[00:00:04]
          NEVER KNOW HOW LOUD THAT'S GOING TO BE. SO GOOD EVENING AND WELCOME TO OUR JUNE MEETING OF
THE FERNDALE SCHOOL BOARD. 
          [1. CONVENE]
THANK YOU FOR JOINING US, WHETHER LIVE OR ONLINE. 
          THE PURPOSE OF THIS IN EVERY OTHER SCHOOL BOARD MEETING IS TO CONDUCT THE BUSINESS OF THE
BOARD, AND 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 ENSURES EVERY LEARNER ACHIEVES THEIR FULL POTENTIAL. 
          WE CULTIVATE RESILIENCE AND INNOVATE 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 IN THE EVENT OF AN EMERGENCY,
THE SAME DOOR THAT YOU ENTERED IS OUR EXIT ROUTE. 
          IF YOU NEED THE RESTROOMS, THEY'RE OUT THAT SAME DOOR UP THE RAMP AND THEN TO YOUR LEFT. 
          WITH THAT, WE'LL GO AHEAD AND GET OUR MEETING STARTED. 
          AND IF YOU WOULD, 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. NEXT, MARCUS WILL READ THE LAND ACKNOWLEDGMENT. 
          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 COAST AND
SOUTHERN BRITISH COLUMBIA. THEY LIVED IN VILLAGES THROUGHOUT THIS TERRITORY AND CONTINUED 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 LOVING PEOPLE AS ORIGINAL INHABITANTS OF THIS LAND. 
          THANK YOU. SO NEXT ITEM IS THE APPROVAL OF THE MINUTES. 
          [2. APPROVAL OF MINUTES]
AND SO THE MINUTES OF OUR STUDENT INTERVIEW MEETING AND OUR REGULAR MEETING FROM MAY ARE
THERE FOR THE BOARD'S ACTION. 
          SO ARE THERE ANY CHANGES OR A MOTION TO ADOPT THOSE MINUTES? I MOVE TO ADOPT THE MINUTES AS PRESENTED. OKAY. 
          IT HAS BEEN MOVED TO ADOPT THE MINUTES AS PRESENTED. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. 
          ALL OPPOSED? OKAY. SO THE MINUTES HAVE BEEN ADOPTED AS PRESENTED. 
          NEXT WE WILL ACT ON TONIGHT'S AGENDA. AND SO ARE THERE ANY CHANGES THAT NEED TO BE MADE TO
THE AGENDA OR 
          [3. ADOPTION OF AGENDA [GC-4.7]]
A MOTION TO ADOPT IT AS PRESENTED? I AM WONDERING HONESTLY ABOUT THE SUPERINTENDENT
EVALUATION AND ADOPTION OF A CONTRACT TONIGHT. SINCE WE ARE MISSING A BOARD DIRECTOR. 
          I'M GOING TO REQUEST THAT WE MOVE THAT TO NEXT MONTH. 
          ALSO WOULD LIKE MORE TIME TO LOOK OVER THE CONTRACT WITH RSD,
THE RENEWAL BECAUSE IT LOOKS LIKE THERE'S A BIG DIFFERENCE. 
          BUT IF SOMEBODY CAN CONDENSE IT AND EXPLAIN WHAT THE MAJOR CHANGES ARE THERE,
YOU KNOW, THAT WOULD BE GOOD. 
          TRINA WILL BE ABLE TO TALK TO IT AND KEEP IN MIND THAT THE CONTRACT,
THIS CONTRACTS WITH A DIFFERENT PROVIDER. 
          SO IT'S NOT THE SAME PROVIDER. SO IT WON'T BE A COMPARE ONE TO THE OTHER BECAUSE IT'S TWO
DIFFERENT AGENCIES. 
          BUT SHE CAN TALK ABOUT IT AND IT WOULD BE GREAT. 
          IF YOU ARE ABLE TO DISCUSS IT AND VOTE ON IT TONIGHT,
BECAUSE OTHERWISE THEY CAN'T RECRUIT OR IT HOLDS US UP FROM THE FUNDING FOR. 
          OKAY. YEAH, I GUESS, I MEAN, IT LOOKED TO ME LIKE IF MY INTERPRETATION THIS WAS CORRECT
WAS THAT WE'VE SPLIT OFF SOME OF THE SERVICES THAT WERE GOING THROUGH THE ESD. 
          IT LOOKS LIKE OPPORTUNITY COUNCIL IS PROVIDING THOSE THINGS. 
          TRINA, CAN YOU SPEAK TO THAT? THE DIFFERENCE WITH THIS? YEAH. SO OUR IF WE'RE SPEAKING ABOUT THE ONE FOR THE ECAP SERVICES. 
          IS THAT WHAT YOU'RE REFERRING TO? YEAH. SO LAST YEAR OUR PARTNERSHIP FOR ECAP WAS WITH
NORTHWEST ESD FOR 
          [00:05:01]
26-27. IT'S WITH THE OPPORTUNITY COUNCIL IT'S STILL ECAP SO IT'S STILL THE STATE EARLY
LEARNING THROUGH DCYF. BUT OUR PARTNER, OUR CONTRACTOR IS NOW THE OPPORTUNITY COUNCIL,
SO IT'S A AGREEMENT FROM THE OPPORTUNITY COUNCIL. 
          SO EACH ORGANIZATION STARTS WITH KIND OF THEIR BOILERPLATE CONTRACT AND THEN SPECIFIES IT
TO THE PROJECT. 
          THAT ONE IN PARTICULAR HAS BEEN THROUGH OUR ATTORNEYS SEVERAL TIMES OVER THE LAST FEW
MONTHS AS WELL AS THROUGH THE FOLKS INVOLVED HERE WITHIN THE DISTRICT TOO. AND I MEAN I REMEMBER,
YOU KNOW, AT ONE TIME SEEING THE WHOLE BIG BOOKLET ATTACHED WITH ALL THE ECAP OUTCOMES AND EVERYTHING OUTLINED IN IT. AND AGAIN, THIS IS HAS ANYTHING CHANGED IN THERE? IS THERE I MEAN, IN TERMS OF, YOU KNOW WHAT? SO THE BOOKLET THAT YOU'RE REFERENCING IS NOW
EMBEDDED IN THE CONTRACT. 
          SO THAT'S WHY THE CONTRACT IS SO HUGE. HUGE. 74 PAGES OF THAT IS THE ECAP STANDARDS
STRAIGHT THAT YOU CAN ALSO JUST GET ONLINE, BUT THEY'VE PUT THAT IN THERE BECAUSE THOSE ARE OUR PERFORMANCE EXPECTATIONS. 
          THE CONTRACT I FEEL LIKE IS VERY SIMILAR TO THE ONE WE HAD WITH THE ESD. 
          SOME OF THE DIFFERENCES ARE WE HAVE A DIFFERENT SCALE FOR THE PER PUPIL AMOUNT THAT WE GET
IS MORE IN OUR BENEFIT AND WE ARE PARTNERING ON SOME OF THE COMPLIANCE PIECES DIFFERENTLY WHERE THE OPPORTUNITY
COUNCIL IS PARTNERING WITH SEVERAL DISTRICTS. SO THEY HAVE THE EFFICIENCY OF SCALE TO BE ABLE TO DO SOME OF THE DATA ENTRY
AND THINGS. 
          AND THEN WE HAVE OUR INTERNAL FOLKS THAT WE ALL EMPLOY THAT DO THE TEACHING AND THE
RECORDS. 
          WITH THE ESD HAVE THE SAME, YOU KNOW EFFICIENCY OF SCALE,
ECONOMY OF SCALE, BECAUSE I MEAN, THEY WORK WITH SEVERAL DISTRICTS AS WELL. YES. 
          FOR, I THINK THE DIFFERENCE ON THIS IS THE OPPORTUNITY COUNCIL HAS BEEN INVOLVED IN ECAP
AND HEAD START FOR, I DON'T KNOW IF IT'S AN EXAGGERATION TO SAY DECADES. 
          AND THE ESD ALSO WE HAVE THAT SAME PARTNERSHIP WHERE WE WERE DOING DETERMINING WHO DOES
WHAT WITHIN THOSE STANDARDS AND EXPECTATIONS AND ESPECIALLY THE REPORTING TO DCYF. SO THOSE, A LOT OF THAT IS SIMILAR. 
          AND THEN THERE'S SOME PLACES WHERE THE OPPORTUNITY COUNCIL WILL BE DOING A LITTLE BIT MORE
THAN, WE HAD THIS PAST YEAR AND THEN OUR INTERNAL OFFICE STAFF,
OUR EARLY LEARNING FAMILY LIAISON FOR ECAP WILL BE PARTNERING CLOSELY WITH THE OPPORTUNITY COUNCIL ON THAT. 
          THANK YOU. YEAH, I FEEL REALLY EXCITED ABOUT THE CONTRACT. 
          I THINK IT TURNED OUT REALLY NICE. OKAY. DOES THAT ANSWER YOUR QUESTIONS OR. 
          I'M STILL JUST A LITTLE LIKE, YOU KNOW, I WOULD LIKE TO READ MORE,
BUT THAT WAS A, THAT WAS ABOUT AS GOOD OF A CONDENSED VERSION AS I THINK I COULD HAVE GOTTEN. SO OKAY. BECAUSE WE CAN ALWAYS PULL IT OFF AND OFF THE CONSENT AGENDA AND VOTE ON
IT SEPARATELY. 
          WOULD YOU LIKE TO DO THAT? OKAY. AND THEN AS FAR AS THE SUPERINTENDENT,
SUPERINTENDENT CONTRACT RECOGNIZED THAT ANTONIO WAS UNABLE TO BE HERE TONIGHT AT THE LAST MINUTE. 
          THE OUR, THE, OUR POLICIES AND SUCH AND GUIDELINES DO TALK ABOUT IT BEING DISCUSSED,
THE EVALUATION BEING DONE BY THE 30TH OF JUNE, WHICH IS TODAY. AND IT IS PRETTY STRAIGHTFORWARD. 
          BASICALLY IT'S JUST A COMPILATION OF THE, THE MONITORING REPORTS THAT WE HAVE. 
          SO UNLESS THERE'S AN AGREEMENT THAT WE WANT TO MOVE THAT,
AND THEN I WOULD SAY WE CONTINUE WITH THE EVALUATION TONIGHT AND MOVE FORWARD WITH THE CONTRACT APPROVAL AS WELL. 
          BUT THAT'S JUST MY, I MEAN, I MET THE IT'S AT THE CONSENSUS OF THE BOARD AS WELL. 
          I MEAN, PART OF THAT IS, IS KEEPING UP WITH WHAT IT STATES WITHIN,
WITHIN THE SUPERINTENDENT'S CONTRACT AS WELL. 
          SO I GUESS WE'D HAVE TO HAVE CHRISTIE'S OKAY TO DELAY WHAT IT SAYS WE'RE GOING TO DO WITH
HERS. 
          SO GIVEN THAT THE AGAIN, THAT JUST MY OPINION. 
          BUT GIVEN THAT THE THE EVALUATION IS A COMPILATION OF THOSE REPORTS. 
          [00:10:01]
I DON'T KNOW THAT THAT INFORMATION IS GOING TO CHANGE BETWEEN NOW AND NEXT MONTH. 
          SO ANYBODY ELSE WANT TO WEIGH IN OR HAVE AN OPINION. 
          ARE YOU WANTING TO REMOVE IT FROM THE CONSENT AGENDA OR JUST PUNT IT. 
          I WAS WANTING TO PUNT IT UNTIL NEXT MONTH WHEN ANTONIO COULD BE HERE TO PARTICIPATE. 
          IS HE AVAILABLE VIA ZOOM? I DON'T, I DON'T THINK SO. 
          OKAY. AT LEAST TO MY KNOWLEDGE, HE'S NOT AVAILABLE TO ZOOM. 
          AND AGAIN, LIKE I SAID, WITH THE EVALUATION,
IT IS JUST A MATTER OF A COMPILATION OF THINGS. 
          SO. SO I WOULD AGAIN, I WOULD PUT FORTH SO THAT WE STICK WITHIN THE CONTRACT LANGUAGE THAT
WE AREN'T IN VIOLATION OF THAT. 
          I WOULD, I WOULD SAY WE JUST CONTINUE WITH THE EVALUATION. 
          I MEAN, HE KNEW IT WAS GOING TO BE ON THE AGENDA. 
          AND AND I KNOW HE HAD A WORK OBLIGATION, BUT IT SOUNDED LIKE THAT WAS A CHOICE AS WELL. 
          FROM THE EMAIL THAT I GOT AND THE EXPLANATION I GOT FROM HIM. 
          I DON'T KNOW THAT IT MATTERS BUT FOR ME, IF THE EVALUATION I THINK PERSONALLY IS PRETTY
MUCH DONE, YOU HAVE ONE MONITORING REPORT LEFT SO THAT ONE FEELS EASY TO COMPLETE TONIGHT. 
          AND THAT IS IN LINE WITH THE CONTRACT. AND IF YOU WANT TO WAIT AND HAVE A CONVERSATION
ABOUT THE CONTRACT NEXT MONTH. 
          I DON'T HAVE AN OPINION EITHER WAY. I DO HAVE AN OPINION. 
          I THINK WE SHOULD GO AHEAD WITH IT TONIGHT. OKAY. 
          WELL, I MEAN, TO BE FAIR, THERE COULD BE A CONFLICT WITH ONE OF THE OTHER. 
          SOMEBODY ELSE COULD BE MISSING NEXT MONTH. TRUE. 
          YOU KNOW, I MEAN, IT'S THE SUMMERTIME, SO. YEAH. 
          SO FROM WHAT I'M HEARING, SOUNDS LIKE CONSENSUS AS WE MOVE FORWARD WITH IT TONIGHT. 
          IS THAT OKAY? SO ANY OTHER CHANGES THAT NEED TO BE MADE OR SUGGESTED FOR THE AGENDA. 
          OKAY. HEARING NONE, THEN I WILL PUT FORTH THAT WE ADOPT THE AGENDA AS PRESENTED. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. 
          AYE. ALL OPPOSED? NAY. OKAY. SO THE AGENDA PASSES. 
          SO THE NEXT ITEM ON THE AGENDA WHILE IT IS SAD NOT TO SEE HARLEEN SITTING AT THIS SEAT
OVER HERE 
          [4. SPECIAL PRESENTATION]
I'M HAPPY TO BE ABLE TO WELCOME EMERSON TO THE BOARD. 
          AND WITH THAT, IF SHE WILL JOIN ME OVER AT STAGE MY STAGE. 
          RIGHT. YOU GUYS STAGE LEFT. WE'LL GO AHEAD AND MAKE HER AN OFFICIAL PART OF THIS. 
          ONE OF THESE? YEAH, I BROUGHT MINE. YOU CAN JUST STAND RIGHT THERE. 
          OKAY. AND JUST REMEMBER THAT THE CLOSER, THE BETTER. 
          SO IF YOU COULD PLEASE RAISE YOUR RIGHT HAND AND REPEAT AFTER ME. 
          I, EMERSON VARGA. I, EMERSON VARGA. DO SOLEMNLY SWEAR. 
          DO SOLEMNLY SWEAR. THAT I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES. 
          THAT I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES. 
          THE CONSTITUTION AND LAWS OF THE STATE OF WASHINGTON. 
          THE CONSTITUTION AND, THE CONSTITUTION AND THE LAWS OF THE STATE OF WASHINGTON. 
          EVERYBODY THINKS IT'S FUNNY, BUT IT'S HARD WHEN YOU'RE UP HERE. TRUST ME,
I KNOW. 
          AND THE POLICIES OF THE FERNDALE SCHOOL DISTRICT. 
          AND THE POLICIES OF THE FERNDALE SCHOOL DISTRICT. 
          DURING MY TERM, I WILL FAITHFULLY AND IMPARTIALLY. 
          DURING MY TERM, I WILL FAITHFULLY AND IMPARTIALLY. 
          DISCHARGE THE RESPONSIBILITIES OF THE OFFICE TO THE BEST OF MY ABILITY. 
          DISCHARGE THE RESPONSIBILITIES OF THE OFFICE TO THE BEST OF MY ABILITY. 
          CONGRATULATIONS AND WELCOME TO THE BOARD [APPLAUSE]. 
          YOU HAVE A GREAT TEAM THERE. IF YOU DON'T KNOW THE ANSWERS,
JUST LOOK AT NANCY OR PEGGY OR LOOK ACROSS THE WAY TO MARCUS AND YOU KNOW YOU WON'T GO WRONG. WELL,
ON BEHALF OF THE BOARD, AGAIN, WELCOME. 
          AND WE LOOK FORWARD TO THE TIME THAT YOU'RE GOING TO BE HERE WITH US. 
          AS I SAID WHEN WE WERE BIDDING HARLEEN FAREWELL,
IT'S ALWAYS GREAT TO WATCH THE STUDENTS GROW AND DEVELOP OVER THE COURSE OF THEIR TWO 
          [00:15:05]
YEARS. SO WE'RE EXCITED TO SEE WHERE YOU WILL END UP. 
          EMERSON. WITH THAT, I'M GOING TO TURN THINGS OVER TO CHRISTY FOR THE NEXT ITEM ON OUR
AGENDA, WHICH IS THE RECOGNITION OF THE 2026 BUSINESS OF THE YEAR. 
          GOOD EVENING. I WOULD LIKE TO WELCOME UP 66 PHILIP 66. 
          THEY ARE THE RECIPIENTS THIS EVENING OF OUR 2025-26 BUSINESS OF THE YEAR. 
          AND I AM ABSOLUTELY THRILLED TO HONOR 66. YOU HAVE BEEN AN INCREDIBLE PARTNER. 
          AND WHEN YOU TALK ABOUT SERVANT LEADERSHIP AND GIVING BACK TO YOUR COMMUNITY,
YOU ARE ALWAYS ONE OF OUR FIRST CALLS. 
          YOU AS AN ORGANIZATION, YOU SHOW UP, YOU'VE BEEN,
YOU KNOW, FROM MAKING SURE THAT KIDS WENT TO CAMP THIS YEAR. 
          I DON'T THINK PEOPLE UNDERSTAND THAT A LOT OF OUR STUDENTS WHO NEEDED SCHOLARSHIPS GOT TO
GO TO CAMP BECAUSE OF 66. 
          YOU'VE BEEN AN INCREDIBLE CONTRIBUTOR TO OUR FOUNDATION,
WHICH OPENS THE DOORS AND REMOVES BARRIERS. 
          AND SO WE JUST ARE THRILLED TO BE ABLE TO HONOR YOU THIS EVENING. 
          THANK YOU, THANK YOU. WE REALLY APPRECIATE IT. 
          AND WE LOVE EVERYTHING YOU GUYS ARE DOING HERE FOR THE CHILDREN. 
          SO DEFINITELY THANKS TO PHILIP 66 AND FOR THEIR PARTNERSHIP IN HELPING OUT THE DISTRICT,
WE DO APPRECIATE IT. 
          SO THAT BRINGS US TO ITEM 5.01 OF TONIGHT'S MEETING,
WHICH IS PUBLIC COMMENT. 
          [5. PUBLIC COMMENT [GC-3.3]]
PUBLIC COMMENT IS A TIME WHEN THE BOARD CAN HEAR FROM THE COMMUNITY WHAT IS ON THEIR MIND
AND IS IMPORTANT TO THEM, PARTICULARLY AS IT RELATES TO WHAT IS HAPPENING WITHIN THE SCHOOL DISTRICT. 
          WE APPRECIATE RESPECTFUL, CONSTRUCTIVE CRITICISM AND WELCOME SUGGESTIONS FOR SOLUTIONS. 
          PUBLIC COMMENT IS NOT A TIME FOR DISCUSSION. IT IS A TIME FOR THE BOARD TO LISTEN. 
          BOARD MEMBERS MAY INTERJECT TO ASK CLARIFYING QUESTIONS AND OR MAY DIRECT SOMEONE,
MOST OFTEN THE SUPERINTENDENT, TO TAKE FUTURE ACTION RELATED TO STATEMENTS. BUT AGAIN,
IT IS NOT A TIME FOR DISCUSSION. 
          OUR SILENCE IS NOT A SIGNAL OF AGREEMENT OR DISAGREEMENT,
BUT IS MEANT TO RESPECTFULLY HEAR WHAT YOU HAVE TO SAY. 
          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 DISTRICT STAKEHOLDERS EACH MONTH AND ASSIMILATE A WIDE
RANGE OF INPUT ON THE DISTRICT ISSUES. 
          WE APPRECIATE HEARING FROM THE COMMUNITY AND INVITE THEM TO USE WHATEVER MODE OF
COMMUNICATION THEY FEEL MOST COMFORTABLE WITH TO DO SO. 
          OUR CONTACT INFORMATION IS READILY AVAILABLE ON THE DISTRICT WEBSITE. 
          AND THOSE THAT DO WISH TO SPEAK DURING PUBLIC COMMENT ARE ASKED TO SIGN UP ON THE SIGN IN
SHEET IN THE BACK OF THE ROOM. 
          EACH SPEAKER WILL BE LIMITED TO THREE MINUTES,
AND THEIR TIME WILL BEGIN WHEN THEY STEP TO THE PODIUM AND BEGIN TO ADDRESS THE BOARD. 
          ANY SPEAKER WHOSE COMMENTS EXCEED THREE MINUTES,
THE THREE MINUTE LIMIT MAY SUBMIT THEIR ENTIRE OR REMAINING COMMENTS IN WRITING. 
          SO THE FIRST PERSON ON OUR LIST TONIGHT IS JOHN MUTCHLER. 
          [INAUDIBLE] HERE. THANK YOU. THANK YOU. 
          MAYOR. CITY COUNCIL. [INAUDIBLE] AND WE ARE REMINDED THAT JUST BECAUSE AN [INAUDIBLE] IS ON THE LIST DOESN'T MEAN IT'S GOING TO BE [INAUDIBLE]
THAN A STUDENT ENROLLING IN FERNDALE HIGH SCHOOL [INAUDIBLE] YEAH, THIS IS A SIX YEAR [INAUDIBLE] NO PARTICULAR ORDER THAT NEEDS TO BE REPAIRED IF YOU PLAN ON DOING THAT.[INAUDIBLE]. 
          MANOR APARTMENTS ALL THE WAY TO THE STOP SIGN,
WHICH IS AT THE END OF CHURCH AT THE END OF SOUTH CHURCH ROAD, THERE AT SOUTH CHURCH ROAD. THERE. I'LL NOTE THOSE ARE BOTH TWO LARGE BUS STOPS FOR THE
DISTRICTS. 
          THAT WILL INCLUDE CURBS, GUTTERS AND SIDEWALKS. 
          THEN THERE'S THE FERNDALE ROAD REALIGNMENT, WHICH I'M EXCITED ABOUT,
AND LEVEE IMPROVEMENTS. 
          [00:20:02]
THIS IS BASICALLY TO TAKE SECOND AVENUE HEADING RIGHT TOWARDS PIONEER PARK,
WHERE THE BALL FIELDS ARE, BUT THEY'RE GOING BACK AND AROUND ACROSS JUST SOUTH OF STAR PARK,
BUTTING UP, BUTTING UP TO FERNDALE ROAD THERE. 
          FERNDALE ROAD WILL NOT CONTINUE NORTH OF THERE. 
          AND SO BASICALLY YOU'RE GOING TO HAVE PIONEER PARK PROBABLY WAS EXPANDED ACREAGE THERE,
WHICH WOULD BE KIND OF NEAT, I THINK, TO BE ABLE TO WALK FROM THE PARK AND BE ABLE TO SEE THE RIVER. 
          THAT'S A BIG MULTI-JURISDICTIONAL PROJECT THAT WE HOPE TO START IN THE NEXT SIX YEARS. 
          LEGO AVENUE, A GREAT EXPERIMENT AND I DID IT TODAY,
IS TO DRIVE LEGO AVENUE. 
          LEGO IS JUST OFF OF WASHINGTON STREET. WASHINGTON IS NEARLY BRAND NEW,
AND IF YOU TAKE A TURN ON LEGO, WHICH GOES BY THE PUBLIC WORKS DEPARTMENT AND BY THE POLICE STATION,
YOU CAN SEE THE DIFFERENCE BETWEEN AN OLD ROAD AND A NEW ROAD MAIN STREET. 
          MAIN STREET STARTING AT BARRETT, WHICH THINK,
JUST THINK MCDONALD'S, ALL THE WAY TO THE EDGE OF THE CITY LIMITS, WHICH IS OLD SETTLER DRIVE. THAT PROJECT WILL MOVE FORWARD AND IT'S ABOUT $9.5 MILLION
WILL INCLUDE CURB GUTTER SIDEWALKS AND BUS PULLOUT VARIOUS PAYMENT REHABILITATIONS THROUGHOUT THE CITY. 
          A FULL I LIKE THIS ONE. A FULL ROUNDABOUT AT EXIT 263. 
          WHEN I WAS MAYOR, I REQUESTED WHAT WAS CALLED A COMPACT ROUNDABOUT AND THE DISTANCE. 
          THE DIFFERENCE IN COST IS STAGGERING. THE NEW ROUNDABOUT,
WHICH IS A FULLY BUILT ROUNDABOUT WITH SLIP LANES AND EVERYTHING. 
          $7 MILLION. THE COMPACT ROUNDABOUT MIGHT SURPRISE YOU. 
          IT WAS $300,000. SO THERE'S A LITTLE BIT OF PI R SQUARE. 
          AS YOU GET TO A BIGGER CIRCLE, YOU HAVE MORE REAL ESTATE TO DEAL WITH. 
          BUT WE'RE GOING TO MOVE AHEAD WITH THAT. AND THEN WITH THAT,
PORTAL WAY, WHICH NEEDS A LOT OF LOVE, WE'RE GOING TO SPEND $1.3 MILLION JUST ON DESIGN THAT DOESN'T EVEN PUT THE SHOVEL IN THE
GROUND BUT WE'D LIKE TO GET STARTED ON THAT. 
          SIDEWALK PROGRAMS, VARIOUS SIDEWALK PROGRAMS THROUGHOUT THE CITY. 
          SLATER ROAD ALL THE WAY FROM NORTHWEST DRIVE TO RURAL ROAD,
WHICH IS WHERE THE TRIBE HAS ITS COMMERCIAL DEVELOPMENT THERE. 
          THAT'S A MULTI-JURISDICTIONAL PROJECT THAT WE WISH TO MOVE AHEAD ON. 
          PROBABLY INCLUDES SOME MORE ROUNDABOUTS AS WELL. 
          SIGNALIZATION UPGRADES ON MAIN STREET AND THEN FINALLY THORNTON ROAD,
THORNTON ROAD FROM THE RECENTLY IMPROVED CORNER THERE AT CHURCH IN THORNTON, ALL THE WAY TO MARINE TO SKYLINE SCHOOL. SO THOSE ARE THE PROJECTS. 
          AND I RAN OUT OF TIME, DIDN'T I? I WAS GOING TO MENTION OUR FUNDING SOURCES,
BUT YOU CAN READ THAT THERE. 
          WE HAVE BASICALLY FIVE FIVE FUNDING SOURCES TO GET THESE JOBS DONE. 
          THANK YOU ALL FOR YOUR TIME. THANK YOU JOHN. APPRECIATE APPRECIATE THE UPDATE. 
          AND I KNOW THAT THE COMMUNITY WILL APPRECIATE THE TRAFFIC IMPROVEMENTS. 
          SO NEXT WE HAVE DOM PHAM. 
          GOOD EVENING. MY NAME IS JOHN PHAM. I IDENTIFY AS FERNDALE RESIDENT. 
          THIS NOVEMBER, WASHINGTON VOTERS WILL HAVE A CHANCE TO VOTE ON INITIATIVE IL 26-001,
WHICH SEEKS TO STRENGTHEN COMMUNICATION BETWEEN PARENTS AND SCHOOLS. I'D LIKE TO BRIEFLY SHARE A RELATED STORY INVOLVING PETER
ROSENCRANS, SUPERINTENDENT OF THE LA CENTER SCHOOL DISTRICT IN WASHINGTON,
WHO SUPPORTS PARENTS PARAMOUNT ROLE IN RAISING THEIR CHILDREN, WHILE MAINTAINING THAT EDUCATORS SHOULD FOCUS ON TEACHING STUDENTS THE BASICS IN READING,
WRITING, MATH, AND SCIENCE. IN THE FALL OF 2021, PARENTS BEGAN CONTACTING HIM AFTER THEIR CHILDREN
WERE ROUTINELY ASKED TO IDENTIFY THEIR PRONOUNS AT SCHOOL WITHOUT PARENT PARENTAL KNOWLEDGE AND CONSENT. 
          IN RESPONSE, MR. ROSENCRANS ADOPTED A POLICY DIRECTING TEACHERS TO ASK STUDENTS FOR THEIR
NAMES, NOT THEIR PRONOUNS. IF A STUDENT REQUESTED A DIFFERENT NOUN,
NAME OR PRONOUN, THE SCHOOL DISTRICT, THE SCHOOL WOULD RESPECT THAT REQUEST, BUT WOULD NOT WITHHOLD THE INFORMATION FROM
PARENTS. 
          INSTEAD, THE DISTRICT CREATED A COMMUNICATION PROCESS INVOLVING PARENTS,
THE STUDENT COUNSELORS, AND ADMINISTRATORS. AMID OPPOSITION FROM SOME TEACHERS. 
          IN EARLY 2023, THE ELECTED SCHOOL BOARD UNANIMOUSLY UNANIMOUSLY APPROVED THE POLICY. 
          MR. ROSENCRANS ARGUES THAT SCHOOLS SHOULD NEVER HIDE INFORMATION FROM PARENTS BECAUSE
PARENTS LOVE THEIR CHILDREN AND DESERVE THE OPPORTUNITY TO SUPPORT THEM. HE ALSO QUESTIONS WHETHER AUTOMATIC AFFIRMATION IS APPROPRIATE FOR WHEN A
STUDENT'S FEELINGS MAY BE RELATED TO BROADER 
          [00:25:01]
MENTAL HEALTH OR ADOLESCENT DEVELOPMENTAL ISSUES. 
          IN 2025, HOWEVER, OSBI CONCLUDED THAT THE POLICY VIOLATED WASHINGTON'S GENDER INCLUSIVE
REQUIREMENTS AND THREATENED TO WITHHOLD STATE FUNDING FROM THE DISTRICT. DESPITE THAT THREAT,
MR. ROSENCRANS HAS REFUSED TO CHANGE THE POLICY. HE ARGUES THAT REMOVING PARENTS FROM THESE
DECISIONS UNDERMINES THEIR FUNDAMENTAL ROLE IN RAISING THEIR CHILDREN. HE ALSO NOTES THAT THE U.S. 
          SUPREME COURT'S RECENT RULING IN A CALIFORNIA CASE INVOLVING SIMILAR PARENTAL RIGHTS
ISSUES UPHELD HIS PRINCIPLE, ALTHOUGH HE EXPRESSED CONCERN THAT WASHINGTON'S EDUCATION OFFICIALS MAY CONTINUE TO RESIST
FEDERAL LAW. 
          MR. ROSENCRANS CONCLUDES WITH THE PRINCIPLE THAT I THINK DESERVES CAREFUL CONSIDERATION. 
          I SHOULD NOT KNOW MORE ABOUT A PARENT'S CHILD THAN THAT PARENT KNOWS. 
          THIS STORY IS INSPIRING, BUT SAD AT THE SAME TIME BECAUSE OUT OF ROUGHLY 300 SCHOOL
DISTRICTS IN THE STATE, THERE'S ONLY ONE DISTRICT WHO, SUPERINTENDENT AND SCHOOL BOARD HAVE THE COURAGE,
COMMON SENSE AND DECENCY TO STAND UP FOR PARENTAL RIGHTS AND AGAINST THE RADICAL LEFTISTS AND BULLIES AT OSBI. 
          THANK YOU. THANK YOU DOM. NEXT WE HAVE AMY O'NEILL. 
          GOOD EVENING. IT'S MY PRIVILEGE TO GET TO STAND UP AND TELL YOU THAT THE FDA RATIFIED OUR
CONTRACT TODAY WITH A 94% YES VOTE. 
          AND I KNOW THAT THERE'S YOU KNOW, THAT YOU'LL HEAR MORE ABOUT THAT FROM FROM THE FOLKS
TASKED TO GIVE YOU THE DETAILS. 
          BUT I AM COMING UP TONIGHT BECAUSE I SAW THE AGENDA AND I SAW THE SUPERINTENDENT'S
CONTRACT IS ON FOR TONIGHT. 
          AND OUR LEADERSHIP TEAM FELT LIKE IT WAS REALLY IMPORTANT TO TALK ABOUT THE PROCESS THAT
WENT INTO IT. 
          NOW, OBVIOUSLY, THERE'S A LOT OF LAWS, FEDERAL AND STATE LAWS THAT GOVERN HOW THOSE
CONVERSATIONS GO. 
          AND A LOT OF THE STUFF IS GOING TO STAY INTERNAL. 
          BUT I CAN TELL EVERYONE THAT THE TONE OF OUR CONVERSATIONS IN LABOR MANAGEMENT THIS YEAR
AND IN THE CONTRACT NEGOTIATIONS OVERWHELMINGLY VERY POSITIVE. WE HAVE A VERY PROBLEM SOLVING BASED APPROACH. 
          WE'RE ALL HERE BECAUSE WE WANT OUR STUDENTS TO LEARN. 
          WE'RE ALL HERE BECAUSE WE WANT OUR STUDENTS TO FEEL BELONGING,
AND WE WANT THEM TO GROW ACADEMICALLY, AND WE WANT THEM TO SHOW THAT FERNDALE PRIDE THAT WE ALL BELIEVE IN EVERY SINGLE ONE OF
THEM. 
          AND THAT'S REALLY WHAT YOU KNOW, YOU CAN'T DO THAT. 
          YOU JUST CAN'T DO THAT UNLESS YOU'VE GOT LEADERS AT THE TOP WHO ARE DRIVEN BY BEING IN THE
CLASSROOM DRIVEN BY A SENSE OF THE IMPORTANCE OF EVERY KID WHO SHOWS UP. AND I REALLY STRONGLY FEEL LIKE,
I MEAN, WHEN I CALLED KRISTI, SHE MADE ME OWN THAT A LITTLE BIT AND SAY LIKE OUR LEADERSHIP TEAM,
WE ALL HAVE. 
          I MEAN, TWO OF THEM ARE RIGHT THERE. TWO OF THE STRONGEST TEACHERS IN OUR DISTRICT. WE
HAVE REALLY STRONG EDUCATORS AT THE FOREFRONT OF THE FDA, AND WE HAVE A REALLY STRONG EDUCATOR AT THE HEAD OF THE DISTRICT. 
          SO I GUESS MY MY REQUEST IS WHEN YOU LOOK AT OUR CONTRACT AND CBA OVER THE NEXT MONTH,
JUST KNOW THAT THAT WAS DONE WITH A LOT OF CAREFUL CONSIDERATION AND REAL POSITIVE TONE IN THAT IT'S, IT'S SUCCESS IS ALSO GOING TO DEPEND UPON,
SINCE IT'S AN AGREEMENT, THE SUCCESS IS GOING TO DEPEND UPON THOSE ONGOING CONVERSATIONS THAT WE HAVE BECAUSE IT'S, IT'S ALL ABOUT THOSE RELATIONSHIPS THAT WE HAVE. 
          AND THE CONTRACTS ARE FORMAL REPRESENTATION OF THOSE RELATIONSHIPS. 
          BUT AT THE CORE HAS TO BE THE HEARTS OF THE PEOPLE WHO ARE IMPLEMENTING IT. 
          SO I GUESS FOR THE BEST SUCCESS, JUST KNOW WE LOVE KRISTI. 
          SO THANK YOU. THANK YOU, AMY, APPRECIATE THOSE WORDS. 
          AND I APPRECIATE HEARING THAT THE CONTRACT HAS BEEN RATIFIED BY SUCH A HIGH PERCENTAGE. 
          SO I LOOK FORWARD TO HEARING MORE ABOUT IT. WITH THAT,
THAT IS ALL THAT I HAVE ON MY LIST AS FAR AS PEOPLE WHO ARE LOOKING TO COMMENT. 
          AGAIN, JUST BECAUSE PUBLIC COMMENT TIME IS OVER DOESN'T MEAN THAT THE BOARD IS NO LONGER
LISTENING. 
          WE'RE LISTENING 365 24/7. SO FEEL FREE TO REACH OUT TO US IF YOU HAVE AN OPINION OR
SOMETHING THAT YOU WOULD LIKE TO SHARE WITH THAT, I WILL GO AHEAD AND MOVE ON TO SUPERINTENDENT SHARING. 
          [6. SHARING [GC-7.E.]]
AND FOR THAT I WILL TURN IT OVER TO KRISTI. WELL,
I WANT TO BEGIN THIS EVENING. 
          IF YOU SAW OUR WEBSITE EARLIER, YOU MIGHT HAVE NOTICED THAT LIVE STREAM WAS NOT A GIVEN. 
          WE HAD A SQUIRREL WHO ATE THROUGH SOME FIBER OPTICS EARLIER TODAY. 
          AND THE INTERNET SERVICES WERE NOT WORKING HERE. 
          AND YOU KNOW WHAT'S AMAZING? AND ONE OF OUR PUBLIC COMMENTERS TALKED ABOUT THE STAFF AND
FERNDALE SCHOOL DISTRICT SHOWS UP. 
          [00:30:04]
AND SO WE CALLED OUR TECH TEAM. THEY GOT A CALL,
I BELIEVE I'M GOING TO LOOK AT MARK 11:30 AND THEY GOT TO WORK. 
          AND WE HAVE LIVE STREAM TONIGHT. EVERYTHING'S BACK ON BECAUSE OUR TEAM SET ASIDE THEIR
PLANS FOR TODAY AND MADE SURE THIS WAS POSSIBLE. 
          SO I JUST THAT IS SUCH A GREAT EXAMPLE OF WHAT HAPPENS EVERY SINGLE DAY,
EVEN IN THE SUMMER MONTHS. 
          SO. SO I WANT TO CALL OUT KELLY TONER, WHO WORKS AT CASCADIA ELEMENTARY. AND SHE WAS ACTUALLY RECOGNIZED AS NORTHWEST ESD 189
CLASSIFIED EMPLOYEE OF THE YEAR. AND THAT COMES WITH A LOT OF NOMINATIONS. 
          AND SHE WAS SELECTED FOR THE OUTSTANDING WORK AND REPRESENTATION THAT SHE DOES. 
          AND SO IF YOU DON'T KNOW KELLY, SHE IS ALL HEART AND MAKES THINGS HAPPEN FOR KIDS. 
          SO WE ARE SO THRILLED TO HAVE HER WORKING FOR FERNDALE,
WORKING FOR FERNDALE STUDENTS AND PROUD TO ACKNOWLEDGE HER IN THAT WAY. 
          WE HAD SO MANY AMAZING THINGS GOING ON THE LAST FEW WEEKS OF SCHOOL. 
          ONE OF THEM WAS WE HAD KINDERGARTEN GRADUATION,
FIFTH GRADE MOVING UP CEREMONIES. 
          WE HAD EIGHTH GRADERS LOOKING FOR TONIGHT'S GRADE. 
          I JUST AS A PARENT, I WAS TELLING SOMEBODY THIS STORY THE OTHER DAY THAT WHEN MY SON
ENTERED KINDERGARTEN, I WAS ACTUALLY HIS KINDERGARTEN TEACHER. SO WE WERE GOING TO BE TOGETHER 24/7 AND I CRIED
BECAUSE IT REPRESENTS CHANGE. 
          AND SO THESE ARE JUST INCREDIBLE MOMENTS TO ACKNOWLEDGE WHAT IT MEANS. 
          AND IF ANY PICTURE CAPTURES ALL OF THE SENTIMENTS,
IT'S THE ONE ON THE BOTTOM RIGHT. 
          SO THAT IS IT. THAT IS HOW WE FEEL ALL THE GOODNESS. 
          AND THEN GRADUATION. IT WAS REMARKABLE. AND I HAVE TO SAY,
I'VE HEARD SO MANY PEOPLE IN OUR COMMUNITY COMMENT ON GRADUATION AND THE WEATHER. 
          I MEAN, WE HAD I MEAN, MARK AND TEAM WERE PLANNING. 
          WE HAD PLAN A, THEN PLAN B, THEN THERE WAS A PLAN C,
AND THE WEATHER HELD OFF. 
          AND I THINK LITERALLY AS SOON AS GRADUATION WAS OVER,
EVERYONE GAVE SOME HUGS AND THE RAIN BEGAN TO DUMP. 
          SO WE ARE VERY FORTUNATE. BUT IT WAS ABSOLUTELY AMAZING. 
          AND I CAN IMAGINE FOR ONE OF OUR DIRECTORS, IT WAS INCREDIBLY AMAZING BECAUSE HE,
IN HIS FIRST YEAR GOT TO HAND OUT HIS DAUGHTER'S DIPLOMA. AND, YOU KNOW, GRADUATION IS AMAZING. 
          WE TALK A LOT ABOUT HIGH SCHOOL, BUT IT REALLY REPRESENTS THEIR ENTIRE EDUCATIONAL CAREER. 
          AND THERE IS NOT A MORE SPECIAL MOMENT. SUMMER HOURS JUST AGAIN FOR THE DISTRICT OFFICE STARTING THIS WEEK IN JULY. ONE OF OUR COST SAVINGS THAT WE HAVE LOOKED AT
IS HOW TO MAKE SURE THAT WE ARE MAXIMIZING STAFF AND MAKING SURE THAT IT MATCHES WHEN THE NEED IS THERE. 
          SO MONDAY THROUGH THURSDAY, THE DISTRICT OFFICE IS OPEN,
AND THEN FRIDAYS WE CLOSE THAT, WHICH SOUNDS LIKE WHY? HOW IS THAT HELPING COST SAVINGS. IT ALLOWS OUR STAFF TO TAKE THE DAY OFF WITHOUT NEEDING
TO GET REPLACEMENTS OR SUBS. 
          SO THIS IS ONE WAY WE'VE BEEN DOING THAT. SO THE DISTRICT OFFICE STAFF WORKS FOR TENS OR
THEY TAKE ONE VACATION DAY DURING THE THE SUMMER AND IT'S JUST FOR THE MONTH OF JULY AND SCHOOLS ARE CLOSED. A QUESTION CAME UP ABOUT THE VOTING STRUCTURE FOR WIAA AND SO I ACTUALLY ASKED MARK, WHO SUPPORTS ATHLETICS,
TO EXPLAIN THAT TO THE BOARD. 
          AND IT'S SOMETHING THAT WE CONTINUE TO LEARN ABOUT. 
          SO HE'S GOING TO SHARE WITH YOU THE PROCESS. YEAH. 
          THANK YOU. AND ACTUALLY, THE PROCESS IS PRETTY STRAIGHTFORWARD AND SIMPLE. 
          SPREAD OUT OVER THE STATE. SO THE, THE WAS MADE UP OF DIFFERENT LEAGUES FOR MIDDLE SCHOOL. 
          SO YOU HAVE MIDDLE SCHOOL LEAGUES AND THEN YOU'VE GOT HIGH SCHOOL CONFERENCES THAT ARE
SPREAD THROUGHOUT THE STATE. 
          THERE'S SIX DIFFERENT CONFERENCES. SO OUR WE ARE IN THE MIDDLE,
THE WHATCOM COUNTY MIDDLE SCHOOL LEAGUE IN THE NORTHWEST CONFERENCE WHICH IS BASICALLY SHORELINE NORTH. 
          IS, IS OUR PROCESS. SO WHAT HAPPENS IS THE, THE MIDDLE SCHOOL LEAGUE MEETS INDEPENDENT OF
THE HIGH SCHOOL CONFERENCE AND BOTH CAST THEIR VOTE VIA SHARE OF HANDS. SO EVERYONE FROM THE MIDDLE SCHOOL LEAGUE GETS
TOGETHER IN A ROOM, THEY TALK ABOUT WHATEVER THE, THE INITIATIVE IS THEY SAY,
OKAY, GIVE US A SHOW OF HANDS FOR WHO'S IN FAVOR. 
          [00:35:01]
THEY RAISE THEIR HANDS. WHO'S AGAINST? THEY RAISE THEIR HANDS. THE MAJORITY OF THE HANDS,
EITHER FOR OR AGAINST, THEN REPRESENT THE VOTE OF THE LEAGUE OR THE CONFERENCE THAT THEN GETS SUBMITTED ONLINE TO
WIAA WHO THEN COMPILES ALL OF THE RESULTS FROM AROUND THE STATE TO DETERMINE WHETHER AN INITIATIVE PASSES OR NOT. 
          AND IT REQUIRES 60% TO AMEND THE OR CHANGE THE BYLAWS. 
          CAN I ASK A QUESTION? OF COURSE. SO DO WE HAVE REPRESENTATIVES AT EACH SCHOOL,
LIKE AT EACH MIDDLE SCHOOL AND THE HIGH SCHOOL THEN? OR HOW ARE WE REPRESENTED? NO, WE HAVE A REPRESENTATIVE FOR THE MIDDLE SCHOOL LEAGUE. 
          THAT. I MEAN THAT'S, THE LEAGUE REPRESENTATIVE IS FROM FERNDALE. 
          THE THE ATHLETIC DIRECTOR REPRESENTS FERNDALE AT THE LEAGUE AND THE CONFERENCE. SO THE ATHLETIC DIRECTOR IS REPRESENTING US AT THE MIDDLE SCHOOL LEVEL. IN THIS CASE HE'S THE HE IS THE LEAGUE REPRESENTATIVE. 
          SO HE ACTUALLY GOES ONLINE TO THE REPORT, THE VOTE FOR THE MIDDLE SCHOOL FOR THE
[INAUDIBLE] COUNTY LEAGUE. 
          OKAY. BUT HE HAS NO MORE SAY SO THAN ANYBODY ELSE. 
          HE'S JUST THE ONE THAT ADDS UP THE HANDS AND AND AND SUBMITS THE TALLY. 
          IT'S THE HANDS. I HAVE A QUESTION ABOUT WHOSE HANDS ARE THEY? WHO ARE THOSE PEOPLE THAT ARE VOTING? THE REPRESENTATIVES FROM THE DIFFERENT SCHOOLS. 
          AND I, I DIDN'T ASK WHO WAS WHO. THE. I DIDN'T GET INTO THE SPECIFICS OF WHO SHOWED UP
FROM. 
          NOOKSACK OR BELLINGHAM OR WHO THE INDIVIDUAL PEOPLE ARE. 
          BUT IT'S ONE REPRESENTATIVE PER DISTRICT. YES. 
          NOT BY SCHOOL. CORRECT. OKAY. THANK YOU. BECAUSE IN LOOKING THROUGH THE WIAA INFORMATION,
IT DIDN'T MAKE THAT CLEAR. 
          IT SAYS, YOU KNOW, SCHOOL REPRESENTATIVE. IT'S LIKE,
OKAY, IS THAT SCHOOL OR SCHOOL DISTRICT? YEAH, IT'S. AND IT WASN'T THAT CLEAR. YEAH. DISTRICT. 
          THAT'S WHAT WE'VE BEEN STUDYING INTO. 
          SO YEAH, I'M STILL CONFUSED. OKAY. SO THAT SO THE REPRESENTATIVE VOTES ONLY FOR THEIR OWN
DISTRICT. 
          NOT. EXCUSE ME. NOT FOR A WHOLE CONSORTIUM. SO OUR REPRESENTATIVE VOTED JUST FOR OUR
DISTRICT, BUT THEN HE'S ALSO THE MIDDLE SCHOOL COORDINATOR OR SOMETHING. 
          FOR THE REPRESENTATIVE. SO. REPRESENTATIVE FOR ALL OF THE MIDDLE SCHOOL. 
          SO YEAH, IT'S VERY SIMILAR TO WHAT YOU ALL DO,
RIGHT? YOU EACH REPRESENT A VOTE. AND THEN DEPENDING ON THE MAJORITY OPINION OF THE GROUP,
THAT THEN DETERMINES THE VOTE OF THE BOARD. GOT IT. SO OKAY, SO TWICE ONE FOR THE DISTRICT AND THEN THE FINAL FOR
EVERYBODY'S VOTE. 
          THAT WAS THE MAJORITY. YES. OKAY. AND THAT COULD BE NOT ALIGNED. 
          GOT IT. YEAH. THANK YOU. 
          THANKS, MARK. OKAY. AND IF YOU HAVE OTHER QUESTIONS WE'RE CONTINUING TO UNPACK THAT. 
          MARK AND I HAD TO. I THINK YOU HAD TO ASK SEVERAL TIMES. 
          WE WE CAN'T FIND A. I COULDN'T FIND A LIST OF WHO'S WHO. 
          SO THAT'S PART OF THE CONFUSING PIECE. DO YOU HAVE A QUESTION,
PEGGY? WELL, ACTUALLY I HAVE I HAVE A FEW QUESTIONS ON ACCOUNT OF THE FACT THAT I KIND OF WENT
AND LOOKED THROUGH THE WIAA, YOU KNOW, HANDBOOK TO SEE. AND SO AMONG OTHER THINGS,
IT SAYS THAT THE WIAA, YOU KNOW, LOOKS TO MAINTAIN A CLEAR PATH OF CONVERSATION. LET'S SAY I'LL GET THE EXACT WORDS HERE IN JUST
A MINUTE. 
          BEAR WITH ME. LET'S SEE. AIMS TO PROVIDE A CLEAR CHANNEL OF COMMUNICATION FOR MEMBER
SCHOOL DISTRICTS. 
          SO I DON'T FEEL LIKE WE'VE HAD A REAL CLEAR CHANNEL OF COMMUNICATION. 
          DOES IT SAY WITH SCHOOL BOARDS OR WITH SCHOOL DISTRICTS? SCHOOL DISTRICTS, BUT IT ALSO IT ALSO ACKNOWLEDGES THAT THE SCHOOL BOARDS ARE THE ONES
THAT ARE ACTUALLY DIRECTING THIS, ALL THAT. AND I MEAN, IT SAYS IN MORE THAN ONE PLACE IN THE PREAMBLE,
FOR EXAMPLE, IT, IT IT, IT, IT SAYS, RECOGNIZING THE AUTHORITY OF SCHOOL DISTRICTS,
BOARDS OF DIRECTORS IN THE STATE OF WASHINGTON TO PLAN, 
          [00:40:05]
SUPERVISE AND ADMINISTER. SO IT DOES RECOGNIZE THAT THE BOARDS HAVE A ROLE. 
          AND IN ADDITION TO WHICH FROM, FROM WHAT I CAN GATHER,
LOOKING THROUGH THE HANDBOOK THE BOARD DETERMINES WHO THE, THE REPRESENTATIVE IS GOING TO BE TYPICALLY IS THE ATHLETIC
DIRECTOR, BUT IT IS NOT NECESSARILY THAT I DO KNOW THAT THERE ARE OTHER BOARDS WHERE THEY'VE
APPOINTED ONE OF THEIR DIRECTORS TO DO IT. 
          OR IT COULD BE SUPERINTENDENT. I MEAN, THERE'S A LIST HERE OF PEOPLE THAT IT COULD BE. 
          AND IN FACT, WHEN IT GETS DOWN TO QUALIFICATIONS FOR A REPRESENTATIVE AND I THINK THEY
MEAN DISTRICT REPRESENTATIVE SAYS EACH OF THE REPRESENTATIVES MUST BE EITHER A SCHOOL BOARD MEMBER, SCHOOL SUPERINTENDENT,
ASSISTANT SUPERINTENDENT OF SCHOOLS. 
          ADMINISTRATIVE ASSISTANT PRINCIPAL, VICE PRINCIPAL. 
          I MEAN, SO SO THERE'S THAT. SO AS LONG AS I'VE BEEN HERE AND IN EVERY DISTRICT I'VE WORKED
IN, THE ATHLETIC DIRECTOR ATTENDS THOSE MEETINGS AND DOES THE VOTING. 
          AND SO THAT IS SOMETHING, IF THE BOARD WANTS TO HAVE A CONVERSATION OF THAT,
THERE WOULD, I WOULD JUST LIKE TO DO SOME LEARNING ON HOW WE DO THAT. 
          AND MARK IS DIVING DEEP INTO ALL THINGS WIAA,
A AT THE TIME. 
          SO AS WE LEARN, WE CAN SHARE. I HAVE AN ADDITIONAL QUESTION. 
          OKAY, SO WHEN WE HAVE LIKE, SAY THE ATHLETIC DIRECTOR OR SOME OTHER EMPLOYEE PERFORMING
THIS ROLE, DO THEY GET PAID TO DO THAT? DO THEY COLLECT A STIPEND FOR THAT? NO, IT'S PART OF HIS JOB. HE'S THE ATHLETIC DIRECTOR. 
          SO HE DOES ALL THINGS ATHLETICS. SO IF SOMEBODY ELSE WERE LIKE,
SAY YOU WERE TO DO IT, WOULD THAT BE. 
          I WOULD NOT GET EXTRA PAY. IT WOULD BE MY OTHER DUTIES AS ASSIGNED. 
          OKAY. OTHER DUTIES. AND HE HAS BEEN ASSIGNED. 
          HE'S BEEN ASSIGNED. OKAY. I WAS JUST WONDERING. 
          I WAS GOING TO SAY, COULD WE HAVE A REGULAR REPORT TO THE BOARD SO THAT WE ARE IN THE
LOOP? BECAUSE I FEEL LIKE MY PERCEPTION IS, AND PERHAPS IT'S WRONG,
THAT THE BOARD HAS NOT REALLY BEEN THAT CLOSE TO WHAT'S GOING ON WITH WIAA FOR A LONG TIME. MAYBE I'M INCORRECT ABOUT THAT,
BUT IT JUST SEEMS LIKE WE DON'T COMMUNICATE. 
          SO I GUESS MY QUESTION TO YOU WOULD BE, IS THAT WHERE YOU WANT TO SPEND YOUR TIME TALKING
AT DAILY, AT UPDATED BOARD MEETINGS, OR WOULD YOU RATHER FOCUS IN ON THE TEACHING AND LEARNING SIDE? WELL, OBVIOUSLY TEACHING AND LEARNING. HOWEVER,
I DON'T THINK THE WIAA IS, IS YOU KNOW, A NON-ISSUE. 
          NO. SO THAT'S WHY I'VE ASSIGNED MARK TO DO SOME LEARNING AND TO LEARN FOR US. 
          AND SO HE IS NOW WORKING WITH ERIC ON THOSE THINGS. 
          BUT I MEAN, JUST LIKE A QUARTERLY OR, YOU KNOW,
SEMIANNUAL. 
          I DON'T THINK THERE'S THAT MUCH ACTIVITY GOING ON. WELL,
I MEAN, THAT'S WHY I SAY IF YOU CUT IT BACK. HE'S GOING TO LEARN MORE. 
          AND AS HE LEARNS, HE WILL SHARE WITH ME. AND THEN WE CAN SHARE OUT PROBABLY IN THE
NEWSLETTER WHAT I LEARNED. 
          PEGGY, LAST FRIDAY I GOT AN EMAIL FROM THE OIR,
BUT THEIR DETAILED MINUTES FROM THE EXECUTIVE BOARD MEETING, DID YOU GET THAT EMAIL? IT WAS QUITE LONG. YEAH. 
          THE MEETING MINUTES WERE. SO I MEAN, I COULD FORWARD IT TO. 
          I'M NOT SURE HOW COME YOU DIDN'T. YEAH. BECAUSE THAT I WAS JUST GOING TO SAY THE SAME
THING, BRIAN, BECAUSE I GOT I'VE BEEN GETTING REGULAR UPDATE EMAILS FROM THEM THAT DETAIL OUT
WHAT THE WIAA IS DOING. 
          I GET THOSE AS WELL. I ASSUMED EVERYONE WAS GETTING. 
          SO WHAT WE CAN MAKE SURE I'LL TAKE ON THAT RESPONSIBILITY AS THE SECRETARY TO THE BOARD TO
AFFORD THOSE ON WHEN I GET THEM. 
          OH, SORRY, I SAID IT ALREADY. WHAT? I SENT IT ALREADY. 
          NO. THAT'S GOOD. I FORGOT ABOUT THE EMAILS. OKAY. 
          WELL, AND WE, BECAUSE THEY DO SEND THEIR MEETING MINUTES OUT,
THAT WOULD BE MORE INFORMATIVE THAN ME COMING AND SHARING. 
          BUT WE ARE LEARNING MORE ABOUT THE INFRASTRUCTURE OF WIAA. 
          WELL, AND, AND ALSO THEN IT'S COMING FIRSTHAND AS OPPOSED TO A REPORT THAT'S SUMMARIZING. 
          SO YOU GET ALL THE INFORMATION. I'M I'D BE CURIOUS TO FIGURE OUT WHY BRIAN AND I ARE
GETTING THOSE. 
          AND YOU'RE GETTING THOSE. I'M GOING TO LOOK. AND IT MIGHT BE THAT YOU'RE ABLE TO SIGN UP. 
          SO LET ME DO SOME LOOKING AND LEARNING. AND THEN IF YOU ARE,
THEN I WILL POINT THAT OUT IN MY EMAIL TO YOU. 
          IT MIGHT HAVE SOMETHING TO DO WITH FINAL FORMS TOO. MAYBE. 
          I DON'T KNOW, I HAVE NO IDEA. DID YOU GET IT,
NANCY? NO, I WAS JUST GOING TO SAY I'VE NOT SEEN ONE. 
          YEAH. SO I'LL TAKE CARE OF THAT WILL BE, SEE,
THIS WILL BE PART OF OUR LEARNING. 
          AND THEN DO YOU GET THE EMAILS. OKAY. MARK SHOULD PROBABLY GET THEM TO SEE. 
          SO NOW WE KNOW WHO NEEDS IT AND WHO DOESN'T. IT'S THAT SIDE OF THE TABLE. 
          SO ANYWAY, WE'LL TAKE CARE OF THAT. AND THEN THAT IS VERY HELPFUL. 
          I GOT A QUESTION FOR BRIAN. WHAT IS FINAL FORMS? I'VE SEEN REFERENCE TO IT. AND LIKE THAT'S WHERE YOU DESIGNATE WHO YOUR WHO YOUR
REPRESENTATIVE IS GOING TO BE. 
          [00:45:05]
AND THERE'S SOME OTHER THINGS I THINK THAT GO INTO FINAL FORMS. I DON'T KNOW WHAT IT IS. I WOULD SAY IT'S THE ATHLETIC MANAGEMENT SOFTWARE FOR ROSTERS
COACHING ELIGIBILITY VERY HIGH LEVEL ELIGIBILITY. AND COACH, COACH LIKE. 
          IT'S FOR, IT'S HOW YOU REGISTER FOR ATHLETICS AND ACTIVITIES. 
          YEAH, THAT'S ABOUT IT. AND IT MUST NOT COME THROUGH THAT. 
          IT MUST NOT COME THROUGH THAT BECAUSE I HAVEN'T REGISTERED FOR ANYTHING IN THAT REGARD. 
          SO LIKE I SAID, I IT'LL BE INTERESTING TO KNOW WHAT WHY THEY WHY,
WHO GOT ON THE LIST? NOW, I DID GO TO THE WSSDA WIAA PRESENTATION. 
          MAYBE I SIGNED UP FOR IT AT THAT TIME. I'M NOT SURE YOU MIGHT GET IT AS A COACH. 
          YOU MIGHT GET IT AS A BOARD MEMBER WHO THEY SIGNED UP. 
          BUT I'M FORWARDING THIS ON RIGHT NOW. I JUST PULLED IT UP AND I BET THERE'S A WAY TO SIGN UP OR TO EMAIL THE PERSON. YEAH. BECAUSE THEY SEND OUT,
I DON'T KNOW IF IT'S MONTHLY OR QUARTERLY. IT COULD BE QUARTERLY. I WAS JUST GOING THROUGH CLEANING OUT SOME OF MY EMAIL
AND I KNEW THERE WAS A NUMBER OF THEM, BUT IT HAS LOTS OF IT GOES THROUGH THEIR MINUTES AND THEIR DECISIONS AND THEIR VOTES AND
HAS A LOT OF THAT INFORMATION. 
          OH, IT SAYS, ADD US TO YOUR ADDRESS BOOK. SO IT'S ON THE VERY BOTTOM. 
          WHEN I SEND THIS TO YOU, WHICH I JUST PRESSED SEND. 
          IF YOU LOOK ON THE BOTTOM. SO. AND THEN EITHER CHRIS AND OR I WILL FIND OUT AND MAKE SURE
THAT WE GET YOU ADDED ON TO THEIR MAILING LIST. OKAY. 
          WELL. OH, DO YOU HAVE ANOTHER QUESTION? YEAH,
I DO. OKAY. 
          SO I MEAN, IF THE BOARD HAS A STRONG OPINION OR WANTS TO GIVE DIRECTION,
HOW DO WE DO THAT? IS THERE A PROCESS? YOU I HAD STRONG DIRECTION ON SOME OF THE LAST AMENDMENTS AND THOSE
MARK AND I MET AND WE SHARED THOSE WITH OUR ATHLETIC DIRECTOR. 
          SO. BUT IF THE BOARD WANTS TO. THEN YOU CAN ADD THAT TO THE AGENDA ITEM. 
          IF YOU KNOW, THE VOTE'S COMING UP, BUT THERE'S NOTHING TO VOTE ON RIGHT NOW. 
          IT WILL HELP WHEN YOU HAVE THAT EMAIL, IT'LL TELL YOU WHEN IT LAYS EVERYTHING OUT. 
          OKAY. OKAY. THANK YOU. YEP. OKAY. ANY OTHER QUESTIONS? ALL RIGHT, EMERSON, WE'LL START WITH MARCUS FIRST. 
          OKAY? YEAH, WE'RE KIND THAT WAY. SO OUR AMAZING STUDENT UPDATES. 
          OKAY. FIRST I WANT TO SAY WELCOME, EMMY. I'M VERY EXCITED TO WORK WITH YOU. 
          I'M GOING TO MISS HARLEEN A LOT, BUT SHE TAUGHT ME WELL. 
          AND I HAVE ALL THE POWER OF ALL THE ANCESTORS OF THE SCHOOL BOARD BEFORE ME,
AND THEY'RE, LIKE, FUELING ME RIGHT NOW. SO YOU'RE IN GREAT HANDS,
I PROMISE. 
          IT'S SUMMER. I MEAN, I'M NOT GOING TO BE SHARING TOO MUCH ABOUT SCHOOL AS AN ADVOCATE FOR
THE SCHOOL DISTRICT OR FOR STUDENTS AND STAFF, I CAN SAY THAT EVERYBODY'S GLAD THAT IT'S SUMMER. 
          I MEAN, I AM VERY GLAD IT'S IT'S SUMMER. OH,
AP TESTING, LIKE OUR SCORES COME OUT IN A FEW DAYS AND LIKE LESS THAN A WEEK, JULY 6TH. SO I TOOK TWO OF THEM. I'M KIND OF NERVOUS BECAUSE THOSE TESTS WERE KIND OF
HARD, BUT I'M SEEING IT LIKE ALL OVER, LIKE MOST OF MY SOCIAL MEDIAS AND STUFF LIKE THAT. 
          LIKE IT'S JUST LIKE A FUN, LIKE LITTLE LIKE THING THAT LIKE THE US DOES. 
          SO LIKE THERE'S LIKE ALL THESE LIKE JOKES, LIKE RUNNING JOKES THAT YOU HAVE WHEN YOU'RE
LIKE TAKING THE TEST AND LIKE THEY'RE JUST LIKE, IT'S LIKE, IT'S JUST FUN. AND I MEAN, THAT'S PRETTY MUCH,
THAT'S PRETTY MUCH IT. 
          I KNOW THAT SPORTS ARE GOING PRETTY WELL RIGHT NOW. 
          LIKE OUR ATHLETICS ARE GOING. SO LIKE FOOTBALL IS HAVING WORKOUTS,
VOLLEYBALL IS HAVING LIKE TOURNAMENTS AND STUFF LIKE THAT. 
          THERE'S LIKE TENNIS, TENNIS, OPEN COURTS AND STUFF LIKE THAT. 
          SO YEAH. I DON'T REALLY HAVE ANYTHING TO ADD,
BUT I'M EXCITED TO BE ON THE BOARD. 
          I'M EXCITED TO WORK WITH MARCUS, EVEN THOUGH HE'S KIND OF CREEPING ME OUT A LITTLE. 
          BUT I'M EXCITED. I'M EXCITED TO WORK WITH ALL OF YOU GUYS. 
          BUT YEAH. WELL, AND I GOT TO TAKE THESE TWO AMAZING STUDENTS TO LUNCH ALONG WITH SELENA. 
          WE HAD A GREAT TIME AND I'M THRILLED TO HAVE YOU ON THE BOARD. 
          WE'RE VERY EXCITED. I THINK WE LEARNED THEY LEARNED HOW MUCH WORK. 
          I DON'T THINK PEOPLE REALIZE HOW MUCH WORK OUR STUDENT REPS DO. 
          THEY ARE OUT IN SCHOOLS, THEY ARE ATTENDING THESE MEETINGS,
BUT THERE'S A LOT BEHIND THE SCENES OF MAKING SURE THAT THEY'RE GATHERING STUDENT VOICE. 
          THEY MEET WITH SELENA AND I ON A PRETTY REGULAR BASIS. 
          [00:50:03]
THEY MEET WITH MISS DILLON, AND I'M JUST VERY EXCITED FOR THIS UPCOMING YEAR. 
          DO YOU PREFER TO BE CALLED EMMY OR EMERSON? I DON'T REALLY MIND. 
          I USUALLY EVERYBODY CALLS ME EMMY, SO I'LL RESPOND TO EITHER WHICHEVER ONE YOU WANT,
I GUESS. 
          HOW DO YOU SPELL EMMY? E M M Y. THANK YOU. COOL. 
          SO, ANY QUESTIONS FOR KRISTI OR THE STUDENTS? OKAY, THEN WE WILL MOVE ON TO ITEM NUMBER SEVEN OF THE AGENDA,
WHICH IS OUR UPDATES. 
          [7. UPDATES]
AND THE FIRST OF WHICH IS HOLLY AND THE BUDGET UPDATE. 
          ALL RIGHT. THANK YOU. SO THIS IS OUR BUDGET AND FINANCE UPDATE FOR TONIGHT. 
          SO THE BUDGET KIND OF STILL, WE'RE WORKING REALLY HARD OF IT,
HARD ON IT IN THE BACKGROUND. 
          WE'RE CONTINUING TO REFINE THE STAFFING BUDGETS,
BUD FOUR, THAT'S OUR FOURTH KIND OF ITERATION OF THE CURRENT BUDGET IS CURRENTLY IN PROCESS. AND I'VE KIND OF, I'VE TALKED ABOUT IT BEFORE,
BUT WE HAVE THESE, WE CALL THEM BUDS, BUT THESE BUDGETS WE LOOK AT IT, WE DO A LOT OF ANALYSIS ON HOW THINGS ARE CODED AND MAKE
SURE OUR GRANTS ARE FULLY EXPENDED. 
          AND SO IT'S A LOT OF BACK AND FORTH WITH HR AND WITH ME TO GET,
AND, YOU KNOW, IN WORKING WITH DIRECTORS TO MAKE SURE THAT EVERYTHING IS ACCOUNTED FOR. 
          SO IT'S JUST KIND OF A LOT OF BUSY WORK. OUR F-203,
WHICH IS THE REVENUE ESTIMATE IS COMPLETE AND IT'S BEEN REVIEWED BY THE ESD AND THEY DIDN'T HAVE ANY QUESTIONS. SO IT LOOKS GOOD. THE OTHER FUNDS,
THE CAPITAL PROJECT FUND, THE DEBT SERVICE FUND, THE TRANSPORTATION VEHICLE FUND, THOSE BUDGETS ARE ALL IN FINAL REVIEW AND THE ASB FUND
BUDGETS, WHICH IS OUR THREE SECONDARY SCHOOLS THAT THAT THOSE ARE COMPLETE ALSO. 
          SO FEELING PRETTY GOOD. IT'S COMING RIGHT ALONG. 
          THE DEADLINES COMING UP. JULY 10TH IS THE STATUTORY DEADLINE FOR THE SUBSTANTIALLY
COMPLETE BUDGET. 
          AND I WILL ALSO HAVE THE PRELIMINARY BUDGET READY FOR THE BOARD'S REVIEW AT THAT DATE
ALSO. 
          SO OUR GOAL IS REALLY TO GET IT ALL WRAPPED UP AND IN A GOOD IN REALLY GOOD SHAPE BY JULY
10TH, WHICH IS RIGHT AROUND THE CORNER. AND THEN WE'LL HAVE THE BUDGET HEARING ON JULY 28TH,
WHICH IS OUR NEXT BOARD MEETING. 
          SO THAT GIVES YOU YOU AS THE BOARD, YOU KNOW,
TWO AND A HALF WEEKS TO REALLY DIG IN. 
          AND IF YOU HAVE ANY QUESTIONS OR YOU NEED MORE INFORMATION ABOUT ANY PART OF IT AS YOU'RE
REVIEWING PLEASE REACH OUT AND, YOU KNOW, ANY ANSWERS OR ANY QUESTIONS WE CAN ANSWER AHEAD OF TIME IS REALLY GREAT. 
          FUND BALANCE. SO OUR CURRENT FUND BALANCE IS 8.5 MILLION AS OF THE END OF MAY. 
          LOOKING AT IT JUST ABOUT AROUND TODAY IT LOOKS LIKE WE'RE GOING TO BE ABOUT 2 MILLION DOWN
FROM THAT. 
          SO AROUND 6.5 MILLION AS OF JUNE. THAT'S VERY ON TREND WITH WHAT WE WOULD EXPECT AND WHERE
WE ARE. 
          WE DO HAVE A LOT OF EXPENDITURES THAT HAPPEN IN THE SUMMER. 
          YOU KNOW, SPECIFICALLY IN THE TECHNOLOGY DEPARTMENT,
THAT'S KIND OF WHEN THEY'RE DOING ALL THEIR WORK AND GETTING BIG ORDERS OF COMPUTERS AND KIND OF UPDATING MAINTENANCE SPENDS A LOT OF MONEY IN THE SUMMER ALSO. 
          SO THERE ARE SOME KIND OF SOME BIG EXPENDITURES STILL OUT THERE THAT WE HAVE TO SPEND
MONEY ON, BUT WE'RE CONTINUING TO BE REALLY FRUGAL AND MONITOR WHAT WE'RE SPENDING ON. 
          AND THAT'S A GRAPHIC OF THE GREEN LINE IS WHERE WE ARE RIGHT NOW. 
          THE FUND BALANCE PROJECTION, THIS IS OUR BEST ESTIMATE AT THIS POINT. 
          WE ARE ABOVE WHAT THE PROJECTION IS. SO IT'S,
EVERYTHING'S LOOKING GOOD. 
          LIKE I'VE SAID BEFORE, IT'S REALLY HARD TO PREDICT BECAUSE JUST,
WE USE IT BASED ON HISTORY, BUT EVERY YEAR IS A LITTLE DIFFERENT AND THE NEEDS ARE DIFFERENT. AND IT KIND OF DEPENDS
ON KIND OF WHAT COMES UP. SO RIGHT NOW, THIS IS WHERE WE'RE AT. THE, THE DOTTED LINE WAS THE ESTIMATE. 
          SO WE ARE ABOVE WHERE WE THOUGHT WE WOULD BE. 
          AND AT THE VERY END WHERE IT SPLITS THE DIFFERENCE,
THE GREEN DOT, THE KIND OF THE LOWER DOTTED LINE IS WHERE WE ARE PREDICTING WE'D BE WITHOUT SPECIAL SAFETY NET. AND THE UPPER LINE WAS ABOUT $600,000 MORE. 
          THAT WAS OUR KIND OF REALLY CONSERVATIVE ESTIMATE OF WHAT OUR SPECIAL SAFETY NET WOULD BE. 
          SO IT'S NOT CERTAIN THAT WE'RE GOING TO GET THAT. 
          SO WE'RE ALWAYS VERY CONSERVATIVE ON THOSE ESTIMATES. 
          BUT I'VE GOT GREAT NEWS. WE DID LEARN THIS WEEK THAT OUR SAFETY NET IS PRELIMINARY,
PRELIMINARILY 
          [00:55:03]
APPROVED, AND WE GOT APPROVED FOR 1.8 MILLION. 
          SO THIS IS A REIMBURSEMENT FOR EXPENDITURES THAT WE'VE ALWAYS ALREADY HAD THIS YEAR. 
          SO IT'S JUST IT'S THOSE EXTRAORDINARY SPECIAL EDUCATION EXPENDITURES WE GET REIMBURSED FOR
FOR THE STATE. 
          SO THAT'S REALLY GREAT NEWS FOR OUR FINANCES. 
          AND WE NEVER BUDGET SAFETY NET BECAUSE IT IS UNCERTAIN. 
          WE'VE HAD, MARK'S HAD EXPERIENCE WITH IT KIND OF WHEN HE WAS IN TACOMA BEING NOT FUNDED. 
          SO IT'S NOTHING WE COUNT ON. AND WHEN WE GET IT,
WE'RE JUST VERY THANKFUL. 
          AND THEN SOMETHING I WANTED TO TALK ABOUT I CALLED THIS REVENUE RECOGNITION PRINCIPLES. I
JUST WANTED TO TALK A LITTLE BIT ABOUT KIND OF JUST THE TIMING AND HOW SCHOOL DISTRICT FINANCE WORKS WITH, BECAUSE WE GET THAT BIG SAFETY NET AT THE END OF THE YEAR AND OTHER
GRANT GRANT FUNDS AT THE END OF THE YEAR. 
          WE HAVE TO RECOGNIZE THAT REVENUE IN THE CURRENT SCHOOL YEAR,
BUT WE MIGHT NOT SPEND IT TILL NEXT YEAR. 
          SO WHEN YOU REVIEW THE BUDGET, IF IT LOOKS LIKE OUR EXPENDITURES ARE HIGHER THAN THE
REVENUE THAT WE'RE PREDICTING WILL RECEIVE NEXT YEAR, IT'S BECAUSE WE HAVE THAT FUND BALANCE SITTING THERE THAT WE'RE GOING TO SPEND. 
          SO IT'S KIND OF LIKE HAVING MONEY IN A SAVINGS ACCOUNT,
KNOWING THAT YOU'RE GOING TO HAVE EXPENDITURES, YOU KNOW, COMING UP THAT YOU'RE SAVING FOR. SO A LOT OF TIMES PEOPLE WILL LOOK AT THE
BUDGET AND SAY, WELL, THAT'S NOT A BALANCED BUDGET BECAUSE YOU'RE SPENDING MORE THAN YOU'RE TAKING IN. AND
IT'S BECAUSE WE'RE RELYING ON THE FUND BALANCE THAT WE'RE GOING TO HAVE KIND OF OUR SAFETY, OUR SAVINGS ACCOUNT. ANYTHING YOU WANT TO ADD? NO, I THINK OUR YOU KNOW, IT, IT'S A TIMING ISSUE,
RIGHT? SO WE'RE RECEIVING THE 1.8 MILLION THIS SPRING FOR THE SAFETY NET. 
          WE'VE ALREADY SPENT THOSE FUNDS. THEY WERE ALREADY PART OF LAST YEAR'S BUDGET. WE DIDN'T
BUDGET THE REVENUE BUT WE HAD THE EXPENDITURES. 
          SO NEXT YEAR WHEN WE HAVE THE EXPENDITURES BECAUSE WE'RE STILL SERVING THOSE STUDENTS,
WE'RE STILL INCURRING THOSE COSTS. 
          WE'LL BE USING THE REVENUE WE RECEIVED THIS YEAR TO COVER THAT EXPENSE. 
          SO LIKE HOLLY SAID, THE EXPENDITURES FOR NEXT YEAR WILL BE HIGHER THAN THE REVENUE FOR
NEXT YEAR. 
          BUT THIS IS ACTUALLY REVENUE THAT WILL BE COUNTING TOWARDS NEXT YEAR'S EXPENDITURES. 
          SO IT'S JUST IT'S A IT'S A TIMING ISSUE OF THE SO THE FUND BALANCE GOES UP A LITTLE BIT
WITH THIS MONEY IN ANTICIPATION OF THE EXPENDITURES FOR NEXT YEAR. 
          ANY QUESTIONS ABOUT ANYTHING I TALKED ABOUT OR THE BUDGET COMING UP? I HAVE A QUICK QUESTION. SORRY. GO AHEAD. OKAY. 
          YOU HAVE THAT GREAT GRAPH THAT SHOWS PROJECTIONS THAT I REALLY LIKE FOR FUND BALANCE. 
          DO YOU HAVE SOMETHING SIMILAR FOR REVENUE AND EXPENSES. 
          FOR ESTIMATED REVENUES? YES. I DON'T, BUT I COULD CERTAINLY COME UP WITH SOMETHING. 
          WHAT ABOUT EXPENSES? I'M SORRY. WHAT? OH. I'M SORRY. 
          WHAT ABOUT EXPENSES? I DON'T I DON'T HAVE ANYTHING. 
          YOU KNOW, WE ALWAYS JUST PRESENT FUND BALANCE. 
          BUT I COULD CERTAINLY PUT SOMETHING TOGETHER. I MEAN,
THOSE ARE THE THREE THINGS. 
          IT'S LIKE THE REVENUE EXPENSES FUND BALANCE,
RIGHT? WELL, YEAH. YEAH. THE THE PROJECT, I MEAN, WE COULD TAKE THE BUDGET NUMBERS ONCE WE HAVE
THEM AND PUT IT IN A GRAPHIC FORM AND THEN THAT KIND OF WHAT YOU'RE. 
          YEAH. AND THEN SHOW WHAT WE THINK WE'RE GOING TO SPEND EACH MONTH,
I GUESS, OR LAID OUT BY MONTH RATHER THAN JUST HERE'S ALL THE MONEY ONE TIME. 
          THAT'S WHAT I WAS THINKING. YEAH. AND WE COULD,
YOU KNOW, AND I THINK WHAT YOU WOULD SEE IS IT'S THE REVENUE IS REALLY GOING TO SORT OF MIRROR THE FUND BALANCE AND THE EXPENDITURES ARE GOING TO BE VERY FLAT BECAUSE WE SPEND
ABOUT THE SAME EVERY MONTH. 
          IT'S JUST THE WAY THE NATURE OF THE WAY SCHOOL DISTRICTS GET FUNDED WITH TWO LEVY
COLLECTIONS, WHICH CAUSES BIG SPIKES. AND THEN THE APPORTIONMENT IS NOT SMOOTH OVER THE ENTIRE YEAR. 
          IT'S, YOU KNOW, 8%, ONE MONTH, 12% ANOTHER MONTH,
AND THEN 4%. 
          AND THEN IT KIND OF GOES UP AND DOWN. SO I COULD CERTAINLY PUT THOSE IN GRAPHIC FORM WHEN
WE DO THE BUDGET. 
          WELL, YEAH, BECAUSE YOU JUST TALKED ABOUT THE EXPENSES BEING SO,
SO TYPICALLY EXPENSES ARE FLAT EXCEPT FOR IN THE SUMMER. 
          THERE ARE SOME BIGGER EXPENDITURES, USUALLY IN THE SUMMER,
JUST KIND OF SOME BIG PURCHASES TO GET READY FOR THE NEXT YEAR, LIKE MAYBE A BIG AND IT'S NOT EVERY YEAR. THAT'S THE PART THAT'S,
IT'S NOT CONSISTENT. 
          BUT I THINK DURING THE SUMMER MAINTENANCE DOES A LOT OF WORK,
YOU KNOW, EXTRA WORK. 
          THERE'S ROUTINE MAINTENANCE THAT HAS TO BE DONE. 
          THE TECHNOLOGY DEPARTMENT OFTEN WILL BUY COMPUTERS DURING THE SUMMER. 
          AND SO MAYBE THEY'LL SPEND A HALF $1 MILLION ON NEW LAPTOPS. 
          AND SO, BUT THAT'S NOT EVERY YEAR. BUT SO THERE'S SOME THINGS THAT ARE NOT QUITE AS EASY
TO PREDICT BECAUSE OF JUST, IT'S NOT A YEARLY, AN ANNUAL CYCLE, IT'S MAYBE A 3 OR 4 YEAR CYCLE. 
          [01:00:06]
OKAY. WHAT DO YOU THINK KRISTI? IT'S JUST, IT KIND OF DEPENDS. 
          RIGHT? THAT IT IS PRETTY FLAT. BUT THEN THINGS WILL HAPPEN. 
          LIKE IF WE HAVE A SNOW DAY, THEN WE'LL SPEND MORE IN THAT TIME BECAUSE WE'RE HAVING TO
SPEND MONEY. 
          OR IF SOMETHING GOES OUT, WE HAVE TO SPEND IT. 
          SO BUT THEN I ALWAYS LET YOU KNOW WHEN THOSE KIND OF THINGS ARE GOING TO HAPPEN. 
          I THINK THE THING IN THINKING ABOUT NEXT YEAR AND WE TALKED ABOUT IT EARLIER TODAY,
IS WE'RE WATCHING THE CONVERSATIONS THAT ARE HAPPENING AT THE STATE LEVEL ALREADY. 
          AND WHAT YOU MAY OR MAY NOT KNOW FROM LAST YEAR WAS THERE CAME AN EMAIL WAS ABOUT OCTOBER
THAT THE STATE SAID, OH, SORRY, WE'RE NOT GOING TO BE ABLE TO PAY YOU FOR THE TK REIMBURSEMENT BECAUSE WE OVER
BALANCED. 
          WE'RE ALREADY HEARING THAT FOR NEXT YEAR, THAT THERE ARE GOING TO BE BILLS THAT THEY ARE
NOT GOING TO BE ABLE TO POSSIBLY PAY ALL YEAR. 
          SO THAT WILL ALSO AFFECT. SO WE'RE KIND OF AT THIS MOMENT THERE IS SOME UNCERTAINTY IN
BEING THAT NEXT YEAR IS A LONG LEGISLATIVE SESSION. 
          WE'RE JUST REALLY TRACKING THIS. WE ALSO KNOW THAT THERE'S SOME ANTICIPATED FEDERAL FUNDS
THAT ARE GOING AWAY, BUT THE MANDATES WITH THEM ARE NOT. SO AROUND LIKE MIGRANT. 
          AND WE KNOW THAT NEXT YEAR IS PROBABLY THE LAST YEAR WE'RE GOING TO GET DOLLARS FOR
MIGRANT EDUCATION. 
          SO THOSE ARE ALL OF THE PIECES THAT HOLLY AND MARK ARE MONITORING ALONG WITH OUR TEAM IN
IN ORDER OF PREPARING. 
          SO OKAY. YEAH, I MEAN, I'M SORRY, KEVIN. LAST THING I'LL SAY,
I'M KIND OF STEALING THIS IDEA FROM THE HIGH SCHOOL PROJECT WHERE WE HAD THIS CHART THAT KIND OF WENT UP AND IT DEVIATED FROM THE PROJECTIONS. 
          AND SO THAT'S, THAT'S WHAT I WAS THINKING. WELL,
AND THERE IS, I WAS GOING TO MENTION WITHIN THE THE BUDGET AS PART OF THE CONSENT, THERE IS A GRAPHIC REPRESENTATION OF EXPENSES AND RECEIPTS. 
          I'M NOT SURE IF THAT IS COVERED. AND IT COMPARES IT OVER WHAT A THREE YEAR PERIOD. 
          SO YOU CAN SEE KIND OF THE CHANGES AMONGST TWO. 
          SO. THAT'S RIGHT. IT'S LIKE THE LAST I THINK TWO PAGES OF THE FUND BALANCE FINANCIAL
STATEMENTS. 
          IT SHOWS THAT GRAPHIC. YEAH. THERE'S A ONE PAGE FOR REVENUES ONE PAGE FOR EXPENDITURES. 
          ONE QUESTION I HAD, HOLLY, WAS YOU MENTIONED THAT THE BUDGET IS GOING TO BE READY FOR THE
BOARD OR THE PRELIMINARY BUDGET WILL BE READY ON JULY 10TH. AND THEN WE'RE GOING TO HOLD THE HEARING ON JULY 28TH,
BECAUSE I KNOW YOU GUYS LIKE TO GET IT BEFORE THE AUGUST MEETING, BECAUSE AUGUST MEETING IS SOMETIMES AFTER SCHOOL STARTS OR REAL CLOSE TO
THAT AND YOU WANT TO GET THINGS IN. 
          WOULD IT BEHOOVE US TO SCHEDULE OR WOULD THERE BE ANY NEED TO SCHEDULE A STUDY SESSION IN
SOMETIME AFTER JULY 10TH TO GO OVER THE BUDGET BEFORE WE HAVE THAT MEET,
THAT MEETING WHERE WE'RE GOING TO APPROVE IT? THAT'S FINE. YEAH, IF YOU WOULD. I'M JUST THINKING THAT WAY. 
          THE QUESTIONS COME UP AS OPPOSED TO US SITTING THERE JULY 28TH GOING,
WHAT ABOUT THIS? WHAT ABOUT THIS? AND THEN, WELL, LET'S POSTPONE THIS VOTE. 
          AND THEN IT PUTS US ALL IN AN UGLY SITUATION. 
          AND I WOULD THINK THE PREFERENCE OF THE BOARD. 
          RIGHT. SO IF YOU WANT, YOU COULD EITHER INDIVIDUALLY REVIEW IT OR IF YOU'D LIKE TO
COLLECTIVELY DO IT AT A, AT A STUDY SESSION. THAT'S, I GUESS I WOULD SAY BOARD PREROGATIVE. 
          I GUESS THAT THAT WILL BRING FORTH AND WE CAN GO THROUGH THE QUESTIONS WHEN WE GET TO THE
END, WE CAN DECIDE IF WE WANT TO HAVE A STUDY SESSION WHERE WE HAVE A GROUP DISCUSSION IN
REGARDS TO THAT BEFORE BEING ASKED TO APPROVE THE BUDGET. 
          PEGGY. YEAH. SO GIVEN THAT YOU'VE RATIFIED, YOU KNOW,
CLOSE TO FINALIZING TEACHERS CONTRACTS. 
          AND AND WE'RE TALKING ABOUT SUPERINTENDENT CONTRACTS. 
          HAVE YOU FIGURED THAT INTO THE BUDGET ALREADY? YES. SO SHOULD WE SET UP A STUDY SESSION? THERE ARE PEOPLE INTERESTED IN THAT? I THINK GIVEN THE THE CHALLENGES,
I WOULD SAY THAT USUALLY THERE'S ENOUGH INTEREST THAT THAT WOULD BE BENEFICIAL. 
          AND LOOKING. I'M LOOKING AT THE CALENDAR AND I'M THINKING THAT EITHER LIKE THE 14TH OR
15TH OF JULY. 
          AND I KNOW THAT SUMMER IS ALWAYS A CHALLENGE BECAUSE VACATIONS AND WHAT HAVE YOU. 
          14TH OF JULY, 14TH OR 15TH OF THE DAYS. THE 14TH. 
          OH THAT'S RIGHT. YEAH, YEAH, I'M GOING. BUT I CAN DO THE 15TH. 
          I DON'T KNOW IF CHRIS AND, AND HOLLY AND MARK CAN. 
          [01:05:02]
I GUESS THE 16TH IS AN OPTION TOO? I COULD DO ANY OF THOSE. 
          I'M SORRY, YOU GUYS. WHAT ARE WE TALKING ABOUT IN THIS SESSION FOR? TO GO OVER TO REVIEW THE BUDGET. OKAY. BECAUSE JUST A STUDY SESSION. 
          JUST YEAH, JUST A STUDY SESSION BECAUSE WE THE ESSENTIALLY WE HAVE TO ONCE THE BUDGET IS
APPROVED, THEN THEY CAN GO THROUGH ALL THEIR PROCESS. AND IF WE WAIT UNTIL THE AUGUST MEETING OUR
AUGUST MEETING IS GOING TO BE ON THE 25TH AND I DON'T HAVE WHEN SCHOOL STARTS TYPED IN HERE. 
          SO MY APOLOGIES. IT'S THE FOLLOWING WEEK, BUT I KNOW THAT FROM HISTORICALLY THEY'VE ALWAYS
LIKED A LITTLE BIT OF TIME TO GET THINGS LOADED AND SUCH. IT MAKES THEIR JOB EASIER. SO I'M, I GUESS THE REASON I'M PROPOSING THE STUDY
SESSION IS BECAUSE WE OFTEN HAVE LOTS OF QUESTIONS, AND THAT WAY WE CAN GO OVER THOSE THINGS BEFORE WE GET TO THE MEETING,
WHERE WE'RE GOING TO BE ASKED TO APPROVE THE AGENDA OR THE BUDGET. SORRY, BUT WOULDN'T THAT BUDGET APPROVAL MEETING BE JULY 28TH? IT WOULD BE JULY 28TH. YES. IT'S JUST EVERY ONCE IN A WHILE THERE'S BEEN THE THE TENDENCY
TO WANT TO. 
          WELL, WE DON'T HAVE I CORRECT ME IF I'M WRONG,
WE DON'T HAVE TO HAVE IT APPROVED UNTIL THE END OF AUGUST. 
          BUT AGAIN, THE THE PEOPLE THAT WORK WITH THE BUDGET APPRECIATE IF IT'S APPROVED EARLIER,
I CAN DO THE 15TH OF JULY. 
          THERE'S A WAS TO BOARD MEETING THE 15TH OF JULY AT 5 P.M.. 
          I DON'T HAVE TO ATTEND IT, BUT I MIGHT WANT TO. 
          WELL, I GUESS WE NEED TO TO BE RESPECTFUL OF HOLLY'S AND SUCH AS. 
          DO WE HAVE ENOUGH INFORMATION OR DO YOU GUYS KNOW YOUR COMMITMENTS ON THOSE? OR SHOULD WE HAVE CHRIS SEND OUT AN EMAIL FOR US TO RESPOND TO OF DATES? I CAN DO WHATEVER IF YOU'RE ASKING ME. OKAY. THANK YOU. 
          I HAVE NOTHING GOING ON, SO. CAN I SUGGEST THE 16TH? NO, I CAN'T DO THAT. OKAY. SORRY. AND YOU'RE BUSY. 
          THE FIFTH. YOU HAVE A POSSIBLE MEETING ON THE 15TH. 
          I HAVE IT ON MY CALENDAR. I DON'T HAVE TO ATTEND IT. 
          WHAT IS THE 20TH OR 21ST? I COULD DO THE 20TH. 
          THE 21ST IS AN ISSUE FOR ME. SEE? JULY. THE 21ST WORKS OR THE 22ND? YEAH. 22ND. I'M OUT THE 21ST THROUGH THE 26TH. 
          I'M OUT OF TOWN. SO THE, THE OTHER, THE OTHER THING THAT I,
WE COULD OFFER IS AFTER YOU LOOK AT IT, JUST BECAUSE IT IS LATER AND PEOPLE HAVE PLANS,
SO THERE'S LOTS GOING ON THAT WE OFFER LIKE SOME DATES THAT PEOPLE COULD SIGN UP AS LONG AS WE DON'T HAVE MORE THAN TWO. SO IF YOU HAD QUESTIONS,
THERE WOULD BE AN OPEN OFFICE TIME TO COME INTO THE DISTRICT OFFICE AND ASK YOUR QUESTIONS. GIVEN THAT IT'S A STUDY SESSION, YOU'RE NOT MAKING DECISIONS. 
          RIGHT. AND THEN THAT PROVIDES SOME MORE FLEXIBILITIES. 
          IF I WORK WITH HOLLY AND MARK AND JUST HAVE SOME OPEN OFFICE HOURS SO PEOPLE COULD COME IN
AND JUST ASK QUESTIONS. 
          WOULD THAT WORK? I THINK SO. THAT MIGHT PROVIDE SOME MORE FLEXIBILITY. 
          WELL, WE WOULD KNOW. I WOULD HAVE LIKE THREE DATES. 
          WE JUST HAVE TO LET THEM KNOW SO THAT WE DON'T ALL SHOW UP AT THE SAME TIME. 
          I CAN WORK WITH CHRIS. WE CAN SEND HIM OUT AND SAY IN CHRISTIE'S OFFICE DURING THIS TIME
TO THIS TIME, WOULD SOMEONE LIKE TO SIGN UP? AND THEN YOU COULD LET ME KNOW IF YOU'RE GOING TO SIGN UP
FOR THAT TIME. AND IF IT'S FULL MORE THAN TWO PEOPLE, THEN WE SAY, YOU'RE GOING TO HAVE TO CHOOSE A DIFFERENT TIME. SO THAT'S MY SIGNAL,
SIGN UP FIRST. 
          MAYBE ONE COULD BE VIRTUAL. YEAH. YOU CAN ALSO DO VIRTUAL. 
          WE COULD DO A TEAMS ONE, BUT IT GIVES YOU SOME TIME TO LOOK AT IT. 
          I DON'T KNOW. I'M JUST TRYING TO BE FLEXIBLE. WHAT DO YOU THINK YOU TWO. YEAH. WE COULD
SEND OUT NOTES AND THEN FIELD QUESTIONS INDIVIDUALLY JUST LIKE WE WOULD FOR ANY OTHER FINANCIAL MATTER. DOES THAT WORK? WORKS FOR ME. 
          OKAY. OKAY. AND I JUST HAVE ONE MORE THING. HOLLY,
YOU'RE STILL WORKING UNDER THE THE PAYMENT SCHEDULE FROM THE 
          [01:10:03]
STATE THAT THAT WAS SET UP TWO YEARS AGO. WERE THEY DELAYED PAYMENTS? RIGHT. THEY THEY DID THEY THEY, EVERYTHING WAS ON TIME THIS YEAR. 
          BUT THAT WAS YOU'RE TALKING ABOUT THE TKS?. NO,
NO, I'M TALKING ABOUT TWO LEGISLATIVE SESSIONS AGO. 
          THEY DECIDED TO PAY OUT THE MONEY TO SCHOOLS LATER THAN THEY HAD PREVIOUSLY. 
          I DON'T THINK THAT PASSED. I THINK THEY'RE STICKING TO THE SAME APPORTIONMENT SCHEDULE
WITH THE SAME PERCENTAGES THAT THEY HAVE ALWAYS DONE. 
          YEAH, BUT THEY DID TALK ABOUT THAT BECAUSE WE WERE LIKE NO. YEAH. THEY AND THAT. 
          OKAY. YEAH. I'M SORRY. NO THAT'S OKAY. IF IT DID PASS,
WE'RE GETTING SPECIAL FAVORS [LAUGHS] BECAUSE IT'S BEEN COMING IN. 
          OKAY. YEAH. OKAY. ANY OTHER QUESTIONS FOR HOLLY? I'M STILL KIND OF HOVERING AROUND THIS CHART THING. 
          EXPENSES AND REVENUE. WHERE WHICH CONSENT AGENDA ITEM IS THAT? THE FUND BALANCE, FINANCIAL STATEMENTS. OKAY. 
          IF YOU LOOK AT THE VERY WELL, IT'S PROBABLY THE LAST 5 OR 6 PAGES IS THE CUMULATIVE REPORT
THAT I PULLED TO MAKE THAT REPORT. 
          SO IT'S ON THE THE FIRST PAGES THAT ARE LIKE AN EXCEL SPREADSHEET TYPE. 
          IT'S THE LAST FEW PAGES HAVE REVENUES AND EXPENDITURES. 
          OKAY. DID YOU FIND IT? YEAH. OKAY. 
          MAYBE WE CAN HAVE TEAMS MEETING ABOUT THAT. OKAY. 
          OKAY. ANY OTHER QUESTIONS? NO, I DO WANT TO AS YOU'RE UNPACKING THIS,
AND ESPECIALLY BRIAN, AS YOU'RE FIGURING THIS OUT, HOLLY'S AMAZING. 
          AND IF YOU WANT TO JUST SET UP A ONE ON ONE,
SHE'S BEEN MORE THAN HAPPY TO DO THAT. 
          AND SO I THINK THAT IS HELPFUL. OKAY. WELL, AS ALWAYS,
HOLLY, THANK YOU FOR YOUR DETAILED REPORT AND KEEPING US INFORMED IN THE COMMUNITY INFORMED ABOUT THE
BUDGET, BECAUSE IT DOES. THERE'S A LOT OF DOLLARS THAT GO THROUGH THERE,
AND IT'S IMPORTANT TO KNOW WHERE THOSE THINGS ARE GOING AND HOW IT'S BEING MANAGED. 
          SO THANK YOU. WITH THAT, WE'LL GO TO THE AUDIT COMMITTEE. 
          SO NANCY AND I WENT AND DID OUR, OUR THING, YOU KNOW,
GOING THROUGH ALL THE PAYCHECKS, ALL THE CHECKS AND THE DOCUMENTATION, WAS THERE ANY QUESTIONS THAT WE HAD WERE ANSWERED? ANY LITTLE DEVIATIONS WERE EXPLAINED. SO I DO WANT TO EMPHASIZE THAT AS THE AUDIT
COMMITTEE, THE ONLY THINGS THAT NANCY AND I HAVE BEEN DOING IS LOOKING AT THE VOUCHERS,
EVEN THOUGH THEY'RE NOT REALLY VOUCHERS, THEY'RE CHECKS BECAUSE THEY'VE ALREADY BEEN PAID. SO SO WHEN IT COMES TO THINGS LIKE THE
FINANCIAL REPORT AND ANYTHING ELSE THAT'S ON THE CONSENT AGENDA, THAT'S KIND OF STILL ON EVERYBODY TO MAKE SURE THAT THEY'RE PAYING ATTENTION TO WHAT'S IN
THERE. 
          BECAUSE THE REASON THAT WE, WE DECIDED TO DO THIS WAS SIMPLY BECAUSE THERE IS A LAW THAT
SAYS YOU HAVE TO HAVE A COMMITTEE FOR A FIRST CLASS DISTRICT. 
          AND THE WAY OUR, OUR POLICY WAS WRITTEN, IT WAS IN CONFLICT WITH,
YOU KNOW, WHAT THE CONCEPT OF A COMMITTEE COULD BE FOR THE BOARD BECAUSE YOU COULDN'T HAVE THREE MEMBERS MEETING UNLESS YOU WANTED TO HAVE A REGULAR PUBLIC MEETING. 
          AND SO THAT'S WHY WE DECIDED TO STEP UP AND DO THIS SO THAT WE COULD MAKE SURE THAT
SOMEBODY WAS FOR SURE LOOKING AT IT. 
          BUT I JUST WANTED TO EMPHASIZE THAT IT'S NOT A FULL BLOWN AUDIT COMMITTEE,
AND THAT AS FAR AS THE OTHER THINGS THAT ARE ON THE CONSENT AGENDA, YOU KNOW, WE'RE NOT SAYING ANYTHING ABOUT THAT. 
          WE'RE JUST TALKING ABOUT THE THE VOUCHERS AND THE CANCELED WARRANTS. 
          SO THAT'S ALL I HAVE TO SAY. OH, YEAH. I GUESS I RECOMMEND THAT. 
          YES. GO AHEAD AND APPROVE THE VOUCHERS. AND THERE ARE NO CANCELED WARRANTS THIS MONTH. 
          THANK YOU. APPRECIATE THAT. SO LEGISLATIVE REPORT. 
          NANCY. ALL RIGHT. I ATTEND THOSE USUALLY USED TO BE CALLED LEDGE REP MEETINGS. 
          BUT NOW THEY'RE CALLED ADVOCACY SOMETHING MEETINGS. 
          BUT ANYWAY. THE LAST ONE THAT WE HAD THERE WERE SPEAKERS THAT WERE TALKING ABOUT PUTTING
TOGETHER A POLICY FOR THE LEGISLATURE TO PASS BANNING CELL PHONES. AND PEOPLE WERE TALKING FROM THIS ORGANIZATION
ABOUT AWAY FOR THE DAY. AND IT'S VERY LIKELY THAT THERE'S GOING TO BECOME A STATEWIDE POLICY,
MOST LIKELY PASSING THIS NEXT LEGISLATIVE SESSION. SOME OF THE DATA THAT THE PRESENTERS SHARED WAS THAT 23 STATES
AND WASHINGTON, D.C., ARE RATED A OR B, AS FAR AS CELL PHONE POLICIES OUT OF THE 50 STATES,
AND WASHINGTON STATE IS RATED 
          [01:15:02]
F BECAUSE THERE'S NO STATEWIDE POLICY. SO WE ARE A SHINING BEACON IN WASHINGTON BY HAVING
STARTED THAT TWO YEARS AGO. 
          AND THAT SHOULD MAKE US FEEL PRETTY GOOD. A WEBSITE,
IF YOU'RE INTERESTED IN FOLLOWING UP ON THIS, IS BOARDS TO ASK THEMSELVES, ARE WE GATHERING DATA ON THE IMPACT OF OUR CELL PHONE POLICY? OKAY. DO WE HAVE SMART GOALS FOR OUR POLICY? AND HOW ARE WE GATHERING DATA? AND ONE INTERESTING FACTOID HE SHARED IS THAT THE NUMBER,
THE MEDIAN NUMBER OF NOTIFICATIONS THAT STUDENTS RECEIVE PER DAY IS. 
          ANYBODY WANT TO TAKE A GUESS? 300 YOU'RE CLOSE. 
          237 DURING A SCHOOL DAY IF THEY WERE ON. SO YEAH,
YEAH. 
          SO HOPEFULLY WHEN THE LEGISLATURE COMES OUT WITH A POLICY THAT IT WILL BE FLEXIBLE ENOUGH
FOR LOCAL JURISDICTIONS, LOCAL DISTRICTS TO CREATE THEIR OWN CELL PHONE POLICY. 
          SO ANYWAY, SO IS MY MATH CORRECT ON THAT, THAT THE SCHOOL DAY IS ABOUT SIX,
6.5 HOURS, 237. MAKE IT 240 FOR MY MENTAL MATH, THAT'S ABOUT 40 AN HOUR OR ONE EVERY MINUTE AND A
HALF. 
          YEAH. PRETTY MUCH. YEAH. WELL, THAT WOULDN'T BE DISTRACTING AT ALL. 
          RIGHT? YEAH. AND FOR THE RECORD, I WANT TO SAY THAT THE FILING WINDOW FOR ELECTED WSSDA
POSITIONS IS SEPTEMBER 1ST THROUGH 16TH. SO ANY OF THE OPEN SEATS ON ANY OF THE COMMITTEES,
ANYONE THAT IS A BOARD DIRECTOR CAN APPLY FOR THOSE. AND YOU LOOK LIKE YOU'RE READY TO. 
          I WAS GOING TO ASK BECAUSE IT SEEMS LIKE THERE WAS A COMMITTEE THAT WAS TIED TO WIAA LAST. 
          AND YOU TRIED TO GET ON THAT. YES. AND THERE WAS ZERO COMMUNICATION WITH ME AFTER I
APPLIED FOR THAT. 
          SO I DON'T KNOW IF YOU KNOW, IF THERE'S ANY OPENINGS BECAUSE I KNOW BRIAN. 
          I KNOW ALL OF THE OPENINGS. SO THAT MIGHT BE GOOD TO TALK TO NANCY. 
          AND THEN IF YOU'RE HAVING PROBLEMS GETTING COMMUNICATION BACK,
SHE HAS A NETWORK. 
          I'M ON THE NOMINATING COMMITTEE. SO IT'S MY JOB AS TO REACH OUT AND FIND PEOPLE TO FILL
POSITIONS AND TO ENCOURAGE PARTICIPATION IN VOTING. OKAY. SO THE,
THE WAS THE POSITIONS ELECTED POSITION FILING WINDOW IS SEPTEMBER 1ST THROUGH 16TH. THE GENERAL ASSEMBLY, AND THIS IS FOR VOTING ON LEGISLATIVE AND PERMANENT POSITIONS
FOR POLICIES, IS SEPTEMBER 19TH. AND THAT'S THE ONE THAT I USUALLY ATTEND TO REPRESENT THE BOARD. 
          AND THERE ARE 70 POSITIONS OF 70 PLATFORM PROPOSALS FOR THE GENERAL ASSEMBLY. 
          AND THEN THE VOTING WINDOW FOR THE WSSDA ELECTED POSITIONS IS OCTOBER 1ST THROUGH 16TH. 
          SO I WILL BE HOUNDING EVERYBODY IN DISTRICT AREA ONE BEFORE THAT TIME. 
          AND I WILL BE TEXTING YOU UNTIL YOU TEXT ME BACK AND SAY THAT YOU HAVE VOTED. 
          I'M A BADGER THAT WAY. NANCY IS A REALLY GOOD NAG. 
          I EXCEL IN NAGGING. PERSISTENCE IS MY MIDDLE NAME. 
          MAKE THEM TAKE A SCREENSHOT TO PROVE THAT THEY DID IT. 
          THAT'S RIGHT. OKAY. AND THEN SOMETHING THAT I HAVE SHARED WITH KRISTI IN SOME DETAIL,
BUT I WILL GIVE YOU A VERY QUICK OVERVIEW OF IS THAT ON MAY 15TH AT A BOARD MEETING WAS SUSPENDED,
THE OPERATIONS OF THE NOMINATING COMMITTEE. 
          AND THIS WAS DONE WITHOUT CONSULTING WITH ANYONE ON THE NOMINATING COMMITTEE. 
          WE WERE NOT ASKED BEFOREHAND, NOR WERE WE INFORMED AFTERWARDS. 
          I LEARNED THIS THROUGH THE GRAPEVINE AND I'VE TAKEN ACTION ON THIS. 
          AND I HAVE CONTACTED THE EXECUTIVE DIRECTOR AS WELL AS THE EXECUTIVE BOARD AND SINCE THE FIRST COMMUNICATIONS HAVE ALSO LOOPED IN THE ENTIRE WSSDDA BOARD ON THIS. 
          AND THE PROBLEM WITH THERE DOING THIS IS NOT JUST A LACK OF TRANSPARENCY,
BUT WHAT THEY DID IS AGAINST THE BYLAWS. 
          SO I'VE BECOME A BYLAW AND OPERATIONAL POLICIES GIRL SINCE FINDING THIS OUT AND I'VE
LEARNED SO MUCH. 
          SO I AM MY MISSION IS TO RESTORE THE NOMINATING COMMITTEE AND NOT ONLY RESTORE IT,
BUT TO MAKE IT EVEN 
          [01:20:07]
MORE EFFECTIVE BECAUSE THE NUMBER OF PEOPLE,
THE NUMBER OF ELECTED OFFICIALS IN WASHINGTON STATE IS 1477 SCHOOL BOARD DIRECTORS. 
          WE ARE THE LARGEST ORGANIZATION OF ELECTED OFFICIALS,
AND THE NUMBER OF SCHOOL BOARD DIRECTORS WHO ACTUALLY VOTE IN THE WSSDA ELECTIONS IS ABYSMAL. IT'S LESS THAN A PRIMARY TURNOUT IN THE GENERAL
POPULACE. 
          SO I THINK THE NOMINATING COMMITTEE IS COMPLETELY RELEVANT. 
          WE NEED TO DO OUR JOB. WE NEED TO GET HELP FROM WSSDA WITH ORGANIZATIONAL LEADERSHIP,
THINGS LIKE GIVING US A SPREADSHEET WITH NAMES OF EVERYBODY IN OUR DAY. ANYWAY I'M A HONEY BADGER ON THIS. I'M JUST GOING TO NOT LET GO OF THIS. 
          WERE THEY WERE THEY TRANSPARENT ABOUT THE REASON FOR? YEAH. THEY TO WHO, YOU KNOW, NOT NOT TO THE NOMINATING COMMITTEE. 
          AND ALSO, I WOULD SAY NOT TO THE BOARD THAT PASSED IT BECAUSE THE PERSON WHO WHO BROUGHT
THIS FORTH AS A RECOMMENDATION DID NOT EVEN IDENTIFY THAT HE WAS THE CHAIR OF THE NOMINATING COMMITTEE
WHEN THEY DID THIS. 
          SO ANYWAY, I FOUND OUT A LOT ABOUT THE HISTORY OF THE NOMINATING COMMITTEE,
AND I THINK WE ARE VERY RELEVANT, AND THIS IS SOMETHING THAT I WILL BE WORKING ON IN MY SPARE TIME. 
          SO THERE YOU GO. THERE'S THE LEGISLATIVE REPORT. 
          THANK YOU. NANCY, ANY QUESTIONS FOR HER? OKAY. 
          WELL, THAT BRINGS US ON TO ITEM 8.01, WHICH IS AN EXECUTIVE SESSION. 
          [8. EXECUTIVE SESSION]
THE BOARD WILL NOW CONVENE INTO EXECUTIVE SESSION PER RCW42.30.110(A) OR EXCUSE ME,
(B) AND (G) FOR APPROXIMATELY 15 MINUTES TO DISCUSS PERSONNEL, PERSONNEL AND REAL ESTATE RELATED MATTERS. 
          NO DECISIONS WILL BE MADE DURING THE EXECUTIVE DECISION EXECUTIVE SESSION. 
          AND ONCE WE COME OUT OF IT, THEN WE WILL CONTINUE WITH OUR MEETING. 
          SO IF THE BOARD WOULD PLEASE JOIN ME AND WE WILL RETURN AT 7:38. 
          TAP FOR THE BOARD. OKAY, WE'LL GO AHEAD AND COME BACK INTO SESSION AT THIS POINT. 
          AND WE'LL MOVE ON TO ITEM 9.01, WHICH IS ACTION ON THE MONITORING REPORT FOR OPERATIONAL
EXPECTATION OE-6. 
          [9. MATTERS RESERVED FOR BOARD ACTION]
OE-6 INSTRUCTIONAL PROGRAM. THIS POLICY HAD OR THIS REPORT HAD,
SIX, MAN CAN'T EVEN READ MY NOTES EVEN WITH MY GLASSES. HAD 12 INDICATORS. 
          DEFINITELY LOTS OF COMMENTS. IN SUMMARY THERE,
THERE WERE 40 INDICATORS OR VOTES FOR INDICATORS BEING IN COMPLIANCE, EIGHT FOR IN COMPLIANCE WITH EXCEPTIONS ZERO FOR NOT IN COMPLIANCE. 
          AND ONE OF THE COMMON THREADS THAT I SAW GOING THROUGH THERE TRYING TO SUMMARIZE THINGS
WAS THE CURRICULUM AND HOW IT IS KEPT UP TO DATE, RELEVANT AND EFFECTIVE WITH THE CURRENT BUDGET CHALLENGES. 
          SO WITH THAT POSED OUT THERE, I WILL GO AHEAD AND OPEN UP THE FLOOR FOR DISCUSSION AND
COMMENTS IN REGARDS TO THIS OPERATING POLICY. WELL, SO I THINK THAT'S THE MAJOR QUESTION. 
          SO WHAT IS, I MEAN, WHAT DO WE WHAT'S THE ANSWER? SO I'M ACTUALLY GOING TO TURN TO KELLY AND TRINA TO HELP WITH THAT. 
          SO IN TIMES OF, YOU KNOW, MORE FINANCIAL CONSTRAINTS,
WHAT HOW DO WE STAY UP TO DATE? SO I WOULD SAY WE HAVE A NUMBER OF DIFFERENT WAYS IN WHICH WE RESPOND TO THIS. 
          AND IT, I WOULD SAY, IS ALSO UNIQUE TO THE MATERIALS WHEN THEY WERE ADOPTED,
AS WELL AS KIND OF THE TIMELINE THAT WE HAD IN PLACE WHAT WE HAD SHARED PREVIOUSLY, AND WE CONTINUE TO REVISE IS WE POTENTIALLY HAVE A TEN YEAR CURRICULUM
ADOPTION CYCLE THAT WE HAVE SHARED BEFORE. 
          WHAT HAPPENS THOUGH, UNFORTUNATELY, IS WE ARE IN A SITUATION RIGHT NOW WHERE WE ARE NOT
ABLE TO ADOPT NEW INSTRUCTIONAL MATERIALS IN A COMPREHENSIVE MANNER BECAUSE OF OUR BUDGETARY SITUATION. SO CURRENTLY EVERY YEAR WHEN WE ARE UPDATING THAT DOCUMENT,
WE ARE PUSHING IT DOWN ONE YEAR AT A TIME BECAUSE WE ARE NOT IN A PLACE, ONCE AGAIN WHERE WE CAN MAKE A COMPREHENSIVE PROGRAM ADOPTION. 
          BUT WHAT WE ALWAYS DO IS WE CONTINUE TO LOOK AT THE MATERIALS IN WHICH WE HAVE AN EXAMPLE
OF THAT RIGHT NOW IS WITH OUR CURRENT MATH MATERIALS, 
          [01:25:04]
WE HAVE ADOPTED READY MATH, AND OUR STATE IS IN THE PROCESS OF UPDATING UPDATING STANDARDS
FOR A NUMBER OF DIFFERENT CONTENT AREAS. 
          SO WE ARE CURRENTLY IN CONVERSATION WITH VENDORS TO SEE HOW THEY ARE GOING TO BE
RESPONDING TO THESE UPDATES WITH THEIR MATERIALS. 
          SO ONCE AGAIN, IF YOU LOOK BACK AT OUR READY MATH ADOPTION,
THAT INCLUDES TEN YEARS OF UPDATED MATERIALS. 
          SO AS THEY ARE UPDATING THE STANDARDS, THEY WILL THEN UPDATE THE MATERIALS AND THEN WE
WILL GET AN UPDATED VERSION OF THOSE MATERIALS AS A RESULT OF THOSE REVISION AND ALIGNMENT TO THE WASHINGTON STATE STANDARDS. 
          SO IT IS TYPICALLY WORKING VERY CLOSELY WITH OUR VENDORS AS THEY ARE MAKING THOSE UPDATES
AND SEEING HOW WE CAN GAIN ACCESS TO THEM. 
          THAT'S NOT THE AGREEMENT WITH EVERY SINGLE VENDOR,
BUT THAT IS ONE EXAMPLE OF AN AGREEMENT WITH THE VENDOR AND HOW WE WORK WITH THEM AS THESE REVISIONS ARE CHANGING. OFTENTIMES WE ALSO ARE IN A SITUATION WHERE WE HAVE TO PROVIDE
SOME SUPPLEMENTARY SUPPORT. 
          SO WE ADOPTED SOME INSTRUCTIONAL MATERIALS WITH THE AMERICAN READING COMPANY AT THE
ELEMENTARY LEVEL. 
          AND WE NEEDED SOME ADDITIONAL EXPLICIT SUPPORTS IN TERMS OF OUR OUR READING INSTRUCTION
AND OUR EARLY LITERACY INSTRUCTION. 
          SO WE HAVE IMPLEMENTED A PROGRAM CALLED UFLI,
WHICH IS ABSOLUTELY FANTASTIC. 
          AND WE ARE USING IT IN ALL KINDERGARTEN, FIRST AND SECOND GRADE CLASSROOMS. SO IT WAS NOT
A HUGE OVERHAUL TO THE ADOPTION THAT WE MADE, BUT IT'S A SUPPLEMENTARY RESOURCE THAT WE ARE USING. 
          AND THEN WHAT WE ARE DOING IS USING PROFESSIONAL DEVELOPMENT AND JUST ONGOING SUPPORT OF
THOSE RESOURCES. 
          SO WE DO THE BEST THAT WE CAN WITH THE LIMITED RESOURCES THAT WE HAVE. 
          AND KNOWING THAT WE ARE NOT IN A SITUATION RIGHT NOW WHERE WE CAN DO HUGE ADOPTIONS,
BUT WE'RE CONTINUING TO UTILIZE THE RESOURCES WE HAVE TO THE BEST OF OUR ABILITIES. 
          SO HOW MUCH DOES A HUGE ADOPTION COST? WHEN WE,
WHEN I SAY HUGE ADOPTION, THAT'S TYPICALLY WHEN WE'RE DOING LIKE ALL INSTRUCTIONAL MATERIALS FOR LIKE ELEMENTARY, BECAUSE THAT'S USUALLY OUR GREATEST ADOPTION,
WHICH CAN BE ANYWHERE FROM 80 TO 100 CLASSROOM. 
          AND SO THOSE WERE UPWARDS OF ANYWHERE FROM 1.5 MILLION TO AROUND 3.3 MILLION. 
          AND ARE THEY REOCCURRING COSTS OR ONE TIME COSTS? IT DEPENDS ON THE MATERIALS, THEY VARY. SO FOR INSTANCE THE AMERICAN READING COMPANY
ADOPTION WAS A LARGER ADOPTION. 
          SO IT WAS WE PURCHASED THE BOOKS, WE PURCHASED THE MATERIALS,
WE PURCHASED A NUMBER OF DIFFERENT THINGS NOW TO GAIN ACCESS TO SOME OF THE ONLINE PORTIONS OF THOSE RESOURCES. THERE IS AN ONGOING YEARLY COST,
BUT IT'S NOT FOR THE MATERIALS THAT WE HAVE HARD COPIES OF. 
          IT'S TO GAIN ACCESS TO OUR LIKE OUR DATA SYSTEMS AND THINGS THAT GO ALONGSIDE WITH THAT. 
          SO FOR INSTANCE, WE USE A PROGRAM CALLED URLA WHERE WE ARE DOING READING ASSESSMENTS WITH
OUR STUDENTS. 
          THAT'S WHAT THE HOUSES, ALL OF OUR DATA, IT HOUSES ONLINE VERSIONS OF THOSE MATERIALS. 
          AND THEY ALWAYS KEEP THOSE UP TO DATE. SO EVEN IF THEY MAKE VERSIONS TO THE HEART OR
REVISIONS THAT AREN'T REFLECTED IN OUR HARD COPIES, WE THEN HAVE THE ONLINE VERSIONS AS WELL. SO THOSE ARE SOME REOCCURRING COSTS THAT WE
CONTINUE TO HAVE WITH SOME OF OUR ADOPTIONS. 
          BUT THE MATERIALS THEMSELVES TYPICALLY WE DON'T. 
          THE ONLY OTHER THING WE TYPICALLY HAVE ONGOING COSTS FOR ARE CONSUMABLES. 
          SO FOR INSTANCE, WITH READING MATH, OUR TEACHERS,
THEY CONTINUE TO GET UPDATED MANUALS ANY TIME THEY ARE REVISED. 
          BUT OUR STUDENTS HAVE BOOKS THAT THEY WRITE IN. 
          SO EVERY YEAR WE WOULD REPLACE THOSE BOOKS IF OUR STUDENTS ARE USING THOSE IN THE
CLASSROOM. 
          SO THERE ARE SOME REOCCURRING CONSUMABLE COSTS AS WELL. 
          SO USUALLY TECHNOLOGY AND CONSUMABLES COSTS ARE THE REOCCURRING ONES. 
          OR IF WE DO HAVE TEXTBOOKS, IF WE DO HAVE REPLACEMENTS OF THOSE. 
          I, I JUST WONDERED JUST I'M SORRY, ONE MORE THING TO COST. 
          IS THERE GRANTS THAT CAN PAY FOR CURRICULUM? WHAT'S THAT. 
          OH YES. THERE ARE A NUMBER OF DIFFERENT GRANTS,
BUT SO FOR INSTANCE, WE WERE IN A CONSORTIUM THROUGH A THIS NEXUS GRANT, WHICH WAS THROUGH WEST ED THAT HELPED US WITH OUR OPEN SITE IMPLEMENTATION OVER A NUMBER
OF YEARS AND WAS ABLE TO PURCHASE MATERIALS. 
          AND WE WERE FIELD TESTERS. SO ABSOLUTELY, THERE HAVE BEEN GRANTS THAT WE HAVE BEEN A PART
OF THAT HAVE ALLOWED US NOT ONLY TO PURCHASE MATERIALS, PROVIDED PROFESSIONAL DEVELOPMENT FOR STAFF AS WELL. 
          SO YES, THERE ARE, AND WE TRY TO LOOK AT THOSE AS FREQUENTLY AS POSSIBLE. 
          SO, KELLY, ARE THERE LIKE ONGOING PROFESSIONAL DEVELOPMENT COSTS THOUGH? I MEAN ABSOLUTELY. OKAY. THAT WOULD BE ANOTHER COST. 
          GREAT POINT PEGGY. IT'S ONGOING FOR INSTANCE,
WITH READY MATH, WE HAVE AN ONGOING PD CONTRACT WHERE WE, FOR INSTANCE, PAY FOR LIKE TEN, TEN DAYS A YEAR WHERE OUR OUR REPRESENTATIVE MIKE IS GOING
INTO OUR BUILDINGS PROVIDING ONGOING PROFESSIONAL DEVELOPMENT. 
          THIS LAST YEAR, HE DID CLASSROOM OBSERVATIONS WITH OUR TEACHERS,
TALKING ABOUT HOW WE CAN MOST EFFECTIVELY USE MATERIALS THEY WERE OBSERVING WITH ONE ANOTHER. THEY WERE TALKING, THEY WERE DEBRIEFING. SO YES,
PEGGY, THERE ARE PROFESSIONAL GROWTH, ONGOING MATERIALS OR ONGOING PROFESSIONAL GROWTH EXPENSES. 
          SO I, WHEN I WAS TALKING TO YOU GUYS EARLIER THE,
THE LAST TIME I REMEMBER WE ADOPTED ANYTHING WAS THE IREADY STUFF. 
          [01:30:03]
AND I KNOW AT THE TIME THAT THE, THERE WAS A REPORT THAT WE GOT ON THIS TOPIC THAT HAD
LINED UP SOCIAL STUDIES, I BELIEVE IS THE NEXT THING THAT WAS GOING TO GET AN UPGRADE. 
          WELL, THAT'S BEEN SINCE 2022. SO WHAT SUPPLEMENTALS HAVE WE DONE FOR SOCIAL STUDIES? I MEAN, OR, YOU KNOW, WHERE ARE WE AS FAR AS MODERNIZATION ON THAT FRONT? I THINK IT WOULD BE SAFE TO SAY WE AS KELLY WAS DESCRIBING,
HOW WE'RE JUST PUSHING ALL OF THE TIMELINES OUT SOCIAL STUDIES IS DEFINITELY ONE THAT CONTINUES TO BE A NEED AND BE PUSHED OUT. 
          SOME OF THE ENHANCEMENTS THAT WE'VE HAD TO CURRICULUM HAVE BEEN AROUND THE SINCE TIME
IMMEMORIAL WORK THAT TEACHERS HAVE BEEN ABLE TO DO COLLABORATIVELY AND WORKING WITH THE, THE LOCAL TRIBE. 
          AND THERE'S, WE HAVE SOME REALLY GREAT STRONG CURRICULUM IN SOCIAL STUDIES,
BUT WE HAVE NOT BEEN ABLE TO PURCHASE NEW TEXTS OR NEW RESOURCES TO THE, TO THE LEVEL OF THAT WE WOULD WANT TO AT THIS POINT. 
          SO THAT'S ONE, WHEN WE DO GET TO A POINT WHERE WE CAN START IN ON OUR CURRICULUM REVIEW
CYCLE AND HAVE SOME DOLLARS TO GO WITH IT. SOCIAL STUDIES WOULD DEFINITELY BE A PLACE WHERE WE WOULD START,
IT DOESN'T MEAN THERE AREN'T OTHER SUBJECT AREAS WAITING FOR THAT POLE POSITION, BUT SOCIAL STUDIES DEFINITELY IS A NEED. 
          TOWARDS THAT GOAL, I MEAN BECAUSE WE KNOW CURRICULUM NEEDS TO BE,
DO WE BUDGET A CERTAIN AMOUNT OR SET ASIDE A CERTAIN AMOUNT, YOU KNOW, OR HAVE WE THOUGHT ABOUT DOING THAT FOR CURRICULUM RENEWAL? I THINK WE HAVE EXPRESSED A DESIRE COLLECTIVELY ABOUT HAVING THE TEXT LIKE THE TEXTBOOK
ADOPTION PROCESS, HAVE AN ANNUAL LINE ITEM IN TERMS OF A BUDGETARY EXPENSE. 
          THAT'S NOT A PLACE WHERE WE ARE CURRENTLY. BUT I WILL SAY WE HAVE A TEACHING AND LEARNING
BUDGET, AND THAT TEACHING AND LEARNING BUDGET GETS TAKEN UP QUITE FREQUENTLY AND QUICKLY. 
          WITH THE RENEWALS THAT I WAS JUST EXPLAINING TO YOU. 
          SO FOR INSTANCE, WHEN WE'RE USING THE IREADY DIAGNOSTIC,
THAT'S AN EXPENSE THAT WE'RE INCURRING IN THE TEACHING AND LEARNING DEPARTMENT. 
          SO WE HAVE A BUDGET AND IT'S TYPICALLY THE THOSE REOCCURRING COSTS. 
          SO THIS IS ONE OF THE THINGS I'VE BROUGHT IT UP BEFORE. 
          AND IT'S ONE OF THE CONVERSATIONS THAT THE GROUP OF SUPERINTENDENTS THAT I WORK WITH,
WE TALK ABOUT, THERE ARE SOME DISTRICTS IN OUR STATE WHO THEY TEND TO BE IN COMMUNITIES WHO HAVE A
STRONGER TAX BASE ARE ABLE TO PROVIDE FOR EXAMPLE, THEY CAN RUN A TECH LEVY. 
          IN THAT CASE WHEN THEY CAN RUN A TECH LEVY, IT SERVES ALMOST AS AN ENHANCED FUNDING STREAM
THAT. 
          SO WE ALL GET THE SAME FORMULA AROUND [INAUDIBLE] WHICH IS WHAT PURCHASES THESE MATERIALS. 
          BUT IF YOU'RE IN A TAX BASE IN A COMMUNITY THAT HAS A HIGHER TAX BASE AND ABLE TO RUN A
TECH LEVY, THEN YOU'RE BASICALLY GETTING MORE IN [INAUDIBLE] TO BE ABLE TO DO SOME OF THESE EXTRA
THINGS THAT A COMMUNITY LIKE FERNDALE DOES NOT HAVE THE AFFORDABILITY TO DO, BECAUSE OUR TECHNOLOGY COMES OUT OF THE SAME POOL. 
          SO THIS IS SOME OF THE INEQUITY THAT WE'RE SEEING IN THE STATE THAT IS NOT REALLY BEING
HIGHLIGHTED OR ADDRESSED AT THE STATE LEVEL. 
          SO AS A GROUP, WE'RE BRINGING IT UP OVER AND OVER. 
          IT'S ONE OF THE INEQUITIES THAT THE DISTRICTS WITH LOWER TAX BASE OR WHAT WOULD BE
CONSIDERED PROPERTY, POOR DISTRICTS ARE AT A DISADVANTAGE JUST FROM THE GET GO IN WHAT COMMUNITIES ARE ABLE TO
DO. 
          SO I WANT TO KEEP THAT THAT WE TEND TO HAVE SOME BARRIERS THAT OTHER COMMUNITIES,
EVEN IN WHATCOM COUNTY OR LARGER DISTRICTS ARE NOT FACING. SO THAT'S WHY YOU SEE THE INEQUITIES OF,
OH, WE DID THIS HUGE CURRICULUM ADOPTION. 
          WELL, PART OF IT, I CAN ALMOST TIE THAT TO COMMUNITIES WHO ARE ABLE TO RUN SUPPLEMENTAL
LEVIES. 
          MARCUS AND EMMY, HAVE YOU GUYS NOTICED ANYTHING ABOUT THE CURRICULUM BEING DATED IN YOUR
IN HIGH SCHOOL? IS THERE ANYTHING LIKE, IS THERE LIKE A SPECIFIC SUBJECT THAT YOU'RE. PEGGY BROUGHT UP
SOCIAL STUDIES. SOCIAL STUDIES. I WOULDN'T SAY IT'S DATED. 
          I WOULD SAY IT'S PRETTY UP TO DATE. LIKE, OBVIOUSLY LIKE CLASSES LIKE,
LIKE US HISTORY GO OFF LIKE, OR LIKE ARE BASED OFF THINGS THAT LIKE HAPPENED IN THE PAST,
BUT LIKE IN AP GOV, LIKE WE TALK ABOUT LIKE VERY RELEVANT TOPICS AND STUFF LIKE THAT. 
          SO I THINK IT JUST DEPENDS ON THE CLASS. BUT I THINK I WOULD SAY IT'S PRETTY UP TO DATE. 
          [01:35:09]
THE LAST QUESTION I HAD AROUND IS, DO WE EVER JUST DEVELOP CURRICULUM INTERNALLY? LOOKING AT OUR TEACHERS THEY DO IT ALL THE TIME. 
          THEY DO IT ALL THE TIME. AND THAT IS ONE THING THAT I WOULD SAY IS AN ASSET TO FERNDALE IS
THE EDUCATORS THAT ARE IN FERNDALE ARE DOING PHENOMENAL WORK. 
          THEY ARE. I'M NOT HEARING OH, I CAN'T TEACH THAT BECAUSE I DON'T HAVE THE CURRICULUM. 
          THEY MAKE IT HAPPEN. BUT I THINK WE HAVE TO KEEP IN MIND THAT THAT'S HAPPENING IN
PARTNERSHIP WITH THEM. 
          OUR TEAM, I'M THINKING OF KELLY AND TRINA HAVE STRUCTURES IN PLACE WHERE THEY MEET WITH
EDUCATORS TO TALK ABOUT THESE THINGS. 
          OUR TEACHERS ARE GETTING TOGETHER. THEY'RE MAKING SURE THAT OUR STUDENTS ARE GETTING THE
HIGHEST QUALITY, MOST RELEVANT UP TO DATE INFORMATION IN SPITE OF SOME OF THESE CHALLENGES, BUT I THINK IT'S IMPORTANT TO IDENTIFY IT. 
          THE OTHER PIECE I MENTIONED THAT WE ARE EXPECTING SOME FEDERAL DOLLARS TO GO AWAY. 
          SOME OF THOSE DOLLARS HAVE BEEN TIED DIRECTLY TO PROFESSIONAL DEVELOPMENT DOLLARS THAT ARE
ADHERED TO THAT, AND WE ARE BEING TOLD THAT NEXT YEAR IS THE LAST YEAR THAT WE'LL BE GETTING THOSE. SO THAT
WILL BE ANOTHER LEVEL THAT WE'LL HAVE TO THINK THROUGH. BUT WE CONTINUE TO COME AT IT THROUGH A PROBLEM SOLVING STANCE. YEAH, I GUESS MY QUESTION AROUND THAT WAS GOING TO BE,
IF YOU DEVELOP CURRICULUM INTERNALLY, HOW DO YOU MAKE SURE THERE'S ALIGNMENT? THEY THEY MEET AND TALK ABOUT IT. 
          SO IT'S THE SYSTEMS AND STRUCTURES. SO I KNOW LIKE THIS LAST YEAR,
THE MIDDLE SCHOOL TEACHERS STARTED GETTING TOGETHER A LOT MORE HIGH SCHOOL BEING ONE, HIGH SCHOOL, JUST HOW THE SCHOOL SET UP. I THINK THAT THE I'M GOING TO CALL THEM PODS,
THE TEACHING LABS. 
          WE SEE A LOT OF THAT HAPPENING. ELEMENTARY HAS AN ELEMENTARY LEADERSHIP TEAM THAT THEY
MEET. 
          KELLY, HOW OFTEN DO YOU MEET? WE MEET MONTHLY. 
          SO THEY'RE TALKING ABOUT THOSE CONVERSATIONS. 
          SO THAT IS HAPPENING BECAUSE THE ADULTS ARE BEING INTENTIONAL ABOUT THE TIME. 
          AND WHAT I WOULD ADD, BRIAN, IS KRISTI SAID IT SO WELL IS OUR TEACHERS ARE INCREDIBLE AND
A BARRIER IS FINDING ENOUGH TIME FOR THEM TO COME TOGETHER. 
          SO AN EXAMPLE OF THAT RIGHT NOW IS IF WE ARE TO RUN A GRADE LEVEL MEETING ONE DAY FOR
TEACHERS IN GRADES K THROUGH FIVE, IT COSTS $17,000. SO THAT THAT'S THOSE ARE CHALLENGES THAT WE'RE TRYING TO WORK THROUGH
WITH A REALLY FIXED BUDGET. 
          SO THEY HAVE AN INCREDIBLE DESIRE TO MEET INCREDIBLE RESOURCES TO SHARE. 
          AND JUST FINDING THE FUNDING TO BE ABLE TO SUPPORT THAT IS SOMETHING WE CONTINUE TO HAVE
TO WORK THROUGH. 
          I WOULD JUST ADD TO THAT, WE'RE ABLE TO USE THE EMBEDDED PROFESSIONAL DEVELOPMENT TIME
THAT WE HAVE IN OUR CONTRACT IN A WAY THAT SUPPORTS THAT COLLABORATION FOR TEACHERS THROUGH THEIR PLC TIMES, WITH A LOT OF TIMES THAT'S THEIR JOB ALIKE. 
          WE ARE ABLE TO USE SOME OF OUR EARLY DISMISSAL TIMES STRATEGICALLY SO WE CAN HAVE CROSS
SCHOOL COLLABORATION CONTENT AREA. LAST YEAR WE STARTED SOME WORK THAT THE TEACHERS WERE ASKING FOR ACROSS MIDDLE
SCHOOL TO HIGH SCHOOL. 
          IT'S ALSO WE'RE TALKING ABOUT MIDDLE SCHOOL WANTING TO MEET WITH FIFTH GRADE AS WELL. 
          AND JUST TRY TO BRIDGE SOME OF THOSE GAPS. AND I WOULD SAY TO THE QUESTION THAT YOU ASKED
THE STUDENT REPS IS A COUPLE OF AREAS THAT WE'VE BEEN REALLY FORTUNATE. WHEN WE'RE DOING AP CLASSES,
WE HAVE A CURRICULUM OR THE SPECIFIC SCOPE AND SEQUENCE THAT'S FOLLOWED FOR THOSE WHEN WE'RE DOING COLLEGE IN THE HIGH SCHOOL AND SOME OF OUR DUAL
CREDIT CLASSES WITH THE COLLEGE AND THE HIGH SCHOOL CLASSES, WE'RE USING THE CURRICULUM THAT IS RECOMMENDED FROM THE UNIVERSITIES. 
          AND SO WE HAVE HAD SOME KIND OF ONE OFF PURCHASES IN THOSE AREAS,
SMALLER LEVELS WHERE WE CAN'T AFFORD A COMPREHENSIVE ADOPTION WE CAN PURCHASE FOR A CLASS. AND SO THOSE MATERIALS ARE UPDATED AS WELL AS WITHIN
OUR CTE WHERE WE'RE DOING DUAL CREDIT, WE'RE ABLE TO USE OUR CTE AMSOC FUNDS TO SUPPORT CURRICULUM THERE. 
          AT THE MIDDLE SCHOOL, WE HAVE BEEN ABLE TO SUPPORT ELA WITH A PRETTY INEXPENSIVE ANSWER TO
ELA CURRICULUM, AS A LITTLE BIT OF A WE KNOW WE CAN'T DO A COMPREHENSIVE YOU KNOW,
A CALL FOR ALL OF THE PUBLISHERS TO SHARE THEIR VERY BEST AND TO HAVE A TEAM LOOK AT THAT. 
          SO LAST YEAR, THE YEAR BEFORE LAST, DEPENDING ON WHICH YEAR WE'RE TALKING ABOUT BEING IN
RIGHT NOW WE WERE ABLE TO PULL A TEAM TOGETHER AND LOOK AT A FEW LOWER COST CURRICULA AND THEN SUPPORT THROUGH PROFESSIONAL DEVELOPMENT
AND THE ALIGNMENT WITHIN THE TEACHING STAFF AND ADOPTED COMMON LIT A SCOPE AND SEQUENCE. 
          [01:40:01]
WE'RE USING SOME OF THOSE UNITS AND THEN ALSO THE TEACHER SOME OF THE CURRICULUM THAT THEY
HAD ALREADY DEVELOPED AND WERE USING ACROSS THE GRADES AND SCHOOLS AS WELL. SO IT'S A LOT OF WORK AND A LOT OF COMMITMENT,
BUT WE WANTED TO HONOR KIND OF FIND A BALANCE WITH HOW DO WE KEEP THAT ALIGNMENT THAT YOU'RE TALKING ABOUT AND HONOR THE WORK
AND THE UNITS THAT ARE TEACHER DEVELOPED. 
          AND THEN ALSO GIVE THE TEACHERS THE GIFT OF HAVING SOME UNITS THAT ARE DEVELOPED BY A
PUBLISHING COMPANY. 
          SO THAT THE LIFT HOPEFULLY OVER TIME IS, IS NOT AS HEAVY IN THOSE AREAS. 
          AND WHILE WE WAIT FOR THE CURRICULUM ADOPTION CYCLE TO CATCH UP. 
          I DON'T KNOW IF THIS REALLY BELONGS HERE, BUT I'M GOING TO GO AHEAD AND ASK IT ANYWAY. 
          ONE OF THE THINGS THAT YOU KNOW, WE TALKED ABOUT WAS THAT WITH THE STATE CHANGING ITS
STANDARDS AND YOU SAID THEY'RE GOING TO DISCONTINUE THE ASPECT. 
          IS THAT CORRECT? DID I, DID I UNDERSTAND THAT CORRECTLY? THEY WILL BE GOING TO THEIR OWN ASSESSMENT STATE STANDARDIZED ASSESSMENT AFTER THEY ADOPT
THEIR REVISED STANDARDS. 
          SO THERE WILL BE A MODIFICATION TO THE ASSESSMENT. 
          YES. SO THEN WE'RE JUST GOING TO START ALL OVER FROM SCRATCH. 
          AND WE WILL HAVE TO HAVE TO. YEAH. IT'S LIKE THERE'S NOT ANY,
ANY YARDSTICK TO MEASURE BY. 
          SO WE WON'T REALLY KNOW WE'RE MAKING PROGRESS FOR,
FOR A WHILE. 
          YEAH. CHANGING THE MEASURES. AND SO SEEMS TO BE THE PATTERN. 
          IT DOES SEEM TO BE THE PATTERN. AND I, I WOULD LIKE TO SEE DO WE HAVE SOME CONSISTENT. 
          I MEAN, I KNOW WE'VE TALKED ABOUT THE IREADY. 
          YOU KNOW, FORMATIVE ASSESSMENTS AND ALL THAT. 
          JUST SOME INTERNAL STANDARD THAT STAYS THE SAME SO THAT WE CAN MARK OUR OWN PROGRESS
WITHOUT HAVING TO RELY ON THESE EVER CHANGING EXTERNAL MEASUREMENTS. WE ARE USING, THOSE, THOSE RESOURCES LIKE THE IREADY DIAGNOSTIC,
THAT IS PROBABLY THE LONGEST SERVING ASSESSMENT THAT WE'VE HAD IN A NUMBER OF YEARS,
WHERE WE HAVE A COMMON POINT THAT WE CAN GO TO EVERY YEAR AND MONITOR STUDENT GROWTH OVER TIME. SO THAT PROBABLY IS ONE OF THE MOST CONSISTENT RESOURCES THAT WE HAVE DISTRICT WIDE
RIGHT NOW. 
          WE HAVE SOME GREAT RESOURCES IN TERMS OF CLASSROOM BASED ASSESSMENTS. 
          BUT LIKE WE MENTIONED PREVIOUSLY, THEY AREN'T NECESSARILY ALL CONSISTENT DISTRICT WIDE. 
          SO HAVING THAT BE A STANDARD UNIT OF MEASUREMENT TO MEASURE GROWTH OVER TIME IS NOT
SOMETHING THAT WE CAN RELY ON RIGHT NOW. 
          TRINA, I THINK WAS GOING TO ADD SOMETHING. WHEN THE STATE HAS TAKEN PART IN THIS PATTERN
IN THE PAST OF NEW STANDARDS ALIGNMENT, NEW ASSESSMENTS COMING THROUGH,
THEY HAVE TENDED TO WORK ON THOSE ALIGNMENT PIECES SO THAT THERE'S THE INTENTION OF HAVING SOME THROUGH LINE FOR LOOKING AT PROGRESS. 
          IT DOESN'T IT'S USUALLY LIKE YOU SAID, A KIND OF A NEW STARTING POINT. 
          BUT THERE IS EFFORT TO ALIGN FROM THE OLD ASSESSMENTS TO THE NEW WHEN WE'RE LOOKING RIGHT
NOW, IF I HAVE MY DATES RIGHT, LEA NEW STATE ASSESSMENT WOULDN'T COME INTO PLAY UNTIL SPRING OF
2028 AND MATH 2029. 
          AND THOSE MIGHT BE THE PILOT YEARS WHEN THEY WOULD START PILOTING. IS THAT ACCURATE? YES. 
          IT'S IN THAT, YEAH. IN THAT TIME FRAME, WHEN WE WOULD START PILOTING NEW STATE
ASSESSMENTS, THE STANDARDS ARE JUST BEING ADOPTED FOR THOSE TWO AREAS. 
          SO WE DO END UP STARTING WITH A NEW DATA SET. 
          BUT OUR STANDARDS WORK IN, AS I MENTIONED TO YOU THE OTHER DAY,
THAT IS ONE THING THAT WASHINGTON STATE DOES WELL IS OUR STANDARDS ALIGNMENT WORK AT THE STATE LEVEL AND INVOLVING TEACHERS ACROSS THE STATE AND THOSE PROCESSES. 
          SO WE'VE, WE'VE HAD A GOOD TRACK RECORD OF HAVING REALLY HIGH QUALITY LEARNING STANDARDS
IN WASHINGTON. 
          SO THE POSITIVE PIECE OF US BEING IN THIS MOMENT OF NEEDING QUITE A FEW ADOPTIONS IN THE
FUTURE IS HOPEFULLY WE'LL HAVE BRAND NEW STANDARDS. 
          IT'D BE GREAT. JUST OUT OF CURIOSITY, I MEAN,
ARE THERE ANY OLD EXISTING STANDARDS? LIKE, I MEAN, I DON'T KNOW IF THEY STILL DO IOWA TEST OF BASIC SKILLS,
IF THOSE ARE STILL OFFERED OR ANY OF THE OTHER THINGS THAT HAVE BEEN LONG STANDING. 
          SAT, I MEAN, IT'S INTERESTING THAT SOME COLLEGES ARE GOING BACK TO REQUIRING IT,
WHEREAS, YOU KNOW, THEY GOT AWAY FROM THAT FOR A WHILE,
BUT NOW THEY'RE SAYING, WELL, THE SAT WAS REALLY RELIABLE. 
          AND SO WE'RE GOING TO GO BACK TO PUTTING THAT IN PLACE AS A AS A REQUIREMENT. 
          SO I MEAN, WOULD THERE BE A VALUE TO ENCOURAGING OUR STUDENTS TO TAKE THE SAT AND MAYBE
EVEN MAYBE PAYING TO HAVE, YOU KNOW, HAVE IT ADMINISTERED SO THEY DON'T HAVE TO PAY FOR IT JUST SO THAT WE'D HAVE
THAT, 
          [01:45:04]
THAT, THAT DATA. I DON'T WANT TO ANSWER THAT. 
          I THINK THAT WOULD BE A VERY EXPENSIVE SOLUTION. 
          AND THE STRUCTURE OF THE SATS AT THIS POINT ARE REALLY THAT THEY BECOME INDIVIDUALIZED
RESULTS FOR STUDENTS THAT HELPED THEM INTO THEIR FUTURE. BUT I FEEL LIKE STICKING WITH YOU KNOW,
THE DIAGNOSTICS THAT WE HAVE THROUGH IREADY, WHICH IS A VERY WIDELY USED DIAGNOSTIC ACROSS THE STATE. 
          SO EVEN AS THE STATE STANDARDS CHANGE, WE DO HAVE SOME THINGS. 
          WE HAVE TS GOLD THROUGH THE [INAUDIBLE] AT THE EARLY GRADES,
WHICH GIVES US REALLY GOOD EARLY LEARNING DATA. 
          AND THEN JUST FOLLOWING ALONG AND STAYING REALLY CURRENT WITH THE STATE AS THEY MAKE THOSE
CHANGES. 
          AND THAT'S MOST ALIGNED THEN TO THE STATE STANDARDS,
WHICH IS WHERE WE WANT TO FOCUS OUR OUTCOMES ON THOSE PRIORITY STANDARDS. 
          SO THINKING OF ALIGNMENT, THAT WAS, THAT WOULD BE THE DIRECTION I WOULD SUPPORT. 
          AND THE OTHER THING I THINK THAT IS REALLY IMPORTANT IS THAT WE'RE STAYING ENGAGED WITH
WHAT THE STUDENTS ARE DOING IN THEIR CLASSROOM DAY TO DAY. 
          IF YOU REMEMBER, HARLEEN MADE A COMMENT ABOUT SOME OF THESE THINGS. 
          SHE'S LIKE, I JUST DON'T CARE. I'M JUST NOT I'M NOT INVESTING MY TIME IN THESE BIG STATE
EXAMS AND EVERYTHING BECAUSE THEY DON'T MEAN ANYTHING TO ME. 
          WHEREAS WHEN I MEET WITH STUDENTS, THEY ARE STUDYING SO HARD FOR THE PRE-CALC TEST THAT'S
GOING TO BE IN FRONT OF THEM. 
          SO I THINK WE HAVE TO KEEP IN MIND HOW OUR STUDENTS ARE DOING DAY TO DAY AMONGST THE
INSTRUCTION THAT'S HAPPENING IN THEIR CLASSROOM. 
          IT IS RIGOROUS. THEY ARE HAVING REALLY HIGH LEVEL CONVERSATIONS AND US BEING IN CLASSROOMS
ALL THE TIME LOOKING AT THAT. 
          AND I WOULD SAY THAT IS THE NUMBER ONE THING THAT A BOARD MEMBER CAN DO TO SEE ABOUT HOW
STUDENTS ARE DOING, INSTEAD OF WAITING FOR THE EXAMS GOING AND SPENDING TIME AND SITTING SIDE BY SIDE WITH THE
STUDENTS AND HEARING ABOUT THE CONVERSATIONS THEY'RE HAVING. 
          LOOKING AT WHAT THEY'RE DOING IN THE CLASSROOM IS IMMEASURABLE BECAUSE THAT'S WHERE
THEY'RE PUTTING THEIR EFFORT. 
          AND SO AS A SUPERINTENDENT, THAT'S BEEN EYE OPENING FOR ME AS I SIT WITH STUDENTS ABOUT
WHAT THEY'RE FOCUSED ON AND WHERE THEY'RE PUTTING THEIR ACTUAL TIME AND ENERGY, THEY'RE JUST NOT DOING IT IN THE PLACES THAT MAYBE WE'RE LOOKING AT TO MEASURE AS A STATE. 
          SO, AND I GET IT BECAUSE I AS A TEACHER, YOU GIVE THE EXAM IN THE SPRING,
YOU DON'T GET THOSE RESULTS UNTIL AFTER THOSE STUDENTS ARE NO LONGER IN FRONT OF YOU. SO IT'S NOT SOMETHING I COULD EVER USE TO MAKE A DIFFERENCE IN MY
TEACHING PRACTICES. 
          SO JUST FOR WHAT IT'S WORTH, I DO THINK WE HAVE A LOT OF DATA DAY TO DAY STUDENTS. 
          DO YOU HAVE ANYTHING TO ADD THERE? YEAH. LIKE KRISTI MENTIONED,
I REMEMBER HER MENTIONING A LOT OF LIKE A LOT OF STUDENTS, LIKE ACADEMIC JOURNEYS ARE VERY LIKE PERSONALIZED. SO LIKE SOME KIDS DO TAKE,
LIKE DECIDE TO TAKE CERTAIN TESTS AND SOME KIDS DON'T. 
          AND LIKE WE'VE SAID BEFORE THERE'S LIKE A VERY LIKE WIDE VARIETY OF LIKE OPINIONS ON LIKE
THE STATE TEST THAT WE GET LIKE, LIKE, UNLESS LIKE IT'S REALLY EXPLAINED TO THE STUDENTS. 
          LIKE A LOT OF STUDENTS DON'T TRY ON LIKE THE STATE TEST JUST BECAUSE LIKE IT'S NOT,
IT DOESN'T AFFECT OUR GRADE AT ALL. 
          SO LIKE, PERSONALLY, LIKE IF I'M TAKING, I TOOK THE SCIENCE ASPECT TEST THIS PAST SPRING
AND I MEAN, I TRIED ON IT, BUT LIKE, IT WASN'T MY BIGGEST WORRY. LIKE I DIDN'T HAVE TO STUDY FOR IT
BECAUSE I ALSO HAD AN AP BIO UNIT TEST TO WORRY ABOUT. 
          AND I ALSO HAD LIKE A MATH TEST TO WORRY ABOUT. 
          SO IT'S NOT LIKE THOSE TYPE OF TESTS AREN'T REALLY,
DON'T REALLY SHOW LIKE THE TRUE POTENTIAL OF THE STUDENTS THAT ARE TAKING IT. 
          AND I THINK LIKE THEY SAID, THERE ARE VERY LIKE,
THERE ARE DIFFERENT METHODS. 
          AND I DON'T THINK THAT LIKE MAKING THE SAT A REQUIREMENT IS A GOOD IDEA JUST BECAUSE SOME
KIDS WON'T LIKE TRY ON IT IF THAT MAKES SENSE. BUT IT IS A CHOICE THERE FOR THE STUDENTS THAT DO WANT TO
TAKE IT. 
          I ALSO THINK THAT IF YOU MAKE THE SAT REQUIRED,
I DON'T REALLY THINK YOU'LL GET A SOLID LIKE BENEFIT IN IT BECAUSE A LOT OF STUDENTS, THEIR WORK ETHICS ARE ALL DIFFERENT. AND SOME PEOPLE DON'T TAKE THE TEST BECAUSE THEY
DON'T REALLY SEE AN OUTCOME THAT COULD HELP THEM LIKE BENEFICIALLY IN LIKE THEIR FUTURE. 
          SO THAT'S SO LIKE, YEAH, WELL, I THINK, I THINK AS MARCUS SAYS,
I MEAN, IT'S A MATTER OF PRIORITIZATION. 
          IF I HAVE A, YOU KNOW, SPAG TESTS TO TAKE AND MY AP BIO TEST TO TAKE,
AND THE AP BIO TEST AFFECTS ME, THE SPAG, YEAH. WHATEVER. I'M GOING TO PUT MY ENERGY AND TIME TOWARDS THAT AP BIO TEST. 
          I GUESS THE REASON I MENTIONED THE SAT WAS BECAUSE WITH THE SPAG,
WE'VE HEARD THAT BEFORE THAT LIKE YOU JUST SAID, YOU KNOW, IT'S LIKE BLOW THIS OFF. IT DOESN'T DO ANYTHING FOR ME. 
          [01:50:02]
THE SAT ACTUALLY CAN DO SOMETHING FOR YOU. AND BUT I MEAN,
IT DEPENDS ON WHETHER THAT'S WHERE YOUR PRIORITY IS. 
          YEAH. BUT YOU KNOW, THAT'S GOING TO BE TRUE OF ANY TEST THAT YOU TAKE. AND SO IN TERMS OF
JUST THE, JUST THE LONGEVITY OF THAT TEST, THE FACT THAT IT'S BEEN AROUND FOR SO LONG AND IT HAS A
TRACK RECORD, IT'S THE REASON THAT WAS WHAT I WAS GETTING AT I THINK FOR THE STUDENTS WHO NEED IT, IT VERY MUCH IS SOMETHING THAT WE CAN USE,
BUT SOME COLLEGES REQUIRE IT, SOME COLLEGES DON'T. A LOT OF UNIVERSITIES ARE ACTUALLY ASKING FOR ESSAYS AND INTERVIEWS,
VIDEOS. 
          THEY'RE UPLOADING VIDEOS NOW. THEY'RE GIVEN A CHOICE OF WHAT THEY WANT TO DO. 
          SO IT'S PRETTY INDIVIDUALIZED. AND AS ENROLLMENT IN HIGHER ED TENDS TO BE GOING DOWN,
I THINK WE'RE GOING TO SEE SOME COMMON SHIFTS. 
          SO IT'LL BE INTERESTING TO TRACK. WELL, I THINK THERE ARE SOME STATES THAT HAVE HAVE USED
IT. 
          AND THAT'S THAT WAS PART OF THE REASON IS BECAUSE IT SEEMS LIKE IF YOU'RE GOING TO CHANGE
THINGS ALL THE TIME, JUST WOULD BE LIKE, NICE TO HAVE SOME. YEAH. CONTINUITY. 
          IT IS. WE HAVE A PREPONDERANCE OF OPTIONS. WELL,
I WOULD JUST LIKE TO SAY THAT IT SOUNDS LIKE THERE'S A COMMUNICATION DISCONNECT. THEN I COULD UNDERSTAND WHY A STUDENT WOULD SAY THAT. 
          OKAY, WHY WOULD I BOTHER SO HARD ON THIS? WELL,
THEY CLEARLY DON'T UNDERSTAND THEN, THE WAY THE PUBLIC PERCEPTION OF PUBLIC SCHOOLS IS. LOOKING AT THE SCORES OF MATH AND ELA,
THAT IS WHAT THE PUBLIC SEES. 
          THEY SEE THE STATE LEVEL, THE STATE LEVEL TESTS,
AND THEY'RE NOT PRETTY. 
          AND IF THE STUDENTS ARE JUST BLOWING THEM OFF,
THEN HOW ARE WE REALLY GOING TO SEE WHAT IS HAPPENING WITH STUDENTS? REALLY? I MEAN, I KEEP HEARING, YEAH, BUT THERE'S EVERYTHING ELSE THAT THEY'RE DOING
THAT'S REALLY GOOD. WELL, IF YOU DON'T UNDERSTAND THE THE WARS THAT ARE GOING ON ABOUT PUBLIC EDUCATION,
AND YOU DON'T THINK THAT THIS IS IMPORTANT, IT IS BECAUSE THERE ARE GRAPHS SHOWING THE COSTS OF EDUCATION GOING UP WITH NO
COMMENSURATE GOING UP OF THE MATH AND ELA SCORES. AND THAT'S WHAT PEOPLE ARE LOOKING AT ON THE NEWS,
AND THEY'RE GOING, WELL, WHAT ARE WE WHAT ARE WE SPENDING ALL THIS MONEY ON EDUCATION FOR IF THEY'RE NOT
DOING ANY BETTER? SO STUDENTS NEED TO UNDERSTAND THAT THIS IS HUGE. 
          IT DOES MATTER, EVEN IF IT DOESN'T MATTER INDIVIDUALLY TO YOU. 
          IT MATTERS AS FAR AS PUBLIC PERCEPTION. BUT I THINK THAT'S THE THING. 
          IT'S NOT PERSONALIZED TO THEM. AND SO HAVING THAT CONVERSATION,
WE WE ACTUALLY MARCUS AND I HAD HAVE A CONVERSATION. 
          I THINK SELENA WAS THERE. HER LINE ABOUT, IS THERE A VIDEO THEY CAN MAKE TO TALK ABOUT HOW
THE DATA IS USED, ALL OF THAT AND GETTING THEIR VOICE IN TO THAT CONVERSATION. 
          I THINK THE OTHER POINT TOO, IS, AND I'VE HEARD THIS TIME AND TIME AGAIN,
AT THE SAME TIME THAT THEY'RE TAKING THE SPAG THEY MIGHT HAVE THREE OTHER EXAMS GOING THAT WEEK. SO IT'S ALSO NOT THE ONLY THING THEY'RE DOING. 
          AND SO IT IS A LOT THAT WE'RE ASKING OF THEM AT A CERTAIN TIME. 
          SO I THINK THERE'S A LOT OF PIECES. IT'S ONE OF THE CONVERSATIONS I'VE MENTIONED TO YOU
BEFORE THAT I'M GOING BACK OUT AND DOING A, IT'S NOT MY ENTRY PLAN, BUT A REENTRY. IT'LL BE FIVE YEARS NEXT YEAR THAT I'VE BEEN HERE. 
          AND SO I'M GOING BACK OUT AND MEETING WITH STUDENTS. 
          AND THOSE ARE ONE OF THE CONVERSATIONS THAT I PLAN TO TALK ABOUT IS HOW DO WE WHAT ARE
THEY THINKING ABOUT IN TERMS OF WHAT MATTERS TO THEM? WHICH I WAS NOT ASKING MY FIRST YEAR BECAUSE I WAS JUST TRYING TO FIGURE OUT WHAT WAS
HAPPENING IN FERNDALE. 
          AND SO NOW WE'RE GOING TO DIVE A LITTLE BIT DEEPER IN THESE TWO. 
          WE TALKED ABOUT HOW THEY'RE GOING TO HELP ME OUT. 
          WELL, AND, AND CAN I THROW A DIFFERENT OUTSIDE THE BOX THOUGHT OF THAT OF,
YOU KNOW, WE TALK ABOUT, WELL, THESE ARE WHAT THE PUBLIC USES TO EVALUATE AND JUDGE EDUCATION. 
          MAYBE IT'S NOT THE STUDENTS THAT NEED TO BE REEDUCATED OR INFORMED OF THE IMPORTANCE OF
THE TEST. 
          MAYBE IT'S THE PUBLIC THAT NEEDS TO UNDERSTAND THE DIFFERENCES AND COME UP. 
          IT, IT REMINDS ME OF SOME OF THE CONVERSATIONS THAT WE HAD DURING THE BOND MOVEMENT AND GETTING THAT PASSED WHEN THERE WERE PEOPLE THAT WERE COMING AND SAYING,
WELL, I DON'T KNOW WHY THEY NEED TO REPLACE THE HIGH SCHOOL. I MEAN,
I DID GREAT IN ENGINE SHOP BACK IN 1956 WHEN WE HAD IT. 
          AND AND THEY WERE HOLDING ON TO THAT WHERE THE NEEDS AND THE CHANGE OF WHAT WHAT THEY WERE
TRYING TO TEACH, THE EQUIPMENT THEY WERE TRYING TO USE. YOU KNOW,
YOU COULDN'T USE ALL THE EQUIPMENT BECAUSE IT BLEW THE BREAKERS. 
          AND SO DO WE NEED TO MAKE A CHANGE IN THE WAY WE LOOK AT IT AND THE WAY THE STATE
EVALUATES IT AS OPPOSED TO CHANGING THE STUDENTS PERSPECTIVE. 
          BECAUSE DO I REALLY, YOU KNOW, DO WE WANT THE STUDENTS FOCUSING ON THE SPAG TEST OR THEIR
AP BIOLOGY OR OTHER CLASSES? 
          [01:55:04]
AND I DON'T KNOW THAT, YOU KNOW, I'M NOT NECESSARILY EXPECTING AN ANSWER TO THAT QUESTION, BUT JUST ASKING MYSELF THE RHETORICAL QUESTION OF,
IS THAT WHAT WE NEED TO BE DOING AND THINKING ABOUT? IF I PULLED A PEGGY. HEY, SORRY. I FEEL LIKE WE'RE SLIGHTLY DRIFTING INTO THE RESULTS
POLICY DISCUSSION THAT WE NEVER FINISHED FROM DECEMBER. 
          AND WE ALWAYS STAY ON TRACK. 100%. I THINK THAT WE ARE GETTING GOOD DATA AROUND K THROUGH
THREE, RIGHT, IN THE STATE TESTING, WHICH IS SHOWING PROGRESS. 
          YEAH. WE ARE SEEING SOME THINGS. AND I THINK I WANT TO GO BACK TO HOW KIDS ENTER
KINDERGARTEN. 
          THAT DATA IS REALLY A PREDICTOR OF THIRD GRADE. 
          AND I'VE SEEN TWO NEW STUDIES HAVE COME OUT THAT HAVE,
THAT HAVE, ARE REALLY TALKING ABOUT THAT. 
          SO YEAH, THAT'S A DIFFERENT CONVERSATION. I THINK IT'S AS THEY GO UP,
IT'S JUST, YOU KNOW, AND I PLAN TO LEARN MORE. I PLAN TO INTERVIEW STUDENTS. 
          I'LL COME BACK AND TELL YOU WHAT I LEARNED. BUT THIS REALLY DOES. 
          YOU'RE RIGHT. IT COMES BACK TO THE CYCLE OF ADOPTION,
WHICH IS NOT PART OF THE RESULTS CONVERSATION. 
          RIGHT. SO ANY OTHER COMMENTS IN REGARDS TO THE INDICATORS AND THE DATA PRESENTED IN THE MONITORING REPORT FOR OPERATIONAL
EXPECTATIONS SIX, THE INSTRUCTIONAL PROGRAM? JUST TRYING TO KEEP US FOCUSED. 
          WHICH IS, YOU KNOW, I SHOULD BE GOOD AT HERDING RABBITS AND,
YOU KNOW, DIRECTING CATS WITH MY PROFESSION, BUT IT'S ALWAYS A CHALLENGE. SO IF THERE'S NOT ANY OTHER COMMENTS,
THEN I WILL ENTERTAIN A MOTION FOR ACTION ON THIS REPORT AS WELL. 
          I THINK WE NEED TO MAKE A MOTION, BUT I'M NOT SURE WHAT THAT MOTION WOULD BE,
WHETHER IT'S IN COMPLIANCE OR IN COMPLIANCE WITH WITH EXCEPTIONS. 
          WELL, AND I WAS. AS I WAS GOING THROUGH THIS,
I ADMITTEDLY WAS CONTEMPLATING THAT MYSELF. 
          I MY TAKE AND, AND AGAIN, IT'S JUST MY ASSESSMENT OF IT. 
          YOU KNOW, I THINK PART OF THE COMMENTS AND PART OF THE PROCESS THAT WE GO THROUGH,
I THINK IN GENERAL WITH THIS, JUDGING BY THE NUMBERS OF 40 IN COMPLIANCE AND EIGHT IN COMPLIANCE WITH EXPECTATIONS I SEE
IT AS IN COMPLIANCE, BUT THERE'S ALWAYS WITHIN ANY OF THESE REPORTS,
THERE'S ALWAYS ROOM TO GROW. 
          AND I APPRECIATE KRISTI OFTEN, FREQUENTLY, ALWAYS,
WHICHEVER IS THE RIGHT WORD. 
          MENTIONING HOW THE EXEC TEAM AND HERSELF GO THROUGH THESE REPORTS,
LOOK AT OUR COMMENTS, EVALUATE THOSE, AND USE THAT DATA TO HELP DIRECT THEIR CONVERSATIONS AROUND THESE AREAS. 
          AND AGAIN, I GO BACK TO THESE MONITORING REPORTS FROM A HISTORICAL STANDPOINT,
THEY'VE BROUGHT UP A LOT OF GOOD DISCUSSIONS THAT WE FREQUENTLY GO DOWN RABBIT TRAILS AND. 
          AND THAT'S THE DANGER OF ANY GROUP. BUT IT'S GOOD INFORMATION. 
          IT HELPS THROW OUT THAT THINKING AND HELPS US LOOK AT THINGS IN DIFFERENT WAYS WITH AN
ULTIMATE GOAL OF MAKING THINGS BETTER. 
          AND SO, YOU KNOW, IF PUSH COMES TO SHOVE, ARE WE EVER GOING TO HAVE A REPORT THAT IS 100%
TOTALLY IN COMPLIANCE? I ACTUALLY HOPE THAT WE NEVER DO, BECAUSE IF WE DO,
THEN THERE'S NOT OPPORTUNITY IN MY MIND FOR GROWTH. 
          YOU KNOW, AND AGAIN, I'M ONE OF THOSE PEOPLE THAT,
YOU KNOW, EVALUATE IT ON A SCALE OF 1 TO 10. 
          RARELY DO EVER I GIVE IT A TEN BECAUSE IN MY MIND,
THERE'S ALWAYS ROOM FOR IMPROVEMENT. 
          SO IF YOU GET A NINE YOU'RE DOING REALLY GOOD. 
          BUT AGAIN, THAT'S MY THOUGHT PROCESS AND I THROW IT OUT THERE FOR WHAT IT'S WORTH. 
          SO WOULD YOU DECIDE THEN I WILL PUT FORTH AS THE CHAIR THAT WE ADOPT THE MONITORING REPORT
FOR OPERATIONAL EXPECTATION SIX IS IN COMPLIANCE. SO SEEING NO ALTERNATIVE I WILL GO AHEAD AND MOVE FORWARD WITH A VOTE. 
          AND WE'LL START WITH THE STUDENT REPRESENTATIVES AND ME. 
          THIS IS WHERE YOU'RE ON THE SPOT. YOUR FIRST OFFICIAL VOTE. 
          DON'T WORRY, YOU CAN DO IT. ANYWAY, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. ALL THOSE OPPOSED. COOL. SO WITH AN ADVISORY STUDENT ADVISORY VOTE OF OF IN FAVOR OF
OUR 
          [02:00:02]
MONITORING REPORT BEING DESIGNATED AS IN COMPLIANCE,
I'LL ASK THE ELECTED REPRESENTATIVES. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. 
          ALL OPPOSED? OKAY. OPERATION EXPECTATIONS OE-6 INSTRUCTIONAL PROGRAMS IS ADOPTED IN
COMPLIANCE. 
          THAT TAKES US ON THEN TO ACTION ON MONITORING REPORT FOR OPERATIONAL EXPECTATIONS ONE OE-1
EXPECTATIONS OF THE SUPERINTENDENT. 
          AND IN THIS ONE, AGAIN LOTS OF COMMENTS. THERE WERE FIVE INDICATORS. 
          14 THAT WERE. 14 DESIGNATIONS OF IN COMPLIANCE. 
          SIX IS IN COMPLIANCE WITH EXPECTATIONS EXCEPTIONS AND ZERO FOR NOT IN COMPLIANCE. 
          SO AGAIN, I WILL OPEN THE FLOOR FOR DISCUSSION. 
          ONE OF THE THINGS THAT I THINK WE RUN INTO A LOT OF TIMES WITHIN THESE REPORTS IS,
AND AGAIN, I APPRECIATE THE, THE INPUT AND INSIGHT THAT THEY GIVE US INTO WHAT OTHER BOARD MEMBERS
ARE THINKING. 
          SOMETIMES I THINK WE GO INTO THE RABBIT HOLES RABBIT TRAILS AND CROSSING THE LINE INTO,
YOU KNOW, BOARD POLICY VERSUS SUPERINTENDENT ACTION. BUT AGAIN,
I APPRECIATE THE THINKING AND I APPRECIATE ALL THE INPUT THAT THE BOARD MEMBERS MAKE ON FILLING OUT THESE SURVEYS AND PROVIDING THEIR OPINIONS. 
          AND THANK YOU, EVERYONE FOR PUTTING YOUR INITIALS IN BECAUSE IT REALLY HELPS TO KNOW WHO'S
THINKING WHAT. 
          AND THAT PUTS IT IN PERSPECTIVE BECAUSE AS WE GET TO KNOW EACH OTHER BETTER,
IT HELPS US KNOW WHERE WE'RE COMING FROM TOO. 
          SO WITH THAT, THE FLOOR IS OPEN. I JUST WANT TO SAY THAT I TRULY LOVE THE COMMENTS THAT ARE WRITTEN THAT BECAUSE WE NEVER GET TO TALK OUTSIDE OF A
BOARD MEETING. 
          AND THIS IS WHERE I GET TO SEE WHAT YOU'RE THINKING. 
          SO I TOTALLY APPRECIATE IT. JUST CONCUR WITH WHAT KEVIN SAID. 
          THANK YOU SO MUCH FOR YOUR COMMENTS. AND FOR ANYBODY THAT IS IN THE STUDIO AUDIENCE OR
WATCHING, THESE COMMENTS ARE POSTED ON BOARD DOCS. SO IF YOU WANT TO SEE WHAT BOARD MEMBERS ARE
THINKING, IF YOU WANT TO GET INSIGHT INTO OUR MINDS, WHICH COULD BE A GOOD OR BAD THING THEY ARE
THERE. 
          IF YOU HAVE TROUBLE GETTING ON TO BOARD DOCS FEEL FREE TO TALK TO ANY OF US. 
          WE CAN HELP YOU. IF YOU'RE OUT IN WATCHING THIS OR LISTENING ONLINE IF YOU CONTACT CHRIS,
SHE'S HAPPY TO HELP YOU. 
          AS FAR AS HER AVAILABILITY, SHE'S PROBABLY EASIER TO GET HOLD OF THAN THE REST OF US,
BUT DON'T YOU KNOW, IF YOU'RE INTERESTED, DEFINITELY TALK TO US BECAUSE IT'S GOOD INFORMATION FOR SEEING WHAT
THE BOARD'S THINKING AS WELL. 
          I JUST DIDN'T HAVE A LOT TO SAY ABOUT THIS, PAUL. 
          TO ME, THIS POLICY JUST SEEMED PRETTY BLACK AND WHITE. 
          IT WAS EITHER YES OR NO. AND THAT'S WHY I DIDN'T HAVE A LOT TO SAY ABOUT THIS. 
          AND REALLY, THAT'S WHAT ALWAYS SHOULD BE LIKE. 
          THEY SHOULD BE MORE CHECK THE BOX. THEY'RE THE OPERATIONAL EXPECTATIONS. 
          THEY'RE NOT REALLY ABOUT THE STUDENT OUTCOMES. 
          IT'S JUST HOW DO WE SET UP THE SYSTEM TO SUPPORT STUDENT OUTCOMES. 
          SO SEEING NO OTHER DISCUSSION I WILL GO AHEAD AND SIMILARLY PUT FORTH THE MOTION THAT WE
ADOPT MONITORING REPORT FOR OPERATIONAL EXPECTATIONS. 
          OE-1 EXPECTATIONS OF THE SUPERINTENDENT AS BEING IN COMPLIANCE. 
          SO STARTING WITH THE STUDENT ADVISORY VOTE, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. ALL OPPOSED. OKAY. WITH A STUDENT ADVISORY VOTE IN THE AFFIRMATIVE,
I'LL MOVE TO THE ELECTED BOARD MEMBERS. 
          ALL THOSE IN FAVOR OF ADOPTING MONITORING REPORT FOR OPERATIONAL EXPECTATIONS ONE,
OE-1 THE EXPECTATIONS OF THE SUPERINTENDENT AS BEING IN COMPLIANCE SIGNIFY BY SAYING AYE. AYE. ALL OPPOSED. OKAY, SO THAT OPERATOR MONITORING REPORT FOR OPERATIONAL EXPECTATIONS 1 OE-1 HAS BEEN ADOPTED AS IN COMPLIANCE. 
          THAT THEN TAKES US TO A LIST OF REVISED POLICIES THAT WE WERE GIVEN LAST MONTH TO
EVALUATE, TO READ, TO CHEW ON AND TO ACT UPON TONIGHT. WE WILL START WITH ITEM 9.03,
WHICH IS ADOPTING OR ACTION ON REVISED POLICY. 3131 WHICH IS THE DISTRICT ATTENDANCE AREA TRANSFER. 
          SO ANY COMMENTS OR QUESTIONS REGARDING THIS POLICY AND THE CHANGES THAT WERE MADE? 
          [02:05:10]
YES. SO THREE POLICIES THAT INVOLVE DISTRICT TRANSFERS. 
          AND I JUST WAS WONDERING WHAT MOTIVATED THE,
THE REVISION OF THESE PARTICULAR POLICIES AT THIS TIME. 
          I MEAN, I DIDN'T GO TO LOOK AND SEE IF WAS WSSDA UPDATED THEIRS. 
          I KIND OF DON'T THINK THAT THEY DID THIS FROM THE DESCRIPTION THAT WAS PUT IN THERE. 
          IT SOUNDED LIKE THIS WAS SOME OTHER. I'M GOING TO DEFER TO THE TEAM. 
          WE HAD A SITUATION THIS YEAR WHERE A FAMILY APPEALED A TRANSFER DECISION THAT WE WE HAD
MADE. 
          AND SO WE GOT THE GREAT OPPORTUNITY TO SPEND SOME TIME IN FRONT OF A JUDGE DISCUSSING THE
TRANSFER PROCESS WITH OUR ATTORNEY, WHICH WAS GREAT. AND SHE LET US KNOW THAT A FEW OF OUR POLICIES WERE PRETTY SIGNIFICANTLY
OUTDATED. 
          AND SO WE, SHE HELPED US AND TOLD US THAT WE NEEDED TO GET THOSE REVISED AND IN SOME
CASES, REVISED IN COMPLIANCE WITH RCWS, SO IT WAS AS A RESULT OF A SITUATION. 
          NOW FORTUNATELY WE FARED WELL AND EVERYTHING IS OKAY AS A RESULT OF THAT PROCESS,
BUT IT DID KIND OF SHINE A LIGHT ON AN AREA THAT WE NEEDED TO IMPROVE UPON IN TERMS OF OUTDATED POLICIES. IT WAS A GREAT LEARNING OPPORTUNITY. 
          AND WE HAVE SINCE LEARNED AS A COHORT AND I WITNESSED AS THEY PROVIDED TRAINING TO OUR
ADMINISTRATORS. 
          AND SO EVERYBODY'S WINNING. 
          SO ARE THERE A NUMBER OF THEM, THESE THEY SAID THAT THE PROCEDURAL LANGUAGE WAS PULLED OUT
OF THE POLICIES. 
          SO OUR PROCEDURES IN THE OFFING, ARE THERE PROCEDURES THAT GO WITH THEM AND HOW. 
          WE'RE IN THE PROCESS OF CREATING THOSE PROCEDURES,
THE CORRESPONDING PROCEDURES, WHICH ONCE AGAIN WILL BE BASED OFF WSSDA. 
          AND AS SOON AS POLICY IS APPROVED, THEN THE TEAM GOES BACK AND STARTS WORKING ON THE
PROCEDURE. 
          THE PROCEDURE, JUST AS A REMINDER AND FOR EVERYONE THAT'S LISTENING,
THE PROCEDURE, WE NEED THE POLICY APPROVED BEFORE IT MAKES SENSE TO SPEND TIME WORKING THE POLICY OR THE PROCEDURES. BECAUSE IF WE CHANGE THE POLICY,
THEN THEY HAVE TO GO BACK AND RESTART THEIR WORK. 
          OKAY. I HAD A QUESTION ON NEVER MIND. THIS IS THIS IS THE NEXT ONE. 
          I GUESS I'LL SAVE THIS FOR THE NEXT ONE. OKAY. 
          SO ANY OTHER QUESTIONS, COMMENTS ON POLICY 3131? I MOVE THAT WE ADOPT POLICY 3131 AS WRITTEN. OKAY. 
          IT HAS BEEN MOVED THAT WE ADOPT POLICY 3131,
THE DISTRICT ATTENDANCE AREA TRANSFER AS PRESENTED. 
          ALL THOSE ARE STARTING WITH THE STUDENT ADVISORY VOTE. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. 
          ALL THOSE OPPOSED. OKAY. WITH A AFFIRMATIVE RECOMMENDATION FROM THE STUDENTS,
MOVING TO THE ELECTED BOARD MEMBERS. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. AYE. ALL OPPOSED? OKAY. THE REVISED POLICY 3131 HAS BEEN ADOPTED. 
          THAT TAKES US ON TO 9.04, WHICH IS THE ACTION ON REVISED POLICY 3140 THE RELEASE OF
RESIDENT STUDENTS. 
          THERE ARE ALL THREE OF THESE BEING REVISED FOR THE SAME REASON. 
          ARE THESE THESE ALL? THEY'RE ALL RELATED. THEY'RE ALL RELATED TO THE SAME. OKAY. 
          THE ONLY IF WE ARE APPROVING A TRANSFER OF AN INTER-DISTRICT STUDENT THAT'S NOT RELATED TO
THE OTHERS, BUT YES. SO MY QUESTION ON THIS ONE, I JUST WANTED A LITTLE BIT OF CLARIFICATION. 
          SO THEY STRUCK OUT THE, THE PART ABOUT A STUDENT CAN. 
          IT SAYS A STUDENT WHO BECOMES A RESIDENT OF THE DISTRICT IN MID YEAR,
SUCH A STUDENT MAY APPLY FOR A RELEASE TO COMPLETE THE CURRENT SCHOOL YEAR ONLY IN HIS OR HER FORMER DISTRICT OF RESIDENCE, IF TRANSFERRING MID-YEAR WOULD CREATE A SPECIAL
HARDSHIP. 
          SO WHY WAS THAT REMOVED? BECAUSE WAS IT JUST FELT THAT THAT COULD BE LUMPED UNDER,
UNDER THE OTHER CIRCUMSTANCES THAT THAT WOULD AUTOMATICALLY BE SEEN AS A HARDSHIP OR? YOU KNOW BECAUSE I WOULD THINK IF SOMEBODY WAS TRANSFERRING HERE FROM ANOTHER DISTRICT
THAT IT WOULD BE OKAY TO FINISH OUT THE SCHOOL YEAR IN THE DISTRICT THAT THEY ORIGINALLY STARTED OUT AT,
OR AM I MISINTERPRETING THAT? THAT'S CORRECT. IT'S TAKING OUT THE SPECIFIC REFERENCE TO THERE NEEDING TO BE A HARDSHIP
IN ORDER FOR THAT TO 
          [02:10:11]
BE FOR US TO BE ABLE TO RELEASE A STUDENT TO THE DISTRICT THAT THEY WANT TO CONTINUE THE
YEAR IN, AND IT WOULD FALL UNDER SPECIAL CIRCUMSTANCE THEN. 
          OKAY. SO, SO IT'S JUST, IT'S JUST FALLS UNDER A BROADER CATEGORY AND DOESN'T NEED TO
SPECIFICALLY BE CALLED OUT. 
          YEAH. AND AGAIN, WE'RE USING WSSDA'S MODEL POLICIES TO ALIGN OUR LANGUAGE. 
          WHERE IN MOST, MOST ALL CASES. OKAY. SO LET'S SEE. 
          SO THEN ANOTHER QUESTION I HAD IS, OKAY, THE APPEAL OF A DENIED TRANSFER. 
          IT REMOVES LANGUAGE ABOUT, YOU KNOW, HOW TO GO ABOUT THE APPEAL,
BUT I'M ASSUMING AND MAYBE THIS IS A WRONG ASSUMPTION, BUT THAT'S, THAT'S COVERED IN THE RCWS THAT ARE ATTACHED AS REFERENCES. 
          AND SO THEREFORE YOU WOULD NOT NEED TO HAVE THAT IN THE POLICY. 
          OKAY. AND THEN I WAS WONDERING ABOUT THIS CLARIFICATION ON TRANSPORTATION BEING SOLELY THE
RESPONSIBILITY OF THE PARENT. 
          I'M NOT SURE HOW THAT WORKS. IF YOU HAVE A STUDENT THAT'S HOMELESS OR CLASSIFIED AS
HOMELESS, HOW DOES THAT WORK? IF THEY'VE THAT'S UNDER MCKINNEY-VENTO AND NOT AT ALL RELEVANT TO
THIS. 
          OKAY. SO THERE WOULDN'T BE OKAY. 
          ONE OTHER QUESTION. SO DO WE HAVE LIKE, I THOUGHT WE HAD AGREEMENTS WITH OTHER SCHOOL
DISTRICTS IN TERMS OF LIKE, YOU KNOW, WE TRANSFER STUDENTS TO THEM. IS THERE. 
          FOR THE PURPOSE OF MCKINNEY-VENTO. NO NO NO NO NO. 
          THAT'S THE AGREEMENTS THAT WE TYPICALLY WOULD HAVE IN PLACE WHEN WE WERE TRANSPORTING
STUDENTS. 
          THERE MAY BE OTHER PROGRAMS IN WHICH THAT'S THE CASE,
BUT FOR THE MOST PART, IF WE'RE HAVING A KIND OF AN INTERLOCAL AGREEMENT FOR TRANSPORTATION PURPOSES, IT'S FOR A REALLY INTENTIONAL AND SPECIFIC PURPOSES. 
          IT'S NOT FOR A GENERAL TRANSFER THAT'S REFERENCED IN THIS DOCUMENT. 
          OKAY. THANK YOU. 
          SHOULD WE MAKE A MOTION? ALWAYS WILLING TO ACCEPT A MOTION. 
          I MOVE THAT WE ADOPT POLICY 3140 AS PRESENTED. 
          OKAY. SO IT HAS BEEN MOVED THAT WE ADOPT THE REVISED POLICY 3140 AS PRESENTED STARTING
WITH THE STUDENT ADVISORY VOTE. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. 
          ALL OPPOSED? OKAY. SO WITH THE STUDENT ADVISORY VOTE IN THE AFFIRMATIVE,
MOVING TO THE ELECTED BOARD MEMBERS, ALL THOSE IN FAVOR OF ADOPTING REVISED POLICY. 
          3140, THE RELEASE OF RESIDENT STUDENTS SIGNIFY BY SAYING AYE. 
          AYE. AYE. ALL OPPOSED? OKAY. SO REVISED POLICY 3140 HAS BEEN ADOPTED. 
          SO MOVING ON TO ITEM 9.05, THE ACTION ON REVISED POLICY 3141 NONRESIDENT STUDENTS. 
          AND THE FLOOR IS OPEN FOR ANY QUESTIONS OR COMMENTS. 
          SEEING AS ALL THREE OF THESE POLICIES WERE ADDRESSING THE VERY SAME INSTANCE,
AND I MOVE THAT WE GO AHEAD AND ADOPT THIS POLICY AS IS. OKAY. IT HAS BEEN MOVED TO ADOPT POLICY REVISED POLICY 3141
NONRESIDENT STUDENTS AS PRESENTED, ALTHOUGH ARE STARTING WITH THE STUDENT ADVISORY VOTE. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. 
          AND ALL THOSE OPPOSED. OKAY. THEN WITH AN AFFIRMATIVE STUDENT ADVISORY VOTE ON THIS
POLICY, TURNING TO THE ELECTED BOARD MEMBERS, ALL THOSE IN FAVOR OF ADOPTING REVISED POLICY 3141
NONRESIDENT STUDENTS, PLEASE SIGNIFY BY SAYING AYE, AYE, AYE. ALL OPPOSED? OKAY, SO POLICY 3141 REVISIONS HAVE BEEN ADOPTED,
AND WE'LL MOVE ON TO ITEM 9.06. THE ACTION ON REVISED POLICY 4130, TITLE 1 PART A PARENT AND FAMILY ENGAGEMENT. 
          SO ANY QUESTIONS OR COMMENTS REGARDING THIS POLICY AND THE REVISIONS THEREIN? I GUESS FOR MYSELF, I JUST WANT TO KNOW THE WHY BEHIND IT. 
          WHY? WHY DID IT NEED TO CHANGE OR BE? I CAN ADDRESS THAT. 
          [02:15:04]
THIS WAS ONE THAT CAME UP THROUGH THE COMPREHENSIVE PROGRAM REVIEW. 
          WHEN THEY WERE LOOKING, WHEN WE WERE DOING THE PROGRAM REVIEW ON ALL OUR FEDERAL PROGRAMS
THIS PAST YEAR AND HAVING THE TITLE ONE POLICIES UPDATED IN ALIGNMENT WITH ALL OF THE CURRENT RCWS,
THE POLICY HAD BEEN UPDATED IN 2019, BUT THERE HAD BEEN CHANGES IN THE WSSDA MODEL POLICY. 
          AND SOME OF THE REFERENCES IN THE TITLE ONE SCHOOL WIDE PLANS. 
          AND SO WE BROUGHT IT UP TO SPEED SO THAT WE COULD HAVE OUR DRAFT INTO THE PROGRAM REVIEW. 
          AND THIS IS THE THE RESULT OF THAT. 
          OKAY. SO THERE'S AN OVERARCHING ENGAGEMENT PLAN AND THEN EACH SCHOOL HAS ITS OWN SEPARATE
FAMILY ENGAGEMENT PLAN? IS THAT? SO FOR THIS ONE, IF WE IN THE SCHOOLS WHERE WE USE OUR FEDERAL
TITLE ONE PART A DOLLARS THERE ARE SOME ADDITIONAL REQUIREMENTS FOR THOSE SCHOOLS. IN FERNDALE CURRENTLY THAT'S OUR TWO MIDDLE
SCHOOLS AND OUR HIGH SCHOOLS IS WHERE WE FOCUS OUR TITLE ONE DOLLARS. THEY'RE BOTH SCHOOL WIDE TITLE ONE. 
          WHICH MEANS THAT THE FUNDS CAN SUPPORT THE ENTIRE SCHOOL IN,
IN TARGETED TITLE ONE SCHOOLS. 
          THE FUNDS HAVE TO GO SPECIFICALLY TO CERTAIN STUDENTS WHO SHOW NEED. 
          AND THEN THERE'S A LOT OF REPORTING WITH THAT. 
          WHAT WE'RE ABLE TO DO IN A SCHOOL WIDE MODEL IS HAVE THE FUNDS SUPPORT THE ALL,
TITLE ONE IS DEFINITELY SUPPLEMENTAL SUPPORT. SO YOU GIVE YOUR BASIC ED FIRST AND THEN YOU HAVE ADDITIONAL
SUPPORTS THROUGH TITLE ONE. 
          AND ONE OF THE PIECES THAT'S REQUIRED OF THE SCHOOL WIDE TITLE ONE SCHOOLS IS THIS PARENT
AND FAMILY ENGAGEMENT. 
          BASICALLY THE BIG IDEAS BEHIND IT ARE THAT SCHOOLS ARE COMMUNICATING IN MULTIPLE WAYS WITH
FAMILIES, BOTH ONE WAY AND TWO WAY COMMUNICATION, THAT THEY'RE DOING OUTREACH AND COMMUNITY EVENTS
FOR FAMILIES. 
          AND HAVING YOU KNOW, FAMILY NIGHTS AND DIFFERENT CULTURAL AND ACTIVITIES FOR FAMILIES AND
STUDENTS TO COME TO AND THAT WE ARE ASKING FAMILIES, HOW ARE WE DOING? AND THEN RESPONDING TO THE INPUT THAT WE GET,
THAT'S KIND OF THE THE BIG IDEAS BEHIND THIS POLICY. 
          SO THERE WAS A NOTE THAT SAID REMOVED REPETITIVE BUILD THE SCHOOLS AND PARENTS CAPACITY
FOR STRONG PARENTAL INVOLVEMENT. 
          I DIDN'T SEE THAT REPEATED ANYWHERE. SO I WAS NOT SURE WHY THEY CALLED IT REPETITIVE AND
REMOVED IT. 
          I WOULD HAVE TO GO BACK AND LOOK FOR THAT. BUT I KNOW WE WERE LIKE I HAD MENTIONED BEFORE, ALIGNING TO THE LANGUAGE USED IN POLICY. WE REALLY RELY ON THOSE A LOT BECAUSE THE WORK
THAT GOES INTO THOSE TO STREAMLINE AND MAKE SURE THAT IT'S ALIGNED TO ALL OF THE REQUIREMENTS. 
          ANY OTHER QUESTIONS? I JUST WANT TO CONFIRM THAT IF THAT WAS REMOVED,
THAT IT DOES STILL LOOK LIKE THAT IS REFERENCED IN THE FINAL RECOMMENDATION FOR THE POLICY UNDER DISTRICT WIDE PARENT AND FAMILY ENGAGEMENT IN BE ON LETTER B. 
          SO IT'S STILL IN THERE, WHICH MEANS IF WE REMOVED IT,
IT STILL REMAINS. 
          WE REMOVE THE REPETITIVE YES. THANK YOU KELLY. 
          SO SO SEE. NO, NO. OKAY. 
          SO SEEING NO FURTHER DISCUSSION, THE CHAIR WILL PUT FORTH THAT WE ADOPT REVISED POLICY
4130 TITLE ONE PART A PARENT AND FAMILY ENGAGEMENT AS PRESENTED HERE. STARTING WITH THE STUDENTS. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. 
          ALL OPPOSED. SO WITH THE STUDENT ADVISORY VOTE IN THE AFFIRMATIVE,
WE'LL MOVE TO THE ELECTED BOARD MEMBERS. 
          ALL THOSE IN FAVOR OF ADOPTING REVISED POLICY 4130,
TITLE ONE, PART A PARENT AND FAMILY ENGAGEMENT AS PRESENTED SIGNIFY BY SAYING AYE. 
          AYE. ALL THOSE OPPOSED. OKAY. POLICY 4130 THE REVISIONS HAVE BEEN ADOPTED 
          [02:20:10]
AND. 9.07 OUR LAST POLICY. THIS IS ACTION ON POLICY 5011 SEXUAL HARASSMENT OF DISTRICT STAFF PROHIBITED. AND I JUST WANT TO SAY THAT I'M GLAD THAT THAT'S
PROHIBITED AND THAT WE HAVE THAT IN THE TITLE. 
          SO ANY QUESTIONS OR COMMENTS REGARDING THIS POLICY AND THE REVISIONS HERE TOO. 
          SO THIS WAS A POLICY THAT I THINK HAD BEEN TAKEN FROM A MORE GENERAL POLICY IN WHICH
NEITHER STUDENTS NOR STAFF COULD BE HARASSED. 
          CORRECT? AND REVISED SO THAT IT WAS SPECIFIC TO HARASSMENT OF STAFF. 
          AND THERE WERE, THERE WERE SOME ERRORS AND SOME THINGS IN THERE THAT DIDN'T SEEM TO BE
QUITE RIGHT. 
          AND I HAD MET WITH KRISTI ON THAT. I'M STILL SEEING SOME OF THOSE THINGS IN THERE. 
          SO I'M GOING TO BE VOTING NO ON THIS. AND I WILL DEFER TO KARA,
WHO MET WITH LEGAL COUNSEL AGAIN ON THIS. 
          SO, YEAH, SO WE DID TAKE THE INFORMATION THAT YOU SHARED WITH KRISTI AND RAN IT BY SAM. 
          AND I KNOW SOME OF THE WORDS THAT WANTED TO SWITCH. 
          THERE ARE LEGAL IMPLICATIONS WITH THOSE. SO HE DID REVIEW ALL OF THOSE CHANGES AND
ACCEPTED THE CHANGES THAT WERE THERE. 
          AND THEN KEPT SOME AS, AS THEY SHOULD BE. WELL,
I'LL TELL YOU WHAT MY SPECIFIC CONCERN IS. 
          OKAY. IT TALKS ABOUT YOU KNOW, EDUCATING PEOPLE ON SEXUAL HARASSMENT,
BUT IT KIND OF SCRATCHES OUT STUDENTS. 
          AND IF STUDENTS CAN HARASS, IF STUDENTS CAN BE ACCUSED OF HARASSMENT,
THEN I THINK THAT STUDENTS SHOULD BE EDUCATED. 
          AND YOU PROBABLY DO. BUT I ALSO FEEL LIKE IT SHOULD STILL BE IN THERE. 
          SO IT'S PART OF THIS REVISION IS SEPARATING BECAUSE WE HAVE THE 3200 SERIES,
WHICH COVERS STUDENT SEXUAL HARASSMENT, WHERE IT LISTS THE EDUCATION THEY RECEIVE IN POLICY 32. 
          I THINK IT'S 3206 BUT IT'S THE STUDENT SEXUAL HARASSMENT POLICY HAS THE EDUCATION FOR
STUDENTS IN THAT. 
          AND THEN THIS ONE IS SPECIFICALLY FOR STAFF. SO 5000 SERIES WILL JUST BE FOR STAFF. 
          AND SO THAT'S WHY IT'S KIND OF SEPARATING OUT A LOT OF THE DUPLICATION OF STUDENT VERSUS
STAFF REFERENCES IN THERE. 
          SO QUESTION. FOR THE STUDENT ONE DOES IT MEAN THAT STUDENTS GET EDUCATION ON NOT HARASSING
PEOPLE? YES. OKAY. AND AGAIN, JUST FOR CLARIFICATION,
THAT FALLS UNDER THE THE SEXUAL HARASSMENT OF STUDENTS IN THAT SECTION OF THE POLICIES. THE 3000 SERIES. 
          3205. YES, IT'S CLOSE. IT JUST CLEARLY SEPARATES WHO WE'RE TALKING ABOUT. 
          AND I STILL FEEL LIKE IT'S A LITTLE UNCLEAR. SO I'M I'M WHERE I STAND. 
          SO JUST SO YOU KNOW. I KNOW WHEN I FIRST READ IT,
I HAD QUESTIONS ABOUT IT NOT SAYING ANYTHING ABOUT STUDENTS. 
          AND I TALKED TO KRISTI AND GOT THE CLARIFICATION. 
          THERE'S TWO SEPARATE POLICIES. SO OKAY. ANY OTHER QUESTIONS OR COMMENTS REGARDING. 
          OKAY. THEN SEEING NONE, WE'LL GO AHEAD AND I'LL PUT FORTH A MOTION THAT WE ADOPT THE
REVISED POLICY 5011 SEXUAL HARASSMENT OF DISTRICT STAFF PROHIBITED. STARTING WITH THE STUDENT VOTES. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. 
          ALL OPPOSED? THEN MOVING ON WITH THE AFFIRMATIVE STUDENT ADVISORY VOTE TO THE ELECTED
BOARD MEMBERS. 
          ALL THOSE IN FAVOR OF ADOPTING THE REVISIONS TO POLICY 5011 SEXUAL HARASSMENT OF DISTRICT
STAFF PROHIBITED. 
          SIGNIFY BY SAYING AYE. AYE. ALL THOSE OPPOSED. 
          NAY. OKAY. SO THE REVISIONS TO POLICY 5011 HAVE BEEN ADOPTED AS PRESENTED. 
          THAT BRINGS US ON TO ITEM 9.08, WHICH IS ADOPT OR ACTION ON THE GOVERNING POLICIES
MONITORING REPORT DISPOSITION FROM 2025-26 PER. NOPE. I DON'T NEED THAT PART UNTIL NEXT. 
          JUST GETTING AHEAD OF MYSELF. SO IF YOU LOOK ON BOARD DOCS,
YOU'LL SEE A MONITORING REPORT SUMMARIZATION THAT I THINK CHRIS,
HAVE YOU GOTTEN IT? DID YOU MAKE THE EDITS? OKAY. SO IT IS EDITED IN REAL TIME TO TAKE. 
          WE PURPOSELY PLANNED THE AGENDA SO SHE WOULD HAVE TIME TO DO THAT,
ALTHOUGH SHE'S A WIZARD AND PROBABLY WOULD HAVE HAD IT DONE FASTER THAN THE TIME WE GAVE HER. BUT YOU'LL SEE A COMPILATION OF ALL THE MONITORING REPORTS THAT WE HAVE DONE FROM
STARTING LAST YEAR THROUGH TONIGHT. 
          [02:25:07]
AND THIS IS JUST A BASICALLY ADOPTING THIS AS ACCURATE BECAUSE IT WILL BECOME IMPORTANT IN
ITEM 9.09. SO ANY DISCUSSION ON THE MONITORING REPORT SUMMARIZATION ATTACHED TO 9.08. OKAY. IF NOT THEN I WILL GO AHEAD AND PUT FORTH THE MOTION THAT WE ADOPT THE GOVERNING POLICY MONITORING REPORT AS PRESENTED FOR THE 2025 2026 YEAR,
STARTING WITH THE STUDENT ADVISORY VOTE. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. ALL OPPOSED? OKAY. THEN MOVING ON TO THE ELECTED BOARD MEMBERS IN WITH THE
AFFIRMATIVE STUDENT ADVISORY VOTE. ALL THOSE IN FAVOR OF ADOPTING THE GOVERNING POLICIES MONITORING
REPORT AS PRESENTED SIGNIFY BY SAYING AYE. 
          AYE. ALL OPPOSED? SORRY. THAT'S OKAY. OKAY, THEN WE WILL MOVE ON TO ITEM 9.09. PER POLICY BSR4(E), EACH JUNE, THE BOARD WILL CONDUCT A FORMAL SUMMATIVE EVALUATION
OF THE SUPERINTENDENT. THE SUMMATIVE EVALUATION WILL BE BASED UPON THE DATA COLLECTED AND
DECISIONS MADE BY THE BOARD DURING THE YEAR RELATED TO THE MONITORING, REPORTS OF RESULTS AND OPERATIONAL EXPECTATION POLICIES. 
          HENCE THE REPORT THAT WE JUST APPROVED THE POLICY. 
          THIS POLICY IS AN EXTENSION OF BSR FOUR, WHICH STATES THE BOARD CONSIDERS SUPERINTENDENT
PERFORMANCE TO BE IDENTICAL TO DISTRICT PERFORMANCE. 
          THE DISTRICT ACCOMPLISHED OF THE BOARD RESULTS POLICIES AND THE DISTRICT OPERATIONAL,
OPERATIONS ACCORDING TO THE VALUES EXPRESSED IN THE BOARD, OPERATIONAL EXPECTATIONS POLICIES WILL BE CONSIDERED SUCCESSFUL SUPERINTENDENT
PERFORMANCES. 
          THESE TWO COMPONENTS DEFINE THE SUPERINTENDENT'S JOB RESPONSIBILITIES AND ARE THE BASIS OF
THE SUPERINTENDENT'S PERFORMANCE EVALUATION. 
          THE PROCESS IS FURTHER DEFINED WITHIN BSR4, WHICH CAN BE VIEWED ON BOARD DOCS OR THE
DISTRICT WEBSITE. 
          ONE COMMENT TO THAT, THE DISTRICT WEBSITE IS IN THE PROCESS OF UPGRADING AND THAT PORTION
HAS NOT COMPLETELY BEEN PUT FORTH, SO IT IS AVAILABLE ON BOARD DOCS THOUGH. ULTIMATELY,
THIS PROCESS MOVES THE BOARD AWAY FROM SUPERINTENDENT EVALUATIONS, BEING A ONE TIME EVALUATION AND MAKES IT AN ONGOING PROCESS. 
          THE SUPERINTENDENT IS REGULARLY GIVEN FEEDBACK ON HER PERFORMANCE AS MONITORING REPORTS
ARE RECEIVED, DISCUSSED AND ADOPTED. ATTACHED ON BOARD DOCS IS A SUMMARIZATION OF THE MONITORING REPORTS
THAT THE BOARD'S ACTED UPON OVER THE LAST YEAR. 
          DURING THAT TIME, THANKS TO CONSOLIDATION, THE BOARD RECEIVED AND ACTED UPON FOR REPORT
FOR RESULTS REPORTS AND SIX OPERATIONAL EXPECTATIONS REPORTS. 
          THE BOARD FOUND THAT THE DISTRICT WAS MAKING REASONABLE PROGRESS WITH SOME EXCEPTIONS ON
THREE AND A HALF OF THE RESULTS POLICIES AND IN COMPLIANCE WITH NO OR SOME EXPECTATION EXCEPTIONS ON ALL SIX OPERATIONAL
EXPECTATION POLICIES. 
          AT THIS TIME, THE BOARD WILL OPEN THE FLOOR TO ANY ADDITIONAL DISCUSSION RELATED TO THE
SUMMARY OF OUR 2025-26 MONITORING REPORTS RESULTS, AS THEY ALSO REPRESENT OUR STUDENTS ANNUAL EVALUATION. 
          FOR FUTURE REPORTS, COULD WE GET LIKE SOME LIKE CONCRETE EXAMPLES OF HOW OUR FEEDBACK IS
USED TO MODIFY AND OUR POLICIES AND REPORTS. I JUST,
I'M HAVING A HARD TIME TYING WHAT WE SAID, ANY FEEDBACK THAT WE GAVE TO TO CHANGES MADE TO. SO I ONLY WOULD REPORT BACK ON WHAT THE BOARD SAID ARE THE EXCEPTIONS. 
          SO THE INDIVIDUAL ONES WE TAKE AS A TEAM AND THE TEAM MAY,
YOU KNOW, SAY, OH, HERE, I'LL PAY ATTENTION TO THAT, WHATEVER. BUT IT, IT MAY NOT GET PRESENTED BACK TO THE WHOLE BOARD,
BECAUSE WE'RE GOING TO FOCUS ON WHAT I'M GOING TO FOCUS ON, WHAT THE BOARD SAID. WE WANT YOU TO FOCUS ON THIS AREA,
IF THAT MAKES SENSE, INSTEAD OF THE INDIVIDUAL BOARD MEMBERS. 
          BUT WE DO USE ALL THE COMMENTS. NO THAT'S FINE. 
          AS FAR AS THE EXCEPTIONS GO, THAT MAKES SENSE. 
          BUT BUT JUST LIKE, YOU KNOW, THIS IS WHAT WE HEARD FROM YOU,
THIS IS WHAT WE'RE DOING WITH IT. 
          YEP. AND SO THAT WOULD SHOW UP IN THE NEXT MONITORING REPORT. 
          SO WHEN YOU SAID THERE WOULD BE EXCEPTIONS WHEN THOSE GET NOTED,
THEN THAT'S WHAT I'M GOING TO REPORT ON DURING THE NEXT YEAR'S MONITORING REPORT. 
          IF THE BOARD WOULD LIKE ME TO DO MORE OFTEN WE CAN I TRY TO GIVE LITTLE SNIPPETS IN,
BUT IT'S PROBABLY NOT IN A FORMAL. 
          [02:30:09]
IT'S PROBABLY MORE LESS FORMAL. AND I THINK IF,
IF YOU LOOK AT THE, THE COMPILATION THAT CHRIS PUT TOGETHER AND CHRIS DOES A GOOD JOB AT WEEDING THROUGH OUR RABBIT TRAILS. 
          SO THANK YOU TO HER. IT DOES TELL KIND OF THE SUMMARIZATION OF WHAT THE BOARD HAD AS
EXCEPTIONS. 
          I'M HAVING TROUBLE WITH EXCEPTIONS AND EXPECTATIONS TONIGHT. 
          SO THOSE ARE, THOSE ARE THERE AND WOULD BE THE ONES THAT KRISTI WOULD BE COMMENTING ON. 
          YEAH. I MEAN, BECAUSE TYPICALLY WHEN WE LEAVE COMMENTS,
IT'S BECAUSE TO EXPLAIN WHY WE THOUGHT IT WAS AN EXCEPTION. 
          SO OKAY. YOU KNOW, THAT IS THAT IS A GOOD IDEA ACTUALLY ON THE,
THE SURVEYS WE CAN ALL READ THROUGH THEM, GET TO KNOW EACH OTHER THAT WAY, BUT AI DOES A FANTASTIC JOB OF DOING SUMMARIES TOO. 
          SO MAYBE THAT COULD BE A GOOD WAY OF JUST HAVING A NICE SUMMARY AT THE TOP OF THOSE. 
          IT'S JUST AN IDEA. I DO AS PART OF NOT ONLY,
YOU KNOW, THESE, THESE SUMMARIZATIONS, THESE REPORTS AGAIN I'M GOING TO GO INTO THAT
HISTORICAL SPEAKING. 
          I SOUND LIKE AN OLD PERSON. BUT I AM GETTING THERE SO I,
YEAH, I SAID IT. 
          SO BUT FROM A HISTORICAL STANDPOINT, HAVING DONE A FEW SUPERINTENDENT EVALUATIONS OVER THE
YEARS, HAVING THESE REPORTS DOES A LOT BETTER JOB THAN WHAT WE USED TO WHEN IT WAS LIKE,
OKAY, IT'S TIME TO EVALUATE THE SUPERINTENDENT. 
          HOW DID THINGS GO OVER THE LAST MONTH, WEEK,
FEW DAYS? SO THIS REALLY PULLS IN A LOT BETTER. THE OTHER THING THAT I THOUGHT WAS REAL NICE,
I APPRECIATE AMY'S COMMENTS THAT SHE MADE TONIGHT. 
          ALSO GOT SOME OTHER COMMENTS AND WANTED TO SAY THAT IN 16 YEARS AS A SCHOOL BOARD MEMBER I
HAVE NEVER GOTTEN A EMAIL FROM SOME OF OUR LEADERSHIP WITHIN THE DISTRICT REGARDING THE SUPERINTENDENT. 
          BUT I THOUGHT THESE WERE. IT WAS GREAT TO HEAR THESE. 
          IT MADE ME FEEL GOOD ABOUT, YOU KNOW, AS WE OFTEN SAY,
THE BOARD, WE ONLY HAVE ONE EMPLOYEE AND THAT'S KRISTI. 
          AND I'D LIKE TO HEAR GOOD THINGS ABOUT THE PEOPLE I EMPLOY. 
          SO I WANTED TO SHARE THESE FOR THE PUBLIC RECORD BECAUSE THE BOARD GOT TO SEE THESE,
BUT THE REST OF THE STUDIO AUDIENCE, THOSE OUT WATCHING I THINK DESERVE TO HEAR THESE TOO. 
          AND I THINK KRISTI DESERVES THE RECOGNITION OF THESE. 
          SO LET ME READ A FEW EXCERPTS. KRISTI IS IN OUR BUILDINGS AND WALKS AMONG US. 
          SHE ALLOWS US TO DO OUR JOB AND IS ENCOURAGING TO STAFF AND STUDENTS. 
          WE FEEL SEEN, SEEN AND VALUED. KRISTI IS NOT AFRAID TO MAKE TOUGH DECISIONS AND EVEN
THOUGH WE MAY DISAGREE, SHE IS TRANSPARENT AND EXPLAINS THE WHY. KRISTI HAS INCREASED DISTRICT COMMUNICATION WITH
ALL PARENTS, STAFF, STUDENTS AND THE COMMUNITY SINCE SHE ARRIVED IN OUR DISTRICT AND WE. 
          IF WE HAVE QUESTIONS, SHE ANSWERS IT. SHE BELIEVES IN ENGAGEMENT,
FAMILY, YOUTH, EDUCATION AND THE WHOLE CHILD. 
          SHE HAS BROUGHT A BREATH OF FRESH AIR TO OUR DISTRICT BY BEING STRAIGHT WITH US IS SOMEONE
YOU CAN TALK TO AND HAS COMMON SENSE. 
          IN OUR CURRENT ECONOMIC AND OUR CURRENT ECONOMY,
WITH UNSTABLE FINANCING FROM FEDS AND STATE, IT IS NOT AN EASY TASK TO KEEP A STABLE SHIP. 
          THE SCHOOL BOARD WOULD BE HARD PRESSED TO FIND ANYONE BETTER THAN KRISTI TO LEAD US DURING
THESE UNSTABLE TIMES. 
          HER LEADERSHIP AMONG THE SCHOOL BOARD POLICY GUIDANCE HAS HELPED US NAVIGATE SOME SERIOUS, TOUGH ECONOMIC HARDSHIPS. FOR THOSE OF US IN THE DISTRICT WHO HAVE BEEN THROUGH MANY
ADMINISTRATIONS, I WILL SAY WITHOUT A DOUBT THAT DOCTOR KRISTI DOMINGUEZ HAS MADE A SIGNIFICANT IMPROVEMENT
IN MORALE IN THIS DISTRICT. 
          WE DO FEEL SEEN AND HEARD, AND SHE ASKS FOR THOUGHTS AND OPINIONS FROM THE STAFF AND
STUDENTS. 
          SHE HAS AN OPEN DOOR POLICY AND IS NOT AFRAID OF HARD CONVERSATIONS,
IS STUDENT CENTRIC AND SOLUTION ORIENTED. 
          SHE GIVES US HOPE FOR A BRIGHT FUTURE IN OUR DISTRICT ONE TEAM,
ONE TOWN. 
          SO I THINK THOSE ARE FROM WHAT I'VE HEARD AND SEEN. 
          I THINK THOSE ARE ALL WELL DESERVED COMMENTS AND VERY TRUE OF HER. 
          SO AGAIN, THAT'S WHY I FELT IT WAS IMPORTANT TO SHARE THOSE WITH EVERYBODY. 
          SO. SO ANY OTHER COMMENTS? AS A FORMER TEACHER IN THE DISTRICT, I'VE HAD OTHER SUPERINTENDENTS OVER ME AND I THINK WE
HAVE THE BEST ONE THAT I'VE EVER KNOWN. 
          [02:35:13]
OKAY. SO I DON'T WANT TO CUT IT SHORT. BUT AT THE SAME TIME,
IF THERE'S NO OTHER COMMENTS, THERE'S NO ACTION WE NEED TO TAKE ON THIS. AGAIN HAVING WORKED WITH TWO DIFFERENT THREE
DIFFERENT SUPERINTENDENTS I ENJOY WORKING WITH KRISTI AND APPRECIATE HER LEADING OUR DISTRICT IN THE
WAY SHE IS. 
          SO THANK YOU FOR THE GOOD JOB THAT YOU DO. CAN I JUST SAY? I WANT TO THANK THE BOARD. MARCUS HAS SAID THIS MANY TIMES THAT WE SHOULD BE UNDERSTAND
HOW FORTUNATE WE ARE. 
          I THINK I SHARED THIS WITH NANCY ONE TIME. YOU'RE MY TEAM. 
          YOU KNOW, I WORK FOR YOU, BUT I CALL YOU OFTEN. 
          YOU ALWAYS ANSWER. POOR BRIAN, I THINK GOT A CALL THIS MORNING AT 7:15 AND. 
          IT'S GREAT. YEAH. I KNOW YOUR SCHEDULES. PEGGY'S MORE OF A NIGHT OWL. 
          SO. BUT I JUST APPRECIATE YOU. YOU YOU PROVIDE SO MUCH SUPPORT AND IT'S A CRAZY JOB, BUT I ABSOLUTELY LOVE THIS DISTRICT. 
          AND WHEN I CAME HERE, I SAID I WOULD NOT BE A SUPERINTENDENT ANYWHERE ELSE. 
          LIKE I CAME HERE BECAUSE OF FERNDALE. AND THAT STILL HOLDS TRUE. 
          I ABSOLUTELY LOVE THIS DISTRICT AND I FEEL VERY,
VERY BLESSED AND FORTUNATE TO BE HERE. 
          SO THANK YOU. OKAY. WELL, THAT TAKES US ON 
          [10. SUPERINTENDENT CONSENT AGENDA [GC-2.4]]
          [11. BOARD CONSENT AGENDA [GC-2.4]]
TO ITEMS 10 AND 11, THE SUPERINTENDENT AND BOARD CONSENT AGENDAS. 
          AS I HAVE SAID MANY TIMES BEFORE, THE CONSENT AGENDA ARE A GROUP OF ITEMS THAT THE BOARD
IS ALLOWED TO ACT ON IN ONE VOTE AS OPPOSED TO INDIVIDUAL VOTES. 
          THESE ARE ITEMS THAT ARE ROUTINE AND THE BOARD HAS. 
          I DO YOU NEED TO TAKE A VOTE ON THAT? I'M BEING ASKED IF YOU NEED TO TAKE A VOTE ON THE
EVALUATION. 
          CHRIS IS SAYING. CHRIS IS SAYING AND CHRIS IS USUALLY RIGHT. 
          I WOULD NEVER ARGUE WITH CHRIS. SO CHRIS, USUALLY I HAVE A PROMPT HERE TO HELP ME. SORRY IT IS. SO I'M GOING TO PHONE A FRIEND. 
          IT'S A LISTED AS AN ACTION ITEM. SO WE JUST NEED TO ACCEPT THE,
THE EVALUATION AS DISCUSSED. 
          YEP. OKAY. SO BEING CORRECTED I WILL GOOD THING I'M NOT IN CHARGE OF THE DISTRICT. 
          SO WE WON'T COMMENT ON THAT ONE. SO ALL THOSE IN FAVOR AND SINCE THIS IS A PERFORMANCE
EVALUATION I WON'T ASK THE STUDENTS TO WEIGH IN. I WILL JUST MOVE TO THE BOARD MEMBERS,
BUT WE'LL MOVE THAT. 
          WE ACCEPT THE STUDENT EVALUATION AS PRESENTED. 
          AND THE DISCUSSION WAS PRESENTED. SO ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. 
          AYE. ALL OPPOSED? OKAY. SO THE SUPERINTENDENT EVALUATION HAS BEEN ADOPTED. 
          NOW WE WILL MOVE ON TO ITEMS 10 AND 11 UNLESS CHRIS THROWS SOMETHING AT ME. 
          THAT'S WHAT I APPRECIATE WITH US. WE CAN, YOU KNOW,
BE FORMAL, BUT WE CAN HAVE A LITTLE FUN TOO. WHAT WAS THE ACTUAL WORDING ON THAT MOTION? I HEARD YOU SAY THE STUDENT EVALUATION. NO. SUPERINTENDENT EVALUATION. 
          OH, OKAY. SORRY. OKAY. DID I SAY STUDENT? I'M SORRY. 
          OKAY. I MEANT, I MEANT SUPERINTENDENT. SO DOES ANYONE WANT TO CHANGE THEIR VOTE BASED ON
THE CHANGE OF WORDS? WE APPRECIATE THE STUDENTS, TOO. WITHOUT THEM,
WE WOULDN'T NEED TO BE HERE. 
          OKAY. ONE MORE TIME. I WILL TRY TO GET TO THE CONSENT AGENDA. 
          SO ITEM 10 AND 11, THE SUPERINTENDENT AND BOARD CONSENT AGENDA. 
          THESE ARE A GROUP OF ROUTINE ITEMS THAT THE BOARD IS ABLE TO VOTE ON WITH ONE VOTE AS
OPPOSED TO MULTIPLE INDIVIDUAL VOTES. 
          THESE ARE TYPICALLY ROUTINE ITEMS THAT THE BOARD HAS HAD ACCESS TO AND BEEN ABLE TO ASK
QUESTIONS ABOUT AHEAD OF TIME. 
          AGAIN, THESE ARE ALL AVAILABLE ON BOARD DOCS FOR ANYONE THAT WANTS TO PERUSE THEM,
WHETHER IT BE CONTRACTS, EVALUATIONS OF RENEWALS OF INTER DEPARTMENT AGREEMENTS AND MOUS,
STAFFING, ETC.. 
          SO UNLESS THERE'S, IS THERE ANY DISCUSSION ON THE CONSENT AGENDA AT THIS TIME? I THINK PEGGY HAD SOME QUESTIONS EARLIER. DID YOU GET THEM ALL ANSWERED OR DID YOU? I'M STILL HONESTLY UNEASY ABOUT THE OPPORTUNITY COUNCIL,
BUT BUT WE LEFT IT ON THE CONSENT AGENDA. 
          SO, YOU KNOW WHAT? YOU AND I ARE GOING TO GO SPEND SOME TIME IN THOSE CLASSROOMS AND WE'LL
BE ABLE TO SEE IT IN ACTION. 
          [02:40:02]
IT'LL BE SO FUN. YEAH. OKAY, WELL, I WILL PUT FORTH THAT WE ADOPT THE CONSENT AGENDA AS PRESENTED AND MAKE THEM PART OF THE MINUTES. 
          ALL THOSE IN FAVOR. ELECTED BOARD MEMBERS ONLY. 
          ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. AYE. 
          ALL OPPOSED? OKAY. THE CONSENT AGENDA HAVE BEEN PASSED. 
          THAT BRINGS US ON TO BOARD MEMBER SHARING. AND I'LL START WITH BRIAN. 
          [12. SHARING [GC-7.E}]
I ALWAYS START. I LOVE THAT. IF I START WITH PEGGY,
SHE ALWAYS SAYS SHE ALWAYS STARTS. 
          SO YEAH, I'M GONNA HAVE TO WRITE THIS DOWN AND KEEP TRACK. 
          OKAY. I MADE SOME NOTES HERE. I WANTED TO ADD ON THE PHILIP 66 THING. 
          THEY'RE ALSO GREAT SUPPORTERS OF THE FERNDALE GOLDEN EAGLE BOOSTER CLUB. 
          THEY ARE HAVE BEEN THE LAST TWO YEARS THEY'VE BEEN RUNNING ADVERTISING ON THE BOARD,
WHICH I THINK IS GREAT BECAUSE IT GIVES OUR STUDENTS EXPOSURE TO THEIR BRAND WHICH I THINK IS REALLY IMPORTANT. SO LET'S SEE HERE. WE'VE BEEN,
I'M CONSTANTLY. 
          HOW CAN I PUT THIS NICELY? HOUNDING KRISTI ABOUT THE DASHBOARD THING AND I HAVE MOVED ON
TO SOME, SOME SIMULATIONS OF WHAT THE DATA COULD LOOK LIKE. 
          AND I THINK THAT IT'S GETTING, I THINK IT'S A CONTINUAL DIALOG. 
          BUT WHAT I HAVE NOTICED, I'M WORKING ON A SIDE PROJECT OF A SIMILAR TYPE OF THING,
AND I'M NOTICING THAT AI DOES NOT MAKE THINGS HAPPEN OVERNIGHT. 
          IT'S I HAD THIS IDEA IN MY HEAD THAT, OH, WE JUST HAVE CHATGPT BUILD THIS DASHBOARD. 
          NO BIG DEAL. NO, IT DOESN'T WORK THAT WAY. SO I HAVE A NEW APPRECIATION FOR AGAIN,
YOU KNOW, YOU'VE BEEN SAYING IT'S GOING TO TAKE TIME,
IT'S GOING TO TAKE TIME. 
          SO IT'S GOING TO BE AWESOME WHEN IT'S DONE. I DO THINK THAT [LAUGHS] I DO THINK THAT EVEN
THAT THAT THE SUPERINTENDENT EVALUATION THAT WE JUST PASSED, IF THAT'S CONTINUALLY TRACKED ON A DASHBOARD,
IT'S NOT GOING TO BE IT'LL JUST BE EASIER. 
          I MEAN, YOU KNOW, KEVIN, YOU ALWAYS TALK ABOUT THE EVOLUTION AND YOU TALKED ABOUT,
YOU KNOW, WE SHOULD NEVER HAVE A PERFECT SCORE ON ANY OF THESE OES OR RESULTS POLICIES BECAUSE
THERE'S ALWAYS ROOM FOR IMPROVEMENT. 
          AND I THINK THAT'S JUST, THIS IS JUST ONE AS THE PRESENTATION OF HOW WE LOOK AT THESE. SO
CAN I ADD ONE THING? YEAH. SO WHAT BRIAN SPECIFICALLY TALKING ABOUT IS HE DID USE AI TO BUILD WHAT A BOARD
DASHBOARD COULD LOOK LIKE. 
          AND I DID SHARE THAT WITH BOBBY AND SARAH. AND IT REALLY WAS I THINK THAT IT HOLDS A LOT
OF MERIT BECAUSE THAT'S WHAT WE'VE BEEN TRYING TO FIGURE OUT BECAUSE THE DASHBOARD THAT OUR STAFF USES IS VERY DIFFERENT AND WOULD NOT HOLD MEANING TO THE
BOARD. 
          WHAT WE NEED TO FIND IS A WAY TO MAKE A DASHBOARD THAT MATCHES WHAT THE MONITORING REPORTS
HAS A FISCAL SIDE, MAYBE A MAINTENANCE. SO ANYWAY WHAT IS CURRENTLY HAPPENING IS WE'RE TRYING TO FIGURE OUT
BECAUSE IT'S NOT JUST BUILDING IT, IT'S ALSO PROTECTING THE STUDENT DATA THAT'S ATTACHED TO IT. 
          AND SO WE'RE TRYING TO FIND AN AVENUE AND A PLATFORM THAT AS IT GOES UP IN THE CLOUD THAT
IT'S PROTECTED. 
          SO WE HAVE CYBER SECURITY LOOKING AT THAT, ANDREW AND HIS TEAM ARE CONSTANTLY MONITORING
IT. 
          SO THERE'S A LOT TO IT. BUT I THINK WE CAN START TO SEE WHAT THE END RESULT COULD LOOK
LIKE. 
          SO PROBABLY WHAT I'LL DO IS SEND YOU A VISUAL OF WHAT HE SENT TO ME,
AND THEN WHAT I'VE SHARED WITH BOBBY AND SARAH. 
          SO YOU CAN GET A VISUAL OF WHAT THE BOARD SIDE OF THE DASHBOARD COULD LOOK LIKE. 
          YEAH. BECAUSE I MEAN, YOU KNOW, WHEN I WENT INTO THIS,
I WAS LIKE, OH, WE NEED ALL THESE THINGS. 
          AND THEN I WAS LIKE, AND THEN I GOT CONSTANT FEEDBACK FROM KRISTI WAS LIKE,
NO, WE NEED TO CENTER ON OPERATIONAL EXPECTATIONS, RESULTS, POLICIES, THE PORTRAIT OF A GRADUATE AND THE STRATEGIC PLAN. 
          THAT'S WHAT THE DASHBOARD SHOULD BE KIND OF CENTERED AROUND. SO I BASICALLY PUT THOSE
PARAMETERS INTO IT AND IT CAME UP WITH SOME WHAT I THINK IS SOME GREAT STUFF, BUT IT'S GOING TO TAKE TIME BECAUSE WHAT I'M NOTICING IS IT JUST ISN'T,
IT ISN'T THAT EASY. 
          IT DOES IT FOR YOU, BUT IT, IT DOESN'T REALLY KNOW WHAT IT REALLY SHOULD LOOK LIKE. 
          AND SO IT'S, BUT IT'S GOING TO BE GREAT, I THINK. 
          LET'S SEE HERE. WE HAD A DISCUSSION, AMY AND I TALKED TO AMY A LITTLE BIT AND THEN KRISTI
ABOUT GETTING INTO THE CLASSROOMS THIS FALL. 
          I'VE TALKED TO NUMEROUS, WELL, NOT A LOT OF STAFF,
BUT A FEW STAFF ABOUT LIKE, YOU KNOW, I KNOW A LITTLE BIT ABOUT WHAT'S GOING ON AT THE HIGH SCHOOL, BUT I DON'T REALLY KNOW WHAT'S HAPPENING IN THE REST OF THE SCHOOLS. 
          AND YOU KNOW, AMY EVEN KIND OF BROUGHT THAT UP IN HER INTERVIEW THERE. 
          SHE, YOU KNOW, WAS LIKE, NOBODY KNOWS WHO YOU GUYS REALLY ARE. 
          SO I THOUGHT IT WOULD BE COOL TO TRY TO GET INTO THE CLASSROOMS WITH,
YOU KNOW, PEOPLE INVITING US AND JUST TO SEE 
          [02:45:10]
WHAT'S GOING ON. AND SO KRISTI AND I HAD A GREAT DISCUSSION ABOUT IT,
AND THEN SHE ACTUALLY HAD A GREAT IDEA. 
          I THOUGHT, I JUST WONDER, YOU KNOW, YOU'RE TRYING TO DO SO MANY THINGS THAT WHAT IF AND
IT'S SOMETHING WE COULD TALK ABOUT THE RETREAT. 
          BUT WHAT IF YOU ADOPTED A SCHOOL OR TWO? SO YOU JUST FOR A YEAR SPENT TIME IN ONE SCHOOL
OR TWO SCHOOLS. 
          THEY GOT TO KNOW YOU, YOU GET TO KNOW THEM, THEN THEY KNOW WHO TO REACH OUT TO AND INVITE. 
          YOU KNOW, WHEN THERE'S A KINDERGARTEN OPEN HOUSE,
THEY CAN EXPECT THAT YOU'LL PROBABLY SHOW UP THERE BECAUSE THAT'S YOUR SCHOOL. AND THEN THAT WAY YOU'RE NOT FEELING THE PRESSURE OF TRYING TO DO ALL THINGS,
BUT YOU CAN GO DEEP INTO A, A COUPLE THINGS OR ONE, ONE THING. AND SO IT'S AN IDEA FOR US TO KIND OF PLAY AROUND WITH. 
          YEAH. YEAH. I THINK IT'S A FANTASTIC IDEA. AND,
YOU KNOW, FOR ME TO GET INTO A DIFFERENT SCHOOL BESIDES THE HIGH SCHOOL, I THINK WOULD BE GREAT. SO THE LAST THING IS,
IS I WANT TO THANK MY OTHER FOUR BOARD MEMBERS FOR ALLOWING ME TO I GUESS, HAVE A FIRST CHOICE AS FAR AS WHO I WAS PRESENTING GRADUATE DIPLOMA BOOKS TO. 
          THAT WAS MY DAUGHTER WAS IN IS IN THE, OR WAS IN THE CHOIR. 
          AND SO SHE HAPPENED TO BE IN THE FIRST LINE. AND I KNOW THAT WE ALL WANTED TO BE IN THAT
PICTURE WITH HARLEEN OR WE. 
          SO I WAS LUCKY ENOUGH TO ALSO SINCE SHE WAS FIRST TO,
TO GET THAT PHOTO WITH HER TOO, IN ADDITION TO A LOT OF OTHER STUDENTS THAT THROUGH, AGAIN, BEING AT THE HIGH SCHOOL, A LOT THAT I'VE DEVELOPED RELATIONSHIPS WITH TO BE ABLE
TO TO PRESENT THAT BOOK TO THEM. 
          SO IT WAS A, IT WAS DEFINITELY A SPECIAL DAY AND ONE I HAD BEEN LOOKING FORWARD TO. 
          I MEAN, HONESTLY, IT WAS ON MY MIND BEFORE I WAS EVEN ELECTED. 
          I WAS LIKE, WELL, THAT COULD BE PRETTY COOL BECAUSE I SAW ANTONIO DO THE SAME THING WITH
GRACE THE PREVIOUS YEAR. 
          AND SO THAT WAS PRETTY AMAZING. I THOUGHT IT WOULD BE A LOT MORE EMOTIONAL. 
          IT WAS, BUT IT JUST HIT ME DIFFERENTLY. IT WAS,
I WAS SUPER EXCITED ABOUT AUBREE AND YEAH, IT WAS, IT WAS A PRETTY, PRETTY GREAT NIGHT. AND HONESTLY,
I THINK IT WAS A PERFECT NIGHT. 
          I, THE WEATHER WAS ABSOLUTELY PERFECT COMPARED TO THE LAST COUPLE YEARS. 
          I THINK WE WERE ALL. I WASN'T OUT THERE THE PREVIOUS YEARS,
BUT I WAS HOT AND IT WAS GREAT. 
          PERFECT TEMPERATURE. AND YEAH, IT WAS, IT WAS A GREAT NIGHT. 
          SO I'M VERY PROUD. SO. OKAY. PEGGY. A LOT BOUNCING AROUND IN MY MIND. YES. I BROUGHT AN UMBRELLA. 
          THAT'S WHY IT DIDN'T RAIN. IF SOMEBODY BRINGS AN UMBRELLA,
IT WON'T RAIN. 
          BUT IT POURED RIGHT AFTER WE LEFT. SO ALSO THE THE THE CHORUS DID THE MOST BEAUTIFUL JOB,
I THINK, ON THE STAR SPANGLED BANNER THAT I'VE EVER HEARD ANYWHERE. 
          I MEAN THAT AND IT BEING, YOU KNOW, THE WHAT IS IT? SEMI SESQUI. I'M TRYING TO CENTENNIAL SOMETHING LIKE THAT. 
          IT'S A HALF 250 OF HALF OF 500. THAT'S HOW IT'S. 
          YEAH. HALF OF 500. ANYWAY I WAS WONDERING IF IT'S POSSIBLE AT SOME POINT TO HAVE THEM. 
          DO YOU KNOW ALL FOUR VERSES. IT'S NOBODY SEEMS TO KNOW THEM. 
          I MENTIONED IT TO NANCY. SHE SAYS, OH THERE'S OTHER. 
          YEAH THERE IS. AND, AND THEY'RE INTERESTING. AND I JUST THINK IT WOULD BE NICE GIVEN THAT
THIS ONLY COMES ALONG, YOU KNOW, ONCE IN 250 YEARS, I THINK IT WOULD BE NICE AT SOME AT SOME JUNCTURE,
SOME EVENT IF THEY COULD SING THE WHOLE THING BECAUSE THEY DID THE MOST INCREDIBLE JOB. YEAH, GRADUATION WAS WONDERFUL. 
          AND ONE OTHER THING THAT I WANTED TO MENTION,
AND THIS IS MORE SOMBER, BUT I FEEL LIKE I WANT TO SAY THIS BECAUSE I FEEL LIKE WHEN IT COMES TO COMING UP WITH THE SUPERINTENDENT CONTRACT,
THE REST OF THE BOARD IS KIND OF LEFT OUT IN THE COLD. 
          I MEAN, WE FIND OUT ABOUT IT AFTER IT'S ALL PUT TOGETHER AND THERE'S NO REAL INPUT,
NO OPPORTUNITY FOR DISCUSSION. 
          AND I FEEL LIKE WE ARE THE BOARD, NOT AN INDIVIDUAL WORKING ON THIS. 
          I MEAN, YOU KNOW, WE ARE PART OF A TEAM, SO TO SPEAK. 
          OUR INPUT SHOULD BE INCLUDED. WE SHOULD HAVE MORE OPPORTUNITY FOR THAT. 
          AND SO I WOULD LIKE TO SEE GOING FORWARD, A PROCEDURE PUT IN PLACE WHERE WE'RE IN THE
WHOLE BOARD GETS AN OPPORTUNITY TO WEIGH IN BEFORE YOU FINALIZE THE CONTRACT. 
          THANK YOU. OKAY. THANK YOU. NANCY. LET'S SEE. HAS ANYBODY EVER HEARD OF SOPHIE WINKLEMAN? 
          [02:50:05]
SHE WAS NEW TO ME. I WAS WATCHING ON YOUTUBE AN ARC CONFERENCE,
AND I CAN'T REMEMBER WHAT THE A IS ANYWAY ARC. ANYWAY SOPHIE WINKLEMAN GAVE THIS SPEECH. 
          IT WAS ABOUT 17 MINUTES LONG. IT'S CALLED THEY CAN'T PLAY ANYMORE. 
          AND SHE WAS TALKING ABOUT THE IMPACT OF SCREENS ON CHILDREN. 
          IT WAS SO POWERFUL. AND THE TITLE OF IT, BESIDES THEY CAN'T PLAY ANYMORE WAS WHY SCREENS IN THE CLASSROOM IS A CATASTROPHE FOR CHILDREN. 
          AND IF YOU ARE INTERESTED, I WOULD FORWARD THIS TO YOU TO WATCH BECAUSE IT IS JUST LOADED
WITH THINGS TO THINK ABOUT AS A SCHOOL DISTRICT. IT PLAYS RIGHT INTO ALL THE RESEARCH ABOUT SCREEN TIME,
NOT ONLY ON THESE DEVICES, BUT THAT WE PUT IN IN FRONT OF KIDS IN CLASSROOMS. AND IT WAS JUST SO VERY POWERFUL. IT MAKES ME WISH ALL OF YOU HAD SEEN IT. 
          SO IF WITH YOUR PERMISSION, I WILL JUST EMAIL IT TO YOU TO WATCH. 
          SURE. YEAH. THANK YOU. THANK YOU FOR THAT COMMENT. 
          NANCY. SORRY. I TRIED STAND UP COMEDY IN MY FORMER LIFE,
BUT IT JUST DIDN'T FAIL. 
          SO I OPTED TO RUN FOR SCHOOL BOARD. SO ANYWAY,
YOU GUYS HAVE HEARD ME TALK ENOUGH. 
          I DON'T HAVE MUCH TO SAY OTHER THAN I THOUGHT GRADUATION WAS AMAZING. 
          I DON'T KNOW WHAT CONNECTIONS CHRISTY HAS, BUT HOW SHE MANAGED TO HAVE THE WEATHER SAY NO
RAIN, NO RAIN, NO RAIN UNTIL WE WERE DRIVING HOME. WHO CAN ARGUE WITH THAT KIND OF LOGISTICS? WHAT WAS THE MASSIVE AMOUNT OF CONTINGENCY CONTINGENCY PLANNING THAT THAT HELD IT OFF. 
          MURPHY'S LAW AS LONG AS YOU HAVE CONTINGENCY AND PEGGY BRINGING HER UMBRELLA,
WE'RE GOOD. 
          SO WE JUST NEED TO MAKE SURE IN FUTURE YEARS WE ALWAYS HAVE SOME DELEGATE OR DESIGNATED
UMBRELLA BRINGER. 
          SO THAT'S ALL I HAVE TO SHARE. I WANT TO THANK YOU GUYS ALL FOR THE GOOD DISCUSSION,
FOR ALL THE GREAT COMMENTS IN OUR REPORTS, BECAUSE AGAIN, I THINK THOSE ARE WHAT ARE TRULY VALUABLE PART OF THOSE THINGS. 
          SO WITH ALL THAT SAID, I'M GOING TO ADJOURN OUR MEETING. 
          THANK YOU EVERYONE AND HAVE A GREAT EVENING.
* This transcript was compiled from uncorrected Closed Captioning.