[00:00:02]
[1. SCHOOL BOARD SPECIAL MEETING - 4:30 PM]
IT'S 4:30, AND WE'RE GOING TO GO AHEAD AND GET THIS SPECIAL MEETING STARTED.THANK YOU, EVERYBODY FOR COMING OUT.
IF YOU WOULD PLEASE RISE FOR ABEL AND JOIN ERIKA COX FOR HER FINAL PLEDGE OF ALLEGIANCE.
>> THANKS, ERIKA. OUR LAND ACKNOWLEDGMENT AND CONNIE HENNESSY.
>> I ACKNOWLEDGE THAT THE GEOGRAPHICAL REGION OF CAMAS IS LOCATED ON THE ANCESTRAL AND TERRITORIAL LANDS OF THE CHINOOK AND COWLITZ PEOPLE, AND THAT THE CHINOOK ARE STILL FIGHTING TO BE FEDERALLY RECOGNIZED TRIBE ON THEIR OWN LAND.
>> THANKS, CONNIE. WE'RE GOING TO MOVE RIGHT ALONG INTO ITEM NUMBER 3.
[3. EXCELLENCE IN ACADEMIC, SOCIAL AND LIFELONG LEARNING]
A LONG TIME COMING. THIS IS THE REVIEW OF OUR STRATEGIC PLAN.DR. ANSON, I'LL TURN IT OVER TO YOU.
>> THANK YOU, COREY. GOOD EVENING, EVERYONE.
THANK YOU SO MUCH FOR BEING HERE TO THE TEAM, TO, OF COURSE, ALL OF OUR COMMUNITY MEMBERS AND MEMBERS OF THE CABINET.
AS COREY SAID, SIX YEARS IN THE MAKING OF THIS STRATEGIC PLAN.
I DO WANT TO FIRST OF ALL, WELCOME EVERYONE WHO'S HERE.
IT'S AWESOME TO SEE THIS KIND OF PASSION AROUND EDUCATION.
I'LL START OFF BY JUST ADDRESSING ANY RUMORS OR MISCONCEPTIONS THAT TONIGHT IS ABOUT VOTING ON ANY GRADING CHANGES PRIMARILY AT CAMAS HIGH SCHOOL OR ANY OF OUR SCHOOLS.
THAT'S NOT WHY WE'RE HERE TONIGHT.
WE'RE EXCITED TO BE HERE TO PRESENT THE STRATEGIC PLAN.
STANDARDS BASED LEARNING IS, OF COURSE, A PART OF THE PLAN.
I JUST WANTED TO MAKE SURE THAT OUR AUDIENCE KNEW AS WELL THAT WE'RE NOT LOOKING FOR A VOTE FROM THE BOARD ON ANY GRADING POLICY CHANGES AT ALL.
WE'RE EXCITED TO MOVE INTO THE WORK GROUPS VERY SOON, AND SOME OF THOSE CONVERSATIONS WILL HAPPEN THEN.
JUST WANTED TO KIND OF CLEAR THAT UP FOR THE CROWD AND ALSO FOR THE BOARD.
WITH THAT SAID, AS I SAID, WE ARE VERY GLAD TO BE HERE TONIGHT TO PRESENT TO YOU THE FINAL VERSION OF THE STRATEGIC PLAN.
IN GENERAL, A STRATEGIC PLAN IS INTENDED TO PROVIDE PURPOSE AND CLARITY AND A ROADMAP FOR THE WORK WE WILL PRIORITIZE IN OUR SERVICE TO STUDENTS AND FAMILIES.
A STRATEGIC PLAN ALWAYS CARRIES THE MESSAGE THAT OUR WORK IS NOT YET DONE, AND I WANT THAT TO BE VERY CLEAR TONIGHT.
THERE IS MORE THAT WE NEED TO LEARN IN ORDER TO SEE VALUE AND SERVE EACH STUDENT WITHIN THE CONTEXT OF A WORLD THAT IS ALWAYS CHANGING.
THIS STRATEGIC PLAN, AS YOU'LL SEE TODAY, FINDS ITS ROOTS IN WORK THAT BEGAN DURING THE PANDEMIC.
THAT DRAFT, PLUS MULTIPLE ENGAGEMENTS FOR INPUT VIA THOUGHT EXCHANGE, FOCUS GROUPS, ONGOING CONVERSATIONS, BRINGS US HERE TODAY.
WE WANT TO THANK EACH AND EVERY MEMBER OF THE COMMUNITY WHO HAS CONTRIBUTED THEIR HOPES AND THEIR IDEAS TO THIS PLAN.
AS WE HAVE ENGAGED THE BOARD IN MULTIPLE PRESENTATIONS OVER THE LAST TWO YEARS, SPECIFICALLY, WE WILL PROVIDE UPDATED INFORMATION TODAY AND ENSURE TIME FOR CONVERSATION.
IT'S MY HOPE THAT THE BOARD WILL HOLD QUESTIONS UNTIL THE END, SO WE CAN GET THROUGH THE PRESENTATION AND THEN WE'RE HAPPY TO ANSWER QUESTIONS AND GET INTO A FURTHER DISCUSSION.
AGAIN, THANK YOU ALL FOR BEING HERE.
WE'RE VERY EXCITED TO PRESENT, AND I'LL PASS IT OFF TO MS. [INAUDIBLE].
>> THANK YOU. YOU KNOW THAT I CAN BECOME VERY PASSIONATE ABOUT MANY OF THESE THINGS THAT ARE CONNECTED TO OUR STUDENTS, FAMILIES, AND STAFF.
AND SO IN LIGHT OF ENOUGH TIME FOR CONVERSATION, I'M GOING TO STICK CLOSER TO A SCRIPT TONIGHT, WHICH IS NOT SOMETHING THAT I NORMALLY DO.
WE'LL SEE HOW I DO. [BACKGROUND]
>> YOU CAN ONLY GO AS FAST AS I GO BEFORE WE RELEASE THEM.
>> IT'S OKAY. BUT WE STOPPED THE CLOCK ON MY PRESENTATION FOR THE RECORD. [BACKGROUND]
[00:05:54]
>> WE SEE THE STRATEGIC PLAN AS A PROMISE WE MAKE TO CONTINUE TO GROW AND LEARN FOR OUR STUDENTS, FAMILIES, AND COM, FOR EACH OTHER.
THIS REQUIRES EACH ONE OF US IN THE MANY ROLES WE SERVE TO REFLECT ON OUR CONTRIBUTION.
OUR MISSION DESCRIBES WHAT WE DO.
YOU SEE IN THE MISSION CONNECTIONS TO MANY OF THE VALUES AND GUIDING PRINCIPLES THAT APPEAR IN THE PLAN ON PAGES 6 AND 7, INCLUDING STUDENT VOICE, EQUITY, SAFE AND HEALTHY SCHOOL ENVIRONMENTS, AND EXCELLENCE IN ACADEMIC, SOCIAL, AND LIFELONG LEARNING.
OUR VISION IDENTIFIES WHAT WE ARE MOVING TOWARD, HOW WE WANT STUDENTS TO EXPERIENCE THEIR EDUCATION AND BE PREPARED FOR EACH NEXT STEP.
THE VISION CONNECTS TO OUR PROFILE OF A GRADUATE, IDENTIFYING THE SKILLS, KNOWLEDGE, AND ATTRIBUTES THAT SUPPORT OUR STUDENTS IN BEING READY FOR THEIR FUTURE AFTER HIGH SCHOOL.
THE PLAN INCLUDES THREE GOALS, CREATING A CULTURE OF SAFETY AND BELONGING, SUPPORTING AND PROMOTING HIGH QUALITY INSTRUCTION, AND BUILDING RESPONSIVE PATHWAYS.
THE PLAN IDENTIFIES STUDENT FACING LEADERSHIP PRACTICES, AND ORGANIZATIONAL PRACTICES.
THOSE ARE IN THE PLAN, AND THEN I ALSO GAVE YOU THE TWO SIDED AT A GLANCE.
THIS MAKES IT A LITTLE BIT EASIER TO SEE THE CONNECTIONS AMONGST THE ORGANIZATIONAL PRACTICES, LEADERSHIP PRACTICES AND STUDENT FACING PRACTICES.
I'M GOING TO SAY PRACTICES MORE TIMES BEFORE WE GET DONE WITH THIS SLIDE.
YOU SEE THE ARROWS THAT MOVE BETWEEN THOSE THREE LAYERS OF THE WORK THAT WE HAVE ENCODED INTO THE STRATEGIC PLAN? THE INTENTION OF THAT IS THAT STUDENT FACING PRACTICES ARE SUPPORTED BY LEADERSHIP PRACTICES, WHICH ARE BUILT ON A FOUNDATION OF ORGANIZATIONAL PRACTICES.
WHAT WE ALSO KNOW IS THAT THOSE WHO ARE AT THE FOREFRONT OF STUDENT FACING PRACTICES, WHICH INCLUDE OUR CERTIFICATED STAFF, MANY OF OUR CLASSIFIED STAFF, AND SO ON, THE WORK THEY DO AT THAT LEVEL WILL THEN INFORM LEADERSHIP PRACTICES, WHICH THEN WILL ALSO INFORM OUR ORGANIZATIONAL PRACTICES.
IT'S MEANT TO BE A TWO WAY CONVERSATION AMONG THOSE DIFFERENT LAYERS OF THE ORGANIZATION AS WE SUPPORT THE WORK.
THIS ENSURES THAT THE PLAN IS NOT STATIC.
WE WILL LEARN AS WE GO AND MUST BE ABLE TO MAKE ADJUSTMENTS BASED ON WHAT WE LEARN.
THE LAST TIME WE WERE IN FRONT OF YOU WAS IN MARCH AND SINCE MARCH, THIS SLIDE IDENTIFIES WHAT'S NEW.
THE FIRST WAS A SUPERINTENDENT MESSAGE THAT WENT OUT TO ALL STAFF IN A VIDEO ON MARCH 26TH.
WE WORKED ON COMPLETION OF REMAINING COMPONENTS OF THE PLAN, INCLUDING MEASURES, OPERATIONAL INFRASTRUCTURE GOALS, AND A GLOSSARY.
WE HAVE A PUBLISHED READY VERSION OF THE STRATEGIC PLAN, WHICH YOU HAVE ACCESS TO, AND THEN A STAFF INVITATION TO PARTICIPATE ON STRATEGIC PLAN WORK GROUPS WITH THE FIVE WORK GROUPS IDENTIFIED ON THE SLIDE THERE.
STANDARDS BASED LEARNING, SOCIAL AND EMOTIONAL LEARNING AND WELLNESS, PROFILE OF A GRADUATE, PROFESSIONAL LEARNING, AND A SUSTAINABLE CURRICULUM REVIEW CYCLE.
[00:10:01]
WE HAVE HAD 70 RESPONSES TO THAT INVITATION, 12 FROM CLASSIFIED STAFF MEMBERS AND 58 FROM CERTIFIED STAFF MEMBERS.THAT NUMBER, WE ACTUALLY HAVE A FEW MORE THAT HAVE COME IN AFTER VIA EMAIL OF PEOPLE WHO WOULD LIKE TO PARTICIPATE ON ONE OR ANOTHER OF THOSE WORK GROUPS. LET ME GO BACK.
>> AT THE MEETING IN MARCH, THERE WERE TWO THINGS THAT YOU ASKED US SPECIFICALLY FOR.
ONE WAS MORE WORK ON MEASURES, AND THE OTHER WAS THE DRAFT OF THE STRATEGIC PLAN.
YOU HAVE THAT ONE IN YOUR HANDS.
WE WANT TO PAUSE FOR A MOMENT TO TALK ABOUT THE MEASURES AND THE WORK THAT WAS DONE THERE, AND WITH THAT, I'LL HAND IT OVER TO KATIE.
THIS IS NEW IN OUR STRATEGIC PLAN.
THE BENCHMARK MEASURES ON PAGES-
>> IN THE PACKET. [BACKGROUND]
>> WE HAVE AN ELECTRONIC VERSION, SO IT'S IN YOUR NOTES.
IT'S THE PUBLISHED STRATEGIC PLAN.
>> WOULD YOU LIKE A HARD COPY? [INAUDIBLE].
>> PAGE 16, I DON'T THINK [INAUDIBLE].
YOU'LL NOTICE THAT THERE ARE A LOT OF BENCHMARK MEASURES ALONG THE LEFT SIDE, WHICH INCLUDE ACADEMIC DATA, ASSESSMENT DATA, STUDENT GROWTH, ATTENDANCE, NINTH GRADE ON TRACK, DUAL CREDIT, GRADUATION.
THEN YOU'LL SEE ON PAGE 17 THE FOCUS ON BELONGING, AND THEN WE PULLED OUT SOME SECTIONS FROM OUR PANORAMA DATA AROUND EMOTION REGULATION, SOCIAL AWARENESS, AND HOPE.
ON THE LEFT OF THE FIRST COLUMN OF DATA IS TOTAL PERCENTAGE OF STUDENTS AND THEIR ACHIEVEMENT IN EACH CATEGORY.
ON THE FAR RIGHT IN THE GREEN COLUMN, YOU'LL SEE OUR FIVE-YEAR TARGET.
YOU'LL NOTICE THAT FOR ALL OF THOSE, THERE'S A 5% INCREASE.
THAT WAS THE NUMBER THAT WE CHOSE WAS TO INCREASE ALL STUDENT TOTALS BY 5%.
THE COLUMNS IN THE MIDDLE REPRESENT OUR STUDENTS WITH DISABILITIES, OUR ENGLISH LANGUAGE LEARNERS, AND OUR STUDENTS WHO ARE CONSIDERED LOW INCOME ON FREE AND/OR REDUCED LUNCH.
YOU'LL SEE THAT IN MANY OF THESE CASES, ESPECIALLY IN OUR ASSESSMENT DATA, AND OUR BELONGING DATA, THAT THERE IS A PRETTY LARGE DISCREPANCY BETWEEN STUDENTS WITH DISABILITIES AND ALL STUDENTS, OR OUR ENGLISH LANGUAGE LEARNERS AND ALL STUDENTS, OR STUDENTS WHO ARE CONSIDERED LOW INCOME AND ALL STUDENTS.
WE PULLED THOSE THREE CATEGORIES OUT SPECIFICALLY BECAUSE THEY HAVE THE LARGEST PROGRESS TO MAKE IN ORDER TO ACHIEVE AT THE SAME RATE AS THEIR PEERS.
THOSE THREE AREAS WILL BE NOTED IN EACH OF THE WORK GROUPS THAT LISA MENTIONED.
WE'LL HAVE WORK GROUPS THAT ARE CONNECTED TO EACH OF THESE DATASETS, AND PART OF THE ACCOUNTABILITY WILL BE CONNECTED TO THOSE POPULATIONS AND THEIR GROWTH OVER TIME.
>> IN TERMS OF OUR NEXT STEPS, THEY WOULD BE THE STRATEGIC PLAN LAUNCH IN AUGUST OF 2024 FOR STAFF, FAMILIES, AND COMMUNITIES TO LAUNCH THE WORK GROUPS, AND THE WORK GROUP INVITATIONS WILL GO OUT TOMORROW.
WE'LL SCHEDULE BOARD REPORTS AND UPDATES BASED ON INFORMATION FROM THE STRATEGIC PLAN TO KEEP YOU INFORMED AND IN DECISION MAKING.
WE'LL FINALIZE THE PRINT DOCUMENTS, WHICH WILL INCLUDE THE FULL BOOKLET, AS YOU SEE IT, AND IS POSTED TO BOARDDOCS FOR EVERYONE'S REVIEW, AND A ONE PAGER THAT REALLY HIGHLIGHTS WHAT IS THE ESSENCE OF THAT STRATEGIC PLAN, AS WELL AS A WEB PAGE THAT WILL UPDATE, AT MINIMUM, ANNUALLY, SO THAT THERE IS THE TRANSPARENCY TO WHAT'S HAPPENING WITH THE STRATEGIC PLANS AND THROUGH ALL THE WORK GROUPS.
WE WANTED TO SPEND A LITTLE BIT OF TIME ON THE WORK GROUP STRUCTURE, BECAUSE THIS IS WHERE MOST OF THE QUESTIONS HAVE COME UP AS WELL.
WHAT YOU WILL SEE ON THIS SCREEN IS THAT MULTI-TIERED SYSTEMS ARE AT THE CENTER OF THIS.
[00:15:04]
MULTI-TIERED SYSTEM OF SUPPORTS IS REALLY THE MAJOR FOCUS OF OUR WORK.THEN THE WORK GROUP INVITATIONS THAT WE SENT OUT INCLUDE THE OTHER FIVE THAT YOU SEE LISTED ON THE SCREEN.
I WANT TO POINT OUT ALSO THAT WHEN YOU LOOK AT THE ORGANIZATIONAL PRACTICES, THERE ARE MORE THAN THOSE FIVE, OR SIX, INCLUDING MULTI-TIERED SYSTEMS, BECAUSE MULTI-TIERED SYSTEM IS SO CONNECTED AND VITAL TO THE CORE OF ALL OF THE OTHER PRACTICES.
WE'RE STARTING IN A WAY THAT WE CAN PRIORITIZE THE WORK.
WE WANT TO SPEND, AGAIN, A LITTLE BIT OF TIME ON EACH ONE OF THESE AND WHAT IT IS, AND HOW IT CONNECTS TO MULTI-TIERED SYSTEM OF SUPPORT.
WE'RE GOING TO START WITH DEREK ON THE PROFILE OF A GRAD.
>> THANK YOU FOR THE OPPORTUNITY TO PRESENT ON THIS.
THIS IS THE COMBINATION OF MY DAY AND NIGHT JOB.
MANY OF YOU KNOW I SERVED ON THE LEGISLATIVE COMMITTEE THAT HELPED TO SUPPORT THE PROFILE OF A GRAD, AND I GOT TO WORK DIRECTLY WITH THE STATE BOARD OF ED IN THAT WORK.
THAT'S SOME OF WHERE THE WORK COMES FROM FOR OUR DISTRICT.
IN 2018, THE LEGISLATURE PASSED A LAW, ESSENTIALLY, CREATED THE MASTERY-BASED LEARNING WORK GROUP, AND THAT GROUP, ONE OF THE PRIMARY OUTCOMES WAS TO CREATE A PROFILE OF A GRADUATE.
I THINK IT'S PROBABLY APPROPRIATE FOR ME TO READ THE STATE WHY, AND THAT CAN ALSO HELP TO INFORM LIKE WHY DO WE BELIEVE THE PROFILE OF A GRADUATE IS IMPORTANT.
STATE-WISE SAYS A PROFILE OF A GRADUATE IS A GUIDING VISION FOR OUR K-12 EDUCATION SYSTEM, DEVELOPED WITH LOCAL INPUT THAT IDENTIFIES THE SKILLS, KNOWLEDGE, ATTRIBUTES, AND COMPETENCIES NECESSARY FOR SUCCESSFUL TRANSITION TO LIFE AFTER HIGH SCHOOL.
IT'S VERY BROAD AND VERY INTENTIONALLY, VERY BROAD.
WHAT KIND OF THINGS WE WANT OUR GRADUATES TO BE ABLE TO DO? WHAT FEELINGS WE WANT THEM TO HAVE.
WHAT INQUIRIES ABOUT THEIR OWN EXPERIENCE DO WE WANT THEM TO HAVE? THAT PROCESS TOOK THE STATE THREE YEARS TO CREATE THAT PROFILE.
IT HAS BEEN USED MULTIPLE TIMES IN THE LEGISLATIVE SPHERE TO INFORM THE LEGISLATURE ABOUT, HOW DO WE WANT TO FUND AND SUPPORT EDUCATION? I THINK IT'S A CENTRAL DOCUMENT.
LIKE I SAID, IT'S VERY BROAD, BUT IT ALSO DOES GUIDE OUR WORK VERY SIGNIFICANTLY.
WE HAVE A COPY OF OURS? OR IT'S IN THE STRATEGIC PLAN.
SORRY. THAT'S THE WHY BEHIND THE PROFILE OF A GRAD.
THESE ARE THE TYPE OF GRADUATES THAT WE ARE HOPING TO PRODUCE AS A DISTRICT.
THE COOL PART ABOUT WHAT WE DID AS A DISTRICT IS WE BROUGHT IN THE ALYSSA MUELLER, WHO HELPED DEVELOP THIS FROM THE STATE BOARD OF ED, AND SHE MET WITH OUR STAFF AND OUR DIFFERENT GROUPS TO HELP INFORM THAT WORK.
>> THEN NEXT, SHERI WILL SPEAK TO STANDARDS BASED LEARNING.
ONE OF THE THINGS THAT WE KNOW ABOUT STANDARDS BASED LEARNING, OSPI IS RESPONSIBLE FOR IDENTIFYING AND DEVELOPING LEARNING STANDARDS FOR EACH GRADE LEVEL IN EACH CONTENT AREA.
THESE STANDARDS DEFINE WHAT ALL STUDENTS NEED TO KNOW AND BE ABLE TO DO AT EACH GRADE LEVEL LEADING UP TO OUR PROFILE OF A GRADUATE AND THE SKILLS THAT WE WANT THEM TO KNOW, BOTH ACADEMIC AND THEN ALSO THE SKILLS THAT THEY'RE GOING TO NEED IN ORDER TO BE OUT IN THE WORLD.
WHEN WE REFER TO STANDARDS BASED LEARNING IN OUR STRATEGIC PLAN, IT IS WITH THE UNDERSTANDING THAT THESE LEARNING STANDARDS ARE THE FOUNDATION OF OUR TEACHING AND LEARNING HERE IN CAMAS.
THERE'S A LOT OF OPPORTUNITY WITHIN STANDARDS BASED LEARNING TO HAVE DIFFERENT VIEWS AND BELIEFS, AND SOMETIMES SOME MISUNDERSTANDINGS AROUND IT AS WELL.
ACROSS THE NATION, STANDARDS BASED LEARNING, EQUITY BASED LEARNING, MASTERY BASED LEARNING ARE ALL TERMS THAT HAVE BEEN USED TO DISCUSS IT.
BUT ONE OF THE MISUNDERSTANDINGS THAT CAN SOMETIMES COME WITH IT IS THAT IT'S MERELY A GRADE REPORTING PROCESS WHEN IN FACT IT'S A COMPREHENSIVE APPROACH.
THIS ENCOMPASSES THREE VITAL COMPONENTS, WHICH ARE INSTRUCTIONAL PRACTICES, ASSESSMENT PRACTICES, AND GRADE REPORTING OR HOW WE ARE COMMUNICATING WHERE A STUDENT IS AT IN THERE.
I DON'T KNOW WHAT HAPPENED THERE. [LAUGHTER] I TALK REALLY LOUD, SO MAYBE IT JUST CHECKED ME.
IT'S A COMPREHENSIVE APPROACH THAT ENSURES THAT STUDENTS ARE NOT JUST GRADED BUT ALSO GUIDED AND ASSESSED IN A WAY THAT PROMOTES THEIR OVERALL LEARNING AND DEVELOPMENT OF THE STANDARDS THROUGHOUT THEIR TERM IN A CONTENT AREA OR GRADE LEVEL.
IT CLARIFIES THE INTENT BEHIND IT IS TO CLARIFY TWO STUDENTS AND FAMILIES TO KNOW WHAT THEY ARE, HOW THEY ARE LEARNING IT, AND WHERE THEY ARE IN THE PROGRESSION OF THAT LEARNING.
ONE OF THE REASONS THAT WE EXPLICITLY ADDRESS THIS WITHIN OUR STRATEGIC PLAN IS BECAUSE WE ARE ALREADY ON THE PATH TO STANDARDS BASED LEARNING.
OSPI DEFINES OUR STANDARDS AND WHAT WE'RE GOING TO TEACH.
[00:20:03]
WE'VE BEEN WORKING REALLY HARD EVEN BEFORE I GOT HERE LAST YEAR AROUND INSTRUCTIONAL PRACTICES WHEN WE'RE TALKING ABOUT UNIVERSAL DESIGN FOR LEARNING, INCLUSIONARY PRACTICES, DIFFERENT PATHWAYS FOR STUDENTS TO HAVE ACCESS IN THEIR CLASSES, ENRICHMENT, INTERVENTION.THOSE ARE ALL A PART OF STANDARDS BASED LEARNING, AND THEY'RE ALL A PART OF THAT TIER 1 APPROACH THAT WE'VE REALLY HAD A FOCUS AND A CENTER AROUND.
THAT'S THE INSTRUCTIONAL PART OF STANDARDS BASE.
IT ALSO INCLUDES LESSON AND UNIT DEVELOPMENT THAT ARE FOCUSED ON GRADE-LEVEL STANDARDS WITH THE INTENT OF UNIVERSAL DESIGN FOR LEARNING TO HELP DEVELOP THOSE LESSONS.
HOW ARE CLASSROOM TEACHERS AND OUR CLASSIFIED FOLKS LOOKING AT HOW WE CAN INTERVENE WHEN STUDENTS DON'T GET IT, BUT HOW CAN WE ENRICH WHEN STUDENTS ARE ALREADY THERE? HOW ARE WE INCREASING OPPORTUNITIES FOR THOSE STUDENTS TO GO EVEN DEEPER WITH THEIR LEARNING? IT'S AROUND THE WORK, THE TEACHER COLLABORATION THAT HAPPENS WITHIN OUR PROFESSIONAL LEARNING COMMUNITIES.
WHEN AND WHERE DO WE HAVE OPPORTUNITIES FOR VERTICAL ALIGNMENT? IF WE DON'T HAVE THOSE THINGS, WE NEED TO HAVE A SYSTEM THAT ALLOWS US TO DO THAT SO THAT WE HAVE CONSISTENCY NOT ONLY IN OUR GRADE REPORTING PRACTICES BUT IN OUR INSTRUCTIONAL PRACTICES.
AS AN ORGANIZATION, WE UNDERSTAND THAT IT IS OUR RESPONSIBILITY TO REVIEW AND REVISE INITIATIVES.
WE ALSO UNDERSTAND THAT WE'RE RESPONSIBLE FOR TIMES WHEN MAYBE AN INITIATIVE ISN'T AS SUCCESSFUL AS IT COULD BE OR WE HAVE PARTS OF AN INITIATIVE THAT FAIL.
FOR ANY OF US THAT HAVE BEEN IN EDUCATION, WE KNOW THAT THERE HAVE BEEN INITIATIVE AFTER INITIATIVE THAT OFTEN DON'T GO TO FRUITION, AND A LOT OF TIMES THAT'S BECAUSE OF THE IMPLEMENTATION STAGES AND WHAT WE NOW KNOW ABOUT CHANGE IMPLEMENTATION.
THE BEAUTIFUL PART OF THIS IS OUR DISTRICT HAS REALLY PUT A LOT OF WORK INTO MULTI-TIER SYSTEMS OF SUPPORT, AND THAT ALSO INCLUDES HOW WE GO FORWARD WITH INITIATIVES.
WHAT DOES OUR IMPLEMENTATION LOOK LIKE? HOW DO WE USE DATA TO INFORM WHETHER WE MOVE FORWARD OR DON'T MOVE FORWARD? SO AS WE'RE LOOKING AT STANDARDS BASED LEARNING WITHIN OUR STRATEGIC PLAN, OUR MTSS FRAMEWORK ALLOWS US TO BE ABLE TO SAY WHAT HAS GONE WELL IN THE PAST WITH IMPLEMENTATION, WHETHER IT'S STANDARDS-BASED OR NOT, WHAT HAS GONE WELL, BUT WHAT ARE SOME OF THE CHALLENGES OR SOME OF THE FAILURES THAT WE HAVE HAD? AS AN ORGANIZATION, IT IS OUR JOB AS DISTRICT LEADERS TO ENSURE THAT WE ARE NOT MAKING THE SAME MISTAKES THAT WE MADE OR THE SAME MISSTEPS WE MADE BEFORE IN IMPLEMENTATION.
NOW WE HAVE EVIDENCE-BASED APPROACHES LIKE THE DISTRICT CAPACITY ASSESSMENT THAT ALLOW US TO SEE IF AND WHEN WE'RE READY FOR INITIATIVE CHANGE, IT ALLOWS US TO TRACK AND REVISE AND REFINE AS WE NEED TO.
OTHERWISE, WE GET INTO A PLAN WHERE WE TRY SOMETHING, WE THROW IT OUT THERE, AND MAYBE IT'S NOT AS SUCCESSFUL, BUT WE HAVE A PLAN NOW TO BE ABLE TO SAY, "OKAY, THIS PIECE ISN'T WORKING, WHAT DO WE NEED TO DO TO ADJUST AND REVISE?" WITH THAT, THE REALLY KEY COMPONENT OF THIS AND PART OF THAT MTSS FRAMEWORK IS THE WORKGROUP.
WITHIN THE WORKGROUP FOR STANDARDS BASED LEARNING, SOME OF THE THINGS THAT INCLUDE ARE LOOKING AT OUR POLICIES AND PRACTICES.
WHAT IS CURRENTLY WORKING? WHAT IS NOT? WHO IS BEING SERVED BY YOUR CURRENT INSTRUCTIONAL PRACTICES OR ASSESSMENT? WHO IS NOT? WHAT DO WE NEED TO DO TO STRENGTHEN THOSE THINGS SO THAT WE HIT THAT REALLY STRONG PROFILE OF A GRAD? THIS IS GOING TO INCLUDE FAMILY AND STUDENT INPUT, LEARNING ABOUT STANDARDS BASED LEARNING, GETTING FEEDBACK, MAKING ADJUSTMENTS AS WE NEED TO.
LOOKING AT OUR DISTRICT CAPACITY ASSESSMENT, WHAT KIND OF COACHING, PROFESSIONAL DEVELOPMENT, AND SUPPORT DO WE NEED FOR OUR STAFF WHO ARE WORKING WITH STUDENTS? WHAT FORUMS DO WE NEED TO HAVE SO OUR FAMILIES CAN CLEARLY UNDERSTAND STANDARDS BASED LEARNING AND WHAT IS HAPPENING IN THE CLASSROOM? ACTION PLANNING ACROSS ALL LEVELS AND IN THAT ALSO USING TIMELINES TO HELP MAKE SURE THAT WE'RE NOT MOVING TOO FAST, ESPECIALLY IN THIS WE NEED TO HAVE A YEAR 0 WHERE WE'RE ALL LEARNING TOGETHER BEFORE ANY CHANGES TO WHAT WE'RE CURRENTLY DOING ARE HAPPENING.
>> JUST BECAUSE I HAVE THE MIC NEXT, WE'LL LOOK AT THE CURRICULUM REVIEW SELECTION PROCESS AND THEN GO TO PROFESSIONAL LEARNING PLAN.
[BACKGROUND] IS THAT BETTER? THE STATEMENT ON THE STRATEGIC PLAN AT A GLANCE SAYS, "UPDATE AND PUBLISH A SUSTAINABLE CURRICULUM REVIEW PROCESS THAT ENSURES HIGH QUALITY RESOURCES IN EVERY CLASSROOM AND STRIVES FOR INTERDISCIPLINARY CONNECTIONS THAT SUPPORT WINDOWS AND MIRRORS, CRITICAL THINKING AND DEEPER LEARNING.
[00:25:01]
A GUARANTEED VIABLE CURRICULUM IS A CONDITION FOR TIER 1 MULTI-TIERED SYSTEM OF SUPPORT.MAKING SURE THAT WE'RE PAYING ATTENTION TO THAT, KNOWING THAT THERE ARE MANY IMPACTS ON THAT PROCESS.
ONE INCLUDES THE WAY THAT MANY CURRICULUMS HAVE MOVED FROM A TEXT BASE TO A DIGITAL BASE AND WHAT THAT MEANS IN TERMS OF PRICING.
ANOTHER IS THE STATES REVIEW OF STANDARDS, WHICH AS YOU'RE AWARE THEY'RE IN A PROCESS RIGHT NOW OF REVIEWING ELA, MATH, AND SCIENCE WHICH WILL THEN BE FOLLOWED BY OTHER AREAS AND WHAT DOES THAT MEAN IN TERMS OF THE RESOURCES THAT WE SELECT? THEN ALSO RESOURCES IN GENERAL, SO TIME, MONEY, CAPACITY TO LEAD CURRICULUM ADOPTION PROCESSES AS WE JUST FINISHED RECENTLY THE MIDDLE SCHOOL ELA PROCESS.
>> THANK YOU. THE NEXT ONE IS OUR PROFESSIONAL LEARNING PLAN, AND IN OUR ORGANIZATIONAL PRACTICES ON THE STRATEGIC PLAN, IT REFERS TO THIS AS DEVELOP AND SUPPORT A PROFESSIONAL LEARNING PLAN, ALIGNED WITH DISTRICT GOALS, PROVIDING FOR ONGOING AND DIFFERENTIATED LEARNING AND COLLABORATION FOR ALL STAFF, LEADERSHIP PATHWAYS, AND REGULAR PROGRESS MONITORING.
ESSENTIALLY, WHEN WE TALK ABOUT MTSS, WHAT WE'RE TRYING TO DO IS STREAMLINE OUR SYSTEMS, AND THE RESOURCES THAT WE HAVE.
HOW CAN WE USE THEM IN A WAY THAT MAXIMIZES BENEFITS FOR ALL OF OUR STUDENTS.
PART OF THAT IS SUPPORTING THE ADULTS IN OUR SYSTEM WITH PROFESSIONAL LEARNING.
WE HAVE STARTED SOME OF THIS WORK.
THIS WORK GROUP GETS TO INFORM WHAT THIS PROCESS LOOKS LIKE OVER TIME, AND IN ORDER TO GET THE VOICES IN THE ROOM OF PEOPLE WHO ARE BENEFITING OR PARTICIPATING IN THIS LEARNING, THAT WILL HELP INFORM WHAT IT LOOKS LIKE IN THE FUTURE.
SOME OF THE WORK THAT WE'VE STARTED AROUND THIS IS WITH OUR INCLUSIONARY PRACTICES.
WE CURRENTLY HOST OUR LEADERSHIP LAB, WHICH IS FOR PRINCIPALS, SO PRINCIPAL LEARNING LEADERSHIP PATHWAYS THAT WAY.
WE HAVE OUR TRANSFORMATIONAL PROFESSIONAL LEARNING LAB, WHICH IS ESSENTIALLY SET UP FOR THE INSTRUCTIONAL COACHES AND OUR LITERACY LEADERS THAT WE HAVE IN OUR SYSTEM NOW.
TO PREPARE THEM TO HAVE COACHING CONVERSATIONS WITH COLLEAGUES, HOW TO NAVIGATE POWER, AND WHAT DO OUR EMOTIONS TELL US WHEN WE FEEL THINGS IN PROFESSIONAL CONVERSATIONS AND TO REALLY GROW THROUGH THAT.
THAT'S A GROUP THAT WE ALREADY WE'RE WORKING WITH RIGHT NOW.
WE HAVE A COUPLE OF REALLY STRONG MODELS FOR WHAT PROFESSIONAL LEARNING CAN LOOK LIKE BECAUSE OF SOME OF THE PEOPLE IN OUR SYSTEM ALREADY.
INCLUDING OUR LETTERS TRAINING AND SUPPORT THAT'S HAPPENED.
I THINK THAT PROVIDES A REALLY STRONG STARTING POINT FOR MODELING WHAT OTHER FUTURE LEARNING COULD LOOK LIKE AND ONGOING SUPPORT.
ANOTHER ONE IS OUR COMMON LIT ADOPTION.
THAT'S BEEN A REALLY INVOLVED IN DEPTH AND SUPPORTED PROCESS.
OUR TEACHERS WHO HAVE HAD A LOT OF TIME OUT OF THEIR CLASSROOMS TO GET THIS GOING, AND WE HOPE THAT IT HELPS THEM IN THE LONG RUN BE MORE SUCCESSFUL IN USING THE CURRICULUM CONSISTENTLY.
THAT WORK GROUP WILL WORK TOWARDS ESTABLISHING WHAT THAT PROCESS COULD LOOK LIKE SYSTEM WIDE AND FOR OUR ADDITIONAL INITIATIVES THAT ARE GOING TO REQUIRE PROFESSIONAL LEARNING, SOME OF WHICH ARE UP THERE.
>> THANK YOU. I HAVE THE OPPORTUNITY OF TALKING ABOUT OUR SOCIAL EMOTIONAL LEARNING AND WELLNESS THROUGH THE STRATEGIC PLAN.
REALLY THIS IS AN OPPORTUNITY TO IDENTIFY AND IMPLEMENT THE STRATEGIES THAT WE'RE ALREADY DOING.
YOU'VE HEARD THAT TONIGHT, WHAT'S WORKING, WHAT'S NOT WORKING, SO THIS IS AN OPPORTUNITY TO DO THAT.
REALLY TO BE EXPANDING FOR OUR STAFF WELLNESS, OUR STUDENT WELLNESS AND OUR PARENT OPPORTUNITIES.
IF YOU'VE BEEN TO JEN MCMILLAN'S, THE OPPORTUNITIES THAT SHE GIVES US SOMETIMES THOSE TYPES OF THINGS OF HOW CAN WE WRAP AROUND OUR STUDENTS THROUGH THE SOCIAL EMOTIONAL.
SOMETIMES THIS GETS LOST IN MTSS WORK, BUT IT'S DIRECTLY ALIGNED BECAUSE MTSS JUST ISN'T ABOUT ACADEMICS.
THIS IS ABOUT THE SOCIAL EMOTIONAL LEARNING AS WELL FOR OUR STUDENTS, OUR STAFF, AND OUR FAMILIES.
THAT'S WHAT THIS COMPONENT OF THE STRATEGIC PLAN IS GOING TO BE.
IT'S SOME THINGS THAT WE'RE ALREADY DOING, SO IT'S NOT NEW.
BUT AGAIN, WHAT IS IT THAT'S WORKING, WHAT DO WE NEED TO REFINE AND THEN GOING FROM THERE.
>> I'VE LEARNED WHERE TO KEEP THIS.
[00:30:04]
THE ORGANIZATIONAL PRACTICES REALLY IDENTIFY THE WHAT, BUT THE WORK GROUPS ARE IN PLACE TO DIG INTO THE HOW.ALL WORK GROUP MEMBERS ARE GOING TO LEARN TOGETHER, COLLABORATE, AND CREATE ACTION PLANS FOR EACH OF THOSE INITIATIVES.
THEN ALSO MEMBERS ARE CONSIDERED TO BE KEY COMMUNICATORS.
IN OTHER WORDS, LEARNING TO BE ABLE TO SHARE, BUT ALSO LISTENING TO BE ABLE TO SHARE BACK SO THAT AGAIN, WE HAVE THAT STRONGER CONNECTION OF COMMUNICATION AND INPUT ALONG THE WAY.
EACH WORK GROUP HAS MEMBERS THAT INCLUDE CERTIFICATED STAFF, AND THEY MAY ALSO INCLUDE CLASSIFIED STAFF, COMMUNITY MEMBERS, FAMILY MEMBERS, AND OR STUDENTS, DEPENDING ON THE PARTICULAR INITIATIVE.
FOR EXAMPLE, YOU HEARD SHERI TALK ABOUT FAMILY AND STUDENT INPUT INTO STANDARDS BASED LEARNING.
WHERE WE ARE SERVING AND NEED MORE VOICES, THAT WILL BE EXPANDED.
THEN EACH WORK GROUP HAS TWO FACILITATOR LEADS, AND AT LEAST ONE OF THOSE LEADS ALSO SERVES ON THE MTSS WORK GROUP.
THE INTENTIONALITY OF THAT IS THAT IT'S A WAY TO ENSURE THAT OUR PLANS ARE ALIGNED AND ALSO THAT WE'RE CONSIDERING RESOURCE NEEDS AS WE PRIORITIZE TIME, MONEY, MATERIAL, AND SO ON.
OUR GOAL TODAY WAS TO PRESENT YOU THE STRATEGIC PLAN IN ITS ENTIRETY AND TO UPDATE YOU ON NEW WORK AND NEXT STEPS.
AS WE REACH THE CONCLUSION OF THIS SESSION, WE WANT TO RECOGNIZE THE TREMENDOUS EFFORTS AND INPUT OF THE MANY VOICES THAT BROUGHT US HERE TONIGHT.
I'D LIKE TO END WITH A QUOTE FROM JOHN HATTIE, AN EDUCATION RESEARCHER THAT I BELIEVE REFLECTS THE HOPE THAT DRIVES OUR PLAN.
>> WE WANT ALL STUDENTS TO LEARN PRECIOUS AND PRODUCTIVE KNOWLEDGE TO CRITIQUE, REORGANIZE, DISRUPT, AND CELEBRATE THIS KNOWLEDGE, AND TO LEARN WHAT THEY WOULD NOT LEARN IF THEY DID NOT COME TO SCHOOL.
THE PURPOSE OF EDUCATION SHOULD NEVER BE TO MEET THE NEEDS OF CHILDREN.
WHAT A LOWLY ASPIRATION THIS IS.
THE PURPOSE OF EDUCATION NOT BE TO HELP STUDENTS REACH THEIR POTENTIAL.
AGAIN, THIS LOWERS THE ASPIRATIONS FOR MANY AND DEFEATS THE PURPOSE OF SCHOOLING.
THE PRIME PURPOSE OF EDUCATION IS TO HELP STUDENTS EXCEED WHAT THEY THINK IS THEIR POTENTIAL, TO SEE IN STUDENTS SOMETHING THEY MAY NOT SEE IN THEMSELVES, AND TO IMBUE THEM WITH OUR PASSION FOR LEARNING. THANK YOU.
>> ARE YOU OPENING UP THE FLOOR FOR QUESTIONS NOW? GREAT. WE'RE GOING TO DO PROBABLY ABOUT 12, 13 MINUTES OF QUESTIONS HERE, SO I'LL OPEN UP TO THE BOARD FOR ANYTHING.
>> I JUST HAD A QUICK QUESTION ABOUT THE STANDARDS BASED GRADING.
I KNOW WE'VE HAD A LOT OF DISCUSSION IN THE COMMUNITY AND AMONGST OURSELVES ABOUT OUR IMPLEMENTATION OF STANDARDS BASED GRADING THAT STARTED RIGHT BEFORE COVID HAPPENED AND THEN CAME TO A SCREECHING HAT PROGRESSION WISE AND GOT STUCK IN THIS PLACE THAT ISN'T WHAT ANY OF US ASPIRE STANDARDS BASED GRADING TO BE.
THE ONE THING THAT YOU SAID, SHERI THAT I WAS CURIOUS ABOUT SAID, WE'LL DO YEAR 0 BEFORE ANY CHANGES AND IT SEEMS LIKE WE'VE HAD FOUR OR FIVE YEAR ZEROS.
WILL WE REALLY NOT MAKE ANY CHANGES TO WHAT'S CURRENTLY HAPPENING AT LEAST IN OUR MIDDLE SCHOOLS IN STANDARDS BASED GRADING BEFORE? IT SEEMS LIKE WE ALREADY HAVE DATA TO MAKE SOME CHANGES THERE AND SO I JUST WANTED TO CLARIFY THAT DOESN'T MEAN WE'RE IN A HOLDING PATTERN FOR YET ANOTHER YEAR WITH A SYSTEM WE KNOW IS BROKEN OR NOT WHERE WE WANT IT TO BE.
>> WE FIND OURSELVES IN A PREDICAMENT, WHICH IS THAT ON THE ONE HAND, WE HAVE DATA WHILE THERE IS INFORMATION AND PERSPECTIVES.
THE PERSPECTIVES AREN'T SOLELY OF ONE KIND, AND SO WHAT WE HAVE HEARD FROM OUR COLLEAGUES IS WE NEED TO LISTEN BETTER WHICH ALSO MEANS NOT REACTING.
THERE IS DANGER IN RESPONDING QUICKLY RIGHT NOW WHEN WE HAVE NOT BEEN TOGETHER IN TALKING DEEPLY ABOUT THIS.
THE HESITATION IN SAYING TONIGHT HERE'S WHAT WE'RE GOING TO CHANGE OR NOT CHANGE ACTUALLY UNDERMINES THE PURPOSE OF THE WORK GROUPS,
[00:35:02]
WHICH IS TO GET PEOPLE TOGETHER TO TALK AND BE ABLE TO INFORM THOSE DECISIONS TOGETHER.>> THANK YOU, LISA. ONE THING I'LL ADD CONNIE TO THAT IS THAT IN RESPONDING TO THE COMMUNITY AND OBVIOUSLY, PEOPLE WHO ARE PASSIONATE ABOUT THIS SPECIFICALLY, I'D LIKE TO ACCELERATE THAT SPECIFIC WORK GROUP WHEN I SPOKE WITH LISA AND SHERI TODAY.
OUR GOAL WAS TO START WORK GROUPS IN THE FALL.
BUT THIS ONE SPECIFICALLY, I THINK IT'S IMPORTANT.
NOT ONLY IS THAT WORK GROUP STARTED, BUT THAT LISTENING STARTS IMMEDIATELY.
I DO WANT TO RESPECT THE WORK THAT'S BEEN DONE PRIOR OVER THE LAST SIX YEARS OR MORE, BUT ALSO UNDERSTAND THE FACT THAT THERE NEEDS TO BE SOME MORE EXPLORATION SOONER THAN LATER.
THAT ONE WILL COMMENCE AS SOON AS WE POSSIBLY CAN. SHERI.
>> I WOULD JUST LIKE TO ADD TO WHEN WE TALK ABOUT THAT JUST TO ADDRESS THE YEAR ZERO.
ONE OF THE THINGS THAT WE KNOW ABOUT THAT IS THAT WE HAVE BUILDINGS ACROSS OUR DISTRICT WHO ARE PRE K ALL THE WAY THROUGH 12 THAT ARE IN DIFFERENT PLACES WITH THIS.
JUST LIKE WE WOULD IN THE CLASSROOM WITH THIS IMPLEMENTATION, WE ALSO HAVE TO UNDERSTAND THAT BUILDINGS ARE IN DIFFERENT PLACES.
YEAR 0 MIGHT BE THE CASE FOR LIKE CHS, WHEREAS IT'S NOT THE CASE NECESSARILY FOR DISCOVERY OR ODYSSEY.
THAT DOESN'T MEAN THAT THOSE PLANS ARE GOING TO LOOK DIFFERENT AND SOME BUILDINGS MIGHT BE MORE IN A REFINEMENT AND REVISION LIKE, WHAT DO WE NEED TO DO? HOW DO WE NEED TO STRENGTHEN THIS PART WHILE OTHER BUILDINGS ARE GOING TO BE IN DIFFERENT PLACES? THAT'S NO DIFFERENT THAN WHERE MTSS IS.
WE CAN'T BE A ONE SIZE FITS ALL, BUT WE HAVE TO ALL WORK WITHIN A FRAMEWORK THAT'S GOING TO BE CONSISTENT FOR OUR STUDENTS.
>> COREY AND I HAVE TALKED ABOUT THIS.
HE AND I BOTH WORK IN HIGH SCHOOLS THAT HAVE BEEN DOING STANDARDS BASICALLY.
I DON'T KNOW HOW LONG HOCKINSON HAS BEEN DOING IT FOR.
>> AS LONG AS I'VE BEEN AT 15 PLUS YEARS.
>> I'M AT A SCHOOL THAT'S GOING ON YEAR 11 AND DOING IT AND EVERY YEAR, IT TWEAKS AND CHANGES AND SO RATHER THAN IT BEING A THING THAT WE DO, IT'S A PHILOSOPHY AND A PROCESS THAT IS IMPLEMENTED IN DIFFERENT WAYS IN DIFFERENT PLACES TO VARY DEGREES OF SUCCESS.
THAT'S WHY IT'S THE PLAN DO CHECK ACT.
HERE I SAY, WE STARTED THIS IMPLEMENTATION AND THEN STOPPED, AND IT WASN'T THE FULL CYCLE.
WE BOTH REPORT GRADES A B C D F. IT'S NOT A 1, 2, 3, 4 GRADING SALE.
THERE'S A LOT OF THINGS THAT WE THINK ARE STANDARDS BASED GRADING THAT IS A COMPONENT POSSIBLY TO A SYSTEM.
I APPRECIATE OUR CREATING THIS SYSTEM FROM THE GROUND UP WITH OUR WORK GROUPS AND TEACHER INPUTS AND CLASSIFIED AND PARENTS, AND STUDENTS AND UNDERSTANDING THAT IT IS A WORK IN PROGRESS ALWAYS.
IT SEEMS LIKE WE HAVEN'T MASTERED IT AT HEEL YET.
I DON'T KNOW AT HOCKINSON HIGH SCHOOL, IF YOU FEEL LIKE YOU'VE MASTERED IT BUT IT LIKE EDUCATION.
I APPRECIATE THAT NATURE OF THIS AND I KNOW THAT THAT'S A PIECE THAT I THINK HAS BEEN ALARMING FOR THE COMMUNITY THINKING THAT THIS ONE WAY THAT IT IS RIGHT NOW IN SOME SCHOOLS IS WHAT WE MEAN BY STANDARDS BASED LEARNING AND IT'S NOT.
I LOOK FORWARD TO THE WORK GROUPS AND THE WORK TO SEE WHAT THAT EVOLUTION LOOKS LIKE. THANKS.
>> THANKS, CONNIE. I JUST WANT TO SAY, I APPRECIATE MY COLLEAGUES HERE BECAUSE I KNOW THAT CONNIE AND COREY BOTH HAVE A LOT OF KNOWLEDGE ON STANDARD BASED LEARNING AND GRADING AND WE'VE HAD A LOT OF CONVERSATIONS, ESPECIALLY THE LAST SEVERAL MONTHS ON THIS, AND ALSO THE COMMUNITY MEMBERS THAT I HAVE MET WITH AND TALKED WITH.
YOU DID CLARIFY THE WORK GROUPS AND WHEN ARE THEY ACTUALLY GETTING STARTED? IT SOUNDS LIKE THE STANDARD BASED LEARNING ONE IS GOING TO GET STARTED BEFORE THE OTHERS, AND THE REST WILL BE STARTED AFTER THAT, IS THAT CORRECT?
>> THE INVITATIONS WILL GO OUT TOMORROW.
INITIALLY, WE WERE HOPING TO START THEM ALL THIS YEAR BEFORE THE SCHOOL YEAR ENDED JUST TO EVEN INTRODUCE WHAT WAS GOING TO HAPPEN IN THOSE.
THE INTENTION IS THAT THEY START IN AUGUST AND SEPTEMBER NOW.
>> THANK YOU. JUST ONE OTHER COMMENT IS THAT THIS STRATEGIC PLAN IS A LIVING DOCUMENT THAT'S GOING TO EVOLVE.
IT'S NOT LIKE WE PUT A YEAR ON IT THAT'S GOING TO BE DONE IN 2026 OR 27, IT'S GOING TO EVOLVE WITH THIS.
[00:40:01]
SOME OF THESE INITIATIVES LIKE YOU'VE TALKED ABOUT, COULD CHANGE OVER THE YEARS, AND THAT'S WHAT THAT REPORTING BACK TO US IS GOING TO HELP WITH AND THAT'S WHAT THESE WORK GROUPS ARE REALLY GOING TO GIVE US CLEAR PICTURES AND ENGAGEMENT FROM OUR COMMUNITIES.I'M EXCITED FOR THE STRATEGIC PLAN AND HOW IT'S GOING TO CHANGE OUR BOARD MEETINGS AND OUR AGENDA, AND EVERYTHING THAT WE DO AS A DISTRICT, SO I APPRECIATE ALL THE WORK ON THAT AS WELL.
>> I ECHO THAT AS WELL THAT THERE'S BEEN A LOT OF WORK AND WE'VE GONE THROUGH THIS WITH A [INAUDIBLE] MULTIPLE TIMES AND IT'S BEEN REVISED.
WHILST WE MIGHT SETTLE ON THIS VERSION TONIGHT, THE LIVING DOCUMENT PART IS VERY IMPORTANT.
WHAT YOU'RE SPEAKING TO, TRACEY IS NOT IN THE STRATEGIC PLAN.
IT'S THE DETAILS OF THE HOW, AND THAT'S NOT WHAT WE'RE APPROVING TONIGHT.
WHAT WE'RE APPROVING IS THIS DIRECTION IN WHICH WE'RE GOING NOT THE ACTUAL VEHICLE DETAILS WHETHER MAYBE IT IS A CAR, BUT IT COULD BE ELECTRIC, GAS, OR HYBRID AND WE'LL CONTINUE TO REASSESS WHETHER WE'RE GOING TO SAFEWAY OR WE'RE GOING TO PULLMAN.
I JUST WANT TO GIVE THAT METAPHOR, SO PEOPLE AT HOME, AND WE'VE GOT A GREAT GROUP.
I REALLY THOUGHT YOU WERE HERE FOR ME TONIGHT, BUT THAT'S OKAY.
BUT WHAT I LOVE IS THAT WE ALL ARE PASSIONATE, AND SO YOUR PASSION BROUGHT YOU IN TONIGHT, AND I APPRECIATE THAT AND THANK YOU FOR THAT.
WHAT I WANT TO MAKE SURE IS THAT WE ALL UNDERSTAND AND HAVE FAITH THAT WE'RE ON THE SAME TEAM AND THAT IF THERE'S INPUT, WE'RE LOOKING FORWARD TO CAPTURING THAT AND HEARING THAT FEEDBACK.
I THINK THESE WORK GROUPS ARE GOING TO BE A REAL NEXT LEVEL OF PROFESSIONAL DEVELOPMENT AND LEARNING HOW TO WORK WITHIN THIS SPECIFIC GROUP OF PEOPLE THAT COULD SPAN DIFFERENT BUILDINGS, DIFFERENT EDUCATIONAL LEVELS OF WHAT THEY TEACH, BRINGING IN PEOPLE IN THE COMMUNITY.
BOY, WE'RE GOING TO GET A LOT OF FINGERPRINTS ON THIS STRATEGIC PLAN AND OUR STUDENTS ARE REALLY GOING TO BENEFIT FROM THIS.
I APPRECIATE JUST CLARIFYING THAT.
I DON'T REALLY HAVE A QUESTION.
I DO APPRECIATE THE WAY THAT YOU'VE LAID IT OUT OF WHAT LEARNING IS.
IT'S JUST REALLY A COMPREHENSIVE APPROACH, AND THEN IT'S ASSESSING IT, AND IT'S HAVING A TARGET.
I THINK THE GRADING PART IS A DIFFERENT ANIMAL.
BUT AROUND MY KITCHEN TABLE, WE'VE BEEN TALKING ABOUT WHAT THE LEARNING IS AND THE 18-YEAR-OLD IS EVEN HEAD NODDING, LIKE, YEAH, I WANT THAT.
I SAID, YAN AS A PARENT, WANT THE TRANSPARENCY OF WHAT YOU ARE TOLD TO UNDERSTAND AND WHAT YOU'RE BEING ASSESSED UPON, AND THAT IS THE PART THAT I THINK WILL BE EXCITING FOR THESE WORK GROUPS TO GO THROUGH.
>> I THINK THIS IS GREAT WORK.
IT OBVIOUSLY STARTED SIX YEARS AGO OR SO BEFORE MY TIME, SO I APPRECIATE ALL THE WORK THAT YOU ALL HAVE DONE.
JUST A QUESTION JUST TO TAG ON TO THE WHOLE GRADING THING WITH STANDARD BASED LEARNING.
STANDARD BASED LEARNING IS IMPRESSIVE.
I THINK IT IS INCLUSIVE AND IT IS DEFINITELY SERVING THE KIDS WELL. I JUST HAD A QUESTION.
I LOOKED UP THESE PLACES TO FIND THE ANSWERS, BUT I'LL JUST ASK.
IS IT POSSIBLE TO DO STANDARD BASED LEARNING AND HAVE A DIFFERENT APPROACH TO THE ASSESSMENT AND THE GRADING?
>> IT'S POSSIBLE WITH STANDARDS BASED LEARNING THAT REPORTING LOOKS LIKE STANDARD ON A 1, 2, 3, 4.
I CAN GET IT RIGHT, 1, 2, 3, 4 POINT SCALE.
IT'S POSSIBLE THAT GRADING FOR STANDARDS BASED LEARNING LOOKS LIKE A MORE TRADITIONAL ABC AND SO ON.
IT'S POSSIBLE THAT IT ALSO LOOKS LIKE MORE OF WHAT IS ODYSSEY, WHICH DOESN'T USE NUMBERS,
[00:45:01]
BUT THEY USE A PHRASE THAT REPRESENTS WHAT EACH LEVEL OF LEARNING IS.THAT'S THE WORK OF THE WORK GROUPS REALLY, IS TO DIG INTO THOSE MULTIPLE WAYS.
THE MORE IMPORTANT THING IN STANDARDS BASED LEARNING IS THAT THERE'S CLARITY ON WHAT IS EXPECTED TO BE LEARNED AT EACH LEVEL AND THAT EVERY STUDENT EXPERIENCES BOTH THE SAME HIGH EXPECTATIONS WITH HIGH SUPPORT, AND THAT IN DOING SO, WE'RE ABLE TO CONNECT WITH COLLEAGUES ON WHAT'S WORKING AND WHAT'S NOT WORKING AND HOW CAN WE UNDERSTAND BETTER WHAT WE MIGHT NEED TO CHANGE IN OUR SYSTEM TO BE ABLE TO SUPPORT EACH AND EVERY STUDENT.
WE DO A GREAT JOB OF SUPPORTING MANY STUDENTS NOW.
WE DON'T MEET SOME STUDENTS' LEARNING NEEDS AND THEN INSPIRE THEM TOWARDS THAT FUTURE THAT THEY CAN'T EVEN IMAGINE FOR THEMSELVES.
WE WANT EVERY SINGLE STUDENT TO BE ABLE TO HAVE THAT EXPERIENCE.
>> ANYTHING ELSE FROM THE BOARD? OKAY. I DID HAVE ONE QUESTION.
IN TERMS OF THE WORK GROUPS, WHAT'S THE DURATION THEM? IS THIS A ONE YEAR UNDONE OR IS IT ONGOING?
>> THAT QUESTION HAS COME UP A LOT.
WHAT I WOULD SAY IS THAT MOST OF THEM WILL BE MULTI YEAR.
I SWEAR I'M NOT DOING ANYTHING DIFFERENT.
>> HELLO. HI. THE QUESTION IS ABOUT THE WORK GROUPS.
MOST WORK GROUPS WILL BE LONGER THAN A YEAR BECAUSE OF THE WORK IS LONGER THAN A YEAR.
STANDARDS BASED LEARNING WILL BE AN EXAMPLE OF THAT.
I WOULD LIKE IN THE WORK GROUP TRAJECTORY TO LIKE WE'VE SEEN IN THE EARLY LITERACY LEARNING, WHICH YOU HAVE SEEN WHAT'S BEING IMPACTED BY MULTIPLE YEARS OF FOCUS ON LITERACY IN THIS CASE.
SOME OF THE GROUPS WILL HAVE A SHORTER DURATION BECAUSE THE NATURE OF THE WORK IS SMALLER.
YOU'LL SEE SOME OF THAT ON SOME OF THE ORGANIZATIONAL PRACTICES THAT WE DIDN'T INCLUDE ON THE WORK GROUP INVITATIONS, BECAUSE I SEE ALL OF THOSE AS MULTI YEAR ENGAGEMENTS.
I'M HAPPY THAT YOU GUYS ARE GOING TO GET GOING ON THE STANDARDS BASED STUFF SOONER RATHER THAN LATER.
I MEAN, I AS A MIDDLE SCHOOL PARENT RIGHT NOW, AND I DON'T MEAN THIS IS A SLAM TO ANYBODY, BUT I DON'T KNOW HOW MY KID IS DOING.
HOWEVER, I WILL SAY THAT I'M A BELIEVER IN STANDARDS BASED LEARNING IN THEORY AND THE PRACTICAL PART IS GOING TO TAKE A LOT OF WORK.
I DON'T THINK THAT WE SHOULD SHY AWAY FROM THAT WORK, BECAUSE I THINK THAT IT FOCUSES US ON WHAT IS THE IMPORTANT STUFF TO BE LEARNING AS OPPOSED TO GRADING HOW MANY TIMES YOU USE THE BATHROOM PASS OR PERFECT ATTENDANCE OR SOMETHING LIKE THAT.
BUT THE WORK GROUPS, I JUST THINK ARE CRUCIAL.
SO I KNOW THAT THIS HAS SPARKED A LOT INTERESTS IN THE COMMUNITY AND WITHIN THE DISTRICT AND ALL THAT.
I GUESS MY MESSAGE IS JUST BE PART OF THE SOLUTION.
SO STEP UP AND BE PART OF THE SOLUTION THERE. I APPRECIATE THAT.
I'M GOING TO MOVE ON, BY THE WAY, UNLESS THERE'S ANY OTHER QUESTIONS FROM THE BOARD.
I APPRECIATE THE WORK THAT'S BEEN DONE BECAUSE I KNOW THAT THERE IS A LOT OF ATTENTION THAT'S BEEN ON THIS RIGHT NOW AND THIS HAS BEEN A MULTI YEAR PROCESS.
YOU'VE HAD REPORTS TO THE BOARD SEVERAL TIMES, ALL THE DIFFERENT STAKEHOLDER GROUPS, ALL THE DIFFERENT FOCUS GROUPS THAT HAVE HAD A CHANCE TO WEIGH IN ON THIS.
I REALLY DO APPRECIATE IT AND I LOOK FORWARD TO SEEING THIS LIVING DOCUMENT IN ACTION.
I DO HAVE FIVE PUBLIC COMMENTS HERE THAT I DID WANT TO ACKNOWLEDGE BEFORE WE MOVE ON HERE.
FIRST OF ALL, THE BOARD VALUES PUBLIC INPUT AND IS RESPONSIBLE FOR ACTIVELY LISTENING TO AND REFLECTING ON PUBLIC COMMENTS.
THE BOARD MAY ONLY DISCUSS AND ACT UPON ITEMS INCLUDED IN THE WRITTEN REPORT.
FOR THAT REASON, BOARD MEMBERS CANNOT RESPOND TO ANY COMMENTS OR QUESTIONS DURING PUBLIC COMMENT, BUT CAN ASK THE SUPERINTENDENT TO FOLLOW UP ON ISSUES RAISED DURING PUBLIC TESTIMONY.
[00:50:03]
GUIDELINES FOR PUBLIC INPUT EMPHASIZE THE RESPECT AND CONSIDERATION OF OTHERS.BOISTEROUS CONDUCT WILL NOT BE PERMITTED AT ANY MEETING OF THE BOARD OF DIRECTORS, NOR WILL ANY HARASSING OR THREATENING REMARKS BE TOLERATED.
COMPLAINTS ABOUT INDIVIDUAL EMPLOYEES SHOULD BE DIRECTED TO THE SUPERINTENDENT'S OFFICE AS A PERSONNEL MATTER.
THE BOARD REQUESTS THAT ANYONE WHO HAS SUBMITTED WRITTEN PUBLIC COMMENTS REFRAIN FROM READING THEM DURING THIS PORTION OF OUR MEETING TO ALLOW OTHER COMMUNITY MEMBERS TO SHARE THEIR COMMENTS.
WE DID RECEIVE TWO WRITTEN PUBLIC COMMENTS AND THOSE HAVE BEEN ADDED TO THE RECORD IN OUR AGENDA AND ON BOARD DOCS.
PER POLICY 1420P, PUBLIC COMMENTS TONIGHT ARE LIMITED TO THREE MINUTES FOR EACH SPEAKER AND NO MORE THAN A TOTAL OF 15 MINUTES OR FIVE SPEAKERS ON AN ITEM INCLUDED ON THE AGENDA.
SO WE'RE DOING A LITTLE DIFFERENT BECAUSE WE ARE SET UP IN WORKSHOP MODE TONIGHT, SO WE DO ASK THAT YOU COME UP TO THE PODIUM, STATE YOUR NAME AND YOU'LL HAVE THREE MINUTES FOR EACH OF YOUR COMMENTS.
SO WE'LL START WITH ALISON ABNEY.
>> GOOD AFTERNOON, SUPERINTENDENT ANZALONE, MEMBERS OF THE SCHOOL BOARD.
I'M ALISON ABNEY. I TEACH ENGLISH AND US HISTORY AT SKYRIDGE.
TEACHERS FROM ACROSS THE DISTRICT ARE HERE TODAY TO EXPRESS OUR DEEP CONCERNS ABOUT THE DIRECTION THE DISTRICT IS PURSUING, WE THINK, REGARDING STANDARDS BASED GRADING AND CONTINUING WITH THE 4-3-2-1 ACROSS ALL GRADE LEVELS.
TO BE CLEAR, WE ARE IN SUPPORT OF STANDARDS BASED LEARNING, WHICH REQUIRES TEACHERS TO BE MINDFULLY FOCUSED ON LEARNING STANDARDS WHEN DESIGNING AND DELIVERING INSTRUCTION.
AS SHOWN IN THE EVIDENCE WE HAVE SUBMITTED FOR PUBLIC RECORD, THE 4-3-2-1 GRADING SYSTEM IS WHOLLY INAPPROPRIATE IN THE SECONDARY SETTING.
IN GOOD FAITH, WE HAVE ATTEMPTED USING THIS SYSTEM FOR YEARS AND HAVE FOUND IT SEVERELY LACKING IN SEVERAL WAYS AS OUTLINED IN THE AFOREMENTIONED DOCUMENT.
WE HAVE ATTEMPTED TO USE THIS SYSTEM IN A VARIETY OF ITERATIONS SINCE 2016.
IT HAS CREATED SEVERAL SERIOUS PROBLEMS THAT NONE OF THE VARIOUS TWEAKS AND CHANGES WE HAVE ATTEMPTED HAVE SOLVED.
FOR EXAMPLE, STUDENTS ARE MORE APATHETIC TOWARDS THEIR STUDIES.
STUDENTS HAVE LITTLE SENSE OF URGENCY OR UNDERSTANDING OF DEADLINES AND WILL TURN WORK IN LATE OR NEVER.
PARENTS ARE FRUSTRATED WITH THE SYSTEM AND DON'T UNDERSTAND IT EVEN WHEN THE PHILOSOPHY IS EXPLAINED.
PARENTS WANT TO BE ABLE TO QUICKLY GLANCE AT THEIR CHILD'S GRADES TO SEE TWO THINGS IN GENERAL.
NUMBER 1, HOW ARE THEIR CHILDREN DOING IN THEIR CLASSES, USING A SYSTEM THEY UNDERSTAND SUCH AS LETTER GRADES OR NUMBERS.
AND ARE THEY MISSING ASSIGNMENTS? THAT'S IT. PARENTS DO NOT HAVE TIME TO COMB THROUGH A LIST OF STANDARDS AND TRY TO DECIPHER THE MURKY WORLD OF WHAT A FOUR, A THREE, A TWO, OR A ONE MEANS.
IRONICALLY, WHAT THESE NUMBERS MEAN IS DIFFERENT THINGS TO DIFFERENT TEACHERS.
HIGH SCHOOL TEACHERS IN OUR DISTRICT ARE SEEING UNPRECEDENTED LEVELS OF FAILURE, LACK OF WORK ETHIC, AND LOWER QUALITY OF STUDENT WORK.
STUDENTS HAVE TOLD US THAT THEIR PARENTS DON'T CARE ABOUT THEIR GRADES IN MIDDLE SCHOOL EXCEPT THOSE FOR HIGH SCHOOL CREDIT, SUCH AS ALGEBRA OR SPANISH.
STANDARDS BASED GRADES AT THE MIDDLE SCHOOL LEVEL DO NOT ACCURATELY REFLECT STUDENT PERFORMANCE AND INDEED OFTEN MASK SERIOUS ISSUES OR FAIL TO SHOW THE TRUE GROWTH STUDENTS MAKE THROUGHOUT THE YEAR.
THIS YEAR IN THE FALL OF 2023, OUR ADMINISTRATOR BROUGHT IN AN INSTRUCTIONAL COACH TO CONDUCT A SURVEY, SHARE RESULTS, AND MAKE IMPROVEMENTS.
THE RESULTS OF THIS SURVEY WERE DAMNING, AND YET NO FURTHER MEETINGS OR IMPROVEMENTS WERE MADE THIS YEAR.
YOU HAVE LIKELY HEARD THAT TEACHERS JUST DON'T UNDERSTAND IT, AREN'T IMPLEMENTING IT CORRECTLY, OR HAVE IMPLEMENTED IN THE WRONG ORDER.
THESE CLAVES ARE MISLEADING AND DEMEANING TO OUR PROFESSIONALISM.
AS PREVIOUSLY STATED, WE HAVE IMPLEMENTED STANDARDS BASED GRADING IN SEVERAL WAYS WITH ATTEMPTS TO TWEAK AND FIX ISSUES WITH THIS SYSTEM FOR YEARS, BUT NOTHING HAS SOLVED OUR CORE PROBLEMS. IF A MAGICAL SOLUTION EXISTS, NO ONE HAS BEEN ABLE TO DEMONSTRATE WHAT THAT SOLUTION IS.
THANK YOU FOR LISTENING. [APPLAUSE]
>> THANK YOU. OUR NEXT PUBLIC COMMENT IS FROM JULIE HIDING SPELTER.
I'M SORRY. OUR NEXT COMMENT IS FROM JULIE HIDING SPELTER.
>> WE AGREED TO SWITCH PLACES.
>> ALL RIGHT, YOU'LL HAVE TO STATE YOUR NAME.
>> I WAS ABOUT TO. MY NAME IS SAM HICKS.
I'VE TAUGHT AT CAMAS HIGH SCHOOL FOR SIX YEARS, AND THEN THIS YEAR, I TAUGHT AT LIBERTY MIDDLE SCHOOL.
[OVERLAPPING] WHAT WE ARE ASKING FOR IS ONE, BEFORE ADOPTING ANY GRADING SYSTEM, SURVEY PARENTS AND STUDENTS ABOUT THEIR EXPERIENCES WITH SBG, STANDARDS BASED GRADING.
OUR STRATEGIC PLAN CLAIMS TO SEE VALUE AND SERVE, BUT TEACHERS, FAMILIES, AND STUDENTS VOICES ARE NOT INCLUDED IN THIS.
[APPLAUSE] AT LEAST WHEN IT COMES TO COLLECTING SBG FEEDBACK DATA AT THE DISTRICT LEVEL.
[00:55:04]
NUMBER 2, RECRUIT SECONDARY TEACHERS TO CREATE A GRADING SYSTEM THAT WILL MEET THE NEEDS OF OUR STUDENTS AND MAKE SENSE TO PARENTS, STUDENTS, AND TEACHERS.UNINTENDED CONSEQUENCES THAT MUST BE CONSIDERED IF 4-3-2-1 SBG IS PURSUED IN ITS CURRICULUM OR CURRENT FORM: LOWER OVERALL GPA AND THUS LESS OPPORTUNITY FOR ACADEMIC SCHOLARSHIP, COLLEGES AND UNIVERSITIES LOWERING THE RANKING OF CAMAS HIGH SCHOOL GRADUATES DEGREES.
ADDITIONALLY, WE WONDER WHY CAMAS SCHOOL DISTRICT TEACHERS HAVE YET TO BE INCLUDED IN THE CONVERSATION AROUND THIS ISSUE.
AFTER ALL, WE ARE THE ONES WHO WILL NEED TO IMPLEMENT WHATEVER GRADING SYSTEM IS CREATED.
THERE IS A REFERENCE TO WORK GROUPS IN THE STRATEGIC PLAN.
WHAT STAKEHOLDERS WILL BE INVITED TO JOIN THESE WORK GROUPS? HOW IS DATA BEING COLLECTED AT THE DISTRICT LEVEL FROM ANY STAKEHOLDERS REGARDING STANDARDS BASED GRADING? IN OUR STRATEGIC PLAN, YOU WRITE, AFTER NEARLY SIX YEARS OF INPUT, FEEDBACK, DESIGN, AND HARD WORK, WE WILL CELEBRATE THE COUNTLESS HANDS WHO PLAYED A CRITICAL ROLE IN CREATING THE CAMAS STRATEGIC PLAN.
I'M GOING TO JUMP AHEAD. WHO IS REFERENCED IN THE STRATEGIC PLAN? SIX YEARS OF INPUT, FEEDBACK, DESIGN, AND HARD WORK? IT WAS CERTAINLY NOT MIDDLE SCHOOL TEACHERS.
FINALLY, IF YOU HAD SURVEYED OUR COMMUNITY, YOU WOULD KNOW THE TRUTH.
THE TRUTH IS IMPLEMENTING STANDARDS BASED GRADING REPORTING PRACTICES THAT INCLUDE 4-3-2-1 WILL RESULT IN A LOSS OF STUDENT ENROLLMENT AT THE HIGH SCHOOL LEVEL.
>> CAN WE KEEP IT DOWN, PLEASE?
>> AND IS CREATING ONGOING SERIOUS ISSUES AT THE MIDDLE SCHOOL LEVEL THAT MUST BE ADDRESSED BEFORE THE 2024-2025 SCHOOL YEAR.
>> THANK YOU. OUR NEXT PUBLIC COMMENT IS FROM, SORRY, I'M HAVING TROUBLE READING THE HANDWRITING, LILY.
>> WELL, THE NEXT PERSON IN THE LIST IS LILY AND NATALIE.
I'M GOING TO HAVE THEM COME UP AND THEN YOU CAN COME UP AFTER THAT.
I HAVE TO GO IN THE ORDER POLICY OF HOW THEY SIGNED UP.
MY NAME IS NATALIE AND I'M AN EIGHTH GRADER FROM LIBERTY MIDDLE SCHOOL.
WE WOULD LIKE TO STATE OUR BELIEFS ON STANDARD BASED GRADING.
STANDARD BASED GRADING WILL HAVE A TRULY NEGATIVE EFFECT ON STUDENTS IN MORE WAYS THAN ONE.
AFTER TALKING WITH MANY OF MY TEACHERS, STANDARD BASED GRADING HAS ONLY BROUGHT DOWN THE GRADES OF STUDENTS AS THEY FAIL TO PARTICIPATE ACADEMICALLY THROUGH LEARNING OPPORTUNITIES.
LEARNING OPPORTUNITIES ARE A FORM OF WORK THAT PREPARES STUDENTS FOR ASSESSMENTS, BUT LEARNING OPPORTUNITIES DO NOT ACTUALLY GET GRADED.
THIS CAN DEMOTIVATE STUDENTS AND NOT ALLOW FOR THEM TO ACTUALLY DO WORK AS THEY WILL REALIZE THAT THERE IS NO POINT UNLESS THEY ARE RECEIVING A GRADE.
BY STUDENTS NOT DOING THE LEARNING OPPORTUNITIES, THEY WILL NOT BE PREPARED FOR THE ASSESSMENTS THAT ARE BEING GRADED.
ONE TEACHER OF MINE STATED HOW SHE NOTICED THAT HER STUDENT STUDIES AND OVERALL ACCURACY ON ASSIGNMENTS WERE EVEN GOING DOWN DUE TO THESE MATTERS.
I DO NOT BELIEVE THAT STANDARD BASED GRADING WILL PROVE BENEFICIAL TO OUR SCHOOL SYSTEM AS STUDENTS WILL GROW LAZY AND NOT BE PREPARED FOR THE REAL WORLD.
FROM EXPERIENCE, IT ALWAYS PAINS ME TO PUT BLOOD, SWEAT, AND TEARS INTO AN ASSIGNMENT, BUT THE PERSON NEXT TO ME DOESN'T, AND IT DOESN'T HAVE ANY EFFECT ON THEIR GRADE.
TO ADD ON TO WHAT NATALIE SAID, LETTER BASED GRADING MAKES IT EASIER FOR PARENTS AND TEACHERS TO SUPPORT THEIR KIDS.
PARENTS AND TEACHERS GREW UP IN TRADITIONAL GRADING AND KNOWING THE SYSTEM WILL IMPROVE THE QUALITY OF THE STUDENTS LEARNING.
I KNOW FROM EXPERIENCE THAT MY PARENTS AND MANY PARENTS AROUND DON'T UNDERSTAND WHAT QUALIFIES AS A THREE OR WHAT QUALIFIES AS A TWO OR EVEN WHAT QUALIFIES AS A FOUR.
BUT WHILE IT'S IMPORTANT FOR PARENTS TO BE INFORMED AND INVOLVED, IT ALL COMES DOWN TO COLLEGES.
THEY DON'T CARE ABOUT A THREE OR A TWO, THEY CARE ABOUT YOUR GPA, AND STANDARDS BASED GRADING DOES NOT CORRESPOND.
>> HELLO, I'M LILY LASHEN AN EIGHTH GRADER AT LIBERTY MIDDLE SCHOOL.
NEXT YEAR, I'LL BE A FRESHMAN AT CHS.
I AM SPEAKING TODAY BECAUSE I SINCERELY THINK THAT CHANGING FROM TRADITIONAL PERCENTAGE BASED GRADING TO STANDARDS BASED GRADING WOULD BE DETRIMENTAL TO STUDENTS.
I MYSELF HAVE EXPERIENCED BOTH TYPES AND CAN SAY THAT THE LETTER GRADING IS OVERALL BETTER.
WITH LETTER GRADING, STUDENTS KNOW WHAT THEIR GRADE IS AND WHETHER THEY HAVE MASTERED THE CONTENT.
WITH STANDARDS BASED GRADING, EVERYTHING IS UP FOR DEBATE.
IT IS MUCH MORE SUBJECTIVE AND MANY STUDENTS DON'T REALLY CARE ABOUT IT.
THEY SAY THAT IT DOESN'T MATTER AT THE BEGINNING OF THE YEAR BECAUSE THEY HAVEN'T LEARNED EVERYTHING YET.
[01:00:02]
THEN THEY DON'T TRY BECAUSE THEY FIGURE IT WILL ALL WORK OUT.BY THE END OF THE YEAR, THEY HAVE GOTTEN SO USED TO NOT TRYING, IT IS SO MUCH HARDER TO ACTUALLY TRY THEIR BEST.
ADDITIONALLY, THE WAY THE ACTUAL ASSIGNMENTS ARE GRADED, A THREE TO ONE TEACHER IS COMPLETELY DIFFERENT TO A THREE TO ANOTHER TEACHER.
TRADITIONAL GRADING ISN'T AS CONFUSING AND YOU KNOW WHAT YOU GOT WITH NO DEBATE.
THIS TAKES STRESS OFF OF STUDENTS AND LETS THEM KNOW WHAT THEY NEED TO WORK ON AND IMPROVE AND WHAT THEY CAN CELEBRATE ABOUT.
MANY PARENTS ALSO DON'T UNDERSTAND WHAT STANDARDS BASED GRADING IS AND THAT MAKES PARENTS MORE ANXIOUS ABOUT THEIR CHILDREN'S GRADES.
FURTHERMORE, IF HIGH SCHOOL SWITCH TO STANDARDS BASED GRADING, STUDENTS WON'T HAVE TIME TO ACCLIMATE TO LETTER GRADING WHEN THEY GO TO COLLEGE, WHICH IS A MAJOR NEED FOR THEM.
THANK YOU FOR YOUR TIME, AND I HOPE YOU TAKE OUR OPINIONS INTO CONSIDERATION.
>> THANK YOU. NEXT PUBLIC COMMENT IS JULIE HIDING SPELTER.
I TEACH ALGEBRA AND MATH 8 AT SKYRIDGE.
ON SATURDAY, MEGAN BECKER, CHRISTINA PATCHING AND I MET WITH DR. ANZALONE REGARDING OUR CONCERNS AND FRUSTRATION REGARDING STANDARDS-BASED GRADING, SPECIFICALLY REPORTING, WHICH IS INCLUDED WITHIN THE STRATEGIC PLAN.
THIS MEANING I HAD THE OPPORTUNITY TO DESCRIBE THE DIFFERENCES BETWEEN THE GRADEBOOKS I USE AND CLASSES I TEACH AT SKYRIDGE.
HALF OF MY GRADEBOOK IS LETTER-BASED IN ALGEBRA AND HALF IS 4321 BASED IN MATH 8.
AFTER DETAILING HOW I GRADE MY ALGEBRA CLASSES, WHICH INCLUDE DAILY WORK LEARNING OPPORTUNITIES, FORMATIVE ASSESSMENTS, AND SUMMATIVE ASSESSMENTS WITH OPPORTUNITIES FOR RETAKES WITH A 50-100 GRADING SCALE, HE STATED, THAT IS STANDARDS-BASED GRADING, WHY AREN'T WE JUST DOING THAT? THAT IS WHAT WE HAVE BEEN ASKING FOR AT THE MIDDLE SCHOOL LEVEL FOR THE LAST THREE YEARS.
PARENTS AND STUDENTS HAVE RESPONDED POSITIVELY REGARDING THE REPORTING I HAVE USED IN ALGEBRA.
I HAVE YET TO RECEIVE ONE NEGATIVE REPORT.
WE WANT A GRADEBOOK THAT IS CLEAR AND SIMPLE FOR STUDENTS AND FAMILIES.
THIS CHANGE CAN BE EASILY IMPLEMENTED WITH THE SWITCH TO CUMULATIVE.
AN ADDITIONAL POINT TO CONSIDER IS THAT MANY PEOPLE WHO WORK AND HAVE CHILDREN IN THIS DISTRICT DO NOT VALUE THE 4321 MODEL AT THE SECONDARY LEVEL BECAUSE IT IS UNCLEAR AND INCONSISTENT MYSELF INCLUDED.
MEGAN, ALLISON, CHRISTINA AND I, ALL HAVE KIDS AT THE MIDDLE SCHOOL LEVEL AND AT CHS, WE HAVE AN OPPORTUNITY TO COMPARE WHAT INFORMATION WE GET FROM BOTH GRADEBOOKS.
WE ALSO HAVE THE OPPORTUNITY TO ADOPT EQUITABLE GRADING PRACTICES WITH THE INPUT OF PARENTS AND TEACHERS.
I HAVE HEARD TODAY FROM MANY, WE ARE NOT VOTING ON STANDARDS-BASED GRADING.
WE ARE VOTING ON THE STRATEGIC PLAN, THIS I'M AWARE OF.
STANDARDS-BASED GRADING IS PART OF THE PLAN, AND THAT IS WHY WE ARE SPEAKING ON THIS TODAY.
IF WE CONSIDER THE FOLLOWING STAKEHOLDERS, DISTRICT LEVEL ADMINISTRATORS, BUILDING ADMINISTRATORS, TEACHERS AND STUDENTS, STUDENTS COMPRISE 94% OF THE TOTAL.
IN CONCLUSION, I URGE YOU TO SURVEY STUDENTS AND PARENTS THAT HAVE BEEN EXPERIENCING 4321 GRADING AT THE MIDDLE SCHOOL LEVEL, GET THEIR INPUT.
AFTER GATHERING THIS DATA AND IF IT SUPPORTS A CHANGE, I URGE YOU TO CONSIDER SWITCHING OUR GRADING SYSTEM AT THE MIDDLE SCHOOL LEVEL FOR SKYRIDGE AND LIBERTY BACK TO A LETTER GRADE AND PERCENTAGE-BASED SYSTEM FOR THE FALL OF 2024.
I LOOK FORWARD TO WORKING WITH ALL THE STAKEHOLDERS, ESPECIALLY STUDENTS AND FAMILIES IN CREATING A RIGOROUS, EQUITABLE GRADING SYSTEM.
>> THANK YOU. OUR FINAL PUBLIC COMMENT IS FROM LARRY GLASHEEN.
>> GOOD AFTERNOON, MEMBERS OF THE BOARD AND MR. SUPERINTENDENT. I WANT TO THANK THOSE WHO HAVE SPOKEN BEFORE ME, ESPECIALLY OUR STUDENTS WHO I UNDERSTAND PREPARED THIS BRIEFLY BEFORE THEY CAME UP TO SPEAK AND MEMBERS OF OUR STAFF, OUR EDUCATORS, WHO HAVE PASSIONATELY ADVOCATED AGAINST MOVING TO A STANDARD-BASED GRADING MODEL.
I WANT TO BRIEFLY, WITH MY LESS PREPARED REMARKS, SPEAK ON THE OVERALL PLAN AND A COUPLE OF POINTS THAT STUCK OUT TO ME.
FIRST OF ALL, I WANT TO DIRECT YOUR ATTENTION TO SOME OF THE CORE PRINCIPLES THAT ARE BEING PROPOSED AS VALUES IN OUR STRATEGIC PLAN.
FIRST OF ALL, IT IS AMPLIFYING THE STUDENT'S VOICE.
[01:05:01]
SUPERINTENDENT, I THINK THE STUDENT'S VOICE WAS VERY CLEAR TODAY AND I DON'T THINK IT COULD BE MORE AMPLIFIED.A NEXT POINT THAT I'VE HEARD LITTLE DISCUSSION ON TODAY IS EXCELLENCE IN ACADEMIC, SOCIAL, AND LIFELONG LEARNING AND WHAT THAT MEANS IN OPERATIONS FOR OUR SCHOOL DISTRICT.
I'M LOOKING FORWARD TO PARTICIPATING IN THESE WORK GROUPS AND ENSURING THAT THAT IS UPHELD, PARTICULARLY EXCELLENCE AND ACADEMICS.
AS I HEAR FROM MY DAUGHTERS WHO ARE MOVING TO CHS AS A FRESHMAN THIS YEAR AND MOVING TO EIGHTH GRADE AT LIBERTY, THAT THEY DON'T HAVE THE ENCOURAGEMENT TO EXCEL AND EXCEED THEIR POTENTIAL.
AS THE QUOTE WAS READ EARLIER, THEY FEEL THAT THEY DON'T HAVE THAT OPPORTUNITY TO EXPAND THEIR LEARNING, AND ESPECIALLY, IF THEY HAVE THE ABILITY TO MOVE FORWARD AS A HIGH CAP LEARNER, THEY ARE NOT ENCOURAGED OR EMPOWERED OR UNABLE TO PURSUE THAT COURSE.
FINALLY, I WANT TO SPEAK ON OPEN AND EFFECTIVE COMMUNICATION.
MY COMMENTS ARE LESS PREPARED THAN I'D LIKE TODAY, AS I JUST HEARD ABOUT THIS BOARD MEETING TODAY, AND I DO NOT BELIEVE THERE WAS ANY DISTRICT WIDE COMMUNICATION REGARDING THIS UNUSUALLY SCHEDULED SPECIAL MEETING.
I WOULD ENCOURAGE THE BOARD AND SUPERINTENDENT TO COMMUNICATE THAT TO ALL PARENTS, INCLUDING ALL OF THE ITEMS SO THAT WE CAN PREPARE REMARKS AND PROVIDE FEEDBACK AND THAT OUR STUDENTS CAN ALSO FILL THIS ROOM EVEN FURTHER THAN THE STANDING ROOM ONLY THAT I SEE THIS EVENING.
FINALLY, I'D LIKE TO BRING ATTENTION TO SOME THINGS THAT ARE IN THIS DRAFT OF THE STRATEGIC PLAN.
I RUN A TECHNICAL SUPPORT COMPANY HERE IN THE CAMAS AREA, AND WHEN I LOOK AT A DOCUMENT, INCLUDING A STRATEGIC PLAN FOR MY BUSINESS, WORDS ARE VERY IMPORTANT.
I'M GOING TO DIRECT YOU TO THE PAGE ENTITLED ORGANIZATIONAL PRACTICES.
ON HERE, IT USES THE WORD PLAN AND IMPLEMENT.
THEN LATER, IDENTIFY AND IMPLEMENT AND ONE AREA UNDER THE HIGH QUALITY INSTRUCTION, IT STATES, ESTABLISH CSD'S VISION, IMPLEMENT AND SUPPORT HIGH QUALITY STANDARDS-BASED LEARNING, INCLUDING INSTRUCTION, ASSESSMENT, AND REPORTING PRACTICES AT ALL LEVELS.
IF THE BOARD ADOPTS THIS, THIS IS AN ACTION, AND I'D ENCOURAGE YOU TO REMOVE THAT LANGUAGE OR VOTE AGAINST.
>> THAT BRINGS US TO THE END OF OUR PUBLIC COMMENTS.
MEMBERS OF THE BOARD, YOU HAVE THE STRATEGIC PLAN AS PRESENTED IN FRONT OF YOU, IF THERE'S NO FURTHER DISCUSSION, UNLESS ANYBODY ELSE HAS ANY OTHER QUESTIONS.
>> I MOVE TO ADOPT THE STRATEGIC PLAN AS SUBMITTED.
>> MOVED BY ERIKA, SECONDED BY TRACEY.
ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? YOU HAVE A QUESTION. I'M SORRY, GO AHEAD.
>> I JUST WANT TO REITERATE THAT THIS IS A LIVING DOCUMENT AND A PLAN, AND AS A BOARD, WE ARE APPROVING THE DIRECTION, THE WHERE WE'RE GOING, AND THE HOW WE GET THERE IS AN OPERATIONAL ADMINISTRATIVE FUNCTION.
WE ARE APPROVING THAT PART. CORRECT?
>> CORRECT. ANY FURTHER DISCUSSION? MOVED BY ERIKA, SECONDED BY TRACEY. ALL THOSE IN FAVOR?
NEXT ITEM ON THE AGENDA IS INTERVIEWING OUR DISTRICT II BOARD MEMBER CANDIDATES.
[4. DIRECTOR DISTRICT II BOARD MEMBER CANDIDATE INTERVIEWS]
I'M GOING TO GIVE US MAYBE ABOUT A FIVE-MINUTE RECESS HERE TO RESET.I'M ALSO GOING TO EXCUSE DIRECTOR COX BECAUSE SHE'S NOT ALLOWED TO BE INVOLVED IN THE SEARCH FOR HER REPLACEMENT.
BUT AGAIN, ERIKA, ON BEHALF OF THE BOARD AND ON BEHALF OF I'M SURE EVERYBODY IN THIS ROOM, WE WANT TO THANK YOU FOR EVERYTHING YOU'VE DONE FOR THE PAST SIX YEARS FOR THE STUDENTS, STAFF, THE COMMUNITY OF THE DISTRICT, AND WE'RE GOING TO MISS YOU.
[APPLAUSE] WE WILL BE IN RECESS UNTIL 5:45.
WE ARE NOW, AS THEY SAY, AND NOW FOR SOMETHING COMPLETELY DIFFERENT, WE ARE GOING TO START OUR INTERVIEW PROCESS FOR THE VACANT DISTRICT II POSITION.
BOARD MEMBERS, YOU HAVE PACKETS IN FRONT OF YOU THAT ARE JUST FOR YOUR NOTES.
THE WAY THAT WE'LL DO THIS FOR ALL THE CANDIDATES, WE HAVE TO ASK ALL THE SAME QUESTIONS ALL THE WAY AROUND.
DR. ANZALONE IS HERE, BUT HE'S NOT ACTUALLY PARTICIPATING IN ANY OF THE QUESTIONING, SO IT'S JUST GOING TO BE THE FOUR OF US.
[01:10:02]
I WILL START WITH QUESTION 1 AND THEN WE'LL JUST GO AROUND TO TRACEY ON 2, CONNIE 4, OR 3. MY GOSH, I CAN'T COUNT.[INAUDIBLE] 4, AND THEN I'LL FINISH UP 5 AND TRACEY'S GOT NUMBER 6.
THE SCHEDULE HAS BEEN THROWN OUT THE WINDOW A LITTLE BIT, BUT JUST SO THAT YOU'RE AWARE WHITNEY HENION IS OUR FIRST CANDIDATE, AND WE HAVE ABOUT 20 MINUTES WITH EACH CANDIDATE, 3-4 MINUTES A QUESTION, SOMETHING LIKE THAT.
I'LL DO MY BEST TO KEEP YOU ON TRACK HERE.
WITH THAT, DO YOU HAVE ANY QUESTIONS FOR US ABOUT THE PROCESS OR ANYTHING LIKE THAT?
>> [INAUDIBLE] I CAN'T HEAR HER. THERE YOU GO.
>> IT WAS THEIR FOR A SECOND. THERE WE GO.
>> MY LORD. THAT COULD NOT BE ANY CLOSER.
>> WHITNEY HENION IS OUR FIRST CANDIDATE.
WHITNEY, YOU HAVE A COPY OF THE QUESTIONS IN FRONT OF YOU?
>> GREAT. QUESTION NUMBER 1, TELL US ABOUT YOURSELF.
WHY DID YOU APPLY FOR THE SCHOOL BOARD POSITION AND WHAT ARE YOUR QUALIFICATIONS?
>> FIRST, I'M GOING TO START BY SAYING THAT SINCE THESE QUESTIONS WERE PROVIDED TO ME A FEW DAYS AGO, I DID SOME THINKING AND SOME PROCESSING ABOUT THAT, AND I WANTED TO WRITE DOWN.
I'M NOT USUALLY A FAN OF READING WHAT I'VE WRITTEN, BUT I DEFINITELY WANT TO MAKE SURE THAT I'M SAYING EVERYTHING.
I'M GOING TO READ WHAT I WROTE, BUT I WELCOME IF WHATEVER I SAY CAUSES A QUESTION.
PLEASE ASK ME MORE BECAUSE I'M HAPPY TO DISCUSS.
BUT I JUST DIDN'T WANT TO FORGET ANYTHING.
I'M A CAMAS RESIDENT, A MOTHER OF TWO GIRLS IN CAMAS SCHOOL DISTRICT, SPOUSE OF THE LIBERTY MIDDLE SCHOOL BAND TEACHER.
SORRY. I'M A TRAINED ARCHITECT WITH A MINOR IN MUSIC AND AN ACCREDITATION AS A LEARNING ENVIRONMENT PLANNER WHO WORKS IN K12 EDUCATIONAL FACILITY DESIGN.
WITH THAT TRAINING, AS WELL AS A BACKGROUND IN MANUFACTURING, 7.5 YEARS WORKING AT THE ESD WITH THE CONSTRUCTION SERVICES GROUP AND VANCOUVER PUBLIC SCHOOLS AND CAPITAL PROJECTS.
NOW MY CURRENT ROLE BACK ON THE PRIVATE DESIGN SECTOR AS A BUSINESS DEVELOPMENT K12 SPECIALIST AT INTEGRUS ARCHITECTURE.
MY TRAINING AND EXPERIENCES GIVE ME A DIVERSE SET OF SKILLS THAT I CAN USE TO BE AN ADVOCATE FOR OUR COMMUNITY BY BEING APPOINTED TO THE SCHOOL BOARD.
I'M OUTGOING, APPROACHABLE, POSITIVE.
I'M COMFORTABLE WITH PUBLIC SPEAKING AND COMMUNITY ENGAGEMENT.
I PEPPER THESE TRAITS WITH HUMOR, AND I USE EMPATHY TO LEAD TOWARD A SHARED GOAL.
I'M KNOWN FOR TAKING ON CHALLENGING TASKS AND BRINGING PEOPLE TOGETHER FOR SUCCESS.
WHEN I'M PASSIONATE ABOUT A PROJECT OR A GOAL, I'M KNOWN TO BE DETERMINED AND PERSISTENT IN FINDING SOLUTIONS.
OVER 20 YEARS, I HAVE WORKED TO IMPROVE AND EXPAND STUDENT OPPORTUNITIES IN DESIGN.
MY DESIRE TO ENGAGE AND MENTOR STUDENTS, PARTICULARLY IN THE STEAM FIELDS, DRIVES MY COMMITMENT TO SUPPORT AND ENHANCE OUR DISTRICT SUCCESS AND REPUTATION.
I FEEL CALLED TO EXPLORE AND PROMOTE THE PEDAGOGY OF PBL, CTE, AND ARTS EDUCATION.
IN SHORT, I WANT TO USE MY CREATIVE TRAINING AND LEADERSHIP SKILLS TO SUPPORT AND EMPOWER CAMAS STUDENTS AND STAFF.
>> THANK YOU, WHITNEY. QUESTION 2, HOW DO YOU PLAN TO BALANCE COMMUNITY INTERESTS AND PRIORITIES AND YOUR OWN INTERESTS AND PRIORITIES WITH THE NEEDS OF THE 7,000 STUDENTS THAT THE CAMAS SCHOOL DISTRICT SERVES.
>> MY TRAINING AND WORK EXPERIENCE HAS ALWAYS BEEN ABOUT LISTENING TO STAKEHOLDERS AND GUIDING THEM THROUGH A PROCESS WHERE WE DETERMINE WHAT WE WANT TO DO, WHAT WE ARE ABLE TO DO, AND WHAT WE'D BE BEST TO DO.
IT INVOLVES A LOT OF LISTENING, A LOT OF EDUCATING AND TRANSLATING BETWEEN DISCIPLINES AND SPECIALTIES.
UNDERSTANDING THE DIVERSE PERSPECTIVES OF OUR COMMUNITY AND BALANCING THOSE WITH THE REALITIES OF FUNDING AND CONTRACTS AND EDUCATIONAL EXPECTATIONS ARE CRITICAL FOR A SUPPORTIVE AND PROGRESSIVE COMMUNITY.
I'VE PARTICIPATED IN THIS PROCESS AS AN ARCHITECT, AS A MANUFACTURER, AS A PROJECT MANAGER, AND EVEN AS A COMMUNITY MEMBER ON THE ADVISORY COUNCIL FOR OUR LAST BOND.
THIS DESIGN PROCESS ISN'T JUST GOOD FOR BUILDING SCHOOLS, IT'S AN EXCELLENT WAY TO FIND SOLUTIONS TO THE MANY CHALLENGES WE FACE IN EDUCATION TODAY.
>> HI. CAMAS SCHOOL DISTRICT STANDS ON
[01:15:01]
THE BELIEF IN EQUITABLE TEACHING PRACTICES AND SUCCESS FOR EACH STUDENT.WHAT DOES THIS MEAN TO YOU? HOW WOULD YOU, AS A BOARD MEMBER, CONTRIBUTE TO THIS BELIEF?
>> EQUITY TO ME IS SUPPORT WITHOUT SAMENESS.
EQUITY ENSURES JUST AND APPROPRIATE SUPPORT, FREE OF JUDGMENT BY ADAPTING FRAMEWORKS TO MEET THE DIVERSE NEEDS OF LEARNERS AND COMMUNITY MEMBERS.
WHILE EQUALITY AIMS TO DISTRIBUTE RESOURCES EQUALLY, IT DOESN'T ALWAYS LEAD TO EQUITABLE OUTCOMES.
IN ORDER TO ACHIEVE EQUALITY IN EDUCATION, WE NEED TO UNDERSTAND OUR STUDENTS.
WE NEED TO KNOW WHERE THEY COME FROM, WHAT THEY VALUE, AND MOST IMPORTANTLY WHAT THEY NEED.
ONCE WE UNDERSTAND THEM IN THAT WAY, WE CAN DELIVER AN EQUITABLE EDUCATION.
I'VE HAD MANY EXPERIENCES AND DIALOGUES ABOUT HOW LEARNING ENVIRONMENTS, DESIGNED FOR EQUITY AND INCLUSION SHOULD FOSTER A SENSE OF BELONGING AND SECURITY.
A COMMON THREAD AND ANALYSIS AND DISCUSSION, IN MY CAREER IS WHAT HABITS AND HABITATS OF OUR PAST ARE GETTING IN THE WAY OF INCLUSIVE AND EQUITABLE LEARNING ENVIRONMENTS? IN THE ARCHITECTURE AND DESIGN INDUSTRY, CRITICAL ELEMENTS OF OUR ENGAGEMENT STRATEGY INCLUDE DIVERSITY AND EQUITY INCLUSION INITIATIVES, AS WELL AS SUPPORTING BIPOC, MWBE, AND LGBTQ PLUS COMMUNITIES.
WE ALSO RECOGNIZE THAT INEQUITIES AFFECT LOW INCOME FAMILIES, HOMELESS FAMILIES, INDIVIDUALS WITH ENGLISH AS A SECOND LANGUAGE, AND MY PERSONAL ETHICS AND BEHAVIOR DIRECTLY REFLECT FOSTERING THESE VALUES.
AS A SCHOOL BOARD MEMBER, I WOULD SEE THAT AS DOING LOTS OF LISTENING AND LEARNING AND HEARING ABOUT THE CHALLENGES AND WORKING TO REMOVE BARRIERS THAT PREVENT SUCCESS.
>> WHAT DO YOU SEE AS OPPORTUNITIES AND CHALLENGES IN THE DISTRICT?
>> I'M GOING TO START WITH CHALLENGES BECAUSE I WANT TO END ON OPPORTUNITIES.
CHALLENGES, OBVIOUSLY, THE GENERAL DECREASE OF ENROLLMENT DISTRICT WIDE, WHICH IS ALSO A STATE TREND, NOT JUST HERE, WHICH DIRECTLY TRANSLATES TO A REDUCTION IN FUNDING.
LOW ENROLLMENT AT DISCOVERY HIGH SCHOOL, A LACK OF UNDERSTANDING AROUND PUBLIC SCHOOLS FUNDING SOURCES AND THOSE REQUIREMENTS, UNFUNDED STATE AND FEDERAL MANDATES.
JUST TO NAME ONE, WASHINGTON STATE CLEAN BUILDINGS ACT, AND HOW THAT'S GOING TO AFFECT DIFFERENT SCHOOL DISTRICTS ACROSS THE STATE.
FINALLY, ADULTS HOLDING ONTO THEIR OWN PARADIGMS OF EDUCATION AND AS A RESULT, ARE RELUCTANT TO ADAPT OR ACCEPT NEW METHODS AND STYLES OF EDUCATION.
OPPORTUNITIES I CONSIDER IN CAMAS ARE ACCESS TO A VARIETY OF PEDAGOGY OPPORTUNITIES BY PROGRAM OFFERINGS.
CAMAS CONNECT ACADEMY, PBL, RUNNING START, CASCADIA TECH, ETC.
STUDENT SUCCESS IN PROGRAMS, WE'VE SEEN IT FOR YEARS WITH DECA AND ROBOTICS AND ATHLETICS AND MUSIC AND NOW THE MUSIC BOOSTERS, WHICH I'M PROUD TO BE PART OF.
COMMUNITY CONNECTIONS AND SUPPORT BY BUSINESSES AND FAMILY.
I THINK THAT'S ALWAYS BEEN STRONG IN CAMAS, ESPECIALLY WHEN WE LOOK AT OTHER COMMUNITIES.
I THINK WE'RE LUCKY TO HAVE THAT.
A GREAT EXAMPLE WOULD BE THE TENNIS ASSOCIATION'S COURT COVERINGS OFFERING TO SUPPORT US IN THAT WAY.
THEN ALSO THE LEADBETTER PROPERTY, THAT WE CAN USE THAT AS A LAND BANK FOR FUTURE.
WE COULD ALSO USE THAT AS AN INCOME GENERATION FOR THE DISTRICT, WHICH CREATES A CONNECTION TO THE COMMUNITY AND GIVING COMMUNITY AMENITIES TO OUR CITIZENS.
THOSE ARE MY OPPORTUNITIES THAT I'M SELECTING.
JUST TO KEEP AN EYE ON TIME, WE HAVE ABOUT 10 MINUTES LEFT AND TWO QUESTIONS LEFT.
THERE YOU GO. NUMBER 5, WHAT ARE THE MOST IMPORTANT RESPONSIBILITIES OF A SCHOOL BOARD?
>> PER THE WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION WSSDA SCHOOL BOARD GUIDE, WHICH I'M SURE YOU'RE ALL VERY FAMILIAR WITH, IT'S TO CREATE A COMMUNITY WIDE SHARED VISION AND SET GOALS FOR IMPROVING STUDENT ACHIEVEMENT, CREATES CONDITIONS AND DIRECT RESOURCES FOR ACCELERATING IMPROVEMENTS, HOLDING THE SYSTEM ACCOUNTABLE TO HIGH AND EQUITABLE ACHIEVEMENT FOR EACH AND EVERY STUDENT, COMMUNICATING THE NEEDS AND PROGRESS OF STUDENTS IN THE COMMUNITY, AND BUILDING PUBLIC WILL TO IMPROVE OUTCOMES FOR ALL STUDENTS AND SUCCEED IN REACHING THE DISTRICT'S ACHIEVEMENT GOALS.
[01:20:05]
THE SCHOOL BOARD, IN MY WORDS, IS A GROUP THAT NEEDS TO ENSURE THAT THE DISTRICT IS MEETING STATE AND FEDERAL REQUIREMENTS WHILE AT THE SAME TIME MEETING THE HIGH EXPECTATIONS OF THE CAMAS COMMUNITY.>> THANK YOU. OUR LAST QUESTION IS, ARE THERE ANY QUESTIONS YOU ARE PREPARED TO ANSWER THAT WE DID NOT ASK YOU?
>> WELL, THEN IF YOU DON'T HAVE ANYTHING ELSE FOR US, WE'RE GOOD WITH YOU.
THANK YOU, WHITNEY HENION FOR COMING IN. REALLY APPRECIATE IT.
>> OUR NEXT CANDIDATE WILL BE MATTHEW MCBRIDE. THERE HE IS.
>> THERE WE GO. THERE WERE SEVERAL PEOPLE THAT I HAD HEARD WERE INTERESTED IN POSITION.
>> GREAT. GIVE US JUST A SECOND HERE TO MOVE PAPERS, OR MAYBE IT'S JUST ME THAT NEEDS TO MOVE PAPERS.
SORRY. IS EVERYBODY ELSE READY?
>> SO YOU WERE JUST WAITING FOR ME.
[LAUGHTER] OUR NEXT CANDIDATE IS MATTHEW MCBRIDE.
MATTHEW, THANKS FOR YOUR INTEREST.
WE HAVE A SET OF QUESTIONS THAT WE'LL ASK GO AROUND THE ROOM ONE AT A TIME.
I THINK YOU HAVE THOSE QUESTIONS IN FRONT OF YOU AS WELL.
UNLESS YOU HAVE ANY QUESTIONS ABOUT THE PROCESS, I THINK WE'LL JUST GO AHEAD AND JUMP IN.
QUESTION NUMBER 1, TELL US ABOUT YOURSELF.
WHY DID YOU APPLY FOR THE SCHOOL BOARD POSITION AND WHAT ARE YOUR QUALIFICATIONS?
>> WELL, THANK YOU FIRST FOR GIVING ME THE CHANCE TO INTERVIEW FOR THIS POSITION FOR THE DIRECTOR POSITION FOR DISTRICT 2.
THE REASON I APPLIED FOR THIS POSITION IS A NATURAL FIT FOR MY SKILLS AND EXPERTISE, AND IT'S ALWAYS BEEN A PART OF THE NEXT LEVEL OF SERVICE TO OUR COMMUNITY THAT I'VE WANTED TO PROVIDE, SO I'LL TALK A LITTLE BIT ABOUT THAT IN MY BACKGROUND.
AS INTRODUCED, MY NAME IS MATTHEW JENNINGS MCBRIDE.
I'M A 22 YEAR RESIDENT OF THE CITY OF CAMAS.
WITH MY WIFE OR MCBRIDE FILTER, WE'VE HAD THE OPPORTUNITY TO RAISE FOUR CHILDREN IN CAMAS AND GIVE THEM THE PRIVILEGE OF A LOT OF SCHOOL CHOICE THAT THE CAMAS SCHOOL DISTRICT IN THE STATE OF WASHINGTON HAS PROVIDED US.
EVERYTHING FROM PRIVATE SCHOOL TO HOME SCHOOL TO CASCADIA TECH, TO CHS TO DISCOVERY.
WE'VE EXPERIENCED ALMOST ALL OF IT.
PROFESSIONALLY, MY BACKGROUND IS A SCIENTIST.
I HAVE A UNDERGRADUATE DEGREE IN MOLECULAR BIOLOGY AND MASTER'S IN PLANT PATHOLOGY AND BUSINESS INTELLIGENCE AND ANALYTICS.
I'M A DATA-DRIVEN PERSON BY NATURE.
IN MY PROFESSIONAL CAPACITY, I'VE WORKED FOR 20 YEARS FOR THE NONPROFIT AMERICAN CHEMICAL SOCIETY.
FOR 15 OF THOSE, I'VE HELD A LEADERSHIP ROLE AS A DIRECTOR OF INTELLECTUAL PROPERTY, SEARCH AND CONSULTING.
I MANAGE A TEAM OF SCIENTISTS AND OPERATIONS PROFESSIONALS THAT SPAN ACROSS THE GLOBE FROM KARLSRUHE, GERMANY TO THE WEST COAST TO THE US.
BEFORE EVERYONE WAS VIRTUAL UNDER COVID, I'VE BEEN OPERATING FOR ALMOST 15 YEARS IN A VIRTUAL CAPACITY.
BUT MY ROLE BRINGS ME SOME UNIQUE SKILLS.
I HAVE BOTH LEADERSHIP SKILLS, I HAVE PNL RESPONSIBILITY IN MY CURRENT ROLE.
I HAVE TO DEAL WITH CLIENTS ALL THE TIME WHICH ARE PRIMARILY ATTORNEYS.
THEY CAN BE PRETTY STRESSFUL AT TIMES, BUT I'M A CUSTOMER SERVICE FOCUSED PERSON.
I ALSO HAVE, AS I SAID, ANALYTICAL PROBLEM SOLVING SKILLS.
I HAVE TO WORK WITH BOTH TECHNICAL TEAMS BUILDING SOLUTIONS AS WELL AS NEW SERVICES.
[01:25:03]
MY PROFESSIONAL ROLE GIVES ME A LOT OF SKILLS THAT I CAN APPLY IN MY SERVICE.I THINK I SHARED IN MY WORD APPLICATION LIKE THE LAST 15 YEARS WORTH OF SERVICE OPPORTUNITIES I HAD.
IF IT WEREN'T FOR MY FAMILY, LETTING ME GIVE MY TIME IN THE EVENING TO SERVICE, I PROBABLY WOULDN'T BE ABLE TO DO IT.
BUT THE TWO MOST RECENT THAT I'LL SHARE THAT I THINK ARE ON THERE ARE I HAVE THE PRIVILEGE OF SERVING THE CITY OF CAMAS AND THE CITIZENS ON THE BOARD OF TRUSTEES OF THE CLARK COUNTY MOSQUITO CONTROL DISTRICT.
IT'S VERY SIMILAR IN THE ROLE THAT YOU PLAY IN A MUCH SMALLER CAPACITY IN PUBLIC HEALTH, BUT DEALING WITH BUDGETING, DEALING WITH POLICY, DEALING WITH THE COMMUNITY, MANAGING THE EXECUTIVE DIRECTOR THAT RUNS THE SERVICE.
THE OTHER ONE THAT I'M VERY PROUD OF THAT I SPEND A LOT OF TIME IS WITH OUR ROBOTICS TEAM.
TEAM MEAN MACHINE, WHICH REPRESENTS STUDENTS FROM CAMAS, HOCKINSON, AND WASHOUGAL.
THAT ALSO EXTENDED ME THE OPPORTUNITY TO SERVE ON THE BOARD OF THE NONPROFIT SIDE, WHICH SERVES THE ROBOTICS TEAM, AS WELL AS OTHER ASP STEM CLUBS.
SCIENCE OLYMPIAD, MATH, AND SO FORTH.
WE HELP WITH THE FINANCIAL SIDE OF THAT.
I WOULD SAY THAT I HAVE A CALL TO SERVICE. I ALWAYS HAVE.
IT'S REPRESENTED BY MY APPLICATION.
THIS IS THE NEXT NATURAL FIT FOR ME.
I'M VERY PASSIONATE ABOUT EDUCATION, PASSIONATE ABOUT FAMILIES, ABOUT OUR COMMUNITY.
>> THANK YOU. I SHOULD MENTION TOO, WE'RE DOING ABOUT 20 MINUTES PER INTERVIEW.
WE HAVE SIX QUESTIONS AND WE'RE ABOUT 17 MINUTES LEFT.
>> I GOT QUESTION NUMBER 2 FOR YOU.
HOW DO YOU PLAN TO BALANCE COMMUNITY INTERESTS AND PRIORITIES AND YOUR OWN INTERESTS AND PRIORITIES WITH THE NEEDS OF THE 7,000 STUDENTS THE CAMUS SCHOOL DISTRICT SERVES?
>> I LIKE THIS QUESTION BECAUSE IT FEELS LIKE A LOADED QUESTION.
WHEN YOU LOOK AT BALANCE, PEOPLE THINK LIKE THE SCALES OF JUSTICE, SOMEHOW WE HAVE TO EVEN OUT THE TWO.
I RECOGNIZE IN A BOARD POSITION, WHETHER IT'S A NONPROFIT BOARD, IT'S THE BOARD HERE OR BOARD OF TRUSTEES.
EVERYONE BRINGS THEIR OWN SKILLS AND EXPERTISE TO THE POSITION.
WE OFTEN BRING OUR OWN INTERESTS THAT WE CAN CONTRIBUTE TO THE BENEFIT OF THE GROUP.
WHAT STRUCK ME WAS THE IDEA OF PRIORITIES BECAUSE REALLY YOU SHOULD NOT HAVE A PERSONAL AGENDA COMING INTO THE ROLE OF A DIRECTOR.
YOU'RE COMING TO SERVE THE MEMBERS OF THE COMMUNITY THAT YOU SERVE, THE MISSION THAT YOU SERVE.
I GUESS, TO ME, THE WAY TO BALANCE THAT IS TO RECOGNIZE THAT YOU DON'T HAVE ANY AUTHORITY AS AN INDIVIDUAL.
YOU HAVE ACCOUNTABILITY AS A MEMBER OF THE BOARD, BUT THE BOARD IN TOTAL HAS BOTH ACCOUNTABILITY AND AUTHORITY.
I THINK THE BALANCE IS REALLY THE TIP THAT YOU BRING YOUR OWN PRIORITIES AND INTEREST, BUT YOU SHOULD NOT BRING A PERSONAL AGENDA TO THE ROLE.
I DON'T KNOW IF THAT ANSWERS YOUR QUESTION, I THINK SO.
>> SORRY, I'M JUST PONDERING HERE.
CAMAS SCHOOL DISTRICT STANDS ON THE BELIEF IN EQUITABLE TEACHING PRACTICES AND SUCCESS FOR EACH STUDENT.
WHAT DOES THIS MEAN TO YOU? HOW WOULD YOU, AS A BOARD MEMBER, CONTRIBUTE TO THIS BELIEF?
>> SURE. I KNOW THE BOARD AND THE SCHOOL, THE POLICIES ABOUT EQUITY ARE VARIED.
YOU CAN READ ACROSS THE ENTIRE POLICY SEGMENT THE BOARD HAS WRITTEN ABOUT EQUITY.
TO ME AND MY PROFESSIONAL ROLE IN IN SERVING THE COMMUNITY, EQUITY AT ITS CORE IS ABOUT IDENTIFYING AND ELIMINATING BARRIERS FOR INDIVIDUALS OR GROUPS OF INDIVIDUALS.
WHEN IT COMES TO EQUITY, IT IS A CONSTANTLY EVOLVING PROCESS OF CHANGE.
IF IT WASN'T, IT WOULD HAVE BEEN SOLVED WITH THE CIVIL RIGHTS ACT IN THE '60S OR IT WOULD HAVE BEEN SOLVED WITH THE AMERICAN DISABILITIES ACT.
ALL OF THE ACTS THAT TRY TO ADDRESS EQUITY IN EVERY POLICY ONLY HAS SO MUCH LIMIT THAT WE CAN ACTUALLY SOLVE THE PROBLEM TODAY AND NEW PROBLEMS ARISE.
TO ME, EQUITY IS ABOUT THAT SOLUTION ABOUT EQUAL OUTCOMES, FAIRNESS IN APPLICATION.
IT IS A PROCESS OF CONTINUOUS IMPROVEMENT.
IT'S WHY I THINK THAT MOST SUCCESSFUL ADDRESSES OF EQUITY ARE BOTH DATA-DRIVEN, COMMUNITY-DRIVEN THROUGH ENGAGEMENT, AND THROUGH PROPER RESOURCE ALLOCATION.
RESOURCES ARE ALWAYS THE MOST LIMITING FACTOR IN ADDRESSING EQUITY, AND A CONSTANT PROCESS TO REEVALUATE THAT IS A NECESSARY COMPONENT.
AS A BOARD MEMBER, I KNOW THAT YOU HAVE A COMMUNITY EQUITY FORUM.
THAT WOULD BE A VERY INTERESTING PART FOR ME TO PARTICIPATE IN.
BUT ALSO THE MINDSET THAT ADDRESSING EQUITY IS CONSTANT IMPROVEMENT OR CONSTANT PROCESS IMPROVEMENT.
>> QUESTION 4, WHAT DO YOU SEE AS OPPORTUNITIES AND CHALLENGES IN THE DISTRICT?
>> FOR THE SAKE OF TIME, I'LL ADDRESS TWO BECAUSE I THINK IT FITS.
IN MY PERSONAL WORK, OPPORTUNITIES AND CHALLENGES ARE OFTEN ALIGNED.
A CHALLENGE THAT YOU ADDRESS NOW BECOMES AN OPPORTUNITY.
[01:30:01]
THE TWO THAT I'D HIGHLIGHT AS OPPORTUNITIES AND CHALLENGES, FIRST IS COMMUNICATION AND THE RELATIONSHIP WITH THE COMMUNITY.BOTH OF THE TWO THAT I'LL TALK ABOUT ARE RELATIONSHIP DRIVEN, BUT MOST RELATIONSHIPS BREAK DOWN BECAUSE COMMUNICATION BREAKS DOWN.
JUST LIKE WITH EQUITY, COMMUNICATION IS CONSTANTLY CHANGING.
THE STUDENTS THAT WE'RE HERE TODAY COMMUNICATE WAY DIFFERENT, I DON'T KNOW IF THEY'RE ON TEXTING, WHAT SOCIAL MEDIA THEY USE.
BUT COMMUNICATION IS A KEY OPPORTUNITY FOR BOTH THE SCHOOL DISTRICT AND THE BOARD, ALWAYS EVOLVING BECAUSE DO PEOPLE GO TO WEBSITES TO READ THE NEWS ANYMORE? DO THEY GO TO PARENT SQUARE? WHERE DID THEY GO? COMMUNICATION WOULD BE THE FIRST ONE.
THE SECOND ONE IS, I THINK EVERYONE KNOWS IS BUDGET.
IT'S THE SAME THING IN OTHER RELATIONSHIPS.
MONEY IS USUALLY THE CAUSE OF PROBLEMS IN A RELATIONSHIP.
THE REASON I HIGHLIGHTED THESE TWO AS CHALLENGES AND OPPORTUNITIES IS, I THINK I'M NOT CERTAIN IF ENOUGH OF THE COMMUNITY UNDERSTANDS THE APPROACH THAT THE ADMINISTRATION AND THE BOARD HAS TAKEN TO COMBINE THESE TWO, TO ENGAGE THE COMMUNITY AND ADDRESS THE LEGISLATURE.
IT COULD JUST BE EASY TO SAY, WE HAVE BUDGET PROBLEMS, BLAME THE STATE.
WE HAVE COMMUNICATION PROBLEMS, BLAME WHATEVER TOOL WE HAVE.
BRINGING THOSE TWO TOGETHER TO SOLVE THE GREATER PROBLEM OF A LEGISLATIVE ACTION, I THINK WAS A UNIQUE SOLUTION.
I BELIEVE ALMOST EVERY OPPORTUNITY CHALLENGE IS ADDRESSABLE IF YOU TALK ABOUT IT.
I THINK THAT ONE I WOULD HIGHLIGHT AS PROBABLY THE BIGGEST OPPORTUNITY AND CHALLENGE, BECAUSE I THINK THERE'S OTHER OPPORTUNITIES AND CHALLENGES THAT THIS BOARD AND THIS ADMINISTRATION COULD SOLVE THROUGH TO IMPROVE COMMUNICATION WITH, PROBABLY.
>> THANK YOU. NUMBER 5, WHAT ARE THE MOST IMPORTANT RESPONSIBILITIES OF A SCHOOL BOARD?
>> IF I BROUGHT YOUR POLICY, WHICH SAYS, I THINK IT'S 1005, IT SAYS WHAT THE IMPORTANT ASPECTS ARE RIGHT, SO IT'S A LOADED ONE AGAIN.
IF SOMEONE WERE TO ASK ME HERE, WHAT ARE THE FIVE THAT I WOULD SAY ARE THE MOST IMPORTANT RESPONSIBILITIES OF A SCHOOL BOARD? FIRST WAS LIKE TONIGHT.
IT'S THE VISION, GOALS, AND STRATEGY THAT NEEDS TO BE COMMUNICATED TO ALL INVOLVED, TO THOSE THAT ARE EMPLOYED HERE, TO THE STUDENTS, TO THE FAMILIES, TO THE COMMUNITY.
IT'S REALLY ONE OF THE MOST IMPORTANT THINGS OF ANY BOARD.
A BOARD IS RESPONSIBLE FOR ADDRESSING NEW POLICY, EVALUATING EXISTING POLICY, EDITING, CHANGING, DELETING KEY ASPECT, WITHOUT A DOUBT.
THE THIRD WOULD BE THE SUPERINTENDENT.
THE ONLY EMPLOYEE THAT THE BOARD IS RESPONSIBLE FOR, SO MANAGING THE SUPERINTENDENT, EVALUATING, AND WHEN NEEDED, HIRING.
THAT'S A KEY ASPECT. I'D SAY, FOURTH WOULD BE BUDGET.
BUDGET OVERSIGHT, WORKING WITH BUSINESS SERVICES, MAKING CERTAIN NOT ONLY THAT THE BUDGET IS APPROPRIATE, BUT IT'S COMMUNICATED FOR POLICY, AND STATE LAW IN A TIMELY MANNER.
THEN PROBABLY THE LAST ONE, WHICH I THINK I MENTIONED EARLIER IS COMMUNICATION.
THE RELATIONSHIP WITH THE COMMUNITY IS A KEY PART.
ALL OF YOU ARE REPRESENTATIVE OF THE COMMUNITY.
IT'S AN ELECTED ROLE WHERE YOU HAVE TO REPRESENT THE COMMUNITY AT LARGE.
IT'S PROBABLY THE ONES I WOULD COMMUNICATE TO ANYBODY.
WHAT'S THE RESPONSIBILITIES OF THE SCHOOL BOARD? IT DIMINISHES IT JUST TO FIVE, BUT IT'S EASIER TO REMEMBER THAT.
>> THANK YOU. OUR LAST QUESTION IS, ARE THERE ANY QUESTIONS YOU WERE PREPARED TO ANSWER THAT WE DID NOT ASK?
>> ANY QUESTIONS I'M PREPARED TO ANSWER.
DO YOU WANT ME TO ASK A QUESTION TO MYSELF?
>> OR GIVE AN ANSWER, SHARE SOMETHING THAT YOU THOUGHT WE'D ASK YOU THAT YOU THINK WE WOULD LIKE TO HEAR ABOUT?
>> I THINK I READ THIS DIFFERENTLY BEFORE.
I'LL GO BACK TO MY INTRODUCTION OF WHY I'M HERE.
IT DIDN'T TAKE IT LIGHTLY OPPORTUNITY WHEN I NOTICED THAT ERIKA SAID SHE WAS STEPPING DOWN FROM HER ROLE.
IT'S NOT A ROLE THAT I WOULD HAVE RUN AGAINST HER FOR.
I RESPECT THE WORK THAT ALL OF YOU DO.
I HAVE BEEN CALLED TO SERVICE, PROBABLY SINCE I WAS A TEENAGER.
I WAS GIVEN THE OPPORTUNITY IN HIGH SCHOOL TO BE EDUCATED BY JESUITS, WHICH REALLY SOUGHT ALMOST MAYBE LIKE THE STRATEGIC PLAN THAT ACADEMICS ALONE AREN'T ENOUGH.
YOU HAVE TO, IN THEIR MIND, EDUCATE THE WHOLE PERSON AND SERVE THE BROADER COMMUNITY.
THEY TAUGHT ME THAT IN HIGH SCHOOL, AND THEN IT TOOK ME 10 YEARS LATER TO REALIZE HOW IMPORTANT THAT WAS IN MY LIFE WHEN I STARTED HAVING MY FIRST CHILD.
IT'S WHY AS SOON AS WE MOVED HERE, BOTH MY WIFE AND I SAID, WELL, HOW ARE WE GOING TO SPEND TIME OUTSIDE OF OUR HOME? BOTH OF US CHOSE SERVICE.
SHE DECIDED TO BE A LIBRARY TRUSTEE, THAT'S FOR A LONG TIME.
I DECIDED TO TAKE THE OPPORTUNITY TO SERVE AS BROAD OF A COMMUNITY AS I COULD.
THE OPPORTUNITIES THAT I LISTED DOWN ON MY SERVICE WAS TO SERVE THE CITY, TO SERVE THE COUNTY, TO SERVE NON-PROFITS, AND TO SERVE EDUCATION WHERE I COULD WITH THE SKILLS THAT I HAD, AND I TRIED TO SPREAD THAT AROUND AS MUCH AS I COULD WHILE ALSO FULFILLING THE COMMITMENT.
[01:35:02]
I DIDN'T WANT TO BE SPORADIC, LIKE A YEAR HERE, A YEAR, THERE.I THINK IF I WERE TO SHARE ANY FURTHER, WOULD REALLY BE ON THAT BACKGROUND OF WHY I'M HERE.
THIS FEELS LIKE A NATURAL NEXT FIT FOR ME FOR THE SERVICE THAT I'VE GIVEN TO OUR COMMUNITY.
>> WELL, WE'VE REACHED THE END OF OUR INTERVIEW TIME.
>> THANK YOU VERY MUCH, MATTHEW MCBRIDE.
>> ALL RIGHT. WE HAVE OUR NEXT CANDIDATE UP IS AMY HANSON.
AMY, DO YOU HAVE A COPY OF THE QUESTIONS IN FRONT OF YOU? WANT TO MAKE SURE IF YOU NEED IT, WE CAN GET ANOTHER ONE. YOU GOT IT.
GREAT. FIRST OF ALL, THANK YOU FOR APPLYING AND THANKS FOR BEING HERE TONIGHT.
WE HAVE A SET OF SIX QUESTIONS THAT WE'RE ASKING ALL OF THE APPLICANTS.
WE HAVE ABOUT 20 MINUTES TO GET IT DONE, SO ABOUT THREE OR FOUR MINUTES OF QUESTION.
SO FAR THAT HASN'T BEEN A PROBLEM.
LET'S GO AHEAD AND GET RIGHT INTO IT.
WE'LL JUST GO ONE A TIME DOWN THE BOARD.
WHY DID YOU APPLY FOR THE SCHOOL BOARD POSITION AND WHAT ARE YOUR QUALIFICATIONS? OH, AND YOU'LL HAVE TO PULL THAT MIC TO YOU AND PUSH THE BUTTON AT THE BOTTOM.
THERE YOU GO. YOU MIGHT HAVE TO GET. YEAH.
>> [LAUGHTER] I'M A PARENT OF TWO STUDENTS THAT HAVE GRADUATED FROM CAMAS SCHOOL DISTRICT, AND JUST HAVE BOTH GRADUATED FROM COLLEGE NOW.
I'M DENESTER, AND I CURRENTLY AM FINISHING UP MY LAST WEEK OF SCHOOL OVER AT HELEN BALLER IN THE LIBRARY THERE.
AS FAR AS MY QUALIFICATIONS, I'VE BEEN A PARENT, A LONG TIME VOLUNTEER, 15 YEARS OF VOLUNTEER SERVICE IN THE DISTRICT PRIOR TO BECOMING AN EMPLOYEE WITH THE DISTRICT.
THEN THE LAST FOUR YEARS I'VE WORKED OVER IN THE ELEMENTARY SCHOOL AS BOTH A PARA EDUCATOR IN THE LIBRARY, AND THEN ALSO AS A SUBSTITUTE CERTIFICATED AND CLASSIFIED.
I FEEL LIKE JUST IN THE SCHOOL REALM, I'VE GOT A PLETHORA OF EXPERIENCE TO OFFER AND PERSPECTIVES.
THEN PROFESSIONALLY, MY BACKGROUND, I HAVE A DEGREE IN PSYCHOLOGY AND I HAVE A LAW DEGREE.
I PRACTICED LAW PRIOR TO HAVING MY CHILDREN.
I WAS A TRIAL ATTORNEY AND CORPORATE LITIGATION.
AS FAR AS POLICY AND LEGAL THINGS, I DEFINITELY HAVE GOT THAT EXPERIENCE IN MY PAST.
I'VE SAT ON MULTIPLE BOARDS IN THE COMMUNITY.
I WAS PRETTY ACTIVE WITH CEF PRIOR TO THE LOCKDOWN AND I WAS THE THE PRESIDENT OF MY HOMEOWNERS ASSOCIATION FOR 11 YEARS.
MY HOMEOWNERS ASSOCIATION WAS INTERESTING.
WE WERE UP ON LIVINGSTON MOUNTAIN.
IT INVOLVED A LOT OF INTERACTION WITH THE STATE AND THE COUNTY AND PARTICIPATING IN TESTIFYING BEFORE THE CITY COUNCILORS AND THINGS LIKE THAT TO MAKE SURE THAT THE WATER FOR BOTH OUR COMMUNITY AND ACTUALLY INDIRECTLY FOR CAMAS WERE NOT AFFECTED BY MINING AND LOGGING ACTIVITIES UP ON THE MOUNTAIN.
I THINK THAT THOSE ARE THAT'S BASICALLY MY OVERALL QUALIFICATIONS.
DO YOU HAVE ANY QUESTIONS ABOUT THAT? I'D BE HAPPY TO ELABORATE FURTHER.
>> I'M NOT EVEN DOING GOOD WITH THE MIC. THANK YOU.
>> THANK YOU, AMY. I GET THE PLEASURE OF ASKING QUESTION NUMBER 2.
HOW DO YOU PLAN TO BALANCE COMMUNITY INTERESTS AND PRIORITIES AND YOUR OWN INTERESTS AND PRIORITIES WITH THE NEEDS OF THE 7,000 STUDENTS THE CAMAS SCHOOL DISTRICT SERVES?
[01:40:01]
>> THAT'S AN INTERESTING ONE FOR ME, GIVEN THAT I NO LONGER HAVE STUDENTS IN THE DISTRICT.
IN TERMS OF BALANCING MY PERSONAL INTERESTS WITH THE SCHOOL INTERESTS, I DON'T HAVE THAT STRUGGLE ANYMORE OTHER THAN JUST FROM A SERVICE PERSPECTIVE.
I JUST WANT TO MAKE SURE THAT OUR STUDENTS ARE SERVED.
IN TERMS OF IMPACTS WITHIN THE COMMUNITY, IF THERE WAS SOMETHING IN THE COMMUNITY THAT I HAD A PERSONAL ASSOCIATION WITH OR INTEREST IN THAT SCHOOL DEVELOPMENT OR GROWTH OR POLICIES WERE GOING TO BE IMPACTED.
I THINK THE BEST WAY FOR ME PERSONALLY TO BALANCE THAT IS TO LISTEN AND COMMUNICATE AND COLLABORATE WITH PEOPLE AROUND ME BECAUSE OFTENTIMES YOU FIND OUT MORE INFORMATION THAT WAY THAN YOU DO JUST WITH YOUR OWN PERSONAL VIEWPOINT.
I THINK THAT THAT'S HOW I PLAN TO BALANCE MY ROLE WITHIN THE COMMUNITY AND WITHIN THE SCHOOL DISTRICT.
AS FAR AS LIKE TIME, THERE REALLY ISN'T A TIME CONSTRAINT FOR ME BECAUSE I WILL NO LONGER BE WORKING.
>> CAMAS SCHOOL DISTRICT STANDS ON THE BELIEF IN EQUITABLE TEACHING PRACTICES AND SUCCESS FOR EACH STUDENT.
WHAT DOES THIS MEAN TO YOU? HOW WOULD YOU, AS A BOARD MEMBER, CONTRIBUTE TO THIS BELIEF?
>> EQUITY TO ME IT'S NOT A ONE SIZE FITS ALL POLICY.
I DON'T THINK IT'S IDENTIFYING.
I'VE ALWAYS LOVED THE CAMAS MODEL OF SEE AND SERVE EVERY STUDENT.
I THINK THAT THAT'S REALLY EXAMPLE THAT IS SET THROUGH ALL OF OUR SCHOOLS AT EVERY LEVEL.
I'VE SEEN IT IN THE CAMAS SCHOOL DISTRICT AS A VOLUNTEER.
I THINK THAT IDENTIFYING GROUPS OR INDIVIDUAL STUDENT NEEDS IS THE FIRST PRIORITY AND THEN FIGURING OUT HOW TO DEAL WITH THEM IN A BALANCED WAY SO THAT IT DOESN'T UNINTENTIONALLY INTERRUPT OR IMPACT ANOTHER GROUP OF STUDENTS.
SOMETIMES I THINK THE LESS WE DO IS MORE BECAUSE WE CAN SEE HOW IT IMPACTS BEFORE WE MAKE A BROAD SWEEPING POLICY TO AFFECT THE EQUITY.
BUT I THINK THE BIGGEST CHALLENGE IS IDENTIFYING WHERE THE NEEDS ARE AND HOW EACH STUDENT IS BEING SERVED OR IS LACKING SERVICES.
THAT'S THE FIRST AND MOST IMPORTANT GOAL.
IT'S A REALLY BROAD GOAL TO BE EQUITABLE IN OUR SCHOOL DISTRICT BECAUSE THE NEEDS OF THE STUDENTS ARE SO VARIED AND EQUITY CAN TAKE SO MANY DIFFERENT FORMS IN EDUCATION AND OPPORTUNITY.
>> QUESTION NUMBER 4. WHAT DO YOU SEE AS OPPORTUNITIES AND CHALLENGES IN THE DISTRICT?
>> IT'S BOTH, AND IT'S GROWTH.
THAT'S WHAT I SEE AS BEING THE BIGGEST CHALLENGE IN OUR COMMUNITY IS THE GROWTH IN OUR COMMUNITY AND HOW DO WE CONTINUE TO SERVE AT THE SAME STANDARD THAT WE HAVE BEEN SERVING AS A SMALLER COMMUNITY AS WE GROW AND EXPAND.
IT'S BOTH A CHALLENGE AND AN AMAZING OPPORTUNITY TOO BECAUSE GROWTH BRINGS IN SO MANY DIVERSIFIED VIEWPOINTS, IT BRINGS IN DIVERSE DEMOGRAPHICS.
IT ALLOWS US TO SEE MORE OF THE WORLD AROUND US.
FINDING WAYS TO EMBRACE THE GROWTH AND CREATE NEW OPPORTUNITIES WITHIN THAT I THINK IS BOTH THE GREATEST CHALLENGE AND THE OPPORTUNITY FOR SUCCESS.
>> QUESTION NUMBER 5 HERE, WHAT ARE THE MOST IMPORTANT RESPONSIBILITIES OF THE SCHOOL BOARD?
>> I THINK THAT YOU ARE A REPRESENTATIVE AND YOU'RE AN ADVOCATE FOR YOUR COMMUNITY AND FOR YOUR STUDENTS AND YOUR FAMILIES.
I THINK THAT EMPLOYING BALANCED AND REASONABLE POLICIES IS A PRIMARY OBJECTIVE.
BUT TRULY, I THINK THAT REPRESENTATION AND ADVOCACY ARE BIG BOOTS TO FILL AND THAT'S REALLY WHAT I SEE THE BOARD DOING, TALKING TO COMMUNITY MEMBERS.
TAKING INPUT AT PUBLIC MEETINGS, AND I KNOW SOMETIMES THAT'S A CHALLENGE, BUT I THINK THAT ADVOCACY IS DEFINITELY IMPORTANT.
THAT IS AN EXPERIENCE THAT I BELIEVE I CAN BRING TO THE TABLE, HAVING BEEN A REPRESENTATIVE AND AN ADVOCATE FOR INDIVIDUALS AND COMPANIES AND GOVERNMENT ENTITIES IN THE PAST, THAT WAS MY JOB.
[01:45:02]
I THINK THAT IN THAT CAPACITY, IT'S AN OPPORTUNITY TO USE A SKILL SET AND MAKE SURE THAT THE COMMUNITY HAS A VOICE.>> OUR FINAL QUESTION IS, ARE THERE ANY QUESTIONS THAT YOU WERE PREPARED TO ANSWER THAT WE DIDN'T ASK? ANYTHING YOU WANT TO TELL US ABOUT YOU THAT YOU DIDN'T GET A CHANCE TO.
I TOLD YOU A LITTLE BIT ABOUT MYSELF IN THE FIRST QUESTION, BUT THE VARIETY OF EXPERIENCES THAT I HAVE HAD THE WONDERFUL OPPORTUNITY TO HAVE IN THE SCHOOL DISTRICT, I STARTED WHEN MY OLDEST WAS IN KINDERGARTEN AND I VOLUNTEERED ALL THE WAY THROUGH HIS GRADUATION.
THEN MY SECOND DID THE SAME, UNFORTUNATELY, COVID HIT MID STRIDE HIGH SCHOOL FOR MY DAUGHTER.
THAT ALSO ALLOWED A UNIQUE OPPORTUNITY.
I'VE HAD THE PRIVILEGE OF REPRESENTING MY PARENTS WHEN MY CHILDREN WERE IN ELEMENTARY SCHOOL AS THEIR PTO PRESIDENT, AND THEN ALSO HELPING TO FORM THE NEW PTO WHEN WOODBURN WAS DEVELOPED.
I FEEL LIKE MY VOLUNTEER EXPERIENCES HAS GIVEN ME DIFFERENT PERSPECTIVES TO BRING INTO ANY ROLE THAT I GO INTO AT THIS POINT, IT'S REALLY ABOUT SERVICE FOR ME AT THIS POINT BECAUSE I DON'T HAVE ANY SKIN IN THE GAME ANYMORE.
IT'S ABOUT MAKING SURE THAT THE COMMUNITY IS SERVED AND BEING ABLE TO REPRESENT ALL OF THOSE PARTIES.
IN ADDITION TO THAT, IN COMBINATION WITH ALL OF THE DIFFERENT VOLUNTEER EXPERIENCES AND THEY'RE ALL ENUMERATED ON MY RESUME IF YOU'VE HAD A CHANCE TO LOOK AT IT.
BUT WORKING IN THE DISTRICT AS BOTH A PARAPROFESSIONAL AND CERTIFICATED SUBSTITUTE, IT GIVES YOU A DIFFERENT PERSPECTIVE TO ON WHAT THE CHALLENGES OUR EDUCATORS ARE FACING AND HOW THEY'RE DEALING WITH THEM.
I THINK THAT THAT'S A VALUABLE PERSPECTIVE TO BRING TO THE TABLE TO BE ABLE TO ADVOCATE WHEN SOMETHING COMES UP THAT MAYBE IS UNFAMILIAR, BUT FROM THAT PERSPECTIVE OF HAVING BEEN BOTH OR HAVING BEEN A PARENT, A VOLUNTEER, AND THEN AN EDUCATOR.
>> WELL, THANK YOU SO MUCH FOR COMING OUT AND AGAIN, THANK YOU FOR APPLYING AND FOR STEPPING UP.
WE REALLY APPRECIATE IT. NICE MEETING YOU.
>> HI. I REALLY APPRECIATE IT, AND I HOPE YOU FIND THE BEST CANDIDATE. THANK YOU.
>> OUR FOURTH CANDIDATE TONIGHT IS DINA STRONG.
DINA, THANK YOU FOR COMING OUT AND FOR STEPPING UP, PUTTING YOUR APPLICATION IN.
WE'VE GOT A SET OF QUESTIONS HERE, I THINK YOU HAVE A SET OF THE QUESTIONS AS WELL? GREAT. WE HAVE SIX QUESTIONS, ABOUT 20 MINUTES TO DO IT SO FAR THAT TIME LIMIT HAS NOT BEEN A PROBLEM, SO THAT'S GREAT.
WE'LL JUST TAKE TURNS ASKING THE QUESTIONS ONE AT A TIME AND SO LET'S JUMP RIGHT INTO IT.
FIRST OF ALL, QUESTION NUMBER 1, TELL US ABOUT YOURSELF, WHY DID YOU APPLY FOR THE SCHOOL BOARD POSITION AND WHAT ARE YOUR QUALIFICATIONS?
>> I GO THERE. WHY DID I APPLY FOR THE SCHOOL BOARD? I CAME TO CAMPUS WHEN I WAS TWO, ACTUALLY.
MY DAD GOT A JOB HERE AT THE CAMPUS FIRE DEPARTMENT AS THE PARAMEDIC AND MOVED THE FAMILY OUT HERE.
I'VE PRETTY MUCH BEEN HERE SINCE.
I'VE LEFT FOR A LITTLE WHILE HERE AND THERE.
I'M A CAMPUS GRADUATE, CAMAS HIGH SCHOOL.
ACTUALLY DID MIDDLE SCHOOL IN THIS BUILDING, I KNOW WITH SOME OTHER PEOPLE.
I HAVE THREE KIDS CURRENTLY WHO GO TO CAMAS SCHOOL DISTRICT.
I HAVE, AS OF TOMORROW, WILL BE A FIFTH GRADER AT HELEN BALLER, A SIXTH GRADER AT LIBERTY,
[01:50:01]
AND AN EIGHTH GRADER AT LIBERTY.MY HUSBAND WORKS FOR THE CITY OF WASHOUGAL, WHICH I KNOW IS NOT CAMPUS, BUT WE'RE STILL A TIGHT COMMUNITY, AND SO WE'RE REAL STILL I STILL HAVE THE RIVALRY WITH WASHOUGAL, EVEN THOUGH I KNOW I DON'T REALLY NEED TO, BUT IT'S STILL THERE.
WHO I AM TODAY AND SOME OF THE THINGS THAT I'VE ACCOMPLISHED IS BECAUSE OF CAMAS SCHOOL DISTRICT IN THIS COMMUNITY IN GENERAL.
CAN GET REALLY PASSIONATE ABOUT THAT.
GROWING UP IN THE FIRE DEPARTMENT WITH MY DAD AS A PARAMEDIC, MY MOM AND DAD BECAME VOLUNTEER FIREFIGHTERS SO WE WERE IN THE COMMUNITY.
I GET PICKED UP IN THE MOLLONIE AND GO DOWN TO THE FIRE DEPARTMENT.
THEY WERE BOTH WORKING PARENTS AND THE SCHOOL WAS AN OUTLET FOR ME THAT HAD SOME LEADERSHIP SKILLS.
MR. HYDE, WHO WAS ONE OF MY TEACHERS AT HIGH SCHOOL.
I REMEMBER IN LEADERSHIP AND WE WOULD TALK ABOUT LEVEES THAT ARE PASSING AND WE WOULD TALK ABOUT THE IMPACT TO NOT ONLY THE SCHOOLS, BUT TO THE COMMUNITY IN GENERAL.
ALL OF THAT REALLY HAS BROUGHT ME TO WANTING TO GET BACK TO THE COMMUNITY THAT HAS GIVEN ME SO MUCH.
WHY I THINK I'M QUALIFIED FOR IT IS ACTUALLY A UNIQUE WAY OF GETTING THERE.
I'VE BEEN A CEO FOR A FOR PROFIT ORGANIZATION.
I'M CURRENTLY A CEO FOR A NONPROFIT ORGANIZATION.
THOSE QUALIFICATIONS HAVE LED ME TO HAVE FISCAL RESPONSIBILITY SO I UNDERSTAND PNLS, I UNDERSTAND CASH MANAGEMENT, I UNDERSTAND BUDGETING, I UNDERSTAND THE IMPACTS OF THOSE.
BUT I ALSO HAVE HAD BOARD EXPERIENCE.
I CURRENTLY HAVE A BOARD OF 14 THAT OVERSEE ME AND MY CURRENT POSITION, SO I KNOW WHAT IT'S LIKE TO HAVE A BOARD.
I ALSO AM A BOARD MEMBER OF COLUMBIA CREDIT UNION, AND SO I'M ON A BOARD LEADING THE LEADERSHIP AND THE STRATEGIC PLAN FOR THAT ORGANIZATION. SORRY.
>> MY PAST EXPERIENCE AS CEO, AND THEN I'VE MOVED TO A NONPROFIT, WHICH IS INNOVATIVE SERVICES, NORTHWEST.
IT'S BEEN AROUND FOR 60 YEARS I'M A STEWARD OF IT.
IT'LL BE AROUND LONG AFTER ME.
BUT WITH THAT I'VE HAD AN OPPORTUNITY TO LEARN ABOUT ACES, EARLY LEARNING.
EARLY EDUCATION WE DO 12 MONTHS TO FIVE.
WE DO EARLY INTERVENTION THERE AND THEN I ALSO WORK WITH ADULTS WITH DISABILITIES AND HELP THEM GET AND MAINTAIN JOBS.
THROUGH THAT I'VE LEARNED ABOUT STATE FUNDING AND FEDERAL FUNDING, GRANT FUNDING, HOW SOME FUNDING COMES IN AND IS DETERMINED TO GO TO SPECIFIC PLACES WHICH IS UNIQUE.
IN MY FOR PROFIT WORLD YOU COULD GET REVENUE BY RAISING YOUR PRICES.
THAT'S VERY DIFFERENT IN A NONPROFIT.
YOU DON'T GET TO DO THAT. ACTUALLY MOST OF OUR FUNDING PROBABLY 90% IS FROM THE STATE.
THEN HOW YOU MANAGE THAT IS DRIVEN.
WE'VE GOT OUT BASED OUTCOMES THOSE THINGS THAT YOU HAVE TO REALLY TIE INTO THAT TO GET BACK ONTO THERE.
THOSE EXPERIENCE IN MY LIFE HAS LED ME TO WHY I BELIEVE I WOULD BE A GOOD CANDIDATE FOR THIS POSITION.
>> THANK YOU, DINA. I'LL ASK YOU A QUESTION NUMBER 2.
HOW DO YOU PLAN TO BALANCE COMMUNITY INTERESTS AND PRIORITIES AND YOUR OWN INTERESTS AND PRIORITIES WITH THE NEEDS OF THE 7,000 STUDENTS THAT CAMAS SCHOOL DISTRICT SERVES?
>> WHEN I FIRST READ THIS, I SAW THE OWN AND I ORIGINALLY THOUGHT YOU DON'T.
IN MY CURRENT WORLD I DON'T BELIEVE IN A POSITION LIKE THIS YOU DO HAVE YOUR OWN INTEREST.
THE INTEREST IS IN THE GREATER OF THE WHOLE COMMUNITY.
COMING INTO IT AND TRYING TO BALANCE THAT WOULD BE AT THE BARE MINIMUM PERCEIVED POTENTIAL PERCEPTION THAT YOU'RE DOING SOMETHING TO BENEFIT YOURSELF OR YOUR OWN FAMILY.
THAT GOES AGAINST MY ETHICAL THOUGHTS BUT ALSO JUST MY MORAL THOUGHTS ON THAT. TO ME YOU DON'T.
YOU REALLY HAVE TO LOOK AT THE GREATER GOOD IN THAT CASE AND BE ABLE TO CHECK THAT AT THE DOOR AND QUESTION WHETHER YOU ARE DOING THAT AND IF YOU ARE, WHY, AND SHOULD THAT REALLY BE.
BUT IF YOU ARE DOING THAT THEN YOU'RE NOT DOING THE JOB THAT YOU WERE ACTUALLY PUT HERE FOR.
>> CAMAS SCHOOL DISTRICT STANDS ON THE BELIEF IN EQUITABLE TEACHING PRACTICES AND SUCCESS FOR EACH STUDENT.
WHAT DOES THIS MEAN TO YOU AND HOW WOULD YOU AS A BOARD MEMBER CONTRIBUTE TO THIS BELIEF?
>> I THINK I WROTE THIS IN A THING AND I KNOW I DID BUT IT REALLY FALLS TO ME SO I'M GOING TO FALL BACK TO IT.
IT MEANS CREATING AN EVEN PLAYING FIELD THAT'S FAIR AND EQUAL ACCESS.
IT MEANS RECOGNIZING THE SUPPORTS FOR SOME ARE DIFFERENT THAN OTHERS.
ONE OF THE THINGS THAT I KNOW IN MY CURRENT WORLD WITH INNOVATIVE OUR EARLY EDUCATION PROGRAM, THE CHILDREN THAT COME THERE,
[01:55:01]
MOST OF THEM JUST NEED TO HAVE THEIR SOCIAL AND EMOTIONAL NEEDS MET.WE'RE NOT DOING THE SAME PRESCHOOL THAT MAYBE MY DAUGHTERS DID WHO HAD PRESCHOOL HERE.
BUT THOSE NEEDS STILL NEED TO BE MET ON ALL THOSE LEVELS TO ALL THOSE INDIVIDUALS IN ORDER FOR THEM TO RECEIVE A PROPER EDUCATION AND A PROPER OPPORTUNITY AT LIFE TO GO FORWARD.
HOW WOULD I AS A BOARD MEMBER CONTRIBUTE TO THAT? I THINK ONE OF THE THINGS I'VE LOOKED AT IS I NEED TO REALLY BE OPEN.
I NEED TO CHECK ANY POTENTIAL BIASES, ANY PRECONCEIVED NOTIONS.
BEFORE I WORKED IN THE WORK FIELD I HAVE NOW I DIDN'T REALIZE SOME OF THE MARGINALIZED COMMUNITIES THAT WE HAVE LOCALLY IN CLARK COUNTY IN GENERAL.
I DIDN'T REALIZE THE FOOD INSECURITY, THE HOMELESSNESS, THE ACES IMPACT.
I DIDN'T EVEN KNOW WHAT ACES WAS AND NOW ACTUALLY WHEN I ENGAGED WITH MY STAFF, MY ADULT STAFF, I UNDERSTAND HOW IT MIGHT IMPACT THEM.
I UNDERSTAND HOW ME SAYING SOMETHING TO THEM COULD TRIGGER SOMETHING THAT IS AS CHILD BASED.
I THINK YOU HAVE TO TAKE INTO ALL THOSE CONSIDERATIONS.
WE ALL DON'T COME FROM THE SAME BACKGROUND, THE SAME WALK OF LIFE.
WE ALL HAVE SOME DIFFERENCES BUT WE NEED TO BE ABLE TO LOOK AT IT FROM ALL THE DIFFERENT LENSES SO THAT WE'RE MEETING ALL OF THOSE NEEDS.
>> WHAT DO YOU SEE AS OPPORTUNITIES AND CHALLENGES IN THE DISTRICT?
>> LOOKING AT THIS QUESTION I THOUGHT THEY'RE THE SAME THING.
I HAD AN OPPORTUNITY TO GO TO THE BUDGET MEETING LAST MONDAY.
I KNOW THAT THERE'S A LOT OF TALK ABOUT THE BUDGET AND THE SHORTFALL THAT COMES WITH THAT.
IN THAT MEETING WE ALSO TALKED ABOUT ENROLLMENT AND HOW ENROLLMENT HAS COME DOWN OVER THE TIME PERIOD AND IT LOOKS LIKE CONTINUED TO COME DOWN WHICH WAS SURPRISING NEWS TO ME, WATCHING CAMAS GROW THE WAY IT'S BEEN GROWING.
I THINK THAT WHEN YOU LOOK AT THE BUDGET SPECIFICALLY IT GIVES YOU AN OPPORTUNITY TO REALLY LOOK AT THE AREAS YOU WANT TO FOCUS AT.
ONE OF THE THINGS THAT I CAME AWAY FROM THE BUDGET MEETING WAS THAT WE'VE GROWN EXPONENTIALLY, 90%.
NOW WE'RE NOT GOING TO BE GROWING.
IT GIVES US A CHANCE TO TAKE A BREATH LOOK AT WHAT WE'RE DOING, LOOK AT WHAT WE WANT TO BE DOING, LOOK AT HOW WE WANT TO SHOW UP AND GIVES YOU A CHANCE.
WHEN YOU GROW THAT FAST AND THAT MUCH IN ANY BUSINESS THAT I'VE EVER BEEN YOU'RE JUST TRYING TO STAY ABOVE WATER AND YOU DON'T HAVE THE OPPORTUNITY TO REALLY TAKE IN WHAT'S HAPPENING ON A DAY TO DAY AND MAKE THE IMPACTS.
HAVING THE ENROLLMENT I KNOW IMPACTS THE BUDGET BUT FROM A GOOD OPPORTUNITY IT GIVES US A CHANCE TO TAKE A BREATH AND DETERMINE HOW WE WANT TO MOVE FORWARD AND REALLY FOCUS ON THAT.
>> QUESTION NUMBER 5. WHAT ARE THE MOST IMPORTANT RESPONSIBILITIES OF A SCHOOL BOARD?
>> TO ME, GOES TO THE KIDS, THE 7,000 INDIVIDUALS THAT HAVE THEIR PARENTS AND THE COUNTY AND THE STATE HAS ALL ENTRUSTED IN US, IN THE SCHOOL BOARD AND THE SCHOOLS IN ORDER TO GET THE EDUCATION.
BUT IF YOU GO DOWN INTO THAT I REALLY THINK THAT THE JOB OF THE BOARD IS TO ENSURE THAT THE SCHOOL ADMINISTRATION AND SUPPORT STAFF AND TEACHERS AND EVERY SINGLE PERSON HAVE WHAT THEY NEED IN ORDER TO BE SUCCESSFUL TO MEET THAT GUIDELINE.
ONE OF THE THINGS I SAY TO MY CURRENT STAFF IS, WHAT DO YOU NEED? THEY DO THE DIRECT SERVICE.
THEY'RE THERE WITH THE STUDENTS, WITH OUR CLIENTS, AND I'M THERE TO MAKE SURE THAT THEY CAN DO THEIR JOB AND THAT THEY CAN DO IT SUCCESSFULLY.
THAT'S HOW I THINK THE SCHOOL BOARD NEEDS TO BE RESPONSIBLE FOR THE TAXPAYERS AND WHAT THEY'VE GIVEN TO US AND IS AN OPPORTUNITY TO HELP EDUCATE THIS COMMUNITY AND ITS FUTURE.
WHEN I LOOK AT THAT IT ALL BOILS DOWN TO THE KIDS BUT THERE ARE SO MANY LAYERS WITHIN THAT THAT ARE THE RESPONSIBILITIES OF THE SCHOOL BOARD.
>> THANK YOU, DINA. OUR LAST QUESTION IS, ARE THERE ANY QUESTIONS YOU WERE PREPARED TO ANSWER THAT WE DID NOT ASK OR ANYTHING YOU WANT TO TELL US THAT WOULD BE HELPFUL?
>> ONE OF THE QUESTIONS I DIDN'T SEE ON HERE.
THERE WERE PROBABLY TWO ACTUALLY.
ONE OF THEM WAS ABOUT LEGISLATION AND ADVOCACY AND TELLING STORIES.
WHAT I HEARD IS THAT THE STATE NEEDS TO SEE AND HEAR WHAT'S REALLY HAPPENING AT THE SCHOOL LEVEL, AT THE STUDENTS AND THE IMPACT THAT THE BUDGET HAS ON THEM.
I THINK THAT IT'LL BE REALLY IMPORTANT OBVIOUSLY WHOEVER FILLS ITS POSITION TO HAVE ABILITY TO HAVE THAT OR BE ABLE TO GET THE STORIES OR AT LEAST TO RALLY THE FAMILIES IN ORDER TO SHARE THOSE STORIES OR THE STAFF.
THAT WAS ONE OF THE QUESTIONS THAT I DIDN'T SEE AND I THINK WOULD OBVIOUSLY BE VERY IMPORTANT FOR THE FUTURE POSITION, WHOEVER TAKES OVER THIS.
THE OTHER THING WAS ABOUT COLLABORATION AND SPECIFICALLY IF YOU DON'T AGREE.
[02:00:05]
I KNOW OVER THE LAST FEW YEARS AND CURRENTLY THERE'S DISCOURSE AND IT'S NOT CIVIL DISCOURSE HAPPENING ACROSS THE BOARD IN LOTS OF DIFFERENT PLACES.I BELIEVE THAT YOU NEED TO HAVE CIVIL DISCOURSE.
WE NEED TO HAVE SOME DIFFERENT OPINIONS SO WE CAN GROW.
WE NEED TO BE ABLE TO HAVE A CONVERSATION AND HAVE IT IN A RESPECTFUL WAY.
WE ALSO NEED TO BE ABLE TO COME TO A CONCLUSION AND MOVE FORWARD FROM THAT.
HAVING A BOARD MEMBER WHO IS ABLE TO DO THAT I THINK IS IMPORTANT.
HAVING A BOARD MEMBERS WHO ARE ABLE TO SEE THAT WE MAY NOT HAVE THE SAME WAY TO GET THERE BUT WE BOTH ARE TRYING TO GET TO THE SAME PLACE WHERE THE GROUP IS I THINK WAS ALSO AN IMPORTANT PART OF THIS POSITION AS WE MOVE FORWARD.
>> THANK YOU. THAT'S ALL THE QUESTIONS WE HAVE FOR YOU HERE, SO JUST ONCE AGAIN, THANK YOU FOR COMING OUT AND STEPPING UP.
>> WE HAVE A LITTLE BIT OF A PAUSE BETWEEN OUR NEXT CANDIDATE, SO WE'RE JUST GOING TO TAKE A QUICK LITTLE STRETCH BREAK.
WE ARE READY FOR OUR FIFTH AND FINAL CANDIDATE HERE.
LET'S SEE. WE ALL HAVE QUESTIONS.
YOU HAVE A COPY OF THE QUESTIONS IN FRONT OF YOU, AS WELL.
GREAT. WELL, THANK YOU SO MUCH FOR COMING OUT AND FOR PUTTING YOUR APPLICATION IN.
WE HAVE A SERIES OF SIX QUESTIONS HERE THAT WE'RE GOING TO ASK.
WE'LL JUST DO THEM ONE AT A TIME, GO AROUND THE ROOM, AND 20 MINUTES TO DO SO, BUT THAT HASN'T BEEN A PROBLEM SO FAR.
FEEL FREE TO GIVE US THE FULL ANSWER.
FIRST OF ALL, QUESTION NUMBER 1, TELL US ABOUT YOURSELF, WHY DID YOU APPLY FOR THE SCHOOL BOARD POSITION, AND WHAT ARE YOUR QUALIFICATIONS? YOU'LL NEED TO PUSH THE BUTTON THERE TO TURN YOUR MIC ON, SO IT'S GREEN, AND YOU'LL HAVE TO PUT IT RIGHT UP ON.
>> HI, EVERYBODY. MY NAME IS PIA RAMA.
FIRSTLY, I WANT TO THANK YOU ALL IN A BIG WAY FOR YOUR CONTRIBUTION AND FOR ALL THAT YOU HAVE BEEN DOING.
I'M HERE BECAUSE I WANT TO BE LIKE YOU PEOPLE.
I'VE BEEN IN CAMAS FOR 14 YEARS NOW.
I HAVE TO CALL THIS MY HOME AWAY FROM HOME BECAUSE THIS IS THE LONGEST I'VE EVER BEEN IN A PLACE IN MY LIFE.
I COME FROM THE SOUTHERN PART OF INDIA.
I LIVE WITH MY HUSBAND BANKO SUBRAMAN AND MY TWO AMAZING BOYS, NIKHIL AND VARON.
HE GOES TO CAMAS HIGH SCHOOL. IS IT CLOSER? SORRY. VARON IS A FOURTH GRADER AT PRUNE HILL ELEMENTARY.
IT'S THROUGH MY BOYS THAT I GOT INTRODUCED TO CAMAS SCHOOLS AND THE CAMAS SCHOOL DISTRICT.
I'VE BEEN IN THE IT INDUSTRY FOR 20 YEARS NOW, AND I THINK I'M AT THAT POINT IN MY LIFE WHERE I WANT TO BE DOING SOME MEANINGFUL WORK, AND I WANT IT TO BRING ME SOME GREAT SATISFACTION.
I'VE ALWAYS BEEN INTERESTED IN THE EDUCATION DOMAIN.
I THINK I OWE IT TO MY UPBRINGING.
THERE WAS A LOT OF EMPHASIS ON EDUCATION WHEN I GREW UP AND I ALSO TRULY BELIEVE THAT GOOD EDUCATION CAN SHAPE A PERSON'S LIFE IN MIRACULOUS WAYS.
I WANT TO BE INSTRUMENTAL IN DOING THAT.
I BELIEVE BY TAKING THIS POSITION, IF I GET IT, I CAN LEARN ABOUT THE CURRENT SCHOOL SYSTEM AND THE FUNCTIONING MODEL AND BE ABLE TO CONTRIBUTE AS MUCH AS I CAN, AND GIVE BACK TO THIS COMMUNITY.
THAT IS ONE OF THE REASONS I APPLIED.
WHEN THIS OPPORTUNITY CAME ALONG, IT WAS DEFINITELY NOT A PLANNED EVENT.
WHEN IT CAME, I WAS LIKE, MAYBE THIS IS FOR ME, I WANT TO APPLY AND SEE HOW I WOULD FIT IN AND THINGS LIKE THAT.
AS FOR MY QUALIFICATION, I'M AN ENGINEER IN INFORMATION TECHNOLOGY.
[02:05:02]
LIKE I TOLD YOU, IT'S BEEN 20 YEARS IN THE IT INDUSTRY.I DONE SOME SCHOOL VOLUNTEERING ON A NEED BASIS AT ELEMENTARY SCHOOL LEVEL.
ALSO, I'VE BEEN PART OF A FEW NONPROFIT ORGANIZATION.
IT WAS A PART OF MY PLAN TO GET HUNT FOR VOLUNTEERING AND SEE HOW IT WORKS OUT FOR ME.
I LEARNED A LOT OF THINGS THAT I FEEL WILL BRING VALUE TO THIS POSITION.
THAT'S FOR MY QUALIFICATION. THANK YOU.
>> THANK YOU. I'LL ASK YOU QUESTION NUMBER 2.
HOW DO YOU PLAN TO BALANCE COMMUNITY INTERESTS AND PRIORITIES AND YOUR OWN INTERESTS AND PRIORITIES WITH THE NEEDS OF THE 7,000 STUDENTS THE CAMAS SCHOOL DISTRICT SERVES?
I DO BELIEVE AND I COMPLETELY UNDERSTAND THAT THE NEED OF THE 7,000 STUDENTS IN OUR COMMUNITY IS AT MOST PRIORITY.
I DO UNDERSTAND THAT SOMETIMES, MY PERSONAL BELIEF AND UNDERSTANDING WILL ALIGN WITH THE COMMUNITY AND SOMETIMES, IT MAY NOT.
ON THOSE CASES WHERE IT DOESN'T ALIGN, I TOTALLY UNDERSTAND AND I WILL PUT MY PREFERENCES IN A BACKSEAT, AND I'LL MAKE SURE THAT I REPRESENT OUR COMMUNITY WELL AND GO WITH DECISIONS WITH CLARITY, KEEPING IN MIND THE 7,000 STUDENTS IN OUR COMMUNITY. THANK YOU.
>> THE CAMAS SCHOOL DISTRICT STANDS ON THE BELIEF IN EQUITABLE TEACHING PRACTICES AND SUCCESS FOR EACH STUDENT.
WHAT DOES THIS MEAN TO YOU AND HOW WOULD YOU, AS A BOARD MEMBER, CONTRIBUTE TO THIS BELIEF?
>> THANK YOU. ACCORDING TO ME, EQUITABLE TEACHING PRACTICE IN SIMPLE WORDS WOULD MEAN TO PROVIDE ALL THAT A STUDENT NEEDS TO ACHIEVE SUCCESS.
IT'LL BE GREAT IF WE CAN IDENTIFY THE DIFFERENT NEEDS OF THE STUDENTS, THE DIFFERENCES IN THEM, AND ATTEND TO THOSE DIFFERENCES AND BRIDGE THE GAP, AND ALSO, REMOVE ANY OBSTACLES THAT'S HINDERING THEM FROM ACHIEVING THE SUCCESS.
THEY NEED TO BE PROVIDED WITH ALL THE TOOLS TO ACHIEVE THE SAME ACADEMIC GROWTH LIKE EVERYBODY IN THE DISTRICT.
ALSO, THEY NEED TO FEEL VALUED IN THE CLASS AND ALSO BE SUPPORTED IMMENSELY BY THE STAFF AND THEIR PEERS.
I FEEL IF WE CAN GO THIS ROUTE OF EQUITY, THERE'LL BE A POSITIVE ENVIRONMENT WHERE THE STUDENTS CAN THRIVE SOCIALLY, EMOTIONALLY, AND ACADEMICALLY.
IF I WERE TO BE APPOINTED AS A BOARD MEMBER TODAY, I THINK I WOULD FIRSTLY TRY TO SEE WHERE WE ARE AT SUPPORTING THIS BELIEF RIGHT NOW BECAUSE I THINK IT'S BEEN IN THE WORKS FOR THE LAST FEW YEARS.
I ALSO THINK IT'S VERY ESSENTIAL THAT THE PILLARS OF OUR SCHOOL SYSTEM, LIKE THE STAFF, STUDENTS, OUR COMMUNITY PARTNERS, AND OUR EDUCATION PARTNERS UNDERSTAND THIS BELIEF OF OURS.
I, ALONG WITH OTHER BOARD MEMBERS, WOULD PROBABLY REVIEW THE EXISTING POLICIES AND ADOPT NEWER POLICIES IF THEY WILL FIT IN AND MAKE THIS BELIEF STRONGER AND WORK WELL FOR THIS. THANK YOU.
>> WHAT DO YOU SEE AS OPPORTUNITIES AND CHALLENGES IN THE DISTRICT?
>> THANK YOU. AS FOR THE OPPORTUNITIES, I THINK THAT IT'LL BE GREAT IF WE CAN KEEP UP WITH THE NEW BUZZING TECHNOLOGIES AND THE NEWER THINGS.
>> I BELIEVE THERE'S ALREADY SOME NICE PARTNERSHIP WITH THE GOOD UNIVERSITIES IN WASHINGTON.
IF WE CAN GET THOSE PEOPLE TO SPEAK ABOUT THE NEWER THINGS IN HIGH SCHOOLS AND GET OUR STUDENTS EXPOSED TO THESE NEWER CONCEPTS, IT'LL BE GREAT.
EVEN IF A FEW STUDENTS BENEFIT, I FEEL LIKE ALL THE STUDENTS WILL GET AN OPPORTUNITY TO KNOW WHAT IS OUT THERE.
IT MIGHT TURN OUT TO BE A CAREER FOR A FEW.
ALSO FOR THE MIDDLE SCHOOL LEVEL, WHEN I WENT FOR THIS BOX BUILDING, THING WHERE I SAW YOU.
I THOUGHT IT WAS A GREAT IDEA.
WE SHARED RESOURCES FROM ANOTHER SCHOOL AND TAUGHT SOMETHING NEW FOR THE ELEMENTARY.
THAT DAY I LEARNED THAT THEY TEACH AUTOCAD DESIGNS AND DISCOVERY SCORE.
FOR THE MIDDLE SCHOOLERS, MAYBE IF WE CAN USE SOME RESOURCES FOR THEM TO COME AND TEACH THE MIDDLE SCHOOLS.
SOMETHING APPROPRIATE FOR THEIR SCHOOL LEVEL, BUT KEEP INTRODUCING NEWER THINGS TO THEM
[02:10:02]
WITHOUT COSTING TOO MUCH ON THE BUDGET SIDE, THAT'LL BE GREAT.ALSO, I'VE NOTICED THAT SOME OF THE CLUBS WERE CLOSED IN MIDDLE SCHOOLS LIKE THE MATH AND THE CHESS CLUBS.
IF WE CAN HAVE THOSE CLUBS, WE CONTINUE AND THINK ABOUT NEWER CLUBS ALSO TO KEEP UP WITH THE NEWER TRENDS, AND THERE ARE PAID COACHES FOR SPORTS.
IF WE CAN HAVE PAID COACHES FOR SOME OF THE ACADEMICALLY BASED CLUBS LIKE SCIENCE OLYMPIAD OR HOSSA AND A FEW OTHER CLUBS.
WE ALL KNOW DECCA CLUB IS ROCKING, AND I FEEL IT'S ALSO BECAUSE OF SOME VERY GOOD TEACHERS THAT ARE SUPPORTING THEM.
OF COURSE, ALL THE STUDENTS TAKE MARKETING 1 OR MARKETING 2 FOR THAT, BUT I'M SURE THE CREDIT GOES TO THE TEACHERS ALSO.
SIMILARLY, IN SOME OF THE CLUBS, THE STUDENTS ARE DOING VERY WELL, BUT WITH THE AVAILABILITY OF FEW PAID COACHES, MAYBE THEY'LL COME OUT AND EVEN FLYING COLORS AND GET MORE ACCOLADES FOR THE SCHOOL DISTRICT.
MOVING ON TO THE NEXT ONE, I LOVE THE IDEA OF MULTICULTURAL NIGHT IN ELEMENTARY SCHOOLS.
I THINK IT REALLY ALIGNS WITH THE GOALS OF THE SCHOOL DISTRICT ALSO WHERE THE STUDENTS GET TO SHOWCASE THEIR TALENT AND CULTURE.
IT'LL BE A GREAT PLATFORM FOR INTRACULTURAL LEARNING AND ALSO STUDENTS WILL PROBABLY LEARN TO RESPECT THE DIVERSITY OUT HERE.
I HEARD THAT THERE USED TO BE AN ANNUAL DAY OR SOMETHING IN ELEMENTARY SCHOOL, BUT THAT DOESN'T HAPPEN NOW, MAYBE THIS CAN BE A REPLACEMENT FOR THAT.
ONE OF MY OTHER WISHES OR MY THOUGHT PROCESS WAS THE INDOOR TENNIS COURT, BUT I JUST HEARD THAT IT'S ALREADY HAPPENING, SO I WAS VERY HAPPY TO LEARN ABOUT THE INDOOR TENNIS CODES AS FOR THE OPPORTUNITIES.
FOR THE CHALLENGES, THESE ARE I BELIEVE ARE TRUE CHALLENGES.
OUR SCHOOL SAFETY IS PRETTY GOOD BUT WITH ALL THESE SCHOOL SHOOTING NEWS THAT COMES ON AND OFF, IT'S VERY DISHEARTENING AS PARENTS TO EVEN HEAR THESE THINGS.
ALONG WITH THE INCREASING THE SAFETY OF THE SCHOOLS ADDITIONALLY, MAYBE WE CAN IMPROVE AND AMPLIFY SOME MENTAL HEALTH SERVICES FOR STUDENTS AND GO TO THE ROOTS OR PROBABLY THE SOURCE OF THESE ISSUES THAT COULD HELP THE STUDENTS AND THE SCHOOL ENVIRONMENT.
SECONDLY, I WOULD THINK AS THE TEACHER STRIKE THAT'S BEEN HAPPENING IN THE RECENT PAST.
IF WE CAN COME UP WITH SOME CREATIVE WAYS TO NOT HAVE THIS REPEAT BECAUSE IT'S DEFINITELY NOT FUN FOR THE COMMITTEE, AND I CAN IMAGINE HOW STRESSFUL IT IS FOR THE SCHOOL BOARD AND THE SCHOOL SYSTEM ALSO.
THIRDLY, I THINK THERE WOULD ALWAYS BE A CONSTANT CHALLENGE OF HAVING A GOOD POOL OF TEACHERS AND STAFF THAT ARE CAPABLE OF BEING TRAINED IN A WAY THAT THE SCHOOL DISTRICT EXPECTS THEM TO BE TRAINED AND BE AT THE POSITION FOR A LONGER DURATION, KEEP THEM AT SCHOOLS INSTEAD OF A LOT OF RESIGNATION AND WORKING ON THE POOL OF THE STAFF. THANK YOU.
WHAT ARE THE MOST IMPORTANT RESPONSIBILITIES OF A SCHOOL BOARD?
>> THE MOST IMPORTANT RESPONSIBILITIES OF SCHOOL BOARD WOULD BE TO HIRE, EVALUATE, AND WORK VERY WELL WITH THE SUPERINTENDENT, TO REVIEW THE CURRENT POLICIES, DEVELOPING ANY NEW POLICIES THAT WOULD BE NEEDED TO ABIDE WITH THE SCHOOL GOALS TO SET THE MISSION VISION AND THE GOALS IN THE FIRST PLACE FOR THE SCHOOL DISTRICT.
LASTLY, BUT VERY IMPORTANT, I THINK TO KEEP UP WITH THE WASHINGTON STATE SCHOOL STANDARDS.
THOSE ARE THE RESPONSIBILITIES, I KNOW.
>> OUR LAST AND FINAL QUESTION IS, ARE THERE ANY QUESTIONS YOU WERE PREPARED TO ANSWER THAT WE DID NOT ASK?
>> YES I DID, ONE OF MY QUESTIONS WAS, WHAT IS THAT ATTRIBUTE IN YOU THAT YOU THINK WILL REALLY ADD VALUE IF YOU WERE A BOARD MEMBER.
I WOULD THINK IT IS MY PASSION AND MY INTEREST TO GIVE BACK TO THE COMMUNITY AND MY SENSE OF COMMITMENT, MY HARDWORKING ATTITUDE, AND MY COMMUNICATION SKILLS. THANK YOU.
[02:15:09]
>> WELL, THAT BRINGS US TO THE END.
THANK YOU ONCE AGAIN FOR COMING OUT HERE TONIGHT AND PUTTING YOUR NAME AND YOUR APPLICATION IN, WE REALLY APPRECIATE IT.
>> FOR THE OPPORTUNITY. I WANT TO CONCLUDE BY SAYING THAT I SAW THE LAST BOARD MEETING VERIDICA MENTIONED THAT WHEN WHEN YOU'RE OPEN THINGS COME TO YOU, I REALLY RESONATED WITH THAT BECAUSE I WAS OPEN AND THIS OPPORTUNITY JUST CAME ALONG.
I WANT TO CONCLUDE WITH THAT THANK YOU VERY MUCH FOR YOUR TIME AND HAVING THIS INTERVIEW.
WE ARE GOING TO RECESS THIS MEETING AND GO INTO EXECUTIVE SESSION.
[5. RECESS OF SPECIAL MEETING FOR EXECUTIVE SESSION]
THIS WILL TAKE ABOUT 45 MINUTES, AND WHEN WE COME BACK, WE WILL DO A ROLL CALL VOTE FOR APPOINTING A NEW MEMBER TO DIRECT DISTRICT 2.WE'LL BE BACK AT 7:45. WE'RE IN RECESS. THERE WE GO.
[6. EXECUTIVE SESSION - RCW 42.30.110 (H) - Approximately 45 Minutes]
I SAID WE'D BE IN EXECUTIVE SESSION FOR 45 MINUTES.WE DO NEED A LITTLE BIT MORE TIME SO I'M GOING TO EXTEND TO 8:00 SO WE'LL BE IN AT 8:00.
WE ARE BACK FROM EXECUTIVE SESSION,
[7. RESUME REGULAR MEETING]
I WANT TO THANK EVERYBODY IN THE AUDIENCE HERE AND OUT THERE IN TV LAND FOR STICKING WITH US WHILE WE EXTENDED THAT EXECUTIVE SESSION.WE COULD CONTINUE DELIBERATING.
THE WAY THAT THIS WILL WORK IS I HAVE TO DO A ROLL CALL VOTE BY BOARD MEMBER.
GO AHEAD AND STATE YOUR PREFERRED CANDIDATE.
WE BY POLICY, HAVE TO HAVE THREE VOTES IN FAVOR OF A CANDIDATE TO APPROVE THE APPOINTMENT.
IF IT'S LESS THAN THAT, THEN WE'LL NEED TO GO INTO EXECUTIVE SESSION AGAIN AND CONTINUE DELIBERATING.
WITH THAT, I'M JUST GOING TO GO AROUND THE TABLE HERE.
>> I JUST WANT TO PREFACE THIS WITH, THIS WAS THE TOUGHEST DECISION.
WE WERE SPLITTING HAIRS WE HAVE NEVER HAD SUCH A QUALIFIED GROUP OF CANDIDATES.
BUT WITH THAT, I'M VOTING FOR MATTHEW MCBRIDE.
>> I AM VOTING FOR DINA STRONG.
>> AS BOARD PRESIDENT, I'M THE LAST ONE TO VOTE, AND I ECHO CONNIE.
THIS HAS BEEN QUITE THE PROCESS HERE IN A VERY GOOD WAY.
I JUST WANT TO THANK ALL OF THE CANDIDATES FOR THEIR APPLICATION AND FOR STEPPING UP TO SERVE YOUR COMMUNITY.
WITH THAT, I'M GOING TO MY VOTE FOR MATTHEW MCBRIDE.
WITH THREE VOTES FOR MATTHEW, MATTHEW MCBRIDE IS HEREBY APPOINTED TO THE DISTRICT 2 SEAT, EFFECTIVE AFTER ERIKA'S RESIGNATION ON JUNE 21, AND TO BE SWORN IN ON JUNE 24.
THANKS AGAIN TO EVERYBODY. WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.