[00:00:04]
ALL RIGHT, GOOD AFTERNOON, EVERYBODY, AND WELCOME TO OUR OCTOBER WORKSHOP.
[1. School Board Workshop - 4:30 PM]
WE HAVE A QUORUM HERE, SO WE'LL GO AHEAD AND GET GOING.DR. ANZALONE, ANYTHING YOU WANT TO SAY TO OPEN UP? ABSOLUTELY. GOOD EVENING, EVERYONE, AND COREY, THANK YOU FOR THE TIME.
FIRST OFF, I WANT TO THANK ALL OF OUR AMAZING SECONDARY PRINCIPALS AND ASSOCIATE PRINCIPALS FOR BEING HERE AND TAKING SOME TIME OUT TO SHARE IN JUST A LITTLE BIT, BUT FIRST, WE HAVE KELLY O'ROURKE, OUR NEW PRINCIPAL FROM CAMAS HIGH SCHOOL, HERE TO NOT JUST INTRODUCE HERSELF, BUT TO GO OVER A FEW ITEMS REGARDING THE ASB ACCOUNT AND THEN OWEN SANFORD AS WELL FROM CAMAS HIGH SCHOOL.
IF YOU REMEMBER, I BELIEVE IT WAS DURING OUR JULY WORKSHOP.
SOMEWHERE AROUND THERE THERE WAS SOME CONVERSATION ABOUT THE ASB ACCOUNT.
OF COURSE, SO I PUT A FEW SLIDES TOGETHER JUST FOR SOME EASY READING MATERIAL, AND AGAIN, I'M KELLY O'ROURKE, PRINCIPAL OF CAMAS HIGH SCHOOL, AND GREAT QUESTIONS.
SO I'M GOING TO GIVE YOU A VERY BRIEF LITTLE SUMMARY AND THEN I'M GOING TO GIVE YOU SOME NEXT STEPS.
THIS IS JUST RIGHT OFF OF THE WEBSITE.
SO IF YOU READ THAT, IT JUST GIVES A DESCRIPTION OF WHAT ASB IS AND WHAT OUR VISION FOR IT.
I WON'T READ IT, BUT IT'S STRICTLY OFF OF THE WEBSITE.
I KNOW THAT THERE ARE FAMILIES THAT ASK, WHAT IS THE VISION OF AN ASB, ESPECIALLY IF YOU'RE COMING FROM OUT OF DISTRICT OR OUT OF STATE. IT'S KIND OF NICE TO HAVE THAT DESCRIPTION AND I CAN READ IT, BUT I THINK EVERYONE PROBABLY HAS THAT INFORMATION. SO WHAT OUR ASB FUNDS? THEY'RE STUDENT GENERATED, FEES, FUNDRAISING.
THEY ARE NOT REGULAR SCHOOL BUDGET DOLLARS, AND THE BEST WAY TO LOOK AT IT IS STUDENT GENERATED.
THEY'RE STUDENT ADVISOR MANAGED SO EVERY CLUB HAS AN ADVISOR IT'S MANDATORY.
ALL DECISIONS ON HOW MONEY IS SPENT IS IN COLLABORATION WITH STUDENTS AND ADVISOR AS A MENTOR AND A COACH, BUT THE WHOLE PURPOSE IS WE WANT STUDENTS TO BE PART OF THAT DECISION MAKING, AND THEN FINALLY, IDEALLY 80 TO 90% SHOULD BE SPENT DURING THE YEAR THAT MONEY IS EARNED, BECAUSE THE IDEA IS THE STUDENTS FUNDRAISE, THEY PARTICIPATED IN FEES, AND SO WE WANT THEM TO BE ABLE TO BENEFIT FROM THAT MONEY THAT'S EARNED.
THERE ARE EXCEPTIONS, AND I'LL TALK ABOUT THOSE EXCEPTIONS.
SO THE END OF SEPTEMBER 30TH, OUR BALANCE WAS $778,000, AND SO THAT WAS THE ENDING BALANCE.
THE BEGINNING OF THE SCHOOL YEAR USUALLY CAN GO ONE OF TWO WAYS.
IT COULD EITHER BE VERY LOW BECAUSE MONEY WAS SPENT IN THE SPRING OR IT CAN BE VERY HIGH BECAUSE THERE HAS BEEN ROLLOVER WITH THE EXPECTED EXPENDITURES OF SOME OF THESE LARGER CLUBS AND ATHLETICS.
SO IN THIS CASE, THERE ARE THREE BIG ONES THAT STAND OUT.
SO GENERAL ATHLETICS, IF YOU PULL ALL THE LINE ITEMS, IT COMES TO ABOUT 210,000 AND THOSE FEES ARE SPENT FAIRLY QUICKLY.
SO WE HAVE AN INCREASED BUDGET FOR ATHLETIC TOURNAMENT ACCOUNTS AND THAT'S DUE TO HUGE INCREASE IN COST OF LODGING AND TRANSPORTATION SO THOSE COSTS ROSE DRAMATICALLY, AS DID THE ATHLETIC FACILITY RENTALS.
SO THOSE ARE LINE ITEMS IN WHICH WE HAVE A LARGER PERCENTAGE.
JUST A LARGER PERCENTAGE OF THOSE USAGE COSTS, BUT THEY'RE GOING TO GET SPENT THROUGHOUT THE YEAR.
[00:05:01]
SO AS OUR ATHLETICS TEAMS GO POST SEASON, I'D BE CURIOUS TO KNOW THAT DOES THE ASB PICK UP A PERCENTAGE, A SMALL PERCENTAGE, LARGE PERCENTAGE, AND DOES THE DISTRICT BUDGET FOR THOSE TRAVEL AND, YOU KNOW, BOARDING AND FOOD EXPENSES THAT THE TEAMS THAT MIGHT ADVANCE THE STATE OR OTHER HIGHER LEVELS? PERFECT.AND THAT SHOULD HAVE ACTUALLY BEEN A BULLET POINT, TO BE HONEST, BECAUSE THAT IS A LARGE PERCENTAGE OF OUR MONEY GOES TO PLAYOFFS, AND IF YOU HAVE A SCHOOL THAT IS VERY SUCCESSFUL WITH TEAMS GOING ON TO PLAYOFFS, THEN YOU'RE GOING TO HAVE WE HAVE TO FUND FOR THAT, BUT ABSOLUTELY, WE DON'T CHARGE STUDENTS LODGING AND TRANSPORTATION WHEN THEY GO TO PLAYOFFS AND IT'S VERY EXPENSIVE.
I ALSO HAVE I SHOULD HAVE INTRODUCED OWEN SANFORD.
HE'S THE ASSOCIATE PRINCIPAL AT CAMAS AND HE OVERSEES THE ASB FUND.
SO FEEL FREE TO JUMP IN, OWEN IF THERE'S ANYTHING THAT [INAUDIBLE].
DOES THE HIGH SCHOOL ACCOUNT BEAR ANY BURDEN SPECIFIC TO ATHLETICS OR OTHER CLUB SPORTS THAT MIGHT GO ON TO REGIONALS, NATIONALS OR OTHER? OR IS IT ALL 100% COMING OUT OF ASB COMMONLY? COMING OUT OF GENERAL ATHLETIC FOR THE MOST PART, YES.
I ASKED MR. BARANOWSKI THAT SAME QUESTION THE OTHER DAY.
I SAID, YOU JUST HAVE TO MAKE UP THESE FUNDS BECAUSE HE SAID, IN 2016, MANY DIFFERENT ATHLETICS SPORTS WENT TO STATE PLAYOFFS AND HE SAID THEY JUST HAD TO FIND THOSE FUNDS IN ASB AND THE ATHLETICS ACCOUNT TO DO THAT.
THANK YOU, AND I'LL TELL YOU, JUST IN MY PAST EXPERIENCE, IT CAN BE VERY PROBLEMATIC IF YOU DON'T THINK AHEAD AND ALLOCATE FUNDS IN AN ACCOUNT FOR THAT.
I MEAN, WE LIKE TO BE OPTIMISTIC THAT OUR TEAMS ARE GOING TO GO TO THE PLAYOFFS AND REGIONALS, AND SO, YOU KNOW, WE DO OURSELVES A DISSERVICE IF WE DON'T ALLOCATE A LINE ITEM TO PREPARE FOR THAT.
UM, AND THEN JUST WE NEED A NEW SCORE TABLE.
SO THAT'S AN EXPENDITURE IT'S GOING TO COME STRAIGHT OUT OF ATHLETICS.
YEARBOOK IS ANOTHER BIG EXPENDITURE.
HOWEVER, INITIAL PAYMENT TO THE YEARBOOK COMPANY AND COMPUTERS THAT'S COMING OUT THIS NEXT MONTH.
SO THEY WILL DROP 45,000 RIGHT AWAY.
YEAH WE HAD SOME CONVERSATIONS WITH GREG BARKER, WHO WORKS FOR AWSP ON THE ASB SIDE OF THINGS, AND HE SUGGESTED BECAUSE WE'RE TRYING TO REDUCE THE AMOUNT WE CARRY OVER UNLESS WE'RE SAVING FOR SOMETHING.
SO WE'RE GOING TO BE FINALIZING THAT WITH THE YEARBOOK AND ASB COUNCIL IN THE NEXT COUPLE OF WEEKS.
SO THAT WILL ALSO REDUCE THAT AMOUNT DOWN THERE, AND THEN I PICKED THREE THAT KIND OF STAND OUT CLUBS THAT TEND TO HAVE A LITTLE BIT JUICIER.
I'M SURE THAT WAS A FORMAL WORD TO DESCRIBE AN ACCOUNT, BUT WE'VE GOT DECA, SCIENCE OLYMPIAD AND THEN OUR ROBOTICS AND THOSE THREE CLUBS IN PARTICULAR WILL ROLL OVER LARGER AMOUNTS, AND THAT'S IN SCHOOLS ALL ACROSS THE NATION BECAUSE THEY DO HAVE COMPETITIONS AND LODGING AND IT'S VERY PRICEY.
SO THEY'LL ROLL OVER, BUT, YOU KNOW, IT'S ONE OF THOSE TYPES OF REGENERATING TYPES OF FUNDING WHERE.
SO, THE KIDS THIS YEAR IN DECA ARE BENEFITING A LITTLE BIT FROM THE FUNDRAISING FROM LAST YEAR, BUT THEN NEXT YEAR IS GOING TO BENEFIT FROM THE FUND RAISING THIS YEAR.
SO YOU'LL SEE THAT MORE WITH THOSE TYPES OF CLUBS JUST DUE TO THE COMPETITION AND TRAVELING.
THE OTHER CLUBS IN THAT YOU HAVE NOTICED, FOR THE MOST PART THEY'RE USING THEIR FUNDS.
[00:10:01]
MANY TIMES THEY'LL HAVE TO INQUIRE ABOUT GETTING A TRANSFER FROM THE GENERAL ASB FUND IF THERE ARE CERTAIN ACTIVITIES THAT THEY NEED TO START RIGHT AWAY.THE SENIOR CLASS WILL ALWAYS HAVE MORE OF A BUDGET BECAUSE THEY TEND TO HAVE MORE ACTIVITIES FOR THE SENIORS THROUGHOUT THE YEAR AND THEY WILL DEPLETE THAT.
STUDENTS DO HAVE A VOICE IN HOW THEY'RE SPENDING THE DOLLARS, AND I WOULD SAY FOR THE MOST PART, CLUBS ARE SPENDING THE MAJORITY OF THEIR FUNDS THROUGHOUT THE YEAR.
I DIDN'T SEE BIG ISSUES WITH THAT.
I WAS JUST GOING TO SAY I THINK THAT COVID CAUSED A LITTLE BIT OF A BUMP UP IN SOME OF THE FUNDS BECAUSE CLUBS WERE ABLE TO FUNDRAISE AND WEREN'T NECESSARILY ABLE TO TRAVEL OR COMPETE.
SO THERE WAS KIND OF A CUSHION DURING COVID.
GO AHEAD. THIS SPEAKS TO KIND OF THE SPENDING PATTERN THAT THE ASB FUND GOES THROUGH.
I'M CURIOUS ABOUT THE REVENUE SOURCES FOR IT.
I ASSUME IT'S CONCESSION DRIVEN SIGNIFICANTLY, BUT IS THAT 80, 90% OF THE REVENUES THAT FLOW INTO THAT OR IS IT 50/50 WITH, I WOULDN'T SAY IT'S 90.
WHAT WOULD YOU SAY [INAUDIBLE]? I GUESS I'M JUST TRYING TO GET A PERSPECTIVE ON WHERE THE MONEY COMES FOR THESE CLUBS AND THE LIKE, AND ARE THEY PRIMARILY SELLING CONCESSIONS AS THEIR PRIME ELEMENT OR ARE THEY IN FACT DOING A LOT OF PARENT DRIVEN OR STUDENT DRIVEN FUNDRAISERS THAT ARE CONTRIBUTING SIGNIFICANTLY INTO THAT? YEAH, IT'S A GOOD QUESTION ON WHAT PERCENTAGE.
MY GUESS IS UNDER 50, UNDER 30 ACTUALLY PROBABLY FROM CONCESSIONS.
SO THINGS LIKE THE PAYBACK BOOKS, MATTRESS SALE YOU KNOW BAND IS SETTING UP FOR THEIR EVERY OTHER YEAR TOUR TO DISNEYLAND, THINGS LIKE THAT. PARKING FEES FEES GO TOWARDS IT.
THERE'S WEBSITES WHERE THEY CAN JUST TAKE DONATIONS AND IT'S JUST STRICTLY DONATION BASED.
SO I KNOW HP DONATES TO ROBOTICS CONSISTENTLY THAT GO INTO THIS, ALL GOES INTO THERE FOR THE TRAVEL.
THOSE WOULD NORMALLY TRACK THEN RIGHT INTO THE ASP THAT WOULD THEN FILTER BACK TO THE CLUB.
CORRECT. SO ASB HAS A GENERAL ACCOUNT.
SO, FOR EXAMPLE, PARKING FEES WHEN STUDENTS PAY FOR THEIR PARKING FEE, THAT GOES INTO A GENERAL ACCOUNT AND THEN CLUBS AND THEN REQUEST TRANSFERS BASED ON NEED, AND THOSE FUNDS WOULD COME FROM THAT GENERAL ACCOUNT.
SO YOU HAVE A GENERAL ACCOUNT IN WHICH YOU SEE JUST GENERAL FUNDRAISING OR DONATIONS, AND THEN THE CLUBS THEMSELVES PARTICIPATE IN THE MATTRESS SALE, WHICH I'VE NEVER SEEN BEFORE, BUT I WANT TO SEE THAT.
SO, YOU KNOW, YOU HAVE THOSE TYPES OF, AND SOME OF THEM ARE ANNUAL.
RIGHT, AND THEN THE FIRMING UP PIECE THAT I FOUND IS I BELIEVE WE NEED A LITTLE MORE OF A FORMAL STRUCTURE IN HOW THAT LOOKS IN THAT OVERSIGHT PIECE OF IT.
WHERE I THINK WE NEED TO TIGHTEN UP IS TO DEVELOP A SYSTEM IN A STRUCTURE WHERE THERE'S PROTOCOLS IN PLACE IN HOW IS THAT MONEY ALLOCATED WHEN THERE'S A REQUEST FROM A CLUB.
WE HAVE A GENERAL ACCOUNT AND BADMINTON CLUB WANTS.
THEY NEED NEW RACKETS AND THEY NEED, YOU KNOW, THEY'RE REQUESTING A TRANSFER OF FUNDS.
SO WHAT IS THAT PROCESS? DO WE JUST [INAUDIBLE] TUESDAY, I KIND OF LIKE YOU, YOU'RE SMART KID.
WE'RE JUST GOING TO PUT MONEY IN YOUR ACCOUNT.
OR IS THERE A PROCESS? SO THERE IS AN ASB COUNCIL THAT IS STRUCTURED, BUT ONE THING THAT I WOULD LIKE TO INITIATE IS MAKING
[00:15:03]
SURE THAT WE HAVE A REPRESENTATION OF THE ONE CERTIFIED STAFF MEMBER, ONE CLASSIFIED STUDENT, A PRINCIPAL, OBVIOUSLY THE ADMINISTRATOR OVER ASB, AND THEN OUR ASB BUDGET CLASSIFIED PERSONNEL TO SIT ONCE A MONTH TO LOOK AT REQUESTS FOR TRANSFERS AND THEN MAKE SURE THAT THERE'S A CONSISTENT PROCESS SO THAT WE JUST EVERYONE HAS AN OPPORTUNITY TO BE ABLE TO BENEFIT FROM FUNDS THAT ARE COMING INTO THE SCHOOL, AND THEN THE LAST THING THAT I WANT TO JUST FIRM UP A LITTLE BIT IS HOW DO WE DETERMINE AN APPROPRIATE ROLLOVER? SO AT THE END OF THE YEAR, WHAT ARE WE LOOKING AT? IS IT DIFFERENT BASED ON THE NEEDS LIKE DECA AND ROBOTICS COMPETITION? BUT HOW DO WE DETERMINE WHAT IS AN OKAY AND ALLOWABLE ROLLOVER AMOUNT? BECAUSE WE KNOW CLUBS NEED TO START THE YEAR WITH A CERTAIN AMOUNT OF FUNDS IN THEIR ACCOUNT.DO YOU HAVE A PROCESS? SO AT THE BEGINNING OF THE YEAR, YOU HAVE THIS WHOLE SLATE OF CLUBS THAT LIKE WE SEE THEM COME ACROSS OUR DESK EVERY COUPLE OF MONTHS.
THERE'S A NEW CLUB OR WHATEVER.
WHEN WE HAVE THIS SLATE OF CLUBS, IS THERE LIKE A BASELINE THAT EVERYBODY'S FUNDED AT THE BEGINNING OF THE YEAR? AND THEN WHAT WOULD HAPPEN, LIKE DO CLUBS GO INACTIVE FOR A WHILE? SO THEN DOES THAT MONEY GET ALLOCATED SOMEWHERE ELSE? YEAH, GOOD QUESTION.
SO THE BASELINE, I THINK IS PART OF WHAT WE WANT TO FIRM UP WHAT HAPPENS YEAR TO YEAR AND WHY AND JUST HAVING MORE CONVERSATIONS ABOUT THAT AND WHAT THEY CAN ROLL OVER, WHAT WHAT THEY SHOULD ROLL OVER AND OR WHAT THEY SHOULD BE SPENDING ON THE STUDENTS THAT ARE THERE WITH US NOW IN ACTIVE CLUBS, WE HAVE A COUPLE THAT HAVE BEEN ACTIVE FOR A FEW YEARS. I WAS JUST HAVING THIS CONVERSATION WITH [INAUDIBLE].
LET'S TRANSFER THOSE FUNDS BACK TO BE GENERAL AND REDISTRIBUTE OUT.
WE HAVE ABOUT 42 ACTIVE CLUBS RIGHT NOW.
YEAH, BECAUSE I THINK THAT'S PROBABLY CORRECT ME IF I'M WRONG ABOUT IT.
I THINK THAT'S KIND OF WHERE OUR CONVERSATION WAS COMING FROM A LOT, IS THAT IT SEEMS LIKE EVERY YEAR WHEN WE WOULD APPROVE THE OVERALL BUDGET, THERE WAS ALWAYS THIS BIG ROLLOVER FROM ASB ONE YEAR TO THE NEXT, AND WE'RE JUST KIND OF CURIOUS ABOUT.
AM I GETTING THAT RIGHT, EVERYBODY? YEAH, AND THOSE ARE GOOD QUESTIONS, AND REALLY, IT'S JUST DEVELOPING A CONSISTENT SYSTEM, RIGHT? YOU PUT THE SYSTEM IN PLACE.
YOU KNOW, EVEN IN MY FORMER LIFE AS A SCHOOL, EVERY ONCE IN A WHILE WE WOULD JUST OUT OF THE BLUE REALIZE THAT THE CLUB HAD BEEN THERE FOR FIVE YEARS WITH $500 IN IT, AND OBVIOUSLY NO ONE'S PART OF THE CLUB.
RIGHT, AND THOSE JUST CATCH YOU OFF GUARD.
WHERE IS THIS CLUB? AND THEN THAT'S WHEN YOU CAN ROLL THAT OVER TO GENERAL, AND IT'S JUST IT REALLY IS JUST MAKING SURE THAT THERE'S A SYSTEM . ON THE MORE ESTABLISHED ELEMENTS OF DECA IS ROBOTICS.
WE HAVE STAFF THAT'S ALLOCATED TO THOSE CLUBS, THEIR WAGE OR THEIR TIME, THEIR STIPEND.
IS IT ASB ORIENTED OR IS IT OUR GENERAL BUDGET OR OUR.
BUDGET AND IT'S THAT WAY IN ALL CASES THROUGHOUT THE ENTIRE TIME.
SO IF THEY GO POST-SEASON [INAUDIBLE] OR THEY WOULD DO SPECIALTY TOURS OR THEY GO SOMEPLACE ELSE, IT'S THAT SAME DIVISION. I BELIEVE IT'S CONTRACTUAL, ISN'T IT? SO IT'S A CONTRACTUAL STIPEND BASED ON THE CLUB AND THEN THAT IS FUNDED BY THE DISTRICT.
I THINK THAT WAS ANOTHER THING TOO, IS WHAT STUFF IS FUNDED BY THE DISTRICT? WHAT STUFF IS DISTRICT MONEY AS OPPOSED TO FUNDED BY THE STUDENTS.
I GUESS I DIDN'T REALIZE THAT ATHLETICS ITSELF FALLS UNDER ASB. I THOUGHT THAT WE WERE TALKING IN TWO DIFFERENT WORLDS HERE.
SO THIS IS SOMETHING THAT'S KIND OF INTERESTING FOR ME.
WELL, THAT WAS NEW FOR ME TOO.
I WAS I WAS SURPRISED AS WELL, AND SO WE'LL MAKE THAT.
OH, DOUG, I WAS JUST GOING TO CHIME IN REALLY QUICKLY AND SAY, YOU KNOW, I THINK IT WAS IMPORTANT FOR US TO SHARE WITH THE PUBLIC, THE COMMUNITY, THE TRANSPARENCY HERE, BECAUSE YOU KNOW, WHAT WE DON'T WANT PUBLIC TO THINK IS THAT THIS MONEY IS SITTING THERE AND THAT THE SCHOOL SHOULD BE BUYING CURRICULUM OR BOOKS OR SUPPLIES, THINGS LIKE THAT
[00:20:09]
THIS IS PURELY A STUDENT GENERATED AND A STUDENT DRIVEN CLUB IN AND OUT.I THINK IT'D BE GOOD TO SEE TO WHAT IS FUNDED BY DISTRICT AND WHAT IS FUNDED BY STUDENT FEES OR BY FUNDRAISING OR THOSE TYPES OF THINGS, AND I'D BE INTERESTED IN SEEING HOW THE MONEY THAT THE DISTRICT IS INVESTING IS BEING ALLOCATED OUT, WHETHER THAT'S JUST THROUGH, YOU KNOW, STIPENDS FOR ADVISORS OR COACHES OR EQUIPMENT.
HOWEVER IT IS, I'D BE INTERESTED IN SEEING THAT.
IT IS INTERESTING BECAUSE I THINK THE LAST ONE OF THE LAST CLUBS THAT I REMEMBER WAS AN EQUESTRIAN CLUB AND THE ADVISOR SPOKE TO THAT AND SUPPORTING THAT WITH THAT WORK, AND NOW THAT YOU'RE SAYING IT, I DIDN'T REALIZE THAT WITH THAT ACTION ON BEHALF OF THE BOARD THAT WE HAD AN ADVISOR WHO WAS THEN ON OUR BASIC STIPEND PAYROLL.
CORRECT. SHE WOULD BE ON THAT CONTRACT LIST.
MM HMM, BUT NOT NECESSARILY, THOUGH, RIGHT? NOT EVERY CLUB GETS APPROVED.
AS AN EX-LEADER OF A CLUB, THERE WAS NO STIPEND.
OH, WE'RE GOING TO HAVE LUNCH AT THE STATE CAPITAL.
I DIDN'T REALIZE THERE WAS A FUND FOR THAT WHERE WE HAD DONE NO FUND RAISING.
SO I WASN'T GIVEN AS A CLUB ADVISOR THE 101, AND I THINK YOU'RE TIGHTENING OF THE PROCESS AND THEN GIVING A 101 OR SO YOU WANT TO BE A CLUB OR SO YOU INHERITED A CLUB AS AN ADVISOR.
SO SOMETHING OF THAT PROCESS WOULD BE EXTREMELY HELPFUL TO CLEAR THAT UP OF WHO IS WHO ISN'T.
ANY OF THOSE ADVISORS DO NOT, THEY'RE JUST VOLUNTEERING THEIR TIME FOR SURE.
I KNOW WE SEE THEM HERE, WE ACT ON THEM.
THEY ARE LISTED, AND IT APPEARS--FOR EXAMPLE, YOUR CLUB WAS CALLED WHAT.
[INAUDIBLE] WASN'T IT? [INAUDIBLE] DOESN'T APPEAR IN THE TEACHER'S CONTRACT.
SO WE WOULD HAVE TO NEGOTIATE [INAUDIBLE] STIPEND.
WE HAVE ALLOWED PEOPLE TO DO IF THEY HAVE A CLUB THAT'S EMPTY, NOBODY'S DOING THAT WORK.
SO A NEW CLUB THAT WOULD BE FORMING THAT DOESN'T HAVE ANY HISTORY WITHIN THE DISTRICT ISN'T AUTOMATICALLY SEEING A STIPEND ALLOCATED FOR THE. THAT'S CORRECT.
THOSE ARE BARGAINED. YEAH, AND SO THE NEXT ROUND WE WOULD PROBABLY SEE THAT WELL CEA THE ADVISER.
SOMEONE WOULD NEED TO PROPOSE THAT TO BE INCLUDED.
SO IT'S NOT ALWAYS THAT WAS MY SENSE.
OTHER QUESTIONS OR? OKAY, KELLY, DID YOU WANT TO SUM UP OR YOU KNOW, I THINK IT WAS A GREAT EXERCISE FOR ME.
SO I APPRECIATED THE OPPORTUNITY TO BE ABLE TO DO THAT, AND I WAS PLEASED.
ALL RIGHT, THAT BRINGS US TO OUR EXCUSE ME BRINGS US TO OUR SECOND ITEM ON THE AGENDA, OUR SECONDARY PROBLEM OF PRACTICE THEORY OF ACTION PRESENTATION, AND OUR DIRECTOR OF SECONDARY ED MARILYN BOERKE, I BELIEVE IS GOING TO BE JOINING THE DAIS UP HERE.
SO AS YOU REMEMBER, EARLIER THIS YEAR, WE HAD OUR AMAZING ELEMENTARY PRINCIPALS WITH DOUG HOOD AND LISA [INAUDIBLE] THAT I BELIEVE WAS A PART OF THAT WORK, REALLY TALKING ABOUT THEIR PROBLEM OF PRACTICE AND THEIR APPROACHES AND THEIR ACTIONS TO HELP SOLVE THOSE.
[00:25:07]
WE ARE ACRONYM [INAUDIBLE] AS EVERYTHING HAS TO HAVE AN ACRONYM.I THINK THIS IS GREAT WORK AND WE ARE VERY HAPPY TO CONTINUE THIS WORK FROM MY PREDECESSOR AND ON.
SO TONIGHT, AS PROMISED, WE WANTED TO HAVE DIRECTOR BOERKE AND THE SECONDARY PRINCIPALS SHARE THEIR PROBLEM OF PRACTICE, AND WHAT I LOVE ABOUT THIS WORK IS THAT THOUGH WE HAVE FOUR DISTINCT HIGH SCHOOLS, WE HAVE MULTIPLE MIDDLE SCHOOL PROGRAMS TO SEE THE SECONDARY PRINCIPALS AND ASSOCIATE PRINCIPALS REALLY COME TOGETHER UNDER MARILYN'S LEADERSHIP HAS BEEN AWESOME TO WATCH.
I THINK WE STILL HAVE A LONG WAY TO GO BECAUSE THE PROGRAMS ARE SO DISTINCT AND AS I SAID IN THE BOARD BRIEFINGS, IT'S A PROCESS BECAUSE OF THE DISTINCTION BETWEEN THE SCHOOLS, BUT TO HAVE SOME COMMONALITIES AND WORKING TOGETHER AS A SYSTEM.
SO THESE PROBLEMS OF PRACTICE ARE NOT JUST NECESSARILY SIGHT FOCUSED.
THIS IS REALLY ABOUT TRYING TO BRING A SYSTEM TOGETHER TOWARDS ONE GOAL OR MULTIPLE GOALS.
IT'S REALLY INCREDIBLE FOR ME AS AS SOMEONE NEW TO THE DISTRICT TO SEE HAPPEN.
SO WITH THAT, THANK YOU, MARILYN, FOR YOUR LEADERSHIP ON THIS AND I'LL PASS IT OFF TO YOU.
THANK YOU. SO IT'S IMPORTANT TO NOTE THAT THIS WORK BEGAN BEFORE I ASSUMED THE ROLE OF DIRECTOR OF SECONDARY ED, AND SO I SPENT A LOT OF TIME LEARNING AT THE BEGINNING OF THIS SCHOOL YEAR THE WORK THAT THEY DID AS A TEAM LAST YEAR, COLLECTIVELY BEFORE THERE WAS A POSSIBILITY THAT I WOULD JOIN THE TEAM.
SO THAT'S IMPORTANT TO TO GET JUST SAY THAT IT'S THEM, NOT ME.
SO SOME OF THESE SLIDES WILL LOOK FAMILIAR TO YOU.
THESE ARE ONES THAT WE USED FROM THE TEMPLATE FOR THE ELEMENTARY.
I JUST WANT TO SPEND A COUPLE OF MINUTES OF JUST GOING THROUGH.
JUST AS A REMINDER, THIS IS WHAT WE TALK ABOUT WHEN WE'RE TALKING ABOUT CONTINUOUS GROWTH.
FINDING THE WAY WE LEARN AND WORK TOGETHER, USING PROGRESS, MONITORING, CONNECTING PROFESSIONAL LEARNING TO STUDENT LEARNING SO THAT WE CAN MAKE SURE THAT ALL OF OUR KIDS MEET OUR OUTCOMES.
YOU'LL RECOGNIZE THIS AS WELL, SEEING AND SERVING EACH STUDENT.
SO I DON'T REALLY THINK I NEED TO SPEND ANY TIME ON THIS.
OUR BELIEF STATEMENTS ARE THERE; THEY'RE IN YOUR PRESENTATION IF YOU WANT TO TAKE A LOOK AT THOSE LATER, BUT THESE ARE NOT SOMETHING I WANT TO SPEND OUR TIME WITH BECAUSE THE PEOPLE THAT ARE THE MOST IMPORTANT ARE SITTING RIGHT OVER HERE RIGHT NOW.
THEY'RE NOT ME. THEY'RE THE MOST IMPORTANT.
YOU CAN'T HAVE HOPE WITHOUT A GOAL--WELL, YOU CAN, BUT IT WILL BE A HOPE UNREALIZED.
PATHWAYS IS THE ABILITY TO IDENTIFY ROUTES TOWARDS THOSE GOALS.
I'VE SAID MANY TIMES, YOU KNOW, I SHOULD PROBABLY RUN.
WELL, YOU KNOW WHAT? I DON'T LIKE TO RUN AND I'M NOT GOING TO RUN, RIGHT.
I DON'T HAVE I HAVE A GOAL, POTENTIALLY A PATHWAY, POTENTIALLY.
I HAVE NO WILLPOWER TO DO THAT.
SO THAT'S JUST AN EXAMPLE OF, YOU KNOW, A CRAZY LIKE WE PUT GOALS OUT THERE FOR OURSELVES AND UNLESS WE'RE ATTENDING TO A PATHWAY AND WHETHER OR NOT WE HAVE THE WILLPOWER, WE WILL MAKE PROGRESS.
THE GOAL FOR OUR SECONDARY SCHOOLS THIS YEAR ON TIME GRADUATION.
I DON'T KNOW IF THESE WERE ON TIME KIDS OR NOT, BUT THIS IS THE GOAL GRADUATION.
SO THE PROBLEM OF PRACTICE THAT THE TEAM AUTHORED LAST YEAR WAS THAT WE BELIEVE STUDENTS RECEIVING PROGRAM SERVICES CAN AND SHOULD GRADUATE AT THE SAME RATE AS THEIR GRADE LEVEL PEERS. THIS COULD BE SERVED ON AN IEP.
IT COULD BE A MULTILINGUAL STUDENT.
THERE ARE MANY PROGRAMS WITH THROUGH WHICH WE SERVE OUR STUDENTS, AND THERE'S EVIDENCE THAT NOT ALL OF OUR KIDS GRADUATE ON TIME, AND WE CAN PREDICT WHICH GROUPS MAY NOT GRADUATE ON TIME, AND THAT'S WHAT WE'RE TRYING TO ERADICATE.
SO THEORY IS IF WE CREATE THE CONDITIONS FOR HIGHLY FUNCTIONING PLCS PROFESSIONAL LEARNING COMMUNITIES, THE TEACHERS WILL BE ABLE TO DESIGN EFFECTIVE INSTRUCTION THAT SUPPORTS CREATING INCLUSIVE CLASSROOM WHERE EACH STUDENT BELONGS AND THRIVES.
[00:30:06]
SO THIS IS A THREE LEGGED STOOL.THESE ARE PATHWAYS FOR THAT HOPE AND GOAL OF STUDENTS GRADUATING ON TIME.
UDL, ARE YOU FAMILIAR WITH UDL? HAVE YOU HEARD OF IT BEFORE? SO IT'S ALL ABOUT VARIABILITY, STARTING WITH THE END IN MIND.
PLANNING WITH UDL, WITH SO FROM GOALS AND FLEXIBLE MEANS, LIKE BEING A WARM DEMANDER.
THIS IS THESE ARE THE NON-NEGOTIABLES, BUT THESE ARE THE WAYS YOU CAN GET THERE.
VARIABILITY IS THE RULE, NOT THE EXCEPTION.
WE SAY ALL THE TIME THE BARRIER IS IN THE ENVIRONMENT AND NOT THE LEARNER.
SO WE'RE CHANGING OUR VERNACULAR, WE'RE CHANGING HOW WE VIEW AND HOW WE SPEAK ABOUT OUR STUDENTS.
WE USED TO SAY A STUDENT MIGHT [INAUDIBLE] A SPECIAL ED STUDENT.
WELL, WE DON'T SAY THAT ANYMORE, RIGHT, BECAUSE THAT'S A BARRIER, RIGHT? IT'S A STUDENT SERVED BY A SPECIAL PROGRAM.
THAT'S WHAT WE BELIEVE AND THAT'S WHAT WE DO.
AND THAT VARIABILITY IS CONTEXTUAL.
THE THING ABOUT THIS IS I KNOW A LOT ABOUT SOME THINGS, AND IN SOME CIRCUMSTANCES, WHAT I KNOW IS IRRELEVANT.
RIGHT. I KNOW SOME STUFF, BUT I DON'T KNOW HOW TO TRAIN FOR A MARATHON.
I DON'T KNOW ANY OF THOSE THINGS, BUT I'M SUPER, SUPER SMART, BELIEVE ME.
VERY SMART, AND THEN THERE ARE OTHER TIMES WHEN OUR KIDS, WE THINK OUR KIDS AREN'T ABLE OR WE DON'T HONOR WHAT THEY BRING TO THE TABLE , AND THAT'S A MISTAKE THAT WE SHOULD NOT CONTINUE TO MAKE.
RIGHT. VARIABILITY, IS ALL IN THE CONTEXT.
SO THESE ARE THE THREE PRINCIPLES ENGAGEMENT, REPRESENTATION AND ACTION PLUS EXPRESSION.
BRAIN SCIENCE HERE, AND THEN THE NEXT ONE IS EQUITABLE GRADING PRACTICES.
WE ARE TRYING TO FIGURE OUT HOW TO DO EQUITABLE GRADING THAT IS BIAS RESISTANT.
FOR EXAMPLE, WE KNOW, YOU KNOW, WE'VE TALKED ABOUT WE LOOK AT STUDENTS GRADES AND ATTENDANCE, BUT GRADES ARE NOT NORMED, AND UNTIL GRADES ARE NORMED, THEY'RE SORT OF MEANINGLESS.
MY A THAT I GIVE MIGHT BE DIFFERENT FROM THE A THAT TRACEY GIVES.
RIGHT. SO THIS IS WHAT THIS IS ALL ABOUT.
EQUITABLE GRADING FEEDBACK IS TIMELY.
RELEVANT INCLUDES THE FAMILY, MULTIPLE ASSESSMENT OPPORTUNITIES.
THAT'S JUST THAT'S NOT APPROPRIATE FOR OUR KIDS.
IT WASN'T APPROPRIATE FOR US EITHER, ACTUALLY.
SO BASED ON STANDARDS, OF COURSE, A CLEAR DELINEATION BETWEEN BEHAVIOR AND LEARNING.
THIS KID DOES NOT HAVE GREAT CHARACTER BASED ON WHAT AND WHO'S JUDGING THAT.
RIGHT, AND WHAT ARE THE STANDARDS AND HOW DO THE KIDS KNOW WHAT THOSE STANDARDS ARE? SO SEPARATING THOSE TWO BETWEEN BEHAVIOR AND LEARNING, AGAIN, MULTIPLE MEANS AND MULTIPLE OPPORTUNITIES, VISIBLE AND TRANSPARENT GRADING, UTILIZING SKILLS AND RUBRICS, AND HAVING STUDENTS TRACK THEIR GROWTH.
THE DIFFERENCE IN OUR TPEP FRAMEWORK [INAUDIBLE] FRAMEWORK IS BETWEEN DISTINCT, LIKE PROFICIENT AND DISTINGUISHES. UNSATISFACTORY, YOU'RE NOT DOING IT.
YOU'RE DOING IT, BUT YOU'RE NOT MEASURING IT.
PROFICIENT IS YOU'RE DOING IT AND YOU'RE MEASURING IT AND THEN DISTINGUISHES.
YOU'RE DOING IT, YOU'RE MEASURING IT, AND THE KIDS ARE ALSO TRACKING THEIR OWN GROWTH.
SO ASK YOUR PEOPLE WHEN YOU'RE IN YOUR TABLES WHAT THAT MEANS.
SO THERE'S A COUPLE OF BELIEF STATEMENTS HERE.
I'M GOING TO TALK ABOUT THIS ONE, BUT SKIP OVER THE NEXT ONE.
SO WE BELIEVE THAT ALL STUDENTS ARE CURIOUS AND CAPABLE RIGHT THERE.
THEY DESERVE MEANINGFUL, AUTHENTIC, ENGAGING AND CHALLENGING CURRICULUM AND INSTRUCTION.
THESE ARE YOUR STATEMENTS, CORRECT? YOU GUYS WROTE THESE.
THESE ARE YOUR BELIEF STATEMENTS FROM LAST SPRING.
LONG TIME AGO. I'M PRETTY SURE THEY TALKED ABOUT THIS BACK IN THE SPRING, BUT THEREFORE, WE'LL DO THESE THINGS RIGHT, AND THIS IS BASED ON [INAUDIBLE] FROM 2010 AND AGAIN UP IN 2018.
[00:35:08]
SHOULD HAVE MANY OPPORTUNITIES, AND SO THEN THEREFORE WE WILL ALLOW MULTIPLE OPPORTUNITIES.WE WILL WORK WITH STUDENTS TO CREATE EFFECTIVE LEARNING FOR THEM, RIGHT, AND ASSESSED EVENTS FOR THEM, AND THEN THE LAST LEG OF THAT STOOL IS EFFECTIVE PLCS. YOU HAVE A LOT OF DISCUSSION ABOUT WHAT'S AN EFFECTIVE PLC.
SO WE'RE DOING A LOT OF WORK AT THE DISTRICT LEVEL ON PLCS.
WE'RE TRYING TO TO RUN AN AUTHENTIC PLC FOR OUR LEADERS THAT THEN HELPS THEM RUN EFFECTIVE PLCS FOR THEIR TEACHERS, AND WE'RE NOT PRETENDING THAT WE'RE THE EXPERTS.
WE'RE LEARNING ALONGSIDE OF EVERYONE.
PLCS BEEN AROUND FOR A VERY LONG TIME.
A VERY LONG TIME. ARE THEY EFFECTIVE? YOU KNOW, DEPENDS ON WHO MEASURES THAT.
AND WHEN I WAS A PRINCIPAL, I HAD SOME THAT WERE EFFECTIVE AND I HAD SOME THAT WERE NOT RIGHT.
I JUST KNEW THOSE WERE THE ONES THAT YOU WENT TO ALL THE TIME.
THEY'LL HAVE A SCOPE AND SEQUENCE FOR THE YEAR.
THEY'LL HAVE PROTOCOLS AND TOOLS.
ADMIN AND COACHES HAVE ASSIGNED PLACES, WHICH WAS WHAT I WAS JUST SPEAKING ABOUT, AND THEN.
WE'RE TRYING TO BUILD LEADERSHIP SKILL IN OUR TEACHER EDUCATORS TO FACILITATE PLCS AS WELL.
SO THERE'S PLUSES AND THERE'S PLC PLUS, I WAS JUST INTRODUCED TO PLC PLUS THIS YEAR, AND SO THE CORE QUESTIONS USED TO BE, AND I'M SURE YOU'VE HEARD THESE, WHAT DO WE WANT THE KIDS TO KNOW? HOW WILL WE KNOW THEY KNOW IT? WHAT ARE WE GOING TO DO IF THEY DON'T KNOW IT? WHAT ARE WE GOING TO DO IF THEY ALREADY KNEW IT WHEN THEY WALKED IN THE ROOM? SO THOSE ARE THE OLD [INAUDIBLE] QUESTIONS, AND PLC PLUS PUTS A DIFFERENT SPIN THAT IS MORE SPECIFIC, AND SO YOU'RE ASKING IN THESE PLACES, WHERE ARE WE GOING AS A TEACHER TEAM, FOR EXAMPLE, OR AS [INAUDIBLE] COUNCIL TEAM, WHERE ARE WE GOING? WHAT ARE OUR GOALS AND HOW DO WE KNOW WHERE WE ARE RIGHT NOW? SO YOU CAN SEE THE UDL CONNECTIONS OFF TO THE RIGHT.
SO THESE ARE DESIGNED TO MATCH, RIGHT? HOW WILL WE KNOW IF THEY LEARN? IT IS THE OLD QUESTION.
NOW THIS IS HOW DO WE MOVE LEARNING FORWARD? I'M HOPING THAT YOU'RE HEARING THAT THE DIFFERENCE BETWEEN THE OLD QUESTIONS WAS WHAT ARE THE STUDENTS DOING AND THE NEW POLICY QUESTIONS, THE PLC PLUS QUESTIONS ARE WHAT ARE WE DOING AS A LEADERSHIP TEAM OR AS A TEACHER TEAM? TO MAKE SURE THAT WE HAVE THE STUDENTS' FOCUS IN MIND, BUT HOW DO WE MOVE OUR LEARNING FORWARD? NOT THE STUDENTS' LEARNING FORWARD, AND THEN HOW WE RESPOND WHEN SOME STUDENTS DO NOT LEARN.
DISPROPORTIONATE OUTCOMES FOR OUR KIDS.
THIS IS SUPER FAST, I KNOW, BUT THIS IS JUST A REFRESHER.
THAT'S A BARRIER IN OUR SCHEDULE.
WE NEED TO HAVE MORE FREQUENT MEETINGS AND THEN HAVE INSTEAD OF LIKE 20 MINUTES.
I MEAN, AN AGENDA WITH A FACILITATOR.
IS IT IMPORTANT? SETTING NORMS IS IMPORTANT AND THEN ESTABLISHING ROLES IS IMPORTANT.
PART OF THE REASON FOR THESE THINGS IS THAT IN FACT, [INAUDIBLE] WAS TELLING ME AN EXAMPLE THAT IN ONE PLC, THEY SET UP THE FIRST 5 MINUTES WAS JUST TO GET OUT.
WE ACKNOWLEDGE THAT WE'LL TAKE 5 MINUTES TO DO THAT, AND THEN HERE'S OUR AGENDA.
SETTING NORMS WE'RE IN THE PROCESS OF DOING THAT WITH [INAUDIBLE] COUNCIL.
HOW WILL WE BEHAVE WITH ONE ANOTHER? HOW WILL WE DISAGREE IF WE DISAGREE OR WHEN WE DISAGREE MORE ACCURATELY, WHAT ARE WE GOING TO DO ABOUT THAT? RIGHT. SO THAT'S EFFECTIVE.
THAT'S WHAT AN EFFECTIVE PLC IS.
SO MAY I ANSWER ANY QUESTIONS BEFORE I GROUP YOU UP WITH YOUR PRINCIPLES? OKAY, GOOD. SO THIS IS WHAT THEY EACH HAVE A SLIDE, AND IN A MOMENT, I'M GOING TO SHOW YOU THE GROUPINGS.
YOU CAN SEE THERE'S A TABLE HERE, A TABLE HERE AND A TABLE BACK HERE.
WE HAVE TRACEY, YOU'LL BE BY YOURSELF.
SO THEN I'M GOING TO SHOW YOU THE GROUPINGS AND THEN I'LL PUT THIS UP HERE.
NOW THEY ARE SHARING WHAT THEY WANT TO SHARE WITH YOU.
LIKE THEY HAVE THEIR UMBRELLA POP AND THEY EACH HAVE THEIR OWN, AND THEN THEY'RE SHARING WHAT THEY'RE HOPEFULLY MOST EXCITED ABOUT, BUT THEY'RE A WILY GROUP, SO, YOU KNOW [INAUDIBLE]
[00:40:03]
OOPS, AND I WANT TO SHOW YOU THESE SLIDES.HOLD ON. DON'T LOOK AT THESE BECAUSE THEY'RE GOING TO SHOW [INAUDIBLE].
HERE ARE THE GROUPS. SO, TRACEY, YOU'LL BE WITH HAYES FREEDOM AND DISCOVERY HIGH SCHOOLS , AND SINCE THERE'S ONLY THREE OF YOU, MAYBE YOU COULD BE AT ONE OF THE SMALLER TABLES, AND THEN WE HAVE ALL THREE MIDDLE SCHOOLS GROUPED TOGETHER WITH DOUG AND WITH JOHN, AND THEN ERIKA AND COREY WILL HAVE YOU WITH CAMAS HIGH SCHOOL AND CAMAS CONNECT ACADEMY.
SO THE BIG TABLE BACK HERE IS FOR THE MIDDLE SCHOOLS.
THIS SMALLER TABLE WOULD BE FOR ERIKA AND COREY.
30 MINUTES. ACTUALLY, I SPOKE VERY QUICKLY.
YOU'RE THE BOSS OF US. YOU CAN DO WHAT YOU WANT.
[01:18:58]
YEAH. ANY TIME YOU'RE READY.[01:19:01]
OVER HERE. I COULD SET MY TIMER AGAIN.[01:19:20]
WELL, I MEAN, YOU KNOW, I SERVE THE SECONDARY ADMINISTRATORS AND THEY'VE HAD A LONG DAY, AS HAVE YOU, BUT I WOULD LIKE THEM TO GO HOME TO THEIR[01:19:29]
FAMILIES. SO JUST A DEBRIEF HERE.[01:19:33]
WHAT DID YOU NOTICE AND WHAT DO YOU WONDER?[01:19:41]
I FEEL LIKE I CAN NEVER DO JUSTICE TO ALL THE WONDERFUL THINGS THAT I HEAR FROM THE GROUPS THAT I'M IN, AND I ALWAYS WISH WE COULD ALL HEAR ALL OF THEM, AND I THINK WE ALWAYS[01:19:50]
COME BACK WITH THAT, RIGHT? AND ONE OF THE THINGS I NOTICED WAS THAT HOW DIFFERENT ALL THE SCHOOLS ARE.[01:20:07]
SO SO WE JUST HAVE A DIFFERENT POPULATION OF STUDENTS AT DIFFERENT SCHOOLS.RIGHT? AND SO WE STILL WANT THEM ALL TO GRADUATE ON TIME.
I KEPT HEARING THE WORD HOPE, WHICH I KNOW WE TALKED ABOUT TOO.
IT'S LIKE WE WANT TO MAKE SURE THESE KIDS HAVE HOPE AND THAT WE'RE PROVIDING THEM FEEDBACK, AND THAT FEEDBACK GIVES THEM THE HOPE BECAUSE IF THEY COME TO US BEHIND AN ENGLISH CLASS, YOU KNOW, THEY HAVEN'T GRADUATED, THEY HAVEN'T PASSED A FEW, RIGHT? LIKE THEY MAY THINK THERE IS NO HOPE, BUT, YOU KNOW, THESE PEOPLE ARE PROVIDING HOPE TO THESE STUDENTS IN ALL SCHOOLS THAT ARE DOING THAT, AND SO I JUST JUST HEARING THAT AND A PATH AND A PATHWAY TO GET THERE TO GET THERE.
RIGHT. SO I JUST I LOVED ALL THAT.
I LOVE WHAT'S GOING ON AT HAYES FREEDOM AND DISCOVERY AND ODYSSEY.
THEY'RE VERY SIMILAR IN SCHOOL.
SO THEIR PLCS LOOK DIFFERENT THAN I'M SURE THEY DO AT OTHER SCHOOLS.
SO THOSE ARE JUST A FEW THINGS I NOTICED AND I WONDER A LOT OF THINGS.
THANK YOU. VERY SIMILAR CONVERSATION, OF COURSE, WITH LIBERTY SKY AND ODYSSEY.
THE THING THAT JUMPED OUT AT ME IS THAT THERE APPEARS TO BE A REALLY HIGH LEVEL OF COOPERATION COHESIVENESS, AT LEAST IN AN IMPROVED MODEL THAT CONTINUES TO BORROW ON THE ABILITY TO BRING THE STAFFS TOGETHER TO BE MORE ORGANIZED, MORE EFFECTIVE.
PERSONALLY, I'M A BIT FASCINATED AT THIS WHOLE STANDARDS-BASED GRADING THING.
I THINK THERE'S A LOT TO IT THAT I DON'T UNDERSTAND.
IT SEEMS TO BE, THE PRACTICES AS I HEAR HER HERE, IT MAKES SENSE, BUT I FEEL LIKE THERE'S A DEPTH TO IT THAT I DON'T UNDERSTAND YET. SO I'M KIND OF CURIOUS AS MAYBE AS WE GO THROUGH THIS, WE'LL GET SOME MORE TIME ON THAT IN THE FUTURE.
I WONDER ABOUT WHAT DO I WONDER ABOUT HOW WE CONTINUE TO ADVANCE OUR EFFECTIVENESS IN SOME OF THESE CONCEPTS WITHIN THE CONSTRUCT OF TEACHERS LIVES, ADMINISTRATORS LIVES AND STUDENTS LIVES AND JUST TRYING TO MAKE IT A REAL TANGIBLE MOVEMENT FORWARD OVER TIME, AND THERE'S A LOT OF BARRIERS TO USE AN EDUCATIONAL TERM, BUT JUST FROM THAT OTHER SIDE, IT'S A LOT OF BARRIERS TO TRY TO GET THERE IN NOT JUST THE STUDENT'S LIVES AND THE TEACHERS LIVES AND THE ADMINISTRATION'S LIVES.
IT'S JUST KIND OF THIS SYSTEM WE WORK.
THOSE ARE THE TWO NOTICE AND WONDERS.
YEAH, THAT IS AN INTERESTING THING.
HOW DO WE DO ALL OF THIS WITHIN THE CONFINES OF A SEVEN AND A HALF HOUR SCHOOL DAY AND STILL HONOR EVERYBODY'S, YOU KNOW, TIME COMMITMENT? I MEAN, TEACHERS ARE ALREADY GIVERS, NATURALLY, AND SO HOW DO WE HONOR THEIR TIME AND THEIR BALANCE WITHOUT OVEREXTENDING THEM. ERIKA, AND I GOT TO TEAM UP WITH PROBABLY OUR LARGEST IN OUR SMALLEST RIGHT CAMAS HIGH SCHOOL AND CAMAS CONNECT ACADEMY.
SO WE GOT TO SEE IT FROM FROM BOTH ENDS.
THEN WE HAD SOME GOOD CONVERSATIONS ABOUT I ESPECIALLY LIKE OUR PLCS, TALKING ABOUT PLCS.
OBVIOUSLY THIS WAS AN INTEREST OF MINE.
BEING A HIGH SCHOOL BAND DIRECTOR IS HOW DO YOU MAKE PLCS RELEVANT FOR SOME OF THESE SMALLER PROGRAMS WHERE MAYBE YOU DON'T HAVE AN ENTIRE DEPARTMENT TO GET TOGETHER WHEN YOU'RE TALKING ABOUT COMMON ASSESSMENTS AND THAT KIND OF STUFF? AND SO I LIKE HEARING SOME OF KELLY'S IDEAS ABOUT MAYBE TRYING TO PARTNER WITH OTHER SCHOOLS OUTSIDE OF OUR DISTRICT TO BE ABLE TO TO GET FOLKS TOGETHER THAT WAY, AND I'D BE THE FIRST TO SIGN UP FOR THAT.
WHEN YOU'RE TEACHING FROM WHEN THE STUDENTS ARE WORKING OUT OF A I GUESS FOR LACK OF A BETTER TERM KIND OF A CANNED PROGRAM, LIKE HOW DO YOU DO THE UNIVERSAL DESIGN WHEN IT'S AN ONLINE PROGRAM THAT IS BEING PRESCRIBED TO YOU? YOU KNOW, SO HOW DO YOU DO SOME OF THAT, SOME OF THE SEL STUFF AS WELL? I DON'T WANT TO TAKE ALL THE I NOTICED SOME REALLY FORWARD THINKING WITH SOME THINGS WITH CAMAS HIGH SCHOOL'S ACTIONS THAT THEY'LL BE TAKING WITH EQUITABLE GRADING PRACTICES, AND I KNOW THAT YOU KNOW IT TO, TO MOVE THAT BIG TITANIC SHIP IN THE OCEAN TAKES
[01:25:01]
A WHILE AND UNDERSTANDING THAT THE PEER GROUP THAT THERE HAVE BEEN PEOPLE WHO HAVE GONE THROUGH IT BEFORE AND THERE'S SOME LESSONS LEARNED, AND SO PUTTING IN SOME OF THOSE STEPS OF JUST TALKING ABOUT IT AND WHY IT'S SO VALUABLE AND IMPORTANT TO STUDENTS, I'M JUST REALLY ENCOURAGED BY THAT FACT AND HOPEFUL FOR ALL OF YOU PEERS TO BE ABLE TO HAVE EACH OTHER, TO BE ABLE TO WORK THROUGH THAT, BECAUSE SOME PEOPLE HAVE SEEN SOME STUFF.RIGHT, AND SO THEY CAN THEY CAN SHARE THAT.
I ALSO WONDERED, YOU KNOW, AS THIS COLLABORATION CAN YOU KNOW, IT HAPPENS WHAT WEEKLY THAT YOU HAVE EVERYBODY COME TOGETHER THERE IS OPPORTUNITY WE TALKED ABOUT WITH CCA GOALS AND ENROLLMENT GOALS AND WE TALKED ABOUT YOU KNOW THERE ARE THESE OPTIONS AND THEN THERE ARE THESE OPTIONS FOR STUDENTS, RIGHT? THERE'S BLENDABLE OPTIONS AND SO CONTINUING TO TALK ABOUT THAT AND TALK ABOUT IT TOGETHER, TALK ABOUT IT WITH FAMILIES PRIOR TO UNDERSTANDING ENROLLMENT AND HAVING THOSE CONVERSATIONS EARLY ENOUGH THAT CAN GET INTO PEOPLE'S MINDSET OF, YOU KNOW, THERE ARE THESE OPTIONS AND THERE ARE THESE OPTIONS AND WE ARE HERE TO SERVE YOU IN WHAT YOU NEED AND WE NEED TO TALK ABOUT THAT, AND IT'S NOT A MINDSET OF WHAT DOESN'T WORK.
IT'S WHAT WILL WORK FOR YOUR LEARNING STYLE, AND WE'VE GOT THAT.
IT'S LIKE YOU WENT FROM ELEMENTARY TO MIDDLE TO CAMAS HIGH SCHOOL AND YOU GRADUATED AND WE WENT THROUGH AND THAT WAS IT, AND SO NOW AS WE HAVE MORE OF THESE PROGRAMS, THESE CHOICE PROGRAMS, WHERE WE CAN WORK FOR DIFFERENT LEARNING STYLES AND DIFFERENT INTERESTS, HOW CAN WE BE MORE PROACTIVE ABOUT HELPING STUDENTS AND FAMILIES IDENTIFY WHICH OF THOSE PROGRAMS WILL BE BEST FOR THEM? AS OPPOSED TO YOU HAD TROUBLE AT CAMAS HIGH SCHOOL AND BECAUSE OF THAT, NOW YOU'RE JUST GOING TO KIND OF FALL INTO THIS PROGRAM AS OPPOSED TO REALLY BEING HAVING FORESIGHT ABOUT IT AT THE BEGINNING, THAT THIS WOULD BE, YOU KNOW, MAYBE YOU SHOULD THINK ABOUT THIS OPTION.
IT WILL BE A BETTER FIT FOR YOU, AND OH, BY THE WAY, YOU KNOW, IT'S THE OUTCOME IS STILL THE SAME IN THE END IN TERMS OF LIKE, YOU KNOW [INAUDIBLE] THAT'S WHAT I'M LOOKING FOR. YEAH.
YEAH. SO NOT NECESSARILY PART OF THE [INAUDIBLE] THAT WE WERE TALKING ABOUT THERE, BUT IT WAS AN INTERESTING I GUESS THAT WOULD BE MY WONDERING IS JUST HOW DO WE BE MORE PROACTIVE ABOUT THAT TO MAKE SURE THAT WE GET STUDENTS INTO THE RIGHT BUILDING OR NOT NECESSARILY BRICK AND MORTAR EITHER THAT WOULD THEY ARE GOING TO FIND THE MOST SUCCESS IN SO THIS YEAR THE PRINCIPALS AND I THINK MAYBE LAST YEAR AS WELL THEY'RE DOING A JOINT PRESENTATION TO THE INCOMING FRESHMEN.
SO ALL PROGRAMS WILL BE REPRESENTED BEFORE ANY TYPE OF FORECASTING TAKES PLACE.
SO, COREY, IF I CAN JUST SUM UP A COUPLE OF THINGS.
FIRST OF ALL, YOU KNOW, I THINK YOU NOTICED AND PROBABLY HEARD THE DISCUSSION ABOUT MTSS A LOT, RIGHT? AND I WANT TO MAKE SURE THAT WE POINT OUT AND THANK CHERIE FOR YOUR WORK.
YOUR NAME WAS MENTIONED A LOT IN OUR GROUP AND I'M SURE IN OTHERS AND JUST THE WORK THAT YOU'RE DOING AND ALSO BRINGING KATIE ON BOARD IS SO HUGE BECAUSE A LOT OF THE WORDING IN THE VOCABULARY HEARING IS ABOUT EQUITABLE GRADING AND EQUITY IN GENERAL.
SO WE'RE REALLY JUST ADDING TO THIS TEAM, AND THEN YOU LOOK AT THE WORK THAT DOUG AND MARILYN AND LISA AND OTHERS ARE LEADING, BUT ULTIMATELY THIS HAS TO COME FROM THE SITES AND OUR PRINCIPALS, OUR SOCIAL PRINCIPALS AND THEIR TEAMS AT THEIR SITES, THEY HAVE TO BELIEVE IN THIS WORK.
RIGHT, AND THOSE TEACHER SHIFTS AND THE WORD GARY USES A LOT IS REFLECTION.
I LIKE THAT, GARY, BECAUSE IT TAKES A LOT FOR SOMEBODY WHO'S BEEN DOING THIS JOB FOR A LONG TIME, WHO ARE SET IN THEIR WAYS TO REFLECT AND SAY, HEY, SOME OF THIS HAS TO BE ON ME. I HAVE TO CHANGE AND BE WILLING TO CHANGE MY PRACTICES AT TIMES, AND GARY AND CLINT BOTH GAVE A COUPLE OF REALLY SPECIFIC EXAMPLES OF THAT, AND THAT'S NOT EASY WORK. SO KUDOS TO THESE LEADERS WHO ARE LEADING THAT, AND THAT'S REALLY WHAT I THINK.
LISA, YOU AND I HAVE BEEN TALKING A LOT ABOUT THIS WEEK IS FROM THE LEADERS.
[01:30:04]
WE HAVE TO CHANGE FIRST IN ORDER TO SEE THE RESULTS, AND I THINK CLINT SAID IT BEST.HE SAID, IF WE CHANGE, INEVITABLY OUR STUDENTS SCORES OUR STUDENTS OUTCOMES.
OUR STUDENT ASSESSMENT RESULTS WILL INEVITABLY CHANGE BECAUSE WE'RE CHANGING OUR BEHAVIOR.
SO THAT WAS ALL A PART OF OF THOSE BRINGING THOSE SYSTEMS OF SUPPORT IN PLACE.
ALSO, WE TALKED A LOT ABOUT PLCS AND TAKING PLCS TO THE NEXT LEVEL.
YOU KNOW, PLANNING IS ALWAYS BEEN A BIG PART OF BEING AN EDUCATOR IN ALMOST EVERY ASPECT OF THE OF THE WORD, BUT NOW WE'RE REALLY LOOKING AT WHAT CAN WE DO AS THE ADULT, AS THE LEADER, AS THE EDUCATOR, RIGHT TO TAKE PLANNING TO THE NEXT LEVEL AND USE THAT DATA, USE THOSE SYSTEMS AND ASSESSMENT KNOWLEDGE TO REALLY SEE THE CHANGES OF THE BEHAVIORS HAPPEN.
SO I'M SO GLAD TO HEAR THAT PIECE, AND AGAIN, JUST INCREDIBLE, INCREDIBLE, THOUGHTFUL WORK.
I REALLY JUST I ALMOST WAS TEARING UP IN MY GROUP TO SEE THE PASSION IN THESE PRINCIPALS AND ASSOCIATE PRINCIPALS' VOICES, AND THEN LAST THING I'LL SAY AND TO DOUG, YOUR POINT ABOUT STANDARDS BASED GRADING, STANDARDS BASED GRADING, IT GIVES US HOPE, AND THAT AND THAT'S THE REAL CRUX OF IT.
BECAUSE THINK ABOUT BACK WHEN YOU WERE IN SCHOOL, A ZERO MATHEMATICALLY CAN CRUSH YOUR HOPE.
IT REALLY CAN, AND I'M NOT A MATH PERSON, BUT IF YOU HAVE A ZERO AND YOU TAKE THE AVERAGE, YOU'RE LIKELY GOING TO END UP MAYBE AT A C, IF YOU'RE LUCKY, BUT NOW IT'S MORE ABOUT, HEY, IT DOESN'T MATTER WHAT THAT LETTER IS, IT'S WHERE WAS THE GROWTH? DID YOU LEARN WHAT YOU LEARNED? AND GARY SAID A GREAT EXAMPLE ABOUT DRIVING A CAR, GETTING A DRIVER'S LICENSE.
WE CAN FAIL THAT TEST A COUPLE OF TIMES, BUT EVENTUALLY YOU'RE GOING TO GET THE KNOWLEDGE , AND THAT'S WHAT'S MOST IMPORTANT TO GET THAT DRIVER'S LICENSE, AND SO I JUST WANT TO SAY THANK YOU. THANK YOU. THANK YOU.
I'M KIND OF GETTING EMOTIONAL THINKING ABOUT IT BECAUSE WE HAVE JUST AN INCREDIBLY BRIGHT FUTURE AHEAD OF US BECAUSE OF THIS WORK, AND FOR YOU AS A BOARD TO REALLY ACKNOWLEDGE THAT AND BE A PART OF THIS DISCUSSION BLOWS ME AWAY.
SO JUST WANT TO SAY THANK YOU, AND MARILYN, THANK YOU AS WELL.
WE'LL EXCUSE THE SECONDARY ADMIN HERE FOR SOME WELL-DESERVED BALANCE IN YOUR LIFE NOW, WHILE THE REST OF US GET TO DIVE INTO LEGISLATIVE POSITIONS.
[CHUCKLING] SO YEAH, SO WE HAD TALKED ABOUT THIS, WHAT, A COUPLE OF WEEKENDS AGO WE KIND OF SPLIT UP OUR TIME AT THE WASDA GENERAL ASSEMBLY AND OUT OF WASDA'S GENERAL ASSEMBLY CAME THESE LEGISLATIVE POSITIONS.
I SENT YOU THE LINK REALLY QUICK SO YOU CAN OPEN IT UP AGAIN IF YOU HAVE IT, AND THEN JUST MAKE SURE WHEN YOU'RE WHEN YOU'RE LOOKING AT THE PAGE OVER ON THE LEFT HAND SIDE, IT SAYS TYPE. THERE'S LEGISLATIVE AND PERMANENT.
IF YOU DESELECT PERMANENT, ALL WE'RE TALKING ABOUT IS THE LEGISLATIVE PRIORITIES.
SO THAT'LL TAKE YOUR LIST FROM LIKE 200 AND SOMETHING DOWN TO 109 OR SOMETHING LIKE THAT, AND REALLY WHAT WE'RE JUST TRYING TO DO IS, WAS TO WANT US AS A BOARD BY WEDNESDAY TO TELL THEM WHAT OUR TOP TEN PRIORITIES ARE, AND THEY'RE NOT IN ANY ORDER, JUST WHAT OUR TEN PRIORITIES ARE.
SO NOT ALL OF THESE ARE NEW POSITIONS.
SO I DON'T KNOW IF YOU GOT A CHANCE TO LOOK OVER ANY OF THEM OR IF YOU HAVE ANY THAT JUMP OUT AT YOU LEGISLATIVE ONES, CORRECT? YES, ONLY THE LEGISLATIVE ONES.
I KNOW IN YEARS PAST WE ALWAYS TRY TO I WAS CHANGED OVER THE YEARS BECAUSE I THINK IT USED TO BE IN PERSON, USED TO BE IN PERSON WAY THAT THEY HAVE IT NOW WORKS SO MUCH BETTER AND EASIER. I WAS STILL DISAPPOINTED IN THE NUMBER OF SCHOOL DISTRICTS THAT ACTUALLY PARTICIPATED, AND I THINK WE HAVE TO.
I THINK OUT OF 247, THERE WAS I DON'T KNOW THE EXACT NUMBER, BUT THERE WAS A LOT THAT DIDN'T.
I FEEL LIKE SOMETIMES GET LOST IN SOME OF THIS STUFF, AND IF WE'RE NOT ALL LIKE WORKING TOGETHER WITH DISTRICTS OUR SAME SIZE TO PUSH SOME OF THESE THINGS FORWARD, LIKE THAT'S WHAT WE NEED TO DO OR ELSE IT'S GOING TO BE ONLY THE LARGE SCHOOLS PUSHING FORWARD WHAT THEY'RE DOING.
[01:35:05]
SO I'M JUST I'M GLAD WE PARTICIPATED.I THINK IT'S REALLY IMPORTANT TO DO SO, AND, ERIKA, THANK YOU FOR I KNOW YOU KIND OF HELPED US THIS YEAR GET THAT GOING, AND, YOU KNOW, WE HAD A GREAT SYSTEM IN PLACE WHERE WE WERE ABLE TO JUST EACH TAG TEAM CERTAIN PARTS OF THE DAY BECAUSE IT IS A TWO DAY COMMITMENT, PRETTY MUCH.
SO I'M THANKFUL FOR THAT, YOU GUYS AND WE ALL PARTICIPATE IN THAT.
I THINK IT'S IMPORTANT. YOU WANT TO TURN YOUR MIC ON.
THE ONE THING THAT WAS JUMPING OUT TO ME WAS THE REGIONALIZATION FACTOR THAT HAS HISTORICALLY BEEN AN ISSUE, AND BECAUSE I THINK THAT CAMAS IS, YOU KNOW, NOT UNIQUELY, BUT IS WITHIN SOUTHWEST WASHINGTON, PROBABLY THE MOST SIGNIFICANTLY IMPACTED THAT IS MORE IMPORTANT TO US THAN MAYBE THAN OTHERS, BUT NONETHELESS, WE SHOULD CONTINUE TO PRESS OUR LOCAL DELEGATION TO SEE BECAUSE IT HURTS US THE.
OH, THANK YOU, GALE, BUT THEN ALSO THERE WAS A.
GOSH, WHAT WAS IT? OUR LONGEVITY.
YEAH, IT'S THE EXPERIENCE FACTOR.
VERY INSPIRING. THANK YOU FOR THE PROPER TERM.
THE EXPERIENCE FACTOR WAS ONE OF THE OTHER CONCERNS I KNOW THAT HAS BEEN PLAGUING US FOR A WHILE.
THEY SHOW A LOT OF LONGEVITY AND THAT SHOULDN'T BE A PENALTY TO CAMAS.
IT'S THAT ONE IS UNDER AMPLY FUNDED STAFF LEVELS, SO THEY'RE KIND OF HARD TO SEARCH.
I SEE. YEAH, BUT THOSE WERE FOR ME JUST TO TO GLARING, AND THOSE ARE CONTINUATIONS OF HISTORIC EFFORTS ON OUR PART.
SO WE NEED THESE BY WEDNESDAY.
IS THAT WHAT YOU SAID, COREY? I HAVE TO FILL IT OUT AND HAVE IT TO THEM BY WEDNESDAY.
I CAN'T REMEMBER WHAT TIME ON WEDNESDAY.
IT'S AN EASY FORM FOR ME TO FILL OUT BECAUSE I JUST GO IN AND I SELECT IT.
[INAUDIBLE] I'D BE FINE WITH THAT IF YOU GUYS WANT TO GO THROUGH IT.
SO JUST SOMETHING TO KIND OF KEEP IN MIND AS YOU'RE LOOKING AT OURS.
ONE SPECIAL EDUCATION FUNDING THEIR ACTION REQUEST IS THAT SPECIAL EDUCATION IS A BASIC EDUCATION RESPONSIBILITY, AND WE EMPLOY LAWMAKERS TO FULLY FUND THE COST OF SPECIAL EDUCATION, REMOVE THE ARTIFICIAL FUNDING CAP OF 13.5%, INCREASE THE PER STUDENT MULTIPLIER, AND PROVIDE AMPLE SAFETY NET FUNDING TO TRANSPORTATION.
THE COMPREHENSIVELY FIX AND FULLY FUND A SIMPLER AND MORE TRANSPARENT TRANSPORTATION FUNDING FORMULA, AND THIRD, I DON'T THINK IT'S A SURPRISE TO ANYONE IS MENTAL AND BEHAVIORAL HEALTH SERVICES.
SO JUST TO KIND OF KEEP IN MIND THAT THOSE ARE SOMETHING THAT ESD AND OUR REGION IS LOOKING AT AS WE BUILD UPON, BUT, YOU KNOW, WHEN IT COMES TO REGIONALIZATION, I'M STILL LEARNING, BUT IT SOUNDS LIKE THAT IS MORE IT AFFECTS SOME DISTRICTS MORE THAN OTHERS.
CORRECT, AND SO BUT I THINK IT'S IMPORTANT FOR US, TO DOUG'S POINT, TO HAVE A VOICE IN THIS.
I THINK THAT NEEDS TO BE SOMETHING WE PUSH FOR AS WELL.
ERIKA, I WOULD DRAW YOUR ATTENTION A LITTLE BIT TO THE IF YOU SORT THIS BY A LIST, THEN THEY'RE IN ALPHABETICAL ORDER. THERE'S ONE THAT MENTIONS BALANCED CALENDAR AND KIND OF INCENTIVES FOR THAT.
SCHOOL YEAR? YEAH. PROVIDE FINANCIAL FLEXIBILITY AND INCENTIVES FOR LOCAL DISTRICTS TO OPERATE A MODIFIED SCHOOL CALENDAR, WHICH MAY INCLUDE BALANCE INSTRUCTIONAL CALENDAR IN ANY OR ALL OF THEIR SCHOOL BUILDINGS AND FULLY FUNDING SPECIAL ED, I BELIEVE, IS UNDER BUDGET STABILITY.
ANYBODY ELSE FOUND IT? AND REALLY QUICKLY TOO, IF JUST IN CASE I DIDN'T BRIEF EVERYBODY, BUT WE HAVE A TEAM HEADING OUT TOMORROW, CORRECT, GALE TOMORROW EVENING THROUGH THURSDAY TO A BALANCED CALENDAR WORKSHOP.
[01:40:04]
SO I CAN WHEN THE LADIES RETURN, I'M SURE THEY'LL GIVE US A SUMMARY OF THAT WORKSHOP AND SOME IDEAS SO WE CAN INFORM YOU MORE, YOU KNOW, IN THE NEXT COUPLE OF WEEKS.SO IT WASN'T THE SCHOOL DAY, BUT ONE SCHOOL YEAR [INAUDIBLE] ALL RIGHT, ALSO MIGHT BE SUPPORT FOR SPECIAL EDUCATION PROGRAMS. YES, THE SCHOOL SAFETY WAS ONE THAT I HAD AN INTEREST IN, AND THEN, OF COURSE MSOC FUNDING, THEY HAD AN MSC FUNDING TO AGAIN CONTINUE TO HELP US WITH THE BASIC OPERATIONAL COSTS.
THAT'S UNDER BUDGET STABILITY.
MSOC IS MATERIAL SUPPLIES AND OPERATING COSTS AND THAT USED TO BE THE OTHER NAME.
WELL NO IT USED TO BE MORE...I JUST LOST IT.
OKAY, I'LL ADD THAT ONE ON THERE AS WELL.
YEAH. OKAY, ANOTHER ONE THAT I HAD, I'M NOT SURE WHAT YOU GUYS THINK ABOUT THIS ONE, BUT THERE'S THE ONE ABOUT SIMPLE MAJORITY ON BONDS, AND, YOU KNOW, I THINK OF THAT ONE BECAUSE OF SCHOOLS LIKE RIDGEFIELD, RIGHT? OR I KNOW THERE'S OTHER DISTRICTS, RIGHT, THAT ARE LIKE, SO CLOSE, AND SO I DON'T KNOW IF THAT'S ONE WE WANT TO SUPPORT OR NOT, BUT I JUST KNOW THAT'S ONE THAT I KNOW THAT'S BEEN BEING PASSED AROUND FOR A LONG TIME.
SO SAY THE NAME ONE MORE TIME.
IT'S CALLED PASSAGE OF SCHOOL FINANCE ISSUES.
YEP. GOT IT. SO IF WE COULD JUST THROW IT ON THE LIST OF MAYBE ONE TO CONSIDER, AND AGAIN, THAT'S JUST HELPING TO I MEAN, IT SHOULD BE A SIMPLE MAJORITY. THAT'S EVERYBODY.
THERE'S AN ITEM [INAUDIBLE] MAJORITY THAT MAYBE IT DOVETAILS INTO THAT.
MM HMM. WHAT DID YOU THINK OF THE PROFESSIONAL DEVELOPMENT ONE? JOHN, I DON'T KNOW IF YOU'RE FAMILIAR WITH [INAUDIBLE] PROCESS THAT WE'VE RECENTLY MOVED INTO THE EVALUATION PROCESS FOR TEACHERS AND PRINCIPALS, AND I DON'T KNOW THAT THERE'S ANY CHANGE NEEDED IN THAT, BUT THAT SEEMS TO ACTUALLY HAVE SERVED THE DISTRICTS AND THE STATES IN A FOUNDATIONAL WAY, PRETTY EFFECTIVELY, BUT I DON'T KNOW IF IT NEEDS MODIFICATION TO BE MORE EFFECTIVE.
IT'S HAVING EFFECTS THAT WERE UNEXPECTED.
THAT'S A GREAT QUESTION. I'M BECOMING MORE FAMILIAR WITH IT IN JUST THE CONVERSATIONS I'VE HAD, AND LISA, I THINK YOU AND I HAVE TALKED A LITTLE BIT ABOUT IT AND I HAVEN'T SEEN IT IN ACTION YET SINCE I HAVEN'T BEEN THROUGH A CYCLE, BUT I'D BE INTERESTED IN HEARING WHAT YOUR THOUGHTS WERE, [INAUDIBLE] IF IT'S RATHER SOUND.
NOT AT ALL. SO THERE'S TWO FRAMEWORKS.
ONE IS THE TEACHER EVALUATION FRAMEWORK, THE OTHER IS THE PRINCIPAL EVALUATION FRAMEWORK.
SO BOTH OF THEM WORK TOGETHER, AND THE THING THAT'S BEEN BROUGHT IN IN THE LAST COUPLE OF YEARS IS A DIFFERENT ACTUALLY IN THE LAST YEAR SOMETHING A DIMENSION CALLED EQUITY IN THE FRAMEWORK, AND SO THERE ARE SOME EFFORTS TO MORE CLOSELY ALIGN WHAT'S IN THE EVALUATION FRAMEWORKS WITH EQUITY, BUT ALSO CONTINUING TO REALLY PRESS INTO WHAT DO THOSE GROWTH GOALS REALLY MEAN AND REPRESENT, BECAUSE THEY WERE ALWAYS MEANT TO BE ABOUT GROWTH, BUT THERE'S ALWAYS THAT PART THAT FEELS MORE LIKE A GOTCHA, RIGHT? AND SO REALLY CONTINUING TO PRESS INTO HOW DO WE TRULY ENACT WHAT THAT WAS MEANT TO BE, WHICH IS ABOUT GROWTH OF BOTH TEACHER AND LEADER PRACTICE.
[01:45:05]
FUNDING FOR THE TEACHER PRINCIPAL EVALUATION PROGRAM AND ENSURE SUFFICIENT PREPARATION TIME FOR THE EVALUATION DOCUMENTATION PROCESS, AND THAT'S, YOU KNOW, IN ORDER TO BE ABLE TO COMPLETE THE CYCLE OF EVALUATION.THAT WAS A THAT WAS A SIGNIFICANT CHANGE THAT [INAUDIBLE] BROUGHT IS IT USED TO BE VERY COMMON FOR A TEACHER TO SAY, I WAS OBSERVED ONCE AND IT WAS KIND OF A WALK THROUGH, AND NOW IT TRULY IS A CYCLE OF GOAL SETTING TOGETHER OBSERVATIONS, MID-YEAR CHECKS, OBSERVATIONS AND THEN A SUMMATIVE, AND SO IT'S A BIG WORKLOAD ON EVERYBODY, BUT ESPECIALLY ON THE PRINCIPALS, BECAUSE JUST TO FIND THE TIME TO BE ABLE TO COMPLETE THAT CYCLE.
YES, I KNOW IT USED TO BE, YOU KNOW, I THINK CORRECT ME IF I'M WRONG, BUT I MEAN LIKE THAT'S WHY SOME OF OUR LIKE OUR DEAN OF STUDENTS AND FOLKS THAT TRADITIONALLY WASN'T AN ADMIN CERTIFICATED POSITION, BUT WE HAVE FOLKS SO THAT THEY CAN COMPLETE THEY CAN DO THOSE CYCLES RIGHT AND AGAIN SO THAT IT LIVES TO ITS PURPOSE, WHICH IS TO REALLY INSPIRE AND SUPPORT GROWTH IN ALL OF OUR PROFESSIONALS, AND EVEN FOR TEACHERS, ESPECIALLY AT AN ELEMENTARY LEVEL, IT REQUIRES SOME USE OF SOME TIME TO BE ABLE TO HAVE THE CONVERSATIONS EVEN SO, THERE ARE COSTS ASSOCIATED WITH IT.
AND THAT'S WHAT IT APPEARS TO BE GETTING AT TIME AND FUNDING FOR THAT.
ARE THERE ANY OTHERS THAT JUMP OUT AT YOU GUYS? FROM OUR TALKS HERE, I HAVE TEN.
IF THAT WAS OUR GOAL, BUT IF THERE'S MORE THAT JUMP OUT AT YOU, WE CAN DEFINITELY.
HOW DOES THAT LIST REFLECT THE SUPERINTENDENTS' COLLECTIVE WORK? CLARK COUNTY SUPERINTENDENTS GOT TOGETHER AND IT WOULD BE NICE TO MAKE SURE THAT WE OVERLAY THAT NICELY.
WE SHOULD HAVE SOME DUPLICATIONS IN THERE.
ACTUALLY, YOU KNOW WHAT? I NEED TO CLEAN THIS UP A LITTLE BIT BECAUSE SOME OF THOSE WERE BULLET POINTS THAT I WAS WRITING DOWN FROM JOHN, AND I NEED TO GO BACK AND SEE HOW THOSE JIVE WITH THE WASDA ONES, BUT I'VE BASICALLY GOT AMPLY FUNDED STAFF LEVELS, SPECIAL EDUCATION, WHICH I'LL GO BACK AND I'LL TIE TO THAT TRANSPORTATION, MENTAL AND BEHAVIORAL HEALTH, AND THEN WE HAD SCHOOL YEAR ON THERE, BUDGET STABILITY, SCHOOL SAFETY, MSOC FUNDING, PASSAGE OF SCHOOL FINANCE ISSUES AND PROFESSIONAL DEVELOPMENT.
YEAH, AND I HAVE A FEELING THAT THE OVERALL FUNDING FORMULA IS GOING TO BE A TOPIC OF CONVERSATION, AND OBVIOUSLY WITH SO MANY TEACHER AND BARGAINING GROUPS, YOU KNOW, STRUGGLING OVER THIS PAST YEAR TO REALLY COME TOGETHER AND THEN, YOU KNOW, SOME DISTRICTS LIKE SOME UP IN THE NORTHERN PART OF WASHINGTON ARE REALLY PUSHING BACK ON SOME THINGS.
YOU KNOW, AND SO I THINK THERE'S GOING TO BE A LARGER CONVERSATION, AND I DON'T KNOW IF ANYTHING WOULD BE DONE THIS SESSION, BUT I CAN SEE IN THE FUTURE JUST LOOKING AT THE OVERALL FUNDING FORMULA.
SO THAT'S GOING TO BE AN INTERESTING CONVERSATION.
DO YOU REALLY ALREADY HAVE TEN? BECAUSE I HAVE ANOTHER ONE.
THROW IT ON. WHAT DO YOU SEE? YEAH, UNIVERSAL FREE SCHOOL MEALS.
OH, WE'VE TALKED ABOUT THAT A BIT THIS YEAR.
THEY'VE TALKED ABOUT IT AT A NATIONAL FEDERAL LEVEL.
I THINK THERE'S SOME MOMENTUM ON THAT.
VERY MUCH SO. IT'S BEEN COMING UP AT ALMOST EVERY MEETING AS WELL.
YEAH, I ALMOST THINK THAT'S A NO BRAINER.
MM HMM. IF WE'RE GOING TO JUST THROW THEM OUT THERE.
LET ME JUST THROW ONE MORE OUT THERE.
I HEARD A LOT ABOUT THAT IN, YOU KNOW, SOME OF THOSE WASDA CALLS THAT WERE ON THAT.
THERE'S LOTS OF AREAS THAT DON'T HAVE WI-FI ACCESS OR COMPUTER ACCESS FOR AND EVEN SOME MAYBE NOT AS MANY IN CAMAS, BUT SOME LIKE MAYBE AMBOY OR [INAUDIBLE] OR SOME OF THOSE AREAS THAT DON'T HAVE THAT.
AGAIN, JUST SOMETHING I WOULD SUPPORT IF WE'RE LOOKING FOR OTHERS ON THE LIST.
YEAH THANK YOU FOR BRINGING THAT UP.
IT'S CALLED DIGITAL EDUCATION [INAUDIBLE] DO YOU KNOW [INAUDIBLE] AS A DISTRICT IN TERMS OF WI-FI COVERAGE AND STUFF? I MEAN, I'M ASSUMING WITHIN, YOU KNOW, THE VAST MAJORITY OF OUR DISTRICT, WE DO PRETTY GOOD, BUT THEN OUT IN [INAUDIBLE] BUT THEN WE ALWAYS DID THE BUSSES TO DIFFERENT LOCATIONS , BUT YOU KNOW, WE WERE ABLE TO DO THAT AND I DON'T KNOW IF OTHER SCHOOLS HAVE THAT, AND THEN IT'S LIKE, WELL THE STUDENTS HAVE TO GET TO WHERE THE BUSSES TO GET THE WI-FI AND,
[01:50:07]
AND WE'RE ABLE TO, YOU KNOW, SHERMAN, AND HIS TEAM DO AMAZING THINGS AND WE'RE ABLE TO GIVE THE 1 TO 1 THAT WE'VE PUT OUT, AND I KNOW NOT EVERYONE DISTRICT CAN DO THAT, BUT IT'S OBVIOUSLY REALLY IMPORTANT, ESPECIALLY IN THE DIGITAL AGE, IN THE WAY THAT OUR STUDENTS ARE LEARNING.SO AGAIN, THAT'S JUST ME WANTING TO SUPPORT ALL STUDENTS IN THE STATE AND IT AFFECTS OUR STUDENTS.
I DON'T KNOW IF IT'S IN THE SUBSTITUTE OR NOT IN THAT SECTION, BUT THE TEACHERS CONTRACTUAL OPPORTUNITIES POST RETIREMENT, I KNOW [INAUDIBLE] USED AS A TOOL IN PRIOR YEARS TO HELP MANAGE RECRUITMENT OF SUBSTITUTES INTO THE BACK INTO THE DISTRICT.
I DIDN'T SEE THAT TERM, THOSE TERMS, AND [INAUDIBLE] SAY THAT AGAIN.
WE USED TO REHIRE RETIREES AND I DON'T SEE THAT IN HERE.
I JUST SAW RETIREMENT INCENTIVES TO OFFER, WHICH IS THE OPPOSITE.
YEAH, I KNOW WHAT YOU'RE TALKING ABOUT, THOUGH.
I MEAN, YES, OUR SUBSTITUTE SHORTAGE, [INAUDIBLE] NO, THERE ISN'T.
I'M ACTUALLY KIND OF SURPRISED THAT'S NOT ON HERE.
YEAH, THERE IS NONE. I HAVEN'T SEEN IT.
I DIDN'T SEE IT ANYWHERE, AND I LOOKED AT THE TEACHERS.
IS THERE ANYTHING ELSE THAT JUMPS OUT? NO. WELL, I'VE GOT A GOOD LIST HERE THAT I CAN [INAUDIBLE].
IF THERE IS SOMETHING THAT YOU SEE THAT JUMPS OUT, I WILL JUST GET IT TO ME MAYBE BY TOMORROW AFTERNOON-ISH OR SOMETHING SO THAT ON WEDNESDAY I CAN GET THE FORM IN.
ABSOLUTELY. NO, LIKE YOU WERE SAYING, I'M GLAD WE ACTUALLY GOT A CHANCE TO PARTICIPATE THIS YEAR.
YEAH, AND THEN I'M GLAD THAT WE'LL KEEP OUR LIST BECAUSE NO MATTER WHAT WASDA DOES, I WANT US TO WORK ON OUR ONE PAGER PRETTY AND BULLETED AND PUT ON STICKERS ON WATER BOTTLES FOR OUR LEGISLATORS WHEN WE GO UP AND YEAH.
I JUST ASKED GALE TO PUT KIND OF A LIST TOGETHER TO MAKE SURE THAT WE HAVE ALL OF THIS STUFF, THAT WE'RE STILL COMMITTED TO ALL OF IT, AND IF WE NEED TO ADJUST ANYTHING, TO ADJUST ANYTHING. SO DID YOU WANT IS THERE ANYTHING YOU NEED FOR I MEAN, I'M HAPPY TO WALK US THROUGH IT, BUT ...I THINK DOUG TOOK MY CITY SCHOOLS, RIGHT? YEAH, MONDAYS BECOME FOOTBALL GAMES FOR ME.
SO THEY'RE A LITTLE HARDER, AND I DIDN'T KNOW THAT WHEN I STARTED SIGNING UP FOR SOME OF THESE THINGS, WHICH IS WHY I, BUT IT WORKED OUT WELL WHEN WE JUST CAN SOMETIMES EMAIL EACH OTHER, AND I THINK I COPIED YOU ON THAT ONE.
I SENT IT TO THE BOARD JUST SO THAT EVERYONE KNEW WHAT WAS OPEN, BUT.
[INAUDIBLE] GALE I KNOW FOR ME WHEN WE WERE DOING THE BOARD BRIEFING FOR NEXT WEEK, I'M ACTUALLY, I'M NOT AVAILABLE ON THE 18TH. ALL RIGHT, SO WE'LL NOT BE ABLE TO DO THE POLICY REVIEW COMMITTEE THEN.
SO IF WE CAN RESCHEDULE THE BRIEFING AND THE POLICY REVIEW, THAT'D BE GREAT.
I'M ALREADY TRIPLE BOOKED THAT EVENING.
[INAUDIBLE] 18TH, I BELIEVE, IS A TUESDAY.
[01:55:16]
OKAY, AND IS ANYBODY ELSE AVAILABLE ON THE 20TH AT 5:30 FOR THE SUPERINTENDENTS BUDGET MEETING? WE DO HAVE ERIKA GOING.IF NOBODY ELSE SHOWS, I'LL DO IT, AND WHAT ABOUT THE COFFEE AND CONVERSATION ON THE 22ND.
I'M SORRY THIS DID NOT UPDATE TO MY MOST RECENT ONE.
WE ALSO HAVE ONE ON THE NEXT WEEK, THE 26TH AT 6:30 IN THE EVENING, AND WE HAD TALKED ABOUT THIS TIME. THE FIRST SET WE WOULD HAVE THE STAFF EITHER ON SATURDAY OR DURING THE WEEK, AND THE COMMUNITY EITHER ON SATURDAY, DURING THE WEEK, AND THEN SWITCH THE NEXT ONE FOR THE SPRING.
SO HOWEVER YOU WANT TO SET THESE UP.
THE TIME ON THAT IS WHAT, LIKE 9 TO 10:30 IN THE MORNING? IS THAT WHAT IT IS? AS LONG AS IT'S 9 TO 10:30, I CAN DO THE 22ND AND I SHOULD I SHOULD BE ABLE TO DO THE 26TH AS WELL.
NOW FOR A HOLD, I PUT THE 26TH DOWN FOR 6:30 IN THE EVENING.
IT'S THURSDAY, RIGHT? OH, NO, IT'S A WEDNESDAY . OKAY, AND THEN I JUST WANTED TO DOUBLE CHECK TO WITH EVERYBODY FOR THESE THESE COFFEE AND CONVERSATION THINGS.
JUST KEEP THEM FREE FLOWING LIKE WE DID PRE-COVID.
OKAY. WE HAD TALKED ABOUT JUST LISTING IT.
WHAT'S GOING WELL? WHAT ARE YOUR CONCERNS? JUST PUTTING SOMETHING SIMPLE, WHICH IS WHAT WAS MENTIONED AT THE PLANNING SESSION.
LIKE QUESTIONS LIKE PROMPTING QUESTIONS, WHAT'S GOING [INAUDIBLE] LIKE OPEN ENDED STUFF.
YEAH. IT ALSO LOVED TO HAVE, LIKE, MAYBE WE DISCUSS LIKE THREE BULLETS OF THINGS THAT ARE NEW THIS YEAR OR DID YOU KNOW AND I DO THINK GIVING A LITTLE BIT OF MAYBE IT'S EVEN TAKING OFF OF YOUR SUPERINTENDENT REPORT OF LIKE HERE ARE SOME GOALS FOR THE YEAR SOMETHING THAT WE CAN SOME KIND OF I JUST THINK TO BE ABLE TO KICK IT OFF OF WHAT WE'RE LOOKING AT THIS YEAR.
MAYBE IT'LL BY THAT TIME IT'LL BE OUR LEGISLATIVE PRIORITIES AND WHY THEY'RE IMPORTANT.
MAYBE THAT'LL GET PEOPLE'S MINDS FLOWING.
OKAY, IS THAT SOMETHING THAT YOU ALL WANT TO COME UP WITH TOGETHER COLLECTIVELY, OR IS THAT SOMETHING YOU WANT JOHN OR SOMEONE ELSE TO COME UP WITH? IF WE WANT TO DO OUR LEGISLATIVE PRIORITIES, DO WE JUST WANT TO I'LL JUST PUT THEM ON A WORD, DOC, A GOOGLE DOC, AND MAYBE WITH SOME BULLETS AND WE CAN ALL CONTRIBUTE TO THE WHY AND THEN JUST GET THEM BY.
THIS IS SOMETHING THAT WE'RE JUST GOING TO TALK ABOUT, RIGHT? WE DON'T TALK ABOUT. WE DON'T [INAUDIBLE].
OKAY, AND THEN FOR THE SITE VISITS, YOU KNOW, OBVIOUSLY FOLLOWING YOUR GUIDANCE, WE'RE REALLY WORKING ON MAKING THOSE REALLY PURPOSEFUL, AND WE'RE LOOKING AT CERTAIN PROGRAMS, CERTAIN INSTRUCTIONAL STRATEGIES, EQUITY LOOK AT FROM AN EQUITY LENS.
WE HAVE THREE COMING UP ON THE 20TH.
ALL RIGHT IN A ROW RIGHT HERE.
I'M EXCITED. ARE WE GOOD FOR THAT ON THE 20TH? NO, I'M NOT ABLE TO MAKE PROBABLY THE FIRST TWO.
[02:00:01]
I'M HOPING TO MAKE THE LAST ONE.I'LL CHECK WITH CONNIE ON THOSE WHEN SHE RETURNS TO THE STATES.
I'M GOING TO JUST SAY IT PUBLICLY THAT THE SCHLOSSBERG HALL UNICORNS WON THE GERMAN FOOTBALL CHAMPIONSHIP AND MVP WAS OUR OWN MR. RILEY HENNESSEY FROM CAMAS, WASHINGTON.
IT WAS LIVE STREAMED ON YOUR PHONE AT 9:30 A.M.
YOU HAVE EVERYTHING YOU NEED FROM US THERE? YES, I DO. OKAY, GOOD.
ANY OTHER? I DO HAVE ONE MORE QUICK QUESTION.
IS THERE ANY OTHER TOUCHPOINT THAT YOU NEED FROM ME TO GET THESE OUT TO YOU TO TRY TO GET YOUR AVAILABILITY DOWN AS SOON AS WE CAN? WE'RE DOING THE WEEKLY UPDATES.
IT'S IN THE PROGRESS MONITORING REPORT.
ANYTHING ELSE THAT I CAN DO TO HELP YOU WITH THOSE? YOU KNOW UNDER HOLDS HAVE BEEN REALLY IMPORTANT FOR ME.
SO THEN I FEEL LIKE IF I'VE ACCEPTED OR DECLINED OR MAYBE YOU'VE GOT THAT INFORMATION.
YEAH THAT IS THAT IS MY MOST IMMEDIATE ABLE TO RESPOND VERSUS A DOC AND GOING BACK AND FORTH SO I APPRECIATE THAT.
WE CAN JUST SAY, YEP, WE GOT THIS COVERED.
NO, WE NEED TO RESCHEDULE THIS OR SOMETHING LIKE THAT.
I JUST THINK THAT HELPS MORE THAN JUST TRYING TO KEEP BLASTING YOU WITH EMAILS AND STUFF.
WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.