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[1. Call to Order]
I CALL TO ORDER THIS REGULAR MEETING OF THE BATTLE GROUND SCHOOL DISTRICT BOARD OF DIRECTORS FOR SEPTEMBER 22, 2025.PLEASE STAND AND JOIN US IN THE PLEDGE OF ALLEGIANCE.
>> I PLEDGE 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'LL HAVE A ROLL CALL.
>> PRESIDENT AND DIRECTOR OF DISTRICT 1, MARY SNITILY.
>> VICE PRESIDENT AND DIRECTOR OF DISTRICT 5, JACKIE MADDOX.
>>DIRECTOR OF DISTRICT 2, DEBBIE JOHNSON.
>> DIRECTOR OF DISTRICT 3, TED CHAMPAGNE.
>> HERE. DIRECTOR OF DISTRICT 4, TERRY TED.
>>STUDENT REPRESENTATIVE CONTRA SANTI.
>> STUDENT REPRESENTATIVE TONY WYNN.
>>MADAM PRESIDENT, WE HAVE A QUORUM.
[4. Agenda Approval (Board Vote w/Student Voice)]
ON THE AGENDA TONIGHT, WE HAVE STUDENT AND BOARD UPDATES.WE HAVE SUPERINTENDENT AND STAFF UPDATES, AND CITIZENS' COMMENTS.
THE CONSENT AGENDA HAS ITEMS A THROUGH H. WE HAVE OLD BUSINESS, AND WE HAVE AN ITEM OF NEW BUSINESS, AND THEN FUTURE AGENDA ITEMS, IF THERE IS TIME.
I HAVE A MOTION TO APPROVE THE AGENDA.
>> I MOVE THAT THE BOARD OF DIRECTORS APPROVE THE AGENDA AS PRESENTED.
>> THERE'S A MOTION TO APPROVE THE AGENDA AS PRESENTED BY STUDENT REPRESENTATIVES, [OVERLAPPING] AND BOARD MEMBERS.
>> UNOPPOSED. MOTION PASSES 5.0.
NEXT ON OUR AGENDA IS STUDENT VOICE.
[5. Student and Board Updates]
I UNDERSTAND THAT WE HAVE STUDENTS FROM PRAIRIE HIGH SCHOOL HERE.>> GOOD EVENING. CAN I MOVE THE MICROPHONE? I'M NOT THAT TALL [LAUGHTER].
HELLO. MY NAME IS JULIE LONG FOSS.
I'M THE ASP PRESIDENT AT PRAIRIE HIGH SCHOOL.
FIRST, I JUST WANT TO THANK THE BOARD FOR INVITING ME HERE TONIGHT TO SHARE A BIT ABOUT WHAT OUR STUDENTS HAVE BEEN DOING AT OUR SCHOOL.
AS AN ASP STUDENT REPRESENTATIVE, MY PURPOSE FOR SPEAKING AT TONIGHT'S MEETING IS TO SHARE WHAT ASP AND OUR CLASS HAVE BEEN WORKING ON.
BUT ALSO THE MANY OTHER WAYS STUDENTS AND STAFF HAVE BEEN PURPOSELY FOCUSING ON BUILDING OUR SCHOOL CULTURE AND CONTINUING TO HAVE PRAIRIE BE A PLACE WHERE EVERYONE HAS SOMETHING THEY CAN BE A PART OF.
A CHANGE THIS YEAR IS IN ADDITION OF FLIGHT TIME ON WEDNESDAYS, WHICH ALLOWS EVERY STUDENT TO BE INVOLVED IN A CLUB OR ACTIVITY OF THEIR CHOICE.
FROM THIS, THERE HAS ALREADY BEEN AN INCREASE IN THE NUMBER OF CLUBS AND ACTIVITIES OFFERED AT PRAIRIE, TOTALING 34 CLUBS OR ACTIVITIES CURRENTLY OFFERED.
THERE HAS ALSO BEEN AN INCREASE IN STUDENT INVOLVEMENT WITH THOSE CLUBS.
FOR EXAMPLE, OUR HOSTA CLUB, ADVISED BY MS. LEVINE, DOUBLED IN SIZE FROM LAST YEAR TO THIS YEAR.
THEY HAVE THEIR FIRST BLOOD DRIVE THIS FRIDAY, WHERE STUDENTS 16 YEARS OR OLDER, ALONG WITH STAFF, CAN SIGN UP TO DONATE BLOOD DURING THE SCHOOL DAY ON FRIDAY.
HOSTA HOSTS ABOUT THREE BLOOD DRIVES EACH YEAR, WHERE EACH ONE KEEPS GROWING IN SIZE AND SUCCESS.
WE WERE ALSO ABLE TO START OUR ASP CLUB, SEPARATE FROM OUR ASB CLASS, BOTH ADVISED BY MS ROSS AND MR. RUBE.
THIS ALLOWS US TO HAVE MORE STUDENT VOICE WHEN PLANNING SCHOOL EVENTS AND BUILDING SCHOOL CULTURE.
WITH ONLY OFFERING ONE LEADERSHIP CLASS THIS YEAR, WE WERE ONLY ABLE TO ACCEPT UNDER HALF THE NUMBER OF STUDENTS WHO SHARED AN INTEREST IN BEING INVOLVED.
THE NEW ASP CLUB IS THE PERFECT WAY TO GET INVOLVED.
WE'VE ALSO HAD OUR 1ST EVER SPIRIT WALKS, WHERE THE LAST 5 MINUTES ON FRIDAY, DURING 6-PERIOD CLASSES, WE ENCOURAGE MORE STUDENTS TO DRESS UP IN PRAIRIE GEAR AND COME CHEER ON FELLOW FALCONS AT THE VARSITY OR SPORTING EVENTS.
IT ALSO HELPS BUILD STUDENT LEADERSHIP FOR THOSE WHO HAVE TO GO INTO SIDE CLASSES AND SPEAK.
WE'VE ALSO SEEN IMPROVEMENT DURING THE FIRST COUPLE OF WEEKS.
A COUPLE OF EVENTS WE HAVE ALREADY DONE WERE THE BACK-TO-SCHOOL ASSEMBLY, AND OUR UPCOMING EVENTS ARE OBVIOUSLY OUR HOMECOMING WEEK,
[00:05:02]
WHERE WE'LL EXPECT TO HAVE OUR SPIRIT WEEK, HOMECOMING ASSEMBLY, HALFTIME SHOW, AND, OF COURSE, THE DANCE.WE ARE ALSO HAVING OUR 5TH ANNUAL TRUNKER TREAT EVENT, WHICH IS BY ITS NAME WELL.
THIS IS AN EVENT OPEN TO THE COMMUNITY.
IT IS FREE AND IT IS HOSTED BY ASP, BUT IT WOULD NOT BE POSSIBLE WITH THE DOZENS OF CLUBS AND CLUB ADVISORS VOLUNTEERING THIS TIME AND RESOURCES TO PUT ON A SAFE, FUN, AND FREE EVENT FOR OUR COMMUNITY.
EACH YEAR, THE NUMBER OF CLUBS THAT SIGN UP TO DECORATE A TRUNK AND THE NUMBER OF ATTENDEES INCREASE.
WE WOULD LOVE TO INVITE ALL OF YOU AND YOUR FAMILIES TO THIS YEAR'S 2025 TRUNK RETREAT EVENT ON WEDNESDAY, OCTOBER 29, FROM 4 O'CLOCK TO 5:30 P.M.
IN THE PARKING LOT AT PRAIRIE HIGH SCHOOL.
I BROUGHT AN INVITATION FOR ALL OF YOU.
ARE THERE ANY QUESTIONS ABOUT THE EVENTS COMING UP?
>> IT SOUNDS LIKE NO, DID YOU SAY FLIGHT TIME?
>> IT SOUNDS LIKE THAT HAS BEEN A BIG SUCCESS IN GETTING STUDENTS INVOLVED IN OTHER ACTIVITIES?
>> IT IS DESIGNED JUST A PERSONAL TIME FOR EVERYBODY TO COME OUT FOR SPECIFIC CLUBS AND ACTIVITIES, ESPECIALLY THOSE WHO DO SPORTS AND DON'T HAVE TIME AFTER SCHOOL.
IT GIVES THAT DESIGNATED TIME ON WEDNESDAYS DURING CLASS TIME OR DURING SCHOOL TIME, JUST DESIGNATED FOR THOSE CLUBS.
WE DO HAVE CLUBS A FOR WEEK A AND THEN CLUBS B FOR CLUB B.
IT GIVES LOTS OF VARIETY IF YOU'D TO BE IN MULTIPLE CLUBS.
HOW DO YOU PARTICIPATE IN MORE THAN ONE CLUB? THANK YOU.
>> ANY OTHER QUESTIONS FROM THE BOARD?
>> IS THAT NEW? I THOUGHT THEY WERE DOING THAT LAST YEAR, IN THE YEAR BEFORE? NO.
>> IT IS BRAND NEW THIS YEAR AT PRAIRIE HIGH SCHOOL.
>> JULIE, THE TRUNK RETREAT, IN THE PAST, THERE WAS A SOCK PORTION, LIKE OCTOBER.
ARE YOU STILL DOING THE COLLECTION OF SOCKS THIS YEAR?
>> I BELIEVE WE'RE HERE SWITCHING IT UP. I'M NOT TOO SURE.
>> BUT WE ARE HAVING SOME, GIVING AWAY OR TAKING IN, FREE DONATIONS.
>> ANY OTHER QUESTIONS FOR MISS JULIE? THANK YOU SO MUCH FOR COMING THIS EVENING.
>> THANK YOU FOR ALLOWING ME TO COME AND SHARE WITH ALL OF YOU.
>> ARE THERE OTHER STUDENTS WHO ARE HERE FOR STUDENT VOICE?
>> THANK YOU. COME FORWARD, PLEASE.
>> HELLO. MY NAME IS ADRIENNE MCCULLEN.
I AM A BAT GRAND HIGH SCHOOL AS ASP SERGEANT OF ARMS, AND EVEN THOUGH IT'S STILL THE BEGINNING OF THE YEAR, BAT GRAND HIGH SCHOOL HAS BEEN A PART OF MANY FUN EVENTS.
WE HAVE HAD OUR BACK-TO-SCHOOL SPIRIT WEEK FROM SEPTEMBER 8 TO SEPTEMBER 12, AND THEN ON FRIDAY, THE 12TH, WE HAD OUR BACK-TO-SCHOOL PREP ASSEMBLY.
DURING THAT ASSEMBLY, WE PLAYED GAMES.
WE INTRODUCED OUR VARSITY CHAIR AND OUR VARSITY FOOTBALL TEAMS. WE ALSO RECOGNIZED ALL OF OUR FALL SPORTS THAT WE HAVE GOING RIGHT NOW.
ALL OF OUR TEAMS ARE DOING GREAT.
OUR UNDEFEATED VARSITY FOOTBALL TEAM HAS WON THE RIVAL GAME AGAINST PRAIRIE ON FRIDAY WITH A FINAL SCORE OF 41 TO SIX.
OUR GIRLS' VOLLEYBALL TEAM HAS HAD ITS BEST RECORD THIS SEASON WITHIN THE PAST RECENT YEARS, WHICH IT'S AWESOME.
THEN, AS FOR SOCCER, OUR GIRLS' SOCCER TEAM IS ALSO DOING WELL.
THEY BOTH HAVE WON THEIR LAST GAMES.
WE ALSO HAVE BOYS TENNIS, BOYS SLOW PITCH, SORRY, GIRLS SLOW PITCH, BOYS GOLF, BOYS AND GIRLS CROSS COUNTRY.
THEN, AS FOR OUR UPCOMING EVENTS, WE ALSO HAVE A BLOOD DRIVE RUNNING ON SEPTEMBER 30TH, AND OUR HOMECOMING IS ALSO FAST APPROACHING.
WE HAVE OUR SPIRIT WEEK FROM SEPTEMBER 29TH TO OCTOBER 3RD, AND THEN ON OCTOBER 3RD, WE HAVE OUR HOMECOMING GAME AGAINST POST FALLS, AND OUR DANCE THEN OUR DANCE IS ALSO THE DAY AFTER, SO THAT'S SATURDAY.
OUR THEME FOR THIS YEAR'S HOMECOMING IS ME IN MIAMI.
WE ARE FOCUSING ON NEON PALM TREES AND A LOT OF FUN LIGHTS.
THEN ON OCTOBER 10TH AND 11TH, WE HAVE RTCS JOGAHA.
REALLY, IN CONCLUSION, WE ARE LOOKING FORWARD TO A VERY SUCCESSFUL SQUARE WITH A LOT OF OPPORTUNITIES FOR LIVING, FOR LIFETIME MEMORIES.
THANK YOU GUYS SO MUCH, AND AS ALWAYS, GO TIGERS.
DO YOU GUYS HAVE ANY QUESTIONS AT ALL? NO. WELL, THANK YOU GUYS SO MUCH FOR HAVING.
>> ANY OTHER STUDENTS WHO HAVE COME FOR STUDENT VOICE?
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I DON'T WANT TO MISS ANYONE.STUDENT REPS. WHAT CAN YOU ADD?
>> WELL, JULIE HIT A LOT OF GOOD SPOTS OF THE FUN EVENTS THAT WE HAVE GOING ON.
I DO HAVE SOME SPORTS RECOGNITION.
RIGHT NOW, OUR VOLLEYBALL TEAM IS UNDEFEATED.
ONE OF OUR VOLLEYBALL PLAYERS, GRACY JACOB, WAS ACTUALLY NOMINATED FOR PLAYER OF THE WEEK IN COLOMBIA.
THEN OUR CROSS COUNTRY BOYS TEAM IS BACK-TO-BACK RUNNER CHAMPIONS.
THEN, ALONG WITH THAT, ONE OF OUR CROSS COUNTRY BOYS, TAVIN TIMBERY, BROKE THE SOPHOMORE MET RECORD IN OLYMPIA BY 20 SECONDS, WHICH IS A LOT WHEN IT COMES TO RUNNING.
THEN OUR GIRLS SAW A SLOW PITCH AND GOT THEIR FIRST WIN OF THE SEASON AGAINST R.A. LONG.
THEN, RIGHT NOW, OUR ATHLETIC DIRECTOR HAS STARTED SOMETHING NEW, WHICH IS OUR 1ST PRAYER ATHLETICS NEWSLETTER.
EVERY TUESDAY, HE'LL BE POSTING, I'LL BE GOING TO STAFF AND STUDENTS, AND IT'LL BE ON INFORMATION ABOUT SPORTS THE WEEK PRIOR TO THAT.
THEN, ALONG WITH SPIRIT WALKS THAT JULIE POINTED OUT EVERY FRIDAY IN THE MORNING.
WE ALSO HAVE OUR BAND, INTERIOR IS WELCOMING ALL OUR STUDENTS INTO THE SCHOOL.
THEN LAST BUT NOT LEAST, WE ACTUALLY ON TOP OF OUR NEW FLIGHT TIMES WITH OUR CLUBS, ON TUESDAYS AND THURSDAYS, WE STILL MEET FOR FALCON SUPPORT WITH TEACHERS, BUT WE IMPLEMENTED THIS NEW WEBSITE APP CALLED MINGO, WHERE TEACHERS CAN ACTUALLY FILL IT OUT AND SEND A PASS FOR STUDENTS TO GO TO A CERTAIN CLASSROOM TO WORK ON STUFF THAT THEY MIGHT BE FAILING IN THEIR CLASSES OR THEY'RE MISSING ASSIGNMENTS.
I THINK IT'S A VERY GOOD IMPACT FOR THE SCHOOLS BECAUSE SOMETIMES WE HAVE ATHLETES WHO AREN'T PASSING, WHICH WILL CREATE A HUGE IMPACT ON THOSE ATHLETES TO REALLY GET THEM TO BE PASSING ALL THEIR CLASSES AND PLAYING IN THEIR NEXT GAMES. THAT'S ALL I HAVE.
>> WELL, BATTLE GUN SPORTS WAS TOUCHED ON.
BUT ETHAN ADAMS WAS NOMINATED FOR QB OF THE WEEK ON THE COLOMBIAN AS WELL.
CAM ACADEMY IS HOSTING A BLOOD DRIVE ON OCTOBER 1ST, 10 TO 24.
I DIDN'T KNOW THIS BEFORE, BUT APPARENTLY, ALL OF THE SCHOOLS HOST BLOOD DRIVES, AND HONESTLY, THAT'S JUST REALLY COOL.
IT'S FLOODS. BLOOD IS IMPORTANT [LAUGHTER].
THEN CAM'S ALSO HOSTING AN INTERNATIONAL NIGHT AND HARVEST PARTY.
BUT, I MEAN, HOWLE GROUND SPORTS WAS TOUCHED ON.
CAM DOESN'T HAVE THEIR OWN SPORTS.
WE JUST OF THE GROUND TO PLAY. THAT'S ALL I GOT.
>> BUT SEVERAL OF YOU PLAY SPORTS FOR YOUR NEIGHBOR, WELL, HOW WOULD YOU SAY THE SCHOOL THAT YOU'RE IN THE BOUNDARY?
>> YOU PLAY SEVERAL OF THE CAM STUDENTS PLAY ON THE BATTLE GROUND DOR PRAIRIE TEAMS.
>> THANK YOU. NEXT IS COMMITTEE REPORTS, AND I KNOW THAT TERRY HAS SOME INFORMATION IN THE NEWS [OVERLAPPING].
WE HAD THIS WADAS GENERAL ASSEMBLY ON SATURDAY, AND THAT'S WHEN WE ESTABLISHED POSITIONS THAT THAT'S THE MOST CRITICALLY IMPORTANT THING THAT THEY DO.
ALL OF THE SCHOOL BOARD DIRECTORS ACROSS THE STATE OF THE BOARDS HAVE A VOTE IN POSITIONS THAT WE'RE GOING TO, MAYBE MODIFY OR CHANGE, OR ADD.
WE HAD DISCUSSED THESE POSITIONS EARLIER.
THERE WERE 27TH, AND EVERYTHING PRETTY MUCH CAME OUT THE WAY WE HAD HOPED IT WOULD COME, EXCEPT POSITION 16.
I WANTED TO SHARE IT WITH YOU BECAUSE I THINK MANY OF YOU WOULD BE INTERESTED IN HEARING THIS.
POSITION 16 WAS ON A IT WAS A PROPOSAL TO CHANGE AN EXISTING POSITION.
WHAT IS A POSITION? IT'S NOT A LAW.
IT'S SIMPLY THAT WADA THINKS THIS WAY, AND WE WANT THE LEGISLATORS TO UNDERSTAND HOW WADA, WHICH REPRESENTS ALL THE SCHOOL BOARDS ACROSS THE STATE OF WASHINGTON, 295, HOW WE THINK? WHAT DO WE THINK ABOUT THINGS? THE THING IS, WE THINK PARENTS AND FAMILIES ARE IMPORTANT STAKEHOLDERS IN THEIR CHILDREN'S EDUCATION.
THAT'S A POSITION THAT WE HAVE TAKEN, AND THAT SOUNDS REASONABLE.
IT WAS PROPOSED THAT WE CHANGE THAT.
IT WAS PROPOSED THAT WE CHANGE IT TO PARENTS AS STAKEHOLDERS IN THEIR CHILDREN'S EDUCATION.
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OUR STAKEHOLDER, THAT'S WHAT IT SAYS.PARENTS ARE THE PRIMARY STAKEHOLDERS IN THEIR CHILDREN'S EDUCATION. YOU SEE THE DIFFERENCE? SOMEBODY IN A SCHOOL DISTRICT PROPOSED THAT PARENTS SHOULD BE CONSIDERED THE PRIMARY STAKEHOLDERS IN THEIR CHILDREN'S EDUCATION.
THIS DID IGNITE SOME DISCUSSION.
WE HAD VOTED THAT WE LIKED THAT TERMINOLOGY AND THOUGHT MAYBE THAT PARENTS AND FAMILIES ARE IMPORTANT, BUT PARENTS AND GUARDIANS SHOULD BE ACKNOWLEDGED AS THE PRIMARY STAKEHOLDERS.
A MAJORITY OF THE SCHOOL DISTRICTS ACROSS THE STATE SAID NO, THEY DIDN'T THINK THE SAME ABOUT THAT.
THEY THOUGHT THAT IT MARGINALIZED THE IMPORTANCE OF FAMILIES.
IF YOU SAY PARENTS ARE THE PRIMARY STAKEHOLDERS.
WE'VE KEPT IT AS PARENTS AND FAMILIES ARE PARENTS AND FAMILIES ARE IMPORTANT STAKEHOLDERS IN THEIR CHILDREN'S EDUCATION, AND WE LEFT IT AS THAT.
THIS IS AN FYI. THAT'S WHAT HAPPENED.
>> YOU SAID MOST OF THE DISTRICTS WERE REPRESENTED, BUT REALLY [OVERLAPPING] IT WAS ABOUT 130 OF THEM.
>> YEAH, IT WAS 130 DISTRICTS.
>> NO, I'M SORRY. I THOUGHT WHAT I TRIED TO SAY, BUT I ALWAYS STUMBLE OVER MY WORD.
SORRY. MAJORITY OF THE SCHOOL DISTRICTS REPRESENTED VOTED IN FAVOR OF KEEPING THE WAY IT WAS.
THERE WERE APPROXIMATELY, I DON'T KNOW THIS FOR A FACT, BUT I WAS TOLD THERE WERE ABOUT 130.
[OVERLAPPING] THE VOTE WAS ABOUT 54-45, SOMETHING LIKE THAT, WAS THE WAY THAT VOTE CAME DOWN.
>> I JUST THINK IT'S SAD THAT THERE'S 295 SCHOOL DISTRICTS ACROSS THE STATE AND NOT EVEN HALF CAN SHOW UP TO VOTE.
>> THAT IS SOMETHING ALSO TO CONSIDER.
I'M SORRY. I DON'T HAVE THE DATA ON THAT.
WHEN I GET THE DATA, I WILL REPORT IT TO YOU WHAT I DO DISCOVER BECAUSE I'M VERY INTERESTED IN KNOW WHAT THE DATA IS.
>> WELL, AND JUST FOR PERSPECTIVE, I THINK IT HAS INCREASED BECAUSE THE FIRST YEAR I DID IT, ONLY 75 SCHOOL DISTRICTS ACTUALLY WERE THERE.
IT HAS INCREASED, AT LEAST THEY GOT IT, BUT IT'S GOING TO TAKE A CONSISTENT PUSH TO BRING OTHER DISTRICTS TO THE MEETING.
>> AGAIN, DATA IS IMPORTANT AND IT'S ONE THING TO SAY NUMBERS, BUT IF WE DON'T KNOW IF IT'S IMPROVING OR GETTING WORSE, I DON'T KNOW.
>> I HAVE LAST YEAR'S DATA, AND WHEN I GET THIS YEAR'S DATA, I CAN COMPARE IT TO LET YOU KNOW WHAT IT IS IN IT.
>> YEAH, THAT'D BE GREAT. ANY OTHER INTERESTING DISCUSSIONS OR COMMENTS?
>> OTHER THAN MY DIFFICULT TECHNOLOGY PROBLEMS, NO.
IT WAS NOT. IT WAS OVER BY NOON.
IT'S SHOP TALK. IT'S NOT IMPORTANT.
IT WAS A HALF DAY EVENT, AND IT WENT VERY SMOOTHLY, AND 27 POSITIONS WAS A SMALL NUMBER COMPARED TO SOME YEARS.
>> YEAH, THAT'S TRUE. THANK YOU, TERRY.
>> SURE. IT WAS MY PLEASURE TO DO IT.
>> EXCUSE ME. WE HAD OUR AUDIT COMMITTEE AND WE REVIEWED ALL KINDS OF VOUCHERS.
WE LOOKED AT THE BOARD OF DIRECTORS BUDGET AND ALSO LOOKED AT THE SUPERINTENDENT'S TIME SHEET AND EVERYTHING WAS REVIEWED.
THEY ALWAYS DO A FANTASTIC JOB OF EXPLAINING EVERYTHING THOROUGHLY.
WE FOUND THAT EVERYTHING WAS IN ORDER.
EVERYTHING IS GOING WELL WITH THE AUDIT COMMITTEE RIGHT NOW.
>> NEXT MEETING IS SET FOR OCTOBER 21ST.
>> THANK YOU. NEXT IS BATTLE GROUND EDUCATION FOUNDATION.
>> JUST ALL A BUZZ ABOUT THE AUCTION COMING UP ON OCTOBER 4TH.
STILL GET YOUR TICKETS IF YOU HAVEN'T GOT THEM, AND CAN GET THOSE @BGEF.ORG I THINK THAT'S WHERE WE'RE AT.
TO THANK YOU TO THE BOARD FOR DONATING A BASKET.
>> THANK YOU. TOURS COMMITTEE.
WE DID HAVE A TOUR LAST FRIDAY.
>> FRIDAY. YEAH, THE BUSY DAY, FRIDAY.
WE WENT TO YACOLT PRIMARY IN THE MORNING THERE. IT WAS MYSELF.
I WAS THE ONLY BOARD MEMBER, AND ETHEL WAS THERE AND SHELLY AND LELE.
WE WENT THROUGH THE SCHOOL AND YACOLT PRIMARY AS ALWAYS EXEMPLARY GREAT SCHOOL, GREAT TEACHERS, GREAT STAFF, FOURTH GRADE'S AMAZING.
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THEY HAVE A REALLY COOL RUNNING PROGRAM THERE, WHICH I THINK I KNEW THAT, BUT I HAD FORGOTTEN BECAUSE IT'S JUST SUCH AN IMPRESSIVE PROGRAM IF STUDENTS THAT HAVE RAN IN SOME CASES, OVER 200 MILES IN ONE ACADEMIC YEAR.THEY DO THIS DURING RECESS AND THEY HAVE THESE LITTLE CARDS THAT THEY SCAN EVERY TIME THEY LAP AROUND THE TRACK THAT KEVIN WENT AND CLEANED UP FOR HIM.
THERE'S STUDENTS THERE THAT WE'VE ONLY BEEN IN SCHOOL FOR LIKE A FEW WEEKS, AND THEY'RE ALREADY OVER 20 MILES, SOME OF THESE KIDS. IT'S IMPRESSIVE.
I MEAN, THESE ARE SECOND GRADERS, THIRD GRADERS, FOURTH GRADERS, JUST RUNNING.
I PROBABLY HAVE A HEART ATTACK.
I'M NOT DOING THAT. BUT SO IT WAS IMPRESSIVE TO SEE ALL THAT.
THEN TOWARDS SOME OTHER CLASSROOMS, AND THEN I GOT SUCKED INTO THE TRANSITIONAL KINDERGARTEN CLASS PLAYING WITH THESE LIKE MAGNETIC BLOCKS.
I THINK I MADE THREE LITTLE FRIENDS, AND WE WERE MAKING HOUSES, AND I THINK I MADE A PIZZA, BUT IT WAS A LOT OF FUN, AND THEN I GOT HEY, WE GOT TO GO BACK TO WORK, [LAUGHTER] SO IT WAS FUN.
>> IT WAS REALLY FUN. GREAT TOUR.
IN FACT, DANIELLE, ALEXA, THE PE TEACHER IS GOING TO BE ON OUR PODCAST TOMORROW.
WE'RE GOING TO DO A PODCAST ABOUT THE RUNNING PROGRAM THAT SHE'S PUT IN PLACE, AND IT'S GETTING A LOT OF PUBLICITY.
IN FACT, SHE WAS ONE OF OUR HERE NOW HEROES FROM LAST SPRING, AND IT HIGHLIGHTED THAT PROGRAM.
A REALLY NEAT PROGRAM THAT SHE HAS GOING OUT THERE.
THE OTHER THING THAT KELLY GORBE SHARED WITH US ABOUT IS SOME OF THE WORK THAT THEY'RE DOING WITH INCLUSION IN THEIR BUILDING, AND IT'S REALLY EXCITING.
THEY'RE PUSHING A LOT OF THEIR STUDENTS INTO THE [INAUDIBLE] CLASSROOM, AND THEY'RE DIVIDING THEIR STAFF AMONG ALL OF THE SPECIAL EDUCATION CLASSES TO MAKE SURE THERE'S COVERAGE IN THE CLASSROOM TO HELP SUPPORT STUDENTS WHILE THEY'RE IN CLASS AND LEARNING NEXT TO THEIR TYPICALLY DEVELOPING PEERS.
THEY'RE EXCITED ABOUT THAT, AND I JUST APPLAUD THEM FOR REALLY WORKING HARD TO MANAGE THE SCHEDULING OF ALL OF THAT.
THEY'RE SEEING SOME STUDENTS ALREADY THAT ARE EXITING PROGRAM AND SOME OF THAT STARTED FROM WHAT THEY STARTED LAST YEAR.
THEY'RE REALLY EXCITED ABOUT THE PROGRESS THAT THEY'RE SEEING WITH SOME OF THE WORK AND THE IMPACT IT'S HAVING ON THE KIDS.
I WOULD JUST ECHO WHAT WAS SAID ABOUT THE FOURTH GRADE TEAM.
TED, WE WENT INTO EACH CLASSROOM AND AS WE WENT THROUGH THERE, THEY WERE WORKING ON SOME ASPECTS OF THE HEART.
IT'S JUST AMAZING TO SEE THE PLC WORK SHOWING UP IN EVERY SINGLE CLASSROOM THE SAME WAY.
IT'S NEAT TO SEE THAT KIDS ARE GETTING CONSISTENT EXPERIENCES ACROSS THE GRADE LEVEL AND THAT THEY'RE LEARNING THE VOCABULARY TOGETHER AND IT JUST INCREASES THE UNDERSTANDING THAT THEY ALL HAVE.
>> I'LL ADD TO. I KNOW MR. MACHAD HAD JOINED US AS WELL.
MY FAVORITE PART THOUGH IS THAT MISSES GORBE THE PRINCIPAL HAD BROUGHT IN ABOUT SIX STUDENTS TO START THE TOUR IN HER OFFICE AND JUST GAVE US AN OVERVIEW OF THEIR RUNNING CLUB OF WHAT THEY LIKE ABOUT THEIR SCHOOL.
WE EVEN PUT AN ASK OUT ABOUT WHAT WOULD WE IMPROVE? THE KIDS WERE SO REFLECTIVE AND THEY LOVE SCHOOL AND ONE OF THE COMMENTS WAS HOW MUCH THEY LOVED THE STAFF, ALL OF THE STAFF, AND THAT WAS A FOURTH GRADER THAT HAD MENTIONED THAT.
I THINK HEARING IT OUT OF THE MOUTHS OF OUR STUDENTS IS SO VALUABLE.
I REALLY APPRECIATE IT MRS. GORBE PUTTING THAT TOGETHER FOR US AND THEN JUST WALKING AROUND THE CAMPUS AND JUST SEEING THEIR INFRASTRUCTURE IMPROVEMENTS TOO, THEY HAVE A NEW FENCE THAT'S WENT IN A COUPLE OF YEARS AGO, BUT JUST TO SEE HOW THAT JUST IMPROVES SAFETY AND SECURITY AROUND THE BUILDING, AND THEN TO HEAR FROM JUST STAFF AND WHAT MRS. GORBE IS DOING SPECIFICALLY TO JUST REALLY HELP WRAP AROUND STAFF IN TOUGH TIMES.
THE CLASSROOMS ARE PRETTY CROWDED, AS YOU CAN SEE, AS YOU'LL HEAR, AND SO JUST HEARING ABOUT HER SUPPORTS AND GOALS FOR STAFF. IT WAS A GREAT TOUR.
>> THEY DO ALSO HAVE A NEW ROCK WALL.
THEY'RE WAITING ON TO GET INSTALLED.
>>THEY DID HAVE IT. THEY HAVE SUCH A NICE PLAYGROUND UP THERE. IT'S SO NICE.
>> I WAS JUST GOING TO ASK QUESTION.
>> I DON'T THINK IT'S BEEN THAT HIGH IN QUITE SOME TIME, 781 KIDS.
DO YOU HAVE ANYTHING TO ADD, MR. MISCHA?
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>> [INAUDIBLE] YOU? I WANT TO GIVE YOU A CHANCE AS WELL.
>> EVERYBODY HIT ALL THE NOTES THAT I HAD.
I THINK THE ONLY ONE NOTE I HAD IS ONE OF THE STUDENT IP GOALS WAS FOR SPECIAL EDUCATION TO LEARN READING AND WRITING AT ONCE.
THAT'S ONE THING THAT I GO AND THE ROCK CLIMBING WALL THOSE KIDS ARE REALLY TALKING ABOUT IT.
[LAUGHTER] THEY DON'T KEEP SECRETS, SO THEY'RE GOING TO START THE WORD AROUND.
>> THANK YOU. OUR NEXT TOUR IS OCTOBER 24TH AT I BELIEVE AMBOY MIDDLE SCHOOL.
IF YOU DON'T MIND, I WILL START BECAUSE WE'VE BEEN WAITING TO BRING THIS BACK TO YOU, AND SO YOU HAVE A COPY OF THE SMART GOALS THAT WE DEVELOPED IN OUR RETREAT.
WE TOOK ALL OF YOUR INPUT AND TERRY AND I WORKED ON REFINING THE GOALS.
HOPEFULLY, YOU HAD A CHANCE TO REVIEW THEM.
IF YOU HAVE SOME SUGGESTIONS OR DISCUSSION TONIGHT, ONE THING I WANTED TO POINT OUT IS EACH ONE OF THE GOALS IS ALSO CROSSWALK TO A BOARD STANDARD, YOU REMEMBER FROM THE ASSESSMENT WE TOOK, THE QUESTIONS, AND SO THE WAZDA STANDARDS FOR BOARD OF DIRECTORS.
THAT'S THE VERY FIRST THING UNDER EACH OF THE DATA REFERENCE WOULD BE THE BOARD STANDARD.
JUST TO CALL OUT STANDARD 5, JUST BECAUSE THE NUMBER MAY NOT MEAN MUCH, BUT IT'S ENGAGED LOCAL COMMUNITY AND REPRESENT THE VALUES AND EXPECTATIONS THEY HOLD FOR THEIR SCHOOLS.
THAT'S STANDARD 5 IS ENGAGEMENT WITH COMMUNITY.
STANDARD 4 IS HOLDING THE DISTRICT ACCOUNTABLE FOR STUDENT LEARNING, AND STANDARD 1 IS PROVIDE RESPONSIBLE SCHOOL DISTRICT GOVERNANCE AND REALLY TALKS ABOUT EACH SCHOOL BOARD DIRECTOR, INCREASING THEIR CAPACITY TO LEAD.
THEN THE NEXT PART, THE STRATEGIC PLAN.
IF YOU LOOK AT THE STRATEGIC PLAN, LET ME JUST WALK YOU THROUGH THE FIRST ONE.
WHEN IT SAYS CC, WE'RE TALKING ABOUT COLLABORATION THAT CULTIVATES TRUST, WE'RE LOOKING UNDER OBJECTIVE 2, AND THAT'S WHERE THIS GOAL REALLY TIES IN.
WE JUST WANTED TO BRING THAT COHERENCE TO OUR BOARD GOALS, LIKE THE COHERENCE WE HAVE THROUGH THE PLCS, AND THE STRATEGIC PLAN REALLY DOES TIE TO OUR BOARD STANDARDS, AND IT'S GOOD TO REMIND OURSELVES WHEN WE WRITE OUR GOALS THAT WE'RE WRITING THEM TO BRING COHERENCE TO THE WHOLE SYSTEM.
QUESTIONS, COMMENTS, CONCERNS.
>> I'D LIKE TO WAY SLATE IT OUT AND MAKES IT EASIER TO COMPREHEND IT ALL OF ONE PAGE.
>> I JUST LIKE THAT WE HAVE A CLOSE TIE BETWEEN THE GOALS THAT YOU'VE SET FOR YOURSELF, OUR STRATEGIC PLAN AND MY PERSONAL GOALS, AND I THINK THAT ALIGNMENT, I THINK WE'LL EVEN SEE SOME THROUGH LINE WITH OUR SCHOOL IMPROVEMENT PLANS, AND I THINK THAT'S AN IMPORTANT THING.
IF WE FOCUS ON TOO MUCH, WE CAN'T ACCOMPLISH ANYTHING, BUT IF WE GET A NARROW FOCUS, WE CAN ACHIEVE GREAT THINGS, I BELIEVE.
I THINK THIS IS A WONDERFUL PLAN.
>> I AGREE. I LIKE IT THE WAY IT'S LAID OUT AND I THINK IN PAST YEARS, WE'VE ALWAYS TRIED TO TIE IT BACK TO THE BOARD GOALS IN THE STRATEGIC PLAN AND MAKE THAT CONNECTION, BUT WE HAVEN'T BEEN ABLE TO DO IT AS WELL.
I COMMEND THE WORK THAT THE TWO OF YOU DID ON THIS. IT LOOKS REALLY GREAT.
>> I LOOK FORWARD TO EXECUTING.
>> GOOD. ONE THING I THOUGHT SOMEBODY HAD ASKED A QUESTION ABOUT WAS THE DEVELOPED SOUNDBITE ANNOUNCEMENTS FOR COMMUNITY AWARENESS, AND I PUT IN CC AMBOY EXAMPLE.
WE'RE GOING TO AMBOY ON OUR TOUR IN OCTOBER.
THE THOUGHT WAS AT AMBOY POSTED IN THE HALLWAYS, THERE ARE DID YOU KNOW STATEMENTS LIKE, DID YOU KNOW THAT X NUMBER OF OUR STUDENTS DID SUCH AND SUCH? FOR INSTANCE, AS A DISTRICT, DID YOU KNOW HOW THIS NUMBER OF OUR STUDENTS TAKE AP COURSES OR DID YOU KNOW THIS MANY OF OUR STUDENTS HAVE RECEIVED COLLEGE CREDIT FROM AP COURSES? AND SO ON. DO SHORT STATEMENTS THAT REALLY SPEAK TO WHAT'S HAPPENING IN THE DISTRICT AND WHAT STUDENTS ARE ACCOMPLISHING?
[00:30:01]
THAT WAS THE IDEA. JUST TO CLARIFY THAT.>> I LIKE THE WAY IT ALL CONNECTS.
I THINK THESE ARE ALL THINGS THAT ARE VERY ATTAINABLE.
THE ONLY THING THAT MAYBE THE NEW BOARD CAN WORK ON IS MAYBE MORE DATA DRIVEN ON THE SMART GOALS WHERE IT'S ACTUALLY SHOWING ACTUAL DATA TO THE COMMUNITY THAT WE ARE DOING ALL OF THESE THINGS.
THAT WOULD BE THE ONLY THING I'D LIKE TO SEE.
YOU DID SAY REVIEW DATA FOR ACCOUNTABILITY WITH THE LENS OF UNDERSTANDING.
BUT I THINK ALL OF THESE COULD USE SOME WORK IN THAT OTHER AREA.
BUT I THINK THEY'RE ALL DOABLE AND [NOISE] LOOKING FORWARD TO FINISHING WITH THE REST OF YOU AND AND HOPEFULLY THE NEW BOARD WILL BE ABLE TO TAKE THESE ON AND RUN WITH THE TORCH.
>> IT SOUNDS LIKE WE HAVE CONSENSUS TO MOVE FORWARD WITH THESE GOALS FOR THIS YEAR.
I DON'T THINK WE NEED A MOTION ON THAT ONE, JUST CONSENSUS.
>> SHELLY, WE'LL ADD THIS TO THE CONVERSATIONS THAT WE'RE HAVING ABOUT HOW TO MEASURE THESE THINGS AND DO THIS.
>> I JUST WANT TO THANK ALL OF YOU FOR YOUR WORK AT THE RETREAT, AND SINCE THE RETREAT, WORKING ON THESE TO REFINE THEM SO THEY'RE DOABLE AND UNDERSTANDABLE.
>> DID ANYONE MENTION THAT AT GRAND B PRAIRIE LAST WEEKEND? [LAUGHTER]
I MISSED THE LAST MEETING, SO I COULDN'T SHARE IT THEN, BUT I HAD THE OPPORTUNITY TO SPEAK WITH OUR STATE REPRESENTATIVE STEPHANIE MCCLINTOCK.
SHE WAS ASKING ABOUT OUR CELL PHONE POLICY OR TELECOMMUNICATIONS POLICY THAT WE PASSED ON AUGUST 11, AS SHE'S LOOKING TO REVIVE HER STATEWIDE CELL PHONE PLAN SO THAT DISTRICTS LIKE US WHERE WE HAVE THE ABILITY TO UPDATE AND MONITOR OR BRING IN AND UPDATE OUR OWN POLICIES.
NOT ALL DISTRICTS HAVE THE CAPACITY TO DO THAT ON THEIR OWN, AND SO SHE'S ADVOCATING AT THAT LEVEL AND WANTED TO KNOW MORE ABOUT OURS AND HOW THAT WORKS.
I WAS HAPPY TO BE ABLE TO SHARE THAT WITH HER.
I LIKE TO SHARE ANYTIME AS A BOARD MEMBER, WHEN WE TALK WITH STATE REPRESENTATIVES OR OTHER PEOPLE IN THE LEGISLATURE OR IN THE COMMUNITY, THAT THIS IS A GREAT OPPORTUNITY FOR US TO COME BACK AND SHARE WHAT WE'VE LEARNED SO THAT OTHERS CAN REACH OUT OR ASK MORE QUESTIONS BECAUSE IT'S IMPORTANT TO ME FOR TRANSPARENCY.
I WAS NOT SPEAKING ON BEHALF OF THE BOARD.
I WAS ONLY SHARING A POLICY WE AS A BOARD HAD PASSED, AND SO I WANT TO MAKE SURE THAT THAT'S CLARIFIED AS WELL.
I WAS ABLE TO ATTEND THE CITIZENS ADVISORY FIRST MEETING.
IT'S ABOUT AN HOUR AND A HALF LONG AND I WAS ABLE TO STAY FOR ABOUT THE FIRST 45 MINUTES.
I APPRECIATED THE WELCOMES, INTRODUCTIONS, THE NORMS, THE RETURNING LEADERSHIP TEAM DID A FANTASTIC JOB JUST SETTING THE STAGE FOR HOW THE YEAR WOULD WORK.
THIS IS A NEW YEAR FOR THE CAC BEING THAT IT WAS OPEN TO ANYONE TO COME AND ATTEND.
IT WAS REALLY GREAT TO SEE SUCH A CROWDED ROOM.
LONG TIME MEMBERS THAT HAVE BEEN THERE SINCE THE START RETURNING AS WELL AS A BUNCH OF NEW FACES, SO THAT WAS REALLY COOL TO SEE, AND SO I DIDN'T GET A STICK AROUND HERE IF YOU MADE IT TO WORD ON THE STREET.
I'M EXCITED TO HEAR ABOUT THAT.
THEN, LASTLY, I ATTENDED THE LEGACY NIGHT FOOTBALL GAME WHERE BATTLE GROUND BEAT PRAIRIE. [LAUGHTER].
>> THAT WAS A GAME. THERE WAS A LOT OF CHEERING IN THE STANDS, AT LEAST IN THE STANDS I WAS SITTING IN.
LEGACY NIGHT, ALSO A FIRST FOR THIS YEAR.
IT WAS GREAT TO SEE AS THEY MADE THE CALL FOR STAFF AND ALUMNI TO SEE THE MASS EXODUS FROM THE STANDS AND JUST SEE A DIFFERENT VIEW AND THEN GET TO SEE EVERYBODY DOWN ON THE FIELD AND JUST BIG HUGE SMILES AND PROUD TO BE A PART OF IT.
IT WAS JUST ONE OF THOSE MAKE YOU FEEL GOOD. BRING IT ALL TOGETHER.
SHELLY DID A GREAT JOB EXPLAINING WHAT IT WAS AND HAVING AN OPEN TABLE TO INVITE THE COMMUNITY TO COME AND TELL US WHAT THE THINGS WE MAY OR MAY NOT WANT TO HEAR.
[00:35:02]
I JUST WANTED TO GIVE A SHOUT OUT.THERE WAS SO MANY STAFF THAT WALKED BY.
THEY WERE JUST BEAMING I WISH I HAD TAKEN SOME PICTURES, I WAS JUST REALLY PROUD TO BE THERE AND FEEL LIKE I WAS A PART OF THAT, EVEN THOUGH I WAS JUST WATCHING.
>> I WAS WONDERING HOW THAT WENT.
>> FUN FACT, TOO ABOUT THAT GAME IS THAT JASON MADDOX, WHO WAS OUR FIRST STUDENT REP, HE CALLED THAT GAME, AND HE WAS A PRAIRIE GRAD ACTUALLY.
IT WAS NICE TO HAVE THAT FAMILY SENSE IN THAT, I KNOW THAT WE JOKE AROUND A LOT ABOUT BATTLE GROUND VERSUS PRAIRIE BECAUSE IT IS A ROBBERY GAME.
BUT TO WHAT JACKIE WAS TALKING ABOUT, JUST HAVING EVERYBODY THERE.
I WAS UTTERLY AND JUST SO MUCH JOY, JUST HOW WELL EVERYTHING WENT WITH THE WHOLE THING.
USUALLY THESE GAMES CAN GET CHIPPY.
BUT THIS ONE DIDN'T, IT WAS REALLY WELL DONE, AND THE STAFF, EVERYONE THAT HELPED SET UP THE GAME AND DID TREMENDOUS AMOUNT OF EFFORT IT TAKES TO PUT THAT ON.
EVERYONE DID AN ABSOLUTE FANTASTIC JOB, SO IT WAS A GREAT TURNOUT AND STANDING ROOM ONLY, AND SHELLY DID GREAT, SO MUCH FUN.
THAT WAS A GREAT NIGHT THAT FOR ABOUT AROUND [OVERLAPPING] [LAUGHTER]
>> HOW DID THE SURVEY GO? DID WE HAVE A REPORT ON THAT?
>> NO. WE DID NOT GET AS MANY.
WE HAVE SOME IDEAS ABOUT HOW WE'RE GOING TO DO THAT IN THE FUTURE.
WE HAD THE TABLE OUT, BUT I JUST THINK THE FOCUS WAS REALLY ON THE KIDS AND WE DIDN'T GET A LOT OF PEOPLE AT OF TAKERS.
I THINK IN THE FUTURE, WHAT WE MIGHT DO IS GIVE PEOPLE QR CODES WHILE THEY'RE STANDING IN LINE TO GET TICKETS.
BECAUSE THEY DON'T HAVE ANYTHING ELSE TO DO AT THAT POINT. [LAUGHTER]
>> THERE'S LONG LINES TO GET IN.
>> REALLY LONG LINES, BUT IT WAS GREAT.
THE ATTITUDES OF EVERYBODY THERE WAS WONDERFUL, GREAT SPORTSMANSHIP FROM OUR KIDS.
OUR STAFF CAME OUT, OUR COMMUNITY CAME OUT, IT WAS A REALLY GOOD EVENT, AND WE'RE LOOKING FORWARD TO JUST MAKING IT EVEN BETTER NEXT YEAR.
YOU SAID THERE WAS LONG LINES.
I PURCHASED MY TICKETS ONLINE.
I POPPED THEM UP ON MY PHONE AND I LITERALLY WALKED RIGHT IN.
IT WAS SO GREAT, IF ANYBODY HASN'T DONE THAT YET, I STRONGLY SUPPORT THIS WHOLE NEW BE ABLE TO PURCHASE YOUR TICKETS BEFORE THE GAME AND AVOID THE LINE UNLESS YOU NEED [OVERLAPPING].
>> ACTUALLY, I DON'T WANT TO ENCOURAGE THEM [LAUGHTER] BUT AS A PERSON, YOU DON'T WANT TO STAY IN LINE. IT WAS FANTASTIC.
>> WE'RE THINKING OF STAGING TO WHERE YOU HAVE TO PASS US BEFORE YOU HAVE TO GO IN, MAYBE BEING OUT OUTSIDE VERSUS INSIDE.
>> YEAH. WE'LL THINK ABOUT WAYS TO GET MORE FEEDBACK.
>> YOU KNOW WHAT? THAT WAS SUPPOSED TO BE UNDER COMMITTEE REPORTS AND IT GOT LEFT OFF.
>> WELL, I WAS JUST THINKING ABOUT IT.
IT WAS SOMETHING THAT I DID BECAUSE IT HAD TO DO WITH THE VOTING.
I CALLED TIM. WHAT'S TIM'S LAST NAME?
>> TIM GRAHAM, ONE OF THE WIAA ADMINISTRATORS, AND WIAA IS THE SPORTS PROGRAM.
THE COMMUNITY MIGHT BE INTERESTED TO KNOW THAT WASDA PUT FORWARD A POSITION THAT THEY THOUGHT.
HEY, GUYS, WE'RE NOT REALLY TAKING CARE OF OFFICIALS AND PEOPLE, PROTECTING THEM VERY WELL AND STANDING UP FOR SOME SAFETY ISSUES FOR OFFICIALS WHO MAKE CALLS THAT PEOPLE DON'T LIKE, THAT KIND OF STUFF.
YOU CAN SEE. THERE WAS A POSITION PUT FORWARD.
WASDA WILL INITIATE OR SUPPORT LEGISLATION THAT PROTECTS STUDENT ATHLETES OFFICIALS FROM INJURY AND HOLDS THOSE WHO THREATEN OR HARM SCHOOL ATHLETE OFFICIALS ACCOUNTABLE FOR THEIR ACTIONS.
SOMEBODY THOUGHT THIS WAS A GOOD IDEA.
I SAYS, HEY, WHAT DO YOU GUYS THINK ABOUT THIS? IS THIS A PROBLEM? HE SAYS, MAN, WE REALLY NEED THIS.
AS FACT MY SON IS AN OFFICIAL, AND HE'S LIKE, IT'S HARD TO GET OFFICIALS.
WE PUT THAT FORWARD, AND THE POSITION THAT CAME OUT FROM WASDA WAS DO NOT PASS.
>> GO FIGURE. I DON'T GET IT, BUT THERE WERE PEOPLE WHO WERE SAYING THAT CAME OUT IN THE MEETING THAT THIS INFRINGES ON THE SCHOOL DISTRICT'S ABILITY TO OFFICIATE AND OVER PROBLEMS THAT HAPPENED DURING GAMES.
THEY WERE FEELING LIKE THEY DIDN'T WANT THE STATE TO TAKE THAT AUTHORITY THEN ACT OUT,
[00:40:03]
THEIR STUDENTS GET IN TROUBLE AND WHATEVER.THEY WANTED TO CONTROL IT, AND THEY HAD A BIG DISCUSSION ABOUT IT, BUT THE GROUP PASSED THIS.
THE WASDA SCHOOL DISTRICTS OVERWHELMINGLY VOTED IN FAVOR OF PROVIDING MORE PROTECTION AND STUFF FOR THE OFFICIALS AND DOING WHAT'S RIGHT BY THEM, THAT THEY FELT LIKE THAT WASN'T HAPPENING.
I FELT LIKE THAT WAS A REALLY GOOD REPORT.
THAT'S THE WAY WE WERE THOUGHT ABOUT THIS.
I THINK PERSONALLY, I LIKE TO THINK THAT OUR PEOPLE THAT ARE OFFICIATING ARE BEING PROTECTED AND LOOKED OVER.
>> ANYTHING ELSE FOR DIRECTORS REPORT? MOVING ON TO SUPERINTENDENT AND STAFF UPDATES.
[6. Superintendent and Staff Updates]
>> THANK YOU, BOARD. DURING OUR LAST MEETING, I HAD SHARED WITH YOU A LITTLE BIT ABOUT MY THREE CORE VALUES, AND I JUST WANTED TO CIRCLE BACK TO THOSE VALUES AS WELL AS MY GOALS FOR THIS YEAR.
I HAD SHARED WITH YOU SOME STORIES ABOUT THE WAY IN WHICH THOSE THREE CORE VALUES HAD COME TO BE THROUGH SOME OF THE EDUCATION I GOT IN THE SCHOOL DISTRICT AS A STUDENT.
JUST REMINDING YOU THAT I WANT TO KEEP US FOCUSED ON EACH AND EVERY STUDENT, AND OBVIOUSLY, THAT'S A BIG PART OF OUR STRATEGIC PLAN.
THAT IS A BIG PART OF THE WORK THAT MYSELF AND OUR TEAM IS DOING THAT HONESTY AND FEEDBACK IS AT THE CORE OF EVERYTHING THAT WE DO BECAUSE YOU CAN'T IMPROVE IF YOU'RE NOT SEEKING FEEDBACK, THUS THE LEGACY NIGHT AND WHY IT WAS SO CRITICAL FOR US TO TRY AND GET FEEDBACK.
I'LL SHARE THAT WE ALSO HAVE BEEN GOING TO OTHER EVENTS TO DO THAT.
WE WERE AT THE FOUR CREEKS NEIGHBORHOOD ASSOCIATION MEETING LAST WEEK, TRYING TO DO THE SAME THING, USING THE SAME QR CODE TO GET SOME FEEDBACK AS WELL.
WE'RE TRYING OTHER WAYS TO GET INTO OUR COMMUNITY.
WE HAVE A BUSINESS LEADERS MEETING TOMORROW AS WELL AND ANOTHER MEETING LATER THIS WEEK WITH THE GREATER VANCOUVER CHAMBER.
TRYING TO GET OUT AND ABOUT AND HEAR FROM OUR COMMUNITY AND GET INTO PLACES THAT WE DON'T TYPICALLY LAND OURSELVES.
THEN, OF COURSE, FOR ME, IT'S REALLY CRITICAL THAT I HOLD MYSELF PERSONALLY RESPONSIBLE FOR THE OUTCOMES THAT WE ARE GETTING AND THAT WE WORK TOWARDS THE THINGS THAT WE EXPECT OF OURSELVES AND OF EACH OTHER AND THAT WE MAKE SURE THAT WE HOLD THOSE EXPECTATIONS AT A HIGH LEVEL.
BECAUSE OF THOSE THREE CORE VALUES, I THINK IT'S IMPORTANT FOR ME TO RECOGNIZE AT THIS POINT THAT OUR COMMUNITY IS IN A PLACE WHERE IT'S GRIEVING RIGHT NOW.
WE HAVE TO LOOK AT MOMENTS LIKE THESE, AND IT'S ESPECIALLY IMPORTANT FOR OUR SCHOOLS TO REMAIN A PLACE OF CARE AND RESPECT AND BELONGING FOR ALL OF OUR STUDENTS, EACH AND EVERY STUDENT.
UNFORTUNATELY, WE'VE SEEN SOME DIVISIVE SEDIMENT SURFACE IN OUR SCHOOLS AND COMMUNITIES, AND I WANT TO STATE CLEARLY THAT THIS IS NOT ACCEPTABLE IN OUR SCHOOLS.
WE TAKE IT SERIOUSLY, AND WE INVESTIGATE IT AND WE HOLD EACH OTHER ACCOUNTABLE, AND THAT I CAN PROMISE YOU IS A BELIEF THAT I HOLD VERY DEAR TO MY HEART.
AS AN EDUCATOR, WE'RE RESPONSIBLE TO MODEL, EMPATHY, COMPASSION, AND RESPECT, EVEN WHEN WE HAVE DIFFERING VIEWS, WHICH IS PART OF BEING A US CITIZEN AND SOMETHING TO BE CELEBRATED.
ABOVE ALL, OUR FOCUS IS TO REMAIN ON SUPPORTING OUR YOUTH AND EVERY STUDENT DESERVES TO FEEL ACCEPTED, VALUED, AND SAFE IN OUR SCHOOLS, REGARDLESS OF THEIR PERSONAL VIEWS AND BELIEFS, AND IT IS OUR PRIORITY THAT WE ARE COMMITTED TO WORKING TOGETHER TO MAKE SURE THAT OUR SCHOOLS REFLECT THAT COMMITMENT.
I TELL YOU THIS BECAUSE I KNOW THAT WE HAVE DIFFICULT ROADS AHEAD OF US AND THAT WE HAVE A LOT TO STILL WORK ON AND DO TO BUILD THE TRUST IN OUR COMMUNITY, BUT WE ARE COMMITTED TO CONTINUING TO DO THAT.
I JUST WANTED TO MAKE SURE THAT I SHARE THAT WITH YOU THIS EVENING.
I ALSO THINK IT'S IMPORTANT TO TALK ABOUT A COUPLE OF OTHER THINGS THAT ARE ON THE HORIZON OR BEHIND US.
COMING UP, ONE THING THAT I HAVE TO ASK YOU ALL TO BE A PART OF IS THAT ESD 112 HAS BOARD ELECTIONS COMING UP.
I'M GOING TO SEND YOU AN E MAIL TOMORROW ABOUT THAT BOARD ELECTION WHERE YOU CAN LOOK UP THE CANDIDATES.
I THINK IT'S IMPORTANT TO UNDERSTAND THAT WE HAVE THREE POSITIONS THAT ARE RUNNING WITH MULTIPLE CANDIDATES AND IT'S IMPORTANT TO DO OUR DUE DILIGENCE BECAUSE ESD 112 SERVES OUR SCHOOL DISTRICT, BUT SERVES MANY SCHOOL DISTRICTS AROUND THE REGION,
[00:45:03]
MANY SMALL SCHOOL DISTRICTS.IT'S IMPORTANT THAT THE INDIVIDUALS THAT ARE REPRESENTING US ON THE ESD BOARD ALSO MIRROR THE BELIEFS FROM OUR COMMUNITY AS WELL.
IF YOU COULD TAKE SOME TIME AND REVIEW THOSE CANDIDATES AND VOTE, I'D GREATLY APPRECIATE THAT.
THEN THE LAST THING I WANT TO DO IS I WANT TO CELEBRATE A LITTLE BIT ABOUT LAST WEEK, IF YOU'RE NOT AWARE ON WEDNESDAY.
IN OUR SCHOOLS, WE CELEBRATE A VARIETY OF DAYS, AND ONE OF THOSE IS CONSTITUTION DAY, AND THAT'S THE DAY THAT WE CELEBRATE THE RATIFICATION OF THE US CONSTITUTION.
THERE ARE FIVE OBSERVANCES THAT SCHOOLS IN THE STATE OF WASHINGTON CELEBRATE.
IT'S THE DISABILITY HISTORY MONTH, VETERANS DAY, TEMPERANCE AND GOOD CITIZENSHIP DAY AND MARTIN LUTHER KING JUNIOR BIRTHDAY.
THOSE ARE ALL THINGS WHERE OUR STUDENTS HAVE ACTIVITIES AND THIS YEAR WAS NO DIFFERENT.
CERTAINLY, MR. DRAKE SENT OUT A VARIETY OF ACTIVITIES TO OUR BUILDINGS AND THEY TOOK PART IN A VARIETY OF DIFFERENT THINGS TO CELEBRATE THE CONSTITUTION, AND IT'S ADOPTION BY OUR GREAT NATION.
I THINK IT'S IMPORTANT FOR US TO DO THIS WORK OF CELEBRATING ALL OF THESE OBSERVANCES FOR DIFFERENT REASONS.
BUT CONSTITUTION DAY IS PARTICULARLY IMPORTANT BECAUSE IN ORDER TO HAVE STRONG CITIZENS WHEN THEY GROW UP, WE NEED TO MAKE SURE THAT THEY UNDERSTAND THE RIGHTS AND PRIVILEGES THAT WE'VE ALL BEEN GIVEN.
WE WANT PEOPLE TO BE INCLUDED IN THE DEMOCRATIC PROCESS, WE WANT THEM TO VOTE, WE WANT THEM TO GET OUT AND BE A PART OF OUR COMMUNITIES AND SHARE THEIR VOICE, AND SO THOSE THINGS ARE IMPORTANT.
WHETHER WE'RE TALKING THE FIRST AMENDMENT, WHICH INCLUDES THE RIGHT TO FREEDOM OF RELIGION, SPEECH, PRESS, ASSEMBLY, OR PETITION.
THOSE ARE SUPER IMPORTANT TO ALL OF US, OR THE FIFTH AMENDMENT THAT OBLIGATES OUR FEDERAL GOVERNMENT TO PROVIDE DUE PROCESS OR THE 14TH AMENDMENT THAT REQUIRES THE STATE TO PROVIDE DUE PROCESS.
THOSE THINGS ARE ALL IMPORTANT, AND THERE'S MANY MORE.
OBVIOUSLY, IF WE WERE GOING TO DO A CONSTITUTIONAL STUDY HERE, WE'D PROBABLY BE HERE ALL NIGHT, BUT IT IS REALLY CRITICAL THAT CONTINUE TO HELP OUR STUDENTS UNDERSTAND THE COMPLEXITIES AND THE IMPORTANCE OF THE US CONSTITUTION.
>> CAN YOU GIVE US SOME EXAMPLE OF THAT DUE PROCESS AND HOW IT WOULD IMPACT US AS A DISTRICT?
>> ABSOLUTELY. DUE PROCESS VARIES ACROSS A VARIETY OF DIFFERENT SITUATIONS.
THE THREE MAIN COMPONENTS OF DUE PROCESS IS THAT, WHEN YOU'RE PROVIDING DUE PROCESS, YOU HAVE TO PROVIDE NOTICE, YOU HAVE TO GIVE AN INDIVIDUAL INFORMATION ABOUT WHAT IS IN FRONT OF THEM AND WHAT THINGS COULD HAPPEN.
YOU HAVE TO GIVE NOTICE OF THAT, AND DURING THAT, THAT INCLUDES GATHERING INFORMATION.
IT INCLUDES THE RIGHT TO REPRESENTATION.
THE RIGHT TO GO BACK AND FORTH WHEN NEW INFORMATION HAS COME TO LIGHT AND BRING THAT INFORMATION FORWARD.
THOSE ARE ALL PIECES OF NOTICE.
THAT OPPORTUNITY TO BE HEARD CAN TAKE A VARIETY OF DIFFERENT LOOKS, WHETHER YOU'RE TALKING ABOUT A STUDENT SITUATION OR A STAFF SITUATION, YOU HAVE MANY DIFFERENT STEPS INVOLVED WITH THAT.
FOR STUDENTS, OBVIOUSLY, THEY HAVE A RIGHT OFTENTIMES TO INCLUDE INFORMATION OF OTHER PEOPLE WHO HAVE BEEN INVOLVED WITH GATHERING INFORMATION.
FOR STAFF, IT MAY BE THAT THEY NEED TO BE ABLE TO HAVE THE RIGHT TO A UNION REPRESENTATION, OR THEY HAVE A RIGHT TO BRING FORWARD NEW INFORMATION THAT MAY BE AVAILABLE AS WELL.
>> THAT RIGHT TO BE HEARD AND TO GO BACK AND FORTH IN THAT PROCESS, CAN BECOME VERY COMPLEX BECAUSE IF NEW INFORMATION COMES OUT, YOU HAVE TO CHASE THAT DOWN AND YOU HAVE TO MAKE SURE THEY HAVE THE OPPORTUNITY TO SPEAK TO ANY NEW INFORMATION THAT COMES OUT.
THEN THE LAST PART OF DUE PROCESS AND IT'S A RIGHT FOR BOTH OUR STUDENTS AND OUR STAFF IS THE RIGHT TO A HEARING, AN IMPARTIAL HEARING OFFICER WHEN A DECISION HAS BEEN MADE ABOUT HOW TO MOVE FORWARD.
WHETHER IT'S STUDENT DISCIPLINE OR WHETHER IT'S STAFF DISCIPLINE, THEY HAVE THE OPPORTUNITY TO HAVE SOMEONE OUTSIDE OF THEM LOOK AT THAT.
THAT'S DIFFERENT FROM STATE TO STATE.
I THINK THAT'S AN IMPORTANT NUANCE FOR US TO UNDERSTAND.
THE REASON THAT DUE PROCESS EXISTS IN BOTH THE FIFTH AMENDMENT AND THE 14TH AMENDMENT IS BECAUSE IT ONLY USED TO EXIST AT THE FEDERAL LEVEL.
[00:50:02]
IT NOW ALSO APPLIES AT THE STATE LEVEL AND THE STATES VARY FROM STATE TO STATE ON WHAT THEY ALLOW US TO DO AND HAVE IN PLACE.I THINK THAT'S AN IMPORTANT NUANCE.
>> YOU USED THE WORD COMPLEX, WHICH I CAN'T DISAGREE WITH, BASED ON EVERYTHING YOU'VE JUST SHARED, BUT WHAT DOES THAT LOOK LIKE FOR A TIMELINE?
>> WELL, IT VARIES GREATLY BECAUSE IT DEPENDS ON WHAT YOU'RE TALKING ABOUT.
FOR INSTANCE, IF IT'S A STUDENT HEARING, WE'VE HAD STUDENT HEARINGS THAT YOU AS A BOARD HAVE SEEN.
THOSE OFTEN CAN TAKE SEVERAL WEEKS TO A MONTH AND A HALF TO TWO MONTHS TO BE HEARD BECAUSE THE PERSON HAS A CERTAIN TIMELINE THAT ALLOWS THEM THE TIME TO ASK FOR A HEARING, AND THEN THERE'S THE TIMELINE TO HEAR THE STATEMENT, AND THEN THERE'S THE TIMELINE FOR THE RESPONSE TO THE STATEMENT.
IT'S NOT UNLIKE WHAT WE SEE PLAY OUT ON PERRY MASON OR SOME OF THOSE TYPES OF THINGS.
WHEN YOU SEE THOSE THINGS HAPPEN ON A TV SHOW OR LAW AND ORDER OR ANY OF THOSE, WHAT YOU SEE IS YOU SEE A SITUATION WHERE IN SOME CASES, A PERSON SAYS, I DID IT AND IT'S DONE.
BUT YOU SEE CASES WHERE A PERSON PLEADS THE FIFTH OR DOESN'T TAKE THAT AND IT CAN GO ON BACK AND FORTH FOR A GOOD DEAL OF TIME WHILE THEY'RE TRYING TO PROVE THEIR CASE.
ANYBODY WHO'S SERVED AS A JUROR, I'VE HAD THE OPPORTUNITY FIVE TIMES, IF YOU CAN BELIEVE THAT.
TO SERVE AS A JUROR, IT IS A LONG PROCESS.
SOMETIMES THOSE THINGS TAKE SOME TIME.
>> I DIDN'T MEAN TO CHUCKLE. NO DISRESPECT.
[OVERLAPPING] I JUST THOUGHT IT'S GOING BACK.
>> AM I UNDERSTANDING THAT OBVIOUSLY WE AS A DISTRICT DON'T DO ALL OF THIS.
THERE ARE SOME PARTS OF THE PROCESS THAT WE ACTUALLY HAVE TO HAVE IMPARTIAL [OVERLAPPING]
>> HEARING PROCESSES OR AN INDIVIDUAL COME IN.
YOU'VE SEEN THAT IN MULTIPLE SITUATIONS FOR US IN THE PAST, AND CERTAINLY THOSE ARE NORMAL PROCESSES THAT WE HAVE TO GO THROUGH LIVING IN THE STATE OF WASHINGTON.
WE HAVE VERY SPECIFIC PROCESSES FOR US.
ANY OTHER THOUGHTS OR QUESTIONS ABOUT THAT OR ANY OF THE OTHER THINGS IN THE SUPERINTENDENT UP DATE THIS EVENING? LANEL IS UP NEXT.
>> GOOD EVENING, BOARD. FOR THE TEACHING AND LEARNING UPDATE, I'M GOING TO TAKE US BACK TO A FEW BOARD MEETINGS AGO, WHEN DISCUSSING OUR FIRST READING OF THE SOCIAL EMOTIONAL CURRICULUM FOR WAYFINDER.
I'M GOING TO GIVE AN UPDATE THAT WE RECEIVED FROM THE PUBLISHING COMPANY IN REGARDS TO THE THREE THEMES AND QUESTIONS THAT CAME UP AS THE OUTCOMES OF OUR FIRST READING.
THE THREE THEMES OF THE QUESTIONS THAT WERE ADDRESSED AND ASKED FROM THE BOARD TO THE COMPANY WERE, IS THERE ANY OF GENDER EXPRESSION OR IDEOLOGY IN THE CURRICULUM? IS THERE AN ASSOCIATION OR AFFILIATION WITH CASTLE? THEN IS THERE PARTS OF THE CURRICULUM THAT WERE TAKEN OUT OR MODIFIED? THE ANSWER, I BELIEVE SHELLY FORWARDED YOU ON AUGUST 27 IN THE EMAIL FORWARDED, BUT I'M JUST GOING TO SUMMARIZE THE EMAIL OUTCOME.
TO BE CRYSTAL CLEAR, THERE IS NO GENDER OR SEXUAL IDENTITY CONTENT IN THE WAYFINDER CURRICULUM.
THEY ARE FOCUSED ON PERSONAL VALUES, STRENGTHS, AND PASSIONS AROUND SELF EXPLORATION IN TERMS OF THE STUDENT IS IDENTIFYING THEIR PERSONAL VALUES, NOTHING BEYOND THAT CONTEXT.
THEY HAD SENT SOME LESSONS THAT IDENTIFIED THOSE KEY INDICATORS.
THE RELATIONSHIP WITH CASTLE, THE COLLABORATIVE FOR ACADEMIC, SOCIAL, EMOTIONAL LEARNING, THERE'S NO PARTNERSHIP WITH CASTLE, BUT THEY ARE LISTED AS A SELECT PROGRAM BASED ON INDEPENDENT EVIDENCE BASED RESEARCH AND NOT AFFILIATED.
CASTLE DOES NOT INFLUENCE OR OVERSEE THIS CURRICULUM IN ANY WAY.
THEN ON THE UPDATES OF TRANSPARENCY.
NO CONTENT HAD BEEN REMOVED FROM THIS CURRICULUM TO BE PRESENTED TO THE BOARD.
THERE WERE ADDITIONAL REQUESTS FROM OUR DISTRICT TEAM AROUND FINANCIAL LITERACY,
[00:55:03]
SUBSTANCE MISUSE AND PREVENTION, AND ARTIFICIAL INTELLIGENCE AND GROWING UP WITH AI.IN THAT EMAIL, YOU SAW A PLETHORA OF LESSONS THAT COULD BE CONSIDERED IDENTITY LESSONS.
BUT ANYTHING ELSE, JUST WANTED TO PASS THAT ON BEFORE WE HAVE OUR PRESENTATION FROM MS. SHEETS OVER THERE AND JUST CLARIFY EVERYONE'S ON THE SAME PAGE.
I WANTED TO THANK ERIC SUK STAR FOR REACHING OUT TO THE PUBLISHERS TO GET THIS INFORMATION FOR US AND THAT WOULD BE TEACHING LEARNINGS UPDATE.
>> WELL, AND I THINK THAT'S JUST REPETITIVE, WE'RE CARRYING CONSISTENT THE MESSAGE FROM THE MOMENT WE HAD OUR WORK SESSION AS WELL WHEN THEY CAME UP AND SPOKE TO US, THEY SHARED THOSE SAME THINGS.
I APPRECIATE THAT THEY FOLLOWED IT UP IN WRITING JUST TO REITERATE, THESE ARE WHAT YOU'VE BEEN ASKING AND THESE ARE WHAT OUR RESPONSES, AND IT'S THE CONTINUED SAME RESPONSE.
I WANT TO SAY THIS THE THIRD TIME WE'VE HEARD IT.
I APPRECIATE THAT BECAUSE THAT CONSISTENCY IN VALIDATING AND HOW STRONG THEY FEEL ABOUT THEIR CURRICULUM IS REALLY IMPORTANT FOR ALL OF US TO CONTINUE TO HEAR.
THEY HAVEN'T CHANGED ANYTHING.
THEY HAVEN'T CHANGED THEIR MESSAGE.
IT'S THE SAME AS IT'S BEEN SINCE DAY 1.
>> THEN I CAN ANSWER QUESTIONS ON THIS, BUT I KNOW TAMAR WILL BE UP THERE, BUT IS THERE ANY QUESTIONS THAT I MIGHT ADDRESS WITH THIS?
>> NO. THANK YOU FOR GETTING THAT INFORMATION BECAUSE MY RESEARCH, I COULD NOT FIND THOSE LESSONS, AND I THINK I REACHED OUT AND ASKED FOR SOMEONE TO VERIFY.
I COULDN'T FIND ANY GENDER IDENTITY LESSONS.
THANK YOU FOR CLARIFYING THAT, DOING RESEARCH ON IT.
>> I WILL TELL YOU THAT'S IT FOR SUPERINTENDENT AND STAFF UPDATES.
>> THEN WE MOVE ON TO CITIZENS' COMMENTS.
[7. Citizens' Comments]
JUST GIVE ME A MINUTE, I'M SORRY.THIS IS A MEETING OF THE BATTLE GROUND PUBLIC SCHOOLS BOARD OF DIRECTORS, AND IT IS OPEN TO THE PUBLIC TO ATTEND, VIEW PRESENTATIONS AND HERE BOARD MEMBERS DISCUSS TOPICS DURING OPEN SESSIONS.
THE BOARD WELCOMES COMMENTS FROM CITIZENS DURING CITIZENS' COMMENTS AND ASK THAT THOSE WISHING TO ADDRESS THE BOARD SIGN IN, WHICH YOU HAVE DONE, I SEE.
PLEASE FOLLOW THE PROCEDURES FOR CITIZENS' COMMENTS BY STATING YOUR NAME, AND TONIGHT, WE WILL NEED YOU TO LIMIT YOUR TIME TO ONE MINUTE AND 45 SECONDS.
DID YOU GET THAT ONE MINUTE AND 45 SECONDS? REFRAIN FROM DISCUSSING CONFIDENTIAL MATTERS WHICH WOULD INCLUDE SPECIFIC NAMES OF INDIVIDUALS, STAFF MEMBERS, AND SO ON.
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.
IF YOU HAVE HANDOUTS, PLEASE GIVE THEM TO CARLA.
ALSO WE ASK YOU TO REMAIN FROM CLAPPING AS CLAPPING CAN SOMETIMES BE DIVISIVE IN THE AUDIENCE.
FIRST TONIGHT IS JOHN O'HAVIER.
YOU'LL HAVE TO EXCUSE ME FOR SLAUGHTERING YOUR NAMES.
>> IT'S ALL RIGHT. NOT A PUBLIC SPEAKER, SO I'M GOING TO READ THIS. THANK YOU.
GOOD EVENING, MEMBERS OF THE BOARD.
MY NAME IS JOHN O'HAVIER, AND I'M A CONCERNED MEMBER OF THE COMMUNITY HERE TONIGHT TO REPRESENT MANY OF MY NEIGHBORS, AS YOU CAN SEE.
I WANT TO SPEAK ABOUT THE TEACHER WHO HAS REPORTEDLY MADE HATEFUL AND VICIOUS COMMENTS TOWARD A POLITICAL FIGURE WHO WAS RECENTLY ASSASSINATED.
THIS IS ABOUT PROFESSIONAL CONDUCT, SAFETY, AND A COMPLETE LACK OF JUDGMENT.
WHEN WE SEND OUR CHILDREN TO SCHOOL,
[01:00:03]
WE TRUST THAT THEY ARE IN A SAFE AND SUPPORTIVE ENVIRONMENT.A TEACHER'S JOB IS TO EDUCATE, TO INSPIRE, AND TO GUIDE, NOT TO USE THEIR POSITION OF AUTHORITY TO SPREAD HATRED.
USING A MOMENT OF NATIONAL TRAGEDY TO EXPRESS SPITEFUL OPINIONS SHOWS A SHOCKING DISREGARD FOR BASIC DECENCY.
IT NORMALIZES HATEFUL RHETORIC AND SENDS A DANGEROUS MESSAGE TO OUR CHILDREN.
THIS TEACHERS ACTIONS HAVE CREATED AN UNSAFE ENVIRONMENT FOR STUDENTS.
IT HAS ERODED THE TRUST WITHIN OUR COMMUNITY AND HAS TARNISHED THE REPUTATION OF THIS SCHOOL DISTRICT.
WE ARE NOT ASKING FOR A REPRIMAND OR A CONVERSATION, WE ARE DEMANDING SWIFT AND DECISIVE ACTION.
IN INVESTIGATION THAT STRETCHES ON WHILE THIS INDIVIDUAL REMAINS EMPLOYED BY THE SCHOOL DISTRICT IS AN INSULT TO PARENTS AND STUDENTS YOU ARE SUPPOSED TO PROTECT.
THERE IS NOTHING MORE TO INVESTIGATE.
WE ARE CALLING FOR THE IMMEDIATE TERMINATION OF THIS TEACHER.
OUR CHILDREN DESERVE BETTER THAN TO BE TAUGHT BY SOMEONE WHO LACKS THE MORAL AND PROFESSIONAL FITNESS TO BE AN EDUCATOR.
THE BOARD HAS A CHANCE TONIGHT TO SHOW THAT YOU WILL NOT TOLERATE THIS OF BEHAVIOR IN OUR SCHOOLS. THANK YOU.
>> THANK YOU, JOHN. CHRIS CANELL.
>> HELLO. MY NAME IS CHRIS CANELL.
I APPRECIATE YOUR GUYS AS YOU LET ME SPEAK TONIGHT.
WELL, WE ALL WANT STUDENTS WHO ARE RESILIENT AND PREPARED FOR LIFE.
THE QUESTION IS WHETHER EXPANDING SOCIAL EMOTIONAL LEARNING INTO HIGH SCHOOL IS THE RIGHT WAY TO ACHIEVE THAT.
THE EVIDENCE IS NOT SUPPORTED.
THE LATEST META ANALYSIS COVERING MORE THAN 0.5 MILLION STUDENTS SHOWS ACADEMIC EFFECTS OF ONLY 0.11 PERCENTILE GAINS.
WHICH IS JUST A FEW WEEKS OF PROGRESS.
EVEN THOUGH SMALL GAINS FADE WITHIN A YEAR OR TWO, AND HIGH SCHOOL EVIDENCE IS WEAKER STILL.
EXPANDING SEL UNDER THESE CONDITIONS IS ESSENTIALLY A SOCIAL EXPERIMENT ON OUR KIDS WITHOUT THEIR CONSENT AND WITH NO SUNSET CLAUSE.
MEANWHILE, WE ALREADY HAVE COUNSELORS, ADVISORS, AND A CAREER CENTER, SUPPORTS THAT HAVE SERVED STUDENTS WELL FOR DECADES.
IF THESE NEED STRENGTHENING, LET'S INVEST THERE.
WITH TEST SCORES, SLIDING NATIONWIDE, OUR STUDENTS NEED MORE MATH, READING, AND SCIENCE, NOT MORE SCRIPTED LESSONS WITH FADING RETURNS.
WE ALSO HAVE TO BE HONEST, SEL IS NOT NEUTRAL.
IT INTRODUCES CONCEPTS LIKE SELF IDENTIFYING WITHOUT CLEAR BOUNDARIES.
ALLOWS NO REMOVAL OF CONSENT ONCE ADOPTED AND LEAVES PARENTS AND STUDENTS WITH NO GUARANTEE OF TRANSPARENCY.
IF THE GOAL IS TO CREATE SAFE ENVIRONMENTS, THEN WHY DO STUDENTS STILL ENCOUNTER CLASSROOM COMMENTS AND SYMBOLS THAT MAKE THEM FEEL TARGETED AND EXCLUDED.
SAFETY HAS TO MEAN SAFETY FOR EVERY STUDENT. THERE ARE BETTER WAYS.
WE CAN EMPHASIZE UNIVERSAL VIRTUES, HONESTY, COURAGE, RESPONSIBILITY, THROUGH CHARACTER EDUCATION.
WE CAN EXPAND FAMILY AND COMMUNITY ENGAGEMENT PROGRAMS LIKE WATCHDOGS.
WE'VE SEEN BENEFITS LIKE THIS AT RIVER HOME LINK.
WE CAN ALSO STRENGTHEN THE RESOURCES WE ALREADY HAVE INSTEAD OF IMPORTING OUTSIDE AGENDAS.
FOR THESE REASONS, I URGE THE BOARD PAUSE BEFORE EXPANDING SEL, REVIEW THE EVIDENCE, PROTECT THE NEUTRALITY OF OUR CLASSROOMS, AND KEEP THE FOCUS WHERE IT BELONGS ON ACADEMICS, AND APPROACHES THAT TRULY SERVE STUDENTS.
>> THANK YOU, BOARD MEMBERS. MY NAME IS JOEY DERUNTZ.
WISDOM WARNS US BECAUSE THE SENTENCE AGAINST AN EVIL DEED IS NOT EXECUTED QUICKLY.
THEREFORE, THE HEARTS OF THE SONS OF MEN ARE FULLY GIVEN TO DO EVIL.
WHEN WRONGDOING GOES UNCHECKED, IT MULTIPLIES.
WHEN LEADERS DELAY, EVIL SPREADS.
THAT IS THE URGENCY BEFORE YOU NOW.
AMANDA GONZALEZ, A TEACHER IN THIS DISTRICT.
>> I UNDERSTAND, BUT WE ASKED NOT TO MENTION ANY STAFF BY NAME, PLEASE.
DIRECT YOUR COMMENTS TO THE BOARD.
>> YOU CAN HAVE YOUR TIME BACK.
>> CAN YOU RESET HIS TIME? SHE'S DOING IT.
>> THANK YOU. A TEACHER IN THIS DISTRICT LAUGHED AT THE MURDER OF A MAN, CHARLIE KIRK.
HE HAD A WIFE AND TWO YOUNG CHILDREN.
SHE MOCKED HIS DEATH, SNEERED BOO HOO. THAT'S A QUOTE.
THOUGHT IT WAS FUNNY THAT A GUN ACTIVIST DIED TO GUN VIOLENCE AND DID ALL OF THIS INTENTIONALLY IN FRONT OF THE PRESENCE OF IMPRESSIONABLE CHILDREN, STUDENTS.
THIS IS NOT JUST POOR JUDGMENT, IT'S CRUELTY, IT'S EVIL.
THIS IS THE ABUSE OF POWER AND INFLUENCE.
OUT OF THE OVERFLOW OF THE HEART, THE MOUTH SPEAKS, AND NOW WE'VE SEEN THIS TEACHER'S HEART.
[01:05:02]
A TEACHER'S FIRST DUTIES TO CREATE SAFETY AND RESPECT. SHE MODELED HATRED.SHE USED HER AUTHORITY TO NORMALIZE SCORN AND MURDER.
SHE BETRAYED HER PROFESSION, YOUR OWN POLICIES THAT YOU SAY YOU WILL NOT TOLERATE AND OUR COMMUNITIES TRUST.
THIS IS NOT JUST TO ANY TEACHER.
SHE'S ALSO THE VICE PRESIDENT OF THE UNION.
IF YOU RESTORE HER, YOU ENDORSE HER CONTEMPT.
IF YOU EXCUSE HER, YOU'RE INVITING MORE OF IT.
PARENTS CANNOT ENTRUST THEIR CHILDREN TO CLASSROOMS WHERE DEATH IS MOCKED.
STUDENTS CAN'T THRIVE UNDER LEADERS WHO SNEER AT DIFFICULT BELIEFS AND DIFFERENT BELIEFS.
TO SHRUG THIS OFF IS DECLARE TO EVERY STUDENT, THIS IS WHAT BATTLE GROUND PROMOTES.
THEN WHAT RESTRAINS THE NEXT OUTBURST? WHAT RESTRAINS THE NEXT ACTS OF HATRED? NOTHING. IF WE FAIL TO ACT, THE MESSAGE IS CLEAR, CRUELTY IS SAFE HERE IN BATTLE GROUND, BUT CONSCIENCE IS NOT.
BOARD MEMBERS, YOU MUST ACT. REMOVE HER.
DO NOT HAND HER THE PRIVILEGE OF SHAPING YOUNG MINDS AGAIN FOR THE SAKE OF OUR STUDENTS.
SEND THIS UNMISTAKABLE MESSAGE.
IN BATTLE GROUND SCHOOLS, WE BELIEVE OUR POLICIES, HATRED WILL NOT BE TOLERATED, CONTEMPT WILL NOT BE EXCUSED, AND EVIL WILL NOT BE IGNORED. THANK YOU.
>> GOOD EVENING. MY NAME IS CRISIA SELF, AND I'M A MEMBER OF THIS COMMUNITY, AND I'VE BEEN AN EDUCATOR FOR OVER 15 YEARS AS WELL.
I BECAME AWARE OF THE DISTURBING COMMENTS, MADE BY A SOCIAL STUDIES TEACHER, REGARDING THE DEATH OF CHARLIE KIRK.
THIS CONDUCT IS REPULSIVE AND INCOMPREHENSIBLE.
SUCH COMMENTS REVEAL A SHOCKING LACK OF MORAL JUDGMENT AND A DISREGARD FOR THE VALUE OF HUMAN LIFE.
YET AS PARENTS OF THIS DISTRICT, WE ARE ASKED TO ENTRUST OUR CHILDREN TO AN EDUCATOR WHO OPENLY DISMISSES THAT VALUE.
CHARLIE KIRK, WHETHER ONE AGREES WITH HIM OR NOT, WAS PROTECTED UNDER THE UNDER THIS NATION'S FIRST AMENDMENT RIGHT TO FREE SPEECH.
STUDENTS OF BATTLEGROUND SCHOOL DISTRICT SHARE THOSE SAME PROTECTIONS, AND THIS DISTRICT HAS A DUTY TO UPHOLD THEM.
TO CELEBRATE THE SILENCING OF A VOICE THROUGH VIOLENCE IS TO UNDERMINE THOSE RIGHTS, AND TO ENCOURAGE HOSTILITY IN THE CLASSROOM.
A MERE SUSPENSION IS NOT SUFFICIENT.
TO RETAIN THIS TEACHER AFTER SUCH ACTIONS IS TO SET A PRECEDENT THAT THIS BEHAVIOR IS PERMISSIBLE.
WORDS AND HER CONDUCT HAVE CREATED AN UNSAFE AND HOSTILE ENVIRONMENT FOR STUDENTS WHERE INTIMIDATION AND FEAR REPLACES TRUST AND RESPECT.
THIS BOARD MUST ACT IMMEDIATELY AND DECISIVELY TO PROTECT THE DIGNITY, RIGHTS AND SAFETY OF EVERY STUDENT. THANK YOU.
>> THANK YOU. CRYSTAL DURRENCE.
HELLO. MY NAME IS CRYSTAL DURRENCE, AND I AM A WIFE, MOM, AND MEMBER OF THIS LOCAL COMMUNITY.
I WAS ONE OF THOSE THAT SENT AN EMAIL, AND I WANTED YOU TO PUT A FACE TO A NAME.
PEOPLE WHO ALIGN WITH CHARLIE KIRK'S VIEWS ARE NOT JUST HIS AGE.
THEY'RE NOT JUST OLDER THAN HE WAS, BUT ALSO YOUNGER THAN HE WAS.
CHILDREN EVEN 16 YEARS YOUNGER.
WOULD IT STILL BE FUNNY IF ONE OF THEM WAS SHOT 16 YEARS YOUNGER AND ATTENDING BATTLE GROUND HIGH SCHOOL? CHARLIE'S AGE AND INFLUENCE DOESN'T NEGATE THE SENTIMENT SHARED BY THIS TEACHER.
THE CHILDREN, WHO BROUGHT THIS FORWARD TO YOU, SHOULD BE APPLAUDED FOR THEIR COURAGE AND CHARACTER.
I AM THANKFUL FOR CHILDREN WHO, I'M SURE AT GREAT RISK TO THEMSELVES, ACKNOWLEDGE AND EVEN CONDEMN THE EVIL IN THEIR MIDST.
YOU SHOULD BE PROUD OF THESE KIDS.
THIS IS NOT A SITUATION WHERE YOU HAVE THE OPTION OF INACTION, AND I KNOW YOU KNOW.
THE KIDS ARE WATCHING, THE KIDS ARE LEARNING.
PARENTS ARE WATCHING AND THINKING.
THE COMMUNITY IS OBSERVING, AND AS TIME PASSES, WE'RE REALIZING THIS MAY NOT HAVE THE BEST INTEREST OF OUR KIDS IN MIND.
DUE PROCESS IS NOT AN EXCUSE FOR PROCRASTINATION.
THE MORE TIME THAT PASSES WILL ONLY POINT TO COWARDICE AND CONFUSION THAT WILL CHARACTERIZE THIS BOARD AND WILL BE A DISSERVICE TO EVERYONE. THANK YOU.
[01:10:05]
I'M WEARING THE SHIRT, BECAUSE I BELIEVE STUDENTS FIRST.
I JUST CLARIFY WHICH SIDE I'M ON.
MY FAVORITE TEAM GOES SOMETHING LIKE THIS.
WHATEVER YOU THINK STANDS FOR, THAT'S MY FAVORITE TEAM.
IF I'M NOT MISTAKEN, YOU BOTH HAVE THAT.
IT WAS GREAT TO SEE THE COMMUNITY AND EVERYONE GO OUT ON THE FIELD.
I'M COMING TO TALK TO YOU ABOUT DRUG TAKE BACK, AGAIN, HAPPENING IN OCTOBER.
ON THE 25TH AT THE BATTLE GROUND POLICE DEPARTMENT, THEY TAKE ALL OVER THE COUNTER AND PRESCRIPTION MEDICATIONS, JUST NO SHARPS.
I'LL LEAVE THESE. THEY'RE DOING I GUESS FULL DISCLOSURE.
I'M ON THE BOARD OF BATTLEGROUND PREVENTION ALLIANCE, BUT I'M SPEAKING AS MYSELF.
WE'RE DOING IT IN PARTNERSHIP WITH THE POLICE DEPARTMENT.
YOU CAN FIND OUT MORE INFORMATION ABOUT THAT OR ABOUT OUR COALITION MEETINGS ON THE FIRST THURSDAY OF THE MONTH AT OUR WEBSITE AT PREVENTABG.ORG.
I JUST WANTED TO SAY, I KNOW I'VE WRITTEN AND SPOKEN ABOUT WAYFINDER BEFORE, ABOUT HOW IT HELPS STUDENTS WITH CAREER AND PERSONAL DECISION MAKING BOTH NOW AND IN THE FUTURE.
I STILL HIGHLY SUPPORT IT. THANK YOU SO MUCH.
THANK YOU, JESSICA. ASHLEY WILDE.
>> HELLO. MY NAME IS ASHLEY WILDE.
I AM A FOURTH GRADE TEACHER IN THE DISTRICT.
I WANTED TO TALK QUICKLY ABOUT OUR LIBRARIAN TECHNICIANS.
I FEEL THAT THEY'RE BEING OVERWORKED AND UNDERPAID.
I FEEL THAT'S A DIRECT RESULT OF LOSING OUR LEVY FUNDING, AND I WANT THE COMMUNITY TO REALLY UNDERSTAND WHAT THAT MEANS.
IT MEANS LIBRARIAN TECHNICIANS THAT ARE STACKED SO HIGH FULL OF BOOKS, AND THEY DON'T HAVE THE TIME TO PUT THOSE BOOKS AWAY.
YOU HAVE TEACHERS OR LIBRARY TECHNICIANS THAT HAVE NEVER BEEN TRAINED IN TEACHING PEDAGOGY, AND IN EDUCATIONAL PSYCHOLOGY, HAVING TO DEAL WITH SOME INTENSE BEHAVIORS AND NOT NECESSARILY KNOWING HOW TO HANDLE THOSE, AND HOW TO GET AROUND THEM BEFORE THEY EVEN HAPPEN.
I WORRY ABOUT WHAT THAT MEANS TO THEM.
HOW THE LARGE CLASS SIZES ALSO EXASPERATE THOSE PROBLEMS. I REALLY WANT THEM TO BE TAKEN CARE OF, AND I HOPE THAT OUR DISTRICT IN THE COMMUNITY IS AWARE OF THAT PROBLEM.
WITH MY LAST 30 SECONDS, SOMETHING THAT YOU SAID, SHELLY, REALLY RESONATED WITH ME, AND ABOUT YOUR THREE BELIEFS.
TODAY, I TAUGHT A LESSON ON RESPECT.
ONE OF THE THINGS THAT WE TALKED ABOUT IS HOW IF YOU DON'T NECESSARILY AGREE WITH THEM, THEY ARE EXCELLENT WAYS THAT YOU CAN DISAGREE WITH SOMEONE, BUT DO IT RESPECTFULLY.
I APPRECIATE YOU ALLOWING US TO DO THAT, AND I HOPE THAT THE COMMUNITY CAN ALSO RESPECTFULLY DISAGREE BECAUSE A LOT OF US ARE GRIEVING, AND I KNOW MY DAUGHTER IS PERSONALLY LOSING WHAT SHE'S LOST.
>> THANK YOU, ASHLEY. JESIAH GREEN.
>> HELLO. MY NAME IS JESIAH GREEN.
WE AS CHRISTIANS AND CITIZENS, WE STAND FIRMLY AND BOLDLY AGAINST THIS TEACHER FOR THE REASONS BEING THAT SHE BREACHED THE POLICY 3207.
THIS IS NOT ONLY A MISHANDLING OF HER RESPONSIBILITIES, BUT IT IS A VIOLATION OF TRUST TO EVERY PARENT WHO HAS PLACED SOME CONFIDENCE IN THIS TEACHER TO FILL HER DUTY CORRECTLY.
THIS HAS NO PLACE IN THE CLASSROOM.
WE ARE CONCERNED WITH THE DISPOSITION, HOW SHE MAY RESPOND TO ANYONE ELSE WHO MAY DISAGREE WITH HER.
THERE HAS BEEN PARENTS WITH THEIR CHILDREN WHO HAS SPOKEN OUT DUE TO HER CONDUCT AND HER POLITICAL RHETORIC.
THIS BEHAVIOR IS AN INTRUSION OF WHAT SHE HAS COMMITTED HERSELF TO IN GROUNDING THE YOUNG IN KNOWLEDGE AND CULTIVATING GROWTH FOR THOSE WHO ARE IN HER CHARGE IN HER CURRICULUM.
THIS STATEMENT IS NOT AN INNOCUOUS ONE, II'S HARMFUL, DIVISIVE, AND IT IS A RADICALIZATION IDEA.
[01:15:03]
HOW CAN WE SIT BACK AND ALLOW GROWN ADULT DEHUMANIZING AN INDIVIDUAL AND REJOICE IN THE ASSASSINATION OF ANOTHER HUMAN BEING? WE STAND HERE NOT MAKING ANY PEACE WITH EVIL, BUT TO BRING TO LIGHT THE WICKEDNESS THAT GOES BEYOND JUST A VERBAL STATEMENT.WE CALL FOR IMMEDIATE ACTION THAT IMMEDIATE ACTION IS THE REMOVAL OF THIS TEACHER FROM THIS TEACHING OFFICE OF THE BATTLE GROUND SCHOOL, AND NOT BE GIVEN A GOOD RECOMMENDATION FOR ANY FUTURE OPPORTUNITY FOR TEACHING.
WE MAY BE LOW NOW ON WITH GOSPEL RIGHTEOUSNESS.
HOWEVER, WE WILL BE EVEN LOUDER WITH THE CLARION CALL.
IF THIS WOMAN GETS REINSTATED.
WE WILL CALL YOU TO DO THE RIGHT THING, AND LOOK FOR THE INTERESTS OF THOSE WHO ARE OF THE COMMUNITY. THANK YOU FOR YOUR TIME.
>> MY NAME IS BRENDON MILLER. I'M A CITIZEN OF BATTLE GROUND HERE LOCALLY.
IN OSCAR LUCA, IOWA LAST WEEK, THE SCHOOL BOARD OF THE SUPERINTENDENT'S RECOMMENDATION VOTED TO TERMINATE A TEACHER WHO MADE AN INFLAMMATORY REMARK FOLLOWING CHARLIE KIRK'S DEATH.
THE SOUTH DAKOTA BOARD OF REGENTS CONFIRMED THEY'VE ISSUED THE INTENT TO TERMINATE A UNIVERSITY OF SOUTH DAKOTA PROFESSOR FOR SIMILAR SOCIAL MEDIA REMARKS.
WHAT IS GOING ON IN BATTLEGROUND? WHAT DOES IT TEACH STUDENTS WHEN ADULTS AROUND THE COUNTRY AND IN OUR SCHOOLS TAKE TO SOCIAL MEDIA SPEWING HATRED AND NAZIST EPITHETS.
WHAT MESSAGE DOES IT SEND WHEN A STUDENT HEARS A TEACHER REJOICE IN THE DEATH OF A FATHER, A HUSBAND, AND AN ADVOCATE FOR YOUNG PEOPLE'S VOICE? THIS IS NOT AN INTELLECTUAL ISSUE.
WHETHER YOU AFFIRM IT OR NOT, THERE IS A STANDARD OF RIGHT AND WRONG OF GOOD AND EVIL AND IT IS NOT SUBJECTIVE.
RESPECTING LIFE REGARDLESS OF HOW MUCH YOU AGREE OR DISAGREE WITH THE PERSON IS GOOD, TAKING LIFE IN THE GRUESOME WAY THAT CHARLIE KIRK WAS MURDERED OR GIVING HEARTY APPROVAL WITH THOSE WHO DO IS EVIL.
THAT'S RIGHT. NOT JUST KILLING PEOPLE'S EVIL, HEARTY APPROVAL OF SUCH BEHAVIORS ALSO EVIL.
I THEREFORE EMPLOY THE SUPERINTENDENT, THE SCHOOL BOARD, AND BATTLE GROUND, SCHOOL DISTRICT HUMAN RESOURCES TO SWIFTLY CONSIDER THE ACTIONS OF THE TEACHER THAT'S ALREADY BEEN SPOKEN OF NUMEROUS TIMES, AND ANYONE ELSE WHO HAS THE EAR OF STUDENTS WHO CONDONES MURDER, CELEBRATES THE DEATH OF ANOTHER AMERICAN, AND TERMINATE THAT PERSON'S EMPLOYMENT AS A HURT TO STUDENTS, AND A HINDRANCE TO LEARNING.
DOING SO WE'LL TEACH OUR STUDENTS THE VALUE OF LIFE, HOW TO DISAGREE GRACIOUSLY, AND SHOW OUR COMMUNITY THAT YOU REQUIRE PROFESSIONAL CONDUCT IN ALL ASPECTS OF BATTLE GROUND SCHOOL DISTRICT. THANK YOU.
>> GOOD EVENING, BOARD. MY NAME IS CARL MILLER.
I WISH TO SPEAK TO YOU ABOUT THE TEACHER WHO IS ON LEAVE.
TEACHERS OUGHT TO BE ROLE MODELS.
INSTEAD, THIS TEACHER'S RESPONSE TO THE MURDER OF CHARLIE KIRK, AN INNOCENT MAN HAS BEEN TWISTED, DELUSIONAL, AND REPREHENSIBLE.
HER CONDUCT IS UNACCEPTABLE, AND HER POSITION AS A TEACHER MAKES SUCH A VIOLATION EVEN.
YOU, AS THE BOARD, MUST ACT SWIFTLY AND DECISIVELY AND IMMEDIATELY TERMINATE HER FROM THIS DISTRICT'S EMPLOYMENT.
FAILURE TO DO SO IS A BREACH OF YOUR DUTY TO THE STUDENTS AND THE COMMUNITY.
LET ME MAKE THIS ABUNDANTLY CLEAR.
YOU MUST FIRE THIS STAFF MEMBER.
A FAILURE TO TERMINATE HER INDICATES SUCH CONDUCT IS PERMISSIBLE AND ACCEPTABLE IN BATTLEGROUND SCHOOLS.
YOU ALL KNOW THE PROPER ANSWER TO THAT QUESTION.
YOU HAVE A TEACHER WHO IS PRAISING THE MURDER OF INNOCENT CITIZENS, ACT SWIFTLY, ACT DECISIVELY, AND DO NOT PERMIT THIS OF GROSS MISCONDUCT IN OUR SCHOOLS. THANK YOU.
>> THANK YOU. JUSTIN HORNBAKER.
>> GOOD EVENING, AND THANK YOU FOR ALLOWING ME TO SPEAK.
TODAY, I'M ALSO HERE TO ADDRESS THE GROSS MISCONDUCT.
>> CAN YOU SAY YOUR NAME FOR US JUST SO WE HAVE IT CORRECTLY?
I'M HERE TO ADDRESS THE SAME THING THAT MANY OF THESE OTHERS HAVE ADDRESSED, THAT WHAT THIS TEACHER HAS DONE IS GROSS AND.
JUST IMAGINE IF ONE OF YOU OUT ON A CAMPUS OR AT A HIGH SCHOOL TO PEACEFULLY DEBATE STUDENTS ABOUT YOUR VIEWS, AND YOU WERE KILLED PUBLICLY, AND THEN LATER YOU FIND OUT THAT SOMEONE IN THE SAME COMMUNITY IS LAUGHING ABOUT YOUR DEATH AND SAYING, JUST BECAUSE THEY DISAGREED WITH YOUR VIEWS, THAT IT WAS A GOOD THING THAT YOU WERE MURDERED.
[01:20:04]
TO NOT DO ANYTHING ABOUT THIS, TO TERMINATE THIS WOMAN IMMEDIATELY IS TO SEND THE MESSAGE THAT THEY'VE BEEN SAYING IS, BASICALLY, IS WHAT YOU'RE SENDING IS THAT IT'S OKAY THAT WE ALLOW TEACHERS WHO I GUESS, CELEBRATE MURDER AND CELEBRATE ASSASSINATIONS OF PEOPLE THAT THEY DISAGREE WITH.I WOULDN'T WANT TO BE YOU GUYS IF THAT'S THE MESSAGE THAT'S BEING SENT. THANK YOU.
>> THANK YOU. MIKE CARLOW, AMBOY EAGLE, KINDERGARTEN THROUGH EIGHT, BATTLE GROUND HIGH SCHOOL, 9-12.
I'M DISGUSTED THAT THE TEACHER YOU GUYS HAVE ALREADY ACTED AND ALREADY GOT RID OF THE TEACHER.
IT'S A STAIN ON THE COMMUNITY.
YOUR POLICY MANUAL 5253 ADOPTED 827.
2012, IT SAYS BATTLE ROUND SCHOOL BOARD EXPECTS ALL STAFF TO MAINTAIN THE HIGHEST PROFESSIONAL, MORE ETHICAL STANDARDS IN INTERACTION WITH THE STUDENTS.
STAFF MEMBERS WILL NOT ON THE STUDENTS PHYSICAL AND EMOTIONAL BOUNDARIES.
WHAT I JUST READ TO YOU AND I SHORTENED IT BECAUSE OF THE TIME, IS YOUR OWN POLICY AND AS GROUNDS FOR TERMINATION FOR WHAT WAS SAID IN AND IS MORAL AND AN INTRUSION TO THE STUDENTS EMOTIONAL BOUNDARIES.
YOU, THE BOARD, NEED TO STAND UP FOR THE STUDENTS OF BATTLE GROUND DISTRICT.
HISTORY SHOWS WHEN THE SOCIALIST NAZI PARTY ROSE TO POWER IN GERMANY, 20-30% OF THE CLERGY FELL IN LINE WITH THE SOCIALIST SOCIALIST NAZI PARTY,40-50 DID NOT AGREE WITH THEM, BUT STAYED SILENT, 20-30 STOOD UP AGAINST THE ATROCITIES OF THE SOCIALIST NATIONAL NAZI PARTY.
YOU, THE BOARD, WHERE WILL YOU FALL? WILL YOU FALL IN LINE TO PROTECT THIS TEACHER? DO YOU DISAGREE WITH THE TEACHER BUT STAY SILENT, OR WILL YOU TAKE A STAND FOR THE STUDENTS THAT HAS BEEN EXPOSED TO THIS TEACHER'S VILE ACTIONS? I AM SORRY THAT YOU ALL MUST DEAL WITH THIS HORRIBLE ACTION OF THE TEACHER.
BUT THIS IS WHAT YOU SIGNED UP FOR.
EVERY SITUATION OR JOB HAS TOUGH DECISIONS, AND PLEASE DO NOT RUN FOR THIS, SWEEP IT UNDER THE RUG AND JUST MOVE ON.
EVERY ONE OF US MAKE THE BED WE SLEEP IN AND UNFORTUNATELY, THIS IS YOUR BED.
THERE IS CLEAR PRECEDENT FOR TERMINATION, AS THERE HAVE BEEN MANY THAT HAVE LOST THEIR JOBS FOR VILE COMMENT LIKE THIS BATTLEGROUND SCHOOL TEACHER TO NAME A FEW ABC DISNEY, CNN AMERICAN AIRLINES OFFICE DEPOT, MSNBC, WASHINGTON POST, UNITED AIRLINES, MICROSOFT, DC COMICS.
>> YOUR TIME IS UP, I'M SORRY.
>> THANK YO. BOY JOSH WILDE, COMMUNITY MEMBER, FATHER OF TWO IN THE DISTRICT.
FIRST OF ALL, I JUST WANTED TO SAY, IT'S AWESOME THAT THE LEGACY NIGHT SEEMED TO GO.
WELL, THEY TALKED ABOUT THE CITIZENS ADVISORY.
UNFORTUNATELY, WE WEREN'T ABLE TO MAKE IT.
BUT THAT'S THE THING THAT THIS COMMUNITY REALLY NEEDS, AND SO IT WAS PRETTY COOL EVERYBODY WAS ABLE TO COME TOGETHER AT LEAST FOR ONE NIGHT AND MATTER TO ALL OF US, WHICH IS THE KIDS AND THE SPORTS AND ACADEMICS.
THERE'S A LOT OF PEOPLE HERE THAT SHOWED UP TODAY TO TALK ABOUT A TEACHER AND WHAT HAPPENED WITH FOLLOWING A HORRIFIC INCIDENT INVOLVING, CHARLIE KIRK, IN A VERY PUBLIC SHOOTING.
I DON'T KNOW WHAT THE FACTS ARE OF THAT CASE, AND I DON'T KNOW WHO ALL KNOWS WHAT THIS TEACHER SAID TO WHOM.
I JUST HOPE THAT THE BOARD DOESN'T ACT IN HASTE TO, CAPITALIZE ON A MOMENT OF INFLAMED PASSIONS FOR A POLITICAL INCIDENT.
>> I DON'T KNOW WHAT'S GOING TO HAPPEN WITH A TEACHER.
I WOULD JUST TRUST THAT YOU GUYS GO THROUGH THAT DUE PROCESS, FOLLOW WHERE THE FACTS GO.
AND IF THAT MERITS THAT SHE'S LET GO OF, THEN THAT'S WHERE THAT GOES.
THAT'S ALL I'VE GOT TODAY. THANK YOU.
>> THANK YOU, JEFF. VICTORIA FERRER.
>> GOOD EVENING, BOARD. I TOO, I AM SORRY THAT YOU GUYS HAVE TO GO THROUGH THIS.
IT'S NOT EASY BEING ON A BOARD.
I'M HERE AS A CONCERNED PARENT WITH A CHILD IN THE SCHOOL DISTRICT.
I'M ALSO HERE TO EXPRESS THE CONCERNS OF THIS VERY SAME TEACHER THAT EVERYBODY
[01:25:03]
ELSE IS HERE AND HER REACTIONS TO CHARLIE KIRK.WE KNOW THIS IS NOT THE ONLY THING THAT'S HAPPENED UNDERNEATH THIS TEACHER'S WATCH.
I'LL MAKE THAT KNOWN NOW SO YOU CAN DO SOME MORE DIGGING.
THERE'S LOTS MORE THAT SHE'S BEEN DOING DURING HER TIME AS TEACHING.
THIS IS NOT THE ISOLATED INCIDENT.
I JUST ASK THAT AS YOU LOOK INTO IT, YOU LOOK INTO THOSE AS WELL.
THIS GOES BACK MORE THAN AT LEAST A COUPLE OF YEARS.
PARENTS WHO DIDN'T FEEL SAFE COMING UP AND COMPLAINING.
LOTS OF PARENTS FEEL LIKE THEIR VOICES AREN'T BEING HEARD.
IT DOES GET SWEPT UNDERNEATH THE CARPET.
IS WHAT LOTS OF PARENTS HAVE BEEN SAYING TO ME.
SO, I'LL JUST, BECAUSE I'M PRETTY SHORT IN TIME, SORRY.
UNDER YOUR POLICY 5253, MAINTAINING PROFESSIONAL STAFF OR STUDENT BOUNDARIES.
THE PURPOSE OF YOUR POLICY, AND I'LL USE YOUR OWN WORDS IS TO PROTECT CHILDREN FROM INAPPROPRIATE CONDUCT BY ADULTS.
UNDER THE GENERAL STANDARDS, THE BOARD OF DIRECTORS EXPECTS ALL STAFF TO MAINTAIN THE HIGHEST PROFESSIONAL MORAL AND ETHICAL STANDARDS IN THEIR INTERACTION WITH STUDENTS.
DOES THE BEHAVIOR OF THIS TEACHER DEMONSTRATE THE POLICY IN ITS ENTIRETY? ALLOWING THIS BEHAVIOR TO CONTINUE, ERODES PUBLIC TRUST IN OUR SCHOOLS AND SENDS A DAMAGING MESSAGE TO THE COMMUNITY AND OUR SCHOOLS, AND WE CANNOT AFFORD TO HAVE ANY MORE FAILED LEVEES.
BOTTOM LINE, HATE NO PLACE IN OUR SCHOOLS.
>> MY NAME IS LYNN GERSHICH, AND I DIDN'T COME HERE TO TALK ABOUT THAT TEACHER, BUT AFTER LISTENING TO ALL OF THIS, I THINK YOU SHOULD CANTER.
THEY'VE DONE IT ALL OVER THE UNITED STATES AND WHAT'S WRONG WITH THIS CITY.
IT TOOK YOU THREE MONTHS TO GET RID OF THOSE TOXIC TAMPONS.
WHAT'S GOING TO TAKE THREE, FOUR MONTHS TO GET RID OF A TEACHER THAT'S DONE THIS? THAT'S CRAZY.
SO I HOPE YOU MAKE YOUR JUDGMENT FASTER THAN THE TAMPON MOVE.
I THOUGHT THAT WAS PRETTY SICKENING. THREE MONTHS? ANYWAY, THIS SCHOOL DISTRICT SUPPORTS FLUORIDE IN THE WATER BECAUSE THEY GET MORE MONEY WHEN THEY HAVE HANDICAPPED KIDS.
IF YOU ALL READ THIS IT WAS WRITTEN 20 YEARS AGO, 2004, FLUORIDE CAUSES CANCER.
AND IF YOU READ THIS BOOK, WHEN YOU GET THE COVID SHOTS, AND YOU GET THREE SHOTS OR MORE, YOU HAVE A WEAKENED IMMUNE SYSTEM AND YOU GET VAED, WHICH IS VACCINE INDUCED AIDS.
THIS BOOK IS CALLED MOVING BEYOND THE COVID-19 LIES.
HE IS ON YOUTUBE VIDEOS, AND IF I DIDN'T READ THIS BOOK, I WOULD HAVE BEEN DEAD.
ONE OF THE THINGS THAT THE SCHOOL DISTRICT CAN DO IS GET A WHOLE BUNCH OF NICOTINE PATCHES BECAUSE IF YOU HAVE AN AUTISTIC KID OR SOMEONE THAT'S OUT OF CONTROL, YOU CAN PUT A PATCH BETWEEN THEIR SHOULDER BLADES AND IT CALMS THEM DOWN.
AND THE MORE THAT THESE KIDS ARE BEING POISONED EVERY DAY BETWEEN THEIR FOOD, THE WATER, THE AIR, BILL GATES ACTUALLY PAID A UNIVERSITY IN CANADA TO SPRAY THE COVID VACCINES IN THE AIR.
AND IT JUST MAKES ME SICK THAT I DON'T THINK ANY OF YOU READ THIS BOOK, THE FLUORIDE DECEPTION BECAUSE THERE'S NO WAY ON EARTH YOU WOULD HAVE PUT THAT IN THE WATER.
WE ARE DRINKING CHINA'S AIR POLLUTION FROM THEIR INDUSTRIES.
>> LYNN, YOUR TIME IS UP. I'M SORRY.
THANK YOU FOR COMING. PHILLIP TIDEWAY.
>> MY NAME IS PHILLIP RIDGEWAY, AND I AM A COMMUNITY MEMBER WITH NIECES AND A NEPHEW ATTENDING BATTLE GROUND SCHOOLS.
I ALSO WANT TO SPEAK TO YOU REGARDING THE BATTLE GROUND TEACHER WHO RECENTLY EXPRESSED HAPPINESS FOR THE MURDER OF CHARLIE KIRK, AND REFERRED TO HIM AND OTHERS AS NAZIS.
THIS TEACHER'S CONDUCT WAS INCREDIBLY DISTURBING.
TEACHERS ARE TO BE A ROLE MODEL AND EXEMPLARY IN WORD AND CONDUCT.
SUCH A RESPONSE TO THE ASSASSINATION OF AN INNOCENT MAN WAS DELUSIONAL, REPREHENSIBLE, AND EVIL, BUT ALSO VIOLATED SEVERAL DISTRICT POLICIES.
A SUSPENSION IS NOT A SUFFICIENT PUNISHMENT FOR CELEBRATING MURDER, UNDERMINING STUDENTS SAFETY, AND CREATING A HOSTILE ENVIRONMENT FOR FAMILIES.
I RESPECTFULLY URGE THE DISTRICT TO DO THE RIGHT THING BY TAKING IMMEDIATE ACTION TO TERMINATE THIS TEACHER'S EMPLOYMENT.
[01:30:03]
DOING SO WE'LL SEND A CLEAR MESSAGE THAT CONDONING MURDER IS NOT ACCEPTABLE FOR ANY STAFF MEMBER.ANYTHING OF TERMINATION WILL CLEARLY COMMUNICATE THAT EVIL CONDUCT IS ALLOWED BY STAFF IN THE DISTRICT, THAT STUDENT SAFETY IS NOT A PRIORITY, AND THAT COMMUNITY TRUST IS UNIMPORTANT. THANK YOU.
>> THANK YOU. JENNIFER HEINE-BETHY.
>> GOOD EVENING, MEMBERS OF THE BOARD.
I'M HERE TO TALK A LITTLE BIT ABOUT WAYFINDER.
WHILE WAY FINDER HAS SOME POSITIVE ASPECTS, I STILL SEE ENOUGH RED FLAGS TO CAUSE CONCERN.
WAYFINDER IS ALIGNED WITH CASTLE AND IS A CASTLE SELECT CURRICULUM.
WE KNOW THAT CASTLE WANTS TO USE SEL TO TEACH STUDENTS TO BREAK THE RULES AND BECOME REBEL LEADERS IN SERVICE OF RACIAL EQUITIES, AND SOCIAL JUSTICE.
THIS IS FROM CASTLE TEACHER TRAINING IN 2020.
IF WAYFINDER IS APPROVED, HOW ARE WE GOING TO MAKE SURE THAT IN THE FUTURE LESSONS ON GENDER AREN'T SNUCK BACK IN? BUT I'M ALSO CONCERNED ABOUT THE CLASSROOM ENVIRONMENT THAT HAS BEEN CREATED IN SOME TEACHERS CLASSROOMS, ESPECIALLY AFTER THE ACCUSATIONS PERTAINING TO THE BATTLEGROUND TEACHER THAT HAS BEEN DISCUSSED THIS EVENING? TO FULFILL THE DISTRICT MISSION TO REACH EACH AND EVERY STUDENT ACADEMICALLY, SOCIALLY AND EMOTIONALLY, TO ENSURE THEIR SUCCESS IN LIFE, IT MUST START WITH THE TEACHERS AND STAFF.
TEACHER USING THE CLASSROOM TO SHARE JOY ON THE DEATH OF A WELL KNOWN LEADER IS OUT OF LINE WITH THE DISTRICT MISSION AND IS GROSSLY INAPPROPRIATE.
NEITHER ARE POSTERS COMMUNICATING THE SPECIALNESS OF ONE GROUP OF STUDENTS IN LINE WITH THE DISTRICT MISSION.
TEACHERS DON'T HAVE THE SAME RIGHT TO FREE SPEECH IN THE CLASSROOM AS IN THEIR PRIVATE LIFE.
POLICY 5254P, STAFF EXPRESSION STATES, STAFF SHOULD NOT ENGAGE IN COMMUNICATION INCLUDING PERSONAL EXPRESSION WHEN A SUBSTANTIAL DISRUPTION OR INTERFERENCE WITH THE STAFF MEMBERS DUTIES OR THE DISTRICT'S MISSION IS PROGRAM.
>> JENNIFER, I'M SORRY, YOUR TIME IS UP.
>> I ALSO E MAILED IT TO ALL OF YOU.
>> THAT CONCLUDES CITIZENS COMMENTS,
[8. Consent Agenda (Board Vote w/Student Voice)]
AND WE WILL MOVE TO THE CONSENT AGENDA.ON THE CONSENT AGENDA THIS EVENING, WE HAVE APPROVAL OF THE CONSENT AGENDA, APPROVAL OF THE MINUTES, BUSINESS AND OPERATIONS, PERSONNEL REPORTS, STUDENT TRAVEL, FINANCIAL REPORTS, APPROVAL OF HART SPRING CONTRACT FOR 2025-26, AND APPROVAL OF OSSI SCHOOL IMPROVEMENT PLAN, SVHS, AND OPEN DOORS GRANT FUNDING.
ANY QUESTIONS OR DISCUSSION ON THE CONSENT AGENDA?
>> I MOVE THE BOARD OF DIRECTORS APPROVE THE CONSENT AGENDA AS PRESENTED.
>> THE MOTION IS TO APPROVE THE CONSENT AGENDA AS PRESENTED STUDENT REPS.
>> AND BOARD, IF THERE'S NO FURTHER DISCUSSION, THE MOTION IS TO APPROVE THE CONSENT AGENDA AS PRESENTED, ALL THOSE IN FAVOR SAY AYE.
>> AND OPPOSED. MOTION PASSES 5-0.
[9. Old Business (Board Vote w/Student Voice)]
SECOND READING, APPROVAL OF HIGH SCHOOL SEL CURRICULUM.>> GOOD EVENING, BOARD. AS YOU CAN SEE, I AM NOT ERIC SIEGSTORF.
>> I AM HERE REPRESENTING HIM, THOUGH.
UNFORTUNATELY, ERIC FOUND OUT THIS AFTERNOON THAT HE HAD A FAMILY EMERGENCY AND UNFORSEEN CRISIS THAT HE HAD TO TAKE CARE OF.
HE'S DEVASTATED, HE COULDN'T BE HERE, BUT HE'S RIGHT WHERE HE NEEDS TO BE WITH HIS FAMILY.
SO I AM STEPPING IN, IN HIS DEED TO BRING THIS ITEM TO YOU.
I ALSO WANTED TO ADDRESS, I THINK SOME OF YOU WERE AWARE THAT WE HAD A GROUP OF ABOUT 14 OUTSTANDING STUDENTS WHO HAD PLANNED TO COME HERE TONIGHT TO SHARE THEIR EXPERIENCES.
AS WE LOOKED AT THE CONTENT OF TONIGHT'S MEETING, AND THEN ALSO CONSIDERED THE VARIETY OF WAYS THAT WE HAD SHARED INFORMATION WITH YOU.
WE DECIDED TO SIMPLIFY TONIGHT.
SO I AM HERE TO SIMPLY ASK WHAT QUESTIONS YOU HAVE REMAINING.
ANSWER THOSE QUESTIONS AND ASK FOR YOUR APPROVAL IN
[01:35:01]
IMPLEMENTING OR ADOPTING WAYFINDER AS OUR HIGH SCHOOL SEL CURRICULUM.SO WITH THAT, WHAT QUESTIONS DO YOU HAVE?
>> I HAVE ONE. IT WAS STATED IN ONE OF THE CITIZENS COMMENTS TONIGHT.
IF WE WERE TO APPROVE THE CURRICULUM, WOULD THAT CURRICULUM ESSENTIALLY BE LOCKED IN WHERE YOU COULDN'T MODIFY IT BY ADDING ANY OTHER LESSON PLANS AND AT A LATER DATE WITHOUT ANOTHER APPROVAL PROCESS BEING CONDUCTED?
CURRICULA DO UPDATE ALL THE TIME BASED ON NEW INFORMATION, NEW REQUESTS FROM DISTRICTS.
I THINK EVEN WAYFINDER SPOKE TO SOME OF THE THINGS THAT THEY HAD MODIFIED OR ADDED WHEN THEY PRESENTED BASED ON FEEDBACK FROM DISTRICTS.
SO YES, THEY COULD ADD LESSONS TO THE CURRICULUM.
THEY WOULDN'T ADD LESSONS WITHOUT NOTIFYING US THAT THOSE HAD BEEN ADDED, AND WE ARE VERY AWARE OF WHAT THE HOT BUTTON TOPICS ARE IN OUR COMMUNITY, AND WE WANT TO REMAIN SENSITIVE TO THAT.
WE BELIEVE IN THIS AND WE DON'T WANT TO DO ANYTHING THAT'S GOING TO DERAIL IT AND WE HAVE NO DESIRE TO SNEAK IN THINGS THAT OUR COMMUNITY IS NOT IN SUPPORT OF.
>> WHAT KIND OF THING MIGHT BE INVOLVED IN SOMETHING OUR COMMUNITY DOESN'T SUPPORT?
>> I THINK IT'S BEEN MADE VERY CLEAR TO US THAT OUR COMMUNITY IS CONCERNED ABOUT THERE BEING, TOPICS RELATED TO EXPLORING GENDER IDENTITY IN HIGH SCHOOL SEL CURRICULUM. THANK YOU.
>> SO THEN WAYFINDER MAYBE IN ANOTHER COMMUNITY MIGHT HAVE THOSE LESSONS?
>> NO. WAYFINDER DOES NOT HAVE ANY OF THOSE LESSONS.
>> THERE YOU GO. THAT'S WHAT I WAS THINKING.
SO IT'S NOT LIKE WE'RE OPTING OUT OF THAT PART AND WE MIGHT HAVE IT OR NOT MIGHT.
THAT'S NOT A PART OF THE WAYFINDER CURRICULUM, RIGHT?
>> EXACTLY. IT IS NOT A PART OF THE CURRICULUM NOR HAS IT EVER BEEN A PART THE CURRICULUM.
>> ARE THERE THINGS THAT ARE A PART OF THE [INAUDIBLE] CURRICULUM THAT MIGHT BE OBJECTIONABLE AND WE'RE AVOIDING IN OUR COMMUNITY?
>> I DON'T BELIEVE SO, AND THAT'S ALSO WHY WE OPENED IT UP TO ALL OF YOU TO BE ABLE TO LOOK THROUGH EVERY SINGLE THING WITH A FINE TOOTH COMB TO FIND ANYTHING THAT YOU BELIEVE CITIZENS THAT YOU REPRESENT HERE MIGHT FIND OBJECTIONABLE.
I KNOW THAT IN THAT E MAIL THAT SUKES HAD SENT TO SUPERINTENDENT WHITTEN, THERE WAS A LIST OF ANY LESSONS THAT ARE PART OF WAYFINDER THAT EVEN USED THE WORD IDENTITY.
BUT THEY WERE ALL ABOUT EXPLORING YOUR PERSONAL GOALS, YOUR IDENTITY AS A HUMAN, WHAT YOUR VALUES AND PRINCIPLES ARE, AND HOW YOU PLAN TO CARRY THOSE FORWARD IN YOUR FUTURE.
>> SO TO THE BEST OF OUR KNOWLEDGE, THERE ARE NOT?
>> NOW, I WANT TO GO BACK TO ONE THING THAT MARY SAID.
>> CAN I GO BACK TO ONE THING YOU JUST SAID? TO THE BEST OF OUR KNOWLEDGE, I WOULD SAY NO, BECAUSE WE HAD ACCESS TO EVERYTHING.
SO IT'S NOT THAT WE'RE MAKING A GUESS BASED ON AN ASSUMPTION THAT WE HAVE, IT'S THAT WE HAD ACCESS TO ALL OF IT, WE'RE ABLE TO USE IT.
>> THAT'S VERY GOOD. THANK YOU.
SO NOW, YOU MENTIONED THIS THING ABOUT A CONCERN ABOUT, I'VE HEARD IT OVER THE YEARS.
THE IDEA OF MEDITATING. THAT'S WHAT IT WAS.
>> SO YEARS AGO, THERE WAS THESE CONCERNS ABOUT DOING SEANCES OR WHATEVER.
I DON'T KNOW. SO WAS THERE SOMETHING THAT YOU SAW THAT WAS CONCERNING ABOUT MEDITATING?
>> NO, THE LESSON ITSELF WASN'T CONCERNING.
IT WAS ONLY THE USE OF THAT WORD, WHICH I THINK HAS BEEN USED.
THERE'S A LOT OF OTHER WORDS THAT HAVE BEEN USED, A TIME TO THINK ABOUT SOMETHING MORE THAN THE MEANING.
>> I'M MEDITATING ON THIS FOR A MINUTE. I WAS GOING TO USE IT IN MY SPEECH. MEDITATE ON THIS.
>> YEAH, JUST TO COGNATE ON THIS FOR A MINUTE.
BUT THEY USED THE WORD MEDITATE.
>> AND I JUST SAID, THAT COULD BE BETTER THAT SOME PEOPLE MIGHT NOT.
THERE'S OTHER WORDS YOU COULD USE AND TEACHERS COULD ACTUALLY PROBABLY INTERCHANGE A DIFFERENT WORD IF THEY WANTED TO BECAUSE IT WASN'T MEDITATE IN TERMS OF.
>> YEAH, AND I APPRECIATE YOU BRINGING UP THAT POINT.
THAT WAS BROUGHT TO US BY ONE OF THE CITIZENS THAT CAME TO REVIEW. JENNIFER HEINE-BETHY.
SHE HAD COME TO REVIEW THE CURRICULUM, AND SHE BROUGHT THAT UP AS A POTENTIAL CONCERN.
SO WHAT SUKES AND I HAVE TALKED ABOUT DOING IS IN OUR TEACHER TRAINING, SUGGESTING THAT THEY REPLACE THE WORD MEDITATE WITH VISUALIZE.
>> I HAD A COUPLE OF QUESTIONS.
SO I WANTED TO CLARIFY THE IMPLEMENTATION.
[01:40:02]
IF I WERE ONE OF THE TEACHERS STILL IN THE BUILDING, AT SOME POINT, I MAY NEED TO PULL OUT A LESSON AND TEACH IT.>> ALL TEACHERS WILL HAVE ACCESS TO IT.
WE ARE STILL WORKING OUT THE DETAILS ABOUT WHAT IMPLEMENTATION WILL LOOK LIKE.
>> SO WE'RE NOT CLEAR HOW IT WILL BE IMPLEMENTED?
>> NO. SO THE COMMITTEE THAT WORKED THROUGH THE DIFFERENT 13 CURRICULA AND GOT IT DOWN TO THE ONE.
WE KNEW FROM DAY ONE, THAT IT WAS GOING TO BE COMPLICATED TO FIGURE OUT HOW TO IMPLEMENT IN A SCHOOL OF 2000 KIDS WHERE YOU DON'T HAVE ONE SECTION OF THE DAY WHERE YOU HAVE AUDIENCE WITH ALL OF THEM.
SO WE KNEW THAT THAT WAS GOING TO BE DIFFICULT.
WE DIDN'T KNOW HOW DIFFICULT THAT WAS GOING TO BE.
>> SO WHAT WE'VE DECIDED IS THAT A SMALLER GROUP OF THAT COMMITTEE STILL ACTUALLY MOST OF THE COMMITTEE HAS DECIDED TO STAY ON AND WORK THROUGHOUT THE COURSE OF THIS NEXT YEAR, PENDING APPROVAL FROM THE BOARD, OF COURSE, TO WORK OUT AN IMPLEMENTATION PLAN.
AND THAT PLAN WILL BE ROLLED OUT TO THEIR COLLEAGUES AND VETTED THROUGH THEIR COLLEAGUES AS WELL.
IT'LL BE SOMETHING THAT TEACHERS GET VOICE IN AND THAT WE COME UP WITH SOMETHING THAT REALLY DOES WORK FOR PEOPLE WHO ARE IN THE CLASSES DOING THIS WORK.
>> PLEASE, I HAVEN'T LOOK AT IT YET.
>> NO, THIS MIGHT BE MORE FOR ALLISON, BUT FEEL FREE TO ANSWER IT BECAUSE YOU PROBABLY KNOW THE ANSWER TO.
WHEN YOU'RE SAYING THAT ABOUT HOW IS THIS GOING TO PLAY OUT.
HISTORICALLY, FROM MY EXPERIENCE, FIRST, WE AS A BOARD APPROVE THE CURRICULUM SO THAT WE CAN BRING IT IN AND THEN SCOPE AND SEQUENCE IS DETERMINED.
BECAUSE UNTIL YOU HAVE A CURRICULUM IN FRONT OF YOU, YOU CAN'T REALLY DECIDE HOW YOU'RE GOING TO IMPLEMENT IT.
>> VERY GOOD. [OVERLAPPING] THEN MY LAST QUESTION WOULD BE WITH REGARD TO THE STUDENTS.
AM I CORRECT UNDERSTANDING THAT ALL STUDENTS WILL BE ROUTINELY INVOLVED IN LESSONS IN WAYFINDER?
>> THAT'S A REALLY GOOD QUESTION. DIRECTOR TATE.
[LAUGHTER] I THINK IT'S A GREAT QUESTION.
I THINK THAT OUR COMMITTEE HAS TO WORK THAT OUT.
WE'VE HEARD THE COMMENTS RAISED ABOUT HOW STUDENTS WHO ARE NEEDING TIER 2 OR TIER 3 LEVEL OF SUPPORT COULD REALLY BENEFIT FROM THIS ADDITIONAL RESOURCES.
I WOULD SAY OUR PREVENTION AND INTERVENTION SPECIALISTS AND OUR COUNSELORS WOULD HEARTILY AGREE WITH YOU.
I WOULD SAY THAT THEY WOULD ALSO SAY THAT STUDENTS WHO ARE NOT YET TIER 2 OR TIER 3 COULD ALSO BENEFIT FROM THIS IN ORDER TO PREVENT THEM FROM EVER NEEDING THOSE ADDITIONAL RESOURCES AND SUPPORTS.
THESE ARE THE THINGS THAT THE COMMITTEE IS GRAPPLING WITH.
NOW WHEN WE GET TO THAT CONVERSATION ABOUT HOW TO GET IT TO ALL, THAT'S WHERE IT BECOMES A COMPLEX BRAIN PUZZLE, AND I'VE NEVER BEEN GOOD AT RUBIS CUBE.
>> IT MAY VERY WELL BE THAT WHEN IT'S FINALLY ROLLED OUT, NOT ALL STUDENTS WILL NECESSARILY NEED THE SUPPORTS.
>> IT'S POSSIBLE. I THINK THE OTHER THING IS THAT'S POSSIBLE KNOWING SOME OF THE THINGS THAT ARE IN THE CURRICULUM, WE HAVE A REQUIREMENT FOR FINANCIAL LITERACY, FOR EXAMPLE.
RIGHT NOW AT THE HIGH SCHOOL, THE ONLY THING WE OFFER IS A PERSONAL FINANCE CLASS, AND THE ONLY STUDENTS WHO BENEFIT FROM THAT ARE THOSE THAT CAN FIT THAT INTO THEIR SCHEDULE.
THERE IS A VERY GOOD CHANCE THAT WE WILL TAKE COMPONENTS OUT OF THE FINANCIAL LITERACY PORTION AND FIGURE OUT HOW TO GET THOSE ROLLED OUT INTO EACH MATH CLASS IN ORDER TO MAKE SURE EVERY STUDENT RECEIVES FINANCIAL LITERACY TRAINING SO THAT THEY'RE BETTER PREPARED LIFE. [LAUGHTER]
>> AM I WRONG THAT THAT IS GOING TO BE A NEW REQUIREMENT OR IS A NEW REQUIREMENT.
>> DO YOU MIND SORRY. I WANT TO TIE ANOTHER QUESTION BACK TO SOMETHING THAT WAS SAID TONIGHT BY ONE OF THE CITIZENS DURING THEIR COMMENT PERIOD.
I THINK I COULD PROBABLY ANSWER THIS QUESTION MYSELF BY TAKING SOME OF YOUR RESPONSES FROM THE LAST FEW QUESTIONS AND PIECE THEM TOGETHER.
I JUST TRYING TO WANT TO COMPILE THIS.
BUT THERE WAS CONCERN THAT WHAT WAS EVEN THE NEED FOR THIS CURRICULUM. WHY DO WE NEED IT? THE STATS THAT WERE QUOTED, WERE REFLECTING A VERY LOW RESULT OF ACTUALLY ANY BENEFIT TO BEGIN WITH.
AGAIN, BECAUSE THIS TIES BACK TO SOME OF YOUR PREVIOUS STATEMENTS, AND I WANT TO TRY TO GET IT ALL BALLED UP INTO ONE.
CAN YOU REINVIGORATE THAT ARGUMENT AS TO WHY THIS IS IMPORTANT AND THAT IT IS NOT, IN FACT, AN ENCOMPASSING NEW CURRICULUM THAT WE'RE MANDATING EVERYBODY TAKE?
>> SEE WHY I'M SAYING IT'S THIS IS THE LAST RESPONSE.
>> I'M GOING TO TAKE A STAB AT IT AND IF I MISSED SOME COMPONENTS, YOU'LL LET ME KNOW.
[01:45:01]
GOING BACK TO THE RESEARCH IDEA, THERE ARE A LOT OF DIFFERENT AGENCIES THAT DO RESEARCH.I WOULD BE REALLY CURIOUS TO FIND OUT WHERE THAT STATISTIC CAME FROM.
IT'S NOT ONE THAT I'VE SEEN OR THAT I'M FAMILIAR WITH.
WE TEND TO LEAN ON A RESEARCHER NAMED JOHN HATTIE, WHO LOOKS AT HOW AT THE EFFECT SIZE OF DOING CERTAIN KINDS OF PRACTICES, AND SEL IS ONE OF THOSE PRACTICES THAT HAS SHOWN A RATHER LARGE EFFECT SIZE.
I DON'T HAVE THE NUMBER IN MY HEAD, BUT I COULD GET IT TO YOU.
HE ALSO LOOKS AT DIFFERENT KINDS OF CLASSROOM PRACTICES OR DIFFERENT STRATEGIES AND INTERVENTIONS THAT WE USED TO TRY LIKE RETENTION OR TRYING TO THINK OF SOME OF THE OTHER ONES THAT REALLY ACTUALLY SHOW A VERY LOW EFFECT SIZE.
HE'S LOOKED AT ALL OF THESE PRACTICES, AND SEL IS ONE OF THOSE PRACTICES THAT DOES SHOW BASED ON HIS RESEARCH, A LARGE EFFECT FOR OUR STUDENTS.
>> HIS RESEARCH IS OVER 600 META ANALYSES.
>> YES, IT'S CONTINUING TO GROW.
AS RESEARCH COMES OUT, HE PLUGS IT INTO HIS DATABASE AND THOSE EFFECT SIZES CHANGE BASED ON WHETHER THAT PIECE OF RESEARCH THAT HE PLUGGED IN SHOWED POSITIVE, NEGATIVE OR NAIL BENEFIT.
WHY DO WE NEED IT? WE NEED IT BECAUSE WE NEED TO PROVIDE EDUCATION FOR STUDENTS FOR SOCIAL AND EMOTIONAL SKILLS, FOR CHARACTER BUILDING SKILLS, THE SAME WAY THAT WE DO FOR READING, WRITING, AND MATH.
I WOULD LOVE IF OUR SOCIETY WAS IN THE PLACE WHERE WE COULD RELY ON THOSE KINDS OF THINGS COMING FROM EVERY HOME.
WE CAN'T, AND THAT'S THE REALITY THAT WE'RE FACED WITH.
IT'S THE REASON THAT WE HAVE KINDERGARTNERS COMING IN WHO HAVE A SHOCKING DEFICIT IN SKILLS THAT WE JUST WOULD NEVER EVEN COMPREHEND FIVE YEAR OLDS COMING TO SCHOOL WITHOUT.
WE KNOW THAT WE NEED TO OPEN THE CONVERSATION BECAUSE ONE OF THE THINGS THAT I'VE SPOKEN ABOUT THIS TO THE BOARD BEFORE, ONE OF THE THINGS THAT IS MY DRIVING FORCE, MY PASSION IS REDUCING THE LIKELIHOOD OF SUICIDE AMONGST OUR YOUTH.
BY REDUCING IT, I WON'T STOP UNTIL IT'S ZERO.
I KNOW THAT THIS IS ONE OF THE BIG WAYS THAT WE CAN MAKE AN IMPACT ON THE MENTAL HEALTH AND WELL BEING OF OUR STUDENTS IS TO PROVIDE THEM A VOCABULARY AND A FORUM TO HAVE THESE KINDS OF CONVERSATIONS.
NOW IT DOESN'T MEAN THAT A TIER 1 SEL CURRICULUM IS THERAPY.
IT IS NOT. DON'T GET ME WRONG.
WE'RE NOT SITTING ON COUCHES AND TALKING ABOUT OUR CHILDHOODS.
BUT WE'RE DOING WHAT I SAID ABOUT GIVING A VOCABULARY TO KIDS, AND WE'RE ALSO NORMALIZING HAVING THOSE CONVERSATIONS.
WE'RE PROVIDING SKILLS ABOUT CONFLICT RESOLUTION.
ABOUT WHAT ARE GOOD FRIENDSHIPS VERSUS NEGATIVE FRIENDSHIPS AROUND HOW TO POLITELY DECLINE OR REFUSE IN A WAY THAT CAN DIFFUSE A SITUATION RATHER THAN ESCALATED.
THESE ARE SOME OF THE SKILLS THAT ARE IN CURRICULA LIKE THIS.
I THINK THAT WE HAVE SOME AMAZING YOUTH IN OUR HIGH SCHOOLS, AND I THINK THEY COULD ALL BENEFIT FROM DEVELOPING AND GROWING THESE SKILLS.
>> YES, IT DOES. I APPRECIATE THAT.
IT JUST BRINGS BACK TO REFRESHING MY MEMORY AS WELL FROM THE LAST CONVERSATION WE HAD WHERE I'D MENTIONED THAT THIS MAY NOT BE SOMETHING THAT I MIGHT NEED FOR MY KIDS, BUT MY NEIGHBOR MIGHT NEED FOR THEIRS.
I CAN RECOGNIZE THE BENEFIT FOR SOME, BUT NOT NECESSARILY ALL. THANK YOU.
>> JUST TO CLARIFY THE AMOUNT OF TIME THAT STUDENTS THAT MIGHT BE TAKEN BY THIS CURRICULUM.
I'M TRYING TO ENVISION HOW OBVIOUSLY, IT'S NOT GOING TO BE A COURSE THAT KIDS TAKE FOR A SEMESTER.
I THINK THAT'S ONE OF THE THINGS TO DISSIPATE THAT IDEA BECAUSE THAT IS NOT WHAT THIS CURRICULUM LOOKS LIKE IT'S ABOUT.
I COULD SEE KIDS HAVING BITS AND PIECES OF THIS CURRICULUM IN SAY, MATH CLASS OR ENGLISH CLASS OR WHATEVER, OR MAYBE AN INTENSE PERIOD WHERE THEY DID STUDY FINANCIAL LITERACY AND THINGS.
BUT IT DOESN'T APPEAR TO ME FROM READING THE LESSONS THAT IT'S THE CURRICULUM THAT KIDS ARE GOING TO NEED TO LOSE AN ELECTIVE TO TAKE THIS CURRICULUM.
THAT'S WHAT I'M TALKING. I JUST WANT CLARIFICATION ON WHAT YOUR THOUGHTS ON THE AMOUNT OF TIME THAT THIS IS GOING TO TAKE FROM OTHER THINGS.
>> I HAVE A LOT OF ANSWERS TO THAT, AND THE MOST IMPORTANT ANSWER IS THAT IT'LL BE DETERMINED BY THE COMMITTEE.
[01:50:01]
BUT I'VE PLAYED AROUND WITH THIS IN MY HEAD ABOUT WHAT THIS COULD POTENTIALLY LOOK LIKE.SUKES AND I HAVE HAD LOTS OF CONVERSATIONS.
ANNIE ADRI AND CHRIS BLANKENSHIP, WHO ARE BACK HERE AND ARE A KEY PART OF OUR AWARE TEAM.
WE'VE ALL BEEN INVOLVED IN THESE CONVERSATIONS, AND THERE'S A VARIETY OF ANSWERS TO THAT THAT OUR COMMITTEE WILL EXPLORE.
ONE OF IT MAY BE THAT WE HAVE THESE RESOURCES AVAILABLE TO ALL TEACHERS TO IMPLEMENT IF THERE'S A NEED.
I THINK ABOUT THE EXAMPLE A COUPLE OF MEETINGS AGO WHERE THE KC PROGRAM HAD CONTACTED US AND ASKED, OUR KIDS ARE REALLY STRUGGLING WITH CONFLICT RESOLUTION.
CAN YOU HELP WITH THAT? WE PULLED TOGETHER SOME OF THOSE LESSONS.
I WAS TWO LESSONS IN AND OUT AND THEN THEY REPORTED THAT IT REALLY DID HELP THEIR KIDS WITH RESOLVING CONFLICTS ON THE KC CAMPUS. IT COULD BE LIKE THAT.
THEY CAN GO TO WAYFINDER, TEACH THE LESSON AND THEN MOVE ON WITH THEIR CURRICULUM.
IT COULD BE SOMETHING AS SCRIPTED AS SAY THE PBIS TEAM.
THERE'S A TIER 1 PBIS TEAM IN EVERY SCHOOL.
SEE THE TEAM SAYS, WE'RE GOING TO DO MONTHLY THEMES, AND WE WANT EVERY STUDENT TO GET ACCESS TO THIS ONE LESSON EVERY MONTH.
THEY'LL WRITE OUT A SCOPE AND SEQUENCE AND SAY, OKAY, OUR FIRST MONTHLY THEME IS COURAGE.
WE'RE GOING TO DO THIS LESSON ON COURAGE, FIRST PERIOD, THE FIRST DAY OF THE MONTH, THEY'RE GOING TO GIVE THAT LESSON, AND THEN THEY CAN REINFORCE WITH THAT VOCABULARY THROUGHOUT THE MONTH.
IT COULD BE SOMETHING LIKE THAT.
THERE'S A LOT OF DIFFERENT WAYS TO STRUCTURE IT.
BUT AGAIN, I'M NOT A HIGH SCHOOL TEACHER.
I'VE NEVER TAUGHT AT HIGH SCHOOL, SO I DON'T THINK IT'S MY PLACE TO TELL HIGH SCHOOL TEACHERS HOW TO IMPLEMENT THIS.
I WANT TO LEAN ON THE EXPERTS.
>> I THINK YOU HIT ON SOMETHING TAMRA THERE THAT I THINK WE NEED TO BRING FORWARD.
I THINK IT'S IMPORTANT FOR US TO REMEMBER THAT THERE'S A REASON THAT THE ROLE OF SELECTING CURRICULUM FALLS WITH THE BOARD BECAUSE THERE'S AN UNDERSTANDING OF WHAT OUR COMMUNITY WANTS AND EXPECTS FROM US.
BUT THERE'S NEVER BEEN AN EXPECTATION OF THE BOARD TO BE IN THE PLANNING OF THE IMPLEMENTATION.
THAT'S BECAUSE THE EDUCATORS WHO WORK WITH KIDS AND SEE WHAT THE NEEDS ARE ARE THE BEST SUITED TO MAKE THE DECISIONS ABOUT HOW CURRICULUM IS IMPLEMENTED.
I THINK THAT'S AN IMPORTANT NUANCE IN THIS PARTICULAR SITUATION BECAUSE I DO THINK THIS CURRICULUM IS MULTIFACETED, AND BECAUSE THE COMPONENTS DIFFER GREATLY, I THINK THAT THERE ARE PLACES WHERE IT FITS MOST NEATLY IN A MATH CLASS WHERE IT MIGHT BE AT THE END, I KNOW ITZEL DESCRIBED IT SOMETIMES BEING GIVEN AT THE END OF A LESSON.
I COULD SEE SOME OF THE FINANCIAL LITERACY BEING DONE AT THE END OF AN ALGEBRA CLASS.
I CAN SEE WHERE IT MIGHT FIT TO DO, AS TAMRA DESCRIBED, WHERE A CLASSROOM OR TWO CLASSROOMS ARE HAVING DIFFICULTY WITH CONFLICT RESOLUTION AND THEY PICK THOSE PIECES.
I CAN SEE IT BEING IMPLEMENTED A VARIETY OF DIFFERENT WAYS BASED ON WHAT THOSE EDUCATORS KNOW ABOUT THEIR KIDS.
I THINK THAT'S AN IMPORTANT PIECE, AND IMPORTANT NUANCE.
MY QUESTIONS ABOUT IMPLEMENTATION ARE REALLY MORE ALONG THE LINE OF HOW MUCH TIME IS IT GOING TO TAKE OUT OF THE SCHOOL DAY AND FOR OUR COMMUNITY, HOW MUCH TIME ARE WE GOING TO USE ON THIS, WHICH SOME MAY NOT FEEL IS A VALID USE OF THE TIME.
I WANT MY STUDENT IN ACADEMIC COURSES.
I WANT PEOPLE TO UNDERSTAND THIS IS NOT GOING TO OVERWHELM THE SYSTEM WITH STUDENTS HAVING TO FIT THIS IN INSTEAD OF AN ELECTIVE AND SO ON.
IT REALLY HAS TO DO WITH TIME.
WE HAVE OTHER CURRICULUMS LIKE THE SEX ED CURRICULUM, WHERE THAT WAS VERY MISUNDERSTOOD, IN TERMS OF THE AMOUNT OF TIME THAT WE WERE GOING TO DEVOTE TO IT.
I JUST WANT TO CLARIFY TIME MORE THAN ANYTHING.
>> THANK YOU FOR THAT CLARIFICATION.
EACH LESSON IS APPROXIMATELY 30 MINUTES.
THEY CAN BE MORE OR LESS DEPENDING ON WHICH COMPONENTS OF IT THE EDUCATOR SELECTS TO DO.
OUR RECOMMENDATION WOULD LIKELY BE NO MORE THAN ONCE PER WEEK.
I THINK THAT IS REALLY PIE IN THE SKY.
IT'S PROBABLY MORE LIKELY ONCE EVERY TWO WEEKS OR ONCE A MONTH THAT STUDENTS WOULD BE RECEIVING THE LESSONS.
BUT AGAIN, IT WOULD BE A RESOURCE FOR TEACHERS TO GO TO TO PULL BITS AND PIECES FROM TO HELP ENHANCE THEIR CLASSROOM CULTURE.
I THINK ABOUT THE COMMENT THAT SHELLY MADE A COUPLE OF MEETINGS AGO ABOUT TEACHERS ARE ALREADY FINDING THOSE MATERIALS, AND THEY'RE GOING ON WEBSITES LIKE TEACHER PAY TEACHER AND THINGS THAT WE HAVEN'T VETTED.
IT'S ALL FOR VERY GOOD REASON BECAUSE THEY WANT TO IMPROVE THEIR CLASSROOM CULTURE.
[01:55:01]
THEY WANT TO DO GAMES TO HELP KIDS LEARN HOW TO GET ALONG.THEY'RE NOT VETTED RESOURCES, AND THEY'RE NOT DEVELOPED WITH THE HIGH LEVEL OF SCRUTINY THAT A COMPANY LIKE WAYFINDER IS ABLE TO DO.
GOING BACK TO THE ADJUSTMENTS IDEA, THEY'VE GOTTEN FEEDBACK FROM TEACHERS ABOUT THAT LESSON FELL FLAT.
THEY'VE GONE IN AND ADJUSTED IT AND THEN ASKED, WILL YOU DO THIS AGAIN TO MAKE SURE THAT IT IS YOUR STUDENTS ARE MORE RECEPTIVE TO IT.
THEY'RE ABLE TO MAKE THE LESSONS ENGAGING, BUT ALSO MEET THE NEED THAT THEY'RE TRYING TO ADDRESS.
>> BUT IT'S NOT A CHANGE IN THE CONTENT.
>> IT'S NOT A CHANGE IN THE CONTENT.
>> I HAVE ONE. DEBBIE, I'M GOING TO PUT YOU ON THE SPOT A LITTLE BIT, SO I'M SORRY.
BUT DEBBIE SENT AN EMAIL OUT TO ALL OF US AS A BOARD, AND I WANT THAT TO BE TRANSPARENT WITH THE PUBLIC SHARING HER CONCERNS AS WELL AS HER SUPPORT FOR THIS CURRICULUM.
I FEEL LIKE MOST OF THE THINGS ON THIS LIST HAS BEEN ADDRESSED.
I WOULD LIKE DEBBIE TO WEIGH IN ON THAT AS WELL.
BUT ONE OF THE THINGS AS I MENTIONED EARLIER, WHEN LINEL WAS TALKING ABOUT THE CASTLE PIECE OF IT, READING THE EMAIL FROM WAYFINDER IS THAT WE CONTINUE TO GO BACK TO THIS IS ALIGNED WITH CASTLE.
I WOULD LIKE TO TALK THROUGH THAT BECAUSE I FEEL LIKE THE COMMENT BEING MADE THAT THIS IS ALIGNED WITH CASTLE IS DISPUTED FROM NOT ONLY WAYFINDER, BUT FROM OUR OWN STAFF AND ADMINISTRATION.
I DON'T WANT TO CALL OUT ANYBODY'S RESEARCH BECAUSE I THINK RESEARCH HAS BEEN DONE, AND I THINK THAT'S IMPORTANT.
WHAT I'D LIKE TO DO IS FIND A WAY TO BRING THAT TOGETHER AND FIGURE OUT WHY DO WE FEEL LIKE IT'S ALIGNED WITH CASTLE VERSUS WHY DO WE NOT TRUST WHAT WAYFINDER IS TELLING US? MAYBE BECAUSE WE CAN'T SEE THAT, BUT WHAT I DON'T HAVE IS THE RESEARCH THAT TO SHOW THAT IT'S ALIGNED WITH CASTLE.
THAT'S WHAT I WANT TO UNDERSTAND BETTER.
I UNDERSTAND WHAT WE'VE HEARD FROM WAYFINDER, AND FROM OUR OWN ADMINISTRATION AND THE CURRICULUM REVIEW STAFF.
BUT I DO NOT HAVE THE RESEARCH AS TO WHY WE HAVE THIS STRONG FEELING IT'S ALIGNED WITH CASTLE, AND I FEEL LIKE NOT ONLY HAS DEBBIE BROUGHT THAT UP MULTIPLE TIMES HAVE SOME MEMBERS OF OUR COMMUNITY.
I'D REALLY LIKE TO ADDRESS THAT AND GET THAT ELEPHANT OUT OF THE ROOM BECAUSE I THINK IT'S A BIG DEAL TO ALL OF US AS THE BOARD.
WE'RE NOT TRYING TO ALIGN WITH SOMETHING WE DON'T BELIEVE IN OR AND THAT I HAVE NO REASON NOT TO BELIEVE WHAT WAYFINDER HAS SHARED, THAT IT HAS NO MUTUAL OR ACTIVE PARTNERSHIP WITH CASTLE.
BUT I DO NOT HAVE THE DATA ON THE OTHER SIDE OF THAT WHY THE BELIEF IS THAT THEY ARE.
I'M NOT TRYING TO PUT YOU ON THE SPOT, BUT DEBBIE, IF YOU HAVE THAT RESEARCH, I WOULD LOVE TO DO IT.
>> SURE, I JUST LOOKED IT UP IN GOOGLE AND IT SAYS RIGHT ON IT THAT WAYFINDER IS AN OFFICIAL PARTNER OF CASTLE RIGHT ON THE INTERNET.
I JUST LOOKED IT UP A FEW MINUTES AGO.
THAT'S ALL I KNOW IS WHAT I'M READING.
>> SHELLY, DO WE HAVE THE DOCUMENT GRANT THAT WE CAN ACCESS HERE?
>> I DON'T KNOW. I'M NOT SURE WHAT DEBBIE'S REFERRING TO. WE HAVE READ.
>> REFERRING TO OUR DOCUMENT THAT WAS PRESENTED HERE, THAT IS THE GRANT REQUEST ON PAGE 2 THAT SAYS IT MUST BE CASTLE LINE, AND IT MUST HAVE THE FIVE OR SIX ELEMENTS.
SAYS IT REALLY CLEARLY RIGHT THERE.
>> ON THE GRANT. ARE YOU TALKING ABOUT THE GRANT?
>> YES. THE GRANT THAT WE WERE PRESENTED WITH LAST YEAR, WHEN YOU ASKED US TO MOVE FORWARD WITH THIS THAT SHOWS THE SCHEDULE, AND THERE'S 34 PAGES AND THE SECOND PAGE HAS A DOCUMENT THAT SAYS HERE ARE THE REQUIREMENTS OF THIS CURRICULUM.
ONE, MUST BE COMPLIANT WITH CASTLE, SIX OR WHAT IS IT FIVE OR SIX? WHAT IS IT?
>> FIVE COMPETENCIES OF CASTLE CURRICULUM. SAYS IT RIGHT THERE ON IT.
WAYFINDER IS LISTED AS A SELECT.
>> I'M SURE. THAT'S WHAT THE DOCUMENT IS TALKING ABOUT THERE.
IT WOULD SHOW UP ON A SEARCH, BUT THE DIFFERENTIATION IS A NUANCED BECAUSE THERE'S A DIFFERENCE BETWEEN BEING A SELECT PROGRAM AND BEING BUILT GROUND UP FROM CASEL STANDARDS.
THOSE ARE VERY TWO DIFFERENT THINGS.
BEING A SELECT PROGRAM MEANS THAT IT WENT THROUGH
[02:00:01]
RESEARCH ANALYSIS BASED ON THE CASEL RESEARCH.>> WAYFINDER HAD ALREADY BEEN BUILT, WAS A SELF-STANDING CURRICULUM COMPANY, THEN SUBMITTED TO BE ANALYZED TO VARIOUS GROUPS, NOT JUST CASEL, BUT THE PUBLISHER MENTIONED LOTS OF DIFFERENT FACILITIES THAT VETTED THIS CURRICULUM.
BECAUSE IT IS ALIGNED IN CERTAIN ASPECTS OF WHAT WE EXPECT A HIGH QUALITY CURRICULUM, IT IS LISTED AS A SELECT PROGRAM, MEANING THAT IT'S RESEARCH-BASED, IT HAS MEASURABLE OUTCOMES, THAT IT'S BEEN VETTED.
I THINK THE NUANCE BETWEEN GOOGLE SEARCHING ALIGNMENT AND PARTNERSHIPS, I THINK IT'S MORE FINITE THAN THAT.
BECAUSE WHEN YOU'RE BUILDING A CURRICULUM GROUND UP FROM CASEL STANDARDS, IT'S VERY DIFFERENT FROM BEING AN INDEPENDENT COMPANY AND THEN COMING TO SAY, WHAT DO YOU THINK OF THIS CURRICULUM VERSUS WE'RE GOING TO LOOK AT THE CASEL STANDARDS AND WE'RE GOING TO BUILD EVERYTHING GROUND UP FROM THIS FRAMEWORK.
THOSE ARE THE TWO TRAINS, AND THIS IS WAYFINDER WAS INDEPENDENT RUNNING OUT OF STANFORD BY THEMSELVES.
WHEN THE PRODUCT WAS FINISHED, IT WAS SELECTED AS A SELECT PROGRAM BECAUSE OF THE ALIGNMENT [OVERLAPPING] THE ALIGNMENT OF.
>> WAYFINDER EXISTED FOR 15 YEARS BEFORE CASEL WAS EVER EVEN ATTACHED TO IT IN ANY WAY, SHAPE OR FORM.
THEY DEVELOPED THEIR CURRICULUM.
THEY DEVELOPED IT INITIALLY AS A PURPOSE CURRICULUM.
IT WAS TO HELP STUDENTS FIND THEIR PURPOSE.
WE COULD GO BACK THROUGH THE MEETING WHERE HE WAS PRESENTING THE REP FROM WAYFINDER, BUT I THINK IT WAS TWO YEARS AGO, THEY SUBMITTED THE RESEARCH THAT THEY HAVE INDEPENDENTLY CONDUCTED TO CASEL, AND CASEL SAID, "YEAH, THIS FITS THE FIVE CORE COMPETENCIES THAT WE HAVE, AND IT MEETS OUR STANDARDS FOR BEING WHAT WE WOULD CONSIDER A SELECT.
CASEL AND WAYFINDER ARE TWO DIFFERENT COMPANIES.
THEY ARE NOT IN PARTNERSHIP WITH ONE ANOTHER.
CASEL'S OBJECTIVE IS TO REVIEW DIFFERENT SEL CURRICULUM AND SAY WHETHER IT MEETS THEIR STANDARDS FOR THOSE FIVE CORE COMPETENCIES, WHETHER ALL FIVE OF THOSE ARE TAUGHT, AND IF IT MEETS THEIR STANDARDS FOR DELIVERY.
THERE ARE THREE DIFFERENT CATEGORIES FOR THOSE STANDARDS.
WAYFINDER MEETS THE ONE TO MAKE IT CALLED CASEL SELECT, BUT THEY ARE NOT MUTUAL COMPANIES, THEY ARE NOT IN PARTNERSHIP WITH ONE ANOTHER, THEY ARE TWO DIFFERENT COMPANIES THAT FUNCTION INDEPENDENTLY, BUT CASEL HAS APPROVED WAYFINDER.
>> THE WAYFINDER CURRICULUM DOES MEET THE FIVE CASEL CORE COMPETENCIES.
>> WHEN WE SEE CORE COMPETENCIES, I WANT TO BE CLEAR WHAT THOSE ARE.
THOSE ARE THINGS LIKE SELF AWARENESS.
>> SELF MANAGEMENT, SOCIAL AWARENESS, RELATIONSHIP SKILLS, AND RESPONSIBLE DECISION MAKING.
THOSE ARE THE FIVE CORE COMPETENCIES THAT THEY MUST HAVE ALL FIVE IN ORDER TO SAY THAT CASEL WOULD SUPPORT THEM.
CASEL STANDS FOR COLLABORATIVE FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING.
I JUST DID THE SAME THING YOU DID, DEBBIE.
I DID A SEARCH THAT SAYS, WAYFINDER TIES TO CASEL FRAMEWORK IN WHAT WAY? IT SAYS, WAYFINDER IS AN EVIDENCE-BASED SOCIAL EMOTIONAL LEARNING CURRICULUM THAT HAS BEEN AWARDED THE HIGHEST POSSIBLE DESIGNATION, AS LONNEL SAID, SELECT.
THEY HAVE GOTTEN THAT DESIGNATION THROUGH CASEL, WHICH IS TRUE.
THIS SIGNIFIES THAT WAYFINDER'S PROGRAMS FOR GRADES K-12 ARE FULLY ALIGNED WITH THE SUPPORT STUDENT DEVELOPMENT ACROSS FIVE CORE COMPETENCIES, AND THOSE ARE THE ONES WE JUST READ.
WHAT THEY ALIGN WITH IS THE CORE COMPETENCIES, AND WHAT THEY'RE EVALUATED, THEIR CURRICULUM IS EVALUATED BASED ON SELF AWARENESS, SELF MANAGEMENT, SOCIAL AWARENESS, RELATIONSHIP SKILLS, AND RESPONSIBLE DECISION MAKING, WHICH I THINK ARE ALL VERY NECESSARY FOR KIDS TO FIND SUCCESS.
>> I MIGHT BE GOING WAY OUT OF A LIMB HERE.
BUT IN MY MIND, THERE ARE MANY DIFFERENT CURRICULUMS, MANY OF WHOM THIS COMMUNITY WOULDN'T WANT AT ALL THAT COULD BE ALIGNED WITH CASEL.
BECAUSE BASICALLY, IT SOUNDS TO ME, AS IS THE CASE IN MANY CASES,
[02:05:01]
A GRANT PROGRAM WILL BE DEVELOPED AND THEY'LL SAY, WE WANT SOMEBODY INDEPENDENT TO EVALUATE THESE CURRICULUMS SO THAT WE CAN APPROVE OF THEM.THE GRANT MAY NOT THEMSELVES EVALUATE EVERY CURRICULUM, BUT THEY WANT A LIST OF CURRICULUMS THAT MIGHT BE OKAY.
THEY HAVE AN AGENCY LIKE CASEL THAT WILL DO THAT.
THAT DOESN'T MEAN THAT THOSE CURRICULUMS ALL LOOK ALIKE.
THEY COULD BE VERY DIFFERENT, BUT THEY JUST WANT THE BLESSING OF CASEL IN ORDER TO BE APPROVED.
>> IT'S COMPLICATED, BUT IT'S HOW THE GOVERNMENT WORKS.
IT ISN'T THAT CASEL BUILT WAYFINDER.
CASEL PROBABLY HASN'T BUILT ANY CURRICULUM.
THEY'RE JUST LOOKING AT CURRICULUMS AND GIVING IT THEIR BLESSING.
THEY'RE VERY BROAD AT WHAT THEY MIGHT HAVE IN TERMS OF WHAT'S IN CASEL.
BASICALLY, ALMOST ANY CURRICULUM COULD GET APPROVED, AND THEY'RE CALLED SELECT BECAUSE THEY MEET ALL FIVE COMPETENCIES, BUT THERE MIGHT BE ANOTHER GRADE FOR THOSE WHO ONLY MEET FOUR AND SO ON.
>> I'M JUST READING AN ARTICLE THAT'S JUST OVER A YEAR OLD AND IT SAYS CASEL ADDS 14 NEW PROGRAMS TO LEADING GUIDE ON EVIDENCE-BASED SOCIAL AND EMOTIONAL LEARNING RESOURCES TO IDENTIFY 99 TOTAL PROGRAMS. THEY VET A LOT OF THEM, BUT ALL THEY'RE DOING IS MATCHING THEM AGAINST THOSE FIVE.
>> THEY'RE JUST GIVING THEM A GRADE, BASICALLY.
>> THE BEST METAPHOR I CAN THINK OF IS MY TOOTHPASTE HAS A LITTLE STAMP ON IT THAT SAYS ADA APPROVED.
THE AMERICAN DENTIST ASSOCIATION HAS APPROVED THAT TOOTHPASTE.
IT DOESN'T MEAN THAT THE ADA CREATED SENSODYNE, BUT THEY LOOKED AT THE PRODUCT, THEY REVIEWED IT BASED ON THEIR STANDARDS, AND THEY SAID, YES, WE APPROVE THIS.
I'VE BEEN TRYING TO THINK OF A METAPHOR TO EXPLAIN THE RELATIONSHIP BETWEEN THE TWO COMPANIES.
THAT'S THE BEST I GOT, I'M SORRY.
>> THEY MIGHT HAVE APPROVAL FOR FLUORIDE AS A PART OF THAT, AND SOME OF US MAY NOT WANT FLUORIDE IN OUR TOOTHPASTE. [LAUGHTER]
>> IF THEIR QUALIFICATION SAID IT MUST HAVE FLUORIDE.
>> THEN YOU DON'T WANT THE ADA.
>> THEN THERE WOULD BE ANYBODY THAT THEY'VE APPROVED, I WOULD BE OUT.
>> I REALLY APPRECIATE THE DISCUSSION.
I WAS REALLY HAVING A HARD TIME FINDING THE CONNECTION, AND SO I JUST WANTED TO REALLY CLEAR THAT UP.
ALL OF THAT REALLY HELPS ME UNDERSTAND BETTER THAT IT'S THOSE FIVE COMPETENCIES THAT ARE REALLY THE KEY.
>> THAT GIVES ME A DEEPER UNDERSTANDING TO [NOISE]
>> FOUR CRITERIA THAT YOU SELECT.
>> GO AHEAD. NOW, WE HAVEN'T HEARD FROM OUR STUDENTS.
I DON'T KNOW IF YOU GUYS HAVE ANYTHING TO ADD.
>> I JUST WANT TO KNOW, IF WE VOTE YES ON THIS OR HALF THE BOARD VOTES YES ON THIS, THEN YOU JUST START TRYING TO IMPLEMENT IT, AND IF WE DON'T AGREE WITH THE IMPLEMENTATION PROCESS, IS THERE A WAY TO GET OUT OF THE PROGRAM? BECAUSE ONCE IT'S THROUGH ALL THE SCHOOLS, AND I HOPE THERE'S A WAY TO MEASURE SUCCESS ON THE STUDENTS, WILL WE HAVE A WAY TO GET RID OF IT IN SCHOOLS IF IT'S NOT FIT?
>> I THINK THAT'S A GREAT QUESTION.
I WANT TO MAKE SURE I GIVE YOU THE TECHNICAL ANSWER.
I'M ACTUALLY GOING TO PHONE A FRIEND AND SEE IF ALLISON CAN HELP ANSWER THE TECHNICAL SIDE OF THAT BECAUSE THERE'S PROBABLY A MORE COMPLICATED ANSWER THAN I KNOW.
BUT WHAT I CAN TELL YOU IS THAT AS A STUDENT, IF THERE'S CURRICULUM THAT IS BEING DELIVERED TO YOU THAT YOU DON'T AGREE WITH, THAT YOU DON'T APPRECIATE, THAT YOU DON'T EVEN JUST LIKE THE METHODOLOGY OF DELIVERY, I WANT YOU TO KNOW THAT YOU CAN GO TO THOSE TRUSTED ADULTS IN YOUR SCHOOL.
GO TO YOUR PRINCIPAL AND TALK TO THEM ABOUT IT, YOUR ASSISTANT PRINCIPAL, YOUR SCHOOL COUNSELOR, AND LET THEM KNOW THAT YOU'RE STRUGGLING WITH IT, AND THEY CAN START TO ELEVATE THE CONVERSATION.
THEY MIGHT CALL ME AND SAY, HEY, WE'RE HAVING THIS PROBLEM AND I CAN COME IN AND HELP PROBLEM SOLVE WITHIN YOUR BUILDING.
BUT AS FAR AS THERE BEING AN EJECT BUTTON, I HAVEN'T SEEN IT.
I'M GOING TO LET ALLISON TALK.
>> THANK YOU. WHEN WE ADOPT SOMETHING, WE DO IT FOR A CERTAIN PERIOD OF TIME.
THIS PARTICULAR ONE IS A FIVE-YEAR ADOPTION, IS THAT CORRECT? WHERE WE ARE IN THE PROCESS WITH THE AWARE GRANT.
IT WOULD BE PAID FOR FOR A CERTAIN PERIOD OF TIME.
WE WOULD USE IT THROUGH THAT PERIOD OF TIME.
IF DURING THAT PERIOD OF TIME THERE IS SOMETHING THAT WE BECOME AWARE OF THAT MAKES IT UNUSABLE, THERE IS A PROCESS CALLED RECONSIDERATION, AND IT'S A FORMAL PROCESS THROUGH A BOARD POLICY
[02:10:03]
THAT SOMEBODY GOES THROUGH THE PAPERWORK AND FILLS THAT OUT AND IT GOES IN FRONT OF THE INSTRUCTIONAL MATERIALS COMMITTEE AND IS REVIEWED TO DETERMINE IF IT IS SOMETHING THAT WE SHOULD PULL OR IF IT'S SOMETHING THAT WE CONTINUE WITH.>> MAY I ASK YOU A QUESTION TO EXPLORE THAT? WERE YOU SUGGESTING THAT THERE MIGHT BE SOMETHING PRESENTED MAYBE IN KM, IN CLASSES THAT YOU WERE THINKING MAYBE YOU WERE WANTING TO OPT OUT OF OR IS THAT THE WAY YOU WERE GOING WITH THAT OR?
>> NO. I WAS JUST LIKE, IT'S A VERY NEW THING, AND I'M JUST THINKING WE'RE VOTING ON JUST THE CURRICULUM.
OBVIOUSLY, I AGREE WITH THE IDEA, BUT IT'S JUST I DON'T KNOW ABOUT THE IMPLEMENTATION PROCESS, AND I DON'T KNOW IF TEACHERS ARE GOING TO BE ABLE TO TEACH THIS THE WAY THAT IT WAS INTENDED TO BE.
I'M JUST WORRIED THAT IT MIGHT NOT TURN OUT THE WAY YOU WANTED TO, AND THEN YOU'RE STUCK IN THIS FIVE-YEAR PLAN OF IT JUST BEING UNDERUSED.
>> THAT'S A GOOD THOUGHT. THANK YOU.
>> THANK YOU FOR THAT QUESTION.
>> I THINK THIS ALL GOES BACK TO INSTRUCTIONAL MATERIALS COMMITTEE AND VETTING THE CURRICULUM.
THERE'S A BIG LONG PROCESS BEFORE IT EVER GETS TO US, AND I THINK THAT'S IMPORTANT FOR YOU TO KNOW TOBY AS WELL BECAUSE IT'S NOT JUST LIKE WE'RE JUST APPROVING SOMETHING, WE GET THIS BOOK.
WE NEED TO REVIEW IT AND READ IT.
THE KIT'S BEEN OUT FOR THE COMMUNITY.
IT'S BEEN OUT WITH THE TEACHERS BEING PILOTED.
IT'S BEEN OUT WITH THE STUDENTS.
HOW LONG HAVE WE BEEN DOING THIS FOR?
>> SINCE THE BEGINNING OF LAST SCHOOL YEAR.
>> DOES THAT HELP BECAUSE IT'S NOT JUST SOMETHING THAT WE GO, LET'S JUST BRING THIS ONE, PUT IT IN FRONT OF YOU.
WE'LL VOTE AND CROSS OUR FINGERS, IT'S GOING TO WORK OUT.
I THINK THAT WILL BE HELPFUL FOR YOU TO UNDERSTAND BECAUSE YOU'RE GOING TO SEE MAYBE NOT A LOT, BUT YOU'LL SEE SOME CURRICULUM OVER THE NEXT COUPLE OF YEARS WHILE YOU'RE ON THE BOARD AND THEY WANT YOU TO KNOW IT DOESN'T JUST COME TO THE BOARD FIRST.
THERE'S THIS LONG PROCESS UPFRONT.
>> OF COMMITTEES OF PEOPLE AND APPROVALS AND PILOTS AND ALL OF THAT BEFORE IT EVER COMES FOR OUR DECISION.
>> ONE THING TO REALLY COMMEND ABOUT THE MEETING IN THE PROCESS IS THEY INCORPORATED STUDENT VOICE QUITE HEAVILY AND MADE THAT BE A PINNACLE OF THIS CURRICULUM CHOICE.
I THINK THAT'S PART OF BEING A HIGH SCHOOL STUDENT IS HAVING YOUR VOICE HEARD AND I THINK THAT ERIC AND TAMARA DID A REALLY NICE JOB LEADING THAT PROCESS. KUDOS TO THAT.
>> OTHER QUESTIONS. ITZEL, DO YOU HAVE ANYTHING TO?
>> I DON'T HAVE ANY QUESTIONS JUST BECAUSE I WAS WITH THEM DURING THIS WHOLE PROCESS SINCE LAST YEAR.
ME AND JULIA WERE MEETING WITH ERIC IN THE MORNINGS ONCE EVERY WEEK.
ONCE EVERY OTHER WEEK, I WAS IN CLASSES WHO WERE PILOTING THESE THINGS.
I WAS HEARING WHAT STUDENTS WERE SAYING.
THE THING WITH ERIC AND THE TEAM IS THAT THEY HEARD THE COMMENTS AND THE CONCERNS, THE PROS AND THE CONS THAT I WOULD BRING UP AT THE MEETINGS WE'D HAVE, AND HE TALKED TO THE COMMITTEE.
HE ASKED THE COMMITTEE, IS THIS WHAT YOU'RE SEEING IN CLASS? IS THIS WHAT STUDENTS ARE SAYING ABOUT THE CURRICULUM? THEY REALLY JOTTED THAT DOWN AND REALLY CAME UP WITH THIS DEFINITION OF WHAT THE REAL MEANING OF THIS SEL CURRICULUM IS, AND THEN THAT REALLY HELPED SHOW THE OUTLINE OF WHAT THE WAYFINDER HAS AND WHAT IT'S SUPPOSED TO BE FOR AND WHAT IT'S SUPPOSED TO DO FOR STUDENTS, JUST LIKE HOW SHELLY WAS SAYING, THESE ARE THINGS THAT CAN REALLY CREATE SUCH AN IMPACT IN STUDENTS LIVES WHO DON'T HAVE THE TIME TO TAKE CERTAIN CLASSES TO LEARN ABOUT STUFF.
BUT THESE LESSONS, THESE THINGS CAN REALLY HELP THOSE STUDENTS LEARN MORE.
I THINK FOR ME, IT'S NOT A CON TO LEARN MORE THAN TO LEARN LESS.
IT'S NOT A CON TO HAVE MORE RESOURCES THAN HAVE LESS RESOURCES.
>> THANK YOU. ANY OTHER QUESTIONS? DEBBIE, WE HAVEN'T HEARD MUCH FROM YOU.
I'VE ALREADY SAID EVERYTHING. I REALLY DON'T.
>> I VALUED YOUR COMMENTS THAT YOU SENT US.
I THOUGHT IT WAS UNDER IN YOUR COMMENT WAS INTERESTING.
I DON'T KNOW HOW MUCH OF WHAT YOU SHARED HAS NOT BEEN SHARED WITH THE COMMUNITY.
>> I ONLY MEANT THAT AS IT CAME TO THE BOARD ISOLATED VERSUS BEING DISCUSSED IN AN OPEN MEETING.
[02:15:01]
THAT'S ALL I MEANT BY IT.I THINK ALL OF THOSE THINGS WERE ADDRESSED TONIGHT.
>> HAS ANY OF THESE COMMENTS CHANGED ANY OF YOUR THOUGHTS, DEBBIE? HAVE ANY OF YOUR THOUGHTS BEEN ADDRESSED IN A NEW WAY? NO. I DON'T BELIEVE THE COMMUNITY SUPPORTS THIS CURRICULUM, AND I'VE SAID THAT EVEN WHEN I WAS IN COMMITTEE.
I THINK WE DO NEED MAYBE AN SEL.
I KNOW SHIRLEEN, I DISCUSSED IT.
BETTER TO HAVE SOMETHING THAN NOTHING.
I'M JUST NOT CONVINCED THIS IS THE ONE PERSONALLY.
I JUST DON'T THINK IT'S WHAT WE NEED RIGHT NOW.
I THINK ESPECIALLY WITH THE LEVY COMING, WE NEED TO BUILD COMMUNITY TRUST, AND I THINK THERE'S A LOT OF DISTRUST AND I JUST FEEL LIKE THIS IS GOING TO ADD TO IT, MY OPINION.
>> WHAT WOULD YOU SAY TO A PERSON WHO SAID THAT WE'VE BEEN DOING SEL TRAINING WITH OUR K-8 KIDS FOR, IS IT EIGHT YEARS NOW?
>> WE HAD A FIVE-YEAR PROGRAM.
IT DIDN'T START AT THE BEGINNING OF THE FIVE YEARS.
>> WE OBVIOUSLY WENT THROUGH THIS ROUTINE.
>> AFTER COVID. OUR ADOPTION PROCESS STARTED IS THAT 2022/23? [BACKGROUND]
>> THIS IS OUR THIRD YEAR WITH CHARACTER STRONG.
>> INTERESTING. WE HAD A FIVE-YEAR GRANT THAT STARTED EIGHT YEARS AGO.
IT TOOK US FIVE YEARS TO GET TO THE THREE-YEAR IMPLEMENTATION THAT WE JUST FINISHED.
>> I'D LIKE TO [OVERLAPPING] MISAPPREHENSION THERE.
THE ORIGINAL AWARE GRANT THAT STARTED IN 2014, THAT WAS NOT THE IMPETUS FOR US TO GO THROUGH THE ADOPTION PROCESS FOR CHARACTER STRONG.
THAT WAS DONE INDEPENDENTLY OF A GRANT.
WE DID A LOT OF OTHER THINGS WITH THE AWARE GRANT THE FIRST TIME AROUND, BUT THE IMPLEMENTATION OF AN SEL CURRICULUM WAS NOT ONE OF THEM.
>> IT WASN'T A REQUIREMENT ON THAT.
>> NO. WE DIDN'T WRITE THE K8 INTO THE GRANT.
>. WE DID FOR THE SECOND STEP WITH THAT FIRST.
>> YEAH, WE HAD SECOND STEP, WHICH FELL FLAT.
[LAUGHTER] WELL, STUDENTS DIDN'T LIKE IT.
>> SPEAKING TO DATA, WHAT WE NOTICED IS THAT STUDENTS WERE DISENGAGED WITH THE SECOND STEP LESSONS, THAT THEY FOUND THEM VERY REPETITIVE, THAT TEACHERS ALSO FOUND THEM VERY REPETITIVE, AND WE DIDN'T SEE THEM MAKING A LARGE IMPACT.
WHEN WE ANALYZE OUR BEHAVIOR DATA ACROSS THE SCHOOL, WE MIGHT SEE SOMETHING LIKE THIRD GRADE IS HAVING A HARD TIME KEEPING THEIR HANDS TO THEMSELVES AT RECESS.
THEN WHAT WE CAN DO IS GO TO THE CURRICULUM AND SAY, LET'S LOOK AT HOW TO KEEP SAFE BY KEEPING OUR HANDS TO OURSELVES.
WE FIND A LESSON, WE DELIVER THAT LESSON, AND THEN WE WATCH THE BEHAVIOR DATA TO SEE IF IT DECREASES OR STAYS THE SAME.
WE WERE NOTICING THIS EFFECT WHERE THE SECOND STEP LESSONS WEREN'T HAVING THE SAME EFFECT THAT WE WOULD HOPE.
WHEN WE WENT AND LOOKED AT FORMALLY ADOPTING AN SCL CURRICULUM FOR K8.
THAT'S ONE OF THE THINGS THAT WE CONSIDERED, AND WE ALSO CONSIDERED THE INPUT FROM STAFF AND STUDENTS ABOUT HOW ENGAGING AND REALISTIC THE LESSONS FELT.
THAT'S WHY WE OPTED FOR CHARACTER STRONG.
>> WHEN DID WE START USING CHARACTER STRONG? BECAUSE I'VE ASKED FOR DATA ABOUT THE EFFECTIVENESS OF THIS PROGRAM AND I'VE BEEN TOLD THAT WE DON'T REALLY HAVE ANY REAL DATA THAT CAN TELL US THE EFFECTIVENESS OF THE PROGRAM.
BUT I THROUGH THAT CONVERSATION, I WAS UNDER THE IMPRESSION WE'VE BEEN USING IT FOR A NUMBER OF YEARS.
HOW LONG HAVE WE ACTUALLY BEEN USING CHARACTER STRONG?
>> SOUNDS LIKE THIS IS OUR THIRD YEAR AND THAT YES.
IT WOULD HAVE BEEN TWO? NO. 2022, RIGHT?
>> THIS IS THE START OF THE THIRD YEAR.
>> WE'VE ACTUALLY USED IT FOR TWO YEARS?
>>THE ONLY KIDS WHO ARE NOW IN HIGH SCHOOL TODAY THAT HAVE BEEN EXPOSED TO OUR SEL PROGRAM, WHERE THE SEVENTH AND EIGHTH GRADERS?
>> THAT CHANGES MY QUESTION BECAUSE I'M TRYING TO GET A FEEL FOR THESE STUDENTS HAVE BEEN PROMOTED OUT OF OUR PROGRAM INTO HIGH SCHOOL GOT WHO NOW NEED A PROGRAM SO OF A THING.
THEY'VE ONLY BEEN INVESTED IN IT FOR TWO YEARS SO WE REALLY DON'T HAVE MUCH HISTORY TO REALLY KNOW WHAT DATA THERE MIGHT BE TO TELL US HOW WELL WE'RE DOING? HOW MUCH DOES THE CHARACTER STRONG COST US PER YEAR CURRICULUM?
>> I COULDN'T TELL YOU OFF THE TOP OF MY HEAD.
[02:20:01]
>> HOW MUCH IS THE WAY FINDER CURRICULUM GOING TO COST US PER YEAR AFTER THE GRANT IS OVER THEN? I MEAN, THIS IS SOMETHING WE SHOULD KNOW.
>> I KNOW I WANT TO SAY 57 52.
>> SOUNDS RIGHT AND THIS IS WHERE YOU'RE GETTING THE SECOND RATE PRESENTER.
SUKES WOULD KNOW THAT OFF THE TOP OF HIS HEAD.
THAT'S WHAT I HAD HEARD, 50,000.
WE DON'T KNOW HOW MUCH WE'RE PAYING FOR CHARACTER STRONG?
>> WE CAN GET THAT NUMBER TOO.
>> PROBABLY ALLISON CAN BEFORE THE MEANS.
>> THESE ARE THE FACTORS THAT I'M BUILDING INTO MY SAYING WHETHER OR NOT WE NEED TO DO THIS THING.
>> YOU'RE ASKING GOOD QUESTIONS.
>> THANK YOU. WELL, I REALLY WANT TO MAKE A GOOD DECISION AND RIGHT NOW I'M STILL FAVORING NO, SAY, AND I'M NOT COMFORTABLE WITH THAT, BUT I JUST THOUGHT I'M FAVORING THING.
>> I DON'T KNOW IF I WAS WAITING FOR A NUMBER EVERY.
>> I DON'T NEED TO HAVE INFORMATION RIGHT NOW IT'S AN INCIDENTAL A THING.
IT'S I JUST KNOW IT'S GOING TO COST US MONEY AND DEBBIE ONE DAY, ONE OF OUR MEETINGS, DEBBIE RAISED A QUESTION IN THIS MEETING A FEW MEETINGS AGO THAT SHE WAS CONCERNED ABOUT THE COST AFTER THE GRANT WAS OVER.
ARE WE GOING TO HAVE THE MONEY TO PAY FOR THE CURRICULUM? WANT TO SAY REAL I DON'T WANT TO SOUND NEGATIVE THINKING.
WE'RE MOVING INTO OUR THIRD YEAR OF FIVE MILLION DOLLAR.
WE GET A MILLION DOLLAR A YEAR.
WELL, BY THE END OF THE THIRD YEAR, WE'RE HOPING TO REALLY KNOW HOW WE'RE GOING TO IMPLEMENT IT.
WE ONLY HAVE TWO YEARS OF THE GRANT LEFT AND WE'RE GOING TO HAVE TO START SPENDING THE MONEY TO BUY THE CURRICULUM.
>> THANK YOU. THE $50,000 DOES SOUND LIKE A PIECE OF CHANGE, AND THE GRANT IS GOING TO BE AROUND TO PAY FOR THAT.
>> CHARACTER [OVERLAPPING] I WAS LIKE DOUBLE DOUBLE.
>> BUT I MEAN, THE GRAND SCHEME OF CURRICULUM MULTI MILLION DOLLAR INVESTMENT SO GRAND SCHEME OF CURRICULUM.
>> THOSE NUMBERS ARE NOT MUCH.
JUST FOR OUR STUDENT BRIDGES WORKBOOKS ARE $40,000 YEAR. [LAUGHTER]
>> ONE YEAR FOR K5 TO ENGAGE IN MATH CURRICULUM FOR ONE YEAR, WHICH SHE JUST QUOTED SO THAT PUTS IT IN AND THAT'S GETTING IT FROM OUR OWN PRINT SHOP.
>> HOW ARE YOU GETTING THOSE FOR THAT PRICE [OVERLAPPING] [LAUGHTER].
>> K5, THAT'S NOT THE WHOLE MATH CURRICULUM THAT'S ONE OF THE.
>> JUST WE DON'T DO ALL OF THE WORKBOOKS.
THERE'S THE GAMBLER WORKBOOKS THAT ARE I UNDERSTAND THAT AND THAT ONE IS JUST THE CLASS PARTICIPATION ONE.
IN RETROSPECT, CURRICULUM ADOPTIONS, MULTI MILLION OF INVESTMENT.
THIS IS SUBSTANTIALLY LESS AND MANAGEABLE TO MAINTAIN AN OTHER GRANT PROGRAM SO THINKING OF TITLE 4.
THAT IS A SPECIFIED GRANT THAT IS ONGOING.
IT IS EARMARKED FOR STUDENTS TO BUILD SAFE ENVIRONMENTS THAT WE USE FOR CREDIT RECOVERY FOR THINGS LIKE THAT.
THERE'S ALSO TITLE ONE AROUND STUDENT ENGAGEMENT.
THERE'S FUNDING SOURCES THAT CAN MAINTAIN THIS AFTER AWARE THAT WE'VE IDENTIFIED AND WE'LL SUPPORT GOING FORWARD.
>> WELL, I GUESS THE OTHER THING IS, WE WOULD HAVE SOME DATA, AND IT WOULD BE UP TO THE BOARD TO DECIDE WHETHER TO GO FORWARD WITH IT AT THAT TIME.
>> WILL WE HAVE DATA WHEN AFTER WE'VE IMPLEMENTED THIS FOR TWO YEARS.
DO WE HAVE ANY DATA ON CHARACTER STRONG?
>> I THINK THIS IS WHERE I WOULD LOVE TO HAVE A CONVERSATION ABOUT WHAT DOES DATA MEAN TO YOU? SO WHEN I THINK OF DATA, THERE ARE SO MANY DIFFERENT SOURCES OF DATA, SO MANY DIFFERENT DATA.
WE HAVE CORRELATIONAL DATA THAT WE CAN PULL FROM PARTICIPATION ON HEALTHY YOUTH SURVEY OR SOME OF THE CLIMATE SURVEYS THAT ARE DONE THROUGH OUR DIFFERENT BUILDINGS.
THOSE ALL TO ME AREA, THE BEHAVIORAL DATA THAT WE GATHER WHERE WE'RE LOOKING AT THOSE TRENDS, LIKE I EXPLAINED WITH THE THIRD GRADERS HANDS ON OUR RECESS.
DO I HAVE A PIECE OF DATA THAT SAYS, DOES CHARACTER STRONG WORK? YES OR NO? I DON'T HAVE THAT DATA.
>> BUT WE HAVE OTHER DATA [OVERLAPPING] THAT WE PREFER THAT IT DOES.
>> YOU PULL ALL THOSE PIECES TOGETHER.
[02:25:03]
MY SCHOOL PSYCHOLOGY BRAIN ALWAYS THINKS IN THE RULE OF THREE.IF WE HAVE THREE DIFFERENT PIECES OF DATA THAT CONVERGE AND TELL US THE SAME STORY, THEN IT'S PROBABLY A RELIABLE STORY.
I WOULD LOOK AT ANECDOTAL DATA, I WOULD LOOK AT DISCIPLINE DATA, AND I WOULD LOOK AT SURVEY DATA.
>> CERTAIN EXAMPLE, THE GENTLEMAN THAT SAID THE DATA LOOKS VERY POOR, FOR THE PROGRAM AND HE STOOD HERE AND THEN WE WERE TALKING ABOUT, WELL, BUT THERE'S A DIFFERENT PERSON, AND WE LOOK AT THEIR DATA AND THEIR DATA SAYS IT'S VERY STRONG, A THING.
I WAS GOING TO ASK, WELL, GIVE ME SOME OF HIS WHAT DATA IS THAT THAT SHOWS THAT, THAT IT'S VERY STRONG AND IT'S PROBABLY DATA THAT SAYS, WELL, WE'VE BEEN CORRECT ME IF I'M WRONG, BUT IT PROBABLY SAYS SOMETHING LIKE THEY'VE BEEN INVOLVED IN THIS PROGRAM, AND NOW THEY ARE BEING MORE SUCCESSFUL IN THEIR EDUCATION.
>> THEY PROBABLY INVOLVE SOME BASELINE DATA SO SOME PRE DATA BEFORE THEY ACTUALLY IMPLEMENTED THE LESSONS, AND THEN POST DATA AND THEY'VE COMPARED THE TWO.
THEY'VE ALSO THEN GOT A GROUP WHERE THEY DID PRE AND POST BUT DIDN'T GIVE THE LESSONS, AND THEY LOOK AT THE DIFFERENCE BETWEEN THE TWO GROUPS.
>> SEEMS TO MAKE A DIFFERENCE.
>> I'M SORRY, MARY I TALK TO YOU.
>> NO. NO. I WAS JUST SAYING WE WILL HAVE SOME DATA, EVEN IF IT'S ONLY IMPLEMENTED FOR TWO MORE YEARS.
I MEAN, WHILE THE GRANTS IN PLACE, I THINK THERE'D BE ENOUGH DATA AND THERE SHOULD BE ENOUGH DATA TO BRING BACK TO THE BOARD TO REPORT TO THEM AND AT THE END OF FIVE YEARS, IT'LL BE UP TO THE BOARD ANYWAY TO MAKE ANOTHER DECISION.
>> I THINK ABOUT DATA, LIKE THE CLASS THAT CAME IN AND TAUGHT US A LESSON ON CHARACTER STRONG AND THE STORY BEHIND THE LITTLE GIRL WHO HADN'T SPOKE UNTIL SHE TAUGHT LESSON.
THAT'S DATA TO ME. THAT'S WHAT LIKE A FORM OF DATA.
I THINK THAT WAS A GREAT PRESENTATION OF WHAT CHARACTER STRONG IS DOING IN OUR CLASSROOM.
ONE OF PROBABLY HUNDREDS THINK EXAMPLES.
>> REALLY VALUABLE CONNECTION TO IS, WE LOOK AT THE OBJECTIVES UNDER SAFE AND CARING ENVIRONMENT AND THE FIRST ONE IS INCREASED PERCENTAGE OF STUDENTS REPORTING, FILLING POSITIVE INDICATORS OF A SUPPORTING LEARNING ENVIRONMENT.
I THINK WHEN YOU TALKED ABOUT YOUR BOARD SMART GOALS AND TALKING ABOUT THOSE DATA BYTE SIZE REPORTS TO THE BOARD? THOSE ARE THE THINGS THAT WE'RE TALKING ABOUT IS BRINGING TO YOU SUCCESS SPECIFIC DATA ALIGNED WITH THAT PERCEPTION RIGHT THERE AND MEASURED IN SURVEYS AND MEASURED IN IMPLEMENTATION DATA ALIGNED TO THAT STRATEGIC PLAN OBJECTIVE.
THIS WOULD BE AN ALIGNMENT OF THAT, AND SO IT WOULD BE MY JOB IN THOSE TEACHING AND LEARNING UPDATES TO BRING SPECIFIC AND MEASURABLE DATA ABOUT HOW OUR STAFF AND STUDENTS ARE FEELING AND HOW WE ARE DELIVERING ON OUR STRATEGIC PLAN OBJECTIVE.
>> WELL, IF THERE ARE NO MORE QUESTIONS OR DISCUSSIONS, I WOULD ENTERTAIN A MOTION.
>> I HAVE SOME COMMENTS TO BE MAKE ABOUT WHY I'M VOTING NO, BUT I'D BE HAPPY TO MAKE THE MOTION THAT THE BOARD OF DIRECTORS I'M SORRY.
I'D BE HAPPY TO MAKE THE MOTION THAT THE BOARD OF DIRECTORS APPROVE THE SECOND READING AND ADOPTION OF THE HIGH SCHOOL SEL CURRICULUM AS PRESENTED.
>> THE MOTION IS ON THE FLOOR.
>> NOW WE CAN HAVE DISCUSSION.
>> WE CAN CONTINUE DISCUSSION.
>> I DON'T HAVE ANY MORE QUESTIONS.
>> YOU CAN MAKE THEM NOW OR AFTER THE VOTE EITHER WAY.
>> I'M GOING TO BE VOTING NO BECAUSE I'M NOT CONVINCED THAT WE'RE GOING TO GET THE RESULTS WE WANT.
I'M NOT CONVINCED THAT IT'S GOING TO BE PRODUCING MEASURABLE INFORMATION THAT'S GOING TO TELL US FOR SURE THAT IT'S GOING TO WORK.
AS A MATH TEACHER, MY TIME AS A MATH TEACHER WAS FOCUSED ON MY KIDS LEARNING THEIR MATH AND SO TIME IS A CRITICAL ELEMENT OF WHAT WE'RE TALKING ABOUT.
I SUSPECT IN THE ROLL-OUT THAT AS A MATH TEACHER, I PROBABLY WOULD NOT BE DOING MUCH TEACHING OF WAY FINDER.
I MIGHT HAVE A FRIDAY ONCE A MONTH, FOR 30 MINUTES IN THE MORNING WHERE WE DID SOMETHING AND ALL EVERYBODY IN THE WHOLE BUILDING WAS DOING IT LIKE WE SAID, HONESTY, OR WHATEVER, OR RESPECT.
BUT CONSTANTLY, MY TIME WAS NOT ADEQUATE FOR MY PREP AND MY TIME WAS NOT ADEQUATE FOR MY INTERVENTIONS.
MY MATH KIDS NEEDED INTERVENTION.
[02:30:02]
AND THERE ARE SO MANY THINGS I'D LOVE TO SAY THAT ARE JUST I DON'T HAVE THE TIME TO SAY THEM.BUT TEACHERS OFTEN FEEL INTERFERED WITH IN THEIR TIME.
I LIKE THE IDEA THAT THIS MAYBE IS GOING TO GET FOCUSED ON TIER TWO AND TIER THREE STUDENTS.
I LIKE THE IDEA THAT MAYBE PEOPLE WHO REALLY KNOW HOW TO TEACH THIS STUFF WILL TEACH IT AND NOT JUST SOME YING YANG LIKE ME WHO WANTS TO TEACH MATH AND DOESN'T KNOW ANYTHING ABOUT SOCIAL ETIQUETTE.
THOSE I CROSSED THAT OBJECTION OFF.
I'M CONCERNED ABOUT THE IMPLEMENTATION, I UNDERSTAND THE NEED TO PICK THE CURRICULUM BEFORE WE CAN IMPLEMENT IT AND EVALUATE IT AND ALL THAT STUFF.
BUT IF I'M BEING ASKED TO MAKE A DECISION, I'M CONCERNED ABOUT THAT.
I REALLY DON'T BELIEVE THAT THIS CURRICULUM IS GOING TO ADDRESS THE REAL PROBLEM THAT OUR KIDS ARE SUFFERING FROM.
WHAT IS THE REAL PROBLEM AND I'VE ELIMINATED ALL STUFF THAT I'M NOT GOING TO SAY HERE? WHAT'S THE REAL PROBLEM THAT OUR KIDS ARE SUFFERING FROM? WHAT IS THE PROBLEM? I'VE BEEN CONCERNED ABOUT THINGS I'M WATCHING HAPPEN THESE LAST COUPLE OF WEEKS.
WE HAVE HAD SOME STRESSFUL INTERACTIONS WITH WHAT'S GOING ON IN THE WORLD? WHAT IS GOING ON? AND SO WE ASKED SIMILAR QUESTIONS ABOUT WHAT'S GOING ON IN THE SCHOOL, WHAT'S GOING ON WITH OUR KIDS.
WHAT IS THE PROBLEM? WHY ARE WE ACTING OUT? WHY ARE WE HAVING SO MUCH TROUBLE? I KNOW THAT EVERYTHING A LOT OF GREAT THINGS GOING ON IN OUR CLASSES, A LOT OF GREAT THINGS GOING ON IN OUR SCHOOLS.
BUT SOMETHING THAT WE'RE IMPACTED BY THAT I FEEL IS REALLY UNDERMINING WHAT WE'RE DOING IS THE IDEA THAT WE'VE GOT SYSTEMIC PROBLEMS. YOU HEAR THAT ALL THE TIME.
WE HAVE GOT SYSTEMIC PROBLEMS. WHAT DOES THAT MEAN? OUR CULTURE DOES NOT NEED TO BE ABANDONED OR REPLACED.
HERE'S WHAT IT MEANS. THE IDEA THAT AMERICA IS SYSTEMICALLY FLAWED AND I'M READING IT.
REFERS TO THE CONCEPT THAT THE COUNTRY'S INSTITUTIONS, STRUCTURES AND SYSTEMS ARE BUILT IN WAYS THAT PERPETUATE INEQUALITY, INJUSTICE OR OTHER ISSUES AT STRUCTURAL LEVELS RATHER THAN JUST BEING ISOLATED TO INDIVIDUAL ACTIONS OR BAD POLICIES.
DOES THAT MAKE SENSE? WE ARE TOLD THAT WE HAVE SYSTEMIC PROBLEMS. NOW, I ALWAYS THOUGHT WE HAD A BAD PERSON, OR THEY HAD A BAD IDEA, OR THERE WAS A BAD PIECE OF GUM OR SOMETHING WAS BAD.
BUT THAT'S NOT IT. WHAT'S REALLY AT THE HEART OF ALL OF OUR TROUBLE IS SYSTEMIC FAILURE.
THE IDEA THAT AMERICA IS SYSTEMICALLY FLAWED REFERS TO THE CONCEPT THAT THE COUNTRY'S INSTITUTIONS, STRUCTURES AND SYSTEMS ARE BUILT IN WAYS THAT PERPETUATE INEQUALITY, INJUSTICE OR OTHER ISSUES AT A STRUCTURAL LEVEL.
THAT IS WHY WE HAVE ALL OF THIS VIOLENCE BEING ACTED OUT.
THAT IS WHY WE HAVE CHILDREN WHO ARE OUT OF CONTROL IN MANY WAYS.
THAT IS WHY WE HAVE A LOT OF ISSUES BECAUSE THE SYSTEM IS THE PROBLEM, AND WE'VE GOT TO FIX THE SYSTEM RATHER THAN UNDERSTANDING THAT WE ARE THE PROBLEM.
THE SYSTEM IS NOT AT FAULT. I AM THE FAULT.
THE SYSTEM IS NOT BROKEN. I AM BROKEN.
THE SYSTEM WILL NEVER FIX OUR PROBLEMS AND WILL NEVER SAVE US.
WE ARE GOING TO BE NEEDING TO SOLVE OUR PROBLEMS.
>> SYSTEMIC FAILURES INFLUENCES IN THE SCHOOLS.
THE SCHOOL SYSTEMS ARE SYSTEMICALLY BROKEN.
WHAT DOES THAT MEAN? THEY'VE GOT IT CLEARLY DEFINED.
I SAT THROUGH A TRAINING ONE TIME WHERE I WAS TOLD THAT THE SYSTEM NEEDED TO BE FIXED, THE SCHOOLS.
I'M SORRY I'M TRYING TO JUMP AROUND. I'LL WRAP THIS UP.
BUT THE BIGGEST PROBLEM I SEE IS OUR FAMILIES. NOW I'M RAMBLING.
[02:35:07]
I TRIED TO AVOID THAT.THE CONCEPT OF THE FAMILY IS SEEN AS SYSTEMICALLY FLAWED WHEN IT REINFORCES OUTDATED OR UNJUST NORMS, GENDER, RACE, CLASS AND SEXUALITY.
THE CONCEPT OF FAMILY IS SYSTEMICALLY FLAWED WHEN IT EXCLUDES NON TRADITIONAL OR MARGINALIZED FAMILY STRUCTURES, PRIORITIZES APPEARANCE OR TRADITION OVER WELL BEING, FAILS TO ADAPT TO MODERN SOCIAL REALITIES AND DIVERSE NEEDS.
THE PROBLEM THAT I SEE WE'RE TRYING TO FIX IS A SYSTEMIC FAILURE OF THE SCHOOL SYSTEM, AND WE'RE TRYING TO APPLY A PROBLEM THAT'S ROOTED IN THE IDEAS THAT SEL CAN FIX SYSTEMIC PROBLEMS. I DON'T BELIEVE IT CAN. I DON'T BELIEVE IT WILL.
I BELIEVE THE SOLUTION TO OUR PROBLEMS ARE OUR FAMILIES, AND I BELIEVE IT'S A LOT DEEPER AND A LOT MORE COMPLEX THAN SEL CAN EVER ADDRESS.
SO I'M UNCOMFORTABLE WITH THE IDEA THAT SYSTEMICALLY WE'RE FAILING AND WE'VE GOT TO THROW THE SYSTEM OUT.
WE'VE GOT TO ABANDON THE SYSTEM, CREATE A NEW SYSTEM.
NO. I THINK THAT THE PROBLEMS ARE MUCH MORE RELATED TO OUR RELATIONSHIPS AND OUR FAMILY HEALTH AND TEACHERS DOING THE THINGS THEY NEED TO BE DOING, SO I'M STILL COMPELLED TO SAY NO, BECAUSE I JUST DON'T THINK THE IDEA OF SEL IS WORTH THE INVESTMENT OF TIME AND EFFORT THAT WE'RE PUTTING INTO IT AND I DIDN'T SAY THAT VERY WELL AT ALL AND I GUARANTEE YOU I WORKED ON IT FOR HOURS AND I DIDN'T DO A VERY GOOD JOB.
>> SO WE HAVE A MOTION ON THE FLOOR.
APPROVAL OF THE SEL CURRICULUM AS PRESENTED.
I ASSUME THERE'S NO OTHER COMMENTS, QUESTIONS, STUDENT REPS.
>> BOARD TO THE MOTION, THE APPROVAL OF THE SEL CURRICULUM AS PRESENTED.
>> MOTION PASSES THREE TO TWO.
>> I WANT TO THANK THE BOARD TOO BECAUSE I KNOW WE'VE SPENT A LOT OF TIME ON THIS AND EVERYONE HAS PUT A LOT OF THOUGHT INTO IT AND I REALLY APPRECIATE ALL THE RESEARCH YOU'VE DONE, ALL OF YOU.
I KNOW SOMETIMES DECISIONS ARE DIFFICULT SO THANK YOU SO MUCH FOR YOUR WORK ON THIS.
[10. New Business (Board Vote w/Student Voice)]
NEXT, FOR NEW BUSINESS.WE HAVE THE FIRST READING FOR THE PROPOSED ADOPTION OF THE CTE TEXTBOOK NATIONAL RESOURCES SYSTEMS, AND WE HAVE ALLISON AND CINDY.
LOOKS LIKE JULIE LEE IS THE TEACHER WITH US THIS EVENING.
>> THANK YOU. I WAS WONDERING IF CARLA, WOULD YOU BE ABLE TO BRING UP THE DOCUMENT THAT IS ATTACHED TO THE BOARD DOCS FOR TODAY, I WANT TO JUST TAKE TWO MINUTES TO DO A LITTLE MINI LESSON ON THE PROCESS THAT WE DO SINCE THE QUESTION CAME UP ABOUT HOW DOES THIS WORK? INSIDE OF THE BOARD DOCS, THERE IS A DOCUMENT THAT IS THE INSTRUCTIONAL MATERIALS COMMITTEE RECOMMENDATION TO THE BOARD AND IT LOOKS LIKE THIS.
INSIDE OF HERE, WE HAVE A DOCUMENT THAT SHOWS WHAT OUR COMMITTEE VOTED ON WHEN WE DETERMINED WHETHER OR NOT THE COMMITTEE THAT SELECTED THE MATERIALS FOLLOWED THE PROCESS FOR THE ADOPTION AND THERE'S DIFFERENT PROCESSES FOR DIFFERENT TYPES OF CURRICULUM.
CTE HAS THEIR OWN PROCESS THAT THEY GO THROUGH, AND THEN CORE CURRICULUM, GED HAS A SLIGHTLY DIFFERENT PROCESS THAT WE GO THROUGH.
THIS IS A DOCUMENT THAT IS A SUMMARY OF ALL OF THE COMMITTEE MEMBERS.
WE HAVE I THINK 12 PEOPLE ON THE INSTRUCTIONAL MATERIALS COMMITTEE.
WE HAD A COUPLE OF ABSENCES, BUT WE HAD 11 PEOPLE THAT PARTICIPATED IN THE MEETING LAST WEEK TO SAY WHETHER OR NOT WE FOLLOW THE ACTUAL PROCESS.
THE COMMITTEE GOES THROUGH THEIR OWN WORK.
THEY HAVE A GROUP OF PEOPLE THAT GET TOGETHER THAT LOOK AT THE DIFFERENT TEXTBOOKS THAT ARE OUT THERE, AND THEN THEY GO THROUGH THEIR OWN PROCESS TO DECIDE WHETHER OR NOT THIS WOULD BE A GOOD TEXT FOR THE COURSE.
THEY'RE LOOKING AT MULTIPLE TEXTS AND THEY LOOK AT IT DEPENDING ON THE PROGRAM SOMETIMES THEY PILOT THE TEXTBOOK IN FRONT OF THE STUDENTS IN CTE.
[02:40:05]
THE COURSE OF CTE, THEY DON'T ACTUALLY PILOT IT.BUT YOU CAN SEE THESE ARE ALL THE DIFFERENT CATEGORIES THAT WE USE WHEN WE DETERMINE IF A TEXTBOOK IS GOING TO BE THE RIGHT FIT OR IF A PROGRAM WILL BE THE RIGHT FIT FOR OUR DISTRICT.
THEY LOOK AT THE COMMITTEE MEMBERS.
THEY LOOK AT WHETHER OR NOT A PROPOSAL WAS PUT FORTH ASKING FOR INPUT FROM PUBLISHERS TO GIVE US IDEAS ABOUT PROGRAMS THAT ARE AVAILABLE AND IF YOU USE FEDERAL MONEY, YOU HAVE TO DO THAT PROCESS.
IF YOU'RE USING STATE MONEY, YOU DON'T HAVE TO USE THAT PROCESS.
IN THIS PARTICULAR CASE, WE DIDN'T HAVE TO GO THROUGH THAT PROCESS.
THEN WE LOOK AT THE TOOLS FOR THE CRITERIA.
THERE'S A WHOLE OTHER PAGE IF YOU GO DOWN ONE MORE.
WE ACTUALLY DIDN'T TALLY UP THIS INFORMATION FROM OUR COMMITTEE, BUT WE HAVE THIS INFORMATION AVAILABLE, BUT WE LOOK AT ALL OF THESE SECTIONS, SO A THROUGH I ARE ALL ADDITIONAL PIECES THAT WE LOOK AT IN DECIDING IF A TEXTBOOK IS GOING TO BE THE RIGHT FIT.
THEN IF YOU SCROLL BACK UP, THANK YOU.
THEN WE TAKE EACH OF THOSE TEXTBOOKS, GO THROUGH THE PROCESS AND LOOK AT WHAT'S GOING TO BE THE RIGHT FIT.
SOMETIMES WE HAVE RUBRICS THAT WE USE.
I'LL LET THEM TALK ABOUT WHAT THE PROCESS WAS FOR THEIR CTE GROUP.
WE DID NOT FIELD TEST IN THIS PARTICULAR PROCESS, BUT THEN YOU GO THROUGH A DECISION MAKING PROCESS AND WE SEND IT OUT TO THE COMMUNITY AND THE SCHOOL BOARD FOR REVIEW TO LOOK AT BEFORE MAKING A FINAL DETERMINATION SO IT'S A VERY COMPLICATED AND LONG WINDED PROCESS FOR MAKING A DECISION.
WE HAVE THE TEXT IN FRONT OF US.
WE DID HAVE TWO COMMUNITY MEMBERS WHO DID GIVE US FEEDBACK.
I SENT THAT INFORMATION TO YOU LAST WEEK.
WE HAD TWO PARENTS THAT GAVE A LITTLE BIT OF INFORMATION, AND THEN I'M GOING TO PASS THIS OVER TO CINDY AND JULIE TO TALK ABOUT THE TEXT AS WELL.
>> GOOD EVENING, BOARD. WE DO HAVE A COMMITTEE IN CTE.
WE LOOKED AT THREE TEXTBOOKS, AND WE HAVE ADVISORY MEMBERS.
THERE WERE THREE ADVISORY MEMBERS IN THIS CASE, AND JULIE WAS ONE OF THE TEACHERS.
ANY TEACHER THAT TEACHES NATURAL RESOURCES OR HAS A POTENTIAL OF TEACHING NATURAL RESOURCES IN THE FUTURE IS ALSO PART OF THE COMMITTEE.
ONE OF THE TEXTBOOKS THAT WE LOOKED AT WAS THE OLD TEXTBOOK BECAUSE IT IS ONE OF THE TWO TRUE NATURAL RESOURCES TEXTBOOKS TO LOOK AT.
IT'S NOT UPDATED. IT'S NOT ALIGNED WITH OUR CURRENT STATE STANDARDS.
IT'S NOT ALIGNED WITH OUR AFNR STANDARDS AND AGRICULTURE AND SO THAT WAS ONE OF THE REASONS WHY WE NEEDED TO LOOK AT A NEW TEXT.
THIS TEXTBOOK IS ALIGNED WITH THE NEW STANDARDS.
ALSO WE HAVE A EXAM CALLED U SCIENCE THAT WE CAN GIVE WITH THIS PARTICULAR TEXT AND STUDENTS CAN GET CERTIFICATION BY TAKING THAT TEST.
THIS TEXT IS ALIGNED WITH THAT, AND IT'S ALIGNED WITH FFA AND STUDENTS CAN DO SOME OTHER OUTSIDE OF CLASS PROJECTS THAT IT'S ALSO ALIGNED WITH SO IT WAS REALLY THE BEST FIT BETWEEN THE THREE TEXTBOOKS THAT WE LOOKED AT.
THE THIRD TEXTBOOK WAS MAINLY ON NATURAL RESOURCES POLICY SO IT WASN'T REALLY APPROPRIATE FOR HIGH SCHOOL STUDENTS.
JULIE, DO YOU WANT TO SAY ANYTHING ELSE?
>> JULIE LEE. I TEACH AT BATTLE GROUND HIGH SCHOOL.
BUT THIS BOOK ALSO ALIGNS WITH THE CASE CURRICULUM AS WELL, AND THAT IS SUPER BENEFICIAL FOR TEACHERS AS WELL SO I JUST HAVE THAT TO SAY.
>> THE CASE CURRICULUM IS VERY HANDS ON AND ALL THE TEACHERS IN AGRICULTURE ARE TRAINED ON THAT.
JULIE IS CORRECT. IT'S ALSO ALIGNED WITH CASE.
>> IT'S A BEAUTIFUL TEXTBOOK AND I LOVE THE ALIGNMENT WITH FFA.
I'M A LONG TIME FOUR H, SO THAT COMMUNITY I REALLY IDENTIFY WITH.
>> I REALLY ENJOYED GOING THROUGH THIS TEXTBOOK.
I JUST LOVED THE LAYOUT, AND THIS IS SILLY BECAUSE LOTS OF TEXTBOOKS ARE LIKE THIS, BUT I JUST GOT TO GEEK OUT A LITTLE BIT WHEN I WAS GOING THROUGH IT, AND I LIKED HOW JUST IN THE FIRST CHAPTER, HOW IT'S JUST KEEPING YOU ENGAGED THE WHOLE WAY.
IT STARTS OUT WITH AND THEN GOES TO REVIEW AN ASSESSMENT, LIKE, WHAT DID YOU REALLY LEARN? BUT WHAT IT WAS FUNNY AS I'M THINKING CRITICALLY, LET ME AGREE THROUGH THESE QUESTIONS, AND I KNOW THIS IS CHAPTER 1, BUT I REALLY DID GO THROUGH A LOT OF THE CHAPTERS.
[02:45:01]
BUT THE LAST QUESTION WAS, CONSIDER THREE THINGS YOU DISPOSED OF IN THE LAST 24 HOURS.HOW HAVE YOU REDUCED REUSED OR RECYCLED THOSE PRODUCTS AND LIST THE PRODUCTS IN WAYS EACH COULD BE RECYCLED OR REUSED.
NOW I WAS LIKE, OH, DING IT [LAUGHTER] NO, I'VE THROWN EVERYTHING AWAY BUT IT REALLY GOT ME THINKING, AND THAT'S THE POINT.
THEN IT GOES RIGHT INTO CAREER PLANNING AND I WAS LIKE, WOW, WHAT A BENEFIT THAT IS BECAUSE IN MY OTHER LIFE OUTSIDE OF SCHOOL BOARD, I'M ALSO A HIRING MANAGER AND SO KNOWING THESE SKILLS ARE SO IMPORTANT FOR OUR YOUTH TO LEARN.
I WAS JUST READING THROUGH IT AND I WAS LIKE, WOW, I SUPPORT ALL OF THIS.
IT WAS ALL OVER THE PLACE FROM TYPES OF ENERGY TO ENDANGERED SPECIES, TO WATER.
IT JUST COVERED SO MANY DIFFERENT TOPICS.
I'M PROBABLY GEKING OUT A LITTLE BIT NOW.
BUT ANYWAYS, I REALLY ENJOYED THIS BOOK, AND SO I APPRECIATE IT THAT IT DIDN'T GIVE A LOT OF OPINION.
IT GAVE A LOT OF FACTUAL INFORMATION AND LETS YOU DETERMINE YOUR OWN.
I COULD BE WRONG IF ANYBODY ELSE FOUND STUFF THAT WAS MORE OPINIONATED IN IT, BUT I DIDN'T FIND THAT.
>> IN DELIBERATE CONNECTION TO STEM AS WELL AND THE ACTIVITIES LIKE HERE THE MODERN ACTIVITIES.
>> I WAS LIKE I'M GOING TO TRY THIS.
NO, I'M GOING TO GIVE THIS BOOK BACK.
>> AS A SCIENCE TEACHER, I LOOKED HARD FOR SOME OPINIONATED STUFF IN IT.
>> GOOD. THAT MAKES ME FEEL BETTER.
>> WHAT DO YOU THINK THE SHELF LIFE WILL BE OF THIS AS FAR AS VALUE GOES?
>> WELL, WE'LL HAVE IT FOR SIX YEARS BEFORE WE RE EVALUATE IT, BUT I THINK THE SHELF LIFE IS GOING TO BE QUITE EXTENSIVE FOR THIS BOOK.
THERE'S JUST NOTHING RIGHT NOW THAT COMPARES TO A NATURAL RESOURCES.
>> THE LAST COPYRIGHT WAS 2008.
IF THAT'S NOT IT TELL US ANYTHING THAT MIGHT BE AROUND.
>> I REALLY LIKE THE BOOK. IT'S VERY BEAUTIFUL.
OUR GOVERNMENT OR STATE, IT IRRITATES ME, BUT JUST SAYING CHAPTER 7 BUGS ME, CHAPTER 8 BUGS ME, SHOULD GOVERNMENTS LIMIT THE NUMBER OF CHILDREN A PERSON CAN BEAR.
SOME OF THESE THINGS I DON'T THINK IS ANYBODY'S BUSINESS SO IT IRRITATES ME TO HAIR AND I THINK THERE'S OTHER PEOPLE THAT STAY OUT OF MY FAMILY TYPE DEAL.
BUT I THINK THE BOOK OVERALL HAD A LOT OF REALLY GOOD THINGS.
I'M GLAD IT HAD CRITICAL THINKING IN THERE, THINGS FOR KIDS TO THINK ABOUT, APPLY, THE INFORMATION, LOT OF GOOD VOCABULARY.
SOME OF THE VOCABULARY I THOUGHT WAS WEIRD, KEY TERMS, PEER PRESSURE.
I GUESS THAT'S OKAY, SOCIAL PRESSURE.
BUT OVERALL, I THINK IT WOULD BE A GOOD BOOK.
I KNOW IT HAS TO ALIGN WITH WHAT OUR GOVERNMENT TELLS US THE KIDS HAVE TO LEARN.
FOR THAT STANDPOINT, I THINK IT'S A NICE BOOK.
JUST HOPEFULLY THE TEACHERS ARE KEEPING THAT CRITICAL THINKING OUT THERE AND GIVING ALL THE SIDES SO THAT THE KIDS CAN SEE EVERYTHING AND NOT JUST WHAT'S IN THE BOOK ALL THE TIME, BECAUSE THERE'S A LOT OF OUTSIDE THINKING THAT GOES THAT ISN'T IN THIS BOOK, THAT KIDS NEED TO KNOW.
>> THE TEACHERS DID TALK ABOUT THAT WHEN THEY WERE EVALUATING THE BOOK AND HOW THEY BRING IN OTHER RESOURCES TO DO EXACTLY THAT AND TO JUST MAKE SURE THAT KIDS ARE THINKING CRITICALLY IN THE CONTENT OF THE BOOK.
>> OTHER QUESTIONS? STUDENTS, ANY QUESTIONS? YOU CAN'T WAIT TO TAKE THE CLASS IS WHAT HE'S TRYING TO SAY.
>> YEAH, FOR SURE, I CAN'T WAIT TO READ THE BOOK.
>> ANY OTHER QUESTIONS OR DISCUSSION?
>> I MOVE THE BOARD OF DIRECTORS ACCEPT THE FIRST READING OF THE RECOMMENDED CTE TEXTBOOK NATURAL RESOURCES SYSTEM AS PRESENTED.
>> IF THERE'S NO OTHER DISCUSSION, THE MOTION IS TO ACCEPT THE FIRST READING OF RECOMMENDED CTE TEXTBOOK NATURAL RESOURCE SYSTEMS AS PRESENTED.
UNOPPOSED. MOTION PASSES FIVE TO ZERO. THANK YOU SO.
>> WITH THAT, WE MOVE ON TO FUTURE EVENTS,
[11. Future Agenda Items and Board Events]
AND IF MY NOTES ARE CORRECT, WE HAVE A COUPLE OF THINGS COMING UP BEFORE OUR NEXT MEETING.THERE'S A CAC MEETING ON 9TH OCTOBER,
[02:50:04]
AND I DON'T KNOW IF OTHERS HAVE ALREADY ACCEPTED AN INVITATION, BUT TWO BOARD MEMBERS MAY ATTEND AND SO WE'LL CHECK WITH CARLA AND SEE WHO'S PLANNING TO ATTEND.JACKIE, HAVE YOU ARE YOU PLANNING TO ATTEND THE CAC MEETING?
>> IF YOU WANT TO, I CAN STEP BACK AS YOU CAN, BECAUSE I WENT LAST TIME.
>> IF SOMEONE ELSE WANTS TO, SO TWO OF US CAN GO.
>> YOU'RE GOING. I'LL CHECK WITH YOU.
ALSO THE BGEF GALA ON THE FOURTH.
I HOPE EVERYBODY'S PLANNING TO ATTEND THAT THAT CAN.
>> DEBBIE AND HER HUSBAND, MARY IS ALWAYS AND I KNOW THAT JACKIE'S GOING ON SEPARATE.
>> UNLESS THERE IS SOMETHING ELSE TO BRING TO OUR ATTENTION, WE ADJOURN THIS MEETING AT 8:51. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.