Aug 10, 2022 Board of Directors Work Session

WE'RE ON THE MATTER.

[00:00:04]

[1. Call to Order]

SAME WITH THE BOARD CALENDAR.

AND THEN IF TIME WILL DO POSSIBLE BOND DISCUSSION WITH THAT.

MR. WATERS. THANK YOU, MR. PRESIDENT. I'M EXCITED THAT WE HAVE THIS OPPORTUNITY TO GET TOGETHER AS A BOARD AND DISTRICT ADMINISTRATION, BECAUSE I THINK IT JUST STRENGTHENS OUR ABILITY TO WORK TOGETHER AS A GROUP, WHICH I CERTAINLY AM AM THANKFUL FOR.

SO WE'RE REALLY EXCITED.

I DO WANT TO GIVE A LOT OF CREDIT.

WE'RE VERY FORTUNATE THAT WE HAVE SUCH A STRONG LEADERSHIP TEAM AND THE GENTLEMEN THAT ARE SITTING IN FRONT OF YOU HAVE DONE A LOT OF WORK TO PREPARE FOR THIS MEETING.

DAVID KENNEDY IS OUR EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT.

AND AND I CAN SAY WITHOUT A DOUBT THAT DAVID HAS DONE MORE IN TERMS OF PROVIDING DIRECTION AND LEADERSHIP FOR THIS DISTRICT THAN ANYONE.

AND I'M THANKFUL AND GRATEFUL FOR THE WORK THAT HE'S DONE.

I GO BACK I HARKEN BACK TO MY DAYS AS A HEAD FOOTBALL COACH.

AND I WAS ALWAYS I WAS ALWAYS AN IDEA GUY, BUT I ALWAYS HAD TO HAVE SOMEBODY WHO COULD, YOU KNOW, LIKE, DRAW IT UP AND SHOW HOW THE LINE WAS GOING TO BLOCK IT AND PUT IT INTO PRACTICE.

AND TO ME, THAT'S DAVID KENNEDY.

YOU KNOW, I COME UP WITH AN IDEA OR A VISION AND THEN DAVID SAYS, OKAY, LET'S FIGURE OUT HOW WE'RE GOING TO DO THIS.

AND WE'VE SEEN SOME GREAT PROGRESS IN THIS DISTRICT.

AND THEN TO THAT, YOU KNOW, WE'VE BEEN FORTUNATE FOR THE LAST FIVE YEARS TO HAVE MIKE MICHAUD WITH US.

AND MIKE HAS PROVIDED REAL HEART AND HARD WORK AND HE'S JUST TREMENDOUS RELATIONSHIP GUY.

AND HIS LEADERSHIP HAS BEEN EQUALLY AS IMPRESSIVE.

AND THEN WITH THIS YEAR, THE ADDITION OF TRAVIS DRAKE, WHO I THINK IS ONE OF THE BEST PRINCIPALS THAT I'VE EVER HAD THE OPPORTUNITY TO WORK WITH, AND AN OUTSTANDING LEADER WHO HAS BUILT UP A LOT OF RESPECT AND CACHET IS THE WORD I'LL USE IN THIS DISTRICT. AND THEN THE GOOD FORTUNE OF HIRING LUKE LECOUNT OVER FROM THE VANCOUVER SCHOOL DISTRICT, WHO ALSO HAS TREMENDOUS SKILL SET AND OUTSTANDING LEADERSHIP CAPABILITY.

THIS TEAM FOR US.

I JUST WANT YOU TO KNOW, I MEAN, I GUESS THAT'S THE JOB OF A SUPERINTENDENT IS TO HIRE GOOD PEOPLE AND GET OUT OF THEIR WAY.

WELL, THIS TEAM IS GOING TO DO SOME GREAT THINGS FOR US AS A DISTRICT, AND THAT'S EXCITING FOR WHAT OUR FUTURE POTENTIALLY HERE HAS FOR US.

AND SO I'M EXCITED TO SHARE THAT WORK WITH YOU.

I THINK YOU'LL FIND TODAY WHEN WE TALK ABOUT COHERENCE, IT'LL GIVE US A IT'LL GIVE US AN OVERALL PICTURE AND REALLY IMPORTANT PURPOSE OF OF SHOWING YOU THE ROLE THAT THE BOARD HAS IN THE COHERENCE MODEL AND THIS IDEA OF COLLABORATION.

BUT MORE SO THAN THAT, AFTER THE COHERENCE WORK, WE'LL DO SOME THINGS THAT I THINK WILL ALSO HELP.

I'M EXCITED ABOUT THE WORK THAT WE'RE GOING TO DO AROUND SHARING THE STRATEGIC PLAN, BUT MORE SO IN IN IN JUST SHARING THE STRATEGIC PLAN, WHAT WE CAN DO IN TERMS OF OUR BOARD GOALS, NOT SURE IF WE WANT TO CONTINUE TO CALL THEM GOALS.

MARK AND I HAVE DONE A LITTLE BIT OF WORK WITH ALONG WITH JACQUIE TAKING A LOOK AT THAT DOCUMENT.

WHAT WE FOUND OVER THAT THAT SEEMS TO WORK IN THE CCAC, THE CITIZEN'S ADVISORY COMMITTEE IS THAT IF I CAN GET STARTED WITH THE WORK AND COME TO YOU WITH SOME IDEAS, THEN WE CAN MOVE IT ALONG FROM THERE AND YOU GUYS CAN HELP FINALIZE IT.

SO I'M JUST GOING TO DO SOME WORK WITH THE STRATEGIC PLAN AND SEEING WHERE THE ALIGNMENT IS WITH OUR BOARD GOALS AND OUR BOARD PRIORITIES.

SO THAT'LL BE AN IMPORTANT STEP FOR US.

THE EXCITEMENT COMES FROM THIS IDEA THAT IF WE GET THAT ALIGNED TO SOME DEGREE, AND I DON'T LIKE USING THE WORD ALIGNED, IT'S A BAD WORD IN COHERENCE BECAUSE IT'S MORE THAN JUST ALIGNMENT.

IT'S REALLY ABOUT PURPOSE.

[00:05:02]

SO I THINK YOU'LL APPRECIATE THAT ASPECT.

THE LAST TWO COMPONENTS THAT WE WANT TO TALK ABOUT TODAY, NUMBER ONE, I WANT TO GIVE YOU AN OPPORTUNITY TO LOOK AT THE BOARD CALENDAR.

WHAT I HAVE DONE IS I'VE SPOKEN TO ALL OF OUR DIRECTORS AND THEY'VE PUT TOGETHER A LIST OF POTENTIAL TOPICS THAT YOU MIGHT BE INTERESTED IN AND TRY TO GET THOSE SCHEDULED FOR YOU THIS YEAR.

AND THEN LASTLY, BECAUSE IT'S SOMETHING THAT IS PRIMARY ON OUR MINDS IS I'D LIKE TO GIVE ALL THE BOARD MEMBERS SOME BACKGROUND INFORMATION ABOUT WHERE WE HAVE BEEN WITH THIS IDEA OF A BOND.

I KNOW THAT THE LAST TIME WE RAN A BOND IN THE DISTRICT, I BELIEVE MARK WAS THE ONLY MEMBER.

AND HE AND YOU CAME ON VERY MUCH TOWARDS THE END OF THAT.

YOU MIGHT NOT HAVE EVEN BEEN HERE THE LAST TIME.

NOT ON THE BOARD YET, RIGHT.

I WAS ATTENDING. YEAH.

YOU WERE ATTENDING MEETINGS.

YEAH. SO NONE OF YOU HAVE BEEN HERE WHEN WE HAVE RUN A BOND.

SO THERE WAS A LOT OF WORK DONE WITH THE FIT TEAM, THE FACILITIES IMPROVEMENT TEAM.

AND SO I'M GOING TO SHARE WITH YOU SOME OF THAT WORK THAT THEY DID AND THEN JUST TALK ABOUT WHAT A POTENTIAL TIMELINE WOULD LOOK, BECAUSE WE DO NEED TO BE MAKING SOME DECISIONS AROUND A BOND, ESPECIALLY IF OUR PLAN IS TO RUN A BOND IN NOVEMBER OF 2023.

WE REALLY HAVE TO GET STARTED ON THAT.

SO THAT WILL BE OUR AGENDA TODAY.

BEFORE WE GET GOING ON THAT, I'D LIKE TO TURN IT OVER TO SHELLY WHITTEN, WHO JUST HAS A FEW WORDS ON OUR GOVERNANCE WORK THAT WE'RE GOING TO BE TALKING ABOUT.

FIRST OFF, I WANT TO APOLOGIZE BOARD.

IT'S NOT MY USUAL SELF TO BE RUNNING LATE, BUT SOME THINGS HAVE GONE ASTRAY TODAY, SO I'M TRYING TO REIN IT BACK IN.

SO I APOLOGIZE FOR THAT.

I AM REALLY EXCITED ABOUT THE WORK AS DENNY LAID OUT.

THE TEAM THAT WE HAVE HERE HAS BEEN WORKING REALLY HARD, BUT I THINK IT'S IMPORTANT TO UNDERSTAND A LITTLE BIT ABOUT WHERE WE HAVE BEEN IN OUR BOARD RETREATS AND HOW WE HAVE NOT ALWAYS BEEN IN ALIGNMENT.

I STARTED JOINING THE BOARD RETREATS RIGHT AROUND THE TIME THESE GOALS WERE SET IN 2017, AND WE HAD DONE SOME STRATEGIC PLAN WORK WITH A VERY LARGE COMMITTEE AND IT WAS A GOOD PROCESS.

I CERTAINLY DON'T WANT TO THROW STONES AT IT, BUT WHAT WAS MISSING WAS AFTER YOU SET THE GOALS AND AS YOU READ PROBABLY IN CHAPTERS FIVE AND SIX, THAT TALKS ABOUT HOW YOU TURN THOSE GOALS THAT YOU'VE WRITTEN INTO A WORKABLE DOCUMENT THAT ACTUALLY ALIGNS WITH PRETTY MUCH EVERYTHING THAT YOU DO. SO THE PIECE THAT WE'VE HAD MISSING UP UNTIL REALLY THE LAST COUPLE OF YEARS, WE STARTED THAT WORK LAST SUMMER WHEN WE WERE WORKING TOGETHER AND DEVELOPING A LITTLE BIT ABOUT WHO WE ARE AS INDIVIDUALS AND THEN TALKING ABOUT HOW THOSE PLAY INTO THE GOALS THAT WE SET FOR OURSELVES AND THE WORK THAT WE DO.

THAT WAS KIND OF A MISSING PIECE UP UNTIL MOST RECENTLY, AND WHAT WE REALLY HOPE THROUGH THIS EVENING WE'RE ABLE TO DO IS REALLY DRAW AN ALIGNMENT BETWEEN ALL OF THE WORK THAT'S HAPPENING IN THE DISTRICT, FROM THE CLASSROOM LEVEL TO THE ADMINISTRATIVE LEVEL, TO OUR INSTRUCTIONAL COACHES, TO OUR DISTRICT OFFICE STAFF, AND TO ALL OF YOU.

WE WANT TO MAKE SURE THAT THE WORK THAT WE'RE DOING IS IN ALIGNMENT AND THAT WE ARE ACCOUNTABLE TO THE STEPS THAT WE'RE TAKING IN ORDER TO ENSURE THAT THE STRATEGIC PLAN AND THE WORK BEHIND IT COME TO REALITY.

AND SO REALLY THAT THAT'S WHERE WE'RE GOING TONIGHT IS TO TRY AND SET THAT STAGE REALLY IN THAT COHERENCE WORK AND AND THE GOVERNANCE CORE PIECES. SO I WON'T SAY ANY MORE ABOUT THAT AND I WILL LET THESE FINE GENTLEMEN TAKE US AWAY.

[2. Work Session]

[00:10:11]

FIRST OF ALL, IT'S GOOD TO SEE ALL OF YOU.

AND OUR HOPE IS THAT EVEN THOUGH THIS IS KIND OF DISGUISED AS A PRESENTATION OF SORTS, WE HOPE THAT THIS CAN BE SOMEWHAT INTERACTIVE.

AND AS WE GO THROUGHOUT THE NIGHT, VERY INTERACTIVE AND HEAR YOUR VOICE AS WE SHARE WITH YOU THE THINGS THAT WE'VE BEEN WORKING ON.

SO IN TERMS OF THE LEARNING INTENTIONS FOR THIS EVENING, OUR GOAL IS THAT BOARD MEMBERS WILL ARTICULATE THEIR PERSONAL VALUES AND BELIEFS AND COMPARE AND CONTRAST THEM WITH OUR EXISTING BATTLE GROUND PUBLIC SCHOOLS SHARED PURPOSE.

SO MIKE WILL TAKE US THROUGH AN ACTIVITY THAT KIND OF ALLOWS YOU TO DEFINE YOUR YOUR MORAL IMPERATIVE.

AS AS THE BOOK STATES BOARD MEMBERS WILL MAKE CONNECTIONS BETWEEN INITIATIVES EXISTING AND PROGRAMS SUPPORTING COHERENCE GOAL NUMBER TWO, WHICH IS HIGH QUALITY INSTRUCTION.

AND THE INTENT OF TONIGHT IS TO MAKE IT RELEVANT AND SOMETHING THAT SEVERAL OF US COULD BE DEALING WITH THIS YEAR.

BOARD MEMBERS WILL COLLABORATIVELY PLAN A RESPONSE FROM THE BALCONY TO A CONCERNED CONSTITUENT USING THEIR INSIGHT OF THE BATTLE GROUND PURPOSE, PROCESS AND PRODUCT. SO THOSE WILL BE OUR THREE FOCUSES IN TERMS OF PURPOSE, PROCESS AND PRODUCT.

WE WANTED TO START WITH SOMETHING RELEVANT, AND I KNOW EVERYONE CAN READ, SO I WON'T READ IT FOR YOU.

I'LL GIVE YOU A MINUTE TO DO THAT.

AND SO WE PROVIDED TWO DIFFERENT EXAMPLES.

OBVIOUSLY, EMAIL AT MOST OFTEN IS EASIER TO MANAGE BECAUSE THERE'S NOT THAT TIME CRUNCH AND YOU DO HAVE TIME TO PROCESS.

YOU HAVE TIME TO REACH OUT.

GETTING CAUGHT IN A GROCERY STORE OR GETTING APPROACHED AFTER A BOARD MEETING, OF COURSE, PUTS YOU ON THE SPOT A LITTLE BIT MORE SO.

AND SO WHAT WE WANT TO DO IS TAKE SOMETHING THAT IS RELEVANT TO THIS YEAR AND WORK THROUGH A PROCESS IN JUST IN TERMS OF THE CHALLENGES THAT YOU ALL FACE AS BOARD MEMBERS.

AND I HOPE YOU HEAR IT EVERY ONCE IN A WHILE, BUT I WOULD LOVE TO JUST SAY TO SAY THANK YOU TO VOLUNTEERING FOR ONE OF THE MOST CHALLENGING JOBS IN EDUCATION.

I THINK IT WOULD BE HARD PRESSED TO FIND ANOTHER TIME THAT'S MORE CHALLENGING THAN RIGHT NOW.

SO I APPRECIATE WE ALL APPRECIATE YOU.

SO THERE'S THIS IMAGE OF THE BALCONY OR THE DANCE FLOOR, AND WE WILL SPEND TIME TALKING ABOUT THIS AND WHAT THIS LOOKS LIKE FOR ALL OF YOU AND HOW YOU CAN MANAGE THAT.

AND I THOUGHT NO BETTER PERSON, I WAS CHATTING WITH TED A LITTLE BIT AS HE CAME IN AND I ALSO WANT TO HEAR FROM OTHERS, BUT I PUT TED ON THE SPOT AND SO OTHER PEOPLE WANT TO RESPOND.

HE'LL BE HE'LL BE ON THE SPOT FIRST.

BUT THIS IDEA OF BEING ON THE BALCONY, BEING ON THE DANCE FLOOR AND TRYING TO MANEUVER BOTH OF THOSE AT THE SAME TIME, YOU ARE ON THE DANCE FLOOR IN THE SENSE THAT YOU'RE FROM THIS COMMUNITY AND YOU'RE INVOLVED IN THIS COMMUNITY.

BUT THE NEED TO BE ON THE BALCONY TO STEP BACK AND TAKE THAT 30,000 FOOT VIEW OF THE WHOLE ORGANIZATION.

SO WITH THAT, I THOUGHT I WOULD JUST TURN IT OVER TO TED IN TERMS OF HIS EXPERIENCES BEING A FOOTBALL COACH IN THE AREA WHILE ALSO BEING A BOARD MEMBER.

AND AGAIN, I GAVE HIM A HEADS UP.

I WOULD LOVE TO HEAR FROM OTHERS.

IF YOU'VE HAD ANY EXAMPLES OF TRYING TO STRADDLE THAT LINE BETWEEN BEING ON THE BALCONY, BEING ON THE DANCE FLOOR.

SO TED.

YEAH, THANKS TRAVIS.

SO, YOU KNOW, FOR ME, LIKE YOU SAID, BEING A FOOTBALL COACH, YOU KNOW, I HAVE A LOT OF EXPOSURE IN PUBLIC PLACES WHERE IT'S ALL SCHOOL CENTRIC, RIGHT AT THE FOOTBALL GAME, AT PRACTICE, AT ANY SCRIMMAGE, THINGS LIKE THAT.

AND BECAUSE I'M NOT THE HEAD COACH, WHICH IS USUALLY REALLY, REALLY ENGAGED AND INACCESSIBLE, I'M RUNNING AROUND ALL OVER THE PLACE DOING FILM AND WORKING WITH KIDS AND EVERYTHING, AND IT MAKES ME A LOT MORE ACCESSIBLE.

SO I GET PULLED OFF TO THE SIDE AND I GET ASKED THESE KIND OF QUESTIONS ALL THE TIME.

MAYBE NOT THAT SPECIFIC ONE, BUT I GET A LOT OF QUESTIONS AND MOST OF THE PARENTS ALL KNOW I'M ON THE SCHOOL BOARD AS WELL.

SO I'M AN EASY TARGET AND IT MAKES IT CHALLENGING BECAUSE AT THE LEVEL I'M AT AS A COACH, IT'S EASY FOR ME TO SEE THINGS FROM THAT PERSPECTIVE OF AN EMPLOYEE, SO TO SPEAK, AND SEE SOME OF THE THINGS THAT ARE GOING ON IN THE DISTRICT AND MAYBE THE CHALLENGES THAT WE'RE ALL FACED WITH AND SYMPATHIZE

[00:15:02]

BUT THEN ON THE OTHER SIDE IS KNOWING WHAT IT TAKES TO DO THOSE OR MAKE THOSE CHANGES OR THAT.

YEAH, IT'S FRUSTRATING, BUT THERE'S VERY GOOD CAUSE FOR ALL OF THIS.

AND TRYING TO ARTICULATE THAT SOMETIMES WITHOUT STEPPING ON MY TOES, YOU KNOW, CAN BE CHALLENGING, SO TO SPEAK, AND THEN ALSO NOT STEPPING ON SOMEONE ELSE'S TOES BY MAYBE POTENTIALLY GETTING OUT OF MY OWN LINE OF AUTHORITY, BOTH AS A SCHOOL BOARD MEMBER AND AS A COACH, YOU KNOW.

SO IT'S EXCEPTIONALLY CHALLENGING AT TIMES TO NEGOTIATE THAT DANCE FLOOR, SO TO SPEAK.

SO I GUESS FOR ME, THAT'S MY PERSPECTIVE.

IT IS A FINE LINE.

IT'S IT CAN BE VERY CHALLENGING AT TIMES, BUT OTHER TIMES IT CAN BE EXTREMELY REWARDING.

YOU KNOW, BECAUSE I HAVE THAT PERSPECTIVE AND BECAUSE I HAVE THIS POSITION, IT ALLOWS ME TO TAKE THAT EXPERIENCE AND THOSE KNOWN ISSUES AND USE THAT AS A FRAME OF REFERENCE FOR DISCUSSIONS AND POLICY CHANGES OR THESE GOALS.

AND THEN, I MEAN, THAT'S HOW WE STARTED WITH THE ATHLETIC REVIEW TEAMS BECAUSE OF MY OWN PERSPECTIVE WITH AT A COACHING LEVEL AND EVEN BEFORE THAT AS A PARENT WITH HAVING THREE BOYS IN THE SCHOOL AND MULTIPLE TEAMS, MULTIPLE SPORTS, IT'S IT GAVE ME A LOT OF EXPOSURE AND A LOT OF LIKE, WHY ARE WE DOING THIS? OR WHY ARE WE DOING THAT? OR WHY CAN'T WE DO THIS? YOU KNOW? AND THEN AGAIN, BEING A BOARD MEMBER, IT HELPS US SAY, OKAY, THERE IS AN ISSUE, LET'S ADDRESS IT.

WE STARTED THE REVIEW TEAM AND WE'RE WORKING ON THINGS SO IT CAN BE BOTH CHALLENGING AND REWARDING.

ANY THOUGHTS SPECIFICALLY ON THIS SLIDE? YEAH, IT'S NOT WHAT I WOULD HAVE CHOSE FOR A SLIDE.

I DON'T KNOW THAT IT'S THE BEST GRAPHIC IN THE WORLD.

I THINK I HAVE A GEOMETRY CLASS IN COLLEGE THAT USE THIS SAME GRAPHIC, BUT JUST CHECKING ANY OTHER.

THAT'S AN INSIDE JOKE FOR THE REST OF YOU ON THE BOARD THAT WE WERE STRUGGLING WITH DISCUSSION ABOUT THIS SLIDE WENT THROUGH MANY.

REVISIONS. SO I DID GIVE TED A HEADS UP, JUST THAT I WAS GOING TO APPROACH HIM WITH THIS QUESTION.

AND WE DON'T HAVE TO GO ALL THE WAY AROUND, BUT I ABSOLUTELY WANT TO IF ANYONE HAS ANY OTHER THOUGHTS.

I KNOW YOU'RE ALL IN THE COMMUNITY AND MAYBE YOU'VE HAD SIMILAR EXPERIENCES.

IF ANYONE DOES WANT TO SHARE, GREAT.

IF NOT, I WILL MOVE FORWARD.

ANY THOUGHTS? WELL, I CAN DO ANOTHER EXAMPLE.

I STILL GET A CHANCE TO GO IN AND VOLUNTEER IN CLASSES FAIRLY OFTEN.

AND, YOU KNOW, DURING THIS COVID OUTBREAK, WHAT USED TO BE A REAL SIMPLE, EASY SYSTEM, LIKE YOU SAY, IF YOU'RE A COACH, SOMETIMES SOMEBODY'S GOT TO COVER YOUR CLASS IF YOU MISS THE LAST PERIOD OF THE DAY OR SOMETHING LIKE THAT.

AND THERE'S CONTRACT LANGUAGE AND THINGS TO HELP MAKE SURE PEOPLE GET FAIRLY COMPENSATED.

THAT WAS A VERY DIFFERENT THAN THE OH, YOU GOT TO COVER SOMEBODY EVERY PERIOD FOR ALL DAY LONG OR FOR YOU GET A COMBINED CLASS.

SO, YOU KNOW, AND THAT'S ALL FROM THE BALCONY, THAT'S ALL.

OH, THERE'S A CONTRACT.

THERE'S THIS WAS CREATED DURING DIFFERENT TIMES AND THINGS LIKE THAT.

BUT IN THE MOMENT WHEN SOMEBODY SAYS, I CAN'T EVEN MAKE IT TO THE BATHROOM BECAUSE I'M COVERING SOMEBODY ELSE'S CLASSES OR SOMETHING LIKE THAT, YOU KNOW, YOU'VE GOT TO TRY TO HELP PEOPLE GAIN THAT PERSPECTIVE AND SAY, HAVE SOME PATIENCE.

THANK YOU. ANY OTHER THOUGHTS? I WON'T. I WON'T MAKE US WAIT AWKWARDLY.

IF NOTHING WORKED, I WOULD JUST SAY TO THAT AND I GET WHAT YOU'RE SAYING.

PEOPLE OFTEN BRING YOU THE URGENT THINGS, AND IT'S OUR JOB FROM THE BALCONY TO LOOK AT THE IMPORTANT THINGS.

THE URGENT SOMETIMES COMES IN.

I MEAN, LIKE FIVE YEARS FROM NOW WE'RE GOING, OH YEAH, COVID.

OH YEAH. WE ALL WORE MASKS FOR HOWEVER LONG AND EVERYBODY WAS UPSET ABOUT IT IN THE ROOM WAS FULL.

THAT WAS URGENT AT THAT TIME.

BUT RIGHT THIS MINUTE, WE'RE NOT HEARING ANYTHING ABOUT IT.

AND I GUESS SOMETIMES IT'S HARD TO REMEMBER THE LONG TERM AND THE IMPORTANT WORK THAT WE'RE DOING AND NOT GET HUNG UP ON THAT URGENT PART AND GET IN IN THE EMOTIONAL PART OF IT.

SO AS A BOARD MEMBER, TOO, BECAUSE THAT'S WHAT THE COMMUNITY COMES OUT WITH, IS THE EMOTIONAL, URGENT THINGS.

AND TO STEP BACK AND TAKE THE EMOTION OUT OF IT IS SOMETIMES DIFFICULT.

YEAH. THANK YOU.

AND WELL, MIKE WILL TAKE US THROUGH KIND OF THAT MORAL IMPERATIVE THAT YOU'RE TALKING ABOUT.

MARY, THE BIGGER PICTURE, WHY OUR BIG WHY.

RIGHT. LIKE WE ALWAYS TALK ABOUT.

AND ONE OF THE QUOTES FROM THE BOOK SAYS, THE ONLY WAY YOU CAN GAIN BOTH A CLEAR VIEW OF REALITY AND SOME PERSPECTIVE ON THE BIGGER PICTURE IS BY DISTANCING YOURSELF FROM THE FRAY, WHICH IS CHALLENGING AS WE'RE TALKING ABOUT WHEN YOU LIVE IN THE FRAY, RIGHT.

YOU'RE YOU'RE PART OF THE COMMUNITY.

WHENEVER A BOARD OR MORE LIKELY AN INDIVIDUAL TRUSTEE STEPS INTO THE FRAY, A LOSS OF CONTEXT AND PERSPECTIVE IS ALMOST CERTAIN.

AND I THINK WE DO THAT WILLINGLY AND WE DO THAT UNDERSTANDING THE RISK AND THE DYNAMICS THAT GO ALONG WITH THAT.

[00:20:05]

WE GAVE KIND OF A POSSIBLE EXAMPLE OF THINGS WE MAY HEAR THIS YEAR WITH THE WAVER DAYS FOR PLCS AND FOR TRUSTEES WITH A GOVERNANCE MINDSET.

THEIR GREATEST STRENGTH IN THESE EXCHANGES IS THEIR DEEP UNDERSTANDING OF THE PURPOSE AND WORK OF THE DISTRICT.

SO ONE OF OUR MAIN GOALS TONIGHT IS TO CLEARLY EXPLAIN OUR PURPOSE.

HAVE YOU GAIN AN UNDERSTANDING OF OUR PROCESS.

SO IF SOMEONE ASKS YOU WHY INTERNALLY, WHETHER YOU AGREE OR DISAGREE, YOU'LL AT LEAST UNDERSTAND WHY.

BECAUSE THERE'S A GREAT LEVEL OF TRANSPARENCY AND THEN OUR PRODUCT.

SO HOW ARE WE HOLDING OURSELVES ACCOUNTABLE? HOW ARE WE HOLDING THE SYSTEM ACCOUNTABLE AS WE GO THROUGH THIS? SO TONIGHT, LIKE I SAID, WE WANT TO COMMUNICATE OUR PURPOSE PRODUCT AND EXCUSE ME, OUR PURPOSE PROCESS AND PRODUCT.

SO IN TERMS OF PURPOSE, YOUR PURPOSE AS A BOARD MEMBER AND OUR PURPOSE AS A DISTRICT AND THIS IS WHERE MIKE WILL WILL SPEAK TO.

WE HAVE THE PROCESS.

WHAT ACTIONS ARE WE TAKING AS A DISTRICT TO IMPROVE TEACHING AND LEARNING? OUR CHALLENGES IS SO SIMPLE.

IT'S COMPLICATED. WE'RE LITERALLY TRYING TO IMPROVE TEACHING AND LEARNING.

AND WHAT MAKES IT COMPLICATED IS, OF COURSE, WE ARE ALL HUMAN AND HUMANS COME WITH A VARIETY OF COMPLICATIONS ACROSS THE BOARD.

AND THEN FINALLY OUR PRODUCT.

SO WHAT DOES ACCOUNTABILITY LOOK LIKE? AND WHAT WE SPEND A GREAT DEAL OF TIME TALKING TO ADMINISTRATORS IS HOW DO YOU HOLD PEOPLE ACCOUNTABLE WITHOUT LOSING THEM, WITHOUT LOSING YOUR BUILDING? AND I KNOW WE'VE ALL MANY OF US HAVE WORKED IN EDUCATION.

YOU KNOW, I KNOW MARY, BEING A FORMER DISTRICT ADMINISTRATOR, THAT'S ONE OF THE BIG CHALLENGES FOR EVERYONE, OF COURSE, IS HOW DO YOU PUSH YOUR BUILDING WITHOUT LOSING YOUR BUILDING? AND WE HAVE SOME AMAZINGLY GIFTED LEADERS IN THIS DISTRICT LEADING, SOME VERY TALENTED TEACHERS WORKING WITH GREAT STUDENTS.

SO WE SAY IF THERE IS NOT A CLEAR MORAL IMPERATIVE, WHICH WOULD BE OUR PURPOSE, IF THERE IS NOT A SPECIFIC MEANS OF IMPLEMENTING IT IN PRACTICE, WHICH WOULD BE THE PROCESS.

AND IF THERE ARE NOT MEASURABLE OUTCOMES THAT MARK PROGRESS AND ATTAINMENT, WHICH WOULD BE THE PRODUCT, IF THE BOARD AND SUPERINTENDENT CANNOT ARTICULATE THE STATE OF PLAY ABOUT THE MORAL IMPERATIVE AS A SYSTEM IN ACTION, THEN IT DOES NOT EXIST IN REALITY.

AND THAT'S FROM ONE OF ALL OF OUR FAVORITE AUTHORS, MICHAEL FULLAN AND VISION STATEMENTS KNOW EVERY BUILDING, EVERY DISTRICT HAS A VISION STATEMENT.

IF THEY'RE NOT GROUNDED IN INTENSITY OF ACTION, THEY HAVE POOR TRACK RECORDS.

SO WE HAVE TO MAKE THIS TANGIBLE, OUR PURPOSE TANGIBLE.

AND THEN FINALLY, THESE ARE JUST TWO QUESTIONS THAT AS I WAS THINKING ABOUT, I CAN'T PRETEND NONE OF US CAN REALLY PRETEND TO KNOW WHAT IT'S LIKE TO BE A SCHOOL BOARD MEMBER BECAUSE WE HAVEN'T BEEN A SCHOOL BOARD MEMBER.

YOU HAVE PUTTING PUTTING MYSELF IN YOUR SHOES.

TWO OF THE MAIN QUESTIONS THAT CAME TO MIND IS FROM YOUR POSITION ON THE BALCONY, HOW CAN YOU UNDERSTAND THE CONVERSATIONS TAKING PLACE ON THE DANCE FLOOR? NOT THAT YOU'RE NECESSARILY INVOLVED IN THOSE CONVERSATIONS, BUT HOW CAN YOU UNDERSTAND WHAT'S BEING TALKED ABOUT? AND THEN I THINK EVEN MORE IMPORTANTLY, HOW DO YOU UNDERSTAND? HOW CAN WE ALL GET TO THE POINT WHERE WE UNDERSTAND WHAT QUESTIONS TO ASK OF THE PEOPLE ON THE DANCE FLOOR.

SO AS YOU'RE TOURING SCHOOLS, INSTEAD OF SAYING, HOW ARE THINGS GOING? GETTING TO THE POINT WHERE YOU CAN ASK SPECIFICALLY HOW ARE THE COMMON ASSESSMENTS COMING ALONG IN YOUR PLCS? OR JUST GIVING YOU THAT CORPORATE KNOWLEDGE TO WHERE YOU CAN BE MORE SPECIFIC IN THE QUESTIONS BECAUSE THAT'S MORE BENEFICIAL FOR YOU.

AND IT DEFINITELY ADDS VALIDITY TO THE WORK THAT THE FOLKS ARE DOING IN THE BUILDING.

THANK YOU, TRAVIS. [INAUDIBLE] DAVID.

WE GET BETTER.

YOUR MIC'S ON. I'LL JUST GO WITH THE HANDHELD.

THAT SEEMS A LITTLE BIT MORE COMFORTABLE FOR ME.

FIRST, I WANTED TO THANK YOU BOARD FOR ALLOWING US SOME TIME TODAY TO SPEAK WITH YOU AND WORK WITH YOU.

UM, I WOULD LIKE TO, TO START AT LEAST MY PART OF THE PRESENTATION, TAKING US BACK TO MAYBE WE STARTED A YEAR OR SO AGO WITH OUR LAST RETREAT.

WE DID SOME WORK AROUND ESTABLISHING OUR WHY.

THOSE OF YOU THAT WERE HERE WITH US, WE REALLY KIND OF LOOKED CLOSELY AT OUR PERSONAL VALUES AND OUR BELIEFS AND TALKED ABOUT WHY WE DECIDED OR WHY YOU DECIDED TO BECOME A BOARD MEMBER.

WHAT MOTIVATES YOU TO SHOW UP TO BOARD MEETINGS, THOSE TYPES OF THINGS? SO I'M GOING TO ASK YOU TO GO BACK TO A SIMILAR ACTIVITY TODAY.

[00:25:02]

IT'S BEEN 12, 13, 14 MONTHS SINCE WE'VE HAD THIS CONVERSATION.

MAYBE YOUR WHY HAS CHANGED.

AND THEN WE'LL TALK ABOUT HOW YOUR PERSONAL VALUES AND BELIEF PLAY INTO YOUR DECISION MAKING.

YOUR ROLE ON THE BOARD AND HOW THAT CONTRIBUTES OR HOW YOU MIGHT HOW THAT CONTRIBUTES TO THE LEADERSHIP THAT YOU PROVIDE TO THE ORGANIZATION.

SO THE NEXT SLIDE.

SO REALLY, THIS ACTIVITY, WE'RE FIRST GOING TO ASK YOU TO TAKE ABOUT 3 TO 5 MINUTES.

I'LL NOTICE THAT WHEN YOUR PENCILS ARE DOWN, IT'S AN OLD TEACHER TRICK THAT YOU'RE DONE REFLECTING AND THINKING, AND THEN WE CAN MOVE ON AT THAT POINT.

BUT TAKE A FEW MINUTES TO WHAT ARE YOUR PERSONAL VALUES AND BELIEFS AND HOW DO THEY CONTRIBUTE TO YOUR WHY TO SERVE ON THE SCHOOL BOARD? YES. YES.

THANK YOU. SO THERE SHOULD BE A BLANK PAPER IN YOUR FOLDER THERE.

SOME SCRATCH PAPER.

THEN WE'RE GOING TO ASK YOU TO DO WHILE YOU'RE DOING SOME QUIET REFLECTING.

WE'RE GOING TO HANG UP SOME CHART PAPER IN THE ROOM AND WE'RE GOING TO ASK YOU TO WRITE THE IDEAS.

YOU'RE ACTUALLY YOUR PERSONAL VALUES AND BELIEFS ON THAT CHART PAPER.

AND THEN WE'RE GOING TO TAKE WHAT'S CALLED A GALLERY WALK.

YOU'RE GOING TO GET AN OPPORTUNITY TO GO AROUND THE ROOM TO LOOK AT WHAT OTHER PEOPLE, WHAT OTHER TRUSTEE'S BOARD MEMBERS HAD WRITTEN DOWN.

AND THEN WE WANT YOU TO IDENTIFY COMMON THEMES THAT EXIST WITHIN THE BOARD.

WE'LL HAVE A GROUP DISCUSSION ABOUT THOSE COMMON THEMES.

MAKE SURE THAT WE HAVE A SHARED UNDERSTANDING OF WHAT EACH PERSON WROTE ON THEIR PAPER.

AND THEN LASTLY, WE'RE GOING TO ASK YOU TO COMPARE AND CONTRAST YOUR COMMON THESE COMMON VALUES AND BELIEVE WITH OUR SHARED PURPOSE STATEMENT.

DO YOUR VALUES ALIGN WITH WHAT WE ARE TRYING TO GET ACCOMPLISHED AS AN ORGANIZATION? AND THEN WE'LL HAVE A CONVERSATION ABOUT THAT.

SO THAT'S THE PROCESS THAT WILL ENGAGE IN FOR THE NEXT MAYBE 30 MINUTES, ALL SAID AND DONE.

BUT WE'LL START WITH, LIKE I SAID, 3 TO 4 MINUTES OF QUIET REFLECTION.

WHAT PERSONAL VALUES AND BELIEFS CONTRIBUTE TO WHY YOU CHOSE TO SERVE ON THE SCHOOL BOARD?

[00:31:25]

IF YOU WOULD KIND OF SUMMARIZE THAT WORK, LIST THOSE THINGS THAT YOU'RE COMFORTABLE LISTING ON CHART PAPER THROUGHOUT THE ROOM.

YES, MR. KENNEDY IS HANDING OUT MARKERS FOR EVERYBODY.

SO EACH BOARD MEMBER GETS.

. EACH BOARD MEMBER GETS THEIR OWN CHART PAPER.

AND THEN AT SOME POINT, WE'LL WALK AROUND AND LOOK FOR COMMON THEMES THAT EXIST WITHIN THE WITHIN THE GROUP.

AND MR. WATERS AND MS. WHITTEN, IF YOU FEEL COMFORTABLE, WE'D LOVE FOR YOU TO PARTICIPATE AS WELL.

I'LL TAKE THE YELLOW SO NO ONE CAN SEE IT.

WE DO IT AS WELL.

YEAH, THE NAMES AREN'T IMPORTANT.

IT'S MORE THAT THIS IDEA OF COLLECTING SOME THEMES AND COMPARING AND CONTRASTING THOSE THEMES WITH OUR SHARED PURPOSE.

[00:35:38]

EXCELLENT.

SO I SEE THAT SOME OF YOU ARE FINISHING UP.

PLEASE TAKE WHATEVER TIME THAT YOU NEED.

IF YOU ARE DONE, I ENCOURAGE YOU TO NOW TAKE A GALLERY WALK, TAKE SOME EITHER PHYSICAL NOTES OR MENTAL NOTES OF SIMILARITIES THAT YOU SEE, OR SOME COMMON THEMES THAT YOU SEE WITHIN THE ROOM, OR MAYBE EVEN SOME OUTLIERS THAT ARE OF HIGH INTEREST TO YOU.

AND WE'LL TALK ABOUT THAT WHEN WE RETURN TO OUR SEATS HERE IN THE NEXT FOUR OR 5 MINUTES.

ALL RIGHT, LET'S TAKE ABOUT ONE MORE MINUTE AND THEN RETURN TO OUR SEATS FOR A BRIEF DISCUSSION.

MIC] WELL DONE, TEAM, EXCELLENT.

[00:40:01]

NOT INDIVIDUALLY.

BUT DID WE SEE ANY COMMON THEMES? ARE THERE STRENGTHS OR ARE THERE ANY OUTLIERS? THOSE TYPES OF THINGS.

SO MY THOUGHTS.

YEAH. MARY. WELL, THIS STATEMENT KIND OF ENCAPSULATED FOR ME A LOT OF WHAT MANY OF US ARE STAYING AND THAT IS EMPOWER STUDENTS FOR A LIFETIME.

I MEAN, I THINK THERE'S A WHOLE LOT OF DIFFERENT ASPECTS OF THAT, THAT WERE BROUGHT OUT THERE, BUT FOR ME, THAT STATEMENT JUST KIND OF SAID, YEAH, THAT'S THAT'S WHAT WE'RE REALLY ABOUT. I LOVED THE WORD BRAVE BECAUSE I FEEL LIKE WE'VE ALL HAD TO AT TIMES AND WE'RE AT ADMINISTRATIVE BOARD AS WELL. YOU HAVE TO BE BRAVE IF YOU WANT [INAUDIBLE].

AND I LOVE THE WORD BRAVE.

THE WORDS BRAVE LEADERSHIP AND ALSO THE WORD TRUST APPEARED MANY TIMES LIKE THAT.

YEAH, TRUST WAS A MAIN THEME IN CHAPTER FIVE, RIGHT? HOW WE TAKE OUR PERSONAL VALUES AND BELIEFS, RIGHT, AND WORK TOWARDS THAT SHARED PURPOSE RIGHT.

THERE'S AN ORGANIZATION, BUT HOW DO WE DO THAT WHEN WE ALL HAVE DIFFERENT BELIEFS AND IDEAS ABOUT WHAT SHOULD GET DONE RIGHT AND HAVING A BOARD AND A GOVERNANCE BODY THAT TRUST ONE ANOTHER? IMPORTANT PART OF THE WORK THAT WE DO.

YEAH. ANY OTHER, WHO WANTS TO FOLLOW MARY? I THINK THE COMMON THEME I SAW WAS SERVE IN DIFFERENT ASPECTS, WHETHER IT'S SERVING AS A LEADER, SERVING STUDENTS, SERVING THE COMMUNITY, YOU KNOW, STUDENT VOICE LIKE SERVING A PURPOSE.

SO THAT WAS KIND OF THE TAKEAWAY I TOOK FROM A LOT OF THE DIFFERENT COMMENTS.

SO I THINK ANOTHER WORD I SAW A LOT WAS COMMUNITY.

YOU KNOW, THERE'S A LOT OF THAT IN THERE BECAUSE THAT IS IS WHO WE SERVE IS OUR COMMUNITY.

SO IT'S A COMMON THEME.

ANOTHER ONE WAS JUST LEADERSHIP, THE OPPORTUNITY TO LEAD AND AND TO SERVE AT THE SAME TIME SERVING AS LEADERSHIP.

SO I THINK THAT TIES IN.

SOMETHING THAT STUCK OUT WITH ME A LOT WAS ONE THAT SAID TEACHERS ARE ABLE TO LEARN WITH STUDENTS.

AND THAT'S REALLY IMPORTANT BECAUSE AS A STUDENT, YOU KNOW, WE THINK THAT TEACHERS KNOW EVERYTHING AND THEY'RE LIKE SO KNOWLEDGEABLE.

BUT, YOU KNOW, WE NEVER REALLY THINK ABOUT HOW THEY'RE ALSO PEOPLE.

SO, YOU KNOW, IT'S KIND OF LIKE THIS LIKE PYRAMID OF HIERARCHIES.

IT'S LIKE JUST LIKE SOME SORT OF IDEA THAT WE HAVE IN OUR HEAD AND THAT WE'RE ALL LEARNING TOGETHER.

OKAY. THANK YOU FOR THAT COMMENT, RICARDO.

ANYONE ELSE? I GUESS THE THING THAT WAS CLEAR TO ME IS THAT WE ALL UNDERSTAND THE POWER OF EDUCATION AND HOW IT CAN IMPACT AND CHANGE THE LIVES OF KIDS AND HOW CRITICAL IT IS, WHICH DIDN'T JUST, YOU KNOW, KIND OF ADDS TO THE WEIGHT OF WHAT WE DO.

BUT, I MEAN, THAT'S THE IT'S THE THING.

YEAH. AND BECAUSE OF THAT, YOU KNOW, THE OTHERS COME WITH IT.

YOU KNOW THAT, YOU KNOW, IF WE TRULY BELIEVE THAT, THEN WE HAVE TO BE BRAVE.

WE HAVE TO LEAD AND WE HAVE TO YOU KNOW, I GUESS ONE OF THE THINGS THAT I'VE LEARNED AND I CONTINUE TO LEARN IS THAT WE'RE GOING TO FAIL.

THERE'S GOING TO BE TIMES WHERE WE JUST FEEL LIKE, WELL, THAT DIDN'T GO VERY WELL, YOU KNOW, OR THAT'S THAT'S A BARRIER.

AND WE JUST GOT TO KEEP WE JUST GOT TO PICK OURSELVES UP, DUST OURSELVES OFF AND KEEP GOING.

YEAH. IN SOME WAYS IT'S ALREADY BEEN SAID, BUT JUST THE IDEA OF A GROWTH MINDSET AND THAT COMES THROUGH THIS DESIRE TO HAVE A SENSE OF DUTY, I GUESS, TO WHAT IT IS THAT WE'RE DOING.

AND THAT'S REALLY JUST FURTHERING THAT BELIEF IN IN PUBLIC EDUCATION.

I SAW THAT NUMEROUS TIMES.

I THINK THAT THAT'S WHY ALL OF US ARE HERE, IS THIS DESIRE TO MAKE A DIFFERENCE FOR ALL KIDS, AND IN PUBLIC EDUCATION, THAT'S WHO WE SERVE AS ALL KIDS.

AND SO I THINK IT'S IMPORTANT FOR US TO CONTINUE TO LOOK AT THAT.

LOOK AT OUR ALL. FOR ME, THERE IS THIS UNDERLYING THEME OF

[00:45:05]

LOVE FOR THE KIDS, LOVE FOR THE COMMUNITY.

A DEEP PASSION FOR DOING WHAT'S RIGHT.

THIS IDEA OF INTEGRITY AND DOING HARD THINGS AND MAKING HARD DECISIONS IN PURSUIT OF THE THINGS THAT WE BELIEVE IN ARE FOR THE BETTERMENT OF THE PEOPLE THAT WE CARE ABOUT.

I THINK THAT THERE IS A REAL GENUINENESS AND AUTHENTICITY THAT PLAYS OUT.

I DON'T KNOW ANYBODY ELSE.

THE LAST THING THAT WE WANTED YOU TO DO IS PART OF THIS ACTIVITY IS NOW THAT WE'VE DONE SOME REFLECTING ON OUR OWN BELIEFS AND OUR OWN VALUES.

WE'VE DISCUSSED SOME COMMON THEMES THAT EXIST.

LET'S HAVE A BRIEF CONVERSATION ABOUT HERE'S OUR SHARED PURPOSE STATEMENT.

AND FOR THOSE OF YOU THAT DON'T KNOW, THIS IS A SHARED PURPOSE STATEMENT THAT HAS BEEN REFINED THROUGH THE COHERENCE COMMITTEE.

WE WENT OUT, TEAMS OF US, TO EACH BUILDING AND RECEIVE FEEDBACK FROM PRETTY MUCH EVERY STAFF MEMBER IN THE ORGANIZATION.

AND WE ARRIVED AT THIS SHARED PURPOSE.

SO I ASK, ARE THERE INDIVIDUAL BELIEFS THAT WE TALKED ABOUT TODAY, PERSONAL VALUES OR COMMON THEMES THAT WE DISCUSSED? AND HOW DOES THAT RELATE TO THE WORK, OUR SHARED PURPOSE THAT WE'RE TRYING TO GET ACCOMPLISHED? ARE THERE THEMES THAT MATCH? ARE THERE THEMES THAT MAYBE ARE MISSING? JUST KIND OF ASKING OURSELVES THAT QUESTION AND MAYBE HAVE 20 SECONDS OF QUIET TIME AND THEN I'D LIKE TO OPEN THE ROOM UP TO PEOPLE THAT HAVE THOUGHTS, ARE WE CONNECTED, ARE WE THINKING THE SAME, ARE WE IN LINE? IS THERE A THROUGH LINE BETWEEN THE THINGS THAT WE BELIEVE AS HUMANS AND LEADERS OF THE ORGANIZATION AND WHAT WE'RE TRYING TO GET ACCOMPLISHED? ANY THOUGHTS THERE? I THINK THAT WAS 20 SECONDS OR SO.

TRAVIS WON'T WAIT AWKWARDLY, BUT I WILL.

YOU'RE ASKING US TO IDENTIFY THINGS YOU THINK WE MISSED..

OR THINGS THAT ALIGN, I MEAN, SOME OF THE POSTERS, SOME OF THE THEMES THAT WE JUST DISCUSSED.

DO THEY SHOW UP IN OUR SHARED PURPOSE, ARE THERE THINGS THAT ARE MISSING? SHOULD NOT OUR VALUES AND BELIEFS PLAY OUT IN THE PURPOSE LIKE THE THINGS THAT WE'RE TRYING TO GET ACCOMPLISHED.

WELL, I HAVE A THOUGHT, AND I THINK THAT A LOT OF WHAT I SAW ON THESE PAPERS DO ALIGN.

AND I THINK THAT A LOT OF THE THINGS THAT ARE WRITTEN ON THERE ARE CONSISTENT WITH WHAT'S IN THE DRAFT FOR THE GOALS. CERTAINLY WE CAN SIT HERE AND WORDSMITH IT AND MAKE IT PERFECT.

BUT THE ONE THING I SAW AND I MISSED TWO SHEETS OVER THERE.

SO I APOLOGIZE IF THEY'RE ON THERE, BUT I FEEL LIKE I'M THE ONLY ONE THAT SAID ANYTHING ABOUT SPORTS.

AND I KNOW THAT'S LIKE OBVIOUSLY I'M A COACH AND EVERYTHING AND YOU KNOW, FOOTBALL IS LIFE, BUT AT THE END OF THE DAY, ATHLETICS PLAYS SUCH A CRITICAL COMPONENT IN SO MANY STUDENTS LIVES, AND IT'S SUCH A SIGNIFICANT PORTION OF OUR CULTURE AS A SOCIETY FOR US TO EXCLUDE THAT AS SOMETHING THAT WE ARE ENCOURAGING AND MAKING ACCESSIBLE TO EVERYBODY, THEN I THINK WE'RE MISSING SOMETHING THERE, YOU KNOW, AND I JUST FEEL LIKE WE SHOULD BE ENCOURAGING THAT FROM A 30,000 FOOT VIEW IS WHERE THE PURPOSE IS WRITTEN.

I'M WONDERING, TED, IF SOCIALLY AND EMOTIONALLY, IF THAT'S WHERE SPORTS FIT IN THERE, IF THAT'S A BIGGER.

YEAH, AND I THINK YOU'RE ABSOLUTELY RIGHT ON THAT ASPECT BECAUSE WE COULD WRITE, WE COULD JUST SAY, OKAY, WELL, YEAH, WE'RE SUPPORTING SPORTS BECAUSE THAT'S PART OF THE SOCIAL EMOTIONAL. BUT AND THIS IS JUST ME PERSONALLY.

[00:50:01]

AND AS AGAIN, IF WE'RE GOING BACK TO THE THINGS THAT ARE ONE OF THE REASONS I RAN FOR THE BOARD WAS BECAUSE OF ALL THE PARENTS THAT WERE SAYING, WE'RE NOT DOING THIS OR WE'RE NOT DOING THAT.

SO SPORTS WAS A BIG PART OF THAT FOR ME.

AND GRANTED, THOSE GOALS HAVE ALWAYS BEEN THERE ABOUT SUPPORTING THAT, BUT I DON'T THINK THAT THEY FELT SUPPORTED, WHICH IS AGAIN ONE OF THE REASONS I RAN AND THAT'S WHY I SAY, WELL, MAYBE WE NEED TO PEEL THAT OUT AS SOMETHING SEPARATE.

AND IT COULD BE A SEVENTH GOAL WHERE IT JUST SAID SUPPORT SPORTS BECAUSE IT'S BROAD, IT'S ENCOMPASSING, IT INCLUDES EVERYBODY, WHETHER IT'S FOOTBALL OR UNIFIED OR WHATEVER..

OR ALL EXTRACURRICULAR.

ALL EXTRACURRICULAR, I LIKE THAT, YEAH.

IF I, MIKE, SORRY TO JUMP IN.

OH, PLEASE DO. AND THIS IS NOT ME PUSHING BACK ON TED IN TERMS OF HIS LENS FOR SPORTS, BECAUSE I PLAYED SPORTS AT BATTLEGROUND AND IT WAS A BIG PART OF MY LIFE.

I THINK THE THING THAT I ALWAYS LOOK AT IS WE NEED CONNECTORS TO SCHOOL AND THOSE CONNECTORS BRING ABOUT SOCIAL EMOTIONAL HELP, WHETHER THOSE CONNECTORS ARE SPORTS, DRAMA, ARTS, BAND.

FOR SOME STUDENTS, THE CONNECTOR IS THE ACADEMICS.

YOU KNOW, I'VE GOT A KID OF MY OWN WHO FOR SOME REASON IT'S ENTERTAINING FOR HER TO STUDY FOR A LONG, LONG TIME, AND THAT'S HER CONNECTOR.

SO WHETHER I MEAN, I THINK AS I LOOKED AT THE SHEETS, WHAT I LOVED IS EVERYONE DOES COME IN WITH THEIR OWN LENS LIKE WE SHOULD HAVE SOMEONE WHO IS ONE OF YOUR MAIN INTENTS PURPOSES IS TO MAKE SURE THAT WE'RE LOOKING OUT FOR ATHLETICS.

AND I THINK IT'S ALL OF OUR JOBS TO MAKE SURE WE'RE ALSO LOOKING OUT FOR THE ARTS, BAND, MUSIC, ALL OF THOSE.

SO I WOULD AGREE, I JUST IN TERMS OF GLOBALLY, I THINK WHETHER IT'S SPORTS OR THE DRAMA PROGRAM, WE HAVE TO APPRECIATE THE FACT THAT FOR SOME KIDS THAT IS EVERYTHING TO THEM AND THAT IS WHY THEY GET UP IN THE MORNING, WHICH MAKES IT SO POWERFUL.

THAT'S PROBABLY I THINK THAT'S WHY I THINK DANNY'S TERMINOLOGY IS PROBABLY MORE APPROPRIATE THAN IS JUST EXTRACURRICULAR IN THAT SENSE, BECAUSE THEN THAT WOULD CAPTURE ALL OF THOSE THINGS AS WELL.

ONE OF THE THINGS THAT STANDS OUT FOR ME AND IT'S ONLY RECENTLY COME TO LIGHT, I MEAN, IT'S WELL AFTER WE DEVELOPED THIS AND IT'S BASED ON YOU GUYS, MAYBE YOU CAN HELP ME WITH THIS BECAUSE I DON'T REMEMBER THE EXACT VERBIAGE THAT HE USED, BUT WHEN DAVE CRESAP STOOD UP, I TRIED TO DO IT.

I IF YOU GO OVER TO MY IF YOU GO OVER TO MY SHEET, I STARTED TO WRITE ALL STARTED RIGHT ALL STUDENTS AND THE SUBTLE BUT MEANINGFUL DIFFERENCE BETWEEN SAYING ALL STUDENTS VERSUS EACH AND EVERY STUDENT BECAUSE ALL STUDENTS I THINK THIS IS WHAT DAVE WAS SAYING.

AGAIN, HELP ME. ALL STUDENTS IS TREATED LIKE A GROUP.

YOU KNOW, THERE'S IT'S ALL, YOU KNOW, EVERYBODY.

BUT THERE REALLY IS SOMETHING MEANINGFUL ABOUT EACH AND EVERY KNOW TO YOUR POINT, YOU KNOW.

WHO LIKES DRAMA VERSUS THE KID WHO LIKES BAND OR THE KID WHO NEEDS THE AP CLASS OR THE HONOR SOCIETY OR THOSE TYPES OF THINGS.

EACH AND EVERY STUDENT, WHATEVER THEY NEED.

DID I CAPTURE THAT RIGHT? WHAT DAVE SAID IT WAS.

AND HE ONLY SAID IT.

ONLY SAID IT ABOUT A MONTH AGO.

YEAH, BUT IT'S BEEN STICKING WITH ME.

THE DIFFERENCE BETWEEN ALL AND EACH AND EVERY.

IT'S A MATHEMATICAL REASONING.

YEAH, IT WAS WELL ABOVE.

YEAH. I CAME FROM HIS MATHEMATICS TRAINING.

YEAH. THAT THERE IS A DELINEATION BETWEEN THIS CONCEPT OF ALL AND EACH AND EVERY WHICH IS VERY DIFFERENTIATED BASED ON THE INDIVIDUAL'S NEEDS.

YEAH. IT'S LIKE SAYING ALL BUT ALSO INDIVIDUALLY.

YEAH. IT JUST TAKES IT MORE.

IT TAKES IT BEYOND THAT.

IT'S MORE GRANULAR.

RIGHT. RIGHT.

AND THE OTHER THING THAT I WILL SAY ABOUT THE SHARE, ABOUT THE SHARED PURPOSE IS I BELIEVE IT CONVEYS THE AGAIN, THE I KEEP COMING BACK TO THIS THE POWER OF EDUCATION, YOU KNOW, BECAUSE WITHOUT IT, YOU KNOW, THIS BUILDING CAPACITY IN PEOPLE SO THAT THEY CAN ACHIEVE GREAT THINGS.

THAT'S WHAT IT'S TO ME, THAT'S WHAT IT'S ABOUT.

NOW, I MAY BE WAY OFF ON THIS, BUT ONE OF THE THINGS THAT RESONATED FOR ME AS I WAS GOING AROUND THE ROOM AND LOOKING AT MANY OF THE COMMENTS, THERE WAS A LOT OF TO ECHO YOUR POINT, MARY, ABOUT THE BRAVE LEADERSHIP, THIS ELEMENT.

AND I ALMOST AS I WAS READING OVER THE SHARED PURPOSE, I THOUGHT, WELL, I DON'T KNOW IF THERE'S A WAY OF CAPTURING IT, BUT, YOU KNOW, BELIEVING THAT EVERY PERSON BRINGS VALUE AND

[00:55:04]

AND I DON'T KNOW, BUT THERE'S SOMETHING ABOUT THE ADULT PIECE THAT IS ALSO PART OF THIS EQUATION, BECAUSE TO BE AN ADULT IN OUR SYSTEM REQUIRES SOMETHING OF YOU.

AND WE'RE INVESTED IN OUR STUDENTS, OBVIOUSLY, FIRST AND FOREMOST.

BUT WE ALSO KNOW IT'S LIKE THE ANALOGY OF FLYING IN THE PLANE AND PUTTING THE MASK ON YOURSELF FIRST SO THAT YOU CAN THEN TAKE CARE OF YOUR CHILD.

WE HAVE TO GROW OUR OWN PEOPLE AT THE SAME TIME SO THAT THEY CAN PROVIDE THE BEST OPPORTUNITIES FOR OUR KIDS.

WE TRY TO CAPTURE THAT IN THE INITIAL STATEMENT.

THAT'S WHY IT SAYS EVERY PERSON, [INAUDIBLE] EVERY PERSON IT WASN'T TO YOUR TERM, GRANULAR WITH JUST STUDENTS.

IT WAS MEANT TO INCORPORATE THE STUDENTS AND ADULTS WHO CARE FOR THOSE STUDENTS.

BUT I DO WONDER ABOUT THE EMPOWERMENT OF EACH AND EVERY BEYOND JUST THE SCOPE OF STUDENTS TO INCLUDE EVERY ASPECT OF THE PEOPLE THAT ARE SERVING IN OUR ORGANIZATIONS.

YEAH, I THINK IT WAS INTERESTING.

I THINK THAT'S WHAT RICARDO WAS TRYING TO ARTICULATE, IS THIS IDEA THAT WE'RE ALL LEARNERS, RIGHT? RIGHT. AND THAT WAS KIND OF HIS THOUGHTS THAT HE SHARED.

I DON'T WANT TO OVERDO THIS CONVERSATION, BUT I ALSO WANT TO GIVE IT IT'S DUE TIME IF THERE'S OTHER PEOPLE THAT HAVE A WILLINGNESS TO SHARE.

MARK YEAH, I MIGHT NEED SOME HELP ON THIS ONE.

SO JUST BEFORE COMING HERE TONIGHT, I READ THROUGH ALL THE COMMENTS FROM RITA'S SURVEY.

SAID, STICK TO THE BASICS.

AND I'M TRYING TO REFRAME THAT BECAUSE I'M THINKING WE HAVE TO GET THE COMMUNITY TO SHARE THIS PURPOSE WITH US IN MY MIND AND I FIND MYSELF STRUGGLING WITH, I DON'T THINK THEY HAVE THIS THOUGHT AS THIS IS THE BASICS.

ANYWAY, I NEED TO FIGURE OUT HOW TO PUT THOSE TWO TOGETHER.

YEAH, YEAH. I HEAR YOU, MARK.

I'VE GOTTEN THAT ONE IN PUBLIC IS WHY CAN'T YOU GUYS JUST STICK TO THE BASICS, RIGHT? YOU HEAR IT ALL THE TIME AND IT'S..

DO THEY DEFINE WHAT THAT IS.

WELL, THEY ALWAYS JUST READING, WRITING AND ARITHMETIC, RIGHT.

LIKE, WELL, GUESS WHAT? THERE'S MORE TO SCHOOL THAN JUST THAT.

I MEAN, I'M COMPASSIONATE TO THAT.

AND YOU'RE ABSOLUTELY RIGHT.

THOSE ARE EXTREMELY IMPORTANT RIGHT.

BUT WE'RE DOING THAT.

WE'RE ALSO DOING MORE.

IF YOU LOOK TOO, AT THE HISTORY OF EDUCATION, READING, WRITING AND MATH WAS TAUGHT, AND IT WAS MAINLY TO WHITE MALES OF THE UPPER CLASSES. SO IF YOU THINK ABOUT HOW EDUCATION HAS EVOLVED, THE NEEDS OF EDUCATION TO HAVE EVOLVED TO MEET THE NEEDS OF THOSE INDIVIDUALS. I TOLD A STORY TO AT THE ADMIN RETREAT ABOUT MY OWN FATHER WHO GRADUATED FROM BATTLE GROUND HIGH SCHOOL.

HE WOULD NOT HAVE GRADUATED AT ALL HAD IT NOT BEEN FOR ATHLETICS FOR HIM.

IT WAS WRESTLING AND FOOTBALL.

HE WAS THE ONLY ONE IN HIS FAMILY TO GRADUATE.

IT WAS THE FIRST PERSON IN HIS LINEAGE TO GRADUATE FROM HIGH SCHOOL.

AND HAD HE ONLY HAD READING, WRITING AND MATH, HE WOULDN'T HAVE GRADUATED.

I CAN GUARANTEE HE WOULD NOT HAVE GRADUATED.

AND THAT WAS IN 1963.

SO IF WE DON'T CONTINUE TO OFFER WHAT STUDENTS NEED, THEN WHAT KIDS ARE WE CHOOSING TO THROW AWAY? SO THAT BECOMES MY QUESTION IS WHO ARE WE CHOOSING TO LEAVE BEHIND? WE DON'T KNOW. I MEAN, HE WAS A WHITE MALE, PROBABLY UPPER MIDDLE OR MIDDLE CLASS.

I WOULD SAY HE WAS MIDDLE CLASS.

WE WERE LOST. HE WOULD HAVE BEEN LOST.

WHO ELSE ARE WE WILLING TO LOSE? I MEAN, SO FOR ME, THE MORAL IMPERATIVE HAS CHANGED WITH TIME.

TIME HAS CHANGED OUR MORAL IMPERATIVE.

AND WHILE I UNDERSTAND THE RELIANCE ON THOSE IMPORTANT ASPECTS OF LEARNING AND BELIEVE THOSE ARE VERY, VERY IMPORTANT, I JUST DON'T THINK WE'RE AT A TIME WHERE WE CAN GO BACKWARDS TO A TIME WHERE THAT WAS THE ONLY THING THAT WE COVERED.

I THINK IF ANYTHING, WE NEED MORE CLASSES, MORE OPTIONS, MORE OPPORTUNITIES THAT FIT EVERYONE, EVERY STUDENT, EVERY ADULT.

I HAVE LEARNED MORE FROM THIS DISTRICT AS A PARENT, AS A VOLUNTEER, AS A BOARD MEMBER IN SO MANY DIFFERENT ASPECTS RIGHT.

I LEARNED AS A PARENT HOW TO FIGHT FOR MY KIDS.

I LEARNED AS A VOLUNTEER HOW TO GIVE BACK AND THE NEED OF THE SCHOOLS.

[01:00:04]

SO AS A PARENT, TO SIT THERE AND BEING THAT PARENT GOING, WHY CAN'T WE HAVE THIS? WHY CAN'T WE DO THIS? WHERE IS OUR FUNDING? WHERE IS THE WASTE? RIGHT. AND TO COME HERE AS A BOARD MEMBER AND HAVE MY EYES SO OPEN TO ALL OF THE DIFFERENT FACETS.

SO AS A BOARD MEMBER, AS A PARENT, I HAVE ALWAYS SAID, TEACH, LEARN, RIGHT? GO TO YOUR GO TO YOUR BOARD, LEARN MORE, ASK YOUR QUESTIONS.

AS A VOLUNTEER, I GOT INSIDE INFORMATION BY BEING AROUND ADMINISTRATION, AROUND TEACHERS THAT I GOT TO SHARE WITH OTHER PARENTS.

I MEAN, IT WAS IT WAS ABSOLUTELY AMAZING.

AND NOW AS A BOARD MEMBER, I CAN STILL GIVE BACK NEW INFORMATION THAT I'VE LEARNED.

RIGHT. AND IF I DON'T KNOW THE ANSWER, I SURELY WON'T SHARE IT.

BUT I WILL DIRECT THEM TO THE PERSON THEY NEED TO GO TO THAT THAT KNOWS.

AND SO I JUST I FEEL LIKE THE EMPOWERMENT HAS JUST GROWN.

AND IF WE CAN SHARE THAT WITH EACH OTHER, WITH STUDENTS LIKE THAT'S WHAT IT'S ALL ABOUT AND TO BE ABLE TO GIVE THOSE OPPORTUNITIES TO EVERYONE. AND SO, YES, READING, WRITING, ARITHMETIC, I'VE HEARD IT TO HAVE SCREAMED AT ME IN ALL FAIRNESS.

AND SO I BELIEVE IN IT.

AND I WAS I'M A MATH PERSON, LIKE I LOVE IT.

RIGHT? I WOULDN'T HAVE SURVIVED SCHOOL WITHOUT MATH.

MY KIDS WOULD NOT HAVE SURVIVED SCHOOL WITHOUT SPORTS OR WITHOUT BAND.

SO EVERY STUDENT, EVERY PERSON IS UNIQUE AND WE HAVE TO BE ABLE TO BE OPEN ENOUGH TO PROVIDE FOR ALL.

AND THEN WE'RE SUCCESSFUL.

DON'T JUST MAKE MORE THAN MY $0.02, I SUPPOSE.

THANK YOU. OH, THAT'S GOOD.

THANK YOU. SO I'M GOING TO LEAVE YOU WITH MY.

I'M SO SORRY, MARY. GO AHEAD IF YOU HAVE TO.

I THINK YOU'RE SO RIGHT, JACKIE.

AND I THINK WHERE WE RUN INTO THE HARD PIECE OF IT IS THE COMMUNICATION, BECAUSE THE COMMUNITY IS SAYING, DO THE BASICS.

THEY KNOW WHAT THEY HAVE IN THEIR HEAD IS THE BASICS.

THEY'RE LOOKING AT OUR TEST SCORES AND SAYING, WAIT A MINUTE, THAT IS YOUR MAIN JOB.

WHEN YOU'VE DONE THAT, WELL, THEN ADD ON THE OTHER THINGS.

AND FROM OUR PERSPECTIVE, IT'S SO MUCH MORE COMPLICATED.

AND SO CONNECTING THOSE DOTS IS THE BIG CHALLENGE.

WE CAN DO GREAT WORK, BUT THEY DON'T UNDERSTAND IT.

THANK YOU. SO I'M GOING TO LEAVE YOU WITH A COUPLE OF THOUGHTS.

THE FIRST, YOUR COLLECTIVE VALUES AND BELIEFS AND A RELENTLESS COMMITMENT TO ALL STUDENTS.

NO EXCEPTIONS MUST DRIVE THE WORK OF THE BOARD AND ITS INDIVIDUAL AND COLLECTIVE ACTION.

LASTLY, BEFORE I TURN THINGS OVER TO DAVID, OR MAYBE WE GET TO DINNER, I'M NOT SURE IN WHICH ORDER THE MORAL IMPERATIVE IS ABOUT ALL CHILDREN LEARNING.

MAYBE TO YOUR POINT, IT CONSISTS OF STRATEGIES TO ENSURE THAT THE LEARNING OCCURS.

IT INVOLVES RAPPORT BETWEEN THE TRUSTEES AND THE SUPERINTENDENT.

IT CONSISTS OF STRONG, FOCUSED RELATIONSHIPS BETWEEN THE BOARD AND STAFF.

IT SORTS OUT WHAT IS WORKING AND NOT IN SPECIFIC TERMS. IT ZEROES IN ON INDICATORS OF PROGRESS.

IT COMBINES EXCELLENCE AND EQUITY.

TO YOUR POINT ABOUT COMMUNICATION AND IN A WAY, THAT'S WHAT FULLERTON CAMPBELL ARE TALKING ABOUT HERE.

SO WITH THAT, WE'VE DONE A LOT OF SELF REFLECTING.

WE'VE ASKED YOU TO THINK ABOUT THE BALCONY DESPITE REGULARLY PROBABLY BEING ON THE DANCE FLOOR.

WE'LL GET INTO COHERENCE AND THE EXAMPLES THAT WE HAVE TALKED ABOUT THIS SCENARIO.

AFTER DINNER, WE'RE GOING TO TAKE A 20 MINUTE BREAK SO WE CAN JUST GRAB SOMETHING TO EAT AND THEN WE'LL RECONVENE. OKAY.

SOUNDS GOOD. THIS ONE, THIS ONE ON.

ALL RIGHT. SO WE'RE GOING TO GO AHEAD AND GET STARTED.

I DON'T KNOW IF I CAN SIT AFTER EATING, MAY FALL ASLEEP IF I SIT TOO LONG SO THINK I'LL GO AHEAD STAND AND BE A LITTLE BIT CLOSER TO YOU ALL.

SO WE SPENT THE PRE DINNER TIME GOING OVER YOUR INDIVIDUAL AND COLLECTIVE PURPOSES AND I WANT TO SPEND A LITTLE BIT OF TIME NOW WE CAN CUE UP THE SLIDE SHOW TALKING ABOUT THE DISTRICT VISION AND PURPOSE, AND THAT IS SYNONYMOUS WITH THIS WORD THAT YOU HEAR OVER AND OVER AGAIN AROUND COHERENCE.

[01:05:04]

SIX OF YOU. I THINK WE'RE WAITING ON THE SLIDE SHOW.

IT WOULD BE THE VISUAL, RIGHT? GO BACK SO YOU CAN PUT THAT.

RIGHT THERE. PERFECT.

OKAY. SO HERE'S THE FRAMEWORK AND YOU MAY BE FAMILIAR WITH THE FOUR COMPONENTS OF THIS WORK, BUT THIS REALLY ENCAPSULATES THE PURPOSE OF OUR DISTRICT AND WE'RE ATTEMPTING TO DO.

I THINK ONE OF THE THINGS THAT'S IMPORTANT ABOUT THIS IS THIS IS NOT A SEQUENTIAL PROCESS.

SO WHEN WE TALK ABOUT FOCUSING DIRECTION, CREATING THE COLLABORATIVE CULTURE TO INSTILL THAT DIRECTION, DEEPENING THE LEARNING AND SECURING ACCOUNTABILITY, ALL OF THESE THINGS ARE HAPPENING AT THE SAME TIME AND PLAY OFF OF ONE ANOTHER.

BUT AT THE HEART OF ALL OF IT IS LEADERSHIP.

LEADERSHIP OF THE BOARD, LEADERSHIP OF DISTRICT OFFICE, LEADERSHIP OF BUILDING ADMINISTRATORS AND LEADERSHIP OF TEACHERS.

THIS REALLY NEEDS TO BE SOMETHING THAT IS PERVASIVE THROUGHOUT THE ORGANIZATION AND ISN'T LIMITED TO ONE PARTICULAR GROUP.

IN BATTLE GROUND ONE OF THE THINGS THAT KEEPS ME IN THIS DISTRICT I WORKED FOR TEN YEARS WHEN I STARTED MY CAREER IN THE VANCOUVER PUBLIC SCHOOLS.

I HAVE NOTHING BAD TO SAY ABOUT THAT DISTRICT, BUT IT'S A DIFFERENT CULTURE, A VERY DIFFERENT CULTURE AND UNIQUE TO BATTLE GROUND IS THIS IDEA OF LEADING FROM THE MIDDLE REALLY VALUING THE VOICE OF ALL OF OUR PARTICIPANTS, WHETHER THEY BE ADULTS OR STUDENTS? WE'RE ALWAYS WORKING TO INCREASE VOICE IN THE PROCESS SO THAT THERE'S OWNERSHIP.

WHAT WE KNOW ABOUT TOP DOWN TYPES OF ORGANIZATIONS IS THAT BY AND ISN'T ALWAYS A COMPONENT TO THOSE ORGANIZATIONS AND THAT CREATES PROBLEMS LONG TERM.

YOU MAY HAVE COMPLIANCE, BUT WE'RE TRYING TO SHOOT FOR SOMETHING MORE THAN JUST COMPLIANCE.

WE WANT PEOPLE TO BE INVESTED IN THE PROCESS AND OUR PURPOSE SO THAT WE GET THE VERY BEST FROM THEM.

IF WE GO BACK TO OUR SHARED PURPOSE STATEMENT, WE'RE REALLY ABOUT BRINGING ABOUT THE BEST IN EVERYONE WHO IS IN THE ORGANIZATION ACTUALLY REALLY APPRECIATE, I THINK.

MARTIN THAT WAS YOUR COMMENT UP HERE.

EVERYONE SHOULD STRIVE TO BE A LEADER AND TO BE A BETTER VERSION OF THEMSELVES.

WHAT'S THAT? RICARDO RIGHT.

YEAH, THAT WAS RICARDO TO BE A BETTER VERSION OF THEMSELVES.

YOU GET THE CORRECT ANSWER. BUT IT'S TRUE.

AND I WANT TO TELL YOU A STORY ABOUT KIND OF THE EXPERIENCE PRIOR TO COHERENCE.

SO PRIOR TO DENNY INTRODUCING THIS WORK TO OUR DISTRICT, OUR EXPERIENCE THIS WAS MY EXPERIENCE AS A BUILDING PRINCIPAL.

I WAS AT GLENWOOD HEIGHTS PRIMARY SCHOOL FOR SEVEN YEARS.

SEVEN GREAT YEARS IS A CUBBY, ONCE A CUBBY, ALWAYS A CUBBY.

BUT HERE WERE SOME OF THE CHANGES THAT WE WERE TRYING TO MANAGE AT A BUILDING LEVEL.

AND DARN IT, IT WAS REALLY HARD WORK, JUST THE MIDDLE COLUMN ALONE.

THERE WAS A LOT OF EFFORT BEING PUT TOWARDS DEVELOPING DIFFERENT INITIATIVES ALL AT THE SAME TIME.

AND WHAT'S IT'S NOT REALLY IMPORTANT THAT YOU CONCERN YOURSELF WITH THE INDIVIDUAL NAMES ON THAT CHART, BUT I JUST WANT YOU TO STEP BACK AND LOOK AT HOW MUCH IS ON THAT AND ASK YOURSELF HOW WELL WILL WE DO AT IMPLEMENTING ALL OF THOSE THINGS AT THE SAME TIME? IT'S THE CLASSIC METAPHOR FOR INCH DEEP, MILE WIDE, RIGHT? AND I THOUGHT TO MYSELF, THERE'S GOT TO BE ANOTHER WAY.

FOR ME, THE TIPPING POINT WAS A STAFF MEETING IN THE SPRING OF MY SIXTH YEAR THERE.

AFTER TRYING VERY DILIGENTLY TO MANAGE ALL THESE DIFFERENT CHANGE INITIATIVES, I SHARED THIS PICTURE WITH STAFF.

I GUESS I HAVE THE CLICKER, I SHARED THIS PICTURE WITH STAFF AND I ASKED THEM, I SAID, WHO FEELS LIKE THIS RIGHT NOW IN THE ROOM? WHO FEELS LIKE THEY'RE SO OVERWHELMED THAT THEY'RE THEY'RE UNDER WATER.

AND WITHOUT HESITATION, 100% OF THE HANDS IN THAT ROOM WENT UP.

AND IT REALLY TOOK ME BY SURPRISE, THE BOTH THE SPEED AT WHICH THOSE HANDS WENT UP AND THAT ALL OF THE HANDS WERE RAISED.

AND I THOUGHT, MY GOODNESS, AND I COULD SEE THE PAIN ON THEIR FACES.

HERE WERE PEOPLE, TEACHERS WHO WERE REALLY TRYING TO DO THE WORK AND DO IT WELL, BUT THEY WERE BEING SET UP FOR FAILURE BECAUSE ALL OF THE WORK THEY WERE DOING DIDN'T CONNECT.

IT DIDN'T MAKE SENSE.

AND THAT WAS REALLY THE GOAL AS WE MOVED FORWARD.

HE INTRODUCED THIS BOOK AND I REMEMBER THIS QUOTE, THE FIRST TIME I READ THIS QUOTE, I SAID, EXACTLY THE PROBLEM IS NOT THE QUALITY, BUT THE CUMULATIVE EFFECT, VOLUME OVERLAP AND LACK OF CLARITY OR CONNECTIONS.

[01:10:03]

THEY DIDN'T MAKE SENSE TO THE END USER.

IT WAS DISJOINTED, AND SO SOMEHOW WE HAD TO COME TO A RECKONING.

AT A SYSTEMS LEVEL, SOMETHING'S GOT TO CHANGE.

I REMEMBER HAVING THOSE CONVERSATIONS WITH OUR SUPERINTENDENT AT THE TIME AND JUST SAYING, WE ARE DYING ON THE VINE.

SOMETHING'S GOT TO GIVE AND WE'VE GOT TO DO SOMETHING DIFFERENT.

THE. ENTER.

COHERENCE AND COHERENCE REALLY IS ANOTHER NAME FOR IMPLEMENTATION SCIENCE.

I'M HOPEFUL THAT AT SOME POINT THIS YEAR WE'LL HAVE THE OPPORTUNITY TO SHARE WITH YOU SOME IDEAS AROUND IMPLEMENTATION, SCIENCE AND THE WORK WE'RE GOING TO BE ENGAGING IN WITH TEACHING LEARNING DEPARTMENT AND BECOMING BETTER AT HOW WE IMPLEMENT THINGS ACROSS OUR DISTRICT SO THAT WE CAN DO A FEW THINGS REALLY WELL.

AND THAT IS OUR GOAL IS TO BE KNOWN FOR A FEW THINGS THAT WILL LEVERAGE THE HIGHEST IMPACT ON STUDENTS.

THAT'S WHAT WE'RE AIMING TO DO.

SO COHERENCE, YOU KNOW, I THINK DENNY MENTIONED AT THE BEGINNING THAT THE THE WORD ALIGNMENT IS NOT REALLY WHAT WE'RE TALKING ABOUT HERE.

SO WHAT WE'RE NOT LOOKING FOR IS ALIGNMENT ON A PIECE OF PAPER WHERE WE CAN TAKE OUR DISTRICT STRATEGIC PLAN AND HAVE IT LOOK REALLY CLEAN AND HAVE EVERYTHING UNDERNEATH THAT PLAN LINED UP.

WHAT WE ARE TALKING ABOUT IS SOMETHING MORE EMOTIONAL.

FLYNN WILL TALK ABOUT THIS IDEA THAT COHERENCE IS A SHARED DEPTH OF UNDERSTANDING WHERE PEOPLE REALLY CAN ENGAGE WITH IT.

IT'S NOT EDUCATIONESE.

IT'S SOMETHING THAT MEANS SOMETHING TO THEM WHERE THEY'RE INVESTED IN THE WORK.

SO AS MIKE SHARED WITH YOU EARLIER, OUR SHARED PURPOSE STATEMENT, THIS WAS CREATED BY THE COHERENCE COMMITTEE IN DECEMBER 2018. IF I'M CORRECT, THAT WAS THE VERY FIRST COHERENCE MEETING.

SO WHAT'S AMAZING ABOUT ALL THIS WORK THAT YOU SEE AND CAPTURED UP HERE ON THIS CHART, IT HAS OUR SHARED PURPOSE STATEMENT IN IT AND THEN OUR TWO GOAL AREAS WHICH WE'LL GO OVER HERE IN A SECOND.

BUT YOU KNOW WHAT'S AMAZING ABOUT THIS WORK? IT WAS DONE IN UNDER A YEAR'S TIME.

AND THIS IS WHAT CARRIED US THROUGH THE PANDEMIC FROM A TEACHING AND LEARNING STANDPOINT.

THIS GRAPHIC WAS OUR ANCHOR.

IT WAS OUR FOUNDATION.

IT GAVE US SOMETHING TO REALLY WORK TOWARDS WHEN ALL EVERYTHING ELSE WAS OUT OF CONTROL AROUND US.

THIS WAS OUR GUIDING LIGHT.

SO OUR TWO GOALS, EVERY STUDENT WILL DEVELOP STRONG SOCIAL EMOTIONAL SKILLS FOR ACADEMIC EXCELLENCE AND SUCCESS IN LIFE.

AND ALL SCHOOLS WILL IMPLEMENT HIGH QUALITY INSTRUCTION IN EVERY CLASSROOM TO IMPROVE STUDENT LEARNING.

WE'RE GOING TO REALLY SPEND SOME TIME WITH THAT SECOND GOAL TONIGHT AND TAKE YOU THROUGH AN EXERCISE TO SEE WHERE OUR PURPOSE TRANSITIONS TO PROCESS AND WHAT DOES THAT PROCESS LOOK LIKE AND WHAT PRODUCT DO WE GET AT THE END OF THAT PROCESS? WE WANT TO EQUIP YOU WITH ALL OF THAT INFORMATION SO THAT YOU'RE VERY MUCH IN THE KNOW AT A DEEP LEVEL WITH THE WORK WE'RE DOING.

SO TONIGHT, WHAT I'M GOING TO DO IS YOU SHOULD HAVE AT YOUR TABLES THERE A COPY OF THIS IN THE FOLDER.

THERE SHOULD BE A COPY OF AND IT LOOKS LIKE MOST OF YOU HAVE A COPY OF THAT LIST.

WE UPDATED IT A LITTLE.

SO WE DID TAKE THE ONE OUT OF THE FOLDER, CORRECT? YEAH. SO THIS IS OUR COHERENCE GOALS AND PROGRAMS. AND SO HERE'S YOUR TASK FOR THIS EVENING.

WE HAVE A LITTLE ACTIVITY THAT YOU'RE GOING TO DO INDIVIDUALLY, BUT YOU CAN NOTICE THAT WHERE I WANT YOUR ATTENTION TO GO REALLY IS IN THESE FOUR PROGRAM AREAS THAT ARE UNDERNEATH GOAL TWO PROFESSIONAL LEARNING COMMUNITIES COACHING.

AND WHEN I SAY COACHING, INSTRUCTIONAL COACHING, THAT'S LIKE, WOW, COACHING.

I LIKE IT. LET'S TALK AFTERWARDS, SEE MY CYCLE OF GUARANTEED AND VIABLE CURRICULUM.

AND THEN DOWN AT THE BOTTOM BATTLE GROUND PROFESSIONAL DEVELOPMENT.

YOU NOTICE THAT THAT BOX LOOKS A LITTLE BIGGER THAN THE OTHER THREE BECAUSE IT ENCOMPASSES BOTH GOAL ONE AND GOAL TWO AREAS.

SO WE DO A LOT OF PD TO SUPPORT THE SOCIAL EMOTIONAL BUT ALSO AROUND HIGH QUALITY INSTRUCTION.

SO HERE'S YOUR TASK.

WHAT I'D LIKE YOU TO DO THIS EVENING WITH THIS IS WITH A HIGHLIGHTER.

JUST TRY IT OR A PEN.

TRY TO IDENTIFY WHERE YOU CAN FIND COMMON WORDS THAT ARE FOUND THROUGHOUT REGARDLESS OF PROGRAM.

CAN YOU SEE THAT THERE ARE CERTAIN WORDS THAT SHOW UP IN MULTIPLE AREAS? HIGHLIGHT THOSE, CIRCLE THEM.

I'LL GIVE YOU ABOUT 2 MINUTES TO DO THAT EXERCISE.

[01:16:05]

IT'S NOT IMPORTANT THAT YOU UNDERSTAND ALL OF THE TERMS. WE'RE ACTUALLY GOING TO GO OVER SOME OF IT, SO IT WILL HAVE SOME MORE MEANING.

BUT JUST TURN TO AN ELBOW PARTNER THAT'S NEAR YOU AND DISCUSS WHAT WERE SOME COMMON TERMS THAT SHOWED UP IN MULTIPLE AREAS UNDER THAT GOAL TWO AREA FOR YOU.

MIC] HEY, 15 SECONDS.

ALL RIGHT. WE'RE GOING TO GO AHEAD AND TRANSITION INTO SOME DISCUSSION AROUND THIS PARTICULAR DIAGRAM.

[01:20:06]

IN FACT, IN THIS ROOM, I LOVE THE FACT THAT IT'S RIGHT HERE, BUT IT'S ALSO ALL THE WAY IN THE BACK CORNER.

IT HANGS IN MY OFFICE AND MANY OF THE DIRECTORS OFFICES YOU GO TO.

THIS IS THE CURRENCY.

THIS IS OUR COMMON LANGUAGE THAT WE USE.

AND WE'VE REALLY WORKED AT DEVELOPING COMMON LANGUAGE IN THIS DISTRICT SO THAT WHEN WE SAY INSTRUCTIONAL COACHING OR PLCS, EVERYONE'S TALKING ABOUT THE SAME THING.

THAT'S ONE OF THE CHALLENGES I THINK MARY IT WAS BACK TO YOUR COMMENT ABOUT COMMUNICATION, HOW DO WE COMMUNICATE TO OUR COMMUNITY THE WORK THAT WE'RE DOING? SOME OF IT IS WE COMMUNICATE IN A WAY THAT IS CONSISTENT AND THAT THERE'S UNDERSTANDING ABOUT WHAT WE'RE DOING.

SO COMMON TERMINOLOGY DID IT.

WHAT JUMPED OUT AT YOU? WHAT WERE SOME THINGS THAT YOU NOTICED AS YOU WENT THROUGH THE GOAL TWO COLUMN ON THIS CHART? CENTRAL STANDARDS.

YEAH, CENTRAL STANDARDS, RIGHT.

SHOWED UP MULTIPLE TIMES.

INSTRUCTION. INSTRUCTION IS A BIG EMPHASIS FOR US.

COACHING, COLLABORATIVE COACHING.

COLLABORATIVE COACHING, THIS IDEA.

YEAH, THERE'S A COLLABORATIVE KNOW IF WE GO BACK TO THE COHERENCE MODEL CREATING THAT COLLABORATIVE CULTURE, IT'S COLLABORATIVE BETWEEN COACHES AND TEACHERS, BETWEEN TEACHERS AND TEACHERS AND PLC'S.

THERE'S MULTIPLE LEVELS OF COLLABORATION GOING ON.

TEACHER CLARITY. SO THE TEACHER CLARITY WORK, WHICH IS A FOUNDATIONAL PIECE FOR US.

SO WE DID THIS JUST BECAUSE I THOUGHT IT WOULD BE MUCH MORE INTERESTING FOR YOU TO LOOK AT THIS CHART RATHER THAN ME STAND UP HERE AND SAY, OH, AND THE NEXT PROGRAM THAT WE HAVE IS SUCH AND SUCH, SUCH AND SUCH.

THIS IS OUR WORK THOUGH. IF YOU'RE CURIOUS, LIKE WHAT IS GOING ON IN THE DISTRICT WHEN YOU GO TO ANY SCHOOL EXCEPT THIS IS A SORE POINT FOR TRAVIS, SO I WON'T EMPHASIZE IT TOO MUCH, BUT ANY SCHOOL EXCEPT HIGH SCHOOL ON COACHING, WHICH WE'RE NOT QUITE THERE YET, BUT HOPEFULLY SOMEDAY SOON WE WILL.

THIS IS WHAT YOU CAN ASK THEM ABOUT.

THESE ARE THE PRIORITIES.

SO WE'RE REALLY GETTING AWAY FROM THE ERA OF PET PROJECTS.

I CAN REMEMBER A TIME WHEN I WAS A BUILDING PRINCIPAL, WHEN EVERY PRIMARY SCHOOL IN THIS DISTRICT HAD A DIFFERENT INITIATIVE THEY WERE WORKING ON.

MIKE WAS WORKING ON WHEN I WAS DOING MATH BEST PRACTICES.

WHAT WAS YOUR INITIATIVE? IT WAS SOCIAL, EMOTIONAL HEALTH AND KIDS.

YES. SO I THINK IT WAS THE SEVEN HABITS WORK, PBIS.

SO WE'VE GOTTEN AWAY FROM THAT.

WE HAD A PHILOSOPHY THAT WE THOUGHT WE COULD KIND OF DO THINGS AT A BUILDING LEVEL, BUT WE'RE ABOUT BUILDING SYSTEMS. THAT'S REALLY WHAT WE'RE ABOUT.

AND WHY? BECAUSE WE KNOW IF WE CAN DEVELOP SYSTEMS THINKING WE HAVE A CHANCE TO LEVERAGE CHANGE ACROSS ALL 18 SCHOOLS AND NOT JUST IN POCKETS.

WE WANT TO GET OUT OF THAT BUSINESS.

SO I WANT TO TALK TO YOU JUST A LITTLE BIT ABOUT..

CAN I ASK A QUICK QUESTION? YES, MARY, GO FOR IT.

YOU SAID I'LL ACCEPT THE HIGH SCHOOLS AND I'M KIND OF STUCK THERE.

YEAH, YEAH, SO THANK YOU.

CAN I, SO WHAT YOU'RE SAYING IS, IF I'M ON A TOUR IN THE HIGH SCHOOL, I SHOULD PROBABLY NOT ASK ABOUT COACHING.

IT'S A LITTLE BIT OF A SORE SPOT.

I MEAN, YOU KNOW, I GOT TO ASK ABOUT ABOUT THE PLC.

YOU NO, YOU SHOULD DEFINITELY ASK ABOUT.

SO WHAT I CAN SHARE WITH YOU VERY CLEARLY.

K 12 PROFESSIONAL LEARNING COMMUNITIES, IT'S ROLLING.

YEAH. K 12, K 12, K EIGHT WITH THE IDEA WE STARTED K EIGHT, WE ACTUALLY STARTED, SO YOU HAVE TO THINK ABOUT COACHING IN A STAIR STEP APPROACH.

WE STARTED K FOUR FOR A NUMBER OF YEARS AND THEN I THINK TWO, THREE YEARS AGO, THREE YEARS AGO, AGAIN, DANNY'S VISION ON THIS, WE STOPPED DOING SOMETHING THAT WASN'T WORKING AND WE PIVOTED TO BRINGING COACHES INTO THE MIDDLE SCHOOLS.

SO NOW WE HAVE K EIGHT COACHES AND WE'VE HAD PRELIMINARY DISCUSSIONS ABOUT BRINGING THEM TO THE HIGH SCHOOL, BUT WE JUST HAVEN'T HAD THE OPPORTUNITY TO FULLY SEE THAT.

AND I WILL SAY, MARY, IT IS AND YOU KNOW THIS, I KNOW YOU KNOW THIS, IT IS MORE COMPLICATED, THE COACHING AT THE HIGH SCHOOL BECAUSE OF THE SPECIALTY ASSOCIATED WITH COACHING, YOU CAN OFFER COACHING AT A K8 SYSTEM BECAUSE OF THE GENERALITY ASSOCIATED WITH, YOU KNOW, TEACHERS ARE TEACHING MULTIPLE SUBJECTS.

WHEN YOU GET INTO HIGH SCHOOL, YOU KNOW, THEN DO YOU NEED A MATH COACH AND A SOCIAL STUDIES COACH AND A SCIENCE COACH AND AN ELA COACH AND A FOOTBALL COACH? I MEAN, OBVIOUSLY THERE'S LOTS OF QUESTIONS TO ASK ABOUT.

[01:25:05]

AND SO I JUST WANT TO BE CLEAR.

ABSOLUTELY. YES.

AND MY FOLLOW UP QUESTION TO THAT IS, WHAT RESOURCES DO WE NEED? I'M NOT TO ANSWER THAT RIGHT NOW, BUT AS A BOARD, IF WE'RE AWARE THAT THERE ARE RESOURCES THAT ARE NEEDED TO PUSH THE WORK IN HIGH SCHOOLS BECAUSE I'M PASSIONATE ABOUT THAT. YEAH, WELL, I THINK WE'RE TRYING TO DO RIGHT NOW.

SO WE'RE WORKING WITH DIANE SWEENEY, WHO IS I WOULD SAY SHE'S THE MICHAEL JORDAN OF COACHING, INSTRUCTIONAL COACHING, AND SHE IS REALLY SOMETHING ELSE.

AND WE'VE HAD SOME DISCUSSIONS ABOUT, OKAY, DIANE, HELP US THINK, HOW CAN WE BRING COACHING INTO THE HIGH SCHOOLS IN A WAY THAT'S GOING TO FIT WITH OUR MODEL AROUND STUDENTS AND WE HAVE A VERY SPECIFIC MODEL, STUDENT CENTERED COACHING.

IT'S FOCUSED ON WHAT STUDENTS ARE DOING, NOT WHAT TEACHERS ARE.

IT'S NOT ABOUT JUDGING THE TEACHER.

IT'S ABOUT REALLY EXAMINING STUDENTS WORK AND HELPING TEACHERS BE A THOUGHT PARTNER WITH THE TEACHERS TO HELP THEM EXPAND THEIR PRACTICE.

SO WE NEED HER HELP IN US IDENTIFYING WHAT'S THE BEST AVENUE FOR US TO BRING ON HIGH SCHOOL COACHES.

SO WE DO IT IN A WAY THAT DOESN'T JUST FALL FLAT BECAUSE HIGH SCHOOLS ARE SO COMPLICATED.

AND WE HAVE IMPLEMENTED A SYSTEM OF TEACHER LEADERS THAT WE'RE TRYING TO USE.

BUT, YOU KNOW, TO TO YOUR POINT, MARY, I WOULDN'T I MEAN, I THINK.

IF YOU WERE TO ASK ABOUT HOW COACHING IS GOING IN THE HIGH SCHOOL, YOU KNOW, OBVIOUSLY THAT'S NOT THE QUESTION YOU WANT TO ASK, BUT IT WOULD BE IT WOULD BE GOOD FOR THE BOARD TO ASK ABOUT WHAT ARE THEIR THOUGHTS ON COACHING IN HIGH SCHOOL, BECAUSE THESE ARE NOT THESE CONVERSATIONS ARE OCCURRING.

YOU KNOW, WE'RE JUST TRYING TO GET THERE AND FIGURE IT OUT FROM A SYSTEM STANDPOINT.

SO YOU COULD WALK INTO A HIGH SCHOOL AND SAY, YOU KNOW, [INAUDIBLE], TELL ME WHAT DO YOU SEE? WHAT'S YOUR VISION OF WHAT YOU KNOW, IF WE WERE TO BRING COACHING, WHAT WOULD IT LOOK LIKE AND AND HOW WOULD IT FEEL AND HOW WOULD YOUR TEACHERS RESPOND TO IT? I THINK THOSE..

THAT'S A GREAT WAY TO ASK THE QUESTION. RIGHT.

BECAUSE WE HAVE HAD THOSE TYPES OF CONVERSATIONS A FEW YEARS AGO, WE WERE READY TO MOVE IN THE DIRECTION OF HIGH SCHOOL COACHES.

AND IT WAS THE HIGH SCHOOL LEADERSHIP TEAMS THAT WE MET WITH THAT SAID WAIT, LET'S WAIT.

WE NEED MORE TIME TO THINK ABOUT THIS AND HOW IT WILL WORK.

AND THEN, UNFORTUNATELY, THE PANDEMIC CAME SO THAT THAT SET US BACK.

BUT I THINK NOW WE'RE PICKING UP..

AND I WOULD SAY SPECIFICALLY WHY THERE IS A READINESS LEVEL NOW THAT DIDN'T EXIST PRE-PANDEMIC IS WHAT I WANT TO SHARE WITH YOU NEXT.

BUT TO YOUR POINT, I THINK THIS CHART COULD BE A REALLY HELPFUL TOOL FOR YOU BECAUSE YOU WILL SPEAK THEIR LANGUAGE.

SO IF YOU COME IN WITH THESE WITH THESE THINGS, ASKING QUESTIONS ABOUT THESE THINGS, THIS IS THEIR WORK.

THIS IS WHAT THEY ARE WORKING ON REGARDLESS OF BUILDING.

AND SPECIFICALLY, WHAT HAS HELPED SET THE STAGE FOR US IS THIS.

SO YOU SAW THAT WORD, ESSENTIAL STANDARDS.

WHAT IS ESSENTIAL STANDARDS? IT IS ACTUALLY SOMETHING THAT WE'VE BEEN WORKING ON BECAUSE THE PANDEMIC FORCED OUR HAND.

WE RECOGNIZE THAT IN A REMOTE SETTING WE COULD NOT TEACH EVERYTHING THAT WE NORMALLY WOULD, SO WE HAD TO GET GOOD AT A FEW THINGS.

WELL, WE'VE JUST CAPITALIZED ON THAT THEME TO GET GOOD AT SPENDING TIME TEACHING THE REALLY IMPORTANT THINGS.

AND WHEN WE TALK ABOUT PLCS OR PROFESSIONAL LEARNING COMMUNITIES, WE'RE TALKING ABOUT GROUPS OF ADULTS COMING TOGETHER TO WORK ON THE MOST IMPORTANT STANDARDS SO THAT STUDENTS CAN LEARN. THE RESEARCH IS VERY CLEAR, AND I KNOW MARK, MARY, YOU GUYS ARE PROBABLY VERY FAMILIAR WITH THIS RESEARCH, BUT THE RESEARCH IS EXTREMELY CLEAR THAT WHEN ADULTS WORK TOGETHER, THE OUTCOMES THEY GET FOR STUDENTS ARE MUCH STRONGER THAN IF THEY WORK INDIVIDUALLY.

MAKE SENSE, RIGHT? IF THEY HAVE A SYSTEMATIC PROCESS FOR WORKING TOGETHER, THE WORK OF ESSENTIAL STANDARDS REALLY IS THAT FOUNDATIONAL PART OF THE PROCESS.

SO WE HAVE IDENTIFIED FOR ALL OF OUR CONTENT AREAS AND SPECIALISTS ARE OUR ESSENTIAL STANDARDS GUIDE IS NOW 76 PAGES LONG AND IT'S A WORK IN PROGRESS. BUT WE DIDN'T HAVE THAT THREE YEARS AGO.

THAT'S WHAT DRIVES OUR STUDENTS AND IN COACHING MODEL, IT'S WHAT DRIVES OUR PLC MODEL AND IT TRULY IS WHAT IS THE GUARANTEED AND VIABLE CURRICULUM IN THE DISTRICT.

I SHARED WITH THIS.

I'LL TRY TO RUN THROUGH THIS REAL QUICK.

BUT STATE STANDARDS, THERE'S A TON OF THEM.

IN FACT, THERE'S WAY MORE STANDARDS WRITTEN THAN THERE IS TIME FOR AVAILABLE.

[01:30:04]

THIS IS HOW MUCH TIME WE ACTUALLY HAVE TO TEACH.

YET WE HAVE ALL THESE STANDARDS TO COVER.

OH, AND BY THE WAY, WE HAVE STUDENTS WITH NEEDS THAT SOMETIMES FALL INTO THE TIER TWO.

NO NOTICE HOW? I DON'T SAY WE HAVE TIER TWO AND TIER THREE STUDENTS.

WE HAVE STUDENTS WITH TIER TWO AND TIER THREE NEEDS.

THAT'S AN IMPORTANT DISTINCTION.

AND WE HAVE TO IDENTIFY WE'VE GOT TO IN THIS AMOUNT OF TIME, WE HAVE TO COVER THE STATE STANDARDS AND MEET THESE NEEDS.

SO WHAT WE'VE DONE BASICALLY AS A DISTRICT IS WE'VE TAKEN ALL THESE STATE STANDARDS, WE'VE BROUGHT TEACHER TEAMS TOGETHER.

THIS WAS NOT DONE BY A GROUP OF ADMINISTRATORS.

AGAIN, BACK TO OUR POINT ABOUT LEADING FROM THE MIDDLE, WE HAD TO HAVE TEACHER VOICE.

AND WHAT WE'VE DONE IS IDENTIFIED OUT OF THIS PICTURE.

HERE'S WHAT'S MOST IMPORTANT.

AND THIS IS WHAT WE'RE GOING TO GUARANTEE IN EVERY SCHOOL TO TEACH.

AND THIS IS SO IMPORTANT THAT WE'RE GOING TO COME AROUND TOGETHER, AS A TEAM OF PROFESSIONALS, THROUGH A SYSTEMATIC PROCESS, WE ARE GOING TO ENSURE THAT WE DELIVER ON THESE THINGS FOR OUR KIDS.

THAT'S POWERFUL STUFF.

WHILE STILL MAINTAINING TIME TO MEET THE NEEDS OF OUR TIER TWO AND TIER THREE KIDS.

SO I SHARE THAT WITH YOU BECAUSE IT'S THAT IMPORTANT AND THIS IS WHAT IT LOOKS LIKE.

IF YOU EVER WANT, I CAN SEND YOU THE LINK.

IT'S A VERY COOL DOCUMENT, REALLY PROUD OF IT.

IT'S A WORK IN PROGRESS.

WE HAVE NOT ARRIVED ON THAT, BUT IT'S THERE AND THAT FORMS THE FOUNDATION FOR OUR POLICY WORK.

BECAUSE WHEN WE ASK THAT QUESTION, YOU CAN SAY THIS TO PRINCIPALS, HEY, TELL ME ABOUT THE FOUR COROLLARY QUESTIONS, THE FOUR PLC QUESTIONS.

THEY'LL KNOW EXACTLY WHAT YOU'RE TALKING ABOUT.

WHAT DO WE WANT STUDENTS TO LEARN? THAT'S THE NUMBER ONE QUESTION.

AND GUESS WHAT? IT'S THE ESSENTIAL STANDARDS.

SO WHEN WE TRY TO IMPLEMENT PLCS BACK IN THE EARLY 20 TENS, THIS DISTRICT, THESE PLC'S AREN'T NEW, BUT WE'VE GOTTEN THAT MUCH BETTER ABOUT IDENTIFYING WHAT DRIVES THE PLC PROCESS, WHICH IS ESSENTIAL STANDARDS.

WE DIDN'T HAVE THAT BEFORE, AND FROM THAT THEN THEY USE A SYSTEMATIC PROCESS.

WE CALL THAT THE TEACHER CLARITY PLAYBOOK, WHICH REALLY TALKS ABOUT GETTING VERY SPECIFIC NOTICE.

WE'RE NOT JUST SAYING, HEY, WHAT'S THE LEARNING TARGET FOR THIS STANDARD? WE'RE ACTUALLY SAYING NOW TO TEAMS, CAN YOU IDENTIFY THE CONCEPTS AND SKILLS IN THAT STANDARD SO THAT WHEN YOU READ THE STANDARD, IF TRAVIS READS THAT STANDARD AND I READ THAT STANDARD, WE'RE GOING TO HAVE THE SAME INTERPRETATION OF THAT STANDARD.

AND THEN WE'RE GOING TO UNPACK THAT STANDARD INTO A LEARNING PROGRESSION WITH SPECIFIC LEARNING INTENTIONS AND SUCCESS CRITERIA FOR INDIVIDUAL LESSONS.

NOTICE THE PRECISION OF THAT LANGUAGE.

THIS IS A LIGHT YEAR STEP FORWARD FOR A DISTRICT.

WE HAVE SOME LIGHT YEARS BECAUSE GUESS WHAT? THIS LANGUAGE NOW IS SPOKEN IN ALL 18 SCHOOLS.

AND IF YOU WERE TO ASK A TEACHER IN CHIEF VERSUS A TEACHER IN YANCOAL VERSUS A TEACHER IN GLENWOOD OR PRAIRIE, THEY'RE ALL GOING TO UNDERSTAND THAT TERMINOLOGY. SO THAT IS A TERMINOLOGY THAT YOU CAN LEAN ON.

WE'RE EXCITED ABOUT THIS WORK AND WE'RE REALLY EXCITED BECAUSE WE DON'T HAVE A BREAK HERE.

WE'RE ACTUALLY GOING TO THAT WAS ORIGINALLY WHERE DINNER WAS SUPPOSED TO BE, BUT IT'S TIME FOR ME TO STOP TALKING AND FOR ME TO TURN IT OVER TO LUKE, WHO'S GOING TO TAKE YOU THROUGH TALKING ABOUT OUR PROCESS NOW WITH PLCS SO THAT YOU HAVE A LITTLE BIT MORE INFORMATION.

IT REALLY IS ABOUT THE COMMITMENT YOU'VE MADE.

THIS IS ALL ABOUT YOU.

IF YOU GUYS HAD NOT MADE THE COMMITMENTS TO US, WE WOULDN'T BE HERE TALKING ABOUT THIS.

SO WE WANT TO GIVE YOU THE INFORMATION OF WHAT WE'RE GOING TO DO WITH THAT COMMITMENT.

GOOD EVENING BOARD.

WHAT WE'LL TRY TO DO IS HIGHLIGHT HOW THE BOARD HAS MADE DECISIONS AT THE BALCONY LEVEL THAT IS GREATLY IMPACTING THE DANCE FLOOR LEVEL JUST TO KIND OF CONNECT IT BACK TO OUR ANALOGY.

ALSO, I INVITE YOU TO STOP AND ASK QUESTIONS ALONG THE WAY.

I'LL GIVE YOU SOME HISTORICAL CONTEXT AND THEN A MORE RECENT EXPERIENCE WHERE THIS IS PLAYING OUT IN OUR DISTRICT.

SO IF YOU LOOK HERE AT THE CHART, WE WON'T BREAK DOWN EACH OF THE LAST FOUR YEARS.

BUT YOU CAN SEE THAT THE BOARD HAS MADE A COMMITMENT STARTING BACK IN 2018 19 WITH THE LATE START DAYS.

THAT'S A HUGE COMMITMENT TO OUR COMMUNITY.

PROBABLY TOOK A LOT OF LEGWORK TO GET TO THAT AND A LOT OF CONVERSATIONS AROUND THOSE DECISIONS.

WE TRANSITIONED TO WHERE WE HAVE TEAM LEADS, INVESTMENT IN PROFESSIONAL DEVELOPMENT RESOURCES, TIME AND ENERGY HAVE GONE INTO THE LAST FOUR YEARS TO KIND OF LAY THE FOUNDATION AND THE GROUNDWORK FOR WHAT WE'RE JUMPING INTO THIS YEAR.

SO YOU'LL SEE THAT THE LAST COUPLE OF YEARS BATTLE GROUND HAS INVESTED HEAVILY IN THE TEACHER CLARITY PLAYBOOK TO ADD SOME

[01:35:01]

AGAIN, THAT RESOURCES AND TIME AND COMMITMENT AND UNDERSTANDING THE BIGGER PICTURE FROM THE BOARD IS A HAS BEEN A PRIORITY AND IT'S IMPACTING STUDENTS IN EVERY BUILDING ACROSS OUR DISTRICT.

GETTING TO THE PLACE WHERE WE'RE AT NOW WASN'T A SET OF DIRECTORS OR A GROUP OF PRINCIPALS IN A ROOM MAKING DECISIONS.

THERE HAS BEEN INTENTIONAL EFFORT TO GET FEEDBACK FROM A VARIETY OF STAKEHOLDERS WITHIN OUR SYSTEM.

THESE THREE AREAS KIND OF HIGHLIGHT SOME OF THOSE.

STAFF TOOK A SURVEY THAT PROVIDED SIGNIFICANT FEEDBACK TO THIS THINKING AND IN AN ATTEMPT TO LAY SOME FOUNDATION FOR UNIVERSAL STRUCTURES ACROSS ALL THREE LEVELS OF OUR ORGANIZATION, THE COHERENCE COMMITTEE THAT MANY OF YOU ARE FAMILIAR WITH, MAYBE PARTICIPATED ON, HAS ALSO SPENT SIGNIFICANT TIME PROVIDING FEEDBACK AROUND PLCS.

WHAT DOES QUALITY INSTRUCTION LOOK LIKE? HOW DO WE ALIGN MANY OF OUR PRACTICES ACROSS THE DISTRICT? SO AND THEN WHAT I WANT TO HIGHLIGHT, YOU HAVE THIS DOCUMENT IN YOUR FOLDER.

I'M GOING TO KIND OF WALK YOU THROUGH HOW WE GOT TO THIS GUIDANCE DOCUMENT AND WHAT IT LOOKS LIKE FOR THE COMMITMENT THAT THE BOARD HAS MADE AND THEN THE IMPACT THAT IT'S GOING TO HAVE ON PRINCIPALS, TEACHERS AND ULTIMATELY STUDENTS.

SO REALLY WHAT THIS THIS DOCUMENT, JUST TO GIVE YOU THE CONTEXT OF HOW IT STARTED, WAS MR. DRAKE CAME TO A MEETING LAST WEEK AND HAD A COUPLE OR HAD A TABLE AND IT WAS PUT TOGETHER WITH OUT OF HIS MIND.

AND THEN WE STARTED KIND OF CHOPPING IT UP AS A TEAM IN PREPARATION FOR OUR LEADERSHIP RETREAT.

AND WE KNEW WE NEEDED SOMETHING THAT GALVANIZED OUR ENTIRE STAFF.

IF WE'RE GOING TO TAKE THIS CONCEPT OF INTRODUCING THESE WAIVER DAYS TO PRINCIPALS WHO THEN HAVE TO RELAY THAT MESSAGE TO THE STAFF AND JUSTIFY THE REASONING BEHIND THAT, WE NEEDED TO HAVE VERY CLEAR GUIDANCE ON WHAT THOSE DAYS WERE GOING TO BE DEVOTED TO AND THE IMPACT THEY WERE GOING TO HAVE ON STUDENT LEARNING.

AND SO WE STARTED FINE TUNING IT.

WE WANTED TO REALLY BE CLEAR AND CONCISE ON THE STEPS FOR EVERY PERSON IN OUR DISTRICT ON HOW THEY WERE GOING TO COMMIT TO THIS EFFORT. SO WHAT WE DID WAS THROUGH THE LEADERSHIP RETREAT, WE TOOK A CHANCE AND INTRODUCED A ROUGH DRAFT VERSION TO OUR PRINCIPALS AND SAID, HERE IT IS, THIS IS WHAT WE'RE THINKING.

AND THROUGH THAT PROCESS, THE TWO OR THREE DAY PROCESS THAT WE HAD THE OPPORTUNITY TO WORK WITH PRINCIPALS, WE WERE ABLE TO GET SIGNIFICANT AMOUNTS OF FEEDBACK.

AND IN SHORT TIME WE WERE ABLE TO INTRODUCE THAT FEEDBACK INTO THIS DOCUMENT TO MAKE IT A COLLABORATIVE EFFORT TO WHERE PRINCIPALS COULD FEEL COMFORTABLE USING THIS AS A GUIDE TO SUPPORT THEIR STAFF AT THE BUILDING LEVEL.

AND SO WE WANTED TO ALSO, AS A CONTINUAL THREAT OF NARROWING OUR FOCUS.

WE DIDN'T WANT THIS TO COME ACROSS AS WE'RE INVENTING OR CREATING SOMETHING NEW.

SO YOU'LL SEE THERE THE FOUR QUESTIONS THAT DAVID ALLUDED TO A LITTLE EARLIER, THAT KIND OF GUIDE THE PLC WORK AND THEN ALSO THE EIGHT OR NINE MODULES OUT OF THE TEACHER CLARITY PROCESS WERE CONCEPTS AND ASPECTS OF THE WORK THAT TEACHERS AT ALL THREE LEVELS HAD ALREADY HAD A FAIRLY DEEP UNDERSTANDING ABOUT.

SO THIS WAS CONNECTING THOSE ASPECTS OF THE WORK WITH BEING MORE DILIGENT IN DEFINING THE STEPS OF THE PLC PROCESS.

SO THE COMMITMENT THAT THE BOARD IS MAKING BY GIVING TEACHERS TIME TO PLAN AND PREPARE LESSONS THAT THEY HAD CLEAR GUIDANCE ON WHAT THOSE WHAT THAT WORK WAS GOING TO LOOK LIKE AND THE OUTCOMES THAT WERE EXPECTED FROM THAT WORK.

THE MIDDLE PORTION THERE WHERE IT TALKS ABOUT MINIMAL EXPECTATIONS, WE'VE IT'S BEEN ALLUDED TO THAT HIGH SCHOOL, MIDDLE SCHOOL AND PRIMARY SCHOOLS.

AND THEN YOU ADD ALTERNATIVE LEARNING HAVE VASTLY DIFFERENT NEEDS AND CHARACTERISTICS WITHIN EACH OF THOSE SCHOOLS.

SO WE NEEDED A GENERAL EXPECTATION OF WHAT WAS GOING TO BE ACCOMPLISHED IN EACH OF OUR WAIVER DAY CYCLES.

AND THOSE ARE THE WHAT THE THREE COLUMNS REPRESENT.

EACH WAIVER DAY IS CONNECTED TO A WHAT WE CALL A KIND OF A PLC CYCLE AND MINIMUM EXPECTATIONS, KNOWING FULL WELL THAT SOME TEAMS AND INDIVIDUALS ARE GOING TO BE ABLE TO GO BEYOND THAT.

BUT WE NEEDED SOME PARAMETERS TO HELP GUIDE THAT WORK.

AND THEN YOU GET TO THE PLC PROCESS.

AND THOSE SEVEN STEPS WERE NOT OVERLY COMPLEX, BUT THEY NEEDED TO BE DRAWN OUT AND SPECIFIED.

[01:40:08]

THE TEACHER CLARITY PROCESS.

WHAT YOU'LL SEE THERE AT THE TOP THAT I THINK HELPS ADD CLARITY WAS WHAT WERE WAIVER DAY ACTIVITIES VERSUS WHAT WAS TAKING PLACE IN THE CLASSROOM BY THE TEACHER.

AND THEN WHAT WAS ALSO EXPECTED ON THE CONTINUED WEDNESDAY PLC TIME.

SO EACH OF THOSE STEPS NEEDED TO BE CLEAR TO TEACHERS AND PRINCIPALS.

SO WE HAVE A BETTER UNDERSTANDING OF WHAT WAS GOING TO BE EXPECTED AND MONITORED ALONG THE WAY.

WE HAVE THE BACK SIDE, THE DISTRICT WIDE ACCOUNTABILITY.

AND AGAIN, YOU GUYS, AS THE BOARD PLAY A SIGNIFICANT ROLE IN THIS, WE COMMIT AS A GROUP OF DIRECTORS WHO HAVE PERIODIC CHECK INS WITH YOU, KNOWING THAT THE SIGNIFICANT INVESTMENT THAT YOU GUYS MADE IN TERMS OF ALLOWING TEACHERS THAT TIME TO WORK NEED SOME PROGRESS MONITORING ALONG THE WAY.

SO THIS PARTICULAR DIAGRAM WAS DESIGNED TO SHOW THAT EVERY PERSON IN OUR SYSTEM IS ACCOUNTABLE TO THIS WORK.

IT'S NOT ON THE BACKS OF THE TEACHERS OR IT'S NOT JUST THE PRINCIPAL RESPONSIBILITY OR SOMETHING THAT THE DISTRICT LEADERSHIP GUIDES, BUT EVERY PERSON, INCLUDING THE BOARD, IS COMMITTED TO THIS WORK.

AND SO WE NEEDED TO KIND OF SPELL THAT OUT A LITTLE BIT AND KIND OF MAKE THAT CLEAR TO FOLKS IN OUR ORGANIZATION OF WHAT THEIR WHAT ROLE THEY PLAYED IN MAKING THAT COMMITMENT.

THE TEAM ASSIGNMENTS, THIS LOOKS DIFFERENT AND THIS IS WHY YOU'LL SEE THE TOP OF OURS IS A MIDDLE SCHOOL.

I USE THE ONE THAT WE'RE USING IN THE MIDDLE SCHOOL LEVEL, BUT TRAVIS HAS ONE FOR THE HIGH SCHOOL AND MIKE HAS ONE FOR THE PRIMARY.

MOST OF THEM ARE THE UNIVERSAL COMMITMENTS THAT APPLY TO ALL THREE LEVELS.

WHAT GETS A LITTLE DIFFERENT BECAUSE OF THE TEACHING ASSIGNMENTS AND THE MAKEUP OF EACH OF THE LEVELS IS THE TEAM ASSIGNMENTS.

SO THERE'S WHERE WE WANTED TO BE VERY CLEAR WITH TEACHERS ON WHAT THEIR PLC PROCESS, EXPERIENCE WAS GOING TO LOOK LIKE, WHO THEY WERE GOING TO BE WORKING WITH. AND IN SOME PLACES, WORKING OUTSIDE OF THEIR OWN BUILDING WITH TEACHERS ACROSS THE DISTRICT TO BREAK DOWN STANDARDS, CREATE ASSESSMENTS, CREATE ASSIGNMENTS, THAT TYPE OF THING.

SO THROUGHOUT THIS, THERE IS A WE WANTED TO BE CAREFUL NOT TO BE TOO TIGHT ON TOO MANY THINGS WITH TEACHERS.

SO MANY TEACHERS ENTER THIS PROFESSION WITH THE LOVE OF TEACHING AND THE ART OF TEACHING, AND EVERYONE KIND OF BRINGS THEIR OWN SKILL SET TO THAT AREA OF THE PROFESSION.

AND SO WHAT THIS THE WAY WE KIND OF DO THAT IS THIS GUIDANCE PROVIDES THE PARAMETERS TO THE WORK, KIND OF SPELLS OUT WHERE WE ARE GOING TO BE ACCOUNTABLE ACROSS THE SYSTEM.

BUT IT ALSO LEAVES A LOT OF AUTONOMY FOR TEACHERS TO POUR THEIR HEART AND LOVE INTO THE ART OF TEACHING STILL.

AND THAT'S WAS IMPORTANT.

AND IT KIND OF WE WANTED TO KEEP THAT AT THE FOREFRONT AS WE WERE CREATING THIS KIND OF GUIDANCE DOCUMENT AND CERTAINLY FOCUS ON STUDENT EVERYTHING THAT WE DID AS A TEAM TO CREATE THIS.

AND THEN CONVERSATIONS WITH THE PRINCIPALS WAS, IS, THIS POINTING US TO MAKING IT A POSITIVE IMPACT ON STUDENT LEARNING? AND SO WE'VE THE PRINCIPALS DOCTORED THIS UP, GAVE US A LOT OF FEEDBACK.

I THINK ONE OF THE FIRST THINGS THEY SAID TO ME IN THE MIDDLE SCHOOL WAS, HEY, ANY CHANCE YOU GUYS MAKE THIS MORE TEACHER AND KID FRIENDLY? AND SO WE HAD TO GO BACK TO THE DRAWING BOARD AND REWORD A FEW THINGS, BUT WE WANTED TO MAKE IT A USEFUL RESOURCE THAT ULTIMATELY KEPT STUDENT LEARNING AT THE FOCUS AND ALLOWED EVERYBODY TO MOVE WITHIN THOSE PARAMETERS.

LUKE, CAN I JUMP IN REAL QUICK? SO MARY, I WANT TO GO BACK TO YOUR QUESTION REGARDING LIKE IF YOU BRING UP TO A HIGH SCHOOL PRINCIPAL ABOUT THE INSTRUCTIONAL COACH, THEY WOULD LOVE AN INSTRUCTIONAL COACH AND LIKE IT WAS ALLUDED TO, IT'S COMPLICATED BECAUSE YOU WANT IT TO BE WORTHWHILE IF YOU'RE GOING TO INVEST IN IT, THERE NEEDS TO BE A CLEAR PURPOSE FOR IT.

BUT IN TERMS OF KNOWING WHAT QUESTIONS TO ASK, I TRULY BELIEVE WE ARE NOT TOO FAR AWAY FROM YOU OR ANY OTHER BOARD MEMBER OR ANY COMMUNITY MEMBER WALKING INTO A COMPREHENSIVE HIGH SCHOOL AND ASKING THEM, YOU KNOW, TELL ME ABOUT YOUR NINTH GRADE ENGLISH CLASSES AND WHERE THEY ARE AT IN THE SEVEN STEPS TO IMPLEMENT PLCS.

AND THEY SHOULD BE ABLE TO SAY SOMETHING LIKE OUR NINTH GRADE CLASSES, THEY HAVE DEVELOPED COMMON ASSESSMENTS AND NOW THEY'RE LOOKING AT THE DATA TO DETERMINE THE BEST

[01:45:05]

NOW, REALISTICALLY, ARE WE THERE YET? IN SOME DEPARTMENTS WE ARE.

IN MANY DEPARTMENTS WE ARE NOT.

AND THE COMPLEXITY OF A HIGH SCHOOL IS THAT THERE ARE SO MANY SINGLETON CLASSES WITH SINGLETON TEACHERS WHO DON'T HAVE A LIKE COLLEAGUE IN THEIR BUILDING.

AND SO THAT'S WHY HAVING I MEAN, THIS TRULY IS THE CULMINATION OF A LOT OF WORK AND A LOT OF FEEDBACK STARTING ALL THE WAY BACK AT COHERENCE, TRYING TO GET US MOVING IN THE SAME DIRECTION. BUT I THINK KNOWING THOSE QUESTIONS TO BE ABLE TO ASK, WE ARE REALLY CLOSE TO BEING ABLE TO DO THAT.

AND I KNOW THE HIGH SCHOOL PRINCIPALS AND THE ALE SCHOOLS ARE BEYOND EXCITED TO HAVE A SCRIPT.

THAT'S REALLY WHAT THIS ISNT A DOCUMENT THEY WOULD HAND OUT TO THE TEACHERS AND JUST SAY, GO.

THEY WOULD BREAK THIS DOWN INTO SMALLER BITE SIZED PIECES SO THEY CAN IMPLEMENT IT WITH EFFICIENCY, TAKE AWAY FOR US. AND WE TRY TO BE VERY MINDFUL OF THE ROLE THE PRINCIPALS PLAY IN ROLLING THIS WORK OUT AT THEIR INDIVIDUAL BUILDINGS. THEY'RE GOING TO TAKE ON STAFFS OF 40 TO 90, DEPENDING ON WHAT SCHOOL THEY'RE AT.

AND TEACHERS HAVE APPROACHED PLC WORK IN A VARIETY OF DIFFERENT WAYS ACROSS REGARDLESS OF WHAT SCHOOL DISTRICT YOU WORK IN.

THERE'S MANY DIFFERENT WAYS TO INTERPRET THIS.

AND SO AS A DISTRICT, WE'RE TAKING STEPS TO UNIFY SOME OF OUR EFFORTS.

AND AT THE LEADERSHIP RETREAT, DENNY CHALLENGED THE PRINCIPALS IN THE ROOM TO THE LAST COUPLE OF YEARS HAVE BEEN TOUGH.

THERE'S A LOT GOING ON IN EDUCATION, BUT WE'RE HIRED TO BE LEADERS.

AND WE ALL COLLECTIVELY, INDIVIDUALS IN THAT ROOM NEED TO STEP UP AND LEAD.

AND SOME OF THAT WORK AND IT'S A SIGNIFICANT RESPONSIBILITY FOR PRINCIPALS IS TO LEAD THROUGH THIS ADJUSTMENT.

SOME ARE GOING TO ADAPT AND IT'S GOING TO BE CRYSTAL CLEAR AND THEY'RE GOING TO BE OFF AND RUNNING.

OTHERS ARE GOING TO STRUGGLE THROUGH THE TENSION.

WAIT, NOW I'VE GOT TO COLLABORATE WITH SOMEBODY IN A DIFFERENT BUILDING.

WHAT DO YOU MEAN? THAT I DON'T EVEN KNOW MY OWN TEAMMATE AND ALL THESE QUESTIONS ARE GOING TO BE COMING UP.

SO SPENDING TIME WITH OUR PRINCIPALS AND WORKING THROUGH SOME OF THOSE POTENTIAL TENSIONS WAS REALLY IMPORTANT TO COLLABORATE, SHARE IDEAS.

TALK THROUGH SOME OF THOSE PROCESSES THAT THEY'RE GOING TO BE FACED HERE IN THE NEXT COUPLE OF WEEKS AS THEY START STARTUP DAYS.

AND ALTHOUGH THE WORK OF PLCS AND ESSENTIAL STANDARDS ISN'T NEW, SOME OF THE EXPECTATIONS AND REQUIREMENTS ARE GOING TO CAUSE PEOPLE TO KIND OF SHIFT THEIR PRACTICE A LITTLE BIT.

AND SO SIMILAR TO WHAT TRAVIS SAID, WE HOPE THAT THIS RESOURCE IS EXACTLY THAT.

IT'S A GUIDE. IT'S A SUPPORT DOCUMENT TO CLARIFY THE VISION, STREAMLINE SOME OF THE WORK THAT WE'RE DOING AND START TO MOVE PEOPLE IN A SIMILAR DIRECTION.

I THINK THE ONE THING I WOULD ADD IS IF WE WENT BACK A COUPLE OF SLIDES, WE LOOK AT OUR STRATEGIC PLAN THAT WAS DEVELOPED JUST RECENTLY, SPECIFICALLY HIGH QUALITY INSTRUCTION.

WE JUST READ THAT OBJECTIVE STRATEGIC PLAN TO IMPLEMENT HIGH QUALITY STANDARDS BASED INSTRUCTION THAT SUPPORTS CRITICAL THINKING AND HIGH LEVELS OF ACADEMIC ACHIEVEMENT.

SO AT THE HIGHEST LEVEL OF ORGANIZATION, RIGHT, WHAT OUR COMMUNITY EXPECTS FROM US PLAYS OUT THROUGH THE ACCOUNTABILITY THAT YOU SEE ON THE BACK OF THAT DOCUMENT.

THE TEACHING AND LEARNING HAS A COMMITMENT TO COMING BACK TO YOU THREE TIMES A YEAR AFTER EACH WAY READING WINDOW AND SHARING UPDATES WITH YOU DOWN TO THE TEACHER LEVEL WHERE THEIR STUDENT GROWTH GOALS AND HOW THEY'RE MEASURING THEIR OWN SUCCESS AS AN INDIVIDUAL EDUCATOR AROUND THESE ESSENTIAL STANDARDS.

YOU CAN SEE THAT THROUGH LINE FROM THE TOP LEVEL OF THE ORGANIZATION TO WHAT IS HAPPENING IN THE CLASSROOM.

WE'VE BEEN VERY INTENTIONAL OF TRYING TO BUILD THAT CONSISTENCY, AND IT'S WHY WE SELECTED ESSENTIAL STANDARDS PLCS AS THE TOPIC OF OUR CONVERSATION TONIGHT IS TO MAKE CLEAR THE INTENTIONALITY IN WHICH WE'RE OPERATING TO BE MORE COHERENT, HAVE A SHARED DEPTH OF UNDERSTANDING AROUND THESE KEY CONCEPTS AND.

A SIGNIFICANT PORTION OF OUR RECENT LEADERSHIP RETREAT WAS DEDICATED TO PLC WORK.

IT WAS INTENTIONAL ON OUR PART TO MODEL THE IMPORTANCE OF THIS WORK DEMONSTRATED BY THE BOARD TO REFLECT THAT TWO PRINCIPLES.

SOME OF THE FEEDBACK WE GOT WERE, WOW, WE SPENT 7 HOURS TALKING ABOUT PLCS.

WE TRIED OUR BEST TO ALLOW SIGNIFICANT TIME FOR PEOPLE TO GET INTO THE WORK, TO ASK SOME QUESTIONS, TO COLLABORATE WITH NOT ONLY THEIR BUILDING TEAMS, BUT ALSO OTHER PRINCIPALS AND OTHER ASSOCIATE PRINCIPALS IN OUR DISTRICT.

[01:50:01]

I DID WANT TO PAUSE AND TAKE THE TIME FOR IF YOU GUYS HAD ANY QUESTIONS REGARDING THIS, THE PROCESS, THE THINKING OF IT, THE FEEDBACK.

IF YOU HAVE ANY THOUGHTS ON ANYTHING, BUT IF NO QUESTIONS EXIST, WE CAN MOVE ON.

SO. I JUST APPRECIATE THE FACT THAT YOU REALLY LOOKED AT THOSE SINGLETON TEACHERS.

I KNOW I ASKED THAT QUESTION EARLIER, LIKE MAKE IT SO THESE PEOPLE DON'T FALL THROUGH THE CRACKS.

AND THAT JUST TO HAVE THAT PRINTED UP FRONT FOR THEM TO SEE THAT, OH, YES, I COULD HAVE BEEN AN EXCEPTION.

BUT THERE'S A PLACE FOR ME NOW I THINK WAS IMPORTANT.

I DON'T KNOW. I'M GOING TO DO A DIFFERENT KIND OF WONDERING.

I FIND MYSELF THINKING ABOUT WHEN WE WENT AND VISITED YAKULT AND I TALKED TO ONE OF THE SUBS UP THERE THAT SAYS, I ONLY SAW YAKULT AND I'M HERE ALMOST EVERY DAY.

DO WE HAVE SOME OF THOSE DEDICATED SUBSTITUTES THAT ARE KIND OF COUNT ON PEOPLE THAT WE WOULD BE WILLING TO INCLUDE IN THIS WORK? GOOD IDEA.

HEY, MY DAY.

IT WOULD BE A DAY THEY WOULDN'T WORK ANYWAY.

AND I DON'T KNOW. AND I DON'T THINK THE COST WOULD BE ALL THAT MUCH.

YEAH, GOOD IDEA. IF YOU HAD A HIT LIST OF PEOPLE THAT YOU SAID, THESE PEOPLE ARE ALWAYS IN OUR BUILDING.

ANYWAY, JUST A THOUGHT.

THAT'S AN INTERESTING THOUGHT.

YEAH, MARK, TAP INTO THAT POINT, WE SOMETHING WE'VE BEEN TALKING A LOT ABOUT THE LAST WHAT WOULD BE A MONTH AND A HALF OR SO IS GETTING ALL SCHOOLS AT THE LEVELS MOVING IN THE SAME DIRECTION WHERE SOMETIMES I'LL USE THE MIDDLE SCHOOL FOR AN EXAMPLE.

SOMETIMES IT COULD FEEL LIKE THE WILD, WILD WEST RIGHT? LAUREN DOES IT THIS WAY.

DAYBREAK MIGHT DO IT THIS WAY, CHIEF MIGHT DO IT THAT WAY.

SO THIS IS A STEP TO GETTING OUR TEAMS MOVING IN THAT SAME DIRECTION, USING COMMON LANGUAGE, THINKING TOGETHER AND IMPROVING OUR PRACTICE AT ALL LEVELS.

SO ONE OF THE I WANT TO JUMP IN BECAUSE ONE OF THE EXCITING THINGS THAT CAME OUT OF THE LEADERSHIP RETREAT THAT HAS NOT BEEN CONSIDERED BEFORE IS THAT THE QUESTION CAME UP FROM ONE OF OUR DIRECTORS, HOW DO WE INCLUDE PEOPLE LIKE OUR SCHOOL PSYCHOLOGISTS, OUR NURSES, OUR COUNSELORS, OUR SUPPORT STAFF THAT SUPPORT OUR KIDS, THAT THEY TOO HAVE SOME ESSENTIAL STANDARDS THAT THEY WORK ON, BUT THEY'RE NOT MATH OR READING OR WRITING OR THOSE TYPES OF THINGS.

AND THROUGH THE BRAINSTORM OF THIS TEAM AND SOME OF THE REST OF THE TEACHING AND LEARNING DIRECTORS CAME UP WITH A PLAN THAT ON THE WAIVER DAY, WE WILL BE PROVIDING THEM SOME SUPPORT ON HOW TO DEVELOP THEIR OWN ESSENTIAL STANDARDS OF THEIR STANDARDS, WHAT ARE THE MOST IMPORTANT THINGS, AND THEN ALSO TAKING THEM THROUGH THE TEACHER CLARITY WORK.

SO THAT IS ANOTHER PLACE WHERE WE'LL PROVIDE SOME CONSISTENCY ACROSS THE SYSTEM AND ENGAGE ALL MEMBERS OF OUR LEARNING COMMUNITY IN A PLC PROCESS THAT'S RELEVANT TO THEM AND THEIR WORK WITH THIS GROUP.

IT WILL ALSO LAY THE GROUNDWORK FOR FURTHER WORK THAT WE HAVE A VISION OF IN THE FUTURE OF HOW DO WE INTERVENE FOR STUDENTS THAT MIGHT BE STRUGGLING AND THEIR WORK WILL BE KEY THAT THEY'RE DOING NOW TO THAT WORK WHEN WE'RE READY TO IMPLEMENT SOME OF THOSE FURTHER STEPS.

SO, YOU KNOW, ANOTHER KUDOS TO THIS TEAM AND SOME OF OUR TEACHING AND LEARNING DIRECTORS TO PUSH ON.

WHAT ABOUT THESE OTHER PEOPLE? AND THAT'S AN IMPORTANT THING, I THINK, TO NOTE ABOUT THE PROCESS AS WELL.

I JUST WANTED TO SAY I APPRECIATE THE CLARITY OF THIS DOCUMENT BECAUSE GOING BACK TO COMMUNITY, IN THE COMMUNITY, WE ARE THE ONES WHO WILL HAVE TO ANSWER THE QUESTIONS. AND YEAH, I CAN'T EXPLAIN THIS WHOLE THING, BUT ESPECIALLY DEFOREST FOR QUESTIONS.

THOSE ARE QUESTIONS EVERYONE CAN UNDERSTAND.

AND WHEN WE CAN SAY SOMETHING TO THEM ABOUT THIS IS WHAT TEACHER WORK LOOKS LIKE, JUST LIKE TRAINING ON ANY JOB, IT'S MORE CLEAR TO THEM WHEN WE CAN SPEAK IN LANGUAGE THAT

[01:55:01]

THAT JUST ALONE IS HELPFUL FOR US AS BOARD MEMBERS.

I THINK. YOU KNOW, MARY, TO YOUR POINT AFTER THESE DOCUMENTS AND AS LUKE POINTED OUT, YOU HAVE THE MIDDLE SCHOOL ONE IN FRONT OF YOU.

BUT THERE'S A PRIMARY DOCUMENT AND THERE'S A HIGH SCHOOL ALE DOCUMENT.

AFTER I SAW THE WORK THAT WAS DONE AND THESE DOCUMENTS WERE PRODUCED, I SPECIFICALLY WENT TO THE MEMBERS OF THIS TEAM AND SAID, YOU NEED TO SHARE THIS WITH THE BOARD, BECAUSE I WILL TELL ALL OF YOU, IN MY 35 YEARS IN EDUCATION, I'VE NEVER SEEN A DOCUMENT THAT OUTLINES THE PLC PROCESS AND EXPLAINS IT AS WELL AS THIS DOCUMENT.

I MEAN, THIS IS A DOCUMENT THAT IF I WERE TO STAND UP IN FRONT OF ANY SUPERINTENDENT IN THE STATE OF WASHINGTON, THAT I DOUBT THAT THEY COULD MATCH WHAT WE'RE DOING IN BATTLE GROUND PUBLIC SCHOOLS.

AND IT'S BECAUSE OF THAT, YOU KNOW, AND ALL OF THE WORK THAT WE HAVE DONE.

YOU KNOW IF YOU GO BACK SEVERAL THE SLIDE THAT HAS THE, FOUR PIECES, THE SECURING ACCOUNTABILITY AND ALL THE YEAH.

SO KEEP GOING RIGHT THERE.

THAT ONE I CAN REMEMBER WHEN WE STARTED THIS WORK, THE ONLY THING THAT WE WERE FOCUSED ON WAS FOCUSING DIRECTION.

IT WAS JUST A MATTER OF TURNING THE SHIP AROUND SO THAT WE WERE ALL POINTED IN THE SAME DIRECTION.

AND THEN I THINK I REALLY THINK THAT THE NEXT AREA.

THAT WE WENT TO WAS DEVELOPING A COLLABORATIVE CULTURE BECAUSE WE HAD TO SHIFT OUR CULTURE TO BE ONE OF NOT TOP DOWN AND TO A WORD THAT'S BEEN BROUGHT UP MANY, MANY, MANY TIMES ALREADY TONIGHT, THIS IDEA OF TRUST.

WE HAD TO BUILD TRUST.

AND THEN WE MOVED INTO THE DEEPENING LEARNING AND THE SECURING ACCOUNTABILITY ARE REALLY NEW.

WE'VE LOOKED FOR WAYS.

HOW DO WE HOLD ON TO THIS COLLABORATIVE CULTURE, BUT AT THE SAME TIME, SECURE ACCOUNTABILITY.

AND IT'S REALLY GRATIFYING TO SEE THAT WE'RE ABLE TO DO THAT NOW IN THAT WORK.

AND THE OUTCOME IS DEEPENING OF THE LEARNING.

YOU KNOW, AS DAVID POINTED OUT, IT'S NOT THAT WE'RE A MILE WIDE AND AN INCH DEEP ANYMORE.

WE HAVE REFOCUSED OUR ATTENTION SO THAT WE ARE GETTING DEEP INTO THE LEARNING AND THE RESULTS OF THAT.

I HOPE IN, YOU KNOW, THE NEXT FEW YEARS ARE GOING TO BE THAT WE'RE REALLY GOING TO SEE A SIGNIFICANT IMPACT ON IN RESULTS IN THIS DISTRICT.

AND THAT'S WHAT IT'S ALL ABOUT.

THAT'S SO EXCITING HERE.

AND, YOU KNOW, TO YOUR ROLE IN THIS, I THINK IF YOU TAKE THIS FROM A BOARD PERSPECTIVE, THE SAME THING IS HAPPENING.

YOU GUYS HAVE REALLY HELPED FOCUS OUR DIRECTION.

YOU KNOW, YOU HAVE BUILT A COLLABORATIVE CULTURE NOT ONLY WITH EACH OTHER, BUT WITH THE DISTRICT AND WITH THE COMMUNITY, WHICH IS A CRITICAL PIECE. AND YOU ARE HELPING US WITH THE ACCOUNTABILITY PIECE THAT IS CRITICAL TO IT.

SO IT IS VERY, VERY GRATIFYING WORK.

AND TO SPEAK TO THE ROLE THAT YOU GUYS PLAYED, I THINK WE'D BE REMISS TO SAY THERE'S A GENERAL SENSE OF APPRECIATION FOR IF YOU'RE AROUND TEACHERS OR EDUCATORS.

ONE OF THE BIGGEST BARRIERS OR TENSIONS IS THE LACK OF TIME TO PLAN AND TO PREPARE.

THAT'S BEEN BUILT INTO OUR SCHEDULE NOW.

WE HAVE TO WE HAVE A GREAT RESPONSIBILITY TO TAKE FULL ADVANTAGE OF THAT.

AND THAT WAS KIND OF A DRIVING FORCE IN OUR THINKING OF HOW DO WE BE CRYSTAL CLEAR ON EXPECTATIONS AND PARAMETERS TO MAXIMIZE THAT TIME THAT'S BEEN GIVEN? SO PRINCIPALS SHARED THAT THROUGHOUT OUR LEADERSHIP RETREAT AND APPRECIATION FOR THE COMMITMENT YOU GUYS ARE MAKING.

AND THEN THROUGHOUT THE YEAR, WE'D CERTAINLY LOOK FORWARD TO PROVIDING PROGRESS UPDATES ON THIS WORK IF THERE'S ANY OTHER.

[02:00:03]

HOW IS THAT GOING? HOW IS THIS GOING TO AFFECT THEM AND HELP THEM? YEAH, GREAT QUESTION.

AND I PROBABLY YOUR QUESTION PROBABLY RELATES BACK TO ONE OF YOUR CORE BELIEFS, RIGHT.

I SAW THAT UP THERE A LITTLE BIT EARLIER.

WE REALLY WE HAD SOME REALLY DEEP DISCUSSIONS WITH OUR SPECIAL EDUCATION DIRECTORS AROUND WHERE OUR SPECIAL EDUCATION AND SPECIAL SERVICES TEACHERS AND EDUCATORS FIT WITHIN THIS STRUCTURE.

RIGHT. GREAT CONVERSATION.

DIFFICULT BECAUSE IT WAS REALLY DIFFICULT FOR US TO TRY TO FIGURE OUT WHERE THEY FIT, BUT TO NOT GET INTO TOO MUCH OF THE JARGON.

WE HAVE RESOURCE ROOM TEACHERS, WE HAVE CENTER BASED TEACHERS, AND WE HAVE STRUCTURED LEARNING CENTER TEACHERS THAT WILL BE JOINING GRADE LEVEL CONTENT GROUPS TO MAKE SURE THAT EVERY SINGLE STUDENT WITHIN OUR ORGANIZATION HAS ACCESS TO GRADE LEVEL CONTENT.

SO THAT'S NEW.

PRIOR TO THIS YEAR, OUR SPECIAL EDUCATORS WERE WORKING IN ISOLATION, AND THOSE STUDENTS IN MANY PLACES WERE ONLY EXPOSED TO STANDARDS MAYBE AT THEIR LEVEL.

BUT WE KNOW IF WE ONLY TEACH STUDENTS THAT ARE BEHIND AT THEIR LEVEL, THEY NEVER CATCH UP.

SO WE'VE MADE SOME SIGNIFICANT STRIDES THIS YEAR IN PARTNERING OUR SPECIAL EDUCATION TEACHERS WITH OUR GENERAL EDUCATION TEACHERS, WHERE IT MAKES SENSE TO DO SO, TO MAKE SURE THAT EACH AND EVERY STUDENT BACK TO OUR SHARED PURPOSE GETS WHAT THEY DESERVE.

YOU KNOW, OUR COUNSELORS, OUR PSYCHOLOGISTS RIGHT NOW, AS SHELLY SAID, ARE MEETING SEPARATELY AS THEIR OWN TEAM TO IDENTIFY WHAT'S ESSENTIAL TO THEM.

ONCE THEY DETERMINE WHAT IS ESSENTIAL, WE WILL BE FOLDING THEM INTO THE GRADE LEVEL PLCS OR IN THE HIGH SCHOOLS.

THE CONTENT SPECIFIC PLC'S IS MORE A COLLABORATIVE PROCESS.

WE'RE NOT QUITE READY TO INTRODUCE THEM TO THAT GROUP, BUT THAT'S STEP TWO OR STEP THREE IN THIS PROCESS.

SO GREAT QUESTION. I HOPE I ANSWERED IT.

YEAH, THANK YOU. WELL, I THINK ANOTHER ASPECT TO THAT, ROB, TOO, IS THAT PRIOR TO THIS COMING YEAR, WE HAVE BEEN FOCUSED, IF YOU LOOK ON THAT SHEET, THE MIDDLE SCHOOL PLC GUIDANCE, THAT ONE THAT'S UP THERE AND YOU LOOK AT THE FOUR QUESTIONS WE HAVE BEEN FOCUSED ON QUESTIONS ONE AND TWO ONLY.

SO WHAT DO YOU WANT? WHAT DO STUDENTS NEED TO KNOW AND BE AND BE ABLE TO DO IT? AND HOW WILL WE KNOW WHEN THEY'VE LEARNED IT TO YOUR POINT THAT LEAVES? WELL, WHAT ARE YOU GOING TO DO WITH THOSE STRUGGLING STUDENTS? BUT NOW, BECAUSE OF THE COMMITMENT THAT THE BOARD HAS MADE, WE ARE GOING TO BE THE PLC WORK.

THEY'RE GOING TO WORK ON QUESTIONS ONE AND TWO ON THOSE DAYS, ON THOSE WAIVER DAYS THAT YOU GUYS HAD GAVE THEM, WHICH IS GOING TO FREE UP THOSE EARLY RELEASE DAYS SO THAT THEY REALLY CAN WORK ON QUESTIONS THREE AND FOUR, WHICH ARE WHAT WILL WE DO WHEN STUDENTS HAVE ALREADY LEARNED IT? BUT WHAT YOU KNOW, WHO HAVEN'T LEARNED IT? WHAT ARE YOU GOING TO DO AND HOW ARE YOU GOING TO HELP THEM? AND WHAT ARE OUR INTERVENTION SERVICES GOING TO LOOK LIKE? SO THAT'S ANOTHER CRITICAL COMPONENT.

AND FOR THE FIRST TIME, WE ARE STARTING TO NAVIGATE THE DIVIDE BETWEEN GENERAL ED, CLASSROOM TEACHER AND SPECIAL ED TEACHER, BECAUSE THEY'RE ON THE SAME TEAM, THEY HAVE THE SAME GOAL.

WHEN WE TALK ABOUT THE ESSENTIAL STANDARDS, WE MEAN THAT ALL KIDS WILL REACH GRADE LEVEL ON THESE ESSENTIAL STANDARDS.

LISTEN TO THE AUDACITY OF THAT STATEMENT.

ALL KIDS -0.5%, 0.5%.

WHO MAYBE ARE THE HEAVILY LESS.

MOST HEAVILY IMPACTED.

LET'S TRY. IT'S GETTING LATE AND WE HAVE NOT HAD A LOT OF SLEEP IN THE LAST FEW DAYS.

SO TO PUT THIS ON.

AND SO YEAH, WE THINK ALL KIDS WHEN THE COLLABORATIVE EFFORTS OF ADULTS, WHETHER THEY'RE SPECIAL ED TEACHERS AND SLP HACK, IT COULD BE A PT OR AN OCCUPATIONAL THERAPIST.

WHEN EVERYONE RALLIES AROUND A COMMON PURPOSE, GREAT THINGS CAN BE ACHIEVED.

AND TO THAT END, WE JUST HAVE TWO THINGS TO KIND OF TAKE YOU DOWN THE HOMESTRETCH HERE THAT WE WANT TO TOUCH UPON, ONE WE'RE ABOUT TRAVIS MENTIONED AT THE BEGINNING OF TONIGHT THIS IDEA OF PURPOSE, PROCESS AND PRODUCT.

[02:05:05]

SO IN RETURN, WE'RE SAYING, OKAY, HERE'S THE PRODUCT THAT WE'RE GOING TO DELIVER ON.

I LOVED I DON'T KNOW WHO WROTE IT, BUT BACK HERE THERE WAS A STATEMENT THAT SAID FAMILIES EXPECT AND PAY FOR US TO DELIVER A NOVEL CONCEPT, BUT IT'S TRUE.

SO OUR COMMITMENT TO YOU IS THAT WITHIN THE SCHOOL IMPROVEMENT PLAN PROCESS, WE ARE ADDING A FEATURE TO THAT PLAN, WHICH IS THE PLC PROCESS GOAL, AND THAT REALLY HOLDS INTERNALLY ACCOUNTABLE EVERY BUILDING THAT 100% OF THE PLC TEAMS WILL COMPLETE ALL SEVEN STEPS OF THE PLC PROCESS AND SHOW STUDENT GROWTH FOR AT LEAST ONE OF THE PLC WINDOWS NEXT YEAR THAT GOAL WILL LOOK DIFFERENT.

IF WE WERE TO CONTINUE THIS ON AND THAT IT'S NOT JUST ONE OF THOSE WINDOWS, IT'S ALL OF THOSE WINDOWS, RIGHT? WE'RE BUILDING CAPACITY OF EVERYONE INVOLVED IN THE ORGANIZATION.

NOW, EVERYTHING WE'VE SAID TONIGHT SOUNDS REALLY GREAT.

AND YOU'RE PROBABLY THINKING, WOW, YOU GUYS HAVE GOT TO PUT TOGETHER.

I WILL TELL YOU, THERE ARE STILL RESISTORS OUT THERE WHO THINK THIS TOO SHALL PASS AND WE ARE BEING PROACTIVE IN ADDRESSING THAT.

SO TOMORROW I'M SENDING OUT AN EMAIL.

THE FOUR OF US ARE SENDING OUT AN EMAIL TO BUILDING PRINCIPALS AND I WILL FORWARD IT TO DENNY WITH THE INTENT THAT DENNY WILL FORWARDED ON TO YOU.

WE WANT TO PERSONALLY INVITE YOU.

ON AUGUST 23RD, THERE WILL BE A VIRTUAL KEYNOTE BEING DELIVERED BY MIKE MATTOS.

AND IF YOU DON'T KNOW MIKE MATTOS, HE IS THE PREEMINENT SPEAKER ON PROFESSIONAL LEARNING COMMUNITIES IN THE NATION.

THERE'S ONLY A COUPLE OF PEOPLE WHO ARE AT HIS LEVEL AND I HAD THE GOOD OPPORTUNITY TO HEAR HIM GIVE A TALK IN WHICH THE TALK IS REALLY ABOUT CONFRONTING EDUCATIONAL MYTHOLOGY, CONFRONTING YOUR BRUTAL FACTS, AND REALLY IT'S ABOUT INSTITUTING WHY WE'RE DOING PLCS AND ADDRESSING SOME OF THE COMMON POINTS OF RESISTANCE TO THE PROCESS.

EVERY CERTIFICATED STAFF IN OUR DISTRICT.

WE'LL HEAR THIS CONVERSATION AT 1:00 ON AUGUST 23RD.

WE WILL GIVE YOU THE ZOOM LINK SO THAT IF YOU WANT TO ZOOM IN INDIVIDUALLY ON YOUR OWN COMPUTER SO YOU DON'T NEED TO BE WORRIED ABOUT BEING ALL TOGETHER, I WOULD STRONGLY ENCOURAGE YOU TO TUNE IN BECAUSE MIKE, SPEAKING TO OUR DISTRICT, I'M KIND OF GOING TO FANBOY A LITTLE BIT, BUT MIKE EMAILED ME TODAY. I'M LIKE THE MIKE MATTOS SHOWED UP IN MY EMAIL INBOX.

IT WAS LIKE, HEY, WHEN DO YOU WANT TO CHAT? SO I GET A CHAT WITH HIM NEXT WEEK.

I'M LIKE, WOW, THIS IS LIKE TALKING TO ONE OF MY HEROES, RIGHT? BUT HE'S A HERO FOR A REASON BECAUSE HE'S ABLE TO ARTICULATE THINGS IN A WAY THAT CAUSED YOU TO FACE UP TO SOME OF THE POINTS OF RESISTANCE THAT MAY BE HOLDING YOU BACK FROM YOUR FUTURE.

WE HAVE TO HAVE TEAMS THAT THERE'S A CRITICAL MASS WHERE THEY'RE ALL ON BOARD WITH THIS PROCESS.

AND WE ARE JUST GOING TO STAY CONSISTENT WITH THIS MESSAGING BECAUSE THIS TOO WILL NOT PASS.

THIS IS ABOUT DOING WHAT'S RIGHT FOR KIDS.

AND WHEN WE TALK ABOUT EQUITY OF LEARNING, THIS IS OUR VEHICLE FOR ACHIEVING EQUITY OF INSTRUCTION.

THIS IS THE GREAT EQUALIZER BECAUSE WE ARE NOW GETTING GOOD AT A FEW THINGS AND WE'RE COMMITTING ALL OF OUR RESOURCES, ALL OF OUR EFFORTS, ALL OF OUR INTERNAL ACCOUNTABILITY TOWARDS THIS THING. AND IF YOU WANT PROOF THAT THIS WORKS, LOOK AT MAPLE GROVE SCORES.

GO LOOK AT THEM, BECAUSE MAPLE GROVE PRIMARY, LADIES AND GENTLEMEN, WHEN WE STARTED THIS IN 2017, 18 WAS THE LOWEST OF ALL SCHOOLS IN THE DISTRICT.

THEY ARE NOW ONE OF THE HIGHEST, IF NOT THE HIGHEST SCHOOL IN THE DISTRICT.

AND THEY ARE THE FARTHEST ALONG IN THEIR.

PLC IMPLEMENTATION, MUCH TO DO BY THEIR LEADERSHIP, THEIR PRINCIPAL, ANDREA SPERRY, WHO IS QUITE HONESTLY MASTERFUL AT WHAT SHE DOES.

AND THAT'S NOT TO DOWNPLAY THE OTHER PRINCIPALS IN OUR DISTRICT.

THERE ARE A LOT OF FANTASTIC PRINCIPALS WITH DIFFERENT SKILL SETS THAT ARE TO BE ADMIRED AND HONORED.

BUT ANDREA HAS DONE SOME INCREDIBLE WORK TO TURN A BUILDING AROUND IN SUCH A SHORT PERIOD OF TIME.

AND REALLY, THE VEHICLE HAS BEEN PROFESSIONAL LEARNING COMMUNITIES.

SHE GETS IT, AND WHEN IT'S IMPLEMENTED WELL AND YOU GET PEOPLE ON BOARD, IT WORKS AND KIDS BENEFIT.

SO WE DO SEE GREAT POWER IN THIS SO THAT WHEN YOU ARE CONFRONTED WITH THESE SCENARIOS, YOU MIGHT BE EQUIPPED WITH SOME INFORMATION THAT WOULD BE HELPFUL. SO I'M GOING TO TURN IT OVER TO TRAVIS.

CAN I ASK? OH, SORRY.

[02:10:03]

YEAH, I'LL TALK TO MIKE TO SEE IF WE CAN.

I MEAN, HE IS SPEAKING SPECIFICALLY TO OUR DISTRICT.

HE NO LONGER DOES IN PERSON SPEAKING ENGAGEMENTS.

HE'S DOING THEM ALL VIRTUAL, BUT IT'S NOT A CANNED PRESENCE LIKE HE WANTS TO PERSONALIZE IT TO BATTLE GROUND AND DENNY WILL BE GIVING A RECORDED MESSAGE PRIOR TO THAT.

SO YOU CAN WATCH THAT AS WELL.

BUT WE ARE JUST SUPER EXCITED.

I MEAN, I JUST I CAN'T BELIEVE THAT WE ARE AT THIS POINT IN SUCH A SHORT PERIOD OF TIME, THINGS ARE COMING TOGETHER IN SUCH A WAY THAT IT'S REALLY EXCEEDING EVEN MY EXPECTATIONS. I HAVE PRETTY HIGH EXPECTATIONS OF WHERE WE'RE SUPPOSED TO BE AND WHERE WE CAN BE.

SO, YES, I WILL CHECK ON THE RECORDING ASPECT OF THAT BECAUSE I THINK THAT WOULD BE NICE TO HAVE AS A RESOURCE FOR TEAMS TO REVISIT OR EVEN A FOLLOW UP TRAINING FOR NEW STAFF.

BECAUSE IT IS IF IT'S SPECIFIC TO BATTLE GROUND, THEN IT'S SPECIFIC TO OUR CULTURE.

AND I THINK THAT'S REALLY IMPORTANT TO SHARE WITH ANYBODY NEW COMING IN.

THE SECOND PART I HAD WAS YOU TALKED ABOUT A STEP PROCESS THAT YOU'RE GOING TO BUILD ON THIS EVERY YEAR, RIGHT? SO THE TEACHERS WHO COME IN FROM OTHER DISTRICTS NEXT YEAR AND DIDN'T GET THIS YEAR OF THIS, HOW DO THEY GET UP TO SPEED OR DO THEY START IT THIS YEAR AND WORK THEIR WAY THROUGH? SO MULTIPLE WAYS.

ONE, THIS WORK, THE ESSENTIAL STANDARDS WORK, THE TEACHER CLARITY PLAYBOOK WORK.

THAT'S THE FOUNDATIONAL COMPONENTS OF OUR PLCS.

REALLY. THE ENGINE THAT DRIVES THE PSC PROCESS IS ALWAYS A LARGE COMPONENT OF OUR NEW TEACHER ORIENTATION OR NEW EDUCATOR ORIENTATION.

SO ANYBODY WHO'S NEW TO THE DISTRICT, EVEN IF THEY'VE BEEN TEACHING MULTIPLE YEARS, THEY GO THROUGH THOSE THREE DAYS.

AND THE OTHER THING WE DO IS TEAM LEAD TRAINING SO WE CAN PROVIDE AN OPPORTUNITY FOR AND WE REALLY JUST SAY BRING, BRING AS MANY AS YOU CAN GET THERE SO WE CAN FOLD IN PEOPLE INTO THE TEAM LEAD TRAINING BECAUSE WE KNOW AND ONE OF THE THINGS FULAN AND TALKED A LOT ABOUT YOU'VE GOT TO BUILD CAPACITY RIGHT.

LIKE HE SAYS COMPETENCE PRECEDES.

I THINK IF I CAN GET THIS RIGHT, COMPETENCE PRECEDES CLARITY.

COMPETENCE PRECEDES CLARITY.

SO YOU'VE GOT TO TRAIN PEOPLE UP BEFORE THE LIGHT BULB SOMETIMES GOES ON AND THEY MAKE THAT CONNECTION.

WE'RE TRYING TO SHORTEN THAT CONNECTION GAP AS MUCH AS POSSIBLE, BUT WE DO NEED TO TRAIN OUR PEOPLE UP.

AND THAT'S WHY I WENT BACK TO THAT PLC SLIDE THAT YOU SAW, THE FOUR YEAR INVESTMENT.

WE HAVE BEEN A DOG ON A BONE.

WE ARE TRAINING THE SAME THING OVER AND OVER AGAIN BECAUSE OUR EXPECTATION IS WE GET NEW PEOPLE IN EACH TIME OR PEOPLE WHO ARE SO COMMITTED TO THE PROCESS, THEY WANT TO DO IT AGAIN. BUT WHEN WE GET MULTIPLE A CRITICAL MASS ON EACH TEAM THAT'S BEEN TRAINED IN THIS WORK, NOW YOU'VE GOT A FIGHTING CHANCE WHEN YOU PUT ALL THAT TRAINING ON JUST ONE TEAM LEAD TO EXPECT TO LEAD A GROUP OF ADULTS WHO MAY BE KIND OF ON THE FENCE ABOUT THE PROCESS.

IT DOESN'T WORK.

SO THAT'S WHY WE'VE BEEN VERY CONSISTENT AND METHODICAL REALLY IN OUR APPROACH TO DOING THIS.

WELL. ONE THING I WOULD ADD IS ON THAT DOCUMENT THAT LUKE SO ELOQUENTLY DESCRIBED, IT TALKS ABOUT THE TIMES OF THE WAIVER DAY, THE FIRST HOUR OF EACH WAIVER DAY.

THE PRINCIPALS WILL BE VERY EXPLICIT ABOUT WHAT IS EXPECTED FOR THE REST OF THAT DAY.

RIGHT. AND THERE'S A SHARE OUT AT THE END OF THE DAY ABOUT WHAT WAS LEARNED.

I HAVE TO BELIEVE THAT OUR PRINCIPALS WILL INDIVIDUALIZE AND TAILOR SOME OF THAT THAT OPENING MESSAGE TO MEET THE NEEDS OF THE STAFF THAT EXIST WITHIN THAT BUILDING. SO NOT ONLY IS IT THE BEGINNING OF THE YEAR, IT'S ONGOING.

AND OUR INSTRUCTIONAL COACHES ARE INCREDIBLY KNOWLEDGEABLE ABOUT THIS SPACE.

THEY'RE EXPERTS IN THIS.

THOSE PEOPLE ARE ALSO OUR BEST MENTORS.

SO ALL OF THOSE FIRST YEAR TEACHERS ARE GETTING THIS MAYBE NOT DIRECTLY, BUT INDIRECTLY FROM THEIR COACHING EXPERIENCE AS WELL.

THANK YOU. THANK YOU, JACK.

HEY, TRAVIS. [INAUDUDIBLE].

MIKE MATTOS IS DAVID KENNEDY'S TOM SEAVER.

[LAUGHTER]. YEAH, THAT'S RIGHT.

YEAH. DAVID WAS SO EXCITED WHEN MIKE EMAILED HIM BACK TODAY, AND MIKEY, AS I CALL HIM, HE AND I TEXTED ALL THE TIME AND HE WAS LIKE, MAN, THAT DAVID IS COMING A LITTLE STRONG. [LAUGHTER].

JUST KIDDING. THAT WAS PRETTY GOOD.

SO WE WOULD LIKE TO WRAP THIS UP.

AND I THINK I WANT TO JUST QUICKLY TALK ABOUT THE IDEA OF WHEN A NEW TEACHER COMES ON BOARD.

AND MY FIRST TEACHING JOB WAS ACTUALLY HERE AT LEWISVILLE WHEN LEWISVILLE WAS A SCHOOL AND I TAUGHT ELA AND HISTORY.

THERE WAS NOTHING FOR ME TO WALK INTO.

THERE WASN'T A TEAM THAT I COULD WORK WITH.

I LITERALLY WAS GIVEN A BOOK AND SAID, GO GET THEM, AND I WOULDN'T TRUST ME AS A 24 YEAR OLD COMING UP WITH MY OWN PLANS.

[02:15:04]

AND I THINK THE IDEA IS WE CREATE SYSTEMS THAT LAST LONGER THAN THE HUMANS IN IT.

AND SO IF A SEVENTH GRADE ELA TEAM AT CHIEF, IF ALL OF THEM GET JOBS SOMEWHERE ELSE, THERE'S THINGS THAT THE NEW SEVENTH GRADE ELA TEAM AT CHIEF COULD WALK INTO AND START.

SO THEY'RE NOT STARTING AT LEVEL ZERO.

AND SO I THINK THAT'S THE THE GOAL IS THAT WE CREATE SOMETHING THAT PEOPLE CAN WALK INTO AND CONTINUE THE PROCESS.

SO I WANT TO WRAP UP.

I KNOW WE'VE BEEN TALKING AT YOU FOR A LONG TIME TO JUST KIND OF CONCLUDE AND BRING IT BACK FULL CIRCLE.

SO ONE OF THE POSSIBLE TALKING POINTS THIS YEAR WILL BE IF WE DO GET THOSE WAIVER DAYS AND I UNDERSTAND WE'RE WAITING FOR OSPI TO OFFICIALLY APPROVE, BUT IF WE DO HAVE THOSE TWO, WE HAVE ONE WAIVER DAY PRIOR TO SCHOOL STARTING THAT WON'T BE FELT BY THE COMMUNITY.

THE TWO WAIVER DAYS THROUGHOUT THE SCHOOL YEAR WILL BE FELT BY THE COMMUNITY AND GOING BACK TO THE EMAIL AND IN PERSON AND I JUST WANTED TO MAYBE GIVE YOU ONE OR 2 MINUTES AND THEN OUR SPIEL IS DONE AND WE'LL TURN IT OVER TO DENNY.

BUT IF I COULD GIVE YOU ONE OR 2 MINUTES TO JUST THINK ABOUT SOME TALKING POINT RESPONSES TO THOSE COMMUNITY MEMBERS, AND THEN WE'LL QUICKLY GO THROUGH AND HEAR SOME OF YOUR THOUGHTS. AND THEN WE WILL CONCLUDE WITH WITH DENNY.

THANK YOU. SO I'LL GIVE YOU A ONE OR 2 MINUTES AND THEN COME BACK AT YOU.

[INAUDIBLE], [LAUGHTER] . DOES ANYONE WANT TO TAKE A STAB? I WILL NOT PUT EVERYONE ON THE SPOT.

BE FUN TO ROLE. PLAY THIS.

WALK UP TO JACKIE RIGHT AFTER A BOARD MEETING.

JACKIE MADDUX. NO, I'M JUST KIDDING.

I THINK.

THIS HAPPENS. IT DOES HAPPEN.

AND SO, YOU KNOW, I DON'T WANT TO MAKE THIS AWKWARD OR THEATRIC, BUT I'M JUST CURIOUS IF ANYONE HAS A FEW TALKING POINTS THAT THEY FEEL COULD BE SHARED.

IN CASE ONE OF YOUR PEERS EXPERIENCES THIS.

WELL, IF I IF I HEARD YOU CORRECT AND IT FEELS THAT WAY TO ME THAT WE'RE TALKING ABOUT TACKLING, PROBABLY THE TOUGHEST QUESTION IS WHAT HAPPENS AFTER ALL OF OUR BEST EFFORTS? KIDS DON'T LEARN SOMETHING.

RATHER THAN JUST SAYING, WELL, THEY HAD THEIR CHANCE OR I TURN IT BACK TO THE PARENTS OR WHATEVER, YOU KNOW, WE'RE GOING TO SAY WE'RE GOING TO TAKE ON THAT CHALLENGE TO SAY EVERY KID GETS TO LEARN THAT ESSENTIAL STANDARD.

SO HOW ARE WE GOING TO DO THAT? AND THAT JUST TAKES A LONGER CONVERSATION THAN THE ONE HOUR EARLY RELEASE.

WELL, AND I THINK KIND OF AS A PART OF THAT, TOO, MARK, A LOT OF PARENTS SAY TO ME, LIKE, MY CHILD'S NOT BEING CHALLENGED, MY CHILD'S BORED.

THAT GOES TO QUESTION NUMBER FOUR.

YEAH, YEAH.

WE KNOW ALL KIDS NEED TO BE CHALLENGED.

[02:20:02]

AND AGAIN, I GUESS I'D KIND OF THIS IS AN AMAZING DOCUMENT.

I WILL AGREE WITH DENNY. I'VE NEVER SEEN ANYBODY PUT TOGETHER THE WHOLE PLAN THIS SUCCINCTLY.

BUT TALKING TO PARENTS OR COMMUNITY MEMBERS, I PROBABLY STILL GO BACK TO THOSE FOUR QUESTIONS THEY MIGHT UNDERSTAND.

AND THEN THE OTHER PART OF IT IS TO BE SURE THAT PARENTS UNDERSTAND THERE IS AN ACCOUNTABILITY.

SO ARE THOSE TEACHERS JUST GOING TO BE SITTING IN THEIR CLASSROOMS, NO THERE IS A SPECIFIC PLAN FOR EACH MINUTE OF THAT DAY.

I THINK THOSE ARE THE THINGS THAT I WOULD HAVE THE MOST QUESTIONS ABOUT IN ADDITION TO WHAT AM I GOING TO DO WITH MY KIDS? BECAUSE NOW I DON'T HAVE YOU.

AND I THINK THOSE TALKING POINTS ARE SO IMPORTANT.

SO WHAT WE'RE TRYING TO DO IS MAKE SOMETHING TANGIBLE THAT FEELS VERY OVERWHELMING.

AND I PROBABLY A BROKEN RECORD.

BUT IN MY BRAIN, WE WORK THROUGH PLCS TO COLLECT DATA.

THE PURPOSE IS DATA.

WE DO THREE THINGS WITH THAT DATA.

WE HAVE CONVERSATIONS WITH EACH OTHER ABOUT BEST PRACTICES.

WE IDENTIFY INTERVENTIONS THAT STUDENTS NEED AND WE IDENTIFY ENRICHMENT BUILDING ON SKILLS THAT STUDENTS MAY ALREADY HAVE.

SO THAT'S THE PURPOSE OF WHAT WE DO WITH THAT DATA.

YOU CAN'T GET THAT DATA IF YOU HAVEN'T DEVELOPED COMMON ASSESSMENTS BECAUSE THE I READY SCORES.

WHAT MAPLE GROVE HAS DONE IS INCREDIBLE.

THE CHALLENGE WITH I READY SCORES FOR MIDDLE SCHOOLS.

PEOPLE ARE CURIOUS WHY MIDDLE SCHOOL, MIDDLE SCHOOL, HIGH READY SCORES MAY NOT BE AS IMPROVING AS QUICKLY AS SOME OF THE ELEMENTARY SCHOOLS IS.

YOU CAN'T SCARE A SEVENTH AND EIGHTH GRADER INTO TAKING A TEST THAT DOESN'T COUNT TO THEM.

THEY CLICK BUTTONS AND THAT DOESN'T GIVE US THE DATA WE NEED.

SO THOSE COMMON ASSESSMENTS BETWEEN TEACHERS, THAT IS THE DATA WE NEED.

AND YOU CAN'T GET TO THOSE COMMON ASSESSMENTS IF YOU HAVEN'T GONE THROUGH THE ESSENTIAL STANDARD WORK THAT DAVID WAS TALKING ABOUT.

AND SO EVERYTHING BUILDS ON ITSELF.

BUT GETTING TO THAT POINT WHERE WE COLLECT DATA TO HAVE THOSE CONVERSATIONS ABOUT BEST PRACTICES, TO IDENTIFY THE INTERVENTIONS, TO IDENTIFY THE ENRICHMENT ACTIVITIES, THOSE ARE TALKING POINTS IF THE PERSON HASN'T ALREADY WALKED AWAY FROM YOU AFTER THE BOARD MEETING.

BUT I THINK TO I MEAN, FROM LIKE IF A PARENT ENGAGED ABOUT THAT, I THINK ONE OF THE THINGS I'M GOING TO DO IS I'M GOING TO SAY I REALLY BELIEVE IN THIS AND THIS IS WHY I BELIEVE IN IT.

BUT I'M NOT THE EXPERT AND I'M GOING TO SEND THEM TO YOU.

AND BECAUSE I WANT THEM TO HAVE THAT GREATER UNDERSTANDING, IT'S NOT ME PASSING THE BUCK, AS FUNNY AS IT MIGHT SOUNDS, BUT I LIKE THAT.

IT'S JUST TED WROTE THAT ANSWER DOWN VERY QUICKLY.

[LAUGHTER]. I DID, I JUST WROTE CALL DENNY.

THIS IS A JOKE, BUT IT IS EASIER.

[LAUGHTER]. TO FOLLOW UP ON THAT.

THEN I THINK WE SHOULD THROW SOMETHING AT DENNY'S COURT HERE.

SO TO ME, I WANT TO SEE THIS CLEARLY ARTICULATED AND EXPLAINED TO CCAC BECAUSE I THINK CCAC IS THE ONE THAT WILL SEE THE FIT WITH THE STRATEGIC PLAN.

AND THEY ARE OUT THERE.

YEAH. BECAUSE, TO THAT POINT, MARY, WHAT I WAS GOING TO SAY, YOU KNOW, IF A PARENT HAD COME TO ME AND SAID, YOU KNOW, ASK THIS QUESTION, I WOULD HAVE RELATED IT BACK TO OUR STRATEGIC PLAN.

IS THAT WE A PRIORITY FOR US IS HIGH QUALITY INSTRUCTION.

THAT'S WHAT WE BELIEVE IN.

WE BELIEVE IN HIGH QUALITY INSTRUCTION.

AND IN ORDER TO GET THERE, THIS IS GOING TO HELP US GET THERE.

THIS IS GOING TO ASSURE THAT EVERY KID IN OUR DISTRICT.

IT'S EXPOSED TO THE BEST.

AND I DID WANT TO SAY SOMETHING.

YOU KNOW, DAVID TALKED ABOUT THE RESISTORS THAT WE HAVE.

YEAH, WE HAVE SOME RESISTORS.

I MEAN, I THINK YOU CAN GO BACK TO YOUR PYRAMID, RIGHT.

AND YOU KNOW, 5% ON THE TOP THAT, YOU KNOW, YOUR TIER THREE.

SO WE DO HAVE SOME RESISTORS, BUT THE VAST MAJORITY OF OUR TEACHERS HAVE EMBRACED PLCS.

AND THAT'S WHY WE'RE STARTING TO SEE THE WORK THEY GET IT.

THEY APPRECIATE WHAT I AM.

WHAT FEELS GOOD TO ME IS THAT WE'RE ASKING THEM TO LEARN FROM EACH OTHER.

AND THEY LIKE THAT.

THEY LIKE THE IDEA THAT WE RECOGNIZE BAR NONE.

THEY ARE THE EXPERTS.

AND WE'VE GIVEN THEM A FOUNDATION AND AND A PROCESS THAT HAS HELPED THEM WORK IT THROUGH IT.

BUT THE BOTTOM LINE IS, WHEN THEY'RE SITTING IN THESE MEETINGS WITH THEIR PEERS, THEY'RE TALKING ABOUT, HEY, THIS IS WHAT I TRIED AND THIS IS WHAT, YOU KNOW, WORKED FOR ME AND THIS IS WHAT DIDN'T. AND.

OH, YOU'RE STRUGGLING WITH THAT.

WELL, HAVE WE THOUGHT ABOUT THIS AND HAVE YOU TRIED? THOSE ARE THE RICH CONVERSATIONS THAT ARE OCCURRING, YOU KNOW, WITH EACH OTHER THAT IS WILL MAKE THE DIFFERENCE.

I BELIEVE FOR ME, ANSWERING THESE TWO QUESTIONS, THE EMAIL QUESTION IN MY MIND IS ACTUALLY FAIRLY SIMPLE,

[02:25:07]

FRANKLY, WE WERE ALREADY STARTING THIS PROCESS PRE-COVID ANYWAY.

COVID WAS JUST A DELAY, SO I DON'T THINK THAT THERE'S AN ARGUMENT THERE.

AND THEN YOU COULD EASILY JUST GO INTO THE QUALITY OF EDUCATION OVER THE QUANTITY.

YES. AND I THINK THAT SO AGAIN, I THINK THAT'S VERY EASY IN THE EMAIL.

THE CHALLENGING ONE IS NOT THE BECAUSE IT'S IN-PERSON IT IS SAME QUESTION WILL BE JUST AS EQUALLY CHALLENGING IF IT WAS AN EMAIL IS THE CHILD CARE AND I KNOW THAT WHEN WE HAD THIS BROUGHT TO THE BOARD PREVIOUSLY FOR APPROVING THE WAIVER DAYS, ONE OF MY SPECIFIC QUESTIONS WAS IN FACT THE CHILD CARE, BECAUSE I GOT THIS QUESTION AND I KNOW I GOT AN ANSWER, BUT FOR THE LIFE OF ME, I JUST CAN'T REMEMBER WHAT IT WAS.

MIKE'S HERE. YEAH, MAYBE THE ANSWER.

WELL, SO REFRESH MY MEMORY AS TO WHAT WE TELL THE COMMUNITY ABOUT CHILD CARE.

YEAH. SO ONE OF MY RESPONSIBILITIES IS EARLY LEARNING COORDINATOR.

IT IS TO HELP MAKE SURE THAT WE HAVE PRE-K, DAYCARE AND CHILD CARE EXPERIENCES AVAILABLE TO ALL MEMBERS OF THE COMMUNITY.

OUR PARTNERSHIP WITH AN ORGANIZATION CALLED RIGHT AT SCHOOL.

GOSH, I THINK THAT AT LAST COUNT, WE HAVE ALMOST 400 FAMILIES THAT PARTICIPATE DAILY IN BEFORE AND AFTER SCHOOL CARE IN OUR PRIMARY SCHOOLS.

AND WE HAVE A SMATTERING OF MIDDLE SCHOOL KIDS LIKE FIFTH AND SIXTH GRADERS THAT COME DOWN TO THE PRIMARY SCHOOLS TO ATTEND.

BUT THEY'VE ALREADY COMMITTED TO ME TO BEING AVAILABLE ON THOSE DAYS.

WE JUST NEED TO FIGURE OUT HOW TO COMMUNICATE THAT OUT TO THE COMMUNITY EARLY AND OFTEN SO THEY UNDERSTAND THAT'S AVAILABLE AND WE'LL CONTINUE TO PRESS INTO THEM TO MAKE SURE THAT THOSE RATES THAT THEY DO HAVE TO CHARGE TO MEET THEIR BOTTOM LINE ARE MANAGEABLE AND REASONABLE FOR OUR COMMUNITY.

SO THEY ALREADY HAVE THE DATES ON THEIR CALENDAR.

THEY'RE COMMITTED TO DOING IT. WE JUST NEED TO ACT UPON IT.

IF AND WHEN THE WAIVER IS APPROVED THROUGH US, THAT'S THE ONLY THING WE'RE WAITING ON.

SO JUST A FOLLOW UP QUESTION TO THAT.

THE FREE AND REDUCED LUNCH PROGRAM, WOULD THAT QUALIFY FOR MAYBE WAIVING ANY OF THOSE COSTS FOR THE CHILD CARE? YEAH. SO FOR SURE THEY DO.

THOSE FAMILIES ON SUBSIDIZED PROGRAMS DO GET DISCOUNTS OFTEN FREE.

PART OF OUR ARRANGEMENT WITH RIGHT AT SCHOOL IS THAT WE THERE'S A PROFIT SHARING AGREEMENT THAT WE GET I BELIEVE IT'S 5 TO 10% OF THE OVERALL PROFIT COMES BACK TO THE ORGANIZATION.

AND WHAT WE DO WITH THAT 10% IS WE GIVE THAT BACK TO OUR COMMUNITY IN SCHOLARSHIPS.

THIS LAST YEAR, I THINK THAT WE SCHOLARSHIP SIX STUDENTS FULL TIME.

THOSE FAMILIES THAT COULDN'T AFFORD, MANY THAT ARE HOMELESS OR NEW TO THE AREA STRUGGLING, WE MADE SURE THAT THEY HAD BEFORE AND AFTER SCHOOL CARE AT NO COST AND SO WE WOULD APPLY THOSE SAME.

IS THERE A SLIDING SCALE ON THAT AS WELL? YES. YEAH.

AND I DON'T KNOW ALL THE DETAILS OF THAT BECAUSE IT'S REALLY AN OUTSIDE ORGANIZATION THAT WE PARTNER WITH.

SO THOSE ARE THE CONVERSATIONS THAT RIGHT AT SCHOOL HAS DIRECTLY WITH THE PARENTS.

BUT ANY TIME THAT THOSE CONVERSATIONS EXIST WHERE I FIND OUT THAT MONEY IS AN ISSUE, WE WORK TO MAKE SURE THAT IT'S NOT AN ISSUE.

AND TO MY KNOWLEDGE, WE HAVE NOT TURNED ONE FAMILY AWAY THAT'S ASKED OR NEEDED CHILD CARE.

SO I'M NOT GOING TO REMEMBER EVERY SINGLE ONE OF THOSE DETAILS WHEN I GET CORNERED IN THE GROCERY.

RIGHT. IS THERE A LINK OR A WEBSITE OR SOMETHING? I CAN JUST SAY, HEY, GO HERE.

THERE'S PLENTY OF RESOURCES AVAILABLE IF YOU'RE STRUGGLING.

YEAH. SO WE HAVE ON OUR DISTRICT WEBSITE WE HAVE A LINK TO RIGHT AT SCHOOL.

I WILL TELL YOU THAT I CAN ANSWER ANY OF THEIR QUESTIONS AND THE REGIONAL DIRECTOR HAS BEEN INCREDIBLY RESPONSIVE AND ACTUALLY GOT INVOLVED IN SITUATIONS IN WHICH WE WERE TRYING TO PROBLEM SOLVE FOR FAMILIES, WHETHER IT BE A CREDIT CARD THAT WASN'T WORKING OR WHATEVER THE CASE MAY BE.

THEY HAVE BEEN A REMARKABLE PARTNER AND VERY RESPONSIVE.

YEAH, YOU KNOW, IT IS EXCITING TO TALK ABOUT RIGHT AT SCHOOL BECAUSE WE INTRODUCED THEM TWO YEARS AGO.

LAST YEAR WE HAD 200, YOU KNOW, 300.

WE GOT 400 BY THE TIME THAT WE WERE DONE.

YEAH. AND IT'S JUST INCREDIBLE THAT WE'RE ABLE TO PROVIDE THAT SERVICE.

SO IT'S CALLED RIGHT AT SCHOOL OR RIGHT IN SCHOOL? RIGHT AT SCHOOL. RIGHT. BECAUSE THE CHILD CARE IS RIGHT AT SCHOOL.

YEAH, YEAH, RIGHT.

I KEEP HEARING RIDE.

NO, RIGHT.

I APOLOGIZE. THAT'S RIGHT AT SCHOOL.

[02:30:02]

I BELIEVE THAT MIGHT BE ACTUALLY ON THE LIST OF THINGS THAT IF YOU WANTED UPDATES TO DENNY'S PLAYED A LITTLE BIT THAT MIGHT BE A GOOD SEGUE WAY FOR A FINISH HERE GENTLEMAN TO TALK ABOUT PERIODIC THROUGHOUT THE YEAR OR I CAN JUST SEND THE BOARD UPDATE.

WE'LL TAKE A FIVE MINUTE BREAK.

YEAH. THANK YOU, GUYS. I REALLY APPRECIATE IT.

AND TAKE A FIVE MINUTE BREAK, BATHROOM BREAK AND SUCH.

YEAH. MY GOD. FOR 5 MINUTES.

HERE JUST PART OF OUR BOARD POLICY.

RIGHT? AND THEN WE SET GOALS FOR OUR OWN IMPROVEMENT AS A BOARD.

TO ME, THAT'S WHERE THE GOAL SHOULD LIE.

YOU KNOW, WE YEAH, WE TAKE A LOOK AT OUR OWN PROJECT.

YOU KNOW, THIS AGAIN, IT SEEMS MORE ENDURING.

YEAH, WELL, THERE'S CERTAINLY, IRREGARDLESS OF WHETHER IT MIRRORS THE STRATEGIC PLAN, THERE IS CERTAINLY A COHERENCE.

YES, YOU CAN SEE IT.

YEAH, YOU CAN. YOU DON'T HAVE.

OBVIOUSLY SEE IT. RIGHT.

RIGHT. WELL IT SHOULD.

RIGHT. BECAUSE THE ADMINISTRATION SHOULD MATCH THE GOALS AND BELIEFS OF THE BOARD.

ALL THE WAY UP. WE KNOW THAT WHEN WHAT WE BELIEVE AND WHAT WE ARE FOCUSED ON AND WHAT IS A PRIORITY FOR US IS CONSISTENT THROUGHOUT THE ENTIRE ORGANIZATION. RIGHT.

I WOULD LIKE TO CHANGE NUMBER FIVE.

OH, GO AHEAD. I DON'T WANT TO CUT ANYBODY OFF.

YEAH, I JUST THINK THAT THERE'S A [INAUDIBLE].

I CAN'T TELL YOU WHAT I THINK IT SHOULD SAY, BUT JUST I THINK IT IT'S UNDERSTATED FOR HOW WE SHOULD VALUE OUR TEACHERS.

I THINK IT SHOULD BE BETTER.

I THINK IT SHOULD BE MORE DESCRIPTIVE.

I THINK IT SHOULD BE STATED JUST A LITTLE BIT MORE ELOQUENTLY AND RESPECTFULLY TO THE VALUE THEY BRING.

AND SO THAT'S JUST MY THOUGHT.

AND BECAUSE OF COURSE, WE VALUE OUR TEACHERS, BUT I CAN SAY I VALUE A LOT OF THINGS.

IT'S NOT THE WAY I FEEL ABOUT TEACHERS.

AND SO I FOR ME, I WOULD LIKE TO CONVEY THAT A LITTLE BIT BETTER.

AND AGAIN, I DON'T HAVE THE WORDS, IT'S NOT MY WHEELHOUSE, BUT I THINK IT'S JUST READS TO SIMPLY.

NEEDS MORE. YEAH, WE DIDN'T TAKE THAT ONE OFF BECAUSE WE ALSO AGREED WITH THE IDEA THAT IT WAS IMPORTANT TO VALUE STAFF.

BUT AT THE SAME TIME, I THINK WE WERE STUCK TO MARK AND I WHEN WE WERE LOOKING AT THAT ONE.

WHAT DO YOU CHANGE IT TO? YEAH, WELL, SINCE WE'RE TALKING ABOUT NUMBER FIVE, I'M CURIOUS ABOUT WHY IT SAYS ALL STAFF THERE.

BUT WE REFER TO STUDENTS.

WE REFER TO PARENTS.

AND THAT'S JUST A.

WHY IT SAYS ALL STAFF? YEAH. I MEAN, IT' SHOULD JUST SAY STAFF, RIGHT.

OR EACH AND EVERY.

[LAUGHTER]. BUT THEN YOU GO BACK TO EACH AND EVERY ONE OF THOSE CASES, YOU KNOW, THE SIMPLEST.

THE SIMPLEST WOULD BE STAFF.

YEAH. OTHERWISE YOU NEED TO CHANGE.

THE OTHERS AS WELL WOULD BE ALL STUDENT VOICES VALUE AND IT WOULD BE ALL PARENT, ALL STUDENTS LEARN.

SO I THINK.

ELIMINATION OF ALL.

I AGREE ELIMINATE THE ALL AND I THINK THAT IN ORDER TO BOLSTER THAT STATEMENT, YOU COULD JUST ADD A LEADING SENTENCE TALKING ABOUT WHY WE VALUE OUR STAFF OR HOW WE VALUE OUR STAFF OR WHY THEY'RE IMPORTANT.

YOU KNOW, JUST SOMETHING TO STAFF IS CRITICAL.

YEAH, SOMETHING I LIKE THAT STATEMENT ON THE STUDENT ONE THAT KIND OF POINTS THAT OUT.

YEAH, I SEEMS LIKE THAT.

OR A VARIATION OF THAT COULD BE ADDED TO THE STAFF ONE.

I WAS THINKING ABOUT THE STAFF VOICE IN PROCESSES BECAUSE SINCE THESE GOALS WERE WRITTEN, I THINK THERE'S BEEN A MORE CONCERTED EFFORT TO HAVE INPUT FROM STAFF ON THINGS LIKE THE STRATEGIC PLAN AND THE WORK THAT WE'RE DOING IN PLCS.

WHAT IT LOOKS LIKE ASKING THE QUESTION, SAYING THAT THEY NEED MORE TIME, US HONORING THAT NEED THROUGH THE ACTIONS THAT ARE TAKING PLACE.

SO IT FEELS TO ME LIKE THERE'S A PIECE THAT NEEDS TO BE AROUND THE VOICE THAT WE'RE LISTENING TO OUR STAFF ABOUT.

THE OTHER THING THAT'S BEING INITIATED AT ALL BUILDINGS IS NOT JUST STAFF MEETINGS THAT INCLUDE CERTIFICATED TEACHING STAFF, BUT INCLUDING CERTAIN CLASSIFIED STAFF.

AND I THINK THAT'S AN IMPORTANT SHIFT IN OUR CULTURE AS WELL, THAT WE RECOGNIZE THE FACT THAT OUR SPECIAL EDUCATION ASSISTANTS AND OUR NURSES, OUR LPM AND OUR HEALTH ROOM ASSISTANTS, OUR RECESS TEACHERS HAVE VALUABLE INPUT ABOUT THE NEEDS OF KIDS.

AND SO WE'RE ASKING THEM TO ATTEND STAFF MEETINGS AT LEAST ONCE A MONTH AS WELL.

SO THERE ARE SOME SHIFTS THAT ARE HAPPENING IN GIVING THEM VOICE.

SO MAYBE IT'S VOICE ADDING A PIECE ABOUT VOICE THERE.

[02:35:01]

IT MIGHT WE MIGHT NEED A I WAS GOING TO BRING UP FROM THE BEGINNING THAT NUMBER SIX IS A LITTLE CONFUSING WITH ME FOR NUMBER THREE BECAUSE WE SAID IF WE SAY WE'RE COLLABORATING WITH PARENTS, COMMUNITY AND STAFF, BUT THEN WE LEAVE THE STUDENTS OUT DOWN HERE.

I MEAN, I DON'T. AREN'T THEY PART OF THE COMMUNITY THAT WE'RE COLLABORATING WITH? I DON'T KNOW. I THINK THE ONLY REASON THAT I WAS COMFORTABLE WITH SIX BEING CALLED OUT SEPARATELY AS A STUDENT IS BECAUSE WE DON'T HAVE A COMMUNITY MONITOR SITTING ON THE BOARD.

WE HAVE STUDENTS SITTING ON THE BOARD.

THAT'S WHY I LIKED IT, BUT THAT'S WHY I FELT LIKE, WELL, WE DO HAVE FIVE COMMUNITY MEMBERS SITTING ON THE BOARD, YES,THATS RIGHT.

OKAY. WELL, I WAS WONDERING, YOU KNOW, TO BE HONEST WITH YOU, I WAS WONDERING IF, NUMBER THREE, THIS COLLABORATION WITH PARENTS, YOU KNOW, WE LEFT IT AS IT WAS THE ORIGINAL CONTEXT HERE.

BUT IF YOU LOOK AT THE STRATEGIC PLAN AND THE THIRD BULLET UNDER COLLABORATION THAT CULTIVATES TRUST, WE TALK ABOUT BUILDING PARTNERSHIPS WITH PARENTS AND COMMUNITY VERSUS JUST COLLABORATING WITH PARENTS AND COMMUNITY AND A VARIETY OF METHODS BEING USED HERE.

WHEREAS THIS IS REALLY ABOUT INCREASING ENGAGEMENT THAT BENEFITS TO STUDENT LEARNING.

SO IT COULD ACTUALLY MORE CLOSELY MIRROR THE GOAL THAT OR THE OBJECTIVE THAT'S ON THE STRATEGIC PLAN.

WE'RE GETTING CLOSER. SO I HEAR A COUPLE OF THINGS.

NUMBER ONE, WE LIKE THE IDEA OF IT BEING CORE BELIEFS IN GOAL.

NUMBER ONE, I DON'T THINK THAT WE HAVE ANY PROBLEM WITH THIS ONE.

THIS ONE'S PRETTY SOLID IN GOLD.

NUMBER TWO, WE'RE GOING TO ADD SOMETHING HERE THAT TALKS ABOUT EXTRACURRICULAR, INCLUDING WHATEVER THAT VERBIAGE MAY BE IN GOLD THREE.

I BROUGHT UP MY POINT, BUT NOBODY ELSE HAS JUMPED.

SO THIS ONE IS, YOU KNOW, WE'RE CLOSE.

I LIKED YOUR IDEA.

OKAY. SO MAYBE MORE CLOSELY ALIGN THAT TO THE STRATEGIC PLAN.

GOAL. GOAL NUMBER FOUR.

IT LOOKS LIKE WE'RE ALL GOOD WITH GOAL NUMBER FOUR.

I MEAN, BELIEF NUMBER FOUR.

BELIEF NUMBER FIVE.

STRENGTHEN THAT ONE.

JAZZ IT UP. JAZZ IT UP A LITTLE BIT.

CAN WE MAYBE EVEN PUT IN HOW WE EMPOWER THEIR PROFESSIONAL DEVELOPMENT SOMETHING LIKE THROUGH MAYBE THAT'S ANOTHER ONE.

BUT I WAS JUST THINKING AND I GUESS IT IS IT'S IN THE BELIEF, NUMBER ONE, THEY'RE PROVIDED, SUPPORTS RESOURCES AND PROFESSIONAL DEVELOPMENT TO REACH THIS EXPECTATION.

BUT NEVER MIND.

RIGHT. GO ON. SORRY.

RIGHT. NO, I HEAR.

SO WE'LL LOOK AT THIS ONE AND THEN NUMBER SIX, MAYBE SOME WORDSMITHING THERE.

WE LIKE STUDENT VOICE, BUT I THINK GRAMMATICALLY IT SOUNDS FINE.

TO ME IT WAS JUST A WHETHER OR NOT WE BLENDED IT WITH THREE.

YEAH. I THINK EXISTING SEPARATELY JUST BECAUSE OF THE EMPHASIS THAT YOU HAVE PLACED ON IT.

WELL AND IF WE IF ON NUMBER THREE, IF WE WERE TO CHANGE THAT TO MORE CLOSELY MIRROR WHAT'S ON THE PLAN, WHICH WOULD BE MORE PARTNERSHIP BUILDING.

AND I'M WONDERING IF WE COULD TAKE THE STAFF ONE AND WE COULD ON THE VERY FIRST ONE WHEN WE'RE TALKING ABOUT HIGH QUALITY INSTRUCTION, TO ME, THAT'S WHERE THE STAFF FITS IS WITH THE HIGH QUALITY INSTRUCTION.

WE TALK ABOUT PROFESSIONAL DEVELOPMENT TO REACH THE EXPECTATION.

WHY CAN'T WE ADD ON TO THAT? THE HONORING, VALUING AND HONORING OR SOMETHING? OUTSTANDING PERFORMANCE.

DAVID, YOU TALKING ABOUT UP AND BELIEF ONE? I'M TALKING ABOUT. YEAH.

BLENDING FIVE WITH ONE.

COMBINING FIVE WITH ONE.

POSSIBLE. YEAH.

WE COULD PLAY WITH IT. YEAH.

JUST AN IDEA MAYBE.

I DON'T KNOW. I JUST WANTED TO MAKE SURE THAT I THINK I'VE CAPTURED ALL OF THE THOUGHTS AND IDEAS THERE.

WE'LL CONTINUE TO WORK ON THIS.

OKAY. THAT WAS GOOD.

THANK YOU. THE NEXT THING THAT WE'RE GOING TO DO IS I TRY TO POWER MY WAY THROUGH THIS IN THE LAST 20 MINUTES. THE NEXT THING WE'RE GOING TO DO IS CALL YOUR ATTENTION TO.

YEAH. CALL YOUR ATTENTION TO THIS DOCUMENT AND THIS DOCUMENT.

SO THE FIRST ACTIVITY YOU'RE GOING TO SEE IS THIS HERE.

[02:40:04]

SO SANDY AND I ARE HOPING AS WE PROCESS THROUGH THIS, WE'LL BE ABLE TO FILL IN THIS DOCUMENT A LITTLE MORE AND FIGURE OUT WHAT IT IS, THE TOPICS THAT YOU WANT TO SEE, WHAT WE ARE HOPING FOR.

AND I WANTED TO GET YOUR THOUGHTS ON THIS.

WE ARE HOPING TO SET A KIND OF A PRACTICE FOR US AS A BOARD WHERE WE WOULD LIMIT WORK SESSIONS TO THE SECOND MEETING OF EVERY MONTH.

SO YOU WOULD KNOW THAT THE FIRST MEETING OF THE MONTH, WE'RE NEVER GOING TO HAVE A WORK SESSION.

AND NOT THAT WE WOULD ALWAYS HAVE A WORK SESSION THE SECOND MEETING OF THE MONTH.

BUT IF WE DID PLAN A WORK SESSION, THAT'S WHEN IT WOULD BE SO.

AND THAT WOULD HELP YOU GUYS AND HELP US, BECAUSE IT WOULD IN TERMS OF PLANNING AND STUFF, OBVIOUSLY IT'S NOT BLACK AND WHITE.

THERE'S ALWAYS CIRCUMSTANCES THAT ARISE, EMERGENCY SITUATIONS THAT COME UP THAT MAY CAUSE US TO HAVE A WORK SESSION.

SO AS WE LOOK AT TRYING TO PLAN THIS OUT, SOME OF THE THINGS ARE ON HERE ALREADY AND SOME OF THEM, IF THEY'RE IN RED, YOU KNOW THAT THAT'S GOING TO BE A WORK SESSION.

SO YEAH, IN THE TOP LEFT CORNER ABOVE ADOPTION PROCESS PRESENTATION.

IS THERE A DATE? AUGUST.

AUGUST, WHAT? 22ND? THERE'S DATES ALL THE WAY ACROSS THE TOP.

THAT'S OKAY. I JUST WANTED TO KNOW WHERE TO START.

YEAH. SO THE DATES ARE HERE, BUT THEY DIDN'T SHOW UP ON THE DOCUMENT.

OKAY, THAT'S OKAY.

SO JUST IF YOU WANT TO WRITE THEM IN AUGUST 22ND, SEPTEMBER 12TH, SEPTEMBER 26TH, OCTOBER 10TH, OCTOBER 24TH, NOVEMBER 14TH, NOVEMBER 28TH.

DECEMBER 12TH. SORRY ABOUT THAT.

SO WHAT WE DID THEN ON THE SECOND DOCUMENT, JAMIE, WHICH IS THE SCHOOL BOARD TOPICS ONE.

WHAT WE DID ON THE SECOND DOCUMENT IS WE SENT OUT AN EMAIL TO ALL OF OUR DIRECTORS AND ASKED THEM TO IF THEY WERE GOING TO GIVE A PRESENTATION TO THE BOARD, WHICH TOPICS DO WHAT THEY THINK WOULD BE MOST HELPFUL? SO YOU HAVE IN FRONT OF YOU IN ALPHABETICAL ORDER, 20 OR SO POTENTIAL TOPICS AND OBVIOUSLY WE ARE OPEN TO OTHERS THAT YOU MIGHT BE THINKING OF.

SO YOU COULD KIND OF TAKE A FEW MOMENTS TO LOOK THROUGH THOSE AND POTENTIALLY MAYBE PUT A STAR NEXT TO YOUR TOP, YOU KNOW, THREE OR FOUR, MAYBE FIVE, SO THAT WE CAN SEE IF THERE'S ANY CONSENSUS ON WHICH ONE OF THOSE STAND OUT FOR YOU.

DENNY? ARE THE ONES ON THE CALENDAR I KNOW I SHARED MY CALENDAR WITH YOU.

SOME OF THEM ARE WRITTEN INTO POLICY ALREADY, LIKE THEY'RE SUPPOSED TO HAPPEN EVERY YEAR.

RIGHT? MARK I THINK THAT SANDY WE HAD THAT AND I THOUGHT WE WENT THROUGH IT AND WE THINK THEY'RE INCORPORATING IT.

YEAH, YES. BUT LIKE, IF WE'RE NOT GOING TO DO ALL OF THEM, WE GOT TO MAKE SURE AND DO THE ONES THAT ARE WRITTEN INTO POLICY, RIGHT?

[02:45:07]

OKAY. THOSE ARE OKAY.

THAT'S WHAT I WAS WONDERING. OKAY.

YEAH, OKAY. AND THE SUPERINTENDENT EVALUATION AND STUFF LIKE THAT.

RIGHT. SO JUST AS BECAUSE WE'RE TIME.

STRAPPED. ARE THERE ANY THAT STAND OUT? WHY DON'T YOU GIVE ME ROB? WHAT ARE SOME THAT YOU FIND? I HAVE A BOND 101.

I HAVE CYBERSECURITY.

I HAVE MULTI-TIERED SYSTEMS OF SUPPORT.

I HAVE PCL WAIVER DATE PLAN UPDATE, AND I HAVE USE OF RESTRAINTS AND ISOLATION.

OKAY. MARY, WHAT DO YOU HAVE? I HAVE EVERYTHING YOU NEED TO BOND ONE ON ONE, EVERYTHING YOU NEED TO KNOW.

I HAVE MULTI-TIERED SYSTEMS OF REPORT, OF SUPPORT, PLC, PROFESSIONAL LEARNING ALIGNMENT AND SCHOOL IMPROVEMENT PLANS.

I JUST WROTE DATA.

I FEEL LIKE WE NEED TO SEE MORE DATA.

RIGHT? RIGHT. OKAY, MARK.

I DID THE COMPREHENSIVE SCHOOL COUNSELING MODEL, THE CURRICULUM CYCLE CALENDAR, AND THEN THE OTHER ONES I HAD WAS WHEN I STARTED LOOKING AT THE REQUIRED ONES WRITE POLICY ONES.

JACKIE I HAD CURRICULUM CYCLE, CALENDAR AND BUDGET PLANNING.

I HAVE THE FCRC UPDATE.

[INAUDIBLE] PLAN FIRST, BUT ITS ALREADY ON HERE THE K FOR ACADEMY.

THE WAIVER DAY. THE PLC WAIVER DAY.

PLANNED UPDATES.

AND BECAUSE I CAN'T COUNT TRANSITIONAL KINDERGARTEN.

BECAUSE I WANT TO KNOW ABOUT ALL OF THEM.

YEAH. TED BOND ONE ON ONE.

THE CAP FACILITIES PLAN, WHICH IS OUT THERE.

YEAH. AND THEN I THOUGHT THE PLC WAIVER DAY AND THE WRITE AT SCHOOL PROGRAM SHOULD PROBABLY BE DONE SAME TIME OR LIKE ONE RIGHT AFTER THE OTHER.

SAME MEETING MAYBE.

I THINK THAT ONE SPEAKS TO THE OTHER.

OKAY. NOW, DAVID, JUST TO FOR CLARITY, WE'RE GOING TO GIVE THEM THE PLC UPDATE IS GOING TO BE A DEFINITE RIGHT.

THAT'S A DEFINITE AND IT'S ALSO SOMETHING THAT WE WANT TO LOOK AT DOING AT THE END OF EACH WINDOW.

NOW, THE DEGREE TO WHICH WE PRESENT HARD DATA I THINK WILL IMPROVE.

THE MORE WE DO IT. WE KIND OF HAVE TO GET IN THERE, GET OUR HANDS DIRTY.

WE'LL HAVE SOMETHING TO SHARE WITH YOU AT THE END OF THE FIRST WINDOW, WHICH IS GOING TO SAY RIGHT AROUND EARLY NOVEMBER.

SO NOVEMBER 14TH WOULD BE THE FIRST OPPORTUNITY.

SO NOVEMBER 14TH AND THEN FEBRUARY AFTER FEBRUARY 8TH WOULD BE THE NEXT TIME.

FEBRUARY 13TH WOULD BE THE CLOSEST.

OK FEBRUARY 13TH AND THEN THERE WOULD BE ONE AFTER APRIL 26 I THINK IS THE NEXT WINDOW.

AND SO AT THREE DIFFERENT POINTS OF THE YEAR, IF YOU WANT THAT MANY, WE COULD SHORTEN THAT OR WE COULD DO ALL THREE, BUT WE'RE PREPARED.

IT'S ON OUR RADAR TO GIVE YOU THOSE UPDATES WITH THAT THEN TO RIGHT AT OR RIGHT AT SCHOOL SO IT WOULD BE APPROPRIATE MORE EARLY.

I WAS JUST GOING TO SAY ON THAT FIRST ONE IN NOVEMBER WOULD MAKE SENSE TO SHARE SOME DATA AROUND THE RIGHT AT SCHOOL AND HOW THAT'S GONE.

I THINK ALTHOUGH THE FIRST YEAH, THAT WOULD BE SHORTLY AFTER WE DO BECAUSE I THINK OUR FIRST WAIVER DAY IS NOVEMBER 2ND.

SO WE'D HAVE SOME IMMEDIATE DATA TO SHARE WITH YOU ON HOW THAT WENT.

OR SHOULD I SAY, MICHAEL, WE'LL HAVE SOME DATA.

WHEN YOU, I SAW YOU TALLYING WHAT ARE THE ONES THAT RISE BOND 101 IS DEFINITELY.

[INAUDIBLE]. YOU DIDN'T GET TO SAY YOURS WHAT ARE YOURS.

MINE WAS BEGINNING EDUCATOR SUPPORT TEAM HOMELESS SCRC PREVENTION AND PREVENTION SLASH INTERVENTION SPECIALIST AND ACTIVITIES. SEE ALL ROOMS AND THEN STANDARD BASED IEPS.

YEAH, VERY GOOD WIDE RANGE OF TOPICS.

SO WE JUST NEED A BALL. I KNOW YOU NEED A BALL.

SO TED GETS FOOTBALL IN ALL THREE CATEGORIES AND GOAL SCORE.

IF I COULD OFFER A SUGGESTION LIKE I LOVE SEEING THE PROFESSIONAL DEVELOPMENT CALENDAR, BUT I DON'T KNOW THAT I NEED A PRESENTATION ON IT.

BUT IT ACTUALLY WOULD BE HELPFUL TO HAVE LIKE A PURPOSEFUL MAILING TO ME EMAILING TO ME BECAUSE LIKE IF I HAVE TO THINK OF GO TO THE WEBSITE, LOOK AT IT, EVEN THOUGH I MIGHT SCAN BY IT OR IF IT'S NOT ON THE FRONT PAGE, YOU KNOW, WHATEVER.

[02:50:03]

RIGHT. BECAUSE THEN WE GET TO SEE WHAT ARE THOSE OFFERINGS FOR THE TEACHERS THAT MARK YOUR POINT.

WOULD IT BE HELPFUL IF WE HAD A LIST OF THINGS THAT YOU WANTED TO TO ACTUALLY GET A REPORT FROM? YES. AND THEN A SECONDARY LIST OF WE CAN SEND YOU AN EMAIL UPDATE OR SOME SORT OF ELECTRONIC DATE AND SORT OF LIKE DIFFERENT TIERS OF.

SO THEN ALL OF THE THINGS GET ADDRESSED THAT YOU GUYS NEED BEING ADDRESSED.

YEAH. AND THEN IF WE COULD THINK ABOUT JUST LIKE YOU'RE TALKING ABOUT SPREADING OUT THE PRESENTATIONS, MAYBE SPREAD OUT THE MAILINGS OVER THE YEARS.

SO WE'RE MAYBE GETTING ONE EVERY TWO WEEKS FOR A BOARD MEETING OR SOMETHING LIKE THAT.

I THINK THERE'S ENOUGH THERE TO ALMOST FILL IN THE.

THE SLOTS. YOU KNOW, EVEN IF WE DON'T HAVE A PRESENTATION FROM THE FCRC, I'D LOVE TO HAVE A ONE PAGE.

THIS IS WHAT'S GOING ON.

ARE THERE ANY TOPICS THAT ARE NOT ON HERE THAT YOU THINK YOU WOULD LIKE? I MEAN, I KNOW THAT'S REALLY OPEN ENDED QUESTION AT 8:53 ON A WEDNESDAY.

BUT THE PRIDE OF THE BUSSES.

THE FIRST STUDENT.

YEAH. OKAY.

SHELLEY ARE YOU WRITING THAT ONE DOWN? GOT IT.

I SEE THAT SOME HAVE DEFINITELY RISEN TO THE TOP.

I MEAN, BOND 101 SOUNDS LIKE IT NEEDS TO OCCUR QUICKLY.

UM. I SEE THAT.

I WAS GOING TO SAY TWO PEOPLE SAID MULTI TIERED SYSTEM.

MULTI TIER SYSTEMS OF SUPPORT CAME UP AND THAT WOULD ACTUALLY BE BEST TO BE TOWARDS THE LATTER PART OF THE YEAR TO GIVE US TIME TO REALLY CONTINUE TO DEVELOP THE SYSTEMS. FCRC WAS ANOTHER ONE THAT SEEMED LIKE IT WAS BIG.

THIS IS ONE THAT ISN'T ON THERE, BUT I WAS HOPING IT WOULD COME UP IN THE DISCUSSION AND THAT IS ENROLLMENT.

YOU KNOW, OUR ENROLLMENT IN THE DIFFERENT SCHOOLS AND, YOU KNOW, THERE'S A BIG DISPARITY IN OUR ENROLLMENT IN SOME SCHOOLS VERSUS OTHERS. IS THAT A CHALLENGE THAT WE NEED TO TALK ABOUT? YEAH, EXACTLY.

YEAH. AND THAT'S TRAVIS CAN SPEAK TO THAT ONE.

HE'S STILL BITTER.

STILL. I'M DISAPPOINTED YOU BROUGHT IT UP AND I.

POINT AGAINST ME. I'M SURE THERE'S ANOTHER WAY TO DO IT.

BUT AGAIN, ONE OF THE WAYS TO DO IT IS TO MAKE SURE YOU HAVE IT ON THE LIST.

IF WE'RE GOING TO CONTINUE TO STRENGTHEN OUR TIES WITH THE COMMUNITY, INVITING THEM SPECIFICALLY HERE.

SO OUR PTOS BATTLEGROUND EDUCATION FOUNDATION, EVEN IF THAT WAS JUST ONE TIME AND WE HAD A I MEAN, YOU KNOW, CITIZENS FOR BETTER SCHOOLS. IT'D BE NICE TO HAVE THEM IN FRONT OF THE BOARD, BUT IT'D BE YOU'D HAVE TO SPREAD IT OUT.

YEAH. YEAH. BECAUSE YOU WOULDN'T WANT THEM ALL HERE ON THE SAME NIGHT.

NO, I DON'T KNOW.

YEAH, RIGHT.

SO EVEN JUST QUARTERLY, HAVING ONE OF THE GROUP, WHAT I HEAR FROM YOU IS THAT YOU'VE GIVEN ME SOME YOU'VE DEFINITELY GIVEN ME SOME FEEDBACK, BUT I CAN TAKE THIS AND RUN WITH IT AND PUT TOGETHER.

SANDY AND I CAN WORK WITH SHELLY, PUT TOGETHER KIND OF A TEMPLATE, BRING IT BACK TO YOU AND SEE.

NOW WE'VE GOT AN IDEA. THERE'S SOME THAT NONE OF YOU HAVE MENTIONED.

WE CAN KIND OF SCRATCH THOSE OFF THE LIST, START FILLING IT IN AND SEE WHAT WE CAN COME UP WITH, AND THEN BRING IT BACK TO YOU AT THE NEXT MEETING. AND I DO THINK THAT TO YOUR POINT, MARK, I'M NOT SURE THAT EVERYTHING WARRANTS A PRESENTATION.

THAT'S RIGHT. SOME MAY JUST BE A STAND UP AT THE PODIUM AND AND TELL YOU A LITTLE BIT ABOUT THE PROGRAM AND HOW IT'S IMPLEMENTED OR HOW IT'S IMPACTING THE SCHOOL DISTRICT. MIGHT BE A FIVE MINUTE THING UNDER TEACHING AND LEARNING OR MICHELLE SCOTT'S FINANCIAL REPORT AROUND ENROLLMENT.

I THINK THERE'S MULTIPLE WAYS TO DO IT.

I JUST YEAH, THAT MIGHT NOT BE REALLY.

I THINK WE'VE MADE GREAT PROGRESS IN INVITING STUDENTS IN AND HAVING THAT STUDENT VOICE THING.

AND I COULD SEE A PARALLEL THING TO THIS GOING UNDER THAT STUDENT VOICE SECTION.

YEAH. AND YEAH, RIGHT.

WE DON'T HAVE THAT.

OFTENTIMES WHEN PARENTS COME TO US, IT'S BECAUSE THEY'RE UPSET, IT'S WRONG PARTICULAR ISSUE VERSUS WHAT THEY'RE REPORTING ON, WHAT THEIR EXPERIENCES OR HOW THEY'RE DEVELOPING THAT RELATIONSHIP.

I WANT TO HONOR OUR TIME.

SO THERE'S A COUPLE OF THINGS IN YOUR PACKET THAT I THINK WOULD BE HELPFUL FOR YOU TO LOOK THROUGH.

THERE IS A BOND TIMELINE DOCUMENT.

I BELIEVE THERE'S ALSO A FLIER FROM THE OLD BOND.

[02:55:07]

I WILL RESCHEDULE THE BOND PRESENTATION TO BE SOON.

SO THAT WE CAN TALK ABOUT THAT.

I APOLOGIZE THAT WE RAN OUT OF TIME.

THAT'S GREAT. THERE IS ONE OTHER TOPIC I WOULD LIKE TO ADDRESS YOU WITH.

THAT WASN'T ON THE AGENDA AND IT GOES BACK TO GRADUATIONS.

WE HAVE RECEIVED FEEDBACK, ESPECIALLY FROM STAFF WHO WERE, I'LL USE THE WORD DISAPPOINTED THAT WE HAD THE THREE GRADUATIONS ON THE SATURDAY BECAUSE IT WAS LIMITING TO THEM TO BE ABLE TO PARTICIPATE IN THOSE.

I WOULD LIKE TO RECOMMEND TO THE BOARD, WITH YOUR PERMISSION, THAT WE MOVE THE GRADUATIONS BACK TO SINGLE NIGHT EVENTS SO THAT WE GO THURSDAY, FRIDAY, WE DON'T HAVE ANY GRADUATIONS ON THE.

DID WE EVER DO A SATURDAY? NO, WE NEVER DID.

WE DON'T DO THE SATURDAY SUNDAY.

AND WE GO BACK TO MONDAY, TUESDAY, WEDNESDAY AND THE FOLLOWING DAY.

I JUST WANT TO POINT OUT PREVIOUSLY AND I WAS JUST LOOKING AT THE CALENDAR, IT WAS A WEDNESDAY, THURSDAY, FRIDAY, AND THEN A MONDAY, TUESDAY.

SO WEDNESDAY, THURSDAY, FRIDAY, MONDAY, TUESDAY.

RIGHT. THAT WOULD BE BAD. AND WE DID SPLIT IT UP BASICALLY TO HELP YOU NOT HAVE FIVE NIGHTS IN A ROW.

BUT THE OTHER THING THAT WE HAVE TALKED ABOUT IS THERE COULD BE A POSSIBILITY OF SOME TWO OF OUR SCHOOLS ARE SMALLER.

WE COULD LOOK AT A 5:00 AND 7:00 FORCE FOR A COUPLE OF OUR SMALLER SCHOOLS AS A WAY TO HELP OFFSET THAT THERE ARE PROBLEMS WITH. YEAH, I DO WORRY ABOUT THE LOGISTICS OF THAT I FOUND HAVING PARTICIPATED AND SOME OF YOU.

WELL, MARY DID AND ROB HAS DONE IT AND JACKIE'S DONE IT.

AND MARCUS DONE IT AND I DID IT NOW.

I FOUND THE CHALLENGE OF THE THREE ON SATURDAY JUST AS CHALLENGING AS SPREADING IT OUT OVER FIVE DAYS.

I DIDN'T THINK THAT IT WAS ANY EASIER.

IT WASN'T. YEAH, IT WASN'T.

THAT WAS A LONG DAY.

AND I THINK ABOUT DOING ONE NIGHT, I ALMOST WAS LIKE, WHAT THE DIFFERENCE IS, IT'S A LITTLE BIT MORE EXPENSIVE FOR US BECAUSE WE HAVE TO.

YOU KNOW, YOU'RE RENTING EVERYTHING LONGER, RENTING EVERYTHING LONGER.

I WAS GOING TO ASK THE QUESTION AND I UNDERSTAND THE LOGISTICS AND CHALLENGES OF IT ALL.

AND THAT'S WHY I MAYBE I SHOULDNT EVEN ASK, IS IF YOU DID IT A TWO OR THREE DAY FOR THE BIG SCHOOLS OUTSIDE AND THEN PAIR IT DOWN FOR THE SMALLER SCHOOLS INDOORS, WOULD THAT ADJUST ANY COST? RIGHT. AND I DON'T KNOW.

I WOULD HAVE TO TALK TO KEVIN TO SEE WHAT THAT WOULD BE.

WE ARE GOING TO WE'VE DONE A COUPLE OF THINGS IN ORDER TO PREPARE FOR THE WEATHER.

NUMBER ONE, WE'VE ORDERED PONCHOS.

SO WE'VE GOT PONCHOS IN THE WAREHOUSE.

SO IF IT DOES RAIN, WE'RE GOING TO BE ABLE TO HAND OUT PONCHOS TO EVERY GRADUATE.

WE'RE ALSO ORDERED UMBRELLAS.

SO WE HAVE 250 UMBRELLAS THAT A LARGE GRADUATING CLASS CAN SHARE IN THAT ONE FOR TWO STUDENTS.

SO WE'RE GOING TO HAVE IN THERE CLEAR PLASTIC UMBRELLAS SO YOU CAN SEE THROUGH THEM SO THERE WON'T BE ANY.

AND THEN WE ARE GOING TO TAKE INTO CONSIDERATION THAT IF IT IS A TORRENTIAL FORECAST, WHAT DID THEY CALL IT, THE ATMOSPHERIC RIVER.

AND IF WE EVER GET THAT TERM ATMOSPHERIC RIVER, THAT WE WILL MOVE THE EVENT INSIDE.

AND THE WAY THAT WE WILL DO THAT IS WE WILL PASS OUT TICKETS TO PEOPLE THAT YOU KNOW, THAT SAY, YOU KNOW, YOU GET YOU GET EIGHT RED TICKETS.

AND THOSE TICKETS ARE GOOD FOR INDOORS AND OUTDOORS AND YOU GET TWO EXTRA BLUE TICKETS AND THE BLUE TICKETS ARE ONLY GOOD FOR OUTDOOR.

AND SO IF WE GO INDOOR, YOU CAN ONLY USE YOUR RED TICKETS AND YOU'RE GOING TO HAVE TO END UP PAYING TWO PEOPLE.

BUT THE FEEDBACK, JUST SO YOU KNOW, WAS OVERWHELMINGLY THAT NOBODY WANTS TO GO THROUGH THE TORRENTIAL RAIN THAT WE WENT THROUGH LAST TIME.

SO WE'RE TRYING TO BE NOW.

NOW, WE'RE NOT GOING TO SAY THAT WE'RE NOT GOING TO MOVE IT FOR JUST RAIN, BUT WE WILL MOVE IT FOR AN ATMOSPHERIC RIVER.

RIGHT. SO I THINK WE HAVE OUR ANSWER, A BLESSING TO GO BACK TO WEDNESDAY, THURSDAY, FRIDAY, AND THEN WE SET THOSE DATES.

THE WAY WE'VE ALWAYS DONE IT IS BATTLE GROUND AND PRAIRIE, ALWAYS THE THURSDAY.

FRIDAY, YEAH.

SUMMIT VIEW IS ALWAYS LAST BECAUSE THEY NEED THE MOST TIME.

AND THEN RIVER HOMELINK AND CAM ALTERNATE THAT WEDNESDAY AND MONDAY.

MONDAY. OKAY. RIGHT.

THANK YOU BOARD. YOU'RE WELCOME.

AND WITH THAT, LOOK AT THAT 9:00.

WOW. WOW.

[03:00:02]

APPRECIATE IT. THANK YOU.

OH, NO, BUT I WILL.

ALL RIGHT. I'D LIKE TO ADJOURN THIS AUGUST TEN, 9:00.

* This transcript was compiled from uncorrected Closed Captioning.