Aug 11, 2025 Board of Directors

[00:00:03]

6 P.M. THANK YOU. GOOD EVENING AND WELCOME. I CALL TO ORDER THIS REGULAR MEETING OF THE BATTLE GROUND SCHOOL

[1. Call to Order]

PLEASE JOIN US IN THE PLEDGE OF ALLEGIANCE. READY? BEGIN ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

OKAY PRESIDENT AND DIRECTOR OF DISTRICT 1, MARY SNITILY.

HERE. VICE PRESIDENT AND DIRECTOR OF DISTRICT 5, JACKIE MADDUX.

HERE. DIRECTOR OF DISTRICT 2 DEBBIE JOHNSON. HERE.

DIRECTOR OF DISTRICT 3 TED CHAMPINE, DIRECTOR CHAMPINE, HAD A PREARRANGED ABSENCE.

DIRECTOR OF DISTRICT 4 TERRY TATE. HERE. STUDENT REPRESENTATIVE ITZEL CONTRERAS MONTIEL.

HERE. STUDENT REPRESENTATIVE TOBY WYNNE. HERE.

MADAM PRESIDENT, WE HAVE A QUORUM. OKAY THANK YOU.

AND COULD I HAVE A MOTION TO EXCUSE DIRECTOR CHAMPINE, PLEASE? I MOVE THAT WE EXCUSED DIRECTOR CHAMPINE FROM THE MEETING.

OKAY THE MOTION HAS BEEN MADE TO EXCUSE DIRECTOR CHAMPINE, STUDENT REPS? PRO? PRO. [LAUGHTER] AND FOR THE BOARD THE MOTION TO EXCUSE DIRECTOR CHAMPINE FROM THE MEETING.

ALL THOSE IN FAVOR SAY AYE. AYE. AND OPPOSED? MOTION PASSES 4 TO 0. AND THE NEXT IS AGENDA APPROVAL ON THE TONIGHT'S AGENDA, WE HAVE

[4. Agenda Approval (Board Vote w/Student Voice)]

ANY QUESTIONS ABOUT THE AGENDA? DISCUSSION? I'D MOVE THE BOARD OF DIRECTORS, APPROVE THE AGENDA AS PRESENTED.

IT'S BEEN MOVED TO APPROVE THE AGENDA, AS AMENDED.

STUDENT REPS? PRO. PRO. THANK YOU AND SO BOARD IF THERE'S NO FURTHER DISCUSSION, THE MOTION IS TO APPROVE THE AGENDA AS PRESENTED.

ALL THOSE IN FAVOR SAY AYE. AYE. OPPOSED? MOTION PASSES 4 TO 0.

AND MOVING ON TO STUDENT AND BOARD UPDATES. WE HAVE STUDENT VOICE AND WE HAVE STUDENT REPS HERE.

[5. Student and Board Updates]

A LOT OF FIRST LAST DAYS WE SPENT THE EVENING WITH YOU OR YOU SPENT THE EVENING WITH THE BOARD LAST WEDNESDAY.

ANY IMPRESSIONS ABOUT THE BOARD RETREAT? IT WAS ACTUALLY PRETTY HELPFUL.

IT KIND OF JUST CLEARED UP MY UNDERSTANDING OF, LIKE, WHAT WE DO AS A BOARD, OUR CAPABILITIES, AND ALSO THE DIFFERENCES BETWEEN THE BOARD AND THE SUPERINTENDENT AND WHAT THEY DO SO IT'S HELPFUL.

THANK YOU. IT HELPED ME UNDERSTAND EVERY BIT LIKE MORE CLEAR UNDERSTANDING OF EVERYBODY'S ROLES AND LIKE THEIR DUTIES.

THAT CAN ALSO LIKE, HELP ME FIND WHO CAN HELP ME WHEN IT COMES TO LIKE STUDENT, WHEN STUDENTS NEED HELP OR LIKE, KIND OF ENGAGING WITH THE COMMUNITY. IT JUST HELPED US ALSO LIKE LEARN ALL WHAT ALL OUR SIMILARITIES ARE LIKE.

WE ALL HAVE SIMILAR PURPOSES OF WHAT WE WANT TO DO AND LIKE SIMILAR GOALS.

WE JUST ALL ARE TRYING TO AIM AT IT DIFFERENTLY, BUT WHICH SHOWS THAT WE CAN ALL WORK TOGETHER TO MEET OUR END GOAL, WHICH WE ALL AGREE WITH SO YEAH. THANK YOU. AND WE'RE MOVING ON TO COMMITTEE REPORTS.

ANYTHING FROM LEDGE? NO, NO REPORT. OKAY. HOW ABOUT AUDIT COMMITTEE? WE HAVE AUDIT COMMITTEE THE 19TH OF THIS MONTH.

THANK YOU. AND BATTLE GROUND EDUCATION FOUNDATION ANYTHING? STUFF THE BUSSES THIS WEEKEND AT WALMART AND FRED MEYER.

THEY WILL BE THERE FROM SETTING UP AT STARTING AT 9:00 A.M.

UNTIL THEY UNLOAD AT THE CRC HERE AT LEWISVILLE AT 4:00 P.M.

THERE'S STILL SHIFTS AVAILABLE. OH, AND MY COMPUTER JUST SHUT OFF [LAUGHTER].

BUT THERE IS A LINK ON THE BATTLE GROUND EDUCATION FOUNDATION WEBSITE, AND THERE'S PROBABLY

[00:05:06]

AND IT'S SUCH A GREAT EVENT TO BRING IN SUPPLIES FOR THE STUDENTS, AND EVERY BIT OF IT GOES TO THE STUDENTS.

SO EVEN IF YOU JUST STOP BY AND CONTRIBUTE. I KNOW IT WOULD BE WELL APPRECIATED.

THANK YOU. AND MOVING ON TO DIRECTOR'S REPORTS.

I'LL BE ATTENDING THE NEO LUNCH TOMORROW AT CHIEF MIDDLE WELCOMING OUR NEW TEACHERS.

GREAT I THINK, INITIATES KIND OF THE END OF THE YEAR START UP FOR THE NEXT YEAR KIND OF THING.

SO IT'S LIKE FIVE HOURS YEAH. [LAUGHTER] THAT'S A MARATHON.

YEAH, YEAH OKAY, GREAT WE'LL BE ANXIOUS TO HEAR WHAT YOU LEARN.

YEAH I SAW WE GOT AN INVITE FOR THE FIRST CITIZENS ADVISORY COMMITTEE MEETING SEPTEMBER 11TH.

SO TWO OF US CAN ATTEND. IF ANYBODY IS WANTING TO GO TO THAT MAKE SURE YOU RESPOND TO THE MEETING INVITE.

AND THEN HOWEVER, CARLA WANTS TO TELL US. OKAY WHICH TWO CAN GO. OKAY. OKAY THANK YOU. I WANTED TO JUST MENTION AGAIN THAT OUR RETREAT ON LAST WEDNESDAY I THOUGHT WAS VERY SUCCESSFUL. AND THANK YOU AGAIN TO TERRY AND DEBBIE FOR PLANNING THAT.

WITH WSSDA, I FELT LIKE THEY WERE GREAT FACILITATORS.

AND I WAS REALLY EXCITED ABOUT THE GOALS THAT YOU WROTE DOWN.

AND AS I WENT HOME AND PUT THEM TOGETHER, I COULD SEE HOW WE REALLY CAME TO A CONSENSUS OF THOUGHT, BECAUSE THERE WERE EXACTLY FOUR THINGS MENTIONED WITH ALL OF YOU.

IT ALL COALESCED DOWN TO FOUR MAIN THINGS. SO TERRY AND I ARE GOING TO BE WORKING ON THAT THIS WEEK AND BRINGING YOU A DRAFT COPY OF GOALS, HOPEFULLY AT THE NEXT MEETING. HOWEVER, I'M NOT SURE WE'LL HAVE A FULL IF EVERYONE'S GOING TO BE HERE, SO WE MIGHT WAIT TILL THE FIRST MEETING IN SEPTEMBER SO THAT WE HAVE ALL THE EVERYONE HERE.

BUT THANK YOU AGAIN FOR YOUR PARTICIPATION, THE TIME AND JUST THE THE PASSION YOU PUT INTO IT.

I APPRECIATE IT VERY MUCH. ONE OF THE THINGS THAT TOBY MENTIONED WAS AND ITZEL MENTIONED WAS LEARNING OUR ROLES AND I WAS CURIOUS. I CAME ACROSS AN ARTICLE AS BOARD MEMBERS, WE GET A LOT OF ARTICLES FROM A LOT OF DIFFERENT RESOURCES.

SO IT'S REALLY EASY TO KIND OF TRY AND FILTER HARD AT TIMES TO FILTER OUT WHICH ONES YOU CAN GET TO AND WHICH ONES YOU CAN'T.

BUT THIS ONE CAUGHT MY EYE AND IT REALLY BACKED UP WHAT WE TALKED ABOUT AT OUR BOARD RETREAT AND THIS THIS ONE COMES, IT'S NATIONAL AND IT COMES IN THE FORM OF QUESTION AND ANSWER. SO A BOARD MEMBER WILL ASK A QUESTION AND THEN THEY'LL GIVE A RESPONSE TO WHAT IT WAS.

AND THIS ONE WAS WHY SHOULDN'T WE GET MORE INVOLVED IN OPERATIONS IF WE SEE THINGS GOING POORLY? AND IT REALLY THE ANSWER WAS TO GO THROUGH AND CLARIFY WHO WE IS.

WE AS THE BOARD DON'T RUN OPERATIONS. RIGHT? THAT'S THE SUPERINTENDENT'S ROLE.

SO IT WAS JUST A GOOD ARTICLE. AND SO IF YOU GUYS DON'T GET EFFECTIVE SCHOOL BOARD EMAIL OR EMAILS FROM A EFFECTIVE SCHOOL BOARDS, LET ME KNOW AND I WOULD BE HAPPY TO PASS THIS ON TO YOU SO THAT YOU CAN SIGN UP FOR THERE, BECAUSE IT'S A LOT OF GREAT STUFF. SO YOU JUST LOOK UP EFFECTIVE SCHOOL BOARDS? SO OUR CANDIDATES OUT HERE CAN BE LOOKING AT THAT TOO? THAT'LL PROBABLY BE VERY VALUABLE EFFECTIVE SCHOOL BOARDS SO ANYWAYS I JUST WANTED TO SHARE THAT BECAUSE IT'S JUST A GOOD FOLLOW UP FOR OUR RETREAT.

AND THANKS FOR SHARING THAT JACKIE. AND NEXT WE HAVE SUPERINTENDENT AND STAFF UPDATES.

[6. Superintendent and Staff Updates]

TODAY WE HAD OUR ADMIN TRAINING THIS MORNING FROM TEACHING AND LEARNING.

AND THIS AFTERNOON OUR OPERATIONS PIECE. AND WHAT BECAME EVIDENT THROUGHOUT THE COURSE OF THE DAY IS WE'RE KIND OF DOING A BACK TO THE BASICS TRAINING ON A VARIETY OF THINGS BECAUSE WE'RE NEEDING TO DISCUSS WITH OUR ADMINISTRATORS THE SHEER NUMBER OF CHANGES IN STAFF.

WHEN YOU DO A REDUCTION IN FORCE. YOU SHIFT PEOPLE ALL OVER THE DISTRICT AND REMINDING THEM TO GO BACK AND DO SOME OF THOSE TRAININGS AND RESET AND CALIBRATE THEIR CULTURE AND THEIR LEARNING ENVIRONMENT FOR THEIR KIDS.

WE TALKED A LOT ABOUT CHANGES TO STAFFING AND NURSING AND CUSTODIAL STAFFING AND SOME OF THOSE TYPES OF THINGS.

[00:10:06]

THE OTHER THING I WANTED TO SEND OUT IS A PLEA OR A REQUEST.

LYNNELL AND I, WE WENT AHEAD AND BOUGHT A TABLE AT THE BGF AUCTION.

I KNOW SOME PEOPLE ALREADY HAVE PROBABLY PURCHASED SEATS THEMSELVES, BUT WE HAVE FOUR SPOTS AVAILABLE.

AND IF YOU ARE INTERESTED, IF YOU COULD LET US KNOW NO LATER THAN THE FIRST BOARD MEETING IN SEPTEMBER THAT YOU PLAN TO ATTEND.

YOU'RE WELCOME TO ATTEND ALONE OR BRING SOMEONE.

IF AFTER THAT POINT, IF I HAVEN'T HEARD THAT THERE'S ANYONE, THEN I'LL OPEN IT UP TO OTHER STAFF.

BUT I'D LIKE TO OPEN IT UP. WE'D LIKE TO OPEN IT UP TO YOU FIRST AND FOREMOST, BECAUSE WE THINK IT'S A GREAT EVENT AND.

WHAT'S THE DATE? OCTOBER 4TH [LAUGHTER]. OCTOBER 4TH.

IT IS A GREAT EVENT, I SPENT WAY TOO MUCH MONEY, [LAUGHTER] BUT IT'S A GREAT TIME.

THEN WE WANT YOU [LAUGHTER]. AND IT'S FOR A GOOD CAUSE.

AND YOU CAN COUNT ON ME. OKAY, GREAT. SUPER FABULOUS AND OTHER THAN THAT I REALLY DON'T HAVE ANYTHING ELSE.

I UNDERSTAND, I'LL TURN IT OVER TO LYNNELL NEXT.

GREAT GOOD EVENING BOARD I WANTED JUST A REMINDER IT SOUNDS LIKE DEBBIE WILL JOIN US TOMORROW FOR OUR NEW EDUCATOR ORIENTATION.

IN THE PAST, WE'VE HAD UPWARDS OF ABOUT 50 TO 70 PEOPLE.

THIS YEAR WE'RE ONLY EXPECTING ABOUT 18. AND OF THE 18, THEY'RE WHAT WE CALL ESAS EDUCATORS SUPPORT STAFF AND THEIR COUNSELORS, NURSES, SPEECH AND LANGUAGE PATHOLOGISTS, SPECIAL EDUCATION STAFF.

SO LOOK FORWARD TO HAVING A SMALL GROUP TO BE ABLE TO ONBOARD TO OUR DISTRICT.

AND ALSO JUST KIND OF MOURNING THE LOSS AND TRICKLE EFFECT OF OUR DOUBLE LEVY FAILURE.

BUT WE'LL STILL BE ABLE TO HOST A NEW EDUCATOR ORIENTATION.

ALSO, I JUST WANTED TO THANK OUR PARTNERS FOR IQ CREDIT UNION HAS PROVIDED LUNCH FOR US FOR THE PAST SEVERAL YEARS.

AND SO THEY'RE GOING TO CONTINUE WITH THIS TRADITION. AND THEN BGEA, WHICH I BELIEVE THE PRESIDENT IS HERE TONIGHT, TOO. THEY'RE GOING TO PROVIDE BREAKFAST FOR THE GROUP, WHICH IS GREAT.

AND SO IT'S JUST A GREAT COMMUNITY EFFORT TO BE ABLE TO SHOWCASE OUR DISTRICT.

THAT'S ALL I HAVE MICHELLE FINANCE? I DON'T HAVE AN UPDATE FOR YOU FINANCE UPDATE, BUT I DID WANT TO LET YOU KNOW THAT THE CONTRACT INFORMATION REPORT WILL BE CAUGHT UP. AND ON THE NEXT BOARD MEETING, THERE WAS JUST A FEW AND WITH THE MIGRATION, IT JUST MADE SENSE TO JUST ADD THOSE TO THE NEXT BOARD MEETING.

SO YOU'LL HAVE THAT REPORT THEN. THANK YOU THANK YOU. KEVIN QUICK OPERATIONS? YEAH SUMMER'S BEEN OF THE BIG THREE ROOF PROJECTS, MAINLY. FOR THE MOST PART. THE CHIEF IS FINISHED UP THEY'RE MOBBED OFF AND 100% COMPLETE.

THE OTHER TWO WILL BE FINISHING UP THIS WEEK OR NEXT WEEK, AND I SHOULD HAVE MY PERMIT FOR THE BGVA PROJECT FINALLY THIS WEEK.

THANK YOU KEVIN. NOTHING FROM AMANDA THERE IS IN YOUR CONTENT THE HER REGULAR COMMUNICATION SCORECARD FROM JULY. BUT IT IS SPARSE BECAUSE IT IS JULY OR WAS FROM JULY.

SO NOTHING FROM AMANDA. SO THAT IS IT FOR SUPERINTENDENT AND STAFF UPDATES.

OKAY NEXT IS CITIZENS COMMENTS. AND THIS IS A MEETING OF THE BATTLE GROUND PUBLIC SCHOOLS BOARD OF DIRECTORS,

[7. Citizens' Comments]

THE BOARD WELCOMES COMMENTS FROM CITIZENS DURING CITIZENS COMMENTS, AND ASKS THAT THOSE WISHING TO ADDRESS THE BOARD SIGN IN ON THE SIGN IN SHEET PROVIDED, WHICH IS LOCATED CLOSE TO THE ENTRANCE. PLEASE FOLLOW THE PROCEDURES FOR CITIZENS COMMENTS BY STATING YOUR NAME, LIMITING YOUR TIME TO THREE MINUTES AND REFRAINING FROM DISCUSSING CONFIDENTIAL MATTERS.

THE BOARD REQUIRES THAT ALL COMMENTS SPOKEN AT THE MEETING BE APPROPRIATE FOR A FAMILY AUDIENCE.

COMMENTS INAPPROPRIATE FOR A FAMILY AUDIENCE CAN BE SUBMITTED IN WRITING.

BOARD MEMBERS DO NOT NORMALLY RESPOND TO QUESTIONS OR PETITIONS DURING CITIZENS COMMENTS.

THEY WILL LISTEN AND GIVE DIRECTION TO THE ADMINISTRATIVE TEAM.

IF ACTION IS DEEMED NECESSARY. SO FIRST TONIGHT WE HAVE MARY MENDOZA HANSEL.

[00:15:08]

I AM MARY MENDOZA HANSEL, FORMERLY OF GLENWOOD HEIGHTS.

BUT I AM TAKING OVER THE BATTLE GROUND EDUCATION ASSOCIATION PRESIDENT POSITION THIS YEAR.

SO I WANTED TO COME AND INTRODUCE MYSELF AND GET TO KNOW YOU ALL.

MY HUSBAND AND I SAID, I'M COMING FROM GLENWOOD.

MY HUSBAND IS AT TUKES VALLEY PRIMARY AND ALSO A COACH FOR PRAIRIE HIGH SCHOOL FOR BASEBALL AND SOFTBALL SO HELLO.

[LAUGHTER] WELCOME. IT'S VERY WELCOME AND IT'S VERY NICE TO MEET YOU.

YES NICE TO MEET YOU ALL. THANK YOU. NEXT IS JENNIFER HANEWITT.

GOOD EVENING MEMBERS OF THE BOARD AND OF THE ADMINISTRATION.

FIRST OF ALL, I WANTED TO TELL YOU ABOUT AN EVENT THAT CASCADIA TECH ACADEMY IS GOING TO BE HOLDING.

IT IS ON SATURDAY, SEPTEMBER 20TH, FROM 12:00 TO 3:00.

THEY'RE HAVING THEIR 2025 SUMMERFEST CRUISE IN.

AND THAT IS GOING TO INCLUDE LIVE MUSIC, A BARBECUE LUNCH, TOURS OF THE SCHOOL AND AWARDS, AND OF COURSE, A TON OF CLASSIC CARS. I'M GOING TO BE THERE.

I'M GOING TO HAVE MY CAR AND MY HUSBAND'S GOING TO HAVE HIS CAR THERE.

SO I WILL HAND THESE TO SHELLY WHEN I'M DONE HERE.

BUT THE SECOND THING I WANTED TO TALK ABOUT IS JUST MY LAST OPPORTUNITY TO MAKE SOME COMMENTS ABOUT THE PROPOSED HIGH SCHOOL SEL CURRICULUM.

YOU KNOW, EVEN THOUGH THIS CURRICULUM INCLUDES A LOT OF POSITIVE CONTENT, I'M STILL UNSURE WHETHER THE LESSONS THE DISTRICT HAS CHOSEN TO EXCLUDE WILL NOT BE AVAILABLE TO TEACHERS, AND WHETHER A TEACHER COULD USE THIS CURRICULUM TO TEACH ABOUT GENDER IDENTITY, SEXUALITY AND ADVOCACY.

I UNDERSTAND IT'S NOT THE INTENTION OF THE DISTRICT TO USE THE CLASSROOM TO PROMOTE GENDER IDENTITY, SEXUALITY, AND ADVOCACY, BUT THIS IS THE OPPOSITE OF THE GOALS OF THE WASHINGTON EDUCATION ASSOCIATION, WHICH THE BATTLE GROUND TEACHERS UNION IS A PART OF.

IN THEIR CANDIDATE SURVEY THEY ASK, DO YOU SUPPORT POLICIES THAT PROMOTE LGBTQIA PLUS TRANSGENDER AND NON-BINARY STUDENTS AND STAFF IN OUR PUBLIC SCHOOLS AND COLLEGES? DO YOU SUPPORT CONTINUED ANTI-RACISM TRAINING FOR STAFF AND STUDENTS IN WASHINGTON SCHOOLS? AND DO YOU SUPPORT POLICIES THAT PROMOTE RACIAL EQUITY, ELIMINATE DISCRIMINATION, AND COMBAT RACISM IN OUR PUBLIC SCHOOLS AND COLLEGES? SO AS A RESULT OF THIS BEING AN IDEAL OF OUR TEACHERS UNION, WE DO HAVE TEACHERS THAT HAVE USED SEL CURRICULUM IN THEIR CLASSROOMS TO PROMOTE LGBTQ ADVOCACY.

UNTIL JUST A LITTLE WHILE AGO WE USED A SCHOLASTIC MIDDLE SCHOOL PUBLICATION THAT WAS FOR TEACHING SEL. THEY HAD KIDS LEARN TERMS SUCH AS ASSIGNED, SEX ASSIGNED AT BIRTH, GENDER NONCONFORMING, TRANSGENDER, MISGENDER, ETC.

AND ALSO HOW TO BE AN ALLY. JOIN A MARCH OR A MOVEMENT.

VISIT THE TREVOR PROJECT, WHICH INCLUDES AN ONLINE COMMUNITY FOR LGBTQ PLUS PEOPLE FROM THE AGES OF 13 TO 24.

WHEN MY KIDS WERE IN SCHOOL, MY SON'S 10TH GRADE HISTORY TEACHER HAD, OH, MY TIME IS UP.

TIME IS UP YES. I SIMPLY WANT TO POINT OUT THAT EVEN THOUGH WE TRY TO KEEP A HANDLE ON IT, TEACHERS STILL GET THROUGH THE SYSTEM. AND I HOPE THIS CURRICULUM WILL NOT BE USED TO PROMOTE THESE, WHICH THE DISTRICT DOESN'T WANT TO BE PROMOTED, SO.

THANK YOU. THANK YOU. EUNICE INGER MADSEN.

GOOD EVENING BOARD. MY NAME IS EUNICE INGER MADSEN.

MY PRONOUNS ARE SHE, HER, AND I LIVE IN THIS DISTRICT.

I HAD A LOT OF FUN AT THE NATIONAL NIGHT OUT LAST TUESDAY, TABLING WITH THE BATTLE GROUND CITIZENS FOR BETTER SCHOOLS.

[00:20:07]

THAT WAS FANTASTIC. WHAT IF THIS BECOMES THE NEW NORM IN OUR COMMUNITY? WHAT IF IT BECOMES A DONE THING? THE CULTURE AND THE STORY OF BATTLE GROUND THAT BATTLE GROUND SUPPORTS BATTLE GROUND SCHOOLS.

THAT SUPPORT COULD TAKE MULTIPLE FORMS, PASSING LEVIES AND BONDS AS A STARTER BECAUSE THEY SIGN UP FOR DISTRICT NEWSLETTERS, GO ON THEIR WEBSITE FOR DISTRICT AND LOCAL SCHOOLS TO SEE WHAT'S HAPPENING, WHAT THE NEEDS ARE TO VOLUNTEER TO SERVE IN COMMITTEES.

SIGN UP TO BE CROSSING GUARD. SIGN UP WITH VOLUNTEER ORGANIZATIONS THAT SERVE THE YOUTH.

SHOW UP AT SCHOOL EVENTS TO SHOW SUPPORT. SIGN UP AS BUSINESS PARTNERS TO HELP OUR STUDENTS GET JOB TRAINING.

THE LIST IS ENDLESS. WHEN I FIRST MOVED INTO THIS DISTRICT 20 YEARS AGO, I HEARD ONLY NEGATIVE THINGS ABOUT THE DISTRICT AND I GOT THIS FEELING FROM THE LOCAL RESIDENTS THAT BATTLE GROUND DOES NOT SUPPORT SCHOOLS.

THAT'S JUST HOW IT WAS. THEN A FEW YEARS LATER, I GOT INVOLVED, STARTING WITH TUTORING AND MENTORING FOR CRC, THEN ADVOCACY FOR QUEER STUDENTS SUPPORTING GSA'S, SERVING ON CURRICULUM ADOPTION COMMITTEES AND CITIZENS ADVISORY COMMITTEE. IT'S BEEN FUN, AND I FEEL I HAVE A RELATIONSHIP WITH THIS EDUCATIONAL COMMUNITY, AND I FEEL LIKE I'M HELPING IN SOME SMALL WAYS TO MAKE THE BATTLE GROUND PUBLIC SCHOOLS A PLACE WHERE EACH AND EVERY STUDENT FEELS SAFE AND THRIVES. I LOOK FORWARD TO SEEING ALL OF OUR STUDENTS GROW INTO CAPABLE, RESPONSIBLE, AND KIND NEIGHBORS.

FUTURE LEADERS OF MY COMMUNITY, MY COUNTRY, AND MY WORLD, THANK YOU.

THANK YOU. TED SHELDON.

HI I'M TED SHELDON, KINDERGARTEN TEACHER AT PLEASANT VALLEY PRIMARY.

I'M HERE TONIGHT TO SHARE MY FRUSTRATION AND ANGER AT BOTH THE BOARD AND THE LEADERSHIP TEAM. ON MAY 27TH, YOU GATHERED IN THIS ROOM TO DETERMINE WHAT POSITIONS AND PROGRAMS YOU WOULD BE BRINGING BACK AFTER THE DOUBLE LEVY FAILURE. BY UTILIZING SOME OF THE FUND BALANCE.

WE HEARD NUMEROUS DISTRICT ADMINISTRATORS GET UP AND TALK ABOUT HOW IMPORTANT VARIOUS POSITIONS AND PROGRAMS WERE AND ADVOCATE FOR THEIR RETURN, WHETHER IN ALL OR IN SOME CAPACITY. DID ALLISON TUCHARDT, WHO OVERSEES LIBRARIES FOR OUR DISTRICT, GET UP AND TALK ABOUT THE IMPORTANCE OF KEEPING TEACHER LIBRARIANS? NO. DOES SHELLY WHITTEN, WHO STOOD AT MY SCHOOL LITERALLY CRYING WHEN TALKING ABOUT THE IMPORTANCE OF HER OWN HIGH SCHOOL LIBRARIAN GROWING UP STAND UP TO ADVOCATE FOR US? NO. NOT A SINGLE PERSON DID. NEVER BEFORE IN THE HISTORY OF BATTLE GROUND THAT I'M AWARE OF HAVE TEACHER LIBRARIANS EVER BEEN ON THE CHOPPING BLOCK WHEN IT COMES TO LEVY OR DOUBLE LEVY FAILURES. IN FACT, THE STATE SENDS DOWN FUNDS, ALBEIT NOT 100%, TO HELP COVER SOME OF THE FTE THROUGH THEIR PROTOTYPICAL MODEL.

SO WHY THE CHANGES NOW? IS IT BECAUSE EVERGREEN GOT RID OF THEIRS AND WE COPY WHAT EVERGREEN DOES? IS IT BECAUSE BY GETTING RID OF TEACHER LIBRARIANS, YOU WON'T HAVE PEOPLE PROMOTING BOOKS, WHICH MEANS THAT YOU WON'T HAVE AS MUCH ATTENTION ON POTENTIALLY CONTROVERSIAL MATERIALS, WHICH MEANS YOU WON'T HAVE AS MANY PEOPLE ATTENDING SCHOOL BOARD MEETINGS TO RANT AND RAVE ABOUT THE ALLEGED PORN IN THE LIBRARY? OUT OF ALL THE POSITIONS, YOU CHOSE NOT TO RETAIN, THE TEACHER LIBRARIANS WERE THE ONLY ONES WHO WORKED DIRECTLY WITH THE STUDENTS ON A DAILY BASIS.

IN FACT, PRIMARY TEACHER LIBRARIANS SAW EVERY STUDENT ON A WEEKLY BASIS, AND THE BGA CONTRACTS SECTION 7.2.6 STATES THAT EACH K THROUGH 4 CLASSROOM TEACHER CAN ACCESS AN ADDITIONAL 30 MINUTES, BUT PREP TIME EACH WEEK BY NOT REMAINING WITH THEIR STUDENTS IN THE MEDIA CENTER.

AND THOUGH IT DOESN'T SPECIFICALLY STATE THAT A TEACHER LIBRARIAN WILL TEACH THIS LESSONS DURING THIS TIME.

PAST PRACTICE FOR AT LEAST THE PAST 15 YEARS THAT I'M AWARE OF HAS BEEN THAT A CERTIFIED LIBRARIAN WILL COVER THAT TIME.

IN FACT, IF YOU READ THE JOB DESCRIPTION FOR TEACHER LIBRARIANS, YOU WILL SEE THAT, IN FACT, TEACHING IS A LARGE PART OF WHAT WE DO.

IN THE SPRING, WE WERE TOLD BY SHELLEY THE COUNSELORS WERE GOING TO BE COVERING THE 30 MINUTE TIME TO TEACH SEL LESSONS.

AND THAT WAS, AND I'M PARAPHRASING, MORE IMPORTANT TO KEEP COUNSELORS THAN LIBRARIANS BECAUSE BASICALLY, WELL, COUNSELORS SAVE LIVES LIBRARIANS DON'T.

NOW WE ARE HEARING THE COUNSELORS WILL ONLY BE TEACHING THOSE LESSONS FOR SOME GRADES, AND NOT EVEN FOR THE WHOLE TIME, WHILE THE OTHER GRADES AND THE REST OF THE TIME WILL BE SUPERVISED BY THE MEDIA TECHS. NOT ONLY DOES THIS PLAN BREAK CONTRACT, IT IS A HUGE SLAP IN THE FACE OF THE PROFESSIONAL CERTIFIED LIBRARIAN.

[00:25:07]

THIS IS THERE IS A SENTIMENT WITHIN OUR COMMUNITY THAT YOU, THE BOARD AND BGPS THREATEN THE PUBLIC WITH THINGS THAT ARE GOING YOU'RE GOING TO TAKE AWAY IN ORDER FOR THEM TO VOTE YES. BUT IN THE END, YOU ALWAYS FIND A WAY TO FUND THINGS, SO WHY SHOULD THEY IN FACT VOTE YES FOR A LEVY? FOR MANY YEARS I WOULD ACTIVELY WORK TO CORRECT THIS SENTIMENT.

YOUR ACTIONS THIS YEAR, HOWEVER, HAVE PROVEN THAT SENTIMENT CORRECT IN MANY WAYS.

I HOPE WE ARE ABLE TO PASS THE LEVY THIS UPCOMING YEAR, BUT MY FEAR IS THAT YOUR ACTIONS HAVE DONE DAMAGE.

MORE DAMAGE THAT WE CAN NEVER RECOVER FROM THANK YOU.

THANK YOU TED. JESSICA COLE.

HELLO BOARD, MY NAME IS JESSICA COLE. I HAVE SOME NOT THOROUGH AND NOT ORGANIZED THOUGHTS.

I'M HERE SCHOOL STARTING SOON AND I WANTED TO SPEAK ABOUT STUDENTS THAT GET PUSHED OUT OF SCHOOL.

WE TEND TO LABEL THEM AS STUDENTS WHO DROP OUT.

BUT SOMEBODY SHARED THE PHRASE WITH ME. STUDENTS GET THAT GET PUSHED OUT, AND I DON'T THINK ANY OF US WANT THAT TO HAPPEN.

AND I KNOW YOU HAVE LIMITED RESOURCES. YOU KNOW, ONLY HAVE SO MANY PEOPLE WORKING IN THE DISTRICT, WHETHER YOU'RE AT FULL STAFF OR NOT. SO I UNDERSTAND THERE'S LIMITS, AND I'M JUST HOPING THAT EVEN SO, LET'S TRY TO REDUCE BARRIERS. SOME OF THE CONSEQUENCES FOR PEOPLE THAT GET PUSHED OUT OF SCHOOL ARE THEY HAVE HIGHER UNEMPLOYMENT RATES AND LOWER EARNINGS FROM EMPLOYMENT, AND THAT AFFECTS PEOPLE IN MANY, MANY WAYS.

ONE THING IS, FROM MY UNDERSTANDING PEOPLE CANNOT GET HIRED IN THE DISTRICT IF THEY DON'T HAVE A GED OR HIGH SCHOOL DIPLOMA, WHICH IS IRONIC IF YOU GET WE'RE HEARING GOT PUSHED OUT, BUT YOU KNOW THAT AFFECTS THEIR HOUSING WHERE THEY COULD LIVE.

TRANSPORTATION. I'VE HAD A CAR OR I'VE NOT HAD A CAR FOR OVER A MONTH HAVING CHILDREN LIVING HERE IN BATTLE GROUND.

IT IS NOT EASY. SO THESE ARE SOME THINGS THAT WOULD HAPPEN TO STUDENTS THAT GET PUSHED OUT OF SCHOOL IS POTENTIALLY NOT HAVING YOU KNOW, THEIR OWN TRANSPORTATION. AND IF YOU WANT TO WORK IN VANCOUVER AND TAKE THE BUS HERE, YOU NEED TO GET OFF WORK PROBABLY BY SIX MOST DAYS, WHICH MEANS FOOD INDUSTRY IS OUT, YOU KNOW, AND RETAIL INDUSTRIES OUT. AND IF YOU DON'T HAVE A GED OR HIGH SCHOOL DIPLOMA, LIKE, YOU'RE NOT GOING TO GET THAT MONDAY THROUGH FRIDAY, 8 TO 5 JOB, MOST LIKELY. SO I'M JUST HERE ADVOCATING FOR THAT.

YOU KNOW WE HAVE A LOT OF SUCCESSES IN THE SCHOOL DISTRICT.

AND OUR STUDENTS HAVE A LOT OF SUCCESSES, AND I'M SO GRATEFUL FOR THAT.

AND SOME PEOPLE WANT TO ACHIEVE HIGH. SOMETIMES PEOPLE THAT ARE HIGH ACHIEVERS HAVE LIKE, TRAUMA IN THEIR BACKGROUND, AND THAT'S WHY THEY'RE HIGH ACHIEVING. SO LET'S JUST NOT LOOK AT THINGS LIKE ON THE SURFACE AND DIG DEEPER.

I WASN'T GOING TO TALK ABOUT THE WAYFINDER CURRICULUM, BUT ONE THING THAT WOULD HELP COULD HELP SOME OF THESE STUDENTS TO PREVENT THEM FROM BEING PUSHED OUT OF SCHOOL IS SOME OF THESE LESSONS THAT THE TEACHERS OR COUNSELORS WILL USE TO SUPPORT THEM.

SO JUST REMEMBER, THE STUDENTS THAT ARE ON THE VERGE OF BEING PUSHED OUT OR THAT DO GET PUSHED OUT, PLEASE, THANK YOU. THANK YOU. NEXT IS OUR CONSENT AGENDA.

[8. Consent Agenda (Board Vote w/Student Voice)]

APPROVAL OF THE MINUTES FOR THE JULY 28TH, 2025 SPECIAL MEETING.

APPROVAL OF THE MINUTES FOR THE JULY 28TH, 2025 REGULAR MEETING, PERSONNEL REPORTS AND COMPLETED PROJECTS.

REQUEST FOR APPROVAL. IS THERE ANYTHING ON THE CONSENT AGENDA THAT NEEDS.

THAT HAS QUESTIONS YOU HAVE QUESTIONS ABOUT OR NEEDS FURTHER IF NOT, I'D. I MOVE THE BOARD OF DIRECTORS APPROVE THE CONSENT AGENDA AS PRESENTED.

OKAY THERE'S A MOTION TO APPROVE THE CONSENT AGENDA.

STUDENT REPS? PRO. OKAY AND BOARD THE MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED.

ALL THOSE IN FAVOR SAY AYE. AYE. OPPOSED? MOTION PASSES 4 TO 0.

AND NEXT ON OUR AGENDA IS THE OLD BUSINESS. THE SECOND READING OF THE APPROVAL OF HIGH SCHOOL SEL CURRICULUM.

[9. Old Business (Board Vote w/Student Voice)]

[00:30:01]

HELLO AND GOOD EVENING, EVERYBODY THANK YOU FOR HAVING US BACK FOR THE SECOND READING JUST A MINUTE. I DON'T THINK YOUR MIC IS ON. HELLO? THERE YOU GO QUICK MOMENT AND THANK YOU AGAIN FOR THE WORK SESSION ON THE 28TH.

THAT WAS EXTREMELY VALUABLE AND VERY MEANINGFUL TO THIS COMMITTEE WORK.

THERE WAS A LOT OF CONVERSATIONS THAT HAPPENED AFTERWARD AND A LOT OF BRAINSTORMING AND EXCITEMENT.

SO WHEN WE WERE ASKED TO COME BACK FOR A SECOND READING, WE HAD A LOT OF THE COMMITTEE WHO ASKED TO COME BACK.

THEY ARE HERE TO HELP ANSWER ANY QUESTIONS. THEY WOULD ALSO LIKE TO CONTINUE TO SHARE ANY STORIES.

BUT THE HOPE AND PURPOSE FOR TONIGHT IS THAT WE ARE ASKING THAT YOU APPROVE WAYFINDER AS OUR HIGH SCHOOL SEL CURRICULUM MOVING INTO THIS SCHOOL YEAR. ALL RIGHT. ANY QUESTIONS? IS THERE ANYTHING YOU GUYS WANT TO SHARE? YES.

THAT MAYBE YOU DIDN'T GET A SHARE LAST TIME. [LAUGHTER] I'LL GO AHEAD AND JUST JUMP ON FIRST.

I'M OLIVER I'M A MATH TEACHER AND ONE OF THE LEADERSHIP ADVISORS AT PRAIRIE HIGH SCHOOL. I ADVISE SOME OTHER CLUBS AS WELL. LAST TIME WE TALKED, I TALKED KIND OF JUST IN BROAD TERMS ABOUT WHAT THIS CURRICULUM COULD DO FOR OUR DISTRICT AND REALLY TALKING ABOUT, LIKE, FILLING IN BLANKS AND THINGS LIKE THAT.

I WANT TO TALK KIND OF MORE SPECIFICALLY ABOUT WHAT IT MEANS TO BE A MATH TEACHER, TO HAVE SOMETHING LIKE THIS IN THE CLASSROOM.

IT WAS KIND OF BROUGHT UP LAST TIME AT WHEN WE WERE DOING THE WORK SESSION THAT, YOU KNOW, IT'S SOMETHING LIKE MATH OR SCIENCE. OFTENTIMES WE VIEW THEM AS THINGS THAT ARE JUST EITHER RIGHT OR WRONG. AND THAT'S KIND OF THE END OF THIS STORY.

BUT THERE'S A LOT OF WORK AND A LOT OF EFFORT THAT LEADS UP TO, TO FINDING THAT RIGHT OR WRONG ANSWER.

AND IN LEARNING, LEARNING IS REALLY, REALLY FRUSTRATING A LOT OF THE TIMES FOR A LOT OF KIDS.

I KNOW THAT LEARNING FOR ME, LIKE WHEN THE FIRST TIME THAT I CONFRONTED MATHEMATICS, THAT WAS VERY CHALLENGING FOR ME.

AND IT DIDN'T JUST COME EASILY. I WAS HAVING A BREAKDOWN.

I THINK I WOULD SAY IN A LOT OF WAYS I WANTED TO STOP DOING IT.

I WANTED TO BE PUSHED AWAY FROM IT. IT WAS SOMETHING THAT I WANTED TO GIVE UP.

AND IT'S NOW LOOKING BACK ON IT, IT'S ONE OF THE THINGS THAT HAS BROUGHT ME THE MOST JOY IN MY ENTIRE LIFE THROUGH MY JOB AND JUST THROUGH LEARNING MATHEMATICS IN GENERAL.

AND I AM SO LUCKY THAT I HAD TEACHERS FROM THIS DISTRICT THAT WERE ABLE TO SIT WITH ME AND ENCOURAGE ME TO BE RESILIENT AND TO KIND OF CONFRONT THOSE EMOTIONS AND ACCEPT THAT, LIKE, YEAH, THE LEARNING IS GOING TO BE FRUSTRATING IF YOU'RE NOT JUST GETTING IT RIGHT AWAY. IT'S GOING TO BE FRUSTRATING.

AND I'M EXTREMELY THANKFUL THAT I HAD TEACHERS AND PARENTS AT HOME, HONESTLY, THAT WERE ABLE TO KIND OF WALK ME THROUGH THAT.

AND SO NOW AS A MATH TEACHER, SEEING THAT, I WOULD SAY THAT PROBABLY 80% OF MY DAY ISN'T SPENT TALKING ABOUT ACTUAL SOLUTIONS TO MATH PROBLEMS, IT'S GETTING STUDENTS TO THE POINT WHERE THEY FEEL COMFORTABLE AND BRAVE ENOUGH TO CONFRONT THE CHALLENGES THAT COME WITH LEARNING AND THE FRUSTRATIONS THAT COME WITH LEARNING. AND IF YOU DIDN'T DO WELL ENOUGH ON A TEST, WHAT CAN YOU DO TO BE BETTER? HOW CAN WE BE BETTER NEXT TIME? HOW CAN YOU CHECK IN WITH YOURSELF ON THE DAY OF? AND HOW CAN YOU PROMOTE REALLY GOOD HABITS, BOTH MENTALLY AND EMOTIONALLY, TO MAKE SURE THAT YOU'RE REACHING THE POTENTIAL THAT YOU CAN.

AND THAT'S WHAT I THINK ALL OF US UP HERE WANT TO DO IS FOR EACH STUDENT IN OUR DISTRICT TO REACH THEIR POTENTIAL.

AND WE SIMPLY WON'T GET THERE WITHOUT THEM. THE WHOLE STUDENT BEING TAUGHT.

AND THAT INCLUDES THEIR EMOTIONAL LEARNING AS WELL. SO THAT'S WHAT I WANTED TO SAY TODAY.

THANK YOU STORIES THAT WOULD, YOU KNOW, HELP ME TO HEAR HOW MAYBE PEOPLE WOULD HAVE BEEN HELPED IF WE HAD HAD THIS CURRICULUM BEFORE NOW, DOES ANYBODY HAVE AN ANECDOTAL STORY THEY COULD SHARE ALONG THOSE LINES? I THINK YOU WERE CALLING TO ME [LAUGHTER] BASED ON OUR PREVIOUS CONVERSATIONS.

MY DAUGHTER IS ONE OF THOSE. SHE IS ONE THAT WOULD FALL UNDER THE PUSHED OUT CATEGORY.

SHE DID NOT COMPLETE HIGH SCHOOL. AND SOME OF THAT IS BECAUSE OF HER ANXIETY.

SEVERE ANXIETY. THE COURSEWORK IN THIS CURRICULUM.

I ACTUALLY HAD HER WHEN I WAS ON THIS COMMITTEE.

LOOK OVER SOME OF THOSE LESSONS. AND IN THE CONTEXT OF CAN YOU VISUALIZE DOING THIS BACK WHEN YOU WERE IN SCHOOL AND WHAT WOULD THAT HAVE DONE FOR YOU?

[00:35:04]

SHE WOULD GET IT FROM MY HUSBAND AND I. SHE WOULD GET IT FROM SOME AMAZING, SOME OF THE AMAZING PEOPLE BEHIND ME AND OTHERS.

BUT HAVING SOMETHING LIKE THIS THAT IS SO WRAPPED AROUND EVERY PIECE.

SO SHE'S GETTING THAT CONSISTENCY EVERYWHERE WOULD HAVE MADE A HUGE DIFFERENCE.

I CAN'T SAY, I MEAN, NOBODY HAS A CRYSTAL BALL WHETHER SHE WOULD HAVE STAYED IN HIGH SCHOOL OR NOT, BUT IT CERTAINLY WOULD HAVE, IT WOULD HAVE GIVEN HER A BETTER SHOT AT IT.

HELLO EVERYONE. MY NAME IS VALERIE LOUISE AND I'M ONE OF THE SCHOOL COUNSELORS AT BATTLE GROUND HIGH SCHOOL, SO I DON'T HAVE A PARTICULAR EXPERIENCE TO SHARE, BUT I'D LIKE TO SHARE MY EXPERIENCE WITH THE WAYFINDER CURRICULUM.

SO IN PILOTING, I RAN A SMALL TIER II GROUP WITH SEVEN 9TH AND 10TH GRADE LADIES.

AND THEY EXPERIENCED ANXIOUSNESS OR ANXIETY. SO I USED ONE OF THE COLLECTIONS FROM THE CURRICULUM, AND I FOUND IT WAS EASY TO PLAN FOR ME. NOT A LOT OF TOTAL PREP, BUT MORE IMPORTANTLY, IT WAS VERY ENGAGING FOR THE STUDENTS.

AND WE USED SOME OF THE ICEBREAKERS. INITIALLY THEY DIDN'T KNOW EACH OTHER, BUT THEY WERE ABLE TO ENGAGE AND JUST CONNECT.

AND SO THEY LEARNED SOME THINGS. THEY WE TALKED ABOUT YOUR BRAIN AND WE TALKED ABOUT DIFFERENT ACTIVITIES AND DIFFERENT STRATEGIES.

THEY COULD TRY BECAUSE THEY ARE ALL UNIQUE AND DIFFERENT.

AND SO THEY COULD TRY OUT THESE COPING STRATEGIES TO HELP THEM.

SO IN THE END, I FEEL LIKE THEY GAINED DIFFERENT OPPORTUNITIES AND STRATEGIES AND THEY WERE ABLE TO MAKE CONNECTIONS AMONGST THEMSELVES AS WELL.

SO I REALLY ENJOYED USING THE CURRICULUM AND THEY SEEM TO ENJOY GOING THROUGH THE PROCESS.

SO AS A SCHOOL COUNSELOR TIER II SMALL GROUPS THIS COULD BE VERY BENEFICIAL FOR US TO HELP AND THEN OBVIOUSLY TIER III IN CLASSROOMS AND ONE ON ONE AS WELL. SO THAT WAS MY EXPERIENCE AND I THOUGHT OVERALL IT WAS REALLY, REALLY EASY TO USE AND VERY EFFECTIVE, THANK YOU. HELLO AGAIN I'M CARRIE OBERG AND I'M A PREVENTION INTERVENTION SPECIALIST AT PRAIRIE HIGH SCHOOL AND THEN ALSO AT PLEASANT VALLEY MIDDLE SCHOOL. I GOT TO DO MULTIPLE SMALL GROUPS USING WAYFINDER WITH KIDS WHO WERE STRUGGLING ACADEMICALLY, BUT THEN ALSO WITH KIDS WHO WERE STRUGGLING AND HAD GOTTEN REFERRALS FOR BEHAVIOR, MOST OF THEM DRUG AND ALCOHOL REFERRALS.

I SAY THIS OFTEN, BUT CONNECTION IS THE BEST PREVENTION.

WE WANT CONNECTION BECAUSE WE WANT OUR KIDS TO BE SUCCESSFUL AT SCHOOL AND IN LIFE, AND IF THEY FEEL CONNECTED, THEY WILL BE WANT TO BE IN SCHOOL AND THEY WILL NOT FEEL PUSHED OUT, AND THEY WILL FIND WAYS TO ENGAGE IN SCHOOL AND HAVE IT BE SOMETHING THAT THEY LOVE.

THE KIDS DESCRIBED WAYFINDER AS SPOTIFY FOR SEL [LAUGHTER] BECAUSE THEY FOUND IT SO ENGAGING AND IN IT WOULD THINGS THAT THEY WERE INTERESTED IN THAT THEY COULD TALK ABOUT IN A REALLY FUN WAY.

BUT AS COUNSELORS, WE'RE ABLE TO TAKE AND THAT TOO AND FIND VERY SPECIFIC THINGS THAT WORK AND ARE APPLICABLE TO OUR STUDENTS AND WHERE THEY'RE AT TO HELP THEM FEEL CONNECTED. I HAD A STUDENT COME UP TO ME AFTER DOING THIS SMALL GROUP.

I THINK WE DID IT FOR FOUR WEEKS. AND HE'S LIKE, YOU'RE REALLY GOOD AT THIS.

AND I COULDN'T TAKE CREDIT FOR THAT BECAUSE IT WAS SO ENGAGING AND SO MUCH FUN TO USE THE WAYFINDER ACTIVITIES AND THINGS THAT HE STARTED ASKING IF HE COULD CONTINUE THIS ON HIS OWN, EVEN AFTER HE WAS DONE WITH THE SMALL GROUP AND HIS GRADES WENT UP AND HE WAS JUST MORE ENGAGED IN SCHOOL.

AND I CAN'T WAIT TO CHECK IN WITH HIM RIGHT AFTER THE SUMMER WHEN SCHOOL STARTS AND JUST GET GOING RIGHT AWAY, AND CONTINUING THOSE THINGS THAT WERE MAKING HIM FEEL CONNECTED TO SCHOOL.

I ACTUALLY JUST GOT JOGGED A MEMORY OF A SPECIFIC STUDENT THAT CAME BACK [LAUGHTER].

SO WE WERE DOING AN ACTIVITY CALLED MY HAPPY PLACE, WHICH KIND OF JUST ENCOURAGES STUDENTS TO REALLY THINK ABOUT A PLACE OR A TIME IN THEIR LIFE THAT THEY FELT THE MOST THEMSELVES, AND THEY FELT THE MOST JOY, AND THEY HAD TO DRAW THAT WHATEVER IT WAS, HOWEVER THEY WANTED TO REPRESENT THAT SOME KIDS DREW, LIKE PICTURES OF THE BEACH, SOME KIDS DREW HIKES WITH THEIR FAMILIES.

AND KIND OF THE WRAP UP OF THE LESSON WAS THAT, LIKE, OKAY, WHEN YOU ARE FEELING STRESS, OR WHEN YOU'RE FEELING LIKE YOU ARE NOT

[00:40:01]

TRY AND TRY AND GROUND YOURSELF IN THAT. AND IT GAVE STUDENTS LIKE A CONCRETE, JUST A PLACE, A LOCATION TO KIND OF RESET THEIR BRAIN. AND SO WE HAD A STUDENT WHO REALLY STRUGGLED IN MATH, ESPECIALLY WITH HER ANXIETY AND TAKING TESTS AND THOSE THINGS.

AND SHE CAME UP TO ME AFTER EVERY SINGLE MATH TEST AND WAS LIKE, I AM FEELING SO MUCH BETTER ABOUT MATH BECAUSE OF THESE LESSONS.

LIKE, I AM ABLE TO AND WHENEVER I SIT DOWN AND I KNOW I'M ABOUT TO TAKE A TEST, I TAKE A BREATH.

I IMAGINE THAT HAPPY PLACE, I IMAGINE SITTING THERE AND WHEN I OPEN MY EYES BACK UP, MY ANXIETY AND MY FEAR HAS LARGELY GONE AWAY.

AND IT WAS SUCH A JOY TO WATCH THAT STUDENT OVER THE COURSE OF THE YEAR, AND TO HAVE HER ANXIETY EVAPORATE DUE TO THOSE LESSONS, AND JUST SOMETHING AS SIMPLE AS JUST LIKE, HEY, TAKE YOURSELF TO THAT PLACE AGAIN, WHICH IS SOMETHING THAT I'M SURE A LOT OF PEOPLE DO, BUT A LOT OF TEENAGERS NEED THOSE TYPES OF STRATEGIES REALLY SPELLED OUT FOR THEM. SO A VERY SPECIFIC EXAMPLE OF ACADEMIC SUCCESS THAT CAME FROM SEL LEARNING.

CHRIS BLANKENSHIP PART OF THE PROJECT AWARE TEAM ANDY AND I HAD AN OPPORTUNITY TO GIVE A LESSON TWICE, ACTUALLY, WITH DIFFERENT GROUPS OF STUDENTS AT CASEE. FOR A LACK OF BETTER WORDS, THEY WERE EXPERIENCING SOME DRAMA AND CONFLICT.

IT'S A VERY, LIKE, OBVIOUSLY TIGHT KNIT GROUP AT CASEE.

THEY SPEND A LOT OF TIME TOGETHER OVER THERE DOING THEIR LESSONS, AND THEY WERE JUST HAVING A TOUGH TIME GETTING ALONG.

AND THE LESSON THAT WE TAUGHT INVOLVED THE STUDENTS MOVING TO DIFFERENT PARTS OF THE ROOM BASED ON THEIR COMMUNICATION STYLE.

AND THEN WE READ TO THEM SCENARIOS THAT WERE PRETTY LOW STAKES.

LIKE, FOR EXAMPLE, ONE OF THEM WAS YOUR SIBLING TOOK YOUR PHONE OR YOUR DEVICE AND WON'T GIVE IT BACK TO YOU.

HOW DO YOU RESPOND? [LAUGHTER]. BUT IT WAS REALLY JUST INTERESTING FOR THE STUDENTS TO BE ABLE TO SEE.

OH I WOULD RESPOND BY IMMEDIATELY ADDRESSING THE SITUATION VERSUS MY PEER, OR PERHAPS SOMEBODY I'M DISAGREEING WITH.

ABSOLUTELY WOULD NOT WANT TO TALK ABOUT THAT IN THE MOMENT.

AND THEY'RE JUST GOING TO LET IT GO, OR MAYBE GO FETCH MOM OR WHATEVER THEY NEED TO DO. AND THERE WERE SOME OTHER, YOU KNOW, THINGS THAT WERE A LITTLE BIT MORE COMPLEX OR DIFFICULT SITUATIONS TO MANAGE.

ONE OF THEM WAS EVEN ABOUT A TEACHER THAT YOUR TEACHER HASN'T GRADED A PROJECT, THAT, YOU KNOW, THAT YOU GOT A GOOD GRADE ON AND IT'S GOING TO MAKE A DIFFERENCE IN YOUR GRADE.

HOW DO YOU APPROACH THAT SITUATION WITH A TEACHER? AND WE DID HAVE A STUDENT WHO HAD A VERY STRONG OPINION ABOUT WHAT SHE WOULD DO, BECAUSE SHE HAD A SITUATION HAPPENING IN THE MOMENT WITH A TEACHER WHO WAS THERE PARTICIPATING WITH US, AND IT FELT LIKE A REALLY GOOD, LIKE HEALING MOMENT FOR THE TWO OF THEM.

AND THEN JUST FOR ME PERSONALLY, I HAPPEN TO WORK REALLY CLOSELY WITH ONE OF THE STUDENTS WHO ATTENDS CASEE AND LATER WAS ABLE TO FOLLOW UP WITH THEM ABOUT 3 OR 4 WEEKS AFTER.

AND I SAID, HEY, ARE THINGS BETTER NOW? LIKE, ARE YOU GUYS GETTING ALONG? AND THEY WERE ABLE TO SAY, YEAH, YOU KNOW, LIKE, IT'S NOT PERFECT, BUT IT REALLY WAS A GOOD MOMENT TO, LIKE, DISRUPT THE FLOW OF THIS CONFLICT THAT WAS CARRYING ON FOREVER.

AND JUST GIVE US A MOMENT TO RESET AND LET IT GO AND HEAR EACH OTHER OUT.

SO THAT WAS REALLY EXCELLENT. I ALSO KIND OF WANTED TO BOUNCE OFF OF WHAT VAL AND CARRIE HAD TO SAY.

WHEN WE'RE THINKING ABOUT STUDENTS IN THE AT TIER II OR TIER III, WHERE THERE'S A LOT OF SIGNIFICANT NEEDS, WHETHER IT BE ACADEMICALLY, BEHAVIORALLY, SUBSTANCE USE, A LOT OF THINGS GOING ON AT HOME AND THAT SORT OF THING.

THOSE ARE THE KIDDOS THAT ANNIE AND I ARE TYPICALLY WORKING THE CLOSEST WITH AT OUR SCHOOLS.

AND WITHOUT A DOUBT, IT'S THINGS LIKE SOFT SKILLS, CONFLICT RESOLUTION, BEING ABLE TO SELF-REGULATE AND SELF PLAN AND LOOK AHEAD AND SET GOALS. AND REALLY, I THINK IT'S EASY FOR US TO KIND OF MAYBE GET CAUGHT UP IN THIS IDEA THAT SEL IS GOING TO BE VERY TOUCHY FEELY ALL THE TIME AND BE ALL FEELINGS, AND EVERYONE'S GOING TO SIT DOWN AND TELL THEIR DEEPEST, DARKEST SECRETS.

BUT FOR THE MOST PART, I THINK AS A FORMER TEACHER AND NOW CURRENTLY WORKING IN A MORE INTERVENTION AREA KIND OF ROLE, THE GOAL IS TO GET KIDS THOSE SKILLS, THE THINGS THAT ARE GOING TO HELP THEM JUST DAY TO DAY, PLAY SCHOOL, ACCESS THE LEARNING ENVIRONMENT IN A WAY THAT'S NOT OVERWHELMING TO THEM, AND REALLY GRAB HOLD OF SOME OF THE THE FINER PARTS OF BEING A HUMAN AND EXISTING IN A SPACE THAT'S COMPLEX AND SOCIAL, BECAUSE SCHOOL IS YOU CAN'T AVOID THE PEOPLE IN SCHOOL.

YOU'RE THERE IN A ROOM WITH 35 OR MORE OF THEM SIX TIMES A DAY AT THE HIGH SCHOOL LEVEL.

AND REALLY JUST BEING ABLE TO KIND OF GRAB HOLD OF SMALL, LITTLE SOFT SKILLS MAKES ALL THE DIFFERENCE, ESPECIALLY FOR THE STUDENTS WHO ARE EXPERIENCING SOME OF THESE TWO TIER II AND TIER III NEEDS.

THEY NEED SOMEONE TO KIND OF COME IN AND SUPPORT THEM IN HOW TO BE A HUMAN.

AND A LOT OF THEM DON'T HAVE THAT AT HOME AND SITTING WITH A COUNSELOR.

OR ONE OF OUR PREVENTION INTERVENTIONISTS OR EVEN ANOTHER TEACHER TO HAVE A CONVERSATION ABOUT SETTING GOALS.

[00:45:05]

AT THE HIGH SCHOOL, WHEN WE ARE KIND OF LOOKING AT A PICTURE OF A TIER II OR A TIER III STUDENT WE'RE TALKING ABOUT CHRONIC ABSENTEEISM, PROBABLY FAILING AT LEAST TWO OR MORE CLASSES.

TIER III WOULD PROBABLY BE FAILING ALL OF THEIR CLASSES AND ATTENDING 50% OR LESS FOR TIER II.

WE'RE TALKING ABOUT 70% OR LESS AND FAILING AGAIN TO 2 TO 3 CLASSES.

THEY OFTEN ARE HAVING A HIGH INCIDENCE RATE OF DISCIPLINARY REFERRALS FOR DIFFERENT REASONS.

SOMETIMES IT'S AS SERIOUS AS DRUG USE ON CAMPUS.

OTHER TIMES IT'S JUST THEY ARE CONTINUING TO SKIP CLASS.

SO I UNDERSTAND THAT TIER I IS BASICALLY EVERYBODY THAT'S NOT TIER II, TIER III? TIER II YEAH, TIER I COVERS ALL. A STUDENT WE WOULD SAY THAT TIER I IS EVERYBODY AND THEY GET TIER I.

SKILLS LIKE TEACHING EXPECTATIONS AT THE BEGINNING OF THE YEAR. AND THEN A STUDENT WHO HAS NEEDS THAT ARE AT THE TIER II LEVEL IS MAYBE A KIDDO WHO NEEDS LIKE A FOUR WEEK INTERVENTION GROUP, AND THEN THEY KIND OF GO ON THE UPSWING.

THEY JUST NEEDED THAT HARD RESET. TIER III ARE GENERALLY STUDENTS THAT WE, I WOULD SAY, SPEND THE MAJORITY OF THE YEAR WORKING WITH.

THANK YOU. YEAH, ABSOLUTELY. HELLO, I'M ANNIE AUDRO, I'M ALSO ON THE PROJECT AWARE TEAM.

I'M GOING TO ADD A LITTLE BIT TO WHAT CHRIS IS TALKING ABOUT, BECAUSE BOTH OF US ARE FORMER TEACHERS AND NOW WE'RE IN THIS MORE INTERVENTION ROLE.

AND THAT QUESTION IS REALLY GREAT. I LOVE THAT YOU ASKED ABOUT TIER I, TIER II, TIER III, BECAUSE THIS CURRICULUM HELPS US BE CONSISTENT WITH THE SAME LESSONS, RIGHT? CHRIS AND I WILL GO IN AND DO A TIER I LESSON WITH WHAT WE HAD LIKE 60 KIDS AT THAT TIME.

AND THEN SOME OF THOSE KIDS MIGHT NEED TO WORK IN SMALL GROUPS.

SO IT'S JUST CONSISTENT. THOSE STUDENTS ARE HEARING THE SAME LANGUAGE WITH THEIR TEACHERS AND THEIR CLASSROOMS, WITH THEIR FRIENDS IN BIG GROUPS, BUT THEN ALSO WHEN THEY'RE IN SMALLER GROUPS, SAME VOCABULARY, SAME LANGUAGE. TO REINFORCE SOME OF THOSE LESSONS.

BOARD, I'D JUST LIKE TO REALLY QUICKLY SAY ONE OF THE THINGS THAT IS IMPORTANT TO ME AS A SUPERINTENDENT AND BEING IN THIS ROLE AND HAVE HAVING EVOLVED IN A NUMBER OF ROLES OVER THE YEARS, I KNOW THAT THERE ARE CONCERNS THAT YOU'VE HEARD FROM COMMUNITY MEMBERS ABOUT WORRYING ABOUT WHAT STAFF WILL HAVE ACCESS TO AND WHAT STAFF WON'T.

MY BIGGER CONCERN IS WHEN STAFF HAS ACCESS TO NOTHING, AND YOU CAN SEE IN OUR COHERENCE, GOALS AND EXPECTATIONS THAT ONE OF THE THINGS THAT WE'RE AFTER IS MAKING SURE THAT WE HAVE A GUARANTEED AND VIABLE CURRICULUM.

WHEN YOU DON'T HAVE A GUARANTEED AND VIABLE CURRICULUM, AND STAFF KNOWS THAT THERE'S A NEED THAT THEIR KIDS HAVE.

THEY GO LOOKING FOR CURRICULUM. I BELIEVE HAVING A CURRICULUM THAT'S DISTRICT ADOPTED ALLOWS US TO PUT THE BUMPERS ON THAT WE NEED TO PUT THAT MEETS THE NEEDS OF OUR COMMUNITY AND OUR KIDS AT THE SAME TIME.

AND SO I JUST WANT TO SAY TO YOU, I BELIEVE THAT THIS THE REASON THAT THIS IS THE RIGHT MOVE FOR US AS A DISTRICT IS BECAUSE IT ALLOWS US TO ADOPT A CURRICULUM, MAKE DECISIONS BASED ON WHAT WE KNOW FOR OUR COMMUNITY AND OUR STUDENTS NEEDS, AND TO ALSO MAKE SURE THAT WE HAVE CONSISTENCY ACROSS OUR DISTRICT.

JUST LIKE WHEN WE GO INTO BOARD TOURS AND GO FROM ONE CLASSROOM TO ANOTHER, AND WE SEE READING INSTRUCTION LOOKING VERY SIMILARLY ACROSS THE SYSTEM. THIS ALLOWS US AS WELL TO HAVE THE CONSISTENCY ACROSS THE SYSTEM.

WHEN WE'RE TALKING ABOUT FINANCIAL LITERACY AND CAREER DEVELOPMENT AND PROBLEM SOLVING AND SOCIAL EMOTIONAL LEARNING.

AND SO THAT'S THE REASON THAT I BELIEVE THAT CURRICULUMS LIKE THIS ARE REALLY IMPORTANT FOR US TO CONSIDER AS WELL, IS BECAUSE WITHOUT IT, WE DON'T HAVE MUCH CONTROL WITH IT WE HAVE LOTS.

AND I JUST I APPRECIATE THIS TEAM'S WORK COMING TO US AND PUTTING IT TOGETHER.

BUT I ALSO JUST WANT TO THANK YOU BECAUSE I THINK YOU'RE HELPING US REACH THAT VISION THAT WE'RE ALL AFTER AS A DISTRICT SO THANK YOU.

CAN I HAVE YOU REITERATE TO ME A COUPLE OF THINGS I'M CONCERNED ABOUT? IS THAT THE I CAN'T SAY THE WORD IMPLEMENTATION OF THE CURRICULUM ISN'T HERE.

ASKING US TO ADOPT IT WHEN I DON'T KNOW HOW IT'S GOING TO BE DONE IN THE CLASSROOM.

AND THEN THE SECOND PIECE THAT I'M WONDERING ABOUT AND TO AGAIN, BECAUSE WHEN I WAS ON THE COMMITTEE, I SAW A LOT OF LESSONS THAT WERE CONCERNING. YOU SAID, SAY THE THING WE DID AND LESSONS DISAPPEARED, THAT I DON'T THINK ANY OF MY FELLOW BOARD MEMBERS SAW.

[00:50:03]

I HONESTLY DO NOT REMEMBER SPECIFIC LESSONS THAT WERE BROUGHT UP.

OUR HOPE WAS THAT PEOPLE WOULD BRING US VERY SPECIFIC LESSONS OR ACTIVITIES THAT WERE CONCERNING, AND THEN WE WOULD TALK THROUGH IT AS A COMMITTEE.

I DON'T REMEMBER SPECIFIC LESSONS OR ACTIVITIES BEING BROUGHT TO US AS A CONCERN.

WE DID FOCUS ON THAT IDEA OF IDENTITY IN WHAT WAS BROUGHT UP THROUGH WAYFINDER, AND THEN WE USED ALL OF, AT THAT TIME, OUR WAYFINDER REP TO TALK US THROUGH WHAT THAT LESSON AND THAT UNIT LOOK LIKE.

AND WAYFINDER MADE IT VERY CLEAR THAT THIS HAS NOTHING TO DO WITH ANY OF THOSE CONCERNS FOR GENDER IDENTITY, SEXUAL IDENTITY. IT WAS TRULY A UNIT FOCUSED ON FINDING OUT WHO YOU ARE IN HIGH SCHOOL.

YOU HAVE THESE PASSIONS. YOU HAVE THIS EXCITEMENT.

THIS IS THE TIME WHERE YOU LEARN WHAT YOU WANT TO DO NEXT, THE DREAMS YOU WANT TO CHASE.

AND THOSE ACTIVITIES WERE MEANT TO HELP FUEL SOME OF THOSE CONVERSATIONS.

I DON'T KNOW, AND I APOLOGIZE FOR NOT REMEMBERING SPECIFICS.

IF WE HAD SOME OF THOSE, I WOULD LOVE TO TALK THROUGH THEM AND HELP WITH THAT.

AND THEN AS FAR AS IMPLEMENTATION, YEAH, THE HOPE FOR TONIGHT IS, YOU KNOW, WE ARE ASKING THAT WAYFINDER IS APPROVED AS THE CURRICULUM THAT WE USE.

AND LAST TIME AT OUR WORK SESSION, WE TALKED ABOUT THE COMMITTEE SAYING THAT WE ARE GOING TO DO THIS RIGHT.

WE'RE NOT GOING TO PUSH IT THROUGH AND JUST GET IT DONE.

AND WHAT THEY SUGGESTED WAS TAKEN THIS NEXT YEAR AFTER IT IS APPROVED AND STILL CONTINUING THE ROLLOUT OF WAYFINDER.

WE TALKED ABOUT THE IMPORTANCE OF WORKING PEOPLE WITH PEOPLE LIKE TRAVIS DRAKE, WHO OVERSEES ALL SECONDARY.

RIGHT? PULLING HIM INTO THESE CONVERSATIONS AND SEEING HOW IT FITS THROUGHOUT THE SCHOOL SYSTEM IN THE SCHOOL DAY. ABSOLUTELY HITTING THE LEADERSHIP OF EVERY BUILDING, NOT JUST ADMIN, BUT WE'RE TALKING ABOUT TEACHER LEADERS AS WELL, TO HAVE THOSE CONVERSATIONS AND HOW THEY CAN USE IT AND IMPLEMENT IT.

AND THEY KIND OF WORKING THROUGH ALL THE DIFFERENT STAKEHOLDERS. I ABSOLUTELY LOVED MEETING WITH OUR COMMUNITY MEMBERS.

I HAD THOSE THREE DIFFERENT APPOINTMENTS THAT CAME AND MET WITH ME AND IT WAS AWESOME CONVERSATION.

WE TALKED THROUGH THOSE CONCERNS. WE LOOKED FOR LESSONS THAT WOULD BE CONCERNING OR WASN'T RELEVANT OR DIDN'T FIT OUR COMMUNITY BELIEFS.

WE'RE GOING TO CONTINUE THAT WORK. I HAVE YET TO SEE ANYTHING THAT WAS FLAGGED OR OVERLY CONCERNING.

AND YEAH, AND TO ANSWER THE QUESTION, WE TALKED ABOUT IT THE LAST TIME.

WHEN WE BUY WAYFINDER, WE GET ALL OF WAYFINDER.

THERE IS NOT A WAY TO TAKE OUT A LESSON OR AN ACTIVITY.

BUT WITHIN WAYFINDER, THERE ARE WAYS TO CREATE WHAT'S CALLED A COLLECTION.

THESE COLLECTIONS WOULD BE BUILT AND CREATED FOR ALL STAFF OR BUILDINGS TO USE, AND THAT WOULD BE WHAT WE WOULD APPROVE AS A DISTRICT TO USE FOR THE CURRICULUM. THE IMPLEMENTATION PIECE IS ONGOING, RIGHT? WE DO HAVE, I THINK, A SHARED LAST TIME. WE HAVE SOME GROUPS THAT ARE GOING TO USE IT AS MONTHLY THEMES.

WE'RE GOING TO WORK WITH OUR PBIS AND TSS TEAMS, AND WE'RE GOING TO WORK ON, FOR EXAMPLE, IN SEPTEMBER, THE IMPORTANCE OF ATTENDANCE AND BELONGING.

SO WE'LL SHARE SOME LESSONS AND ACTIVITIES WITH BUILDINGS TO USE AS THEY START BUILDING THOSE CLASSROOM CULTURES.

I HAD A REALLY GOOD TIME TODAY AT OUR ADMIN RETREAT.

I WAS ALLOWED TO DO ONE OF THE WAYFINDER ACTIVITIES AND WE DID.

WHAT WAS CALLED THE KNOT IS WHERE TEAMS OF SIX CROSSED EACH OTHER.

HOLD HANDS. AND THEN YOU LITERALLY HAVE TO COMMUNICATE AND WORK TOGETHER AND COLLABORATE.

HOW TO UNTIE YOURSELF. THE WHOLE POINT OF THE LESSON WAS TO HAVE A TASK WORK TOWARDS COMPLETING THAT TASK.

COMMUNICATING AND LEARNING WHEN TO STEP UP AND STEP BACK.

LIKE BLANKENSHIP SAID, IT'S NOT AN HOUR OF FEELINGS.

THERE ARE OVER 2000 LESSONS. THIS ONE TOOK US LESS THAN FIVE MINUTES TO DO TODAY.

IT'S A WAY TO GET YOUR STUDENTS ENGAGED. WAY TO GET THEM TO START WORKING TOGETHER ON THAT.

AND THEN I THINK, I DON'T KNOW IF I SHARED THIS LAST TIME, I APOLOGIZE, BUT IT WAS REALLY GOOD. ONE OF MY FAVORITE MOMENTS WITH STUDENTS AND I HAD A LOT OF CONVERSATIONS IS THAT A STUDENT WHO WAS TELLING ME, AND I APOLOGIZE IF I SHARED THIS ALREADY, BUT I LIKE THIS ONE. WHO WAS SAYING, YOU KNOW, I'M GOING TO BE HONEST WITH YOU AND SAY THE THING.

IT JUST DIDN'T FIT ME LIKE IT DIDN'T MAKE SENSE TO ME.

I WASN'T REALLY ENGAGED IN THE LESSON. I DIDN'T REALLY FULLY BUY IN.

AND THEN THE STUDENT NEXT TO HIM SAID, YOU KNOW, SO-AND-SO.

I GET IT, I GET IT AND THERE WERE MOMENTS WHERE I FELT LIKE THAT.

BUT WHEN DOES ME TURN INTO WE? AND THAT'S THE POINT OF THIS, IS THAT IT'S NOT JUST ABOUT YOU OR YOU OR ME.

IT'S ABOUT WE COMING TOGETHER AS A COMMUNITY.

AND WHAT SHE HAD SAID SHE LEARNED WAS HOW TO BE A LEADER, HOW TO LISTEN TO OTHERS, AND THEN HOW TO MAYBE SUPPORT SOME OF THAT WORK GOING FORWARD.

SO FOR ME, THAT WAS ONE OF MY FAVORITE MOMENTS THAT WE HAD DURING THE PILOT.

I'M NOT SURE I ANSWERED ALL OF THAT. IS THERE ANYTHING I CAN CLARIFY OR ANYTHING ANYBODY WANTED TO ADD?

[00:55:02]

IS THAT BEING TAKEN OUT OR BEING CHANGED IN SOME WAY SO IT'S NOT A PROBLEM? THAT IS ONE OF THE CONVERSATIONS THAT WE ARE STILL HAVING WITH WAYFINDER.

SO THEY DO HAVE DIFFERENT LESSONS THAT ARE TITLED MEDITATION.

BUT WHEN YOU GET INTO THE ACTUAL LESSON OR ACTIVITY, IT'S NOT NECESSARILY SITTING THERE AND MEDITATING OR REPEATING OR ANYTHING LIKE THAT.

IT'S THIS IDEA OF DEEPER THINKING, AND IT'S THIS IDEA OF TAKING A MOMENT TO SLOW DOWN, USE SOME OF THESE TOOLS AND STRATEGIES THAT YOU'RE LEARNING AND THEN MOVING FORWARD. WITH IT SORRY. IS IT POSSIBLE THAT AS IF THE CURRICULUM IS APPROVED, AS YOU MOVE FORWARD WITH IMPLEMENTATION AND DEFINE THOSE PROCESSES THAT COLLECTIVELY AS A GROUP, WE COULD ROLL OUT THAT SAME THOUGHT WITH A DIFFERENT WORD ATTACHED TO IT, BECAUSE THAT'S WHAT FITS OUR COMMUNITY? I MEAN, AND I BELIEVE THAT'S WHAT THE REPRESENTATIVE FROM WAYFINDER HAD SHARED LIKE THAT'S WHAT YOU'RE WORKING THROUGH. YEAH. LIKE IT'S NOT THEY'RE NOT OPPOSED TO CHANGING THAT.

VERY OPEN YES. YEAH. YEAH, THAT'S ABSOLUTELY TRUE.

IF WE FIND SOMETHING THAT WE FEEL WORDING WISE DOES NOT FIT WE CAN WORK WITH THEM ON ADAPTING AND CHANGING SOME OF THAT.

WE ARE STILL AFTER WE HAD OUR READING, WE HAD A LOT OF CONVERSATIONS WITH WAYFINDER AND THE CEO THAT WAS HERE.

MATT WAS GOING BACK TO SHARE HIS EXPERIENCE AND HAVE CONVERSATIONS WITH THE TEAM ABOUT AND USING US AS AN EXAMPLE OF HOW TO BE FLEXIBLE AND ADJUSTING TO NEED OF A COMMUNITY.

SO YEAH, ABSOLUTELY IT'S POSSIBLE. YEAH IT JUST SEEMS LIKE WE HAVE OUR JUST LIKE WE WOULD HAVE LESSONS WE MAY NOT TEACH.

WE ALSO HAVE FLEXIBILITY TO DEFINE THIS AROUND WHAT'S RIGHT FOR US AND WHAT'S RIGHT FOR OUR COMMUNITY AND OUR STUDENTS SO.

A WORD LIKE PONDER. YEAH, YEAH [LAUGHTER] I MEAN, REALLY, BECAUSE I DO THAT EVERY DAY.

I PONDER THINGS AND THAT'S REALLY WHAT YOU'RE TALKING ABOUT.

YOU'RE NOT TALKING ABOUT MEDITATION IN A NECESSARILY A RELIGIOUS SENSE, BUT YOU'RE TALKING ABOUT PONDERING DEEPER, YOU KNOW, THE WORK YOU'RE DOING OR THE RELATIONSHIP YOU'RE TRYING TO BUILD IN A CLASS OR SOMETHING LIKE THAT.

YEAH IN FACT, ONE OF MY CONVERSATIONS WITH MS. JENNIFER, WHO SPOKE A MOMENT AGO, SHE HAD SOME GREAT THOUGHTS ON THAT AS WELL.

I DON'T REMEMBER THE SPECIFIC WORD REALLY TURNING INTO VISUALIZATION. SAME IDEAS AT PONDERING YEAH, I THOUGHT THAT WAS GREAT FEEDBACK. AND I UNDERSTAND THIS IS A VERY UNIQUE CURRICULUM THAT WE'RE ADOPTING BECAUSE IT ISN'T LIKE MATH CURRICULUM WHERE, YOU KNOW, EVERY MATH TEACHER IS GOING TO TAKE THAT CURRICULUM AND IMPLEMENT IT IN THEIR CLASSROOM. THIS IS A CURRICULUM THAT INVOLVES EVERYONE.

AND THAT'S, I THINK, WHERE SOME OF THE I MEAN, THAT'S THE JOY OF IT, BUT IT'S ALSO THE ANGST OF IT.

AND I THINK YOU'RE RIGHT. IT'S SOMETHING WE'RE GOING TO HAVE TO WORK THROUGH.

WE HAVE TO ADOPT IT IN ORDER TO BE ABLE TO DO THAT.

I GET THAT PIECE OF IT, AND I HOPE OTHER PEOPLE UNDERSTAND THAT WE CAN'T WORK THROUGH THIS PART THAT YOU'RE SPEAKING OF UNTIL UNLESS WE ADOPT THE CURRICULUM.

SO THAT'S KIND OF THE BOTTOM LINE. YEAH. I WILL SAY THIS AND I'VE SAID THIS BEFORE, I HAD THE VERY JOYFUL AND UNIQUE OPPORTUNITY FOR SEVERAL YEARS TO WORK FOR AN ORGANIZATION THAT TAUGHT THESE KINDS OF THINGS.

WE TOOK KIDS IN THAT WERE PARTICULARLY HAVING A PARTICULARLY DIFFICULT TIME, MAYBE BECAUSE OF HOME CIRCUMSTANCES, MAYBE BECAUSE THEY JUST DIDN'T HAVE THE BACKGROUND AND WE TOOK THOSE KIDS AND PUT THEM IN A CLASS WHERE THIS IS EXACTLY WHAT THEY DID THEY CONNECTED WITH IN FACT, IT USES MANY OF THE SAME TECHNIQUES. I'LL JUST TELL YOU.

AND THOSE KIDS MADE A CONNECTION. AND I WILL JUST SAY WE HAD A CLASS OF 18 8TH GRADERS WHO PROBABLY WOULDN'T HAVE FINISHED HIGH SCHOOL BY THE TIME THEY FINISHED HIGH SCHOOL, HAVING BEEN IN THIS ENVIRONMENT THAT WE CREATED.

THEY HAD EVERY SINGLE ONE OF THEM HAD SCHOLARSHIPS TO COLLEGE, AND THEY HAD ALSO A COUPLE OF MILLION DOLLARS IN SCHOLARSHIPS. AND REALLY, IT WAS LARGELY IT WASN'T THAT THEY WERE IN THEIR OTHER CLASSES.

IT WASN'T THAT WE WERE CHANGING THE CLASSES. WE CHANGED ONE THING.

WE CHANGED TO A CLASS WHERE THEY COULD CONNECT WITH ONE ANOTHER.

AND I HEAR WHAT YOU'RE SAYING WITH THE TEACHERS HAVING THAT TOOL, BECAUSE IN TRAINING, THAT'S ALL WE TAUGHT TEACHERS WAS HOW TO USE THESE TECHNIQUES TO HELP KIDS CONNECT WITH ONE ANOTHER SO THAT THEY COULD BE SUCCESSFUL IN SCHOOL.

AND I HOPE WAYFINDER CAN DO SOME OF THAT FOR OUR KIDS, BECAUSE WHAT I SAW IN THAT PROGRAM WAS PHENOMENAL.

AND I'LL JUST TELL YOU, IT COST A WHOLE LOT OF MONEY, A LOT MORE THAN WE ARE GOING TO PAY FOR WAYFINDER.

AND I THINK YOU HAVE THE POTENTIAL TO DO SOME OF THAT WORK.

FROM WHAT YOU'RE SAYING, WHAT HAPPENED IN YOUR CLASSROOMS, I THINK YOU HAVE THE POTENTIAL TO DO THAT WORK.

[01:00:05]

I HEAR WHAT DEBBIE'S QUESTIONS AND CONCERNS ARE, AND I HEAR THAT IN THE COMMUNITY.

AND WE HAVE TO BE VERY CAREFUL. THE WORDING WE USE IS IMPORTANT SO.

YEAH I WAS JUST SAYING THANK YOU FOR SAYING THAT [LAUGHTER]. MR. TERRY. I CAME PREPARED TO VOTE NO. I APPRECIATE THESE STORIES, OKAY? AND MY CONCERN IS THAT FIRST OFF, I THINK WHAT WE'RE TALKING ABOUT IS WHERE WE NEED TO REALLY PUT OUR DOLLARS.

IS WORKING WITH TIER II AND TIER III KIDS. I DON'T THINK WE NEED A PROGRAM THAT'S GOING TO TAKE ALL THE TEACHERS IN ALL THE STUDENTS AND CHANGE THEIR ROUTINES.

I REALLY FEEL IF THE IMPLEMENTATION CAN BE TARGETED AT TIER II, TIER III, LIKE THE COOPER KIDS YOU WERE JUST TALKING ABOUT, WHO ARE AT RISK, WHO NEED TO GRADUATE, THEN WE MIGHT HAVE SOMETHING.

THE ONLY PROBLEM I HAVE FURTHER IS THAT CASEL ALIGNMENT MEANS SOMETHING.

THERE ARE SOME PROGRAMS THAT ARE NOT CASEL ALIGNED, AND THAT'S FOR A GOOD REASON.

SO CASEL ALIGNMENT DOES MEAN SOMETHING THAT I'M A LITTLE UNCOMFORTABLE WITH, BECAUSE IT'S A WORLDVIEW THAT I DON'T FEEL VERY GOOD ABOUT.

AND SO WE KEEP TALKING ABOUT THE USE OF WORDS.

WELL, THOSE WORDS ARE CRITICAL BECAUSE OF THE ALIGNMENT.

THOSE ARE THE WORDS THEY USE. SO UNFORTUNATELY, IF WE'RE GOING TO GET THE $5 MILLION WE GOT TO DO THE CASEL ALIGNMENT, THEN YOU SEE, THAT'S A KIND OF A HARD ROCK AND A HARD PLACE.

SO THE ASSURANCE HERE IS, LET'S TAKE THE $5 MILLION AND LET'S CHANGE IT.

AND LET'S JUST KIND OF GO ALONG WITH THE FLOW KIND OF THING.

BUT THAT'S WHERE A LOT OF THE COMMUNITY IS UNCOMFORTABLE, BECAUSE IF YOU GO TO THE CASEL WEBSITE, YOU GET A LOT OF STUFF THERE THAT CAN MAKE YOU FEEL VERY UNCOMFORTABLE.

SO I'M STILL HAVING TROUBLE WORKING THROUGH THIS, AND WE DON'T HAVE A FULL BOARD HERE TODAY TO VOTE, AND I'M UNCOMFORTABLE WITH THAT. RIGHT NOW WE GOT FOUR PEOPLE, AND IF WE WERE GOING THROUGH THIS WITH, YOU KNOW, APPROPRIATE PARLIAMENTARY PROCEDURE, WE WOULD HAVE A MOTION ON THE FLOOR AND I WOULD MOVE TO POSTPONE.

I WOULD MOVE THE TABLE UNTIL WE HAVE A FULL BOARD.

WELL TERRY WE CAN DO THAT.

I WANT YOU TO KNOW THAT I'M STILL LEANING TOWARDS VOTING NO.

AND I'M NOT COMFORTABLE DOING THAT WITHOUT TED BEING HERE.

SO I THINK ALL OF US SHOULD BE A PART OF THE CONVERSATION, AND ALL OF US SHOULD PUT THE THINGS ON THE TABLE AND TALK ABOUT THEM HONESTLY.

AND THE WORK THAT YOU FOLKS HAVE DONE IS CRITICALLY IMPORTANT.

THERE HAVE BEEN OTHER CURRICULUMS THAT WE COULD HAVE LOOKED AT, I THINK.

AND I SEE PART OF MY PROBLEM IS I WASN'T INVOLVED IN THAT.

I DON'T KNOW HOW WE GOT TO THIS CASEL, THIS THIS WAYFINDER, A CURRICULUM.

WAS THERE SOMETHING ELSE YOU KNOW, I HEARD THE CONVERSATION ABOUT, IS IT CAPTAIN STRONG? YOU KNOW, AND WE DON'T WANT TO DO THAT BECAUSE, YOU KNOW, IT'S JUST A REPEAT OF WHAT WE WERE DOING.

AND MAYBE I DON'T HAVE THE NAME RIGHT, BUT SO I JUST WANT YOU TO KNOW WHAT SO I JUST WANT YOU TO KNOW THAT I'M STILL LEANING TOWARDS NO.

OKAY? AND IN MY CONCERN, PRIMARILY, I WROTE A SEVEN MINUTE LITTLE SPEECH, OKAY.

BECAUSE THIS IS CRITICALLY IMPORTANT. AND IF I FUMBLE AROUND WITH LOOSE WORDS, I DON'T MAKE SENSE OF MOST OF THE TIME.

OKAY? BUT I'LL TRY IT. MY BIGGEST CONCERN IS TEACHERS AND THEIR TIME MATH AND SCIENCE GENERAL ED TEACHERS WHO STRUGGLE TO FIGURE OUT HOW TO DO SOMETHING.

AND SO I INVITE, TEACH ONE TO LEAD ONE IN AND LET THEM DO IT BECAUSE THEY KNOW HOW TO DO IT.

AND I HEAR LIKE THE STUDENTS SAID TO SOMEONE, YOU REALLY KNOW HOW TO DO THIS, YOU'RE REALLY GOOD AT THIS BECAUSE THEY'VE HAD OTHER TEACHERS WHO AREN'T REALLY VERY GOOD AT IT. YOU SAY, OKAY? AND SO ALL OF OUR TEACHERS CAN'T DO THIS LIKE SOME OF YOU CAN, OR SOME OF US CAN.

SOME OF MY HEROES CAN. SAY. SO I'M NOT CONVINCED THAT I'M REALLY SUPPORTIVE OF ALL TEACHERS HAVING TO FIGURE OUT HOW TO IMPLEMENT THIS AND BEING HELD ACCOUNTABLE TO IMPLEMENT IT WHEN THEY'RE CONCERNED ABOUT ALL THIS OTHER STUFF WITH THE STUDENTS AND EVERYTHING THEY CAN'T GET DONE ANYWAY, YOU KNOW. AND THAT'S ALL I'LL SAY. AND I DO THINK.

I'M SORRY. I DO THINK IT'S IMPORTANT. ONE OF THE GOALS OF AWARE IS TO BRING RESOURCES.

WE STUDENTS, STAFF, PARENTS AND GUARDIANS ARE TELLING US THEY WANT MORE RESOURCES.

[01:05:09]

I THINK THERE ARE SOME WHO THINK THAT EVERY SINGLE DAY, THERE'S GOING TO BE A WAYFINDER LESSON THAT COULD POTENTIALLY TAKE 5 TO 50 MINUTES AND HAVE THIS MASSIVE CONVERSATION. THAT'S NOT THE VISION.

IT'S THE COMMITTEE WAS SO FOCUSED ON GETTING OTHER STAKEHOLDERS THOUGHTS, ESPECIALLY STAFF.

WE HAVE A LOT OF STAFF. WE WANT TO JUMP ON BOARD WITH THE SLOW ROLLOUT AND THEN TALK ABOUT THOSE EXACT THINGS NOW AFTER TRAINING.

WOULD STAFF HAVE THE ABILITY OR THE RESOURCE TO USE FOR SOME OPENERS? YEAH, ABSOLUTELY. BUT THERE WILL BE NO EXPECTATION THAT THIS IS A WEEKLY, DAILY OR WHATEVER EVENT.

THERE HAVE BEEN CONVERSATIONS, EVERYTHING EVERYWHERE FROM ONCE A MONTH, YOU KNOW, POTENTIALLY DURING AN INTERVENTION TIME.

THERE HAVE BEEN CONVERSATIONS ABOUT USING IT IN SPECIFIC CLASSES.

AND THEN THERE ARE THINGS THAT ARE ALREADY TAKING PLACE WITH TIER I THROUGH SCHOOL WIDE EXPECTATIONS THAT THIS COULD ADD TO AND SUPPORT AND BEEF UP WHAT THEY'RE ALREADY DOING.

AGAIN, BRINGING THE STRATEGIES, TOOLS, AND COMMON LANGUAGE AND EXPECTATIONS.

SO I HEAR YOU 100%. I KNOW THAT IS A CONCERN.

I JUST WANT TO MAKE SURE THAT WE ARE REPRESENTING THE IDEA OF WHAT COULD BE WAYFINDER AT OUR HIGH SCHOOLS OR SECONDARY LEVELS.

WE ARE JUST ASKING THAT WE HONESTLY NEED MORE TIME TO GET TO THAT POINT.

WE HAVE IDEAS ON HOW TO USE IT, BUT IT'S TOO IMPORTANT TO US TO GET MORE VOICES INVOLVED.

TO JUST SAY WE'RE GOOD. WE'RE MOVING FORWARD. SEPTEMBER HERE YOU GO.

SO I DO UNDERSTAND WHAT YOU'RE SAYING, AND I APPRECIATE THAT. IS IT POSSIBLE THAT THIS WILL COME WITH SOME KIND OF OPT OUT OPTION? CAN IT CAN A PARENT OPT THEIR KIDS OUT OF DOING ANY OF THIS? YOU KNOW, WE TALKED ABOUT THAT ABOUT THAT A LITTLE BIT LAST TIME.

AND WHAT I HEARD FROM THE STAFF AND WHAT I WOULD SAY IS WE'RE NEVER GOING TO FORCE THIS ON A STUDENT.

IT'S NEVER GOING TO BE GREAT BASED. YOU'RE NEVER GOING TO GET POINTS. IT'S NEVER GOING TO BE HELD AGAINST YOU EVER, EVER. RIGHT? YOU CAN BE INVOLVED. OR LIKE THE STORY I SHARED LAST TIME.

YOU DON'T HAVE TO BE INVOLVED, BUT YOU CAN LISTEN.

WE HAD STUDENTS WHO TOLD US I DID NOT GET INVOLVED, BUT I LISTENED TO EVERY WORD AND IT IMPACTED ME, RIGHT? AND THEN WE HAVE A COUPLE OF TIER II FOLKS HERE THAT ARE TELLING YOU, RIGHT.

THEY ARE ALREADY TRYING TO CREATE CURRICULUM OR MATERIALS TO USE IN THEIR SMALL GROUPS.

WE HAVE SYSTEMS TO IDENTIFY STUDENTS WHO ARE ALREADY AT RISK.

WE KNOW THEY ARE ON THAT PATH. THAT WILL COST US A LOT MORE MONEY LATER THAT COULD POTENTIALLY BE PUSHED OUT.

THEY WON'T GRADUATE AND NOW THEY'RE NOT DOING ANYTHING GOOD FOR OUR COMMUNITY, RIGHT? AS A CITIZEN, WE'RE IF I CAN ADD TO ERIC SOMETHING THAT ALL TEACHERS IN WASHINGTON STATE, THEY'RE EVALUATED ON, CREATING A CULTURE OF MANAGING AND MAINTAINING A SAFE AND CARING CULTURE IN THEIR CLASSROOM.

AND I THINK LAST TIME YOU TALKED ABOUT, YOU KNOW, CREATING ICEBREAKERS IN YOUR OWN CLASSROOM, AND YOU CAN HEAR IN THE PEOPLE THAT SHARED TONIGHT.

A LOT OF OUR TEACHERS ARE SPENDING AN AMOUNT, IMMENSE AMOUNT OF TIME GOOGLING AND TRYING TO FIND ICEBREAKERS OUT ON THEIR OWN.

TO SHELLY'S POINT, IN THAT TERM, WE REALLY DON'T KNOW WHAT THOSE ARE, BECAUSE WE KNOW THAT EVERYONE IN OUR SCHOOLS HAVE THE BEST INTENTIONS, BUT THEY, EVERY EDUCATOR AND SUPPORT PERSONNEL IS RESPONSIBLE FOR CREATING A LIKE A SAFE CULTURE IN THEIR CLASSROOM.

BECAUSE YOU CAN'T TEACH UNLESS THEY'RE FEELING AT LEAST SOME KIND OF WELCOME.

RIGHT? AND SO AS ADMINISTRATORS, WE'RE ALSO EVALUATING ON CREATING A CULTURE IN OUR SCHOOLS, TOO. SO THIS IS ANOTHER TOOL ERIC MENTIONED. THERE'S ICEBREAKERS THAT ADMINISTRATORS CAN USE WITH THEIR STAFF.

SO IN WHAT THE CFO OR THE REP HAD SAID TOO THAT, I WANT TO POINT OUT BECAUSE IT HAS COME UP IN OUR COMMUNITY ABOUT THE CASEL.

WAYFINDER DID NOT ALIGN TO CASEL. WAYFINDER SUBMITTED THEIR RESEARCH TO CASEL.

THEY HAD ALREADY CREATED SO THERE WAS NO ALIGNMENT.

IT WAS JUST LIKE A RESEARCH COMPANY THAT THEY SUBMITTED THEIR STUFF TO.

SO THERE WASN'T. LET'S TAKE THE CASEL STANDARDS AND ALIGN.

IT WASN'T LIKE THAT. IT WAS THEY CREATED THIS CURRICULUM FROM THE GROUND UP, FROM THEIR SMALL COMPANY WORKING IN SCHOOLS.

AND THEN IT WAS A RESEARCH FOUNDATION. SO IT WAS JUST THAT.

SO I'M JUST REITERATING THE CONCERNS THAT I HEARD AND THE CLARIFICATIONS THAT I HEARD JUST FOR MY OWN UNDERSTANDING IN TEACHING AND LEARNING, BUT REALLY JUST WORKING. YOU CAN WALK IN ANY OF OUR SCHOOLS AND PEOPLE ARE DOING ICEBREAKERS OR DOING SOME TYPE OF WARM UP ACTIVITIES,

[01:10:03]

AND TO SHELLY'S POINT, WE REALLY WANT TO CREATE THOSE CONDITIONS FOR SUCCESS, FOR OUR EDUCATORS AND TO BE ABLE TO VET WHAT WE'RE PUTTING OUT IN OUR CLASSROOMS, RIGHT, FOR OUR COMMUNITY AND FOR OUR STUDENTS.

SO I JUST WANTED TO JUST KIND OF REITERATE WHAT I HEARD AND WHAT I'M UNDERSTANDING FROM THE PRESENTATION.

SO IF ANYBODY WANTS TO SPEAK TO THAT. I JUST WANT TO ADD TO THAT, THAT ALL OF THE LESSONS THAT I'VE USED AND ALL THE THINGS I'VE DONE WERE THINGS THAT ARE ALREADY OUT THERE. THEY'VE JUST PUT THEM TOGETHER. IT'S REALLY NOT ANYTHING NEW.

IT'S REALLY THINGS THAT ARE ALREADY THERE THAT WE'RE ALREADY USING, AND IT'S JUST A REALLY EASY WAY TO ACCESS THEM.

SO WE YEAH THANKS. GO AHEAD. I JUST WANTED TO JUMP IN.

ONE THING WHEN YOU'RE TALKING ABOUT TIER I. IF WE ARE ROLLING THIS OUT AS TIER I, THAT HELPS PREVENT STUDENTS FROM BECOMING TIER II OR TIER III. IS THAT NOT WORTH IT? I THINK IT IS.

JUST ONE INSIGHT COMMITTEE. I COULD NOT SPEAK TO YOU ABOUT WAYFINDER.

WHAT I CAN SPEAK TO YOU AS A FORMER HIGH SCHOOL PRINCIPAL AT PRAIRIE HIGH SCHOOL.

I THINK I DON'T KNOW WHAT THE ANSWER IS TO SOLVE THE MENTAL HEALTH ISSUE.

I DO KNOW THAT SCHOOLS WERE NEVER DESIGNED TO SOLVE IT, AND SCHOOLS HAVEN'T CREATED IT, BUT SCHOOLS ARE DEFINITELY A PART OF THE SOLUTION.

WHAT I DO KNOW IS, REGARDLESS OF, YOU KNOW, A DEBATE AROUND CURRICULUM AND MY UNDERSTANDING OF BEING IN SCHOOLS FOR LONG ENOUGH TIME IS THERE ISN'T A PERFECT CURRICULUM. YOU CAN TEAR ANY CURRICULUM APART.

AND I'M SURE YOU KNOW SOME OF THE COMMENTS MADE ABOUT THIS CURRICULUM.

I'M SURE THERE'S VALIDITY TO THOSE. WHAT I DO KNOW IS THAT WHEN THERE IS A SUICIDE AT SCHOOL AND AS A PRINCIPAL, I EXPERIENCE SEVEN OF THEM. THERE'S A POINT WHERE NO ONE CARES ABOUT CURRICULUM.

THERE'S A POINT WHERE NO ONE CARES ABOUT ROLES AND TITLES.

YOU ARE A HUMAN IN FRONT OF A YOUNGER HUMAN, AND YOU'RE TRYING TO NAVIGATE SOME TYPE OF SITUATION THAT SHOULDN'T HAPPEN.

SO IF THERE IS A CURRICULUM TO PROVIDE SOME SUPPORT TO A GROUP OF ADULTS WHO ARE SIMPLY TRYING TO SUPPORT 1500 TO 1700 HIGH SCHOOL STUDENTS OPERATING ON A DAILY BASIS AS A HIGH SCHOOL PRINCIPAL, I WOULD SAY ANYTHING WOULD BE OF VALUE.

FIGURING OUT WHEN AND HOW THAT WILL COME, AND THEY WILL FIGURE THAT OUT.

SO AGAIN, I'M NOT JUMPING INTO THE DEBATE BECAUSE I DO NOT HAVE ANY OF THE BACKGROUND ON WAYFINDER AS ANY OF YOU, BUT JUST AS A HIGH SCHOOL PRINCIPAL, SOMETHING IS NEEDED TO PROVIDE SUPPORT AND BUMPERS FOR THOSE TEACHERS WHO ARE STANDING IN FRONT OF THE STUDENTS THANK YOU.

I COMPLETELY AGREE WITH YOU, BUT I THINK THAT WE NEED TO FIND A CURRICULUM, A DIFFERENT CURRICULUM.

SO THAT'S WHERE I'M AT. I DID NOT VOTE FOR WAYFINDER BECAUSE OF ITS ALIGNMENT.

AND I KNOW LYNNELL YOU SAID IT WASN'T ALIGNED, BUT IT IS, AND I'VE DONE A LOT OF DIGGING BECAUSE I'VE HAD A LOT OF CONCERNS BROUGHT TO MY ATTENTION. I FELT AS A REPRESENTATIVE TO THE COMMUNITY, I NEEDED TO DO THAT FOR MYSELF ALSO.

I CAN'T IN GOOD CONSCIENCE SUPPORT THIS CURRICULUM.

I AGREE WITH SHELLY 100. WE NEED TO PUT SOMETHING IN PLACE.

WE NEED TO HAVE THE GUARDRAILS. WE NEED TO HAVE THOSE THINGS FOR THE KIDS WHO ARE SUFFERING AND HAVING SUICIDES AND HAVING THESE THINGS HAPPEN.

BUT I REALLY THINK THAT THERE'S A BETTER CURRICULUM OUT THERE FOR US.

SO THAT'S MY FINAL OPINION AND THOUGHT. AND I THINK THERE'S A LOT OF COMMUNITY MEMBERS THAT AGREE WITH IT, THAT WE DO NEED TO FIND A CURRICULUM THAT FITS US.

I THINK CHARACTER STRONG WAS THE ONE THAT I WAS HOPING FOR PERSONALLY, JUST BECAUSE WE ALREADY HAVE IT IN THE SCHOOL, IT'S ALREADY KNOWN. IT'S NOT A NEW THING. AND I JUST THINK THAT THE COMMUNITY PROBABLY WOULD FEEL BETTER ABOUT THESE KINDS OF THINGS BEING ADDRESSED AND THE WAY THEY DO IT.

BUT THAT'S JUST THAT'S WHERE I'M COMING FROM.

SO AND I DO APPRECIATE EVERY ONE OF YOU. I THINK EVERYTHING YOU GUYS ARE DOING ARE AMAZING.

I APPRECIATE EVERY SINGLE ONE OF YOU, BUT I FEEL LIKE I HAVE TO VOTE MY CONSCIENCE.

I HAVE TO DO WHAT'S RIGHT IN MY HEART FOR OUR DISTRICT.

YEAH AND I DO WANT TO REMIND, YOU KNOW, WE HAD OVER 13 DIFFERENT PROPOSALS.

AND THEN OVER THE COURSE OF THE YEAR, I WENT THROUGH AN ENTIRE PROCESS TO VET EVERY SINGLE CURRICULUM THAT WAS SUBMITTED, INCLUDING CHARACTER STRONG, WHICH IS ALSO ALIGNED WITH CASEL.

AND QUITE HONESTLY, ONE OF THE STRONGEST VOICES ON THE COMMITTEE, THE PANEL THAT WAS PART OF IT WERE STUDENTS.

AND THEY SAID, ABSOLUTELY NOT. THIS IS NOT HIGH SCHOOL APPROPRIATE.

[01:15:03]

BUT YEAH, THANK YOU FOR SAYING THAT, I HEAR YOU, SORRY.

WAYFINDER WAS THE THING THAT THE STUDENTS WERE EXCITED ABOUT WHEN WE HAD OUR STUDENT PANEL COME TO THE COMMITTEE MEETING.

THEY WERE EXCITED ABOUT IT. I KNOW [INAUDIBLE] THAT THEY WOULD COME UP TO HER LATER AND BE LIKE, WHEN ARE WE DOING THIS WAYFINDER THING? LIKE, THEY WERE EXCITED ABOUT IT. AND FOR US AS EDUCATORS TO HEAR OUR STUDENTS THAT SAY THAT THEY'RE EXCITED ABOUT SOMETHING THAT'S HUGE [LAUGHTER].

I THINK WE SHARED LAST TIME THAT LIKE, NEUTRAL IS THE BASELINE.

IF THEY SAY THEY'RE EXCITED, IT'S LIKE, THAT'S WHAT WE DO.

WE LISTEN TO THAT PART OF OUR COMMUNITY, THE STUDENTS WHO ARE ACTUALLY GOING TO BE ENGAGING.

ITZEL CAN I PUT YOU ON THE SPOT? YEAH. YOU WERE PART OF THE PILOT? MM-HMM LIKE TIER I, TIER II, TIER III. RIGHT? LIKE, HOW DID YOU SEE THE IMPACT TO STUDENTS FROM THE PILOT KIND OF STUFF? I THINK WHEN IT COMES TO TALKING ABOUT, LIKE HOW STUDENTS DIDN'T LIKE CHARACTER STRONG FOR THE HIGH SCHOOL LEVEL, I THINK THAT'S COMPLETELY CORRECT. I'VE DONE AND I'VE BEEN A PART OF THE PILOTING WHEN IT COMES TO HOW THOSE LESSONS HAVE AFFECTED ME IN SUCH A POSITIVE WAY.

MS. LEVINE, I THINK, HAS AS IF HER HAVING HER AS A TEACHER, I THINK SHE'S DONE A LOT OF THE THINGS THAT WAYFINDER HAS IN THEIR BOOKS FOR ALL THE YEARS THAT I'VE HAD HER SINCE FRESHMAN YEAR.

I THINK MAKING THIS BOOK AND HAVING THIS BOOK AND GIVING IT TO THESE TEACHERS PROVIDES THEM AN OUTLINE AND KIND OF A STRUCTURED WAY OF HOW TO IMPLEMENT THESE THINGS INTO THEIR CLASSROOMS. AGAIN, I ALSO THINK IT'S NOT REALLY TAKING TIME AWAY FROM CLASSES.

IT'S IMPLEMENTING SOMETHING INTO THEIR CLASSROOMS WHEN THERE'S FREE TIME, WHEN THERE'S TIME WHERE STUDENTS DON'T NEED.

HAVE FINISHED THEIR WORK, HAVE FREE TIME. A LOT OF KIDS ARE GOING TO GO ON THEIR PHONES.

A LOT OF KIDS ARE JUST GOING TO DO STUFF THAT DOESN'T REALLY AFFECT THEM POSITIVELY.

BUT I THINK THESE LESSONS DON'T AFFECT ANY KIDS NEGATIVELY.

IT JUST POSITIVELY HELPS THEM WITH FIGURING OUT HOW TO WORK IN DIFFERENT ENVIRONMENTS, HOW TO LEARN FROM EACH OTHER, HOW TO WORK WITH EACH OTHER, WHICH IS WHAT HIGH SCHOOL IS AND WHICH IS WHAT COLLEGE IS AND FUTURE CAREERS ARE ALL ABOUT.

SO YEAH AND THAT'S ABOUT LIKE TEACHER WORK TIME, ESSENTIALLY.

WHEN THE COMMITTEE CAME TO KIND OF TALK TO OUR TEACHERS AT PRAIRIE, A COUPLE TEACHERS WALKED IN AND THEY WERE LIKE, OH, SUCKS. LIKE, WHAT IS THIS GOING TO BE ABOUT? IS THIS GOING TO TAKE MORE OF MY TIME? AND [INAUDIBLE] WAS LIKE, NOPE, BASICALLY ZERO. AND THEY WERE LIKE, COOL, SOUNDS GOOD, AND WALKED OUT THE DOOR. SO THAT IS SOMETHING THAT IS A MAJOR BENEFIT OF WAYFINDER IS THAT IT IS GOING TO NOT TAKE ANY TEACHER PREP TIME, AND IT WILL ALLOW FOR US TO FILTER THROUGH SPECIFIC CONTENT AREAS.

SO ONE OF THE LESSONS THAT THEY DEMOED FOR US WAS ABOUT THE GOLDEN RECORD, WHICH IS SOMETHING THAT NASA SENT OFF INTO SPACE TO REPRESENT.

WHAT IS EARTH? WHAT IS HUMANITY? WHAT DOES THAT REPRESENT? AND ON THE ACTUAL GOLDEN RECORD, THERE'S SOUNDS OF THE OCEAN AND THE SOUNDS OF CHURCHES AND SERVICES AND THINGS LIKE THAT.

AND THAT'S A SCIENCE LESSON, BECAUSE THAT OBVIOUSLY BRINGS IN SCIENCE CONTENT TO TALK ABOUT ALL THOSE THINGS.

AND YOU COULD EASILY START YOUR DAY WITH THAT AND THEN START TALKING ABOUT, ALL RIGHT, WELL, THIS IS HOW THE MOON AFFECTS THE TIDES. IT'S A VERY EASY PIVOT TO BRING IN SEL. AGAIN, WE WANT TO TEACH THE WHOLE ENTIRE STUDENT.

WE WANT TO TEACH THEIR MIND. AND WE ALSO WANT TO TEACH THEIR HEART TOO ESSENTIALLY ANOTHER THING THAT IS PROBABLY THE NUMBER ONE QUESTION THAT I GET ASKED BY A LOT OF STAFF IS HOW DO WE EVEN TALK TO THESE KIDS ANYMORE? BECAUSE THERE IS A GIANT GAP BETWEEN MOST OF OUR SCHOOL STAFF MEMBERS RIGHT NOW AND OUR STUDENTS THAT GO TO OUR HIGH SCHOOLS, OUR STUDENTS THAT GO TO OUR HIGH SCHOOLS. WE'RE BORN INTO A WORLD WHERE SOCIAL MEDIA WAS ABSOLUTELY PART OF THEIR EVERY SINGLE DAY LIFE.

IT RUNS RAMPANT IN THEIR LIVES. THEY TALK DIFFERENTLY TO EACH OTHER. THEY TALK DIFFERENTLY TO THE ADULTS IN THEIR LIVES. AND MANY OF OUR ADULTS THAT ARE WORKING WITH STUDENTS HAVE NO IDEA HOW TO TALK TO THEM, AND THAT IMMEDIATELY PREVENTS A BARRIER OR PRESENTS A BARRIER TO LEARNING.

AND SO THIS IS ANOTHER WAY THAT WE CAN GET AT LEAST A LITTLE BIT ON THE SAME PAGE.

LIKE WE KIND OF TALKED ABOUT LIKE A LOT OF THESE WAYFINDER ACTIVITIES ALREADY EXIST OUT THERE.

IT WAS REALLY FUNNY WHEN WE WERE DOING THE PILOT, WE DID AN ACTIVITY AND THEN LIKE TWO WEEKS LATER, THAT ACTIVITY WENT VIRAL. SO IT'S SOMETHING THAT'S GIVING US AT LEAST COMMON LANGUAGE TO TALK TO THE KIDS.

AND IT'S NOT GOING TO TAKE US AS TEACHERS AND OTHER STAFF MEMBERS A LOT OF TIME TO GET TO THAT POINT WHERE WE CAN ACTUALLY COMMUNICATE.

DOES THE BOARD HAVE OTHER QUESTIONS OR DISCUSSION? IF NOT, WE NEED TO HAVE SOME KIND OF A MOTION.

A MOTION, NOT EMOTION [LAUGHTER]. I MOVE THAT THE DECISION TO WORK FORWARD

[01:20:07]

SO YOUR MOTION IS IT TABLE THE MOTION? YES OKAY. WELL THERE HASN'T BEEN A MOTION MADE SO THAT'S MY MOTION.

WELL, ACTUALLY OKAY, ALL RIGHT. SO YEAH. I MOVED TO TABLE THE MOTION TO, NOW MY COMPUTER IS DEAD.

I CAN READ IT. YEAH GO AHEAD [LAUGHTER]. SO TERRY MOVES TO TABLE THE MOTION THAT THE BOARD OF DIRECTORS APPROVE THE SECOND READING AND ADOPTION OF THE HIGH SCHOOL SEL CURRICULUM AS PRESENTED UNTIL WE HAVE A FULL BOARD OKAY, I AM NOT A ROBERT'S RULES OF ORDER EXPERT.

THERE IS A TIMELINE AROUND THIS BECAUSE THE FIRST WELL NO THERE IS A TIME WHAT NOT THAT WON'T WORK EITHER NO.

WELL, SINCE WE HAVEN'T ALWAYS FOLLOWED THE RULES OF ORDER METICULOUSLY, I THINK THAT IF WE DON'T FOLLOW IT METICULOUSLY THIS TIME, I THINK IT WOULDN'T BE SOMETHING TOO NEW. FIRST MEETING IN SEPTEMBER? THE SECOND I'M LOOKING ON THE LIMIT WE CAN SAY TO UNTIL A CERTAIN TIME. THAT'S WHAT I THOUGHT.

THAT'S FOR A REASON I THINK, MORE THAN IT IS A RULE. SO WE COULD AMEND THE MOTION TO SAY THE BOARD OF DIRECTORS APPROVED THE SECOND READING AND TABLED THE MOTION TO APPROVE THE SECOND READING AND ADOPTION OF THE HIGH SCHOOL SEL CURRICULUM AS PRESENTED UNTIL THE 1ST SEPTEMBER MEETING. WELL, I WOULD SAY PUT IT ON THE AGENDA NEXT MEETING.

WE DON'T HAVE A FULL BOARD? THEN IT GOES TO THE NEXT MEETING UNTIL WE HAVE A FULL BOARD.

SO I DO HOWEVER YOU'D LIKE, THAT'S FINE. I THINK WE KNOW THAT WE WILL BE SHORT A BOARD MEMBER NEXT BOARD MEETING? WE DO, WE DO THAT CERTAIN DATE IS GREAT. UNTIL THE 1ST SEPTEMBER MEETING.

OKAY SEPTEMBER 8TH. YES OKAY UNTIL THE SEPTEMBER NEXT. THE NEXT SEPTEMBER.

OH AFTER SEPTEMBER SHE'S NOT GOING SEPTEMBER 22ND? OKAY. OKAY. WELL, WE DON'T KNOW IF TED'S GOING TO BE HERE, BUT WE HOPE OKAY UNTIL THE SEPTEMBER 22ND MEETING. SO, ARE WE CLEAR ON WHAT THE MOTION IS? THE MOTION WOULD BE TO TABLE THIS MOTION TO APPROVE THE SECOND READING AND ADOPTION OF THE HIGH SCHOOL SEL CURRICULUM, AS PRESENTED UNTIL THE SEPTEMBER 22ND MEETING.

STUDENT REPS, YOUR INPUT. PRO [LAUGHTER]. I HAVE ONE QUICK BECAUSE MY THREE OPTIONS ARE PRO, ABSTAINED AND? CON I'LL SAY ABSTAINED. OKAY. PRO. OKAY. AND SO BOARD WITH THE MOTION ON THE TABLE.

DO I NEED TO READ IT AGAIN OR CAN WE VOTE ON IT? OKAY. ALL THOSE IN FAVOR SAY AYE. AYE. AND OPPOSED? OKAY MOTION PASSES 4 TO 0 TO TABLE. UNTIL WE'LL SEE YOU IN SEPTEMBER.

OKAY. I THINK THAT WAS A SONG WAY BACK IN THE 60S [LAUGHTER].

THANK YOU. IT WAS. YEAH OKAY. MOVING ON TO NEW BUSINESS.

[10. New Business (Board Vote w/Student Voice)]

SO I WANTED TO THIS HAS TAKEN ON KIND OF A LIFE OF ITS OWN IN THE LAST YEAR OR SO, JUST ACROSS OUR COUNTRY, WHEN SCHOOL DISTRICTS IMPLEMENT A NEW CELL PHONE POLICY.

OURS IS A LITTLE BIT LESS EXCITING, BECAUSE TRULY, WHAT IT'S GOING TO DO IS MIRROR WHAT THE SCHOOLS HAVE BEEN DOING THE LAST FEW YEARS, SO I'LL BACK UP REALLY QUICK. WE RECEIVED FEEDBACK ON BOARD POLICY 3245 FOR CELL PHONES.

WE'VE RECEIVED FEEDBACK FROM THE CITIZEN ADVISORY COMMITTEE LAST YEAR.

[01:25:05]

WE RECEIVED FEEDBACK FROM DISTRICT LEVEL ADMINISTRATORS AS WELL AS STUDENTS.

ALSO LOOKING AT THE MODEL POLICY FOR THE STATE AS WELL AS BOARD POLICIES FROM AROUND THE STATE SPECIFICALLY WALLA WALLA SCHOOL DISTRICT.

AND THAT SEEMED TO SPELL OUT KIND OF WHAT WE'RE LOOKING AT DOING.

OUR PREVIOUS POLICY WAS ADOPTED AT A TIME PRIOR TO US REALLY KNOWING THE IMPACTS OF CELL PHONES.

AND I'D LIKE TO SAY IT WAS PROBABLY WHEN WE FELT LIKE TEACHERS COULD WIN THE BATTLE IN THE CLASSROOM WITH THE CELL PHONES AND MONITOR IT.

AND THE POLICY REALLY REFLECTS THAT. THE OLD POLICY REFLECTS THAT.

I GUESS I SHOULD SAY THE CURRENT POLICY REFLECTS THAT.

WHERE IT READS, CLASSROOM TEACHERS HAVE THE AUTHORITY TO PERMIT, LIMIT OR PROHIBIT THE USE OF PERSONAL DEVICES IN THEIR CLASSROOM AND REALLY MAKING IT A TEACHER LEVEL DECISION. WHAT WE'VE TRIED TO DO IS SPELL OUT WHAT IT WOULD LOOK LIKE IN THE PRIMARY SCHOOLS, THE MIDDLE SCHOOLS AND THE HIGH SCHOOLS. AND AGAIN, THIS MIRRORS WHAT HAS BEEN HAPPENING AT ALL THREE LEVELS.

AT THE PRIMARY SCHOOLS IT'S VERY SIMPLE CELL PHONES ARE NOT ALLOWED.

IF A PHONE IS BROUGHT TO SCHOOL IT REMAINS IN THE BAG IN THE STUDENT'S BACKPACK.

IF THERE ARE IEP OR 504 LANGUAGE FOR A SPECIFIC STUDENT, THEN THAT IS WORKED WITH THE STUDENT, THE TEACHER AND THE ADMINISTRATOR AND THE PARENT, OF COURSE. AT THE MIDDLE SCHOOL.

CELL PHONES ARE NOT ALLOWED IN THE CLASSROOM, AND THEY'RE NOT ALLOWED ON CAMPUS. THE ONLY DIFFERENCE BETWEEN THE MIDDLE AND THE PRIMARY IS IT DOES SAY THAT PRIOR TO THE FIRST BELL AND AFTER THE LAST BELL OF THE SCHOOL DAY, STUDENTS MAY GET ON THEIR PHONE.

PART OF THE THINKING IS ONE MIDDLE SCHOOL STUDENTS ARE OLDER, AND THE OTHER IDEA IS OFTENTIMES THERE MAY BE SOME COMMUNICATION IN TERMS OF WALKING HOME THAT THEY NEED TO ACCESS FROM THE PARENT PRIOR TO LEAVING THE SCHOOL CAMPUS.

AND WITH THE HIGH SCHOOL, IT REMAINS CONSISTENT THAT CELL PHONES ARE NOT ALLOWED IN THE CLASSROOM, BUT THEY ARE ALLOWED DURING PASSING TIME AND LUNCH.

AND ONE OF THE I GUESS, DISCUSSIONS THAT SCHOOL DISTRICTS ARE HAVING IS DO YOU DO A COMPLETE BAN WITH CELL PHONES FOR SPECIFICALLY FOR HIGH SCHOOL STUDENTS AND NOT ALLOW THEM ON CAMPUS AT ALL? ONE OF THE CHALLENGES WE FEEL THAT WE HAVE WITH THAT IS THERE ARE MULTIPLE COMMUNICATION STRATEGIES THAT WE CURRENTLY USE FOR HIGH SCHOOL STUDENTS. ONE ATHLETIC COACHES ARE OFTEN COMMUNICATING TO STUDENTS THROUGH SOME TYPE OF COMMUNICATION APP FOR IN THE SPRING COULD BE BASEBALL OR SOFTBALL CANCELLATIONS. IT COULD BE PRACTICE TIME ADJUSTMENTS.

THE OTHER DYNAMIC WE HAVE IS THAT PRAIRIE AND BATTLE GROUND.

THEY ARE WORKING WITH DAVID KENNEDY IN A COMMITTEE WHERE THEY'RE ADOPTING AN APP CALLED MINGA, WHICH WILL ALLOW STUDENTS TO HAVE A PASS, AN ELECTRONIC PASS TO GO TO A SPECIFIC LOCATION ON CAMPUS.

THEY ARE WE ARE NOT ROLLING THAT OUT RIGHT AWAY BECAUSE OF THE TRANSITION TO Q FROM SKYWARD TO Q, AND IT WAS A LITTLE BIT OF TOO MUCH, TOO MUCH AT ONE TIME.

BUT MY POINT IS TO RESTRICT ACCESS COMPLETELY FOR HIGH SCHOOL STUDENTS ON CAMPUS DURING THE SCHOOL DAY WOULDN'T NECESSARILY ALLOW US TO DO SOME OF THE THINGS THAT WE WOULD LIKE TO DO. BUT OVERALL, THIS POLICY SPEAKS DIRECTLY TO WHAT OUR SCHOOLS ARE CURRENTLY DOING, WHICH IS NOT ALLOWING SCHOOLS IN CLASS. AND IT ALSO SPECIFICALLY SAYS IF A TEACHER WANTS TO ALLOW A CELL PHONE IN CLASS, IT MUST BE FOR EDUCATIONAL PURPOSES AND THEY MUST MONITOR THE USE.

THE PREVIOUS LANGUAGE WAS A TEACHER MAY ALLOW CELL PHONE TO BE USED IN CLASS.

I TRIED TO GIVE A VERY SIMPLE EXPLANATION TO WHAT WE ALL KNOW IS A VERY COMPLICATED AND CHALLENGING PROBLEM.

SO IF YOU DO HAVE ANY QUESTIONS FROM THE POLICY OR EVEN THE PROCEDURE THAT YOU READ, I'M READY FOR YOU.

I THINK THE PROCEDURE REALLY HELPED TO, YOU KNOW, CLARIFY HOW IT'S GOING TO LOOK IN THE SCHOOL.

SO I APPRECIATE THAT HAVING THE THOROUGHNESS.

DO YOU FORESEE THIS POSSIBLY CHANGING IN THE FUTURE? I MEAN, I GUESS, YEAH, YEAH, I WOULD SAY POSSIBILITY SO HOW DO YOU. SO MIDDLE SCHOOL. I'M A MIDDLE SCHOOL TEACHER.

MIDDLE SCHOOL STUDENTS CAN CARRY THEIR PHONES AROUND IN THEIR BACKPACKS. THEY JUST CAN'T GET THEM OUT? CORRECT. UNLESS THEY GO TO THE BATHROOM? CORRECT. SO WE DON'T HAVE ANY WAY TO ENFORCE THAT, DO WE? YOU REALLY DON'T, BECAUSE WE CAN'T SEARCH EVERY STUDENT WHEN THEY GET TO CAMPUS FOR OBVIOUS LEGAL REASONS.

AND OF COURSE, WE ARE NOT ABLE TO FOLLOW THEM.

MY EXPERIENCE THEN SAYS THEY END UP GOING TO THE BATHROOM A LOT.

CORRECT. AND THE WAY TO I DON'T WANT TO SAY SOLVE THAT, BECAUSE WE KNOW THAT THERE ARE CERTAIN CHALLENGES WE DON'T SOLVE, WE MITIGATE. BUT THE WAY TO RESOLVE THAT WOULD BE TO HAVE AN INDIVIDUAL CONVERSATION WITH A STUDENT WHO'S USING THE RESTROOM.

SO OFTEN TO ONE WOULD THINK THEY'RE SICK AND THEY MAY NEED TO GO HOME, OR THEY'RE DOING SOMETHING ELSE IN THE RESTROOM THAT,

[01:30:04]

THAT'S JUST ME. BUT AND I'M JUST LOOKING AT SOME STATS 34% OF 13 TO 17 YEAR OLDS THINK IT'S NORMAL FOR KIDS TO SHARE THEIR OWN NUDES.

70% TO 75% BOYS AND GIRLS ARE EXPOSED TO PORN BY AGE 12.

SO THIS IS A REALITY. SO WE REALLY I MEAN, PERSONALLY, I LIKE TO SEE IT MUCH TIGHTER, BUT I THINK THIS IS A REALLY GOOD BEGINNING.

HONESTLY, IT'S WELL WRITTEN THANK YOU. YEAH, AND IF I COULD JUST RESPOND TO THAT, DEBBIE, BECAUSE I ACTUALLY I DON'T NECESSARILY DISAGREE WITH YOU.

AND WE ALSO KNOW THERE ARE SITUATIONS WHERE IF A STUDENT MAYBE THEY DIDN'T CHARGE THEIR CHROMEBOOK WHEN THEY WENT HOME AND THEY'RE WORKING ON A RESEARCH PROJECT AND THEY NEED TO THEY NEED TO ACCESS SOMETHING ONLINE.

WE ALL KNOW THAT THAT'S NOT WHAT WE'RE CONCERNED ABOUT.

WE'RE CONCERNED ABOUT THE INAPPROPRIATE USE OF.

RIGHT? AND SO I THINK THE IDEA OF LEAVING SOME PROFESSIONAL JUDGMENT FOR THE TEACHERS IN THE CLASSROOM TO MONITOR THE STUDENT'S APPROPRIATE USE OF A CELL PHONE, IS WHAT WE'RE HOPING FOR. AND AS YOU MENTIONED, THAT DOES OPEN THE DOOR FOR SOME POTENTIAL MISUSE, WHICH, YOU KNOW, I WOULD ARGUE IS PROBABLY GOING TO HAPPEN REGARDLESS OF WHAT WE HAVE WRITTEN IN A POLICY.

YEAH SPECIFICALLY. SO IT WAS PRETTY CLEAR THAT OUR PARENTS ARE PRETTY MUCH 50 OVER 50 ON THIS, [LAUGHTER] AND SO THAT MAKES IT REALLY HARD.

I FEEL LIKE THIS IS A REALLY GOOD STEP IN THE RIGHT DIRECTION TO PUT THE BUMPERS ON WHAT WE CAN CONTROL, WHICH IS WITHIN THE CLASS, THE SPACE OF THE CLASSROOM TIME.

AND I THINK OVER TIME. TO YOUR QUESTION, TERRY, I DO THINK THAT THERE WILL BE MORE ON THIS.

I DON'T THINK OUR SOCIETY'S DONE WITH THE IS THIS BEST FOR KIDS AND HOW DO WE NEED TO ADAPT TO THAT.

SO I THINK IT'S GOING TO CONTINUE TO EVOLVE. AND I LIKE THE FACT THAT WE HAVE MORE IN OUR PROCEDURE THAN WE'VE EVER HAD.

AND THE FACT THAT IT'S ALIGNED TO DIFFERENT LEVELS IS JUST A GOOD, GOOD PLACE FOR US TO GET STARTED.

YEAH, THE NARRATIVE IS DEFINITELY SHIFTING TO SPEAK TO WHAT YOU SAID, TERRY. I MEAN, I, I DON'T THINK IT'S GOOD FOR ANY OF US ADULTS TO HAVE A PHONE.

AND, YOU KNOW, AS A PARENT WITH A 20 AND 18 YEAR OLD, TWO DAUGHTERS IT'S NOT HEALTHY FOR THEM TO HAVE THEIR PHONES EITHER.

AND SO I THINK THE NARRATIVE WILL CONTINUE TO SHIFT.

WELL, I MEAN, I KNOW LIKE WHEN I WAS IN COLLEGE AND UNIVERSITY, WE WERE NOT ALLOWED TO HAVE OUR PHONE ON OR RINGING OR DINGING OR ANYTHING.

PROFESSOR WOULD JUST ASK US TO POLITELY LEAVE THE ROOM.

SO, I MEAN, IT'S ALMOST LIKE A PREPARATION FOR WHAT'S COMING.

YOU'RE PAYING FOR AN EDUCATION. YOU KNOW, YOU WANT TO HEAR EVERYTHING AND GRAB EVERYTHING THAT'S THERE.

I THINK THIS IS A GREAT POLICY. I TOTALLY SUPPORT IT.

THANK YOU. QUESTIONS? DISCUSSION? STUDENTS? I HAVE FEW QUESTIONS.

SO MY FIRST QUESTION IS READING. IT IS LIKE, ARE THESE GOING TO BE APPLIED TO LIKE ALL SCHOOLS IN ALL CLASSES? LIKE, THERE'S NO WAY, I GUESS, FOR A TEACHER TO KIND OF IMPLEMENT IT IN THEIR OWN WAY WHERE LIKE, YOU KNOW, HOW PREVIOUSLY WE TALKED ABOUT HOW TEACHERS MAKE UP THEIR OWN RULES OR GO AROUND THEIR OWN RULES.

LIKE YOU SAID, THAT THERE'S A PART IN THE POLICY WHERE IT SAYS, WELL, STUDENTS CAN EXCUSE YOU USING YOUR PHONE WHEN YOU'RE TEACHING LESSONS, WHICH GOES INTO MY SECOND QUESTION, HOW ARE YOU GOING TO MAKE SURE TEACHERS ARE ACTUALLY IMPLEMENTING THIS IN THEIR CLASSES? AND WE'RE NOT HEARING THE SAME THING THAT STUDENTS HAVE SAID BEFORE WHERE IT'S, OH MY, THIS TEACHER DOES THIS, BUT THIS TEACHER DOES THAT SO. YEAH, AND I THINK ITZEL THAT'S THE THAT IS THE CHALLENGE, RIGHT? POLICY IS ONLY AS CONSISTENT AS IT IS APPLIED.

I THINK THE ONE THING IT DOES IS IT CLARIFIES FOR TEACHERS.

YOU KNOW, IF A TEACHER GETS DONE, LET'S SAY MR. ROOT IS STILL IN HERE? NO, NO CLASS DO WHATEVER YOU WANT. GET ON YOUR PHONE. GET ON SOCIAL MEDIA. I DON'T CARE, YOU KNOW. YOU LEAVE ME ALONE. I'LL LEAVE YOU ALONE.

BY POLICY, THAT'S NO LONGER ALLOWED. BECAUSE THAT'S NOT AN ACADEMIC PURPOSE, RIGHT? AND SO HOW TO. SO I THINK WE CAN CLARIFY THOSE THINGS, HOW TO IMPLEMENT THEM CONSISTENTLY.

IT'S HARD ENOUGH TO GET THINGS IMPLEMENTED CONSISTENTLY IN 19 BUILDINGS, LET ALONE 80 CLASSROOMS AT PRAIRIE AND ANOTHER 85/90 AT BATTLE GROUND.

SO I THINK YOU KNOW, WE ROLLED THIS OUT TO BUILDING ADMINISTRATORS TODAY.

THIS IS NOT AN EASY BATTLE FOR ANY SCHOOL TO PICK.

THAT'S WHY, YOU KNOW, THAT'S WHY IT'S SO MUCH THERE'S SO MUCH PUBLICITY AROUND THE IDEA.

BUT I THINK AS PEOPLE GET USED TO THE NEED YOU KNOW WHAT WE TALKED ABOUT BEFORE, YOU NO LONGER FIND TEACHERS WHO REALLY THINK THAT IT'S A POSITIVE THING FOR THE STUDENT TO

[01:35:04]

SO BY THE TIME YOU COME BACK TO VISIT PRAIRIE IN A FEW YEARS, IT'LL LOOK A LITTLE BIT DIFFERENT.

OR SOMEONE TAKES YOUR PHONE THIS YEAR DURING YOUR SENIOR YEAR [LAUGHTER]. YEAH, I THINK THAT'S WHY THAT LANGUAGE IS SO IMPORTANT.

THE TEACHERS MAY ONLY GRANT EXCEPTIONS IN THEIR CLASSROOM TO THIS POLICY AT MIDDLE AND HIGH SCHOOL, IF USE CONTRIBUTES TO INSTRUCTION AND OR EDUCATIONAL EFFORTS, AND THE CELL PHONE PROVIDES THE ONLY ACCESS.

IF A TEACHER CHOOSES TO ALLOW CELL PHONE USE IN THEIR CLASSROOM FOR ANY EDUCATIONAL PURPOSE IT IS THE EXPECTATION OF THE DISTRICT THAT THE TEACHER MONITORS APPROPRIATE USE. SO THE IDEA IS YOU'RE GOING TO ALLOW THE USE FOR ANY REASON.

IT'S GOING TO BE THE ONUS OF THE TEACHER TO ADDRESS THAT.

ONE OF THE THINGS THAT I THINK IS A STRUGGLE IN CONSISTENCY IS THAT SOMETIMES PEOPLE DON'T WORRY ABOUT CONSISTENCY BECAUSE THEY'RE LIKE, OH, I'LL ADDRESS THAT LATER. I'LL ADDRESS THAT LATER.

BUT WHEN YOU KNOW THAT YOU'RE THE PERSON THAT HAS TO ADDRESS IT, IT MAKES YOU PAUSE ON WHETHER YOU REALLY WANT TO MOVE FORWARD WITH BEING INCONSISTENT OR NOT. SO I THINK AT THIS POINT IT'S THE BEST WE CAN DO.

AND I THINK I THINK THERE'LL BE WAYS THAT TEACHERS WILL ASK KIDS.

KAHOOT! I MEAN, ALL OF US HAVE PROBABLY TAKEN A KAHOOT QUIZ AT ONE TIME OR ANOTHER, AND THERE ARE GOING TO BE THINGS LIKE THAT ARE PROBABLY GOING TO BE NEEDED IN THE CLASSROOM FOR EDUCATIONAL PURPOSES, BECAUSE IT'S A LOT EASIER THAN DOING IT ON A CHROMEBOOK.

OTHER QUESTIONS OR DISCUSSION? TOBY, DO YOU HAVE ANY PERSPECTIVE OR QUESTIONS? I THINK IT'S A GOOD POLICY. PHONES ARE A BIG DISTRACTION.

OH, SORRY YEAH THANK YOU [LAUGHTER]. IT'S A GOOD POLICY.

LIKE I'M A KID. I'M A STUDENT, AND I CAN SEE THAT PHONES ARE PRETTY DISTRACTING.

GO TO THE CAFETERIA, TOO, BECAUSE THEY ARE ALLOWED IN THE LUNCHROOM AT HIGH SCHOOL LEVEL.

I LIKE, SOME TABLES AREN'T EVEN TALKING TO EACH OTHER.

THEY'RE JUST, JUST MINDLESS AND NOT ALLOWING THAT IN THE CLASSROOM, I THINK IS GOING TO HELP WITH LEARNING AND ALL OF THAT.

THE PART WHERE HAVING TEACHERS ACTUALLY ENFORCE IT.

IT'S I DON'T KNOW WHAT YOU CAN REALLY DO ABOUT THAT, BUT I AGREE WITH THIS POLICY.

I MOVE THE BOARD OF DIRECTORS, APPROVE THE REVISION OF POLICY 3245 STUDENTS AND TELECOMMUNICATION DEVICES AS PRESENTED.

STUDENT REPS. PRO, PRO. OKAY, THE MOTION IS ON THE TABLE.

THE BOARD OF DIRECTORS APPROVE THE REVISION OF POLICY 3245 STUDENTS IN TELECOMMUNICATIONS DEVICES AS PRESENTED, ALL THOSE IN FAVOR SAY AYE. AYE. ALL THOSE OPPOSED? MOTION PASSES 4 TO 0. THANK YOU BOARD. THANK YOU.

THANK YOU, MR. DRAKE.

THANK YOU. OH, I DIDN'T EVEN. APPROVAL OF THE RESOLUTION I-25 AUTHORIZING FINANCING CONTRACT, MICHELLE THANK YOU. GOOD EVENING. YES ASKING APPROVAL OF RESOLUTION I-25 AUTHORIZING FOR THE ACQUISITION OF PERSONAL PROPERTY AND EXECUTION OF THE FINANCING CONTRACT.

AND RELATED DOCUMENTS RELATED TO THE ACQUISITION OF SAID PROPERTY AS PRESENTED.

SO THIS IS ON JUNE 23RD, THERE WAS A APPROVAL FOR OUR ENERGY SAVINGS PERFORMANCE CONTRACT WITH AMERESCO.

AND IT WAS CONTINGENT ON FINDING OF APPROVAL OF FINANCING BY THE BOARD OF DIRECTORS. AND SO WE HAVE RESEARCHED SEARCHED FINANCING OPTIONS.

WE HAVE LOOKED AT THREE DIFFERENT ONES. THE FIRST ONE WAS THROUGH CAPITAL ONE THAT WAS OFFERED BY AMERESCO.

AND THE INTEREST RATE ON THAT WAS 5.19 A 17 YEAR PAYMENT SCHEDULE.

THE SECOND OPTION THAT WE LOOKED AT WAS BORROWING FROM OUR IMPACT FEES.

WHICH WOULD BE IT WOULD BE CONSIDERED AN INTRA FUND LOAN, WHICH ARE ALLOWABLE UNDER THE ACCOUNTING MANUAL.

[01:40:03]

WOULD THEY CONSIDER THAT INTRA FUND OR INTER FUND, WHICH IS DIFFERENT BECAUSE THE GENERAL FUND WAS PAYING THE PAYMENT ON THE SCHEDULE.

SO IT GOT A LITTLE BIT KIND OF MESSY. SO THE DECIDING FACTOR REALLY CAME DOWN TO ALSO KNOWING THAT IT WAS AN.

IT WOULD BE AN UNUSUAL TRANSACTION. WE WOULD AND ALSO THAT OUR INTEREST RATE THROUGH OUR COUNTY TREASURER WAS LOWER THAN GOING BACK HISTORICALLY LOOKING AT CO-OP LOANS THROUGH THE WASHINGTON STATE TREASURER, WHICH IS WHAT I'M PRESENTING TONIGHT.

THE INTEREST RATE, WE WERE EARNING ALMOST A FULL POINT MORE IN REVENUE THAN WE WOULD HAVE BEEN IN INTEREST.

SO GOING BACK AND LOOKING HISTORICALLY OVER THE LAST SIX DIFFERENT SELLS OF CO-OPS, EVERY TIME WE WERE EARNING MORE MONEY ON THE INTEREST OR ON THE MONEY THAT WE HAD IN OUR ACCOUNTS.

SO WHERE WE LANDED IS WHERE MOST SCHOOL DISTRICTS DO, AND THAT IS WITH THE WASHINGTON STATE TREASURER.

THEY OFFER A LOCAL LOAN, WHICH IS A THEY TAKE SCHOOL DISTRICTS AND OTHER MUNICIPALITIES ACROSS THE ENTIRE STATE OF WASHINGTON THREE TIMES A YEAR.

THEY HAVE A BIG SALE, AND THEY OFFER TAX EXEMPT LOW INTEREST LOANS WITH THE STATE'S CREDIT RATING.

WE WERE APPROVED TO DO THIS FINANCING, AND THE NEXT SALE IS IN OCTOBER, AND ALL DOCUMENTS ARE DUE BY AUGUST 22ND TO MAKE THE SELL FOR THIS. SO THIS THERE IS NO GUARANTEE ON WHAT THE INTEREST RATE WILL BE.

IT WILL BE WHATEVER THE MARKET DRIVES. BUT I WENT BACK AND LOOKED AND AGAIN, THERE WAS 3.47 WAS THEIR LAST CO-OP LOAN PRIOR TO THAT 3.07 3.247 3.5. SO INTEREST RATES ARE REALLY GOOD FOR BORROWING MONEY FOR THIS TYPE OF PROJECT. AND AGAIN, THIS PROJECT WILL BE SELF-FUNDED BY THE TIME WE PAY OFF THE LOAN AND WE WILL HAVE MONEY.

THAT WILL BE. WE WILL BE SAVING IT IN THOSE ENERGY COSTS.

OKAY 5.19 OKAY YOU SAID? BECAUSE YOU SAID THE ENERGY COST WOULD COME DOWN.

YES. SO THEN WE'D HAVE THE MONEY TO BE ABLE TO MAKE THE PAYMENT ON THE LOAN? CORRECT. OKAY. THIS IS THE FUNDING IS THROUGH SAVINGS AND ENERGY CONSUMPTION AS WELL AS MATERIALS THAT WE'RE USING FOR OUR TRADITIONAL LIGHTING.

OKAY. AND YOU SAID IT'S 17 YEARS? THAT WAS THE CAPITAL ONE.

THE ONE WITH THE STATE OF WASHINGTON IS 12 YEARS.

OKAY IT SOUNDS LIKE YOU'VE SPENT A LOT OF TIME ON THIS AND THANK YOU FOR THE THOROUGHNESS.

I'LL MOVE THE BOARD OF DIRECTORS, APPROVE RESOLUTION I-25 AUTHORIZATION FOR THE ACQUISITION OF PERSONAL PROPERTY AND EXECUTION OF A FINANCING CONTRACT AND RELATED DOCUMENTS RELATING TO THE ACQUISITION OF SAID PERSONAL PROPERTY AS PRESENTED.

STUDENT REPS? PRO. OKAY THE MOTION THAT JACKIE SAID ALL THOSE IN FAVOR [LAUGHTER] SAY AYE.

AYE. ALL THOSE OPPOSED? MOTION PASSES 4 TO 0.

AND THANK YOU SO MUCH, MICHELLE, TO YOU AND YOUR DEPARTMENT THIS IS A LOT OF WORK.

THANK YOU. THANKS, MICHELLE

[11. Future Agenda Items and Board Events]

BUT BEFORE THAT, WE HAVE OUR NEXT BOARD MEETING.

AND IF YOU CHECK OUT FUTURE EVENTS, I JUST WANT YOU TO KNOW THANK YOU, CARLA, FOR PUTTING ALL OF OUR MEETINGS ON THERE FOR THE NEXT YEAR SO THAT BOARD MEMBERS CAN GET THOSE ON THEIR CALENDARS. WE SHOULD PROBABLY ADD BOARD TOURS BACK TO OUR.

YES. SECTION OF THE AGENDA I ALSO WANTED TO.

WE KNOW THAT THERE'S A CONFLICT WITH THE SCHEDULE ON OCTOBER 17TH, AND WE'D LIKE TO MOVE THAT TO OCTOBER 24TH.

[01:45:04]

WITH IT BEING THIS FAR OUT, I'M WONDERING IF WE CAN MAKE THAT CHANGE OR IF WE SHOULD SEND OUT A DOODLE POLL OR ANYTHING TO FIND OUT AVAILABILITY.

AND THEN ALSO IN THE PAST FOR BOARD TOURS, WE SET AHEAD OF TIME THE ROTATION OF WHICH SCHOOLS WE'RE GOING TO DO THE PRESENTATIONS EVERY YEAR. BUT TYPICALLY WE HAVE ASKED WHEN WE HAVE A NEW BOARD, WHAT DAY OF THE WEEK WORKS THE BEST, WHAT, BECAUSE THEY HAVE BEEN ON FRIDAYS A LOT, BUT THEY DO NOT HAVE TO BE.

THEY COULD BE ON CERTAINLY OTHER DAYS OF THE WEEK.

SO WHAT I WOULD PROPOSE IS THAT WE SET THAT WE KEEP THE TWO BOARD MEETINGS, THAT OR THE TWO BOARD TOURS THAT WE HAVE IN SEPTEMBER AND OCTOBER, AND THEN WE MAKE A DECISION ON THE DATES OF THE REST OF THOSE BOARD TOURS FOR THE REST OF THE YEAR, TURN THOSE INTO A TO BE DETERMINED DATE AND PULL THE NEW CANDIDATES AFTER THEY TAKE OFFICE, BECAUSE WE DON'T HAVE ANOTHER BOARD TOUR UNTIL THE MIDDLE OF DECEMBER.

OKAY. YOU HAVE A REALLY GOOD POINT, BECAUSE I THINK EVERY YEAR IT'S IMPORTANT TO CIRCLE BACK TO THAT.

SO NEW SCHOOL YEAR, NEW BOARD TOURS, MAYBE NEW SCHEDULES FOR BOARD MEMBERS.

SO JUST, YOU KNOW, AUGUST OF EVERY YEAR THROW OUT NEW, OLD SEASON WHATEVER. YEAH. YEAH THINGS CHANGE IN PEOPLE'S CALENDARS.

YEAH SHOULD WE DO THAT? I MEAN, IT'S NOT TOO LATE.

WE HAVE OUR FIRST TOUR IN SEPTEMBER. THE MIDDLE OF SEPTEMBER.

IS THAT WOULD THAT BE A PREFERENCE TO PUT OUT THE DATES FOR THE TWO FIRST? I'M GOOD WITH SEPTEMBER AND OCTOBER. I DON'T KNOW OTHER BOARD MEMBERS WHAT YOUR THOUGHTS ARE.

FINE FOR ME. FINE FOR YOU. I'M FINE FOR THE ONES THAT ARE ON THE SEPTEMBER.

I'VE GOT THEM ON MY CALENDAR. I HAD A QUESTION ABOUT THE CALENDAR CARLA.

THE BLACKOUTS, DOES THAT MEAN ANYTHING? THAT IS FOR THE BOARD TOURS PEOPLE HAVE HAD A BI OKAY. THAT'S WHAT I THOUGHT I MEANT, BUT I JUST WANTED TO MAKE SURE.

BUT MARY WILL BE THERE ON THE. I WILL BE THERE ON THE 19TH THOUGH.

OF WHAT MONTH? SEPTEMBER IS CHANGING THE OCTOBER 17TH TO THE 24TH IS THAT? THAT'S NOT AN ISSUE FOR ME. IT'S ALREADY ON MY CALENDAR IT'S THE 24TH IT'S JUST MOVED. OKAY. OKAY YEAH PERFECT. YOU TOO DEBBIE? ANY OTHER DISCUSSIONS OF OUR FUTURE EVENTS? IF NOT, WE'LL ADJOURN THIS MEETING AT 7:48.

THANKS

* This transcript was compiled from uncorrected Closed Captioning.