Jul 25, 2022 School Board Planning Session

>> [OVERLAPPING] TELL YOU WHAT MY NAME IS.

[00:05:01]

>> TELL YOUR NAME.

>> BECAUSE I THINK THAT WILL HELP US GET TO KNOW EACH OTHER'S WHY AS WELL.

>> I'M JUST GOING TO TELL YOU WHO I AM TODAY.

HELLO. WELCOME. MY NAME IS HERB BRUNER. [LAUGHTER]

>> THAT'S PRETTY GOOD.

>> YEAH. [LAUGHTER] I'M GLAD TO BE HERE TODAY.

THANK YOU. DO YOU WANT TO KNOW ABOUT IT?

>> YEAH, SO WHO'S HERB?

>> HERB HYDE WAS ACTUALLY ONE OF MY HIGH SCHOOL TEACHERS HERE.

WE ACTUALLY WERE REALLY CLOSE AND HE HELPED ME THROUGH A LOT OF THINGS AND HE ENCOURAGED ME ALONG THE WAY, HIS LOVE OF EDUCATION.

WELL, HE GAVE ME SOME GREAT ADVICE FOR THE YEARS AND I STILL HAVE CONNECTED WITH HIM TO THIS DAY.

BRUNER, I LIVE ON A LOT OF ROADS BUT THOSE ARE CONNECTED BECAUSE THAT WAS MY HIGH-SCHOOL TIME AND THAT WAS WHERE I LIVED AT THE TIME WHEN I WAS CONNECTED WITH HIM.

BUT I THINK IT'S SO IMPORTANT TO HAVE A TEACHER OR AN ADULT IN EDUCATION IN YOUR LIFE, I HOPE WE ALL HAVE THAT.

I HOPE WE ALL HAVE AT LEAST ONE PERSON THAT WOULDN'T BE LIKE, WELL, HOW THEY IMPACTED ME, WHETHER IT WAS YOUR ELEMENTARY TEACHER OR YOUR HIGH SCHOOL TEACHER OR ADMINISTRATOR OR WHOEVER THAT WAS.

HE'S ALWAYS BEEN VERY SPECIAL TO ME AND SO THAT'S WHY I CHOSE FOR BRUNER. THANK YOU.

>> THAT'S A GOOD [LAUGHTER] LIKE TO GO. [BACKGROUND] [LAUGHTER]

>> I'M STRUGGLING.

I'M GOING TO GO WITH MARY SANDY MILLER.

MARY WEISHAAR IS THE PERSON WHO REACHED OUT TO ME AND SAID, ''HEY, THERE'S AN OPENING, I THINK YOU'D BE GREAT.

YOU SHOULD APPLY ON THE SCHOOL BOARD.'' I HAD BEEN INVOLVED IN CEF AND PTAS AND STUFF AROUND THE COMMUNITY BUT HAD NEVER HIDDEN.

IT WAS JUST OUT OF MY VIEW TO DO THAT.

SHE'S THE ONE WHO FIRST CALL ME.

SANDY WAS MY SECOND AND THIRD GRADE TEACHER, SANDY THOMPSON.

SHE HAS REALLY SADLY, THE ONLY TEACHER THAT I FELT I REALLY CONNECTED WITH, I'M JUST LIKE, ''I'M SO EXCITED TO GET HER FOR THE SECOND YEAR,'' AND SHE PLAYED THE UKULELE.

WE SAYING HOIST UP THE JOHN B SALES AT THE END OF EVERY DAY WHEN WE LINED UP AND SHE WAS JUST SO FULL OF LIFE AND TALK TO US ABOUT HER DAUGHTER, COURTNEY, AND THE ANTICS SHE WAS UP TO AND HOW TO PERSONAL RELATIONSHIP WITH ALL OF US THAT I'VE NEVER FORGOTTEN AND HAVE NOT REALLY SADLY EXPERIENCED AFTER THIRD GRADE.

I WAS AN EXTROVERT EVERY TIME IT WAS SHOW-AND-TELL.

I'M JUST LIKE, ''I'VE GOT SOMETHING,'' AND SHE'S LIKE, ''WHY DON'T WE GIVE SOMEBODY ELSE A TURN, WHATEVER.'' I JUST LIT UP IN THAT CLASS.

MARY SANDY MILLER, MILLER AVENUE I GREW UP ON. THAT'S ME.

>> WITH THAT, I'M HYPHENATED.

JUST BY THE WAY. [LAUGHTER] IT'S MARY SANDY.

>> MARY SANDY.

>> IT'S SOUTHERN PEAK, MARY SANDY.

>> I'M GOING TO DO IT THIS WAY. [LAUGHTER] I WOULD SAY MY NAME, MY ROD, MY ANCHOR NAME I BROADCAST NAME WOULD BE ANGELINA TERESA ANDERSON.

ANGELINA TERESA ANDERSON.

ANGELINA TERESA IS MOM. THAT'S MY MOTHER.

MOM WAS AN EDUCATOR AND EDUCATION WAS LIKE THIS PINNACLE VALUE FOR RAISING ENTIRE FAMILY.

MID 40S DECIDES TO GO TO SCHOOL, STOPS AT HER PHD.

IT WAS LIKE, WOW, I REMEMBER ASKING HER, WHY? WHAT ARE YOU DOING? THIS FINANCIALLY, PHYSICALLY IS NOT A REALLY WISE PATH.

SHE WAS IN HER 60S AND SHE SAID, ''I LOVE EDUCATION.'' SHE WENT INTO SEVERAL CONVERSATIONS OVER THE YEARS ABOUT THE VALUE OF EDUCATION, THE GIFT OF EDUCATION, AND HOW IT SHOULD NEVER BE TAKEN FOR GRANTED.

I WAS STILL COLLEGE-BOUND AT THAT TIME AND IT WAS LIKE [NOISE].

IT JUST OPENED A CRACK OF AWARENESS WHEN THIS THING HAPPENED, BACK WHEN IT HAPPENED IN '05 MADE IT SOUND LIKE THIS IS A GOOD WAY TO VOLUNTEER AND CONTINUE TO SUPPORT.

THE ANDERSON WAS THE LITTLE STREET AND COOS BAY OR AGAIN, THAT OUR FAMILY LIVED ON.

IT WAS ON ONE OF THOSE LITTLE HOLLOWS THAT WENT BACK INTO THE FOOTHILLS.

IT WAS THE QUINTESSENTIAL LITTLE THING RIGHT DOWN ALONGSIDE THE PONDS AND THE CATTAILS AND THE MARSHLANDS THAT WENT BACK INTO THE HILLS.

BUT IT WAS AS TRADITIONAL COUNTRY GROWING UP,

[00:10:03]

LITERALLY LIKE HOPPING ON BIKES AND ZIPPING AWAY DOWN THE STREET FOR A DAY.

IN TODAY'S WORLD, IT WOULD NEVER FLY.

THEY'D GO, WHAT HAPPENED? YOU ABUSED YOUR KIDS, YOU JUST TURNED THEM LOOSE.

THEY'VE BEEN GONE FROM EIGHT TO NOON AND THEY'RE ONLY BACK FOR FOOD AND THEN THEY'RE GOING TO BE GONE AGAIN.

[NOISE] THAT WAS ANDERSON AVENUE TO ME AT THAT TIME.

>> HELLO. MY NAME IS KATHY NEIL MISTLETOE. WRONG GAME.

[LAUGHTER] I GREW UP ON MISTLETOE LOOP IN KAISER, OREGON, GRADUATED FROM MCMILLEN HIGH SCHOOL 1991 AND ACTUALLY, AS I'VE TOLD YOU ALL, I'VE GROWN UP ALL OVER THE STATE OF OREGON.

MY PARENTS, WE MOVED EVERY TWO TO THREE YEARS BECAUSE KATHY AND NEIL WERE IN EDUCATION AND MY DAD LIKED TO TRY DIFFERENT THINGS AND IF WE WENT TO A DIFFERENT SCHOOL, HE WENT TO ADMINISTRATION AND THEN HE CAME BACK TO THE CLASSROOM AND WHEN WE SETTLED BACK IN SALEM, HE WAS THE EMOTIONAL GROWTH TEACHER AT K THROUGH FIVE, WHERE KIDS WOULD COME TO HIM FROM ALL OVER SALEM-KEIZER 24J TO HIS CLASSROOM AND MY MOM WAS AN ELEMENTARY LIBRARIAN.

MY DAD ALSO SERVED AS UNION PRESIDENT FOR AWHILE AS WELL AND I REMEMBER THOSE DAYS VERY VIVIDLY OF HIM BEING GONE A LONG TIME AND IN A LONG HOURS AND I REMEMBER HIM TELLING ME, THE NUMBER 1 IMPORTANT THING THAT HE VALUED WAS THE RELATIONSHIPS WITH THE ADMINISTRATION.

THAT WAS WHAT MADE EVERYTHING WORK, WAS YOU CAN'T JUST COME TO THE TABLE WITHOUT HAVING THESE RELATIONSHIPS AND SO HE CULTIVATED THOSE THROUGHOUT THE YEAR AND THEY WOULD GET TO KNOW EACH OTHER AND HAVE BARBECUES.

IT WAS A BIG DISTRICT, BUT THEY KNEW EACH OTHER AND SO I JUST REMEMBER MOVING HERE ALMOST 17 YEARS AGO ON LABOR DAY IT'LL BE 17 YEARS.

SENDING OFF MY OLDEST TO KINDERGARTEN AT PRUNE HILL ELEMENTARY AND FEELING LIKE, I KNOW NOBODY AT THAT SCHOOL AND I WAS RAISED KNOWING THE ENTIRE STAFF.

I KNEW THE PRINT AND HERE I AM SENDING OFF MY BABY AND I KNOW NO ONE AND IT WAS A VERY ODD FEELING AND SO TAMMY MURKY, DO YOU KNOW HER? PRUNE HILL MOM AND STILL WORKS DOWN AT VEGA, SAW THAT ACROSS MY FOREHEAD AND WAS LIKE PTA PRESIDENT.

I'M LIKE, DON'T HAVE TO GO TO A MEETING FIRST BEFORE THAT? [LAUGHTER] NO, NOT AT ALL.

BUT I WAS THANKFUL FOR THAT BECAUSE THERE'S NO BETTER WAY TO JUMP IN VOLUNTEERISM AND GET TO KNOW THE STAFF AND THE PRINCIPAL AND THAT'S WHERE IT ALL BEGAN.

IT'S JUST TO SERVE AND GET TO KNOW AND I COME FROM UNDERSTANDING THE TEACHERS AND WANTING TO SUPPORT THAT PROFESSION AND THE KIDS.

>> ALL RIGHT. MY ANCHOR NAME IS JOHN IVY AND I HAD THE OPPOSITE EXPERIENCE OF CONNIE WHERE YOU COULD POINT OUT THE ONE TEACHER THAT REALLY INSPIRED YOU.

I HAVE A REALLY HARD TIME PINPOINTING THAT ONE TEACHER BECAUSE THERE'S SO MANY OF THEM AND THAT'S PROBABLY BECAUSE ALONG WITH TRACY, I'M A PRODUCT OF CAMAS SCHOOLS.

ANYWAYS, JUST WANT TO THROW THAT OUT THERE.

BUT IT'S REALLY HARD BECAUSE I'M A TEACHER NOW TOO AND THERE'S SO MANY PEOPLE ALONG THE WAY THAT REALLY HELPED INSPIRE ME TO DO THAT.

BUT I HAD TO GO BACK TO, MY MIND KEPT GOING BACK TO MY UNCLE JOHN WHO NOT ONLY WAS JOHN A PREVIOUS SCHOOL BOARD MEMBER HERE, WHO REALLY PIQUED MY INTEREST IN THAT AND HONESTLY MY INTEREST IN COMMUNITY SERVICE AND GIVING BACK.

HE WAS ALWAYS WHETHER IT WAS THE SCHOOL BOARD OR THE BOARD COMMISSION OR LATER ON RUNNING FOR OTHER POSITIONS.

THAT WAS MY FIRST INTRODUCTION INTO NOT REALLY POLITICS BECAUSE I DON'T REALLY FEEL LIKE THESE ARE POLITICAL POSITIONS, BUT JUST LOCAL COMMISSIONS AND WAYS TO GET INVOLVED AND TO BE ABLE TO USE YOUR TALENTS TO GET BACK TO THE COMMUNITY.

BUT ALSO, HE WAS ALSO THE ONE FIRST PUT THE KERNEL OF KNOWLEDGE IN MY MIND ABOUT MAYBE I COULD BE A TEACHER AND IT'S FUNNY MY FIRST JOB WAS A PETROLEUM DISTRIBUTION TECHNICIAN,

[00:15:01]

WHICH IS A FANCY NAME FOR GAS PUMPER FOR INQUIRING MARKET [LAUGHTER] AND THAT WAS OUR FAMILY STORE.

I CAN REMEMBER TALKING WITH JOHN WHILE I WAS FILLING UP HIS TRUCK OUT AT THE GAS PUMPS AND WE'RE SOMEHOW WE'RE TALKING ABOUT, I THINK A FOOTBALL GAME OR SOMETHING WHERE I WAS A DRUM MAJOR FOR THE BAND AND WHO'S GOING, MAN, YOU SHOULD REALLY THINK ABOUT BEING A TEACHER.

COULD YOU IMAGINE DOING THAT THE REST OF YOUR LIFE? THERE'S A LOT OF TEACHERS WHO THEY MAKE A REAL GOOD LIVING AND IT'S A GREAT FAMILY JOB.

YOU SHOULD REALLY THINK ABOUT THAT AND THAT WAS THE FIRST TIME ANYBODY EVER MENTIONED TO ME ABOUT BEING A TEACHER.

I WAS LIKE, MAYBE THAT IS SOMETHING I MIGHT WANT TO DO AND IT SNOWBALLED FROM THERE.

FAMILY IS VERY IMPORTANT TO ME TOO, AND ESPECIALLY WITH THIS COMMUNITY AND I COULD HAVE NAMED MANY OF MY FAMILY MEMBERS BEING INFLUENTIAL TO ME, BUT JOHN REALLY STUCK OUT THERE.

THEN IVY LANE IS THE STREET THAT I GREW UP ON PRUNE HILL.

WHEN WE WERE GROWING UP THERE, WE ARE THE ONLY HOUSE ON A DEAD END STREET AND WE'RE SURROUNDED ON THREE SIDES BY BLACKBERRY BUSHES.

NOW, I JUST WENT UP THERE TO BRING MY DAUGHTER TO HAVE A PLAY DATE AT A HOUSE A COUPLE OF WEEKS AGO AND DROVE ON A ROAD THAT WENT THROUGH THOSE BLACKBERRY BUSHES AND I COULD SEE BEHIND INTO MY OLD HOUSE AND IT WAS VERY WEIRD.

BUT IT WAS A GOOD REMINDER ABOUT HOW A LOT OF THINGS HAVE CHANGED.

BUT THE MORE THEY CHANGED, THE MORE THEY STAY THE SAME TOO.

JOHN IVY SIGNING OFF.

>> THANK YOU FOR INDULGING ME ON THAT.

FOR ME, MY ANCHOR NAME WOULD BE PETER SAN ANSELMO AND I FEEL GUILTY EVEN SAYING THE NAME PETER BECAUSE MY 5TH GRADE TEACHER, MR. MCBRIDE, HE WAS A NAVY MAN AND WE HAD TO CALL HIM SIR AND BY EVEN SAYING IS FIRST NAME [LAUGHTER] I'M FEELING LIKE I'M BEING DISRESPECTFUL.

BUT MR. MCBRIDE WAS SO WONDERFUL BECAUSE HE HAD THIS GREAT BALANCE OF BEING VERY FIRM, BUT YET VERY FAIR AND VERY FUN.

HE PLAYED THE GUITAR, AND HE BROUGHT MUSIC, AND HE BROUGHT ART, AND HE BROUGHT FIELD TRIPS INTO THE CLASSROOM AND OUT OF THE CLASSROOM AND JUST A MAN WHO REALLY WAS A WONDERFUL ROLE MODEL FOR ME OUTSIDE OF MY HOME.

I NEVER THOUGHT I'D BECOME A TEACHER AT THAT POINT.

BUT AT THE END OF THE DAY, I WANT IT TO RUN A CLASSROOM LIKE MR. MCBRIDE DID AND TO THIS DAY, I LOOK AT TEACHERS WHO REALLY INCORPORATE ALL OF THOSE WAYS OF THINKING AND REALLY TOUCH EVERY SINGLE STUDENT'S WAY OF LEARNING AND I'M REALLY INSPIRED BY THEM.

I'M LOOKING FORWARD TO MEETING A LOT OF MR. MCBRIDE THROUGHOUT CAMPUS BECAUSE I KNOW THEY'RE OUT THERE AND IN BUNCHES.

THEN SAN ANSELMO, EVEN THOUGH WE MOVED AROUND QUITE A BIT, SAN ANSELMO STICKS OUT TO ME BECAUSE THAT WAS THE LAST STREET THAT WE LIVED DOWN BEFORE MY DAD PASSED AWAY AND I WAS ONLY 19 AT THE TIME AND SO THAT WAS VERY HARD.

BUT I SHARE THE STORY WITH A LOT OF STUDENTS WHO ARE GOING THROUGH VERY DIFFICULT TIMES BECAUSE AT THAT AGE YOU CAN REALLY GO ONE WAY OR ANOTHER.

YOU CAN USE A DEATH LIKE THAT TO REALLY GO DOWN THE WRONG PATH AND MAKE EXCUSES AND PUSH A DIFFERENT DIRECTION.

BUT INSTEAD, I REALLY FELT LIKE HE WAS WATCHING OVER ME AND I WANTED TO MAKE HIM PROUD.

I THINK BY GOING INTO EDUCATION AND MOVING UP THE RANKS TO BECOME A PRINCIPAL AND SUPERINTENDENT, I HOPE THAT WOULD MAKE HIM PROUD.

BUT ULTIMATELY, I THINK FOR STUDENTS OUT THERE, FOR KIDS OUT THERE THAT ARE GOING THROUGH THESE TYPE OF THINGS, JUST KNOW THAT PEOPLE ARE COUNTING ON YOU TO DO THE RIGHT THING, ESPECIALLY THOSE THAT YOU'VE LOST AND I THINK THAT REALLY HAS HELPED ME MAKE GOOD CHOICES BECAUSE I CONSTANTLY SAY, WHAT WOULD MY DAD HAVE DONE AND WHAT WOULD HE WANTED AND SO FOR ME, I KEEP THIS LITTLE POSTED ON MY MONITOR THAT'S GOING BACK TO SOMETHING YOU USE INQUIRY ABOUT ALL OF THESE INSPIRATIONS.

I TRY TO TELL TEACHERS TO TEACH EVERY SINGLE DAY IN A WAY THAT YOUR STUDENTS WILL SAY, HEY, I WANT TO DO THAT SOMEDAY AND I THINK IF WE CAN ALL LIVE BY THAT RULE, IT'LL MAKE US DO BETTER AT WHAT WE DO EVERY DAY.

AGAIN, THANKS FOR INDULGING ME.

I THOUGHT IT WAS A GOOD WAY TO GET TO KNOW EACH OTHER AND WHAT GOT US HERE.

DO YOU WANT ME TO KEEP GOING? COREY AND I ALSO TALKED A LITTLE BIT ABOUT REFLECTION.

WHEN I THOUGHT ABOUT THAT QUERY, I WAS THINKING A LOT ABOUT THE MONTHS THAT IT'S BEEN GETTING HERE AND GOING ALL THE WAY BACK TO CHRISTMAS TIME OF LAST YEAR, COMING UP TO CAMAS AND BEING A PART OF THE INTERVIEW PROCESS, THE GAUNTLET, I LIKE TO CALL IT,

[00:20:02]

AND SURVIVING THAT AND HOW INSPIRED I AM THAT I WAS SELECTED BUT ALSO HUMBLED BECAUSE OF THE ONE THING THAT I HEAR A LOT ABOUT IS THE REASON WHY PEOPLE MOVE HERE IS THE SCHOOLS AND I FEEL PRESSURE, BUT I FEEL REALLY GOOD PRESSURE.

I THINK THAT GOOD PRESSURE IS A GOOD THING TO KEEP THAT STANDARD HIGH.

I THOUGHT IT'D BE A GOOD TIME FOR US TO MAYBE TAKE A LITTLE TIME TO REFLECT OVER THIS LAST FEW MONTHS AND INTO THE SUMMER AND START TO MOVE INTO WHAT OUR PRIORITIES WILL BE.

FOR ME, REFLECTING BACK ON THESE LAST FEW MONTHS, THE BIGGEST THING FOR ME IS TO TRY TO HAVE BECOME A PART OF THE FABRIC OF THIS COMMUNITY AS QUICKLY AS POSSIBLE.

I KNOW FOR MANY OF YOU, IT'S BEEN A LIFELONG MOVEMENT FOR YOU TO BE A PART OF THIS COMMUNITY AND SOME SHORTER TIME THAN OTHERS.

FOR ME, GETTING TO KNOW PEOPLE AT A ONE-ON-ONE LEVEL, AT A PERSONAL LEVEL HAS BEEN VERY IMPORTANT TO ME.

I THINK JUST AS IMPORTANT AS THESE LARGER MEETINGS, THOSE ONE-ON-ONE COFFEE, THOSE ONE-ON-ONE LUNCHES? JUST BEING A PART OF CHEMISTRY IS ALL OF THOSE THINGS FOR ME, I THINK IS GOING TO PAY DIVIDENDS AS WE BUILD THESE RELATIONSHIPS.

THAT WAY, WHEN TIMES GET TOUGH AND THEY WILL, AND WE'LL GO THROUGH STRUGGLES, AT LEAST WHEN WE HAVE THAT PERSONAL CONNECTION, I THINK PEOPLE ARE MORE APT TO LISTEN TO ONE ANOTHER RATHER THAN THE PERSON THAT THEY DON'T KNOW.

FOR MY REFLECTION, IT'S BEEN AN INCREDIBLY FAST SUMMER IN MANY WAYS, BUT ALSO A TIME FOR ME TO REALLY DIG INTO THIS COMMUNITY AND BE A PART OF WHAT WE'RE DOING HERE IN CAMAS.

I CAN UNDERSTAND WHY OUR SCHOOLS ARE SO SUCCESSFUL IS BECAUSE OF THE PEOPLE.

YES, CURRICULUM IS IMPORTANT AND BOOKS ARE IMPORTANT AND ALL THE OTHER THINGS WE'VE MENTIONED.

BUT AT THE END OF THE DAY IT'S A HUMAN BUSINESS, AND WHAT WE'RE TRYING TO DO HERE IS GROW BETTER HUMANS.

I THINK WE NEED THAT NOW IN OUR SOCIETY MORE THAN EVER.

THAT'S WHAT I'VE BEEN THINKING ABOUT.

I'LL SAY THIS A LITTLE LATER IN THE DAY AS WELL, BUT I THINK CONTINUING THOSE ONE-ON-ONES, I DON'T THINK I CAN HAVE ENOUGH OF THOSE AND BY THE TIME SCHOOL STARTS AND ANOTHER MONTH, I FEEL LIKE I'LL HAVE MET MANY INFLUENTIAL PEOPLE AND EVEN PEOPLE WHO GOING BACK TO WHAT CONNIE SAID, PEOPLE WHO MAYBE STAY A LITTLE BIT MORE QUIET IN THE SHADOWS, I THINK THEIR VOICES CAN BE JUST AS LOUD AS THOSE WHO ARE A LITTLE BIT MORE OUTGOING OUT THERE.

I DON'T KNOW IF ANYBODY ELSE WANTS TO SHARE A LITTLE BIT ABOUT THE LAST FEW MONTHS AND MAYBE HOW THE TRANSITION HAS GONE.

YOU ACTUALLY ASKED FOR THAT AGENDA ITEMS. I WANT TO MAKE SURE THAT I'M HITTING THAT.

>> I ACTUALLY WAS THINKING ON THE DRIVE IN HERE ABOUT OVER THE LAST YEAR, A SCHOOL BOARD MEETING THAT WILL ALWAYS LIVE IN MY BRAIN BECAUSE IT WAS UNLIKE ANY OTHER WHERE THE ROOM WAS FILLED AND WHEN YOU'VE HAD THAT BEFORE.

BUT THERE WAS A SENSE OF FEELING AND VIBRATION THAT WE HAD NEVER HAD BEFORE FROM FOLKS THAT SOME OF US MAYBE HAVE NEVER SPOKEN TO BEFORE.

I FEEL LIKE WE'RE COMING AROUND A BEND MAYBE NOW TO BE ABLE TO.

I FELT LIKE THIS WEEKEND WAS GREAT.

YOU COULD FEEL THAT AS WELL.

IF I CAN USE THE WORD HEALING A LITTLE BIT WITHIN OUR COMMUNITY OF PEOPLE, SEEING ONE ANOTHER AND MAYBE TO WORK OFF OF WHAT YOU SAID, JOHN IS THAT CONNECTED WITH PEOPLE.

I'M HOPING THAT WE ARE TURNING A CORNER TO WELCOME IN AND BE OPEN TO FOLKS BEFORE THEY FEEL LIKE THEY NEED TO COME TO A SCHOOL BOARD MEETING PER SE IN A CERTAIN LEVEL TO COME AND TALK OR REACH OUT TO ANY ONE OF US BECAUSE WE'VE ALL HAD THOSE TALKS OF I KNOW THAT EVERY SINGLE ONE OF US IS OPEN TO THAT AND WELCOME THAT OPPORTUNITY TO TALK WITH FOLKS ONE-ON-ONE.

THEN OF COURSE, THIS IS ALWAYS A PLACE TO COME REFLECT THOSE FEELINGS AND EMOTION.

BUT SO MANY, SO THAT WE HAD HAPPENED PRIOR TO FOLKS THAT WE HADN'T TALKED WITH BEFORE AND I FEEL LIKE WE'RE GETTING AROUND TO THAT POINT OF LIGHT.

WE'RE HEARING THAT MISINFORMATION CAN BE USED WHEN

[00:25:02]

THERE ISN'T ENOUGH TRANSPARENCY AND PUSH OF INFORMATION.

WE HAVE A JOB TO DO.

ON OUR END, WE NEED TO BE MORE COMMUNICATIVE BEFORE THOSE MISINFORMATION OR MISUNDERSTANDINGS TAKE PLACE.

IT GOES BOTH WAYS AND I FEEL POSITIVE IN THE DIRECTION THAT IT'S HEADING.

BUT I WAS REFLECTING ON THAT LITERALLY AS THE ON THE DRIVE IN TODAY, THINKING ABOUT THAT AS THE SUN IS SHINING AND THE WEEKEND THAT WE HAD.

SEEING PEOPLE WAVING IN THE STREETS AND MANY PEOPLE, I HAVEN'T SEEN IN A LONG TIME, SO THOSE WERE SOME THOUGHTS.

>> ONE THING THAT I THOUGHT WAS INCREDIBLE ABOUT THIS LAST WEEKEND WAS SO MANY PEOPLE FROM OUTSIDE OF CAMAS THAT I MET KIM FROM VANCOUVER AND PORTLAND AND PEOPLE COMING FROM ALL DIFFERENT PARTS.

CAMAS REALLY BEING THE ENVY OF MANY OF THIS, THE AREA OF SOUTHWEST WASHINGTON BECAUSE THERE'S SUCH AN AMERICAN FEEL THERE'S SUCH A FEEL OF COMMUNITY.

I THINK WE SEE YOUR POINT.

I THINK WE HAVE AN OPPORTUNITY HERE TO REALLY SHOW THE REST OF THE STATE, AND AT LEAST THE REST OF THIS REGION OF THE COUNTRY THAT WERE LEADERS IN THIS COMING AROUND THE BED AND NOT JUST OUR SCHOOLS, BUT OUR ENTIRE COMMUNITY.

WE HAVE AN OPPORTUNITY HERE SOON TO BE BRINGING IN A NEW FIRE CHIEF, A NEW POLICE CHIEF, MANY CITY POSITIONS THAT ARE OPENED UP AND ALSO MANY CLASSIFIED POSITIONS HERE IN OUR DISTRICT.

WE HAVE AN OPPORTUNITY TO WELCOME NEW PEOPLE LIKE MYSELF TO BE A PART OF THIS COMMUNITY AND REALLY SHOW OFF WHAT THAT'S ALL ABOUT AND WHAT REALLY ATTRACTED MY FAMILY AND ME TO THIS COMMUNITY IN THE FIRST PLACE.

AGAIN, I DO AGREE WITH YOU, IT'S NOT GOING TO BE PERFECT, IT SHOULDN'T BE PERFECT.

BUT WE HAVE AN OPPORTUNITY AND I THINK TOGETHER WE WILL EMBRACE IT. WE REALLY WILL.

>> OKAY. OH, MY BATTERY FALLS OUT.

IF I CAN JUST REFLECT ON JOHN, YOUR TRANSITION IN TO ME I LOVE THE WAY IT'S WORKED OUT AND HOW YOU'VE BEEN HERE, SPENDING TIME JUST LITTLE BITS HERE AND THERE, AND BEING INVOLVED IN THE COMMUNITY.

THIS WEEKEND, I'M REALLY BIG ON VOLUNTEERING AND NOT JUST BIG INVOLUNTARY AT SCHOOLS.

IT'S LIKE, WHEREVER YOU CAN VOLUNTEER BECAUSE YOU MEET PEOPLE.

THIS WEEKEND, WHEN I WAS ASKED TO HELP IT CAMAS, AND SO I'M LIKE WHO CAN I ASK TO HELP? I'M LIKE, YEAH, GET JOHN OUT THERE AND YOU GUYS OUT THERE.

IT WAS SO GREAT TO JUST MEET PEOPLE.

I'M NOT THERE BECAUSE I'M ON A SCHOOL BOARD.

YOU'RE NOT THERE BECAUSE YOU'RE THE NEW SUPERINTENDENT.

YOU'RE JUST THERE AND VOLUNTEER AND HAVE FUN AND I WANT PEOPLE TO GET TO KNOW YOU.

WE DIDN'T TALK TO PEOPLE FOR FIVE-MINUTES BEFORE THEN WE'D SAY, "OH, THIS IS JOHN," JUST BECAUSE YOU WANT IT.

I WANT TO KNOW PEOPLE ON A REGULAR LEVEL.

THEN THEY'LL SAY, "OH, HEY, NOW I HAVE SOMETHING THAT'S REALLY BOTHERING ME.

I'VE MET TRACY THREE TIMES JUST RANDOMLY AND I FEEL LIKE I CAN CALL HER." INSTEAD OF LIKE WHAT YOU SAID, ERICA, FRUSTRATION OR WHATEVER COMES UP AND THEN YOU BECOME ANGRY.

I THINK VOLUNTEER AND NOT ALWAYS ANGRY.

I THINK BEING OUT IN THE COMMUNITY IN WHATEVER CAPACITY THAT IS, AND I THINK JOHN DID A GREAT JOB AT THAT.

AS HIS FAMILY AND HE TOLD HER I RAN INTO HIS WIFE, MESA THAT DAY.

BUT I JUST LOVE SEEING PEOPLE DOWNTOWN AROUND OUTSIDE OF WHERE I WOULD NORMALLY SEE THEM.

THEY'RE JUST HAVING THOSE CONVERSATIONS ABOUT ANYTHING.

I THINK THAT'S BEEN VERY IMPORTANT.

I THINK YOU REALLY ADAPTED INTO THE COMMUNITY.

I THINK IT'S GREAT THAT YOU'RE OUT THERE, JOHN AND SEEING PEOPLE.

I'M JUST REALLY EXCITED FOR THIS YEAR WHERE WE'RE GOING AND JUST IT'S GOING TO BE, I'M EXCITED ABOUT IT.

EVERYBODY KEEP VOLUNTEERING, PLEASE.

>> TO THAT POINT, TRACY, THANK YOU FOR THE INVITE INQUIRY.

IT WAS REALLY NICE SEEING YOU GUYS ON A SATURDAY MORNING BRIGHT AND EARLY.

I THOUGHT THAT THAT WAS VERY THOUGHTFUL INVITE IN MANY WAYS.

ONE, LIKE YOU SAID, WE NEEDED THE HANDS.

EVEN THOUGH I WAS PROBABLY JUST IN THE WAY I HAD NO IDEA WHAT'S GOING ON.

I WAS LIKE, OH, EVERYBODY KEPT SAYING, WELL, DOUG QUINN, WE'LL FIGURE IT OUT, DON'T WORRY.

[LAUGHTER] I BELIEVED THAT BUT I THOUGHT IT WAS THOUGHTFUL BECAUSE IT WAS, IT WAS A GREAT WAY TO SHAKE SOME HANDS, MEET SOME PEOPLE, LOOK THEM IN THE EYE.

I MET PEOPLE OF ALL AGES FROM 5-89.

THEN WE HAD THE OPPORTUNITY TO JUDGE SOME CLASSIC CARS WHICH WE PROBABLY HAD NO BUSINESS DOING.

[LAUGHTER] BUT I THOUGHT WE DID A GOOD JOB.

EVERYBODY WAS REALLY GRACIOUS ABOUT IT EXCEPT FOR ONE PERSON.

BUT THAT WAS OKAY. I THOUGHT THAT WAS WONDERFUL.

I DON'T THINK THAT MYSELF OR ANYBODY WITH THAT TYPE OF INVITATIONS TO TURN THAT DOWN NOTES, THOSE ARE THOSE LITTLE OPPORTUNITIES THAT YOU CAN HAVE BACK, AND JUST IT WAS A GREAT MORNING TO LEAD INTO A GREAT DAY AND I JUST KEPT TELLING HIM,

[00:30:05]

I DON'T REMEMBER WHO I WAS TELLING YOU ABOUT.

BUT MY WIFE JUST KEPT TEXTING ME.

THIS IS AWESOME.

THIS IS SOMETHING THAT WE WANTED TO BE A PART OF FOR A LONG TIME, THAT WE JUST DON'T GET IN A LARGER URBAN CITY TO THAT DEGREE.

AGAIN, THAT WAS EXCITING FROM OUR FAMILY AND MY WIFE IS DEFINITELY HELPING THE LOCAL ECONOMY AND SO THE MAYOR APPRECIATE IT. THANK YOU, TRACY.

>> AN IMPORTANT WEEKEND THAT I WAS OUT OF TOWN.

I FEEL LIKE I MISSED OUT ON A LOT SO NEXT YEAR.

THERE'S ALREADY AN INK ON MY CALENDAR.

CAMERA STAYS. I KIND OF ECHO WHAT YOU SAID, JOHN.

I CAME FROM THE BAY AREA, PALO ALTO, LOS ALTOS AREA.

LIKE YOU DIDN'T SEE YOUR TEACHERS AT THE STORE OR IN THE COMMUNITY.

THEY LIVED SOMEWHERE ELSE, AND LIKE I SAID, MY CND, MY SECOND GRADE TEACHER ACTUALLY CAME TO MY HOUSE AFTER I'D HAD EYE SURGERY AND LIKE MY TWO WORLDS COLLIDED.

I'M JUST LIKE, OH MY GOSH, SHE'S LIKE IN MY HOUSE AND NOW I LIVE IN THAT COMMUNITY.

MY KIDS WOULD SEE THEIR SOCCER COACH OR THEIR TEACHERS ON THE LEG AT THE STORE.

THAT'S WHAT MANY OF US LOVE THAT ABOUT WHERE WE LIVE, AND IT DRAWS PEOPLE HERE.

LIKE YOU SAID, ERICA, THAT FEELING LIKE OVER THE LAST TWO YEARS THAT PANDEMIC, IT WAS TOUGH SITTING UP HERE, WHEN YOU HAVE PEOPLE VERY UNHAPPY ABOUT DIFFERENT THINGS AND THE STRUCTURE OF PUBLIC COMMENTS WHERE WE'RE NOT ALLOWED TO THE ANSWER BACK.

BUT THOSE TIMES THAT PEOPLE WOULD REACH OUT AND SAY, HEY, LET'S GET TOGETHER AND HAVE COFFEE OR GO FOR A WALK AND HAVE THOSE CONVERSATIONS IS SO VALUABLE.

I KNOW WE'VE TALKED ABOUT THIS A LOT THE MORE WE CAN DO TO PROVIDE THOSE OPPORTUNITIES FOR TOWN HALLS OR LISTENING POSTS OR THOSE CONVERSATIONS.

I'M REALLY EXCITED ABOUT BECAUSE IN THE END WE ALL WANT THE SAME THING, WHICH IS WHAT'S BEST FOR ALL OF OUR KIDS.

WE HAVE DIFFERENT IDEAS ABOUT IT.

BUT HONING OUR SKILLS TO REALLY LISTEN AND HAVE CIVIL DIALOGUES ABOUT.

THAT'S A REALLY INTERESTING POINT HERE'S WHAT I LEARNED AND WHERE I'M COMING FROM AND THAT KIND OF THING.

WE'LL GET TO A BETTER PLACE, I THINK.

I'M REALLY EXCITED FOR THAT.

I REALLY THINK, JOHN YOU ARE THE EXACT PERSONALITY WE NEED AS A, GLUE TO BIND OUR COMMUNITY BACK TOGETHER FROM EDUCATION STANDPOINT.

NOT THAT ANY OF OUR SUPERINTENDENTS PRIOR HAVEN'T DONE IT, BUT SOMETIMES HAVING A FRESH FACE TO LIKE, HEY, OKAY, FRESH START, LET'S MOVE FORWARD IN A POSITIVE WAY.

I MEAN IT DOESN'T MEAN WILL ALWAYS AGREE, BUT I COULD NOT TRUST THE PEOPLE AROUND THIS TABLE ANYMORE TO DO THE RIGHT THING FOR KIDS.

I'M AFTER WHAT IS THIS GOING ON OR 16TH YEAR DOING THIS.

I HAVE NEVER HAD A MOMENT WHERE I'VE HAD ANY DOUBT ABOUT THE INTEGRITY OR THE MOTIVATION OF ANYBODY THAT I'VE WORKED WITHIN THIS IN THIS COMMUNITY THE DISTRICT OFFICE, AND SO IT'S EASY TO FEEL CONFIDENT THAT WE'RE GOING IN THE RIGHT DIRECTION NOW THAT WE CAN'T HAVE OUR EAR OPEN TO OTHER VIEWS.

BUT I AM VERY HUMBLED TO BE A PART OF THIS GROUP AND TO WORK WITH YOU GUYS MOVING FORWARD.

>> THANKS, CONNIE. I APPRECIATE THAT AND THE KIND WORDS.

THE THING THAT I NOTICED FIRST ABOUT THIS BOARD MONTHS AGO, EVEN BEFORE I BECAME A PART OF IT, WAS THE CONSENSUS BUILDING.

I WASN'T SURE IF IT WAS A PART OF TRAINING [LAUGHTER] OR IT IS JUST ORGANIC.

IT'S VERY CLEAR THAT IT'S ORGANIC AND IT'S BECAUSE YOU GENERALLY LIKE EACH OTHER.

THAT'S GOOD AND I LIKE ALL OF YOU AND SO THAT REALLY HELPS.

ULTIMATELY, YOU'RE RIGHT.

WE'RE NOT GOING TO ALWAYS AGREE ON THINGS.

BUT THE WAY I'VE WATCHED THIS BOARD, EVEN FROM THE OUTSIDE PERSPECTIVE, COME TOGETHER ON THINGS ON BEHALF OF KIDS, IS GREAT AND IT'S WONDERFUL TO SEE AND IT'S INSPIRING.

WE ALL HAVE TO KEEP IN MIND THAT WE ARE ROLE MODELS.

PEOPLE ARE WATCHING, WHETHER LIVE, RECORDED,

[00:35:01]

IN PERSON, AND KIDS ARE WATCHING.

I'VE SEEN UNFORTUNATELY ACROSS THE NATION, AS WE ALL HAVE WHERE BOARDS ARE NOT SETTING THAT EXAMPLE.

THEN WE WONDER WHY OUR KIDS OR OUR PARENTS OR OUR COMMUNITY MEMBERS ARE NOT FOLLOWING SUIT.

WE ALL HAVE AN OBLIGATION WHETHER YOU'RE APPOINTED OR ELECTED, TO CONTINUE TO BE THAT ROLE MODEL AND SHOW PEOPLE THAT WE CAN DISAGREE, BUT YET COME TOGETHER.

I WISH OTHER ENTITIES IN OUR COUNTRY COULD DO THE SAME.

WE'D PROBABLY BE IN A MUCH BETTER PLACE.

WE KEEP DOING WHAT WE'RE DOING.

WHETHER WE'RE AGREEING OR NOT AT THE END OF THE DAY WHAT IS BEST FOR KIDS.

I AGREE THANK YOU SO MUCH.

>> OH, IS [LAUGHTER] THAT FAIR.

GOSH. YOU GUYS I'VE BEEN TRACKING THESE STATEMENTS AND THAT IS EXACTLY A TRUE REFLECTION OF PATH I FEEL LIKE I'VE BEEN ON.

LAST TWO YEARS HAVE BEEN DIFFICULT TO SAY THE LEAST.

QUITE HONESTLY MATURED MY THINKING ABOUT A LOT OF THINGS AROUND HOW WE AS A BOARD ARE SUPPOSED TO LEAD AND ENGAGE OUR COMMUNITY AND OBVIOUSLY WE NEED TO DO MORE.

WE NEED TO BE MORE PROACTIVE ABOUT COMMUNITY ENGAGEMENT.

I LOVE JOHN, THAT YOU'RE COMING HERE AND YOU'RE SEEING US WITH FRESH EYES AND YOU HAVE NOT SPENT YOUR LIFE IN TOWN AND YOU'RE GOING TO HAVE TO FORCE YOURSELF INTO THE COMMUNITY IN A WEIRD WAY.

THAT WILL BRING US BACK INTO A PLACE WHERE WE ARE ACTIVELY DOING WHAT WE SHOULD BE DOING WHICH IS SCHOOL BOARDS ARE SUPPOSED TO REFLECT THE VALUES OF THEIR COMMUNITY.

THAT I MEAN, THAT'S OUR CHARGE, AND WE'RE NOT POLITICAL.

WE ARE WATCHING FOR OUR CHILDREN IN CANVAS IN OUR DISTRICT.

I LOVED THE THOUGHT THAT WE'VE BEEN DOING A PRETTY GOOD JOB OF IT, AND PEOPLE WERE AROUND THE COUNTRY AND AROUND OUR STATE AND AROUND COUNTY KNOW IT.

I FEEL THE PRESSURE OF THE DECISIONS IN FRONT OF US.

WE HAVE FINANCE ISSUES WE HAVE CONTRACTS COMING OUT OPEN.

WE HAVE CURRICULUM NEEDS THAT WE HAVE TO SORT OUT.

I KNOW ABOUT YOU GUYS BUT I FEEL THAT SENSE OF WEIGHT OF LIKE, OH MY GOSH, GOODNESS, WE'VE GOT TO GET UP TO SPEED IN ORDER TO STAY AHEAD SOMEHOW, AND JOHNS, HE HAS TO BE PUSHING OR WE EITHER PUSHES US OR WE PUSH HIM SO THAT WE AS A GROUP ADVANCE IN THIS PATH.

I'M TRYING TO SORT OUT MY MIND WHAT THAT LOOKS LIKE IN A YEAR OR TWO.

BECAUSE IN A YEAR OR TWO, WE'LL HAVE A CLEAR UNDERSTANDING OF WHAT THIS CHAPTER IN LIFE HAS BEEN ALL ABOUT AND WHERE WE'RE ACTUALLY HEADED.

I LOVED THE OPPORTUNITIES.

YOU GUYS KNOW THAT CAMAS IS UNIQUE.

WE WE AS A GROUP OF LEADERS, GET ALONG WELL WITH OUR GROUP OF MUNICIPAL CITY LEADERS, WITH OUR PORT LEADERSHIP, WITH OUR BUSINESS LEAGUES, THEIR LEADERSHIPS, AND THAT'S A RARE THING.

IT SHOULD NOT BE TAKEN FOR GRANTED.

IT SHOULD NEVER BE TREATED AS JUST AN ALWAYS ROBY THING.

THAT INTENTIONALITY, AND WE ARE IN THE PEOPLE BUSINESS.

BY KEEPING THE HERD, WE MAY BE RUNNING A DOWN CERTAIN SEGMENT OF THE HERD, BUT WE HAVE OUR BROADER COMMUNITY HEARD THAT WE'RE ALL MOVING IN A GOOD POSITIVE FORWARD DIRECTION.

I LOVED THE IDEA THAT WE'RE TOGETHER AND AIMED IN A ROUGHLY THE SAME DIRECTION.

I GUESS THAT'S CIVILITY LOT OF THOSE THINGS YOU GET ARE TOUCHING ON, HEALING, LOOKING FORWARD TO ENGAGING.

I LOVE AND I AM INTERESTED IN HEARING ABOUT THE TECHNIQUES THAT WE WILL AS A GROUP ACT ON TO MAKE THIS HAPPEN, TO MAKE OUR FEET THE EXACT THINGS YOU GUYS WERE TALKING ABOUT MAKE THOSE HAPPEN.

>>THANKS, DOUG AM GOING TO I THINK THAT THAT'S WHERE OUR LEADERSHIP REALLY IS GOING TO COME TOGETHER TO LEAD THE WAY. I'VE SAID IT BEFORE.

I'LL SAY IT AGAIN. FROM THE CABINET LEVEL TO THE AD COUNCIL AND BEYOND ARE EXTREMELY COMPASSIONATE AND PASSIONATE PEOPLE SURROUNDING THIS COMMUNITY IN THESE KIDS.

IT'S SO AMAZING EVERYDAY TO COME IN HERE TO SEE PEOPLE WORKING SO HARD ON THE ON BEHALF OF KIDS.

I CAN GO DOWN THE LIST AND I CAN'T FIND A WEAK LINK, WHICH IS INCREDIBLE.

EVERYBODY DOES HAVE STRENGTHENED AREAS OF GROWTH, CORRECT? BUT THERE'S REALLY NO WEAK LINK.

[00:40:03]

KUDOS TO THE BOARD AND TO PRIOR SUPERINTENDENTS FOR PUTTING TOGETHER A TEAM THAT IS SO COHESIVE AND REALLY LEANING TOWARDS ONE DIRECTION.

AGAIN, THAT'S RARE TO FIND AND THOSE ARE ALL THOSE LITTLE PIECES THAT COME TOGETHER TO MAKE THIS SCHOOL DISTRICT WHERE IT IS AND EVEN FINDING THOSE HOLES CAN SOMETIMES BE HARD.

THEY'RE THERE AND WE'LL FIND THEM AND WORK HARD TO PLUG THEM.

BUT ULTIMATELY, WE'RE REALLY HEADING IN A NEW DIRECTION.

IT'S SO MUCH A PART OF THE TEAM AND THE LEADERSHIP.

I CAN'T WAIT TO MEET MORE OF THE TEACHERS BECAUSE THEY'RE THE ONES REALLY DOING THAT DAY TO DAY IN THE TRENCHES WORK WITH THE KIDS.

I JUST HAVEN'T REALLY BEEN HERE IN THAT CAPACITY YET, BUT THAT'S PROBABLY MY WIFE ASKED ME THE OTHER DAY WHAT I'M MOST EXCITED ABOUT AND THE FIRST THING THAT CAME TO MY HEAD WAS BEING IN THOSE CLASSROOMS. THAT'S WHAT I CAME HERE FOR.

JUST TO SEE AND THEN BRING THAT INFORMATION BACK TO YOU, OUR CABINET AND OTHER LEADERS TO SAY, OKAY, HERE'S WHAT WE'RE SEEING AND HERE'S WHERE WE NEED TO GO.

>>THE HERD ANALOGY SHOULD HAVE BEEN A FLOCK ANALOGY, GOING BACK TO THE MURMURATIONS.

ISN'T THAT THE WORST LISA GRAPH THIS? SHE'S RIGHT THERE.

THAT IS A BETTER DESCRIPTION IN ONE THAT WE CAN ALL WE'VE ALL SEEN.

>> OH, THANK YOU, LISA.

>> WELL, I'LL WRAP THINGS UP HERE AND I'LL TRY AND KEEP IT SHORT BECAUSE AS I EXPECT TO RUN ITEM 2 AND BEHIND SCHEDULE, SO IT'S COOL.

BUT THIS IS GREAT BECAUSE HONESTLY I'VE BEEN LOOKING FORWARD TO TODAY FOR QUITE LITERALLY MONTHS.

IT'S BEEN A DIFFICULT COUPLE OF YEARS ON TOP OF TRYING TO MANAGE ONCE IN A CENTURY PANDEMIC ALONG WITH CHANGE OVER IN LEADERSHIP AND THEN INTERIM LEADERSHIP FOR A WHILE WHERE WE KNEW THAT REALLY OUR GOAL WAS TO KEEP THINGS STEADY AND TO KEEP THE LIGHTS ON AND JUST AND NAVIGATE US THROUGH WHICH I THINK THAT IT WAS ROCKY ALONG THE WAY AT TIME.

IT'S ALWAYS ROCKY ALONG THE WAY AT TIMES BUT WE'VE SEEN US THROUGH TO THIS POINT, AND YET TODAY ALMOST IT'S LIKE OUR EMERGENCE A LITTLE BIT.

I DON'T WANT TO SAY THAT WE'RE OUT OF THE WOODS COMPLETELY IN TERMS OF THE PANDEMIC AND ALL THAT STUFF, BUT I DO FEEL LIKE TODAY IS A CHANCE WHERE WE CAN STEP BACK AND JUST TAKE A BREATH AND NOW SAY WHAT'S NEXT.

NOT LIKE, OH GOSH, WHAT'S NEXT? BUT LIKE IN A VERY OPTIMISTIC WAY, WHAT'S NEXT? I FEEL LIKE WE HAVE AN OPPORTUNITY TODAY TO AS A BOARD REALLY DECIDE WHAT DO WE WANT TO GET OUT OF THIS NEXT YEAR? WHAT ARE THE GOALS THAT WE WANT TO SET? WHERE DO WE WANT TO HELP OUR NEW SUPERINTENDENT GUIDE OUR DISTRICT IN A DIRECTION? AGAIN, NOT ANY SUDDEN 180 TURN ON ANYTHING, BUT JUST I THINK THERE'S A GOOD CHANCE TO THINK ABOUT NOW THAT WE HAVE HAD A CHANCE TO SETTLE DOWN A LITTLE BIT WHAT ARE SOME THINGS NOW THAT AS THE SMOKE CLEARS WHAT DO WE NEED TO DO? AND WHAT HAVE BEEN SOME THINGS THAT HAVE MAYBE WE WERE WORKING ON AND BEFORE MARCH OF 2020 THAT NOW WE CAN COME BACK TO AND AND MOVE FORWARD? I'M EXCITED ABOUT THE POSSIBILITIES FOR NOT JUST TODAY, BUT JUST LEADING FORWARD INTO THIS YEAR.

I FEEL A LITTLE BIT MORE OPTIMISTIC THAN I HAVE BEEN IN A WHILE.

I'M GOING TO WRAP IT UP AND JUST LEAVE IT AT THAT.

>> THANKS COREY. I'M VERY OPTIMISTIC AS WELL.

AGAIN, REALLY I THOUGHT THAT OUR ONE-ON-ONE MEETING ABOUT A WEEK OR SO AGO, I COULD SEE THAT EXCITEMENT IN YOU [LAUGHTER] AND MOVING TOWARDS THE FUTURE IT'S EXCITING TIME.

WITH THAT SAID WE CAN GET BACK ON TRACK HERE.

[2. STRATEGIC PLANNING]

AS FAR AS THE STRATEGIC PLANNING GOES PART OF MY ENTRY PLAN AND I'LL GET TO THAT IN LITTLE LATER, IS GEARING UP FOR A ROBUST STRATEGIC PLANNING SESSION.

I WANT TO BE CAREFUL AND THOUGHTFUL ABOUT HOW QUICKLY WE ROLL A STRATEGIC PLAN OUT TO YOU.

THERE'S GOING TO HAVE TO BE SOME BUILDUP TO THAT.

WHAT I MEAN BY THAT IS PRIOR TO ME COMING THERE WAS SOME REALLY GOOD WORK BEING DONE ON THE STRATEGIC PLAN.

WE ACTUALLY TOUCHED UPON IT DURING THE INTERVIEW PROCESS,

[00:45:01]

BUT THERE ARE SOME GAPS THERE WHICH IS NORMAL WHEN YOU'RE TRANSITIONING INTO A SUPERINTENDENCY.

WORKING WITH DOREEN AND MEMBERS OF THE CABINET, THE PLAN WOULD BE TO REALLY DIG INTO THAT PROBABLY MORE MID-SEMESTER OR FIRST SEMESTER AND THEN REALLY START TO GET SOME THINGS LAID OUT IN THE SPRING TO PRESENT TO YOU IN THE SPRING.

WE JUST DON'T KNOW EXACTLY WHAT YEAR WE'RE VISIONING TOWARDS YET.

ARE WE VISITING TOWARDS 2025, 2026, OR BEYOND THAT? THERE WILL BE A STRONG FIVE-YEAR PLAN DEVELOPED, BUT IT'S REALLY GOING TO BE IN THE MAKINGS AS WE LEARN MORE ABOUT WHAT OUR GOALS ARE.

WELL, TO YOUR POINT, TODAY WILL GO A LONG WAY.

I SEE LISA, AND MARY, AND DOREEN THERE AND GAIL, AND AS WE LISTEN TO WHAT YOU HAVE AND MYSELF WE CAN START TO BUILD THAT PLAN.

EVEN MY ENTRY PLAN IS GOING TO EEOC WILL BE A REALLY WORKABLE COPY BECAUSE I CAN'T REALLY NECESSARILY HAVE THESE FINITE GOALS WITHOUT KNOWING WHAT I NEED TO KNOW.

WITH THAT SAID, ONE OF THE PLACES THAT WE'RE STARTING WITH IS LOOKING BACK AT THE 2019 CLIMATE A STUDENT THOUGHT-EXCHANGE WHERE STUDENTS ACTUALLY PROVIDED SOME THEMES IN AN EXIT INTERVIEW.

WE UNFORTUNATELY DURING THE PANDEMIC JUST DIDN'T HAVE THAT OPPORTUNITY, AND SO WE'RE LOOKING BACK TO WHAT OUR KIDS WANT FIRST AND THAT'S A GOOD PLACE TO START.

STARTING AT THE TOP, ONE OF THE THINGS THAT OUR STUDENTS ASK FOR IS AN OPPORTUNITY TO DISCOVER THEMSELVES A LITTLE BIT MORE.

ONE OF THE THINGS THAT I'VE NOTICED ABOUT CAMAS IS THAT IT'S A VERY ROBUST DISTRICT AND THAT THE VAST MAJORITY OF OUR STUDENTS CAN DO WELL BECAUSE THEY'RE COMING FROM A VERY SUPPORTIVE HOME AND A VERY SUPPORTIVE CLASSROOM.

WHAT SOMETIMES WE CAN MISS ARE THOSE OUTLIER STUDENTS.

WE CAN MISS THE STUDENT THAT ARE BEING SERVED ON AN IEP THAT NEED THAT EXTRA SUPPORT.

OUR STUDENTS WHO ARE ON A FREE AND REDUCED LUNCH WHO MAYBE HAVE FAMILY MEMBERS THAT ARE WORKING TWO OR THREE SHIFTS JUST TO MAKE ENDS MEET AND ARE THEY GETTING THAT SAME SUPPORT? OUR STUDENTS OF COLOR THAT ARE COMING INTO A PRIMARILY CAUCASIAN TOWN AND A CAUCASIAN DISTRICT, ARE WE MAKING SURE THAT THEY'RE FEELING WELCOME AND HAVE THOSE SUPPORTS? IT'S REALLY THAT LENS OF YES, WE'RE GOING TO CONTINUE THE MOTTO OF SEEING AND SERVING EVERY STUDENT, BUT JUST AS IMPORTANTLY SEEING AND SERVING EACH STUDENT.

SUPERINTENDENT SNELL REALLY HIT ON THAT AS HE WAS DEPARTING, AND I'D LIKE TO PIGGYBACK ON THOSE THOUGHTS ON INDIVIDUALIZING THE STUDENT'S NEEDS.

THE STUDENTS HAVE ASKED FOR THAT LOUD AND CLEAR.

A COUPLE OF QUOTES FROM THOSE INTERVIEWS, FINDING WHAT I'M EXCITED ABOUT AND A JOB I LIKE DOESN'T FEEL LIKE WORK AT ALL.

THAT'S LIKE A DREAM OF ALL OF OURS.

I THINK THAT'S WHERE DEREK WILL COME INTO PLAY AND HIS TEAM.

CONNIE, I KNOW YOU'VE BROUGHT THIS UP TO ME A COUPLE OF TIMES, YOU'RE REALLY MAKING SURE THAT OUR CAREER TECH ED IS ROBUST AND AS A PLACE FOR EVERY STUDENT YOU GET OUT WHAT YOU PUT IN.

THE STUDENTS THEY ARE KNOWLEDGEABLE THAT AS MUCH AS THEY PUT OUT, THEY'LL GET BACK AND SEE YOUR ACTIONS AND INFLUENCES COME FULL CIRCLE.

I THINK THAT'S WHERE THE SENIOR PROJECTS COME INTO PLAY AND ALSO THE WORK THAT'S HAPPENING AT DISCOVERY AND ODYSSEY WITH PROJECT-BASED LEARNING.

THAT'S IMPORTANT THAT FOR US.

A DISTRICT WITH 15 SCHOOLS TO HAVE FOUR UNIQUE HIGH SCHOOL OPTIONS IS ABSOLUTELY INCREDIBLE AND A GREAT PLACE TO LAUNCH THIS INDIVIDUAL ATTACK SO TO SPEAK ON WHAT OUR KIDS NEED.

ANY THOUGHTS ON THAT THEME GOING TOWARDS THE FUTURE?

>> I'LL JUMP IN A LITTLE BIT.

I'VE HAD A LOT OF DISCUSSIONS THIS SUMMER WITH FAMILY MEMBERS AND FRIENDS TALKING ABOUT THE IMPACT OF THE PANDEMIC AND ALL THE LEARNING OUR KIDS DIDN'T GET POTENTIALLY AS THEY MOVE FORWARD IN LIFE.

REALLY SOME DEEP DISCUSSIONS ABOUT, SO WHAT IS IT? ESPECIALLY WITH HIGH SCHOOL KIDS MOVING ON WERE THEY PREPARED, AND REALLY DIGGING DOWN INTO WHAT DO THEY NEED TO BE PREPARED? IF THEY DIDN'T GET ALL OF THE STANDARDS IN THEIR US HISTORY CLASS OR JUNIOR ENGLISH,

[00:50:05]

HAVE WE DONE THEM WRONG? THERE'S SO MANY THINGS THAT WE NEED TO FOCUS ON TO REALLY PREPARE OUR KIDS TO GO INTO THE WORLD AS IT EXISTS TODAY THAT WE NEED TO CIRCLE BACK TO.

EDUCATION IS STILL VERY TRADITIONAL AND WE HAVEN'T MOVED A TON SINCE OUR PARENTS WENT TO SCHOOL PROBABLY.

I'M REALLY INTERESTED IN LOOKING INTO THAT NEXT SHIFT OF ARE WE PREPARING OUR STUDENTS WITH THE SKILLS AND THINKING THAT THEY NEED TO MOVE OUT INTO THIS WORLD AND BE SUCCESSFUL AND BE GOOD CITIZENS, AND WHAT DOES THAT LOOK LIKE BECAUSE IT'S DIFFERENT TODAY THAN IT WAS YESTERDAY? I'M REALLY EXCITED TO LIKE YOU SAID, WHAT'S THE NEXT BIG THING? I'M LOOKING FORWARD TO UNDERSTANDING BETTER AND HOW DO WE CREATE THAT IN OUR SYSTEM TO MAKE SURE THAT THE KIDS WHO ARE GRADUATING FROM THE CAMAS SCHOOL DISTRICT ARE EXCEPTIONALLY PREPARED FOR THE WORLD WE LIVE IN.

I KNOW AT THE SCHOOL I WORK AT AS WELL, YOU HEAR FROM KIDS LIKE I DON'T KNOW HOW TO FILE MY TAXES, I DON'T KNOW HOW TO DO THIS.

THERE'S SOME LITTLE THINGS, BUT THEN I THINK THOSE GO BIGGER INTO THE SKILLS AND THINKING THAT WE'RE TEACHING OUR KIDS.

I'M REALLY EXCITED TO SEE WHERE WE GO IN THAT DIRECTION FOR KIDS.

>> WHAT YOU'RE DESCRIBING, IF THE STUDENTS HAVE THIS SENSE OF PASSION AND RELEVANCE AND SOMEHOW THEY MAKE THAT CONNECTION, THAT EDUCATION IS THAT PATHWAY TO WHAT THEY DESIRE, OUR JOB GETS REALLY SIMPLE, MUCH SIMPLER THAN STUDENTS WHO ARE DISENGAGED AND DISTANT, OR AT ODDS OR STRUGGLING THROUGH SOME OF THE CHALLENGES I THINK, JOHN YOU WERE TALKING ABOUT EARLIER.

WHAT I STRUGGLE WITH IS HOW DO YOU BECOME RELEVANT TO A FRESHMAN WHO'S JUST BARELY ENGAGED IN LIFE, STRUGGLING WITH RELATIONAL ISSUES OR FAMILY ISSUES, OR JUST HOW DO I EAT? HOW DO I GET HOME? WHAT I'M DOING. I WANT THAT FOR EACH STUDENT TO SOMEHOW FEEL LIKE WE'RE RELEVANT.

I THINK THE DAY WE BECOME RELEVANT AND ALL THE LIVES OR AT LEAST A HUGE PERCENTAGE OF THEIR LIVES, WE ARE GOING TO SEE OUR DISTRICT REALLY START LAUNCHING UP WHERE TEACHERS ARE SEEING STUDENTS THAT ARE ENGAGED IN COMMUNITY.

I HATE THE IDEA AND I AM CHALLENGED BY THE IDEA, BUT THAT WILL NEVER BE OUR REALITY.

BUT I ASPIRE TO THAT.

I DON'T WANT TO GIVE UP.

THAT IS A POSSIBLE FUTURE FOR US AS A COMMUNITY.

>> DOUG, TO THAT POINT, I THINK THE BOARD IN APPROVING SECOND STEPS AND I SEE LISA BACK THERE.

I THINK THAT SEL CURRICULUM COMING ON BOARD AND REALLY DIGGING INTO THAT AND BUILDING UPON THAT AND POTENTIALLY EVEN LOOKING AT A 912 BECAUSE THAT'S MORE OF A K-8 PROGRAM.

I THINK WE'RE GOING TO OPEN UP A LOT OF DOORS FOR STUDENTS WHO ARE FEELING A LITTLE CHOPPED INSIDE AND COMING OUT OF THIS PANDEMIC.

I APPRECIATE THE BOARD FOR PROVING THAT.

I KNOW LISA AND HER TEAM ARE EXCITED TO GET THAT MOVING FORWARD, BECAUSE SOMETIMES THAT DOESN'T ALWAYS COME NATURAL TO ALL OF OUR TEACHERS, THAT SEL COMPONENT.

I THINK FOR SOME, IT CAME NATURALLY, SOME IT HAS TO BE A LITTLE BIT MORE TRIGGERED.

I THINK SECOND STEP IS CORRECT ME IF I'M WRONG, I SEE LISA IN THE BACK.

I THINK THAT WILL BE A GREAT FOUNDATIONAL BOARD FOR US TO BUILD ON SO THAT WE AREN'T LOSING THOSE STUDENTS DURING THOSE TRANSITIONS FROM FIFTH TO SIXTH TO EIGHTH TO NINTH AND SO ON AND SO FORTH.

OUR DISTRICT, I THINK OUR CABINET SEES THAT AND IT'S GOING TO BE A CHALLENGE, BUT WE'RE READY FOR IT.

I THINK THAT'S GOING TO BE A GOOD STARTING POINT FOR US.

>> I JUST WANTED TO GO BACK TO WHAT YOU SAID EARLIER, IS THAT WE'RE GROWING GOOD HUMANS LIKE THAT'S WHAT WE'RE DOING AND WHAT CONNIE SAID, IT'S LIKE, HOW ARE WE PREPARING THEM FOR THE WORLD AFTER HIGH SCHOOL AND THAT HAS CHANGED A LITTLE BIT.

YOU'RE RIGHT, SINCE WHEN WE WENT TO SCHOOL OR PARENTS WENT TO SCHOOL UNTIL NOW AND IT LOOKS DIFFERENT.

I JUST WANT THEM TO BE PREPARED FOR WHATEVER THEY DECIDE TO DO AFTER SCHOOL.

I ALSO THINK IT'S IMPORTANT TO NOT PRESSURE THAT BECAUSE SO MANY KIDS I TALKED TO, WE ARE SO USED TO ASKING THEM, WHAT DO YOU DO NOW? WHERE ARE YOU GOING? I THINK THAT'S A STRESS FOR PEOPLE.

LIKE YOU ASKED, AND I THINK WE'RE JUST ACCUSTOMED TO ASKING THAT, LIKE WHAT ARE YOUR PLANS? WHAT ARE YOU DOING? IF THEY DON'T SAY, I'M GOING TO A UNIVERSITY, THEN I THINK THEY FEEL.

[00:55:02]

>> LESS VALUED.

>> YES, AND I DON'T WANT THAT.

I WANT A KID TO SAY, I'M NOT GOING TO COLLEGE NEXT YEAR, I'M GOING TO WORK AND SAVE MONEY AND GO NEXT YEAR.

I WANT THEM TO BE CONFIDENT IN THAT ANSWER AND NOT HAVE THEM FEEL LIKE THAT WASN'T A GOOD ANSWER.

I GET THAT FROM MY OWN DAUGHTER WHO'S GOING OFF TO COLLEGE AND SHE'S LIKE, SHE'S GETTING COMMUNICATIONS DEGREE, BUT SHE DOESN'T KNOW WHAT SHE'S GOING TO DO, BUT I THINK YOU GET STUMBLED LIKE, I DON'T REALLY KNOW.

I JUST WANT TO PREPARE THEM FOR WHATEVER THEY CHOOSE AND TO BE HAPPY IN THAT CHOICE THAT THEY'RE MAKING AND NOT FEEL LIKE THEY HAVE TO KNOW.

I DON'T WANT THEM TO FEEL LIKE THEY HAVE TO KNOW BECAUSE THERE'S A LOT OF PRESSURE WE PUT ON FOR THAT.

BUT IF WE'RE PREPARING THEM TO BE GOOD HUMANS, THEN THEY'RE GOING TO DO GOOD AND I'M CONFIDENT THAT THEY ARE.

>> QUICK PIGGYBACK ON THAT.

IT IS MOVING MORE TOWARDS WHO DO YOU WANT TO BE, RATHER THAN WHAT DO YOU WANT TO BE.

THAT MINDSET, WHAT PERSON DO YOU WANT TO BE? WHO DO YOU WANT TO BE IN THE WORLD? I GO BACK TO THAT WHEN I'M WORKING WITH KIDS DURING THE DAY BECAUSE IT'S SO EASY TO SAY WHERE ARE YOU GOING TO GO? BECAUSE THAT'S SUCH A LAID OUT PATH.

BUT TODAY, WITH THE PRESSURES OF THE ECONOMY AND HOW EXPENSIVE COLLEGE IS, AND IT'S NOT NECESSARILY THE SAME DISCUSSION OR THE SAME QUESTION, ESPECIALLY THESE KIDS THAT LIKE, I DON'T KNOW WHAT I'M GOING TO DO.

I WAS ONE OF THOSE KIDS. I WENT TO COLLEGE AND WHAT I THOUGHT I WAS GOING TO DO GOING IN AND WHAT I CAME OUT WITH TOTALLY DIFFERENT AND A LOT OF CONFUSION IN THE MIDDLE.

NOW THAT'S A LOT OF MONEY TO SPEND TO, FIND YOURSELF IN COLLEGE, MAYBE GET OUT WITH A $100,00 IN DEBT AND LIKE, I'VE GOT A BUSINESS DEGREE.

I DON'T KNOW WHAT I'M GOING TO DO. YOU KNOW WHAT I MEAN? HAVING THOSE DISCUSSIONS ABOUT WHO DO YOU WANT TO BE, RATHER THAN WHAT DO YOU WANT TO DO?

>> YOU REMEMBER GOING TO DOROTHY FOX MAYBE NOT LAST YEAR, BUT THE YEAR BEFORE AND WATCHING A DEEP BREATHING EXERCISE.

THAT HAS STUCK WITH ME SO MUCH BECAUSE AS AN ADULT, I AM TEACHING MYSELF AS AN ADULT IS VERY HARD FOR ME TO SIT STILL FOR THREE MINUTES, LET ALONE LIKE FIVE AND I'M TRYING TO LEARN HOW TO STRETCH IT.

HERE ARE THESE, YOU WANT TO TALK ABOUT LIKE I CAN HANDLE ANYTHING THAT COMES MY WAY WITH THE EXERCISES I LEARNED IN MRS. BAKERS ROOM OF HOW TO BREATHE THROUGH IT RIGHT NOW, OR IDENTIFYING MY HEARTBEAT IS RACING RIGHT NOW.

I HAD A GREAT CONVERSATION THIS WEEKEND WITH A YOUNG WOMAN WHO WAS GOING BACK TO SCHOOL TO BECOME A THERAPIST FOR CHILDREN.

SHE'S LIKE, I DON'T KNOW IF I WANT TO BE IN THE SCHOOLS, BUT I WANT TO HELP KIDS.

SHE SAID, ONLINE LEARNING, I WOULD HAVE THRIVED IN THAT.

I WAS SO PROUD TO TELL HER OF OUR OPTIONS IN OUR DISTRICT.

I SAID IT DOES WORK FOR SOME PEOPLE AND THAT'S WHY WE MADE IT AN OPTION IN OUR DISTRICT.

IT WAS INTERESTING TO HEAR, I THINK SHE'S MAYBE YOUNG 30S.

I WOULD HAVE THRIVED IN THAT.

THAT INDIVIDUALITY, GETTING BACK TO WHAT YOU SAID ABOUT INDIVIDUALIZING IT FOR PEOPLE.

I TOLD HER I GO YEAH.

TERMINOLOGY SOMETIMES LIKE I CAN'T STAND IT.

SEL SOCIAL, EMOTIONAL LEARNING.

I GO THAT'S WHAT WE CALL IT.

SHE SAID, OH, AND I GO, WHAT IT MEANS IS GET LEARNING SOME SKILLS, PUTTING TOOLS IN YOUR TOOLBOX TO LEARN HOW TO HANDLE CERTAIN SITUATIONS AND TO BE ABLE TO GRANT THAT FOR K THROUGH EIGHT, I'M SUPER HAPPY AND EXCITED.

CAN'T WAIT FOR IT TO BE IN HIGH SCHOOL.

BECAUSE AGAIN, WHAT A PIVOTAL MOMENT IN YOUR LIFE OF LEARNING HOW TO DEAL WITH THE PRESSURES OF ADULTS WHO NEED TO NORMALIZE, JUST ASKING ABOUT TODAY OR SOMETHING YOU'RE EXCITED ABOUT VERSUS THIS EXPECTATION.

IT WAS A REALLY FASCINATING CONVERSATION TO HAVE AND SHARE THAT TERMINOLOGY.

I SAID, AND SOMETIMES THAT TERMINOLOGY THROWS ADULTS OFF.

CALL IT WHATEVER YOU WANT.

WHAT WE'RE DEALING WITH IS LEARNING HOW TO HELP KIDS LEARN TO INTERACT WITH EACH OTHER.

IF IT'S KINDERGARTNERS BEING IN THEIR FACE, AND SHE LAUGHED ABOUT THAT.

I SAID, BECAUSE WHEN YOU UNDERSTAND THAT, HOW TO DEAL WITH MY CLASSMATE, NOW I CAN HEAR 2 PLUS 2 IS 4.

WE'LL GET TO THAT AS SOON AS WE CAN GET TO US.

>> ERIKA, THAT'S A GREAT POINT BECAUSE I THINK THE TERM SOMETIMES SEL IT CAN TURN PEOPLE OFF, ESPECIALLY AT THE HIGH SCHOOL LEVEL.

I'M A CONTENT EXPERT AND I GET PAID TO TEACH MY CONTENT.

BUT TO YOUR POINT,

[01:00:01]

WE ALSO HAVE TO LOOK AT SEL FROM THE LENS OF DOING THINGS OUTSIDE OF JUST OUR NARROW WORLD.

WE LIVE IN CAMAS, HERE ARE SOME OF THE ISSUES IN OUR COMMUNITY, BUT HOW IS WHAT WE'RE LEARNING, HOW IS IT ALIGNED TO THINGS ON A BROADER LEVEL? THIS SUBJECT AREA, WE'RE LEARNING THIS SUBJECT, WE'RE LEARNING ABOUT THIS ENVIRONMENTAL ISSUE IN WASHINGTON STATE.

WELL, THERE'S A VERY SIMILAR ISSUE HAPPENING IN NORTHERN AFRICA OR IN THE UK.

HOW CAN WE COME OUTSIDE OF OUR FOURTH WALL AND HELP AND DO SOMETHING BETTER FOR THE COMMUNITY ON A GLOBAL SCALE? THAT'S ALL SEL.

I THINK IF WE CAN REMIND OUR TEACHERS OF THAT, THAT YOU ARE TEACHING SEL, EVERY TIME YOU'RE BUILDING YOUR LESSONS FOR THE BIGGER PURPOSE, YOU'RE DOING SEL.

IT DOESN'T NECESSARILY HAVE TO BE THIS TOUCHY-FEELY, THAT WHAT WE THINK OF SEL, WE'RE DOING IT EVERY TIME, WE'RE JUST DOING SOMETHING BIGGER THAN OURSELVES.

TO YOUR POINT, AND I THINK TO WHAT TRACY SAID, THAT'S THE HUMAN THAT WE WANT TO GROW AND BUILD IN OUR COMMUNITY IS WE'RE NOT JUST WORRIED ABOUT WHAT'S HAPPENING IN OUR HOME OR OUR LIFE.

I THINK AS TEENAGERS, ESPECIALLY AT THE SECONDARY LEVEL, IT'S VERY NORMAL TO THINK THAT WAY, BUT ISN'T IT WONDERFUL WHEN WE CAN SAY, OKAY, HOW CAN I TAKE WHAT I'M LEARNING AND HELP MAKE THINGS BETTER OUTSIDE OF CAMAS HIGH SCHOOL OR THE CITY.

I LOVE THAT POINT AND I THINK THAT'S WHERE WE WANT TO GET.

I THINK THAT'S WHERE MANY OF OUR STUDENTS ALREADY ARE.

I'VE SEEN THE PRESENTATIONS AT THIS BOARD.

I'VE TALKED TO OUR STUDENTS, VERY THOUGHTFUL, INSIGHTFUL, LOVING, CARRYING PEOPLE.

BUT ARE WE GETTING TO EVERY STUDENT? I THINK WITH A COMBINATION OF SECOND STEPS AND ALSO JUST THIS PHILOSOPHY OF BUILDING A BETTER COMMUNITY IN A BETTER WORLD, I THINK WE'LL GET THERE AND CONTINUE TO LEAD THE WAY IN OUR STATE.

>> JUMPED IN BRIEFLY. JUST SITTING BACK AND LISTENING TO EVERYBODY.

MY MIND KEEPS GOING BACK TO, HAVE YOU EVER TRIED TO HELP YOUR KID WITH THEIR MATH AND YOU GO, OH, THIS ISN'T HOW I LEARNED IT.

WELL, IT'S OKAY THAT EDUCATION ISN'T LIKE WHAT IT WAS WHEN YOU WERE IN SCHOOL.

THANK GOODNESS. IN SOME WAYS.

THERE'S ALWAYS GOING TO BE CERTAIN TRIED AND TRUE WAYS, BUT OR MAYBE IT'S A YES AND KIND OF WAY.

WELL, THAT'S A GREAT WAY. HERE'S HOW I LEARNED.

I'VE HAD THAT CONVERSATION BEFORE WITH MY DAUGHTER WORKING ON SOMETHING WHERE I'M TRYING TO EXPLAIN IT TO HER ONE WAY AND THEN SHE EXPLAINS THAT LIKE, OH, WOW, THAT'S WAY EASIER.

YEAH, I WISH I WOULD'VE LEARNED IT THAT WAY OR SOMETHING LIKE THAT.

BUT I JUST THINK THAT GOING BACK AS A BOARD, JUST TO KEEP ENCOURAGING OUR SYSTEM, OUR TEACHERS, OUR DIRECTORS, OUR ADMINISTRATORS, TO JUST KEEP BEING INNOVATIVE AND TO KNOW THAT THEY HAVE PERMISSION FROM ON HIGH TO TAKE RISKS AND TO TRY AND CHANGE THINGS OR SEE IT FROM A DIFFERENT PERSPECTIVE.

I LOVE THE FACT, JOHN, LIKE WHAT YOU'RE SAYING.

A DISTRICT OUR SIZE THAT HAS FOUR VERY DIFFERENT HIGH-SCHOOL OFFERINGS AND THAT WE HAVE A ROBUST CTE PROGRAM WHERE I LOVE THE FACT THAT WE ARE HEARING, AND THIS IS COMING FROM SOMEBODY WHO HAS TWO COLLEGE DEGREES THAT COLLEGE ISN'T THE ANSWER.

THAT'S NOT FOR EVERYBODY.

IT'S NOT THAT IF YOU DON'T GO TO COLLEGE SOMEHOW YOU'RE NOT GOING TO BE SUCCESSFUL IN LIFE OR SOMETHING LIKE THAT.

THAT THERE IS A VIABLE CAREER PATH AND YOU CAN FIND HAPPINESS AND SATISFACTION AND SUPPORT A FAMILY BY GOING INTO A TRADE OR MAYBE JUST TAKING SOME TIME TO FIGURE OUT WHAT IT IS YOU WANTED TO BECAUSE YEAH, COLLEGE IS EXPENSIVE.

THINK ABOUT ALL THE TIME. DID YOU GO INTO COLLEGE THINKING YOU ARE GOING TO DO ONE THING AND THEN COME OUT DOING SOMETHING COMPLETELY DIFFERENT, OR COME OUT WITH A DEGREE THAT YOU DON'T EVEN USE ANYMORE IN YOUR CAREER PATH.

MAYBE BACK WHEN COLLEGE WAS MORE AFFORDABLE, YOU COULD AFFORD TO DO THAT.

BUT I THINK THAT I APPRECIATE THAT I'M HEARING MORE AND MORE THAT WHILE COLLEGE IS A GREAT OPPORTUNITY AND A GOOD PATH FOR LOTS OF PEOPLE, IT'S NOT THE ULTIMATE SIGN OF SUCCESS AND THERE ARE MANY WAYS TO GETTING TO THAT, TO WHATEVER YOUR GOAL HAPPENS TO BE.

I GUESS EVERYBODY ELSE SAID IT MUCH MORE ELOQUENTLY THAN ME.

[01:05:05]

I'M JUST GOING TO JUST STOP RIGHT NOW, BUT I JUST THINK THAT CONTINUING TO BE INNOVATIVE AND CONTINUING TO BE OKAY WITH THE FACT THAT EDUCATION DOESN'T LOOK LIKE, IT LOOKED LIKE WHEN THE PREVIOUS GENERATION WAS IN SCHOOL OR SOMETHING LIKE THAT.

>> I THINK THAT'S A PERFECT SEGUE INTO THE NEXT THEME THAT THE STUDENTS CAME TO US WITH AND THE RELATIONSHIP BETWEEN STRUCTURE AND FLEXIBILITY IN OUR SYSTEM.

AGAIN, THIS IS COMING RIGHT FROM OUR STUDENTS.

THE SCHOOL SYSTEM IS NOT ALWAYS CONDUCIVE TO KIDS WHO LEARN BETTER ON THEIR OWN, TOO MANY HOOPS TO JUMP THROUGH, NOT CONNECTED TO INTERESTS THAT I AM LEARNING MORE ABOUT ON MY OWN.

I THINK WE REALLY HIT IT ON THE HEAD.

THE STUDENTS ARE ASKING FOR THAT.

AGAIN, I THINK WE'RE FAR AND AWAY IN A BETTER POSITION THAN OTHER DISTRICTS AND I THINK IN A SMALLER SYSTEM, IT IS EASIER TO MAKE SOME OF THAT INNOVATIVE CHANGE IN A SHORTER PERIOD OF TIME.

COMING FROM A LARGER DISTRICT, IT COULD TAKE YEARS SOMETIMES TO ROLL OUT INNOVATIVE IDEAS AND CONCEPTS AND BY THE TIME IT ROLLS OUT, IT'S NOT INNOVATIVE ANYMORE.

I THINK THAT'S A REAL PLEASURE FOR OUR DISTRICT, IS THAT WE CAN MOVE FAST AS WE MOVE FORWARD.

AGAIN, THE STUDENTS ARE SAYING, I ACTUALLY LIKED THE HIGH EXPECTATIONS NOW THAT I THINK BACK UPON IT, IT MADE ME BETTER.

WE HAVE TO BE CAREFUL, I THINK COMING OUT OF A PANDEMIC THAT WE DON'T LOVE OUR KIDS INTO FAILURE.

WHAT I MEAN BY THAT IS, IT'S OKAY TO WRAP OUR ARMS AROUND THEM.

IT'S OKAY TO LOVE THEM AND CARE FOR THEM, BUT NOT TO THE POINT WHERE WE LOWER OUR EXPECTATIONS FOR THEM EITHER.

I THINK IF YOU LOOK BACK TO WHAT WE WERE EARLIER TALKING ABOUT, ABOUT WHO INSPIRED US, I WOULD PROBABLY VENTURE TO GUESS THAT NOT ONE OF THOSE PEOPLE HAVE LOW EXPECTATIONS OF US.

THEY PROBABLY ALL HAD VERY HIGH, MAYBE SOMETIMES WHAT WE FELT AT THE TIME WAS TOO HIGH EXPECTATIONS AND HARD TO LIVE UP TO YOU.

BUT I THINK THAT'S OKAY, AND SO THE STUDENTS AGAIN ARE SAYING, "WE WANT YOU TO BE INNOVATIVE FOR US.

WE WANT YOU TO LOOK AT THINGS FROM A DIFFERENT PERSPECTIVE AND WE WANT YOU TO KEEP THE BAR HIGH, BECAUSE THAT'S WHAT CAMAS SCHOOLS HAVE REALLY BEEN ALL ABOUT FOR A LONG TIME." THOUGHTS OR COMMENTS ON THAT.

I THINK WE HIT UPON THAT A LOT IN THAT FIRST THEME, SO WE CAN MOVE FORWARD OR IF ANYBODY HAS A, YEAH CAM.

>> I THINK TO THAT IDEA OF THE STUDENT'S HIGH EXPECTATIONS THAT ALLOWING FOR INTERESTS AND MAKING IT RELEVANT OUR UDL WORK, OUR UNIVERSALLY DESIGNED LEARNING, I THINK IS EXACTLY THE DIRECTION TO GO TO ALLOW, WE HAVE CRYSTAL CLEAR GOALS, BUT THERE'S LOTS OF DIFFERENT WAYS THAT YOU CAN GET THERE AND YOU CAN EXPLORE YOUR INTERESTS AND DO THINGS IN A DIFFERENT WAY AND LEARN WORKING ON PROJECTS THAT ARE RELEVANT TO YOU.

I'M SUPER EXCITED, AND WE KNOW THAT THE LONG-TERM ROLL OUT, WHAT 5-7 YEARS, AND WE'RE GOING INTO YEAR 3, IS THAT RIGHT? I THINK THAT I LOVE THAT THAT DIRECTION WE'VE ALREADY CHOSEN.

WE KNOW KIDS WANT THAT.

IT'S FIGURING OUT HOW AS ADULTS TO GENUINELY AND WITH FIDELITY DO THAT THE RIGHT WAY.

I THINK ONCE WE GET THERE AND GET BETTER AT AND THEN HAVE THAT MODEL, I THINK OUR KIDS WILL FEEL VERY DIFFERENTLY ABOUT THEIR ABILITY TO MAKE CHOICES BASED ON THEIR INTERESTS AND, I THINK THAT'LL BE A FUNDAMENTAL SHIFT FOR OUR KIDS AND HOW THEY LEARN AND THE FREEDOM TO BE CREATIVE WITHIN A STRUCTURE.

I'VE BEEN LUCKY ENOUGH TO BE ON THAT COMMITTEE, AND I'M JUST SUPER EXCITED ABOUT THE FUTURE OF THEM.

>> WHEN I HEAR JOHN SAY THE FLEXIBILITY, AND I HEAR YOU SAY IT IN THAT WAY, THAT MAKES SENSE TO ME AS A LONG TERM MORE OF A FOUNDATIONAL LIKE STRUCTURE.

BECAUSE WHEN YOU FIRST SAID THAT, THE QUESTION MY HEAD WAS, HOW DOES THAT LOOK, THAT FLEXIBILITY? TO ME, THAT GOES A LITTLE BIT DEEPER INTO THE LITERAL CLASSROOM.

HOW DO WE GIVE THAT PERMISSION TO PAUSE AND RELATE, AND GIVE THAT OPPORTUNITY TO TALK ABOUT CURRENT TIED TO, AND WE EVEN TALK ABOUT THAT'S SEL OF THINKING OUTSIDE CAMAS.

WHEN YOU SAID THAT, THAT'S THE QUESTION IN MY HEAD.

WHAT'S THAT ACTUALLY LOOKED LIKE.

THAT MAKES SENSE AS WELL.

ON A DAY TO DAY BASIS, WHAT WOULD THAT FLEXIBILITY LOOK LIKE?

[01:10:03]

JUST REALLY QUICK, IT ALSO MADE ME THINK OF MY FAVORITE TIMES IN HIGH SCHOOL WERE IN CURRENT EVENTS CLASS BECAUSE IT WAS THAT OPPORTUNITY TO DISCUSS, AND SO I DON'T KNOW THAT THEY GET THAT FLEXIBILITY TO BE ABLE TO DO THAT NOW.

GOSH, I LOVED THOSE DAYS.

>> THE IDEA OF ENCOURAGING FLEXIBILITY, THINK ABOUT THE PROFESSIONALISM THAT EXISTS WITHIN OUR THOUSAND POPULATION OF STAFF, BOTH INSTRUCTIONAL BUT ALSO THE ENTIRE SUPPORT STRUCTURE THAT EXISTS IN THE OTHER NON-INSTRUCTIONAL AREAS.

I'M MOSTLY GOING TO LIMIT MY OBSERVATION TO TEACHERS.

BUT THE IDEA THAT THEY SOMEHOW COME TOGETHER TO CREATE AND SUPPORT, THEY KNOW THIS STUFF.

IF ANYBODY COULD INNOVATE FOR US ON THE FLY, WOULD BE OUR CERTIFICATED STAFF.

I LOVE THE IDEA THAT WE CREATE THAT OPPORTUNITY, BUT I DON'T KNOW HOW MANY TIMES I'VE BEEN SITTING HERE AND I HEAR TEACHERS TALK ABOUT, WE DON'T JUST WANDER DOWN THE HALL AND INNOVATE WITH ANOTHER TEACHER, THIS IS NOT THE MODEL WE EXIST IN.

THEY'RE COMMITTED TO A CLASSROOM ON A SPECIFIC SCHEDULE AND THAT THERE HAS TO BE SOMEHOW INTENTIONAL ON OUR PART TO CREATE THAT CAPACITY FOR THEM TO SOMEHOW DO THAT.

WE HAVEN'T GOTTEN THERE YET.

THERE'S ALL THINGS THAT GET IN THE WAY OF THAT THING.

BUT I LIKE THE IDEA THAT SOMEHOW THOSE GROUPS GET A CHANCE TO DO, I THINK THAT PROFESSIONAL DEVELOPMENT IN TIME BUT I DON'T KNOW THAT PD TEACHERS TELL ME IS PROFESSIONAL DEVELOPMENT WHERE YOU CAN SIT DOWN AND REALLY DIG INTO THESE THINGS AND FEEL LIKE YOU'RE GROWING OR IS IT NOT AND I DON'T NEED TO DESCRIBE WHAT THE KNOT LOOKS LIKE, BUT I WONDER ABOUT THAT SOMETIMES BECAUSE I WANT THE ONE THAT GROWS THAT THIRST FOR RELEVANCE AND FLEXIBILITY AND SEL BECOMES THE FOUNDATION OF THAT MOVEMENT.

I DON'T KNOW THAT WE'VE CREATED THAT.

>> YOU WANT TO TAKE THIS ONE, COREY [LAUGHTER]

>> TINY STAB AT IT. YOU'RE RIGHT THAT IT DOESN'T HAPPEN WITHOUT INTENTION AND I THINK OVER THESE LAST TWO YEARS, OUR TEACHERS HAVE BEEN STRETCHED TO TRANSPARENT AND SO IT'S BEEN A VERY DIFFICULT ENVIRONMENT THAT, HERE'S THIS OTHER THING WE WANTED.

IT WANT YOU TO LEARN AND GROW INTO SO I THINK IT'S BEEN A REALLY TOUGH ENVIRONMENT THAT WE ALL HAVE BEEN LIVING IN.

I THINK THAT PREVIOUSLY AND GOING FORWARD, IT'S OUR OBLIGATION TO BRING THAT.

WE CAN'T HELP PREPARE OUR KIDS FOR THIS TRANSFORMATIVE WORLD WE LIVE IN IF WE'RE NOT CONNECTED TO IT.

IF WE DON'T KNOW WHAT THE SKILL, SO WE HAVE SOME LEARNING TO DO TO PASS THAT ONTO KIDS AND I THINK THAT'S TIME.

IT'S ALL ABOUT TIME.

IT'S HAVING TO INTENTIONALLY CARVE IN THAT TIME.

I WAS LISTENING TO A PODCAST OR SOMETHING THEY WERE TALKING ABOUT, THIS WOULD BE A GREAT THING TO INFUSE INTO THE EDUCATION, TO TEACH TEACHERS AND HIS CONSULTANT WAS, I NEED A DAY WITH YOUR TEACHERS AND THEY'RE LIKE WE HAVE THREE DAYS BEFORE SCHOOL STARTS WE CAN GIVE YOU AN HOUR.

THAT'S WHAT WE'RE LEFT WITH AND SO IT'S THAT CONSTANT TENSION OF THERE IS A LOT OF LEARNING WE NEED TO DO AND THERE'S A LOT OF ENTHUSIASM FOR THAT, BUT THERE'S ALSO ALL THIS STUFF WE NEED TO DO.

I'M SURE YOU'VE SEEN THE THINGS ON TIKTOK IF PILOTS WERE LIKE TEACHERS AND THEY'RE LIKE I DON'T HAVE ENOUGH FUEL TO GET FROM HERE TO DESTINATION, YOU'RE JUST GOING TO HAVE TO THINK OUT OF THE BOX.

[LAUGHTER] I DON'T HAVE ENOUGH SEATS.

THERE'S PEOPLE STANDING IN THE AISLE.

WELL, AGAIN, BE CREATIVE AND WE ASK OUR TEACHERS TO DO SO MANY THINGS AND I FEEL LIKE THE CABINET ADMINISTRATORS CHALLENGE IS TO BRING RELEVANT, VALUABLE, NOT A WASTE OF TIME, YOU SAY PD COREY AND I ARE LOOKING AT EACH OTHER LIKE, IT'S ALL OVER THE BOARD.

>> ESPECIALLY AS THE COUNSELOR AND THE VAN DIRECTOR BECAUSE IN OUR CLASSROOM WE TALK ABOUT UDL AND WE TALK ABOUT WANTING TO BE ABLE TO CUSTOMIZE IT FOR DIFFERENT LEARNING STYLES, BUT HOW MUCH OF OUR PD TIME IS TYPICALLY SITTING THERE AND GETTING LECTURED AT WITH A POWERPOINT UNTIL THE TIME IS UP WHILE YOU'RE SITTING THERE TEXTING YOUR COLLEAGUE, ARE YOU LISTENING TO THIS? I'M NOT LISTENING. I THINK THAT THE MORE THAT WE CAN DO, I ALWAYS GO BACK TO, I MIGHT GO INTO MY 15TH YEAR TEACHING, THERE'S A COUPLE OF TIMES WHERE I HAD SOME REALLY GOOD PROFESSIONAL DEVELOPMENT AND IT WAS WHEN THERE WAS

[01:15:01]

CHOICE WHEN IT WAS ALMOST LIKE A LITTLE MINI-CONFERENCE.

IF YOU WANT TO LEARN ABOUT FORMATIVE ASSESSMENT, GO HERE.

IF YOU WANT TO LEARN ABOUT HOW TO, THERE IS DIFFERENT.

YOU GOT TO DO SOMETHING, BUT GO WHERE YOU WANT TO GO, WHERE YOU FEEL LIKE THAT WOULD HELP AND I THINK THAT MAYBE WE'RE GETTING TOO INTO THE WEEDS HERE, DESIGNING PD FOR STAFF BUT I THINK THAT IS SOMETHING TO THINK ABOUT TOO.

I ALSO THINK THAT AS I SIT HERE AND I LISTEN TO US TALK ABOUT WHAT WE ASPIRE TO, THAT'S GREAT AND THEN MY TEACHER BRIAN KICKS AND I'M LIKE, GOD WHERE AM I GOING TO HAVE TIME TO DO THIS? WHERE AM I GOING TO HAVE TIME TO SET THIS UP? WHERE AM I GOING TO HAVE TIME TO LEARN ABOUT THAT AND IT'S JULY 25TH AND I'M GOING TO SEE STUDENTS IN A MONTH BUT I'M ON VACATION.

I'M NOT GETTING PAID FOR THIS TIME AND MY ANXIETY STARTS TO GO UP, JUST EVEN JUST SITTING HERE SO I THINK IT'S IMPORTANT TO.

I LIKED WHAT YOU SAID A LITTLE WHILE AGO ABOUT ASPIRING TO SOMETHING.

WHAT IS IT LIKE AIM FOR THE STARS, LAND ON THE MOON, OR SOMETHING LIKE THAT? HAVING THESE ASPIRATIONS BUT BEING REALISTIC ABOUT IT AND REALLY TO SOMETIMES TAKING TIME TO STEP BACK AND THINK WHAT ARE THE IMPORTANT THINGS?

>> WHAT IS THE CRYSTAL CLEAR GOAL? [OVERLAPPING]

>> IT'S MEDIAN STANDARD AND EXCEEDING STANDARDS.

WHAT DO WE WANT TO KNOW AND THEN WHAT'S THE EXTENSION ABOVE THAT TOO FOR ANYBODY WHO FEELS LIKE THEY CAN GO ABOVE AND BEYOND THINKING?

>> IT'S MODELING THAT THE UDL THAT WE WANT TO GIVE OUR KIDS CRYSTAL CLEAR GOALS, FLEXIBLE MEANS.

HOW ARE WE MODELING THAT FOR OUR PD AND OUR STAFF DEVELOPMENT? IT'S THE SAME THING, WE WANT THE SAME THINGS.

WE STILL THRIVE IN THOSE SAME ENVIRONMENTS AS ADULTS, AS OUR STUDENTS DO AND SO WHY WOULD IT BE ANY DIFFERENT BUT IT'S A STEEP MOUNTAIN TO CLIMB TO GET THERE AND ONCE YOU GET THERE, THEN IT'S GOING TO BE A LOT EASIER, BUT IT'S, I HAVE THE SAME ANXIETY GOING ON AND THINKING ABOUT ALL THOSE THINGS SO GREAT AND THEN MY DAY JOB, I'M LISTENING TO KIDS WHO ARE JUST LIKE, IT'S OKAY IF I'M MISSING THIS CLASS, WE'RE NOT LEARNING ANYTHING IN THERE ANYWAY.

>> WHAT IT TELLS ME IS IT'S A STRUCTURAL CHANGE THAT PRESSES PRETTY DEEP IN THE ORGANIZATION BECAUSE WHAT WE'RE DOING AND HOW WE'RE DOING IT HASN'T REALLY SHOWN THIS AMAZING TRANSFORMATION OVER TIME AND WE'RE COMING OFF OF A REALLY WEIRD WINDOW.

I LOOK AT THIS AS A BLIP WITHIN OUR LINE OF HISTORY AS A DISTRICT BUT WE WILL IN A FEW YEARS BE FORWARD OF THIS, WE'LL BE ABLE TO LEARN, HAVE LEARNED BEFORE BUT I THINK THE IDEA THAT BEING A FAIRLY SMALL DISTRICT BUT BIG ENOUGH DISTRICT TO ACTUALLY HAVE A LITTLE HORSEPOWER TO DO SOME THINGS WE COULD BE INNOVATIVE.

I LIKE THE IDEA, BUT IT GETS TOUGH. IT DOESN'T COMMIT.

WE'RE ALL GOVERNED BY CONTRACTS AND AGREEMENTS AND WHEN YOU START TALKING INNOVATION IT'S LIKE WHAT DO YOU MEAN BY INNOVATION?

>> HOW MUCH TIME IS THAT GOING TO TAKE?

>> HOW DOES THAT LOOK? BUT IF WE ACTUALLY HAD A MODEL THAT WAS WHAT WE DID WITH THE PBL.

WE TOOK 6-9 MONTHS OF SERIOUS INVESTMENT AND LOTS OF STAFF, LOTS OF TRAVEL TO LOOK AT THIS NEW METHOD AND SEE IF IT COULD APPLY HERE AND I'M WAITING FOR A FUTURE WHERE I CAN SAY THAT'S WHAT WE SAW, THAT WAS IT AND I THINK WE'RE ON THAT PATH WHERE WE'RE GETTING THERE BUT WE NEED TO ACTUALLY BE EQUALLY INNOVATIVE IN OUR GENERAL SYSTEM AS WELL.

I JUST DON'T KNOW, I'M NOT IN THE BUSINESS PROFESSIONALLY.

I THINK OUR TEACHERS AND OUR ADMINISTRATORS ARE THOUGH, ENOUGH THAT THEY COULD HELP US GET THAT PATH CLARITY.

>> MOVING ON, ONE THING I WILL ADD TO THAT POINT IS I REALLY FEEL THAT AGAIN MORE FROM THE OUTSIDE LOOKING IN AND WATCHING HOW OUR AD COUNCIL'S WORK.

I FEEL LIKE WE HAVE THE RIGHT PRINCIPLES IN PLACE AND I THINK EVEN NOW BRINGING ON THIS AWARD WHO HAS A STRATEGIC BACKGROUND OF BRINGING IN THE PLC STRUCTURE AND SOME OF THAT COLLABORATIVE TIME INTO A LARGER SCHOOL.

I THINK WE WILL SEE THOSE SYSTEMS IN PLACE.

I REALLY LIKE THE CONVERSATIONS THAT ARE HAPPENING UNDER LISA AND MARYLAND'S LEADERSHIP SPECIFICALLY.

I THINK WE'RE IN A GOOD PLACE AND DOUG I DON'T WANT TO FORGET, DOUG GOING BACK TO THAT ELEMENTARY, I DON'T THINK HE'S IN HERE NOW, BUT I'M GOING BACK INTO THE ELEMENTARY SUPERVISOR ROLE, I THINK THAT THREE TRIAD OF LEADERS WILL HELP TO GUIDE OUR PRINCIPALS BUT ONE THING THAT I'M PROBABLY GOING TO NEED BOARD SUPPORT ON IS AS WE GROW OUR ASSOCIATE PRINCIPALS, WE NEED TO MAKE SURE THAT WE'RE GROWING

[01:20:02]

THESE ASSOCIATE PRINCIPALS INTO WONDERFUL BUILDING LEADERS.

HOPEFULLY, WE CAN HANG ON TO ALL OF THEM BUT EVEN IF WE DON'T, THAT WE KNOW THAT WE'VE INSTILLED IN THEM THIS COLLABORATIVE, INNOVATIVE MINDSET OF LEADERSHIP TO WHEREVER THEY GO ON TO BECOME PRINCIPALS, THAT THEY'RE GOING TO BE STRONG LEADERS.

I THINK OUR PIPELINE NEEDS A LITTLE BIT OF WORK AND I THINK THAT'S ONE OF THE QUESTIONS THAT I ASKED OUR ASSOCIATE PRINCIPALS WHEN WE WERE LOOKING FOR THE NEXT CANVAS HIGH SCHOOL LEADER AS WHICH OF THE CANDIDATES DO YOU SEE GROWING YOURSELF.

HELPING YOU GROW INTO A GREAT PRINCIPAL AND I ASKED THEM DIRECTLY WHO THEY WOULD POINT TO AND THEY ANSWERED THAT CLEARLY AND I THINK THAT WAS IMPORTANT FOR THE FUTURE, SO I THINK TO YOUR POINT ABOUT SYSTEMS, A LOT OF IT DOES COME DOWN TO THAT PRINCIPAL.

THAT PRINCIPAL HAS TO BE NOT JUST THE BUILDING MANAGER, BUT THAT INSTRUCTIONAL LEADER, THAT ROLE MODEL IN THE BUILDING TO SAY, HEY IF COREY AND THE FINE ARTS DEPARTMENT ARE NOT FEELING CONNECTED TO THIS PD, WE NEED TO FIGURE OUT A WAY TO MAKE COREY AND HIS DEPARTMENT FEEL THAT SENSE OF INVOLVEMENT AND I THINK THE PRINCIPAL IS THE KEY ON THAT, SO WE'RE GOING TO CONTINUE TO REALLY PREACH THAT, THAT OUR PRINCIPALS HAVE TO BE THOSE INSTRUCTIONAL LEADERS BUT TAKING WHATEVER WE CAN OFFER THEIR PLATES TO MAKE SURE THAT THE MANAGERIAL PIECE IS AS BEING SUPPORTED AND THAT WILL BE PART OF MY MESSAGE TO THEM IN AUGUST AS EMAIL ME, TEXT ME, CALL ME AS YOUR SUPERINTENDENT.

WHAT IS IT THAT I COULD TAKE FROM YOU SO THAT YOU CAN BE IN THOSE CLASSROOMS AND IN THOSE PLC SESSIONS BECAUSE SOMETIMES THOSE PLC SESSIONS COULD GET A LITTLE WONKY WHEN THEY'RE NOT BEING SUPPORTED AND THAT'S JUST HUMAN NATURE, SO I LOVE THAT POINT AND I THINK WE'RE BEING VERY THOUGHTFUL IN WHO WE'RE HIRING AS OUR PRINCIPALS BUT MORE IMPORTANTLY, WHO WE CURRENTLY HAVE AS OUR PRINCIPALS, I THINK WE'RE IN REALLY GOOD SHAPE.

OKAY. I'LL KEEP MOVING FORWARD.

KIDS SAID COMMUNICATION, COMMUNICATION, COMMUNICATION.

I KNOW I'M HEARING THAT FROM THE BOARD LOUDLY AND CLEARLY.

COMMUNICATION IS ABOUT RESPONDING TO NEEDS IN A TIMELY MANNER, AS WELL AS SETTING CLEAR EXPECTATIONS.

I THINK BEING PRESENT IS VERY, VERY IMPORTANT.

HOW QUICKLY WE RESPOND, EVEN IF WE DON'T HAVE THE ANSWER RIGHT AWAY, I THINK IT'S VERY IMPORTANT FOR US AS LEADERS TO SAY, "YOU KNOW WHAT, I DON'T KNOW THAT, BUT I'M GOING TO FIND OUT THAT ANSWER FOR YOU." BUT EVEN THAT SIMPLE ACKNOWLEDGMENT, AND I WILL TELL YOU ANECDOTALLY, THAT'S WHAT I'M HEARING FROM COMMUNITY MEMBERS TOO WHEN I MEET WITH THEM IS, "WHAT CAN I DO? WHAT CAN I DO TO HELP? WHAT CAN I DO TO BE A PART OF CAMAS SCHOOL DISTRICT? USE ME, ASK ME, LET ME KNOW." AND I THINK THAT'S GOOD AND BAD.

I THINK THAT SHOWS THAT MAYBE WE HAVEN'T ALWAYS REACHED OUT TO ALL THAT INTELLIGENCE, AND SKILL SET, AND TALENT THAT'S OUT THERE IN OUR COMMUNITY TO BRING THEM TO OUR KIDS.

BUT JUST AS IMPORTANTLY, WE HAVE THE DESIRE OF PEOPLE THAT WANT TO BE A PART OF IT.

THEY'RE RIGHT THERE, RIGHT FOR THE TAKING, WE JUST NEED TO GO OUT AND GET IT.

THEN THE NEXT THING THAT STUDENTS SAID WAS, "I OFTEN FEEL LIKE I DON'T KNOW ABOUT ALL THE OPTIONS." TO YOUR POINT, CONNIE AS FROM THAT COUNSELOR PERSPECTIVE, ALL THE OPTIONS THAT ARE AFFORDED TO ME.

SO WE NEED, AND I NEED TO DO A BETTER JOB OF MAKING SURE THAT THE OPTIONS ARE OUT THERE.

WHETHER IT'S VIA SOCIAL MEDIA, WHETHER IT'S BEING OUR WEBSITE, OR JUST OUR WEEKLY COMMUNICATIONS OUT TO FAMILIES.

WE'LL GET TO A COUPLE OF THOSE TACTICS IN JUST A MINUTE WHEN WE TALK ABOUT COMMUNICATION, BUT THE KIDS ARE ASKING FOR THAT LOUD AND CLEAR.

ANY COMMENTS THERE? [LAUGHTER] CONNIE YOU WANT ME TO KEEP MOVING ON? SOCIAL, EMOTIONAL, AND MENTAL HEALTH.

KIDS AGAIN ARE ASKING FOR THIS.

I WISH WE HAD SOMEONE TO GO TO WHEN WE HAVE SOCIAL EMOTIONAL NEEDS.

I HAVE SOMEONE TO GO TO FOR ACADEMIC SUPPORT, BUT I DON'T HAVE A PLACE TO GO TO FOR EMOTIONAL SUPPORT. YOU KNOW WHAT? IT DOESN'T ALWAYS HAVE TO BE THE GUIDANCE COUNSELOR.

I THINK ONE THING THAT I'VE SEEN IN MY EXPERIENCE IS WHEN WE HAVE ADULT MENTORS AND PEER MENTOR PROGRAMS, VERY, VERY STRUCTURED PROGRAMS, I THINK IT GOES A LONG, LONG WAY FOR OUR KIDS.

I'VE ALWAYS BELIEVED THAT EVERY SINGLE STUDENT SHOULD HAVE AT LEAST ONE ADULT.

[01:25:05]

I'LL TELL YOU SOMETHING SAD.

IN MY PREVIOUS ROLE, WE HAD DONE SOME STUDENTS TOWN HALLS, ESPECIALLY WHEN WE STARTED SEEING AN INCREASE IN OUR SUICIDE IDEATION AND EVEN VIOLENT BEHAVIORS ON OUR CAMPUSES.

ONE OF THE THINGS THAT WE HEARD LOUD AND CLEAR FROM KIDS, AND I'M ASSUMING SIMILARLY WOULD HAPPEN HERE IN CAMAS IS, WHEN WE ASK THE STUDENTS TO TELL US ONE ADULT THAT THEY KNOW THAT THEY CAN GO TO, I HAD A LOT OF PEOPLE, A LOT OF STUDENTS THAT DID NOT PUT THEIR HAND UP, OR COULD NOT TELL ME A NAME.

THEN THE ADULTS IN THE CIRCLE THAT I ASKED, CAN YOU GO BACK TO YOUR MIDDLE-SCHOOL DAYS, CAN YOU GO BACK TO YOUR HIGH SCHOOL DAYS AND TELL ME THAT ONE GO-TO PERSON.

I CAN'T TELL YOU HOW MANY ADULTS WERE SILENT.

MAKING SURE THAT WE ARE AFFORDING STUDENTS AT LEAST ONE ADULT THAT THEY CAN GO TO.

AGAIN, I THINK IT JUST GOES TO THAT POINT OF THERE ARE EDUCATORS OUT THERE THAT DO BELIEVE THAT I GET PAID TO TEACH MY CONTENT, END OF STORY.

I THINK THAT'S NATURAL FOR PEOPLE, BUT IF WE CAN TEACH THEM THAT SEL IS NOT THIS BAD WORD, I THINK WE'LL SEE MORE OF THOSE WARM HAND-OFFS, SO TO SPEAK.

AGAIN, I THINK THAT'S A VERY TELLING STATEMENT THAT OUR STUDENTS SAID HERE.

THE ADULTS ACT LIKE THE STUDENTS CAN'T MAKE A MISTAKE, BECAUSE IT WILL RUIN THE CAMAS IMAGE.

EVERYTHING IS DONE OVER THE TOP AND HAS TO BE PERFECT.

AGAIN, WE DON'T WANT TO LOWER OUR EXPECTATIONS.

I THINK THAT'S WHAT CAMAS SCHOOLS ARE KNOWN FOR NATIONWIDE.

I MEAN I WAS HEARING ABOUT THESE SCHOOLS FROM 1,500 MILES AWAY.

THAT'S VERY, VERY IMPRESSIVE.

BUT WE ALSO HAVE TO KEEP IN MIND THAT THESE ARE HUMAN BEINGS WITH FEELINGS, AND HOW DO WE FIND THAT BALANCE? I THINK IN MY OPINION, IT COMES FROM INFUSING THE SEL, NOT MAKING IT SO INTENTIONAL, NECESSARILY BUT MAKING IT PART OF THE FABRIC OF WHAT WE DO, VERY MUCH SO.

JUST A NATURAL ORGANIC THING IS WE KNOW THAT'S A HUMAN BEING IN FRONT OF US, NOT A ROBOT.

I THINK WE'RE HEARING THAT FROM THE KIDS.

THE LAST LINE ON THAT ONE, LAST TWO.

OPEN UP, I WAS CLOSED UP AND IN A SHELL AND THEN I LEARNED THAT PEOPLE CARE ABOUT ME.

THIS SCHOOL IS MY SAVING GRACE.

MAKING OUR SCHOOLS THAT WONDERFUL, SAFE PLACE TO BE.

BECAUSE I THINK WE ALL KNOW THAT HOME FOR ALL STUDENTS IS NOT NECESSARILY THAT SAFE PLACE.

>> I WILL JUMP RIGHT IN.

AS A SCHOOL COUNSELOR, KIDS DON'T KNOW WHERE THEY CAN GO FOR SOCIAL EMOTIONAL SUPPORT.

OUCH. WHAT ARE WE DOING AS COUNSELORS TO REACH OUT TO KIDS? I KNOW SOME SCHOOLS COUNSELORS ARE NOT ALLOWED TO PULL KIDS OUT TO DO SMALL GROUP COUNSELING BECAUSE IT'S TAKING AWAY FROM ACADEMIC TIME.

THAT TENSION IT'S LIKE, WELL, IF THEY'RE NOT IN A PLACE THAT THEY CAN LEARN, WE'LL GET THEM THERE MORE QUICKLY IF WE CAN ATTEND TO THEIR SOCIAL EMOTIONAL NEEDS.

JUST MAKING SURE THAT OUR SYSTEM, WE'RE NOT CREATING THE SYSTEM THAT'S CAUSING KIDS TO FEEL THIS WAY.

IT'S LIKE, "YOU HAVE TO BE THE BEST." THAT BREAKS MY HEART THAT THEY'RE LIKE, "YOU'LL LET DOWN CAMAS.

IT WILL REFLECT BADLY ON US." WE WANT HIGH EXPECTATIONS, WE WANT HUMBLE KIDS.

WE WANT GOOD SPORTS.

WE DON'T WANT TO BE THE SPOILED CHILDREN.

WE WANT TO BE EXAMPLES, AND HEALTHY, AND HAPPY.

I'VE BEEN DOING SOME REFLECTION ABOUT, WE WERE TALKING ABOUT COLLEGES AND ALL THAT AND I THINK BACK, WHAT DO I HAVE IN MY OFFICE? MOSTLY COLLEGE PENNANTS.

WHAT MESSAGE IS THAT GIVING OUT? HAVE WE CREATED THE ATMOSPHERE THAT'S LIKE, "WE WANT YOU TO BE HEALTHY AND HAPPY.

HERE'S WHAT YOUR COUNSELORS CAN DO." I DON'T KNOW ENOUGH ABOUT EXACTLY OUR COUNSELING PROGRAMS IN CAMAS TO SAY THAT THEY AREN'T DOING IT.

BUT JUST MAKING SURE OUR KIDS KNOW, AGAIN, WHAT ARE MY CHOICES? THAT WE ARE INTENTIONALLY BUILDING THAT ENVIRONMENT.

IT'S REALLY EASY TO PUT COLLEGE INFORMATION AND TO FEEL LIKE THAT'S THE ONLY CHOICE.

THERE IS JUST AS GREATER NEED FOR COUNSELING AND THAT SOCIAL EMOTIONAL CONNECTION, WHETHER IT'S WITH TEACHERS, OR MENTORS, OR ADVISORY TEACHERS, OR YOUR COACH, OR WHATEVER.

WHEN WE GET INTO THIS HIGH PERFORMING, HIGH CALIBER SCHOOL, THE PRESSURES ARE ENORMOUS ON OUR STUDENTS.

WE NEED TO MAKE SURE THAT WE ARE NOT PAYING INTO THAT BUT MORE TRYING TO ELIMINATE THAT

[01:30:07]

AND LET KIDS BE HAPPY AND JOYFUL ABOUT LEARNING AND DO THEIR BEST, AND WE'RE THERE TO SUPPORT THEM AND PUSH THEM, AND NOT WRECK THEM.

>> WELL, SOMETHING CONNIE SAID EARLIER, THAT COLLEGE ISN'T THE ONLY OPTION.

I KNOW GROWING UP IN MY HOUSE IT SEEMED TO BE THAT IF YOU DIDN'T GO, THEN YOU WERE LETTING US DOWN.

I DON'T NECESSARILY WANT TO IMPRESS THAT UPON MY OWN KIDS, LET ALONE THE KIDS IN CAMAS.

I THINK CONNIE, THAT THAT WAS A GREAT POINT THAT YOU MADE.

THEN EARLY ON WHEN I FIRST CAME ON BOARD, I THINK TRACY, YOU HAD SAID AT SOME POINT WE WANTED TO TOUR, I BELIEVE IT'S CASCADE.

I THINK THAT'S SO IMPORTANT FOR ME AS THE SUPERINTENDENT TO GO WITH YOU AND EXPLORE THAT SO THAT WAY I COULD ALSO SELL THAT TO OUR KIDS AS WELL.

YOU'RE RIGHT, CONNIE, I THINK WE DO NEED TO PUT CASCADIA TECH RIGHT ALONGSIDE THE REST OF THE COLLEGE BANNERS THAT ARE HANGING UP.

I DON T THINK WE DO AT THIS POINT.

I'M HEARING YOU LOUD AND CLEAR.

I DON'T THINK I'VE EVER HEARD FROM THIS BOARD, THIS AUTOMATIC UNIVERSITY HAS TO BE THE GOAL. I THINK THAT'S A GOOD THING.

BUT OUR KIDS ARE THEY HEARING SOMETHING DIFFERENT THAT YOU'RE NOT AS SUCCESSFUL IF YOU DON'T GO TO A BIG NAME UNIVERSITY.

I REALLY WILL TAKE THAT TO HEART AND MAKE SURE THAT THERE ARE VOICES BEING HEARD THAT YOU'RE JUST A SUCCESSFUL IF YOU DON'T ENROLL IN A UNIVERSITY AS LONG AS YOU'RE DOING SOMETHING.

>> I WOULD ALSO ADD TO THAT, AND THIS MIGHT SOUND A LITTLE CONTRADICTORY AFTER WHAT I JUST SAID ABOUT HOW COLLEGE IS NOT THE END GOAL.

THAT FOR OUR FAMILIES AND OUR STUDENTS WHO DO FEEL THAT COLLEGE IS THE END GOAL, THAT THE TRADITIONAL, COMPREHENSIVE CAMAS HIGH SCHOOL MODEL IS NOT THE ONLY WAY TO GET THERE.

ESPECIALLY WITH A DISTRICT LIKE OURS THAT HAS THOSE FOUR VERY DISTINCT OPTIONS.

WE SEE WHEN WE GO TO ALL FOUR OF THE DIFFERENT GRADUATION CEREMONIES THAT ALL OF THESE KIDS THAT HAVE CHOSEN TO GO ON TO COLLEGE, WHETHER THEY'RE AT CAMAS HIGH SCHOOL, OR THEY'RE AT DISCOVERY, OR HAYES, OR CAMAS CONNECT.

THEY ARE GOING ON TO GREAT THINGS.

I THINK THERE ARE SOME PEOPLE THAT FEEL LIKE THEY HAVE TO DO A TRADITIONAL SIX-PERIOD DAY, COMPREHENSIVE, NINE THROUGH 12, I SIT IN THIS CLASS FOR 55 MINUTES, I GO TO THE NEXT CLASS.

THAT THAT'S THE ONLY WAY TO GET TO COLLEGE.

THAT IS ONE OF THOSE MISCONCEPTIONS THAT I KNOW WE ARE SLOWLY STARTING TO ADDRESS, BUT I THINK WE REALLY NEED TO KEEP UP ON THAT.

I'D ALSO ADD JUST GOING BACK TO STUDENTS FEELING LIKE THEY ARE SEEN.

I'M ALWAYS IMPRESSED WHEN WE GO TO OUR SITE VISITS AND WE USUALLY START OUR SITE VISITS OUT IN THE PRINCIPAL'S OFFICE.

ALMOST EVERY PRINCIPAL, I WAS TRYING TO THINK IF THERE WAS ONE THAT DIDN'T AND I CAN'T THINK OF IT NOW, HAS A WALL OF ALL OF THE KIDS.

THEIR PICTURES ARE ON THEIR WALL.

HOW WE COULD REPLICATE, IT SHOWS ME THAT THEY ARE THINKING ABOUT EACH STUDENT, THEY KNOW EACH STUDENT.

WHEN WE WALK DOWN THE HALLWAYS THEY CAN SAY HI TO THAT STUDENT BY NAME AND THAT STUDENT BY NAME. "HEY, HOW'S YOUR BROTHER DOING?" WHATEVER. JUST HOW TO REPLICATE THAT, BECAUSE OUR ELEMENTARY SCHOOLS ARE NATURALLY SMALLER, HOW TO REPLICATE THAT ON A LARGER SCALE.

AS A HIGH SCHOOL TEACHER MYSELF, I ALWAYS THINK LIKE, "MAN, I COULD LEARN A LOT FROM THESE ELEMENTARY FOLK.

I COULD APPLY THAT." HOW COULD I TAKE THAT CLOSE-KNIT AND BEING ABLE TO REALLY IDENTIFY WITH A STUDENT ON A MORE PERSONAL LEVEL.

HOW CAN I APPLY THAT TO MY 15-YEAR-OLD KIDS THAT ARE JUST SHOWING UP AND SIT WITH THEIR HOODIE ON IN THE BACK OF THE CLASS OR SOMETHING LIKE THAT?

>> WELL, ACTUALLY ONE OF THE THINGS THAT WE'VE DONE AT THE SCHOOL THAT I WORK AT, THE EXTRA COUNSELORS THAT I REALLY LIKE IS AFTER A COUPLE OF WEEKS INTO THE SCHOOL YEAR, ONE OF OUR COLLABORATION SESSIONS IS WE HAVE ROSTERS OF ALL AND I TEACH HIGH SCHOOL OF 650 STUDENTS.

IT'S EASIER AT THIS LEVEL, BUT WE ALL GET TOGETHER AND WE HAVE STICKER SHEETS WITH EVERY KID'S NAME ON IT AND WE JUST PASS THEM AROUND AND THE COUNSELOR SAYS, TAKE OFF THE STICKER OF THE KID IF YOU FEEL LIKE YOU HAVE A PERSONAL CONNECTION WITH THAT KID, AND IF THEY COME TO ME WITH SOMETHING THAT MAYBE I CAN FOLLOW UP WITH YOU OR I CAN DIRECT THEM TO YOU AS A TRUSTED ADULT OR SOMETHING LIKE THAT.

THEN AFTER WE DO A COUPLE OF ROUNDS OF THAT WOULD GO,

[01:35:02]

WHICH STUDENTS ARE STILL LEFT, AND WHICH ONES DO WE NEED TO NOW INTENTIONALLY GO OUT AND TRY AND MAKE A CONNECTION WITH.

IT'S REALLY POWERFUL. LIKE I SAID, IT'S EASIER ON A SMALLER LEVEL OR IN A SMALLER BUILDING.

I THINK WE WERE TALKING A COUPLE OF WEEKS AGO ABOUT OUR GRADUATION RATE.

WE HAVE A 93 PERCENT GRADUATION RATE. THAT'S GREAT.

WHAT ABOUT THAT LAST SEVEN PERCENT? WHAT CAN WE DO?

>> THE NEXT THEME [NOISE] THAT THE STUDENTS BROUGHT FORWARD WAS EQUITY.

WHEN WE TALK ABOUT EQUITY, AND I'LL HIT UPON THIS A LITTLE LATER ON AS WELL, BUT I THINK IT'S GOING TO BE VERY IMPORTANT FOR US TO CONTINUE THE WORK THAT'S BEEN DONE VERY INNOVATIVELY, VERY PROGRESSIVELY IN THIS DISTRICT WITH THE LOSS OF DR. WILLIAMS, I WANT TO MAKE SURE THAT WE DON'T LOSE THAT MOMENTUM.

I'VE SPOKEN WITH THE CABINET AND THEY'RE VERY CLEAR TO ME THAT THIS IS A HEAVY LOAD.

IT'S A HEAVY LOAD TO MAKE SURE THAT ALL OF OUR STUDENTS HAVE AN EQUITABLE FAIR SHAKE AND CHANCE AND OPPORTUNITY, AND I LIKE TO USE THE TERM OPPORTUNITY, ACCESS, AND INCLUSION.

ONE OF THE THINGS THAT I THINK IS GOING TO BE VERY IMPORTANT FOR OUR ENTIRE COMMUNITY TO UNDERSTAND IS THAT EQUITY IS NOT JUST ABOUT RACE, IT'S NOT JUST ABOUT ETHNICITY OF THE STUDENT.

IT'S ABOUT ALL STUDENTS, AND ONE THING THAT ONE OF MY CABINET MEMBERS SAID IS JOHN, EQUITY IS THE WORK.

IT REALLY GOING BACK TO SEL.

I THINK THOSE TWO TERMS HAVE BEEN REALLY BUZZWORDS IN MANY WAYS THAT REALLY SHOULDN'T BE, AND IN SOME AREAS HAVE ALMOST BEEN TABOO.

THAT'S WHY I THINK REALLY WHEN WE TALK ABOUT EQUITY, WE'RE TALKING ABOUT STUDENTS ON IEPS, STUDENTS WHO MIGHT BE COMING FROM UNDER-SERVED HOMES.

ALL OF OUR STUDENTS, EVEN STUDENTS FROM AFFLUENT HOMES WHO MAY BE SILENCED OR WHO MAY NEED SUPPORTS OR MAY NEED SOME MENTAL HEALTH ASSISTANCE.

IN MY OPINION, EQUITY IS THAT WORK.

WE WILL HAVE NAYSAYERS THAT SAY, WE HAVE SUCH A FOCUS ON THAT, THAT WE'RE LOSING FOCUS ON OTHER AREAS.

BUT IF EQUITY AND OPPORTUNITY FOR ALL STUDENTS IS REALLY THE THEME SEEMS TO BE OF WHAT WE'VE BEEN TALKING ABOUT THIS MORNING, IF THAT IS IN THE FABRIC OF WHAT WE'RE DOING, MAKING SURE THAT WE'RE CONSTANTLY BEING REMINDED THAT WE'RE TRYING TO GET EVERY SINGLE STUDENT ON HIS EQUAL OF A PLAYING FIELD AS POSSIBLE, IT JUST BECOMES ORGANIC AND NATURAL.

EQUITY DOESN'T HAVE TO BE A BAD WORD.

IT REALLY DOESN'T.

I THINK IT'S JUST HOW OUR SOCIETY HAS EVOLVED A LITTLE BIT.

BUT I'D LIKE TO BRING AT LEAST CAMAS SCHOOL DISTRICT BACK TO THE POINT WHERE IT'S JUST SOMETHING THAT WE DO.

IT'S PART OF THE DAILY ROUTINE OF WHAT OUR TEACHERS, OUR PRINCIPALS, AND OUR CLASSIFIED STAFF DOES.

IS MAKING AN EQUAL ENOUGH PLAYING FIELD FOR ALL OF OUR FAMILIES AS POSSIBLE.

A COUPLE OF THINGS THAT KIDS SAID, CONCERNS ABOUT SENSITIVITY TOWARDS DIFFERENT CULTURES FROM STAFF AND STUDENTS.

TEACHERS NEED BETTER DIVERSITY TRAINING.

SOMETIMES MY TEACHERS SAID SOMETHING THAT REALLY DEMONSTRATED THEY JUST DIDN'T GET IT, AND IT WAS PRETTY CLEAR I WASN'T WELCOMED, AND SUPPORTING [NOISE] DISCOURSE IS IMPORTANT.

WE TALK WITH OTHERS, VOICE YOUR OPINIONS, GET A LOT OF PERSPECTIVE IN DISCUSSION.

I THINK THE KIDS ARE TELLING US LOUDLY AND CLEARLY AGAIN THAT THEY'RE NOT ALWAYS FEELING HEARD, AND IF WE JUST ALLOWED THE MAJORITY OF OUR STUDENTS TO SUCCEED, OUR DISTRICT WOULD CONTINUE TO MOVE FORWARD JUST BECAUSE IT'S THAT DISTRICT, BUT WE CAN'T LOSE SIGHT OF THOSE STUDENTS THAT ARE IN THE SHADOWS THAT ARE BEING UNDER-SERVED, AND THAT SEVEN PERCENT QUERY THAT YOU'RE TALKING ABOUT, WE HAVE TO, WE CAN'T JUST CONTINUE TO LET THAT SLIDE.

IF WE DO, WE'RE STILL GOING TO BE A SUCCESSFUL DISTRICT.

BUT THAT DOESN'T BODE WELL FOR THAT SEVEN PERCENT, BECAUSE WHERE ARE THEY GOING AND WHAT ARE THEY DOING AND WHAT IS THEIR EXPERIENCE IS GOING TO BE LIKE IN 10 YEARS WHEN WE'RE SITTING AROUND AND THEY'RE TELLING US ABOUT THEIR EXPERIENCE AS A CAMAS SCHOOL DISTRICT STUDENT? IS IT GOING TO BE THE SAME STORY AS THE OTHER 93 PERCENT, AND THE STORIES THAT THEY'RE TELLING US THAT THEIR 10-YEAR REUNION? I DON'T KNOW.

I THINK WE HAVE TO SUPPORT EQUITY, BUT WRAP OUR MINDS AROUND.

IT'S A LOT MORE THAN JUST WORKING WITH KIDS OF COLOR.

WE'LL CONTINUE THAT WORK.

[01:40:01]

I KNOW THE CABINET AND I TALK ALL THE TIME ABOUT HOW IT'S A LOAD AND IT'S GOING TO TAKE ALL OF US TO WRAP OUR ARMS AROUND NOT JUST EQUITY, BUT SEL AND MAKING IT PART OF WHAT WE DO EVERY SINGLE DAY.

>> MAKES ME WONDER WHAT CAN WE DO TO HELP SUPPORT THAT MORE?

>> YEAH, I THINK THAT'S A GREAT QUESTION AND I DON'T HAVE AN ANSWER TO THAT OTHER THAN, I THINK THAT WE HAVE TO HAVE A COHESIVE PHILOSOPHY AROUND IT.

THAT WE UNDERSTAND THAT WHERE-ABOUT, PROVIDING OPPORTUNITIES.

WHEN WE HAVE PRESENTATIONS TO THE BOARD, WHEN OUR STUDENTS PRESENT, WHEN OUR TEACHERS PRESENT, OUR PRINCIPALS, OUR CABINET MEMBERS, THAT YOU CONTINUE TO SUPPORT THAT INNOVATION, THAT FLEXIBILITY, THOSE OPPORTUNITIES IN A FISCALLY RESPONSIBLE WAY.

I THINK THAT'S WHERE THAT BALANCE COMES INTO PLAY.

I THINK AS LONG AS THIS BOARD CONTINUES TO BE COHESIVE AND WORK TOGETHER AND REALLY STRIVE FOR THAT SINGLE ANSWER, WHETHER WE AGREE OR DISAGREE AT THE BEGINNING, I THINK THAT'S ONE GREAT WAY TO SUPPORT IS TO REALLY WRAP YOUR ARMS AROUND WHAT OUR STAFF.

BECAUSE I WILL TELL YOU THIS AND I'VE WATCHED THIS SINCE BEFORE I WAS IN THE SEAT THAT THIS CABINET IS NOT GOING TO COME TO YOU WITH A PROGRAM AND IDEA OF PHILOSOPHY UNLESS IT IS COMPLETELY VETTED AND THOUGHTFUL AND AS GOOD FOR THE CAMAS KIDS.

I KNOW YOU KNOW THAT, BUT I WANT TO CONTINUE THAT, THAT NOTHING WILL COME TO YOU THAT IS NOT GENUINELY GREAT FOR ALL KIDS WITH THAT EQUITY SEO LENS ATTACHED TO IT.

THAT'S MY PROMISE TO YOU, AND SO I THINK THAT'S THE WAY YOU CAN SUPPORT US BACK IS BELIEVING IN US AND BELIEVING THAT THAT NOTHING SHODDY IS GOING TO COME TO YOU.

ANYMORE THOUGHTS ON THAT? THEN COREY, THERE'S JUST ONE MORE SECTION HERE, QUALITY OF EDUCATION.

THE STUDENTS SAID THAT I FEEL LIKE I HAD GREAT OPPORTUNITIES.

I HAD GREAT ACADEMIC AND SOCIAL OPPORTUNITIES.

I HAD TECHNOLOGY THAT I NEEDED AND BASICALLY ANYTHING I COULD HAVE WANTED.

I REALLY APPRECIATE THAT.

I KNOW WE ARE LUCKY.

THAT TELLS ME THAT THE RESOURCES ARE GOING IN THE RIGHT PLACE.

THE RESOURCES ARE GOING TO THE KIDS.

I'M REALLY EXCITED ABOUT THE UPCOMING LEGISLATIVE SESSION BECAUSE GOING BACK TO THOSE ONE-ON-ONE MEETINGS, SEVERAL OF THEM HAVE BEEN WITH LEGISLATORS AND BUILDING THOSE RELATIONSHIPS FROM THE FRONT END, I THINK IT'S GOING TO PAY DIVIDENDS FOR US IN THE LONG RUN.

THAT WAY WE CAN STILL TAP INTO THOSE RESOURCES AND MAKE SURE THEY FUNNEL DIRECTLY WHERE THEY SHOULD BE, WHICH IS INSIDE THE CLASSROOM WALLS.

IT'S GOOD TO HEAR THE KIDS SEEING THAT THAT'S HAPPENING.

I REALLY APPRECIATED GROWING UP IN THIS COMMUNITY, AND I HAD GREAT TEACHERS THAT REALLY CARED ABOUT ME AND MADE A DIFFERENCE.

VERY GOOD NOTE TO END ON THERE WHEN IT COMES TO PLANNING.

WELL, I HOPE THAT WAS WHAT WE'RE LOOKING FOR THERE.

AS FAR AS COMMUNICATION GOES, I THINK THE REAL PHILOSOPHY IS GOING TO BE AND WILL CONTINUE TO BE IS TELLING OUR STORY.

I THINK DOREEN AND I HEARD THAT LOUD AND CLEAR IN OUR CONFERENCE OVER THE LAST FEW MONTHS, AND ESPECIALLY IN CHICAGO.

I TRULY BELIEVE THAT WE HAVE THE RIGHT PERSON LEADING THAT DEPARTMENT.

I KNOW SHE'S EXCITED BECAUSE WE'RE ALSO GOING TO GET HER SOME ASSISTANCE AND BUILD A STAFF THERE FOR HER.

BECAUSE ONE OF THE THINGS THAT I KNOW DOREEN WOULD LIKE TO DO IS TO REALLY LOOK AT THINGS FROM A LITTLE BIT OF A HIGHER LENS AND A GLOBAL PERSPECTIVE AND NOT ALWAYS BE IN THE WEEDS AND DOING SOME OF THE MORE TECHNICAL THINGS DURING THE COURSE OF A DAY.

AM I RIGHT ON THAT DOREEN? I THINK THAT I REALLY WANT TO GET BEHIND DOREEN IN SENDING OUR MESSAGE AND CELEBRATING OUR SUCCESSES AND I'VE HEARD THAT REALLY LOUD AND CLEAR FROM ALL OF YOU SO GOING BACK TO YOUR QUESTION, ERICA, THAT SUPPORT.

PLEASE SUPPORT THIS MISSION OF SHARING OUR STORIES, SHARING OUR SUCCESSES.

BECAUSE I THINK THAT WHEN WE DO THAT, WHEN WE DO HIT SNAGS AND OBSTACLES AND WE WILL, THEN PEOPLE WILL REMEMBER, "WAIT A MINUTE HERE, IT'S NOT ALL BAD." LOOK AT ALL THESE WONDERFUL THINGS AND IT'S NATURAL FOR US TO RUN INTO OBSTACLES AT TIMES. WE'RE GOING TO DO THAT.

IN ADDITION, REALLY MAKING GREAT RELATIONSHIPS WITH OUR MEDIA OUTLETS.

[01:45:05]

I THINK DOREEN, YOU'VE REALLY DONE A GREAT JOB.

HER NAME IS VERY WELL SPOKEN OF IN THIS COMMUNITY, ESPECIALLY WHEN IT COMES TO THE MEDIA.

I THINK THE MEDIA THAT I'VE SPOKEN TO, THEY WANT TO REPORT GOOD THINGS AND I'M GOING TO TELL YOU THAT IT IS RARE, BECAUSE THAT DOESN'T ALWAYS SELL NEWSPAPERS.

BUT THE FACT THAT WE HAVE SUPPORTERS OUT THERE THAT WANT TO SHARE THESE WONDERFUL THINGS THAT OUR KIDS AND OUR TEACHERS ARE DOING.

THAT'S A GREAT PLACE TO START SO JUST WANTED TO SHARE THAT BUT THEN TOSS IT OFF OF TO EACH OF YOU.

WHAT ARE SOME OF YOUR THOUGHTS, GOALS, PERSPECTIVES WHEN IT COMES TO COMMUNICATION? THEN I CAN SHARE THE LAST COUPLE ITEMS I HAVE.

>> GREAT TO HEAR THAT THERE COULD BE SUPPORT FOR DOREEN BECAUSE IT'S A HUGE JOB, A HUGE UNDERTAKING TO BE THE VOICE OF A DISTRICT OUR SIZE.

WE FEEL WE'RE A SMALL TO MEDIUM DISTRICT BUT IN THE WORLD OF COMMUNICATIONS, REPRESENTING ALL OF THOSE ENTITIES IS A HUGE TASK TO DO BY ONESELF AND THE OPPORTUNITIES THAT WE HAVE TO BE PROACTIVE TO TELL THE GOOD THINGS AND THE INNOVATIVE THINGS ONLY GETS THAT SUPPORT EVEN MORE.

WHAT YOU SAID JOHN ABOUT, PEOPLE WILL REMEMBER THE GOOD THINGS, I THINK THEY'LL ALSO REMEMBER THE FEEL OF, "WOW, CAMAS REALLY IS PROACTIVE IN SHARING ALL OF THE THINGS THAT THEY'RE DOING.

THEY HAVE A LOT OF THINGS GOING ON AND THESE ARE THE GOOD THING SO WHEN A HICCUP COULD HAPPEN OR SOMETHING IS BROUGHT TO LIGHT THAT DOESN'T REFLECT WHO WE BELIEVE WE ARE AS A DISTRICT.

THAT OPPORTUNITY FOR PEOPLE TO REMEMBER THESE OTHER INNOVATIVE THINGS CAN HELP THEM CONNECT THE DOTS OF, 'THAT DOESN'T SOUND EXACTLY RIGHT WHAT I'M HEARING OR FEELING AND I'M SURE THEY'RE ALL OVER IT.' IT JUST BUILDS THAT TRUST, WHEN WE'RE MORE TRANSPARENT.

THERE'S A LOT OF GOOD STORIES WE WANT TO TELL.

I KUDOS OFF TO OUR PRINCIPALS AND OUR TEACHERS WHO TRY TO BE IN TOUCH WITH THEIR FAMILIES ALL THE TIME BUT THEY'RE NOT COMMUNICATIONS MAJORS OR PR FOLKS.

THEY ARE PRINCIPLES AND SO THE FACT THAT THEY HAVE TO PUT THAT HAT ON AS WELL, IT WOULD BE LOVELY TO PROVIDE SUPPORT TO THEM.

THERE'S NOT NECESSARILY A UNIFORM BUT AN EXPECTATION OF, 'MY KIDDO NOW IS IN MIDDLE SCHOOL.' WHAT'S THAT COMMUNICATION LOOK LIKE, BECAUSE BOY DID MY ELEMENTARY PRINCIPAL.

I GOT ALL INFORMATION FROM THEM CONSISTENTLY.

I THINK [BACKGROUND] THERE'S A DEEP DIVE AND THEN THERE'S THAT PULL UP ABOVE THAT CAN HELP OUR ENTIRE COMMUNITY.

ONE LAST THING; WHAT I [NOISE] GET CONCERNED ABOUT ARE THE PEOPLE THAT GRADUATE, THE FAMILIES THAT GRADUATE OUT OF OUR DISTRICT.

THE CONNIES AND THE DEAD QUINN'S OF OUR COMMUNITY, HOW DO WE CONTINUE TO KEEP THEM IN THE KNOW ABOUT WHAT IS GOING ON? NOT JUST THAT ONCE A YEAR MAILER THAT GETS PUT OUT.

BUT THEY'RE HEARING THE NEWSPAPER CLIPPINGS, THEY'RE ON TWITTER AND THEY'RE WONDERING, "WHAT'S THE STORY, WHAT'S GOING ON? THEY WANT TO SUPPORT AND SOMETIMES I THINK THE VIBE AND THE FEEL IS WHEN YOU'VE GRADUATED OUT OF OUR SCHOOLS, GOOD LUCK GETTING THE INFORMATION.

YOU HAVE TO REALLY GO OUT AND FIND IT.

WE SHOULD CONTINUE TO BE SPOON FEEDING IT TO ALL OF OUR COMMUNITY MEMBERS.

>> I WOULD AGREE WITH THAT, ONCE YOU'VE GRADUATED BECAUSE WE HAVE PEOPLE WHO HAVE GRANDKIDS IN THE DISTRICT, AND THEY DON'T KNOW WHEN THE SCHOOL PLAY MIGHT BE OR WHAT.

THOSE ARE TAX-PAYING CITIZENS IN OUR COMMUNITY THAT WE STILL WANT TO BE CONNECTED TO THOSE THINGS AND SO I THOUGHT ABOUT THAT OFTEN WHEN WE'VE SENT OUT SURVEYS ABOUT WHAT DO YOU THINK ARE WE'RE MISSING A BUNCH OF PEOPLE WHO ARE NO LONGER GETTING THE NEWSLETTER OR WHATEVER? HOW DO WE REACH THEM BESIDES THAT ONCE A YEAR FLYER THAT YOU'RE TALKING ABOUT? BECAUSE THAT'S A HUGE POPULATION THAT WE HAVE HERE THAT WE NEED TO MAKE SURE STILL FEEL CONNECTED AND BE LIKE, "I KNOW WHAT'S GOING ON IN CAMAS SCHOOLS AS MUCH AS THEY WANT TO."

[01:50:08]

>> WE'LL DEFINITELY NOTE THAT TRACY AND ERICA AND DOREEN'S HERE TODAY, SO WE'LL HEAR THAT LOUD AND CLEAR.

I THINK THAT AS WE MOVE FORWARD WITH COMMUNICATION, A COUPLE OF THINGS THAT WE'D LIKE TO CONTINUE OR END OR BEGIN IS THOSE WEEKLY UPDATES.

I THINK THE CORE YOU'VE NOT TALKED ABOUT HOW IMPORTANT GETTING THOSE EMAILS OUT TO YOU WITH THOSE BULLETED POINTS OF WHERE WE'RE AT, WHERE WE'RE GOING.

THAT'S GOING TO BE IMPORTANT, BUT MAYBE YOU'RE RIGHT, ERICA, MAYBE WE CAN EXPAND THAT IN A NEWSLETTER TYPE OF WAY AND TO REACH PEOPLE WHO NECESSARILY AREN'T IN FRONT OF US EVERY SINGLE DAY.

BUT TO THAT POINT, WE WILL CONTINUE THOSE, WE'LL MAKE THOSE VERY CLEAR AND FUN AND LIGHTHEARTED AS WELL.

I REALLY LIKED THAT DOUG HOOD CONTINUE THAT AND SO I THINK AS LONG AS THAT'S WHAT THE BOARD WOULD LIKE TO CONTINUE WE'LL CONTINUE THAT.

ALSO, DOREEN AND I HAD TALKED A LITTLE BIT ABOUT DOING SOME VIDEOS, MORE LIGHTHEARTED VIDEOS COMING FROM ME, WHETHER IT'S WEEKLY OR BI-WEEKLY REALLY.

PEOPLE CAN NOT JUST GET TO KNOW WHAT'S HAPPENING IN OUR DISTRICT, BUT GET TO KNOW ME AS WELL AS OUR SUPERINTENDENT.

BECAUSE I CAN'T BE IN EVERY CLASSROOM, EVERY DAY, EVERY WEEK.

IT COULD BE LITTLE THINGS OF GETTING ON AND TALKING ABOUT LABOR DAY.

WHY DO WE CELEBRATE THAT IN OUR COUNTRY? DOING IT WITH MAYBE A COUPLE OF STUDENTS IN THE VIDEO OR MAYBE I'M COOKING SOMETHING AT HOME AND TALKING ABOUT LABOR DAY AND JUST GETTING TO KNOW THE STUDENTS AND TEACHERS AND STAFF AND THEN GETTING TO KNOW ME SO I THINK THAT'S OUR PLAN.

WE'LL COME UP WITH A CLEVER TITLE.

I KNOW SUPERINTENDENT SNELL DID SOME VIDEO CLIPS AT SOME POINT IN THAT VEIN, BUT WE'RE REALLY EXCITED ABOUT THAT AND I THINK IT'LL SHOW A LITTLE BIT OF MY PERSONALITY AND THAT PERSONAL PART OF ME AND HOPEFULLY WE CAN GET THOSE OUT STARTING IN AUGUST.

AGAIN, IT WILL ALSO BE INFORMATIONAL AS WELL, NOT JUST ALL FUN THINGS THAT WOULD BE A GOOD WAY FOR ME TO TALK ABOUT SOME UPCOMING EVENTS, MAYBE EVEN CELEBRATING SOME WINS IN A BAND COMPETITION OR CHOIR CONTEST OR A FOOTBALL GAME.

JUST A WAY FOR ME TO REALLY DO SOME ANNOUNCEMENTS ALMOST, BUT ON A DISTRICT LEVEL, NOT AS A PRINCIPAL, BUT ON A DISTRICT LEVEL SO THAT EVEN OUR STUDENTS WHO DON'T GO TO THE GAMES OR THE COMPETITIONS OR THE EVENTS, CAN KNOW ABOUT WHAT'S GOING ON.

IF WE CAN FIND A WAY MAYBE TO GET THAT OUT TO OUR ALUMNI AS WELL, THAT MIGHT BE PRETTY FUN AND GET THEM AND EVEN IN THE VIDEOS.

THOSE ARE A COUPLE OF QUICK IDEAS.

I'LL HINT A LITTLE BIT MORE WHEN WE GET INTO THE ENTRY PLAN TOWARDS THE END OF THE DAY.

THAT'S A COUPLE OF THINGS THAT WE WERE THINKING ABOUT WHEN IT COMES TO THE COMMUNICATION.

>> I JUST HAD A QUICK QUESTION. ON YOUR VIDEOS, YOU'RE TALKING ABOUT THOSE GOING TO STAFF OR ARE THEY GOING TO THE COMMUNITY?

>> WE WERE TALKING ABOUT THOSE GOING TO THE SCHOOLS AT FIRST BUT WHAT DO YOU THINK, DOREEN?

>> I WAS GOING TO SAY I THINK MAYBE IF NOT, MAYBE IF YOU'RE DOING WEEKLY AND THERE'S SOME THAT YOU WANT TO JUST TARGET THE STAFF, BUT EVERY NOW AND THEN TO GET A COUPLE OUT TO THE COMMUNITY BECAUSE I THINK THAT PROBABLY SECOND ONLY TO THE MAYOR, YOU'RE PROBABLY THE MOST VISIBLE PUBLIC FIGURE IN OUR COMMUNITY AND I THINK THAT IT'S GOOD FOR PEOPLE TO GET TO KNOW YOU THERE.

>> I APPRECIATE THE SUPPORT ON THAT. WE'LL HAVE FUN WITH IT.

>> THE OTHER THING I JUST WANT TO THROW OUT REALLY QUICK TO THE BOARD JUST IN TERMS OF COMMUNICATIONS, YOU'VE GOT ME THINKING ABOUT THE WEEKLY UPDATES.

IS THERE ANYTHING THAT ANY OF YOU WANT TO SEE EITHER CONTINUE OR NOT CONTINUE OR DONE DIFFERENTLY IN TERMS OF COMMUNICATION BETWEEN THE SUPERINTENDENT AND US AS INDIVIDUAL BOARD MEMBERS? IS THERE SOMETHING THAT YOU FEEL HAS BEEN WORKING REALLY WELL? YOU WANT TO MAKE SURE THAT CONTINUES INTO JOHN'S TENURE HERE, OR IS THERE SOMETHING THAT YOU FELT IT HAS BEEN MISSING AND I'M OKAY WITH THE AWKWARD TEACHER WAIT TIME NOW FOR YOU TO PROCESS THIS BEFORE YOU JUMP IN.

>> WHERE ARE WE SITTING ON ABOUT 13 BUILDINGS, 13 POINTS.

IT WOULD BE IMPOSSIBLE FOR YOU, JOHN OR STAFF TO SOMEHOW MINE 13, BUT IT'LL BE VERY EASY FOR A PRINCIPAL OR A BUILDING ADMIN MEMBER TO SIMPLY SAY, IN SUMMARY OF THIS WEEK, WE HAD THIS MEMORABLE MOMENT OR THIS ELEMENT THAT WOULD BE WORTHY OF INCLUSION.

IT WOULD BE NICE TO SEE THOSE 13 NOT NECESSARILY IN ANY ORDER, BUT JUST TO BE ABLE TO SEE WHAT'S GOING DOWN AND AROUND THE DISTRICT; OUR FIFTH GRADERS WENT TO A FIELD TRIP IN A PLACE.

IT'S NOT CRITICAL INFORMATION, BUT IT WOULD GIVE ME A CHANCE TO SHOW SOME AWARENESS TOWARDS THE THINGS WE'RE DOING.

OVER TIME THAT [NOISE] WILL KEEP ME INFORMED ON, THIS IS WHAT'S GOING ON.

I LIKE THE IDEA IF IT'S EASY.

[01:55:01]

THE LAST THING I WANT US TO GO TO A PRINCIPAL WHO'S IN THE MIDDLE OF FLYING THROUGH LIFE WITH THEIR HAIR ON FIRE, SAY NOW SLOW DOWN AND GIVE ME A DETAILED SUMMARY OF YOUR WEEK.

[LAUGHTER] WE WILL PRINT THAT UP AND NONE OF US WILL READ IT.

THAT WOULD NOT BE PRODUCTIVE.

BUT THE IDEA THAT EVERYBODY IN THE BUILDINGS KNOWS WHAT'S GOING ON IN THEIR BUILDINGS AND THEY COULD RECITE IT IN A MINUTE.

IF YOU HAD THAT WHEN YOU WERE BUILDING YOUR UPDATES, FOR ME, THAT'D BE USEFUL.

>> NOW I THINK THAT'S WONDERFUL AND ALSO WITH MARILYN MOVING INTO THAT SECONDARY SUPERVISION ROLE SHE HAS A VERY CLOSE-KNIT RELATIONSHIP ON A PROFESSIONAL LEVEL WITH ALL THE PRINCIPLES.

>>SHE MAY HAVE THAT.

>> ASSUMING ALL THE PRINCIPLES, PROBABLY MOST, IF NOT ALL.

THEN DOUG BEING HERE NOW FOR SEVERAL YEARS HAS THAT WITH THE SECONDARY PRINCIPLES.

BUT JUST AS IMPORTANTLY, I THINK THAT'S A LOT OF WHAT MY SUPERINTENDENT'S REPORTS WILL BE AS WELL.

I KNOW THAT'S ONLY MONTHLY NOW, BUT EVEN AT THE WORK SESSIONS WE CAN DISCUSS SOME OF THE THINGS THAT I'M SEEING OR BEING TOLD.

ALL THE PRINCIPLES WILL HAVE MY CELL PHONE AND HOPEFULLY WE'LL GET TO THE POINT WHERE THEY'RE JUST TEXTING ME RANDOM THINGS LIKE, HEY, WE HAVE A CHOIR CONCERT TONIGHT, CAN YOU POP BY? WE JUST HAD THESE AMAZING FOURTH-GRADE SCIENCE PROJECTS, CAN YOU COME AND CHECK THEM OUT AND JUDGE THEM? I CAN'T JUST ONLY JUDGE CLASSIC CARS.

[LAUGHTER] [OVERLAPPING] I THINK THAT'LL BE A GOOD WAY ALSO THE SUPERINTENDENT'S REPORTS.

I NOTICED THAT BOTH JEFF AND DOUG WERE REALLY GOOD ABOUT THOSE CELEBRATORIES.

I LOVE THE STUDENT PRESENTATIONS OF THE BOARD MEETINGS.

I THINK THAT'S WHAT IT'S ALL ABOUT.

I HOPE THAT THE BOARD CONTINUES TO HAVE THOSE.

ESPECIALLY IF WE HAVE A HEAVY AGENDA, IT'S ALWAYS GREAT WHEN YOU START OFF WITH STUDENTS PRESENTING SOME OF THE THINGS THAT THEY'RE WORKING ON.

>> I AGREE. [OVERLAPPING] WELL, I APPRECIATE DOUG, YOU BRINGING THAT UP BECAUSE IT GIVES US AWARENESS WHEN WE'RE OUT IN THE COMMUNITY THAT WE CAN ASK A QUESTION OF LIKE, OH, YOUR KIDDO WHO GOES TO SKYRIDGE, GREAT.

BUT I WOULD WANT TO STRESS TO OUR EDUCATOR PROFESSIONALS THAT WE DON'T WANT JUST THAT WE DID THE FIELD TRIP AND THIS FEEL DID NOT FEEL GOOD.

THIS WEEK WE HAD A LOT OF PARENTS COME IN ON THIS ISSUE.

I WOULD LOVE TO BE AWARE OF THAT BECAUSE AT SOME POINT IT SOMETIMES DOES GET TO US AND I FEEL CAUGHT OFF GUARD WHEN A PARENT SAYS, WELL, WE'VE BEEN TALKING TO THIS PRINCIPLE FOR WEEKS ABOUT ISSUE A AND YOU DON'T KNOW ANYTHING ABOUT IT? I'M LIKE, TALK TO ME ABOUT IT, I HAVEN'T HEARD ABOUT THIS.

AT THE SCHOOL BOARD LEVEL WE'RE GOING TO DO, BUT IF IT COMES TO US FROM A PARENT, I WANT TO HAVE THAT AWARENESS TO BE ABLE TO HAVE THAT CONVERSATION LIKE I HEARD ABOUT THAT TELL ME SOME MORE SO I'M NOT JUST HEARING IT FOR THE FIRST TIME.

>> I WANT TO MAKE SURE WE DON'T GET OUT OF OUR LANE THERE.

>> BECAUSE [NOISE] WE HEAR ABOUT THOSE THINGS.

THE LAST SUPERINTENDENTS THEY'VE BEEN VERY GOOD BY KEEPING US UP TO DATE.

WE'RE HEARING THIS AND I DON'T NECESSARILY WANT THE PRINCIPLES TO BE TELLING US OR THE PARENTS.

I WANT TO MAKE SURE THAT IT'S GOING AND ALL ALONG, JOHN IS SAYING, HEY, THIS IS HAPPENING, THIS IS HAPPENING.

>> RIGHT. NO SURPRISES.

>> SO NOT THAT WE'RE SKIPPING PAST THERE.

I KNOW YOU DIDN'T MEAN THAT BUT I JUST WANT TO MAKE SURE WE'RE FOLLOWING THE RIGHT PATH.

>> ONCE UPON A TIME WE USED TO BE ABLE TO SIGN UP FOR THOSE LIKE THE LISTSERV TO GET THE NEWSLETTERS FROM EACH SCHOOL.

I DON'T KNOW IF THAT'S STILL GOING ON FOR SOME REASON I DROPPED OFF OF THAT.

SORRY, I'M SUPPOSED TO BE DOING THIS, GAIL.

[LAUGHTER] THAT'S ANOTHER WAY WE CAN KEEP UP-TO-DATE.

THE SCHOOLS ARE ALREADY PRODUCING THIS INFORMATION FOR THEIR COMMUNITIES.

I WOULD LOVE TO GET ON THOSE DISTRIBUTION LISTS AGAIN.

AGAIN, THIS IS PROBABLY MORE ME, ARE ALL THOSE EVENTS THAT ARE HAPPENING IN OUR SCHOOLS ON ONE CALENDAR OR DO THEY EXIST ON EACH SCHOOL'S CALENDAR? THE CONCERTS, THE PLAYS, THE THINGS THAT I WOULD LOVE TO GO AND ENGAGE IN.

THE OPEN HOUSES, THAT THING.

ONCE UPON A TIME, WE WOULD HAVE A LIST OF THOSE THINGS AND SAY, OKAY, WHO'S GOING TO BE ATTENDING AND IS ANYBODY, JUST TO MAKE SURE THAT WE HAD A PRESENCE AND ARE INDIVIDUALLY GATHERING INFORMATION AND REPRESENTING EACH OTHER AT DIFFERENT EVENTS.

THAT WOULD BE GREAT TO BE ABLE TO GET BACK TO A SYSTEM LIKE THAT.

>> HEY, LIBERTY IS HAVING A PLAY, I DON'T EVEN HAVE A KID THERE, BUT YOU ALL GOT IT, DO YOU WANT TO GO?

>> YEAH, LET'S GO.

>> I THINK THAT'S GREAT TOO, BECAUSE WE'VE EVEN MENTIONED I KNOW IN PREVIOUS MONTHS ABOUT LIKE ATTENDING PTA MEETINGS AND THAT KIND OF STUFF, KNOWING WHEN THEY ARE.

>> RIGHT. I REMEMBER GOING TO A PTA MEETING DURING AN ELECTION CYCLE YEARS AGO.

[02:00:13]

I WASN'T EVEN UP FOR ELECTION. I'M NOT HERE JUST BECAUSE OF THIS.

I DON'T HAVE INFORMATION OF WHEN THEY ARE, I HAVEN'T DUG DEEP TO FIND IT OR WHATEVER, BUT IT WOULD BE NICE.

I DON'T WANT IT TO BE, WE'RE ONLY GOING TO COME WHEN WE'RE ASKING FOR YOUR VOTE.

I WANT TO BE MORE CONNECTED AND HAVE THAT AS ANOTHER VENUE OF FEEDBACK AND TAKING THE TEMPERATURE OF THE COMMUNITY AND HEARING FROM PARENTS.

PUTTING A PROCESS LIKE THAT INTO PLACE WOULD BE REALLY HELPFUL.

>> YEAH, WE'RE DEFINITELY NOTING THAT AND I'M [NOISE] ASSUMING SOME OF THAT HAPPENS BECAUSE THE BOARD REPRESENTS THE ENTIRE DISTRICT, NOT JUST CERTAIN SCHOOLS.

SOMETIMES YOU'RE HEARING FROM 15 PRINCIPLES IS DIFFERENT THAN A HEARING FROM JUST TWO OR THREE.

WE'LL NOTE THAT AND THEN ALSO DOREEN REMINDED ME AND WE'RE GOING TO MOVE FORWARD WITH HAVING CABINET PARTNERS.

EACH PRINCIPLE WILL HAVE A CABINET PARTNER THAT WILL BE THAT VESSEL OF COMMUNICATION. THANK YOU FOR THAT REMINDER.

I THINK THAT'S A WONDERFUL IDEA. WE WILL CONTINUE WITH THAT.

I THINK THAT LIST IS THERE ACTUALLY ALREADY OUT AND DONE.

WHETHER THE PRINCIPLES LIKE IT OR NOT, THEY HAVE A PARTNER. [LAUGHTER]

>> IF I CAN GO BACK TO THE COMMUNICATION PART ON A TECHNICAL SPOT, I MISS THE WEEKLY EMAILS THAT WE HAVEN'T BEEN GETTING AND I KNOW THERE HAS BEEN THE TRANSITION.

BUT THE WEEKLY UPDATES THAT WE USED BE GETTING HAVE BEEN GREAT.

>> IT'S HELPFUL.

>> THE FRIDAY?

>> YES, THE FRIDAY. IT'S HELPFUL FOR ME BECAUSE SOMETIMES THERE'S STUFF IN THERE FROM GAIL LIKE DON'T FORGET TO GO CHECK THE BOXES ON THIS AND SO IT KEEPS ME, BECAUSE IF I DON'T DO IT RIGHT THEN SOMETIMES I FORGET.

HAVING THAT INFORMATION FOR HEY BOARD, DON'T FORGET TO FILL THIS OUT, IT IS VERY HELPFUL AND I LOOK FOR THAT.

ALSO IT'S ANOTHER WAY IF THERE'S SOMETHING THAT WE'RE TRACKING THAT YOU CAN PUT IN THERE.

I KNOW WE TALKED ABOUT ENROLLMENT OR LIKE WHEN IT WAS COVID NUMBERS, JEFF WOULD ALWAYS PUT IN THERE.

EVERY WEEK WE WOULD KNOW AS A BOARD, THIS IS WHERE WE ARE AND IF WE'RE TRACKING SOMETHING IMPORTANT LIKE WHAT'S ENROLLMENT, IN THE WEEKLY UPDATE, YOU COULD JUST GIVE US A LITTLE SHOUT OUT.

THIS IS WHERE WE ARE BECAUSE IT'S SOMETHING WE'RE REALLY LOOKING AT RIGHT NOW.

BECAUSE I KNOW YOUR SUPERINTENDENT REPORTS ARE ONCE A MONTH, BUT WE NEED THAT STUFF WEEKLY.

JUST LITTLE THINGS THAT YOU JUST THROW IN THAT EMAIL, THEY'RE HELPFUL.

>> YEAH. HERE ARE THE THINGS TO PUT ON YOUR CALENDAR FOR NEXT WEEK.

THOSE ARE ALWAYS SUPER HELPFUL.

>> YEAH. DON'T FORGET.

>> DON'T FORGET TWO BY ONE IS NEXT WEEK.

YOU ARE ON TUESDAY, WHATEVER.

I LOOK AT THOSE AS YOUR MINI SUPERINTENDENT REPORT IN THE WEEKS THAT WE DON'T GET THE SUPERINTENDENT REPORT. SAME TYPE OF INFO.

BECAUSE YOU DO OPEN RATE ON IT.

I WAS JUST THINKING ABOUT THE DATA.

I SENT OUT A COMPILATION EMAIL TO PEOPLE I WORK WITH AND I ALWAYS LOOK AT WHO CLICKS ON WHAT AND THEN IF THEY'RE NOT CLICKING ON THAT, THEN I PIVOT THE NEXT MONTH.

I'M RULED BY DATA.

WE TALK ABOUT THINGS RULED BY DATA AND TO BE ABLE TO BE CREATIVE AND FLEXIBLE IN THIS WAY AS WELL, COMMUNICATION, IT'S A GREAT TIME FOR THAT, LIKE WHO'S RECEIVING AND HOW ARE THEY RECEIVING IT.

>> WELL, THAT'S ALL I HAD IN THAT AREA, SO WE'RE ABOUT 10 MINUTES AHEAD OF SCHEDULE.

[LAUGHTER] WITH THAT, COREY, DO YOU WANT TO GO TO BREAK?

>> OUR NEXT THING IS AT 10:45.

>> IT IS, WE ACTUALLY HAVE ABOUT A 25 MINUTES.

>> I'M OKAY WITH JUST TAKING A 25 IF THAT'S ALRIGHT WITH YOU GUYS OR DO YOU WANT TO GIVE SOMETHING?

>> I DON'T NEED A 25 [BACKGROUND].

>> LET'S GO AHEAD AND AT LEAST LET'S TAKE A 10, WE'LL COME BACK AT 10:30 AND THEN WE'LL FIGURE OUT IF THERE'S ANYTHING ELSE WE WANT TO TALK ABOUT BEFORE STEPHEN COMES IN AT 10:45.

>> WE HAVE A PRETTY ROBUST BOARD RESPONSIBILITIES PIECE, SO GAIL, IF YOU'RE PREPARED TO START A LITTLE EARLY, AND THEN WHEN STEPHEN COMES, WE CAN TAKE A PAUSE. [OVERLAPPING]

>> YEAH, LET'S DO THAT.

>> WE'LL BE BACK AT 10:30 THEN.

>> THANKS, GUYS.

>> WELL, WE ARE BACK, 10:45 HERE.

[4. DISTRICT COACHING VISION AND PHILOSOPHY]

WE ARE GOING TO MOVE ON TO THE NEXT ITEM IN OUR PLANNING SESSION WHICH IS GOING TO REVOLVE AROUND DISTRICT COACHING, VISION, AND PHILOSOPHY.

WE HAVE OUR NEW ATHLETIC DIRECTOR AT CAMAS HIGH SCHOOL, STEPHEN VARANASI HERE.

I KNOW, JOHN, YOU WANT TO SAY A COUPLE OF THINGS BEFORE WE GET GOING AND TURN IT OVER TO STEPHEN.

>> I DID. FIRST OF ALL, THANK YOU, STEPHEN, FOR TAKING SOME TIME OUT OF YOUR SUMMER TO BE HERE.

[02:05:02]

IN PLANNING THIS DAY, WE REALLY THOUGHT THAT TAKING A LEAD ROLE AS A DISTRICT ON OUR COACHING PHILOSOPHY AND SOME OF THE INCLUSIONARY PRACTICES THAT WE WOULD LIKE TO SEE MOVING FORWARD, WE THOUGHT IT WAS IMPORTANT FOR STEPHEN AS OUR NEW AD TO COME IN AND REALLY FORMALLY INTRODUCE HIMSELF, BUT ALSO MORE IMPORTANTLY, TO TALK A LITTLE BIT ABOUT OUR VISION WITH OUR ATHLETIC PROGRAMS AND OUR COACHES.

IN LIGHT OF SOME OF THE RECENT ISSUES THAT HAVE COME UP IN THE LAST FEW MONTHS, WE THINK THAT AS A CABINET AND I HOPE AS A BOARD, THAT TAKING A LEAD ROLE WITHIN OUR COMMUNITY ON HOW TO TACKLE THESE INCIDENTS AS THEY COME UP AND WE KNOW THEY WILL AT TIMES, BUT ALSO HOW TO EDUCATE OUR KIDS, OUR STAFF, AND OUR COACHES BETTER ON BEING UP STANDARDS RATHER THAN HAVE A LIAISON FAIR APPROACH TO SOME OF THESE ISSUES.

WE ALSO ARE EXCITED ABOUT OUR UPCOMING SAFETY SUMMIT BECAUSE THERE'S GOING TO BE A ATHLETIC PIECE TO THAT.

I DON'T WANT TO STEAL STEPHEN'S THUNDER, BUT I'M SO EXCITED THAT HE'S GOING TO BE THERE.

DR. WILLIAMS IS GOING TO BE THERE, SO WE'RE CONTINUING TO PARTNER WITH HER, BUT MOST IMPORTANTLY, WE ARE INVITING SOME MEDIA, SO THAT WAY OUR COMMUNITY CAN HEAR LOUDLY AND CLEARLY THAT CAMAS SCHOOL DISTRICT IS NOT TAKING A BACKSEAT TO THESE ISSUES, THAT WE'RE HITTING THEM HEAD ON AND THAT WE ARE GOING TO BE LEADERS IN THIS APPROACH.

I THINK WE HAVE THE ABSOLUTE RIGHT LEADER HERE IN FRONT OF US FOR THIS WORK.

I CAN'T SAY HOW EXCITED I AM THAT STEPHEN STEPPED UP TO THE PLATE.

NOT AN EASY TIME, HE DIDN'T EVEN REALLY GET INITIATED UNTIL HE GOT INITIATED, SO STEPHEN AND I HAVE HAD A CHANCE TO MEET WITH SOME PARENTS AND TALK THROUGH SOME ISSUES AND HEAR THEIR CONCERNS AND I'LL TELL YOU WE HAVE A WONDERFUL, WONDERFUL LEADER HERE IN STEPHEN.

SO TAKE IT AWAY, MR. BARNOSKY.

>> THANK YOU-ALL FOR LETTING ME COME AND CRASH THE PARTY A LITTLE BIT.

I WAS MEETING WITH COREY, WHEN WAS THAT? THE END OF JUNE TO TALK ABOUT SOME OF THESE THINGS AND HE THOUGHT THIS WOULD BE A GOOD TIME TO COME TOGETHER AND TALK TO YOU AND SO I JUST WANT TO BE ABLE TO TALK TO EACH ONE OF YOU.

AS WE LOOK AT THE PATH FORWARD, I WANT TO TALK A LOT ABOUT A LOT OF THE THINGS WE'RE GOING TO DO TO WORK WITH OUR COACHES AND OUR PLAYERS AND OUR ATHLETES AND OUR FAMILIES TO HOPEFULLY JUST SET A TONE IN OUR PROGRAM; WHAT A SPECIAL PLACE CAMAS IS, WHAT STRONG CHARACTER OUR STUDENT ATHLETES HAVE.

THE IMPACT THAT OUR PROGRAM CAN HAVE ON OUR SCHOOL COMMUNITY AND OUR WIDER COMMUNITY IS HUGE AND WE REALLY WANT TO CELEBRATE AND INVEST IN THAT.

WHAT I WANT TO DO TODAY IS TALK TO YOU ABOUT OUR VISION AND GOALS FOR THE UPCOMING SCHOOL YEAR.

I DO WANT TO SHARE SOME OF THE FEEDBACK WE'VE GOTTEN.

I'VE MET WITH A NUMBER OF FAMILIES FROM A NUMBER OF DIFFERENT PROGRAMS OVER THE LAST FEW WEEKS AND MONTHS AND I WANT TO SHARE SOME OF THAT WITH YOU.

I THINK A LOT OF THAT IS ACTIONABLE, THINGS THAT WE CAN ACT ON AND CHANGE PRACTICES AROUND TO BE RESPONSIVE TO WHAT THEIR NEEDS ARE.

THEN I'D LOVE TO GET YOUR FEEDBACK INTO WHAT YOU THINK ARE SOME BLIND SPOTS, WHAT ARE THE THINGS WE NEED TO BE LOOKING AT, AND THEN SPECIFICALLY, WHEN IT COMES TO A STUDENT ATHLETE HANDBOOK AND THE COACHES HANDBOOK, WHAT ARE THE THINGS THAT YOU THINK SHOULD BE EMPHASIZED OR INCLUDED IN THOSE AREAS.

THAT'S HOW I'M GOING TO WALK THROUGH TODAY, BUT AT ANY POINT IF YOU WANT TO CHAT ABOUT SOMETHING DEEPER, JUST STOP ME AND LET'S CHAT ABOUT IT.

THE FIRST THING, AS WE TALK WITH OUR COACHES AND OUR ATHLETES, WE NEED TO REINVEST IN CAMAS PLAYS WITH HEART.

IT WAS A FEW YEARS AGO, YOU GUYS WERE INVOLVED IN THIS PROCESS.

I THINK YOUR DAUGHTER MIGHT HAVE BEEN INVOLVED IN THE PROCESS OF ESTABLISHING CORE VALUES FOR OUR ATHLETIC PROGRAM AND THAT WAS HONOR, EXCELLENCE, ATTITUDE, RESPECT, AND TRUST AND SO IF YOU LOOK AT THAT HERE ON THIS PAPER, I'VE CHANGED ONE OF THOSE WORDS AND THAT'S GOING TO BE SOMETHING I KEY ON WITH OUR COACHES IS THAT ATTITUDE CHANGE TO ACCOUNTABILITY.

I THINK THAT'S IMPORTANT RIGHT NOW IN THE THINGS THAT HAVE OCCURRED AS WELL AS ACCOUNTABILITY TO YOUR TEAMMATES AND TO YOUR COACHES AND TO OUR COMMUNITY.

I THINK THAT'S SOMETHING THAT WE NEED TO INVEST SOME TIME IN.

THE KEY WITH THAT IS MAKING THIS STAY ALIVE, TO BE PART OF OUR PROGRAMS, EACH AND EVERY PRACTICE, EACH AND EVERY GAME AND MAKE SURE EVERY ONE OF OUR COACHES FEELS COMFORTABLE LEADING THAT CHARGE.

A LOT OF THAT INVESTMENT IS GOING TO BE IN TALKING WITH OUR COACHES AND THE ONES I'VE TALKED TO ALREADY IS THAT THEY'RE EXCITED ABOUT IT.

THEY LIKE THAT THERE'D BE A CORE SET OF VALUES THAT THEY CAN GO BACK TO AND TALK TO THEIR ATHLETES ABOUT EACH AND EVERY TIME THAT SOMETHING COMES UP ON THEIR TEAM, AN ISSUE POPS UP, WELL, LET'S GO BACK TO WHAT IT MEANS TO BE A CAMAS ATHLETE, WHAT IT MEANS TO PLAY WITH HEART.

THE FIRST WEEK OF EVERY PRACTICE, EVERY COACH IS GOING TO BE GOING OVER WHAT HEART IS, HOW IT APPLIES IN THEIR SPORTS, IN THEIR WHATEVER, WHETHER IT'S GIRLS BOWLING AT BIG AL'S, WHETHER IT'S CAMAS FOOTBALL ON THE FOOTBALL FIELD, HOW THIS TAKES LIFE AT EACH OF THEIR VENUES.

WE'RE ALSO GOING TO DO SOMETHING THAT'S MORE FUN.

I WAS TALKING TO DEREK JIGLAS ABOUT THIS IN THE PAST DISTRICT HE WORKED AT, BUT FOR ADMIN TO GO TO THE FIRST COUPLE OF WEEKS OF

[02:10:02]

PRACTICE AND THEN THE TEAM HAVE A CHALLENGE WITH US AND SO WE ARE PARTICIPATING WITH THEM, HAVING SOME FUN, BUT ALSO GIVES US A PLATFORM TO TALK ABOUT WHAT IT MEANS TO REPRESENT OUR SCHOOL AND OUR COMMUNITY AND FOR SOME OF THESE ATHLETES THAT ARE FROM HAYES FREEDOM OR DISCOVERY OR CCA THAT HAVE NO IDEA WHO WE ARE, IT'S A GOOD WAY FOR US TO BUILD THAT CONNECTION WITH THEM AS WELL.

SO JUST TRYING TO CREATE A CONNECTION BETWEEN THE SCHOOL AND THE ATHLETIC PROGRAM.

ANOTHER THING, THIS IS SOMETHING I'M PASSIONATE ABOUT IS OUR SERVICE PROJECT FOR EVERY TEAM IN OUR COMMUNITY AND THAT'S US WEARING JERSEYS IN THE COMMUNITY, DOING SOMETHING TO GIVE BACK AND SO EVERY PROGRAM BEING CHARGED WITH THE TASK OF DOING SOME TYPE OF SERVICE PROJECT THAT'S GOING TO MAKE AN IMPACT ON OUR COMMUNITY.

THE LAST PIECE WITH THE HEART THAT I WANT TO TALK ABOUT IS JUST BRINGING CHS AND CHS ATHLETICS TOGETHER.

IT SEEMS LIKE FROM THE CONVERSATIONS I'VE HAD THAT CHS ATHLETICS MIGHT BE ON AN ISLAND A LITTLE BIT OPERATING SEPARATELY FROM THE REST OF THE SCHOOL AND I THINK THERE'S JUST TOO MUCH THAT WE COULD DO TOGETHER WITH ASB AND THINGS THAT ARE CULTURALLY RELATED IN OUR SCHOOL TO HAVE SOME SYNERGY THERE AND WORK TOGETHER AND REALLY TRY TO IMPACT THE CULTURE.

FOR ME, THAT'S GOING TO BE AN AREA OF FOCUS TOO.

YES. ANY QUESTIONS WITH THE HEART PIECE AT ALL?

>> STEPHEN, IF I CAN JUST ADD REALLY QUICKLY IS WITH STEPHEN ALSO MOVING TO THAT POSITION, MOVING BACK TO THE SUPERVISION OF THE PRINCIPAL AT CAMAS HIGH SCHOOL, I THINK IS REALLY CRITICAL SO THAT THAT POSITION AND STEPHEN SPECIFICALLY CAN REALLY FEEL LIKE HE'S A PART OF THAT ADMIN TEAM AND NOT A SEPARATE ENTITY.

I THINK, AGAIN, JUST OUTSIDE EYES LOOKING IN, THAT COULD HAVE GONE A LITTLE BIT TOWARDS CAUSING THAT DIVISION, CORRECT ME IF I'M WRONG, SO I THINK STEPHEN BEING A PART OF THAT SCHOOL EVERY SINGLE DAY IN AND OUT, STUDENTS CAN COME TO HIM, PARENTS CAN COME TO HIM, STAFF, I THINK THAT'S GOING TO GO A LONG WAY AS WELL.

>> I'LL JUST SAY, PERSONALLY, I'M EXCITED TO TALK ABOUT TEACHING AND LEARNING STYLE AND WORK WITH TEACHING STAFF AND TO EVALUATE TEACHERS.

I'M GLAD THIS IS AN ASSOCIATE PRINCIPAL ROLE AS WELL AS AN AD ROLE BECAUSE I WANT TO BE INVESTED IN THAT.

I WANT TO BE INVESTING IN THE WHOLE SCHOOL COMMUNITY AND NOT JUST THE ATHLETIC PORTION, ALTHOUGH I'M VERY PASSIONATE ABOUT THAT PART TOO, SO I APPRECIATE THAT IT'S BEEN FORMATTED THAT WAY AS WELL.

THE ORIGINAL ATTITUDES HERE.

>> I JUST HAVE TO, SORRY, TOO QUICK.

I LOVE THE SERVICE PROJECT IDEA.

I KNOW SOME ATHLETICS ARE BETTER AT THAT THAN OTHERS OR JUST HAVE THE COACH MAYBE IS MORE INVOLVED IN THAT, SO I LOVE THE SERVICE PROJECT IDEA FROM THE GROUPS. I THINK THAT'S GREAT.

I ALSO LOVED WHEN YOU SAID THAT YOU WERE TO GO IN AND HAVE A LITTLE FRIENDLY COMPETITION ADMIN WITH ALL OF THEM BECAUSE I THINK BEING VISIBLE, IT'S SO IMPORTANT FOR EVERYONE TO BE VISIBLE AND FOR YOU TO BE VISIBLE AND FOR THE KIDS TO KNOW, WE TALK ABOUT KIDS HAVING THAT, THEY WANT TO HAVE THAT ONE PERSON THEY CAN CONNECT WITH, IT COULD BE THAT, IT COULD BE ANYONE AND SO JUST BEING VISIBLE TO THESE KIDS I THINK IS GREAT.

>> THE REST OF THE ADMIN TEAM AT CHS IS EXCITED ABOUT THAT TOO.

THEY'RE EXCITED TO GET IN THERE AND HAVE SOME FUN WITH THE KIDS, ESPECIALLY SET THE TONE AND OWEN WHO RUNS ASP WAS LIKE, HEY, WE SHOULD BE DOING THAT WITH EVERY CLUB TOO.

THE SAME IDEA, GO INTO KNOWLEDGE BALL AND DOING A LITTLE THING WITH THEM AT THE START OF THEIR SEASON AND SO I THINK THAT'S SOMETHING THAT'LL SPREAD A LITTLE BIT.

>> ONE QUICK COMMENT, WORKING AT A SCHOOL WHOSE ATHLETES COMPETE AT OTHER SCHOOLS, JUST TO APPRECIATE YOUR ACKNOWLEDGMENT OF ENVELOPING THOSE ATHLETES AS WELL AS THE MESSAGE BACK TO THEIR SCHOOLS SO THAT THEIR SCHOOL COMMUNITIES CAN COME SUPPORT ALL THE ATHLETES.

IT'S TOUGH WHEN YOU'RE COMING FROM A LITTLE SCHOOL AND GOING AND BEING A PART OF A SPORT AT ANOTHER SCHOOL, VALUABLE, BUT SOMETIMES TOUGH.

>> I HAD A CHANCE TO TALK TO A STUDENT WHO WAS IN ONE OF OUR PROGRAMS AND ALSO GOES TO HAYES FREEDOM AND THEY JUST FEEL LIKE THERE'S A DISCONNECT AND THAT THEY DON'T EVEN HAVE THE INFORMATION THEY NEED TO GO TO THE TRYOUT OR THE PRACTICES, THEY DON'T KNOW WHEN IT'S HAPPENING AND SO HOW DO WE BUILD THOSE BRIDGES.

I'VE GOT A GOOD RELATIONSHIP OVER AT HAZE WITH AMY AND WORKING AT LIBERTY FOR ALL THESE YEARS, I WANT TO CONTINUE THAT.

THEN DISCOVERY, MY WIFE WORKS THERE, I'M VERY FAMILIAR WITH THAT BUILDING AS WELL AND SO I'M JUST LOOKING FORWARD TO CONNECTING WITH EACH OF THESE HIGH SCHOOLS.

CCA IS A DIFFERENT ONE. I GOT TO LEARN HOW TO GET INTO THAT ONE.

I'M NOT SURE, BUT WE'RE GOING TO FIGURE THAT ONE OUT. YEAH.

THE NEXT FOCUS IS JUST BUILDING OUR RELATIONSHIPS AND THOSE WITH COMMUNITY.

I THINK A LOT OF IT CAN BE ATTRIBUTED TO COVID, ABSOLUTELY BUT ALSO THESE INCIDENTS THAT WE'VE HAD POPPED UP, THERE'S BEEN SOME CHALLENGES THAT HAVE HAPPENED.

ONE AREA THAT WE NEED TO FOCUS ON IMMEDIATELY HONESTLY IS OUR CAMAS BOOSTERS ORGANIZATION.

THEY HAVE DONE SO MUCH AND GIVEN SO MUCH BOTH TIME EFFORT.

THEY RUN OUR CONCESSIONS VOLUNTARILY, EVERY FOOTBALL GAME, EVERY BASKETBALL GAME.

THEY'VE GIVEN HUNDREDS OF THOUSANDS OF DOLLARS TO SUPPORT OUR PROGRAM AND RIGHT NOW IT'S AN ORGANIZATION GOING THROUGH TRANSITION.

THERE ARE A LOT OF FOLKS WHO ARE READY TO TRANSITION OVER TO THE NEXT GROUP.

THEY'VE COMMITTED TO DOING THAT TRANSITION THIS YEAR BUT WHAT THAT REALLY MEANS IS WE NEED A WHOLE BUNCH OF PEOPLE TO STEP IN AND FILL THOSE ROLES.

ON THE 17TH, WE'RE HAVING A SOCIAL WHERE EVERY COACH IS GOING TO BRING SOMEBODY WITH THEM AND WE'RE GOING TO HAVE A LITTLE GET-TOGETHER WHERE WE'LL TALK ABOUT WHAT CAMAS BOOSTERS IS,

[02:15:02]

HOW WE CAN SUPPORT IT, HOW WE CAN CONNECT THESE TRANSITIONING GROUP OUT WITH A GROUP COMING IN.

BUT I JUST CAN'T SAY ENOUGH FOR WHAT THEY'VE DONE.

BOOSTERS, HONESTLY, IT'S BEEN A PHENOMENAL FORCE IN OUR COMMUNITY AND SUPPORTING ALL OF OUR PROGRAMS. AT THE MIDDLE SCHOOL LEVEL, I WAS WITNESSED IT LIKE THEY'D GIVE US MORE MONEY THAN THE HIGH SCHOOL TO BE CLEAR, THEY BOUGHT EVERY JERSEY AT LIBERTY FOR THE LAST 10 YEARS, SO THEY'VE BEEN THERE.

THAT'S HUGE BECAUSE WE DON'T HAVE THE BUDGET THAT HIGH-SCHOOLS HAVE AT THE MOST LEVELS.

WHILE THE HIGH SCHOOLS ARE THE ONES GENERATING A LOT OF THAT INCOME, MIDDLE SCHOOLS AND OTHER PROGRAMS REALLY BENEFIT FROM IT AND SO WE NEED TO MAKE SURE WE HAVE A STRONGHOLD WITH BOOSTERS.

THIS IS WHAT WE JUST SPOKE OF, IS JUST TRYING TO CREATE MORE CONNECTION POINTS WITH HIS FREEDOM DISCOVERY, CCA.

HONESTLY BEING PRESENT ON THOSE CAMPUSES BEFORE THE START OF EACH SEASON'S TO TALK ABOUT WHAT'S BEING OFFERED.

WHAT ARE THESE OPPORTUNITIES THAT EXIST? MAKING SURE THEY UNDERSTAND AND KNOW THAT IT'S SHOWING UP AT THEIR LUNCHES AND JUST TALKING TO STUDENTS, MAYBE HAVE ENDED UP ON THE OVERHEAD AND DOING A LITTLE SPIEL ABOUT IT, BUT TRY TO CREATE OPPORTUNITIES FOR THEM TO GET INVOLVED.

LETTING THEM KNOW THERE'S BUSES THAT TRANSPORT THEM RIGHT AFTER SCHOOL TO MAKE IT IN TIME FOR PRACTICE.

TRANSPORTATION IS NOT AN ISSUE, THEY CAN BE PART OF THIS AND JUST MAKING SURE THAT THEY UNDERSTAND WHAT EXISTS OUT THERE.

SEASONAL PARENT MEETINGS.

THIS IS SOMETHING I THINK IS SUPER IMPORTANT, IS EVERY SEASON DOING A PARENT MEETING WHERE WE START LARGE GROUP AND THAT'S EVERY PARENT IS INVITED AND WE DO THAT PROBABLY IN THE GYM BECAUSE THAT'S WHERE IT'S GOING TO BE BIG ENOUGH TO DO IT.

I HAVE A CHANCE TO TALK TO THEM ABOUT WHAT CAMAS HEART IS, WHAT ARE OUR EXPECTATIONS FOR FAMILIES, FOR ATHLETES? TALK ABOUT THE TOUGH ROLE THAN IT IS TO BE APPARENT IN THIS WORLD WHERE WE GOT FIVE SPOTS ON THE BASKETBALL FLOOR AND EVERYBODY'S COMPETING FOR PLAYING TIME AND THAT'S A DIFFICULT PLACE TO BE.

THEN FROM THERE, BREAKING OUT AND ALLOWING THEM TO DO THEIR TEAM MEETINGS, WHICH ARE TYPICAL.

WE DO THIS EVERY YEAR WHERE COACHES GO AND MEET WITH JUST THEIR GROUPS, BUT DOING THAT ALL IN ONE NIGHT WHERE WE'RE ALTOGETHER AS A PROGRAM AND THEN BREAKING OUT INTO SMALLER GROUPS.

WE'LL HAVE THREE OF THOSE THIS YEAR, ONE AT THE START OF EACH SEASON.

THEN I WANT TO ALSO LOOK INTO PARENTS SEMINARS AND THERE'S A FEW DIFFERENT ORGANIZATIONS THAT ARE GREAT WITH THIS.

JEN MCMILLAN BROUGHT SOME IN LAST YEAR THAT WERE GREAT AS WELL AND SO JUST MAKING SURE THAT WE'RE OFFERING OPPORTUNITIES FOR PARENTS TO KNOW HOW TO SUPPORT THE STUDENT ATHLETES WHEN SO MUCH OF THEIR IDENTITY, SOMETIMES IS WRAPPED UP IN WHO THEY ARE AS AN ATHLETE AND WANT TO MAKE SURE THAT PARENTS HAVE THE TOOLS THEY NEED TO BE HELPING GUIDE THEIR KIDDOS.

THE LAST PIECE OF THIS COMES FROM THE FEEDBACK I'VE GOTTEN, BUT JUST A WILLINGNESS TO ENGAGE IN OPEN DOOR, AN INVITATION TO COME FOR A CONVERSATION.

I'M JUST MAKING SURE PARENTS KNOW THAT I'M HERE AND COACHES WILL BE AS WELL TO BE ABLE TO HAVE CONVERSATIONS WITH PARENTS WHEN THEY ARE WORRIED ABOUT THE WELL-BEING OF THEIR KID.

WE WANT TO MAKE SURE THAT THERE'S THAT IDEA OUT THERE AND KNOWN TO THE PARENTS.

THAT'S OUR FOCUS WE'RE BUILDING RELATIONSHIPS. I GUESS THAT.

IS THERE ANY QUESTIONS FROM THAT SECTION AT ALL AROUND BUILDING RELATIONSHIPS?

>> YES, NOW THIS GOES BACK TO A NEURAL AND THE ERA THING AND AS OF JUST A TECHNIQUE, AS A METHOD THEY HAD ONE OF OUR I WANT TO SAY HE WAS SOUTHWEST WASHINGTON, BUT IT MIGHT HAVE JUST BEEN WASHINGTON STATE, ONE OF THE RECOGNIZABLE COACHES THAT HAD A STRONG LEADERSHIP AND THE GUY CAME AND HE SPOKE HERE.

>> I DON'T KNOW IF IT WERE YOU?

>> WAS IT BRUCE BROWN?

>> HE WAS BRUCE BROWN. GREAT SPEAKER, VERY ENGAGING AND THE AUDITORIUM WAS JUST STACKED WITH PLAYERS, COACHES AND WE WERE ALL IN THIS SETTING.

HE IN PARTISAN, INCREDIBLY BEAUTIFUL WISDOM AND STARTED FOSTERING THAT CHARACTER THAT HE HAS.

I HAVEN'T SEEN THAT SINCE AND I JUST THOUGHT, I REMEMBER THIS GUY.

THANK YOU FOR THE NAME.

IT WAS A REALLY MOTIVATIONAL BUT ALSO GROUNDING CONVERSATION.

>> YEAH. HE HAS THAT ORGANIZATION THAT'S REALLY TAKEN OFF AROUND POSITIVE COACHING AND I SUBSCRIBED RECENTLY AND HE AND I EMAILED BACK AND FORTH A COUPLE OF TIMES.

>> NICE.

>> HE'S GOT A GROUP OF FOLKS WHO GO AROUND DO THAT NOW AND COME IN AND WORK WITH PARENTS AND HE DOES IT AS WELL AND SO JUST IN THE INFANCY STAGES OF THAT BUT LIKE, YEAH, I THINK THAT'S REALLY A POSSIBILITY FOR US TO REALLY LEAN ON HIM FOR THOSE SEMINARS THAT WE MIGHT BE ABLE TO PUT TOGETHER.

>> OR PEOPLE LIKE THAT CAN HELP WITH OUR WORK.

>> REALLY WHEN I THINK OF HIS MESSAGE, IT IS IT'S AROUND LIKE HOW DO YOU SUPPORT YOUR ATHLETE AND THEN HOW DO YOU PUSH OUR ATHLETES? FOR COACHES HOW DO YOU PUSH AND KNOW YOUR ATHLETES DEEP ENOUGH TO KNOW WHEN AND WHERE YOU CAN PUSH? I THINK THAT WOULD BE HUGE FOR OUR COACHES TO GET THAT MESSAGE TO AND THEY DO A BUNCH OF DIFFERENT AVENUES.

THEY DO IT WITH PARENTS, THEY DO IT WITH ATHLETES, THEY DO IT WITH COACHES, AND THEN THEY DO IT WHOLE GROUP WITH EVERYONE.

>> USE A LOT OF THAT. YOU ARE ALREADY AHEAD OF THAT, GOOD.

>> DOUG TO YOUR POINT, AS YOU WERE SPEAKING, I WAS LISTING SOME PROMINENT COACHES THAT CAME TO MY MIND.

WHEN YOU THINK ABOUT COACH WOODEN AND COACH K AND

[02:20:04]

COACH PAT SUMMIT AND PHIL JACKSON AND EVEN, I DON'T KNOW HIM BUT COACH EAGLE, WHO I HEAR SO MUCH ABOUT.

IT WAS ALWAYS THIS FATHERLY OR MOTHERLY IMAGE, NOT A FRIEND AND SO I THINK WE NEED TO IMPART THAT AND IMPRESS UPON OUR COACHES THAT YOU ARE THIS PARENTAL FIGURE AND I THINK WHEN WE LOSE SIGHT OF THAT AND WE TRY TO BE TOO COLLEGIAL OR TOO BUDDY, THAT'S WHEN YOU IGNORE THINGS THAT SHOULDN'T BE IGNORED AND SO LET'S LOOK UPON THESE COACHES WHO HAVE BEEN INCREDIBLY SUCCESSFUL, NOT JUST BECAUSE OF THE X'S AND O'S, BUT BECAUSE OF WHO THEY WERE AND WHAT THEY IMPARTED IN THEIR PLAYERS.

THE EGOS AND THE ATTITUDES AND THE DIFFERENT PERSONALITIES THAT THESE COACHES HAD TO BRING TOGETHER TO PUT CHAMPIONSHIP BANNERS UP WASN'T BECAUSE OF THE X'S AND O'S ONLY.

I KNOW STEVEN'S GOING TO LEAD THAT WAY.

WE'VE TALKED ABOUT THAT AND THAT'S WHAT I THINK A LOT OF THIS PHILOSOPHY IS GOING TO BE, IS DON'T BE AFRAID TO BE THE FATHER OR THE MOTHER FIGURE AND THAT DOESN'T NECESSARILY MEAN YOU'RE ALWAYS GOING TO BE LIKED AT THAT MOMENT.

IT'S THAT EXPECTATION THING AND I LOVE HOW YOU SWITCH TO ACCOUNTABILITY BUT ON THE OTHER HAND, THAT BALANCE IS ACCOUNTABILITY WITH SUPPORT.

I THINK THAT'S AN APPROACH THAT, BECAUSE LISTEN, THESE COACHES AREN'T MAKING A LOT OF MONEY, AND WE KNOW THAT IT'S A TOUGH JOB AND WORKING WITH OUR PARENTS WHO COULD BE VERY CHALLENGING SOMETIMES IT'S NOT EASY.

WE HAVE TO BE THERE AS A SHOULDER TO CRY ON TO.

IT'S NOT JUST ABOUT ACCOUNTABILITY BUT ALSO WHAT WE'RE GOING TO BE HERE FOR WHEN YOU FALL.

[NOISE] I THINK YOUR PHILOSOPHY IS SPOT I WILL SAY.

>> I'M JUST GOING TO CHIME IN SORRY REALLY QUICKLY WHEN YOU MENTIONED COACH EAGLE.

ONE OF THE THINGS THAT I LOVED THE MOST OF HAVING A STUDENT GO THROUGH HIS PROGRAM LIKE STARTING IN SIXTH OR SEVENTH GRADE COACHING, WAS HE WAS COACHING THEM TO BE GOOD HUMAN BEINGS, AND WELL, THE ATHLETICS IS REALLY IMPORTANT AT THE END OF THE DAY WHEN WE'RE SEEING HIM SERVING EACH STUDENT AND GRADUATING KIDS READY TO GO INTO THE WORLD, TEACHING THEM HOW TO BE A GOOD LOSER AND HOW TO BE A GOOD WINNER, A GRACIOUS WINNER, AND THOSE LIFE SKILLS, I THINK IT'S EASY TO LOSE TRACK OF THOSE AS A COACH WHEN IT'S ALL, YOU'VE GOT COMPETITIVE KIDS AND [NOISE] COOPERATIVE PARENTS AND YOU WANT TO WIN BUT THEN UNDERSTANDING THAT IT'S NOT JUST WINNING, WINNING.

YEAH, WE WANT TO WIN, BUT NOT AT THE EXPENSE OF EVERYTHING ELSE AND THE GREAT COACHES, I THINK THAT IF YOU THINK BACK TO YOUR EXPERIENCE, YOU'VE HEARD, IT'S LIKE HAVING A GOOD TEACHER IS THAT PERSONAL CONNECTION AND THAT GROWING YOU AS A HUMAN BEING.

I THINK A LOT OF THIS THAT'S HARD PROGRAM WILL HELP KEEP THAT FRONT AND CENTER FOR COACHES. I APPRECIATE THAT.

>> THAT GIVES ME THINKING. WE'RE TALKING ATHLETICS BUT WE HAVE SOME TEACHERS THAT INVEST THEMSELVES IN THAT DECK OF STUDENTS AND ROBOTICS STUDENTS ALL THE WAY ACROSS THE BOARD AND EVEN BANNED, EVEN BETTER.

BUT I MEAN, WE HAVE SOME AMAZING PEOPLE THAT HAVE NATURAL INCLINATIONS TO SUPPORT OUR STUDENTS AND THEIR EVOLUTION TOWARDS ADULTHOOD.

I DON'T KNOW THAT WE DO ANYTHING COHESIVE FOR THAT GROUP OF PEOPLE THAT WE'VE TALKED ATHLETICS AND MAYBE THAT'S JUST TOO BIG TO PUT AN ARM AROUND.

LIKE, WELL, MAYBE A COUPLE OF CATEGORIES WHERE YOU DO SOMETHING, BUT IT SEEMS LIKE SOMETHING THAT WOULD BE COHESIVE TO OUR TEACHER LEADERSHIP OR COACH LEADERSHIP.

WHAT DO YOU CALL IT? I GUESS THEY'RE ALL COACHING CONTRACTS OR EXTRA CONTRACTS.

ALL OF THOSE PEOPLE THAT WHOLE POPULATION SOMEHOW ENGAGE THEM AND TRAIN THEM UP.

>> I THINK EACH ONE OF THEM SERVES A MENTORING ROLE, AND AT THE END OF THE DAY WE NEED TO GIVE THEM TOOLS AND SUPPORT THEM AND SO THAT'S A GREAT POINT.

MY INITIAL CONVERSATION WITH OWEN, WHO RUNS THE ASP SIDE OF THINGS WHICH HAS ALL THESE ORGANIZATIONS ARE UNDER THAT UMBRELLA, IS HOW CAN WE BRING THESE GROUPS TOGETHER MORE? IT'S ODD FOR ME BECAUSE THAT LIBERTY, IT WAS ALTOGETHER, WE DO IT ALTOGETHER AND THAT WAS MY ROLE AND SO LOOKING AT HOW WE CAN BRING THESE GROUPS TOGETHER, I THINK IT'S AN IMPORTANT ONE.

>> THERE'S A LITTLE BIT OF HESITATION, HONESTLY, DIVING INTO HEART WITH A NEW PRINCIPAL COMING ON BOARD.

THERE MIGHT BE A NEW VISION FOR THE SCHOOL THAT MIGHT FIT AS WELL.

THAT WAS MY ONLY HESITATION AND WE'RE GOING WITH IT BECAUSE I THINK IT DOES APPLY.

BUT I COULD SEE AS A NEW PRINCIPAL COMES ON BOARD, IF WE HAVE A NEW MANTRA AS A SCHOOL THAT WE BRING THAT OVER TO ATHLETICS AS WELL.

WE'VE GOT A LOT TO LEARN ABOUT THAT.

THIS LAST SECTION IS AROUND SUPPORTING OUR COACHES.

[02:25:04]

JOHN IS JUST MENTIONING THAT WE HAVE A TRAINING ON AUGUST 1ST.

ON MY CAR RIGHT DOWN HERE AFTER I PRINTED THESE OFF, I FOUND OUT THAT'S ACTUALLY GOING TO BE MOVED.

WHAT HAPPENED WAS AUGUST 1ST WAS A REALLY TOUGH TIME TO GET A WHOLE GROUP OF COACHES FROM AROUND THE COUNTY.

THIS WAS EVERY 3A, 4A, 2A SCHOOL TO ALL COME TOGETHER AT CHS, OVER 600 PEOPLE INVITED.

WE HAD A DECENT SHOWING AT CHS THAT WE'RE GOING TO BE INVOLVED IN THAT.

BUT OVERALL IT WAS LOWER THAN 50 PEOPLE WERE ABLE TO MAKE IT.

FOR THE IMPORTANT CONVERSATION THAT NEEDS TO HAPPEN.

THAT'S NOT ENOUGH PEOPLE PRESENT FOR IT.

WHAT WE'RE DOING IS WE'RE SHIFTING THAT TO OCTOBER IN-SERVICE DAY.

WE KNOW THAT EVERGREEN PUBLIC SCHOOLS SAID YES, WE'LL JUMP ON BOARD WITH THAT.

A LOT OF THAT, WE HAVE TEACHER TRAINING ON THAT DAY.

THEY'RE GOING TO ALLOW THEIR COACHES TO GO TO THAT TRAINING.

I HAVEN'T HAD A CHANCE TO TALK.

I HOPE WE'LL BE ABLE TO DO THE SAME THING HERE.

BUT IT'LL GIVE US A CHANCE TO GET A LOT MORE VOICES IN THE ROOM AND HONESTLY GET STUDENTS IN THE ROOM FOR THOSE TRAININGS AS WELL.

THERE WAS A SPORTSMANSHIP, SOME THAT WEREN'T SUPPOSED TO HAPPEN THAT DAY.

WE'RE GOING TO COMBINE THESE EFFORTS TOGETHER AND MAKE IT A WET PIECE WITH STUDENT ATHLETES AND COACHES, AND 80S ALL COME TOGETHER AND TALKING ABOUT A NUMBER OF THINGS.

THE PIECE WE'RE GOING TO TALK ABOUT ON AUGUST 1ST, THERE'S GOING TO BE THREE MAIN TOPICS.

MICROAGGRESSIONS, BIAS AND THE PIECE I WAS GOING TO BE LEADING WAS GOING TO BE UP STANDARDS AND ATHLETICS ON THE FIELD.

HOW WE ENCOURAGE AND SUPPORT AND GIVE OUR KIDS THE COURAGE TO STEP IN WHEN SOMETHING'S BEING SAID THAT SHOULDN'T BE SAID ON THE FIELD.

THEN HOW DO WE FOLLOW UP WITH THE CONVERSATION AFTER THAT, WHETHER IT'S TEAM MATE TO TEAMMATE, COACH TO TEAMMATE, TO BRING SOME RESOLUTION TO THAT, TO MAKE SURE THAT WE ARE INTERRUPTING THINGS THAT NEED TO BE INTERRUPTED? THEN ALSO CARING FOR THE ATHLETE OR IN STUDENT AS WE MOVE FORWARD FROM THAT AND MAKE SURE THERE'S A HEALING PROCESS THAT TAKES PLACE.

I'M EXCITED WE GET TO HAVE THOSE CONVERSATIONS.

I'M BUMMED IT'S NOT HAPPENED AT AUGUST 1ST.

WE HAVE A COACHES MEETING ON AUGUST 17TH, I'M GOING TO TALK ABOUT MY PIECE THERE TO MAKE SURE WE'RE DOING THAT BEFORE SEASON START.

THEN WE'LL ALSO HAVE THIS ON THE OCTOBER DATE.

THAT'S BRAND NEW.

SORRY, I DIDN'T TELL YOU ABOUT THAT AHEAD OF TIME, JOHN.

>> TO THAT POINT ALSO.

I THINK ALL OF US HAD THIS CONVERSATION AT ONE POINT OR ANOTHER, BUT THE TIMELINESS OF THESE INCIDENTS HAPPENING VERSUS BEING RESOLVED IS GOING TO BE REALLY CRUCIAL.

I THINK THERE HAS BEEN TIMES WITH TRANSITION OF ONE ATHLETIC DIRECTOR TO ANOTHER, ONE SUPERINTENDENT TO ANOTHER OR WHATNOT, THAT THINGS HAVE TAKEN A BACKSEAT WHEN MAYBE THEY SHOULD HAVE TAKEN MORE OF A FRONT SEAT.

NOT POINTING FINGERS AT ANYONE AT ALL, IT'S JUST THE NATURE OF HOW THINGS HAVE TRANSPIRED, COMING OUT OF COVID AND NOT TO MAKE EXCUSES.

BUT I KNOW IN TALKING WITH STEPHEN AND EVEN WORKING WITH HIM WITH PARENTS IS THAT HE'S GOING TO HAVE A SENSE OF URGENCY ON ISSUES THAT DO ARISE.

THAT WAY EVEN THOUGH THEY'RE RESOLVED THOUGHTFULLY, IT'S ALSO GOING TO BE TIMELY BECAUSE WHAT WE DON'T WANT AND WE HEARD FROM PARENTS, CORRECT ME IF I'M WRONG, STEPHEN, IS THAT WE DON'T WANT TO MISS THE BOAT ON LEARNING LESSONS AND LEARNING OPPORTUNITIES.

I THINK WHEN THESE THINGS TRANSPIRE OVER TOO LONG OF A TIME, WE LOSE THAT OPPORTUNITY.

STEPHEN, I DON'T KNOW IF YOU WANT TO ADD TO THAT, BUT I KNOW THAT'S GOING TO BE A REAL POINT OF EMPHASIS.

LET'S HOPE WE DON'T HAVE TO CROSS THAT BRIDGE, BUT WE KNOW WE'LL BE READY IF WE DO TO ACT THOUGHTFULLY BUT ALSO TIMELY.

>> THAT'S BEEN A HUGE PIECE OF FEEDBACK THAT I'VE GOT IN TALKING TO FOLKS.

THEY WANT TO MAKE SURE THAT THEIR KIDS HELD ACCOUNTABLE FOR WHATEVER THAT'S OCCURRED.

THEY JUST DON'T WANT MONTHS TO GO BY BEFORE THE RESOLUTION HAS GOTTEN TOO AND THAT'S A FRUSTRATING PROCESS.

I GOT AN EMAIL TODAY THAT WE'RE NOW HERE IN SEPTEMBER FOR A RESOLUTION ON SOMETHING THAT HAPPENED BACK IN APRIL.

THAT'S NOT A TIMELY RESPONSE TO WHAT WE WANT TO BE DOING.

JUST MAKING SURE OUR SYSTEMS ARE A LITTLE BIT TIGHTER TO WHERE WE CAN BE RESPONSIVE AND TAKE MORE OF AN ACTIVE ROLE HERE.

THAT'S THE PLACE WHERE I'LL TALK ABOUT A LITTLE BIT, BUT I FEEL VERY COMFORTABLE JUMPING IN AND TAKING THE LEAD ON SOME OF THESE INVESTIGATIONS.

I'VE DONE INVESTIGATIONS AND THINGS LIKE THAT IN THE PAST.

I'M HAPPY TO TAKE THOSE INTO THIS ROLE AS WELL.

ABSOLUTELY, WE'RE HEARING THAT FROM THE COMMUNITY.

THE NEXT PIECE ON HERE FOR SUPPORTING APPROACHES IS UNITE OUR PROGRAM.

WE HAVE ALL COACHES MEETING AND SO WE'RE GOING TO WORK ON OUR STUDENT ATHLETE HANDBOOK.

IT WON'T BE READY BEFORE THE SEASON STARTS BECAUSE I WANT THE COACH HAS TO HAVE A VOICE IN WHAT THAT SAYS.

I WANT YOU ALL TO HAVE A VOICE ON WHAT THAT SAYS.

I THINK JUST COMING WITH ONE AT THE START OF THE SEASON DOESN'T MAKE A WHOLE LOT OF SENSE.

I WANTED TO MAKE SURE QUICKLY AFTER THAT AUGUST 17TH MEETING, WE DO HAVE ONE.

WE ARE ABLE TO TALK ABOUT OUR PARENT MEETING THAT NEXT WEEK THAT WE'LL BE DOING.

BUT I WANT TO MAKE SURE THAT WE HAVE CLEAR GOALS AND VISIONS THAT OUR COACHES UNDERSTAND AND A CHANCE TO TALK TO EACH OTHER.

OUR COACHES HAVE BEEN PUT THROUGH THE RINGER THE LAST COUPLE OF YEARS, JUST LIKE OUR TEACHERS HAVE.

COVID WAS AN INTERESTING WORLD FOR ATHLETICS.

WHERE WE'RE WEARING MASKS, NOT WEARING MASKS.

A WHOLE BUNCH OF DIFFERENT THINGS HAPPENING IN

[02:30:02]

THE ATHLETIC REALM WITH THE CANCELED SEASONS AND KIDS NOT HAVING OPPORTUNITIES.

THEY'VE HAD TO TRY IN COUPLE OF YEARS AND WE'RE READY TO GET ROLLING THIS YEAR.

THEN I REALLY DO THINK IT'S A SUPPORT FOR OUR COACHES TO HAVE CLEAR EXPECTATIONS.

IT'S A SUPPORT FOR OUR STUDENT ATHLETES TO HAVE CLEAR EXPECTATIONS, TO MAKE SURE THEY KNOW WHERE WE STAND ON THINGS, OR WHAT BEING A CAMAS ATHLETE DOES, AND WHAT WE EXPECT TO YOU, BOTH ON AND OFF THE COURT OR THE FIELD.

I THINK FOR COACHES, THAT'S THE SAME.

HERE'S WHAT WE NEED TO MAKE SURE YOU'RE EMPHASIZING IN YOUR PROGRAMS AND THE STANDARDS YOU'RE GOING TO UPHOLD KIDS TO IN YOUR PROGRAMS. THOSE ARE GOING TO BE THINGS WE TALK ABOUT AS WELL.

THAT'S THAT LAST SECTION ON THE BACKSIDE AND LET'S JUMP INTO THE FEEDBACK I'VE GOTTEN FROM THE COMMUNITY.

ANY QUESTIONS HERE BEFORE WE MOVE ON?

>> THAT WILL BE OUR REGULAR COACHES, THAT ARE TEACHER COACHES AND THE CONTRACT PRICE AND EVERYBODY.

>> YEAH. EVERYBODY WHO'S AN ASSISTANT OR HEAD COACH, THE TRICKY PART, I'M REALIZING IT'S HOW MANY VOLUNTEER COACHES WE HAVE IN OUR SYSTEM.

WE HAVE A TON AND THAT'S AWESOME AND IT'S ALSO CHALLENGING.

THE PIECES THAT I'VE BEEN TALKING WITH VANCOUVER AND EVERGREEN ABOUT IS WHAT THEY DO FOR TRAINING WITH THEIR VOLUNTEER COACHES.

RIGHT NOW WE JUST MAKE SURE THEY FILE THE VOLUNTEER PAPERWORK, WHICH IS GREAT, WE NEED THEM TO DO THAT.

BUT THEN I THINK THERE'S ALSO A PLACE WHERE WE NEED TO TALK ABOUT A LITTLE BIT OF, THERE'S SOME SAME SCHOOL TRAINING OUR TEACHERS DO THAT I THINK WOULD BE GOOD FOR OUR VOLUNTEER COACHES TO DO.

THAT'S TALKING ABOUT BEING A MANDATORY REPORTER AND THINGS LIKE THAT, THAT I THINK ARE ESSENTIAL THINGS THAT OUR VOLUNTEER COACHES NEED TO KNOW.

I WOULD LIKE AS MANY OF THEM INVOLVED IN THAT MEETING AS WELL AS WE CAN.

WE DON'T PAY THEM, SO IT'S A VOLUNTEER THING.

WE'LL ENCOURAGE THEM TO BE THERE THIS YEAR AND HOPEFULLY IN THE FUTURE WE CAN FORMALIZE THAT.

>> THAT WAS MY QUESTION TO IS LIKE, HOW DO YOU WRAP THOSE VOLUNTEERS IN THERE AND WHAT DO YOU DO IF YOU GET A COACH THAT COMES IN MID-SEASON, OR GETS HIRED? HOW ARE THEY GOING TO GET THAT TRAINING OR DO YOU PAIR THEM UP WITH A COACH? BECAUSE WE'LL MISS A LOT OF PEOPLE IF THERE'S TURNOVER AND THE VOLUNTEERS.

THAT'S A GOOD POINT. WE WANT THEM TO VOLUNTEER, WE DON'T WANT TO MAKE IT DIFFICULT, BUT THEY HAVE TO BE ABIDING BY ALL THESE AS WELL, RIGHT?

>> RIGHT. A PART OF ME SEES THE WRITING ON THE WALL THAT I NEED TO DIGITIZE IT AND I NEED TO GET IT THROUGH GOOGLE CLASSROOM.

THEN ALSO RECOGNIZE THAT THAT'S NOT THE MOST EFFECTIVE WAY TO TRAIN.

THEN HAVING A MEETING THAT FOLLOWS UP, THAT TALKS ABOUT THAT WITH THEM.

IT'S NOT THERE YET, BUT I THINK THAT'S PROBABLY THE SMARTEST STEP ON THAT BECAUSE ABSOLUTELY WE'RE GOING TO HAVE SOME POSITIONS THAT ARE OPEN RIGHT NOW.

AS WE FILL THOSE, WE NEED THEM TO ALSO GET EXPOSURE TO THE SAME THINGS.

>> I HAVE ONE THING ON HERE AND MAYBE YOU'LL TALK ABOUT THIS ON THE BACKSIDE OF OUR PAGE.

I'VE HEARD A LOT OF GREAT THINGS ABOUT TRAININGS AND EXPECTATIONS FOR OUR STUDENTS, AND FOR OUR COACHES AND OUR PARENTS.

IS THERE A WAY THAT WE CAN ALSO JUST HAVE SOMETHING, WHETHER THIS IS MAYBE PAIRING WITH ASP ON THIS, BUT FOR OUR SPECTATORS, LIKE STUDENTS SPECTATORS, OUR STUDENT BODY, IN TERMS OF SPORTSMANSHIP IN THE STANDS, WHAT IS AND IS NOT APPROPRIATE BEHAVIOR.

I DON'T WANT TO BE PUNITIVE ABOUT IT, BUT WHAT ARE THE CONSEQUENCES FOR THIS STUFF? WHAT IS OUR SUPERVISION LOOK LIKE AT GAMES? IS IT JUST A WARM BODY IN THE ROOM OR WHAT HAPPENS WHEN THEY SEE SOMETHING OR WHEN SOMETHING IS REPORTED TO THEM?

>> THAT WAS A PART OF THE ORIGINAL PART WITH THE [INAUDIBLE]

>> IF I'M REMEMBERING RIGHT TOO THERE'S A GRID THAT WE WORKED OUT AND IT HAD ATHLETE RESPONSIBILITY, PARENT RESPONSIBILITY, SPECTATOR RESPONSIBILITY, COACHES RESPONSIBILITY.

I THINK RE-INVESTING IN THAT A LITTLE BIT AND MAKING SURE THAT'S CLEAR AND POSTED.

BUT ALSO WORKING IN THIS SUMMIT THAT WE WERE GOING TO HAVE ON THE AUGUST 1ST, A PIECE OF THAT IS MAKING SURE WE HAVE A STATEMENT BEFORE EVERY GAME.

THESE ARE TYPICALLY GOING TO BE HAPPENING AT VOLLEYBALL, BASKETBALL, SPORTS WHERE WE HAVE A MICROPHONE AND THE ABILITY.

THERE'S SOME SPORTS, WE DON'T HAVE THAT YET.

WE'RE NOT GOING TO BE OUT THERE WITH GOLFER IN THE STATEMENT LIKELY.

[LAUGHTER] BUT WE ALSO TALKED ABOUT THE CHALLENGE OF MAKING THAT MEANINGFUL.

BECAUSE IF IT SAID EVERY GAME IT BECOMES LESS MEANINGFUL.

BRINGING A PLAYER FOR EACH TEAM TO READ THE STATEMENT OR SOMETHING LIKE THAT.

THAT WAS WHAT WE'RE GOING TO TALK ABOUT WITH COACHES, IS HOW DO WE MAKE THAT COME ALIVE EACH TIME TO MAKE SURE WE'RE EMPHASIZING THAT MESSAGE TO OUR STUDENT ATHLETES.

I THINK SUPERVISION AS A SOME I'M GOING TO LEARN A LOT ABOUT IS WHAT THAT LOOKS LIKE AT GAMES.

I'VE BEEN ON THE OTHER SIDE OF IT.

I'VE SUPERVISED GAMES AND THINGS LIKE THAT, BUT MAKING SURE WE DO HAVE ACTIVE SUPERVISORS ALSO MAKING SURE THAT ALL VARSITY ATHLETIC COMPETITIONS AT CHS ARE COVERED AND THEN WE'RE SENDING ADMINISTRATORS TO AWAKE CONTEST THAT WE MIGHT NEED TO.

WE'VE GOT A RIVALRY WITH UNION, PROBABLY SHOULD SHOW UP FOR THE BASKETBALL GAMES AGAINST UNION, FOOTBALL GAMES AGAINST UNION.

WHETHER IT'S HOME OR AWAY. I THINK THERE'S A LOT FOR ME TO LEARN ABOUT THERE TO.

>> COREY IF I COULD SPEAK TO THE SUPERVISION PART.

I'VE HAD EXTENSIVE CONVERSATIONS WITH OUR NEW PRINCIPAL AND SHE'LL BE WORKING WITH STEPHEN ON AUTO ROTATION.

SHE'S COMING FROM A LARGE COMPREHENSIVE HIGH SCHOOL WHERE IT WAS AN AUTOMATIC ROTATION WHICH INCLUDES THE PRINCIPAL.

[02:35:04]

I THINK THAT'S GOING TO BE A NON-NEGOTIABLE ABSOLUTELY.

FROM MARILYN SUPERVISING THE PRINCIPAL TO THE PRINCIPAL SUPERVISING THE ADMIN TEAM.

I FIRMLY BELIEVE THAT THERE'LL BE AN ABUNDANT AMOUNT OF SUPERVISION AT ALL THE GAMES.

I THINK AGAIN, THAT'S A NON NEGOTIABLE.

THEN IT'S ALSO WHAT IS GOING TO BUILD A COMMUNITY AND THE CAMARADERIE BETWEEN THE PRINCIPAL OF THE ADMIN TEAM, THE STUDENT, AND THE STUDENT BODY.

ALSO I'VE MET WITH THE CAPTAIN AND THE SERGEANT FROM THE POLICE DEPARTMENT.

OUR SROS WILL HAVE 10 DAYS EACH WHERE THEY'RE COVERING EVENING EVENTS.

THAT REALLY IS A TOTAL OF 20 DAYS UNLESS THERE'S AN OVERLAP WHERE THERE MAY BE TWO SROS AT ONE EVENT.

THEY'VE BEEN VERY GENEROUS.

YES, WE FINANCIALLY SUPPORT THAT, BUT VERY GENEROUS IN THEIR TIME.

I'VE ALREADY WORKED WITH STEPHEN AND GAIL.

THEY'RE COMING UP WITH THOSE DATES.

FOOTBALL GAMES, OF COURSE, SOME OF THE RIVALRY, BASKETBALL GAMES, AND THEN THERE'LL BE SOME OTHER FINE ARTS EVENTS AS WELL.

I THINK IT'LL BE A REAL COMMUNITY EFFORT TO MAKE SURE THE SUPERVISION IS COVERED.

CERTAIN RIVALRY GOLF MATCHES, YES. [LAUGHTER] [BACKGROUND]

>> I'M GLAD YOU BROUGHT UP THE SPECTATOR AND THE STUDENT BODY, BECAUSE OUR ATHLETES COULD BE AS GRACIOUS AS POSSIBLE AND IF OUR STUDENTS CREATE A HOSTILE ENVIRONMENT WE WANT PEOPLE TO LEAVE CAMAS THINKING, OH MY GOD, THAT'S THE BEST ATHLETIC EXPERIENCE WE'VE HAD.

[OVERLAPPING] WE WERE TREATED WITH RESPECT AND THERE YOU CAN BE FEARSOME ON THE FIELD OR ON THE COURT OR ON THE COURSE.

BUT AT THE END OF THE DAY WE ALL NEED TO BE GOOD CITIZENS.

I KNOW IT'S FUN AS STUDENTS.

THE ANTICS, THE GO-BETWEEN, THE CROWDS AND STUFF.

BUT IT OFTEN GOES TOO FAR.

I THINK JUST GETTING OUR AUDIENCE ON BOARD WITH THEIR RESPONSIBILITIES IN THIS IS KEY.

>> YEAH, I THINK THERE'S A LOT OF WAYS TO CREATE A REALLY POSITIVE ATMOSPHERE.

WHEN I THINK OF REALLY POSITIVE SPECTATOR ATMOSPHERES, I THINK HOW UNIFIED SPORTS AND HOW INTO IT ARE SPECTATORS GET IN 100 PERCENT OF THAT IS POSITIVE ENERGY TOWARDS THE TEAM THAT WE'RE ROOTING FOR.

HOW DO WE REPLICATE THAT IN ALL OF OUR SPORTS TO GET THAT POSITIVE ENERGY OUT THERE WHERE WE'RE FOCUSED IN ON OUR TEAM AND THE GOOD THINGS THEY'RE DOING AND CELEBRATING THAT. YEAH, I AGREE WITH YOU.

>> [BACKGROUND] THAT IS OUR MARCHING BAND [OVERLAPPING] GOING OVER FOOTBALL GAMES AND PLAYING, ARE THE OTHER TEAMS FIGHT SONG.

WHAT DOES THAT LOOK LIKE? THEIR SUPPORT AND OTHER VENUES THAT WELCOME, WE ACKNOWLEDGE YOU, WE SEE YOU, WE RESPECT YOU. [BACKGROUND]

>> HOW DOES A COACH ACTUALLY CREATE SOMETHING EVEN LIKE THAT THAT WERE IN PART OF CLASS AND COMPETITION INTO THE [BACKGROUND] IT'S LIKE WHEN YOU SEE FOR THE CHAMPIONSHIPS YESTERDAY.

YOU'D SEE AFTER A HARD RUN RACE, ALL OF THE COMPETITORS WERE CONGRATULATING AND HUGGING EACH OTHER AND IT'S LIKE, WOW, THAT IS JUST THE OPPOSITE OF WHAT SOME PEOPLE WOULD EXPECT, WHICH IS, YOU KNOW, I DIDN'T WIN I'M OUT OF HERE.

BUT THEY WERE CONGRATULATING EACH OTHER FOR A RACE WELL-RUN MORE THAN ANYTHING.

I WOULD LOVE TO THINK THAT THAT CAN BECOME OUR LEGACY DOWN THE ROAD.

[BACKGROUND] [LAUGHTER]

>> THOSE ARE WHAT MY FOCUS WAS FOR THIS YEAR.

THEN ON THE BACK, IF YOU FLIP IT OVER, HERE'S SOME JUST ONE-ON-ONE CONVERSATIONS.

THEN AS WELL AS WE HAD A PROGRAM REVIEW IN ONE OF OUR PROGRAMS AND THERE WERE SOME FEEDBACK THERE FOR THE WHOLE ATHLETIC PROGRAM.

TAKING SOME OF THOSE THINGS OUT, HERE ARE SOME THEMES THAT I'VE HEARD.

A DESIRE FOR TRANSPARENT COMMUNICATION AS MUCH AS POSSIBLE.

THE FOLKS I'VE TALKED TO THE PARENTS ARE PRETTY REASONABLE SAYING WE KNOW THERE'S THINGS YOU CAN'T TELL US BECAUSE IT'S CONFIDENTIAL WITH THAT STUDENT AND SOMETHING THAT'S HAPPENED.

BUT PLEASE TALK TO US ABOUT THE THINGS YOU CAN TALK TO US ABOUT AND PROMPTLY WE WANT TO KNOW WHAT'S GOING ON AND WE WANT TO GET THAT FEEDBACK FROM YOU AND SO WANT THAT TRANSPARENCY.

THEN JOHN TALKED ABOUT THIS TOO, BUT A PROMPT RESPONSE.

THE LESSONS ARE GOING TO BE BEST LEARNED QUICKLY AFTER WHATEVER THE INCIDENTS THAT'S HAPPENED.

LET'S BE RESPONSIVE QUICKLY TO MAKE SURE WE'RE DOING DUE DILIGENCE AND MAKING SURE WE KNOW THE FACTS THAT WE CAN COLLECT AND THEN WE'RE RESPONDING TO THAT.

PLAYING TIME AND ROLES, THE DESIRE THAT PLAYERS NEED TO KNOW THEIR ROLES.

HONESTLY, THERE ARE COACHES DO A PRETTY GOOD JOB OF TALKING TO OUR PLAYERS ONE-ON-ONE.

I THINK THE CHALLENGE COMES WHEN THOSE ROLES SHIFT MID SEASON BECAUSE OF THINGS THAT ARE HAPPENING, UNDER PERFORMANCE OVER PERFORMANCE BY OTHERS AND THESE ROLES ARE SHIFTING.

HOW DO WE LOOP BACK WITH THOSE PLAYERS AND TALK TO THEM ABOUT, HEY, YOUR ROLE SHIFTED A LITTLE BIT HERE.

HERE'S WHY YOU NEED TO SEE FROM YOU GOING

[02:40:01]

FORWARD IN ORDER TO SHIFT IT BACK TO WHERE YOU WANT IT TO BE.

BUT THAT'S WHERE SOME OF THAT RUB COMES IS WHEN WE AREN'T COMMUNICATING THROUGHOUT THE SEASON ABOUT ROLES.

PRESEASON MEETINGS AND WE TALKED ABOUT THAT ALREADY, BUT THAT BEING A NEED THAT WE HAVE A DEPARTMENT-WIDE PRESEASON MEETING.

CHAIN OF COMMAND THAT WAS BROUGHT UP IN THE REPORT OF JUST AD TO SUPERINTENDENT IS AN ODD WAY TO HAVE A SUPERVISING ROLE. THAT'S CHANGING.

WE'LL TALK ABOUT THAT HERE IN A MINUTE.

STUDENT ATHLETE HANDBOOK, IT'S VERY LIMITED RIGHT NOW.

IT LITERALLY JUST TALKS ABOUT ELIGIBILITY AND DRUGS AND ALCOHOL.

THAT'S WHAT'S IN OURS.

WE LEAN ON THE WIA HANDBOOK, BUT THAT DOESN'T MEAN WE CAN'T GET MORE EXPANSIVE WITH OURS AND SO I THINK WE NEED TO.

THEN LACK OF CONNECTION, TALKED ABOUT THAT A BIT WITH CCA, HIS FREEDOM DISCOVERY, AS WELL AS SOME SPORTS THAT JUST FEEL LIKE THEY'RE LESS RECOGNIZED UP AT CHS, IT'S HARD TO COMPETE WITH CAMAS FOOTBALL AND RECOGNITION BECAUSE OUR COMMUNITY SHOWS UP 5,000 STRONG FOR THAT.

LIKE THAT'S HARD TO COMPETE WITH.

BUT HOW ARE WE GOING OUT OF OUR WAY TO MAKE SURE WE'RE RECOGNIZING EACH AND EVERY PROGRAM THROUGHOUT THE YEAR.

THERE ARE ATHLETES THAT ARE FEELING LIKE THEY'RE GETTING LEFT BEHIND IN THAT, EVEN AS COMPARING THEMSELVES TO THE ROBOTICS TEAM.

ROBOTICS TEAM'S UP AND EVERYWHERE.

NOBODY IS TALKING TO US, OR TALKING ABOUT US ANYWAY.

THAT WAS INTERESTING FOR ME TO HEAR THAT COMPARISON VERSUS THE CAMAS FOOTBALL COMPARISON YOU USUALLY HEAR.

THAT'S JUST SOMETHING WE NEED TO BE INTENTIONAL.

FREE CONCESSIONS LIKE GOLF.

>> IT'S LIKE COLLEGE SPORTS WILL DO THIS.

THEY'LL BRING A TEAM DOWN TO THE BASKETBALL COURT AND RECOGNIZE THEM.

[OVERLAPPING] WE COULD DO THAT AT FOOTBALL GAMES AND RECOGNIZE THOSE SMALLER GROUPS THAT WE HAVE THAT DON'T GET AS MUCH ATTENTION.

>> YEAH, THERE'S ALSO PROGRAMS IN OTHER SCHOOLS AND I'M INTERESTED IN THIS AND WE GOT A LOT TO CHEW ON THIS YEAR, BUT THIS MIGHT BE ONE WE GO FOR TWO IS YOU BUDDY UP SPORTS.

FOOTBALLS PAIRED UP WITH GIRLS WRESTLING.

THE FOOTBALL TEAM'S RESPONSIBLE SHOWING UP FOR THE GIRLS WRESTLING MATCHES AND CHEERING LOUDLY.

JUST THE GIRLS WRESTLERS THEN GO AND SUPPORT THE FOOTBALL TEAM.

YOU BUDDY UP THOSE PROGRAMS AND MAKE SURE THAT EVERYBODY IS GETTING SUPPORT FROM WITHIN THE PROGRAM TOO.

THAT'S A FUN WAY TO DO IT.

THE LAST THING IS ATHLETICS AND ASP CONNECTION.

WE'VE TALKED ABOUT THAT A LITTLE BIT NOT HAVING A LOT OF SYNERGY BETWEEN THOSE GROUPS AND WANTING TO CREATE A LITTLE BIT MORE.

THAT REALLY BRINGS ME TO THE LAST FEW POINTS HERE.

THE QUESTIONS I HAVE FOR YOU IS I JUST LOVE TO GET SOME FEEDBACK INTO, ONE, IS THERE ANY FOCUS THAT YOU FEEL LIKE WE HAVEN'T TALKED ABOUT BUT YOU FEEL LIKE WE SHOULD HAVE GONE INTO ATHLETICS FOR THIS YEAR.

I GUESS LET'S JUST START THERE.

ANYTHING THAT YOU FEEL LIKE THERE'S A HOLE HERE AND SOMETHING WE NEED TO BE TALKING ABOUT WITH OUR PROGRAMS THIS YEAR THAT YOU'RE NOT SEEING?

>> IN SHORT, YOU HAVE EXAMPLES FROM THIS MOST RECENT LAST YEAR.

A COUPLE OF THE THREE EXAMPLES THAT HAD SOME LESSONS TO BE LEARNED.

SOUNDS LIKE IN THIS, YOU'VE ALREADY ADDRESSED MOST OF THOSE.

BUT THAT WOULD BE THE HOPE IS THAT WE'RE LEARNING AND WE'RE GETTING BETTER AND WE'RE ADVANCING TO ADDRESS THEM, THOSE GAPS.

I THINK STEPHEN WHAT YOU'VE SHOWN ME HERE, THIS FILLS A LOT OF THE GAPS THAT WE'VE HAD.

THAT'S ALL I WOULD HOPE ON.

>> STUDENT ATHLETES ARE LEADERS, WHETHER THEY RECOGNIZE IT IN THEMSELVES OR NOT.

THE FACT THAT THEY ARE AN ATHLETE, THEY ARE A LEADER THAT NEEDS TO BE CULTIVATED.

NOT NECESSARILY JUST MEANING TEAMING UP WITH ASP, BUT BEING A LEADER WITHIN THEIR OWN SPRING, THEIR SPORT, THE SPRING SPORTS AT CAMAS HIGH SCHOOL.

TO EXPECT THOSE EXPECTATIONS FROM THEM TO HELP GROW THAT AND RECOGNIZE THAT AND PULL THAT OUT OF THEM, I THINK IS REALLY VALUABLE AND IMPORTANT AND I VERY MUCH APPRECIATE YOU BRINGING HEART BACK BECAUSE WHEN WE WERE PRESENTED WITH THAT, IT WAS YES, THAT IS, YOU COULD SEE THE ENTHUSIASM FROM THE STUDENT LEADERS THAT WERE A PART OF IT AND THE EXPECTATIONS THEY HAD FOR THE ADULTS IN THE COMMUNITY, IN THE STANDS AND THEIR PEERS AS WELL, AND FROM EACH OTHER.

TO RECOGNIZE IT AND NOT BRING IT TO THE FOREFRONT TO BE ABLE TO TALK ABOUT IT IS VERY HELPFUL, ESPECIALLY IN SOME SPORTS THAT DON'T NECESSARILY HAVE THE OPPORTUNITY TO TALK ABOUT IT.

IT'S LIKE, HERE'S YOUR EQUIPMENT AND GO.

[OVERLAPPING] THIS IS THE OPPORTUNITY TO GROW THOSE LEADERS.

>> I LOVE PIGGYBACK ON THAT IDEA THAT THE ATHLETES, I'M THINKING THEY ALL WEAR THE SAME COLOR T-SHIRT ON GAME DAY OR SOMETHING THAT IT'S NOT JUST LIKE, OH, YOU WEAR YOUR FOOTBALL JERSEY OR YOU'RE A CHEERLEADER, BUT THAT COMMUNITY OF ATHLETES.

BEING SEEN AS LEADERS AND THAT PRESENCE AT SCHOOL WHERE WHERE MAYBE YOU DO.

[02:45:06]

I DON'T KNOW IF ALL SPORTS THERE'S SOMETHING THAT YOU WEAR TO IDENTIFY, HEY, WE HAVE A GAME TODAY OR [OVERLAPPING]

>> OR A MATCH.

BUT THE UNIFIED MESSAGE OF THAT, I REALLY LIKE THAT DIRECTION WHEREVER THAT GOES.

>> YEAH. I THINK THAT MAYBE WHEN WE STARTED THE HEART PROGRAM AT THE HIGH SCHOOL LEVEL.

AGAIN, I WAS MORE INVOLVED WITH THE MIDDLE SCHOOL, BUT I THINK THEY CREATED SHIRTS FOR EVERYBODY AND THEN THEY WORE THOSE SHIRTS IN THAT SAME WAY.

I THINK THAT WOULD BE A GOOD WAY TO REINFORCE THAT MESSAGE AND ALSO A UNIFIED FRONT FOR THE WHOLE PROGRAM.

[BACKGROUND] IT WAS FOR THE ATHLETIC PROGRAM, YEAH.

I'M THINKING ABOUT THAT TOO.

[BACKGROUND]

>> YEAH. THERE WE GO.

I THINK ABOUT THE IDEA OF DEVELOPING LEADERS THOUGH, AND I THINK AT SOME POINT HAVE HAD A STUDENT-ATHLETE LEADERSHIP TEAM TOO.

THAT'S SOMETHING AGAIN, THERE'S A LOT ON OUR PLATES RIGHT NOW, BUT I THINK THAT'S SOMETHING THAT WE NEED TO INVEST INTO IS HOW DO WE CULTIVATE THOSE LEADERS.

SOME SCHOOLS JUST DO CAPTAINS.

CAPTAINS OF EACH SPORT COME TOGETHER AND WE'RE TALKING ABOUT HOW TO HELP BE A FORCE ON YOUR TEAM, AND YOUR PROGRAM.

THEY CAN TALK TO EACH OTHER AND WHAT THAT LOOKS LIKE IN THEIR PROGRAM VERSUS THIS OTHER PROGRAM, AND WHAT CAN YOU TAKE FROM EACH OTHER TO BE A LEADER ON YOUR TEAM? I COULD SEE SOME POTENTIAL FOR THAT AS WELL.

IT DOES, AND THAT'S THE DANGER.

EVERYTHING SOUNDS AMAZING. LIKE FOR ME, I'M TRYING TO WRAP MY HEAD AROUND.

I'VE GOT THREE FRESHMEN FOOTBALL GAMES THAT ARE UNSCHEDULED RIGHT NOW, AND I NEED TO FIND SOMEBODY TO PLAY OUR FRESHMEN FOOTBALL, RIGHT? THERE'S THESE OTHER, LIKE THE JOB AND TO MAKE SURE THAT WE'RE SERVING THESE NEEDS.

ALSO FOR PROVIDING GREAT OPPORTUNITIES FOR OUR KIDS THAT THEY'RE EXPECTING THROUGHOUT THE YEAR.

ALL RIGHT, SO DO YOU HAVE ANY CHAIN OF COMMAND? I HAD BROUGHT THIS.

ON THE TOP IS AN EXAMPLE OF A HIGH SCHOOL STRUCTURE.

THIS IS SPECIFICALLY TALKING ABOUT PLAYING TIME, BUT IT REALLY, YOU CAN REPLICATE THIS FOR JUST ABOUT ANY CONFLICT THAT HAPPENS OF HOW WE ARE GOING TO RESPOND TO THAT.

THE TOP ONE IS A VERY TYPICAL HIGH SCHOOL AND WHAT THEY DO.

THEN BELOW IT, I PUT THE DRAFT OF WHERE I WOULD LIKE TO TAKE IT WITH A SMALL TWIST ON WHAT THE TOP ONE SAYS.

IT'S VERY TYPICAL THAT YOU ASKED FOR PARENTS TO GIVE IT A LITTLE BIT OF TIME BEFORE THEY COMMUNICATE, ABOUT SOMETHING THAT'S HAPPENED.

THAT'S TO MAKE SURE THAT EMOTIONS ARE OUT OF IT.

IT'S ALSO TO MAKE SURE THAT RIGHT AFTER THE GAME GETS OVER, WE'RE NOT HAVING CONVERSATIONS FROM A COACH WHO MAY BE REALLY FRUSTRATED WITH A LOSS, BUT THE PARENT IS REALLY FRUSTRATED ABOUT SOMETHING ABOUT HOW THEIR ATHLETE WAS HANDLED DURING THE GAME.

WE GIVE A LITTLE BIT OF SPACE TO THAT TO MAKE SURE THAT WE CAN HAVE A PRODUCTIVE CONVERSATION ABOUT IT.

FIRST AND FOREMOST, WE ALWAYS WANT EVERY CONFLICT TO COME BACK TO PLAYER AND COACH FIRST.

CAN THEY WORK TOGETHER AND FIND COMMON GROUND AND MOVE FORWARD TOGETHER? THAT'S THE TYPE OF RELATIONSHIP WE WANT TO CULTIVATE AND DEVELOP.

HOW HAS THAT HAPPENED FIRST? THAT I THINK SHOULD ALWAYS HAPPEN FIRST.

IF THAT'S NOT GOING TO RESOLVE THE ISSUE, THIS IS WHERE WE GET INTO THIS DANCE OF WHAT'S THE RIGHT NEXT STEP.

HERE IT SAYS THAT THERE'S A CHANCE TO CALL THE ATHLETICS DEPARTMENT AND THEN HAVE THE PARENTS SET UP A MEETING WITH THE COACH.

I'M HESITANT TO JUMP TO THAT RIGHT AT THE NEXT STEP.

IF YOU LOOK DOWN AT THE SECOND STEP FOR CANVAS, IT SAYS THAT PLEASE CALL IT AND WE'LL SET UP A MEETING.

MYSELF AND THE PARENT WILL BE PRESENT, THE PARENT GIVE ANY CONCERNS THAT YOU HAVE GONE INTO THAT MEETING TO US.

BUT REALLY THAT CONVERSATION IS STILL GOING TO TAKE PLACE BETWEEN THE PLAYER AND THE COACH.

WE'LL BE THERE TO SUPPORT THE CONVERSATION AND MAKE SURE THAT EVERYBODY IS DOING OKAY THROUGH THAT CONVERSATION, AND MAYBE OFFER SOME INSIGHTS.

BUT REALLY THAT CONVERSATION STILL SHOULD BE BETWEEN THE PLAYER AND THE COACH.

BUT WE'LL MAKE SURE EVERY CONCERN THE PARENT HAD THAT THEY SUBMITTED GETS ADDRESSED IN THAT CONVERSATION.

AT THAT POINT, IF THAT'S NOT GOING TO RESOLVE THE SITUATION, THAT'S WHEN I WOULD HAVE A CONVERSATION WITH THAT PARENT.

THEN THIS IS WHERE THE CHAIN OF COMMAND CHANGES.

IT WOULD GO FROM THERE TO THE PRINCIPAL AND FROM THE PRINCIPAL TO DIRECTOR OF SECONDARY ADDRESS FOR MARYLAND.

THAT BEING HOW THIS WOULD PLAY OUT IN INVESTIGATIONS AS WELL.

AS YOU LOOK AT THAT, ANY FEEDBACK YOU HAVE, AND ESPECIALLY IN THAT SECOND STEP, LIKE I'M LOOKING AT A BUNCH OF DIFFERENT POLICIES AND IT'S REALLY FAIRLY CONSISTENT TO JUST HAVE COACH MEET WITH PLAYER AND PARENT RIGHT AFTER DIDN'T GO OUT BETWEEN PLAYER, AND COACH.

BUT I'M A LITTLE HESITANT ON THAT ONE BECAUSE I WANT THE PARENTS TO FEEL INVOLVED, BUT ALSO I WANT TO MAKE SURE THAT THAT COACH HAS AN OPPORTUNITY TO TALK WITH THE PLAYER.

WHAT FEEDBACK DO YOU HAVE AS YOU LOOK AT THAT FOR THE FIRST TIME AND HAD THREE SECONDS TO PROCESS.

>> I LOVE THIS STRUCTURE.

[02:50:01]

I THINK WE JUST NEED TO BE MINDFUL THAT WE ARE HELPING STUDENTS WITH THEIR SKILLS.

I THINK THAT'S WHERE THAT STEP NUMBER TWO, WHERE THE PARENTS AND AD ARE PRESENT, THAT THERE ARE SOMEWHERE IS SOME COACHING WITH THE STUDENTS AND THE COACH MAYBE OF HOW TO GO ABOUT THAT PROCESS.

I KNOW A LOT OF HIGH-SCHOOL KIDS TOO.

THAT'S DIFFICULT AND THAT'S REALLY INTIMIDATING.

THEY MAY NOT HAVE THE SKILLS, THE COMMUNICATION SKILLS, OR KNOW HOW TO GO ABOUT THAT PROCESS, BUT JUST BE MINDFUL.

EVERYBODY INVOLVED IN THAT MEETING.

MAYBE TALKING ABOUT RULES AND EXPECTATIONS AND THAT KIND OF THING, AND JUST HELPING KIDS MOVE THROUGH WHAT COULD BE A REALLY POSITIVE PROCESS FOR THEM.

>> YEAH, I THINK IT'S GOING TO BE REALLY SPECIFIC ON THE SITUATION I'M THINKING BECAUSE IT'S WHAT TRUST DO THEY HAVE WITH ME, TO HAVE THAT CONVERSATION WITH ME? IF THEY DO, LET'S HAVE IT LET'S HAVE THAT CONVERSATION NOW.

WHAT TRUST DO THE PARENTS HAVE WITH ME TO HAVE THAT CONVERSATION WITH THEIR KID, OR IS A COUNSELOR MORE APPROPRIATE? I THINK IT PROBABLY IS READING THAT SITUATION, BUT I THINK YOU'RE RIGHT, THAT PREPARATION THAT GOES INTO, HEY, WHAT ARE WE GOING TO TALK ABOUT? MAYBE JUST PROVIDING THOSE QUESTIONS AT A TIME TO THE STUDENT-ATHLETE OF HEY, HERE'S WHAT WE'RE GOING TO TALK ABOUT HERE WHERE YOUR PARENT CONCERNS, WHAT CONCERNS DO YOU HAVE.

WHEN WE GO INTO RESTORATIVE CONVERSATIONS, THERE'S A LOT OF THAT PRE-CONFERENCE THAT HAPPENS BEFORE WE HAVE THE CONFERENCE, RIGHT? IN THE SAME WAY, WE WANT TO MAKE SURE THAT EVERYBODY KNOWS THE TOPICS AND THE THINGS THAT ARE GOING TO BE DISCUSSED BEFORE WE SHOW UP TO THAT MEETING, BECAUSE THAT WAY NOBODY IS SURPRISED.

>> THIS DOES A GOOD JOB OF ADDRESSING THAT PLAYER, PARENT PLAYER, TO COACH CONVERSATION.

WE'VE HAD A COUPLE OF RECENT INCIDENTS THAT WERE FAN TO OPPOSING PLAYER TYPE INCIDENTS, WHERE THIS STRUCTURE MIGHT NOT AND I DON'T KNOW HOW YOU'RE GOING TO FINESSE IT BESIDES SAYING THAT IN CERTAIN CIRCUMSTANCES, THOSE WHICH INVOLVE AND MAYBE A METHOD OF SAYING IF IT INVOLVES A PERSONNEL ISSUE OR ANOTHER ISSUE THAT IS SUBJECT TO SOME OTHER LAW OR REGULATION, YOU'LL ACT ACCORDINGLY.

THAT CAN ALTER THIS SCHEDULE.

BECAUSE I NOTICED IN SOME OF THE EARLIER ONES, A PROGRAM POLICY REVIEW IS DIFFERENT THAN JUST A CONDUCT ISSUE AND I DON'T KNOW HOW YOU DIFFERENTIATE EXCEPT POSSIBLY HAVE A LINE, AND IN HERE THAT SAYS WHEN THINGS THAT LAND AND THESE AREAS OR OUTSIDE OF THIS AREA WILL BE SUBJECT TO A MORE IN-DEPTH AND DELAYED REVIEW.

WE WILL COMMUNICATE AS BEST AS WE CAN.

THAT MIGHT BE ABOUT AS CLOSE AS YOU GET.

>> I THINK THEN ALSO WE CAN LAY OUT FROM THERE THE STEPS OF, HEY, THIS WILL BE INVESTIGATED BY THE ATHLETIC DIRECTOR.

AN APPEAL CAN BE MADE TO THE PRINCIPAL, RIGHT.

LAYING OUT THAT SAME CHAIN OF COMMAND IN THAT PROCESS.

BUT THEY MAY BE SAYING ARE HOPEFUL OUTCOMES WOULD BE THAT WE WOULD HAVE A QUICK AND THOROUGH PROCESS, RIGHT? LIKE SOME THINGS LIKE THAT.

>> I HAVE A QUESTION JUST SO READING THIS FIRST, IT SAYS PLEASE GIVE 24 HOURS NOTICE BEFORE REACHING OUT TO DISCUSS.

UNLESS IT'S SOMETHING LIKE TO ME THAT SEEMED LIKE IF I HEARD SOME NEGATIVE COMMENTS IN THE STAND, I SHOULDN'T WAIT 24 HOURS TO CONTACT YOU BECAUSE I HEARD SOME KIDS SAYING SOME REALLY BAD STUFF.

YOU WHAT I MEAN? OR IF IT WAS LIKE YOU'RE CONCERNED ABOUT ABUSE OR SOMETHING LIKE THAT.

>> RIGHT. SO LIKE, I DON'T KNOW HOW YOU SAY THAT IN THERE.

THAT IS WE'RE NOT TELLING YOU WELL, HOLD ON 24 HOURS BEFORE YOU REPORT THAT, LIKE THIS IS MAINLY JUST LIKE COACH-PLAYER TIME, STUFF LIKE THAT NOT AS A WHOLE, DON'T WAIT 24 HOURS TO CALL ME.

I DON'T WANT TO SEEM LIKE THEY CAN'T CALL YOU FOR 24 HOURS.

>> EXACTLY. THAT'S HONESTLY AS I WAS DOING THIS, IF YOU LOOK UP AT THE TOP, IT SAYS SCHOOL ADMINISTRATION REQUIRES 24 HOURS TO TRY TO SOLVE THAT, PLEASE.

[LAUGHTER] BUT NO THAT SAME IDEA.

ABSOLUTELY. I'LL GIVE THAT SOME THOUGHT.

>> [OVERLAPPING] [BACKGROUND].

>> I THINK THAT 24 HOURS IS A TYPE OF INCIDENT AND I FEEL LIKE SCENARIOS I'M RUNNING THROUGH IN MY BRAIN ARE MORE THAN THAT.

>> I THINK TO DOUG'S POINT TOO, THERE'S MAYBE A WHOLE ANOTHER SECTION I NEED TO TAKE US HERE, OF OTHER INSTANCES OUTSIDE OF MAYBE A PLAYER-COACH RELATIONSHIP TYPE THINGS.

[02:55:07]

>> I THINK RIGHT NOW, THE 24 HOURS WE'RE THINKING MORE PLAYING TIME, THAT STUFF.

THE OTHER MORE EXTENUATING CIRCUMSTANCES OR SOMETHING LIKE THAT, LIKE A HIP TYPE THING.

MAYBE THAT'S WHERE YOU GET DELINEATE WITH IT OR SOMETHING LIKE THAT.

>> YEAH, TOTALLY. I'M LOOKING UP THE CLOCK.

I DIDN'T REALIZE I'VE ALREADY ALMOST TAKE THEM AN HOUR AND I THINK I WAS SUPPOSED TO BE OUT OF HERE IN A HALF HOURS.

[LAUGHTER] THERE'S THE LAST QUESTION, IT'S AROUND STUDENT HANDBOOK TOPICS.

I GAVE YOU THE ONES TO KEEP OBVIOUSLY, AND THEN THE ONES THAT I FEEL LIKE NEEDS TO BE ADDED, THE PLAYING TIME, SOCIAL MEDIA STANDARDS, WHICH I THINK IS CRUCIAL.

DISCRIMINATION, HIP AND RACISM, SO THAT'S A PLACE WHERE I FEEL LIKE I CAN PUT A LOT OF THIS THAT WE'RE TALKING ABOUT RIGHT NOW INTO, SPORTSMANSHIP STANDARDS AND THEN IN SCHOOL AND OUT-OF-SCHOOL EXPECTATIONS FOR BEHAVIOR.

ANYTHING ELSE THERE THAT YOU FEEL LIKE SHOULD ALSO BE INCLUDED TOPIC WISE AND THEN MAYBE SPECIFICS.

>> LEAD, AND THIS IS JUST FOR THE STUDENT ATHLETE HANDBOOK.

IS THERE A COACH'S HANDBOOK?

>> YEAH, I'M GOING TO LEAD WITH STUDENT ATHLETE HANDBOOK.

THERE HOPEFULLY WILL BE A COACHES' HANDBOOK BY THE END OF THE YEAR TOO, BUT THIS IS WHAT'S PRIORITY NUMBER 1 FOR ME IS MAKING SURE WE HAVE THIS OUT.

IF THERE ARE THINGS FOR THAT AS WELL, ABSOLUTELY.

>> [INAUDIBLE] THE PARENTS WILL READ THE STUDENT'S HANDBOOK AS WELL, HOPEFULLY THIS IS RIGHT.

>> THEY'LL HAVE TO SIGN IT.

>> ON THE SOCIAL MEDIA, THERE'S A LOT OUT THERE OF SCHOOLS, DISTRICTS JUST PUTTING THOSE THINGS OUT AND BASICALLY YOU TALKING ABOUT YOU'RE OWN TEAM YOU DON'T TALK ABOUT OTHER TEAMS. THAT'S HOW QUICK WE TAKE CARE OF THAT.

>> I ASSUME ALL THE HARD EXPECTATIONS AND WHAT THAT MEANS AND WHAT THAT LOOKS LIKE.

THAT IT WILL BE BUILT IN HERE

>> YEAH. [BACKGROUND]

>> THANK YOU.

>> ANYTIME LIKE THIS YEAR, HOPEFULLY WE'LL BE QUIETER THAN THE LAST YEAR.

BUT IF THERE ARE THINGS THAT POP UP, PLEASE DO REACH OUT AND TALK.

IF THERE'S COMMITTEE MEMBERS TALKING TO YOU ABOUT SOME THINGS AND YOU'RE WONDERING ABOUT IT, GIVE ME A CALL I'D LIKE TO TALK ABOUT IT AND GET AHEAD OF WHATEVER WE CAN.

>> BUT I HOPE THAT IT'S LOUDER THIS YEAR IN ENTHUSIASM AND SPORTSMANSHIP, AND WE HAVE THE OPPORTUNITY TO RALLY BEHIND OUR STUDENT ATHLETES.

>> I THINK IF WE CAN TELL OUR STORY AND SHOW WHAT AMAZING THINGS OUR KIDS DO, IT COULD BE A REALLY BIG GAME CHANGER FOR OUR COMMUNITY AS IT HAS BEEN IN THE PAST AND I'VE BEEN PART OF IT.

THIS COMMUNITY RALLIES AROUND IT'S ATHLETICS AND IT'S CLUBS AND ITS ACTIVITIES AND WE'RE STILL ONE ATHLETIC PROGRAM FOR OUR FOUR HIGH SCHOOLS.

IT'S A PLACE WHERE WE ALL CAN RALLY TOGETHER IN THIS ONE PROGRAM AND REALLY TAKE A LOT OF PRIDE.

HOPEFULLY, WE CAN DO THAT THIS YEAR.

>> THANKS, STEPHEN.

>> THANK YOU. [BACKGROUND]

>> WITH THAT SAID, I KNOW THE NEXT SECTION, COREY IS SCHOOL BOARD RESPONSIBILITIES.

WE HAD TALKED THAT AS WE MOVE INTO NOON, IF IT PLEASES THE BOARD, WE CAN ACTUALLY DO A WORKING LUNCH AND HAVE GAIL CONTINUE THROUGH.

>> THAT'S WHAT I SET OUT TO DO.

>> THE BOARD IS PLEASED.

[BACKGROUND]

[NOISE] [LAUGHTER] COREY, DO YOU WANT TO GO AHEAD AND GO TO THE NEXT STEP SECTION?

>> YEAH. ABSOLUTELY. LET'S GO AHEAD AND BRING GAIL UP HERE.

GAIL, IF YOU NEED A COUPLE OF MINUTES TO GET SET, WE CAN DO THAT.

[BACKGROUND] OH, SHE'S READY.

THEN WE'LL JUST KEEP WORKING AND IF WE WANT TO PLATE UP SOME FOOD A LITTLE AFTERNOON AND KEEP WORKING INTO THAT, WE CAN DO IT THAT WAY. THAT'S FINE.

>> WHILE GAIL AND DOREEN ARE GETTING SET UP, JUST A QUICK NOTE.

I DO WANT TO THANK GAIL FOR, AGAIN, PUTTING THIS TOGETHER TODAY.

TAKING THE VISION OF COREY AND THE BOARD AND MYSELF.

BUT CONNIE, EARLIER WHEN YOU TALKED ABOUT THE GLUE BEING A SUPERINTENDENT, I REALLY THINK THE GLUE IS GAIL IN THAT POSITION TOO ESPECIALLY WITH THE WAY THAT THIS BUILDING IS SET UP, IT COULD BE DIVIDED A LITTLE BIT WITHIN THE DEPARTMENTS.

I THINK ONE OF THE GOALS THAT GAIL SETS OUT TO DO IS REALLY TO BRING A LOT OF THE CLASSIFIED STAFF TOGETHER AND THAT'S NOT ALWAYS EASY TO DO.

I'VE WATCHED HER DO THAT REALLY NICELY.

EVEN THOUGH WE'RE SEPARATED BY A LOT OF DIFFERENT WALLS AND DIVIDERS.

ALSO, BEING REALLY CREATIVE AS WE BRING ON NEW STAFF AND RUNNING OUT OF ROOM A LITTLE BIT.

SHE'S REALLY BEEN REALLY CREATIVE AND GETTING EVERYBODY ON BOARD TO FIND PEOPLE REALLY GOOD SPACE THAT THEY CAN BE PROUD TO WORK IN AND NOT FEEL LIKE WE'RE CLAUSTROPHOBIC.

WITH THAT SAID, I JUST WANT TO THANK GAIL FOR TODAY AND EVERY DAY.

[APPLAUSE] [LAUGHTER]

[5. SCHOOL BOARD MEMBER LOGISITICS]

>> [INAUDIBLE] GAIL IS DELEGATING.

[03:00:01]

>> MINE WILL BE QUICK SO WE CAN RECOVER SOME OF THE TIME THAT WE JUST SPENT IN OUR LAST SECTION.

WHAT I WANTED TO TALK TO YOU ABOUT ARE YOUR EMAIL ADDRESSES AND THE WAY THAT PEOPLE CAN REACH YOU.

THE PROBLEM THAT I'M TRYING TO SOLVE IS THAT SOMETIMES BOARD MEMBERS GET THINGS THAT I DON'T GET TO SEE OR MAYBE THE SUPERINTENDENT DOESN'T GET TO SEE BECAUSE IT WAS SENT DIRECTLY TO YOU AND NOT AS PART OF A DISTRIBUTION GROUP.

EMAILS THAT ARE SENT TO SCHOOL.BOARD@CANVAS.WEDNET.EDU, INCLUDE ALL OF YOU PLUS JOHN, GAIL, AND MYSELF, AND THAT FUNCTIONALITY IS NOT USED WIDELY.

I WOULD LIKE TO REMOVE YOUR INDIVIDUAL EMAIL ADDRESSES ON THE BOARD PAGE AND USE JUST THE SCHOOL DOT BOARD.

KNOWING THAT COREY WOULD BE THE FIRST PERSON TO RESPOND TO PEOPLE AS PRESIDENT, AND THEN JOHN AND GAIL AND I WOULD ALL KNOW ABOUT WHAT THE ISSUES ARE.

>> DOES IT INCLUDE OUR INDIVIDUAL EMAIL ADDRESSES?

>> RIGHT. IT JUST WOULDN'T BE SOMETHING THAT WE WOULD POST ON THE WEBSITE BECAUSE WHAT PEOPLE ARE DOING SOMETIMES IS THEY'RE HAVING TO COPY AND PICK EACH OF YOU SEPARATELY AND WHEN OFTEN WHAT THEY ARE DOING IS EMAILING THE WHOLE GROUP ANYWAY.

THEN WE STILL DON'T KNOW ABOUT IT, AND THE SCHOOL DOT BOARD ONE WOULD KEEP IT GROUPED TOGETHER.

>> I WOULD ALSO SAY TO SOMETHING ELSE THAT'S HAPPENED IS THEY WOULD BE TYPING IN OUR EMAIL ADDRESSES AND THEY WOULD MISSPELL ONE OF OUR NAMES. YEAH, EXACTLY.

OR LEAVE THE E OUT OF MY NAME IN COREY, AND THEN I DON'T KNOW WHAT EVERYBODY'S TALKING, SO THIS WOULD JUST MAKE SURE THAT EVERYBODY'S GETTING THE SAME INFORMATION.

>> SHARE THAT.

>> BUT MAYBE WHAT WE'RE PUTTING OUT THERE IS THAT, IF YOU WANT TO SEND ANY INFORMATION TO THE SCHOOL BOARD, USE THIS DISTRIBUTION LIST.

THEN WE CAN REPLY BACK INDIVIDUALLY OR THE PRESIDENT REPLIES BACK FOR THE BOARD, BUT WE WOULD STILL HAVE OUR OWN EMAIL ADDRESS.

>> HELP ME UNDERSTAND THE DIFFERENCE BETWEEN HOW IT IS CURRENTLY STRUCTURED.

I WAS THINKING YOU WERE THINKING OF MY PERSONAL EMAIL.

BUT YOU'RE JUST TALKING ABOUT THE INDIVIDUALIZED SCHOOL ADDRESS BEING REMOVED, AND IT JUST A BLOCK GROUP DISTRIBUTION.

>> CORRECT. YOU WOULD STILL HAVE YOUR DOUG.QUINN AT CANVAS? I WENT INTO EDU. THAT WOULD STILL BE AN ADDRESS, BUT IT WOULDN'T BE THE ONE THAT WE WOULD POINT THE PUBLIC TO.

>> WE WOULD [OVERLAPPING]

>> IN SOME WAYS. I UNDERSTAND WHY IT SEEMS LIKE IT'S A STEP AWAY FROM MORE OPEN, MORE TRANSPARENT, MORE ACCESSIBLE AND THAT'S WHAT MY VALUE TAKING US.

I WILL FILTER THROUGH THAT STUFF.

I DIDN'T REALIZE IF THEY SEND IT TO ME DIRECTLY THAT IT'S STILL NOT HIT THE DISTRIBUTION LIST OF THOSE OTHERS.

>>CORRECT. WE DON'T SEE IT.

>> CAN THAT BE DESIGNED?

>> NO BECAUSE IN THAT WOULD BE EVERY SINGLE EMAIL.

THERE WILL BE A RULE LIKE THAT AND I THINK THAT THAT WOULD BE OVERWHELMING.

>> WELL, I SEE THE PROBLEM YOU'RE SOLVING, IT COMPETES WITH MY SENSE OF BEING OPEN AND ACCESSIBLE AND RESPONSIVE.

BECAUSE THAT MEANS IF SOMEBODY IS TRYING TO SEND SOMETHING TO ME, THEY MIGHT ADDRESS IT TO DOUG, GOES TO ALL OF YOU, GETS BOUNCED AROUND BEFORE IT COME TO ALL OF US INSTANTLY IN THAT MODEL THEN OR DOES IT GO THROUGH THAT DISTRIBUTION LIST BUT THEN BOUNCES BACK FROM THAT.

THAT COULD BE A DAY OR TWO DELAY.

>> MY SUGGESTION IS THAT WE USE ONLY THE DISTRIBUTION LIST.

IF YOU REALLY WANTED THE DOUG.QUINN TO STAY ON THERE, WE COULD DO THAT, BUT IT DOESN'T SOLVE THE PROBLEM OF NOT EVERYBODY KNOWING WHAT'S HAPPENING.

>> SOMETIMES PEOPLE WANT TO EMAIL, LIKE AN EMAIL TODAY FROM SOMEBODY A TEACHER WHO IS CLOSE WITH ME.

SHE WANTED TO EMAIL ME AND ASK ME A QUESTION AND SHE PROBABLY DON'T WANT THAT TO GO TO EVERYBODY.

SHE JUST WANTED TO ASK ME AND THEN I TAKE MY ABILITY TO SAY, OH, I NEED SOME HELP WITH THIS.

I'M GOING TO HAVE SOME PEOPLE, I'M GOING TO ASK JOHN INQUIRY TO HELP ME WITH THAT.

BUT SHE PROBABLY WASN'T EMAILING AN EMAIL TO EVERYONE.

>> HEY GAIL. GAIL

>> THE SECOND.

>> I'M SORRY. I THINK WE'RE OVERTHINKING THIS, FOLKS.

CAN YOU PULL OUR BOARD MEMBERS, OUR WEBSITE UP THERE? BECAUSE I THINK THAT ALL WE REALLY NEED IS JUST A LITTLE HYPERLINK HERE THAT SAYS CLICK HERE TO EMAIL YOUR BOARD MEMBERS. I MEAN, THAT'S REALLY ODD.

[03:05:01]

AND THEN IT CAN STILL LIST OUR INDIVIDUAL IF SOMEBODY REALLY FEELS STRONGLY THAT THEY DON'T WANT TO CONTACT ALL THE BOARD, THEY JUST WANT TO CONTACT TRACY. TRACY IS RIGHT THERE.

>> THEY WOULD NEED TO COPY AND PASTE IT AND MAKE IT NOT A LIVE LINK SO THAT IT [OVERLAPPING] IT'S A STEP.

>> I GET WHAT YOU'RE DOING.

I THINK THAT BY DOING THIS, I ACTUALLY THINK IT COULD MAKE IT EASIER FOR PEOPLE TO CONTACT US BECAUSE RIGHT NOW IF YOU GO ON OUR WEBSITE, LOOK AT THIS, THERE'S MY EMAIL ADDRESS.

YOU HAVE TO TYPE, YOU HAVE TO THEN GO IN AND SAY, NOW I NEED TO GO ON.

I NEED TO TYPE ERICA.COX BECAUSE THERE'S NO LIVE LINKS ON HERE.

>> BECAUSE THIS HAS HISTORICALLY BEEN A WAY THAT WE AVOID SPAM BOTS FROM CRAWLING OUR WEBSITE AND SPAMMING US.

BUT OUR TECHNOLOGY IS SUCH TODAY THAT WE DON'T NEED TO DO THAT ANYMORE.

>> YOU CAN PUT A LIVE LINK IN THERE.

>> I CAN PUT A LIVE LINK IN THERE.

WHAT WE WANT TO DO IS MAKE IT VERY PROMINENT.

CONTACT YOUR SCHOOL BOARD AND JUST LIKE A BUTTON, A BIG BUTTON, THAT'S REALLY EASY, AND THEN ON A SECONDARY LEVEL, WE COULD STILL.

>> KEEP IT. THAT'S WHAT I WAS GOING TO SAY.

KEEP THIS EXACTLY THE WAY IT IS, SO IF SOMEBODY REALLY FEELS STRONGLY, I DON'T WANT TO EMAIL ALL OF THE BOARD.

I JUST WANT TO E-MAIL TRACY.

>> OF COURSE THEY WANT TO EMAIL SOMEBODY YOU'RE COMFORTABLE WITH.

I WANT TO TALK TO TALK TO THOSE TOO NOT THAT THEY DON'T LIKE YOU.

>> I THINK THERE IS A MISCONCEPTION OUT THERE THAT I ONLY REPRESENT DISTRICT 1.

IF I'VE GOT A PROBLEM OR IF I'VE GOT SOMETHING I WANT TO TAKE UP WITH THE SCHOOL BOARD, I NEED TO ONLY E-MAIL COREY BECAUSE I LIVE IN THE WOODBURN NEIGHBORHOOD OR SOMETHING, AND THAT'S NOT THE CASE.

WE REPRESENT EVERYBODY.

I ACTUALLY THINK THAT [OVERLAPPING]

>> THAT'S THE FIRST THING THAT'S THERE.

>> IT SAYS THAT WE'RE ELECTED FROM DIRECTOR DISTRICTS WITH A HYPERLINK.

BUT I THINK THAT GIVES THE MISNOMER THAT WE DON'T REPRESENT ALL.

>> I COULD JUST SAY. HOWEVER, IF THEY REPRESENT EVERY AREA [OVERLAPPING]

>> WHAT ABOUT EVEN JUST TO CONTACT YOUR SCHOOL BOARD, USE THIS LINK.

>> I THINK THAT'S WHAT YOU'RE SAYING ISN'T IT?

>> IF YOU WOULD LIKE TO CONTACT AN INDIVIDUAL SCHOOL BOARD MEMBER.

HERE ARE THEIR INDIVIDUAL E-MAIL, BUT THE FIRST WOULD BE, TO CONTACT THE BOARD WE RECOMMEND THAT YOU USE THE DISTRIBUTION LIST BECAUSE THEN EVERYBODY SEES IT.

>> BECAUSE I THINK 90% OF THE PEOPLE WHEN THEY WANT TO EMAIL US, THEY'RE GOING TO EMAIL ALL OF THE BOARD.

YEAH. I MEAN, I UNDERSTAND WHAT YOU'RE SAYING WHERE THERE MIGHT BE SOMEBODY WHO WANTS TO JUST BECAUSE THEY KNOW YOU OR SOMETHING, THEN GO AHEAD AND SHARE YOUR EMAIL WITH THEM OR SOMETHING LIKE THAT.

>> SOMETIMES YOU DON'T KNOW THAT. I GUESS IF YOU HAD SCHOOL BOARD MEMBERS AND YOU WERE TALKING BIG RED BUTTON, BIG LONG BAR, CONTACT YOUR SCHOOL BOARD, COMMENT TO YOUR SCHOOL BOARD, WHATEVER, UP TOP, AND NOT UNTIL THEY GOT DOWN TO THE INDIVIDUAL DISTRICTS, AND IF WONDERED THOSE AREAS YOU HAD THE INDIVIDUALS I WOULD SAY THAT GIVES THEM THE BEST OF BOTH.

>> THEN THAT WILL FILTER INTO MY TRICK MY EMAIL BOX. MY TRACY ONE.

>> YEAH. MAYBE WHAT I'LL DO IS MOVE THE ELECTIONS INFORMATION DOWN THE PAGE A LITTLE BIT BECAUSE IT REALLY TAKE A MOMENT TO EXPLAIN THAT THE DIRECTOR DISTRICTS REPRESENT THE ENTIRE DISTRICT SO THAT PEOPLE MAYBE CAN UNDERSTAND THAT.

IT'S COMPLICATED. IF YOU WANT TO RUN, YOU NEED TO BE IN THE LIVING DISTRICT, BUT IF [OVERLAPPING].

>> OTHERWISE, WE'RE ALL IN IT TOGETHER.

>> THAT WAS QUICK, SO SIMPLE.

>> DOREEN THANK YOU.

>> YOU'RE WELCOME.

>> LET'S GO AND JUST KEEP POWERING THROUGH STUFF GAIL.

GAIL, I'LL COME TO INTRODUCE THIS NEXT PART AND THEN PASS IT OFF TO YOU IF YOU DON'T MIND, JUST BECAUSE THE CONVERSATIONS WITH COREY AND ME BEING NEW TO THE POSITION, IT SOUNDS LIKE THE WORKSHOPS, WE WOULD LIKE START TO CALENDAR OUT A LITTLE BIT AHEAD OF TIME SO THAT YOU CAN COME PREPARED TO THE WORKSHOPS WITH SOME IDEAS, SOME CONCEPTS, AND WE REALLY KNOW THE OVERARCHING THEME OF THE WORKSHOP.

A COUPLE OF IDEAS THAT WE THREW OUT THERE ON THE AGENDA AND I KNOW WE ARE VERY OPEN OBVIOUSLY TO TAKE SUGGESTIONS AS THE SESSION BEGINS TO TAKE PRECEDENCE AS THE LEGISLATIVE INFORMATION.

COMMUNICATIONS OBVIOUSLY SOUNDS LIKE IS GOING TO BE AN OVERARCHING THEME FOR THE YEAR.

[03:10:03]

TIER 1 INSTRUCTION.

I THINK GOING BACK TO WHAT WE TALKED ABOUT EARLIER ABOUT KNOWING WHAT'S HAPPENING, HAVING AN IDEA WHAT'S HAPPENING IN OUR SCHOOLS, REALLY PUTTING AN EMPHASIS ON THE INSTRUCTION THAT'S HAPPENING AND SOME OF THE GREAT THINGS THAT ARE HAPPENING IN THE SCHOOL, IN THE SCHOOL CLASSROOMS AND THEN ME BRINGING THOSE IDEAS TO YOU, SO WE'LL WORKSHOP REALLY AROUND WHAT GOOD INSTRUCTION REALLY LOOKS LIKE AND OPPORTUNITY, ACCESS AND INCLUSION AND HOW WE REALLY WANT TO CONTINUE TO EMPHASIZE THAT BEING AN EMBEDDED PHILOSOPHY IN OUR DISTRICT.

SOME IDEAS, GAIL, I DON'T KNOW IF YOU WANTED TO ADD THERE OR LEAD THAT DISCUSSION.

>> NO, I WANT TO MARK DOWN WHATEVER YOU'D LIKE TO ADD TO THOSE SO THAT WE CAN GET THOSE IN THE PROGRESS MONITORING.

>> WHAT I WOULD JUST ASK IS, AND I'M NOT SURE JOHN OR GAIL IF YOU KNOW THIS, BUT ARE THERE CERTAIN WORKSHOP TOPICS THAT WE KNOW, LIKE IN THIS MONTH WE HAVE TO DO, FOR EXAMPLE, BUDGET? BUDGET HAS TO BE WHAT IS IT? THE APRIL WORKSHOP OR SOMETHING LIKE THAT, THAT WILL ALWAYS BE THAT WAY.

IF YOU CAN LET US KNOW WHICH ONES ARE THE HARD AND FAST ONES, THEN WE CAN ALSO TALK ABOUT THOSE OTHER WORKSHOP TOPICS YOU GUYS THINK YOU'D LIKE TO DIG INTO.

>>I THINK ONE THAT WE CAN COUNT ON YEAR AFTER YEAR FOR TIMING WISE WOULD BE LEGISLATIVE, AND ALSO ADD [NOISE] ONTO THAT, NOT ONLY A WORKSHOP BUT INVITATIONS, SOME SORT OF A COALITION WITH OUR ELECTEDS FOR INTRODUCTIONS.

IT'D BE BETWEEN NOVEMBER AND MID NOVEMBER AND IN JANUARY, WHEN IT STARTS, SO AFTER ELECTIONS, PRIOR TO THE SESSION.

THEN, IF I'M THINKING ABOUT WHAT WE WOULD WANT TO TALK WITH THEM ABOUT, IS THAT WE NEED TO HAVE A WORKSHOP ON OUR GOALS FOR THAT YEAR, OUR KEY MESSAGES, WORKING BACKWARDS FROM THAT.

>> WELL, AND IT'S ALSO HELPFUL FOR US TO KNOW WHAT YOUR TOPICS ARE AND THEN FOR JOHN AND I TO WORK WITH THE STAFF WHO HAVE TO SUPPORT THOSE TOPICS AND THOSE PRESENTATIONS TO KNOW WHEN IT'S THE BEST TIME OF THE SCHOOL YEAR TO BRING THEM TO YOU. DOES THAT MAKE SENSE?

WORKSHOPS DON'T JUST HAVE TO BE ABOUT ONE TOPIC.

>> I WOULD ALSO ADD TOO.

>> WE CAN PIGGYBACK IF YOU WANT.

WE DON'T NECESSARILY HAVE TO CALENDAR OUT ALL OF OUR WORKSHOPS TODAY.

THERE ARE GOING TO BE OTHER THINGS THAT COME UP ALONG THE WAY.

BUT I WANTED TO MAKE SURE THAT I WAS GIVING THE FIVE OF US AN OPPORTUNITY TO WEIGH IN ON SOME THINGS THAT WE WOULD LIKE TO DIG INTO THIS YEAR SO THAT WAY WE CAN AT LEAST HAVE FIRST DIBS ON THE CALENDAR AND THEN IT CAN BE FILLED IN AS NEEDED ALONG THE WAY.

>> WHAT COMES TO MIND IS FACILITIES PLANNING LONG-RANGE AS A PRECURSOR TO THE DISCUSSION AROUND BOND AND LEVY, BECAUSE I THINK WE HAVE SOME OF THOSE COMING OUT AS PRETTY QUICKLY.

SIPS, I ASSUME WE'RE GOING TO CONTINUE TO DO SCHOOL IMPROVEMENT PLAN IN OUR WORKSHOPS.

I DON'T KNOW THAT WE'VE HAD A WORKSHOP AROUND OUR INTENTIONALITY, AROUND OUR PARTNERS, OUR COMMUNITY PARTNERS, AND I DON'T KNOW WHERE ELSE WE WOULD DO THAT NECESSARILY.

>> [BACKGROUND] WHAT DO YOU MEAN BY THAT?

>> THE REPORT HAS A PARTICULAR [OVERLAPPING] THE DOWNTOWN, THE CHAMBERS [OVERLAPPING]

>> ARE YOU SAYING INVITE THEM TO A WORKSHOP? [OVERLAPPING] INSTEAD OF DOING THE CITY SCHOOLS [OVERLAPPING] WORKSHOPS IN A WORKSHOP SETTING?

>> WE DO A CITY SCHOOLS MEETINGS, AND AT SOME POINT IF WE AREN'T DOING A JOB OF KEEPING YOU ALL IN THE LOOP, THE THREE OF US WOULD DO SIT IN ON THOSE, IT WOULD BE GOOD TO HAVE THAT GROUP POTENTIALLY TO DO A DEEP DIVE AND I THINK THIS COMING YEAR MAY OPEN SOME PARTNERSHIPS UP THAT NEED TO HAVE AIRTIME, THAT'S COMMUNITY AIRTIME.

[BACKGROUND] I THINK THAT'S JUST PART OF THE PROCESS THAT I WOULD LIKE TO SEE.

IT MAY NOT RISE TO AN ENTIRE WORKSHOP DEVOTED TO SOMETHING LIKE THAT, JUST AN UPDATE TO IT, BUT TO PREVENT ANY SURPRISES, I THINK IT COULD BE HELPFUL.

>> GAIL, I WAS JUST LOOKING UP AT THE BOARD UP HERE, I APPRECIATE YOU ALREADY HAVING IN THE QUARTERLY EQUITY REVIEWS TOO.

THANK YOU FOR PUTTING THOSE IN.

>> I'LL GO BACK. [NOISE] IN THE PAST SEVERAL TIMES WE HAD PARTNERED WITH OUR NEIGHBORING DISTRICT, WITH HAWKINSON AND WASHOUGAL WHEN WE BROUGHT OUR LEGISLATORS IN BECAUSE THEN THEY'RE KILLING

[03:15:02]

THREE BIRDS WITH ONE STONE AND IT MAKES IT MORE LIKELY THAT THEY'LL ACTUALLY COME, SO THAT'S SOMETHING THAT WE CAN THINK ABOUT DOING WITH SOME NEIGHBORS [OVERLAPPING]

>> LIKE A JOINT WORK, SO MAYBE NOT A JOINT [OVERLAPPING]

>> YEAH. WE CAN ALL COME WITH OUR [BACKGROUND] PLATFORM.

WE DO THE COUNTY ONE, BUT IT'S A SMALLER ONE BECAUSE WITH THE DISTRICTS WHO HAVE SIMILAR GOALS AS OURS.

>> WE CAN ALSO LOOK AT THE WAY THAT THE LEGISLATIVE LINES HAD BEEN REDRAWN TOO BECAUSE, WHAT WE'RE BASICALLY CAMAS IS NOW ALL IN THE 17TH LD NOW.

I THINK IT'S JUST US AND WASHOUGAL THAT ARE IN THOSE.

>> BUT YOU AGREE?

>> IT MAKES SENSE [BACKGROUND] TO DO. YEAH. ALSO I WOULD LOVE TO [NOISE] HAVE AN UPDATE ON OUR UDL, UNIVERSAL DESIGN LEARNING, BECAUSE I THINK THAT IT WOULD BE GREAT FOR ALL OF US TO UNDERSTAND THAT A LITTLE DEEPER AND WHERE WE'RE AT AND WHERE IT'S GOING IN, THE PLAN MOVING OUT.

BOARD COMMUNICATIONS AND OUR BOARD TRANSPARENCY, WHETHER THAT'S LOOKING AT THE CALENDAR OF EVENTS AND FIGURING OUT HOW WE'RE GOING TO ATTEND THOSE.

ARE WE GOING TO HAVE LISTENING POSTS? WHEN ARE WE GOING TO HAVE LISTENING POSTS? ARE GOING TO HAVE ANY SORT OF COMMUNITY FORUMS? ON WHAT TOPICS? AT WHAT POINTS IN THE YEAR? I'D LIKE TO PLAN THOSE OUT SO THAT THEY ARE PROACTIVE AND NOT JUST IN RESPONSE TO SOMETHING THAT COMES UP TO STAY AHEAD OF THOSE, AND IT'S JUST MAPPING OUR COMMUNICATIONS CALENDAR AS THE BOARD.

>> MAYBE CAN WE DO THAT AT THE WORKSHOP? AT THE BOARD MEETING, THE COMMUNICATION THING IS SO AWKWARD.

>> I KNOW.

>> I'D RATHER, IF WE'RE GOING TO DISCUSS WHO'S GOING TO THESE EVENTS OR THIS IS [OVERLAPPING] I DIDN'T MEAN IT AS FOR COMMUNICATIONS THAT AGENDA [OVERLAPPING] LIKE YES.

>> BUT I MEAN IF WE DID IT HERE AT THE END OF A WORKSHOP INSTEAD OF A BOARD MEETING.

>> IF WE DID HAVE A WORKSHOP DAY AND WE'RE LIKE, HEY, LET'S TALK ABOUT WHAT OUR SCHEDULE IS FOR THE MONTH BECAUSE IT'S MORE FREE-FLOWING CONVERSATION THAN THAT FOR COMMUNICATION ITEM AT AN ACTUAL MEETING, I THINK WE CAN TALK ABOUT WHAT SOME OF THOSE ARE. IT MIGHT BE EASIER.

>> TO THAT POINT. THE COMMUNICATION AT THE MEETING COULD BE A RETROACTIVE REVIEW AND THE WORKSHOP COULD BE A PROACTIVE, FOR LIKE, WHAT'S COMING? WHERE ARE WE GOING WITH OUR TIME THIS NEXT MONTH?

>> I LIKE THAT. SO YOU'RE SAYING, LET THE WORKSHOP DECIDE WHERE WE'RE GOING TO GO AND THEN AT THE BOARD MEETING, ACTUALLY TALK ABOUT, WHAT WE DID AND AND REPORT BACK.

I LIKE THAT. I THINK THAT'S GOOD.

>> [NOISE] I STRUGGLE WITH AND I KNOW WE'RE STILL NEW TO THE WORKSHOP AND THE BOARD MEETING.

IT STILL SEEMS LIKE WE GET MORE ATTENDANCE AT THE BOARD MEETINGS THAN AT THE WORKSHOPS.

ONE OF THE REASONS FOR THE WORKSHOP IS TO WORK IN PUBLIC, TO SEE THE WORK GOING.

OFTENTIMES PEOPLE WILL COME TO A BOARD MEETING AND THINK, "OH MY GOD, WE GOT TWO SENTENCE ABOUT WHAT THAT IS AND YOU ALL JUST VOTED ON IT." THERE'S NOT THE UNDERSTANDING THAT THIS IS NOT THE FIRST TIME WE'VE HEARD OR LEARNING ABOUT THIS, THAT WE'RE ACTING ON IT AT THE BOARD MEETINGS, SO SOMEHOW PROVIDING THAT LINK TO THE WORKSHOPS.

AT OUR LAST WORKSHOP, WE TALKED ABOUT THAT.

MERGE THOSE AND DIRECT.

MAYBE THINK OF THIS AS YOU SAID, WHILE IN THE BOARD MEETINGS, IT'S AWKWARD TALKING.

I DON'T WANT IT TO BE AND NONE OF US WANT IT TO BE.

HOW TO BRING THIS EASE INTO OUR BOARD MEETINGS AND BRING VIEWERS OF OUR BOARD MEETINGS TO THESE WORKSHOPS TO SEE MORE OF WHAT'S GOING ON BEHIND IT.

MAYBE IT'S JUST REFERRING TO IT AND FOR MORE INFORMATION ON THIS CHECK OUR [OVERLAPPING]

>> JANUARY 3RD.

>> OUR JANUARY 3RD WORKSHOP.

>> I WONDER WHAT OUR VIEWERS IS ON THE WORKSHOP [OVERLAPPING] BECAUSE IT COULD BE THAT [OVERLAPPING] THEY ARE AT THE MEETING.

>> IT COULD BE FOUR PEOPLE.

>> BUT IT COULD BE 50 AND WE DON'T KNOW. [OVERLAPPING]

>> WE DON'T KNOW.

>> THAT BECAUSE THEY'RE NOT HERE IN TIME. I'M HOPING THAT THERE'S MORE PEOPLE WATCHING THEM BECAUSE THEY'RE WATCHING THEM, BUT I DON'T KNOW.

>> I WAS ASKING GAIL ON ONE OF THE BREAKS, "REMEMBER WHEN WE HAD OUR MEETINGS ON ZOOM?"

>> OH, YEAH.

>> YOU COULD SEE. YOU COULD LITERALLY LOOK THROUGH THE LIST OF WHO'S VIEWING.

>> YOU COULD SEE THAT, YEAH.

>> THAT SUSY SNOW WAS THE LAST ONE ON THERE ALL THE TIME WATCHING HER HUBBY.

>> YEAH, DOWN THE BOTTOM. [LAUGHTER].

>> BUT TO KNOW, ARE WE TALKING [NOISE] IN OUR WEB VOID OR IS OUR COMMUNITY ACTIVELY ENGAGED?

>> I SAW THE HI SIGH BY THE WAY THAT LUNCH IS READY.

>> BUT I WOULD ASK GAIL OR DOREEN, DO YOU KNOW WHAT OUR TRAFFIC IS LIKE IN TERMS OF PEOPLE EITHER WATCHING LIVE OR GOING BACK AND WATCHING LATER?

>> I DON'T CURRENTLY KNOW THAT.

WITH SWAGIT I HAVE TO CONNECT THROUGH A GOOGLE ACCOUNT AND IT CANNOT BE PART OF OUR G SUITE, SO I HAVE TO DO IT THROUGH MY PERSONAL ACCOUNT AND I JUST HAVEN'T SET THAT UP YET.

I DON'T KNOW IF IT'S SOMETHING THAT I CAN WATCH LIVE AS IT'S HAPPENING, OR IF IT'S JUST MORE LIKE ANALYTICS AFTERWARDS.

AS SOON AS I HAVE THAT TOGETHER,

[03:20:01]

I'LL LET YOU KNOW AND SHARE IT WITH YOU.

>> [NOISE] BECAUSE THAT WILL DRIVE WHAT COMMUNICATION WE DO.

IF NOBODY'S WATCHING THE BOARD MEETINGS, THEN HOW DO WE GET THE INFORMATION OUT AND SOLICIT FEEDBACK?

>> DID YOU HAVE SOMETHING ELSE YOU WANTED TO ADD?

>> I JUST GOT ONE. IT'S NOT AN ITEM THAT IS NECESSARILY A WORKSHOP ITEM, BUT IT'S AN ITEM THAT I KNOW HISTORICALLY.

WE AS A BOARD HAVE ATTENDED THE VARIOUS SCHOOLS' END-OF-YEAR CELEBRATIONS AND IN MANY CASES, WE GET TO SEE OUR TEACHERS THAT ARE BEING RECOGNIZED FOR YEARS OF SERVICE, THOSE THAT ARE RETIRING, THOSE THAT ARE NEW, AND THEY'RE DONE IN DIFFERENT WAYS.

I DON'T KNOW IF IT'S A WORKSHOP ITEM, BUT I DO MISS THAT.

WHAT I NOTICE IS THERE ARE TEACHERS THAT I SEE FOR THE FIRST TIME WHEN THEY'RE IN PRESENTING SOMETHING THAT I DIDN'T EVEN KNOW THEY WERE AN EMPLOYEE, BUT THEY'VE BEEN PART OF A PROGRAM FOR A WHILE AND IT'S LIKE, "OH GOSH, I DON'T KNOW WHO THIS PERSON IS." IT'S GOOD TO MEET THEM IN THAT SETTING.

I DON'T KNOW IF THERE'S A BETTER WAY TO DO THAT.

I CAN ENVISION A WORKSHOP EARLY IN THE YEAR FOR NEW PEOPLE AND NO WORKSHOP AT THE END OF THE YEAR AFTER WE'VE SEEN ALL OF THE RETIREMENTS OR RESIGNATIONS COME THROUGH FOR VARIOUS PEOPLE.

IF WE WANTED TO HAVE EITHER JUST A PRESENTATION THAT SCANS ACROSS WITHOUT NECESSARILY HAVING THEM IN THE ROOM, BUT ALSO HAVE THEM IN THE ROOM, I'M NOT OPPOSED TO THAT.

>> IT'S JUST SOMETHING THAT HISTORICALLY WE'VE HAD EXPOSURE AS A BOARD TO THAT AND IF WE DON'T EVEN KNOW THE PEOPLE THAT WORK HERE, AT SOME POINT, WE LOSE OUR CREDIBILITY AND I DON'T KNOW HOW TO COMMUNICATE.

>> IT'S LIKE, "HI, I'VE BEEN HERE FOR 10 YEARS."

>> WE USED TO GET INVITED TO THE NEW TEACHER ORIENTATION [OVERLAPPING] JUST TO DROP BY AND THE BACK-TO-SCHOOL ASSEMBLY WHICH IS TOUGH WHEN WE'RE AT OUR OWN BACK-TO-SCHOOL ASSEMBLY AT OUR SCHOOLS.

THEN AT THE END OF THE YEAR, THE EMPLOYEE BARBECUE WHERE THEY'D RECOGNIZE.

>> THAT'S EXACTLY IT. THAT'S GONE?

>> WELL, COVID HAS [OVERLAPPING] INTERRUPTED THAT TOO.

THAT BE NICE [OVERLAPPING]

>> WE ACTUALLY [OVERLAPPING] NO LONGER DO THAT BECAUSE PEOPLE WEREN'T COMING.

IT'S THE LAST DAY AND THEY WERE WARNING OUT OF THEIR BUILDINGS. [LAUGHTER]

>> GOT IT.

>> SO EACH SCHOOL INDIVIDUALLY DOES THEIR OWN.

>> IT COULD BE JUST A SLIDESHOW.

>> THAT'S WHAT I WAS SAYING. I'D LOVE A POWERPOINT SLIDESHOW THAT'S GOING THROUGH.

I'D LIKE TO SEE FACES AND NAMES.

>> WE GET THAT, LIKE A DIRECTORY AT ONE POINT, A PICTURE DIRECTORY. [OVERLAPPING]

>> IT BE GREAT TO HAVE THAT. [OVERLAPPING]

>> WE USED TO GET THAT.

>> THAT [INAUDIBLE] IS NOT WORKING TO GAIL.

>> ARE THERE TOPICS THAT WE WANT TO [NOISE] PASS ALONG TO CAC AND SAC AS FAR AS WE'VE TALKED ABOUT?

>> YEAH, I THINK WE'RE GETTING AHEAD THAT. WE'RE GOING TO COME UP TO.

>> I WANT TO MAKE SURE THAT YOU GUYS HAVE THE OPPORTUNITY.

IS THERE ANYTHING ELSE YOU WANT TO TALK ABOUT IN TERMS OF CALENDERING WORKSHOP TOPICS? WHETHER IT'S YOU WANT TO PUT IT ON A SPECIFIC DATE OR SOMETHING THAT YOU JUST LIKE TO THROW OUT THERE.

>> CAN WE HAVE A PARKING LOT WHERE WE CAN PUT STUFF OUT THERE AND THEN AS WE GO, WE CAN FIGURE OUT [OVERLAPPING]

>> I'LL SET IT UP ON THE SCHOOL BOARD WEBSITE TO WHERE YOU CAN PUT THOSE.

I'LL HAVE A LINK ON THERE THEN WE'LL HAVE A GOOGLE DOC [OVERLAPPING]

>> THEN IF THEY'RE STUCK, THEY ARE LIKE, "HEY, WE WANT TO PRESENT ON THIS, THEN WE PUT THEM ON THAT LIST.

WHERE DOES THAT MAKE SENSE?"

>> [BACKGROUND] [NOISE] I REALLY WANT TO PRESENT SOMETHING TO THE BOARD.

WE'D [OVERLAPPING] LIKE TO TAKE THAT AND THROUGH SOME WAYS TO FIT THEM INTO A WORKSHOP OR SOMETHING.

>> IS THERE A SYSTEM FOR THAT ALREADY IN TERMS OF [OVERLAPPING].

>> THEY JUST REACH OUT TO JOHN OR MYSELF AND JOHN MAKES THE DECISION AND MAYBE TALKS TO YOU AND WE SCHEDULE IT.

>> WE'VE DONE THAT BEFORE.

>> I WAS JUST THINKING ABOUT CURRICULUM, BUT I DON'T KNOW WHAT I'M THINKING HERE.

I WAS THINKING, KNOWING MAYBE THE SCHEDULE AND KNOWING WHAT IS COMING UP AND UP AHEAD, I DON'T WANT TO PREEMPT THE GROUP THAT'S EVERYTHING OUT.

BUT JUST TO BE ON OUR AWARENESS MAYBE NOT SURE I HAVE TO THINK THAT THROUGH THAT ONE.

I WAS JUST SAYING ABOUT WHAT THINGS WE SEE.

>> THERE WERE NEW CURRICULUMS ADOPTED BY THE STATE RECENTLY AND WHAT THE SEX ED CAME THROUGH THE DEI SEVERAL YEARS AGO.

WE USUALLY SEE A WORKSHOP ON THOSE BEFORE THEY LAUNCH SO WE KNOW WHAT'S GOING ON AND I THINK THAT WOULD BE NICE.

THAT'S A FREE-FLOWING, WHAT IF THERE ARE NEW SIGNIFICANT REGULATIONS COMING THROUGH, WILL THIS WORK?

>> I DON'T FEEL LIKE TO DO A WORKSHOP OR TWO ABOUT THIS LOOMING BUDGET CRISIS COMING NOT JUST WHEN WE NEED TO DO THE BUDGET, BUT LOOKING FORWARD, WE KNOW THERE'S SOME TOUGH YEARS COMING AHEAD WHERE WE HAVE TO GET IN LINE WITH THE PROTOTYPICAL SCHOOL MODEL.

WHAT DOES THAT LOOK LIKE? WHAT PLANNING IS GOING ON? WHAT DO WE NEED TO LOOK AT? JUST HAVE DISCUSSIONS ABOUT WHAT DOES THAT MEAN? WHAT DOES THAT LOOK LIKE?

[03:25:04]

I DON'T WANT TO HAVE TO JUST DEAL WITH THAT WHEN WE'RE AT A CRISIS POINT WITH THE BUDGET.

I KNOW JASON DOES A GOOD JOB KEEPING US UP TO DATE, BUT TO DO SOME MORE DEEP DIVES.

>> IN A WORKSHOP SESSION.

>> YEAH IT SHOULD BE PUBLIC RECORD.

>> GO AHEAD.

>> WE'LL GO AHEAD AND TAKE WHAT? MAYBE 10 MINUTES OR SO TO GO AND GET LUNCH AND BRING IT BACK, AND THEN WE'LL JUST KEEP WORKING THROUGH.

[NOISE] [BACKGROUND]

[03:38:19]

ALL RIGHT GUYS. WE'LL KEEP GOING THROUGH LUNCH.

[03:38:23]

I KNOW CONNIE GOT THE BALL ROLLING WITH THE NEXT TOPIC, CAC, SAC.

HOW WE'RE GOING TO BUILD UPON WHAT WE'RE TALKING ABOUT IN OUR WORKSHOPS AND THEN MAKE THOSE THE THEMES, OR I GUESS IN THE WAY YOU PUT IT AS ALMOST A DIRECTION OF WHERE THOSE COMMITTEES ARE GOING TO GO.

SINCE I'M NEW TO THAT PART, I WASN'T SURE HOW ORGANIC THOSE CONVERSATIONS OR AGENDAS WERE BUILT, BUT IT'S GOOD TO KNOW THAT WE'RE GOING TO DRIVE SOME OF THAT WORK. I DON'T KNOW IF YOU WANT TO.

>> THIS PAST JUNE, WE CONDUCTED THE ANNUAL TOPIC SURVEY WITH CAC, AND I'VE GOT THE RESULTS OF THAT SURVEY.

WHAT WE DID TO COME UP WITH THE TOPICS IS THAT I REACHED OUT TO THE CABINET MEMBERS THIS YEAR.

WHAT DO YOU FEEL IS GOING TO BE IMPORTANT IN TALKING TO CAC ABOUT.

WHAT DO YOU THINK IS IMPORTANT TO SHARE WITH COMMUNITY THAT THEY CAN THEN GO OUT AND SHARE.

THAT'S WHERE THE TOPICS CAME UP, CAC VOTED.

THEN WHAT I DID IS I PLUG THEM IN RIGHT NOW INTO OUR SCOPE AND SEQUENCE FOR CAC.

WE DO HAVE THOSE THINGS PLUGGED IN, BUT THAT DOESN'T ACCOUNT FOR, LIKE WHAT JOHN WAS SAYING, IF YOU WANT TO HAVE IT, THERE'S GOING TO BE A PROJECT OR SOMETHING THAT WE NEED THEM TO WORK ON.

THEN THAT'LL SHIFT THIS.

[03:40:01]

>> WE TALK SO MANY TIMES ABOUT BALANCED CALENDAR.

I'M LIKE, "I WANT TO KNOW MORE ABOUT IT." WHERE HAS IT WORKED? WHERE HAS IT NOT WORKED, AND WHY?

>> DID THEY SPLIT DOWN SOUTH OR NOT?

>> THEY RECEIVED THAT GRANT THIS YEAR FROM THE LEGISLATURE TO BE ABLE TO PILOT THAT, AND I'D LIKE TO HEAR RESULTS OF THAT.

>> LESSONS LEARNED?

>> IN THE PAST, THERE HAVE BEEN TIMES WHERE WE'VE GOT CAC TO DO SOME RESEARCH, BECAUSE LIKE WHEN FLOPPING START TIMES.

HAVING A HIGH-SCHOOL OR START LATER, AN ELEMENTARY START EARLIER.

THEY SPENT REALLY A YEAR LOOKING INTO THAT, AND PRESENTING TO US THEIR FINDINGS.

WE ALSO WHEN WE DID A BOUNDARY CHANGE, SPANISH IMMERSION.

WHEN THESE TYPES OF BIG THINGS COME UP, IT'S BEEN GREAT TO ASK CAC LIKE, "HEY, CAN YOU REALLY DIG INTO THIS, DO SOME RESEARCH AND LET US KNOW WHAT YOU COME UP WITH?" THIS WAS A GOOD, WHETHER IT NEEDS TO BE DONE THIS YEAR, OR NEXT YEAR, OR TO WHAT LEVEL OF DEPTH.

IT'S JUST SOMETHING THAT PICKED OUR INTERESTS.

TELL US MORE ABOUT THIS BALANCED CALENDAR.

IT SEEMS ON THE ONE HAND LIKE, "HEY, THAT SEEMS LIKE REALLY GOOD FOR STUDENTS, BUT WHAT ABOUT SPORTS, AND WHAT ABOUT NEIGHBORING DISTRICTS?" IT'S VERY COMPLICATED.

>> BECAUSE IT'S ALMOST LIKE ONE OF THOSE THINGS THAT THE OTHER DISTRICTS WE GO TO WILL BE [OVERLAPPING].

>> RIGHT. OR YOU NEED LIKE A COUNTY WIDE INITIATIVE?

>> CORRECT.

>> I JUST DON'T KNOW NOTHING ABOUT IT, BUT I WOULD LOVE TO LEARN MORE, AND THAT WOULD BE A GOOD THING FOR CAC TO CHEW ON FOR A LITTLE BIT.

>> I WONDER IF IT ALSO BE A GOOD SUBCOMMITTEE THING, BECAUSE I THINK IT WOULD TAKE SO MUCH TIME, AND AS I'M READING LIKE GAIL HAS UP THERE. I LOVE.

THERE'S ONE THAT SAYS MATH INSTRUCTION PATHWAYS AND THAT'S A HOT TOPIC.

UNIVERSAL DESIGN LIKE WHAT YOU TALKED ABOUT.

I LOVE THE TOPICS ARE DIFFERENT EACH MONTH, AND SOMETHING LIKE A CALENDAR WOULD TAKE ALL OF THAT PROBABLY.

WILL TAKE A LOT MORE TIME.

>> MY QUESTION, AND PART OF THIS IS HONESTLY, I'M STILL FAIRLY NEW FOR FOUR YEARS OR WHATEVER WITH CAC.

WHAT ARE WE AS THE BOARD SEE AS THE ROLE OF CAC? BECAUSE WHAT I LOOK AT THIS CALENDAR, THIS LOOKS LIKE, AND WHAT I'VE SEEN IT MOST OF THE CAC MEETINGS SINCE I'VE BEEN HERE.

IT'S A LOT OF GIVING INFORMATION TO THE COMMITTEE, SO THAT THEN THEY ARE MORE INFORMED, AND WE BASICALLY HAVE MORE PEOPLE OUT THERE WHO CAN HELP TO PRESENT CORRECT INFORMATION OR PUT THINGS IN CONTEXT.

WHAT I'M HEARING IS THAT WE WANT MORE, ALMOST TO REVERSE THE ROLE A LITTLE BIT, AND HAVE CAC DO MORE OF THAT.

IS THAT WILL DO MORE OF [OVERLAPPING]. IS THAT WHAT I'M HEARING?

>> WE EDUCATED THEM, BECAUSE THEY'RE AN ADVISORY COMMITTEE, STANDING COMMITTEE FOR THE BOARD.

WHEN WE NEED MORE INPUT FROM THE COMMUNITY ON DIFFERENT THINGS, OR LIKE SPANISH IMMERSION, IT WAS A GREAT EXAMPLE.

WE HAD SOME [OVERLAPPING].

>> I GET THAT. I'M JUST SAYING THAT SINCE I'VE BEEN HERE.

>> WE HAVEN'T GIVEN THEM THAT.

>> I HAVEN'T SEEN THEM ADVISE US IN A WAY LIKE THAT ON A PROJECT BEFORE.

>> THE LAST TIME, ALL THEY DID WAS LATE STARTS [OVERLAPPING].

>> YEAH. WHEN WE CAME ON BOARD, THAT WAS THE TAIL END OF THAT. I GET. OKAY.

>> WHEN I'M THINKING ABOUT CAC IS LIKE, ARE THERE ANY OTHER TOPICS WE WANT TO HAVE THEM DIVE MORE INTO, AND LET US KNOW WHAT THEY LEARNED THAT WILL HELP US MAKE FUTURE DECISIONS ON THE DIRECTION THAT WE WANT TO GO.

>> IT'S MORE OF A PROJECT.

>> MORE OF A PROJECT IN ONGOING PROJECT.

IT DOESN'T HAVE TO CONSUME ALL OF THESE.

IT COULD BE A PIECE OF EVERY MEETING OR WHATEVER.

THAT'S ONE OF THE THINGS THAT KEEPS COMING UP, THAT I WANT TO LEARN MORE ABOUT.

I DON'T THINK WE'RE GOING TO MAKE ANY PROGRESS ON UNTIL AT SOME POINT WE DIVE INTO IT, FOR CAC CAN START THAT FOR US, AND BRING IT UP.

HERE'S WHAT WE FOUND OUT.

TOTAL FLOP EVERYWHERE, IT'S NOT GOING TO WORK, OR PROS AND CONS OF DOING THIS.

HERE'S THE TYPE OF SITUATIONS WHERE IT HAS BEEN SUCCESSFUL.

I WOULD LIKE TO HEAR FROM VANCOUVER THOUGH.

I DIDN'T KNOW THEY WERE DIVING DEEP INTO IT.

>> [OVERLAPPING].

>> BUT THEY ARE JUST STARTING?

>> WELL. I DON'T KNOW.

>> IT'S A PILOT WHAT THEY'RE DOING AT A COUPLE OF SCHOOLS.

FROM WHAT I UNDERSTAND, JOHN, CORRECT ME IF I'M WRONG.

YOU AND I TALKED A LITTLE ABOUT BALANCE CALENDAR.

IT'S BASICALLY, IN A LOT OF PLACES BALANCED CALENDAR HAS BEEN A SOLUTION TO SOME CAPACITY ISSUES.

YOU BREAK THEM INTO, LIKE ALMOST COHORTS,

[03:45:02]

AND SO WHEN COHORT A IS THERE FOR A WEEK, AND COHORT B IS OUT, OR SOMETHING LIKE THAT IS MORE [OVERLAPPING].

>> I HEARD THEM TALKING ABOUT THAT IN ANOTHER DISTRICT AROUND HERE TOO.

BECAUSE IF THEY DON'T HAVE ENOUGH CAPACITY ISSUES, THEY HAVE TO SPLIT IT UP. I'VE HEARD THAT TOO.

>> YEAH. SO WHEN I TO CHIME IN.

WHEN I FIRST HEARD ERIC BRING THAT UP.

I STARTED TO THINK ABOUT IT A LITTLE BIT, AND IN MY PAST EXPERIENCE, IT'S BECOME TRACKS ALMOST WHERE THERE WERE FIVE TRACKS, MOSTLY DONE AT THE ELEMENTARY LEVEL.

AS COREY SAID, IT WAS REALLY TO PROVIDE MORE ROOM.

THIS TEACHER WOULD GO OUT ON A TRACK BREAK, FOR LET'S SAY THREE WEEKS.

RATHER THAN A FOUR OR A THREE-MONTH LENGTHY SUMMER, THAT TRACK WOULD BE A THREE-WEEK BREAK, AND LET'S SAY IN THE MIDDLE OF OCTOBER.

WELL, DURING THAT BREAK, ANOTHER TEACHER AND HIS OR HER SET OF STUDENTS WOULD COME IN AND USE THAT CLASSROOM.

IT WAS REALLY TO PREVENT OVERCROWDING.

THE GOOD ABOUT THAT WAS, THEY EXPERIMENTED, ALMOST MOVED INTO THE MIDDLE SCHOOL SETTING AS WELL, REALLY FOR THAT PRIMARY REASON, BUT IT DID STOP SOME OF THE LEARNING LOSS OVER THAT SUMMER.

I WANT TO SAY THAT'S WHAT YOU ARE MAYBE LEANING TOWARDS.

THE DOWNSIDE, SOME OF THE FEEDBACK WAS THAT PEOPLE WEREN'T GETTING THAT STANDARD SUMMER BREAK.

SO THEY WERE PLANNING ON THIS BREAK, AND THEN THAT WENT AWAY.

THEN THE TEACHERS STARTED TO FEEL A BIT OF BURNOUT AT TIMES.

BUT IF IT'S DONE IN SUCH A WAY WHERE WE'RE DOING THIS BECAUSE OF THE INSTRUCTION, IT WAS ALMOST DONE OUT OF NECESSITY.

IF WE'RE DOING IT OUT OF INSTRUCTION, IT MIGHT HAVE A BETTER CONNOTATION TO IT.

I CAN SEE GOOD AND BAD, BUT I DO HAVE SOME EXPERIENCE WITH THAT, BUT IT MOSTLY BECAME OUT OF CAPACITY ISSUES.

>> IT SEEMS THAT IF YOU'RE GOING TO TAKE THE IDEA AND DO IT, IT SEEMS A LITTLE PREMATURE TO THROW IT TO CAC BECAUSE IF THEY COME BACK WITH AN ENTHUSIASTIC, WE LOVE IT BEFORE THE TEACHERS ENGAGE WITH IT.

IT SEEMS THAT COULD BE PROBLEMATIC BECAUSE THEY MIGHT GET SIDEWAYS WITH THE PRETTY SIGNIFICANT PORTION OF THE-

>> EXCEPT THEIR WORK WAS NOT GREAT.

>> IT DISRESPECTS ONE OR THE OTHER.

>> IT IS SOMETHING WE SHOULD LOOK AT FOR CAMAS.

IT'S NOT ARE WE GOING TO DO IT? WHAT DO YOU KNOW ABOUT? I HADN'T HEARD ABOUT IT USED TO BE A CAPACITY SOLUTION.

JUST MORE OF JUST THE SUMMER MELT AND HOW TO SPREAD THAT LEARNING OVER MORE OF THE CALENDAR.

>> I WOULD LOVE TO HEAR WHAT THE SUPS COULD BECAUSE THEY REPRESENT OUR CONTINGENT OF LEADERS WITHIN THE COUNTY AND IF THERE IS SERIOUS CONSIDERATION OF IT, WE HAVE A LOT OF HOMEWORK TO DO TO BRING OURSELVES UP TO SPEED TO BE ABLE TO-

>> THAT'S WHAT I WAS GOING TO SAY TOO BECAUSE ESPECIALLY CLARK COUNTY SEEMS VERY INTERTWINED WITH EACH OTHER.

WE DON'T MAKE A MOVE ON OUR CALENDAR UNTIL EVERGREEN OR VANCOUVER SETS EVERYTHING AND THAT'S JUST BECAUSE NOT EVERYBODY LIVES IN THIS COMMUNITY, WE'RE TRYING TO LINE EVERYTHING.

>> RIGHT. THAT'S WHY I'M SAYING IT WOULD HAVE TO BE A COUNTYWIDE EFFORT.

>> STARTS AT THE COUNTY LEVEL.

[INAUDIBLE] EVERYBODY ELSE SAID, "NO, WE'RE NOT GOING IT."

>> WELL, WE RAN INTO THAT WITH SOMETHING WE WERE DOING ON OUR SCHEDULING BECAUSE THE OTHER DISTRICTS WERE NOT ON THE SAME SCALE.

MAYBE IT WAS SPRING BREAK OR THE FIRST WEEK OF SCHOOL TYPE THING AND THEY WERE LIKE "OH," SO JUST THAT WE BEING EARLY OR OUT IS AFFECTING OUR STUDENTS' ABILITY TO COMPETE IN THE GREATER ST. HELEN'S DISTRICT.

CLEARLY, IF WE WENT TO SUMMER, YOU COULD POTENTIALLY RUN INTO A SITUATION WHERE YOUR ATHLETES DURING THE SUMMER TERM WOULDN'T BE ABLE TO ACCESS SPORTS AND THAT MIGHT BE AN INEQUITY ISSUE.

I DON'T KNOW IF IT'D BE A TITLE OF MINE THING, SOMEBODY AND I'M GUESSING THE SUPS WILL MAKE A SENSE OR HAVE A CONVERSATION AROUND WHETHER OR NOT THAT IS SOMETHING THAT CLARK COUNTY'S CONSIDERING AND IF IT WAS, IT WOULD BE GREAT TO JUMP ON IT EARLY.

BUT I WOULD HATE TO HAVE CAC STUDY IT, RECOMMEND AS I USUALLY DO LIKE WE THINK THERE'S A GREAT IDEA OR WE DON'T LIKE THE IDEA AT ALL AND THEN PUT US INTO A SITUATION OF SAYING, "THANK YOU FOR YOUR OPINION, BUT IT'S NOT READY." I JUST WANT TO BE SENSITIVE TO THAT.

>> YEAH. LIKE MAYBE WERE NOT ASKING FOR A RECOMMENDATION, WE'RE JUST ASKING FOR SOME RESEARCH.

>> THOUGHTS.

>> YEAH. FUN FACT, THIS YEAR IS THE FIRST YEAR THAT I CAN EVER REMEMBER THAT EVERGREEN STARTS A DAY AFTER CAMAS DOES.

WHEN YOU START? THE SAME AS EVERGREEN?

>> DO YOU START ON A MONDAY?

>> TUESDAY.

>> WE START ON A WEDNESDAY.

>> WE START LATER?

>> THAT WAS [INAUDIBLE]. GOOD JOB.

>> YEAH, AGREE. I DON'T WANT US TO GET AHEAD OF OUR SKIS WITH

[03:50:03]

CAC AND SET UNREALISTIC EXPECTATIONS OF WHAT WE'RE ASKING FOR.

THERE ARE SOME STEPS I THINK MAYBE THAT WE SHOULD MAP OUT OF LIKE, WHO NEEDS TO TALK ABOUT THIS FIRST? BECAUSE I ALSO THINK THAT IF WE'RE SETTING EXPECTATIONS THAT WE'RE NOT ASKING FOR A DECISION BUT IT'S SOMETHING THAT COULD BE LOOKED AT IN THE COUNTY LEVEL, IN THE NEXT COUPLE OF YEARS, THEN IT WOULD BEHOOVE US TO HAVE CAC STARTING TO THINK ABOUT IT AND LOOK AT IT AND WEIGH PROS AND CONS THAT COULD ACTUALLY GIVE SOME BULLET POINTS FOR JOHN TO TAKE TO THOSE SUPERINTENDENT MEETINGS.

>> IF YOU USUALLY PRIMARY AND SECONDARY, BOTH IN BATCH SCHEDULING CYCLE, EVERYTHING IN THE DISTRICT GOES TO A 12 MONTH CALENDAR, IS THAT?

>> YEAH. I'VE NEVER HEARD OF IT USED IN THAT WAY FOR THE-

>> YEAH. IT WAS ACROSS THE BOARD FOR CONSISTENCY SAKE FOR FAMILIES.

>> FOR WHOLE FAMILIES, YEAH.

>> YOU HAVE A KINDERGARTENER, AN 8TH GRADER, AND A 12TH GRADER, IT WOULD BE UNFAIR.

THE DISTRICT WOULD TRY TO ALIGN THE TRACKS FOR EACH SIBLING SO THAT WAY EACH OF YOU ARE ON.

BUT IT'S VERY, DIFFICULT FOR A DISTRICT OF THAT SIDE.

>> THE FAMILY HAVE AN ENTIRE OFF DUE SUMMER OFF OR-

>> THAT'S CORRECT.

THEN YOU HAVE FAMILIES THEN VYING FOR CERTAIN TRACKS IT BECOMES COMPETITIVE.

>> CHOICE.

>> YEAH, EXACTLY.

>> DO YOU REMEMBER WHEN WASHOUGAL HAD YEAR-ROUND SCHOOL? THEY CALLED IT YEAR-ROUND SCHOOL.

IT WAS DIFFERENT BACK THEN, BUT IT WAS A WEIRD SCHOOL.

>> WE WOULD GET OUT AROUND RIGHT BEFORE THE 4TH OF JULY.

>> THEY CALLED IT YEAR-ROUND SCHOOL, BUT IT WAS WHAT YOU'RE TALKING ABOUT AND I REMEMBER BECAUSE WE WERE CAMAS AND SHE WAS WAS LIKE THEY HAD A LONGER WINTER BREAK, SHORTER SUMMER BREAK, THEY HAD THAT.

I DON'T REMEMBER HOW MANY YEARS THAT WENT ON, BUT I DO REMEMBER THEM DOING THAT ON THEIR OWN.

I DON'T THINK ANYBODY ELSE DID IT. I THINK THEY DID ON THEIR OWN.

>> THAT'S EXACTLY WHAT IT'S CALLED IN TO CCSD, BUT AGAIN, YEAR-ROUND SCHOOL.

BUT IT WAS A TABOO TOPIC BECAUSE THE GENESIS OF IT WAS TO PROTECT AGAINST THE CAPACITY ISSUE.

WE LITERALLY JUST DID NOT HAVE ENOUGH CLASSROOM SPACE.

[FOREIGN]

>> THE ROOT CAUSE OF [OVERLAPPING] WHAT IS IT? IF IT'S ABOUT THE SUMMER MELT, WHAT IS THE BEST WAY TO HELP OUR KIDS NOT LOSE AS MUCH? MAYBE IT'S THE SUMMER SCHOOL OPTION OR A SUMMER PROGRAM OR SOMETHING SO MAYBE-

>> BUT THERE IS SUMMER SCHOOL.

>> THERE IS. I WAS JUST GOING TO REACH THAT SUBJECT IF WE CAN, BECAUSE THAT'S AN ISSUE THAT'S WEIGHING HEAVY ON ME RIGHT NOW WITH THE SR MONEY, WE'VE BEEN ABLE TO DO SOME THINGS THAT WE REALLY NEVER BEEN ABLE TO DO BEFORE, AND MY CONCERN IS ONCE THAT IS TAPPED OUT, HOW CAN WE CONTINUE THESE EXTENSION OPPORTUNITIES? THE OTHER DAY WHEN I WAS OVER AT [INAUDIBLE] AND WATCHING SOME OF THESE INCOMING FIRST GRADERS WORKING THREE STUDENTS TO ONE ON LITERACY, IT WAS MIND BLOWING AND YOU CAN ONLY IMAGINE HOW THOSE STUDENTS ARE GOING TO BE BROUGHT UP TO SPEED.

IT WOULD BE REALLY A DISSERVICE IF WE CAN'T FIND A WAY TO CONTINUE THIS IN SOME WAY AND SO I THINK THAT COULD BE ESSENTIALLY A GREAT TASK FOR CAC TO LOOK AT WHAT ARE YOU LOOKING FOR IN A SUMMER OPTION? ARE YOU LOOKING FOR SOME EXTENSION ACTIVITIES WHERE IT'S MORE OF A FUN CAMP? ARE YOU LOOKING FOR REALLY INSTRUCTION OR A BALANCE BETWEEN THE TWO? THEN FINANCIALLY, IS THE COMMUNITY WILLING TO COME TO THE TABLE WITH US AND HELP TO FUND THIS? IF THE LEGISLATURE AND THAT'S SOMETHING I THINK, AGAIN, NOT TO PIGGYBACK TOO MUCH, BUT SOMETHING WE'RE GOING TO NEED TO TALK TO OUR LEGISLATORS ABOUT, IT'S WHAT IS THE STATE GOING TO DO TO HELP US CONTINUE THE SUMMER EXTENSION BECAUSE WHAT I SEE HAPPENING HERE IS PHENOMENAL.

>> THAT'S THE FEEDBACK THAT WE'VE GOTTEN FROM THEM LAST YEAR AFTER THEY WENT THROUGH IT, LIKE WHAT COULD IT BE BETTER? WELL, THAT IT'S NOT ITS OWN SEPARATE PROGRAM.

WHAT WOULD BE BEST FOR KIDS? IT'S THAT THIS IS A CONTINUAL THING THAT GOES THROUGH.

I WOULD WANT US TO JUST BE ABLE TO BRIDGE THE TOPIC WITH OUR COMMUNITY TO GET THAT FEEDBACK AND THAT TO ME IS CAC, BUT TO GIVE THEM THE PROPER INFORMATION OF WHAT IT IS BEHIND THEM, WHAT IT IS BEHIND, WHAT THAT CAN LOOK LIKE? AS I UNDERSTAND IT, I LISTENED TO SUPERINTENDENT WRIGHT DOLL.

HE'S BEEN TALKING ABOUT IT FOR YEARS, THAT IT WOULD BE HIS GOAL THAT WE HAVE BALANCED CALENDARS IN WASHINGTON STATE.

I DON'T THINK IT'S A ONE-WAY AVENUE OF WHAT IT LOOKS

[03:55:01]

LIKE OR WHAT IT TRIES TO HELP ALLEVIATE.

I THINK THERE CAN BE CREATIVITY AND FLEXIBILITY IN WHAT WE'RE TRYING TO DO.

WHEN WE'RE TRYING TO KEEP KIDS ENGAGED AND CONSTANTLY LEARNING, TO ME, IT'S LOOKING AT THIS IN A WAY OF NOT HAVING A 12-WEEK SUMMER BREAK, BUT MAYBE AN EIGHT OR 9-WEEK SUMMER BREAK.

WHEN WE TALK ABOUT IT IN THAT WAY, THAT'S NOT SO REVOLUTIONARY, THAT'S NOT SO CRAZY AND INVENTIVE.

IT'S JUST SHIFTING THINGS AROUND A LITTLE BIT AND THEN LOOKING AT, CAN YOU DO THAT WITHOUT YOUR NEIGHBORS DOING IT OR, NO, YOU REALLY GOT TO GO INTO IT WITH YOUR NEIGHBORS DOING IT.

ARE WE LOOKING AT BETTER USE OF OUR BUILDINGS AND BETTER USE OF TIME FOR CHANGES? A HARD THING, AND YES, IT WOULD BE GETTING TEACHERS BEHIND THAT.

PEOPLE GO, I DON'T HAVE A SUMMER BREAK.

IT'S THINKING THROUGH LIKE, THAT'S NOT WHAT WE'RE SAYING.

YOU GET A SUMMER BREAK [OVERLAPPING], YOU'RE JUST MOVING IT AROUND AND YOU GET OTHER BREAKS, AND MAYBE THAT SUMMER BREAK AND MOST THINK ABOUT FOR KIDS, DOES IT NEED TO BE THAT LONG OR CAN IT BE THIS LONG?

>> AN EASY DIPPING OUR TOE IN THE WATER WITH A BALANCED CALENDAR WOULD BE SOMETHING THAT WE'VE ALREADY STARTED TO DO A LITTLE BIT, WHICH IS BUILDING MORE SNOW DAYS INTO THE CALENDAR.

BECAUSE WE ALREADY END UP EXTENDING THE SCHOOL YEAR OUT, 3,4,5, I MEAN HOW MANY DAYS OF THE SCHOOL YEAR GET EXTENDED OUT THIS YEAR BECAUSE OF INCLEMENT WEATHER IS FOUR DAYS?

>> ACTUALLY NO, FOUR.

>> WE WERE CLOSE BECAUSE IF WE WOULD'VE HAD TO DO ONE MORE THEN IT WOULD HAVE GONE INTO THE NEXT WEEK OR SOMETHING LIKE THAT.

>> WE ACTUALLY BUILT SOME END THROUGHOUT THIS SCHOOL YEAR.

>> YEAH. MAYBE AN EASIER ENTRY POINT INTO THIS IS WE LOOK AT THAT.

WE EXTENDED THE SCHOOL YEAR OUT 4 DAYS.

I WAS SUPPOSED TO WAIT FOR THIS FOR THE NEXT YEAR.

MAYBE WE JUST BUILD A FEW MORE SNOW DAYS INTO THE CALENDAR, BECAUSE WE ARE ALREADY EXTENDING THAT ANYWAY AND IF WE DON'T USE THEM, WE'VE GOT THE BREAKS IN THERE.

>> WE TALKED ABOUT THIS LAST YEAR.

HOW MANY DISTRICTS GRANTED THE ENTIRE WEEK OF THANKSGIVING OFF? BECAUSE THEY NEEDED IT.

PEOPLE NEEDED TIME OFF LAST YEAR, AND WE WERE LIKE, WE WEREN'T NIMBLE ENOUGH IN THAT MOMENT IN TIME.

IT'S LIKE TAKING THOSE THINGS, THOSE OPPORTUNITIES, JUST LIKE YOU SAID.

>> THE WERE, NEXT YEAR, RENEGOTIATING ALL OF OUR CONTRACTS, IT WOULD BE NICE TO IF WE'RE GOING TO TAKE SOME BABY STEPS TOWARDS THAT, WE BEGIN NOW.

>> EVERGREENS TRIED SOME OF THAT BEFORE.

DO YOU REMEMBER A COUPLE OF YEARS AGO, YOU GUYS WERE GOING TO DO LIKE A FULL WEEK OFF FOR THANKSGIVING AND THEN IT DIDN'T HAPPEN?

>> WE DID ONE YEAR AND THEN THE NEXT YEAR WE WERE GOING TO AND THEN IT.

>> I THINK THAT WAS THE STRIKE YEAR.

>> YES. THAT'S WHY WE DIDN'T.

THEN LIKE THIS YEAR, WE WERE SUPPOSED TO HAVE A SNOW DAY MAKEUP BEFORE MEMORIAL DAY WEEKEND AS WELL.

BUT WE ENDED UP GETTING IT OFF BECAUSE SO MANY PEOPLE IT WAS TOO LATE.

THEN SO WE JUST TAPPED IT ON THE END OF THE YEAR.

>> PLUS I ALSO THINK AS A TEACHER, IT'S SUPER INCONVENIENT WHEN DAYS GET ADDED ONTO THE END OF THE YEAR WHEN FAMILIES HAVE ALREADY MADE THEIR SUMMER VACATION PLANS.

I HAD IT THIS YEAR IN MY OWN CLASSROOM, WHERE ORIGINALLY WE WERE SUPPOSED TO GET OUT ON A WEDNESDAY AND WE EXTENDED TO FRIDAY.

WELL, I ALREADY HAD PEOPLE WHO WERE GOING TO BE GONE THURSDAY AND FRIDAY BECAUSE THEY WERE GOING TO BE OUT ON A FAMILY VACATION.

NOW SUDDENLY, I'VE GOT TO MOVE UP MY FINALS FOR YOU.

>> ESPECIALLY BECAUSE WE TEND TO HAVE TO CALL, YOU'RE NOT USED TO THE COLUMN IN COMMON, BUT INCLEMENT WEATHER DAYS CAN GET READY FOR THAT AND GET YOUR ARM AROUND FOR THAT.

BUT I THINK THAT IT WOULD BE HOVE US TO PLAN MORE OF THOSE INTO THE CALENDAR REGARDLESS.

>> BECAUSE THOSE DAYS AT THE END OF THE YEAR ARE NOT LEARNING DAYS REALLY, ESPECIALLY AT THE SECONDARY LEVEL WHERE TEACHERS PLAN THEIR FINALS BEFORE FINALS WEEK SO THAT THEY CAN HAVE THEM GRADED, SO BY THE END OF THE SCHOOL AND THOSE LAST FEW DAYS, SIGNING YEARBOOKS AND WATCHING MOVIES AND HAVING PARTIES, AND SO ADDING MORE DAYS ON. [OVERLAPPING].

>> THE NICE THING TO THAT, TO THE POINT WITH THE SNOW DAYS, IS NOW YOU'RE NOT LOOKING AT AN ADDITIONAL EXPENSE ON SALARIES.

IT'S BUILT INTO THE SCHEDULE AND THOSE DAYS DON'T HAVE TO NECESSARILY BE FULLY BASED ON CORE AND STRUCTURE.

WE CAN MAKE IT SOMEWHAT FUN AND SOMETHING THAT THE KIDS LOOK FORWARD TO.

MAYBE MORE FINE ARTS, MAYBE MORE RECESS TIME, SOME OF THAT.

MAYBE THE MORNING IS A LITTLE BIT MORE INSTRUCTION AND LOOKING AT SOME OF THAT.

THEN YOU'RE GOING TO GET A FIELD DAY, YOU'RE GOING TO GET SOMETHING AT THE END OF THE DAY OR YOU FLIP IT AND SAY LISTEN,

[04:00:05]

YOU'RE INCENTIVE TO GET TO THE FUN PART IS WE NEED TO GET THROUGH THIS INSTRUCTION, THAT WAY, I DON'T KNOW, IS IT DOESN'T SEEM PUNITIVE BECAUSE SUMMER SCHOOL HAS THIS PUNITIVE CONSULTATION TO IT.

THIS BECOMES MORE OF, HEY, THIS IS ALMOST LIKE SUMMER CAMP IN SOME WAYS WE'RE GOING TO LEARN, BUT WE'RE GOING TO HAVE SOME FUN TOO.

I LOVE THAT IDEA, ESPECIALLY IF WE END UP RUNNING INTO SOME FUNDING ISSUES WITH RUNNING SUMMER SCHOOL WITHOUT THE FEDERAL MONEY.

BUT I STILL WANT TO FIGHT FOR THAT FUNDING BECAUSE I THINK IT IS IMPORTANT.

>> I WOULD LIKE TO UNDERSTAND WHEN YOU'RE TALKING ABOUT BUILDING AND MORE INCLEMENT WEATHER DAYS.

THIS IS AN OLDER CALENDAR, BUT YOU CAN SEE THE RED ONES.

I'VE BUILT THOSE DAYS IN ON THIS CALENDAR, AND THEN AT THE END OF THE YEAR, WE HAVE THOSE.

ARE YOU TALKING ABOUT ADDING MORE AT THE END OF THE YEAR?

>> NO, I WOULD ADD THEM THROUGHOUT THE YEAR THAT WOULD JUST NATURALLY PUSH THE LAST DAY OF SCHOOL OUT A LITTLE BIT BECAUSE WE END UP HAVING TO EXTEND IT REGARDLESS.

>> BUT THIS YEAR WE DIDN'T ADD TO THE END OF THE YEAR.

>> OH, YEAH.

>> NO, WE NEVER HAD TO.

>> WE USED THE BUILT-IN DAYS.

WE HAD SNOW DAYS AND WE USED THOSE BUILT-IN DAYS AND THE END OF SCHOOL WAS ALWAYS THE 17TH AND WE GOT OUT ON THE 17TH.

>> WE'VE BEEN FORTUNATE TO ALWAYS. [OVERLAPPING]

>> WE'VE ALWAYS USED THOSE RED DATES AND NEVER PUSHED THE LAST DATE.

THE LAST FEW YEARS, WE HAVE NOT PUSHED THE LAST DATE FURTHER BECAUSE WE BUILT THEM IN THERE.

>> EXCEPT FOR THAT ONE. [OVERLAPPING]

>> EXCEPT FOR THAT.

[OVERLAPPING] WE'VE ALWAYS HIT THAT DATE WHICH IS GREAT FOR OUR FAMILIES BECAUSE WE HIT THAT DATE AND LIKE WHAT YOU SAID, THEN THEIR VACATION STARTS AFTER THAT OR THEIR FINALS.

WE'VE DONE GOOD ABOUT ADDING THOSE DAYS IN THERE AND USING THEM.

I CAN SEE ADDING MORE IN THERE BECAUSE IT IS DIFFICULT WHEN YOU CHANGE THAT END DATE. I'VE ALWAYS FELT THAT.

WE ALL SAT THROUGH GRADUATION AND THE LOVELY WEATHER WE HAD THEN.

THROUGH THE REST OF JUNE, I ALWAYS FEEL LIKE BEING IN SCHOOL LONGER IN JUNE AND STARTING LATER IN SEPTEMBER FOR FAMILY ENJOYMENT OF OUR LOCALE, THAT ALWAYS IT'S BEAUTIFUL IN SEPTEMBER.

WHY DO WE START SCHOOL THE BEGINNING OF SEPTEMBER AND GET OUT EARLY IN JUNE SO WE CAN THEN SIT INSIDE IN THERE? BUT ADJUSTING, MAKING THOSE ADJUSTMENTS GO LATER IN JUNE, AND MAYBE IF YOU DON'T START LATER IN AUGUST, THAT MAYBE HAVE A FALL BREAK OR SOMETHING.

BUT I LIKE THE IDEA OF JUST.

>> SOME BABY STEPS.

>> BABY STEPS.

>> IT'S A NICE, HAPPY MEDIUM.

>> WELL, IF WE ADDED TWO MORE DAYS IN NOVEMBER AND HAD THE FULL WEEK OFF IN NOVEMBER, IS THAT WHAT MORE FOR YOU'RE GOING, COREY?

>> WELL, I DON'T KNOW.

>> WHERE ARE YOU GOING, COREY? [BACKGROUND] [NOISE]

>> RIGHT NOW, THE END OF THE SCHOOL YEAR IS ABOUT THE 17TH OR 18TH.

HE'S JUST SAYING IF YOU FELT MORE SNOW DAYS AND WE COULD END UP BEING DONE AROUND THE 22ND MAYBE, RIGHT?

>> [OVERLAPPING] THAT'S NATURAL.

I KNOW THE CALENDAR COMES TO US LOOKING LIKE THIS TO APPROVE OR NOT APPROVE.

BOOM. I FEEL LIKE WE'VE HEARD A LOT OF, "HEY, DID YOU GET THIS FEEDBACK?" THESE WERE THE THOUGHTS GOING AND WE DIDN'T HAVE THAT BEFORE WE VOTED TO HAVE A CONVERSATION AROUND IT.

I DON'T KNOW IF WE WANT TO HAVE A CONVERSATION BEFORE WE VOTE ON IT, AROUND A WORKSHOP TO TALK ABOUT WHAT THE THOUGHTS ARE?

>> WHAT WOULD OUR PROPOSAL BE MAYBE?

>> BUT I ALSO THINK THAT WHEN THE CALENDAR COMES TO ME, I'M NOT WORKING THIS.

I DON'T THINK I HAVE A HUGE SAY IN THIS CALENDAR.

IT'S THE STAFF AND THE STUDENTS AND THE LEARNING.

IF IT COMES TO ME LIKE THAT, I FEEL LIKE IT'S BEEN VETTED. I FEEL LIKE.

>> IT'S BEEN VETTED BUT I DON'T THINK ORGANICALLY, WE'RE GOING TO MAKE PROGRESS ON A BALANCED CALENDAR IF WE DON'T MAKE SUGGESTIONS AND EXPLORE THAT.

>> BUT I THINK THAT OUR ROLE AS A BOARD WOULD BE TO MAKE THOSE SUGGESTIONS TO THE SUPERINTENDENT?

>> SO WE DON'T NEED TO BE INVOLVED IN THAT.

>> YOU DON'T NEED TO BE DISCUSSING THE CHANGES OF THE CALENDAR WHEN IT COMES TO US TO APPROVE.

[OVERLAPPING] IT SHOULD HAVE ALREADY HAPPENED BEFORE IT GOT TO THE BOARD TO APPROVE.

>> I CAN DO SOME HOMEWORK WITH JEFF AS WELL AND BRING SOME OF THAT INFORMATION BACK.

>> AGAIN, FOOD FOR THOUGHT, A DIRECTION FOR THE FUTURE THAT WE WANT TO EXPLORE.

>> FOOD FOR THOUGHT, THAT ALSO WE WANT TO REFLECT OUR COMMUNITY AND HOW DO WE KNOW IF THEY DON'T KNOW WHAT IT IS?

>> WE HAVEN'T. I KNOW YET PUT IT OUT IN A THOUGHT EXCHANGE TO SAY, "HEY,

[04:05:03]

THE DISTRICT WAS TO ENTERTAIN AN IDEA OF GOING TO A BALANCED CALENDAR, ALSO KNOWN AS A YEAR-ROUND CALENDAR." HOW WOULD YOU GUYS FEEL ABOUT THAT?

>> BELIEVE THERE'S SOME OPTIONS TO THROW OUT.

>> I FEEL LIKE I DON'T EVEN KNOW ENOUGH ABOUT IT TO PUT IT OUT TO THE COMMUNITY.

>> EXACTLY.

>> OR MAYBE THERE ARE CONNOTATIONS. [OVERLAPPING]

>> I WAS WARNING CAC TO DIG IN AND, "HEY, TELL US MORE ABOUT IT."

>> MAYBE ASK THE QUESTION WITH AN INTRODUCTORY CONCEPT THAT WE JUST SAY.

I WANT TO DEFER TO THE EDUCATIONAL PROFESSIONALS IN MAKING A DECISION AROUND ADJUSTMENT OF A CALENDAR BECAUSE FOR FIXING ONE PROBLEM, WE CREATE ONE OR TWO OTHERS.

A STUDENT CANNOT BE IN THEIR JUNIOR, SENIOR YEAR POTENTIALLY EMPLOYED FOR THEIR SUMMER JOB IN PREPARATION FOR UNIVERSITY OR COLLEGE OR JUST FOR MONEY FOR CARS AND BIKES IF THEY'RE IN SCHOOL.

I KNOW THAT AND CERTAIN WOULD SAY, "WELL, THAT'S A FAIR TRADE-OFF BECAUSE THEY DON'T HAVE THIS DROP IN LEARNING THAT WOULD POTENTIALLY INFLUENCE THEIR ADVANCEMENT THROUGH." I'VE HEARD THAT FOR A LOT OF YEARS THERE THAT SUMMER DROP-OFF ISSUE THAT WE'RE TRYING TO MANAGE.

THIS IS ONE SOLUTION TO A SUMMER DROP-OFF ISSUE.

THERE MAY BE OTHER SOLUTIONS THAT I DON'T KNOW EVEN.

AGAIN, I WANT TO DEFER TO SOMEBODY WHO'S IT'S THEIR JOB, SUMMER DROP-OFF.

HOW DO YOU MANAGE IT? WHAT IS A REASONABLE ALTERNATIVE? IF YOU'RE AROUND IS THE ONLY ONE OR IS THERE ALTERNATIVE PROGRAMMING THAT COULD BE DONE? BUT FOR MORE THAN ANYTHING, I WANT GUIDANCE.

I'D LOVE TO HEAR WHAT THE SUPERINTENDENT IF YOU DON'T MIND.

>> PRESENTING IT ON BEHALF OF YOUR BOARD TO SAY, "ARE THERE ANY OTHER DISTRICTS IN OUR COUNTY," BECAUSE IT IS A MOVE THAT IF THE OTHERS MOVE, WISH WE WOULD BE POTENTIALLY FORCED TO MOVE.

>> ESPECIALLY IF IT'S SOMETHING BIG, IF IT'S ADDING A COUPLE OF DAYS HERE AND THERE.

>> THAT'LL BE INVISIBLE. BUT IF THERE IS IMPETUS TO DRIVE THE CLARK COUNTY TO A YEAR-ROUND SYSTEM AND THAT WAS SOMETHING, YOU WOULD HAVE A LOT MORE SYNERGY WITH THE OTHER HIGH SCHOOLS AND DISTRICTS INVOLVED IN IT.

>> ONE OF THE THINGS THAT I CAN SEE IN VANCOUVER THAT'S DIFFERENT FROM CAMAS IS POTENTIALLY MORE TITLE 1 SCHOOLS, SCHOOLS THAT ARE STRUGGLING A LITTLE BIT MORE OF GRADUATION RATES, PROFICIENCY RATES, AND I'VE ALSO SEEN IN MY EXPERIENCE, HIGH SCHOOLS TAKING ON A THIRD SEMESTER A LITTLE BIT MORE TO WHAT MAYBE YOU WERE ORIGINALLY THINKING AS, IT IS THIS IS OPTIONAL?

>> LIKE AN INTERCESSION.

>> THOSE STUDENTS IT'S ALMOST LIKE A VOLUNTOLD WHEREAS A COUNSELOR, YOU WOULD SAY, "OKAY, THESE STUDENTS NEED TO GO TO A THIRD SEMESTER BUT IT'S NOT SUMMER SCHOOL, THEY DON'T PAY, THE SCHOOL JUST CONTINUES TO RUN." THAT WOULD BE SOMETHING I JUST DON'T KNOW IF CAMAS HIGH SCHOOL NECESSARILY OR ANY OF OUR HIGH SCHOOLS NECESSARILY HAVE THAT NEED BUT MAYBE THEY DO.

[OVERLAPPING] YOU SEE THAT MORE IN THE LARGER URBAN DISTRICTS.

>> I WOULD LOVE TO UNDERSTAND FROM A BUDGETARY STANDPOINT, THE OPERATIONAL COSTS WOULD BE LIKE INSTRUCTIONAL STAFF GOING FROM WORKING NINE MONTHS TO WORKING 11 OR 12.

>> THE FACILITY COST AS WELL.

>> BUT IN THEORY, IT WOULD STILL BE 180 DAYS.

>> RIGHT, IT WILL ALWAYS BE 180 DAYS.

>> IT'S SPREAD OUT DIFFERENTLY.

>> NOT IF YOU'RE TALKING A THIRD SENSE.

>> BUT NOT IF YOU'RE.

>> [OVERLAPPING]

>> RIGHT, SORRY. THAT'S DIFFERENT. THAT'S A SUMMER SCHOOL SITUATION.

>> JUST GETTING BACK TO WHAT WE WOULD HAVE CAC DO, I FEEL BEFORE WE WOULD PUT ANYTHING OUT TO THE COMMUNITY WITH NO CONTEXT AT ALL OR ANYTHING LIKE THAT, I DO FEEL THIS MIGHT BE A GOOD TOPIC FOR CAC TO WORK ON LONG-TERM, BUT MAYBE COUCH IT AS NOT NECESSARILY BALANCED CALENDAR, BUT AS BALANCED CALENDAR BEING PART OF HOW DO WE WORK ON REDUCING SUMMER LEARNING LOSS?

>> WHETHER THAT BE SUMMER SCHOOL, THIRD SEMESTER, OR BALANCED CALENDAR [OVERLAPPING] OR WHATEVER.

>> OR A COMBINATION OF THEM.

>> [OVERLAPPING] THE ISSUE IS, SUMMER LEARNING LOSS, WE DON'T NEED TO CONSTRAIN THEIR THINKING TO BALANCED CALENDAR.

>> CORRECT.

>> IT SHOULD BE, HOW DO YOU DEAL WITH SUMMER LEARNING LOSS, PERIOD, AND EXPLORE OPTIONS BECAUSE THAT'S WHAT YOU'RE TALKING ABOUT. IT'S NOT A YEAR-ROUND.

>> WHEN WE HAD OUR EQUITY TEACHERS COME IN LAST YEAR AFTER THEIR SUMMER PROGRAMS, THAT WAS THEIR TOPIC.

WHAT DID WE TEACH THIS SUMMER? HOW DID WE ALLEVIATE THAT? WHAT WAS THE DATA THAT SHOWED THAT THE KIDS [NOISE] THEY SHOWED THAT THEY ELIMINATED THAT TYPICAL LEARNING LOSS? BUT IF WE GUIDE THAT CONVERSATION TO ADD THIS COMPONENT TO IT, OF WHAT WOULD WORK BETTER AND FRAME THAT UP FOR THEM.

BUT WE'RE ACTUALLY ASKING YOU.

THANK YOU FOR RECAPPING WHAT THE SUMMER WAS BUT WE'RE THINKING THIS WAY,

[04:10:03]

WHAT WOULD THAT LOOK LIKE FOR THIS TYPE OF PROGRAM FOR STUDENTS AS A WHOLE?

>> I COULD SEE THIS SERVING A PURPOSE, IF WE WENT TO SOMETHING THAT ADDED ACTUAL HOLDING CAPACITY, FUNCTIONAL CAPACITY TO THE DISTRICT'S ABILITY TO EDUCATE STUDENTS.

THAT IT AVOIDS CONSTRUCTION OF NEW FACILITIES, NEW BRICK AND MORTAR, THAT YOU WOULD OFFSET TAXPAYERS INDEBTEDNESS FOR EDUCATION, WE WOULD AVOID BUILDING A BUILDING EARLIER THAN WE WOULD OTHERWISE POTENTIALLY.

IF WE CAN SCHOOL 7200 STUDENTS IN OUR DISTRICT BEFORE WE POP ANOTHER BUILDING ONLINE AND WHEN WE GET TO 75, WE BETTER HAVE ANOTHER BUILDING, STRETCHING THE CALENDAR OUT, WHICH IS A DIFFERENT PROBLEM.

IF YOU'RE TALKING ABOUT JUST TAKING YOUR EXISTING NINE MONTHS AND SPREADING IT OVER 12, BUT LEARNING.

>> HUNDRED AND EIGHTY DAYS.

>> MAYBE YOUR SUMMER BREAK IS IN 12 WEEKS, BUT IT'S NINE WEEKS.

>> RIGHT. IN YOUR CASE, YOU'RE NOT ENHANCING CAPACITY, AND I GUESS I'M WONDERING ABOUT IF WE WENT TO A YEAR-ROUND CALENDAR AND YOU USE THAT TO EXPAND CAPACITY, COULD YOU AVOID CONSTRUCTION TO SAVE MONEY FOR YOUR RESIDENTS?

>> IF YOU BALANCE THIS 180 DAYS ACROSS THE YEAR CALENDAR.

WORK WITH THAT.

>> I CAN IMAGINE OTHER TRACKINGS THAT WOULD CREATE, HERE'S TRACK 1 THAT GOES IN SEPTEMBER AND COMES OUT IN JUNE, AND THEN THE NEXT TRACK COMES IN AND ON A SLIGHT ROTATION.

YOU COULD DO SOMETHING LIKE THAT, BUT I DON'T KNOW HOW YOU'D MANAGE IT BECAUSE IT WOULD BE COMPLEX.

>> IT'S MANAGEABLE, BUT IT UPSETS THE APPLE CART.

>> I THINK WE HAVE TO BE CAREFUL OF WHAT PROBLEM WE'RE TRYING TO SOLVE RIGHT NOW AND IDENTIFY.

>> WE'RE TRYING TO SOLVE THE SUMMER LEARNING.

>> WELL, I LOVE GIVING IT THE CAC ADVICE.

THAT'S WHAT WE'RE TRYING TO SOLVE AND WHAT ARE THE OPTIONS? THERE'S MULTIPLE.

>> WE HAVEN'T SEEN THE LAWS TO TOPICS BECAUSE I WOULD LOVE TO HEAR FROM A SCHOOL DISTRICT GUY, OR HAS ANY SCHOOL DISTRICT SEEN?

>> WHEN WE SEE THOSE, MAYBE WE SHOULD LOOK AT THAT AND DO ONE OF THEM.

>> BECAUSE I HAVEN'T HEARD OF THAT.

>> BUT AGAIN COUCHING THIS FOR CAC IS JUST LIKE, HERE'S A PROBLEM AND WE'D HAVE TO DO A LITTLE RESEARCH AND QUANTIFY THAT PROBLEM IN OUR DISTRICT.

IS IT A BIG ENOUGH PROBLEM TO DO A BIG SYSTEM CHANGE TO SOLVE, AND WHAT ARE DIFFERENT OPTIONS? NOT LIKE WE NEED A RECOMMENDATION FOR IT FROM YOU TO ACT ON, BUT WE JUST NEED INFORMATION AND SOME RESEARCH AND DIG INTO IT AND SUBCOMMITTEE OR SOMETHING BECAUSE WE'VE HEARD FROM CAC MEMBERS OFTEN, WE'RE LEARNING A LOT, BUT WE'RE NOT DOING ANYTHING, AND SO WANTING TO HAVE A TOPIC TO GET IN AND CHEW ON AND RESEARCH AND COME UP WITH SOME IDEAS OR JUST SHARE WITH US WHAT YOU CAME UP WITH.

>> I THINK TO COREY'S ORIGINAL POINT THOUGH WE NEED TO REMEMBER HOW MANY STAFF MEMBERS LIVE IN OTHER AREAS.

>> ABSOLUTELY.

>> IT'S HARD FOR A SMALLER DISTRICT LIKE CAMAS TO DRIVE IT, EVEN THOUGH I THINK IT'S WORTH EXPLORING.

YOU HAVE PEOPLE, EVEN SOME OF OUR PRINCIPALS THAT ARE LIVING IN PORTLAND, LET ALONE IN VANCOUVER.

AGAIN, IT DOES HAVE TO BECOME MORE OF A REGIONAL CONVERSATION.

>> WELL, BUT I THINK BACKING IT UP AND JUST SAYING SUMMER LEARNING LOSS, WHAT SHOULD WE DO ABOUT IT? MAYBE BALANCED CALENDAR NEVER COMES UP, OR MAYBE IT DOES.

BUT IF WE FIGURE OUT WHAT EXACTLY IS THE PROBLEM, BALANCED CALENDAR IS A SOLUTION TO SOMETHING, BUT IS THAT OUR SOLUTION? WE DON'T KNOW. WE HAVE TO FIGURE OUT WHAT THE PROBLEM IS.

>> AM I HEARING THEN WE WANT TO HAVE CAC DIG INTO SUMMER LEARNING LOSS AS AN OVERARCHING TOPIC THIS YEAR?

>> QUESTION ABOUT THAT.

IF CAC WANTS TO JUMP IN, IT MIGHT BE NICE TO SOLICIT FROM THEM THEIR INTERESTS IN THE SKILL SET THAT WITHIN THAT GROUP OF PEOPLE, THEY MAY HAVE NO PASSION FOR SUMMER LEARNING LOSS.

I DON'T KNOW.

>> ALMOST MORE OF A SUBCOMMITTEE THING?

>> WELL, I'M PERSONALLY WONDERING WHERE AND HOW THAT GRIP I KNOW HISTORICALLY SEEMED LIKE WE HAD A BOND COMMITTEE THAT WAS HEAVILY ENGAGED IN THIS CONVERSATION OF FORMING AND SHAPING OUR BOND, HEAVILY ATTENDED BY CAC MEMBERS.

LOTS OF THEM WE'RE ON THAT BOND COMMITTEE.

HELP ME UNDERSTAND.

I THOUGHT WE WERE COMING UP CLOSE ON A FAIRLY SIGNIFICANT CONVERSATION AROUND BONDS OF FACILITIES AND LONG-RANGE PLANNING.

IF WE'RE DOING THAT, TO ME THAT'S A MORE IMMINENT, IT'S A REAL THING, AND IF YOU HAD GAS CAN DO ENGAGE, I THINK IT WOULD GET.

IT'S GOING TO SEE SOME OUTCOME.

THEIR WORK SEES A PRODUCT.

MY BIGGEST CONCERN IS IF WE INVITE THEM IN TO TALK ABOUT SUMMER LEARNING LOSS WITHOUT I

[04:15:01]

DON'T HAVE A SENSE OF WHAT PERCENTAGE CHANCE OF THAT BEING SUCCESSFUL AND CAMAS GOT DONE, SO YES WE WANT TO DO SOMETHING.

I DON'T KNOW IF WE COULD GET TO A SITUATION WHERE THEY COULD SAY SEE OUR RECOMMENDATION.

I THINK BACK WHEN WE STARTED THE CONVERSATION AROUND FLOPPING LATE START TO SWAPPING THOSE AROUND, WE KNEW WE WERE DOING SOMETHING.

>> BUT NOT WITH SPANISH IMMERSION.

>> WE THOUGHT WE WERE READY TO DO SOMETHING AND NOT WHAT'S WITH SPANISH IMMERSION.

THAT WAS A MUCH MORE RAPID MOVE.

>> BUT I AGREE WITH YOU THAT THIS CAPITAL PLANNING AND FACILITIES IS A MUCH MORE PRESSING ISSUE FOR US.

TO YOUR POINT, BEFORE WE GO INTO SUMMER LEARNING LOSS, I'D LIKE TO SEE SOME DATA AROUND IT.

HOW IS THAT IMPACTING OUR CAMAS STUDENTS? IS THIS A PROBLEM THAT WE NEED TO FIX? MAYBE IT'S NOT, MAYBE THIS FOR JUST A SUBGROUP, BUT DEFINITELY OUR FACILITIES PLANNING, MOVING OUT IS GOING TO MARCH ALONG WHETHER WE DO ANYTHING ABOUT IT OR NOT, AND SO I THINK THAT IS A HIGHER PRIORITY IT SEEMS. CAC WITH ALL THESE GREAT PATRONS WE HAVE ON THAT COMMITTEE ALREADY INFORMED AND ALREADY IN THAT MODE.

WE USED TO GO OUT AND FORM ALL THESE OTHER COMMITTEES AND NOW WE HAVE THIS COMMITTEE THAT'S JUST RIPE AND EDUCATED AND IN A PLACE WHERE THEY COULD GIVE FEEDBACK AND DIRECTION FOR THAT.

I WOULD DIFFER AND SAY THAT'S PROBABLY THE MOST PRESSING.

>> WITHIN THAT FACILITIES CONVERSATION PLANNING, THERE ARE THINGS WE REALLY HAVE TO TALK ABOUT OUR CAPACITY, THE STYLE OF OUR DISTRICT RIGHT NOW.

WE GOT FOUR HIGH SCHOOLS, AND WE HAVE A PROJECT BASED OPTION, ALTERNATIVE OPTION, A COMPREHENSIVE. [OVERLAPPING] WE'VE HEARD THE IDEA OF WHAT ABOUT A BUSINESS, A MEDICAL, MUSIC, ARTS.

I'M MISSING ONE OR TWO OF THE OTHERS THAT WERE IN THAT MIX.

I DON'T KNOW, PARTICULARLY WHAT COMMUNITY MEMBERS WOULD BE THINKING ABOUT REGARDING WHERE THE GAPS IN OUR EDUCATIONAL OPPORTUNITIES EXIST.

>> WE HAVE THE UL BUILDING THAT WE ARE [OVERLAPPING] TRYING TO FIGURE OUT WHAT, I KNOW JASON HAS SOME, BUT THAT'S SOMETHING I WOULD REALLY LIKE TO DIG INTO THIS YEAR IS LIKE, WHAT ARE WE DOING, RIGHT? I KNOW JASON HAS SOME IDEAS FOR IT AND I'M SURE THE COMMUNITY WOULD HAVE SOME IDEA FOR IT.

>> WE ARE BEING ASKED ABOUT HOW WELL.

>> ARE WE TALKING ABOUT THIS FROM A CAC STANDPOINT?

>> EITHER [OVERLAPPING].

>> I WOULD WANT TO USE THEM AS AN ENTITY TO HELP US ANSWER.

>> I THINK IT SHOULD BE A WORKSHOP AND SOMETHING THAT CAC COULD LOOK INTO BECAUSE THEY COME UP ALL IDEAS.

[OVERLAPPING] WITH PARAMETERS, RIGHT?

>> WE ALSO HAD A VERY STRUCTURED FACILITIES PLANNING PROCESS.

THEY WILL GO THROUGH SOME YEARS BEFORE BONDS LOOKING AT WHAT'S OUR CAPACITY, WHERE ARE WE GROWING? WHAT IS THE NEXT SCHOOL WE'RE GOING TO NEED? WHEN DO WE THINK THAT'S GOING TO HAPPEN? WHAT SHOULD THAT LOOK LIKE?

>> [OVERLAPPING] [BACKGROUND] .

>>RIGHT. OR WHAT'S OUR NEXT SECONDARY OPTION? IS IT ANOTHER COMPREHENSIVE HIGH SCHOOL? ARE WE STILL IN THAT MODE BECAUSE OUR GROWTH IS TAPERING OPERA LITTLE BIT, SO WHERE NEXT, AND THERE WAS A VERY SPECIFIC PROCESS, BUT THERE WAS A CYCLE WE HAVE BEEN THROUGH MULTIPLE TIMES TO DO THAT, WHICH WOULD BE A GOOD THING.

>> [BACKGROUND] .

>> WHEN I WAS ON CAC AND BEFORE WE DOVE INTO BOUNDARY REVIEW, I REMEMBER COMING HOME AT NOT HAVING SECONDARY STUDENTS IN MY HOUSEHOLD AT THE TIME AND LEARNING ABOUT SECONDARY OPTIONS AND WE'VE ALL TALKED ABOUT THE MARKETING NEED OF THE FOUR OPTIONS.

YOU'VE GOT A LOT OF COMMUNITY MEMBERS IN THIS GROUP THAT I SAW ON THERE.

THERE WAS LIKE SAFETY.

THAT'S ANOTHER GREAT ONE TO ALWAYS REVIEW, BUT TO GO OVER THE FOUR OPTIONS.

BECAUSE THERE'S A LOT OF QUESTIONS OF LIKE APPLY IN WHAT JUST COMING IN AND TALKING ABOUT DAY IN THE LIFE IS A STUDENT PERSPECTIVE.

THAT'S AN OPPORTUNITY WITH THIS GROUP TO BE INFORMED OF THE FOUR DIFFERENT OPTIONS, WHAT'S HAPPENING AT EACH OF THESE SCHOOLS, AND THEN TO BE ABLE TO BE [OVERLAPPING]

>> BIG GAPS WE HAVE IN HOW WE PRESENT AND DISCUSS ALL OF THOSE ELEMENTS AROUND HOW WE CAN DO AND PRESENTED BEFORE YOUR OPTIONS FOR OUR STUDENTS MORE CLEARLY.

>> WHEN WE HEAR THOSE QUESTIONS COME FROM THOSE PATRONS TO UNDERSTAND, OKAY,

[04:20:04]

THIS IS WHAT WE NEED TO DO TO COMMUNICATE THIS A LITTLE BETTER, HIGHLIGHT DIFFERENCES, AND SO I'D LIKE TO SEE THAT.

>> OKAY, I'M GOING TO MOVE US ALONG HERE A LITTLE BIT.

JUST BECAUSE I THINK WE'RE DOVETAILING US. WE'VE DONE THINGS.

ONE REAL QUICK THING, SAC, OUR STUDENT ADVISORY COMMITTEE, DR. WILLIAMS HAD BEEN HEADING THAT UP, AND WITH HER DEPARTURE, JOHN'S GOING TO BE TAKING THAT ON OVERSEEING SAC.

I DON'T KNOW IF THERE WAS ANYTHING THAT YOU GUYS WANTED TO PASS ON FOR HIM ABOUT WHAT YOU WOULD LIKE TO SEE SAC DOING. GOOD.

>> DO YOU MIND IF I JUST INTERJECT? IS THAT THE WORK I THINK THAT THEY'VE MAINLY BEEN DOING THIS EQUITY WORK AND REALLY GETTING INTO THE SCHOOLS AND ASSISTING WITH THAT WORK.

>> I FEEL LIKE EVERY MEETING MORE WORK THAN NEEDED.

THIS WORK WE NEED TO DO AND IT NEVER STOPPED FOR THEM.

LIKE IT LED INTO SOMETHING ELSE, SO I FEEL LIKE IF WE WERE TO TAKE THEM OFF OF THAT TRACK, THAT WOULD FEEL UNSETTLED TO THIS GROUP.

I THINK A LOT OF THEM SAID, CAN I CONTINUE ON WITH THIS? I THINK THAT ONE YEAR WAS ODD AS WELL.

>> [OVERLAPPING] I LIKE TO MAKE SURE TO JUST GETTING BACK TO A LITTLE BIT OF LOGISTICS WITH SAC.

I WANT TO MAKE SURE THAT THEY'RE REPORTING BACK TO US.

WE'VE HAD SOME REPORTS AND THEN I THINK MAY AND JUNE WE REALLY DIDN'T I UNDERSTAND OVER THE SUMMER THEY'RE NOT BUT JUST TO KEEP THAT ON YOUR RADAR THAT MONTHLY REPORT FROM SAC JUST ON WHAT THEY'RE WORKING ON.

>> I THINK THEY WOULD REPORT TO CAC.

WHY? NO. [OVERLAPPING].

>> I DON'T AGREE. I DON'T THINK THAT YOU REPORT TO CAC, [OVERLAPPING] IF WE GO BACK THERE ARE SOLUTION TO GATHERING STUDENT VOICE AND [OVERLAPPING] NOT HAVING A TOKEN STUDENT REP, RIGHT? I THINK WHAT THEY'RE DOING, DRIVEN BY THE STUDENTS AND THE STUDENT VOICE AND THEN SHARING THAT WITH US TO INFORM ANYTHING WE DO.

UNLIKE CAC, MY OPINION IS LIKE YOU SAID, LET THEM GO, LET THEM FIGURE OUT WHAT DO WE NEED TO DO AS STUDENTS TO HAVE OUR VOICE HEARD OR WHAT DO WE WANT TO DIG INTO AND THEN BRING THAT TO US.

I TOTALLY AGREE THAT WE DON'T WANT TO LIKE, HERE'S WHAT YOU GOT.

[LAUGHTER] HERE. LET US TELL YOU WHAT'S IMPORTANT TO YOU.

>> THE ORIGINAL MODEL OF SAC, WOULDN'T JUST PLAN THIS WAS THAT THEY WOULD WORK HAND IN HAND WITH CAC AND PUSH AGENDA ITEMS TO CAC OF WHAT NEEDS TO BE DONE FOR STUDENTS.

IT WAS SUPPOSED TO BE AT HAND IN HAND, BUT SAC WENT IN A WHOLE DIFFERENT DIRECTION, WHICH IS WHY ORIGINALLY THEY WERE SUPPOSED TO REPORT TO CAC, BUT THEY HAVE BEEN COMING TO THE BOARD [OVERLAPPING]

>> I THINK THEY SHOULD REPORT TO US ON WHATEVER THEY FEEL AND THEN [INAUDIBLE]

>> I'M TOTALLY GOOD WITH THEM STILL REPORTING AT CAC MEETINGS ABOUT WHAT THEY'RE WORKING ON.

>> BUT THEY'RE NOT REPORTING TO YOU?

>> YES, NO FILTERING HAVING TO BE PERFECT.

>> THINK ABOUT SOME OF THOSE STUDENTS THAT ARE ON THEIR SEVENTH GRADER, ISN'T YOU'RE ASKING THEM TO COME TO THAT MEETING AND COME TO RISKS.

I FEEL LIKE THE JOHN HAS GREAT A LIAISON BETWEEN AND CAN SHARE WITH THE CAC IF THEIR STUDENTS SO CAN, I JUST THINK THAT THIS CAN BE HESITANT [OVERLAPPING] TO ASK OF, HERE YOU PUT ALL THIS TIME AND EFFORT INTO SAC AND NOW WE'RE ASKING YOU TO REPORT TO THESE ADULTS AND THESE ADULTS.

I KNOW YOU'RE SAYING DON'T REPORT, BUT THAT'S HOW IT MIGHT FEEL, RIGHT? IT'S AN OUR CALENDAR ITEM. RIGHT?

>> THE THINGS THAT IT FEELS LIKE SAC WOULD BE MORE EFFECTIVE AT EVALUATING FOR US WOULD BE THOSE DECISIONS WE MIGHT BE MAKING THAT DIRECTLY AFFECT STUDENTS IN THE HALLWAYS.

THEY SAID, "HEY, WE REALLY WANT TO TALK ABOUT BUSING, TRANSPORTATION." I DON'T KNOW THAT THAT REALLY MAYBE, EVERYTHING WE DO AFFECTS STUDENTS BUT IT'S NOT AS FORWARD-FACING TO A STUDENT.

I THINK IF MAYBE I WOULD ENCOURAGE BUT THINGS THAT AFFECT THEM, WHAT THEY EAT, THE QUALITY OF THE FACILITIES THEY ARE IN, THE CURRICULUMS THAT THEY'RE STUDYING.

MAYBE NOT THAT BUT THAT'S VERY TEACHER-CENTERED BUT I WOULD WELCOME ALL OF THOSE CONVERSATIONS.

>> I WOULD SAY BUSING TOO.

>> PROBLEM.

>> HOW DO WE GET MORE OF YOU ON BUSES? [OVERLAPPING]

>> I HEAR THAT LOUD AND CLEAR.

>> WIFI.

>> YEAH. I THINK THEY NEED TO FIGURE OUT THE, ALL I HEARD AT THE PRINCIPAL INTERVIEWS BECAUSE THOSE STUDENTS ARE THOSE CAC SAC STUDENTS THAT WERE IN THE PRINCIPAL INTERVIEWS, OR MAYBE THEY WERE.

[04:25:03]

>> I DON'T THINK SO.

>> WELL.

>> I THINK THERE WAS ONE STUDENT WHO WAS ON. [OVERLAPPING]

>> WELL, ALL THEY TALKED ABOUT WAS THE TROUBLE AT THE BATHROOMS AND I FELT TERRIBLE LIKE HIGH SCHOOL DAY TERRIBLE.

THE BATHROOMS ARE CLOSED, THEY CAN'T USE THE BATHROOM.

PEOPLE ARE UNCOMFORTABLE GOING TO THE BATHROOM AND DID THAT BE A GOOD THING FOR STUDENTS TO GET.

HOW DO WE HELP THESE ADULTS FIGURES OUT HOW TO MAKE THE BATHROOM SAFER?

>> EVERY TIME THOSE KIDS WERE LIKE IN THE BATHROOMS.

>> I JUST WANT TO MAKE SURE THAT THEY'RE, I HATE TO USE THE WORD REPORTING BACK TO YOU BECAUSE IT MAKES IT SOUND.

I WANT TO MAKE SURE THEY ARE REPORTING BACK TO US THOUGH.

I WANT TO MAKE SURE THAT WE ARE HEARING FROM THEM, I WANT TO MAKE SURE WE'RE ACKNOWLEDGING THEIR WORK, WE'RE TAKING THEIR WORK UNDER ADVISEMENT.

I WANT TO SHOW BECAUSE I'VE ACTUALLY HEARD FROM SOME FOLKS WHO WONDERED WHY WE DIDN'T HAVE A STUDENT REP ON THE BOARD.

I TRIED TO EXPLAIN TO SOME OF THEM THAT THIS IS SOMETHING THAT WE'VE BEEN RESEARCHING AND THAT WE DIDN'T JUST WANT THAT TOKEN REP ON THE BOARD WHO WAS GOING TO GIVE A REPORT ABOUT WHAT'S GOING ON, WHAT DANCE IS COMING UP, OR SOMETHING LIKE THAT.

THAT WE WANTED THEM TO REALLY DIG INTO SOMETHING THAT THEY FELT WAS IMPORTANT TO THEM, IMPORTANT TO THEIR STUDENTS REPRESENTING.

LIKE WE REPRESENT OUR COMMUNITY MEMBERS, THEY REPRESENT THEIR STUDENTS, THEIR CONSTITUENTS.

I WANT TO MAKE SURE THAT WHATEVER WE'RE DOING WITH SAC, NUMBER 1, THEY FEEL VALIDATED, THEY FEEL LIKE THEY HAVE A PURPOSE AND THAT THEY REPORT.

I WANT TO ALSO AGAIN, GOING BACK TO TELLING OUR STORY THAT WE ARE SHOWING THE COMMUNITY THAT HEY, WE ARE LISTENING TO STUDENTS.

WE APPRECIATE AND WE WANT THEIR INPUT ON THINGS AND THEN HERE'S WHAT WE'RE DOING WITH THAT INFORMATION.

IT'S NOT JUST AND THANK YOU FOR YOUR INFORMATION AND NEXT, OUR ORIGIN.

>> TO AMPLIFY THEIR WORK AND THEIR FEELINGS AND THEIR THOUGHTS.

>> BECAUSE I THINK YOU'RE SAYING, THE BATHROOMS AND LIKE WORKING AT A SCHOOL.

I'M LIKE, "YEAH, I KNOW, I GET THAT," [NOISE] BUT I THINK IT'S IMPORTANT FOR OUR COMMUNITY MEMBERS, SOME PARENTS, SOME FAMILIES TO UNDERSTAND FROM A BROADER GROUP, WHAT ARE THE CONCERNS KIDS ARE HAVING OR WHAT ARE THE STRUGGLES, WHAT ARE THE BARRIERS? AND HOW CAN WE ALL GET TOGETHER TO WORK ON THOSE.

SO NOT ONLY THAT THEY'RE DOING WORK AND THAT WE VALUE IT BUT WHAT ARE THEY SAYING?

>> [NOISE] KEEP THEM ON THE WORK THAT THEY'RE ALREADY DOING.

REPORT BACK AT OUR BOARD MEETINGS ONCE A MONTH.

AND FOR NOW, NOT NECESSARILY REPORTING AT EVERY CAC MEETING.

>> GOT IT. [BACKGROUND]

>> ALRIGHT GAIL, SITE VISITS.

>> JUST CHECKING IN THAT YOU WOULD LIKE TO HAVE THREE MORE SITE VISITS AGAIN THIS YEAR? I HAVE THEM PLUGGED IN MAY.

I'M GOING BACKWARDS. MARCH AND FEBRUARY.

>> ARE THOSE ALL DAY OR HALF-DAY?

>> THAT'S UP TO YOU AGAIN.

>> THAT WAS ONE OF THE THINGS THAT WE WERE GOING TO TALK ABOUT.

YEAH. THE FORMAT THAT WE PREFER.

>> [OVERLAPPING] I WANT TO DO WHATEVER GETS MOST PEOPLE LIKE WHATEVER WORKS FOR.

>> FULL DAYS ATTACK. I DON'T KNOW HOW MANY PERSONAL DAY YOU GET BUT MINE ARE ALL GONE AND.

>> THINGS ARE TOUGH. REMEMBER WHEN WE HEARD FROM KELSO DOING THE LAUNCHES WITH STUDENTS.

THAT WAS REALLY [OVERLAPPING] YEAH.

>> THE PRINCIPAL WOULD BE THERE AND THEY INVITED STUDENTS IN.

THEY ASKED THE SAME QUESTIONS, RIGHT?

>> YEAH. EACH SCHOOL, THEY ASKED THE SAME QUESTION SO THEY WERE ABLE TO VISIT EACH SCHOOL WITHIN.

THEY DID LIKE ONE A WEEK OR ONE A MONTH AND ORDER PIZZA AND YOU GOT TO GO TO A SPECIAL ROOM AND GO EAT WHAT.

>> [OVERLAPPING] SOMETHING LIKE JOHN COULD DO AND SAY, "HEY, IT'S PRETTY HELL ON WEDNESDAY, WHAT SHOULD." [OVERLAPPING]

>> WHICH WOULD BE BOARD MEMBERS WANT TO CONTEMPLATE AND SO THAT WOULD BE SOMETHING I'M NOT TRYING TO PUT MORE ON YOU BUT IT WILL BE MORE SOMETHING THAT HE DID THAT WE WERE ABLE TO THEN JOIN IF IT FIT YOUR SCHEDULE. I DON'T KNOW.

>> IS THAT SOMETHING YOU INTEND TO DO AS BEING IN THE BUILDINGS PERIODICALLY?

>> ABSOLUTELY. YEAH. LIKE I SAID EARLIER, IT'S ONE OF THE THINGS I'M REALLY EXCITED ABOUT DOING.

SOME OF THE VISITS THAT WOULD PROBABLY BE EVEN MORE INSTRUCTIONALLY FOCUSED WHERE I'M WORKING WITH THE PRINCIPAL AND MAYBE MARILYN OR DOUG COME WITH ME TO REALLY LOOK AT THE TIER 1 INSTRUCTION AND WHETHER OR NOT THAT'S SOMETHING THE BOARD WOULD BE INTERESTED IN, THAT'S UP TO YOU.

BUT THEN WE CAN DO VISITS THAT ARE MORE GLOBAL WHERE WE'RE LOOKING AT THE STUDENT CULTURE, THE VIBE.

WE'RE SPENDING MORE TIME IN THE QUAD AND THE LUNCH ROOM.

MAYBE THAT'S OF INTEREST.

MAYBE WE DO BOTH AT THE SAME DAY.

I'M NOT SURE HOW CLASSROOM VISITS HAVE BEEN IN THE PAST.

HAVE YOU ACTUALLY SAT IN CLASSROOMS?

>> USUALLY WE DO SITE VISITS AND DURING THOSE SITE VISITS, WE'LL POP INTO A CLASSROOM FOR 10 MINUTES OR WHICH IS GREAT.

[04:30:01]

>> WELL THEY'RE SHOWCASING SOMETHING LIKE HERE'S A CLASSROOM THAT'S REALLY BEEN WORKING ON THIS OR.

>> BUT NOT NECESSARILY OBSERVING A TEACHER.

>> NOT THE TEACHER. [OVERLAPPING]

>> BUT I THINK WHAT IT'S USUALLY BEEN IS WHEN WE'VE GONE TO DO A SITE VISIT, IT'S SOMETHING THAT'S RELATED TO THE POP TOUR THAT THEY'RE SHOWING US WHAT THEY'VE BEEN WORKING ON AND I THINK THAT I'VE HEARD FROM BOARD MEMBERS THAT MAYBE WE DON'T WANT IT TO BE THAT SCRIPT.

I DON'T KNOW IF SCRIPTED IS THE RIGHT WORD AND THAT'S WHAT I WANT TO KNOW FROM YOU GUYS, IS DO YOU WANT TO GO INTO THESE SITE VISITS WITH A CLEAR PURPOSE OR LIKE JOHN SAID, YOU JUST GOING TO JUST GET A SENSE OF THE VIBE OR?

>> THAT'S WHAT I LEARNED BEFORE. I HAVE BEEN THERE JUST THE VIBE AND GETTING A SENSE OF THE BUILDING AND HOW IT'S FLOWING.

IT'S ALWAYS A BONUS TO SAY AND BY THE WAY, THIS IS SOMETHING SPECIFICALLY RELATED TO OUR PORT TOUR OR SOMETHING ELSE AND THAT'S NICE AND CONVENIENT.

BUT I'VE NOTICED SOME OF THEM ARE VERY STRUCTURED IN WHAT WE SEE AND I'M MORE INTERESTED IN JUST ACTUALLY OBSERVING STUDENTS AND THE FEEL OF THE BUILDING AND WHAT'S GOING ON, GETTING THE VIBE OF WHAT.

>> WELL BECAUSE SOMETIMES WE'VE BEEN THERE WHERE THEY WERE LIKE, "OH, YEAH, WE REALLY NEED IT, WE'RE GOING TO PUT A NEW PORTABLE RIGHT HERE." WHAT DO YOU GUYS MEAN LIKE AND UNLESS I'M ON THE SITE WORKING AND THEY'RE SAYING, THIS IS WHERE THIS EXPANSIONS THAT HAVE HAPPENED HERE.

THIS IS WHAT WE'VE TRAINED THIS CLASSROOM INTO THIS FROM SOMEBODY, LIKE BEING IN THERE IS HELPFUL.

OR IF YOU SEE LIKE, I'M USING THIS BASE THE BEST OF MY ABILITY THAT WE'RE LIKE, THIS SPACE COULD.

YOU COULD JUST HELP WITH [OVERLAPPING].

>> LIKE BEING IN THE HIGH SCHOOL DURING PASSING TIME TO SEE HOW IT FEELS, HOW IT'S CROWDED.

>> TO SEE WHAT THEY ACTUALLY EAT ON THAT. IT'S INTERESTING, I GET INTO THE HIGH SCHOOL, IT WAS LIKE, "OH, YOU HAVE A LOT OF CHOICES INTO THE MIDDLE AND ELEMENTARY SCHOOLS, DO YOU HAVE LESSER CHOICE?" [INAUDIBLE]

>> I JUST THINK THE LUNCH THING IS KIND OF OR IT COULD BE EVEN BE BREAKFAST.

>> THAT WAS ONE OF THE THINGS THAT WE HAD TALKED ABOUT IS MAKING SURE THAT WE HAVE LUNCH ON AT LEAST ONE OF THE CAMPUSES WHEN WE GO.

STRUCTURED OUR TIME, WE'RE ON THAT.

I'M HEARING FROM COREY THAT A FULL DAY IS DIFFICULT TO DO, YOU'D RATHER DO A HALF-DAY AND DO MORE FREQUENT HALF DAYS.

I THINK OUR GOAL IS THAT WE'RE TRYING TO GET INTO EVERY BUILDING BY THE END OF THE YEAR.

>> OR I'D RATHER DO A COUPLE OF HOURS AND MAKE IT EVEN MORE FREQUENT.

>> YEAH. I THINK THERE HAS BEEN TIMES WHERE WE'VE GONE AND DONE SITE VISITS, AND WE FELT VERY RUSHED BECAUSE WE USUALLY HAVE LIKE 45 MINUTES OR SOMETHING, AND THEN THERE IS A 15-MINUTE TRANSPORTATION TIME OVER TO THE NEXT BUILDING.

WE SPENT AN HOUR AND 15 MINUTES AT THE FIRST BUILDING, AND THEN WE END UP HAVING TO CUT SOMEBODY ELSE.

IT IS TOUGH, I TOTALLY GET IT BECAUSE WE ALL HAVE OUR DAY JOBS, AND WE HAVE TO TAKE TIME AWAY FROM THEM AND STUFF.

MAYBE WE JUST NEED TO BE OKAY WITH THE FACT THAT NOT EVERYBODY IS GOING TO BE ABLE TO GO TO EVERY SITE.

>> IS THERE SOMETHING THAT JOHN'S DO? IN THE WEEKLY UPDATE WE GET.

IF JOHN'S LIKE, "HEY, I'M HAVING SOMETHING AT PRUNE HILL ELEMENTARY AT 8:00 AM, IF ANY BOARD MEMBERS WANT TO COME, I'LL BE THERE MEETING AND GREETING STUDENTS," OR I DON'T KNOW, SOMETHING.

THEN IT'D BE LIKE, "OH, WE COULD GO WITH THAT ALSO.

IT WOULD BE GREAT TO HAVE A BOARD MEMBER," ANY OF THOSE THINGS, SO WE DON'T KNOW ABOUT THEM A LOT OF TIMES.

>> I LIKE THAT IDEA BECAUSE THAT WAY, YOU DO PICK UP ON THE VIBE REALLY QUICK.

I APPRECIATE HEARING THE POP TOA WHOLE PRESENTATION WE WORK A FEW HOURS ON THAT, AND THEN REVISITING THAT AGAIN THROUGHOUT THE YEAR.

BECAUSE I FEEL LIKE WE GET IT AT THE BEGINNING OF THE YEAR, THIS YEAR, WE DIDN'T GET A WRAP-UP OF THE END OF THE YEAR.

WE DIDN'T GO AND SEE IT IN ACTION.

IF IT'S A POP TOA, THEN IT'S A PRIORITY FOR THAT SCHOOL.

I'D LOVE TO SEE IT IN ACTION FOR THEM.

>> IF WE FIGURE OUT A PROCESS WHERE WE CAN KNOW THOSE DIFFERENT EVENTS AT THE DIFFERENT SCHOOL SO THAT WE CAN GO TO THEIR OPEN HOUSE OR WE COULD GO TO THEIR SCIENCE FAIR, THAT THING, WE CAN INDIVIDUALLY CHOOSE WHEN WE CAN BE IN THOSE SCHOOLS MORE FOR THOSE TYPES OF THINGS, AND THEN OUR OFFICIAL BOARD VISITS.

>> THAT'S PROBABLY [OVERLAPPING]

>> I REALLY ENJOYED.

I REMEMBER SPECIFICALLY GOING INTO A COUPLE OF DIFFERENT SCHOOLS WHERE THEY'RE LIKE, TALK ABOUT THE WALL OF PICTURES ON THE BOARD, AND HEAR THIS IN A LACAMAS LAKE, HERE ARE HUG KIDS.

HERE'S THE ONES WHO WE NEED TO WRAP AROUND A LITTLE BIT MORE AND SEEING THOSE TYPES OF PROCESS, BUT THAT WAS ALL WOUND INTO THEIR POP TOA, WHICH IS MORE INTERESTED IN HEARING.

HERE'S YOUR FOCUS FOR THE YEAR.

HOW IS THAT? WHAT DOES THAT LOOK LIKE IN YOUR BUILDING?

>> I THINK MAYBE GOING BACK TO, WE TALKED ABOUT HOW OUR WORKSHOPS,

[04:35:01]

MAYBE WE TAKE 10 MINUTES AT THE WORKSHOPS, AND WE HAVE THE EVENTS FOR THE MONTH OF THE SCHOOLS.

THAT'S WHERE WE JUST DISCUSS AND PICK AND CHOOSE WHAT ONCE WE CAN EVENTUALLY GO TO.

BECAUSE IT WOULD JUST BE LIKE ALL THE SCHOOLS MAYBE SAID, HERE'S OUR BOOK FAIR AND OUR THING.

WE GOT THAT LIST AND ADD OUR WORKSHOP, WHATEVER IT IS.

AT THAT WORKSHOP, WE'RE LIKE CHECK, I'LL DO THESE, YOU DO THOSE, WHATEVER.

>> THERE ARE SOME AREAS WHERE I WOULD HAVE INTERESTS.

THE FOURTH GRADE, WE DID THIS A FEW YEARS AGO, WE WENT AND WATCHED THE MATH CURRICULUM, THE NEW MATH METHODOLOGY ROLLED OUT THAT NEW, I FORGET THE NAME OF THE ACTUAL PROGRAM ON.

>> NO NEW MATH. [LAUGHTER].

>> IT'S SO TECHNICAL.

>> BUT WE SAT IN AND IT WAS AT THIRD, FOURTH GRADE BLEND AND THEY HAD FOURTH GRADERS LEARNING IT AND THIRD GRADERS BEING TAUGHT BY THE FOURTH GRADERS.

I WAS LIKE, "WELL, THIS IS N, IT WAS COMPLETELY DIFFERENT FROM ANYTHING THAT EVEN RESEMBLED ANYTHING I'D EVER LEARNED." ROTE MEMORIZATION WAS GONE.

I WOULD SIGN UP TO SEE SOMETHING LIKE THAT.

I WOULD SIGN UP TO SEE SCIENCE.

I'M VERY CURIOUS ABOUT HIGH SCHOOL IN NINTH GRADE ACTUAL HEALTH CURRICULUM.

THAT HAS A POTENTIAL TO BE A REAL ISSUE.

I CAN SPEAK THROUGH THE FILTER OF STAFF AND SOME OF THE PRESENTATIONS WE'VE HAD, BUT I'VE NEVER SEEN IT.

I'M NOT SEEING IT PLAY ITSELF OUT.

ARE THE STUDENTS NORMAL AND RAISING THEIR HANDS TO ASK QUESTIONS THAT ARE TO BE INFORMED OR IS IT AWKWARD SILENT?

>> ESPECIALLY IF ASKING.

>> MAYBE WE CAN DO SOMETHING ONCE WE GET THESE CALENDARS, MAYBE LIKE A WEEK OR TWO OUT, WE COULD GET SOMETHING THAT JUST SAYS, "WHAT DO YOU WANT TO SEE?" THAT CAN GET PASSED ON TO THE BUILDING LEADERS LIKE WHEN THE BOARDS THERE, AND WE'D LIKE TO SEE IF THERE'S [OVERLAPPING]

>> YEAH. ACTUALLY, THAT WOULD BE A NICE WAY TO SAY WHEN ARE YOU GOING TO BE DOING IN CERTAIN CURRICULUM IF POSSIBLE.

>> I DON'T KNOW ABOUT YOU, BUT THERE ARE CERTAIN MOMENTS OF SITE VISITS THAT ARE BURNED INTO MY MEMORY.

BEING A HELEN VALOR AND THOSE KIDS SITTING KNEE-TO-KNEE AND TALKING ABOUT WELL, I THINK THIS IN THIS BOOK BECAUSE ON PAGE 32, WELL, I RESPECTFULLY DISAGREE.

SEEING THESE SECOND GRADERS HAVING DISCUSSIONS, IT'S JUST LIKE, [NOISE] "OH MY GOSH, IF ALL THE ADULTS CAN LEARN TO DO THAT." THOSE AMAZING LITTLE MOMENT THAT PROBABLY TEACHERS SEE THOSE EVERY DAY, BUT THOSE ARE WHAT ARE IMPACTFUL TO ME SEEING THOSE TYPES OF, I DON'T KNOW HOW TO QUANTIFY THAT ON A LIST OF WHAT WE WANT TO SEE.

>> BUT I AGREE. WE GO ON THOSE SITE VISITS, NOT KNOWING.

IT'S SOMETHING IS GOING TO IMPACT US ALL DIFFERENTLY.

IT'S NOT LIKE WE NEED AN AGENDA DOING THIS, IT'S JUST BEING THERE AND GOING WITH THEM.

SOME ARE BETTER THAN OTHERS THAT JUST GO.

>> THERE ARE SOME OF THE PROGRAMS THAT WE'RE REALLY PROUD OF OR THAT THEY'RE RELEASING IMPACT.

THOSE ARE THE LITTLE GUYS DOING YOGA.

CAN LACAMAS REMEMBER THAT?

>> DO YOU REMEMBER THE VIRTUAL THING?

>> STRATEGIES WHERE THEY INTO INTERPRETATION OF INDIVIDUAL ART AND TALKED ABOUT HOW TO HAVE AN OPINION, HOW TO DEFEND THEIR OPINION, HOW TO RESPECT OTHER'S OPINION.

>> THAT WAS DOROTHY'S THOUGHTS, REMEMBER? YEAH. THAT WAS A PROGRAM THAT THEY HAD GOTTEN THE GRANT FOR.

IT REALLY TRULY IS SEEING CERTAIN THINGS IN ACTION.

IT ISN'T JUST WILLY-NILLY.

YOU REALLY ARE SEEING THINGS IN ACTION THAT I THINK WE CAN IDENTIFY AND SAY THEY'D LIKE TO, BUT THEY DON'T KNOW WHAT IT IS.

>> DON'T KNOW WHAT THEY ARE.

>> IT WAS A TWO WEEK WINDOW OR SOMETHING.

>> WHAT ABOUT LIKE AT THE MIDDLE SCHOOL? WE LEARN ALL ABOUT THE MIDDLE SCHOOL MODEL AND THE FUNDING FOR THE MIDDLE SCHOOL MODEL.

IT'S VERY EXPENSIVE.

I WANT TO SEE THAT IN ACTION. [LAUGHTER]

>> YEAH SO. [OVERLAPPING]

>> I WANT TO SPEND SOME TIME.

LET ME SEE THAT COLLABORATION OF TEACHERS ON YOUR PREP.

I DON'T WANT IT TO BE LIKE, WAR IS COMING SO OKAY.

THIS IS WHAT WE'RE GOING TO DO.

WHICH I UNDERSTAND BUT THINGS THAT WILL IMPACT DECISIONS THAT WE MAKE OR WHERE WE'VE FUNDED OR WHERE WE'RE PUTTING MONEY AND ATTENTION.

I WANT TO SEE THOSE THINGS SO IT INFORMS US THAT WE'VE SEEN THAT IN ACTION.

WE'VE SEEN WHAT THAT LOOKS LIKE FOR THE EXPERIENCE OF OUR KIDS.

>> DID WE DECIDE HALF DAY? HOW MANY TIMES A WEEK? [OVERLAPPING] [LAUGHTER]

>> NO. I JUST TALKED.

>> HALF DAYS WOULD BE PREFERRED RATHER THAN FULL.

>> HALF DAYS ARE SNIPPETS.[OVERLAPPING]

>> A HALF DAY IS EITHER EARLY OR SEVEN ON THE LUNCH HOUR.

>> YOU WANT.

>> NO.

>> TO GO AHEAD AND DO OUR TRADITION OF THREE TIMES A YEAR SCHEDULE AND SEE WHAT SCHOOLS HAVE WHAT GOING ON?

>> I DON'T FEEL LIKE WE CAN HIT EVERY SCHOOL.

IF WE'RE DOING HALF DAYS, I DON'T FEEL LIKE WE CAN DO THREE TIMES A YEAR.

>> WE CAN DO FOUR.

>> I MEAN WE'RE DOING HALF DAYS AND I WOULDN'T EVEN MIND DOING ONE SCHOOL AT A TIME.

>> I KNOW. SAME FOR ME.

>> NEXT WEEK, WE'RE GOING TO GO TO DOROTHY FOX.

[04:40:02]

>> I CAN TAKE AN HOUR-AND-A-HALF.

>> YEAH [BACKGROUND] AND DO A SCHOOL.

>> THAT'S 13 VISITS.

>> WELL, I THINK THAT WE'VE DONE THAT BEFORE WHAT WE DID, I GUESS WE DIDN'T DO ONE SCHOOL, WE DID TWO SCHOOLS BUT WE PICKED TWO THAT WERE VERY CLOSE TO EACH OTHER.

>> SOME OF THAT MAKE SENSE TO DO LIKE [OVERLAPPING] FREEDOM AND LIBERTY.

>> I THINK IT MIGHT BE GOOD TO MAYBE TRY AND DO A.

>> OR MAYBE THERE IS NO NEED.

>> IS IT TOO BOLD TO SAY THAT WE WANT TO DO SITE VISITS ONCE A MONTH? I'M TRYING TO SEE HOW WE CAN GET TO ALL 13 CAMPUSES IN A SCHOOL YEAR.

>> WE COULD DO. [OVERLAPPING]

>> WHY DON'T I COME UP WITH SOME OPTIONS AND PUT IT OUT TO YOU AND PUT IT IN A GOOGLE FORM THAT YOU COULD WEIGH IN.

>> IF I'M HEARING RIGHT NOW, I THINK IT'D BE GOOD TO BE THERE.

AT LEAST HAVE THE OPPORTUNITY TO BE AT A LUNCH, BASICALLY.

>> OR IS THAT A SEPARATE THING?

>> WE'D LIKE TO DO THINGS TOGETHER. I'M TALKING WITH LIKE. [OVERLAPPING]

>> LIKE LISTENING TO A THING.

>> WE WANT TO MEET WITH SOME ELEMENTARY STUDENTS [OVERLAPPING] KIDS AND ASK THEM WHATEVER THOSE QUESTIONS.

>> OH, YOU GOT TO BE MORE FORMAL THEN, NOT JUST SIT DOWN AND HAVE THEM ON JUST SEEING HOW THE LUNCH ROOM EXPERIENCE.

>> WELL, I THINK IT COULD DO BOTH. I DON'T KNOW.

>> I JUST LIKE TO KELSO'S. IT WAS FORMAL.

WE'RE GOING TO ASK THESE QUESTIONS BECAUSE THEN WE CAN VIEW ACROSS THE DIFFERENT FEEDBACK THAT WE GOT FROM THE DIFFERENT CAMPUSES AND TALK ABOUT THAT.

THAT MEANS THAT THERE ARE CERTAIN THINGS THAT ARE BEING DONE DIFFERENTLY AT EACH SCHOOL IF THIS IS THE FEEDBACK WE'RE GETTING AND IT'S GOOD TO HAVE THAT DATA, I THINK.

>> A LISTENING TOUR. [OVERLAPPING]

>> I JUST SENT YOU. THEY CALLED IT A LISTENING TOUR.

>> I WANT TO MAKE SURE WE'RE NOT FILLING OUR CALENDAR UP WITH TOO MUCH STUFF THOUGH.

IF WE'RE SAYING SITE VISITS, WE'RE GOING TO DO ONE AT A TIME, SO DO 13.

WE'RE OFTEN A BUNCH OF STUDENTS ONE AT A TIME. THAT'S 30.

I'M JUST TRYING TO MAKE SURE WE'RE NOT GIVING OURSELVES TOO MUCH ON OUR PLATE.

>> I'M SAYING LIKE CAMAS HIGH SCHOOL PROBABLY COULD TAKE UP A WHOLE HUNK OF TIME BECAUSE IT'S MORE COMPLEX.

WE WILL BE ABLE TO DO TWO ELEMENTARY SCHOOLS THAT ARE NEAR EACH OTHER THAT MAYBE ARE FOCUSING ON THE SAME POP TOUR OR SOMETHING.

I WOULD GROUP THEM WHERE THEY MAKE SENSE AND IF IT DOESN'T MAKE SENSE TO GROUP THEM, DO IT ALONE SO IT DOESN'T HAVE TO NECESSARILY BE THE RIGHT TEAM.

>> THAT LUNCH THING THAT WE'VE BEEN TALKING ABOUT, WE DON'T HAVE TO HIT EVERY SCHOOL IN A YEAR.

IF IT'S LIKE, HEY, WE WANT TO START HAVING LUNCH, OKAY WITH. [OVERLAPPING]

>> WITH ELEMENTARY.

>> WE PICKED FIVE ORDERLY.

>> MAYBE THEY JUST WANT TO DO WITH MIDDLE SCHOOLERS.

>> IT DOESN'T HAVE TO BE, WE HIT ALL OF THEM THAT MAYBE IT'S A LUNCH TOUR AND IT'S LIKE THIS YEAR, WE'RE DOING MIDDLE SCHOOLS.

WE DO THOSE OR SOME THINGS.

THERE'S NO THAT PRESSURE OF LET'S HIT EVERYONE. JUST THAT.

>> [BACKGROUND] [OVERLAPPING]. SHE'LL MAKE HER MAGIC AND HER [INAUDIBLE]

>> I'M JUST GOING DOWN YOUR LIST HERE, GAIL.

LISTENING POSTS.

BRINGING THOSE IN-PERSON, LISTENING POST BACK.

WE HAVE AN INTEREST IN DOING THAT.

>> WHAT DO WE DO WITH THEM? I KNOW WE WERE DOING THEM FOR A WHILE, TOPICS SPECIFIC, IS THAT KIND OF WHAT? WE WEREN'T ALWAYS DOING THAT BUT SOMETIMES WE HAD A SUPERINTENDENT THAT WE DO SO MUCH.

>> HOW MANY A YEAR AND?

>> WELL, WE DID SUPERINTENDENT LISTENING POSTS WHEN WE WERE AT THE BEGINNING OF THE SUPERINTENDENT PROCESS.

>> THEN THE ONE BEFORE THAT.

>> WELL, WE HADN'T DONE THEM SINCE COVID.

THOSE WERE THE FIRST ONES WE DID.

PRE-COVID, THEY WERE FREE WILL AND PEOPLE COULD JUST SHOW UP AND TALK ABOUT WHATEVER THEY WANTED.

I DON'T KNOW HOW PRODUCTIVE THOSE WERE.

I DON'T KNOW HOW YOU GUYS FELT ABOUT THAT?

>> I THINK I LIKE DOING THEM.

I THINK SOMETIMES YOU THEN END UP WITH CERTAIN PEOPLE WHO TAKE MAJORITY OF YOUR TIME.

THAT'S WHY TOPICS SPECIFIC? SOMETIMES IF YOU PUT A TOPIC, YOU MIGHT GET THE PEOPLE SHOWING UP THAT WANT TO TALK ABOUT THAT TOPIC OR VICE VERSA AND THEN 10 MINUTE FREE TIME AT THE END.

I DON'T KNOW.

[LAUGHTER] WHAT DO YOU THINK?

>> FREE TIME.

>> WHAT'S THAT?

>> FREE TIME. CHOOSE YOUR OWN ADVENTURE.

>> YOU LIKE IT JUST LEAVING IT OPEN TO WHATEVER THEY?

>> YEAH, I THINK SO.

I MEAN, I DO THINK GIVING THEM SOME PROMPTS OF LIKE, HERE'S MAYBE WHAT WE HAVE THE CAC LOOKING AT, HERE'S MAYBE YOU ALL HAVEN'T HEARD OF OBVIOUSLY STUDENT ADVISORY COUNCIL.

HERE'S WHAT THEY'RE DOING. ARE THERE ANY QUESTIONS THAT YOU HAVE ABOUT GOING ON IN OUR DISTRICT? I MEAN, I'D LIKE TO DO YES AND I THINK WOULD BE HELPFUL.

>> DO WE HAVE LIKE DOING A STUDENT ONE? WOULD THAT BE BENEFICIAL?

>> WELL, I THINK THAT'S THE LUNCH THINGS YOU'RE TALKING ABOUT.

>> YEAH IF WE DID, IT IS A WORKING FOR LUNCH THING IS WERE MORE LIKE, I GUESS ANY STUDENT WOULD COME IN DURING LUNCH. I GUESS THAT WOULD BE.

>> HOWEVER, WE'D WANT TO SET THOSE UP.

KELSO HAD THOSE PRINCIPALS PICK KIDS AND THEY WOULD COME IN.

IT WOULD BE A CERTAIN AMOUNT IN KIDS BUT YEAH, WHAT WOULD A LISTENING POST BE LIKE FOR STUDENTS?

>> I DON'T KNOW. BUT I DO THINK WE SHOULD BRING BACK THOSE LISTENING POSTS.

[04:45:03]

I LIKE THEM. I THOUGHT WELL, HOWEVER, WHETHER IT'S OUR.

>> DO YOU WANT TO DO SATURDAY STILL AGAIN OR DO YOU WANT TO DO AN EVENING KIND OF THING OR?

>> I THINK WE SWITCHED THEM.

>> TO DO BOTH?

>> WE CAN CALL THE LISTENING POSTS FOR ELEMENTARY FAMILIES, LIKE A SATURDAY NIGHT FROM 6-8.

GOOD. [LAUGHTER] DROP OFF YOUR ELEMENTARY [LAUGHTER] STUDENT WITH THE SCHOOL BOARD.

IS THAT THE LISTENING POST WE WOULD WANT TO HAVE? I'M WONDERING WHAT THAT WOULD LOOK LIKE.

BUT FOR ADULTS, I THINK FOR SURE.

WHAT ARE WE PAYING FOR TEACHERS? WE DID TEACHERS THAT ONE YEAR TOO.

>> OR WE DID STAFF.

>> WE DID STAFF.

>> STAFF.

>> WE DID A COMMUNITY ONE AND THEN I THINK WE DID IT BOTH ON THE SAME DAY, DIDN'T WE?

>> WE DID.

>> WE DID A COMMUNITY ONE AND THEN.

>> YES WE DID.

>> WE DID A STAFF ONE. [OVERLAPPING]

>> WE DID THEM IN TWO DIFFERENT LOCATIONS.

>> I REMEMBER WE WENT TO DISCOVERY AND THEN WE WENT TO.

>> HAZE.

>> THEN HAZE.

>> THEN WE WENT TO HAZE.

>> THEN HAZE WITH THE STAFF.

>> YEAH, HAZE WAS WITH THE STAFF.

>> THAT WASN'T ON THE SAME DAY.

>> DIFFERENT DAYS.

>> I THOUGHT THEY WERE DIFFERENT DAYS.

>> THEY WERE DIFFERENT DAYS.

>> THEY WERE?

>> WE'VE DONE IT IN THE EVENING AND WE'VE DONE IT A SATURDAY. I DIDN'T MOVE. [OVERLAPPING]

>> SOME WENT TO THE BIRTHDAY.

>> YEAH IT WAS. THE VERY FIRST ONE WE DID, IT WAS BOTH ON THE SAME DAY. I REMEMBER.

>> YEAH, BACK-TO-BACK.

>> YEAH I KNOW YOU REMEMBER THAT ONE.

>> TWO YEAR?

>> I THINK TWO YEARS WOULD BE PERFECT.

>> TWO STAFF, TWO COMMUNITY, OR ONE STAFF, ONE COMMUNITY?

>> I THINK IT SHOULD BE A STAFF AND A COMMUNITY.

>> I LIKE TWO STAFFS, TWO COMMUNITIES.

>> ME TOO.

>> IT'S LIKE HAVING THE SAME.

I LIKE THAT THE COUNSEL LISTENING TO ALL QUESTIONS, WHAT'S WORKING.

SORRY. WHAT'S WORKING WELL? WHAT DO YOU WISH WERE DIFFERENT? IF THERE'S SOME ASPECT OF OUR CULTURE THAT IS UNFAIR, WHAT MIGHT THAT BE? IS THERE ANYTHING ELSE? JUST REALLY, IT'S VERY SIMPLE BUT IT'S OPEN FOR PEOPLE TO HAVE MULTIPLE PERSPECTIVES BUT IT'S NOT NECESSARILY.

I GUESS IT IS A FREE FOR ALL WITHIN THOSE QUESTIONS BUT SOME PROMPTS SOMEWHERE TO START.

YOU DON'T HAVE TO JUST SHOW UP IF YOU THINK SOMETHING'S GOING WRONG AT SCHOOL.

WE WANT TO HEAR FROM YOU.

BUT ALSO COME AND LEARN, COME AND LISTEN.

>> I THINK THAT TWO WOULD BE GOOD BUT I'D LIKE TO DO LIKE WE DIDN'T DO IT TWO STAFF AND TWO COMMUNITY.

WHETHER WE DO THOSE ON SATURDAY MORNINGS OR THURSDAY NIGHTS OR WHATEVER WE WANT TO DO.

>> WE WILL ALL BE ABLE TO ATTEND OR JUST SOME US [NOISE]

>> YOU CAN ALL ATTEND.

>> WE CAN ALL ATTEND BECAUSE WE CAN ADVERTISE IT.

>> SO THAT WAY IT'S LIKE I CAN ONLY AGREE WITH [INAUDIBLE]

>> YOU'RE JUST LISTENING, YOU'RE NOT TAKING ANY ACTIONS OR ANYTHING.

YOU'RE NOT MAKING ANY DECISIONS.

>> NO DECISIONS, IT'S JUST DISCUSSION.

>> WE COULD DO ONE STAFF ON AN EVENING AND ONE STAFF ON A SATURDAY AND SAME FOR COMMUNITY.

OKAY, I'LL WORK ON THOSE.

>> LET'S BE SURE THAT IF WE USE THE TERM LISTENING POST THAT THEY DON'T CONFUSE IT WITH THE DISCUSSION.

IF IT'S A COFFEE AND CONVERSATION, THAT'S COOL.

THEY ARE CALLED THE LISTENING POST BECAUSE WE ALWAYS SAY THEY WANT TO LISTEN AND WE DON'T RESPOND AND HAVE A DISCUSSION FOR THE [OVERLAPPING].

>> MAYBE IT SHOULDN'T BE COFFEE.

>> I FEEL LIKE IT SHOULD BE COFFEE AND CONVERSATION BECAUSE I THINK THAT. [OVERLAPPING]

>> NOT A LISTENING POST.

>> GOOD POINT.

>> YEAH, THANK YOU.

>> LISTEN HERE, ONCE. [LAUGHTER]

>> ALL I WANTED TO BRING UP HERE IS AND I BARELY TALK TO YOU ABOUT THIS, JOHN BUT INSTEAD OF CALLING OUR TWO BY ONES TWO BY ONES, CALLING THEM BOARD BRIEFINGS WHICH JOHN BROUGHT FROM HIS PARK COUNTY.

>> SOUNDS GOOD.

>> I THINK THAT THAT REALLY BLANKETS THINGS BETTER FOR US BECAUSE WE'RE ALWAYS WORRIED ABOUT CALLING IT A TWO BY ONE OR ONE-BY-ONE OR WHATEVER. THAT'S A RELIEF.

>> THEN TRAVELED TO THE BOSTON CONFERENCE.

AN IDEA THAT ERICA CAME UP WITH IS THAT WE AND MAYBE CARL, YOU AND ERICA, AND I TALKED ABOUT IT, WAS STAYING OVER SATURDAY NIGHT AND SUNDAY, TAKING TIME TO SIT DOWN AND DEBRIEF AT THAT POINT AMONGST YOURSELVES INSTEAD OF TRYING TO FIT IT IN.[OVERLAPPING]

>> THIS IS STANDING OUT WHAT WE TYPICALLY DO.[OVERLAPPING]

>> WE DO THURSDAY, FRIDAY, SATURDAY, AND SUNDAY.

>> WHERE IS THE CRC?

>> IT'S IN SPOKANE.

>> IS THURSDAY THE EARLY STUFF THAT WE NEED TO BE CLEAR THIS YEAR?

>> GAIL AND I TALKED ABOUT THIS THAT I THINK WHAT WE DID IN SPOKANE LAST TIME IS LEAVING ON WEDNESDAY NIGHT SO THAT WE'RE READY FOR THE STUFF THAT STARTS ON THURSDAY MORNING.

BUT THERE IS SOME STUFF THAT WE NEEDED TO DO.

WAS THIS WHEN WE WERE TALKING ABOUT THE EQUITY TRAINING WE HAVE TO DO?

>> RIGHT. IT ACTUALLY STARTS AT 2 PM.

YOU COULD GO THAT MORNING.

ON THE FIRST DAY AT 2 PM IS A ONBOARD EQUITY INTRODUCTION TO THE COMMITMENT TO

[04:50:03]

EDUCATIONAL EQUITY WHICH IS WHAT YOU WERE SAYING THAT YOU FOUND THAT EVERYBODY NEEDS TO GO THROUGH AND THAT IT'S OFFERED AGAIN ON FRIDAY SO EVERYBODY CAN HIT IT AND STILL HIT SOME OTHER THINGS AS WELL.

>> SOME OFFICERS ALSO SAYS THAT THE CONFERENCE BEGINS AT 2:00 PM ON THURSDAY.

THERE'S THE PRE-CONFERENCE WORKSHOPS FOR BOOT CAMP LAW CONFERENCE AND THE ROAD TO BELONGING IS PAVED WITH DIGNITY.

THEN THE OFFICIAL CONFERENCE STARTS AT 2:00 PM.

IT SOUNDS LIKE IF WE WANT TO GO TO THOSE OTHERS, WE GO WEDNESDAY NIGHT BUT OTHERWISE, WE COULD GO THURSDAY AND BE THERE BY 2:00 PM WHEN THE OFFICIAL.

>> YEAH. GAIL JUST NEED TO START ARRANGING TRAVEL STUFF THERE.

STILL, WOULD YOU PREFER TO LEAVE ON WEDNESDAY EVENING OR WOULD YOU PREFER TO LEAVE EARLY THURSDAY MORNING?

>> BECAUSE THURSDAY, I'M LOOKING AT THE AGENDA.

THE PRE-CONFERENCE WORKSHOP FROM 9-2, THE ROAD TO BELONGING IS PAVED WITH DIGNITY.

THAT IS NOT REQUIRED.

>> NO. IT'S NOT.

>> YEAH, IT SAYS CONFERENCE BEGINS AT TWO AND I DON'T SEE ANYTHING THAT STARTS AT TWO.

>> ON THE 17TH.

EVERYTHING STARTS AT 2:15 OR 2:30.

[OVERLAPPING] THE 17TH.

OPEN GOVERNMENT TRAINING WOULD START AT 2:30, IS THAT SOMETHING WE NEED TO DO OR? I FEEL LIKE THIS THURSDAY STUFF, IS THIS ALL JUST PRE-STUFF?

>> I THINK THAT THURSDAY [OVERLAPPING] IS GOING THURSDAY NIGHT TO SUNDAY. [OVERLAPPING]

>> I THINK THAT THURSDAY IS PRE-STUFF BECAUSE I THINK FRIDAY MORNING. [OVERLAPPING]

>> THURSDAY MORNING IS YOUR PRE-CONFERENCE.

THEY'RE TRYING TO FROM 9:00 AM TO 2:00 IS THE PRE-CONFERENCE INSTEAD OF DOING IT THE DAY BEFORE LIKE THEY USED TO.

[OVERLAPPING] THEN THE ACTUAL CONFERENCE BEGINS ON THURSDAY ALSO AT 2:00 PM.

>> BUT IT'S STUFF YOU DON'T HAVE TO DO IT.

[OVERLAPPING] FRIDAY, IT SAYS GENERAL SESSION 1 AT 8:30, THAT'S THE BEGINNING OF THE CONFERENCE TO ME IS FRIDAY.

>> IT'S FRIDAY MORNING. THERE'S TOTALLY NOTHING WE'D HAVE TO DO ON THURSDAY.

>> WE DON'T HAVE TO DO THE THURSDAY.

YEAH, MY [OVERLAPPING] WOULD BE THURSDAY NIGHT TO SUNDAY.

>> SAME.

>> IF YOU DON'T GO ON THURSDAY, THEN EVERYBODY AT 12:30 TO 3:00 ON FRIDAY WOULD NEED TO DO THE INTRODUCTION TO COMMITMENT TO EDUCATIONAL EQUITY.

>> I DON'T SEE THAT OFFERED ON THURSDAY.

>> YOU ARE SAYING THURSDAY 2:30 TO 5:00?

>> SHE'S GOT IT RIGHT THERE.

>> THIS IS FRIDAY.

>> 12:30 TO 3:00.

>> THAT IS OUR REQUIRED EQUITY TRAINING?

>> YES. BUT THEY OFFER IT ON THURSDAY AT TWO BY ITSELF SO THAT IT DOESN'T TAKE UP ONE OF YOUR SESSION TIMES.

>> THURSDAY 2:30 TO 5:00. [OVERLAPPING] ON BOARD.

>> ONBOARD EQUITY.

>> GOT YOU.

>> THAT'S THAT NEW SENATE BILL THAT WE ARE REQUIRED ONCE PER TERM TO GO THROUGH IT.

>> SO WE SHOULD BE THERE THURSDAY FOR THE 230 THING?

>> SO IF WE'RE NOT, THEN WE ALL HAVE TO DO IT ON FRIDAY AND WE DO IT IN LIEU OF ONE OF THE OTHER, IT TAKES AWAY ONE OF OUR CHOICES.

SO I WOULD PREFER TO DO IT ON THURSDAY JUST SO THAT THEN WE HAVE MORE. [OVERLAPPING]

>>THURSDAY MORNING WE'LL BE THERE.

>> SO WE CAN LEAVE.

>> NOT ON WEDNESDAY NIGHT.

>> LATE THURSDAY MORNING.

>> SO WE LEAVE ON THURSDAY.

I MEAN, WHAT IS IT LIKE? AN HOUR FLIGHT AT BEST.

>> WE LEAVE AT THURSDAY.

>> THURSDAY AT 10.00 OR 11.00.

>> BUT WE DON'T NEED TO GO THAT EARLY. YEAH.

>> SO GAIL, I THINK WE'LL GO ON THURSDAY AND WE'LL GO THURSDAY AND THEN COME HOME ON SUNDAY MORNING.

>> WELL, NO, NOT SUNDAY MORNING.

>> WELL, THAT'S THE QUESTION, ERIC.

BECAUSE DO YOU WANT TO STAY OVER SUNDAY OR STAY OVER SATURDAY NIGHT INTO SUNDAY TO DO YOUR DEBRIEF TOGETHER?

>> OR DO WE JUST COME HOME AND MEET ON SUNDAY?

>> I FEEL LIKE WE'RE GOING TO WANT TO COME HOME.

I FEEL LIKE WE DO SO MUCH.

I FEEL LIKE WE WANT TO DEBRIEF THERE, BUT THEN DO YOU THINK ON SATURDAY NIGHT AT TEN O'CLOCK, WE'RE LIKE, OH, WE'RE STAYING THE NIGHT SO TOMORROW WE CAN HAVE COFFEE IN THE MORNING AND THEN LEAVE. I DON'T KNOW.

>> I CAN ALSO MAKE A SCHEDULED WORKSHOP IN JANUARY OR JUST NO JANUARY.

>> IT'S TOO LATE.

>> THAT'S THE PROBLEM BECAUSE THE DECEMBER MEETING IS A REGULAR MEETING.

>> OTHERWISE WOULD IF WE CAME BACK SATURDAY NIGHT, I MEAN MY AGENDA, IT SAYS THE BREAKOUT SESSION NUMBER 6 IS AT 3:45, BUT THEN THE ANNUAL CONFERENCE ADJOURNS AT 04:00 PM.

SO WE HAVE A DEBRIEF AND TAKE AN EVENING FLIGHT HOME.

>> THAT'S WHAT I'M WONDERING.

>> THERE'S 5:05 OR AN 8:30.

[04:55:07]

THOSE ARE YOUR TWO EVENING ONES.

SO YOU COULD DO THE 8:30, YOU GET AT HOME AT 10:00.

>> THERE AFTER.

>> THE LAST SESSION.

>> IT'S NICE TO NOT HAVE TO SKIP OUT OF SESSION.

>> YEAH, I KNOW.

>> EXACTLY.

>> YEAH. THEN GET HOME THAT NIGHT.

>> WE CAN DO A 2:30 TO 3:45. WE BRIEF AT 4 AND MEET WHATEVER.

>> GOOD. OKAY.

>> [BACKGROUND] [OVERLAPPING].

>> YEAH

>> WE CAN GO TO THAT RED WAGON AND DEBRIEF WITH THE MERRY-GO-ROUND.

SO THAT WAS A THURSDAY NIGHT, FRIDAY NIGHT, SO WE'RE GOING TO STAY TWO NIGHTS?

>> WE'D ONLY STAY TWO NIGHTS AND YEAH.

>> YOU GUYS AGREE WITH THAT?

>> BUT ALSO TO BE ABLE TO USE THAT TIME WISELY.

>> USE THE WHOLE CONFERENCE.

>> SO WE'LL ALSO HAVE, WE SHOULD PLAN SOME TIME THERE BECAUSE IF WE'RE DOING THE THURSDAY EQUITY 12:30 TO 3:00, THEN WE'RE NOT DOING ANYTHING AFTER THAT, PROBABLY.

WE SHOULD REALLY USE SOME OF THAT TIME LIKE STRUCTURE SOME OF THAT TIME.

>> I THINK THAT'D BE A GOOD TIME TO GET TOGETHER AND WE CAN TALK ABOUT WHAT WE WANT TO DO AT THE CONFERENCE, WHAT DO WE WANT TO SEE.

>> I THINK THERE WILL BE A LOT OF TIME THERE THAT WE CAN DISCUSS LIKE STUFF OR THING THAT'S BEEN HAPPENING.

>> I REALLY APPRECIATED MEETING WITH OUR COHORTS ACROSS THE COUNTY LAST YEAR.

I WOULD LIKE SOMETHING A LITTLE BIT EVEN MORE A LITTLE BIT MORE FORMAL.

LIKE WE ARE GETTING PIZZA AND WE'D LIKE YOU TO JOIN US.

>> SO MAYBE WE SET THAT UP AND WE SAY, HEY, THURSDAY AT FIVE, CAMPUS IS HAVING WHATEVER.

>> PIZZA AND WE INVITE THE FEW PEOPLE.

>> IN THE LOBBY YEAH, AND WE INVITE THEM OVER AND WE HAVE A LITTLE ROUNDTABLE.

>> I THINK THAT'S GREAT IDEA.

IF THEY SHOW UP, GREAT. IF THEY DON'T.

>> GREAT. NO BIG DEAL.

>> WE'RE GOING TO BE THERE ANYWAY.

>> THAT'S SO GREAT, RIGHT? EXACTLY.

>> I'D ALSO LIKE TO PUT THE FEELER OUT THERE.

IF THIS IS THE YEAR THAT WE HAVE TO DO THE EQUITY TRAINING, WE'RE DOING IT.

LET'S START LOOKING NOW AT THE NATIONAL SCHOOL BOARD DIRECTOR WHERE THAT WOULD BE IN 2023/2024 AND SEE IF THAT WOULD BE A GOOD USE OF WHERE WE'RE AT.

>> ORLANDO. THEN AFTER THAT IT'S WASHINGTON DC.

>> DARN.

>> SO IT WOULD BE TO 2024.

>> WE'LL MISS THAT SAN DIEGO WINDOW.

>> DARN.

>> THE 2023 IS DURING SPRING BREAK, APRIL 1ST THROUGH 3RD IN ORLANDO.

IF YOU HAVE KIDS THAT MIGHT GO.

THEN THE OTHER ONE IS LIKE AN END OF SEMESTER JANUARY 29TH TO THE 31ST IN DC.

>> CAN I MOVE YOU BACK? ARE WE DONE WITH ROASTER?

>> CAN I MOVE YOU BACK JUST REAL BRIEFLY TO THE BOARD BRIEFINGS? ONE THING I FORGOT ABOUT THAT IS JOHN WANTS TO MOVE THEM TO MONDAY, WEDNESDAY.

>> I THINK SO.

DO YOU WANT TO TALK ABOUT THAT?

>> WHAT? THE BOARD BRIEFINGS TO WHAT? TILL MONDAY AND WEDNESDAY.

>> WEDNESDAY, THURSDAY, FRIDAY TO MONDAY, TUESDAY, WEDNESDAY.

>> YEAH. NO REASON TO [OVERLAPPING] .

>> SAME TIMES.

>>YEAH. SURE.

>> OH, THAT WAS EASY.

>> YEAH

>> JUST SIGN UP.

>> IT REALLY WASN'T ALWAYS COREY AND I IN THE AFTERNOON AND THEN.

>> EVERYBODY ELSE.

>> EVERYBODY ELSE IN THE MORNING AND SOMEBODY IN THE AFTERNOON

>> SO THEN I'M GOING TO KEEP US GOING HERE REAL QUICK.

>> UNLESS IT'S ZOOM.

>> THAT'S WHAT I'M THINKING. I'M THINKING THROUGH LIKE, BEGINNINGS OF MY WEEKS ARE ALWAYS LIKE.

>> CAN YOU USE ZOOM?

>> I CAN DO ZOOM, THAT'S THE THING. YEAH.

>> I CAN DO IT ANYTIME IF WE CAN ZOOM.

>> THAT IS AN OPTION.

>> [OVERLAPPING] AS AN OPTION IN PERSON LIKE OR WHO IF YOU CAN MAKE IT IN PERSON.

>> ALL COULD BE IN-PERSON OR ZOOMS THAT ARE REASONABLE EXPECTATION FOR THE BOARD TO HAVE THESES CONVERSATIONS [INAUDIBLE] .

>> WHAT I THINK IS IN THAT WAS ONE OF THE BENEFITS THAT WE LEARNED FROM COVID, IT WAS WE HAVE THIS FLEXIBILITY AND IT CAN PROVIDE MORE OPPORTUNITIES TO CONNECT IF YOU CAN'T BE THERE.

>> THE BOARD DOCS REFRESHER.

ALL I WANTED TO REMIND YOU OF IS THAT YOU CAN DO ANNOTATIONS IN BOARD DOCS WHERE YOU MAKE NOTES TO YOURSELF THAT YOU WANT TO RECALL DURING THE BOARD MEETINGS AND ONLY YOU CAN SEE THOSE, BUT IN ORDER TO DO THOSE, YOU HAVE TO BE LOGGED IN.

IF YOU DON'T REMEMBER YOUR LOGIN OR YOU WANT TO CHANGE IT OR SOMETHING, JUST LET ME KNOW.

IT'S VERY EASY TO DO.

>> SOUNDS GOOD. [BACKGROUND]

[05:00:01]

>> JUST ONE ADDITIONAL ON THAT, WE WANT TO TRY TO BE A LITTLE BIT MORE FIRM WITH THE CABINET ON GETTING PRESENTATION AND BOARD ITEMS FOR YOU AND FOR THE PUBLIC.

GAIL, I CAN'T REMEMBER OFFHAND WHAT OUR TIME SAW WAS, BUT IN ORDER TO BE RESPECTFUL OF GAIL TO GET ITEMS UP, BUT ALSO FOR YOU AND THE COMMUNITY TO SEE THOSE ITEMS. THEY'VE BEEN PRETTY GOOD, I THINK OVERALL, BUT IT CAN GET A LITTLE BIT COMFORTABLE THROUGHOUT THE YEAR, SO WE JUST WANT TO TRY TO STAY FOR HIM TO THAT.

>> IT WOULD BE NICE IF ALL THE PRESENTATIONS FINANCE ALL OF THEM, THAT WE HAD COPIES OF THOSE, EVEN IF THEY ARE SUBSEQUENTLY UPDATED A LITTLE BIT, I'D RATHER SEE IT.

THEN SAY, OH, BY THE WAY, THIS SLIDE HAS BEEN UPDATED, YOU'LL SEE THAT I CHANGED THIS TO THAT.

THAT'S EASIER THAN JUST FOR THE FIRST TIME SEEING SOMETHING AND THEN HAVING TO START REASONING THROUGH IT.

>> I WOULD AGREE BECAUSE SOMETIMES IT'S HARD TO SEE THE SCREEN AND I'D RATHER WATCH HERE.

WHEN WATCHING HERE AND FOLLOWING ALONG, IT'S EASIER.

>> IF THERE'S A PRESENTATION UP THERE, I WANT TO BE ABLE TO SEE IT.

>> ABSOLUTELY. I WILL MAKE SURE THAT THEY'RE ALL GOING TO BE FORMATTED THE SAME WAY.

WE'RE JUST TIGHTENING LITTLE BITS OF MORE FOR YOUR PLEASURE DURING THE MEETING BECAUSE I KNOW THAT CAN BE REALLY WONKY.

>> SCHOOL BOARD MEETING DATES ARE POSTED AND NOTHING'S CHANGED UNLESS YOU WANT TO CHANGE OUR NORMAL ROUTINE WHICH WE NEVER HAVE.

I WAS ASSUMING YOU WOULDN'T WANT TO.

OKAY. ONE REGULAR MEETING IN DECEMBER AND ONE REGULAR MEETING POTENTIALLY WITH THE PLANNING SESSION IN JULY.

THEN I JUST WANT TO THROW OUT THERE REAL QUICK TO JUST ASK, HAS ANYBODY CHANGE THEIR CONTACT INFORMATION?

>> YOU HAVE MY OLD ADDRESS IN THERE.

CAN I CHANGE THAT RIGHT NOW?

>> YOU HAVE MY NEW ADDRESS ON SOMETHING?

>> YEAH. I'M SURPRISED I MAY HAVE LINKED.

ANYWAY COMMITTEE ASSIGNMENTS.

DO WE WANT TO GO THROUGH THAT REAL QUICK? I KNOW WE'RE REALLY WAY OVER ON TIME.

>> IT'S OKAY. MOST EVERYTHING ELSE IS DISCUSSION STUFF THAT WE'VE ALREADY BEEN DISCUSSING. WE'RE OKAY.

>> RIGHT NOW WE'RE NOT DOING CAPITAL PROGRAMS, BUDGET LIAISON, CAC?

>> BUT CAPITAL PROGRAMS, WON'T THAT BE WHAT CAC WILL POTENTIALLY BE WORKING ON?

>> NOT AT THIS TIME. WE'VE GOT TO DEVELOP THAT.

WE'VE GOT TO GET TO THAT POINT.

>> YEAH. IT MIGHT NOT BE A SEPARATE COMMITTEE.

IT MIGHT BE WHOEVER'S DOING CAC IS THE SAME ONE ON THAT AS WELL.

>> CAN I ASK, SO LAST YEAR I WAS ON THE VOCATIONAL COMMITTEE WHICH I REALLY MET.

I WAS ON A SCHOOL WELLNESS COMMITTEE, WHICH NEVER HAPPENED.

I FELT LIKE I NEVER WENT TO ANY SCHOOL MEETINGS.

I HAVE NEVER DONE CITY SCHOOLS BEFORE OR THE POLICY REVIEW.

I'VE DONE CAC.

I WOULDN'T MIND. I KNOW SOMETIMES SOME OF US WANT TO GET INTO THAT.

I WOULDN'T MIND JOINING ONE OF THOSE BECAUSE I HAVEN'T DONE CITY SCHOOLS BEFORE.

I KNOW YOU GUYS DO POLICY, SO HAPPY TO HELP.

>> I'M HAPPY TO GIVE UP POLICY.

I HAVEN'T DONE CAC IN A LONG TIME AND I'VE NEVER DONE CITY SCHOOLS.

BUT CITY SCHOOLS IS BECAUSE WE USED TO MEET AT 11:30.

>> I WOULD ACTUALLY PREFER TO HAVE SOMEBODY ELSE STEP IN FOR ME FOR CITIZENS ADVISORY BECAUSE I JUST FOUND THAT THAT FIRST MONDAY OF THE MONTH WAS A LOT OF CONFLICTS FOR ME. CONNIE?

>> I WAS THINKING IF YOU WANTED THE CITY SCHOOLS.

>> BUT WHAT DOES THAT MEAN?

>> YOU FOUND THEM MONDAY RIGHT BEFORE? [OVERLAPPING]

>> I LOVE DOING. YEAH.

>> SOMEBODY CAN TAKE MY CITIZENS ADVISORY COMMITTEE IF THEY WANT.

>> YOU GIVING UP CITY SCHOOLS?

>> I'LL GIVE UP CITY SCHOOLS AND I CAN STICK WITH CAPITAL.

I LIKE THE IDEA OF DOING CITIZENS ADVISORY.

>> YOUR FRIENDS LIKE YOU ON CITY SCHOOLS.

>> BUT ERICA, YOU WANT TO STAY ON THE CITY SCHOOL?

>> I ENJOY CITY SCHOOLS FOR SURE.

BUT I ALSO CAN MOVE.

I WILL PUT OUT THERE THAT I WOULD LOVE AT SOME POINT TO DO POLICY.

BUT I GOT TO DO IT AFTER FOUR O'CLOCK, I CAN'T DO IT DURING THE DAY.

>> WE DID. BECAUSE IT WAS COREY AND I.

>> OH, YEAH.

>> YOU WANT TO SEND THIS TO ADVISORY OR CITY SCHOOLS?

>> WHO?

>> YOU, BECAUSE NOW SHE HAS YOU ON CITIZENS ADVISORY.

I THOUGHT THE CITY SCHOOLS WOULD BE EASIER FOR ME THAN A FIRST MONDAY.

>> CAN WE TALK ABOUT CITY SCHOOL.

I MEAN, CITIZENS ADVISORY.

IS IT GOOD WITH CONNIE AND DOUG QUINN?

>> EXCEPT FOR THEN MAYBE TAKE ME OFF AS A BACKUP.

[05:05:02]

I'LL BE A BACKUP TO THE CITIZENS ADVISORY.

>> THEN I COULD BE ON CITY SCHOOLS IF THAT WAS OKAY.

>> YEAH, YOU COULD DO CITY SCHOOLS.

>> OKAY. THEN CITY SCHOOLS WILL BE TRACY.

>> I'M ALSO HAPPY. YEAH. I KNOW WE'RE REALLY GOOD ABOUT ALTERNATING.

LIKE IF SOMEONE CAN'T GO TO A MEETING WE'RE REALLY GOOD ABOUT TELLING PEOPLE. I CAN'T GO TO THAT ONE. [OVERLAPPING]

>> I FILLED IT ON THAT ONE.

>> I WOULD LOVE TO ROTATE THROUGH CITY SCHOOLS.

[OVERLAPPING] I FEEL LIKE MY WEAKEST CONNECTIONS ARE WITH OUR [OVERLAPPING].

>> SAME.

>> I'M HAPPY TO SHARE THAT WITH YOU, HONESTLY.

>> I'LL SEND OUT A SIGN UP.

>> MAYBE MARK AND I WILL SHARE AND COREY AND TRACY HERE.

BETWEEN THE FOUR OF US, TWO OF US AT ANY ONE TIME.

>> WILL BE THERE? WHAT ABOUT THE POLICY REVIEW? ARE YOU GUYS TIRED OF POLICY REVIEW?

>> I COULD GIVE IT UP.

>> I LOVE POLICIES.

>> IT'S THE ROOT CANAL COMMITTEE UP THERE BECAUSE THERE'S A ROOT CANAL, I'D RATHER BE IN POLICY REVIEW. [LAUGHTER] [OVERLAPPING]

>> I LOVE POLICY REVIEW. I THINK IT'S GREAT.

>> I ACTUALLY WOULD LIKE IT BECAUSE I'M NEWER.

>> FOR YOUR NEW PERSON, I WANT TO DIG INTO THE POLICY. I THINK I'LL TAKE IT.

>> TAKE IT.

>> CONEY, YOU'RE STEPPING OFF?

>> I'M OUT.

>> LIKE I SAID, I'M HAPPY TO GET BACK UP TO ANY OF THEM TO LIKE CITIZENS ADVISORY COMMITTEE OR WE HAVEN'T DONE THE CAPITAL PROGRAM.

>> RIGHT NOW, IF YOU LOOK AT THIS, WE ARE A LITTLE OFF BALANCE AS DOUG QUINN DOESN'T HAVE A SPOT.

>> WELL, HE HAS CAC.

>> ONLY DOUG AND I NEED. [OVERLAPPING]

>> REALLY THE BIG THREE THAT MEET A LOT ARE CAC, CITY SCHOOLS AND POLICY REVIEW.

I THINK AS LONG AS WE'RE COVERED ON THOSE.

>> OKAY. [BACKGROUND]

>> SWAC HASN'T MET FOR A WHILE.

>> NO. AND CAROL, BRUCE, AND I ARE WORKING ON RESURRECTING THAT, SHE'S GOT TO GET THAT GOING BECAUSE WE DEPEND ON THAT FOR POLICY REVIEW AND IT'S MANDATED.

>> WHAT ABOUT THE CTE REVIEW?

>> CTE? [OVERLAPPING].

>> CTE.

>> THAT'S LIKE VOCATIONAL?

>> WE HAD ONE MEETING THIS YEAR, WE HAD ONE MEETING LAST YEAR.

>> DEREK ONLY HAS ONE OR TWO MEETINGS A YEAR AND HE HAS IT ON HIS CALENDAR TO UPDATE ME.

>> KEEP JUST GOING DOWN THE LIST.

WE SKIPPED THE LEDGER APP.

>> I HAVE NOT BEEN ABLE TO LIVE UP TO THE RESPONSIBILITIES ON THAT ONE BECAUSE THEIR MEETINGS ARE ALWAYS I'VE GOT LIKE A PERFORMANCE ON THAT WEEKEND, OR WHENEVER THEY MEET AND SO I HAVE NOT DONE A GOOD JOB.

I WOULD PREFER TO GIVE THAT TO SOMEBODY ELSE THAT I KNOW.

THAT ONE IS ACTUALLY SOMETHING WE HAVE TO FORMALLY VOTE ON, RIGHT?

>> I NOMINATE ERICA COXX.

>> THAT RULE, YOU CAN'T DO ANYTHING ELSE.

WE HAVE NOT DONE IT JUSTICE OF BEING AHEAD AND INFORMING THE GROUP OF WHAT'S HAPPENING, WHAT'S COMING UP.

>> HOW OFTEN DO THEY MEET?

>> WELL, WOZDER HAS THEM MEET LIKE ONCE A WEEK.

>> [OVERLAPPING] BUT THE GENERAL ASSEMBLY THIS YEAR IS OPEN TO EVERY BOARD MEMBER.

>> I THINK THAT WE NEED TO PAY MORE ATTENTION TO THE GENERAL ASSEMBLY.

THE LEDGE APP TO ME LIKE OUR TOAST GETTING BACK IN WOULD BE WE ALL VOTE ON WHAT THOSE PRIORITIES ARE AND WE DO THE GENERAL ASSEMBLY BECAUSE I KNOW THEY GET REALLY LOW VOTING ON THE GENERAL ASSEMBLY, AND THAT'S WHAT THEY TAKE AS OUR PRIORITIES.

I THINK WE NEED TO BE MORE INVOLVED IN AT LEAST DOING THE GENERAL.

IT'S ALL VIRTUAL NOW SO IT'S WAY EASIER TO PARTICIPATE.

>> THE PROBLEM IS IT'S A FULL DAY AND THEY DID GET FEEDBACK LIKE REALLY, YOU CAN'T SPLIT THAT UP BETWEEN DIFFERENT PEOPLE.

>> IF I KNEW, THESE ARE OUR FIVE PRIORITIES, THEN YOU GIVE ME YOUR LOGIN AND I COULD LOGIN AND I COULD DO THE VOTING FROM MY DESK FROM 12:00-2:00 AND COREY COULD DO THIS FROM 2:00-4:00, HOWEVER.

I JUST THINK WE SHOULD PARTICIPATE IN THAT.

>> I KNOW.

>> RATHER THAN DOING A BACK UP ON POLICY REVIEW HOW ABOUT PUTTING ME ON THIS GOOGLE [INAUDIBLE] ON THIS SWAC AND IF THEY COME BACK LIVE, I'LL DO IT.

>> COREY. TRACY.

>> YOU CAN TAKE ME OFF.

>> [OVERLAPPING] LIKE YOU'RE GONE LIKE THIS [LAUGHTER]

>> I DON'T KNOW. IT'S JUST THAT POLICY AGAIN.

I WILL SERVE ON VIRTUALLY ANYTHING.

>> YEAH, I CAN JOIN POLICY REVIEW.

[OVERLAPPING] I'M SAD TO SEE YOU GO. [LAUGHTER]

>> WHAT'S THE LEGISLATIVE RAFT?

>> CAN WE GO BACK TO THE LEDGER F1?

>> ARE YOU ABLE TO FIGHT OFF THAT OR WOULD YOU RATHER NOT DO THAT?

>> I DON'T KNOW HOW OFTEN THEY MEET.

I DO THE WESTERN NOMINATIONS COMMITTEE AND I DO THINK WE WERE MEETING A LOT RIGHT NOW BECAUSE WE'RE GOING TO GET INTO VOTING OF THE NEW REPS AND VICE PRESIDENT AND ALL THAT STUFF.

[05:10:02]

IT'S ACTUALLY BENEFICIAL BECAUSE I AM ON THERE WITH EIGHT OTHER SCHOOL BOARD MEMBERS FROM AROUND THE STATE THAT I DON'T EVER SEE, SO WHEN I GO TO A CONFERENCE, I'M LIKE, HEY, I HAVE MET YOU AND THEY'RE ALL ONLINE.

THERE IS LESS TRAVEL.

I DON'T KNOW ABOUT THAT ONE, BUT WE DON'T MEET IN PERSON.

>> WE DON'T HAVE TO HAVE A SCHOOL BOARD MEMBER ON [INAUDIBLE] THAT'S NOMINATED TO DO IT.

>> [OVERLAPPING] NO. I AM DISTRICT 6.

>> SHE VOLUNTEERED. [OVERLAPPING]

>> WHICH MEANS ALL THE OTHER SCHOOL DISTRICTS IN REGION 6.

>> I'M BEING REPRESENTED.

>> RIGHT. BUT YOU CAN SAY I'M NOT GOING TO CONTINUE WITH THAT.

SOMEBODY ELSE NEEDS TO STEP UP IN ANOTHER SCHOOL DISTRICT? [OVERLAPPING]

>> YEAH. CORRECT.

>> YES. BUT THE LEDGER REP IS OURS, RIGHT?

>> LEDG IS OURS. WE GOT TO HAVE ONE IN [INAUDIBLE].

>> LET ME RE-DEDICATE MYSELF.

>> I THINK YOU'D BE REALLY GREAT BECAUSE YOU'RE IN TOUCH WITH A LOT OF US.

>> I'D BE HAPPY TO TAKE THE OTHER THINGS OFF YOUR PLATE IF YOU ARE WILLING TO DO THAT.

IF YOU FEEL LIKE YOU CAN ONLY DO THAT AND ONLY THAT OR SOMETHING LIKE THAT, I'LL HAPPILY TAKE OTHER THINGS FROM YOU BECAUSE I THINK IT'S A REALLY IMPORTANT DECISION.

>> I WOULD LIKE TO DO DUE JUSTICE.

>> YEAH. I JUST HAVEN'T BEEN ABLE TO.

>> YEAH, BUT KEEP IN MIND THAT ANYTHING MORE WE DO IS GOING TO BE AN IMPROVEMENT.

IF YOU COULD RUN THE LEGISLATIVE CONFERENCE REVIEW FOR ALL OF US AND WE COULD COME TOGETHER AND DO THAT PROCESS AND THEN MAKE SURE THAT SOMEBODY IS IN THEIR VOTING FOR US AND THEN GIVE SOME UPDATES, I WOULD THINK THAT WOULD BE SUPER HELPFUL.

FURTHER WHERE WE ARE, MIGHT NOT BE WHERE YOU WOULD EVENTUALLY WANT TO GET IT TO, BUT IT DOESN'T HAVE TO HAPPEN. [NOISE] [OVERLAPPING]

>> IF YOU'RE ON THE VOTE [OVERLAPPING]

>> THAT ONLY MEETS ONE.

>> THAT'S ONE TIME A YEAR, ONE EVENING MEETING.

YOU'RE HAPPY TO TAKE IT?

>> I'VE DONE IT IN THE PAST. IT'S PRETTY STRAIGHT FORWARD.

>> TOTALLY.

>> YOU CAN TAKE ME OFF OF THAT. THAT'S FULLY SIGNED.

>> [OVERLAPPING] I THINK IF WE HAVE ONE PERSON ON THAT, I THINK THAT'S FINE.

>> IT'S NOT THAT BIG OF A DEAL. ONLY IF YOU WANT IT.

>> NOW, DALE, WOULD YOU PUT OUR NAMES.

IT IS FAIR TO ASSUME THAT WHEN AND IF THESE THINGS GET SCHEDULED, ESPECIALLY THOSE BOTTOM TO, WE'LL GET ANOTHER DIRECT NOTICE ON THIS

>> YES. THE PEOPLE WHO RUN THESE COMMITTEES WILL GET YOUR CONTACT INFORMATION TO PUT IN THE DISTRIBUTION LIST.

>> IS THE BUDGET COMMITTEE NOT MEETING, OR IS THAT SEPARATE?

>> JUST LEAVE YOUR MIC ON.

>> THAT'S THE ONE WHERE YOU ROTATE TRACY.

I SENT OUT A SIGN UP SO THAT YOU CAN ALL ROTATE.

>> I HAVEN'T DONE THE SIGN-UP.

>> WE HAVEN'T DONE FOR THIS YEAR.

>> FOR THE COMING YEAR.

>> GOT IT.

>> JUST ON CAC NOW? SORRY.

>> GO BACK.

>> YEAH. [OVERLAPPING]

>> AND YOU CAN ROTATE YOUR OWN CITY SCHOOLS.

>> IF YOU CAN DO THAT.

CAN YOU GET HERE BY FOUR O'CLOCK ON MONDAYS?

>> THEN YOU SHOULD TAKE MINE TOO.

>> DO YOU WANT ME TO?

>> ON CITY SCHOOLS, ERICA?

>> IF SHE CAN MAKE IT.

>> GIVE IT CONNIE AND THEN YOU GUYS CAN ROTATE THROUGH.

>> YEAH. PUT HER AS THE INITIAL.

[OVERLAPPING] IF YOU COULD THAT, I COULD TAKE IT.

>> I DO LIKE THAT CITY SCHOOLS BECAUSE I'M ALREADY HERE ANYWAYS SO IT'S NOT A SEPARATE DAY.

>> IT LOOKS LIKE I'LL BE HERE EVERY MONDAY.

>> WELL, BUT WITH STUDENT ADVISORY [OVERLAPPING]

>> YOU WILL BE HERE EVERY MONDAY? 3 AND 4 [OVERLAPPING] [LAUGHTER]

>> NO. 3:00 UP TO 4:00.

>> I GOT A MONDAY OFF. [LAUGHTER] ADVISORY TOO.

>> OTHER THAN POLICY REVIEW, I'M NOT UP THERE FOR MUCH OF ANYTHING ELSE, SO I'M HAPPY TO TAKE ANYTHING ELSE IF THEY FEEL LIKE THEY'VE GOT TOO MUCH.

>> I GOT A LEDG REST.

>> WHAT'S THAT?

>> CAC?

>> CAC IS THE ONLY ONE I CAN'T DO.

>> CITY SCHOOLS?

>> I CAN DO CITY SCHOOLS.

>> YOU CAN HAVE THE SWAC IF THAT COMES BACK.

>> IF IT MEETS ON TUESDAYS, TUESDAYS AREN'T GOOD FOR ME.

>> WHY DON'T WE WAIT ON THAT ONE AND SEE HOW IT DEVELOPS FOR THE SCHOOL YEAR? COMMITTEE OF CAMAS SCHOOL AND WE'VE ALREADY TALKED ABOUT THE PROGRESS MONITORING, THE BOARD PROTOCOL, DID YOU HAVE A CHANCE TO REVIEW THAT? DID YOU WANT TO MAKE ANY CHANGES BEFORE THAT COMES TO YOU NEXT MONTH?

>> NO CHANGE.

>> NO.

>> OKAY. THEN I THINK WE CAN GO TO LUNCH NOW. [LAUGHTER]

>> I'M STARVING.

>> I GOT LIKE WAIT A MINUTE.

>> HERE WE GO, I'M READY TO HAVE SECOND LUNCH.

>> GAIL, I KNOW THERE'S A COUPLE OF OTHER THINGS ON HERE LIKE THE COMPENSATION WAIVER AND THAT STUFF, WE DON'T NEED TO.

I'M ASSUMING EVERYBODY IS STILL OKAY WITH TAKING THE COMPENSATION WAIVER?

>> YEAH. WELL, I'VE NEVER HAD US GO THIS LONG IN THESE PART.

>> IT'S OKAY.

>> I DON'T HAVE MUCH BUT YOU NEED TO DECIDE HOW MUCH TIME YOU WANT TO DEVOTE TO BOARD DISCUSSIONS ITEMS AND THEN HOW MUCH FOR OFFICE [OVERLAPPING]

[05:15:01]

>> YEAH. WELL, LET'S JUST TAKE A QUICK LITTLE FIVE-MINUTE BREAK HERE TO USE THE RESTROOM AND STUFF LIKE THAT, JOHN AND I CAN HUDDLE HERE.

I THINK WE'RE GOOD BECAUSE REALLY THE REST OF THE AFTERNOON WAS BASICALLY JUST DISCUSSION STUFF AND WE'RE ALREADY DISCUSSING.

[7. BOARD DISCUSSION]

I THINK WE'RE BACK. WHAT WE HAD PLANNED FOR THE AFTERNOON NOW THAT WE'RE PAST LUNCH FOR THE 1:00-2:30 TIME WAS BASICALLY I HAD JUST COUCHED A FEW TOPICS THAT I HAD HEARD FROM ALL OF YOU THAT YOU WANTED TO TALK ABOUT.

ACTUALLY, I KNOW FACILITIES WAS ANOTHER ONE ON THERE.

BUT WE ONLY HAVE ABOUT A HALF-HOUR NOW FOR THIS INSTEAD OF AN HOUR-AND-A-HALF.

BECAUSE I KNOW THAT JOHN'S GOT SOME STUFF WITH SUPERINTENDENT FOCUS AND HIS ENTRY PLAN THAT WE HAVE TO GET TO AT 2:30.

THIS HALF-HOUR THAT WE HAVE LEFT IS REALLY UP TO US.

THE ONLY ONE OF THESE FIVE BULLET POINTS ON HERE THAT WE HAVEN'T REALLY TALKED ABOUT TODAY WAS SENIOR PROJECT.

I JUST WANTED TO MAKE SURE AND GIVE EVERYBODY AN OPPORTUNITY HERE TO WEIGH IN ONE MORE TIME ON SENIOR PROJECT IF THERE WAS ANYTHING ELSE THAT WE HAD THAT WE STILL NEEDED TO TALK ABOUT, OR JOHN, IF THERE'S SOMETHING YOU WANTED TO ADD HIM WITH THAT.

>> THANKS, COREY. I THINK THE CONVERSATION JUST POTENTIALLY NEEDS TO BE BUTTONED UP A LITTLE BIT AS WE MOVE CLOSER TO THE START OF THE SCHOOL YEAR.

I THINK THE BOARD'S PHILOSOPHY AND WHERE YOU WANT TO GO WITH IT, I'M NOT SURE IF THAT WAS EVER CONCLUDED FROM THE LAST WORKSHOP.

JUST SO WE CAN MOVE FORWARD WITH THE NEW PRINCIPAL, ESPECIALLY AT CAMAS HIGH SCHOOL, WHERE WE'RE GOING.

WHAT I HAD HEARD FROM THAT WORKSHOP WAS THAT WE JUST WANTED TO TIGHTEN THINGS UP, FINE-TUNE THINGS A LITTLE BIT, MAYBE CONTINUE TO REMOVE SOME OF THE RIGID PARAMETERS AND JUST MAKE IT A LITTLE BIT MORE GENERAL.

I JUST NEEDED MAYBE A LITTLE DIRECTION SO I CAN SHARE THAT WITH OUR FOUR HIGH SCHOOL PRINCIPALS.

>> GOOD SUMMARY. I THINK [NOISE] THAT FOR ME THAT WOULD HAVE BEEN ACCURATE JUST TO SAY, I LIKED THE PROGRAM, I BELIEVE IS A CULMINATING PROJECT, IT'S SERVED ITS PURPOSE.

I DON'T WANT ANY STUDENT TO EVER NOT WALK BECAUSE OF THAT PROJECT.

I THINK THAT THE TIMING RESTRICTION IS ONE OF THOSE THINGS THAT'S INTERPRETED IN A WAY THAT CONSTANTLY THREATENS STUDENTS WITH THAT.

I THINK THAT'S WHERE A LOT OF THE STRESS COMES FROM FOR THEM AS THE THOUGHT THAT THEY MAY NOT WALK IF THEY CAN'T GET ON TIME.

>> [NOISE] IS IT THAT WHAT THAT WAS?

>> OKAY. [LAUGHTER] [NOISE]

>> THANKS, DOUG. I APPRECIATE IT.

>> NO, I THINK IT'S REASONABLE TO BE FLEXIBLE.

CHRISTIE AND MARX'S RECITATION OF HOW THAT PROGRAM WORKED RECOGNIZED IT, AND HAYES IS CLOSER TO THE STYLE THAT I WOULD LOVE TO SEE AT CAMAS HIGH.

JUST BECAUSE I THINK IT'S FLUID AND IT CONNECTS TO THE STUDENT IN A WAY IT GIVES THEM THE CHANCE TO STILL STRETCH AND THE STRETCH IS REALLY DOING ORAL PRESENTATION TO A GROUP OF INDIVIDUALS WHO THEY DON'T KNOW AND TO ME THAT'S THE GROWTH COMPONENT WHERE THEY HAVE THIS THING, THEY HAVE TO PREPARE FOR IT, THEY HAVE TO PRACTICE IT, AND THEN THEY HAVE TO PRESENT IT.

THAT'S WHAT THEY SHOULD FOCUSED ON, NOT 7:00-11:00.

>> I AGREE WITH YOU THAT STRETCH AND GROWTH ALSO OUTSIDE OF THEMSELVES AND THE BIGGER COMMUNITY IS WHAT I TOOK AWAY FROM HAYES, AND WE JUST TALKED ABOUT THAT THIS MORNING WITH SCL; THINKING BROADER OUTSIDE YOURSELF AND YOUR COMMUNITY.

I LIKE THAT FLEXIBILITY AS WELL, SO I AGREE WITH EVERYTHING.

>> ALSO, DON'T HATE ME, ESPECIALLY CAMAS TEACHERS THAT ARE WATCHING THIS.

I THINK AT CAMAS HIGH SCHOOL, WE HAVE POSSIBLY MADE IT MORE CUMBERSOME THAN IT NEEDS TO BE.

THE MANUAL IS THIS THICK, LIKE HOW TO DO IT AND I HOPE WE CAN SIMPLIFY SO THAT IT'S NOT AS MUCH ON WHOEVER IS MANAGING ALL THAT PAPERWORK.

IT'S NOT AS CUMBERSOME FOR STUDENTS, AND IT'S MORE LIKE THE HAYES FREEDOM MODEL, WHICH I REALLY LIKE.

BECAUSE WE TALK ABOUT ALL THESE GREAT EXPERIENCES AND I DON'T KNOW ABOUT YOU GUYS, BUT READING THROUGH ALL THE TOPICS THAT KIDS DID FOR SENIOR PROJECTS, THERE'S STILL A LOT OF KIDS IN THERE THAT ARE JUST GETTING IT DONE, PICKING A PROJECT.

I KNOW EVERYBODY IS NOT GOING TO FIND THE MOST AMAZING THING, BUT I THINK THERE ARE THINGS THAT LIKE KIDS APP THAT WE QUASH, THAT I THINK WE NEED TO OPEN OUR MINDS TO AND SIMPLIFY.

[05:20:11]

SHORT ANSWERS, I'M I WRONG?

>> OKAY. THANK YOU.

WITH CCA, COREY AND I TALKED A LITTLE BIT ABOUT THE FUTURE OF CCA AND WHERE THINGS ARE GOING AND WHERE THEY MIGHT BE HEADED CURRENTLY.

I JUST SENT YOU AN UPDATE, IT WAS ACTUALLY SENT TO ME FROM THE PRINCIPAL ON THE 19TH SO IT'S A COUPLE OF DAYS REMOVED.

BUT CURRENTLY, HE'S SITTING OUT ABOUT 188 STUDENTS THAT COULD BE A LITTLE HIGHER SINCE LAST WEEK REALLY WAS HOPING TO OPEN AROUND 200.

HE'S RIGHT THERE WITH A GOAL OF 300 STUDENTS ENROLLED.

ONE CHANGE THAT WE ARE MAKING AND MOST OF YOU KNEW ABOUT THIS ALREADY IS WE'RE LOCATING THE OFFICES, WE'RE RELOCATING OVER TO ODYSSEY.

ORIGINALLY THE PLAN WAS DISCOVERY BUT WITH DAN AND ERIN AND NICOLE WORKING TOGETHER WITH GAIL, THEY FOUND THERE WAS A LITTLE BIT MORE ROOM OVER AT ODYSSEY TO MOVE INTO.

DAN UNDERSTANDS THAT'S ALWAYS TEMPORARY BECAUSE AS THOSE PROGRAMS GROW, WE WANT TO MAKE SURE THAT AARON HAS FIRST DIBS, SO TO SPEAK ON THAT LOCATION FOR STUDENTS.

DAN WAS VERY ACCOMMODATING AND UNDERSTANDING THAT MOVING STUDENTS OUT OF BEING SERVED HERE AT CAC INTO A BUILDING WAS APPROPRIATE, SO THAT'S REALLY THE UPDATES I HAVE RIGHT NOW AS FAR AS WHERE WE'RE GOING INTO THE FUTURE.

I KNOW DAN HAS SOME VERY, VERY CLEAR GOALS AND I THINK HE CAN REACH THOSE GOALS, BUT WE MAY NOT SEE WHERE THAT INTERESTS LIES UNTIL THE SCHOOL YEAR STARTS BECAUSE SOMETIMES A PROGRAM LIKE THAT, BASED ON MY EXPERIENCE, COMES ON NEED AND WHERE STUDENTS ARE AS WE ENTER OCTOBER AND NOVEMBER, THAT COULD VERY WELL BE A MID-YEAR ENROLLMENT BASED ON WHAT THE STUDENT NEEDS IN ORDER TO GRADUATE.

>> I KNOW I WAS GOING BACK AND LOOKING THROUGH OUR NOTES.

I'D BE INTERESTED IN KNOWING A LITTLE BIT MORE ABOUT SOME OF THE CURRICULUM THAT WE'RE USING FOR ONLINE.

I KNOW THAT IN THE PAST THE BOARD APPROVED EDGENUITY FOR THE SECONDARY GRADES.

BUT LOOKING BACK THROUGH MY NOTES, IT LOOKS LIKE ANY OF THE ELEMENTARY CURRICULUM WAS APPROVED ON AN EMERGENCY BASIS, WHICH MEANS IT DIDN'T COME TO THE BOARD, IT WENT TO THE SUPERINTENDENT WHICH WAS DOUG AT THE TIME.

I'D JUST BE INTERESTED IN KNOWING A LITTLE BIT MORE ABOUT THE CURRICULUM THEY'RE USING THERE.

I KNOW ONE OF THE ANCHOR POINTS IS THEIR FLORIDA VIRTUAL LEARNING, WHICH IS OUT OF FLORIDA.

I JUST WANT TO MAKE SURE THAT THE CURRICULUM THAT WE'RE USING HAS GONE THROUGH OUR REVIEW PROCESS AND REFLECTS SOME OF OUR CORE VALUES IN TERMS OF EQUITY IN THAT STUFF, SO I'M JUST PUTTING THAT OUT THERE.

>> KNOW, I APPRECIATE THAT.

YOU'D HAVE TALKED ABOUT THAT AND THAT'S BEEN RELATED TO DAN.

I BELIEVE HE'S WORKING WITH LISA RIGHT NOW TO POTENTIALLY MAKE EDGENUITY THE FULL K12 CURRICULUM.

I CAN GET THE BOARD AN UPDATE AS TO WHERE HE IS ON THAT, BUT I KNOW DAN HAS HEARD AS LOUD AND CLEAR ABOUT SOME OF THOSE CONCERNS.

>> THEN HONESTLY, EVERYBODY THIS WAS JUST IF THERE ARE OTHER THINGS THAT YOU WANT TO TALK ABOUT ON HERE AND HAD COMMUNICATION DOWN THERE.

I THINK WE'VE TALKED ABOUT COMMUNICATIONS QUITE A BIT TODAY, BUT IF THERE WAS SOMETHING ELSE THAT WAS ON YOUR MIND THAT YOU WANTED TO BRING UP ABOUT THAT? I'M ONLY PAUSING TO HAVE LOOK AT NOTES. IT'S OKAY.

>> I THINK I HAD IN MY NOTES THINGS THAT WE'VE ALREADY ADDRESSED IN COMMUNICATIONS UNDERNEATH THAT.

THIS IS OUR YEAR TO COME BACK AND HAVE LISTENED GOES FOR STAFF AND COMMUNITY.

THINGS HAVE BEEN PUT ON PAUSE FOR A FEW YEARS, AND SO THIS IS OUR YEAR FOR LISTENING POSTS.

IT'S TIME TO KICK INTO HIGH GEAR OF HOW WE'RE COMMUNICATING OUR HIGH-SCHOOL OPTIONS, GETTING OUT THE RIGHT MESSAGE AND PERCEPTION OF WHAT EACH OF THOSE HIGH-SCHOOL OPTIONS ARE AND THE ADVANTAGES OF BEING AT EACH ONE OF THEM SO FAMILIES, COMMUNITY MEMBERS UNDERSTAND GETTING FEEDBACK OF WHAT, HOW CAN WE IMPROVE THAT? WHAT'S OUR PROCESS? I THINK TALKING THAT THROUGH WITH STUDENTS WOULD BE WISE, PRESENTING IT TO CAC WOULD BE WISE.

I DO THINK ONE OUTSTANDING THING IS IS THERE A PLAN IN

[05:25:01]

PLACE BECAUSE A LOT OF TIMES MISINFORMATION WILL COME BEFORE US IN OPEN FEEDBACK DURING TIMES AND WE'RE NOT ABLE TO RESPOND IN THAT MOMENT.

IS THERE A PLAN FOR US TO BE ABLE TO DISSEMINATE MISINFORMATION AS IT IS CORRECT?

>> I KNOW THAT'S BEEN DEFINITELY A CONVERSATION WE'VE BEEN HAVING DUE.

SPECIFICALLY WE CAN LOOK AT THE JV BASEBALL INCIDENT WHERE PARENTS HAVE MET WITH STEPHEN AND I ABOUT WANTING SOME A STATEMENT.

I KNOW SOMETIMES WE CAN BE RELUCTANT TO DO THAT BECAUSE ALL OF THE FACTS MAYBE AREN'T OUT YET AND WE'RE STILL WAITING ON MEDIATION ON THAT SPECIFIC ONE.

ON WORKING WITH DOREEN, DO WE PUT SOMETHING ON OUR SOCIAL MEDIA? DOES THAT ACT AS THAT VESSEL FOR THAT? IT'S JUST A REALLY FINE LINE AS FAR AS HOW AND IN WHICH WAY WE DO THAT.

HELLO, DOREEN, IF YOU WANTED TO CHIME IN ON THAT.

>> MAYBE THIS REALLY DOESN'T HAVE AN ANSWER RIGHT NOW.

IT'S GOING TO BE AS WE COME ACROSS IT.

>> YOU'RE RIGHT.

>> IS THERE A PLAN TO ADDRESS INTERNALLY AND BRING US IN WHERE WE CAN HELP OR WHAT WE NEED TO BE ABLE TO SAY AT OUR NEXT MEETING TYPE OF THING?

>> THAT'S A GREAT QUESTION.

>> I NOTICED ONE THING THAT WE'VE GONE AWAY FROM IS WHEN WE HAVE PUBLIC COMMENT.

THERE WAS THAT TIME PERIOD WHERE THERE WAS A HUGE VOLUME AND IT REALLY WASN'T MANAGEABLE TO HANDLE IT THAT WAY, BUT WE USED TO SAY SUPERINTENDENTS NOW, WOULD YOU FOLLOW UP WITH THIS PARENT, AND THAT WOULD BE THE APPROPRIATE THING TO SAY SO THAT YOU'RE NOT JUST SITTING THERE MUTE AND LISTENING.

I THINK THAT THAT WOULD BE AN EXCELLENT WAY TO REDIRECT AND BE ABLE TO SAY SOMETHING, BUT IT IS REALLY HARD WHEN IT'S A PUBLIC COMMENT AND WE'RE NOT ALLOWED TO REALLY DISCUSS IT.

BUT DEFINITELY WE WOULD DO THAT WITH JEFF AND THEN HE WOULD SAY, YEAH, ABSOLUTELY.

GIVE ME YOUR CONTACT INFORMATION AND ANYBODY WHO MIGHT ALREADY HAVE IT.

>> I DO REMEMBER THAT TOO. JEFF WOULD JUST FOLLOW UP WITH THEM.

I THINK ALSO WHAT YOU'RE TALKING ABOUT IS AS PEOPLE COME AND GIVE PUBLIC COMMENT AND A LOT OF THE FACTS ARE NOT ACCURATE, THEY MAY NOT WANT A RESPONSE BACK, BUT THEN THAT INFORMATION IS OUT THERE AND IT WASN'T ACCURATE.

SO THEN HOW DO WE COME BACK AND SAY, WE WANT YOU TO KNOW THAT THIS IS ACTUALLY HOW MANY STUDENTS WE HAVE ENROLLED, OR WHATEVER THE MISINFORMATION WAS.

BECAUSE THEN ANYONE CAN WATCH A SCHOOL BOARD MEETING AND THEY MIGHT SAY, WELL, THAT'S ACCURATE INFORMATION.

SO HOW DO WE JUST THEN PUT OUT SOMETHING THAT SAYS THIS IS ACCURATE?

>> WE DO A Q&A [OVERLAPPING] TO THE Q&A SECTION FOR AWHILE TO LIKE, HOW MANY STUDENTS ARE ENROLLED? [NOISE] SCHOOL DISTRICT? [OVERLAPPING] TO BE ABLE TO DISPEL SOME OF THOSE BY JUST PUTTING INFORMATION OUT.

>> IT'S DEFINITELY APPROPRIATE WHEN YOU HAVE A RECURRING THEME OR THE RECURRING PEOPLE THAT ARE SAYING THE SAME THING, THE SAME INACCURATE INFORMATION OVER AND OVER AGAIN, WOULDN'T REALLY WORK FOR SOME OF THE ONE-OFFS.

>> [OVERLAPPING] BUT THAT'S WHERE SOMEONE LIKE JEFF OR JOHN COULD REACH OUT AND SAY, LET'S MEET AND THIS IS WHAT THE REAL INFORMATION AND DOESN'T HAVE TO BE BACK TO THE PUBLIC, BUT AT LEAST THEN WE GET THAT ONE'S PATRON.

>> WELL, AND IF IT HAPPENS TO BE SOMETHING LIKE ENROLLMENT.

IF THE PERSON WAS WILDLY OFF, JOHN COULD SAY, OH, ACTUALLY OUR LAST ENROLLMENT DOREEN WASN'T IT THIS AND THIS? I'LL SAY YEAH, IT WAS.

YOU'RE NOT DISCUSSING IT THEN [OVERLAPPING] THEY'RE JUST LIKE LET ME FOLLOW UP WITH AN EMAIL TO YOU. THAT KIND OF THING.

>> HOW EARLY IS PUBLIC COMMENT, OR DO PEOPLE SIGN UP FOR PUBLIC COMMENT? IS IT JUST BEFORE THE MEETING?

>> THEY CAN SIGN UP ANY TIME.

UP UNTIL 5:30.

>> OKAY. ONCE THE AGENDA IS POSTED OR EVEN BEFORE THAT?

>> NO. THEY SIGN UP WHEN THE DOORS OPEN BASICALLY OR THEY CAN SEND IN WRITTEN PUBLIC COMMENT UP UNTIL 8 AM ON MONDAY THE DAY OFF.

>> BECAUSE ONE STRATEGY COULD BE IF WE ALLOW SOME WAY FOR PUBLIC TO SIGN UP FOR PUBLIC COMMENT PRIOR TO THE BOARD, LIKE MAYBE A DAY OR TWO BEFORE.

MANY TIMES, ESPECIALLY IF IT'S CATEGORIZED, I CAN MAKE THOSE CALLS EVEN PRIOR TO THEM COMING.

HEY, I NOTICED YOU SIGNED UP FOR AN ENROLLMENT ISSUES AS THERE'S SOMETHING THAT I CAN CLARIFY NOW, THEN THAT WAY YOU CAN SAVE THEM TIME TO COME.

DEPENDS ON HOW THE BOARD WANTS TO DO THAT.

BUT I'D BE OPEN TO BEING MORE PROACTIVE TO SOME OF

[05:30:01]

THOSE CONCERNS OR EVEN HAVE A STAFF CALL HAILEY.

THIS IS MORE OF A CURRICULUM QUESTION OR MARYLAND, THIS IS A CONCERN ABOUT A PRINCIPLE.

THAT WAY IT DOES AVOID SOME OF THAT PUBLIC.

SOME ARE GOING TO COME EITHER WAY.

>> I DON'T GET WHY THEY CAN'T SIGN UP AHEAD OF TIME AND THEN THEY WOULD JUST BE THE FIRST ON THE LIST BEFORE THE LIKE IF THEY EMAIL GAIL AND SAID, GAIL, I WANT TO SPEAK IN PUBLIC COMMENTS, THEY'D BE THE FIRST ON THE LIST AND THEN YOU WOULD GO, I DON'T KNOW.

>> WELL, THEN THAT WOULD GIVE ME AN OPPORTUNITY.

GAIL COULD SHOW ME THAT LIST ON A TUESDAY OR WEDNESDAY OR WHEN WE MEET ON MONDAYS.

GAIL CAN GIVE ME THAT LIST ON A THURSDAY OR FRIDAY, I CAN MAKE CONTACT WHETHER I GET A HOLD OF THAT PERSON OR NOT, COULD AVOID THEM HAVING.

>> THAT MEANS THEY WILL HAVE EVERYONE WHO SHOWED UP TO SIGN UP.

>> TRUE. WHAT WE MIGHT BE ABLE TO ADDRESS SOME OF THESE CONCERNS EVEN BEFORE THE MONDAY NIGHT MEETING.

>> IT SEEMS THAT THAT YOU COULD JUST SAY, BY THE WAY, THIS FIRST SPEAKER I HAD A CHANCE TO TALK TO AND THEY'VE CHOSEN NOT TO SPEAK TONIGHT FOR IT LOOKS LIKE THEY'RE HERE AS WELL.

>> YEAH CORRECT. OR THEY MIGHT JUST CALL.

>> OR JUST CALL. [OVERLAPPING]

>> THEY HAVE AN OPPORTUNITY. THEY COME TO THE IF THEY ACTUALLY SHOW UP TO THE MEETING THEY CAN CROSS THEIR NAME OFF THE LIST OR SOMETHING LIKE THAT. I LIKE THAT.

ANY OTHER COMMUNICATION RELATED STUFF? THE NEXT BULLET HAS LOTS OF STUFF ATTACHED TO IT.

ACTUALLY I WOULD THROW FACILITIES IN HERE TOO BUT IF THERE'S ANYTHING THAT YOU-ALL WANTED TO BRING UP ABOUT, FUNDING, LEGISLATIVE STUFF, BUDGET COMMENTS, ENROLLMENT, ANYTHING ELSE WE HAVEN'T TALKED ABOUT.

>> I'M SURE WE'RE GOING TO GET AN ENROLLMENT UPDATE NEXT MONTH OR WHATEVER OR SOMETHING.

>> THAT'S USUALLY SOMETHING GET THEM WHEN PARTICIPANTS REPORT, YES.

>> OR THIS MONTH OR IS IT AUGUST? OH NO.

>> IT'S JULY. WE'RE NOT IN AUGUST.

>> SORRY [LAUGHTER], I'M SO CONFUSED. WE'RE ALMOST.

>> SOMETHING HAS BEEN ON MY MIND.

I'M WONDERING IF IT CAN BE ROLLED INTO A WORKSHOP.

WHAT JASON IS JUST TALKING ABOUT ASP FUNDING OF HOW DID THOSE FUNDS GET ALLOCATED TOWARDS A CERTAIN PROGRAMS? IS IT AN EVEN ALLOCATION? IS MUSIC INCLUDED IN THAT MUSIC VERSUS SPORTS? IS THAT AN EQUAL AMOUNT? WHAT ARE WE DOING? ARE WE BEING EQUITABLE THERE?

>> I THINK THAT'D BE A GOOD ONE, SINCE OWEN SANFORD RUN THE ASP.

HE COULD COME INTO WORK, I DON'T KNOW AND TALK ABOUT WHAT THEY'RE DOING AND WERE THEY GET THERE.

I KNOW WHAT JASON IS GOING TO TELL US SOME OF THAT, BUT I THINK HEARING RIGHT FROM OWEN ABOUT THE ASP PROGRAM.

>> OR MORE THAN JUST CANVAS HIGH SCHOOL HAS AN ASP.

>> I THINK THEY HAVE IT.

>> ALL THE OFFICER HERE FROM THE ASPS DEVELOPMENT. JUST LIKE THAT.

BUT THEY'RE RUNNING A $1 MILLION BALANCE THAT THEY HAVE THAT THEY START WITH AND END WITH EVERY YEAR.

BIG QUESTION FOR MANY YEARS OF, IS THERE MONEY THERE THAT WE COULD BE USING, THE STUDENTS COULD BE USING THAT IS JUST SITTING THERE.

>> I REMEMBER GETTING AN UPDATE FROM TIM FOX WHO CHOSE TO NOT CHARGE STUDENTS FOR ASP, BUT GIVING THEM THE OPPORTUNITY TO HAVE AN ASP STICKER, TO BE ABLE TO AFFORD ALL THE PRIVILEGES THAT COME WITH THAT.

THINGS LIKE THAT, LIKE UPDATES, ALSO WE'RE AWARE.

BUT I THINK I WAS THINKING MORE ALONG THE LINES OF MUSIC IN OUR SCHOOLS VERSUS SPORTS IN OUR SCHOOLS.

I WAS LIKE ARE WE MEETING THOSE WITH ASP FUNDING IN AN EQUITABLE WAY? DO BOOSTERS GIVE MORE TO JUST MAKING SURE, ALONG THOSE LINES OF NOT ALWAYS GOING COLLEGE OR SPORTS, MUSIC.

>> I KNOW AS THE MUSIC PERSON.

IT CAN BE TOUGH WITH MUSIC BECAUSE ASP IS NOT FOR CURRICULAR THINGS.

MUSIC CAN SOMETIMES BE THIS GRAY AREA OF SOME THINGS ARE EXTRA CURRICULAR AND SOME THINGS ARE CO-CURRICULAR.

LIKE BASICALLY IF IT'S GRADED OR NOT.

BUT I DO THINK THAT JUST FROM A MUSIC PERSPECTIVE, LOOKING AT THAT IN TERMS OF BARRIERS TO PARTICIPATING IN THOSE TYPES OF THINGS, THERE'S A BIG START-UP COST WITH DOING MUSIC.

SOME PEOPLE MAY BE ABLE TO GET AN INSTRUMENT THROUGH THE SCHOOLS.

OTHERS ARE GOING TO HAVE TO GO OUT AND PAY HUNDREDS OF DOLLARS FOR ONE OR RENT IT FOR 50 BUCKS A MONTH FROM SOMEWHERE OR SOMETHING.

IT WOULD BE INTERESTING FOR ME TO SEE, OBVIOUSLY AS THE MUSIC PERSON I'D BE INTERESTING TO SEE IF THERE'S BARRIERS THERE AND WAYS THAT WE CAN ADDRESS SOME OF THOSE.

[05:35:01]

BUT THAT'S A LITTLE OFF TOPIC FROM ASP.

I JUST KNOW THE ASP AND MUSIC CAN BE TRICKY.

>> JASON WOULD SAY IT TOO. IT'S THE STUDENT'S MONEY.

THEY'RE THE ONES WHO DECIDE HOW TO USE IT.

IT'S FOR THINGS THAT ARE NOT BASICALLY NOT GRADED.

>> IF THERE WAS A CHOIR PERFORMANCE AND THEY SOLD CONCESSIONS AT IT.

WHAT DO WEE DO? BUT WOULD THAT BE PLOWED INTO ASPS COFFERS?

>> FOR THE CHOIR. FOR THE CHOIR DEPARTMENT.

>> WELL.

>> I DON'T KNOW.

>> THEY PROBABLY HAVE A LINE ITEM.

>> WHERE?

>> THEY PROBABLY HAVE A LINE ITEM INSIDE THE ASB.

>> I DO THINK CONNIE IS, WE'VE TALKED ABOUT THIS FOR YEARS, IS THAT CANVAS HIGH SCHOOL HAS A MILLION DOLLARS IN THERE, AND SO WHAT? LIKE JUST GETTING A RECAP OF HOW THAT'S IN THERE.

WE HAVE TO SAY HOW MUCH WE WANT.

WE WANT A PERCENT, RIGHT? CAN YOU GUYS SAY WE WANT TO NEVER GO LOWER THAN 500,000.

A MILLION SEEMS LIKE A LOT.

>> UNLESS THERE'S A GOOD REASON FOR WHAT THAT IS, RIGHT?

>> I GET THIS SENSE AND THIS COULD BE TOTALLY WRONG, BUT THAT THEY ARE LIKE THE SUM IS FOR THE EVERY OTHER YEAR.

BAN TRIP TO DISNEYLAND AND SUM IS EARMARKED FOR THIS, AND SO THERE'S ALWAYS A LOT OF THIS EARMARKED MONEY IN THERE.

BUT I'M NOT SURE THERE'S A GOOD IDEA OF HERE'S HOW MUCH IT IS AND HERE'S THIS MILLION DOLLARS THAT SEEMS TO ROLLOVER YOU THAT HASN'T BEEN EARMARKED.

>> ONE OF THE THINGS I WOULD CAUTION ABOUT HAVING A MILLION DOLLARS IS ARE THE STUDENTS WHO ARE EARNING THAT MONEY OR GENERATING THAT MONEY BENEFITING FROM THAT MONEY?

>> EXACTLY.

>> I KNOW AUDITORS CAN HAVE AN ISSUE WITH THAT, SO I THINK A PLAN IS REALLY IMPORTANT.

>> IT'S A DEEP AUDIT.

>> REALLY THE KIDS KNOW WHAT THEY HAVE ACCESS TO AND CAN USE THAT MONEY FOR IT.

>> YOU SHOULD REALLY BENEFIT FROM THE MONEY YOU'RE RAISING.

>> BUT THE FACT THAT IT IS A ROLLING A MILLION-DOLLAR FUND TELLS ME THAT THEY'RE RAISING WHAT THEY SPEND AND THEY DON'T OVERSPEND.

I HAVE NOT SEEN THE MILLION GO DOWN TO 700.

>> GOT IT.

>> WHICH GIVES ME SOME CONFIDENCE THAT IT'S A MILLION DOLLARS SITTING IN ASB AND I DON'T CARE TO SOMEHOW AS A BOARD MEMBER, START TALKING TO THE STUDENTS ABOUT HOW THEY SHOULD OR SHOULDN'T AND IF THEY [OVERLAPPING]

>> MAYBE THEY DON'T EVEN REALIZE THAT.

>> WELL, THAT'S WHAT I THINK.

>> MAYBE THEY DON'T EVEN KNOW THAT THAT'S BEEN THERE AND THAT THEY COULD USE SOME OF THAT. [OVERLAPPING]

>> ONCE UPON A TIME WHEN I WAS THE ADVISOR FOR KAYAK, I DID NOT KNOW THAT WE HAD ACCESS TO [OVERLAPPING]

>> TO ASB?

>> TO ASB FUNDS TO PAY FOR LUNCH GOING ON [OVERLAPPING]

>> TRIPS.

>> TO THE CAPITAL AT OLYMPIA.

>> I DIDN'T KNOW.

>> YOU SEE, BUT THAT WOULD BE EXACTLY HOW IT SHOULD BE USED.

I THINK IT WOULD BE SHOCKING IF, LET'S GO BACK IN TIME.

LET'S SAY A CLASS OF 2019 SAID LOOK, WE HAVE THESE PLANS.

WE NEED ABOUT 750,000 OF THAT MILLION.

SORRY, THAT'S A BAD EXAMPLE.

[LAUGHTER] BUT THAT WOULD SOMEHOW [OVERLAPPING]

>> THEY ARE TAKING A TRIP THE HOLE CLASS. [OVERLAPPING] [LAUGHTER]

>> I MEAN, BUT IT WOULD PUT THE [OVERLAPPING]

>> CITY.

>> COULD YOU IMAGINE IF IT ACTUALLY SOMEBODY CAME IN AND DRAINED THE ACCOUNT FOR ONE YEAR'S WORTH OF STUDENT BODY ACTIVITIES.

YOU'D SAY, WELL, THAT'S NOT RIGHT.

WE DON'T HAVE CONTROL OVER THAT.

SOMEBODY LIKE JASON MIGHT.

I DON'T KNOW IF HE USES THAT ACCOUNT FOR CASH FLOW PURPOSES OR JUST [OVERLAPPING]

>> THERE ARE VERY RIGOROUS RULES AROUND ASB MONEY.

>> I KNOW HE CAN'T SPEND IT.

>> BUT JUST FROM A CASH FLOW STANDPOINT, HAVING A MILLION DOLLAR [OVERLAPPING]

>> ACCOUNT THAT RULES [OVERLAPPING] A REVOLVING FUND BASICALLY.

>> IS ASB SOMETHING THAT WE'D LIKE TO HAVE A FURTHER DISCUSSION ON LATER ON?

>> THAT WOULD BE.

>> I DON'T.

>> YOU DON'T?

>> I DON'T CARE TO.

IT'S THERE, IT EXISTS.

THE BENEFIT OF THE STUDENTS FUNDED BY THE STUDENTS.

I DON'T CARE TO PUT OUR NOSE INTO IT PERSONALLY BECAUSE IT EXISTS AND HAS EXISTED FOR 16-17 YEARS THAT WE'VE BEEN SITTING HERE AT ABOUT A MILLION DOLLARS.

>> BUT TO TRACY'S POINT, IF THE KIDS DON'T KNOW IT'S THERE AND DON'T KNOW THAT THEY CAN ALLOCATE IT TO LUNCHES AND STUFF LIKE THAT.

WHETHER WE DO IT OR JUST DIRECT THAT IT'D BE DONE, I THINK THERE NEEDS TO BE THE PEOPLE IN CHARGE OF THAT MONEY AND THE STUDENTS ALLOCATING IT.

I WANT TO MAKE SURE THAT THEY KNOW WHAT THEY HAVE ACCESS TO AND WHAT THEY DON'T, AND THEN ALL THE ADVISORS OF THE CLUBS AND EVERYTHING SO THERE'S MORE OF AN AWARENESS BECAUSE IT SEEMS LIKE THERE'S FUNDS JUST SITTING THERE THAT ARE MEANT TO BE USED FOR THE KIDS [BACKGROUND] WHO ARE PAYING IN.

>> IT SOUNDS TO ME LIKE MAYBE IT'S MORE OF

[05:40:03]

A QUESTION OF CURIOSITY TO JASON OR SOMEBODY LIKE THAT.

WHAT IS THAT MILLION DOLLARS FOR?

>> IS IT FAIR TO SAY THAT THE HIGH SCHOOL PRINCIPAL OR IS IT THE ATHLETIC DIRECTOR? I GUESS IT'S THE HIGH SCHOOL PRINCIPALS, NOT DIRECTOR.

THE HIGH SCHOOL PRINCIPAL FOR WHICH THE FUND IS PLACED INTO THEIR AUTHORITY, ULTIMATELY IS THE ONE WHO CAN SAY, HEY, THESE CLUBS, THESE ACTIVITIES, YOU GUYS SHOULD BE NOT RELYING ON THE DISTRICT OF FUND THINGS, BUT YOU GUYS FUNDED OUT OF YOUR ASB ACCOUNT.

ISN'T THAT [OVERLAPPING]

>> FROM A HIGH SCHOOL PRINCIPAL'S PERSPECTIVE, TYPICALLY YES.

YOU WOULD HAVE ASB, IN THIS CASE, COMMITTEE THAT MEETS AND ALLOCATES THAT MONEY OUT OR VOTES ON WHAT THE EXPENDITURES WANT TO BE.

BUT AN AUDITOR, A SITE AUDITOR, SCHOOL AUDITOR, WOULD TYPICALLY TELL THE PRINCIPAL, HEY, YOU HAVE QUITE A BIT OF MONEY IN THIS ACCOUNT, AND YET ARE YOUR STUDENTS BENEFITING FROM THAT ACCOUNT? PUTTING A LITTLE PRESSURE ON THE PRINCIPAL.

I DON'T KNOW IF IT'S NECESSARILY A BOARD ITEM AS MUCH AS IT IS MAYBE ME WORKING WITH MARYLAND TO WORK WITH THE PRINCIPAL TO SAY, YOU MIGHT WANT TO LOOK INTO THIS ACCOUNT JUST TO HAVE A LITTLE OVERSIGHT ON IT, JUST TO SEE OUR STUDENTS BENEFITING FROM IT.

>> IF THE STUDENTS START THE YEAR WITH A MILLION IN THE BANK AND THEY END THE YEAR WITH A MILLION IN THE BANK, THEN I'M ASSUMING THAT THEY SPENT WHAT THEY BROUGHT IN AND I DON'T KNOW, FROM AN AUDITOR STANDPOINT, IF YOU START UP WITH A MILLION DOLLARS AND YOU ENDED WITH A THOUSAND.

>> AGREED.

>>THE AUDITORS WOULD GO, HOLD ON, YOU ALL DIDN'T BRING THAT IN.

YOU DIDN'T DO ANYTHING. YOU SPENT DOWN HARD.

WOULD THE AUDITORS TAKE EXCEPTION WITH THAT, WHICH MIGHT MEAN THAT THE FUND HAS TO HOLD A BALANCE PLUS OR MINUS SOME REASONABLE LEVEL OF ACTIVITY.

SOMEBODY LIKE YOU AND JASON CAN.

>> NO, I AGREE. I THINK THEY WOULD MORE BE LOOKING AT IS THIS FUND JUST CONTINUING TO BUILD AND BUILD AND BUILD.

>> IT SEEMS TO BE HOLDING OUT OF THE HAT.

>> IT IS HOLDING, I THINK.

>> IT IS HOLDING.

>> BUT I FEEL THERE WAS A YEAR WHEN IT WAS POURING DOWN RAIN AND THEY WANTED TO RENT TENTS FOR THEIR HOMECOMING SO THEY COULD SHED THE RAIN AND ALL I'M HEARING IS WE DON'T HAVE ANY MONEY.

>> REALLY?

>> RIGHT. YES.

>> THE PARENTS WERE GOING TO RENT THE TENTS SO THAT THE KIDS HAD COVER.

>> I FELT ALL KINDS OF STUFF GOING ON.

I THINK SOMEBODY DONATED FOR THE TENTS, WHATEVER IT WAS, BUT I'M THINKING WELL, COULD THAT HAVE BEEN USED FOR THAT? [OVERLAPPING]

>> I DON'T KNOW. NOBODY KNOWS, BUT I JUST THINK THE INFORMATION OF KNOWING, HEY, WE CAN TAP INTO THIS FOR SOME THINGS LIKE [OVERLAPPING] WE NEED THE RED TENTS OR WE NEED SOMETHING THAT'S GOING TO HELP A SCHOOL ACTIVITY.

>> CERTAINLY.

>> I THINK JUST THE FACT THAT WE SEE THAT RUNNING FUND AND SEE THE AMOUNT IN THERE [OVERLAPPING]

>> ESPECIALLY BECAUSE WE'VE BEEN TALKING ABOUT OUR LOOMING BUDGET CRISIS AND TRYING TO TIGHTEN OUR BELTS ON THINGS. IT'S IMPORTANT TOO.

>> MAYBE THEY CAN SEND SOME OF THAT MONEY TO BRING IN THE SPEAKER FOR THE STUDENT BODY OR THESE [OVERLAPPING].

>> FOR ASSEMBLY.

>> THERE'S ALL THESE GREAT ENRICHMENT THINGS THAT THEY CAN USE MONEY FOR, AND IT'S JUST SITTING THERE AND THEY DON'T KNOW IT'S THERE.

>> WELL, MAYBE THE NEW HIGH SCHOOL PRINCIPAL AND THE ADMINISTRATIVE TEAM WORKING WITH ASB OFFICERS CAN HELP CLARITY TO WHAT CAN, I MEAN, YOU SHOULDN'T BE BUYING LUNCH, OR THEY SHOULDN'T BE MISSING LUNCH WHEN ASB IS A LOGICAL FUNDER OF THAT ACTIVITY.

>> I'LL BE HONEST IN MY EXPERIENCE, ANYTIME THERE'S A SHIFT IN A PRINCIPLE, THERE SHOULD BE AN INTERNAL AUDIT DONE.

>> IT REALLY SHOULD.

>> BECAUSE THIS COULD BE A GOOD IDEA FOR A NEW PRINCIPLE TO DIP INTO SOME [BACKGROUND].

>> GET EYES ON THAT.

>> YEAH, FOR SURE. I CAN MAKE THAT RECOMMENDATION FOR SURE.

IF I CAN, OF COURSE, I JUST WANTED TO TOUCH ON THIS LAST ONE FOR A SECOND SO AGAIN, I KNOW WE'VE BEEN TALKING A LOT ABOUT THAT EMBEDDED PHILOSOPHY FOR INCLUSION AND EQUITY AND SO IN SPEAKING TO EACH OF YOU AS DR. WILLIAMS LEFT, I KNOW WE HAD SOME CONVERSATIONS AROUND TRYING TO DO THAT WORK BY COMMITTEE.

THOUGH, I THINK WE WILL DO THAT WORK COLLECTIVELY.

I THINK ALL OF US AT EVERY LEVEL, IT'S REALLY COME TO FRUITION THAT SHE WAS HANDLING A LOT OF WORK, DR. WILLIAMS, AND SHE WAS HANDLING A LOT OF DIFFERENT ENTITIES AND COMMITTEES AND I THINK MORE AND MORE OF THAT BUBBLING TO THE SURFACE AS WE WERE THROWING ALL OF THEIR RESPONSIBILITIES AT THE WALL AND FIGURING OUT HOW WE'RE GOING TO DIVVY THAT UP AND TURN IN ORDER TO CONTINUE THIS GREAT WORK, WE REALLY FELT THAT WE NEEDED A POINT PERSON FOR THAT WORK SOONER THAN LATER.

I KNOW WHEN I TALK TO EACH OF YOU, WE'RE GOING TO TRY TO HOLD AS LONG AS WE COULD FOR BOTH FISCAL REASONS AS WELL AS JUST NOT JUMPING INTO REPLACING THAT POSITION.

BUT WHAT IT COMES DOWN TO IS THE WORK HAS TO BE DONE AND HAVING A POINT PERSON FOR OUR COMMUNITY,

[05:45:02]

FOR OUR DISTRICT, FOR OUR STUDENTS ESPECIALLY WHEN YOU TALK ABOUT THE STUDENT ADVISORY COMMITTEE NOT LOSING TRACTION.

WE'VE MADE THE DECISION TO ADVERTISE A COORDINATOR POSITION AND THE REASON WE DID COORDINATOR RATHER THAN DIRECTOR OR ASSISTANT SUPERINTENDENT, WAS TO BALANCE OUT THE FISCAL VERSUS THE NEED FOR THE WORK AND SO AS WE SHARE THAT OUT TO THE COMMUNITY, I THINK WE'LL KILL TWO BIRDS WITH ONE STONE HERE WHERE WE HAVE AN ADMINISTRATIVE POSITION, BUT NOT SUCH A HIGH-LEVEL POSITION THAT WE'RE BREAKING THE BANK AND WE'RE UTILIZING SOME OF THE SAVINGS FROM OTHER POSITIONS TO HELP CREATE THIS POSITION.

I JUST WANTED TO MAKE SURE THE PUBLIC KNEW THE REASONING FOR THAT POSITION AND WEIGHING ALL THE OPTIONS AND TAKING ADVICE FROM THE CABINET AND THIS IS WHAT WE'VE SETTLED ON.

WE'RE REALLY HOPING TO FIND SOMEBODY WONDERFUL WHO HAS DONE THIS WORK BEFORE AND THAT CAN REALLY PARTNER WITH SHEREE WHO WAS THE FORMER WASHOUGAL HIGH SCHOOL PRINCIPAL, WHO IS NOW DOING OUR MTSS WORK UNDER OUR FLAG.

I THINK THAT WILL BE A GREAT PARTNERSHIP, WHOEVER THIS PERSON IS, TO CONTINUE THIS WORK.

>> MTSS WORK. [OVERLAPPING]

>> THE MULTI-TIERED SYSTEMS OF SUPPORT WORK, THAT'S REALLY UNDER OUR SPECIAL SERVICES.

THAT'S THE THREE-LAYERED COMPONENT OF ACADEMICS, BEHAVIOR, AND SOCIAL-EMOTIONAL BEHAVIOR AND PIGGYBACKING WITH SHEREE TO CONTINUE THIS EQUITY WORK, WHETHER IT'S AT AD COUNCIL, STUDENT ADVISOR COMMITTEE, OR EVEN WITHIN THE SCHOOL BUILDING.

JUST WANTED TO CLEAR THAT UP JUST IN CASE ANYBODY HAD QUESTIONS.

>> NO QUESTIONS. WE'VE PUT A LOT OF EFFORT OVER THE LAST FIVE YEARS INTO SOCIAL, EMOTIONAL, AND OUR EQUITY WORK.

IT WOULD BE A SHAME TO SEE A SLIDE BACK ON THAT PROGRESS.

IN THE LAST COUPLE OF YEARS HAVE REMINDED ME HOW IMPORTANT IT IS.

>> YEAH, ABSOLUTELY. [NOISE]

>> THAT'S IT. WHEN COREY AND I WERE TALKING ABOUT GOALS AND PRIORITIES, I THOUGHT THE BEST PLACE TO START WOULD BE, I JUST SHARED THIS WITH YOU AS WELL, BUT I THOUGHT A GOOD PLACE TO START WOULD BE THE SUPERINTENDENT EVALUATION SAYING THAT THAT'S ONE OF THE THINGS THAT I'M ADHERING TO.

IN LOOKING AT THAT, ONE OF THE STANDARDS THAT REALLY STOOD OUT TO ME WAS STANDARD AROUND INCLUSIVE PRACTICES AND I THINK WHAT I LIKE ABOUT THE STANDARD IS IT REALLY ENVELOPS EQUITY AND ENVELOPS COMMUNITY RELATIONS, COMMUNICATION, A LOT OF THE THINGS THAT WE'VE BEEN TALKING ABOUT, AND A LOT OF THE THINGS THAT I'M ASSUMING YOU BROUGHT ME ON BOARD TO DO.

AGAIN, I REALLY LIKED THIS STANDARD AND I THINK I COULD DO A REALLY GOOD JOB WITH SPECIFICALLY WITH THIS ONE.

RIGHT OUT OF THE EVALUATION FROM WAZDA IS THE SUPERINTENDENT IS THE EDUCATIONAL LEADER WHO IMPROVES LEARNING AND ACHIEVEMENT FOR EACH STUDENT BY COLLABORATING WITH FAMILIES, COMMUNITY MEMBERS, WHICH WE'VE BEEN DOING, RESPONDING TO DIVERSE COMMUNITY INTERESTS AND NEEDS, AND MOBILIZING COMMUNITY RESOURCES.

AGAIN, IT JUST ENCAPSULATES A LOT OF VALUE.

SPECIFICALLY, YOU CAN GO TO THE NEXT SLIDE.

I'LL DO IT. THANK YOU.

STRAND 1 FOCUSES ON COLLABORATING WITH FAMILY [NOISE] AND COMMUNITY MEMBERS, WHICH WOULD INCLUDE TWO-WAY COMMUNICATION INVOLVING FAMILIES AND OUR COMMUNITY MEMBERS AND EVERYTHING THAT WE DO IN SOME WAY, SHAPE, OR FORM.

BUILDING CONSTRUCTIVE CONFLICT RESOLUTION, MOBILIZING OUR RESOURCES, AND THEN ASSISTING A BOARD IN PREPARING FOR A LEVY AND, OR BOND CAMPAIGNS.

IN TWO-WAY COMMUNICATION, MY GOAL WOULD BE THREE ONE TO CONTINUE SURVEYING OUR COMMUNITY, PARENTS, STUDENTS, STAFF, AND THE COMMUNITY AT LARGE, AND POTENTIALLY THROUGHOUT THE SCHOOL YEAR, NOT JUST AT ONE POINT IN TIME.

ALSO BEING RESPONSIVE AND CREATING A STRUCTURED COMMUNICATION IN ALL MEDIUMS. I THINK DOREEN HAS DONE A REALLY NICE JOB MAKING SURE THAT THERE'S LEVELED COMMUNICATION WHERE THE BOARD RECEIVES INFORMATION FIRST, WE HAVE SOME TIME IN-BETWEEN TO GATHER YOUR FEEDBACK, CONCERNS, QUESTIONS.

I KNOW COREY HAS BEEN GREAT ABOUT EMAILING ME WHAT IFS AND WHAT ABOUT THIS AND THEN WE CAN RECONSTRUCT IT BEFORE WE GO TO THE NEXT LAYER OF THAT COMMUNICATION.

WE WANT TO CONTINUE THAT AND THEN THE ONE-ON-ONE INFORMAL THAT I'VE BEEN HAVING SINCE PROBABLY JANUARY JUST CONTINUING THOSE AND I APPRECIATE ALL OF YOU TELLING ME AND REACHING OUT TO ME SAYING, ''HEY, THIS WOULD BE A GREAT PERSON TO GET TO KNOW,

[05:50:03]

GET TO MEET, HEAR THEIR PERSPECTIVE." I'D LIKE TO CONTINUE THOSE AND NOT JUST STOP ONCE THE SCHOOL YEAR STARTS.

INVOLVING FAMILIES AND COMMUNITY, JUST CONTINUING THIS COMMUNITY ENGAGEMENT ACTIVITIES, WHETHER IT'S THE COMMUNITY, THE CITIZEN ADVISORY, OR JUST DAYS LIKE CANVAS DAYS AND MAKING SURE THAT I'M NOT MISSING OUT ON THOSE AND I WOULD HOPE THAT YOU WOULD HOLD ME TO THAT EXPECTATION THAT AS LONG AS I CAN BE THERE, I'M GOING TO BE THERE AND WATCH IT EITHER FOR AN HOUR OR THE ENTIRE EVENT.

BECAUSE I THINK THAT FACE TIME WITH PEOPLE OUTSIDE SO THEY CAN SEE THAT HUMAN SIDE OF ALL OF US IS IMPORTANT.

THEN THE STATE OF THE DISTRICT COMING UP, I'M REALLY EXCITED ABOUT THAT.

I BELIEVE THAT'S SEPTEMBER 22ND, SOMEWHERE AROUND THERE SO I'LL BE WORKING WITH MARY HOGAN AND ALSO THE PORT, IS IT RIP? DAVE RIP [OVERLAPPING] WHO I HAD A WONDERFUL CONVERSATION WITH THE OTHER DAY AND CONNIE, WE ACTUALLY TO YOUR POINT EARLIER ABOUT THE UDL, I THINK IT WAS YOU OR TRACY WHO MENTIONED THAT PROPERTY.

WE HAVE HAD SOME GREAT CONVERSATIONS AROUND THAT WHICH WE'LL BE SHARING SOON.

THAT'S GOING TO INCLUDE THE CITY, THE PORT, AND THE DISTRICT, WHICH IS GOING TO BE GREAT WORK.

>> SEPTEMBER 22ND? [BACKGROUND]

I HAD IT ON MY CALENDAR JUST 1 SECOND.

>> JUST LET ME KNOW. THEN AGAIN, CONTINUING THE WORK OF THE CAC, THAT SAC THE SUPERINTENDENT'S BUDGET COMMITTEE, AND I'D LIKE TO BEGIN A NEW COMMITTEE, MAYBE NOT SOMETHING THAT THE BOARD HAS TO BE A PART OF.

IT WOULD REALLY BE YOUR CHOICE BECAUSE I KNOW IT SOUNDS LIKE YOU'RE STRETCHED THIN ALREADY AS AN EMPLOYEE ADVISORY COMMITTEE.

WHERE WE ACTUALLY HAVE CLASSIFIED AND CERTIFIED MEMBERS OF THE DISTRICT THAT LEAD WITH ME TO ADVISE ME ON THINGS GOING ON REALLY AT THE SITE LEVELS AND AT THE FACILITY LEVELS.

I LOVE TO HEAR FROM TRANSPORTATION, FOOD SERVICE, ALL THOSE DIFFERENT AREAS CUSTODIAL JUST TO GET THEIR PERSPECTIVES ON THINGS.

I HAVEN'T REALLY STRUCTURED THAT YET AND I WANT TO WORK WITH DOREEN TO GET THAT IN THE MOVING, MOST LIKELY MONTHLY AND THEN I CAN REPORT BACK SOME OF THOSE FINDINGS AS WELL.

[NOISE] MODEL CONSTRUCTIVE CONFLICT RESOLUTION.

I THINK CONTINUING THIS EMBEDDED PHILOSOPHY THAT WE'VE BEEN TALKING ABOUT, THE EQUITY WORK WITH OUR SAC, OUR AD COUNCIL, THAT'S GOING TO BE GREAT WAYS THAT WE EMBED CONFLICT RESOLUTION.

WHAT I'VE BEEN LEARNING SO FAR ATTENDING THE AD COUNCIL IS THAT SO MUCH OF THAT WORK IS LISTENING TO DIVERSE PERSPECTIVES, AND REALLY GAINING INSIGHT FROM PEOPLE WHO DON'T LOOK AND SOUND AND ARE LIKE ME AND GETTING THOSE PERSPECTIVES.

THEN OF COURSE I MENTIONED EARLIER SECOND STEPS, WHICH IS OUR SEL CURRICULUM FOR K-8 AND WE'RE GOING TO HAVE A COMPREHENSIVE ROLLOUT OF THAT.

I KNOW LISA AND HER TEAM ARE REALLY EXCITED ABOUT THAT AND WE ARE GOING TO BE LOOKING AT SOME NINE-TWELFTHS OPTIONS AND PROBABLY COMING TO THE BOARD SOONER THAN LATER ABOUT SOME POTENTIAL HIGH-SCHOOL WORK.

AS FAR AS MOBILIZING COMMUNITY RESOURCES, REALLY TARGETING THAT REFLECTION PIECE FROM OUR COMMUNITY MEETINGS.

WHEN I DO MEET WITH COMMUNITY PARTNERS, WHETHER IT'S ONE-ON-ONE OR IN GROUPS, I WANT TO KEEP AN OPEN LINE OF COMMUNICATION WITH EACH OF YOU SO YOU KNOW WHAT I'M HEARING FROM PARENTS AND COMMUNITY MEMBERS AND REPORTING BACK FROM CITY SCHOOLS AND I KNOW SOME OF YOU WILL BE AT THOSE AND STAYING IN TUNE WITH WHAT IS HAPPENING AT THE CITY LEVEL.

AGAIN, THE CITY SCHOOL MEETINGS ARE SO WONDERFUL, I REALLY ENJOYED THOSE, MAKING SURE THAT I'M PRESENT AT THOSE AND BUILDING THAT PARTNERSHIP.

I THINK SO FAR, THE MAYOR AND I HAVE REALLY HIT IT OFF.

WE HAD A CHANCE TO ANNOUNCE THE KIDS PARADE TOGETHER, WHICH WAS GREAT AND I THINK HE AND I ARE REALLY PICKING AND ACTING SOME GOOD IDEAS TOGETHER.

LASTLY, ASSISTING THE BOARD AS WE GEAR UP FOR OUR LEVY.

I THINK WE'VE TALKED A LITTLE BIT ABOUT LEGISLATIVE ENGAGEMENT, MAKING SURE THAT I HAVE THOSE ONE-ON-ONE RELATIONSHIPS WITH AS MANY STATE REPRESENTATIVES AS POSSIBLE, AND PROACTIVELY SO THAT WE'RE NOT SURPRISED ONCE WE GET TO THE SESSION, WE SHOULD HAVE A PRETTY GOOD IDEA IN WHICH WAY A BILL IS GOING TO GO.

WE MAY NOT ALWAYS BE ABLE TO PREDICT IT, BUT I WOULD LIKE TO GO IN KNOWING WHERE WE STAND AND I THINK I'M GOING TO HAVE TO TAKE A LOT OF GUIDANCE FROM YOU AS TO WHERE OUR PLATFORMS WILL BE AND HOW HARD DO YOU WANT ME TO FIGHT FOR OR AGAINST A BILL.

THEN BEING TRANSPARENT AND SALIVATORY AS WE TALKED ABOUT ALL THROUGHOUT THE DAY, TELLING OUR STORY, WORKING WITH DOREEN AND HER FUTURE TEAMMATES TO MAKE SURE THAT THE STORY IS EXTREMELY CELEBRATORY AND POSITIVE AS MUCH AS POSSIBLE,

[05:55:01]

BUT ALSO TRUTHFUL AND HONEST IF THINGS AREN'T FEELING GREAT.

THAT WAY, WHEN WE DO GET TO A LEVY, THE FAMILIES AND THE COMMUNITY WILL SAY, "YOU KNOW WHAT THAT'S A DISTRICT THAT I WANT TO WRAP MY ARMS AROUND AND SUPPORT." RATHER THAN, I DON'T KNOW, BECAUSE THE RHETORIC HASN'T BEEN THAT GOOD.

REALLY MAKING SURE THAT NARRATIVE IS VERY POSITIVE SO THAT FAMILIES REALLY ONLY CAN VOTE YES.

>> THAT CAMPAIGN ON THE LEVY WORK, IT IS PRETTY INTENSE.

>> HISTORICALLY SPECIFICALLY TO YOUR POSITION.

MULTIPLIED I DON'T REMEMBER EXACTLY HOW MANY JEFF SAID HE HAD PRESENTED ON THE LAST ONE, BUT IT WAS TENS AND TENS AS OPPOSED TO TWOS AND THREE TYPE OF MEDIA WAS ALL THE CLUBS, THE ROTARY.

>> OVER 40.

>> YEAH

>> [NOISE] OVER 40, SO TENS AND TENS.

>> I'M READY. [NOISE]

>> JUST BE GEARED UP FOR IT, BUT IT'S A GREAT WAY TO MEET THE COMMUNITY. [LAUGHTER]

>> AND I DON T KNOW BECAUSE OF JEFF AND HIS PRESENCE HERE BETWEEN HE WAS DOING, WAS HE DOING THEM WITH YOU PRIMARILY DOREEN?

>> OR [NOISE] THE COMMITTEE CHAIR? THE VICE OF CHAIR.

>> OKAY. THAT'S GOOD TO KNOW.

I'LL BE LEANING ON JEFF AS WELL, HE'S BEEN REALLY GRACIOUS TO MENTOR ME, AND SO HE'S NOT GOING ANYWHERE.

I'M ON THE PHONE WITH HIM PROBABLY ONCE OR TWICE A MONTH RIGHT NOW, IF NOT MORE SO I'M REALLY GOING TO LEAN ON HIM.

HE DOESN'T KNOW THAT YET. [LAUGHTER]

>> WELL, THEN I WOULD OFFER YOU THAT DEPENDING ON WHAT GROUP YOU'RE SPEAKING TO, POSSIBLY LEAN INTO THE BOARD AS WELL.

>> ABSOLUTELY.

>> WE ALL HAVE GROUPS THAT WE ARE MORE FAMILIAR WITH THAN OTHERS.

IT MIGHT BE [OVERLAPPING] .

>> I THINK, DEFINITELY A TEAM EFFORT.

>> THAT FIRST BULLET REMINDS ME THAT WHEN WE HAD A NEW REP WHAT WE WERE DISTRICT 18, JEFF TOOK A LOT OF TIME TO WORK ONE-ON-ONE TO EDUCATE THEM ON OUR BUDGET PROCESS BECAUSE IT WAS NEW.

IT WASN'T A STRENGTH OR A KNOWLEDGE-BASE THAT THIS NEW REP HAD AND NOW BOTH OF OUR SEASONED REPS ARE NO LONGER.

WE'RE GOING TO HAVE TWO NEW REPS THAT WILL BE VOTED IN IN NOVEMBER.

SETTING SOME NOVEMBER TIME ASIDE, NOVEMBER, DECEMBER TO HELP, MAYBE THIS WILL BE SEPARATE.

IT'LL BE MORE OF A ONE-ON-ONE OF HELPING EDUCATE HOW THE FUNDING AND BUDGET PROCESS GOES.

>> AND YEAH, I THINK FOR THIS YEAR YOU'RE HAVING JASON ALONGSIDE OF ME AS WELL AND I'LL BE LEARNING A LOT FROM HIM AS WELL.

YEAH, GREAT IDEA.

JUST READY FOR ANY FEEDBACK, QUESTIONS, COMMENTS, I'M I ON THE RIGHT TRACK?

>> GET YOU ENGAGED IN THE COMMUNITY, WHICH IS YOUR FIRST YEAR IN THAT MAKES PERFECT SENSE.

>> YOU GET THAT EXPOSURE, SOMEHOW BALANCING THAT WOULD BE YOUR ENGAGEMENT AND PARTICIPATION WITH THE STAFF AND BUILDING LEADERS, AND TEACHERS OUT THERE, THAT POPULATION OF PEOPLE AS WELL.

BUT THIS SEEMS LIKE A GOOD START TO GET YOU KNOWN WHICH IS REALLY PART OF WHO WE ARE AS A COMMUNITY, WHICH IS THE VOICE AND THE FACE OF.

>> OKAY. THEN I CAN JUST CONCLUDE BY JUST DIPPING INTO THE ENTRY PLAN A LITTLE BIT, WHICH IS REALLY JUST AN ADDITION TO THIS.

THE ENTRY PLAN REALLY STARTED ALMOST IMMEDIATELY EVEN BEFORE I WAS ON OFFICIALLY JULY 1ST, REALLY MEETING PEOPLE AND BUILDING THAT BASELINE UNDERSTANDING.

AGAIN, THIS IS REALLY JUST A DRAFT.

I'M INTERESTED IN TAKING ANY FEEDBACK, BUT ALSO LISTENING TO WHAT WE'VE DISCUSSED TODAY TO BUILD UPON THIS ENTRY PLAN.

THIS IS JUST SOMETHING WE'VE PUT TOGETHER.

IT'S A TWO PAGER THAT I CAN GET TO EACH OF YOU.

THE PRE-ENTRY PHASE REALLY LIKE I SAID, HAS BEEN HAPPENING AND DID HAPPEN ALL THE WAY THROUGH JUNE, THAT REALLY NEVER ENDS.

BUT NOW WE'RE GETTING INTO THAT INTRODUCTION STAGE, JULY AND AUGUST WHERE I'M MEETING WITH THOSE KEY STAKEHOLDERS AND AGAIN, MAKING SURE THAT WE'RE TAKING THEIR PERSPECTIVES AND I THINK TO YOUR POINT, LIKE LEARNING ABOUT THE WASHINGTON STRUCTURE, WHICH IS SO DIFFERENT FROM NEVADA IN MANY WAYS.

I'LL BE SPENDING A LOT OF TIME HAVING THOSE MEETINGS, WHETHER ONE ON ONE IN GROUP.

BUT MORE THAN JUST THAT GENERAL LISTENING TO REALLY ME BRINGING SOME REALLY FINITE QUESTIONS TO THOSE.

I THINK THEY'LL BECOME INFORMAL BUT YET MORE STRUCTURED AT THE SAME TIME.

THEN OF COURSE, CONTINUING TO LISTEN AND LEARN ABOUT EVERYTHING, SEPTEMBER THROUGH DECEMBER, STUDENTS, STAFF, AND FAMILIES AND I THINK THAT'S WHERE

[06:00:02]

THOSE COMMITTEES ARE GOING TO REALLY COME INTO PLAY.

TAKING MORE OF A LEADERSHIP ROLE IN THOSE COMMITTEES, ESPECIALLY OUR STUDENT ADVISORY COMMITTEE AND THEN THE NEW EMPLOYEE ADVISORY COMMITTEE.

THEN AS WE GET INTO THE SPRING MONTHS, I MENTIONED EARLIER, THAT'S WHERE WE'RE REALLY GOING TO HIT THE MEAT IN POTATOES OF THE STRATEGIC PLAN.

TAKE WHAT, JEFF AND DOUG STARTED WITH THE CABINET AND REALLY DIG INTO SOME DETAILS.

PRIOR TO PRESENTING TO YOU, I REALLY WANTED TO MAKE IT A STRONG COHESIVE PLAN, BUT I DON'T WANT TO RUSH INTO THAT IN THE FALL.

I'D RATHER WAIT TO GATHER A LOT OF EVIDENCE AND DATA AND THEN ROLL THAT STRATEGIC PLAN TO YOU AT SOME POINT IN THE SPRING.

THEN THE SECOND SIDE REALLY JUST BREAKS IT INTO FOUR PHASES, I DON'T KNOW IF WE HAVE THAT.

PHASE 1 AGAIN, WHEN YOU SEE THIS, I DON'T HAVE TO GO OVER THIS BULLET BY BULLET, BUT I JUST WENT A LITTLE BIT MORE SPECIFIC ON EACH PHASE.

THE PRE-ENTRY WHERE WE'RE LOOKING AT THOSE MEETING WITH CABINET MEMBERS AND TO YOUR POINT, DOUG, REALLY GETTING TO KNOW OUR PRINCIPLES REALLY WELL.

I THINK IT WAS REALLY GOOD FOR ME TO BE ABLE TO HIRE A PRINCIPAL AND BE A PART OF THAT PROCESS WHICH WAS PHENOMENAL AND COMPREHENSIVE, AND I'VE NEVER REALLY SEEN A PROCESS THAT INTRICATE BEFORE.

IT SHOWED HOW MUCH THE COMMUNITY WRAPS THEIR ARMS AROUND OUR PRINCIPLES, WHICH IS PRETTY AMAZING.

PHASE 2 IS AGAIN, THE INTRODUCTIONS. YOU CAN GO THROUGH THAT.

ONE OF THE NICE THINGS ABOUT DR. WILLIAMS GOING SO CLOSE IS SHE HAS BEEN REALLY GREAT WITH SHARING AND TELLING ME, HEY JOHN, YOU HAVE ME AT YOUR DISPOSAL AT ANYTIME.

QUESTIONS YOU HAVE, IF YOU WANT ME TO PRESENT, WE'RE REALLY GOING TO BE WORKING AS NEIGHBORING DISTRICTS.

THE SAME THING WITH HAVING JEFF SO CLOSE, I REALLY COULDN'T HAVE WALKED INTO A BETTER SITUATION WHERE THEY HAVEN'T GONE FAR AWAY.

THEN OF COURSE, DOUG HOOD BEING THREE DOORS DOWN FROM ME IS HUGE.

THEN PHASE 3, THE LISTENING AND LEARNING.

AGAIN, NOTHING MORE TO HIT ON THERE OTHER THAN BEING MORE A PART OF THE PARENT GROUPS, MAKING SURE THAT WE'RE GETTING THEIR FEEDBACK AS WELL AND NOT FORGETTING THEIR VOICES.

I MET THE TRANSPORTATION TEAM, THE MAINTENANCE TEAM.

I STILL NEED TO GET WITH FOOD SERVICE, SO WE'LL MAKE SURE WE PUT THAT ON MY CALENDAR AS WELL.

THEN PHASE 4, THE PLANNING.

AGAIN, THE GOAL WOULD BE TO REALLY GET SOMETHING IN WRITING TO THE BOARD.

PROBABLY, I DON'T WANT TO SAY A SPECIFIC DATE, BUT WELL BEFORE THE END OF THE SCHOOL YEAR, BUT SOMETIME IN THAT MAYBE APRIL, MAY TIME-FRAME.

THAT'S IT. THANK YOU.

>> YEAH, THANKS.

>> YEAH, THANK YOU. DOREEN WAS A REALLY BIG HELP IN ENCAPSULATING A LOT OF THAT AND MY IDEAS AND THINGS LIKE THAT.

>> YEAH. THE GOAL I BELIEVE WAS MAYBE IN SEPTEMBER AND THEN AGAIN IN OCTOBER TO REALLY SEE WHERE WE'RE AT.

I CAN LET YOU KNOW WHO I'VE MET WITH, MAYBE WHO I HAVEN'T MET WITH, WHAT ARE SOME FUTURE PLANNING DATES I HAVE.

ABSOLUTELY IF THAT'S SOMETHING YOU WANT TO HEAR, THE SUPERINTENDENT'S REPORT OR WE CAN EVEN HAVE A SEPARATE LINE ITEM.

>> IT WOULD BE NICE TO KNOW .

>> HAPPENING.

>> OH, IT'S HAPPENING.

>> YEAH. FOR SURE. I LOVE TO DO THAT.

>> YEAH. I THINK THOSE WOULD BE GOOD TO INCLUDE IN YOUR MONTHLY SUPERINTENDENT REPORT AND DURING THE BOARD MEETINGS PEOPLE CAN SEE HOW YOU'RE ENGAGING WITH THE COMMUNITY AND EVERYTHING. I THINK THAT'S GREAT.

>> THAT'S ALL I HAD.

>> ANY OTHER COMMENTS FOR JOHN? QUESTIONS. OTHERWISE WE ARE AT THE END.

>> WE CAUGHT UP.

>> YEAH, WE CAUGHT UP.

>> WE'RE AT THE END OF OUR AGENDA HERE FOR THE DAY SO UNLESS THERE'S ANYTHING ELSE THAT WE WANT TO TALK ABOUT, HOPEFULLY FOR ALL OF YOU.

THE STAY WAS PRODUCTIVE AND HOPEFULLY YOU GOT SOME STUFF ACCOMPLISHED.

IF YOU HAVE ANY FEEDBACK, LET ME KNOW BECAUSE I KNOW THIS IS DEFINITELY DIFFERENT THAN OUR PREVIOUS PLANNING SESSIONS.

I THINK THAT MAYBE LATER ON IN THE YEAR WE MAYBE MIGHT TRY AND DO AN ABBREVIATED VERSION OF THIS JUST TO CHECK IN WHETHER IT'S JANUARY, FEBRUARY, SOMETHING LIKE THAT.

BUT OTHERWISE, IF THERE ISN'T ANYTHING ELSE, I THINK WE'LL ADJOURN IT 2: 51.

[06:05:03]

OR DO YOU HAVE SOMETHING ELSE? GO AHEAD.

>> I FELT LIKE WE TOOK ITEMS AND MAP THEM TO PLACES TO BE ABLE TO COME BACK AND REVISIT.

THE ONE THING THAT I'M RACKING MY BRAIN DID WE PUT IT IN A PLACE AND WHAT WILL THAT LOOK LIKE AND WHAT WILL COME BACK TO IT? WAS ADDRESSING OUR GRADUATION RATES.

TALKING ABOUT THAT SEVEN PERCENT.

WE MENTION IT BUT I DON'T RECALL LIKE, WHAT DOES THAT LOOK LIKE FOR US? HOW DO WE WANT TO DIG INTO THAT AND EVALUATE AND ANALYZE THEM AND UNDERSTAND AND IMPROVE? BASICALLY IS WHERE WE WANT TO GO WITH THAT.

I DON'T RECALL HAVING THAT WRAPPED UP IN MY BRAIN.

>> ONE THING I WOULD JUST COMMENT ERIC, ON THAT IS FROM [NOISE] MY PERSPECTIVE IS, I HAVEN'T BEEN ABLE TO REALLY DO MUCH CLASSROOM OBSERVATIONS YET AS A SUPERINTENDENT AND B, I'M IN ARM WITH OUR PRINCIPALS OR WITH MARILYN OR DOUG OR OTHERS.

I THINK THAT'S WHERE SOME OF THAT WILL START TO SURFACE FROM ME.

FROM AN EDUCATOR STANDPOINT IS THAT TIER 1 INSTRUCTION, WHAT IS HAPPENING IN THE CLASSROOM? HOW ARE TEACHERS ADDRESSING OUR STUDENTS? HOW ARE THEY ADJUSTING OUR STUDENTS IN THE HALLWAY? HOW OUR STUDENTS ARE ADJUSTING ONE ANOTHER.

I THINK THAT'S GOING TO HELP ME SEE WHERE THOSE LITTLE POCKETS OF MISSED OPPORTUNITIES ARE HAPPENING AND THEN ADDRESS THOSE VIA OUR SUPERVISORS OR EVEN ME DIRECTLY WITH OUR PRINCIPLES SO THAT THEY CAN RELAY THAT TO OUR TEACHERS.

FOR ME, IT REALLY COMES DOWN TO THE INSTRUCTION IN THE CLASSROOM AND THE INTERACTIONS LIKE KOREAN AND TRACING.

I WERE IN A SIDEBAR EARLIER ABOUT HOW SOME OF THAT HAS JUST HAPPENED ORGANICALLY IN AND NOT AS INTENTIONALLY, ESPECIALLY AT THE HIGH SCHOOL LEVEL WITH KIDS.

JUST KINDNESS.

ASKING THEM QUESTIONS, HOW WAS YOUR DAY? HOW WAS YOUR BROTHER? HEY, I HEARD YOU GUYS WON SECOND PLACE IN THE SCIENCE BOWL.

TELL ME MORE ABOUT IT.

GETTING KIDS REALLY ENGAGED, AND THAT WAY WE'RE NOT HAVING THOSE OUTLIERS SO MUCH IN THE CLASSROOMS. I KNOW THAT'S A BROAD ANSWER, BUT IT'S HARD FOR ME TO SPECIFICALLY ANSWER THAT WITHOUT REALLY GETTING SOME TIME ROLLING UP MY SLEEVES AND BEING IN THOSE CLASSROOMS AND TALKING WITH OUR TEACHERS AND OUR STUDENTS AND LEARNING WHAT'S HAPPENING.

THAT'S JUST MY THOUGHT ON [OVERLAPPING].

>> I THINK THAT'S TOTALLY FAIR [OVERLAPPING]

>> ATTACHED TO 7 PERCENT.

>> FOR YOU TO BE ABLE SAY LET'S KNOW THAT IT'S ON THE RADAR AS THERE'S A QUESTION THERE, AND SO TO BE ABLE TO COME BACK TO IT.

>> I ALSO THINK THAT GRADUATION RATE WOULD BE A NATURAL THING THAT WILL FIT INTO OUR STRATEGIC PLANNING AS WELL.

>> I THINK THAT IT'S SOMETHING THAT I CAN'T THINK OF A REAL COMPREHENSIVE STRATEGIC PLAN THAT DOESN'T IN SOME WAY ADDRESS GRADUATION RATE.

I THINK THAT IF WE INCORPORATE THAT LATER ON IN THE YEAR TOO.

>> YEAH. I WOULD LOVE TO HAVE A FOLLOW-UP.

I KNOW IN MY DAY JOB, WE KNOW EXACTLY WHO THE STUDENTS ARE WHO ARE AT RISK OF NOT GRADUATING.

IT'S A FULL COURT PRESS.

WE KNOW, WE COULDN'T TELL YOU THEIR NAMES AND WHAT THE CLASS THEY'RE IN EACH PERIOD OF THE DAY.

I ASSUME IT'S SIMILAR IN OUR HIGH SCHOOLS AND TO HAVE WHAT WAS GOING ON.

BECAUSE I KNOW ONE YEAR WE HAD AN ISSUE WITH WE HAD A LOT OF RUNNING START KIDS WHO DIDN'T GRADUATE.

THERE WERE SOME DISCONNECT THERE THAT I THINK WE'VE REALLY TIGHTENED UP.

BUT IS THERE A GROUP THAT WE'RE MISSING? WHO ARE THE KIDS? NOT NECESSARILY THEIR NAMES, BUT TELL US THE STORIES OF WHO DIDN'T MAKE IT AND WHAT WE KNOW ABOUT THAT SO THAT WE CAN SEE IF THERE'S THOSE HOLES OF DISCONNECTION.

SOMETIMES THERE'S A MILLION OF DIFFERENT REASONS THAT THINGS THAT HAPPEN.

SOME WE CAN CONTROL, SOME WE CAN'T, BUT IF WE DON'T KNOW WHO THOSE 7 PERCENT ARE, WE CAN'T SEE THAT.

I WOULD LOVE TO SEE FROM EACH SCHOOL, WHAT WAS YOUR GRADUATION RATE AT EACH OF OUR HIGH SCHOOLS? [OVERLAPPING].

>> A FIVE-YEAR GRADUATE. BECAUSE I THINK ABOUT THOSE STORIES IN SOMEWAY.

DID WE IMPROVE IN THAT FIVE-YEAR PLAN?

>> AT MY SCHOOL WE HAD SOME OF THE KIDS THAT I WAS REALLY WORRIED ABOUT, ENDED UP TRANSFERRING TO LEGACY TO AN ONLINE PROGRAM AND MADE IT.

IF THEY HAD STAYED THEY MIGHT NOT HAVE.

THOSE ARE SUCCESS STORIES.

JUST CAN BE UNABLE TO MAKING SURE OUR KIDS KNOW WHAT ALL THOSE OPTIONS ARE.

[06:10:04]

THAT THIS SENSE OF URGENCY TO MAKE SURE THAT KIDS GET ACROSS THE STAGE AND NOT IN A WAY THAT WE'RE LOWERING STANDARDS.

BUT I WANT TO KNOW WHAT HAPPENED WITH THAT 7 PERCENT AND IF IT'S 7 PERCENT THIS YEAR.

>> THAT WORK SHOULDN'T BE STARTING IN APRIL OR MAY [OVERLAPPING] THAT WORK REALLY STARTS YESTERDAY.

WHEN WE GET TO JANUARY, WE SHOULD BE LOOKING AT KIDS WHO MIGHT BE OFF TRACK FOR THE FOLLOWING YEAR, AND HOPEFULLY OUR PRINCIPALS ARE LEADING THAT WORK.

I THINK FOR ME, HAVING THAT HIGH SCHOOL PRINCIPAL HAT FOR 12 YEARS, I THINK, WILL HELP WITH THAT.

THEN ALSO WE'VE TALKED A LITTLE BIT ABOUT MARKETING OUR ALTERNATIVE PROGRAMS OR OTHER OP-ED HIGH-SCHOOL OPTIONS AT THE MIDDLE SCHOOL LEVEL.

REALLY MAKING KIDS AWARE OF HAZE AND CAMPUS CONNECTIONS AS A 7TH GRADER, AS AN 8TH GRADER, BEFORE WE GET TOO LATE, IS HAYES A GOOD OPTION FOR YOU AS A FRESHMEN.

THERE'S NOTHING WRONG WITH THAT.

I THINK THAT'S A WONDERFUL THING TO DO.

DISCOVERY HAS AN AUTOMATIC FARM SYSTEM ALMOST IN ODYSSEY, WHERE HAYES DOES IT.

I THINK WE NEED TO SUPPORT AMY AND HER PROGRAM AND SAYING, HEY, CANVAS HIGH SCHOOL NEEDS TO START LOOKING EARLIER ON AT WHAT, NOT CANVAS HIGH SCHOOL, BUT LIBERTY AND SKYBRIDGE NEED TO START LOOKING EARLIER ON AS WHO MIGHT BE A GOOD STUDENT FOR YOUR PROGRAM AS A FRESHMEN? BECAUSE I THINK THAT THEY TEND TO BE A LITTLE TOP HEAVY ON JUNIORS AND SENIORS, WHICH IS TYPICAL FOR ANOTHER OPTION.

BUT IN INCREASING THOSE FRESHMEN NUMBERS ARE GOING TO HAPPEN FROM MAKING SURE OUR MIDDLE SCHOOLERS AND EVEN OUR 5TH GRADERS ARE EXPOSED TO WHAT HAYES HAS TO OFFER.