[1. Call to Order] [00:00:05] 6 PM. GOOD EVENING EVERYONE, WELCOME. THANK YOU FOR BEING HERE. THIS MEETING, REGULAR MEETING OF THE BATTLEGROUND SCHOOL BOARD, IS CALLED TO ORDER. LET'S GO AHEAD AND STAND FOR THE PLEDGE, PLEASE. READY? BEGIN. I PLEDGE ALLEGIANCE TO THE FLAG OF 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. ROLL CALL, PLEASE. PRESIDENT AND DIRECTOR OF DISTRICT 4, TERRY TATE. HERE. VICE PRESIDENT AND DIRECTOR OF DISTRICT 3, CHRIS GREWELL. HERE. DIRECTOR OF DISTRICT 1, LORRI SIBLEY. HERE. DIRECTOR OF DISTRICT 2, DEBBIE JOHNSON. HERE. DIRECTOR OF DISTRICT 5, MARSHALL MERROTT. HERE. STUDENT REPRESENTATIVE ITZEL CONTRERAS MONTIEL. HERE. STUDENT REPRESENTATIVE TOBY NGUYEN. HERE. MR. PRESIDENT, WE HAVE A QUORUM. THANK YOU VERY MUCH, KARLA. [4. Agenda Approval (Board Vote w/Student Voice)] THE AGENDA APPROVAL, SO WE HAVE ITEM 4, AGENDA APPROVAL. 5, RECOGNITIONS. 6, STUDENT VOICE. ARE WE GOING TO HAVE A PRESENTATION WITH STUDENT VOICE? OKAY. ALL RIGHT. COMMITTEE REPORTS, SUPERINTENDENT STAFF UPDATES, CONSENT AGENDA, OLD BUSINESS, NONE, NEW BUSINESS, CONSTITUTION AMENDMENTS, PURCHASE 5400 DELL, COMMENTS. FUTURE AGENDA. IS THERE ANY CHANGES OR ANYTHING THAT NEEDS TO BE ADDED TO THE AGENDA? MOTION? I MOVE THAT WE APPROVE THE AGENDA AS PRESENTED. STUDENT VOICE, PLEASE. PRO. PRO. ALL THOSE IN FAVOR OF THE MOTION SAY AYE. AYE. OPPOSED, SAME SIGN. 5-0. [5. Recognitions] RECOGNITIONS, DISTRICT ART SHOW. ALLISON, PLEASE. GOOD EVENING, BOARD. I AM HERE TONIGHT TO PRESENT THE 67TH ANNUAL BATTLEGROUND PUBLIC SCHOOLS ART SHOW, AND YOU CAN PROBABLY TELL IT'S A LITTLE BIT LESS FANFARE THAN IT HAS BEEN IN PREVIOUS YEARS. THIS IS DUE TO THE LEVY LOSS AND THE BUDGET CONSTRAINTS THAT WE'VE CURRENTLY HAVE. WE WERE UNABLE TO FUND SOMEBODY TO COORDINATE THE ART SHOW, WHICH WE USUALLY WORK WITH ONE OF OUR TEACHERS TO DO THAT. AND THEN WE DID NOT HAVE THE FUNDS TO DO THE, POSTERS AND THEIR CERTIFICATES THAT WE'VE ALWAYS DONE. BUT WE REALLY ARE COMMITTED TO THE ARTS IN BATTLEGROUND AND WANTED TO STILL HAVE AN OPPORTUNITY TO DISPLAY THE WORK THAT OUR STUDENTS HAVE DONE. SO WE HAD TEACHERS SUBMIT PIECES OF WORK, YOU WILL SEE THAT THERE ARE THINGS THAT WE WOULDN'T NORMALLY HAVE HAD AS PART OF OUR ART SHOW. THERE ARE SOME GROUP PRESENTATIONS, SO SOME GRADE LEVELS DID PIECES OF ART THAT WERE A WHOLE GRADE LEVEL OR A WHOLE CLASSROOM, AND THOSE ARE REPRESENTED IN THE SLIDESHOW THAT YOU ARE SEEING TONIGHT. LET'S SEE, I WOULD LIKE TO SHARE WITH YOU SOME OF OUR TEACHERS, AND THEY ARE EACH GOING TO JUST TELL YOU A LITTLE BIT ABOUT WHY THE ARTS ARE IMPORTANT TO OUR STUDENTS AND TO OUR DISTRICT. SO WE HAVE 4 PEOPLE. SO WE ARE STARTING WITH LAUREN O'NEILL FROM YAKULT PRIMARY, AND THEN WE'LL HAVE TANYA BACHMAN FROM LAUREN MIDDLE SCHOOL, ROB SCHADLE FROM PRAIRIE HIGH SCHOOL, AND THEN BECKY BURROUGHS FROM RIVER HOME LINK REPRESENTING ALEAD. SO I'M GONNA LET THEM EACH TAKE A TURN. HELLO, I'M LAUREN O'NEILL FROM YAKULT PRIMARY, ART TEACHER, AND ALINA STEPANENKO, OUR OTHER TEACHER, AND I, IN ORDER TO EXTEND TO UNDERSTAND AND DEEPEN CLASSROOM LEARNING, WE ALIGN 1 TO 2 ART PROJECTS WITH EVERY WIT AND WISDOM LANGUAGE ARTS UNIT. AND WHEN THE KIDS COME IN AND THEY SEE OUR PROJECT ON THE SCREEN, THEY'RE LIKE, WE'RE LEARNING ABOUT THAT RIGHT NOW, AND THEY GET SO EXCITED. IT GIVES THEM A CHANCE TO EXPRESS THEIR LEARNING CREATIVELY IN OUR ART ROOMS. AND WHEN IT CYCLES AROUND, YOU'LL SEE OUR 4TH GRADERS' WORK THAT REFLECTS THEIR UNIT OF EXTREME ENVIRONMENTS. ALINA CHOSE THE DESERT, I CHOSE MOUNTAINS. AND I HANDED OUT DO YOU THEY HAVE A LITTLE SHEET THAT HAS AN EXAMPLE FROM EVERY GRADE LEVEL. AND MY FAVORITE IS THE 3RD GRADERS WHEN THEY'RE DOING OIL PASTEL SOLAR SYSTEMS. AND THEY COME IN AND THEY HAVE A PLANET SONG THAT THEY LISTEN TO IN THEIR CLASSROOMS AND THEY BEG TO HEAR IT OVER AND OVER AND OVER AGAIN. AND THE WHOLE CLASS WILL SING WHILE THEY'RE WORKING ON THEIR SOLAR SYSTEMS AND IT'S JUST A REALLY GREAT EXPERIENCE. EXPERIENCE. AND I JUST WANT TO THANK YOU FOR THE OPPORTUNITY [00:05:01] TO COME SHARE HIGHLIGHTS OF OUR ART PROGRAM WITH YOU. THANK YOU VERY MUCH. GOOD EVENING, BOARD. MY NAME IS TONYA BACHMANN. 30 YEARS AGO, I STUDENT TAUGHT AT AMBOY MIDDLE SCHOOL. I SUBBED FOR 1 YEAR AT LAUREN, AND I'VE BEEN TEACHING ART AT LAUREN MIDDLE SCHOOL SINCE 1998. AT THE MIDDLE SCHOOL LEVEL, IN ADDITION TO DRAWING, PAINTING, AND FORMING SKILLS, WE ALSO TEACH PROPORTION. WE TEACH MEASUREMENT. WE TEACH PROBLEM SOLVING AND CRITICAL THINKING. WE TEACH PERSEVERANCE, STICKING WITH IT AND NOT GIVING UP. WE TEACH DISCIPLINE. WE ENCOURAGE CREATIVITY. WE TEACH SELF-EXPRESSION. WE INSTALL CONFIDENCE, SELF-ESTEEM, AND SELF-EFFICACY. ALBERT EINSTEIN SAID, INTELLIGENCE IS ONE THING, BUT IMAGINATION IS FAR GREATER. ELEANOR ROOSEVELT SAID, WHAT WE LEARN WITH PLEASURE, WE NEVER FORGET. AND GEORGE BERNARD SHAW SAID, WITHOUT ART, THE CRUDENESS OF REALITY WOULD MAKE LIFE SIMPLY UNBEARABLE. FOR MOST MIDDLE SCHOOL KIDS, LIFE IS SIMPLY UNBEARABLE. THANK YOU SO MUCH FOR SUPPORTING ARTS, SAVING LIVES, AND GIVING THESE PIMPLE-FACED GROWING MOODY CHILDREN A WAY TO FEEL VALUED, A WAY TO EXPRESS THEMSELVES, AND A WAY TO EXPERIENCE SUCCESS. THANK YOU. THANK YOU. WELL, MY NAME IS ROB SHADLE, UH, TEACHER AT PRAIRIE. THANK YOU FOR THE OPPORTUNITY TO SPEAK TONIGHT. EVEN THOUGH I'M AN ART TEACHER, I DON'T THINK ART IS THE MOST IMPORTANT THING THAT WE DO, BUT I DO THINK IT'S THE HIGHEST EXPRESSION OF WHAT IT MEANS TO BE A HUMAN BEING. ART IS THE STUDY AND THE CELEBRATION OF WHAT IT MEANS TO BE ALIVE. AND AS OUR STUDENTS DO THIS, THEY PRACTICE SELF-REFLECTION, THEY PRACTICE SELF-EXPRESSION, AND THROUGH THAT THEY TELL US ABOUT THEMSELVES. WHAT ARE THEIR HOPES, THEIR DREAMS, THEIR DESIRES? WHAT DO THEY LOVE? WHAT DO THEY FEAR? WHAT HAVE THEY HAD TO OVERCOME? AND THROUGH THAT PROCESS, IT CREATES OPPORTUNITIES FOR CONVERSATIONS. AND THOSE CONVERSATIONS BECOME RELATIONSHIPS. AND AS AN EDUCATOR, I WAKE UP EVERY DAY WITH ONE GOAL, AND THAT IS TO MAKE A DIFFERENCE IN THE LIFE OF A KID. AND I HAVE, THROUGHOUT MY CAREER, I HAVE NOT FOUND ANYTHING THAT CREATES A GREATER OPPORTUNITY TO DO THAT THAN BEING AN ART TEACHER. FOR MANY OF THESE KIDS, ART IS THEIR, IT'S THEIR OPPORTUNITY TO FIND IDENTITY, IT'S THEIR OPPORTUNITY TO FIND COMMUNITY, AND IT'S THEIR OPPORTUNITY TO FIND VALIDATION. I SEE THAT EVERY MORNING WITH MY GROUP OF ABOUT 12 KIDS THAT ARE THERE, BEAT ME TO MY ROOM, AND THEY'RE THERE BEFORE SCHOOL BECAUSE THAT'S THEIR PLACE TO HANG OUT. THAT'S THEIR SAFE PLACE TO BE TOGETHER AND BE THEMSELVES. AND THEN I SEE THE SAME THING AT LUNCHTIME. I LOOK AT THE CERAMICS ROOM, THERE'S A DIFFERENT GROUP OF KIDS DOING THE EXACT SAME THING. THE ART ROOM IS THEIR SANCTUARY. IT'S THEIR PLACE TO BE ACCEPTED AND TO FEEL THAT THEY BELONG. FOR, I WANTED TO SHARE ONE PIECE WITH YOU. THIS IS A STUDENT OF MINE, BAT BAKER. BAT IS GOING TO BE ATTENDING EVERGREEN COLLEGE NEXT YEAR ON AN ART SCHOLARSHIP. BAT HAS WON AN AWARD FOR THE LAST 3 YEARS IN EVERY ART SHOW THAT SHE'S PARTICIPATED IN. BAT'S PHENOMENAL. BAT ALSO HAS A DEGENERATIVE HEALTH CONDITION. EVEN THOUGH SHE'S 18, SHE WALKS WITH A CANE. ART IS HER OPPORTUNITY IN LIFE. I HAVE ANOTHER STUDENT WHO WILL BE ATTENDING PACIFIC NORTHWEST COLLEGE OF ART IN PORTLAND NEXT YEAR, AND SHE SPENT TIME IN MY ROOM EVERY LUNCH, AND ART WAS HER SANCTUARY, WAS HER WAY TO GET THROUGH ALL THE, I'M SORRY, BUT ABUSE AND TRAUMATIC THINGS THAT SHE WAS SUFFERING AT HOME. ART WAS HER PATHWAY THROUGH LIFE. I HAVE ANOTHER STUDENT WHO'S ATTENDING CORNISH THIS YEAR UP IN SEATTLE, AND UNFORTUNATELY SHE HAD TO DEAL WITH THE PASSING OF HER FATHER SENIOR YEAR. AND ART WAS AGAIN THE PLACE THAT SHE USED STRENGTH THAT GOT HER THROUGH. THAT WAS HER PATHWAY THROUGH LIFE. SO FOR THE STUDENTS OF BATTLE GROUND, THEY NOT ONLY DESERVE TO PARTICIPATE IN THE ARTS, BUT THEY NEED THE ARTS. SO AS YOU'RE LOOKING AT YOUR SPREADSHEETS NEXT YEAR AND YOU'RE DETERMINING WHAT IS THE VALUE TO TEACH KIDS, I HOPE THAT ART WILL BE PART OF THE EQUATION. THANK YOU. THANK YOU. HI BOARD, HI EVERYONE. WONDERFUL WORDS SAID BY MY COLLEAGUES. BECKY BROYLES HERE. I TEACH AT RIVER HOMELINK. WE ARE A K-12 ALE SCHOOL, AND I'M HERE TO TALK ABOUT, THE VAST DIFFERENCE OF ART EDUCATION THAT WE HAVE IN THE ALE SCHOOLS. IT GOES FROM TRADITIONAL KIND OF ARTS CLASSES, MORE REMOTE CLASSES, TO WHERE THE KIDS ARE GIVEN PROJECTS. THEY COME IN, THEY DISCUSS THEIR FEEDBACK. THERE ARE CLASSES LIKE MINE. I RUN A STUDIO CLASS. AND SO I WITH AN ALE, WE CAN KIND OF PLAY WITH THE SCHEDULE A LITTLE BIT. I TEACH [00:10:02] PHOTOGRAPHY, GRAPHIC DESIGN, FASHION, AND ALL PORTFOLIO CLASSES ALL IN THE SAME BLOCK. AND SO IT'S A SMALL BUSINESS THAT WE RUN. AND SO WE'RE ABLE TO KIND OF CHANGE THE WAY THAT ART EDUCATION IS TAUGHT IN THE ALES, BUT THE KIDS ARE STILL GETTING THE GREATEST EDUCATION EVER FROM THE ARTS. AND I WANT TO SAY THANK YOU TO THE BOARD AND TO THE DISTRICT OFFICE FOR KEEPING THE ARTS FORWARD IN BATTLE GROUND PUBLIC SCHOOLS. RIGHT NOW, THE ARTS ARE FACING AN UPHILL BATTLE WITH THE STATE BOARD OF EDUCATION. THEY ARE PROPOSING TO CUT THE GRADUATION REQUIREMENTS FOR ART. SUB-PE, SUB-CTE. THESE DISCUSSIONS ARE STILL GOING ON. I ENTREAT YOU TO GET ON WITH THE BOARD OF EDUCATION. TELL THEM THAT THE ARTS ARE IMPORTANT. AND IF WE'RE HERE TODAY CELEBRATING ALL OF THE ARTS, WE WANT TO KEEP THE ARTS IN ALL OF OUR SCHOOLS, ESPECIALLY OUR RURAL, NON-LEVY-PASSING SCHOOLS THAT WILL FACE BUDGET CUTS CONTINUOUSLY. AND THE ARTS ARE NOT THE ANSWER TO GO. SO THAT'S MY PLEA TO YOU GUYS. PLEASE EMAIL THE SCHOOL BOARD. OH, YOU ARE THE SCHOOL BOARD, THE BOARD OF EDUCATION. THANK YOU SO MUCH. AND A ROUND OF WELL, I DON'T KNOW IF I CAN CALL A ROUND OF APPLAUSE FOR ALL THE ARTISTS THAT WE ARE FEATURING IN THIS YEAR'S VIRTUAL ART SHOW. I WISH THAT I COULD BRING EVERY SINGLE ART TEACHER HERE TO TALK WITH YOU TODAY. EVERY EXPERIENCE IS SO DIFFERENT, AND WE HAVE SO MANY DIFFERENT KINDS OF ARTS. IT'S NOT JUST VISUAL ARTS, BUT WE ALSO HAVE PERFORMING ARTS. I KNOW THAT YOU INTERVIEWED A STUDENT EARLIER TONIGHT FOR A BOARD POSITION THAT IS INVOLVED IN THE ARTS, AND IT'S JUST, IT IS A PLACE, IT IS A SANCTUARY FOR SO MANY STUDENTS. SO I WISH, I WISH EVERY STUDENT HAD THE OPPORTUNITY TO BE HERE TONIGHT AND EVERY TEACHER HAD THE OPPORTUNITY AS WELL. BUT I WOULD LIKE TO ESPECIALLY THANK AMANDA RICHTER AND JENNA BUSHER-HILL FOR PUTTING THIS TOGETHER. I KNOW THAT THEIR DEPARTMENT IS LIMITED AS WELL, AND WE'RE ABLE TO TAKE THE TIME TO GET ALL OF THIS DONE, SO THANK YOU TO THEM. AND I WOULD LIKE TO PROVIDE AN OPPORTUNITY FOR EACH OF YOU TO ASK QUESTIONS OF OUR SPEAKERS IF YOU HAVE ANY QUESTIONS ABOUT THE ARTS. SO WOULD YOU JOIN ME WAY BACK UP FRONT? QUESTIONS ABOUT THE ARTS? I DON'T HAVE I'M SORRY TO SAY I GO RIGHT AHEAD. I DON'T HAVE ANY QUESTIONS. YOU GUYS WERE ALL VERY WELL SPOKEN, REALLY. YOUR PASSION SHINES THROUGH, AND I APPRECIATE THAT. THAT'S EXACTLY WHAT I WAS GOING TO SAY. I'M SORRY TO SAY I DON'T HAVE ANY QUESTIONS. I JUST HAVE ACCOLADES, YOU KNOW. THANK YOU. THANK YOU. ALL RIGHT, AND HOPEFULLY NEXT YEAR WE'LL BE ABLE TO HAVE SOME STUDENTS BACK. SO THANK YOU FOR YOUR TIME. WELL, ANY OTHER ANYBODY ELSE? OKAY. I JUST LIKE TO SAY THANK YOU TOO. I KNOW THAT IT'S REALLY IMPORTANT FOR A LOT OF STUDENTS, NOT JUST, YOU KNOW, NOT TO SAY JUST, BUT LIKE PAINTING AND THESE OTHER THINGS, BUT, YOU KNOW, THE DANCE, THE THEATER, THE BAND, SO MANY AREAS. AND I DO HOPE THAT WE CAN CONTINUE PROVIDING THAT FOR THE STUDENTS, BECAUSE I DO REALLY THINK THAT THERE'S A GROUP OF THEM THAT NEED THIS, WHAT ALL OF YOU HAVE SAID SO ELOQUENTLY. THANK YOU. IT PROVIDES ONE MORE AREA FOR OUR KIDS TO THRIVE, AND JUST APPRECIATE ALL YOU DO TO MAKE THAT HAPPEN. YES, THANK YOU AGAIN. THANK YOU. YEAH, THANKS FOR COMING DOWN. SO WASA STUDENT LEADERSHIP AWARD, SHELLEY. SO I AM PLEASED TO ANNOUNCE A WONDERFUL AWARD. ITZEL HAS BEEN NOMINATED AND NAMED A WASA STUDENT LEADER, AND I JUST WANTED TO READ A FEW THINGS THAT WERE SAID FOR HER IN THIS NOMINATION FOR HER TO BE SELECTED. AS YOU KNOW, THIS IS PROBABLY HER, REALLY HER LAST OFFICIAL MEETING. SHE'LL PROBABLY SHOW UP, JUST KNOWING HER, BECAUSE SHE GOES ABOVE AND BEYOND, BUT WANTED TO MAKE SURE THAT I READ SOME OF THE THINGS THAT ARE TRUE ABOUT HER. SO ITZEL SERVES AS A STUDENT REPRESENTATIVE FOR BATTLEGROUND SCHOOL DISTRICT, WHERE SHE PROVIDES CONSISTENT, THOUGHTFUL, AND COURAGEOUS LEADERSHIP ON BEHALF OF STUDENTS ACROSS THE DISTRICT. IN THIS ROLE, SHE ELEVATES STUDENT VOICE IN DISTRICT-LEVEL GOVERNANCE, [00:15:01] ENSURING THAT POLICIES AND DECISIONS REFLECT REAL STUDENT EXPERIENCES. HER LEADERSHIP IS GROUNDED IN EQUITY, BELONGING, AND LONG-TERM SYSTEM IMPROVEMENT CLEAR INDICATORS OF LEADERSHIP IN SERVICE OF THE GREATER GOOD. A DEFINING EXAMPLE OF THIS LEADERSHIP OCCURRED IN NOVEMBER OF 2025 WHEN ITZEL ADDRESSED HUNDREDS OF SCHOOL BOARD MEMBERS, SUPERINTENDENTS, AND EDUCATIONAL, EDUCATIONAL LEADERS AT WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION CONFERENCE. IN THE STATEWIDE FORUM, SHE SPOKE COMPELLINGLY ABOUT THE IMPORTANCE OF STUDENT REPRESENTATIVES ON SCHOOL BOARDS, ARTICULATING HOW USING AUTHENTIC STUDENT VOICE STRENGTHENS STRENGTHENS GOVERNANCE, IMPROVES DECISION-MAKING, AND BUILDS TRUST BETWEEN SCHOOL SYSTEMS AND THEIR COMMUNITY. THIS MOMENT DEMONSTRATED VISION, COURAGE, AND INFLUENCE WELL BEYOND HER LOCAL DISTRICT. ITZEL LEADS BY EXAMPLE AND SERVES AS A POWERFUL ROLE MODEL FOR STUDENT ENGAGEMENT AND CIVIC LEADERSHIP. HER INVOLVEMENT IN ASB NATIONAL HONOR SOCIETY AND THE WELLNESS HOSA CLUB. SHE ENCOURAGES PEERS TO PARTICIPATE IN LEADERSHIP, ADVOCATE FOR STUDENT WELL-BEING, AND TAKE RESPONSIBILITY FOR IMPROVING THEIR SCHOOL COMMUNITIES. STUDENTS LOOK TO ITZEL NOT ONLY FOR GUIDANCE BUT FOR CONFIDENCE THAT THEIR VOICES MATTER AND THAT MEANINGFUL CHANGE IS POSSIBLE. ITZEL EMBODIES THE VERY BEST PUBLIC SCHOOLS HOPES TO SEE IN OUR GRADUATING YOUTH. SHE EMBODIES VISIONARY LEADERSHIP THAT ADVANCES STUDENT VOICE AT THE GOVERNANCE LEVEL, HER IMPACT BEYOND HER FORMAL ROLE INFLUENCING CONVERSATIONS STATEWIDE, HER EFFECTIVE COMMUNICATION WITH DIVERSE PROFESSIONAL AUDIENCES, HER SERVICE-ORIENTED LEADERSHIP ROOTED IN EMPATHY, RESPONSIBILITY, AND INTEGRITY. THESE ARE PRECISELY THE TYPES OF LEADERS THE AWARD WAS DESIGNED TO RECOGNIZE, AND WE ARE THRILLED THAT ITZEL IS THE WASA STUDENT LEADERSHIP AWARD WINNER THIS YEAR. WOW. ALL RIGHT, ONE MORE PICTURE. CAN WE GET A PICTURE WITH THE BOARD? YES. OKAY, CAN YOU COME UP HERE? THANK YOU. THAT'S SOMETHING THAT DOESN'T HAPPEN VERY OFTEN, AND SO WE'RE PROUD OF YOU, PISO. EMPLOYEE EXCELLENCE, SHELLEY. SO WE HAVE A NUMBER OF STAFF RECOGNITIONS AT THIS TIME OF THE YEAR. WE'RE SAYING SOMETIMES GOODBYE TO DEAR FRIENDS THAT WE'VE MADE, OR WE'RE RECOGNIZING FOLKS WHO HAVE MADE A GREAT CONTRIBUTION OVER THE COURSE OF THE YEAR. AND WE HAD A FEW THAT WE WANTED TO BRING FORWARD TONIGHT JUST BECAUSE OF THE MAGNITUDE OF THE [00:20:02] SITUATIONS THAT THEY ALL HAVE BEEN A PART OF. SO ON THE LEFT IN THE SCREEN HERE IS JONAS FREDRIKSON, AND HE TEACHES U.S. HISTORY AND WORLD STUDIES AT BATTLEGROUND HIGH SCHOOL. HE HAS RECEIVED FOR THE SECOND TIME AN AWARD, AND YOU PROBABLY RECOGNIZE THE YOUNG LADY THAT IS WITH HIM BECAUSE SHE. ELIZABETH MCALLERY HAS BEEN HERE IN THE PAST FOR THE POETRY OUT LOUD READINGS, AND SO SHE NOMINATED HIM FOR THIS AWARD. AND HER NOMINATION SAID, MR. FREDRICKSON CONSISTENTLY WORKS TO MAKE LEARNING FUN FOR HIS STUDENTS, EVEN IF IT IS IN THE GRUELING CLASS THAT IS AP US HISTORY. HE GIVES ENTICING LECTURES THAT OFTEN LITERALLY HAVE HIM JUMPING UP AND DOWN BECAUSE HE IS SO EXCITED EXCITED ABOUT WHAT HE IS TALKING ABOUT. THIS IN TURN MAKES LEARNING ENGAGING AND FUN FOR ALL OF HIS STUDENTS. AND SO HE WAS, HE WAS AWARDED THE PRESLEY PRIZE RECENTLY, AND WE WANTED TO MAKE SURE AND ACKNOWLEDGE THAT IS THE SECOND TIME HE'S RECEIVED THAT AWARD. AND THEN ON THE RIGHT IS BETH DOWDY, AND BETH DOWDY TEACHES IN OUR ASPIRE PROGRAM. SHE ALSO IS AN AMAZING HISTORY TEACHER. AND SHE RESEARCHED, SHE DID RESEARCH FOR THE SILENT HEROES PROJECT, SPECIFICALLY FOR CLIFFORD MAST. AND BECAUSE OF HER WORK AND HER RESEARCH, THE STORY IS NOW MEMORIALIZED ON THE SILENT HEROES WEBSITE. AND IT HONORS HIS SERVICE AND HIS SACRIFICE SO THAT FUTURE GENERATIONS CAN READ ABOUT WHAT HE'S DONE. AND SOME OF THESE SILENT HEROES ARE PEOPLE WHO HAVE NOT BEEN RECOGNIZED PREVIOUSLY FOR THEIR MILITARY OR OTHER SERVICE THAT THEY HAVE GIVEN TO THE, TO THE UNITED STATES. AND SO IT'S A REALLY IMPORTANT PIECE. AND HE WAS A SERVICE MEMBER DURING THE KOREAN WAR. SO IF YOU WANT THAT LINK, I CAN SEND IT TO YOU, BUT IT HAS LOTS OF STORIES OF EDUCATORS ACROSS THE NATION THAT HAVE DONE RESEARCH ON INDIVIDUALS. COULD YOU SEND THAT, PLEASE? SURE, YEAH, I'D LOVE TO. SO WE RECOGNIZE HER WORK FOR THAT RESEARCH. THAT'S GREAT. AND THEN NEXT ON YOUR LEFT, CHERYL, CHERYL ODELL. SHE'S OUR HELP DESK TECHNICIAN, AND SHE'S BEEN A LEADER IN PUBLIC SCHOOL EMPLOYEES UNION. SHE'S ACTUALLY BEEN A PRESIDENT FOR MANY, MANY YEARS. SHE'S RECEIVING THE RECOGNIZE EXCELLENCE AND CLASSIFIED HERO AWARD. IT'S CALLED THE REACH OR YEAH, REACH, REACH AWARD. SHE ITS PURPOSE,THE PURPOSE OF THE AWARD IS ACTUALLY TO RECOGNIZE SUPPORT STAFF WHO PROMOTE SAFE LEARNING ENVIRONMENTS AND THEY ARE FOSTERING STUDENT SUCCESS. WHAT I WILL SAY ABOUT THIS AWARD IS IT'S IT'S A LITTLE BIT BITTERSWEET. CHERYL IS RETIRING AT THE END OF THIS YEAR AFTER 29 SERVICE, 29 YEARS OF SERVICE TO BATTLE GROUND PUBLIC SCHOOLS. SO WE'RE JUST THRILLED THAT, THAT SHE RECEIVED THIS HONOR. IT'S VERY WELL DESERVED. AND THEN OFF TO YOU TO THE RIGHT, BRAD TUHART AND MIKE KESSLER, THEY ACCEPTED A WASA SERVICE AWARD, AND THAT AWARD AWARD IS FOR THEIR VOLUNTEER SUPPORT FOR WIAA. AND IF YOU DON'T KNOW YOU PROBABLY DO KNOW WE HAVE BEEN SPONSORING THE STATE CHEER CHAMPIONSHIPS THE LAST FEW YEARS. AND I DON'T KNOW IF THEY JUST PULLED OUT COTS OR WHAT, BUT BASICALLY EVERY SINGLE TIME AND LYNELL AND I, AND I'VE DONE IT FOR A COUPLE YEARS YOU WE GET TO GO DO THE WELCOME, AND WE'RE THERE FOR 20 MINUTES, HALF AN HOUR, MAYBE AN HOUR, AND THEY'RE ALWAYS THERE. SO THEY'RE GIVING AN INCREDIBLE AMOUNT OF TIME AND THEY'RE MAKING SURE EVERYTHING RUNS SMOOTHLY. IN FACT, YOU HEARD MICK HOFFMAN COME AND THANK US FOR THAT. A LOT OF THE SUCCESS HAS TO DO WITH THESE TWO GENTLEMEN AND IT'S A VERY DESERVING SERVICE AWARD FOR BOTH OF THEM. AND THEN, AS YOU MIGHT BE AWARE, LAST TUESDAY WE HAD THE LEARN HERE HEROES. AND THE LEARN HERE HEROES IS A PART OF THE IDENTITY CLARK COUNTY AWARDS THAT TWO PEOPLE FROM EACH DISTRICT GET, CAN BE RECOGNIZED. AND EACH YEAR ONE VOLUNTEER AND ONE, ONE EMPLOYEE CAN BE RECOGNIZED. AND WE NOMINATED THIS YEAR BROOKE TRANG FROM READ NORTHWEST, WHO HAS, HAS GROWN OUR PARTNERSHIP THIS YEAR BY ADDING MULTIPLE SCHOOLS SCHOOLS. YOU'VE HEARD HER SPEAK AS WELL HERE AT A BOARD MEETING. AND THEN AS WELL, WANTED TO RECOGNIZE [00:25:02] FOR SURE REBECCA OLSON, WHO'S OUR DAYBREAK MIDDLE SCHOOL COUNSELOR, AND SHE'S ACTUALLY SPOKEN HERE A NUMBER OF TIMES AS WELL, AND A MEMBER OF THE CITIZENS ADVISORY COMMITTEE. BOTH OF THEM RECEIVED THAT AWARD LAST TUESDAY, AND DEBBIE WAS THERE TO CONGRATULATE THEM AS WELL. THAT WAS NICE. AND THEN I WANTED TO DO A SHOUT-OUT TO TWO OF OUR WONDERFUL EMPLOYEES THAT I SEE ONE OF THEM HERE, THE OTHER ONE NOT HERE TONIGHT. TAMARA SHEETS RECEIVED THE DISTRICT DIRECTOR OF SCHOOL COUNSELING. TAMARA HAS TAKEN OVER COUNSELORS SINCE A TIME WHEN I ACTUALLY OVERSAW THEM MY FIRST YEAR AS DEPUTY SUPERINTENDENT. VERY POORLY. I WILL JUST ADD THAT I WAS NOT SKILLED IN THAT ROLE, SO WHEN TAMARA CAME IN AND PUT SOME SYSTEMS IN PLACE AND HELPED SUPPORT THAT TEAM, I THINK THEY HAVE FELT VERY, VERY, VERY SUPPORTED WITH HER EFFORTS, AND I THINK THAT IS A TESTAMENT TO WHY IN WHICH SHE RECEIVED THIS AWARD AS WELL. AND THEN WE ARE VERY PROUD TO SAY THAT MICHELLE SCOTT HAS HAS NOW BEEN NAMED OR BECOME THE PRESIDENT OF THE WASHINGTON ASSOCIATION OF SCHOOL BUSINESS OFFICIALS FOR WASHINGTON STATE. SO SHE IS ON THAT STATE BOARD AND SERVING IN THE PRESIDENCY FOR THE NEXT YEAR. WE'RE VERY PROUD OF HER, AND WE OFTEN SAY THAT WE HAVE, HAVE THE VERY BEST THAT CFO WORK CAN PROVIDE IN MICHELLE SCOTT. SO WE'RE SO PROUD OF HER AND SO GLAD THAT SHE'S SERVING IN THAT ROLE MOVING FORWARD. SO JUST WANTED TO ACKNOWLEDGE ALL OF THE WORK. MANY OF OUR STAFF HAVE BEEN DOING GREAT THINGS, BUT CERTAINLY WANTED TO TAKE A MINUTE AND JUST RECOGNIZE EVERYONE THAT'S LISTED HERE TODAY SO THAT YOU COULD HEAR ABOUT THEIR ACCOMPLISHMENTS. THANK YOU. THANK YOU. WE SHOULD SAY THANK YOU TO THEM TOO. VERY GOOD. SO NEXT [6. Student Voice] THING ON THE AGENDA IS STUDENT VOICE. DO WE HAVE ANY STUDENTS IN THE AUDIENCE WHO WOULD LIKE TO ADDRESS THE BOARD? THEN TOBY AND ITZEL. OKAY, SO ESSENTIALLY THIS PRESENTATION IS LIKE AN OVERALL, BECAUSE LIKE WE'VE SHOWN YOU GUYS EACH, LIKE THE SURVEY RESULTS OF EACH SCHOOL, SO LIKE THIS IS KIND OF JUST LIKE THE AVERAGE OF WHAT ALL THE SCHOOLS IN TOTAL SAID TOGETHER AND LIKE THE MAJOR THEMES AND LIKE THE PERCENTAGES OF HOW THEY AGREE OR DISAGREE WITH OUR QUESTIONS THAT WERE ON THE SURVEY. OH, WELL, YEAH, WE VISITED THEM, LIKE ALL THE SCHOOLS. SCHOOLS WELL, MOST OF THEM EXCEPT AMBOY, BUT, AND YET, SO THIS IS KIND OF THE OVERVIEW. SO THESE WERE THE 3 QUESTIONS THAT WERE ON THE SURVEY THAT WE SENT OUT TO ALL THE SCHOOLS. THE FIRST ONE WAS, DO YOU FEEL SUPPORTED BY THE STAFF AT YOUR SCHOOL? THE NEXT IS, DO YOU OR YOUR CLASSMATES FEEL AFFECTED BY THE LEVY FAILURE? AND THE LAST ONE IS, DO YOU FEEL THERE ARE LIMITED OR LESS RESOURCES FOR YOU AND YOUR FAMILY? THE OVERALL THEME FOR THIS YEAR THAT WE DID WAS OBVIOUSLY AROUND THE LEVY FAILURE. WHICH IS WHY THE 3 QUESTIONS ARE BASED OFF OF THAT, KINDA. AND THEN THIS IS THE PARTICIPATION. SO WE HAD 1,697 PARTICIPANTS, 01,562 THOUGHTS, AND THEN 41,000 RATINGS. AND THE RATINGS ARE AFTER YOU ANSWER THE QUESTIONS, YOU CAN RATE WHAT OTHER PEOPLE SAID, AND THAT'S WHY THAT NUMBER'S A LOT HIGHER. AND I'D ALSO LIKE TO ADD, GOING BACK TO THE LAST SLIDE, IS THAT OUR NUMBERS HAVE GROWN INCREASINGLY COMPARED TO LAST YEAR. LAST YEAR WE'D PROBABLY, IF I HAD TO ESTIMATE, WE ONLY TALKED TO A COUPLE HUNDRED STUDENTS, LIKE, BECAUSE WE WERE MEETING WITH THEM IN PERSON ONE-ON-ONE AND WE'D WRITE DOWN ALL THE COMMENTS THAT THEY HAD TOLD US. SO WITH THIS SURVEY, WE'VE REACHED OVER 1,000 STUDENTS, WHICH IS WONDERFUL. AND ON TOP OF THAT, WE ALSO TALKED TO KIDS PERSONALLY. SO I WOULD JUST LIKE TO SAY WE PROBABLY TALKED TO AT LEAST AT LEAST 1,800 KIDS THIS YEAR. SO, IT'S SO MAY I ASK A QUESTION ON THAT? THAT'S REALLY IMPORTANT. SO YOU ASKED THESE SAME QUESTIONS THE YEAR BEFORE, BUT IN A MORE PERSONAL KIND OF A WAY, SO YOU DIDN'T HAVE AS MUCH PARTICIPATION. DID I UNDERSTAND THAT CORRECTLY? YES. SO LAST YEAR WE ALSO KIND OF SPOKE ABOUT THE LEVY WITH CERTAIN KIDS, BUT IT WAS MOSTLY ABOUT THE PHONE POLICY. THAT WAS THE ISSUE LAST YEAR, BUT EITHER WAY, THE AMOUNT OF KIDS, STUDENTS WE WERE TALKING TO WAS WAY LESS THAN WHAT WE HAD TODAY. THAT'S WHAT I NEEDED TO HEAR. OH, SORRY. AND THEN THIS IS THE PARTICIPATION WITH LIKE EACH SCHOOL. SO OBVIOUSLY LIKE SMALLER SCHOOLS ARE GONNA HAVE LESS, LIKE A PERCENTAGE, [00:30:01] BECAUSE THE POPULATION OF THEIR SCHOOL IS SMALLER. AND THEN WE, IF YOU LOOK AT PRAIRIE, IT'S 0% BECAUSE ON THAT VISIT WE WERE FOCUSED ON TALKING TO STAFF SINCE WE HAVE ITSELF TO KIND OF LIKE GIVE US THE VOICE OF THE STUDENTS. SO WE TALKED TO STAFF THERE AND WE JUST LIKE THE SURVEY DIDN'T GET SENT THERE. AND THEN YEAH, THOSE ARE KIND OF THE PERCENTAGES. IT MAKES SENSE THAT BATTLEGROUND AND LAUREN ARE LIKE THE HIGHEST BECAUSE THEY HAVE LIKE A HIGHER POPULATION. BUT, AND THEN THESE ARE THE PERCENTAGES FOR THE QUESTIONS. SO THE FIRST QUESTION, WHICH THIS IS, I, I LIKE THE NUMBERS FOR THIS. DO YOU FEEL SUPPORTED? ONLY 10% SAID THEY DIDN'T, WHICH IS. I MEAN, THAT'S REALLY GOOD. AND THEN 46% AGREE, 17% STRONGLY AGREE, AND THEN 26% ARE INDIFFERENT. AND THEN THIS IS A LITTLE BIT MORE CONCERNING THAN THE FIRST ONE. SO THIS IS IF THEY'RE AFFECTED BY THE LEVEE FAILURE, AND ONLY 15% SAID THAT THEY DISAGREE WITH THAT, WHICH MEANS THAT 49% OF KIDS SAID THAT THEY ARE AFFECTED BY THE LEVEE FAILURE. AND MIND YOU, A BIG PERCENTAGE OF THOSE ARE LIKE MIDDLE SCHOOL KIDS AND PRIMARY KIDS. IT'S NOT, NOT, NOT A REALLY GOOD LOOK, NOT SOMETHING WE WANT. AND THEN 36% ARE INDIFFERENT. SO THAT'S KIND OF GOES TO SHOW HOW CONCERNING THE LEVEE IS. AND THEN THE LAST QUESTION IS, DO YOU FEEL THERE ARE LIMITED AND LESS RESOURCES FOR FOR YOU AND YOUR FAMILIES, THIS IS, IT'S NOT SUPER GOOD, BUT 13% STRONGLY DISAGREE, 24% DISAGREE, AND THEN 39% ARE INDIFFERENT, AND THEN 17% AGREE AND 7% STRONGLY AGREE. SO WE HAVE LIKE 24% OF KIDS THAT ACTUALLY DO AGREE, WHICH IS KIND OF, IT'S KIND OF HIGH, TO BE HONEST, FOR LIMITED RESOURCES, WHICH CAN BE DIRECTLY ATTRIBUTED TO THE LEVY BECAUSE IT JUST CREATES LESS RESOURCES FOR KIDS. OKAY, AND THEN SOME OF THE TOP THEMES THAT WE'VE SEEN FROM THE SURVEY RESULTS IS BULLYING AND SAFETY, SCHOOL RESOURCES AND FUNDING, FACILITIES AND ENVIRONMENT, ACADEMIC CONCERNS, AND EXTRACURRICULAR ACTIVITIES. AND THEN FOR THIS SLIDE, WHAT WE DID IS WE ADDED ALL OF OUR SURVEY RESULTS RESULTS TO KIND OF MIX TOGETHER HOW ALL OF OUR TOP THEMES WORK TOGETHER AND CREATE THIS BIG ISSUE AND HOW IF WE WERE TO FIX CERTAIN THINGS THAT IT WOULD FIX THE WHOLE ISSUE. SO AS YOU CAN SEE, SIDE A, BULLYING AND SAFETY CONCERNS, WHICH IS ONE OF THE TOP THEMES, AND THEN YOU CAN KIND OF READ THROUGH THAT, IT'S A LITTLE LONG. AND THEN WHILE YOU GUYS READ, ON SLIDE B, IT ALSO TALKS ABOUT SCHOOL AND FUNDING RESOURCES, WHICH WERE BOTH ONE OF OUR TOP THEMES, AND HOW THOSE COME TOGETHER IS WITH OUR COMMON GROUND, WHICH IS JUST THE NEED FOR A SUPPORTIVE ENVIRONMENT. A LOT OF THESE KIDS NEED THESE THINGS TO FEEL SUPPORT, TO PUSH THROUGH EVERY DAY IN SCHOOL, TO JUST HAVE SOMETHING TO LOOK FORWARD TO, AND KNOWING THAT THOSE THINGS AFFECT OUR KIDS IN SUCH A WIDE SPECTRUM, IT'S SUPER DISHEARTENING. YEAH, AND THEN FOR LIKE THE NEXT LIKE 5 SLIDES, THESE ARE JUST LIKE SPECIFIC THOUGHTS THAT THE KIDS SAID THEMSELVES. LIKE THESE ARE LIKE DIRECTLY FROM THE KIDS, NOTHING'S CHANGED, LIKE IT'S JUST UNCUT OF LIKE WHAT THEY SAID UNDER OUR 5 THEMES. SO THE FIRST ONE WAS BULLYING, SO THESE OR SPORTS, SORRY. THIS IS JUST LIKE, WELL, I MEAN, YEAH, LIKE NO SPORTS IS KIND OF TERRIBLE FOR KIDS. LIKE, BECAUSE WE HAD TEACHERS TALKING ABOUT ART, RIGHT? AND THAT'S A WAY FOR THEM TO EXPRESS THEIRSELF. SPORTS IS ANOTHER WAY FOR THEM TO LIKE, GET OUTSIDE OF THEIR OWN LIVES AND BE SOME PART OF SOMETHING ELSE. SO, AND THEN THIS IS ALSO JUST LIKE CONCERNS ABOUT THE LEVY AND WHATNOT. AND THEN I WOULD. SORRY. AND THEN I WOULD LOOK TO THE RIGHT OF THE COMMENTS AS YOU CAN SEE, THERE ARE STARS AND THEY ARE RATED OUT OF 1 THROUGH 5, AND THEN THEY HAVE LITTLE NUMBERS THAT HAVE THE PARTICIPANTS OF THE STUDENTS WHO HAVE RATED THOSE. SO ON OUR SURVEY, STUDENTS CAN RATE EACH OTHER'S COMMENTS FROM 1 TO 5 ON HOW MUCH THEY AGREE OR DISAGREE. SO BASICALLY, AS YOU CAN SEE, OUT OF THOSE PARTICIPANTS, IT'S A 4.2 OUT OF ALL THE PARTICIPANTS THAT HAVE RATED OTHER PEOPLE'S COMMENTS. AND AS YOU CAN SEE, THAT THESE ISSUES OF THESE COMMENTS HAVE BEEN RATED HIGH 4.2, 4.1, AS YOU SEE IN OUR OTHER COMMENTS THAT WE'RE GOING TO SHOW YOU, 4.3. AND JUST THE NUMBER IS STAYING INCREASINGLY HIGH, WHICH IS SOMETHING THAT YOU GUYS SHOULD DEFINITELY LOOK INTO. AND WHILE YOU'RE LOOKING AT OUR COMMENTS AND JUST HEARING THESE STUDENTS, LIKE PUTTING A FACE BEHIND THESE STUDENTS. SOME OF THESE STUDENTS ARE MIDDLE SCHOOLERS WRITING THIS, 5TH GRADERS, LITTLE KIDS WHO KNOW WHAT'S GOING ON AND ARE FEELING THE IMPACT IMPACT OF WHAT'S GOING ON. SO MAKING SURE THAT YOU'RE NOT JUST READING IT LIKE IT'S A PARAGRAPH, BUT READING IT LIKE IT'S A [00:35:01] STUDENT WHO IS POURING THEIR HEART OUT INTO WHAT THEY'RE FEELING AND THE ISSUES THAT THEY ARE FACING ON A DAY-TO-DAY RIGHT NOW. AND YEAH, IT'S JUST MORE COMMENTS. THIS IS, JUST WHAT THE KIDS THOUGHT WERE IMPORTANT THAT YOU GUYS CAN READ IT, BUT IT'S LIKE THEY DON'T HAVE ENOUGH FUNDS, AND SO THEY'RE LOSING THEIR PROGRAMS, THEY'RE LOSING THEIR SPORTS. AND THEN THE LAST ONE'S ABOUT LIKE THEIR PHONES, BUT YEAH. OH NO, IT'S NOT. IT'S ABOUT BULLYING, ACTUALLY. TERRIBLE. ALSO BAD. YEAH. BUT YEAH, IT'S JUST, I DON'T KNOW, I FEEL LIKE THESE ARE LIKE, OBVIOUSLY LIKE THE DATA IS SUPER IMPORTANT, BUT LIKE THE COMMENTS THEMSELVES TOO ARE ALSO SUPER IMPORTANT BECAUSE THIS IS COMING DIRECTLY FROM THE KID. LIKE, THEY'RE KIND OF JUST SAYING WHAT THEY'RE STRUGGLING WITH AND WHAT THEIR CONCERNS ARE. I THINK IT SPEAKS TO THE LEVEL OF STUDENT INPUT AND VOICE THAT YOU TWO HAVE WORKED REALLY HARD ON. I THINK THIS IS SO IMPORTANT, AND TO, TO I MEAN, I'VE LOOKED AT THE SURVEY A LOT, BUT TO SEE IT AND HAVE STUDENTS LIKE ARTICULATE THE STRUGGLES SO WELL, AND YOU THINK ABOUT THE MAJORITY ARE MIDDLE SCHOOL STUDENTS, AND I DON'T KNOW WHAT OTHER MIDDLE SCHOOL STUDENTS AROUND US MIGHT HAVE THE LEVEL OF AWARENESS ABOUT FINANCIAL SITUATIONS LIKE OURS DO, BUT I THINK THE INSIGHTS THAT YOU WERE ABLE TO GLEAN FROM ALL OF YOUR VISITS IS REALLY HELPFUL. YEAH, ONTO WHAT YOU'RE SAYING IS LIKE, ME AND TOBY ARE GRATEFUL FOR THE POSITION WE HAVE TO REPRESENT THE STUDENTS WE SEE ON A DAY-TO-DAY, BUT THERE'S SO MANY OTHER KIDS IN OUR DISTRICT WHO ARE MATURE ENOUGH, WHO KNOW WHAT'S GOING ON, WHO DO THEIR RESEARCH ON A DAY-TO-DAY, AND GIVING THEM THE OPPORTUNITY WITH THIS SURVEY, GIVING THEM THE OPPORTUNITY TO GO TO THEIR SCHOOLS AND TO THEM AND ASK THEM THESE QUESTIONS AND GET THEIR INPUT, LIKE WHEN THEY NEVER DO, OR THEY NEVER EVEN SPEAK UP AT TIMES BECAUSE THEY'RE SO DISHEARTENED ABOUT THE DECISIONS WE'VE HAD TO MAKE. JUST GIVING THEM THE OPPORTUNITY TO SPEAK UP, KNOWING THAT THEY ARE BEING HEARD, INCREASES THE AMOUNT OF STUDENTS THAT COME TO OUR BOARD MEETINGS WHO TALK, INCREASES THE NUMBER OF STUDENTS WHO WANT TO SIT ON OUR BOARD LIKE ME AND TOBY HAVE AND SPEAK ON THE ISSUES THAT THEY'RE FACING ON A DAY-TO-DAY. AND THEN DO YOU GUYS HAVE ANY QUESTIONS? I'M WONDERING TOO, I KNOW, I KNOW YOU GUYS ARE GONNA TALK ABOUT THIS NEXT, BUT IF YOU HAD TO REDO IT, WOULD YOU DO IT THE SAME WAY? OR LIKE, AND OUR LESSONS LEARNED AS LIKE A FIRST YEAR AS A BOARD TOGETHER, WHAT ARE, WHAT ARE YOUR THOUGHTS ABOUT THE IMPLEMENTATION OF THIS AND HOW IT MIGHT BE BETTER NEXT YEAR? DO YOU WANT THOUGHTS AROUND THAT? I KNOW YOU'LL TOUCH ON IT, BUT I'D LOVE TO KNOW KIND OF YOUR THOUGHTS ON JUST TAKEAWAYS FROM THE EXPERIENCE. YEAH, I WELL, LIKE, ONE OF MY BIG TAKEAWAYS IS LIKE, STUDENTS HAVE A LOT TO SAY, LIKE A LOT. AND I THINK IT WAS IMPLEMENTED PRETTY WELL. I DO. I. AT THE CAC MEETING, ONE OF THE PEOPLE, THEY BROUGHT UP LIKE, WHAT ABOUT PARENTS? LIKE, DO KIDS GO HOME AND SHOW THIS TO THE PARENTS, LIKE, HOW IS THIS, LIKE, MAKING A CHANGE? AND I THINK, LIKE, COMING NEXT YEAR, I DO WANT LIKE, I HAVEN'T THOUGHT OF ANYTHING IN SPECIFIC, BUT I DO WANT TO GET THESE RESULTS OUT FURTHER TO PARENTS BECAUSE I WANT, LIKE, THIS TO ACTUALLY CAUSE A CHANGE BECAUSE IT'S IMPORTANT FOR US TO SEE IT. BUT ULTIMATELY, LIKE, PARENTS, BECAUSE PARENTS ARE, LIKE, THEIR KIDS. IF KIDS AREN'T AT SCHOOL, THEY'RE WITH THEIR PARENTS, RIGHT? AND THEY'RE A SUPER BIG IMPACT TO THE ENVIRONMENT AS WELL. SO I THINK THAT GETTING THIS INFORMATION OUT TO PARENTS AND LIKE HAVING THEM BE MORE INVOLVED TO HELP BUILD THIS A BETTER ENVIRONMENT FOR THE KIDS WILL BE SUPER IMPORTANT. BUT AS OF IMPLEMENTATION-WISE, I DO THINK WE DID A PRETTY GOOD JOB GETTING LIKE A WIDE VARIETY OF KIDS TO TALK THIS YEAR AND THEIR OPINIONS. YEAH. ONTO THAT, I FEEL LIKE THERE'S NOTHING I WOULD CHANGE ABOUT THE SURVEY. I MEAN, IT'S BEEN SUCH A POSITIVE IMPACT ON HOW WE SPEAK ON ISSUES AND HOW WE REPRESENT OUR STUDENTS. I JUST THINK THIS SURVEY HELPS US SEE THE BIGGER PICTURE AND LOOK AT THE NEXT STEPS. OKAY, WHAT'S THE NEXT PROJECT THAT WE HAVE TO DO? WE'RE SEEING ALL THESE STUDENTS SPEAK UP. LET'S WORK TOGETHER. LET'S WORK WITH THEM. LET'S MAKE THIS BIGGER STUDENT COUNCIL THAT ME AND TOBY HAVE THIS GREAT IDEA ON AND JUST INCREASE AND GROW IT AND SHOW THAT STUDENTS CAN HAVE THE OPPORTUNITY OPPORTUNITY TO SPEAK UP. IT DOESN'T MATTER WHAT YOUR BACKGROUND IS. IT DOESN'T MATTER IF YOU'VE MADE BAD DECISIONS. LIKE, YOU STILL DESERVE A VOICE. YOU STILL HAVE A CHANCE TO MAKE A CHANGE IN LIFE AS LONG AS YOU'RE GIVEN THE VOICE TO BE HEARD, TO ASK FOR HELP, TO ASK FOR THOSE RESOURCES. SO THERE'S NOTHING I WOULD REALLY CHANGE. IT'S JUST USE NOT JUST LEAVING THE SURVEY AS A SURVEY, [00:40:01] BUT USING THE SURVEY TO CREATE NEXT STEPS OF WHAT THE BOARD BOARD CAN DO TO HELP THESE STUDENTS. WHAT'S OUR NEXT PROJECT? WHAT'S NEXT YEAR'S PROJECT? BECAUSE COMPARED TO LAST YEAR, IT'S WONDERFUL. IT'S BETTER THAN WHAT WE DID LAST YEAR AND THE YEARS PRIOR TO THAT. SO, QUESTIONS? I HAVE TWO. MY FIRST ONE IS, THESE SLIDES 12 TO 19 WITH THE QUESTIONS. DO I THE WAY I'M LOOKING AT THIS, IS IT CORRECT? THESE ARE COMMENTS MADE BY SOMEONE. MY CONCERNS THAT ARE, THERE ARE NO SPORTS. SOMEBODY MADE THAT COMMENT, OKAY? AND THEN EVERYBODY READS THAT COMMENT AND THEY PRETTY MUCH SAY, YEAH, THAT REALLY RESONATES WITH ME, I AGREE WITH THAT. AND THAT'S WHAT THE STARS ARE, I SEE. SO THERE'S PROBABLY COMMENTS WHERE THERE'S LIKE ONLY ONE STAR. YOU KNOW, THAT'S OKAY. SO THESE ARE THE ONES THAT BIG TIME EVERYBODY AGREED WITH AND SAID, YEAH, THAT RESONATES WITH ME, RIGHT? THAT'S WHAT THIS IS. OKAY. ALL RIGHT, ANOTHER QUESTION. I WAS JUST TRYING TO THINK CREATIVE, CREATIVELY HOW WE COULD GET THIS. MAYBE I'LL PUT SOME OF THESE ITEMS INTO THE NEWSLETTER, OR MAYBE THERE WOULD BE OTHER WAYS TO COMMUNICATE WITH PARENTS. MAYBE LIKE A PARENT NIGHT AT EACH OF THE SCHOOLS OR OTHER OPPORTUNITIES. THAT WAY THIS INFORMATION COULD BE GIVEN OUT SO THAT THEY DO HAVE IT AND HAVE ACCESS TO IT. YEAH, I THINK MY QUESTION HERE IS, YOU KNOW, KIND OF LOOKING AT THE TRENDS TOWARDS THE END OF THE THE STATS HERE. SOME PEOPLE ARE REALLY RUDE AND KEEP CUSSING AND CALLING PEOPLE SLURS. BULLIES SAYING, BULLIES AND PEOPLE SAYING RUDE OR OUT-OF-POCKET COMMENTS OR RACIST THINGS. BULLYING AND DISCRIMINATION. BULLIES AREN'T BEING PUNISHED WELL ENOUGH. IS THERE ANY OF THE SCHOOL, WAS IT PRETTY UNIFORM ACROSS THE DIFFERENT SCHOOLS, OR IS CERTAIN SCHOOLS EXPERIENCING THIS MORE THAN OTHERS? WELL, I MEAN, OBVIOUSLY, LIKE, THE FIRST KEY DIFFERENCE HERE IS A HIGH SCHOOL IS GOING TO EXPERIENCE MORE OF THIS THAN A PRIMARY. BUT YEAH, THERE WERE, THERE'S BECAUSE ALTERNATIVE SCHOOLS, THEY'LL EXPERIENCE LESS OF THIS BECAUSE, LIKE, I DON'T KNOW, LIKE, THE KID, THERE'S JUST LIKE, IT'S SMALLER IN NUMBER AND LIKE THE KIDS ARE JUST MORE COMFORTABLE, YOU KNOW, LIKE, BECAUSE LIKE IT'S MORE LIKE, I THINK THE MAIN, THE MAIN REASON BULLYING IS A FACTOR IS IT'S A NEED FOR ATTENTION, RIGHT? SO AT A SMALLER SCHOOL LIKE IN ALE, THERE'S MORE STUDENT-TO-TEACHER, LIKE, ATTENTION, SO IT'LL BE LESS OF THAT. SO LIKE AT BIGGER SCHOOLS, YOU CAN TEND TO EXPECT MORE BULLYING. SO TO ANSWER YOUR QUESTION, YEAH, THERE ARE SPECIFIC SCHOOLS, THERE ARE MORE BULLYING THAN OTHER SCHOOLS, AND THERE ARE DIFFERENT TRENDS AND EVERYTHING TOO OF PROBLEMS. SO YOU'RE SEEING IT MORE AT THE COMPREHENSIVE HIGH SCHOOLS? THERE, YEAH. ESSENTIALLY. OKAY, SO, ITZEL, DO YOU HAVE SOMETHING? NO, I WOULD JUST SAY, YEAH, LIKE TOBY SAID, I FEEL LIKE IT'S MORE ABOUT RATIO BECAUSE ALE, OUR ALES, FOR EXAMPLE, RHL WORKS WITH COMMUNITY MEMBERS. WE HAVE FAMILIES AT OUR SCHOOLS HELPING, SO THERE'S MORE EYES ON STUDENTS. THERE'S LESS STUDENTS KIND OF SEPARATING THEMSELVES AND DOING THESE THINGS. BUT WHEN IT COMES TO OUR COMPREHENSIVE, WHERE IT'S ONE TEACHER WITH 30 STUDENTS AND MORE. IT'S HARD. IT'S REALLY HARD TO WATCH EVERY STUDENT AND MAKE SURE EVERYBODY'S DOING IT CORRECTLY WHILE TEACHING A LESSON, WHILE MAKING SURE EVERY KID IS PASSING, WHILE MAKING SURE YOU'RE KEEPING UP ON YOUR GRADING. IT'S DIFFICULT. AND I THINK THAT'S THE THING THAT SHOWS THAT WHEN THE LARGER THE NUMBERS AND THE LESS SUPPORT THAT WE HAVE, MEANING LESS STAFF, RIGHT? THAT'S WHEN THE BULLYING INCREASES. FOR THE, FOR THE DISTRICT, I'D LOVE TO SEE THIS PERCEPTION THAT BULLIES AREN'T BEING PUNISHED WELL ENOUGH AND KIDS FEEL UNSAFE. BE GREAT. I KNOW WE REPORT IT TO THE STATE AND THE DIFFERENT THINGS. I'D LOVE TO HEAR MORE INFORMATION ABOUT THE PUNISHMENTS FOR BULLIES AND SOME OF THE RACIAL SLURS AND WHAT'S HAPPENING TO SEE IF THERE'S A WAY THAT MAYBE AS THE BOARD WE CAN HELP WITH POLICIES OR WHATEVER IT IS TO ASSIST THE DISTRICT TO HELP NIP THIS IN THE BUD. ARE YOU WANTING LIKE DATA IN TERMS OF SCHOOL? SO UNPACK THAT A LITTLE MORE BECAUSE THE POLICIES ARE WHAT DRIVES LIKE THE INVESTIGATIVE PROCESS. SO IF YOU'RE LOOKING FOR LIKE SPECIFIC DISCIPLINE DATA AND DOING LIKE A DATA DIVE WORK SESSION. THAT'S VERY DOABLE. WHAT ARE YOU KIND OF LIKE, TALK ME THROUGH YOUR THOUGHT PROCESS HERE. WELL, IT'D BE JUST AN EXPLORATORY. THAT PERSONALLY I WOULD LIKE TO KNOW MORE ABOUT THIS TO SEE IF THERE'S A WAY THAT WE CAN SUPPORT THE [00:45:01] DISTRICT. THOUGHTS FROM THE REST OF THE BOARD ON THAT ONE? I THINK THAT WOULD BE A WELL, AS WE GO OVER THESE NUMBERS, AGAIN, BACK TO WHAT I ASKED, SO THESE ARE THE, THESE ARE COMMENTS, RIGHT, THAT INDIVIDUAL STUDENTS MADE THAT THEN ROSE UP TO THE TOP OF ALL THESE COMMENTS BECAUSE ALL THESE PEOPLE AGREED WITH THESE STATEMENTS. YES. AND SO, SO MANY OF THESE STATEMENTS ARE ABOUT BULLYING, IT SEEMS TO ME. I MEAN, GEE WHIZ, SEEMS LIKE A LOT OF THEM ARE ABOUT BULLYING. YEAH. SO THESE ARE THE, THE, THE THINGS THAT PEOPLE SAID, AND EVERYBODY IDENTIFIES WITH THESE COMMENTS. SO THERE'S GOT TO BE SOMETHING GOING ON THAT I WOULD I WOULD LOVE TO UNDERSTAND MORE DEEPLY WHAT WE ARE DOING WITH THIS AND ABOUT THIS. THAT'S ALL THAT I WOULD ADD. I THINK SOMETHING. SORRY, I KEEP CUTTING YOU OFF. THAT'S ALL RIGHT. NO, THE ONLY THING THAT I WOULD ECHO IS A LOT OF WHAT TOBY AND ITZEL HAVE FOUND IN THE DATA IS THAT RELATIONSHIP. WE TALK ABOUT WHY WE HAVE A SAFE AND CARING ENVIRONMENT AS ONE OF OUR THREE PILLARS OF OUR STRATEGIC PLAN. STRATEGIC PLAN, AND THE REASON THAT WE HAVE IT IS PRECISELY THIS REASON, AND IT GOES BACK TO WHAT THEY WERE TALKING ABOUT. HAVING A SAFE ADULT THAT EACH STUDENT IDENTIFIES WITH IS CRITICAL TO, ONE, GET THE REPORTING, BECAUSE THE OTHER THING THAT I BELIEVE IS AN ISSUE FOR US AT TIMES IS STUDENTS ACTUALLY REPORTING THE BULLYING THAT THEY'RE THAT'S HAPPENING FOR THEM. AND THEN SECONDLY, HAVING THE LEVEL OF STAFF THAT WE NEED IN ORDER TO RESPOND TO IT, BECAUSE DEPENDING ON THE LEVEL OF THE ISSUE, YOU KNOW, OBVIOUSLY THERE'S TRAINING THAT HAPPENS DEPENDING ON THE AGE, WHAT YOU CAN EXPECT, HOW YOU HAVE TO TRAIN A STUDENT, WHAT THEY KNOW RISES TO BULLYING AND WHAT IS TEASING. AND WHAT IS YOU'VE GOT TO HAVE PEOPLE TRAINED TO FILTER ALL OF THAT OUT. AND THEN THERE COMES A POINT WHERE IT'S CONTINUOUS OVER TIME THAT WE KNOW THAT IT IS REALLY BECOMING HARASSMENT. AND SO THOSE VARYING LEVELS, WE HAVE TO HAVE STAFF THAT UNDERSTAND THOSE NUANCES AND CAN FOLLOW UP, AND THEY HAVE TO HAVE TIME TO DO THAT. AND TO THEIR POINT, WE'RE, WE'RE, YOU KNOW, CUTTING OUR ADMINISTRATORS WHO DEAL WITH THOSE THINGS. WE'RE CUTTING COUNSELORS WHO HELP BE THE SUPPORT FOR THOSE THINGS. WE HAVE NO SEL ROOMS FOR STUDENTS TO GO AND, AND DYSREGULATE. SO THE THOSE THINGS WILL ALL IMPACT THE STUDENT EXPERIENCE, AND UNFORTUNATELY, TO KNOW HOW THEY'LL IMPACT EACH ONE WOULD BE DIFFICULT, BUT WE CAN ALWAYS PROVIDE COMPARATOR INFORMATION FROM ONE YEAR TO THE NEXT, THE THOSE TYPES OF THINGS. BUT THINGS ALSO HAPPEN THAT WILL NOT MAKE THAT DATA CLEAN. WHEN THE PERSON THAT THEY TRUSTED TO MAKE A REPORT TO NO LONGER EXISTS AT THEIR SCHOOL, ARE THEY GOING TO FIND SOMEONE ELSE TO REPORT TO, OR ARE THEY GOING TO NOT REPORT? SO YOU HAVE TO BE VERY CAREFUL ABOUT WHAT THE DATA IS TELLING YOU, AND YOU HAVE TO BE MONITORING EACH ENVIRONMENT TO MAKE SURE THAT OUR STUDENTS STILL REMAIN CONNECTED WITH AT LEAST ONE CARING ADULT THAT THEY FEEL COMFORTABLE WITH AT ALL TIMES FOR US TO REALLY KNOW WHAT THE REALITY OF THE ENVIRONMENT IS FOR THEM. I THINK IT IS, IT IS REALLY IMPORTANT THAT WE'RE HEARING THIS. AND TO, TO THEIR POINT ABOUT ALES, WHEN YOU HAVE A PARENT PARTNERSHIP PROGRAM, YOU HAVE VOLUNTEERS IN YOUR SCHOOLS, AND YOU HAVE PEOPLE, OTHER ADULTS IN THE ENVIRONMENT, IT WILL AUTOMATICALLY MAKE IT BETTER. BETTER. AND THAT'S ONE OF MY PLEAS, IS THAT WE FIGURE OUT A WAY TO INCREASE THE ADULT PRESENCE IN OUR SCHOOLS, BECAUSE OUR ADULTS CAN HELP US WITH THAT. EVEN WE WANT OUR TEACHERS TO BE ABLE TO TEACH AND OUR STUDENTS TO BE ABLE TO LEARN, AND THAT, THAT IS IN BOTH THE ACADEMICS AND IN THE BEHAVIORAL SIDE OF THINGS. AND I JUST THINK MORE ADULTS HELP US, AND THERE'S OTHER WAYS TO DO IT. BESIDES JUST PAID EMPLOYEES. THERE ARE OTHER WAYS. AND SO THAT'S WHAT LORRI'S DOING. YEAH, WE HAVE A HANDFUL OF PEOPLE WHO ARE VOLUNTEERING IN OUR SCHOOLS, AND AS WE DID BOARD TOURS THIS YEAR, WE WERE ABLE TO HEAR HOW MUCH THAT INFLUENCED THE CLASSROOMS. EXACTLY WHAT YOU'RE SPEAKING TO. WHEN YOU WERE OUT TALKING WITH STUDENT GROUPS, I THINK IT'S IMPORTANT TO KNOW, LIKE IT WASN'T YOU WEREN'T GOING TO CLUBS, YOU WERE OUT LIKE DURING LUNCHTIME, PASSING PERIODS, SO YOU WERE ABLE TO TALK TO A MULTITUDE AND VARIETY OF STUDENTS. WHEN IN CONVERSATIONS DID THE BULLYING COME UP, OR WAS THAT, DO YOU FEEL LIKE IT CAME UP BECAUSE THEY HAD KIND OF THE ANONYMITY OF A SURVEY? OH, WELL, I THINK IF YEAH, I'LL START WITH LIKE WHAT BULLYING IS RIGHT? IT'S USING POWER TO HURT ANOTHER OR TO SILENCE THEM. SO YEAH, [00:50:02] IT'S I'D SAY LIKE WE HEARD MOST ABOUT BULLYING WHEN WE WERE GIVEN A SMALL GROUP IN A ROOM. THAT'S. I FEEL LIKE THAT'S WHEN I HEARD THE MOST ABOUT BULLYING. BUT LIKE, BECAUSE WE TALKED TO KIDS. WHEN YOU TALK TO KIDS IN A LUNCHROOM, THAT MEANS THEY'RE IN A GROUP. AND WHEN YOU'RE IN A GROUP WITH FRIENDS. I TALKED MORE TO THE BOYS. AND WHEN BOYS ARE IN A GROUP, ESPECIALLY ESPECIALLY LIKE YOUNGER ONES, IT'S LIKE YOU SAY THINGS THAT ARE AGREEABLE, OR LIKE OUT OF POCKET, YOU'RE LIKE TRYING TO GET ATTENTION. SO YOU HEAR THINGS ABOUT LIKE, THEY'LL TALK ABOUT PEOPLE THEY DON'T LIKE, TEACHERS THEY DON'T LIKE, OR THINGS THEY DON'T LIKE, BUT BULLYING, IT WASN'T SUPER PREVALENT FOR ME WHEN I WAS TALKING TO THEM IN A GROUP LIKE THAT. SO YEAH, NO, I THINK IT IS DEFINITELY BECAUSE OF THE ANONYMOUS ASPECT OF THE SURVEYS THAT MAKES KIDS FEEL SO COMFORTABLE, AND I THINK THAT'S WHY IT'S SO IMPORTANT, AND THAT'S WHY WE GET SO MUCH FEEDBACK FROM KIDS AND LIKE SO MUCH PARTICIPATION IS BECAUSE OF THAT. I MEAN, I'VE HAD KIDS TELL ME THAT, THAT IF THEY SAY SOMETHING, IT GETS WORSE, SO THEY'RE NOT REALLY WANTING TO BE IDENTIFIED OR BEING POINTED PUT OUT OF A GROUP BECAUSE THEN IF THEY SAY SOMETHING, THEN IT USUALLY INCREASES. SO IT MAKES SENSE FOR THEM NOT TO WANT TO TALK ABOUT IT. AND IT MAKES SENSE HAVING MORE PARENTS AND ADULTS AROUND. THAT THE DADS OF GREAT STUDENTS, THE WATCHDOG PROGRAM, IN THE SCHOOLS WHERE THAT WAS PUT IN, YOU COULD SEE REMARKABLE TURN. DO WE HAVE ACCESS TO THIS? I KNOW YOU SAID YOU'VE LOOKED AT THE DATA. CAN WE HAVE ACCESS TO IT AND GET A GOOD LOOK AT IT? WHEN CHRIS WAS ASKING. YEAH, IT WOULD BE GREAT TO DO A DEEP DIVE AS A GROUP. THANK YOU. TWO QUICK QUESTIONS. SLIDE 10, TOP THEMES, THERE'S 5. ARE THEY IN ANY PARTICULAR ORDER? I CAN LOOK. ARE THEY? OKAY, SO THE HIGHEST IS BULLYING AND SAFETY, AND THE LOWEST IS EXTRACURRICULAR ACTIVITIES. AND THAT'S 5 OUT OF HOW MANY? OR IS THAT JUST KIND OF THE TOP? THAT'S JUST KIND OF LIKE BECAUSE THE THINGS ARE FORMED BY WHAT THE KIDS SAY, SO YOU THERE'S NOT REALLY LIKE A OKAY. AND THEN SLIDE 6, SLIDE 6 HAS ALL THESE NUMBERS. I COUNT UNDER THE LITTLE PERSON, THERE'S NUMBERS. LIKE, THOSE ARE PEOPLE OR BODIES, I THINK. THERE'S ABOUT 1,600. IS THAT ABOUT HOW MANY PEOPLE WERE SURVEYED OR RESPONDED? IS THAT WHAT WE SAID? YEAH, THAT'S HOW MANY PEOPLE RESPONDED TO THE SURVEY. OKAY, ALL RIGHT. SO WE HAVE 13,000 STUDENTS APPROXIMATELY, 01,600 APPROXIMATELY RESPONDED ON ALL OF THESE CAMPUSES. IS IS WHAT'S, WHAT'S THIS PRAIRIE HIGH SCHOOL 2? SO HOW DID, HOW DID WE JUST GET 2 PEOPLE FROM PRAIRIE? WAS THERE SOME KIND OF ANOMALY HERE, LIKE WE DIDN'T HAVE A MEETING OR SOMETHING? I DON'T I DON'T KNOW. NO, WITH THAT ONE, WE WANTED TO GO ABOUT IT A LITTLE DIFFERENTLY, LIKE KIND OF LIKE A LITTLE TEST OF BECAUSE I GO TO PRAIRIE, IT'S A LITTLE EASIER TO GET LIKE SURVEY RESULTS AND TALK TO KIDS ON A DAY-TO-DAY. THAT'S SOMETIMES WHAT I DO IS I'LL JUST TALK TO STUDENTS ABOUT THESE THINGS, AND A LOT OF STUDENTS HAVE COME UP TO ME ABOUT STUFF THAT THEY FEEL THAT THEY ARE BEING AFFECTED BY. SO WE WANTED TO GET THE ASPECT OF STAFF. WE WANTED TO GET THE NUMBERS OF HOW MANY STUDENTS AREN'T GRADUATING, HOW MANY STUDENTS ARE IN OUR TIER 3, OUR TIER 2, OUR TIER 1S. WHAT ARE OUR COUNSELORS DOING AND HOW MANY KIDS ARE OUR STUDENTS ARE OUR TEACHERS TEACHING ON A DAY-TO-DAY AND HOW MANY HOURS DOES THAT TAKE THEM LIKE OUTSIDE OF SCHOOL? BECAUSE A LOT OF OUR TEACHERS WORK OUTSIDE AFTER 2:25, AFTER THAT BELL RINGS. THEY'RE THERE FOR HOURS, AT TIMES NOT EVEN GETTING PAID BECAUSE THAT'S NOT A PART PART OF THE TIME THAT THEY WORK FROM. WHAT IS IT? THEY'RE FROM THERE FROM 6 AM OR SOMETHING LIKE THAT TILL LIKE, WHAT'S THEIR TIME? IT VARIES BY SCHOOL. 7 AND A HALF HOURS. YEAH. SO JUST KIND OF GETTING THAT BACKGROUND OF LIKE WHAT OUR COUNSELORS, WHAT OUR STAFF, WHAT OUR ADMIN ARE GOING THROUGH. SO THAT'S THE SCHOOL THAT WE CHOSE TO DO THAT WITH. SO IN OTHER WORDS THEN, WHICH THAT ALL SOUNDS GREAT, SO IN OTHER WORDS THEN THIS SURVEY REALLY WASN'T GIVEN TO PRAIRIE HIGH SCHOOL. YEAH, CORRECT. YES. WHAT ABOUT AMBOY MIDDLE SCHOOL? WE ONLY GOT 12 RESPONSES THERE. SOMETHING WEIRD HAPPENED THERE? IT WAS DIFFICULT FOR US TO GET TO AMBOY LAST YEAR WHEN ME AND JULIA DID OUR. THERE WAS SOMETHING UNUSUAL. YEAH, LIKE WITH ME AND JULIE LAST YEAR, WE PROBABLY MISSED LIKE 3 OR 4 SCHOOLS THAT WE DID NOT VISIT. AND THEN WITH ME AND TOBY, WE ONLY MISSED ONE SCHOOL, WHICH IS AMBOY MIDDLE SCHOOL, BECAUSE IT'S SO FAR AWAY. UNFORTUNATELY, WE TRIED SUPER HARD, BUT AGAIN, IT'S REALLY HARD. BUT YEAH, THANK YOU. SO DO YOU DO EITHER OF YOU HAVE ANY SUGGESTIONS OR RECOMMENDATIONS ON HOW WE COULD EFFECTIVELY HELP THE BULLYING? [00:55:09] TO SOLVE ANY PROBLEM, YOU LOOK AT SOMETHING THAT'S WORKING, RIGHT? SO WE LOOK AT OUR ALTERNATIVE SCHOOLS WITH LESS BULLYING, LIKE RHL OR SOMETHING. YOU LOOK AT WHAT THEY'RE DOING, AND IT'S JUST PARENTS. LIKE, IT REALLY IS JUST PARENTS. I THINK PARENTS ARE LIKE THE MAIN CAUSE OF WHETHER OR NOT LIKE, I DON'T KNOW IF THIS IS A BAD WAY TO SAY IT, BUT IT'S LIKE WHEN A PARENT LIKE WHEN A KID DOESN'T DOESN'T RECEIVE ENOUGH ATTENTION AT HOME, THEY TAKE IT OUT ON OTHERS AT SCHOOL, ESSENTIALLY. SO I THINK MY IDEA WOULD BE TO CREATE SOME INCENTIVE FOR PARENTS TO COME AND HELP, LIKE VOLUNTEER, OR LIKE WE JUST NEED MORE EYES ON KIDS, OR MORE CARING FOR THESE KIDS THAT I THINK SHOULD COME FROM THE PARENTS. SO I WOULD SAY JUST MORE PARENT INVOLVEMENT WOULD BE MY SOLUTION. I DON'T KNOW, I DON'T REALLY KNOW LIKE THE DETAILS ON HOW WE WOULD DO THAT, JUST THAT'S JUST LIKE AN IDEA I'M THROWING OUT THERE. THANK YOU. I THINK, AS WE CAN SEE, MAKING A SURVEY HELPS A LOT, ESPECIALLY WHEN WE ARE ABLE TO DO IT ANONYMOUSLY. AND A SURVEY TO MAKE DOESN'T TAKE LONG. RIGHT NOW I ALREADY WROTE 5 QUESTIONS THAT YOU CAN PUT ON AN ANONYMOUS SURVEY, FORM THAT YOU CAN SEND OUT. AND I THINK THAT'S ONE OF THE WAYS THAT WE CAN FIND THE PERCENTAGE OF OUR STUDENTS THAT ARE GOING THROUGH BULLYING AND ALSO FIGURE OUT IF THE IF THEY HAVE TALKED TO STAFF. LIKE, ONE OF THE QUESTIONS I WOULD PUT IS, DID YOU TELL A STAFF MEMBER? AND THEN, DID THEY HELP YOU? DID THEY HELP YOU RESOLVE THE ISSUE? AND SENDING THESE OUT TO STUDENTS AND MAKING IT ANONYMOUS WILL HELP US GET THE TRUE BEHIND OF WHAT OUR BULLYING IS LOOKING LIKE. AGAIN, ME AND TOBY HAVE PROBABLY SAID THIS A DOZEN TIMES SINCE WE'VE BEEN ON THE BOARD, IS 50 YEARS AGO, BULLYING WAS DIFFERENT THAN NOW. BACK THEN, YOU'D FIGHT, YOU'D BEAT PEOPLE UP. NOW IT'S IT CAN BE ONLINE, IT CAN BE IN DIFFERENT FORMS. AND I THINK DOING A FORUM WOULD BE A GREAT WAY TO GET THAT TRUE THEME OF WHAT THAT BULLYING IS LOOKING LIKE RIGHT NOW AND HOW MANY STUDENTS IN EACH OF OUR SCHOOLS IS GOING THROUGH THAT, TO THEN LEAD ON TO WE NEED COMMUNITY HELP. THIS IS OUR NUMBERS, WE NEED YOU. AND IT'S HARD WHEN WE DON'T HAVE ALL OUR STAFF THERE. IT'S HARD WHEN WE DON'T HAVE ENOUGH STAFF TO LOOK AT ALL OUR STUDENTS. SO IT'S JUST KIND OF A GREAT WAY TO SHOW THE COMMUNITY THAT WE NEED THEM. YOU'RE GONNA LEAVE THOSE QUESTIONS WITH TOBY, RIGHT? I'M GONNA GET THOSE. AM I CORRECT IN PRESUMING THEN THAT THIS DATA THAT YOU COLLECTED, 1,600 STUDENTS OR WHATEVER IT WAS, THAT YOU WOULD SAY THAT IF WE COULD GET IT FROM 3,000 STUDENTS STUDENTS, IT WOULD BE EVEN BETTER. THE MORE THAT WE COULD GET THIS DATA, THE BETTER. AM I CORRECT IN THAT? OKAY. THANK YOU SO VERY MUCH. ANYTHING ELSE? I JUST, I WILL SAY I LOVED WATCHING THEM PRESENT THIS TO THE CITIZENS ADVISORY COMMITTEE TOO, THESE TWO, AND THEY WERE ASKED SOME REALLY HARD QUESTIONS SIMILAR TO THE ONES YOU'VE ASKED TONIGHT, AND IT SPEAKS TO THOSE TWO AND ABILITY TO LEAD OUR DISTRICT IN DOING THESE THINGS. SO I JUST WANT TO TAKE A MOMENT AND JUST RECOGNIZE THE HARD WORK THAT WENT BEHIND ALL OF THIS SURVEY AND ALL OF THE CONVERSATIONS THAT YOU HAVE, AND, AND JUST KNOWING THAT STUDENTS HAVE SOMEONE THAT THEY COULD TALK TO WHEN, WHEN YOU COME OUT AND VISIT. SO I JUST WANT TO SAY, WITHOUT CONDESCENSION, OF HOW PROUD I AM OF THE TWO OF YOU AND WHAT YOU DO FOR OUR DISTRICT. SO THANK YOU FOR THAT. THIS HAS BEEN EXCELLENT. THIS HAS EXCELLENT. THANK YOU. ANYTHING ELSE, BOARD? I WOULD AGREE WE NEED TO MAKE SURE THAT WE DON'T TAKE THE SURVEY RESULTS AND JUST LET THEM SIT, THAT WE DO SOMETHING WITH IT AND WE IMPROVE THINGS SOMEHOW, SOME WAY. IT'S IMPORTANT FOR ALL OUR STUDENTS. SO THANK YOU FOR YOUR WORK IN HELPING US US KNOW A DIRECTION WE NEED TO GO. THAT'S GOOD. SUPPORT OUR KIDS. ANYTHING ELSE, BOARD? JUST REMINDING US OF OUR STRATEGIC PLAN IN THE SAFE AND CARING ENVIRONMENT, YOU KNOW, AND THERE'S A LOT OF THINGS ON THERE THAT, THAT, YOU KNOW, I THINK WE'RE MISSING THE MARK ON, UNFORTUNATELY. SO HOPEFULLY WE CAN MAKE IT BETTER, WE CAN WORK ON THE PLAN, AND MAYBE ALSO PUT A PLAN TOGETHER TO ENCOURAGE MORE VOLUNTEERISM. ANYTHING ELSE, BOARD? THANK YOU AGAIN, YOU GUYS. THANK YOU. IS THIS THE LAST WE'RE GOING TO HEAR ABOUT THIS REPORT? ALL RIGHT, SO WE'LL BE LOOKING FOR WHERE THE DATA IS AT AND WHAT WE MIGHT BE ABLE TO LOOKING FORWARD TO NEXT YEAR. THANK YOU. LYNELL, THAT, THAT MEETING WE HAD WITH CAC, IT WAS IT WOULD BE REALLY NICE TO GET THOSE QUESTIONS AND THE RESPONSES THAT WERE SO SIGNIFICANT, TO HEAR THOSE FOR THE BOARD. [7. Agenda Item Public Comments] YEAH. PUBLIC COMMENTS IS NEXT. WE ONLY HAVE. I GET THIS, I'M CHALLENGED WITH THIS STUFF. WE'VE ONLY GOT [01:00:01] 6 PEOPLE SIGNED UP FOR BOTH PERIODS. SO WE'RE GOING TO TAKE ALL 6 COMMENTS NOW, IF THAT'S OKAY WITH EVERYBODY. SO THE FIRST GROUP. LET ME SEE IF I CAN FIGURE OUT WHICH IS SUPPOSED TO BE, IT DOESN'T MATTER, I'M NOT SURE WHICH IS OH, THERE'S ONLY 5. OKAY, SO THE FIRST GROUP WILL GO WITH, JESSICA COLE WILL BE FIRST, AND THEN ROB. OH MY GOSH, ROB, YOU'RE ON DECK. DO YOU WANT TO READ THAT? YOU HAVE TO READ YOUR 3. OH, I'M SORRY, I DON'T WHERE'S MY ENVELOPE? I DON'T HAVE IT, THE YELLOW ENVELOPE. IT'S NOT HERE. MAYBE I TOOK IT BY ACCIDENT. DO YOU WANT ME TO READ IT? IT'S ON THE, IT'S ON THE BACKGROUND. I'LL READ IT, BUT I SHOULD FIND THE ENVELOPE, BUT I DON'T NEED TO FIND IT RIGHT NOW. SO LET'S JUST, LET'S JUST PRESUME I TOOK IT. OKAY. ALL RIGHT, SO HERE WE GO. THIS IS A MEETING OF THE BATTLEGROUND PUBLIC SCHOOL BOARDS OF DIRECTORS, AND IT'S OPEN TO THE PUBLIC TO ATTEND, VIEW PRESENTATIONS, AND HEAR BOARD MEMBERS DISCUSS TOPICS DURING OPEN SESSIONS. THE BOARD WELCOMES PUBLIC COMMENTS AND ASKS THAT THOSE WISHING TO ADDRESS THE BOARD SIGN IN ON THE SIGN-IN SHEET PROVIDED NEAR THE ENTRANCE FOR THIS SECTION OF PUBLIC COMMENTS. THE BOARD WILL HEAR COMMENTS RELATED TO AN ITEM LISTED ON THE AGENDA AND WILL ALSO HEAR THE SECOND SESSION'S COMMENTS. ALSO, PLEASE INDICATE ON THE SIGNUP SHEET WHICH AGENDA ITEM YOU'RE SPEAKING TO. OTHER COMMENTS CAN BE HEARD DURING THE OPEN PUBLIC. OKAY, FOLLOW IT. PLEASE FOLLOW THE PUBLIC COMMENTS PROCEDURES BY STATING YOUR NAME AND ENSURING THAT YOUR SPOKEN COMMENT IS APPROPRIATE FOR A FAMILY AUDIENCE. IN ACCORDANCE WITH STATE LAW, COMMENTS MAY NOT PROMOTE OR OPPOSE ANY BALLOT PROPOSITION. SPEAKERS SHOULD REFRAIN FROM DISCUSSING PERSONNEL OR OTHER CONFIDENTIAL MATTERS, INCLUDING STUDENT OR STAFF NAMES. PLEASE REFRAIN FROM APPLAUSE, CHEERING, OR OTHER OUTBURSTS TO ENSURE AN ORDERLY FLOW OF BUSINESS AND TO ALLOW ALL SPEAKERS TO BE HEARD. PUBLIC COMMENTS SECTIONS ARE LIMITED TO 30 MINUTES PER SECTION. TIME ALLOTTED WILL BE DIVVIED UP BETWEEN SPEAKERS, 3 MINUTES PER SPEAKER, AND THE MICROPHONE MAY BE MUTED AT THE END OF THE SPEAKER'S ALLOCATED TIME IF NECESSARY. ANY COMMENTS THAT CANNOT ADHERE TO THE PUBLIC COMMENT RULES OR ANY PRINTED MATERIALS FOR BOARD MEMBERS CAN BE SUBMITTED TO THE BOARD SECRETARY SECRETARY CARLA, BOARD MEMBERS DO NOT NORMALLY RESPOND TO QUESTIONS OR PETITIONS DURING PUBLIC COMMENTS. THEY WILL LISTEN AND GIVE DIRECTION TO THE ADMINISTRATIVE TEAM IF ACTION IS DEEMED NECESSARY. THANK YOU FOR YOUR COMMENTS AND YOUR COOPERATION. THANK YOU VERY MUCH. JESSICA, PLEASE. HELLO, BOARD. MY NAME IS JESSICA COLE, AND I JUST WANT TO SAY THANK YOU TO ITZEL AND TOBY FOR YOUR PRESENTATION, NOT JUST TODAY BUT HOW YOU'VE DONE IT ALL YEAR. I COULD SEE HOW IT'S GROWN FROM LAST YEAR, AND I LOVE YOUR IDEAS FOR LIKE THIS WHOLE COUNCIL THING THAT YOU HAVE. I HOPE THAT'S ABLE TO START BEING IMPLEMENTED NEXT YEAR OR GROWING AT LEAST. I JUST REALLY APPRECIATE HEARING ALL, ALL THE VOICES THAT YOU BRING. AND I WANTED TO SAY CONGRATULATIONS TO ITZEL FOR YOUR, THE WASHINGTON ASSOCIATION OF SCHOOL ADMINISTRATOR STUDENT LEADERSHIP AWARD. YOU, WHAT YOU AND JULIA DID LAST YEAR WAS REALLY AMAZING, AND I'M GLAD SHE WAS ABLE TO BE YOUR MENTOR. AND WHAT YOU AND TOBY HAVE DONE THIS YEAR IS AMAZING, AND I'M GLAD YOU'VE BEEN HIS MENTOR. AND THE WORDS THAT WERE WRITTEN BY SOMEONE ELSE WERE MUCH ARE MUCH BETTER THAN I COULD ARTICULATE. AND SO JUST READING THE LETTER THAT WAS SENT FROM WASA IS THAT YOU ELEVATE STUDENT VOICE, WHICH WAS, I THINK, VERY CLEAR TONIGHT, YOU KNOW. AND THE ADVANCES IN EQUITY AND BELONGING, IT'S REALLY IMPORTANT FOR STUDENTS TO FEEL LIKE THEY BELONG SO THEY CAN LEARN. AND I. YOU'VE TALKED LAST YEAR AND THIS YEAR ABOUT DIFFERENT THINGS, AND YOUR HEART FOR PEOPLE AND STUDENTS IS JUST AMAZING. AND SOMETHING THAT I FEEL IS REALLY NECESSARY FOR THIS WORK, FOR IT, FOR THIS DISTRICT TO SUPPORT EACH AND EVERY STUDENT. AND STRENGTHENING STUDENT GOVERNANCE, OR I'M SORRY, SCHOOL GOVERNANCE. THE GOVERNANCE POLICIES ARE SO IMPORTANT, YOU KNOW, LIKE YOU HAVE TO HAVE THE POLICIES AND PROCEDURES. AND THANK YOU FOR DOING ALL THE ADVOCACY FOR IT. A LOT OF THAT WAS BEHIND THE SCENES THAT I DIDN'T SEE, AND OBVIOUSLY OTHERS DID. AND SO SO THANK YOU SO MUCH AND CONGRATULATIONS, AND I'M SUPER EXCITED THAT YOUR FAMILY WAS ABLE TO COME OUT FOR THIS TONIGHT. THANK YOU. ROB, ROB SHADLE. SHADLE. SHADLE, ARE YOU HERE? RICHARD RYLANDER. ASHLEY WILL BE ON DECK. [01:05:03] GOOD EVENING, BOARD. INTO THE MICROPHONE. THANK YOU. IS THAT GOING TO WORK? EXCUSE ME, A LITTLE RASPY ON THE VOICE. FOR THE RECORD, MY NAME IS RICHARD RYLANDER AND I AM A RESIDENT OF THE BATTLE GROUND SCHOOL DISTRICT FOR, 21 YEARS NOW. I'D LIKE TO SHARE SOME THOUGHTS ON TWO TOPICS WHICH ARE CURRENT AND RELEVANT OVER THE COMING MONTHS. FIRST IS, YOU'RE PLANNING FOR THE LEVY. YOU'RE GOING TO BE FACING SOME DECISIONS IN THE VERY NEAR-TERM FUTURE. YOU'RE GOING TO HAVE TO MAKE SOME CHOICES AS TO HOW MUCH YOU WANT TO ASK THE PUBLIC TO CONTRIBUTE GOING THIS TIME AROUND. AND I KNOW IT'S BEEN A CHALLENGING TIME THIS LAST YEAR AND A HALF, 2 YEARS, BUT I DO SUGGEST THAT YOU THINK ON THE SMALLER SIDE RATHER THAN THE LARGER SIDE. THERE'S A LOT OF PEOPLE IN THE COMMUNITY WHO CONTINUE TO STRUGGLE TO PAY THEIR BILLS, TO GO TO THE GROCERY STORE, PAY PROPERTY TAXES, AND THE PUSHBACK ON PROPERTY TAXES IS A SIGNIFICANT FACTOR. SO IF YOU WERE TO ASK ME, DICK, WHAT ARE YOU THINKING? I'M THINKING BETWEEN $1 AND $1.25 PER THOUSAND. I REALIZE THAT MAY NOT MEET YOUR NEEDS, BUT IT ALSO SIGNIFIES TO THE PUBLIC, SOMETHING IN THAT TYPE OF RANGE, THAT YOU'RE FEELING THE PAIN, THAT YOU'RE TRYING TO UNDERSTAND WHAT THE PUBLIC IS DEALING WITH. THE SECOND IS CONTRACT NEGOTIATIONS. YOU'RE ENTERING THOSE, THE 3-YEAR, YOU, EVERGREEN, AND CAMAS, I BELIEVE. I TOOK THE OPPORTUNITY TO READ THROUGH THE 81-PAGE CONTRACT FROM THE LAST TIME AROUND, THE REDLINED VERSION, AND HAVE A NUMBER OF QUESTIONS, COMMENTS, AND CONCERNS. ONE OF THOSE IS THAT THIS IS ALL DONE BEHIND THE SCENES, BEHIND CLOSED DOORS, WITH REPRESENTATIVES FROM BOTH PARTIES. THE PUBLIC IS NOT A PARTY TO THE PROCESS, AND I WOULD ENCOURAGE YOU TO FIND A WAY TO COME TO AGREEMENT BETWEEN THE DISTRICT AND THE UNIONS TO HAVE THOSE NEGOTIATIONS PUBLIC, PUBLIC AWARENESS. YOU WANT PEOPLE TO SPEND THEIR MONEY TO TAX THE THEMSELVES, BUT THE AWARENESS OF WHAT'S GOING ON IN THE PORTION OF YOUR BUDGET THAT CONSUMES ABOUT, I BELIEVE YOU SAID 85%, CERTAINLY 80 TO 85% OF EVERY DOLLAR, THEN THAT'S SIGNIFICANT. SO I WOULD SUGGEST THAT YOU FIND A WAY TO MAKE THAT PUBLIC. SIDE NOTE, WHEN THE LAST CONTRACT WAS DONE, BY THE TIME IT GOT ALL THE SIGNATURES IT WAS 4 MONTHS BEFORE I COULD GET A COPY ON A REQUEST BECAUSE EVERYBODY HAD TO GO THROUGH AND CHECK EVERY DOT, EVERY T, EVEN AFTER IT WAS SIGNED. SO, IT WAS OVER 4 MONTHS AFTER NEGOTIATIONS WERE DONE BEFORE THE PUBLIC COULD HAVE ACCESS TO IT. AND I DON'T KNOW HOW OTHER PEOPLE FELT. FOR ME, THAT SORT OF LEFT ME FEELING OUT OF THE LOOP, UNAWARE, AND PAID GREATER ATTENTION TO SCRUTINIZING HOW MUCH MONEY YOU'RE ASKING FOR AND WHAT WE CAN AFFORD TO PAY. THANK YOU FOR YOUR TIME. ASHLEY CRAWFORD. LISA, YOU'RE ON DECK. HI, BEFORE I BEGIN, I RESPECTFULLY REQUEST THAT THE BOARD MAKE A MOTION TO ALLOW ADDITIONAL TIME FOR MY PUBLIC COMMENT THIS EVENING. MY STATEMENT WILL TAKE ABOUT 5 TO 6 MINUTES IN TOTAL AND ADDRESS SERIOUS DOCUMENTED SPECIAL EDUCATION PRACTICES, STUDENT SAFETY, DISABILITY PROTECTIONS, AND CONCERNS CURRENTLY BEING DISCUSSED PUBLICLY ACROSS MULTIPLE SOCIAL MEDIA PLATFORMS INVOLVING MULTIPLE FAMILIES. IS THERE A MOTION TO ALLOW ME TO SPEAK IN FULL WITHOUT INTERRUPTION? I THINK IT'S VERY PERTINENT. ACTUALLY, YOU'RE ASKING US TO GIVE YOU MORE THAN 3 MINUTES? YEAH, MY SPEECH WILL TAKE ABOUT 5 TO 6 MINUTES IN TOTAL. I HAVE A FOLDER FOR EVERY BOARD MEMBER. THANK YOU VERY, VERY MUCH. SO, AND TO ADDRESS THAT QUESTION DIRECTLY, THIS IS NOT THE FIRST TIME THAT REQUEST HAS BEEN MADE. IT HAPPENS QUITE FREQUENTLY, REALLY. AND SO IT'S BEEN THE POSITION OF THE BOARD TO, TO NOT GO DOWN THAT ROAD. OKAY, THERE'S ALSO BEEN REQUESTS, WELL, THEY GET 3 MINUTES AND THEY GET 3 MINUTES, SO THEY'RE GOING TO. UNDERSTOOD. SO, SO UNFORTUNATELY, I DON'T THINK THAT'S GOING TO HAPPEN. I. THIS HAS BEEN A REQUEST BEFORE, SO YOU HAVE 3 MINUTES. THANK YOU FOR UNDERSTANDING. REQUEST THAT SOMEBODY HAND THESE OUT. THANK YOU, ASHLEY. THERE'S 6 OF THEM TOTAL. THANK YOU. ANXIOUS TO HEAR WHAT YOU HAVE. ALL RIGHT, SO GOOD EVENING. MY NAME IS ASHLEY CRAWFORD, AND I'M A PARENT TO A HIGH SCHOOL STUDENT, AS SOME OF YOU IN BATTLEGROUND AS WELL AS A KINDERGARTEN STUDENT IN WASHOUGAL. I'M HERE TONIGHT BECAUSE MY FAMILY HAS SPENT YEARS FIGHTING FOR OUR CHILD TO RECEIVE PROTECTION, SUPPORT, AND DIGNITY THEY ARE ENTITLED TO UNDER SPECIAL EDUCATION LAW. INSTEAD OF SUPPORT, WE EXPERIENCE FEAR, RETALIATION, INTIMIDATION, AND A COMPLETE BREAKDOWN OF TRUST. THIS IS NOT POLITICAL FOR US. THIS IS PERSONAL. THIS [01:10:01] IS OUR CHILD'S LIFE, AND THIS HAS ALWAYS BEEN ABOUT HUDSON. MY CHILD HUDSON HAS AN IEP AND NEEDED SUPPORT, SAFETY, COMMUNICATION, AND CONSISTENCY. INSTEAD, WE REPEATEDLY FOUND OURSELVES BATTLING THE VERY PEOPLE WHO WERE SUPPOSED TO HELP HIM. OVER AND OVER, WE ASKED FOR TRANSPARENCY AND WRITTEN COMMUNICATION. INSTEAD, COMMUNICATION STARTED HAPPENING VERBALLY BEHIND CLOSED DOORS. STAFF WERE TOLD NOT TO EMAIL. EMAILS WERE FORWARDED AND MONITORED. WE RAISED CONCERNS ABOUT CONFIDENTIALITY AND RECORD ACCESS DURING AN ACTIVE INVESTIGATION INVOLVING CONNOR MCCROSKEY, YET HE STILL MAINTAINED ACCESS TO OUR CHILD'S RECORDS AND EDUCATIONAL INFORMATION. AS A LAST RESORT, I WENT TO THE WASHOUGAL SCHOOL BOARD ON 11/25 AND 12/9, RESULTING IN THE BOARD INITIATING AN EXTERNAL INVESTIGATION ONGOING TO THIS DATE, AN INVESTIGATION ON THE NEW EMPLOYEE YOU GUYS CHOOSE TO BRING IN NEXT YEAR AS YOUR DIRECTOR OF SPECIAL EDUCATION. WE HAVE SPENT THOUSANDS IN ONGOING LEGAL FEES NEEDED TO HIRE FOR LEGAL COUNSEL. THAT SHOULDN'T EVEN HAPPEN. WHY? NO PARENTS SHOULD HAVE TO AFFORD LEGAL FEES TO GET THEIR CHILD THE THINGS THAT THEY DESERVE LEGALLY, THAT THEY ARE ENTITLED TO. THERE WERE TIMES WE FELT WATCHED, DISMISSED, RETALIATED AGAINST SIMPLY FOR ADVOCATING FOR OUR SON. WE REQUESTED MR. MCCROSKEY BE REMOVED FROM HUDSON'S EDUCATIONAL MATTERS AND IEP PROCESS BECAUSE OF THE IMPACT THIS INVOLVEMENT WAS HAVING ON OUR FAMILY. THOSE REQUESTS WERE IGNORED. AT ONE IEP MEETING, I ASKED HIM TO LEAVE THE MEETING AFTER FEELING MOCKED AND LAUGHED AT DURING A DISCUSSION ABOUT MY CHILD. HE REFUSED TO LEAVE. THE ADMINISTRATOR PRESENT DID NOTHING. WHEN ASKED WHO HIS BOSS WAS, HE REPLIED, I HAVE NONE." THAT MOMENT CHANGED EVERYTHING FOR ME AS A PARENT. NO PARENT SHOULD WALK INTO AN IEP MEETING FEELING UNSAFE, UNHEARD, HUMILIATED WHILE TRYING TO FIGHT FOR THEIR CHILD'S RIGHTS. WHAT CONCERNS ME EVEN MORE IS THAT OUR EXPERIENCE DOES NOT APPEAR TO BE ISOLATED. THERE IS CURRENTLY AN EXTERNAL INVESTIGATION UNDERWAY IN WASHOUGAL BEING CONDUCTED BY MILLER NASH LAW FIRM INVOLVING CONNOR MCCROSKEY AND CONCERNS SURROUNDING SPECIAL EDUCATION PRACTICES AND CONDUCT. STAFF BENEATH HIM ARE SCARED TO SPEAK BECAUSE OF FEAR AND RETALIATION AND FEAR THAT THEIR LIVELIHOODS COULD BE THREATENED OR HELD OVER THEM LIKE A CARROT. FAMILIES ARE ALSO SCARED TO COME FORWARD OUT OF FEAR THAT THEIR CHILDREN COULD BE TARGETED. TARGETED. A CLIMATE OF FEAR HAS BEEN CREATED CREATED FOR SPECIAL NEEDS FAMILIES AND STAFF ALIKE IN WASHOUGAL. IS THIS WHAT BATTLEGROUND WANTS? PARENTS FROM VANCOUVER AND EVERGREEN HAVE REPORTED SIMILAR EXPERIENCES AND CONCERNS. MY STATEMENT I'M MAKING CAN BE BACKED BY ACTUAL DOCUMENTS AND RECORDS. DUE TO MY CHILD'S PRIVACY, I DIDN'T BRING THEM TONIGHT, BUT I'M MORE THAN WILLING TO SHARE THEM VIA EMAIL. FAMILIES DESERVE TRANSPARENCY REGARDING THE ONGOING INVESTIGATION BEFORE THIS DISTRICT MOVES FORWARD PLACING HIM IN A LEADERSHIP POSITION OVER VULNERABLE STUDENTS. RUNNING OUT OF TIME, SO PLEASE. MY FEAR IS WASHOUGAL DID NOT DISCLOSE THE SERIOUSNESS, AND THEY DID NOT DISCLOSE THE SERIOUSNESS AND BRUSHED IT OFF. THANK YOU, ASHLEY. SO, TO BE CLEAR, THANK YOU. WOULD ANYBODY ELSE LIKE TO TAKE TIME AND READ THE REST OF IT? IT'S VERY IMPORTANT THAT THIS BOARD HEARS IT. WELL, NOW WE HAVE COPIES OF IT, DO WE NOT? YES. OKAY, SO HERE'S ASHLEY. THANK YOU VERY, VERY MUCH. FOR THE SAKE OF THE COMMUNITY, I WILL SAY THIS. SO GO AHEAD. THANK YOU. YEAH, I HOPE THAT YOU GUYS DO WHAT'S BEST FOR THE KIDS. THANK YOU VERY MUCH. SO WE DON'T LET PEOPLE ACCRUE MORE TIME, AND WE DO TAKE THESE THINGS VERY SERIOUSLY. AND I ASSURE YOU THAT WE'LL BE TALKING WITH SHELLY ABOUT THIS. AND THANK YOU FOR BRINGING SOME STUFF IN WRITING FOR US TO GO OVER, ASHLEY. THANK YOU. AND FOLKS, ANYTIME YOU WANT TO SEND A LETTER ABOUT SOMETHING LIKE THIS, PLEASE DO. THANK YOU, ASHLEY. LISA MARIE SCHIEDEL. IS LISA MARIE HERE OR IS SHE GONE? ALL RIGHT, THAT'S, THAT'S BEEN THE END OF PUBLIC COMMENTS. THANK YOU VERY, VERY MUCH. SO NEXT [8. Board Updates] ON THE AGENDA, COMMITTEE REPORTS. SO WE'LL START WITH LEGISLATIVE COMMITTEE. OF COURSE, THE LEGISLATURE IS OUT OF SESSION AT THIS TIME, SO I DO HAVE A FEW THINGS THAT ARE GOING ON. WASDA POLICY REVIEW. I SENT TO ALL OF THE BOARD MEMBERS THE POLICY REVIEW THAT WASDA IS CONSIDERING. IT HAS HAS TO DO WITH WHEN THEY HAVE POLICIES AND MODEL POLICIES, THEY WANT TO GIVE THE BOARD DIRECTORS OPPORTUNITIES TO BE ABLE TO REVIEW THEM AND PROVIDE IMPACT AND INFORMATION AND THEIR FEELINGS ABOUT THE MODEL POLICIES. AND SO THAT IS NOT HAPPENING RIGHT NOW, BUT THAT IS SOMETHING THAT IF YOU DO WANT TO ENGAGE WITH THAT, YOU CAN GET ON THE WASDA WEBSITE AND LOOK AT THE MODEL POLICY PROGRAM, AND IT IS A PILOT RIGHT NOW. THEY'RE WAITING TO KIND OF SEE AND EVALUATE HOW IT'S GOING TO GO. I ALSO WANTED [01:15:02] TO BRING FORWARD THE WASDA ADVOCACY ACTION NETWORK IS HAPPENING EVERY TUESDAY. IT'S SOMETHING THAT ALL BOARD MEMBERS CAN BE A PART OF IF THEY CHOOSE CHOOSE. TO. THEY GIVE UPDATES ON THE STATE BOARD OF EDUCATION AND OTHER INITIATIVES AND OTHER THINGS THAT MAY BE OF INTEREST TO YOU. AND ALSO THE PUBLIC COMMUNITY CAN GET INVOLVED IN LOOKING AT THE WASDA INITIATIVES THAT ARE GOING TO BE GOING ON ALSO IF THEY WANT TO GIVE THEIR OPINION. TO YOUR LEGISLATORS. OH, IT'S OKAY. YOU'RE ABLE TO, TO BE INVOLVED IN THAT IF YOU CHOOSE TO. ALSO, THERE IS A MODEL POLICY THAT HAS BEEN BROUGHT FORWARD, AND BOARD, I DID SEND YOU ALL AN EMAIL REGARDING IT. IT WAS ON MAY 15TH. THERE WAS PROFESSIONAL EDUCATION EDUCATOR STANDARDS BOARD SCHEDULED TO VOTE ON RULES THAT WILL GIVE THE STATE REGULATORS NEW AUTHORITY TO DISCIPLINE AND POTENTIALLY END THE CAREERS OF THE WASHINGTON STATE SUPERINTENDENTS. IF A SUPERINTENDENT IS DEEMED TO BE IN WILLFUL NONCOMPLIANCE WITH STATE LAW, HOUSE BILL 1296 GIVES A STANDARD THAT'S EXPLICITLY INCLUDING VIOLATIONS OF STATE NONDISCRIMINATION LAW. OSPI IS THE ONE THAT INTERPRETS THIS. THEY HAVE DIRECTED SCHOOLS TO CONCEAL STUDENTS' GENDER IDENTITY FROM PARENTS WITHOUT THE STUDENT'S CONSENT. SCHOOL BOARD MEMBERS WHO DIRECT THEIR SUPERINTENDENT TO NOTIFY PARENTS COULD ALSO FACE PERSONAL CONSEQUENCE. HOUSE BILL 1296 MAKES WILLFUL OR NEGLIGENT NONCOMPLIANCE A VIOLATION OF THE OSPI OATH OF OFFICE SUBJECT TO RECALL. THIS IS LEGALLY GROUNDED PATH FORWARD. SO TO HELP PROTECT OUR DISTRICT, OUR SUPERINTENDENT AND BOARD MEMBERS, THERE'S A MODEL BOARD POLICY THAT'S, BEING BROUGHT FORTH AND A COMPANION TAKE-HOME CONSENT FORM THAT GIVES STUDENTS THE OPPORTUNITY TO AUTHORIZE PARENTAL NOTIFICATION REGARDING THEIR GENDER IDENTITY AND SCHOOL. THIS APPROACH IS BUILT ON 3 LEGAL FOUNDATIONS. IT'S THE AFFIRMATIVE DEFENSE HOUSE BILL 1296, MARABELLA V. BONDA, AND THE SUPREMACY CLAUSE, FEDERAL CONSTITUTION LAW. THIS IS A CONSENT TAKE-HOME DOCUMENT. STUDENTS BRING IT HOME, REVIEW IT WITH THEIR PARENTS, AND RETURN IT WITH BOTH STUDENT AND PARENT SIGNATURES. PARENTS INITIAL THE POLICY DISCLOSURE. STUDENTS MAKE SPECIFIC CONSENT DECISIONS ON THE 6 CLEARLY DEFINED MATTERS: NAME, PRONOUNS, GENDER EXPRESSION, SOCIAL TRANSITION, SUPPORT SERVICES, AND SEX-SEPARATED ACTIVITIES. WHEN A STUDENT CONSENTS TO ONE OR MORE ITEMS, THE DISTRICT WILL NOTIFY PARENTS. BLANK ITEMS MEAN NO CONSENT. SO THIS THIS POLICY IS NOT TO REQUIRE DISTRICTS TO DEFY OSPI. IT'S A DOCUMENTED CONSENT-BASED PROCESS THAT RESPECTS THE NON-DISCRIMINATION FRAMEWORK AND PARENTAL CONSTITUTIONAL RIGHTS. IT ALSO GIVES YOUR SUPERINTENDENT THE PAPER TRAIL INTENDED TO INVOKE THE HB 1296 AFFIRMATIVE DEFENSE IF IT'S CHALLENGED. SO THIS IS SOMETHING THAT I WANTED TO PUT OUT THERE TO OUR BOARD TO CONSIDER. THIS IS A FORM THAT WE COULD USE IN OUR, THE NEW YEAR STARTUP IN SEPTEMBER, WHICH WOULD BE OFFERED TO EVERY STUDENT AND EVERY FAMILY IF THEY CHOSE TO USE IT, AND THEN IT WOULD ALSO PROTECT OUR SUPERINTENDENT. FROM ANY BACKLASH FROM OSPI. SO I ALREADY SENT THIS OUT TO YOU, ASKED YOU TO REVIEW IT, TO THINK ABOUT IT, THE MODEL POLICY. I CAN BRING FORWARD IF IT'S SOMETHING THAT THE BOARD WOULD LIKE TO DO, BUT I DID WANT TO BRING IT UP THIS TONIGHT TO GIVE YOU SOME THOUGHT COMING, THAT WE'RE COMING TO THE SUMMER, AND I KNOW WE'LL HAVE MAYBE A LITTLE BIT MORE TIME TO CONSIDER TO CONSIDER AND TO BREATHE ABOUT THIS, BUT IT IS SOMETHING VERY REAL THAT WE DO, I THINK, AS A BOARD HAVE TO TAKE A LOOK AT AND ADDRESS. WE EITHER ADDRESS IT OR WE DO NOTHING AND JUST REMAIN AS WE HAVE BEEN. BUT THIS WOULD GIVE FAMILIES AN OPPORTUNITY IF THEY WANTED TO HAVE AN OPTION, AND I THINK THAT THEY DESERVE THAT. AND IT ALSO SUPPORTS PARENTAL CONSTITUTIONAL RIGHTS, [01:20:01] WHICH I THINK IS VERY, VERY IMPORTANT. AND FOR ASKING THEM TO ESPECIALLY WITH THE LEVY COMING UP, IF WE'RE ASKING THEM FOR MONEY, LIKE I SAID BEFORE, THAT THE SCHOOL BELONGS TO THEM, THE KIDS BELONG TO THEM. SO I JUST FEEL LIKE IT'S AN OFFERING THAT I WANTED TO BRING FORWARD, SOMETHING TO THINK ABOUT AND SOMETHING FOR US TO MAYBE CONSIDER CONVERSATIONS REGARDING. YEAH, THAT'S PRETTY MUCH ALL THE LEDGE STUFF THAT'S GOING ON RIGHT NOW. WE WILL HAVE GENERAL ASSEMBLY COMING IN SEPTEMBER. I PLAN ON ATTENDING. ANY OF YOU CAN ALSO ATTEND. IT'S AN ALL-DAY SATURDAY THING. IT'S ONLINE ZOOM, SO IF YOU WANT THE LINK. I'D BE HAPPY TO GET THAT FOR YOU, AND YOU CAN PARTICIPATE IN THAT IF YOU CHOSE TO. BUT THAT'S ALL I HAVE RIGHT NOW. YOU HAVE THE MODEL POLICY NUMBER FOR THAT? LET ME LOOK REALLY QUICK. YEAH, I WAS JUST LOOKING AT THAT MYSELF. IT LOOKS LIKE IT'S HARD TO PIN DOWN THE HB 1296. THAT'S THE HOUSE BILL. IS THE HOUSE BILL. THE MODEL POLICY IS. I THINK I WOULD HAVE TO REQUEST IT. I'M SURE THEY'RE AVAILABLE. PROBABLY THE PESB MAYBE WOULD HAVE IT ON THEIR WEBSITE, THE PROFESSIONAL EDUCATOR STANDARDS BOARD, SINCE THEY'RE THE ONES THAT ACTUALLY VOTED ON THAT AND THAT LAW INTO PLACE. BUT, AND I ALSO CAN GET MY HANDS ON IT IF IT'S SOMETHING ANYONE WANTS TO TAKE A LOOK AT AND HAVE MORE FURTHER UNDERSTANDING. IT LOOKS LIKE IT MIGHT BE IN THE 3200. YEAH, YEAH, YEAH. I CAN ASK, I CAN ASK TO GET A COPY OF THAT. THE PERSON WHO SENT ME THIS EMAIL, I CAN ASK FOR THEM TO SEE IF THEY COULD PROVIDE THAT. THEY DIDN'T SEND IT. WELL, YOU'RE GONNA TAKE A LOOK AT THAT. YEAH, YEAH, I WAS JUST CURIOUS BECAUSE I HAVE ALL THE MODEL POLICIES UP RIGHT NOW. YEAH, YEAH, IT'S IN THE $3,200 IN THAT RANGE, BUT IT DIDN'T GIVE ME THE ACTUAL NUMBERS. ANYTHING ELSE ON THAT, ANYBODY? YEAH, FOR THAT SEPTEMBER, IF YOU'LL SEND OUT THAT LINK, THE LINK, SURE, GREAT, OR SOME INFORMATION AS SOON AS I GET IT. THEY HAVEN'T SENT IT I THINK IT COMES OUT IN AUGUST OR SOMETHING, PROBABLY LATER IN THIS SUMMER. THANK YOU. YES, OF COURSE. I THINK IT'D BE GREAT TO HAVE TO LOOK AT THE MODEL POLICY. YEAH, YEAH, WOULD YOU FIND IT? YEAH, IT'D BE NICE. ANYTHING ELSE? OKAY, THIS, THIS LEGISLATIVE THING FROM CAMAS. OKAY, SO ARE YOU RECOMMENDING I, I, I DON'T QUITE FULLY RETAIN IT OR GOT IT ALL. WELL, I DIDN'T KNOW IF I SHOULD DO IT. ARE YOU GOING TO BE RECOMMENDING SOME KIND OF ACTION FOR US WITH THIS OR NO? DID YOU WANT TO TALK ABOUT IT, SHELLEY, OR DID YOU WANT ME TO TALK ABOUT IT? I THINK WE BOTH COULD, FRANKLY. DURING DIRECTOR'S REPORT, PROBABLY, YEAH, IS WHAT I WAS KIND OF THINKING. I JUST INTENDED FOR YOU TO HAVE THE HAND UP IN ADVANCE, SO I'M SORRY ABOUT THAT. NO WORRIES, THANK YOU. SO THE AUDIT COMMITTEE? YEAH, WE MET AS AN AUDIT COMMITTEE. A WEEK OR SO AGO, WE HAD THE OPPORTUNITY TO REVIEW THE BOARD OF DIRECTORS' BUDGET, SUPERINTENDENT'S BUDGET, AND WE ALWAYS PULL A SAMPLE SIZE OF VOUCHERS AND PAYMENTS OUT AND, AND SOME PAYROLL. SO I APPRECIATE ALL THE DILIGENT WORK THAT GOES IN BEHIND. THEY WERE VERY PATIENT WITH ME AS I GOT MY, MY SELECTIONS IN A LITTLE LATER THAN I SHOULD HAVE, BUT THEY WERE GREAT. EVERYTHING SEEMED TO BE GOING VERY WELL. WE ARE WRAPPING UP AND COMING VERY CLOSE TO BEING DONE WITH OUR STATE AUDIT, AND THERE'S JUST A LOT OF WORK THAT'S GOING ON IN THE BACKGROUND TO MAKE SURE THAT THAT'S GOING TO BE ANOTHER GOOD AUDIT SESSION, AND IT LOOKS VERY POSITIVE. I THINK TOMORROW, TOMORROW IS OUR WRAP-UP MEETING WITH THE AUDITOR, SO THAT SHOULD BE GREAT. AND YOU STOLE SOME THUNDER. YEAH. MICHELLE SCOTT, I WANTED TO MAKE SURE THAT EVERYBODY WAS AWARE THAT SHE WAS ELECTED TO THE WASBO AS THE WASBO PRESIDENT FOR THIS NEXT YEAR. IT'S NOT LIKE 35 PEOPLE, THERE'S 1,900 MEMBERS IN WASBO, SO IT'S A BIG DEAL. SO SHE SHOULD FEEL VERY PROUD, AND WE'RE GRATEFUL TO HAVE HER IN OUR DISTRICT. THERE'S OUR AUDIT REPORT. OKAY, VGEF. THEY ARE CONTINUING TO WORK ON THE HARVEST DAYS FUN RUN, THEIR NEXT FUNDRAISER, AND GETTING THE PLANS IN PLACE FOR WHAT NEEDS TO HAPPEN. AND [01:25:01] SO WE'LL BE GEARING UP AND MEETING MORE AND TICKING OFF THE TO-DO TO DO. SO IF YOU'RE INTERESTED, WATCH FOR ANY KIND OF ANNOUNCEMENT FOR YOU TO SIGN UP TO. IT DOESN'T HAVE TO BE A RUN, IT CAN BE A WALK, AND FEEL FREE TO PARTICIPATE WITH US. SO EXCITED FOR THAT TO BE HAPPENING. WIAA, WE DON'T HAVE ANY MEETINGS OR REPORTS ON THAT AT THE END OF THE YEAR. THEY, THEY KIND OF GET FOCUSED ON DOING OTHER THINGS. SO NO NEW BUSINESS THERE. TOURS, SCHOOL TOURS, ANYTHING TO TALK ABOUT THERE? OKAY, NEXT THING ON THE AGENDA THEN, DIRECTOR UPDATES, DISCUSSIONS. I ATTENDED THE LEARN HERE HEROES WITH SHELLY, AND IT WAS FANTASTIC. WE RECOGNIZED REBECCA OLSON, SCHOOL COUNSELOR, AND ALSO BROOKE TRANG FOR READ NORTHWEST. IT WAS A REAL DELIGHTFUL OPPORTUNITY TO ACKNOWLEDGE ALL THE EDUCATORS IN OUR COMMUNITY THAT ARE DOING OUTSTANDING WORK. ALSO ATTENDED THE SIGNING DAY APPRENTICESHIP FOR THE CTE STUDENTS. IT WAS VERY DELIGHTFUL. GREAT TO SEE ALL THE YOUNG STUDENTS WHO ARE MOVING FORWARD INTO THE ELECTRICAL, PLUMBING, AND I THINK THERE WAS ONE THAT WAS DOING HVAC. 37 STUDENTS, A LOT OF SPONSORS. THEY HAVE PROBABLY LOOKS LIKE ABOUT 30 DIFFERENT SPONSORS AND SUPPORTERS FOR THIS OPPORTUNITY. IT WAS VERY, VERY ENJOYABLE TO SEE ALL THE STUDENTS DRESSED IN THEIR GARB. AND THEN SHELLEY AND I ALSO WENT TO THE LEDGE COMMITTEE FOR CAMAS. THEY HAVE A, MAYBE I SHOULD BACK UP. SEATTLE HAS 3 STANDING COMMITTEES THAT THEY HAVE FOR THEIR BOARD, AND ONE IS AUDIT FINANCE, ONE IS LEDGE, LEGISLATIVE, AND THEN ONE IS, I CAN'T REMEMBER THE OTHER ONE. BUT THESE ARE STANDING COMMITTEES AND THEY HAVE THE PUBLIC COMMUNITY INVOLVED IN THEM. AND I WAS EXCITED ABOUT IT WHEN I DID SOME RESEARCH ON IT, AND THEN SHELLEY CONTACTED ME TO TELL ME THAT CAMAS HAD A LEDGE COMMITTEE THAT THEY HAD STARTING. I DON'T KNOW THAT WHAT CAMAS IS DOING IS EXACTLY WHAT I WAS KIND OF THINKING ABOUT THE 3 COMMITTEES THAT SEATTLE HAS, BUT I WAS VERY ENTHUSED BY THE EXCITEMENT IN THE ROOM. THERE WERE OTHER DISTRICTS THERE THAT WERE INTERESTED IN MOVING FORWARD IN TRYING TO GET THE LEGISLATURE LEGISLATIVE, OUR REPRESENTATIVES TO HAVE MORE KNOWLEDGE AND INFORMATION ABOUT THE NEEDS OF OUR PUBLIC SCHOOLS. WHAT I HEARD, AND MAKE SURE I HEARD RIGHT, WAS THAT WHAT CAMAS IS REALLY LOOKING FOR IS OTHER DISTRICTS TO LOCK ARMS WITH THEM, AND IT LOOKED LIKE THERE WAS ABOUT, WHAT, 7 OTHER DISTRICTS THAT WERE IN THE BUILDING THAT WERE INTERESTED IN POTENTIALLY HAVING THEIR OWN COMMITTEES ON THEIR BOARDS AND THEN MEETING REGIONALLY FOR REGION 6. SO I WAS PRETTY EXCITED ABOUT IT. THEY HAVE LIKE THEIR OWN LITTLE BYLAWS AND EVERYTHING. THEY HAVE THEIR PRESIDENT. THEY MEET ONCE A MONTH. THEY. I MEAN, THEY'RE VERY WELL THEY'RE WELL ON THEIR WAY, DEFINITELY MORE THAN WE ARE, DEFINITELY JUST STARTING OUT. BUT I WOULD HIGHLY RECOMMEND THAT THE BOARD CONSIDER ADDING THESE 3 COMMITTEES LIKE SEATTLE HAS. THAT WAY WE COULD GET MORE, MORE COMMITTEE VOICE IN OUR STRATEGIC PLAN AND ALSO IN THE OTHER AREAS THAT WE'RE TRYING TO BE MORE TRANSPARENT IN. BUT I'M NOT GOING TO TAKE ALL OF IT. YOU PROBABLY HAVE SOME THINGS TO ADD. WELL, I JUST, ONE OF THE THINGS THAT STRUCK ME ABOUT IT IS THAT THE MAIN LEADERS OF THE, OF THE COMMITTEE ARE NOT THE BOARD MEMBERS AND NOT THE SUPERINTENDENT. THEY ARE PEOPLE IN THE COMMUNITY WITH CONCERNS THAT THEY'VE SEEN WITH THEIR OWN STUDENTS' EXPERIENCE AROUND LEGISLATION LEGISLATION THAT IS IMPACTING THEIR STUDENTS. AND I THINK THAT THERE'S A POWER IN THAT BECAUSE WE TALK ABOUT UNFUNDED MANDATES, WE TALK ABOUT FUNDING FORMULAS AND PROTOTYPICAL SCHOOL AND ALL [01:30:03] OF THOSE TYPES OF THINGS, BUT OFTENTIMES OUR VOICES GET LOST IN THAT. AND ONE OF THE THINGS THAT RESONATED WITH ME IS THAT ONE OF THE THINGS THAT THAT COMMITTEE HAS DONE IS THEY'VE GONE UP TO THE LEGISLATORS DURING SESSION ON WHAT IS IT CALLED THE LEDGE DAY. IT'S THE, IT'S THE DAY, THE DAY ON THE HILL. YEAH, DAY ON THE HILL. AND WHEN THEY'RE THERE, THEY HAVE SPECIFICALLY SHARED THE STORIES OF THEIR EXPERIENCE. AND THERE'S A SPECIFIC SITUATION IN THEIR DISTRICT THAT WAS SHARED BY ONE OF THE PARENTS ON THEIR LEGISLATIVE ACTION COMMITTEE THAT THAT THEY STILL TALK ABOUT UP IN OLYMPIA FROM 2 OR 3 YEARS AGO, AND HE'S A PARENT OF A SPECIAL NEEDS STUDENT. AND I THINK THAT THOSE ARE THE TYPES OF THINGS THAT RESONATE BECAUSE IT'S NOT THE INFORMATION THAT RESONATES, IT'S THE STORIES, OUR KIDS BEHIND THE STORIES THAT RESONATES. AND I THINK OFTENTIMES THAT GETS LOST IN, YOU KNOW, WE HAVE A LOT OF KNOWLEDGE ABOUT DETAILS AND AND HOW THAT'S IMPACTING US, BUT IT GETS LOST. AND TO THEIR POINT, THEY OFTEN SAY THAT THIS, THE STUFF GETS CRUMPLED UP, OR THEY DON'T EVEN TAKE THE PAPERWORK WITH THEM WHEN THEY LEAVE BECAUSE THEY'RE ON TO THE NEXT THING. AND BUT THE STORY STICKS WITH THEM. SO WHAT RESONATED WITH ME IS THE FACT THAT WE REALLY NEED TO ENGAGE OUR COMMUNITY IN THE CONVERSATIONS THAT WE'RE HAVING ABOUT WHAT WE NEED AT THE LEGISLATIVE LEVEL AND HOW DO WE DO THAT. I THINK THE ONLY WAY IS TO COME TOGETHER AND SHARE THOSE STORIES THAT AREN'T WORKING FOR OUR COMMUNITY AND OUR FAMILY AROUND THE LEGISLATION THAT WE ARE TASKED TO IMPLEMENT EACH AND EVERY DAY HERE AND HERE WITHIN THE DISTRICT. SO I AGREE WITH DEBBIE, IT'S TAKEN THEM YEARS TO GET WHERE THEY'RE AT. THEY'RE VERY WELL PUT TOGETHER. I'M NOT SURE THAT THAT'S A QUICK THING FOR US TO DO. CERTAINLY SOMETHING THAT I WOULD LOVE TO SEE US WORK TOWARDS IN THE FUTURE BECAUSE I DO THINK IT WOULD BENEFIT US. HOWEVER, NOW MAY NOT BE THE TIME TO ADD MANY, MANY NEW THINGS BECAUSE WE'RE ALL GOING TO HAVE MORE ON OUR PLATES AS WE MOVE INTO THE NEW YEAR. SO, BUT I THINK IT'S DEFINITELY WORTH RUMINATING ON AND THINKING ABOUT HOW WE MIGHT IMPLEMENT SOMETHING SIMILAR MOVING FORWARD BECAUSE IT, IT WILL BE BETTER IF IT'S TOGETHER IF WE'RE DOING IT WITH OTHER DISTRICTS AND NOT ALONE. FOR SURE, THAT WAS MY TAKEAWAY. ANY QUESTIONS? ANYTHING ELSE FOR COMMITTEE REPORT? I'M SORRY, FOR DIRECTOR UPDATES AND DISCUSSIONS. A COUPLE OF MEETINGS AGO, WE HAD. WE TALKED ABOUT WHO TO GO AND VISIT WITH SENATOR ADRIAN CORTEZ. WE HAD THE CHRIS AND I HAD THE OPPORTUNITY TO GO AND MEET WITH HIM, WITH SHELLY AND LYNELL. I CAME AWAY FROM THE MEETING HE HAS A DESIRE TO HELP OUT SPECIFICALLY BATTLEGROUND SCHOOL DISTRICT, AND HE IS INTERESTED IN FINDING SOME WAYS TO DO THAT. SO IT WAS A VERY POSITIVE MEETING. THERE'S MORE WORK TO BE DONE, BUT IT LEFT ME HOPEFUL. SO IT WAS A GOOD MEETING, I THINK. LORRI AND I WILL BE HAVING LUNCH. I WON LUNCH WITH REPRESENTATIVE CORTEZ. WELL, MY HUSBAND DID. BUT ANYWAY, LORI AND I ARE GOING TO BE GOING AND HAVING LUNCH WITH HIM AT THE END OF JUNE. HE'S, I GUESS HE'S A TEACHER, WHICH I DID NOT KNOW, AND SO HE'S STILL TEACHING UNTIL THEN. SO WE'LL BE BRINGING, IF YOU HAVE ANY QUESTIONS PLEASE EMAIL ME OR LORRI, AND WE'LL TAKE THOSE QUESTIONS TO HIM AND HOPEFULLY GET THEM ANSWERED. AND YEP, HOPEFULLY GET SOME THINGS MOVING FORWARD FOR SURE. I'M ALSO GOING TO BE MEETING WITH STEPHANIE MCCLINTOCK SOON AFTER THAT, AND THEN I'M ALSO, JOHN LEE AT SOME POINT SOON. ANYTHING ELSE? DIRECTOR'S REPORTS, UPDATES? WELL, LORRI AND I MET WITH MR. KENNEDY. WE LOOKED AT GOALS AND TRY TO HIGHLIGHT SOME THAT THE BOARD WOULD BE INTERESTED IN. SO WE'RE WORKING WITH HIM, AND I THINK WE'RE GONNA HEAR AT MY T&L UPDATE WE'RE GONNA HEAR FROM HIM IN A LITTLE BIT. SO BUT I THINK THAT WAS A GOOD SESSION. I THINK WE GOT THROUGH QUITE A BIT, WEEDING OUT THINGS THAT ARE SOME OF THE THINGS WOULD BE GREAT TO MEASURE, WE DON'T HAVE THE TOOLS OR THE RESOURCES TO DO IT. OTHER ONES HARDER TO TRACK, AND SO WORKED THROUGH THOSE, AND SO I THINK WE'LL SEE A PRESENTATION ON THAT IN A LITTLE BIT. EXCELLENT. ANYTHING ELSE? I ALSO FOUND THAT MEETING VERY BENEFICIAL. OFFICIAL. KUDOS TO CHRIS. HE REALLY HAD SOME GOOD INFORMATION AND SOME [01:35:01] THINGS MAPPED OUT. KUDOS TO DAVID WHO PROVIDED HIS EXPERTISE IN THE PROCESS AS WELL. I THINK WE HAVE A GREAT STARTING POINT AT LEAST, IF NOT MORE THAN STARTING POINT. YES. [9. Superintendent and Staff Updates] ANYTHING FURTHER? SO THE NEXT THING ON THE AGENDA THEN IS OUR SUPERINTENDENT REPORT. SO I THINK WE'VE TALKED ABOUT MOST OF THE THINGS THAT I HAD ON MY UPDATE. I GUESS I WOULD JUST ADD ONE THING TO WHAT MARSHALL SAID ABOUT OUR VISIT WITH SENATOR CORTEZ, AND THAT WOULD BE THE THAT SENATOR CORTEZ IS INTERESTED IN HOLDING A MEETING WITH ALL OF US PRESENT ON JULY 1ST AT 10 O'CLOCK TO ELICIT OUR INPUT FOR OTHER WAYS THAT HE COULD SUPPORT IN HIS LEGISLATIVE EFFORTS. SO IF YOU COULD JUST PENCIL IN THE TIME, WE'RE STILL KIND OF GOING BACK AND FORTH ABOUT A PLACE FOR THAT MEETING, BUT WHEN I HAVE THE THAT, I WILL, I WILL PASS THAT ON. AND THEN I JUST, TO DEBBIE'S POINT, HERE'S THE PICTURE OF THE APPRENTICESHIP SIGNING DAY. SO YOU CAN SEE MANY OF THOSE STUDENTS THAT WERE INSCRIPTED INTO AN APPRENTICESHIP PROGRAM THAT DAY BY THE PROGRAMS THAT WERE ACCEPTING THEM. IT WAS A GREAT PROGRAM. IT WAS ALSO A VERY BUSY. IT ALWAYS IS A VERY BUSY MONTH FOR CTE. AS YOU KNOW, WE ALSO, YOU PROBABLY KNOW WE HAVE PASS AND REVIEW ON SATURDAY MORNING. PASS AND REVIEW IS THAT WONDERFUL EVENT IN WHICH ONE GROUP OF CADETS PASS ON THE TORCH TO ANOTHER GROUP OF CADETS, AND LYNELL WILL BE THERE. I WILL NOT, BUT LYNELL WILL BE THERE WITH ANY OF YOU THAT CAN ATTEND ATTEND. IT'S A PRETTY SHORT EVENT, BUT IT'S A GREAT EVENT, SO I WOULD ENCOURAGE YOU TO ATTEND. AND THEN WE LAST THURSDAY, OUR CTE PROGRAMS HAD THEIR FINAL ADVISORY MEETING OF THE YEAR, AND IT WAS ABSOLUTELY WONDERFUL. THEY WERE MEETING IN SMALL GROUPS TALKING ABOUT THEIR PROGRAMS, WHAT THEY'D ACCOMPLISHED THIS YEAR, WHAT THEY HOPE TO ACCOMPLISH IN THE, IN THE UPCOMING YEAR. AND WE HAD A WONDERFUL DINNER THAT WAS PREPARED BY OUR CULINARY STUDENTS AT BATTLEGROUND HIGH SCHOOL UNDER THE DIRECTION OF CHEF JEAN FRITZ. AND AS ALWAYS, IT WAS AMAZING. SO I SHOULD HAVE PROBABLY INVITED SOME OF YOU SO YOU COULD JOIN IN ON THE FOOD, BUT I DON'T ALWAYS GO. SO, AND THAT IS IT FOR ME, BUT I WANT TO, TO MAKE SURE AND PASS IT ON TO LYNELL FOR A TEACHING AND LEARNING UPDATE FIRST. OKAY, WELL, GOOD EVENING, BOARD. I AM PLEASED TO TURN THE MIC OVER TO MR. DAVID KENNEDY, OUR EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT, WHO IS GOING TO WALK US THROUGH KIND OF THE MEETING HE AND CHRIS AND LORRI DID, KIND OF AN UPDATE FOR MEASUREMENTS ON OUR STRATEGIC PLANS. ALL RIGHT, GOOD EVENING, BOARD. THANK YOU FOR THE TIME. I JUST WANT TO ECHO THE COMMENTS THAT HAVE BEEN SHARED EARLIER. IT WAS EXCITING TO MEET WITH BOTH CHRIS AND LORRI, WHAT WAS THAT, ABOUT A LITTLE OVER A WEEK AGO. AND I JUST APPLAUD THE LEVEL OF ENGAGEMENT FROM BOTH CHRIS AND LORRI IN LOOKING AT OUR STRATEGIC PLAN WITH SOME NEW EYES. AND I DO THINK THE FRESH PERSPECTIVE ON OUR STRATEGIC PLAN IS NEEDED AND CERTAINLY WELCOMED. YOU WILL NOTE THAT AS WE STARTED OUR CONVERSATION, I THINK WE STARTED TO REALLY CALIBRATE WHAT WE WANTED TO ACCOMPLISH. WE UNDERSTAND THAT OUR CURRENT STRATEGIC PLAN WAS WRITTEN IN 2022 AND SUNSETS IN 2027. WE ARE KIND OF OPERATING OFF OF A PRETTY TIGHT TIMELINE RIGHT NOW, AND SO THE DECISION WAS MADE AMONGST THE THREE OF US THAT WE MIGHT, INSTEAD OF TRYING TO REWRITE OUR DISTRICT STRATEGIC PLAN AT THIS POINT, CONSIDER SOME REVISION TO OUR DISTRICT STRATEGIC PLAN AND SPECIFICALLY LEAVE THE GOAL AREAS AS THEY CURRENTLY STAND. SO SAFE AND CARING ENVIRONMENT, HIGH-QUALITY INSTRUCTION, COLLABORATION THAT CULTIVATES TRUST. I THINK WE'D ALL BE IN AGREEMENT THOSE ARE STILL RELEVANT 5 YEARS FROM THE TIME THEY WERE WRITTEN TO NOW. WHAT IS MISSING RIGHT NOW IS PROBABLY THE AREA THAT NEEDS THE MOST ATTENTION ARE THE OBJECTIVES. ANOTHER WAY OF THINKING OF OBJECTIVES ARE GOALS. AND IF [01:40:01] YOU LOOK ON OUR DISTRICT STRATEGIC PLAN RIGHT NOW, WE HAVE 11 OBJECTIVES. THERE ARE 3 UNDER SAFE AND CARING ENVIRONMENT. THERE ARE 4 OBJECTIVES UNDER HIGH-QUALITY INSTRUCTION, AND I BELIEVE THERE IS ANOTHER 4 UNDER COLLABORATION THAT CULTIVATES TRUST. WHERE WE'VE STRUGGLED WITH SOME OF THESE OBJECTIVES. THESE OBJECTIVES CAME FROM QUITE A BIT OF STUDY. SO I WANT YOU TO KNOW THAT THE HISTORICAL CONTEXT ON THESE OBJECTIVES WAS CERTAINLY NOT, GOSH, WE NEED SOMETHING, LET'S JUST LET'S THROW THIS IN THERE. THIS CAME FROM A PRETTY IN-DEPTH STUDY OF WELL OVER 15 DIFFERENT DISTRICT STRATEGIC PLANS ACROSS THE STATE AND LOOKING AT HOW THEY MEASURE. BECAUSE ANYTIME WE START TO CREATE GOALS, WE HAVE TO REMEMBER, HOW ARE WE GOING TO MANAGE THIS? AND IS IT REALISTIC? WHAT IS THE NATURE OF THE GOALS WE'RE SETTING? WHY ARE WE SETTING THOSE GOALS AND WHAT DO WE HOPE TO ACCOMPLISH. I THINK CHRIS REALLY DID A NICE JOB WHEN WE STARTED HAVING THE CONVERSATION. I DON'T KNOW, CHRIS, IF YOU'D BE WILLING TO SHARE THAT, BUT I THINK THE CURRENT STATE OF OUR OBJECTIVES IS FAIRLY VAGUE. AND THAT IS NOT HELPING US IN REGARDS TO MESSAGING WITH THE COMMUNITY AND SPECIFICALLY MESSAGING AROUND AROUND SOME OF THE COMPONENTS OR THE NARRATIVE OF THE DISTRICT BEING A FAILING DISTRICT. YOU KNOW AND I KNOW THAT NOT TO BE A TRUE STATEMENT. HOWEVER, THAT CAN BE THE PREVAILING NARRATIVE THAT TAKES PLACE, WHETHER IT BE ON SOCIAL MEDIA, A FLYER, WHATEVER IT MIGHT BE. AND I THINK WE'RE REALLY DESIRING AND SEEKING TO TELL MORE OF THE STORY OF OUR DISTRICT, THE UNIQUE QUALITIES OF OUR DISTRICT THAT MAKE US SPECIAL, THE THINGS THAT WE CAN BE PROUD OF AS A COMMUNITY, AND REALLY LOOKING FOR MEASURES THAT ARE GOING TO ACCURATELY REFLECT THE GOOD WORK WE'RE DOING DAY IN, DAY OUT. SO CHRIS, I DON'T KNOW IF YOU WANT TO ADD TO THAT BECAUSE I THINK YOU HAD SUCH A GREAT PERSPECTIVE COMING INTO THIS MEETING ABOUT WHERE YOU'RE COMING FROM IN BRINGING BECAUSE THIS, THIS REALLY STARTED WITH YOUR IMPETUS, AND I JUST WANT TO APPLAUD YOU. OH, THANK YOU FOR STARTING THAT. PROCESS. YEAH, BOARD, SO IT'S KIND OF WHAT WE TALKED ABOUT WITH GOAL SETTING WITH THE 5 PILLARS, KIND OF LOOKING AT WHAT YAKIMA HAD DONE. AND, AND SO WHAT I WAS TRYING TO AIM AT IS, YOU KNOW, LET THE DISTRICT FOCUS DOWN AND IN AND LET US FOCUS AS A BOARD UP AND OUT, LIKE THEY'VE BEEN TEACHING US AT WASDA. BUT I THINK HAVING CLEAR GOALS HELPS US COMMUNICATE A CLEAR MESSAGE TO THE COMMUNITY OF WHAT WE'RE DOING WELL. AND, YOU KNOW, WHEN WE CAN SHARE THE SUCCESSES OF, HEY, WE, WE PASSED THIS GOAL, OR IF WE FALL SHORT, IF WE START TO SEE THAT, WE CAN SAY, YEAH, WE SEE IT, WE RECOGNIZE IT, AND THIS IS THE ACTION PLAN THAT WE'RE GOING TO TAKE. SO THAT WAY IT DOESN'T SOUND OR FEEL LIKE TO THE COMMUNITY THAT WE'RE RESTING ON OUR LAURELS, BUT ACTUALLY REALLY GETTING AFTER IT. SO PART OF THIS FOR ME WAS JUST HELPING GETTING CLEAR GOALS THAT THE COMMUNITY CAN KIND OF WRAP THEIR MIND AROUND AND SUPPORT. AND I WOULD ADD THAT THE GOALS THAT THE INITIAL DRAFT ACTUALLY, CHRIS BROUGHT A SECOND DRAFT TO OUR MEETING. HE HAD DONE SOME THINKING BETWEEN THE FIRST MEETING AND THE MEETING THAT WE HAD A COUPLE FRIDAYS AGO. AND I. THE THING THAT I AM I'M REALLY ENCOURAGED BY WITH THIS WORK IS THE LEVEL OF RESEARCH THAT GOES BEHIND THESE GOALS. SO THESE GOALS AREN'T JUST, AGAIN, "OH, WE THINK THIS WOULD BE A GREAT GOAL." THESE GOALS ARE ROOTED IN SOME PRETTY IN-DEPTH SIGNIFICANT RESEARCH IN THE EDUCATION PROFESSION THAT HAS A LOT OF MERIT. SO MAYBE WE'LL JUST TALK ABOUT WHAT WE'VE CREATED AND GET SOME SOME INPUT AS TONIGHT IS KIND OF A FIRST STEP IN THAT PROCESS. WE DON'T ENVISION THAT WE'RE GOING TO NECESSARILY FINALIZE ITEMS TONIGHT. BUT I WILL SAY, I THINK IT WAS INTERESTING, BOTH CHRIS AND LORRI HAD AN INTERESTING PERSPECTIVE ON OUR FIRST GOAL AREA. SO JUST TO PREFACE, THERE ARE 11 NEW OBJECTIVES THAT ARE POTENTIALS FOR US TO CONSIDER. MY ONLY WORD OF CAUTION AROUND THIS IS LESS IS MORE. SO AS WE GET INTO THIS, THIS MIGHT BE THE EXTENT OF WHAT WE DO, BUT CERTAINLY I WOULD SAY THAT IF WE GO A LITTLE BIT SMALLER THAN THAT, THAT WOULD NOT BE A BAD THING. OKAY, SO THE FRAME ON THE FIRST GOAL AREA, SAFE AND CARING ENVIRONMENT, YOU'LL NOTICE THERE ARE TWO OBJECTIVES LISTED. THE FIRST OBJECTIVE IS READY TO LEARN. AND IT REALLY GETS AROUND TACKLING THIS IDEA OF CHRONIC ABSENTEEISM. OSPI ACTUALLY HAS AN INITIATIVE RIGHT NOW AROUND CHRONIC ABSENTEEISM, AND THERE ARE A NUMBER [01:45:03] OF DISTRICTS, I BELIEVE SOMEWHERE AROUND 80 DISTRICTS OR 67, I DON'T KNOW QUITE THE NUMBER, BUT QUITE A NUMBER OF DISTRICTS WHO HAVE SIGNED ON FOR THIS INITIATIVE. AND THE IDEA IS TO REDUCE CHRONIC ABSENTEEISM. JUST TO GIVE YOU A FLAVOR ON OUR BASELINE, YOU WILL SEE ON HERE, AND THIS WAS CHRIS'S WORK. CHRIS DID A GREAT JOB OF IDENTIFYING STATE AND DISTRICT BASELINES, AND I WENT BACK AND JUST VERIFIED SOME OF THESE NUMBERS AND FILLED IN SOME THINGS. SO YOU'LL NOTICE THAT OUR, OUR DISTRICT BASELINE IN '23'24 WAS 22.6%. KEEP IN MIND, THE LOWER THE BETTER. SO THE INVERSE OF THAT IS THAT WE HAD APPROXIMATELY ABOUT 77.4% OF OUR OF OUR STUDENTS WHO WERE NOT DEEMED CHRONICALLY ABSENT. YOU'LL NOTICE THAT NUMBER HAS GONE UP. SO 24-25, THAT NUMBER JUMPED UP 5.9%, AND THAT'S A CONCERN. I'M NOT QUITE SURE WHY, BUT WE HAD 4 SCHOOLS OF THE 19 THAT, THAT INCREASED IN THEIR CHRONIC ABSENTEEISM RATE BY DOUBLE DIGITS LAST YEAR. SO YEAH, YEAH, THERE WERE SOME BIG JUMPS, AS HIGH AS 15% AT ONE OF OUR SCHOOLS, AND A NUMBER OF SCHOOLS THAT WERE 8, 9%. SO I WOULD SAY AS A WHOLE, AT LEAST ABOUT HALF OF OUR SCHOOLS ARE GOING THE OPPOSITE DIRECTION THAT WE'D WANT. NOW I WILL JUST SAY THIS, EVERYTHING THAT WE'RE TALKING ABOUT WITH THE LEVY, MANY OF THE POSITIONS THAT ARE BEING CUT GO TOWARDS SUPPORTING THESE TYPES OF GOALS.. AND SO WE NEED A PARTNERSHIP. AND CHRIS, I THINK IT'D BE GREAT IF YOU SPEAK TO THAT, AND LORRI AS WELL, AROUND THE BEHAVIOR AND THE ATTENDANCE COMPONENTS OF THIS. THIS IS REALLY ABOUT A PARTNERSHIP WITH OUR PARENTS. YOU GUYS WANT TO SAY MORE ABOUT THAT? YEAH, YOU KNOW, I, I THINK LORRI AND I BOTH AGREE THAT PARENTS ARE A CHILD'S FIRST TEACHER, THEIR PRIMARY TEACHER, AND SENDING THE KIDS TO PUBLIC SCHOOL WITH US, I THINK, IS A, THEY'RE ENTERING INTO A PARTNERSHIP IN THAT TEACHING. BUT WE CAN'T TEACH THEM IF THEY DON'T SHOW UP. RIGHT. AND SO I THINK THIS IS ONE OF THE THINGS THAT IT HIGHLIGHTS WHEN PARENTS SEE, OH, THERE'S SUCH A HIGH NUMBER. YES. WE CAN'T GO DOWN, CHASE UP, CHASE DOWN THESE KIDS. WE NEED TO ENSURE THAT THEY'RE GETTING TO SCHOOL. I THINK IT'S IMPORTANT TO ADD, AND THEN WE'LL JUMP TO THE BEHAVIOR SIDE OF THINGS HERE IN A SECOND. ON THE ABSENTEEISM, KEEP IN MIND THAT IS 2 OR MORE DAYS PER MONTH, EXCUSED AND UNEXCUSED. SO THAT, THAT IS A, IT IS NOT A HARD NUMBER TO BE CONSIDERED CHRONICALLY ABSENT, IS NOT A HIGH BAR. THOSE ARE PRETTY STRINGENT. THAT'S FOR AND THOSE NUMBERS ARE OF STUDENTS WHO ARE CONTINUOUSLY ENROLLED IN OUR DISTRICT FOR 90 DAYS. SO YOU WANT TO SAY MORE ABOUT THE BEHAVIOR, LORRI? BECAUSE THAT WAS KIND OF THE SECOND PIECE OF THIS GOAL. WELL, WE ALSO WANT TO SAY THAT STUDENTS NEED TO COME READY TO LEARN, AND AGAIN, PARENTS ARE A KEY PIECE IN THAT PARTNERSHIP, SUPPORTING THE SCHOOLS HELPING WORK WITH US TO HELP THEIR STUDENTS. AND WITHOUT FAMILY ENGAGEMENT, IT'S, IT LIKELY MAY NOT GO WELL. AND SO WE WANTED A GOAL AROUND THAT SO THAT WE WERE WORKING AS A PARTNERSHIP WITH FAMILIES, AND WANTED IT TO BE MEASURABLE. WE CAN PULL THE DATA FROM, WELL, I'LL LET DAVID TALK ABOUT WHERE WE'RE GETTING THE DATA AND WHERE. HOW WE CAN MONITOR THIS, BUT BASICALLY REDUCING MAJOR REFERRALS BY 15%, AND WE'VE GOT BASELINE DATA USING THE SWISS DATA SOURCE THAT WE USE OR HAVE USED. YES, AND I THINK THAT WILL BE AN AGENDA INVESTMENT FOR US. SWIS IS ONE OF THE DATA COMPONENT SOFTWARES THAT WE ARE NO LONGER ABLE TO AFFORD. SO DUE TO LEVY CUTS, THAT IS ONE OF THE THINGS THAT IS GOING AWAY. WE ARE WORKING ON AN INTERNAL REPLACEMENT. WE HAVE SOME REALLY TALENTED FOLKS, CASSANDRA SMITH BEING ONE OF THEM, THAT IS WORKING TO REPLACE THAT SYSTEM. SO AS FAR AS A BASELINE GOES, THIS MAY BE A GOAL AREA THAT'S HARD FOR US TO ACCOMPLISH RIGHT OUT OF THE GATES BECAUSE THE BASELINE MAY BE OUR NEW SYSTEM, WHICH ISN'T IT MAY BE IN PLACE BY THE FALL, BUT WE'RE NOT SURE. WE KIND OF HAVE OUR FINGERS CROSSED. OKAY. YES, LORRI, CAN I ADD? SORRY, YES, HAD ANOTHER THOUGHT. SO ALSO WITH STUDENTS COME READY TO LEARN, WHEN STUDENTS COME AND ARE DYSREGULATED, THOSE BEHAVIORS IMPACT THE LEARNING OF ALL STUDENTS. SO WHEN BEHAVIORS ARE HAPPENING THAT ARE INTERFERING WITH THE LEARNING OF THE OTHER STUDENTS [01:50:01] IN THE CLASS, THEN EVERY IT CAUSES A PROBLEM. SO FOR ALL LEARNERS, BASICALLY. SO IF WE TRANSITION TO GOAL AREA 2, HIGH-QUALITY INSTRUCTION, THERE ARE QUITE A FEW. THIS IS WHERE THE MAJORITY OF THE OBJECTIVES ARE FOUND BECAUSE WE REALLY STARTED THINKING DIFFERENTLY, AND THIS IS AND THIS IS AGAIN, I APPRECIATE CHRIS'S PERSPECTIVE AND FRESH PERSPECTIVE ON THIS, BUT DO YOU WANT TO TALK ABOUT THE DIFFERENT LAYERS THAT YOU WERE THINKING ABOUT HERE? YEAH, YEP. SO, MISS CARLA, IF YOU COULD SCROLL DOWN A LITTLE BIT. SO LOOKING AT THE DATA, THEY HIGHLIGHTED A FEW DIFFERENT AREAS IN PRIMARY SCHOOL, MIDDLE SCHOOL, AND HIGH SCHOOL. AND SO JUST LOOKING AT THAT, YOU KNOW, WHEREAS IN PRIMARY SCHOOL WE'RE SETTING THE FOUNDATION, MIDDLE SCHOOL WE'RE HELPING WITH THE MASTERY OF THAT INFORMATION, AND THEN IN HIGH SCHOOL, SETTING THEM UP FOR THE PATHWAYS SO THAT THEY CAN, GO ON AND BE SUCCESSFUL, YOUNG ADULTS. AND SO JUST SPLITTING THOSE GOALS, APART FROM THE DIFFERENT GRADE LEVELS I THINK KIND OF HELPS US SHOW THAT WE'RE WORKING WITH THEM THROUGH THE, THROUGH THAT PROCESS. SO IN THE FOUNDATIONS LEVEL, YOU WILL SEE THAT THE READING GOAL IS FOR 3RD GRADE STUDENTS ONLY, AND I WANT TO SHOW OR SHOWCASE THE BASELINE ON THIS. WE HAD SOME DISCUSSION, LORRI, CHRIS, AND I, AROUND HOW ARE WE VIEWING OUR SMARTER BALANCED DATA. AND ARE WE GOING TO CONTINUE TO LOOK AT PROFICIENCY AS JUST LEVEL 3 AND 4, WHICH IS GRADUATE, YOU KNOW, COLLEGE-READY TYPES OF LEVELS, OR DO WE CONSIDER THOSE FOUNDATIONAL SKILLS AT GRADE LEVEL? NOTICE IT DOESN'T SAY FOUNDATIONAL SKILLS BELOW GRADE LEVEL, IT SAYS FOUNDATIONAL SKILLS AT GRADE LEVEL. AND LEVELS 2 THROUGH 4, 2, 3, AND 4, YOU WILL SEE OUR NUMBERS ON THE SCREEN ARE REALLY QUITE STRONG. AND AGAIN, THIS IS PART OF PUSHING BACK ON THE NARRATIVE THAT IS QUITE INACCURATE AROUND OUR SCHOOL'S PERFORMANCE AND HOW WE'RE DOING, AND IS TELLING MORE OF THE STORY. SO THE STATE BASELINE AND THE DISTRICT BASELINES ON OUR 3RD GRADE READING SCORES, YOU WILL SEE THEY'RE EXACTLY THE SAME. WE ARE COMPARABLE TO THE STATE AT 72% OF OUR STUDENTS SHOWING FOUNDATIONAL GRADE-LEVEL SKILLS IN READING IN 3RD GRADE. AND MAYBE A REALISTIC GOAL FOR US TO SET IS TO MOVE THAT UP TO 80%. THAT COULD BE UP FOR DISCUSSION AS TO WHERE WE SET THAT LINE, BUT HAVING THOSE BASELINES GIVES US AN INFORMED DECISION AS TO WHERE TO MAKE THOSE GOALS. WE THEN SHIFTED FOR MATH TO FOCUS IN ON 4TH GRADE, AND YET AGAIN, WHEN YOU LOOK AT THE 4TH GRADE NUMBERS, NOT ONLY WE ARE WE AT THE STATE LEVEL, WE ARE ABOVE THE STATE LEVEL BY QUITE A BIT. 79% OF OUR STUDENTS. I'M JUST GONNA LET THAT SINK IN FOR A SECOND. 79% OF OUR 4TH GRADE STUDENTS ARE AT FOUNDATIONAL GRADE LEVEL SKILLS IN MATH. DOESN'T SOUND LIKE A FAILING DISTRICT TO ME. THAT'S A STRONG NUMBER. AND WE CAN BECOME STRONGER. SO IF WE SET IT AT 85%, PER SE, THAT IS AN OPPORTUNITY FOR US TO START THINKING ABOUT HONING IN, BECAUSE SOME OF OUR GREAT YOU KNOW, IF YOU GO BACK TO THE ORIGINAL DISTRICT STRATEGIC PLAN, IT JUST SAID INCREASE PERCENTAGE OF STUDENTS ON STATE ASSESSMENTS. WELL, WHAT, HOW DO WE MEASURE THAT? WE HAVE A LOT OF STUDENTS AND THERE'S VARIANCE. SO BY HONING IN ON SPECIFIC GRADE LEVELS, WE THINK WE CAN TELL MORE OF THE STORY. IF WE SCROLL DOWN TO MIDDLE SCHOOLS, THIS IS AN AREA WHERE WE'RE STRUGGLING A LITTLE BIT. WE COULD EASILY USE SMARTER BALANCED YET AGAIN AS A MEASURE. I WOULD CAUTION THE BOARD THAT PUTTING ALL OF OUR EGGS IN ONE BASKET FROM A NARRATIVE STANDPOINT IS NOT AN ACCURATE REFLECTION OF THE DISTRICT WORK WE'RE DOING, NOR IS IT APPROPRIATE. AND SO AS WE LOOK AT POTENTIAL ELA AND MATH GOALS FOR 7TH GRADE STUDENTS AND 8TH GRADE STUDENTS, WE NEED TO FIND SOME TYPE OF SCREENER PROGRESS MONITOR ASSESSMENT, NATIONALLY NORMED, THAT WOULD GIVE US SOME ADDITIONAL INFORMATION, ANOTHER DATA POINT FOR US TO CONSIDER, SO THAT WE'RE NOT JUST PUTTING ALL OF OUR EMPHASIS ON SMARTER BALANCED. AND AS, YOU KNOW, AS SMARTER BALANCED MOVES WE MOVE WITH IT. THERE NEEDS TO BE MULTIPLE DATA POINTS, AND I THINK THAT'S ONE OF THE THINGS WE'VE LEARNED THROUGH THIS DISTRICT, DISTRICT STRATEGIC PLAN, IS WHEN WE DON'T HAVE AN ACCURATE NUMBER OF, OR RELEVANT NUMBER OF ASSESSMENTS, WE GET LIMITED INFORMATION, AND WE'VE BEEN OPERATING OFF OF LIMITED INFORMATION UP TO THIS POINT. SO DO WE [01:55:01] CURRENTLY HAVE FUNDING FOR A SCREENER ASSESSMENT K-8? NO. THAT IS ONE OF THE REALITIES OF THE LEVY FAILURE IS THAT IT IS IMPACTING OUR ABILITY. AND YOU WILL SEE KIND OF A CONSISTENT THEME WITH SOME OF THE MEASURES. SOME OF THEM TAKE FUNDING TO PUT IN PLACE. BUT FOR A PROGRAM LIKE IREADY YEAH, K-8 DISTRICT-WIDE YEP, THE COST WAS FAIRLY LOW. YES. SO THE WAY THESE VENDORS OFTEN WORK, CHRIS, IS THEY WILL BUY BUNDLE. SO IF, FOR INSTANCE, WE'RE PURCHASING IREADY RIGHT NOW FOR DYSLEXIA LEGISLATION PURPOSES, K-4 READING ONLY. SO OF THE IREADY SUITE, WE'RE ONLY CURRENTLY PURCHASING 25% OF WHAT WE USED TO DO. THAT 25% RUNS US ROUGHLY ALMOST 40% OF WHAT WE WERE PAYING FOR THE FULL SUITE. SO WHEN YOU START TO THEN BUNDLE AND SAY, HEY, WE'RE GOING TO NOT ONLY DO K-4 READING BUT INCLUDE K-8 READING AND MATH, THAT PRICE PER STUDENT COMES SIGNIFICANTLY DOWN BECAUSE THEY'RE MOTIVATED TO SELL MORE PRODUCT, RIGHT? SO, SO FOR US TO DO THAT, I THINK THAT. I BELIEVE THAT CONTRACT WAS RIGHT AROUND $90,000 K-8 READING, AND THAT IS SOMETHING FOR US, YOU KNOW, TO HAVE DISCUSSION, ESPECIALLY OBVIOUSLY WHEN A LEVY PASSES. WHAT ARE WE CURRENTLY PAYING FOR READING K-4? JUST READING K-4, I BELIEVE THAT CONTRACT'S RIGHT AROUND AROUND 30. SO IT WON'T. I'M SORRY. I WANTED TO ASK A QUESTION ABOUT THE PLC WORK. IS THERE SOME REASON THAT THAT PLC WORK CAN'T BE USED AS A STANDARD? I MEAN, I KNOW AS LONG AS IT'S STANDARDIZED AMONGST ALL OF THE PLC TEACHERS FOR THAT GRADE LEVEL, WOULD THERE BE SOME REASON THAT COULDN'T BE USED TEMPORARILY? I MEAN, LONG-TERM, OF COURSE, WE WANT TO GET BACK ON THE HORSE AND GO IN THE DIRECTION WITH SOMETHING THAT'S STANDARDIZED, BUT TEMPORARILY, AT LEAST, IT'S GIVING A MEASURE TO THE COMMUNITY, AND IT'S ALSO GIVING THE STUDENTS SOMETHING TO SHOOT FOR. I THINK ONE OF THE STRUGGLES. I LIKE WHERE YOU'RE GOING, BUT I THINK ONE OF THE STRUGGLES WE CURRENTLY HAVE IS THE WAY OUR PLCS WORK, THEY'RE WORKING AT THEIR OWN BUILDING, SO THEY'RE NOT DISTRICT-WIDE. AND BECAUSE STUDENTS ARE PERFORMING DIFFERENTLY FROM BUILDING TO BUILDING, THESE ARE DISTRICT AVERAGES, BUT THEY VARY SIGNIFICANTLY FROM ONE BUILDING TO THE OTHER. SO IF YOU WERE TO SET A GOAL FOR, SAY, GLENWOOD, IT MAY, YOUR PERCENTAGE WOULD PROBABLY BE VERY DIFFERENT WHAT'S SMART SPECIFIC, MEASURABLE, ATTAINABLE, RESULTS-ORIENTED, AND TIME-BOUND WOULD BE DIFFERENT THAN MAYBE WHAT YOU WOULD SEE AT YAKULT. AND SO THE ONLY STRUGGLE THAT I SEE WITH THAT IS WE'RE NOT AT A PLACE WHERE WE'RE SAYING ALL 3RD GRADE TEACHERS HAVE THE SAME PIECE. THAT IS WHERE WE WANT TO GET. WE'RE NOT THERE YET IN THAT PROCESS. WHAT I ONE OF THE THINGS THAT I WAS THINKING AS WE'RE HAVING THIS DISCUSSION IS ABOUT THE, THE, AS WE WERE TALKING ABOUT, THE LAGGING INDICATOR OF SBAC VERSUS IREADY BEING A PROGRESS MONITORING ALONG THE WAY. IN AN IDEAL WORLD, WHAT I THINK WOULD HELP US IMMENSELY IS BEING ABLE TO HAVE THE OVERARCHING GOAL FOR SBAC, WHICH IS AFTER THE FACT, IT'S POSTMORTEM I LIKE TO CALL IT, BECAUSE IT'S TOO LATE TO MAKE CHANGES IN INSTRUCTION. BUT IF YOU'RE PAIRING THAT WITH A GOOD PROGRESS MONITORING TOOL, YOU CAN ACTUALLY ASK IREADY, IF WE SET A GOAL OF 85% AND WE'RE CURRENTLY AT WHATEVER PERCENT, WHERE WOULD WE NEED TO BE IN FALL? WHERE WOULD WE NEED TO BE IN WINTER? AND WHERE WOULD WE NEED TO BE IN THE SPRING IN ORDER TO MEET THIS BASED ON THE PROJECTIONS THAT YOU HAVE IN ALIGNING YOUR, YOUR WORK AS A ASSESSMENT COMPANY TO SBAC. SO IT'D BE, YOU COULD USE THE IREADY AS THE LEAD INDICATOR. YEAH. AND THEN REAL QUICK, FOR THE BENEFIT OF SOME OF THE FOLKS LISTENING, OSPI CHANGED THEIR LEVEL 3 AND 4 TO LEVEL 2, 3, AND 4. WOULD YOU MIND SPEAKING ON THAT A LITTLE BIT? YEAH, I THINK THERE'S BEEN A RECOGNITION ACROSS ACROSS THE SMARTER BALANCED CONSORTIUM. SO IT'S COMPRISED OF 14 STATES, AND I THINK IT'S REALLY IMPORTANT TO RECOGNIZE THAT WASHINGTON STATE IS ONE OF THE HIGHEST-PERFORMING STATES IN THE SMARTER BALANCED CONSORTIUM. SO OF THE 14 STATES, I BELIEVE WE ARE SECOND IN MATHEMATICS AND FOURTH IN ELA. AND SOME OF THE STATES THAT WERE FAR ABOVE ARE STATES THAT ARE WELL KNOWN FOR SOME OF THEIR EDUCATIONAL INITIATIVES, SPECIFICALLY THE STATES WHERE FAR SOUTH, OREGON. SO WE'RE DOING REALLY WELL. AND WITH THAT SAID, THE LEVEL 3 AND 4 IS A BAR THAT IS PRETTY, IT'S [02:00:02] A PRETTY HIGH BAR. AND DAVID, THE CORRELATION BEING THAT THERE WAS, IF WE WERE TO LOOK BACK, MORE OF A PUSH TOWARDS COLLEGE, AND YOU'RE SEEING A SHIFT IN CAREER READINESS. AND SO THERE'S AN ACKNOWLEDGEMENT THAT 3 AND 4 IS BEING COLLEGE READY, AND 2, 3, AND 4 IS BEING GRADE-LEVEL PROFICIENT. SO THERE'S A DIFFERENCE IN, IN TO WHAT WE'RE ASKING TO PREPARE STUDENTS FOR. TO SAY THAT ALL STUDENTS ARE COLLEGE-BOUND WASN'T EVEN ACCURATE 5, 10, 15 YEARS AGO, BUT THAT'S THE MEASUREMENT THAT WE USING WAS A COLLEGE-BOUND MEASUREMENT, WHICH DOESN'T MAKE A WHOLE LOT OF SENSE FOR US. YOU'RE STILL GOING TO HAVE A NUMBER OF STUDENTS HEADED OFF TO COLLEGE, BUT TO PRETEND LIKE ALL OF OUR STUDENTS ARE HEADED IN THAT WAY AND MEASURE AGAINST THAT DOESN'T MAKE A WHOLE LOT OF SENSE. AND TO COMMUNITY PARENTS JUST WANT THEIR KIDS READY FOR LIFE. THEY WANT THEM READY TO BE AN ADULT AND TO WHATEVER IT IS THAT THEY'RE GOING GOING TO DO TO MAKE MONEY, THEY WANT THOSE THINGS IN PLACE SO THAT THE STUDENT WILL BE SUCCESSFUL, NOT NECESSARILY AND I THINK COLLEGE WAS A BIG PUSH, AND I THINK IT HAS CHANGED, AND I THINK WE'RE GOING TO NEED TO CHANGE WITH THAT THINKING. INSTEAD OF HAVING THE STANDARDS FOR COLLEGE-BOUND, IT'S GOING TO NEED TO BE SOMETHING ELSE, MORE REALISTIC. ABSOLUTELY. YEAH, AND I THINK, I THINK THE OTHER THING IS JUST TO TO ACKNOWLEDGE THERE MAY BE SOME FOLKS WHO ARE LISTENING TO THIS THINKING, WELL, THAT'S REALLY SLICK. YOU'RE CHANGING THE LEVEL NOW TO 2, 03, AND 4 BECAUSE YOU COULDN'T ACHIEVE LEVEL 3 AND 4. AND MY PUSHBACK TO THAT IS THIS. THE ASSESSMENT ITSELF IS INCREDIBLY RIGOROUS, AND THAT LEVEL OF RIGOR TIED TO THE COLLEGE READINESS IS, ALTHOUGH A GREAT GOAL TO HAVE, IT DOES NOT ACCURATELY REFLECT THE PERFORMANCE OF OUR STUDENTS AS A WHOLE. BECAUSE WHAT WE TEND TO SEE ON THE SMARTER BALANCED ASSESSMENT VERSUS OUR CLASSROOM-BASED ASSESSMENTS, THOSE ASSESSMENTS THAT ARE CLOSEST TO THE CLASSROOM, IS WE SEE A DIVIDE THERE. IT DOESN'T ALWAYS MATCH, AND THAT DOESN'T MEAN THAT OUR CLASSROOM INSTRUCTION IS ANY LESS RIGOROUS. AND IN FACT, THAT'S WHY I STARTED AT THE VERY BEGINNING SAYING, HEY, GUESS WHAT? WE ARE AT OR ABOVE THE STATE AVERAGE IN MANY AREAS ON SMARTER BALANCED, AND OUR STATE IS ONE OF THE ELITE STATES IN THE CONSORTIUM. THAT'S HOW HARD THIS ASSESSMENT IS. SO I THINK THE STATES HAVE KIND OF AWOKEN TO THE FACT LIKE, WHOA, WE WROTE A, THIS IS A REALLY HARD TEST. AND YES, IT IS. AND WE CANNOT JUDGE OUR WORTH BASED ON HOW WE PERFORM PERFORM ON THAT ASSESSMENT. SO PUTTING A LEVEL 2, 3, 4, WHICH WE WILL ALSO SHIFT OUR SCHOOL IMPROVEMENT PLANS TO NEXT FALL TO BE IN CONJUNCTION WITH THIS DIRECTION FROM THE DISTRICT STRATEGIC PLAN STANDPOINT, IS A HEALTHY MOVE AND AN ACCURATE REFLECTION OF WHAT WE'RE ASKING OUR KIDS TO DO. AND NOTHING ABOUT THAT IS ABOUT LOWERING THE BAR TO SAY THAT WE'RE DOING BETTER. SO I JUST WANT THAT TO BE CLEARLY, CLEARLY STATED AS WELL. I INTERRUPT YOU? I, TEACHING IN THE CLASSROOM, HAVE GIVEN THE SMARTER BALANCED, AND I WOULD ANYONE WHO THINKS WE'VE DUMBED IT DOWN OR ANYTHING, I CHALLENGE ANY ADULT TO GO TAKE THE 3RD GRADE SMARTER BALANCED, GET YOUR HANDS ON A QUESTION OR 2 OR 03, AND SEE IF YOU COULD DO IT, BECAUSE HOLY COW, WHAT THEY ASK THIRD GRADERS TO DO. WOW, OUR KIDS ARE AMAZING THAT THEY'RE DOING IT, YOU KNOW, AS WELL AS THAT THEY ARE. SO IT'S NOT THE ITBS TEST THAT WE USED TO TAKE AS KIDS, YOU KNOW, IOWA TEST, IF YOU REMEMBER THAT, WITH THE LITTLE BUBBLES. SO HEY, I WANT TO BE COGNIZANT OF OUR TIME AND MOVE US FORWARD TO THE NEXT LEVEL, WHICH IS THE PATHWAYS IN HIGH SCHOOL. AND I'M PRETTY EXCITED ABOUT SOME OF THESE METRICS. AND AGAIN, I WANT I WANT TO APPLAUD CHRIS. HE REALLY DID HIS RESEARCH. I LOVE THAT WE'VE GOT A BOARD THAT'S ENGAGED, COMING PREPARED, REALLY BRINGING SOME THOUGHTS AND IDEAS, BECAUSE THIS IS THE TYPE OF PARTNERSHIP THAT CREATES MAGIC AND POSITIVE THINGS FOR, FOR OUR DISTRICT. AND I'M EXCITED ABOUT THAT. CHRIS, DO YOU WANT TO SPEAK TO THE 9TH GRADE ON TRACK GOAL IN PARTICULAR? SURE. YEAH, THERE'S A LOT OF RESEARCH FOR 9TH GRADERS BEING PASSING THEIR FIRST SEMESTER, PASSING THEIR FIRST CLASSES, DOING GRADE-LEVEL APPROPRIATE MATH, AND TYING REALLY THAT FIRST SEMESTER TO THEIR GRADUATION RATES. AND SO THIS IS ONE OF THE GOALS THAT I THINK IF WE CAN PRESS ON THIS ONE, I THINK THIS WILL [02:05:01] HELP ALMOST AS A LEAD INDICATOR AGAIN FOR THOSE GRADUATION RATES DOWN THE LINE. AND IT'S, AND IT'S ONE THAT WE ACTUALLY HAVE IN MOTION RIGHT NOW. WE ARE WORKING FOR THE CENTER FOR HIGH SCHOOL STUDENT SUCCESS, I BELIEVE CHSS IS THE ACRONYM. WE'VE BEEN WORKING WITH THEM FOR A COUPLE YEARS NOW, AND BOTH OF OUR COMPREHENSIVE HIGH SCHOOLS HAVE TEAMS THAT ARE REALLY FOCUSED IN ON 9TH GRADE ON TRACK BECAUSE, AS CHRIS SAID, STRONGEST LEAD INDICATOR OF HIGH SCHOOL GRADUATION IS STUDENTS WHO PASS THEIR CLASSES AS FRESHMEN. THAT IS THE NUMBER ONE INDICATOR. SO IT'S A GREAT ONE TO PUT IN HERE. I THINK IT'S A SO IF, IF WE HAVE TO WHITTLE SOME OF THESE DOWN, THIS IS ONE THAT NEEDS TO STAY. IT'S REALLY AN IMPORTANT INDICATOR, THAT IN CONJUNCTION WITH THE GRADUATION GOAL. AND THEN OUR NINTH OBJECTIVE, PASS TO GRADUATION, HAS HAS TO DO WITH PERCENTAGE OF STUDENTS ENGAGED IN POSTSECONDARY OUTCOMES, AND THIS WILL BE AN INTERESTING ONE FOR US TO FIGURE OUT HOW TO MEASURE. AND SHELLEY, I DON'T KNOW IF YOU WANT TO TALK ABOUT YOUR CONVERSATION THAT YOU HAD WITH THE GENTLEMAN FROM QUAIL HOMES REGARDING SOME OF THESE MEASURES. YEAH. ONE, I MET WITH JOHN GERARD THIS LAST WEEK, AND WE WERE TALKING ABOUT STUDENTS AND STUDENT OUTCOMES AND TALKED A LITTLE BIT ABOUT WHAT CHRIS AND I HAVE TALKED ABOUT IN THE PAST AS WELL AROUND MAKING SURE THAT STUDENTS ARE ENGAGED IN EITHER POST-SECONDARY TRAINING, WHETHER THAT BE COLLEGE, 2-YEAR PROGRAMS, APPRENTICESHIP PROGRAMS, THEY'RE HEADED TO WORK OR THEY'RE ENTERING THE MILITARY, BUT ENGAGING IN WHAT IT IS THAT WHAT THEY'RE GOING TO DO, KNOWING WHAT IT IS THAT THEY'RE GOING TO DO WHEN THEY LEAVE US. ONE OF THE STRUGGLES THAT I THINK WE ALL SEE IS WE HAVE A HIGH SCHOOL AND BEYOND PLAN THAT TALKS ABOUT DEVELOPING A RESUME, DOING SOME INTEREST INVENTORIES, THAT TYPE OF THING. BUT OFTENTIMES OUR STUDENTS, BECAUSE WE HAVE A 24-CREDIT DIPLOMA REQUIREMENT OF THEM, THEY DON'T HAVE A LOT OF OPPORTUNITY TO TO EXPLORE WHEN THEY'RE IN HIGH SCHOOL, WHICH MEANS IF THEY HAVEN'T ALREADY FIGURED OUT A PATH, SOMETIMES THEY'RE STRUGGLING AFTER THEY GET OUT OF SCHOOL TO THEN FIGURE OUT, NOW WHAT? I DON'T EVEN KNOW WHAT I LIKE. I DON'T KNOW WHAT I'M INTERESTED IN. AND ONE OF THE THINGS THAT, THAT I THINK IS IMPORTANT FOR US IS TO BEGIN THE DISCUSSION ABOUT WHAT IS IT THAT A STUDENT IS GOING TO BE IN THAT YEAR 1? WHAT IS THAT 13TH YEAR, AS CHRIS PUTS IT. WHAT IS THAT? WELL, TECHNICALLY 14TH YEAR FOR US, BUT 13TH YEAR REALLY ONCE YOU START COUNTING BY NUMBERS. AND WHAT ARE THEY GOING TO BE DOING IN THAT FIRST YEAR? AND SO AS WE WERE TALKING, AS I WAS TALKING WITH JOHN GERARD ABOUT THIS, THIS IS ONE OF THE REASONS THAT HE'S BEEN SO ACTIVE IN SOME OF THE COMMUNITIES AND HELPING TO BUILD THE TRADES PROGRAMS AT ALL OF THE LOCAL HIGH SCHOOLS IS BECAUSE HIS GOAL IS TO MAKE SURE THAT IT DOESN'T MATTER WHAT IT IS, IF IT WASN'T TRADES, IT WOULD BE SOMETHING ELSE THAT HE WOULD WANT TO GET BEHIND AND ENDORSE AND, AND REALLY SET A, A LARGE, BIG GOAL FOR US AS A DISTRICT IN ORDER TO MAKE SURE THAT OUR STUDENTS HAVE A PLAN THE MINUTE THAT THEY LEAVE US, RATHER THAN JUST, OH, THEY WALKED ACROSS THE FINISH LINE, OKAY, NOW WHAT? AND SO DOING SOME MORE IN THIS AREA, I THINK, IS, IS PART OF OUR WORK AS WELL. I REALLY LIKE HOW JOHN PUT IT TOO, WHEN HE WAS TALKING ABOUT THE 3 E'S, THAT THEY CAN BE ENROLLED, ENLISTED, OR EMPLOYED. THAT'S GREAT. THERE'S GONNA BE SOME CHALLENGES, RIGHT, HOW WE'RE GONNA DO THIS, MEASURE IT. AS FAR AS THE COLLEGES, YOU CAN GET A LOT OF THIS INFORMATION FROM THE CLEARINGHOUSES, BUT SOME OF IT IS MIGHT BE SENDING A SURVEY IN A YEAR, AND HOW MANY KIDS, WHEN THEY'RE DONE WITH SCHOOL, IS LIKE, I'M NOT TALKING, I'M NOT REPLYING TO THAT THING. AND SO THAT ONE MIGHT BE HARD. YEAH, WE'RE STRUGGLING WITH THAT. THE HOW TO MEASURE THIS. WE DO TRY AND REACH OUT ON DATA THAT'S REQUIRED OF US OF OUR STUDENTS WITH SPECIAL NEEDS AND WHAT HAPPENS WITH THEM. AND WE DON'T, THE HARD PART IS THAT OUR STUDENTS, ONCE THEY LEAVE US, THEIR EMAILS ARE. I MEAN, THEY DON'T GET TO KEEP THEIR DISTRICT EMAIL. AND SO WHO DO WE REACH OUT TO? HOW DO WE GET THAT INFORMATION BECOMES CHALLENGING WHEN THEY LEAVE, ESPECIALLY IF THEY LEAVE THEIR HOME AND ALL WE HAD WAS A HOME PHONE NUMBER. HOW DO WE GET A HOLD OF THEM AND GET THIS INFORMATION? BUT I DO THINK THAT IF WE KNEW THE ANSWER TO THAT QUESTION, THOSE QUESTIONS, THAT WOULD BE HIGHLY INFORMATIVE [02:10:01] FOR US MOVING FORWARD. AND IF WE CAN PARTNER WITH THE PARENTS, WE CAN EMAIL MOM AND DAD. YEAH, AND, AND LET THEM KNOW THAT THIS REALLY IS A GOAL, THAT WE'D LIKE TO KNOW WHAT HAPPENS. AND I THINK, YOU KNOW, BACK TO DEBBIE, YOUR POINT THAT YOU WERE MAKING EARLIER EARLIER, LIKE WITHIN OUR COMMUNITY, I THINK THIS IS A GOAL THAT WOULD REALLY RESONATE. THIS WOULD REALLY, REALLY, HOW WE DEFINE SUCCESS DOESN'T NECESSARILY HAVE TO BE COLLEGE READY. AND ESPECIALLY WITH THE INCREDIBLE EXPLOSION OF COLLEGE COSTS, I THINK A LOT OF PEOPLE ARE RETHINKING THAT PATHWAY AS THE ONLY LEGITIMATE PATHWAY TO A HEALTHY LIFESTYLE. THERE ARE OTHER WAYS OF OF ACHIEVING SUCCESS THAT DON'T NECESSARILY REQUIRE COLLEGE, SOME TYPE OF TRAINING, BUT NOT NECESSARILY A 4-YEAR DEGREE. THE OTHER 2 AREAS, JUST REAL QUICK, WOULD BE COLLABORATION THAT CULTIVATES TRUST. WE TALKED ABOUT SOME TYPE OF GOAL TO MEASURE THE COMMUNITY TRUST WITH PARENTS, GUARDIANS, COMMUNITY MEMBERS, AND HAVING SOME TYPE OF SURVEY INSTRUMENT. SHELLEY HAD SPOKEN INFORMATION AROUND THAT INSTRUMENT? THE VOLUNTEER END OF VOLUNTEER SURVEY. SO I PUT TOGETHER A SURVEY, WENT THROUGH SOME QUESTIONS THAT I WANTED TO GATHER FROM THE VOLUNTEERS, SO SENT IT OUT TO ALL OF THE VOLUNTEERS THAT WE HAVE EMAILS FOR, JUST TO SEE, YOU KNOW, WHAT ARE THEY SAYING, HOW MANY HOURS WERE THEY PARTICIPATING, DID THEY PARTICIPATE, PARTICIPATE ONCE THEY WENT THROUGH THE CLEARANCE PROCESS. IF THEY DID, WHAT WERE THEY DOING? IF THEY DIDN'T PARTICIPATE, WHY? WHAT WAS THE, WHAT WERE THE BARRIERS? SO MY HOPE IS TO SEND YOU THAT DATA BY THE END OF NEXT WEEK SO WE HAVE KIND OF A BASELINE TO THEN GROW FROM. WE KNOW THAT WE HAVE MORE THAN 15% GROWTH IN THE NUMBER OF PEOPLE SIGNED UP, BUT THAT DOESN'T NECESSARILY MEAN THAT THEY'RE ENGAGED. AND SO HOPEFULLY THAT SURVEY, ONCE I SHARE THAT WITH YOU, YOU MAY HAVE SUGGESTIONS FOR TWEAKING IT, BUT I WANTED TO AT LEAST GET IT OUT THERE AND GET IT TO THOSE VOLUNTEERS, SEE HOW MANY PEOPLE PARTICIPATE, AND BE ABLE TO PROVIDE THAT TO YOU BEFORE THE END OF THIS SCHOOL YEAR. AND SO I'LL HAVE THAT FOR YOU AT THE END OF NEXT WEEK. BUT, AND SO LIKE WE WERE TALKING ABOUT, ONE OF THE WAYS TO DO IT WOULD BE WHEN VOLUNTEERS COME TO SIGN IN, HAVING A QR CODE THAT THEY SCAN, YOU KNOW, WHEN THEY ENTER AND WHEN THEY LEAVE, WHERE THEY CHECK IN AND CHECK OUT, WHERE WE COULD TRACK HOW LONG IT'S BEEN. YEAH, BECAUSE THIS WILL REALLY JUST BE A SELF-REPORT. IT'S JUST GOING TO BE AT A RANGE. YEAH, IS THE WAY THAT I SET IT UP, HOW MANY HOURS. BUT IF IT'S A, IF IT'S IN A GOOGLE SHEET, THEN WE CAN TRACK IT THAT WAY, AND THEN REWARD SOME OF THE PEOPLE WHO ARE EXEMPLARY VOLUNTEERS A LOT TOO. YEAH, I THINK THAT'S A PIECE OF IT, RIGHT, TOO, IS TO GO BACK TO. I MEAN, I REMEMBER WHEN I WAS FIRST AN ADMINISTRATOR IN THIS DISTRICT, WE HAD VOLUNTEER TEAS AND THINGS LIKE THAT. THEY DON'T EVEN HAVE TO BE A BIG MASSIVE EVENT LIKE THEY USED TO BE. THEY COULD BE CALLING IN THE VOLUNTEERS AND HAVING THEM JOIN AN END-OF-THE-YEAR ASSEMBLY THAT WE'RE DOING WITH OUR STUDENTS I MEAN, IT COULD REALLY JUST BE A THANK YOU OF SOME KIND, BUT I THINK IT'S IMPORTANT TO ACKNOWLEDGE THE PEOPLE THAT ARE GIVING BACK TO THEIR COMMUNITY AND THEIR SCHOOLS. AND SO TALKING THROUGH SOME OF THE WAYS TO DO THAT, WE'RE TALKING ABOUT THE IMPORTANCE OF ENGAGING PARENTS AND ADULTS TO HELP US WITH THE SUPERVISION OF STUDENTS SO THAT WE CAN GET OUR BULLYING NUMBERS DOWN. I THINK ALL OF THESE THINGS ARE CLOSELY TIED TOGETHER. ABSOLUTELY. SO I WOULD ENCOURAGE YOU OVER THE COURSE OF THE NEXT FEW WEEKS TO TAKE A LOOK AT THIS LIST. THERE IS SOME MEASURES ON THE BOTTOM OF THIS LIST THAT I'VE IDENTIFIED AS POTENTIAL MEASURES. IF IT'S HIGHLIGHTED IN YELLOW, THAT MEANS WE EITHER HAVE TO CREATE IT OR BUY IT. IT'S CURRENTLY NOT IN EXISTENCE AROUND EACH OF THESE GOAL AREAS. AND I'D ALSO ENCOURAGE YOU TO REFLECT ON THE EXISTING EXISTING MEASURES. OBJECTIVES ON OUR DISTRICT STRATEGIC PLAN AS THEY ARE WRITTEN, AND MAYBE WE REVISIT THIS CONVERSATION AT A LATER DATE TO KIND OF SEE WHERE WE ARE AT. BUT THE ONE THING THAT WAS REALLY, BROUGHT SOME JOY TO ME WAS THE PARTNERSHIP WITH BOTH LORRI AND CHRIS TO REALLY HAVE ENGAGED BOARD MEMBERS THINKING CRITICALLY ABOUT HOW ARE WE MEASURING THE WORK WE ARE DOING AS A DISTRICT. IT WAS, IT WAS A REALLY COOL MOMENT, AND I APPRECIATE BOTH CHRIS AND LORRI FOR YOUR INVESTMENT OF TIME. WE SPENT ABOUT AN HOUR AND A HALF THAT DAY REALLY GETTING AFTER IT AND HAVING SOME GREAT CONVERSATION, AND I THINK WE MADE SOME PROGRESS. AND NOW WE REALLY WANT TO OPEN THAT UP TO THE LARGER GROUP TO HAVE SOME CONVERSATION AROUND WHAT THIS COULD LOOK LIKE FOR OUR DISTRICT AND HOW WE MIGHT UTILIZE THIS. ALSO, AS TIMING-WISE, YOU KNOW, I THINK THE HOPE WOULD BE POTENTIALLY TO HAVE SOMETHING IN PLACE BY THE FALL AT THE LATEST. POTENTIALLY, [02:15:02] IT'D BE NICE TO AT LEAST IDENTIFY IF WE, IF WE CAN'T GET TOOLS, THEN AT LEAST HOW ARE WE GOING TO MEASURE ON THE INTERIM UNTIL WE CAN GET TOOLS IN PLACE? WHAT'S THE BEST WE CAN DO UNTIL THEN? IT WOULD BE REALLY NICE TO KNOW SO THAT WE CAN BE SPECIFICALLY LOOKING AT THAT INFORMATION, SHARING IT WITH OUR STAFF THAT THAT'S WHAT WE'RE LOOKING FOR AND HAVING REPORTING PERIODS FOR THAT. SO YEAH, I WOULD LOVE TO CONTINUE THIS CONVERSATION AS WE, AS WE MOVE THROUGH THE SUMMER. I KNOW WE'VE GOT A LOT OF BIG, BIG THINGS ON THE PLATE THIS SUMMER, BUT I LIKE PUTTING THIS AT THE FOREFRONT. I THINK THIS IS A GREAT STEP FORWARD AND IT WILL HELP US WITH OUR MESSAGING, WITH OUR CELEBRATING. WITH SOME GOAL SETTING WHERE WE'RE FALLING BEHIND OR, YOU KNOW, NOT MEETING THE MARK. WELL, LET'S TALK ABOUT IT. WHAT DO WE NEED TO DO? YEAH. SO, AND I'M REALLY CRAZY ABOUT INTERNSHIPS. I WISH WE COULD FIND BUSINESSES WHO WOULD LET, BECAUSE I DO, WHEN I HOMESCHOOLED MY OWN KIDS, I WAS CONSTANTLY TALKING TO COMMUNITY MEMBERS. HEY, COULD MY KID, MY MY KID THINKS THEY WANT TO BE AN ATTORNEY. COULD THEY, LIKE, COME INTO YOUR OFFICE AND OR GO WITH YOU TO COURT AND SPEND, YOU KNOW, HALF A DAY WITH YOU, A COUPLE DAYS A WEEK? IT WOULD TAKE A LOT TO PUT IT TOGETHER, BUT I'M SURE THAT THERE'S COMMUNITY MEMBERS OUT THERE THAT WOULD BE WILLING TO GIVE A STUDENT AN OPPORTUNITY TO SEE THAT IN REAL LIFE, TO SEE IF THEY ARE INTERESTED, IF THEY HAVE A PASSION FOR IT. YOU DON'T KNOW UNTIL YOU EXPERIENCE IT. YOU KNOW, IT'S KIND OF HARD TO LIKE IMAGINE, OKAY, WHAT WOULD IT BE LIKE TO BE A TEACHER? WHAT WOULD IT BE LIKE TO BE A POLICE OFFICER? AND I FEEL LIKE A LOT OF HIGH SCHOOL KIDS, IF THEY HAD THE OPPORTUNITY TO EXPERIENCE IT, I THINK THAT IT WOULD MAYBE HELP THEM MAKE A DECISION ABOUT WHAT THEY'D LIKE TO DO. BUT THAT'S REALLY WILD AND SOUP. LIKE OUT THERE, BUT YOU KNOW, HOPEFULLY SOMEBODY WATCHING THIS WILL GRAB AHOLD OF IT AND SAY, WOW, THAT SOUNDS AWESOME, I WANT TO BE A PART. AND WHO KNOWS, SOMEBODY MIGHT WANT TO DO IT, WHICH I THINK WOULD BE FANTASTIC. I'VE GOT A COUPLE OF QUESTIONS, AND I THINK THIS IS GOOD, DAVID, REALLY, REALLY, REALLY HOT STUFF. GOOD, REAL BIG DEAL GOOD. OKAY, IT OCCURS TO ME THAT MOVING THIS FORWARD IN A WAY THAT WE GET IT KIND OF HEADED IN A DIRECTION THAT MAYBE WE CAN MODERATE HOW IT'S GOING TO HAPPEN AS THIS PROGRESSES. BUT IF WE CAN GET AHEAD IN A DIRECTION DURING THE SUMMER, THAT MIGHT IN FACT REALLY CONTRIBUTE A LOT TO GETTING A LEVY PASSED. AND A LOT OF US BELIEVE WE NEED TO GET A LEVY PASSED IN NOVEMBER. SO I HAVE TWO QUESTIONS. SO I THINK YOU REALIZE I'M NOT A BIG SBAC FAVORITE. OKAY. WHEN IS THE SBAC DATA, IT'S ONLY AVAILABLE ONCE A YEAR, AND WHEN IS IT AVAILABLE? NOW, AND AGAIN, NOT WHEN CAN YOU MAYBE FIND OUT, BUT WHEN DO THEY PUBLICLY MAKE THE SBAC DATA AVAILABLE? SO I MIGHT DEFER TO. I CAN ANSWER THAT. I ACTUALLY JUST TALKED TO LACEY ABOUT THIS. GOOD, BECAUSE THIS IS ALWAYS A BIG DEAL. YEAH, IT IS. LOTS OF CONFUSION. THEY'VE CHANGED SOME THINGS. THEY REALLY HAVE. THEY'VE CHANGED SOME THINGS FOR THE BETTER. GOOD. USUALLY NOW THE EXPECTED DATE WILL BE JUNE 1ST. NOW THOSE AREN'T THE PUBLISHED THAT'S NOT THE WHOLE POINT. THAT'S, THEY AREN'T TECHNICALLY OFFICIAL, BUT WHAT I WILL TELL I CAN TELL YOU IS THEY ARE VERY CLOSE TO OFFICIAL. SO WHEN ARE THEY TECHNICALLY OFFICIAL? OH, GOOD GREASE. SEPTEMBER. SEPTEMBER. YEAH. OKAY. ALL RIGHT. SO I MEAN, WHAT LACEY TOLD ME IS THAT BETWEEN ONE OF THE REASONS THAT THEY'RE ALLOWING YOU TO USE THE JUNE 1ST DATA IS THAT IT HAS LESS THAN 0.1% DIFFERENCES IS WHAT THEY'RE SEEING. SO IT'S SO CLOSE TO BEING WHAT IT IS. I THINK FOR OUR PURPOSES, TO SET GOALS FROM IT, TO DECIDE HOW WE'RE GOING TO UTILIZE IT, I THINK WE CAN USE IT THAT WAY. WE JUST WOULDN'T BE SHOUTING IT FROM THE ROOFTOPS UNTIL SEPTEMBER. EXCEPT THAT IF WE'RE GOING TO USE IT FOR GOALS, THEN WE'RE GOING TO BE SHOUTING IT WHEN SCHOOL STARTS IN AUGUST BECAUSE WE'RE GOING TO BE SETTING GOALS. OKAY, ALL RIGHT, SO, SO AGAIN, MY POINT THE POINT IS IT'S ONLY DATA AVAILABLE ONCE A YEAR AND IT'S AVAILABLE AS WE START SCHOOL. SO THAT MEANS AS A TEACHER, I HAVE THE SBAC DATA ON MY STUDENTS AS OF WHAT THEY DID LAST YEAR. CORRECT. TO BEGIN TO BUILD MY GOALS. BUT AS THE YEAR PROGRESSES, I DON'T HAVE ANY DATA AS TO HOW WE'RE DOING TOWARDS THE SBAC [02:20:01] GOALS. AND AS A MATTER OF FACT, NEXT YEAR WHEN I START LOOKING AT GOALS. I'M NOT GOING TO BE LOOKING AT LAST YEAR'S KIDS AND HOW THEY DID BECAUSE TRUTHFULLY I DON'T CARE. I WANT TO KNOW WHAT THESE KIDS ARE BECAUSE I'M SETTING NEW GOALS. SO NOBODY EVER LOOKS AT THE SBAC DATA TO SEE HOW WE DID IN THE GOALS THAT I SET. SEE, I SET GOALS. YEAH. AND NOW THE DATA IS HERE, BUT WE'RE NOT LOOKING AT THAT BECAUSE THEY'RE GONE ON. I WAS DOING 8TH GRADE, SO THOSE KIDS ARE GONE ON TO HIGH SCHOOL. THEY'RE NOT HERE ANYMORE. I'M LOOKING THIS 8TH GRADE, NEW 8TH GRADE CLASS AND SETTING GOALS. I DO THINK THAT THE FORMAT OF THE ASSESSMENT AND HOW THEY REPORT IT HAS ALSO CHANGED SIGNIFICANTLY. SO OUR ACCESS TO REAL ACTIONABLE DATA FROM A TEACHER PERSPECTIVE ON THE DOMAINS WITHIN THE ASSESSMENT NO LONGER EXISTS AT THE LEVEL OF SPECIFICITY AND PRECISION THAT, THAT IT USED TO. I MEAN, THERE'S SOME GENERALITIES THAT YOU CAN GET FROM THE ASSESSMENT BUT IT'S NOT AS TEACHER USABLE IN ITS CURRENT FORMAT. SO IT'S WORSE AS FAR AS TEACHER USABILITY GOES? YES. OKAY, SO YOU SEE, THE POINT BEING THEN, THIS WILL WORK FOR US, THAT DATA WILL WORK FOR US WITH REGARD TO SEEING YEAR-TO-YEAR GROWTH, BUT, BUT IT'S KIND OF LATE IN COMING. IT'S ONE MEASURE IN A SYSTEM OF ASSESSMENTS. OKAY, SO WE THIS IS GOOD STUFF THAT YOU GUYS ARE WORKING ON, OKAY, REALLY GOOD STUFF, OKAY, BUT WE HAVE MORE WORK TO DO ON GETTING THIS REFINED, OKAY. SO NOW HERE'S ANOTHER QUESTION BASED ON AN URBAN LEGEND. I CAN NEVER REMEMBER WHAT THESE THINGS ARE. URBAN LEGEND. I'M INTRIGUED. YES, URBAN LEGEND. KIDS ARE GRADUATING AND THEY CAN'T READ. OKAY, OKAY, WHOA, WHOA, WAIT, WAIT, WAIT, WHAT DATA IS THAT BASED ON? I HEAR THIS ALL THE TIME. IT'S AN URBAN LEGEND IN MY OPINION. KIDS ARE GRADUATING FROM HIGH SCHOOL AND THEY CAN'T READ. ALL RIGHT, ALL RIGHT, FINE, FINE, FINE. SO MY QUESTION IS, DO WE REALLY HAVE ANY DATA AT GRADUATION TIME THAT ASSESSES A STUDENT'S READING LEVELS AND MAYBE MATH LEVELS? THERE'S CERTAINLY THE, SMARTER BALANCED ASSESSMENT, BUT THAT, THAT TYPICALLY IS NOT GIVEN TO OUR JUNIORS OR SENIORS, IT'S GIVEN TO OUR SOPHOMORES. AND IF YOU LOOK AT JUST THE TO THE URBAN LEGEND, I WILL JUST SAY THAT IF YOU LOOK AT OUR DATA, IT'S PRETTY CLEAR THAT THE KIDS CAN READ OR THEY WOULDN'T BE SCORING AT THE LEVELS THAT THEY ARE. I MEAN, THIS IS EVEN THE OLD LEVELS OF 3 TO 4. SURE, TO MAKE SURE I UNDERSTAND, SO WHAT YOU JUST SAID WAS WE TEST THEM IN 10TH GRADE, OKAY, BUT WHEN THEY GRADUATE, WE DO HAVE DATA THAT SHOWS WHETHER HOW MANY WELL, IT WOULD HAVE A GREAT RATING LEVEL. I WOULD SAY THAT WITH, WITH REGARDS TO JUNIORS AND SENIORS, IT WOULD BE MORE CLASSROOM-BASED ASSESSMENT LEVEL DATA, PLC DATA, DATA THAT'S CLOSER TO THE CLASSROOM. THERE ISN'T A DISTRICT-WIDE ASSESSMENT THAT WE'RE GIVING TO OUR JUNIORS AND SENIORS OR SOME TYPE OF EXIT ASSESSMENT THAT SAYS, HEY, CONGRATULATIONS, YOU YOU CAN READ, YOU KNOW, SO, SO I THINK SOME OF THOSE METRICS AREN'T QUITE SO THERE'S NOT AN EXIT-LEVEL QUESTION TEST THAT THEY TAKE, BUT YOU SAID THAT WE DO GIVE CLASSROOM ASSESSMENTS. OH, FOR SURE. AND SO WHY CAN'T WE SOMEHOW BUILD SOMETHING OFF OF THAT THAT TELLS US HOW MANY OF OUR GRADUATES ARE AT READING GRADE LEVEL WHEN THEY GRADUATE? I THINK IT DEPENDS ON HOW WE WANT TO DEFINE THE ASSESSMENT, AND AGAIN, IT'S GETTING CONTINUITY BETWEEN BECAUSE THAT'S WHAT YOU'RE REALLY TALKING ABOUT IS A DISTRICT-LEVEL ASSESSMENT. AND SO IS THAT A COMPONENT OF A HEALTHY ASSESSMENT SYSTEM? YES, IT IS. BUT I THINK IT'S IMPORTANT TO ACKNOWLEDGE, WE'VE HEARD OUR SECONDARY DIRECTOR TRAVIS DRAKE SAY IT MORE THAN ONCE, THAT THE PROBLEM EVEN WITH SBAC AT 10TH GRADE IS THAT IT'S NO LONGER LINKED TO A GRADUATION REQUIREMENT. SO TO GET STUDENTS TO GIVE IT 110% WHEN IT DOESN'T MEAN ANYTHING TO THEM IN THAT MOMENT IS SOMETIMES VERY, VERY DIFFICULT. SO I THINK IT IS RISKY TO EVEN ATTEMPT TO PUT IN ANOTHER TEST THAT AGAIN IS FRANKLY FOR THEM OPTIONAL, UNLESS THERE WAS A WAY TO TIE IT TO SOMETHING. BUT THE BOARD COULD PUT A POLICY OUT THERE THAT IT WAS. SO THE URBAN LEGEND PERSISTS BECAUSE WE DON'T GIVE AN ASSESSMENT. LET'S CALL IT AN URGENT MYTH. OKAY, NOT LEGEND. WELL, IF YOU JUST TAKE GRADUATION. SIMPLY BECAUSE WE DON'T GIVE AN ASSESSMENT, IS THAT CORRECT? BUT IF YOU TAKE LIKE GRADUATION REQUIREMENTS AT FACE VALUE, YOU HAVE TO PASS, YOU KNOW, YOU HAVE TO HAVE 24 CREDITS. THAT'S, THERE'S NO ROOM FOR FAILURE IN ANY OF THAT, THERE'S A YOU HAVE TO MEET A PATHWAY. SO IT IS SAFE TO ASSUME THAT A STUDENT THAT IS ABLE TO ATTAIN A HIGH SCHOOL DIPLOMA HAS READING [02:25:02] PROFICIENT SKILLS, BECAUSE THAT MEANS THAT THEY HAVE PASSED 24 CREDITS IN THEIR HIGH SCHOOL CAREER, THEY HAVE MET A GRADUATION PATHWAY, THEY'VE FULFILLED A WASHINGTON STATE HISTORY CLASS. AND SO, SO WHILE THE DATA ISN'T HARD AND FAST, LIKE, I CAN'T TELL YOU TO OUR 12TH GRADERS, I CAN SAY WITH CONFIDENCE YOU CAN MAKE A CORRELATION THAT IF THEY'RE GRADUATING WITH A HIGH SCHOOL DIPLOMA, THERE IS A READING PROFICIENCY THERE. IT WOULD BE VERY HARD TO GET THROUGH THAT WHOLE PROGRESSION OF HIGH SCHOOL AND NOT. I MEAN, MAYBE NOW WITH AI, BUT OH, 100%. YEAH, I THINK THE LEVEL OF RIGOR THAT OUR HIGH SCHOOL CLASSES PROVIDE. I MEAN, YOU THINK ABOUT A HIGH SCHOOL GRADUATE HAS HAD MULTIPLE YEARS OF ENGLISH. I MEAN, GOOD LUCK TRYING TO GET THROUGH SOME OF THOSE HIGHER-LEVEL ENGLISH CLASSES WITHOUT BEING ABLE TO READ. SO I MEAN, WE'RE TALKING ABOUT GETTING A DIPLOMA, RIGHT? THAT'S WHAT WE'RE TALKING ABOUT. YEAH, TALKING ABOUT GRADUATING, CORRECT? TO GET A DIPLOMA, YOU HAVE TO PASS THE COURSES. EXACTLY. YOU ANSWERED MY SECOND QUESTION. THANK YOU. OKAY. YEAH, AND I DO THINK THAT, YOU KNOW, THE FIDELITY OF GRADING IS A PIECE THAT GETS CALLED INTO QUESTION. AND EVEN IN THE LAST WEEK, I HEARD A STORY COMING OUT OF THANKFULLY NOT OUR DISTRICT ABOUT GRADING PRACTICES. AND DEPENDING ON WHAT THOSE GRADING PRACTICES ARE, THAT CAN IMPACT THE THINGS. BUT AGAIN, IT'S ATTENDANCE RELATED, IT'S ALL OF THOSE OTHER THINGS. AND WHEN WE, WE TALK ABOUT 2 ABSENCES PER MONTH, WHEN, WHEN THAT WAS BROUGHT UP EARLIER, WOULD BE CONSIDERED CHRONIC ABSENCE. EVEN ONE, THINK ABOUT THAT AS A CLASSROOM TEACHER, ESPECIALLY A HIGH SCHOOL TEACHER WHO'S GOT 32, 30, RIGHT NOW BETWEEN 30 AND 35 KIDS IN SOME OF OUR CLASSROOMS, AND THEY HAVE A STUDENT, SAY THEY JUST HAVE A NONE OF THEIR STUDENTS ARE CHRONICALLY ABSENT AND THEY ALL MISS ONE DAY OF ABOUT 20 DAYS IN A MONTH. THEY'RE TRYING TO CATCH KIDS AND CATCH THEM UP FOR 30 DIFFERENT ABSENCES, 32 DIFFERENT ABSENCES, IF IT'S JUST ONE AND IT'S NOT EVEN CHRONIC ABSENTEEISM. SO THERE'S MULTIPLE LAYERS TO TO FIGURING OUT HOW TO MAKE SURE THAT GRADING PRACTICES ARE ALIGNED WITH STUDENT SKILLS, THAT ATTENDANCE IS IMPORTANT TO, TO ALL OF OUR STUDENTS AND FAMILIES. I MEAN, THERE ARE, THIS IS, THERE'S NO SINGLE SILVER BULLET FOR ANY OF THIS. WE HAVE TO HAVE A MULTIFACETED APPROACH, WHICH IS WHY I THINK IT'S REALLY IMPORTANT TO NOT ONLY TALK ABOUT SBAC, BUT WHAT ARE SOME OF THOSE LEADING INDICATORS THAT WE'VE TALKED ABOUT MOVING FORWARD, BECAUSE YOU NEED MULTIPLE PIECES, NOT, NOT JUST ONE. AND THEY HAVE DIFFERENT PURPOSES, YOU KNOW. AT A DISTRICT LEVEL, MAYBE SBAC IS OKAY, BUT FOR A CLASSROOM TEACHER, IT'S NOT OKAY TO USE, TO YOUR POINT, TERRY, BECAUSE IT'S, IT'S AFTER THE FACT AND YOU'RE THOSE KIDS HAVE BEEN SENT ON TO SOMEBODY ELSE, PROBABLY PROBABLY IN A DIFFERENT COHORT THAN YOU HAD THEM IN. SO TO EVEN TRACK THOSE SCORES IS VERY, VERY DIFFICULT FOR OUR EDUCATORS. SO IT'S, IT'S COMPLEX, AND WE NEED TO CONTINUE THIS CONVERSATION FOR SURE, BECAUSE WHEN WE START REPORTING THIS INFORMATION TO OUR COMMUNITY AND WE START SETTING GOALS, IT NEEDS TO BE MANAGEABLE FOR OUR EDUCATORS. IT NEEDS TO BE MANAGEABLE FOR ALL OF YOU TO TAKE IT IN. AND IT NEEDS TO BE MANAGEABLE FOR OUR PUBLIC TO UNDERSTAND IT. AND I WOULD ALSO JUST ECHO THAT FROM A MANAGEABLE STANDPOINT, OUR DISTRICT OFFICE IS SIGNIFICANTLY REDUCED AT THIS POINT SO THAT THE NUMBER OF PEOPLE WHO CAN COME ALONGSIDE AND HELP SUPPORT THIS PLAN, THERE ISN'T MANY OF US. AND SO WHEN WE ARE THINKING ABOUT THIS PLAN, I WOULD ENCOURAGE YOU, I WOULD LEAVE YOU WITH THIS THOUGHT. TONIGHT YOU SAW 11 DIFFERENT POTENTIAL OBJECTIVES, EACH OF THEM VALID IN THEIR OWN RIGHT. I REALLY CHALLENGE THE BOARD TO BE THINKING ABOUT HOW DO WE CREATE A MANAGEABLE SET OF OBJECTIVES, AND THAT COULD BE AS FEW AS 5. YOU COULD HAVE ONE FOR SAFE AND CARING ENVIRONMENT, ONE FOR COLLABORATION THAT CULTIVATES TRUST, AND THEN ONE FOR EACH OF THE HIGH-QUALITY INSTRUCTION LEVELS OF FOUNDATIONAL SKILLS AT PRIMARY, MASTERY AT MIDDLE SCHOOL, AND PATHWAYS FOR HIGH SCHOOL. THAT MAY BE THE GENESIS OF WHERE WE START AND WE ADD TO IT AS WE GO, ESPECIALLY IF WE CAN PASS A LEVY. WE CAN ADD TO THAT IN THE LEVELS OF HOW WE'RE TRYING TO MANAGE SOME OF THIS. BUT, BUT LESS IS MORE, BECAUSE AS YOU'VE SEEN WITH THE CURRENT DISTRICT STRATEGIC PLAN, EVEN 11 IS TOO MANY FOR US TO ACTIVELY MANAGE AND TRY TO GET OUR MINDS AROUND. AND SOME OF IT'S THE WAY THEY'RE WRITTEN, AND THAT'S WHERE I'M REALLY I'M LIKE VERY THANKFUL TO BOTH LORRI AND CHRIS FOR COMING FORWARD AND PRESENTING SOME [02:30:01] FRESH IDEAS BECAUSE I THINK IT WAS NEEDED AND TIMELY. SO. EXCELLENT. YEAH. THANK YOU FOR YOUR WORK. YEP. THANK YOU. ANYTHING ELSE? I JUST ALSO DON'T WANT US TO FORGET ABOUT GUARDRAILS. WE REALLY DO NEED TO HAVE GUARDRAILS TOO FOR OUR STRATEGIC PLAN. I PULLED OUT THE BOOK JUST TO REMIND EVERYONE THAT THE GUARDRAILS ARE IN THE BOOK. I DO THINK IT'D BE WISE TO SET A WORK SESSION, GET THESE GOALS FINALIZED, GUARDRAILS, AND LOVE TO TRY TO SEE IF WE CAN ADOPT IT BEFORE NEXT SCHOOL SEASON, BECAUSE THEN WE CAN START MEASURING THIS DATA. AND AGAIN, WE CAN USE THAT AS A MESSAGING POINT AROUND THE LEVEE. GOOD WORK. AND I WOULD ECHO, I THINK A WORK SESSION WOULD BE AN APPROPRIATE NEXT STEP FOR US WITH THIS WORK. EXCELLENT. THANK YOU GUYS. THANK YOU. THANK YOU VERY, VERY MUCH. YEAH, IT'S REALLY WONDERFUL. AGENDA. LET'S GO BACK TO THAT. ALL RIGHT. SO NEXT UP WE HAVE AN UPDATE FROM MICHELLE REINHARDT. ALL RIGHT, WELL, GOOD EVENING, BOARD. JUST BRIEFLY WANTED TO TOUCH BASE WITH YOU IN TERMS OF WHERE WE ARE AT WITH OUR REDUCTIONS IN FORCE LETTERS. SO AS YOU KNOW, WE HAD OUR MAY 15TH STATUTORY DEADLINE TO COMPLETE ANY NOTIFICATION TO CERT STAFF WHO WERE RECEIVING A RIF NOTICE OR A LETTER INDICATING A CHANGE IN PLACEMENT, AND SO WE DID COMPLETE THAT BY MAY 15TH. I DO WANT TO ALSO STATE THAT IN THE RESOLUTION WE COMMITTED TO 67 FTE, AND SO I KNOW THERE'S BEEN SOME QUESTIONS AND PERHAPS SOME CONFUSION AROUND THAT, THAT THAT LOOKED LIKE THERE WERE MORE. WELL, THEY WERE BOTH PARTIAL FTE AS WELL AS FULL FTE, AND SO SOME STAFF MEMBERS MIGHT HAVE BEEN RIFT FOR 0.2. OR 0.1. AND SO I JUST WANT TO MAKE SURE THAT, THAT WE CLARIFY THAT WE STAYED WITHIN THE 67 FTE, BUT IT DOES INDICATE THAT SOME PEOPLE HAD MORE OR LESS FTE. SOME OF OUR EMPLOYEES ARE EXERCISING THEIR APPEAL RIGHTS TO BE ABLE TO MEET WITH THE SUPERINTENDENT AND I TO TALK THROUGH THE REASONS WHY THEY WERE RIPPED. AND SO SOME OF THEM ARE WORKING THROUGH THAT PROCESS. SINCE THEN, WE HAVE RECEIVED QUITE A FEW RESIGNATIONS AND, AND RETIREMENTS, AND SO THAT HAS OPENED UP ADDITIONAL POSITIONS, BOTH AT THE K-8 MAINLY AT THE K-8 LEVEL, I WOULD SAY, BUT THEY ARE SCATTERED OUT THROUGHOUT THE CERTIFICATED POSITIONS. SO WE HOPE TO MOVE VERY QUICKLY THROUGH THIS PROCESS. WE HAVE OUR JUNE 1ST RETIREMENT DEADLINE, AND SO THE GOAL IS SHORTLY AFTER THAT, THE JUNE 1ST DEADLINE, THAT WE WOULD START WORKING WITH CALLING BACK, IDENTIFYING THE OPEN POSITIONS THAT WE HAVE AVAILABLE, AND THEN CALLING PEOPLE BACK WHO ARE BOTH ON THE NEED-TO-PLACEMENT AND RIFT, RIP LIST. AND SO THE SO GOAL IS TO WORK THROUGH THAT NEXT WEEK, SO THROUGH THE END OF THE FIRST WEEK OF JUNE. WE ARE WORKING THROUGH THE SAME PROCESS WITH PSE LEADERSHIP, SO WE ARE IN THE MIDDLE OF IDENTIFYING, JUST FINALIZING THOSE WHO ARE DISPLACED AND THOSE WHO ARE RIFT, AND SO THOSE LETTERS WILL BE DISTRIBUTED NEXT WEEK TO STAFF. AND THEN THE CALLBACK PERIOD WILL BE MID-JUNE FOR OUR CLASSIFIED DISPLACED STAFF. AND SO I JUST, I JUST WANT TO END WITH, WE ACKNOWLEDGE THAT THIS IS A VERY, VERY CHALLENGING TIME. WE KNOW THIS IS NOT WORKING OR MOVING AS QUICKLY AS SOME STAFF WOULD LIKE. THE UNKNOWN AND WAITING IS, IS A CHALLENGE, AND WE ACKNOWLEDGE THAT, AND WE ARE VERY COMMITTED TO WORKING THROUGH THIS PROCESS PROCESS AS QUICKLY AS WE CAN AND FILLING THESE POSITIONS. AND SO THE GOAL IS TO DO THIS WITHIN THE FIRST WEEK OF JUNE. SO, YEAH. THANK YOU. CAN I ASK A QUESTION? SO ON THE CALLBACKS, I DON'T KNOW WHAT THE. I DON'T REMEMBER WHAT THE CONTRACT SAYS AS FAR AS, SAY, I'M CALLED BACK AND I'M GIVEN A LIST OF OF POTENTIAL POSITIONS, WHICH, WHICH ONE WOULD I LIKE? WHAT'S THE TIMELINE FOR THEM TO JUST MAKE A DECISION BEFORE MOVING ON TO THE NEXT? IT'S NOT LIKE A WEEK, OR THEY DON'T, HOW LONG DO THEY HAVE TO MAKE A DECISION? SO THE CONTRACT SPELLS OUT DIFFERENT LANGUAGE FOR THOSE WHO ARE IN, [02:35:01] IN PLACE, NEEDING A PLACE, SO DISPLACED OR NEED, NEEDING A POSITION, SO NOT RIFT. THERE'S, THERE ISN'T LANGUAGE NECESSARILY AROUND TIMELINE WITH, WITH THOSE INDIVIDUALS. THE TIMELINE IS CONNECTED TO THOSE WHO ARE RIFT, AND SO THEY HAVE 7 DAYS TO MAKE A DECISION. SO, OKAY, YEAH, IT SLOWS IT DOWN CONSIDERABLY. YEAH, WE WOULD, WE WOULD WANT STAFF TO MAKE DECISIONS QUICKLY SO THAT IT DOESN'T IMPACT OUR COLLEAGUES, RIGHT, UNBEARABLY. RIGHT. OKAY, MICHELLE SCOTT. THANK YOU. THANK YOU. I JUST WANTED TO HIGHLIGHT THAT TONIGHT FOR YOUR APPROVAL ON THE CONSENT AGENDA IS THE RENEWAL CONTRACT NUMBER 2 FOR CHARTWELLS FOOD SERVICE MANAGEMENT FOR THE 26-27 SCHOOL YEAR. AND I JUST WANTED TO THANK CHARTWELLS FOR THEIR CONTINUED DEDICATION TO STUDENT NUTRITION, SERVING OVER UP TO 4,500 MEALS A DAY FOR LUNCH AND UP TO 1,500 MEALS FOR BREAKFAST. SO THEY, THEY REALLY SUPPORT OUR STUDENTS STUDENTS IN NUTRITION. AND THEY ALSO GO A LITTLE BIT ABOVE AND BEYOND THAT AS WELL WITH THEIR PROGRAMS, SPONSORING PROGRAMS SUCH AS THE DISCOVERY COOK-OFFS AND THE FINE DINING EVENTS, AND THEN INTRODUCING NEW MEAL OPTIONS. THEY JUST OPENED, SO DELI AT BATTLEGROUND HIGH SCHOOL, WHICH IS A MADE-TO-ORDER SANDWICH AND THE STUDENTS ARE JUST REALLY ENJOYING HAVING THAT OPTION FOR A MEAL, AND THEY WILL BE CONTINUING THEIR SERVICE INTO THE SUMMER WITH OUR SUMMER FOOD SERVICE PROGRAM. SO I JUST WANTED TO HIGHLIGHT SOME OF THOSE AS YOU'RE CONSIDERING APPROVING THAT CONTRACT FOR NEXT YEAR. AMANDA. GOOD EVENING, BOARD. JUST WANTED TO GET YOUR MICROPHONE ON. I JUST WANTED TO SHIFT THE FOCUS BACK TO THE ARTS MOMENTARILY AND SHARE A REPORT FROM THE HAZELDELL PARADE, WHICH WAS EARLIER THIS MONTH. WE HAD 8 SCHOOLS PARTICIPATE, INCLUDING ALL OF OUR MIDDLE SCHOOLS AND HIGH SCHOOLS, WHICH YOU'LL HEAR IN JUST A MOMENT. THEY HAD TO BRAVE A LOT OF RAIN AND EVEN SOME HAIL, BUT THEY GOT THROUGH IT AND THEY SOUNDED GREAT WHILE THEY WERE DOING IT. AND THEN AFTER THE PARADE, JENNA PUSHER HILL ON MY TEAM PUT TOGETHER THIS SHORT REEL THAT FEATURES ALL THE SCHOOLS THAT WERE THERE. SO LET'S TAKE A LOOK. COOL. THANK YOU. AND THEN I ALSO WANTED TO MENTION BRIEFLY HOPEFULLY THAT WITH GRADUATIONS COMING UP, WE HAVE ALL THAT INFORMATION ON OUR WEBSITE. BY JUNE 1ST, WE WILL BE MAKING A DECISION ABOUT THE LOCATION OF THE 3 SCHOOLS THAT POTENTIALLY MAY BE HOLDING THEIR CEREMONIES AT DISTRICT STADIUM. WE'LL BE LOOKING AT THE FORECAST AND DECIDE ON THAT DATE, AND THEN WE'LL BE SHARING THAT INFORMATION WITH STAFF, FAMILIES, AND SENIORS. [10. Consent Agenda (Board Vote w/Student Voice)] THANKS. AND WE ARE, THAT IS IT FOR SUPERINTENDENT AND STAFF UPDATES. THANK YOU VERY, VERY MUCH. SO NEXT ON THE AGENDA IS ITEM 10, CONSENT AGENDA. SO WE'VE GOT OUR APPROVAL OF MINUTES, WE GOT A BUSINESS AND OPERATIONS REPORTS, PERSONNEL REPORTS, STUDENT TRAVEL REPORTS, FINANCIAL REPORTS. WE'VE GOT MEAL PRICES FOR '26-'27, AND WE'VE GOT CHARTWELL'S CONTRACT. SO ANYTHING ON THIS CONSENT AGENDA SOMEBODY WOULD LIKE TO ADDRESS, TAKE OFF? HEARING NONE. THEN I WOULD ENTERTAIN A MOTION. I MOVE THE BOARD OF DIRECTORS APPROVE THE CONSENT AGENDA AS PRESENTED. STUDENT VOICE? PRO. ALL IN FAVOR SAY AYE. AYE. [12. New Business (Board Vote w/Student Voice)] [02:40:04] 5-0. ANY OPPOSED? SAME SIGN. OLD BUSINESS, NONE. NEW BUSINESS, SO WE'VE GOT APPROVAL OF ASB CONSTITUTION AMENDMENTS FOR SUMMIT VIEW HIGH SCHOOL. KEVIN, YOU'RE UP. HE'S SLEEPING BACK THERE. THANK YOU, KEVIN. GOOD EVENING, BOARD. I DO HAVE TO APOLOGIZE, MY ASB REPRESENTATIVES DID HAVE TO LEAVE. THEY HAVE SCHOOL IN A FEW HOURS. AND SO I GUESS, I GUESS ALL I CAN SAY IS THAT THE AMENDMENTS THAT THEY MADE SIMPLY UPDATED THE LANGUAGE AND THE ROLE OF THE PRESIDENT TO MAKE THE CONSTITUTION BOTH EASIER TO READ AND A LITTLE BIT MORE INCLUSIVE, GIVEN THE POPULATION OF SOME OF YOU. ANY QUESTIONS? ANYBODY? ENTERTAIN A MOTION. I MOVE THE BOARD OF DIRECTORS APPROVE THE ASB CONSTITUTION AMENDMENTS FOR SVHS AS PRESENTED. STUDENT VOICE, PRO. ALL IN FAVOR OF THE MOTION SAY AYE. AYE. ALL OPPOSED, SAME SIGN. 5-0. THANK YOU VERY, VERY MUCH. THANK YOU, KEVIN. AMENDMENTS FOR CHIEF UMTUCK. THANK YOU FOR STAYING. GOOD EVENING OR GOOD MORNING, I'M NOT SURE WHICH. BRIAN MOXLEY, CHIEF UMTOUCH. OUR CONSTITUTION, WE JUST UPDATED IT TO THE 21ST CENTURY AND ADDED A WHOLE BUNCH OF MORE TECHNOLOGY TYPE VOTING STUFF INSTEAD OF OLD PAPER BALLOTS THAT WE HAD ON THERE AND JUST CLEARED UP SOME LANGUAGE. ARE YOU HAPPY WITH IT? ARE YOU HERE UNDER COERCION? PRETTY MUCH, YEAH. BUT NO, I'M HAPPY WITH ANY QUESTIONS? NO. ENTERTAIN A MOTION. I MOVE THE BOARD OF DIRECTORS APPROVE THE ASB CONSTITUTION AMENDMENT FOR CHIEF UMTOUCH MIDDLE SCHOOL AS PRESENTED. STUDENT VOICE, PRO. ALL IN FAVOR SAY AYE. AYE. ALL OPPOSED, SAME SIGN. 5-0. THANK YOU VERY, VERY MUCH. THANK YOU, DR. BRYAN. APPROVAL TO PURCHASE 400 DELL ALL-IN-ONE COMPUTERS. WELCOME, SCOTT. WELCOME. YOU KNOW, THERE WAS A TIME WHEN SOME SCHOOL BOARD MEETINGS WOULD GO TILL 2 IN THE MORNING. WHAT? IT'S NOT A COMPETITION. IT'S NOT A COMPETITION. IT'S NOT A COMPETITION. THIS IS NOT LATE, FOLKS. IT'S ONLY 8:42. NO, THIS ISN'T LATE. THE AGENDA ITEM IN FRONT OF YOU IS FOR THE PURCHASE OF 400 COMPUTERS. THIS IS PART OF THE REFRESH THAT WE HAVE PLANNED WITH CAPITAL LEVY. I WANT TO NOTE ONE DISCREPANCY. THE NUMBERS FOR INSTRUCTIONAL VERSUS NON-INSTRUCTIONAL WERE REVERSED. THE MAJORITY OF THESE ARE TEACHER COMPUTERS. AND TO BE CLEAR, THESE ARE ALL STAFF COMPUTERS. THIS IS JUST PHASE ONE OF A PROJECT THAT WE'VE HAD PLANNED FOR SOME TIME. WE HAD SOME BACKEND KIND OF THINGS THAT I WANTED TO MAKE SURE THAT WE HAVE STOOD UP AND RUNNING TO MAKE MANAGEMENT OF THESE MORE EFFICIENT, MORE MODERN. ARE THERE ANY QUESTIONS? IS THERE A CHANGE THAT NEEDS TO BE REFLECTED HERE SOMEPLACE THAT CARLY WILL TAKE CARE OF OR SOMETHING? THE DOLLAR FIGURE IS EXACTLY THE SAME. THE QUANTITY IS EXACTLY THE SAME. WE MAY NEED TO MAKE SURE THAT THE BUDGET NUMBERS WERE TRANSFERRED. OKAY. SOMEBODY WILL TAKE CARE OF THAT. OH YEAH, MY ASSISTANT WILL TAKE CARE OF THAT IN THE MORNING. YEP. OKAY, ANY QUESTIONS? SO THIS IS ALL PART OF THE CAPITAL LEVY? THIS IS CAPITAL LEVY, EXACTLY. AND THIS HAS NO, IT HAS NO REFLECTION OF REMOVING THE ONE-ON-ONE DEVICES? THIS IS FOR STAFF TO UPDATE THEIR SYSTEMS? SO THIS IS EXACTLY THE DESKTOP COMPUTER EACH TEACHER HAS, AND THEY'RE OLDER THAN I WOULD HAVE LIKED. SO, YEAH. OKAY, THANK YOU. WHERE DO THE OLD COMPUTERS GO? BECAUSE I HAD HAD SOMEONE QUESTION THAT AND WONDER THAT, SO COULD YOU CLARIFY FOR US? THE OLD TECHNOLOGY THAT WE HAVE GOES THROUGH SURPLUS AND IS EITHER RECYCLED OR GOES TO THE SURPLUS SALE. TYPICALLY WE'VE BEEN RECYCLING EQUIPMENT BECAUSE IT'S USUALLY QUITE OLD, BUT I THINK THAT THAT'S A DISCUSSION THAT THAT COULD BE HAD. DARCY SPAKEMAN, OUR PURCHASING AGENT, HANDLES THE SURPLUS SALES EVERY YEAR. SO IF IT'S NOT TOO OLD, IT GOES TO A SURPLUS SALE. IF IT'S TOO OLD, IT GOES TO SOME KIND OF RECYCLE PROCESS. CORRECT. YEAH, THESE ARE, THESE ARE GETTING WELL PAST AN AGE. WE'VE DEFERRED THIS QUITE A WHILE TO MAKE ROOM FOR OTHER PROJECTS THAT WERE OCCURRING WITH CAPITAL LEVY. THANK YOU. ANYTHING ELSE? [02:45:02] I MOVE THE BOARD OF DIRECTORS APPROVE THE PURCHASE OF COMPUTERS AS PRESENTED. STUDENT VOICE, PRO. ALL IN FAVOR SAY AYE. AYE. ALL OPPOSED, SAME SIGN. 5-0. THANK [14. Future Agenda Items and Board Events] YOU. THANKS EVERYONE. THERE'S NO FURTHER PUBLIC COMMENTS. FUTURE AGENDA ITEMS, 14. ANYTHING FOR A FUTURE AGENDA ITEM? A WHOLE LOT OF GRADUATIONS. WHAT WAS THAT? A WHOLE LOT OF GRADUATIONS. YEAH, EXACTLY. OH YES, YES, YES, YES, YES, YES, YES, YES, YES. YEAH. AND SO YOU'LL LET US KNOW ABOUT CORTEZ JULY 1ST? YOU'LL. I'LL LET YOU KNOW LOCATION AS SOON AS WE'VE DETERMINED FOR SURE. WELL, DO WE HAVE A TIME? AT 10 AM. SO IT WILL BE 10 AM. OKAY, SO FOLLOW THE THIS OR THERE'S A, WE'LL PROBABLY PUT LISTED AS A SPECIAL MEETING. SO WE TALKED ABOUT NOW A WORK SESSION FOR POSSIBLY THIS, THIS WHOLE THING THAT WE WERE TALKING ABOUT WITH DAVID. DO WE HAVE A PLAN FOR THAT YET? NO, WE DO NOT. I DID WANT TO TALK WITH YOU A LITTLE BIT MORE IN MY BOARD PREP UPDATE. I WANTED TO MAKE SURE THAT EVERYONE WOULD BE BE OKAY OKAY WITH WHAT WE DISCUSSED FOR LEVY PLANNING. IF WE WERE TO BACKWARDS DESIGN, I THINK IT WAS, IT WAS ACCURATE FOR RICHARD TO BE HERE TONIGHT. WE WOULD NEED TO BRING A RESOLUTION TO THE BOARD AT THE SECOND MEETING IN JULY, WHICH MEANS WE HAVE A LOT TO DO BETWEEN NOW AND THEN, WHICH MEANS THAT WE REALLY NEED TO HAVE A WORK SESSION ON THE MEETING IN JUNE, WHICH WOULD BE THE 22ND, I BELIEVE, IF I CAN MY EYES ARE WORKING. AND SO WE HAD DISCUSSED POSSIBLY MOVING THAT TO THE 17TH, DID WE NOT? WEDNESDAY NIGHT? NO, WHAT WE TALKED ABOUT IS INSTEAD HAVING A LISTENING SESSION ON THE 17TH. SO A WORK SESSION WOULD BE FOR YOU TO ALL DISCUSS INFORMATION. A LISTENING SESSION WOULD BE SET UP LIKE WHAT WE'VE TALKED ABOUT IN THE PAST, LIKE THE WAY WE DID THE BUDGET INPUT, WHERE YOU WOULD NOT BE NECESSARILY YOU WOULD BE THERE TO LISTEN TO THE COMMUNITY. WE WOULD PUT QUESTIONS OUT FOR THE COMMUNITY TO CONSIDER AND DO A ROUND ROBIN, MOVE THE QUESTIONS SO THAT EACH TABLE COULD GIVE INPUT ON THOSE QUESTIONS, AND THEN WE WOULD COMPILE THAT INFORMATION FOR YOU TO REVIEW AT THE WORK SESSION ON THE 22ND OF JUNE, WHICH THAT THEN WOULD GIVE YOU THE ABILITY TO THINK ABOUT SOME OF THE THINGS LIKE WHAT WOULD A POTENTIAL RATE BE, WHAT WOULD BE TIED TO WHAT WOULD WE BE CONSIDERING THAT AMOUNT BEING TIED TO IN ORDER TO BRING BACK, FOR INSTANCE, I WANT IREADY OR SOME ASSESSMENT TO BE BUILT INTO THE LEVY PLAN. SO WHEN WE START TALKING ABOUT A LEVY AMOUNT, WHAT WE REALLY NEED TO ALSO DO IS IDENTIFY WHAT ARE THE THINGS THAT ARE MOST CRITICAL FOR US TO RETURN, WHAT ARE THE COST OF THOSE THINGS, WHAT, WHAT IS DRIVING THEM. I WOULD LIKE US TO HAVE WHAT IS DRIVING THAT NUMBER. I KNOW CHRIS HAS TALKED TO ME ABOUT THAT. I'VE HEARD THAT FROM COMMUNITY MEMBERS. I'M QUITE CERTAIN OTHERS OF YOU HAVE MENTIONED THAT AS WELL, THAT TYING THOSE NUMBERS TO THE SPECIFIC COSTS OF THE THINGS THAT WE BELIEVE ARE MOST IMPORTANT TO ACHIEVE OUR STRATEGIC PLAN IS A GOOD WAY TO MOVE FORWARD. SO I'D LIKE TO BE ABLE TO GIVE YOU MULTIPLE OPTIONS, BUT DEPENDING ON WHAT WE HEAR IN THAT LISTENING SESSION, I THINK THAT WILL BE IMPORTANT. AS LONG AS YOU CAN ALL MAKE THAT LISTENING SESSION WORK FOR YOU. I'D LIKE TO PUT IT ON THAT DATE BECAUSE WE'RE SO LIMITED. WEDNESDAY THE 17TH, WHAT DO WE THINK? JUNE 17TH. JUNE 17TH, THAT WOULD BE AN EVENING MEETING. IT WOULD. AND WHAT WE WOULD 05, 6, WHATEVER. 5 WOULD BE OUR HOPE. AND WHAT WE WOULD DO IS WE WOULD DO A BIG VENUE LIKE BATTLEGROUND HIGH SCHOOL LIBRARY. AND SINCE IT'S NOT A BOARD MEETING WHERE YOU'RE DISCUSSING IT, YOU'RE JUST JUST LISTENING, WE COULD, WE CAN DO THAT WITHOUT HAVING TO WORRY ABOUT A RECORDING AND ALL OF THOSE TYPES OF THINGS THAT WE HAVE TO WORRY ABOUT WITH A REGULAR BOARD MEETING. I WOULD LIKE TO MAKE A PROPOSAL. LORRI, DEBBIE, WOULD YOU BE AVAILABLE TO MAYBE HELP PLAN THE LISTENING SESSION WITH OUR STAFF? YEAH. OKAY, THEY HAVE AGREED. YOU SAW THEM SHAKE THEIR HEADS YES. DEBBIE WAS A LITTLE LESS, A SHAKY YES, BUT THEY HAVE AGREED TO HELP PLAN THAT WITH YOU GUYS, WITH LYNELL OR WHOEVER. OKAY. AND I BELIEVE YOU GUYS WILL PUT SOMETHING TOGETHER THAT WE WILL BE REALLY PROUD OF, SO I'M EXCITED TO SEE THIS HAPPEN. [02:50:03] CAN I GIVE A LITTLE PUSHBACK? YEAH, SURE. 5 O'CLOCK. I WAS GONNA SAY 5 O'CLOCK MIGHT BE IF YOU'RE LOOKING FOR INPUT, I'M COMMITTED COMMUNITY DOESN'T GET OFF WORK. OKAY, WHAT DO YOU THINK? WE WERE JUST THINKING IT NEEDS TO BE AT LEAST AN HOUR AND A HALF. 06:30 TO 8:00. 06:00 TO 7:30. DO YOU THINK 6:00 WOULD FEEL GOOD? I LIKE 6:00. I THINK 6:00 TO 7:30 MAKES BETTER SENSE. OKAY, JUST TO BE ABLE TO GET MORE PEOPLE. FINE BY ME. 6:30 TO 8:00? I'M EITHER THINKING, YEAH, 06:30 TO 8:00 OR 6:00 TO 7:30, WHATEVER IT IS, BUT I THINK 5 IS NOT 5. LET'S DO THIS. LET'S SAY IT'S A 6 O'CLOCK START TIME. LET'S DO OUR PLANNING, AND THEN WE CAN ADD THE END TIME WHEN WE HAVE A BETTER SENSE OF HOW MANY QUESTIONS. AND I THINK HAVING A Q&A SESSION AND INVITING PETER VAN NORWYK TO KIND OF TALK, BECAUSE I THINK THAT'S THE BIGGEST QUESTION. MAJORITY OF THE QUESTIONS I GET, AND THEY'RE USUALLY AROUND THE COUNTY TAX ASSESSOR, SO HOW THAT WORKS, THAT KIND OF THING. START WITH THAT MAYBE BEFORE WE GET INTO THE TABLE GROUPS. SOMETHING TO THINK ABOUT TOO, THAT WAS A TAKEAWAY FROM THE LISTENING SESSION AT WASDA, WAS THINKING ABOUT PERSONAL INVITATIONS. LIKE, SHELLEY SENDS SENT IT OUT TO HER LIST. BUT IF YOU, ALL OF YOU BOARD MEMBERS AND STUDENTS, GETTING THE WORDS OUT TO STUDENTS TOO, OF THINKING ABOUT PEOPLE YOU'VE ENGAGED WITH AND THEN SENDING THEM A PERSONAL INVITE, WE'RE GOING TO BE ABLE TO GET A LOT MORE ATTENDANCE WHEN THEY'RE PERSONALLY INVITED. CAN WE SEND SOMETHING TO THE CAC? OH, WE WILL FOR SURE. WE'LL GET CAC, PTAS, BOOSTER CLUBS. WE HAVE, STAFF, OUR CITIZENS GROUPS THAT WE MEET WITH REGULARLY. WE'LL SEND TO ALL OF THOSE GROUPS FOR SURE. SO YEAH, WE'LL MAKE SURE THAT WE GET ALL OF THOSE. IF YOU HAVE PERSONAL THAT WAS THE BIG TAKEAWAY, IS LIKE THOSE PERSONAL INVITATIONS. EACH BOARD MEMBER INVITED 5. PERFECT. PERFECT. I LOVE IT. OKAY, THERE IS ONE OTHER THING. NOW NORMALLY YES, SIR, THERE WAS A QUESTION FROM THE AUDIENCE. WOULD YOU MIND IF WAIT A MINUTE, RYLANDER, ARE YOU ARE YOU WANTING TO ASK A QUESTION? THIS IS LIKE WAY OUT OF ORDER. OKAY, GO AHEAD. WHAT? IF YOU'RE GOING TO INVITE PETER AND NORWICK, YOU MIGHT ALSO INVITE TREASURER, BECAUSE THEY ACTUALLY WORK HAND IN HAND. OH. BECAUSE PETER MANAGES PART OF THE PROCESS, BUT THE ACTUAL COLLECTION AND THE DISTRIBUTION OF THE FUNDS TO THE DISTRICT COMES THROUGH THE COUNTY TREASURER. AH. THERE YOU GO. THANK YOU. HOW FUN. THANK YOU FOR LETTING US. THIS IS VERY COOL. COOL. OKAY, VERY GOOD. OKAY, THANK YOU. REMEMBER THAT, DEBBIE. OKAY, SO THERE IS SOMETHING ELSE FOR THE CAMERA. I'M JUST GONNA CALL DICK WHEN I HAVE A QUESTION. YOU HAVE A NAME FOR ME? DO YOU HAVE A NAME? OH, THANK YOU. HE'LL GET IT FOR US. NOW, WE HAVE BEEN OPERATING OFF OF THIS IDEA OF HAVING A, WORK SESSION ON THE FIRST BOARD MEETING OF THE MONTH, BUT THE 8TH INVOLVES GOING TO A GRADUATION AFTER THE BOARD MEETING, AND IT'S AN EARLY BOARD MEETING SO THAT WE CAN DO IT. I DON'T SEE HOW WE CAN DO ANYTHING IN CONJUNCTION WITH THAT, EXCEPT I DON'T KNOW WHAT'S PLANNED ON THE AGENDA. MAYBE THERE MIGHT BE 30 MINUTES ON THE AGENDA THAT WE COULD ADD SOMETHING IN THERE. SO WE'LL TALK ABOUT IT AT OUR, AT OUR YEAH, WE USUALLY LEAVE IT. I MEAN, IT'S RIGHT NOW THE WAY THAT IT'S SET UP. OUR BOARD MEETING IS PLANNED, WHERE IS IT? IT'S THE RIGHT HERE. IT'S VERY LIGHT. IT'S VERY LIGHT. OKAY, THERE YOU GO. SO HOUR AND A HALF. OKAY, SO, SO THERE YOU GO. SO IF THERE'S SOMETHING GOING ON THAT NEEDS TO BE TALKED ABOUT, MAYBE IT CAN BE FISHED IN, MAYBE NOT. OKAY, ANYTHING ELSE ABOUT THE CALENDAR? ANYBODY? I'M PRETTY SURE IT'S YEAH, IT'S 4:00 TO 5:30. TO 5:30 AND THEN GRADUATION'S AT 6:00. COULD WE VISIT, REVISIT TOURS BEFORE THE SUMMER GETS AWAY FROM US? COULD YOU PUT THAT ON MAYBE A LIST OF MAYBE, MAYBE REVISIT THAT? BECAUSE IT WOULD BE NICE TO HAVE OUR WORKING, OUR WORKING MEN BE ABLE TO JOIN US AT SOME POINT, AND MAYBE THAT. I DON'T KNOW HOW THAT COULD HAPPEN. WAIT A MINUTE. WHAT'S A WORKING MAN THING? WHO AM I? YOU'RE NOT A WORKING MAN. NOT WORKING. THESE GUYS, THESE GUYS ARE JUST A LOAFER OR SOMETHING. I DON'T KNOW WHAT'S GOING ON. WELL, FORTUNATELY THEY WORK WHEN OUR KIDS ARE IN SCHOOL. I THINK LORRI, OR MAYBE IT WAS EUNICE, MENTIONED THAT THERE USED TO BE A COMMUNITY IN A PATRON TOUR. YES, WE SHOULD REALLY. I THINK THAT WOULD BE GREAT. AND I FEEL LIKE I'M NOT OPPOSED TO THAT, BUT I WILL TELL YOU, WE PUT A LOT OF WORK INTO THAT, AND WE'RE USUALLY REALLY HAPPY IF WE CAN GET A DOZEN PEOPLE TO ATTEND. SO WE COULD, [02:55:02] WE COULD CHANGE THE BOARD TOURS TO BE A I MEAN, YOU COULD INVITE COMMUNITY MEMBERS ALONG OR SOMETHING ELSE INSTEAD OF CREATING A WHOLE DIFFERENT THING. THEY CAN JUST COME WITH US. WE'LL JUST TELL YOU OUR PLUS ONE OR PLUS TWO. I REALLY LIKE THAT IDEA. ONE BOARD MEMBER LEADS A GROUP. I MEAN, WE COULD CHANGE THERE ARE WAYS TO CHANGE THE FORMAT WITHOUT CREATING ANOTHER THING. IS THERE ANYTHING ELSE? SHELIA, ARE LORRI AND I, ARE YOU GOING TO BE IN INVITING US TO MEET WITH YOU? YES, TO PLAN. YEAH, YEAH, I'LL SEND OUT A COUPLE OPTIONS FOR TIMES. YEAH, ABSOLUTELY. AND THEN WHAT ABOUT BOARD RETREAT? WHO'S HANDLING THAT? TERRY? TERRY? WELL, WE DON'T HAVE A SPACE ON THE CALENDAR FOR IT RIGHT NOW, BUT WE ARE SAY, OKAY, WHAT'S, WHAT ABOUT BOARD RETREAT? WHAT IS BOARD RETREAT? BOARD RETREAT IS A WORK SESSION, SO SO WE'VE BEEN TALKING ABOUT THAT AS WE CAME UP WITH THIS 17TH OF JUNE THING. WE WILL COME UP WITH OTHER MEETINGS, AND WE CAN LET YOU NAME ONE THE BOARD RETREAT. HOW'S THAT? WE'LL COME UP WITH ANOTHER MEETING. I PLAN WELL, WE'LL JUST CALL IT THE BOARD RETREAT. I PLANNED LAST YEAR'S BOARD RETREAT. OKAY, SO I WILL DO IT AGAIN IF WE NEED TO. IF WE MAY, JUNE IS PRETTY MUCH FULL NOW, PROBABLY. SO WE'RE TALKING ABOUT JULY, AND WE DON'T WANT JULY TO SLIP BY BECAUSE THERE'S, AS DAVID SAID AND AS LEVY POINTS OUT, THERE'S LOTS OF WORK TO DO. SO WE ARE GOING TO BE HAVING MEETINGS IN JULY, AND ONE OF THEM COULD BE CALLED THE BOARD RETREAT. I WOULD HIGHLY RECOMMEND THAT WE DON'T PLAN IT FOR JULY. OKAY, WHATEVER. YES, NO, NO, THE BOARD RETREAT. BUT I DO THINK THAT WE PROBABLY NEED TO PENCIL IN A DATE, AND IT COULD BE, AGAIN, SURFACING BACK TO THE CONVERSATION WE HAD TONIGHT AND TALKING ABOUT GUARDRAILS, IT PROBABLY WILL. IT WOULD BE A PERFECT PLACE FOR US TO WORK ON THAT WORK TOGETHER. THAT'S RIGHT. WHEN DOES SCHOOL START? THE SEPTEMBER 1ST. SEE, SO THAT COULD BE THE BEGINNING OF AUGUST FOR THE GUARDRAILS AND YOU'RE FINISHING UP THIS WORK. IS IT POSSIBLE MALONE COULD COME AND SPEAK WITH US ABOUT GUARDRAILS? MALONE. THAT'S A, THAT'S A HEFTY. I DON'T KNOW. WELL, I KNOW I'M GONNA ASK, BUT I WAS JUST CURIOUS IF WE COULD WE WOULD LOVE TO ASK HIM. WE WOULD LOVE TO SAY, HEY, WE HAVE 3 FAILED LEVIES, PLEASE, WILL YOU COME? WE WOULD LOVE TO HAVE HIM. THAT WOULD BE WONDERFUL. WELL, IN TALKING ABOUT RETREAT, I HAVEN'T HEARD ANYTHING BACK FROM YES, THE CITY COUNCIL. YEAH, SO I HAD SPOKEN WITH VICTORIA. THEY, THEY HAD SOME QUESTIONS THAT THEY WERE GOING TO ANSWER, HAVE THEIR STAFF ANSWER ABOUT, THE 5TH. AND SO THAT WAS ONE OF THE QUESTIONS, THAT SHELLY HAD ASKED CHRIS OVER THERE, IF WE COULD DO A JOINT BOARD RETREAT SO THAT OUR BOARD COULD TALK TO THEIR BOARD. ABOUT THAT, AND IT SOUNDS LIKE SHE DIDN'T HAVE AN UPDATE YET. SO THAT'D BE ONE THAT, JUST FYI, THAT MIGHT BE SPRUNG ON US, BUT RIGHT, BUT THAT WAS ANOTHER RIGHT, AND YOU COULD CALL THAT A RETREAT. LET'S BE EXACTLY, THERE'S PLENTY OF THINGS TO HAVE A RETREAT ABOUT. OKAY, WELL, THANK YOU ALL. ANYTHING ELSE? ADJOURNMENT. SO GOOD. ALL RIGHT THEN, IT IS OFFICIALLY WHAT TIME? 08:58. 08:58. THIS MEETING STANDS ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.