OKAY, I'D LIKE TO CALL TO ORDER THIS MONDAY, FEBRUARY 27, 2023
[1. Call to Order]
[00:00:09]
WORK SESSION ON THE BOARD SELF EVALUATION AND WE'LL DO ALL THE FLAG SALUTES AND OTHER THINGS DURING THE REGULAR MEETING WHEN THAT TIME COMES UP.PRESIDENT MADDUX IS DOING HER OWN PROFESSIONAL DEVELOPMENT AT THE ED WITH THE 13 THERE SAID SHE WAS PROBABLY GOING TO GO RIGHT UP UNTIL 4:30 AND THEN SHE'D HUSTLE AND GET HERE AS FAST AS SHE CAN.
SO SHE'S LEANING ON ME TO HELP GET THINGS DONE.
[2. Work Session]
A LITTLE BACKGROUND ON THE SELF EVALUATION.ACTUALLY, THIS PAST YEAR WE CHANGED OUR POLICY ON THIS JUST A SLIGHT AMOUNT.
1822 1830 OFFICIALLY ADOPT THE WASDA TOOL THAT WE HAVE BEEN USING SINCE 2017.
WE ALSO INDICATED THAT USING THEIR SUGGESTED FOUR STEPS FOR ANALYZING THE RESULTS WOULD BE OUR PREFERRED METHOD, ALTHOUGH WE CAN ALWAYS CHANGE THAT AS A GROUP.
IF YOU HAVE ANOTHER COMPONENT THAT YOU WANT TO INCLUDE IN THAT, AND THE BASIC IDEA IS THAT EACH PERSON WHO CONTRIBUTED TO THE SURVEY WOULD GET A CHANCE TO SAY, WHEN I LOOKED AT THE RESULTS, THIS IS WHAT I SAW, AND HOPEFULLY CONTRIBUTE ONE OR TWO MORE IF YOU REALLY WANT TO, BUT THE IDEA OF FOCUSING ON ONE OR TWO ITEMS THAT YOU WOULD LIKE THE GROUP AS A WHOLE TO DISCUSS AND SAY, HERE'S SOMETHING THAT I SEE THAT I THINK WE NEED TO HAVE A FURTHER CONVERSATION ABOUT.
AT THE END OF THAT, WE WOULD THEN TAKE A LOOK AT OUR PREVIOUS GOALS AND SAY, HOW DO WE WANT TO ADJUST THOSE? WE WANT TO START ALL OVER AND HAVE NEW GOALS AS A BOARD, AND I MIGHT WANT TO DIFFERENTIATE THESE BETWEEN NOT LIKE STRATEGIC PLAN GOALS FOR THE WHOLE DISTRICT, BUT FOR OUR OPERATION AS A BOARD, HOW ARE WE DOING IN TERMS OF WORKING EFFICIENTLY AS A BOARD? ALL RIGHT, THAT'S MY INTRODUCTION.
QUESTIONS OR CONCERNS? YEAH, MARK, CAN I MAKE A QUICK COMMENT? YEAH. IT WAS INTERESTING, SANDY AND I, AS WE WERE WORKING THROUGH GETTING THIS SUBMITTED AND WORKING WITH WASDA TO GET FEEDBACK A NUMBER OF TIMES, AT LEAST THREE OR FOUR TIMES, THEY MENTIONED TO US THAT WE ARE AN OUTLIER IN TERMS OF HAVING THE SUPERINTENDENT AND THE DEPUTY SUPERINTENDENT PARTICIPATE AND AS LONG AS I'VE BEEN A PART OF THE DISTRICT AND THE DEPUTY ROLE AND NOW AS THE SUPERINTENDENT ROLE, WE'VE ALWAYS PARTICIPATED, AND I BELIEVE EVEN PRIOR TO THAT THERE WAS PARTICIPATION.
I JUST WANTED TO BRING THAT OUT THERE.
OBVIOUSLY, WE SAID, NO, WE'D LIKE TO DO IT DIFFERENTLY, AND SO WE OUR RESULTS ARE INCLUDED IN HERE, BUT IT IS SOMETHING THAT I WANTED TO BRING TO THE ATTENTION OF THE BOARD SO THAT YOU WERE AWARE THAT OTHER SCHOOL DISTRICTS DON'T APPARENTLY DON'T DO THAT. YES, AND I HAD EXTENSIVE DISCUSSION ON THAT A COUPLE OF YEARS AGO WHEN WE WERE MOVING THIS DIRECTION, AND WHEN WE THOUGHT ABOUT THAT, JUST TO LET YOU KNOW, IT WAS ACTUALLY YOUR SUGGESTION OF OUR BOOK STUDY OF THE GOVERNANCE CORE, ONE OF THE CORE PRINCIPALS, IS THAT AS A BOARD WE VIEW OURSELVES AS A BOARD ADMINISTRATIVE TEAM AND THAT IT'S REALLY OUR EFFICIENT WORK TOGETHER AS A TEAM THAT WE'RE EVALUATING, NOT NECESSARILY JUST THE BOARD BY ITSELF.
WE HAVE A SEPARATE EVALUATION FOR YOU AS YOU ARE.
YEAH, I DON'T FEEL LIKE THIS IS AN EVALUATION ME AT ALL OR OF SHELLY, I DO THINK AND I THINK THE TWO OF US, WHEN WE FILL OUT THIS EVALUATION, WE LOOK AT IT AS THE BOARD AS A WHOLE, BUT I JUST THOUGHT IT WAS, YOU KNOW, I APPRECIATE THOSE COMMENTS AND I ENJOY PARTICIPATING IN THE PROCESS.
I THINK IT'S HELPFUL, BUT I'M JUST THROWING OUT.
YEAH. OTHER COMMENTS FROM BOARD MEMBERS, ARE YOU OKAY WITH THE CURRENT STRUCTURE? I AM.
DID YOU GUYS DO IT TOO? YEAH. I LIKE IT.
YEAH, AND I'D LIKE TO GO AHEAD AND SAY WE HAD A QUICK DISCUSSION ON THIS.
[00:05:02]
THIS IS TECHNICALLY CONSIDERED AN EVALUATION AND COULD FALL UNDER, WE CAN GO IN THE BACK ROOM AND DO IT AWAY FROM THE PUBLIC, BUT LAST YEAR WE MADE A CONCERTED EFFORT TO SAY THAT WE FEEL THAT DISCUSSING OUR OWN PERFORMANCE IN FRONT OF THE PUBLIC IS IMPORTANT.JUST LIKE WE ASKED STUDENTS TO DISCUSS THEIR PERFORMANCE WITH THEIR TEACHER OR THEIR TEACHERS, THEIR PERFORMANCE WITH THEIR PRINCIPAL, AND IF WE'RE GOING TO HOLD TRUE TO THOSE VALUES, THEN THEN WE NEED TO BE WILLING TO DO THAT IN FRONT OF THE PUBLIC AS WELL.
HOPEFULLY THAT'LL STILL GO SMOOTHLY.
DO YOU WANT THAT DISPLAYED UP THERE FOR PEOPLE THAT ARE WATCHING? THE EVALUATION? WE CERTAINLY COULD, BECAUSE I ASSUME SOME OF THE DIRECTORS MIGHT REFER TO A SPECIFIC.
MOST OF THE DIRECTORS HAVE IT AVAILABLE TO THEM, BUT YEAH, WE COULD PLACE IT THERE ON THE [INAUDIBLE], AND LISA, IF YOU JUST GO TO THE FRONT PAGE, WHICH IS THE I MEAN, THE SECOND PAGE, WHICH IS THE FRAMEWORK FOR GOVERNANCE AGGREGATE DATA, WE COULD START THERE.
SO GO NEXT PAGE AND THE NEXT PAGE IS THERE RIGHT THERE, AND IF YOU COULD BLOW THAT UP, THAT WOULD BE A GOOD STARTING PLACE, BECAUSE THAT'S THERE ARE FIVE STANDARDS FOR WHICH WE ARE MEASURED, AND THIS IS THE AGGREGATE DATA OVER SEVERAL YEARS.
YES. OKAY, AND JUST FOR ANYBODY OUT THERE WHO'S LISTENING, IT STARTS THE NEWEST YEAR IS ON TOP, RIGHT? SO 223 IS THE ONE ON TOP.
SO IF YOU LOOK AT IT FROM THAT PERSPECTIVE, ACCORDING TO OUR OWN RANKINGS, WE'VE IMPROVED IN STANDARD ONE, STANDARD TWO, STANDARD FOUR AND WENT A LITTLE BIT DOWN IN STANDARD THREE AND STANDARD FIVE.
SO IT SOUNDS LIKE SUPERINTENDENT WATERS IS STARTING OFF WITH THE OVERVIEW.
DO YOU HAVE ANY SPECIFIC ITEMS THAT YOU THINK WE SHOULD DISCUSS [INAUDIBLE]?.
I DO. I DON'T HAVE FROM THE AGGREGATE DATA, BUT I DID GO THROUGH AND HIGHLIGHT SOME QUESTIONS THAT I WAS INTERESTED IN FOLLOWING UP ON.
YOU HAVE TO GO A WAYS IN TO SEE, MOSTLY RELATED TO STANDARD THREE, I BELIEVE.
I HAVE ITEM 40 LISTED AS ONE OF MY QUESTIONS.
YOU GUYS ARE THROWING THESE OUT.
YEAH, I ALSO HAD 47, AND THEN I HAD 61 AND 62.
I HAVE 61 AS WELL, AND 60, ACTUALLY.
I HAD 36 AND 42, AND THE LAST ONE I HAD WAS 69.
OKAY, MR. WATERS GOT TO GIVE HIS OVERVIEW.
SOUNDS LIKE EVERYBODY THREW OUT THEIR SPECIFICS TO DISCUSS.
I THINK THIS IS A REASONABLE AMOUNT.
I'M HOPING THIS WILL FIT WITHIN THE HOUR.
STUDENTS, ANY SPECIFICS OR WOULD YOU BE WILLING TO DO AN OVERVIEW? I THINK THOSE SPECIFICS JUST ABOUT COVER IT.
I DO AS WELL. I THINK THERE'S LIKE A GENERAL DECREASE IN I DON'T KNOWS WHICH I THOUGHT WAS IMPRESSIVE BECAUSE--I NOTICED THAT TOO--YEAH, IT SEEMS THAT WE'RE A LOT MORE SURE IN OUR ANSWERS.
YEAH, AND THAT'S GOOD. A GOOD THING.
[00:10:01]
THAT I DID DO SOME I DON'T KNOW, BECAUSE I WANTED TO BE A LITTLE MORE HONEST.THERE WAS A LOT MORE, I DON'T KNOW, AND MANY OF THEM HAD STATEMENTS LIKE, DO YOU HAVE A POLICY THAT ADDRESSES A CERTAIN THING? RIGHT. IT'S LIKE WE SHOULD ALL BE ABLE TO LOOK THAT UP, RIGHT? WE SHOULD ALL BE ABLE TO GO TO THE POLICY MANUAL AND SEE WHETHER SOMETHING IS THERE, AND THAT SPEAKS TO OUR FAMILIARITY WITH THE POLICIES OF RUNNING THE SCHOOL DISTRICT.
SO, SORA, THANKS FOR NOTICING, BECAUSE THAT'S A GOAL THAT WE REALLY HAD WAS TO REDUCE THOSE I DON'T KNOWS, AND BY MY CALCULATION, WE HAD UP TO 23% I DON'T KNOWS IN 2019 FIRST YEAR ON THE BOARD FOR ROB AND I AND WE'RE DOWN TO 2%.
SO THAT'S QUITE AN ACCOMPLISHMENT.
THANKS. YEAH, THAT'S GOOD TO KNOW THE NUMBERS THERE.
YEAH, AND I THINK THAT'S A POSITIVE TO YOUR POINT AND SORA'S POINT.
I THINK THAT'S A GOOD THAT'S A STEP IN THE RIGHT DIRECTION, AND KNOWING THAT WE HAVE OUR INCOMING BOARD MEMBER IN THE AUDIENCE HERE HELPING OUR NEW BOARD MEMBER GET UP TO SPEED ON THOSE POLICIES--WELL, THERE'S ONE I DON'T KNOW.
YEAH, I KNOW. [CHUCKLING] YEAH. YEAH.
I'VE GOT ABOUT ONE YEAR FROM NOW.
WELL, I GOT FOR ME FOR STANDARD THREE WHEN I LOOK AT THOSE RESULTS.
IT'S A FEELING IS THAT I FEEL LIKE IT SHOULD HAVE BEEN HIGHER BASED ON EVERYTHING THAT WE'VE DONE IN THE LAST YEAR, SPECIFICALLY WITH REGARD TO LIKE THE PLCS AND OTHER IMPROVEMENTS WE'VE MADE, AND AS WE'VE DONE TOURS AND LOOK AT THE THINGS THAT THE SCHOOLS ARE DOING AND HOW THEY'RE ADAPTING AND CHANGING, IS THAT MAYBE JUST SOME RIPPLE EFFECT FROM THE COVID YEARS OR, YOU KNOW, SOME ATTITUDES JUST KIND OF CHANGING OR WHAT? BUT I JUST FELT LIKE THAT SHOULD HAVE BEEN HIGHER AND WHEN I DRILL DOWN INTO IT, THAT'S AGAIN, THAT'S WHAT SOME OF MY SPECIFIC QUESTIONS ARE, IS AGAIN, I THINK LIKE ON LIKE QUESTION 33, THERE'S ONE IN THERE FOR ALWAYS.
I FEEL LIKE IT'S PROBABLY ME, YOU KNOW, WITH ALL THE SECURITY UPGRADES AND STUFF THAT WE HAD DONE, BUT I MEAN, IT GOES ON, BUT ANYWAY, THAT'S JUST SOMETHING I NOTED IS THAT I WOULD HAVE EXPECTED THAT TO HAVE BEEN A LOT HIGHER.
MAYBE THAT'S THE RIGHT WORD EXPECT, AND I WOULD HAVE EXPECTED THAT TO BE A LOT HIGHER.
STUDENTS, MAYBE YOU COULD HELP CHIME IN WITH ME BECAUSE WE GOT TO SIT WITH SUPERINTENDENT REYKDAL THIS MORNING AND LISTEN TO HIM TALK ABOUT THE STATEWIDE SCHOOL ACCOMPLISHMENTS AND CHALLENGES STILL, AND I THINK WE REALLY CAME AWAY WITH HOW COMPLEX STUDENT ACHIEVEMENT IS, RIGHT.
WE HEARD LOTS OF STUDENTS TALK ABOUT MENTAL HEALTH, TALK ABOUT BEING ABLE TO GET TO SCHOOL.
TALK ABOUT SPECIAL ED FUNDING AND THE LIMITS AND BREADTH OF THAT.
SO I DON'T KNOW IF YOU HAVE ANYTHING TO ADD TO THAT, BUT I KNOW I THINK STANDARD THREE REALLY SPEAKS TO HOW HARD IT IS TO EDUCATE EVERY STUDENT IN OUR STATE OR IN OUR OWN SCHOOL DISTRICT.
I MEAN, TO YOUR POINT, ED, SUPERINTENDENT REYKDAL REALLY FOCUSED ON THE FACT THAT WE DO FOCUS ON OUR LIMITATIONS, OBVIOUSLY, BECAUSE THOSE ARE THE ONES THAT ARE THE MOST PRESSING , BUT I MEAN, WE HAVE MADE THOSE ADVANCES AND I GUESS FOCUSING ON THOSE AS WELL IS IMPORTANT, BUT OBVIOUSLY WHEN YOU'RE THINKING ABOUT IT, THE LIMITATIONS ARE WHAT'S GOING TO BE ON YOUR MIND AND WHAT YOU REALLY REFLECT ON FIRST BUT WHEN YOU LOOK AT, YOU KNOW, ONE OF THE THINGS I NOTICED WHEN I LOOK AT STANDARD THREE IS IT'S VERY ENCOMPASSING.
THEN IT MOVES ON TO HIRING AND RETENTION AND STAFF, EVALUATION OF STAFF.
THEN IT GOES INTO CURRICULUM AND GRADUATION REQUIREMENTS AND THEN IT MOVES INTO BUDGET AND PARENT INVOLVEMENT AND IT GOES TO TECHNOLOGY, CONSTRUCTION AND MAINTENANCE.
THERE'S JUST A AND IT'S GETTING ALL THOSE THINGS WORKING WELL TOGETHER AND ALSO GOING IN THE RIGHT DIRECTION TOWARDS WHAT THEY CLASSIFY AS CONDITIONS WHERE STUDENTS AND STAFF CAN BE SUCCESSFUL.
[00:15:10]
WE GAIN UNDERSTANDING OF IT AND WE HAVE FEWER, I DON'T KNOWS, THE TRICKY PART IS DOES THE PUBLIC UNDERSTAND? AND I THINK THOSE QUESTIONS THAT HAVE BEEN BROUGHT TO US BY A COUPLE OF OUR CANDIDATES AND MANY OTHER PEOPLE TELL ME THAT THEY DON'T UNDERSTAND THE COMPLEXITY, AND IT'S JUST A REALLY BIG THING, LIKE YOU SAY, TO TRY TO NARROW DOWN TO A COUPLE OF SOUNDBITES THAT THE PUBLIC CAN UNDERST AND SUPPORT.NO, I MEAN, MOST OF THE TIME IT'S STILL EXTREMELY POSITIVE.
RIGHT. YOU'RE NEVER GOING TO BE ALWAYS, ALWAYS.
IT'S GOING TO BE MOST OF THE TIME.
RIGHT. SO, AGAIN, IT'S NOT NEGATIVE.
ACTUALLY, I THINK THESE RESULTS ARE STILL HIGHLY POSITIVE OVERALL.
YEAH. YEAH, AND I WOULD BE SUSPICIOUS IF THEY WERE ALL GREEN.
THAT WOULD BE LIKE SAYING WE DON'T HAVE ANY PLACE TO IMPROVE, AND WE HAVE LOTS OF PLACES TO IMPROVE.
[INAUDIBLE] WE WOULDN'T BE HONEST WITH OURSELVES IF WE WERE GREEN ACROSS THE BOARD.
I'LL BE HONEST, I WAS STINGY WITH THE GREEN.
THANK YOU. LET ME KNOW IF YOU WANT [INAUDIBLE].
I WAS LISTENING THE WHOLE TIME.
THAT'S GREAT. OKAY, ANY OTHER SUMMARY STATEMENTS? AND THEN WHAT WE WOULD DO THEN IS LOOK AT THOSE INDIVIDUAL ITEMS THAT YOU SUGGESTED, AND UNLESS YOU HAVE ANOTHER SUGGESTION, I WOULD JUST START.
SO IT LOOKS LIKE THE THIRTIES, THE FORTIES AND THE SIXTIES.
THAT OKAY WITH EVERYBODY? YEAH. OKAY, IF OUR TECH HELPERS COULD SCROLL TO NUMBER QUESTION 33.
I THINK ROB AND I ARE THE ONLY THREE THAT MENTIONED 33.
THANK YOU. SO WE'VE GOT ONE FOR ALWAYS FIVE FOR MOST OF THE TIME AND ONE ON SOME OF THE TIME.
YOU KNOW, MY QUESTION AGAIN WITH THAT WAS WHEN I WAS GRADING THIS, I WAS THINKING ABOUT THE THINGS THAT WE HAVE BEEN UPGRADING THROUGHOUT THE YEAR AND THE CONTRACTS THAT WE ASSIGNED FOR THE SECURITY UPGRADES AND THE BUILDINGS TO MEET, YOU KNOW, NATIONAL DEMAND FROM SCHOOL SHOOTINGS AND OTHER THINGS.
SO I FELT LIKE WE WERE HIGHLY CONSCIOUS ON SECURITY.
SO AGAIN, I WAS EXPECTING A HIGHER RESULT HERE.
SO I GUESS MY QUESTION WOULD BE IS WHAT DID I NOT SEE THAT EVERYBODY ELSE DID? I GUESS THE WAY I LOOKED AT IT AND I PROBABLY LOOKED AT THE BIGGER PICTURE AND MAYBE LONG TERM, YOU THINK ABOUT PRAIRIE HIGH SCHOOL AND BATTLE GROUND HIGH SCHOOL ARE WOEFULLY. SUBSTANDARD AS FAR AS SAFETY WITH THE DIFFERENT ENTRANCES.
IT WAS A POOR PLAN PUTTING TOGETHER.
I MEAN, WHEN PRAIRIE WAS BUILT IN 1980.
SO AND THE THING IS, WE'RE TIED FINANCIALLY.
IT'S ONLY GOING TO TAKE ONE SITUATION.
HEAVEN FORBID THAT SOMETHING HAPPENED AND THEN WE'RE YOU KNOW, AND THE REALITY IS WHEN I WAS SCORING THIS AS WELL, I WAS THINKING, THE REALITY IS WE ARE NEVER GOING TO BE ABLE TO GET TO ALWAYS, BECAUSE WE THOSE BUILDINGS WERE BUILT AT A TIME WHERE WE DIDN'T LOOK AT SECURITY THROUGH THE EYES, THAT WE LOOK THROUGH IT NOW AND SO IT'S SUBSTANDARD BECAUSE IT WAS BUILT FOR THE TIME AND WE CAN'T.
SO WHEN YOU COMPARE THAT TO 21, 20 AND 19, I MEAN, THAT'S A PRETTY SIGNIFICANT DELTA.
SO DO YOU THINK THAT'S BECAUSE OUR LENS HAS CHANGED BECAUSE OF RECENT INCIDENTS? I THINK TOTALLY.
I THINK IT'S OUR LENS HAS CHANGED BECAUSE WE SPEND SO MUCH TIME TALKING ABOUT IT.
[00:20:03]
, AND MAYBE THAT'S WHY I AGREE WITH YOU.[MUMBLING] OF ALL THE QUESTIONS, NUMBER 33 HAS THE MARKED DIFFERENCE IN TERMS OF HOW [INAUDIBLE] BECAUSE WE'VE ACTUALLY IMPROVED OUR SECURITY SINCE 21, BUT [INAUDIBLE] WE DIDN'T KNOW WHAT WE DIDN'T KNOW, AND WE DO NOW. WELL, HEALTH, SAFETY, ACCESSIBILITY, ALL OF THOSE THINGS, THERE'S JUST MORE ATTENTION PLACED ON IT.
WELL, AND WHEN YOU USE THE WORD HEALTH.
OKAY, WE'RE LOOKING AT ALSO THE WHOLE COVID EXPERIENCE, AND THAT OPENED OUR EYES TO HVAC UNITS, ALL OF A SUDDEN FILTERING OF AIR QUALITY , AND WHEN YOU HAVE A BUILDING THAT'S 1956.
I CAN'T EVEN I DON'T EVEN KNOW THE MATH ON THAT.
EVEN THE ABILITY TO HAVE LUNCH RIGHT, IS SPACED APPROPRIATELY, RIGHT.
LIKE GO OUTSIDE AND HAVE A COVERED AREA.
YOU CAN'T LIKE WE TALKED ABOUT THAT.
CAN WE HAVE A TENT? NO, WE CAN'T.
WE COULDN'T GET A TENT AND EVEN IF WE COULD, WE COULDN'T.
LIKE, WE DON'T LIVE IN AN AREA WHERE WE CAN SEND KIDS OUTSIDE ALL THE TIME.
OKAY, I'M GOING TO TRY TO KEEP US MOVING.
I THINK WE'RE SCHEDULED FOR 5:30, RIGHT? RIGHT. HAVE AT LEAST 10 MINUTES TO READJUST OUR GOALS AND THINGS AT THE END.
SO TRY TO GET THE INDIVIDUAL ITEMS DOWN [INAUDIBLE].
DID YOU GET TO THINK ABOUT INDIVIDUAL ITEMS YOU WANTED TO CONTRIBUTE? ARE YOU GOOD WITH? I DO. I HAVE 42.
YEAH, THAT'S ALREADY THERE AND 61.
OKAY 36 HAVE POLICIES FOR EVALUATING STAFF BASED ON STUDENT SUCCESS.
THIS IS MY CONTRIBUTION BECAUSE IT HAD AND I DON'T KNOW ON AND SO THERE'S BOTH AN RCW AND A POLICY AND IT'S COMMONLY CALLED TPEP TEACHER PRINCIPAL EVALUATION SYSTEM THAT DOES INCLUDE A STUDENT PERFORMANCE COMPONENT TO IT. YES, IT IS BURIED DEEP.
IT WOULD BE VERY DIFFICULT FOR THE PUBLIC TO FIND THAT, AND IT'S NOT SURPRISING AT ALL TO ME THAT SOMEBODY WOULD PUT AN I DON'T KNOW ON THIS AND I DON'T KNOW IF THAT'S SOMETHING THAT NEEDS TO BE OUT THERE OR MORE, BUT I GUESS I WOULD WANT TO COMMUNICATE THAT BOARD IS DOING A SELF EVALUATION RIGHT NOW TO EVALUATE THE SUPERINTENDENT BASED ON STANDARDS.
WE EVALUATE TEACHERS BASED ON STANDARDS AND WE EVALUATE STUDENTS BASED ON STANDARDS.
SO ANY OTHER QUESTIONS OR COMMENTS? AND MY ENCOURAGEMENT WOULD JUST BE, IF YOU'RE NOT SURE, GO FIND THAT POLICY AND READ IT.
IT WAS ONE OF THOSE HARD TO GET THROUGH POLICIES.
SO IT'S TWO MOMENTS IN TIMES, AND STUDENT GROWTH IN A SPECIFIC AREA.
SO DEPENDING ON HOW YOU LOOK AT THIS QUESTION, COULD BE HOW YOU WOULD ANSWER IT AS WELL BECAUSE IT'S STUDENT SUCCESS, BUT STUDENT SUCCESS IN THE WAY OF GROWTH, NOT NECESSARILY ALL STUDENTS' OVERALL PERFORMANCE IS DIFFERENT.
SO A QUESTION MIGHT BE IS OUR CURRENT POLICY HAS IT BEEN REVIEWED, IS THAT THE CURRENT WAS THE POLICY AND DOES IT MATCH THE CURRENT RCW REQUIREMENTS? YEAH, THAT'S WORTH A LOOK.
SO THAT WOULD MOST LIKELY WOULD BE UNDER EVALUATION.
YES, IT'S EVALUATION OF STAFF.
[00:25:01]
I CAN'T I DON'T KNOW THE NUMBER OFF THE TOP OF MY HEAD, BUT YEAH, WE SHOULD LOOK AND MAKE SURE THAT IT'S [INAUDIBLE] I WOULD SAY THIS THOUGH, MARK, YOU'VE MENTIONED A COUPLE OF TIMES THAT YOU HAVE AN INDEPENDENT EVALUATION OF ME.I DON'T EVEN KNOW THAT WE'VE COME TO THE POINT WHERE YOU'RE MEASURING ME ON STUDENT SUCCESS.
I MEAN, WE'RE TALKING ABOUT STUDENT SUCCESS AND WE'RE TALKING ABOUT MOVING IN A DIRECTION AND WE'VE DEVELOPED THE STRATEGIC PLAN AND THE BOARD HAS CORE BELIEFS AND THEY'RE GEARED TOWARDS STUDENT SUCCESS, BUT WE'VE EVEN BEEN STRUGGLING WITH THE IDEA OF HOW DO YOU MEASURE THAT WHEN YOU HAVE YOU KNOW, I MEAN, I GUESS MY POINT IS IT'S NOT JUST BASED OFF OF LIKE A SINGLE, LIKE ACADEMIC SUCCESS, RIGHT? I MEAN, THERE'S THE SOCIAL EMOTIONAL ASPECT, THERE'S THE CULTURAL, THERE'S THE NUMBER OF ACTIVITIES.
YEAH, IT'S DIFFICULT TO TO MEASURE.
I MEAN, WE COULD SAY TO ONE STUDENT, YOU KNOW, THE SUCCESS OF THE STUDENT WOULD BE DEPENDENT I'LL PICK ON RICARDO WOULD BE DEPENDING ON OUR ARTS PROGRAMS. I MEAN THAT WOULD BE A MEASURE OF SUCCESS FOR MANY STUDENTS.
WHEREAS FOR SOME STUDENTS IT'D BE OUR ATHLETIC PROGRAMS AND SOME WOULD BE ARE A NUMBER OF STUDENTS WE GET INTO FOUR YEAR COLLEGE OR THE NUMBER OF STUDENTS WHO ENTER CAREERS. IT'S HARD TO, BUT I'LL POINT OUT INCREASED PERCENTAGE OF STUDENTS MEETING EXCEEDING PROFICIENCY STANDARDS ON STATE ASSESSMENTS AND INCREASE FOUR YEAR HIGH SCHOOL GRADUATION.
SO HOPEFULLY THAT'S WHAT WE'RE AND HOW THAT HAPPENS IS THROUGH THOSE INDIVIDUAL PROGRAMS, YOU KNOW, THAT I THINK IT'S A MISTAKE IN PLACES WHERE THEY HAVE PUT ALL THEIR EGGS IN ONE BASKET AROUND STUDENT PERFORMANCE ON STATE ASSESSMENTS.
EXACTLY. OKAY, LET'S MOVE ON TO THE FORTIES, AND WE HAD 40, 41, 42, AND SOME OF THEM 40 AND 42 GOT MULTIPLE REQUESTS FROM THE BOARD TO REVIEW.
DO YOU WANT TO DO THIS AS A GROUP OR DO YOU WANT TO DO THEM INDIVIDUALLY? WHAT DO YOU MEAN? I WAS JUST WONDERING.
[INAUDIBLE]? IS THERE OVERLAP IN THEM THAT.
I THINK THERE IS. [INAUDIBLE] THEY'RE ALL ABOUT CURRICULUM.
YEAH. OKAY, I'LL READ ALL THREE AND THEN.
OKAY, SO THAT ONE WAS ADOPT A BUDGET THAT SUPPORTS CURRICULUM.
41 HAVE A PROCESS THAT INCLUDES THE COMMUNITY AND PARENT INVOLVEMENT IN SELECTING CURRICULUM, AND 42 HAVE POLICIES THAT REQUIRE RIGOROUS AND REGULAR EVALUATION OF THAT CURRICULUM, MAKE SURE THEY MEET STATE STANDARDS, AND I FOCUSED ON THE FIRST PART OF 40, WHICH WAS QUALITY STAFF DEVELOPMENT.
THE REST OF IT TALKS MORE ABOUT CURRICULUM, BUT, AND MY QUESTION IS JUST THIS.
BECAUSE OF THE WAY THAT THE ANSWER CAME OUT, I FEEL LIKE WE'VE BEEN VERY CLEAR ABOUT THE COHERENCE WORK AND HOW THE PLC SUPPORTS THAT AND THE EXTRA DAYS WE PUT IN THE SCHEDULE FOR IT, AND SO I WAS A LITTLE SURPRISED BY OUR ANSWER.
I GUESS MY QUESTION WAS, HAVE WE CLARIFIED ENOUGH WHAT THAT HOW THAT PLC TIME REALLY TIES INTO THAT THAT IS STAFF DEVELOPMENT, RIGHT? I WONDER IF WE'VE SAID IT IS STAFF DEVELOPMENT OR IF WE'VE LOOKED AT IT AND SAID THIS IS HOW WE'RE I KNOW WE'VE TALKED A LOT ABOUT THE ALIGNING OF STANDARDS AND EVERYTHING, BUT HAVE WE SAID AND THIS IS STAFF DEVELOPMENT AND SO YOU'VE CAPTURED THAT WAS MY THAT WAS EXACTLY MY THOUGHT WHEN I BROUGHT UP 40 AS WELL.
YEAH. BECAUSE I THINK WE ARE EVEN IN OUR ADOPTION PROCESS.
THERE WAS A TIME WHEN WE WERE ADOPTING A CURRICULUM AND WE'RE PUTTING TOGETHER A BUDGET.
IT DID NOT EVEN INCLUDE PROFESSIONAL DEVELOPMENT, DIDN'T KNOW, AND NOW WHAT WE'RE FINDING IS THAT OFTENTIMES IN WHEN WE'RE ADOPTING A BUDGET TO MOVE INTO A CURRICULUM AREA WE'RE SETTING ASIDE DAYS AND MONIES AND TIME TO DO THAT PROFESSIONAL DEVELOPMENT SPECIFIC TO IN ADDITION TO WHAT WE'RE DOING ON AN ONGOING BASIS, SPECIFIC TO ANY NEW CURRICULUM THAT WE'RE BRINGING IN TYPICALLY THREE DAYS, INITIAL TRAINING AND THEN TRAINING ALL ALONG THE PROCESS UNIT PLANNING IS ADDED IN SO THAT IT'S NOT JUST THE OVERVIEW OF THE CURRICULUM ITSELF, BUT UNIT PLANNING.
SO TEACHERS HAVE TIME SET ASIDE THAT THEY CAN APPLY TO DO UNIT PLANNING TOGETHER AS WELL.
SO I FEEL LIKE THE PLAN IS BECOMING MORE AND MORE ROBUST AS WE'VE CREATED A MULTI YEAR PLAN
[00:30:08]
FOR CURRICULUM ADOPTION IN AND OF ITSELF.I MEAN WE HAVE BEEN IN EMERGENCY MODE FOR SO LONG DUE TO MANY, MANY LEVEE FAILURES THAT WE'VE BEEN PLAYING CATCH UP, BUT NOW WE HAVE A PLAN TO GET CAUGHT UP.
NOW IT'S JUST A MATTER OF MAKING SURE ALL THOSE COMPONENTS STAY ON TRACK SO WE DON'T GET WOEFULLY BEHIND AGAIN IN OUR CURRICULUM ADOPTION CYCLES BUT ALL THOSE PIECES, I THINK OUR TEAM HAS A REALLY GOOD IDEA OF WHAT IT SHOULD LOOK LIKE IN ORDER TO BE A STRONG PROGRAM FOR BOTH TEACHERS AND STUDENTS, AND SO I FEEL LIKE THIS IS AN AREA THAT WE'VE MADE GREAT STRIDES IN THE LAST TWO YEARS, REALLY, AND 41 AND 42 FOR ME, IT JUST GOES I JUST PUT THEM ALL TOGETHER TO YOUR POINT, BECAUSE I AM I BELIEVE WE HAVE FOCUSED ON GETTING THE COMMUNITY AND PARENTS INVOLVED.
WHAT WE'RE SEEING, THOUGH, WHICH IS DISCONCERTING IS THAT WE'RE NOT SEEING PARENTS ENGAGING IN THE PROCESS AS WE'RE GOING THROUGH THE PROCESS.
OFTENTIMES, WE'RE SEEING PARENTS ENGAGE IN THE PROCESS AT THE END OF A PROCESS, WHICH IS TROUBLESOME BECAUSE BEFORE IT STARTS, BECAUSE WE'VE INVESTED THAT AMOUNT OF TIME, AND SO I THINK IT'S IMPORTANT INCUMBENT UPON US AS A GOVERNING BODY TO LOOK AT IS THERE WAYS THAT WE CAN BEEF THAT PART UP? I HAD A SIMILAR THOUGHT.
IT'S NOT THAT'S NOT MY MISSION HERE, BUT HOW DO WE PROACTIVELY GET IN FRONT OF IT, RIGHT? LIKE, HOW DO WE LET AND ONE OF THE THINGS I THOUGHT ABOUT WAS THE SPREADSHEET WE WERE SHOWN, RIGHT? LIKE, HERE'S HERE'S THE HERE'S THE LADDER, RIGHT OF THE CURRICULUM THAT WE NEED AND THE CYCLE THAT IT'S GOING THROUGH AND HOW DO WE GET THAT OUT THERE AND MAYBE MORE OF A CLEAR, IDENTIFIABLE WAY LIKE, OKAY, WELL, HERE IS WHAT IT LOOKED LIKE FOR THE NEXT EIGHT YEARS AND THIS ROTATION CYCLE BUT WHAT DOES IT REALLY LOOK LIKE FOR THE NEXT SIX MONTHS? WHAT DOES IT REALLY LOOK LIKE FOR MAYBE THE NEXT THREE MONTHS? AND HERE ARE THE THINGS OR THE PROCESSES ALONG THE WAY WHERE PARENTS AND COMMUNITY CAN GET INVOLVED.
YEAH, WHAT IS WHAT IS 2024, 2025 LOOK LIKE FOR PARENTS? LIKE WHAT SCHOOLS GET IMPACTED, WHAT ELEMENTARY SCHOOLS, RIGHT.
LIKE WE NEED TO ADOPT A K-8 OR HIGH SCHOOL LEVEL.
WE'RE DOING THIS LIKE WHERE HOW DO WE GET THAT WORD OUT? AND SO IT'S ONE OF THOSE THINGS WHERE I WAS THINKING AND THEN FOR THE BOARD, AS FAR AS OUR POLICIES, WHAT WORD PURPOSE, WE'VE HAD A LOT OF QUESTIONS SURROUNDING CURRICULUM LATELY.
WHAT IS OUR PURPOSE AS A BOARD WHEN IT COMES TO CURRICULUM, RIGHT? WHAT'S OUR ROLE? WHAT'S OUR ROLE? DEFINE THAT.
WHAT'S OUR ADMINISTRATION ROLE? RIGHT, AND DEFINE THAT, AND THEN SO WE ALL HAVE A REALLY CLEAR PICTURE OF WHAT OUR ROLES ARE.
RIGHT? AND THEN SO WE'VE GOT OUR ROLE.
YOU'VE GOT YOUR ROLE, NOT THAT YOU DON'T KNOW IT, BUT SO THAT EVERYBODY KNOWS IT, RIGHT? WE KNOW OURS, WE KNOW YOURS.
I CAN FIND IT HERE AND GO TO THE WEBSITE.
I CAN GO TO BOARD DOCS, I CAN GO WHERE LIKE, I NEED THAT QUICK REFERENCE GUIDE, THAT Q&A LIKE , AND SO WE AREN'T STEPPING ON YOUR TOES.
PARENTS KNOW WHERE THEY CAN GO.
I MEAN, THAT WAS KIND OF MY I THINK IT'S REALLY IMPORTANT TO TO SIMPLIFY AND TO CLARIFY AND SYSTEMIZE THAT PROCESS SOMEHOW IN A WAY THAT MAKES IT USER FRIENDLY FOR THE PUBLIC, AND I THINK THAT'S WHERE OUR DISCONNECT IS, IS, YOU KNOW, I'M NOT OUT THERE LOOKING FOR IT.
HOW DOES IT GET IN MY FACE IF I'M JUST, YOU KNOW, SOMEBODY IN THE COMMUNITY.
I THINK THAT'S IMPORTANT FOR I MEAN, FOR PARENTS EVEN.
RIGHT, AND I SUSPECT IT WOULD BE A CHALLENGE, BUT I HAVE SUPER APPRECIATED WHEN WE'VE HAD MATERIALS.
OFTENTIMES THEY'RE SINGLE CLASS MATERIALS TO STUDENT BOARD MEMBERS, DO THEIR HOMEWORK, LOOK THROUGH THE CHAPTERS, TAKE A LOOK AT IT AND SAY, YOU KNOW, THUMBS UP OR THUMBS DOWN IS HOW I WOULD INTERACT WITH THIS IN CLASS.
I LIKE PUTTING TOGETHER THE DOCUMENT.
[00:35:02]
I THINK THAT'S A GOOD IDEA AND LISTING ALL THE THINGS THAT WE DO, THE FACT THAT WE'RE PILOTING CURRICULUM.SO WE'RE GETTING STUDENT VOICE, THE FACT THAT WE HAVE PARENT INPUT AT THE BEGINNING OF THE PROCESS, IN THE MIDDLE OF THE PROCESS, AT THE END OF THE PROCESS, THAT WE HAVE PARENT INVOLVEMENT ON THE COMMITTEES THAT ARE CHOOSING.
WE HAVE THE COMMITTEE THAT EVALUATES THE COMMITTEE.
THE COMMITTEE THAT EVALUATES THE COMMITTEE, RIGHT.
[CHUCKLING] OH, GOSH, THERE'S SO MANY COMMITTEES, BUT I MEAN, I THINK IT GETS CONFUSING, RIGHT? WELL, AND THEN YOU WANT A STUDENT COMMITTEE.
SO HOW CAN THEY HELP WITH THIS? IT WOULD BE A GREAT THING [INAUDIBLE].
WELL, AND I THINK IT'S IMPORTANT THAT PEOPLE BE ABLE TO GIVE INPUT TO SOMEONE THAT'S ON THE COMMITTEE, AND THERE IS A GLITCH WITH THAT, AS YOU KNOW, AND I THINK THAT PROCESS HAS GOT TO BE MORE TRANSPARENT AND CLARIFY FOR THE PUBLIC.
YEAH, WELL, I APPRECIATE ANY FEEDBACK ALONG THOSE WAYS.
IF WE'RE GOING TO GIVE DUE TIME TO THE OTHERS.
YEAH, I THINK YOU CAN SKIP 42.
I THINK IT'S RIGHT IN LINE WITH THAT.
OKAY, GREAT. I WAS HEADING TO 46, 47 AND THEY SEEM TO BE THEIR OWN ITEM, SO I'LL DO THEM SEPARATELY.
I JUST I HAD THAT ON THERE BECAUSE I DON'T.
THERE'S A LOT MORE BLUE THAN WE'VE HAD BEFORE, AND I GUESS I STRUGGLE WITH THAT ONE BECAUSE THERE ISN'T REALLY THERE REALLY ISN'T A MEASURE.
I MEAN, I THINK IF I SAID TO ALL OF YOU, TELL ME, WHAT IS YOUR DEFINITION OF DISTRICT OPERATION? RIGHT. THAT'S WHY WE DIDN'T KNOW.
SEE, AND I LOOK AT IT THROUGH THE FILTER OF WE'VE RECENTLY DONE THE EVALUATION THAT WE'VE SENT TO OUR COMMUNITY, OUR STAFF AND OUR PARENTS ABOUT OUR VARIETY OF PROGRAMS. ONE OF THE PROBLEMS I HAVE IN THAT SURVEY NOW IS I CAN'T USE ANY OF THAT INFORMATION TO DIG INTO HOW ARE INDIVIDUAL DEPARTMENTS THAT I WORK WITH SUPPORTING THE BUILDINGS OR THE INDIVIDUALS THAT THEY ARE INTENDED TO SUPPORT? HOW DO I KNOW THAT MY HR TEAM, MY SPECIAL ED TEAM, MY CURRICULUM INSTRUCTION AND ASSESSMENT TEAM, HOW CAN I TELL THAT THEY'RE PROVIDING THE LEVEL OF SUPPORT THAT'S NEEDED? I CAN'T GET THAT.
THOSE ARE ALL PART OF DISTRICT OPERATIONS, BUT I NEED TO DRILL DOWN ON THOSE INDIVIDUAL DEPARTMENTS AND HELP SUPPORT THEM IF THEY'RE NOT PROVIDING THE SUPPORT TO THEIR PEOPLE. YOU'RE SAYING THE SURVEY BASICALLY DIDN'T PROVIDE.
SO THEN I DON'T KNOW, IS THIS DEPARTMENT DOING GREAT AND THIS ONE SUFFERING OR IS IT THAT WE'RE ALL HERE? YOU KNOW IT.
THAT'S THE LENS I SEE THROUGH.
RIGHT. SO IT WAS VERY BROAD, BUT AGAIN, IT WAS TAILORED TO WHERE MY PERCEPTION WAS ALREADY IN IT, YOU KNOW? RIGHT. SO I AGREE WITH YOU.
THAT CAN BE THE DRAWBACK OF SOME STANDARDS; I CERTAINLY KNOW THAT, AND THEN FOR 47, YEAH, IT'S JUST ONE THAT I CONTINUE TO STRUGGLE WITH.
IT'S SUCH A BEAST, IT'S SO COMPLEX FINANCIAL STUFF AND IT'S GOING TO CHANGE THE 1ST OF APRIL, BUT IT'S STILL IN THE LEGISLATURE FINISHES UP TO COMPARE IT AGAINST THE PREVIOUS.
YEAH [MUMBLING] THAT'S WHY I HIGHLIGHTED IT.
YEAH. BECAUSE IT WENT, IT WENT SIGNIFICANTLY, YOU KNOW LAST YEAR IT WAS ALMOST ALL GREEN .
RIGHT, BUT THAT'S ONLY BECAUSE WE NORMALLY DO THIS AT THE END OF THE CALENDAR YEAR AND WE WENT, GOTCHA.
SO IT'S ACTUALLY ONLY TWO MONTHS DIFFERENCE.
OKAY, YEAH. OKAY, IT JUST SHOWS IT SHOWS THAT BECAUSE THE PRIOR RESULTS.
SO I WOULD SAY ONE THING THAT I THINK IS HELPFUL IS THAT ANNUAL REPORT I IMAGINE AMANDA HAS CONTROL OF, BUT YOU KNOW, FOR OUR DISTRICT, ONE OF THE THINGS THAT CONTINUES TO COME UP IS THIS FINANCIAL TRANSPARENCY AS IT'S RELATED TO TAXES, AS IT'S RELATED TO THE FUNDING, AS IT RELATED TO OUR ABILITY TO DO CERTAIN THINGS AND NOT OTHER THINGS.
[00:40:04]
I JUST IT SOMEHOW WE NEED TO FIGURE THIS ONE OUT.YEAH. THE COMMUNICATION PIECE IS WHAT YOU'RE SAYING.
YES, AND SO IT MAKES ME WONDER IF THERE ARE DISTRICTS THAT HAVE SOME BETTER WAYS OF COMMUNICATING.
A GOOD POINT, AND CAN WE STEAL SOME IDEAS? THAT'S A GREAT POINT. OFTEN OTHER PEOPLE HAVE.
I THOUGHT ABOUT LIKE A MONTHLY MAYBE LIKE NOT NECESSARILY LIKE A WEEKLY OR BIWEEKLY NEWSLETTER, BUT LIKE A MONTHLY NEWSLETTER THAT MAYBE AMANDA AND MICHELLE CAN GET TOGETHER AND PROVIDE SOME METRICS OR SOME CHARTS OR SOMETHING TO SHOW, LIKE, HERE'S WHERE WE'RE AT HERE, JUST SOME BROAD STROKE INFORMATION [INAUDIBLE].
I WOULD LOVE THAT. THAT'S GREAT.
I WOULD LOVE THAT BECAUSE OF THE WAY I THINK.
YEAH, AND MANY OF THE PEOPLE I KNOW WOULD LIKE, OH, IF YOU GET GRANULAR WITH SOME OF THE STUFF, LIKE IT'S GOING TO GO SO MAYBE LIKE MAYBE LIKE IN IN NOVEMBER, YOU DID SPECIAL ED FUNDING AND YOU TRIED TO EXPLAIN THAT AND ONE TIME YOU DID LIKE IMPACT FEES.
I WAS THINKING LIKE MAYBE AN OVERVIEW OF THE SCHOOL DISTRICT AS A WHOLE, BUT THEN YOU ADD THAT TO THAT AS YOU EVERY MONTH DOING A WRITE UP AN EDUCATION TUTORIAL.
I LIKE TO SEARCH OTHER DISTRICTS AND THEN I LIKE A MONTHLY NEWSLETTER.
I KNOW WE ARE LOOKING AT MICHELLE IS JUST [INAUDIBLE].
WE ARE LOOKING AT A FINANCIAL ADVISORY.
THAT'D BE GOOD. THAT WOULD BE GOOD.
MAYBE THEY AND OF COURSE, I GO THE OTHER DIRECTION.
30,000 FEET FOR THE PUBLIC BECAUSE IT'S SO COMPLEX.
HERE'S WHAT GOES IN THOSE BUCKETS.
I DO LIKE THE WASTE TRAINING THAT THEY PROVIDE FOR JUST THE BUDGET OVERVIEW 101.
WHAT IS A RESERVE BUDGET OR A RESERVE ACCOUNTS? WHAT'S IN THAT? YOU KNOW, IT'S JUST KIND OF THE BIG THING, AND IT TALKS A LITTLE BIT TOO ABOUT BUDGET PLANNING, THE SEASONS OF THE YEAR IN BUDGET PLANNING AND HOW THAT WORKS.
SO THAT MIGHT BE ANOTHER RESOURCE WE COULD LOOK TO FOR SOME IDEAS ABOUT HOW TO TO HELP OUR COMMUNITY UNDERSTAND THE BUDGET AT A 30,000 FOOT LEVEL ANYWAY.
WELL, IS THERE A QUESTION RELATED TO THIS ON OUR SURVEY, BECAUSE WE SURVEYED OURSELVES AND THIS IS WHAT WE THINK, BUT I'M WONDERING IF THERE IS A QUESTION ON THE SURVEY, IF WE'RE GOING TO FIND THAT THE INFORMATION IS TOTALLY DIFFERENT, THAT PEOPLE FEEL THEY DO KNOW OR THEY--NO, WE'RE GOING TO FIND. I HAVE THE [INAUDIBLE] AND WE'RE GOING TO FIND OUT THEY THINK THE SAME THING.
WE ARE NOT BEING TRANSPARENT ENOUGH.
OKAY, IT'S KIND OF ONE OF THOSE THINGS YOU YOU CAN'T BE TRANSPARENT ENOUGH.
I THINK SOME OF IT IS LEFT OVER, BUT SOME OF IT IS NEW, JUST AS THERE'S A HEIGHTENED SCRUTINY OF HOW WE'RE SPENDING OUR MONEY.
SO WHICH IS, OF COURSE UNDERSTANDABLE.
YEAH. OKAY, WE'VE GOT 7 MINUTES TO GET A FEW MORE DONE [INAUDIBLE] MAYBE [INAUDIBLE].
WE HAVE TO SLIDE OVER A LITTLE BIT.
MAYBE WE CAN. SO BY MY VIEW, 60, 61, 62 ACTUALLY KIND OF FORM A THEME ON DATA AND ASSESSMENT.
61 REGULARLY REVIEW THAT DATA, INCLUDING DISAGGREGATED DATA ACHIEVEMENT DATA, AND MEASURE THAT PROGRESS TOWARD DISTRICT GOALS AND 62 REGULARLY EVALUATE AND ADJUST RESOURCES AND STRATEGIES FOR CLOSING ACHIEVEMENT GAPS, AND SO I THINK WE ALMOST KIND OF HAD THIS DISCUSSION ALREADY TO SOME DEGREE IS HOW DO WE MEASURE? AND WHAT'S IMPORTANT TO MEASURE? IT IS THERE. IT'S IN BOARD POLICY, AND I THINK WE ARE DOING A LOT OF IT.
I JUST THINK WE NEED TO DO MORE OF IT.
ONE OF THE THINGS, TOO, THAT WE'RE DOING AND TEACHING AND LEARNING, BECAUSE THIS IS AN AREA WHERE WE WANT TO GET BETTER AT CHOOSING THE DATA THAT WE REVIEW WHEN WE DO IT AND HOW IT'S USED.
WE'RE ACTUALLY IN THE MIDST NEXT WEEK WE WILL BE MEETING AS A TEAM AND REVIEWING ALL THE DATA THAT DEPARTMENTS USE, WHETHER THEY USE IT FOR COMPLIANCE, WHETHER THEY USE IT FOR MONITORING THEIR PROGRAM OR WHETHER THEY USE IT BECAUSE IT'S A REQUEST OF INDIVIDUALS IN THE BUILDING.
[00:45:02]
WE'RE GOING TO TAKE A LOOK AT THAT AND TRY AND STREAMLINE SOME OF THAT USE OF DATA SO THAT WE ARE WE'RE ALL AWARE OF WHAT EACH OF US IS USING AND HOW THOSE THINGS CAN FOLD OVER THE TOP OF EACH OTHER SO THAT WE CAN DO MORE REGULAR MONITORING OF THE DATA INSTEAD OF IT BEING DONE IN INDIVIDUAL SILOS. SO WE'RE TRYING TO MAKE SOME IMPROVEMENTS IN OUR TEACHING AND LEARNING TEAM TO EVERY MONTH RIGHT NOW, AND YOU HAVEN'T SEEN THIS YET, BUT EVERY MONTH RIGHT NOW A DATA SHEET GOES OUT TO EVERY SINGLE SCHOOL LEADERSHIP TEAM AND IT CAPTURES THEIR ATTENDANCE RATE, THEIR NUMBER OF DEATHS, THEIR DISCIPLINE, REFERRALS.YEAH. SO THE DATA YOU'RE USING IN YOUR ADMIN PLCS.
YES. OKAY, AND FOR WHATEVER REASON, IT FEELS LIKE THIS SHOULD BE WHAT WE DO EVERY YEAR BY LAW, THE CIP PLANS FOR THE BUILDING AND THERE IS DATA, AND YET IT DOESN'T SEEM TO CAPTURE WHAT THIS IS ASKING.
I'M NOT SURE WHY. WELL, AND ON BOTH.
WHEN WE HAD BOTH PRESENTATIONS CIP PRESENTATIONS I KNOW I ASKED THE NASTY QUESTION ABOUT WHY THE DATA DOESN'T MATCH UP BECAUSE THAT'S TO ME WHAT OUR CONSTITUENTS ARE ASKING US, AND THAT'S THE QUESTION THAT KEEPS COMING TO US.
GRAD RATES AND ACHIEVEMENT DATA.
NOW, I UNDERSTAND THAT THE CIP DATA THAT COMES TO US IS COMPLIANCE.
IT HAS TO BE THAT DATA, BUT IS THERE SOME BETTER DATA THAT THE BOARD COULD LOOK AT THAT WOULD GIVE US A DIFFERENT PICTURE BECAUSE WE SIT HERE WITHOUT AN ANSWER? YEAH, YEAH, THERE IS, FOR INSTANCE, THOSE DATA SHEETS THAT ARE GOING OUT, THEY INCLUDE SUBSECTIONS AND CERTAINLY MIKE MICHAUD IS HERE AND CAN SPEAK TO IT, THEY'RE SENDING OUT INFORMATION ON I ALREADY WELL, I ALREADY GIVES YOU A PICTURE OF PERFORMANCE NOW AND MULTIPLE TIMES THROUGHOUT THE YEAR WHEN IT'S TAKEN AGAIN AND AGAIN VERSUS THE END OF THE YEAR POST MORTEM, AS I LIKE TO CALL IT.
SO AS WE LOOK AT OUR CYCLE OF CURRICULUM OR OF ASSESSMENT TO INFORM WHAT WE ARE ADJUSTING IN OUR INSTRUCTION AND OUR AND OUR OUR PLANNING FOR A CYCLE OF IMPROVED STUDENT LEARNING IN OUR PLC PROCESS.
WE REALLY HAVE TO BE MORE DIAGNOSTIC.
WE NEED TO USE COMMON FORMATIVE ASSESSMENTS.
WE NEED TO BE ABLE TO SAY THIS WAS THE STANDARD I WAS TESTING ON.
WE WHAT WE KNOW IS THAT ALL KIDS NEED TO GET ALL THE STANDARDS THAT THEY HAVE TO HAVE THAT ARE ESSENTIAL DURING THE YEAR THAT THEY'RE IN SCHOOL. THE SYSTEM THAT HAS BEEN CREATED IN EDUCATION THAT'S NOT THE MODEL.
THE MODEL IS THAT KIDS GET EXPOSED TO IT, BUT THEY MAY NOT MASTER IT.
THERE ARE CERTAIN ESSENTIAL ONES.
SO WHAT WE'RE TRYING TO DO IS REALLY GET SPECIFIC ABOUT WHAT THOSE ESSENTIAL STANDARDS ARE WHEN KIDS DON'T GET THEM, WE'RE NOT MOVING ON UNTIL 75 TO 85% OF OUR KIDS HAVE THEM.
SO WE'RE TRYING TO CATCH THEM BEFORE THEY GET BEHIND.
UNFORTUNATELY, MANY OF OUR SYSTEMS IN THE SCHOOLS ALLOW STUDENTS TO STAY BEHIND.
WE MOVE ON AND THEY AREN'T READY TO MOVE ON ON THOSE CLEARLY ESSENTIAL THINGS THAT THEY HAVE TO HAVE IN ORDER TO BE READY FOR THE NEXT PIECE OF LEARNING.
SOMETIMES YOU HAVE TO CONTINUE TO MOVE ON WITH THOSE OTHER KIDDOS, BUT IT'S THE DATA PIECE AND UNDERSTANDING THE DATA AND BEING ABLE TO USE IT TO ADJUST. WE'RE JUST GOING TO HAVE TO CONTINUE TO TWEAK THAT PROCESS AND GET BETTER AT IT AS A SYSTEM , AND WE'RE AT OUR TIME THAT WE WERE GOING TO MOVE TOWARDS TALKING GOALS, BUT WE OBVIOUSLY HAVE FLEXIBILITY SO WE CAN FINISH THE INDIVIDUAL ITEMS, SEE WHERE WE SIT.
WE'RE ALMOST DONE. WE HAVE JUST ONE MORE TO GO.
[00:50:05]
OF CARRIED OVER FROM THE COVID YEARS AND THAT WHEN WE WERE ALL ONLINE.DID YOU BRING THAT ONE UP? I BROUGHT 64 UP.
I JUST THINK WE NEED TO DO BETTER TO BE MORE AS A BOARD, BE MORE MODEL THAT BETTER AND I DON'T KNOW HOW MUCH WE KNOW ABOUT THE RUSSIAN POPULATION OR THE HOW MANY PERCENT SPEAK IN DIFFERENT LANGUAGE.
I DON'T KNOW WHAT THE NUMBER IS, BUT I MEAN, WHERE ARE WE WITH UNDERSTANDING THE SENSITIVITIES THAT THEY GO THROUGH AND THE BIGGER POPULATIONS MODELING SENSITIVITY TO THEM AND KNOWING WHAT THEIR NEEDS ARE.
AS WE MAKE OUR DECISIONS, I THINK A LOT OF TIMES WE LOOK TO THE GREATER PIECE AND OFTENTIMES THE CULTURAL PIECE GETS PUT BEHIND.
I DON'T KNOW IF IT'S A MATTER OF AND WE'VE TALKED ABOUT THIS BEFORE, IS HAVING THEM COME IN AND PRESENT OR MAYBE WE GO TO THEM AND LEARN ABOUT THEM. I DON'T KNOW, BUT I THINK WE HAVE A WAYS TO GO TO.
WE MIGHT SAY THAT WE ARE PRETTY SENSITIVE TO IT, BUT I DON'T THINK WE KNOW WE ARE NOT, AND I THINK UNTIL WE REALLY GET TO KNOW THESE POPULATIONS AND THESE CULTURES AND I'M HOPING THAT MAYBE WE CAN HAVE THEM COME TO MEETINGS, ALTHOUGH THAT IS SCARY FOR THEM, PROBABLY, BUT ANYWAY, THAT'S JUST MY FEEDBACK, AND I DON'T KNOW IF IT'S JUST A MATTER OF TRYING TO ENCOURAGE AND SET UP THOSE TYPE OF EVENTS AND TRY TO DO A CERTAIN AMOUNT PER YEAR, YOU KNOW, TO MAKE SURE WE'RE JUST NOT TALKING ABOUT THE GOAL BUT ACTUALLY MOVING TOWARD IT.
YOU KNOW, I THINK EVERYBODY CAN SEE AND WE'LL SEE IT TONIGHT IN OUR PROGRAM, YOU KNOW, SO SOMETHING LIKE WHAT ROB SUGGESTED, WE PUT OUR MIND TO IT TO FEATURE CERTAIN PARTS OF THE COMMUNITY, AND THAT MIGHT BE GREAT.
YEAH. YEAH. I'D LIKE TO SHARE [INAUDIBLE].
[INAUDIBLE] I WOULD JUST LIKE TO SHARE, TOO, ROB, LIKE WE HEARD YOU LAST YEAR, AND I THOUGHT IT REALLY SPOKE TO, I THINK, ALL OF US AND WE MADE THAT ONE OF OUR GOALS LAST YEAR , AND I DON'T THINK GOALS THERE'S GOALS THAT YOU CAN SET AND ACCOMPLISH AND INSTANTLY, RIGHT? AND YOU JUST YOU FIX IT, BUT THIS IS ONE OF THOSE THAT'S ONGOING AND WILL BE ONGOING FOR MANY YEARS TO COME, AND I THINK THAT NEEDS TO BE ACKNOWLEDGED BECAUSE THIS ONE WON'T HAPPEN OVERNIGHT, AND I THINK IT'S A WORK IN PROGRESS THAT SHOULD BE ACKNOWLEDGED EVERY YEAR.
IT SHOULD ALWAYS BE ONE THAT WE'RE ALWAYS WORKING TO ACHIEVE.
I AGREE. LIKE COMMUNICATING BUDGET.
YEAH, BUT TO YOUR POINT, I THINK IT WOULD BE VALUABLE TO HAVE A STUDENT WHO'S BEEN IN OUR ENGLISH LEARNING PROCESS, ONE WHO FELT LIKE THEY COULD TO COME AND TALK ABOUT WHAT IT FELT LIKE TO COME AND TO BE A PART OF THAT PROGRAM AND, YOU KNOW.
RIGHT, AND THAT'S THE VISION I HAVE AS FAR AS BEING ABLE TO HAVE THEM COME AND ACTUALLY SHARE THEIR EXPERIENCE, TELL THEIR STORY SO THAT WE HAVE A BETTER UNDERSTANDING OF WHAT THEIR NEEDS ARE. THE ONLY ONE THAT I CAN THINK OF THAT WE DID THIS YEAR WAS WHEN WE HAD THE YOUNG LADY FROM PRAIRIE WHO HAD ESTABLISHED THE MULTICULTURAL CLUB.
YEAH. TALON YEAH, THAT WAS THE ONLY ONE I THINK.
YEAH. YEAH, AND I'M TRYING TO LIKE, GET THE MULTICULTURAL CLUB TO COME HERE BECAUSE I WAS TALKING TO TALON AND, AND SPENCER, WHO IS OUR PRESIDENT FOR THE CLUB, AND THEY SEEMED REALLY INTERESTED IN COMING.
SO HOPEFULLY NEXT MEETING THEY COULD COME, BUT WE'LL HAVE TO SEE.
OKAY 69 COMMUNICATE PROACTIVELY.
OH, YEAH. I THINK WE HAVE AS GOOD A COMMUNICATION DEPARTMENT AS WE'VE EVER HAD.
YEAH, AND IT'S A FOCUS OF OURS.
THAT'S ALL I JUST [INAUDIBLE]. OKAY, GREAT.
OKAY I WANT TO MAKE SURE WE HONOR OUR TIME FOR DINNER WHEN THAT COMES.
[00:55:01]
I SAID, I THINK WE DID A GOOD JOB.I THINK WE CAN FEEL GOOD ABOUT THAT.
THE THIRD ONE IS REALLY AROUND THAT WHOLE STANDARD NUMBER THREE AND HOW COMPLEX IT IS TO COMMUNICATE STUDENT GROWTH IN THERE , AND ACTUALLY OUR FOURTH GOAL TOO, WAS VERY SIMILAR TO THAT.
IT'S NOT TO REPLACE THE STRATEGIC PLAN.
IT WOULD BE NICE IF WE COULD [INAUDIBLE].
OKAY, I DON'T KNOW WHAT THAT LOOKS LOOK LIKE.
LIKE MARY SAID, COME UP WITH SOME DIFFERENT MORE CONCEIVABLE STANDARDS THAT WE COULD MEET RATHER THAN DRILLING DOWN TO SOME OF THESE OTHER METRICS THAT DON'T REALLY ALIGN BECAUSE THEY ARE JUST COMPLIANCE STUFF BUT IF WE COULD BE LIKE, OKAY, WE ARE DOING THIS NOW WE'RE BELOW THIS MARK AND OUR GOAL IS TO BE AT THIS POINT, RIGHT? WELL, I WONDER IF THE SURVEY THAT WE'RE DOING, IF AS WE LOOK AT THAT SURVEY, DO YOU THINK THAT'S GOING TO GIVE US SOME IDEAS OF THE AREAS THAT WE BECAUSE WE HAVE A PERCEPTION OF THE AREAS WE NEED TO WORK ON BUT THE COMMUNITY SURVEY, I THINK, MIGHT GIVE US SOME DIFFERENT PERSPECTIVE OR NOT.
I MEAN, THE COMMUNITY SURVEY IS GEARED TOWARDS THE BOND AND SUPPORT FOR THE DISTRICT THAT WAY.
I MEAN, IT DOES HAVE SOME RESULTS LENDING IT TO WHERE PARENTS SEE US BEING AND THESE ARE JUST PRELIMINARY AND I WASN'T GOING TO SHARE THESE WITH , BUT IT DOES TALK A LITTLE BIT ABOUT THAT, BUT IT'S NOT REALLY THAT REALLY WASN'T WHAT IT WAS DESIGNED FOR.
WELL, WHAT ABOUT THE OTHER SURVEYS, THE PARENT SURVEY? THAT ONE MIGHT. IT MIGHT, AND WE IT CLOSES TOMORROW, AND THEN WE'RE GOING TO TAKE A LOOK AT IT NEXT WEEK.
I THINK THE STRATEGIES 360 SURVEY WILL INFORM YOU TO SOME DEGREE.
I JUST DON'T THINK IT WILL GET AS SPECIFIC AS WE MIGHT NEED IT TO BE OR WE MIGHT WANT IT TO BE, AND I THINK THE PARENT ONE WILL GIVE US PERCEPTION DATA THAT COULD BE HELPFUL FOR SURE.
YES, IT IS. PERCEPTION IS REALITY, AND POINT OF PRIVILEGE, I WOULD LIKE TO MAKE A PROPOSAL TO UPGRADE OUR FIRST STANDARD ABOUT BOARD OPERATIONS, IF YOU DON'T MIND.
IT'S OPEN FOR DISCUSSION, OBVIOUSLY, AND COMMENT.
WE DON'T HAVE TO FINALIZE ANYTHING HERE TONIGHT, BUT AFTER OUR EXPERIENCE AT THE LEGISLATURE, ONE OF THE THINGS I REALLY OBSERVED WAS HOW EFFICIENT AND WHAT A GOOD LEARNING EXPERIENCE IT WAS KIND OF OUR PROFESSIONAL DEVELOPMENT THAT'S STANDARDS 1822 AND 1830 FOR US OR OUR POLICY ABOUT PROFESSIONAL DEVELOPMENT FOR THE BOARD IS TO SEND AN ADMIN REPRESENTATIVE, A BOARD REPRESENTATIVE AND STUDENT BOARD REPRESENTATIVES TO THE DAY ON THE HILL WITH THE LEGISLATURE.
THAT'S WHERE 70 WHATEVER PERCENT OF OUR FUNDING COMES FROM OR MORE.
I THINK WE LEARNED A LOT TOGETHER.
SO THAT'S ONE SUGGESTION, AND I BROUGHT THIS UP BEFORE, BUT I ALSO THINK IF WE'RE TRULY GOING TO TREAT OUR STUDENT BOARD MEMBERS AS EQUALS, THEY SHOULD BE OFFERED THE SAME COMPENSATION AS ALL THE OTHER BOARD MEMBERS.
I THINK I DID THE NUMBERS ON THAT.
IT'S RIGHT AROUND $2000, WHICH IS LESS THAN 0.5% OF THE TOTAL BOARD BUDGET, AND WE FOUND OUT, 140 OUT OF THE 235 SCHOOL DISTRICTS NOW HAVE STUDENT BOARD MEMBERS.
SO THAT'S OVER HALF THE STUDENT BOARD MEMBERS ARE THE FUTURE OF MOST SCHOOL BOARDS, AND JUST ABOUT HALF OF THEM ARE OFFERING COMPENSATION. I'M NOT THE ONE SAYING NO.
[CHUCKLING] IT'S NOT MY FAULT. WHAT WOULD WE HAVE TO DO TO MAKE THAT HAPPEN? ACCORDING TO OUR POLICY, THEY ARE BOARD MEMBERS, AND THE POLICY ON COMPENSATION OF BOARD MEMBERS SPEAKS TO THEM, AND IT ALSO GIVES THEM THE SAME OPTIONS WE HAVE.
IT SEEMS LIKE IT WOULD BE TREATING THEM AS EQUALS TO GIVE THEM THE SAME OPTION.
[01:00:05]
IF IT PLEASES THE BOARD, WHAT I COULD DO IS I COULD GO BACK TO WE JUST UPDATED THE POLICY WITH STUDENT REPS. I COULD GO BACK TO THAT POLICY AND SEE WHERE I COULD ADD.I DON'T THINK YOU HAVE TO ADD ANYTHING.
IT ALREADY STATES IN POLICY THEY'RE A BOARD MEMBER.
MAYBE IT WOULD JUST BE IN PROCEDURE.
I WOULD LIKE TO SEE ANOTHER DISTRICT THAT DOES IT AND SEE WHAT THEIR POLICIES SAY.
IT DOESN'T SOUND RIGHT UNLESS IT'S IN POLICY BECAUSE WE'RE CHANGING SOMETHING.
MM HMM. MM HMM. I MEAN, BECAUSE THEN IT SEEMS LIKE WE'RE DOING IT WRONG.
SO, YEAH, I WOULD LIKE TO SEE WHAT WHAT OTHER DISTRICTS ARE DOING BEFORE WE MAKE THAT DETERMINATION.
I DON'T KNOW HOW THEY MAKE THAT WORK OUT.
DOES IT SAY IN THEIR POLICY THAT--IT DOES.
OKAY, SO JUST ADDING SOMETHING LIKE THEY HAVE IN THERE.
YEAH. SEATTLE IS MINIMUM WAGE.
SEATTLE JUST OFFERS MINIMUM WAGE AND HOURLY, 20 HOURS A MONTH.
[INAUDIBLE] WE'LL MAKE SURE WE GET THAT IN PLACE FOR NEXT YEAR RETROACTIVELY.
I LIKE CARRYING THROUGH THAT ONE.
I WOULD JUST LIKE TO PUT OUT THERE THE CURRICULUM GOAL OF EVERYBODY KNOWING THEIR ROLES AND WE CAN WORK ON THAT. I ALSO THINK ONE SOMEWHAT SOMETHING AROUND TRANSPARENCY , AND I ACTUALLY THINK THAT THE CONTINUATION OF THE STUDENT VOICE IS A GOOD ONE AS WELL.
YEAH, YEAH. LET'S NOT DROP WHAT WE'VE ALREADY DONE.
YEAH, YEAH. [INAUDIBLE] IF WE WERE GOING TO A NEW LAW, AREN'T WE JUST UPDATING? JUST UPDATE. [INAUDIBLE] ANY OTHER INPUTS? WE'RE NOT TOO FAR OVER. THANK YOU, I THINK.
WELL DONE, MARK. YEAH. THANK YOU.
WELL, I THINK THIS IS A GOOD VEHICLE FOR US, AND I LIKE THE FACT THAT WE DO IT IN PUBLIC NOW.
YEAH. YEAH. I WILL JUST SAY THANK YOU, DIRECTOR WATRIN, FOR STARTING THAT IN MY ABSENCE WHILE I HAD TO FINISH UP AT MY OTHER JOB , AND THANK YOU TO ALL OF YOU FOR YOUR INPUT.
I GOT TO LISTEN TO IT ON THE WAY.
IT ONLY CUT OUT LIKE TEN TIMES WHILE I WAS DRIVING HERE.
[CHUCKLING] NO, I'M SURE IT WAS THE INTERNET, NOT SWAGIT.
THAT'S OKAY, SO WE'LL CUT THAT, I'M SURE.
SO THANK YOU ALL FOR YOUR PARTICIPATION IN THIS.
IT REALLY IS HELPFUL AND A GOOD TOOL FOR THIS BOARD.
I APPRECIATE THE OPEN AND TRANSPARENCY THAT IT BRINGS.
I THINK IT'S GOOD THAT WE DO THIS EVERY YEAR.
I APPRECIATE EVERYTHING THAT WAS SET UP FRONT AND THE PROCESS THAT WE GO THROUGH.
IT IS BECAUSE WE NORMALLY DO THIS IN DECEMBER AND THIS YEAR THIS WITH OUR CHANGE IN THE ROLLS.
THIS YEAR, WE DELAYED THIS UNTIL AFTER THE FIRST OF THIS YEAR.
SO IT IS POSSIBLE THAT YOU'LL SEE TWO 2023S IF WE BRING THIS BACK INTO DECEMBER OR GOING FORWARD, WE CAN JUST LOOK AT DOING THIS EACH JANUARY GOING FORWARD.
SO AS A BOARD WE'LL HAVE TO DETERMINE THAT FOR OUR NEXT EVALUATION.
SO WE'LL DISCUSS THAT AT A LATER TIME.
THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.