[00:00:02]
>> [BACKGROUND] WE'D LIKE TO CALL THIS REGULAR BOARD MEETING FOR MONDAY,
[1. Call to Order]
MAY 22 TO ORDER.IT'S NOW 6:00 P.M. WE'LL GET STARTED WITH OUR PLEDGE OF ALLEGIANCE.
>> THANK YOU. NEXT WE HAVE OUR ROLL-CALL.
>> PRESIDENT AND DIRECTOR OF DISTRICT 5, JACKIE MADDUX.
>> VICE PRESIDENT AND DIRECTOR OF DISTRICT 4, MARK WATSON.
>> DIRECTOR OF DISTRICT 1, MARY SNITILY.
>> DIRECTOR OF DISTRICT 2, ANDREW LAWHON.
>> DIRECTOR OF DISTRICT 3, TED CHUMPINE.
>> STUDENT REPRESENTATIVE, RICARDO MARTIN DEL CAMPO.
>> STUDENT REPRESENTATIVE, SORA TOLLEY.
>> MADAM PRESIDENT, WE HAVE A QUORUM.
>> THANK YOU. NEXT ON OUR AGENDA IS WE HAVE OUR AGENDA APPROVAL.
[4. Agenda Approval (Board Vote w/Student Voice)]
TONIGHT'S AGENDA IS A SPECIAL ONE.WE HAVE STUDENT VOICE, WE HAVE OUR ANNUAL DISTRICT ART SHOW.
COMMITTEE REPORTS, DIRECTOR REPORTS, WE'LL HAVE UPDATES FROM OUR SUPERINTENDENT AND STAFF.
WE HAVE A SECTION FOR CITIZENS COMMENTS, WE HAVE FIVE ITEMS ON OUR CONSENT AGENDA TONIGHT.
NO OLD BUSINESS, TWO ITEMS OF NEW BUSINESS, AND THEN WE WILL HAVE OUR DISCUSSION ABOUT FUTURE EVENTS AND THEN ADJOURN.
IS THERE ANY QUESTIONS ABOUT TONIGHT'S AGENDA, ANYTHING THAT SHOULD BE REMOVED, ADDED?
>> I MOVE THE BOARD OF DIRECTORS APPROVE THE AGENDA AS PRESENTED.
>> WE HAVE A MOTION ON THE FLOOR TO APPROVE THE AGENDA AS PRESENTED.
ANY FURTHER QUESTIONS FROM THE BOARD? STUDENTS DO YOU HAVE A PRO, CON OR?
>> THANK YOU. THE STUDENTS HAVE WEIGHED IN WITH THEIR BOARD VOTE.
HEARING NO FURTHER QUESTIONS WE HAVE A MOTION ON THE FLOOR TO APPROVE THE AGENDA AS PRESENTED.
ALL THOSE IN FAVOR, PLEASE SAY AYE.
OUR NEXT ITEM UP IS OUR STUDENT VOICE.
[5. Communications]
WE HAVE STUDENTS HERE FROM PLEASANT VALLEY PRIMARY, IF YOU WOULD LIKE TO COME UP TO THE PODIUM.IT LOOKS LIKE THERE'S A LOT ON MY LIST, SO PLEASE ALL OF YOU COME.
>> YOU CAN STAY RIGHT DOWN THERE BY THE PODIUM, THERE YOU GO. PERFECT. [LAUGHTER]
>> IF THERE ARE PARENTS HERE WHO WANT TO TAKE PICTURES, PLEASE COME UP AND TAKE PICTURES.
FEEL FREE TO JUST COME RIGHT UP.
>> TARA, THEY WILL NEED TO SPEAK INTO THE MICROPHONE. [BACKGROUND]
>> THIS IS GREAT. LEADERSHIP IN ACTION.
>> WE ARE THE GREEN TEAM FROM PLEASANT VALLEY PRIMARY.
WE ARE SECOND AND THIRD GRADERS.
THIS YEAR WE HAVE HELPED TO SOLVE A PROBLEM AT OUR SCHOOL AND HELPED THE LITTLE BROWN BAT POPULATION IN OUR AREA.
THERE'S A SIGN ARROW OR A PORTABLE THAT SAYS, NO BATS ARE ALLOWED ON THAT GARDEN SIDE, THE ART ROOM, AND THEY DIDN'T WANT HER INSIDE, IT WAS BROWN AND LOOKS A LITTLE BIT OLD.
IF THEY CAN'T BE IN THE BUILDING, THEY NEED TO GO SOMEWHERE.
WE BUILT THEM A BAT HOUSE SO THEY CAN STAY ALIVE.
>> LITTLE BROWN BATS CAN BE FOUND ALL ACROSS THE UNITED STATES, CANADA, AND MEXICO.
THE WINGSPAN OF THE BAT CAN BE 11 INCHES.
THE LITTLE BROWN BAT EATS INSECTS.
THEY USE ECHOLOCATION TO HUNT THE INSECTS.
>> LITTLE BROWN BATS HELP KEEP THE INSECT POPULATION SMALLER BY EATING UP TO 1,200 INSECTS AN HOUR.
[00:05:02]
BATS CAN BE POLLINATORS AND HELP THE ENVIRONMENT BY SPREADING SEEDS.BATS ARE THE ONLY FLYING MAMMALS AND ARE NOCTURNAL, THEIR BABIES ARE CALLED PUPS.
>> BATS ARE FACING A CHALLENGE.
WHITE-NOSE SYNDROME, WNS, IS A BAT DISEASE.
MANY BATS DIE OF WNS, BUT SOME GET WELL.
WE CAN HELP BY MAKING SURE THE SICK ONES HAVE A HOUSE TO RAISE THEIR YOUNG.
>> WE LOOKED FOR NATURAL PLACE FOR BATS USED FOR RARE HOMES AND STUFF ARE PORTABLE CLASSROOM.
>> THIS IS A PAPER MODEL OF BAT HOUSES.
THEY NEED TO BE ABOUT 12 FEET IN THE AIR SO THAT BATS CAN EASILY FLY IN AND OUT.
THIS HOUSE GIVES BATS A PLACE TO SLEEP AND RAISE THEIR PUPS.
>> WHY WE BUILT IT? WE DO NOT WANT BAT IN OUR ART CLASSROOM OR [INAUDIBLE], SO WE DECIDED TO MAKE BAT HOUSES.
HOW WE BUILT IT. WITH HAMMERS, NAILS, WE ARE IN PLANS TO BUILD IT.
>> WE STARTED BY MAKING PAPER MODELS OF BAT HOUSES, BUT WE NEED A NESTOR WATCHING TO HELP US BUILD THE WOOD ONES. [LAUGHTER]
>> OUR CUSTODIAN, DUSTY, HUNGER, BAT BOXES, AND TALL EVERGREEN TREES IN THE FRONT OF OUR SCHOOL.
WE'RE JUST WAITING FOR A LITTLE BROWN BATS TO MOVE IN.
A BIG OAK TREE IN FRONT OF OUR SCHOOL, GOT SICK AND NEEDED TO BE REMOVED.
WE HOPE THIS CAN BE AN OUTDOOR CLASSROOM WITH CLOSE SPACES FOR EACH GRADE.
OUR GREEN TEAM IS LOOKING FORWARD TO HELPING WITH THIS NEXT YEAR. [APPLAUSE]
>> I WANT YOU GUYS TO STAND UP HERE AND LOOK BACK THERE, EVERYBODY CAN SEE AND YOU CAN TAKE A BOW FOR IT. THERE WE GO. [APPLAUSE]
>> BOARD, DO YOU GUYS HAVE ANY QUESTIONS FOR THESE GUYS?
>> WHAT HAPPENED TO THE BAT THAT STARTED THE WHOLE PROJECT?
>> I THINK IT PROBABLY GOT OUT OF THE CLASSROOM AND CAME INTO WILDERNESS.
>> HOW LONG WAS THE BAT IN THE ART CLASSROOM?
>> IF YOU'RE GOING TO ANSWER THE QUESTION, YOU USE THE MICROPHONE [OVERLAPPING].
YOU HOLD THE MICROPHONE AND SHARE TO WHOEVER IS GOING TO ANSWER THE NEXT QUESTION. [LAUGHTER]
>> IS THERE ANY OTHER QUESTIONS?
>> I DO. DID YOU END UP DECORATING THE BAT HOUSE OR JUST PUT IT UP AFTER WE CONSTRUCTED IT.
>> WHAT WAS YOUR GUY'S FAVORITE PART ABOUT THE PROJECT?
>> WELL, I REALLY LIKE BUILDING BAT HOUSES.
>> HAS THE BAT HOUSE GOTTEN ANY CUSTOMERS? HAS THERE BEEN A BAT IN THERE YET?
>> WE'RE NOT EXACTLY SURE, JUST YET.
>> IS THERE ANYTHING ANYONE ELSE WOULD LIKE TO SHARE ABOUT THEIR FAVORITE PART OF THE PROJECT?
>> I THINK MY FAVORITE PART WAS A LITTLE BIT LIKE SANDY'S FAVORITE PART, WHICH IS BUILDING THE BAT HOUSE.
>> DID YOU GUYS PUT TOGETHER THIS BOARD WITH ALL OF THE FACTS ON IT RIGHT HERE AND YOU ALL WORK ON IT TOGETHER?
>> WE ALL DID DIFFERENT PARTS IN THE GROUPS.
>> [OVERLAPPING] SECOND AND THIRD.
>> THERE'S SECOND AND THIRD GRADE.
I KNOW IT'S NOT EASY TO COME UP, ESPECIALLY WE GOT THE ART SHOW GOING ON, SO WE GOT A LOT OF PEOPLE HERE.
IT'S NOT EASY TO COME UP HERE AND YOU GUYS JUST DID AN OUTSTANDING JOB.
IT'S GREAT TO SEE YOU AND IT'S GREAT FOR YOU TO COME TO VISIT US AND IT'S FANTASTIC FOR YOU TO SHARE ALL ABOUT YOUR BAT HOUSE.
WE JUST WANT TO SAY, FOR OUR PART, THANK YOU VERY MUCH FOR COMING TO OUR MEETING TODAY AND THANK YOU FOR DOING THIS.
IT'S WONDERFUL. CONGRATULATIONS. [APPLAUSE].
>> YOU CAN GO BACK NOW. THANK YOU, GUYS.
[00:10:09]
>> I BELIEVE WE ALSO HAVE STUDENTS FROM PLEASANT VALLEY MIDDLE-SCHOOL.
IF YOU'D LIKE TO COME UP. [BACKGROUND]
>> THAT'S A TOUGH ACT TO FOLLOW.
>> HELLO. MY NAME IS NOAH RUSH AND I GO TO PLEASANT VALLEY MIDDLE SCHOOL AND I'M IN SEVENTH GRADE.
I'M GOING TO BE TALKING ABOUT THE IMPACT THAT MIDDLE SCHOOL SPORTS AND OUTDOOR SCHOOL HAVE HAD ON ME.
THIS YEAR WHEN I'VE BEEN DOING MIDDLE SCHOOL SPORTS, IT'S JUST BEEN A REALLY FUN EXPERIENCE, AND WHEN I'M AT SCHOOL, IT'S LIKE SOMETHING TO LOOK FORWARD TO AT THE END OF THE DAY.
I'VE HAD A LOT OF FUN THERE AND I'VE GOTTEN A LOT CLOSER TO THE KIDS THAT I'VE BEEN DOING MY SPORTS WITH.
I KNEW ONE KID THAT WASN'T ALLOWED TO PLAY IN SOME OF OUR BASKETBALL GAMES BECAUSE HE WASN'T HAVING GOOD BEHAVIOR IN CLASS, AND SO AFTER A COUPLE GAMES THAT HE WASN'T ABLE TO PLAY, HE FIXED HIS BEHAVIOR AND GOT BACK ON TRACK.
I THINK THE BEST PART OF MY MIDDLE SCHOOL SPORTS WAS DURING THE BASKETBALL GAMES WHEN THERE'S ALL THE HOME GAMES AND THE FANS WOULD COME AND THEY'D ALL BE CHEERING AND IT WAS JUST REALLY FUN TO BE THERE AT THE TRACK MEETS.
IT'S REALLY FUN TOO SEE THE KIDS FROM THE OTHER SCHOOLS AND THE KIDS THAT I'M GOING TO BE ABLE TO GO TO PLAY WITH.
THEN AT THE CROSS-COUNTRY DURING PRACTICE, WE GOT TO RUN THE WSU, AND THAT WAS FUN TO GO ON THE WATERFRONT THERE.
I THINK THAT OUTDOOR SCHOOL WAS PROBABLY THE BEST THING THAT I DID IN SIXTH GRADE.
I MADE A LOT OF GOOD MEMORIES AND ALSO LEARNED SOME COOL STUFF LIKE THE ECOSYSTEM AROUND THE RIVER, AND WE GOT TO DO SOME TESTING, AND WHEREVER THAT WAS FUN.
THEN I THINK MY FAVORITE PART ABOUT OUTDOORS SCHOOL WAS WHEN WE WERE AT DINNER AND EVERYONE WAS TALKING AND EATING FOOD AND HAVING A GOOD TIME.
I HAD A ARCHERY CLASS THERE AND IT WAS FUN TO COMPARE YOURSELF AS A BEGINNER TO THE OTHER KIDS, AND THE COUNSELORS THAT WE HAD DID IT TOO AND THAT WAS FUN.
THE COUNSELORS THAT WE HAD WERE REALLY, REALLY NICE AND KIND AND THEY WERE A GOOD PART OF OUTDOOR SCHOOL.
THEN SINCE I WAS SPENDING A LOT OF TIME WITH THE OTHER KIDS THERE, I GOT A LOT CLOSER TO THEM AND MADE SOME NEW FRIENDS.
THANK YOU FOR LETTING ME SPEAK TO YOU TODAY.
[OVERLAPPING] [APPLAUSE] [BACKGROUND] THANK YOU, NOAH.
I'M AN EIGHTH GRADER AT PLEASANT VALLEY MIDDLE SCHOOL, AND I'M GOING TO BE TALKING ABOUT FIVE THINGS I LIKE ABOUT PLEASANT VALLEY.
THE FIRST THING I LIKE ABOUT PLEASANT VALLEY IS THE TEACHERS AND HOW THEY TREAT THE STUDENTS, AND HOW THEY TALK TO THE PARENTS AND SEE HOW THEY CAN HELP AND ACCOMMODATE TO THE STUDENTS.
THE SECOND THING I LIKE ABOUT PBM IS THE FIELD TRIPS.
UNLIKE NOAH, I WASN'T ABLE TO GO TO OUTDOOR SCHOOL BECAUSE OF COVID.
BUT ALL THE OTHER FIELD TRIPS I HAD WERE REALLY FUN AND THEY WERE A GOOD EXPERIENCE.
THEN THIRD THING IS THE SPORTS, YOU GET TO BE WITH YOUR FRIENDS AND DO ACTIVITIES AFTER SCHOOL AND BUILD ON YOUR FRIENDSHIPS AND TEAMWORK SKILLS.
THEN THE LAST THING I LIKE ABOUT PLEASANT VALLEY IS THE TEACHERS GETTING US READY FOR THE NEXT YEAR OF HIGH SCHOOL.
LIKE GOING INTO HIGH SCHOOL AND SHOWING US WHAT WE NEED TO DO TO BE BETTER AT WHAT WE ARE ALREADY LEARNING.
THANK YOU FOR LETTING ME SPEAK TO YOU TODAY.
>> VERY NICE JOB. [OVERLAPPING] [APPLAUSE] [BACKGROUND]
>> I HAVE ONE. ANY ACTIVITIES THAT YOU'RE PLANNING TO DO WHEN YOU GET TO HIGH SCHOOL NEXT YEAR?
>> I WOULD LIKE TO WORK ON MY PHOTOGRAPHY SKILLS AND PLAY SOCCER.
[00:15:06]
>> I ALWAYS MAKE A CALL FOR ANY ASB THAT MAY BE IN THE AUDIENCE TO COME UP AND SPEAK THAT ARE NOT ON MY LIST.
DO WE HAVE ANY OTHER ASP MEMBERS HERE TONIGHT? WELL, WITH THAT, I'M VERY EXCITED TO HAVE ALLISON COME UP AND TELL US ABOUT THE DISTRICT ART SHOW.
>> GOOD EVENING BOARD. MY NAME IS ALLISON TUHEART AND THANK YOU ALL FOR BEING HERE THIS EVENING.
I'M THE DIRECTOR OF CURRICULUM INSTRUCTION AND ASSESSMENT, AND I AM VERY EXCITED TO BE HERE TO ANNOUNCE THE WINNERS OF THE 64TH ANNUAL ART SHOW.
THE ART SHOW WAS ACTUALLY STARTED BY MY FATHER 64 YEARS AGO, AND SO IT'S REALLY EXCITING FOR ME TO BE ABLE TO CARRY ON THIS TRADITION.
IT'S ONE OF MY FAVORITE TIMES OF THE YEAR AND IT'S SO AWESOME TO GET TO SEE THIS MANY PEOPLE IN THE ROOM PARTICIPATE IN THE ARTS.
WE OFTENTIMES CELEBRATE SPORTS AND IT'S FUN TO BE ABLE TO CELEBRATE OTHER THINGS AS WELL.
WE ARE GOING TO POP RIGHT INTO OUR PRESENTATION.
PARENTS, IF YOU WOULD LIKE A PICTURE OF YOUR STUDENT WHEN THEY ARE ANNOUNCED AND COME UP, PLEASE COME FORWARD AND TAKE A PICTURE.
BUT WE WOULD LIKE YOU TO HOLD YOUR APPLAUSE UNTIL AN ENTIRE CATEGORY IS MENTIONED AND WE'LL APPLAUD FOR THEM ALTOGETHER.
THEN I WOULD LIKE TO APOLOGIZE IN ADVANCE IF I SLAUGHTER SOMEBODY'S NAME.
I WILL TRY VERY HARD, [LAUGHTER] BUT I CANNOT GUARANTEE THAT.
WE'RE GOING TO GET STARTED ON.
>> THE FIRST-PERSON WE WOULD LIKE TO HAVE COME FORWARD IS EVERLY RAISMAN.
IS EVERLY HERE? EVERLY IS THE STUDENT THAT WE USED THEIR ARTWORK FOR THE DISTRICT WEB PAGE.
EVERLY, THANK YOU FOR COMING FORWARD.
[BACKGROUND] [APPLAUSE] [BACKGROUND]
>> THE NEXT CATEGORY WE HAVE IS OUR HONORABLE MENTION, AND SO WE HAVE QUITE A FEW STUDENTS WHO RECEIVED AN HONORABLE MENTION AWARDS.
WE HAVE FIFTH GRADERS, WE HAVE ELLA NOLAN, BROOKLYN HEBERT, KYLIE CRESAP, AND SELENA NGUYEN FROM FIFTH GRADE.
ANY OF THOSE STUDENTS, IF YOU WOULD PLEASE COME FORWARD AND STAND RIGHT HERE ON THE STAIRS.
THEN WE WOULD LIKE TO ADD ONTO THAT OUR SIXTH GRADERS.
WE HAVE CHEYENNE OLIVA, ALICE SEEKINS, CLARA GREEN, AND LARA GREBYONKIN.
IF WE HAVE ANY OF THOSE SIX GRADERS, PLEASE COME JOIN US.
OUR SEVENTH GRADERS, WE HAVE MALIA LEAVITT, ANIA MARTINEZ, RYLEE BULLS, TRINITY FISSETTE.
THOSE ARE OUR SEVENTH GRADE HONORABLE MENTIONS.
OUR EIGHTH GRADERS, WE HAVE COOPER MCGOWAN, NATHAN WEAVER, GRACE NOBLE, AND OLIVIA MOXLEY.
THEN IN OUR TWO-DIMENSIONAL CATEGORY, WE HAVE ANDREA NUNEZ, LORELEI MARINESCU, KIERA MCKEE, KAYLA APOLLO RUSSON.
IN OUR 3D SCULPTURE CATEGORY, WE HAVE SOPHIA OLSON, ALLIE STANSBERRY, NATALIE COUGHRAN, ELIZA LEPRO.
IN PHOTOGRAPHY, WE HAVE STEN ROTSCHY.
WE HAVE ALL OF OUR HONORABLE MENTIONS.
[APPLAUSE] WE HAVE A PHOTOGRAPH BEING TAKEN, AND THEN WE WILL MOVE ON TO OUR NEXT CATEGORY.
>> PARENTS IF YOU WANTED TO COME UP AND TAKE PICTURES, IF YOU'RE SEEING THIS IN HERE, YOU CERTAINLY CAN. [BACKGROUND] HOLD ON.
LET ME GET SOME PARENTS BEHIND YOU, CHRIS.
[00:20:01]
>> FOR THOSE OF YOU THAT ARE IN THE AUDIENCE, YOU WILL SEE THAT THE ARTWORK IS HUNG ON THE BACK WALLS, AND WE WILL BE SENDING THOSE TO THE SCHOOLS AND THE TEACHERS WILL BE ABLE TO SEND THOSE HOME WITH THE STUDENTS AFTER OUR ART SHOW.
THOSE WILL COME THROUGH THE MAIL, BUT THEY HAVE CERTIFICATES TODAY AND THEN YOU WILL GET THE POSTERS WITH THE RIBBONS IN THE NEAR FUTURE. THANK YOU.
>> NEXT, WE WOULD LIKE TO ANNOUNCE OUR THIRD PLACE AWARD WINNERS.
FOR THIRD PLACE, WE HAVE VLADISLAVA ZEUS, JACELYN, ARNISSIN, FIN HOLIC, ELLIE STEINBRENNER, ADDISON BARNEY, JOSH ZIMMERMAN, AND BRIANNA GRANGER.
COULD OUR THIRD PLACE WINNERS PLEASE COME FORWARD.
THERE'S OUR ARTWORK FROM OUR THIRD PLACE AWARD WINNERS AND OUR JUDGES FOR THE CATEGORY WERE DONE AT THE STATE LEVEL AND I'M NOW GOING TO GET THE NAME OF THE ORGANIZATION WRONG.
BECKY, REMIND ME THE NAME OF THE ORGANIZATION.
>> WASHINGTON ART EDUCATION ASSOSIATION.
>> WASHINGTON EDUCATION FOR OUR ART.
THIRD PLACE WINNERS, THANK YOU VERY MUCH.
CONGRATULATIONS. [APPLAUSE] THANK YOU.
OUR NEXT CATEGORY IS SECOND PLACE.
WE HAVE JAYDEN-REY LOCQUIAO, NAOMI BERNARDINO, CHELSIE HUNT, HANNAH TAPIO, LAURIINA KARKI, SOPHIA OLSON, ISAIAH KERR AND CAMBREN WILLIAMS. IF ANY VERSE, SECOND PLACE WINNERS ARE IN THE AUDIENCE, PLEASE COME FORWARD.
[APPLAUSE] IF YOU'LL STAND TOGETHER AND THEN WE'LL DO A PICTURE.
WE HAVE OUR SECOND PLACE AWARD WINNERS. THANK YOU SO MUCH.
[APPLAUSE] NEXT UP IS THE FIRST PLACE AWARD WINNER.
IF WE COULD HAVE NOVALEE FOMIN, ZOE LIKHATSKIY.
LEXIE HUNT, NATHANIEL JARRETT, EMILY ACKERMAN, BAILEY ANDERSON.
AKIRA USHIJIMA, AND ANDREW ARCHER FOR OUR FIRST PLACE AWARD WINNERS.
IF YOU WOULD COME FORWARD, PLEASE.
[APPLAUSE] WE HAD ALL OF OUR CERTIFICATES ALL IN ORDER, BUT NOT EVERYBODY WAS ABLE TO MAKE IT THIS EVENING.
THANKS FOR BEARING WITH US AS WE FIND THE CERTIFICATES FOR THE STUDENTS.
THESE ARE OUR FIRST PLACE AWARD WINNERS. THANK YOU.
WE'RE MOVING ON TO THE BEST OF SHOW.
IN OUR PRIMARY CATEGORY FOR BEST OF SHOW, WE HAVE ETHAN SRIBNYI FROM MAPLE GROVE PRIMARY. IS ETHAN HERE?
[00:25:01]
ETHAN, THANK YOU. COME ON FORWARD.[APPLAUSE] ETHAN, IF YOU WILL JUST STAND RIGHT HERE AND THEN WE'LL TAKE YOUR PICTURE WITH ALL THE BEST OF SHOW.
FROM OUR MIDDLE-SCHOOL CATEGORY, WE HAVE ZOE LIKHATSKIY FROM AMBOY MIDDLE SCHOOL.
IS ZOE HERE? [APPLAUSE] FROM OUR HIGH-SCHOOL CATEGORY, WE HAVE EMILY ACKERMAN FROM RIVER HOMELINK. IS EMILY HERE?
>> SHE'S NOT HERE. SHE WASN'T ABLE TO MAKE.
THERE WE GO. THANK YOU SO MUCH.
>> HOLD UP YOU GUYS, WE GOT ONE MORE PICTURE HERE. THERE YOU GO.
>> WE ADDED A CATEGORY LAST YEAR CALLED PEOPLE'S CHOICE.
LAST YEAR WE HAD ABOUT 500, SOME PEOPLE WHO VOTED ONLINE FOR THE PEOPLE'S CHOICE AWARDS.
THIS YEAR WE HAD OVER 600 PEOPLE WHO VOTED FOR PEOPLE'S CHOICE.
IN THE PRIMARY CATEGORY, WE HAVE CHARLOTTE ROMIG FROM MAPLE GROVE PRIMARY AS PEOPLE'S CHOICE. IS CHARLOTTE HERE? IN THE MIDDLE SCHOOL CATEGORY WE HAVE HANNAH TAPIO FROM RIVER HOMELINK. IS HANNAH HERE? [APPLAUSE] IN THE HIGH SCHOOL CATEGORY, WE HAVE AVA HANNAH IS FROM BATTLE GROUND HIGH SCHOOL.
IS AVA HERE? [APPLAUSE] THANK YOU SO MUCH. [APPLAUSE]
>> NEXT IS THE BOB PECK AWARD CATEGORY.
THIS IS FROM THE FOUNDER OF THE ARCHES SO BOB PECK.
FOR THE PRIMARY CATEGORY, WE HAVE ABIGAIL GOLOVIN FROM GLENWOOD HEIGHTS PRIMARY.
YOU CAN DO IT. MOM, YOU CAN CERTAINLY COME UP TOO. IT'S FINE.
>> NEXT, WE HAVE IN THE MIDDLE SCHOOL CATEGORY.
STACIE CROSSLIN FROM DAYBREAK MIDDLE SCHOOL.
>> IN THE HIGH SCHOOL CATEGORY, WE HAVE JORDIN STANLEY FROM BATTLE GROUND HIGH SCHOOL.
IS JORDAN HERE? [APPLAUSE] LET'S SEE.
>> STACY, CAN YOU COME BACK FOR A PHOTO, PLEASE?
>> CHRIS, YOU GOT IT RIGHT BEHIND YOU. HOLD ON A SECOND.
>> ONE MORE. THERE'S ONE MORE PHOTO. THANK YOU SO MUCH.
CONGRATULATIONS. [APPLAUSE] NEXT, WE HAVE OUR SUPERINTENDENT AWARDS AND IN THE PAST, WE ONLY HAD ONE.
WE WANTED TO EXTEND THAT TO A PRIMARY, MIDDLE, AND HIGH-SCHOOL CATEGORY BECAUSE IT'S REALLY HARD TO CHOOSE JUST ONE WITH ALL OF THE BEAUTIFUL ART THAT THERE'S THERE.
THIS YEAR IN THE SUPERINTENDENT'S AWARD FOR THE PRIMARY CATEGORY, WE HAVE SEBASTIAN LEVIN FROM GLENWOOD HEIGHTS PRIMARY, IS SEBASTIAN HERE? [APPLAUSE]
[00:30:02]
IN THE MIDDLE SCHOOL CATEGORY, WE HAVE LEXIE HUNT FROM LAURIN MIDDLE SCHOOL.[APPLAUSE] IS LEXIE HERE? NOT HERE.
HIGH SCHOOL, AND WE HAVE ANDREA NUNEZ FROM PRAIRIE HIGH SCHOOL.IS ANDREA HERE? YOU GET YOUR PICTURE ALL BY YOURSELF.
>> I'M JUST TAKING A PICTURE HERE. [LAUGHTER]
>> THANK YOU FOR THAT. [APPLAUSE] WE ALSO HAVE A CATEGORY FOR BOARD'S CHOICE, AND SO WE HAVE SEVERAL WINTERS HERE.
IF WE CAN HAVE MARIA MARKOVICH FROM PLEASANT VALLEY MIDDLE SCHOOL.
IS MARIA HERE? MARIA, COME ON UP.
[APPLAUSE] WE HAVE CHELSEA HUNT FROM LAURIN MIDDLE SCHOOL.
[APPLAUSE] WE HAVE SAMBA BRAMOVA FROM PRAIRIE HIGH SCHOOL.
[APPLAUSE] WE HAVE VITALIA AKMOLDOVA FROM GLENWOOD HEIGHTS PRIMARY, [APPLAUSE] AND SYDNEY SHAFTY FROM PRAIRIE HIGH SCHOOL.
WHILE THEY ARE GETTING THEIR PICTURES TAKEN, I WOULD JUST LIKE TO GIVE A THANK YOU TO A LOT OF PEOPLE WHO HELPED PARTICIPATE IN MAKING ALL OF THIS HAPPEN.
WE HAVE BARB HALTERMAN AND BECKY BROYLES.
IF YOU'RE JUST STANDING, WAVE REAL QUICK, PLEASE.
THESE ARE OUR TEACHERS WHO ORGANIZE THE ART SHOW THIS YEAR.
>> HOLD ON, LADIES, FEW MORE PICTURES.
>> WE ALSO HAVE JENNA BUSHER HILL, AMANDA RICHTER AND CHRIS BROWN FROM THE COMMUNICATIONS DEPARTMENT.
I WOULD LIKE TO THANK THEM FOR THEIR TIRELESS EFFORT AND PUTTING ALL OF THIS TOGETHER, SO GOOD WORK.
[APPLAUSE] SANDY URANEE AND LISA RANDALL FOR HELPING US ORGANIZE AS WELL.
THAT CONCLUDES THE ART SHOW THIS EVENING.
THANK YOU SO MUCH FOR COMING AND CONGRATULATIONS TO ALL OF YOU.
>> WITH THAT, WE'LL TAKE A FIVE-MINUTE BREAK.
IF ANYBODY THAT WAS ATTENDING THE ART SHOW, IF THEY DON'T WANT TO STAY FOR THE REST OF THE BOARD MEETING, YOU'RE WELCOME TO EXIT NOW.
WE'RE READY TO GET STARTED AGAIN.
YOU'RE GOING TO CIRCLE BACK JUST FOR A FEW MINUTES TO STUDENT VOICE AND CHECK IN WITH OUR STUDENT RECORD REPRESENTATIVES.
>> RECENTLY FOR BATTLEGROUND, WE'VE HAD JUST A FEW THINGS HAPPENING AND WE HAD OUR EXECUTIVE ELECTIONS FOR OUR ASB FOR NEXT YEAR, SO THAT WAS VERY EXCITING AND NEXT, WE'RE ALSO DOING OUR CLASSROOM REPRESENTATIVE ELECTIONS FOR OUR ASB.
WE'RE JUST REJUVENATING AND REVAMPING OUR ASB FOR NEXT YEAR.
WE HAVE A TOLOWER DANCE NEXT, I THINK IT'S JUNE 3RD, FROM 7-10 PM AND THE THEME IS GLOW LOW.
IT'S GOING TO BE A GLOW IN THE DARK TYPE MOMENT FOR THAT DANCE. THAT'S VERY EXCITING.
IT'S THE FIRST TIME IN A FEW YEARS THAT WE'VE HAD ALL FOUR DANCES AND A YEAR SO WE'RE REALLY EXCITED FOR THAT ONE.
WE HAD THE HAZEL DELL PARADE THIS LAST SATURDAY FOR THE MARCHING BAND.
THAT WAS VERY EXCITING AND I THINK THERE WERE TAKING PART IN THE ROSE PARADE THIS YEAR TOO. THAT'S VERY FUN.
WE'RE HAVING A SPIRIT WEEK FROM MAY 31ST TO JUNE 3RD.
SINCE IT'S A FOUR-DAY WEEK, WE'RE GOING TO HAVE COUNTRY VERSUS COUNTRY CLUB ON TUESDAY, COUCH POTATO VERSUS GYM BRO ON WEDNESDAY, SUMMER VERSUS WINTER ON THURSDAY AND FRIDAY IS GOING TO BE A COLOR WARS DAY WITH A COLOR WAR ASSEMBLY ALONG WITH IT, LEADING UP TO THAT TOE DANCE ON THE THIRD.
WE HAD A POWDER PUFF GAME RECENTLY.
IT WAS A GIRL'S FLAG FOOTBALL GAME, AND THAT WAS VERY EXCITING.
IT DIDN'T GO AS PLANNED, BUT THINGS NEVER REALLY DO.
YEAH, THAT'S ABOUT IT FOR RECENTLY. WHAT ABOUT YOU RICARDO?
>> YEAH. UNFORTUNATELY, I WAS UNABLE TO GO TO THE POWDER PUFF OF AIR BECAUSE WE ALSO HAD OUR SWING INTO SPRING OF IT THAT DAY, AND IT CAME OUT REALLY NICE AND WE'RE THINKING ABOUT DOING IT ANNUALLY SO NEXT YEAR AROUND THIS TIME,
[00:35:01]
YOU GUYS SHOULD DEFINITELY COME AND SEE OUR JAZZ BANDS PERFORMED.OVER PVM, WE'RE GOING TO HAVE OUTDOOR SCHOOL ON THE 31ST AND UP TO THE SECOND.
I'VE HEARD SOME GREAT THINGS ABOUT THE KIDS THIS YEAR.
TODAY AND TOMORROW WE'RE SAY TESTING OBVIOUSLY.
IT'S NOT THE FUNNIEST THING FOR THE STUDENTS, BUT IT'S SOMETHING THAT WE HAVE TO DO.
WE ALSO HAVE OUR DISTRICT JAZZ ON THE 30TH.
ALL THE MIDDLE SCHOOLS AND ALL THE HIGH SCHOOLS OR BOTH ARE HIGH SCHOOLS GET TO PERFORM THERE.
I DON'T REMEMBER WHAT TIME IT IS.
I THINK IT STARTS AT SOMETHING LIKE THAT.
WE HAVE OUR FINAL BAND CONCERT ON THE SIXTH.
[LAUGHTER] SCHOOL TOURS, THE BOARD IS GOING TO PUNCH TO THE SCHOOLS, FORGOT THE LIST I'M NOT GOING TO LIE.
THAT IS MY BAD. BUT ON THE 25TH AND OUR JAZZ COMBO IS GOING TO BE PERFORMING.
AT PRAIRIE, WE ALSO HAVE OUR ASSEMBLY ON THE SECOND, I BELIEVE THAT OUR MULTICULTURAL CLUB IS HOSTING THE ASSEMBLY.
WE JUST GOT DONE WITH ASD VOTING SO WE HAVE OUR EXACT FOR NEXT YEAR ALL PICKED OUT AND THEN HAZEL DELL PARADE JUST HAPPENED ON SATURDAY.
>> ANY QUESTIONS FOR STUDENTS? THANKS FOR SHARING GUYS.
SORRY, I MISSED YOUR EARLIER WORK THE WEIGHT IS ALWAYS.
WITH THAT, WE ALSO HAVE A SPECIAL PRESENTATION TONIGHT AND I'D LIKE TO INVITE MIKE MARYLAND UP TO THE PODIUM.
[LAUGHTER] WELL, THANK YOU FOR INVITING ME HERE TONIGHT, DANNY. THANK YOU BOARD.
MY NAME IS MIKE NORLAND AND I AM THE ASSISTANT SUPERINTENDENT FOR TEACHING AND LEARNING AT ESD 112.
I ALSO SERVE AS THE WASA CHAIR FOR OUR HONORARY AWARDS PROGRAM.
WASA IS WASHINGTON ASSOCIATION OF SCHOOL ADMINISTRATORS.
EVERY YEAR WE ALL NINE EST REGIONS THROUGHOUT THE STATE WE HONOR STAFF, WE HONOR COMMUNITY LEADERS, AND WE HONOR STUDENT LEADERSHIP.
THIS YEAR'S WINNER FOR THE ESD 112 REGION IS RICARDO DEL MARTIN. [LAUGHTER]
>> RICARDO MARTIN DEL CAMPBELL.
>> RICARDO MARTIN DEL CAMPBELL.
[APPLAUSE] RICARDO, LET ME JUST GO OR WHAT THE CRITERIA IS TO SELECT THE STUDENT LEADERSHIP AWARD WINNER.
THE WASA STUDENT LEADERSHIP AWARD RECOGNIZES OUTSTANDING STUDENT LEADERS WHO HAVE CREATED OR PLAYED A SIGNIFICANT LEADERSHIP ROLE IN INITIATIVES OR PROGRAMS THAT PROMOTE ACCESS, EQUITY, OR SOCIAL JUSTICE IN THEIR SCHOOL AND COMMUNITY.
HERE ARE THE CHARACTERISTICS, DEMONSTRATES LEADERSHIP AND SERVES AS A ROLE MODEL BY PARTICIPATING IN AND ORGANIZING EVENTS THAT PROMOTE RESPECT FOR DIVERSITY, EQUITY, AND INDIVIDUAL DIFFERENCES.
THROUGH COLLABORATION AND COMMUNITY ENGAGEMENT, DEMONSTRATE THE ABILITY TO INSPIRE, MOTIVATE, AND IMPACT THE GROWTH AND DEVELOPMENT OF OTHERS.
EXEMPLIFIES INTEGRITY AND ALL WORDS AND ACTIONS AND MAINTAINS A POSITIVE IMAGE AND PRESENCE WITHIN THE SCHOOL AND GREATER COMMUNITY, EVOKES HOPE AND DEMONSTRATES INITIATIVE BY SEEKING WAYS TO ENRICH THE FUTURE.
LAST BUT CERTAINLY NOT LEAST, DISPLAYS A STRONG WORK ETHIC BOTH INSIDE AND OUTSIDE THE CLASSROOM.
I JUST LIKE TO SHARE A FEW WORDS THAT WERE PART OF RICARDO'S NOMINATION.
IN HIS ROLE A STUDENT REPRESENTATIVE ON THE BATTLEGROUND BOARD OF DIRECTORS, PRAIRIE HIGH SCHOOL SENIOR, RICARDO MARTIN DEL CAMPBELL, SORRY, PROVIDES ADVISORY VOTES AND PERSPECTIVES ON ISSUES INCLUDING A MULTICULTURAL LITERATURE COURSE AND TEXTBOOK.
HE REPRESENTED THE BOARD AND DISTRICT AT THE 2022 WASA CONFERENCE AND THE 2023 DAY ON THE HILL.
TO GATHER AND SHARE STUDENT INPUT, RICARDO MEETS WITH YOUNGER STUDENTS FROM AROUND THE DISTRICT.
RECENTLY, HE PARTICIPATED IN A STUDENT PANEL DISCUSSION FOR THE DISTRICT CITIZENS ADVISORY COMMITTEE.
RICARDO ASPIRES TO BE AN EDUCATOR AND AFTER YOU GET THAT DEGREE,
[00:40:02]
I'M SURE YOU COME BACK DANNY IS GOING TO HIRE YOU [LAUGHTER] [OVERLAPPING] AND WOULD NO DOUBT CONTINUED TO BE AN ADVOCATE FOR EACH STUDENT.RICARDO [LAUGHTER] IT IS MY HONOR AND PRIVILEGE TO AWARD YOU WITH THE WASA STUDENT LEADERSHIP.
[APPLAUSE] RICARDO AS I GOT THIS OUT OF THE PACKAGE, JUST KNOW, I NOTICED THERE'S A BIG SCRATCH ON IT AND I WOULD LIKE TO JUST TAKE IT BACK, GET ONE THAT'S NOT SCRATCHED AND I CAN GIVE TO MR. WATERS TO GIVE TO YOU, BUT THAT'S OKAY BECAUSE IT'S A PRETTY PRESTIGIOUS AWARD.
YOU DON'T WANT A SCRATCH ON IT.[LAUGHTER]
>> [APPLAUSE] MIKE THANK YOU SO MUCH FOR BEING HERE.
>> I'LL MAKE SURE WE GET YOU [LAUGHTER]
>> MIKE AGAIN THANK YOU FOR BEING HERE AND TAKING TIME OUT OF YOUR SCHEDULE, IT MEANS A LOT TO US, A LOT TO RICARDO AS WELL.
>> THANKS FOR BEING HERE. THIS IS A VERY FUN THING TO GIVE OUT AWARDS.
YOU HAVE A LOT OF THEM GIVEN OUT TONIGHT IF YOU WANT.
>> CONGRATULATIONS, MY FRIEND.
>> THANK YOU. I WOULDN'T HAVE GOTTEN THE CAR ACCIDENT [LAUGHTER] IF I KNEW [LAUGHTER] BUT THANK YOU SO MUCH.
>> WE WILL MOVE ON TO COMMITTEE REPORTS.
I'M STARTING WITH THE LEGISLATIVE COMMITTEE.
NO REPORT. MOVING ON TO THE AUDIT COMMITTEE.
>> BATTLEGROUND EDUCATION FOUNDATION.
>> THANK YOU VERY MUCH. THE MOD PIZZA FUNDRAISER WAS LAST NIGHT.
HOPEFULLY, I DON'T THINK THAT THEY KNOW NECESSARILY YET HOW SUCCESSFUL THAT WAS, BUT HOPEFULLY IT WAS EXTREMELY SUCCESSFUL.
THE DATES FOR THE JUNE MEETING HAD BEEN ANNOUNCED AND THAT'S GOING TO BE IN-PERSON AT NORTHWOOD, WHICH I DON'T HAVE TO FIND AN EXCUSE TO GO TO THE NORTHWOOD SO LOOKING FORWARD TO THAT.
>> WE HAD OUR LAST MEETING THAT WE'RE GOING TO HAVE UNTIL AUGUST SO NO MORE AFTER THIS ONE FOR A LITTLE WHILE.
BUT THE BIGGEST THING WAS THAT THE AMENDMENTS THAT WERE POST HAD BEEN APPROVED.
THE ONE IN PARTICULAR THAT IMPACTS OUR SCHOOL DISTRICT MOST SIGNIFICANTLY IS THE CHANGE IN CLASSIFICATION THRESHOLDS FROM 1,300 BEING THE BREAKING POINT FOR 3A TO 4A IS NOW DOWN TO 1225.
WITH ENROLLMENT NUMBERS, I THINK WE CAN EXPECT PRIOR TO BUMP UP TO 4A, STILL EVALUATING AS WE GO, THE CLASSIFICATIONS HAPPEN THIS DECEMBER, AND THEN ANY APPEALS WOULD HAVE TO COME IN IN JANUARY SO WE'RE GOING TO CONTINUE TO TRACK THOSE NUMBERS AND SEE WHAT IMPACT THAT DOES HAVE US ON IT.
BUT AGAIN, IT WAS APPROVED SO THEY'LL BE MORE TO COME.
>> ARE THERE OTHER SCHOOLS AND OUR COUNTY THAT WOULD HAVE THAT SAME MOVE?
>> POTENTIALLY, THERE'S A PROJECTION THAT WE COULD SEE MOUNTAIN VIEW JUMP FROM 38248, BUT IT'S STILL EARLY.
I KNOW THAT SOME OF THE SPORTS COMMUNITIES ALREADY MADE SOME DECLARATIONS ON THAT, BUT I'M NOT 100% CONVINCED YET, SO WE'LL JUST HAVE TO WAIT AND SEE.
>> YEAH, WE COULD SEE A SWITCH.
>> WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION UPDATES.
DOES ANYONE HAVE ANYTHING TO SHARE?
>> I DID HAVE A TRUST LANDS COMMITTEE MEETING TODAY AND IT WAS A RECAP OF WHAT PROGRESS IS MADE AT THE LEGISLATURE AND THEN I'M ACTUALLY PLANNING FOR NEXT YEAR'S LEGISLATIVE DEALS.
IT INCLUDED SUPERINTENDENT CHRIS REYKDAL, THEIR LEAD LEGISLATIVE AIDE FOR OSPI, THE LEGISLATIVE REPRESENTATIVE FROM THURSTON COUNTY AND MEMBERS OF THE DNR AND I THINK MY MAIN TAKEAWAY IS EVEN THOUGH THERE WERE SOME SMALL GAINS MADE IN THE TRUST LANDS AREA, WHICH IS AGAIN FOR FUNDING SCHOOL CONSTRUCTION.
THAT THEY'RE REALLY LOOKING AT THE LONG GAME AND I
[00:45:03]
KNOW I'VE ONLY BEEN ON THE COMMITTEE A YEAR-AND-A-HALF.BUT THIS GROUP WASN'T A GROUP A YEAR-AND-A-HALF AGO.
NOW THERE'S FIVE DIFFERENT GROUPS WORKING TOGETHER.
I LIKE OUR OWN SAYING HERE IN BATTLE GROUND WORKING BETTER TOGETHER.
ALL ADVOCATING FOR PROVIDING MORE RESOURCES FOR SCHOOL CONSTRUCTION THROUGH THE TRUST LANDS GROUP AND THAT'S A REAL POSITIVE SIGN.
SUPERINTENDENT REYKDAL ACTUALLY SAID THEY DID PLAN IS TO BE THE FIRST TIME THAT WOULD COME THROUGH OSPI THAT THEY WOULD RECOMMEND EITHER THE 50 OR 55% PASSAGE RATE FOR BONDS. THAT'S IT.
>> ANYBODY ELSE? YOU WANT TO TALK ABOUT THE MEETING?
>> YEAH. THE REGIONAL WAS THE MEETING WAS LAST WEEK, I BELIEVE AND I JUST THOUGHT IT WAS A GREAT WAY TO GET TOGETHER WITH AND LISTEN TO BOARD MEMBERS FROM ALL OVER THE SOUTHWESTERN WASHINGTON AREA AND THE CONVERSATIONS WE HAD WERE ABOUT STUDENT VOICE WAS ONE THING.
WE HAD A LOT OF CONVERSATION ABOUT STUDENT VOICE AND I WAS PLEASED TO FIND OUT THAT WE ARE DOING A LOT MORE THAN THAN MANY OTHER DISTRICTS.
MANY DISTRICTS DON'T HAVE STUDENT REPS AND OR THE STUDENT REPS DON'T HAVE AN ADVISORY VOTE, AND I DIDN'T RUN INTO ONE OF THEIR DISTRICT THAT ACTUALLY HAS A STIPEND, HASN'T APPROVED A STIPEND FOR STUDENT REP.
I THINK WE'RE DOING A GOOD JOB IN THAT AREA.
WAS NICE TO TALK TO OTHERS THOUGH.
I THINK I GAVE IDEAS, ONE OF THE IDEAS THAT ONE OF THE OTHER SCHOOL BOARD MEMBERS LIKED A LOT WAS THE FACT THAT WHEN WE HAVE CITIZENS' COMMENTS THAT YOU GET TO DO THE TIMING, THEY FELT LIKE IT WAS A LOT LESS THREATENING COMING FROM A STUDENT.
>> ANYBODY ELSE HAS ANYTHING TO ADD? I HAD A COUPLE OF THINGS.
A COUPLE OF A TIE INTO THAT WAS, WE AS BOARD MEMBERS AND I WANTED TO SHARE THIS.
THERE WAS A STATE BILL 50, 44 BACK IN 21 THAT PASSED IN THE LEGISLATURE AND THAT REQUIRED THE BOARD TO TAKE EQUITY TRAINING THROUGHOUT EVERY YEAR.
IT WE'LL BACK UP JUST A LITTLE BIT MORE.
WSSDA OVERSEES THAT EQUITY TRAINING AS THEY ARE RESPONSIBLE FOR MAKING SURE THAT'S CARRIED OUT, WAS ONE OF THE TAKEAWAYS.
THROUGH THAT EQUITY TRAINING, I'LL JUST SAY THERE'S NOTHING FUN ABOUT A TWO-AND-A-HALF-HOUR ZOOM TRAINING.
[LAUGHTER] IT WAS GOOD INFORMATION.
BUT IT WAS A LOT AND ZOOM STILL HAS ITS CHALLENGES WHEN YOU GO INTO BREAKOUT SESSIONS AND IT'S STILL GETS A LITTLE SCRATCHY AND NOT EVERYBODY GETS IN THERE AT THE SAME TIME AND YOU HAVE TO LEAVE BEFORE YOU START TALKING, SO THAT WAS THE DOWNSIDE.
THE UPSIDE WAS, THEY DID A FANTASTIC PAMPHLET ON A TIMELINE FROM THE 1800S TO CURRENT.
THAT WAS JUST INTERESTING IN ITSELF, BILLS THAT HAVE PASSED, WHETHER IT WAS LEGISLATIVE, WHETHER IT WAS A CONSTITUTIONAL AMENDMENT, THAT ALL AFFECTS EDUCATION AND HOW IDENTITY AND DISCRIMINATION IS PERCEIVED.
THAT PART WAS REALLY AMAZING AND I APPRECIATED THAT.
I GOT TO WORK WITHIN MY BREAKOUT ROOM.
I HAD BOARD MEMBERS FROM KELSO, ROCHESTER AND SEATTLE, JUST HEARING FROM A DISTRICT, THE SIZE OF SEATTLE TO A DISTRICT THE SIZE OF ROCHESTER.
WE'RE TALKING HUNDREDS TO THOUSANDS AND JUST A HUGE DIFFERENCE IN PERSPECTIVE AND THEN NOT ONLY DID I GET TO MEET ONE OF THE BOARD MEMBERS FROM KELSO.
SHE WAS ALSO AT THE REGIONAL MEETING AND WE GOT TO MEET IN PERSON.
WE GOT TO SHARE SOME TIME ON ZOOM AND THEN WE GOT TO MEET LATER.
MAKING THOSE CONNECTIONS WERE REALLY IMPORTANT TO ME AND THE OTHER THING THAT I WANTED TO SHARE ON WSSDA UPDATE WAS THAT AND I ASSUME ALL THE BOARD MEMBERS GET THEM.
BUT IF YOU DON'T, I THOUGHT IT WAS A REALLY GREAT RESOURCE AND IT WANTED TO REMIND EVERYBODY.
WE GET AN EMAIL THAT'S CALLED DAILY ECLIPPINGS FROM WSSDA AND IT'S JUST NEWS FROM AROUND THE AREA, WHETHER IT'S WSSDA, WHETHER IT'S BLOGS, WHETHER IT'S NEWSPAPER ARTICLES.
I DON'T READ THEM EVERY DAY, BUT A COUPLE OF THINGS CAUGHT MY EYE.
ONE WAS, THERE WAS AN ARTICLE AND THE VERSION FROM THE 15TH OF MAY
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ABOUT SUPERINTENDENTS AND SCHOOL BOARD RELATIONSHIPS FOR LEADERS AND TALKING ABOUT HOW CRITICAL IT IS TO HAVE A GOOD RELATIONSHIP, IF YOU HAVEN'T HAD A CHANCE TO READ THAT, I HIGHLY RECOMMEND IT.THEN AS WELL AS THEY ALSO HAD ON THAT SAME DAY AND THEN BROUGHT IT UP AT THE REGIONAL MEETING AND TALKED ABOUT IT WAS APPARENT BILL OF RIGHTS AND IT WAS PUT TOGETHER BY A REPRESENTATIVE AND IT'S ALL OF THE PARENTS RIGHTS OUT THERE AND I THOUGHT IT WAS REALLY WELL PUT TOGETHER.
I THOUGHT I WAS READING THROUGH IT.
IT HAS A TABLE OF CONTENTS. YOU CAN SEARCH.
WHAT DO I WANT TO KNOW ABOUT BEING TARDY OR BEING ABSENT OR STUDENT DISCIPLINE? YOU COULD JUST SEARCH AND GO RIGHT TO THOSE SECTIONS.
I THINK IT WOULD BE A GREAT RESOURCE FOR OUR PARENTS.
AS WE WERE TALKING ABOUT ADDING THINGS TO THEIR PACKETS, MAYBE EVEN JUST A LIST OF RESOURCES THAT THEY COULD GO TO IN OUR BACK-TO-SCHOOL STUFF, MAYBE THAT WOULD BE SOMETHING THAT JUST ONE MORE LINK AND THEY CAN FIND IT ON THE WSSDA PAGE.
>> WE DO HAVE PLANS TO POST THEM ON THE WEBSITE.
>> I JUST THOUGHT THAT THAT WAS SOME GREAT TAKEAWAYS AND THEY ALL JUST CIRCLED TOGETHER AND REALLY HOW WSSDA IS SUPPORTING US AND HOW WE CAN SUPPORT WSSDA.
I THINK IT'S IMPORTANT THAT THEIR VOICES ARE HEARD AND WE KNOW WHAT'S BEING OUT THERE FOR US.
>> THE ONLY REASON I SAY IT'S HARD TO INCLUDE IN THE BACK-END IS BECAUSE WE REMEMBER WHEN WE WERE AT THE MEETING, IT'S 70 PAGES.
>> WE THOUGHT POSTING IT ON OUR WEBSITE WOULD BE AN APPROPRIATE WAY FOR PARENTS TO BE ABLE TO ACCESS IT AND WE'LL SEND ALL MAYBE SOME PROMOTIONAL FLYER TO LET PEOPLE KNOW THAT IT'S THERE.
>> IT'S A GREAT IDEA AND A GREAT RESOURCE.
THAT WAS WHAT I HAD TO SHARE ABOUT WSSDA.
ANY THOUGHT FROM ANYBODY ELSE? WITH THAT, WE'LL MOVE ON TO DIRECTORY REPORTS.
ANYBODY HAVE ANYTHING THEY WANT TO SHARE?
>> WE SKIPPED OVER THE TOURISTS COMMITTEE.
>> I JUST GOING TO SAY BECAUSE WE WENT TO.
>> I'M JUST REALLY INTO SKIPPING THINGS.
>> SKIPPING THE STUDENTS. [LAUGHTER]
>> IT WAS GOING TO MY DIRECT REPORT ANYWAYS.
>> WE VISITED SOME OF YOU AND THAT WAS MY FIRST TIME ACTUALLY TO SOME OF YOU.
I COULD NOT BE MORE IMPRESSED WITH WHAT THEY'RE DOING OVER THERE.
ACTUALLY, MR. PAULINA WAS THE PRINCIPAL, MY KIDS WHEN THEY WERE AT DAYBREAK.
I HAVE A CONNECTION WITH HIM AND I'VE ALWAYS LOVED HIM AS A PRINCIPAL.
I THINK THAT HE HAS DONE AN ABSOLUTELY PHENOMENAL WORK OVER THERE AND TO SEE THE IMPACT THAT HIM AND HIS STAFF ARE HAVING ON THE STUDENTS THERE.
TO SEE THE WAY THAT THEY APPROACH LEARNING AND THE ONE-ON-ONE RELATIONSHIPS THAT THEY HAVE WITH THEIR STUDENTS.
YOU CAN SEE THESE KIDS WERE JUST COMPLETELY ENGAGED AND HE WALKED US THROUGH SOME OF THE CHANGES THAT SOME OF THE STUDENTS HAVE GONE THROUGH FROM WHERE THEY CAME INTO, SOME OF YOU AND BY TIME THEY WERE OUT WHEN THEY GRADUATED AND WHAT THEY HAD DONE AND I JUST COULDN'T BE MORE IMPRESSED WITH IT.
I GOT TO GENERAL IMPRESSION THAT THERE WERE GETTING TIGHT ON ROOM.
I'M NOT SURPRISED IT'S A PHENOMENAL PROGRAM.
ANYTIME ANYTHING IS GOOD, IT GROWS, IT MIGHT BE FOOD FOR THOUGHT DOWN THE ROAD AND CONSIDERATION OF WHAT WE CAN DO FOR THEM TO IMPROVE THEIR FACILITIES AS FAR AS SQUARE FOOTAGE GOES AND I GET IT REAL ESTATE, THE PREMIUM, BUT WE WANT TO CONTINUE TO SUPPORT THEM.
>> ONE OF THE THINGS THAT I APPRECIATED THAT MR. PAULINA SHARED AND YOU SAW ONE OF THE THINGS THAT DOESN'T HAPPEN REALLY AT SUMMIT VIEW IS YOU CAN HAVE KIDS.
IT DOESN'T MATTER WHO THEY WERE AT THEIR COMPREHENSIVE SCHOOL, WHETHER THEY WERE IN THIS CLICK, OR THAT CLICK.
THEY ARE SIDE-BY-SIDE WITH EACH OTHER WORKING ON PROJECTS AND LEARNING TOGETHER.
THAT WAS JUST REALLY GREAT TO SEE ALL OF THOSE STEREOTYPES BROKEN DOWN BECAUSE EVERYBODY'S THERE FOR REALLY ONE PURPOSE, THEY'RE THERE TO EARN HIGH-SCHOOL DIPLOMA.
THEY BEGIN AND END AT DIFFERENT TIMES.
SOME ARE GRADUATING EARLY, SOME ARE GRADUATING A LITTLE LATER.
IT'S JUST AN OPPORTUNITY TO MEET KIDS WHERE THEY'RE AT AND IT IS AN OPPRESSIVE ENVIRONMENT FOR SURE.
[00:55:03]
THE STAFF AND THEIR TEAM JUST DOES A GREAT JOB.IT'S NEAT AND NEED TOUR TOO, WE WERE ABLE TO CONTINUE TO GO AROUND THE CAMPUS AND BEING THE ADMINISTRATION BUILDING AND GO THROUGH THE DEPARTMENTS, ANDREW AND I GO TO KCB.
THE KCB PROGRAM HAS PRETTY DONE COOL TO BE ON THAT SITE.
ANY STUDENT WHO'S INTERESTED IN THE SCIENCES REALLY NEEDS TO GIVE THAT SOME SERIOUS THOUGHT.
JUST ANOTHER SHOUT OUT TO OUR CTE PROGRAMS THAT WE HAVE IN THE DISTRICT BECAUSE CERTAINLY IS A VERY UNIQUE PROGRAM.
YOU DON'T SEE ANYTHING LIKE IT IN THE COUNTY AND IT'S IMPRESSIVE FOR KIDS TO BE ABLE TO GET A SCIENCE CREDIT AND ENGLISH CREDIT, AN ELECTIVE CREDIT OR A CTE CREDIT IN THAT PROGRAM AND A HALF-DAY PROGRAM AND SUCH HANDS-ON LEARNING, IT'S PRETTY AWESOME.
>> I THINK I CERTAINLY ECHO TED'S COMMENTS WITH REGARD TO SOME OF YOU.
WHEN I FIRST GOT THERE, I WAS ABLE TO SPEAK WITH THE PRINCIPAL AND JUST ABOUT PHILOSOPHY OF EDUCATION.
SOME OF YOU FITS INTO THAT PHILOSOPHY OF EDUCATION.
I THOUGHT IT WAS AN EXTREMELY ENLIGHTENING DISCUSSION.
I WAS REALLY IMPRESSED WITH THE CALIBER OF THE EDUCATION STUDENTS ARE RECEIVING AT SUMMIT VIEW AND FROM DIFFERENT STARTING POINTS.
I THINK THE MASTERY BASED STANDARDS SEEMS REALLY TO BE WORKING FOR A LOT OF THOSE STUDENTS.
IT'S AN INTERESTING PHILOSOPHY. I WAS VERY IMPRESSED.
CASEY, I COULD'VE SPENT ALL DAY THERE JUST EXPLORING.
I WENT MUCH LONGER THAN I TOLD MY WIFE I WOULD AND IT STILL WASN'T ENOUGH TIME.
BUT I REALLY ENJOYED THE SECOND PART OF THE TOURISM WHILE SHALL HE MEETING LITERALLY EVERYBODY THAT WAS IN THEIR OFFICE AND NOT RUNNING AROUND A DIFFERENT SCHOOL CAMPUSES, WHICH IS WHAT MOST PEOPLE DID.
IT WAS REALLY GREAT. REALLY AM LOOKING FORWARD TO EXPLORING MORE OF THAT CAMPUS SOON.
>> A GREAT PLACE TO TAKE THE KIDS.
>> THEY SPEND THE DAY THERE, YOU LOOK UPON THEM.
LOCK THE TRAILS AND LOOK AT THE GARDENS. IT'S WONDERFUL.
>> ANYTHING ELSE ON TOURS? DIRECTOR'S REPORTS.
>> I GOT ONE. WE MET WITH THE ATHLETIC REVIEW TEAM LAST WEEK, I BELIEVE, AND WE REVIEWED THE RESULTS FROM THE THREE-YEAR SURVEY THAT THE STATE HAS US DO.
I CAN'T REMEMBER THE SURVEY, WAS IT SPORTS?
>> YEAH, I CAN'T REMEMBER THE NAME OF THE SPORT, BUT THAT'S WHAT IT IS.
IT'S ABOUT THE LEVEL OF INTEREST IN THE DIFFERENT SPORTS ACTIVITIES THAT THE DISTRICT OFFERS.
THE SURVEY GOES OUT TO EVERYBODY IN THE DISTRICT, STUDENTS.
WHAT WAS AN INTERESTING RESULT ON THERE, WELL THERE WERE SPORTS, THAT RANKED REALLY HIGH THAT WE ALREADY OFFER.
THE ONE THAT WE DON'T THAT ACTUALLY I THINK WAS FOURTH OR FIFTH OVERALL, BADMINTON.
BADMINTON RANKED EXTREMELY HIGH.
ONE OF THE PROBLEMS OBVIOUSLY IS THAT IT'S NOT A COMPETITIVE SPORT WITH OTHER DISTRICTS, SO WE COULDN'T START A LEAGUE, BUT WE CAN CONSIDER INTRAMURAL.
THERE'S SOME ONGOING CONVERSATIONS ABOUT WHAT THAT WOULD LOOK LIKE ABOUT POTENTIALLY OFFERING BADMINTON AS AN INTRAMURAL SPORT, PROBABLY STARTING OUT AT THE MIDDLE SCHOOL SPORTS, AND THEN MAYBE HAVING A CONVERSATION ABOUT HIGH SCHOOL.
BUT AT THAT POINT AGAIN, INTRAMURAL HOW MUCH COMPETITION IS THERE GOING TO BE? THAT'S ALWAYS THE QUESTION.
YEAH, JUST INTERESTING BADMINTON. IT'S FUN.
>> DO EITHER OF YOU PLAY BADMINTON? I LOVE BADMINTON.
>> INTERESTING COMMENT THAT CAME OUT OF THAT WAS THE RISK MANAGEMENT.
WAS IT ACTUALLY HAS A HIGH CONCUSSION RATE? BECAUSE THE POLES THAT'S USED FOR THE NETS IS NOT PADDED LIKE IN VOLLEYBALL, SO WHEN ATHLETES RUN INTO THAT, IT ACTUALLY CAUSES INJURY BECAUSE IT'S NOT HEAVILY PADDED.
I KNOW I'M LIKE, REALLY THAT HAS A HIGH CONCUSSION RATE? BUT YEAH, APPARENTLY IT DOES.
IT'S A DANGEROUS SPORT, SO WE JUST HAVE TO CONSIDER THAT IF WE DECIDE TO OFFER IT.
BUT ANYWAY, TALKS ARE ONGOING.
I JUST THOUGHT THAT WAS COOL. BADMINTON.
>> DID PICKLE-BALL, MAKE THE LIST?
>> IT DID NOT [LAUGHTER] [OVERLAPPING].
>> IT'S A STATE SPORT? [LAUGHTER]
[01:00:02]
>> I'M JUST GOING TO SAY, NOW WE GOT A LAUNDRY LIST OF SCHOOL BARBECUES THAT WE COULD SIGN UP FOR, AND I DID MAKE IT TO THE GLENWOOD ONE ON A WONDEROUS DAY THAT EVERYBODY COULD EAT OUT OUTSIDE AT THE TABLES AND THINGS LIKE THAT AND IT WAS GREAT.
THANKS TO JAMES AND SODEXO FOR REVIVING THAT.
IT ALMOST SEEMS LIKE, I DON'T KNOW, MAYBE NOT A MISSED OPPORTUNITY, BUT A OPPORTUNITY BECAUSE THERE'S A LOT OF PARENTS TURN OUT THERE THAT SAYS WE NEED TO HAVE PARENTS COME, INTERACT EVEN IF IT'S JUST FOR LUNCHTIME OR WHATEVER THEY'RE GOOD.
>> I'M SURE YOU SAW SANDY'S EMAIL THAT IT IS A HAWAIIAN THEME.
>> I WAS JUST GOING TO ASK YOU IF YOU WORE YOUR HAWAIIAN SHIRT.
>> ALL OF THEM ARE HAWAIIAN SHIRTS [LAUGHTER].
>> I THINK I CAN MAKE IT TO CHEAP, YEAH.
>> I ATTENDED LAST THURSDAY, THE LUNCH OF THE CTE LUNCHEON TO HONOR STUDENTS WHO ARE ENTERING AN APPRENTICESHIP OR SIGNING FOR AN APPRENTICESHIP.
AS USUAL, IT WAS VERY WELL DONE, AND WE HAD SO MANY COMMUNITY MEMBERS AND BUSINESSES THAT WERE HERE.
I'M ALWAYS IMPRESSED WITH CTE AND HOW THEY PUT TOGETHER THIS LUNCHEON TO HONOR THOSE KIDS WHO MAKE THIS COMMITMENT.
THAT WAS VERY FUN AND INTERESTING, AND I DO PLAN TO ATTEND A COUPLE OF THE BARBECUES, THE ONE AT YACOLD AND AT CAMP.
HOPEFULLY, I CAN MAKE IT TO THOSE TWO.
>> ON SATURDAY, I WENT TO THE HAZEL DELL PARADE WHERE THE DISTRICT WAS VERY WELL REPRESENTED, INCLUDING TUKE'S VALLEY MIDDLE SCHOOL.
JUST TO SEE ALL OF THOSE BANDS IS REALLY IMPRESSIVE.
>> WE HAVE THE STRONGEST SHOWING OF ANY DISTRICT.
>> OH, YEAH. NO, THE DISTRICT SHOWING WAS VERY STRONG AND IT WAS A GREAT TIME.
THE WEATHER THREW US FOR A LITTLE BIT OF A LOOP BECAUSE IT WAS REALLY OVERCAST AND IT LOOKED LIKE IT MIGHT RAIN LITERALLY ON OUR PARADE.
BUT THEN IT TURNED AROUND AND GOT PRETTY WARM TOWARD THE AFTERNOON.
IT WAS A GREAT TIME AND I THINK THE DISTRICT WAS EXTREMELY WELL REPRESENTED.
>> I HATE TO TELL YOU SUPERINTENDENT WATERS, BUT LAUREN DID PLAY ANOTHER BRICK IN THE WALL.
>> [LAUGHTER] YEAH, THAT WAS THE PREMONITION.
THEY BETTER NOT PLAY THAT THERE.
[LAUGHTER] SORRY, I KNOW THEY THINK WHY DIANE?
>> I FOUND OUT THROUGH A FORWARDED EMAIL FROM THE STAFF THAT BATTLEGROUND'S SAFEWAY IS RUNNING A FOOD DRIVE TO OFFSET OUR FREE MEAL PROGRAM FOR STUDENTS DURING THE SUMMER.
IT IS CALLED NABISCO ATTACK OR SOMETHING LIKE THAT.
YOU CAN GO BUY NABISCO PRODUCTS, IT'S THROUGH THIS WEEKEND.
THEN THEY ARE TAKING ALL OF THOSE AND THEY WILL TAKE THEM TO THE FOOD PANTRY AT THE DISTRICT.
IT WAS INTERESTING HOW I CAME ACROSS IT, BUT THERE IS COOKIE MONSTER ON IT, AND HOW CAN YOU SAY NO TO COOKIE MONSTER? [LAUGHTER] I WANTED TO SHARE IT WITH ALL OF YOU IN CASE ANYBODY WANTED TO PARTICIPATE IN THAT, AND I HAVE AN EMAIL I CAN FORWARD OUT TO THE BOARD IF YOU'RE INTERESTED.
I'LL DO THAT. I JUST WANTED TO LET YOU KNOW IT WAS COMING.
I ALSO WENT TO THE CAC MEETING.
ALWAYS A GREAT CONVERSATION, SUCH AN IMPRESSIVE GROUP OF PEOPLE, JUST GETTING THEIR FINAL THOUGHTS.
IT WAS THE LAST MEETING OF THE SCHOOL YEAR FOR THEM, AND THERE WAS CAKE.
AGAIN, FOOD DRIVEN, YOU CAN'T GO WRONG WITH THAT.
THEN THE LAST, I ATTENDED THE PRAIRIE HIGH SCHOOL PLANT SALE.
I MISSED BATTLEGROUND BY A DAY, WE WERE OUT OF TOWN BUT GOT SOME GORGEOUS PLANTS.
JUST AS ALWAYS, SUCH AN AMAZING PROGRAM FOR THOSE STUDENTS AS WELL.
I LOVE TO BE ABLE TO GET OUT AND SUPPORT THE STUDENTS.
IT WAS GOOD. STUDENTS, DID I MISS ANYTHING?
>> ANYBODY ELSE? I'M GOING TO MOVE ON.
IT'S OFFICIALLY YOURS, MR. WATERS.
[6. Superintendent and Staff Updates]
>> THANK YOU VERY MUCH. I APPRECIATE THE BOARD COVERING SO MANY THINGS BECAUSE ACTUALLY, I HAD FOUR THINGS ON MY LIST THAT I WAS GOING TO COVER.
ONE WAS THE HAZEL DAYS ADELE BAND, I WASN'T ABLE TO ATTEND.
I WAS UP IN SEATTLE VISITING MY DAUGHTER, BUT I DID HEAR OF SOME WONDERFUL THINGS AND I GOT A LOT OF POSITIVE FEEDBACK FROM COMMUNITY MEMBERS AND PARENTS.
[01:05:03]
I WANTED TO CONGRATULATE ALL THE STUDENTS WHO PARTICIPATED, ALL OUR MUSICIANS, AND ALSO TO CONGRATULATE ALL OF OUR BAND DIRECTORS BECAUSE THEY CONTINUE TO DO AN OUTSTANDING JOB.I WAS GOING TO BRING UP THE APPRENTICESHIP SIGNING.
I WAS THERE ALONG WITH MARY AND WITH SHELLEY, AND THAT'S A FANTASTIC EVENT.
MY NEIGHBOR ACTUALLY WAS ONE OF THE APPRENTICES THAT WAS SIGNING, HE SIGNED FOR ELECTRICIAN.
THAT'S JUST ALWAYS A GOOD EVENT AS MARY SAID.
I WAS GOING TO BRING UP THE CAC MEETING AND ANOTHER GREAT, FANTASTIC MEETING.
WE HAD ONE OF OUR STUDENT BOARD REP CANDIDATES BRING UP THE IDEAS OF CELL PHONES, AND THAT WAS A DISCUSSION THAT WE HAD ABOUT CELL PHONES AND VERY MIXED.
SOME WHO WERE, WE SHOULD BAN CELL PHONES, AND OTHERS WHO WERE LIKE, NO CELL PHONES PLAY AN IMPORTANT PART AND WE JUST NEED TO WORK ON INTEGRATING INTO THE SYSTEM BETTER.
IT WAS A VERY INTERESTING DISCUSSION THERE.
WE TALKED A LOT ABOUT THE WEATHER DECISIONS AND THE SPLIT DISTRICT SITUATION THAT WE HAVE.
IT WAS I'D SAY ALMOST 100 PERCENT IN FAVOR OF CONTINUING THE SPLIT WEATHER JUST BECAUSE OF THE VARIATION THAT WE HAVE IN THE DISTRICT.
LAST BUT CERTAINLY NOT LEAST, I WANTED TO BRING UP THAT I WAS ABLE TO ATTEND THE PLAY AT BATTLEGROUND HIGH SCHOOL, THE WONDERLAND, ALICE'S ROCK AND ROLL ADVENTURE.
I ATTENDED AND I THOUGHT IT WAS ABSOLUTELY FANTASTIC A DIFFERENT TAKE ON THINGS.
FANTASTIC PERFORMANCES BY THE ENTIRE CAST AND A BIG CONGRATULATIONS TO CASH HENRY AND HIS CREW.
FOR TEACHING AND LEARNING, WE HAVE NO REPORT.
FOR HUMAN RESOURCES, WE HAVE NO REPORT.
FOR FINANCE, WE HAVE JUST A SHORT REPORT.
I'LL TURN IT OVER TO MICHELLE SCOTT OUR CFO.
>> THANK YOU, SUPERINTENDENT WATERS.
>> THANK YOU, BOARD. JUST A QUICK UPDATE ON [NOISE] BUDGETING FOR THE '23, '24 SCHOOL YEAR.
WE ARE IN FULL SWING NOW THAT THE STATES OUT AND WE HAVE SOME INFORMATION ON STATE FUNDING AND OSPIS WORKING AS FAST AS THEY CAN TO GET ALL THEIR SYSTEMS UPDATED.
WE RELY ON THEIR SYSTEMS FOR REPORTING, PREPARING OUR BUDGET DOCUMENTS AND SO WE WILL HAVE A BUDGET WORKSHOP FOR YOU, AT THE LAST MEETING IN JULY AND THEN WE WILL HAVE OUR BUDGET ADOPTION IS SCHEDULED IN AUGUST AND IT'S THE LAST MEETING IN AUGUST, SO MORE TO COME. THANK YOU.
>> THANK YOU, MICHELLE AND NO OPERATIONS REPORT KEVIN IS UNABLE TO ATTEND TONIGHT AND SO THAT BRINGS US TO OUR COMMUNICATIONS REPORT.
>> GOOD EVENING, SOME OF YOU HAVE ALREADY MENTIONED [INAUDIBLE] ADVANCED SO COMMUNICATION OFFICE WITHOUT FORCE AND WE'RE ABLE TO CAPTURE VIDEOS OF EVERYONE WHO PARTICIPATED.
I WANTED TO ECHO THE COMMENTS THAT WERE SHARED EARLIER AND JUST CONGRATULATE LAUREN PRAIRIE, CHIEF BATTLEGROUNDS TUKES PLUS THE VALLEY DAYBREAK AND AMBOY AND WE HAVE A SHORT VIDEO FOR YOU TO BE ABLE TO SEE IN HERE.
THIS IS AMBOY PERFORMANCE IN THE BAND.
>> THANK YOU FOR DOING THAT AND THAT'S IT FOR THE SUPERINTENDENT'S STAFF UPDATE.
>> THAT BRINGS US TO CITIZENS COMMENTS.
[7. Citizens' Comments]
[01:10:01]
[NOISE] THANK YOU. WE DO HAVE SOME CITIZENS COMMENTS.WE DO LIMIT THOSE TO THREE MINUTES AND RICARDO HAS THE 30-SECOND REMINDER AND THEN AS WELL AS THE RED REMINDER. [LAUGHTER]
>> RICARDO, NOW ARE YOU GOING TO BE USING YOUR, BECAUSE WE'RE NOT GOING TO HAPPEN.
[OVERLAPPING] YOU ARE GOING TO HAVE IT ON THE SCREEN.
>> WE HAVEN'T ON THE SCREEN AS WELL.
>> I DIDN'T KNOW. I THOUGHT WE WEREN'T.
>> HELLO AGAIN. ONCE AGAIN, I STAND BEFORE YOU TO BRING ATTENTION TO THE CONTINUING CONCERNS THAT I RAISED DURING THE PREVIOUS BOARD MEETING I ATTENDED ON 24, 23.
AS I AM CONFIDENT THE BOARD IS AWARE, BOTH MY REPORTS WERE SUBSEQUENTLY SUBMITTED TO OSPI AND OFFICE OF CIVIL RIGHTS ARE CURRENTLY UNDER INVESTIGATION.
I WANT TO EMPHASIZE TO THE DISTRICT THAT MY DECISION TO FILE THE COMPLAINTS WITH OSPI AND OCR WAS MY LAST RESORT.
I FELT COMPELLED TO TAKE ACTION AFTER THE DISTRICT IMPOSED A GAG ORDER ON ME FOR MY ADVOCATING OF MY STUDENT'S RIGHTFUL ACCESS TO HER EDUCATION.
DESPITE THE DISTRICT'S ATTEMPTS TO SILENCE ME, I REFUSE TO BE SILENT.
IN MY PRIOR ADDRESS, I VOICED MULTIPLE CONCERNS REGARDING THE DISTRICT'S PRACTICES AND WHAT I BELIEVE IS THEIR FAILURE TO IDENTIFY AND SUPPORT MY STUDENT, WHICH IS HINDERING HER PROGRESS AND EXACERBATING HER ALREADY DIRE CIRCUMSTANCES.
REGRETFULLY, MY STUDENT'S SITUATION CONTINUES TO WORSEN.
THE DISTRICT MUST STOP THEIR ONGOING NEGLIGENCE BY IGNORING THE SITUATION AND ACKNOWLEDGE THE SUBSTANTIAL IMPACT OF THEIR INDIFFERENCE ON MY STUDENT.
INSTEAD OF DISMISSING OR DOWNPLAYING THE PERSISTENT CONCERNS DUE TO THE CURRENT INVESTIGATIONS OR THE IMPENDING END OF THE SCHOOL YEAR, IT IS CRUCIAL THAT THEY UTILIZE THE REMAINING TIME TO INVEST IN PROVIDING SUPPORT THAT SHE IS IN NEED OF AND ENTITLED TO.
THE ONGOING CONCERNS TO COMBINED WITH THE WELL-DOCUMENTED ABSENCE OF PROGRESS, CAST SERIOUS DOUBTS ON THE SCHOOL'S CAPACITY TO MEET THE LEGAL REQUIREMENTS, AND INDICATES A POSSIBLE SYSTEMIC FAILURE WITHIN THE DISTRICT SPECIAL EDUCATION PROGRAM.
I WILL PRESENT THE BOARD WITH A COMPREHENSIVE AND INDIVIDUALIZED COMPLAINTS INVOLVING VARIOUS REPRESENTATIVES WITHIN THE SCHOOL DISTRICT AND BUILDING AS RECOMMENDED BY OSPI, THAT I AM CONFIDENT WILL SHOW A PATTERN OF BIAS AND NEGLECT.
THESE INDIVIDUALS HAVE NOT ONLY FAILED TO UPHOLD PROFESSIONAL STANDARDS, BUT HAVE ALSO UNDERMINED THE INTEGRITY OF THE IEP PROCESS.
FURTHERMORE, ON JUNE 26TH, I WILL ADDRESS THE ISSUE OF TRANSPARENCY WITH THE DISTRICT AS A VIGILANT GUARDIAN, TAXPAYER AND FORMER MEMBER OF BOTH THE CITIZENS ADVISORY COUNCIL AND THE CITIZENS ADVISORY COUNCIL LEADERSHIP TEAM.
I HAVE PERSONALLY ENCOUNTERED ALARMING TRANSPARENCY ISSUES THAT DEMAND THE BOARDS IMMEDIATE ATTENTION.
IT IS ESSENTIAL FOR THE BOARD TO FULLY GRASP THE GRAVITY AND LONG-TERM CONSEQUENCES OF THESE ISSUES.
MY PURPOSE IS TO RAISE AWARENESS, DEMAND, ACCOUNTABILITY, AND ENSURE THAT THE BATTLEGROUNDS SCHOOL DISTRICT PROVIDE MY CHILD THE EDUCATION THAT SHE IS ENTITLED TO.
IF YOU CONTINUE TO OVERLOOK THE NEEDS OF MY STUDENTS, OR MITIGATE HER CIRCUMSTANCES, I WILL NOT REMAIN SILENT. THANK YOU.
>> MY NAME IS JANE MARCUSSEN AND I AM A RETIRED BATTLEGROUND [NOISE] TEACHER AND A MEMBER OF THE SOCIAL STUDIES ADOPTION COMMITTEE.
I JUST HAD SOME A COUPLE OF LITTLE IDEAS TO PRESENT TO YOU BEFORE WE GIVE OUR MAIN PRESENTATION.
THE PEOPLE ON THE COMMITTEE WORK TOGETHER REALLY WELL.
THERE WAS A LOT OF COHESIVENESS.
THEY WERE EXCITED ABOUT A NEW CURRICULUM AND HAD ALL THE COMPONENTS THEY WANT BUT AS A CITIZEN COMMITTEE, I LOOKED AT IT FROM A DIFFERENT PERSPECTIVE AND I WAS
[01:15:02]
LOOKING AT THE CURRICULUM THROUGH A WORLDVIEW.I'VE HAD BECOME INTERESTED IN THE CRT WORLDVIEW ABOUT A YEAR AGO AND STARTED TALKING TO ADMINISTRATORS.
I TALKED TO COUPLE OF THE DIFFERENT ADMINISTRATORS.
THAT LED ME TO A SEARCH ON THE OSPI WEBSITE AND ALSO THE BOARD OF EDUCATION WEBSITE AND CAME UP WITH ONE DOCUMENT FROM OSPI.
IT'S CALLED THE ETHNIC STUDIES FRAMEWORK AND TEACHERS IN THAT FRAMEWORK ARE [NOISE] EXPECTED TO ELIMINATE RACISM, PREPARE STUDENTS FOR CIVIC ENGAGEMENT, REQUIRE EDUCATORS TO TRANSFORM THEIR BELIEFS ABOUT THE PURPOSE OF EDUCATION.
EDUCATORS SHOULD BE COMMITTED TO LIFELONG LEARNING AND BEING ANTI-RACIST PRACTITIONERS.
THEY ARE TO CRITIQUE THE POWER DYNAMICS IN THE UNITED STATES THAT IT'S CENTERED AROUND WHITENESS AND DEEPLY UNDERSTAND HOW WE ARE CONNECTED HISTORICALLY AND HOW WHITENESS WORKS TO DIVIDE US ALL.
ANOTHER DOCUMENT THAT I CAME ACROSS IS CALLED THE ETHNIC STUDIES HISTORY, AND PEDAGOGY.
WITH THE TEACHERS BECAUSE IT IS PEDAGOGY AND THAT IS THE TEACHING OF THE TOPIC.
ELIMINATE RACISM BY CRITIQUING AND RESISTING TRANSFORMING SYSTEMS OF OPPRESSION.
TREAT THE DECOLONIZATION SO THAT PEOPLE ARE LIBERATED FROM THE IDEA OF THE COLONIAL NARRATIVE AND ELIMINATE RACISM AND ANOTHER DOCUMENT FROM THE WASHINGTON STATE BOARD OF EDUCATION IS CALLED AN ETHNIC STUDIES CONCEPT PAPER.
AS YOU KNOW, THE BOARD OF EDUCATION HAS IN THE WORKS A REQUIREMENT FOR GRADUATION REQUIREMENT.
IT WILL NOT BE A SEPARATE CLASS, BUT IT WILL BE AN INFUSED CURRICULUM.
AS I LOOKED THROUGH THE TCI CURRICULUM, WHICH IS THE ONE THAT'S GOING TO BE PRESENTED TONIGHT.
THEY DID A WONDERFUL JOB MOVING OVER TO REALLY ALLOWING THE KIDS TO UNDERSTAND WHAT HAPPENED IN RACISM, THE BLACK EXPERIENCE NOT ONLY AS SLAVES, BUT AS THE FREED MEN AND ALSO THE INDIGENOUS PEOPLE.
HOWEVER, THE WHITES DID NOT FARE VERY WELL.
THE WORD WHITE IS NOW CAPITALIZED AND TALKED ABOUT HOW MANY TIMES THE RELIGION WAS FORCED UPON THE PEOPLE AND I'M TRYING TO HURRY TO GET THROUGH EVERYTHING.
BUT I DO WANT TO MAKE SURE THAT THE TEACHERS TEACH THE REC RECONSTRUCTION BECAUSE IT DOES POINT THE FINGER AT THE DEMOCRATS WHO REVERSED ALL THE GAINS BY THE CIVIL WAR.
IF I COULD JUST READ ONE QUOTE, THIS IS FROM THE CURRICULUM WE DID NOT SELECT FROM THIS SAVAGE CURRICULUM.
IT SAYS, ALL AMERICAN CITIZENS HAVE EQUAL RIGHTS UNDER THE LAW, STILL NOTHING IS FREE.
AS YOU WILL SEE, IF WE WANT TO ENJOY THE RIGHTS OF CITIZENSHIP, WE MUST ALSO ACCEPT ITS RESPONSIBILITIES.
THESE RIGHTS AND RESPONSIBILITIES REFLECT AMERICA'S NATIONAL IDENTITY, THE COMMON SET OF VALUES THAT UNITE AMERICANS, HONESTY AND COMPASSION, PATRIOTISM, RESPECT, RESPONSIBILITY, ENCOURAGE. THANK YOU VERY MUCH.
>> I'M COMING AS A PARENT OF A SON WHO GRADUATED K12 FROM BG, AND A DAUGHTER WHO'S IN HIGH SCHOOL AND A FORMER MEMBER OF THE INSTRUCTIONAL MATERIALS COMMITTEE AS A PARENT REPRESENTATIVE.
I WANTED TO TALK ABOUT THE K THROUGH 8 SOCIAL EMOTIONAL LEARNING CURRICULUM, CHARACTER STRONG THAT YOU'RE GOING TO LOOK AT TONIGHT.
MY QUESTIONS FOR THE BOARD REALLY HAVE TO DO WITH THE NEED OF WHETHER OR NOT THAT HAS TO BE ADOPTED RIGHT NOW AND WHAT ARE THE MECHANISMS AND THE DATA THAT'S BEEN COLLECTED IN ORDER TO WARRANT THAT.
LOOKING AT WHAT THE COST IS GOING TO BE AND WHAT THE COST OF RENEWAL WILL BE YEARLY.
IT'S MY UNDERSTANDING THAT WE'VE USED SECOND STEP SO I'M WONDERING HAVE TEACHERS COME AND PRESENTED TO THE DIRECTOR OF CURRICULUM OR THE BOARD OR THE DISTRICT WITH ANY COMMENTS THAT THEY NEED TO REPLACE SECOND STEP AND WHY I THINK THAT WOULD BE IMPORTANT TO KNOW.
THEN ALSO, IF THERE'S ALREADY A K THROUGH 12 LAW THAT SAYS THAT SEL HAS ALREADY BEEN ADOPTED THROUGH A BILL 5395, WHAT IS BEING USED? I HAVEN'T SEEN ANY INFORMATION ON WHAT'S CURRENTLY BEING USED AND THERE SHOULD BE SOMETHING ALREADY IN PLACE FOR THE K THROUGH 3RD.
MY CONCERNS ARE THE STATES IDEA OF SEL AND EQUITY WORKING HAND IN HAND.
A QUOTE FROM THE WEBSITE IS NOW MORE THAN EVER THE EDUCATOR AND THE FAMILIES ARE LOOKING TO EDUCATE THE WHOLE CHILD AND I HAVE TO WONDER, ARE THEY? ARE FAMILIES COMING TO THE BOARD OR COMING TO THE DISTRICT, OR COMING TO TEACHERS SAYING, HEY, THERE'S A VACUUM HERE, I CAN'T TEACH MY KID MY OWN VALUES AND MY OWN CHARACTER TRAITS AT HOME AND SO IS THERE A NEED FOR THIS?
[01:20:03]
ARE TEACHERS REACHING OUT TO THE DIRECTORS OR THE PRINCIPALS SAYING, WE HAVE A VACUUM HERE AND IT'S NOT BEING FILLED.THESE KIDS ARE COMING TO US WITHOUT CHARACTER EDUCATION OR NO VALUES AT HOME AND SO I WONDER IF THERE ISN'T THAT NEED IN OUR PARTICULAR DISTRICT AND COMMUNITY, PERHAPS THIS IS NOT NECESSARY TO ADOPT THIS CURRICULUM.
I HAVE NOT LOOKED AT THIS CURRICULUM BECAUSE IT'S ONLINE ONLY AND I'M IN AN AREA WHERE I DON'T HAVE A REALLY STABLE INTERNET CONNECTION SO HOPEFULLY, I'M ABLE TO GO IN DISTRICT AND THEY'LL MAKE AN EXCEPTION FOR PEOPLE WHO DON'T HAVE THE INTERNET CAPABILITIES TO GET ONLINE TO VIEW THIS CURRICULUM.
THAT'S A LITTLE OUT OF THE NORM I WOULD SAY, ESPECIALLY AFTER BEING ON THE STRUCTURE AND MATERIALS COMMITTEE FOR THREE AND A HALF YEARS.
USUALLY THE CURRICULUM THAT WE WERE NOT ABLE TO SEE OR THEIR PARENTS WERE NOT ABLE TO SEE IN-PERSON, MAYBE THERE WAS A REASON FOR THAT IN THE PAST.
I'M NOT SAYING THAT IS WITH CHARACTERISTIC STRONG.
LIKE I SAID, THE CAVEAT IS THAT I HAVE NOT LOOKED AT IT.
IT IS BEING PILOTED IN WOODLAND AND I WONDER HAVE THE DIRECTORS OF CURRICULUM LOOKED AT AND CONSULTED WITH THOSE DIRECTORS UP THERE TO SEE HOW IS THAT WORKING.
I THINK IT SOUNDS SIMILAR TO WHAT'S BEING USED AT CAMH CURRENTLY.
MANY YEARS CAMH HAS BEEN DOING CHARACTER TRAIT EDUCATION AND HAS HAD WONDERFUL RESULTS AND I DON'T KNOW THAT THEY'VE BEEN SPENDING AN EXORBITANT AMOUNT OF MONEY, BUT I DON'T KNOW FOR SURE IF THAT WOULD TRANSLATE TO WORK IN THE MORE MAINSTREAM CLASSROOM.
IT SOUNDS LIKE WHEN PAUL RUSH, NO RELATION, CAME UP AND SPOKE ABOUT THE INTRINSIC OR MAYBE EVEN EXTRACTS AND MOTIVATIONS THAT SPORTS CAN BE USED IN ORDER TO CURB SOME BEHAVIOR.
I THINK THAT'S REALLY EFFECTIVE.
HAVING BEEN A MIDDLE-SCHOOL TEACHER FORMALLY, I FIND THAT IT REALLY WORKS A LOT BETTER TO FIND INDIVIDUAL STUDENTS WHAT IS WORKING WITH THEM IF THERE'S A BEHAVIOR ISSUE OR A CHARACTER DEFICIT AND THEN USE THAT TO TRANSLATE THAT INTO THE CLASSROOM.
THANK YOU VERY MUCH FOR YOUR TIME.
>> EUNICE, ANY COMMENTS ON THAT?
>> MY NAME IS EUNICE INGRAMANSON AND MY PRONOUNS ARE SHE, HER.
THAT WAS A LOVELY TONIGHT AND CONGRATULATIONS TO RICARDO, I THINK YOU EARNED THIS AWARD.
THANK YOU FOR WHAT YOU'VE BEEN DOING.
FROM THE 2021 REVIEWS SURVEY, WE FIND THAT AMONG THE 8TH THROUGH 12TH GRADERS IN CLARK COUNTY PUBLIC SCHOOLS, HETEROSEXUAL STUDENTS COMPRISE 67-71 PERCENT AND GAY AND LESBIAN STUDENTS COMPRISE 3.82-44.5 PERCENT, AND BISEXUAL STUDENTS COMPRISED 12.1 THROUGH 15.2 PERCENT OF THE POPULATION.
I WOULD LIKE TO HIGHLIGHT THE BISEXUAL YOUTH TONIGHT BECAUSE THEY ARE OFTEN MISUNDERSTOOD AND STIGMATIZED MORE THAN THE GAY OR LESBIAN YOUTH, AND FACE MORE SEVERE MENTAL AND PHYSICAL HEALTH RISKS.
FOR TONIGHT'S COMMENT, BISEXUAL WILL MEAN CAPABLE TO BE ATTRACTED ROMANTICALLY OR SEXUALLY TO MORE THAN ONE SEX OR GENDER.
ALTHOUGH THERE IS A PLETHORA OF LABELS THAT SHOW MORE NUANCED THAN THAT, WHICH I HIGHLY RECOMMEND YOU TO STUDY TO UNDERSTAND THIS POPULATION OF OUR STUDENTS BETTER.
YOU CAN GO TO THE TREVOR PROJECT WEBSITE FOR MORE INFORMATION.
HERE IS WHY YOU NEED TO LEARN MORE ABOUT BISEXUALITY.
ACCORDING TO THE RESEARCH BY TREVOR PROJECT IN THE PAST YEAR, AMONG THE BISEXUAL YOUTH 43 PERCENT SERIOUSLY CONSIDERED SUICIDE, 71 PERCENT EXPERIENCED SYMPTOMS OF ANXIETY, 55 PERCENT EXPERIENCED SYMPTOMS OF DEPRESSION AND 61 PERCENT EXPERIENCED DISCRIMINATION.
SOME REASONS WHY LIFE IS TOUGHER FOR BISEXUAL YOUTH THAN GAY OR LESBIAN YOUTH ARE DEMANDS FOR THEM TO CHOOSE A SIDE, ACCEPTANCE BY ONE GROUP OF LOVED ONES ONLY WHEN DATING SOMEONE OF THE OPPOSITE SEX, ACCEPTANCE BY ANOTHER GROUP ONLY WHEN DATING SOMEONE OF THE SAME SEX.
MISTAKEN NOTION THAT BISEXUAL PEOPLE ARE UNTRUSTWORTHY, MORE LIKELY TO CHEAT OR HYPER SEXUAL, PHYSICAL OR SEXUAL VIOLENCE BASED ON THEIR IDENTITY AMONG OTHERS.
I URGE YOU ALL TO LEARN WHATEVER YOU CAN TO UNDERSTAND OUR BISEXUAL YOUTH AND HELP SCHOOLS, ADOPT BEST PRACTICES TO MAKE OUR SCHOOLS A SAFE AND THRIVING PLACE FOR ALL. THANK YOU.
[01:25:02]
>> THANK YOU AND THAT CONCLUDES THE CITIZENS WHO SIGNED UP FOR COMMENTS.
WERE THERE ANY CITIZENS WHO WERE MISSED? WE'RE GOING TO MOVE ON TO OUR CONSENT AGENDA.
TONIGHT'S CONSENT AGENDA INCLUDES
[8. Consent Agenda (Board Vote w/Student Voice)]
THE APPROVAL OF MINUTES FROM OUR MAY 8TH REGULAR MEETING, PERSONNEL REPORTS, STUDENT TRAVEL, AND FINANCIAL REPORTS.IS THERE ANY THING THE BOARD WANTS TO DISCUSS, HAVE REMOVED, OR HAS QUESTIONS ABOUT? STUDENTS DO YOU HAVE ANY COMMENTS ON ANY OF THE ITEMS?
>> MY FAVORITE PART IS LIKE LOOKING AT STUDENT TRAVEL.
GIRL'S BASKETBALL GOING TO SAN DIEGO THAT'S CRAZY.
>> THAT'S IN CHRISTMAS THOUGH.
>> YOU WENT TO ARIZONA THIS YEAR.
>> I MOVE THAT THE BOARD OF DIRECTORS APPROVE THE CONSENT AGENDA AS PRESENTED.
>> WE HAVE A MOTION ON THE FLOOR TO APPROVE THE CONSENT AGENDA AS PRESENTED.
ONE FINAL CALL FOR QUESTIONS OR COMMENTS.
HEARING NONE. ALL THOSE IN FAVOR, PLEASE SAY AYE.
>> THERE IS SOME LONG-TERM EMPLOYEES RETIRING ON THE LIST THIS TIME AND I JUST WANT TO SAY THANK YOU FOR SO MANY WONDERFUL YEARS OF SERVICE.
I'M A LITTLE JEALOUS OF THE RETIREMENT.
[LAUGHTER] THERE IS NO OLD BUSINESS TONIGHT,
[10. New Business (Board Vote w/Student Voice)]
WE WILL MOVE ON TO OUR TWO ITEMS OF NEW BUSINESS.FIRST WITH THE MIDDLE SCHOOL SOCIAL STUDIES, DAVE CRESCENT AND AMY FREDERICKS.
>> I'M DAVE CRESCENT, ONE OF THE DIRECTORS OF CURRICULUM INSTRUCTION AND ASSESSMENT, AND AMY FREDERICKS, OUR CURRICULUM ADOPTION COORDINATOR.
THEN WE HAVE SOME MEMBERS OF OUR MIDDLE SCHOOL SOCIAL STUDIES COMMITTEE, JEAN MARCUS, JULIE BILLER, JACKIE BENJAMIN, BETH AUDIE, AND EUNICE INGRAMANSON.
THEY REPRESENT ACTUALLY THREE DIFFERENT GRADE LEVELS AND THEN FROM THE COMMUNITY AS WELL.
WE'VE GOT A POWERPOINT PRESENTATION AND WE'LL GO AHEAD AND START THAT SO GO AHEAD AND GO TO THE NEXT.
>> AS WE SAID, THIS IS THE MIDDLE SCHOOL SOCIAL STUDIES ADOPTION.
IT'S THE FIRST READING TO THE SCHOOL BOARD.
JUST CANDID SHOT OF SOME OF THE MEMBERS DOING SOME WORK THERE.
THE COMMITTEE WAS MADE OF 16 MEMBERS.
THERE WERE 11 TEACHERS, ONE ADMINISTRATOR, WE HAD FOUR COMMUNITY MEMBERS, I REPRESENTED ALL THE MIDDLE SCHOOLS THAT ARE IN OUR DISTRICT, AND ALSO ALL THE GRADE LEVELS IN MIDDLE SCHOOL.
I COULD SAY WE HAVE FIVE MEMBERS OF THAT TEAM HERE TONIGHT.
JUST TO PUT IT INTO CONTEXT, FIFTH GRADE IS TYPICALLY UNITED STATES' HISTORY FROM PRE-COLONIZATION UP TO ABOUT THE CONSTITUTIONAL CONVENTION, THE CONSTITUTION.
SIXTH GRADE IS WORLD HISTORY, SEVENTH GRADE IS WASHINGTON STATE HISTORY, WHICH WE'VE ALREADY HAD AN ADOPTION IN 2018, WHEN WE REVISE WHAT'S TAUGHT IN SEVENTH GRADE BECAUSE IT WAS PART OF WORLD HISTORY AND IT BECAME MOSTLY WASHINGTON STATE HISTORY.
THEN EIGHTH GRADE IS US HISTORY FROM THAT TIME OF THE CONSTITUTION UP UNTIL THE RECONSTRUCTION PERIOD AFTER THE CIVIL WAR.
WE JUST WANTED TO PUT IT IN CONTEXT TOO, AND I BROUGHT COPIES OF OUR TEXTBOOK.
[01:30:03]
THE LAST ADOPTION I THINK WAS IN 2004 AND 2005.MOST OF THOSE BOOKS WERE COPYRIGHTED THEN.
THIS IS JUST A VISUAL, THEY'RE GETTING OLD, AND WE ACTUALLY PULLED OUT, IF YOU GO TO THE NEXT SLIDE, ONE OF THE INTERESTING THINGS FROM THE US HISTORY BOOK IS THE LAST PRESIDENTIAL ELECTION THAT WAS HIGHLIGHTED WITH THE GEORGE W BUSH VERSUS AL GORE ELECTION OF 2000.
WE JUST WANTED TO PUT THAT IN CONTEXT THAT IT'S BEEN A WHILE SINCE WE'VE ADOPTED MIDDLE SCHOOL SOCIAL STUDIES.
GO AHEAD AND GO TO THE NEXT SLIDE.
AS WITH ALL OUR ADOPTIONS, WE SPENT QUITE A BIT OF TIME TRYING TO DO FOUNDATIONAL WORK FIRST BEFORE WE JUMP INTO LOOKING AT CURRICULUM AND MAKING DECISIONS.
WE DEVELOPED A CORE BELIEF STATEMENT, AND I WON'T GO AHEAD AND READ ALL OF THAT.
BUT FIRST PARTY IS THAT WE BELIEVE SOCIAL STUDIES IS VERY IMPORTANT FOR ALL OUR STUDENTS.
IT TALKS ABOUT THE AREAS OF SOCIAL STUDIES THAT ARE STANDARD.
THERE'S HISTORY, GEOGRAPHY, CIVICS, ECONOMICS, AND SOCIAL STUDIES SKILLS.
ALL THOSE ARE VERY IMPORTANT AND THAT WAS A FOUNDATIONAL COMPONENT TO OUR CORE BELIEF STATEMENT.
SECOND IDEA WAS THAT THERE SHOULD BE LOTS OF CRITICAL THINKING THAT HAPPENS IN THE STUDY OF SOCIAL STUDIES.
THIRD IDEA WAS AROUND BEING DEMOCRATICALLY INCLUSIVE, MEANING THAT IN A DEMOCRACY WE HAVE ALL PEOPLE THAT PARTICIPATE, AND IT'S IMPORTANT THAT ALL PEOPLE CAN SEE THEMSELVES IN A SOCIAL STUDIES CURRICULUM THAT REPRESENTS TEACHINGS OF OUR DEMOCRACY.
THEN THE FOURTH THING WAS THAT THE CURRICULUM SHOULD BE INTERESTING AND ENGAGING.
OBVIOUSLY THERE'S PLACES FOR DATES AND FACTS AND THINGS LIKE THAT.
BUT THEY HIGHLIGHTED THESE BIG AND INTERESTING IDEAS THAT SHOULD BE PART OF THAT, THAT HELP IT BE ENGAGING.
THAT WAS OUR CORE BELIEF STATEMENT. NEXT SLIDE.
THE PROCESS IS VERY SIMILAR TO THAT WE USE FOR THE ENGLISH LANGUAGE ARTS AND THEN ALSO FOR THE SOCIAL EMOTIONAL THAT YOU'LL SEE UP NEXT.
AGAIN, I WON'T READ ALL OF THESE DIFFERENT STEPS, BUT WE STARTED BACK LAST SUMMER AND THE FALL WITH OUR REQUESTS FOR QUOTES FROM DIFFERENT VENDORS.
WE DID REVIEW OF THE STANDARDS AT FOUNDATIONAL WORK.
THEN WE NARROWED DOWN TO FOUR PROGRAMS OF WHICH WE HAD VENDOR PRESENTATIONS.
FROM THERE WE NARROWED TO TWO PROGRAMS AND THEN DID PILOT TRAINING OF OUR TOP TWO, IN THE WINTER AND SPRING.
WE ACTUALLY EXTENDED THE PILOT FOR SIXTH GRADE BECAUSE THEY WANTED TO LOOK MORE CLOSELY AT TCI IN THE SIXTH GRADE, BASED ON THE RESULTS OF THE EIGHTH GRADE PILOT OF TCI.
WE'LL COMMENT MORE ON THAT IN A MINUTE.
THEN LIKE WE'VE DONE WITH ALL THE OTHERS, WE DID COMMUNITY REVIEW.
THE BOARDS HAD A CHANCE TO LOOK AT THE CURRICULUM AS WELL, AND NOW WE'RE TO THE FIRST READING.
WE'RE RIGHT IN THIS SPOT, AND THEN AS WITH OTHER THINGS IF IT'S APPROVED, WE'LL DO OUR TRAININGS AND IMPLEMENT IN THE FALL.
THE DECISION CRITERIA WITHOUT GOING INTO COMPLETE DETAIL, BUT BASED ON THE CORE BELIEF STATEMENT, WE HAD THESE AREAS OF OUR RUBRIC ENGAGEMENT, ALIGNMENT TO THE STANDARDS, READABILITY, THAT WAS A KEY FACTOR FOR STUDENTS BEING ABLE TO USE IT.
EASE OF USE, BOTH BY STUDENTS AND TEACHERS, AND THEN DEPTH OF CONTENT.
THIS IS JUST HERE TO SHOW YOU THE RUBRIC THAT WE USED, THERE WERE LOTS OF DISCUSSION, THE PILOTS THAT WE DID.
THAT WAS OUR DECISION CRITERIA.
FROM THAT, WE WOULD LIKE TO RECOMMEND FOR FIFTH GRADE, MYWORLD BY SAVVAS AND SIXTH GRADE AND EIGHTH GRADE TCI HISTORY ALIVE, AND THE SIXTH GRADE IS WORLD HISTORY UP THROUGH 1750, AND THEN THE EIGHTH GRADE AS WE MENTIONED, IS HISTORY FROM THE CONSTITUTION UP TO RECONSTRUCTION.
JUST A LITTLE BIT, WE'VE GOT JUST SOME PICTURES OF THE NEW CURRICULUM AND THEN I ALSO JUST BROUGHT THESE BOOKS.
[01:35:03]
YOU GUYS HAVE SEEN THESE, BUT AGAIN, MUCH NICER, NEWER, MORE COLOR, GOOD PICTURES AND STUFF.THERE'S SOME THINGS TO ILLUSTRATE HERE, THE INCLUSIVE NATURE OF THINGS, ALL PEOPLE REPRESENTED.
AGAIN, SOME OF THE ENGAGEMENT.
THIS IS PART OF THE AMERICAN'S ANCIENT AND GREECE.
WE JUST PULLED OUT SOME REPRESENTATIVE THINGS OF GRADE 8, AND SAME THINGS REPRESENTING PRIMARY DOCUMENTS AND THE EMERGING NATIONS.
ANYWAY, THIS IS SOME HIGHLIGHTS OF THE CURRICULUM.
WE DID DO A COMMUNITY REVIEW AS WE'VE DONE WITH ALL THE OTHERS.
THERE WERE NOT REALLY VERY MANY RESPONSES.
THE REVIEW PERIOD WAS FROM APRIL 17TH THROUGH MAY 12TH.
THERE WERE THREE RESPONSES TOTAL FROM THE COMMUNITY.
ONE REPRESENTED CAM, ONE FROM LAURIN MIDDLE SCHOOL, AND ONE FROM AMBOY MIDDLE SCHOOL.
YOU CAN SEE THEY WERE BASICALLY JUST ASKED IF THE CURRICULUM WAS APPROPRIATE, AND WE HAD ONE AGREE, ONE DISAGREE, AND STRONGLY DISAGREE, AND THERE WAS A COMMENT THERE.
ANYWAY, AGAIN, REALLY NOT VERY MANY PEOPLE THAT RESPONDED TO THE COMMUNITY SURVEY, BUT WE JUST WANTED TO SHARE THAT WITH YOU.
THAT'S THE FIFTH GRADE RESPONSE.
IF YOU FLIP, GO AHEAD, AND THEN THIS IS THE SAME THING, WE HAD THREE RESPONSES AT SIXTH GRADE, AND THEN IF YOU CONTINUE ON TO EIGHTH GRADE, THREE RESPONSES AS WELL.
WE JUST ENDED WITH SOME QUOTES AND COMMENTS THAT WERE FROM THE COMMITTEE AS THEY WERE MAKING THE DECISION.
WE HAD STRONG CONSENSUS FROM THE COMMITTEE ON THE PROGRAMS. AGAIN, THERE WERE LOTS OF STUFF ABOUT ENGAGEMENT WITH KIDS, AND THEY SAID IT WOULD BE GOOD FOR TEACHERS' ACTIVITIES, REFLECTING MULTIPLE PERSPECTIVES AND STUFF LIKE THAT.
ANY QUESTIONS YOU HAVE, AND AT THIS POINT WE'LL LET THE COMMITTEE MEMBERS CHIME IN IF THEY WANT.
BUT IF YOU HAVE QUESTIONS ON THAT, GO AHEAD AND TAKE THOSE NOW. MR. WATRIN.
>> THE NATIONAL COUNCIL OF SOCIAL STUDIES TEACHERS HAS 10 RECOMMENDED THEMES OR TOPICS THAT GO, I'VE HEARD YOU REFERENCE LIKE, FROM THIS PERIOD OF TIME TO THAT PERIOD OF TIME.
I FELT LIKE THAT CHRONOLOGICAL ORGANIZATION HAS MOVED A LITTLE BIT TO THE SIDE.
ARE THOSE 10 THEMES BUILT WITHIN THOSE CHRONOLOGICAL TIMES?
>> ALL THESE ARE NOW ON C3 FRAMEWORK.
THERE'S A LOT OF FOCUS ON THE C3 FRAMEWORKS AND WHAT WE FOUND IS AS SPIRALED THROUGHOUT.
IT'S WOVEN IN AND IT'S NOT AS DELINEATED, BUT IT'S THERE, AND WE WERE LOOKING FOR ALL THOSE THINGS.
>> I THINK ONE OF THE THINGS I REALLY LIKED ABOUT THE FIFTH GRADE BOOK WAS THAT IT'S BUSY.
FOR ME THAT KEPT ME ENGAGED SO APPARENTLY I'M A FIFTH GRADER.
[LAUGHTER] BUT DO YOU THINK IT'S TOO BUSY TO HAVE STUDENTS SEEN THIS?
MY CLASS IN PARTICULAR REALLY, REALLY LIKED IT.
THEY DIDN'T EVEN WANT TO LOOK AT THE SECOND ONE WE PILOTED.
THIS ONE CAME WITH PLACES YOU COULD WRITE IN THE BOOK.
IT CAME WITH A WRAP WHICH THEY LOVED.
IT CAME WITH JUST SHORT BURSTS, WHICH IS MORE ATTUNED TO HOW KIDS LEARN TODAY.
THEY DON'T WANT TO READ AND DO SOMETHING.
THEY WANT TO READ A LITTLE, DO SOMETHING.
I THINK THIS WORK TEXT AS IT'S CALLED, BECAUSE IT'S A TEXTBOOK AND A WORKBOOK ALL IN ONE.
I THINK IT REALLY RESPONDS TO THAT.
>> I THINK THAT'S WHY IT RESPONDED TO ME, I LIKED IT HOW IT BROKE UP.
>> THEN IF I COULD SPEAK TO THAT TOO.
FOR THE EIGHTH GRADERS WHEN WE DID THE TCI, THEY LIKED IT BECAUSE IT WASN'T AS BUSY.
WHEN THEY LOOKED AT SERVICES IT WAS OVERWHELMING.
THERE'S TOO MUCH STUFF AND THEY LIKED THE SIMPLICITY OF THE TCI AND THEY LIKED THE TEXTS, COMMON FEATURES, WHICH WASN'T WHAT I EXPECTED.
I THOUGHT THAT THEY WOULD LIKE MORE INTERACTIVE STUFF, BUT THEY FELT THAT OVERWHELMING.
THEY LIKED THAT THE TCI WAS LOT MORE STRAIGHTFORWARD AND EASIER FOR THEM TO NAVIGATE.
>> WHEN I LOOKED AT IT ONLINE, BUT I DIDN'T REALIZE THAT IT WAS A TEXTBOOK AND WORKBOOK IN ONE SO WHEN YOU PULLED IT OUT AND IT'S SOFT COVER.
[01:40:01]
BUT THAT PRESUMES THEN WE'RE BUYING A NEW ONE OF THESE FOUR STUDENTS EACH IN EVERY YEAR.>> THAT'S ALREADY FACTORED INTO THE BUDGET.
FIFTH GRADE IS A TEXTBOOK AND A CONSUMABLE SIMULTANEOUSLY ANY OF IT.
>> IT'S A BEAUTIFUL BOOK TO TAKE HOME AND TO HAVE AT HOME.
BECAUSE I THINK IF STUDENTS LIKE IT, THEY'LL GO HOME AND PUT IT ON THEIR SHELF.
IT WON'T JUST GO IN THE TRASH LIKE MOST WORKBOOKS.
ARE YOU GIVING MORE OF A PRESENTATION OR ARE YOU LOOKING FOR QUESTIONS?
>> AT THIS POINT YEAH. WE'RE THROUGH WITH THE FORMAL PRESENTATION SO ANYMORE QUESTIONS?
>> WELL, NOT SO MUCH QUESTIONS, COMMENTS AND QUESTIONS IN ONE.
I ABSOLUTELY LOVE THE LIBRARY OF PRIMARY SOURCES.
PRIMARY SOURCE DOCUMENTS IS PROBABLY MY FAVORITE PART BECAUSE I REALLY FEEL AND I UNDERSTAND HOW THIS IS MEANT TO HELP KIDS LEARN HOW TO THINK AND HOW TO ASK QUESTIONS AND HOW TO PERSUADE AND ALL THAT.
ONE CAUTION I HAVE WHENEVER WE TRY TO DO THAT IS, ARE WE GIVING THEM ENOUGH CONTENT SO THAT THEY SEE IT BIGGER THAN THEIR OWN LITTLE BUBBLE.
TO ME, THAT REQUIRES DIGGING INTO SOME PRIMARY SOURCE DOCUMENTS.
SIXTH GRADERS, FIFTH GRADERS CAN DO THAT.
I THINK THEY GET EXCITED ABOUT IT.
SO I LIKED THAT PART OF IT AND YET THERE'S A CAUTION THERE THAT ARE WE GOING TO MAKE SURE WE USE THOSE, BECAUSE I FEEL THAT'S A REALLY IMPORTANT PART OF HISTORY. ANYBODY WANT TO COMMENT ON THAT?
>> DOES ANYBODY WANT TO COMMENT THAT, JACKIE OR BETH OR JUNE?
>> THE OLD TCI, THE HISTORY OF LIFE DID NOT HAVE THAT, OR VERY LITTLE.
THE KIDS THIS TIME BECAUSE IT WAS VERY CLOSE FOR SIXTH GRADE BETWEEN TWO PILOTS AND THAT WAS PART OF THE REASON WE ASKED ALSO.
WHEN THEY SAW SOME OF THE NEW STUFF THEY'RE LIKE, OH, OKAY THIS IS NOT SAME OLD.
THERE'S NEW STUFF OUT OF THAT, THERE IS ACTIVITIES WHERE THEY COULD ACTUALLY ROLE-PLAY DIFFERENT PARTS OF HISTORY USING PRIMARY SOURCES AS SOME OF THEIR BACKGROUND.
THAT WAS A BIG PLUS FOR ME, IS HAVING THOSE.
BUT IT ALSO IS AT THE END OF LESSONS INSTEAD OF THE BEGINNING OF LESSONS SO THEY GET SOME OF THE BACKGROUND KNOWLEDGE AHEAD OF TIME BEFORE DIVING INTO THE PRIMARY SOURCE.
>> YEAH. PRETTY HARD TO DIVE INTO YOUR PRIMARY SOURCE DOCUMENT IF YOU DON'T HAVE A LITTLE BACKGROUND AS A SIXTH GRADER AS MANY THOSE DOCUMENTS AND JUST THE WAY THINGS ARE WRITTEN.
>> THEN I WOULD SAY YES TO THAT AS WELL.
THAT WAS ONE OF THE THINGS WAS ACTUALLY PUT UP THERE.
PROBABLY WAS ONE OF MY STUDENTS THAT TCI DID IT SO SEAMLESSLY THAT THEY THOUGHT THAT THEY WEREN'T BEING CHALLENGED.
BUT THEY WERE ACTUALLY DEALING WITH REALLY HIGHER-ORDER THINKING BECAUSE THEY HAD DONE A REALLY GOOD JOB OF WEAVING IT THROUGH, WALKING THEM THROUGH THAT WITH INTERACTIVE THINGS, BUT DOING ANALYSIS AND A PACKAGE IN A WAY THAT WAS DOING THE HARD WORK.
THEY DIDN'T REALLY REALIZE IT, LIKE THIS IS EASY, BUT IT WASN'T.
>> YEAH. I READ THAT THAT COMMENT AND ACTUALLY BECAUSE I WENT THROUGH THE SLIDE PRESENTATION BEFORE THE MEETING.
I READ THAT COMMENT AND I THOUGHT THAT AND I UNDERSTAND THAT.
IF THEY'RE REALLY ENGAGED IN THE CONTENT, THAT FEELS EASY TO THEM, BUT WE WANT THEM TO BE CHALLENGED. THANK YOU FOR THAT.
FOR INSTANCE, WHEN THEY'RE LEARNING TO PERSUADE, AND THEY READ FREDERICK DOUGLASS FOR INSTANCE, AND IT'S HARD TO READ HIM, BUT HE SPENT HIS LIFE PERSUADING.
I REALLY LIKE THAT MARRIAGE OF THEM HAVING DO THAT DEEP READING AND DEEP THINKING.
BECAUSE OFTEN, I FEEL LIKE WE TEACH THEM TO PERSUADE BASED ON JUST THEIR OWN EXPERIENCE.
THAT'S WHY HISTORY IS SO IMPORTANT.
I'D LIKE TO ASK A QUESTION OF YOU BECAUSE I FEEL LIKE YOU MIGHT HAVE BEEN A LITTLE BIT OF THE DISSENTING VOICE ON THE COMMITTEE AND I'M NOT CALLING YOU OUT ON THAT, I'M SAYING THAT'S WHO I ALWAYS WANT TO HEAR FROM.
TELL ME WHAT YOUR CONCERNS ARE.
>> I THINK MY BIGGEST CONCERN WAS NOT THE WAY THAT THE MINORITY GROUPS WERE TREATED BECAUSE I THINK FOR A LONG TIME THEY HAD NOT BEEN SHOWCASED AND THEIR HISTORIES HAD NOT BEEN SHOWCASED.
I MOSTLY CONCENTRATED ON THE EIGHTH GRADE TEXTS BECAUSE THAT'S ALL I HAD TIME TO READ.
BUT I FELT LIKE THE WHITE PEOPLE WERE CONSIDERED TO BE THE OPPRESSORS.
A LOT OF WHAT WAS TOLD ABOUT THE WHITE IN CAPITAL LETTERS REALLY WAS DOWNGRADING AND PUT IN TO A BAD LIGHT.
[01:45:04]
THAT WAS REALLY DISCOURAGING TO ME THAT THERE WAS NOT AN EQUALITY OF THE REPRESENTATION OF THE GROUPS THAT MAKE UP US HISTORY.>> GOOD TO KNOW. TO THAT POINT, I WILL SAY THAT THE CATHOLIC MISSIONARIES WERE NOT TREATED WELL IN THESE TEXTS AND REALLY PAINTED WITH A BROAD SINGLE BRUSH.
THOSE PARTS, I KNOW GOOD TEACHERS WILL BE ABLE TO POINT OUT.
REALLY THE POINT IS THIS, I'M DISAPPOINTED THAT THE COMMUNITY RESPONSE WAS THREE PEOPLE.
I HAVE TO SAY PARENTS, THOSE CONVERSATIONS THEY HAVE WITH THEIR KIDS EVERY DAY ABOUT THIS AND IF IT'S ENGAGING AND THEY'RE HAVING THOSE CONVERSATIONS, I'M JUST ASKING PARENTS, PLEASE TALK TO US, TALK TO THE TEACHER, TALK TO YOUR KIDS, AND LET US KNOW.
BECAUSE IF YOU DIDN'T LOOK AT THE CURRICULUM AND WERE GOING TO ADOPT IT, AT LEAST WHILE WE'RE USING IT, LET US KNOW IF YOU SEE AREAS THAT ARE A CONCERN.
IS THAT LEGITIMATE TO SAY THAT I REALLY FEEL THAT'S WHERE THE ENGAGEMENT HAS TO HAPPEN WITH FAMILIES AND PARENTS.
THANK YOU. THANK YOU FOR THE WORK.
I KNOW HOW MUCH WORK IT NEEDS TO DO THAT.
>> ONE MORE COMMENT. IT'S A BIBLICAL CONCEPT OF HOLDING TREASURE IN EARTHEN VESSELS.
I THINK WE NEED TO LOOK AT THE PEOPLE IN HISTORY AS HAVING CLAY FEET, AS BEING EARTHEN VESSELS, THAT AT TIMES THEY DIDN'T ACT RIGHT, AND WE KNOW THAT.
BUT TO HAVE THAT BE THE CONCENTRATION AS FAR AS WHITE PEOPLE.
THAT WAS REALLY DISCOURAGING TO ME.
>> APPRECIATE THAT. THANK YOU.
>> WHY I ECHO MARY'S POINT ABOUT DISCOURAGING THAT WE ONLY HAD A FEW MEMBERS OF THE COMMUNITY COMMENT, THEY VIRTUALLY CANCEL EACH OTHER OUT.
IT'S LIKE ESSENTIALLY GETTING NO COMMENTS FROM THE COMMUNITY IN IT.
THAT'S REALLY DISCOURAGING AND I DON'T KNOW IF THAT'S A FAILURE ON OUR PART FOR NOT COMMUNICATING WELL ENOUGH TO THE COMMUNITY THAT THIS IS UP FOR REVIEW AND APPROVAL.
I DON'T KNOW IF ANYTHING CAN BE DONE AT THIS POINT, BUT I KNOW THERE'S LIMITED AVENUES FOR US TO DO IT AND THERE ARE SOME LIMITATIONS OF WHAT WE'RE ALLOWED TO DO FOR ADVERTISING.
BUT I THINK THAT MORE IMPORTANT TO ME AT THIS POINT IS, IT DOESN'T SOUND LIKE WE HAD A WHOLE CONSENSUS FROM THE PANEL UNANIMOUSLY.
>> THERE WAS FULL CONSENSUS ON OUR DECISION PROCESS AND WE HAD WHAT WE WOULD CALL TAKE A STAND.
PEOPLE PICK ONE SIDE OR THE OTHER AS FAR AS THEY CAN, SO THERE WAS FULL CONSENSUS.
THERE WAS NO REAL DISSENTING VOICE IN THAT.
THERE WAS DEBATE AND QUESTION ABOUT PROCESS.
BUT WHEN IT CAME TIME TO DO WE WANT TO GO WITH THIS PROGRAM OR THAT PROGRAM, THERE WAS FULL CONSENSUS.
NOW ON THOSE RECOMMENDATIONS, CERTAINLY IT'S NOT VERY RARELY EVER BEEN IN A SITUATION WHERE IT'S 100% PROS.
>> COMMENTS ON THINGS THAT WOULD BE CHALLENGES WITH EACH OF THE CURRICULUM.
>> THE CHALLENGE FOR SIXTH GRADE IS THE AMOUNT OF STUFF THAT WE HAVE TO COVER.
THE STATE WENT FROM HAVING WORLD HISTORY IN SIX AND SEVEN, TO DROPPING IT ALL INTO SIXTH GRADE.
THEY SAY PICK TWO OF THESE THREE TIME PERIODS TO COVER EVERY STORES AND FIGURE.
THE BOOK DOES COVER EVERYTHING PLUS SOME SO THAT IS NICE.
[NOISE] ONE OF THE DOWNFALLS FOR ME IS ALWAYS THE SIZE OF THE WORKBOOK FOR SIXTH GRADE BECAUSE WE DON'T USE THE WHOLE THING, BUT WE HAVE ACCESS TO IT ONLINE AS TEACHERS.
WE'VE TALKED TO DAVE AND AMY ABOUT DIFFERENT WAYS THEY CAN TALK TO CCI, SEE IF WE CAN APPROACH IT THAT WAY.
THAT IS, FOR ME THE ONLY REAL DOWNFALL FOR US.
IN SIXTH GRADE IS JUST BECAUSE IT'S SUCH A WIDE TIME PERIOD.
WE'RE GOING FROM EARLY HUMANS TO RENAISSANCE AND BEYOND.
SO THAT'S A LITTLE BIT HARDER.
BUT SOME OF MY STUDENTS ACTUALLY
[01:50:04]
ASK ME WHEN THEY KNEW THIS WAS THE BOOK WE'RE PRESENTING.IF THEY CAN LOOK THROUGH PARTS THAT WE DIDN'T DO ALREADY ARE AND WHERE WE KNOW WE WON'T GET TO.
THEY TOOK THE INITIATIVE TO FLIP THROUGH AND THEY'RE LIKE, OH, THIS IS COOL.
MY HOPE IS BECAUSE THE NEXT EXPOSURE THEY'LL HAVE TO WORLD CIVILIZATION IS HIGH SCHOOL IF THEY CHOOSE TO TAKE THAT CLASS INSTEAD OF PSYCHOLOGY, IS MAYBE WE CAN GET A COUPLE OF MORE EXCITED AND ACTUALLY TAKE IT IN HIGH SCHOOL INSTEAD OF POSSIBLY COLLEGE BEFORE THEY GET THEIR NEXT EXPOSURE.
>> I CAN THINK OF ONE THING, HONESTLY, FOR EIGHTH GRADE IS UNFORTUNATELY WITH THE SNOW DAYS IS GOING TO PUSH THIS BACK.
I'M AFRAID THAT NOT EVERYBODY IS GOING TO BE ABLE TO GET THEIR TRAINING IN JUNE JUST BECAUSE THINGS CAN BE HAPPENING.
THERE AREN'T EVEN ABLE TO GET THEIR TRAINING TILL AUGUST.
THERE'S SO MUCH RICH THIS AND WEALTH WITHIN THE HISTORY OF LIFE WITH ALL THE, I THINK THE MATERIALS THAT IT'S WE'RE GOING TO START PLANNING A LITTLE BIT AS WE'RE GOING.
I THINK THE PLC PROCESS IS GOING TO BE HUGE IN THE FALL TO HELP US HOW THOSE COMMUNICATIONS.
BUT IT'S GOING TO BE TOO MUCH PROBABLY TO DO PERFECT THE FIRST YEAR, BUT I THINK WE'RE GOING TO HAVE A LOT OF GROWTH IN THAT TIME, A LOT OF DISCUSSION.
BUT I DON'T SEE GAPS IN THE PROGRAM, FREE STREET LIFE OR EIGHTH GRADE.
I WILL SAY I GOT A CONGRESSIONAL FELLOWSHIP STUDY CONSTITUTION LAST SUMMER.
I THINK A LOT OF THE STUFF THAT'S IN HERE IS EXACTLY LIKE WHAT THEY'RE WANTING US TO GET, A STRONG NATIONAL GOVERNMENT LOOKING REPUBLICANISM, A LOT OF THOSE THINGS THAT WE ARE BIG FOCUS IS THEY'RE IN THERE, AND I FEEL REALLY GOOD ABOUT WHAT WE'VE DONE HERE.
>> THE ONLY THING THIS CURRICULUM DOESN'T CONTAIN AS THE TRIBAL SOVEREIGNTY, WHICH IS A STATE MANDATED CURRICULUM THAT WE WORK ON THAT ASIDE FROM IT, AND IT'S GETTING BETTER AS WE GET MORE USED TO IT.
BUT I THINK THIS IS GOING TO MAKE HISTORY MORE INTERESTING FOR A LOT OF KIDS WHO DON'T THINK HISTORY IS FUN AND THAT'S WHAT I'M LOOKING FORWARD TO.
>> I THINK A GOOD POINT TO ALWAYS REMEMBER ABOUT CURRICULUM IS UNFORTUNATELY, THAT THE CURRICULUM COMPANIES DON'T MAKE THEM FOR OUR INDIVIDUAL DISTRICTS.
[LAUGHTER] WE WILL NEVER FIND THE PERFECT CURRICULUM.
WE WILL ALWAYS HAVE POSITIVES AND NEGATIVES ABOUT EVERY CURRICULUM, WHICH IS UNFORTUNATE.
BUT FORTUNATELY, WE HAVE GOOD TEACHERS WHO CAN MAKE ADAPTATIONS FOR OUR KIDS IN ORDER TO MAKE SURE THOSE GAPS ARE FILLED.
THAT'S THE PIECE THAT I APPRECIATE; HAVING RESOURCES THAT ALIGN WITH OUR STANDARDS THAT GIVE US A BASE TO LIFT OFF FROM.
THEN OUR TEACHERS WORKING TOGETHER CAN CREATE THOSE OR REDUCE THOSE GAPS THAT THE CURRICULUM IS CONTAINED.
I DON'T WORRY BECAUSE I KNOW WHAT GREAT TEACHERS WE HAVE.
>> TO ADD TO THAT, SHELLY, I THINK IT WOULD BE UNFAIR NOT TO GIVE TEACHERS RICH RESOURCES BECAUSE I THINK SOMETIMES WE HAVEN'T GIVEN THEM ENOUGH RESOURCES.
>> TO BE A TEACHER IN A CLASSROOM AND HAVE TO FIND YOUR OWN RESOURCES IS, IF YOU'RE GOING TO LOOK FOR ALL THOSE PRIMARY SOURCE DOCUMENTS YOURSELF AND THEN TRY TO BREAK THAT DOWN SO KIDS CAN UNDERSTAND IT, THAT'S UNREALISTIC.
YOU CAN'T DO THAT IN YOUR DAY AND TEACH.
TO YOUR POINT, NO CURRICULUM'S GOING TO BE PERFECT.
>> SO THE TEACHERS, DID YOU FEEL LIKE THERE ARE ENOUGH PRIMARY SOURCE DOCUMENTS WITHIN THE CURRICULUM ITSELF?
>> YEAH, THERE WAS A LOT AND THEY'VE DONE A GOOD JOB OF CHUNKING IT AND MAKE IT INTO LITTLE PIECES SO THAT IT'S ACCESSIBLE FOR THE STUDENTS.
THERE WAS A WIDE VARIETY OF PRIMARY SOURCES EMBEDDED THROUGHOUT.
>> RICARDO, YOU HAVE SOMETHING TO SAY?
>> YEAH, ACTUALLY, SORA AND I ACCIDENTALLY STUMBLED UPON THE CARS STUFF THAT WAS [LAUGHTER] GOING ON WHEN WERE LOOKING AT ALL THE BOOKS.
[LAUGHTER] BUT WE WERE READING THROUGH SOME OF THEM.
A LOT OF THESE BOOKS ARE REALLY EASY TO DIGEST THE INFORMATION.
I BELIEVE WE ACTUALLY DID LOOK AT A BUNCH OF THE HISTORY BOOKS.
I REMEMBER FROM IT WAS EASY TO READ AND ALSO IS REALLY ORGANIZED.
ALSO, HER BOOKS, REMEMBER WE HAD THOSE ADOPTED, THE OLD ONES THAT IS THE YEAR I WAS BORN.
[LAUGHTER] I FEEL LIKE IT'S ABOUT TIME THAT WE PROBABLY.
>> AND WAS POINTING OUT THAT HE GRADUATED HIGH SCHOOL WHEN THOSE BOOKS.
>> WELL, I WAS COMMENTING BECAUSE HE SHOWED THE PICTURE OF BUSH AND GORE AND I WAS LIKE THAT WAS MY FIRST ELECTION.
THEN HE COMMENTED THAT HIS FIRST ONE WAS REAGAN IN '81 AND I SAID I WAS BORN IN '81.
>> THAT WAS MY FIRST SELECTION TOO, TED.
I THOUGHT THAT TOO WHEN I SAW THAT PICTURE. [LAUGHTER]
>> THAT'S FUNNY. I HAVE ONE LAST [LAUGHTER] [OVERLAPPING].
>> I HAVE A COUPLE OF COMMENTS.
ONE OF THEM IS MCGRAW HILL, WHICH WE DID NOT PICK,
[01:55:01]
HAD SOMETHING CALLED THE COLLECTIONS CENTRAL, WHICH KEPT THINGS REALLY CURRENT FOR EVERY YEAR.THERE'S NEW THINGS BEING ADDED ALL THE TIME.
I WISH WE COULD HAVE THAT FEATURE THAT BRINGS WHATEVER THEY'RE STUDYING TO RIGHT NOW AND HELP THEM SEE THE CONNECTION.
I MISS THAT. BUT IN GENERAL, I'M VERY EXCITED ABOUT THE THINGS WE PICKED.
THE OTHER THING IS JUST AN OBSERVATION, THAT UNLIKE THE [INAUDIBLE] CURRICULUM IN WHICH THE TEACHERS COULDN'T SAY ANYTHING OUTSIDE OF THE GIVEN CURRICULUM, I'M ENJOYING THE FACT THAT THE TEACHERS CAN ADD THINGS AND ENRICH THINGS AS THEY SEE FIT. I LOVE THAT.
>> ONE LAST QUESTION AND I APOLOGIZE IF I MISSED THIS IN THE, AUDREY, DID YOU HAVE A COMMENT?
>> I WANTED TO ADDRESS THE COMMUNITY AWARENESS ISSUE.
IF OUR FAMILIES RECEIVED THE NEWS TO KNOW NEWSLETTER OR GO TO THE WEBSITE, THERE HAS BEEN INFORMATION ALL YEAR AND I APPRECIATE THE COMMUNICATIONS DEPARTMENT DOING SUCH A GREAT JOB REACHING OUT IN THAT AVENUE IN TERMS HOW DO WE GET PEOPLE THAT AREN'T ONLINE? QUESTION TO CONSIDER..
>> I THINK THE PROBLEM IS THAT WITH THE NEWSLETTER, WHICH IS PHENOMENAL, I AGREE 100%, IT'S BEAUTIFULLY PUT TOGETHER AND IT'S GREAT INFORMATION.
THE PROBLEM IS THAT IT COMES OUT SO FREQUENTLY THAT IT BECOMES A, I'LL GET TO THAT LATER, THEN IT BECOMES OVERCOME BY EVENTS AND IT JUST GETS DROWNED OUT BY EVERYTHING ELSE AND EVERYBODY'S LIFE.
I SAY THAT AS A PARENT WHO'S CURRENTLY GETTING THEM.
BUT I DO APPRECIATE THAT BECAUSE YOU'RE RIGHT. IT IS ALL IN THERE.
MY LAST QUESTION AND I APOLOGIZE IF THIS IS REDUNDANT AND I MISSED IT WHEN YOU COMMENTED, BUT I ONLY BRING IT UP BECAUSE IT WAS A COMMENT FROM ONE OF THE CITIZENS TODAY WAS CLARIFY FOR ME.
I JUST ASKED THIS BECAUSE I DON T KNOW, GOING FROM SECOND STEP TO CHARACTER STRONG, DID I MISS THAT?
>> THAT'S THE NEXT. [OVERLAPPING].
>> THAT WOULD BE IN THE NEXT SOCIAL EMOTIONAL LEARNING.
[OVERLAPPING] [LAUGHTER]. MY APOLOGY. SORRY.
>> ANY OTHER QUESTIONS REGARDING THE CURRICULUM?
>> I HAVE ONE. THIS WAS REALLY BEAUTIFUL AND I'VE NEVER HAD A BOOK WHERE IT'S BEEN BLANK.
[LAUGHTER] AND I WAS WONDERING IF I WOULD GET IN TROUBLE IF I WROTE MY NAME IN IT. [LAUGHTER]
>> YES, YOU WOULD GET IN TROUBLE. [LAUGHTER].
>> OKAY, I WON'T WRITE. [OVERLAPPING]
>> YOU ARE THE BOARD PRESIDENT, WE COULD WRITE YOUR NAME IN ALL OF THEM. [LAUGHTER]
I WAS LIKE, HOW DO WE EVER SEEN A BOOK WHERE THERE'S NOT A NAME WRITTEN IN IT.
>> THAT WILL BE THE PLEASURE OF OUR STUDENTS THIS FALL.
>> I'M JUST GOING TO SAY ONE MORE TIME.
I HOPE THAT WITH THIS CURRICULUM, THAT WE CONTINUE TO COMMUNICATE WITH PARENTS BECAUSE I THINK THAT IS WHERE WE MIGHT REALLY HEAR FROM THEM, IS AS WE GO THROUGH THESE UNITS, AND I HOPE THERE'S A PARENT CONNECTION IN IT, WE STIR THOSE CONVERSATIONS.
BUT ALSO WE CONTINUE TO GET THAT FEEDBACK FROM THEM AND ENGAGE THEM BECAUSE I'LL BE HONEST.
NONE OF US CAN FIND THE TIME TO READ EVERY WORD OF THIS.
[LAUGHTER] I DON'T THINK EVEN AS TEACHERS UNTIL YOU'RE ABOUT THIRD YEAR IN THAT YOU FEEL LIKE YOU CAN GRASP THE WHOLE THING.
I DON'T KNOW HOW PARENTS EVEN IF THEY LOOKED AT IT, YOU'RE LIKE, OH MY GOSH, I CAN'T READ ALL THAT.
LET'S CONTINUE THAT CONVERSATION WITH THEM.
>> ANY OTHER QUESTIONS? THAT CONCLUDES OUR PRESENTATION.
>> YOU CAN STAY UP HERE FOR THE MOMENT.
>> THERE'S NO ADDITIONAL QUESTIONS.
ANYBODY WANT TO ENTERTAIN A MOTION?
>> SURE. I MOVE THAT THE BOARD OF DIRECTORS ACCEPT THE FIRST READING OF THE MIDDLE SCHOOL SOCIAL STUDIES ADOPTION.
>> WE HAVE A MOTION ON THE FLOOR.
I'M GOING TO REACH OUT TO OUR STUDENTS FOR THEIR ADVISORY VOTE.
[BACKGROUND] WE HAVE OUR STUDENT ADVISORY VOTE.
ANY FURTHER QUESTIONS FROM THE BOARD? ALL THOSE IN FAVOR OF THE MOTION THAT WE ACCEPT THE FIRST READING OF THE MIDDLE SCHOOL SOCIAL STUDIES ADOPTION, PLEASE SAY, AYE.
>> WITH THAT, WE WILL MOVE ON TO THE SECOND ITEM OF NEW BUSINESS,
[02:00:01]
WHICH IS THE FIRST READING OF THE PROPOSED SEL CURRICULUM.TAMAR SHEETS AND DAVE KRISTEN.
WE ARE HERE TO TALK TO YOU ABOUT THE K-8 SDL ADOPTION.
I WANT TO START BY INTRODUCING OUR WONDERFUL AND COMMITTED COMMITTEE MEMBERS WHO HAVE A LOT OF PERSEVERANCE BECAUSE THEY ARE STILL HERE.
>> THANK YOU TO ALL OF YOU. THIS IS CHRIS WATER, SIXTH GRADE TEACHER AT ENVOY MIDDLE SCHOOL.
WE HAVE LISA LITON, FOURTH-GRADE AT CAM.
WE HAVE LINDA QUORUMS, SEVENTH GRADE AT TWO EXPELLING MIDDLE-SCHOOL.
KIM FACADESKI, SEVENTH GRADE AT LOREN MIDDLE SCHOOL.
TAMMY FLAVORS, SHE'S FIRST GRADE TEACHER AT YAKEL PRIMARY.
KRISTEN MCINTYRE WHO IS AN MTSS COACH, AND MARY SHOWER, ALSO AN MTSS COACH.
THEN I'M ALSO SUPPORTED BY MY COLLEAGUES DAVE PRESSIVE AND AMY FREDERICK'S.
I'M HERE AS THE CONTENT SPECIALIST IN SEL.
THEN DAVE AND AMY ARE THE SPECIALISTS IN CURRICULUM ADOPTION.
WE CO-FACILITATED THIS PROCESS ALL THE WAY THROUGH.
THEY'RE GOING TO BE HELPING WITH SOME OF THOSE CURRICULUM ADOPTIONS, SPECIFIC PIECES AS WE GO THROUGH.
WE CAN TAKE IT TO THE NEXT SLIDE, PLEASE.
TO ANSWER THE QUESTION THAT WAS BROUGHT UP EARLIER THIS EVENING, WE DO CURRENTLY HAVE A K-8 SEL RESOURCE THAT MANY OF OUR BUILDINGS HAVE BEEN USING.
THAT RESOURCE IS CALLED SECOND STEP.
WHEN WE FIRST PURCHASED IT, THE PRIMARY BUILDINGS GOT A KIT.
YOU WOULD OPEN THE KIT AND FOR THE YOUNGER GRADES, THERE WAS A PUPPET.
PUPPETS WERE CONTROVERSIAL TOPIC ON OUR COMMITTEE.
THERE WERE A BUNCH OF PLACARDS THAT HAD PICTURES ON THE FRONT AND A SCRIPT ON THE BACK FOR THE TEACHER.
OUR MIDDLE-SCHOOL, THIS 68 PORTION OF IT WAS ONLINE.
THE COMPANY HAS SINCE GONE TO BEING COMPLETELY ONLINE.
IT'S A YEARLY, ANNUAL SUBSCRIPTION FOR A SECOND STEP.
SECOND STEP WAS ONE OF THE OPTIONS FOR CONSIDERATION.
IT ACTUALLY MADE IT TO THE TOP TWO FOR OUR COMMITTEE, BUT IT WAS NOT THE ONE THAT WE ULTIMATELY CHOSE.
I'M GIVING AWAY THE ENDING HERE.
>> PERHAPS I CAN PROVIDE THE INFORMATION TOO, BUT YOU CAN CERTAINLY JUMP IN BECAUSE YOU WERE PART OF THAT PROCESS.
IT'S IMPORTANT TO UNDERSTAND THAT WE ADOPTED SECOND STEP BECAUSE WE RECEIVED A FEDERAL GRANT, THE AWARE GRANT AND WE HAD TO HAVE AN SEL PROGRAM IN PLACE.
AT THE TIME, THIS WAS NOW SEVEN, EIGHT YEARS AGO AND THE TIME SECOND STEP WAS ONE OF THE FEW IF ONLY PROGRAM THAT WAS ESTABLISHED AT THAT TIME BECAUSE THE SEL WAS VERY NEW.
BECAUSE WE HAD TO HAVE IT AS PART OF THE AWARE GRANT, WE NEVER WENT TO THIS FORMAL PROCESS.
THEN IN THE TIME THAT FORMAL PROCESS CAME, ALL OF THESE OTHER OPTIONS BECAME AVAILABLE, WHEN WE ASK ABOUT WHY WE'RE SHIFTING, IT'S BECAUSE WE NEVER HAVE REALLY EVALUATED THOSE OTHER PROGRAMS. THAT ACCURATE?
>> YES, IT IS. PROJECT AWARE CAME ABOUT IN 2014 AND YES, ONE OF THE GRANT REQUIREMENTS WAS THAT WE HAD AN SEL CURRICULUM THAT GRANT SUNSET IN 2019 AND WE'VE CONTINUED PROVIDING THE SUPPORT FOR OUR STUDENTS.
BUT IT WAS REALLY IMPORTANT TO US THAT WE VET THE CURRICULUM THROUGH THIS PROCESS.
THAT WE BRING EDUCATOR VOICE TO THE TABLE TO HAVE A CONVERSATION ABOUT WHAT MATCHES THE NEEDS THAT OUR STUDENTS HAVE AND WHAT BEST FITS OUR COMMUNITIES.
GOING THROUGH THIS PROCESS WAS A REALLY VALUABLE EXPERIENCE, I BELIEVE.
IF WE COULD GO TO THE NEXT SLIDE, PLEASE.
>> THIS IS A COMPLETE LIST OF ALL THE COMMITTEE MEMBERS.
THERE WERE 26 MEMBERS ON THE COMMITTEE.
THEY REPRESENT ALMOST EVERY SCHOOL AND ALMOST EVERY GRADE LEVEL BEING CONSIDERED.
WE ALSO HAVE SPECIALISTS TEACHERS, SPECIAL EDUCATION TEACHERS, COUNSELORS, MTSS COACHES, BUILDING AND DISTRICT ADMINISTRATORS.
AGAIN, A PRETTY THOROUGH AND REPRESENTATIVE COMMITTEE MEMBERSHIP OF WHICH WE HAVE THESE BEAUTIFUL PEOPLE HERE TONIGHT REPRESENTING.
AGAIN, THE FOUNDATIONAL COMPONENTS.
WE PUT TWO THINGS ON THIS SLIDE.
ONE IS TO NOTE SOCIAL EMOTIONAL SKILLS AS ITS PROMINENT PLACE ON OUR COHERENCE, GOALS AND PROGRAMS WE THOUGHT THAT WAS WORTH NOTING.
[02:05:03]
THEN A CORE BELIEF STATEMENT THAT TALKS ABOUT THAT STRONG SOCIAL EMOTIONAL LEARNING IS BOTH PREREQUISITE TO AND COMPLIMENTARY TO HIGH ACADEMIC ACHIEVEMENT.ALSO ALIGNED WITH THE CASEL CORE COMPETENCIES.
>> CASEL STANDS FOR THE COLLABORATIVE FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING.
IT'S THE PREEMINENT SCHOLARLY LOCATION WHERE ALL THINGS ARE KEPT THAT ARE SEL.
THEY DO A LOT OF RESEARCH, A LOT OF DATA, A LOT OF COLLATING OF INFORMATION.
ONE OF THE THINGS THAT THEY DO IS HELP TO VET DIFFERENT SEL CURRICULUM.
>> AGAIN ON THE PROCESS, VERY SIMILAR TO THE AMY FREDERICK'S IS MASTERPIECE HERE IF THE ENTIRE PROCESS.
[LAUGHTER] SAME THING STARTING WITH THE REQUESTS FOR QUOTES IN THE LAST SUMMER AND THE FALL.
WELL FUNDAMENTAL THINGS AND A NARROWING PROCESS THAT HAD A LOT TO DO WITH COSTS AND THINGS GETTING DOWN TO FOUR PROGRAMS FOR WHICH WE HAD VENDOR PRESENTATIONS, NARROWING TO TOP TWO.
THEN WE PILOTED THE TOP TWO, CAME TO A DECISION AND THEN AGAIN, WE'RE NOW TO THE POINT WHERE WE'RE AT THE FIRST READING OF THE BOARD.
THE PROCESS IS PRETTY MUCH THE SAME FOR ALL THE ADOPTION THAT WE'VE BEEN DOING.
WHAT WAS ULTIMATELY CHOSEN BY THE COMMITTEE WAS CHARACTER STRONG.
THERE WERE QUITE A FEW THINGS THAT OUR COMMITTEE LIKED ABOUT THIS CURRICULUM AND I WILL LET THEM SPEAK TO THAT AS WE GO THROUGH.
BUT ONE OF THE THINGS THAT I WANTED TO DRAW YOUR ATTENTION TO IS THAT IT WAS CREATED IN CONJUNCTION BETWEEN EDUCATORS AND STUDENTS.
THEY WERE OVER 60 STUDENTS THAT PARTICIPATED IN THE CREATION OF CHARACTER STRONG CURRICULUM.
IT'S REALLY DRIVEN BY STUDENT VOICE AND IT WAS REALLY IMPORTANT TO THE CONTENT DESIGNERS THAT IT WAS WRITTEN IN SUCH A WAY THAT IT WAS ENGAGING TO STUDENTS AND IT REALLY SPOKE TO STUDENTS AND INCORPORATED THEIR VOICE.
IF WE COULD GO TO THE NEXT SLIDE.
WE WANTED TO SHOW YOU THE COMMENTS FROM THE PARENT AND COMMUNITY REVIEW.
WHAT YOU'LL SEE IS THAT WE HAD SIMILAR PARTICIPATION RATES TO THE SOCIAL STUDIES COMMUNITY REVIEW AS WELL.
WE HAD SIX PEOPLE RESPOND IN TOTAL.
THE WINDOW WAS OPEN FROM APRIL 17TH TO MAY 12TH.
THERE WERE SOME PEOPLE WHO STRONGLY AGREED THAT THIS CONTENT WAS APPROPRIATE FOR BATTLEGROUND PUBLIC SCHOOLS.
THEN WE HAD SOME PEOPLE WHO DISAGREED AND STRONGLY DISAGREE THAT IT WAS APPROPRIATE.
YOU'LL SEE THAT THE COMMENTS FOLLOW THAT LINE, THAT THERE WAS THIS DIVISION HERE.
THE PEOPLE WHO WROTE COMMENTS WHO WERE OPPOSED OR WHO DISAGREED WITH THE CURRICULUM TALKED TO THAT IT'S THE PARENT'S JOB AND IT'S THE FAMILY'S RESPONSIBILITY TO TEACH THESE SKILLS TO THEIR STUDENTS.
THE PEOPLE WHO WERE PRO CURRICULUM REALLY TALKED ABOUT THAT IT WAS INTERESTING AND INVITING.
IT COVERED IMPORTANT TOPICS AND THAT THESE SKILLS ARE ESSENTIAL TO THE SUCCESS OF STUDENTS IN LIFE AFTER THEY'VE GRADUATED.
JUST A LITTLE SNAPSHOT OF WHAT IT LOOKS LIKE.
CHARACTER STRONG IS ALSO AN ONLINE-ONLY CURRICULUM.
THERE'S NOT A PHYSICAL KIT THAT COMES WITH IT.
TEACHERS WILL LOG INTO THE WEBSITE, IT WILL BE PROJECTED AND THERE IS A POWERPOINT THAT THEY USE TO GUIDE THEM THROUGH THE LESSON.
IT'S CONSIDERED PLUG-IN PLAY, IS WHAT THEY CALL IT.
IT'S FAIRLY SIMPLE TO JUST PICK IT UP AND GO WITH IT, BUT LESSON GUIDES THE TEACHER THROUGH SO THAT THERE'S NOT A LOT OF PREPARATION THAT'S INVOLVED IN THE DELIVERY OF THIS CONTENT.
THE K-5 PORTION FOR CHARACTER STRONG IS CALLED PURPOSEFUL PEOPLE.
IT FOCUSES ON CHARACTER TRAITS, IF WE CAN GO TO THE NEXT SLIDE, PLEASE.
THAT FALL UNDER THE CATEGORIES OF BE KIND, BE STRONG, AND BE WELL.
EACH MONTH IS REALLY FOCUSED ON A SPECIFIC CHARACTER TRAIT AND THEY GO LIKE THIS.
YOU'RE ROTATING THROUGH KINDNESS, STRENGTH AND WELLNESS. NEXT SLIDE, PLEASE.
THIS GIVES YOU AN IDEA OF THE SCOPE AND SEQUENCE THAT STUDENTS GO THROUGH WHEN THEY ARE RECEIVING THESE LESSONS.. FOR INSTANCE, UNDER THE CATEGORY THE STRAND OF BE KIND, KINDERGARTENERS MIGHT BE TALKING ABOUT LISTENING SKILLS, WHEREAS FIFTH GRADERS MIGHT BE TALKING ABOUT LEADERSHIP.
THIRD GRADERS ARE TALKING ABOUT PERSPECTIVE-TAKING.
[02:10:02]
IT INCREASES WITH THE DEVELOPMENTAL APPROPRIATENESS.WHAT LESSONS ARE TAUGHT TO THAT GRADE LEVEL.
FOR BE WELL, WE START WITH JUST SIMPLY IDENTIFYING EMOTIONS FOR KINDERGARTENERS.
WE GO TO REGULATING THOSE EMOTIONS AND THEN TALK ABOUT STRESS MANAGEMENT WHEN WE GET TO FIFTH GRADE.
TEACHERS ALSO HAVE ACCESS TO A VARIETY OF RESOURCES THROUGH THIS CURRICULUM.
THERE'S A COUPLE THAT I'D LIKE TO DRAW YOUR ATTENTION TO.
ONE IS THE PURPOSEFUL LIBRARY.
IT GIVES RECOMMENDATIONS FOR BOOKS THAT REINFORCE SOME OF THE CONCEPTS THAT THEY'RE LEARNING THROUGH THESE LESSONS.
THERE IS AN INTRODUCTION LETTER AND MONTHLY NEWSLETTERS THAT TEACHERS CAN SEND TO FAMILIES TO INCLUDE THEM, TO LET THEM KNOW WHAT IS BEING TAUGHT IN THE CLASS.
TO TALK ABOUT THE DIFFERENT CHALLENGES THAT STUDENTS ARE BEING TASKED WITH TO PRACTICE THE SKILLS THAT THEY'RE LEARNING SO THAT PARENTS CAN HAVE CONVERSATION WITH THEIR STUDENTS AND REINFORCE SOME OF THOSE LESSONS AT HOME.
WE ALSO HAVE A PLAYGROUND TOOLKIT.
THAT'S A REALLY UNSTRUCTURED TIME FOR A LOT OF OUR YOUTH.
IT'S NICE TO HAVE RESOURCES FOR HOW TO CONNECT THESE SKILLS TO WHAT THEY'RE DOING ON THE PLAYGROUND.
THEN FOR THE 6-8 PORTION OF THE CURRICULUM, IT IS CALLED CHARACTER STRONG.
K-5, IT'S CALLED PURPOSEFUL PEOPLE, 6-8, IT'S CALLED CHARACTER STRONG.
THIS IS THE SEQUENCE OF EACH LESSON THAT THEY RECEIVE.
THERE'S A WELCOME, THERE'S A LITTLE COMMUNITY-BUILDING WHERE THEY DO A GAME THAT HELPS THEM TO GET TO KNOW EACH OTHER, THAT TAPS INTO THE SKILL THAT THEY'RE GOING TO BE LEARNING.
THEN THEY LEARN AND PRACTICE THE SKILL, AND THEN THERE'S A CLOSURE ACTIVITY.
THIS GIVES YOU AN IDEA OF THE DIFFERENT WAYS THINGS ARE INTERPRETED AT THE DIFFERENT GRADE LEVELS.
FOR 6TH GRADE, THEY MIGHT TALK ABOUT BELONGING.
HOW CAN WE CREATE A PLACE WHERE EVERYONE HAS A PLACE? WHEREAS FOR 8TH GRADE, THEY MIGHT BE TALKING ABOUT ENGAGEMENT.
HOW DO WE PRACTICE ENGAGING MEANINGFULLY IN OUR LIVES WITH OUR FRIENDS AND IN OUR SCHOOL? THEN FINALLY, WE WANTED TO SHARE WITH YOU THE WAY THAT THE CURRICULUM IS DESIGNED, THEY BELIEVE THAT WE START WITH KNOWING, SO WE TEACH THE SKILL.
THAT MOVES TO ACTION, THE DOING.
STILL IF WE KNOW OUR GOALS, WE LEARN WHAT OUR GOALS ARE, THEN THOSE AFFECT OUR HABITS.
THAT WHEN WE CREATE THESE KNOWING DOING CONNECTION, THAT TRANSLATES INTO OUR WELLNESS, OUR WELL-BEING, OUR SENSE OF BELONGING, AND OUR ENGAGEMENT WITH SCHOOL, HOME, AND THE COMMUNITY.
WITH THAT, I'M GOING TO TURN IT OVER TO OUR COMMITTEE MEMBERS.
I'D LIKE TO HEAR ANY QUESTIONS THAT YOU HAVE FOR THEM.
THEY ARE THE ONES THAT WERE PRACTICING IT WITH STUDENTS.
WE HAD A PILOT MONTH WHERE THEY WERE PROVIDING THESE LESSONS TO THEIR KIDS AND WE GOT SOME AMAZING FEEDBACK FROM ESPECIALLY THOSE MIDDLE SCHOOLERS.
WELL, PRIMARY TOO. WELL, WE GOT SOME REALLY GOOD FEEDBACK, SO WE'D LIKE THEM TO SHARE.
CAN YOU EXPLAIN WHERE THIS IS TAUGHT? IT'S NOT WOVEN INTO THE CURRICULUM, IT'S AN AMOUNT OF TIME.
>> SURE. OUR SEL LESSONS WITH SECOND STEP PREVIOUSLY AND THEN HOPEFULLY WITH CHARACTER STRONG MOVING FORWARD WILL BE TAUGHT DURING OUR ADVISORY TIME.
IN THE MIDDLE SCHOOL LEVEL, ON OUR LATE START WEDNESDAYS, WE HAVE A CHUNK OF TIME WHERE WE ARE WITH AN ADVISORY CLASS AND THAT IS WHAT WE FOCUS ON ONCE A WEEK.
WHERE WE REALLY HONE IN ON THOSE ADVISORY SKILLS WITH THE SOCIAL EMOTIONAL LEARNING.
>> DO YOU KNOW HOW LONG IS THAT ADVISORY PERIOD?
>> AT LAURIN, IT DEPENDS, BUT IT'S ABOUT 30-50 MINUTES DEPENDING ON THE SCHEDULING BREAKDOWN.
>>THEN WHAT ABOUT THE PRIMARY SCHOOL?
>> YES. WELL, WE HAVE A TIME SLOT CUT OUT FOR SEL, AND SO WE HAVE ABOUT 30 MINUTES THAT WE DO IT.
>> YES, BUT I TEND TO BRING IT BACK THROUGH OTHER THINGS THAT WE ARE DOING ALSO.
I'D LIKE TO SAY SOMETHING ELSE TOO.
I THINK ONE OF THE THINGS THAT WE REALLY LIKED ABOUT CHARACTER STRONG, EVEN THOUGH I'M ELEMENTARY, WE REALLY TRY TO MAKE SURE WE CAN GET SOMETHING FOR MIDDLE SCHOOL.
IT'S NOT CARTOONISH AND THEY USE REAL STUDENTS.
[02:15:03]
REAL STUDENTS TELL THEIR STORIES.THAT MAKES A DIFFERENCE TO THE KIDS WHO ARE WATCHING IT AND GOING WITH THIS IS BABY STUFF.
DO YOU WANT TO TALK A LITTLE BIT MORE ABOUT THAT TOO? BECAUSE THAT WAS SOMETHING REALLY BIG THAT WE WANTED TO FOCUS ON.
>> I TEACH 7TH GRADE AT LAURIN MIDDLE SCHOOL.
SEVENTH GRADERS ARE 12 AND 13, WHICH MEANS THEY ARE NOT SHORT ON OPINIONS AT ALL AND THEY ARE ALSO NOT SHORT ON WILLINGNESS TO SHARE THEM.
IN TEACHING SECOND STEP, I'VE BEEN IN THE DISTRICT SINCE SECOND STEP WAS INAUGURATED IN 2014.
THAT WAS MY STUDENT TEACHING YEAR HERE ACTUALLY.
IT'S BEEN A PRETTY STEEP DOWNWARD SLIDE.
WHERE ARE THEY AT FIRST, THEY'RE LIKE, OKAY, THIS IS SOMETHING NEW.
WITH EACH PASSING YEAR, THEY'RE FEELING LIKE THEY'RE BEING TALKED AT NOT ENGAGED WITH.
WHEN STUDENTS HEAR THE WORD SECOND STEP, THEY GROAN AND THEY DON'T WANT TO ENGAGE.
THAT'S EXACTLY THE OPPOSITE OF WHAT WE WANT FOR MIDDLE SCHOOLERS BECAUSE WE NEED THEM TO BE CLUING INTO THEIR SOCIAL EMOTIONAL NEEDS, ESPECIALLY AT THAT PIVOTAL TIME IN DEVELOPMENT WITH ALL THAT THEY'VE GOT GOING ON IN THEIR BRAINS.
WITH CHARACTER STRONG, LIKE TAMMY SAID, THEY FELT LIKE THEIR PEERS WE'RE HELPING THEM THROUGH IT.
THERE ARE CELEBRITIES LIKE THERE WAS A FAMOUS ATHLETE INVOLVED IN ONE OF THE VIDEOS TALKING WITH 12, 13, 14-YEAR-OLD KIDS.
IT BRINGS THIS ALMOST LIKE POP CULTURE SIDE OF THINGS WHERE THE KIDS ARE MUCH MORE WILLING TO ENGAGE THAN LIKE THE DRAWINGS AND THE LESS TANGIBLE EXAMPLES THAT HAVE BEEN IN SECOND STEP.
>> [LAUGHTER] NO, IT'S NOT JUST ONE. [LAUGHTER]
>> I KNOW. NO. I JUST KNOW HE'S GOING TO HAVE A LOT OF QUESTIONS.
[LAUGHTER] CURRENTLY WHAT'S IN PLACE IS THE SECOND STEP.
WE'VE SEEN SOME NEGATIVE COMMENTS FROM PARENTS IN REVIEW OF THIS.
DID YOU RECEIVE ANY COMMENTS IN HOWEVER LONG WE'VE BEEN HOLDING SECOND STEP FOR MANY PARENTS AT ALL? LIKE OVER THE HOWEVER MANY YEARS WE'VE BEEN HAVING SECOND STEP.
NO CONCERNS OR COMMENTS FROM PARENTS AT ALL?
>> I CAN SAY THAT, PARENTS HAVE ASKED ME WHY WE'RE DOING IT AT PARENT-TEACHER CONFERENCES AND THINGS LIKE THAT AND I'LL EXPLAIN IT LIKE TO MEET THE SOCIAL EMOTIONAL NEEDS OF STUDENTS.
BUT THERE HASN'T REALLY BEEN THE BACK-AND-FORTH DISCOURSE THAT'S JUST BEEN WHAT WE'VE HAD LIKE MR. WATER SAID.
>> WE HAVEN'T REALLY RECEIVED A LOT OF PUSHBACK ON OUR SOCIAL EMOTIONAL LEARNING CURRICULUM.
IT'S BEEN FAIRLY, I WOULD SAY A GOOD WORD WOULD BE BENIGN.
>> I WOULD LIKE TO JUMP IN HERE JUST BECAUSE I HAVE SOME STRONG FEELINGS ABOUT ALL OF THIS, BECAUSE I BELIEVE SOME OF THE COMMENTS THAT PARENTS MADE ARE ACCURATE.
THEY'RE THE FIRST TEACHER OF THEIR KIDS AND WE HOPE THAT ALL PARENTS TAKE THAT AS SERIOUSLY AS I MIGHT TAKE THAT.
THERE ARE FIVE STRANDS WITHIN CASTLE THAT ARE REALLY IMPORTANT FOR PEOPLE TO BE SUCCESSFUL IN THEIR ADULT LIFE.
SELF-AWARENESS, SELF-MANAGEMENT, SOCIAL SKILLS, RELATIONSHIP SKILLS, AND THERE'S ONE MORE I'M FORGETTING.
BUT THESE ARE SKILLS THAT YOU CAN TEACH THEM AT HOME, BUT UNTIL THEY PRACTICE THEM WITH PEERS, I'M SORRY, THEY'RE NOT GOING TO REGULATE.
THE GOAL WOULD BE THAT THEY ARE TAUGHT AT HOME, THEY'RE REINFORCED AT SCHOOL WITH THEIR PEERS, AND THEN THEIR TALKED ABOUT AGAIN AT HOME.
IN AN IDEAL SOCIETY, THAT'S WHAT WE WOULD DO AND WE WOULD HAVE AGREEMENT AS A SOCIETY ABOUT HOW WE TREAT EACH OTHER AND HOW WE INTERACT AND IT'S ALL CIVIL.
AS WE KNOW FROM WHAT WE'VE SEEN OVER THE YEARS WITH DETERIORATION OF THAT, I THINK WE NEED THIS MORE THAN EVER.
BECAUSE WE NEED TO PRACTICE WHAT WE WANT IN OUR COMMUNITY AND WHAT WE EXPECT IN OUR COMMUNITY IN ORDER TO HAVE THE KIND OF SOCIETY THAT WE CAN ALL INTERACT RESPECTFULLY WITH ONE ANOTHER, LISTEN TO ONE ANOTHER AND HAVE A DISCORD, DISAGREE AND AT THE END OF THE DAY DISAGREE AND STILL BE FRIENDS.
I THINK THAT'S A REAL PROBLEM IN OUR SOCIETY RIGHT NOW.
MY HOPE IS THAT HAVING A CURRICULUM LIKE THIS, AGAIN, PARENTS WILL REMAIN THE FIRST TEACHER OF THEIR CHILD AS I BELIEVE THEY SHOULD BE, AND THE SCHOOL SYSTEM AND THE SCHOOL WORK THAT WE DO,
[02:20:03]
WE'LL JUST PROVIDE THE PRACTICE.KIDS CAN BRING IT BACK HOME AGAIN AND HAVE THE CONVERSATION WITH THEIR PARENTS ABOUT WHAT'S GOING ON AND THEY CAN MAKE THEIR OWN MEANING OUT OF IT THROUGH THAT RECIPROCAL PROCESS.
I SEE THIS AS A REALLY GOOD THING FOR US AS A SYSTEM AND AS A SOCIETY BECAUSE IT ALLOWS US TO DEVELOP PEOPLE.
THE NUMBER ONE THING WE EXPERIENCE, I'VE WORKED IN HR, I CAN TELL YOU THE NUMBER ONE THING I EXPERIENCE IS WHEN PEOPLE DON'T HAVE THOSE SKILLS, THE PROBLEMS THAT, THAT CREATES.
WE HEAR THAT FROM EMPLOYERS IN A VARIETY OF DIFFERENT PLACES.
I THINK IT'S TIME FOR US TO, AGAIN, KEEP OUR PARENTS WHERE THEY BELONG, WHICH IS IN THE FOREFRONT, BUT ALSO REINFORCE THE THINGS THAT WE KNOW OUR KIDS NEED AND THEY NEED TO PRACTICE WITH THEIR PEERS.
>> I AGREE WITH YOU, SHELLY. I THINK IT'S VERY WELL ARTICULATED.
WHAT I WAS DRIVING AT IS THAT, WHILE I TOO AGREE THAT PARENTS FIRST AND FOREMOST, I MEAN, IT'S THEIR KIDS, I CAN'T FORGET THAT.
WE'RE HERE FOR THEM AND IT'S THEIR KIDS.
BUT I KNOW THAT WITH MY KIDS AND FOR EXAMPLE, BOTTOM LINE, I AM NUMBER ONE.
BUT I ALSO RECOGNIZE THAT NOT EVERYBODY HAS THAT SAME SCENARIO IN THEIR LIFE.
WE HAVE TO BE ABLE TO FILL THOSE GAPS AND BRIDGE THOSE THINGS.
THAT'S WHY I WAS ASKING THAT QUESTION BECAUSE I DIDN'T SEE A LOT OF PARENTS ON THE COMMITTEE.
I'M SURE YOU GUYS ARE PARENTS OR SOME OF YOU ARE.
BUT IN THIS ROLE, YOU'RE REPRESENTING THE SCHOOL AND THE ADMINISTRATION AND OUR ADVOCACY FOR THIS CURRICULUM.
I WANTED TO MAKE SURE THAT WE'VE VETTED THE COMMUNITY, WHICH I KNOW I GET THE ENGAGEMENT.
WE SEE IT IN MANY DIFFERENT ASPECTS OF WHAT WE'RE DOING HERE, BUT JUST MAKING SURE THAT WE FULLY UNDERSTAND THAT.
THAT'S WHY I WAS LEADING WITH THE QUESTION ABOUT COMPLAINTS OVER, WAS IT SECOND STEP BECAUSE ULTIMATELY, WHILE THE CURRICULUM IS DIFFERENT, IT'S ALL ROOTED IN THE SAME CONCEPTS.
IT'S DRIVING FOR THE SAME THING.
IF WE WEREN'T SEEING A LOT OF PUSHBACK FROM SECOND STEP, HOW SIGNIFICANTLY DIFFERENT ARE THESE TWO THAT WE WOULD PROJECT TO SEE ANYTHING ADDITIONAL?
>> THERE'S A VERY BIG DIFFERENCE.
>> KIM'S POINT THAT I WAS HEARING A LOT OF THAT.
I WAS HEARING A LOT LACK OF STUDENT ENGAGEMENT AND STUDENTS NOT BUYING INTO IT.
I THINK RICARDO AND SORA, WE ALL REMEMBER THOSE OF US WHO ATTENDED THE LAZADA CONFERENCE A COUPLE OF YEARS AGO, HOUSTON CRAFT.
I DON'T REMEMBER HIS BOOK ON KINDNESS.
HE'S A BIG PART OF CHARACTER STRONG.
>> HE DOES A LOT OF WORK WITH CHARACTER STRONG.
THAT'S THE THING YOU'RE LOOKING AT.
THAT WAS A BIG FAVORITE OF YOURS THAT PARTICULARLY PRESENTATION. [OVERLAPPING]
>> THAT WAS A GOOD ONE. IT'S REALLY GOOD.
>> I'D LIKE TO ADD TWO THINGS.
WHEN WE DID HAVE SOME FAMILY MEMBERS ON OUR COMMITTEE, WE HAD FOUR.
THEY WERE REPRESENTED THROUGHOUT THIS PROCESS AND THEN THE OTHER THING THAT I WANTED TO MENTION HAS LEFT MY BRAIN TEMPORARILY BUT IT WILL COME BACK.
IT'S NOT COMING BACK. [LAUGHTER] IT DID, YEAH.
>> SLIDE A COMMENT IN SIDEWAYS THEN.
>> GOOD EVENING. I'M REALLY EXCITED ABOUT THIS PROGRAM.
I'M JUST GOING TO SAY THAT RIGHT OFF BECAUSE THEY INCLUDED TO ME, I'M THE ONE THAT HATES THE PUPPETS.
WHAT I FOUND, I TEACH FOURTH-GRADE.
AT THE VERY BEGINNING IN SEPTEMBER, THEY HAVE A PART OF THE LESSONS WHERE THE KIDS ARE ABLE TO HAVE A LIST OF, I DON'T WANT TO SAY RULES BUT EXPECTATIONS I GUESS IN SOME WAYS BUT THEY COME UP WITH IT ON THEIR OWN.
IN THIS COMMUNITY CIRCLE IS ESTABLISHED SO THAT KIDS CAN FEEL COMFORTABLE IN SHARING HOW THEY'RE FEELING ABOUT THINGS.
WE CAME UP WITH A LITTLE TOKEN THAT YOU WOULD PASS AROUND AND IT'S THE TALKING PIECE. [OVERLAPPING] THANK YOU.
THE TALKING PIECE SO WHEN THEY KNOW WHEN SOMEBODY HAS THE TALKING PIECE, NOBODY ELSE IS TALKING.
THAT'S BEAUTIFUL IN FOURTH GRADE. I'M JUST GOING TO SAY THAT.
ANOTHER THINK THAT I REALLY LOVED ABOUT IT WAS THAT IT'S GOT TECHNOLOGY TO IT.
IT'S ONLINE. THESE KIDS THAT ARE COMING UP ARE NOT GOING TO SIT AND LOOK AT A CARD AND BE ENTERTAINED FOR AWHILE, OR EVEN A PUPPET.
>> WE GET WHERE YOU'RE COMING FROM.
>> THE OTHER THING THAT I REALLY LOVED ABOUT IT WAS THE FACT THAT THEY GAVE MOVEMENT FOR THE PRIMARY AREAS.
[02:25:03]
FOR EXAMPLE, THEY HAVE GAMES THAT YOU CAN CLICK ON ONE OF WHICH THE KIDS REALLY LIKED, WHEREAS AND IT HELPS THEM TO GET TO KNOW KIDS.FOR EXAMPLE, IF YOU'D LIKE LUCKY CHARMS, YOU HAVE TO SIT ON THIS SIDE AND IF YOU LOVE CAPTAIN CRUNCH, JUST PRETENDING.
ON THIS SLIDE AND THEY GIVE THEM A COUPLE OF SECONDS AND THEY GO TO THEIR SIDES AND THEY REALIZE, OH MAN, I DIDN'T KNOW THAT YOU LIKE LUCKY CHARMS OR YOU DON'T, BUT IT'S MORE THAN THAT.
IT'S MORE COGNITIVELY AWARE OF REALLY LEARNING DEEPLY ABOUT SOMEBODY, I GUESS.
THERE IS AN ART ACTIVITIES THAT GO ALONG WITH IT.
THE LESSON THAT WE DID WAS ON EMPATHY AND THE KIDS HAD TO GO BACK AND DRAW A PICTURE OF HOW THEY WOULD SHOW EMPATHY TOWARDS ANOTHER CHILD DURING THAT WEEK.
THAT WAS THEIR GOAL, WAS TO BE ABLE TO DRAW THE PICTURE AND THEN MEET THEIR GOAL.
I CAN'T SAY ENOUGH ABOUT THIS PROGRAM.
I THINK IT'S GOING TO BE SOMETHING THAT WILL HELP.
I'VE BEEN IN THE DISTRICT FOR 26 YEARS AND I THINK IF WE ARE ABLE TO GET ALL OF US COLLECTIVELY TOGETHER WORKING IT BY SCHOOL AND ALL SCHOOLS BEING ON IT, I THINK IT'S GOING TO BE A GREAT THING OVERALL FOR THE DISTRICT.
IT'S SOMETHING THAT'S GUIDING EVERYBODY AND I'M NOT SAYING WE HAVE TO BE DOING LOCKSTEP WITH YOU, BUT AT THE SAME TIME IT'D BE NICE THAT ON THIS MONTH, WE KNOW DISTRICT-WIDE WE'RE WORKING ON THIS.
THIS MONTH WE'RE WORKING ON ANOTHER CHARACTER TRAIT.
>> WELL, ACTUALLY HOPE, KEEP THE MIC.
I WANT TO ASK YOU A QUESTION. TWO QUESTIONS RELATED? [LAUGHTER]. WELL, YOU PILOTED IT AND ALL OF YOU PILOTED PARTS OF IT.
QUESTION IS, ONE, BECAUSE CAM ALREADY DOES SOME CHARACTER WORK, IS IT PROPOSED TO WHAT YOU'RE DOING? DO YOU THINK IT TIES IN WITH THAT?
>> WHAT I'VE FOUND, A NEW BEAUTY CAM.
I'VE ONLY BEEN THERE FOR THREE YEARS.
THERE IS A CURRICULUM THAT'S CHARACTER FIRST AND IT WAS ESTABLISHED A LONG TIME AGO.
WHAT I'M FINDING IS THAT THE MAJORITY OF THE LESSONS ARE ON PAPER AND THEY COLOR THE PICTURE AND IT'S A LOT OF READING AND IT'S NOT ENGAGING.
I THINK FOR A HIGH SCHOOL PROGRAM, IT WOULD MAYBE BE ENGAGING BECAUSE THEY'RE CAPABLE OF DOING.
>> I WONDERED MOSTLY DOES IT COVER THE SAME CONCEPTS?
>> I THINK THAT YOU COULD PROBABLY TRY AND MATCH SOME OF THEM UP BUT SOME OF THE WORDS THAT WE USE I JUST FIND ARE A LITTLE BIT DIFFICULT FOR A PRIMARY BECAUSE YOU HAVE 3, 4 STARTING TO WORK ON AND FOR THE LIFE ME AND HAVING THOSE MOMENTS WHERE I CAN'T THINK OF A WORD BUT LIKE REVERENCE.
FOURTH GRADE IS NOT GOING TO REALLY UNDERSTAND BUT THAT'S JUST MY OWN OPINION.
>> THEN THIS IS A QUESTION FOR ANYBODY.
YOU PILOTED AND WE'VE TALKED ABOUT PARENT ENGAGEMENT.
DID YOU HAVE INTERACTIONS WITH PARENTS? DID YOU SEND THE PARENT MATERIALS HOME? DID YOU GET ANY REACTION FROM PARENTS? DID YOU ENGAGE WITH PARENTS IN SOME WAY DURING THAT TIME? [OVERLAPPING]
>> I WAS ACTUALLY GOING TO MENTION PARENT.
I AM A PARENT AND AS A PARENT, I WOULD MUCH RATHER MY CHILD BE USING CHARACTER STRONG VERSUS SECOND STEP, JUST FROM WHAT I'VE SEEN FROM SECOND STEP AND WHAT I'VE SEEN FROM CHARACTER STRONG.
I DIDN'T SEND HOME ANYTHING BECAUSE IT WAS JUST THE PILOT AND I JUST DIDN'T.
BUT WHAT DOES HAPPEN IN THE MIDDLE SCHOOL CURRICULUM OR WHAT'S CALLED CHARACTER DARES AND CHARACTER DARES ARE WHERE YOU'RE TALKING LET'S SAY YOU'RE TALKING ABOUT VALUES AND THEN THERE'S A CHARACTER THERE THAT IS RELATED TO THAT, WHERE THE STUDENTS HAVE TO GO HOME AND DO SOMETHING.
IT DOESN'T HAVE TO BE HOME. IT COULD BE AT SCHOOL BUT THEY HAVE TO DO SOMETHING.
A LOT OF THE DARES ARE RELATED TO BEING AT HOME AND DOING THINGS AT HOME, HELPING OUT AROUND THE HOUSE.
I'LL LEAVE A POST FOR SOMEONE THAT YOU RESPECT.
YOU HAVE TO LEAVE A POST-IT NOTE FOR THEM AS TO WHY YOU RESPECT THEM.
JUST LITTLE TINY THINGS THAT ANY STUDENT COULD DO AND I HAD SEVEN.
I TEACH SEVENTH GRADERS THAT IT'S HARD TO GET THEM TO DO THESE THINGS.
IT'S HARD TO GET THEM TO DO HOMEWORK, LET ALONE SOMETHING LIKE THIS AND SO THEY ASKED FOR POST-IT NOTES.
THEY WANTED THE POST-IT NOTES, THEY WANTED TO DO THIS AND THE NEXT WEEK YOU TALK ABOUT IT.
[02:30:06]
THERE IS A PIECE WHERE YOU ARE CONNECTING HOME IN THAT THE KIDS ARE CONNECTING HOME. NOT ME.IT'S NOT A NEWSLETTER THAT'S GOING TO GO IN THE RECYCLE BIN.
IT'S THE KIDS ARE CONNECTING WITH THEIR FAMILIES IN ONE WAY OR ANOTHER.
>> WE'LL, AND CERTAINLY IF I GOT IT POST-IT NOTE, IF MOM GETS A POST-IT NOTE FROM THEIR SEVENTH GRADER TELLING HOW I RESPECT THEM, I THINK THEY WERE WONDERING WHAT WAS GOING ON AT SCHOOL OR SOMETHING. [OVERLAPPING]
>> DOES THIS HAPPEN ALL THE TIME? [LAUGHTER]
>> NO. I DID SEE THAT THE CHARACTER DARES AND SO I'M GLAD TO HEAR THAT THEY WERE EFFECTIVE.
ONE IS I DID SEND THE NEWSLETTER HOME ON EMPATHY AND ONE OF THE THINGS I LIKED ABOUT THE NEWSLETTER IS IT DOES HAVE ACTIVITIES ON THERE THAT THE PARENT CAN DO WITH THE CHILD AT HOME.
I DIDN'T FORMALLY ASK PARENTS BUT I DID GET SOME FEEDBACK FROM PARENTS AND FROM KIDS WHO WENT HOME REALLY EXCITED TO BE ABLE TO DO THESE ACTIVITIES WITH THEIR PARENTS.
IF WE DO ADOPT THIS, I SEE THAT AS A BIG PIECE OF WHAT I WANT TO DO.
THE OTHER THING I LIKE ABOUT CHARACTER STRONG IS THAT WE HAVE PBIS.
WE DO CHARACTER TRAITS EVERY MONTH.
THIS IS GOING TO TIE RIGHT INTO THAT, WE'RE NOT DOING ANYTHING EXTRA, WE'RE JUST REINFORCING AND IT SPIRALS LIKE TAMAR SHOWED YOU SO THAT WE COME BACK TO A CONCEPT AGAIN AT ANOTHER TIME.
YOU'LL HAVE TO ASK CHRIS, ONE OF OUR COMMUNICATION PEOPLE.
HE CAME AND TOOK PICTURES HE INTERVIEWED ME AND WE GOT HIM INVOLVED IN ONE OF THE ACTIVITIES THAT WE WERE DOING WITH A BEACH BALL.
THEY HAD TO PICK A COLOR ON THE BEACH BALL AND EACH COLOR REPRESENTING A FEELING AND THE COLOR THAT HE PICKED WAS FRUSTRATED.
HE WAS HOLDING A BEACH BALL AND HE GOES, "I'M FRUSTRATED WHEN I HAVE TO STAND HERE AND TELL PEOPLE WHY I'M FRUSTRATED." [LAUGHTER] BUT THE KIDS WERE ENGAGED IN THAT AND THROWING THAT BEACH BALL AND SHARING THOSE THINGS, I HAD ADMIN COME IN, I HAD THE INSTRUCTIONAL COACH COME IN AND THEY WERE SO PLEASANTLY SURPRISED AT HOW ENGAGED THE KIDS WERE WORKING AT PARTNERS AND TALKING ABOUT THE DIFFERENT EMOTIONS BECAUSE THEY WERE DOING AN EMOTION BINGO.
ANYWAYS, I COULD GO ON FOREVER BECAUSE THIS IS A BIG PASSION OF MINE.
I AGREE, IT SHOULD START WITH PARENTS, BUT I ALSO THINK IT'S A PARTNERSHIP AND I THINK LIKE GIVING UP.
DO YOU GUYS WANT TO SAY ANYTHING?
>> ONE OF THE THINGS ABOUT MIDDLE-SCHOOL IS THAT TALKING ABOUT HEAVY TOPICS IS DIFFICULT.
STUDENTS DON'T WANT TO SHARE ABOUT THEIR EMOTIONS, ABOUT THEIR FEELINGS, ABOUT WHAT'S GOING ON, AND ONE OF THE THINGS THAT I THINK IS A HUGE STRONG POINT FOR CHARACTER STRONG IS THAT THEY WEAVE THAT IN WITH SOME LESS SERIOUS AND SOME MORE SERIOUS ALL WITHIN ONE LESSON, AND IT TIES UP BY THE END OF THE LESSON. OH MY GOODNESS.
LISA WAS TALKING ABOUT THE GAME WHERE SOMETIMES IT'S A SILLY LUCKY CHARMS CAPTAIN CRUNCH CONCEPT SOMETIMES IT'S, DO YOU WANT TO FEEL LIKE YOU BELONG IN SCHOOL? BUT THEN THE NEXT QUESTION IS, ED, YOU SLEEP WITH SOCKS ON OR NOT? THEY WEAVE THOSE IN BACK-AND-FORTH, AND THERE'S ALWAYS A SUMMATION TO THE SKILL WITHIN THAT ONE LESSON WHERE WITH SECOND STEP, THERE WOULD BE A UNIT AND YOU WOULD JUST HAVE A LESSON LIKE WHAT IS HARASSMENT? PERIOD BUT THAT'S IT.
YOU DON'T GET TO THE SUMMATION UNTIL FIVE WEEKS LATER WHEN YOU LEARN THE SKILLS TO DEAL WITH HARASSMENT.
THE WAY THAT IT'S PACKAGED IN INDIVIDUAL LESSONS IS A MUCH STRONGER WAY TO GET TO STUDENTS AND HAVE THEM SEE THE FINAL PICTURE WITHIN THAT ONE LESSON.
>> SURE. GREAT. APPRECIATE IT.
[02:35:02]
I THINK THE IMPRESSION I HAD THAT'S REALLY IMPORTANT HERE FOR BOARD MEMBERS IS THEY SHOULD INCREASE COHERENCE ACROSS THE DISTRICT.WE'RE ALL SO APPRECIATIVE OF THOSE TEACHERS WE GO, OUR KID GETS TO BE IN THAT CLASS BECAUSE THEY TEACH THINGS LIKE KINDNESS AND RELATIONSHIPS AND THINGS LIKE THAT." TO HAVE SOMETHING THAT EVERYBODY CAN DRAW ON THAT'S A COMMON LANGUAGE THAT IT'S RESEARCH-BASED, IS JUST GOING TO PROVE THINGS ACROSS THE WHOLE DISTRICT, AND IT'S NOT, I GOT LUCKY WHERE MY KID GOT PLACED THIS TIME.
>> I JUST HAD A COUPLE OF OBSERVATIONS AND MEANT NO DISRESPECT EARLIER, I WAS RELYING ON YOU ANSWERING QUESTIONS [LAUGHTER] DANNY, DON'T MAKE IT SOMETHING THAT WASN'T.
>> IT'S OKAY [LAUGHTER] HE DOES IT TO ME ALL THE TIME [MUSIC] I'M USED TO IT.
>> I DIDN'T EVEN RECOGNIZE THAT.
>> SHOULD I BRING UP THE CONFLICT RESOLUTION?
>> CAN WE GET SOME COMMENTS OVER THERE.
>> WE REALLY NEED TO PRACTICE.
I JUST WANT TO ECHO I DO BELIEVE OUR PARENTS ARE FIRST AND WE WANT TO SUPPORT THAT.
MY CONCERN WITH WHEN I HEAR COMMENTS FROM PARENTS AND THIS ISN'T THE FIRST MEETING IS THAT THE COMMENTS ALWAYS THAT I HEAR AROUND SOCIAL EMOTIONAL LEARNING IS THAT WE'RE OVERSTEPPING LIKE WHERE'S THAT LINE DRAWN? FOR ME, I HAVE A HARD TIME WONDERING HOW WE'RE CROSSING A LINE BY TEACHING KINDNESS.
I'M NOT IN THIS CURRICULUM, I'M NOT TEACHING IT YOU'RE SEEING IT AND I'M NOT IN THE CLASSROOM, SO TO ALL OF YOU, THANK YOU.
YOU'RE DOING REALLY HARD WORK BUT I WANT TO BE MINDFUL THAT ONE OF THE THINGS THAT I CAN TAKE AWAY FROM THIS IS HOW LITTLE COMMENTS WE HAD ON THIS CURRICULUM FROM OUR COMMUNITY WHEN OUR PARENTS ARE UPSET, THEY COMMENT WHETHER IT'S ON THE CURRICULUM AT THE PODIUM THROUGH OUR EMAILS AND WE'RE NOT SEEING THAT, AND THAT TELLS ME NOT THAT OUR PARENTS AREN'T ENGAGED, THEY'RE NOT THREATENED BY THIS.
THAT DOESN'T MEAN I'M NOT SPEAKING FOR EVERY PARENT OR IT'S JUST MY OBSERVATION OF WHAT I'M SEEING FROM THIS.
I JUST THOUGHT THAT WAS IMPORTANT TO REALIZE IS WE'VE HAD EVEN THE PRIOR CURRICULUM WHERE WE'RE WORRIED ABOUT WHY AREN'T PARENTS ENGAGING? MY TAKEAWAY IS THAT THEY DON'T CARE OR THAT THEY DON'T KNOW, BUT THEY'RE OKAY WITH THE DECISION.
I COULD BE TOTALLY WRONG, IT'S JUST MY TWO SENSE BUT I THOUGHT IT WAS WORTH MY TWO SENSE SO THANK YOU AGAIN FOR ALL YOU'RE DOING.
>> I HAVE JUST A FEW COMMENTS.
THE FIRST THING IS, I JUST WANTED TO STATE HOW REFRESHING IT IS TO HEAR THE ROLE OF PARENTS AS PRIMARY EDUCATORS BE REINFORCED, I THINK THAT IS A PERSPECTIVE THAT DOESN'T GET STATED ENOUGH AND DOESN'T GET RECOGNIZED ENOUGH IN MY VERY LIMITED EXPERIENCE.
I ALSO HAVE SEEN SOCIAL EMOTIONAL LEARNING IN MY CHILDREN.
I'VE SEEN THEM USE THOSE STEPS, I'VE SEEN THEM COME HOME AND TALK ABOUT IT, EVEN SECOND STEP BECAUSE NONE OF MY KIDS WERE IN THE PILOT PROGRAM.
EVEN THAT, IT FACILITATED DISCUSSIONS AT THE DINNER TABLE THAT WE'RE REALLY IMPORTANT TO HAVE AND IT REINFORCED THE VALUE AND VIRTUE TRAINING THAT WE'RE DOING WITH OUR CHILDREN AT HOME.
I UNDERSTAND CHARLIE'S POINT THAT LIKE, YES, THAT'S THE IDEAL SITUATION NOT THAT MY FAMILY IS NECESSARILY THE IDEAL SITUATION BECAUSE IT ISN'T THE 100 PERCENT OF THE TIME, BUT THAT SITUATION DOESN'T ALWAYS HAPPEN.
I GET THAT BUT I THINK THAT ESPECIALLY IN THE NEW CURRICULUM, WITH THAT NEWSLETTER, THERE'S AN OPPORTUNITY AND I'M REALLY HOPING THAT JUST IN THE SAME TOKEN THAT WE CAN SEE THAT IN THE HISTORY CURRICULUM A LITTLE BIT TOO BECAUSE IN MY OWN EXPERIENCE AS A PARENT AND ALSO, MY WIFE AND I ARE THE EDUCATORS FOR OUR CHILDREN, WELL, THOSE DINNERTIME DISCUSSIONS WHEN WE'RE TALKING ABOUT IDEAS LIKE JUSTICE AND FAIRNESS AND, HOW HAS THE ROMAN EMPIRE INFLUENCED OUR MODERN SOCIETY? THOSE DINNERTIME DISCUSSIONS REALLY ARE ABLE TO LINK BACK TO THE THINGS THAT THEY'RE LEARNING AND SO I THINK THAT ANYWHERE WHERE WE CAN LOOP THE PARENTS IN AND FACILITATE THOSE TOPICS FOR DISCUSSION IS A HUGE THING FROM MY PERSPECTIVE SO THANK YOU VERY MUCH.
[02:40:04]
>> STUDENTS, DID YOU HAVE ANYTHING TO ADD?
>> I JUST HAVE TO SAY THAT THE INCREASE IN SEL AWARENESS AND JUST THINGS THAT WE'VE BEEN DOING THROUGHOUT THE DISTRICT HAS JUST MADE ME REALLY HAPPY TO SEE IT AND KNOWING THAT WHEN I WAS IN WHAT SECOND OR THIRD GRADE SECOND STEP WAS ESTABLISHED IN THE FIRST PLACE AND SEEING WHERE IT'S GROWN FROM THERE HAS BEEN REALLY REFRESHING AND AMAZING TO SEE.
EVEN IN THE CURRICULUM FOR THE K2 FIFTH GRADERS SEEING THE EMOTION REGULATION IN SECOND GRADE, GOING TO STRESS MANAGEMENT IN FIFTH GRADE AS THEY START TO ENTER MIDDLE SCHOOL AND START FACING THOSE STRESSFUL ACADEMIC SITUATIONS AS WELL.
SEEING THAT BASE BE BUILT FOR AS THEY START TO GO INTO HIGH SCHOOL IS REALLY NICE.
I THINK THAT SEL IS REALLY IMPORTANT TO ESTABLISH EQUITY THROUGHOUT THE SCHOOL SYSTEM AND DISTRICT AS WELL BECAUSE THOSE STUDENTS WHO DON'T HAVE THOSE PARENTS BACKGROUNDS WHO ARE GOING TO SUPPORT THEM AND CREATE THAT STUFF AT HOME, HAVE THAT AT SCHOOL TO VAGABONDS SO YEAH, I THINK IT'S A REALLY GOOD THING.
>> MY FAVORITE PART ABOUT THIS ENTIRE THING IS KNOWING THAT STUDENTS ARE GETTING TALKED TO BY ACTUAL PEOPLE RATHER THAN JUST LIKE A CARTOON DOG.
I'M BEING TAUGHT HOW TO EXPRESS OURSELVES, I REALLY ENJOYED THAT AND IT'S A GREAT RESOURCE TO HAVE AND I THINK THAT WE SHOULD HAVE SOMETHING VERY SIMILAR HAPPEN IN HIGH SCHOOLS BECAUSE, MAN THAT WOULD BE AMAZING TO JUST BE ABLE TO FREELY EXPRESS OURSELVES ABOUT FEELING JUDGED.
>> IT'S NOT ABOUT OUR SCHOOL AT SEL CURRICULUM.
>> IT'S DEFINITELY SOMETHING WE TALKED TO [LAUGHTER] WE REALLY DID TALK ABOUT THAT.
>> DO YOU THINK THEY'D RESPOND TO A PUPPET [LAUGHTER]
>> THEY'D HAVE A RESPONSE FOR YOU [LAUGHTER]
>> IF I SAW A CARTOON WITH A TALKING DOG ON IT, I'M JUST SAYING A LOT OF HIGH SCHOOLERS AND I, WE WOULD JUST LOVE THAT.
THERE WE GO. YOU HEARD IT HERE.
>> MAY ASK ONE MORE QUESTION TO DENNY SHELLEY.
>> I HAD THAT QUESTION ON MY LIST BECAUSE I THINK IT IS AND EVERYBODY THAT YOU TOOK THE WORDS OUT OF MY MOUTH IN TERMS OF THOSE DISCUSSIONS WITH FAMILY AND EVERYTHING.
BUT I STILL FEEL SOME PEOPLE ARE GOING TO.
I'LL USE THE WORD BENIGN BECAUSE I WROTE IT DOWN EARLIER.
I DON'T THINK IT'S A BENIGN CURRICULUM IN THAT IT'S INEFFECTIVE.
I FEEL LIKE WITH MY FAITH VALUES, I STILL COULD HAVE THAT CURRICULUM IN MY CHILD'S SCHOOL AND I COULD VERY EASILY USE THAT AS A JUMPING OFF POINT TO DEEPEN THAT BELIEF SYSTEM AND THAT VALUE SYSTEM THAT I'M TRYING TO TEACH THEM.
I HOPE THAT PARENTS WILL DO THAT.
BUT AT THE SAME TIME WHEN PARENTS HEAR THE WORD SEL, I THINK SOMETIMES IT SCARES THEM AND THEY DON'T WANT TO FEEL LIKE THEIR CHILD'S BEING INDOCTRINATED.
>> I REALLY WISH YOU ARE WRONG.
IT'S BEEN POLITICIZED, [OVERLAPPING] WHICH IS UNFORTUNATE, BUT I REALLY SEE IT AS CHARACTER EDUCATION.
>> THAT'S REALLY WHAT WE'RE TALKING ABOUT.
>> I WILL SAY TO YOU, WE HAVEN'T HAD PARENTS ASKING BOB ABOUT OF SECOND STEP.
>> YEAH, WE USE SECOND STEP IN A PRIVATE SCHOOL.
>>IT HASN'T BEEN AN ISSUE AND CHARACTER STRONG TO THE POINT THAT THE COMMITTEE IS MAKING IS EVEN IS BETTER.
>> IT'S CERTAINLY A BETTER PRODUCT.
>> I WOULD BE CONCERNED ABOUT AN OPT OUT OPTION BECAUSE THERE'S A LOT OF COMMUNITY BUILDING THAT HAPPENS [INAUDIBLE] AGAIN.
WHAT I KNOW AS I WORK AT MULTIPLE BUILDINGS IN OUR DISTRICTS, AND WHAT I KNOW IS THAT KIDS ARE STARTING WAY BACK FROM COVID TO MAKE CONNECTIONS WITH THE COMMUNITY AGAIN.
>> IF WE GET OFFERED AN OPT OUT THAT IS GOING TO JUST ANOTHER AND I HAVE OTHER PARENTS WOULD UNDERSTAND THAT.
THAT WAS JUST MY CONCERN IS THAT THEY WOULDN'T BE INVOLVED IN THIS COMMUNITY CIRCLES AND GETTING TO KNOW.
KIM AND I WERE ACTUALLY HAVING A DISCUSSION FEW WEEKS AGO ABOUT ONE OF THE THINGS THAT WE'RE REALLY STRUCK, THAT EVERY SCHOOL DISTRICT IN THE STATE, EVERY SCHOOL IN THE COUNTRY IS STRUGGLING WITH HIS DISCIPLINE AND STUDENT BEHAVIOR.
SOME OF IT IS JUST SOCIAL MEDIA AND SOME OF IT IS THE LAWS AND THE RULES AND THE REGULATIONS AROUND DISCIPLINE.
[02:45:02]
I THINK ABOUT A SYSTEM LIKE THIS IN OUR SCHOOLS AND HOW IMPORTANT THAT IS TO BE PROACTIVE WITH STUDENTS TO WORK ON THINGS LIKE KINDNESS AND PROBLEM-SOLVING AND THE ABILITY THAT I [NOISE] POINTED OUT STRESS MANAGEMENT.I THINK SOMETHING LIKE THIS AND THE PARTNERSHIP THAT WE HAVE WITH OUR PARENTS BECAUSE THE NEW DISCIPLINE RULES WERE DESIGNED WITH THIS IDEA THAT WE WERE GOING TO DO SOME UPFRONT TEACHING SO THAT WE WOULDN'T HAVE TO SUSPEND KIDS.
WE WOULD BE PROACTIVE AND THAT WE WERE GOING TO HAVE A PARTNERSHIP WITH OUR PARENTS AND IT'S AROUND WHEN YOU'RE TRYING TO SOLVE THIS AND ONE PROBLEM IS, IT'S AROUND THE SKILLS THAT WE'RE HAVING THOSE CONVERSATIONS WITH PARENTS.
I'M HOPEFUL THAT THIS IS JUST A SMALL STEP IN THAT RIGHT DIRECTION TO HELP US BECAUSE I KNOW AS A DISTRICT, IT IS THE NUMBER ONE ISSUE.
>> WELL, THE NUMBER ONE THING WE HEAR FROM PARENTS IS AROUND HARASSMENT, INTIMIDATION, AND BULLYING, RIGHT?
>> SHOULD WE NOT BE TEACHING DIRECTLY TO OUR STUDENTS ON ONE, WHAT THAT IS AND THEN TWO, HOW TO DEAL WITH IT SHOULD YOU BE ON THE RECEIVING END OR SHOULD YOU BE PARTICIPATING IN THAT.
>> I LOVE THE IDEA OF INSTEAD OF US BEING A REACTIVE SCHOOL DISTRICT, THAT WE ARE BEING A PROACTIVE SCHOOL DISTRICT AND TRYING TO FIX THE PROBLEM UP FRONT AND THIS IS A WAY TO DO THAT AND REACH KIDS AND HELP THEM UNDERSTAND THAT.
JUST SHELLEY'S POINT EARLIER, THAT WE CAN BE IN THIS PRODUCTIVE SOCIETY WHERE WE'RE KIND TO EACH OTHER.
WE CAN LISTEN TO EACH OTHER, WE CAN ENGAGE IN CONVERSATIONS.
WE CAN SOLVE PROBLEMS TOGETHER.
>> WELL AND I FEEL TOO THAT IS ANOTHER WAY FOR US TO BE CLOSELY CONNECTED TO PARENTS.
>> I KNOW EVERY TEACHER, IS CLOSELY CONNECTED WITH THEIR STUDENTS AND THEIR STUDENTS FAMILIES AND I FEEL THAT'S WHERE THE CONNECTION IS, THAT'S WHERE THAT COMMUNICATION IS.
IF PEOPLE DO HAVE QUESTIONS, I KNOW THEY'RE GOING TO COME TO YOU AS TEACHERS FIRST AND THEY'RE GOING TO ASK YOU THE QUESTIONS FIRST. I HOPE THEY WILL.
>> I JUST WANTED TO POINT OUT THAT ANY GOOD TEACHER IS TEACHING THIS ANYWAY.
>> IF YOU HAVE AN ISSUE COME UP IN YOUR CLASSROOM, YOU'RE GOING TO DEAL WITH IT.
YOU'RE GOING TO TALK ABOUT KINDNESS AND RESPECT AND SO THIS IS JUST A PROGRAM THAT PUTS IT ALL TOGETHER IN THE 30 MINUTES, 40, WHATEVER MINUTES YOU HAVE, THAT YOU CAN PRESENT TO KIDS AND TEACH EVERYBODY.
>> I THINK THAT TAMARA MADE A GOOD POINT AT THE BEGINNING OF THE PRESENTATION.
I DON'T THINK PEOPLE UNDERSTAND SOMETIMES HOW IMPORTANT SEL IS BECAUSE IF A CHILD IS COMING IN AND JUST SAW THEIR PARENTS FIGHTING, OR CHILD CAME IN AND GOT THEM ARE EITHER ON THE BUFFS OR IF A CHILD CAME IN REALLY HUNGRY, UNTIL YOU FIGURE OUT WHY THEY'RE SAD AND WHY THEY'RE FEELING THE WAY THAT THEY'RE FEELING.
THERE IS NO LEARNING [OVERLAPPING] WHAT HAPPENED WITH THAT CHILD THE WHOLE DAY.
>> YEAH, PROBABLY NOT FOR THE FOUR OR FIVE DESKS AROUND THEM TOO.
>> EXACTLY. TO ME I CAN WITH A PARTNERSHIP WITH PARENTS BECAUSE I'M A PARENT, I HAVE THREE KIDS NOW, BUT I THINK THAT WE REALLY NEED TO LOOK AT HOW IMPORTANT THIS IS FOR THAT LEARNING TO HAPPEN.
>> ONE LAST THING I WOULD LIKE TO SAY, AS A TEACHER, I APPRECIATE THE PROGRAM BECAUSE FOR ME, I'VE ALWAYS HAD, I ALWAYS CALL MY CLASSROOM FAMILY.
WHAT GOES ON IN THIS CLASS WE'RE FAMILY.
WE TREAT EACH OTHER LIKE WE WOULD WITH OUR FAMILIES AND WHEN WE HURT ONE ANOTHER, WE NEED TO TALK ABOUT THAT AND I THINK THAT THIS PROGRAM WILL GIVE ALL OF US THE ABILITY TO ACT LIKE ANOTHER FAMILY AND JUST SHOW THEM THE EXPECTATIONS OF WHAT WE EXPECT THAT WILL HELP WITH THE BEHAVIOR BECAUSE LIKE IT OR NOT, THERE ARE SOME KIDS COMING IN THAT HAVE NO PARENTS STRUCTURE, NO DISCIPLINE AND I'M THE ONE OR WE ARE THE ONES THAT ARE HAVING TO HELP THAT CHILD TO UNDERSTAND WHAT IS EXPECTED HERE AND WHAT'S EXPECTED HERE MAY NOT BE EXPECTED THERE, BUT IT'S GOING TO BE EXPECTED HERE AND I THINK THAT HELPS A LOT OF KIDS IN THE LONG RUN WITH JUST HAVING THE STRUCTURE, WHAT THEY NEED IN ORDER TO LEARN.
>> THANK YOU TO THE COMMITTEE MEMBERS.
>> TAMARA YOU'RE STAYING UP HERE.
>>> YOUR CROSS-EXAMINATION ISN'T OVER YET.
THAT'S WHY WE GOT A LAWYER ON.
[02:50:02]
>> WELL THAT WAS A GREAT CONVERSATION.
ANYTHING ELSE THE BOARD WANTS TO ADD? ANY FURTHER QUESTIONS? MAYBE A MOTION.
>> I MOVE THAT THE BOARD OF DIRECTORS, EXCEPT THE FIRST READING OF CHARACTER STRONG.
>> WE HAVE A MOTION ON THE FLOOR FOR THE BOARD OF DIRECTORS TO ACCEPT THE FIRST READING OF CHARACTER STRONG.
STUDENTS DO YOU HAVE ANY ADVISORY VOTE?
>> ANY FURTHER QUESTIONS FROM THE BOARD? ALL THOSE IN FAVOR PLEASE SAY AYE.
MOTION PASSES FIVE TO ZERO. THANK YOU SO MUCH.
>> THAT WRAPS UP OUR NEW BUSINESS.
[11. Future Agenda Items and Board Events]
DEFINITELY THE SCHOOL BARBECUES THAT WERE MENTIONED IN THURSDAY NIGHT.I THINK YOU MIGHT HAVE ALL RECEIVED AN INVITATION TO A MILITARY APPRECIATION EVENT AT SKYVIEW HIGH-SCHOOL.
>> YEAH, IT'S REALLY WORTHWHILE.
>> I GOT CONFIRMATION THAT WE WILL HAVE TWO STUDENTS THERE.
>> IF MORE THAN TWO OF US GO, DO WE NEED TO COORDINATE THAT?
>> SORRY. IS THAT THE PASSING REVIEW WE'RE TALKING ABOUT?
>> [LAUGHTER] A LOT OF EVENTS TO SHUFFLE.
>> IT GETS BUSY THIS TIME OF YEAR.
>> SYLVIA SENT ME AN EMAIL AND I'LL LOOK AT IT IN A WEEK AND WE FIND.
>> IT'S AN EVENT FOR STUDENTS THROUGHOUT THE COUNTY WHO ARE JOINING THE MILITARY.
>> OH, OKAY. WAIT. IT'S ON THURSDAY?
>> IT'S AT SKYVIEW HIGH SCHOOL.
>> THURSDAY MORNING IS THE PATRONS TOURISM, IS THAT YES?
>> IT'S GOING TO BE A BUSY DAY.
>> NO. THAT'S NEXT THURSDAY MORNING, THE 20TH.
>> SO THIS IS WEDNESDAY NIGHT SORRY.
>> NOBODY'S GOING BECAUSE I'M GIVING THE WRONG DATES.
WEDNESDAY NIGHT AT SKYVIEW HIGH SCHOOL.
>> I HAVE A COMMITMENT ON WEDNESDAY.
>> WE DO HAVE PATRONS WHO ARE COMING UP ON THURSDAY, MORE SCHOOL BARBECUES, PASSING REVIEW ON JUNE 3RD AND GRADUATIONS. THEY'RE COMING.
>> THEY'RE RIGHT AROUND THE CORNER.
>> WELL, NOT SOON ENOUGH FOR THE NORTH SCHOOLS, RIGHT? [LAUGHTER]
>> WE DIDN'T CHANGE THE GRADUATE.
>> OH, THAT'S RIGHT AND YOU JUST HAVE TO AFTER GRADUATION, I COME BACK.
>> WE WILL BE TAKING [LAUGHTER]
>> IN CASE THAT'S NOT ENOUGH JUST TO LET PEOPLE KNOW ON JUNE 7TH, THE NEXT BOARD PREP.
I HOPE TO BE TEACHING GEOLOGY OF THE OREGON COAST WITH THE KC CLASS, THAT FIELD MARINE SCIENCE CENTER.
IF ONE OF YOU WANT TO JOIN JACKIE FOR BOARD PREP, THERE'LL BE AN OPENING.
>> WE WILL ADJOURN THIS MEETING AT 8:58. THANK YOU ALL.
* This transcript was compiled from uncorrected Closed Captioning.