[00:00:03]
>> WE'LL START WITH THE PLEDGE OF ALLEGIANCE.
[1. Call to Order]
>> I, PLEDGE OF ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
>> NEXT, WE HAVE OUR ROLL CALL.
>> PRESIDENT AND DIRECTOR OF DISTRICT 5, JACKIE MADDUX.
>> VICE PRESIDENT AND DIRECTOR OF DISTRICT 1, MARY SNITILY.
>> DIRECTOR OF DISTRICT 2, DEBBIE JOHNSON.
>> DIRECTOR OF DISTRICT 3, TED CHAMPINE.
HE HAS A PRE-ARRANGED ABSENCE.
DIRECTOR OF DISTRICT 4, TERRY TATE.
>> STUDENT REPRESENTATIVE, SORA TOLLEY.
>> STUDENT REPRESENTATIVE, JULIA STIFFLER.
>> MADAM PRESIDENT, WE HAVE A QUORUM.
>> THANK YOU. WE WILL NEED DIRECTOR CHAMPINE TO BE EXCUSED FROM THE MEETING.
>> I'LL MAKE A MOTION TO EXCUSE DIRECTOR CHAMPINE FROM THE MEETING.
>> WE HAVE A MOTION ON THE FLOOR THAT WE EXCUSE DIRECTOR CHAMPINE.
ANY QUESTIONS? ALL THOSE IN FAVOR, PLEASE SAY AYE.
>> ALL THOSE OPPOSED? MOTION PASSES, FOUR TO ZERO.
NEXT UP, WE HAVE OUR AGENDA APPROVAL.
[4. Agenda Approval (Board Vote w/Student Voice)]
ON TONIGHT'S AGENDA, WE HAVE OUR COMMUNICATIONS, STUDENT AND STAFF UPDATES, CITIZENS COMMENTS.WE HAVE OUR CONSENT AGENDA WITH ITEMS A THROUGH H.
WE HAVE FOUR ITEMS OF NEW BUSINESS.
THEN AS TIME ALLOWS, WE'LL GO OVER FUTURE AGENDA ITEMS AND BOARD EVENTS.
IS THERE ANY ITEM ON TONIGHT'S AGENDA THAT NEEDS FURTHER EXPLANATION OR REMOVED?
>> I MOVE THE BOARD OF DIRECTORS APPROVE THE AGENDA AS PRESENTED.
>> WE HAVE THE MOTION ON THE FLOOR TO APPROVE THE AGENDA AS PRESENTED.
I LOOK FORWARD TO OUR STUDENT REPRESENTATIVES FOR THEIR ADVISORY VOTE.
ANY FURTHER QUESTIONS FROM THE BOARD? HEARING NONE. ALL THOSE IN FAVOR, PLEASE SAY AYE.
>> ALL THOSE OPPOSED? MOTION PASSES, FOUR TO ZERO.
NEXT UP, WE BEGAN OUR COMMUNICATIONS AND WE START WITH STUDENT VOICE.
[5. Communications]
I WOULD JUST LIKE TO ASK IF THERE'S ANY STUDENTS. I DON'T SEE ANY.>> IT DOES NOT APPEAR BUT YOU HAVE ANY SEEN IT.
>> IT'S THE NATIONAL CHAMPIONSHIP GAME.
>> I KNOW. THAT'S OKAY. SURE. IT'LL BE FINE.
>> I WOULD LOOK TO OUR STUDENT REPRESENTATIVES FOR ANY REPORTS THEY HAVE TO SHARE.
>> SORA SAYS I NEED TO GO FIRST.
FOR OUR SHOW, WE DON'T HAVE MUCH GOING ON RIGHT NOW.
I JUST I SHOW UP AND MY ART TEACHER PRINTED OUT FOUR THINGS.
SHE'S LIKE, "I DON'T THINK I CAN PUT ALL THESE UP." I WAS LIKE, "I GAVE YOU TWO." BUT ANYWAY, IT'S LIKE DECKED OUT LIKE THE ENTIRE SCHOOL TONS OF ART WORK.
>> ART WORK IN THE ENTIRE SCHOOL?
>> YEAH, BASICALLY. MOST OF IT IS IN THE COMMONS, BUT THERE'S SOME DOWN THE HALLS TOO BECAUSE THERE WASN'T ENOUGH ROOM.
YOU COULD GO AND YOU COULD PROBABLY SPELL.
>> YES. ALL THE HIGH SCHOOLERS WERE REQUIRED TO PUT AN ENTRY IF YOU WERE TAKING IN OUR CLASS.
BUT I THINK EVERYBODY COULD ENTER SOMETHING IF YOU WANTED TO.
SUPER COOL. I WOULD HIGHLY RECOMMEND.
GO, CHECK IT OUT. THEN FOR ASB, WE HAVE OUR FAMILY DANCE COMING UP.
WE HAVE OUR ASSEMBLIES NEXT WEEK, K THROUGH 12 ASSEMBLIES.
VERY FUN. THEN I'M GOING TO REALLY QUICKLY TRY TO GET THROUGH ALL THESE TRACKS STATS.
THESE ARE ALL PEOPLE WHO ARE RANKING IN THE STATE AT EITHER PRAIRIE OR BATTLE GROUND IN THEIR DIVISION.
PRAIRIE IS 3A, BATTLE GROUND IS 4A.
ZACH FROM BATTLE GROUND IS RANKING 10TH IN THE 400 AND FIFTH IN THE 800.
LORD KING AND STERLING ARE FIRST AND SECOND IN THE 3,000 FROM BATTLE GROUND.
SOLOMON FROM PRAIRIE IS NINTH IN THE 200, WHICH IS REALLY HARD TO GET THAT HIGH BY THE WAY.
WILL AND WYATT FROM PRAIRIE ARE RANKING SECOND AND FOURTH IN SHOT PUT.
THEN WILL IS ALSO RANKING THIRD AND DISCUS.
THEN GRACIE FROM PRAIRIE IS RANKING SEVENTH IN THE HIGH JUMP.
THEN SOPHIA FROM BATTLE GROUND IS RANKING SECOND IN THE 3,000. THAT'S IN THE ENTIRE STATE.
>> THAT'S WHERE WE'RE AT RIGHT NOW.
>> GOOD FOR YOU FOR DOING THAT.
>> WE'RE IN THE HEAT OF THE SEASON. THINGS ARE GOING TO START GETTING REALLY SPICY IN THE NEXT TWO WEEKS BECAUSE WE'RE HAVING SOME INTERESTING MEETS NEXT.
[00:05:05]
BUT YEAH, THAT'S ALL I HAVE TO REPORT.>> I HOPE EVERYONE HAD A GREAT SPRING BREAK.
>> DID YOU GUYS DO ANYTHING FUN?
>> I WENT TO THE BEACH FOR A FEW DAYS, AND THEN I FLEW DOWN TO CALIFORNIA TO LOOK AT SOME OF THE COLLEGES I'M LOOKING AT.
>> YEAH. IT WAS A GOOD BREAK, BUT I'M RECOVERING FROM THAT TODAY.
IT WAS ROUGH TO GET UP IN THE MORNING, BUT IT'S ALL GOOD.
THE ONLY THING I WANTED TO REALLY POINT OUT WAS THAT THE TIGER TIMES OF THE BATTLE GROUNDS, LIKE STUDENT NEWSPAPER HAS COME BACK AND IT HASN'T SINCE 2007.
IT WAS A 17 YEAR ABSENCE AND IT'S BEEN REVIVED. THAT'S REALLY COOL.
THEY'RE ON THEIR NINTH ISSUE NOW, SO THEY'RE REALLY GETTING IT ROLLING.
I THOUGHT THAT WAS REALLY EXCITING.
>> THERE WAS A NICE ARTICLE IN THE BATTLE GROUND TO THEM.
>> I THINK THAT CONCLUDES STUDENT VOICE.
WE'LL MOVE ON TO COMMITTEE REPORTS.
ANY UPDATES FROM THE LEGISLATIVE COMMITTEE?
>> JUST THAT I DID FILED THE PROPOSED POSITIONS THAT WE TALKED ABOUT LAST TIME.
NEXT, THEY WILL GO TO A COMMITTEE, AND THEN MAYBE THEY'LL MAKE IT TO GENERAL ASSEMBLY AND I'LL KEEP YOU POSTED. THANKS.
>> BATTLE GROUND EDUCATION FOUNDATION?
>> WE HAVE A MEETING COMING UP BUT I COULD REPORT ON LAST MONTH SINCE I WASN'T HERE.
THERE WAS A DISCUSSION ABOUT MOVING INVESTMENTS FROM EDWARD JONES TO FIDELITY, ABOUT $225,000.
THEY'RE ALSO WORKING ON THE 30 YEAR ANNIVERSARY.
THEY DO HAVE FORMS, IF ANYONE WOULD LIKE TO HELP WITH DONATIONS. THAT WAS ALL.
>> WE'LL SKIP OVER WIAA SINCE DIRECTOR CHAMPINE IS OUT.
ANY WAESD UPDATES FROM ANY OF THE BOARD MEMBERS TO SHARE? JUST ONE THING AND THIS IS JUST A LITTLE ASIDE.
BE SURE AND OPEN AND READ YOUR WAESD EMAILS BECAUSE WHAT I HAVE FOUND IS INFORMATION ON THE WAESD SITE SOMETIMES IS VERY DATED, BUT THE INFORMATION YOU GET IN THE EMAILS IS CURRENT.
THEN, OUR TOURS COMMITTEE, LOOKS LIKE WE COMPLETED A TOUR 326 WHICH I BELIEVE WAS REPORTED ON OUR LAST MEETING.
THEN AM I WRONG ABOUT THAT? NO?
>> I THINK THAT WAS IN THE LAST MEETING. WE BLEND IT IN.
>> IT'S ALL BLENDING TOGETHER NOW.
>> THAT WAS TERRY AND I, TO WORK IN PRIMARY.
I THOUGHT THOUGH THAT THE THURSDAY PRIOR TO THAT I HAD GONE TO PLEASANT VALLEY.
>> I THINK WE HAD A MEETING THAT MONDAY, AND YOU REPORTED THAT MEETING.
>> THAT'S WHAT I REMEMBER, TERRY.
>> I SEEM LIKE I'M A ONE HORSE PONY ON THIS STUFF BECAUSE MY EARS ARE ALWAYS LISTENING ABOUT PROFESSIONAL LEARNING COMMUNITIES.
THIS TEACHER, I'M SORRY, OUR PRINCIPAL, APRIL.
I'M SORRY, HOW DO I SAY HER LAST NAME?
>> VONDERHARR, APRIL, WE HAD A REALLY NICE CONVERSATION.
SHE SAID THAT YOUR STUDENT SHOULDN'T HAVE TO WIN THE LOTTERY BY GETTING THE BEST TEACHER.
THAT'S WHAT PROFESSIONAL LEARNING COMMUNITIES ARE ALL ABOUT, YOU SEE.
THEY'RE WORKING INTENTLY ON MOVING ALL OF THIS FORWARD.
ONE THING THAT SHE BROUGHT UP THAT I THOUGHT REALLY CAUGHT MY ATTENTION WAS THIS IDEA OF TEAM CELEBRATIONS.
SHE SAID THAT THEY'VE STARTED HAVING CELEBRATIONS WHERE THE PROFESSIONAL LEARNING COMMUNITY TEAMS ACTUALLY SHARE THEIR SUCCESSES AND THINGS, AND MAYBE EVEN NOT SUCCESSES, AND HOW IT GREATLY IMPACTED THE OTHER TEAMS. THAT'S THE WHOLE POINT.
SAY, EVERYBODY FOUND THESE THINGS INSPIRING.
I WOULD CHALLENGE ANYONE WHO'S INTERESTED IN WHAT'S GOING ON IN OUR SCHOOL, YOU CAN LOOK AT A WEBSITE CALLED EVERYTHING PLC.
THAT'S THE NAME OF THE WEBSITE, EVERYTHING PLC, AND THEY WILL TELL YOU WHAT A PLC IS ALL ABOUT.
IT IS REALLY A MAJOR CHANGE ON HOW YOU DO SCHOOL.
I'M EXCITED ABOUT HOW IT'S PROGRESSING.
THEY'RE SAYING THAT THE DATA IS LOOKING REALLY GOOD, AND THAT'S WHAT IT'S ALL ABOUT, IS REALLY HOW ARE THE KIDS DOING.
[00:10:03]
I WAS REALLY IMPRESSED.WE WENT TO VISIT CLASSES, OF COURSE, AND FIRST GRADERS, SECOND GRADERS, THEY'RE LOOKING AT GRAMMAR, AND THEY'RE DOING STUFF, AND THEY'RE TALKING ABOUT THINGS, AND I DON'T EVEN KNOW WHAT THEY'RE TALKING ABOUT.
I WROTE SOME THINGS DOWN, BREVES.
I WAS JUST REAL PLEASED AND EXCITED EVERY TIME I VISIT THE SCHOOL AND SEE HOW WE ARE MOVING FORWARD WITH OUR CURRICULUM TO REALLY BE SUCCESSFUL.
I'M EXCITED ABOUT IT. IT WAS A GREAT TOUR.
>> I WOULD AGREE WITH YOU, THAT WAS MY NUMBER ONE TAKEAWAYS.
I'M ALWAYS MOST EXCITED TO SEE THE NEW CURRICULUM IN ACTION AND JUST THE OPPORTUNITY TO VISIT WITH THE TEACHERS. I AGREE WITH TERRY.
A LOT OF GOOD THINGS MOVING FORWARD AT THAT SCHOOL WITH THEIR PLC PROCESS, SO TUKES IS ALWAYS GREAT FUN TO GO AND VISIT.
JULIA, YOU WERE THERE WITH US?
>> MY FAVORITE PART OF THE ENTIRE TOUR, WHICH THE ENTIRE TOUR WAS GREAT.
WE WENT TO THE TRANSITIONAL KINDERGARTEN CLASSROOM, SHOUT OUT TO KILLIAN.
HE TAUGHT ME HOW TO WRITE HIS NAME AND HE WAS LIKE ALL OVER THE PLACE.
HE COULDN'T DECIDE IF HE WANTED TO WRITE ON THE TABLE OR ON THE FLOOR.
BUT NONETHELESS, I WAS REALLY IMPRESSED BECAUSE I WAS, DO YOU KNOW HOW TO WRITE YOUR NAME? HE WAS LIKE, "YEAH, LET ME SHOW YOU HE WAS LIKE, THIS IS A K, AND I WAS LIKE, MAN, I'M LEARNING RIGHT NOW.
I REALLY DO AGREE WITH WATCHING THE STUDENTS, BEING ABLE TO OBSERVE THE STUDENTS LEARN FROM THE CURRICULUM.
YOU CAN SEE HOW PRODUCTIVE IT IS AND HOW UNIQUE AND ADVANCED THE LEARNING IS.
I THINK THE FIRST CLASSROOM WE WENT INTO, THEY WERE DOING NOTICE AND WONDERS.
I'M NOT GOING TO LIE, THOSE ARE HARD TO BE OH, I NOTICED THIS THING AND BECAUSE I NOTICED THIS, I WONDERED THAT.
USING THOSE TWO DIFFERENT CONNECTIONS IN YOUR BRAIN.
BUT EVERYONE I LOOKED AT, EVEN THE MULTILINGUAL STUDENTS WHO HAD TO WRITE, HAD TO BE DRAWING PICTURES AND ALL THAT, THEY WERE ALL COMPLEX THOUGHTS.
I WAS LOOKING AT THIS ONE, THIRD GRADERS.
I DON'T REMEMBER EXACTLY WHAT IT SAID, BUT I WAS LIKE, THAT'S REALLY COOL THAT HE KNOWS THAT BECAUSE I DIDN'T EVEN NOTICE THAT.
THEN HE WROTE DOWN HIS WONDER IN FRONT OF ME, AND I WAS LIKE, WE'RE GETTING PHILOSOPHICAL.
I REALLY LOVE GOING TO THE PRIMARY SCHOOLS, AND SEEING HOW IT'S HAPPENING SO FAST.
>> WE DO HAVE UP COMING TOURS ON THE 19TH OF APRIL, IT LOOKS LIKE.
GROUP 1 AT YACOLT PRIMARY AND GROUP 2 AT CAMP LEWISVILLE, AND THE WAREHOUSE.
UPDATE YOUR CALENDARS PLEASE IF YOU HAVEN'T ALREADY, IF YOU'RE ATTENDING ONE OF THOSE.
THEN ANYTHING ELSE FOR COMMITTEE REPORTS BEFORE WE MOVE ON? MOVING ON TO DIRECTOR REPORTS, A COUPLE OF THINGS.
WE'RE GOING TO GO OVER OUR SELF-EVALUATION GOALS THAT WE TALKED ABOUT AT OUR WORK SESSION AT THE LAST MEETING, PRIOR TO THE LAST REGULAR MEETING, WE'LL GO OVER THOSE.
BUT BEFORE WE DO ANY JUST DIRECTOR REPORTS?
>> JUST ONE REMINDER, AND MAYBE THIS ISN'T NECESSARY.
BUT I HOPE EVERYBODY REMEMBERS THEY HAVE TO SUBMIT THEIR F1 BEFORE THE 15TH APRIL.
>> JUST A REMINDER. I ALWAYS FORGET UNTIL I GET MY EMAIL.
THEY'VE BEEN SENDING A LOT OF THEM.
>> THANK YOU FOR THAT. ANY OTHER DIRECTOR REPORTS?
>> I ATTENDED THE CULTURAL PROFICIENCY SEMINAR WITH WASA.
MET SOME FELLOW BOARD MEMBERS FROM RIDGEFIELD AND EVERGREEN, AND I LEARNED A LOT ABOUT CULTURE AND SUBCULTURES IN OUR SCHOOLS.
IT WAS VERY GOOD INFORMATION AND IT GAVE SOME REAL GOOD UNDERSTANDING TO WHAT'S GOING ON IN OUR SCHOOLS, ESPECIALLY OUR HIGH SCHOOLS AND IN OUR MIDDLE SCHOOLS.
>> I ATTENDED A MEETING SATURDAY ON THE FRDU.
NOW THAT I'VE SAID AN ACRONYM, I FEEL LIKE I NEED TO SAY IT OUT LOUD, WHAT IT REALLY STANDS FOR.
WE HAD SEVERAL PEOPLE COME TO OUR MEETING LAST TIME AND TALK ABOUT THE RAIL.
THEY ALSO PUT ON A MEETING THIS PAST SATURDAY.
OF COURSE, I CAN'T FIND WHAT I WANT TO FIND, SO I'M JUST GOING TO WING IT.
[00:15:02]
BUT IT WAS A GOOD MEETING.>> FREIGHT RAIL DEPENDENT USE.
>> FREIGHT RAIL DEPENDENT USE. THANK YOU, DANNY.
ANYWAYS, THEY GAVE A PRESENTATION AND THEY TALKED ABOUT ALL THE AREAS IMPACTED.
OUR LOCAL LEGISLATORS WERE THERE AND THEY ALSO SPOKE, AND ONE OF THEM GAVE SOME HISTORY WHICH WAS GOOD TO HEAR AND GET A GOOD UNDERSTANDING ABOUT THAT.
IT'S ALWAYS NICE TO HAVE THE BACKGROUND WHEN SOMETHING LIKE THIS, FREIGHT RAIL DEPENDENT USE KEEPS RESURFACING OVER THE PAST SEVERAL YEARS.
FOR A LOT OF US WHO ARE ON THE BOARD NOW, THE LAST TIME THIS WAS BROUGHT UP, NONE OF US WERE HERE, SO TO GET SOME HISTORY WAS REALLY GOOD AND I APPRECIATED THAT.
I WAS GLAD THEY PUT THAT ON, AND JUST TO LEARN A LITTLE BIT MORE.
WHAT WAS ONE OF THE TAKEAWAYS THAT I HAD FROM IT THOUGH, WAS THERE WAS CONVERSATION AROUND GREENWOOD AND LAUREL, OF COURSE, BECAUSE THE RAIL GOES BY THERE, AS WELL AS SOME OF YOU AND CASEY AND THE DISTRICT OFFICES.
BUT THEY TALKED ABOUT THE POTENTIAL FOR GROWTH AROUND THOSE AREAS, AND THE IMPACT.
ONE OF THE THINGS THAT WAS MENTIONED, AND I BELIEVE IT WAS 20 FEET FROM OUR CLASSROOM WINDOWS, WE WOULD HAVE THIS ACTIVITY.
I JUST FELT THAT WAS A LITTLE TOO CLOSE, AND I THOUGHT IT MIGHT BE GOOD FOR US TO DO A LITTLE FACT CHECK ON OUR BOUNDARIES OF OUR AREA THERE IF WE COULD DO THAT.
>> MR. JOHN WILL LOOK INTO THAT.
>> THAT WILL BE FANTASTIC. BECAUSE I THINK IT WOULD BE GOOD FOR THE BOARD TO KNOW HOW [OVERLAPPING] COMPANY LINES ARE.
>> I DON'T EVEN HAVE AN ANSWER FOR THAT, SO IT WOULD BE GOOD.
>> I THOUGHT THAT WAS GOOD. THAT'S ME BEING DONE.
ANYBODY ELSE BEFORE WE MOVE ON TO OUR GOALS THAT WE WENT OVER? HEARING NONE, THEN TWO WEEKS AGO WE MET WITH OUR SELF-EVALUATION GOALS.
>> BOARD, THESE GOALS ARE IN THE AGENDA UNDER EXECUTIVE CONTENT, SO IF YOU CAN'T SEE IT THERE.
>> I'M NOT SURE THAT'S THE MOST RECENT ONE.
>> IT'S ON THE COMMITTEE REPORT.
>> THAT'S ONE I WAS LOOKING AT.
>> I HAVE IT ON MINE. YOU'RE NOT SEEING ANYTHING?
>> NO, I SEE IT. IS THIS THE MOST RECENT ONE?
>> WELL, I KNOW THE DATE IS ON THERE, BUT I DON'T KNOW IF IT'S ONE AFTER WE MADE SOME UPDATE.
IF YOU LOOK AT THE LAST COLUMN, THE LEAD ADMIN PARTNER, THOSE ARE NOT WHAT WE ARE IN [OVERLAPPING]
>> THAT'S THE OLD ONE, AT LEAST.
>> MAYBE WE'LL LOOK AT THAT IN A COUPLE OF WEEKS JUST TO MAKE SURE.
>> THAT'S THE ONE I SEND YOU, SO THAT'S ON ME.
DOES THAT SOUND FAIR? SO GO BACK TO IT NEXT TIME.
>> THANKS FOR NOTICING THAT, MARY. I APOLOGIZE.
>> WELL, IF THERE'S NOTHING ELSE FOR DIRECTOR REPORTS, THEN WE WILL SWING OVER TO THE SUPERINTENDENT AND STAFF UPDATES.
[6. Superintendent and Staff Updates]
>> THANK YOU. I JUST WANTED TO BRING THE BOARD UPDATE ON ONE IMPORTANT THING, IS I DID GET CONTACTED BY THE COUNTY SHERIFF'S OFFICE AND THERE IS A POSSIBILITY THAT THEY WILL HAVE STAFFING TO BE ABLE TO PROVIDE A SRO AT PRAIRIE HIGH SCHOOL FOR NEXT SCHOOL YEAR.
THAT COMES AT A COST, IT'S APPROXIMATELY $90,000 FOR THE YEAR, WHICH COVERS THAT COST.
BUT THEY ASKED IF WE WERE INTERESTED.
I RESPONDED THAT WE WERE INTERESTED.
THEY'RE NOT MAKING ANY COMMITMENTS YET, BUT AS WE MOVE FORWARD, IT IS POSSIBLE, POTENTIALLY, THAT I COULD BE BRINGING TO YOU FOR YOUR APPROVAL, A CONTRACT FOR AN SRO AT PRAIRIE HIGH SCHOOL.
IN ADDITION, WE LEARNED FROM BATTLE GROUND POLICE DEPARTMENT THAT THE FEDERAL GRANT THAT THEY HAD, WHICH SUPPLEMENTED OUR SECOND SRO IN BATTLE GROUND CITY LIMITS HAD COME TO AN END, AND IF WE WANTED TO CONTINUE THAT SECOND COST,
[00:20:02]
IT WOULD BE APPROXIMATELY $35,000 WHICH WE DO THINK THAT WE COULD FIND IN OUR BUDGET.I ACTUALLY THOUGHT ABOUT THE POSSIBILITY OF USING SOME OF THE JEWEL FUNDS BECAUSE IT'S RELATED TO STUDENT SAFETY AND HEALTH AND AWARENESS TO HELP COVER THE COST OF THAT.
THAT IS SOMETHING THAT WE COULD POTENTIALLY BE CONTINUING, WHICH HAS BEEN VERY POSITIVE FOR THE SCHOOLS THAT THEY HAVE SERVED.
ONE SRO IS FULL TIME AT BATTLE GROUND HIGH SCHOOL, AND THEN THE OTHER SRO IS SERVING A LOT OF OUR MIDDLE SCHOOLS AND PRIMARY SCHOOLS IN THE CITY LIMITS.
SO I THOUGHT THAT THAT WAS GOOD NEWS.
THIS IS THE FIRST TIME IN FIVE YEARS THAT THE COUNTY SHERIFFS' HAVE BEEN ABLE TO EVEN THINK ABOUT REINSTALLING SRO, SO IT'S A GOOD OPPORTUNITY FOR US.
THAT'S ALL THAT I WANTED TO TALK TO YOU ABOUT.
>> I WANT TO TEACH YOU MORE I HAVE UPDATE IN HERE.
>> I JUST WANT TO LET YOU KNOW THAT THE BOARD GOAL FORM IS THERE.
>> IF YOU WANT TO GO BACK TO THE BOARD GOALS, WE HAVE THEM READY NOW.
WOULD YOU GUYS LIKE TO DO THAT?
WE WILL CIRCLE BACK QUICKLY TO THESE BOARD GOALS.
IT WILL BE NICE TO GET THESE DONE.
>> PLEASE CAN YOU? NO, THAT'S PERFECT.
>> YEAH. IF I SQUINT, I CAN SEE THESE.
I NEED TO GET THE RIGHT FRAME IN MY GLASSES. THAT'S BETTER.
QUESTION 63 WAS TO ADVOCATE AT THE LOCAL, STATE, AND FEDERAL LEVELS ON BEHALF OF THE STUDENTS IN THE DISTRICT.
THE SMART GOAL THAT WE CAME UP WITH WAS, BY THE NEXT LEGISLATIVE SESSION, TO CREATE TALKING POINTS FOR BOARD MEMBERS SO THEY CAN USE IT TO HAVE CONVERSATIONS WITH LEGISLATORS AND ADVOCATE FOR INCREASED FUNDING.
OUR ACTION ITEM FROM THAT IS TO MEET WITH LOCAL LEGISLATORS TO ADVOCATE FOR INCREASED FUNDING ASSOCIATED WITH SPECIAL EDUCATION, THE PROTOTYPICAL SCHOOL STAFFING MODEL, THE MSOX, AND ANY UNFUNDED MANDATES.
THIS IS JUST TIME BOUND TO BE THE 25 SCHOOL YEAR.
I DON'T KNOW IF ANYBODY HAS ANY QUESTIONS ABOUT THE SCHOOL OR THE ACTION ITEM WE TOOK AWAY FROM IT.
>> THIS MAKES SENSE TO TRY TO KEEP IT SIMPLE AND FOCUS.
>> I WOULD LIKE FOR US TO CONSIDER.
IT'S BEEN A WHILE SINCE WE HAD A LARGE CONTINGENT GO UP TO MEET WITH THE LEGISLATURES ON, AND I FORGOT WHAT IT'S CALLED, THE DAY ON THE HILL, THAT'S WHAT IT'S CALLED.
I WOULD LOVE FOR OUR STUDENTS TO COME AS WELL.
BUT I THINK IF WE WERE TO GO AS A LARGE CONTINGENT, THAT WOULD BE ONE WAY TO SHOW OUR STEADFASTNESS IN TERMS OF THE IMPORTANCE OF THIS ISSUE.
>> SOUNDS GOOD. EVERYBODY AGREES.
THEN WE MOVE ON TO QUESTION 32.
TOGETHER WITH THE SUPERINTENDENT REVIEW STUDENT ACHIEVEMENT REGULARLY, DURING THE 2024, '25 SCHOOL YEAR, PROVIDE THE SCHOOL BOARD OPPORTUNITIES TO REVIEW DATA AND ASK QUESTIONS RELATED TO STUDENT ACHIEVEMENT.
OUR ACTION ITEM WOULD BE TO ANALYZE STUDENT ACHIEVEMENT DATA, CONSIDERING BUDGET DECISIONS REGARDING THE LOSS OF ESSR AND TITLE FUNDING.
WHAT IMPACT, IF ANY, DID THESE CUTS HAVE ON STUDENT ACHIEVEMENT? THEN THROUGHOUT THE '24, '25 SCHOOL YEAR, DURING TEACHING AND LEARNING REPORTS AND OR BOARD WORK SESSIONS, WE WOULD REVIEW THESE ITEMS. QUESTIONS ABOUT THAT ONE?
>> THAT WAS SPECIFIC TOO, JACKIE.
YOU HAD MENTIONED WHEN WE WERE TALKING ABOUT THE BUDGET CUTS, THE CONCERN ABOUT THE CUTS, AND THE IMPACT THAT THEY WOULD HAVE ON STUDENTS, AND SO THESE TWO TIED IN PERFECTLY THERE.
I APPRECIATE YOUR MAKING THE CONNECTION THERE.
>> I THINK IT WAS ACTUALLY MARY.
>> FINE. I GUESS ONE OF THE THINGS, AND WE DON'T NEED TO ADD ANYTHING TO THIS, BUT WHERE I WAS COMING FROM WITH THIS IS EXACTLY WHAT TERRY WAS TALKING ABOUT IN HIS TOUR, THIS GREAT PROGRESS WE'RE MAKING WITH PLCS.
WE DON'T WANT THAT TO COME TO A HALT, JUST TO KEEP AWARE OF THAT.
IS IT POSSIBLE NOT TO MAKE OUR MEETINGS LONGER, BUT MAYBE SOMEHOW TIE IN THE NEW REPORT THAT THEY'RE PROVIDING US WITH THAT
[00:25:03]
SHOWS DATA AND MAYBE THE LEADERS THAT ARE INVOLVED IN THAT COULD POINT OUT THINGS THAT THEY'RE SEEING IN THE DATA THAT WOULD BE PARTICULARLY [INAUDIBLE].>> I THINK THAT'S WHAT I WAS THINKING WHEN I TALKED ABOUT IT BEING PRESENTED DURING TEACHING AND LEARNING.
I HOPE THAT THE BOARD HAS SEEN THAT UNDER SHELLEY'S LEADERSHIP AND THE WORK THAT'S BEING DONE BY OUR DIRECTORS, THAT THERE HAS BEEN AN INCREASED FOCUS ON DATA FOR US.
>> THE DATA CONNECTED TO OUR GOALS, WHICH IS REALLY IMPORTANT.
THERE IS A STRATEGIC PLAN. I'VE SEEN IT.
>> PARTICULARLY THEN YOU HIGHLIGHTING THOSE THINGS THAT SOMEBODY THINK THIS IS REALLY SIGNIFICANT.
LOOK AT THIS KIND OF THING. GO AHEAD.
>> THERE'LL BE SOME MORE ASPECTS OF THAT IN THE NEXT BOARD MEETING IN OUR TEACHING AND LEARNING [INAUDIBLE].
>> HOW DOES EVERYBODY FEEL ABOUT THAT? IS EVERYBODY GOOD WITH THAT?
>> HAPPY. GREAT. DON'T GRAB YOUR HEART, THAT MAKES ME NERVOUS.
THE NEXT ONE UP IS QUESTION 15.
TO COLLABORATE WITH COLLEAGUES ACROSS THE REGION, STATE OR NATION REGARDING CURRENT AND EMERGING TRENDS, ISSUES, AND POLICY SOLUTIONS.
BY THE TIME REGISTRATION OPENS UP FOR THE WSSDA CONFERENCE, SECURE COMMITMENTS FROM THE BOARD MEMBERS ON ATTENDING.
ADDITIONALLY, IDENTIFY OTHER OPPORTUNITIES TO COLLABORATE WITH SCHOOL BOARD COLLEAGUES.
DAY ON THE HILL WAS JUST MENTIONED, REGIONAL MEETINGS ARE ONE OF THE WAYS WE COLLABORATE.
OUR ACTION ITEM FOR THIS ONE IS TO ATTEND THE 2024 WSSDA STATE CONFERENCE AS A FULL BOARD, STUDENT REPS INCLUDED, IN ADDITION, TAKE ADVANTAGE OF OTHER OPPORTUNITIES TO COLLABORATE WITH COLLEAGUES ON A REGIONAL BASIS.
THE BOARD WILL REPORT THESE ACTIVITIES DURING DIRECTOR REPORTS THAT HAPPEN DURING BOARD MEETINGS.
THEN THIS IS FOR OUR 2024 WSSDA STATE CONFERENCE, WHICH JUSTUS NOTED THAT IT'S IN NOVEMBER 21ST TO THE 23RD IN SPOKANE THIS YEAR,.
>> I'M MEETING WITH PEOPLE ALL THE TIME.
OTHER BOARDS, OTHER COMMUNITIES.
IS THAT SOMETHING I SHOULD BE REPORTING TO THIS GROUP, I MEAN, IF I SEE THINGS OF INTEREST THAT MIGHT BE OF VALUE HERE? LIKE FOR EXAMPLE, ONE THING I JUST RECENTLY MET WITH SOMEBODY ON IS ABOUT CHILD TRAFFICKING.
I'M JUST WORKING WITH PEOPLE ON STUFF.
LIKE MEDIA MATH CURRICULUM THINGS AND STUFF.
I'M JUST TALKING WITH OTHER SUPERINTENDENTS AND OTHER PEOPLE.
IS THAT SOMETHING I SHOULD BE REPORTING HERE ALONG THESE LINES, OR IS THAT JUST, I DON'T I DON'T KNOW HOW TO.
>> PERSONALLY, I THINK THAT ANYTIME YOU'RE TALKING TO SOMEBODY FROM OUTSIDE, AND ESPECIALLY IF IT'S RELATED TO OUR STRATEGIC PLAN AND THE GOALS THAT WE ARE PURSUING AS A DISTRICT, I THINK IT'S APPROPRIATE TO BRING IN.
>> OKAY. I'LL START MAKING SOME NOTES THEN. YEAH.
>> IF THERE'S AN OPPORTUNITY FOR YOU TO REPORT ON IT, THE DIRECTOR [INAUDIBLE].
>> EXACTLY. WELL, THIS REALLY IS WHAT I WAS THINKING ABOUT IT.
MAYBE I SHOULD BE REPORTING ON THIS STUFF.
>> I AGREE. WE MIGHT HAVE QUESTIONS TO HAVE YOU ASK BACK FOR FOLLOW UPS SO I THINK THAT COULD BE GOOD.
>> WE DON'T HAVE TO WORK IN ISOLATION.
>> MEETING WITH OTHER BOARD MEMBERS, LIKE WHEN I TOOK THIS CLASS, IT WAS REALLY EYE OPENING.
AND LISTENING TO THE CONVERSATIONS AND THE THINGS THAT THEY WERE TALKING ABOUT WAS, WELL, FOR ME, COMPLETELY OVERWHELMING BECAUSE THERE WAS SO MUCH, AND I'M NOT SURE I GATHERED EVERYTHING.
BUT I THINK IT'S REALLY VALUABLE.
THERE WAS ONE GIRL THAT I MET THAT HAD BEEN A BOARD MEMBER FOR 24 YEARS.
I WAS LIKE, MAN, JUST POUR INTO ME.
JUST GIVE ME EVERYTHING YOU HAVE.
SHE HAD JUST SOME REALLY GREAT IDEAS AND SUGGESTIONS, AND THINGS THAT THEY WERE IMPLEMENTING.
I THOUGHT IT WAS GREAT. IT'S THE SAME THING THAT THE SCHOOLS ARE DOING THOUGH.
ACTUALLY WE'RE DOING THE SAME THING.
WE'RE COLLABORATING WITH OTHERS.
>> ANY QUESTIONS ABOUT THAT GOAL OR CONCERNS, OR WANTING CHANGES? EVERYBODY GOOD WITH IT?
>> OKAY. THE LAST ONE IS QUESTION 61.
TO REGULARLY REVIEW DATA INCLUDING DISAGGREGATED, SEPARATE WORD, STUDENT ACHIEVEMENT DATA TO MEASURE PROGRESS TOWARDS DISTRICT GOALS DURING THE '24, '25 SCHOOL YEAR REVIEWS OF STUDENT ACHIEVEMENT DATA EITHER THROUGH A WORK SESSION OR TEACHING AND LEARNING REPORTS.
BOARD MEMBERS WILL DEVELOP A BETTER UNDERSTANDING OF HOW
[00:30:01]
DATA TRANSLATES TO PROGRESS ON DISTRICT GOALS.OUR ACTION ITEM WOULD BE TO PRIORITIZE THE REVIEW OF STUDENT ACHIEVEMENT DATA ON THE SCHOOL BOARD CALENDAR WITH AN EMPHASIS ON FORMATS THAT ARE USER FRIENDLY.
THEN UNDER EACH ANNUAL DATA REVIEW ON THE BOARD CALENDAR.
QUESTIONS ABOUT THAT ONE, THUMBS UP.
>> I THINK IT'S GOOD. I THINK WE'VE MOVED IN THAT DIRECTION, THAT CLARITY, AND I THINK THAT MAKING IT PART OF OUR GOALS WILL KEEP IT BEFORE US SO WE CAN CONTINUE TO PUSH THAT DIRECTION.
>> I AGREE. IT'S GOOD FOR US TO HAVE THAT AS IT MAKES IT A PRIORITY FOR US AS WELL.
>> I THINK SOMETIMES WE HEAR ABOUT IT AND DON'T RECOGNIZE IT.
JUST POINTING OUT THIS IS PART OF OUR GOALS, I THINK WOULD BE HUGE.
SOMETIMES I DON'T RECOGNIZE IT.
>> I THINK WE HAVE A CONSENSUS WE'LL MOVE FORWARD WITH THESE GOALS FOR '24, '25, AND WE HAVE COMPLETED OUR BOARD EVALUATION.
THANKS FOR LETTING US CIRCLE BACK TO THAT.
>> MS. SECRETARY. THANK YOU FOR YOUR HELP.
>> IT'S AN OFFICIAL TITLE. THAT'S GOOD.
>> I THINK WE LEFT OFF AT TEACHING AND LEARNING REPORTS.
>> YES. SO WE WERE MOVING ON TO NOTHING THERE.
>> I JUST HAVE A QUICK UPDATE.
>> LAST WEEK YOU APPROVED 6215, OUR POLICY ON VOUCHER CLAIM CERTIFICATION AND APPROVAL, AND I JUST WANTED TO LET YOU KNOW THAT WE DID UPLOAD THE CHARTER OF THE AUDIT COMMITTEE AS AN EXHIBIT TO THAT POLICY.
LISA GOT THAT DONE TODAY. GREAT JOB.
>> 6215E IS THE ITEM NUMBER. THAT'S ALL I HAD.
>> KEVIN IS NOT HERE TODAY, SO I'M IN.
>> GOOD EVENING. I'VE GOT A COUPLE OF QUICK THINGS TO SHARE WITH YOU.
LAST MONTH, ESD 112 HELD ITS ANNUAL ART SHOW, AND EIGHT OF OUR STUDENTS WON AWARDS, INCLUDING TWO HOME STUDENTS WHO WON THE TOP AWARDS, AND THEY WILL NOW REPRESENT THE REGION AT THE STATE LEVEL AT THE STATE ART SHOW IN MAY.
I HAVE INCLUDED PICTURES OF THEIR WINNING ART WORK.
MR. BOLTS RIVER HOME STUDENTS.
ON THE LEFT IS A PHOTO BY A STUDENT NAMED SOPHIE MARVIN, IT'S TITLED THE UNFORGETTABLE GIFT.
THEN IN THE CENTER IS A PAINTING BY EMILY ACKERMAN, A PICTURE OF DILIGENCE IF THE TITLE OF THAT ONE.
THEN ON THE RIGHT IS A COMPOSITION OF ALL THE OTHER AWARD WINNING PIECES FOR THE DISTRICT.
SO PRETTY NEAT TO SEE ALL OUR STUDENTS BE RECOGNIZED, AND BOTH PIECES CAN BE VIEWED ON THE ESD 112 WEBSITE.
>> THOSE ARE BEAUTIFUL. NAILED IT.
WHAT A GREAT NAME FOR THE PICTURE.
>> HOPEFULLY WE'LL SEE SOME OF THESE RETURN IN MAY WHEN WE HAVE OUR OWN ART SHOW AS WELL.
THE OTHER THING I WANT TO MENTION IS THAT WE RECENTLY HAD IN THE EPISODE OF THE BG CAST, AND THIS IS ON SOCIAL AND EMOTIONAL LEARNING CENTERS.
IT'S FEATURING VANESSA TOLAND FROM TUKES VALLEY MIDDLE SCHOOL AND EMILY ENQUIST FROM PLEASANT VALLEY PRIMARY.
IT'S AVAILABLE ON ALL THE MAJOR PODCAST PLATFORMS, SO PLEASE CHECK IT OUT. THANK YOU.
>> THAT BRINGS US TO CITIZENS COMMENTS. LISA, DO YOU HAVE?
>> LOOK AT THAT. OKAY, THAT'S A FIRST.
>> NEXT ITEM ON THE AGENDA IS THE APPROVAL OF THE CONSENT AGENDA.
[8. Consent Agenda (Board Vote w/Student Voice)]
TONIGHT'S CONSENT AGENDA HAS ITEMS A-H, INCLUDING THE MINUTES FROM OUR SPECIAL AND REGULAR MEETINGS ON MARCH 25, BUSINESS AND OPERATIONS, PERSONNEL REPORTS, STUDENT TRAVEL, COMPLETED PROJECT REQUESTS FOR APPROVAL AND[00:35:02]
THE APPROVAL OF THE DONATION BY THE COMMUNITY FOUNDATION, PATRICK HOWE ENDOWMENT FUND.ARE THERE ANY ITEMS THAT NEED ADDITIONAL CONVERSATION, NEED PULLED OUT OF THE CONSENT AGENDA, FURTHER QUESTIONS OR COMMENTS BEFORE WE ENTERTAIN A MOTION?
>> I MOVE THE BOARD OF DIRECTORS APPROVE THE CONSENT AGENDA AS PRESENTED.
>> WE HAVE A MOTION ON THE FLOOR TO APPROVE THE CONSENT AGENDA.
I'D LOOK TO OUR STUDENTS FOR THEIR ADVISORY VOTE.
ANY ADDITIONAL QUESTIONS FROM THE BOARD? HEARING NONE, ALL THOSE IN FAVOR PLEASE SAY AYE.
>> ALL THOSE OPPOSED? MOTION PASSES 4-0.
>> I WOULD LIKE TO TAKE A MOMENT TO CALL OUT THE DONATION FROM THE PATTY HOWE ENDOWMENT FUND.
IT'S A DONATION OF $87,000 AND IT HELPS FUND A LOT OF THE WORK THAT GOES ON AT THE KCB SITE OVER BY DISTRICT OFFICE, AND IT ALSO SUPPORTS THE BATTLE GROUND AND PRAIRIE HIGH SCHOOL AGRICULTURAL PROGRAMS. IT'S A SIGNIFICANT DONATION.
IT'S ONE THAT WE GET ALMOST EVERY SINGLE YEAR FROM THE HOWE FOUNDATION, AND WE ARE GRATEFUL FOR THEIR SUPPORT OF OUR PROGRAMS AND OUR STUDENTS, SO THANK YOU TO THEM.
>> DO YOU KNOW HOW MANY YEARS IN A ROW WE'VE HAD THIS?
>> IT'S GOT TO BE A LOT. YEAH.
>> LET'S GO WITH IT'S A HUGE AMOUNT OF SUPPORT.
>> YEAH. I WOULD IMAGINE THAT WE'VE RECEIVED FROM THEM WELL OVER $3 MILLION ALL THE TIME. YEAH.
>> ANYTHING FROM OUR STUDENTS ON THE CONSENT AGENDA?
>> COME ON, SPEAK YOUR TROUBLES.
>> WHEN I SAID EVERYTHING WRONG, I HESITATE. I'M A LITTLE AFRAID.
BUT I DID NOTICE THAT THE DRILL TEAM WAS GOING TO FLORIDA, AND I THOUGHT THAT WAS REALLY COOL.
I WAS LOOKING. I JUST GOT A LITTLE NERVOUS.
>> WELL, NOTHING ELSE FROM THE CONSENT AGENDA.
WE WILL MOVE ON TO OLD BUSINESS, WHICH THERE IS NONE OF.
[10. New Business (Board Vote w/Student Voice)]
WE HAVE THE FIRST READING AND THE CURRICULUM PROPOSAL FOR THE MIDDLE SCHOOL SCIENCE, GRADES 6-8.>> OUR POWERPOINT PRESENTATION IS SET UP WITH SOCIAL STUDIES FIRST, SO WE'RE GOING TO SKIP AHEAD A FEW SLIDES, BUT I WAS SUPER EXCITED TO HEAR HOW EXCITED YOU WERE ABOUT OUR NEW CURRICULUM, AND SO WE'RE SUPER EXCITED TO BE HERE TO DO SOME MORE.
SO I'M GOING TO HAND THIS OVER TO DAVE AND WE'RE GOING TO SKIP AHEAD TO THE SCIENCE.
>> MOST OF YOU KNOW THAT THIS YEAR WE'RE DOING ACTUALLY 6-12 SCIENCE, WHICH INCLUDES THE HIGH SCHOOL ADVANCED PLACEMENT SCIENCE, WHICH WE'VE ALREADY DONE.
THEN HIGH SCHOOL SCIENCE NON AP, WE'RE GOING TO BRING TO YOU IN MAY, AND TONIGHT IS JUST ABOUT THE 6-8 GRADE SCIENCE ADOPTION.
THE COMMITTEE MEMBERS ARE LISTED HERE.
WE HAVE EVERY COMPREHENSIVE MIDDLE SCHOOL IS REPRESENTED, AS WELL AS THE ALTERNATIVE SCHOOLS OF CAM.
WELL, ANDREA IS WITH CASEE IS THE SCIENCE TOSA.
THIS IS ANDREA SMITH, WHO'S OUR SCIENCE TOSA, AND ACTUALLY WAS THE ONE WHO DID THE MAJOR LEADERSHIP FOR THE SCIENCE ADOPTION.
ANYWAY, WE HAVE REPRESENTATION FOR ALL THE MIDDLE SCHOOLS, AS WELL AS CAM AND CASEE IN TERMS OF ALTERNATIVE SCHOOLS.
WE ALSO HAVE ALL SIXTH, SEVENTH, AND EIGHTH GRADE TEACHERS, AN INSTRUCTIONAL COACH, AND THEN AMONGST THE TEACHERS, ACTUALLY A TEACHER THAT'S HERE TONIGHT WILL INTRODUCE A LITTLE BIT LATER.
JON NESBITT REPRESENTS NOT JUST CHIEF BELL, SO THE ASPIRE MAGNET PROGRAM.
ANYWAY, A BROAD COMMITTEE THAT DID THIS WORK.
>> I WILL GIVE YOU JUST A MOMENT TO READ OUR CORE BELIEF STATEMENT.
[00:40:17]
OUR CORE BELIEF STATEMENT ACTUALLY STARTED WITH A PAGE OUT OF THE K-12 FRAMEWORK FOR THE NGSS.THEN FROM THERE, THE COMMITTEE WORKED A LOT ON COMING UP WITH A STATEMENT THAT THEY FELT WOULD REPRESENT THE WORK THAT WE WANTED TO DO TO REPRESENT OUR K-12 STUDENTS IN BATTLE GROUND SCHOOL DISTRICT.
>> EXCUSE ME, I'M JUST GOING TO NGSS, NEXT GENERATION SCIENCE STANDARDS.
>> OUR 6-8 COMMITTEE DECIDED THAT AFTER TWO PILOTS AND A LOT OF CONVERSATION WORK WITH THE HANDS ON COMPONENTS, THE TEACHER GUIDES, STUDENT GUIDES, EVERY LAST DETAIL THAT WE WERE ABLE TO PUT TOGETHER DURING THOSE TWO PILOTS, THEY WOULD LIKE TO RECOMMEND AMPLIFY AS OUR 6-8 PROGRAM STARTING IN THE FALL.
>> THIS SLIDE SHOWS THE PARENT AND COMMUNITY REVIEW PROCESS.
THEY ARE LISTED THERE WITH A COMBINATION OF SOME SURVEY INPUT FROM SURVEYS THAT THEY DID THAT WAS PUT IN FRONT OF THE COMMUNITY.
WE DID AN OPEN HOUSE OVER AT CAM ACTUALLY DURING THE LAST BOARD MEETING AND STUFF.
I SENT TO YOU, I THINK ON FRIDAY, A SUMMARY OF THOSE.
THERE WERE NOT A LOT OF RESPONSES.
I THINK FOR SCIENCE, THERE WERE THREE PEOPLE THAT RESPONDED, BUT ONE PERSON HAD RESPONDED TWICE, SO IT LOOKS LIKE THERE'S ACTUALLY FOUR RESPONSES ON ONE OF THEM.
IN GENERAL, THE RESPONSES BASICALLY ASKED THE QUESTION, THE MAIN QUESTION WAS, IS THIS CURRICULUM APPROPRIATE FOR STUDENTS IN BATTLE GROUND SCHOOL DISTRICT? OF THE FOUR RESPONSES WE HAD, THEY WERE EITHER STRONGLY AGREE OR AGREE.
THERE WERE SOME COMMENTS THAT WERE MADE THAT WERE, ONE WAS QUITE EXTENSIVE AND SO INTERESTING.
I ASSUME THAT YOU HAD A CHANCE TO READ THAT.
BUT ANYWAY, AS WE HAVE DONE IN THE PAST, WE MAKE A STRONG EFFORT TO HAVE THE COMMUNITY RESPOND TO LOOK AT THE CURRICULUM AND PROVIDE INPUT.
ANY QUESTIONS ON ANY OF THAT? GO AHEAD AND CLICK ON. THAT'S THE LINK?
>> YEAH. WERE YOU ABLE TO CLICK ON THAT?
>> THEY HAVE TO JUST DO IT. YEAH. CAN WE MAKE THAT JUST A LITTLE BIT BIGGER?
>> SURE. THIS SHOWS WHAT WE EXPECT, OUR BEST ESTIMATE AT THIS POINT FOR THIS TO COST.
WE BROKE IT OUT BY GRADE LEVEL FOR SIX, SEVENTH AND EIGHTH.
THIS PROGRAM IT'S PRETTY MUCH DEPENDENT ON THE NUMBER OF STUDENTS AND THE NUMBER OF CLASS SETS TO PURCHASE FOR THE TEACHERS.
THERE'S ALSO A PRETTY SIGNIFICANT EQUIPMENT COST THAT GOES WITH SCIENCE.
IT'S NOT LIKE WE'RE GOING TO DO SOCIAL STUDIES A LITTLE BIT LATER.
THERE'S JUST A LOT MORE EQUIPMENT, ESPECIALLY MICROSCOPES, HOT PLATES, ANDREW HELP ME OUT, ALSO THE MAJOR EQUIPMENT COSTS.
THE PART THAT'S IN YELLOW HIGHLIGHTS THE PURCHASE OF THE MATERIALS, THE THING THAT'S ONLINE HARD COPY STUFF LIKE WHAT YOU WOULD THINK OF AS THE CURRICULUM ITSELF BY GRADE LEVEL.
THEN AS YOU GO TO THE RIGHT, LET ME JUST SCROLL OVER JUST A LITTLE BIT, YOU'LL SEE WE SEPARATE OUT PROFESSIONAL DEVELOPMENT EQUIPMENT, PRINT SHOP COSTS, AND THEN JUST WHAT WE CALL OTHER ASSOCIATED COSTS WHICH INCLUDE BAR-CODING, SOME CONSUMABLES REPLACEMENT.
THEN WE ACTUALLY BUDGETED IN ABOUT A 10% OVERAGE BECAUSE OUR EXPERIENCE HAS BEEN THAT THESE THINGS JUST DO NOT COME IN AT WHAT WE THINK.
[00:45:04]
THERE'S JUST THESE UNEXPECTED THINGS, SO WE ACTUALLY BUILT IN 10% OVERAGE.IN ALL TOTAL, IT'S ABOUT A LITTLE OVER $1.4 MILLION FOR MIDDLE SCHOOL SCIENCE, WHICH IS WITHIN OUR BUDGET THAT WE PROJECTED.
IT TURNS OUT WE DID A PER STUDENT ESTIMATE.
IT'S ABOUT $85 PER STUDENT PER YEAR.
WE'VE GOTTEN INTO THIS WHAT DOES IT COST PER KID, PER YEAR FOR CURRICULUM? THIS IS A LITTLE HIGHER THAN A LOT OF OTHER PROGRAMS. IF YOU THINK ABOUT IT, IT MAKES SENSE.
THERE'S A LOT OF EQUIPMENT THAT GOES WITH SCIENCE.
EVEN JUST THINK ABOUT THE BOOKS THEMSELVES.
SCIENCE BOOKS HAVE PICTURES THAT ARE HARDER TO TAKE AND HARDER TO OBTAIN THAN OTHER THINGS.
YOU'VE GOT TO BE PICTURES OF WILDLIFE THAT THEY'RE JUST NOT AROUND AS MUCH.
YOU'VE GOT TO GET PICTURES THAT ARE MICROSCOPIC AND STUFF.
JUST THE RESEARCH AND DEVELOPMENT THAT GOES INTO A SCIENCE CURRICULUM IS MORE, SO THAT ADDS TO MORE COSTS.
WELL, YOU CAN CONTRAST THIS WITH THE PER STUDENT, PER COURSE COSTS FOR HIGH SCHOOL.
THIS IS FOR A WHOLE YEAR WHERE WHEN WE GET TO THE HIGH SCHOOL, MOST OF THOSE COURSES ARE SEMESTER.
ANYWAY, THOSE ARE THE PROJECTED BUDGETS OR BUDGET FOR MIDDLE SCHOOL SCIENCE.
>> WHAT DO YOU THINK THE SHELF LIFE OF THIS IS?
>> THIS IS A SIX YEAR ADOPTION.
>> IT'S AN ELECTRONIC CURRICULUM OR BOTH?
>> BOTH. THERE'S DIGITAL AND THEN THERE'S THE TEACHER MATERIALS AND THE STUDENT JOURNALISM.
>> IS THIS ONE OF THESE CURRICULUMS WHERE WE LOSE OUR ACCESS IN SIX YEARS ONLINE TO ALL THE INFORMATION THAT'S THERE?
>> WELL, I GOT A FEW MORE BUT GO AHEAD.
>> I'LL JUMP IN HERE THEN. WE HAVEN'T USED AMPLIFIED BEFORE OR WE HAVE USED AMPLIFIED BEFORE? IT'S NEW TO US.
WE WERE JUST PILOTING IT LAST YEAR.
NO? WE WEREN'T PILOTING LAST YEAR BUT THIS YEAR?
>> WE HAD LOOKED AT IT FOR THE ELA, WHICH IS WHY THE NAME OF IT IS PROBABLY FAMILIAR.
>> YOU SAID THAT YOU NARROWED IT DOWN TO TWO?
>> WHAT WAS THE OTHER ONE WE THOUGHT ABOUT? WHAT WERE THE ADVANTAGES OF THIS ONE OVER THAT ONE? I'M JUST CURIOUS.
>> THE OTHER PROGRAM WAS STEM SCOPES.
I WOULD SAY THAT WHAT I HEARD FROM CLASSROOM TEACHERS AND WHAT I EXPERIENCED MYSELF GOING THROUGH THE MATERIALS TO HELP CLASSROOM TEACHERS TO PREPARE WITH MATERIALS AND STUDENT NOTEBOOKS PRIMARILY, WAS THAT THE FLOW OF THE LESSONS WAS MUCH EASIER TO FOLLOW.
THE OTHER PROGRAM I WAS TOLD FELT VERY AWKWARD.
IT JUST FELT QUAKY [OVERLAPPING] TO THE STUDENTS AND TO THE TEACHERS.
>> THIS ONE, IT'S VERY LITERACY RICH, BUT THERE'S ALSO A NICE HANDS ON COMPONENT THAT WE WILL DEFINITELY ENHANCE WITH SOME OTHER MATERIALS.
THEY HAVE A HANDS ON PIECE CALLED FLEXTENSIONS THAT ARE PROPOSED AS AN ADD ON.
BUT WHEN I WENT THROUGH THE PROGRAM, I WOULD PROPOSE THAT THEY ARE NOT AN ADD ON, THAT THEY ARE INCLUDED AS CORE.
>> I SEE. YOU'RE SAYING WE PROBABLY NEED THAT? THAT WAS PART OF MY QUESTION BECAUSE IN SOME OF MY RESEARCH, ONE OF THE QUESTIONS THAT PEOPLE HAD ABOUT IT WAS THE FACT THAT IT WASN'T AS HANDS ON.
WE'VE USED SCIENCE KITS IN THE PAST OR WHATEVER WE WANT TO CALL THEM.
THOSE WERE COMPLETELY PROJECT BASED OR HANDS ON.
IT SEEMS LIKE THIS CURRICULUM, WHAT I READ ABOUT IT WAS THERE WAS A LOT MORE YOUTUBE VIDEOS AND DIGITAL MODELS, WHICH AREN'T BAD, BUT NOT MESSY LABS.
>> I WOULD ALSO SAY IT DEPENDS ON HOW A DISTRICT WANTS TO APPROACH THE PROGRAM.
THAT IT CAN BE DONE IN A VARIETY OF WAYS.
BUT THAT IF YOU LOOK CAREFULLY, THERE ARE A LOT OF OPPORTUNITIES ARE HANDS ON, THAT YOU CAN TAKE ADVANTAGE OF WITHIN THE PROGRAM, BUT THEN ALSO TO ADD ON. YES. [OVERLAPPING]
[OVERLAPPING] I WANTED A WAY TO GET THEM OUT HERE.
>> I HAD SOME QUESTIONS AND IT WAS ALL ABOUT I COULD ANSWER THE BUDGET, BUT THEN TERRY WENT [INAUDIBLE].
>> I'M NOT JUST TRYING TO PICK IT APART, I JUST CURIOUS ABOUT YOUR THINKING WHAT YOU SAW.
>> HOW ABOUT EACH TEACHER INTRODUCE YOURSELF, SAY YOUR GRADE LEVEL AND YOUR SCHOOL, AND THEN WE'LL GO AHEAD AND ASK QUESTIONS.
>> MY NAME IS JON NESBITT. I TEACH OVER AT CHEEK MIDDLE SCHOOL IN THE INSPIRE MAGNET PROGRAM.
[00:50:03]
I'M A SEVENTH AND EIGHTH GRADE TEACHER.I'M A SEVENTH GRADE TEACHER, AND I TEACH AT TUKES VALLEY MIDDLE SCHOOL.
>> KAREN SNOW, A SEVENTH GRADE TEACHER AT LAURIN MIDDLE SCHOOL.
>> [INAUDIBLE], THE INSTRUCTIONAL COACH AT AMBOY MIDDLE SCHOOL.
>> AWESOME. I REALLY WANT TO HEAR THE TEACHERS TALK ANYWAY.
SORRY. [LAUGHTER] ONE OF THE THINGS THAT I READ WAS THAT'S REPETITIVE.
I WONDERED IF THAT WAS SOMETHING THAT YOU NOTICED THAT YOU WERE LOOKING AT THE CURRICULUM, OR AGAIN, HOW WOULD YOU ADDRESS THAT? I KNOW IN YOUR CLASSROOMS YOU HAVE KIDS THAT NEED A LOT OF REPUTATION AND KIDS THAT NEED TO MOVE ON.
DOES THIS CURRICULUM PROVIDE THAT MUCH DIFFERENTIATION?
>> I WILL JUST SPEAK TO IT AS A GENERAL EDUCATION SCIENCE CLASSROOM.
WITHIN MY EXPERIENCE, I WILL SAY THAT THIS CURRICULUM DOES A REALLY GOOD JOB MEETING THE NEEDS OF A GENERAL SCIENCE STUDENT AND A STRUGGLING STUDENT.
ONE THING WE DID NOTICE AND CAME UP WAS IT WAS A LITTLE BIT LIMITED IN THE EXPOSURE FOR OUR ADVANCED STUDENTS JUST TO BE OUT THERE.
IT WOULD REQUIRE MORE ENHANCEMENT ON THAT.
FOR THE GENERAL STUDENTS THAT WE HAD IN MY EXPERIENCE WITH MY STUDENTS, MY STUDENTS DID NOT EXPRESS ANY CONCERNS WITH REPETITIVITY.
THEY ENJOYED THE UNIT WE DID, THEY INVESTED IN IT THEMSELVES, GOT REALLY INTO THE EXPLORATION AND INQUIRY ON THEIR OWN.
BUT THAT WAS JUST MY SIDE EXPERIENCE.
>> WELL, AND SEE, YOU'RE GOOD TEACHERS, SO YOU WOULD NOTICE THAT AND YOU WOULD KNOW THAT YOU NEED TO CHALLENGE SOME OF THEM IN DIFFERENT WAYS.
THAT ANSWERS MY QUESTION. GO AHEAD.
>> I WOULD LIKE TO SPEAK FOR ADVANCED STUDENTS.
I TAUGHT THE CURRICULUM AS DESIGNED TO SEE HOW IT PLAYED OUT WITH MORE ADVANCED STUDENTS.
SOME OF THEM DID FIND IT TO BE A LITTLE BIT REPETITIVE.
HOWEVER, THERE IS A SOLID FOUNDATION IN THAT CURRICULUM TO WHERE IT CAN BE COMPACTED AND THEN ENHANCED IN OTHER WAYS.
>> THE STORY DRIVEN WHERE THE STUDENTS TAKE THE ROLE OF A SCIENTIST, I THINK IS A REALLY GREAT WAY TO ENGAGE STUDENTS IN SCIENCE.
THIS UNIT THAT I HAPPENED TO DO WAS ALSO LOCALLY CONNECTED.
THEY WERE INVESTIGATING NEWTS AND THE POISON LEVELS WITHIN NEWTS.
IT STARTED WITH THE STORY OF THE GUY WHO ATE THE NEWT AND DIED 24 HOURS LATER OUT OF OREGON AND HOW THAT 50 YEARS AGO, THEY REALLY WEREN'T THAT POISONOUS AND NOW IT'S A GREATER CHANGE.
THEN WE DO SMALL LITTLE ACTIVITIES THAT WOULD CONNECT IT TO THAT BIGGER STORY AND BUILD ON AN ARGUMENT AS TO WHY THE NEWT CHANGED OVER TIME.
I DON'T THINK THERE'S PROBABLY A CURRICULUM OUT THERE THAT CAN MEET THE NEEDS OF ALL STUDENTS THAT YOU CAN BUY RIGHT OFF THE SHELF.
I DO THINK IT MEETS THE NEEDS OF STUDENTS HERE IN BATTLE GROUND.
THE FOUNDATION IS THERE TO WHERE YOU CAN ENHANCE IT AND COMPACT IT TO MEET OUR HIGHLY CAPABLE LEARNERS.
>> YOU TOOK THE WORDS OUT OF MY MOUTH.
THERE'S NO PERFECT CURRICULUM, BUT TEACHERS TAKE IT AND THEY MAKE IT GREAT. THANK YOU.
>> IF I MAY, JUST TO MAKE CERTAIN THAT IT'S CLEAR.
AM I WRONG IN THAT ALL OF YOU PROBABLY IN ALL OF YOUR LESSONS EVERY DAY ARE DRAWING OFF OF THE INTERNET, DRAWING OFF OF DIFFERENT PLACES, CURRENT EVENTS, APPLICATIONS, SUPPLEMENTING WHAT YOU'RE DOING TO CHALLENGE? EVERY DAY YOU'RE DOING THAT? THAT'S WHAT THE WAY THE SCIENCE GOES KIND OF THING.
IT'S NOT REALLY THE CURRICULUM AS MUCH AS WE EXPAND IT TO REALLY FIT THE NEEDS OF OUR KIDS, PARTICULARLY CHALLENGING THE KIDS.
I WANTED TO ASK ANOTHER QUESTION ON THAT.
THIS IS THIS ELECTRONIC LOCK THING IN SIX YEARS.
HOW LONG HAS IT BEEN SINCE WE BOUGHT A NEW SCIENCE CURRICULUM FOR MIDDLE SCHOOL? NOTICE, I KNOW THE ANSWER TO THIS QUESTION, BUT NOT EVERYBODY ELSE DOES.
WE'VE GONE THIS LONG WITHOUT HAVING A NEW SCIENCE CHANGING EVERY YEAR CURRICULUM IN REAL WORLD TIME.
SCIENCE CURRICULUM. HOW HAVE WE DONE THAT? HAVEN'T WE DONE THAT BY USING THE RESOURCES
[00:55:01]
AVAILABLE TO US THAT YOU GUYS PLAN ALL YOUR LESSONS WITH EVERY WEEK, EVERY MONTH, EVERY YEAR? YOU'RE CONSTANTLY SUPPLEMENTING AND PLANNING THE LESSONS, RIGHT? YEAH. LET THE RECORD STATE EVERYBODY'S SHAKING THEIR HEAD YES.PLEASE. YEAH. I'M DRIVING TO A POINT HERE.
>> WITHOUT ARGUMENT, THE TEACHERS UP HERE AND ALL THE OTHER SCIENCE TEACHERS WITHIN THE DISTRICT HAVE SPENT MANY HOURS DEVELOPING CURRICULUM TO PROVIDE QUALITY INSTRUCTION TO OUR STUDENTS, BUT AT OUR OWN PERSONAL COST IN TIME AND INVESTMENT AND THINGS LIKE THAT, WHERE THIS NOW PROVIDES A FOUNDATION AND A BASE FOR US TO START WITH.
CAN IT BE ENHANCED? ABSOLUTELY. BUT COULD A FIRST YEAR TEACHER COME IN AND PICK UP THIS CURRICULUM AND TEACH IT AS IT'S DESIGNED AND PRESENT VERY QUALITY INSTRUCTION TO A CLASSROOM? ABSOLUTELY. DOES THAT MAKE SENSE?
>> IT DOES. DANNY, I DIDN'T SET THIS UP ON PURPOSE.
YOU PROBABLY KNOW WHERE I'M GOING WITH THIS.
>> I NEVER KNOW WHERE YOU'RE GOING.
>> NOW HERE, SIX YEARS, WHAT'S GOING TO HAPPEN WITH THE CURRICULUM? HELP US TO UNDERSTAND THAT, BECAUSE IN SIX YEARS, THE ELECTRONIC ACCESS TO THE HARD DRIVES DISAPPEARS, IS THAT CORRECT? WHAT ARE WE GOING TO DO THEN?
>> IN THEORY WE HAVE AN [INAUDIBLE].
>> WE'VE SET UP A CURRICULUM CYCLE.
IN A PERFECT WORLD, IN SIX YEARS, WE'LL READOPT.
IF THAT MONEY IS NOT FULLY AVAILABLE, THEN WE HAVE GONE TO THE APPROACH THAT WE MIGHT DO EXTENSIONS OF THE CURRENT CURRICULUM.
BUT THAT WILL COME AT A COST AS WELL, NOT AS HIGH A COST AS IF WE WERE TO TOTALLY CHANGE.
I MEAN, WE'RE ACTUALLY CAUTIOUSLY OPTIMISTIC THAT WHAT WE'RE ADOPTING NOW WILL STILL BE RELEVANT AND ATTRACTIVE TO EXTEND IT WITHOUT DOING A COMPLETE NEW ADOPTION LIKE WE'VE BEEN DOING THE LAST FEW YEARS WITH ALL THESE DIFFERENT CURRICULA.
>> BUT YOU ARE RIGHT, TERRY, IN THE IDEA THAT WE COULD PROBABLY EXTEND FOR A CERTAIN AMOUNT OF TIME.
SOMETIMES THEY'LL KEEP THOSE SERVERS GOING FOR TWO, TO THREE, TO FOUR, TO FIVE, SIX YEARS.
BUT I THINK THE DAYS OF KEEPING A CURRICULUM FOR 20 YEARS ARE LONG GONE.
THAT'S A CONCERN FOR EVERY SCHOOL DISTRICT IN THE UNITED STATES IN TERMS OF KEEPING UP WITH THE COSTS OF CURRICULUM.
I THINK THAT'S WHERE YOU WERE GOING.
>> HERE'S WHERE I'M GOING. DANNY HAS BEEN ON TO ME ABOUT PROLONGING OUR MEETINGS, SO I'M SORRY.
BUT DAVE IS NOT GOING TO BE HERE IN THE NEXT YEAR TO ANSWER THIS QUESTION.
NOT THAT I'M PROPHETIC OR ANYTHING, BUT YOU GUYS, I WOULD LOVE TO HEAR YOU THINK ABOUT THIS JUST BRIEFLY SO THAT WE DON'T PROLONG THIS MEETING UNNECESSARILY.
I'VE CREATED CURRICULUM WITH SOME OF YOU.
I DIDN'T DO AS GOOD A JOB AS YOU DID, BUT YOU GUYS, WE HAVE AN AMAZING TEAM HERE.
I'M THINKING, ISN'T IT POSSIBLE THAT SINCE YOU'VE BEEN CREATING CURRICULUM FOR 24 YEARS, THAT MAYBE THROUGH ESD AND THESE MILLIONS OF DOLLARS THAT WE HAVE AVAILABLE TO US, WE CAN JUST CREATE OUR OWN CURRICULUM? MAYBE PUT TEACHERS ONTO A STIPEND FOR A YEAR.
TAKE A TEACHER FROM THIS DISTRICT AND A TEACHER FROM VANCOUVER AND A TEACHER FROM EVERGREEN THROUGH ESD, AND LET'S PUT OUR OWN CURRICULUM TOGETHER AND LET'S QUIT SPENDING MONEY ON THIS CURRICULUM THAT PEOPLE ARE CREATING FOR THE WHOLE NATION THAT WE ARE SUPPLEMENTING AND YOU GUYS ARE WORKING ON ALL THE TIME ANYWAY.
DOES THAT THAT SEEM LIKE IT'S POSSIBLE THAT WE COULD EXPLORE THAT? THAT'S MY QUESTION.
>> WHAT YOU'RE ACTUALLY REFERRING TO ARE CALLED OPEN EDUCATIONAL RESOURCES, WHICH ARE NOT JUST SAY OUR OWN TEACHERS, BUT TEACHERS ALL ACROSS THE NATION, THE WORLD, THAT ARE PUTTING THINGS TOGETHER.
IN FACT, THE ILLUSTRATIVE MATH THAT WE JUST ADOPTED A FEW YEARS BACK WAS AN OPEN EDUCATIONAL RESOURCE.
THAT SYSTEM HASN'T REALLY BEEN PERFECTED YET IN TERMS OF THIS.
LIKE JOHN MENTIONED, HAVING A REALLY GOOD FOUNDATION THAT WE CAN USE AND THEN YOU CAN EXPAND ON FROM THAT FOUNDATION.
YEAH. I DON'T THINK THAT IT'S EFFICIENT OR REALLY EFFECTIVE.
IT IS JUST SO MUCH WORK TO PUT TOGETHER A CURRICULUM THAT EVERYBODY IS GOING TO AGREE ON AND FOLLOW AS THAT FOUNDATION.
AT LEAST THAT'S WHERE WE'RE AT NOW.
>> IT SOUNDS LIKE YOU'RE SAYING YOU DON'T REALLY THINK THAT'S FEASIBLE.
>> WAY TO SHORTEN THE MEETING.
[01:00:02]
>> TERRY, REMEMBER WHEN WE DID THE CURRICULUM FOR THE ENERGY UNIT?
>> DO YOU REMEMBER HOW MUCH WORK THAT WENT IN?
>> DO YOU REALIZE THAT THAT DOESN'T REALLY MEET THE NGSS STANDARDS OF TODAY?
>> YOU SOUND A LITTLE NEGATIVE ABOUT THE IDEA.
>> OKAY. THAT'S WHAT I WANTED TO HEAR.
>> THE TIME AND THE ENERGY BEING INVESTED.
>> THANK YOU ANDREA. ANDREA IS SHAKEN.
I GOT THE RECORDS SHORT, ANDREA [INAUDIBLE].
>> I WOULD SAY, TERRY, THAT THEY WANT TO TEACH KIDS NOT TO SPEND THEIR TIME DEVELOPING.
>> YOU BET. THANK YOU FOR THAT INPUT. I REALLY APPRECIATE IT.
>> THAT'S WHAT I WAS GOING TO ADD TO.
WE HAVE TEACHERS WHO ARE ABLE TO DO AMAZING THINGS AND DEVELOP THINGS, BUT ONE OF THE PREMISES THAT WE HAVE ON THE WALL HERE IS GUARANTEEING VIABLE CURRICULUM, AND THAT MEANS THAT THE EXPERIENCE AND THE MATERIALS THAT WE PROVIDE ARE THE SAME AT LAUREL AS THEY ARE AT AMBOY.
EVERYBODY HAS THE OPPORTUNITY TO HAVE THE SAME BASE LEVEL OF EDUCATION.
WE TALKED ABOUT THIS FOR SOME OF OUR HIGH SCHOOL SCIENCE WHEN WE WERE LOOKING AT BOOKS AND TRYING TO FIGURE OUT WHAT WE WANTED AND SOMEBODY SAID, WELL, COULD WE JUST PUT THINGS INTO A GOOGLE DRIVE? BUT AS SOON AS YOU PUT SOMETHING IN A GOOGLE DRIVE, IT CAN GET LOST.
IT DOESN'T HAVE THE RESEARCH BEHIND IT TO MAKE IT THAT GUARANTEED AND VIABLE CURRICULUM.
THERE IS A LOT THAT GOES INTO DEVELOPING A CURRICULUM THAT YOU WOULD NEVER REALLY KNOW UNTIL YOU START THAT PROCESS.
WE HAD ACTUALLY LOOKED AT THAT FOR SEX ED.
IS THAT SOMETHING THAT WE COULD JUST WRITE OURSELVES? IT'S REALLY HARD.
WE HAVE BRILLIANT PEOPLE HERE, BUT MAKING THAT HAPPEN SYSTEM WIDE IS REALLY DIFFICULT.
>> I HAD A QUESTION ABOUT THE BUDGET.
YOU WERE SAYING THAT THERE WERE OTHER THINGS THAT WOULD REALLY BENEFIT THIS CURRICULUM, WAS THAT A PART OF THE BUDGET UP THERE THAT YOU SHOWED US? THE $1 MILLION.
>> I WAS A TEACHER MYSELF, AND I KNOW I SPENT THOUSANDS OF DOLLARS OVER MY CAREER FOR THINGS THAT WE NEEDED THAT REALLY DID ENHANCE THE TOPIC.
I'M JUST WONDERING IF THAT'S GOING TO COVER EVERYTHING NEEDED.
>> IN THE OTHER COLUMN, FOR EACH GRADE LEVEL, THERE IS BUDGETED A $50,000 CHUNK FOR THE FLEXTENSIONS, AND FOR SOME OTHER MATERIALS THAT WILL HELP WITH THE HANDS ON PIECE.
THEY REALLY DO PRESENT IT AS BEING AN ADD ON, BUT WE'RE NOT GOING TO APPROACH IT THAT WAY.
>> THEN I'VE SAID THIS BEFORE WHEN I'VE LOOKED AT CURRICULUM.
ALL OF YOU I'M SURE ARE AMAZING TEACHERS, THERE'S NO DOUBT.
BUT I REALLY AM A PROPONENT OF ALL THEORIES AND ALL TOPICS BEING ADDRESSED.
I APPRECIATE THAT YOU'RE ADDING, I GUESS WHAT I'M SAYING, YOU'RE BRINGING IN MORE FOR THE STUDENTS.
I APPRECIATE THAT PIECE WHEN I HEAR TEACHERS TALK THAT WAY, BECAUSE THAT CURRICULUM, I REALLY DID LIKE IT.
I THOUGHT THE HANDS ON, IT WAS SO COOL.
I THOUGHT KIDS WOULD REALLY ENGAGE WITH IT BECAUSE THEY WERE BEING LIKE, I THINK YOU MENTIONED SCIENTISTS, AND THEY WERE TAKING ON THAT ROLE WHICH I THOUGHT WOULD BE REALLY FUN FOR THEM AND THEY WOULD BUY IN.
BUT YEAH, I THINK IT'S AMAZING.
I JUST WANTED TO MAKE SURE THAT THAT WAS THE WHOLE PACKAGE.
BECAUSE I THINK IT'S SUPER IMPORTANT TO HAVE ALL THOSE OTHER PIECES SO YOU GUYS AREN'T RUNNING OUT TO DOLLAR STORE, AND TOYS ARE THESE OTHER FRED MEYER AND BUYING ALL THE EXTRA THINGS THAT ARE NEEDED.
>> TEACHER SUPPLIED LIST WITH THE BINDER CLIPS AND THE RUBBER BANDS AND ALL OF THOSE THINGS, WE'VE EVEN INCORPORATED THAT.
>> I'D LIKE TO POINT OUT THAT I'M SITTING IN MARK WATTAN'S SEAT.
MAYBE ONE OF YOU NEED TO COME AND SIT IN MY SEAT HERE IN A FEW YEARS, YOU KNOW.
SO AT THIS TIME, IT'S OUR RECOMMENDATION THAT YOU APPROVE ON FIRST READING, AMPLIFY SCIENCE FOR SIX EIGHTH GRADE SCIENCE.
I MAKE A MOTION THAT WE APPROVE.
WELL, FULLY I DON'T HAVE IT IN FRONT OF ME.
>>- AMPLIFIED CURRICULUM FOR SCIENCE MIDDLE SCHOOL.
>>- WE HAVE A MOTION ON THE FLOOR TO ACCEPT
[01:05:01]
THE FIRST READING OF THE RECOMMENDED CURRICULUM FOR SIX THROUGH EIGHT SCIENCE AMPLIFY SCIENCE COPYRIGHT 2022.>> ALL RIGHT. [LAUGHTER] WE HAVE THIS MOTION ON THE FLOOR.
I WOULD LOOK TO OUR STUDENT REPRESENTATIVES FOR THEIR ADVISORY VOTE.
ANY FURTHER QUESTIONS FROM THE BOARD? ALL THOSE IN FAVOR PLEASE SAY AYE.
>> ALL THOSE OPPOSED? MOTION PASSES FOUR TO ZERO. THANK YOU ALL.
>> THANK YOU FOR ALL YOUR WORK.
>> [OVERLAPPING] THANK YOU FOR TAKING THE TIME.
>> NEXT ON NEW BUSINESS, WE HAVE THE FIRST READING OF THE HIGH SCHOOL SOCIAL STUDIES CURRICULUM.
>> ALL RIGHT. SO WE'RE GOING TO GO ON TO HIGH SCHOOL SOCIAL STUDIES.
WE HAVE OUR COMMITTEE MEMBERS AND WE HAVE A COUPLE WITH US, AT LEAST ONE.
AND I WILL HAVE DARREN AND EUNICE IF YOU JOIN UP FRONT, PLEASE.
YOU CAN SEE THAT WE HAD BATTLE GROUND, SUMMMERVIEW, RIVER, AND PRAIRIE REPRESENTED.
ALL OF OUR HIGH SCHOOLS WERE REPRESENTED.
WE HAVE A CORE BELIEF STATEMENT.
FOR THIS ONE, WE ACTUALLY STARTED WITH THE MIDDLE SCHOOL SOCIAL STUDIES FROM LAST YEAR.
OUR TEACHERS LOOKED AT IT AND WENT, NO, IT DOESN'T REALLY FIT.
WE STARTED OVER AND THEN DID A LOT OF WORDSMITHING.
THEY FELT THAT IT NEEDED TO BE UP TO ITS RIGOR A LITTLE BIT.
THE THING THAT I THINK IS MOST IMPORTANT HERE IS THAT IT TALKS ABOUT LOCAL, NATIONAL, AND GLOBAL VIEW.
IT'S NOT JUST ONE PERSPECTIVE.
IT IS LOOKING AT IT FROM MULTIPLE PERSPECTIVES, AND TEACHING OUR STUDENTS TO THINK CRITICALLY ABOUT ISSUES FROM THOSE MULTIPLE PERSPECTIVES.
THEN THEY ALSO FELT THAT IT WAS REALLY IMPORTANT THAT WE HAVE CIVIL DISCOURSE.
SO WE'RE TEACHING OUR STUDENTS HOW TO COMMUNICATE WITH EACH OTHER AND THE DEMOCRATIC PROCESS AS WE HAVE A RICH AND VARIED HISTORY AS A COUNTRY.
ANY QUESTIONS ABOUT THE CORE BELIEF STATEMENT? OKAY. SO WE HAVE RECOMMENDATIONS FOR MULTIPLE COURSES.
SO CIVICS; UNITED STATES HISTORY, WORLD STUDIES, AND CONTEMPORARY WORLD HISTORY ARE ALL THE MCGRAW HILL SERIES OF TEXTBOOKS.
WE HAVE THEN FOR CONTEMPORARY WORLD PROBLEMS, THE UPFRONT MAGAZINE.
I THINK YOU MIGHT HAVE SEEN THAT ORIGINALLY, WE HAD TWO THINGS LISTED FOR CONTEMPORARY WORLD PROBLEMS. WE HAD CHOICES AND WE HAD THE UPFRONT MAGAZINE.
WE PULLED CHOICES OFF BECAUSE WE COULD NEVER GET A SOLID PRICE THAT WE COULD AFFORD IN THE RECOMMENDATIONS.
SO IT WOULD SWING EVERYTHING FROM $23,000 TO $90,000 DEPENDING ON WHICH QUOTE WE WENT WITH.
IT TURNS OUT THAT IF YOU BUY A SIX-YEAR SUBSCRIPTION, IT'S $55,000 JUST FOR THAT PRODUCT.
THEN WE WOULD ALSO NEED THE UPFRONT MAGAZINE IN ADDITION TO THAT BECAUSE THE UPFRONT MAGAZINE IS THE ONE THAT IS DOING THE CONTEMPORARY ISSUES THAT ARE A MONTHLY PROCESS.
I'LL LET DARREN TALK ABOUT THAT IN JUST A MINUTE, HOW HE USES THAT IN HIS CLASS.
THEY ALSO WILL HAVE ACCESS TO THE TEXTBOOK FROM THE CIVICS THAT WE ARE ADOPTING AND THEN THEY'LL ALSO BE ABLE TO HAVE CONVERSATIONS JUST BASED ON CONTEMPORARY WORLD PROBLEMS THAT THEY'RE ABLE TO DISCUSS.
WE ENDED UP PULLING OFF THE OTHER BECAUSE THE TEACHERS FELT THAT ENOUGH WAS COVERED BETWEEN THE TEXTBOOK AND THE UPFRONT MAGAZINE, WITH THE OTHER ONE BEING AS EXPENSIVE AS IT WAS, WE DIDN'T NEED THAT AS REALLY CORE.
WE'RE ABLE TO USE THE TWO PRODUCTS THERE.
WE HAD THE SAME PARENT AND COMMUNITY REVIEW, WHICH DAVE SENT THE INFORMATION TO YOU WITH THE COMMENTS.
IF YOU'RE ABLE TO CLICK ON THAT ONE, SO YOU CAN SEE THAT FOR THE COURSES THAT WE ARE ADOPTING FOR, IT IS ABOUT ALMOST $400,000.
THAT COMES TO ANYWHERE $16-31 PER STUDENT, PER COURSE, PER YEAR, DEPENDING ON WHICH TEXTBOOK AND THE PRICE OF THAT.
THE YELLOW COLUMN IS THE MATERIALS AND THE ONLINE ACCESS.
THEN WE HAVE OUR PD COSTS, OUR OTHER ASSOCIATED COSTS, AND THEN THE TOTAL.
WITH THAT. WHAT QUESTIONS? OH, SORRY. I TRIED TO CLICK BACK OUT OF IT.
[01:10:02]
>> THESE ARE SEMESTER COURSES?
>> THEY ARE. THE ONE THAT IS A YEAR LONG COURSE IS THE US HISTORY.
EVERYTHING ELSE IS A SEMESTER LONG COURSE.
OKAY. SO WE HAVE EUNICE WHO IS PART OF OUR COMMITTEE, AND THEN DARREN RENTE, WHO'S A TEACHER AT BATTLE GROUND HIGH SCHOOL.
>> THANK YOU. HELP ME TO UNDERSTAND THE TIME FRAME THAT THIS COVERS.
IT'S REALLY EASY FOR ME TO SEE SCIENCE SIX, SEVEN TO EIGHTH GRADE.
THIS IS HISTORY IN HIGH SCHOOL.
HOW MANY CLASSES, COURSES, THEME? HOW DO I FRAME THAT? WHAT AM I GETTING FOR MY MONEY KIND OF THING?
>> OKAY. I BROUGHT A LITTLE BIT MORE DETAILED INFORMATION SO THAT I COULD TALK ABOUT THAT JUST IN CASE YOU ASKED.
IN CIVICS, BY SEMESTER, WE HAVE 285 STUDENTS, US HISTORY IS 665, WORLD HISTORY, 934, AND CWP, 160.
SO YOU MULTIPLY THAT TIMES TWO, SO WE HAVE, I DON'T KNOW ABOUT 2, 500 STUDENTS PER YEAR.
>> DOES THIS PRETTY MUCH DRILL DOWN THEN ON ALL THE US HISTORY CIVIC STATS THAT OUR KIDS NEED IN HIGH SCHOOL?
>> OKAY. THAT'S KIND OF WHAT I WAS LOOKING FOR.
>> SO HOW MANY YEARS DO YOU THINK THIS WILL WORK? HOW LONG WILL THE CURRICULUM LAST?
>> YEAH. THIS IS ALSO A SIX YEAR ADOPTION.
>> IS THAT PRETTY TYPICAL OF ALL OF THEM ANYMORE?
>> SIX YEARS IS PRETTY STANDARD.
WE TRIED TO LOOK AT EIGHT YEAR WITH OUR ELA ADOPTION, AND THERE WAS JUST NO WAY WE COULD AFFORD AN EIGHT YEAR, SO EVERYTHING ENDS UP WITH HOW MUCH IS IT GOING TO COST? A LOT OF COMPANIES WILL DO AN EIGHT YEAR, BUT TYPICAL IS SIX YEARS.
>> AGAIN, AT THE END OF THE SIX YEARS, ARE WE LEFT WITH ANYTHING THAT WE COULD ACTUALLY USE LIKE WE HAVE IN THE PAST FOR 24 YEARS?
>> YES. WE HAVE A CIVICS TEXTBOOK, A US HISTORY TEXTBOOK, AND A WORLD HISTORY TEXTBOOK, AND WE WILL HAVE CLASS SETS OF THOSE.
WE WILL NOT HAVE THE ACCESS TO THE ONLINE AT THE END OF THAT.
BUT WE WILL HAVE THE TEXTBOOK.
>> BUT THEORETICALLY IF THEY'RE USABLE, WE COULD USE THEM.
>> YES. WE USED MCGRAW HILL IN THE PAST.
>> WE HAD PEARSON, IS WHAT IS CURRENTLY IN THE SCHOOL. SO THIS IS A SHIFT.
AND THERE WAS A COMPANY THAT WAS BEFORE THAT THAT THEY REALLY LIKED, BUT IT'S NO LONGER IN PRINT, SO WE COULDN'T GO BACK TO THAT.
I DON'T REMEMBER THE PUBLISHER, BUT THEY'RE NO LONGER MAKING THAT BOOK.
SO WE COULDN'T GO BACK TO IT. WE TRIED.
>> IS THERE ANY THOUGHTS JUST GOING DIGITAL, COMPLETELY DIGITAL LIKE THE COLLEGES ARE DOING? YOU DON'T WANT TO DO THAT AT ALL.
I LOVE BOOKS. NO, I LOVE BOOKS.
I GET IT, BUT I'M JUST CURIOUS.
WE'VE TALKED ABOUT THAT BUT IT IS REALLY CHALLENGING.
I THINK COVID, THERE WAS A DIGITAL FATIGUE THAT WE KEEP HEARING ABOUT.
STUDENTS DON'T WANT TO BE USING THEIR COMPUTERS ALL THE TIME.
SO THAT IS ONE THING THAT OUR TEACHERS HAVE ASKED IS THAT WE HAVE SOMETHING IN OUR HANDS FOR TWO REASONS.
ONE, IF THERE IS NO MORE DIGITAL AND WE DON'T HAVE THE MONEY TO ADOPT SOMETHING, YOU COULD USE A PRINT EDITION AND THAT DIGITAL FATIGUE.
>> I REVIEWED THESE BOOKS AND THEY'RE OUTSTANDING.
I LOVE HISTORY, SO I COULDN'T MYSELF JUST GET OUT OF THEM MYSELF. I LOVE THEM.
I COULD HAVE SAT AND READ ALL OF THEM ALL DAY LONG.
THEY WERE FABULOUS, ESPECIALLY THE CIVICS BOOK.
I GOT SO EXCITED WHEN I SAW THAT.
I DID A JIG BECAUSE THAT IS SOMETHING WE NEED BACK IN OUR SCHOOLS.
I CONGRATULATE YOU GUYS FOR BRINGING THAT BACK.
>> ARE YOU GUYS EXCITED ABOUT IT? DO YOU FEEL GOOD ABOUT IT? YEAH, THANK YOU. WOW, GOOD.
>> I'LL JUST SAY THE OPPOSITE.
IT'S MY LEAST FAVORITE SUBJECT, BUT DON'T ASK ME HOW I DID IN SCHOOL. I DON'T WANT TALK ABOUT IT.
I REALLY DID ENJOY GOING THROUGH THE BOOKS.
I WAS CURIOUS THOUGH, JUST ONE OF THE THINGS I NOTICED IN THE CIVICS BOOKS, AND IT'S PROBABLY IN THE OTHERS, IS THERE WAS VOCAP HIGHLIGHTED OUT THROUGHOUT THE BOOKS.
IN THE BACK OF THE BOOK, OF COURSE, THERE WAS THE SECTION THAT WOULD EXPLAIN IT.
[01:15:02]
IT WAS IN ENGLISH AND IN SPANISH, AND WE HAVE SO MANY DIFFERENT LANGUAGES IN OUR SCHOOLS.>> A LOT OF THE TEXTBOOKS HAVE THE ABILITY TO GO INTO GOOGLE TRANSLATE.
SO YOU COULD TAKE A SECTION AND PUT IT INTO GOOGLE TRANSLATE, AND THAT'S WHAT HAPPENS WITH MOST OF THE THINGS.
WE WISH PUBLISHERS WOULD GO IN AND DO THE RUSSIAN, THE UKRAINIAN, THE MANDARIN, WHATEVER THE LANGUAGES, THEY'RE SO MANY.
WE'RE HEARING MORE AND MORE THAT THEY'RE GETTING CLOSER TO DOING OTHER LANGUAGES.
BUT BASICALLY, THEY RECOMMEND TO US THAT WE JUST TAKE A SECTION OUT OF THAT, PUT IT INTO GOOGLE TRANSLATE, AND PUT IT INTO A LANGUAGE THAT THE STUDENTS USE AS THEIR FIRST LANGUAGE.
>> I'M GLAD IT THERE'S A WAY AROUND IT, I GUESS, TO WORK AROUND FOR THE CHALLENGE.
I JUST KNOW WE HAVE SO MANY DIFFERENT LANGUAGES IN OUR SCHOOLS THAT IT WOULD BE HARD TO TRY AND TEACH IT IF WE DIDN'T HAVE A WAY.
>> HAVE YOU BEEN DOING THAT AND IS IT REALLY WORKING THE GOOGLE TRANSLATE? HAVE YOU HAD OCCASION TO DO THAT AT ALL?
>> WELL, I JUST SEND THEM DOWN TO RESOURCE [INAUDIBLE].
>> DOES IT SEEM LIKE IT WORKED FOR HIM?
>> THAT'S THAT'S COOL. THAT'S COOL.
>> I HAVE A TEACHER QUESTION AS WELL.
HOW IS THAT GOING TO LOOK DIFFERENT THIS NEXT YEAR IN YOUR CLASSROOM BECAUSE OF THIS NEW CURRICULUM?
>> OH, GOOD QUESTION. THE PREVIOUS TEXTBOOK WASN'T VERY USABLE IN THE CLASSROOM AND THE ONLINE RESOURCES ON THE PREVIOUS TEXTBOOK, I DON'T THINK IT HAS BEEN USED SINCE WE ADOPTED IT, HONESTLY.
AND I THINK THAT THIS IS LIKE MY FOURTH ADOPTION [INAUDIBLE].
>> AND I WAS GONE FROM THE TEACHER RESOURCES TO ONLINE, BUT EVEN IN THE SIX YEARS, THE TECHNOLOGY HAS IMPROVED SO MUCH.
THAT'S WHY I'M SURE THERE'S A SIX YEAR LIFE CYCLE ON THESE.
BECAUSE SO MUCH IS GOING TO CHANGE SIX YEARS FROM NOW.
THAT EVEN NOW I AM INTERESTED IN THE ONLINE RESOURCES AT THIS LEVEL JUST BECAUSE IT'S SO MUCH EASIER AND USER FRIENDLY AND AND STUFF TOO.
I'M EXCITED TO BALANCE IT OUT A LITTLE BIT MORE USING THE TEXTBOOK.
>> I TEACH CIVICS AND CWP AND US HISTORY AT BATTLE GROUND HIGH SCHOOL.
>> DO YOU THINK THAT THE YOUNG PEOPLE, THE STUDENTS WILL BE INTERESTED IN THESE TOPICS THAT YOU OFFER?
>> YEAH. I PILOTED BOTH OF THEM IN MY CIVICS CLASS AND THEY WERE VERY ENGAGED AND VERY POSITIVE ABOUT IT ON BOTH OF THE ONLINE RESOURCE.
BUT THEY DO HAVE A TENDENCY TO LIKE THE BOOK AND THE PAPER AND PEN AND THAT TYPE OF STUFF BETTER NOW.
THAT WAS NICE TO SEE, AND IT'S A MUCH MORE ENGAGING BOOK THAN THE OTHER ONE WE PILOTED TOO.
THE ONE THAT WE ADOPTED IS MUCH MORE ENGAGING.
THERE'S MUCH MORE LEVELS OF RESOURCES THAT WE CAN USE TO ENHANCE OR SIMPLIFY THINGS AS FAR AS ASSIGNMENTS GO TOO, WHICH IS NICE.
>> BECAUSE I KNOW WHEN YOU'RE PICKING CLASSES IN THE HIGH SCHOOL, YOU KNOW IT'S LIKE YOU CHOOSE THE REAL POPULAR CLASSES.
AND THEN IT'S LIKE, WELL, I HAVE TO TAKE THIS CLASS.
THAT'S NOT GOING TO BE THE CASE HERE, RIGHT? THEY'RE GOING TO BE EXCITED TO BE A PART OF IT?
>> OH, ABSOLUTELY. JACKIE, SHE LOVE TAKING THIS CLASS.
>> HAVE WE BEEN USING THE UPFRONT MAGAZINE BEFORE?
>> I'VE BEEN USING IT FOR YEARS.
WE WENT FROM NEWSWEEK AND WHEN WE HAD TO STOP HAVING THE KIDS PAY FOR IT, WE FOUND THE UPFRONT.
AND IT'S A GREAT RESOURCE AND WE GET IT EVERY OTHER WEEK, THROUGHOUT THE WHOLE YEAR.
IT'S VERY STUDENT DIRECTED AS FAR AS THE ARTICLES AND THE RESOURCES.
AND THEY HAVE A REALLY GOOD ONLINE RESOURCE ALSO THAT SHARES RIGHT INTO GOOGLE CLASSROOMS. SO IT'S BEEN A REALLY GOOD RESOURCE.
>> DO YOU FIND THAT YOU HAVE TO BRING SOME BALANCE IN TERMS OF SOME OF THE ARTICLES IN THERE? BECAUSE THEY DEFINITELY, SOME OF THEM, OKAY, I'LL GIVE AN EXAMPLE.
I'M LIKE, OKAY, BUT THE REST OF THE STORY, BESIDES WHAT'S IN HERE, REALLY HAS A LOCAL IMPACT.
>> AND I WONDER IF THAT'S SOMETHING I'M SURE AS A GOOD TEACHER, THAT'S SOMETHING YOU BRING IN TOO.
>> YEAH. ESPECIALLY WHERE WE ARE HERE.
BECAUSE THE IMPACT THAT IT HAD ON OUR COMMUNITY FOR YEARS.
>> BECAUSE FROM THE NEW YORK TIMES, I MEAN, IT'S LIKE WE DON'T EXIST.
>> ARE THESE THROWAWAYS SO THEY'RE GIVEN TO THEM TO TAKE HOME AND READ, IS THAT WHAT THEY ARE, THEY'RE LIKE A MAGAZINE?
>> YEAH, THEY'RE A MAGAZINE AND I USE IT IN THE CLASSROOM AND THEN I COLLECT THEM AND AT THE END OF THE YEAR, WE DO A COLLAGE PROJECT AND STUFF WITH ALL THE COVERS AND ALL THE ARTICLES SO THEY CAN DO AN END OF YEAR SUMMARY OF ALL THE CURRENT EVENTS AND THINGS THAT HAVE HAPPENED.
BUT YEAH, IT'S A THROWAWAY MAGAZINE.
[01:20:04]
>> WERE YOU ABLE TO LOOK AT THEM, MAGAZINES?
>> YEAH, I DID LOOK AT A FEW OF THEM.
I JUST WASN'T SURE IF YOU KEPT THEM IN THE CLASSROOM AND YOU GUYS REVIEWED THEM WHILE THEY WERE IN THE CLASSROOM OR SOMETHING, OR IF IT WAS SOMETHING THEY TOOK HOME [OVERLAPPING].
>> I TAKE THE COVERS AND I STAPLE THEM ROUND AND ROUND.
>> OR THEY TAKE THEM HOME OR SOMETHING?
>> THEY CAN TAKE THEM HOME, YEAH. I USUALLY HAVE ENOUGH THAT THEY CAN TAKE THEM HOME IF THEY NEED TO.
THERE'S THE ONLINE VERSION WHICH IS EXACTLY LIKE THE ONE THAT THEY CAN DO AT HOME SO I CAN SHARE IT.
IF SOMEONE'S SICK AND GONE, I CAN JUST PUT IT ON TO A CLASSROOM AND THEY CAN GO DIRECTLY TO THAT.
BECAUSE THERE'S AN ONLINE, IT'S NOT JUST A MAGAZINE, THEY ALSO HAVE ONLINE ACCESS.
>> THE BEAUTIFUL THING ABOUT THE COST OF THAT IS THAT IT IS THE SAME PRICE EXACTLY FOR HAVING BOTH COMPONENTS.
THEY DON'T CHARGE YOU ANY MORE FOR ONE.
THIS IS JUST WHAT YOU GET. YOU GET PRINT AND DIGITAL.
>> NICE. IT'S STILL THE SIX-YEAR CUT-OFF?
>> THIS ONE YOU CAN PURCHASE ANNUALLY, BUT WE ARE GOING TO DO A SIX-YEAR CONTRACT WITH THEM.
THAT WAY IT WILL EXPIRE AT THE SAME TIME AS EVERYTHING ELSE.
>> EUNICE, SINCE THIS IS CIVICS AND ALL KINDS OF THINGS, DO YOU HAVE ANY THOUGHTS? HOW DO YOU SEE THE CURRICULUM? DO YOU FEEL GOOD ABOUT IT? DID YOU GET A GOOD LOOK AT IT?
>> YES. MY FAVORITE THING ABOUT ALL OF THE MCGRAW CURRICULUM IS THERE'S AN ONLINE COMPONENT CALLED ELECTION CENTRAL, AND IT'S SUPER CURRENT.
ESPECIALLY EVERY ELECTION YEAR, PEOPLE CAN KEEP TRACK OF THINGS NO MATTER WHICH OF THE SOCIAL SCIENCE STUDIES CLASSES ARE THEY TAKING.
IF THEY ARE TAKING A COURSE WITH MCGRAW HILL CURRICULUM, THEY CAN ACCESS IT.
>> GOOD RESOURCES. GOOD, I'M GLAD TO HEAR THAT.
>> JULIA, I WAS JUST CURIOUS, SINCE HIGH SCHOOL ADOPTION, DID YOU HAVE A CHANCE TO GO THROUGH IT? HOW DOES IT COMPARE TO MAYBE CURRENT CLASSES YOU'RE TAKING OR CLASSES YOU'VE TAKEN IN THE PAST?
>> I DIDN'T GET MUCH OF A CHANCE TO LOOK AT IT AS MUCH AS I DID THE AP CLASSES, BECAUSE THOSE ARE THE ONES THAT I'VE HAD MORE EXPERIENCE WITH.
BUT I REALLY LIKED THE MAGAZINE AND, I DON'T KNOW, I FEEL LIKE A MAGAZINE IS SOMETIMES MORE ACCESSIBLE THAN A TEXTBOOK TO WANT TO ACTUALLY ACTIVELY LOOK THROUGH AND GO THROUGH.
I THOUGHT THAT THAT WAS PRETTY COOL TO HAVE FOR A CIVICS CLASS.
SINCE CIVIC CLASSES ARE SEMESTER CLASSES INSTEAD OF YEAR CLASSES, I FEEL LIKE EASIER TO GET A LITTLE BIT DISCONNECTED.
HAVING THE CURRICULUM THAT PULLS YOU IN IS REALLY NICE. THAT WAS COOL.
>> YEAH, I THINK I AGREE WITH THAT.
I LOVE THE MAGAZINE BECAUSE MY SCHOOL DOESN'T DO THAT.
WELL, AT LEAST NOT FOR US HISTORY OR ANYTHING LIKE THAT. I DON'T KNOW WHAT CIVICS DOES.
I REALLY AGREE WITH DEBBIE ABOUT THE MCGRAW HILL CURRICULUM.
I LIKE HOW IT'S SET UP, AND THEN AS A TEACHER, YOU MIGHT BE ABLE TO ANSWER THIS OR AT LEAST AGREE OR DISAGREE.
I THOUGHT THAT IT WAS REALLY WELL LAID OUT.
I HAVEN'T TAKEN CIVICS OBVIOUSLY, BUT I HAVE TAKEN US HISTORY, OR I'M TAKING IT RIGHT NOW, BUT I'M ALMOST DONE.
I'M GOING THROUGH THIS ASSIGNMENT ACTUALLY RIGHT NOW, WHERE I'M HAVING TO GO BACK AND FORTH BETWEEN 100 PAGES JUST TO GET THROUGH ONE ASSIGNMENT BECAUSE WE'RE TALKING ABOUT ONE TOPIC.
I FEEL LIKE FROM MCGRAW HILL, YOU'D BE ABLE TO JUST GO TO OKAY, READ THESE LIKE WHAT, 13 PAGES PER LESSON, AND THEN ANSWER BASED OFF OF THAT.
BECAUSE THAT'S THE ONE SUBJECT, I LIKED HOW IT WAS VERY ORGANIZED AND HOW IT HAD A DIRECTION BECAUSE A LOT OF CURRICULUMS ARE LIKE [NOISE]. I DON'T KNOW IF YOU AGREE.
>> YEAH. COMPARED TO OUR PREVIOUS TEXTBOOK FOR SURE.
IT DEFINITELY HAS A GOOD FLOW TO IT.
IT'S EASY TO JUST MOVE FROM START TO END.
>> OTHER QUESTIONS OR POSSIBLY A MOTION?
>> I'M NOT TRYING IT. [LAUGHTER]
>> I MOVE THE BOARD OF DIRECTORS ACCEPTS THE FIRST READING OF THE RECOMMENDED CURRICULUM FOR THE FOLLOWING HIGH SCHOOL SOCIAL STUDIES COURSES AS PRESENTED.
CIVICS, UNITED STATES GOVERNMENT, AND CIVICS.
MCGRAW HILL COPYRIGHT 2024, UNITED STATES HISTORY, UNITED STATES HISTORY MODERN TIMES MCGRAW HILL COPYRIGHT 2023, WORLD STUDIES 1491 TO 1945, WORLD HISTORY MCGRAW HILL COPYRIGHT 2023, CONTEMPORARY WORLD HISTORY 1945 TO 2010, WORLD HISTORY MCGRAW HILL COPYRIGHT 2023,
[01:25:01]
CONTEMPORARY WORLD PROBLEMS UP FRONT MAGAZINE NEW YORK TIMES, SCHOLASTIC COPYRIGHT, CURRENT MAGAZINES.>> THAT'S THE WAY IT'S SUPPOSED TO BE DONE.
>> I'M NOT GOING TO REPEAT IT. [LAUGHTER].
>> THERE'S SOME PRO WORK IN THERE.
>> WE HAVE A MOTION ON THE FLOOR AND I WOULD LOOK TO ADOPT OUR NEW HIGH SCHOOL SOCIAL STUDIES CURRICULUM AS MARY OUTLINED.
I WOULD LOOK TO OUR STUDENT REPRESENTATIVES FOR THEIR ADVISORY VOTE.
DO WE HAVE ANY FURTHER QUESTIONS FROM THE BOARD? HEARING NONE. ALL THOSE IN FAVOR PLEASE SAY AYE.
>> ALL THOSE OPPOSED? MOTION PASSES, 4 - 0. THANK YOU.
>> NEXT UP, WE HAVE THE APPROVED EVALUATOR, THE OSBORNE COLLABORATIVE, FOR THE AWARE GRANT. DANNY.
>> THANK YOU. BOARD AS YOU KNOW, BATTLE GROUND SCHOOL DISTRICT RECEIVED THE PROJECT AWARE GRANT, $5 MILLION OVER FIVE YEARS FROM THE FEDERAL GOVERNMENT, SAMSA.
AS PART OF THAT GRANT, WE ARE REQUIRED TO HAVE AN EVALUATOR AND GO THROUGH AN EXTENSIVE EVALUATION PROCESS.
IN A PREVIOUS BOARD MEETING, YOU APPROVED US GOING OUT AND LOOKING FOR THAT EVALUATOR AND PUBLISHING A NOTICE FOR THAT.
WE DID SO. EIGHT COMPANIES SUBMITTED PROPOSALS BY THE DEADLINE THAT WE HAD INDICATED AND A COMMITTEE MADE UP OF SCHOOL DISTRICT EMPLOYEES WHO ARE WORKING ON THE GRANT REVIEWED THOSE PROPOSALS.
THERE IS A SCORE SHEET THAT IS CONNECTED IN YOUR MINUTES THERE THAT YOU CAN SEE THE SCORING.
ONE GROUP IN PARTICULAR, THE OSBORNE COLLECTIVE, WAS THE HIGHEST SCORER, IT ACTUALLY RECEIVED A UNANIMOUS SCORE OF 100 POINTS, WHICH IS THE MOST THAT YOU COULD GET.
THE OSBORNE COLLABORATIVE IS AN ORGANIZATION THAT WE HAVE WORKED WITH BEFORE.
INTERESTINGLY, THE PEOPLE WHO ARE CURRENTLY RUNNING THE GRANT DID NOT WORK WITH THE OSBORNE COLLECTIVE, SO THEY DIDN'T HAVE ANY PRE-JUDGMENTS ASSOCIATED WITH IT, BUT THE OSBORNE COLLECTIVE SCORED THE HIGHEST.
IT IS THEIR RECOMMENDATION THAT WE APPROVE THE OSBORNE COLLECTIVE AS THE EVALUATOR FOR THE AWARE GRANT AND THAT'S WHY WE ARE COMING TO YOU TODAY WITH THAT REQUEST.
>> QUESTIONS? POSSIBLY A MOTION.
>> OH, THAT'S RIGHT. I MOVE THE BOARD OF DIRECTORS APPROVE THE CONTRACT BETWEEN BATTLE GROUND PUBLIC SCHOOLS AND THE OSBORNE COLLECTIVE.
>> WE HAVE A MOTION ON THE FLOOR TO APPROVE THE CONTRACT.
I WOULD LOOK TO OUR STUDENT REPRESENTATIVES FOR THEIR ADVISORY VOTE.
>> ANY ADDITIONAL QUESTIONS FROM THE BOARD?
>> WE'RE SAYING OSBORNE COLLECTIVE, BUT I'M SEEING OSBORNE COLLABORATIVE, IS THAT?
>> COLLABORATIVE, I READ IT WRONG.
>> ANY OTHER QUESTIONS FROM THE BOARD? HEARING NONE. ALL THOSE IN FAVOR PLEASE SAY AYE.
>> ALL THOSE OPPOSED. THE MOTION PASSES FOUR TO ZERO.
>> NEXT WE HAVE THE APPROVAL OF THE CONTRACT FOR THE CARE SOLACE AWARE, FOR AWARE.
>> SO AS AS PART OF THE AWARE GRANT, ONE OF OUR GOALS IS TO IMPROVE MENTAL HEALTH ACCESS TO MENTAL HEALTH SERVICES FOR OUR STUDENTS AND OUR SCHOOLS.
WHAT WE HAVE DISCOVERED IS THAT THE MENTAL HEALTH CARE SYSTEM, AS I WAS EXPLAINED, THE WORD THAT WAS USED TODAY TO EXPLAIN IT WAS IT IS A LABYRINTH.
IS THAT IT IS VERY COMPLEX AND DIFFICULT TO NAVIGATE, EVEN FOR OUR EMPLOYEES WHO WORK IN THAT AREA.
THE IDEA BEHIND CARE SOLACE WOULD BE THAT THEY WOULD WORK WITH US AND PROVIDE PARENTS A RESOURCE TO HELP
[01:30:01]
THEM CONNECT INTO THE MENTAL HEALTH SERVICES NETWORK EVEN TO THE POINT OF BEING ABLE TO HELP FIND PROVIDERS FOR THEM, WORK WITH THEIR INSURANCE COMPANIES, GO THROUGH ALL OF THAT.THIS IS A NEW ENDEAVOR FOR US, WE'VE NEVER DONE IT BEFORE.
I THINK THE INTERESTING THING ABOUT THIS CONTRACT THAT WE ARE ASKING FOR YOUR APPROVAL IS THAT CARE SOLACE IS GOING TO GIVE US THE REST OF THIS SCHOOL YEAR TO TEST IT OUT AND TO SEE WHAT IT LOOKS LIKE.
THE ACTUAL PAYING FOR THE CONTRACT WON'T START UNTIL NEXT SCHOOL YEAR, BUT WE'LL GET A TWO MONTH, IF WE GET THIS APPROVED RIGHT AWAY, WE'LL GET THIS TWO-MONTH TRYOUT PERIOD WHERE WE CAN WORK WITH IT.
WE'RE ASKING FOR YOUR APPROVAL AND YOUR TRUST THAT AFTER GOING THROUGH THIS TWO MONTHS THAT WE'D BE ABLE TO THEN, IF WE THOUGHT THAT IT WAS WORKING EFFECTIVELY BECAUSE YOU HAD ALREADY GIVEN US APPROVAL, WE'D GO AHEAD AND SIGN THAT CONTRACT AND THEN MOVE FORWARD FOR THE REMAINING FIVE YEARS OF THE CONTRACT, WHICH IS ESTIMATED TO COST US $198,000 OVER FIVE YEARS, WHICH IS WHEN YOU LOOK AT THE COST PER YEAR, IS ACTUALLY A PRETTY GOOD DEAL.
IT'S ABOUT $40,000 A YEAR FOR US.
YOU COULD SEE THAT THE CONTRACT IS CONNECTED, BUT IT DOES THINGS ACCESS TO A WIDE RANGE OF PROVIDERS AND SERVICES, THEY ASSIST IN SCHEDULING APPOINTMENTS, NAVIGATING INSURANCE, ENSURING FOLLOW-UP TO ENSURE SATISFACTION WITH CARE, AND THEY ALSO OFFER TRACKING DATA AND REPORTING TOOLS FOR SCHOOLS TO MONITOR STUDENT PROGRESS AND SUPPORT COLLABORATION AMONG COUNSELORS AND ADMINISTRATORS.
AGAIN, SOMETHING NEW FOR US, BUT THIS IS ACTUALLY KIND OF A NEW AREA OF INDUSTRY, AND WE'RE EXCITED TO GIVE IT A SHOT.
>> DO I UNDERSTAND CORRECTLY THAT AFTER THE TWO MONTHS, YOU COULD LIKE NOT SIGN THE CONTRACT?
>> YOU ARE RIGHT, THERE IS. THE COMMITTEE WOULD EVALUATE THAT.
>> BUT RATHER THAN HAVING TO COME BACK TO YOU GUYS AGAIN FOR THAT, YOU WOULD JUST BE GIVING US PERMISSION TO EVALUATE AND THEN IF WE THOUGHT IT WAS WORKING TO SIGN THAT CONTRACT AND MOVE FORWARD.
>> BASICALLY, I'M UNDERSTANDING YOU TO SAY THAT THIS COMPANY IS GOING TO PROVIDE RESOURCES, REFERRALS, THEY'RE GOING TO ACTUALLY WALK WITH THE PARENTS AND THE FAMILIES TO ACTUALLY GET THE SERVICES THAT THEY NEED?
BUT I WILL TELL YOU, THAT HAS BEEN THE BIGGEST FRUSTRATION WITH OUR FAMILIES IS THAT WE HAVE WORKED WITH THEM AND EXPRESSED THE NEED FOR MENTAL HEALTH SERVICES, OR THEY'VE EXPRESSED THE NEED AND JUST THE WALLS THAT THEY BUMP IN.
>> AS WELL FOR OUR STAFF, IF YOU HEAR FROM COUNSELORS ON A REGULAR BASIS, THAT THEY'RE SPENDING HOURS TRYING TO GET PARENTS HOOKED UP WITH THE RIGHT SERVICES THAT MATCH INSURANCE AND MATCH ALL THOSE THINGS, AND THAT'S NOT THEIR EXPERTISE AS WE WERE TALKING ABOUT EXPERTISE IN BUILDING CURRICULUM, IT'S THE SAME KIND OF THING.
OUR COUNSELORS, THEY WANT TO COUNSEL THEIR KIDS, NOT SPEND TIME TRYING TO NAVIGATE THE MENTAL HEALTH.
>> THIS SOUNDS LIKE A REALLY GOOD THING.
>> THIS IS PAID FOR FROM THE GRANT?
>> IN TWO MONTHS, FOUR MONTHS, HOWEVER, IT'S DECIDED WITH THE COST OF EVERYTHING INCREASING SO RAPIDLY.
IF THERE WAS A SIGNIFICANT CHANGE TO THE ESTIMATED COST FOR THE FIVE YEARS, WOULD IT COME BACK TO THE BOARD?
>> I DO BELIEVE THAT WE ARE LOCKED INTO THIS, AND THAT'S ONE OF THE REASONS FOR GETTING YOUR APPROVAL RIGHT NOW BECAUSE IT LOCKS US INTO THIS COST.
>> IS THAT FOR THE WHOLE DISTRICT?
>> EVERY SCHOOL WILL HAVE ACCESS TO THIS SERVICE, ALL OF OUR FAMILIES.
>> FIVE YEARS FOR YOUR 198,000.
>> IF THEY FULFILL WHAT THEY'RE SAYING THEY WILL DO, THAT IS THE DEAL.
>> ANY OTHER QUESTIONS? YOU GOT IT.
>> I MAKE A MOTION THAT THE BOARD APPROVE THE CONTRACT FOR CARE SOLACE AWARE PROGRAM THE SERVICE AGREEMENT '23/'24.
[01:35:01]
>> WE HAVE A MOTION ON THE FLOOR TO APPROVE THE CONTRACT WITH CARE SOLACE USING THE AWARE GRANT FUNDS.
I LOOK TO OUR STUDENT REPRESENTATIVES FOR THEIR ADVISORY VOTE.
>> ANY ADDITIONAL QUESTIONS FROM THE BOARD? ALL THOSE IN FAVOR PLEASE SAY AYE.
>> ALL THOSE OPPOSED? THE MOTION PASSES FOUR TO ZERO.
>> LAST STEP TONIGHT. WE HAVE OUR FUTURE AGENDA ITEMS AND BOARD EVENTS.
[11. Future Agenda Items and Board Events]
WE DO HAVE A CAC MEETING THIS THURSDAY.>> IT'S ON AI, SO WE'RE ACTUALLY GOING TO HAVE SCOTT MCDANIEL AND.
>> CASSONDRA SMITH, ARE COMING AND WE'RE ACTUALLY GOING TO PLAY WITH SOME AI, SO IT'S GOING TO BE A HANDS-ON LEARNING EXPERIENCE.
IT'S OUR LAST CAC MEETING OF THE YEAR.
WE JUST FOUND THAT WHEN WE STRETCHED INTO MAY, PEOPLE GOT REALLY BUSY.
[OVERLAPPING] YEAH, THEY COULDN'T MAKE IT.
IF YOU'RE SO INCLINED, LET US KNOW.
>> REACH OUT TO LISA SO WE CAN AVOID THE QUORUM IF YOU'RE ABLE TO DO THAT.
THEN, AS MENTIONED EARLIER, WE HAVE THE BOARD TOURS ON APRIL 19TH, AND THEN OUR NEXT MEETING ON THE 22ND.
I WOULD ENCOURAGE EVERYBODY TO JUST GO CHECK.
WE HAVE A LOT OF UPCOMING EVENTS, THE PRAIRIE AUCTION COMING UP AT THE END OF THIS MONTH, LOTS OF GRADUATIONS COMING, PASS AND REVIEW COMING, JUST TO MAKE SURE I CAN SEE LOTS OF BOXES THAT DON'T HAVE A YES OR A NO IN THEM, SO JUST TO MAKE SURE CALENDARS ARE UP TO DATE, TAKE A LOOK AT THIS AND MAKE SURE THAT YOU GET YOUR INFORMATION TO LISA SO SHE KNOWS IF YOU'RE AVAILABLE OR NOT.
>> I WOULD ALSO CALL YOUR ATTENTION TO THE EMAIL THAT I SENT OUT TODAY ABOUT THE AP CLASS.
THEY WERE LOOKING FOR ANY BOARD MEMBERS WHO ARE INTERESTED IN ATTENDING ONE OF THE AP CLASSES BECAUSE THEY'RE GOING TO DO A [INAUDIBLE] IN THAT CLASS. YEAH.
>> IT'S THE CLASS THAT SOME OF YOU GUYS WALKED INTO, THAT WE COMMENTED ON WHEN WE DID THE BATTLE GROUND TOUR.
BASICALLY, WE ASKED WHAT ARE WE DOING?
>> ONE CLASS IS DOING GUN RIGHTS AND THE OTHER IS DOING IMMIGRATION.
MY CLASS IS THE ONE THAT'S DOING GUN RIGHTS AND IT'S DIFFERENT POLITICAL ADVISORY COMPANIES AND WE'RE ADVISING INTEREST GROUPS ON HOW TO GO ABOUT THEIR POLICY-MAKING AND STUFF.
BASICALLY, WE'RE HAVING ALL OF YOU BOARD MEMBERS BE THE INTEREST GROUPS, I BELIEVE. SO WE'RE TRYING TO [OVERLAPPING].
>> THEN WE'RE GOING TO PROVIDE THEM WITH A CHEAT SHEET TO BE ABLE TO HELP IF THEY WERE ABLE TO PARTICIPATE.
>> [OVERLAPPING] I WOULD BE THERE IN A HEARTBEAT IF I WAS FREE.
BE SURE THE INSTRUCTORS KNOW THAT I WOULD [OVERLAPPING].
>> I'LL PROBABLY [INAUDIBLE] YOU SAID THAT.
>> YEAH, I WOULD BE THERE [OVERLAPPING].
>> JACKIE, I DID PUT IT ON THE SPREADSHEET.
>> MY CALENDAR IS JUST LOADED, [OVERLAPPING] I CAN'T DO THAT.
>> I CAN'T EITHER, I HAVE A CONFLICT.
IS THIS THE END OF OUR MEETING BECAUSE I WANT TO ADD SOMETHING TO THE AGENDA? I THINK [OVERLAPPING].
>> YOU CAN'T ADD TO THE AGENDA.
>> SORA AND JULIA SHOULD BE COMMENDED.
WE DON'T COMMEND THEM ENOUGH, I DON'T THINK.
THEY ARE AMAZING, THEIR THOUGHTS, HOW THEY SHARE, THE WAY THEY ARTICULATE.
I JUST SIT HERE IN AMAZEMENT AT YOU GUYS ALL THE TIME.
>> ON THAT BLUSHING MOMENT FOR YOU, WE WILL ADJOURN THIS MEETING AT 7:39. THANK YOU, EVERYONE.
>> THAT'S FOR.
* This transcript was compiled from uncorrected Closed Captioning.