEPER AND FIGURE OUT, OKAY, WHICH WAY ARE WE GOING TO GO WITH THIS? SO IT'S NOT GOING TO HAPPEN SOON. IT'S NOT GOING TO HAPPEN TONIGHT, DEFINITELY NOT. BUT IT MAY NOT EVEN HAVE TO HAPPEN THIS COMING 31ST, OR WHATEVER OUR REGULAR BOARD MEETING IS. SO WHAT WE'RE SEEING IS THAT, SO WE'RE NOT MAKING A DECISION.
WE CAN'T MAKE ANY DECISIONS TONIGHT. THIS WILL BE ON, NO, NO, ON OUR NEXT MEETING. I THOUGHT THAT WE WERE PREPARING FOR THAT MEETING TO MAKE A DECISION, ALTHOUGH IT WOULDN'T KICK IN UNTIL AT LEAST A YEAR, RIGHT? SO I JUST WANT TO BE CLEAR ON THAT, THAT WE CAN DELAY.
RIGHT. THERE'S NO, AT THIS POINT, WE DON'T HAVE A SET TIMELINE AS FAR AS MAKING THE DECISION. YOU KNOW, WE'RE GOING TO TALK ABOUT IT AGAIN AT THE 31ST.
JUDGING BY WHAT I'M HEARING, I DON'T FORESEE US MAKING A DECISION AT THAT POINT. THE CHALLENGE IS FINDING THAT BALANCE BECAUSE PART OF WHAT KRISTI'S REQUESTING FOR HER TEAM IS SHE WANTS THE TIME TO MAKE THE CALL, WHICH MEANS THAT WE CAN'T KICK THE CAN DOWN THE ROAD, YOU KNOW, EIGHT MONTHS AND THEN GO, OKAY, HEY, NOW WE'LL DO IT IN, YOU KNOW, A YEAR AND A HALF NOW.
AND HAVING BEEN THROUGH A DECISION, DIFFERENT DECISION, BUT KIND OF THE SAME KIND OF THING, I WAS NOT FORTUNATE ENOUGH, BUT I WAS ON THE BOARD AT THE TIME WHEN WE HAD TO CLOSE A ELEMENTARY SCHOOL.
AND WE COULD HAVE TALKED ABOUT THAT UNTIL THE COWS CAME HOME, SO TO SPEAK. AND WE WOULD HAVE NEVER FELT GOOD OR BETTER ABOUT THAT DECISION, OR HAD ALL THE INFORMATION OUT THERE. SO I DON'T SAY THAT TO SAY, BOOM, WE NEED TO MAKE A DECISION RIGHT AWAY. I JUST WANT TO SAY THIS IS GOING TO BE A CHALLENGE THAT WE'RE GOING TO HAVE PEOPLE
[02:05:01]
ON BOTH SIDES OF THE ARGUMENT THAT ARE GOING TO BE COMING THROUGH US. SO I WANT TO PREPARE YOU. DON'T FEEL IN YOUR MIND THAT YOU'RE GOING TO HAVE THE EXACT ANSWER AND ALL THE INFORMATION. WHEN WE COME TO A POINT, WE HAVE TO MAKE THE DECISION. YES. SO YEAH, THE EXTRACURRICULAR STUFF AT THE END OF THE DAY.BUT ALSO, I WANT YOU GUYS TO KNOW, MARCUS AND I, WE ARE NOT WALKING IN WITH OUR OWN OPINION. WHEN WE WERE HAVING THESE CONVERSATIONS, WHICH ALSO I WANT TO HIGHLIGHT, THEY WERE CONVERSATIONS.
LIKE, THIS WAS NOT LIKE A MONOLOGUE. THIS WAS NOT ANYTHING OF THE SORT. IT WAS NOT AN ARGUMENT. LIKE, I MEAN, IT WAS CRAZY. LIKE, WHAT WE SAW IN OUR LEADERSHIP CLASS, ALL KIDS FROM, LIKE, AND SOME OF THESE LEADERSHIP KIDS, THEY COME FROM DIFFERENT WALKS OF LIFE, RIGHT? THEY WERE NOT RAISED, MAYBE THE SAME WAY MARCUS AND MY FRIENDS WERE.
BUT THEY, AND SOME OF THEM, WE DON'T REALLY SPEAK TO THAT OFTEN EITHER. LIKE, WE DO DIFFERENT THINGS IN OUR LEADERSHIP CLASS.
BUT IT WAS A CONVERSATION FROM ALL SIDES. AND SO SOME KIDS WERE BRINGING UP THAT, YEAH, IT'LL HELP THEM WITH THEIR MORNING PRACTICES.
YOU KNOW, THEY'RE PART OF THE FOOTBALL TEAM. THEY HAVE MORNING PRACTICE. AND BY HAVING THAT ALSO PUSHED BACK LATER THEN, BECAUSE, YOU KNOW, THAT'S HOW IT'S GOING TO WORK, IT'S GOING TO IMPROVE THEIR MOTIVATION, LIKE, YEAH. I CAN GO TO THAT PRACTICE NOW BECAUSE IT'S NOT TOO EARLY IN THE MORNING, AND THEN, BOOM, THEY'RE AT SCHOOL, SO THEY'RE GOING TO HAVE TO STAY AT SCHOOL.
BUT, YEAH, THE BIGGEST THING IS JUST, LIKE, AFTER-SCHOOL ACTIVITIES FOR THE OLDER KIDS. BECAUSE, I MEAN, ALREADY AT THE ELEMENTARY LEVEL, WHAT THOSE KIDS WERE SAYING IS, LIKE, WELL, I HAVE HOCKEY PRACTICE AT THIS AND THIS TIME. WELL, I BARELY MAKE IT TO THAT. IT'S, WHAT'S THIS GOING TO DO TO THAT? WELL, I WONDER HOW IT'S GOING TO BE FOR THEM WHEN THEY GET TO HIGH SCHOOL. YOU GOT A JOB ON TOP OF THAT. YOU HAVE FIVE OTHER EXTRACURRICULARS. LIKE, IT'S JUST GOING TO GET WORSE.
JUST WAIT, IN 10 YEARS, YOU'RE GOING TO HAVE HOCKEY AND THREE OTHER THINGS ADDED ON TOP OF THAT. SO JUST WONDERING ABOUT THAT. AND THEN, YEAH, THE WHOLE STAYING UP LATER.
THE WHOLE HOW'S THIS SCHEDULE THING GOING TO WORK. I KNOW THAT WE ALREADY ASKED ALL THAT QUESTION, BUT JUST TO BRIEF IT IN MY OWN WORDS IS OBVIOUSLY EVERY BIG THING IS YOU'RE GOING TO STAY UP LATER TO DO YOUR HOMEWORK BECAUSE YOU CAME BACK LATE FROM YOUR PRACTICE OR FROM YOUR GAME, THIS AND THAT. AND IS IT NOT JUST ALL GOING TO EVEN OUT EVENTUALLY? LIKE, THEY'RE JUST GOING TO SHIFT THEIR SCHEDULE. I JUST WANT TO SEE. I MEAN, IF I COULD JUST GET AN EMAIL.
YEAH. ONE, ONE GIRL IN OUR CLASS BROUGHT UP THE FACT THAT'S LIKE. OH, YEAH, WE'RE PUSHING UP START TIMES, BUT WHAT'S STOPPING LIKE, A STUDENTS FROM STAYING UP LATER TO DO HOMEWORK, BECAUSE WE'RE GETTING HOME LATER, BECAUSE WE HAVE PRACTICE LATER? IS THERE ANY RESEARCH PROVING THAT, OR NOT RESEARCH, BUT IS THERE ANYTHING PROVING THAT THAT JUST WON'T HAPPEN? BECAUSE I KNOW, I FEEL LIKE IF WE HAVE PRACTICE, SAY, RIGHT NOW, WE HAVE PRACTICE RIGHT AFTER SCHOOL, SO AROUND 2:30 TO 4:30 FOR MOST SPORTS, AND THEN GAMES OBVIOUSLY HAPPEN. AROUND SEVEN-ISH, BUT WE ALSO HAVE HOMEWORK ON TOP OF THAT. AND I ALREADY KNOW THAT EVEN RIGHT NOW, I'M STAYING UP DOING HOMEWORK UNTIL 11 OR 12. SO WHAT'S STOPPING STUDENTS FROM STAYING UP LATER BECAUSE THEY'RE GETTING HOME LATER TO DO THEIR HOMEWORK? THAT WAS ONE ISSUE THAT WAS BROUGHT UP QUITE PROMINENTLY. PART OF THAT, BECAUSE I WAS HAVING THAT THOUGHT, PART OF IT IS WE ARE NOT, NO MATTER WHAT WE DO TO THE SCHEDULE, WE ARE NOT CREATING MORE TIME IN THE DAY. THERE IS STILL THE SAME AMOUNT. WHAT I'M SEEING AND WHAT I'M HEARING FROM MR. DIIMMEL'S RESEARCH, AND SUCH IS, WE'RE GOING TO SHIFT THE DAY TO PUT OUR LEARNING TIMES WITH WHEN THE BRAIN IS MOST READY TO LEARN, AND SLEEP TIMES WHEN THE BRAIN IS MOST READY TO SLEEP. IT'S NOT GOING TO MAKE ANY MORE TIME. YOU'RE STILL GOING TO HAVE THE SAME CHALLENGE OF, I'VE GOT 25 HOURS WORTH OF THINGS I WANT TO DO IN 24 HOURS. AND, YOU KNOW, THAT'S, WELCOME TO AMERICA. THAT'S TOO MANY OF US. BUT YEAH, SO I HAVE A QUICK QUESTION REGARDING THAT COMMENT. BECAUSE HERE IN OUR MISSION, IT DOES SAY THAT OUR COMMITMENT IS TO HIGH EXPECTATIONS. SO WE EXPECT A LOT OF OUR STUDENTS, RIGHT? AND THE LAST SENTENCE, THE LAST WORDS, PREPARING STUDENTS FOR THEIR FUTURE, RIGHT? SO WE KNOW THAT AFTER HIGH SCHOOL, WHAT NORMALLY OR NORMALLY COMES AS COLLEGE, RIGHT, OR A JOB.
AND COLLEGE OR JOB IS NOT GOING TO ALLOW YOU TO SLEEP IN A LITTLE BIT. SO THAT YOU ARE IN YOUR PERFECT CYCLE WHERE YOU NEED TO BE TO LEARN. AND THAT'S WHERE I'M JUST STARTING TO THINK, LIKE, WELL, OKAY, IF I HAVE, WHICH I DID, HAD A CALCULUS FOR ENGINEERING CLASS AT 7 A.M.
[02:10:04]
I HAD TO WAKE UP AT 6 O'CLOCK IN THE MORNING, BRAVE THE WINTER OF, YOU KNOW, OF IDAHO AND NEGATIVE 17 AND WALK TO MY CLASS. AND BE THERE, I HAD TO MAKE ADJUSTMENTS. AND I REMEMBER THIS SPECIFIC SEMESTER WHERE I JUST HAD TO GO TO BED EARLIER. AND WHILE I HAD THE SAME 24 HOURS DURING THE DAY, I HAD TO ADJUST AND MAKE SURE THAT I WAS PREPARING MYSELF FOR SUCCESS AND NOT PUTTING MYSELF IN DANGER OF NOT BEING SUCCESSFUL. SAME THING IF YOU GO TO WORK, IF YOU DECIDE NOT TO GO INTO COLLEGE, IF YOU GO TO WORK RIGHT AFTER HIGH SCHOOL, WELL, AN EMPLOYER IS NOT GOING TO TELL YOU, YOU KNOW. WELL, YOU CAN COME IN AT 9:30 BECAUSE I THINK THAT YOU'RE, YOU KNOW, 19 AND YOU CAN SLEEP IN AND THAT'S BETTER FOR YOU.YOU'RE GOING TO BE LESS GROUCHY DURING THE DAY. SO, I'M TRYING TO SEE BOTH SIDES. AND I DO APPRECIATE THE FEEDBACK THAT HAS BEEN GIVEN TO US, THE RESEARCH, ALL THE EFFORTS THAT HAVE BEEN BROUGHT UP TO US. I'M A LITTLE BIT CONCERNED FROM, AND I DON'T WANT TO SPEAK FOR BRIAN, BUT I CAN SPEAK AS A PARENT OF TWO TEENAGERS RIGHT NOW IN THE SCHOOL SYSTEM THAT I KNOW THAT THAT FOR US, UNDERSTANDING THAT THERE'S A DELAYED START MAY DELAY THE NIGHTTIME ROUTINE. JUST NATURALLY, IT WILL SHIFT IT. COULD WE? WE WORK ON THAT, I THINK WE CAN, AND I THINK IT WAS SHARED A LITTLE BIT. I JUST WANT TO MAKE SURE THAT THERE'S AN IMPACT STUDY. IF WE DECIDE TO CONTINUE THINKING ABOUT THIS, HOW THIS IS GOING TO AFFECT NOT JUST CERTAIN POPULATION OF THE STUDENT BODY, BUT ALL SORTS. AND THAT WE DO WHEN IT COMES TO REGULATION IN THIS STATE. THERE'S ALWAYS IMPACT STUDIES THAT HAVE TO BE DONE BEFORE ANY REGULATION IS PUT IN PLACE. IF IT'S THE OVERBURDENED POPULATION OR, YOU KNOW, SMALL BUSINESSES AND STUFF LIKE THAT, EVERYTHING HAS TO BE. KIND OF UNDERSTOOD BEFORE WE CAN ACTUALLY GO AHEAD AND SAY, WELL, WE'RE GOING TO GO AND DO IT. BECAUSE THERE ARE GOING TO BE SOME CONSEQUENCES THAT MAYBE RIGHT NOW WE CANNOT SEE, BUT DEFINITELY WE WOULD HAVE TO DEAL WITH AS WE GO WITH WITH OUR PLANTS. I'M GOING TO THROW IT BACK BECAUSE WE TALKED ABOUT, WE'VE GOT ANOTHER ABOUT 17 MINUTES. I'M GOING TO THROW IT BACK TO MARCUS AND HARLEEN TO LET THEM THROW OUT THEIR STUFF. WE'RE NOT GOING TO GET THIS CONVERSATION DONE TONIGHT, BUT I WANT TO LET THEM FINISH UP FROM THE STUDENT PERSPECTIVE, AND THEN WE'LL SEE WHAT TIME WE HAVE LEFT TO GO FROM THERE.
OKAY, YEAH. I'LL BE VERY QUICK ABOUT THIS, YOU GUYS. MARCUS, CHIME IN. OKAY. YEAH, MAKING IT HARDER TO BALANCE SCHOOL, EXTRACURRICULARS, RESPONSIBILITIES. CHANGING THE SCHEDULE DOESN'T NECESSARILY FIX STUDENT MOTIVATION OR MINDSET. THAT WAS SOMETHING THAT A LOT OF THE HIGH SCHOOLERS BROUGHT UP. BECAUSE THIS IS OBVIOUSLY A CONVERSATION THAT REQUIRES A LOT OF NUANCE. YOU KNOW, IT'S IN A CONTEXT OF STUDENTS WHO ARE, EVERYONE IS SO DIFFERENT, YOU GUYS, WE ALREADY KNOW THAT, OKAY? BUT IT'S JUST LIKE, INSANE TO ME, LIKE, EVERYBODY HAS A DIFFERENT SCHEDULE, EVERYBODY HAS THIS AND THAT, OKAY? BUT STUDIES SHOW, AND THIS IS A FACT, LIKE, I BELIEVE THIS, LIKE, EVERYBODY, I MEAN, IT'S A FACT, SLEEP IMPROVES ATTENDANCE.
THAT'S THE DATA. THAT'S WHAT THE DATA SHOWS. SLEEP IMPROVES ATTENDANCE. ATTENDANCE IMPROVES GRADES. BUT ALSO, THERE ARE SO MANY THINGS THAT IMPACT ATTENDANCE. THERE ARE SO MANY THINGS THAT IMPACT YOUR GRADES.
EXTRACURRICULARS IMPROVES ATTENDANCE. EXTRACURRICULARS IMPROVE GRADES. ATTENDANCE IMPROVES GRADES. THERE ARE SO MANY THINGS THAT WE NEED TO ALSO LOOK AT. AND IT'S JUST LIKE, OBVIOUSLY THE. AS FAR AS I SEE, THIS COMMITTEE HAS DONE A VERY GOOD JOB AT LOOKING AT THOSE NUANCES, THOSE LITTLE NITPICKY THINGS.
BUT I JUST, LIKE, A REALLY BIG CONCERN FOR THE HIGH SCHOOLERS, ESPECIALLY IN THE MIDDLE SCHOOLERS, IS JUST, LIKE, HOW, LIKE, THEIR MOTIVATION, THAT'S, IN OUR EYES, ONE OF THE BIGGEST THINGS THAT GETS YOU TO SCHOOL, LIKE, GENUINELY. I MEAN, EVEN THE KIDS WHO ARE SAYING, LIKE, YEAH, THEY WOULD LIKE MORE SLEEP, THEY NEED MORE SLEEP. THEY WANT MORE SLEEP. THEY SAID THAT THEIR MOTIVATION IS LITERALLY WHAT GETS THEM TO CLASS.
LIKE WHEN I, FOR EXAMPLE, ONE OF THE GIRLS, SHE HAS, LIKE, A MENTOR, PERIOD, FIRST PERIOD.
SHE SAID THAT HER FIFTH PERIOD, SHE'S A LITTLE LATE TO THAT ONE. SHE'S NOT GOING TO LIE. SOMETIMES SHE WON'T MAKE IT BECAUSE SHE'S SLEEPING.
BUT THEN FOR HER FIRST PERIOD, WHICH IS HER MENTORSHIP PERIOD,
[02:15:01]
WHICH SHE TEACHES HER OWN PERSONAL LESSONS TO A GROUP OF STUDENTS, SHE SAID THAT SHE FEELS SUCH A SENSE OF RESPONSIBILITY FOR GOING TO THAT, WHICH, MIND YOU, THAT'S AN EXTRACURRICULAR THING. LIKE, SHE WORKS ON THAT OUTSIDE OF SCHOOL AND STUFF. THAT'S WHAT GETS HER TO SCHOOL. SHE'S LIKE, I NEED TO GET UP BECAUSE I HAVE TO GO AND I NEED TO GO TEACH MY LESSONS. LIKE, IF I DON'T SHOW UP, MY TEACHER'S GOING TO BE LIKE, WELL, WHERE WERE YOU? YOU HAD A RESPONSIBILITY TO BE HERE. SO THOSE ARE THINGS THAT ALSO IMPACT ATTENDANCE. SO THEY'RE JUST CONCERNED ABOUT, LIKE, WELL, THIS IS GOING TO IMPACT THAT. HOW'S THIS GOING TO WORK? SEE, ANOTHER, ANOTHER LIKE TOPIC THAT WAS BROUGHT UP WAS THE SAFETY WITH ELEMENTARY SCHOOLERS SINCE FERNDALE IS LIKE SUCH A LARGE DISTRICT. WE KNOW WE COVER THE LUMMI RESERVATION AND WE GO UP TO CUSTER. WHAT WOULD THAT LIKE? HOW ARE WE GOING TO MAKE SURE THAT THOSE RURAL AREAS ARE, LIKE, PROTECTED? BECAUSE ONE STUDENT BROUGHT UP THAT, LIKE THEY USED TO LIVE OUTSIDE, LIKE THEY USED TO LIVE OUT ON THE RESERVATION. AND THERE'S NOT THAT MANY SIDEWALKS OR LIKE LIGHT, AND IT'S REALLY DARK, ESPECIALLY DURING THE WINTER OF HOW OUR ELEMENTARY SCHOOL OR ELEMENTARY SCHOOL KIDS ARE GOING TO, LIKE, BE AFFECTED BY WAKING UP SEVEN, LIKE, SEVEN EARLIER IN THE MORNING, DURING THOSE LATER OR DARKER TIMES, AND, LIKE, WAITING OUT FOR THEIR BUS STOP AND STUFF LIKE THAT? AND, LIKE, WHAT'S THE COMPARISON BETWEEN, LIKE, I KNOW A LOT OF OUR RESEARCH STEMMED FROM, I KNOW ONE EXAMPLE WAS SEATTLE, A MORE URBANIZED, LIKE, CITY COMPARED TO FERNDALE. HOW DOES THAT AFFECT, LIKE, THE SAFETY OF OUR LITTLE OR OUR YOUNGER STUDENTS? AND THEN THE, THAT'S WHAT YOU ASKED IF WE HAD ANSWERS. SO THAT WAS ONE THAT GOT WRESTLED WITH, AND THAT GOT BROUGHT UP, THAT. PARENTS TYPICALLY STAND OUTSIDE WITH ELEMENTARY STUDENTS WHEN THEY'RE WAITING FOR THE BUS. THEY DO NOT TYPICALLY STAND OUTSIDE WITH MIDDLE SCHOOL, HIGH SCHOOL. NOW, THAT WAS JUST A REPRESENTATIVE SAMPLE, BUT THAT DID COME UP. OKAY.YEAH, AND ALSO SOME OF THE KIDS WHO ARE IN THE CLASS, THEY ALSO MENTIONED, LIKE, WELL, IF YOU PUSH IT BACK, THEN, LIKE, ALSO, THEN IT'LL IMPACT THE EVENINGS.
LIKE RIGHT NOW, KIDS ARE LIKE GETTING OUT, LIKE KIDS ARE GETTING OUT LATER. OR THEY'RE GETTING, YEAH, THEY'RE GETTING OUT LATER. SO THEN THEY COME HOME, IT'S ALREADY DARK. SO THAT'S ALSO DANGEROUS. SO THAT WAS ALSO ANOTHER THING THAT THEY BROUGHT UP. WHAT ELSE DO YOU WANT TO SAY MARCUS? I'M GOING TO LET HIM SAY HIS PIECE BECAUSE I KNOW HE HAD A BIT TO SAY. I THINK PRETTY MUCH ACTUALLY, HARLEEN COVERED A LOT OF THINGS THAT I NEED TO SAY, TOO. JUST THE WHOLE THING ABOUT EXTRACURRICULARS BEING REALLY IMPORTANT FOR STUDENT MOTIVATION. LIKE, FOR EXAMPLE, ONE OF THE STUDENTS THAT WE SPOKE AT THE HIGH SCHOOL WAS SAYING HOW THEIR OPPORTUNITY, BECAUSE FERNDALE AT THE HIGH SCHOOL, THEY WOULD GET OUT AT 2:16, THE OPPORTUNITY FOR THIS PERSON SPECIFICALLY TO BE ABLE TO PARTICIPATE IN THINGS THAT THIS DISTRICT PROVIDES AND THINGS THAT THE OUTSIDE OF THE DISTRICT'S CONTROL.
LIKE OTHER EXTRACURRICULARS, HELPS THEM, HELPS MOTIVATE HIM TO GO TO SCHOOL, TO BE ABLE TO PARTICIPATE IN THOSE ACTIVITIES. AND JUST OVERALL, IT'S REALLY EITHER, OR LIKE, THIS IS SUCH A LIKE, MARCUS AND I. AFTER HAVING ALL THESE CONVERSATIONS, WE WERE CONFUSED. WE WERE LIKE, OH MY GOSH, MY HEAD HURTS RIGHT NOW.
BECAUSE IT'S LIKE, WELL, THIS COULD BE THIS, AND THEN THAT COULD BE THAT, AND IT'S JUST LIKE YOU DON'T EVEN KNOW. SO, PROPS TO THE COMMITTEE FOR THAT ONE BECAUSE I CANNOT DO THAT.
BUT YEAH, MARCUS AND I, WE, THIS IS NOT OVER. THIS IS A CONVERSATION, OBVIOUSLY. THIS IS SOMETHING THAT'S GOING TO KEEP GOING ON. SOMETHING THAT A STUDENT GAVE US AN IDEA FOR, ACTUALLY, IS WE BROUGHT UP THE WHOLE, LIKE, YOU KNOW, HAVING A STUDENT-TO-STUDENT CONVERSATION IS WAY DIFFERENT THAN HAVING A CONVERSATION WITH YOUR PRINCIPAL OR HAVING A CONVERSATION WITH YOUR SUPERINTENDENT IN THE ROOM. SO, MARCUS AND I. WE ARE PLANNING ON MEETING WITH STUDENTS IN THE BELLINGHAM SCHOOL DISTRICT AND ALSO SEATTLE PUBLIC SCHOOLS TO ASK THEM, HOW EXACTLY DID THIS IMPACT YOUR GUYS' SCHOOL, STUDENT TO STUDENT? AND WE JUST WANT TO SEE WHAT PERSPECTIVE THAT IS. WELL, SELENA, ACTUALLY, I ASKED HER, I WAS LIKE, HOW MANY DISTRICTS REALLY HAVE GONE THIS ROUTE? LIKE, ARE THERE OTHERS THAT WE COULD, AND HOW MANY DID YOU HEAR BACK FROM TODAY? I HEARD BACK FROM SEVERAL. THE NUMBERS ARE REALLY SMALL ON MY SCREEN, BUT I STARTED, I HAVE 12 RESPONSES, BUT I STARTED A SPREADSHEET THAT I'M WILLING TO SHARE WITH YOU. SO YOU CAN COMPARE THE SCHEDULES AND THEN MAYBE TALK TO SOME OF THOSE STUDENTS. YEAH, BECAUSE, I MEAN, A LOT OF PEOPLE ASKED US ABOUT THE CELL PHONE POLICY, SO WE JUST WANT TO SEE.
BECAUSE, I MEAN, OBVIOUSLY, HAVING THAT STUDENT-TO-STUDENT INTERACTION IS WHERE WE RECEIVE
[02:20:02]
THE MOST HONESTY. AND LIKE, I MEAN, I'M NOT SAYING LIKE, THEY'RE GOING TO SAY, OH YEAH, IT'S BAD, BUT LIKE, THEY'RE GOING TO BE LIKE, YEAH, IT ACTUALLY HELPED ME.AND SOMETIMES PEOPLE ARE AFRAID TO ADMIT, LIKE, YEAH, IT ACTUALLY HELPED ME. YOU KNOW WHAT I MEAN? SO WE REALLY WANT TO SEE WHAT THEY HAVE TO SAY.
AND OBVIOUSLY AS REPS, I KNOW THE BELLINGHAM PUBLIC SCHOOL DISTRICT OR WHATEVER DOESN'T HAVE ANY STUDENT REPS, BUT SEATTLE PUBLIC SCHOOLS, WE'RE CLOSE WITH THEM. WE KNOW THEM. SO WE'RE GOING TO ASK THEM, SEE WHAT THEY HAVE TO SAY.
WE'LL BRING THAT TO THE BOARD, MAYBE NOT AT A MEETING, BECAUSE THIS IS GOING ON FOR A LONG TIME, YOU GUYS, BUT AN EMAIL WILL SUFFICE. I'M JUST WONDERING, QUICK QUESTION, IF BELLINGHAM HAS HAD THE BELL SCHEDULE FOR A WHILE. I'M NOT SURE WHICH STUDENTS YOU'RE GOING TO SPEAK TO, IF THAT'S WHAT THEY'VE BEEN USED TO.
YEAH, SO MARCUS AND I WERE ACTUALLY THINKING ABOUT THAT.
OBVIOUSLY, WE'RE GOING TO CONSIDER AP PSYCHOLOGY. I'VE GONE OVER THIS, YOU GUYS.
WE'RE REALLY GOING TO LOOK AT IT LONGITUDINALLY, IF THAT'S THE RIGHT WORD.
BUT THIS IS SOMETHING THAT A LOT OF THE BIGGEST CONCERNS IS, HOW DOES THIS LOOK? BIG PICTURE, FAR AWAY. HOW IS THIS GOING TO IMPACT YOUR FUTURE? WELL, IN THE FUTURE, YOU'RE NOT GOING TO BE ABLE TO SLEEP IN. YOU KNOW, AND THAT'S THE TRUTH. IT'S THE TRUTH. AND IS IT GOING TO ALL EVEN OUT EVENTUALLY? BUT, SORRY, I JUST HAD TO, LIKE, HAD TO GIVE YOU YOUR MOMENT RIGHT THERE. BECAUSE I KNOW THAT'S THE QUESTION, LIKE, YOU ARE GETTING EVERY SINGLE, LIKE, EVERY FIVE SECONDS.
YOU'RE JUST GETTING EMAILS ON THAT, ABOUT THAT, TOO.
BUT I, WE'RE GOING TO TALK TO STUDENTS WHO HAVE EXPERIENCED IT FOR A WHILE. SOME WHO, MAYBE IT'S BEEN, LIKE, ONLY A YEAR OR TWO AND HOW THAT WORKS.
BECAUSE, YOU KNOW, MAYBE IT DID EVEN OUT FOR THEM OVER THE PAST FIVE YEARS OR SOMETHING THAT THEY'VE HAD IT.
SO WE'RE GOING TO TALK TO FRESHMEN, WE'RE GOING TO TALK TO SENIORS WHO HAVE MAYBE EXPERIENCED IT, AND WE'RE GOING TO BRING IT BACK TO YOU GUYS.
AND ALSO OUR WORK IN THE HIGH SCHOOL AND THE MIDDLE SCHOOLS, THAT'S ALSO NOT GOING TO STOP MARCUS AND I HAVE THE INTENTION OF GOING. AND SPEAKING TO A BROADER SELECTION OF STUDENTS, A MORE GENERALIZED GROUP OF STUDENTS, IN ORDER TO BRING BACK THE MOST COMPLETE AND WELL-INFORMED OPINIONS AND QUESTIONS AND WHATNOT. SO ONE THING I WOULD ASK IF YOU'RE GOING TO BELLINGHAM AND TALKING WITH THEM IS? ONE OF THE CONCERNS THAT I'VE HEARD FROM EMAILERS IS, WELL, WHAT ABOUT ATHLETICS? EVERYBODY ELSE WOULD HAVE TO CHANGE, YOU KNOW. WELL, BELLINGHAM CHANGED THEIR BELL TIMES BEFORE. SO, HOW ARE THEY HANDLING THAT IF OTHER SCHOOL DISTRICTS GET OUT AT DIFFERENT TIMES THAN THEY DO? SO I THINK THAT WOULD BE REALLY VALUABLE INFORMATION. AND I THINK TO THAT END, AND IF THERE ARE OTHER QUESTIONS, I'M GOING TO KIND OF WRAP THIS UP, FOLKS. SO IF THERE ARE OTHER QUESTIONS THAT YOU WOULD LIKE MARCUS AND HARLEEN TO BE ASKING, CERTAINLY E-MAIL THEM. I THINK THAT SOME OF THOSE QUESTIONS AS WE LOOK THROUGH THE REPORT, FROM WHAT I'VE SEEN OF IT, SOME OF THOSE ISSUES THE COMMITTEE, THE ADVISORY COMMITTEE, DID ADDRESS AND TALK ABOUT.
AND SO I WANT TO FIRST AND FOREMOST ACKNOWLEDGE THEM AND THANK THEM FOR THE TIME AND THE EFFORT THAT THEY PUT INTO IT.
BECAUSE THAT WAS NOT AN EASY TASK. AND IT SOUNDS LIKE, FROM WHAT I HEARD, THEY WENT INTO IT PRETTY OPEN-MINDED AND CAME OUT OF IT WITH AN ASSESSMENT AND ASKED A LOT OF THESE QUESTIONS. I THINK READING THEIR FULL REPORT IS GOING TO BE IMPORTANT TO US AS BOARD MEMBERS, NOT ONLY TO HONOR THE COMMITMENT AND THE WORK THAT THEY DID, BUT TO HONOR THAT PROCESS AND TO GET SOME MORE INFORMATION.
CERTAINLY WANT TO THANK RAV AND TOM FOR BEING HERE TONIGHT AND GIVING US INPUT. AGAIN, THIS IS REMINDING ME A LOT OF THE, YOU KNOW, WHICH ELEMENTARY SCHOOL IS THE BEST TO CLOSE. THERE'S NOT A BEST TO CLOSE. I MEAN, YOU KNOW, EVERYBODY HAS A STRONG FEELING.
YOU KNOW, UNFORTUNATELY, OUR JOB AS A BOARD IS TO TAKE THIS INFORMATION AND TRY TO PULL AWAY, AS I SAY, COMES IN MY FIELD. WHEN PEOPLE BRING THEIR PET INTO ME, THERE'S A LOT OF EMOTION ASSOCIATED WITH WHAT'S GOING ON. I HAVE TO TRY AND TAKE THAT EMOTION AWAY AND GIVE THEM THE FACTS, NOT IN A COLD, HARD WAY, BUT, YOU KNOW, SORTING OUT THE FACTS OF THE ISSUE SO THAT WE CAN MAKE A GOOD DECISION AND A DECISION THAT'S BEST FOR THE COMMUNITY, THE STUDENTS, WHETHER THAT BE THE HIGH SCHOOL STUDENTS, THE ELEMENTARY SCHOOL STUDENTS, THE MIDDLE SCHOOL STUDENTS.
YOU KNOW, WE'VE GOT THE WHOLE DISTRICT.
WE'VE GOT THE WHOLE COMMUNITY.
SO THERE'S A LOT OF INFORMATION. SO THIS ISN'T GOING TO BE A DECISION THAT WE'RE GOING TO BE ABLE TO JUST, YOU KNOW, IN 10 MINUTES AT THE NEXT MEETING,
[02:25:01]
MAKE A CALL ON. SO, AGAIN, APPRECIATE ALL THE WORK THAT PEOPLE ARE PUTTING INTO READING. CERTAINLY ENCOURAGE THE COMMUNITY.CONTINUE TO GIVE US YOUR FEEDBACK.
THAT'S PART OF HOW WE HEAR WHAT'S GOING ON AND WHAT YOU'RE THINKING AND MAKES US ASK MORE QUESTIONS THAN WHAT, YOU KNOW, THE FIVE OF US CAN COME UP WITH. AND SO WITH THAT, YOU KNOW, I'M, LIKE I SAID, GOING TO WRAP UP THIS CONVERSATION, BUT WE'LL BE CONTINUING IT, MORE SO AT OUR NEXT MEETING ON THE 31ST. WE WILL PROBABLY, WHEN WE PLAN THAT MEETING, SET A TIME LIMIT ON THAT CONVERSATION BECAUSE OTHERWISE WE COULD GO ALL NIGHT. BUT, AGAIN, IF THERE ARE QUESTIONS, PARTICULARLY THAT PEOPLE HAVE, OR IF THERE'S PARTICULAR INFORMATION THAT YOU'RE LOOKING FOR OR FROM THIS CONVERSATION HAS MADE YOU GO, OH, WHAT ABOUT THAT? PLEASE GET THOSE QUESTIONS TO, YOU CAN FUNNEL THEM TO ME IF THEY'RE STUDENT QUESTIONS, FUNNEL THEM TO HARLEEN AND MARCUS. SO THAT WE CAN TRY TO GET THE INFORMATION TOGETHER AND START PUTTING SOME ANSWERS TO THE TOPIC SO THAT WE CAN WORK TOWARDS A DECISION. DOES THAT MAKE SENSE TO EVERYBODY? SOUND GOOD? OKAY. SO AT THE NEXT MEETING, IT'S JUST SIMPLY A DISCUSSION? I, UNLESS THERE IS SOME, YOU KNOW, DIVINE REVELATION, I HAVE A FEELING IT'S GOING TO BE MORE DISCUSSION.
BUT CAN I CLARIFY, JUST BECAUSE I THINK THE ANXIETY, I KNOW MY ANXIETY, MY TEAM'S ANXIETY, BUT I THINK ALSO FAMILIES, THAT WHAT I'M HEARING LOUD AND CLEAR IS NEXT YEAR, SWITCHING BELL TIMES NEXT YEAR, IF THE BOARD MOVES IN THAT DIRECTION, IS OFF THE TABLE. I WOULD BE, I WOULD AGREE WITH THAT. I THINK THAT'S JUST IMPORTANT INFORMATION TO GET OUT THERE SO PEOPLE CAN RELAX AND KNOW THAT THIS IS NOT SOMETHING THEY'VE GOT TO START SOLVING RIGHT AWAY.
SO I THINK THAT IN ITSELF, WILL LOWER THE TEMPERATURE ON THE CONVERSATION A LITTLE BIT.
26, 27 WILL. THAT'S NOT A DECISION. I'M JUST SAYING THAT WE DON'T HAVE TO. IT'S NOT A VOTE. NO. JUST THE BUDGET CONSIDERATIONS ALONE, HAVING TO PUT A PRICE TAG ON THE SHIFTS, IT'S GOING TO BE SOMETHING THAT YOU COULDN'T JUST TURN ON A DIME ANYWAY, RIGHT? YEAH. SO JUST A LOT MORE WORK TO DO THAN THE NEXT COUPLE MONTHS. DOES THAT COUNT? GREAT. OKAY. I JUST NEED TO KNOW. OKAY. SO WITH THAT,
[3. SHARING]
AGAIN, I'M GOING TO, UNLESS ANYBODY HAS SOMETHING REALLY PRESSING TO SHARE, JUST AS A REMINDER, THERE IS MATH OLYMPIAD TOMORROW NIGHT. JUST ONE QUICK QUESTION. SO THIS PARTICULAR WORK SESSION WAS SIMPLY ON THE BELL TIME CHANGE AND NOT ON ANY OTHER ASPECTS OF ATTENDANCE. BECAUSE, YOU KNOW, I MEAN, KRISTI HAD MENTIONED EARLIER, PEOPLE LEAVING CAMPUS AND NOT COMING BACK LIKE AROUND LUNCH TIMES.THERE WAS, APPARENTLY, THAT WAS A CONVERSATION, I KNOW THAT, YEAH, WE HAVE LOTS OF WORK TO DO ON ATTENDANCE. LIKE, THIS IS JUST THE BEGINNING. I SHARED SOME DATA, THE FACTS AROUND BACKUP PROCESS AND EVERYTHING FOR YOU TO SHARE SOME ACTUAL DATA AROUND IT. I THINK WHAT THE BOARD NEEDS TO DECIDE, YOU'RE GOING TO REVIEW THE LETTER THAT SELENA AND I DRAFTED AS JUST A FIRST DRAFT. GIVE ME YOUR FEEDBACK ON IT, AND LET'S PERSONALIZE IT AS A BOARD.
BECAUSE I DO THINK WHY THE CELL PHONE POLICY WORKS SO WELL IS BECAUSE IT CAME FROM THE TOP DOWN THAT THIS MATTERS. AND CURRENTLY, RIGHT NOW, WHAT'S HAPPENING WITH ATTENDANCE IS WE ARE WORKING ON IT AT THE DISTRICT LEVEL, AT THE BUILDING LEVEL. BUT HAVING YOUR SUPPORT AND YOU TAKING A STRONG STANCE PUBLICLY MAKES A HUGE DIFFERENCE. SO I WOULD ASK THAT YOU COME OUT STRONG ON THAT. SO, AGAIN, OUR HOMEWORK, READING THIS LETTER, GIVING KRISTI FEEDBACK.
IT'LL BE UP. WE'LL BE DISCUSSING THAT MORE SO AT THE NEXT MEETING. READING THE INFORMATION THAT WAS PUT TOGETHER BY THE BELL TIME ADVISORY COMMITTEE AND COMING TO THE MEETING AND PREPARED TO DISCUSS THAT NEXT ON THE 31ST. AND IF THERE ARE ANY QUESTIONS, THOUGHTS, WONDERS, PONDERS THAT YOU HAVE AS FAR AS PARTICULARLY STUDENT ORIENTED. GET THOSE TO HARLEEN AND MARCUS SOONER RATHER THAN LATER, BECAUSE THEY'LL BE STARTING TO TALK TO DIFFERENT ONES. AND SIMILARLY, IF THERE'S QUESTIONS AS YOU'RE READING THROUGH THAT ADVISORY COMMITTEE REPORT, IF THERE'S QUESTIONS THAT YOU HAVE, FUNNELING THOSE THROUGH ME, AND THEN KRISTI AND I WILL WORK ON THOSE TO GET ANSWERS. AGAIN, WITH THE GOAL BEING TO HAVE A GOOD DISCUSSION AT OUR NEXT MEETING AND PRODUCTIVE GETTING MOVING TOWARDS A DECISION. OKAY.
[02:30:01]
WITH ALL THAT SAID, AGAIN, THANK YOU TO EVERYONE THAT, FOR YOUR PARTICIPATION IN THE MEETING. THANK YOU FOR FOR THOSE THAT JOINED US, WHETHER ONLINE OR IN THE STUDIO AUDIENCE. AND AGAIN, JOIN US AGAIN ON THE 31ST. THOSE THAT HAVE OPINIONS ABOUT THIS, FEEL FREE TO EMAIL US OR COME AND GIVE PUBLIC COMMENT AT OUR MEETING ON THE 31ST. THANK YOU VERY MUCH. MEETING ADJOURNED.* This transcript was compiled from uncorrected Closed Captioning.