>> GOOD AFTERNOON, EVERYBODY AND WELCOME TO OUR JANUARY 8 WORKSHOP.
[1. School Board Workshop - 4:30 PM]
[00:00:04]
IT'S 4:30 AND WE HAVE A PACKED AGENDA.SO I'M GOING TO GO AHEAD AND GET US GOING WITH OUR FIRST ITEM.
[A. Choice Schools Update]
DR. ANZALONE, I'LL GO AHEAD AND TURN IT OVER TO YOU.>> THANKS, COREY. GOOD EVENING EVERYONE AND HAPPY NATIONAL CHAMPIONSHIP DAY. GOOD TO SEE EVERYONE.
SO WE WANTED TO SPEND SOME TIME LOOKING AT OUR SELECT SCHOOLS AND GOING THROUGH A PLETHORA OF ITEMS WITHIN THOSE INCREDIBLE PROGRAMS, BOTH PBL AND OVER AT HAYES FREEDOM.
THANKFULLY, OUR PRINCIPALS ARE HERE.
WELL, ONE IS HERE, ONE IS ON THE WAY.
SO MISS HOLMES, I'LL PASS IT OVER TO DEREK FIRST WHO SUPERVISES THE SCHOOLS.
THEY HAVE A PRESENTATION FOR YOU AND THEN, OF COURSE, OPEN IT UP FOR ANY Q&A THAT YOU'RE INTERESTED IN.
>> GREAT, THANKS. JUST FIRST OFF, DR. HOLD IS ON HIS WAY.
WE HAD A PARENT MEETING THAT WENT A LITTLE LATE, SO HE'LL BE HERE MOMENTARILY. I'LL GET STARTED.
FIRST OFF, WHEN I WAS ASKED TO DO THIS, STARTED DOING A LOT OF RESEARCH AND TRY TO DO A LOT OF THE RESEARCH IN THE SCOPE AND LENS OF SEEING AND SERVING EACH AND EVERY ONE OF OUR STUDENTS AND OUR ORIENTATION TOWARDS MTSS.
WHEN I DID THAT, SOME OF THE THINGS THAT CAME TO LIGHT WERE REALLY EYE-OPENING AND AMAZING ABOUT OUR CHOICE SCHOOL PROGRAMS THAT WE ARE DOING TREMENDOUS MTSS WORK AND HAVE BEEN IN THE CASE OF HAYES FOR A LONG TIME AT HAYES AND THEN SINCE WE'VE OPENED THE PPL CAMPUS.
IT DOES SHOW IN THE ENROLLMENT AS WELL.
I'M GOING TO GO THIS INTRODUCTION, IF WE CAN GO TO THE NEXT SLIDE. I GUESS I CAN.
SORRY. THERE WE GO. GOT IT. THANKS, GAIL.
OKAY. ONE OF THE THINGS IS JUST THAT THE CHOICE SCHOOLS IN OUR SCHOOL DISTRICT DEFINITELY ARE UNIQUE AND THEY REALLY AIM AND DO SERVE EACH AND EVERY STUDENT IN THEIR NEEDS.
I THINK ONE OF THE THINGS WE NEEDED TO CONTINUE TO DO IS BRING AWARENESS TO WHAT ARE THE BENEFITS OF EACH SCHOOL OF CHOICE FOR A STUDENT AND A FAMILY.
A LOT OF TIMES FAMILIES GET TRACKED INTO A SPECIFIC SCHOOL AND THEY JUST GO THERE.
THEY DON'T UNDERSTAND THAT THERE ARE OPTIONS THAT MAY FIT THE LEARNING STYLE AND THE LEARNING NEEDS BETTER FOR THEIR CHILD.
ANOTHER THING, DR. HOLD ACTUALLY LINKED THIS ARTICLE FROM ED WEEK, WHICH IS PRETTY INTERESTING BECAUSE IT TALKS ABOUT THIS SHIFT IN AMERICA WITH SCHOOLS AND REALLY MORE AND MORE SCHOOLS OF CHOICE AND FAMILIES HAVING THE ABILITY IN THE PUBLIC SCHOOL SYSTEM TO CHOOSE WHAT SCHOOL WILL FIT THEIR NEEDS THE BEST.
THEN THE NEXT SLIDE WE HAVE HERE IS ABOUT ENROLLMENT.
I WANTED TO REALLY FOCUS THE PRESENTATION ON THREE THINGS.
FIRST AND FOREMOST, WOULD BE, HOW ARE WE SERVING OUR STUDENTS AND WHAT'S UNIQUE? WHAT ARE SOME OF THE SUCCESS STORIES WE HAVE WITH THE WAY, SO THE MTSS COMPONENTS THAT WE ARE SERVING OUR STUDENTS.
THAT WAS REALLY EASY, TO BE HONEST WITH YOU, TO SEE SOME OF THOSE.
THE SECOND THING WE WANTED TO FOCUS ON WERE ENROLLMENT AND WHAT ARE SOME OF THE TRENDS.
THEN THE THIRD THING WERE SOME SPECIFIC STUDENT SUCCESS STORIES.
YOU COULD HEAR FROM THE PRINCIPALS ABOUT WHAT ARE SOME WAYS THAT THE SCHOOL OR THE PROGRAM HAS SERVED A STUDENT UNIQUELY.
THE ENROLLMENT INFORMATION, I WANT TO COVER THIS BRIEFLY.
THIS FLUCTUATES A LOT AS STUDENTS COME INTO THE DISTRICT OR MOVE OUT OF THE DISTRICT, LITERALLY DAY TO DAY IN SOME CASES.
I'LL START WITH CCA HIGH SCHOOL.
I HAD TO BREAK THIS OUT BECAUSE THE CCA IS ALMOST 200 STUDENTS WHEN YOU INCLUDE THE ELEMENTARY AND THE MIDDLE SCHOOL PROGRAM.
SO WE HAVE 114 HIGH SCHOOL STUDENTS, AND 26 OF THOSE STUDENTS ARE FROM OUT OF DISTRICT.
ABOUT 22.8 PERCENT OF THE STUDENTS IN THE CCA ARE OUT OF DISTRICT.
I ADDED CHS FOR CONTEXT SO PEOPLE CAN UNDERSTAND LIKE, HERE'S A COMPREHENSIVE SCHOOL THAT INHERIT THEIR NUMBERS.
THIS IS HEAD COUNT, SO THAT'S WHAT THE HC REPRESENTS.
I CHOSE HEAD COUNT FOR A REASON.
THAT'S BECAUSE WE COULD COMPARE APPLES TO APPLES A LITTLE BIT BETTER.
REALIZING THAT IN EACH PROGRAM THERE ARE SOME STUDENTS WHO ACCESS CASCADIA TECH, RUNNING START, AND ALSO SOME OTHER ONLINE OPTIONS RARELY.
CHS HAS A HEAD COUNT OF 2016 STUDENTS AND 71 ARE FROM OUT OF DISTRICT.
THAT'S ABOUT 3.5 PERCENT OF THE POPULATION.
DISCOVERY, YOU CAN SEE HAS 187 STUDENTS AND 23 OUT DISTRICT STUDENTS, SO IT'S ABOUT 12 PERCENT.
THEN HAYES HAS 183 STUDENTS CURRENTLY AND 28 STUDENTS ARE OUT OF DISTRICT, WHICH IS OVER 15 PERCENT.
AS A DISTRICT, ABOUT 5.9 PERCENT OF OUR STUDENTS ARE FROM OUT OF DISTRICT.
THE OTHER THING, I DIDN'T CREATE A SLIDE FOR IT, BUT I'LL POINT IT OUT.
IF YOU DO THE MATH IN THE LEFT COLUMN, APPROXIMATELY ONE IN FIVE STUDENTS WHO ARE
[00:05:02]
FROM THE CAMAS SCHOOL DISTRICT GO TO ONE OF OUR CHOICE SCHOOL.LITTLE UNDER THAT, IT'S LIKE 19.6 PERCENT TOTAL.
THAT'S A SIGNIFICANT NUMBER OF STUDENTS AT THE HIGH SCHOOL LEVEL WHO ARE ATTENDING OUR CHOICE SCHOOLS.
THAT TELLS ME THAT WE LOOK AT THE DATA, THERE'S DEFINITELY A LARGE AMOUNT OF INTEREST IN STUDENTS ACCESSING PROGRAMS THAT THEY FEEL FIT THEM BEST.
ANY QUESTIONS ON THE ENROLLMENT?
>> JUST TO REPEAT, ONE OUT OF FIVE SECONDARY STUDENTS IN CAMAS ARE CHOOSING A CHOICE SCHOOL.
>> I CAN GET YOU THE SECONDARY NUMBER.
>> YEAH. OKAY. NO. NO, NO, NO.
THAT'S GOOD TO KNOW, ONE OUT OF FIVE.
>> SO YEAH, THAT WAS EYE OPENING TO ME.
I REALIZE, WOW, THAT WE HAVE A SIGNIFICANT NUMBER OF STUDENTS.
THE OTHER THING IS, I THOUGHT IT WAS INTERESTING THAT WE HAVE EXACTLY 2,500 HIGH SCHOOL STUDENTS RIGHT NOW.
LIKE I SAID, TOMORROW, THAT'LL BE LIKE TODAY, IT MIGHT BE DIFFERENT.
WE GOT THESE NUMBERS ON FRIDAY.
>> ONE THING I'M CURIOUS ABOUT, MAYBE DAN MIGHT BE ABLE TO ANSWER THIS BETTER, BUT AMY, YOU MIGHT BE ABLE TO ANSWER FOR HAYES, FOR THOSE STUDENTS WHO ARE OUT OF DISTRICT, ARE THEY MOSTLY LIKE THEY MOVED OUT OF THE DISTRICT AND THEY WANTED TO STAY AT HAYES OR ARE THEY PEOPLE WHO HAVE ALWAYS BEEN OUTSIDE THE DISTRICT AND THEY'RE COMING TO US FOR A SPECIFIC NEED OR SOMETHING LIKE THAT? DO YOU UNDERSTAND? AM I SAYING THAT RIGHT? OKAY.
>> SO FOR US, PROBABLY IF I LOOK AT THAT PROBABLY FIVE OF THEM ARE STUDENTS WHO'VE MOVED OUT AND WANT TO STAY, AND THE REST ARE STUDENTS WHO'VE JUST COME TO US.
OUR BIGGEST NUMBER, IT'S PROBABLY BALANCED BETWEEN STUDENTS COMING TO US FROM UNION HIGH SCHOOL AND STUDENTS COMING FROM [INAUDIBLE] HIGH SCHOOL.
>> THROUGH THIS PROCESS, I FOUND THAT PARTICULARLY HAYES HAS A REPUTATION TO HELP STUDENTS WHO ARE IN NEED, AND THEY DO A GREAT JOB OF THAT, SO STUDENTS SEEK OUT HAYES.
THEN THE DHS CAMPUS ALSO HAS MANY STUDENTS WHO ARE LIKE, I WANT TO TRY SOMETHING THAT'S UNIQUE AND I LOVE THESE THINGS THAT THEY'RE DOING.
I ALSO FOUND A PRETTY STRONG LINK, FRANKLY, FROM OUR ROBOTICS TEAM.
WE HAVE STUDENTS WHO HAVE JOINED DISCOVERY FROM THE ROBOTICS PROGRAM, WHICH THE ROBOTICS PROGRAM, WE HAVE PARTNERSHIPS WITH HOCKINSON SCHOOL DISTRICT AND WASHING SCHOOL DISTRICT.
SO WE HAVE SOME STUDENTS WHO HAVE ACCESS DISCOVERY AS A RESULT OF THAT PARTNERSHIP IN ROBOTICS.
>> OKAY, I HAVE A QUESTION. THIS MIGHT SEEM OUTSIDE OF THE BOX HERE.
TO GET PEOPLE, YOU SAY A LOT OF THEM COME FROM UNION HIGH SCHOOL TO HAYES.
DOES UNION HIGH SCHOOL EVER PROMOTE HAYES? IF THEY HAVE A STUDENT WHO IS NOT DOING WELL, WHY WOULD THEY NOT SAY? I KNOW THAT FOR A DISTRICT, BUT AS A DISTRICT WE WANT TO KEEP OUR STUDENTS, AND I UNDERSTAND THAT, BUT IF I'M TRYING TO LOOK AT WHAT'S BEST FOR STUDENTS, IF I HAVE A STUDENT IN UNION WHO IS SO CLOSE TO HAYES, WHY WOULDN'T WE SAY, HEY, CHECK OUT HAYES, OR VICE VERSA? I'M JUST THINKING OUTSIDE OF THE BOX HERE OF, YOU WANT TO KEEP THEM IN YOUR DISTRICT, BUT WHAT'S BEST FOR THE STUDENT IS WHAT I THINK SOMETIMES.
>> RIGHT. I MEAN, I HAVE A COUPLE OF STUDENTS THAT HAVE COME OVER TO CCA BECAUSE LEGACY IS FULL AND THEY HAD NO MORE ROOM IN THEIR DISTRICT.
>> YEAH. OR HAYES, OR WHEREVER, RIGHT? I MEAN, LEGACY HAS AN ONLINE AND IN-PERSON PROGRAM AND SO IF THEY'RE COMING FROM A DISTRICT THAT DOESN'T HAVE SPACE IN A PROGRAM THAT THEY NEED, THEY SHOP AROUND.
>> THAT WAS KIND OF MY QUESTION.
YOU CAN PUT HIM ON THE SPOT HERE RIGHT AWAY.
BUT I THINK IN CCA, THEY HAVE THE LARGEST GEOGRAPHIC SPREAD OF STUDENTS.
I KNOW THERE ARE STUDENTS FROM ALL OVER THE COUNTY AND MAYBE EVEN AS FAR AS STEVENSON, AND I THINK THAT'S WHY THE SMALLER DISTRICTS PARTICULARLY DON'T HAVE AN ONLINE PROGRAM.
SO IF I'M A STUDENT WHO HAS A CERTAIN NEED, THEN I ACCESS OUR ONLINE PROGRAM. WELCOME.
>> WE ARE ABOUT READY TO KICK IT OFF TO YOU.
WE'RE JUST GOING THROUGH THE ENROLLMENT AND THEN WE'RE GOING TO GO INTO THE CCA.
ANY OTHER QUESTIONS ABOUT ENROLLMENT IN THIS SLIDE? I'LL BE YOUR ADVANCER, DAN.
>> OKAY. AWESOME. WELL, THANKS FOR HOSTING US AND HAVING A CONVERSATION ABOUT CHOICE SCHOOLS.
I MISSED THE INTRODUCTION, BUT I HOPE DEREK SAID GOOD THINGS. IT'LL BE GREAT.
I THINK WITH EACH OF THE SCHOOLS AS YOU LOOK AT THEM, EACH SERVE AN IMPORTANT NICHE WITHIN THE SCHOOL DISTRICT IN A PARTICULAR GROUP OF KIDS THAT WE'RE ABLE TO MEET WITH THE MODALITY.
CCA'S TO SEE AND SERVE REMOTE STUDENTS.
WE'VE TALKED ABOUT THAT BEFORE AND THAT REALLY DRIVES WHAT WE DO.
I'VE GOT A PICTURE OF A FIELD TRIP, BUT GUESS WHAT?
[00:10:02]
WE DON'T SEE EACH OTHER EVERY DAY.THAT'S AN ALIGNMENT WITH THE PURPOSE AND THE MISSION AND EVEN WITH DEREK STARTING THE PROGRAM DURING COVID, SEEING AND SERVING REMOTE STUDENTS LOOK VERY DIFFERENT THAN SEEING AND SERVING IN-PERSON STUDENTS.
IT IS IMPORTANT TO HAVE FIELD TRIPS, BUT THAT'S ONLY ONCE A MONTH.
THEN THE OTHER THING IS RIGOROUS CONTENT, AND THAT'S SOMETHING THAT WE'RE ALWAYS TRYING TO WORK ON AND ENGAGE IN.
WE SPEND TIME TRYING TO BUILD A COMMUNITY IN CCA, AND YOU'LL SEE THAT IN THE REST OF THE UPDATES.
I THINK THAT'S IMPORTANT BECAUSE IN AN ONLINE SCHOOL, YOU CAN FEEL ISOLATED, YOU CAN FEEL LIKE YOU'RE NOT A PART OF A COMMUNITY.
AND WE DO FOCUS A LOT ON BELONGING AND LOOKING AT THE DISTRICT BELONGING DATA.
THAT'S IMPORTANT FOR US TO CREATE THOSE EXPERIENCES.
BUT IT IS FOR SEEING AND SERVING REMOTE KIDS.
THE STUDENTS THAT WE SERVE, I WAS JUST THINKING ON THE WAY HERE THAT CCA IS REALLY FULL.
OUR ELEMENTARY PROGRAM JUST FILLED UP TODAY.
THAT'S THE REASON I WAS LATE AS A PARENT SHOWED UP LATE TO PICK UP THEIR CURRICULUM.
THIS YEAR WE CHANGED AFTER THE BUDGET REDUCTION LAST YEAR, AND WE HAVE ONE ELEMENTARY TEACHER K-5 COVERING 28 STUDENTS.
THAT'S A LOT ON THAT TEACHER, BUT SHE'S DOING AWESOME.
HAS WORKED IN CCA FOR ALL THREE YEARS.
ELEMENTARY PROGRAM IS FULL, THE SECONDARY PROGRAM IS FULL.
I THINK WHEN YOU LOOK AT THE NUMBERS OF CCA DISCOVERY AND THEN HAYES AND YOU LOOK AT CAMAS HIGH SCHOOL, THERE'S SOME DEMOGRAPHICS THAT STICK OUT IN ALL THREE SCHOOLS.
WE HAVE A LITTLE BIT HIGHER PERCENTAGE OF LOW INCOME STUDENTS THAT WE SERVE AND A HIGHER PERCENTAGE OF 504 AND IEP STUDENTS, AND THEN ALSO STUDENTS THAT ARE MOBILE AND ARE ALSO HIGHLY CAPABLE.
THERE'S A PRETTY GOOD DISTRIBUTION, BUT THE NUMBERS DEFINITELY LOOK DIFFERENT THAN CAMAS.
I THINK THAT'S PART OF THE STORY OF CHOICE SCHOOLS AS WE'RE SERVING STUDENTS, GENERALLY SPEAKING, THAT MAY OR MAY NOT BE BEST SERVED IN A COMPREHENSIVE HIGH SCHOOL.
I THINK FROM MY BACKGROUND WORKING IN OREGON FOR A LONG TIME, I THINK A LOT OF DISTRICTS FOLLOW THAT PATTERN, HAVING SEVERAL CHOICE SCHOOLS TO REACH MORE KIDS. NEXT SLIDE.
>> I WANT TO POINT OUT ONE THING.
YOU NOTICED I ALWAYS LIKE TO POINT THIS OUT IN A PUBLIC PRESENTATION.
BUT THE NUMBERS THERE INCLUDE MIDDLE SCHOOL.
THE FIRST SLIDE WHICH WE HAD ENROLLMENT, I STRIPPED OUT THE MIDDLE SCHOOL STUDENTS.
THAT'S THE DIFFERENCE TO THE 114 VERSUS THE 167.
JUST TO BE TRANSPARENT AND CLEAR.
>> YEAH, IT'S ABOUT 54 STUDENTS IN OUR MIDDLE SCHOOL, 638 PROGRAM.
SOME OF THE THINGS THAT WE'VE PUT IN PLACE, THE DISTRICT HAS BEEN WORKING ON MTSS, MULTI TIER SYSTEM OF SUPPORT.
CCA, THAT LOOKED LIKE SETTING UP AN ATTENDANCE SYSTEM WHERE EVENTUALLY WE DO GET STUDENTS OVER TO TRUANCY.
I HAVE LOTS OF ATTENDANCE MEETINGS WITH STUDENTS IN CCA.
THAT'S JUST MAKING SURE THAT, LIKE I SAID, YOU CAN FEEL ISOLATED IN AN ONLINE SCHOOL.
WE TRY TO STAY CONNECTED WITH OUR STUDENTS AND MAKE SURE THAT THEY'RE ATTENDING THEIR ONLINE CLASSES AND DOING THEIR WORK.
WE ALSO HAVE A COUNSELING LAYER.
BRIANNE RICHARDSON IS OUR COUNSELOR, SHE DOES AMAZING.
AND WE HAVE AN ADVISORY TEACHER SYSTEM.
THOSE ADVISORY TEACHERS TOUCH BASE WITH STUDENTS EVERY WEEK, AND THEN MEET LIVE WITH THEM ON ZOOM EVERY OTHER WEEK, WHICH IS MORE THAN THE STATE REQUIRES.
BUT I THINK THAT'S IMPORTANT TO KEEP THE RELATIONSHIP GOING.
I THINK THE INNOVATIONS OR THE THINGS THAT WE'VE DONE IS THE FIELD TRIPS AND THE LEARNING LAB.
I THINK THAT'S JUST A WAY TO PROVIDE COMMUNITY AND CONNECTION FOR THE STUDENTS.
THEN I THINK IN THE FUTURE, AND I MENTIONED THIS BEFORE, THAT USUALLY IN ABOUT YEAR 3-5, WE'D PROBABLY BE REFINING AND CREATING SOME MORE OF OUR CURRICULUM.
BUT I GOT A LITTLE BUSY THIS YEAR AND I HAVEN'T REALLY STARTED THAT WORK, BUT I WOULD LIKE TO CREATE MORE OF OUR OWN CLASSES BECAUSE I THINK EDGENUITY WILL GET YOU SO FAR, AND I'VE SAID THAT BEFORE THAT WE REALLY NEED TO START MAKING OUR OWN CLASSES THAT REALLY MEET THE NEEDS OF OUR STUDENTS.
AND WE DO HAVE A COUPLE THAT WE'VE MADE, BUT IT'D BE NICE TO HAVE MORE.
I THINK OUR GRADUATION RATE IS A GOOD SUCCESS STORY, ESPECIALLY RUNNING IN ONLINE SCHOOLS FOR A LONG TIME.
THAT'S PRETTY HIGH FOR ONLINE SCHOOLS.
OUR COURSE COMPLETION RATE IS REALLY WHAT WE'VE BEEN FOCUSING ON.
IF YOU LOOK AT ALL THE COURSES THAT ARE TAKEN AT CCA, 86% PASSING RATE.
CAMAS HIGH SCHOOL IS ABOUT 90.
I'D LIKE TO CONTINUE TO WORK ON THAT,
[00:15:02]
BUT IT DOES TAKE A LOT OF WORK.SOMETIMES THE KIDS ARE TOUGH TO ENGAGE.
THERE'S A LOT THAT GOES INTO THAT.
WE HAVE CLUBS, WE HAVE KIDS DOING CASCADIA TECH, RUNNING START, AND LOTS OF OPPORTUNITIES TO REALLY BLEND THEIR PASSIONS WITH.
SO WE HAVE KIDS THAT DO EQUESTRIAN STUFF, MOTOR CROSS, SPORTS, AND THEN ALL KINDS OF OTHER THINGS, LIKE STUDENTS THAT ARE HAVING A LOT OF ANXIETY FOR A SEASON OR A HEALTH SITUATION FOR A SEASON, OR PEOPLE THAT JUST WANT A LITTLE BIT MORE FREEDOM AND FLEXIBILITY IN THEIR SCHEDULE.
>> DAN, QUESTION FOR YOU. ONE OF THE THINGS THAT I KNOW WE'VE TALKED ABOUT WITH CHOICE SCHOOLS IS FAMILIES ALWAYS HAVE THIS IDEA OF WHAT SCHOOL SHOULD LOOK LIKE BECAUSE THAT'S WHAT THEY WERE IN OR THEY HAVE THIS END GAME WHERE A LOT OF OUR FAMILIES, FOR EXAMPLE, ARE FOUR-YEAR COLLEGE BOUND.
YOU HAVE STUDENTS THAT ARE GRADUATING EACH YEAR.
CAN YOU GIVE US SOME EXAMPLES OF SOME OF THE PLACES THEY'RE GOING ON TO? ARE THEY GOING RIGHT INTO THE WORKFORCE? ARE THEY GOING INTO COLLEGE?
>> I WISH I HAD THOSE NUMBERS OFF THE TOP OF MY HEAD.
WE DO SURVEY FOR THAT AND WE ASK FOR THAT.
I THINK IT'S PROBABLY 60, 70% COLLEGE GOING, AND THEN A HEALTHY CHUNK JUST GO STRAIGHT TO WORK.
I HAVE NOT BEEN VERY SUCCESSFUL WITH DOING GED.
I DON'T KNOW IF ANY IS BETTER THAN I AM, MAYBE ONE OR TWO KIDS DO THE GED AND THEN COMMUNITY COLLEGE.
SO I THINK IT'S LIKE 70% ARE GOING TO POST SECONDARY TO COLLEGE. DOES THAT ANSWER?
>> YEAH. THANKS. THEN I KNOW CCA IS OBVIOUSLY A FAIRLY NEW PROGRAM.
ARE THERE KIDS THAT HAVE DONE THIS ALL FOUR YEARS? DO THEY COME AND THEY GO FOR A LITTLE BIT? I'M NOT SURE IF KIDS CAN TAKE SOME CLASSES AT CCA WHILE THEY'RE STILL AT CAMAS HIGH SCHOOL OR AT HAYES OR SOMETHING LIKE THAT?
>> WE HAVE HAD A HANDFUL OF KIDS THAT HAVE BEEN HERE ALL ALONG, AND ESPECIALLY IN THE ELEMENTARY PROGRAM, WE'VE HAD SOME PRETTY GOOD CONSISTENCY WITH A CORE THERE.
EVEN IN THE SECONDARY PROGRAM, ACTUALLY SEVERAL OF THE SENIORS THAT GRADUATED LAST YEAR HAD BEEN THERE BASICALLY ALMOST THEIR WHOLE HIGH SCHOOL EXPERIENCE.
WE DO HAVE SOME BLENDING WITH HAYES OCCASIONALLY, AS IT FITS THE NEEDS OF THE KIDS AND CHS.
THEN CURRENTLY QUITE A BIT OF BLENDING WITH DISCOVERY.
I THINK WE TALKED ABOUT THAT ON OUR SITE VISIT THAT IT'S EIGHT FTE FROM DISCOVERY.
THAT IS, IF YOU ADD UP ALL THE PART TIME CLASSES THAT ARE DOING ONLINE CLASSES AT CCA.
JUST IN A SMALL BUILDING, IT LETS ME FILL UP SCHEDULE HOLES AND KEEP KIDS ON CAMPUS AS OPPOSED TO GOING TO ANOTHER SCHOOL OR WHATEVER.
>> I'M ALSO GUESSING THAT IF A STUDENT MAYBE HAD HEALTH PROBLEMS OR SOMETHING, ARE THEY ABLE TO FLEX INTO CCA FOR A WHILE AND THEN GO BACK TO THEIR OTHER SCHOOL IF THEY CHOOSE TO? I THINK THAT'S A GREAT OPTION FOR SOME FAMILIES IF THEY HAVE SOME SORT OF SOMETHING GOING ON THAT THEY'RE ABLE TO DO THAT.
>> EVEN IF WE HAVE A LOT OF STUDENTS THAT HAVE ANXIETY AND IF THEY'RE ABLE TO GET IN A GOOD SPACE AND THEN THEY CAN TRANSITION BACK, WE'RE ALWAYS HAPPY TO HELP WITH THAT.
WE HAVE A MORE MOBILE POPULATION THAN PROBABLY MOST THE OTHER SCHOOLS.
DURING THE COURSE OF A TERM, WE'RE ON THE ORDER OF ENROLLING 50 SOME ODD KIDS A SEMESTER.
WE HAVE RIGHT NOW PROBABLY A WAITING LIST OF 2025.
WE HAVE A NEW TEACHER COMING ON AT THE START OF THE SEMESTER.
YEAH, IT IS A MORE MOBILE POPULATION AND PART TIME FOR A WHILE.
THE ONE LIMITING FACTORS, WE STILL HAVE TO COMPLY WITH RESIDENCY.
A FAMILY REALLY NEEDS TO BE IN WASHINGTON FOUR DAYS A WEEK OR 20 DAYS IN A MONTH.
WE'VE GOTTEN IN SOME PARTICULAR SITUATIONS ON THAT.
THE ONLY EXCEPTION IS IF THEY'RE MCKINNEY VENTO AND THEY WERE IN CCA AND THEY GO SOMEWHERE OUT OF STATE.
THAT'S THE ONLY WAY WE CAN REALLY SERVE.
LIKE WE HAVE A KID THAT'S IN OREGON DOING SOME OUTPATIENT TREATMENT FOR ANXIETY AND I TRY TO KEEP THAT IN MIND WHEN I WORK WITH FAMILIES.
>> HEY DAN, THANKS FOR BEING HERE. A QUICK QUESTION.
WE'VE TALKED ABOUT THIS A LITTLE BIT, BUT DURING THE BUDGET REDUCTIONS LAST YEAR, THERE WAS CONCERN FROM FAMILIES AND STUDENTS, PRIMARILY AROUND THE UNIFICATION OF CCA WITH DISCOVERY AND SOME CONCERN ABOUT THAT.
IT SOUNDS LIKE THERE'S BEEN MORE OF AN EMBRACEMENT OF THAT, WHAT'S THE DISPOSITION NOW AND HOW HAVE YOU HELPED TO OVERCOME THAT?
>> I THINK THERE'S PROBABLY STILL SOME CAUTION AROUND THAT.
[00:20:02]
BUT WHEN YOU NEED A CLASS AND WE DON'T HAVE IT AND I SAY, HEY, I HAVE THIS ONLINE CLASS, WHEN IT BECOMES MORE PERSONAL LIKE THAT AND IT BECOMES A SOLUTION THAT MAKES SENSE, I THINK THAT'S BEEN HELPFUL WITH THE STUDENTS.I THINK THE STAFF IS STILL CAUTIOUS ABOUT IT. I'M PRETTY TRANSPARENT.
I'M LIKE, HEY, FTE IS GOING OVER TO CCA FOR THESE ONLINE CLASSES.
WHERE I HAVE TIME AND SPACE, I'M TRYING TO TRAIN DISCOVERY TEACHERS HOW TO USE EDGENUITY AND MAINTAIN SOME OF OUR FTE, BUT YET THERE'S STILL SOME FUNK AROUND THAT.
>> APPRECIATE IT. THANKS, DAN.
>> WE'RE GOING TO TRANSITION, AND DAN, OF COURSE, IS THE PRINCIPAL OF BOTH CCA AND DHS.
WE'RE GOING TO TRANSITION TO DHS.
AS YOU ALL KNOW, DURING OUR SITE VISIT JUST A BIT AGO, I WAS MENTIONING THAT WE RE-DID THE MISSION STATEMENT AT DISCOVERY HIGH SCHOOL, WHICH WAS A COMPREHENSIVE PROCESS.
IT INVOLVED THE STUDENTS AND THE STAFF AND THE PARENTS.
WHERE IT ALL STARTED WAS THE HIGH SCHOOL CIVICS CLASS, THEY TOOK A LOOK AT MISSION STATEMENTS, CAME UP WITH A WHOLE BUNCH OF THEM.
WHAT ENDED UP BEING OUR VISION STATEMENT IS ACTUALLY SUBMITTED FROM STUDENTS AND THEN SLIGHTLY EDITED BY ME.
I THINK THAT WAS A GOOD PROCESS BECAUSE OBVIOUSLY WITH NEW LEADERSHIP, IT'S WHAT IS DISCOVERY.
I DID A LOT OF LISTENING IN THE SPRING.
I TRIED TO FIGURE OUT WHAT ARE SOME THINGS THAT I WAS HEARING ABOUT DISCOVERY AND HOW COULD WE ADDRESS THOSE THROUGH THE MISSION STATEMENT AND MAKE IT MORE CLEAR WHAT DISCOVERY HIGH SCHOOL IS.
ONE OF THE THINGS THAT I HAD HEARD, AND I'M STILL WORKING ON, IS JUST THE RIGOR COMPONENT.
I HEARD THAT PARENTS WOULD OFTEN DROP THEIR 8TH GRADE KIDS FROM ODYSSEY AND SEND THEM INTO SKY RIDGE OR LIBERTY.
HOW DO I SAY IT BEST WAY? THEY HAD FUN DOING PROJECT BASED LEARNING, BUT IT'S TIME TO DO WORK AND GO TO A REAL SCHOOL.
SORRY, I'M NOT USING THE BEST WORDS, BUT THAT'S WHAT I HEAR FROM PARENTS.
OF COURSE, WE'RE DOING ACCREDITATION.
I'M MOSTLY DONE WITH NCAA APPROVAL.
I THINK MY LONG TERM GOAL IS TO GET COLLEGE IN THE CLASSROOM, BUT ALSO JUST CLEANING UP SOME OF THE RIGOR INTERCESSION WITH WHAT THE SCHOOL DAY LOOKS LIKE.
JUST A LITTLE BIT MORE STRUCTURE.
THAT RIGOR WORD IS ONE THAT WE'RE GOING TO WORK ON WITH THE STAFF.
OBVIOUSLY, IT'S A PROJECT BASED SCHOOL, AND SO THAT'S IMPORTANT.
THE OTHER THING IS COLLABORATION.
I DO HEAR THAT WHEN INTERESTED FAMILIES OR STUDENTS ARE LOOKING AT DISCOVERY, YOU REALLY CAN'T GET THROUGH DISCOVERY WITHOUT COLLABORATION.
I THINK IT'S IMPORTANT TO BE HONEST WITH THAT UPFRONT.
JUST LIKE CCA IS AN ONLINE SCHOOL, I THINK IT'S IMPORTANT TO BE UPFRONT ABOUT THAT.
THOSE THREE THINGS SHOULD DESCRIBE YOUR EXPERIENCE.
NOW THAT WE HAVE THAT MISSION STATEMENT, THOSE THREE THINGS CAN GUIDE DECISIONS THAT WE'RE MAKING.
LIKE, WHAT DOES RIGOR LOOK LIKE? WHAT'S AN AUTHENTIC PROJECT LOOK LIKE? HOW DO WE TEACH OUR STUDENTS TO COLLABORATE?
>> IT GOES BACK TO WHAT YOU SAID, COREY, THAT IT SEEMS LIKE IT'S A PARENT-ADULT PROBLEM.
IF THEY DON'T VISUALIZE OR UNDERSTAND, BECAUSE IT WASN'T WHAT THEY WENT THROUGH, IT'S HARD TO SELL.
IT MAKES ME GO BACK TO THE MARKETING ISSUE BUT MAYBE MORE MARKETING TOWARDS THE ADULTS SO THEY UNDERSTAND ALL THE CHOICES A LITTLE BIT BETTER.
BECAUSE IF IT ISN'T THE ROAD THAT THEY WENT DOWN, IT'S HARD FOR THEM TO KNOW, RIGHT?
>> YEAH. WITH CCA, A LOT OF PARENTS HAD A POOR EXPERIENCE WITH ONLINE LEARNING.
SOME OF THE FIRST WORDS OUT OF OUR MOUTH IS THIS IS NOT ONLINE SCHOOL DURING COVID, IT'S A SCHOOL THAT'S MEANT TO BE ONLINE, NOT ACCIDENTALLY ONLINE BECAUSE OF A HAND IN IT.
THAT'S IMPORTANT. THE OTHER THING THAT I THINK PARENTS SOMETIMES HAVE A HARD TIME UNDERSTANDING OR AT LEAST MY FRIENDS, I'VE REALLY BEEN WORKING ON INTERCESSION AND TRYING TO INCREASE THE RIGOR AROUND THAT.
I ASK MY FRIENDS, I'M LIKE, HEY, WOULD YOU SEND YOUR KIDS TO A SCHOOL WHERE THEY WORK ON A PROJECT FOR FOUR WEEKS AND THEY'RE LIKE, TELL ME MORE.
THEN WHEN I TOLD ONE OF MY FRIENDS, WELL, I THINK WE'RE GOING TO TRY TO ALIGN IT TO EPIC.
THAT'S UP THERE IN THE VISION STATEMENT, TEACHING OUR STUDENTS HOW TO BE ENTREPRENEURS, PRODUCERS, INNOVATORS, COLLABORATORS AND YOU SAW
[00:25:01]
THAT AT THE MAKER MARKET, IF YOU GOT TO THAT.OUR KIDS MAKE THINGS AND SELL THINGS, AND THAT'S A PART OF THEIR HIGH SCHOOL EXPERIENCE.
WHEN I SAY THAT, THEN COMMUNITY CAN GET BEHIND IT.
IT IS CLARIFYING WHAT WE ARE AND WHAT WE DO, BUT ALSO, I DON'T EXPECT THE DISTRICT TO MARKET THE SCHOOL.
I'VE WORKED A LOT ON THE WEBSITE, THE MISSION STATEMENT, THE FORECASTING MATERIALS.
I THINK AS A CHOICE LEADER, THAT'S ALWAYS BEEN MY JOB TO TELL THE STORY, SHARE THE STORY, AND TAKE CARE OF THE KIDS THAT WALK THROUGH THE DOOR.
I DON'T EXPECT THAT OF YOU GUYS, BUT IF YOU WANT TO DO SOME, IT'S FINE.
>> I WANT TO POINT OUT, AND I APOLOGIZE FOR NOT DOING THIS SOONER.
AS WE GO THROUGH THE SLIDES, YOU'LL SEE CONSISTENCY AROUND LIKE LOW INCOME, HIGHLY CAPABLE, FOR THIS CONTEXT THE DISTRICT AVERAGE LOW INCOME IS 15.4%, 504 IS 8.4%, IEP IS 9.2% AND THEN HIGHLY CAPABLE FOR THE DISTRICT TO AVERAGE IS 16.8 AND HOMELESS IS 0.6% AS A DISTRICT AVERAGE.
ONE OF THE THINGS WHEN WE WERE PUTTING THIS TOGETHER THAT WAS PRETTY EYE OPENING FOR ME PERSONALLY, WAS TO SEE THE NUMBERS SIGNIFICANTLY HIGHER IN ALL OF OUR CHOICE SCHOOLS ACROSS THE BOARD OF STUDENTS WITH NEEDS.
I THINK YOU'LL SEE IN HAYES SOME OF THE NUMBERS ARE REALLY SIGNIFICANTLY HIGHER THAN THE DISTRICT AVERAGE.
>> I WOULDN'T MIND SEEING THAT DATA IN MAYBE YOUR NEWSLETTER, NOT EVERY WEEK BUT MAYBE ONCE A MONTH HAVING IT UPDATED.
THAT'S REALLY VALUABLE DATA FOR US TO KEEP IN MIND.
>> BASICALLY AS ENROLLMENT SWINGS.
>> YEAH. ENROLLMENT SWINGS TO UNDERSTAND WHAT IS THE AVERAGE OVERALL IN THE DISTRICT.
THEN I LOVE HOW YOU'VE PULLED THIS OUT FOR SCHOOLS.
IT JUST MAKES YOU REMEMBER WHEN WE'RE MAKING DECISIONS OR HEARING ABOUT INNOVATIVE IDEAS SO IT'S THINGS TO KEEP IN MIND.
>> I THINK ONE STORY THAT I'M PRETTY FAMILIAR WITH IS STUDENTS ON 504 IS A LOT OF STUDENTS MAY BE HEALTH OR ANXIETY BUT ALSO STUDENTS WITH DISABILITY IS A SMALLER ENVIRONMENT.
I WILL GIVE ALAN CREDIT THAT HE'S BEEN GREAT AT GIVING US STAFFING AS WE NEED IT IN BOTH CCA AND DISCOVERY.
AS OUR POPULATIONS HAVE FLUCTUATED HE'S BEEN ABLE TO GIVE US PARAPROFESSIONAL TIME.
HE ACTUALLY ALLOWED GRETCHEN OVERT, ODYSSEY, TO SERVE SOME OF THE DISCOVERY STUDENTS, SO WE DIDN'T HAVE TO BRING SOMEBODY ELSE ON CAMPUS BECAUSE WE HAVE 37 STUDENTS WITH DISABILITIES.
I THINK IN THESE SMALLER CHOICE SETTINGS, I THINK ONE OF THE MAIN THEMES IS THAT WE'RE ABLE TO SERVE A GROUP OF KIDS THAT HAVE VERY UNIQUE NEEDS BECAUSE WE HAVE THESE SMALLER NUMBER OF PROGRAMS, AND THE DISTRICT DOES A GOOD JOB GETTING US THE SUPPORT THAT WE NEED.
>> QUESTION. ARE WE HAVING ANY MIDDLE SCHOOL, OPEN HOUSE FOR PARENTS, OR [OVERLAPPING] PRIOR TO [INAUDIBLE].
>> YES. THERE'S QUITE A BIT OF THAT GOING ON IN THE SPRING, AND THAT'S WHAT I'VE BEEN GEARING UP.
I GUESS THIS IS ONE AREA WHERE WE COULD PROBABLY USE SUPPORT FROM THE DISTRICT IS MARCH 1ST TO MARCH 31ST IS WHEN 8TH GRADERS MAKE THEIR DECISION TO GO TO HIGH SCHOOL.
I THINK JUST CLEARLY COMMUNICATING THE MESSAGE FOR ALL HIGH SCHOOL DISTRICT, HERE'S YOUR OPTIONS.
WE WANT YOU TO HAVE ALL THE INFORMATION TO MAKE AN INFORMED CHOICE.
BUT WE ALL KNOW THAT A LOT OF FAMILIES MAKE THAT DECISION LIKE WAY BEFORE 8TH GRADE, AND ESPECIALLY MARCH OF 8TH GRADE.
IT DOESN'T START UNTIL MARCH 1ST.
>> THEIR DECISION UNTIL MARCH 31ST? [OVERLAPPING] THEY'RE NOT CHOOSING BEFORE FORECASTING?
>> I'M SORRY. FORECASTING IS THE MIDDLE OF APRIL.
>> THAT'S HISTORICALLY HOW IT'S ON.
BUT I THINK THAT FOR HIGH SCHOOL MESSAGE IS AN IMPORTANT ONE THAT CAN HELP REINFORCE WHATEVER WE'RE DOING AT THE BUILDING LEVEL.
SUPPORT SYSTEMS. WE HAVE WIN, WEDNESDAYS, WHAT I NEED.
THERE'S SEVERAL SCHOOLS AND CHEMISTS THAT ARE EXPERIMENTING WHAT THAT LOOKS LIKE.
I DON'T KNOW IF I'M SOLD ON IT IN THE CAPACITY TO WHICH I'M DOING IT.
[00:30:04]
PART OF WHAT I DO AS A LEADER IS I COLLECT DATA.IF KIDS AREN'T USING THAT TIME TO THE FULLEST, THEN I'LL PROBABLY REDUCE IT NEXT YEAR, JUST BEING HONEST.
I DO THINK IT'S USEFUL, I JUST HAVE TO FIND THE RIGHT AMOUNT.
BUT WHAT IT IS, IT'S A FLEXIBLE DAY WHERE THE STUDENTS SCHEDULE TIME WITH TEACHERS, AND IT'S IMPORTANT WITH STANDARDS BASED LEARNING BECAUSE THAT GIVES THEM AN OPPORTUNITY TO REASSESS.
BUT IF THEY DON'T LEVERAGE THAT TIME, IT RESULTS IN DR. DAN WALKING AROUND THE BUILDING, MAKING KIDS GO TO CLASS, AND THAT'S NOT A FUN WAY TO SPEND MY WEDNESDAY.
I'M COLLECTING DATA AND ANALYZING BUT IT WAS IMPORTANT TO THE KIDS.
THERE WAS A LOT OF THINGS WITH DISCOVERY THAT WERE IMPORTANT TO THE KIDS THAT I BROUGHT IN BECAUSE MY JOB IS TO SEE AND SERVE THEM.
BUT I'M ALSO WORKING ON GATHERING DATA AND IMPROVING THEM OR MAYBE CHANGING THE PRACTICE.
BUT I DO THINK WIN GIVES US AN OPPORTUNITY TO REASSESS STANDARDS AND HAVE MORE ONE ON ONE TIME WITH STAFF.
THEY WERE NOT DOING MTSS LAST YEAR, AND SO I GOT THAT STARTED.
WE HAVE A PROGRESS REPORT SYSTEM THAT WE AGREED ON.
EVERY SIX WEEKS WE'LL UPDATE JUMP ROPE AND THEN SEND OUT A PROGRESS REPORT IN JUMP ROPE.
THAT'S WHAT WE AGREED ON, BECAUSE PART OF MTSS IS PARENTS AND STUDENTS KNOWING WHERE THEY'RE AT AND THEN HAVING AN AVENUE TO FIND SUCCESS, WHATEVER THAT LOOKS LIKE.
WHEN IS OUR OPPORTUNITY FOR STUDENTS TO REASSESS STANDARDS? THE OTHER THING IS GOING BACK TO ATTENDANCE.
IT'S IMPORTANT FOR STUDENTS TO BE THERE.
EVERY TIME I HAVE AN ATTENDANCE MEETING, WE TALK ABOUT PROGRESS AND JUMP ROPE IN GRADES.
THEY'RE USUALLY TIED TOGETHER, ALTHOUGH I HAVE ONE STUDENT WHO HAS STRAIGHT AS AND LIKE 27 ABSENCES.
WE DID A PRETTY UNIQUE SCHEDULE THIS YEAR TO DEAL WITH DIFFERENT STAFFING LEVELS AT DISCOVERY.
PERIODS 1, 2 ARE BLOCKED, AND 3 AND 4 ARE BLOCKED, AND THEN FIFTH AND SIXTH PERIOD HAPPEN EVERY DAY.
WE ALSO REDID THE MISSION STATEMENT.
AS FAR AS THE SCHEDULE, I WOULD LOVE FOR THERE TO BE CONSISTENCY, BUT IT'S NOT JUST ME ON THE CAMPUS.
ODYSSEY ALSO CHANGED THEIR SCHEDULE AND THEY WENT WITH THE SIXTH PERIOD DAY, AND I KNOW THAT'S BEEN HARD ON THEM.
NICOLE AND I WILL BE LOOKING AT THE SCHEDULE AGAIN THIS YEAR AND TRYING TO FIGURE OUT THE BEST FIT FOR THE CAMPUS.
I THINK SUCCESS STORIES, THE FALL MAKER MARKET WAS PRETTY AMAZING.
YOU HAD A COLLABORATION OF BAND, YOU HAD THREE OF OUR CLASSES, ART MAKER SPACE OR THE DESIGN LAB, GENS MARKETING CLASS.
ALL THREE OF THEM COLLABORATED.
WE ACTUALLY DID PRETTY WELL IN SALES, SOLD $2,600 WORTH OF STUFF.
JOSH, ONE OF OUR NEW SHOP ASSISTANTS, ENDED UP GETTING ALL THE CEDAR FOR FREE.
EVERYTHING THAT WE MADE THEN WENT BACK TO BUY MORE PRODUCTS TO TEACH STUDENTS FURTHER DESIGNS.
THEN I THINK IT GAVE THE STUDENTS REALLY THAT OPPORTUNITY TO FULFILL THAT EPIC THING, AND THE EPIC IS NOT SOMETHING I CREATED.
I THINK THAT IS ACTUALLY SOMETHING THAT AARON FOUND YEARS AGO AND BROUGHT TO DISCOVERY.
THE STAFF AND THE STUDENTS SEEM TO RESPOND WELL TO IT, AND I THINK THAT MAKER MARKET WAS A GOOD EXAMPLE OF THAT.
>> ANY QUESTIONS FOR DAN ABOUT DISCOVERY?
>> NO. I THINK WHAT I'D LIKE TO SEE, AND I'M SPITBALLING HERE, I'M TRYING TO THINK ABOUT HOW WE CAN TELL THE STORIES OF EACH OF OUR CHOICE SCHOOLS BETTER.
ALMOST LIKE A PROFILE OF A DISCOVERY HIGH SCHOOL STUDENT, OR WHAT A DAY IN THE LIFE LOOKS LIKE OR SOMETHING LIKE THAT. I DON'T KNOW.
YOU KNOW, DAN, THAT COMING IN, ONE OF OUR GOALS IS TO GROW DISCOVERY HIGH SCHOOL, GROW THE ENROLLMENT, GROW THE INTEREST IN IT.
DO YOU HAVE ANY SHORT OR LONG TERM IDEAS AROUND THAT THAT YOU'RE WORKING TOWARD?
>> ONE THING, LIKE I SAID A FEW MINUTES AGO, I THINK ONE THING THAT'S IMPORTANT IS IF ANY MARKETING SUPPORT COMES, THAT WOULD BE THE FOR HIGH SCHOOL OPTION IN PRESENTING THAT IN A WAY WHERE FAMILIES CAN LEGITIMATELY, IF THEY HAVE QUESTIONS, GO TO A WEBSITE AND SEE A VIDEO ABOUT EACH SCHOOL, A PRESENTATION ABOUT EACH SCHOOL, GATHER INFORMATION ABOUT EACH SCHOOL.
BECAUSE ULTIMATELY PEOPLE WILL FIND CCA AND HAYES WHEN THEY GO TO CAMPUS.
IT DOESN'T NECESSARILY WORK OUT AND THEN THEY FIND US LIKE ASK AMY ABOUT HER FRESHMAN CLASS.
[00:35:01]
IT'S NOT VERY BIG.IF YOU'LL LET YOU TELL YOUR STORY.
THAT'S ONE THING THAT I THINK CAN BE REALLY HELPFUL AS FAR AS MY OVERALL PLAN AND STRATEGY IS REALLY TO HIT FORECASTING PRETTY GOOD THIS YEAR.
THEN HAVE SOME MATERIALS I CAN GET IN THE HANDS OF PEOPLE WHEN THEY'RE ASKING QUESTIONS.
MAKING SURE THAT OUR WEBSITE IS UPDATED.
THEN IN PERSON SCHOOL, THE BEST WAY TO GROW IS THROUGH FORECASTING AND GETTING A LARGER FRESHMAN CLASS.
MY TARGET IS TO ADD AT LEAST 20 FRESHMAN FROM WHAT I DID LAST YEAR, WHICH WOULD BE ABOUT 80.
THAT'S MY GROWTH TARGET THAT I'M WORKING TOWARDS.
BE NICE TO PICK UP OTHER STUDENTS HERE OR THERE, BUT LEGITIMATELY, THAT'S HOW I'M GOING TO END UP GROWING DISCOVERY.
THE OTHER THING IS THE ATTRITION.
WE HAVE WORKED REALLY HARD THROUGH BUILDING COMMUNITY AND BEING IN THE HALLWAYS AND BUILDING RELATIONSHIPS TO NOT LOSE STUDENTS.
ONCE I WORKED HARD TO GET THEM, I DON'T WANT TO LOSE THEM.
THOSE TWO THINGS WILL HELP, AND I THINK LONG-TERM, IF I CAN HAVE FOUR CLASSES OF 60, THAT'D BE LIKE 360 IN THE BUILDING, AND SO THAT WOULD BE NICE OR 240.
I SAID THAT,360 WOULD BE GREAT.
WE'LL GET THERE SOME DAY. SIXTY, 60, 60 WOULD BE A GOOD START.
>> GOING BACK TO WHAT YOU SAID, I REMEMBER A WORKSHOP A WHILE AGO, WE SAW VIDEOS.
THERE IS VIDEOS OF SOME OF THE SCHOOLS THAT WE SAW.
TALKING ABOUT HOW WE DO HAVE FOUR HIGH SCHOOLS, AND IT'S AS MUCH EDUCATING THE PARENTS AND FAMILIES ABOUT THAT AS IT IS THE STUDENTS.
EVEN I CATCH MYSELF SOMETIMES SAYING THE HIGH SCHOOL.
THE WHOLE COMMUNITY NEEDS TO UNDERSTAND THAT THERE IS FOUR.
HOW DO WE SEND THAT OUT TO FAMILIES PRIOR TO THAT MARCH TIME SO THAT THEY UNDERSTAND AND CAN START THINKING ABOUT? LIKE YOU SAID, THEN GO TO THE WEBSITE OR TAKE A TOUR OR SOMETHING LIKE THAT AND JUST EDUCATING OUR ENTIRE COMMUNITY THAT WE HAVE ALL THESE CHOICE SCHOOLS.
>> WE'VE A LOT OF MARKETING AND COMMS PROFESSIONALS THAT LIVE IN OUR COMMUNITY AND AFTER NEGOTIATIONS, WE HAD A LOT OF THEM REACH OUT TO US, AND WE'VE THROWN AROUND, TOSSED AROUND AN IDEA OF A COMMS COMMITTEE.
I KNOW TONIGHT IS NOT THE MARKETING COMMITTEE TIME FRAME, BUT THIS WOULD BE SOMETHING TO ADD TO THAT BECAUSE THOSE ARE THE PEOPLE THAT WOULD HAVE IDEAS.
BECAUSE IF WE THINK BACK TO WHEN WE WERE PARENTS, WE DIDN'T EVEN REALLY KNOW WHAT CAMAS HIGH SCHOOL A DAY IN THE LIFE REALLY WAS, BUT WE KNEW WE ALL WENT TO A HIGH SCHOOL SO WE JUST ASSUMED.
IT'S TAKING THAT ASSUMPTION AND EDUCATING THEM, AND THERE SHOULD PROBABLY BE SOME RIGOR LIKE WE HAVE WITH OUR CAC COMMITTEE.
EVERY YEAR WE GO OVER THE SAFETY PROTOCOLS.
EVERY YEAR WE SHOULD BE TALKING ABOUT OUR CHOICE SCHOOLS, AND MAYBE THERE IS AN ASB ROLE FOR EACH ONE OF OUR SCHOOLS TO BE AN EVANGELIST OR AN ADVOCATE.
THEY HAVE A JOB TO DO AT THE ASB LEVEL ON BEHALF OF THEIR OWN SCHOOL.
I THINK THERE'S A LOT OF OPPORTUNITY, SO MAYBE WE COULD HAND THAT OFF TO THAT COMMITTEE THAT WE TALKED ABOUT.
ONE OF THE THINGS THAT CAME OUT OF OUR S360 RECENT SURVEY FOR THE LEVY WAS THAT, AND I CAN'T REMEMBER THE NUMBERS RIGHT OFF THE BAT.
BUT UPWARDS INTO THE HIGH 70 PERCENTILE SAID THAT OUR CURRENT FAMILIES IN CAMAS REALLY DO KNOW ABOUT OUR SCHOOLS.
THEY MAY NOT KNOW TO THE INTRICACIES THAT WE'RE TALKING ABOUT HERE.
I THINK WHERE WE ALSO MAY HAVE MISSED THE MARK IS OUR NEIGHBORING DISTRICTS, AND SO WE'VE TALKED A LITTLE BIT ABOUT HOW DO WE DO THAT TO YOUR POINT WITHOUT NECESSARILY STEPPING ON TOES AND BEING RESPECTFUL TO ONE ANOTHER IN OUR OUTSIDE DISTRICTS? WE'VE TALKED A LITTLE BIT ABOUT HITTING SOME OF THOSE FRAME ZIP CODES AROUND CAMAS AND DOING SOME MARKETING AROUND THERE.
I THINK MARRYING YOUR IDEA WITH ALSO REALLY MAYBE IT IS TIME TO START TO LOOK AT HOW CAN WE EXPLORE OUR FRINGE NEIGHBORS WITHOUT NECESSARILY PULLING KIDS OUT OF OTHER DISTRICTS IN A RESPECTFUL WAY? ERIKA, I CAN MAYBE TOSS IT OFF TO YOU FOR SOME OF THAT.
WE'VE TALKED ABOUT THAT AND HAVE SOME IDEAS AROUND THAT.
>> IT SPEAKS TO WHAT TRACY SAID THOUGH.
IT'S WHAT'S BEST FOR OUR STUDENTS.
WE WOULDN'T BE OFFENDED IF ONE OF OUR STUDENTS WANTED TO GO TO HELA BECAUSE THAT WAS THEIR PATH.
I THINK THERE'S A WAY TO DO THAT, FOR SURE.
>> THAT'S EXACTLY WHAT WE TALKED ABOUT, IS WHAT'S BEST FOR EACH INDIVIDUAL STUDENT.
[00:40:01]
THAT'S WHAT I HOPE FOR.OBVIOUSLY, I WORK AND LIVE HERE AND LOVE OUR DISTRICT AND HOPE EVERYONE CHOOSE IT.
BUT IF A STUDENT WANTED TO GO TO HELA, IF MY OWN CHILD WANTED TO GO TO HELA OR ANOTHER SCHOOL THAT OFFERED SOMETHING WE CAN'T, I WOULD STRONGLY ENCOURAGE THAT.
>> I THINK WE NEED TO MAKE SURE THAT WE ARE EDUCATING OUR OWN STAFF AS WELL.
THE MIDDLE SCHOOL STAFF ARE TALKING TO THESE KIDS AND PARENTS.
OFTEN WE FORGET THAT WORKING AT HELA, WE ARE CONSTANTLY EDUCATING, HEARING MIDDLE SCHOOL COUNSELORS TALKING TO KIDS, AND WE'RE LIKE, OH, LET ME CORRECT THAT.
WE DO THIS OR WE DON'T HAVE THAT.
THERE'S NOT ALWAYS A REALLY THOROUGH UNDERSTANDING BY OUR STAFF TALKING TO KIDS AND FAMILIES, SO WE NEED TO MAKE SURE WE'RE MARKETING TO THEM AS WELL.
>> CONNIE, I THINK IT GOES BACK TO, AGAIN, WHAT COX SAID.
I THINK THE AWARENESS IS THERE.
I DON'T KNOW IF THE UNDERSTANDING OF THE DAY IN THE LIFE IS THERE, AND I THINK THAT'S WHERE WE NEED TO TAKE THE NEXT STEP.
BECAUSE I WAS PLEASANTLY SURPRISED BY THE SURVEY RESULTS THAT SAID, OUR PARENTS ARE AWARE, BUT WHAT ARE THEY AWARE OF? ARE THEY AWARE OF WHAT HAPPENS ON A DAY TO DAY BASIS? LIKELY NOT. YEAH, A LOT OF WORK TO DO.
>> ONE THING THAT I'VE DONE IN THE PAST BECAUSE I DID A LOT OF MY OWN MARKETING IN OREGON AND I TRIED A BUNCH OF STUFF, AND THE THING THAT I FOUND THAT WORKED THE BEST WAS FACEBOOK ADVERTISING.
THE OPPORTUNITY IS WHEN I HAVE AN OPEN HOUSE FOR CCA, I USE A LITTLE BIT OF MY BUILDING FUNDS AND I PROMOTE THAT OPEN HOUSE AND I CREATE A CUSTOM PROFILE THAT SAYS ALL THE THINGS LIKE INTERESTED IN HOME SCHOOL, INTERESTED IN ONLINE, THE AGE BRACKET WHERE THEY HAVE SCHOOL AGED CHILDREN, AND THEN YOU JUST PAY A CERTAIN SUM, MAYBE $250.
USUALLY, YOU GET IT OUT TO SEVERAL THOUSAND PEOPLE.
THE ULTIMATE THING IS MAYBE I HAVE 1,2, MAYBE 3 NEW PARENTS THAT SHOW UP BUT IN THE CHOICE WORLD ONE STUDENT IS ROUGHLY 15,000 OR SOMETHING.
IF I SPENT $250 AND GOT 15,000 WHILE IN THE BUSINESS WORLD YOU WOULD CALL THAT WINNING. THAT'S WHAT I'VE DONE.
FACEBOOK ADVERTISING NOT MARKETPLACE, I DO BUY A LOT ON MARKETPLACE, BUT ADVERTISING TO A CUSTOM GROUP THAT'S REALLY TARGETED TO THE SPECIFIC NICHE.
>> I'M GOING TO TURN IT OVER TO AMY, PRINCIPAL OF HIS FREEDOM. THERE WE GO.
>> RIGHT TO THE MIC. IS THAT WHAT YOU'RE SAYING? AS LONG AS YOU DON'T HAVE TO HOLD IT, I'LL START TO SHAKE.
BEFORE I GET STARTED ON MINE I'LL JUST NOTE THAT I TALKED TO SOME PARENTS AND STUDENTS AND MY STAFF ON DOING A PRESENTATION BECAUSE YOU GUYS WERE JUST IN MY BUILDING AND I'VE BEEN HERE THE LONGEST.
I'M TRYING TO FIND A DIFFERENT THING OR A DIFFERENT WAY TO SHOW YOU WHAT WE DO AND HOW WE'RE INNOVATIVE AND THE SUPPORTS WE HAVE IN PLACE.
BUT ONE PARENT TOLD ME JUST TODAY THAT PARENT VIDEOS.
PARENTS MIGHT NOT WANT TO COME TO A MEETING, BUT THEY WOULD DO A VIDEO ABOUT WHY THEY CHOSE [INAUDIBLE].
THAT COULD BE A GREAT MARKETING IDEA.
THEN THE OTHER THING, IF YOU JUST GO STRAIGHT TO THE NUMBER OF STUDENTS WE HAVE, WE NOW HAVE STUDENTS OF STUDENTS.
WE'VE BEEN HERE LONG ENOUGH THAT I HAVE KIDS OF MY KIDS AND I WAS COUNTING TODAY HOW MANY FAMILY LEGACY KIDDOS I HAVE AND THEN HOW MANY GROUPS OF KIDS.
THE WORD IS OUT BECAUSE WE'VE BEEN HERE LONG ENOUGH.
WE ACTUALLY HAVE 185 AS OF TODAY.
WE STARTED THIS YEAR WITH THE NUMBER OF KIDS WE ENDED WITH LAST YEAR.
IF YOU LOOK AT OUR NUMBERS OVER TIME, WE START SOMEWHERE IN 144, AND THEN WE USUALLY END SOMEWHERE IN 160S AND HERE WE ARE.
BUT I WANTED TO HIGHLIGHT ABOUT OUR MISSION. YOU'VE SEEN IT BEFORE.
IT'S THE SAME ONE WE'VE ALWAYS HAD IS THE INTENTIONAL PIECE.
I THINK THAT'S WHERE YOU SEE HOW OUR INNOVATIONS AND OUR STUDENT SUCCESS AND OUR SUPPORTS ARE ALL INTEGRATED AND IT'S VERY INTENTIONAL.
I'M GLAD THAT DEREK BROUGHT UP WHO WE SERVE AND THE NUMBERS FOR OUR DISTRICT.
I HAVE THAT DOCUMENT ALREADY DOCTOR AND SLOAN IF YOU WANT.
IT KEEPS THE NUMBERS OF WHERE WE ARE COMPARATIVELY TO JUST REALLY THE DISTRICT AND THAT WE ARE DOUBLE BELOW INCOME BY BEFORE STUDENTS WITH DISABILITIES AND HOMELESS WERE AROUND THERE, ARE WHO WE SERVE.
THEN I WANT TO HIGHLIGHT THE HIGHLY CAPABLE.
I BELIEVE THAT IF YOU LOOKED AT HOW HIGHLY CAPABLE MY STUDENTS ARE IN SO MANY DIFFERENT WAYS, IT'S JUST NOT THE WAY YOU TEST THEM.
WE GET TO SEE THE AMAZING ARTWORK AND THE LANGUAGE
[00:45:02]
THAT MY KIDS USE WHEN THEY ARE THAT HIGH LEVEL OF THINKING.I THINK THAT DOESN'T SHOW HOW HIGHLY CAPABLE MY KIDDOS ARE.
WE KNOW STUDENTS AREN'T NUMBERS, BUT THERE'S THAT PIECE.
ALONG WITH THOSE NUMBERS BEFORE I TALK ABOUT THAT, I JUST WANTED TO SAY THAT SIX OF OUR KIDS TAKE AT LEAST ONE CLASS AT MS HIGH SCHOOL, TWO I SHARE WITH CCA, I HAVE 18 AT CASCADIA, SEVEN IN RUNNING START, TWO OF THEM ARE FULL TIME, AND THE REST TAKE SOME CLASSES BOTH PLACES.
58% OF MY STUDENT BODY CAME TO US AFTER THEIR FIRST QUARTER OF NINTH GRADE, 65% OF THOSE WHO TRANSFERRED IN CAME IN CREDIT DEFICIENT IN A RANGE OF HALF A CREDIT TO 12 CREDITS.
THAT'S 244.5 CREDITS THAT SOMEWHERE MY STUDENTS WERE FAILED BEFORE THEY CAME TO US.
100% OF THE HUMANS THAT STARTED WITH US AS NINTH GRADE ARE ON TRACK FOR GRADUATION.
THEN THE SECOND PART AGAIN, THAT SECOND SLIDE I WANTED TO DO SOMETHING A LITTLE BIT DIFFERENT.
>> I'M SORRY, WE SHOULD HAVE SAID HOLD FOR APPLAUSE.
>> IF YOU START ON THAT SIDE, THAT DOESN'T LOOK LIKE THIS SLIDE.
IT'S JUST THE PORTRAIT OF THE GRADUATE SLIDE.
I TALKED ABOUT THAT WHEN YOU CAME TO MY BUILDING SO I JUST WANTED TO START THERE INSTEAD OF STARTING BACK WITH SOME OF THE THINGS THAT YOU'VE ALREADY HEARD FROM ME.
IF YOU LOOK AT WHAT WE'RE LOOKING FOR FOR OUR GRADUATES, THE LANGUAGE CONFIDENCE APPLIES THINGS CRITICALLY, RESILIENCE.
THESE ARE ALL THE THINGS THAT WE WANT FROM OUR KIDDOS.
HOW WE DO THAT IS REALLY IN THE RELATIONSHIPS AND THE CONNECTIONS THAT WE MAKE WITH OUR KIDS.
IF YOU LOOK TO THIS SLIDE, THESE ARE ALL THINGS YOU KNOW.
YOU GUYS ARE AWARE OF, BLOOM'S TAXONOMY AND MASLOW, AND I JUST WANTED TO PUT IT RIGHT ALONG WITH THAT GRAPHIC OF WHY CONNECTIONS MATTER SO MUCH TO US.
YOU'LL HEAR ME SAY SOMETIMES THAT WE TEACH KIDS NOT CONTENT.
IT'S NOT THAT WE DON'T TEACH THE CONTENT AND DON'T HAVE HIGH EXPECTATIONS, IT'S THAT WE CAN GO FARTHER WITH OUR STUDENTS BECAUSE WE ALREADY HAVE THAT CONNECTION EVEN WITH YOUR OWN KIDS.
IF YOU THINK OF YOUR OWN STUDENTS, I'LL USE MINE AS AN EXAMPLE.
SHE WALKED INTO A STADIUM ONCE AND FREAKED OUT, AND IT WAS SAFE BUT SHE DID NOT FEEL SAFE.
SHE WAS USED TO SPORTS, SHE WAS USED TO THOSE THINGS, BUT SHE JUST DIDN'T GET IT.
YOU COULD SEE THAT SHE WAS DYSREGULATED, ALL OF THOSE THINGS.
THAT NEED FOR SAFETY, YOU'RE FINE, YOU'RE GOING TO BE OKAY, SHE WAS LOVED, SHE BELONGED IN THESE PLACES, BUT SHE WASN'T REALLY ABLE TO SEE IT IN THE WAY THAT WE WOULD WANT HER TO BECAUSE OF THE WAY THAT SHE WAS FEELING.
EVEN OUR KIDS, NO MATTER WHAT THEY'RE COMING FROM, THAT FEELING OF SAFETY WHEN THEY WALK THROUGH THE DOOR WE DON'T KNOW WHY THEY MIGHT NOT FEEL SAFE, BUT IT'S SO IMPORTANT THAT THEY FEEL SAFE SO THAT THEY CAN DO THOSE THINGS THAT WE WANT THEM TO DO SO AFTER THEY GRADUATE.
WE REALLY TAKE CARE OF THEM AS HUMANS.
THAT'S PART OF THAT CONNECTION PIECE.
THEY KNOW THEY CAN COME TO ME ABOUT FINANCIAL AID A YEAR LATER OR HELP WITH SOMETHING THEY NEED LIKE THEIR BUS FIXED THAT THEY TRAVEL IN.
IT'S NOT JUST ABOUT THE EDUCATION, BUT EDUCATION CAN'T MATTER OR CAN'T HAPPEN WITHOUT THOSE OTHER PIECES.
I ALSO LIKE TO USE MY STAFF WHEN I'M DOING PRESENTATIONS AND PARENTS TO TELL ME MORE.
WHAT COULD I TELL THE SCHOOL BOARD? SOME OF THE THINGS WERE THAT ALL KIDS BELONG IN MY CLASS.
IT DOESN'T MATTER WHERE THEY COME FROM.
AT THE TIME THEY WALK THROUGH THE DOOR, THEY BELONG IN MY CLASSROOM AND IT'S MY JOB TO MAKE THEM FEEL THAT WAY.
IF THEY DON'T FEEL THAT WAY, THEY'RE NOT SAFE, THEY CAN'T DO THE THINKING.
HOW WE'RE STRUCTURED LIKE OUR INNOVATIONS, OUR SCHEDULE, OUR ADVOCACY CLASS, THE ROUTINES, ALL OF THOSE THINGS ARE WHAT LEADS TO THE SUCCESS AND THOSE ARE ALL THE SUPPORTS THAT ARE IN PLACE.
IF KIDS AREN'T THERE, WE KNOW.
I'M AT THE DOOR EVERY MORNING SO I NOTICE WHO'S HERE AND WHO'S NOT HERE.
THEN WHEN THEY'RE THERE THE NEXT TIME THEY KNOW THEY'RE GOING TO SEE ME, WE CAN HAVE A CONVERSATION, WE CAN CONNECT ON THOSE.
THAT'S THE SUPPORT SYSTEM THAT HELPS THEIR SUCCESS.
I WOULDN'T NECESSARILY SAY THAT'S INNOVATIVE, BUT THAT'S HOW WE GET TO THOSE PIECES.
[00:50:03]
ALSO, OUR TEACHERS LOVE THE FACT THAT THEY GET TO COLLABORATE.IF YOU NOTICE, I DON'T KNOW IF YOU GUYS GET THAT, BUT THEY BROKE WITH THE CONTRACT.
THEY MADE IT SO THAT THEY DO MEET EVERY SINGLE WEDNESDAY.
I GET ALL OF THE TIME. I DON'T HAVE TO SHARE MINUTES.
BUT THEY BROKE WITH THAT BECAUSE COLLABORATION WITH ALL OF THEM ALL OF THE TIME IS WHAT'S IMPORTANT.
WE TALK ABOUT KIDS, WE TALK ABOUT WHAT'S WORKING.
IF A KID ISN'T BEING SUCCESSFUL, THAT'S NOT THE KID'S PROBLEM.
THAT'S OUR PROBLEM AND WE TAKE THAT ON.
WE ALSO CALL. YOU CAN'T PASS AT HAYES ANYTHING LOWER THAN A C.
OUR EXPECTATIONS ARE HIGHER, BUT WHEN THEY GET TO THAT PLACE WHERE THEY MIGHT NOT PASS, WE ARE TALKING WITH PARENTS AND THAT'S JUST AN EXPECTATION AND MY STAFF DON'T MIND IN THAT EXPECTATION BECAUSE THAT'S HOW OUR KIDS ARE SUCCESSFUL.
THE OTHER PIECE OF THE SUCCESS STORY THAT THEY WANTED ME TO SHARE WAS THAT WE HAVE STUDENTS COME BACK TWO OR THREE A WEEK TO VISIT, JUST TO CHECK IN, GET A HUG, GO ON.
I'D LIKE TO THINK THAT HAPPENS EVERYWHERE, BUT I THINK THAT WE'RE A PLACE WHERE KIDS FEEL LIKE THEY CAN DO THAT AT ANY TIME AND IT'S NOT WEIRD THAT THEY GO BACK TO THEIR HIGH SCHOOL.
THAT'S BECAUSE OF THE CONNECTIONS THAT WE HAVE MADE WITH THEM.
I'M HOPING YOU LEARN SOMETHING NEW OR DIFFERENT OR THIS IS JUST ANOTHER PICTURE OR WAY OF SEEING HOW WE DO THINGS AT HAYES.
>> I WAS JUST GOING TO SAY, I APPRECIATE JUST HONESTLY THE PUBLIC NATURE OF THIS.
JUST TO BE ABLE TO PUT THIS OUT TO OUR COMMUNITY TOO.
HAYES HAS BEEN AROUND. IT'S OUR LONGEST OF OUR CHOICE, HIGH SCHOOLS, AND IT HAS THAT LEGACY FOR A REASON. THANK YOU.
>> AS OFTEN AS WE HEAR IT, I ALWAYS LIKE TO HEAR IT AGAIN.
IT'S LIKE I LIKE HEARING THESE STORIES AND THE PUBLIC NATURE OF THIS.
HAVING OUR FAMILIES BE ABLE TO LISTEN TO WHAT YOU JUST SAID WOULD BE LIKE, WOW, WHY AM I NOT LOOKING INTO HAYES? BUT PEOPLE DON'T ALWAYS PUT THOSE CONNECTIONS TOGETHER.
HEARING WHERE ALL YOUR STUDENTS ATTEND, I ALWAYS LIKE HEARING THAT KIDS CAN GO TO HAYES AND THEY CAN ALSO GO TO CCA AND THEY CAN ALSO DO RUNNING STAR AND THEY CAN ALSO DO SOME CLASSES.
JUST MAKING SURE THAT, AGAIN THAT OUR FAMILIES UNDERSTAND THAT ALL OF THESE CHOICE SCHOOLS WE HAVE HAVE ALL THE SAME.
THEY GO TO FOUR YEAR COLLEGE OR THEY GO INTO THE TRADES.
>> THEY CAN ALSO GO TO DUKE LAW SCHOOL.
>> WE CAN TALK ABOUT THIS STUFF ALL THE TIME BECAUSE PEOPLE NEED TO HEAR IT MORE THAN ONCE.
I ALWAYS ENJOY HEARING FROM YOU GUYS ON THAT.
>> I WAS GOING TO SAY, AMY, MIGHT FEEL LIKE YOU ARE A BROKEN RECORD.
WHAT IS THE START? IT TAKES SEVEN TIMES FOR PEOPLE TO HEAR.
IT HELPS US TO HEAR AND HEAR, AND WE'RE IN DIFFERENT PLACES TO RECEIVE THAT INFORMATION OF OTHER THINGS THAT WE'VE SEEN OR HEARD TO BE ABLE TO THINK BROADER.
AGAIN, WITH THE DATA, AND THE STORIES, AND PEOPLE WE'RE MEETING, AND THINGS THAT ARE COMING ACROSS THE LEGISLATURE THAT JUST STARTED TODAY.
THIS WAS REALLY IMPORTANT FOR US.
I WANT TO ALSO SAY BEFORE I GET TO THE VERY LAST SLIDE, THAT ONE OF THE THINGS THAT I'M HOPEFUL FOR IS THAT WE CONTINUE TO SHARE PRACTICE.
I SEE AMAZING PRACTICES IN OUR CHOICE SCHOOLS.
THERE'S GREAT PRACTICE AT CAMAS HIGH SCHOOL, BUT I THINK THE SHARING BETWEEN ALL OF OUR PROGRAMS COULD BE EXTRAORDINARILY BENEFICIAL TO STUDENTS IN EVERY.
I'VE TRIED THIS YEAR TO DAMN SPEND SOME TIME IN AT HAYES.
I'M GOING TO GET CHS, ADMIN AND SOME TEACHING STAFF AND THE HOPE IS INTO HAYES AND ALSO INTO DISCOVERY, ETC, SO MORE OF THAT PRACTICE.
IT'S HARD BECAUSE WE'RE ALL BUSY, WE WANT TO SERVE OUR KIDS FIRST, BUT IT'S ALSO REALLY POWERFUL WORK TO SEE, HERE ARE THE SYSTEMS, AMY HAS SOME VERY SPECIFIC CULTURAL STRUCTURES THAT I THINK COULD BE BENEFICIAL TO ANY SCHOOL.
THAT TOOK ME TO SEE THAT, AND THAT'S ONE OF THE BEST PARTS OF MY JOB.
I ALWAYS SAY THAT, I GET TO GO SEE ALL THESE SCHOOL PROGRAMS. NOW I KNOW WHAT WORKS.
BUT NOW WE NEED EVERYBODY TO SEE THAT.
THAT'S PART OF THE GOAL THAT I HAVE THIS YEAR, IS TO TRY AND GET MORE PEOPLE INTO OUR CHOICE PROGRAMS AND SEE THEM FROM THE COMPREHENSIVE HIGH SCHOOL AND COMPREHENSIVE MIDDLE SCHOOL PROGRAMS.
>> IT WAS ACTUALLY REALLY HELPFUL BECAUSE I WAS TRYING TO IMPLEMENT OUR PROGRESS REPORT SYSTEM OR COME UP WITH SOMETHING.
I LOVE AMY'S NO NONSENSE SUGGESTION THAT IF A STUDENT IS FAILING A CLASS, THAT'S THE TEACHER THAT'S FAILING THEM OR LETTING THEM DOWN, AND THAT HER EXPECTATION IS THAT THE TEACHERS CALL IF THE STUDENT IS FAILING.
[00:55:03]
THAT WAS IMPORTANT PRACTICE FOR ME TO HEAR AS I WAS DEVELOPING MY OWN POLICY.THAT WOULDN'T HAVE HAPPENED I GUESS IN JUST REGULAR SECONDARY ADMIN MEETINGS, SO IT WAS REALLY NEED TO GET IN THE HAYES TO SEE HOW THEY ORGANIZE THINGS AND VISIT WITH AMY AND TALK WITH SOME OF THESE THINGS THAT I'M WORKING THROUGH AND TRYING TO FIGURE OUT SO THAT CROSS SCHOOL CONNECTIONS, IT WAS GREAT.
>> THANKS. I JUST HAD THIS LAST QUOTE.
SCHOOL CHOICE MEANS MAKING THE DECISION TO PAIR YOUR CHILD WITH A LEARNING ENVIRONMENT THAT BEST REFLECTS THEIR PERSONALITY, INTERESTS, STRENGTHS, CHALLENGES, HAPPINESS AND CREATIVITY.
I WANTED TO SHARE THIS. I THINK WE'RE REALLY VERY FORTUNATE IN THE CAMAS SCHOOL DISTRICT THAT WE HAVE THESE OPTIONS FOR OUR STUDENTS.
IT'S REALLY RARE FOR A DISTRICT OUR SIZE TO HAVE MULTIPLE CHOICE SCHOOL OPTIONS.
BUT AS I HOPE YOU'VE SEEN, I THINK IT'S REALLY BENEFICIAL TO OUR STUDENTS AND FAMILIES.
>> THAT'S THE END OF OUR CHOICE SCHOOL PRESENTATION.
WELL, THANK YOU ALL FOR BEING HERE.
YOU'RE WELCOME TO STICK AROUND FOR POLICY REVIEW, BUT I UNDERSTAND IF THAT ISN'T YOUR THING.
>> OUR NEXT AGENDA ITEM NUMBER 3, POLICY REVIEW.
THIS IS SOMETHING WE'RE TRYING.
THIS IS A REQUEST ABOUT BEING A LITTLE BIT MORE INVOLVED ON THE FRONT END OF POLICY.
THIS IS HISTORICALLY WHAT OUR POLICY REVIEW COMMITTEE HAS DONE, BUT WE DECIDED TO GIVE IT A TRY TONIGHT WITH ALL OF US IN HERE.
YOU HAVE A SLATE OF PROPOSED POLICY CHANGES HERE.
THIS IS JUST YOUR OPPORTUNITY TO ASK SOME QUESTIONS.
SEE WHAT THE PROPOSED LANGUAGE CHANGES ARE.
GAIL, ARE WE JUST GOING TO GO THROUGH THESE ONE AT A TIME OR HOW DO YOU WANT TO DO THIS? USUAL.
>> THEN THEY'LL GO TO OUR FIRST READING AT OUR BOARD MEETING. GOT IT.
[C. Policy 1400 Meeting Conduct, Order of Business, and Quorum]
>> I DON'T THINK I HAD ANY QUESTIONS ON THAT ONE, EXCEPT IF I CAN ASK ONE ABOUT ONLINE MEETINGS OR EMERGENCY MEETINGS THAT WE COULD HAVE.
I DIDN'T WRITE THE SECTION DOWN.
IF JOHN ALL OF A SUDDEN SAID, I NEED TO MEET WITH YOU GUYS IN TWO HOURS, COULD WE DO THAT VIRTUALLY?
>> AS LONG AS EVERYBODY'S NOTIFIED AND EVERYBODY AGREES.
>> BECAUSE SOMETIMES WHAT IF HE'S LIKE, I HAVE NOT A DECISION MAKING, BUT WE NEED AN EXECUTIVE SESSION TO DISCUSS WHATEVER PROPERTY, WE COULD DO THAT VIRTUALLY, WE DON'T HAVE TO DO IT IN PERSON.
BECAUSE IT WAS SAYING IN ORDER TO BE VIRTUAL, IT HAS TO BE AN EMERGENCY, A FIRE EMERGENCY, CASE OF FLOOD FIRE.
I JUST WAS TRYING [INAUDIBLE] WE COULD CALL A REMOTE MEETING IF WE WANTED TO BECAUSE IT WAS MORE CONVENIENT FOR US TO HAVE EMERGENCY MEETING REMOTELY.
THAT WAS ALL. I DIDN'T WANT US TO NOT BE ABLE TO DO THAT.
>> GAIL, CAN YOU FOLLOW UP ON THAT THEN BEFORE THEY GO TO THE NEXT ONE?
>> JUST TO CLARIFY, YOU'RE ASKING THAT IT DOESN'T HAVE TO BE AN EMERGENCY DECLARED BY THOSE ENTITIES?
>> RIGHT. LIKE IF WE HAD TO MAKE A DECISION AND WE COULDN'T ALL SHOW UP.
>> MAYBE WHAT CONSTITUTES AN EMERGENCY?
>> THE SECTION ON EMERGENCY, IT LOOKS LIKE, AM I READING THIS RIGHT? THAT THE SECTION ON EMERGENCIES DEALS MORE WITH A STATE OR LOCAL DECLARED EMERGENCY?
>> RIGHT. THAT'S WHAT I'M READING IT TOO.
>> WHEREAS PRIOR TO, WE DIDN'T REALLY HAVE WHAT AN EMERGENCY ENTAILED.
>> BECAUSE VIRTUAL MEETINGS WERE NOT EVER AN OPTION BEFORE.
AGAIN, WE PREFER IN PERSON ALL THE TIME.
I'M JUST SAYING WE ALL HAVE JOBS AND IF JOHN SAID, OR SOMEBODY SAID, WE HAVE TO DISCUSS THIS IN EXECUTIVE SESSION WITH NO DECISION, THEN WE DO IT VIRTUALLY.
>> I HAVE NO OTHER QUESTIONS ON THAT ONE.
>> ANYTHING ELSE ON THAT POLICY? LET'S MOVE DOWN THEN TO THE 1610 CONFLICTS OF INTEREST.
THAT'S A STATUTORY THING, IT'S JUST INCREASING THE AMOUNT FROM 1500-3000,
[01:00:01]
SO ARE YOU GOOD WITH THAT?ANY QUESTIONS ON THAT OR ANY CONCERNS?
>> 2140, COMPREHENSIVE SCHOOL COUNSELING PROGRAM.
[F. Policy 2140 Comprehensive School Counseling Program]
>> WE'RE CHANGING IT FROM GUIDANCE TO COMPREHENSIVE COUNSELING.
>> ANY QUESTIONS OR CONCERNS WITH THIS ONE? I'M LOOKING AT OUR RESIDENT COUNSELOR HERE.
>> LEGISLATURE HAS PUT IN PLACE THAT WE HAVE TO HAVE A COMPREHENSIVE SCHOOL COUNSELING PLAN IN THE DISTRICT.
I'M HOPING THAT THAT IS WHAT DROVE THIS.
>> I JUST DON'T WANT THERE TO BE ANY CONFUSION ABOUT WHAT A COMPREHENSIVE SCHOOL COUNSELING PROGRAM IS VERSUS WE CALL IT A SCHOOL COUNSELOR, NOT A COMPREHENSIVE SCHOOL COUNSELOR.
>> THE COMPREHENSIVE SCHOOL COUNSELING IS THE PLAN.
INSTEAD OF JUST SHOWING UP IN LIKE, I'M THE SCHOOL COUNSELOR AND I DO WHATEVER I WANT, THERE'S A NATIONAL FRAMEWORK AND THERE'S A COMPREHENSIVE SCHOOL PLAN THAT YOU HAVE AND YOU FOLLOW THAT, AND THERE'S DIFFERENT GOALS THAT YOU SET AND MEASURES THAT YOU HAVE.
THAT'S THE PLAN RATHER THAN JUST LIKE, WE HAVE COUNSELORS AND JUST HANDLE IT.
>> THAT'S THE PROGRAM, BUT SHOULD THE ACTUAL COUNSELOR BE A COMPREHENSIVE SCHOOL COUNSELOR?
>> A COMPREHENSIVE SCHOOL COUNSELING PLAN, THE FRAMEWORK THAT WE WORK WITHIN.
>> YOU'RE GOOD WITH THIS THEN, CONNIE?
>> 2190, HIGHLY CAPABLE PROGRAMS. THIS IS JUST IMPLEMENTING THE UNIVERSAL SCREENING PROCESS.
THIS IS JUST ADDING THE WEBSITE AND DELETING SOME LANGUAGE ABOUT NOT WITHHOLDING A DIPLOMA. I'M GOOD WITH IT.
FOUR THOUSAND ONE, PUBLIC INFORMATION PROGRAM.
[H. Policy 3231 Student Records]
ON THE DIPLOMA ONE, DIDN'T WE? WHAT WAS OUR QUESTION? IT MUST HAVE BEEN ANSWERED IN THIS.>> YEAH. RIGHT NOW, I CAN'T REMEMBER.
DOES THAT RING A BELL WITH YOU?
>> OKAY. SINCE IT'S NOT RINGING A BELL FOR ME.
>> IT MIGHT HAVE BEEN A DIFFERENT POLICY.
>> I THINK WE HAD BEEN DISCUSSING THE NEED TO WITHHOLD A DIPLOMA OR THE RECORD.
IT COULD HAVE BEEN A DIFFERENT POLICY.
YOU'RE RIGHT, IT COULD HAVE BEEN.
YOU CAN'T PICK UP YOUR DIPLOMA UNTIL YOU PAID ALL YOUR FEES AND EVERYTHING.
NOW THIS SAYS, NO, YOU GET YOUR DIPLOMA.
>> THAT MIGHT HAVE BEEN IT, ACTUALLY.
>> WE'RE GOOD. THAT'S WHY WE'RE DOING THIS.
FOUR THOUSAND ONE IS JUST A CROSS REFERENCE WITH ANOTHER POLICY, SO I'M GOOD WITH THAT.
FOUR THOUSAND FORTY, DISTRICT RECORDS.
[J. Policy 4040 - Public Access to District Records]
THAT'S JUST ADDING IN.>> THIS MUST BE A WHOLE NEW ONE? I'M NOT SEEING A THING.
>> NO, IT'S JUST AT THE VERY BOTTOM, IT'S JUST ADDING SOME CROSS REFERENCES WITH ANOTHER SO THAT'S FINE.
[K. Policy 4210 - Regulation of Dangerous Weapons on School Premises]
>> THIS IS WHERE I SAW THE NOWHERE WE CAN ADD.
WE'RE NOT REQUIRED TO ADOPT A SECOND PART OF THAT, SO WE DON'T HAVE TO DECIDE ON THAT TONIGHT.
JUST KNOW THAT WE HAVE THAT OPTION TO NOT PUT THOSE IN OR DO.
>> CORRECT. THE PARAGRAPH RIGHT BELOW THE YELLOW AND THEN THE TWO ENUMERATED ONES.
[01:05:05]
>> EVEN WITH A CONCEALED WEAPON'S PERMIT, YOU'RE NOT ALLOWED TO BRING A WEAPON ONTO THE PROPERTY.
THAT'S CORRECT. THESE STATEMENTS COULD MAKE IT STRICTER, IS WHAT IT'S SAYING.
>> BECAUSE YOU COULDN'T HAVE WEAPONS ON SCHOOL PROPERTY EVEN.
>> WILL WE THINK ABOUT THIS AND DECIDE WHETHER WE WANT TO IMPLEMENT THOSE TWO AT A LATER DATE, IS MY VOTE.
>> THE THING BELOW THE HIGHLIGHTED YELLOW.
>> WE CAN DISCUSS THAT AT THE FIRST READING IF WE WANT TO TALK ABOUT DO WE WANT TO ADD THE ONE.
BECAUSE OTHERWISE THIS POLICY, I WAS GOOD WITH THE POLICY, WE JUST NEED TO THINK ABOUT THOSE.
[L. Policy 5004 - Infection Control Program]
>> WAS VERY MINOR ADDS TO THAT ONE.
IT'S VERY HELPFUL THAT THEY'RE IN BLUE AND RED, SO IT MAKES THEM EASY TO GO OVER.
>> I THINK WE'RE GOOD WITH THAT ONE TOO.
>> IT'S NICE TO GET ALL THOSE OFF THE PLATE THOUGH AND MOVE THEM ONTO OUR MEETING.
AM I UNDERSTANDING CORRECTLY, OUR HOMEWORK THOUGH IS TO REVIEW 4210 AND WE'LL HAVE A DISCUSSION AT THE NEXT BOARD MEETING FOR FIRST READING?
OF COURSE, YOU CAN BRING UP ANYTHING ELSE IF YOU MIGHT HAVE FOR THE TYPE.
>> BUT YES, I THINK THAT'S GREAT.
>> LET ME KNOW IF YOU NEED ANY INPUT FEEDBACK, MORE INFORMATION, WHATEVER YOU NEED.
[A. Board Briefings February/March 2024]
>> LAST SECTION IS JUST A COUPLE OF LOGISTICAL THINGS FOR CALENDAR AND THEN WE'RE OUT OF HERE.
>> JUST WANTED TO REMIND EVERYBODY TO PUT YOUR AVAILABILITY IN FOR THE FEBRUARY BOARD BRIEFINGS AS SOON AS POSSIBLE.
I JUST OPENED THE DOCUMENT, SO I'LL DO IT RIGHT AWAY.
>> MAYBE TOO FAST. WE'RE IN ANOTHER MONTH.
>> YOU COULD JUST DO THE WHOLE YEAR.
YOU COULD JUST DO ALL OF THEM.
>> I DID. WHILE THEY'RE PUTTING SOME OF THOSE IN,
[B. WASA Legislative Day on the Hill - January 29, 2024]
DO YOU WANT TO TALK ABOUT THE DAY ON THE HILL STUFF? GAIL, IS THERE ANYTHING THAT YOU NEED FROM US ON THAT OR IS THAT MORE JUST FYI?>> NO. OH, I'M SORRY, I LINK THE INCORRECT DOCUMENT.
JUST THE SCHEDULE REALLY HASN'T CHANGED AT ALL, SO YOU DO HAVE A CHUNK IN THE MIDDLE.
I HAVE TWO MORE THAT I'M STILL COMMUNICATING WITH, BUT IT'S GETTING SLOWER AND SLOWER TO GET RESPONSES FROM THEM.
I HAVE A FEELING THEY'RE ALL PRETTY BOOKED.
WE ARE TRYING TO WORK ON GETTING ON LUNCH WITH SANTOS.
IF THAT COMES ABOUT, THAT'LL BE GREAT.
BUT THE BIG THING IS, IS LEAVING AT 06:30 IN THE MORNING.
WE'RE MEETING HERE AT THE DISTRICT OFFICE.
>> WE WILL NEED A BREAK IN THE MIDDLE OF THE DAY ANYWAYS.
IT'S NOT A BIG CHUNK OF TIME, TO BE HONEST.
>> NOTHING ELSE GETS SCHEDULED, WE WILL HAVE THEM.
>> I'M JUST LOOKING HERE, SO I SEE WE'RE MEETING WITH SENATOR WILSON AND WITH REPRESENTATIVE HARRIS.
WATERS, WE WEREN'T ABLE TO LINE ANYTHING UP YET.
>> HE NEVER RESPONDED TO PAUL HARRIS'S OFFICE UNLESS HE HAS AND I DID NOT GET THE [INAUDIBLE] FOR ME.
>> PAUL HARRIS' ADMIN WAS WORKING ON THAT.
>> THEY MAY BE TOGETHER. GOT IT.
ANYTHING ELSE YOU NEED FROM US ON THAT?
>. THEN THE VERY LAST ONE, COMMITTEE ASSIGNMENTS.
[C. School Board Committee Assignments]
AT OUR ORGANIZING MEETING IN DECEMBER, WE VOTED ON PRESIDENT, VICE PRESIDENT, ALL OF THAT.BUT ONE OF THE THINGS THAT WE NEGLECTED TO DO WAS TALK ABOUT COMMITTEE ASSIGNMENTS FOR THE UPCOMING YEAR, AND JUST MAKE SURE THAT IF THERE WERE SOME THAT WE NEEDED TO TRADE OFF OF, LIKE SOME OF THESE STILL LIST DOUG QUINN ON HERE, SO GETTING BOMANI OR ANYBODY ELSE INVOLVED WITH SOME OF THESE OTHER COMMITTEES.
ARE THERE ANY COMMITTEES THAT ANYBODY WANTS TO GIVE UP OR ANY THAT SOMEBODY WANTS TO GET ON?
>> I HAVE CAPITAL PROGRAMS WHICH I LIKE THAT ONE, AND CITY SCHOOLS BECAUSE THAT ONE IS BEFORE BOARD MEETINGS.
BUT THE CITIZENS ADVISORY COMMITTEE, I COULD GIVE THAT ONE UP JUST BECAUSE IT'S A DIFFERENT NIGHT OF THE WEEK IF ANYONE WANTS.
>> ACTUALLY, I TOOK DOUG'S PLACE ON THE CAPITAL PROGRAMS.
[01:10:02]
>> SO YOU GUYS ARE GOING TO KEEP THOSE ONES IN?
>> BUT IF SOMEONE WANTS CITIZENS ADVISORY.
I ALSO LISTED ON THE SCHOOL WELLNESS ADVISORY COMMITTEE, WHICH IS [OVERLAPPING].
>> I DON'T KNOW. I'LL HAVE TO FIND OUT.
>> CITIZENS ADVISORY, WE NEED TO HAVE SOMEBODY THERE ALL THE TIME, BUT I DON'T KNOW IF IT ALWAYS NEEDS TO BE TWO PEOPLE.
IT COULD BE ONE PERSON AND THEN YOU ROTATE THROUGH. I DON'T KNOW.
>> THAT'S WHAT I WONDERED, IF IT COULD BE LIKE THE SUPERINTENDENT BUDGET MEETING AND BE ABLE TO ROTATE THROUGH.
>> I DON'T KNOW IF THERE'S ANY OTHER BODY THAT YOU'RE INTERESTED IN THAT YOU'RE LIKE, I'D REALLY LIKE TO TAKE THE CITIZENS ADVISORY SO THAT YOU'RE ON.
BECAUSE I ALSO DO THE CTE ONE, AND IT'S ONLY ME.
I DO SO MANY CTE MEETINGS BESIDES THAT ONE THAT SOMEONE ELSE CAN JOIN IN ON THAT ONE ALSO.
>> THAT'S WHY I DON'T TRY TO LEAVE.
LIKE I SAID, I DO SOME OF THE OUTSIDE ONES, SO I'M USUALLY [OVERLAPPING].
>> IT'S A VOCATIONAL ADVOCACY ADVISORY COMMITTEE.
>> I BELIEVE THAT THEY MEET LIKE ONCE OR MAYBE TWICE AT TOPS, BUT GOOD MAKE SURE DEREK LEADS IT AND HE BRINGS IN COMMUNITY BUSINESS LEADERS AND THEY ALL TALK ABOUT OPPORTUNITIES FOR KIDS.
>> THAT MIGHT BE A GOOD ONE FOR YOU, BECAUSE YOU COULD REPRESENT THE HEALTHCARE ALSO.
>> BUT AS FAR AS THE CITIZEN ADVISORY, I WOULD PREFER TO DO TWO, BUT ONE PERSON GOES ONE MONTH.
>> DO YOU GUYS WANT TO GO TO MORE OF A ROTATIONAL SCHEDULE FOR CAC?
>> IS THAT HARD FOR YOU, GAIL?
>> NO. WE'LL DO IT JUST LIKE YOU SAID, LIKE THE BUDGET COMMITTEE.
I'LL GET A GRID PUT TOGETHER AND SEND IT OUT.
AS LONG AS THERE'S ONE OF US THERE, I DON'T KNOW THAT WE NEED TWO EACH MEETING.
>> IF THERE'S A TOPIC, AN ONGOING THREE OR FOUR MEETINGS, IT'S IMPORTANT FOR THE SAME PERSON TO BE THERE, THAN THE SECOND PERSON, IF THEY'RE DISCUSSING SCHOOL START TIMES.
THEN THE SECOND PERSON CAN ROTATE THROUGH.
>> TAKING INTO THE DATA AND MAKING A RECOMMENDATION.
>> ARE WE PLANNING ON DOING THE SAME THING AT ALL WITH STUDENT ADVISORY COMMITTEE, HAVING BOARD MEMBERS ROTATE THROUGH THAT? WERE WE TALKING ABOUT THAT?
>> WE TALKED ABOUT THAT. I JUST DIDN'T HEAR IT THOUGH.
SOMETIMES THAT ONE MIGHT NOT BE AS EASY FOR ALL OF US TO GET TO DEPENDING ON WHAT TIME IT IS.
>> WE MEET ON MONDAY FROM 04:00-05:00 AND THEN ON WEDNESDAYS FROM 02:00-03:00.
>> EVERY MONDAY FROM 04:00-05:00? THE FIRST MONDAY OF THE MONTH.
>> THEN ONE OF THE TWO DISTRICT WIDE EARLY RELEASES.
THAT'S THE SAME AS CITIZENS ADVISORY COMMITTEE AS THE FIRST? GOT IT.
>> WOULD IT BE TOO MUCH THAT THE TWO PEOPLE GO INTO CAC ON THAT DAY DO SAC FIRST?
>> I KNEW WE DID THAT ONE ONCE.
>> YEAH, THAT MIGHT NOT BE A BAD IDEA.
>> I'D LIKE TO TAKE A GREATER INTEREST IN THAT GROUP.
THEN THE ONLY REAL CHANGE WE'RE MAKING TO THIS THEN IS WE'RE GOING TO PUT BOMANI ON THE VOCATIONAL ADVISORY COMMITTEE.
>> CONNIE, ON THE CAPITAL PROGRAMS. WE GOT RID OF DOUG QUINN, WE GOT TO X HIM OUT OF THESE.
THEN WE'LL DO A ROTATING FOR CAC.
>> YEAH. THEN LET US KNOW IF SWAC IS MEETING.
THEN THE OTHER ONES ARE INACTIVE.
ARE YOU GOOD WITH ALL OF THAT TOO, WITH THE VICE PRESIDENT AS WELL?
>> WELL, I PROBABLY WON'T DO MANY CITIZENS ADVISORY IF THAT'S A ROTATING ONE.
I JUST WON'T SIGN UP FOR AS MANY OF THOSE OR THE BUDGET ONES SOMETIMES TO MAKE SOME.
>> WE'RE GOOD? YOU'RE GOOD? YOU'RE GOOD.
>> 05:45 PM, WE ARE ADJOURNED.
[LAUGHTER]
* This transcript was compiled from uncorrected Closed Captioning.