[1. CONVENE]
          [00:00:05]
          GOOD EVENING AND WELCOME TO THE MARCH MEETING OF THE FERNDALE SCHOOL BOARD. 
          THANK YOU FOR JOINING US WHETHER YOU'RE HERE IN THE STUDIO AUDIENCE OR ONLINE. 
          THE PURPOSE OF THIS AND EVERY OTHER SCHOOL BOARD MEETING IS TO CONDUCT THE BUSINESS OF THE BOARD. 
          THAT BUSINESS IS TO FACILITATE THE MISSION OF OUR DISTRICT WHICH STATES, WE THE FERNDALE SCHOOL DISTRICT PREPARE EACH STUDENT TO THRIVE IN AN EVER-CHANGING WORLD BY PROVIDING A RIGOROUS EDUCATION THAT FOSTERS ACADEMIC GROWTH, NURTURES CONFIDENCE, AND ENCOURAGES CRITICAL THINKING. 
          OUR COMMITMENT TO HIGH EXPECTATIONS ENSURE 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 AND COMPASSION, PREPARING STUDENTS FOR THEIR FUTURE. 
          TO FAITHFULLY EXECUTE THAT PURPOSE, THE BOARD NEEDS TO HEAR AND DISCUSS A WIDE ARRAY OF OPINIONS ON EACH ISSUE. 
          THAT PROCESS IS BEST SERVED WHEN ALL INVOLVED FOCUS ON THE ISSUES RATHER THAN THE PERSONALITIES. 
          A COUPLE OF QUICK HOUSEKEEPING MATTERS BEFORE WE START. 
          IN THE EVENT OF AN EMERGENCY, THE SAME DOOR YOU CAME IN IS THE WAY WE EXIT. 
          IF YOU NEED THE RESTROOMS, THEY'RE OUT THE DOOR, UP THE RAMP, AND THEY'RE TO YOUR LEFT. 
          SO WITH THAT, WE'LL GO AHEAD AND START OUR MEETING. 
          AND IF YOU'LL PLEASE JOIN ME IN A SALUTE TO OUR 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. 
          WE'LL NOW HAVE THE LAND ACKNOWLEDGEMENT. 
          WE, THE FERNDALE SCHOOL DISTRICT, ACKNOWLEDGE WE ARE RESIDING ON THE TRADITIONAL, ANCESTRAL, AND UNCEDED TERRITORY OF THE LUMMI PEOPLE. 
          THE LUMMI PEOPLE ARE THE ORIGINAL INHABITANTS OF WASHINGTON'S NORTHERNMOST COAS IN SOUTHERN BRITISH COLUMBIA. 
          THEY LIVE IN VILLAGES THROUGHOUT THIS TERRITORY AND CONTINUE TO HAVE AN ONGOING RELATIONSHIP WITH THESE AREAS. 
          SINCE TIME IMMEMORIAL, THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL, ANCESTRAL, AND UNCEDED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE. 
          WE HONOR THEIR ANCESTORS AS WE ACKNOWLEDGE THE PAST, PRESENT, AND FUTURE LUMMI PEOPLE AS ORIGINAL INHABITANTS OF THIS LAND. 
          THANK YOU, MARCUS. 
          [2. APPROVAL OF MINUTES]
SO, WE WILL START THE MEETING WITH THE APPROVAL OF THE MINUTES FROM OUR LAST MEETING AND TWO STUDY SESSIONS. 
          ARE THERE ANY CHANGES OR AMENDMENTS TO THE MINUTES OR A MOTION TO ACCEPT THEM? SEEING NO CHANGES, I PROPOSE THAT WE ACCEPT THE MINUTES AS THEY ARE. 
          OKAY. 
          IT HAS BEEN MOVED THAT WE ACCEPT THE MINUTES AS PRESENTED. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. 
          AYE. 
          ALL OPPOSED? MINUTES HAVE BEEN ACCEPTED. 
          [3. ADOPTION OF AGENDA [GC-4.7]]
THAT TAKES US ON TO ADOPTING THE AGENDA. 
          AND AS WE PREPARE TO ADOPT TONIGHT'S AGENDA, THE CHAIR WOULD LIKE TO PROPOSE A COUPLE OF CHANGES. 
          FIRST, THAT WE MOVE ITEM 9.06, THE APPROVAL OF THE HIRING OF PERSONNEL LEAVES RESIGNATIONS AND RETIREMENTS FROM THE CONSENT AGENDA TO MATTERS RESERVED FOR THE BOARD. 
          WHILE THE APPROVAL OF HIRING, LEAVES, RESIGNATIONS, AND RETIREMENTS ARE TYPICALLY PART OF THE CONSENT AGENDA. 
          TONIGHT'S DOCKET INCLUDES THE APPROVAL OF COACHES, AND BRIAN BEING ONE OF THOSE COACHES OF OUR BOYS' AND GIRLS' TENNIS TEAMS, WHICH HE WILL BE HERE SHORTLY FROM WHAT I HEAR, THEY'RE IN THE MIDDLE OF A MATCH. 
          BY REMOVING THIS ITEM FROM THE CONSENT AGENDA, IT ALLOWS BRIAN TO ABSTAIN FROM THIS SINGLE ITEM DUE TO THE OBVIOUS CONFLICT OF INTEREST AND VOTE ON THE REMAINING ITEMS. OF THE CONSENT AGENDA AS OPPOSED TO HAVING TO ABSTAIN FROM VOTING ON THE ENTIRE CONSENT AGENDA. 
          I WOULD ALSO LIKE TO PROPOSE THAT IN THE INTEREST OF NOT BEING STALEMATED, THAT THE DISCUSSION RELATED TO ITEM 7.01, THE BELL TIME ADVISORY COMMITTEE RECOMMENDATION, BE LIMITED TO 45 MINUTES OR LESS AS PART OF TONIGHT'S MEETING. 
          MAY I ALSO MAKE A REQUEST? IT'S REGARDING THE SEXUAL HARASSMENT POLICY. 
          I NOTICED A NUMBER OF THINGS IN THERE, AND I RECOGNIZE THIS IS A WASDA CHANGE, RIGHT? AND SO WHAT I WAS GOING TO PROPOSE TO HAVE US DO IS GO AHEAD AND ADOPT IT BECAUSE OBVIOUSLY WE NEED THE CHANGES IN PLACE BECAUSE OF LEGISLATION OR SOME SUCH. 
          BUT AT THE SAME TIME, I THINK WE COULD CLEAN UP THE LANGUAGE A LITTLE BIT. 
          THERE'S SOME AWKWARDNESSES IN THERE THAT I THINK NEED TO BE MOPPED UP AND THAT COULD BE DONE FOR 
          [00:05:01]
NEXT MEETING IF THAT'S POSSIBLE WELL, AT THIS POINT, IT'S ONLY THERE TO BE RECEIVED TONIGHT AND FOR DISCUSSION NEXT. 
          OKAY. 
          SO WE CAN, BUT IT WOULD GIVE EVERYBODY A CHANCE TO READ IT AND LOOK FOR THAT AND TALK ABOUT IT NEXT TIME. 
          OKAY. 
          OKAY. 
          ANY OTHER CHANGES? I MOVE THAT WE ADOPT THE AGENDA WITH THE CHANGES THAT YOU HAD SUGGESTED. 
          OKAY, SO IT HAS BEEN MOVED THAT WE ADOPT THE AGENDA WITH THE CHANGES RECOMMENDED BY THE CHAIR. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. 
          ALL OPPOSED? OKAY, THE AGENDA HAS BEEN ADOPTED, 
          [4. PUBLIC COMMENT [GC-3.3]]
AND THAT WILL ALLOW US TO MOVE ON TO ITEM 4.01, WHICH IS RECEIVING PUBLIC COMMENT. 
          PUBLIC COMMENT IS A TIME WHEN THE BOARD CAN HEAR FROM THE COMMUNITY WHAT IS ON THEIR MIND AND IMPORTANT TO THEM PARTICULARLY AS IT RELATES TO WHAT IS HAPPENING WITHIN THE SCHOOL DISTRICT. 
          WE APPRECIATE RESPECTFUL, CONSTRUCTIVE CRITICISM AND WELCOME SUGGESTIONS FOR SOLUTIONS. 
          PUBLIC COMMENT IS NOT A TIME FOR DISCUSSION. 
          IT IS A TIME FOR THE BOARD TO LISTEN. 
          BOARD MEMBERS MAY INTERJECT TO ASK CLARIFYING QUESTIONS OR MAY DIRECT SOMEONE, MOST OFTEN THE SUPERINTENDENT, TO TAKE FUTURE ACTION RELATED TO THE STATEMENTS. 
          BUT AGAIN, IT IS NOT A TIME FOR DISCUSSION. 
          OUR SILENCE IS NOT A SIGNAL OF AGREEMENT OR DISAGREEMENT. 
          IT IS MEANT TO RESPECTFULLY HEAR WHAT YOU HAVE TO SAY. 
          PUBLIC COMMENT IS NOT THE ONLY WAY TO COMMUNICATE WITH THE BOARD. 
          THOSE THAT ARE NOT COMFORTABLE SPEAKING IN FRONT OF A GROUP ARE CERTAINLY WELCOME TO CONTACT THE BOARD VIA PHONE OR EMAIL. 
          WE ROUTINELY HEAR FROM A NUMBER OF CONSTITUENTS AND DISTRICT STAKEHOLDERS EACH MONTH AND ASSIMILATE A WIDE RANGE OF INPUT ON DISTRICT ISSUES. 
          WE APPRECIATE HEARING FROM THE COMMUNITY AND INVITE THEM TO USE WHATEVER MODE OF COMMUNICATION THEY FEEL MOST COMFORTABLE WITH IN DOING SO. 
          OUR CONTACT INFORMATION IS READILY AVAILABLE ON THE DISTRICT WEBSITE. 
          EACH SPEAKER IS ENTITLED TO THREE MINUTES, AND WE HAVE A TOTAL ALLOTTED TO 45 MINUTES. 
          IT DOESN'T LOOK LIKE WE'LL BE NEEDING THAT MUCH TIME TONIGHT, BUT WITH THAT, WE'LL GO AHEAD AND GET STARTED. 
          AND FIRST ON THE DOCKET IS MICHELLE MCMASTERS. 
          MICHAEL, SORRY. 
          MY APOLOGIES. 
          AND ALL THAT. 
          OH, I'M SORRY. 
          DID I JUST JUMP ON? ANYWAY, EVERY YEAR, SINCE I'M KIND OF NEW TO THIS PROFESSION, IN A SENSE, I'VE NOTICED THAT IN OUR PROFESSION, WE'RE A HIGHLY ADAPTABLE GROUP OF PEOPLE. 
          EVERY YEAR, SOMETHING CHANGES. 
          EVERY YEAR, CURRICULUM CHANGES. 
          EVERY YEAR, ENROLLMENT CHANGES, GRADE LEVEL, ALL THAT KIND OF STUFF. 
          AND I'VE NOTICED THAT MY COWORKERS ARE HIGHLY ADAPTIVE PEOPLE, SO I'M NOT GOING TO STATE ANY CONCERNS REGARDING TEACHERS AND THEIR ADAPTABILITY TO THIS PER SE. 
          BUT I WILL SAY THAT IN THE THOUGHTS SURROUNDING THE GOAL. 
          IF YOU'LL FORGIVE ME FOR QUOTING SUN TZU, ART OF WAR HERE. 
          IF YOU TRULY UNDERSTAND YOURSELF AND TRULY UNDERSTAND YOUR ENEMY, YOU CAN KIND OF WIN ANY FIGHT REALLY, IS KIND OF THE PHILOSOPHY THERE. 
          AND I THINK THAT IN THIS IN THIS INSTANCE, THE CONSIDERATIONS IT SOUNDS TO ME I'VE JUST HEARD SORT OF SECONDHAND THAT A LOT OF THINGS HAVE BEEN CONSIDERED REGARDING THIS AND EVERYTHING FROM RESEARCH TO YOU KNOW FOR THE FOR THE OPTIMIZATION OF LEARNING AND SO ON. 
          BUT I WOULD JUST SAY THAT IN THAT, MY CLASSROOMS TYPICALLY SPEAKING, SO MY SCHOOL IS 56% LOW INCOME. 
          I HAVE 27 STUDENTS, 24 OF WHICH HAVE PHONES. 
          I HAVE CIRCUMSTANCES WHERE KIDS SHOW UP UNFED, UNWASHED, WHATEVER. 
          AND I WOULD JUST SAY THAT IF WE DON'T FIND SOLUTIONS TO SOFTEN THE BLOW TO FAMILIES SPECIFICALLY. THAT WILL REVERBERATE INTO CLASSROOMS AND THEN EDUCATIONAL GOALS WILL THEN BE SORT OF NULL AND VOID. 
          AND I SORT OF FEEL IT IS, I HAVE, I HONESTLY DON'T HAVE A PREFERENCE ABOUT THE START TIME, TO BE HONEST WITH YOU. 
          MY DAUGHTER IS A BELLINGHAM KIDDO AND SHE STARTS AT, I GET HER ON THE BUS AT 7.06. 
          BUT I HAVE A NUMBER OF LUMMI CHILDREN THAT WOULD BE GETTING ON THE BUS MUCH SOONER THAN THAT, I BELIEVE. 
          AND SO THOSE FAMILIES WOULD THEN NEED NOT OLY ADDITIONAL HELP GETTING MANAGED GETTING ON TWO BUSES BECAUSE WE DO LOSE QUITE A FEW KIDS WHO DIDN'T MAKE THE BUS BUT WHAT TO DO WITH THEM 
          [00:10:03]
AFTER SCHOOL AND AND I THINK THERE'S A LOT OF CONCERN BECAUSE A LOT OF THE FAMILY ARRANGEMENTS THAT I'VE HEARD OF WHERE OLDER KIDS TAKING CARE OF YOUNGER KIDS AND NOW THAT REVERSAL OF THAT WOULD MEAN THAT WE WOULD NEED TO CONSIDER SORT OF HOW TO MANAGE THOSE THINGS AND IF WE COULD SERVE IN THAT WAY I FEEL LIKE THE BIG ONE IS JUST TO KIND OF KEEP IN MIND THAT EVERY STRESSOR ADDED TO A FAMILY IS ADDED TO THE CHILD, AND EVERY STRESSED-OUT CHILD THAT SHOWS UP IN OUR CLASSROOM LEARNS LESS. 
          AND THAT'S A HEAVY FACTOR IN THIS. SO THANK YOU. 
          THANK YOU, MICHAEL. 
          APPRECIATE THAT. 
          NEXT IS DAN PHAM. 
          GOOD EVENING. 
          MY NAME IS DAN PHAM. 
          I IDENTIFY AS A FERNDALE RESIDENT. 
          TONIGHT, I'D LIKE TO BRIEFLY HIGHLIGHT A RECENT DEVELOPMENT IN EDUCATION POLICY THAT IS WORTH THIS BOARD'S ATTENTION. 
          IN FEBRUARY, TEXAS LAUNCHED A NEW SCHOOL CHOICE PROGRAM CALLED EDUCATION FREEDOM ACCOUNTS. 
          WITHIN LESS THAN TWO WEEKS, MORE THAN 100,000 STUDENTS APPLIED. 
          ON THE VERY FIRST DAY ALONE, OVER 40,000 APPLICATIONS WERE SUBMITTED SETTING A NATIONAL RECORD. 
          THAT LEVEL OF DEMAND IS NOT THEORETICAL OR POLITICAL MESSAGING. 
          IT IS A MEASURABLE RESPONSE FROM FAMILIES. 
          THE PROGRAM PROVIDES APPROXIMATELY $10,000 PER STUDENT THROUGH EDUCATION FACE SAVINGS ACCOUNT, WHICH CAN BE USED FOR PRIVATE SCHOOL TUITION, HOMESCHOOLING EXPENSES, TUTORING, OR CAREER AND TECHNICAL EDUCATION. 
          WHAT IS PARTICULARLY IMPORTANT IS WHO IS APPLYING. 
          ACCORDING TO THE TEXAS COMPTROLLER'S OFFICE, ABOUT 70% OF APPLICANTS COME FROM LOW- AND MIDDLE-INCOME HOUSEHOLDS, AND A MAJORITY OF EARLY APPLICANTS QUALIFIED FOR PRIORITY CONSIDERATION BASED ON FINANCIAL NEED. 
          THIS FACT DIRECTLY CHALLENGES THE COMMON CLAIM THAT SCHOOL CHOICE PRIMARILY BENEFITS WEALTHY FAMILIES. 
          IN THIS CASE, DEMAND IS LARGELY DRIVEN BY FAMILIES SEEKING ALTERNATIVES THEY OTHERWISE COULD NOT AFFORD. 
          JUST AS IMPORTANT, IF APPLICATIONS EXCEED AVAILABLE FUNDING, THE PROGRAM USES A LOTTERY SYSTEM TO PRIORITIZE LOW-INCOME AND SPECIAL NEEDS STUDENTS. 
          REGARDLESS OF WHERE ONE STANDS ON SCHOOL CHOICE POLICY, THIS DATA RAISES AN IMPORTANT QUESTION. 
          WHY ARE SO MANY FAMILIES ACTIVELY SEEKING ALTERNATIVES TO THEIR ASSIGNED GOVERNMENT SCHOOLS? THE HIGH NUMBER OF APPLICATIONS IN LESS THAN TWO WEEKS SIGNALS A GAP BETWEEN WHAT FAMILIES WANT AND WHAT THEY BELIEVE THEY ARE CURRENTLY RECEIVING. 
          SCHOOL DISTRICTS SHOULD VIEW THIS STRONG INTEREST IN EDUCATIONAL CHOICE NOT AS A POLITICAL ISSUE, BUT AS A MESSAGE THAT FAMILIES ARE ASKING FOR MORE FLEXIBILITY, CUSTOMIZATION, AND CONTROL OVER THEIR CHILDREN'S EDUCATION. 
          IF PUBLIC SCHOOLS WANT TO REMAIN THE FIRST CHOICE FOR FAMILIES, THEN THE FOCUS SHOULD BE ON DELIVERING RESULTS, ADAPTING TO STUDENT NEEDS, AND DEMONSTRATING CLEAR VALUE, NOT ASSUMING ENROLLMENT BY DEFAULT. 
          THE TAKEAWAY IS STRAIGHTFORWARD. 
          WHEN GIVEN OPTIONS, FAMILY WILL ACT ON THEM. 
          THE QUESTION IS WHETHER WE ARE PAYING ATTENTION TO WHY. THANK YOU. 
          THANK YOU, DAN. 
          NEXT, I HAVE LIZZIE STAUFFER. 
          ARE YOU GUYS ALL TOGETHER? YES. 
          OKAY. 
          HELLO, I AM LIZZIE STAUFFER. 
          I'M CHARLOTTE BACHMAN. 
          AND I'M AYLA VAUGHN. 
          WE WANT TO BRING ATTENTION TO COMPOSTING AND HOW WE BELIEVE FERNDALE HIGH SCHOOL SHOULD HAVE BINS IN EVERY CLASSROOM AND IN OUR CAFETERIA SO WE CAN COMPOST WHAT WOULD HAVE OTHERWISE BEEN FOOD WASTE. 
          THE REASON WE CARE SO MUCH ABOUT FOOD WASTE IS BECAUSE WE WANT TO CREATE A HEALTHY AND SUSTAINABLE ENVIRONMENT FOR FUTURE GENERATIONS. 
          OUR HOPE IS TO REDUCE THE AMOUNT OF ORGANIC WASTE GOING TO LANDFILLS, WHICH WOULD ALLOW MORE NUTRIENTS TO BE USED FOR AGRICULTURE, CREATING A MORE CIRCULAR SYSTEM. 
          ONE OF THE REASONS WE ARE BRINGING THIS UP IS BECAUSE LEGALLY, SCHOOLS THAT PRODUCE MORE THAN 96 GALLONS OF ORGANIC WASTE A WEEK ARE REQUIRED TO COMPOST. 
          THAT'S LESS THAN HALF A CUBIC YARD. 
          ACCORDING TO THE 2024 ORGANICS MANAGEMENT LAW, ALL BUSINESSES ARE REQUIRED TO ARRANGE FOR ORGANIC MATERIAL 
          [00:15:01]
MANAGEMENT SERVICES LIKE SSE TO PICK UP AND FERRY ORGANIC WASTE TO A COMPOSTING FACILITY. 
          THE LAW CONSIDERS ALL PUBLIC AND NON-PROFIT ENTITIES SUCH AS SCHOOLS, CHURCHES, AND HOSPITALS AS BUSINESSES. 
          THERE ARE EXEMPTIONS THAT CAN APPLY TO A BUSINESS THOUGH ACCORDING TO MY RESEARCH NONE OF THE EXEMPTIONS APPLY TO FERNDALE HIGH SCHOOL. 
          THE MINIMUM PENALTY FOR THE FIRST VIOLATION OF THIS LAW IS A $500 FINE, AND THE SECOND VIOLATION IS A $700 FINE. 
          AND REGISTERING THE SCHOOL TO START COMPOSTING CAN'T BE EASIER. 
          YOU'LL JUST GO TO THE SSC-INC.COM, GO TO THE COMMERCIAL DROP-DOWN MENU, AND CLICK THE FOOD PLUS YARD WASTE BUTTON, HIT START SERVICE, AND FILL OUT THE PROVIDED FORM. 
          WE PLAN ON PUTTING COMPOST BINS IN EACH CLASSROOM AND A FEW IN THE CAFETERIA. 
          THIS WILL BE PICKED UP BY THE LEADERSHIP STUDENTS ON THE REGULAR ROUTE THEY TAKE TO EMPTY WASTE BINS, AND COMPOSTING SHOULD BE EVEN MORE BUDGET-FRIENDLY THAN GARBAGE OR RECYCLING. 
          THANK YOU FOR YOUR TIME IN HEARING OUR CONCERNS ABOUT COMPOSTING. 
          IF YOU HAVE ANY QUESTIONS, ASK NOW, OR YOU CAN CONTACT OUR GROUP MEMBER, LIZZIE STAUFFER. 
          THEIR NUMBER IS 360-483-6612, AND THE CONTACT INFORMATION FOR SSE IS INFO@SSE.COM-INC.COM. 
          THANK YOU SO MUCH. 
          THANK YOU. 
          I HAVE A QUESTION. 
          YOU MENTIONED 96 GALLONS PER WEEK IS THE LIMIT BEFORE NEEDING TO DO THAT. 
          DO YOU HAVE ANY IDEA WHAT WE HAVE PER WEEK HERE? WE DON'T HAVE AN EXACT NUMBER, BUT FROM WHAT WE'VE SEEN AT FERNDALE HIGH SCHOOL, LIKE JUST LOOKING IN OUR CAFETERIA, A CUBIC YARD OR 96 GALLONS IS KIND OF ABOUT THIS BIG. 
          AND THAT IS ABOUT HALF THE SIZE OF OUR USUAL TOTERS IN THE CAFETERIA THAT USUALLY FILL UP ALL THE WAY. 
          AND THAT DOES INCLUDE TRAYS, WHICH ARE COMPOSTABLE. 
          ANOTHER QUESTION AS WELL. 
          WHAT HAPPENS IF SOMEBODY THROWS REGULAR GARBAGE IN THE COMPOST BOWL? PEGGY? SO WE CAN'T DISCUSS, YOU KNOW, SO. 
          HOW ABOUT THIS? CAN I MEET WITH YOU THREE, AND THEN WE WILL BRING SOME INFORMATION BACK TO THE BOARD? ABSOLUTELY. 
          THANK YOU AGAIN. 
          THANK YOU FOR YOUR TIME. 
          OKAY. 
          SO THAT IS ALL THAT WE HAVE LISTED AS FAR AS PUBLIC COMMENT TONIGHT. 
          AGAIN, IF ANYONE IS INTERESTED IN SHARING THEIR THOUGHTS AND OPINIONS WITH THE BOARDS, WE'RE HAPPY TO HELP AND OUR CONTACT INFORMATION IS AVAILABLE ONLINE. 
          [5. SHARING [GC-7.E.]]
WITH THAT, WE'LL MOVE ON TO THE NEXT ITEM ON OUR AGENDA, WHICH IS SUPERINTENDENT SHARING. 
          AND I'LL TURN THINGS OVER TO KRISTI. 
          HI, EVERYONE. 
          GOOD TO SEE YOU. 
          IT FEELS LIKE IT'S ACTUALLY BEEN QUITE A WHILE, BUT I DON'T THINK IT'S BEEN THAT LONG. 
          HAS IT BEEN A COUPLE WEEKS? YEAH. 
          I DON'T KNOW. 
          TIME IS FLYING. 
          OKAY, SO LET'S GET INTO THIS. 
          A LOT HAS HAPPENED, ACTUALLY, IN THE LAST LITTLE BIT. 
          FIRST OF ALL, I WANT TO THANK THE BOARD MEMBERS WHO HELPED OUT WITH MATH OLYMPIAD. 
          I WAS BUMMED TO MISS, BUT I WAS VERY GRATEFUL THAT ALL OF YOU WERE ABLE TO GO, AND IT SOUNDS LIKE HAVING IT AT FERNDALE HIGH SCHOOL WAS ACTUALLY A PLUS. 
          SO I THINK WE'LL KEEP DOING THAT IN THE FUTURE. 
          WE'VE ALSO HAD DIFFERENT OPPORTUNITIES FOR STUDENTS IN TERMS OF WE HAD THE LIA CONFERENCE. 
          IT'S THE REGIONAL CONFERENCE. 
          AND I CAN PROUDLY SAY THAT FERNDALE TOOK HOME THE MOST AWARDS, INCLUDING CASCADIA ELEMENTARY BEING CALLED OUT AS ROOKIE SCHOOL OF THE YEAR. 
          SO VERY PROUD OF ALL THE WORK HAPPENING THERE. 
          WE HAD OUR MULTICULTURAL NIGHT, ONE OF MY FAVORITE STORIES. 
          AND, NANCY, I'M GOING TO CALL YOU OUT ON THIS ONE. 
          I ASKED NANCY HOW IT WENT AND SHE GOES, WELL, I SAID I WOULD MAKE DINNER WHEN I GOT HOME AND THEN I CONTACTED MY HUSBAND AND SAID, SORRY, I'M EATING HERE. 
          SO THE FOOD WAS GREAT AND IT WAS PACKED. 
          AND AGAIN, THEY TRIED A NEW LOCATION AND THAT WAS GREAT AS WELL. 
          THERE'S BEEN SOME DIFFERENT OPPORTUNITIES IN TERMS OF PARENT EDUCATION AROUND BLOCK PLAY. 
          SOME CTE PATHWAYS HAVE BEEN GOING ON, OUR SPRING SPORTS ARE GOING ON, SO THERE'S JUST BEEN A TON HAPPENING IN MARCH. 
          AND THE WEATHER OUTSIDE, SPRING BREAK IS COMING NEXT WEEK, SO PEOPLE ARE FEELING EXCITED. 
          AS I SAID, SPRING BREAK'S NEXT WEEK. 
          SCHOOLS ARE CLOSED, AND I THINK THAT IS IMPORTANT TO NOTE BECAUSE SOMEONE, I SAW SOMEONE ONLINE TODAY ASK WHEN SPRING BREAK IS, SO IT'S NEXT WEEK. 
          AND WE WILL BE SHUTTING THE DISTRICT OFFICE ON FRIDAY. 
          PEOPLE ARE STILL WORKING ON FRIDAY, BUT THAT'S ONE OF OUR COST-SAVING MEASURES, 
          [00:20:01]
AS YOU REMEMBER, DURING BREAKS. 
          WE TRY TO CLOSE DOWN SO WE DON'T HAVE TO HIRE ANY SUBSTITUTES OR ANYTHING FOR THAT PARTICULAR DAY. 
          SO JUST KNOW IF YOU NEED TO GET A HOLD OF ANYONE AT THE DISTRICT OFFICE, MONDAY THROUGH THURSDAY IS THE DAY. 
          AND THEN ATTENDANCE. 
          THE BOARD HAS CALLED OUT ATTENDANCE AS A GOAL. 
          THANK YOU TO THOSE WHO PROVIDED SOME FEEDBACK. 
          I'M GOING TO WORK WITH SELENA TO GET OUT THE FINAL MESSAGE FROM THE BOARD TO THE COMMUNITY ABOUT ATTENDANCE. 
          IF YOU STILL WOULD LIKE TO GIVE ME SOME INPUT ON WHAT I SENT YOU, LET ME KNOW. 
          SELENA AND I WILL MAKE SURE THAT THAT DOES NOT GO OUT UNTIL EVERYONE KNOWS SO YOU'LL BE AWARE. 
          BUT I WANT TO MAKE YOU AWARE OF SOMETHING, AND BRIAN AND I HAVE BEEN TALKING A LITTLE BIT ABOUT THE DASHBOARD IN TERMS OF BOBBY AND SARAH HAVE BEEN BUILDING THE DASHBOARD, AS YOU KNOW, SINCE LAST SPRING. 
          AND ONE OF THE FEATURES THAT WE'RE WORKING TO PUT ON THERE IS AN ATTENDANCE PIECE. 
          AND IT'S COMPLICATED BECAUSE THE WAY OSPI GATHERS THE ATTENDANCE DATA DOESN'T NECESSARILY CORRESPOND WITH THE DATA THAT WE HAVE. 
          AND SO, ANYWAY, MORE TO COME ON THAT. 
          BUT I DID, YES. 
          SO WILL IT HAVE DATA ON TARDIES AS WELL? BECAUSE THAT'S SOMETHING THAT'S MISSING FROM ALL OF IT. 
          YEAH. 
          WHEN I TALK ABOUT ATTENDANCE, TARDIES IS PART OF IT, EXCUSED, UNEXCUSED, ALL OF THAT IS IN THERE. 
          BUT I WANTED TO LET YOU KNOW ONE THING THAT IS HAPPENING IS EARLIER THIS YEAR, OSPI PUT OUT INFORMATION ABOUT ATTENDANCE AND DID FERNDALE SCHOOL DISTRICT WANT TO SIGN UP AND BE PART OF A FIVE-YEAR CHALLENGE. 
          AND THE OVERALL GOAL OF OSPI WAS TO REDUCE THE CHRONIC ABSENTEEISM RATE FROM APPROXIMATELY 27% TO 14% BY 2029. 
          AND GIVEN THAT OUR ABSENTEEISM RATE IS AT 27%, I SAID, YES, SIGN US UP. 
          SO WHAT DOES THAT MEAN? AND THIS IS WHERE I'LL BE ABLE TO REPORT TO YOU. 
          RIGHT NOW WE'RE IN THE LEARNING PHASE, AND SO WE GO TO THESE MEETINGS, AND PART OF IT IS A ROADMAP. 
          WHAT ARE THE STRATEGIES OTHER DISTRICTS ARE USING. 
          WE GET TO SHARE IDEAS. 
          BUT IT REALLY COMES DOWN TO A THREE-TIER APPROACH. 
          SO FOR ALL STUDENTS, WE FOCUS ON THAT IDEA OF CONNECTION OVER COMPLIANCE. 
          SO WHAT ARE WE DOING? AND IF YOU LOOK IN OUR SCHOOL IMPROVEMENT PLANS AND YOU LOOK UNDER BELONGING AND SAFETY, THAT IS ONE OF THE THINGS. 
          YOU KNOW, WELCOMING STUDENTS. 
          WE HEARD A PUBLIC COMMENT TONIGHT JUST AROUND FAMILY SUPPORT FOR ALL OUR KIDS. 
          AND THEN WE HAVE TARGETED SUPPORT FOR SOME STUDENTS, SO STUDENTS WHO ARE MISSING 10% OF THE DAYS. 
          SO WE START TO DO PERSONAL OUTREACH, WORKING WITH THAT PARTICULAR FAMILY. 
          WHAT DO YOU NEED? WHAT ARE THE BARRIERS? WE'VE BEEN KNOWN TO BUY ALARM CLOCKS. 
          MIA SHARED EARLIER THIS YEAR IN OUR CONSULTATION MEETING WITH THE LUMMI EDUCATION BOARD THAT WE HAVE GONE OUT. 
          WE PICK UP STUDENTS FROM TIME TO TIME IF NEED BE, IF THEY MISS THE BUS. 
          AND THEN TIER 3 IS INTENSIVE, AND THOSE ARE WRAPAROUND STUDENTS' SUPPORTS WHO HAVE REAL BARRIERS, LIKE MAYBE HEALTH, MEDICAL ISSUES, MAYBE HOUSING ISSUES, OR THERE ARE LEGAL ISSUES, WHATEVER IT MAY BE. 
          SO WE WRAPAROUND THAT FAMILY. 
          AND AS PART OF THIS FIVE-YEAR CHALLENGE, THERE ARE FIVE AREAS THAT I WILL START TO SHARE MORE AND MORE WITH YOU. 
          ONE IS JUST THE DISTRICT FOCUS, WHICH YOU AS A BOARD HAVE CALLED OUT, AND I'VE BEEN ASKING AROUND IF ANY OTHER BOARDS HAVE HIGHLIGHTED THAT AS A KEY FOCUS OF THEIRS, AND I THINK YOU MIGHT BE ONE OF THE ONLY ONES CURRENTLY. 
          WARM COMMUNICATION, JUST MAKING SURE THAT WE MOVE FROM NOTICE OF TRUANCY LETTERS TO MORE OF A WE MISS YOU. 
          SCHOOL'S BETTER WHEN YOU'RE HERE. 
          FIRST FACES, IT'S A TRAINING THAT STAFF MEMBERS THAT WHO ARE THOSE PEOPLE THAT I THINK SOMETIMES WE THINK ABOUT THE SCHOOL BUILDING, AND ACTUALLY OUR BUS DRIVERS ARE THE FIRST FACE THAT A LOT OF OUR STUDENTS SEE. 
          SO HOW ARE WE MAKING SURE THAT WE'RE SUPPORTING OUR DRIVERS, OFFICE STAFF, GREETERS? UPDATED STUDENT LIST, JUST MAKING SURE THAT YOU HAVE REAL-TIME DATA. 
          SO WE WILL BE WORKING ON FINDING OUT FROM YOU. WHAT TYPE OF DATA YOU WANT TO SEE. 
          PEGGY, TONIGHT YOU MENTIONED TARDIES, SO MAKING SURE WE GET THAT IN PLACE WEEKLY LISTS OF TRENDS, AND THEN JUST WHAT IS OUR OUTREACH. 
          AND SO RIGHT NOW WE ARE WORKING ON LOOKING AT DISTRICT POLICY 3122 TO MAKE SURE THAT THAT'S UP TO DATE. 
          SO I WILL KEEP YOU UP TO DATE ON THAT. 
          AND THEN I THINK THAT FERNDALE DOES SOMETHING DIFFERENT THAN OTHER DISTRICTS. 
          WE ACTUALLY HAVE ATTENDANCE TEAMS AT EVERY SCHOOL THAT INCLUDE THE ADMINISTRATOR AND THOSE PEOPLE WHO ARE CLOSEST TO THE WORK. 
          I THINK SOMETIMES WE THINK ABOUT THE TEAM BEING IN TERMS OF SOMEBODY AT THE DISTRICT OFFICE, 
          [00:25:01]
THE FAMILY HAS TO COME THERE, AND IT'S FORMAL AND IT'S NOT WARM OR WELCOMING, AND I'M SORRY, AS A PARENT, I WANT TO MEET WITH PEOPLE WHO KNOW MY CHILD. 
          AND SO WE'RE MAKING SURE THAT THOSE PEOPLE ARE ENGAGED IN THE WORK. 
          AND THEN REALLY COMING BACK TO WHY, WHY DOES ATTENDANCE MATTER AND MAKING SURE WE'RE DOING PARENT EDUCATION. 
          SO I JUST WANTED TO GIVE YOU A BIG PLAN OF WHAT WE'RE KIND OF THINKING IN TERMS OF THIS NEXT YEAR, IT'S NOT FAST, AND WE CAN ONLY MOVE AT THE SPEED OF TRUST. 
          AND NOT EVERYONE SEES SCHOOL AS A SAFE PLACE, SO WE'RE MAKING SURE THAT WE'RE THINKING THROUGH HOW DO WE CREATE THAT CONNECTION OVER COMPLIANCE. 
          ANY QUESTIONS ON THAT SO FAR? IT'S JUST A HIGH-LEVEL OVERVIEW AND MORE TO COME. 
          AND THEN BRIAN, I SHARED THAT YOU AND I HAD HAD SOME CONVERSATIONS ABOUT ATTENDANCE DATA AND SOME OF THOSE PIECES AND HOW ARE WE TRACKING THAT AND MAKING SURE YOU ALL HAVE ACCESS TO THAT IN REAL TIME. 
          OKAY, AWESOME, THANKS. 
          OKAY. 
          AND THEN I AM GOING TO ACTUALLY INVITE COUNCILMEMBER JON MUTCHLER UP TO THE TABLE HERE. 
          HE HAS AN UPDATE FOR US, AND HE HAD OFFERED TO GIVE PUBLIC COMMENT, AND I SAID, NO, COME ON UP TO THE TABLE, AND THAT WAY HE CAN SHARE WHAT HE HAS TO SHARE, AND THEN YOU HAVE SOME TIME TO ASK HIM QUESTIONS. 
          WOULD YOU, SORRY, THE BUTTON. 
          THERE YOU GO. 
          IF IT'S GREEN, GO. 
          GREEN FOR GO. 
          NO, THANK YOU VERY MUCH. 
          I'M JON MUTCHLER, FOR THE RECORD, COUNCIL LIAISON TO THE SCHOOL BOARD. 
          THE HOT TOPIC THESE DAYS. 
          AT THE COFFEE SHOP. 
          AROUND THE DINNER TABLE, ON SOCIAL MEDIA, ESPECIALLY IN MEETINGS LIKE THIS, IT'S SIMPLE. 
          WHAT ARE WE TO MAKE WITH FERNDALE GROWTH? I'VE LIVED HERE FOUR DECADES AND I'VE SEEN THE GROWTH UP CLOSE, THE CHALLENGES, THE COST OF TRAFFIC. 
          I'M IN THE THICK OF IT, THICK LIKE AS MY ELEMENTARY MUSIC TEACHER, MR. DONALDSON, USED TO SAY, LIKE MOLASSES IN JANUARY. 
          AND HONESTLY, SOME DAYS MAIN STREET TRAFFIC MOVES ABOUT THAT SAME SPEED. 
          AND WITH SEVEN KIDS, ALL ADULTS LIVING HERE IN FERNDALE, AND AN EIGHTH GRANDCHILD ON THE WAY, I'LL HAVE TO ADMIT, MY WIFE DIANE, ONE OF YOUR FORMER TEACHERS WHO TAUGHT JUST DOWN THE HALL HERE, SHE AND I MAY HAVE CONTRIBUTED A LITTLE TO THAT GROWTH. 
          WHEN WE MOVED HERE, FERNDALE HAD FEWER THAN 5,000 CITIZENS. 
          TODAY, ANYONE WANT TO GUESS? 17,000. 
          I REMEMBER THOSE GOOD OLD DAYS IN THE 80S. 
          AND THEY WERE GOOD, NO DOUBT ABOUT IT. 
          BACK THEN WE HAD A GRAND TOTAL OF THREE TRAFFIC LIGHTS. 
          THEY DANGLED FROM CABLES AND SWAYED IN THE WIND AS IF WAVING TO US. 
          KEVIN, DO YOU REMEMBER THOSE? AND BY THE WAY, THEY WERE LEFTOVERS FROM BELLINGHAM. 
          WHEN OUR SOUTHERN NEIGHBOR UPGRADED, WE GOT THEIR OLD SIGNALS. 
          NOTHING SAYS GROWING CITY LIKE HAND-ME-DOWN INFRASTRUCTURE. 
          TODAY, THERE ARE AT LEAST EIGHT TRAFFIC LIGHTS, IF I COUNTED CORRECTLY. 
          SO THE 80S WERE GOOD, BUT HONESTLY, TODAY IS BETTER. 
          SO TONIGHT, I WANT TO MAKE A SIMPLE CASE THAT GROWTH HAS BEEN GOOD FOR FERNDALE, AND I EXPECT THAT TREND TO CONTINUE. 
          LET'S START WITH SCHOOLS, SOMETHING THAT WE ALL CARE DEEPLY ABOUT. 
          WE NOW HAVE A FIRST-CLASS HIGH SCHOOL, THE LARGEST IN THE COUNTY, BRINGING WITH IT MORE CLASSES, MORE PROGRAMS, MORE CAREER PATHWAYS, AND GREATER OPPORTUNITIES FOR STUDENTS. 
          AND I STILL SMILE WHILE I DRIVE DOWN VISTA DRIVE ON A SUNDAY LIKE TODAY, AND I SEE THE GOLDEN EAGLE CAMPUS FROM THE HILLSIDE WITH THE CASCADES AS A BACKDROP. 
          THAT VIEW ALONE ALMOST MAKES ME WANT TO GO BACK TO SCHOOL, ALMOST. 
          THEN I REMEMBER HOMEWORK, LONG BUS RIDES, AND I KEEP DRIVING THROUGH THE ROUNDABOUT. 
          WE'VE ADDED HORIZON, EAGLE RIDGE, AND CASCADIA SCHOOLS SINCE I MOVED HERE, REPLACING CRAMPED AGING BUILDINGS LIKE THIS ONE, WHICH ITSELF HAS GAINED A NEW LEASE ON LIFE AS EVIDENCED BY OUR GATHERING HERE NOW. 
          PROOF THAT IN FERNDALE, EVEN OLD BUILDINGS GET SECOND CHANCES. 
          THESE ARE REAL IMPROVEMENTS, BUT THEY DON'T HAPPEN WITHOUT GROWTH. 
          HOW COULD THEY? NOW ON TO ROADS AND TRAFFIC. 
          ARE THERE STILL NEEDS? OF COURSE THERE ARE. 
          IN FERNDALE, ROAD WORK IS A LOT LIKE LAUNDRY OR KITCHEN DISHES. 
          THEY ARE NEVER DONE. 
          YOU THINK YOU'RE CAUGHT UP AND THEN SUDDENLY THERE'S A PAIR OF BOXERS OR AN ENTIRE SUBDIVISION OR APARTMENT COMPLEX? YOU DIDN'T SEE IT COMING. 
          STILL THINK BACK WITH ME IN TIME FROM THE PAST. 
          DO YOU REMEMBER MAIN STREET, WHICH WAS MOSTLY WITHOUT SIDEWALKS OR HANDICAP PARKING? CHURCH ROAD, THE ENTIRE LENGTH WITH NO SHOULDER OR PLACE FOR WALKERS? 
          [00:30:02]
THE OLD NOOKSACK BRIDGE, WHERE CROSSING OR BIKING OVER FELT MORE LIKE AN ACT OF FAITH THAN CROSSING A RIVER. 
          TODAY WE HAVE SAFER STREETS, BETTER ACCESS, AND NEW INFRASTRUCTURE LIKE THE THORNTON OVERPASS THAT SERVES MORE PEOPLE, AND IT WAS GROWTH THAT GOT US THERE. 
          WHEN I MOVED HERE IN 1987, WE HAD ONE GROCERY STORE, ONE. 
          IF THEY WERE OUT OF SOMETHING YOU JUST LEARNED TO LIVE WITHOUT OR MAKE THE TRIP TO BELLINGHAM, WHERE THEY WOULD COLLECT THE SALES TAX, MAKING FERNDALE POORER. 
          NOW WE HAVE SEVERAL GROCERS, TRADITIONAL AND ETHNIC, PLUS MORE RESTAURANTS, COFFEE SHOPS, PUBS, AND PLACES TO GATHER, ALL. 
          WE'VE ADDED A NEW, WELL-USED LIBRARY, PIONEER PAVILION, IRONWORKS SKATE PARK, AND THE NEW PARKS AT GRIFFINTOWN, AND THE BUSY STAR PARK, THE LATTER BUILT WITH THOUSANDS OF VOLUNTEER HOURS, WHICH PROVES THAT EVEN AS WE GROW, FERNDALE STILL SHOWS UP AND BRINGS SHOVELS AND HAMMERS. 
          GROWTH MAKES THAT POSSIBLE. 
          IT'S ALSO BROUGHT OPPORTUNITY. 
          SELF-HELP, SELF-BUILT HOUSING, OVER 400 OF THEM, ADDED TO OUR AFFORDABLE HOUSING STOCK. 
          FAMILY WAGE JOBS, AND PARTNERSHIPS WITH LOCAL INDUSTRY. 
          LIKE OUR BASEBALL FIELDS, DONATED BY A REFINERY THAT HAS EMPLOYED COUNTLESS FERNTUCKIANS OVER THE YEARS. 
          THAT'S WHAT I CALL REAL HOME FIELD ADVANTAGE. 
          AND BY THE WAY, TO THOSE REFINERS OUT THERE, DO YOU KNOW, BECAUSE YOU SHOULD, HOW MUCH THEY CONTRIBUTE IN SCHOOL PROPERTY TAXES EACH YEAR? I NEVER LOOKED IT UP UNTIL TODAY. 
          IT IS STUNNING AND JAW-DROPPING. 
          IT IS WORTH LOOKING UP ON THE COUNTY'S ASSESSOR PAGE. 
          I'M SURE MR. DIBAK KNOWS. 
          THEY'RE WELL INVESTED IN THE GROWTH OF OUR COMMUNITY. 
          ON PUBLIC SAFETY, OUR NEW POLICE STATION, FRANKLY, THE ENVY OF WHATCOM COUNTY, PROVIDES SAFETY FOR EVERYONE, VICTIMS, WITNESSES, STAFF, OFFICERS, AND THOSE THAT ARE DETAINED. 
          IT'S SO NICE THAT PEOPLE BEHAVE BETTER JUST BY DRIVING BY IT, DON'T THEY? AND NOW WE HAVE A FULLY PROFESSIONAL POLICE FORCE, NO LONGER VOLUNTEER. 
          IT WAS VOLUNTEER WHEN I GOT HERE, INCLUDING A DEDICATED DISTRICT RESOURCE OFFICER DEDICATED TO KID SAFETY AND TO OURS. 
          AGAIN, THAT'S GROWTH AT WORK. 
          WE'VE ALSO SEEN INCREDIBLE SUCCESS FROM FERNDALE GRADUATES, TWO WHO WENT ON TO DISTINGUISH NFL CAREERS, A STATE CHAMPIONSHIP FOOTBALL TEAM, AND COUNTLESS ACHIEVEMENTS IN MUSIC AND THEATER. 
          SUCCESSES HELD IN AND OFTENTIMES MORE DISCREET. 
          IT TURNS OUT THAT SMALL-TOWN KIDS CAN DO BIG THINGS, ESPECIALLY WHEN THE TOWN GROWS WITH THEM. 
          GROWTH DIDN'T CREATE TALENT, BUT IT GAVE THAT TALENT MORE ROOM TO GROW. 
          YOU CAN HAVE THAT QUOTE. 
          I THINK IT'S A GOOD ONE. 
          AGAIN, GROWTH DIDN'T CREATE TALENT, BUT IT GAVE THAT TALENT MORE ROOM TO GROW. 
          AND DID YOU KNOW THAT WE HAVE ONE OF THE LARGEST DANCE STUDIOS IN THE COUNTY RIGHT HERE IN FERNDALE? KIDS NO LONGER HAVE TO TRAVEL TO BELLINGHAM FOR BALLET, HIP-HOP, OR TAP, WHICH ALSO MEANS FEWER HOURS FOR PARENTS PLAYING TAXI DRIVER, WHICH THE MUCH DID FOR YEARS GETTING OUR KIDS TO DANCE CLASSES IN BELLINGHAM. 
          AND YES, JUST A LITTLE FATHERLY PRIDE TONIGHT. 
          FERNDALE DANCE WAS STARTED BY TWO OF OUR DAUGHTERS. 
          THAT GROWTH I TALKED ABOUT EARLIER, WE CALL THAT IN MY BUSINESS BIOLOGICAL GROWTH. 
          WE FIGURED IF WE'RE GOING TO RAISE OUR OWN KIDS HERE, WE MIGHT AS WELL PUT THEM TO WORK. 
          AND SO FERNDALE DANCE NOW SERVES ABOUT 150 STUDENTS EACH WEEK AND EMPLOYS 10 TEACHERS, BUILDING SKILLS, CONFIDENCE, AND CHARACTER WITHOUT ADDING ANY BURDEN OR COST TO OUR SCHOOLS. 
          NOW THAT'S THE KIND OF GROWTH WE CAN ALL DANCE A JIG TO. 
          FINANCIALLY, THE CITY IS STRONG. 
          WE'VE PLANNED CAREFULLY, INVESTED WISELY, AND BUILT RESERVES, ALLOWING US TO LOWER SOME TAXES, HOLD THE LINE ON OTHERS, AND MAINTAIN A SOLID INVESTMENT PORTFOLIO, WHICH IN GOVERNMENT TERMS IS ABOUT AS EXCITING AS IT GETS. 
          WHEN GROWTH IS MANAGED WELL, IT BENEFITS EVERYONE, BUT SELDOM TOOTS ITS OWN HORN. 
          AND THEN THERE'S THE PEOPLE, AND WE'RE ON THE HOMESTRETCH HERE. 
          GROWTH BRINGS NEW NEIGHBORS, NEW ENERGY, AND NEW IDEAS, AND OCCASIONALLY NEW OPINIONS ON HOW TRAFFIC CIRCLES SHOULD WORK. 
          UNLIKE SOME FAMILIES WHO ARRIVED IN COVERED WAGONS, LIKE THE ERIKSONS, I THINK, WHO ENJOY A MULTI-GENERATIONAL PRESENCE HERE, MOST OF US CHOSE FERNDALE. 
          WE MOVED HERE, WE INVESTED HERE, WE RAISED FAMILIES HERE, AND NOW WE'RE HELPING SHAPE WHAT COMES NEXT. 
          I KNOW YOU'RE A GROWING WARRIOR, SO I'LL CLOSE WITH A QUICK STORY. 
          HANG IN THERE WITH ME. 
          NOT LONG AGO, THE CITY WAS CONSIDERING ANNEXING FARMLAND 
          [00:35:02]
ALREADY DESIGNATED FOR GROWTH WITHIN OUR UGA. 
          A NEARBY RESIDENT, A NEWCOMER, SPOKE PASSIONATELY AGAINST THE ANNEXATION AND GROWTH. 
          AND I RESPECT THAT, AND I UNDERSTAND HIS CONCERNS AS A RESIDENT. 
          BUT THEY LIVED IN, AND DO LIVE IN, A NEIGHBORHOOD THAT NOT LONG AGO WAS ALSO FARMLAND. 
          GRASS, COWS, THE WHOLE DEAL. 
          MIDNIGHT MOVES AND ALL. 
          AND IT REMINDED ME OF A PHRASE, MAYBE NOT AN OFFICIAL PLANNING LANGUAGE PHRASE. 
          THEY'RE PRETTY ACCURATE. 
          THE PHRASE IS, I'VE GOT MINE. 
          GOOD LUCK WITH YOURS. 
          THE TRUTH IS, MOST OF US ARE LIVING IN WHAT USED TO BE SOMEONE ELSE'S COW FIELD, MANURE AND ALL. 
          AND SOME OF US ARE STILL DEALING WITH THE FERTILIZER IN SOME WAYS, IN MORE WAYS THAN ONE. 
          SO WE'RE NOT JUST WATCHING GROWTH, WE'RE PART OF IT, ALL OF US. 
          EVEN IF YOU DON'T LIVE HERE, BUT COMMUTE IN, AND SOME OF YOU DO, YOU'RE PART OF THAT GROWTH THAT I'M HERE TO CELEBRATE. 
          FORTY YEARS AGO, FERNDALE WAS A GOOD TOWN. 
          TODAY, IT'S A THRIVING, VIBRANT, OPPORTUNITY-FILLED COMMUNITY. 
          YES, GROWTH BRINGS CHALLENGES, AND WE NEED TO MANAGE THEM WISELY. 
          THAT'S WHAT WE ARE ALL ELECTED TO DO, PREFERABLY BEFORE THE NEXT TRAFFIC LIGHT GOES IN. 
          BUT LET'S NOT LOSE SIGHT OF THE BIGGER PICTURE. 
          GROWTH HASN'T DIMINISHED FERNDALE. 
          IT'S STRENGTHENED IT. 
          SO I'LL CLOSE WITH THIS, AN EINSTEIN-STYLE THOUGHT EXPERIMENT. 
          SO IMAGINE WITH ME A TIME MACHINE, IF YOU WOULD. 
          AND WOULD YOU RATHER GO BACK AND LIVE IN THE FERNDALE 40 YEARS AGO OR TODAY? I'VE SEEN BOTH. 
          I KNOW WHERE I STAND. 
          I'LL TAKE TODAY WITH THIS GROWTH PAIN. 
          THANK YOU. 
          AND, OF COURSE, THE VIEWS EXPRESSED ARE MINE ONLY, NOT NECESSARILY ANY OF MY COLLEAGUES. 
          THANK YOU FOR THE EXTRA TIME, DR. DOMINGUEZ. 
          YES, THANK YOU VERY MUCH. 
          I THINK MARK HAS SOMETHING TO ADD. 
          JUST AS A POINT OF CLARITY, THE REFINERIES DO GENERATE A LOT OF PROPERTY TAX, BUT THEY ARE ACTUALLY LOCATED IN THE BLAINE SCHOOL DISTRICT. 
          SO THAT'S A VERY COMMON MISUNDERSTANDING FOR FOLKS. 
          FOR BOTH OF THEM? I JUST WANT TO BE CLEAR, YEAH. 
          OH, GOOD. 
          YEAH, SO THEY'RE BOTH OF THE REFINERIES, AND I KNOW IT'S A WEIRD JOG IN THE MAP, BUT THEY ARE BOTH IN THE BLAINE SCHOOL DISTRICT. 
          IT'S ODD SINCE WE GO OUT THERE AND PICK KIDS UP OUT THERE. 
          OKAY, THANK YOU FOR CLARIFYING THAT. 
          YES, WE THINK SO, TOO. 
          SO WE CAN LOOK FORWARD TO THE CITY TRYING TO GET US OUR OWN. 
          INDUSTRY THAT WILL PROVIDE A SIMILAR BENEFIT. 
          YES, WE SHOULD, SHOULDN'T WE? YEAH, IT WOULD HELP. 
          YEAH, THANK YOU FOR CLARIFYING THAT, MARK. 
          I DID NOT KNOW THAT. 
          THERE WOULD BE A GOOD THING THAT WE COULD SEE IF FERNDALE COULD ANNEX THE REFINED REASONS. 
          YEAH. 
          AND I DO WANT TO THANK YOU FOR YOUR COMMENTS AT THE CITY COUNCIL MEETING. 
          I THINK IT WAS MORE LIKE WHAT WE WOULD CALL A STUDY SESSION ABOUT THE MULTIFAMILY TAX EXEMPTION. 
          I APPRECIATED THAT YOU'VE BEEN DIVING INTO THAT. 
          A LETTER, AS I SHARED, IS COMING FROM THE BOARD. 
          BOARD, IT IS IN YOUR EXECUTIVE CONTENT FOR THE FINAL DRAFT, AND SO I'LL PROBABLY SEND IT TO THE WHOLE COUNCIL ON BEHALF OF THE BOARD. 
          SO I JUST WANT TO LET YOU KNOW THAT THAT'S COMING YOUR WAY. 
          WELL, WE APPRECIATE YOU COMING, AND PLEASE COME AGAIN. 
          AND I REGRET THE LACK OF CLARITY AS TO THE SPECIFICS OF THAT PARTICULAR PROGRAM. 
          AS I MENTIONED AT THAT MEETING, THERE ARE THREE MOVING PARTS, AND A COUPLE OF THOSE PARTS ARE STILL NOT ALTOGETHER CLEAR TO ME, AND SO WE ARE STILL MEETING WITH THE COUNTY ASSESSOR. 
          ODDLY, IT WAS THE COUNTY ASSESSOR WHEN SHE WAS ON THE CITY COUNCIL THAT ACTUALLY MADE THE MOTION TO APPROVE THE TAX EXEMPT PLAN, BUT I'M NOT SURE AT THE TIME WE WERE ALL TOGETHER CERTAIN AS TO WHAT IT MEANT IN TERMS OF THE VARIOUS JURISDICTIONS INVOLVED. 
          SO HOPEFULLY WE'LL KNOW ALL THAT BEFORE WE GET TO YOUR LETTER. 
          BUT WE CERTAINLY WELCOME IT. 
          YEAH, THAT'S GREAT. 
          AND SO THANK YOU VERY MUCH FOR COMING. 
          AND I THINK WE ALL AGREE THAT. 
          FERNDALE IS AMAZING. 
          AND I THINK WHAT WE JUST ASK AS A BOARD, OR I ASK AS A SUPERINTENDENT, AND I'LL ASK ON BEHALF OF THE BOARD, IS OUR ABILITY TO SHIFT WITH GROWTH IS JUST MUCH SLOWER AND REQUIRES PROCESS. 
          CHANGE OF SCHOOL BOUNDARIES, RUNNING BONDS, ALL OF THOSE THINGS ARE WHAT WE HAVE TO THINK ABOUT. 
          AND THOSE ARE ABOUT TWO YEARS IT TAKES TO DO WELL. 
          SO IF WE CAN PASSION. 
          THE BOND SO ANYWAY I DON'T THINK WE MOVE VERY FAST I WAS AS AN EXAMPLE WE'VE ANNEXED LAND CAPTURED LAND FROM THE COUNTY AND IS IT TWICE IN MY 20 YEARS OF PUBLIC SERVICE THAT'S NOT VERY MUCH AND SO THINGS JUST THINGS MOVE PRETTY SLOW FOR US TOO SO. THANK YOU BOARD ANY QUESTIONS FOR THE CITY? OKAY, THANK YOU SO MUCH IN THE FUTURE [INAUDIBLE] 
          [00:40:03]
OKAY, THANK YOU VERY MUCH. 
          MY PLEASURE. 
          OKAY, AND THEN ON TO OUR STUDENTS. 
          OKAY, HEY YOU GUYS. 
          ALL RIGHT, MARK AND I, WE ARE KIND OF GOING TO BE LIKE BOUNCING OFF OF EACH OTHER JUST BECAUSE WE HAVE, WE DID QUITE A FEW THINGS. 
          MARCH WAS LONG, OKAY, A LOT OF THINGS. 
          AND BUSY, VERY BUSY. 
          VERY BUSY. 
          A LOT OF THESE SEEM LIKE THEY WERE A LIFETIME AGO BECAUSE THEY WERE IN THE FIRST WEEK OF MARCH, BUT YEAH. 
          OKAY, SO AT THE BEGINNING OF THIS MONTH, WE HAD OUR ESD 189 TRIP, WHICH AS YOU GUYS KNOW, BECAUSE OF OUR WHOLE WASDA PRESENTATION, WE HOST A STUDENT REPRESENTATIVE RETREAT THERE. 
          SO THAT WAS REALLY AWESOME TO SEE EVERYBODY COME OUT. 
          WE WORKED WITH THE OAK HARBOR REPS ONCE AGAIN, AND WE HAD A REALLY GOOD ATTENDANCE. 
          I DON'T REALLY REMEMBER THE EXACT NUMBER. 
          IT MORE THAN DOUBLED THIS YEAR WITH STUDENT REPRESENTATIVES, AND A LOT OF DISTRICTS HAVE BROUGHT STUDENT REPS ON OR THEY ARE CONSIDERING IT AND BROUGHT STUDENTS TO HERE. 
          EXACTLY. 
          YEAH, SO IT WAS SUPER PACKED IN THERE, HEARD A LOT OF GOOD THINGS. 
          WE HAD SOME DISCUSSION STUFF, ALL THIS SORT OF THING. 
          ONE OF THE DISCUSSIONS THAT I WAS A PART OF WAS ABOUT COMMUNITY ENGAGEMENT. 
          AND SO THAT'S COMMUNITY ENGAGEMENT, NOT JUST IN THE SCHOOLS. 
          I MEAN, THAT WAS ALSO SOMETHING THAT WE TALKED ABOUT AS IN OUR COMMUNITY, BUT ALSO THE COMMUNITY OF FERNDALE. 
          SO IT WAS REALLY COOL TO HEAR ABOUT HOW OTHER SCHOOLS GO AND DO THAT SORT OF STUFF. 
          BUT YEAH, IT GAVE ME SOME GOOD IDEAS TO BRING BACK TO OUR BOARD. 
          DURING THE RETREAT, I LED, WE DID LIKE A FOUR-CORNER ACTIVITY KIND OF, SO EACH OF US, SO IT WAS HARLEEN AND I AND THE TWO BOARD REPS FROM OAK HARBOR, WE LIKE EACH HAD A LIKE A LITTLE CORNER ABOUT LIKE SOMETHING TO TALK ABOUT, AND MINE WAS ABOUT BOARD REPORTS AND BOARD ENGAGEMENT, AND I JUST WANT TO EXPRESS MY APPRECIATION TO YOU GUYS BECAUSE WE ARE A VERY ORGANIZED SCHOOL BOARD. 
          LIKE I WAS TALKING TO SOME OF THOSE BOARD REPS AND THEY'RE LIKE, YEAH, LIKE I WAS LIKE, OH, LIKE WHAT WAS YOUR GUYS LIKE PROCESS AND GETTING ON THE SCHOOL BOARD LIKE AND THEY WERE LIKE, OH. 
          LIKE THEY KIND OF JUST ASKED US AND WE SAID YES AND I WAS LIKE OH THAT'S NOT HOW WE DO STUFF IN FERNDALE SO I JUST WANT TO EXPRESS MY APPRECIATION ON LIKE THE ORGANIZATION AND LIKE HOW LIKE YOU GUYS REALLY LIKE PUT TIME AND EFFORT INTO CHOOSING WHO HAS LIKE THE OPPORTUNITY TO REPRESENT THE STUDENT BODY. 
          LIKE WE LUCKILY WITH HOW GREAT AND AWESOME OUR BOARD IS AND LIKE JUST HOW GREAT OUR SYSTEM IS HERE WE WERE ABLE TO GIVE SOME OTHER BOARDS AND OTHER STUDENT REPS SOME GOOD IDEAS SO THAT'S AWESOME, YOU GUYS. 
          AND THAT KIND OF SEGUES INTO MY NEXT THING, WHICH IS LAST WEEK, MARCUS AND I MET WITH THE TWO MOUNT BAKER, RIGHT? YES, MOUNT BAKER STUDENT REPS, BECAUSE THE CELL PHONE POLICY, YOU GUYS, WE CANNOT RUN AWAY FROM THAT. 
          IT'S JUST GOING TO FOLLOW US. 
          IT'S LIKE THE ONE THING WE'RE KNOWN FOR REALLY NOW. 
          YEAH, THEY ASKED US SOME GOOD QUESTIONS ABOUT IT, AND IT WAS REALLY GOOD FOR THEM TO LIKE BOUNCE BACK BETWEEN US, AND IT WAS REALLY AWESOME. 
          WE SPENT SOME TIME AT STARBUCKS. 
          THEY ASKED US A BUNCH OF QUESTIONS. 
          WE SHOWED THEM HOW OUR SYSTEM WORKS, KIND OF WHAT THE BOARD WAS THINKING, AND KIND OF HOW THEY CAN GAUGE STUDENT OPINION AND ALL THAT SORT OF STUFF IN MAKING THE DECISION JUST TO MAKE IT A SMOOTH TRANSITION. 
          AND THEY WERE VERY, VERY EXCITED TO BRING THAT BACK TO THEIR BOARD. 
          SO YOU GUYS, GOOD WORK ON THAT. 
          AND THEN I KNOW MARCUS IS GOING TO TALK ABOUT SOME OF THE VISITS. 
          YES. 
          SO MARCH, WE WENT ON TWO VISITS. 
          SO WE WENT FIRST, WE WENT TO CUSTER ELEMENTARY, WHICH IS THE ELEMENTARY SCHOOL, AND THAT WAS A VERY GOOD TIME, ACTUALLY. 
          I THINK THAT WAS, THAT WAS THE SECOND WEEK OF MARCH. 
          SO AGAIN, A LITTLE BIT FAR AWAY, BUT WE JUST WENT FOR, I THINK, ACTUALLY, THAT MIGHT HAVE BEEN OUR LONGEST VISIT. 
          WE WERE THERE FOR LIKE AN HOUR AND A HALF, AND WE JUST TALKED TO THE KIDS. 
          THEY BROUGHT UP A LOT OF THINGS. 
          THEY MADE US A WHOLE LIST OF LIKE THINGS THAT THEY LIKE, AND OBVIOUSLY RECESS IS ONE OF THEM, BECAUSE HARLEEN AND I ARE IN CHARGE OF THAT, AS WE KNOW. 
          AND, YEAH, RESET, THEY REALLY LIKE THEIR PTO. 
          I WILL SAY, THOUGH, THAT WHEN HARLEEN AND I WERE DRIVING OUT THERE, THEY HAVE A PRETTY OLD BUILDING. 
          BUT YOU KNOW WHAT? THAT'S, WE JUST, WE JUST GOTTA WORK WITH WHAT WE GOT, BECAUSE THAT'S JUST HOW WE ARE HERE. 
          SO YEAH, IT WAS REALLY FUN WORKING WITH THE CUSTER KIDS, AND THEY HAD, LIKE, A LOT OF FUN THINGS THAT THEY LIKED, WHICH, IF YOU GUYS WANT, WE MIGHT SEND, LIKE, A CONDENSED VERSION OF THAT TO YOU GUYS, BECAUSE I KNOW THAT ONE OF THE THINGS YOU GUYS WANTED TO KNOW FROM THE ELEMENTARY SCHOOLERS WAS KIND OF WHAT BRINGS THEM TO SCHOOL, WHAT MAKES THEM WANT TO GO. 
          AND THEY TALKED A LOT ABOUT HOW MUCH THEY LOVE THEIR TEACHERS, LOVE THEIR STAFF, SO THAT WAS REALLY AWESOME TO HEAR. 
          AND THEN WE ALSO VISITED FHS. 
          THIS TIME IT WAS A MORE, LIKE, DIVERSE GROUP. 
          WE MET WITH THE PRINCIPAL'S ADVISORY, AND SO I THINK THEY HAD SOME REPS FROM, LIKE, A LOT OF THE CLUBS AND STUFF, AND JUST, LIKE, KIDS AROUND THE SCHOOL, JUST, LIKE, A VERY DIVERSE GROUP. 
          JUST A VERY MORE, LIKE, DIVERSE DEMOGRAPHIC OF STUDENTS, I WOULD SAY. 
          [00:45:01]
AND WE REALLY TALKED ABOUT LIKE THE BELL SCHEDULE STUFF WITH THEM, KIND OF INTRODUCED THE NEWER ONE, BECAUSE THIS WAS AFTER OUR STUDY SESSION WHERE WE LEARNED ABOUT LIKE THE NEW SCHEDULE AND LIKE THE PROPOSED ONE. 
          AND WE HEARD SOME GOOD SIDES FROM BOTH. 
          AND I FEEL LIKE WITH THE NEW PROPOSED SCHEDULE, THINGS HAVE CALMED DOWN A LITTLE BIT. 
          BECAUSE THERE WERE SOME STUDENTS WHO WERE LIKE, YEAH, HONESTLY, LIKE THEY WANTED TO SEE THIS GO THROUGH. 
          AND THERE WERE ALSO SOME STUDENTS WHO HAD CONCERNS ABOUT JUST LIKE AFTER SCHOOL WHICH I KNOW, I'M SURE WE HAD A PUBLIC COMMENT EARLIER ABOUT THAT. 
          SOMETHING THAT MRS. DILLON TOLD ME TO BRING BACK TO THE BOARD DEFINITELY WAS A STUDENT WAS ASKING LIKE MAYBE THAT WE COULD DO SOMETHING HOW WE HAVE IT AT THE HIGH SCHOOL LIKE HOMEWORK CLUB WHERE AFTER SCHOOL STUDENTS STAY AND THEN THEY HAVE LIKE THE ACTIVITY BUS THAT TAKES THEM HOME SO THAT'S SOMETHING MAYBE WE CAN LOOK INTO BUT YEAH, WE DIDN'T IT WAS JUST REALLY SHORT TIME THAT WE HAD WITH THEM SO WE DON'T HAVE TOO MUCH TO SAY ABOUT THAT. 
          OKAY, AND THEN THAT'S ALL LIKE THE THOSE WERE THE TWO VISITS THAT WE HAD YEAH, THIS IS HIGH SCHOOL IN CUSTER. 
          YES, BUT THE BIGGEST THING THAT TOOK UP MARCH, THAT WAS LIKE THE MOST INSANE HEADACHE FOR MARCUS AND I, WAS OUR HORIZON OUTREACH PEP ASSEMBLY. 
          SO I KNOW WE HAVE AN AWESOME VIDEO TO SHOW YOU GUYS, WHICH I'M GOING TO KIND OF LEAD INTO THAT. 
          BUT YES, AS A PART OF OUR OUTREACH PROGRAM, WE MET WITH HORIZON. 
          I HEARD ABOUT IT. 
          YOU HEARD ABOUT IT? OKAY, HOPEFULLY GOOD THINGS, GUYS. 
          BUT THE FIRST MONTH, WE MET WITH HORIZON STUDENTS, AND THEY REALLY WANTED A LOT MORE CONNECTION. 
          AND THAT'S KIND OF WHAT OUR WHOLE OUTREACH PROGRAM IS ABOUT, IS LIKE BUILDING THOSE CONNECTIONS. 
          BECAUSE GUYS, WE ARE ONE DISTRICT. 
          LIKE EVERYBODY'S GOING TO GO UP TO FERNDALE HIGH SCHOOL AND YOU'RE NOT GOING TO BE THINKING ABOUT, OH YEAH, I WAS A CUSTER COUGAR, I WAS A CASCADIA GRIFFIN. 
          LIKE, IT DOES NOT MATTER EVENTUALLY. 
          SO WE BUILT A TEAM OF STUDENT LEADERS FROM THE HIGH SCHOOL WHO GRACIOUSLY VOLUNTEERED THEIR TIME TO GET OUT OF CLASS AND COME. 
          SEE WHAT I DID THERE? ANYWAYS, WE HAD TO COME UP WITH A WHOLE PLAN, A WHOLE SYSTEM, AND WE CREATED THE MOST HOPEFULLY FUN AND AWESOME PEP ASSEMBLY. 
          WE REALLY HAD TO IT TOOK QUITE A TURN. 
          WE JUST REALLY HAD TO WE WEREN'T EXPECTING THAT MUCH ENERGY, AND ALL I'M GOING TO SAY IS MY EARS WERE RINGING AFTERWARDS. 
          LIKE, I DON'T THINK I'VE EVER SEEN A MIDDLE SCHOOLER THAT AWAKE. 
          I WILL SAY HARLEEN AND I'S BIGGEST FEAR WAS, LIKE, OH, WHAT HAPPENS IF WE, LIKE, EMBARRASS OURSELVES AND, LIKE, THEY DON'T TALK? THEY TALKED A LITTLE BIT TOO MUCH. 
          THEY WERE PRETTY CRAZY. 
          YEAH, MORE POWER TO THOSE MIDDLE SCHOOL TEACHERS BECAUSE IT WAS GETTING CRAZY IN THERE, BUT IT WAS A LOT OF FUN. 
          SO HOPEFULLY THIS SHORT LITTLE CLIP WILL SHOW YOU GUYS WHAT IT WAS LIKE. 
          MEANWHILE, I CAN TELL YOU THAT MY DAUGHTER, WHO IS AT HORIZON, WAS TRYING TO TRY TO EXPLAIN TO ME WHAT HAPPENED THAT DAY. 
          AND IT TOOK HER ABOUT 10 MINUTES TO STOP LAUGHING, TO BE ABLE TO EXPLAIN THE GAMES THAT WERE HAPPENING. 
          AND SHE WAS TRYING TO TELL ME THE STORY, AND HER LAUGH, WHICH IS NOT ALLOWED TO DO IT, BUT FINALLY SHE DID IT. 
          SO I HEARD IT WAS A LOT OF FUN. 
          SO YEAH, YOU CAN SEE THE QUALITY UNFORTUNATELY ON THIS SCREEN IS A LITTLE POOR, SO I MIGHT JUST SEND YOU GUYS LIKE THE REAL VERSION OF IT. 
          BUT YEAH, IT GOT VERY CRAZY IN THERE. 
          KIDS WERE LAUGHING. 
          I DID ALSO HEAR FROM ONE OF THE HIGH SCHOOLERS, LIKE THEIR LITTLE SIBLING WAS THERE, AND THEY SAID THAT APPARENTLY IT WAS THE BEST ASSEMBLY THEY'VE EVER BEEN TO. 
          SO I'M NOT TRYING TO SAY ANYTHING, BUT HOPEFULLY THEY LEARNED A FEW THINGS BECAUSE WE DID TELL THEM ABOUT, YOU KNOW, WHAT THE SCHOOL BOARD IS BECAUSE, YOU KNOW. 
          WE HAD TO, YOU GUYS, WHICH WE HAVE A VERY FUN METHOD THAT I 
          [00:50:02]
KNOW MR. LYNCH HERE IS LAUGHING AT RIGHT NOW BECAUSE HE HEARD A LITTLE SOMETHING ABOUT IT. 
          YEAH, I DON'T KNOW IF I HEARD, I MIGHT HAVE HEARD IT FROM ANTONIO, BUT HARLEEN STARTED OUT WITH, SHE SAID SOMETHING LIKE, WHO'S THE BOSS OF YOUR SCHOOL? YEAH. 
          AND THEN THEY ALWAYS SAY, OH, IT'S OUR PRINCIPAL, LIKE MS. MCDANIEL. 
          YEAH. 
          AND THEN I'M LIKE, DO YOU GUYS KNOW WHO THE BOSS OF MS. MCDANIEL IS? AND THEY'RE GONNA SAY, OH, IT'S THE LADY WITH THE CURLY HAIR, IT'S LIKE THE LADY WITH THE BANGLES, DR. 
          DOMINGUEZ, YOU KNOW, THERE WERE SOME KIDS WHO KNEW YOU THOUGH. 
          AND THEN I WAS LIKE, OH YEAH, DR. DOMINGUEZ, LIKE SHE'S THE SUPERINTENDENT. 
          AND THEN I WAS LIKE, GUYS, DO YOU KNOW WHO'S THE BOSS, LIKE THE ULTIMATE BOSS OF DR. DOMINGUEZ AND THE WHOLE ENTIRE SCHOOL DISTRICT? AND THEY WERE LIKE, WHAT, WHAT? SCHOOL BOARD SO THAT'S KIND OF LIKE HOW WE YOU KNOW DO THAT AND THEN OBVIOUSLY LIKE IF YOU WANT TO GET INTO LIKE MORE TECHNICAL TERMS THEN IT'S THE COMMUNITY BUT WE IT'S JUST THAT'S AS FAR AS WE GO BUT YEAH THAT'S LIKE OUR VERY EASY QUICK WAY OF JUST LIKE GETTING TO THE POINT OF WHAT IT IS AND YEAH THERE WERE A LOT OF KIDS LAUGHING AT THE WHOLE ULTIMATE BOSS JOKE SO GUYS FEEL FEEL POWERFUL REAL QUICK BUT YEAH IT WAS SUPER FUN THERE WAS A LOT OF LAUGHING, A LOT OF CHEERING, A LOT OF SCREAMING. 
          BUT WE HAD A GOOD TIME. 
          AND HOPEFULLY, I DON'T KNOW IF HORIZON IS GOING TO LET US COME BACK FOR THAT ONE. 
          BECAUSE THE TEACHERS WERE LIKE, OH, MY GOODNESS. 
          LIKE, WHAT IS HAPPENING RIGHT NOW? BUT, YOU KNOW, SOME TEACHERS WERE GETTING INTO IT. 
          WE HAD A WHOLE COORDINATED DANCE JUST TO BREAK THE ICE. 
          BECAUSE, YOU KNOW, WE GOT TO SHOW THEM THAT JUST BECAUSE WE'RE HIGH SCHOOLERS DOES NOT MEAN WE CAN'T HAVE A LITTLE FUN. 
          SO, YEAH, I THOUGHT IT WAS REALLY GOOD. 
          ANYTHING TO ADD, MARCUS? I THINK THAT IT WENT REALLY GOOD, ACTUALLY. 
          IT WAS VERY, LIKE, AFTER THE FACT, IT WAS VERY, LIKE, WOW, WHAT JUST HAPPENED? BUT OTHER THAN THAT, IT WAS, LIKE, JUST THINKING BACK ABOUT IT, IT'S DEFINITELY A VERY FOND MEMORY NOW. 
          IT WAS VERY FUN TO WATCH ALL THE KIDS AND STUFF LIKE THAT. 
          AND, LIKE, THEY WERE SO HOOKED IN WHAT WE WERE DOING THAT THEY DIDN'T EVEN HEAR THE BELL RING. 
          THAT WAS THE END OF THE DAY. 
          LIKE, THE BUSES WERE ABOUT TO LEAVE WITHOUT THEM, SO WE WERE LIKE, GUYS, LIKE, YOU GOT TO GO. 
          AND THEY WERE JUST STAYING AND TRYING TO, LIKE, YOU KNOW, KEEP CHEERING FOR THE GAMES AND STUFF AND I WAS LIKE GUYS WE NEED TO GET OUT OF HERE LIKE THE TEACHERS WERE LIKE THEY GOTTA GO SO IT GOT HEATED IT GOT A LITTLE CRAZY BUT THEY GOT A LITTLE CRAZY MY DAUGHTER IT WAS SHE SHE HAD A BLAST SHE SAID IT WAS A BLAST AND THE GAMES WERE CRAZY APPARENTLY YOU KNOW THEY WERE THERE WERE SOME GAMES THAT THEY HAD TO FIND AN ITEM RIGHT AND ONE KID THEY THEY SAID A BLUE SWEATSHIRT OR SOMETHING LIKE THAT OR THAT AND TRY TO TAKE OFF THE SWEATSHIRT AND HE GOT STUCK WITH EVERYTHING. 
          IT WAS WILD. 
          IT WAS WILD. 
          SO YEAH, MY DAUGHTER JUST COULDN'T TELL ME THIS STORY. 
          SHE HAD TO GIGGLE FOR 10 MINUTES, AND THEN SHE WAS ABLE TO TELL ME. 
          BUT SHE TOLD ME SHE HAD A BLAST. 
          SO GOOD JOB, GUYS. 
          SOUNDS LIKE A SUCCESS IN OUR BOOKS. 
          YEAH. 
          THAT IS SO FUN. 
          THAT IS SO FUN. 
          ANY QUESTIONS FOR OUR STUDENT LEADERS? OKAY, I JUST WANT TO THANK YOU, TOO. 
          YOU HAVE TAKEN THE STUDENT BOARD REP TO A WHOLE NEW LEVEL. 
          AND I DO THINK HAVING THE PLANNING PERIOD TOGETHER HAS BEEN A GAME CHANGER. 
          SO THANK YOU FOR ALL YOU DO, BECAUSE YOU'RE CONSTANTLY THINKING ABOUT HOW TO BRING STUDENT VOICE HERE. 
          AND IT MATTERS. 
          OKAY, WELL, ANY QUESTIONS FOR KRISTI? 
          [6. UPDATES]
OKAY. 
          THEN WE'LL MOVE ON TO OUR REGULAR UPDATES, AND ONE OF OUR FAVORITES, WE'LL TURN IT OVER TO HOLLY. 
          ALL RIGHT, THANK YOU. 
          ALL RIGHT, SO OUR BUDGET AND FINANCE UPDATE FOR THIS MONTH. 
          THE LEGISLATIVE SESSION, WE'VE BEEN ALL WAITING TO HEAR WHAT CAME OUT OF THE LEGISLATURE THIS TIME. 
          THE SESSION ENDED MARCH 12TH. 
          AS AN EXEC TEAM, WE'VE BEEN PROCESSING DIFFERENT SCENARIOS FOR NEXT YEAR, LOOKING AT THE STAFFING MODELS, LOOKING AT ENROLLMENT, AND JUST REALLY PROCESSING JUST KIND OF ALL THE THINGS THAT ARE GOING TO MAKE A DIFFERENCE FOR NEXT YEAR. 
          EARLIER TODAY, WE HAD AN OSPI FINANCIAL UPDATE, AND THEN THE OSPI, THEY'RE PLATFORMS THAT WE PREPARE, LIKE DO THE TECHNICAL BUDGET ON, THE F-195 AND THE F-203, ARE TWO OF THOSE MAJOR REPORTS. 
          THOSE PLATFORMS ARE NOW OPEN SO WE CAN REALLY DIG INTO DOING THE TECHNICAL PART OF THE BUDGET. 
          BEFORE I MOVE ON, ANY QUESTIONS ABOUT THE BUDGET? NOTHING REALLY. 
          I THINK THERE WERE SOME EXPECTED REDUCTIONS IN TK. 
          [00:55:01]
OUR UPDATES TODAY WITH OSPI, THERE WASN'T ANYTHING SURPRISING. 
          I THINK WE KIND OF KNEW WHAT TO EXPECT, AND PEGGY HAS A QUESTION MAYBE. 
          YEAH. 
          YEAH, SO, I MEAN, YOU MENTIONED THE F-195 THERE. 
          I MEAN, FROM LAST YEAR, YOU'RE ALREADY WORKING ON THE F-195 FOR THIS. 
          YEAH, THE F-195 IS THE BUDGET. 
          YEAH. 
          SO THAT'S, YEAH, SO WE'VE GOT. 
          OH, F-195, I'M SORRY. 
          YEAH, YOU'RE THINKING F-196. 
          I'M THINKING F-196. 
          SO THAT'LL BE NEXT FALL. 
          OH, NO PROBLEM. 
          SO THAT'S ALL I'VE, THE ONLY UPDATES I REALLY HAVE REGARDING THE BUDGET. 
          SO MOVING ON TO THE FUND BALANCE, THIS IS EXACTLY THE SAME SLIDE AS IT WAS LAST MONTH, OUR FUND BALANCE STAYED REALLY FLAT, SO $4.1 MILLION IS WHERE WE'RE AT. 
          OUR MINIMUM FUND BALANCE POLICY IS 4% OF BUDGET EXPENDITURES, AND THAT'S $3.7 MILLION, SO WE'RE ABOVE THAT, WHICH IS GREAT. 
          AND WE'RE JUST REALLY CONTINUING TO BE REALLY FRUGAL AND MONITORING ALL OF OUR SPENDING. 
          THIS IS WHAT OUR FUND BALANCE LOOKED LIKE. 
          JUST A REMINDER, THE RED LINE IS OUR MINIMUM. 
          FUND BALANCE. 
          THE GREEN, WHICH IS THE SECOND FROM THE BOTTOM, IS WHERE WE ARE THIS YEAR, AND THIS GRAPH SHOWS FOUR YEARS' WORTH OF ACTIVITIES. 
          PEGGY? I MEAN, WAS THERE ONE BIG, I MEAN, I KNOW YOU SAID IT WAS ALL THIS TRIMMING AND THEN, YOU KNOW, EARLY RECEIPT OF SOME OF THE REVENUE FOR APRIL, AND IT JUST SEEMS LIKE, AS OPPOSED TO ALL THE OTHER YEARS LIKE THIS, KIND OF. 
          YEAH, THERE'S SOME TIMING INVOLVED, YOU KNOW, DEPENDING ON WHEN WE GET INVOICES AND WHEN WE DO OUR ACCOUNTS PAYABLE CHECK RUNS. 
          BUT REALLY, IT'S A RESULT OF THE CUTTING WE DID LAST YEAR. 
          AND I HAVE A SLIDE AND A COUPLE SLIDES THAT KIND OF SHOWS ALL THE REDUCTIONS THAT WE'VE DONE. 
          AND OUR REVENUES HAVE, YOU KNOW, THEY HAVE GONE UP SLIGHTLY, BUT THINGS COST MORE. 
          SO JUST THAT'S REALLY THE RESULT OF HOW, YOU KNOW, IT'S THAT BEING VERY FRUGAL IS WHY WE FLATTENED OUT AND WHY WE DIDN'T. 
          SO THERE'S NOT ANY, I MEAN THE MAJOR THING IS STAFFING IS WHAT WE SPEND MOST OF OUR MONEY ON, SO IT'S THE REDUCTION OF STAFF. 
          AND I KNOW IF YOU REMEMBER BACK TO LAST YEAR THIS TIME, WE HAD A LOT OF LEAVE REPLACEMENTS AND A LOT OF PEOPLE OUT THAT COST MORE. 
          AND WE HAD TO HIRE ADDITIONAL STAFF FOR SUPPORT OR OTHER AREAS, SO THAT FLATTENING LINE IS A RESULT OF THAT ALSO. 
          THE PROJECTION, SO THIS IS KIND OF A BEST GUESS OF WHERE WE MIGHT BE TOWARD THE END OF THE YEAR. 
          AND IT'S JUST REALLY HARD TO PREDICT THE YEAR END. 
          SO I USED HISTORY AND JUST KIND OF WHAT WE KNOW AT THIS POINT IN THE YEAR TO PREDICT THIS. 
          AND BRIAN ASKED LAST TIME THAT I KEEP THE DOTTED LINE. 
          SO YOU CAN SEE THE GREEN LINE, THE UPPER GRAPH, IS WHERE WE ARE THIS YEAR. 
          AND WE'RE JUST SLIGHTLY ABOVE. 
          WHERE OUR PROJECTION WAS. 
          AND THEN AT THE END, IT KIND OF SEPARATES AT THE END. 
          THERE'S A BLUE DOTTED LINE AND A GREEN DOTTED LINE. 
          THAT'S JUST THE DIFFERENCE IN THE TWO DIFFERENT. 
          IF WE GET SPECIAL ED SAFETY NET, IT WOULD BE THE UPPER LINE, THE LOWER LINE IF WE DON'T GET THAT. 
          WE NEVER BUDGET THAT MONEY BECAUSE IT'S NOT FOR SURE THAT WE GET IT. 
          THIS IS A SLIDE I WANTED TO SHOW. 
          THIS REALLY SHOWS OUR CUTS. 
          SO THESE ARE EXPENDITURES BY MAJOR OBJECT IS HOW WE CATEGORIZE THEM. 
          SO THE CERT SALARIES, CLASSIFIED SALARIES, BENEFITS, SUPPLIES AND MATERIALS, CONTRACTUAL SERVICES, TRAVEL AND CAPITAL OUTLAY. 
          AND YOU SEE WE ARE SPENDING LESS IN EVERY SINGLE CATEGORY. 
          SO AT THIS POINT IN THE YEAR, AND THESE ARE YEAR-TO-DATE NUMBERS, SO IT'S COMPARING YEAR-TO-DATE THIS YEAR TO YEAR-TO-DATE LAST YEAR. 
          WE'RE $1.1 MILLION UNDER OUR SPENDING, AND THE ONLY CATEGORY THAT HAS GONE UP IS THE CONTRACTUAL SERVICES, AND INCLUDED IN THAT NUMBER IS OUR INSURANCE AND OUR UTILITY COSTS. 
          SO THAT'S WHY THAT PARTICULAR ONE HAS GONE UP. 
          BUT ACROSS THE BOARD, WE'RE SPENDING LESS, AND THAT'S WHY YOU SEE THAT FLATTENING OF THE LINE. 
          SO WE'RE JUST SPENDING LESS. 
          AND I WANT TO ADD TO THAT, BECAUSE WHILE WE'RE WORKING REALLY HARD TO SPEND LESS, WE'RE ALL FEELING IT. 
          AND SO I WANT TO GIVE A SHOUT-OUT TO OUR BUILDINGS AND THE PEOPLE WHO ARE DOING MORE WITH LESS RESOURCES EVERY SINGLE DAY. 
          AND THEY ARE, I WOULD SAY, BEING QUITE GRACIOUS WITH IT. 
          BUT I THINK PEOPLE UNDERSTAND, AND I DO WANT TO THANK OUR STAFF BECAUSE WE'RE ASKING A LOT OF THEM, AND THAT'S EVERY STAFF MEMBER, REGARDLESS WHAT THEY DO 
          [01:00:01]
IN THIS ORGANIZATION. 
          PEOPLE ARE, YOU KNOW, IT KIND OF GOES BACK TO WHAT COUNCILMAN MUTCHLER SAID, YOU KNOW, THERE'S SOME BEAUTY ABOUT FERNDALE, AND I THINK THIS IS ONE OF THE BEAUTY THINGS ABOUT OUR DISTRICT IS WE CENTER STUDENTS, AND PEOPLE ARE FEELING THE PINCH. 
          WE'RE TIRED, PEOPLE ARE EXHAUSTED, AND THEY ARE STILL SHOWING UP FOR KIDS EVERY SINGLE DAY. 
          SO I JUST THINK THAT NEEDS TO BE ACKNOWLEDGED, THAT THIS HAS NOT BEEN EASY WHATSOEVER. 
          AND JUST ONE OTHER THING I'D ADD IS THIS PAGE COMES RIGHT OUT OF THE FUND BALANCE FINANCIAL STATEMENTS. 
          THEY'RE POSTED EVERY MONTH. 
          THIS IS AVAILABLE FOR EVERYBODY TO REVIEW, SO IT'S POSTED ON BOARDDOCS. 
          AND THEN THE LAST THING I WANT TO TALK ABOUT IS OUR AUDIT THAT IS WRAPPING UP. 
          THEY'VE BEEN AT IT SINCE ABOUT FEBRUARY 9TH, AND AT THE END OF THE AUDIT, SO I WOULD IMAGINE PROBABLY LATER IN APRIL OR MAYBE EARLY MAY, THEY'LL INVITE ALL OF YOU TO OUR EXIT CONFERENCE TO DISCUSS KIND OF THE RESULTS OF THE AUDIT. 
          AND THEN THEY DID THREE DIFFERENT SECTIONS THIS TIME. 
          A FINANCIAL AUDIT, WHICH INCLUDES THE F-196 FROM LAST YEAR, THE NOTES FOR THE FINANCIAL STATEMENTS, AND THEN SOME RECONCILIATIONS. 
          THEY DID FEDERAL SINGLE AUDITS. 
          THE MAJOR PROGRAMS THEY LOOKED AT WERE SPECIAL EDUCATION AND IMPACT AID. 
          AND THEN FOR OUR ACCOUNTABILITY AUDIT, THEY DID ALL OF THESE THINGS, WHICH WHEN I WAS WRITING THEM DOWN, I'M LIKE, THIS IS A LOT. 
          SO THEY LOOKED AT ALE, SUPPLEMENTAL CONTRACTS. 
          THEY LOOK AT OUR CERTIFICATED PROFESSIONAL LEARNING. 
          THEY LOOKED AT THE CONVERSION FROM SKYWARD TO CUMULATIVE JUST TO MAKE SURE THAT EVERYTHING, BECAUSE OUR GENERAL LEDGER AND ALL OF OUR STUDENT DATA AND JUST TO MAKE SURE THAT EVERYTHING CAME ACROSS TO THE NEW VERSION OF CUMULATIVE. 
          THEY LOOK AT BANK ACTIVITY. 
          THEY LOOK AT OUR SUB FUND, WHICH IS THE WAY WE TRACK OUR LOCAL REVENUES AND EXPENDITURES. 
          THEY LOOK AT THE OPEN PUBLIC MEETINGS ACT, SO THEY REVIEW THE MINUTES OF EVERY SINGLE MEETING THAT YOU'VE HAD. 
          HAVE HAD TO MAKE SURE THAT EVERYTHING IS COMPLIANT. 
          AND THEN THEY ALSO ARE LOOKING AT OUR FINANCIAL CONDITION. 
          SO IT'S PRETTY EXTENSIVE AND A LOT. 
          PEGGY? YEAH, SO MY UNDERSTANDING IS THAT THE LOCAL LIVING MONEY IS SUPPOSED TO BE USED FOR ENRICHMENT, BUT WE END UP USING IT A LOT FOR BASIC EDUCATION. 
          AND WHY IS THERE NEVER ANY? I CAN'T ANSWER THAT. 
          BECAUSE THAT'S NOT HOW IT'S SUPPOSED TO BE. 
          I'VE HEARD THAT YOU'RE NOT SUPPOSED TO DO THAT. 
          THE STATE HAS DEFINED ENRICHMENT AS ANYTHING THAT THEY DON'T COVER. 
          SO THEIR DEFINITION, THAT WAS MY BIG AHA THIS YEAR. 
          I ASKED THAT EXACT QUESTION. 
          HOW CAN YOU, IF THE LEVY'S PASSED AND IT'S FOR ENRICHMENT, WHY ARE WE HAVING TO SPEND IT IN THIS WAY? THEY GO, OH, NO. 
          ENRICHMENT'S WHAT ANYTHING WE DON'T PAY FOR. 
          WELL, WHEN YOU'RE SHORT ON BASIC EDUCATION, THEN THE LEVY IS GOING TO COVER WHAT THEY ARE NOT FUNDING. 
          AND BY DEFINITION, THEIR DEFINITION, IT'S WITHIN THE LAW. 
          AND THE SUBFUND, THE USE OF LOCAL REVENUE, WHAT I'VE PUT UP THERE, THE USE OF LOCAL REVENUE FOR ENRICHMENT ACTIVITIES, THEY'RE LOOKING AT THE MECHANICS OF HOW WE'RE ACCOUNTING FOR THE MONEY. 
          THEY'RE NOT LOOKING AT WHAT WE'RE SPENDING IT ON SO THEY'RE JUST ALL RIGHT AND THAT'S ALL I HAVE ANY QUESTIONS I JUST WANT TO THANK THE TEAM WHO DID THIS LENGTHY AUDIT SO THANK YOU TO YOUR TEAM AND THEN I SHARED WITH THE BOARD THAT OUR COMPREHENSIVE PROGRAM REVIEW TRINA CLICK SUBMIT LAST NIGHT THAT'S BEEN GOING SINCE OCTOBER AND SO WE WILL BE ADDING UP THE HOURS THAT OUR STAFF HAS USED AND ADDING UP THEIR SALARIES. 
          SO I WILL BE ABLE TO GIVE YOU A COST THAT IT HAS BEEN ON OUR SCHOOL DISTRICT FINANCIALLY IN TERMS TO MAKE THOSE. 
          AND WHILE THE COMPREHENSIVE PROGRAM REVIEW DOES NOT CHARGE US, THEY DO CHARGE US FOR THIS AUDIT. 
          SO NOT ONLY DO WE GET TO DO IT, WE GET TO PAY TO DO IT. 
          THE COMPREHENSIVE PROGRAM REVIEW, THOUGH. 
          I TALKED TO ONE DIRECTOR TODAY, AND HE ALONE, ONE PERSON, SPENT 100 HOURS DOING JUST HIS PART OF IT. 
          SO I'LL BE GETTING THOSE NUMBERS TO THE BOARD HERE ONCE WE HAVE SOME HARDER NUMBERS. 
          I PARTICULARLY LIKE WHEN THE AUDITOR SENDS ME THE NOTE THANKING ME FOR INVITING THEM TO DO IT. 
          I'M LIKE, I DON'T REMEMBER DOING THAT, BUT OKAY. 
          [01:05:01]
SO ANY QUESTIONS FOR HOLLY? OKAY. 
          THANK YOU. 
          THANK YOU. 
          YES, THANK YOU VERY MUCH, HOLLY. 
          WE APPRECIATE IT. 
          I DO HAVE ONE. 
          OKAY, SO THE OSPI AUDIT IS SOMETHING SEPARATE, BUT YOU SAID THAT THEY'RE DOING FINANCIAL, TOO. 
          SO DO WE GET A REPORT ON THAT ONCE THEY'RE DONE? I THINK THEY PUT A REPORT TOGETHER, YES, BUT THEY DON'T. 
          IT'S NOT PUBLISHED IN THE SAME WAY THAT THE SAO AUDIT IS, AND THE FINANCIAL PART OF THE COMPREHENSIVE PROGRAM REVIEW IS FAIRLY MINIMAL. 
          THERE WAS SOME CROSSOVER. 
          I GUESS THE DIFFERENCE IS THEY LOOK AT EVERY FEDERAL PROGRAM ALL AT ONCE. 
          EVEN THE ONES THAT SAO NEVER LOOKS AT BECAUSE THEY JUST LOOK AT OUR MAJOR PROGRAMS. SO, YES, THERE IS A LITTLE BIT OF OVERLAP. 
          BUT THE WHOLE REASON WE HAVE A FEDERAL AUDIT THAT THE STATE AUDITOR'S OFFICE DOES, IT'S CALLED A SINGLE AUDIT, MEANING IT'S SUPPOSED TO BE THE SINGLE ONE THAT WE HAVE TO DO. 
          SO IT MEANS THE FEDS CAN'T COME IN AND AUDIT US. 
          SO IT'S SINGULAR. 
          IT'S SUPPOSED TO BE ONE AUDIT. 
          SO IT IS KIND OF WEIRD THAT THE OSPI IS KIND OF OVERLAPPING THAT WORK. 
          PEGGY, THAT EXPRESSION SAYS IT ALL. IF THEY FOLLOW THE SAME PROCESSES FOR HAVING AN EXIT CONFERENCE. 
          TRINA CAN, I ASKED THIS, SO I'LL ASK TRINA TO ANSWER THAT. 
          WE'VE HAD PRELIMINARY MEETINGS WITH OSPI TWICE NOW, TWO TIMES SINCE WE STARTED IN OCTOBER. 
          AND THE WEEK AFTER SPRING BREAK, WE HAVE OUR EXIT INTERVIEW WITH THEM. 
          THAT IS AN INTERNAL. 
          SO ALL OF THE STAFF THAT HAVE BEEN INVOLVED IN SUBMITTING ITEMS FOR THE PROGRAM REVIEW, WHICH IS ABOUT 12 TO 15 OF OUR STAFF, AND THEY'LL COME TO THE EXIT INTERVIEW. 
          IT'LL BE KIND OF HIGH LEVEL AT THAT TIME, AND THEN WE EACH MEET INDIVIDUALLY WITH THE PEOPLE FROM OSPI THAT WERE DOING THE AREA. 
          SO LIKE TITLE I, FOR INSTANCE, AT THE EXIT INTERVIEW, THEY'LL GIVE A HIGH-LEVEL REPORT OF IF THERE WERE ANY AREAS THAT NEED TECHNICAL ASSISTANCE OR THAT THEY NEED ADDITIONAL FOLLOW-UP. 
          HOW I UNDERSTAND IT IS THEN WE HAVE A YEAR TO MAKE RIGHT ANYTHING THAT WAS OUT OF COMPLIANCE, AND WE'LL FIND ALL OF THAT OUT ON THE 16TH. 
          THANK YOU. 
          OKAY. 
          ANY OTHER QUESTIONS? SO SEEING NONE, WE'LL GO AHEAD AND MOVE ON TO THE AUDIT COMMITTEE REPORT. 
          NOT MUCH TO REPORT. 
          AND, I MEAN, NANCY AND I WENT IN AND WE WENT THROUGH THE VOUCHERS. 
          ONE THING I DID LEARN, I MEAN, NOT MUCH TO REPORT BECAUSE, YOU KNOW, BASICALLY WE JUST GO IN AND WE SEE. 
          TAKE A SAMPLE AND LOOK AND SEE IF EVERYBODY, IF THE GOODS WERE RECEIVED, IF PEOPLE SIGNED OFF ON IT, ALL THE CHAIN OF SIGNATURES ARE THERE, IF THINGS MATCH UP. 
          AND SO, YEAH, THERE WASN'T A PROBLEM, OBVIOUSLY. 
          BUT ONE INTERESTING THING THAT DID SHOW UP IN THERE THIS TIME WAS OUR PROPERTY TAXES. 
          I DID NOT REALIZE THAT EVEN THOUGH, YOU KNOW, SCHOOL BUILDINGS, THOSE MUNICIPAL CORPORATIONS ARE EXEMPT FROM PAYING PROPERTY TAXES ON LAND. 
          WE DO PAY A LITTLE BIT OF PROPERTY TAXES AND SOME FEES FOR DRAINAGE DISTRICTS FOR FIRE RESPONSE. 
          AND WHAT ELSE? OH, YES, SEWAGE FEES IN AREAS WHERE WE'RE ON SEPTIC, WHICH WAS FASCINATING. 
          AMAZING WHAT YOU LEARNED ON THE AUDIT COMMITTEE. 
          OKAY. 
          WELL, THANK YOU, PEGGY. 
          THANK YOU, NANCY. 
          APPRECIATE YOUR WORK DOING THAT AND REVIEWING THOSE THINGS AND REPORTING TO US. 
          MOVING ON TO OUR LEGISLATIVE REPORT. 
          NANCY. 
          OKAY, THANK YOU. 
          MOSTLY BAD NEWS, SO AT LEAST I'LL START OUT WITH SOME GOOD NEWS. 
          THERE'S A COUPLE TINY LITTLE GLIMMERS OF LIGHT. 
          ONE IS THAT A TAX WHICH HAD BEEN NEW ON SCHOOL DISTRICTS LAST YEAR WAS LIFTED THIS YEAR. 
          SO THAT'S ONE THING TO BE HAPPY ABOUT. 
          AND THAT CAME ABOUT AS AN AMENDMENT THAT HAD BEEN VOTED IN ON THAT MILLIONAIRE'S TAX, WHICH ALSO DID PASS. 
          AND ABOUT THE ONLY OTHER THING THAT THAT DID FOR SCHOOLS IS PROVIDES FREE MEALS FOR ALL STUDENTS FOR BREAKFAST AND LUNCH THROUGHOUT THE STATE, WHICH IS A VERY STRANGE THING BECAUSE A LOT OF PEOPLE DON'T NEED THAT. 
          AND FOR OUR SCHOOL DISTRICT, WE 
          [01:10:01]
ALREADY PROVIDE BREAKFAST AND LUNCH TO EVERYBODY, SO IT MAKES NO DIFFERENCE FOR US. 
          AND THAT'S A LOT OF MONEY THAT'S INVESTED ON PEOPLE WHO PROBABLY DON'T REALLY NEED IT. 
          OKAY, SO THAT'S THE GOOD NEWS. 
          SO THEN THE REST OF IT. 
          LET'S SEE, BUDGET CUTS TO K-12 PROGRAMS KIND OF ACROSS THE BOARD. 
          LEA'S LOCAL EFFORT ASSISTANCE, THAT WAS REDUCED BY $25 MILLION THIS YEAR AND THE TRANSITION TO KINDERGARTEN WAS REDUCED BY $27 MILLION. 
          SO THAT'S A REAL BLOW TO US BECAUSE THAT'S IMPORTANT IN FERNDALE. 
          THE SCHOOL BUS DEPRECIATION SCHEDULE WENT DOWN BY $21 MILLION, AND THAT MEANS THAT INSTEAD OF AGING OUT CERTAIN BUSES AT 13 YEARS, THEY AGE THEM OUT AT 15 YEARS. 
          THERE ARE REDUCTIONS TO RUNNING START BY $7 MILLION. 
          THE SPECIAL ED. 
          SAFETY NET SO HOLLY YOU MENTIONED SOMETHING ABOUT WE DON'T KNOW IF WE'RE GOING TO GET THAT OR NOT THE LATEST ON THAT AND THE FINAL ON THAT IS HIGH NEED SPECIAL ED STUDENTS THE SAFETY NET IS REDUCED TO ONE POINT SEVEN FIVE TIMES THE AVERAGE PER PUPIL EXPENDITURE AND IF YOU ROUGHLY AVERAGE PER PUPIL EXPENDITURE, IT'S ABOUT $19,000 PER STUDENT. 
          BUT I CAN TELL YOU, HAVING DONE THE AUDIT COMMITTEE NOW FOR QUITE A WHILE, WE HAVE SOME SPECIAL ED STUDENTS WHERE $1.75 OVER A TYPICAL STUDENT DOESN'T BEGIN TO TOUCH THE COSTS OF COMPLYING WITH THEIR NEEDS. 
          IT IS SHOCKING HOW MUCH SOME STUDENTS COST THIS DISTRICT. 
          LET'S SEE, THE DECLINE IN THE OVERALL SHARE OF THE STATE BUDGET DEDICATED TO PUBLIC EDUCATION RESULTS IN A WHOLE BUNCH OF DISTRICTS HAVING TO RE-EVALUATE STAFFING MODELS. 
          AND SO THAT'S WHY ONE OF THE THINGS THAT WE WILL BE DOING TODAY IS HAVING TO DO WHAT WE DID LAST YEAR AS A BOARD AND APPROVE A RESOLUTION TO ALLOW THE SUPERINTENDENT TO MAKE THE NECESSARY CHANGES TO BE ABLE TO ACCOMMODATE THE REDUCED AMOUNT OF MONEY THAT WE WILL HAVE TO WORK WITH THIS COMING SCHOOL YEAR. 
          LET'S SEE, A COUPLE OTHER THINGS. 
          OH, HEY, ONE GOOD THING, I THINK, IS ALL PUBLIC SCHOOL DISTRICTS ARE MANDATED. 
          I DON'T LIKE MANDATES, BUT WE KNOW THIS ONE. 
          JUST LISTEN. 
          HEAR ME OUT. 
          TO CREATE A BELL-TO-BELL CELL PHONE POLICY BY 2030. SO WE GOT IT ALREADY. 
          BEEN THERE, LEADING THE CHARGE. 
          SO WE'RE HEADING THE GAME ON THAT, AND THAT FEELS REALLY GOOD. 
          OKAY, TO GET AWAY FROM THE LEGISLATURE AND OVER TO WASDA, A DISTRICT 1 REGIONAL MEETING IS HAPPENING IN ARLINGTON ON APRIL 20TH, AND I WILL BE ATTENDING THAT AS OUR BOARD REPRESENTATIVE FOR THAT. 
          AND I'LL GET BACK TO YOU NEXT MEETING AFTER THAT WITH WHAT HAPPENS THERE. 
          AND SOME THINGS HAVING TO DO WITH WASDA. 
          APRIL 1ST, TOMORROW THROUGH APRIL 30TH, IS THE PLATFORM REVISION WINDOW. 
          AND LAST YEAR, WE PUT FORTH A PROPOSAL TO CHANGE AN EXISTING POSITION FROM HOLDING PARENTS AS IMPORTANT TO PRIMARY, AND THAT DID NOT PASS LAST YEAR. 
          WE CAN THINK ABOUT IF WE WANT TO RUN THAT AGAIN, OR WE COULD THINK OF DOING SOMETHING ELSE OR DOING NOTHING. 
          BUT ONE THING I FOUND WHEN GOING DOWN A RABBIT HOLE ABOUT HOW MANY PROPOSALS, POSITIONS, LEGISLATIVE POSITIONS, AND PERMANENT POSITIONS THAT WASDA HAVE, WE HAVE THE MOST POSITIONS OF ANY STATE IN THE UNITED STATES. 
          SOME STATES HAVE, LIKE TEXAS HAS, FIVE. 
          AND THEY'RE JUST MORE LIKE MISSION STATEMENTS OF WHAT THEY WANT. 
          AND THEN OTHER STATES HAVE 40 TO 50. 
          WE HAVE 225 SOME ODD POSITIONS. 
          SO ONE OF THE THINGS THAT WE MIGHT THINK ABOUT DOING, IF ANYBODY WANTS TO SPEND THE TIME, IS CONSOLIDATING OR ELIMINATING. 
          A LOT OF OTHER STATES, THEY SUNSET THEIR PROPOSALS. 
          SO WE COULD THINK ABOUT. 
          [01:15:02]
IF ANYBODY WANTS TO WORK ONE-ON-ONE WITH ME ON THAT, I'M YOUR GIRL. 
          LET'S SEE, ANYTHING ELSE I WANT TO TELL YOU? I THINK, YEAH, I HAD SOMETHING UP ON MY SCREEN, BUT I LOST IT. 
          THIS IS A NEW FANGLED COMPUTER TO ME, AND IT STILL GETS THE BEST OF ME, SO I LOST THAT STUFF, BUT I THINK I'VE TALKED ENOUGH, AND I'VE GIVEN YOU ENOUGH INFORMATION, SO WE'LL JUST CALL IT GOOD. 
          I HAVE A QUESTION. 
          CAN YOU, DO YOU HAVE ANY CLARIFICATION ABOUT THE SALES TAX THING? I'M STILL A LITTLE CONFUSED ON WHAT THAT REALLY MEANS FOR US. 
          CHRISTY, WOULD YOU LIKE TO TAKE THAT? YEAH. 
          BASICALLY, THEY HAD IMPLEMENTED A TAX LAST YEAR, SO THEN IF WE WOULD HAVE BROUGHT IN A CONSULTANT, EVEN IF THE CONSULTANT WAS FROM THE ESD, WE WERE HAVING TO PAY AN ADDITIONAL SALES TAX ON THEIR TIME. 
          SO IT WAS JUST MAKING IT VERY HARD FOR US. 
          TO, YOU KNOW, A LOT OF TIMES, ESPECIALLY IN A MEDIUM SIZE OR SMALL DISTRICT, YOU HAVE TO BRING PEOPLE FROM THE OUTSIDE IN FOR PROFESSIONAL DEVELOPMENT. 
          WE WOULD BE CHARGED AN EXTRA TAX ON TOP OF WHAT WE ARE ALREADY PAYING THE CONSULTANT. 
          AND DIDN'T THAT ALSO EXTEND TO LEAVE REPLACEMENTS AS WELL? I THINK, I DON'T KNOW. 
          I THINK THIS WAS DEFINITELY TIED TO ANY CONSULTANT OUTSIDE. 
          SO CONTRACTED? YEAH, IT JUST DIDN'T MAKE SENSE BECAUSE TYPICALLY YOU HIRE LIKE FROM THE ESD, WE WOULD HIRE SOMEBODY TO COME SUPPORT US. 
          SO WE WERE HAVING TO PAY FOR THE CONSULTANT, AND THEN WE WERE BEING TAXED ON TOP OF IT. 
          SO WE WERE, IT WAS, IT JUST DIDN'T MAKE SENSE THAT WE WEREN'T EXEMPT FROM IT IN THE BEGINNING. 
          THE OTHER QUESTION WAS ABOUT RUNNING START. 
          I'M ASSUMING WE REIMBURSE WHATCOM FOR RUNNING START STUDENTS. 
          IS THAT HOW THIS WORKS? THAT'S TRUE. 
          IT'S A PASS-THROUGH. 
          OKAY. 
          SO IF THERE'S LESS MONEY FOR THAT, CAN FAMILIES COVER THE COST OF THAT? I MEAN, IS IT JUST LIKE AN EARLY COLLEGE? RIGHT NOW THE WAY IT WORKS IS THAT STUDENTS CAN COUNT UP TO 1.4 FTE SO THEY CAN BE YOU KNOW 1.0 AT FERNDALE HIGH SCHOOL AND THEN A 0.4 AT THE COMMUNITY COLLEGE AND WE CAN COLLECT THE FULL COST OF THE YOU KNOW THE 1.0 OR WHAT WERE THE SERVICES WERE PROVIDING AND THEN PASS THROUGH THE 0.4 SO IN ANY COMBINATION OF THAT. 
          AND WHAT THEY'VE ACTUALLY REDUCED IT TO IS 1.3, WHICH IS A REALLY ODD NUMBER BECAUSE THAT'S NOT ACTUALLY HOW THE MATH WORKS OUT, USUALLY A 1.2 OR 1.4. 
          SO THERE'S SOME WIGGLING THEY'VE GOT TO FIGURE OUT AT OSPI AND HOW THAT'S GOING TO GET IMPLEMENTED. 
          SO IT'S NOT A DRAMATIC OR DRASTIC SHIFT. 
          IT'S MORE OF AN IMPACT TO KIND OF THE WAY THE FTE IS DIVIDED BETWEEN THE TWO SCHOOLS. 
          OKAY. 
          AND YEAH, LIKE I KNOW A LOT OF KIDS WHO LIKE LEARNED ABOUT THIS WHOLE RUNNING START STUFF. 
          WHEN YOU SIGN UP FOR RUNNING START, YOU HAVE TO PAY LIKE $178 DEPENDING ON LIKE HOW MANY CLASSES YOU'RE TAKING OR WHAT CLASS YOU'RE TAKING. 
          AND SO THEY JUST INCREASE THAT AMOUNT THAT THEY HAVE TO PAY. 
          OKAY. 
          I THINK OVERALL THE BIG PICTURE OF THIS LEGISLATIVE SESSION, WHILE WE'RE GOING TO FEEL SOME OF THE HIT HERE IN FERNDALE. 
          PROPERTY POOR DISTRICTS SO NOOKSACK WOULD BE ONE THAT RECEIVES LEA THEY'RE THE ONES WHO ARE TAKING THE BIGGEST HITS AND SO IT DOESN'T MAKE SENSE AND NANCY BROUGHT UP A POINT WHERE AND I'M WORKING WITH OTHER SUPERINTENDENTS SO A DISTRICT WHO IS PROPERTY RICH FOR EXAMPLE BELLEVUE THEY ARE NOT FEELING THE IMPACTS OF THIS LEGISLATIVE SESSION THEY DON'T HAVE TK THEY DON'T QUALIFY FOR LEA. THERE WOULD BE SOME RUNNING START THINGS, BUT OVERALL, THEY'RE NOT FEELING THE IMPACT. 
          AND IF THE LUNCH PROGRAM GOES THROUGH, THEY'RE LIKE, ALL OUR KIDS DON'T NEED LUNCHES. 
          LIKE, THAT'S JUST NOT A NEED. 
          SO NOW WE'RE GOING TO GET MONEY FOR SOMETHING. 
          SO THEY'RE GOING TO BENEFIT, WHEREAS WE'RE NOT GOING TO SEE ADDITIONAL FUNDS. 
          AND A LOT OF DISTRICTS THAT ARE PROPERTY POOR ARE REALLY TAKING A HIT. 
          SO IT WAS A FASCINATING SESSION AND YOU KNOW, I'VE BEEN PUTTING OUT A LOT OF POSTS DIFFERENT SUPERINTENDENTS HAVE JUST ABOUT THE IMPACTS AROUND EQUITY ACROSS OUR STATE. THANK YOU. 
          OKAY, ANY OTHER QUESTIONS? 
          [7. MATTER RESERVED FOR BOARD DISCUSSION]
OKAY, THEN WE'LL GO AHEAD AND MOVE ON TO THE BELL TIME ADVISORY COMMITTEE RECOMMENDATIONS AND SO AT OUR STUDY SESSION ON MARCH 11TH, THE BOARD RECEIVED A RECOMMENDATION FROM THE BELL TIME ADVISORY COMMITTEE. 
          I'D LIKE TO ONCE AGAIN THANK THAT COMMITTEE FOR THEIR SERVICE 
          [01:20:01]
TO THE DISTRICT AND FOR THEIR DEDICATED DIVE INTO THIS ISSUE. 
          WE GREATLY APPRECIATE THE WORK THEY DID. 
          FROM THE TIME THAT REPORT WAS RECEIVED AND EVEN BEFORE, WE HAVE HEARD A LOT OF INPUT REGARDING THE POTENTIAL BELL TIME CHANGES PUT FORTH BY THE COMMITTEE. 
          MOST OF THIS INPUT HAS BEEN FROM THE PERSPECTIVE OF THOSE ASSOCIATED WITH OUR SECONDARY STUDENTS. 
          TONIGHT, WE HAVE ARRANGED TO HEAR THE PERSPECTIVE OF THOSE LOOKING AT THINGS WITH AN ELEMENTARY LENS TO GIVE US A MORE COMPLETE PERSPECTIVE ON THE ISSUE AND HOW IT IMPACTS STUDENTS, TEACHERS, FAMILIES, AND THE COMMUNITY. 
          THANK YOU. 
          AND SO, BOARD, WE HAD, WE'RE GOING TO HAVE A PARENT PERSPECTIVE. 
          THEY WERE UNABLE TO COME, SO WE HAVE A TEACHER PERSPECTIVE AND A PRINCIPAL PERSPECTIVE AND ALSO A PARENT. 
          YEAH, I WANT TO CALL THAT OUT AS WELL. 
          ANYWAY, SO ONE OF THE QUESTIONS WAS WE AREN'T HEARING FROM IT, SO HOW DO WE INVITE ELEMENTARY TO THE TABLE TO BE ABLE TO SHARE THE CONVERSATIONS THEY HAD? I THINK I WILL JUST SAY DURING THE ADVISORY, THE SAME TYPE OF THING HAPPENED. 
          WE WERE HEARING A LOT FROM SECONDARY VIEWPOINT. 
          AND SO ELEMENTARY HAD TO KIND OF STEP INTO THE SPACE BOLDLY AND SHARE. 
          AND SO I INVITED JOEL AND KACEY TO COME TONIGHT AND SHARE WITH YOU JUST THEIR THINKING AND THE WORK THEY BROUGHT AND WHAT THEY'RE HEARING IN THEIR CONVERSATIONS WITH ELEMENTARY FOLKS. 
          AND I KNOW JOEL'S BEEN TALKING A LOT TO ALL THE ELEMENTARY PRINCIPALS, SO I'LL TURN IT OVER TO BOTH OF YOU, AND GREEN MEANS GO. 
          WELL, THANKS FOR HAVING US HERE TONIGHT. 
          YEAH, I'M JOEL FRANCIK. 
          I'M THE PRINCIPAL AT CENTRAL ELEMENTARY SCHOOL. 
          I AM THE FATHER OF TWO STUDENTS THAT HAVE GONE THROUGH FERNDALE SCHOOL DISTRICT. 
          MY DAUGHTER GRADUATED TWO YEARS AGO, SO SHE'S A SOPHOMORE AT WASHINGTON STATE. 
          GO COUGS AND MY SON'S A SENIOR THIS YEAR, SO I ALSO HAVE THE PARENT PERSPECTIVE AS WELL. 
          AND HI, I'M KACEY DIJULIO. 
          I TEACH SECOND GRADE AT EGORIDGE ELEMENTARY SCHOOL. 
          THIS IS MY EIGHTH YEAR NOW TEACHING IN THE DISTRICT AND I STUDENT TAUGHT HERE TOO, SO THAT WAS GREAT. 
          AND I'VE BEEN LUCKY ENOUGH TO TEACH AT EHORIDGE KINDERGARTEN, FIRST GRADE, AND THEN THIS WAS MY FIRST DIVE INTO SECOND. 
          SO IT'S GOT TO BE ALL THE PRIMARY. 
          YEAH, SO WE JUST WANT TO START KIND OF GIVING A ELEMENTARY PERSPECTIVE ON WHAT A POTENTIAL BELT CHANGE COULD LOOK LIKE OR HOW THAT WOULD IMPACT ELEMENTARY SCHOOLS. 
          AND SO AS KRISTI ILLUSTRATED WHEN WE STARTED THE CONVERSATION AT THE TASK FORCE. 
          A LOT OF CONVERSATION CAME AROUND HIGH SCHOOL. 
          HIGH SCHOOL STUDENTS, AFTER-SCHOOL ACTIVITIES, ATHLETICS, ALL VERY IMPERATIVE TO OUR SCHOOL DISTRICT, ALL SOMETHING THAT WE ALL SUPPORT. 
          MY STUDENTS HAVE GONE THROUGH ATHLETIC PROGRAMS AND AFTER-SCHOOL ACTIVITIES AS WELL, SO NOT DIMINISHING THOSE AT ALL BUT JUST WANT TO KIND OF PAINT A PICTURE OF OUR DISTRICT, OUR STUDENTS WITHIN THE DISTRICT IN A LARGER PICTURE. 
          RIGHT, SO IF YOU LOOK AT OSPI RIGHT NOW, OUR TOTAL STUDENT NUMBERS ARE ABOUT 4,800 STUDENTS, AND ABOUT 1,300 OF THOSE ARE OUR HIGH SCHOOL STUDENTS, SO THAT GIVES US ABOUT 27% OF OUR STUDENTS ARE AT HIGH SCHOOL, WHICH LEAVES 73% OF OUR STUDENTS THAT AREN'T IN THE HIGH SCHOOL. 
          AND SO AS WE START TO MAKE THESE DECISIONS AND LOOK AT THAT, JUST WANTING TO MAKE SURE THAT WE ARE, AND I KNOW YOU'RE DOING THIS, BUT JUST ENCOMPASSING HOW IT AFFECTS ALL STUDENTS IN ALL AREAS OF OUR DISTRICT. 
          ANOTHER PART OF THE DISCUSSION AT THE TASK FORCE AND HAS CONTINUED TO COME UP IN CONVERSATION IS AROUND ATHLETICS AND HOW WILL IT CHANGE ATHLETICS. 
          AGAIN, SOMETHING TOTALLY ADVOCATE FOR, BUT IF WE LOOK AT 600 TO 700 STUDENTS THAT POTENTIALLY PARTICIPATE IN ATHLETICS, THAT'S ONLY ABOUT 12 TO 14 PERCENT OF OUR TOTAL STUDENT BODY. 
          AND SO AS WE'RE MAKING DECISIONS, NOT WANTING TO MAKE DECISIONS FOR POTENTIALLY 12% OF OUR STUDENTS, BUT LOOKING, AGAIN, FOR THE GREATER. 
          STUDENTS WITHIN THE DISTRICT. 
          THAT SOUNDED GREAT. 
          YEAH, AND I GUESS FROM WHEN I WAS ON THE BELL TIME ADVISORY COMMITTEE, MY MAIN THING WAS JUST REMINDING TO KEEP THE LITTLES IN MIND. 
          AND MY FIFTH GRADE BUDDY TEACHER WOULD LAUGH AT ME BECAUSE I STILL CALLED THE FIFTH GRADERS AT MY SCHOOL, THE BABIES, THE LITTLES, BECAUSE THEY WERE THAT SIZE WHEN I HAD THEM. 
          AND SO I GUESS JUST KEEPING IN MIND ALSO THERE BECAUSE ALSO IF WE ARE THINKING ABOUT AFTER-SCHOOL ACTIVITIES THEY HAVE ACTIVITIES TOO AND SO JUST KEEPING ALL STUDENTS IN MIND AND NOT JUST ONE SECTION I THINK IT'S GREAT TO HIGHLIGHT I KNOW THAT WE HAVE SOME AMAZING HIGH SCHOOL STUDENTS THAT HAVE BEEN GIVEN A VOICE AND AN ABILITY TO CONTACT YOU AND LOVE THAT THEY'RE ABLE TO DO THAT AND YOU KNOW MY FIRST SECOND THIRD GRADERS AREN'T ABLE 
          [01:25:01]
TO DO THAT SO WE'RE HAPPY TO HEAR REPRESENT A LITTLE BIT ON THEIR BEHALF. 
          NEXT PART, I THINK THE RESEARCH IS REALLY CLEAR. 
          I THINK TOM DIMMEL DID A GREAT JOB IN TALKING ABOUT THE RESEARCH SLEEP PATTERNS WITH ADOLESCENTS AND THE HEALTH BENEFITS THAT COME ALONG WITH THAT AND WHY THE RESEARCH SUPPORTS ADOLESCENTS MOVING TO A LATER START TIME. 
          IN AN ELEMENTARY SETTING, WHAT WE CAN SAY IS THAT YOUNGER STUDENTS ARE GENERALLY MORE MORNING ORIENTED. 
          THAT HAS CERTAINLY BEEN MY EXPERIENCE AS A PARENT. 
          I KNOW THAT'S NOT EVERY PARENTS EXPERIENCE BUT MOST OF OUR STUDENTS ARE I WOULD SAY AWAKE VERY EARLY IN THE MORNING OFTEN GOING TO A CHILDCARE OPPORTUNITY BEFORE COMING TO SCHOOL AND BY THE TIME WE GET TO 12 1 O'CLOCK IN THE DAY THEY'VE BEEN AWAKE FOR SEVEN OR EIGHT HOURS ALREADY SO ONE OF THE THINGS WE WANT TO LOOK AT IS STUDENTS ARE MORE MORE MORNING ORIENTED THEY'RE AWAKE THEY'RE EARLY RISERS AND YOU KNOW THAT SHIFT OF THE SLEEP PATTERN MOVING TOWARDS LATER IN THE DAY USUALLY HAPPENS CLOSER AS THEY GET TO MIDDLE SCHOOL AS TOM DEMONSTRATED IN HIS PRESENTATION SO LOOKING AT THE EARLIER START BEING MORE DEVELOPMENTALLY APPROPRIATE FOR OUR EARLY ELEMENTARY STUDENTS. 
          AND TO ADD ON TO THAT LIKE FROM MY EXPERIENCE AND I DO HONOR THAT I'M NOT SPEAKING FOR ALL OF THE TEACHERS OF FERNDALE SCHOOL DISTRICT PLEASE DON'T HAVE ME DO THAT. 
          BUT JUST FROM MY PERSONAL EXPERIENCE IN TEACHING, AND I SEE THIS WHEN I TAUGHT KINDERGARTEN, FIRST GRADE, AND SECOND GRADE, AND TRULY, THE AMOUNT OF EFFORT THAT IT TAKES WHEN TEACHERS GET THAT SCHEDULE, WHEN WE GET TOLD, WHEN'S OUR LUNCH, WHEN'S OUR RECESS, WHEN'S OUR RESOURCE ROOM GROUPS OR LAPS, WHICH IS READING SUPPORT. 
          WHEN WE GET THAT SCHEDULE, THE NEXT THOUGHT IS, WHAT AM I CRAMMING INTO THAT MORNING CHUNK BEFORE LUNCH? AT LEAST THAT'S MY PERSPECTIVE, BECAUSE THAT IS WHEN MY KIDS ARE THE MOST AWAKE THEY HAVE THE MOST ENERGY. 
          THEY HAVE THE MOST EMOTIONAL REGULATION AND CONFLICT RESOLUTION SKILLS. 
          THEIR GROWTH MINDSET IS STRONG AT THAT TIME AND THEIR ABILITY TO SOLVE PROBLEMS AND PUSH THROUGH CHALLENGING MOMENTS IS GREAT, AS WELL AS, OF COURSE, FOCUSING AND MAKING SMART VERSUS POOR CHOICES. 
          AND AS THE DAY GOES ON, AND THEY HAVE PUT IN SO MUCH EFFORT TO JUST EXIST IN THE SCHOOL BUILDING AND GROW THEIR BRAINS, TRY NEW THINGS, WORK THROUGH SOCIAL-EMOTIONAL SKILLS, EVEN ONE AS SIMPLE AS, THAT'S MY CRAYON. 
          YOU WON'T BELIEVE WHAT DRAMA COMES FROM JUST, THAT'S MY CRAYON. 
          AND THE ENERGY THAT GOES INTO THEM AND THE EMOTIONS TO GO THROUGH THOSE. 
          WE GET TO THAT AFTERNOON, THAT NICE, OH, WE'RE IN FROM LUNCH RECESS, MAYBE AROUND 12.45, AND, WELL. 
          WE COULD DO A NAP, WE COULD DO SNACK TIME, AND YOU HOPE YOU HAVE SPECIALS IN THE AFTERNOON. 
          AND WE HAVE FIT IN OTHER THINGS IN THERE, BUT IT'S ALWAYS THE HANDS-ON, MORE HANDS-ON ACTIVITIES, AND IT'S JUST, MY KIDS DO, I HAVE SECOND GRADERS, AND WE SOMETIMES ASK FOR NAPS. 
          AND I GIVE US NAP TIME. 
          DON'T TELL MY PRINCIPAL. 
          BUT IT IS, IT'S TAXING. 
          IT'S HARD WORK THEY'RE DOING, A LOT OF COGNITIVE AND EMOTIONAL REGULATION SKILLS, AND AS THE DAY GOES ON, IT'S A LOT, AND THAT'S WHEN THEN WE SEE UPTICKS IN CONFLICTS OR, SAY, BEHAVIOR IN THE AFTERNOON. 
          AND SO THEY WOULD LOVE TO GET MORE OF THAT CORE MORNING CHUNK TO STRENGTHEN THEIR SKILLS. 
          YEAH, AND ON THAT NOTE, I CAN SHARE SOME DATA OUT WITH YOU, BUT I PULLED OUR, FOR CENTRAL ELEMENTARY, OUR BEHAVIOR REFERRAL. 
          DATA FOR THE PAST THREE YEARS AND A REFERRAL IF YOU DON'T KNOW IF THERE IS A BEHAVIOR INCIDENT AT SCHOOL IT COULD BE SOMETHING MINOR AND REPEATED OR IT COULD BE SOMETHING REALLY SERIOUS IT'S WHERE THAT'S DOCUMENTED FOR US AND AFTER WE'VE CONTACTED PARENTS. 
          LOOKING AT THE DATA BETWEEN THE BLOCKS OF 9 AND 12 AND THEN AFTER LUNCH FROM 12 TO 3:30 ABOUT 35% OF OUR BUILDING REFERRALS HAPPEN WITHIN THAT MORNING BLOCK AND THEN ABOUT 65% IN THE AFTERNOON BLOCK. 
          SO THERE'S A SIGNIFICANT NUMBER OF REFERRALS THAT HAPPEN IN THE SECOND HALF OF THE DAY. 
          MY ASSUMPTION IS, AGAIN, WE'VE BEEN AT SCHOOL OR WE'VE BEEN AWAKE FOR SEVEN OR EIGHT HOURS AT THAT POINT OF THE DAY, AND THE DAY BECOMES QUITE TAXING IN THE AFTERNOON. 
          WE'RE LOOKING FOR OTHER ACTIVITIES TO KEEP STUDENTS ENGAGED DURING THOSE LAST ACTIVITIES OF THE DAY. 
          ALSO PULLED UP SOME DATA ABOUT ATTENDANCE, SO I KNOW THAT THE HIGH SCHOOL HAD SOME 
          [01:30:01]
ATTENDANCE DATA RELATED AROUND ABSENCES AND TARDIES. 
          SO I WAS LOOKING AT THE AVERAGE TARDIES AT CENTRAL OVER THE COURSE OF THIS YEAR, AND WE ARE AVERAGING ABOUT FOUR STUDENTS THAT ARE TARDY A DAY. 
          ON AVERAGE, THAT HAS INCREASED. 
          SO WE STARTED WITH ABOUT TWO STUDENTS A DAY IN SEPTEMBER, AND WE'RE UP TO ALMOST SIX STUDENTS A DAY HERE IN MARCH. 
          SO IT HAS BEEN A STEADY CLIMB. 
          BUT IF WE TAKE THAT AVERAGE, IT'S ABOUT FOUR STUDENTS A DAY, SO SIGNIFICANTLY FEWER STUDENTS THAT ARE TARDY. 
          MAKES SENSE AT ELEMENTARY. 
          ELEMENTARY STUDENTS AREN'T ABLE TO INDIVIDUALLY, IN MOST CASES, GET THEMSELVES TO SCHOOL. 
          THEY'RE DROPPED OFF, THEY'RE WALKED, THEY'RE ON A BUS. 
          THEY AREN'T INDEPENDENTLY DRIVING TO SCHOOL, LEAVING SCHOOL. 
          SOME INTERESTING DATA IS THE NUMBER OF STUDENTS THAT ARE LEAVING EARLY, SO BEFORE THE SCHOOL DAY IS DONE. 
          WE HAVE AN AVERAGE ABOUT 10 STUDENTS A DAY THAT ARE LEAVING EARLY, SO THAT'S FOR OUTSIDE APPOINTMENTS, THERAPIES, COUNSELING, ETC. 
          SO PARENTS ARE FINDING TIMES FOR STUDENTS. 
          FOR THOSE THINGS AND SO THEY'RE SCHEDULING THEM DURING THE SCHOOL DAY AND LEAVING EARLY. 
          SO A POTENTIAL CHANGE IN BELL TIME SCHEDULE WOULD ALLOW PARENTS MORE SCHEDULING OPPORTUNITIES WHERE STUDENTS DON'T HAVE TO LEAVE THE SCHOOL DAY EARLY. 
          AND I GUESS JUST ONE THING I ALSO WANT TO MENTION, WHEN I THINK ABOUT OUR KIDS WHO RIDE THE BUSES, FOR SOME OF THOSE STUDENTS, THEY ARE ON THEIR WHOLE AFTERNOON THAT THEY WOULD BE GETTING OFF THE BUS. 
          SO I'VE ACTUALLY HAD TO THE PLEASURE OF GETTING TO RIDE A BUS AND HELPING KIDDOS GET HOME ON THE BUS. 
          IT TOOK A WHILE. 
          WE WERE GOING OUT TO ELIMINATION. 
          I WAS READY FOR DINNER. 
          I WANTED SOMEBODY TO HAND ME DINNER BY THE TIME I WAS GETTING OFF THAT BUS. 
          SO I THINK WHEN WE THINK ABOUT THEM AS WELL, WE'VE GOT TO THINK ABOUT WHAT THAT'S BEEN THEIR WHOLE EVENING, SOMETIMES JUST RIDING THE BUS, WHICH ALSO CUTS INTO THEIR FAMILY TIME. 
          AND THAT KIND OF BRINGS BACK UP THE CHILD CARE CONVERSATION AND REALLY APPRECIATED WHAT MIKE HAD TO SAY. 
          BUT WE CURRENTLY HAVE A CHILD CARE ISSUE RIGHT NOW. 
          SO MOVING THE BELL TIME SCHEDULE KIND OF SHIFTS WHERE CHILD CARE HAS TO HAPPEN. 
          AT LEAST AT CENTRAL ELEMENTARY, WE HAVE A LOT OF FAMILIES THAT STRUGGLE TO FIND BEFORE SCHOOL CARE. 
          SO KIDS ARE UP. 
          OLDER SIBLINGS ARE GOING TO SCHOOL. 
          PARENTS HAVE TO GO TO WORK. 
          SO THERE HAS TO BE SOME CHILD CARE OPTION FOR STUDENTS IN THE MORNING. 
          BY POTENTIALLY SHIFTING THE BELL TIME SCHEDULE, THAT ALLOWS PARENTS TO DROP STUDENTS OFF MORE ON A WORK TIME SCHEDULE, OR THERE COULD BE OLDER SIBLINGS THAT COULD HELP STUDENTS GET TO SCHOOL. 
          IT DOES THEN OBVIOUSLY MAKE A SHIFT IN THE AFTERNOON WHEN SCHOOL IS OUT EARLY. 
          HOW DO YOU PROVIDE OR FIND MORE CHILD CARE IN THE AFTERNOON? SO UNDERSTANDING THAT IT WOULD BE A SHIFT, BUT WE DO CURRENTLY HAVE A CHILD CARE ISSUE IN THE MORNING AS IT CURRENTLY STANDS. 
          AND THE LAST COMPONENT, KIND OF THE HIGHLIGHT FROM THE THE TASK FORCE IS THINKING, I KNOW WE'RE LOOKING AT HOW DO WE ADDRESS TARDIES AND ABSENCES AND FIX THAT AND THIS IS ONE OF THOSE POTENTIAL WAYS, BUT ALSO LOOKING FROM AN ACADEMIC LENS, WHAT IS SOMETHING WE CAN DO THAT POTENTIALLY COULD HELP OUR STUDENTS ACADEMICALLY BECAUSE THERE'S SOME EFFICIENCY IN BUS ROUTES, THERE'S THERE'S SOME OVERLAP TO ALLOW A LITTLE MORE TIME IN THE ELEMENTARY DAY SCHEDULE TO ADD 10 TO 15 MINUTES OF A LONGER SCHOOL DAY. 
          AND SO WE HAVE THE SHORTEST SCHOOL DAY IN WHATCOM COUNTY. 
          I KNOW KRISTI HAS MENTIONED THAT MULTIPLE TIMES. 
          AND SO 15 MINUTES DOESN'T SOUND LIKE A LOT WHEN YOU TALK ABOUT ADDING 15 MINUTES TO A DAY, BUT IN AN ELEMENTARY SCHOOL ENVIRONMENT, THAT IS A PHONICS LESSON. 
          THAT'S AN INTERVENTION. 
          THAT'S A STRONG RETEACH. 
          THERE ARE A LOT OF THINGS THAT WE DO IN 15 MINUTE CHUNKS. 
          THAT COULD ADD UP TO OVER 45 HOURS IN A SCHOOL YEAR. 
          SO 15 MINUTES COULD ADD A SIGNIFICANT AMOUNT OF ACADEMIC TIME TO SOME OF OUR STUDENTS, AND WE COULD GET RID OF THAT BADGE OF HAVING THE SHORTEST SCHOOL DAY IN WHATCOM COUNTY. 
          SO THAT'S JUST A POTENTIAL OPTION IF THAT SHIFT HAPPENED. 
          THANK YOU BOTH. 
          BOARD, ANY QUESTIONS FOR JOEL OR KACEY? AND THANK YOU BOTH. 
          FOR COMING IN THIS EVENING AND SHARING. 
          ONE QUESTION I HAVE IS YOU MENTIONED AS FAR AS THE INCREASE IN ISSUES AND THAT AND REFERRALS IN THE AFTERNOON. 
          DO YOU THINK THAT THAT IS TIME FRAMING OR IS THAT THE LENGTH THAT WE'RE JUST GOING TO SHIFT IT EARLIER AND KIDS ARE GOING TO GET TIRED BY THE END OF THE DAY IF THEY START EARLIER? GREAT QUESTION, KEVIN. 
          I THOUGHT ABOUT THE SAME THING. 
          I THINK WE'LL GET MORE FOCUS. 
          STUDENTS EARLIER IN THE DAY, RIGHT? SO WILL THE AFTERNOON STILL BE A STRUGGLE SPOT? IT STILL WILL BE, RIGHT? BECAUSE IT'S STILL A LONG 
          [01:35:01]
SCHOOL DAY. 
          BUT I THINK YOU'LL GET MORE ATTENTION AND MORE COGNITIVE FUNCTION OF STUDENTS EARLIER IN THE DAY. 
          I WOULD, YEAH, I WOULD AGREE. 
          AND I JUST, I'M JUST REPLAYING THROUGH ALL MY CLASSES, SORRY. 
          AND I JUST, I THINK ABOUT THE AMOUNT OF STUDENTS I HAVE WHO, WHEN I JOKED ABOUT NAP TIME, I WASN'T. 
          REALLY JOKING AND I AND WHETHER IT'S A WHOLE CLASS WANTS TO DO IT OR I HAVE KIDS WHO JUST FALL ASLEEP POINT BLANK AT ALL TIMES OF THE DAY BUT ESPECIALLY IN THE AFTERNOON AND IT'S NOT BECAUSE THEY DON'T WANT TO BE THERE IT'S NOT BECAUSE IT WORKS HARD IT'S JUST THEY'RE TIRED AND THEY WANT TO DO THE THINGS BUT THEY JUST CAN'T THEY THEY'RE STRUGGLING BECAUSE IT'S I'M TIRED AND I AGREE. GO. DO YOU THINK A FAIR QUESTION ABOUT THAT WOULD BE TO WONDER WHAT TIME THEY'RE GOING TO BED? I HAVE. 
          THAT IS ONE. 
          BUT THEN THERE'S ALSO, LIKE KIDS DO, THEY SLEEP ALL NIGHT. 
          AND THEY DO GO TO BED ON TIME, AND THEY GET UP AT A REASONABLE HOUR. 
          BUT STILL, SOMETIMES IT'S TRULY JUST FOR THEIR DEVELOPMENTAL BODIES AT THAT TIME. 
          WHAT WE'RE ASKING THEM TO DO AT SCHOOL, IT'S, IT'S A LOT, AND IT'S A LOT OF SOCIAL, EMOTIONAL, ESPECIALLY FOR THEM, BECAUSE IT'S LEARNING HOW TO EXIST IN THE REAL WORLD. 
          AND FOR SOME OF THEM, WE'RE LEARNING, THEY'RE GETTING TO LEARN, LIKE IN THIRD GRADE, I LEARNED THEY LEARN MULTIPLE ADDITION, MULTIPLE ADDITION, OR MULTIPLICATION, THANK YOU, THIS IS WHY I DON'T TEACH THIRD GRADE, THEN YOU HAVE OTHER KIDS JUST, IT'S AMAZING HOW MUCH ENERGY AND FOCUS AND CONCENTRATION GOES INTO EVEN JUST IN KINDERGARTEN LEARNING ONE PLUS TWO. 
          AND I THINK FOR THEM, IT'S THERE, IT'S TAXING, AND IT'S A LOT OF ENERGY OUT OF THEM. 
          AND THEY WANT IT, AND THEY'RE TRYING TO GIVE IT, BUT WHEN WE GO INTO THAT LATER IN THE DAY, IT'S HARDER FOR THEM TO SOCIAL EMOTIONALLY REGULATE THAT. 
          ON THE BEHAVIOR STUFF IN THE SECOND HALF OF THE DAY, IT'S BEEN A LONG TIME SINCE I WAS IN ELEMENTARY SCHOOL. 
          WHAT IS IT LIKE TO GET A KID TO WIND DOWN AFTER A LUNCH RECESS? I MEAN, DO THEY COME IN, YOU KNOW, SUPER JAZZED UP AND JUST FINISH PLAYING FOOTBALL OR WHATEVER? I MEAN, YOU KNOW, WHAT DOES THAT LOOK LIKE? YEAH, GOOD QUESTION. 
          RIGHT NOW, WE HAVE FLIP-FLOP, SO WE HAVE RECESS BEFORE LUNCH. 
          SO KIDS GO OUTSIDE, THEY HAVE THEIR RECESS TIME, THEN THEY COME IN. 
          AND THAT ACTUALLY HAS CALMED THINGS DOWN WHEN STUDENTS RETURN TO THE CLASSROOM VERSUS DOING LUNCH AND THEN GOING TO RECESS AND THEN COMING INTO THE CLASSROOM. 
          SO THAT SHIFT IN ITSELF HAS HELPED. 
          BUT MOST OF OUR CLASSROOMS HAVE SOME KIND OF A ROUTINE WHERE THEY COME IN FROM LUNCH AND THERE'S A READ ALOUD OR THERE'S AN ART PROJECT OR SOMETHING FOR 10, 12 MINUTES. 
          THAT'S A TRANSITION TO WHATEVER THEIR NEXT ACTIVITY IS. 
          SO RECOGNIZING THAT THAT TRANSITION NEEDS TO HAPPEN, PROVIDING A SPACE THAT'S SOMETHING CALM, AND THEN MOVING INTO WHATEVER THEIR ACTIVITY IS FOR THE AFTERNOON. 
          MAYBE A SILLY QUESTION, BUT DOES LUNCH MAKE PEOPLE SLEEPY? I KNOW I HAD A MATH CLASS AFTER LUNCH IN COLLEGE, AND IT WAS STATISTICS. 
          I MEAN, THE WORST POSSIBLE TIME TO BE TAKING A CLASS WAS RIGHT AFTER LUNCH. 
          IT'S LIKE START DIGESTING YOUR FOOD AND GETTING DROWSY. 
          YES, AND? SOME STUDENTS, THEY COME BACK FROM LUNCH, AND THEN THEY'RE ALREADY ASKING FOR ANOTHER SNACK. 
          AND SO THEN IT'S LOOKING FOR TIME THAT IS EITHER TOO LONG BETWEEN BREAKFAST OR THEY DIDN'T GET ENOUGH AT LUNCH, AND SO THEN THEY'RE ASKING FOR A SNACK. 
          SO THAT ALSO IS A PART. 
          THEY CAN BE SLEEPY AFTER EATING, AND THEN THEY CAN ALSO STILL BE HUNGRY. 
          AND MY SCHOOL STILL HAS IT WHERE WE DO LUNCH FIRST, THEN RECESS. 
          AND SO WHEN WE COME IN, WHETHER IT'S FROM RECESS OR YOU HAVE SPECIALS, WE ALWAYS DO A MINDFULNESS BREATHING TO REGULATE AND BE READY FOR THE NEXT ACTIVITY. 
          AND AGAIN, YOU STILL, THEY JUST ATE ONE SNACK TIME, TWO HOURS. 
          OR THEY JUST, IT DOESN'T MATTER WHAT TIME OF DAY, THEY'RE JUST GETTING TO THAT KIND OF, I'M MAXED OUT ON JUST FUNCTIONING. 
          DO YOU HEAR MUCH AS THIS TOPIC HAS COME UP? ARE YOU HEARING MUCH FROM PARENTS AS FAR AS INPUT OR THEIR CONCERNS OR WHAT KIND OF FEEDBACK ARE YOU GETTING IN THAT REGARD, IF ANY? I'VE HAD A COUPLE OF CONVERSATIONS WITH SOME PARENTS AT OUR MATH NIGHT AND THEY WERE OPPOSED TO ANY KIND OF BELL CHANGE. 
          AND THEN WE KIND OF TALKED THROUGH IT AND THE BELL CHANGE HAPPENS ANYWAY WHEN YOU GO TO SECONDARY. 
          AND SO ONCE THEY, AND THEIR BIG WORRY WAS ALL 
          [01:40:02]
THREE OF THEM, THE BIG WORRY WAS AAU BASKETBALL AND HOW WOULD THEY PARTICIPATE IN PRACTICES IF THE SHIFT. 
          AND SO ONCE WE TALKED WHAT WOULD BE THE BENEFITS ACADEMICALLY AND FOR SCHEDULES AND HOW WOULD THAT LOOK LIKE ONCE IT WENT TO MIDDLE SCHOOL AND HIGH SCHOOL, THEY WERE MORE ON BOARD. 
          I CAN'T SAY THAT THEY WERE ALL SOLD, BUT IT MADE MORE SENSE ONCE WE HAD THAT CONVERSATION AND THEY RECOGNIZED IT WASN'T GOING TO INTERFERE WITH BASKETBALL. 
          I WOULD SAY AMONGST MY PRINCIPAL COLLEAGUES, THERE'S NO BIG WORRY, I MEAN, ABOUT A SHIFT. 
          THE WORRY LIES MORE WITH STUDENTS THAT ARE WALKING TO SCHOOL IN THE MORNINGS OR WAITING AT BUS STOPS. 
          AND SO THE WORRY BECOMES MORE OF HOW ARE STUDENTS SUPERVISED OR TAKEN CARE OF IN THOSE EARLY MORNING HOURS, BUT NO WORRIES OR CONCERNS ABOUT STARTING SCHOOL EARLIER. 
          JUST AS A TEACHER PERSPECTIVE. 
          THE ONLY THING I'VE HEARD FROM MY FAMILIES WAS JUST LIKE KIND OF A WONDERING OF WHERE PARENTS COULD SEND THEIR FEEDBACK TO YOU ALL. 
          SO I JUST SENT THEM THE LINK TO THE SCHOOL BOARD PAGE. 
          PERFECT ANSWER. 
          SO OTHER QUESTIONS? OH, NO, I DON'T. 
          I JUST WAS HOPING THAT WE COULD START THE DISCUSSION. 
          BUT I DON'T HAVE ANY QUESTIONS. 
          WELL, IF THERE'S NO OTHER QUESTIONS FOR JOEL AND KACEY, THANK YOU. 
          APPRECIATE YOU GUYS COMING TO THE TABLE AND REPRESENTING THE ELEMENTARY PERSPECTIVE. 
          I DO KIND OF HAVE ANOTHER QUESTION. 
          WELL, WHEN I WAS IN KINDERGARTEN, WE WERE FORCED TO TAKE NAPS WHETHER WE WANTED THEM OR NOT. 
          IS A 15-MINUTE NAP JUST A TERRIBLE THING? I MEAN, IS THAT SOMETHING THAT WE'VE EVER LOOKED AT INCORPORATING INTO THE SCHOOL DAY? I WILL ANSWER THAT FROM AN EARLY LEARNING LENS. 
          SOME CHILDREN NEED IT AND SOME DO NOT. 
          SO IF YOU FORCE A CHILD WHO DOES NOT NEED IT TO LAY DOWN. 
          YOU'VE JUST CREATED AFTERNOON BEHAVIORAL ISSUE. 
          SO I THINK WHAT OUR TEACHERS ARE REALLY GOOD ABOUT IS CREATING CALM SPACES. 
          SO IF A CHILD NEEDS A SPACE, THEY CAN HAVE IT. 
          I'M SORRY, I HAVE ONE MORE QUESTION. 
          HOW MANY KIDS DO YOU HAVE IN YOUR CLASS? 22. 
          AND HOW MANY OF THEM DO YOU, YOU KNOW, I SUGGESTED EARLIER THAT MAYBE SOME OF THEM ARE GOING TO BED EARLY ENOUGH. 
          WHAT DO YOU THINK A GUESS ON THAT? I CANNOT REALLY DO THAT. 
          MY THING IS JUST LOOKING AT THEM WHEN THEY'RE AT SCHOOL. 
          YES, IT'S HARD TO SAY. 
          AND AGAIN, DAY-TO-DAY LIFE CHANGE. 
          MY BEDTIME SCHEDULE CHANGE. 
          FOR EXAMPLE, I'M PAST MY BEDTIME RIGHT NOW. 
          SO IT'S JUST HARD IN EVENTS. 
          I KNOW THAT MY STUDENTS, IN ALL THE GRADES I'VE TAUGHT OF ALL OF THEM, THEY ALL WANT TO BE THERE. 
          THEY ALL WANT TO LEARN. 
          THEY ALL ARE TRYING SO HARD. 
          THEY HAVE GREAT GROWTH MINDSETS. 
          BUT AS THE DAY GOES ON AND THEY'VE BEEN UP LONGER, IT GETS HARDER FOR THEM. 
          AND SO THEN WE'RE DOING THIS FUN DANCE OF WHAT CAN WE DO INSTEAD TO MAKE SURE WE'RE ALL STILL FEELING SUCCESSFUL AND LIKE IT'S A POSITIVE DAY. 
          IT'S A WIDE RANGE. 
          AND IT'S NOT CONSISTENT FROM ONE DAY TO ANOTHER NECESSARILY WITH EVERY STUDENT. 
          YEAH. 
          OKAY. 
          THANK YOU. 
          THANK YOU BOTH FOR COMING. 
          THANK YOU FOR HAVING US. 
          THANK YOU. 
          I KNOW IT'S A BIG DECISION. 
          I KNOW IT'S A LOT TO DISCUSS, SO I APPRECIATE YOU LOOKING AT PUTTING STUDENTS FIRST. 
          SO AT THE BEGINNING OF OUR MEETING, WE TALKED ABOUT LIMITING OUR DISCUSSION TO ABOUT 45 MINUTES, SO WE'VE GOT ABOUT 15 MINUTES THEREABOUTS. 
          KRISTI CAN PROBABLY TELL ME EXACTLY BECAUSE I FORGOT TO MARK MY PAPER. 
          BUT THE FLOOR IS OPEN AS FAR AS QUESTIONS. 
          I THINK A COUPLE OF THINGS. 
          ONE IS, YOU KNOW, QUESTIONS, CONCERNS, THOUGHTS ABOUT THIS, AND WHAT INFORMATION DO WE NEED TO HELP US MAKE THAT DECISION? AND THEN, I AM GOING TO PUT FORTH, JUST BASED ON THE FEEDBACK THAT I'VE HEARD FROM KRISTI AND OTHERS, WE'RE NOT PLANNING ON MAKING A FINAL DECISION TONIGHT, BUT I KNOW THERE'S ANXIETY ABOUT, WELL, WHEN IS THIS DECISION? IS IT GOING TO HAPPEN NEXT YEAR? SO I WOULD LIKE TO PUT FORTH THAT WE DO MAKE A DECISION THAT WHATEVER WE DECIDE, IF WE DO DECIDE TO CHANGE THE BELL SCHEDULE, 
          [01:45:02]
THAT IT WILL NOT HAPPEN NEXT YEAR, BUT IT WOULD HAPPEN 27, 28? I THOUGHT THAT WAS ALREADY UNDERSTOOD. 
          WE HAD A CONSENSUS, BUT BECAUSE IT WAS A STUDY SESSION, WE COULDN'T OFFICIALLY MAKE A, SO THIS BEING A BOARD MEETING, WE CAN OFFICIALLY MAKE A MOVE OF THAT KIND. 
          SO OPEN TO DISCUSSION AT THIS POINT. 
          SO MY QUESTION IS, WHAT IS THE OUTCOME OF THIS DISCUSSION? SO IF WE DO NOT FOLLOW THE BELL CHANGE, THEN THERE'S NOT GOING TO BE A DISCUSSION WHETHER OR NOT WE TRIGGER IT, RIGHT? YEAH, THERE'S BASICALLY, I GUESS, AND ANYBODY FEEL FREE TO CORRECT ME IF I'M UNDERSTANDING THE QUESTION RIGHT, WE HAVE A QUESTION BEFORE US IS ARE WE GOING TO MAKE A CHANGE IN THE BELL TIME SCHEDULE AND HOW ARE WE GOING TO RESPOND TO THE RECOMMENDATION OF THE BELL TIME COMMITTEE? AND AGAIN, IF YOU'RE RIGHT, IF WE DON'T MAKE ANY CHANGES, THEN OBVIOUSLY. 
          NO CHANGE WILL HAPPEN NEXT YEAR AND BEYOND. 
          IF WE ARE GOING TO MAKE A CHANGE, THE EARLIEST THAT IT WOULD START IS 27-28. 
          OKAY. 
          JUST AGAIN, FOR PLANNING PURPOSES SO PEOPLE AREN'T GOING TO GET, DO I HAVE TO FIGURE OUT CHILD CARE OR DO I HAVE TO FIGURE OUT MY SCHEDULE FOR NEXT YEAR TYPE THING. 
          JUST GIVING SOME PLANNING TIME, NOT ONLY FOR THE DISTRICT, BUT ALSO FOR FAMILIES AND TEACHERS AND EVERYBODY INVOLVED. 
          I HAVE SOME COMMENTS, IF I CAN START. 
          SURE. 
          REALLY, I APPRECIATE THE EFFORT PUT FORWARD WITH, WITH THIS DOCUMENT, THE RESEARCH, I HAVE RECEIVED TENTHS OF EMAILS, DEFINITELY, MAYBE HITTING THE HUNDREDS. 
          I'M NOT SURE. 
          I DON'T WANT TO EXAGGERATE ON THAT. 
          I WOULD HAVE TO COUNT. 
          BUT WE DID RECEIVE A LOT OF FEEDBACK FROM THE PARENTS. 
          AND THE ONE THING THAT I WANT TO LEAVE ON THE TABLE VERY CLEAR IS WHO THE AFFECTED STAKEHOLDERS ARE IN THIS, AND THESE ARE THE FAMILIES, THESE ARE THE PARENTS WHO ARE AFFECTED WITH THE CHILDREN, AND WHO ARE THE DECISION MAKERS THAT I WAS ABLE TO SEE IN THIS REPORT. 
          AND THAT'S WHERE I STARTED TRIGGERING CERTAIN THOUGHTS AFTERWARDS, AND THEN I LOOKED AT WHAT RESEARCH WAS DONE, HOW IT WAS DONE, WITH WHAT INTENT. 
          AND THAT'S WHERE I FOUND SOME GAPS. 
          I DID FIND SOME GAPS. 
          THE DECISION MAKERS ARE THE ADMINISTRATORS, AND IN THIS ORDER IN THE REPORT, THEY APPEAR STAFF, OPERATIONS PEOPLE, TEACHERS, AND THEN THE BOTTOM, PARENTS AND GUARDIANS. 
          I THINK THAT AN OBJECTIVE RESEARCH SHOULD HAVE PUT THIS THE OTHER WAY AROUND, AND IT WAS CONFIRMED WITH A PRESENTATION THAT WE JUST HAD RIGHT NOW WHERE THERE WAS A COMMENT SAID THAT THE STAFF HERE WERE HERE TO REPRESENT THE KIDS' VIEWS. 
          AND I THINK THAT SHOULD BE SHIFTED TO THE PARENTS ARE SUPPOSED TO REPRESENT THE KIDS' VIEWS, NOT STAFF. 
          AND THAT IS WHERE ME AS A PARENT, I WANT TO MAKE SURE THAT MY CHILDREN'S VOICES ARE REPRESENTED, AND I'M AN ADVOCATE FOR THEM. 
          AND LOOKING AT THE RESEARCH AND HOW IT WAS DONE, I THINK THAT WE NEED TO BE VERY CAREFUL TO UNDERSTAND THAT CHANGE IS INVALUABLE JUST BECAUSE IT HAPPENS, BUT REAL CHANGE HAS PURPOSE, DIRECTION, AND INTENTION BEHIND IT. 
          AND WHEN I'M LOOKING AT THE VARIABLES THAT WERE PUT OUT IN THIS REPORT, THERE ARE MANY VARIABLES THAT ARE NOT HERE. 
          AND THAT'S WHERE I SENT A LETTER OF RESPONSE TO KRISTI WHEN STAFF RESPONDED TO, TO OUR RESPONSES OR OUR DISCUSSIONS IN THE PAST BECAUSE I WOULD LIKE TO, I'M JUST GOING TO QUICKLY TAKE TWO MINUTES AND AFTER THIS I'M GOING TO LET EVERYBODY ELSE CHIME IN, BUT I DID WANT TO BE ABLE TO ELOQUENTLY SHARE MY THOUGHTS AS I HAVE BEEN DOING SOME RESEARCH AND LUCKILY I KNOW HOW TO DO RESEARCH. 
          I'M A SCIENTIST MYSELF AND MY TRAINING HAS BEEN ABLE TO HELP ME TRY TO DISSECT THIS AND BE ABLE TO SEE IT FROM AN IMPARTIAL VIEW AND BE ABLE TO UNDERSTAND WHO IS THE AFFECTED STAKEHOLDER HERE AND HOW IS IT THAT WE CAN BENEFIT THE ISSUES THAT WE HAVE BEEN SEEING. 
          SO I JUST WANT TO BEGIN BY ACKNOWLEDGING SOMETHING IMPORTANT. 
          SCIENCE IS A POWERFUL AND VALUABLE TOOL. 
          IT HELPS US UNDERSTAND THE WORLD, GUIDE DECISIONS, AND IMPROVE LIVES. 
          BUT SCIENCE IS NOT INFALLIBLE. 
          IT IS SHAPED BY THE KNOWLEDGE. 
          [01:50:01]
ASSUMPTIONS, AND LIMITATIONS OF THE PEOPLE CONDUCTING IT. 
          AND HISTORY REMINDS US OF THAT. 
          THERE WAS A TIME IN THE 1970S WHEN SOME SCIENTISTS, ACTUALLY VERY, VERY IMPORTANT SCIENTISTS, WARNED US OF A COMING ICE AGE. 
          TODAY WE HEAR CONFIDENT PROJECTIONS ABOUT MANY ISSUES. 
          THE LESSON IS NOT TO DISMISS SCIENCE, BUT TO APPROACH IT WITH HUMILITY AND A CRITICAL EYE. 
          MODELS AND PREDICTIONS EVOLVE, AND SOMETIMES THEY ARE SIMPLY WRONG. 
          THAT BRINGS US TO THE DISCUSSION ABOUT CHANGING SCHOOL START TIMES. 
          YES, THERE IS RESEARCH SUGGESTING THAT ADOLESCENTS TEND TO HAVE LATER SLEEP CYCLES, BUT WE MUST ASK A BROADER QUESTION. 
          DOES ALIGNING SCHOOL SCHEDULES WITH THAT TENDENCY TRULY SERVE OUR CHILDREN, OUR FAMILIES, AND THEIR LONG-TERM DEVELOPMENT? BECAUSE EDUCATION IS NOT JUST ABOUT ACCOMMODATING PREFERENCES, IT'S ABOUT PREPARATION FOR LIFE. 
          IF WE MOVE START TIMES LATER, WHAT FOLLOWS? STUDENTS STAY AT SCHOOL LATER, EXTRACURRICULAR ACTIVITIES PUSH FURTHER INTO THE EVENING, FAMILY TIME BECOMES COMPRESSED, BEDTIMES DRIFT EVEN LATER, AND PARENTS, MANY OF WHOM ARE ALREADY BALANCING DEMANDING SCHEDULES, HAVE FEWER OPPORTUNITIES TO GUIDE, SUPPORT, AND CONNECT WITH THEIR CHILDREN. 
          WE HAVE TO CONSIDER THE FULL SYSTEM, NOT JUST ONE VARIABLE. 
          IN FACT, SOME DISTRICTS THAT HAVE IMPLEMENTED LATER START TIMES SAW ONLY MODEST SHORT-TERM IMPROVEMENTS, PARTICULARLY IN TARDINESS, BEFORE TRENDS RETURNED TO WHERE THEY WERE BEFORE. 
          THAT RAISES AN IMPORTANT QUESTION. 
          ARE WE SOLVING A ROOT PROBLEM OR JUST ADJUSTING AROUND IT? BECAUSE WHEN WE LOOK HONESTLY AT TODAY'S CHALLENGES FACING YOUTH, EXCESSIVE SCREEN TIME, BLUE LIGHT EXPOSURE, CAFFEINE CONSUMPTION, SOCIAL MEDIA PRESSURES, AND POOR SLEEP HABITS, THOSE FACTORS MAY PLAY A FAR MORE SIGNIFICANT ROLE THAN THE CLOCK ON THE WALL. 
          SO INSTEAD OF PREPARING THE ROAD FOR OUR KIDS BY ADJUSTING SYSTEMS TO FIT CURRENT HABITS, PERHAPS WE SHOULD FOCUS ON PREPARING OUR KIDS FOR THE ROAD, HELPING THEM BUILD DISCIPLINE, RESILIENCE, AND HEALTHY ROUTINES THAT WILL SERVE THEM FOR LIFE. 
          CHANGE, WHEN WE MAKE IT, SHOULD BE GROUNDED IN STRONG EVIDENCE AND AIMED AT MEANINGFUL, LASTING IMPROVEMENT, NOT JUST CHANGE FOR ITS OWN SAKE. 
          AT THE END OF THE DAY, OUR GOAL IS NOT JUST TO MAKE THINGS EASIER IN THE MOMENT, BUT TO EQUIP OUR CHILDREN TO THRIVE IN THE REAL WORLD, AND THAT REQUIRES US TO LOOK AT THE BIGGER PICTURE WITH BALANCE, WITH CARE, AND WITH WISDOM. 
          SO IT IS MY GOAL THAT I HOPE THAT WE UNDERSTAND THAT THE WORLD AFTER SCHOOL IS ROUGH, IT'S NOT EASY, AND I THINK THAT WE NEED TO PREPARE OUR KIDS FOR THE FUTURE FOLLOWING THE MISSION STATEMENT OF OUR SCHOOL DISTRICT. 
          OTHER COMMENTS? WELL, I MUST SAY THAT I'M REALLY GLAD IT FELT LIKE A REAL PRESSURE WAS TAKEN OFF BY DISCOVERING THAT WE DON'T HAVE TO MAKE THIS DECISION TONIGHT BECAUSE THERE ARE SO MANY VOICES IN THIS. 
          AND WHEN I WHEN I FIRST STARTED THIS, I READ I HAD READ DR. 
          WHAT'S HIS NAME? WALKER, MATT WALKER'S BOOK, WHY WE SLEEP, BEFORE I WAS EVER A BOARD MEMBER. 
          AND I THOUGHT, OH, THIS IS AWESOME. 
          WHY DON'T OUR SYSTEMS MATCH WHAT WE KNOW? AND SO THEN WHEN THIS CAME UP, I WAS ENTHUSIASTICALLY, IT WAS LIKE, OH YEAH, LET'S DO THIS. 
          BUT THEN AS I HAVE LISTENED TO SO MANY VOICES AND ESPECIALLY MORE PEOPLE HAVE COME TO US NEGATIVELY THAN POSITIVELY ABOUT THIS CHANGE, AND I KNOW CHANGE OF ANY KIND IS DIFFICULT. 
          BUT IT MAKES ME WANT TO DIG DEEPER INTO RESEARCH. 
          AND SOME OF THE THINGS THAT I'VE FOUND IS THAT THE INTENTION IS ABSOLUTELY NOBLE TO MATCH THE SYSTEM TO THE BIOLOGICAL RHYTHMS OF THE STUDENT BECAUSE WHAT WE WANT IS THE BEST FOR STUDENTS. 
          CLEARLY EVERYBODY HERE WANTS THAT. 
          EVERYBODY WHO GIVES ANY FEEDBACK WANTS THAT. 
          BUT NOT ALL THE RESEARCH SUPPORTS THAT THE SHIFT WHEN IT'S MADE PRODUCES THE RESULTS THAT WE'RE HOPING FOR. 
          SO I WANT TO LOOK DEEPER INTO THAT BECAUSE SO FAR WHAT I'VE SEEN IS JUST BELLINGHAM AND CALIFORNIA. 
          SO I WANT TO DO MORE RESEARCH BEFORE MAKING A DECISION, BUT I'M NO LONGER 100% YEAH, LET'S DO THIS. 
          I REALLY WANT 
          [01:55:01]
TO LISTEN AND LEARN, AND I'M GLAD THAT WE HAVE MORE TIME TO DO THAT. 
          ONE THING I WOULD LIKE TO DO, THOUGH, IS WHAT DR. 
          ERICKSON SUGGESTED, AND THAT IS SINCE WE ARE NOT GOING TO MAKE THIS DECISION HERE TONIGHT, WE CAN AT LEAST SAY THAT WHEN WE DO MAKE THE DECISION, IT WILL BE NO CHANGE OR IT WILL START NOT THIS COMING YEAR BUT THE FOLLOWING. 
          AND I THINK IF WE WERE TO MAKE A MOTION OR WHATEVER, WE JUST NEED TO HAVE CONSENSUS THAT THAT. 
          THOSE TWO OPTIONS ARE NOW THE ONLY OPTIONS ON THE TABLE TO PUT MINDS AT EASE THAT NOTHING'S GOING TO HAPPEN FOR THIS NEXT UPCOMING SCHOOL YEAR. 
          SO CAN WE DO THAT HERE NOW? ANY COMMENTS ABOUT THAT? I WOULD AGREE WITH THAT, AND THAT'S WHAT I BASICALLY AM PROPOSING IS THAT WE DO SOMETHING TO THAT EFFECT, JUST SO THAT PEOPLE REALIZE IT. 
          26-27. 
          I'LL TRY TO KEEP THIS STRAIGHT IN MY BRAIN, IS GOING TO BE AS IS. 
          IF WE MAKE ANY CHANGE, IT WOULDN'T HAPPEN UNTIL 27-28. 
          AND THEN I GUESS THE OTHER PART, GIVEN THE LIMITATIONS, IS WHAT INFORMATION DO WE NEED? WHAT INFORMATION CAN WE ASK? TO BE GATHERED. 
          BEYOND WHAT THE BELL TIME COMMITTEE HAS DONE, BECAUSE THAT WAS PART OF THEIR TASK, IS GATHERING THAT INFORMATION. 
          BUT WHAT INFORMATION DO WE NEED TO MAKE THAT DECISION, WHETHER IT BE OUR OWN PERSONAL INVESTIGATION OR MORE INPUT FROM THE PUBLIC, BASICALLY JUST SOME FEEDBACK SO WE KNOW HOW TO PROCEED, BECAUSE WE COULD SIT AND DEBATE BACK AND FORTH, THE PROS, THE CONS, THE PROS, THE CONS, YOU KNOW, UNTIL 27, 28 AND PROBABLY STILL NOT HAVE A DEFINITIVE BLACK AND WHITE ANSWER. 
          WE'RE GOING TO HAVE TO MAKE A DECISION BASED ON THE INFORMATION WE HAVE. 
          AND SO IT'S THE GOAL BEING TO FACILITATE HOW DO WE GET THAT INFORMATION SO WE CAN MAKE A DECISION SO WE CAN MOVE ON TO OTHER THINGS. 
          WELL, I WAS GOING TO THROW A COMPLETE MONKEY WRENCH IN THE WORKS HERE AND SUGGEST THE CONSIDERATION OF, YOU KNOW, STARTING THE SCHOOL DAY LATER FOR EVERYBODY BUT LOPPING AN HOUR OFF THE OTHER END SO THEY'RE NOT GOING LATER AND EXTENDING THE SCHOOL YEAR. 
          I MEAN, IF YOU REALLY WANT TO DO WHAT'S RIGHT FOR KIDS, IF YOU REALLY WANT TO, I MEAN, THAT'S. 
          SO THAT WOULD BE CONSIDERED A BALANCED CALENDAR. 
          PART OF IT IS WE HAVE CERTAIN NUMBER OF DAYS OR MINUTES WE HAVE TO MEET IN A DAY. 
          SO THAT'S TRICKY. 
          THERE'S SOME LAWS AROUND THAT. 
          WE'RE BARELY MEETING ELEMENTARY. 
          SO PART OF THIS WHOLE CONVERSATION WAS BEING ABLE TO LENGTHEN THE ELEMENTARY DAY. 
          WE CURRENTLY CAN'T LENGTHEN IT UNLESS WE GO LATER FOR ELEMENTARY, AND I CANNOT SUGGEST THAT, GIVEN IT'S ALREADY DIFFICULT. 
          AND I THINK, KEEP IN MIND, AND I APPRECIATE, ANTONIO, WHAT YOU'RE SAYING ABOUT THE REAL WORLD, OUR ELEMENTARY STUDENTS DON'T START UNTIL 9:20. 
          THAT IS A VERY LATE START FOR A FAMILY WHO NEEDS TO GET TO WORK SO I THINK THAT'S WHAT JOEL WAS TRYING TO POINT OUT I DON'T REMEMBER AND I'VE ASKED MARK I'LL HAVE TO CHECK WITH LOU IF THE BOARD IS WANTING TO SHIFT THE LENGTH OF TIME AND ADD THE 10 MINUTES OR THE 15 MINUTES TO ELEMENTARY DAY I'M NOT 100% SURE WE CAN DO IT IN THE CURRENT MODEL BECAUSE OF THE BUS ROUTES THE WAY THEY WORK AND THAT WAS WHAT THE ADVISORY LOOKED AT OR LOU AND HER TEAM BROUGHT FORWARD WHAT CURRENTLY HAPPENS IS, AND I'LL USE CUSTER, THE BUS GOES OUT TO THE CUSTER AREA, PICKS UP THE HIGH SCHOOL STUDENTS, HAS TO DRIVE INTO TOWN TO DROP OFF HIGH SCHOOL, AND THEN HAS TO DRIVE BACK OUT. 
          IF THE BELL TIMES ARE FLIPPED, THEY CAN START AT CUSTER, THEY PICK UP CUSTER ROUTE, DROP OFF AT CUSTER, STAY OUT THERE, PICK UP, AND THEN COME IN. 
          THAT WAS WHAT WAS ALLOWING US TO GET SHORTER BETWEEN THE TIMES, WHEREAS RIGHT NOW, BECAUSE OF THAT DISTANCE, I DON'T KNOW THAT. 
          SO I JUST WANT THAT TO BE IN. 
          I DIDN'T, AND I'LL DOUBLE CHECK WITH LOU BECAUSE I WANT YOU TO HAVE THAT INFORMATION EITHER WAY IF YOU'RE WANTING TO LENGTHEN THE DAY. 
          I THINK YOU NEED TO JUST HAVE THE WHOLE STORY, AND I HAVE NOT BROUGHT THAT FORWARD. 
          I HAVEN'T BEEN SPECIFIC IN THAT, BUT I BELIEVE I REMEMBER THAT RIGHT. 
          IS THAT RIGHT? IT WOULD BE, SO WE WOULD HAVE TO START EVERYBODY EARLIER. 
          YEAH, OKAY. 
          OKAY, SO I JUST, I THINK THAT'S 
          [02:00:01]
INFORMATION. 
          IF THE BOARD FEELS LIKE LENGTHENING THE ELEMENTARY DATE MATTERS, I WANT YOU TO HAVE THAT INFORMATION IN THIS PICTURE. 
          SO WHEN YOU SAID WHAT OTHER DATA, THAT IS DATA I HAVE NOT BROUGHT FORWARD TO YOU. 
          I GUESS I WANT TO START BY THANKING THE COMMITTEE. 
          THANK YOU. 
          ONCE SERVED ON A COMMITTEE, TOO, AND I KNOW THE AMOUNT OF TIME AND PERSONAL TIME IT TAKES TO DO A GOOD JOB WITH THAT. 
          AND SO I APPRECIATE THE FACT THAT THEY WERE WILLING TO VOLUNTEER THEIR TIME AND SPEND SO MUCH TIME DIVING INTO A SUBJECT THAT THEY EITHER DIDN'T KNOW MUCH ABOUT OR THEY DIDN'T KNOW ABOUT AND WERE PASSIONATE ABOUT IT. 
          WE HEARD FROM A LOT OF PEOPLE. 
          OBVIOUSLY, I'M NEW TO THIS. 
          BUT THERE WAS A LOT OF PEOPLE THAT HAD CONCERNS, AND IT WASN'T, SOME OF THEM WERE SHORT, AND SOME WERE LONG AND VERY THOUGHT OUT. 
          AND MOST OF THEM, LIKE NANCY WAS SAYING, WERE NOT REAL POSITIVE TO THIS IDEA FOR A LOT OF REASONS. 
          A COUPLE THINGS THAT ARE JUST FLAT OUT CONCERNING TO ME. 
          THIS DECEMBER, I DROVE OUT OF MY SHOP. 
          GETTING READY TO GO TO WORK AND I'M DRIVING DOWN MY ROAD GOING ABOUT I DON'T KNOW THREE FOUR MILES AN HOUR AND ALL OF A SUDDEN THIS MIDDLE SCHOOL GIRL, IT JUST POPS UP OUT OF NOWHERE RIGHT ON THE SIDE OF THE ROAD, AND IT'S JUST DARK. 
          WE HAVE OUTSIDE LIGHTS A LITTLE BIT, BUT IT'S JUST DARK. 
          AND AGAIN, I'M GOING FIVE MILES AN HOUR. 
          THERE'S A LOT OF ROADS WHERE PEOPLE ARE NOT GOING FIVE MILES AN HOUR, AND IT'S DARK OUT. 
          SO I GUESS I HAVE BIG CONCERNS ABOUT LITTLE KIDS STANDING ON THE SIDE OF THE ROAD WHERE THE SPEED LIMIT IS, YOU KNOW, 35 MILES AN HOUR PLUS. 
          JUST FROM A SAFETY STANDPOINT. 
          A COUPLE THINGS THAT ALSO CAME UP IN THESE EMAILS WERE JUST FINANCIAL IMPACTS ON THE WORKING FAMILIES. 
          THERE'S A LOT OF, LIKE KRISTI'S MENTIONED IN THE PAST, A LOT OF FAMILIES THAT JUST DON'T QUALIFY FOR, THEY'RE IN THAT INCOME BRACKET THAT THEY DON'T QUALIFY FOR ANY HELP OR THEY DON'T NEED HELP. 
          AND SO, I MEAN, THE COST OF LIVING IN WASHINGTON. 
          CONTINUES TO GO UP AND UP EVERY DAY, AND I'M CONCERNED ABOUT POTENTIALLY ADDING MORE FINANCIAL BURDEN TO THESE FAMILIES. 
          I ALSO COULDN'T FIND A LOT OF DATA THAT SUPPORTED IMPROVEMENTS IN ACADEMICS, ATTENDANCE, AND I TRIED. 
          I USED A LOT OF MY RESEARCH TOOLS, AND I'M NO SCIENTIST LIKE ANTONIO, BUT I'VE, I WAS DOING MY BEST, AND I JUST HAD A HARD TIME FINDING THAT STUFF. 
          I'M WONDERING, I ASKED AT THE STUDY SESSION ABOUT DATA AROUND EXCUSED AND UNEXCUSED ABSENCES, AND WE STARTED THIS THING AT THE HIGH SCHOOL TO TRY TO CURB UNEXCUSED ABSENCES, AND I'M WONDERING ABOUT THE EFFECT OF THAT AND HOW THAT'S GOING TO GO. 
          I WOULD, JUST A LITTLE CORRECTION, IT DOESN'T MATTER EXCUSED OR UNEXCUSED. 
          IT'S JUST ABSENCES. 
          SO THE PROBLEM WITH EXCUSED VERSUS UNEXCUSED IS A FAMILY CALLS IN, IT'S EXCUSED. 
          THAT DOESN'T MEAN IT'S REAL. 
          RIGHT, AND THAT'S MY POINT. 
          THAT'S A PROBLEM IF THE FAMILY IS CALLING IN AND EXCUSING AN ABSENCE THAT SHOULDN'T BE. 
          YEAH, I KNOW THAT. 
          I KNOW. 
          BUT I'M JUST SAYING, LIKE, THAT'S THE TRICKY PART. 
          BUT IF YOU LOOK AT THE DATA OF IMPACT, IT DOESN'T MATTER. 
          IT'S JUST BEING GONE THAT MUCH. 
          SO THAT'S WHAT WE'RE TRYING TO SHIFT. 
          RIGHT. 
          OH, LET ME JUST FINISH. 
          OH, YES, SURE. 
          I DIDN'T REALIZE. 
          YEAH, YEAH. 
          I'M HALFWAY DOWN. 
          I'LL START TALKING FASTER. 
          I'M SORRY. 
          OKAY. 
          I TALKED ABOUT THE FINANCIAL IMPACTS ON WORKING FAMILIES. 
          I THINK THERE'S ALSO A POTENTIAL FINANCIAL IMPACT ON STUDENTS THAT HAVE TO WORK. 
          THERE ARE FAMILIES OUT THERE THAT CAN'T AFFORD TO PAY FOR CAR INSURANCE OR GAS, BUT THESE KIDS ARE STARTING TO TRANSITION FROM BEING KIDS TO ADULTS, AND THAT'S PART OF IT IS, YOU KNOW. 
          HAVING A JOB AND PAYING FOR SOME OF THESE EXPENSES THAT JUST ARE PART OF THAT TRANSITION. 
          I ALSO AM CONCERNED ABOUT FAMILY TIME. 
          THERE ARE KIDS THAT, ESPECIALLY WHEN WE GO BACK TO THE AFTER-SCHOOL ACTIVITIES AND SPORTS, EVERYTHING GETS SHIFTED AN HOUR LATER, AND THERE'S LESS TIME FOR WORKING FAMILIES, AGAIN, TO SPEND TIME WITH THEIR KIDS JUST BECAUSE EVERYTHING'S SHIFTED LATER. 
          YEAH, THAT'S KIND 
          [02:05:01]
OF THE BIG THING. 
          THAT'S THE BIG THING FOR ME. 
          SO ALL THAT TO SAY IS I'M NOT SURE THAT IT MATTERS IF WE DECIDE TO PUSH THIS OUT TO 2027 OR NOT DO IT AT ALL AS FAR AS VOTING FOR THAT. 
          YOU KNOW, NANCY JUST ASKED WHAT MY OPINION ON THAT IS. 
          I DON'T KNOW THAT IT MATTERS TO ME ON THIS BASED OFF OF WHAT I'VE JUST TALKED ABOUT. 
          GREEN MEANS GO. 
          SO I'M JUST GOING TO WRAP US DOWN BECAUSE WE TALKED ABOUT 45 MINUTES FOR THE CONVERSATION. 
          CAN PEGGY HAVE A VOICE? SHE WILL. 
          WE'RE NOT GOING TO BE FINISHED WITH THE CONVERSATION BECAUSE WE'RE NOT MAKING A DECISION TONIGHT. 
          I JUST DON'T THINK THAT'S FAIR. 
          I'M SORRY. 
          I THINK WE SHOULD ALL HAVE A VOICE. 
          I REALLY THOUGHT YOU WERE, LIKE, SO THAT'S WHY I JUMPED IN. 
          MY APOLOGIES. 
          I APOLOGIZE. 
          I DID NOT MEAN TO INTERRUPT. 
          SO I ONLY HAD A COUPLE OF ANECDOTAL POINTS, OKAY? GO AHEAD. 
          IN TALKING TO A FRIEND WHO LIVES IN CALIFORNIA AND TEACHES IN CALIFORNIA, WHAT MR. FRANCIK SAID ABOUT ELEMENTARY STUDENTS BEING MORE ENERGETIC AND FOCUSED IN THE MORNING, I ALSO HEARD FROM THIS TEACHER, BUT HE'S A HIGH SCHOOL MATH TEACHER. 
          SO HE SAID HE WOULD MUCH RATHER TEACH STUDENTS IN THE MORNING THAN IN THE AFTERNOON BECAUSE HE JUST FELT LIKE THEY WERE MORE FOCUSED IN THE MORNING. 
          SO THAT'S SOMETHING I WOULD LIKE MORE CLARIFICATION ON WHEN IT COMES TO DOES THAT MATTER BETWEEN THOSE AGE GROUPS. 
          THE OTHER THING HE SAID THAT BECAME A PROBLEM FOR HIM WAS THAT BECAUSE IT WENT FURTHER IN THE DAY, THEN THEY WERE HAVING TO EXCUSE STUDENTS FREQUENTLY TO GO DO THE AFTER-SCHOOL SPORTS ACTIVITIES. 
          AND SO HE SAID SO HE FELT LIKE THAT WAS A LOSS OF INSTRUCTIONAL TIME AT THAT END OF THE DAY. 
          THAT'S ALL I HAVE TO SAY. 
          ONE THING I'M JUST GOING TO ADD. 
          I FORGOT TO TELL YOU THE BALANCE CALENDAR WAS A NO ON THE COMMUNITY SURVEY. 
          THAT'S WHY WE DIDN'T EXPLORE IT, AND I FORGOT TO ADD THAT IN. 
          IT WAS LIKE 26% OF FAMILIES SAID YES, EXPLORE IT. 
          SO WE ONLY EXPLORED THIS TOPIC, I WANT TO BE CLEAR, BECAUSE OVER 700 RESPONDENTS. 
          MOSTLY STUDENTS ASKED US TO. 
          SO THIS BELL TIME CHANGE CAME FORWARD BECAUSE THE COMMUNITY SURVEY SAID TO PLEASE EXPLORE IT. 
          WE'D LIKE YOU TO LOOK AT CHANGING BELL TIMES, IF YOU REMEMBER LAST YEAR'S SURVEY. 
          SO THAT'S WHY THE COMMITTEE WAS DEVELOPED, WAS BECAUSE OF COMMUNITY INPUT. 
          OKAY. 
          SO, AGAIN, PART OF IT IS WE AREN'T MAKING A DECISION TONIGHT, SO I WOULD LIKE TO PUT FORTH, BASED ON MY THINKING AND WHAT NANCY BROUGHT FORTH, JUST TO PROVIDE SOME ALLEVIATION OF ANXIETY THAT I'M HEARING GOING AROUND. 
          WE'RE GOING TO CONTINUE OUR DISCUSSION. 
          WE'LL BE CONTINUING IT. 
          WE'LL TALK ABOUT IT MORE AT OUR NEXT MEETING. 
          AGAIN, IF THERE'S INFORMATION THAT WOULD BE HELPFUL IN MAKING THAT DECISION THAT YOU CAN'T FIND ON YOUR OWN OR YOU'RE NOT FINDING TALK TO KRISTI, SHE CAN HELP DIRECT US OR TO PEOPLE. 
          I KNOW THAT THERE'S BEEN SOME WORK BEING DONE CHECKING WITH OTHER DISTRICTS, BOTH LOCALLY AND ABROAD, THAT HAVE DONE THIS JUST TO GET SOME INFORMATION AND SOME DATA THAT WAY FOR US TO TRY AND HELP. 
          SO IN THAT REGARD, HOPEFULLY WE'LL HAVE SOME MORE INFORMATION TO PUT FORTH. 
          CAN I PROPOSE SOMETHING? I FEEL THAT I WOULD LIKE TO SEE IF ENOUGH OF US FEEL THAT THIS CHANGE IS NOT JUSTIFIED RIGHT NOW AND THAT WE COULD JUST SAY MAYBE LET'S KNOW I DON'T KNOW. 
          WELL, I GUESS I SAID I GUESS WE COULD SAY NO TODAY AND THEN WITH THE POSSIBILITY THAT IN THE FUTURE WITH MORE STUDIES IT COMES UP AS A DIFFERENT ITEM. 
          I'M ONLY SAYING THAT NOT BECAUSE YOU CAN'T BUT WE PUT IT UNDER MATTER RESERVED FOR BOARD DISCUSSION. 
          SO IT WASN'T PUT UNDER BOARD ACTION TONIGHT. 
          YEAH, SO AT LEAST. 
          I DON'T KNOW. 
          I'D HAVE TO CHECK WITH CHRIS. 
          NOT A VOTE. 
          YEAH, SO I DON'T, I THINK TO BE FAIR TO EVERYONE WHERE WE HAD ADVERTISED IT AS A DISCUSSION ITEM, THAT MAKING A DECISION IS PROBABLY NOT AN APPROPRIATE THING OTHER THAN MAKING A DECISION AS FAR AS, YOU KNOW, PUTTING A TIMETABLE ON IT IS NOT MAKING THE DECISION. 
          IT'S JUST ALLEVIATING IF THERE IS GOING TO BE A DECISION, IT'S NOT GOING TO HAPPEN UNTIL BEYOND, WHICH WE ALREADY DID SOMEWHAT AGREE TO 
          [02:10:01]
AT OUR STUDY SESSION. 
          BUT AGAIN, BECAUSE IT WAS A STUDY SESSION, WE'RE JUST TRYING TO KEEP THINGS APPROPRIATE SO WE AREN'T MAKING INAPPROPRIATE DECISIONS SO THAT WHEN THEY'RE MONITORING OUR OPM MINUTES, HOLLY DOESN'T HAVE TO TRY AND EXPLAIN THINGS. 
          SO IS, AGAIN, I GUESS THERE IS THAT MATTER OF THE BOARD. 
          IF WE'VE GOT A, I'LL STATE AT THIS POINT, I DON'T HAVE MY MAIN MADE UP. 
          I DON'T HAVE ENOUGH INFORMATION TO GO FORTH WITH THE DECISION. 
          IT DOESN'T SOUND LIKE NANCY IS. 
          PEGGY, ARE YOU? I AM LEANING MORE ONE WAY THAN THE OTHER. 
          BECAUSE I'M, BUT I WANT SOME CLARIFICATION ON THIS. 
          WHAT IS THE MAIN REASON WE'RE DOING THIS? WHAT IS THE OBJECTIVE BEHIND THIS? BECAUSE OUR COMMUNITY ASKED US TO EXPLORE IT. 
          I MEAN, THAT'S WHAT LED US TO IT. 
          WE GOT APPROACHED ABOUT THIS TOPIC. 
          THE BALANCE CALENDAR WAS ALSO PART OF IT. 
          AND THEN THE THIRD QUESTION WAS, DO WE WANT TO MOVE TO LATE STARTS RATHER THAN EARLY RELEASE? SO ALL THOSE QUESTIONS WERE ASKED ON A COMMUNITY SURVEY LAST YEAR. 
          AND I WILL SAY THAT WE GOT MORE RESPONDENTS ON THAT SURVEY THAN WE HAVE ON ANY SURVEY WE'VE PUT OUT. 
          AND OVER 700 PEOPLE SAID YES, PLEASE EXPLAIN. 
          FOR THAT AND IT WAS VERY CLEAR NO WE'RE NOT INTERESTED IN TALKING ABOUT A BALANCED CALENDAR AND NO WE'RE NOT INTERESTED IN MOVING TO LATE START EARLY RELEASE SO WE AND YOU TO HAVE BEEN ON THE BOARD THIS CAME UP EARLY IN MY MY LISTENING SESSIONS PEOPLE WERE ASKING BUT MOSTLY FROM ELEMENTARY ASKING WHY ARE WE STARTING AT 9:20 IT'S VERY LATE IT'S HARD TO GET TO WORK WE'RE HAVING CHILDCARE ISSUES LIKE THAT WAS A COMMON THEME AMONGST ELEMENTARY FAMILIES SO ANYWAY, THAT'S WHY WE DID IT. 
          OKAY, BECAUSE WHAT I'VE SEEN RECENTLY IS THIS LINKING IT TO ATTENDANCE. 
          AND SO I WAS WONDERING WHETHER THIS IS MEANT TO BE, WHAT DO YOU CALL IT, AN INTERVENTION TO IMPROVE ATTENDANCE, IF THIS IS ACTUALLY A MEASURE THAT WE'RE TAKING TO IMPROVE ATTENDANCE AND REDUCE TARDIES. 
          NO, THAT CAME UP BECAUSE OUR STUDENTS BROUGHT IT UP IN THE ADVISORY. 
          WHEN I MET WITH THE ADVISORY STUDENTS AT THE HIGH SCHOOL, THEY SAID, THIS IS A PROBLEM, AND I HAPPENED TO BE THERE THAT DAY, AND I KEEP HEARING FROM HIGH SCHOOL, WE ARE NOT GETTING KIDS TO SCHOOL EARLY, AND IT'S NOT OUR KIDS WHO RIDE THE BUS. 
          IT'S OUR KIDS WHO ARE DRIVING THEMSELVES TO SCHOOL OR GETTING DROPPED OFF. 
          WE HAVE AN ATTENDANCE ISSUE FIRST PERIOD. 
          THEY'RE NOT GETTING TO SCHOOL. 
          IN FACT, I ASKED HARLEEN AND MARCUS, WAS THERE A SHIFT IN KIDS HEARING TO 8:45? AND ONE STUDENT SAID TO ME, OH, I MIGHT GET TO SCHOOL ON TIME. 
          SO I THINK THAT'S A SIDE BENEFIT, BUT IT WAS NOT THE FIRST. 
          ABORIGINAL CATALYST. 
          SO I HAVE A QUICK QUESTION. 
          WHEN IT CAME TO THE SURVEY, AND IF YOU WERE TO ASK ME, HEY, WOULD YOU BE WILLING TO CONSIDER CHANGES IN THE BELL TIMES, I WOULD SAY ABSOLUTELY YES, JUST TO KNOW WHAT'S THERE. 
          THE REALITY THAT I'VE BEEN SEEING, AND I'M JUST GOING TO SPEAK FOR MYSELF, IS I HAVE RECEIVED A TON OF E-MAILS SAYING DON'T, AND THAT'S WHAT CHANGED ME. 
          AND THE ARGUMENTS THAT I HAVE HEARD FROM THE STAKEHOLDERS, THE PARENTS, THAT'S WHERE I'M LIKE, OH, I REPRESENT YOU. 
          I NEED TO LISTEN TO YOU. 
          AND I HAVE LISTENED. 
          AND THAT'S WHY I HAVE TRIED TO COME UP WITH A BIG PICTURE AND BE ABLE TO UNDERSTAND ALL THE DIFFERENT THINGS. 
          I GUESS ONE, FOR LACK OF A BETTER WAY OF SAYING IT, PLAIN DEVIL'S ADVOCATE WITH THAT. 
          IF WE HAD LISTENED TO THE, IF WE HAD STARTED BY LISTENING TO THE STUDENTS WITH OUR CELL PHONE POLICY, WE PROBABLY WOULD NOT BE WHERE WE ARE WITH IT TODAY. 
          WHO ARE THE STAKEHOLDERS, KEVIN? THE PARENTS. 
          WE HAD FULL SUPPORT FROM THE PARENTS WHEN WE DECIDED TO DO THIS. 
          AFTER WE DID SOME EDUCATION WITH THEM. 
          MY KID CAME TO ME AND I TOLD HIM, WHAT DO YOU THINK IF I AS A SCHOOL BOARD DO THIS? AND MY SON, WHO WAS ADDICTED TO A CELL PHONE, CAME TO ME AND SAID, THANK YOU, DAD. 
          THANK YOU FOR DOING IT. 
          HE WOULD HAVE NEVER BEEN ABLE TO DO IT. 
          AND TO THIS POINT, WE STILL ARE TRYING TO WORK ON THAT. 
          BUT I THINK THAT WHEN WE TAKE AND REMOVE THE ABILITY OF THE PARENTS TO MAKE DECISIONS TO HELP THEIR KIDS, I THINK WE'RE MAKING A BIG MISTAKE. 
          I GUESS, ARE YOU EQUATING THAT TO CHANGING THE BELL TIME AS BEING TAKING THE POWER AWAY FROM THE PARENTS. 
          WHEN YOU TAKE AWAY THE ABILITY FOR A KID TO SPEND MORE TIME 
          [02:15:02]
AT HOME AND BE ABLE TO OVERLAP WITH THEIR PARENTS, AND NOT ONLY THAT, BUT WHAT I COULD SEE HAPPENING, AND I HAVE KIDS THAT ARE IN HIGH SCHOOL, THAT THEY GO TO BED LATER, AND IF THEY KNOW THAT THEY CAN WAKE UP LATER, I THINK THAT ALSO THERE'S GOING TO BE A POINT WHERE I HAVE TO GO TO BED AND MY KIDS ARE GOING TO BE AWAKE, AND I DON'T HAVE CONTROL OVER MY KIDS IN THOSE LATE TIMES. 
          SO ANY PROPOSITION OR ANY IDEA THAT PUSHES TO TAKE AWAY THAT ABILITY FOR OVERLAP AT THE FAMILY UNIT, I WILL DEFINITELY BE AGAINST THAT. 
          I GUESS WHAT I'VE HEARD FROM SOME OF THE E-MAILS THAT I'VE GOTTEN BACK FROM THE ELEMENTARY STUDENTS, THEY'RE FEELING THE SAME WAY BECAUSE THEY GET HOME SO LATE THAT IT'S DINNER AND THEN BEDTIME. SO, I THINK, AGAIN, THERE'S A LOT OF CONVERSATION THAT'S GOING ON WITH IT. 
          AND AGAIN, I DON'T WANT TO BE PART OF THE TAKING THIS LONGER. 
          AND LIKE I SAID, WE AGREED TO 45 MINUTES FOR 60 OR THEREABOUTS. 
          SO I THINK THERE'S MORE TO DISCUSS. 
          I THINK THERE'S MORE INFORMATION THAT WE'VE GOT. 
          YOU KNOW, AGAIN, I DON'T KNOW THAT ONE BASED ON THE WAY WE ADVERTISE THINGS, THAT IT WOULD BE APPROPRIATE FOR US TO MAKE A DECISION AT THIS POINT. 
          AND I THINK THERE'S STILL SOME MORE THINGS TO DISCUSS. 
          BUT, AGAIN, IT'S THE MAJORITY RULES AS FAR AS THAT GOES. 
          SO IF WE'VE GOT IF THE GROUP WANTS TO MAKE A DECISION TONIGHT AND THE MAJORITY IS THERE TO MAKE THAT, THEN WE CAN DO THAT. 
          BUT MY RECOMMENDATION FROM PAST EXPERIENCE, BASED ON THE WAY IT'S ADVERTISED, IS THAT WE AT LEAST WAIT UNTIL NEXT MONTH TO MAKE THE DECISION, AND IF THERE'S ANY MORE AND HAVE DISCUSSION AT THAT POINT. 
          BUT I'M. POINT OF ORDER? YEAH. 
          MATTERS RESERVED FOR BOARD DISCUSSION VERSUS MATTERS RESERVED FOR BOARD ACTION, I DON'T THINK IT WOULD BE LEGAL. 
          I THINK IT WOULD BE AN OPMA VIOLATION. 
          THAT'S WHAT I'M BASICALLY SAYING. 
          FOR US TO MAKE A HARD DECISION TONIGHT BECAUSE THE CATEGORIZATION OF THIS WOULD MAKE IT SO WE CAN'T. 
          WE CAN'T MAKE THAT DECISION TONIGHT. 
          BUT WE COULD AT LEAST TELL PARENTS NEXT MONTH WHEN WE MAKE OUR DECISION, IT WILL EITHER BE, NO, WE'RE NOT GOING TO CHANGE, OR YES, WE WILL CHANGE, BUT IT WON'T BE UNTIL THE FOLLOWING YEAR, ONLY TO PUT THEIR MINDS AT EASE BECAUSE THERE'S A LOT OF ANXIETY AROUND THAT. 
          SO THAT'S ALL I'M SAYING. 
          MAY I? YEAH. 
          YEAH, I DON'T KNOW THAT IT IS NECESSARILY ILLEGAL TO DO THIS SINCE THIS HAS BEEN DISCUSSED, AND THERE'S BEEN A LOT OF OPPORTUNITY TO WEIGH IN. 
          HOWEVER, IT DOES SAY DISCUSSION ON THE AGENDA, AND I THINK IT WOULD BE BETTER TO SAVE THE DECISION FOR THE NEXT MEETING JUST BECAUSE OF THAT. 
          I GIVE PEOPLE ONE LAST OPPORTUNITY TO WEIGH IN. 
          WE'LL SEE WHO SHOWS UP AT THE NEXT MEETING AND HOW MUCH COMMUNICATION WE GET IN BETWEEN. 
          YEAH, BECAUSE THERE COULD BE SOME PEOPLE THAT, BASED ON THAT DISCUSSION, HELD OFF ON COMING OR WANTED TO HEAR WHAT WE HAD. 
          IF I MAY, IF I MAY, THERE'S ANOTHER THING I, YOU KNOW, ONE OF THE EMAILS RECEIVED, YOU KNOW, I SAID I HADN'T HEARD AS MUCH FROM ELEMENTARY STUDENTS, PARENTS OF ELEMENTARY STUDENTS, YOU KNOW. 
          AND THE PERSON WHO SENT THAT EMAIL SAID, WELL, IT MAY BE BECAUSE THEY THINK IT'S A DONE DEAL BECAUSE YOU FORMED A COMMITTEE, AN ADVISORY COMMITTEE. 
          AND SO THEY JUST ASSUME THAT ONCE YOU KNOW, YOU FORM A COMMITTEE, THAT THAT'S GOING TO BE THE, YOU KNOW, HOW IT GOES. 
          SO IF THAT'S A PERCEPTION THAT EXISTS BECAUSE OF, YOU KNOW, THE RELATIONSHIP WITH ADVISORY COMMITTEES, THEN, YOU KNOW, THAT'S A LITTLE CONCERNING TO ME TOO. 
          I THINK THERE'S NOT A LOT. 
          WE TALKED ABOUT IT, AND BRIAN AND NANCY CAN ADDRESS IT. 
          WE SAID OVER AND OVER, THIS IS A RECOMMENDING BODY. 
          IT'S ON ALL THE NOTES. 
          THEY PUT FORWARD THEIR RECOMMENDATION. 
          AND SO I, I DON'T KNOW THAT WE'RE GOING TO SHIFT THAT PERSPECTIVE, BUT I THINK YOUR DISCUSSION RIGHT HERE IS PROOF THAT THERE'S NOTHING FINALIZED. 
          MY PREFERENCE IS NO DECISION TONIGHT, INCLUDING A DECISION ABOUT WHEN IT WOULD BE IMPLEMENTED. 
          I MEAN, LET'S JUST GO WITH NO DECISION AT ALL. 
          I FEEL LIKE THAT'S EVEN A DECISION. 
          BUT I SUPPORT THAT AFTER HEARING CONFIRMATION THAT THAT IS SOMETHING WE SHOULD BE DOING. 
          WE SHOULD BE TRANSPARENT. 
          AND IF WE SAID THAT WE WERE GOING TO DISCUSS THIS WHEN PUBLIC CAN COME AND GIVE PUBLIC COMMENT, 
          [02:20:02]
I THINK THAT'S WHAT WE NEED TO DO. 
          SO DO WE IS THERE I DON'T THINK I HAVE ANY CONSENT. 
          I DON'T HAVE ANY CONSENSUS OTHER THAN NOT MAKING A DECISION AT THIS POINT TONIGHT. 
          OKAY. 
          SO WE WILL LEAVE IT AT THAT. 
          AND, AGAIN, IF THERE IS MORE INFORMATION THAT YOU'RE LOOKING FOR OR NEEDING, PLEASE LET KRISTI KNOW IF THERE'S ANY WAY 
          [8. MATTERS RESERVED FOR BOARD ACTION]
THAT THE DISTRICT CAN HELP AS FAR AS GETTING THAT INFORMATION. 
          SO WITH THAT SAID, I'M GOING TO TAKE US ON TO THOSE MATTERS THAT ARE RESERVED FOR ACTION FOR THE BOARD. 
          WE'LL START WITH 8.01, WHICH IS THE ACTION ON THE MONITORING REPORT FOR RESULTS POLICY 2, THE GOOGLE SURVEY THAT WAS FILLED OUT BY THREE OF THE BOARD MEMBERS, WE'VE GOT THAT IN FRONT OF US AND WAS AVAILABLE ON BOARD DOCS FOR US TO TAKE A LOOK AT. 
          AND LET ME GRAB. 
          SO IF THERE IS ANY DISCUSSION AT THIS POINT, THE FLOOR IS OPEN FOR THAT. 
          I WOULD JUST LIKE TO ADD A LITTLE BIT. 
          AND I'M GOING TO ASK LENA TO PULL SOMETHING UP HERE, AND IT'S SOMETHING WE'VE TALKED ABOUT, AND GIVEN THAT IT IS THE EARLY LEARNING REPORT, I THINK THIS IS IMPORTANT. 
          ESPECIALLY IN LIGHT OF THE STATE MAKING THE CUTS TO TK. 
          WHEN I FIRST GOT HERE, THE AMOUNT OF STUDENTS WHO WERE ACCESSING EARLY LEARNING OPPORTUNITIES PRIOR TO SCHOOL STARTING WAS LOW. 
          AND SO WHAT I WANT TO SHARE WITH YOU IS THIS. 
          SO WE'VE SEEN THIS BEFORE, THAT THE FIRST NINE WEEKS OF SCHOOL, AS YOU KNOW, OUR KINDERGARTEN AND TK TEACHERS GATHER. 
          GO BACK ONE TO THE FIRST SLIDE, SELENA, THAT ONE. 
          THANK YOU. 
          HOW CHILDREN ENTER KINDERGARTEN. 
          SO THIS ASSESSMENT IS GIVEN IN THE FIRST NINE WEEKS, AND I'VE BEEN PART OF THE TEAM THAT'S BEEN GATHERING THIS DATA ON COHORTS FOR OVER 10 YEARS. 
          AND WHAT WE FOUND WAS CHILDREN WHO CAME INTO KINDERGARTEN DEMONSTRATING THE SKILLS OF A TYPICAL FIVE-YEAR-OLD IN SIX OUT OF THE SIX AREAS. 
          AND REMEMBER, THE AREAS WE TALKED ABOUT WERE FINE MOTOR, GROSS MOTOR, THAT'S ONE, LANGUAGE, COGNITIVE, MATH, SOCIAL, EMOTIONAL. 
          AND SO, AND WHAT AM I, PHYSICAL. 
          AND SO WHEN THEY'RE DEMONSTRATING AND THEY'RE SHOWING EXACTLY WHAT YOU WOULD EXPECT OF A FIVE-YEAR-OLD IN ALL OF THOSE AREAS, THEN IF WE DO NOTHING ELSE, LIKE JUST NOTHING ELSE, WE NEVER ACCOUNTED FOR WHO THEIR TEACHERS WERE, WHAT DISTRICT THEY WERE, THEIR GENDER, THEIR RACE, SOCIOECONOMIC, ABOUT, WE CAN PREDICT UP TO 67% OF THEM ARE GOING TO PASS THE THIRD GRADE S BACK. 
          AN ELA AND 70% WILL PASS IN MATHEMATICS. 
          AND PEGGY, JUST, I CANNOT SAY IT ENOUGH BECAUSE SHE AND I HAVE TALKED ABOUT THIS. 
          MATH IS ACTUALLY A GREATER PREDICTOR OF READING SUCCESS IN THIRD GRADE THAN READING ALONE. 
          SO I WANT TO SHARE THIS WITH YOU. 
          SO IF YOU GO TO THE NEXT SLIDE, SELENA. 
          THIS CURRENT GROUP THAT'S IN THIRD GRADE, ONLY 43% OF THEM CAME IN DEMONSTRATING SIX OUT OF SIX. 
          THAT IS VERY LOW. 
          AND IT REALLY DOES CORRELATE TO HOW MANY HAD ACCESS. 
          SO REALLY WHAT WE SHOULD HAVE EXPECTED ON OUR THIRD GRADE SBAC SCORES LAST YEAR WAS 29% OF OUR STUDENTS PASSING ELA AND 30% PASSING MATH. 
          AND I'VE DONE THIS DATA, I'VE COLLECTED IT FOR YEARS ACROSS DISTRICTS, AND I CONTINUE TO GO BACK, AND IT'S ALMOST ALWAYS AROUND THIS. 
          SO IF YOU GO TO LAST YEAR'S THE NEXT SLIDE SO YOU CAN SEE IT WAS ALMOST IT WAS A LITTLE HIGHER THAN THOSE NUMBERS BUT ALMOST EXACTLY CORRELATED SO WHY I SAY THIS IS NOT TO CHANGE YOUR OUTCOMES ON THIS REPORT BUT TO HELP US UNDERSTAND WHY WE NEED TO MAKE SURE OUR STUDENTS ARE GETTING HIGH QUALITY EARLY LEARNING ACCESS PRIOR TO STARTING KINDERGARTEN BECAUSE THOSE FIRST NINE WEEKS HOW THEY ENTER SCHOOL IS SIGNIFICANTLY SHOWING HOW THEY'RE SHOWING UP IN THIRD GRADE WHICH ACTUALLY PREDICTS EIGHTH GRADE WHICH ACTUALLY PREDICTS GRADUATION RATES SO IF WE CANNOT CHANGE WHAT'S HAPPENING BEFORE SCHOOL THE AMOUNT OF MONEY OUR ORGANIZATION IS PAYING IN ORDER TO CHANGE THAT OUTCOME IS SIGNIFICANT SO I JUST THIS WAS A PERFECT TIME TO SHOW THIS CORRELATION AS WE'RE TALKING ABOUT THIS SPECIFIC REPORT SO IN SOME WAYS WE OUTPERFORMED WHAT WE SHOULD HAVE DONE, EVEN THOUGH WE HAVE A LOT OF ROOM TO IMPROVE. 
          BUT I JUST I CAN'T EMPHASIZE 
          [02:25:01]
ENOUGH AND WHY THE STATE MADE THE DECISION TO CUT TK IS SO DETRIMENTAL TO THE KIDS IN THIS STATE. 
          SO JUST HAD TO USE THIS TIME AS A SOAPBOX. 
          GO AHEAD, KEVIN. 
          SO ANY BASED ON THE. 
          THE REPORT IN THE GOOGLE SURVEY, THE FIRST INDICATOR WE INDICATED WAS MAKING, WAS DEMONSTRATING REASONABLE PROGRESS. 
          THE SECOND WAS NOT. 
          THERE WERE SOME QUESTIONS IN REGARDS TO HOW LOOPING, THE LOOPING CLASSROOM. 
          I DON'T WANT TO CALL IT EXPERIMENT BECAUSE THAT SOUNDS BAD, BUT I COULDN'T FIGURE OUT ANOTHER WORD FOR IT. 
          PRACTICE. 
          THANK YOU. 
          THAT'S MUCH BETTER. 
          THERE WAS SOME INTEREST ON HOW THAT WAS GOING OR IF WE'RE SEEING THINGS THERE. 
          AND THEN WHAT STEPS, AND I THINK YOU KIND OF TOUCHED ON THAT, WORKING ON THAT EARLY INTERVENTIONS AS FAR AS TO HELP WITH THE THIRD GRADE PROFICIENCY. 
          YEAH, AND KEEP IN MIND, THESE STUDENTS WHO ARE IN THIRD GRADE WERE IN KINDERGARTEN BEFORE I ARRIVED. 
          SO WE HAVE TO GO BACK, AND SO THEY WEREN'T REALLY PART OF THE LOOPING. 
          SO I THINK WHAT WE'RE GOING TO START TO SEE ARE SOME SHIFTS AND CHANGES MOVING FORWARD. 
          BUT, LIKE, FOR EXAMPLE, THIS YEAR, IF YOU LOOK AT OUR ENTRY DATA, IT'S A LITTLE OVER 60% KIDS DEMONSTRATING SIX OUT OF SIX. 
          SOME OF THE THINGS WE'VE BEEN DOING IN THE LAST FOUR YEARS ARE MAKING CHANGES. 
          SO I THINK, PEGGY, THE LOOPING WILL START TO SEE. 
          THEY'RE NOT IN THIRD GRADE YET. 
          THEY'RE IN SECOND GRADE THIS YEAR. 
          IS LOOPING HAVING THE SAME TEACHER? OKAY. 
          YEAH, SO LOOPING, WE IMPLEMENTED IT. 
          IN FACT, I'M LOOKING AT JOEL. 
          HE'S ALMOST A FULL LOOP SCHOOL NOW. 
          IS THAT RIGHT? MOST OF YOUR KIDS HAVE SOME TYPE OF LOOPING. 
          SO WE'RE SEEING IT MORE AND MORE AT OUR ELEMENTARIES BECAUSE WE KNOW THAT RELATIONSHIPS MAKE A DIFFERENCE. 
          SO, YEAH. 
          SO MY QUESTION IS, TOO, ON THAT. 
          I HAVE SEEN CLAIMS THAT MULTI-AGE CLASSROOMS ARE ALSO BENEFICIAL IN ADDITION TO THE IDEA OF STAYING WITH THE SAME TEACHER. 
          SO I'D JUST BE CURIOUS AS TO, YOU KNOW, ANYWAY, IF WE COULD TRACK THAT AT ALL. 
          WELL, WE DO HAVE SOME MULTI-AGE, TYPICALLY MULTI-AGE. 
          WHAT'S TRICKY ABOUT MULTI-AGE IS THE WAY THE CURRICULUM IS WRITTEN, IT'S A LOT OF WORK ON THE TEACHER. 
          SO IT'S NOT SOMETHING WE NECESSARILY JUST DO. 
          BUT THE LOOPING, WE ARE TRACKING THAT. 
          OH, OKAY. 
          I THINK I HAD A MISCONCEPTION THERE. 
          I WAS THINKING THAT THEY WERE COMBINATION CLASSROOMS AND THEY WERE ALSO LOOPING. 
          THEY'RE JUST LOOPING. 
          OKAY. 
          SO IT'S JUST LIKE KACEY WAS HERE EARLIER. 
          SHE'S TEACHING SECOND GRADE THIS YEAR. 
          SHE HAS HAD HER STUDENT, AND I'M GOING TO LOOK. 
          SHE HAD THEM IN KINDERGARTEN, FIRST, AND SECOND GRADE. 
          I THINK THIS IS HER THIRD YEAR WITH THEM. 
          SO WE'RE GOING TO BE TRACKING THOSE COHORTS. 
          THERE MUST BE DATA. 
          AND KACEY, IF I WAS WRONG ON THAT, JUST EMAIL ME, AND I'LL CORRECT THAT WITH THE BOARD. 
          THERE MUST BE DATA THAT SAYS THAT WORKS. 
          I MEAN, WHY ELSE WOULD YOU DO IT? OH, I KNOW IT WORKS. 
          I WAS A TEACHER IN A LIVING CLASSROOM. 
          WHY IT WORKS IS BECAUSE YOU START THE GROUND RUNNING ON YEAR TWO. 
          LIKE YOU ALREADY KNOW THE STUDENTS. 
          BEHAVIOR RELATIONSHIPS CHANGE. 
          YOU KNOW, I DON'T KNOW WHY YOUNG CHILDREN ESPECIALLY CONNECT TO ADULTS. 
          THEY DON'T NECESSARILY, AND IF YOU THINK OF YOUR OWN CHILDREN, THEY DIDN'T NECESSARILY START TALKING ABOUT PEER RELATIONSHIPS TILL ABOUT FOURTH GRADE. 
          BUT YET WE HAVE THEM GOING THROUGH SO MANY ADULTS. 
          AND SO JUST GROUNDING THEM WITH AN ADULT IS HELPFUL. 
          WE SEE A CHANGE IN BENEFIT AND BEHAVIOR AS WELL AS ACADEMICS. 
          CAN I ASK A QUESTION ABOUT THAT TOO? DOESN'T THAT ALSO BENEFIT THE TEACHERS BECAUSE THEN THEY GET TO, YOU KNOW, DO FIRST, SECOND, THIRD? IT JUST BECOMES EASIER, AS YOU KNOW, STUDENTS. 
          I MEAN, EASIER IN TERMS OF IT'S A LOT OF WORK TO LEARN A NEW GROUP OF STUDENTS EVERY SINGLE YEAR. 
          THERE'S A LOT TO THAT. 
          FOR ME PERSONALLY, AND I CANNOT SPEAK FOR EVERYONE BECAUSE SOME PEOPLE DO NOT CARE TO LOOP, AND I HONOR THAT. 
          AS A TEACHER, IT WAS MUCH EASIER FOR ME TO LEARN NEW CURRICULUM THAN IT WAS NEW CHILDREN. 
          SO I PREFERRED IT. 
          IN MY 18 YEARS OF TEACHING, I HAD LESS THAN NINE GROUPS OF CHILDREN. 
          SO WHY WOULD PEOPLE NOT WANT TO LOOP? HAVING TO LEARN NEW CURRICULUM, YOU REALLY LOVE SOMETHING ABOUT IT. 
          I THINK OUR BELL TIME CONVERSATIONS, A GOOD ONE CHANGES HARD, YOU KNOW. 
          THERE'S LOTS OF REASONS WHY. 
          IT ALSO, USUALLY WHAT HAPPENS IN LOOPING IS THERE'S TWO TEACHERS, AND THIS IS WHAT I'M SEEING 
          [02:30:01]
WITH JOEL, AND I THINK IT WOULD BE GOOD TO GO TO CENTRAL AND WATCH SOME OF IT AND HAVE A CONVERSATION WITH SOME OF HIS TEACHERS WHO HAVE BEEN EXPERIENCING. 
          WHAT YOU HAVE IS, LET'S USE KINDERGARTEN AND FIRST GRADE. 
          YOU HAVE ONE TEACHER WHO'S TEACHING FIRST GRADE AND ONE TEACHER WHO'S TEACHING SIXTH GRADE, AND WHAT THEY DO IS THEY ARE THE LOOP. 
          SO YOU'RE LOOPING UP WITH YOUR KIDS. 
          BUT WHILE THE FIRST GRADE TEACHER GOES DOWN, SHE KNOWS OR HE KNOWS THEY'RE GOING TO GO TO KINDERGARTEN. 
          THE KINDERGARTEN TEACHER GOES TO FIRST AND THEY JUST CONTINUALLY CONTINUE THAT CYCLE. 
          I DID ONE THREE YEAR, THREE YEARS POWERFUL. 
          BUT BY THE END, WE WERE A LITTLE TOO MUCH LIKE A FAMILY. 
          AND SO I THINK IT DEPENDS. 
          I THINK IT'S PERSON RELATED. 
          I THINK IT'D BE GOOD TO TALK TO TEACHERS WHO PREFER BOTH. 
          OTHER QUESTIONS? SO, KEVIN, I THINK YOU AND I BOTH MADE COMMENTS ABOUT THE GAIN BETWEEN 2021 AND 2022, YOU KNOW, AND THEN IT LEVELED OFF. 
          WHAT'S THE EXPLANATION FOR THAT, DO YOU THINK? THIS JUST DRIVES ME CRAZY, BUT I HAVE TO GO THERE. 
          WE HAVE TO REMEMBER THAT THESE GROUPS OF CHILDREN SPENT A LOT OF YEARS IN ISOLATION. 
          LIKE THIS WAS A GROUP OF KIDS WHO SPENT SOME VERY CRITICAL FORMATIVE YEARS AT HOME, SAME ADULTS, NOT INTERACTING WITH OTHER PEERS JUST DUE TO THE PANDEMIC. 
          AND SO I THINK, YOU KNOW, THERE IS THAT BUBBLE OF KIDS THAT IT'S GOING TO TAKE SOME TIME. 
          SO THAT WOULD BE THESE KIDS THAT WE SEE IN THE IN THE. 
          CHART THAT YOU HIGHLIGHTED THAT IS SO DISHEARTENING. 
          YEAH, THEY JUST, THEY MISSED, YOU KNOW, WHEN YOU THINK ABOUT YOUNG TODDLERS AND EARLY PRESCHOOL STUDENTS, YOU KNOW, I WAS SOMEONE WHO MY CHILDREN, I MADE SURE THEY WERE GOING TO LOTS OF PLAY DATES, THERE WAS LOTS OF PARK TIME, THERE WAS LOTS OF ACTIVITY, THERE WAS LOTS OF COMING AND GOING, AND WE JUST, WE HAVE A SMALL GENERATION OF CHILDREN WHO JUST DID NOT GET SOME OF THOSE RICH EXPERIENCES. 
          COVID, THE GIFT THAT KEEPS ON GIVING. 
          YEAH, AND I HATE GOING BACK TO SAYING IT, BUT I THINK WE DO HAVE TO ACKNOWLEDGE THERE ARE SOME PIECES TO THAT. 
          I DO BELIEVE THAT'S WHY IT'S LOWER ON WHO HAD EARLY LEARNING EXPERIENCES BECAUSE NOT EVERYONE WAS HAVING THE SAME, YOU KNOW. 
          IF YOU REMEMBER, THE GOVERNOR CALLED OUT AT THAT TIME, THE ONE THING THAT DID NOT SHUT DOWN WAS CHILD CARE, BUT NOT EVERYONE FELT SAFE SENDING THEIR CHILDREN TO CHILD CARE. 
          SO SOME CHILDREN DID GO, SOME CHILDREN DID GO TO PRESCHOOL, OTHERS DID NOT. 
          AND SO THERE'S JUST SOME GAPS THERE. 
          BUT SO PEGGY, I DON'T, I CAN'T SAY THAT SCIENTIFICALLY PROVEN. 
          IT'S JUST MY, WHAT I THINK ABOUT. 
          IT'LL BE INTERESTING TO SEE AS WE, BECAUSE WE'LL START COMING OUT OF THAT A LITTLE BIT WITH THE NEXT SET OF DATA FOR NEXT YEAR. 
          SO THIS IS ANOTHER QUESTION I HAD. 
          LET'S SEE. 
          WHERE IT SEEMED LIKE, LIKE, YOU KNOW, ENGLISH LANGUAGE ARTS SCORES WERE DROPPING OFF. 
          AND I MEAN, I HOPE THIS DOESN'T COME ACROSS THE WRONG WAY. 
          BUT, YOU KNOW, I DO WONDER IF THE PROPORTION OF STUDENTS WHO ARE LEARNING ENGLISH YOU KNOW, IF THAT HAS AN EFFECT ON THAT, IF THAT, YOU KNOW. 
          I THINK THAT'S WHY I SHOWED YOU THAT DATA UP FRONT TO SHOW YOU THAT DEPENDING ON HOW THEY COME INTO KINDERGARTEN, MATH IS ACTUALLY JUST A STRONGER PREDICTOR. 
          AND SO FOR WHATEVER REASON, I THINK IT HAS NOT BEEN ADDRESSED ENOUGH. 
          YOU KNOW, IF YOU LOOK AT CAMPAIGNS, IT'S REACH YOUR CHILDREN, REACH YOUR CHILDREN. 
          AND I 100% BELIEVE IN THAT. 
          WE DON'T HEAR THE SAME THING ABOUT MATHEMATICS. 
          AND SO THE MORE WE CAN ALSO DO AROUND EARLY MATH, THE BETTER. 
          I'VE SHARED WITH YOU THAT THE ELEMENTARY PRINCIPAL GROUP IS REALLY FOCUSED IN ON MATH. 
          THAT'S THEIR FOCUS THIS YEAR, AND THAT'S WHY IS WE'RE TRYING TO CHANGE THAT OUTCOME BECAUSE MATH IS ACTUALLY A GREAT PREDICTOR OF ENGLISH LANGUAGE. 
          AND TYPICALLY, IF YOU LOOK AT WAKIDS, AND I HAVEN'T PULLED THIS UP. 
          I CAN PULL IT UP RIGHT NOW. 
          IF YOU LOOK AT THE OSPI REPORT CARD FOR THIS GROUP, AND YOU JUST LOOK AT, AND I'LL HAVE IT IN A MINUTE, IF YOU LOOK AT MATH, MATH IS TYPICALLY THE LOWEST SCORE 
          [02:35:02]
FOR INCOMING STUDENTS. 
          SO THAT'S A PROBLEM. 
          IF WE KNOW IT'S A BETTER PREDICTOR, THEN WE HAVE TO INCREASE MATH EXPERIENCES FOR YOUNG CHILDREN. 
          SO LET ME LOOK AT THIS GROUP, HOW THEY WERE IN MATHEMATICS, PEGGY. 
          SO ALL I'M DOING, SO YOU KNOW, IS I'M JUST GOING TO THE OSPI REPORT CARD. 
          AND I'M LOOKING AT THE 20, WAS IT 20, 21, 22 GROUP. 
          AND I'M LOOKING AT THEIR KINDERGARTEN READINESS. 
          AND I'M GOING TO LOOK BY DOMAINS OR BY AREA. 
          IT WOULD BE CALLED BY AREA. 
          SO THEY'RE INCOMING. 
          THIS IS FASCINATING. 
          SO THIS GROUP OF STUDENTS, WHEN THEY ENTERED KINDERGARTEN, 87% OF THEM SHOWED THE SKILLS THAT YOU WOULD EXPECT OF A TYPICAL FIVE-YEAR-OLD IN COGNITIVE. 
          81% SHOWED THE TYPICAL SKILLS OF A FIVE-YEAR-OLD IN LANGUAGE. 
          81% TYPICAL SKILLS OF A FIVE-YEAR-OLD IN LITERACY. 
          PHYSICAL IS ALWAYS HIGH. 
          93% OF THEM SHOWED THE TYPICAL SKILLS OF A FIVE-YEAR-OLD IN PHYSICAL. 
          82.5% IN SOCIAL-EMOTIONAL, BUT ONLY 72% IN MATHEMATICS. 
          SO WE HAVE TO, AND THAT'S ONE OF MY THINGS, IS HOW DO WE WORK WITH FAMILIES AND PROVIDERS IN THOSE FIRST FIVE YEARS ON MATHEMATICS. 
          AND I THINK IF WE CAN GET THAT INCOMING MATH SCORE UP, WE'RE GOING TO SEE A CHANGE. 
          I WANT TO SAY THIS YEAR'S GROUP WAS A LITTLE BIT HIGHER. 
          SO ANYWAY, MORE LEARNING TO DO. 
          OH, WAIT, THAT WAS THIS YEAR'S. 
          THEY WERE ONLY. 
          SO LET ME LOOK. 
          OH, THAT WAS THIS YEAR'S WAS 72%. 
          THIS INCOMING, THIS GROUP THAT'S THIRD GRADE, 61% WAS THEIR MATH SCORE. 
          EVERYTHING ELSE WAS 70 TO 80S. 
          YEAH, THAT'S INTERESTING TO LOOK AT BECAUSE I HAVE THE BENEFIT OF SITTING NEXT TO THE TEACHER AND CAN LOOK OVER HER SHOULDER. 
          BUT IF YOU LOOK AT THE PERCENTAGES, IT'S LIKE THE GRAPH IS OVER HERE AND THEN THIS YEAR'S GOES UP THIS WAY. 
          IT'S A PRETTY REMARKABLE DIFFERENCE. 
          SO WE SHOULD START TO SEE AN UPTICK IN THIRD GRADE OUTCOMES HERE SOON. 
          BECAUSE WE'VE BEEN PUTTING SOME INVESTMENTS IN. 
          TEACHER, TEACHER. 
          SO THE OTHER QUESTION I HAD, AND I SUPPOSE PROBABLY COULD HAVE FIGURED IT OUT BY SITTING THERE AND, YOU KNOW, SQUISHING THE NUMBERS TO FIGURE OUT. 
          I MEAN, OBVIOUSLY THERE ARE KIDS THAT DON'T GO TO KINDERGARTEN OR MAYBE EVEN FIRST GRADE HERE, BUT COME IN FROM ELSEWHERE. 
          AND HOW DO YOU, DO YOU EVER SORT THAT OUT OF THE, JUST TO SEE HOW THOSE THAT WERE HERE ALL ALONG DO BY COMPARISON? WE COULD LOOK AT IT. 
          I THINK IT'S IMPORTANT TO NOTE THAT BY LAW, AND I DO NOT UNDERSTAND THIS, MAYBE THIS IS SOMETHING WE WANT TO LOOK AT FOR ADVOCATING. 
          IN THE STATE OF WASHINGTON, YOUR CHILD DOESN'T HAVE TO GO TO SCHOOL UNTIL THEY'RE EIGHT. 
          NO EDUCATION AT ALL. 
          YEAH, BUT I'M TALKING ABOUT KIDS COULD COME IN FROM A DIFFERENT DISTRICT AS WELL. 
          YEAH, THEY COULD COME IN A DIFFERENT DISTRICT OR NOT BEEN IN SCHOOL AT ALL. 
          SO I THINK THERE'S THREE LAYERS THERE. 
          WHO'S BEEN WITH US? SO WE COULD EASILY PULL THAT UP. 
          I CAN TALK TO BOBBY ABOUT THAT. 
          OKAY. 
          OTHER QUESTIONS? SO SEEING NO FURTHER DISCUSSION, WE NEED TO COME UP WITH HOW WE WANT TO ACT ON THIS REPORT OR WHAT ACTION WE WANT TO TAKE. 
          BASICALLY, OUR CHOICES ARE TO ADOPT IT AS DEMONSTRATING REASONABLE PROGRESS, DEMONSTRATING REASONABLE PROGRESS WITH THE FOLLOWING EXCEPTIONS, OR DOES NOT DEMONSTRATE REASONABLE PROGRESS. 
          AND IT'S KIND OF AN INTERESTING ONE WITH ONLY TWO INDICATORS, AND ONE BEING SAYING NOT DEMONSTRATING BECAUSE WE SAW THAT DROP, AND THE OTHER ONE SAYING THAT WE ARE DEMONSTRATING WITH SOME EXCEPTION. 
          WE'RE KIND OF SPLIT. 
          SO CONSENSUS OF THE BOARD IS HOW WE WANT TO ADOPT IT OR HOW WE WANT TO ACT ON IT. 
          I'M OPEN BECAUSE I DON'T HAVE A GOOD SUGGESTION. 
          I KNOW. 
          THAT'S EXACTLY WHAT I WAS THINKING, TOO, IS HOW DO YOU SAY THERE ISN'T ANOTHER OPTION THAT ACTUALLY FITS. 
          OR DO WE JUST ADOPT IT AS IS 
          [02:40:06]
WITH NO CLEAR INDICATOR OF REASONABLE OR OF MAKING OR NOT MAKING REASONABLE PROGRESS DUE TO THE SPLIT NATURE, YOU KNOW, AND PART OF IT BEING IS WE HAVE MANAGED TO TIGHTEN OUR REPORTS DOWN SO THAT WE'RE SEEING THEM EVERY YEAR AS OPPOSED TO IN SOME CASES WE MAY NOT HAVE SEEN THIS, BUT EVERY TWO YEARS AND WE WOULD HAVE HAD MORE DATA TO LOOK AT. 
          BECAUSE HOPEFULLY WE'RE GOING TO SEE A CHANGE IN THOSE NUMBERS AS WE MOVE OUT OF THE COVID ERA. 
          BUT AGAIN, THAT REMAINS TO BE SEEN. 
          SO ARE YOU SAYING WE COULD GO OUTSIDE OF THE THREE? IT'S OUR REPORT AND OUR ACTION, SO YES. 
          SOMETIMES COLORING OUTSIDE THE BOX IS A GOOD THING. 
          LET MY CHILDREN HEAR ME SAY THAT, THOUGH. 
          OH, BOY, I'M IN TROUBLE. 
          SO DO I HAVE A WOULD THE BOARD BE OPEN TO THE MOTION TO ADOPT THE REPORT OF RESULTS POLICY TO EARNING LEARNING WITH A SPLIT OF DEMONSTRATING REASONABLE PROGRESS AND NOT? DEMONSTRATING REASONABLE PROGRESS BASED ON THE RESULTS THAT WE HAVE HERE? YES. 
          OKAY. 
          THEN I WILL PUT FORTH THAT MOTION. 
          SO WE'LL START WITH OUR ADVISORY VOTE FROM THE STUDENTS GOING. 
          SO ALL THOSE IN FAVOR OF ADOPTING THE RESULTS POLICY NUMBER TWO, EARLY LEARNING, WITH A SPLIT BETWEEN DEMONSTRATING REASONABLE PROGRESS AND NOT DEMONSTRATING REASONABLE PROGRESS, SIGNIFY BY SAYING AYE. 
          AYE. 
          OKAY. 
          AND THEN THE OTHER BOARD MEMBERS, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. 
          AYE. 
          ALL OPPOSED, ANY ABSTENTIONS? OKAY. 
          THEN WE WILL ADOPT IT IN THAT. 
          BECAUSE I'M HONESTLY STILL UNCLEAR ON IT. 
          I'M GOING TO ABSTAIN ON THIS ONE. 
          OKAY. 
          THAT'S FAIR. 
          OKAY. 
          SO IT IS ADOPTED. 
          WITH A SPLIT DECISION ON THE MAKING REASONABLE PROGRESS AND NOT. 
          OKAY. 
          OKAY. 
          MY COMPUTER IS, I'LL DO IT THIS WAY. 
          OKAY. 
          SO THAT THEN TAKES US ON TO ITEM 8.02, WHICH IS ACTION ON RESOLUTION 6-2026 WHICH IS ESTABLISHING THE MINIMUM EDUCATIONAL PROGRAM AND STAFFING REQUIREMENTS FOR THE 2026-27 SCHOOL YEAR. 
          KRISTI HAS SENT US INFORMATION ABOUT THIS IN HER SUPERINTENDENT'S UPDATE, AND WE HAD A CHANCE TO ASK ANY QUESTIONS ABOUT THAT. 
          GO AHEAD. 
          YEAH, CAN I ASK ONE MORE QUESTION? YEAH. 
          THIS IS, SO I'VE HEARD A LITTLE BIT OF CONCERN ABOUT THE ITEMIZATION OF THINGS ON THE LIST OF WHAT CONSTITUTES MINIMUM EDUCATIONAL PROGRAM. 
          LIKE, OH, YOU KNOW, MY DEPARTMENT WASN'T ON HERE. 
          DOES THAT MEAN I'M BEING CUT? IT'S LIKE, NO, THIS IS THE SAME LIST AS I JUST WOULD LIKE SOME REASSURANCE. 
          YEAH, IT'S JUST A GENERAL, IT GIVES US GENERAL AUTHORITY. 
          IT DOESN'T EVEN MEAN WE'LL USE IT. 
          BUT AS WE'RE WORKING TO BALANCE THE BUDGET WITHOUT IT, WE CAN'T. 
          SO IT DOESN'T, AND IT'S FOR CERTIFICATED ONLY. 
          SO IT'S NOT, IT'S THOSE JOBS THAT ARE TIED TO CERTIFICATION. 
          MARK, ANYTHING ELSE YOU WOULD ADD ON THAT ONE? SO IT JUST GIVES US PERMISSION FROM THE BOARD TO BE ABLE TO DO A REDUCTION IN FORCE IF NECESSARY TO BALANCE THE BUDGET. 
          THANK YOU, BECAUSE BASICALLY MY RESPONSE WAS, WELL, THIS IS THE EXACT SAME THING AS LAST YEAR. 
          SO, YEAH. 
          OUR GOAL IS ALWAYS TO NOT OR TO DO MINIMUM. 
          AND GIVEN THAT HOLLY AND MARK JUST HEARD TODAY FROM, EVEN THOUGH LEGISLATION CLOSED, WE STILL HAVEN'T GOT OUR DETAILS OF WHAT IT ACTUALLY MEANS TO FERNDALE. 
          WE STILL HAVEN'T GOTTEN THE NUMBERS. 
          AND SO BY THE TIME WE MEET NEXT TIME AND WITH THE LEGAL DATES AND REQUIREMENTS, WE HAVE 
          [02:45:02]
TO BRING IT FORWARD TO YOU TONIGHT. 
          THANK YOU FOR THAT QUESTION. 
          GOOD QUESTION. 
          ANY OTHER QUESTIONS OR COMMENTS? IF NOT, THE CHAIR WILL ENTERTAIN A MOTION. 
          I MOVE THAT WE PASS THE BOARD RESOLUTION. 
          OKAY. 
          SO IT HAS BEEN MOVED THAT WE APPROVE RESOLUTION 6-2026, ESTABLISHING THE MINIMUM EDUCATIONAL PROGRAM AND STAFFING REQUIREMENTS FOR THE 2026-27 SCHOOL YEAR. 
          STARTING WITH THE STUDENT ADVISORY VOTE, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. 
          OPPOSED? OKAY. 
          SO WITH THE ADVISORY VOTE TO THE AFFIRMATIVE, I'LL MOVE ON TO THE ELECTED BOARD MEMBERS. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. 
          ALL OPPOSED? OKAY, SO RESOLUTION 6-2026 HAS BEEN ADOPTED AND APPROVED. 
          THAT TAKES US ON TO ITEM 6.03, WHICH IS TO ACCEPT THE DONATION FROM DEWEY GRIFFIN SUBARU. 
          THERE'S INFORMATION THAT WAS PRESENTED IN REGARDS TO IT. 
          THE REASON THIS NEEDS TO COME BEFORE THE BOARD IS BECAUSE IT'S OVER THE THRESHOLD OF WHAT CAN BE ACCEPTED BY THE DISTRICT WITHOUT BOARD APPROVAL. 
          JUST FOR THE RECORD, ANYBODY WHO WANTS TO GIVE THE DISTRICT MONEY, I'M ALL FOR ACCEPTING IT. 
          SO, YEAH, PEGGY. 
          SO, I MEAN, SO THIS WAS TO A SPECIFIC SCHOOL, THOUGH, RIGHT? YEAH. 
          AND THAT'S OKAY? I GUESS THE OTHER SCHOOLS DON'T GET JEALOUS OR WHATEVER. 
          IT WORKS. 
          THEY PROBABLY DO. 
          I DON'T KNOW. 
          IT WAS JUST A GIFT THAT CAME FORWARD FOR THAT SCHOOL TO SUPPORT SPECIFIC CLASSROOMS. SO THAT HAPPENS FROM TIME TO TIME. 
          A FEW YEARS AGO THEY DID IT, I THINK, FOR A DIFFERENT SCHOOL. 
          THERE WAS ANOTHER DONATION I KNOW MADE BY THEM, BUT I CAN'T REMEMBER THE PARTICULARS OF IT. 
          THEY ACTUALLY HAVE A FAIRLY LONG HISTORY OF DONATING TO EAGLE RIDGE. 
          THEY'VE GOT SOME PERSONAL CONNECTIONS THERE THROUGH GRANDKIDS WENT THROUGH THE SCHOOL AND THAT SORT OF THING. 
          SO THEY'VE KIND OF MAINTAINED THAT TRADITION. 
          I ACTUALLY THINK IT'S GREAT. 
          BUT THIS DID GIVE ME THE OPPORTUNITY TO JOG MY MEMORY ON SOMETHING. 
          REMEMBER BACK IN NOVEMBER THEY INTRODUCED A GIFTS PARTY? POLICY, POLICY 6114, AND I DON'T THINK WE'VE EVER GONE BACK TO THAT. 
          I CAN TALK DIRECTLY TO THAT. 
          THAT POLICY NEEDED TO DO, AND MARK AND THE TEAM ARE WORKING STILL ON IT, THERE ARE SOME VOICES THAT NEED TO BE AT THE TABLE. 
          FOR EXAMPLE, THE BOOSTER CLUB BE THE ONE THAT WE MAKE SURE THAT WHATEVER WE PUT FORWARD, THAT THEY HAVE SOME INPUT ON IT UP FRONT TO MAKE SURE THAT OUR RELATIONSHIPS THAT EVERYONE UNDERSTANDS WHAT IT IS. 
          SO WE JUST HAVEN'T BROUGHT IT BACK YET BECAUSE IT'S JUST NOT READY. 
          THANKS FOR REMEMBERING THAT. 
          WE'RE STILL TALKING ABOUT IT. 
          ANY OTHER QUESTIONS OR COMMENTS? THEN IF THERE'S A MOTION. 
          I MOVE THAT WE APPROVE THE GIFT FROM FOR EAGLE RIDGE. 
          OKAY SO IT'S BEEN MOVED TO ACCEPT THE NOTATION FROM DEWEY GRIFFITH SUBARU IN THE AMOUNT OF 7,500 STARTING WITH THE STUDENT ADVISORY VOTE ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. ALL OPPOSED? AND WITH THE AFFIRMATIVE STUDENT ADVISORY VOTE MOVING ON TO THE ELECTED BOARD MEMBERS ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. ALL OPPOSED? OKAY, SO MOTION HAS PASSED. 
          THEN THE NEXT ITEM THAT WE MOVED FROM THE CONSENT AGENDA TO THE ITEMS RESERVED FOR BOARD IS ITEM 9.06, WHICH I DON'T KNOW IF IT BECOMES 8.04, BUT WHICHEVER. 
          AND THAT IS THE APPROVAL OF THE HIRING OF PERSONNEL. 
          HIRING OF PERSONNEL LEAVES RESIGNATION AND RETIREMENTS. 
          BRIAN, JUST FOR YOUR BENEFIT, WE MOVED THIS OFF OF THE CONSENT AGENDA SO THAT YOU COULD VOTE ON THE CONSENT AGENDA BUT COULD EXCUSE YOURSELF FROM THE VOTE ON THIS BECAUSE OF THE CONFLICT OF INTEREST. 
          SO DON'T KNOW IF THERE'S ANY DISCUSSION OF THIS. 
          OTHERWISE, THE CHAIR WILL ENTERTAIN A MOTION. 
          I MOVE THAT WE APPROVE THE HIRING OF PERSONNEL LEAVES 
          [02:50:02]
RESIGNATIONS AND RETIREMENTS. 
          SO IT HAS BEEN MOVED TO APPROVE THE HIRING OF PERSONNEL LEAVES, RESIGNATIONS, AND RETIREMENTS. 
          THIS IS NORMALLY ON THE CONSENT AGENDA AND NOT VOTED ON BY THE STUDENTS BECAUSE IT INVOLVES HIRING AND SUCH. 
          AND SO WITH THAT, WE WILL BYPASS THE STUDENT ADVISORY VOTE AND MOVE STRAIGHT TO THE BOARD. 
          ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE. 
          AYE. 
          AYE. 
          ALL THOSE OPPOSED? AND ANY ABSTENTIONS? 
          [9. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]
          [10. BOARD CONSENT AGENDA [GC-2.4]]
I ABSTAIN. 
          GOOD JOB, BRIAN. 
          OKAY. 
          SO THEN WE WILL MOVE ON TO THE BOARD AND SUPERINTENDENT'S CONSENT AGENDAS. 
          THESE ARE A GROUP OF ROUTINE ITEMS THAT THE BOARD HAS HAD ACCESS TO PRIOR TO THE MEETING IN ORDER TO ASK QUESTIONS. 
          AS PART OF TONIGHT'S CONSENT AGENDA, WE ARE RECEIVING THE MONITORING REPORT FOR RESULTS POLICY FOUR, R4, FUTURE READY. 
          WE WILL BE REVIEWING OR WE ALSO ARE RECEIVING REVISED POLICY 5011, SEXUAL HARASSMENT OF DISTRICT STAFF PROHIBITED. 
          AND SO THE BOARD WILL BE DISCUSSING BOTH THIS REPORT AND THE POLICY AT OUR APRIL MEETING. 
          AND AS ALWAYS, WE ENCOURAGE THE PUBLIC TO REVIEW THE REPORTS AND POLICIES WE RECEIVE, AND WE'LL BE ACTING ON TO SHARE ANY THOUGHTS THAT THEY HAVE WITH THE BOARD PRIOR TO NEXT MONTH'S MEETING OR DURING OUR PUBLIC COMMENT TIME AT THE MEETING, SO WE CAN TAKE THOSE THOUGHTS INTO CONSIDERATION WHEN ACTING ON THESE ITEMS. SO, YES, PEGGY. 
          JUST A QUICK QUESTION. 
          I MEAN, I KNOW THIS CONTRACT HAS BEEN AROUND FOREVER AND EVER, AND NOTHING HAS CHANGED OTHER THAN THE DATES, BUT IT WAS INTERESTING TO ME IN LOOKING AT IT, THIS THING FOR THE DETENTION. 
          10.02? YEAH, 10.02. 
          THANK YOU. 
          THE INTERLOCAL AGREEMENT. 
          THIS PARTICULAR ONE, YOU KNOW, IT JUST SAYS PRINT OUT PAGES 1 THROUGH 7. 
          LIKE THIS SAID. 
          THROUGH PAGE 43, IS THERE ADDITIONAL STUFF THAT GOES WITH THIS THING THAT, YOU KNOW, JUST ISN'T PART OF WHAT, I MEAN, ARE THERE ATTACHMENTS AND THINGS ABOVE AND BEYOND WHAT'S ON THAT? I CAN'T ANSWER THAT IN THE MOMENT JUST BECAUSE I DON'T, I DON'T, WE DON'T UPLOAD THAT, SO I WOULD NEED TO GO TO WHO UPLOADED IT. 
          DOES ANYONE KNOW? MARK? YEAH, SO I THINK WE, IF WE WOULD HAVE KNOWN, I COULD HAVE LOOKED THAT UP. 
          YEAH, I DON'T KNOW. 
          MAYBE THEY WERE IN THE 60% FOR MATH. 
          I DON'T KNOW. 
          I DON'T KNOW. 
          THAT WAS PROBABLY RUDE. 
          SO ANYWAY. 
          I LIKE THAT ANSWER. 
          MATH JOKE. 
          OKAY. 
          ANY OTHER QUESTIONS ABOUT THE CONSENT AGENDA? I MISSED THAT ONE, PEGGY. 
          THAT WAS INTERESTING. 
          YEAH. 
          I CAN ONLY IMAGINE 43 PAGES. 
          I WONDER IF THERE'S ADDENDUMS ARE JUST. 
          WE'LL LOOK. 
          YEAH. 
          OKAY. 
          ANY OTHER QUESTIONS? OKAY. 
          I MOVE THAT WE APPROVE THE CONSENT AGENDAS. 
          OKAY. 
          SO IT HAS BEEN MOVED THAT WE APPROVE THE CONSENT AGENDAS AS PRESENTED. 
          MAKE THEM PART OF THE MINUTES. 
          ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE. 
          [11. SHARING [GC-7.E}]
AYE. 
          ALL OPPOSED? OKAY. 
          SO THE CONSENT AGENDAS ARE APPROVED. 
          THAT THEN TAKES US ON TO BOARD MEMBER SHARING, AND I'LL START WITH BRIAN. 
          I HAD THE HONOR OF SITTING IN ON A MEETING SHOWING THE GREAT WORK THAT SARAH DESERT AND BOBBY OLSEN ARE DOING WITH DATA. 
          I'M SUPER PASSIONATE ABOUT DATA AS MAY HAVE BEEN SHOWN IN SOME OF THESE MEETINGS AND THEY ARE DOING A FANTASTIC JOB OF DEVELOPING TOOLS THAT WILL HELP DISTRICT STAFF DO A BETTER JOB OF HELPING KIDS. 
          I GUESS THAT'S PROBABLY THE BIGGEST WAY I CAN EXPLAIN IT. 
          I THINK LIKE KRISTI'S MENTIONED NUMEROUS TIMES THE DATA IS COMPLEX. 
          AND THE DATABASES ARE COMPLEX, TOO. 
          AND THEY'RE USING GREAT TOOLS THROUGH GOOGLE THAT WILL HELP, AGAIN, WITH THIS PROCESS OF IDENTIFYING WHERE THE NEEDS 
          [02:55:01]
ARE, PROBABLY THE GREATEST. 
          SO I'M VERY EXCITED ABOUT IT. 
          I KNOW THAT DOWN THE ROAD THE GOAL IS TO HAVE THESE TOOLS AVAILABLE TO BOARD MEMBERS, TOO. 
          AND, YEAH. 
          I THINK THEY'RE DOING A FANTASTIC JOB. 
          AND WHAT I TOOK AWAY FROM THAT MEETING THAT I HAD WITH THEM IS THAT THEY'RE VERY PASSIONATE ABOUT WHAT THEY'RE DOING. 
          AND I THINK THAT WHENEVER AN EMPLOYEE IS PASSIONATE ABOUT WHAT THEY'RE DOING, GREAT THINGS CAN COME FROM THAT. 
          SO I GUESS THAT'S WHAT I'D LIKE TO SHARE TONIGHT. 
          THANK YOU. 
          ANTONIO. 
          SHARING TIME. 
          IT'S SHOW AND TELL. 
          I'VE BEEN IN THE BATHROOM THAT LONG. 
          OH, OKAY. 
          WELL, NO, THANK YOU VERY MUCH. 
          FOR THE DISCUSSION THAT WE'VE BEEN HAVING, I APPRECIATE, I HAVE TO SAY THAT I APPRECIATE THE ADVISORY COMMITTEE THAT PUT TOGETHER THE EFFORT ON THE BELL TIMES. 
          I ALSO HAVE TO RECOGNIZE THE ENGAGEMENT THAT THE COMMUNITY HAS SHOWN ON THIS AND THEIR HEARTFELT WITNESS AND TESTIMONY THAT WE HAVE RECEIVED IN OUR EMAILS. 
          AND I THINK THAT SOME OF IT HAS BEEN THROUGH EMAIL, SOME OF IT HAS BEEN THROUGH EXPOSURE, YOU KNOW, BEING FACE-TO-FACE. 
          AND I JUST WANT TO MAKE SURE THAT PEOPLE UNDERSTAND THAT WE'RE TRYING TO SEE EVERYTHING THAT WE CAN. 
          AND WHILE WE ARE NOT, WE'RE HUMANS, BUT WE'RE TRYING TO MAKE SURE THAT WE DO THE BEST WITHIN OUR CAPABILITY AND ABILITY TO DO WHAT'S BEST FOR THE KIDS, RIGHT? SO THANK YOU VERY MUCH. 
          THANK YOU. 
          PEGGY? WELL, IT IS NOW A GOOD TIME TO BRING UP ANOTHER ADVISORY COMMITTEE BECAUSE I'VE SAT IN ON A COUPLE MORE OF THE HIGHLY CAPABLE STUDENT COMMITTEES. 
          AND THE MOST RECENT WORK THAT THEY HAVE DONE IS TO LOOK AT THE ARRAY OF OPTIONS. 
          SEVERAL MEMBERS OF THE COMMITTEE WENT OUT AND STUDIED OTHER DISTRICTS TO SEE WHAT OFFERINGS THEY HAD FOR THEIR HIGH CAP STUDENTS. 
          AND I CAME BACK AND THERE'S. 
          JUST A VERY, THERE'S A PLETHORA OF IDEAS, WAYS YOU CAN GO. 
          FOLLOWING THAT, THEY SAT DOWN IN GROUPS AND DISCUSSED WHICH APPROACHES WERE BEST FOR WHICH GRADE LEVELS. 
          AND AT THE NEXT MEETING, WE'RE GOING TO BE HEARING ABOUT, YOU KNOW, WHAT THEY PROPOSE TO BE, YOU KNOW, APPROPRIATE FOR THOSE GRADE LEVELS. 
          AND IT'S JUST STILL IN THE IDEAS PHASE. 
          BUT TRYING TO ZERO IN ON THE OFFERINGS THAT WE MIGHT BE ABLE TO MAKE AVAILABLE AS A DISTRICT. 
          ALSO KEEPING IN MIND THAT WE'RE AT A TIME WHERE, YOU KNOW, THE BUDGET IS TIGHT AND THAT, YOU KNOW, WHAT WOULD BE THE MOST BENEFICIAL AND AFFORDABLE AT THIS POINT? AND WITH THE EYE TO THIS ISN'T THE END, BUT MAYBE, YOU KNOW, LOOKING TOWARD OTHER OFFERINGS FURTHER DOWN THE ROAD AS THE RESOURCES. 
          BECOME AVAILABLE, HOPEFULLY. 
          BUT IT'S BEEN INTERESTING TO HEAR ALL OF THE IDEAS AND THE WIDE VARIETY OF KIDS THAT ARE IN OUR DISTRICT. 
          THE WAY I SEE IT, PRETTY MUCH EVERYBODY HAS A TALENT, A FOCUS, A GIFT THAT THEY CAN CAPITALIZE ON. 
          AND THAT REALLY IS THE GOAL, IS TO JUST PROVIDE THE BROADEST BENEFIT TO THE MOST KIDS. 
          SO IT'S BEEN A PLEASURE TO LISTEN TO THEM BRAINSTORM ABOUT ALL THIS STUFF AND I LOOK FORWARD TO, YOU KNOW, WHATEVER THEY COME UP WITH, ACTUALLY. 
          SO ASIDE FROM THAT, I'M ALSO LOOKING FORWARD TO MEETING WITH SARAH AND BOBBY AND FINDING OUT, YOU KNOW, WHAT THEY'RE, I MEAN, IF THERE'S PRIORITIES FOR WHAT WE HAVE IN TERMS OF, YOU KNOW, THE DATA THAT WE WANT, WHAT WOULD BE THE MOST, YOU KNOW, WHERE TO PUT THE MOST FOCUS INITIALLY. 
          I THINK PROBABLY WE'VE TALKED ABOUT ACADEMIC PERFORMANCE BEING, YOU KNOW, BECAUSE RIGHT NOW WE ONLY GET IT ONCE A YEAR, AND HAVING REGULAR UPDATES, YOU KNOW, QUARTERLY WOULD CERTAINLY BE BENEFICIAL TO US IN TERMS OF UNDERSTANDING IF WE'RE MAKING PROGRESS OR NOT. 
          YOU KNOW, IN TERMS OF OUR PROVIDING ANY DIRECTION TO THEM ABOUT WHAT WE WANT, WHAT WOULD, DO WE JUST NEED TO SIT DOWN AND HAVE ANOTHER MEETING WITH THEM AND SAY, HEY, HERE ARE OUR TOP PRIORITIES, THINGS TO FOCUS ON IN GETTING THE DASHBOARD PUT TOGETHER? YEAH, ACTUALLY, I'M YOUR ONLY EMPLOYEE, SO WE TALK ABOUT IT HERE. 
          BRIAN AND I HAVE BEEN TALKING ABOUT THIS. 
          IT'S NOT GOING TO HAPPEN OVERNIGHT FOR THE BOARD. 
          AND SO WHAT THEY'RE CURRENTLY DOING IS CREATING A DASHBOARD TO BE USED BY THE SCHOOLS, 
          [03:00:02]
BY THE ADMINISTRATORS, BY THE TEACHERS, THE PEOPLE WHO ARE DOING THE WORK. 
          THE GOAL IS TO CREATE TO LOOK AT THE MONITORING REPORTS AND TO CREATE A DASHBOARD THAT TIES TO THE REPORT SO YOU CAN SEE ONGOING BIG PICTURE THINGS. 
          BUT THAT'S A LITTLE WAYS OUT. 
          WE'RE WORKING ON ATTENDANCE DATA RIGHT NOW THAT YOU'LL BE ABLE TO MONITOR. 
          SO THEY'VE COME A LONG WAY, AND WE STILL HAVE A LONG WAY TO GO. 
          AND THE ATTENDANCE DATA WILL INCLUDE THE TARDINESS DATA TOO? YEAH. 
          THAT'S BEEN KIND OF A FRUSTRATION BECAUSE GOING OUT AND LOOKING AT OSPI, NONE OF THAT STUFF GETS REPORTED THERE. 
          OR MAYBE IT DOES, IT'S JUST THAT THEY DON'T DISPLAY IT. 
          THE WAY THEY'RE COLLECTING DATA FOR THE STATE, AND THEN WE'RE TRYING TO USE IT FOR THE DISTRICT, AND IT JUST DOESN'T ALWAYS TRANSFER. 
          SO ANYWAY, LOTS MORE TO COME. 
          OKAY, THANK YOU. 
          OKAY, THANK YOU. 
          NANCY. 
          ALL RIGHT, I'M GOING TO HOLD MY THIRD LISTENING SESSION AND HOPEFULLY IT'LL GROW. 
          THE FIRST ONE I HAD ONE PERSON SHOW UP. 
          LAST TIME, LAST MONTH, I HAD NINE PEOPLE SHOW UP AND SO THIS TIME I'M GOING TO HOLD IT AGAIN AT THE FERNDALE LIBRARY BUT I'M NOT GOING TO GET THE FOUR TOPPER. 
          I'M GOING TO GET THE TEN TOPPER. 
          SO I HOPE TO FILL THE ROOM AND IT WILL BE APRIL 18TH WHICH IS A SATURDAY FROM 3 TO 4 P.M. 
          SO THE PEOPLE WHO'VE RESPONDED AND CAME IN ESPECIALLY LAST MONTH THEY WERE ALL SO IT WAS JUST SUCH A WONDERFUL EXPERIENCE TO HEAR WHAT THEY HAD TO SAY BECAUSE THEY'RE ALL SO PASSIONATELY CONCERNED ABOUT OUR STUDENTS AND THEY COME WITH WONDERFUL IDEAS AND CONCERNS AND IT BECAME A CONVERSATION BETWEEN NOT JUST ME AND INDIVIDUALS BUT EVERYBODY WHO WAS THERE. 
          IT WAS REALLY A GOOD THING. 
          SO I AM LOOKING FORWARD TO MAKING THIS A THING. 
          SO ANYWAY, SATURDAY. 
          CAN I INTERRUPT YOU? YES. 
          WHAT WAS THE DEMOGRAPHICS? I WANT TO KNOW IF THEY'RE PARENTS, THEY'RE TEACHERS, THEY'RE KIDS. 
          I HAD REALLY WIDE DEMOGRAPHICS. 
          I HAD A DAUGHTER WHO BROUGHT HER MOTHER, AND I HAD A BUS DRIVER. 
          I HAD PARAPROS. 
          I HAD A TEACHER, AND THEN THE OTHERS WERE PARENTS. 
          SO, YEAH. 
          YEAH, IT WAS GOOD. 
          IT WAS GOOD. 
          SO ANYWAY, I JUST HOPE TO CONTINUE DOING THIS. 
          AND, YEAH, AND, YOU KNOW, MOSTLY THE PEOPLE WERE MOSTLY CONCERNED ABOUT BEHAVIOR AT SCHOOL. 
          THAT WAS THE NUMBER ONE THING. 
          SO I THINK THAT WILL BE SOMETHING THAT WE WILL BE LOOKING AT BECAUSE BEHAVIOR AFFECTS HOW MUCH YOU CAN LEARN. 
          AND SO I THINK THAT WILL BE A TOPIC OF CONVERSATION HERE SOON. 
          SO THANK YOU. 
          THANK YOU, NANCY. 
          SO JUST A COUPLE OF THINGS THAT I'VE GOT. 
          ONE, A REMINDER TO EVERYBODY, IF YOU HAVEN'T GOTTEN ENOUGH EMAIL REMINDERS ABOUT IT, YOUR PDC REPORT IS DUE APRIL 15TH. 
          SO WHAT'S NOT THE F1? WELL, IT'S NOT THE F1 BECAUSE THAT'S IF YOU'RE DOING A CAMPAIGN. 
          I THINK I DON'T. 
          IT MAY BE THE SAME THING. 
          IT'S IT'S. 
          IT'S THE SAME. 
          YEAH, IT'S JUST WHATEVER THE PUBLIC DISCLOSURE REPORT. 
          I JUST KNOW IT AS THE PDC REPORT. 
          ALSO, CHRIS, CORRECT ME IF I'M WRONG, BUT WE DON'T HAVE A STUDY SESSION IN APRIL, CORRECT? OKAY. 
          SO THERE'S NO STUDY SESSION IN APRIL. 
          WE DO HAVE ONE. 
          I APPRECIATE YOU GUYS DECIDING TO CELEBRATE MY BIRTHDAY WITH ME AND HAVING A STUDY SESSION ON MAY 13TH. 
          WE DON'T HAVE ANY STUDY SESSIONS PLANNED BEYOND THAT MAY 13TH DATE, SO WE NEED TO GET OUR CALENDARS TOGETHER TO TRY AND GET SOMETHING ON THE AGENDA FOR A SUMMER RETREAT AND OR SOME STUDY SESSIONS, MAYBE NOT NECESSARILY DURING THE SUMMER WHEN EVERYBODY'S OUT THERE, BUT IF WE CAN GET A SUMMER RETREAT DATE. 
          CHRIS, KRISTI, HELP ME. 
          SO IF YOU WOULD SEND YOUR SUMMER CALENDARS WHEN YOU KNOW YOU'RE GOING TO BE AWAY THIS SUMMER. 
          IT WOULD BE GREAT TO KIND OF SHOOT FOR EARLY AUGUST. I DON'T KNOW PEOPLE TAKE TIME OFF IN JULY, BUT IF YOU CAN LET CHRIS KNOW, LIKE, HEY, I KNOW WE'RE GONE THIS TIME, BEFORE SCHOOL STARTS, IT WOULD BE GREAT TO HAVE ANOTHER RETREAT. 
          AND THEN WE CAN BEGIN TO SET THE STUDY SESSIONS FOR THE YEAR, WHAT DO YOU WANT TO DO, AND REALLY INSTEAD OF USING BOARD MEETING TIME TO PLAN OUT THE YEAR, USE THAT TIME TO SET GOALS AND WHAT DO WE WANT TO ACCOMPLISH. 
          OKAY. ONE LAST THING. 
          I FORGOT BECAUSE I WAS THINKING THIS AND I DIDN'T SAY IT. 
          [03:05:01]
MY APOLOGIES. 
          IS IT POSSIBLE, YOU KNOW, THAT WE CAN SIT AT THE END OF EVERY MEETING AND KIND OF THINK, WAS THERE ANY UNFINISHED BUSINESS ON THIS AGENDA THAT WE WANT TO PUT ON THE NEXT? SO JUST TO MAKE THAT, GIVE IT A PLACEHOLDER ON THE AGENDA FOR THE NEXT MEETING. 
          YOU MEAN ACTION ITEMS? WELL, I MEAN, YEAH, OR MAYBE SAY, YOU KNOW, WE WOULD LIKE MORE DISCUSSION ON A TOPIC OR, YEAH. 
          FOUR ACTION ITEMS, EITHER ONE. 
          I MEAN, JUST, I WAS JUST THINKING, YOU KNOW, JUST FOR CONTINUITY'S SAKE, YOU KNOW, SO LIKE YOU GET TO THE END OF, LIKE, LIKE THAT, THIS DONATION REMINDED ME OF THAT POLICY 6114, AND I JUST, JUST LIKE STUFF LIKE THAT, BECAUSE THEN I JUST WONDER IF SOMETIMES THINGS DON'T FALL OFF, YOU KNOW, THAT MIGHT BE BROUGHT BACK UP SO THAT WE COULD HAVE JUST THE THE ASSURANCE THAT NOTHING IS CORRECT. I KNOW THAT TYPICALLY, WE CERTAINLY CAN, BUT I KNOW THAT CERTAINLY A LOT OF THE AGENDA SESSIONS, CHRIS HAS REMINDED US OF THINGS OR WE'VE BROUGHT UP AND THROWN THEM BACK ON THERE OR HAVE COME BACK AROUND SAYING THAT. 
          BUT, I MEAN. 
          CHRIS KEEPS A LIST OF ANYTHING WE'VE TALKED ABOUT AND WE'VE SAID WE NEED TO BRING IT BACK. 
          AND THEN I TALK ABOUT IT, SO WE WILL. 
          THE NEXT, AND NOT. 
          NEXT TUESDAY BECAUSE IT'S SPRING BREAK, BUT THE WEEK AFTER. 
          CHRIS WILL PUT IT ON THE NOTES FOR THE EXECUTIVE TEAM AND ANYTHING THAT CAME UP THAT DIDN'T GET DONE. 
          SO LIKE THAT POLICY, WE'VE BEEN TALKING ABOUT IT BECAUSE IT WAS BROUGHT HERE AND WE JUST HAVEN'T BROUGHT IT BACK. SO, WE TALK ABOUT IT A TON. 
          AT THE SAME TIME, I DO WONDER IF IT WOULD BE POSSIBLE TO NOT ONLY DO THAT BUT THEN SAY, HEY, IF THERE'S ANYTHING THAT THE BOARD HAS BEEN THINKING ABOUT THEY WOULD LIKE TO HAVE ON THERE. 
          AND THEN, YOU KNOW, WE GET APPROVED PUTTING IT ON THE AGENDA RIGHT THEN AND THERE SO THAT, YOU KNOW, WE KNOW THAT WE HAVE SOMETHING GOING FORWARD. 
          IT'S JUST A THOUGHT BECAUSE I JUST THINK THAT WOULD JUST MAKE THINGS FLOW MORE SMOOTHLY. 
          THAT'S ALL. 
          I SUPPORT THAT IDEA. 
          I FEEL THAT WHEN I FIRST GOT HERE, TO ME, IT WAS I'M VERY USED TO THAT IN THE MINUTES THERE IS AN ACTION ITEM PORTION THAT WHEN WE REVIEW THE MINUTES, WE'RE ALSO REMINDED OF THE THINGS THAT WE WERE SUPPOSED TO WORK ON, AND THEN WE KIND OF, IT'S A REMINDER. 
          BUT THAT WAS SHUT DOWN THEN. 
          SO I DON'T KNOW, BUT I DO THINK THAT WE WERE GIVEN A PIECE OF PAPER LAST MEETING THAT WE WERE SUPPOSED TO REVIEW, AND I TOOK IT WITH ME, AND THEN I PUT IT IN THE CAR, AND IF I WOULD HAVE SEEN THAT IN THE ACTION ITEMS, IT COULD HAVE BEEN A REMINDER. 
          OF THAT. 
          I DON'T KNOW IF AT THIS POINT I JUST DON'T KNOW HOW TO PROCEED, BUT THERE ARE SOME THINGS THAT FOR THE BOARD, ITEMS FOR THE BOARD THAT WE CAN HAVE IN A PLACE THAT WE CAN GO BACK AND ACTUALLY AGREE TO THE ACTION ITEMS AND ALSO REVIEW THEM SO THAT WE CAN HAVE CONTINUITY. 
          IS THAT WHAT YOU'RE ASKING, PEGGY? LONG DAY. 
          ANY UNFINISHED BUSINESS, YOU KNOW, AT THE END, OR IF SOMEBODY THINKS OF SOMETHING THAT THEY WOULD LIKE TO SEE ON AN AGENDA, BECAUSE, LIKE, YOU KNOW, YOU GO TO AGENDA PLANNING MEETINGS AND THE WHOLE BOARD ISN'T THERE, AND THERE'S NO OPPORTUNITY, REALLY. 
          I GUESS YOU CAN CALL IN AND SUGGEST SOMETHING, BUT IT MIGHT BE BETTER IF THE WHOLE BOARD COULD HEAR WHAT IT IS THAT YOU WANT TO SEE ON THE AGENDA AND SAY, YEAH, THAT SOUNDS LIKE A GOOD IDEA. 
          WE WANT TO SEE THAT, OR LIKE, EH, YOU KNOW, SORRY. 
          YEAH, AND CERTAINLY ANY TIME. 
          IF ANY BOARD MEMBER HAS ANY ITEM FOR THE AGENDA, MY EMAILS ALWAYS OPEN IT UP AND RUNNING. 
          SO HAPPY TO HEAR THOSE THINGS. 
          AND CERTAINLY I'VE BEEN CALLED DIFFERENT THINGS. 
          I GUESS THE I'M CURIOUS IF YOU GOT THE EMAIL BECAUSE OF THAT LETTER THAT WE GOT THAT KRISTI WAS LOOKING FOR INPUT FROM. 
          SHE ALSO SENT OUT IT IN AN EMAIL SUBSEQUENTLY ASKING FOR INPUT ALONG WITH ANOTHER ONE. 
          SO I THINK THAT THEY'RE FOLLOWED UP BY IN THAT REGARD TOO. SO, I DON'T THINK THAT IT'S A MISSTEP. 
          I'M JUST WONDERING IF WE'RE EFFECTIVELY GETTING OUR EMAILS. 
          AND I GUESS I'M USED TO THAT METHODOLOGY BECAUSE THAT'S THE WAY THE BOARD HAS TYPICALLY RUN. AND SO, I GO BY IT. 
          BUT IF THERE'S SOMETHING THAT WORKS BETTER. 
          SO IT'S WHERE ARE WE PUTTING OUR TRUST? AND IT'S NOT ABOUT US. 
          IT'S ABOUT WHERE ARE WE PUTTING OUR TRUST? SO BASICALLY, WHEN WE AGREE AFTER A MEETING WHAT THE ACTION ITEMS ARE AND IF SOMEBODY CAN SAY OKAY WE HAVE THESE, THESE THESE ACTION ITEMS AND WE ALL AGREE ON THAT AND ALSO, WE CAN GIVE THEM PROPER FOLLOW-UP IN BETWEEN THE MEETINGS AND THEN WHEN WE REVIEW THE MINUTES IT'S 
          [03:10:01]
ANOTHER REMINDER OF OH YEAH, WE THAT'S WHAT WE HAVE I'M USED TO MEETINGS YOU KNOW BOARD MEETINGS BEING RAN LIKE THAT WHERE WE HAVE THE ACTION ITEMS AFTERWARDS AND THESE ARE NOT ACTION ITEMS THAT WE ARE DIRECTING THE SCHOOL BECAUSE THAT WOULD BE INAPPROPRIATE FOR US TO DO BUT THESE ARE ACTION ITEMS FOR THE BOARD BASED ON THE DISCUSSIONS THAT WE HAVE HAD THAT ARE CLEAR AND WHAT HAPPENS IF CHRIS FORGETS AN ACTION ITEM AND WE DIDN'T AGREE ON IT THEN WE SKIP THAT AND WE'RE PUTTING THAT ON CHRIS WHEN IT SHOULD BE ON US AT THE END OF THE MEETING AGREEING ON THE ACTION ITEMS DISCUSSING COULD BE TWO OR THREE THINGS BUT THEN WE GO BACK TO HIM AND WE CAN GET HIM DONE AND, AND MOVE FORWARD. THAT'S HOW I'M USED TO. SO, I JUST WANT TO MAKE SURE THAT WE CAN. AND THAT DOESN'T MEAN THAT IS THE RIGHT WAY TO DO IT. NO, I MEAN. 
          I KNOW THAT THERE ARE SOME OTHER BOARDS THAT DO IT THAT WAY, AND I THINK THAT WORKS WELL IN TERMS OF JUST THE FLOW OF, YOU KNOW, THAT'S ALL. I LIKE THAT IDEA. CAN I MAKE ONE SUGGESTION? THAT MAYBE THIS IS A TOPIC FOR, AND IT WOULD BE A WHILE OFF, SO IT WOULD TAKE A WHILE, BUT TO LOOK AT THE RETREAT TIME TO SAY HOW DO WE WANT TO START NEXT YEAR WITH MEETINGS INSTEAD OF JUST GIVEN THAT WE HAVE APRIL, MAY REALLY LEFT THIS YEAR. AND THEN IF YOU REMEMBER MAY, YOU DO THE STUDENT INTERVIEWS. AND WE ALSO HAVE STUDENT INTERVIEWS, I KNOW. SO THERE'S SOME PRETTY FULL AGENDAS THIS YEAR, BUT THEN IF WE SPENT THE RETREAT THIS SUMMER GOING THROUGH THE FORMAT AND TALKING ABOUT ALL THOSE LITTLE THINGS, THEN WE COULD KICK OFF NEXT YEAR WITH WHATEVER FORMAT. I'M JUST THINKING INSTEAD OF SWITCHING AT THE END WHEN THE NEXT FEW MEETINGS ARE PRETTY PACKED. BUT THAT'S JUST ONE SUGGESTION. I LIKE THIS IDEA. WHAT I WAS HOPING MORE, I MEAN, I WAS HOPING WE COULD ACTUALLY SET A DEADLINE ON SETTING THE RETREAT SO IT'S NOT OPEN-ENDED. I JUST THINK PEOPLE HAVE TO LOOK AT THEIR CALENDAR. SO, IF PEOPLE CAN LET CHRIS KNOW, THEN CHRIS AND I CAN RECOMMEND SOME DATES AT THE NEXT MEETING FOR US TO CONSIDER. DOES THAT WORK? IT'S KIND OF AN ACTION ITEM. 
          IT IS AN ACTION ITEM. PLEASE EMAIL CHRIS. IT IS, AND I GUESS AND I WILL EMAIL YOU SEVERAL TIMES TO REMIND YOU. AND I'M GOING TO THROW OUT. DON'T FORGET. 
          I'M GOING TO THROW OUT A I'M GOING TO BE HONEST FOR A SECOND, NOT THAT I'M NOT, BUT I HEAR THESE THINGS AS ACTION ITEMS, BUT I'M ALSO LOOKING AT WHO'S FILLED OUT THEIR SURVEYS, WHO'S RESPONDED TO THE EMAILS THAT HAVE BEEN SENT OUT, AND GOING, WELL, THOSE EMAILS ARE ACTION ITEMS THAT ARE TELLING US TO DO THINGS. AND IF WE'RE NOT RESPONDING TO THOSE, IF WE'RE NOT RESPONDING TO THOSE GOOGLE SURVEYS, THEN WE'RE NOT DOING THAT ALREADY. 
          SO I'M KIND OF LIKE, WHY ARE WE CREATING ANOTHER STEP? BECAUSE THAT IS A REMINDER. AND EMAILS, WELL, WE, WELL, I'M NOT GOING TO GO THERE. BUT I JUST THINK THAT WE NEED TOOLS THAT CAN HELP US AS A BOARD BE MORE EFFECTIVE. AND I THINK THAT IF WE ARE TRYING TO SHOOT FOR EFFICIENCY, I THINK THAT THAT'S SOMETHING THAT WE SHOULD PUT EFFORT AND ENERGY INTO IT IF IT'S GOING TO HELP US IMPROVE. OKAY. SO, WE WILL PUT THAT ON A STUDY SESSION OR RETREAT AGENDA, IF THAT'S ALL RIGHT WITH EVERYONE. OKAY. LAST ITEM THAT I'VE GOT ON THERE, AND I GAVE A COPY TO EVERYONE. HAVING HAD SOME CONVERSATIONS WITH KRISTI AND HEARING FROM OTHERS, WE ARE QUICK TO TELL OUR LEGISLATORS WHAT WE WANT THEM TO DO AND ASK THEM TO DO AND GIVE THEM OUR SUPPORT. I KNOW THAT REPRESENTATIVE TIMMONS AND RULE ESPECIALLY KIND OF WENT OUT ON A LIMB AGAINST THEIR PARTY IN SOME REGARDS, MAKING SOME STATEMENTS ABOUT EDUCATION AND THE SUPPORT OF EDUCATION BOTH IN OLYMPIA AS WELL AS AT THE TOWN HALL MEETING. AND IT'S NICE TO HEAR THEM LISTENING TO US ABOUT EDUCATION, AND SO I THOUGHT THAT IT WAS APPROPRIATE TO THANK THEM FOR THAT AS OPPOSED TO JUST CONSTANTLY TELLING THEM WHAT THEY'RE DOING WRONG. SO, I PUT TOGETHER THIS LETTER. 
          ORIGINALLY, I WAS GOING TO SEND IT MYSELF, BUT I THOUGHT, WELL, MAYBE IT WOULD BE APPROPRIATE FOR IT TO COME FROM THE BOARD. SO, I WAS GOING TO ASK YOU GUYS JUST TO TAKE A LOOK. I GAVE EVERYBODY A COPY. 
          IT'S A FAIRLY QUICK READ. AND I'M HAPPY TO DO IT ON BEHALF OF THE BOARD THE WAY I'VE GOT IT WRITTEN, OR I WILL PULL IT BACK INTO FIRST PERSON AND SEND IT AS MY OWN. BUT, AGAIN, JUST WANTED THE FEEDBACK. I DIDN'T WANT TO PUT FORTH A LETTER ON BEHALF OF THE BOARD WITHOUT GETTING THE APPROVAL FROM YOU GUYS. LOOKS GOOD 
          [03:15:04]
TO ME. THANK YOU. OKAY, THEN I'M SENSING CONSENSUS, SO I WILL GO AHEAD AND SEND IT ON BEHALF OF ALL OF US. SO, YOU ARE WELCOME. WITH THAT, THAT TAKES US TO THE END OF THE MEETING, AND SO I WILL DECLARE IT ADJOURNED. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.