Nov 25, 2024 School Board Meeting

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>> YOU GUYS, READY? GOOD EVENING, EVERYONE.

[1. REGULAR MEETING CALL TO ORDER - 5:30 PM]

OUR PRESIDENT, MR. MCENRY, IS ON HIS WAY.

I BELIEVE HE WAS WITH HIS BAND IN SEATAC TODAY, SO HE SHOULD BE HERE IN ABOUT 15 MINUTES.

BUT WE'LL GET STARTED AND WE WILL START OFF WITH

[2. CULTURE]

THANK YOU, CONNIE. NEXT, WE'LL MOVE ON TO OUR LAND ACKNOWLEDGMENT BY BAMINI.

>> 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 A FEDERALLY RECOGNIZED TRIBE ON THEIR OWN LAND.

>> THANK YOU, BAMINI. NEXT, WE'RE GOING TO GO INTO SOME STUDENT REPORTS.

WE'RE GOING TO START OFF WITH SKYRIDGE MIDDLE SCHOOL.

IF YOU GUYS WANT TO COME UP AND STEP UP TO THE MICROPHONE.

YOU MIGHT HAVE TO TURN IT ON. THEN IF YOU COULD STATE YOUR NAME AND ALSO MAYBE WANT TO KNOW YOUR GRADE LEVEL AT THE END TOO.

I THINK YOU WAYS HAVE A PRESENTATION AND EVERYTHING. THANK YOU.

>> HELLO, I'M SOPHIA STEELE, [INAUDIBLE] SKYRIDGE MIDDLE SCHOOL AND I'M IN THE EIGHTH GRADE.

TO START OFF, SKYRIDGE MIDDLE SCHOOL IS DEFINED BY ITS EXEMPLARY STAFF AND STUDENTS.

WE USE SOCIAL EVENTS SUCH AS EXTRACURRICULARS LIKE ATHLETICS, ASSEMBLIES, SPIRIT WEEKS, AND OTHER ACTIVITIES.

IT CREATES A PLACE SHOWCASING WELCOMING AND SCHOOL SPIRIT.

ATHLETICS ACT AS A WAY FOR STUDENTS TO BROADCAST THEIR SPECIAL TALENTS, AND THEN SHOW CAMARADERIE AMONG PEERS.

THEN OUR ASSEMBLIES BOOST MORALE AND SCHOOL SPIRIT, AS WELL AS OFFER A WAY TO FORM CONNECTIONS WITH YOUR FELLOW STUDENTS.

THEN THROUGHOUT SPIRIT WEEKS, IT ACTS AS A WAY TO EXPRESS YOUR UNIQUE CREATIVITY AND BE YOURSELF AND BY FOLLOWING A FUN THEME SPIRIT DAY.

ALL IN ALL, SKYRIDGE IS A TIGHT-KNIT COMMUNITY THAT WORKS TOGETHER IN ORDER TO ACHIEVE SUCCESS THROUGH ACADEMICS, ATHLETICS, LEADERSHIP QUALITIES, AND SOCIALLY. IS THAT WORKING OR NOT?

>> HI, I'M OLIVIA, AND I'M GOING TO BE PRESENTING REALLY ABOUT THE TEDDY BEAR TOSS.

THIS DECEMBER, WE'RE GOING TO BE HOLDING A TEDDY BEAR TOSS IN THE GYM, WHICH WE DID THIS LAST YEAR AS WELL, WHERE STUDENTS WILL BASICALLY GET A NEWER USED STUFFED ANIMAL AND THROW IT AT A TARGET IN THE CENTER OF THE GYM.

WE ARE DOING THIS TOY DRIVE INSPIRED BY THE WINTER HAWKS.

WE'RE GOING TO GIVE IT TO DOERNBECHER, AND HOPEFULLY, THE POLICE AND FIRE STATION, WE'LL SEE ABOUT THAT.

WE'RE HOPING THAT THESE STUFFED ANIMALS WILL HELP MANY PEOPLE IN THE COMMUNITY.

WE ALSO FEEL LIKE PEOPLE WILL DONATE MORE IF THERE'S SOME COMPETITION OR FUN ASPECT TO IT.

THAT'S WHY WE DO THE TEDDY BEAR TOSS.

>> THANK YOU. HI. MY NAME IS BODIE.

I'M A SEVENTH GRADER AND I'M THE HAWKMART MANAGER.

HAWKMART IT'S A MONTHLY TRADITION WHERE THE FIRST AND THIRD WEEK OF EACH MONTH, A HAWKMART IS HOSTED.

HAWKMART IS BASICALLY AN EVENT WHERE STUDENTS CAN SPEND THEIR HAWK TICKETS.

HAWK TICKETS ARE BASICALLY JUST EARNED THROUGH GOOD BEHAVIOR AND SHOWING THEIR HAWK'S PRIDE.

THIS NOT ONLY IS NICE AND FUN FOR KIDS,

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STUDENTS MIGHT THANK THEM AFTER CLASS, JUST HAVE A NICE CONVERSATION WITH THEM OR HOLD OR OPEN THE DOOR FOR THEM AND JUST TREAT THEM LIKE PEOPLE AND NOT JUST TEACHERS.

CURRENTLY, AT HAWKMART, WE SELL THINGS LIKE FIDGETS TO REDUCE STRESS, CANDY TO KEEP KIDS IN A GOOD MOOD, SKYRIDGE MERCHANDISE TO SELL THEIR HAWK PRIDE.

AT THE MOMENT, ME AND MY COMMITTEE ARE TRYING TO GET HAWK CHOCOLATE FOR HAWKMART. THANK YOU. [APPLAUSE]

>> HELLO. MY NAME IS REMY LATHE, AND I'M PRESENTING ON KINDNESS WEEK.

THIS YEAR, I'M RUNNING KINDNESS WEEK.

KINDNESS WEEK IS A SPIRIT WEEK AND IT'S CENTERED AROUND KINDNESS.

SPIRIT WEEKS, YOU DRESS UP EACH DAY, BUT FOR KINDNESS WEEK SPECIFICALLY, THERE'S ALSO ACTIVITIES FOR EACH DAY AS WELL.

LAST YEAR ON TUESDAY, THERE WAS A TWIN DAY WHERE YOU MATCH WITH OTHER PEOPLE.

BUT THEN THERE WAS ALSO AN ACTIVITY THAT WENT ALONG WITH IT WHERE PEOPLE DURING LUNCH, THEY COULD WRITE A NOTE TO THEIR FRIENDS, WHICH ASB DELIVERED LATER ON.

THERE ARE ALSO CONTESTS.

LAST YEAR, THERE WAS A DECORATE A RECYCLING BIN CONTEST WHERE PEOPLE COULD DECORATE A RECYCLING BIN TO SHOW THEIR ACKNOWLEDGMENT AND APPRECIATION AND KINDNESS FOR THE ENVIRONMENT.

THIS YEAR, KINDNESS WEEK WILL TAKE PLACE DURING FEBRUARY, THE WEEK OF VALENTINE'S DAY, WHICH IS THE 10TH TO THE 14TH.

KINDNESS WEEK JUST REALLY WANTS TO PROMOTE UNITY AND KINDNESS SPECIFICALLY IN THAT WEEK IN THE YEAR. THANK YOU. [APPLAUSE]

>> HI. I'M EMMETT, AND I'M A ASB MEMBER, AND I WORKED IN THE COMMITTEE OF VETERANS DAY.

EVERY YEAR, WE HAVE A VETERANS DAY ASSEMBLY THAT IS BASICALLY, WE HAVE A LOT OF SPIRIT WEEK ASSEMBLIES AND SPIRIT WEEKS THAT ARE SUPER HYPE, BUT THIS ONE'S MORE OF CEREMONIAL AND HONORING OUR VETERANS.

IN THIS ASSEMBLY, WE HAD BAND AND CHOIRS PERFORMING AMERICA THE BEAUTIFUL, AND WE HAD TWO GUEST SPEAKERS THIS YEAR, RETIRED MAJOR MIKE LINHARES AND DAVID GILLESPIE.

MR. LINHARES IS THE COUSIN OF MRS COOPER WHO WORKS AT OUR SCHOOL HERE AT SKYRIDGE, AND DAVY GILLESPIE IS GRAHAM'S UNCLE.

ALSO, AT THE ASSEMBLY, WE HAD OUR BAND AND CHOIR, AMERICA THE BEAUTIFUL, AND THEY PLAYED SONGS WHEN WE WALKED IN.

WE HAD THE MISSING MAN TABLE SETUP, WHICH IS THE PICTURE, THE TOP ONE, WHICH HAS DIFFERENT ITEMS HONORING DIFFERENT THINGS.

OVERALL, THE ASSEMBLY WENT GREAT, AND WE FEEL LIKE IT WENT VERY WELL. [APPLAUSE]

>> THIS YEAR WE HAD THE CHANCE TO STUFF THE BUS.

MY NAME IS GRAHAM GILLESPIE AND I'M PRESENTING STUFF THE BUS FOR THIS YEAR.

STUFF THE BUS IS AN ANNUAL EVENT WHERE STUDENTS AND TEACHERS BRING IN CANNED ITEMS AND NON-PERISHABLE FOODS TO HELP DONATE FOR THOSE WHO DON'T HAVE WHAT WE HAVE AND GIVE THEM THEIR FOOD.

THIS YEAR FOR OUR STUFF THE BUS, WE'RE DOING COMPETITIONS BETWEEN ALL OF OUR FIRST PERIOD CLASSES AND WE HAVE THEM BRING IN THE FOOD TO THE FIRST PERIOD CLASSES, AND THEN IT STAYS IN THERE.

AT THE END ON DECEMBER 4TH, WHICH IS OUR END DATE, WE WILL TALLY IT UP AND THE TOP TWO CLASSES FROM EACH GRADE WILL GET A PRIZE.

THE TOP DONATOR FROM EACH OF THOSE SIX CLASSES WILL HAVE THEIR NAME PUT ON THE WHEEL OF HAWK TEAMNESS, WHICH IS WHAT WE HAVE AT HAWKMART, AND THEY'LL BE SPAWN TO GET GIFT CARDS OR A PRIZE, WHATEVER WE DECIDE TO DO.

WE LOVE DOING STUFF THE BUS.

IT'S A GREAT WAY TO DONATE AND GIVE BACK TO OUR COMMUNITY, AND IT'S GOING WELL SO FAR.

THANK YOU. [APPLAUSE]

>> I'M BACK TO PRESENT ON OUR SOCIALS.

EVERY YEAR AT SKYRIDGE, WE HAVE SOMETHING LIKE A HIGH SCHOOL DANCE,

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EXCEPT THIS YEAR, WE'RE GOING FOR MORE OF A SOCIAL WITH MORE OPPORTUNITIES FOR STUDENTS TO CHOOSE FROM LIKE BINGO AND TRIVIA, AND YOU CAN ALSO DO SPORTS AND DANCE.

BASICALLY, WE'RE FUNDING SKYRIDGE THROUGH CONCESSIONS AND TICKETS, WHICH YOU CAN EITHER BUY FOR ONE DOLLAR PRE-ORDER OR TWO DOLLARS AT THE DOOR.

THEN THESE SOCIALS WILL HELP BOOST OUR SCHOOL SPIRIT AND MORALE THROUGHOUT THE YEAR SO THAT PEOPLE WILL STILL BE EXCITED TO SHOW SCHOOL SPIRIT.

[APPLAUSE]

>> THANK YOU. THEN PREVIOUSLY THIS YEAR IN OCTOBER, WE HAD AN ASB ALL-NIGHTER, WHICH BASICALLY ALL OF ASB COMES TOGETHER, AND WE SPEND THE NIGHT AT THE SCHOOL AND WE DO A LOT OF FUN ACTIVITIES.

THIS YEAR, WE DID A BARBECUE AT THE BEGINNING, HIDE AND SEEK, A SCAVENGER HUNT.

WE WATCHED A MOVIE, WE PLAYED POISON DART FROG, AND WE DID SPORTS IN THE GYM AND FREE TIME IN THE LIBRARY.

THROUGHOUT THIS WHOLE NIGHT, WE ALSO DIVIDE INTO THREE TEAMS WHERE EACH OF THE DIFFERENT TEAMS HAS THEIR OWN COLORED SHIRTS, SO YOU KNOW WHAT TEAMS YOU'RE ON, AND THAT WAS BLUE, RED, AND WHITE.

THEN THROUGHOUT THE NIGHT, YOU EARN POINTS IF YOU'RE SHOWING A LOT OF SPIRIT OR IF YOU WIN A GAME.

THEN WE ALSO DECIDED THAT AT THE END OF THE NIGHT, IN THE MORNING, WHOEVER SHOWED THE MOST SPIRIT WOULD GET A PRIZE AND THEN SIGN THEIR NAME ON IT.

THEN EVERY YEAR, THERE'LL BE A NEW WINNER AND THEY GET ASSIGNED THEIR NAME ON IT, STARTING A NEW TRADITION.

ANYWAYS, THAT'S IT. THANK YOU. [APPLAUSE]

>> I DON'T KNOW IF ANYBODY HAD ANY QUESTIONS?

>> WELL, I'LL ASK ONE.

SO CONNIE'S SIDE, SHE DIDN'T KNOW EITHER. WHAT WAS POISON [OVERLAPPING]

>> POISON DART FROG. I WROTE THAT TOO.

>> WHAT'S POISON DART FROG? SOMEONE WANT TO EXPLAIN THE GAME? IN THE MICROPHONE. BECAUSE I'M SURE THERE'S PEOPLE WATCHING OR MARVELING.

>> BASICALLY, YOU'RE IN A GIANT CIRCLE, THEN THERE'S ONE PERSON IN THE MIDDLE THAT'S THE DETECTIVE.

EVERYONE CLOSES THEIR EYES, INCLUDING THE DETECTIVE, AND THEN SOMEONE WILL CHOOSE THE POISON DART FROG AND THEN THE DETECTIVE IS GOING AROUND IN A CIRCLE, BUT IN THE MIDDLE.

THEN THE POISON DART FROG WILL STICK THEIR TONGUE OUT AT SOMEONE WHEN THE DETECTIVE ISN'T LOOKING.

THEN IF SOMEONE STICKS THEIR TONGUE OUT AT YOU, YOU HAVE TO DRAMATICALLY FALL ON THE FLOOR AND PRETEND TO DIE, AND THE DETECTIVE IS TRYING TO GUESS WHO THE POISON DART FROG IS.

>> HEY. THANK YOU.

>> ANYTHING ELSE?

>> NO ONE'S GOING TO MAKE COMMENTS ABOUT DANCES THAT WE ALL HAD DANCES WHEN WE WERE.

IT'S COMMON FOR US.

>> WE HAD DANCES.

>> LOTS OF DANCES. BUT THANK YOU. THAT WAS EXCELLENT.

>> THANK YOU VERY MUCH. [APPLAUSE] ALSO, IT'S NOT TOO OFTEN THAT WE GET A SLIDE SHOW TOO.

THAT WAS BONUS POINTS FOR THE SLIDE SHOW TOO.

DO I MOVE TO THE NEXT ONE OR YOU WANT? WE ARE WELCOMED NOW BY PRESIDENT MCENRY, BUT I WILL MOVE US ON TO ITEM D. CAMAS HIGH SCHOOL IS NEXT UP TO GIVE A STUDENT REPORT.

>> WHO'S FIRST?

>> HI. I'M BELLA.

I'M A SENIOR AT CAMAS HIGH SCHOOL, AND I'M THE ASB VICE PRESIDENT.

>> HELLO. I'M JULIANNA CORBETT, AND I'M A SENIOR AT CAMAS HIGH SCHOOL AND I'M THE ASB TREASURER.

THIS PAST WEEKEND, DRAMA HAD THEIR FALL PLAY, WHICH WAS CALLED.

JUST HOLD IT. THANK YOU.

LET'S WORK OUT. WHICH IS CALLED MONSTROUS REGIMENT.

>> WE ARE ALSO CURRENTLY DOING STUFF THE BUS, WHICH IS A FOOD DRIVE FOR THE WHOLE CAMAS SCHOOL DISTRICT.

WE PLAN ON PICKING UP DECEMBER 6TH FROM ALL CAMAS SCHOOLS AND DROPPING THEM OFF AT THE CHILDREN'S HOME SOCIETY IN WASHOUGAL.

>> THEN TO GET INTO OUR FALL SPORTS, FOOTBALL MOVES ON TO SEMI-FINALS.

THEY PLAY AGAINST GONZAGA PREP THIS SATURDAY, 01:00 PM AT MCKENZIE STADIUM. SHOW UP.

OUR GIRLS VOLLEYBALL TEAM PLACED FIFTH IN STATE.

THEY DID THAT LAST YEAR. THEY'RE SO GOOD, SO AMAZING.

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BOTH BOYS AND GIRLS CROSS COUNTRY PLACED IN TOP 15 AND COHEN BUTLER AND ALISA MARSHALL FINISHED TOP 10.

OUR SWIM TEAM HAD LILA MCGEE TAKE THIRD IN THE 500 FREE AND SEVENTH IN THE 200 FREE AT THE STATE MEET, AND GIRLS SOCCER MADE THE FINAL 16.

>> THAT WAS FALL SPORTS. WINTER SPORTS HAVE JUST BEGUN WITH OVER 100 STUDENTS PARTICIPATING IN WRESTLING, 23 GYMNASTS, 15 BOWLERS, AND 40 PLUS BOYS SWIMMERS, AND EACH BOYS AND GIRLS BASKETBALL TEAM HAVE THREE FULL TEAM, C, JV AND VARSITY, AND THEN CHEER WILL CONTINUE TO CHEER FOR THE VARSITY TEAMS FOR BASKETBALL.

>> THEN THROUGHOUT THE MONTH OF OCTOBER, THE NATIONAL HONOR SOCIETY HOSTED THE UNSHELTERED DRIVE FOR VETERANS.

>> ON A NEW CLUB FRONT, THE COOKING GOT APPROVED BY ASB.

CHEF B IS THE ADVISOR, AND HE WILL BE TEACHING STUDENTS AT CHS HOW TO COOK ESSENTIALLY.

>> THEIR PLAN IS TO HOPEFULLY MAKE FOOD FOR THE STUDENTS.

OUR CAM RADIO CLUB JUST GOT APPROVED, AND MR. HOFFMAN IS THE ADVISOR.

THAT'S SUPER EXCITING.

>> THAT'S ALL WE HAVE.

>> THANK YOU. [APPLAUSE]

>> ANY QUESTIONS FOR FOLKS FROM KMS HIGH SCHOOL? THANK YOU SO MUCH.

[APPLAUSE] LOOKS LIKE NEXT, WE'VE GOT A STUDENT REPORT FROM DISCOVERY HIGH SCHOOL, JACK AND LOGAN.

>> GOOD EVENING. I'M JACK WALSH, THE ASB PRESIDENT AT DISCOVERY HIGH SCHOOL.

>> I'M LOGAN ROBINSON, THE ASB RALLY COMMISSIONER.

STUFF THE BUS IS HERE, WHICH I GUSSY HAVE HEARD ABOUT THIS ENTIRE TIME, SO WE'VE HAD GREAT STUDENT INVOLVEMENT WITH THE SENIORS IN THE LEAD, AND WE ARE OFFERING THE WINNING GRADE A PIZZA PARTY AS A MOTIVE TO HELP STUFF THE BUS, WHICH I FIND IRONIC.

WE COULD JUST DONATE THAT PIZZA STUFF THE BUS.

BUT WHATEVER, AND WE HAVE A COOKIE DOUGH FUND RAISER THAT IS ENDING DECEMBER 6TH, WHICH IS JUST THE PERFECT TIME.

I'VE BEEN RECENTLY INVITED INTO THE DELIGHTFUL WORLD OF COOKIE DOUGH, EATING RAW COOKIE DOUGH AS YOU'VE BEEN DOING MY HOMEWORK, AND I'M NOW FULL ADVOCATE FOR THIS.

ALL FUNDS WILL GO TOWARDS ASP, WHICH WILL GO TO FUTURE EVENTS LIKE WINTER DANCE, PROM, AND OTHER ASP STUFF.

VOID WAS HERE TODAY FOR DHS ALUMNI ARE VISITING AND VOID ANSWERED SOME QUESTIONS ABOUT TRADES AND APPRENTICESHIPS TO THOSE WHO WE HERES ABOUT IT.

TOMORROW, WE'LL HAVE BO BENNETT TO TALK ABOUT COLLEGE LIFE TO THOSE WHO ARE HERES ABOUT WHAT THAT MIGHT ENTAIL.

>> ON FRIDAY THE 15TH, WE HAD OUR STUDENT OF THE MONTH ASSEMBLY.

AGAIN, THE STUDENT OF THE MONTH ASSEMBLY IS PRETTY MUCH TO RECOGNIZE STUDENTS FROM AROUND THE SCHOOL THAT HAVE BEEN DOING A GREAT JOB AND SPECIFICALLY REPRESENTING THE EPIC VALUES OF DISCOVERY, WHICH IS ENTREPRENEURSHIP, PRODUCING, INNOVATING, AND CREATING.

TEACHERS GET TO VOTE ON ONE STUDENT FROM EACH GRADE AND HERE ARE THE RESULTS.

THE FRESHMAN STUDENT OF THE MONTH IS BEN MONTGOMERY BROWN.

THE SOPHOMORE IS SAM F. THE JUNIOR IS AUDREY MILLER, AND THE SENIOR IS ALA FERIA GONZALEZ.

ON THE 15TH, WE ALSO HAD A DISCO VISION NEWS.

THEY TRY TO RELEASE EVERY FRIDAY.

IT'S A BRAND NEW THING. I ACTUALLY REALLY APPRECIATE IT.

THEY GIVE WEEKLY NEWS ABOUT WHAT'S GOING ON IN THE SCHOOL, AND IT'S BRAND NEW.

THEY ANNOUNCED ON THE 15TH THAT THEY WOULD BE TAKING A BIT OF A HIATUS THROUGH THANKSGIVING BREAK TO TRY TO IMPROVE THINGS AND GET FEEDBACK FROM THE SCHOOL AND HOW TO MAKE THINGS BETTER.

THE MATH CLUB, WHICH I'M THE PRESIDENT OF.

WE BEGAN TO WORK ON REALLY THE BIG PROJECT FOR THE WASHINGTON STATE MATHEMATICS COUNCIL COMPETITION.

IT'S GOING TO BE HELD IN THE SPRING AT THE WC VANCOUVER CAMPUS.

THE FOCUS ON THE PROJECT IS DESCRIPTIVE STATISTICS, WHICH IS MEAN, MEDIAN, AND MODE.

THAT OUR TEAM HAS IDENTIFIED AT OUR SCHOOL AND THE CAMPUS COMMUNITY.

FOR EXAMPLE, WE WOULD BE TAKING A LOOK AT THE AMOUNT OF TRUCKS VERSUS THE AMOUNT OF CARS IN THE DISCOVERY HIGH SCHOOL PARKING LOT AND LOOKING AT THE STATUS THERE AND THEN TAKING AWAY FROM THAT AND SEEING WHAT IT MEANS, AND WE'RE GOING TO GIVE A BIG PRESENTATION, REALLY EXCITED FOR IT.

THAT WILL BE SOMETHING THAT THE MATH CLUB WILL BE WORKING ON FOR THE NEXT FEW MONTHS.

THAT'S PRETTY MUCH IT IF YOU GUYS HAVE ANY QUESTIONS.

>> I HAVE A QUESTION. SO LOGAN, YOU'RE THE RALLY COMMISSIONER.

I THINK YOU'RE THE ONLY SCHOOL THAT HAS A RALLY COMMISSIONER.

WHAT IS THAT SPECIFICALLY?

>> I DO THE MORNING ANNOUNCEMENT, SO I GET A SCRIPT AND I HAVE TO READ IT.

SOMETIMES I DON'T EVEN KNOW WHAT I'M READING IF I'M REALLY TIRED, BUT I'M ALSO IN CHARGE OF MAKING THE ADVERTISEMENTS AND STUFF AND HELPING OTHER AVERTS.

>> AWESOME. THANK YOU.

>> WE HOPE YOU GUYS HAVE A GREAT FALL BREAK. THANK YOU.

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>> THANKS, YOU, TOO.

>> THANK YOU. [APPLAUSE]

>> OUR FINAL STUDENT REPORT THIS EVENING.

WE HAVE OUR REPRESENTATIVES FROM THE STUDENT ADVISORY COMMITTEE COMING UP, SO AKIRA.

>> OH, NOT AKIRA. THAT'S ALL RIGHT.

>> HI, I'M J DISTIN.

I'M FROM THE STUDENT ADVISORY COMMITTEE.

STUDENT ADVISORY COMMITTEE HAS 37 MEMBERS THIS YEAR, AND WE HAVE AN AVERAGE OF 33 STUDENTS ATTENDING EACH MEETING.

WE STARTED OUR YEAR WITH SOME TEAM BUILDING ACTIVITIES PROVIDING OPPORTUNITIES FOR US TO GET TO KNOW EACH OTHER AND UNDERSTAND WHAT WE'RE GOING TO DO THIS YEAR.

WE HAVE 22 NEW MEMBERS AND 16 RETURNING MEMBERS.

WE'VE STARTED OUR WINDOWS AND MIRRORS PROJECT WITH THE FIFTH GRADE STUDENTS THROUGHOUT THE DISTRICT, AND OUR LEARNING OUTCOMES ARE TO UNDERSTAND THE POWER OF LABELS AND THE IMPACT THEY HAVE ON OTHERS.

LEARN TO FOCUS ON THE POSITIVE IN OUR LIVES, AND LEARN THE POWER OF SPREADING KINDNESS, NOT HATE.

IN ADDITION TO THE LESSON, WE HAVE ALSO DEVELOPED EXTENSION ACTIVITIES FOR OUR TEACHERS AND CLASSROOMS THIS YEAR TO CONTINUE THE LESSON OF SPREADING KINDNESS.

OUR FIRST SCHOOLS ARE SCHEDULED FOR DECEMBER 11TH AT LACAMAS LAKE ELEMENTARY AND DECEMBER 12TH AT WOODBURN ELEMENTARY.

THE REMAINING SCHOOLS ARE SCHEDULED FOR JANUARY AND FEBRUARY.

SO FAR, 24 SAC MEMBERS HAVE SIGNED UP FOR PRESENTING THE LESSON WHO WILL BE WORKING IN TWO TEAMS OF THREE PEOPLE FOR EACH SCHOOL.

WE'RE REALLY EXCITED TO KEEP SHOWING WHAT WE HAVE PLANNED FOR THE NEXT YEAR.

THANK YOU.

>> THANK YOU. [APPLAUSE] ANY QUESTIONS FOR J? J, THANK YOU SO MUCH.

THAT'S IT FOR STUDENT REPORTS UNLESS I'M MISSING ANYONE.

NEXT ITEM ON THE AGENDA IS BOARD COMMUNICATION.

I JUST WANTED TO GIVE ALL OF YOU AN OPPORTUNITY TO TALK ABOUT WHAT YOU'VE BEEN UP TO OR ANYTHING ELSE YOU WANT TO BRING TO THE ATTENTION OF THE BOARD?

>> START. COREY AND I HAD THE FORTUNE TO REPRESENT THE BOARD AT THE WAZDA ANNUAL MEETING.

SPOKANE THIS WEEKEND.

NORMALLY, I THINK MOST OF THE BOARD AND THE SUPERINTENDENT AND AT LEAST ONE MEMBER OF MAYBE THE ADMINISTRATION CAME, WE CUT THAT DOWN TO JUST TWO OF US, WHICH WAS FINE.

WE WERE ABLE TO COVER MOST OF THE IMPORTANT SUBJECTS.

FOR MYSELF, ATTENDED BOARD BOOT CAMP, WHICH WAS A PRIMER FOR NEW BOARD DIRECTORS.

A LOT OF IT I'D KNOWN, BUT IT WAS GOOD REINFORCEMENT.

WE GOT TO MEET OTHER NEW DIRECTORS AROUND THE STATE, SOME STUDENT REPRESENTATIVES WERE PRESENT AS WELL, SO THAT WAS A LOT OF FUN.

THERE WERE A LOT OF SESSIONS ON THE FINANCIAL CHALLENGES OF ALL THE SCHOOL DISTRICTS ACROSS OUR STATE AND HOW THEY'RE HANDLING THAT.

AS I THINK JOHN HAS MENTIONED IN MANY OF HIS SUPERINTENDENT REPORTS ABOUT WHAT'S IN THE NEWS, FEELING IT FROM THE DIRECTORS AS WELL.

EVERYONE IS TAKING THIS VERY SERIOUSLY.

A LOT OF THOSE ARE HOW THE DISTRICTS AND THEIR PARTNERS WITH BARGAINING AND OTHERS ARE WORKING TOGETHER TO TRY TO SOLVE THIS PROBLEM.

WE CAN'T NECESSARILY GET OUR POLITICIANS TO FIND MONEY RIGHT NOW.

THAT WAS A BIG MESSAGE.

I ATTENDED OTHER SESSIONS ON DEALING WITH PUBLIC RECORDS, CELL PHONE POLICIES.

THERE WERE A FEW ON THAT.

GOVERNANCE APPROACHES FOR SCHOOL BOARDS.

WE PICKED UP SOME GOOD TIPS FOR THAT THAT I'LL BE SHARING AT MAYBE THE NEXT WORKSHOP, AND A LOT OF COMMUNITY COLLABORATION.

IF ANYONE'S INTERESTED, I'VE GOT ONE BOOK.

I'LL PASS IT DOWN.

[LAUGHTER] I DID NOT GOT A LOT OF FREEBIES.

I'M GOING TO GET MORE FREEBIES BECAUSE I KNOW YOU LIKE FREEBIES, BUT I'VE GOT SOME HAND SANITIZER, I'LL BRING THEM IN, BUT THAT WAS IT.

IT WAS A OVERALL, VERY GOOD MEETING.

>> REALLY, I'VE BEEN UP TO IS I ATTENDED THE LEGISLATIVE RECEPTION THAT WE HAD LAST WEEK WITH OUR NEWLY ELECTED LEGISLATORS.

REALLY, I FEEL LIKE I JUST SAT IN THE BACKGROUND AND LISTENED TO OUR COMMUNITY AND STAFF SPEAK ABOUT OUR FIVE LEGISLATIVE PRIORITIES THIS YEAR.

THEY JUST DID SUCH AN AMAZING JOB.

I THINK OUR LEGISLATORS HEAR US WHAT THEY'LL DO WITH THAT.

YOU NEVER KNOW. BUT I THINK IT WAS EVERYBODY THAT'S ON THE LEGISLATIVE ACTION COMMITTEE REALLY DID A GREAT JOB.

WE HAD SOME STUDENTS SHOWING THINGS THAT THEY'VE BEEN UP TO AND SEVERAL OF YOU WERE THERE.

I THOUGHT IT REALLY WENT WELL.

I THINK WERE WE ALL THERE?

>> YEAH.

>> I THINK WE ALL WERE THERE. THAT WAS AWESOME.

>> SAME THING. ATTENDED THE LEGISLATIVE CELEBRATION.

I ALSO ATTENDED STAFF LISTENING AT HEIGHTS LEARNING CENTER, AND ALSO WENT TO ONE OTHER PLACE.

SKY RIDGE. FEEL LIKE I WENT ONE OTHER PLACE.

OH, DOROTHY FOX, PTA MEETING.

I'M ALSO SERVING ON THE CITY.

I HAD TO WRITE IT DOWN BECAUSE IT'S SUCH A LONG NAME, CITY OF CAMAS STRATEGIC PLANNING COMMUNITY ADVISORY COMMITTEE.

[00:25:04]

TO ME, ESPECIALLY WITH GIVEN THE TIME THAT WE HAVE HERE, THE BUDGET AND EVERYTHING ELSE.

JUST SUMMING IT UP, I FEEL LIKE WE AS A COMMUNITY CAN COME TOGETHER TO ATTACK WHATEVER THE PROBLEMS COMING AT US AT THIS POINT.

I THINK IF WE BAND TOGETHER AS A COMMUNITY WHETHER IT'S TEACHERS, PRINCIPALS, BOARD, EVERYONE, I WANT TO KEEP POSITIVE AND HOPEFUL THAT IT'LL ALL WORK OUT.

>> THE SAME, THE LEGISLATIVE RECEPTION.

IT IS GREAT TO BE IN FRONT OF OUR LEGISLATORS AND TO HAVE OUR COMMUNITY JUST SPEAK TO THEM BECAUSE THEY LIKE HEARING THE STORIES, LIKE THE PERSONAL STORY IS WHAT REALLY GETS THEM, AND THAT'S WHAT THEY KEEP TELLING US.

IT'S NOT ALWAYS THE EMAILS, IT'S LIKE GIVE US A STORY AND IT'S SOMETHING TANGIBLE THAT WILL HELP THEM MAKE THEIR DECISION.

I'M HOPEFUL THAT WE'LL GET SOME THINGS.

BUT I KNOW EVERYTHING ON OUR PRIORITY LIST IS NOT GOING TO BE FUNDED, BUT ALL WE CAN DO IS KEEP ADVOCATING AND DOING THE BEST WE CAN.

I THINK THEY APPRECIATE COMING TO CAMAS.

I WAS SAD TO MISS WAZDA THIS YEAR.

I WAS THE FIRST YEAR ON THE BOARD THAT WE DIDN'T ALL ATTEND WAZDA TOGETHER, BUT I THINK WE DECIDED AS A BOARD THAT FINANCIALLY, IT WAS BETTER IF WE ONLY SENT TWO, SO THE TWO OF THEM WENT.

BUT I KNOW YOU GUYS WERE GONE, I KEPT THINKING OF YOU GUYS BECAUSE IT'S A GREAT EVENT, AND I'M GLAD YOU GUYS GOT SUCH GREAT INFORMATION ABOUT IT, AND I CAN'T WAIT TO HEAR SOME OF THE STUFF YOU GUYS LEARNED WHILE YOU WERE THERE.

SPEAKING OF COMMUNITY, I ATTEND A LOT OF SPORTING EVENTS, AND I'VE BEEN AT ALL THE FOOTBALL GAMES BECAUSE THEY'RE SO ENJOYABLE TO GO TO.

BUT RECENTLY, I DON'T ALWAYS SIT AT THE SAME SPOT.

I WAS SITTING IN A RANDOM SPOT A COUPLE OF WEEKS AGO.

I FOUND MYSELF AMONGST, I BELIEVE IT WAS THE TRANSPORTATION DEPARTMENT.

IT COULD HAVE BEEN ANY STAFF. I DON'T KNOW.

I'M JUST SITTING THERE TALKING TO PEOPLE.

IT'S JUST HEARTWARMING, OUR COMMUNITY.

THERE WAS A BUS DRIVER THERE WHO WAS TALKING ABOUT HOW THE QUARTERBACK USED TO RIDE HER BUS AND SHE WAS THERE WATCHING HIM PLAY, AND SHE WAS WATCHING THE OTHER KIDS AND THE BAND WOULD COME UP THE STAIRS AND SHE WOULD SAY HI TO THE BAND BECAUSE SOME OF THE BAND KIDS RODE HER BUS AND IT'S JUST I JUST LOVE OUR COMMUNITY AND THE FACT THAT THERE'S ALL THESE PEOPLE SITTING THERE AT THE FOOTBALL GAME WHO DON'T NECESSARILY HAVE ANY KIDS THERE, BUT AT SOME POINT THEY TOUCH THE LIVES OF SOME OF THOSE KIDS.

TO THEM, IT'S STILL THEIR KIDS.

SHE'S CHEERING FOR THE TEAM AND THIS KID WHO DID THIS AND THAT.

IT WAS JUST LIKE I JUST ENJOYED LISTENING TO THEM, CHEER AND THE FACT THAT THEY TOUCH THESE STUDENTS' LIVES IN SOMEWHERE, AND THEY'RE OUT THERE PLAYING AND THE BANDS PLAYING THE CHEER LEADERS ARE PLAYING, AND THEY DON'T EVEN KNOW THAT THERE'S A STAND FULL OF PEOPLE WHO WERE THERE AT SOME POINT IN THEIR LIVES.

THEY STILL CAME TO WATCH THEM.

IT'S JUST OUR COMMUNITY THAT I LOVE SO MUCH, AND I JUST APPRECIATED THAT. THAT WAS IT.

>> THANK YOU. THANK YOU FOR GETTING THE MEETING GOING TOO.

I APPRECIATE THAT.

I HAVEN'T HAD WORK FOR THE LAST FEW DAYS BECAUSE WEDNESDAY AFTERNOON, MATTHEW AND I LEFT FOR WAZDA AND WE GOT BACK AND I TURNED AROUND AND I HAD TO GO UP TO A CONFERENCE FOR MY DAY JOB, THE ONE I GET PAID FOR.

I HAD 11 KIDS UP AT THE WESTERN INTERNATIONAL BAND CLINIC.

I HAD TO BE UP THERE FOR THAT CONCERT AND IT GOT DONE AT 2:30, TURNED AROUND, GOT BACK HERE FOLLOWING ALL OF THE SPEED LIMIT RULES AND GOT HERE AS QUICKLY AS I COULD. I APPRECIATE THAT.

BUT, THE WAZDA CONFERENCE, IT WAS DIFFERENT THIS YEAR, HAVING JUST TWO OF US THERE AND NOT BEING ABLE TO BOUNCE AS MANY IDEAS OFF OF EACH OTHER, BUT I THINK IT WAS STILL I'M GOOD FOR MATTHEW AND I TO BE THERE.

I DO HAVE SOME STUFF THAT I WANT TO SHARE WITH YOU EVENTUALLY.

I'VE GOT SOME GOOD STUFF FROM THE WAZDA'S STRATEGIC ADVOCACY GROUP.

THERE WAS A LEGISLATIVE ADVOCACY SESSION THAT I ATTENDED THAT HAS SOME REALLY GOOD STUFF FOR OUR ADVOCACY COMMITTEE.

I DO WANT TO PASS THAT ON EVENTUALLY.

MATTHEW AND I WERE ALSO QUITE TAKEN BY THE SUMNER BONNIE LAKE THE CALENDAR PRESENTATION, THEY DID THAT WAS ANOTHER ONE.

IT WAS VERY LAID OUT AND METHODICAL. WE GOT SOME IDEAS THERE.

ALSO, THIS IS JUST A LITTLE THING, BUT WE TOOK A LOOK AT A HANDBOOK FOR ALL BOARD MEMBERS THAT THEY GIVE TO EVERY NEW BOARD MEMBER IN THE BELLINGHAM SCHOOL DISTRICT.

IT'S A PUBLIC DOCUMENT, AND THEY ACTUALLY KEEP IT ON THEIR WEBSITE, AND IT'S SUPER HELPFUL JUST SPELLING OUT WHAT IT IS EXACTLY THAT EVERY BOARD MEMBER DOES AND DOESN'T DO THE NORMS, AND EVEN FOR A COMMUNITY MEMBER JUST TO LOOK AT WHAT THE JOB IS, I THINK IT'S REALLY INTERESTING, MATTHEW.

I DON'T KNOW IF YOU'VE HAD OTHER GOT.

GAIL PRINT A COPY FOR REVIEW OFFLINE. I'LL SHARE THAT UPCOMING.

YEAH, I THINK THAT SOME OF THE TANGIBLES THAT WE ARE TALKING ABOUT COMING FROM THAT IS MAYBE WORKING ON THAT NEW BOARD MEMBER.

NOT THAT WE EXPECT TO HAVE ANY NEW BOARD MEMBERS ANYTIME SOON, BUT WE'VE HAD TO IN THE LAST COUPLE OF YEARS.

I REALLY THINK THAT IF WE HAD THAT, IT WOULD BE HELPFUL FOR THAT FIRE HOSE OF INFORMATION THAT COMES AT A NEW IT SPEAKS TO BOARD RESPONSIBILITIES TO THE PUBLIC TOO.

[00:30:02]

>> LINES OUR STRATEGIC PLAN TO WHAT WE DO, TO WHAT WE'RE NOT SUPPOSED TO DO.

IT COVERS THE ROLE, SO IT HELPS NEW, BUT IT ALSO HELPS THE PUBLIC AND EVERYONE ELSE.

>> ALSO ATTENDED AND WE HEARD A LOT, WHETHER IT WAS IN SESSIONS OR JUST IN PASSING BETWEEN OTHER BOARD MEMBERS AND OTHER DISTRICTS.

THE REAL TOUGH TIMES THAT WE'VE BEEN TALKING ABOUT THE LAST COUPLE OF MONTHS AND EVEN YEARS.

THERE'S A LOT OF DISTRICTS THAT ARE FURTHER DOWN THE ROAD IN US.

THEY HAD TO MAKE THESE CHOICES, THESE TOUGH CHOICES IN THE LAST YEAR OR TWO.

BUT IT WAS A DIFFERENT TONE AT WAZDA THIS YEAR WHERE I FELT LIKE THERE WAS UNFORTUNATE BECAUSE THERE WAS LESS TO DO WITH A LOT OF KID ISSUES AND IT WAS MORE ADULT ISSUES AROUND BUDGET AND THAT STUFF.

I DON'T KNOW WHERE I'M GOING WITH THAT.

IT WAS JUST A DIFFERENT TONE.

WE'RE ALL IN THIS TOGETHER.

THIS IS MORE THAN JUST A CAMAS ISSUE.

THIS IS A STATEWIDE ISSUE THAT WE'RE GOING TO BE NAVIGATING HERE.

I ALSO WANT TO JUST JUMP BACK REALLY QUICK TO THE LEGISLATIVE ADVOCACY COMMITTEE MEETING BECAUSE THAT WAS ACTUALLY SOMETHING THAT I WAS TALKING WITH OTHER BOARD MEMBERS UP THERE AND TELLING THEM ABOUT WHAT WE'RE TRYING TO DO TO TRY AND BE PROACTIVE.

EXCUSE ME, TRYING TO BE PROACTIVE ABOUT THAT.

OUR LEGISLATIVE RECEPTION THAT WE HAD LAST MONDAY WAS FANTASTIC.

I KNOW THAT JACK, WHO WAS JUST SPEAKING FROM DISCOVERY, HE WAS THERE TO TALK ABOUT REGIONALIZATION FACTOR OF ALL THINGS, HE DUG INTO THAT. IT WAS GREAT.

HE WOWED SOME OF THE POLITICIANS IN THERE.

I THINK HE'S GOT A FUTURE THERE.

MICHAEL SANCHEZ WAS THERE TO TALK ABOUT MSOX.

THERE WAS SEVERAL OTHER PARENTS THAT WERE THERE.

THIS UNIFIED APPROACH THAT I THINK WE'RE PRESENTING REALLY RESONATED WITH A LOT OF PEOPLE, AND SO THEY'RE INTERESTED IN SEE HOW THIS BEARS OUT FOR US.

IF IT'S SUCCESSFUL, I THINK WE MIGHT HAVE SOMETHING THAT WE CAN EVEN PRESENT ON IN THE FUTURE OR SOMETHING LIKE THAT.

ANOTHER ONE THAT PEOPLE WERE INTERESTED IN HEARING ABOUT JUST CNJ HERE WAS OUR STUDENT ADVISORY COMMITTEE BECAUSE THERE'S SOME BOARDS THAT HAVE THE STUDENT REPS ON THE BOARD, AND WE'RE DOING OBVIOUSLY SOMETHING A LITTLE BIT DIFFERENT.

SOME DON'T HAVE ANY STUDENT REPRESENTATION AT ALL.

A LOT OF FOLKS WERE INTERESTED IN OUR MODEL AROUND THE STUDENT ADVISORY COMMITTEE TO GET A MORE DIVERSE PERSPECTIVE OF STUDENT VOICES INSTEAD OF JUST A COUPLE FROM THE HIGH SCHOOL OR SOMETHING LIKE THAT.

SOME THINGS TO REPORT BACK ON, BUT PEOPLE ARE IMPRESSED AT WHAT WE'RE DOING THERE, SO WE'LL KEEP GOING ON THAT.

I DON'T THINK I HAVE ANYTHING ELSE TO REALLY TOUCH ON THERE.

WE'VE FINISHED UP OUR PTO MEETINGS, GOING WITH JOHN, PRESENTING ABOUT THE BEGINNING OF THE YEAR, THE BUDGET, STRATEGIC PLAN.

I KNOW A LOT OF YOU HAVE BEEN ABLE TO GO TO A LOT MORE OF THE STAFF LISTENING POSTS THAT WE'VE DONE AT THE LUNCH ROOMS, AND WE LOOK FORWARD TO FINISHING UP ALL THE OTHER BUILDINGS THERE.

I KNOW WE'VE ALL BEEN BUSY IN OUR DIFFERENT WAYS.

I JUST APPRECIATE ALL OF YOU KEEPING YOUR NOSE OF THE GRINDSTONE HERE AND DOING THE WORK.

IT'S APPRECIATED. ANYTHING ELSE FOR BOARD COMMUNICATION?

>> NO.

>> LET'S MOVE US ON TO OUR SYSTEMS AND PATHWAYS SECTION HERE, AND WE'LL START WITH DR. ANZALONE'S SUPERINTENDENT REPORT.

>> THANKS, COREY. WELCOME BACK TO YOU AND MATTHEW.

CAN'T WAIT TO HEAR MORE ABOUT THAT.

THANK YOU FOR ALL THE SUPPORT WITH THE PTOS AND THE STAFF LISTENING POSTS.

IT'S ALWAYS GREAT TO HAVE YOU THERE.

I KNOW IT'S TOUGH FOR YOU AT DAY JOBS, BUT I REALLY APPRECIATE YOU EVERY TIME YOU'RE THERE.

MOVING ON, I ALWAYS LIKE TO START OFF WITH AN ENROLLMENT UPDATE.

[3. SYSTEMS/PATHWAYS]

WE'RE ON THE POSITIVE SIDE OF 10 FROM OCTOBER 15TH UNTIL NOVEMBER 15TH.

YOU CAN SEE AS WE TRICKLE DOWN, SEE WHERE THE GROWTH IS AND WHERE THE SUBTRACTION MIGHT BE.

OVERALL, RIGHT NOW OUR FTE IS SITTING AT 6,865 STUDENTS, SO STILL WELL BELOW WHERE WE'D LIKE TO BE AT THIS TIME, BUT AGAIN, THERE'S SOME POSITIVE TRACTION THERE.

SECONDARY ENROLLMENT HAS GONE UP NINE, AND ELEMENTARY AND PRESCHOOL HAS STAYED PRETTY STAGNANT AT ZERO NET.

IN OUR HIGH-SCHOOL GROUP, NO ANOMALIES REALLY THERE.

WE TYPICALLY SEE A GAIN IN CCA AROUND THIS TIME.

WE'LL PROBABLY SEE THAT GAIN AS WELL AS THE YEAR GOES ON.

THEY'RE PLUS 18 STUDENTS RIGHT NOW, AND A LOT OF THOSE STUDENTS ARE COMING FROM CHS, WHICH IS WHERE YOU SEE THAT -10 ENROLLMENT DROP.

DISCOVERY HAS STAYED RATHER NEUTRAL, THEY'RE -1, AND HAYES FREEDOM HAS LOST FOUR, BUT AGAIN, WE'LL LIKELY START TO SEE THE GAIN AT BOTH HFHS AND CCA AS THE SEMESTER MOVES FORWARD.

MIDDLE SCHOOL, OVERALL, AGAIN, PRETTY SAME STORY WITH CCA.

WE SEE A +6 STUDENTS AS THE SEMESTER MOVES FORWARD.

[00:35:02]

ELEMENTARY, WE'RE STILL SEEING A LITTLE BIT OF PLUS AND MINUS.

WOODBURN HAS LOST TWO STUDENTS OVER THE LAST MONTH, WHICH IS ACTUALLY A LITTLE BIT BETTER THAN WHERE WE WERE THIS TIME LAST YEAR WITH WOODBURN, SO A LITTLE LESS TRANSIENCY.

PRUNE HILL HAS ACTUALLY GAINED A FEW STUDENTS.

POTENTIALLY, THOSE ARE STUDENTS WHO ARE EITHER MOVING AROUND.

IT COULD BE PEOPLE MOVING INTO THE NEIGHBORHOOD.

THAT'S LESS LIKELY RIGHT NOW WITH HOUSING THE WAY IT IS.

IT'S MOSTLY STUDENTS WHO ARE MOVING AROUND TO OUR SCHOOLS.

BUT YOU CAN SEE THE REST THERE.

BALLER HAS LOST FOUR STUDENTS OVER THE LAST MONTH.

BUT OVERALL, THERE'S A POSITIVE OF 10 STUDENTS.

QUESTIONS ON THAT? I'LL KEEP UPDATING YOU EVERY MONTH AS WE CAN.

HOPEFULLY, WE'RE SEEING THOSE NUMBERS IN THE RIGHT DIRECTION.

REALLY GOOD REPRESENTATION THIS WEEK AT ROTARY.

WE HAD OUR ROBOTICS TEAM WHO PRESENTED A WONDERFUL THANK YOU FOR THEIR APPRECIATION OF THE CLUB.

I'M NOT SURE IF EVERYONE KNOWS THIS, BUT ROTARY ACTUALLY DONATES $2,500 A YEAR DIRECTLY TO ROTARY, AND IT REALLY HELPS TO SPONSOR MANY STUDENTS' FEES AND TRAVEL COSTS, THINGS LIKE THAT AS THEY GO TO COMPETITIONS.

THEY'RE GEARING UP FOR COMPETITION SEASON IN THE SPRING.

BUT AS YOU CAN SEE, THEY CLEARED THE SPACE.

THEY TOOK OVER THE ROOM AND THE ROBOT WAS UNDER CONTROL, FOR THE MOST PART.

WAS SHOOTING OFF SOME DISCS, AND THE ROTARIANS WERE PRETTY AMAZED BY THAT.

I HAD NOT REALIZED THIS.

MATTHEW PROBABLY KNEW THAT OUR ROBOTICS TEAM WON THE AUTONOMOUS AWARD, A VERY PRESTIGIOUS AWARD, FOR HAVING BEEN ABLE TO CONTROL THE ROBOT WITHOUT A CONTROLLER FOR A SHORT PERIOD OF TIME, AND THEY DEMONSTRATED THAT.

YOU CAN SEE A COUPLE OF THE LEADERS THERE PRESENTING TO ROTARY.

THEY DID AN AWESOME JOB.

COUPLE THINGS THAT I LEARNED.

ONE OF THE ROTARIANS ASKED ABOUT LIBERAL ARTS, AND WHAT HAPPENS IF YOU'RE INTERESTED IN MORE OF THE LIBERAL ARTS WORLD, NOT NECESSARILY A TECHNOLOGY WORLD, AND THE KIDS HANDLED THAT QUESTION GREAT.

THEY SAID, YOU KNOW WHAT? WE HAVE A HUGE LIBERAL ARTS COMPONENT TO WHAT WE DO AROUND MARKETING, AROUND SOCIAL MEDIA.

YOU DO NOT HAVE TO EVEN TOUCH THE ROBOT AND BE AN INTRICATE PART OF THE TEAM.

THAT WAS PRETTY IMPRESSIVE TO HEAR A LOT OF GOOD QUESTIONS FROM ROTARY.

ON THAT SAME MORNING, WE HAD BETHLEHEM, BETTY NIGUSIE FROM CHS, AND SHE WAS THE SOPHOMORE OF THE MONTH.

LIKE EVERY MONTH, SHE'LL BE BASICALLY PART OF THE POSSIBLE SOPHOMORE OF THE YEAR FOR A SCHOLARSHIP.

POOR THING, HER AND HER MOM SHOWED UP ABOUT 40 MINUTES LATE, THEY HAD A FLAT TIRE ON THE WAY.

LUCKILY, SHE WAS WITH A LOT OF ROTARIANS, SO THEY WERE REALLY GOING TO JUMP UP AND HELP, BUT IT WAS A LITTLE TOO LATE.

BUT SHE MADE IT THERE.

SHE'S AN AWESOME KID, AND I WISH SHE WAS ABLE TO BE HERE TONIGHT, BUT REALLY GOOD REPRESENTATION OF CAMAS AT ROTARY THIS WEEK. QUESTIONS ON THAT? WE ALSO, AND YOU HEARD SOME OF THE STUDENTS MENTIONED IT EARLIER, AWESOME GRATITUDE TO OUR VETERANS LAST COUPLE OF WEEKS AROUND VETERANS DAY.

THIS ASSEMBLY WAS PICTURES TAKEN FROM BALLER.

YOU CAN SEE THE KIDS WERE SO INVOLVED AND BRINGING IN VETERANS.

I KNOW THIS HAS BEEN A LONG TIME TRADITION HERE IN CAMAS, ONE OF THE BEST WEEKS AROUND.

JUST WANTED TO HIGHLIGHT THESE STUDENTS AND WHAT THEY LEARN, AND IT WAS NEAT TO HEAR TODAY THAT SOME OF THE STUDENTS ACTUALLY ASKED THEIR RELATIVES TO BE THERE. REALLY COOL STUFF.

QUESTIONS ON THAT ONE? GETTING INTO, AS MATTHEW MENTIONED AND COREY MENTIONED, A LITTLE BIT AROUND WHERE WE ARE WITH BUDGET.

EVERY MONTH, I TRY TO SHARE A COUPLE OF NEW STORIES THAT ARE FLOATING AROUND OUT THERE.

THE ONE ON THE LEFT IS FROM THE POST RECORD.

THIS ARTICLE FOCUSES ON WASHOUGAL, OUR NEIGHBOR, AND THE FINANCIAL WARNING THAT THEY WERE PLACED ON.

THERE WAS A FEW QUESTIONS I HAD AS I VISITED SCHOOLS AROUND OUR SCORE, AND I WANTED TO MAKE SURE I TALKED ABOUT THAT HERE FOR A SECOND.

IF YOU READ THE ARTICLE, YOU'LL NOTICE THAT THERE WAS A DISTRICT SCORE THAT'S GIVEN FOR FINANCIAL HEALTH AROUND THE STATE.

THOSE SCORES ARE RANGING FROM ZERO ALL THE WAY UP TO FOUR, IS A FOUR-POINT SCALE, AND 19 OF THE 265 SCHOOL DISTRICTS IN WASHINGTON STATE RECEIVED THE LABEL FOR '22, '23 SCHOOL YEAR, INCLUDING WASHOUGAL WITH A SCORE OF 1.55.

FORTY-THREE DISTRICTS RECEIVED A PERFECT 4.0 SCALE.

CAMAS SCHOOL DISTRICT RECEIVED A SCORE OF 3.35.

BUT I WANT TO BE CLEAR ON THIS THAT THE FINANCIAL RATIO USED IS WHAT THEY CALL A LOOK BACK, AND THAT BASICALLY MEANS THAT THAT'S ALREADY HAPPENED.

[00:40:02]

IT DOESN'T TAKE INTO ACCOUNT THINGS THAT WE'RE GOING THROUGH RIGHT NOW.

I JUST WANTED TO MAKE SURE PEOPLE WERE CLEAR ON THAT.

AS YOU KNOW, WE MANAGE OUR BUDGET LOOKING FORWARD.

OUR STRUCTURAL DEFICIT HAS BEEN COVERED BY COVID RELIEF FUNDS AND FUND BALANCE RESERVES SINCE 2020.

THIS '24, '25 YEAR, WE HAVE A DEFICIT OF EIGHT MILLION DOLLARS, WHICH WILL LOWER OUR RESERVES BY AUGUST.

AGAIN, WE LOVE HAVING A HEALTHY SCORE.

WE'RE HOPING WE CAN MAINTAIN A HEALTHY SCORE MOVING FORWARD.

JUST SOMETHING I WANTED TO CLEAR UP.

QUESTIONS ON THAT? COREY.

>> YOU SAID IT'S A LOOK BACK.

WHAT YEAR WAS IT BASED ON? WAS IT 2023, OR?

>> THIS WAS A SCORE FROM '22, '23.

>> THE '22, '23 SCHOOL YEAR. IT'S A COUPLE.

>> IT'S A YEAR BEHIND, AND A LOT OF THE OSPI DATA WE RECEIVE IS THAT WAY AS WELL.

THE ARTICLE TO THE LEFT, I'M GOING TO ENLARGE IT HERE A LITTLE BIT.

WHEN I FIRST GOT THE JOB HERE, I COULD READ THIS.

I DON'T KNOW WHAT'S GOING ON HERE.

THIS IS WHAT THE ELECTION RESULTS MAY MEAN.

CHRIS REYKDAL HAS BEEN DOING SOME NETWORKING AROUND AND REALLY TALKING ABOUT WHAT OUR SCHOOLS FROM THE FEDERAL LEVEL, FROM THE LOCAL LEVEL, WHAT SOME OF THOSE RESULTS COULD MEAN.

AS A DISTRICT, AS A CABINET, AS A TEAM, WE'RE ALSO LOOKING INTO THAT, WHAT COULD SOME OF THE CHANGES MEAN, ESPECIALLY AFTER INAUGURATION DAY IN JANUARY.

IF YOU'RE INTERESTED IN THAT ARTICLE, IT'S REALLY GOOD, AND I THINK OUR STATE IS DOING A REALLY NICE JOB OF BEING PROACTIVE AND UNDERSTANDING WHAT SOME OF THESE ELECTION RESULTS MIGHT MEAN.

LIKE I SAID, FEDERALLY, STATEWIDE, AND EVEN LOCALLY.

AGAIN, TO REITERATE, I THOUGHT THAT HAVING THOSE LEGISLATORS WITH US FACE-TO-FACE IN THIS ROOM, IT SENDS A REALLY GOOD MESSAGE THAT CAMAS IS GOING TO HAVE AND WANTS TO HAVE A VOICE AT THE TABLE, AND JUST BECAUSE WE'RE MID-SIZE DOESN'T MEAN THAT WE CAN'T BE LOUD AND STRONG, AND AT THE TABLE, INSTEAD OF LETTING THE LARGER DISTRICTS CONSUME THE ONLY VOICE.

REALLY PROUD OF THAT WORK.

I'M GLAD TO HEAR THAT PEOPLE AT WASHOUGAL WERE SPEAKING HIGHLY OF THAT AND WE'LL KEEP IT GOING.

QUESTIONS ON ANY OF THAT? MATTHEW.

>> I WAS JUST GOING TO SAY THAT THAT'S A HYPERLINK.

I KNOW YOU HAD THE STATE AUDITOR INFORMATION.

I KNOW ONE OF DISCUSSION AT WASHOUGAL ABOUT FUND BALANCE SUFFICIENCY, NOT JUST PERCENTAGES, BUT HOW LONG YOUR BALANCE WILL LAST IF WE FORECAST IT BASED ON EXPENSES.

I'D RECOMMEND ANYBODY [OVERLAPPING], GET THAT LINK.

>> I'M SORRY, MATT. WOULD YOU MIND CLICKING ON THAT LINK BECAUSE I DON'T HAVE MINE HOOKED UP? I'M GLAD YOU BROUGHT THAT UP.

IF YOU SCROLL DOWN A LITTLE BIT, GALE, AND YOU'LL SEE WHERE OUR FINANCIAL HEALTH IS, CAN CONTINUE DOWN JUST A LITTLE BIT, PLEASE.

YOU'LL SEE GENERAL FUND AND THEN ALL GOVERNMENTAL FUNDS.

IF YOU CLICK ON "GENERAL FUND", GALE, AND YOU'LL SEE THAT THERE'S SOME CONCERNING AREAS.

>> NEXT ONE, THE GENERAL FUND.

>> ONE MORE. GENERAL FUND.

YOU CAN SEE THAT ALTHOUGH OUR FINANCIAL HEALTH FROM TWO YEARS AGO WAS VERY STRONG, THERE ARE SOME CONCERNS HERE FROM THE AUDITOR'S REPORT.

THEY'RE CONCERNED ABOUT OUR GENERAL FUND SUSTAINABILITY, THE CHANGE IN OUR FUND BALANCE, AND THE FUND BALANCE EFFICIENCY.

THOSE ARE SOME RED FLAGS THAT OBVIOUSLY, WE'VE BEEN HITTING HOME ON.

WE UNDERSTAND THAT'S A PROBLEM.

WE KNOW IT'S A STATE ISSUE.

HOWEVER, I JUST WANTED TO MAKE SURE THAT WE'RE PAYING ATTENTION TO THAT.

THIS IS MORE REAL-TIME DATA. THANKS, MATT.

THANK YOU, GALE. I APPRECIATE IT.

JUST CONTINUING ON, WE KNOW THAT OUR PLAN IS IN PROGRESS.

OUR TIMELINE IS RIGHT ON TRACK OF WHERE WE NEED TO BE.

OUR FIRST GOAL IS TO RETURN OUR FUND BALANCE TO A SUSTAINABLE LEVEL.

I KNOW THE BOARD DID SOME WORK ON OUR LAST WORKSHOP AROUND THAT.

YOU'LL SEE A FIRST READING TONIGHT AROUND THE FUND BALANCE POLICY, AND THEN A SECOND READING AND POTENTIAL ADOPTION ON OUR DECEMBER 9TH MEETING.

THEN OUR SECOND GOAL OF TO REDUCE OUR BUDGET BY 10-12%.

THE FAQ THAT'S BEING PRODUCED FROM THE COMMUNITY SURVEY SHOULD BE OUT NEXT WEEK.

WE'RE JUST SIFTING THROUGH SOME OF THAT DATA STILL.

WE WANT TO MAKE SURE WE'RE TRANSPARENT WITH THE COMMUNITY.

AS WE ARE PREPARING TO GO INTO REDUCTIONS, WE KNOW WE HAD THE INITIAL REDUCTIONS IN AUGUST.

WE'LL HAVE ANOTHER SMALL SET OF REDUCTIONS COMING UP, AN ANNOUNCEMENT MOST LIKELY NEXT WEEK.

AGAIN, AS FAR AWAY FROM THE CLASSROOM AS POSSIBLE, REALLY TIGHTENING THINGS UP HERE AT ZAC, SOME NON-TANGIBLE ITEMS, LIKE SOME CONTRACTS, THINGS LIKE THAT, THAT EVERYTHING AFFECTS STUDENTS WHEN IT COMES DOWN TO IT, BUT HOW COULD WE STAY AS FAR AWAY FROM THAT AS POSSIBLE? WE'LL BE ANNOUNCING TO THE DISTRICT HERE AND THE COMMUNITY

[00:45:04]

AS WE'RE DOING THESE, WE'RE STAYING VERY CLOSE AS WE CAN TO OUR PRINCIPLES.

AGAIN, MINIMIZING STUDENT IMPACT, ALIGNING WITH OUR STRATEGIC PLAN.

I'M VERY HAPPY THAT WE HAVE THIS DOCUMENT NOW.

IT REALLY HELPS KEEP US GROUNDED AND KEEPING US ALIGNED TO THE WORK.

MAKING SURE THAT WE'RE MAKING COLLABORATIVE DECISION MAKINGS AS MUCH AS POSSIBLE, AS MUCH STAKEHOLDER ENGAGEMENT AS WE CAN, AND YOU CAN SEE THE REST THERE.

THE LAST ONE I WANTED TO MAKE SURE I ADDED THAT AS WE PLAN FOR STABILITY AND MAKING ONGOING ASSESSMENTS OF OUR BUDGET, WE'RE TRYING OUR BEST TO AVOID TEMPORARY FIXES AND SOMETHING THAT IS GOING TO BE MORE SUSTAINABLE OVER TIME.

HOPEFULLY, WE WON'T BE HAVING THESE CONVERSATIONS A YEAR, TWO YEARS, FIVE YEARS DOWN THE ROAD.

THAT'S THE ULTIMATE GOAL.

BUT THAT'S WHERE IT'S DIFFICULT.

WHEN YOU'RE TRYING TO FIND LONG-TERM SUSTAINABILITY, IT COULD BE HARD AT THE FRONT END AND HOPING THAT IN FUTURE BOARDS AND DOWN THE ROAD, WE SET UP A GOOD PATHWAY FOR SUCCESS.

I JUST WANT TO KEEP THOSE PRIORITIES AND PRINCIPLES IN MIND.

JUST TAKING A LOOK AT WHERE WE ARE NOW AND GOING THROUGH THE MONTH OF DECEMBER UNTIL WE HIT WINTER BREAK.

AS YOU KNOW, WE HAD OUR LAST SUPERINTENDENT BUDGET COMMITTEE AND MADE SOME INITIAL CONSIDERATIONS.

WE HAD A LOT OF REPRESENTATION AT THAT GROUP.

IT WAS A PACKED HOUSE, AND I APPRECIATE, ESPECIALLY A LOT OF OUR BARGAINING LEADERS BEING THERE.

A REALLY GOOD CONVERSATION, PRIMARILY AROUND COMMUNICATIONS, AND HOW THAT'S GOING TO LOOK.

REALLY GOOD CONSIDERATIONS THERE.

PEOPLE, I THINK, LEARNING A LOT ABOUT THE BUDGET THEY MAY HAVE NOT KNOWN BEFORE.

IT WAS AWESOME TO SEE OUR PARENT ENGAGEMENT AND REALLY GETTING THEM TO ASK SOME GOOD QUESTIONS AROUND THE BUDGET KEEPING US ON OUR TOES, FOR SURE.

TONIGHT'S BOARD MEETING, WHERE WE'RE LOOKING AT THE END FUND BALANCE POLICY.

THEN AS WE GET INTO NEXT WEEK, WE'LL START LOOKING, AT THAT SECOND ROUND OF CUTS, IS MINIMIZING OUR IMPACT ON CLASSROOMS. AMIE STEWART, OUR HR DIRECTOR, DID PUT OUT A RETIREMENT RESIGNATION PATHWAY FORWARD EMAIL, AND SO WE'VE RECEIVED SOME RESPONSES ON THAT.

I THINK THE EARLIER THAT PEOPLE COULD GIVE US THEIR PLAN, THE BETTER.

IT'LL HELP SAVE AS MANY POSITIONS DOWN THE ROAD AS POSSIBLE.

WE HAVE HAD NINE PEOPLE REACH OUT TO US WITH A PLAN.

DOESN'T MEAN THAT THOSE ARE SET IN STONE, BUT I'M HOPING THAT SOME MORE WILL LET US KNOW EARLIER ON WHAT THOSE PLANS MIGHT BE.

AGAIN, NEXT WEEK, WE'LL GET INTO THOSE SURVEY RESULTS.

WE'LL PUT OUT AN FAQ TO THE COMMUNITY TO MAKE SURE THAT EVERYBODY'S ON THE SAME PAGE.

WE ALSO PLAN TO PUT ADDITIONAL SURVEYS OUT AFTER WE DO SOME INITIAL LARGER CUTS IN THE SPRING.

WE WANT TO GIVE THE COMMUNITY IDEA OF WHAT WE'RE DOING AND WHAT WE'RE THINKING, AND THEN COME BACK AND SAY, THE COMMUNITY SAID THIS, SO WE MIGHT WANT TO MAKE SOME MODIFICATIONS TO THAT.

WE'LL CONTINUE THAT AS WE GET INTO THE SPRING.

DECEMBER 10TH IS REALLY AROUND COMMUNICATION, WHERE WE AT, WHAT HAVE WE REDUCED SO FAR, AND REALLY, WHAT IS THE PLAN GOING FORWARD? WE'LL TRY TO COMMUNICATE THAT AROUND DECEMBER 10TH DATE.

THEN WHAT I'VE ASKED OUR STAFF TO DO IS TO BRING ME SOME IDEAS FROM MORE OF THE SCHOOL BUILDINGS AND DEPARTMENT POSSIBLE REDUCTIONS BY DECEMBER 18TH.

SOME OF US WILL BE MEETING OVER WINTER BREAK TO DISCUSS SOME OF THOSE, SO THAT AS WE GET AFTER WINTER BREAK INTO THE NEW YEAR, WE'LL START TO MAKE SOME OF THOSE DECISIONS THAT WE'LL BRING TO THE BOARD.

THAT'S WHEN THINGS MIGHT START TO HIT A LITTLE MORE HOME.

ANYTIME THE CLOSER YOU GET TO THE ACTUAL STUDENTS, THAT'S WHEN IT GETS HARDER.

I'M NOT SAYING THAT ANY OF THAT IS EASY.

BUT AGAIN, WE'RE LOOKING AT THAT LONG-TERM SUSTAINABILITY, WHICH ISN'T ALWAYS FUN ON THAT FRONT END.

AGAIN, THOSE WHO WANT TO GET INVOLVED, ARE SHOWING UP IN A BIG WAY, WHETHER IT WAS AT THE RECEPTION, COMING TO THE PTOS.

OUR LAST ONE AT DOROTHY FOX WAS PRETTY FULL, AND THAT WAS A REALLY COLD AND RAINY NIGHT TOO.

I'M REALLY HAPPY TO SEE PEOPLE ASKING QUESTIONS AND GETTING INFORMED.

NOW THAT WE KNOW OUR LEGISLATORS, AND WE, FOR THE MOST PART, KNOW WHO WON THOSE SEATS, WE'LL GET INFORMATION OUT TO OUR COMMUNITY ON HOW TO CONTACT THOSE LEGISLATORS, BECAUSE WE KNOW PEOPLE DO HAVE A LOT TO SAY, AND I THINK THEY NEED TO SAY IT.

THOSE PERSONAL STORIES, AS I THINK, COREY, OR ONE OF YOU MENTIONED, ARE REALLY POWERFUL, ESPECIALLY WHEN IT COMES FROM THE STUDENTS.

[00:50:03]

I APPRECIATE THE BOARD MAKING THAT ONE OF OUR TOP FIVE PRIORITIES, BECAUSE EVEN THOUGH IT'S A LOCAL ISSUE, WE CAN FEEL IT HERE.

>> LET'S SEE. I'M TRYING TO RUN TWO DIFFERENT ONES HERE.

AS FAR AS THE RECEPTION GOES, JUST A COUPLE OF SHOTS FROM THAT MEETING.

YOU CAN SEE THE STUDENTS SPEAKING THERE.

THOSE ARE A BROTHER AND SISTER TEAM THERE AND NESTLED THERE BETWEEN COREY AND TRACY.

THEN, AGAIN, WE HAD A LOT OF SUPPORT THERE AT THE RECEPTION.

THANK YOU, AGAIN. THE WHOLE BOARD WAS THERE.

DEFINITELY SHOWS THAT THIS IS A PRIORITY AND THAT WE'RE NOT GOING TO SIT QUIETLY AND LET THINGS HAPPEN TO US.

ONE OF THE SLIDES THAT WE SPOKE ABOUT WITH OUR LEGISLATORS IS THIS SLIDE, I THINK, IS REALLY CRITICAL AND SHOWING AND WE ADDRESSED THIS DIRECTLY WITH PAUL HARRIS IN THE FACT THAT THE STATE EDUCATION BUDGET HAS SHRUNK SO MUCH, AND EVEN THOUGH THE EDUCATION BUDGET HAS GROWN, THE PERCENTAGE THAT GOES DIRECTLY TO EDUCATION HAS SHRUNK.

I THOUGHT IT WAS INTERESTING THAT PAUL ACKNOWLEDGE THAT AND IS TRYING TO MAKE IT A PRIORITY IN HIS CAUCUS AND SOME OF THE WORK THEY'RE DOING.

IT'S EVIDENT THAT IT'S A PROBLEM, AND WE'RE HOPING THAT, ESPECIALLY UNDER A NEW GOVERNOR, WHICH WE DON'T KNOW A LOT ABOUT, WILL MAKE IT A PRIORITY IN HIS BUDGET AS WELL. COREY.

>> SOMETHING I FORGOT TO MENTION DURING BOARD COMMUNICATION, BUT THIS IS SOMETHING THEY WERE TALKING ABOUT DURING OUR ADVOCACY MEETING IS, IF YOU'VE BEEN PAYING ATTENTION TO THE PRELIMINARY ECONOMIC DATA THAT'S BEEN COMING OUT AROUND THE BUDGET, THE LEGISLATURE IS PROJECTING A $10 BILLION DEFICIT IN WHAT THEY ALREADY HAVE FOR THE BUDGET.

THAT'S NOT A NUMBER THAT THEY'VE SEEN IN ANY NUMBER OF YEARS, AND SO I THINK SENATOR ELECT HARRIS HAD MENTIONED THAT NUMBER AS WELL DURING THE LEGISLATIVE RECEPTION, BUT THAT IS A REAL CONCERN RIGHT NOW.

I KNOW WASDA WAS CONCERNED ABOUT THAT AS WELL IN TERMS OF TRYING TO BOOST SPENDING.

SOMETHING TO KEEP AN EYE ON.

>> TO THAT POINT, COREY, I THINK THE OTHER THING THAT MAKES ME A LITTLE CONCERNED IS THE 71-STUDENT DROP IN ENROLLMENT.

MULTIPLY THAT BY THE $18,000 PER PUPIL, YOU'RE LOOKING AT ABOUT $1.3 MILLION.

IF WE WERE TO RECEIVE AROUND A MILLION DOLLARS FROM OUR CUT OF THIS, THAT COULD SIMPLY JUST BE A WASH. WE REALLY ARE LOOKING STRONGLY AT THAT NUMBER THAT CHRIS RYTHOL PRESENTED.

IT HAS TO BE MORE THAN THAT.

OTHERWISE, IT'S REALLY NOT GOING TO HAVE A TON OF EFFECT.

AGAIN, THIS IS WHERE THE WORK HAS TO BE IN MY OPINION, AND SO WE'RE NOT SHYING AWAY FROM THAT.

THE RECEPTION IS REALLY JUST THE BEGINNING IN MY OPINION, WE REALLY NEED TO KEEP OUR FOOT ON THE GAS.

THIS SESSION IS CRITICAL FOR US.

I DID SKIP OVER JUST IN CASE FOLKS OUT LISTENING DIDN'T GET A CHANCE TO LOOK AT OUR PRIORITIES.

AGAIN, BOARD APPROVED THESE AT OUR LAST MEETING.

WE ARE PRETTY MUCH RIGHT IN LINE WITH THE REST OF SOUTHWEST WASHINGTON AND A LOT OF THE STATE AND A LOT OF THE ORGANIZATIONS THAT SUPPORT US.

SPECIAL EDUCATION FUNDING BEING NUMBER 1.

I THOUGHT THIS WAS A REALLY GOOD MOVE BY OUR BOARD IS UPDATING THE PROTOTYPICAL MODEL.

I THINK WE TALKED A LITTLE BIT ABOUT THAT WITH PAUL AND ADRIAN AS WELL, NOT SEEING A HUGE CHANGE IN THAT THIS SESSION.

THIS IS PROBABLY A MULTI-SESSION ISSUE, BUT THERE HAVE BEEN SOME SMALL GAINS, THE $43 IN MSOC FUNDING LAST TIME I THINK WAS A GLIMMER OF HOPE THAT THAT PROTOTYPICAL MODEL IS BEING LOOKED AT.

AGAIN, REGIONALIZATION FUNDING, WE COMPARED THE COST OF HOUSING TO THE COST OF HOUSING IN SEATTLE.

IT WAS ALMOST A MIRROR IMAGE, AND SEATTLE PUBLIC IS RECEIVING 18% REGIONALIZATION ON TOP OF THEIR FUNDING. WE'RE RECEIVING 6%.

THERE WAS LITERALLY A $30,000 DIFFERENCE IN THE AVERAGE HOME PRICE BETWEEN SEATTLE AND CAMAS.

HOPEFULLY, THAT IMAGE WAS BURNED IN THEIR MINDS BECAUSE I THOUGHT THAT WAS PRETTY POWERFUL.

OF COURSE, MSOC, WHICH IS ONE OF WHAT WE'RE CALLING THE BIG THREE, ALONG WITH SPECIAL ED AND TRANSPORTATION, AND THEN OF COURSE, FULLY FUNDING TK, WHICH IS VITAL AND REALLY APPRECIATE THE WORK THAT ALIYAH WOLF'S DOING, AS WELL AS THERE WAS A PARENT THAT SPOKE ON THAT THAT WAS PRETTY STRONG.

THOSE ARE OUR PRIORITIES. THIS IS A SLIDE THAT I ALWAYS LIKE TO KEEP THERE.

THIS SHOWS WHERE OUR LEVY MONIES ARE GOING AND REALLY WHERE THEY SHOULDN'T HAVE TO COME FROM.

[00:55:02]

YOU SEE THAT 31% OF OUR CERTIFICATED POSITIONS ARE BEING PAID BY THE LEVY.

IT WASN'T WHAT THE LEVY WAS MEANT TO DO.

YOU GO DOWN THAT LIST AND IT TOTALS OVER ALMOST $26 MILLION OF OUR BUDGET.

IT'S COMING DIRECTLY FROM LEVY FUNDS BECAUSE WE'RE SIMPLY JUST NOT ADEQUATELY FUNDED.

WITH THAT, JUST A LITTLE BIT OF UPDATE ON THE STRATEGIC PLAN, AND WHERE WE'RE AT WITH THAT WORK.

I ALWAYS TRY TO REMIND US OF OUR GOALS, OUR THREE MAIN GOALS, AND OF COURSE, THE PROFILE OF A GRADUATE.

WE SHARED THIS TODAY WITH OUR CITY SCHOOLS.

WE HAD A REALLY NICE CONTINGENCY FROM THE CITY.

MAYOR HOGAN WAS WITH US, CHIEF OF POLICE, FIRE CHIEF, AND OTHERS, DOUG QUINN WAS THERE.

WE TALKED A LOT ABOUT THIS, AND THEY WERE REALLY IMPRESSED BY THE FACT THAT WE REACHED OUT TO OUR BUSINESS COMMUNITY.

WE REACHED OUT TO OUR COLLEGES, OUR TRADE SCHOOLS, OUR COMMUNITY TO SAY, HEY, WHAT ARE YOU LOOKING FOR IN A CAMAS GRADUATE.

I SAW A LOT OF HEAD NODDING AND A LOT OF GOOD QUESTIONS AROUND THIS.

I JUST WANTED TO REITERATE THAT.

THEN, OF COURSE, OUR WORK GROUPS, HOW TO CONNECT TO OUR WORK GROUP WORK IS ONCE YOU GET TO STRATEGIC PLAN AND YOU SEE OUR COMMUNITY CORNER, THOSE ARE BEING UPDATED AS THOSE MEET, AND THE LATEST ONE HERE IS OUR SOCIAL EMOTIONAL LEARNING GROUP.

I TRY TO CONNECT YOU WITH THIS DURING A WEEKLY UPDATE, SO TRY TO CHECK THAT WHEN YOU CAN.

BUT I'VE ALSO HAD A GOOD RECOMMENDATION FROM A TEACHER AT ODYSSEY TO MAYBE EVERY OTHER WEEK, ATTACH THAT TO OUR FIVE GOOD THINGS, SO THAT PEOPLE DON'T HAVE TO SEARCH AROUND TO FIND THAT.

IT WAS REALLY NEAT TO HEAR PEOPLE ARE ACTUALLY INTERESTED IN THAT WORK AND PAYING ATTENTION TO IT.

COUPLE OF CELEBRATIONS.

YOU HEARD THE KIDS MENTION IT EARLIER, FIFTH PLACE FOR VOLLEYBALL.

THEY GOT BACK SAFE AND SOUND AND BROUGHT HOME SOME HARDWARE.

I WAS REALLY IMPRESSED BY THIS AFTER THE FOOTBALL WIN ON SATURDAY.

THEY WOKE UP BRIGHT AND EARLY ON SUNDAY AND ATTENDED THE STUFF THE BUS EVENT.

COREY AND BOMANI, YOU'RE TALKING ABOUT COMMUNITY, AND TRACY.

THAT'S PRETTY IMPRESSIVE RIGHT THERE.

GET BEAT UP A LITTLE BIT ON SATURDAY AND GO HELP THE COMMUNITY ON SUNDAY MORNING.

I JUST WANTED TO HIGHLIGHT THAT. THANK YOU.

I ALWAYS TRY TO END WITH THE THUMBS UP THERE.

STAYING POSITIVE.

QUESTIONS, CONCERNS, THOUGHTS.

>> THANK YOU, JOHN. OUR NEXT REPORT IS OUR MONTHLY BUDGET REPORT AND JASON MCKETHERN.

>> GOOD EVENING. THIS WILL BE A QUICK REPORT THIS EVENING.

DOING A BUDGET STATUS REPORT FOR THE MONTH OF OCTOBER.

THIS IS THE SECOND MONTH FOR OUR FISCAL YEAR.

IF YOU RECALL, THE FIRST ONE THAT I DID FOR THIS YEAR, OUR ENCUMBRANCES WEREN'T QUITE PANNING OUT, SO WE'RE ALL GOOD STARTING OCTOBER.

WHEN YOU LOOK AT OUR BUDGET STATUS REPORT, SHOWS THE FUNDS ENCUMBERED FOR THE YEAR.

GLAD TO GET THAT IRONED OUT WITH THE CUMULATIVE CONVERSION THERE.

BUT ANYWAYS, OCTOBER IS ONE OF THE TWO MONTHS IN WHICH PROPERTY TAX COLLECTIONS COME IN, SO THAT AFFECTS GENERAL FUND, DEBT SERVICE FUND, AND CAPITAL PROJECTS FUND.

YOU'LL SEE THE REVENUES POP UP IN THOSE FUNDS FOR THIS MONTH.

PROJECTED DEFICIT, SLIGHT ADJUSTMENT, $7.9 MILLION, REMAINS HIGHER THAN BUDGETED.

WHAT THAT LEAVES US WITH IN THE ENDING FUND BALANCE IN AUGUST 2025 IS 1.7% UNASSIGNED FUND BALANCE.

SINCE WE'RE TALKING ABOUT THE FUND BALANCE POLICY THIS EVENING, I WANTED TO JUST HIGHLIGHT THAT PIECE.

THE FIRST READING OF THAT FUND BALANCE POLICY HAS THE UNASSIGNED ENDING FUND BALANCE TARGET OF 5%.

THE REMAINING FUNDS TRANSPORTATION VEHICLE, DEBT SERVICE, CAPITAL PROJECTS, AND A&B FUND, PRETTY NORMAL ACTIVITY FOR THE MONTH OF OCTOBER.

AS I MENTIONED, OUR DEFICIT IS COMING IN HIGHER THAN WHAT WE HAD BUDGETED.

WE HAD BUDGETED ABOUT $7.2 MILLION DEFICIT.

[01:00:03]

THAT'S AN IMPORTANT NUMBER THAT WE NEED TO BE KEEPING AN EYE ON.

OBVIOUSLY, AS WE'RE STARTING TO SET OUR TARGETS FOR BUDGET REDUCTIONS AND SUSTAINABILITY.

ALL OF THIS TIES TOGETHER, WHICH I ADDED A SLIDE AT THE END HERE.

IT'LL HOPEFULLY TIE THIS INFORMATION TOGETHER.

ON THE REVENUE SIDE, WE'VE TALKED ABOUT THIS.

IT'S A LITTLE BELOW BUDGET, AND THE REASON IS THAT ENROLLMENT DROP PRIMARILY.

NO MAJOR CHANGES ON THE EXPENDITURE SIDE OF THE HOUSE, AT LEAST TWO MONTHS IN, PRETTY PLEASED SO FAR WITH WHERE OUR PROJECTION IS COMING IN ON SOME OF THE SALARY COSTS BECAUSE THAT CAN BE PRETTY DIFFICULT TO PROJECT SOMETIMES.

IT'S REALLY CLOSE SO FAR, SO THAT'S GOOD.

I GET THIS QUESTION OF WHY CUTS OF 10-12%.

THIS HOPEFULLY LINK SOME OF THESE TOPICS THAT WE'RE TALKING ABOUT TONIGHT.

WHEN WE TALK ABOUT A DEFICIT, OF $7.9 MILLION, WHAT THAT MEANS IN PERCENTAGE TERMS IS 5.9%.

THEN WHEN WE'RE TALKING ABOUT A MINIMUM CASH FLOW AMOUNT, UNASSIGNED FUND BALANCE OF 5%, WE'RE GOING TO END THE YEAR AT 1.7, THAT MEANS IN ORDER TO GET TO A MINIMUM LEVEL TO COVER OUR MONTHLY CASH FLOW REQUIREMENTS, WE GOT TO ADD 3.3% BACK INTO THAT FUND BALANCE.

THE SAME PERCENTAGES APPLY.

STEP/ROLL INCREASES, BUT THOSE ARE JUST BASICALLY EMPLOYEES WHO ARE IN ANOTHER YEAR OF SERVICE OR WHAT HAVE YOU.

OURS TENDS TO BE ABOUT 1% A YEAR.

THAT IS, I WILL SAY, LOWER THAN MOST DISTRICTS.

THE REASON FOR THAT IS WE HAVE A LOT OF VETERAN STAFF, THAT THEY'RE NOT GOING TO GO UP, THEY'VE MAXED OUT PERHAPS IN THEIR PARTICULAR LANE OR A PARTICULAR SCHEDULE.

MOST DISTRICTS ARE CLOSER TO 2%.

WHEN YOU LOOK AT, WHAT'S THE SCOPE OF THE GAP OR CUTS THAT WE NEED TO LOOK AT.

THIS IS WHY YOU CAN LEAD YOURSELF TO THE 10% AS BEING THE BARE MINIMUM.

JUST THOSE FACTORS ALONE EXCEED 10%.

IF WE WERE TO GO WITH THAT AMOUNT, KEEP IN MIND THAT THAT WOULD ASSUME THAT OUR ENROLLMENT WOULDN'T DROP THE FOLLOWING YEAR, AND THAT WE'VE ESSENTIALLY FROZEN THE NUMBER OF STAFF, AND THOSE COMPENSATION, AND THE SALARIES AS WELL.

THAT'S A LOT OF FACTORS, OBVIOUSLY, OR ASSUMPTIONS THAT WOULD BE BUILT INTO THAT BEING THE MINIMUM TARGET.

THERE'S STILL A LOT OBVIOUSLY TO PLAY OUT.

WE HAVE SOME MODELING THAT WE NEED TO DO AROUND BUDGET REDUCTIONS, AS WELL AS THERE'S A WHOLE TIMELINE AND PROCESS THAT LEADS US INTO THE SPRING, AND WE HAVE CONTRACT NEGOTIATIONS AS WELL.

STILL A LOT OF UNKNOWN VARIABLES, LET ALONE THE LEGISLATURE THAT'S GOING TO KICK OFF HERE IN JANUARY AND NOT WRAP UP AT THE EARLIEST UNTIL APRIL 27TH.

STILL EARLY, BUT THESE ARE ALL THINGS THAT COULD IMPACT WHERE OUR TARGET IS OR WHERE MINIMUM OR WHAT OUR RANGE IS FOR BUDGET REDUCTIONS.

ANY QUESTIONS ON THAT? I WANT TO LINK SOME OF THIS TOGETHER.

>> NOT REALLY ANY QUESTIONS AND I KNOW SOME OF THIS WE'LL TALK ABOUT WHEN WE TALK ABOUT THE FUND BALANCE POLICY, BUT WHEN YOU TALK ABOUT GETTING THE MINIMUM CASH FLOW, THE 5%, THAT'S NOT A HEALTHY NUMBER.

THE 5% WE'RE GETTING TO IS THE AMOUNT WE NEED TO KEEP THE LIGHTS TURNED ON.

HEALTHY IS HIGHER THAN THAT, BUT THE 5% IS JUST IF WE HAVE LESS THAN THAT, WE CAN'T PAY OUR BILLS.

>> ESSENTIALLY, WE WOULD FALL SHORT IN A GIVEN MONTH, LIKELY EITHER A MARCH OR A JUNE AND NOT BE ABLE TO COVER OUR PAYROLL WITH THE RESOURCES THAT WE HAVE AND WE'D HAVE TO BORROW, ESSENTIALLY.

THAT'S IT. ANY OTHER COMMENTS, QUESTIONS? I TOLD YOU IT WAS QUICK.

>> THANKS, JASON. 3C,

[01:05:05]

MOVING DOWN TO SECTION 4, LEARNING.

[4. LEARNING]

I'LL INVITE ALL INVOLVED UP.

I KNOW IT'S GOING TO BE LISA, AND KATIE, AND SHREE, JEN SCOTT.

>> IT'S LIGHT GREEN. NOW IT'S DARK GREEN.

THAT WILL APPLY TO ONE OF OUR SLIDES LATER ON AS WELL, SO LUCKY US.

SHEREE IS NOT WITH US TONIGHT, BUT I WOULD LIKE TO INTRODUCE JENN SCOTT AND KATIE SEIDL WHO ARE HERE FOR THE SCREENING ASSESSMENT DATA.

I WILL TELL YOU ONE THING THAT YOU KNOW THAT WE WORK ON THESE OFTEN UNTIL THE MOMENT THAT WE'RE IN FRONT OF YOU.

I WANT TO RECOGNIZE THE THING THAT I JUST CHANGED, WHICH WAS THE DATE THAT SAID IT WAS 11/24, IN WHICH CASE YOU'VE ALL MISSED IT ALREADY, BUT WE CHANGED IT TO TONIGHT.

WE ARE SO GLAD TO BE WITH YOU TONIGHT.

ONE OF THE THINGS THAT I WANT TO START WITH IS THAT VERY FEW OF US WHO ARE IN EDUCATION GO INTO EDUCATION FOR THE DATA.

WE GO INTO EDUCATION FOR THE KIDS, FOR THE LOVE OF KIDS, FOR THE LOVE OF COMMUNITY, FOR THE IDEA THAT WE CAN HELP TO INFORM AND SHAPE FUTURES TO MAKE BETTER FOR EVERY ONE OF OUR STUDENTS WHAT THEY MIGHT BE ABLE TO EXPERIENCE IN THE WORLD AS POSSIBILITY.

THAT SAID, THERE ARE SOME OF US WHO ALSO GEEK A LITTLE BIT OUT ON NUMBERS.

ANYBODY OUT HERE? LITTLE RAISE OF HANDS AS WELL.

WHEN WE WERE PREPARING THIS PRESENTATION, WHAT WAS EXCITING ABOUT IT IN PART WAS THAT RECOGNIZING THAT EVERY NUMBER THAT WE WILL LOOK AT TONIGHT REPRESENTS ONE OF OUR STUDENTS, OFTEN IN THE COMPOSITE.

BUT IT REALLY TELLS A STORY ABOUT OUR STUDENTS, AND THE MEASURE OF IT, NO PUN INTENDED, IS REALLY ABOUT WHAT DO WE DO WITH THE DATA SO THAT WE CAN, IN FACT, INFORM AND IMPACT STUDENT LEARNING.

WITH THAT, WE'RE FRAMING THE QUESTIONS FOR TONIGHT AS THE ONES THAT YOU SEE ON YOUR SCREEN HERE.

ONE OF THE THINGS THAT WE WANT TO START WITH IS JUST THE NOTION THAT THIS WILL BE RELATIVELY HIGH LEVEL.

THE REASON THAT I SAY THAT IS THAT ANY ONE OF THE DATA SETS THAT WE'RE GOING TO SHOW YOU TONIGHT COULD BE THE SUBJECT OF AN ENTIRE PRESENTATION OR BOARD WORK SESSION.

WHAT WE'RE HOPING AS WE WALK YOU THROUGH SOME OF THIS IS THAT YOU'RE GATHERING YOUR QUESTIONS SO THAT WE CAN BE LED BY YOUR QUESTIONS INTO WHAT SOME NEXT STEPS MIGHT BE, WHERE THERE ARE SOME THINGS THAT YOU'D LIKE TO LEARN MORE ABOUT.

TONIGHT, WE'RE FRAMING THE QUESTIONS IS, FIRST OF ALL, WHAT'S A SCREENER? THEN WHAT ROLE DOES IT PLAY WITHIN AN MTSS, OTHERWISE KNOWN AS A MULTI-TIERED SYSTEM OF SUPPORTS? THEN MOSTLY IT'S ABOUT HOW IS IT USED? AT THE SCHOOL LEVEL, WHAT ARE THE SHIFTS OR DECISIONS WE MAY MAKE ABOUT A STUDENT'S LEARNING EXPERIENCE BASED ON SCREENER DATA? WHEN WE SAY SCHOOL LEVEL, WE MEAN AT A CLASSROOM LEVEL, AT A GRADE LEVEL, AT A PLC LEVEL, AT A WHOLE SCHOOL LEVEL.

THEN ALSO AT THE DISTRICT LEVEL, SOME OF THOSE SAME QUESTIONS IN ADDITION TO HOW ARE WE LOOKING ACROSS THE SYSTEM TO KNOW WHAT WE MAY NEED TO ADJUST OR SUPPORT IN ORDER TO CONTINUE TO SUPPORT OUR STUDENTS.

FIRST, WE'RE GOING TO START WITH THE FIRST QUESTION, WHICH IS WHAT IS A SCREENER? FIRST AND FOREMOST, A SCREENER IS A TYPE OF ASSESSMENT.

IT'S OFTEN REFERRED TO AS A UNIVERSAL SCREENER.

UNIVERSAL, MEANING THAT IT'S SOMETHING THAT'S INTENDED TO BE ADMINISTERED TO ALL STUDENTS.

UNIVERSAL IN THAT REGARD.

IT'S ONE COMPONENT OF A COMPREHENSIVE ASSESSMENT SYSTEM.

A COMPREHENSIVE ASSESSMENT SYSTEM HAS MANY COMPONENTS, AND ESSENTIALLY WHAT IT IS IS A SET OF PRACTICES AND TOOLS THAT IS ABLE TO COHESIVELY GUIDE OUR SYSTEM AT EVERY LEVEL TO SUPPORT STUDENT OUTCOMES.

WITH THAT, I'M GOING TO PASS TO YOU A GRAPHIC THAT SHOWS THE RIGHT SLICE THAT YOU SEE HERE, THAT'S UNIVERSAL SCREENING, ALONG WITH THE OTHER COMPONENTS OF AN ASSESSMENT SYSTEM THAT'S THREE HOLE PUNCHED,

[01:10:02]

THERE SHOULD BE PLENTY.

THERE'S EVEN A COUPLE FOR FRIENDS THAT YOU CAN HELP US TO DISTRIBUTE AS WELL.

A UNIVERSAL SCREENER IS DESIGNED TO BE SHORT, AND ALSO IT IS CONNECTED TO THE QUESTION THAT YOU SEE ON THAT GRAPHIC AND THE ONE HERE, WHICH IS WHICH STUDENTS ARE AT RISK? IT'S HELPING US TO SEE WHICH STUDENTS ARE AT RISK AND PARTICULARLY IDENTIFYING STUDENTS IN NEED OF ADDITIONAL ASSISTANCE IN ORDER TO MEET LEARNING GOALS.

YOU SEE ON HERE GENERALLY ADMINISTERED 3-5 TIMES A YEAR.

OUR SCREENERS WE'VE GOT ONE THAT'S TWO TIMES A YEAR AND TWO OTHERS THAT ARE THREE TIMES A YEAR.

I'M GOING TO GO BACK.

WELL, LET ME DO THIS FIRST.

I'LL READ THIS IN CASE IT'S DIFFICULT TO READ IN THE BACK, BUT SCREENING IS A SYSTEMATIC PROCESS FOR IDENTIFYING STUDENTS WHO MAY BE AT RISK FOR POOR LEARNING OUTCOMES, INCLUDING ACADEMIC, BEHAVIORAL, SOCIAL, EMOTIONAL, SCHOOL COMPLETION, AND COLLEGE AND CAREER READINESS OUTCOMES.

THE MOST IMPORTANT PART OF THIS FOLLOWS, WHICH IS THAT SCREENING IS ONE DATA POINT THAT'S USED TO HELP US UNDERSTAND WHAT A STUDENT NEEDS.

IT'S NOT MEANT TO BE USED EXCLUSIVELY AS A WAY TO SAY THIS KID NEEDS THAT.

IT'S MEANT TO SAY, THESE STUDENTS MAY BE AT RISK.

WHAT ELSE DO WE KNOW ABOUT THEM THAT INDICATES THAT THEY ARE OR ARE NOT, AND THEN WHAT DO WE NEED TO DO? I'M GOING TO FLIP BACK HERE FOR A SECOND TO OUR MTSS GRAPHIC, WHERE IN THE CENTER, YOU SEE THE GREEN, THE YELLOW, AND THE RED.

ESSENTIALLY A MULTI-TIERED SYSTEM IN ITS STRUCTURE IS ABOUT KNOWING AND UNDERSTANDING WHAT ALL STUDENTS RECEIVE, SO ACCESS TO THE CORE, ACCESS TO GRADE LEVEL CONTENT WITH DIFFERENTIATION AND INTERVENTION IN THE CLASSROOM.

THE YELLOW AND RED ARE REALLY ABOUT MORE INTENSIVE SUPPORTS THAT A STUDENT MIGHT NEED IN ORDER TO BE ABLE TO THRIVE, WHICH IS REALLY WHAT OUR SYSTEM IS ABOUT.

A SCREENER MIGHT INDICATE TO US THAT THERE'S AN INTERVENTION OR DIFFERENTIATION NEEDED IN THE CLASSROOM, OR IT COULD BE USED IN COMBINATION WITH OTHER DATA TO HELP US UNDERSTAND THAT THERE'S A MORE INTENSIVE LEVEL OF SUPPORT THE STUDENT NEEDS IN ORDER TO ACHIEVE THOSE OUTCOMES. GO AHEAD.

>> SORRY. CAN I ASK A QUICK QUESTION?

>> YEAH.

>> WHEN WE'RE TALKING ABOUT SCREENERS, YOU DON'T NECESSARILY MEAN AN ASSESSMENT.

IT COULD BE A GATHERING OF ATTENDANCE AND BEHAVIOR AND GRADES AND THAT KIND OF THING, RIGHT?

>> IT IS OFTEN AN ASSESSMENT, BUT IT IS A DATA SET THAT HELPS US KNOW SOMETHING ABOUT IF OUR STUDENTS ARE AT RISK.

ABSOLUTELY, ATTENDANCE CAN BE A FORM OF SCREENING DATA.

GRADES CAN BE A FORM OF SCREENING DATA.

TONIGHT, THE ONES WE'RE TALKING ABOUT ARE ACTUAL ASSESSMENTS.

THIS ALSO CONNECTS AND YOU'VE SEEN THIS TWICE TONIGHT NOW.

WE ARE ON A ROLL TO THE STRATEGIC PLAN, SPECIFICALLY, MTSS IS A CORE PART OF THE WORK OF THE STRATEGIC PLAN, AND IT CONNECTS BOTH HIGH QUALITY INSTRUCTION AND A CULTURE OF SAFETY AND BELONGING.

THE SCREENER INFORMATION YOU HAVE TONIGHT IS CONNECTED TO MTSS, WHICH IS CONNECTED TO OUR STRATEGIC PLAN IN THOSE TWO GOAL AREAS.

IN ADDITION TO THE MULTI-TIERED SYSTEM OF SUPPORTS AS A CONNECTION, WHICH WE'VE TALKED A LITTLE ABOUT, A SCREENER ALSO CONNECTS TO STANDARDS-BASED LEARNING IN A COUPLE OF DIFFERENT IMPORTANT WAYS.

WHEN WE GO BACK TO THE GRAPHIC THAT YOU SAW THAT YOU ALSO HAVE THE COPY OF, ONE OF THE THINGS IT SAYS IS THAT A SCREENER IS INTENDED TO IDENTIFY STUDENTS IN NEED OF ADDITIONAL ASSISTANCE IN ORDER TO MEET LEARNING GOALS.

LEARNING GOALS IN A SCREENER ARE ALWAYS CONNECTED TO STANDARDS THAT AGAIN ARE ABOUT WHAT WE WANT STUDENTS TO KNOW AND BE ABLE TO DO AS A RESULT OF ACCESSING GRADE LEVEL CONTENT.

IN ADDITION, PART OF STANDARDS-BASED LEARNING IS CURRICULUM, AND THIS DEFINITION OF CURRICULUM COMES FROM LEADING STANDARDS-BASED LEARNING AND IMPLEMENTATION GUIDE FOR SCHOOLS AND DISTRICTS, WHICH IS ONE OF THE RESOURCES THAT IS GUIDING THE WORK GROUP OF STANDARDS-BASED LEARNING.

YOU'LL NOTICE THAT CURRICULUM INCLUDES ASSESSMENTS,

[01:15:01]

IN TERMS OF THE SCREENERS IN OUR SCHOOL DISTRICT RIGHT NOW, WE HAVE DIBELS 8 IN READING FOR GRADES K-5, AND WE HAVE IREADY IN READING FOR GRADES 6-8.

IN MATH, OUR CONSISTENT SCREENER IS IREADY IN GRADES 6-8.

THEN FOR SOCIAL AND EMOTIONAL LEARNING, OUR SCREENER IS PANORAMA IN GRADES 3-12.

THEN YOU'LL NOTICE SOME ASTERISKS THERE.

THERE'S A DISTINCT EMPTINESS AT THE HIGH SCHOOL LEVEL WITH READING AND MATH.

THIS IS A SIMILAR CHALLENGE THAT OTHER DISTRICTS HAVE AS WELL, TO FIND A SCREENER THAT PROVIDES ENOUGH DATA WITH ENOUGH NUANCE ACROSS THE HIGH SCHOOL LEVEL TO BE ABLE TO PROVIDE ACTIONABLE INFORMATION FOR US.

WHAT WE'RE DOING RIGHT NOW IS FIELD TESTING MAP, WHICH IS MEASURES OF ACADEMIC PROGRESS AT CHS IN GRADE 9 TO SEE IF THAT ONE WILL PROVIDE THAT BALANCE OF THE AMOUNT OF TIME IT TAKES, WITH THE INFORMATION WE GET BACK, WITH THE ABILITY TO USE IT TO INFORM HOW WE SUPPORT OUR STUDENTS.

THEN IN MATH AT K-5, RIGHT NOW, THERE IS A FIELD TEST OF STAR MATH AT FOX.

AGAIN, WE RECOGNIZE THAT WE NEED A MATH SCREENER IN K-5.

THERE WAS ALSO A DECISION MADE EARLY ON WHEN WE STARTED WITH DIBELS 8, THAT STARTING WITH TWO SCREENERS AT ONE TIME IN A GRADE LEVEL SPAN WHERE MOST TEACHERS ARE TEACHING BOTH WOULD BE COUNTERPRODUCTIVE.

WHAT WE HAVE LEARNED IN THE IMPLEMENTATION OF DIBELS IS THAT WE ARE MORE WELL SUITED ONCE WE HAVE A MATH SCREENER BECAUSE SO MANY OF THE PRACTICES ARE SIMILAR ACROSS CONTENT AREAS.

ONCE WE'VE UNDERSTOOD WHAT WE CAN DO WITH A SCREENER IN ONE CONTENT AREA, IT'S EASIER TO BE ABLE TO MOVE IT INTO ANOTHER.

FOR TONIGHT, THE THREE FALL SCREENERS THAT WE'LL BE SHARING DATA WITH YOU INCLUDE DIBELS 8, IREADY, AND PANORAMA.

YOU SEE SOME BULLETS ABOUT EACH OF THEM ON THIS SLIDE HERE.

THAT INFORMATION WILL ALSO BE IN EACH PART THAT JENN AND KATIE WILL BE TALKING TO.

WITH THAT, I WILL TURN IT OVER TO JENN AND WE'LL START WITH DIBELS.

>> FOUR YEARS AGO THROUGH THE STATE'S DYSLEXIA LEGISLATION, WE ADOPTED DIBELS.

DIBELS ARE THE PROBES THAT ARE HOUSED WITHIN MCLASS, WHICH IS THE TEACHER ADMINISTRATION PART OF IT, WHICH IS PART OF THE BIGGER SYSTEM OF AMPLIFY.

IF YOU'VE HEARD ALL THREE TERMS, DIBELS, MCLASS AND AMPLIFY, THAT'S THE BACKGROUND KNOWLEDGE THAT HELPS TO UNDERSTAND THAT.

HERE IS SOME INFORMATION ON DIBELS 8TH.

IT IS ADMINISTERED TO ALL K-5 STUDENTS AT THE BEGINNING, THE MIDDLE AND THE END OF THE YEAR.

IT ASSESSES SKILLS CONNECTED TO THE WORD RECOGNITION STRANDS, WHICH ARE PART OF SCARBOROUGH'S READING ROPE, AND THOSE THREE STRANDS ARE PHONOLOGICAL AWARENESS, DECODING, AND SIGHT RECOGNITION.

THE SCORES ARE GIVEN FOR FLUENCY AND ACCURACY OF THOSE SKILLS AND THEY ARE ONE MINUTE TIMED PROBES.

THEY PROVIDE A PATHWAY FOR PROGRESS MONITORING.

THEN INFORMATION CAN BE USED TO DETERMINE IF AND WHICH DIAGNOSTIC ASSESSMENT WOULD BE HELPFUL TO GAIN MORE INFORMATION ABOUT A STUDENT'S SKILLS.

THAT WOULD BE TO SUPPORT TIER 1 AND TIER 2.

THEN ON THIS SLIDE ARE THE THREE STRANDS OF WORD RECOGNITION FOR THE READING ROPE.

THEN ALSO EACH OF THOSE SKILLS ARE CONNECTED TO FOUNDATIONAL SKILLS STANDARDS WITHIN EACH GRADE LEVEL.

IT'S IMPORTANT TO KEEP IN MIND THAT THE BENCHMARK GOALS FOR EACH WINDOW CHANGE AT THE BEGINNING, MIDDLE, AND END OF YEAR.

THE DATA HELPS US TO IDENTIFY WHO IS AT RISK AND ALSO PROFESSIONAL LEARNING AT A SCHOOL AND A DISTRICT LEVEL, AND THAT EACH WINDOW OR REPORT WITHIN THE SYSTEM GIVES VERY PRECISE INFO, WHICH YOU'RE GOING TO NEED TO SEE IN THE FOLLOWING SLIDES, THAT TEACHERS AND LEADERS HAVE GAINED FLUENCY IN UNDERSTANDING OVER THE LAST THREE YEARS WITH A LOT OF PROFESSIONAL DEVELOPMENT AND DATA ANALYSIS PROTOCOLS.

ANOTHER IMPORTANT PIECE IS PRIOR TO DIBELS, SCREENING WAS DONE BY A SWEEP OF VOLUNTEERS AND

[01:20:03]

WE'RE GOING TO START WITH A LENS OF WHAT DOES THE TEACHER SEE WHEN THE WINDOW CLOSES? THIS SLIDE REPRESENTS ONE OF THE REPORTS THAT A TEACHER CAN SEE.

ON THE FAR LEFT, IT SAYS COMPOSITE.

THE COMPOSITE SCORE IS GIVEN BASED ON A FORMULA WITH THE PROBES THAT FOLLOW.

THERE'S LETTER SOUNDS, DECODING, WORD READING, READING FLUENCY, AND BASIC COMPREHENSION.

AS A TEACHER AT THE CLOSE OF THE WINDOW, I CAN OPEN UP MY SYSTEM AND I CAN SEE THIS REPORT, HELPING TO IDENTIFY THOSE STUDENTS WHO ARE AT RISK.

WE LOOK AT THOSE STUDENTS THAT ARE WELL BELOW BENCHMARK FOR THE COMPOSITE SCORE AND THEN BELOW BENCHMARK FOR THE COMPOSITE SCORE.

BUT IT ALSO HELPS US TO SEE WHO IS AT BENCHMARK AND WHO IS ABOVE BENCHMARK SO WE CAN FOLLOW THAT DATA OVER TIME AS WELL.

AS IF THIS WAS MY DATA REPORT FOR MY STUDENTS, WHAT I WOULD SEE IS THAT YES, IF YOU LOOK TO THE FAR RIGHT FOR WELL BELOW, THERE ARE 44% OF OUR STUDENTS SCORED BELOW BENCHMARK IN THAT AREA.

BUT WHAT'S IMPORTANT TO KNOW IS ALL THE SKILLS PRIOR TO THAT ARE THE SKILLS THAT STUDENTS NEED TO BE ABLE TO DO THAT PROBE.

THEY'RE GAINING FLUENCY AND ACCURACY IN THOSE SKILLS CONNECTED TO THE WORD RECOGNITION STRAND SO THAT THEY CAN GET TO TEXT AND BE ABLE TO DECODE IT INDEPENDENTLY.

IT SHOWS ME A PICTURE OF WHERE MY STUDENTS ARE AT.

THEN I CAN CHOOSE AN INDIVIDUAL STUDENT AND LOOK DEEPER AT THEIR DATA.

FOR THIS STUDENT, I CAN SEE THAT THE STUDENT'S COMPOSITE SCORE FOR THIS TIME OF YEAR WAS 319, AND AT THE TOP, THE GOAL IS 330.

YOU CAN FOLLOW AS YOU GO ACROSS TO SEE THE STUDENTS SCORES, AND THEN AGAIN, WHAT THE GOAL IS FOR THAT TIME OF YEAR UP AT THE TOP.

THEN THOSE ABBREVIATIONS STAND FOR THE TYPE OF PROBE THAT IT IS.

FOR EXAMPLE, LNF STANDS FOR LETTER NAMING FLUENCY.

THEN A TEACHER CAN GO IN AND SELECT BY HITTING ONE OF THE COLORED TILES, THE ACTUAL PROBE.

WHAT YOU SEE BELOW IS THE PROBE FOR NONSENSE WORD READING.

THE BLUE LINES REPRESENT THE TEACHER AS THEY ARE ADMINISTERING THE PROBE, THEY'RE MARKING WHAT THE STUDENT DID.

FOR EXAMPLE, ON THE FIRST NONSENSE WORD TIB, THE STUDENT READ /T/ /I/ /B/, AND THEN THEY BLENDED THOSE SOUNDS TOGETHER TO SAY TIB.

THE THREE LINES UNDERNEATH REPRESENT EACH CORRECT LETTER SOUND, AND THEN THE LONG LINE UNDERNEATH REPRESENTS THAT THE STUDENT READ THE WHOLE WORD CORRECTLY.

WHAT YOU NOTICE IS IF YOU GET TO THE LAST ONE, TUT THAT THE STUDENT READ THE THREE SOUNDS, BUT DID NOT BLEND THE WHOLE WORD.

LOOKING AT THIS AS A TEACHER'S LENS, WHAT I WOULD SEE IS THAT STUDENT IS GAINING FLUENCY BEING ABLE TO GO SOUND BY SOUND, AND WHAT WE WANT THEM TO DO IS TO BE ABLE TO READ A WHOLE WORD IF THOSE ARE KNOWN SOUNDS, SO IT GIVES THEM WHAT THE STUDENT CAN DO AND THEN WHAT THE STUDENT WILL WANT TO LEARN TO DO NEXT SO THAT THEY'RE READING THOSE WORDS TO AUTOMATICITY VERSUS GOING SOUND BY SOUND.

>> THEN WE KNOW THAT PART OF MTSS IS COMMUNICATIONS WITH FAMILIES.

THIS IS AN EXAMPLE OF A STUDENT REPORT THAT IS BASED ON THE SCREENING DATA, AND THE IMPORTANCE IS THAT I CAN SHARE WITH FAMILIES WHERE THE STUDENT IS AT IN EACH OF THOSE SKILLS ASSESSED, AND THEN ALSO HAVE A PLACE FOR WHERE THE STUDENT NEEDS TO GO NEXT.

THIS IS AN EXAMPLE OF A STUDENT'S REPORT WHO HAS MET THE GOAL FOR BEGINNING OF YEAR BENCHMARK PERIOD, AND THEN SHOWING WITHIN EACH OF THOSE PROBES WHERE THE STUDENT IS AT.

YOU CAN SEE DOWN AT THE BOTTOM, THE STUDENT FOR DECODING IS IN THE BELOW, BUT OPPORTUNITY FOR GROWTH BASED ON READING THOSE NONSENSE WORDS CORRECTLY AS A WHOLE WORD VERSUS LETTER SOUNDS.

THEN THE NEXT PIECE THAT YOU'LL SEE ON THIS SLIDE IS JUST THAT THROUGH THE DATA, THE SYSTEM CAN GROUP STUDENTS.

WE KNOW THAT MTSS IS TIER 1, SO INSTRUCTION FOR ALL STUDENTS, BUT THEN TIER 2, SO THAT SMALL GROUP SUPPORT.

REALLY BEING ABLE TO SEE, AND WE HAVE TAKEN THE NAMES OFF OF THIS SLIDE, BUT THERE WOULD BE FOUR STUDENTS THAT NEED BASED ON THIS ONE MEASURE ADDITIONAL SUPPORT IN PHONEMIC AWARENESS,

[01:25:03]

AREAS ARE PHONEMIC AWARENESS AND THEN READING WORDS WITH MORE COMPLEX PATTERNS.

IT HELPS STUDENTS BE ABLE TO GROUP THEIR STUDENTS AND PROVIDE TIER 2 IN THE CLASSROOM, AS WELL AS CONNECT WITH ANYBODY PROVIDING OUR TITLE OR OUR LAB SPECIALISTS THAT ARE PROVIDING TIER 2 OUTSIDE OF THE CLASSROOM.

THEN THE NEXT LEVEL WOULD BE WHAT WOULD WE SEE AT A SCHOOL LEVEL? THIS IS AN EXAMPLE OF A BEGINNING OF YEAR REPORT WHERE THE SCHOOL LEADER OR TEAM CAN SEE AT A GLANCE DATA FROM THIS GRADE LEVEL.

WHAT YOU'LL NOTICE IS IF YOU AGAIN LOOK AT THE WELL BELOW, IT'S HELPING TO IDENTIFY WITHIN THIS GRADE LEVEL, HOW MANY STUDENTS HAVE A COMPOSITE SCORE THAT IS WELL BELOW, BELOW, AT, AND ABOVE.

AGAIN, WHEN WE SEE STUDENTS WITH WELL BELOW SCORES, WHAT THAT HELPS US KNOW, IS THOSE STUDENTS ARE LEARNING TO READ AND THOSE STRANDS OF THE READING ROPE ARE BEING ASSESSED AND THEN WE CAN CONNECT THEM TO THE INSTRUCTIONAL PLAQUE PRACTICES THAT TEACHERS HAVE BEEN LEARNING THROUGH LETTERS, EVIDENCE BASED READING PRACTICES THAT SUPPORT THOSE AREAS.

WE WOULD WANT TO WATCH AND WE DO WATCH OVER TO EACH BENCHMARK WINDOW, STUDENTS AND WHERE THEY ARE PROGRESSING.

THEN LIKE MENTIONED AT THE BEGINNING, WE HAVE THROUGH THIS SYSTEM THE OPPORTUNITY TO PROGRESS MONITOR, SO WE CAN FOLLOW FROM ONE BENCHMARK PERIOD TO THE NEXT PERIOD AND SO THAT IT'S NOT JUST A SURPRISE THAT THE NEXT BENCHMARK WINDOW WHERE STUDENTS ARE AT. CORNEY.

>> I THINK YOU JUST ANSWERED MY QUESTION.

IT WAS GOING TO BE, ARE THE BENCHMARKS WHERE THEY SHOULD BE AT THE END OF THE YEAR OR WHEN YOU SAY BENCHMARK WINDOWS, THEY SHOULD BE HERE BY THIS TIME OF YEAR AND HERE BY THAT TIME OF YEAR?

>> YES, BY THOSE THREE PERIODS.

THEY ARE BEGINNING OF YEAR, MIDDLE OF YEAR, AND END OF YEAR, AND THAT'S THE BENCHMARK WINDOWS, AND THEN WE HAVE THE OPPORTUNITY TO ASSESS THROUGH PROGRESS MONITORING BETWEEN EACH OF THOSE BENCHMARK WINDOWS.

>> BUT THOSE BENCHMARKS ACTUALLY THEY MOVE?

>> THE BENCHMARK GOALS DO MOVE EACH WINDOW.

>> THANKS.

>> AGAIN, THROUGH THIS DATA AT A BUILDING LEVEL, WE CAN USE IT TO SET INTERVENTION GROUPS TO DESIGN PROFESSIONAL LEARNING IN THE BUILDING.

ON OUR DISTRICT DIRECTED OR PRINCIPAL DIRECTED DAYS, WE'RE ABLE TO DESIGN PROFESSIONAL LEARNING THAT SUPPORT THE PRACTICES THAT HELP SUPPORT STUDENTS GAIN THE SKILLS IN EACH OF THOSE AREAS AS WELL.

THEN THIS IS AN EXAMPLE OF AT A GLANCE FOR A SCHOOL.

OUR LEADERS AND SCHOOL TEAMS CAN LOOK AT THIS TO SEE, THIS IS BASED ON THE COMPOSITE SCORE.

YOU'LL SEE A PERCENTAGE OF STUDENTS WHO HAVE A COMPOSITE SCORE THAT PUTS THEM IN THAT WELL BELOW, BELOW, AT, AND ABOVE.

FOR KINDERGARTEN, YOU'RE PROBABLY SEEING THAT BIG RED BAR, BUT THAT'S TO BE EXPECTED AT THE BEGINNING OF YEAR OF KINDERGARTEN BECAUSE THOSE STUDENTS ARE RECEIVING TIER 1 INSTRUCTION IN SKILLS THAT THEY MAY NOT HAVE ANY BACKGROUND KNOWLEDGE ON, SO WHAT WE WOULD HOPE TO SEE IS THAT AT THE MIDDLE OF YOUR BENCHMARK, WHEN WE CAN RUN THIS REPORT AT A SCHOOL LEVEL, WE CAN SEE THAT THAT BAR IS GETTING SMALLER AS STUDENTS ARE RESPONDING TO TIER 1 INSTRUCTION.

THEN AS YOU LOOK DOWN TOWARDS THE BOTTOM, YOU PROBABLY NOTICED THAT THOSE RED BARS GET SMALLER.

THAT IS IN RELATION TO A COUPLE OF THINGS.

ONE IS THAT WE HAVE THIS DATA AND WE CAN USE THIS DATA TO INFORM PRACTICES, BUT THEN ALSO PROFESSIONAL LEARNING.

WHAT WE KNOW IS AS OUR TEACHERS ARE NOW IN, THIS IS YEAR 4 OF THE LETTERS LEARNING, WHICH I KNOW YOU'VE HEARD ABOUT IT, CONTINUOUS GROWTH, THAT WE WOULD HOPE THAT THAT DATA, LOOKING DOWN AT THIRD GRADE, WE'D HAVE MORE STUDENTS AT AND ABOVE BECAUSE TEACHERS HAVE LEARNED INSTRUCTIONAL PRACTICES THAT SUPPORT STUDENTS IN LEARNING HOW TO READ.

AGAIN, THIS WOULD BE AT A SCHOOL LEVEL WHERE I COULD SEE THE DATA FOR EACH GRADE LEVEL AND THEN ALSO AGAIN CONTINUE TO USE THIS DATA TO DESIGN PATHWAYS THAT SUPPORT LEARNING FOR TIER 1 AND TIER 2.

THEN THE BIGGER LEVEL IS WHAT WE SEE AT A DISTRICT LEVEL.

AGAIN, THIS IS BASED ON THE COMPOSITE SCORES.

WE USE THIS INFORMATION TO DETERMINE PROFESSIONAL LEARNING PATHWAYS TO SUPPORT TEACHER LEARNING AROUND WORD RECOGNITION SKILLS AND EVIDENCE BASED PRACTICES.

AGAIN, WE HAVE OUR FOURTH COHORT, WHICH IS OUR FOURTH AND FIFTH GRADE TEACHERS, STARTING THEIR JOURNEY IN LETTERS LEARNING TO UNDERSTAND THAT WE

[01:30:01]

THEN WE ALSO USE THIS DATA TO DESIGN WITHIN OUR LETTER SESSIONS DATA THAT WILL SUPPORT AND PRACTICES TEACHER LEARNING.

FOR EXAMPLE, AT THE BEGINNING OF THE YEAR WINDOW, WHEN IT CLOSED, WE LOOKED AT OUR FOURTH AND FIFTH GRADE DATA ACROSS THE DISTRICT TO SEE THE NUMBER OF STUDENTS.

IF YOU COMBINED THE WELL BELOW AND BELOW, THAT'S STILL A SIGNIFICANT NUMBER OF STUDENTS WHO ARE AT RISK IN FOURTH AND FIFTH GRADE, SO WE PUT TOGETHER A FLOW CHART THAT WOULD HELP TEACHERS USE THE DATA FROM THOSE SCORES AT THE BEGINNING OF YEAR AND THEN DECIDE WHICH OFF GRADE LEVEL PROBES THAT THEY COULD ADMINISTER TO STUDENTS WHO ARE AT RISK TO BE ABLE TO KNOW, WE SAY WHAT HELP IS NEEDED, AND THEN WE CAN MONITOR THROUGH PROGRESS MONITORING TO KNOW IF THE HELP IS WORKING.

WE USE IT AGAIN AT A TEACHER LEVEL, A SCHOOL LEVEL, AND THEN AT A DISTRICT LEVEL.

THIS LAST SLIDE, IT SUMMARIZES THAT INFORMATION IN TERMS OF WHAT WE DO WITH THE CLOSE OF EACH WINDOW AS A TEACHER, AND THEN AT A SCHOOL LEVEL AND THEN AT A DISTRICT LEVEL.

ANY QUESTIONS WITH DIBELS? I'LL TURN OVER TO KATIE.

>> THANK YOU, JEN.

I HAVE THE NEXT TWO SCREENERS AND DATA.

BEFORE WE DIVE INTO THAT, SO JEN SHARED THE DIBELS DATA GOING FROM TEACHER VIEW TO SCHOOL VIEW TO DISTRICT VIEW, AND THESE NEXT TWO, WE'RE GOING TO GO IN REVERSE ORDER.

WE'LL SEE THE DISTRICT VIEW, WHAT THAT MEANS FOR SCHOOLS, ALL THE WAY DOWN TO THE TEACHER OR STUDENT LEVEL, AND HOW THEY'RE BEING USED OR POTENTIALLY HOW THEY COULD BE USED.

I'M GOING TO MOVE THIS A LITTLE BIT HERE. FOR I-READY.

I-READY IS OUR MIDDLE SCHOOL SCREENER, AND IT ASSESSES OR DOES A DIAGNOSTIC FOR READING IN MATH, AND WE PROCTOR THAT OR GIVE THAT TO STUDENTS AT THE BEGINNING, MIDDLE, AND END OF THE YEAR, SO THREE TIMES A YEAR.

THE SCREENER IS PRETTY THOROUGH AND CAN BE QUITE LENGTHY.

I WOULD SAY IT'S PRETTY TIME CONSUMING FOR STUDENTS, IT CAN TAKE THREE CLASS PERIODS AND THEN PLUS OR MINUS STUDENTS WHO NEED EXTRA TIME, BUT IT ALSO DOES A VERY SOLID JOB OF BEING CONNECTED.

IT DOES SOME ADAPTING MIDSTREAM BECAUSE IT'S A COMPUTER ADAPTIVE TYPE TEST, AND IT'S ALSO DIRECTLY ALIGNED WITH OUR WASHINGTON STATE LEARNING STANDARDS.

THE DATA THAT COMES FROM THIS IS THAT LIVE ONGOING DATA THAT WE GET THREE TIMES A YEAR BEFORE WE DO A SMARTER BALANCED ASSESSMENT AT THE END OF THE YEAR, FOR EXAMPLE, SO HELPS US MONITOR PROGRESS THROUGHOUT THE YEAR.

IT DOES SAY TOO UP THERE THAT IT ALSO INCLUDES SOME DIAGNOSTIC INFORMATION ABOUT SPECIFIC STRENGTHS IN AREAS OF GROWTH FOR STUDENTS.

WE'LL JUST GET GOING HERE.

WE HAVE DATA FOR MATH AND FOR READING.

BUT FOR MATH, IT'S JUST THIS ONE SLIDE THAT'S AN OVERVIEW AND THEN READING, WE'LL PULL OUT SOME MORE SPECIFICS SINCE WE'RE CLOSELY CONNECTED TO WHAT JEN SHARED WITH THE DIBELS DATA.

FOR MATH, THIS IS DISTRICT LEVEL, YOU CAN SEE WE HAVE 1,736 STUDENTS ASSESSED AND THIS IS WHERE STUDENTS PLACED AT THIS TIME OF YEAR.

YOU CAN SEE THAT THE GREEN WITH THE SLASHES THROUGH IT IS STUDENTS WHO ARE MID OR ABOVE GRADE LEVEL.

THE EARLY ON GRADE LEVEL IS LIKE THEY'RE APPROACHING THAT BENCHMARK.

YELLOW IS ONE GRADE BELOW, AND RED IS TWO GRADE LEVELS BELOW, AND THEN THE RED WITH THE SLASHES IS THREE OR MORE GRADE LEVELS BELOW.

WHEN YOU BREAK IT DOWN BY GRADE LEVEL, YOU CAN SEE WHAT IT LOOKS LIKE HERE.

AGAIN, THIS IS THAT BIG PICTURE, ALL STUDENTS GRADE 6-8 WHO TOOK THIS ASSESSMENT.

AS A DISTRICT, THIS MIGHT BE ONE WAY THAT WE TRACK FOR OUR PROGRESS TOWARDS STATE LEARNING STANDARDS AND HOW IT MAY BE CONNECTED TO OUR SMARTER BALANCED SCORES IN THE END.

OUR SMARTER BALANCED IS YOU KNOW THAT ASSESSMENT DATA IS LAGGING INDICATORS.

WE GET THAT STUDENTS TAKE THAT IN THE SPRING.

STUDENTS ARE NO LONGER IN THAT CLASSROOM OR GRADE LEVEL OR

[01:35:03]

THERE'S OUR MATH. THEN WE HAVE OUR READING.

BEFORE I GO BACK, THIS IS JUST LIKE MATH GRADE 6.

LOOK HOW WE'RE DOING. BUT IT DOES HAVE FOUR DOMAINS THAT MAKE UP THAT OVERALL SCORE FOR EACH STUDENT, WHICH INCLUDES NUMBER AND OPERATIONS, ALGEBRA AND ALGEBRAIC THINKING, MEASUREMENT AND DATA, AND GEOMETRY.

THOSE ARE THE FOUR COMPONENTS OR FOUR DOMAINS THAT MAKE UP THIS DATA.

THEN WE HAVE READING.

SIMILAR, YOU CAN SEE THERE'S A LOT OF GREEN.

THAT'S GOOD. STILL OPPORTUNITY TOO.

FOR OUR READING, YOU CAN SEE IT'S PRETTY CONSISTENT IN GRADE 6, 07, AND 8.

FOR ACHIEVEMENT, AS FAR AS WHERE THE REDS ARE, THOSE ARE PRETTY CONSISTENT ALL THE WAY DOWN.

THEN THESE ARE THE DOMAINS THAT ARE CONNECTED TO THE READING SCORES.

YOU CAN SEE THE PHONOLOGICAL AWARENESS, PHONICS, HIGH FREQUENCY WORDS, VOCABULARY, COMPREHENSION, OVERALL, AND THEN LITERATURE AND INFORMATIONAL TEXT, WHICH ARE TWO OF THE THINGS THAT ARE VERY CLEARLY ASSESSED IN OUR SMART OR BALANCED ASSESSMENTS AS WELL.

I-READY IS VERY ALIGNED WITH OUR TESTING SYSTEMS, AND THAT'S WHAT MAKES THE ACADEMIC DATA VALUABLE FOR OUR SCHOOLS AND FOR OUR STUDENTS.

AT THE SCHOOL LEVEL, WE MIGHT USE THIS DATA TO ANALYZE ANY TRENDS THAT APPEAR OR TO MONITOR A NEW CURRICULA.

IF WE HAVE READING CURRICULUM OR MATH CURRICULUM, AND WE WANT TO SEE IF IT'S TARGETING THE POPULATIONS OR THE STUDENTS, OR THE AREAS, OR THE DOMAINS THAT WE ARE HOPING IT WILL, THEN WE HAVE THREE CHECKS A YEAR THAT WE CAN SEE PROGRESS FOR OUR STUDENTS.

WE HAVE ALL THREE MIDDLE SCHOOLS THAT USE WHAT I NEED TIME, WIN TIME DURING THE DAY, WHICH IS A SPACE FOR THEM TO HOST INTERVENTIONS AND GROUPS.

OUR THREE MIDDLE SCHOOLS USE THIS DATA TO PROVIDE THE READ NATURALLY GROUPS OR MATH INTERVENTION GROUPS TARGETING SPECIFIC SKILLS BASED ON I-READY DATA BECAUSE THEY ALL GET IT AND HAVE ACCESS TO IT.

THIS IS JUST SO YOU CAN SEE THAT THOSE ARE THE DIFFERENT DOMAINS AND VOCABULARY IS ONE OF THEM.

YOU CAN GO TO THE NEXT VIEW WHICH SHOWS VOCABULARY BY GRADE LEVEL, SO THIS WOULD BE SCHOOL LEVEL DATA STILL.

IT GIVES YOU A PERCENTAGE OF LEVEL OF ACHIEVEMENT FOR EACH GRADE LEVEL.

YOU COULD IDENTIFY AS A SCHOOL, YOU COULD LOOK THROUGH THIS, SPEND TIME WITH A DATA TEAM AND DETERMINE WHAT AREA OR WHICH GRADE LEVEL SHOULD FOCUS ON THE VOCABULARY OR ARE THERE OTHER AREAS OF NEED AS FAR AS A TIER 1 OR SYSTEM WIDE FOCUS THAT WE MIGHT NEED AS A SCHOOL.

THIS IS ANOTHER FEATURE.

IF YOU LOOK AT THE TOP, THE RED HEADING, IT SAYS READING, INSTRUCTIONAL GROUPING.

THIS IS NOW WE'VE NARROWED DOWN TO ONE GRADE LEVEL AND FOR READING DATA.

YOU CAN SEE IT SAYS GROUPING 1, GROUPING 2, GROUPING 3, ALL THE WAY ACROSS WITH A NUMBER OF STUDENTS IN EACH GROUPING.

WHAT IT'LL GIVE YOU FOR EACH GROUPING IS THE STUDENTS WHO ARE IN THAT GROUP THAT I-READY HAS GROUPED INTO GROUP 1, FOR EXAMPLE, ALL HAVE SOMETHING IN COMMON IN THE NEEDS THAT THEY HAVE.

IT'LL CREATE THE GROUPINGS FOR YOU, IT'LL TELL YOU WHAT THOSE SKILLS ARE, THE INSTRUCTIONAL PRIORITIES, WHICH ARE LISTED, I KNOW IT'S REALLY SMALL, BUT IT SAYS PHONICS AND VOCABULARY.

THEN IT GOES ANOTHER STEP FURTHER AND INCLUDES RECOMMENDATIONS FOR TEACHER LED INSTRUCTION.

IT HAS IDEAS AROUND PHONICS.

FOCUS ON DECODING LONGER WORDS AND IT HAS THE CHARACTERISTICS THESE TYPES OF STUDENTS MIGHT SHOW IN THEIR LEARNING, AREAS TO FOCUS ON, PROVIDE FLUENCY PRACTICE.

IT ALSO INCLUDES SUPPORT FOR ENGLISH LEARNERS.

IF YOU HAVE STUDENTS IN THIS GROUPING, WHO ARE ENGLISH LEARNERS, WHAT SOME STRATEGIES MIGHT BE TO ENGAGE THEM, AND PROMOTE GROWTH IN THEIR LEARNING AS WELL.

WHEN YOU SEE THE GROUP 5, IT ALSO INCLUDES STUDENTS WHO ARE READING ABOVE GRADE LEVEL.

THAT'S WHO ARE IN THIS GROUPING.

IT DOES THE SAME THING.

IT PROVIDES INSTRUCTIONAL PRIORITIES, AND IT ALSO PROVIDES THOSE RECOMMENDATIONS FOR THE TEACHER LED INSTRUCTION,

[01:40:01]

>> AT THE INDIVIDUAL STUDENT LEVEL, YOU CAN SEE THIS IS WHAT A STUDENT'S DATA WOULD LOOK LIKE, AND THAT INCLUDES THE GREEN LINE, THAT CHART IN THE MIDDLE IS WHERE I ALWAYS LOOK FIRST BECAUSE I'M VISUAL.

THE STUDENT'S ACHIEVEMENT OR THEIR LEVEL IS THAT BLUE BAR, AND THERE'S A GREEN LINE ACROSS, WHICH IS THEIR MID ON GRADE LEVEL SCORE.

IF YOU LOOK AT THE GREEN WINDOW, IT'S ON GRADE LEVEL MEANS YOU ACHIEVE SOMEWHERE IN THESE POINTS.

THE TYPICAL GROWTH, YOU SEE THE BLACK LINE IS TYPICAL GROWTH, WHERE THIS STUDENT WILL PROBABLY BE AT OUR NEXT TIME WE ASSESS, AND THE STRETCH GROWTH WOULD BE IF THEY HAD SOME REALLY INTENSIVE LEARNING OR FOCUS AREAS OR SOMETHING WHERE YOU MIGHT WANT TO TRY TO ACHIEVE BEYOND THEIR TYPICAL GROWTH.

ON THE RIGHT, YOU CAN SEE THOSE DOMAINS, AND WHERE THEY'RE AT FOR EACH DOMAIN.

THEN YOU CAN ALSO SEE, AND LIKE WHEN IT SAYS GRADE 6, THAT MEANS THIS IS A SEVENTH GRADE STUDENT WHO IN COMPREHENSION FOR LITERATURE IS PERFORMING AT THE GRADE 6 LEVEL FOR VOCABULARY, THEY'RE AT THE EARLY GRADE 7 LEVEL.

AS CONNIE MENTIONED, THE BENCHMARKS CHANGE THROUGHOUT THE YEAR.

IT CAN DETERMINE WHERE A STUDENT'S AT THIS POINT IN THE YEAR COMPARED TO WHERE THEY MAYBE COULD BE AT THIS POINT IN THE YEAR.

ON THE RIGHT, YOU CAN SEE THE CAN DO AND THE NEXT STEP.

THOSE ARE ALSO SPOTS FOR RESOURCES FOR STUDENTS OR TEACHERS TO SEE WHAT NEXT STEPS MIGHT BE.

WE ALSO AT THE STUDENT LEVEL OR AT THE INDIVIDUAL LEVEL, WE HAVE TEACHERS WHO USE THIS DATA TO CELEBRATE GROWTH WITH STUDENTS.

SHARING THIS, SETTING GOALS AROUND WHICH ONE OF THESE DOMAINS MIGHT BE SOMETHING YOU WANT TO FOCUS ON, WHAT'S A GOAL YOU CAN SET IN THIS AREA, AND THEN CHECKING BACK IN WITH THAT STUDENT AND IT'S ACTUAL LIVE DATA.

THAT'S SOMETHING IN EDUCATION, IT'S NOT PART OF WHO WE ARE BECAUSE WE LIKE TO KIDS AND WE WANT TO SEE GROWTH AND WE WANT TO SEE THEM LEARN AND THIS IS VERY INTENTIONAL, ALMOST SCIENTIFIC, BUT IT ALSO IS VERY CLEAR AND TRANSPARENT FOR STUDENTS TO SEE WHERE THEY'RE AT, AND HOW THEY CAN ACHIEVE GROWTH.

SOMETHING THAT'S NOT HERE IS A FAMILY VIEW.

THERE ARE FAMILY REPORTS THAT CAN BE SHARED VIA IREADY AS WELL SO THAT OUR TEACHERS OR OUR SCHOOLS CAN SHARE STUDENT PROGRESS FROM IREADY RESULTS.

I THINK I'VE SHARED HOW THESE ARE EACH USED.

AT THE TEACHER LEVEL, IREADY IS ALIGNED WITH OUR GRADE LEVEL STANDARDS.

OUR MIDDLE SCHOOLS ARE VERY DEEP INTO STANDARDS BASED LEARNING, SO A LOT OF THEIR, IF NOT, ALL OF THEIR WORK IS ALREADY CONNECTED TO LEARNING STANDARDS PRETTY EXPLICITLY.

THIS IS A NICE FIT FOR OUR MIDDLE SCHOOLS.

WE CAN DO STUDENT GOAL SETTING AND MONITORING, USE DIAGNOSTIC DATA TO TAILOR LESSONS FOR INDIVIDUAL STUDENTS OR SMALL GROUPS, OR TO PROVIDE TARGETED INTERVENTIONS FOR STRUGGLING STUDENTS OR ADVANCED WORK FOR THOSE EXCELLING BEYOND OUR GRADE LEVEL STANDARDS.

AT THE SCHOOL LEVEL, I MENTIONED THIS ALREADY TOO, YOU CAN ANALYZE TRENDS ACROSS GRADE LEVELS TO IDENTIFY AREAS OF STRENGTHS AND NEED.

THIS IS AN OPPORTUNITY TOO FOR TEACHERS TO COLLABORATE WITH EACH OTHER AROUND STRATEGIES THEY'RE USING.

THIS COULD BE A WHOLE STAFF.

GRADE 6 IS DOING GREAT AT THIS ONE THING. WHAT ARE THEY DOING? WHAT'S WORKING FOR THEM? WHAT HAS EVERYBODY ELSE TRIED? THAT KIND OF THING.

OPPORTUNITIES TO SHARE DATA AND COLLABORATE WITH EACH OTHER.

THEN FINALLY, I MENTIONED THE DISTRICT, SO I WENT BIG TO SMALL AND THEN SMALL TO BIG AT THE END VIEW.

WHAT QUESTIONS DO YOU HAVE ABOUT IREADY AS A SCREENER?

>> YOU MENTIONED THAT THE DATA IS SHARED WITH FAMILIES.

HOW IS IT PUT INTO CONTEXT FOR THE FAMILIES? BECAUSE IF I GOT THAT AS A PARENT, I'D GO WHAT IS IT?

>> WHAT IS HAPPENING?

>> YEAH. IS THERE TEACHER CONTEXT THAT IT'S PUT INTO OR, I DON'T KNOW, SOME SORT OF IREADY FOR DUMMIES.

>> LIKE HOW TO READ THIS REPORT?

>> YEAH, EXACTLY. ESPECIALLY SINCE IT'S A SNAPSHOT IN TIME AND ALL OF THAT.

IF I GOT THIS AND ALL OF A SUDDEN, I THOUGHT MY KID WAS DOING OKAY AND THEN ALL OF A SUDDEN, WOW, ON THIS ONE THING,

[01:45:01]

>> THERE ARE RESOURCES AND ARE IREADY TO EXPLAIN THAT THING.

IT WOULD DEPEND ON THE SCHOOL OR THE TEACHER THAT IS SHARING THESE RESULTS.

I WOULD IMAGINE AT A PARENT MEETING OR A CONFERENCE OR SOMETHING, AS A PARENT, I GET SOME OF THESE RESULTS, AND USUALLY THE TEACHER WILL HIGHLIGHT A COUPLE OF THINGS THAT ARE IMPORTANT TO NOTE.

I WOULD THINK THAT WOULD BE THE MOST IMPORTANT CONTEXT TO PROVIDE ASIDE FROM JUST THE HANDOUT THAT GOES ALONG WITH A FAMILY REPORT.

>> BUT WHAT YOU'RE SAYING IS THERE ISN'T NECESSARILY A STANDARD THROUGHOUT EVERYBODY THAT THEY SHOULD BE USING WHEN THEY SEND SOMETHING HOME.

>> NOT THAT I'M AWARE OF, NO.

NOT AT SKY RIDGE ANYWAY. SHAKES HIS HEAD.

>> THE FAMILY REPORT INCLUDES INFORMATION THAT DOES THAT.

I'M LOOKING AT ONE RIGHT NOW AND IT USES A FRIENDLIER LANGUAGE LIKE SURPASSED LEVEL OR ADD GRADES, THAT THING.

BUT THEN IT INCLUDES RESOURCES AS YOUR CHILD'S READING, THIS LITTLE EXCEL, HERE'S WHERE YOU CAN GO FIND SOME BOOKS WITH YOUR STUDENT.

ADDITIONAL SUGGESTIONS, SO HOW TO TALK ABOUT THIS WITH THEIR STUDENT, UNDERSTANDING KEY TERMS THAT ARE DEFINED RIGHT THERE, AND THEY'RE DEFINED IN REALLY A SIMPLE AND CLEAR LANGUAGE, AND THEN IT GIVES MORE INFORMATION ABOUT EACH OF THE DOMAINS AND WHAT THEY MEAN.

IT'S PROBABLY A FRONT BACK REPORT TOTAL, BUT IT'S DONE IN A WAY THAT REALLY HIGHLIGHTS WHAT'S MOST IMPORTANT FOR A FAMILY TO TAKE FROM THE RESULTS IN ORDER TO SUPPORT THEIR CHILD.

>> I JUST WANT TO MAKE SURE THAT WE'RE NOT JUST GOING, HERE'S THE REPORT.

BECAUSE ANECDOTALLY WHEN I'VE TALKED TO SOME FAMILIES AROUND IREADY TIME, THAT'S WHAT THEY HEAR, ESPECIALLY FOR KIDS THAT ARE MAYBE THEY'RE HIGH ACHIEVING, OR THEY HAVE A LOT OF ANXIETY AROUND TESTING TIME, AND THEN ALL OF A SUDDEN, LIKE FOR EXAMPLE, WE EXPECT SOMETHING OF A SUMMER SLIDE, FOR EXAMPLE, FROM MOVING FROM ONE GRADE TO NEXT.

SO ON THE SPRING IREADY, THEY WERE DOING FINE, THEY WERE AT GRADE LEVEL, AND NOW ALL OF A SUDDEN, THE FALL ONE, THEY'RE BELOW, AND IT MIGHT NOT BE REALLY FAR, BUT IT'S JUST A LITTLE BELOW, AND NOW ALL OF A SUDDEN, THE KID IS HAVING ANXIETY OVER IT OR SOMETHING LIKE THAT.

I GUESS I'M JUST WONDERING IS FROM AN SEL MINDSET, HOW ARE WE FRAMING THIS FOR KIDS THAT THEY KNOW THAT THIS IS ONE PIECE OF DATA, AND IT'S REALLY MORE FOR TEACHERS THAN ANYBODY ELSE.

I KNOW WE SHOULD SHARE DATA AT HOME WITH PARENTS, BUT THE AVERAGE PARENT MAY NOT SEE MORE THAN MY KID IS BELOW GRADE LEVEL.

>> I TOTALLY AGREE WITH THAT, AND I THINK IF DATA IS BEING SHARED HOME, THAT CONTEXT IS IMPORTANT, A MESSAGE FROM A TEACHER WITH THIS IS COMING.

HERE'S HOW WE USE THIS DATA, IT'S JUST FOR YOUR INFORMATION.

IT'S ALSO LIKE YOU MENTIONED ONE DATA POINT, AND JUST LIKE ANY ASSESSMENT, WE HAVE STUDENTS WHO WANTED TO GET THROUGH IT BECAUSE THEY DON'T WANT TO DO IT ANYMORE, OR THEY ARE HAVING A BAD DAY OR THEY'RE JUST THINKING ABOUT THEIR FRIEND IN THE NEXT CLASSROOM OR WHATEVER IT IS.

WE HAVE TO TAKE ALL OF THAT IN CONSIDERATION AS WELL WHEN WE LOOK AT DATA LIKE THIS.

IT DOES GIVE US THAT PRIVILEGE OF THE BIG PICTURE VIEW, AND IT IS A WAY TO CREATE TANGIBLE PROGRESS FOR STUDENTS OVER TIME.

I THINK THE MOST POWERFUL USE OF THE IREADY DATA THAT I'VE SEEN ASIDE FROM INTERVENTION GROUPINGS IS THAT ONE ON ONE INTERACTION BETWEEN A STUDENT AND A TEACHER OF HERE'S YOUR DATA, WHERE DO YOU WANT TO GO FROM HERE AND CELEBRATING GROWTH.

IT'S NOT PLACES TO BE LIKE LOOK WHERE YOU HAVE DEFICITS OR WHERE YOU'RE NOT ACHIEVING, BUT OPPORTUNITIES TO PROMOTE GROWTH.

I COULD ALMOST GUARANTEE YOU THAT IF A TEACHER DOES THAT OR WHEN A TEACHER DOES THAT, A STUDENT WILL TAKE THAT HOME AND BE EXCITED TO SHARE WITH THEIR FAMILY THAT THEY HAVE GROWN IN SOME AREA THAT THEY SET A GOAL IN AND THAT THEIR TEACHER POINTED IT OUT AND RECOGNIZED IT.

IT'S LEVERAGING THAT RELATIONSHIP TO MAKE THE DATA MEANINGFUL FOR STUDENTS AS WELL.

>> SURE. I JUST LIKE TO MAKE SURE.

>> I APPRECIATE THAT.

>> AGAIN, YOU KNOW MY BIG THING IS CONSISTENCY, SO I'D LIKE TO SEE THAT MORE CONSISTENT ACROSS ANY OF THE CLASSES THAT ARE REPORTING OUR IREADY DATA AND NOT JUST WE'LL HOPE THAT THE TEACHER IS GOING TO EXPLAIN THIS IN A KID AND FAMILY FRIENDLY WAY.

>> YEAH. I THINK THAT'S GOOD FEEDBACK FOR OUR SCHOOL LEADERS WHO ARE ENCOURAGING OR MAYBE ENCOURAGING TEACHERS TO SEND IT OUT. THANK YOU.

>> THANK YOU.

>> THEN, ARE THERE OTHER QUESTIONS BEFORE WE GO TO PANORAMA? JUST KEEP GOING, KATIE.

YOU'RE GOING TO HEAR A LOT FROM ME, BY THE WAY TONIGHT.

[01:50:04]

PANORAMA IS ADMINISTERED TO ALL OF OUR STUDENTS IN GRADES 3 THROUGH 12.

WHEN I SAY ALL OF OUR STUDENTS, YOU'LL SEE THE RESPONSE RATE IN MY CHALLENGES AND BARRIERS SECTION HERE OF THINGS THAT I WISH WE HAD MORE OF.

I WISH HAD MORE RESPONSES. I DID THE MATH.

I DON'T REMEMBER WHERE I LEFT IT, BUT AT SOME POINT TONIGHT, YOU'LL HEAR THE TOTAL RESPONSE RATE FROM 3 THROUGH 5, AND 6 THROUGH 12 GRADES.

PANORAMA IS OUR WAY TO ADDRESS OR ASSESS OUR STUDENTS SENSE OF BELONGING IN OUR SCHOOLS, AND THEN SOCIAL AND EMOTIONAL LEARNING AREAS OR DOMAINS.

WHEN WE TALK ABOUT SCREENERS, WE HAVE THOSE BIG PICTURE THINGS, AND THEN WE'VE GOT THE DOMAINS UNDERNEATH IT THAT MAKE UP WHAT THAT BIG PICTURE DATA LOOKS LIKE.

SOMETHING TO KNOW ABOUT PANORAMA THIS YEAR IS WE GOT OUR DATA BACK FROM THE FALL SCREENER, AND IT WAS QUITE DIFFERENT THAN PREVIOUS YEARS AND IN WAYS THAT MADE US HAVE A LOT OF QUESTIONS AND WONDERINGS.

WE REACHED OUT TO PANORAMA, AND PANORAMA HAS CHANGED THE READABILITY OF THE QUESTIONS BASED ON THEY'VE CONDUCTED RESEARCH AROUND STUDENTS AND RESPONDING TO QUESTIONS AROUND THESE THINGS.

WHAT THEY'RE CALLING IT IS THE READABILITY, SO TO TRY TO MAKE IT MORE ACCESSIBLE FOR STUDENTS IN ALL GRADES TO BE ABLE TO ANSWER THE QUESTIONS MORE ACCURATELY.

THEY ALSO ADDED A QUESTION IN A COUPLE OF AREAS, YOU'LL SEE THAT TOO.

WE REACHED OUT AND THEY GAVE US A WHOLE BUNCH OF INFORMATION ABOUT WHAT HAS CHANGED AND THE PERCENTAGE RATES WE MIGHT SEE IN THE DIFFERENT SEL COMPONENTS FROM THIS YEAR'S SURVEY OR THIS FALL'S SURVEY.

WHAT THAT MEANS, AND THIS IS FROM PANORAMAS GUIDANCE, IS THAT WE CAN'T USE THIS FALL'S DATA AS TREND DATA OVER TIME.

ESSENTIALLY, THIS FALL'S DATA IS LIKE NEW BASELINE DATA BECAUSE OF THE CHANGE IN THE SURVEY.

I'LL START WITH GRADES 3 THROUGH 5.

AT THE DISTRICT LEVEL, YOU CAN SEE THESE ARE THE FOUR COMPONENTS.

ACTUALLY, THERE'S REALLY ONLY THREE COMPONENTS OF SOCIAL AND EMOTIONAL LEARNING HERE.

SUPPORTIVE RELATIONSHIPS IS SOMETHING THAT A STUDENT CAN RECEIVE FROM OTHERS LIKE IN THEIR ENGAGEMENT IN A SCHOOL ENVIRONMENT.

THESE OTHER THREE, THE SOCIALS AWARENESS, EMOTION REGULATION, AND GROWTH MINDSET ARE THE THREE SOCIAL AND EMOTIONAL COMPONENTS OR DOMAINS, AND YOU'LL SEE THE STUDENT LEVEL DATA IN A LITTLE BIT HERE.

YOU CAN SEE WE LEFT WHERE WE ARE COMPARED TO OTHERS NATIONALLY, THOSE PERCENTILES, AND WHAT WE TOOK OFF THAT YOU'VE SEEN BEFORE ARE THE RATES OF CHANGE, LIKE HOW MANY PERCENTAGES UP AND DOWN SINCE THE LAST TIME WE TOOK THIS SURVEY, BECAUSE THEY'RE NOT ACCURATE LIKE THIS.

IT DOESN'T MATTER WHAT THE RATE OF CHANGE IS IF WE CAN'T COMPARE IT TO LAST SPRING AND LAST FALL SINCE THE SURVEY IS DIFFERENT.

THAT WAS JUST INACCURATE INFORMATION FOR US.

BUT WE LEFT THE NATIONAL TRENDS ON THERE, SO YOU CAN SEE I'M WHERE WE ARE AS A SYSTEM FOR GRADES 3 THROUGH 5.

THERE'S OUR 1,426 RESPONSES FOR THOSE THREE-GRADE LEVELS.

AT THE DISTRICT LEVEL, I'M GOING TO HIGHLIGHT EMOTION REGULATION FOR US.

AT THE DISTRICT LEVEL, THAT HAS BEEN AN AREA OF FOCUS, SOMEWHAT BECAUSE OF DATA, BUT A LOT BECAUSE OF THE ANECDOTES THAT WE'VE HEARD REALLY SINCE COVID AROUND STUDENT BEHAVIOR.

STUDENTS JUST DON'T SHOW UP THE SAME WAY.

THERE'S MORE CONFLICT OR THEY CAN'T REGULATE THEIR EMOTIONS.

THAT'S NOT TRUE UNIVERSALLY, AND THAT'S ONE OF THE THINGS THAT WE HEAR A LOT ABOUT FROM OUR STAFF.

AS A SYSTEM, THE THINGS WE CAN DO ARE WE CAN PRIORITIZE SOCIAL AND EMOTIONAL LEARNING.

IN OUR STRATEGIC PLAN, WHICH WE HAVE DONE AND WE HAVE A WORK GROUP CONNECTED TO THAT, WHICH I CO-LEAD WITH AMY STEWARD, OUR NEW HR DIRECTOR AND JENNIFER MCMILLAN.

THE THREE OF US HAVE DIFFERENT COMPONENTS OF THAT.

THERE'S THAT PIECE. WE CAN ANALYZE OUR DATA BY DEMOGRAPHICS.

THAT'S SOMETHING THAT I DO A LOT OF WHEN I LOOK AT THE SOCIAL EMOTIONAL LEARNING AND ALSO THAT SENSE OF BELONGING DATA, PULLING DOWN AND SEEING STUDENTS BY DEMOGRAPHIC, STUDENTS BY PROGRAM TO DETERMINE WHO FEELS LIKE THEY HAVE STRENGTHS IN OUR SYSTEM AND WHO DOES NOT.

[01:55:03]

YOU CAN SEE THE LITTLE DOTTED LINE ON THIS SLIDE WHERE THEY'RE SHOWING US AND THERE'S A LITTLE WARNING ABOVE THAT UNDERSTANDING THE SCORE CHANGES.

YOU CAN SEE THE DOTTED LINE AS LIKE DON'T ACTUALLY CONNECT THESE DOTS BECAUSE THEY'RE NOT SOMETHING THAT ARE CONNECTABLE ANYMORE.

THIS ONE IS STILL PRETTY CLOSE IN THAT MID 50S RANGE, BUT I DON'T KNOW IF THAT MATTERS BECAUSE THEY'RE NOT COMPARABLE ANY LONGER.

WHEN YOU TAKE JUST EMOTION REGULATION.

I WENT DOWN, I JUST CLICKED DOWN IN THIS ONE DOMAIN, THIS ONE COMPONENT, AND THEN BY GRADE LEVEL, SINCE ALL OF OUR SCREENERS HAVE BEEN BY GRADE LEVEL SO FAR.

YOU CAN SEE THAT GRADES 3, 4, AND 5 HAVE A SLIGHT INCREASE IN THEIR SENSE OF EMOTION REGULATION.

WHAT'S REALLY IMPORTANT TO KNOW IS THAT PANORAMA IS A VEHICLE ENTIRELY MADE UP OF STUDENT VOICE.

STUDENTS ARE EXPRESSING THEIR OWN STRENGTHS, HOW THEY THINK THEY RESPOND TO OTHERS, WHERE THEY THINK THEY ACHIEVE, THEY ALSO HAVE AN OPPORTUNITY TO FREE TYPE RESPONSES IN SOME QUESTIONS ABOUT WHAT TEACHERS CAN DO TO SUPPORT YOU BETTER OR MORE.

THOSE TO ME ARE THE MOST POWERFUL BECAUSE STUDENTS ARE SAYING EXACTLY WHAT IT IS THEY THINK THEY NEED.

THAT'S IMPORTANT TO KEEP IN MIND THAT THIS IS NOT SOME OUTSIDE SCREENER OR TEST OR THING THAT BRINGS UP A RESULT.

IT'S A STUDENT ANSWERING QUESTIONS IN A WAY THAT DETERMINES WHERE THEY'RE AT WITH THEIR SOCIAL AND EMOTIONAL LEARNING.

THIS DATA IS GRADES 3 THROUGH 5, BUT JUST ONE SCHOOL.

WE PICKED SCHOOLS ANONYMOUSLY FOR TONIGHT'S DATA.

YOU CAN SEE THERE'S 240 RESPONSES FOR THIS ONE SCHOOL.

THEN WHEN YOU BREAK IT DOWN, THESE ARE THE QUESTIONS THAT MAKE UP THE SCHOOL DATA.

THERE ARE FIVE THERE AND SOME OF THESE COULD BE INTERPRETED IN DIFFERENT WAYS.

THAT'S THE THING TOO ABOUT THE STUDENT VOICE AND HAVING STUDENTS ANSWER THESE QUESTIONS.

PANORAMA HAS DONE THEIR STUDIES TO SEE HOW STUDENTS WILL RESPOND TO QUESTIONS AND REVISE THEM.

I'M WONDERING IF IT'S AN ONGOING STUDY LONG TERM TO SEE THE EFFECTIVENESS OF THESE QUESTIONS AS WELL.

YOU CAN SEE ON THE RIGHT, THOSE CARETS GO DOWN FOR THESE QUESTIONS IN THIS DOMAIN HERE.

FROM SPRING 2024, AND THAT ON THE BOTTOM, THERE ISN'T A TREND OR A DROP OR INCREASE THERE BECAUSE THAT'S THE NEW QUESTION THAT THEY ADDED FOR THIS GRADE SET.

>> YOU CAN SEE THE LAST QUESTION THE ARROW GOES DOWN, THAT'S BECAUSE I HAD CLICKED IT DOWN AND YOU CAN OPEN UP AND GET ALL OF THE SAME INFORMATION AROUND DEMOGRAPHICS PROGRAM, GRADE LEVEL, GENDER, ALL THE THINGS BY QUESTION AND HOW STUDENTS RESPONDED AS WELL.

WE'RE STILL ON THE SAME ELEMENTARY.

AT THE STUDENT LEVEL, YOU CAN SEE HOW STUDENTS ARE EXPRESSING EACH OF THOSE THREE SEL COMPONENTS.

THE ONE THAT'S MISSING HERE IS THE SUPPORTIVE RELATIONSHIPS, BECAUSE THIS IS JUST THEIR SOCIAL AND EMOTIONAL LEARNING.

IF I WERE TO CLICK ON WHERE IT SAYS, THE DARK GREEN, THE 26%.

IF I WERE TO CLICK ON THAT, WHICH I COULD DO FOR EACH OF THOSE LINES, IT WOULD BRING ME UP WITH A LIST OF STUDENTS IN MY SCHOOL WHO QUALIFY IN THAT AREA, I GUESS.

WHAT IT'S DOING ON THE LEFT, THAT OVERALL BAR IS TAKING THE SCORES FROM THOSE OTHER THREE CATEGORIES OR DOMAINS TO INFORM WHERE A STUDENT MIGHT BE AT.

THE STUDENTS WHO ARE IN THAT RED, THE 18%, EVEN THOUGH THOSE LOOK REALLY SMALL IN THE OTHER AREAS, ARE STUDENTS THAT DIDN'T EXPRESS HAVING ANY STRENGTHS IN ANY OF THOSE AREAS.

YOU COULD GO THROUGH THOUGH AND CLICK EMOTION REGULATION, FOR EXAMPLE, AND FIND STUDENTS THAT ARE RED AND CREATE AN INTERVENTION GROUP OR FIND WAYS TO CONNECT WITH THEM.

IF IT'S A TEACHER, THAT'S AN OPPORTUNITY TO FIGURE OUT WHAT ARE THE STUDENTS' NEED THAT ARE IN MY CLASSROOM IN FRONT OF ME RIGHT NOW? PANORAMA HAS TONS OF RESOURCES ALSO CONNECTED TO OPPORTUNITIES FOR ENGAGEMENT, ACTIVITIES, STRATEGIES WITHIN A CURRICULUM OR IN A COMMUNITY CIRCLE OR ALL KINDS OF DIFFERENT THINGS.

[02:00:04]

THIS IS ANOTHER OPPORTUNITY AT AN INDIVIDUAL LEVEL.

BY SCHOOL, YOU CAN SET GOALS AROUND EMOTIONAL REGULATION.

WE'VE HAD ELEMENTARY SCHOOLS IN OUR SYSTEM JUST LAST YEAR, THAT SET GOALS AROUND SOCIAL AND EMOTIONAL WELLNESS, AND EMOTION REGULATION, AND PROVIDED PROFESSIONAL LEARNING, CREATED SOME INTENTIONAL GROUPS.

THEN THIS IS AN OPPORTUNITY TO SET SOME GOALS WITH STUDENTS INDIVIDUALLY AS WELL.

JUST LIKE I MENTIONED WITH IREADY, YOU COULD DO THE SAME THING WITH THEIR SOCIAL EMOTIONAL WELLNESS.

SEL IS ALSO REQUIRED BY OUR STATE.

WE HAVE STATE STANDARDS, WASHINGTON STATE SOCIAL EMOTIONAL LEARNING STANDARDS, AND THEY ALIGN REALLY CLOSELY WITH THE CASEL STANDARDS, WHICH IS A NATIONAL ORGANIZATION.

PANORAMA IS PRETTY UNIVERSAL IN ASSESSING THE SAME THINGS THAT CASEL ASSESSES OR LOOKS FOR, AND THE SAME THING THAT WASHINGTON STATE ASKS OF US.

I'LL GO A LITTLE QUICKER HERE FOR THE 6-12 JUST SO YOU HAVE THE DATA.

YOU CAN SEE THAT THIS IS THE RESPONSE RATE, 02,924 FOR GRADES 6-12.

WE CAN GET RESPONSE RATES BY SCHOOL, BY DISTRICT, GRADE LEVEL, WHATEVER IS NEEDED.

IF WE LOOK AT EMOTION REGULATION AGAIN, YOU CAN SEE, AGAIN, THE NUMBERS LOOK REALLY SIMILAR, BUT DON'T CONNECT THE DOTS.

WE TOOK ONE SCHOOL'S DATA FOR THIS ONE, AND WE USED A MIDDLE SCHOOL BECAUSE THE HIGH SCHOOLS WOULD HAVE BEEN IDENTIFIABLE BY THE NUMBER OF STUDENTS WHO RESPONDED.

[LAUGHTER] WE TOOK ONE OF OUR COMPREHENSIVE MIDDLE SCHOOLS AND LOOKED AT BY GRADE LEVEL AGAIN SO YOU CAN SEE, SINCE THAT'S WHAT WE DID WITH THE OTHER SCREENERS.

SECONDARY GOT A NEW QUESTION AT THE END AS WELL.

IT'S THE SAME QUESTION THAT ELEMENTARY GOT.

WHEN YOU GET UPSET, HOW OFTEN DO YOU STOP TO THINK BEFORE YOU ACT? STUDENTS HAVE A SCALE TO RESPOND LIKE SOMETIMES, ALWAYS, THOSE KINDS OF RESPONSES.

HERE'S OUR 6-8 FROM THAT SAME SCHOOL.

IT'S QUADRANTS ALMOST.

IT'S PRETTY EVENLY SPREAD THERE FOR THEIR OVERALL RESPONSE AROUND THEIR SOCIAL EMOTIONAL LEARNING.

NO. I GOT TO PRESS IT 16 TIMES.

YES, GETTING TIRED OF. THE WAY WE USE PANORAMA DATA, THESE ARE THE THINGS THAT I'VE MENTIONED THROUGHOUT, OBVIOUSLY, WE CAN FILTER DISTRICT DOWN TO STUDENT LEVEL.

ARE THERE QUESTIONS ABOUT OUR PANORAMA DATA OR HOW WE USE PANORAMA OR PANORAMA AS A SCREENER?

>> HOW MANY YEARS HAVE WE BEEN USING PANORAMA?

>> WE'VE BEEN USING PANORAMA FOR SEVERAL YEARS.

IF YOU LOOK BACK AT THE TREND DATA, YOU REALLY DO JUST HAVE TO.

>> I THINK WE STARTED IN THE YEAR OF COVID [OVERLAPPING]

>> 2020.

>> 2020. IF YOU LOOK, THIS GOES AS FAR BACK AS FALL 2020.

ANY OTHER QUESTIONS? WITH THAT, I'LL PASS IT BACK TO LISA.

>> LAST LINE. AGAIN, IF WE END WITH WHERE WE STARTED FROM, WHICH WAS REALLY A WAY OF EXPLAINING HOW SCREENER DATA FINDS ITS WAY INTO A SYSTEM WHERE EVERYONE AT EVERY LEVEL HAS INFORMATION THAT HELPS WITH THE DECISIONS THAT ARE MADE AT THAT LEVEL.

WHAT ABOUT THE STUDENTS IN MY CLASSROOM? WHAT ABOUT THE STUDENTS IN OUR GRADE LEVEL? WHAT ABOUT OUR SCHOOL? WHAT ABOUT OUR DISTRICT? WE'RE ENDING WITH CELEBRATIONS.

I'M GOING TO START AT THE BOTTOM AND WORK UP.

THERE ARE SO MANY CELEBRATIONS.

YOU CAN SEE THAT THE DATA SYSTEMS ARE REALLY COMPLEX AND SOPHISTICATED, AND AS WE LEARN TO USE THEM MORE,

[02:05:01]

WITH THAT, WE STILL HAVE NEXT STEPS, AND COREY, I'VE WROTE YOURS DOWN, THE ONE ABOUT HOW CAN WE MAKE SURE THAT WHEN WE'RE SHARING DATA WITH FAMILIES, THAT IT'S UNDERSTANDABLE AGAIN IN THE CONTEXT OF MORE THAN ONE DATA POINT.

BUT WE'RE ALSO NEEDING TO CONTINUE TO BUILD THAT K12 SCREENING SYSTEM AS PART OF THE COMPREHENSIVE ASSESSMENT SYSTEM, ADDRESSING THE GAPS THAT WE CURRENTLY HAVE IN GRADE LEVELS WITH THE BEST TOOLS AND PRACTICES THAT WE CAN FIND, AND THEN CONTINUING PROFESSIONAL LEARNING FOR ALL OF US TO UNDERSTAND BETTER HOW TO USE THE DATA AND HOW TO INVOLVE STUDENTS IN UNDERSTANDING THE DATA THAT CAN HELP THEM ALSO SET GOALS FOR WHAT IT IS THAT THEY HOPE TO ACHIEVE FOR THEMSELVES.

WITH THAT, THAT CONCLUDES SCREENING DATA 2024.

>> THAT'S AWESOME.

>> ANY OTHER QUESTIONS?

>> I HAD ONE REAL QUICK. IT GOES BACK TO THE BEGINNING, SORRY, SLIDE 6.

THE FIELD TESTS, HOW IS THAT DATA GOING TO BE USED? WHEN YOU GET IT BACK, THIS IS AN EVALUATION FOR WHETHER OR NOT YOU FULLY INCORPORATE IN THE FUTURE.

>> EXACTLY. TO BE ABLE TO MONITOR ALONG THE WAY, HOW IS IT GOING? WHAT ARE WE LEARNING? SOME OF IT IS TECHNICAL QUESTIONS LIKE, HOW HARD IS THE SYSTEM TO USE? HOW MUCH TIME DOES IT TAKE? BUT THEN THE IMPORTANT QUESTIONS THAT WE'RE LOOKING AT ALSO ARE, WHAT IS THE DATA ABLE TO BE USED TO HELP US TO DO?

>> OKAY [INAUDIBLE]

>> ANYTHING ELSE? AS WE GO FORWARD WITH LINKING OUR DATA BACK TO OUR STRATEGIC PLAN, I KNOW THAT'S BEEN A BIG ASK OF THE BOARD IS TO BE LOOKING AT DATA REGULARLY.

IN THE FUTURE, CAN WE EXPECT SMALL CHUNKS OF DIGESTIBLE 10,000 FOOT LEVEL STUFF THAT WE AS A BOARD SHOULD BE LOOKING AT? I JUST WANT TO MAKE SURE WE GET A LITTLE BIT OF GUIDANCE OF WHAT ARE THE REALLY BIG INDICATORS THAT US FROM THE BOARD LEVEL SHOULD REALLY BE PAYING ATTENTION TO?

>> FOR THIS ONE, WHAT WE WANT TO DO IS ESTABLISH THE PROCESS OF HOW WE USE DATA AT ALL LEVELS.

NOW, WE SHOULD BE MUCH MORE EASILY ABLE TO PRESENT A DATASET AT A DISTRICT LEVEL WITH THE EXPECTATION THAT YOU KNOW ALSO HOW WE'RE USING IT AND LEVERAGING IT THROUGHOUT THE GRADE LEVELS.

>> GREAT. THANK YOU.

>> THANK YOU.

>> KATIE, DON'T GO TOO FAR BECAUSE YOU ARE UP NEXT FOR THE QUARTERLY EQUITY REPORT.

[5. CULTURE]

>> LOOK AT THAT TIMING AS GALE GETS THIS SET UP. THANK YOU, GALE.

WE LINE THESE UP THIS WAY BECAUSE SOME OF WHAT I WILL SHARE BUILDS ON WHAT WE JUST SHARED THROUGH THE ASSESSMENT DATA AND TALK ABOUT 10,000 FOOT VIEW.

THAT'S WHAT I APPROACHED THIS UPDATE WITH IS, WHAT DOES EQUITY LOOK LIKE OR MEAN IN OUR SYSTEM, AND HOW ARE WE BEING INTENTIONAL ABOUT SERVING ALL STUDENTS IN OUR SYSTEM? IT'LL LOOK A LITTLE DIFFERENTLY THIS TIME, BUT THAT'S OKAY.

I'M GOING TO TRY IT AND SEE.

PLEASE ASK QUESTIONS.

IF THERE ARE THINGS YOU'D LIKE TO SEE IN THE FUTURE THAT I DON'T ADDRESS OR YOU WANT MORE OF, YOU WANT CLOSER THAN 10,000 FEET, THAT'S GREAT TOO.

WE HAVE REALIGNED SOME OF OUR COMPLIANCE THINGS WITH OSPI.

AS A GENDER-INCLUSIVE SCHOOL, COMPLIANCE OFFICER FEELS LIKE THAT'S JUST HERE TO DO THE ONE THING AND MAKE SURE IT'S RIGHT.

OBVIOUSLY, I WOULD HOPE THAT WOULD ALSO HAPPEN WITH CARE.

WE'VE RECENTLY REALIGNED OUR HIB OFFICER TO BE DEREK AND CIVIL RIGHTS TO BE ME.

WHAT THAT MEANS IS I HAVE AN OPPORTUNITY TO SEE MORE OF WHAT'S HAPPENING IN OUR SYSTEM AND WHAT WE SHOULD BE TENDING TO.

I'LL TALK ABOUT THAT A LITTLE BIT LATER TOO, BUT I THINK IT'S A REALLY BIG OPPORTUNITY AND MAYBE IT'S A GOOD MOVE AND MAYBE IT'S TOO MUCH OF A MOVE BECAUSE I DO THINGS ALL THE WAY THROUGH.

WE'LL SEE. [LAUGHTER] I THINK THAT'S A GOOD THING FOR KIDS.

FROM OUR STRATEGIC PLAN, WE HAVE OUR VALUES AND GUIDING PRINCIPLES, AND IN THERE IS EQUITY, AND HERE IS WHAT IT SAYS UNDER EQUITY.

IT SAYS "OUR ENTIRE COMMUNITY BENEFITS WHEN EVERY CHILD SUCCEEDS.

WE TAKE RESPONSIBILITY AND HOLD OURSELVES ACCOUNTABLE TO SEE AND CHANGE PRACTICES AND POLICIES THAT CREATE OR PERPETUATE DISPARITIES IN STUDENTS' ACCESS, OPPORTUNITIES, AND OUTCOMES.

[02:10:01]

I ALSO HAVE A QUOTE IN MY OFFICE THAT I LOOK AT REGULARLY THAT STATES THAT IF TEACHERS AND EDUCATIONAL LEADERS ARE NOT ACTIVELY DISMANTLING OPPRESSION, THEN WE'RE PROMOTING IT BY DOING NOTHING.

TO ME, THIS IS JUST ONE OF THOSE THINGS THAT WE CAN'T LET UP ON AND WE HAVE TO KEEP GOING AT OR WE WILL GET SWALLOWED UP BY THE WHOLE.

THE OTHER THING THAT'S IN HERE THAT I'VE HEARD FOR THE LAST YEAR, THE WORD THAT COMES UP, I THINK THE MOST IS ACCOUNTABILITY AND HOLDING OURSELVES AND EACH OTHER ACCOUNTABLE.

THAT'S THE OTHER PIECE IN HERE THAT I HOPE YOU NOTICE THAT I SPEAK TO.

I SHARED THIS SLIDE WITH YOU LAST SPRING, AND THESE ARE ALL THINGS THAT I'M DIRECTLY CONNECTED WITH OR LEADING IN OUR DISTRICT AT THE DISTRICT LEVEL, THAT I CONSIDER AND THAT OUR SYSTEM CONSIDERS SERVING EQUITY.

THAT'S ONE OF THOSE BIG BLANKET TERMS. BUT THESE ARE THE INTENTIONAL WAYS IN WHICH WE ARE SEEING AND SERVING OUR STUDENTS, AND GROWING CAPACITY WITHIN OUR STAFF.

BACK TO THE STRATEGIC PLAN.

THESE ARE OUR THREE GOAL AREAS, AND I'M FOCUSING TONIGHT ON OUR HIGH QUALITY INSTRUCTION AND OUR CULTURE OF SAFETY AND BELONGING.

YOU'LL SEE THAT HERE IN JUST A SECOND.

BUT FOR HIGH QUALITY INSTRUCTION, ARE A COUPLE OF THINGS.

OUR ASSESSMENT AND SCREENER DATA TO REVIEW FOCUSED ON VARIOUS DEMOGRAPHICS.

THAT'S ONE AREA OF FOCUS RIGHT NOW THAT'S CONNECTED TO OUR STRATEGIC PLAN.

THE SCREENERS HAVE ALL JUST COME OUT, AND SO WE'RE DIVING INTO THAT AND SUPPORTING SCHOOL LEADERS REVIEWING THEIR SCREENER DATA.

ALIGNING OUR INSTRUCTIONAL GOALS TO ADDRESS DISPARITIES IN OUTCOMES.

I THINK ONE OF THE WAYS WE'RE DOING THAT IS THROUGH THE STANDARDS-BASED LEARNING INITIATIVE, AND YOU KNOW ALREADY THAT I'M A CO-LEADER OF THAT INITIATIVE AND OF THAT WORK GROUP.

IF WE HAVE CONSISTENT MEASURES IN WHICH WE ARE PROVIDING INSTRUCTION, ASSESSING STUDENTS, OFFERING FEEDBACK, AND REPORTING THAT BACK TO STUDENTS AND FAMILIES.

THE MORE CONSISTENT THAT IS, THE MORE ALIGNED OUR PRACTICES ARE, THE BETTER EXPERIENCES WE'RE GIVING STUDENTS.

THAT ALSO ENSURES THAT ALL STUDENTS ARE RECEIVING EDUCATION AT THEIR GRADE LEVEL ON GRADE LEVEL EDUCATION.

REGARDING A CULTURE OF SAFETY AND BELONGING, WE HAVE THE SOCIAL AND EMOTIONAL LEARNING INITIATIVE, AND I'M ALSO CO-LEADING THAT, WHICH I THINK I MENTIONED EARLIER.

RIGHT NOW, WE'RE LOOKING AT TAKING AN INVENTORY OF ALL THE THINGS IN POCKETS AND PRACTICES THAT ARE HAPPENING IN OUR SYSTEM AND WHAT IS HAPPENING.

WHERE THEY'RE TAKING PLACE.

WHO'S USING A PURCHASED CURRICULUM? WHO DOESN'T HAVE ACCESS TO ONE? WHAT DOES THAT LOOK LIKE? IS EVERYTHING SEPARATE FROM CORE INSTRUCTION? IS IT INTEGRATED? HOW IS IT INTEGRATED? THOSE THINGS.

OFTENTIMES OUR STUDENTS WHO NEED IT MOST ARE THE FURTHEST AWAY FROM ACCESSING THESE THINGS.

I'M REALLY PROUD OF THE WORK THAT'S BEEN HAPPENING AT HAYES FREEDOM WITH WAY-FINDER AS A SYSTEM.

THEIR STAFF AND STUDENTS ARE USING WAY-FINDER, AS A CURRICULUM REGULARLY THAT SUPPORTS JUST STUDENTS' GROWTH AS HUMANS, BUT ALSO IS VERY VISIBLE GROWTH.

THEY GET TO SEE WHERE THEY'RE AT AND SET GOALS, AND THEIR TEACHERS CAN CONNECT WITH THEM IN WAYS THAT ARE THROUGH WAY-FINDER.

THAT'S SOMETHING THAT I THINK IS REALLY POWERFUL AND HAPPENING RIGHT NOW.

I'M ALSO RESPONDING TO INCIDENTS OF HARM AND WORKING TO CREATE SYSTEMIC CHANGE.

USUALLY, BY THE TIME I GET A FAMILY WHO CALLS ME, THEY'RE NOT VERY HAPPY, AND SO I OFFER SUPPORT, I OFFER ADVOCACY.

I CENTER EVERYTHING IN OUR STUDENTS.

WHAT IS THE STUDENTS' EXPERIENCE? ENSURING THAT THE HARM THAT EITHER THEY'VE EXPERIENCED OR CAUSED, THEY CAN BE SUPPORTED IN OUR SYSTEM GOING FORWARD.

THAT'S PART OF THAT SYSTEMIC CHANGE PIECE.

THE CIVIL RIGHTS COMPLIANCE SHIFT IS ONE THAT I CAN HEAR ABOUT THINGS THAT HAPPEN.

I CAN RESPOND TO FAMILIES THAT CALL ME OR WHATEVER, EMAIL ME, AND PARTNERING WITH DEREK AROUND OUR HIB PROCESS MEANS THAT HE'S ABLE TO DETERMINE RIGHT AWAY.

THIS IS DISCRIMINATION, AND KATIE'S GOING

[02:15:02]

THAT'S SOMETHING THAT SHOULD BE A WRAP AROUND SUPPORT.

I'M LOOKING FORWARD TO THAT, I GUESS.

THAT'S NOT SOMETHING YOU WANT TO LOOK FORWARD TO, BUT I THINK WE HAVE A GROWING POPULATION OF FOLKS WHO ARE EXPRESSING THE NEED FOR ACCOUNTABILITY FOR OUR SYSTEM, AND WE HAVE TO RESPOND IN WAYS THAT ARE MEANINGFUL.

THERE'S THAT. IT'S NOT SUPER FUN, BUT IT'S SUPER IMPORTANT.

SAME THING WITH OUR GENDER-INCLUSIVE SCHOOL SUPPORT.

THAT'S SOMETHING THAT IS ALSO ONGOING.

I JUST DID A ALL-STAFF PRESENTATION OR TRAINING OR WHATEVER YOU WANT TO CALL IT AT CAMAS HIGH SCHOOL.

LOTS OF GREAT QUESTIONS CAME OUT OF THAT AND EMAILS THAT FOLLOWED UP.

THAT WAS SOMETHING THAT I DIDN'T REALIZE HOW GREAT THE NEED WAS, BUT THAT CAN BE ONGOING AS WELL.

>> OUR THREE AREAS OF MTSS ARE ACADEMICS, SOCIAL EMOTIONAL LEARNING, AND BEHAVIOR HEALTH AND ATTENDANCE.

FOR ACADEMICS, I'VE DONE A LITTLE BIT OF TALKING ALREADY.

BUT WHAT WE CAN LOOK AT FROM OUR 10,000 FOOT VIEW IS LAST YEAR'S OSPI REPORT CARD ASSESSMENT DATA THAT JUST CAME OUT.

OUR DISTRICT IN OUR STRATEGIC PLAN HAS HIGHLIGHTED TWO FOCUS GROUPS FOR TRACKING DATA OVER TIME, WHICH ARE OUR MULTILINGUAL LEARNERS AND OUR STUDENTS WITH DISABILITIES.

YOU'LL SEE IN OUR STRATEGIC PLAN, THEY'RE HIGHLIGHTED AS THE AREAS OF FOCUS.

TO INVOLVE STUDENT VOICE IN THIS, AS ONE OF THE LEADERS OF OUR STUDENT ADVISORY COMMITTEE, WE HAD A LOT OF FEEDBACK FROM STUDENTS LAST SPRING AT OUR CONFERENCE AROUND THEIR EXPERIENCES IN THEIR CLASSES, THEIR PRACTICES.

AT THE MIDDLE SCHOOLS THIS FALL, WE HAD A COUPLE OF FOCUS GROUPS WITH FAMILIES TO GET FEEDBACK FROM THEM AND STUDENTS, WE HAD STUDENT FOCUS GROUPS AS WELL.

ONE OF THE THINGS I MENTIONED EARLIER IN STUDENT VOICE IS THOSE PANORAMA FREE RESPONSES THAT'S ELEMENTARY AND SECONDARY.

ANY STUDENT HAS THE ABILITY TO TYPE IN THERE, WHAT MY TEACHER CAN HELP ME MORE WITH OR WHAT WOULD HELP ME MORE AT SCHOOL.

SOME STUDENTS WILL SAY THINGS LIKE, I REALLY WANT TO READ A CHAPTER BOOK AND I DON'T KNOW HOW TO ASK MY TEACHER.

I JUST WANT MORE AND I DON'T KNOW HOW TO GET IT, WHICH IS AWESOME, BUT KIDS WANT MORE.

BUT IT'S ALSO HIGHLIGHTS WHERE WE HAVE ROOM TO GROW FROM OUR KIDS.

WE ALSO HAVE AN MLL FAMILY ADVISORY GROUP TO PROVIDE THAT PERSPECTIVE FROM OUR STUDENTS AND FAMILIES WHO ARE EXPERIENCING OUR MLL SERVICES REGULARLY.

THEN IN OUR CONTINUOUS GROWTH THIS FALL WITH OUR SCHOOL LEADERS, HOPEFULLY, YOU ALSO NOTICE THAT THEY ARE PRIORITIZING STUDENT VOICE AND HAVE FOCUSED GROUPS OF STUDENTS RECEIVING SERVICES, STUDENTS WITH DISABILITIES, OR MULTILINGUAL LEARNERS.

HOPEFULLY THAT'S SOMETHING THAT YOU'RE GOING TO START TO SEE GAIN MOMENTUM BECAUSE WE'RE BEING VERY INTENTIONAL ABOUT IT SYSTEMICALLY BY FOCUSING ON THOSE THINGS.

THIS ISN'T SOMETHING YOU HAVE TO READ, I JUST WANTED TO TAKE A SNAPSHOT OF WHAT IT LOOKS LIKE ON THE OSPI REPORT CARD WEBSITE.

THE '23 '24 DATA IS POSTED, AND IF YOU BREAK IT DOWN TO OUR ENGLISH LANGUAGE LEARNERS, YOU CAN SEE HOW THEY SCORED LAST YEAR ON THE ELA, THE MATH, THE SCIENCE.

WE HAVE SOME GAPS THERE.

THEN OUR STUDENTS WITH DISABILITIES.

THE ALTERNATE ASSESSMENT ON THE RIGHT FOR STUDENTS WITH DISABILITIES IS AN ASSESSMENT FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES.

THE STUDENTS ON THE LEFT ARE ALL STUDENTS THAT SHOULD BE RECEIVING GRADE LEVEL CONTENT, HAVE ACCESS TO GRADE LEVEL CURRICULUM, AND BE GROWING.

THAT PERCENTAGE, YOU'LL SEE THE STUDENTS WITHOUT DISABILITIES FOR ENGLISH LANGUAGE ARTS AND 80% PASS RATE, STUDENTS WITH DISABILITIES IS 34.6.

TO ME, THAT IS UNSATISFACTORY AND SOMETHING THAT WE CONTINUOUSLY TALK ABOUT.

OUR FOCUS ON MTSS, WHICH IS SOMETHING THAT IF YOU REMEMBER, EVEN A YEAR AGO, WAS LIKE, WHAT IS THIS THING I'M TRYING TO GRAPPLE? WE HAD THAT BOARD WORKSHOP, I'M NOT REALLY SURE.

IT'S ALIVE AND WELL IN OUR SCHOOLS, MEANING EVERYONE'S TEAMS IN PLACE, THEY'RE UNDERSTANDING SYSTEMS, THEY GET THE PURPOSE OF IT.

IT MIGHT NOT BE FULLY FUNCTIONING AS AN ENTIRE SYSTEM,

[02:20:02]

MY HOPE IS THAT AS WE CONTINUE TO PROVIDE TIER 1, STRATEGIES FOR ALL STUDENTS IN EVERY CLASSROOM AND HAVE SOME OF THOSE SCREENERS THAT CAN IDENTIFY STUDENTS WHO MIGHT NEED MORE OR SOMETHING DIFFERENT WITHIN THE CLASSROOM AND WITHOUT OUT THE CLASSROOM.

WE HAVE SOME TIERED INTERVENTIONS CAN HAPPEN INSIDE THE CLASS AND SOME CAN HAPPEN OUTSIDE OF THE CLASS.

THAT WE'LL START TO SEE THAT GAP GET SMALLER, MEANING OUR STUDENTS WITH DISABILITIES WILL HAVE A HIGHER RATE OF ACHIEVEMENT.

FOR EQUITY AND ACADEMICS, SOME OF THE CHALLENGES AND BARRIERS ARE THOSE COMPREHENSIVE PROGRESS MONITORING OR SCREENER TOOLS.

YOU NOTICE THAT WE TALKED ABOUT ACADEMIC SCREENERS AT THE ELEMENTARY AND MIDDLE SCHOOL LEVELS AND NOTHING AT THE HIGH SCHOOL LEVEL, AND LISA MENTIONED THAT AS WELL.

WE DON'T HAVE ANYTHING AT THE HIGH SCHOOL LEVEL.

WE CAN TAKE DATA LIKE ATTENDANCE.

WE CAN TAKE NINTH GRADE ON TRACK DATA, WHICH IS DEPENDENT ON GRADES TYPICALLY TOO.

BUT IF WE DON'T HAVE CONSISTENT PRACTICES AND OUR GRADES DON'T MEAN THE SAME THING ACROSS OUR HIGH SCHOOLS, THEN THAT DOESN'T BECOME A SCREENER OF SORTS, THEY'RE NOT COMPARABLE TO EACH OTHER.

JUST PURSUING THAT ALIGNMENT THROUGH OUR STANDARDS BASED LEARNING INITIATIVE, INCLUDING HAVING SHARED BELIEFS AND PRACTICES, AND THEN CASCADING SUPPORT FROM DISTRICT TO CLASSROOM.

THAT IS A CHALLENGE BECAUSE I'M ONE PERSON, AND WE HAVE ONE INSTRUCTIONAL COACH AT THE MIDDLE SCHOOL LEVEL, AND THEN THAT'S IT.

WE HAVE A LOT OF TEACHERS WHO ARE REALLY EAGER TO SUPPORT THE WORK, WHO ARE COMING IN IN THE EVENINGS AND DOING THIS TOGETHER AND TEACHING ALL DAY.

TRYING TO GET THAT CASCADE OF SUPPORT IS CHALLENGING AND TIRING AND ALL OF THAT.

BUT IT'S SOMETHING THAT WE JUST HAVE TO GET CREATIVE WITH.

SOME OF OUR NEXT STEPS ARE THE CONTINUED SUPPORT OF MLL OR SERVICES FOR MLL STUDENTS AND STUDENTS WITH DISABILITIES, INCLUDING SEEKING STUDENT VOICE.

WHEN I TALKED ABOUT STUDENT VOICE EARLIER, I THINK THERE'S AN OPPORTUNITY TO HIGHLIGHT THESE TWO FOCUS GROUPS AND LOOK FOR WAYS TO SEEK STUDENT VOICE FROM THEM.

IF THAT'S OUR FOCUS GROUP FOR A STRATEGIC PLAN, THEN WE NEED TO HEAR FROM THEM.

THAT'S SOMETHING THAT I WOULD BE EAGER TO PURSUE.

I KNOW WE HAVE OUR SPECIAL EDUCATION PTSO GROUP.

I'M WONDERING ABOUT THE POTENTIAL TO PARTNER WITH THEM OR TO HEAR WHAT THEY HAVE FROM STUDENTS IF THEY HAVE INPUT FROM STUDENTS, BUT ALSO JUST AS A SYSTEM AS A WHOLE, I THINK IT WOULD BE IMPORTANT TO HEAR FROM OUR GROUPS THAT WE SAY WE'RE FOCUSING ON.

FINALLY, OUR LONG TERM NEXT STEPS ARE JUST CONTINUING WITH OUR STANDARDS BASED LEARNING INITIATIVE.

WHICH WILL RESULT IN OUR CONSISTENT MEASURES FOR CLASSROOM BASED ASSESSMENTS AS CONNECTED TO GRADE LEVEL STANDARDS.

WE DO HAVE AWESOME POCKETS OF THINGS HAPPENING ALL OVER OUR SYSTEM.

WE HAVE TEACHERS WHO ARE SHARING COMMON ASSESSMENTS, WHO ARE COMPARING THEIR DATA AND SCORES AND RESULTS WITH EACH OTHER, WHO ARE MAKING NEXT STEPS.

WE HAVE A LOT HAPPENING IN OUR SYSTEM, AND IT'S NOT CONSISTENT EVERYWHERE.

THAT'S PART OF THIS LONG TERM PLAN IS TO GET BACK TO THOSE PRACTICES THAT WE'VE HAD IN DAYS PAST, YEARS PAST, OF SHARING OUR ASSESSMENTS AND OUR DATA, AND OUR RESULTS AND FEEDBACK WITH STUDENTS.

OUR CELEBRATIONS, HONESTLY, WE HAVE SOME INCREDIBLE WORK HAPPENING WITH OUR MULTILINGUAL LEARNERS AND THE SUPPORT STAFF THAT ARE WORKING WITH THEM? WE HAVE NEWCOMERS IN MANY OF OUR SCHOOLS, STUDENTS THAT SHOW UP WITHOUT SPEAKING ANY ENGLISH, AND OUR STAFF IS READY AND EAGER TO SUPPORT THEM.

AND I CAN'T SAY IT'S BEEN SUPER EASY, BUT KIMBERLY DANIELS HAS BEEN AN INCREDIBLE LEADER OF THAT GROUP OF PROFESSIONALS AND REALLY SUPPORTING OUR STUDENTS.

TO ME, THAT'S A HUGE CELEBRATION.

ARE THERE QUESTIONS ABOUT EQUITY AND ACADEMICS OR ANYTHING THAT I SHARED? OR CONCERNS? [LAUGHTER] I GOT MY PENCIL.

THIS IS LESS FUN.

BUT ANOTHER COMPONENT OF OUR MTSS IS OUR BEHAVIOR OF HEALTH AND ATTENDANCE.

I SPOKE TO A COUPLE OF OUR SCHOOL LEADERS DISCIPLINE, AND I KNOW I'VE HEARD FROM THE BOARD BEFORE.

WHAT IS OUR DATA DISCIPLINE? WHO'S BEING DISCIPLINED AND TO WHAT DEGREE? WHAT IS THE RATE OF OUT OF SCHOOL SUSPENSION,

[02:25:01]

I'VE STATED BEFORE THAT WE HAVE NOT HAD CONSISTENT WAYS THAT WE TRACK THAT DATA.

WE'RE REQUIRED BY THE STATE TO INPUT WHEN WE HAVE EXCLUSIONARY DISCIPLINE, A STUDENT WHO'S SUSPENDED, FOR EXAMPLE.

BUT SOME SCHOOLS ARE USING SKYWARD OR CUMULATIVE TO PUT EVERY LITTLE THING IN FOR A STUDENT, THAT TEACHERS CAN INPUT, OTHERS ARE PUTTING ONLY THE THINGS THAT ARE REPORTED TO THE STATE IN THE SYSTEM.

WE HAD ELEMENTARY USING SWISS, WHICH IS A SYSTEM THAT CAN TRACK PBIS, SO CAN TRACK WHAT'S HAPPENING IN WHICH PARTS OF A SCHOOL.

SOME HAVE JUST A GOOGLE DOC OR A GOOGLE FORM FOR THEIR SCHOOL.

IT'S BEEN DIFFERENT EVERYWHERE AND IT HASN'T BEEN CONSISTENT.

WASHINGTON STATE HAS REVAMPED WHAT OUR HARASSMENT INTIMIDATION AND BULLYING PROCESS LOOKS LIKE AND SOME DISCIPLINE LAW, OUR LEADERS HAVE DONE A GREAT JOB IN THE LAST YEAR OF REALLY REVAMPING THAT PROCESS, THAT SYSTEM TO MAKE IT CONSISTENT.

WHILE I DON'T HAVE DATA TO SHARE WITH YOU, I WILL.

PART OF THAT IS WE HAVE THE HIB, THE HARASSMENT INTIMIDATION AND BULLYING REPORTING PROCESS, WHICH IS A FORM ON OUR WEBSITE THAT ANYONE CAN ACCESS IF THEY THINK THAT ONE OF THOSE THINGS IS TRUE THAT'S HAPPENED TO THEM OR TO THEIR CHILD IN OUR SCHOOLS, AND AND THEN IT OPENS AN INVESTIGATION.

IT'S A FORMAL PROCESS.

IT OPENS AN INVESTIGATION, WE HAVE A TIMELINE TO COMPLETE THE INVESTIGATION AND INTERVIEWS, AND THEN THERE'S A FORMAL RESPONSE WRITTEN TO A FAMILY.

THAT'S A PROCESS THAT WASN'T USED, I WOULD SAY AS MUCH AS IT PROBABLY COULD HAVE BEEN.

AND WHAT I MEAN BY THAT IS TO HOLD US ACCOUNTABLE.

THAT ACCOUNTABILITY PIECE THAT I WAS TALKING ABOUT HAVING ONE OF THESE REPORTS FILED ISN'T A BAD THING, IT'S JUST A THING.

HERE'S WHAT HAPPENED AND NOW WE GET TO RESPOND AND PROCESS IT VERSUS SOMETHING THAT MIGHT BE IF IT'S NOT REPORTED IN THIS WAY, IT MIGHT NOT GET THAT SAME TREATMENT, I GUESS.

WHEN THEY'RE FILED, THAT'S WHAT TRIGGERS, LIKE I SAID, DEREK IS OUR NEW HIB COMPLIANCE OFFICER.

HE WILL HAVE ACCESS TO AND LOOK AT ALL OF THEM THAT COME THROUGH OUR SYSTEM AS A DISTRICT, WHICH IS GREAT AND SOMETHING THAT'S HAPPENED IN THE PAST, BUT WE HAVEN'T HAD A WAY TO TRACK THOSE TRENDS OVER TIME.

OTHER DISCIPLINE OBVIOUSLY WILL TAKE PLACE AND WILL HAPPEN, AND THOSE SYSTEMS ARE STILL BEING CLEANED UP, I WOULD SAY, BUT WE HAVE A HUGE OPPORTUNITY NOW TO BE ABLE TO LOOK AT WHAT'S HAPPENING IN OUR SYSTEM AND NOTICE THOSE TRENDS AND THEN TARGET THE AREAS THAT NEED THE MOST SUPPORT.

WE ALREADY HAVE A SCHOOL THAT HAS HAD A FEW INCIDENTS OF THINGS THAT COULD BE DISCRIMINATORY OR HAVE BEEN DISCRIMINATION, WHICH HAS TRIGGERED US TO SAY, WHAT'S OUR RESPONSE LOOK LIKE? NOW WE GET TO FORM, WHAT SUPPORT AND OUR RESPONSE COULD LOOK LIKE FOR THAT SCHOOL.

THAT SYSTEMIC LEVEL PURSUIT OF SUPPORT HASN'T HAD A WAY TO HAPPEN IN THE PAST, IF THAT MAKES SENSE, WHICH CAN SOMETIMES JUST COLLECT THIS PILE OF INCIDENTS AND THAT'S HOW YOU GET A REPUTATION.

THERE'S A HUGE OPPORTUNITY HERE, A WAY FOR US TO REALLY LOOK AT WHAT'S HAPPENING IN OUR SCHOOLS, TAKE IT SERIOUSLY, AND SUPPORT OUR STUDENTS ALONG THE WAY.

THE STUDENT VOICE PIECE TO THAT IS AGAIN, OUR STUDENT ADVISORY CONFERENCE LAST SPRING, WE INVITED STUDENTS FROM ALL OF OUR SECONDARY SCHOOLS.

I'M NOT SAYING IT'S JUST FROM A GROUP, BUT ACCOUNTABILITY KEPT COMING UP AND I KEPT ASKING, WHAT DOES THAT MEAN? WHAT DOES THAT LOOK LIKE? I WAS LIKE, WELL, OUR STUDENTS, OUR TEACHERS, SHOULDN'T BE ABLE TO SAY THESE THINGS OR DO THESE THINGS, AND IT FEELS LIKE NOTHING HAPPENS.

I WAS LIKE I DON'T KNOW ABOUT THEM, WHO KNOWS ABOUT WHAT'S HAPPENING? IT'S BECAUSE WE DIDN'T HAVE CONSISTENT WAYS OF TALKING ABOUT IT.

THAT RINGS TRUE TO ME ALL THE TIME.

I THINK ABOUT OUR KIDS, OUR KIDS ARE AT THE CENTER OF ALL OF THIS, AND THAT'S OUR ULTIMATE RESPONSIBILITY AND ACCOUNTABILITY IS TO THEM.

SOME OF THE CHALLENGES WHICH I'VE MENTIONED ARE JUST HAVING INCONSISTENCY WITH OFFERING A HIB REPORTING, THAT'S NOT THE ONLY WAY TO DOCUMENT SOMETHING, BUT JUST FAMILIES WHO HAVE SAID, I'VE HAD OTHER INCIDENTS AND THIS HASN'T BEEN OFFERED, AND JUST MAKING SURE THAT WE'RE REALLY CONSISTENT ABOUT THAT AND OFFERING SYSTEMIC RESPONSES TO THE TRENDS THAT WE SEE.

BUT I THINK THERE'S OPPORTUNITY IN BOTH OF THOSE SO FAR.

THOSE ARE ALSO SOME OF OUR NEXT STEPS THROUGH THIS PROCESS.

CELEBRATIONS AS TWISTED AS IT IS, IS REALLY JUST THE OPPORTUNITY, I THINK, TO HAVE A RESPONSE THAT'S SYSTEMIC AND MEANINGFUL.

[02:30:02]

>> I GUESS MORE OF A COMMENT.

I APPRECIATE THE FOCUS ON ACCOUNTABILITY FOR THIS BECAUSE I KNOW FOR STUDENTS I'VE TALKED TO THAT I SERVE IN OTHER ROLES WITH THE DISTRICT, EVEN MY OWN.

THIS IS A BIG PART KNOWING TO YOUR POINT, IT'S NOT JUST ABOUT HAVING A FORM BECAUSE THAT'S AN EASY LIKE GO FILL OUT THE FORM.

I APPRECIATE THE FOCUS ON IT THIS WAY.

ACCOUNTABILITY HAS A LOT MORE TO DO WITH IT.

I THINK THERE WILL BE CELEBRATIONS.

WELL, IT'S GOING TO TAKE IS ONE STUDENT SAYING, I FELT LIKE I HAD A SUPPORT NETWORK FOR BELONGING RATHER THAN I JUST HAD A WAY TO REPORT SOMETHING THAT WAS A PROBLEM.

>> I INCLUDED THE BELONGING WHEEL TOO, BECAUSE LIKE I SAID, I THINK IT'S IMPORTANT TO HAVE TO FOLLOW THE STEPS AND DO THE PROCESS AND WHAT THE STATE EXPECTS.

BUT REALLY, IT'S SO THAT OUR KIDS FEEL CONNECTED AND THEY BELONG AND THEY'RE KNOWN AND THAT THIS IS A GOOD SAFE PLACE FOR THEM EVERY SCHOOL.

FINALLY, OUR SOCIAL AND EMOTIONAL LEARNING.

SOME OF THIS IS REPETITIVE FROM EARLIER JUST BECAUSE I GOT TO TALK ABOUT PANORAMA ALREADY.

BUT YOU'LL SEE THAT I TOOK OUR BELONGING DATA THIS TIME.

INSTEAD OF SOCIAL EMOTIONAL LEARNING, OUR SENSE OF BELONGING IS LIKE A CLIMATE CHECK IN FOR OUR SCHOOLS AND OUR DISTRICT, AND THAT'S WHAT I'LL SHOW YOU HERE IN A LITTLE BIT AND STUDENT VOICE.

STUDENT FEEDBACK ON THE SEL CURRICULUM AND PROGRAMMING ONGOING.

I'VE BEEN COLLECTING THIS INFORMALLY JUST WITH STUDENTS THAT I CONNECT WITH.

WHAT DOES THAT LOOK LIKE IN YOUR SCHOOL OR HOW DO YOU KNOW YOU'RE DOING AN SEL LESSON? A LOT OF TIMES IT FEELS REALLY DISJOINTED TO WHAT THEY'RE DOING IN THEIR CLASSES.

IN FACT, I HAD A STUDENT SAY, I WISH IT WAS JUST PART OF THE CURRICULUM, PART OF THE CLASSES CURRICULUM AND NOT AN ADVISORY LESSON, FOR EXAMPLE.

I THOUGHT THAT WAS REALLY POWERFUL AND I WISH I COULD HAVE RECORDED IT BECAUSE THAT CAPTURES WHAT WE ALL WOULD HOPE FOR, I THINK FOR OUR STUDENTS TO FEEL CONNECTED AND CARED FOR IN EVERY SPACE.

FOR OUR THREE THROUGH FIVE, ONCE AGAIN, YOU'LL SEE THE DOTTED LINE HERE, MEANING IT'S NOT CONNECTABLE FROM B4.

BUT OUR SENSE OF BELONGING FOR THREE THROUGH FIVE IS 65%.

I PULLED OUT OUR MULTILINGUAL LEARNERS AND OUR STUDENTS SERVED ON IEPS.

IF YOU LOOK AT THE TOP ONE, STUDENT ELL STATUS IS WHAT PANORAMA CATEGORIZES IT AS, AND THE NO AND THE YES IS NOT DO THEY FEEL A SENSE OF BELONGING? IT'S DO THEY QUALIFY IN THAT GROUP? STUDENT ELL STATUS, NO, STUDENTS WHO ARE NOT ENGLISH LANGUAGE LEARNERS, REPORTED A 65% SENSE OF BELONGING.

STUDENTS, YES, CELEBRATION, MULTILINGUAL LEARNERS, REPORTED A 68% SENSE OF BELONGING.

I THINK THAT JUST GOES TO SHOW HOW HARD OUR STAFF IS WORKING TO MAKE THEM FEEL CONNECTED AT SCHOOL.

ARE STUDENTS SERVED ON IEPS OR STUDENTS ON HERE IT SAYS STUDENT SPECIAL EDUCATION STATUS? NO, THEY DON'T QUALIFY FOR SPECIAL SERVICES, EXPERIENCED A 66% OF BELONGING.

YES, THEY DO QUALIFY FOR SPECIAL EDUCATION SERVICES.

THAT'S A 59% SENSE OF BELONGING, SO THERE'S SOME GROWTH NEEDED THERE.

>> 6-12, IT'S AT 54%.

I WANT TO CELEBRATE IT.

THEY AREN'T CONNECTED.

HERE'S THE SAME DATASET FOR SECONDARY STUDENTS.

OUR MULTILINGUAL LEARNERS WHO QUALIFY IN THAT CATEGORY 58% OF THEM EXPERIENCE THE SENSE OF BELONGING AND OUR STUDENTS SERVED ON IEPS ARE AT 51% COMPARED TO 55.

I MENTIONED EARLIER THAT CASEL HAS SOCIAL EMOTIONAL LEARNING STANDARDS, AND THEN WASHINGTON STATE HAS OUR OWN SOCIAL AND EMOTIONAL LEARNING STANDARDS.

IF YOU CROSSWALK THEM, THEY ALL MATCH UP, WHICH IS GREAT.

WE USE THIS GRAPHIC A LOT BECAUSE IT CONNECTS TO ALSO SOME OF THOSE CITIZENSHIP AND BEHAVIOR TYPE STANDARDS OR SCORES THAT WE ARE GIVING IN OUR PROJECT BASED LEARNING SCHOOL OR SCHOOLS.

[02:35:01]

I THREW THAT UP THERE SO YOU CAN SEE WHAT THOSE COMPONENTS ARE.

OUR SHORT TERM NEXT STEPS ARE, WE HAVE YET TO DIVE INTO THE PANORAMA DATA WITH OUR SCHOOL LEADERS, SO WE'VE SHARED THE DATA IS NOT COMPARABLE TO PREVIOUS YEARS OR PREVIOUS SURVEYS.

BUT USUALLY WE HAVE A DATA PROTOCOL THAT WE DIVE INTO PRETTY IN DEPTH WITH OUR PRINCIPLES AND THEY SET GOALS AROUND THAT, SO THAT'S ONE OF OUR NEXT STEPS.

WE'VE HAD THE OPPORTUNITY TO HEAR FROM AN AWSP SPEAKER.

THE DIRECTOR OF AWSP HAS BEEN COMING TO OUR LEADERSHIP LABS AND SPEAKING ABOUT LEADERSHIP AND GROWING CAPACITY, AND SO THAT'S SHIFTED SOME OF THE TIMELINE THINGS THAT WE TYPICALLY DO AT THIS TIME.

IT'S NOT A BAD THING, IT'S JUST THAT WE HAVEN'T GOTTEN TO THAT PART YET.

THAT'S ONE OF OUR NEXT STEPS.

THEN THE LONG TERM GOAL I THINK FOR SOCIAL AND EMOTIONAL LEARNING AND MTSS, AND THAT I HEAR FROM THE WORK GROUP IS REALLY TO PROVIDE CONSISTENCY IN OUR SYSTEM.

WE TALK ABOUT OUR PROFILE OF A GRADUATE IN THE CELEBRATIONS.

ALL OF THESE COMPONENTS ARE IN OUR PROFILE OF A GRADUATE FOR CAMAS SCHOOL DISTRICT IN OUR STRATEGIC PLAN.

THESE ARE THE SKILLS THAT THE STATE SAYS THEY SHOULD HAVE, THAT WE SAY WE WANT THEM TO HAVE SOCIAL AND EMOTIONAL LEARNING, WE'LL CONNECT PRE K-12 AND BEYOND FOR THEM, AND SO IT'S REALLY HOW ARE WE DOING THAT INTENTIONALLY.

BUT THE CELEBRATION THAT I'VE LISTED THERE IS JUST THAT WE'RE DOING IT.

ALL THESE THINGS ARE REALLY FEELING COHESIVE AND CONNECTED AND TO ME, THAT'S REALLY EXCITING THAT OUR STRATEGIC PLAN IS ALIVE AND REALLY DIRECTING A LOT OF THE WORK THAT WE'RE DOING.

QUESTIONS ABOUT SOCIAL AND EMOTIONAL LEARNING?

>> NOT REALLY A QUESTION.

>> OR SOMETHING ELSE.

>> BUT I WAS THINKING THAT THE SECONDARY BELONGING NUMBERS WERE SOMETHING THAT I WAS REALLY INTERESTED IN SEEING BECAUSE IN CONVERSATIONS WE HAD WITH A LOT OF OUR STAFF BACK A COUPLE OF YEARS AGO WHEN WE WERE TRANSITIONING AWAY FOR BUDGETARY REASONS FROM THE MIDDLE SCHOOL MODEL, THAT WAS ONE OF THE THINGS THAT I KNOW I HEARD CONSISTENTLY IS A WORRY ABOUT THAT SENSE OF BELONGING TAKING A HIT FROM MOVING AWAY FROM THAT MODEL.

I KNOW IT'S TOUGH WITH THE WAY THAT PANORAMA HAS CHANGED THINGS THAT WE'VE GOT THE DOTTED LINE NOW, SO WE CAN'T DRAW SOME EXACT COMPARISONS, BUT TO SEE THAT AT LEAST GENERALLY TRENDING UP IS GOOD, I'D BE INTERESTED IN SEEING WHAT IT LOOKS LIKE IF WE CAN PULL 6-8 AS WELL.

>> I REMEMBER THAT SPECIFICALLY, THE CONVERSATION ON THE MIDDLE SCHOOL MODEL, AND FROM WHAT I RECALL, THE BELONGING DATA IT WASN'T SIGNIFICANTLY IMPACTED BY THE SHIFT IN SCHEDULE.

WE CAN GO BACK AND LOOK.

THIS IS 6-12, AGAIN, THAT LIKE BIG PICTURE, BUT I COULD LOOK AT JUST THE MIDDLE SCHOOL IN C BECAUSE YOU CAN SEE FROM SPRING '22 TO FALL '22 TO FALL '23, THE DATA THAT WE CAN COMPARE OVER TIME WAS EITHER CONSISTENT OR INCREASED.

BUT I'LL TAKE NOTE OF THAT AND AND GO DIG IT UP.

>> BIG CELEBRATIONS TOO FOR CLOSING SOME OF THESE GAPS WITH MULTILINGUAL LEARNERS, THAT'S GREAT.

>> I KNOW.

>> THE STUDENTS SERVED ON IEPS, EVEN IN BELONGING IS GETTING THAT, IT'S DEFINITELY A GOOD FIRST STEP.

ANYTHING ELSE FROM BOARD.

>> OOPS. THAT'S ONE OF MY MAJOR CELEBRATIONS BECAUSE WE'RE FOCUSING ON THAT POPULATION AND IT'S A GROWING POPULATION IN OUR COMMUNITY AND SO WE HAVE SPENT A LOT OF ENERGY AND LEARNING AND RESOURCES AROUND SUPPORTING THIS GROUP, AND I THINK IT'S SHOWING AND THAT THEY'RE FEELING CONNECTED IN CAMAS.

I MENTIONED THIS TOO.

MTSS IS ACTIVE AND DEVELOPING IN EVERY SCHOOL OR BUILDING.

AGAIN, IT'S NOT THIS UNKNOWN SCARY THING ANYMORE.

OUR SCHOOL LEADERS ARE FOCUSING ON OUR TARGETED STUDENT GROUPS FROM A STRATEGIC PLAN SO WHEN WE CREATED THE FRAMEWORK FOR THEM TO DEVELOP THEIR THEORIES OF ACTION FOR THIS YEAR, THAT WAS ONE OF THE THINGS THAT WE HAD ALL OF OUR SCHOOL LEADERS CONSIDER IS JUST HOW ARE YOU INCORPORATING STUDENT VOICE AND HOW ARE YOU FOCUSING ON ONE OF THESE POPULATIONS? THEN, OF COURSE, FINALLY, THE ADOPTION OF OUR STRATEGIC PLAN, THAT'S A REALLY BIG PICTURE AND THOSE INITIATIVES.

WE'RE DEEP IN THESE TWO WORK GROUPS, AND IT'S A TON OF WORK TO KEEP THEM GOING, BUT IT JUST SHOWS THOSE INTENTIONAL PATHWAYS THAT WE'RE CREATING TO ADDRESS SOME OF THE THINGS THAT WE'VE BEEN TALKING ABOUT FOR QUITE A WHILE.

[02:40:03]

SOME OF THESE NEXT STEPS.

I'VE ALREADY MENTIONED JUST PROMOTING THAT CONSISTENT MESSAGING AROUND NON DISCRIMINATION AND THE USE OF OUR HIB PROCESSES, RESPONDING TO INCIDENTS OF HARM, AND SYSTEM TRENDS OVER TIME.

WE HAVE OUR DISTRICT EQUITY TEAM MEETS ON THE FOURTH.

AFTER WE COME BACK FROM THIS FALL BREAK, AND WE HAVE OUR FIRST COMMUNITY EQUITY FORUM PLANNING TEAM ON DECEMBER 12TH.

WE HAD, I THINK 17 COMMUNITY MEMBERS, SOME OF THEM ARE STAFF MEMBERS TOO WHO ARE PART OF JUST THE PLANNING TEAM, WHICH SEEMS LIKE A REALLY BIG PLANNING TEAM, BUT I'M EXCITED ABOUT THAT, AND WHO WILL DETERMINE THE SHAPE OF THIS YEAR.

I'VE GOTTEN A COUPLE MESSAGES FROM PEOPLE IN THE COMMUNITY ABOUT, HEY, I NOTICED THIS DOWNTOWN CAMPUS.

THEY'RE REALLY WANTING TO MAKE A LARGER CHANGE, NOT JUST IN OUR SCHOOL DISTRICT, BUT THEY'RE LOOKING FOR THE SCHOOL DISTRICT TO LEVERAGE WHO WE ARE AS A COMMUNITY, AND I THINK THAT SPEAKS A LOT TO WHAT THE COMMUNITY WANTS.

I'M LOOKING FORWARD TO HEARING WHAT THEY ARE WANTING TO FOCUS ON.

WE ALSO ARE LOOKING FOR, SPEAKING OF STANDARDS BASED LEARNING, SOME COMMUNITY UPDATES VIA ZOOM OR VIDEO COMING SOON.

WE'RE LOOKING AT HOSTING A TOWN HALL TYPE SESSION, QUESTION ANSWER THING, AND/OR PUTTING OUT SOME VIDEOS THAT HAVE INFORMATION, SMALLER SOUND BITE VIDEOS THAT PEOPLE CAN LOOK AT OR READ OR WATCH TO GET CONSISTENT INFORMATION AS WE CONTINUE THROUGH THE INITIATIVE, AND CONTINUING TO PURSUE OUR STRATEGIC PLAN WORK GROUP.

STARTING TO OVERLAP SOME OF THE SPL WORK ALSO INCLUDES CURRICULUM WORK, ALSO INCLUDES PROFESSIONAL LEARNING, SO THEY'RE STARTING TO COME TOGETHER, WHICH IS COOL TO SEE TO.

ANYTHING? ANY OTHER QUESTIONS FOR ME?

>> THANKS, KATIE.

>> IT'S A LOT.

>> WE HAD NO ONE SIGN UP FOR PUBLIC COMMENTS SO WE'RE GOING TO MOVE PAST PUBLIC COMMENTS.

THAT BRINGS US DOWN TO ITEM 6 WHICH IS

[6. SYSTEMS/PATHWAYS: CONSENT AGENDA]

>> I MOVE WE APPROVE THE CONSENT AGENDA.

>> I SECOND.

>> BY CONNIE, SECONDED BY BOMANI. ALL THOSE IN FAVOR?

>> AYE.

>> AYE.

>> MOTION CARRIES. THAT MOVES US DOWN TO ITEM 7A OR ON THE AGENDA.

[7. CULTURE - Open and Effective Communication]

WANTED TO GIVE YOU AN OPPORTUNITY TO ASK QUESTIONS ON THIS OR OPEN THE FLOOR.

>> I'LL JUST COMMENT. IT LOOKS LIKE WE ARE MAKING THE SHIFT TOWARDS A MORE BALANCED CALENDAR BY ADDING A WHOLE WEEK FOR THANKSGIVING, TWO WEEKS AT CHRISTMAS, A FEBRUARY WEEK AND SPRING BREAK, AND SO STARTING EARLIER AND GOING AS LONG AS WE DO NOW, REALLY, IT FEELS LIKE WE GOT THAT EXTRA TIME IN AUGUST.

WE REMOVED IT, AND SO I'M REALLY EXCITED TO SEE THIS MOVE.

>> SURE. NOW, THANKS FOR NOTICING THAT.

WE HAD EACH OF OUR BARGAINING GROUPS PUT THIS OUT TO THEIR MEMBERSHIP, AND IT WAS PRETTY OVERWHELMING ACROSS THE BOARD, INCLUDING AT THE CABINET LEVEL.

NOW I APPRECIATE THAT AND ONE STEP FURTHER TOWARDS THAT.

>> [INAUDIBLE] COX WOULD BE SO PROUD.

>> WE SAID THAT EARLIER, PAIN HOMAGE.

>> SHE MIGHT BE WATCHING.

>> I DO HAVE A QUESTION ABOUT THIS CALENDAR DRAFT.

I'M NOTICING THAT THE OCTOBER IN SERVICE DAY AND THE JANUARY GRADING DAY, BOTH SAY TBD, BUT IT LOOKS LIKE ALL OF THE DATES ADD UP TO 180, SO ARE WE ASSUMING THAT IF THOSE GET ADDED, THE END OF THE SCHOOL YEAR IS GOING TO BE EXTENDED ANOTHER TWO DAYS?

>> I'VE ALREADY ADDED THOSE TWO DAYS INTO THE TOTAL COUNT OF 120.

>> EXCUSE ME, 180.

IT'S GETTING LATE. THEY'VE ALREADY BEEN ACCOUNTED FOR.

>> ONCE THOSE GET CALENDARED, THE LAST DAY OF SCHOOL WILL STILL BE JUNE 18TH?

>> YES.

>> THAT'S CORRECT. WE WANTED TO MAKE SURE THAT WE ARE OPEN TO CONVERSATIONS THAT WE'RE STILL HAVING WITH CEA AND OTHERS, SO CONVERSATIONS AROUND THAT OCTOBER DATE, POTENTIALLY SHIFTING, AS WELL AS THE DATE IN JANUARY.

>> AS LONG AS THE START AND END DATES ARE NOT AFFECTED, I FEEL OKAY ADOPTING THIS CALENDAR.

>> THOSE DAYS ARE ACCOUNTED FOR. GOOD QUESTION.

>> I ALSO NOTICED WHAT CONNIE HAD SAID ABOUT EXTENDING THE WINTER BREAK AND THE THANKSGIVING BREAK, AND I GUESS I WOULD LIKE TO SEE WHAT THE OTHER VARIATIONS WERE, BUT I GUESS IT ALSO DOESN'T MATTER TO ME BECAUSE I SAW THE VOTING RESULTS AND WHICH WAS HELPFUL, TO BE LIKE, WE SAW THAT THAT'S WHAT EVERYBODY WANTS.

IT WAS MORE CURIOSITY THING, I GUESS THAN ANYTHING ELSE, BUT OTHERWISE,

[02:45:02]

>> I'D LOOK FOR A MOTION A SECOND.

>> I MOVE FOR APPROVAL FOR THE '25 '26 SCHOOL YEAR CALENDAR AS PRESENTED.

>> I WILL SECOND.

>> MOVED BY CONNIE SECONDED BY TRACY.

ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR?

>> AYE.

>> AYE.

>> MOTION CARRIES. THANK YOU FOR DOING THAT.

JUST ONE QUICK COMMENT, IF I CAN ON THE FEBRUARY MID WINTER BREAK.

WE SPOKE WITH MARY WISHAER PRIOR TO THIS BEING APPROVED, AND SHE WILL MAKE SURE THAT THERE'S CAMPS OFFERED DURING THAT WEEK.

I KNOW THAT WAS A DISCUSSION WE HAD LAST YEAR.

>> ARE WE GOING TO MAKE SURE THAT OUR PARENTS AND FAMILIES WE GET AN EXTRA BLAST, THAT THIS IS DIFFERENT, THERE'S NEW NEW CALENDAR COMING BECAUSE IT IS QUITE A DEPARTURE FROM WHAT WE'VE DONE IN THE PAST?

>> ABSOLUTELY. WE'LL GET THAT OUT RIGHT AWAY.

>> MOVING DOWN TO ITEM 8A.

[8. SYSTEMS/PATHWAYS: INFORMED AND RESPONSIBLE USE OF RESOURCES]

WE SPENT QUITE A BIT OF TIME AT OUR WORKSHOP A COUPLE OF WEEKS AGO DIGGING INTO THIS AND WORKING ON THE LANGUAGE.

YOU HAVE THE DRAFT THAT WE WORKED ON IN FRONT OF YOU.

TONIGHT WOULD JUST BE APPROVING FIRST READING, NOT ADOPTING AT SECOND READING, AND ADOPTION WILL BE AT THE DECEMBER MEETING.

BUT ARE THERE ANY PROPOSED CHANGES OR EDITS TO THIS? OTHERWISE, THEN I'LL LOOK FOR A MOTION AND A SECOND TO APPROVE FIRST READING.

>> I MOVE TO APPROVE POLICY 60-22 MINIMUM FUND BALANCE FOR THE FIRST READING AS SUBMITTED.

>> SECOND.

>> MOVED BY MATTHEW, SECONDED BY BOMANI.

ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR?

>> AYE.

>> AYE.

>> MOTION CARRIES. THAT MOVES US DOWN TO ITEM 8B, WHICH IS THE CONTRACT WITH APAGI.

YOU HAVE THE INFORMATION IN FRONT OF YOU HERE.

WHAT I DO APPRECIATE IS THAT FOR ANYTHING THAT WE'RE ADDING, THE DISTRICT IS LOOKING FOR PLACES TO SAVE OFFSET THAT AMOUNT OF MONEY.

THIS UPDATE TO THE WEBSITE AND OTHER COMMUNICATIONS TOOLS WILL BE OFFSET BY CANCELING OUR CONTRACT WITH THOUGHT EXCHANGE.

MOVING IN A DIFFERENT DIRECTION, WHICH I THINK WE'VE ALL HEARD FROM THE COMMUNITY THAT AN EASY TO NAVIGATE WEBSITE IS SOMETHING THAT THEY REALLY VALUE.

THIS IS IN RESPONSE TO THOSE COMMUNITY CONTACTS.

ARE THERE ANY OTHER QUESTIONS, COMMENTS ABOUT THIS? OTHERWISE, I'D LOOK FOR A MOTION AND A SECOND.

>> I MOVE TO APPROVE A ONE YEAR EIGHT MONTH CONTRACT WITH APAGI FOR $20,300 THE REMAINDER OF THE '24 '25 SCHOOL YEAR AND $25,050 FOR THE '25' 26 SCHOOL YEAR, FOR A TOTAL OF $45,350.

THE FUNDS FOR THIS COME OUT OF THE GENERAL FUND.

>> I SECOND.

>> MOVED BY TRACY SECONDED BY BOMANI.

ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR?

>> AYE.

>> OPPOSED? MOTION CARRIES.

8C IS THE PURCHASE OF NEW BUSES.

JASON, AM I CORRECT THAT THIS IS IN ADDITION TO THE ONES THAT ARE STILL ON BACK ORDER FROM LAST YEAR?

>> YEAH. LIKE WE DID THE YEAR BEFORE IS THAT WE PLACED AN ORDER ABOUT THE TIME THAT WE FELT AS THOUGH WE WOULD BE RECEIVING THE ONES FROM THE PREVIOUS ORDER.

RIGHT NOW, THE BUSES THAT WE ORDERED LAST YEAR ARE IN INSPECTION RIGHT NOW, AND SO ONCE THOSE ARE CLEARED, THEN YOU'LL SEE US PAY FOR THOSE HERE THIS FALL.

WE JUST DON'T PAY FOR THEM UNTIL THEY'VE PASSED ALL INSPECTION IN AN ARRAY TO HIT THE ROAD.

WE'RE EXPECTING THOSE ANY DAY.

>> WE CAN LOOK FORWARD TO THESE BUSES IN LIKE A YEAR AND A HALF?

>> YES, SIR. THAT IS THE LEAD TIME APPARENTLY THAT WE ARE SUBJECT TO THESE DAYS.

THIS IS OUT OF THE TRANSPORTATION VEHICLE FUND. JUST A REMINDER.

>> THANK YOU. TOTALLY SEPARATE POT OF MONEY. THANK YOU.

TOOK THE WORDS OUT OF MY MOUTH. MOTION AND A SECOND FOR THE NEW BUSES THAT WE'LL SEE IN A YEAR AND A HALF.

>> I MOVE TO APPROVE THE PURCHASE OF FIVE BUSES FOR $1,031,965.19 FROM THE TRANSPORTATION VEHICLE FUND TO REPLACE FIVE BUSES OFF THE DEPRECIATION SCHEDULE.

>> SECOND.

>> MOVED BY CONNIE, SECONDED BY MATTHEW.

ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR?

>> AYE.

>> AYE.

>> MOTION CARRIES. OUR FINAL CONTRACT RENEWAL IS WITH EDNETICS BROADCAST.

[02:50:07]

LOOKING FOR A MOTION IN A SECOND FOR THIS.

>> I MOVE TO APPROVE A THREE YEAR EXTENSION WITH EDNETICS FOR BROADCAST SERVICES FOR $1,534.95 PER MONTH, INCLUDING APPLICABLE SALES TAX.

FUNDING WILL BE ALLOCATED FROM THE TECHNOLOGY LEVY.

>> I'LL SECOND THAT.

>> IT WAS MOVED BY BOMANI, SECONDED BY TRACY.

ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR?

>> AYE.

>> AYE.

>> MOTION CARRIES. THAT BRINGS US TO THE END OF OUR AGENDA.

THE BOARD WILL BE MOVING INTO A CLOSED HEARING FOR A QUASI JUDICIAL MATTER

[10. CLOSED MEETING - RCW 42.30.140 (2)]

THOSE ATTENDING THIS MEETING MAY BE THE ASSOCIATION'S COUNSEL, THE SUPERINTENDENT, AND DISTRICT'S REPRESENTATIVE, AND THE DISTRICT'S COUNCIL.

THIS WILL BE APPROXIMATELY ONE HOUR.

WE WILL NOT BE TAKING ANY ACTION AFTER THE CLOSED HEARING, SO UNTIL THEN WE ARE IN RECESS.

THE TIME IS 9:25.

OUR CLOSED SESSION HAS ENDED, AND THAT BRINGS US TO THE END OF THE MEETING.

OUR REGULAR MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.