[00:00:05]
[1. School Board Workshop - 4:30 PM]
IT IS 4:30 ON APRIL 8TH.WELCOME TO OUR APRIL WORKSHOP.
DR. ANZALONE, I'LL TURN OVER TO YOU.
>> AWESOME. WELL, GREAT TO SEE EVERYONE.
HAPPY POST-SPRING BREAK. HOPEFULLY, EVERYONE HAD A LITTLE TIME OFF.
AT LEAST THOSE OF US IN THE PUBLIC SECTOR DID.
WE HAVE A MULTIFACETED CONVERSATION REALLY ALL-AROUND SAFETY.
WE'RE GOING TO START OFF WITH REALLY SOMETHING THAT I THINK ERICA PROPOSED BASED ON SOME RESEARCH AND SOME REALLY INTERESTING DATA BREACH INFORMATION THAT WE'RE SEEING, NOT JUST IN WASHINGTON STATE BUT ALL OVER THE COUNTRY, SPECIFICALLY AROUND PUBLIC SCHOOLS.
ERICA, THANK YOU FOR THE INSPIRATION ON THIS.
WE HAVE TWO GREAT INTERNAL EXPERTS THAT ARE HERE TO SHARE SOME INFORMATION WITH YOU, AND HOPEFULLY, HAVE A GOOD DISCUSSION AROUND.
AFTER THAT, WE'RE GOING TO SHIFT OVER TO GAIL, WHO IS GOING TO REALLY TALK A LITTLE BIT ABOUT OUR INTERNAL SCHOOL SYSTEM AND OUR DISTRICT SAFETY PROTOCOLS AND SOME THINGS THAT WE'RE DOING AROUND SAFETY AT THE SCHOOL SITE AND THE CENTRAL OFFICE SIDE.
THEN WE'LL ROUND IT OUT WITH RACHEL BEST FROM COMMUNITY ED WHO I'VE ASKED TO COME AND TALK ABOUT THAT EXTERNAL PIECE BECAUSE AS YOU KNOW, WE HAVE SO MANY PARTNERSHIPS AND WE DO SO MUCH WORK WITH THE COMMUNITY AND WE WANT TO MAKE SURE THAT ALL OF OUR FACILITIES ARE KEPT SAFE, BUT ALSO HOW DO WE MAKE SURE THAT OUR PARENTS AND OUR FAMILIES KNOW THAT OUR KIDDOS BEFORE AND AFTER SCHOOL, JUST AS MUCH AS DURING THE SCHOOL DAY, ARE SAFE AND SECURE.
I THINK YOU'LL REALLY ENJOY THIS.
WE HAVE SOME GREAT PEOPLE HERE TO SHARE.
WITH THAT SAID, COREY, I'D LIKE TO KICK IT OFF TO SHERMAN AND MEGHAN. THANKS FOR BEING HERE.
>> FIRST OF ALL, I DID HAND OUT A DOCUMENT TO YOU ALL THAT HAS A SHORT LINK TO OUR SLIDE SHOW, IT HAS A SHORT LINK TO THE ARTICLE THAT INSPIRED THIS, AND IT JUST HAS THE LINK FOR WHAT WE'RE GOING TO COVER TONIGHT.
BECAUSE THERE'S A LOT OF ASPECTS OF SAFETY.
WE REALLY FOCUSED ON THE ARTICLE WHICH WAS FOCUSED ON STUDENT SAFETY.
EVEN CLOSER, I'M GOING TO SWALLOW IT HERE.
[LAUGHTER] JUST A RECAP OF THE ARTICLE.
WHY ARE SCHOOL SYSTEMS EASY TARGETS? THE ARTICLE TALKS A LOT ABOUT OUTDATED TECHNOLOGY.
OFTEN SCHOOLS ARE STRUGGLING TO GET BY WITH THEIR TECHNOLOGY AND PUSHING IT A LITTLE BIT FURTHER, AND WITH OLDER DEVICES, THEY JUST BECOME MORE VULNERABLE.
IT ALSO TALKED ABOUT JUST ESSENTIAL SERVICES BECAUSE SCHOOL IS AN ESSENTIAL SERVICE, THAT THERE'S A LOT OF PRESSURE THAT GOES IN WHEN, LET'S SAY THAT DATA IS HELD RANSOM, THAT A LOT OF SCHOOL DISTRICTS DO WANT TO PAY THOSE FUNDS JUST TO GET EVERYTHING BACK AND RUNNING FOR EVERYBODY, AND WE JUST HAVE IT AS NORMAL AS POSSIBLE CIRCUMSTANCES.
THERE'S ALSO A LOT OF SENSITIVE DATA THAT WE HAVE, WHETHER THAT'S STUDENT DATA, WHETHER IMMIGRATION STATUS, GENDER INFORMATION, WE HAVE A LOT OF DOCUMENTATION, A LOT OF INFORMATION THAT'S STORED YEAR AFTER YEAR.
A LOT OF TIMES ADULTS WILL PUT TRIGGERS SO THAT IF, LET'S SAY YOU'LL GET A TRIGGER THAT A NEW CREDIT CARD WAS OPENED IN YOUR NAME.
BUT PEOPLE DON'T OFTEN DO THAT FOR THEIR CHILDREN, SO IF YOUR STUDENT DATA IS HACKED, THAT PEOPLE OFTEN DON'T KNOW FOR DECADES.
SOME OTHER CONSIDERATIONS ABOUT WHY SCHOOLS ARE EASY TARGETS THAT WERE NOT IN THE ARTICLE.
JUST THAT THERE'S A HIGH USER DENSITY, SO JUST THE NUMBER OF STAFF AND STUDENTS THAT WE HAVE THAT DO USE DEVICES.
IF YOU LOOK 12 YEARS AGO, I THINK TEACHERS HAD ONE DEVICE, THERE MIGHT BE FOUR PUSHED IN THE CORNER.
NOW WE HAVE MANY STUDENTS WITH EVEN MULTIPLE DEVICES THAT THEY USE FOR COMMUNICATION BOARDS.
WE'VE BEEN ABLE TO PROVIDE MORE OF OUR PAIRER'S DEVICES AS WELL.
THE COMPLEXITY OF OUR NETWORK, A DOZEN YEARS AGO, YOU USED TO HAVE TO BE ON-SITE TO GET YOUR FILES, AND NOW WE HAVE ENTIRE SCHOOLS THAT ARE OFF CAMPUS.
WE USED TO HAVE ONE ACCESS POINT IN EVERY LIBRARY AND THAT WOULD NOT WORK FOR OUR NEEDS ANYMORE.
JUST THE COMPLEXITY OF OUR NETWORK HAS CHANGED.
THE LACK OF SECURITY AWARENESS.
WE'VE COME A LONG WAY FROM THOSE EMAILS ABOUT THE NIGERIAN PRINCE NEEDING YOUR INFORMATION TO HELP THEM OUT.
IT'S JUST HARD TO KEEP OUR STAFF UP TO DATE WITH THE COMPLEXITY OF SCAMS THAT ARE OUT THERE.
I WOULD ALSO SAY WE'RE FOCUSING ON STUDENT DATA, BUT OUR TEACHERS ARE VERY KIND-HEARTED, VERY EMPATHETIC, WHEN THEY GET THE SCAM EMAIL THAT THEIR PRINCIPAL REALLY JUST NEEDS A GIFT CARD FOR THIS PROJECT, WE'VE HAD PEOPLE DONATE BECAUSE THEY'RE IN A HURRY AND THEY'RE KIND, AND IT'S OFTEN AFTER THEY CLICK THAT THEY MIGHT HESITATE.
[00:05:04]
JUST LIMITED RESOURCES.WE ARE IN A REALLY GOOD SITUATION HERE.
SHERMAN WILL FOCUS ON WHAT WE'RE DOING, BUT BECAUSE WE DO HAVE LEVY FUNDS THAT SUPPORT US, WE HAVE SUPPORT FROM OUR BOARD, SUPPORT FROM OUR COMMUNITY, THAT WE ARE JUST IN A REALLY GOOD SITUATION.
>> WHICH ONE IS THIS ONE? HEAR IN CAMAS, WE WORK REALLY HARD TO BE PROACTIVE WITH OUR HARDWARE, SOFTWARE, AND HUMANS, SO WE LIKE TO GO ON THE PROACTIVE SIDE OF THE ISSUES.
ON OUR HARDWARE SIDE, WE'RE REALLY LUCKY TO HAVE PRETTY NEW DEVICES THAT WE GET FROM LEVIES.
WE'RE ABLE TO UPDATE OUR SOFTWARE, STAY ON THE LATEST VERSION OF WINDOWS, PATCHING, DO AUTOMATED PATCHING WEEKLY ON MOST OF OUR DEVICES.
WE END UP WITH OTHER THINGS LIKE SERVERS, CHROMEBOOK SWITCHES, ALL OF THOSE THINGS NEED TO BE KEPT UP TO DATE, AND WE HAVE TOOLS THAT WE USE TO DO THAT.
WE STORE OUR BACKUPS SEPARATELY.
WE HAVE SOFTWARE THAT HELPS DO DAILY BACKUPS WEEKLY, AND THEN WE ALSO HAVE HARDWARE, AND THE HARDWARE CAN HOLD THE DATA SEPARATELY.
IF WE'RE STARTING TO GET ENCRYPTED, IT HAS THE ABILITY TO KEEP IT IN A SEPARATE ZONE SO IT CAN'T GO AND ENCRYPT THE BACKUPS THAT WE HAVE BECAUSE OF THE HARDWARE THAT WE USE.
WE HAVE HOME FOLDERS THAT ARE BACKED UP EVERY SEVEN SECONDS, SO IF SOMETHING GETS INFECTED, WE CAN ROLL BACK TO SECONDS BEFORE IT HAPPENED AND BE BACK UP WITHOUT PEOPLE KNOWING THAT WE EVEN GOT ENCRYPTED, SO IT'S REALLY NEAT THAT WAY.
YES, IT'S HAPPENED. MOST OF THE PRODUCTS WE HAVE, YOU DON'T KNOW WE HAVE THEM UNLESS THERE'S AN ISSUE.
THEY'RE THE BACK-END STUFF THAT JUST KEEP US GOING, SO IT WORKS PRETTY WELL.
WE JUST PURCHASED A PRODUCT CALLED ABNORMAL, AND ABNORMAL LOOKS FOR SOMETHING THAT'S NOT NORMAL IN AN EMAIL.
I SAW ONE FROM COREY AND HE SENT IT OUT TO ALL THE BOARD MEMBERS AND HE ASKED IF YOU HAD A MINUTE TO TALK AND MOST THINGS WOULDN'T PICK THAT UP, BUT WITH ABNORMAL, IT COULD SEE THAT NO ONE HAD EMAILED THAT EMAIL ADDRESS.
THEY JUST USED YOUR NAME AND SO IT LOOKED AND THEN IT LOOKED THAT IT WAS LOOKING FOR INFORMATION FROM THE SCHOOL BOARD, AND IT KNOWS THAT YOU GUYS WERE SCHOOL BOARD MEMBERS AND IT PULLED THAT EMAIL BEFORE IT EVEN GOT OUT THERE.
IT'S ABLE TO PICK UP A LOT OF THOSE ITEMS. FOR STUDENTS, THEY ARE ABLE TO EMAIL JUST STAFF OR OTHER STUDENTS OR APPROVE CURRICULUM.
THAT WAY IT KEEPS THEM FROM THE CHANCE OF PEOPLE TRYING TO TALK WITH THEM AND GET THEIR INFORMATION, SO THAT REALLY HELPS.
WE HAVE A PRODUCT CALLED ENDPOINT PROTECTION.
WHAT THAT DOES IS IF A MACHINE GETS INFECTED, IT LOOKS AT THE MACHINE AND IT ISOLATES.
IF JOHN'S MACHINE GOT INFECTED, IT WOULD ISOLATE IT FROM ANY OF THE OTHER PEOPLE ON THE NETWORK OR IN THE ROOM AND THEN IT ALSO HOOKS TO THE FIREWALL WHICH CAN SHUT IT DOWN AND STOP THE ATTACK ALIVE.
IT'S A MULTI-FACTOR AUTHENTICATION.
IF A TEACHER HAPPENS TO HAVE THEIR PASSWORD COMPROMISED OR AN ADMINISTRATOR GETS THEIR PASSWORD COMPROMISED, IT POPS UP A NOTIFICATION ON YOUR PHONE WHEN YOU LOG IN AND IT ASKS IF IT'S YOU.
IF IT'S YOU, YOU APPROVE IT, IF IT'S NOT, THEN IT STOPS IT.
THAT RIGHT THERE STOPS MOST ISSUES THAT WE HAVE.
MOST OF THE ADMINISTRATION IS ON THAT AND OVER UP TO SPRING BREAK,
[00:10:07]
WE GOT ALL THE TEACHERS ON THAT APPLICATION AND WE'RE PUTTING CLASSIFIED STAFF ON THAT IN THE NEXT TWO WEEKS.WHAT THAT DID FOR THE DISTRICT IS IT MOVED OUR INSURANCE FROM $50,000 PER YEAR TO $1 MILLION.
WE HAVE A $1 MILLION POLICY JUST FOR IMPLEMENTING THINGS LIKE THAT BECAUSE IT JUST MAKES THE DISTRICT THAT MUCH MORE SECURE.
THEN WE HIRE EXPERTS, USUALLY ONCE EVERY TWO YEARS TO LOG IN AND LOOK AT OUR BEST PRACTICE TO MAKE SURE THAT WE HAVE THINGS SET UP CORRECTLY AND LOOK FOR ANYTHING THAT WE COULD IMPROVE ON AND THAT REALLY HELPS BECAUSE IT PICKS UP THINGS THAT YOU MIGHT NOT KNOW THAT WERE ISSUES.
>> BEFORE WE JUMP TO QUESTIONS, I JUST WANT TO SAY THANK YOU FOR GIVING US THE OPPORTUNITY TO SHOW THESE INVISIBLE THINGS AND MAKE THEM VISIBLE AND RESPOND TO AN ARTICLE THAT DOESN'T HAVE OUR NAME IN IT WHICH IS USUALLY WHEN I THINK TECH PEOPLE HAVE A CHANCE TO TALK ABOUT ALL THESE THINGS THAT ALL THIS PREVENTION THAT CHAIRMAN'S HAD IN PLACE WITH YOUR SUPPORT.
>> IT'S REALLY HELPED. I WORK WITH OTHER DISTRICTS AND WE'RE VERY LUCKY THAT WE'RE SUPPORTED AND WE'RE FUNDED, AND WE HAVE A COMMUNITY THAT EMBRACES TECHNOLOGY.
IT GIVES US THE ABILITY TO DO THINGS THAT MOST DISTRICTS CAN'T DO OR CAN AFFORD TO DO, OR DON'T HAVE THE MANPOWER TO DO, SO IT MAKES A HUGE DIFFERENCE FOR US.
>> I DON'T HAVE A QUESTION, BUT JUST A COMMENT THAT YOU SAID, DISTRICTS THAT DON'T HAVE THE MANPOWER.
I KNOW WE DON'T HAVE A LOT OF MANPOWER EITHER AND THAT YOUR TEAM WORKS EXTREMELY HARD PROVIDING ALL THIS AND MONITORING.
I'D LOVE TO KNOW WHAT YOUR READING LIST IS LIKE HOW YOU FIND OUT ABOUT THIS STUFF BECAUSE WE ALWAYS SEEM LIKE WE'RE ON THE LEADING EDGE WITH THE LATEST TECHNOLOGY AND THANK YOU TO YOU AND YOUR TEAM FOR KEEPING US THERE AND MAKING SURE WE'RE ALWAYS THERE.
>> I HAVE A QUESTION. IT MIGHT BE A LITTLE UNRELATED TO THE ARTICLE SPECIFICALLY, BUT I'M JUST CURIOUS WHAT KINDS OF BEST PRACTICES OR TRAININGS YOU PROVIDE TO STAFF AROUND SAFETY.
I'M EVEN THINKING ALONG THE LINES OF WHAT YOU SHOULD AND SHOULDN'T PUT INTO AN EMAIL, FOR EXAMPLE BECAUSE OUR EMAILS ARE ALL PUBLIC.
PUBLIC CAN BE SEARCHED BY PUBLIC RECORDS AND THAT KIND OF STUFF.
DO WE HAVE OR IS IT REALLY JUST LIKE THE SAFE SCHOOLS TRAININGS THAT WE DO AT THE BEGINNING OF THE YEAR.
>> SOME SAFE SCHOOL TRAININGS BUT I KNOW MACON SENDS OUT EMAILS EVERY ONCE IN A WHILE.
WE SEND IT OUT BY PERSON WHO DOES WHAT. HOW WOULD YOU EXPLAIN?
>> I THINK WHEN WE SEE TRENDS THAT WE'LL DO EMAILS TO INFORM PEOPLE AND DO REMINDERS, MAYBE NOT A COMPLETELY HOLISTIC PLAN OF WHAT WE DO, BUT JUST TRY TO STAY RESPONSIVE AND THE SAFE SCHOOL TRAININGS.
>> WE HIT A LOT OF THEM WHEN THEY HAPPEN THAT WAY ON THE TRAININGS.
IT'S REALLY HARD BECAUSE THEY CHANGED THE THINGS ANYMORE.
THE WAY THEY GET INFORMATION HAS CHANGED DRAMATICALLY.
I KNOW WITH SOME SCHOOLS I'VE SEEN THEY'VE LOGGED IN AND THEY'VE GOTTEN ACCESS TO SOMEONE'S ACCOUNT AND THEN THEY JUST SIT THERE AND WATCH AND THEY WATCH WHO TALKS AND HOW THEY DO IT.
THEN THEY LOOK FOR A WAY TO SEND A PO OUTSIDE OF THE DISTRICT AND TRY TO SEND ADDRESS CHANGE.
THEY'VE GOTTEN VERY SOPHISTICATED SINCE I'VE WORKED HERE.
>> WELL, I TOO WANT TO ECHO A BIG THANK YOU FOR COMING AND YOU KNOW A LOT OF TIMES WHAT'S ON TOP OF MIND FOR PEOPLE'S PHYSICAL SAFETY AND THAT IS ABSOLUTELY IMPORTANT BUT PEOPLE DON'T KNOW WHAT THEY DON'T KNOW UNTIL YOU HEAR THE LA PUBLIC SCHOOLS BEING HELD FOR MILLIONS OF DOLLARS OF RANSOM IS WHEN WHAT ARE WE DOING AND IT IS SO HELPFUL AND SUPPORTIVE TO BE ABLE TO SHARE WITH OUR FAMILIES OF WHAT ALL IS HAPPENING IN THE BACKGROUND AS WELL.
[00:15:01]
9-5, NOT OUTSIDE OF HERE.I KNOW THAT EVEN IN MY COMPANY, WE GET MONTHLY EMAILS OF JUST REMINDERS OF SIMPLE THINGS OF "DON'T CLICK ON LINKS." YOU KNOW, WHAT LOOKS OUT OF PLACE.
SOMETIMES, ESPECIALLY I CAN IMAGINE STUDENTS AND EDUCATORS, THEIR MINDS ARE THINKING ELSEWHERE.
YOU DON'T THINK THAT AN EMAIL COMING ACROSS, YOU SEE A NAME YOU RECOGNIZE, YOU CLICK ON IT, RIGHT? IT'S EASY TO FORGET.
I THINK EVEN THE SIMPLEST OF REMINDERS IS SUPER HELPFUL.
I HAD A STAFF MEMBER SEND ME AN ATTACHMENT WITH NO COPY, NO BODY.
AND I REPLIED BACK TO THIS PERSON AND SAID, CAN YOU TELL ME WHAT THIS IS BEFORE I CLICK ON IT? I DON'T CLICK ON ANYTHING WITHOUT.
AND THE RESPONSE BACK, "OOPS, WRONG ERICA." SO THEY MEANT TO SEND AN ATTACHMENT BUT WITH NO BODY.
AND AGAIN, IT'S LIKE, OH, NOT A BEST PRACTICE.
AND DIDN'T EVEN MEAN TO SEND IT TO ME, I JUST HAPPENED TO RECOGNIZE THIS PERSON'S NAME.
I THINK IT'S THINGS LIKE THAT, OF EASY REMINDERS OF THINGS THAT SEEM SIMPLE.
BUT I WAS JUST IN A MEETING TODAY TOO ABOUT HOW THESE HACKERS CAN GET IN.
AND LIKE YOU SAID, SHERMAN, CAN SIT AND WATCH AND WHILE SOME OF THEM ARE WATCHING, THE OTHER ONES ARE ALREADY IN THE SYSTEM GETTING THINGS BEFORE, SOMETIMES 24, 48 HOURS BEFORE WE KNOW THAT THEY'VE GOTTEN THESE THINGS, BEFORE WE'RE ABLE TO SHUT DOWN.
THE TECHNOLOGY THAT YOU HAVE IN PLACE IS ABLE TO WORK IMMEDIATELY, OR WHAT'S THE TIME FRAME FROM WHEN YOU THINK THAT SOMETHING HAS BEEN HACKED INTO?
>> WE GET NOTIFICATIONS RIGHT AWAY ON MOST OF OUR THINGS AND EVEN ON OUR ACCOUNTS.
IF IT THINKS THAT YOUR ACCOUNT HAS BEEN, LIKE SAY YOU LOGGED ON HERE AND THEN YOU LOGGED ON IN CHINA WITHIN AN HOUR.
IT KNOWS YOU CAN'T PHYSICALLY GO THERE THAT QUICK.
SO IT'LL LOCK YOUR ACCOUNT AUTOMATICALLY IF IT SEES SOMETHING LIKE THAT.
SO THOSE KIND OF THINGS REALLY HELP TO GET THAT INSTANT RESPONSE WHERE YOU CAN SHUT IT DOWN.
>> ALSO ON THE EMAILS, IF YOU NOTICE, IT'LL SAY IF THE EMAILS ARE FROM INSIDE THE DISTRICT OR OUT.
>> THAT'S EXTERNAL. THAT'S SMART AS WELL, RIGHT? YEAH. YEAH. THANK YOU. THANK YOU FOR THE UPDATE.
I THINK EVEN YEARLY UPDATES, JUST LIKE WE DO FOR PHYSICAL SAFETY, IS SUPER IMPORTANT AND ANY TIPS AND TRICKS WE CAN DO AS A BOARD, LIKE I SAID, COREY SENDS THAT EMAIL.
COREY, "SENDS THAT E MAIL OFTEN." IT'S AMAZING HOW THEY KEEP TRYING, THEY'RE VERY CONSISTENT WITH THAT ATTEMPT TO KEEP TRYING.
SO IT'S TAUGHT ALL OF US TO LOOK AT THE EMAIL ADDRESS OURSELVES ONLY BECAUSE WE'RE GETTING TESTED AT LEAST A QUARTERLY, IF NOT MORE BASIS WITH THAT. IT'S BANANAS.
>> THAT'S REALLY QUITE INTERESTING.
>> THE PERSON WHO WROTE IT MAKES THE ADS FOR FACEBOOK AND THOSE KIND OF THINGS.
THEY KNOW HOW THOSE SYSTEMS WORK, SO IT WAS A REALLY NEAT PRODUCT.
IT JUST PICKS UP THINGS THAT WOULD HAVE GOTTEN BY.
>> YEAH. AND ERICA, JUST TO CHIME IN.
COMING FROM A DISTRICT THAT WENT THROUGH A MAJOR DATA BREACH AS WELL.
IT COULD BE LITERALLY CRIPPLING TO A COMPANY, AN ENTITY, A SCHOOL DISTRICT, AND WITH RANSOMWARE, THE WAY IT IS, THAT'S ACTUALLY THE CONNIE'S POINT.
THAT'S WHAT HAPPENED WITH OUR SYSTEM.
WHERE IT ROLLED BACK THAT 7 SECONDS, IT WAS A RANSOMWARE HIT.
AND LUCKILY BECAUSE WE HAD THIS SOFTWARE IN PLACE, IT WAS ALMOST NOT WORTH THE RANSOM BECAUSE WE WERE ABLE TO STOP THAT SO QUICKLY.
SO SINCE I'VE COME HERE, I'VE BEEN SO IMPRESSED WITH SHERMAN AND MEGHAN AND THEIR TEAM AND WHAT THEY'RE BEING AHEAD OF THE GAME.
IT'S PROBABLY SAVED US MILLIONS.
AND IT'S REALLY SCARY, ESPECIALLY BEING A PARENT OF STUDENTS IN THE DISTRICT, TO KNOW REALLY HOW PROTECTIVE WE HAVE TO BE OF THE DATA, BECAUSE WHERE IT'S GOING IS REALLY SCARY STUFF.
SO THANKS FOR BRINGING THIS TO US AND I REALLY APPRECIATE THIS PRESENTATION.
SO WITH THAT, WE'RE GOING TO SHIFT GEARS TO WHAT YOU SAID, ERICA, MORE OF THAT PHYSICAL SAFETY PIECE.
GAIL HAS BEEN REALLY LEADING THE TEAM TO BRING TOGETHER A PARTNERSHIP
[00:20:02]
WITH ESD AND OUR PRINCIPALS AND MANY OF OUR STAFF.WHAT WE'VE NOTICED IS THAT EVEN THOUGH WE'RE AHEAD OF THE GAME IN A LOT OF AREAS, WE REALLY WANT TO CONTINUE TO BE ON THE FOREFRONT OF WHERE WE ARE WITH THE PHYSICAL SAFETY OF OUR STAFF AND OUR STUDENTS AND OUR BUILDINGS.
AND WE WANTED TO MAKE SURE THAT OUR PLANS ARE UPDATED.
AND WHAT WE'RE FINDING OUT IS THAT WE'RE ACTUALLY IN PRETTY GOOD SHAPE, BUT THERE COULD BE A LOT MORE FINE TUNING.
AND SO GAIL HAS REALLY BEEN INSTRUMENTAL IN GATHERING THE TEAM TOGETHER, KIND OF A SUBCOMMITTEE OF PEOPLE.
SO I'LL PASS IT OFF TO YOU, GAIL, TO BRING US HOME ON THAT FRONT.
>> IT WAS TIME TO LOOK AT THE EMERGENCY RESPONSE PLANS THAT WE DO HAVE IN PLACE BECAUSE I WAS THE ONE THAT DEVELOPED THOSE 13 YEARS AGO.
SO IT WAS TIME. AND THEY'RE VERY CUMBERSOME.
I WAS FORTUNATE ENOUGH TO MEET [BACKGROUND]..
NO, I'M NOT GOING TO BE ABLE TO GO FORWARD. [LAUGHTER] YEAH.
>> SO WITH JOHN'S URGING, WE PULLED TOGETHER A NEW TEAM.
BECAUSE OF COVID, WE DIDN'T REALLY HAVE A TEAM IN PLACE FOR A WHILE.
IT'S KIND OF GOING IN AND OUT. YOU'RE RIGHT, CONNIE.
SO WE HAVE THE DIRECTOR OF FACILITIES, SHERMAN DAVIS WHO IS ON THE TEAM, AND WE HAVE DIRECTOR OF ELEMENTARY EDUCATION, DOUG HOOD.
THE GOOD THING ABOUT HAVING DOUG THERE IS HE WAS REALLY INVOLVED IN VANCOUVER SCHOOL DISTRICTS SAFETY INITIATIVES.
WE HAVE CAMPUS HIGH SCHOOL PRINCIPAL KELLY O'ROURKE AND ASSOCIATE PRINCIPAL OWEN SANFORD.
SO WE HAVE THE HIGH SCHOOL REPRESENTED AND MIDDLE SCHOOL WITH ASSOCIATE PRINCIPAL SCOTT BRISTOL, AND THEN ELEMENTARY PRINCIPAL MELISSA HUTTON AND MYSELF.
WHAT WE HAVE DONE IS WE ARE WORKING RIGHT NOW AS A FIRST STEP TO COME UP WITH A NEW TEMPLATE FOR OUR EMERGENCY RESPONSE PLANS, WHICH WILL THEN BE CALLED EMERGENCY OPERATIONS PLANS.
I MET WITH ESDS COMPREHENSIVE SCHOOL SAFETY PUBLIC HEALTH COORDINATOR CARINA MCINTYRE LAST THURSDAY, AND THEY ARE DOING SOME AMAZING WORK WITH THIS STUFF THROUGH ESD AND OFFERING IT OUT TO SCHOOL DISTRICTS, WHICH WE HAVEN'T HAD BEFORE.
SO WE'RE NOT HAVING TO REINVENT THE WHEEL OURSELVES, WHICH IS SO AWESOME.
I'M WORKING WITH HER TO DEVELOP A NEW TEMPLATE FOR OUR PLANS THAT'LL BE MORE STREAMLINED, MUCH EASIER TO MANAGE IN THE SCHOOL BUILDINGS.
THEN OUR NEXT STEP IS THAT WE WOULD LIKE TO MAKE SURE THAT EVERYBODY IS TRAINED AND FAMILIAR WITH THE INCIDENT COMMAND SYSTEM THROUGHOUT THE DISTRICT.
IT COULD BE PRINCIPALS, ASSOCIATE PRINCIPALS, SECRETARIES, EVERYONE, AND THEN US HERE AT THE DISTRICT OFFICE.
AND WE'LL HAVE A NICE FLOW CHART ABOUT HOW TO TAKE THOSE STEPS AS THEY COME, WHEN THERE'S AN EMERGENCY.
THEN LASTLY, HOPEFULLY BY THE END OF THE SUMMER, WE WILL HAVE ALL OF THIS NICE AND READY TO ROLL OUT.
BEFORE WE DO THAT, WE'LL INFORM THE CAMPUS FIRE AND CAMPUS POLICE DEPARTMENT PERSONNEL OF WHAT OUR NEW PLANS ARE AND WHAT OUR RESPONSE PROTOCOLS WILL BE AND SO FORTH.
A NICE THING ABOUT OUR STANDARD RESPONSE PROTOCOLS IS WE'RE ALSO WORKING WITH ESD TO FIND A WAY TO MAKE THOSE PROTOCOLS ALIGN WITH THE DISTRICTS AROUND US.
IF VANCOUVER FIRE OR VANCOUVER POLICE, OR ANYBODY HAS TO RESPOND, SHERIFF'S DEPARTMENT OR SO FORTH, EVERYBODY IS ALIGNED SO THAT THEY KNOW EXACTLY HOW WE'RE OPERATING AND HOW TO FIT IN RIGHT AWAY.
THAT'S JUST A DISTRICT OVERVIEW OF WHAT WE'RE DOING.
>> ONE OF THE THINGS THAT HAS COME UP IN THESE CONVERSATIONS IS OUR ROLES HERE.
LET'S SAY JUST DURING THE REGULAR WORK DAY, A LOT OF OUR INITIAL REACTIONS, ESPECIALLY AS PARENTS TOO, IS TO RUN TO THE SITUATION AND GET THERE AS SOON AS POSSIBLE.
WHAT WE'VE LEARNED IS THAT'S NOT ALWAYS THE BEST THING TO DO.
AS A SUPERINTENDENT, YOU MAY NOT EVEN WANT TO NECESSARILY BE THE INCIDENT COMMANDER.
THE SUPERINTENDENT MAY NEED TO BE AVAILABLE FOR PARENTS OR MEDIA OR WHATNOT,
[00:25:01]
AND SO WE'RE WORKING ON THOSE PROTOCOLS AS WELL, SO THAT EVERY SINGLE PERSON IN OUR BUILDING, EVEN IN OUR EXTERNAL SPOTS LIKE WHERE MARY IS AND OTHERS ALL KNOW THEIR ROLE AND KNOW IT WELL AND HAVE PRACTICE OUR ROLES.EVEN IN SMALL CASES WHERE WE MAY HAVE SOMETHING MINOR THAT IT COULD GET BIGGER, WE'RE WORKING THROUGH SOME OF THOSE SCENARIOS WHEN THEY COME UP SO THAT WAY IF WE EVER DO HAVE A MAJOR EVENT, WE'LL BE REALLY READY TO GO.
I'M LOOKING FORWARD TO THAT, SO IT'S JUST GOING TO GIVE ME PEACE OF MIND AS THE SUPERINTENDENT TO KNOW THAT EVERYBODY HAS A ROLE, KNOWS THEIR ROLE, AND THEN FULFILLS THAT ROLE.
GAIL HAS REALLY DONE A GREAT JOB. SHE LOVES THIS WORK.
SHE'S A SYSTEMS PERSON AND SO IT IS GOOD TO HAVE THIS SYSTEM GOING AND WE'RE LOOKING FORWARD TO HAVE PRINCIPALS AND OUR SITE-BASED LEADERS AT THE TABLE AS WELL.
>> THANK YOU. I RECALL LAST BEING EDUCATED ON WHAT THE DISTRICT'S PLANS ARE IN PLACE TO BE IMPLEMENTED IN CASE OF AN EMERGENCY.
BEFORE I WAS ON THE BOARD OVER SIX YEARS AGO, AND IT WAS A NATIONAL TRAGEDY THAT SPARKED THAT NEED TO HAVE THAT CONVERSATION SO THAT CAMAS FAMILIES DID UNDERSTAND WHAT SYSTEMS WE HAD IN PLACE.
MUCH LIKE TECHNOLOGY IN LA SCHOOL DISTRICT THIS LAST YEAR, IT'S GOOD FOR US TO TALK PROACTIVELY.
I THINK BEING PROACTIVE AND HAVING PLANS IN PLACE IS A REASSURANCE OF EYES ARE ON THINGS AND THEY'RE UPDATED IN A TIMELY FASHION, AND ALL HANDS AND FINGERPRINTS ARE INVOLVED.
THANK YOU. I KNOW IT'S A BIG UNDERTAKING, BUT I THINK IT GIVES A REASSURANCE THAT IN CASE SOMETHING DOES HAPPEN.
FOR ME, IF SOMETHING WERE TO HAPPEN, I CUT MY FINGER IN THE KITCHEN, ALL OF A SUDDEN YOUR BRAIN GOES LIKE THAT.
I DON'T REMEMBER ALL OF THE THINGS EXCEPT I KNOW I PUT A BAND-AID IN THE DRAWER NEXT TO THE KNIVES. YOU KNOW WHAT I MEAN? IT'S LIKE THAT OF I'M BARELY REMEMBERING ANYTHING, AND SO I JUST THINK BEING PROACTIVE AND SHARING THAT THESE PLANS ARE IN PLACE, BE IT A, 500 POUNDS, THREE RING BINDER AND, OR A ONLINE DOCUMENT THAT GETS PUSHED OUT TO PEOPLE IS SUPER APPRECIATIVE AS A PARENT AND A BOARD MEMBER, AND A COMMUNITY MEMBER, HONESTLY, SO THANK YOU.
>> I WOULD ECHO THAT AND APPRECIATE YOU SAID PEOPLE KNOW THEIR ROLES AND THEY KNOW IT WELL.
AT MY SCHOOL OR EVEN BACK WHEN WAS IT? THIS SUMMER, THE LOCK-DOWN THAT WE WENT INTO WHEN WE WERE ALL HERE, WHERE YOU THINK YOU KNOW WHAT THE PROCESS IS, AND THEN WHEN IT HAPPENS YOU'RE JUST.
AT MY SCHOOL, THERE WAS AN INCIDENT AND WE'RE LIKE, WHAT DO WE DO? YOU NEED TO KNOW THESE THINGS AND REVIEW THEM FREQUENTLY BECAUSE IT'S LIKE FIRE ALARMS. EITHER WE DON'T TAKE IT AS SERIOUSLY BECAUSE WE KNOW IT'S JUST A DRILL, OR WE PRACTICE IT SO INFREQUENTLY THAT WE DON'T WANT TO PRACTICE IT A TON, BUT WE NEED TO KNOW WHAT OUR RULES ARE AND WHAT TO DO, BECAUSE IF SOMETHING WERE TO HAPPEN, YOU'RE NOT IN YOUR CALMEST MODE AT THOSE TIMES, AND SO THAT PRACTICE AND KNOWLEDGE IS REALLY IMPORTANT.
HOW ARE WE DOING THAT? HOW ARE WE MAKING SURE THAT EVERYBODY KNOWS WHAT TO DO? IS IT JUST MORE FREQUENT DRILLS? IS IT LIKE THE TABLETOP TRAININGS?
>> ONES THE ABOVE IN PLACE, THEN WE WILL START DOING TABLETOP TRAININGS, THEN WE'LL START GETTING PEOPLE TO PRACTICE AND THE NEW PLAN WILL BE MUCH MORE STREAMLINED.
IT WILL BE EASIER TO GRAB CHART WHATEVER IT IS WE DESIGN TO THEN REACT TO WRITE DOWN THE LIST OF THINGS THAT YOU NEED TO DO.
LIKE I SAID, WE WILL BE DOING TABLETOP EXERCISES.
OUR SCHOOLS ARE USUALLY VERY, VERY GOOD AT DOING THEIR MONTHLY DRILLS, SO I DON'T THINK THAT'S AN ISSUE.
>> WELL, AND EVEN DOING THE MONTHLY DRILLS.
WE'RE IN A SITUATION WHERE WE HAD INFORMATION.
WE'RE LIKE, CAN WE GO INTO LOCK-DOWN? OUR ADMINISTRATORS WERE OUT OF THE BUILDING AND WE'RE JUST LIKE, WHO PUSHES THE BUTTON? WHO DECIDES? WHAT? IS THIS REAL? IS IT NOT? WE'RE ALL JUST LOOKING AROUND LIKE WHO'S IN CHARGE.
[00:30:01]
JUST LITTLE THINGS LIKE THAT BECAUSE, THERE'S NO SUCH THING AS A NORMAL DAY RIGHT, ANYWHERE, SO IT'S IMPORTANT TO FIGURE THOSE THINGS OUT AHEAD OF TIME.>> IT DOES MAKE ME WONDER ABOUT, WE RENT OUT OUR BUILDINGS A LOT OF TIMES AND WHAT IF SOMETHING WERE TO HAPPEN WITH ADULTS IN THE BUILDING THAT AREN'T A PART OF THE EDUCATIONAL FOUNDATION? THEY WILL GET TO PRACTICE WITH CSD.
>> WAS THAT A GOOD SEGWAY AND I DIDN'T EVEN KNOW IT.
>> PERFECTLY DONE. GOING BACK TO CONNIE, WHEN WE HAD THE LOCKDOWN WHEN THE BOARD WAS IN HERE, I THOUGHT HONESTLY THE STAFF DID A GREAT JOB.
THE NEXT STEP THAT WE DIDN'T DO, THAT WE WOULD DO IN THE FUTURE, IS IMMEDIATELY MOVE INTO A COMMAND CENTER WHERE WE WOULD SHIFT ANYBODY WHO IS STAYING IN HERE IS ONE THING.
BUT IF IT'S FEASIBLE, OUR INCIDENT COMMANDER WOULD GO INTO, MOST LIKELY, THE BOARD ROOM AND THEN START RUNNING THINGS FROM THERE, AND ONLY THAT INCIDENT COMMANDER WOULD BE IN THERE AND THAT PERSON WOULD THEN BE IN CONTACT.
LET'S SAY THAT WAS A TRUE EVENT, THAT PERSON WOULD THEN TAKE OVER ALL INFORMATION.
ANYTHING GOING IN OR OUT IS COMING INTO THAT CENTER.
WE'LL BRIEF THE BOARD MORE ON THAT ONCE THAT ALL THOSE PROTOCOLS ARE IN PLACE, BUT THERE COULD HAVE BEEN MORE IN PLACE THEN THAT IT WASN'T.
BUT I THOUGHT FOR THE MOST PART FOR WHAT WE KNEW, I THOUGHT PEOPLE DID REALLY, REALLY GOOD JOB OF THAT.
IF EVERYONE'S GOOD THAT I'D LIKE TO GO TO ERICA'S POINT AND GO MORE EXTERNAL BECAUSE WE DO HAVE A HECK OF A LOT OF PARTNERSHIPS AND OUR FACILITY RENTALS AND JUST COMMUNITY ED AND I CAN GO ON AND ON AND ON, BUT THAT'S WHY WE'VE ASKED RACHEL TO COME IN AND KIND OF SHORE UP SOME OF THAT PIECE. RACHEL.
>> THANK YOU. TO START, I STARTED WITH COMMUNITY ED IN 2016 AND THEN IN 2021 I TOOK OVER THE FIELD IN FACILITIES, COORDINATOR POSITION.
IT'S IN MY NATURE TO BE HANDS-ON, AND SO TYPICALLY WHEN IT COMES TO RENTALS AND EVEN INSIDE SCHOOL USE, YOU'LL SEE ME AT THOSE PLACES FREQUENTLY CHECKING IN WITH MARY, PROBABLY TOO MUCH.
MARY DURING COVID OR RIGHT BEFORE COVID, SHE MET WITH ESD, AND OUR LIABILITY INSURANCE UPPED IT ONE MILLION TO TWO MILLION.
I KNOW THAT DOESN'T REALLY HAVE A LOT TO DO WITH SAFETY, BUT SAFETY OF OUR BUILDINGS I GUESS, AND MAKE SURE THAT THEY'RE TAKEN CARE OF.
THEN, FOR DOOR MONITORING, THE SCHOOL DISTRICT USED TO ISSUE BADGES OUT TO GET ACCESS INTO THE BUILDINGS, AND WE SINCE HAVE STOPPED THAT, AND I SET DOORS NOW TO UNLOCK.
IT'S TYPICALLY LIKE A 15 MINUTE WINDOW THAT THEY'RE ABLE TO ENTER AND EXIT UNLESS IF IT'S A LONGER EVENT WHERE THEY NEED TO KEEP COMING IN AND OUT, THAT WILL THEN TAKE ME TO MY MONITORING NEXT.
BUT THE DOORS ARE ALWAYS A PROBLEM AND PROPPING THE DOORS IS SOMETHING THAT HAS RECENTLY CAME UP OFTEN IN OUR STAFF, AND THEN WE ALSO MAKE SURE ALL OF OUR RENTERS ARE ALSO AWARE OF NOT PROPPING THE DOORS, NOT JUST BECAUSE OF THE VENTILATION AND AIR AND EVERYTHING, BUT SAFETY, IT CAN'T BE LEFT OPEN.
>> CAN I ASK A QUESTION ABOUT THE DOOR PROBLEM? CAN YOU TELL WHEN A DOOR IS PROPPED OPEN, LIKE THERE'S NO SENSOR THAT SAYS THIS DOOR HAS BEEN OPEN FOR AN HOUR.
>> NOT ALL OF THEM, AND I COULD BE WRONG WITH THIS, BUT THERE IS A GREEN LIGHT ON TOP THAT SAYS THAT IT'S UNLOCKED, AND SO THOSE ONES ARE JUST RED.
>> YOU GUYS WOULD KNOW IT DIDN'T ARM BECAUSE THE DOOR WASN'T CLOSED. GOT IT.
>> YES. PROPPING DOORS, WE REMIND EVERYBODY OFTEN TO NOT DO THAT.
[00:35:05]
NOW, FOR OUTSIDE EVENTS, GROUPS THAT COME IN, WE WOULD HIRE A MONITOR TO COME IN AND MONITOR THE FACILITY, AS WELL AS FOR SAFETY REASONS, HAVE SOMEBODY THERE WATCH THE DOORS.DO A CHECK AT THE END OF THE DAY TO MAKE SURE ALL THE DOORS ARE SECURED.
THE GROUPS ARE RESPONSIBLE FOR PAYING FOR THAT MONITOR TO BE THERE, BUT AS WE SAID, IT'S SOMETIMES OUR INTERNAL GROUPS THAT HAVE A HARD TIME WITH IT AND THEY ACT AS THEIR OWN MONITORS.
IT'S SOMETHING THAT I THINK WE NEED TO WORK ON AND GET BETTER WITH.
THEN OF COURSE, I'M ALWAYS LOOKING FOR WAYS THAT WE CAN DO MORE AND DO BETTER AND ALWAYS OPEN TO ADJUSTING AS NEEDED. ARE THERE ANY QUESTIONS?
>> I DON'T HAVE ANY QUESTIONS, BUT I KNOW IT'S A LOT OF WORK WHAT YOU GUYS DO, COORDINATING THE FIELDS AND THE BUILDINGS AND ALL THAT FOR COMMUNITY USE.
I OFTEN ALWAYS HEAR A LOT OF HOW GREAT YOU GUYS ARE TO WORK WITH AND YOU WORK WELL WITH PEOPLE.
I KNOW THE FIELD MONITORING AND STUFF LIKE THAT, YOU JUST WORK WELL WITH THE GROUPS THAT WE HAVE AND MANAGING THEM ALL TOGETHER, SO GREAT JOB TO YOU GUYS.
I HEAR A LOT OF PEOPLE GIVE YOU COMPLIMENTS WHEN I'M OUT THERE DOING MY OWN FIELD MONITORING.
>> RACHEL, JUST TO GO BACK TO ERICA'S POINT, CAN YOU TALK A LITTLE BIT ABOUT WHEN SOMEONE DOES RENT OUR FACILITY AND THEN WE HAVE AN EVENT GOING ON.
IF WE WERE TO HAVE AN EMERGENCY HAPPEN, WHO WOULD BE IN CHARGE OF THAT COMMAND AT THAT POINT?
>> WELL, IF IT'S OUTSIDE GROUP, THERE WOULD BE A MONITOR THERE THAT WOULD BE IN CHARGE OF THAT.
AS FAR AS THE INDOOR OR MORE INSIDE SCHOOL DISTRICT.
>> I'LL DO THIS. SOME OF THAT.
I HAVE A QUESTION ABOUT OUR BUILDINGS ACTUALLY.
SHERMAN, IT MIGHT BE MORE OF A QUESTION FOR YOU.
SAY AN EVENT IS HAPPENING IN ONE OF OUR BUILDINGS, BUT IN OFF SCHOOL HOURS.
LET'S DO A SUNDAY FROM 6:00-9:00 PM.
NOT YOUR TYPICAL SCHOOL HOURS, BUT WHAT IF SOMETHING IS SENT OUT, AN ALERT FROM OUR COMMUNITY THAT WOULD SHUT A SCHOOL DOWN? DOES THAT STILL HAPPEN IN OUR BUILDINGS EVEN THOUGH IT'S OFF SCHOOL HOURS? DO I NEED TO COME UP WITH MORE OF A SPECIFIC? WHATEVER TRIGGERS A LOCK DOWN WITHIN A NEIGHBORHOOD, WOULD IT CONSIDER A LOCK DOWN IN OFF SCHOOL HOURS?
>> YOU'RE TALKING LIKE A SHELTER IN PLACE KIND OF THING?
>> LET'S JUST PLAY THIS LIKE [OVERLAPPING] A CHASE, AN ACTIVE SHOOTER, AND IT'S SUNDAY AT 7:00 PM.
IN A SCHOOL TIME, OUR SCHOOLS WOULD BE LOCKED DOWN FOR THAT.
[00:40:02]
WHAT IF IT'S OFF SCHOOL HOURS? DOES OUR BUILDINGS STILL REACT?>> OUR BUILDINGS ARE STILL LOCKED UNLESS IT'S OPEN FOR THE EVENT.
IF IT'S OPEN FOR THE EVENT, ANYONE THAT WORKS IN THE DISTRICT WOULD KNOW THERE'S A BUTTON IN THE OFFICE.
IF YOU HIT THAT BUTTON, IT'LL PUT THE BUILDING INTO LOCK DOWN.
IT'LL LOCK THE DOORS. IT'LL CALL THE POLICE.
IT'LL DO EVERYTHING JUST LIKE YOU'RE IN SCHOOL.
IF YOU HIT THAT RED BUTTON IN THE OFFICE IN ANY OF OUR BUILDINGS, NO MATTER WHAT TIME YOU WILL PUT THE BUILDING IN LOCK DOWN.
>> BUT IF IT'S A POLICE INSTIGATED EVENT, NOBODY'S HERE AT THE BUILDING, BUT THE POLICE HAVE INSTIGATED THIS.
>> I'M THINKING, SAY THERE'S A BALLET RECITAL GOING ON IN THE BUILDING.
>> AT GARVER OR CAMAS HIGH SCHOOL OR SOMETHING AND SOMETHING GOES ON.
I THINK THAT'S THEN THAT YOU'RE THINKING.
>> IF IT'S DIRECTED BY THE POLICE AND THEN THEY SAW THAT THERE WAS AN EVENT AT GARVER OR AN EVENT HERE, I WOULD THINK THAT THEY WOULD THEN COME TO OUR BUILDING.
THEY HAVE ACCESS TO OUR BUILDINGS 24/7, AT ALL TIMES.
THEY HAVE THE CODE, THEY HAVE DIFFERENT LOCKS, THE PADLOCKS AND ALL THAT.
I THINK THAT'S SOMETHING THAT WE COULD DEFINITELY, REALLY, ERICA, TALK MORE ABOUT IT WITH OUR TWO RESOURCE OFFICERS AND THEN TALK WITH TINA ON OUR CITY SCHOOLS MEETING, MAYBE ADD THAT TO IT BECAUSE THAT'S NOT SOMETHING WE'VE REALLY HAD.
WE HAVEN'T HAD IT, ERICA, BUT IT'S NOT TO SAY THAT IT COULDN'T HAPPEN.
>> HENCE TONIGHT, THAT'S WHAT WE'RE TALKING ABOUT.
>> WELL, WHAT I WAS THINKING OF, FOR EXAMPLE, SOMETHING HAPPENED AT GRACE FOURSQUARE IN THE LAST COUPLE OF YEARS, AND DAVE MCDAUNT KNEW ME, SO HE CALLED MY CELL AND SAID, HEY, IS ANYONE AT HLC? WE WOULD LIKE TO EVACUATE PEOPLE TO HLC WHEN WE GET THE GO AHEAD TO EVACUATE.
IT WAS ON A WEEKEND AND IT WAS A VERY RARE THING, BUT IF HE HADN'T KNOWN MY NUMBER, HE WOULDN'T HAVE BEEN, YOU KNOW WHAT I'M SAYING, THE CONNECTION THAT WE HAD WITH EACH OTHER, BUT I THINK IT'S DEFINITELY SOMETHING WE CAN TALK MORE ABOUT THAT.
SO IF YOU HAPPEN TO BE IN THE BUILDING THAT YOU WORK IN, THE TEACHERS HAVE THAT APP ON THEIR PHONE, SO THEY CAN ACTUALLY PUT THE BUILDING INTO LOCK DOWN FROM ANY PLACE THAT THEY ARE.
IT SHOWS THAT THAT PERSON SAW SOMETHING, THEY PUT IT INTO LOCK DOWN.
IT WOULD GO TO THE PRINCIPAL AND EVERYONE WHO WORKS IN THAT BUILDING, DAY OR NIGHT, IT'S GOING TO GO TO THOSE PEOPLE AND ALERT THEM.
AT THAT POINT, THEY CAN TALK BACK AND FORTH.
THEY CAN DO A PICTURE, THEY CAN SEND A VIDEO, THEY CAN DO MANY THINGS.
IT JUST OPENS THAT COMMUNICATION WITH THEIR SUPERVISOR OR WHOEVER'S IN THAT BUILDING.
>> IT GIVES THE ALERT TO DO THAT AND THEN SOMEONE PUSHES THE BUTTON.
>> THEN PEOPLE WHO ARE IN THE BUILDING, SAY, THEY'RE OFF WORK, THEY GET THE NOTIFICATION THAT SOMETHING HAPPENED AT HLC OR SOMETHING HAPPENED AT THE DISTRICT OFFICE, BUT I DEFINITELY THINK IT'S SOMETHING WE COULD INVESTIGATE SOME MORE AND LOOK AT SOME DIFFERENT THINGS.
I DO KNOW THAT OUR MONITORS, NO MATTER WHAT HAPPENS AT OFF TIMES, EVENING, WEEKENDS, THAT YOUNG LADY IS CALLED [INAUDIBLE] FIRST.
IF THEY CAN'T GET A HOLD OF HER, THEY CALL ME.
I DO THINK WE HAVE SOME GREAT THINGS IN PLACE BECAUSE WE'VE HAD A FEW LITTLE THINGS, BUT NOT MAJOR THINGS, BUT NEVER SAY NEVER.
>> ONE OTHER THING THAT WE DID IS WE UPGRADED THE BUS RADIOS THIS YEAR.
THEY'RE MORE LIKE A WALKIE TALKIE TYPE RADIO.
THEY HAVE THE ABILITY TO, IN AN EVENT, WE CAN TAKE THOSE BUS RADIOS OUT AND DO A REUNIFICATION, THOSE KIND OF THINGS AND THEY DON'T HAVE TO GET STUCK IN A BUS.
THEY ALSO ALLOW A BUS, IF IT BREAKS DOWN OR DOES SOMETHING IN SEATTLE, WE CAN TALK WITH THAT PERSON IN SEATTLE FROM HERE, WHICH OUR OLD BUS RADIOS, SO YOU HAD TO BE IN THE VICINITY OF THE AREA.
WE'VE BEEN DOING SOME GOOD UPGRADES THAT'LL HELP ALSO IN AN EVENT.
>> I THINK THE ONLY REASON THAT THESE SITUATIONS COME TO MIND AND IT'S NOT EVEN AN OUTSIDE PHYSICAL THREAT EVENT.
IT COULD BE SOMEBODY'S RENTING THE BUILDING AND THE BIG ONE HAPPENS.
WHAT DO THEY KNOW? THEY DON'T KNOW ANYTHING.
THEY JUST KNOW THAT THEY RENTED THE FACILITIES AND NOW WHAT DO THEY NEED TO BE DOING? I THINK THE REASON WHY ALL THESE SCENARIOS COME IS IMAGINING MYSELF RENTING THE BUILDING.
[00:45:05]
BECAUSE I'LL TELL YOU, WHEN WE HAD THE LOCKDOWN HERE, WE DID, WE ALL LOOKED AT EACH OTHER, AND I'M LOOKING AT THE EDUCATORS IN THE ROOM BECAUSE Y'ALL DO THIS.WHAT ARE WE SUPPOSED TO DO KIND OF THING? WE RENT TO ANYBODY THAT WOULD LIKE TO.
THOSE ARE ME AND I WOULDN'T KNOW WHAT TO DO.
IS THERE A FLIP CHART NEAR DOORS? WHAT IS FOR THE NORMAL PERSON WHO'S RENTING THESE OUT, WHERE'S THEIR EDUCATION IN THESE MOMENTS?
>> ON THAT THOUGH, IF YOU'RE RENTING GARVER THEATER OR SOMETHING THOUGH, ISN'T THERE A MONITOR THERE? SO THEY'RE NEVER GOING TO LEAVE YOU, ERICA, AT GARVER BY YOURSELF.
IN CASE OF EMERGENCY, I GET THAT YOU WANT TO KNOW, BUT THERE SHOULD ALSO BE A PERSON THERE WHO KNOWS WHAT TO DO.
NO MATTER WHAT YOU RENT, THERE IS A MONITOR OR SOMEONE WHO WOULD KNOW WHAT TO DO THAT WOULD HELP.
IF IT'S EITHER A SCHOOL DISTRICT EMPLOYEE THAT'S DURING AN INTERNAL EVENT OR AN EXTERNAL, LIKE IF SOMEONE FROM THE COMMUNITY, WE ALWAYS HAVE SOMEONE REPRESENTING THE CAMAS SCHOOL DISTRICT THERE.
>> THAT'S PART OF THE FEE AND JUST TECHNOLOGY, ANY OF THAT KIND OF STUFF, THOSE ARE EXTRA PEOPLE THAT WE HAVE.
USUALLY IT'S NOT JUST ONE PERSON THAT RACHEL HIRES.
IT'S USUALLY TWO AT LEAST, SOMETIMES THREE, DEPENDING ON HOW LARGE THE EVENT IS.
>> THAT DOES MAKE ME THINK THOUGH, JUST AGAIN, GOING BACK TO BEING ONE OF THE EDUCATORS IN THE ROOM, THAT I FREQUENTLY, IF I HAVE AN EVENT AFTER SCHOOL, WHICH I FREQUENTLY DO OR SOMETHING LIKE THAT, IF I AM THE PERSON, AS A TEACHER, HAVE I NECESSARILY BEEN TRAINED ON EXACTLY WHAT TO DO? IS THERE AN ADMINISTRATOR IN, I DON'T KNOW.
I HATE TO TALK ABOUT WHERE OUR VULNERABILITIES ARE, BUT I FEEL LIKE THE VULNERABILITY IS MAYBE NOT SO MUCH WITH RENTING TO OUTSIDE GROUPS, BUT IT'S WHEN OUR INTERNAL GROUPS ARE BEING USED. YEAH.
>> WELL, AND MAYBE I JUST NEED TO ADD SOMETHING THAT ASKS THAT LIKE, YOU KNOW WHAT TO DO IN AN EMERGENCY SITUATION? ARE YOU COMFORTABLE? YES.
>> A LITTLE FLIP CHART OR SOMETHING LIKE GAIL WAS TALKING ABOUT.
BECAUSE WE'D PROBABLY GO LIKE, YEAH, I KNOW WHAT TO DO, BUT THEN IF SOMETHING, I'M LIKE, OH SHOOT.
>> I CAN EVEN REACH OUT TO SOME OF THE PARTNERING SCHOOLS AROUND HERE TO SEE WHAT THEY DO OR OTHER DISTRICTS.
>> SORRY. WITH THE CRISISGO, I NOTICED I HAVE IT ON MY PHONE, BUT I DON'T KNOW THAT I HAVE A LOG IN OR AN ACCOUNT OR SOMETHING.
IF WE WERE HERE AND THAT HAPPENED, I GUESS WE JUST HAVE TO SET UP THE ACCOUNTS?
>> YEAH, THEY'RE SET UP BY WHO'S IN THAT EMAIL GROUP FOR THE BUILDING.
THAT'S HOW IT GOES PER BUILDING.
>> IS THERE A SCHOOL BOARD ONE WHEN WE'RE IN THIS BUILDING?
>> YOU HAVE CRISISGO ON YOUR PHONE FOR YOUR WORK OR FOR HERE?
>> [OVERLAPPING] BECAUSE I DON'T HAVE IT EITHER.
>> NO, BECAUSE WE DON'T HAVE CRISISGO.
>> ANYONE CAN INSTALL CRISISGO, BUT YOU WILL NEED A LOG IN.
>> YEAH, YOU DON'T HAVE PERMISSION TO DO ANYTHING, CONNIE.
>> YEAH. I DON'T HAVE AN ACCOUNT OR PASSWORD.
>> ONE OF THE THINGS I WAS GOING TO SAY IS THE THING THAT GAIL'S LOOKING AT HAS A LITTLE FLIP CHART THAT COULD GO INTO THEIR NAME TAG.
SHE'S ALREADY LOOKING AT THAT THING AND YOU JUST PULL IT OPEN AND IT SAYS, THIS IS THE EVENT AND THIS IS WHAT YOU DO, AND IT JUST FOLDS OUT AND IT DOES EVERY ALERT THAT WE WOULD DO.
SHE'S ALREADY WORKING ON SOME REALLY COOL STUFF.
>> YEAH, THAT WOULD BE HELPFUL.
>> ALSO ON THE SAME NOTE AS THE FLIP CHART, I WAS THINKING THERE'S NOWADAYS ESPECIALLY AT [INAUDIBLE] REMEMBER YOU GO UP TO PICK UP A KID, BUT YOU SCAN A CODE AND IT TELLS YOU WHAT TO DO.
FLIP CHART OR SCAN A CODE ON THOSE BUILDINGS THAT WE RENT?
>> WE'RE LOOKING AT ALL OF THOSE.
THAT'S A GOOD IDEA JUST TO FIGURE OUT WHAT'S GOING TO WORK BEST FOR EVERYONE.
WE WILL INCORPORATE THE ZEROEYES, THE CRISISGO, ALL OF IT.
THE MONITORS WILL EASILY BE ABLE TO BE TRAINED AND WE CAN DEVELOP THOSE FLIP CHARTS AND SO FORTH FOR THEM AS WE DEVELOP THE EMERGENCY OPERATIONS PLANS.
>> THEN JUST GET THE BOARD ON CRISISGO.
>> JUST BECAUSE, YEAH, FOUR IN A BUILDING AND THERE'S AN EMERGENCY AND THERE'S INFORMATION GOING BACK AND FORTH, [OVERLAPPING] YOU WANT TO HAVE ACCESS
>> MY CONCERN IS THAT GOING OFF WHEN YOU'RE ALL DOING YOUR REGULAR JOBS DURING THE DAY AND IT IS VERY LOUD.
>> [OVERLAPPING] OH, IT'S LOUD?
>> [OVERLAPPING] YOU'RE ON VACATION
[00:50:01]
AND YOU'RE SLEEPING AND THERE'S A FIVE HOUR TIME DIFFERENCE AND YOU'VE GOT A CRISIS GOING ON HERE.>> CONNIE, WHEN YOU DOWNLOAD IT, CAN YOU TELL US HOW IT WORKS?
>> YEAH, I DON'T KNOW. I CAN'T LOG IN.
>> ARE THERE ANY OTHER QUESTIONS?
>> WELL, I JUST THOUGHT, WELL, WE'LL ALWAYS BE WITH SOMEBODY, I GUESS IN THE BUILDING WHO HAS IT.
>> YEAH. [OVERLAPPING] THEY NEVER LET US ON OUR OWN.
>> WHEN YOU HAVE THAT APP, YOU CAN'T SHUT IT OFF WHEN YOU'RE ON VACATION?
>> NO, BECAUSE ONCE YOU'RE PART OF A GROUP, YOU'RE PART OF A GROUP.
THEY CAN'T GO IN AND PULL YOU OUT AND PUT YOU BACK IN.
>> MAYBE YOU'RE AT A WEDDING [LAUGHTER].
ANY OTHER QUESTIONS? ALL RIGHT, JOHN.
>> THANKS, GAIL. THANKS RACHEL, MARY.
I THINK THAT'S ALL FOR SAFETY.
UNLESS YOU HAD ANY OTHER QUESTIONS.
THAT GAVE US ALSO SOME THINGS TO LOOK AT AS WE'RE DIGGING THROUGH THIS WORK, SO THANK YOU.
I THINK WE'RE READY FOR THE NEXT ONE, COREY.
>> GREAT. WELL, LET'S GET INTO OUR STUDENT ADVISORY COMMITTEE.
THIS HAS BEEN ONE I'VE BEEN LOOKING FORWARD TO FOR A WHILE.
ABSOLUTELY. SHANA AND KATIE, AND ANYBODY ELSE WHO'S PART OF THIS.
>> YEAH, SO THE TEAMS HERE AS THEY'RE COMING UP TO GET SET UP, OF COURSE, I WANT TO THANK THEM ALL FOR THEIR LEADERSHIP IN ORGANIZING THE STUDENT ADVISORY CONFERENCE, WHICH WE DISCUSSED IN OUR LAST BOARD MEETING.
WE HAD A LITTLE BIT OF A FOLLOW UP MEETING TODAY.
WE HAD A LOT OF KIDS MISSING TODAY FOR VARIOUS ACTIVITIES AND SCHOOL FUNCTIONS.
WE'RE LOOKING FORWARD TO DOING A LITTLE BIT DEEPER DIVE AND DEBRIEFING ON THE CONFERENCE.
BUT TONIGHT WE REALLY WANTED TO FOCUS A LITTLE BIT MORE ON THE FUTURE, THE FUTURE OF THE COMMITTEE, REALLY WHERE THE BOARD STANDS WITH THEIR PARTNERSHIP WITH SAC, AND HOW WE WANT TO SEE SAC INTO NEXT SCHOOL YEAR AND BEYOND.
I WANTED TO GIVE YOU AN OPPORTUNITY TO ASK SOME QUESTIONS, OR GET SOME QUESTIONS ANSWERED, AND SEE IF WE'RE ON THE RIGHT TRACK AND IF WE'RE MOVING IN THE RIGHT DIRECTION.
WITH THAT SAID, SHANA, ARE YOU STARTING OFF SHANA OR IS MS. ADO? KATIE.
>> IS THIS JUST ON? [NOISE] [LAUGHTER] DOES GAIL GETS OUR NO.
YEAH. WELL, I CAN LOOK AT IT HERE.
DO YOU ALL HAVE IT ON YOUR SCREENS? PERFECT. AS YOU KNOW, WE HAD OUR CONFERENCE.
WE GOT SOME FEEDBACK FROM STUDENTS WHO ATTENDED THE STUDENT ADVISORY COMMITTEE LEADERSHIP CONFERENCE.
ON BOTH THE CONTENT OF THE CONFERENCE, ALSO THEIR EXPERIENCES IN OUR SCHOOLS.
WHO CONTROLS THE SLIDE SHOW? DO YOU WANT TO DO IT?
>> YOU ALREADY KNOW ME. I'M KATIE SIDLE, BUT LET'S HAVE OUR STUDENT INTRODUCE YOURSELF.
>> HI, MY NAME IS SOPHIE KNIGHT, AND I AM FROM DISCOVERY HIGH SCHOOL AND I AM A JUNIOR.
>> AWESOME. IF WE BACK UP JUST A MOMENT, THIS WAS A RESCHEDULE TO HAVE US ON THE AGENDA FOR TONIGHT.
WE DIDN'T ASK ANY STUDENTS TO JOIN US AHEAD OF TIME BECAUSE IT WAS JUST REALLY CLOSE. LATE NOTICE.
BUT WE HAD SAC RIGHT BEFORE THIS, 04:00-05:00 AND SOPHIE STAYED FOR US. THANKS FOR STAYING.
FROM OUR CONFERENCE, WHICH WAS AWESOME.
AGAIN, WE'VE ALREADY SHARED A LITTLE BIT ABOUT THAT.
BUT NOW FEEDBACK IS STARTING TO ROLL IN FROM THE ATTENDEES WE HAVE, ON THE LEFT, YOU'LL SEE THE POSITIVE FEEDBACK CAME FROM THE ACTIVITIES.
THE TYPES OF ACTIVITIES THAT THE STUDENTS PARTICIPATED IN THE AGENDA.
WHAT WAS OFFERED, THE KEYNOTE SPEAKER, DOCTOR SNELL AND MCKENZIE WERE REALLY IMPACTFUL, INSPIRING.
IT WAS REALLY POWERFUL EXPERIENCE.
THEN SO MANY COMMENTS ABOUT HOW POWERFUL FOR THE STUDENTS IT WAS THAT THEY COLLABORATED WITH STUDENTS FROM OTHER SCHOOLS.
THAT'S PART OF THE PURPOSE, IS UNIFYING OUR SCHOOL DISTRICT AND THE STUDENTS WHO ARE IN OUR MIDDLE SCHOOLS AND HIGH SCHOOLS.
THAT WAS A DEFINITE TAKEAWAY THAT WAS REALLY COOL TO SEE.
[00:55:02]
THEN AS FAR AS THE CONFERENCE GOES, IN AREAS OF GROWTH, THEY WERE SMALL.I WOULD SAY A COUPLE OF PEOPLE ACKNOWLEDGED THAT, WE HAD SOME BREAKOUT SESSIONS AND ONE WAS A ICE BREAKER, COMMUNITY BUILDING GAME.
THEN ONE WAS THE STRATEGY CIRCLES.
THAT WAS REALLY AN IN-DEPTH CONVERSATION ABOUT WHAT'S HAPPENING IN YOUR SCHOOLS THAT'S PROMOTING EQUITY AND INCLUSIVITY.
THEN WHAT'S GETTING IN THE WAY OF THAT IN YOUR SCHOOLS.
WHAT YOU THINK COULD BE DONE ABOUT THAT.
ONE OF THE AREAS OF GROWTH WAS THAT THEY WOULD HAVE APPRECIATED ALL HAVING THAT COMMUNITY BUILDING ACTIVITY FIRST, TO BUILD THAT CONNECTION AND BOND BEFORE HAVING THE CONVERSATION THAT WAS MAYBE DIFFICULT WITH PEOPLE THEY DIDN'T KNOW.
BUT IT DIDN'T PREVENT US FROM GETTING AWESOME FEEDBACK FROM THE SMALL GROUP CIRCLES EITHER.
ON THE RIGHT, YOU'LL SEE THAT THE STUDENT VOICE CAME IN.
THIS WAS SOMETHING THAT I HAD EXPRESSED WITH YOU ALL THAT WE WILL SHARE, BUT NOT RIGHT NOW. HERE'S WHY.
WE HAD LOW ATTENDANCE AT OUR STUDENT ADVISORY MEETING TODAY FOR VARIOUS REASONS.
STUDENTS HAD SPORTS AND STUFF.
WELL, WE PLAN TO SHARE THIS FEEDBACK WITH THEM, WHICH IS QUITE A BIT.
WE SAVED IT BECAUSE THERE JUST WEREN'T ENOUGH STUDENTS WHO WANT TO MAKE SURE EVERYBODY'S THERE TO GET THE FEEDBACK.
I DIDN'T FEEL LIKE WE COULD SHARE THAT WITH YOU ALL BEFORE SHARING IT WITH THEM.
DOCTOR ANSLONE, AND MYSELF, AND SHANA SAT DOWN AND DEVELOPED SOME THEMES FROM THIS FEEDBACK.
THE QUESTIONS ARE, WHAT I JUST MENTIONED.
WHAT ARE SOME UNIQUE THINGS THAT YOUR SCHOOL DOES TO EMBRACE DIVERSITY? WHAT ISSUES ARE YOU SEEING IN YOUR SCHOOL THAT NEGATIVELY IMPACT INCLUSIVITY? THEN, ARE THERE ANY SPECIFIC PROBLEMS YOU THINK CAN BE FIXED EFFECTIVELY IN THE CAMA SCHOOL DISTRICT? THOSE ARE STUDENT GENERATED QUESTIONS FROM OUR SAC STUDENTS.
SOPHIA WADE FACILITATED THAT DISCUSSION.
SHE DID AN INCREDIBLE JOB, ESPECIALLY FOR HOW DIFFICULT THIS COULD BE.
THE THEMES THAT AROSE FROM THAT WERE REALLY COMMONLY ACKNOWLEDGMENT OF OUR SEL PROGRAMMING.
IMPROVEMENT OF OUR SEL PROGRAMMING, AND THE DELIVERY OF THAT STUDENTS ACKNOWLEDGE THAT SOME TEACHERS MIGHT NOT HAVE THE SAME COMMITMENT TO THE LESSONS OR THE WORK OR THE CULTURE MIGHT NOT BE BUILT WITHIN THE CLASSROOM OR THE ADVISORY THAT THEY'RE PARTICIPATING IN THE SEL LESSONS.
THAT CAME UP A LOT OF TIMES AS FAR AS WE VALUE THIS, WE SEE THAT IT'S IMPORTANT.
WE KNOW THAT WE NEED IT AND IT NEEDS TO BE BETTER.
THEY DEFINITELY CALLED THAT OUT, WHICH WAS GREAT.
THE SECOND ONE WAS THAT THERE ARE STILL SO MANY STEREOTYPES THAT EXIST BETWEEN SCHOOLS.
WE TALKED DURING SAC, TODAY TOO JUST MENTIONING, EVEN LIKE THE TWO COMPREHENSIVE MIDDLE SCHOOLS, LIBERTY AND SKY RIDGE.
THE STUDENTS THEN GO HOME AND THEY PLAY ON THEIR CLUB TEAMS TOGETHER, AND THEY SEE EACH OTHER IN THE NEIGHBORHOOD.
IT'S LIKE TRYING TO FIGURE OUT HOW TO GROW AS A COMMUNITY VERSUS CONTINUING TO HOLD ASSUMPTIONS ABOUT OTHER PEOPLE AND PEOPLE WHO MAY ATTEND OTHER SCHOOLS.
THAT'S STILL COMMON WITH OUR CHOICE SCHOOLS AS WELL.
THERE'S A LOT OF STATEMENTS MADE ABOUT, LIKE SOPHIE GOES TO DISCOVERY.
I'M SURE SHE COULD SHARE HER EXPERIENCES ABOUT WHAT SHE HEARS ABOUT STUDENTS WHO GO TO DISCOVERY, FOR EXAMPLE.
THAT CAME UP AS SOMETHING TO ADDRESS, THAT THEY THINK COULD BE HELPED.
THEN THE THIRD ONE WAS VERY POWERFUL.
THAT WORD IN PARTICULAR CAME UP SO MANY TIMES, AND IT WAS ACCOUNTABILITY AROUND STUDENTS WHO CAUSE HARM.
ACCOUNTABILITY FOR STAFF MEMBERS WHO MAYBE SAY SOMETHING OR DO SOMETHING THAT'S INAPPROPRIATE OR THAT THEY DON'T FEEL COMFORTABLE WITH, AND ACCOUNTABILITY FOR ADMINISTRATION.
I WOULD LOVE TO DIG INTO THAT MORE WITH OUR STUDENTS, TO HEAR MORE ABOUT WHAT IT IS THEY THINK IS HAPPENING OR NOT THINK IS HAPPENING.
BUT THAT'S DEFINITELY AROUND A CULTURE AS WELL.
BUT THAT CAME UP A LOT. PART OF THE CONFERENCE WAS HAVING SOME INITIATIVES.
THE GENERATED INITIATIVES AS GROUPS.
I THINK WE HAD 12 GROUPS MAYBE, AND I THINK THREE OF THEM WERE ABOUT HOW TO CREATE ACCOUNTABILITY FOR EACH OTHER AND FOR THE ADULTS IN OUR SYSTEM.
KIDS ARE AWESOME. THEY COME UP WITH THE BEST IDEAS AND WE'RE IN GOOD HANDS.
JUST SO YOU KNOW. GO BACK ONE MORE, SORRY.
THE BOTTOM RIGHT HAS A LITTLE STICKY NOTE THERE AND IT SAYS, NEXT UP, WHAT ARE WE GOING TO DO WITH THIS? I DIDN'T WANT YOU TO THINK THAT I'M NOT GOING TO SHARE THIS FEEDBACK WITH YOU.
[01:00:02]
I THINK IT'S IMPORTANT THAT YOU SEE IT AT SOME POINT.BUT WE'RE GOING TO DO SOMETHING WITH IT FIRST.
WE'LL SHARE IT WITH OUR STUDENT ADVISORY GROUP.
THEN I ALSO GET TO FACILITATE OUR LEADERSHIP LAB WITH OUR PRINCIPALS, OUR SCHOOL LEADERS.
WE'RE PLANNING TO SHARE THIS WITH THEM AND HAVE THEM TO START TO LOOK FOR THE THEMES AND PATTERNS THAT THEY SEE AND ALSO WHAT WE CAN DO ABOUT THAT.
I THINK SOME OF THEM ARE VERY POWERFUL, ESPECIALLY JUST LIKE AROUND, WE HAVE SEL PROGRAMS OR LESSONS, BUT THEY DON'T FEEL IMPORTANT.
I THINK THAT WOULD BE IMPACTFUL FOR OUR SCHOOL LEADERS TO HEAR FROM OUR KIDS.
TO START TO DEVELOP, WHAT CAN WE CHANGE ABOUT THAT? THESE ARE ALSO CONNECTED TO OUR STRATEGIC PLAN.
OUR SOCIAL EMOTIONAL LEARNING IS A MAJOR COMPONENT OF OUR STRATEGIC PLAN AND THAT WOULD BE A GREAT OPPORTUNITY FOR US TO GET MORE STUDENT VOICE ABOUT HOW THEY SEE THAT GOING, WHAT THAT FEELS LIKE AND LOOKS LIKE IN EACH OF THE SCHOOLS.
TO JUST DIG INTO THAT A LITTLE BIT MORE AS WELL.
ALL THAT CAME FROM LIKE A 30 MINUTE CONVERSATION? IT WAS INCREDIBLE.
DO YOU WANT TO READ OUR STATEMENT?
>> YEAH. THE STUDENT ADVISORY COMMITTEE UNITES STUDENTS IN MIDDLE AND HIGH SCHOOLS IN THE CAMPUS SCHOOL DISTRICT TO ADVOCATE FOR DISTRICT WIDE IMPROVEMENTS IN EQUITY, WELLNESS AND ACADEMICS.
>> THANKS. THIS COMES FROM OUR APPLICATION.
WE'RE WORKING ON OUR APPLICATIONS FOR NEXT YEAR.
THIS IS A STATEMENT THAT JUST GOES AT THE TOP ABOUT WHO WE ARE AND WHAT WE DO.
FROM HERE WE HAVE THREE QUESTIONS THAT WE'RE GOING TO ASK YOU ALL TO JUST HAVE A CONVERSATION ABOUT.
SHANA IS GOING TO TAKE SOME NOTES AND WE'D LOVE YOUR INPUT ABOUT OUR STUDENT ADVISORY COMMITTEE AND WHERE YOU HOPE TO SEE US GO OR HOW YOU WOULD LIKE TO SEE US FUNCTION.
OUR FIRST QUESTION IS WHAT DO YOU SEE IS THE FUNCTION OF OUR STUDENT ADVISORY COMMITTEE?
>> I'LL JUMP IN. ONE OF THE IDEAS THAT SPURRED OUR DISTRICT TO CREATE THIS COMMITTEE IS THAT LOTS OF SCHOOL BOARDS HAVE A STUDENT REPRESENTATIVE ON THEIR SCHOOL BOARD AND WE THOUGHT ONE OR TWO STUDENT REPRESENTATIVES THAT JUST SEEMED SO NARROW.
AND WE THOUGHT THAT HAVING MORE OF A COMMITTEE WITH REPRESENTATIVES THAT ARE NOT JUST THE ASB PRESIDENTS FROM EVERY SCHOOL.
VOICES THAT WE DON'T ALWAYS HEAR FROM, AND SO A LARGER GROUP THAT COULD GIVE THE BOARD INPUT AND ADVICE LIKE A STUDENT BOARD MEMBER WOULD.
THAT WAS THE INITIAL INKLING, BUT IT'S GONE SO MUCH BIGGER.
AND SO WHILE I FEEL LIKE THAT IS AN IMPORTANT FUNCTION.
I THINK OUR COMMITTEE HAS GONE SO MUCH BROADER WHERE YOU'RE AN ENTITY OF YOUR OWN, YOU ARE NOT A COMMITTEE THAT SERVES THE BOARD, SO TO SPEAK, LIKE OH, WELL, GO STUDY THIS THING AND THEN TELL US WHAT YOU THINK.
BUT I THINK ONE OF THE FUNCTIONS IS ALSO THAT TO BE ABLE TO SAY, HEY STUDENTS, WE WANT TO HEAR YOUR VOICE ON THIS ISSUE OR ON THIS POLICY, OR ON THIS THING SO THAT WE CAN HAVE THAT VOICE IN OUR DECISIONS.
THAT WAS THREE PRONGS. TO HEAR THE STUDENT VOICE, TO DRIVE BOARD DECISIONS OR GIVE INPUT INTO BOARD DECISIONS, AND TO DO THE WORK THAT GO BACK ONE SLIDE TO DO ALL THAT.
I THINK IT SERVES OUR STUDENTS RATHER THAN SERVING THE GROWN UPS NECESSARILY.
>> AND I THINK THAT WAS AN IMPORTANT THING.
I CAN REMEMBER, YOU AND I GOING TO A SESSION ON THIS AT ONE OF OUR BOARD CONFERENCES A FEW YEARS AGO.
AND REALLY WHAT WE SAW THAT WE REALLY LIKED AND WHAT I THINK SAC HAS TAKEN AND RUN WITH IS THINGS THAT ARE IMPORTANT TO THEM.
HOW CAN WE INVOLVE MORE STUDENTS IN AFFECTING CHANGE OR GIVING FEEDBACK ON THINGS THAT ARE IMPORTANT TO THEM? THINGS LIKE INCLUSIVITY IN SCHOOL CULTURE JUST TAKEN OFF AND RUN WITH IT.
I THINK THE FUNCTION THAT I FEEL LIKE MAYBE WE COULD CALIBRATE A LITTLE BIT BETTER IS THEN HOW IS THE WORK OF THE STUDENT ADVISORY COMMITTEE ADVISING US IN THE DECISIONS THAT WE MAKE?
>> EXACTLY. BECAUSE SO OFTEN WE'D SEE THE MODEL OF,
[01:05:05]
OH, WELL HERE'S SUSIE Q.SHE COMES TO OUR BOARD MEETINGS AND SITS AT THE END OF THE TABLE, AND WE'LL BE LIKE, SO WHAT DO YOU THINK? AND WE'RE LIKE, IT DOESN'T REALLY SEEM LIKE.
>> OR IT WAS BASICALLY SOMEBODY WHO WAS GIVING THE STUDENT REPORTS THAT WE GET.
>> YOU HAVE A DANCE COMING UP AND TO HELP RAISE THIS MUCH IN THE CANNED FOOD DRIVE AND THAT, WHICH IS IMPORTANT THINGS FOR US TO HEAR ABOUT.
IT WAS MORE TOKEN REPRESENTATION AS OPPOSED TO LIKE ACTUALLY PROVIDING FEEDBACK THAT WAS INFLUENCING WHAT.
>> AND THE WAY THIS COMMITTEE WORKS, I FEEL LIKE YOU HAVE THE OPPORTUNITY TO GET WAY MORE FEEDBACK.
IT'S NOT JUST COMING FROM ONE PERSON.
IT'S LIKE YOU GUYS GO DOWN TO THE MIDDLE SCHOOL LEVEL AND ALL THE MIDDLE SCHOOLS, AND YOU GET FEEDBACK FROM ALL OF THEM, WHEREAS HAVING THE ONE REPRESENTATIVE LIKE LOTS OF OTHER DISTRICTS DO, WE DIDN'T FEEL LIKE WOULD BENEFIT US AS MUCH.
ALSO LIKE THE TWO WAY STREET, CONNIE YOU MENTIONED LIKE IF WE COULD SAY TO YOU GUYS, HEY, WHAT DO YOU GUYS THINK ABOUT THIS POLICY? BUT ALSO YOU GUYS COULD COME TO US AND SAY, HEY, WHAT DO YOU? SO IT'S LIKE ACCESS TO THE BOARD BOTH WAYS AND SO WE WANT TO KNOW WHAT WE COULD DO TO HELP YOU AND VICE VERSA.
>> A LITTLE BIT OF A SIDE NOTE, I WOULD LOVE TO GET REPRESENTATIVES FROM OUR SAC GROUP TO PRESENT AT WASTA AND SHARE THIS MODEL WITH OTHER DISTRICTS.
BECAUSE I THINK IT HAVING NOT BEEN IN THE OTHER MODEL, BUT IT JUST SEEMS SO MUCH MORE VALUABLE AND MEANINGFUL FOR OUR STUDENTS AND MOST IMPORTANTLY TO OUR STUDENTS.
>> AND WE'VE TALKED ABOUT THAT BEFORE BECAUSE THAT WASTA, THERE'S ALL THESE ON STUDENT ADVISORY OR STUDENT BOARD REPS, AND WE JUST LIKE THIS WHAT WE HAVE.
I THINK THERE'S OTHER DISTRICTS THAT DO THIS, I JUST DON'T KNOW, OR THEY DO A COMBINATION KIND OF ROLE.
>> OR SENDING SOME REPRESENTATIVES FROM OUR SAC TO WASTA AS THE STUDENT BOARD REPS TO REPRESENT THAT BODY AND TO CONNECT YOU WITH THAT NETWORK.
>> I SEE IT AS A BRIDGE CONNECTION SO THAT WE'RE ALL CONNECTED.
YOU ARE THE ONES WHO BRINGING THINGS IN AND TRYING TO FIGURE THINGS OUT TO MAKE IT ALL THAT MUCH BETTER FOR THE STUDENTS, THAT'S WHAT WE'RE HERE FOR.
SOMEWHAT OF A DIRECT CONNECTION I GUESS.
>> YEAH. AND THE WAY TO HEAR MANY DIFFERENT VOICES, THE VOICE, IT'S EASY TO HEAR THE LOUDEST VOICES, BUT IT'S NICE TO HAVE SO MANY VOICES COMING TOGETHER TO GET STUFF DONE.
>> YEAH, I LOOK FORWARD TO HEARING MORE LIKE THE ACCOUNTABILITY.
I JUST KEEP THINKING ABOUT BECAUSE THERE'S SO MANY DIFFERENT AVENUES THAT THE COMMITTEE COULD UTILIZE THE BOARD VIA POLICY OR, IT'LL BE INTERESTING TO GET MORE OF THEIR INPUT AND DRILL DOWN A BIT MORE, BECAUSE IT MIGHT NOT BE SOMETHING AT THIS LEVEL AS WELL.
IT MIGHT BE MORE AT A BUILDING LEVEL, WHICH I THINK MANY ADULTS GET CONFUSED ABOUT OUR ROLE.
>> OR POTENTIALLY A POLICY THAT'S ALREADY IN PLACE THAT'S NOT BEING UTILIZED.
IT COULD OPEN THAT CONVERSATION TO SAY, WELL, WE ACTUALLY HAVE A PROCESS OR A PROCEDURE IN PLACE FOR THAT THAT WE CAN.
>> YEAH. IT NEEDS TO BE TWEAKED OR WE NEED AN UPDATE ON IT.
AND HOW DOES THAT WORK IN EACH BUILDING TYPE OF THING.
>> I DO THINK THAT JUST SEEING THE INITIAL FEEDBACK, AND I APPRECIATE THAT WE WANT TO NOT GO PUBLIC WITH THAT UNTIL WE HAVE THE INTERNAL CONVERSATION FIRST.
BUT I DO THINK ERICA THAT ACCOUNTABILITY PIECE IS GOING TO SPARK A LOT OF CONVERSATION, BUT THERE ARE SOME THINGS IN PLACE AND SOME THINGS THAT WE CAN IMPROVE UPON.
THIS IS QUESTION 2. THANK YOU.
THEY'RE VERY PASSIONATE ABOUT WHAT THEY DO.
THEIR GOAL IS TO DO THINGS LIKE CAUSE ACTION AND CHANGE.
THEY DON'T WANT TO NECESSARILY SIT BACK AND WAIT TO BE TOLD OR DIRECTED.
REALLY IT'S JUST LIKE, OKAY, YEAH, WE CAN MAKE THAT WORK, WHICH IS INCREDIBLE.
I FEEL REALLY FORTUNATE THAT WE HAVE SUCH STRONG, SMART CAPABLE STUDENTS.
WHEN I ASKED THIS QUESTION, WHAT ARE THE STRUCTURES OR PROJECTS YOU'D LIKE TO SEE CONTINUED OR ADDED TO SAC? I TOLD OUR STUDENTS THAT WE WOULD TAKE THESE AS CONSIDERATIONS FOR OUR WORK,
[01:10:03]
AND IF IT DOESN'T WORK WITHIN WHAT WE CAN DO OR WHAT OUR STUDENTS WOULD LIKE TO PURSUE, THAT'S GOING TO HAVE TO BE OKAY, JUST SO YOU KNOW.SO WHAT ARE STRUCTURES OR PROJECTS YOU'D LIKE TO SEE CONTINUED OR ADDED TO SAC?
>> I'D LIKE TO SEE THE SCHOOL REPORTS THAT WE GET AT BOARD MEETINGS.
I'D LOVE TO HEAR REPORTS PERIODICALLY FROM SAC JUST TO HEAR, HEY, WHAT ARE YOU GUYS WORKING ON RIGHT NOW? WHAT'S GOING ON? WHAT ARE YOU DIGGING INTO? JUST AN UPDATE AND JUST THE BRIDGE, THE OPEN COMMUNICATION. WHAT DO YOU NEED FROM US? WHAT ARE YOU GUYS WORKING ON? AS WELL AS FIGURING OUT HOW TO PLUG SAC INTO WASDA, THE CONFERENCE THAT WE GO TO EVERY YEAR WITH ALL THE SCHOOL BOARD MEMBERS FROM ALL OVER THE STATE AND THEN THE STUDENT REPS.
>> YEAH. SORRY, I DIDN'T MEAN TO INTERRUPT YOU.
WE TALKED ABOUT THAT A LITTLE BIT, YOU AND I MAYBE A COUPLE OF MONTHS AGO ABOUT REACHING OUT AND SEEING IF WE CAN GET SOME RESOURCES THROUGH THAT.
AND YOU'RE SAYING WE MIGHT NEED TO MAKE SOME CHANGES EITHER TO THE BYLAWS OR THE POLICY OR SOMETHING LIKE THAT, CORRECT?
>> YEAH. SO SHANA LOOKED INTO IT AND SHANA COULD PROBABLY SPEAK MORE TO THIS, BUT IT SOUNDED LIKE WE HAD TO REGISTER A STUDENT AS A SCHOOL BOARD MEMBER BEFORE THEY COULD ATTEND WASDA.
>> IT'S REALLY LIKE A BARRIER FOR US FOR HOW THAT LOOKED.
AND I MEAN, MAYBE WE REACH OUT TO WASDA AND SEE WHAT THAT [INAUDIBLE].
>> YEAH, I'M CURIOUS BECAUSE LIKE, REMEMBER WE SAW SOME EVERGREEN UP THERE WITH A COUPLE OF BOARD REPS.
>> TWO. YEAH. AND A LOT OF BOARDS HAVE MORE THAN ONE.
>> I FEEL LIKE THERE'S MULTIPLE PEOPLE FROM SCHOOL.
>> FROM DISTRICTS THERE SOMETIMES, LIKE THEY TRAVELED.
SO IT WOULDN'T BE THAT, IT WOULD JUST BE ONE.
SO I THINK THAT'S DEFINITELY SOMETHING EVEN WE COULD TALK TO WASDA.
>> SORRY, JUST GOING BACK TO WASDA ON THIS.
BUT ONE THING THAT THEY REALLY PUSH AND THAT THEY KIND OF PRIDE THEMSELVES AS BEING KIND OF A LEADER IN THE COUNTRY, IS THAT STUDENT VOICE AND BUILDING THAT NETWORK OF STUDENT REPRESENTATIVES.
AND SO I FEEL LIKE I WANT TO FIGURE OUT HOW WE CAN GET OUR STUDENTS PLUGGED INTO THAT.
>> IS IT REALLY JUST REPRESENTING ONE MODEL?
>> YEAH. I DIDN'T GET A CHANCE TO GO TO THE SESSION, BUT I KNOW THAT LIKE PASCO HAD A SESSION THEY WERE OFFERING LAST TIME WE WERE UP THERE.
THAT SOUND IN THE DESCRIPTION, IT SOUNDED LIKE THEY HAD A MODEL VERY SIMILAR TO OUR STUDENT ADVISORY COMMITTEE.
I'M THINKING THERE'S GOT TO BE A WAY.
>> IT'S NOT LIKE THE ENTIRE COMMITTEE WOULD GO.
IT'LL BE LIKE TWO OR THREE STUDENTS WHO'D BE INTERESTED IN GOING AND MAYBE WHEN IT'S IN SEATTLE, NOT BELLEVUE.
SO IT'S EASIER COMMUTER OR SOMETHING LIKE THAT.
>> WELL, YEAH. AND I JUST LIKE TO MAKE SURE THAT WE'RE SETTING THE COMMITTEE UP FOR SUCCESS, WITH THE RESOURCES WE HAVE.
LIKE BECAUSE WE DON'T HAVE THAT FORMAT.
I'M NOT REALLY SURE HOW TO PROVIDE EXACT, NOT DIRECTION, BUT INTERACTING WITH THE COMMITTEE IN A MEANINGFUL WAY.
SO MAYBE SOMEBODY ELSE HAS FIGURED THAT OUT.
SO IT'S NOT JUST LIKE, HEY, THERE'S THIS RANDOM GUY AND HE'S SITTING IN THE STUDENT ADVISORY COMMITTEE MEETINGS AND YOU JUST SITTING ON THE FLY, ON THE WALL JUST WATCHING. YEAH.
>> OR LIKE YOU SAID, IF YOU DECIDE THAT THAT NETWORK DOESN'T REALLY PROVIDE OUR GROUP WITH WHAT THEY NEED BECAUSE WE'RE VERY DIFFERENT, THAT'S OKAY. YEAH.
>> OTHER LEADERSHIP GROUPS OR THINGS THAT MIGHT BE MORE HELPFUL TO YOU THAN WHAT WE KNOW OF.
>> SO WITH THE INFORMATION THAT YOU SENT US WHEN YOU GUYS CAME BACK FROM THAT AND I WAS LOOKING AT THAT, IT WAS REALLY CLEAR THAT IN ORDER FOR A STUDENT TO ATTEND, THEY HAD TO BE A MEMBER OF THE SCHOOL BOARD FIRST OF ALL.
EVERYTHING, THE REGISTRATION LINKS, THEY HAD TO BE A MEMBER OF THE SCHOOL BOARD.
AND THOSE ORGANIZATIONS ARE REALLY PUSHING TOWARDS STUDENTS BEING INVOLVED IN THE LEGISLATIVE SIDE OF THINGS AND BEING ACTIVE, PARTICIPATING, VOTING MEMBERS OF THE SCHOOL BOARD.
EVERYTHING THAT I READ FROM THE STUFF THAT YOU SENT ME, THAT WAS THE DIRECTION THAT THEY WERE GOING WITH THE STUDENTS.
>> BECAUSE THEY DON'T ACTUALLY VOTE BECAUSE THEY'RE NOT ACTUALLY ELECTED REPRESENTATIVES.
>> NO. AND I UNDERSTAND THAT, BUT WHAT I'M SAYING IS THAT THE INFORMATION THAT THE STUDENT SIDE OF THINGS, WHAT THEY'RE ADVOCATING FOR AND WHAT THEY'RE TRYING TO PUSH IS HAVING STUDENTS HAVING A VOTING VOICE ON SCHOOL BOARDS.
THAT WAS ALL THE INFORMATION THAT I READ FROM THOSE LINKS THAT YOU SENT ME.
SO THAT'S WHY I WASN'T SURE THAT THAT'S WHAT YOU WERE LOOKING FOR.
>> W CAN MAYBE LOOK MORE INTO THAT.
[01:15:04]
WE CAN REACH OUT.WE'VE GOT SOME CONTACTS AND CHANNELS THROUGH WASDA TO FIGURE THAT OUT.
YEAH, I DON'T KNOW. I GUESS I'M JUST LOOKING FOR WAYS THAT WE AS A BOARD CAN HAVE MORE MEANINGFUL INTERACTIONS WITH THE COMMITTEE.
I DON'T KNOW IF THAT'S EVEN ALMOST LIKE WHAT WE DO WITH OUR CITIZENS ADVISORY COMMITTEE, WHERE THE END OF THE MEETING IS LIKE A WORD ON THE STREET KIND OF THING.
THAT MIGHT BE A LITTLE WAY WE CAN INTERACT.
BUT IF WE DO HAVE A BOARD MEMBER WHO'S AT A STUDENT ADVISORY COMMITTEE MEETING, MAYBE THE END OF IT IS LIKE, HEY, WHAT QUESTIONS DO YOU HAVE FOR THE BOARD? OR WHAT ARE SOME THINGS TO PUT ON OUR RADAR OR SOMETHING LIKE THAT? THAT'S MORE OF JUST FROM THE WHOLE GROUP. I DON'T KNOW.
>> AND I LIKE THAT THE PROJECTS ARE GRASS ROOTS PROJECTS, RIGHT? IT'S COMING FROM THE STUDENTS.
>> IT'S WHAT YOU THINK IS IMPORTANT.
SO JUST WE WANT TO HEAR WHAT THOSE ARE AND UNDERSTAND WHAT IS IMPORTANT.
I LOVE THAT THE GROUP, IT WAS ALL ABOUT EQUITY AND ACCOUNTABILITY.
WHAT DOES THAT LOOK LIKE? WHAT DOES THAT MEAN TO YOU? BECAUSE IF THOSE ARE THE THINGS THAT ARE IMPORTANT TO YOU AS A BOARD, WE NEED TO MAKE SURE THAT THE POLICIES THAT WE'RE PUTTING IN PLACE, WHATEVER OUR FOCUS INCLUDE IN OUR STRATEGIC PLAN, WE INCLUDE COMPONENTS THAT ARE IMPORTANT AND IMPACTFUL FOR STUDENTS BECAUSE THEY'RE NOT WILLING WILLY THINGS THAT YOU'RE COMING UP WITH, LIKE WE NEED MORE LONGER RECESSES.
THEY'RE REAL TANGIBLE, IMPORTANT THINGS THAT ARE ALREADY IN OUR STRATEGIC PLAN, RIGHT? SO HAVING THE PROJECTS GENERATED BY WHAT STUDENTS FEEL ARE IMPORTANT.
>> WE KEEP TALKING ABOUT POLICIES AND STUFF.
I WONDER IF THERE'S A WAY, MAYBE NOT WITH EVERY POLICY, BUT WITH POLICIES THAT MIGHT HAVE AN IMPACT ON STUDENTS.
IF THERE'S A WAY TO INCLUDE LIKE WE HAVE A POLICY REVIEW COMMITTEE.
IF THERE'S A WAY THAT WE CAN LET STUDENTS WEIGH IN ON THAT KIND OF STUFF.
>> IT COULD JUST BE ANOTHER ONE OF THESE COLUMNS ON THIS.
>> YEAH, IT'S LIKE CERTAIN ONES.
>> NOT GET BOGGED DOWN AND BUREAUCRACY, BUT YEAH, WHEN WE'VE GOT SOMETHING THAT IS [INAUDIBLE].
>> MAYBE WHEN WE'RE TALKING ABOUT CELL PHONE POLICIES OR SOMETHING THAT WE REALLY WANT TO HEAR A STUDENT VOICE ON, I LIKE THAT IDEA.
THAT EITHER IT CAN GO TO AN SAC MEETING AND YOU GUYS CAN TALK ABOUT IT, OR YOU COULD COME TO A WORKSHOP OR SOME SUBSET OF THE GROUP.
>> I ACTUALLY LIKE THAT IDEA TOO.
I LOOKED OVER AT GAIL BECAUSE WE HAVE THAT VETTED SPREADSHEET, RIGHT? SO POLICY MAY GO TO LISA, AND THEN THAT POLICY COMES TO ME, AND THEN IT GOES TO YOU.
I THINK WE COULD EASILY WORK WITH KATIE AND SHANA TO EITHER, BECAUSE WE DON'T REALLY HAVE A CO LEADER OR A STUDENT LEADER.
THEY'RE ALL EQUAL AROUND THE TABLE, CORRECT? AROUND THE STUDENT.
>> YEAH. THIS YEAR WE HAD THREE CHAIRS AND THEY HELPED TO PLAN ALL OF OUR SAC MEETINGS.
>> AND WE WILL HAVE NEW ONES FOR NEXT YEAR.
>> SO ONE OF THE THINGS WE COULD DO IS ADD ONE OR MORE TO THAT VETTING PROCESS.
WE WOULD JUST HAVE TO USE OUR JUDGMENT AS TO WHICH ONES, WE CAN DO THAT. IT'S A GOOD IDEA.
>> OKAY. SO IF YOU GO TO QUESTION THREE THAT MIGHT LEAD US THROUGH THIS A LITTLE BIT.
IT SOUNDS LIKE STUDENT VOICE IS REALLY SOMETHING THAT YOU WANT TO INCREASE OR TWO WAY COMMUNICATION OF SOME KIND.
WE HAD OUR WINDOWS AND MIRRORS PROJECT IN THE FALL THROUGH THE WINTER, WHERE WE TOUCHED EVERY FIFTH GRADE CLASSROOM.
AND THEN WE HELD THIS BIG CONFERENCE.
WE HAVE FOUR MEETINGS LEFT, AND SOME OF IT WILL BE APPLICATIONS FOR NEXT YEAR.
FLYER FOR ADVERTISING FOR APPLICATIONS.
WE'LL HAVE A CELEBRATION AT THE END OF THE YEAR.
BUT WE HAVE OPPORTUNITIES TO HAVE TABLE TALKS.
AND JUST WITH IN SAC, AND SO WE'VE BEEN MILLING AROUND LIKE WHAT THAT COULD LOOK LIKE.
WHAT WE'D LOVE TO HEAR FROM YOU IS WITH THOSE COUPLE OF OPPORTUNITIES THAT WE HAVE AT THE REMAINING OF THIS YEAR, WHICH IF THIS IS SOMETHING YOU WANT MORE OF, WE COULD SCHEDULE THEM REGULARLY NEXT YEAR, NOT JUST AT THE END OF THE YEAR WHEN WE ARE DONE WITH OUR PROJECTS.
BUT IF THERE ARE TOPICS THAT YOU THINK OF RIGHT NOW THAT YOU'D LIKE TO HEAR FROM OUR STUDENTS ABOUT, WE COULD INVITE YOU TO THOSE SAC MEETINGS, OR WE CAN ALSO TAKE NOTES AND BRING THEM BACK TO YOU.
THIS IS A GREAT OPPORTUNITY FOR YOU ALL TO GET TO ASK SOME QUESTIONS THAT WE CAN BRING BACK TO OUR GROUP OR YOU CAN ATTEND OBVIOUSLY, AND ASK YOUR OWN QUESTIONS.
[01:20:01]
WHAT ARE SOME TOPICS YOU'D LIKE TO HEAR FROM OUR KIDS ABOUT?>> I'D LOVE TO HEAR WHAT THEY THINK ABOUT THE CALENDAR.
THE CURRENT CALENDAR AS IT IS RIGHT NOW, IS THE SAME CALENDAR THAT YOU'VE HAD FOR 10 YEARS.
WHAT IF IT LOOKED DIFFERENT? WHAT COULD THAT LOOK LIKE? YOU HAVE TO HAVE 180 DAYS IN SCHOOL BUT WHERE DO YOU SPEND THOSE 180 DAYS? IN THE LEGISLATURE, THEY CALL THAT A BALANCED CALENDAR.
BUT IN YOUR MEETING, I'D JUST LIKE TO HEAR WHAT THAT COULD LOOK LIKE FOR YOU ALL.
>> THINKING OUTSIDE THE BOX. SUMMER VACATION.
>> WHAT WOULD BE THE BENEFIT? WOULD YOU WANT TO BE IN SCHOOL? WOULD YOU WANT TO BE OUT OF SCHOOL? WOULD YOU WANT A BIG WINTER BREAK? WOULD YOU WANT ANOTHER BIG SPRING BREAK? WOULD YOU WANT LESS SUMMER TIME? NO. DON'T TOUCH IT.
I'D LIKE TO HEAR THAT WITH THE CAVEAT THAT THAT'S THE WAY THAT THINGS ARE GOING WITH A LOT OF PLACES AND THEY'RE SHARING THE EQUITABLE BENEFITS OF A BALANCED CALENDAR.
I'M NOT GETTING SOME INPUT FOR SURE.
>> I'D LIKE TO HEAR MORE ABOUT, YOU WERE TALKING ABOUT THE SEL.
THE WAY YOU WERE TALKING ABOUT IT MAKES ME FEEL MAYBE THIS IS HOW WE'VE ROLLED IT OUT TO THE UPPER GRADES THAT ARE THE SEL LESSONS.
NOW WE'RE GOING TO TALK ABOUT SEL.
WHEREAS I KNOW IN THE LOWER GRADES, SEL IS PART OF EVERYTHING WE DO.
HOW DO WE BRIDGE THAT? SOMETIMES IT'S IMPORTANT TO HAVE THOSE LESSONS AS BASIS FOR FURTHER, BUT HOW CAN WE MORE EMBED THAT IN EVERYTHING THAT WE DO? HOW DO WE GET INTO THAT MINDSET? IT MAY BE A PROCESS OF HAVING LESSONS ABOUT IT SO THAT IT BECOMES NORMAL AND WE ALL ARE USING THE SAME VOCABULARY, BUT WHAT MIGHT THAT LOOK LIKE? THERE'S PROBABLY QUITE A FEW OF YOU ON THE SAC WHO HAVE GONE THROUGH THAT PROCESS IN THE ELEMENTARY SCHOOLS FAIRLY RECENTLY AND I'D LIKE TO HEAR HOW THAT LOOKS DIFFERENT.
IN THE ELEMENTARY SCHOOL WE DID THIS.
IT'S NOT IMPORTANT OR HOW THAT IMPACTS BEHAVIOR AND HOW WE TREAT EACH OTHER.
>> I'D LIKE TO KNOW FROM A DISCOVERY STUDENT'S POINT OF VIEW IS SO MUCH OF SEL IS WHAT YOU'RE DOING WITH YOUR PROJECTS THAT AFFECTS THE BIGGER PICTURE.
I'M ASSUMING THAT'S A BIG PART OF THE WORK YOU ARE DOING AT PBL, CORRECT? I'M WONDERING IF THAT'S THE SETTING THE STAGE AT THE SECONDARY LEVEL BECAUSE YOU'RE RIGHT.
I THINK SOMETIMES SEL IS SO COMPARTMENTALIZED AND WE'RE TEACHING CHEMISTRY AND NOW WE'RE GOING TO DO THIS LESSON.
I'M ASSUMING THERE'S A LOT OF THAT EMBEDDED OF HOW WE'RE IMPACTING THE GREATER GOOD OF THE LOCAL COMMUNITY, THE STATE, THE WORLD.
>> SORRY. I'M SO EXCITED ABOUT THIS.
I'VE BEEN LIKE, CAN'T WAIT TO SPEAK.
I'M VERY LOUD, SO I'M NOT USED TO THIS.
ACTUALLY, I'VE BEEN TO DISCOVERY FOR FOUR YEARS NOW AND I WAS GOING TO GO TO CAMPUS.
I WENT TO TO REES SO I DIDN'T GO TO THE TRADITIONAL LIKE ODISEE ABOUT AND THINK OF BOTH SIDES OF IT.
GETTING TO KNOW A LOT OF KIDS FROM CAMAS AS WELL AS BEING A PART OF DISCOVERIES COMMUNITY.
I THINK BECAUSE OUR LESSONS ARE SO INGRAINED WITH SOCIAL EMOTIONAL LEARNING.
HOW DOES THIS AFFECT THESE PEOPLE? WE DO LIKE WHEN WE TALK ABOUT GENOCIDES, BEFORE WE EVEN TALK ABOUT IT, WE'RE LIKE, WHAT IS THE LANGUAGE WE WANT TO USE? WHAT DOES THIS ACTUALLY MEAN? HOW CAN WE TAKE THIS SERIOUSLY? WE TRY AND LOOK AT EVERYTHING FROM HERE TO LOOKING AT THE WHOLE WORLDWIDE.
I THINK IT'S JUST, IT WOULD BE GREAT TO SEE THAT MORE IN OTHER CURRICULUMS. I KNOW I'M TALKING TO CAMAS FRIENDS.
WE'RE GOING TO STUDY AND FOCUS ON THE CLASSIC CURRICULUM AND THAT'S GREAT, BUT IT'S COOL TO GET TO SEE HOW THAT DOES IMPACT THE COMMUNITY.
I THINK THIS YEAR WE DID A UTOPIA PROJECT, OR MAYBE IT WAS LAST YEAR.
WHAT DOES A UTOPIA ACTUALLY LOOK LIKE?
[01:25:01]
BECAUSE UTOPIA ISN'T REALLY A REAL IDEA BUT TRYING TO MAKE SOMETHING REAL OUT OF WHAT YOU HAVE AND TRYING TO THINK ABOUT ALL THESE DIFFERENT FACETS OF WHERE THINGS CAN GO WRONG.IT MAKES YOU THINK ABOUT THE WAY THE WORLD IS CURRENTLY AND HOW WE NEED TO FIX IT AND WHAT WE CAN DO TO CHANGE AND HOW WE CAN BE KINDER TO THOSE AROUND US.
WHERE THAT'S BEEN I THINK LACKING IN MY PREVIOUS SCHOOL EXPERIENCE.
IT'S NICE TO HAVE THOSE KIND OF INGRAINED MORE INTO LESSONS, AND I THINK THAT'S DEFINITELY WAY MORE NEEDED.
I KNOW IT CAN BE LIKE, IT'S REALLY HARD TO MAKE IT COOL.
I KNOW THIS IS GOING TO BE SOUND VERY SILLY, BUT IT'S HARD TO GET STUDENTS TO TAKE THINGS SERIOUSLY AND I THINK BY MAKING IT A PART OF YOUR GRADE AND CURRICULUM, YOU HAVE TO.
YOU ACTUALLY HAVE TO DO SOME OF THIS CRITICAL THINKING OF WHAT DOES THIS LOOK LIKE.
YOU KNOW WHAT I MEAN? WHAT DOES THIS REALLY MEAN? HOW DOES THIS AFFECT ME EVERY DAY? HOW DOES THIS AFFECT MY FRIENDS WHO ALL COME FROM VERY DIFFERENT BACKGROUNDS AND DIFFERENT LIVES.
THAT MAKES YOU BE A LITTLE MORE COMPASSIONATE TOWARDS THOSE AROUND YOU.
IT'S MY TWO CENTS ON THIS, BUT I'M VERY EXCITED TO HEAR ALL THESE OPINIONS AND I THINK IT'S VERY EXCITING TO SEE THE DIFFERENT WAYS WE CAN GO ABOUT IT.
>> I LOVE THAT TOO, BECAUSE WHAT YOU'RE SAYING DOESN'T NECESSARILY HAVE TO BE PROJECT BASED LEARNING.
IT DOESN'T JUST HAVE TO BE AT THE PBL SCHOOLS.
IT'S A MINDSET AND HOW DO WE EXPAND THAT TO ALL STUDENTS?
>> EVEN THOUGH I GO TO DISCOVERY, I ABSOLUTELY ADORED TRADITIONAL LEARNING AS WELL.
I'M JUST LIKE, I'M A BIG LOVER OF LEARNING.
I LOVE TO READ AND LOVE SCIENCE.
I THINK IT'S NEEDED IN EVERY TYPE OF SCHOOL FROM HAZE TO DISCOVERY AND THERE'S SEVERAL WAYS TO INCORPORATE THAT INTO LIKE, MAYBE BECAUSE I KNOW ESSAYS ARE COMMON.
WRITING AN ESSAY ON SOMETHING IN YOUR COMMUNITY THAT LOOKS LIKE COMPASSION AND AS CHEESY AS IT IS BECAUSE YOU HAVE TO TAKE IT SERIOUSLY.
IT MAKES YOU REALLY THINK BEYOND YOURSELF.
>> THEN BECOMES PART OF THE CULTURE.
>> EXACTLY. I'D LIKE TO SEE A LOT MORE OF THAT BECAUSE I'VE MET VERY KIND KIDS ON SEC AND TALK TO EVERYONE AND THEY'RE LIKE, JUST SOME KIDS CAN BE REALLY MEAN AND IT HURTS AND I KNOW FORCING TO FACE THOSE THINGS I THINK HELPS YOU REALIZE HOW YOUR WORKING AFFECT YOU, HOW THEIR ACTIONS AFFECT YOU, AND IT COMES BACK TO ACCOUNTABILITY.
>> I THINK IT ALSO HELPS PEOPLE PAUSE, AND JUST THINKING ABOUT THAT SPECIFICALLY, WOULD MAKE, IF IT'S AN ASSIGNMENT, IF IT'S NOT JUST SOMETHING THAT WE TALK ABOUT OR AND IT'S THROWN UP ON THE WALL, AND THAT'S WHAT WE DO.
BUT PULL YOUR BOOKS OUT AND GET TO PAGE 74 AND WE'RE GOING TO GET TO IT.
BUT WHEN YOU TALK ABOUT IT IN THAT WAY, IF I WERE A STUDENT, IT WOULD MAKE ME PAUSE AND HAVE TO THINK ABOUT MY COMMUNITY AND THINK ABOUT WHAT I'VE SEEN OR AND STOP BEING SO INSIDE MYSELF AND THINK OUTSIDE.
IT'S AN OPPORTUNITY FOR THAT. THANK YOU FOR THAT.
>> NO PROBLEM. I THINK JUST THE ONE LAST THING IS I THINK, THE BEST THING I LOVE OUR LESSONS THAT WE DO AND EVERYTHING AND I THINK PART OF THE REASON THEY WORK SO WELL IS BECAUSE THEY'RE VERY ACTION BASED.
AN ACTION BASED ASSIGNMENTS YOU THINK AND TALK ABOUT, EVERYBODY'S LOOKING AT ME, IT'S ALL ABOUT ME AND IT'S MORE OF LIKE, YOU FEEL THE EXACT SAME WAY.
ONE OF THE LESSONS WE ALREADY DO IS THE LOVED STICKERS AND EACH STUDENT GETS A STICKER AND THEY HAVE TO LOOK AT SOMEBODY ELSE AND THEY GO, WE ALL FEEL THAT WAY.
IT'S NOT JUST ME OR IT'S NOT JUST YOU.
I THINK WE JUST NEED MORE ACTION AND THE COMMUNITY NEEDS THAT.
>> SO HOW ABOUT SOMETHING RELATED TO SOCIAL MEDIA WHICH CAN BE SO POSITIVE AND CAN BE SO DEVASTATING.
I KNOW IT IS SUCH A BIG FACTOR IN YOUR LIVES, COMPARED TO MY LIFE, OR OUR CHILDHOODS COMPARED TO YOUR CHILDHOOD AND EXPERIENCE BECAUSE OF THE IMPACT OF SOCIAL MEDIA.
WORKING IN A HIGH SCHOOL AND SEEING THE DRAMA AND THE THINGS THAT COME UP AND GET SAID.
HOW DO WE WORK WITH THAT? I DON'T KNOW IF IT'S EVEN SOMETHING WE CAN TEACH IN SCHOOL OR WHATEVER, BUT I SEE THE FOCUS OF DOING THIS ALL THE TIME AND OUR BODY IMAGE AND WHAT WE LOOK LIKE AND WHAT WE SAY TO PEOPLE, AND HOW WE'RE EMBOLDENED TO SAY MORE BRUTALLY HONEST OR DOWNRIGHT MEAN THINGS TO OTHER PEOPLE BECAUSE WE HAVE GOTTEN BRAVE ON SOCIAL MEDIA OR WHATEVER.
[01:30:03]
LIKE HOW DO WE ADDRESS THAT? HOW DO WE HELP YOU AND YOUR GENERATION NAVIGATE THROUGH THESE WATERS?THE REASON I SAY THAT I FEEL LIKE SOCIAL MEDIA HAS BEEN ON MY MIND A LOT.
WHENEVER PROBLEMS STRIKE, I'M LIKE, IT'S SOCIAL MEDIA.
I WANT TO BE ABLE TO STOP SAYING THAT AND START UNDERSTANDING IT.
I GUESS I WANT IS YOU TO TEACH ME HOW IT BENEFITS YOU ALL THE YOUNGER GENERATION BECAUSE I DON'T SEE IT THE SAME WAY.
BUT I WANT TO BE ABLE TO BECAUSE I'M SURRENDERING MYSELF TO IT BECAUSE IT'S THERE.
IT'S ONE OF THOSE THINGS JUST BECAUSE I CLOSE MY EYES OR DECIDE NOT TO DO, IT DOESN'T HAPPEN.
IT IS HAPPENING. I GUESS I WANT TO LEARN FROM THE STUDENTS.
I WANT TO LEARN FROM THE YOUNGER ONES THAT SEEM LIKE THEY'RE BENEFITING SOMETHING FROM IT.
>> IN TURN, I WOULD WANT US TO HELP OUR COMMUNITY.
BECAUSE WHEN YOU ARE GIFTED THE RESPONSIBILITY OF A CHILD IN YOUR POSSESSION, IT DOESN'T COME WITH A MANUAL, AND WE OFTEN LOOK TOWARDS THE CLASSES THAT WE PROVIDE IN HELPING GUIDE AND IS THERE OPPORTUNITY FROM YOUR MOUTH TO THEIR EARS OF HOW WE CAN SUPPORT OUR FAMILIES WITH SOCIAL MEDIA? BECAUSE IT'S HUGE. I DO THINK WE'VE HAD ONE ONCE UPON A TIME.
BUT, I MEAN, HELLO, THAT'S OUTDATED.
>> I WAS GOING TO SAY, IF YOU HAVE TO THINK ABOUT WHEN THE LAST WAS [OVERLAPPING].
>> WELL, AND HAVE THAT BE A COMBINED STUDENT-PARENT THING, BECAUSE WE DON'T WANT TO BE TELLING PARENTS, JUST HAVE THEM SHUT IT OFF AND PUT IT AWAY AND BLAH, BLAH, BLAH AND THE KIDS ARE LIKE, WHAT? BUT WHAT ABOUT THIS? WHAT ABOUT THAT? SO SOMEWHERE THERE'S A HEALTHY CENTER LINE THAT WE CAN BE LIVING.
WE MAY COME TO DETERMINE WHERE THAT IS IN DIFFERENT PLACES DEPENDING ON WHAT VOICES WE'RE LISTENING TO, RIGHT? BECAUSE I THINK THERE ARE SOME BENEFITS, BUT THERE'S ALSO SOME REALLY DETRIMENTAL THINGS IN HOW DO YOU MANAGE THOSE AS PARENTS AND STUDENTS? BECAUSE I TALKED TO A LOT OF STUDENTS THAT KNOW EXACTLY, YEAH, I AM ON SOCIAL MEDIA.
I MEAN, HELLO, I'M ON INSTAGRAM AND YOU CAN LIKE, OH SHOOT, THAT WAS AN HOUR.
I DON'T DO SOCIAL MEDIA, WHATEVER.
BUT YET IT TAKES A LOT OF OUR TIME.
>> THERE WAS JUST AN ARTICLE IN THE ATLANTIC, AND I'M GOING TO SEND YOU THE LINK, SHANA.
IT WAS CALLED THE SMARTPHONE KIDS ARE NOT ALL RIGHT.
IT WOULD BE AMAZING FOR OUR STUDENTS TO READ IT AND SEE WHAT THEY THINK OF THE ASSESSMENT AND THEN THE RECOMMENDATIONS TO HEAR THAT.
>> I LOVE THAT, ESPECIALLY WITH CELL PHONE POLICIES IN SCHOOLS.
I KNOW MY SCHOOL JUST WENT TO A NO-PHONE POLICY.
YOU CAN HAVE IT BEFORE SCHOOL, LUNCH, AFTER SCHOOL.
IF WE CAN GET THE STUDENTS TO UNDERSTAND SOME OF THE CONSEQUENCES, AND SO THAT THEY CAN, I DON'T KNOW.
STILL, I'M CHECKING MYSELF BECAUSE IT'S LIKE SO THEY CAN UNDERSTAND WHY WE'RE RIGHT.
[LAUGHTER] NO, NOT NECESSARILY, BUT CAN UNDERSTAND UNDERSTAND THE CHALLENGE AND COME TO A SOLUTION THAT WILL BE BENEFICIAL.
>> I LOVE THE SOCIAL MEDIA AND HAVING THIS DISCUSSION AND I ALSO THINK SOMETIMES IT'S THE PARENTS DON'T UNDERSTAND THE EFFECT IT'S HAVING ON THEIR KIDS ALSO.
SO EVEN YOU GUYS DOING SOME SORT OF STUDY OR WHATEVER OR TALKING ABOUT IT MIGHT EVEN OPEN SOME PARENTS EYES WHO SAY, OH, I DIDN'T KNOW THAT THAT BULLYING OR WHAT HAVE YOU, I MEAN, WAS HAPPENING.
SO I THINK IT JUST HAVING THE CONVERSATION, I THINK WOULD MAYBE OPEN UP TO OUR WHOLE COMMUNITY THE ISSUE, RIGHT? IT COULD START AT THE STUDENT ADVISORY LEVEL, RIGHT?
>> I LOVE IT BECAUSE I'VE TALKED TO STUDENTS THAT HAVE SAID, WELL, YOU DON'T KNOW WHAT THIS PERSON IS LIKE ON SOCIAL MEDIA.
THEY'RE SAYING THIS, THEY'RE DOING WHATEVER.
WE DON'T SEE THAT LIKE AS A STAFF.
I'M NOT GOING TO FOLLOW STUDENTS ON SOCIAL MEDIA.
>> YEAH. [LAUGHTER] SO WE DON'T HAVE A VIEW OF WHAT'S GOING ON IN THERE, BUT THERE'S A TON GOING ON IN THIS WHOLE WORLD THAT THE REST OF US ARE FACING THE OTHER WAY FROM.
BUT THAT IMPACTS YOU AND YOUR MENTAL HEALTH AND YOUR ENGAGEMENT IN SCHOOL OR LACK OF ENGAGEMENT, OR WHAT HAVE YOU. AND IT'S BIG.
[01:35:02]
>> ARE THERE ANY OTHER TOPICS.
>> PROBABLY YEAH. NO. I MEAN, I WOULD THINK, AND MAYBE THIS IS KIND OF THE MORAL OF THIS ENTIRE PRESENTATION, BUT JUST GOING BACK TO, FOR TABLE TALK QUESTIONS, WHAT ARE SOME THINGS THAT YOU WANT US TO KNOW TOO? I MEAN, REALLY, JUST HOW DO YOU WANT TO ENGAGE WITH US EVEN IF IT'S LIKE- MAYBE THIS IS TOO SURFACE, BUT HOW DO YOU MAKE THE DECISIONS THAT YOU MAKE? OR JUST HOW CAN WE INFLUENCE OR HAVE A SAY ON, THINGS THAT COME IN FRONT OF THE BOARD? I DON'T WHERE I'M GOING WITH THIS.
>> I KNOW WHAT YOU'RE THINKING.
I WAS THINKING TOO. TYING IT BACK TO THE STRATEGIC PLAN, WE HAVE THAT PROFILE OF A GRADUATE, RIGHT? WHAT DO OUR KIDS THINK ABOUT THAT? WHAT'S YOUR INPUT ON WHY WE THING THESE THINGS ARE IMPORTANT, RIGHT? ARE THEY IMPORTANT TO YOU? I MEAN, WE'RE NOT GOING TO ASK FIVE-YEAR-OLDS IF THEY THINK THEY SHOULD LOOK BOTH WAYS BEFORE THEY CROSS THE STREET.
OBVIOUSLY, WE'RE GOING TO TELL YOU YOU NEED TO DO THAT, RIGHT? SOME OF THE THINGS WE CAN HELP YOU UNDERSTAND WHY THEY'RE IMPORTANT, BUT YOU NEED TO FEEL IT TOO BECAUSE I THINK GETTING KIDS TO BE ENGAGED IN THEIR EDUCATION AND TAKE OWNERSHIP FOR YOUR EDUCATION, WHERE WE SEE HAPPENING LIKE IN DISCOVERY, WHERE WE HAVE A DIFFERENT MODEL AND A DIFFERENT MINDSET, AND A DIFFERENT CULTURE, IT SEEMS LIKE IT'S WORKING, RIGHT? SO GOING BACK TO, HOW DO WE SHARE THAT WITH THE REST OF THE DISTRICT? WITH THAT PROFILE OF A GRADUATE, IS THAT WHAT WE'RE ALL WORKING TOWARDS? IS THAT SHOULD BE WHAT WE'RE ALL WORKING FORWARD? WHAT DO YOU GUYS THINK ABOUT IT?
>> IT'S FOR OUR VIEWERS AT HOME THAT WE HAVE TO TALK INTO THESE.
>> I HEAR THAT ALL THE TIME FROM MY FRIENDS.
ACTUALLY, EVEN THOUGH WE GO INTO DISCOVERY AND WE ARE VERY WELL EQUIPPED FOR WORKPLACE EVERYTHING, I THINK THERE'S CERTAIN SKILLS I WOULD LOVE TO SEE WHAT THAT LOOKS LIKE FOR YOU GUYS AND THEN HOW THAT ACTUALLY LOOKS TO US.
BECAUSE I THINK ALL OF US WOULD ACTUALLY REALLY ENJOY GETTING TO NIT PICK THAT AND GO, WELL, WHY IS THAT THERE.
I THINK UNDERSTOOD WHAT YOU'RE TRYING TO SAY THERE WITH THE WHOLE, YOU WANT TO SEE BEHIND OUR CURTAIN AND WE WANT TO SEE.
>> WHAT ARE YOU GUYS DOING? YOU'RE LIKE, WELL, WHAT ARE YOU GUYS DOING? SO I THINK IT'D BE VERY INTERESTING TO TRY AND WORK MORE COLLABORATIVELY AND SEE, OH, THAT'S WHAT YOU GUYS ARE LIKE YOU DO AND COME UP WITH THE DECISIONS, AND WE CAN INCORPORATE YOU IN THIS WAY.
OH, WELL WE CAN YOUR HELP HERE AND MORE OF THAT STREAMLINED COLLABORATION.
>> I THINK THE BIG THING IS THAT WE WANT TO MAKE SURE THAT WE'RE ADDRESSING THINGS THAT ARE IMPORTANT TO YOU, AND AT THE SAME TIME THERE, IT CAN GO THE OTHER WAY TOO.
>> I THINK THAT STUDENTS WANT TO FEEL LIKE THEIR VOICES ARE NOT ONLY HEARD BUT ARE BEING USED.
>> THAT'S EXACTLY WHAT WE'VE ALWAYS SAID THAT WE DON'T WANT.
WE DON'T JUST WANT TO SAY LIKE, OH, LOOK AT US TALKING TO STUDENTS, WHAT'S THE FOLLOW THROUGH WITH IT?
>> IT'S PERFORMATIVE, REALLY JUST TO LISTEN AND SAY, OH YEAH, WELL YOU CAME TO THE MEETING, WE LISTEN TO YOU.
BUT YOU GUYS DEFINITELY WANT TO ACTUALLY HEAR OUR VOICES AND ACTUALLY USE THEM.
I THINK THAT, YEAH, GOING FORWARD, THAT'D BE GREAT TO SEE MORE OF US IN USE.
>> THANK YOU. THAT'S WHAT WE HAVE.
ARE THERE ANY OTHER QUESTIONS FOR US TONIGHT?
>> IT'S NOT A QUESTION OF COURSE, BUT I'M REALLY APPRECIATIVE OF HAVING THIS CONVERSATION BECAUSE Y'ALL DO SUCH GREAT WORK AND YOU PUT IN SO MUCH TIME THAT WE WANT TO MAKE SURE THAT AGAIN, IT'S RELEVANT AND IT'S MEANINGFUL AND THAT WE'RE ALL LIFTING EACH OTHER UP WITH THE WORK, I GUESS.
>> YEAH, WE'RE ALL PRETTY EXITED ENTHUSIASTIC ABOUT IT.
>> THANK YOU FOR STAYING LATE, SOPHIE.
[01:40:04]
>> THAT'S GREAT. YES. TELL YOUR FRIENDS LIKE AND SUBSCRIBE.
>> SWIPE UP FOR MORE. NOW, SPEAKING OF THE WORK THAT WE DO HERE, THE POLICIES FOR DISCUSSION, WE HAVE ANOTHER SLATE OF POLICIES HERE TO REVIEW.
OH, ARE WE DOING THAT FIRST OR IS THAT LOGISTICS FIRST? SORRY, DID I SKIP ONE? OKAY. I GUESS WE CAN JUST TAKE THESE ONE AT A TIME, 2410.
>> SIR. IT'S 2410. IT'S GOOD TO GO.
>> THIS IS A DIFFERENT PATHWAY THAN I'M TRYING TO GET TO MINE.
>> IT WAS A DIFFERENT PATHWAY AND THE SENIOR PROJECTS THEN COULD COUNT AS A PATH.
>> BUT WE ALREADY TALKED ABOUT THIS.
>> ALL IT IS IS JUST UPDATING THE LEGAL REFERENCES AT THE BOTTOM.
>> WE HAD TO PUT THAT IN THERE IN ORDER FOR THAT TO BE ABLE TO HAPPEN.
I THINK. IT WASN'T MUCH CHANGE TO THE POLICY.
>> YEAH, FOR 2410, THERE WASN'T REALLY ANY CHANGE TO THE TEXT OF THE ACTUAL POLICY.
IT WAS JUST THE LEGAL REFERENCES AT THE BOTTOM.
>> YEAH, THANK YOU. SOMETIMES YOU DON'T REALIZE THAT BOARD DOCKS HAS LOGGED YOU OUT UNTIL YOU ARE LOOKING FOR WHY DID YOU LOG ME OUT? I'M ALMOST THERE. THERE IT IS.
THANK YOU. YES 2410 IS GREAT GAIL. WE'RE GOOD.
>> OKAY. 31, 22. YOU WANT TO UNMUTE?
>> I HAD A QUICK QUESTION ABOUT THIS.
ARE OUR STUDENTS ALLOWED TO WRITE TO EXCUSE THEMSELVES WHEN THEY'RE 18 OR ARE THEY NOT?
>> I UNDERSTAND IT. WHEN THEY'RE 18 THEY'RE ABLE TO, NOT IN THE COX HOUSEHOLD.
>> IF THE PARENT ALLOWS THAT, THEN WE HAVE TO ACCEPT IT.
BUT TYPICALLY WHAT I'VE ENCOUNTERED IS MOST PARENTS STILL WRITE THE NOTE WHILE THE STUDENTS IN SCHOOL.
BUT IF THEY'RE 18, IT COULD BE ACCEPTED.
>> YEAH. BECAUSE I KNOW THE SCHOOL I WORK AT, KIDS CAN'T WRITE THEIR OWN NOTES.
BUT I REMEMBER WHEN I TURNED 18, I'M LIKE, PLEASE EXCUSE MY ABSENCE I FELT LIKE HAVING SOME COFFEE.
I WAS MUCH MORE CREATIVE THAN THAT, BUT I DIDN'T KNOW IF THAT IS ADDRESSED AT THE STATE LEVEL OR IS THAT SORT OF BUILDING.
>> I'D HAVE TO CHECK ON THAT, BUT TYPICALLY IT'S IN A PRINCIPAL DISCRETION.
>> I'M NOT ADVOCATING FOR OUR 18 YEAR OLDS WRITING THEIR OWN NOTES.
SOME OF THEM MIGHT NOT KNOW, THEY EVEN COULD DO LIKE, THEY WOULDN'T EVEN THINK TO WRITE IT.
>> FOR 31, 22 I'M JUST CURIOUS BECAUSE I KNOW WITH OUR SYSTEM IN HERE, THE RED EDITS ARE THE ONES THAT WASDA MAKES AND THEN THE PURPLE ONES ARE IN HOUSE EDITS, RIGHT?
>> I'M JUST CURIOUS AS TO SOME OF THE REASONING BEHIND.
THERE'S A LOT OF STRIKING LANGUAGE IN HERE.
IS IT JUST CLEANING IT UP OR IS IT ADHERING TO WHAT OUR PRACTICES? OR IS IT LIKE FOR LIKE FOR EXAMPLE, IN EXCUSED ABSENCES? IS IT BECAUSE IT'S TALKING ABOUT PARTICIPATING REMOTELY? AND THAT'S NOT A WORLD WE'RE LIVING IN RIGHT NOW.
>> YEAH, THAT'S EXACTLY WHAT HAPPENS, COREY.
IF YOU LOOK AT THE SPREADSHEET, YOU SEE THE NAMES OF THE STAFF WHO REVIEW IT.
TYPICALLY, THEY'LL DO THAT TOGETHER AS A TEAM, UNLESS MANY OF THEM COME FROM HR, SO MARILYN LOOKS ON THOSE TOGETHER, BUT IT'S JUST DISCUSSION THAT HAPPENS, AND THEY LOOK AT BEST PRACTICE, THEY LOOK AT WHAT'S RELEVANT, WHAT'S NOT.
YEAH, THAT'S JUST A COLLABORATIVE DECISION AND THEN THEY'LL INFORM ME WHAT THEIR REASONING IS.
>> THEN DOWN IN THE PARTIES AND DISCIPLINARY ACTIONS.
>> A, STUDENTS MAY NOT BE CONSIDERED ABSENT IF THEY HAVE BEEN SUSPENDED, EXPELLED OR EMERGENCY REMOVED.
IS THERE AN EMERGENCY REMOVAL CATEGORY THAT WE HAVE, OR WE JUST? BECAUSE IT SAYS, I DON'T UNDERSTAND EMERGENCY EXPULSION EXIST.
[01:45:03]
>> I'M SORRY, CONNIE. FROM MY UNDERSTANDING, EXPELLED HAS BEEN A STATE CHANGE TO REMOVAL.
>> BUT IT STILL EXISTS RIGHT BEFORE THE COMMA THEY HAVE BEEN SUSPENDED, EXPELLED OR EMERGENCY REMOVED.
>> I THINK IT'S BECAUSE YOU DON'T EMERGENCY EXPEL WOULDN'T MEAN THEY'RE NOT COMING BACK.
I THINK THIS IS JUST A TERM THEY USE NOW, THEY CALL IT, INSTEAD OF EMERGENCY EXPULSION.
>> EXPELLED HASN'T GONE AWAY, IT'S EMERGENCY EXPELLED HAS GONE AWAY.
>> YOU CAN STILL BE EXPELLED, YOU CAN STILL BE SUSPENDED.
YOU CAN HAVE AN EMERGENCY SUSPENSION, THAT'S A DIFFERENCE.
>> BECAUSE AN EXPULSION MAY HAPPEN AFTER DUE PROCESS.
THE STUDENTS BEING EMERGENCY MOVED.
>> I PULLED UP THE POLICY, AND LEGAL NEWS, IT HAS TO DO WITH HOUSE BILL 1207, AND IT SAYS THIS CHANGES THE LEGISLATIVE INTENT.
IT STATES THAT THE PREVIOUS TERM, EMERGENCY EXPULSION WAS PREJUDICIAL, AND COULD TARNISH A STUDENT'S REPUTATION.
IT'S A SEMANTIC CHANGE IS WHAT IT IS, BASED ON A LAW.
>> THEN WE'RE GOOD WITH THAT THEN.
>> I THINK WE'RE GOOD WITH THAT, 5005?
>> ANYBODY? QUESTIONS OR WE'RE ALL GOOD?
>> THERE'S SO MUCH CHANGE ON THAT ONE.
WELL, THERE WAS A LOT OF CHANGE ON IT.
I BELIEVE OUR CONVERSATION WITH THIS ONE BEFORE WAS THAT THERE WAS NO EMPLOYEE ADULT HARASSMENT, ADULT TO ADULT.
WAS THAT WHAT THIS WAS ABOUT? THERE WAS ADULT TO CHILD OR CHILD TO CHILD.
BUT THERE WAS NO IS THAT RINGING A BELL?
>> THAT WOULD FALL INTO A FORMAL COMPLAINT.
>> THAT'S NOT THIS DISCRIMINATORY HARASSMENT THAT'S BEEN ADDED?
I'M GOING OVER THE POLICY AND LEGAL NEWS HERE.
IT'S CLEANING UP THE LANGUAGE BECAUSE THE CURRENT LAW DOES NOT DIFFERENTIATE BETWEEN HARASSMENT, INTIMIDATION, AND BULLYING, EACH OF THOSE THINGS.
IT'S JUST CLEANING UP THE DEFINITION OF EACH.
>> OKAY. WE'RE GOOD WITH 5010. 5050.
>> I HAD A QUESTION ON THIS ONE.
THE BLUE IS WHAT WE STRIKE OUT, CORRECT?
>> NO, BLUE AND RED IS OUR RECOMMENDATIONS FROM WSSDA.
>> THE RED STUFF MEANS WSSDA RECOMMENDS GET RID OF IT AND REPLACE IT WITH THE BLUE LANGUAGE.
ON THIS ONE, WE STRUCK OUT THE PART ABOUT PRINCIPAL CONTRACTS.
BUT IF YOU GO TO THE POLICY REVIEW, TO ME IT WAS SAYING THEY WERE ADDING THAT IN THERE.
I WAS CONFUSED, AND MAYBE I HAVE THAT WRONG, BUT ON PAGE 17, IT LISTS ALL OF THAT STUFF THAT WE STRIKED OUT.
I WASN'T SURE WHERE THEY TELLING US TO STRIKE IT.
[01:50:02]
I WAS CONFUSED WHY WE STRUCK IT OUT, BECAUSE TO ME, IT WAS SAYING THE CONTRACT WITH THE PRINCIPAL CAN BE FROM 1-3 YEARS.>> WHAT CATEGORY ARE YOU UNDER, WHAT HEADING?
>> 5050? >> YEAH, BUT WHERE DOWN?
>> SORRY. IT'S A, AND YOU SCROLL DOWN TO ALL THE BLUE STRIKE OUT. DO YOU SEE THAT?
>> ARE YOU IN THERE? DO YOU SEE THAT ONE, GAIL?
>> NO, I PICKED THE WRONG ONE. I'M SORRY.
>> AT THE BOTTOM OF PAGE 1, PRINCIPAL CONTRACTS.
I'M THINKING THAT MIGHT BE A MISTAKE BECAUSE USUALLY STUFF IN BLUE IS NOT STRUCK OUT.
WELL, OUR TEAM WILL STRIKE IT IF IT'S SOMETHING THAT IS NOT OUR PRACTICE TO DO.
>> WHAT THE POLICY AND LEGAL NEWS WAS SAYING PUT THAT IN THERE BUT WE ARE STRIKING IT OUT.
>> IT COULD ALSO HAVE SOMETHING TO DO WITH THE CBA.
>> GOT IT. WHEN I WAS COMPARING THE POLICY AND LEGAL NEWS TO THE POLICY, I WASN'T SURE WHY WE'RE STRIKING IT OUT WHEN THE POLICY AND LEGAL NEWS SAID TO PUT IT IN.
>> I CAN CERTAINLY ASK FOR YOU.
>> IT MIGHT BE IN THIS, IT MIGHT BE WITH THE CBA.
THAT COULD BE A GREAT ANSWER. I JUST WASN'T SURE.
>> 5161. THIS IS AN ENTIRELY NEW POLICY.
ANY QUESTIONS OR CONCERNS AROUND THIS?
REMEMBER WHEN WE HAD THE STAFF EXPRESSIONS WE PULLED OFF OF OUR LAST.
IT'S THE SAME POLICY AND LEGAL NEWS.
NOW IT'S JUST A DIFFERENT POLICY THAT WE'RE BRINGING FORWARD.
I REMEMBER WITH THAT LAST ONE WE HAD TALKED ABOUT IF THERE'S OTHER PEOPLE WE NEEDED TO REVIEW THAT ONE BEFORE LIKE DO WE WANT OUR BARGAINING LEADER, OR WHAT DO WE WANT PEOPLE TO REVIEW THAT.
>> WE DEFINITELY CAN. I HAVEN'T HAD ANYBODY REACH OUT YET ON THIS ONE, BUT WE DEFINITELY CAN.
>> DO THEY KNOW IT'S ON THE DOCKET?
>> MAYBE THIS ONE DOESN'T MATTER.
>> THIS ONE ISN'T NECESSARILY THE SAME BECAUSE IT'S NOT ABOUT STAFF, IT'S ABOUT EVERYBODY, AND IT'S ABOUT BASICALLY WHEN YOU ARE IN OUR DISTRICT, YOU TREAT EVERYONE WITH RESPECT.
I SEE THIS POLICY IS MORE OF A REACTION TO SOME MAYBE CONDUCT AT BOARD MEETINGS.
AS I'M READING THE POLICY IN LEGAL NEWS, IT'S THE WHOLE SAME.
THIS IS NEW POLICY 5161, AND THE STAFF EXPRESSION IS IN THERE.
I KNOW WE PULLED THAT ONE OFF, BUT JUST MAKING SURE WE HAVE THE RIGHT PEOPLE HAVING THE RIGHT EYES.
>> SURE. A LOT OF TIMES OUR BARGAINING GROUPS SEE THESE AT THE SAME TIME AS WE DO WHEN THEY COME DOWN.
BUT I COULD DEFINITELY, IF THE BOARD WANTS, I COULD BRING THIS UP.
I KNOW WE'RE HAVING SOME GOOD CONVERSATION AROUND STAFF EXPRESSION RIGHT NOW.
THEN AGAIN THE ONE THAT WE PULLED OFF THE LAST MEETING.
I'M JUST WAITING ON ONE MORE BARGAINING GROUP TO COME BACK.
>> 5271. IS THIS ONE ENTIRELY NEW THEN? BECAUSE I DIDN'T SEE ANY EDITS TO IT.
>> IT'S NEW TO THE CAMAS SCHOOL DISTRICT.
IT'S NOT ONE THAT WE HAVE ADOPTED BEFORE.
>> 5280, SEPARATION FROM EMPLOYMENT.
>> THE GROUP'S GOOD WITH THAT. 5400, PERSONNEL LEAVES.
>> LIKE LEAVE AT FULL PAY UNLESS STATED OTHERWISE.
I DIDN'T KNOW WHEN WE GRANT SOMEBODY A LEAVE OF ABSENCE, IT'S NOT WITH FULL PAY ALWAYS, RIGHT?
>> WHERE ARE YOU, CONNIE? IT'S A, 5400.
[01:55:05]
BARGAINING AGREEMENTS PROVIDES UNLESS IT SAYS OTHERWISE.LEAVE AT FULL PAY UNLESS STATES OTHERWISE.
LEAVES WILL BE WITH PAY UNLESS OTHERWISE STATED.
IF IT DOESN'T STATE SOMEWHERE, THEN THEY'RE GETTING FULL PAID.
THAT'S BEEN IN THERE, BUT IT SAID AS LONG AS PERMISSIBLE LEAVE EXISTS, IF LEAVES ARE TO INCLUDE EXPENSES TO BE PAID BY THE DISTRICT, THAT WILL ALSO BE STRESSFUL.
I DON'T KNOW WHY THAT MAKES IT LESS CLEAR.
WHAT LEAVES ARE PAID VERSUS WHAT LEAVES ARE FULLY PAID.
>> WHEN WE APPROVE IN AN HR DOCUMENT, I DON'T SEE IT STATED THERE AND WOULD WANT TO.
I PAUSED ON THE FIRST SENTENCE AND LOOKED FOR A DEFINITION OF WHAT REGULAR STAFF IS.
I SEE THAT STAFF THAT IS 0.5 FD IS STRUCK OUT.
BUT THEN I LOOK, IF YOU'RE GOING TO CALL SOMEBODY REGULAR STAFF, WHAT DOES THAT MEAN?
>> AS OPPOSED TO IRREGULAR, STAFF?
>> I THINK WE NEED A LITTLE MORE CLARITY.
>> MAYBE IT'S MEANT TO BE INCLUSIVE LIKE ALL STAFF, BUT MAYBE REGULAR IS NOT THE RIGHT WORD.
>> WE DEFINE WHAT REGULAR MEANS.
>> THEN THE LEAVE WITH FULL PAY.
>> NO. NOW WE'VE GOT A NEW COLOR IN 5409.
IF THERE'S A RULE, THERE'S A RULE.
IF YOU LOOK AT A CALENDAR AND YOU MAKE A REQUEST AHEAD OF TIME.
>> WE THINK THERE SHOULDN'T BE A TWO WEEK.
>> WELL, BUT WHAT IF IT WAS AN EMERGENCY, LIKE FOR A FAITH BASED REASON THAT YOU JUST FOUND OUT SOMETHING IS HAPPENING, YOU HAVE TO ATTEND AND YOU DIDN'T FIND OUT TWO WEEKS AHEAD OF TIME.
I DON'T KNOW, THERE'S A RULE, BUT.
>> WE'RE TALKING HOLIDAYS FOR REASON OF FAITH OR CONSCIENCE.
>> BUT WHO SAYS IT'S A HOLIDAY? I COULD HAVE A FAITH HOLIDAY THAT YOU DON'T HAVE, OR THAT YOU DON'T RECOGNIZE. [OVERLAPPING]
>> YOU JUST FOUND OUT LESS THAN 14 DAYS AGO? [OVERLAPPING]
>> BUT IT'S UNPAID. [OVERLAPPING]
>> A LITTLE SAD. [OVERLAPPING]
>> IS THIS A DIFFERENT PROCESS THAN UNPAID LEAVE?
>> THIS IS UNPAID HOLIDAYS FOR REASONS OF FAITH OR CONSCIOUS, [OVERLAPPING] HOW DOES THIS COMPARE TO JUST I NEED TO REQUEST UNPAID LEAVE BECAUSE I'M OUT OF MY PERSONAL DAYS?
>> THOSE ARE TYPICALLY MULTIPLE STRETCHES OF TIME.
COULD BE FOR TWO WEEKS, COULD BE FOR SIX MONTHS.
>> THEY ALSO COULD BE FOR TWO DAYS. [OVERLAPPING]
IF I USE UP MY PERSONAL DAYS AND THEN I STILL NEED TO TAKE SOME DAYS, I DON'T KNOW, TO GO TO WSSDA OR SOMETHING AND I NEED TO TAKE TIME OFF AND I DON'T HAVE LEAVE FOR IT, IS THAT PROCESS THE SAME AS THIS PROCESS, OR IS THERE ANY REASON THEY SHOULD BE DIFFERENT, OR OR IS IT JUST WE WANT TO SPELL THIS OUT TO MAKE SURE?
>> IF YOU RAN OUT OF PERSONAL DAYS, YOU'RE NOT NECESSARILY TAKING A LEAVE OF ABSENCE, YOU'RE JUST TAKING UNPAID DAYS OFF.
>> RIGHT. BUT THEY CALL IT UNPAID LEAVE, RIGHT?
>> WELL, BUT THOSE WOULDN'T NECESSARILY GO TO THE BOARD FOR APPROVAL.
IT POINTS YOU TO RCW 1.16.050 BUT WHEN I'M READING THROUGH THAT, IT'S TALKING ABOUT, AND THIS IS A CHANGE IN 2024,
[02:00:01]
UNPAID HOLIDAYS FOR EMPLOYEES WITH APPOINTMENTS OR CONTRACTS OF LESS THAN 12 CONSECUTIVE MONTHS.BUT I'M LOOKING EVERYWHERE FOR THE
>> I GUESS WHAT'S OUR QUESTIONS ON THIS ONE BEFORE IT COMES UP FOR FIRST READING AGAIN SO THAT WE CAN GET SOME CLARIFICATION ON THAT BEFORE THE NEXT BOARD MEETING.
>> WELL, I GO BACK TO WHAT CONNIE'S SAYING, WHAT ARE THE DIFFERENCES BETWEEN THIS AND ALREADY A LEAVE OF ABSENCE OR EXTENDED?
>> ALSO THIS IS AN IN HOUSE ONE, SO TO ME, DOES THAT MEAN THERE'S A REASON WHY WE'RE PUTTING THIS? [OVERLAPPING]
>> IF IT'S AN IN HOUSE ONE, [OVERLAPPING] I SOMETIMES WANT TO KNOW IT'S NOT LIKE IT'S IN THE POLICY AND LEGAL NEWS, FOR SOME REASON WE WANT THIS, AND SO I GUESS I'D A LITTLE BIT MORE OF UNDERSTANDING THAT. [OVERLAPPING]
>> THE CONTEXT BEHIND IT. [OVERLAPPING]
>> YEAH. AND I'M NOT PRIVY TO THE EXACT SCENARIO, BUT IT'S AN HR QUESTION, SO WE CAN GET THAT ANSWER. [OVERLAPPING]
>> I ALSO THINK THIS MIGHT BE DIFFERENT BECAUSE OF THE REASON IT HAS TO BE GRANTED, IT LOOKS LIKE IT WILL BE GRANTED UNLESS TAKING THE EMPLOYEE'S ABSENCE WOULD IMPOSE AN UNDUE HARDSHIP ON THE DISTRICT OR THE EMPLOYEE IS NECESSARY TO MAINTAIN PUBLIC SAFETY.
I THINK OTHER UNPAID LEAVES, IT'S AT THE DISCRETION OF SOMEBODY JUST DECIDE YES OR NO WHERE I THINK THIS IS. [OVERLAPPING]
>> WOULD BE A ONE OFF SITUATION IF THAT CAME UP.
>> YOU'RE ENTITLED TO THIS, UP TO TWO OF THESE A YEAR.
>> ENTITLED TO THIS UNLESS THAT HAPPENS, AND THEN THIS JUST SAYS HOW TO REQUEST IT.
>>JUST A LITTLE MORE BACKGROUND ON.
>> LILLIE WILL BE BACK TOMORROW. WE CAN ASK HER.
GAIL, DO YOU HAVE EVERYTHING YOU NEED?
>> YEAH, WE JUST HAVE OUR LAST TOPIC HERE.
>> I JUST WANT TO RUN THROUGH THE LOGISTICS QUICKLY IF POSSIBLE, CONFIRM EVERYONE'S ATTENDANCE.
>> I PUT IN A COUPLE OF WEEKS AGO, I HAVE A CONFLICT WITH APRIL 15TH, SO I CANNOT MAKE THAT THAT LEDGE MEETING.
>> YES, I HAVE THAT ONE. [OVERLAPPING]
>> ANYBODY ELSE ABLE TO GO WITH ERICA?
>> LEGISLATIVE WEEK FROM TONIGHT.
>> BOARD BRIEFINGS ARE ALL GOOD.
FOR THE WEEK OF APRIL 15TH, WE HAVE A CITY SCHOOLS MEETING, REGULAR BOARD MEETING THE 22ND.
THE BIG THING TO TALK ABOUT ARE THE COFFEE TALKS THAT WE HAVE TENTATIVELY SCHEDULED FOR SATURDAY, MAY 4TH.
WE HAD TALKED AFTER THE LAST ROUND THAT YOU MIGHT WANT TO CHANGE THE FORMAT OF THOSE SO I JUST NEED TO KNOW HOW YOU WANT TO CHANGE SO I CAN GET THEM SCHEDULED AND SET UP.
>> IS THAT DATE STILL GOOD FOR EVERYBODY?
>> NO? IT'S NOT A GOOD DAY FOR ME EITHER.
>> OKAY. WHAT WAS THAT? MAY WHAT?
>> MAY 4TH, SATURDAY, MAY 4TH.
>> MAYBE WE NOODLE ON EXACTLY THE DETAILS OF WHAT WE THINK COULD, AND BRING IT UP IN SOME TWO BY ONES, AND THEN BE ABLE TO HAVE JOHN SHARE WITH THE OTHER TWO BY ONE. IDEAS OF THAT.
I'VE GOT A COUPLE OF SUGGESTIONS, BUT I'D BE A MISS. [OVERLAPPING]
>> I WAS JUST READING SOME OF THE NOTES THAT WERE IN HERE ABOUT HAVING THEM IN LUNCH ROOMS, IT'S HARD TO HAVING THOSE DURING THE DAY BECAUSE MOST OF US, WELL, WE ALL WORK DURING THE DAY, BUT DO WE INCORPORATE IT INTO A SITE VISIT TO MEET WITH CERTAIN PEOPLE? YOU KNOW WHAT I MEAN? MAKE A SITE VISIT LONGER AT A SCHOOL ONE DAY AND WE HAVE LUNCH.
>> WELL, I THINK THAT MIGHT BE A WAY FOR STAFF BUT THE COMMUNITY.
I THINK ME PERSONALLY, I THINK ONE EASY FIX RIGHT AWAY WOULD BE TO STOP DOING A COMMUNITY ONE AND A STAFF ONE.
LET'S JUST DO ONE BIG ONE, AT LEAST FOR NOW.
I THINK THAT THAT'S A BETTER USE OF EVERYBODY'S TIME TOO.
>> I AGREE. IF WE STILL WANT TO HAVE THE TRADITIONAL LOOKING COFFEE TALK,
[02:05:07]
WHAT ABOUT SITE VISITS IS GOOD FOR STAFF AND EXTENDING THAT, BUT WHAT ABOUT PTA MEETINGS AND HAVING THE ABILITY TO GIVE THEM THAT HEADS UP AND ATTEND SOMETHING?>> OR WHAT ABOUT EVEN HAVING A TABLE AT A FIRST FRIDAY OR SOMETHING? DID I MEAN LIKE VERY INFORMAL WHERE IT'S THE SUPERINTENDENT AND TWO BOARD, I DON'T KNOW.
I JUST PUT US AT CERTAIN PLACES WHERE PEOPLE CAN JUST, HEY COME TALK AND IT'S ALREADY EVENT AND PEOPLE MIGHT BE THERE.
IT DOESN'T HAVE TO BE FIRST FRIDAY, BUT JUST SOMETHING.
>> I JUST WANT TO SUGGEST THAT YOU'RE ALL SPREAD PRETTY THIN, ESPECIALLY IN THE EVENINGS AND DURING THE DAYS RIGHT NOW, AND IT'S HARD FOR YOU TO MAKE A LOT OF THOSE MEETINGS JUST TO BE KIND TO YOURSELVES.
>> YEAH. I THINK FIRST THINGS FIRST, I DO THINK THAT WE'VE GOT TO HAVE JUST ONE IF WE'RE NOT GOING TO.
>> DO YOU WANT TO GO BACK TO MAYBE NOT DOING IT ON A SATURDAY?
>> YOU'D RATHER KEEP IT ON A SATURDAY?
>> WELL, LIKE GAIL SAID, IF WE CAN PICK A DAY, AN EVENING, A COUPLE OF EVENINGS THAT WE'RE AVAILABLE.
I THINK SATURDAY MORNINGS ARE HARD BECAUSE OF SPORTS FOR FAMILIES TO COME, BECAUSE IT'S ALWAYS A BEAUTIFUL DAY WHENEVER WE HAVE A COFFEE TALK.
I THINK I WANT TO GO BACK TO WHAT IS OUR GOAL.
IS IT JUST TO CHAT WITH COMMUNITY MEMBERS? IN WHICH CASE, A TABLE AT FIRST FRIDAY WOULD BE GREAT.
IT SEEMS LIKE TWO GROUPS OF PEOPLE COME, SOME WHO JUST WANT TO COME AND LISTEN AND HEAR, AND HEY, WHAT'S GOING ON, AND SOME WHO WANT TO TALK ABOUT A SPECIFIC ISSUE.
>> I'M WONDERING IF IT WOULD BE A GOOD IDEA FOR ME TO START A GOOGLE DOC WITH THESE IDEAS, AND ESPECIALLY WITH THAT ONE.
GET IT BACK TO FIGURING OUT AND SHARE IT WITH ALL OF YOU AND ASK YOU TO PUT SOME THOUGHTS DOWN.
>> I DO LIKE THE PTA THING ALSO IN THE SENSE THAT IF YOU GAVE THEM NOTICE BECAUSE THE SAME PEOPLE ALWAYS GO TO THE SAME PTA MEETING.
BUT IF LACAMAS HEIGHTS SAID, HEY, THIS PTA MEETING, THE SCHOOL BOARD IS GOING TO BE THERE, IT MIGHT GET DIFFERENT PEOPLE.
>> WELL, IT WOULDN'T NECESSARILY NEED TO BE EVERYBODY EITHER.
WE'VE DONE THAT BEFORE, LIKE LAST YEAR WHEN WE WERE DOING SOME OF THE BUDGET STUFF.
YOU AND I, ACTUALLY, I THINK A FEW OF US, WE WERE INVITED TO THE WOODBURN ONE.
I REMEMBER A BUNCH OF US SHOWED UP TO THAT ONE.
MAYBE WE NEED TO JUST, LIKE YOU'RE SAYING, TAG ON TO MORE.
>> OR WE JUST START SHOWING UP.
I KNOW WE'RE TRYING TO MAKE OUR SCHEDULES MORE BUSY, BUT IF LIKE, HEY, COREY AND I LET'S GO TO THE LACAMAS HEIGHTS PTA, AND YOU TWO GO, I DON'T KNOW.
>> MAYBE THAT WOULD BE EASIER IF SOME OF THESE PTA MEETINGS, IF THEY SCHEDULE THEM ON THE BOOKS FOR MONTHS OUT IN ADVANCE.
MAYBE THAT'S SOMETHING WE JUST TAKE, HEY, HERE'S THE PTA MEETINGS COMING UP IN THE NEXT COUPLE OF MONTHS.
CAN YOU DO THIS ONE? I'LL DO THAT ONE.
>> MAYBE ASK THEM IF THEY WANT US TO ATTEND BECAUSE THEY MIGHT HAVE A FULL DOCKET OR SOMETHING.
>> ATTENDING ONE A QUARTER IS EASIER TO ME TO SWALLOW THAN A SATURDAY.
>> AS LONG AS THEY'RE IN THE EVENING.
NOT ALL THE PTA MEETINGS ARE IN THE EVENING. SOME SWITCH.
>> SOMETIMES THEY SWITCH BACK AND FORTH.
>> MAYBE EVEN START BY ASKING THE PTAS, WOULD YOU BE INTERESTED IN HAVING SOME BOARD MEMBERS COME? THEN IF THEY SAID YES, THEN WE COULD FIGURE OUT WHICH.
>> I THINK IT'S ALSO WE SHOULD LOOK AT THE IDEA OF WHEN THERE'S HOT TOPICS TO SAY, HEY, WE'RE GOING TO HAVE A COFFEE TALK AND WE'RE GOING TO BE TALKING ABOUT THIS TOPIC BECAUSE YOU'RE RIGHT.
I THINK SOMETIMES SPECIFIC TOPICS TOO GET PEOPLE.
SOMETIMES WHEN IT WAS LIKE, HEY, WE'RE GOING TO TALK ABOUT THE BALANCED CALENDAR OR SOMETHING, THEN WE GET MORE FEEDBACK OF WHAT WE'RE LOOKING FOR.
>> SOMETIMES WE KNOW WHAT THOSE TOPICS ARE.
LET'S JUST SAY WE'RE GOING TO BE TALKING ABOUT THIS TOPIC, COME IF YOU'RE INTERESTED IN LISTENING OR TALKING OR LEARNING MORE ABOUT IT, RATHER THAN JUST COME AND TELL US.
>> A 10-MINUTE WORD ON THE STREET AT THE END OR SOMETHING.
>> I THINK IT DOES GET BACK TO WHAT WAS OUR ORIGINAL INTENTION WITH THOSE.
I THINK THAT WAS MY TAKEAWAY FROM THE LAST ONES OF LIKE, ARE WE JUST HOLDING THESE TO HOLD THESE? WE'RE NOT GETTING A FRACTION OF OUR COMMUNITY EVEN COMING TO THIS.
WHAT'S THE PURPOSE OF TAKING UP
[02:10:04]
MORE VOLUNTEER TIME IF OUR COMMUNITY ISN'T REACHING US IN THIS WAY?>> MAYBE WE SHOULD SPEND SOME TIME TO LOOK AT HOW DO OTHER BOARDS CONNECT WITH THEIR COMMUNITY.
IS IT YOU SEND SURVEY OUT OR A REQUEST FOR, HEY, WHAT DO YOU WANT?
>> ALSO, IF YOU LOOK AT IT, WE ALL ARE ALREADY PRETTY CONNECTED IN THE COMMUNITY.
BY ATTENDING EVENTS OR YOU DOING SOMETHING AND CONNIE DOING SOMETHING, WE'RE ALREADY DOING A LOT IN OUR COMMUNITY.
IT'S JUST MAKING SURE EVERYONE KNOWS WE'RE ACCESSIBLE, I GUESS.
>> DO WE NEED TO CONTINUE TO PROVE THAT OVER AND OVER?
>> WELL, I THINK ALSO IS IMPORTANT, WHICH IS WHAT OUR WORKSHOPS WERE.
THERE ARE EXACTLY ZERO PEOPLE HERE BESIDES THOSE OF US AT THE TABLE AND YOU TWO.
IT WAS AN OPPORTUNITY FOR PEOPLE TO HAVE A CONVERSATION WITH US RATHER THAN LISTEN TO US, BOARD MEETING, AND DO PUBLIC COMMENTS, BUT TO HAVE THERE BE NO DISCUSSION.
BUT HAVING IT ONCE A QUARTER, I DON'T KNOW IF THAT IS MEETING THAT NEED.
MAYBE WE SCHEDULE THEM WHEN WE KNOW WE HAVE A TOPIC TO TALK ABOUT THAT WE WANT TO HAVE MORE DISCOURSE OVER.
ALTHOUGH IT'S HARD TO PUT THOSE ON THE CALENDAR AHEAD OF TIME.
DON'T ALWAYS KNOW WHAT THEY ARE.
>> MAYBE WE JUST PAUSE IT FOR THIS MAY ONE, IT SOUNDS LIKE.
>> I'D BE FINE WITH PAUSING THE MAY ONE.
I DO LIKE THE IDEA OF AT LEAST A STOP GAP IN BETWEEN.
MAYBE SEE IF WE CAN GET SOME REPRESENTATION AT SOME PTO MEETINGS.
>> IF THEY WANT. I GUESS OFFERING IT UP BECAUSE I THINK THE GOAL OF THIS IS TO JUST BASICALLY TRY AND LET PEOPLE HAVE MORE TWO-WAY COMMUNICATION WITH US, MORE QUESTION AND ANSWER TIME.
AT LEAST IN THAT WAY, WE WOULD BE GETTING IN FRONT OF PEOPLE WHO WERE OFFERING IT OUT AS WE WOULD LIKE TO HAVE SOME CONVERSATIONS WITH YOU.
WOULD YOU LIKE TO HAVE THAT TOO? START THERE. I DO REMEMBER LAST YEAR OR THE YEAR BEFORE, WE WENT TO ONE OF OUR WASDA REGIONAL MEETINGS.
I THINK IT WAS KELSO WHERE THEY WERE GOING IN AND SITTING IN THE LUNCH ROOMS AND STUFF LIKE THAT.
I WOULDN'T MIND TRYING TO FIGURE SOMETHING LIKE THAT OUT.
IT JUST MAY NOT BE ABLE TO BE SOMETHING THAT ALL OF US CAN DO AT ONCE.
>> I REMEMBER SHE SENT US A PLAN. WE'VE GOT THAT PLAN.
>> BECAUSE IT WAS PIZZA WITH STUDENTS, AND STUDENTS WOULD COME HAVE LUNCH WITH SCHOOL BOARD, BUT THEY MIGHT ACTUALLY ENJOY THAT MORE.
>> I'VE SEEN THAT BEFORE IN THE DISTRICT I WORK IN.
THAT WAS NICE WHERE AT THE TIME IT WAS THE SUPERINTENDENT.
I DON'T KNOW IF IT WAS A SCHOOL BOARD MEMBER, BUT THEY WOULD JUST COME IN, AND GRANTED THAT DISTRICT IS ONLY A THREE BUILDING DISTRICT, BUT HEY, THEY'RE IN THE STAFF ROOM DURING YOUR LUNCH TIMES.
IF YOU GUYS JUST WANT TO COME IN AND TALK.
USUALLY BRING IN A LITTLE BIT OF FREE FOOD OR SOMETHING LIKE THAT TO ENTICE PEOPLE TO COME IN.
>> MAYBE THAT WOULD WORK, LIKE I HAD SAID, WITH OUR SITE VISITS, IF WE SHOWED UP.
I DON'T KNOW HOW BUSY IT IS BEFORE SCHOOL.
IS THERE COFFEE IN THE MORNING IN THE BREAK ROOM? OUR SITE VISIT STARTS AT 7:00 AM.
>> AGAIN, IT'D BE HARD TO HIT EVERY SCHOOL LIKE THAT ONE, BUT IF YOU JUST SPRINKLED THEM IN.
SOME OF THOSE ARE OVER A LUNCH PERIOD ANYWAYS.
WE COULD JUST SPEND MORE TIME AT WHATEVER SCHOOL THAT WAS THAT ONE TIME KNOWING THAT NOT ALL SCHOOLS ARE GOING TO GET THAT.
>> DO YOU THINK MORE STAFF ARE GOING TO COME IN AT 7:00 AM?
>> I DON'T KNOW THE STAFF SCHEDULE.
>> BUT THERE'S THAT 30-MINUTE TIME BEFORE SCHOOL STARTS OR WHATEVER.
>> THEY'RE IN THE BREAK ROOM AND CONNIE'S IN THE BREAK ROOM TOO.
>> IT MIGHT BE SOMETHING, I KNOW WE'VE GOT A LITTLE BIT OF E MAIL FEEDBACK HERE FROM ONE OF OUR GROUPS.
BUT, MAYBE THAT'S SOMETHING THAT WE MENTIONED WITH OUR LABOR GROUPS TOO.
LIKE HEY, THE BOARD'S LOOKING FOR, MEANINGFUL FEEDBACK BACK.
>> BECAUSE ALL WE CAN DO IS OFFER IT.
>> THAT'S WHAT WE WANT EITHER. WE JUST WANT PEOPLE TO KNOW WE'RE AVAILABLE, WANT TO BE ABLE TO TALK, MAKE IT CONVENIENT.
>> THIS FORMAT ISN'T WORKING, AND IS THERE A BETTER ONE?
>> MAYBE THAT'S A GROUP THAT WE SHOULD BE HAVING A COFFEE TALK WITH,
[02:15:05]
IS THE UNION REPRESENTATIVES.I FELT THERE WERE SO MANY THINGS THAT CAME UP IN OUR LAST COFFEE TALK THAT WE WERE ALL LIKE, WELL, HAVE YOU SHARED THIS WITH YOUR UNION REP? DOES YOUR UNION REPRESENTATION UNDERSTAND?
>> YEAH, WE'VE ACTUALLY RECENTLY BROKEN GROUND WITH THAT.
WITH HAVING ALL OF THE LEADERS ON A CALL AT THE SAME TIME.
WE THOUGHT THAT THAT WAS GOOD PRECEDENCE FOR UPCOMING LABOR MANAGEMENT MEETINGS AND FUTURE NEGOTIATIONS.
WE CAN DEFINITELY LOOK INTO THAT IF YOU LIKE.
THEY WERE REALLY RESPONSIVE TO THAT ACTUALLY.
>> I JUST WANT TO MAKE SURE THAT WE'RE STAYING IN OUR LANE AS WELL.
OF COURSE, WE WANT TO BE OPEN AND ACCESSIBLE, BUT I WANT TO MAKE SURE THAT WE'RE NOT INVITING FEEDBACK THAT MAYBE SHE HAS A DIFFERENT PATH AND JUST BEING CAREFUL.
>> I HEAR YOU. I ALSO THINK THAT OUR COFFEE TALKS THAT HAVE BEEN, HAVE DEFINITELY NOT BEEN ANYTHING TO DO WITH US.
>> THAT'S WHAT I'M SAYING. WHEN I THINK ABOUT GOING AND GOING TO A SCHOOL AND JUST BEING AVAILABLE, I JUST WANT TO MAKE SURE THAT WE'RE NOT INVITING.
HEY, IF YOU'RE NOT HAPPY HERE, WHAT'S BEEN GOING ON [INAUDIBLE].
>> I THINK, WHICH COMES BACK TO WHAT ARE OUR INTENTIONS WITH THE CENTER. ARE WE HITTING GOAL?
>> WHAT ARE WE GOING TO DO WITH THE FEEDBACK?
>> WE'RE NOT GOING TO DO ANYTHING.
>> WE WERE HEARING FEEDBACK OF LIKE MY BUILDING IS TOO COLD AND IT'S LIKE, WELL THAT'S THAT.
I CAN'T REALLY DO ANYTHING WITH THAT.
YOU'RE RIGHT. WHAT STUFF ARE WE TRYING TO GET BACK?
>> I THINK SOME OF THIS COULD END UP HAPPENING ORGANICALLY DEPENDING ON WHERE EACH OF YOU FALL WITHIN THE STRATEGIC PLAN GOAL.
CONNIE ENDS UP WITH SAFETY AND WE HAVE A SAFETY COMMITTEE MEETING OR WHATNOT.
I THINK THAT COULD END UP HAPPENING JUST NATURALLY TO YOU.
>> LET'S PAUSE IT AND DISCUSS IT MORE LATER.
>> WE'LL GET A GOOGLE DOC. KEEP THE WORK GOING.
>> I LIKE THAT. I THINK THAT BRINGS US TO THE END.
>> WE WERE GOING TO AND SEE IF IT'S AT ALL POSSIBLE TO FIGURE OUT A DATE FOR OUR PLANNING MEETING IN JULY.
>> BECAUSE IT'S LOOKING BLEAK RIGHT NOW.
DO WE WANT TO DO AN AUGUST PLANNING MEETING INSTEAD OR EARLY AUGUST?
>> YEAH. I REMEMBER WE HAVE A LITTLE BIT OF A LATER START DATE.
A LITTLE MORE TIME IN AUGUST MAYBE.
>> I'D BE OKAY. IF CONNIE CAN BE THERE IN AUGUST, AND WE WANT TO DO IT IN AUGUST, I'M OKAY.
>> I ALSO UNDERSTAND THAT THE WORKSHOP, REGULAR MEETING, WE ONLY HAVE TWO PEOPLE WHO CAN MAKE IT ON JULY 22ND AS IT'S NOW SCHEDULED.
THAT'S THE FIRST LINE UP ABOVE AT THE TOP.
WE NEED TO DECIDE IF WE NEED TO MOVE THAT.
>> WE HAVE TO HAVE A MEETING IN JULY TO APPROVE.
>> YEAH, SO THERE NEEDS TO BE AT LEAST THREE PEOPLE.
>> COREY AND I ARE THE JUST THE YELLOWS UP HERE.
>> ERICA, CONNIE AND BONY ARE GONE IN JULY.
>> JULY 22. I ALSO WORRY ABOUT HAVING OUR THIRD MEMBER FOR A QUORUM BEYOND ZOOM.
BECAUSE IF WE RUN INTO TECHNICAL ISSUES OR SOMETHING LIKE THAT, THEN WE CAN'T HAVE THE MEETING.
WE NEED TO COME UP WITH ANOTHER DATE FOR JULY. YEAH.
IF WE DO DECIDE TO DO A WORKSHOP, WE'LL START AT 04:30- 0:30 AND THEN DO THE REGULAR MEETING, 05:30.
BOMENEY YOU'LL BE THERE, SO THERE'LL BE THREE OF US.
>> THEN WE GO I WILL THROW SOME DATES OUT IN AUGUST FOR OUR PLANNING SESSION.
>> TYPICALLY, WE HAVE DONE MONDAYS, BUT WE DON'T WE DON'T HAVE TO STICK WITH THEM.
>> BUT ANY DAY OF THE WEEK WORKS. IT DOESN'T HAVE TO BE A MONDAY.
EARLY AUGUST AS FAR AS OUR PLANNING.
[02:20:04]
>> I THINK WE SHOULD BE CREATIVE AND IT DOESN'T JUST HAVE TO BE A MONDAY. YEAH.
>> I'M COMPLETELY UNAVAILABLE THE WEEK OF THE 19TH-23RD.
>> THE WEEK OF THE FIFTH OR THE WEEK OF THE 12TH.
>> BUT BOMENEY, YOU'RE STILL ONLY AVAILABLE ON TUESDAYS AND FRIDAYS.
>> AUGUST YOU'RE LOOKING AT, LET ME SEE IF I CAN FIGURE AHEAD.
>> WE'RE LOOKING FOR A FULL DAY AGAIN.
>> YEAH, IT'S SOMEBODY ELSE'S BIRTHDAY TOO. YEAH.
>> ERICA, ARE THERE DATES THAT YOU'RE NOT AVAILABLE IN AUGUST?
>> I'M LOOKING AT THAT WEEK OF AUGUST FIFTH, AND I AM IN TOWN THAT WEEK.
>> OH, SO YOU'RE AVAILABLE THEN?
>> I'M AVAILABLE. THEN I'M LOOKING AT THE WEEK OF THE BMOC'S BIRTHDAY.
I AM IN TOWN THAT WEEK AS WELL.
>> I WOULD PREFER THE WEEK OF THE FIFTH, OR EARLY THE WEEK OF THE 12TH, CAUSE I GOT TO MOVE A KID BACK TO COLLEGE THAT FRIDAY.
>> DO YOU KNOW DUE DATES BOMENEY?
>> I DON'T. I FEEL LIKE THE EARLIER THE BETTER.
>> YEAH. THAT WEEK OF AUGUST FIFTH.
ARE WE LOOKING AT THAT FRIENDS?
>> OH, YOU'RE NOT BACK THAT WEEK?
>> WELL, CONNIE, ARE YOU BACK ON 12TH OF AUGUST?
>> YOU'RE NOT COMING BACK ON THE 12TH, BUT SOMETIME THAT WEEK?
>> WELL WE CAN PLAN THAT WEEK AND YOU'RE JUST THINKING THAT I HAVE TO.
>> I THINK THAT COULD BE MOVE IN.
>> MY DAUGHTER. SHE HAS TO BE BACK ON THE 16TH AND WE'RE DRIVING HER CAR.
WHETHER IT'S ME OR HER DAD THAT TAKES HER THOUGH.
>> WHAT WAS THE CONFLICT WITH THE WEEK OF AUGUST FIFTH? IT WAS JUST THAT YOU'RE STILL GONE?
>> NO. BUT I THINK MAYBE WE JUST DO PLAN THE WEEK OF THE 12TH.
SHE GOES BACK EARLY BECAUSE SHE HAS A JOB AND SO I THINK THAT'S WHY SHE'S THERE SO EARLY.
BUT AGAIN, I MIGHT NOT EVEN BE THE ONE TAKING HER ANYWAY.
>> IF WE DID IT THE 13TH, THAT WOULD BE EASY FOR YOU.
BOMENEY. BUT, CONNIE, IF YOU COME BACK ON THE 12TH FROM YOUR HOME.
>> WHAT ABOUT THE 14TH, WEDNESDAY.
>> THE 14TH WOULD WORK FOR ME.
>> THE 14TH WOULD PROBABLY BE.
AS LISA JUST BROUGHT UP OUR AUGUST PLANNING CALENDAR, IT'S WIDE OPEN.
>> I THINK WE SHOULD TRY FOR THAT.
>> THE14TH AUGUST. LET ME PUT IT IN.
>> YEAH, I'VE ALREADY GOT MY COSTUME.
>> I'LL BE SURE TO SEND A CALENDAR AND BUY IT OUT.
>> MY ONLY HICCUP WOULD BE IF I HAVE TO TAKE A KID TO COLLEGE THAT DAY. BUT I'M NOT.
>> IT'S 06:54 AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.