[1. Call to Order]
[00:00:07]
>> GUIDE THEM THROUGH THE INSIGHTS AND COMMENTS WE WANT TO RECEIVE FROM THEM.
[A. WSSDA Online Board Self-Assessment Survey - Jackie Maddux]
>> JUST SO YOU KNOW, WE DO HAVE INFORMATION POSTED ON OUR WEBSITE WHICH ACTUALLY PROVIDES AN EMAIL, JUST A GENERIC EMAIL ADDRESS, THAT CAN BE SENT TO A GROUP OF INDIVIDUALS AT DISTRICT OFFICE WHO THEN FORWARD IT TO THE PARTICULAR DEPARTMENT.
AGAIN, TO YOUR POINT, I THINK THE ONLY CONFUSION IS THE IDEA OF I WOULD SAY TO OUR CITIZENS AND MAYBE WE NEED TO DO A BETTER JOB.
IF YOU HAVE A COMMENT ON A PARTICULAR ITEM THAT'S ON THE AGENDA, THE BOARD MEETING IS THE BEST PLACE TO GO DO THAT.
IF YOU HAVE AN ISSUE CONCERNING SOME OTHER MATTER, THE BETTER WAY TO GO BECAUSE YOU'RE GOING TO GET AN INTERACTION OR DIALOGUE OR SOME QUESTIONS AND ANSWERS AT THE TIME A CONVERSATION IS GOING TO OCCUR WOULD BE TO COME TO DISTRICT OFFICE AND GET REFERRED TO THE RIGHT INDIVIDUAL WHO'S OVERSEEING OR SUPERVISING THAT AREA.
>> THAT'S GOOD, DANIEL. THANK YOU. THAT'S REALLY GOOD.
>> CIRCLE BACK TO POLICY 1400, THE THIRD PARAGRAPH UNDER PUBLIC ATTENDANCE AND COMMENT SAYS THE BOARD MAY STRUCTURE THE ORAL PUBLIC COMMENT PERIOD, INCLUDING DETERMINING THE TOTAL TIME ALLOTTED FOR PUBLIC COMMENT AND EQUALLY APPORTIONING THE MINUTES TO EACH SPEAKER.
THAT IS WHERE OUR THREE MINUTES COMES INTO PLAY.
THE BOARD IS NOT OBLIGATED TO PROVIDE ADDITIONAL PUBLIC COMMENT TIME TO ACCOMMODATE EVERYONE IN ATTENDANCE WHO WISHES TO SPEAK.
ANY STRUCTURE THE BOARD IMPOSES WILL BE CONTENT-NEUTRAL.
I THINK I TOTALLY READ THAT WRONG WHERE I WAS THINKING THAT WAS SAYING THAT WE DON'T HAVE TO RESPOND.
I JUST MISSED WHERE I PUT MY FINGER.
THERE'S ALSO WRITTEN COMMENTS.
IT TALKS ABOUT WRITTEN COMMENTS, WHICH IN TODAY'S WORLD ARE MAINLY EMAILS.
I THINK IT'S GOOD TO KNOW THAT CITIZENS REACH OUT TO INDIVIDUAL BOARD MEMBERS AS WELL AS THERE'S A BOARD EMAIL.
I THINK THAT THAT'S IMPORTANT.
HERE IT IS. I JUST MOVED MY FINGER.
IN PARAGRAPH 4, IT SAYS, THE BOARD IS NOT OBLIGATED TO RESPOND TO QUESTIONS OR CHALLENGES MADE DURING THE PUBLIC COMMENT PERIOD AND THE BOARD SILENCE WILL NOT SIGNAL AGREEMENT OR ENDORSEMENT OF THE SPEAKER'S REMARKS.
THE BOARD MAY CONTROL TIME, PLACE, AND MANNER OF PUBLIC COMMENT AND THE PRESIDENT MAY TERMINATE AN INDIVIDUAL STATEMENT WHEN ALLOTTED TIME IS PASSED AND MAY INTERRUPT A SPEAKER TO REQUIRE THE SAME STANDARD OF CIVILITY THAT THE BOARD IMPOSES ON ITSELF.
THEN IT GOES ON TO TALK ABOUT UNCIVIL COMMENTS.
BUT I THINK THAT'S WHERE IT COMES FROM.
IT'S FROM OUR OWN POLICIES AND I THINK IT'S GOOD THAT FOLLOW THOSE POLICIES.
THEY'RE OUT THERE ON THE PUBLIC.
THERE'S A LINK TO THE POLICIES ON OUR PUBLIC WEBSITE.
THEY'RE ACCESSIBLE BY ANYBODY TO GO READ AND REVIEW.
BECAUSE IF ANYBODY HAS JOINED US, I DON'T EXPECT THEM TO MEMORIZE WHAT I JUST SAID.
THEY CAN DO A LITTLE BIT DEEPER DIVE INTO THOSE AND THAT'S ALWAYS GOOD TO DO.
>> I DO HAVE ONE LAST COMMENT.
I'M NOT SURE, I THINK IT MIGHT BE A LITTLE BIT OUTSIDE OF THIS BECAUSE THIS IS ALL ABOUT A PROCESS.
DO WE HAVE EFFECTIVE PROCESSES FOR RESPONDING TO QUESTIONS AND THINGS? I REALLY BELIEVE WE HAVE.
FROM EVERYTHING I'VE SEEN IN THE POLICIES AND I'VE HAD SOME QUESTIONS SINCE I'VE BEEN HERE FOR THE FEW MONTHS LEARNING, I BELIEVE WE DO.
AS I SAID, THE IDEA OF, DOES THE PUBLIC TOTALLY UNDERSTAND IT? THOSE WERE GOOD CLARIFICATIONS.
WITH REGARD TO AN EFFECTIVE PROCESS TO RESPOND TO COMMENTS, I HAVE OFTEN PUZZLED OVER WHY WE DON'T HAVE A FEW THINGS EVERY ONCE IN A WHILE, LIKE TOWN FORUMS WHERE WE ACTUALLY DO RESPOND TO COMMENTS IN A DIALOGUE FORMAT.
I SUGGEST THAT ONE FRUSTRATION THAT THERE MIGHT BE IS THAT AS A PERSON, I WOULD LOVE TO BE ABLE TO STAND UP IN FRONT OF A GROUP LIKE THIS AND HAVE A DIALOGUE AND ASK A FEW QUESTIONS, GET A FEW ANSWERS, SPECIFICALLY TO THINGS THAT I'M CONCERNED ABOUT.
YOU SEE THAT HAVING BEEN THAT KIND OF PERSON WHO WOULD LIKE TO DO THAT, I CAST THAT ON EVERYBODY ELSE.
I THINK EVERYBODY WOULD LOVE TO DO THAT, AND PROBABLY NOT.
BUT STILL, I THINK I WOULD LOVE TO HAVE SOMETIMES ACCOUNT FORUMS EVEN IF WE HAD IT ONCE A YEAR, PARTICULARLY ABOUT HOW SCHOOL WORKS WITH THE BONDS AND LEVIES AND THINGS.
[00:05:03]
>> AGAIN, YOU HAVE TO BE CAREFUL BECAUSE YOU CAN'T HAVE ALL BOARD MEMBERS THERE.
>> IT IS TO BE A QUORUM SITUATION.
I HAVE HAD OPPORTUNITIES FOR AROUND LEVIS AND BOND? WE DO HAVE A CITIZENS ADVISORY GROUP WHICH IS A REPRESENTATION OF COMMUNITY MEMBERS FROM OUTSIDE.
FOR INSTANCE, AT OUR NEXT ADVISORY COMMITTEE MEETING, WE'RE ASKING ALL OF OUR MEMBERS TO BRING A GUEST TO THE MEETING SO THAT THEY CAN LEARN MORE ABOUT THE DISTRICT.
I THINK THOSE OPPORTUNITIES, WE HAVE AN OPEN DOOR POLICY, A DISTRICT OFFICE.
ANYBODY CAN COME IN AT ANY TIME, SCHEDULE A MEETING.
I LIKE THE IDEA OF ENGAGING OUR COMMUNITY IN CONVERSATIONS.
I JUST HAVE NOT HEARD THAT DESIRE EXPRESSED.
>> I WOULD SPECULATE IF WE EVER DID CALL ONE, THAT WOULD BE LIKE FIVE PEOPLE ATTEND.
>> I DON'T KNOW. IT JUST SEEMS LIKE WE JUST CAN'T QUITE PULL THE TRIGGER ON THINGS, BUT I'D LOVE TO SEE THAT IN MY MIND.
>> MAYBE A DIFFERENT ITERATION OF THAT MIGHT BE, LIKE AT A CITIZENS ADVISORY COMMITTEE MEETING, IF A COUPLE OF BOARD MEMBERS CAME AND CLARIFIED WHAT THE BOARD'S ROLE IS AND WHAT WE DO.
>> HAVING THE BOARD COME AND PRESENT ON WHAT IT'S LIKE TO BE A BOARD MEMBER.
>> I DON'T KNOW. IF ONLY TWO OF US CAN COME OR WHATEVER.
>> THAT ACTUALLY IS A WONDERFUL IDEA.
[OVERLAPPING] TO ACTUALLY HAVE A FULL IDEA OF THAT AT OUR NEXT MEETING. YOU'RE OFF THE CLOCK.
>> WERE YOU LOOKING FOR OTHER ONES THAT WE'D LIKE TO?
>> I WAS GOING TO SEE, TERRY, DID YOU HAVE ANY THAT CAUGHT YOUR EYE?
>> I DO NOT. NO. I HAD TROUBLE WITH ALL OF THEM JUST BASED ON EXPERIENCE.
>> IT IS HARD. IT'S REALLY HARD.
>> AGAIN, IN THE EMOTIONAL INVESTMENT, WELL, I THINK WE COULD DO BETTER SOMEHOW.
I DON'T KNOW. IT'S NOT 100%, AND THAT KIND OF STUFF.
>> BUT OVERALL, I THINK THAT THE RESULTS SHOWED.
>> ONE THAT I FEEL LIKE WE MUST NEED TO CLARIFY BECAUSE OF THE RESULTS IS NUMBER 36.
HAVE POLICIES FOR EVALUATING STAFF BASED ON STUDENT SUCCESS, AND I THINK IT'S MOSTLY THE I DON'T KNOWS, AND I THINK THAT MIGHT JUST BEAR SOME CLARIFICATION OF HOW OUR STAFF EVALUATE.
I THINK YOU COULD CLARIFY THAT.
I THINK THIS IS JUST A LEVEL OF KNOWLEDGE THAT WE DON'T SHARE PROBABLY A LOT ABOUT.
BUT CERTAINLY, THE TPEP EVALUATION HAS STUDENT GROWTH GOALS AND THOSE ARE MONITORED BY THE ADMINISTRATORS.
>> SORRY. TEACHER PRINCIPAL EVALUATION.
WE USE THE DANIELSON FRAMEWORK.
THERE ARE MULTIPLE FRAMEWORKS THAT WE COULD HAVE SELECTED, BUT WE USED DANIELSON.
IT'S ACTUALLY GOING THROUGH A REVAMP AND WE'LL BE RETRAINING STAFF IN UPCOMING YEARS BECAUSE THERE'S BEEN SOME MODIFICATIONS AT THE STATE LEVEL.
THERE ARE EIGHT CRITERIA THAT ARE EVALUATED UNDER THAT SYSTEM, AND THREE OF THOSE CRITERIA HAVE STUDENT GROWTH GOALS, ONE IS A TEAM GOAL, ONE IS AN INDIVIDUAL STUDENT POPULATION GOAL, AND ONE IS FOR THE ENTIRE CLASS.
IT'S TO MONITOR PROGRESS OVER TIME, IT'S TO SEE AN IMPROVEMENT IN STUDENT SUCCESS IN A SPECIFIC AREA.
THE TEACHER IN COLLABORATION WITH THE ADMINISTRATOR SETS THOSE GOALS EARLY ON IN THE YEAR, IN OCTOBER.
THEN THEY MONITOR THE PROGRESS OF THEIR STUDENTS, AND THEN THEY REPORT THE FINDINGS AND THE DATA THAT THEY'VE COLLECTED OVER TIME.
WHAT WE'RE ASKING OUR STAFF IS TO SEE AN UPWARD TREND OF STUDENT GROWTH OVER TIME.
WE'RE NOT ASSESSING WHERE THEY STARTED BECAUSE THERE'S NOT REALLY CONTROL OVER THAT, WE'RE ASSESSING HOW THEY HAVE GROWN OVER THE COURSE OF THE INSTRUCTION THAT THE TEACHER HAS BEEN GIVEN.
THERE ARE SPECIFIC RUBRICS AND STANDARDS TO MATCH THOSE AGAINST.
[00:10:01]
THE EVALUATION IS DEFINITELY ALIGNED WITH STUDENT SUCCESS.WE HAVE DIFFERENT EVALUATION SYSTEMS FOR OUR CLASSIFIED STAFF AND FOR OUR ESA, WHICH ARE OUR NURSES AND OUR COUNSELORS AND OUR SCHOOL PSYCHES, AND THOSE DON'T NECESSARILY HAVE STUDENT GROWTH GOAL RUBRICS.
WHAT WE'RE DOING IS WE'RE TALKING ABOUT THE SUCCESS OF THEIR PROGRAM, AND SO IT'S AN OVERALL PROGRAM EVALUATION.
SO IT DOES LOOK A LITTLE DIFFERENT DEPENDING ON WHICH STAFF YOU'RE TALKING ABOUT.
BUT CERTAINLY STUDENT SUCCESS FOR TEACHERS IN THE CLASSROOM IS A BIG PART OF OUR EVALUATION SYSTEM.
>> IS THAT SOMETHING MAYBE, WITHOUT GETTING INTO DETAILS THAT WE SHOULDN'T HAVE, THAT WE COULD HAVE AN UPDATE ON ANNUALLY?
>> IS IT ALL YEAR LONG TYPE THING? I KNOW THERE ARE CERTAIN TIME [INAUDIBLE] UPDATES ON THINGS.
I FEEL LIKE MAYBE YOU SAID IT'S NOT TALKED ABOUT A LOT, WE DON'T WANT TO TALK ABOUT IT IN DEPTH IN THE SENSE OF IT'S PERSONNEL PROGRESS, PERSONNEL GROWTH.
BUT IT WOULD BE NICE TO KNOW, EVEN IF IT'S HAPPENING.
>> I DO THINK YOU'RE SEEING, AND MAYBE THIS IS ON US FOR NOT MAKING THAT CONNECTION THOUGH, I DO THINK THAT YOU ARE SEEING, AND THAT YOU'VE BEEN REPORTED SOME OF THE RESULTS AROUND IT THROUGH OUR PLC WORK AND THE REPORTS YOU'VE GOTTEN ON OUR PLC WORK.
MOST OFTEN, A TEACHER-STUDENT GROWTH GOAL WILL BE ASSOCIATED WITH THE TEAM'S PLC WORK.
HEARING ABOUT SOME OF THE PRESENTATIONS WHERE WE'VE TALKED ABOUT THE EMPHASIS OF PARTICULAR TEAMS AND HOW THEY'VE WORKED TO IMPROVE STUDENT PERFORMANCE AND ACHIEVEMENT OVER TIME, YOU REALLY ARE HEARING SOME OF THOSE STORIES THAT ARE COMING OUT OF THAT.
BUT WE CERTAINLY COULD DO A WORK SESSION OR A TEACHING AND LEARNING REPORT WHERE WE TALK ABOUT THE TPEP PROCESS.
>> WE HAVE IN OUR DISTRICT, WHICH IS UNIQUE, WE HAVE A STATE FRAMEWORK TRAINER, WHICH IS LANELLE MURRAY.
LANELLE GOES TO THE STATES SEVERAL TIMES A YEAR AND GETS UPDATED TRAINING ON THE DANIELSON FRAMEWORK, AND THEN SHE'S ABLE TO COME BACK AND TRAIN OUR ADMINISTRATORS WHO THEN WORK WITH THEIR STAFF ON THE CALIBRATION, ON SCORING.
SO IT IS AN ONGOING PROCESS TO KEEP THE SKILLS OF OUR STAFF AND OUR ADMINISTRATORS UP IN ORDER TO HAVE SOME CALIBRATION ACROSS THE SYSTEM.
WITH THE WAY IT WORKS, WE HAVE EIGHT CRITERION, I HAD MENTIONED THAT, BUT STAFF ARE ONLY DOING ALL EIGHT CRITERION EVERY NUMBER OF YEARS.
WHEN THEY'RE PROVISIONAL, THEIR FIRST THREE YEARS AS AN EMPLOYEE IN A TEACHING POSITION, THEY DO ALL EIGHT CRITERION.
BUT THEN WHEN THEY MOVE OFF OF THAT, THEY ONLY GET EVALUATED ON ALL EIGHT EVERY SIX YEARS UNLESS THERE ARE PERFORMANCE CONCERNS, AND SO THEY GO TO ONE CRITERION, BUT THEY MUST INCLUDE A STUDENT GROWTH GOAL.
SO MOST OF THE TIME WHEN PEOPLE ARE ON WHAT WE CALL FOCUSED OR THE SHORTENED EVALUATION SYSTEM, THEY TYPICALLY ARE DOING THE PLC GOAL, TO DENNY'S POINT, THAT'S HOW THEY PLAN TOGETHER, THEY MONITOR TOGETHER.
THEY'RE ALREADY DOING THAT, SO IT BECOMES PART OF THEIR EVALUATION, YOU'RE DOING TWO THINGS AT ONCE VERSUS REPLICATING A JOB RESPONSIBILITY.
SO IT'S JUST A SMART WAY FOR OUR STAFF TO WORK, TO ALSO SHOW THE WAY THAT THEY'RE IMPROVING THEIR STUDENTS LEARNING TOGETHER.
>> THAT'S WHAT YOU WANT, BECAUSE YOU WANT THAT COHERENCE, SO IT MAKES SENSE THAT YOU WANT PEOPLE TO USE THOSE GOALS.
BUT I THINK WHAT MIGHT BE CLARIFYING FOR PEOPLE IS TO JUST ACTUALLY SEE THE FRAMEWORK.
>> NOT NECESSARILY TO GO IN DEPTH ON ANYTHING, BUT JUST TO SEE IT, BECAUSE THE PUBLIC DOESN'T KNOW WHAT THAT FRAMEWORK LOOKS LIKE AND THEY HAVE NO IDEA THE DEPTH OF EVALUATION THAT TEACHERS HAVE ALL THE TIME.
I THINK THAT IN ITSELF WOULD BE CLARIFYING.
>> I'D LOVE TO SAY SOMETHING ABOUT IT.
MARY JUST SPOKE TO THE DEPTH OF THE EVALUATION.
HAVING BEEN A TEACHER AND BEEN EVALUATED FOR 15 YEARS, IT'S RIGOROUS, IT'S DAUNTING, IT'S THREATENING, IT'S WORRYING, YOU'RE WORRYING ABOUT IT ALL YEAR.
RIGHTLY SO, I'M WORRYING ABOUT THE PROGRESS OF MY STUDENTS ALL YEAR.
[00:15:01]
FRANKLY, I'M NOT CONVINCED THAT HARDLY ANYONE WOULD UNDERSTAND IT IF THEY SAW THE TOOL ITSELF BY JUST LOOKING AT THE TOOL, BECAUSE IT'S QUITE COMPLEX.THAT'S WHY WE HAVE A TRAINER THAT HAS TO COME AND TRAIN ALL OF US ON HOW TO DO ALL THIS STUFF.
YOU TOUCHED ON SOME OF THE THINGS YOU SAID ABOUT ITS COMPLEXITY IN A WAY THAT I THINK IF WE LISTEN CLOSELY TO JUST A LITTLE PACKAGE THAT YOU GAVE JUST THEN, THEY'D BE LIKE, WHAT DO YOU MEAN BY THAT? WHAT IS THAT ALL ABOUT? I DON'T UNDERSTAND WHAT THESE DO.
WHAT I WANT TO SAY THOUGH IS THAT, THIS IS REALLY IMPORTANT.
THIS IS A REALLY SIGNIFICANT TOOL, IT'S A REALLY PRODUCTIVE TOOL IN THE HANDS OF PEOPLE WHO CAN USE IT.
BUT IT'S ALSO ONE OF THESE THINGS THAT ADDS TO THE STUFF THAT GOES ON IN SCHOOL THAT TAKES TIME AWAY FROM DOING THE JOB, EDUCATING THE KIDS.
I JUST WANT TO PUT THIS ON THE TABLE, AND THAT IS, MR. DRAKE SITTING HERE IS ONE OF MY PRINCIPALS, WHAT THEY HAVE TO DO AS A PRINCIPAL TO EVALUATE EVERYBODY ON STAFF THIS YEAR.
I DON'T KNOW HOW YOU COULD JUST DO THAT AS YOUR JOB ALL YEAR ROUND, BECAUSE OF THE NUMBER OF TIMES YOU HAVE TO SEE EVERYBODY ON STAFF, YOU HAVE TO TALK, YOU HAVE TO TRAIN, YOU HAVE TO DO ALL THESE THINGS.
I'M LOOKING AT MR. DRAKE RUNNING AROUND THE CAMPUS, THINKING ABOUT WHAT HE'S DOING WITH HIS TIME, AND WHERE THE HECK IS HE GETTING THE TIME TO DO ANYTHING LIKE THIS? THERE WE SET OUR APPOINTMENTS AND WE GO THROUGH OUR TALKS AND WE MEET.
HE DOES IT WITH EVERYBODY, AND THE KIDS ARE DOING THEIR STUFF, A PRINCIPAL HAS TO DEAL WITH, AND WE'RE PLANNING.
PEOPLE DO NOT UNDERSTAND HOW THESE THINGS REACH DOWN INTO THE SCHEDULE, AND JUST CREATE THIS MASSIVE AMOUNT OF WORK THAT WE'RE TRYING TO DEAL WITH.
THIS IS JUST ONE OF A NUMBER OF ELEMENTS THAT ARE VERY SIMILAR THAT THEY TAKE SO MUCH TIME TO TRAIN AND IMPLEMENT, AND TEACH, AND WORK THROUGH, AND ACTUALLY BRING TO A FINAL VALUABLE RESULT THAT'S REALLY PRODUCTIVE FOR THE SCHOOL.
I JUST WANT TO SPEAK THAT OUT THERE BECAUSE I'VE SEEN IT FIRSTHAND, AND IT'S AMAZING WHAT WE GO THROUGH TO COMPLETE THIS PROCESS THAT IS VERY IMPORTANT.
NO DOUBT, VERY IMPORTANT, BUT IT IS COMPLEX.
I DON'T KNOW IF THAT MAKES SENSE, BUT THAT'S WHAT I THOUGHT.
>> WELL, I THINK YOUR POINT IS THAT, AND I DON'T KNOW TOO MANY INDUSTRIES THAT HAVE THE LEVEL OF EVALUATION FOR STAFF THAT EDUCATION HAS.
IF IT'S DONE AS YOU'RE TALKING ABOUT WHERE THERE'S COHERENCE WITH THE GOALS YOU HAVE, IT'S AN IMPORTANT TOOL FOR MOVING THE SYSTEM FORWARD.
>> WHILE IT TAKES A LOT OF TIME, IT'S ALSO PART OF THE WORK.
>> THAT WE NEED TO PROPERLY PLAN FOR AND PAY PEOPLE TO DO.
>> I THINK THAT'S THE STRENGTH IN WORKING AS TEAMS ON IT BECAUSE IT CAN BECOME LEVERAGE TO MOVE AN ORGANIZATION FORWARD AND BE SMART ABOUT THE WORK.
>> JULIA, DO YOU HAVE ANYTHING YOU WANT TO ADD TO THAT?
>> NO. I THINK THIS MIGHT HAVE BEEN ONE OF THE QUESTIONS I SAID I DON'T KNOW ON, BECAUSE I JUST LIKE, I WASN'T REALLY AWARE OF THAT POLICY AND ANY OF HOW THAT WORKED.
>> WAS THIS DISCUSSION HELPFUL?
>> A LITTLE BIT OF BOTH, BUT MOSTLY HELPFUL.
>> IN THAT SAME CATEGORY, THE QUESTION THAT SAYS HOW HAVE POLICIES THAT ENSURE HIRING AND RETENTION OF HIGHLY QUALIFIED STAFF, THAT TERM IS THROWN AROUND ALL THE TIME, HIGHLY QUALIFIED STAFF.
AGAIN, I THINK SOMETIMES THERE MIGHT BE A LITTLE CONFUSION IN THE PUBLIC'S EYE, HOW DO WE DETERMINE SOMEONE IS HIGHLY QUALIFIED?
>> TEACHERS ARE CERTIFIED IN THE AREA THAT THEY'RE CONSIDERED QUALIFIED IN AND THEY HAVE TO EITHER TAKE A PRACTICE TEST OR IT HAS TO DO WITH THE CONTENT THAT THEY TOOK IN COLLEGE.
OR THERE ARE A LOT OF THINGS THAT GO INTO WHAT MAKES A TEACHER HIGHLY QUALIFIED.
BUT WE WOULD HAVE TO REPORT TO THE BOARD IF SOMEONE WAS WORKING OUTSIDE THEIR ENDORSEMENT.
THAT'S SOMETHING THAT WE HAVE TO MAKE SURE THAT THEY'RE QUALIFIED FOR THEIR POSITION.
OTHERWISE, WE HAVE TO REPORT THAT TO YOU AND WE HAVE TO PUT THEM ON A PLAN TO GET THEM THERE.
>> SO FAR I CAN'T REMEMBER A TIME, SINCE I'VE BEEN ON THE BOARD, THAT YOU HAVE HAD TO REPORT TO.
WE DID HAVE SOME IN THE YESTER YEARS AT RIVER THAT WE HAD TO REPORT BECAUSE THEY WERE TEACHING MULTIPLE COURSES.
BECAUSE OF THE SHEARED NUMBER OF COURSES.
THEY WEREN'T INDIVIDUALLY, THEY MIGHT HAVE
[00:20:01]
A SCIENCE ENDORSEMENT BUT THEY NEED A CHEMISTRY ENDORSEMENT FOR RESIDENTS.>> RIGHT. YEAH, THERE'S A LOT OF COMPLEXITY.
>> YEAH, THERE IS THAT COMPLEXITY.
>> I HAD ALSO WRITTEN DOWN JUST ON MY OWN LIST, NUMBER 15, WHICH IS FOR THE BOARD TO COLLABORATE WITH COLLEAGUES ACROSS THE REGION, STATE OR NATION REGARDING CURRENT AND EMERGING TRENDS, ISSUES, AND POLICY SOLUTIONS.
THIS ONE CAUGHT MY EYE BECAUSE THERE WAS A LITTLE BIT OF COLOR ALL THE WAY THROUGH IT, BUT I FELT LIKE IT JUST NEEDED SOME CLARIFICATION, ESPECIALLY WITH TWO NEW BOARD MEMBERS.
I THOUGHT IT MIGHT BE HELPFUL.
WE, AS A BOARD FOR MANY YEARS HAVE ATTEMPTED TO ALL GO TO THE WASDA ANNUAL CONFERENCE TOGETHER IN LIEU OF GOING TO NATIONAL CONFERENCES, INSTEAD OF YOU GO HERE AND WE'LL GO HERE, AND EVERYBODY'S DIVIDE AND CONQUER IT'S LET'S MAKE A CONSERVATIVE EFFORT TO BE TOGETHER AT THIS ONE AND LEARN TOGETHER.
MOST OF US AREN'T TOGETHER BECAUSE THERE'S MANY SESSIONS AND DIFFERENT PATHS.
THE STUDENTS JOIN US, THEY HAVE THEIR OWN SESSIONS OF LEARNING.
SINCE I'VE BEEN HERE, WE'VE ALL MADE AN EFFORT TO GO EVERY YEAR.
LAST YEAR WAS LIGHT AND FOR MULTIPLE REASONS, AND LIFE JUST HAPPENED.
I WANT TO SAY THAT, BUT I WANTED TO SAY THIS YEAR'S CONFERENCE IS IN SPOKANE.
IT'S NOVEMBER 2ST TO THE 23RD.
SO IT'S GOOD TO KNOW NOW THAT THOSE DATES ARE OUT THERE, SO YOU CAN PENCIL IT IN ON YOUR CALENDAR.
THE OTHER THINGS WE DO AS A BOARD IS, WE JUST HAD OUR REGIONAL MEETING LAST WEEK.
WE MET WITH OTHER DISTRICTS ACROSS THE STATE, WITHIN OUR REGION, AND WE'RE ABLE TO LEARN AND GROW TOGETHER THAT WAY.
THERE'S MULTIPLE WAYS THAT WE CAN DO THIS.
I REACH OUT TO OTHER BOARD MEMBERS ON THE EAST SIDE OF THE STATE WHEN I HAVE QUESTIONS MAYBE ABOUT SOMETHING THAT'S HAPPENING HERE, LIKE DISTRICTS OF THE SAME SIZE, I WANT TO KNOW MORE LIKE, ARE THEY RUNNING INTO THIS? I'LL MAKE CONNECTIONS THAT WAY.
I WOULD ENCOURAGE, I THINK JULIE AND SARAH HAVE MADE MANY CONNECTIONS AT THE CONFERENCE WITH OTHER STUDENTS, REPRESENTATIVES AND JUST NETWORKING.
MAYBE YOU GUYS COULD SPEAK A LITTLE BIT ABOUT THAT AND YOUR EXPERIENCE.
>> YEAH. BEING A STUDENT REPRESENTATIVE, IT'S INTERESTING BECAUSE THEY REALLY, SPECIFICALLY AT THE WASDA CONFERENCE, THEY REALLY ENCOURAGED US TO GET TO KNOW EACH OTHER, TO GET EACH OTHER'S CONTACT INFORMATION.
BECAUSE SINCE IT'S SUCH A NEW THING, IT'S LIKE YOU REALLY WANT TO HAVE THOSE CONNECTIONS.
I THINK AS A BOARD MEMBER YOU GUYS SHOULD TOO.
BUT LIKE, SO PERSONALLY I GO TO, THERE'S THE WASDA STUDENT VOICE NETWORK.
THEY MEET LIKE NOT VERY OFTEN, LIKE EVERY MONTH AND A HALF OR SOMETHING LIKE THAT.
BUT THERE'S ACTUALLY JUST A MEETING LIKE A LITTLE BIT AGO.
BUT THERE'S ALSO LIKE WE HAVE A GROUP CHAT AND LIKE PEOPLE WILL TEXT AND THEY'LL BE LIKE, HEY, THIS JUST CAME UP IN OUR DISTRICT AND WE'RE WONDERING WHAT YOU GUYS THINK ACROSS THE ENTIRE STATE.
THERE ARE DISTRICTS WITH 400 STUDENTS AND THEN THERE ARE DISTRICTS, A LOT OF STUDENTS.
I DON'T KNOW, I CAN'T THINK OF A NUMBER RIGHT NOW, BUT THERE ARE LIKE A MILLION REPRESENTATIVES FROM SEATTLE.
FOR US, I FEEL LIKE WE INTERACT WITH OTHER REPRESENTATIVES VERY OFTEN.
I ALSO THINK IT'S ONE OF THE MOST HELPFUL THINGS AS A REPRESENTATIVE.
>> IT'S INTERESTING BECAUSE I THINK, YOUR GENERATION THAT YOU GUYS ARE ABLE TO UTILIZE SOCIAL MEDIA FOR THAT BY HAVING A GROUP CHAT OR SOME OF THESE.
I THINK IT WOULD BE HELPFUL FOR ALL OF US IF WE HAD THOSE TYPES OF NETWORKING OPPORTUNITIES AVAILABLE RATHER THAN JUST BEING GOING TO A MEETING ONCE A YEAR, OR A REGIONAL MEETING ONCE A YEAR OR SOMETHING LIKE THAT.
>> IT REALLY WAS AN AMAZING EXPERIENCE TO BE ABLE TO MEET STUDENTS WHO ARE GOING THROUGH THE SAME PROCESS BECAUSE BEING A STUDENT BOARD REPRESENTATIVE IS NOT REALLY SOMETHING THAT IS EASY TO GET ADJUSTED TO HAVING OTHER PEOPLE THAT YOU CAN RELATE TO AND TALK TO.
JUST A FEW DAYS AGO, EVEN IN THE GROUP CHAT THAT JULIE WAS TALKING ABOUT, THIS ONE STUDENT WAS LIKE, I'M HAVING SOME ISSUES WITH, WHAT'S THAT CALLED, IMPERSONATOR? WHAT'S IT CALLED? IMPOSTOR SYNDROME.
[00:25:01]
THEY WERE TALKING ABOUT HOW THEY FELT LIKE THEY COULDN'T FULLY CONTRIBUTE THE WAY THEY WANTED TO, STUFF LIKE THAT.THERE WAS JUST SO MUCH SUPPORT COMING FROM THE OTHER STUDENTS WHO HAD BEEN IN THAT SAME POSITION BEFORE.
JUST SUPPORTING THEM AND GIVING WORDS OF WISDOM AND JUST PROVIDING THEIR OWN EXPERIENCE.
BEING ABLE TO BE CONNECTED TO OTHER STUDENTS IN THE SAME POSITION IS JUST SO HEARTWARMING.
ALSO BEING ABLE TO GO BACK TO THOSE STUDENTS AT THE WASDA CONFERENCE THAT I MET LAST YEAR THIS YEAR AND RE-BOND WITH THEM AND TALK ABOUT OUR EXPERIENCES TOGETHER WAS SUPER COOL AND ENLIGHTENING.
I JUST FORGOT WHAT THE QUESTION WAS.
BUT YEAH, IT IS REALLY NICE TO BE ABLE TO CONNECT A NETWORK WITH OTHER STUDENT REPS.
>> I'M GOING TO PUT IN A PLUG FOR WASDA'S NETWORKING.
IT WAS EVERY THURSDAY, BUT THEY HAVE ALL KINDS OF THINGS ON THERE.
IT'S OFTEN ABOUT WHAT'S GOING ON IN THE LEGISLATURE DURING THAT TIME OF YEAR.
BUT THEN THE REST OF THE YEAR IT COULD BE ABOUT ANYTHING THAT PERTAINS TO OUR WORK.
FOR AN HOUR USUALLY STARTS AT NOON AND YOU SHOULD HAVE RECEIVED INFORMATION ABOUT IT IN YOUR EMAIL.
BUT I CAN FORWARD THAT IF PEOPLE DIDN'T GET IT AND YOU HAVE TO SIGN UP AND THEN YOU'LL START GETTING THE NOTICES.
>> I LOVE TO DO THESE KIND OF THINGS.
I'VE ASKED PEOPLE QUESTIONS ABOUT WHAT'S AVAILABLE.
I WAS JUST ADDING UP IN MY HEAD ALL OF THE THINGS THAT I FOUND TO PARTICIPATE IN THAT CONNECTED ME WITH BOARD MEMBERS OUTSIDE OF THIS BOARD.
I'VE SPENT 21 HOURS, AT LEAST, SINCE I JOINED THE GROUP ON ZOOM MEETINGS, TALKING TO DIRECTORS AND INTERACTING WITH DIRECTORS IN OTHER DISTRICTS.
THERE'S LOTS OUT THERE TO MAKE USE OF IT IF YOU WANT TO IF YOU HAVE THE TIME.
>> OKAY. THAT'S GOOD. YEAH. I THINK THAT THAT WAS JUST THE DISCUSSION I WANTED TO HAVE.
IT IS JUST THE DIFFERENT OPPORTUNITIES WE HAVE.
WHAT ELSE HAVE WE GOT OUT THERE? ALL IN ALL, IT LOOKS GOOD.
WHEN YOU GO BACK TO THE BEGINNING, THERE'S AN OVERVIEW OF, IT'S LIKE PAGE 3.
SORRY, GET THAT. IT'S ON THE SCREEN.
YOU CAN JUST SEE THE TRENDS OVER THE YEARS AND HOW THE GREEN IT HAS GROWN.
THE YELLOW AND THE BLACK HAS SHRUNK.
I JUST FEEL LIKE THAT'S A GOOD REPRESENTATION OF [INAUDIBLE]
>> IF YOU LOOK AT THE GREEN, 2024 HAS THE HIGHEST GREEN TOTAL FOR EVERY SINGLE YEAR.
>> MIGHT HAVE SOMETHING TO DO WITH TAKING THOSE TWO NEGATIVE SUPERINTENDENTS OUT OF THERE.
>> NO, I WAS GOING TO SAY EVEN WITHOUT THE SUPERINTENDENTS HERE.
>> THAT TAKES US BACK A LITTLE BIT TO OUR SMART GOALS, LOOKING AT THOSE FOUR GOING FORWARD.
IF I GO BACK TO THE EVALUATION AND WE GO BACK TO PAGE 1, I WOULD JUST SAY YOU CAN SEE HOW 2022 WE SKIPPED.
WE USED TO DO THIS AT THE END OF THE YEAR, AND IT WAS SO HARD TO GET THIS DONE BEFORE THE END OF THE YEAR AND SWEAR IN NEW BOARD MEMBERS.
WE ONLY HAVE ONE MEETING IN DECEMBER, AND IT JUST FELT VERY CROWDED.
WE DID IT EARLY JANUARY OF '23, AND THEN OF COURSE, WE'RE ANOTHER MONTH OUT OR SO FOR '24.
WE HAD IT DONE IN JANUARY, WE JUST DIDN'T HAVE TIME TO GET A WORK SESSION PLACED UNTIL NOW.
WE'VE DONE OUR EVALUATION ANNUALLY AS REQUIRED.
THEN WE DO HAVE THESE GOALS THAT ARE IN PLACE FROM LAST YEAR, WHICH THAT'S NOT ON THAT SHEET.
AND AGAIN, I TALKED ABOUT THOSE EARLY ON AND WE CAN USE THESE SAME GOALS.
WE CAN ADD NEW GOALS IF YOU THINK ONE OF THE QUESTIONS WE TALKED ABOUT, OR IF THERE'S ANOTHER QUESTION WE SHOULD TALK ABOUT WOULD BE MORE SUITED.
BUT CURRENTLY, THEY ARE QUESTION 63, WHICH IS TO ADVOCATE.
[00:30:01]
IF YOU WANT TO GO TO THAT, THAT WOULD BE GREAT.TO ADVOCATE AT THE LOCAL STATE AND FEDERAL LEVELS ON BEHALF OF STUDENTS IN THE DISTRICT.
OUR GOAL WAS TO CELEBRATE CULTURAL, ETHNIC, AND RACIAL DIFFERENCES IN TRADITIONS, BELIEFS, AND SOCIAL BEHAVIORS FOR DIVERSE POPULATIONS WHO ARE A PART OF THE SCHOOL DISTRICT, AND PROVIDE OPPORTUNITIES FOR CLASSES OR CLUBS TO PRESENT TO THE BOARD ON A QUARTERLY BASIS.
I DEFINITELY FEEL THAT WE'VE DONE THAT WORK AND WE CONTINUE TO DO THAT WORK.
I THINK IT'S A GREAT GOAL TO KEEP.
WHAT DOES EVERYBODY ELSE THINK ABOUT THIS GOAL? DO YOU FEEL LIKE WE'RE MAKING PROGRESS? DO YOU FEEL LIKE WE NEED MORE? I CAN'T IMAGINE ANYBODY SAYING WE NEED LESS. THAT SEEMS WEIRD.
>> I BELIEVE IT IS ONE OF THE PRIMARY ROLES OF A BOARD.
>> I'M SORRY, I GOT LOST IN THAT.
SPECIFICALLY AGAIN, WHAT IS THE QUESTION?
>> IT'S NUMBER 63. IT'S TO ADVOCATE AT THE LOCAL, STATE AND FEDERAL LEVELS ON BEHALF OF STUDENTS IN THE DISTRICT.
>> THIS HAS BEEN A PAST GOAL, AND THE QUESTION IS, IS THIS A GOAL AREA THAT WE CONTINUE TO MAKE A PRIORITY FOR THE BOARD?
>> FROM THIS QUESTION, WE CREATED THE GOAL TO CELEBRATE CULTURAL, ETHNIC, AND RACIAL DIFFERENCES IN TRADITIONS, BELIEFS, AND SOCIAL BEHAVIORS FOR DIVERSE POPULATIONS WHO ARE A PART OF THE SCHOOL DISTRICT, AND PROVIDE OPPORTUNITIES FOR CLASSES OR CLUBS TO PRESENT TO THE BOARD ON A QUARTERLY BASIS.
I THINK TOO, THIS IS SHOWN THROUGHOUT OUR STUDENT VOICE.
>> WE'VE REALLY INCREASED THE STUDENT VOICE.
I THINK THAT IS A BIG PART OF IT BECAUSE WE ARE SEEING A VERY DIVERSE GROUP OF STUDENTS COME BEFORE US FROM ALL THE DIFFERENT SCHOOLS.
NOT JUST BEFORE US, BECAUSE THIS IS A MEETING HELD IN PUBLIC FOR THE PUBLIC TO SEE, GIVE PEOPLE A VOICE.
>> YEAH, STILL, BECAUSE ON 63, I THINK I HEAR THE QUESTION.
>> TERRY, CAN YOU MOVE TOWARDS RIGHT A LITTLE BIT.
>> ON 63, I'M SORRY, I AM LOST, AND I DON'T KNOW HOW TO HELP MYSELF.
>> ADVOCATING AT LOCAL STATE AND FEDERAL LEVELS ON BEHALF OF STUDENTS IN THE DISTRICT, I DON'T SEE HOW WE CANNOT HAVE THAT GOAL.
THAT IS SOMETHING WE NEED TO BE DOING.
>> WELL, THERE WAS A TAKEOFF POINT FROM THAT GOAL.
>> THAT'S WHERE I GOT LOST AND I DON'T HAVE THAT TAKEOFF POINT IN FRONT OF ME.
YOU'VE READ IT A NUMBER OF TIMES.
BUT APPARENTLY I SHOULD HAVE IT IN FRONT OF ME AND I DON'T KNOW WHERE TO FIND IT.
BECAUSE YOU SEE THE TAKEOFF GOAL THEN SEEMS TO ME, AS I'VE HEARD AND READ A COUPLE OF TIMES, I HEAR LOOKING OUT FOR MARGINALIZED STUDENTS KIND OF THING, IS WHAT IT FEELS.
IT IDENTIFIES, LOOKING FOR WHERE PEOPLE ARE OVERLOOKED AND MAKING SURE THEY'RE NOT OVERLOOKED ANYMORE.
ADVOCATING ON BEHALF OF STUDENTS IS IMPORTANT.
>> I DON'T KNOW WHAT TO SAY AS FAR AS HOW TO RESPOND TO YOUR IDEA THAT WE KEEP THAT GOAL.
BECAUSE WE DEFINITELY NEED TO CONTINUE TO ADVOCATE ON BEHALF OF STUDENTS.
MAYBE WE JUST NEED TO RE-LOOK AT THAT EXPRESSION OF THAT, HOW THAT'S WRITTEN.
MAYBE WE DO NEED TO MODIFY IT.
>> THOUGHTS FROM OTHERS ON THAT? I'M LOOKING FOR SOMETHING.
>> I'M SORRY WE'RE DEPENDING SO MUCH ON ME BECAUSE WE'RE ALL THREE OF US HERE.
AND IT DOESN'T MEAN THAT WE STOPPED DOING ANYTHING.
IT JUST MEANS THAT WE MAY HAVE TO FOCUS A LITTLE BIT ON SOMETHING ELSE.
SO I'M LOOKING AT NUMBER 46 UNDER STANDARD 3, 45 AND 46, AND IT LOOKS LIKE THERE.
AND AGAIN, I THINK THIS MAY BE MORE CLARIFICATION THAN ANYTHING ELSE.
[00:35:01]
>> I THINK WE'VE MOVED IN THAT DIRECTION IN TERMS OF THE DATA THAT WE'RE LOOKING AT NOW.
I THINK THAT WE'VE DONE A REALLY GOOD JOB OF LINING UP THE COHERENCE IN THE DATA REPORTING.
I'M LOOKING FOR THE GOAL UNDER MORE STUDENT LEARNING GOAL. LET'S SEE.
TOGETHER WITH THE SUPERINTENDENT, REVIEW STUDENT ACHIEVEMENT REGULARLY.
I BELIEVE THAT WE DO THAT, BUT MAYBE WE HAVEN'T BEEN EXPLICIT THAT THAT IS WHAT WE'RE DOING.
I BELIEVE THAT WE DO THAT TO A CERTAIN DEGREE.
MAYBE THERE NEEDS TO BE MORE CLARIFICATION WHEN WE'RE DOING IT.
I DON'T KNOW BECAUSE WE'VE TALKED A LOT ABOUT PLCS, WE'VE TALKED ABOUT OUR COHERENCE, WE'VE ALIGNED THE DATA REPORTING WITH OUR COHERENCE GOALS.
BUT HAVE WE BEEN EXPLICIT ABOUT THAT? HAVE WE FOCUSED ON THAT? PART OF THE REASON I SAY THAT IS BECAUSE AS WE LOOK AT BUDGET REDUCTIONS, MY WORRY IS THAT SOME THINGS THAT WE HAVE PUT IN PLACE AND SUPPORTED ARE GOING TO SLIP IF WE DON'T BRING THOSE FORWARD AS ONE OF OUR GOALS.
>> WHAT WE HAVE PUT IN PLACE TO SUPPORT THE COHERENCE WORK WE'VE DONE.
I DON'T WANT THAT TO SLIP AWAY AND BE LOST BECAUSE IT HASN'T BEEN A FOCUS.
DO YOU HEAR WHAT I'M SAYING? DOES THAT MAKE SENSE?
>> THE GOAL WOULD BE, HOW DO YOU WANT THAT?
>> I WAS TRYING TO FIND THE ONE THAT. [OVERLAPPING]
>> DO YOU WANT IT FOR 31 AND 32? WE TYPICALLY MAKE IT ON ONE QUESTION, BUT I SEE HOW THEY GO TOGETHER. THERE'S THE DOCUMENT.
>> THAT'S MY BAD. I DIDN'T SEND IT OUT.
I THOUGHT I DID. I THOUGHT I TOUCHED IT.
>> IT COMES UNDER STANDARD 2 FOR SURE.
>> THE GOALS FOR STUDENT LEARNING.
>> I JUST FEEL LIKE THIS IS A YEAR WE NEED TO KEEP THOSE GOALS IN FRONT OF US.
THE ONE WHERE THERE SEEMS TO BE A LITTLE LESS CLARITY IS NUMBER 32 TOGETHER WITH THE SUPERINTENDENT REVIEW STUDENT ACHIEVEMENT REGULARLY.
I THINK UNDER THAT GOAL WHAT MIGHT BE IMPORTANT IS UNDERSTANDING THE IMPACTS OF BUDGET REDUCTIONS ON THE WORK THAT WE'RE DOING. DOES THAT MAKE SENSE?
>> THAT'S THE KIND OF THING THAT WHEN I READ THAT GOAL AND I THINK WHAT I'M CONCERNED ABOUT, ADVOCATE AT THE LOCAL, STATE AND FEDERAL LEVELS ON BEHALF OF STUDENTS AND THE DISTRICTS.
I WAS EXPOSED TO SOME NUMBERS RECENTLY ABOUT THE CUTS AND THE BUDGETS AND THIS KIND OF STUFF THAT WE'RE GOING THROUGH AND THEN WHEN DENNY TALKED ABOUT WITH US LAST WEEK OR WHENEVER THAT WAS, THE RESOURCES THAT WE NEED TO SUPPORT OUR STUDENTS NEEDS TO LEARN SEEM TO ME LIKE THEY'RE WOEFULLY STILL INADEQUATE.
THE SPECIAL NEEDS OF OUR STUDENTS REQUIRING SUPPORTS FOR LANGUAGE SUPPORTS, SPECIAL BEHAVIOR SUPPORTS, IT WAS MENTIONED AT OUR DISTRICT, WE WERE TALKING ABOUT IT AT THE DISTRICT MEETING.
ADVOCATING ON LOCAL, STATE, AND FEDERAL LEVELS ON BEHALF OF OUR STUDENTS, AND GETTING THE FUNDING THAT IS REALLY NEEDED TO PROVIDE THE SUPPORTS THAT THEY NEED TO BE SUCCESSFUL AND THEN WE GO TO THE SMART GOAL AND I'M NOT SEEING WHERE THAT'S IN THE SMART GOAL.
WHAT I SEE IN THE SMART GOAL IS STUFF THAT DOESN'T HAVE ANYTHING TO DO WITH THAT ELEMENT OF ADVOCATION.
MAYBE WE WERE ADVOCATING FOR THAT, THAT WAS A PART OF THE SMART GOAL, IMPORTANTLY AT THAT TIME.
BUT TO ME WHAT I SEE GOING ON WITH THE STATE IS A REALLY POOR LACK OF FUNDING THAT'S NOT SUPPORTING OUR KIDS, AND THAT'S WHAT WE NEED TO BE ADVOCATING FOR.
>> I THINK WHAT YOU'RE SAYING IS KEEP THE SAME GOAL, BUT OUR ACTION ITEM MIGHT BE DIFFERENT.
>> WELL, THE DATA REFERENCE, THE SMART GOAL IS NOT THE SMART GOAL I WOULD.
>> THE SMART GOAL. I SEE WHAT YOU'RE SAYING.
KEEP THE SAME QUESTION BUT REWRITE THE SMART GOAL.
[00:40:02]
>> YES. COULD I REWRITE IT RIGHT NOW?
>> SURE. THE SMART GOAL FOR ADVOCATING FOR THE STATE, WHAT OTHER THINGS WOULD NEED TO BE IN IT OTHER THAN JUST FINANCIAL FUNDING AND THE STATE FUNDING?
>> WELL, I THINK PART OF IT IS BASICALLY WHAT THE LEDGE REP DOES IS KEEPING US AWARE OF WHAT IS HAPPENING AS DECISIONS ARE MADE AND ADVOCATING FOR DECISIONS THAT DON'T INCLUDE UNFUNDED MANDATES.
I THINK THAT'S ONE OF THE BIGGEST THINGS.
WE DON'T GET THE FUNDING, BUT WE ALSO DO GET A LOT OF LEGISLATION THAT REQUIRES MONEY, BUT NO MONEY IS.
>> REGARDING UNFUNDED MANDATES?
>> YEAH. I THINK IT'S TWO THINGS.
LOCAL CONTROL AND UNFUNDED MANDATES ARE TWO THINGS THAT YOU'RE TALKING ABOUT.
>> JUST BECAUSE I KNOW WE'RE SHORT ON TIME.
>> WHAT I'M HEARING IN 63, WE'LL CONTINUE THAT AND WE'LL LOOK AT FUNDING AND RESOURCES.
I'M HEARING 32, MARY, REGARDING STUDENT ACHIEVEMENT.
I'M HEARING THE CONCERNS AROUND MAYBE A MORE DELIBERATE APPROACH AND A CALLING OUT, TYING IT BACK INTO THIS SPECIFICALLY WHENEVER WE DO IT.
>> I THINK SO, BUT I THINK WE'VE BEEN DOING A GOOD JOB OF THAT.
IN MY MIND, THE DATA REVIEWS HAVE BEEN SO MUCH MORE TIED TO OUR PLAN AND ALSO I THINK EASY TO UNDERSTAND.
WHAT I'M THINKING ABOUT FOR THIS YEAR, SPECIFICALLY AS WE HAVE BUDGET CUTS, HELPING US UNDERSTAND HOW THAT'S IMPACTING THE WORK THAT WE'RE DOING AS THE YEAR GOES ON BECAUSE WE KNOW THAT'S GOING TO HAVE SOME CUTS.
>> BUDGET CUTS. GOOD. MY SUGGESTION TO THE BOARD WOULD BE, I'VE GOT 63.32, SO IF YOU COULD IDENTIFY TWO MORE AND GIVE ME AN IDEA OF WHAT YOUR FOCUS IS JUST LIKE YOU'VE DONE WITH THOSE LAST TWO, I CAN CERTAINLY, ALONG WITH STAFF, PUT SOMETHING TOGETHER AS A ROUGH DRAFT AND PRESENT IT TO YOU.
>> I'M GOING TO THROW ONE OUT THERE, NUMBER 33.
ENSURE THAT FACILITIES COMPLY WITH CURRENT HEALTH SAFETY, SECURITY AND ACCESSIBILITY STANDARDS.
THIS IS THE YEAR WE'VE GOT A CAPITAL LEVY.
I KNOW PART OF THAT IS GOING TO THAT WORK.
REPORTING OR HELPING THE BOARD UNDERSTAND THE TIE IN BETWEEN THOSE THINGS. DOES THAT MAKE SENSE?
>> THE CAPITAL LEVY WON'T GO TOWARDS THAT THIS YEAR.
>> WE WON'T GET IT UNTIL THE NEXT YEAR.
>> IT'S PROBABLY A GOOD ONE FOR THE YEAR AFTER THOUGH.
>> WE CAN CERTAINLY DO THIS ONE.
OBVIOUSLY WE'RE ENSURING THAT WE COMPLY WITH CURRENT HEALTH SAFETY, SECURITY AND ACCESSIBILITY STANDARDS.
IT JUST WOULD SHOW THE WORK THAT WE'RE DOING TO IMPROVE THOSE MOVING FORWARD.
>> WE'RE JUST SO GOOD, WE CAN'T THINK OF A GOAL.
>> SORRY JULIA, DID YOU HAVE ANY THAT YOU WANTED TO BRING FORWARD?
>> I WROTE DOWN THE THREE THAT WE TALKED ABOUT.
[LAUGHTER] NOT RIGHT NOW, BUT I'LL KEEP LOOKING.
>> I DON'T REALLY WANT TO OPEN A NEW CONVERSATION.
I FEEL LIKE THIS IS A GOOD THING WE'RE DOING.
I WROTE DOWN A DIFFERENT ONE, BUT IT'S NOT THAT IMPORTANT.
FOLLOWING A DEFINED PROCESS FOR GATHERING INPUT PRIOR TO MAKING CRITICAL DECISIONS.
I LOOKED THROUGH THE POLICY MANUAL FOR THE MAJORITY OF THIS TIME, AND I COULDN'T FIND AN ACTUAL POLICY.
I KNOW THAT WE HAVE SAY KAK MEETINGS AND WE HAVE SACS AND WE HAVE PUBLIC FORUMS AND STUFF LIKE THAT, BUT I COULDN'T ACTUALLY FIND A POLICY.
I DON'T KNOW IF THAT I JUST WASN'T LOOKING IN THE RIGHT PLACES. I DIDN'T LOOK AT ALL [OVERLAPPING]
>> IT DOESN'T USE, JUST JUST TO YOUR POINT, IT DOES NOT USE THE TERM POLICY THEN, IT SAYS A DEFINED PROCESS.
>> WELL, I COULDN'T FIND A PROCEDURE EITHER WHICH I MEAN,
[00:45:02]
I FEEL LIKE A PROCEDURE, WE NEED A POLICY BUT IT DOESN'T.I JUST, WHILE I WAS LOOKING FOR THAT.
I KNOW THAT WE HAVE STUFF, BUT I JUST DIDN'T KNOW HOW, LIKE IF WE HAD A RECORD OF IT OR HOW LIKE HOLD ON, LET ME GET MY LUNGS TOGETHER.
IF THE WAY THAT WE HAD A PROCESS BECAUSE WE DO.
WE DO HAVE KAK MEETINGS EVERY TWO MONTHS.
WE HAVE STUDENT ADVISORY MEETINGS.
WE TRY TO HAVE THEM QUARTERLY, BUT THAT DOESN'T REALLY WORK OUT.
THEN WE HAVE PUBLIC FORUMS WHENEVER WE'RE CONSIDERING THE BUDGET OR THE LEVY, WE DO STUFF LIKE THAT.
BUT IT MADE ME WONDER WHEN I COULDN'T FIND ANYTHING IN THE POLICY MANUAL, HOW INTENTIONAL WE WERE ABOUT IT.
THAT WAS JUST WHAT IT WAS FOR ME BECAUSE IT DIDN'T FEEL LIKE WE WERE LIKE WE JUST DID IT WHEN WE HAD TO.
I GUESS WHAT I'M GETTING AT IS SEEKING MORE LIKE WHEN WE WERE TALKING ABOUT PUBLIC COMMENT, TRYING TO SEEK THE PUBLIC'S OPINION AND WANTING TO HEAR THEIR VOICE MORE THAN JUST GETTING IT WHEN WE NEED IT. IF THAT MAKE SENSE.
>> BUT I DO THINK WE'RE DOING GREAT.
I WAS JUST TALKING ABOUT IT BECAUSE I SAW A COUPLE OF THEM WERE LIKE MOST OF THE TIME. I DON'T KNOW.
I DON'T REMEMBER EXACTLY WHAT THEY WERE FOR THAT ONE, BUT I DIDN'T WANT TO BRING IT UP, BUT I ALSO REALLY DO LIKE WHAT WE'RE TALKING ABOUT RIGHT NOW.
>> I THINK IT'S AN INTERESTING PERSPECTIVE YOU HAVE ON IT.
LIKE DENNY SAID, THERE ISN'T A POLICY WHEN YOU SAID WE DO IT WHEN WE NEED TO DO IT, I FEEL LIKE WE DO IT WHEN WE NEED TO DO IT BECAUSE THAT'S WHEN IT'S PRESENTED TO US.
I'M NOT GOING TO WORK ON A PROCESS FOR A BOND IF WE'RE NOT RUNNING ONE TO GATHER THAT INFORMATION.
BECAUSE WE DON'T WANT TO JUST GATHER INFORMATION TO GATHER INFORMATION.
BUT THEN I'D ALSO CIRCLE BACK TO, WE DO A LOT OF PREP WORK WHEN WE KNOW SOMETHING'S COMING.
WHERE WE'VE DONE IN THE GROWTH, THE ENROLLMENT GROWTH PROJECTION [OVERLAPPING].
>> INVOLVEMENT STUDY, THOUGHT EXCHANGE.
>> WE'VE DONE THOUGHT EXCHANGES ON [OVERLAPPING] A LOT OF DIFFERENT THINGS.
I FEEL LIKE WE DO PROACTIVELY [OVERLAPPING].
>> BUT DO WE HAVE A LIST FOR THIS SITUATION? WE DO THIS AND I FEEL LIKE THAT MIGHT BE WHAT YOU'RE LOOKING FOR IS IF WE WERE GOING TO DO THIS, WHAT WOULD WE DO? [OVERLAPPING] AM I CIRCLING BACK TO THAT CORRECTLY?
>> IT WAS MORE OF A THING WHERE I WAS COMMUNICATING TO THE PUBLIC THAT WE ARE SEEKING THEIR INPUT.
I FEEL LIKE THAT'S SOMETHING THAT WE'RE NOT GREAT AT.
BUT I ALSO FEEL LIKE THAT'S SOMETHING THAT NOBODY IS GREAT AT, NOBODY EVER.
BECAUSE IT'S HARD TO JUST BE LIKE, HEY GUYS LOOK AT THIS.
BECAUSE NOBODY, THEY DON'T LOOK AT SAY THE WEBSITE, THEY'RE NOT GOING TO KNOW.
BUT LIKE, WELL, WE CAN'T JUST PUT SIGNS UP ON EVERY STREET CORNER AND BE LIKE, HEY, THE DISTRICT LIKES YOU, YOU KNOW WHAT I MEAN? [LAUGHTER] IT WAS JUST SOMETHING I WANTED TO BRING UP BECAUSE THE RESULTS WEREN'T ACROSS THE BOARD WE'RE DOING GREAT BUT.
>> IN TERMS OF YOU BROUGHT IT UP, JACKIE, NUMBER 15, CIRCLING BACK TO NUMBER 15 AGAIN, IF THAT IS ONE OF OUR GOALS, AND I KNOW WE HAVE IN THE PAST TRIED TO ALL GO TO WASTON, SO I THINK THAT'S ONE MAYBE WE SHOULD MAKE AS A GOAL IF WE REALLY WANT THAT TO HAPPEN.
>> I THINK IT WOULD BE A GREAT GOAL TO HAVE.
IT JUST SHOWS THE UNITY OF THE BOARD AND THAT OUR PURPOSE IS TO NOT BE ISOLATED IN OUR BOX.
I THINK MAKING A PURPOSEFUL EFFORT AND NOT JUST AT ANNUAL CONFERENCE BUT LEDGE COMMITTEE OR BEING PURPOSEFUL ABOUT JOINING THE NETWORKING SESSIONS, WHERE CAN WE PUT OUR TIME TO REALLY GROW WITH OUR COLLEAGUES?
>> I MEAN, I THINK IT'D BE A GOOD GROWTH GOAL FOR US AS A BOARD.
>> THIRTY-SIX FELL IN THERE SOMEWHERE.
BUT I DON'T REMEMBER IF THOSE ARE THE THREE.
>> YEAH. LET'S SEE WHAT 36 IS.
I DON'T REMEMBER IF WE SAID WE WANTED TO DO THAT ONE OR NOT.
>> WELL, WE WERE GOING TO DO THE [OVERLAPPING] EXPLANATION [OVERLAPPING].
>> THAT WAS, WE WERE GOING TO DO THE EXPLANATION OF THAT.
>> I DON'T KNOW THAT THAT'S SOMETHING [OVERLAPPING].
>> I DON'T KNOW IF THAT TO BE A GOAL.
>> I CAN JUST DO THAT AS A TEACHING AND LEARNING, I THINK.
>> IT'S NOT NECESSARY THAT YOU HAVE TO HAVE FOUR.
>> EXACTLY. [OVERLAPPING] I THINK THREE IS A GOOD NUMBER.
[00:50:03]
SOMETHING THAT WE'LL WORK ON AND WE'LL SHARE WITH THE BOARD.BEFORE WE CLOSE THIS, DOES ANYBODY HAVE ANY OTHERS THAT THEY WANTED TO GET ON THE LIST AND JUST HAVEN'T SAID ANYTHING?
>> WELL, THE 61 AND ALL THIS DATA, I FEEL LIKE WE REALLY ARE MAKING SOME EXCELLENT PROGRESS TOWARDS DATA EVALUATION AND BRINGING SOME NEW TOOLS IN THIS LINK WE HAVE.
SO I'M NOT GOING TO SUGGEST THAT.
>> I FEEL LIKE WE COULD KEEP THAT GOAL.
I THINK IT'S A WORK IN PROGRESS. LEAVE THAT ONE ON THERE.
>> FROM WHAT I SEE, I THINK WE'RE MAKING REAL GOOD PROGRESS.
>> ANY OTHER COMMENTS BEFORE WE ADJOURN THIS MEETING? I REALLY APPRECIATE EVERYBODY'S INPUT AND TAKING THE TIME TO GET THROUGH THIS REVIEW.
WITH THAT, MEETING ADJOURNED AT 05:31. THANKS, EVERYBODY.
>> THANKS.
* This transcript was compiled from uncorrected Closed Captioning.