[1. WORKSHOP - 4:30 PM]
[00:00:05]
>> EVERYONE, WELCOME TO OUR FEBRUARY 10TH SCHOOL BOARD WORKSHOP.
HE HAD TO TRAVEL UNEXPECTEDLY FOR WORK, SO HE WON'T BE HERE, BUT THE REST OF US ARE HERE AND READY TO GET GOING.
THE FIRST ITEM ON THE AGENDA IS SEC CONFERENCE TOPICS.
[2. LEARNING]
I KNOW THE STUDENT ADVISORY COMMITTEE WAS LOOKING FOR SOME SUGGESTIONS FROM US OF THINGS THAT THEY COULD STUDY OR WORK ON THIS YEAR.I DON'T KNOW IF ANYONE HAD ANY COMMENTS OR YOU KNEW ANYTHING ABOUT THAT, JOHN.
>> WELL, GOOD AFTERNOON, EVERYONE. GOOD TO SEE YOU.
WE JUST I SHOULDN'T SAY, WE, THERE WAS A LEADERSHIP CONFERENCE OVER AT LIBERTY, AND MANY OF OUR SECONDARY STUDENTS WERE OVER THERE.
THERE WAS SOME FOCUS ON POWERFUL MOMENTS AND REALLY HAVING KIDS CAPTURE MOMENTS THAT ARE IMPORTANT, AND I PUT IT IN THE FIVE GOOD THINGS.
GOT ME THINKING A LITTLE BIT ABOUT THAT.
BUT WE'RE REALLY OPEN TO WHEREVER THE STUDENTS WANT TO TAKE THIS, BUT WE THOUGHT IT WOULD BE GOOD TO CIRCLE UP AND SEE IF THERE'S ANYTHING THAT YOU WOULD LIKE THE STUDENTS TO DISCUSS.
THEN, OF COURSE, IF ANY OF YOU ARE PLANNING ON POPPING BY THROUGHOUT THAT DAY, WHAT YOU'D LIKE TO SEE.
WE CAN PROBABLY A GOOD PLACE TO START MIGHT BE MATTHEW SUGGESTIONS AND THEN SEE IF THERE WAS ANY PIGGY BACKING FROM THAT.
>> YOU HAVE MATTHEW SUGGESTION?
>> I CAN PROBABLY TRY TO FIND THEM. HOLD ON.
>> DID HE SEND THEM TOO? DID YOU SEE THEM, COREY? I KNOW GALE'S OUT SICK TODAY, SO WE'RE TRYING TO MANAGE HERE A LITTLE BIT.
>> IF YOU LIKE, WE CAN COME RIGHT BACK TO THAT.
>> YEAH, WE CAN COME BACK TO THAT IN THE LOGISTICS.
DO YOU WANT TO JUST THROW THAT DOWN AT THE END?
>> ESPECIALLY SINCE GALE IS NOT GOING TO BE HERE, THAT WE PROBABLY WOULDN'T HIT THAT MUCH ANYWAY.
>> WE'LL JUST BE THINKING ABOUT THE SAC AND IF WE FIND MATTHEW'S E MAIL AND THEN,.
>> WE'RE JUST GOING TO MOVE IT TO THE END OF THE MEETING THEN?
>> YES. WHEN IS THAT LEADERSHIP CONFERENCE THOUGH? DID YOU SAY?
>> USUALLY IT'S MID MARCH, MID OR END OF MARCH.
>> WE'LL WORK ON THAT. WITH THAT,
[3. CULTURE]
WE'LL MOVE ON TO ITEM 3A.WE'RE GOING TO HAVE SEL WORK GROUP UPDATE.
I'M GOING TO TURN IT OVER TO YOU, LADIES.
>> THANK YOU. WE'RE REALLY EXCITED TO BE HERE TONIGHT.
AS YOU KNOW, LAST MONTH, WE STARTED WITH OUR PROGRESS REPORTS ON THE STRATEGIC PLAN INITIATIVE UPDATES PROGRESS REPORTS.
FIRST, WE HAVE THE AMAZING SOCIAL AND EMOTIONAL LEARNING TEAM HERE.
THIS TEAM IS CO LED BY JENNIFER MCMILLEN, AMY STEWART, AND KATIE SIDLE, WHO'S UNABLE TO BE WITH US THIS EVENING.
SHE'S OUT FOR A FAMILY SUPPORT NEED, AND SO WE ARE HERE TONIGHT FOR THIS.
I WANTED TO RESPOND TO SOME OF THE FEEDBACK THAT WE GOT FROM YOU THE LAST TIME.
ONE OF THE CHANGES WE'VE MADE, TRACY, AND I THINK IT WAS YOU OR CONNIE WHO REALLY HARD TO TELL WHEN YOU WERE LOOKING AT TWO WHICH ONE WAS WHICH.
YOU'LL SEE THAT THE TITLE OF THE INITIATIVE WHEN YOU GET THIS IS MORE PROMINENT.
CONNIE, YOU HAD ASKED FOR ALIGNING IT MORE WITH THE PLAN DO STUDY ACT, WHICH WE'VE TRIED TO DO, BUT IT MAKES IT EVEN LESS IT LOSES MEANING IN THAT.
WE'RE STILL WORKING WITH THAT IDEA, BUT IT WAS THE RECOGNITION THAT INDEED, IT DOES FIT INTO THAT MODEL.
IT'S JUST NOT ALL OF THE PIECES OF IT.
ONE OF THE OTHER THINGS THAT WE HAD TALKED ABOUT WAS THAT THE REPORTS WOULD HAVE A STANDARD FORMAT SO THAT AS WE GO THROUGH TIME, THERE'S SOME CONSISTENCY TO WHAT'S REPORTED AND HOW AND ALSO SO THAT IT'S IN A FORMAT THAT WE CAN POST, SO THAT IT'S ALSO AVAILABLE FOR OUR PUBLIC TO SEE WHAT WE'VE BEEN UP TO AND WHAT WE'RE FINDING AS WE GO.
WE ALSO NOTED LAST TIME THAT THERE WILL BE SOME TIMES THAT REQUIRE US TO SHARE SOME INFORMATION WITH YOU THAT WE THINK WILL HELP PROVIDE MORE OF A BACKBONE OF WHAT IS THIS INITIATIVE REALLY ABOUT? WHAT'S UNDERNEATH IT? FOR EXAMPLE, WE'VE TALKED ABOUT STANDARDS BASED LEARNING, AND THERE ARE MANY TERMS CONNECTED TO THAT, THAT IT HELPS TO KNOW WHAT THEY ARE TO BE IN THE POSITION OF HELPING TO GUIDE DECISIONS.
TONIGHT, YOU HAVE THE OPPORTUNITY TO SEE WHAT THAT COULD LOOK LIKE AS THERE IS SOME BACKGROUND PROVIDED TO YOU AS WE ENTER INTO THE SOCIAL AND EMOTIONAL LEARNING.
WORLD, WHICH IS, IN FACT, ALL OF OUR WORLDS.
WITH THAT, I WILL TURN IT OVER TO JENNIFER AND AMY.
>> USING A MICROPHONE IN SUCH A SMALL SPACE VERY LOUD.
[LAUGHTER] I'M GOING TO TRY TO NOT BE SO LOUD.
BUT WE'RE SO EXCITED TO BE HERE, AND I NEED TO TELL YOU THAT IT'S BEEN SO COOL
[00:05:01]
FOR ME TO HAVE AMY ON THIS GROUP BECAUSE AMY BRINGS A DIFFERENT PERSPECTIVE, WHICH IS REALLY AMAZING AND AWESOME.BECAUSE I'VE BEEN SWIMMING IN THIS WORK FOR THE LAST NOW EIGHT YEARS IN CAMIAS.
YOU'RE PROBABLY GOING TO HEAR MORE FROM ME TONIGHT THAN AMY.
BY CHOICE. HE WANTS TO PASS THINGS OUT.
WE'RE EXCITED TO TALK TO YOU ABOUT THIS, BUT WE ALSO WANTED TO MAKE SURE THAT OUR WORK GROUP CAME TO LIFE FOR YOU.
WHAT THAT MEANS IS WE BROUGHT SOME ARTIFACTS AND SOME THINGS SO THAT YOU UNDERSTAND THE REAL DEPTH OF THE WORK IN WHICH WE'RE TRYING TO DO.
YOU'RE GOING TO START WITH WHAT WE CALL A WARM WELCOME.
A WARM WELCOME IS PART OF CASTLE'S 3 SIGNATURE PRACTICES, WHICH ARE THESE PRACTICES THAT ARE REALLY INTENDED TO HELP CREATE AN ENVIRONMENT AND A COMMUNITY OF SAFETY AND BELONGING.
AND SO THIS IS A PRACTICE THAT WE DO ALL THE TIME WITH STAFF WHEN WE GET TOGETHER.
IT'S ALSO A PRACTICE THAT I'VE DONE WITH PARENTS AND PARENT CAREGIVER WORKSHOPS, AND KIDS OFTEN GET AN OPPORTUNITY TO DO SOMETHING LIKE THIS AS WELL.
WE WANTED TO GIVE YOU THE FIRST THING THAT I WANT YOU TO LOOK AT IS THE BIG PIECE OF PAPER THAT HAS THIS COMES DIRECTLY FROM WAYFINDER WHICH IS ONE OF THE CURRICULUMS THAT WE USE AT THE SECONDARY LEVEL.
WE USE IT CURRENTLY AT HAYES AND DISCOVERY.
THIS COMES DIRECTLY FROM THIS WORKBOOK.
WHAT WE'D LIKE YOU TO DO IS WE'D LIKE YOU TO TAKE THAT PIECE OF PAPER AND ACTUALLY ANSWER THOSE QUESTIONS FOR YOURSELF.
THINK ABOUT THOSE QUESTIONS AND ANSWER THEM FOR YOURSELF.
WE'LL GIVE YOU A MINUTE OR TWO TO DO SO.
WHY DO WE DO THESE THINGS? WHY ARE PRACTICES LIKE WARM WELCOMES? WHY IS THIS IMPORTANT? IT REALLY SETS THE STAGE FOR CREATING A CULTURE OF SAFETY.
WHEN YOU ANSWER THESE QUESTIONS, THESE ARE ABOUT YOU.
THERE'S NO RIGHT OR WRONG ANSWER, AND IT REALLY GIVES YOU A CHANCE TO REFLECT AND BECOME MORE SELF AWARE ABOUT WHAT'S IMPORTANT TO ME, WHAT ARE MY THOUGHTS? WHAT ARE MY IDEAS? AND IT STARTS TO THREAD US TOGETHER.
IT IT REALLY IS DISARMING WHEN YOU HAVE PEOPLE THAT LEAN TOWARDS SOMETHING LIKE THIS.
WE'RE NOT ASKING YOU TO TAKE A MATH QUIZ OR DO SOMETHING.
WHAT WE'D LIKE YOU TO DO NEXT IS TO TURN TO THE PERSON NEXT TO YOU AND YOU'RE GOING TO ANSWER ONE OF THESE QUESTIONS TO THEM.
YOU'RE GOING TO SHARE YOUR ANSWER. WHICHEVER ONE YOU WANT? I'M GOING TO GIVE YOU A MINUTE TO DO THAT, SO YOU EACH HAVE ABOUT 30 SECONDS TO SHARE.
LOOKS LIKE BECAUSE OF THE WAY THAT WE'RE SITTING, YOUR PARTNERS ARE SELECTED FOR YOU.
[LAUGHTER] THERE YOU GO. GO FOR IT.
[00:11:26]
HOW WAS THAT? IS GOOD.THESE ACTIVITIES ARE THINGS THAT WE MIGHT NOT CONSIDER SEL, BUT IN FACT, IT IS SEL.
IT IS THAT REALLY JUST ALLOWS YOU TO STOP AND THINK ABOUT WHAT'S HAPPENING INSIDE OF YOU AND WHAT'S HAPPENING INSIDE OF OTHERS.
THE NEXT PART OF THIS WARM WELCOME OTHER THING THAT WE DO ALL THE TIME WITH STAFF AND WITH LEADERS AND WITH KIDS.
THAT IS INVITING A PAUSE TO IDENTIFY WHAT ARE THOSE FEELINGS THAT ARE VISITING? THIS IDEA OF USING A TOOL LIKE THE MOOD METER.
WE GAVE YOU A MOOD METER AND WE ALSO GAVE YOU ZONES OF REGULATION.
THIS ONE, ZONES OF REGULATION IS SOMETHING THAT IS USED FREQUENTLY IN ELEMENTARY SCHOOLS AS A DIPSTICK OF FIGURING OUT WHERE ARE YOU? WHERE ARE YOU RIGHT NOW? THE MOOD METER IS A MORE SOPHISTICATED TOOL THAT WAS CREATED BY YALE, BUT IT IS AN OPPORTUNITY FOR YOU TO SEE WHERE YOU'RE AT IN THIS MOMENT.
TOOLS LIKE THIS ALLOW US TO ENCOURAGE AN IDEA OF UNDERSTANDING THAT FEELINGS COME AND GO.
IN FACT, YOU'VE GOT MORE THAN ONE FEELING AT A TIME AND IT ENCOURAGES THIS IDEA THAT WHEN WE UNDERSTAND THAT A FEELING COMES AND GOES, WE ALSO UNDERSTAND THAT IT'S JUST A PIECE OF DATA THAT WE AREN'T THE FEELING.
FEELINGS COME, AND WHEN WE SEE THEM AS DATA, WE LEARN HOW TO MANAGE THEM.
THE OTHER TWO FUR COMPONENT OF A TOOL LIKE THIS IS PART OF OUR GOAL WITH SEL IS TO CONTINUE TO GROW A RICH EMOTIONAL VOCABULARY, TO INCREASE EMOTIONAL LITERACY BECAUSE OFTEN KIDS WILL TELL YOU ONE THING, BUT REALLY IT'S SOMETHING ELSE.
MOST ADULTS CAN NAME EIGHT FEELINGS AND THERE ARE ACTUALLY TWO THAN FEELING WORDS.
THAT'S A HUGE DISCREPANCY WE NORMALLY CAN NAME EIGHT.
BUT IF A KID TELLS YOU THAT THEY'RE SAD, BUT REALLY THEY'RE LONELY, WE'RE NOT ABLE TO SUPPORT IN THE RIGHT WAY.
THESE TOOLS ALLOW US TO ENCOURAGE THIS IDEA THAT FEELINGS COME AND GO, THEY DON'T STAY.
IT ENCOURAGES THIS IDEA OF DEEPENING OUR UNDERSTANDING, PUTTING WORDS TO WHAT'S HAPPENING INSIDE OF US IS ACTUALLY REGULATING.
IT EMOTIONALLY REGULATES US BECAUSE OUR BRAIN IS A MEANING MAKING MACHINE.
WHEN WE NAME IT, WE ACTUALLY FEEL LIKE WE CAN MANAGE IT.
BUT WE REALLY WANTED YOU TO UNDERSTAND WHAT WE'RE TALKING ABOUT WHEN WE'RE TALKING ABOUT SEL IN OUR WORK GROUP.
BECAUSE WE BELIEVE THIS IS A REALLY IMPORTANT GROUP.
IT'S A VITAL ORGAN TO THIS BODY, AND SO WE WANTED TO GIVE IT THE RESPECT THAT DESERVES.
[00:15:02]
THANK YOU FOR PARTICIPATING.NOW WE'D LIKE YOU TO TAKE A LOOK AT THE ACTUAL WORK GROUP THAT LISA SPOKE TO.
WE'RE GOING TO QUICKLY GO THROUGH SOME PARTS AND THEN WE'RE GOING TO DIVE DEEPER INTO OTHER PARTS.
OUR INITIATIVE GOAL IS TO IDENTIFY, IMPLEMENT, AND EVALUATE A PRE K 12 PROGRESSION OF SOCIAL AND EMOTIONAL LEARNING SKILLS, AND PRACTICES TO EXPAND STAFF WELLNESS PROGRAM, AND PARENT CAREGIVER EDUCATION SERIES TO SUPPORT STUDENT WELLNESS.
WE HAVE AN AWESOME GROUP OF PEOPLE, A LOT OF DIFFERENT STAKEHOLDERS.
IT'S A REALLY FUN GROUP TO BE A PART OF BECAUSE THESE ARE PEOPLE THAT ARE PASSIONATE ABOUT CARING FOR KIDS.
OUR STUDENT OUTCOME MEASURES ARE REALLY ABOUT MEASURING BELONGING, EMOTION REGULATION, GROWTH MINDSET, AND HOPE.
WE HAVE LOTS OF WAYS TO MEASURE THESE GOALS.
MAYBE NOT THE TYPICAL WAYS THAT OTHER PEOPLE MIGHT TALK ABOUT LIKE A TEST OR A SCORE OR SOMETHING THAT'S REALLY EXTERNAL.
MEASURING HOW THESE SEEDS ARE PLANTED AND HOW THEY'RE GROWING IS DIFFERENT WORK.
IT REQUIRES DIFFERENT VEHICLE IN WHICH TO GATHER INFORMATION.
>> IN CAMAS, WE DO A REALLY GREAT JOB OF TRYING TO GATHER STUDENT VOICE.
I'M SURE ALL OF YOU HAVE PARTICIPATED IN THE SENIOR EXIT INTERVIEWS.
THAT IS THAT IS A TESTAMENT TO THE SEL WORK.
ONE OF THE GIFTS OF WORKING HERE FOR THE LAST EIGHT YEARS IS I HAVE PARTICIPATED IN EVERY YEAR THAT THOSE HAVE BEEN SOMETHING THAT WE'VE BEEN ABLE TO DO, AND I LOVE TO TALK TO KIDS.
IT'S REALLY CHALLENGING TO STICK TO THE SCRIPT THEY GIVE YOU, BUT I AM PRETTY VERSED AT GOING AT DIFFERENT ANGLES TO GET INFORMATION FROM KIDS.
WHEN IT COMES TO ASKING ABOUT ACADEMIC THINGS.
THEY HAVE A HARD TIME REMEMBERING THINGS ABOUT THE ACADEMICS.
THE THINGS THEY DON'T HAVE A HARD TIME REMEMBERING ARE THE THINGS THAT FELT DIFFERENT WAYS, THE PEOPLE, THE BELONGING, THE PLACES THAT FELT THINGS.
THAT'S BECAUSE WE ARE DEEPLY FEELING BEINGS, AND THOSE ARE THE THINGS WE CARRY WITH US.
WE HAVE OTHER METHODS LIKE THE HEALTHY EU SURVEY THAT OUR STUDENTS, K THROUGH 12, GET EVERY OTHER YEAR.
OUR PANORAMA DATA INFORMS US ABOUT BELONGING AND ABOUT GROWTH MINDSET AND EMOTION REGULATION.
WE ALSO HAVE THINGS LIKE OUR CURRICULUMS HAVE AN ABILITY TO FOLLOW AND TRACK SEL LESSONS AND ACCOMPLISHMENTS.
WE HAVE PROVIDED STAFF WELLNESS SURVEYS TO FIND OUT HOW CAN WE SHOW UP FOR YOU IN DIFFERENT WAYS.
WE ALSO HAVE PROVIDED PARENT CAREGIVER WELLNESS SURVEYS THAT INFORM WHAT IS IT THAT PEOPLE WANT TO KNOW ABOUT? WHAT ARE THE THINGS THAT THEY'RE INTERESTED IN COMING TOGETHER ABOUT? WE TRY TO KEEP OUR PULSE ON THIS.
WE TRY TO REALLY SEEK INPUT FROM THE COMMUNITY TO HELP US MOVE THIS WORK FORWARD.
NOW WE'RE GOING TO MOVE INTO THE PROGRESS SUMMARY PART, AND WE FELT LIKE IT WAS REALLY IMPORTANT FOR YOU TO HAVE THE WASHINGTON STATE SEL STANDARDS IN FRONT OF YOU.
BECAUSE REALLY THESE STANDARDS ARE THE FRAMEWORK IN WHICH SEL IS DONE IN OUR SYSTEM.
TAKE A LITTLE LOOK AND YOU'LL SEE THAT THIS IS SEPARATED INTO TWO DIFFERENT PARTS INTO SELF AND INTO SOCIAL.
WE HAVE BENCHMARKS THAT GUIDE THIS WORK.
BUT TO MAKE THIS FEEL LIKE MORE THAN WORDS, I WANT YOU TO LOOK AT THESE STANDARDS AND I WANT YOU TO THINK ABOUT YOUR OWN LIFE.
I WANT YOU TO THINK ABOUT YOUR PROFESSIONAL LIFE AND YOUR PERSONAL LIFE.
I WANT YOU TO THINK ABOUT HOW THESE SHOW UP.
BECAUSE IF YOU'RE LIKE ME, I'M HARD PRESSED TO NOT SEE ALL OF THESE SHOW UP IN EVERY DAY OF MY LIFE.
WHEN WE WERE LOOKING AT THE STRATEGIC PLAN, ONE OF THE THINGS THAT WE NOTICED IS IN THE PROFILE OF A GRADUATE, THOSE FIVE DIFFERENT AREAS, WELLNESS NAVIGATOR, SELF EMPOWERED LEARNER, CRITICAL THINKER, EFFECTIVE COMMUNICATOR, ENGAGED COMMUNITY MEMBER.
THEY ARE DRIPPING WITH THE STANDARD.
THERE'S NOT ONE THAT I WENT THROUGH AND I MARKED THEM UP,
[00:20:03]
LIKE THERE'S NOT ONE THAT DOESN'T HAVE AT LEAST TWO OF THESE AREAS COVERED BY A STANDARD.THIS WORK IS SATURATING THE STRATEGIC PLAN.
THAT IS REALLY IMPORTANT, AND WE FELT LIKE IT WAS REALLY IMPORTANT FOR YOU TO SEE THAT.
THE NEXT PART OF OUR PROGRESS SUMMARY IS REALLY ABOUT THE THINGS THAT WE'VE DONE IN THE GROUP.
WE HAVE REVIEWED CURRENT CURRICULUMS IN OUR DISTRICT.
WE ALSO SENT OUT A SURVEY TO ALL OF OUR LEADERS TO GATHER INPUT ABOUT WHAT THEIR UNIQUE INDIVIDUAL SCHOOL SYSTEM THEIR SCHOOL ENVIRONMENT WAS DOING AROUND SEL.
WHAT THAT ALLOWED US TO REALLY SEE IS TAKE THE PULSE ON WHAT'S HAPPENING RIGHT NOW.
BUT IT REALLY SHOWED US THE GAP.
IT SHOWED US THE PLACES THAT WERE REALLY ALIGNED, AND IT SHOWED US THE STRENGTH AND THE CHALLENGES.
WE SAW THEY'RE DIFFERENT IN DIFFERENT PLACES, AND THAT GIVES US INFORMATION ABOUT MOVING THIS WORK FORWARD.
WE ALSO TALKED A LOT ABOUT CREATING COMMON LANGUAGE AND UNDERSTANDING.
THAT VOCABULARY USE AROUND SEL.
ONE OF THE NEXT STEPS, WE'RE GOING TO LET YOU TAKE A LOOK AT SOME OF OUR CURRICULUMS. BUT THE GOAL IS TO CREATE SCHOOL COMMUNITIES THAT IF A KID MOVED FROM GRASS VALLEY TO DOROTHY FOX, THERE WOULD BE COMMON LANGUAGE AROUND THESE SEL SKILLS SO HOW DO WE CREATE THAT COMMON LANGUAGE? ALSO, THIS IDEA THAT WE ARE LOOKING AT OUR PROGRAMS, LOOKING AT THE CURRICULUM, ONE OF THE UNIQUE COMPONENTS OF SEL IN OUR DISTRICT, AND I WILL SAY INDIVIDUALLY, I'M INCREDIBLY PROUD OF THIS COMPONENT OF OUR SEL WORK IS THE FACT THAT WE LOOK WIDE.
OUR PERSPECTIVE ABOUT HOW TO CREATE A LOVING, CARING, SAFE DANCE AROUND KIDS IS TO LOOK WIDE, MEANING WE LOOK AT OUR COMMUNITY.
WE LOOK AT WHAT ARE WE DOING AROUND SEL WITH OUR FAMILIES, WITH OUR PARENTS AND OUR CAREGIVERS.
I WILL TELL YOU SINCE 2018 WE HAVE HOSTED 115 PARENT CAREGIVER WELLNESS OPPORTUNITIES.
[NOISE] THESE ARE SOME OF THE MOST PRIVILEGED MOMENTS OF MY TIME IN CAMAS HAS BEEN THESE PARENT WORKSHOPS WHERE WE COME TOGETHER AND WE LEARN ABOUT SOMETHING AND WE GROW TOGETHER.
LIFE IS SO MUCH EASIER WHEN YOU KNOW YOU'RE NOT FLOATING ALONE, AND THIS HAS FELT LIKE MEANINGFUL WORK.
OVER 3,400 PEOPLE HAVE COME TO THESE.
03,400 PEOPLE HAVE COME TO OUR PARENT WELLNESS EVENTS.
THIS IS A LOT OF PEOPLE, AND THAT'S NOT EVEN CAPTURING THE PEOPLE THAT CAME TO THINGS OVER COVID WHEN WE WERE ZOOMING.
THIS IS A COMMUNITY THAT CARES DEEPLY ABOUT SHOWING UP AND DOING THE BEST WE CAN, AND THAT REQUIRES WIDE SYSTEM SUPPORT, MEANING WE CANNOT OVERLOOK THE PEOPLE THAT ARE CARING FOR PEOPLE THAT WE'RE ALL HELPING TO GROW INTO BEING.
THE NEXT COMPONENT IS REALLY OUR STAFF WELLNESS STUFF.
AGAIN, I THINK WE'VE KNOCKED SOME OF THIS WAY OUT OF THE BALLPARK.
WE CREATE LOADS OF OPPORTUNITIES FOR STAFF TO ENGAGE IN LEARNING AROUND SEL.
WE HAVE AN ENTIRE DAY THAT IS DEVOTED TO SELF SELECTED LEARNING ABOUT SEL.
WE HAVE TIME THAT WE MEET WITH SMALL GROUPS.
WE WORK WITH ALL STAFF, CLASSIFIED STAFF.
YOU NAME IT. IF THEY WANT SUPPORT IN THIS AREA, WE FIND A WAY TO DO THAT.
THIS HAS BEEN SOMETHING THAT WE'VE BEEN COMMITTED TO BECAUSE WE KNOW THAT WE CAN FEED STUDENTS AND WATER THEM.
BUT IF WE DON'T FEED THE OTHER PARTS AROUND THEM, THEY WILL NOT THRIVE IN THE SAME WAYS.
THAT'S WHY WE SPEND TIME CREATING AN ARMY OF STAFF THAT HAVE AN UNDERSTANDING OF SELF.
[00:25:03]
I HAVE A LITTLE BUTTON THAT SAYS ONLY A WELL REGULATED ADULT CAN HELP A STUDENT REGULATE.WE WANT PEOPLE TO KNOW DEEPLY WHAT'S HAPPENING INSIDE OF THEM, SO THEY CAN SHARE CALM WITH OTHERS.
THIS IS IMPORTANT WORK THAT WE'VE BEEN DOING AND NEED TO KEEP DOING.
WE ALSO HAVE REALLY PRETTY COOL THINGS THAT COME THROUGH OUR BENEFITS.
IF PEOPLE ARE MODULE LEARNERS, THEY WANT TO LEARN ONLINE, WE'VE GOT AN AREA FOR THAT.
WE ALSO SPEND A LOT OF TIME WITH LEADERS.
OUR LEADERSHIP LAB, YOU SEE STUFF ALL OVER HERE.
WE BELIEVE DEEPLY IN SPENDING TIME, GROWING OPPORTUNITIES FOR PEOPLE TO LEARN ABOUT THEMSELVES MORE THAN JUST THE ACADEMIC COMPONENT, BUT THE HEART COMPONENT AS WELL, BECAUSE WE KNOW THAT THOSE ARE THE THINGS THAT MATTER WHEN THE GO ONE GETS TOUGH.
WE WANT TO HELP PEOPLE LEARN TO MANAGE THE WAVES.
I COULD GO ON AND ON AND I'M NOT KIDDING, AND YOU PROBABLY HEARD ME ENOUGH TO KNOW THAT I COULD.
BUT I'M GOING TO TURN IT OVER TO AMY NOW TO TELL YOU A LITTLE BIT ABOUT OUR CHALLENGES AND OUR SOLUTIONS.
>> LET'S LEAVE IT TO HR TO TELL YOU ABOUT CHALLENGES AND SOLUTIONS.
OBVIOUSLY, SOME OF OUR CHALLENGES ARE THE OBVIOUS THINGS.
THE AMOUNT OF TIMES THAT OUR WORK GROUP CAN MEET.
WE'VE ONLY HAD THE OPPORTUNITY TO MEET TWO TIMES AND WE'LL HAVE TWO MORE MEETINGS THROUGHOUT THE REST OF THE YEAR.
THEN BUDGET CONSTRAINTS, BUT THAT'S EVERYBODY'S TOPIC RIGHT NOW.
MORE IMPORTANTLY IS THAT THERE'S JUST STILL SO MUCH WORK TO DO FOR SEL.
AS JEN TODAY IN OUR MEETING PRIOR TO THIS SAID, WE JUST NEED TO THROW GASOLINE ON THE SEL FIRES TO KEEP IT GOING.
THAT'S WHERE OUR CONSTRAINTS ARE.
THEN OUR MILESTONES, WE'VE BASICALLY GONE OVER ALL OF THOSE WITH YOU.
ONE OF THE BIG ONES FOR ME HAS BEEN WORKING ON PLANNING FOR HELPING THE STAFF DURING THE BUDGET REDUCTION.
MAKING SURE THAT THE HR TEAM IS HERE TO SUPPORT THEM ALONG THE WAY ANYWAY THAT WE CAN BECAUSE THIS IS GOING TO BE A VERY DIFFICULT TIME.
THAT HAS BEEN A BIG PROJECT OF MINE, SO THAT I JUST WANT TO MAKE SURE THAT EVERYBODY KNOWS THAT WE ARE HERE TO SUPPORT THEM.
ONE OF THE THINGS THAT I WAS SUPPOSED TO DO AND I DIDN'T DO IS WE WANT TO GIVE YOU THE CHANCE TO LOOK AT CURRICULUMS IF YOU'RE INTERESTED.
YOU DON'T HAVE TO, BUT WE HAVE SOME ARTIFACTS THAT ARE AVAILABLE TO YOU LONG AFTER WE LEAVE.
IT'S BOOKS THAT WE'VE DONE WITH STAFF AND ALSO OUR CURRICULUMS THAT WE'RE CURRENTLY USING.
WE'RE GOING TO LEAVE THOSE WITH YOU SO THAT YOU CAN DABBLE IN THOSE.
>> WE'LL CLOSE YOU TOMORROW ON ALL OF THEM. YOU PREPARED.
SO ONE OF THE THREE SIGNATURE PRACTICES IS CALLED AN OPTIMISTIC CLOSE.
THESE HAVE JUST BEEN MY FAVORITE THING SINCE I'VE COME TO THE DISTRICT.
IT'S DONE AT THE END OF EACH OF OUR MEETINGS.
TODAY, OUR QUESTION IS, WHAT'S ONE INSIGHT FROM TODAY THAT INSPIRES YOU ABOUT SEL?
>> WE'LL GO AROUND AND ANSWER THAT QUESTION.
>> WHAT'S ONE INSIGHT FROM TODAY THAT INSPIRES YOU ABOUT SEL.
WE THREW A LOT OF THINGS AT YOU.
WHAT'S SOMETHING THAT YOU HAVE HEARD THAT FEELS INSPIRING ABOUT SEL IN OUR DISTRICT? ANYBODY WILLING TO START?
NO, I THINK ONE OF MY BIG THINGS, EVEN WITH THE WHOLE STRATEGIC PLAN IN GENERAL IS CONSISTENCY ACROSS BUILDINGS.
I APPRECIATE WHAT YOU SAID ABOUT MAKING IT A GOAL THAT WE'RE USING THE SAME TERMINOLOGY AND HAVING THE SAME EXPERIENCES FROM BUILDING TO BUILDING. THAT'S IMPORTANT TO ME.
>> I AM SO HAPPY TO HEAR THAT IT'S NOT JUST A CURRICULUM.
IF WE DON'T FEED THE SOIL, THE SOIL CAN'T FEED THE PLANT, AND IF WE CAN'T FEED THE PLANT, IT'S NOT GOING TO GROW.
THE IDEA THAT IT'S WOVEN INTO EVERYTHING THAT WE DO AND WITHOUT IT, IT'S THE FOUNDATION FOR EVERYTHING. I LOVE THAT.
I KNOW THAT THERE ARE CURRICULUMS AT DIFFERENT LEVELS THAT ARE IMPORTANT TO DO, BUT ALSO THAT WE'RE DOING BOOK STUDIES WITH STAFF AND FOCUSING ON STAFF TRAINING.
[00:30:01]
>> I DO APPRECIATE THE CONSISTENCY ALSO BECAUSE HAVING KIDS IN ONE SCHOOL AND WISHING TO HAVE WHAT THE OTHER SCHOOL IS HAVING, THAT'S A BUMMER.
SAME THING, LIKE FOUNDATION AND BUILDING THINGS FOR KIDS TO GROW AND THRIVE IS SO IMPORTANT.
I THINK THE EXCITEMENT THAT YOU ALL HAVE IS QUITE INFECTIOUS IN A POSITIVE WAY.
ALSO THAT IT ISN'T JUST THAT WE'RE MANAGING THE KIDS WITH ALL OF THIS, BUT RATHER THE ADULTS THAT OBVIOUSLY ARE IN THEIR LIVES, MAJORITY OF THE DAY.
THEY'RE THE ONES WHO ARE ALSO SHAPING THEM.
KIDS COME HOME AND THEY'RE NOT REALLY SPEAK FOR A TEENAGER, I HARDLY SEE THEM AND THE YOUNG ONES, IT'S SHORT TIME.
HAVING THE ADULTS INVOLVED AND APPLYING THE SAME PRINCIPLE AND HAVING THEM READY TO TEACH THE YOUNG ONES, ALLOWING FOR THAT GROWTH TO HAPPEN IS PHENOMENAL.
>> I AGREE WITH EVERYTHING YOU GUYS SAID.
IT'S ALSO HARD NOT TO BE EXCITED ABOUT THIS WHEN YOU HAVE JENNIFER TALKING TO US.
IT'S HARD NOT TO BE EXCITED ABOUT WHAT WE HAVE GOING ON.
THANK YOU FOR BRINGING ALL OF YOU TO THE GROUP TONIGHT.
I WROTE DOWN INCREASE OUR EMOTIONAL LITERACY BECAUSE IT WAS INTERESTING TO ME THAT FACT YOU SAID ABOUT HOW WE COULD PROBABLY ONLY NAME EIGHT FEELINGS WHEN THERE'S THOUSANDS OF THEM, AND I'M SITTING HERE TRYING TO THINK, HOW MANY CAN I NAME? TO ME, I JUST THINK THAT'S EXCITING WORK THAT WE'RE DOING AND WILL HELP NOT ONLY OUR STUDENTS, BUT ALSO ADULTS.
I NEED TO LEARN MORE THAN EIGHT EMOTIONAL WORDS.
IT'S MY TASK FOR TODAY. GREAT JOB. THANK YOU.
>> THANK YOU FOR SHARING. SOME OF THE ARTIFACTS THAT YOU HAVE LIKE THE BOOKMARK IS A BOOKMARK THAT WE MADE FOR ONE OF OUR BOOK STUDIES.
THE LITTLE PIECE OF PAPER THAT YOU HAVE WITH THE WAVE ON IT THAT SAYS WE'RE FEELING BEINGS THAT SOMETIMES THINK.
ON THE BACK SIDE OF THAT, THAT WAS FROM OUR BACK TO SCHOOL KICKOFF.
>> IN AN OPPORTUNITY TO SET THE STAGE FOR THE YEAR, WE TALK A LOT ABOUT ADULTS UNDERSTANDING AND OWNING THEIR OWN EMOTIONAL REGULATIONS.
SO THESE ARE TOPICS THAT WE'RE TALKING ACTIVELY.
THAT CAME FROM AN ALL-DISTRICT CONVERSATION.
SO WE REALLY DO TRY TO INFUSE SEL IN THE ENTIRE SYSTEM.
SO I'M GOING TO LEAVE YOU WITH THIS.
ONE OF THE REALLY COOL THINGS THAT I'VE GOTTEN TO BE A PART OF AND THAT WE AS A DISTRICT, HAVE BEEN A PART OF IS A PART OF THE SCIENCE OF HOPE.
AND SO WE DID THIS SCIENCE OF HOPE NAVIGATOR WORK A COUPLE OF YEARS AGO.
AND THE TRAINERS IN WASHINGTON HAD GONE OUT AND TRAINED ALL JUDICIAL JUDGES IN THE STATE OF WASHINGTON.
AND THIS STORY STICKS WITH ME PERSONALLY, BUT WHAT THEY DID IS THEY WENT OUT TO ALL THE JUDGES THAT SEE JUVENILES, AND THEY TRAINED THEM ON THE SCIENCE OF HOPE.
THE SCIENCE OF HOPE REALLY ENCOURAGES THIS IDEA THAT HOPE IS ACTION.
IT IS NOT A FEELING, IT IS SOMETHING THAT IS MEASURABLE, THAT IT NEEDS GOALS, PATHWAYS, IDENTIFIES BARRIERS, AND TAKES INTO ACCOUNT A PERSON'S WILLPOWER, AND IF THEY DON'T HAVE WILLPOWER IN THAT MOMENT, WAY POWER, WHICH IS SOMEBODY ELSE HOLDING HOPE FOR YOU.
AND AT THE END OF BEING TRAINED BY THE HOPE NAVIGATOR FOLKS, THEY ASK YOU WHAT KIND OF PROJECT YOU WANT TO DO, A REMINDER OF OUR WORK TOGETHER.
AND THESE JUDGES WANTED TO CREATE SOMETHING THAT THEY WOULD HAVE ON THEIR BENCH WITH THEM, LIKE A REMINDER TO THEM THAT THIS PERSON THAT COMES IN FRONT OF THEM VERY LIKELY WOULD BE DEPLETED OF HOPE AND THAT THEY GET TO EITHER BE PART OF THIS PERSON'S PATHWAY OR BECOME A BARRIER.
AND SO THEY CREATED THIS BRIGHTLY COLORED THING THAT THEY KEPT ON THE BENCH WITH THEM.
AND IT JUST RESONATES WITH ME THAT WE HAVE TO BE REMINDED OF THE IMPORTANT THINGS IN LIFE AND THE IMPORTANT WORK THAT WE'RE DOING WITH KIDS WITH SEL.
WE'RE GOING TO GIVE YOU A VISUAL REMINDER.
SO WE ARE BRINGING YOU A HEART, A BRAIN, AND A LITTLE HOPE STICKER.
AND I HOPE YOU KEEP THEM SOMEWHERE THAT HELPS YOU REMEMBER, WHAT'S AT THE FOREFRONT OF THIS WORK.
GROWING MESSY HUMANS THAT ARE DEEPLY FEELING BEINGS THAT SOMETIMES THINK.
LET'S SPEND SOME TIME AND ENERGY ON THAT FEELING PART.
SO I'M GOING TO LET YOU CHOOSE YOUR OWN COLORS.
[00:35:02]
I'LL COME AROUND WITH MY LITTLE MAT.>> WHILE JENNIFER IS COMING AROUND, IF THERE ARE QUESTIONS THE TEAM CAN ANSWER, PLEASE LET US KNOW.
>> ARE WE DOING QUESTIONS NOW OR DO YOU WANT IT TO?
>> CONNIE, HURRY WITH HER SELECTION OF COLORS.
COULD YOU SEND US THE NAMES OF THE BOOKS THAT YOU'VE DONE IN YOUR BOOK STUDY? I WOULD LOVE THAT.
AND I'M INTERESTED IN THERE'S A LOT OF TALK ABOUT THE IMPACT OF SOCIAL MEDIA AND CELL PHONES AND THIS DYING EMPATHY IN OUR CHILDREN.
AND ARE YOUR TOOLS THAT ARE MEASURING THE SEL, ARE THEY FINDING THOSE GAPS, OR DO THEY MEASURE THEM? ARE WE LOOKING FOR WHAT ARE THE THINGS THAT WE'VE ALWAYS THOUGHT WERE ALWAYS THERE THAT ARE CHANGING, AND DO WE NEED TO WORK ON THEM OR MOVE WITH THE TIMES, OR HOW ARE YOU WORKING WITH THAT? SORRY, IN 30 SECONDS OR LESS.
>> YOU NEED TO COME TO OUR NEXT PARENT WELLNESS WORKSHOP.
IS ON MANAGEMENT OF SCREENS AT THE SECONDARY LEVEL, AND IT TALKS ABOUT THINGS LIKE THAT.
BUT YOU'RE ASKING SYSTEMICALLY, ARE WE TALKING ABOUT THE TECHNOLOGY COMPONENT OF LEARNING? YES. I MEAN, I THINK THAT IT'S GOING TO ALWAYS BE SOMETHING THAT YOU HAVE TO PAY ATTENTION TO AND MANAGE AND LEARN.
WHAT I THINK WE'RE FINDING IS THAT VALUES ALIGN WITH SOME OF THIS WORK.
AND SO I DON'T KNOW THAT I CAN SPECIFICALLY ANSWER THAT QUESTION, BUT IT IS A TOPIC THAT COMES UP ALL OF THE TIME.
SO I JUST DID A PARENT WELLNESS WORKSHOP ON SCREENS FOR LITTLES.
IT'S VERY DIFFERENT FOR SCREENS FOR LITTLES THAN SCREENS FOR BIGS.
>> WHEN IS YOUR SCREENS FOR BIGS?
>> LOOK ON PARENTS' SQUARE, RIGHT, [INAUDIBLE]
>> I JUST WANTED TO MENTION TOO THAT HEALTHY YOUTH SURVEY.
>> BECAUSE IT'S IN EVERY TWO-YEAR SURVEY WHEN THEY STARTED TO ASK SPECIFIC QUESTIONS ABOUT THE USE OF MEDIA.
SO WE'LL BE ABLE TO USE THAT AS A DATA SOURCE ALSO TO UNDERSTAND WHAT'S HAPPENING WITH OUR KIDS.
>> ANY OTHER QUESTIONS FOR HER?
>> I HAVE ONE. AND IF THIS MAY BE A LARGER TOPIC FOR ANOTHER TIME, AND YOU ALLUDED TO SOME OF IT THAT IT'S HARD TO QUANTIFY A LOT OF THIS.
BUT THEN AT THE SAME TIME, THEN YOU ALSO MENTIONED TOWARDS THE END ABOUT THE SCIENCE OF HOPE AND SCIENCE OF HOPE NEEDING GOALS TO BE MEASURABLE.
AS A BOARD, WHAT SHOULD WE BE PAYING ATTENTION TO TO KNOW WHETHER WHAT WE'RE DOING IS WORKING OR NOT? THAT'S AN ARTFUL WAY OF PUTTING IT.
HERE IS WHAT I'M SAYING, I'M JUST TRYING TO THINK OF WHAT WE SHOULD BE PAYING.
I LOOK AT OUR GOALS AND IT'S LIKE IDENTIFY, IMPLEMENT, AND EVALUATE A PROGRESSION OF SOCIAL-EMOTIONAL LEARNING SKILLS.
HOW ARE WE EVALUATING, I GUESS? AND I DON'T KNOW IF THAT'S NECESSARILY THE JOB OF THE BOARD TO EVALUATE, BUT TO TRY TO QUANTIFY THE UNQUANTIFIABLE IS WHAT I'M ASKING YOU TO DO, I GUESS.
>> AND ISN'T IT GOING TO BE MEASURING HOW WE AND OUR KIDS ARE DOING AGAINST THESE STANDARDS?
>> SO JENNIFER PASSED THE MIC TO ME [INAUDIBLE] YOU'RE RIGHT BECAUSE IT'S A BIG QUESTION ACROSS ALL INITIATIVES.
I'M GOING TO GIVE YOU THE STRUCTURAL PART FIRST.
WHEN YOU LOOK AT THIS PROGRESS REPORT, ONE OF THE THINGS THAT EACH GROUP IS WORKING ON IS AN ACTION PLAN.
AND WHAT WE HAVEN'T YET DONE BECAUSE OF THE WORK THIS YEAR, WHICH IS DEVELOPING THOSE PLANS IS TO IDENTIFY THE SPECIFIC MEASURABLE GOALS THAT ARE CONNECTED TO IT.
SO YOU WOULD WANT TO KNOW TWO THINGS.
ONE IS THE ON-THE-WAY PROGRESS, WHICH IS WHAT YOU SEE IN THE PROGRESS REPORTS, ARE WE DOING WHAT WE SAID WE WOULD DO THAT WAS BASED IN EVIDENCE-BASED PRACTICES FOR WHAT STUDENTS NEED? THAT'S QUESTION 1.
AND THEN THE SECOND QUESTION WOULD BE,
[00:40:02]
AND IS IT SHOWING IMPACT ON THE MEASURES THAT WE'VE IDENTIFIED? FOR EXAMPLE, WHEN HAITI SHARES PANORAMA DATA, THAT'S ONE THAT LIKE ARE WE MOVING ANY MARKS? WHAT MARKS ARE WE MOVING? SO WITH EACH PLAN, YOU SHOULD HAVE BOTH THAT SENSE OF IS WORK HAPPENING, AND THEN SECOND, WHAT ARE THE SPECIFIC MEASURES THAT ARE CONNECTED TO THIS PLAN THAT LET US KNOW WHETHER THE WORK IS HAVING AN IMPACT ON KIDS? SO FOR EXAMPLE, ONE OF OUR MEASURES, ALSO, IS, IS THERE A SUSTAINABLE CURRICULUM IN EACH BUILDING.SO CONNIE, I LOVED WHAT YOU SAID BECAUSE WE'VE TALKED ABOUT HOW THERE'S TENSION SOMETIMES BETWEEN LEARNING THE SKILLS OF SEL, WHICH REQUIRE LEARNING THE VOCABULARY THAT JENNIFER TALKED ABOUT.
BUT THE LEARNING OF THE SKILLS IS ONLY SO THAT THEY CAN BE EMPLOYED THROUGHOUT EVERY SITUATION IN SCHOOL.
THE CURRICULUM IS THE FIRST PART.
THEN WE NEED TO LOOK AT HOW DO WE KNOW THAT THOSE PRACTICES ARE BEING EMPLOYED THROUGHOUT OUR DISTRICT.
THE MEASURES WILL, IN SOME WAY EVOLVE WITH OUR PLAN TOO.
BUT YOU SHOULD HAVE MEASURES TOO TO DETERMINE WHETHER GROWTH IS HAPPENING.
>> I WOULD ADD HONESTLY, LET KIDS TELL YOU IF IT'S WORKING.
LET STAFF TELL YOU IF IT'S WORKING.
I MEAN, TEACHERS WILL LET YOU KNOW VERY ADAMANTLY WHAT'S HAPPENING IN CLASSROOMS. STUDENTS WILL TELL YOU WHEN YOU ASK THE QUESTION, HOW IS IT GOING? HOW ARE THE ADULTS IN YOUR LIFE SUPPORTING YOU? WHERE DO YOU NEED SUPPORT? THEY WILL TELL YOU IF WHAT WE'RE DOING IS USEFUL.
YOU HEAR THIS IN SENIOR EXIT INTERVIEWS.
I MEAN, YOU KNOW, YOU GO TO CERTAIN PLACES AND YOU HEAR THIS ROBUST, THE ADULTS CARE FOR ME, YOU KNOW THAT IT'S WORKING THERE, THEY'RE SUPPORTING THEM.
I WOULD SAY ALWAYS LEAN ON SOMEBODY TELLING YOU OVER A SURVEY BECAUSE WE KNOW KIDS, THEY'RE JUST BUSTING THROUGH THOSE SURVEYS.
BUT WHEN YOU SIT DOWN AND YOU ACTUALLY ASK THEM QUESTIONS, MOST OF THE TIME, IF YOU REALLY WANT TO LISTEN, THEY WANT TO TELL YOU, PARTICULARLY IF YOU'RE NOT THEIR PARENTS.
THEY'LL TELL YOU IF IT'S WORKING.
>> SO I KNOW THE ZONE MY YOUNGEST WOULD SIT AT BREAKFAST AND GO THINK DEEPLY.
I WOULD SAY, WHAT ARE YOU THINKING ABOUT? I GOT TO FIGURE OUT WHAT ZONE I'M IN BEFORE I GET TO SCHOOL.
BUT THAT WAS ELEMENTARY, AND I DON'T HEAR THAT ANYMORE, OBVIOUSLY.
AND SO I DON'T REALLY KNOW WHERE THEY'RE AT IN THIS.
I DON'T KNOW IF IT WAS A NEWS OR SOMEWHERE THAT I SAW THAT GRADUATING CLASS, THE KIDS IF THEY'RE IN SPORTS, FOR EXAMPLE, THEY GIVE A JERSEY OR SOMETHING WITH THEIR NAME ON IT TO A TEACHER THAT'S HAD THE BIGGEST IMPACT THAT THEY THINK ABOUT IN THEIR HIGH SCHOOL WHEN THEY LEAVE.
WE'D HOPE THAT EVERY KID COULD COME UP WITH THAT ONE TEACHER THAT THEY COULD GIVE A JERSEY OR WHATNOT TO.
THAT TO ME, WAS SIGN AND A MEASURE OF THAT IMPACT THAT THEY WOULD HAVE HAD.
SOMETHING LIKE THAT OTHER THAN SOMEONE SAYING, OH, LET ME THINK ABOUT THE ZONE, BUT THAT WAS POWERFUL BECAUSE THAT WOULD BE UPSETTING IF THERE WAS A TEACHER OR TWO OR WHAT DIDN'T GET A JERSEY.
>> I THINK THAT'S GREAT. SOME OF THAT REMINDS ME A LITTLE BIT OF WHAT WE DO IN SENIOR EXIT INTERVIEWS BECAUSE WE WOULD ASK THEM.
SOMETIMES ARE SPECIFIC QUESTIONS, LIKE, WAS THERE SOMEONE YOU WANT TO THANK, AND CERTAIN NAMES WOULD COME UP. BUT I AGREE WITH YOU.
IF A STUDENT COULDN'T COME UP WITH SOMEONE, IT MADE YOU FEEL LIKE THEY'RE MISSING SOMETHING.
BUT THAT COULD BE A WAY TO MEASURE.
THE SENIOR EXIT INTERVIEWS REALLY GIVE US A LOT OF INFORMATION WHEN WE CAN DO THOSE. BUT I LOVE THAT.
>> BUT IN THAT TOO, WE'VE ALREADY FAILED THEM.
IF WE GET TO THEIR SENIOR YEAR AND THERE'S NOBODY THEY CONNECT WITH, SO TO DO THAT EARLIER.
BUT ALSO TALKING ABOUT THE ZONES, AND WE'RE TALKING ABOUT ALIGNMENT, THAT IT'S THE SAME AT ALL THE ELEMENTARY SCHOOLS.
BUT THEN WHEN YOU GO TO MIDDLE SCHOOL, WHAT HAPPENS TO THIS? WHEN YOU GO TO HIGH SCHOOL, WHAT HAPPENS TO THIS? THERE'S ALL THIS GREAT LEARNING THAT THESE KIDS DO WHEN THEY'RE WILLING TO BE VULNERABLE AND SHARE AND THEY DON'T EVEN KNOW THEY'RE BEING VULNERABLE.
THEN THEY GET TO MIDDLE SCHOOL AND THEY'RE LIKE, OH, PEOPLE THINK I'M DUMB, WHATEVER. IT'S HARD.
WE'VE GOT TO FIGURE OUT WAYS TO GET THIS TO BE COOL ALL THE WAY THROUGH.
[00:45:05]
I WORK IN A HIGH SCHOOL AND KIDS ARE STRUGGLING WITH THIS STUFF AND IT'S IMPACTING THEIR ACADEMICS, AND SO FIGURING OUT HOW TO MAKE THEM HEALTHIER EMOTIONALLY IS KEY AND HARD.>> PART OF ONE OF THE REASONS THAT WE REALLY LOOKED AT OUR SECONDARY CURRICULUM THAT WE'RE USING AT HAYES AND AT DISCOVERY IS IT IS MUCH MORE WHAT HAPPENS AT THE SECONDARY LEVEL IS IT NEEDS MORE OF A UNIQUE TOUCH.
NOT ANYBODY NEEDS THE SAME THING.
AND SO THE CURRICULUM THAT WE LOOKED AT REALLY IS MORE LIKE CHOOSE YOUR OWN ADVENTURE.
YOU REFLECT IN THE WAYS THAT YOU NEED.
I THINK THAT'S WHAT ADOLESCENCE REQUIRES.
OTHERWISE, IT FEELS CANNED AND INVENTED, AND THEY ARE NOT WILLING TO ENGAGE IN THAT. [INAUDIBLE]
>> SO WERE THESE LIKE ADVISORY CURRICULUM TYPE?
>> WE NEED TO LOOK AT IT LIKE THAT.
>> THEY'RE USED IN DIFFERENT WAYS.
EMMY COULD SPEAK WAY MORE THAN I COULD ON THIS, BUT THEY USE THEM IN THEIR ADVISORY.
THEY HAVE USED THEM IN OTHER WAYS. IT'S WORTH LOOKING AT.
>> ANY OTHER QUESTIONS? THANK YOU, GUYS SO MUCH FOR BEING HERE TONIGHT AND FOR ALL OF OUR HANDOUTS AND OUR LITTLE CRISES.
>> ONE OF YOU GUYS MADE THESE LITTLE HEARTS?
>> I BOUGHT THEM. I LOVE [INAUDIBLE] FEEL GOOD.
>> I'M GOING TO LEAVE THESE WITH YOU, JOHN TO TAKE THEM, AND THEN I'LL LEAVE.
>> WITH THAT, WE ARE MOVING ON TO ITEM 3B, OUR CELL PHONE POLICY RECOMMENDATION FROM CAC.
>> YOU GUYS ARE WELCOME TO COME UP TO THE TABLE.
YOUR GAVE US A COPY OF YOUR SUGGESTED POLICY.
>> SO WE HAVE LEAN AND JOHN WHO STEPPED UP TO LEAD.
LEAN, THIS IS YOUR THIRD YEAR ON ALREADY, AND JOHN, THIS IS YOUR FIRST OR SECOND YEAR.
AND WE HAVE HAD MULTIPLE MEETINGS THIS FALL ALREADY, AND SO WE'RE READY TO START MOVING ON TO ANOTHER PROJECT, BUT WANTED TO HOW OUR LEADERS COME AND SHARE WHAT WE FOUND ALREADY.
A LOT OF RESEARCH HAS GONE INTO THIS, A LOT OF DISCUSSION.
I KNOW SEVERAL OF YOU HAVE BEEN AT THOSE MEETINGS.
THIS IS REALLY A CULMINATION OF OUR EFFORTS AND THEN REALLY LEADING AND LOOKING FOR THE BOARD TO MAKE SOME RECOMMENDATIONS TO THE STAFF TO MOVE FORWARD.
SO WITH THAT SAID, LEAN AND JOHN, TAKE IT AWAY. THANK YOU.
>> I PUT TOGETHER A SUMMARY OF SOME OF THE WORK THAT WE'VE BEEN DOING GIVEN THE NATIONWIDE ATTENTION AS WE ALL CAME BACK FROM THE SUMMER.
DR. ANSLON ASKED [INAUDIBLE] ON THIS ISSUE, AND SO WE'VE REALLY SPENT THE LAST FOUR MONTHS DIGGING INTO IT.
AND I'M HAPPY TO REPORT LAST WEEK THAT WE HAD A UNANIMOUS VOTE.
>> THE COMMITTEE STARTED THE PROCESS BY REALLY TAKING A LOOK AT A BUNCH OF ARTICLES THAT WERE OUT THERE IN OTHER SCHOOL DISTRICTS STRUGGLING WITH THIS ISSUE.
THEN IT WAS REALLY IMPORTANT TO COMMITTEE MEMBERS TO MAKE SURE THAT WE UNDERSTOOD THE REALITIES OF WHAT WAS ACTUALLY HAPPENING IN THE DISTRICT IN REGARDS TO CELL PHONE AND OTHER TECHNOLOGIES.
I THINK WE REALLY WANTED TO MAKE SURE THAT WE COULD CREATE SOME GUIDANCE THAT WOULD ACTUALLY HELP AND NOT FURTHER HINDER ADMIN AND STAFF AND CREATE BURDENSOME DISCIPLINARY ISSUES, FOR INSTANCE.
SOME OF THE THINGS THAT WE HAD AS INPUTS, DR. DAN AND MS. ROK ATTENDED THE NOVEMBER COMMITTEE MEETING, AND THEY SHARED THEIR INSIGHTS AND PERSPECTIVES AND THOUGHTS FROM TEACHERS AT THEIR RESPECTIVE SCHOOLS.
DR. ANSLON HAD HAD CONVERSATIONS WITH BOTH SKY RIDGE AND LIBERTY PRINCIPALS THAT HE SHARED WITH THE COMMITTEE.
THE ASSISTANT DIRECTOR OF TRANSPORTATION PROVIDED WRITTEN ANSWERS TO QUESTIONS THAT THE COMMITTEE HAD AND DOREEN SENT OUT A SURVEY TO HIGH SCHOOL STUDENTS TO HELP GIVE US SOME INSIGHT INTO THEIR PERSPECTIVES.
I THINK SHE SAID IT WAS ONE OF THE MOST ANSWERED SURVEYS THAT SHE'S DONE.
THAT TELLS YOU WHERE THIS FALLS IN THE IMPORTANCE TO OUR HIGH SCHOOL STUDENTS.
MORE THAN HALF OF THEM BELIEVE THAT PHONES HELP BOOST THEIR LEARNING AND THEIR EXPERIENCE IN SCHOOL BECAUSE THEY USE IT FOR LEARNING, CONNECTION, AND SHARING RESOURCES.
[00:50:02]
THEY ALSO FEEL STRONGLY ABOUT KEEPING THEM POWERED ON.THAT WAS SOMETHING THAT CAME UP AGAIN AND AGAIN.
SORRY, I'M FIGHTING A TERRIBLE SORE THROAT.
OVERALL FEEDBACK FROM ALL THE SOURCES.
I THINK WE ARE IN A LITTLE BIT OF SHOCK BECAUSE IT DIDN'T FEEL LIKE IT WAS A PROBLEM.
BY AND LARGE, STUDENTS ARE FOLLOWING THE EXISTING POLICY, WHICH IS DON'T USE YOUR CELL PHONE DEVICES DURING INSTRUCTION TIME.
THERE HAVE BEEN SOME DISCIPLINARY ACTIONS NEEDED BUT BY AND LARGE, THAT'S NOT WHAT WE'VE HEARD.
I WANT TO COME BACK TO THE CADIES AT SOME POINT BECAUSE THAT CAME UP FROM MS. ROK AND IT'S MENTIONED IN THE RECOMMENDATIONS THAT I WANT TO COME BACK TO THAT.
BUT I THINK THEN THE COMMITTEE WE STARTED TO SAY, SO THIS ISN'T REALLY A PROBLEM.
WHAT ARE THE PROBLEMS THAT WE'RE TRYING TO SOLVE FOR? AGAIN, WE DON'T WANT TO CREATE A BUNCH OF GUIDANCE THAT'S GOING TO CREATE DISCIPLINARY ACTION.
IT LED TO A LOT OF CONVERSATION AROUND AND WE FULLY BAN CELL PHONES LIKE SOME DISTRICTS HAVE DONE.
THERE'S DISCUSSION AROUND THEIR SCIENCE, AND WE'RE SEEING I MISSED THE BEGINNING PART OF THE SCL CONVERSATION, BUT I'M SURE SOME OF THIS CAME OUT, THIS IDEA OF DEPRESSION AND ANXIETY RATES AND SOCIAL RELATIONSHIPS AND THE NEGATIVE IMPACT THAT PHONES IN PARTICULAR ARE HAVING ON THAT.
THE CONVERSATION AROUND THE COMMITTEE WAS THAT SCIENCE IS REALLY NASCENT, AND THE ADVERSE EFFECTS AREN'T NECESSARILY WIDELY KNOWN AND THEY'RE NOT DRAWN.
AN OUTRIGHT BAN JUST FELT LIKE IT WOULDN'T ALIGN WITH WHERE THE COMMUNITY CURRENTLY IS AND WHERE THE SCIENCE IS.
THAT'S WHERE WE STARTED TO HAVE THIS IDEA OF DO YOU CREATE GUIDANCE FOR DIFFERENT AGE GROUPS? THAT'S ALSO IN THE RECOMMENDATIONS THAT WE MOVED FORWARD.
THERE WERE DEFINITELY SOME COMMITTEE MEMBERS WHO FELT LIKE A DISTRICT WIDE BAN, WOULD SERVE OUR STUDENTS BEST.
BUT THE VAST MAJORITY OF THE COMMITTEE MEMBERS FELT THAT IT'S OUR ROLE AS A SCHOOL DISTRICT TO EDUCATE THE WHOLE CHILD AND TO HELP THEM THROUGH THAT LEARNING.
IF YOU TAKE AWAY CELL PHONES THROUGH 12TH GRADE AND THEN YOU SEND THEM OUT INTO THE WORLD, WHEN ARE THEY SUPPOSED TO BE GIVEN THAT PRACTICE TIME? A COUPLE OF OTHER THINGS I JUST WANTED TO BRING UP IS THAT MS. OOK MENTIONED THESE CADIES THAT WERE INTRODUCED IT CAME AS HIGH IN THE FALL.
IT SEEMS LIKE THEY'VE BEEN VERY SUCCESSFUL.
IT'S BEEN A CONSISTENTLY COMMUNICATED THING TO THE STUDENTS THAT WHEN THEY COME IN THE CLASSROOMS, IF THEIR TEACHERS ARE USING THEM, THEY STOW THEM, IF THE TEACHER DECIDES THAT THEY CAN USE THEIR PHONE FOR WHATEVER REASON THAT THEY COMMUNICATED AND SO THAT HAS BEEN A CONSISTENT MEASURE THAT MAYBE WOULD BENEFIT ACROSS THE DISTRICT.
THERE WAS SOME CONVERSATION AROUND TEACHERS EXPECTING THE USE PHONES IN THE CLASSROOM AND AN EQUITY ISSUE, AND SO JUST REALLY BEING COGNIZANT OF WHAT WE'RE ASKING OUR STUDENTS.
THE LAST THING THAT I WANT TO SAY, AND THEN I'LL LET YOU ADD ANYTHING, JOHN, AND THEN ANSWER ANY QUESTIONS.
THE REAL RICHNESS IN THE CONVERSATION WAS AROUND THE TOPIC THAT YOU JUST FINISHED UP.
THERE'S A LOT OF INTEREST FROM THE COMMITTEE MEMBERS, A LOT OF PASSION TO SEE MORE COMMUNITY RESOURCES, MORE CONVERSATION, MORE BOOK STUDIES, MORE RESOURCES GOING HOME TO PARENTS ABOUT WHAT ARE THESE PHONES DOING TO OUR CHILDREN LONG TERM? ARE WE REALLY ON THE EDGE OF THIS SCIENCE? ARE WE KEEPING UP WITH IT? TO MAKE SURE THAT WE'RE FOLLOWING NOT ONLY THE SCIENCE BUT THE COMMUNITY OVER TIME.
THERE'S A LOT OF INTEREST FROM THE COMMITTEE IN THAT, AND THERE'S A SECTION IN THE RECOMMENDATIONS ON THAT AS WELL.
>> JUST TO ADD THAT PART OF THE OBJECTIVE IS ALSO SIMILAR TO I THINK WHAT YOU WERE DISCUSSING ABOUT THE SCL PROGRAM IS CONSISTENCY.
WE HEARD FROM OUR PRINCIPALS THAT THEY WOULD APPRECIATE THAT SUPPORT OF HAVING A POLICY TO LOOK BACK ON.
THEY CAN BUILD UPON IT FOR THEIR SCHOOL IF NEEDED, BUT THEY'VE GOT IT TO FALL BACK ON AND THEN THERE'S A CONSISTENT POLICY BETWEEN SCHOOLS.
THE ONLY OTHER THING I WOULD ADD, AGAIN, WE DIDN'T REALLY ENTERTAIN THE IDEA OF A PULL OUT BAN ESPECIALLY FOR HIGH SCHOOL.
BUT SOME OF THE ONLY SCIENCE THAT I WAS ABLE TO FIND IS AS YOU GUYS CAN PROBABLY GUESS, YOU TELL A GROUP OF BUDDING ADULTS THAT THEY CANNOT DO SOMETHING AT ALL, YOU WILL SEE AN INCREASE IN DISRUPTIVE USAGE OF TELECOMMUNICATION DEVICES,
[00:55:03]
AND SO FINDING THAT MIDDLE ROAD REALLY IS THE RIGHT THING.I THINK WHERE WE'VE LANDED IS A VERY STRONG WAY TO DO THAT.
>> I WAS JUST GOING TO SAY, FIRST OF ALL, I LOVE WITH THE CAC.
WHEN YOU GUYS DO PROJECTS LIKE THIS, YOU GUYS PUT A BUNCH OF TIME INTO IT, AND I LOVE THAT YOU GUYS REACHED OUT TO STUDENTS AND PARENTS AND STAFF.
IT'S LIKE YOU GUYS SURVEYED EVERYONE TO HELP COME UP WITH THIS, WHICH IS VERY BENEFICIAL.
I KNOW IT'S A LOT OF WORK, BUT WHEN CAC DOES PROJECTS LIKE THIS, WE'RE JUST ALWAYS APPRECIATIVE OF THAT WORK.
I WANT TO MAKE SURE AND SAY THAT. CONNIE HAD A COMMENT.
>> I WAS JUST GOING TO ADD ON TO WHAT YOU WERE SAYING.
I WORK AT A HIGH SCHOOL IN A NEIGHBORING DISTRICT, AND WE JUST HAD A STAFF MEETING A STUDENT PANEL COME IN AND TALK ABOUT CELL PHONE ISSUES.
ONE OF THE THINGS THAT THEY SAID, IS LIKE, WHO IS THIS POLICY FOR? IT WAS REALLY INTERESTING BECAUSE YOU WERE TALKING ABOUT EDUCATING THE PARENTS AND THE STAFF OF THE IMPACT THAT PHONES ARE HAVING ON OUR CHILDREN AND EDUCATING OUR CHILDREN BECAUSE IT'S LIKE TWOFOLD.
IT HAS CHANGED THE TEACHERS EXPERIENCE TEACHING STUDENTS WHEN THEY'RE BATTLING WITH CELL PHONES IN THEIR CLASSROOMS. THEN THEY ALSO SAID, DID YOU THINK ABOUT WHEN WE CAN'T USE OUR PHONES IN CLASS, THAT WE'RE ONLY GOING TO WANT TO USE THEM MORE DURING PASSING TIME AND LUNCHTIME AND WE'RE LIKE, THAT'S FINE.
WHAT WE'RE TRYING TO PROTECT IS THAT LEARNING TIME.
I THOUGHT IT WAS REALLY INTERESTING BECAUSE I WAS JUST STANDING OUT AT LUNCH TODAY WATCHING KIDS GO BY AND I SAW FEWER CELL PHONES THAN WE DID BEFORE THE BAN, EVEN AT A TIME WHERE THEY CAN HAVE IT.
I ALSO WENT ON ONE OF THE COURTS FOR KIDS TRIPS WHERE WE'RE GONE FOR A WEEK AND THERE ARE NO PHONES.
THE KIDS ARE PLAYING GAMES AND THEY'RE INTERACTING AND THEY'RE JUST HAVING A BALL.
THEN BEFORE WE LEAVE, THEY'RE REALLY SAD BECAUSE THEY'RE, THIS IS AWESOME.
BUT IF I GO BACK, I WON'T BE ABLE TO CONNECT WITH MY FRIENDS WITHOUT MY PHONE.
I THINK THERE'S A NEED FROM KIDS TO HAVE THOSE BOUNDARIES SO THAT THEY CAN BE KIDS AND DO THAT STUFF AT LEAST FOR A PERIOD OF TIME THAT WE CAN CONTROL.
THEN WHETHER THEY'RE LIKE THIS AT LUNCH OR ON THE BUS OR WHAT HAVE YOU, THAT WE CAN'T REALLY CONTROL THAT.
BUT IF WE CAN PROTECT THAT ACADEMIC TIME AND THAT ABILITY TO THINK CRITICALLY AND BE CREATIVE WITHOUT TECHNOLOGY.
I THINK THE TEACHERS APPRECIATE IT, I THINK THE STUDENTS APPRECIATE IT, AND IF WE CAN HELP OUR PARENTS SUPPORT THAT BECAUSE THAT'S A TOUGH BATTLE WITH A LOT OF THESE KIDS.
I KNOW EVERY SINGLE KID THAT I TALK TO THAT GETS GROUNDED, IT'S THAT PHONE.
IT USED TO BE, YOU CAN'T GO OUT FOR TWO WEEKS.
NOW IT'S GIVE ME YOUR PHONE AND THEY'RE LIKE, THAT'S THE WORST THING THAT CAN HAPPEN.
LOOKING FORWARD TO OUR NEXT STEPS.
>> CO [INAUDIBLE] BOMEY, DO YOU HAVE ANY COMMENTS?
>> WELL, I GOT A FRONT ROW SEAT.
[LAUGHTER] NOW I HAVE A REASON FOR NOT SAYING ANYTHING.
BUT WHAT YOU JUST SAID ABOUT ASKING WHO IS THIS POLICY FOR.
I THINK WATCHING EVERYONE IN THAT COMMITTEE WORKING TOGETHER, I FELT THAT IT WASN'T NARROW SIDED IN ANY WAY.
THEY DID THINK ABOUT THE STUDENTS.
THEY THOUGHT ABOUT THE TEACHERS.
THEY OBVIOUSLY THOUGHT ABOUT THE PARENTS AND WHAT WAS BEST FOR ALL.
I THOUGHT IT WAS A VERY WELL ROUNDED THOUGHT PROCESS TO GET TO WHERE YOU GOT TO. THANK YOU.
I THINK THAT THIS POLICY IT'S A NICE GENERAL THING, WHERE I THINK THE RUBBER IS GOING TO MEET THE ROAD HERE IS ON THE PROCEDURE SIDE OF THINGS AND THE INDIVIDUAL BUILDINGS DEVELOPING.
SOME OF THESE I THINK IT REFERENCES THINGS LIKE CLEAR GUIDELINES FOR APPROPRIATE USE AND THAT STUFF.
I THINK THAT'S GOING TO BE IMPORTANT.
I KNOW WE'RE NOT REALLY HASHING OUT THE LANGUAGE RIGHT NOW.
I'M INTERESTED IN WHAT IS CONSIDERED AN EMERGENCY, ONLY BECAUSE AGAIN, GOING BACK TO MY OWN EXPERIENCE, IT'S LIKE, MY MOM'S CALLING ME RIGHT NOW.
I NEED TO TAKE THIS CALL RIGHT NOW.
IS THAT AN EMERGENCY? BECAUSE I GET THAT ALMOST ON A DAILY BASIS.
I THINK SOMETIMES EVEN SOME OF THIS MIGHT BE EDUCATION FOR THE PARENTS.
[01:00:04]
IF YOU NEED TO CONTACT YOUR STUDENT DURING THE SCHOOL DAY, CALL THE SCHOOL AND WE'LL GET YOU.I THINK WE'RE ABSOLUTELY ON THE RIGHT TRACK HERE, AND I LIKE TEARING IT OUT FOR THE DIFFERENT GRADE LEVELS.
I'M INTERESTED IN. WITH THIS JOHN, WOULD THE NEXT STEP BE FOR THIS TO GO TO PRINCIPALS FOR ANOTHER VET?
>> YEAH. THE THOUGHT WAS PROBABLY NOT THE FEBRUARY 18 PRINCIPLES, COUNCIL, IN LIGHT OF SOME THINGS THAT ARE HAPPENING RIGHT NOW, BUT MAYBE THE NEXT ONE, JUST BRINGING THE RECOMMENDATIONS, GETTING THEIR INPUT, LETTING THEM PONDER ON THAT FOR A LITTLE BIT, AND THEN REALLY POTENTIALLY PUTTING SOME VERBIAGE TOGETHER TO BRING IT BACK TO THE BOARD.
>> THIS IS JUST A FIRST LOOK AT IT FOR US, AND THEN IT WILL COME UP ON THIS POLICY REVIEW SCHEDULE LIKE THE OTHER POLICIES THAT WE'RE DOING.
I THINK YOU GUYS DID A REALLY GREAT JOB AND APPRECIATE ALL OF THE VOICES THAT YOU HEARD TO GET TO THIS CONCLUSION THAT WE HAVE HERE.
>> THANKS, TRACY. I JUST WANT TO UNDERSCORE THAT FROM WHAT I'VE HEARD FROM COMMITTEE MEMBERS, WE ALL REALLY LIKE WORKING ON THE PROJECT THAT ALLOWS US TO DIG IN REALLY DEEP AND THEN [INAUDIBLE]
>> THANK YOU. THANKS FOR BEING HERE TONIGHT TOO.
I KNOW YOU GUYS ARE TAKING TIME OUT OF YOUR EVENING ALSO, SO THANK YOU FOR BEING HERE.
>> NO. DID YOU WANT TO GO BACK TO THE CAC [INAUDIBLE]?
>> WELL, LET'S KEEP GOING DOWN TO [INAUDIBLE] NOW WE'LL MOVE ON TO ITEM 4,
[4. SYTEMS/PATHWAYS]
THE POLICIES REVIEW AND DISCUSSION, AND THEN WE'LL DO THE SAC WITH THE LOGISTICS WHEN WE GET TO THAT.I KNOW THERE WAS A BUNCH OF POLICIES.
WE'RE GOING TO HAVE TO RUN THROUGH THIS WITHOUT GALE.
[LAUGHTER] WISH US LUCK ON THIS.
I THINK WE SHOULD PROBABLY JUST GO THROUGH IT ONE AT A TIME.
I KNOW MATHEW HAD SOME COMMENTS ON ONE OF THEM.
AGAIN, THIS IS ONLY JUST OUR FIRST, THEY'RE STILL GOING TO COME TO US FOR FIRST READING AND BOARD APPROVAL.
THERE IS TIME STILL FOR OTHER COMMENTS AND DISCUSSIONS AND QUESTIONS.
WITH THAT, LET ME JUST DO THE FIRST ONE, WHICH WAS 5280 SEPARATION FROM EMPLOYMENT.
DID ANYONE HAVE ANY QUESTIONS OR COMMENTS ON THAT ONE?
>> I HAVE A QUESTION AND AMY, I KNOW YOU'RE HERE, TOO.
I WOULD GUESS WHEN I'M LOOKING AT THIS POLICY.
IS THIS POLICY FOR ALL OF OUR EMPLOYEE GROUPS OR IS THIS POLICY JUST FOR CERTIFICATED STAFF MEMBERS BECAUSE IT SEEMS TO FOCUS PRETTY HEAVILY ON CERTIFICATED AND THEN THERE'S ONE LITTLE MENTION IN THE SECOND PARAGRAPH OF CLASSIFIED STAFF MEMBER.
I WASN'T SURE IF THAT WAS REALLY ALL THAT NEEDED TO BE THERE OR IF THAT WAS.
>> I SAW THAT TOO, AND I'M SURE YOU READ THE POLICY AND LEGAL NEWS PART.
BUT I SAW THAT, TOO. IT SEEMED TO BE MOSTLY ON CERTIFICATED, BUT IT ALSO SAID THAT.
THE POLICY AND LEGAL NEWS MADE IT CLEAR BECAUSE IT JUST SAID THE BOARD TERMINATES CLASSIFIED EMPLOYEES ON RECOMMENDATION FROM THE ADMIN.
I THINK THAT WAS WHAT IT WAS ABOUT THE CLASSIFIED EMPLOYEE.
WE NO LONGER CONSIDER PROBABLE CAUSE OR RENDER DECISIONS ON CERTIFICATED STAFF.
THAT'S JOHN. THAT'S WHAT THE POLICY AND LEGAL NEWS SAID.
>> THAT'S JUST A QUESTION I WOULD HAVE JUST BEFORE THE NEXT BOARD MEETING WHEN WE GO INTO [INAUDIBLE] [OVERLAPPING]
>> WE CAN HAVE AMY REVIEW THAT ONE BECAUSE THE REVIEWER ON IT BEFORE ON OUR SPREADSHEET IS NO LONGER HERE.
MAYBE YOU COULD REVIEW IT SINCE.
>> IT STILL HAD MARYLAND AS THE PREVIOUS REVIEWER.
AMY WILL REVIEW THAT ONE AND GET BACK TO US ON THAT.
>> THANK YOU. THAT'S APPRECIATED.
>> THIRTY FOUR FOURTEEN INFECTIOUS DISEASES. WAS THERE ANY?
>> I DIDN'T HAVE ANY QUESTIONS ON IT. I'M GOOD.
>> THIRTY FOUR TWENTY ANAPHYLAXIS PREVENTION AND RESPONSE.
>> WASN'T THIS THE ONE THAT [OVERLAPPING] SOME QUESTIONS.
>> THIS WAS 3420. HERE IS THE NEXT ONE.
[01:05:04]
3424 IS THE OPIOID RELATED OVERDOSE REVERSAL.THAT'S THE ONE I SENT YOU THAT EMAIL FROM MATTHEW.
HE HAD SOME QUESTIONS ON I THINK IT WAS MAINLY HAVING TO DO WITH STUDENTS AND THAT STUDENTS CAN CARRY THEM BUT DON'T HAVE TO BE TRAINED.
I THINK HE THOUGHT THERE WAS SOME CONFLICTING LANGUAGE IN THERE ON THAT.
>> ARE HIS QUESTIONS GETTING KICKED BACK TO REVIEW? [OVERLAPPING]
>> I TOOK HIS EMAIL AND I SENT IT TO GALE AND THE REST OF YOU.
I DON'T THINK GALE, SINCE SHE'S OUT TODAY, HAS HAD A CHANCE TO REVIEW SOME OF HIS QUESTIONS.
I THINK HE WANTED SOME CHANGES, HE LIKE TO SEE TWO THINGS CHANGE, CLARIFY TO STUDENTS, STAFF AND VOLUNTEERS THAT THEY CAN POSSESS STORE AND DELIVER AND DISTRIBUTE.
IT DOES SAY IN HERE THAT IT WILL NOT BE CONFISCATED.
TO ME, THAT MEANS THEY CAN HAVE IT.
HE SAID AWARENESS OF THE RESOURCES TO MAKE NARCAN AVAILABLE TO ALL STAFF AND STUDENTS ENCOURAGING THEIR ACCESS ALIGNED WITH THE STRATEGIC PLAN FOR SAFETY.
IT HAS NO OTHER USE THAN TO SAVE LIFE.
IT SHOULD BE AS AVAILABLE AS AN AED, WHICH REQUIRES ON THE SPOT TRAINING AND USAGE.
>> DID WE GET ANYTHING BACK FROM CAROL YET ON THAT? DO YOU KNOW?
>> I DON'T THINK SO. I DON'T KNOW IF CAROL HAS SEEN THIS.
>> WE'LL MAKE SURE SHE [OVERLAPPING].
>> NO. BECAUSE I THINK CAROL REVIEWED IT BEFORE.
>> I THINK PROBABLY JUST PASS MATTHEW'S QUESTIONS ON TO CAROL THEN.
WE'LL FIND OUT. WE'LL GET ALL THOSE ANSWERS BEFORE WE BRING IT BACK.
>>SO DO YOU WANT TO BRING THAT ONE TO FIRST READING OR DO WE WANT TO WAIT AND BRING THAT ONE?
>> I THINK ALL OF THESE SO FAR, WE CAN STILL BRING THEM TO FIRST READING.
THEY'RE JUST QUESTIONS, BUT THIS IS THE PRE-FIRST READ.
>> YEAH, I KNOW. PERFECT ON THAT.
I LOST MY SPACE. SORRY. THIRTY TWO EMERGENCIES.
DID YOU GUYS HAVE ANYTHING ON THAT ONE?
>> I DID NOTICE WE TOOK OUT OUR OLD LANGUAGE AND WE ARE CHANGING IT TO A HOLD SECURE LOCKDOWN EVACUATING SHELTER.
A LOT OF IT WAS DELETING THAT OLD LANGUAGE THAT WE USED TO USE.
>> I JUST APPRECIATED THE LANGUAGE BEING ADDED IN THERE ABOUT INFORMING SUBSTITUTES AND OTHER TEMPORARY EMPLOYEES.
>> WHAT DO WE DO WITH VOLUNTEERS? DO THEY HAVE ANY IDEA WHAT TO DO?
>> AMY AND HER TEAM ARE DOING A LOT OF WORK AROUND VOLUNTEERS RIGHT NOW IN FINGERPRINTING AND BADGES AND THINGS LIKE THAT, AND THEY'VE PROVIDED THAT INFORMATION.
AMY, DO YOU WANT TO CHIME IN ON THAT AT ALL? DO YOU WANT TO COME UP?
>> TYPICALLY VOLUNTEERS PROBABLY WOULDN'T BE INVOLVED IN THE WHOLE INCIDENT COMMAND STRUCTURE, BUT IT'S JUST TEACHERS AND STAFF MEMBERS WOULD HAVE A ROLE IN THIS SOMEHOW.
HAVING THE SUBSTITUTES FOR THOSE TEACHERS AND STAFF MEMBERS BE TRAINED IN IT AS WELL IS A LOGICAL STEP.
>> NOT NECESSARILY IN DEPTH, BUT I REMEMBER BEING IN A BATHROOM, BUT NOT KNOWING WHAT TO DO.
THEN BEING STUCK IN A ROOM WITH KIDS AND WONDERING, WHAT AM I TO DO? I DON'T KNOW. IT DOESN'T HAVE TO BE THIS IN DEPTH AS THE TEACHERS AND EVERYONE ELSE, BUT EVEN THE SAME KNOWLEDGE AS THE KIDS MAYBE.
>> YES. I DO APPRECIATE THE COMMON LANGUAGE, THOUGH, AND I KNOW HOW OTHER SCHOOLS ARE USING THESE SAME THINGS, SO LIKE SUBSTITUTES TEACHING AT DIFFERENT SCHOOLS, AS LONG AS THEY'RE TRAINED ON IT.
>> I'M SORRY, BUT YOU'RE RIGHT.
I DON'T KNOW IF IT'S APPROPRIATE IN THIS IN THIS POLICY, MAYBE IT IS FOR EMERGENCIES, BUT JUST SOMETHING ABOUT HAVING A WAY TO INFORM VOLUNTEERS OF EVEN IF IT'S JUST BROAD.
>> THERE'S NO ORIENTATION OR ANYTHING FOR VOLUNTEERS.
SORRY. I'M OUTDATED, SO I DON'T KNOW WHAT'S HAPPENING.
>> BUT THAT IS ONE OF THE THINGS THAT WE WANT TO CHANGE BECAUSE CURRENTLY WE JUST PASS THEM OFF IN SCHOOLS, AND THEN THE SCHOOLS GO OVER THEIR INFORMATION.
BUT WHAT WE'RE ALSO HEARING FROM EACH OF THE VOLUNTEERS IS THAT IT'S NOT CONSISTENT.
WE WANT TO BE ABLE TO PRESENT THEM WITH SOME TYPE OF A HANDBOOK OF SORT AND PROVIDE SOME BRIEF TRAINING.
THE PROBLEM IS THAT WE CAN'T MAKE THEM BECAUSE THEN WE WOULD HAVE TO PAY THEM TO TAKE THE TRAINING.
>> IF YOU GET CLEARED TO BE A VOLUNTEER THROUGH OUR ONLINE SYSTEM, IS THAT A MODULE THAT YOU WOULD HAVE TO GO THROUGH OR AT LEAST SOMETHING THAT'S GIVEN TO THEM THAT THEY CAN CHECK AND SAY, I RECEIVED IT?
>> YEAH. ACTUALLY, IF YOU DID VOLUNTEER, YOU DO HAVE TO SAY THAT YOU READ THIS DOCUMENT THAT'S THERE.
BUT ONE OF THE THINGS THAT WE'VE SEEN IS YOU DON'T HAVE TO ACTUALLY CLICK IT.
[01:10:01]
YOU CAN JUST BYPASS IT AND NOT ACTUALLY OPEN THE DOCUMENT.WE ARE CHANGING OUR RECRUITING SYSTEM, AND THE NEW RECRUITING SYSTEM ACTUALLY ALLOWS US MORE FREEDOM TO PUT IN, THEY HAVE TO DO AN ELECTRONIC SIGNATURE THAT THEY ACTUALLY READ THE DOCUMENT.
IT IS ONE OF THE THINGS THAT WE WILL BE IMPLEMENTING IN THE NEW SYSTEM.
>> YEAH, THAT'S A GREAT THING, BUT MAYBE YOU MAY INCLUDE A LINE IN THAT SOMEWHERE IN THIS POLICY JUST BECAUSE IT'S DEALING WITH EMERGENCIES.
I THINK THAT'S GREAT. I'M GLAD YOU'RE DOING THAT.
>> ADD SOMETHING IN THIS EMERGENCIES THAT DEALS WITH VOLUNTEERS.
THE NEXT ONE IS 5211 SEPARATION.
WAIT. NO, THAT ONE IS NOT ON THERE.
I DIDN'T HAVE ANY QUESTIONS ON IT.
>> THEN WE HAD 6,600 TRANSPORTATION.
>> I DID HAVE ONE QUESTION ON THIS.
I THINK THE BIG THING ON HERE IS UPDATING THE LAW AROUND THE SCHOOL BUS TRESPASS.
I WAS READING THE POLICY [OVERLAPPING].
BUT MY ONE QUESTION, RIGHT AT THE VERY TOP, RESIDENCE IS BEYOND SEVEN TENTHS RADIUS.
>> THAT WAS MY SAME QUESTION TOO.
>> OR IS THAT AN EXTRA THING THAT WE'RE ADDING, OBVIOUSLY FOR SAFETY'S SAKE? I'M CURIOUS ABOUT THAT.
>> I HAVE SAME QUESTION BECAUSE IF WE'RE ONLY FUNDED FOR ONE MILE RADIUS, WE MAY BE BUSSING KIDS WHO ARE SEVEN TENTHS OF A MILE, BUT I WOULD RATHER HAVE OUR POLICIES STICK TO WHAT WE'RE FUNDED WITH RATHER THAN WHAT OUR PRACTICE IS.
>> YEAH. BECAUSE THERE IS WAYS THAT YOU CAN GET, LIKE THERE WAS STUFF IN HERE THAT SAID, WE WOULD PICK YOU UP IF YOU'RE CLOSER THAN THAT, IF IT WAS A SITUATION.
>> I ALSO WONDER, THERE WAS A PART IN HERE THAT SAID EACH YEAR, THE SUPERINTENDENT WILL PRESENT TO THE BOARD THE NUMBER OF STUDENTS WHO LIVE IN THAT MILEAGE, WHO WE PICK UP ANYWAYS, AND I JUST WAS CURIOUS WHAT THAT NUMBER WAS.
I DON'T KNOW THAT TRANSPORTATION IN A WHILE HAS BEEN HERE AND TALKED ABOUT THAT.
>> MAYBE IT'S WORTH JUST HAVING A TRANSPORTATION UPDATED AT A WORKSHOP COMING UP OR SOMETHING.
>> I'LL WORK ON THAT QUESTION BECAUSE I DON'T KNOW THAT, AND THEN WE'LL GET LAURA SHERMAN TO GIVE A QUICK UPDATE.
>> YEAH, I THINK THAT'D BE A GREAT ONE.
>> YOU GUYS ARE OKAY TO MOVE THIS TO FIRST READING THOUGH?
>> YEAH. THE REST OF IT IS COMPLYING WITH NEW LAW, SO I'M TOTALLY GOOD WITH THAT.
>> ANYTHING ELSE ON THAT ONE? THE LAST ONE IS 6690 CONTRACTING FOR SUPPORT SERVICES.
>> TRANSPORTATION. I'M SORRY, CONTRACTING FOR TRANSPORTATION SERVICES.
ANY QUESTIONS ON THAT? WE DON'T NECESSARILY DO THAT.
I GUESS, DOES THAT COUNT IF WE'RE TAKING SPORTS TEAMS PLACES WHEN WE'RE CONTRACTING?
>> THIS DOESN'T HAVE TO DO WITH CHARTER BUSES OR ATHLETICS OR SOMETHING LIKE THAT?
>> NO. THIS IS IF DISTRICTS ARE CHARTERING OUT THEIR DAILY TRANSPORTATION.
>> GOT IT. FOR EXAMPLE, I KNOW MY DISTRICT USES A PRIVATE COMPANY TO DO THAT.
THAT WAS MY QUESTION. IT DOESN'T HAVE TO DO WITH ATHLETICS OR SOMETHING LIKE THAT.
THIS IS LIKE BASIC STUDENT TRANSPORTATION?
>> THAT WASN'T MY INTERPRETATION, BUT WE CAN DOUBLE CHECK THAT.
>> AS LONG AS IT'S JUST BASIC STUDENT TRANSPORTATION, THEN YEAH, I'M TOTALLY FINE WITH THAT.
>> IF THERE'S NOTHING ELSE ON THOSE POLICIES, THEN HOPEFULLY WE GOT SOME NOTES FOR GALE TO COME BACK TO US WHEN WE HAVE OUR FIRST READ OF THIS.
[LAUGHTER] SHE'S DOING THAT RIGHT NOW, PROBABLY.
GREAT. THANKS FOR THAT CONVERSATION ON THAT, I KNOW IT'S HELPFUL TO HAVE THAT.
WE'LL CIRCLE BACK TO THE SAC TOPICS.
I KNOW JOHN WAS TALKING TO KATIE, I THINK AND GOT SOME OF MATTHEW'S COMMENTS.
>> YEAH. I SENT OUT A GOOGLE DOC TO YOU.
IT STARTS OFF WITH THE EMAIL FROM AKIRA AND J, WHO ARE OUR CO-LEADS, JUST REALLY ASKING FOR YOUR THOUGHTS AND INPUT.
THEN WE HAVE A SHORT LIST STARTED, ONE AROUND CELL PHONE POLICY, GRADING, SENSE OF BELONGING/SAFETY, AND INCLUSION.
THEN WAYS BOARD MEMBERS CAN MEANINGFULLY ENGAGE WITH STUDENTS IN SCHOOLS AND HOW TO MAKE MEANINGFUL COMMUNICATION BETWEEN THE COMMITTEE AND THE BOARD, WHICH I KNOW WE'VE TALKED A LOT ABOUT IN THE PAST AND JUST FURTHERING THAT PARTNERSHIP.
>> I THINK THAT'S GREAT, AND I ALMOST WANT TO ESPECIALLY BECAUSE THE ASK FROM THE SAC CO-LEAD SEEMS TO BE TRYING TO GET MORE TOPICS FOR THEIR ACTUAL CONFERENCE, NOT JUST THINGS TO DIG INTO.
I ALMOST FEEL LIKE IF WE CAN FIND A BOARD MEMBER OR TWO WHO CAN GO,
[01:15:02]
THAT FEELS LIKE A GOOD TIME TO BE ABLE TO INTERACT WITH THEM.>> IT REALLY IS, AND I KNOW SOME OF YOU HAVE BEEN BEFORE.
IT'S A WHOLE DAY EVENT, BUT EVEN IF THERE WAS A ROTATION OF BOARD MEMBERS [OVERLAPPING]
>> BUT I JUST THINK JUST HAVING A BREAK, IF THAT IS ONE OF THEIR BREAKOUT SESSIONS, I THINK THAT'D BE A REALLY GOOD WAY FOR US TO BE ABLE TO GET A LITTLE MORE COHESIVENESS BETWEEN US AND THE SAC.
>> I THINK THE SOONER WE GET THE DATE ON THAT WOULD BE MORE HELPFUL TO FIGURE OUT.
>> I THINK THESE INITIAL TOPICS THAT YOU HAVE ON YOURSELF ON POLICY GRADINGS SAFETY, I THINK THESE ARE GREAT.
ACTUALLY, I THINK THAT THE SAFETY ONE WAS ONE, NOT THAT I DIDN'T THINK ABOUT, BUT JUST REALLY MAYBE GETTING TO HEAR FROM THEM A LITTLE BIT MORE ABOUT HOW THEY FEEL WITHIN THEIR BUILDINGS.
I ALSO WONDER TOO, I KNOW BY MARCH WE'LL BE A LITTLE BIT FURTHER DOWN THE PATH IN OUR BUDGET TIMELINE, BUT AGAIN, JUST MAYBE SINCE WE DO WANT TO TRY AND HAVE, WE'VE IDENTIFIED THAT STUDENT VOICE IS IMPORTANT IN THIS PROCESS AS WELL.
MAYBE THERE'S A WAY THAT WE CAN HAVE THAT KIND OF A CONVERSATION.
AGAIN, A HIGH LEVEL OR EVEN JUST ALLOW THEM SOME QUESTION AND ANSWER TIME OR SOMETHING LIKE THAT JUST AROUND THE BUDGET PROCESS BECAUSE IT CAN BE A TRAUMATIC TIME FOR PEOPLE AND BEING ABLE TO REALLY GIVE GIVE SOME STRAIGHT ANSWERS
>> I THINK THAT'S A GREAT IDEA.
BECAUSE THEY'RE IN THE SCHOOLS AND HEARING WHAT THE OTHER KIDS ARE TALKING ABOUT, SO IT'D BE NICE TO HEAR THEIR THOUGHTS AND CONCERNS ON THE BUDGET.
I KNOW CSC DID A LOT ON THE CELL PHONE POLICY.
THE STUDENT ADVISORY COMMITTEE, HAVE THEY SEEN IT OR REVIEWED IT? MAYBE THEY DID A ONCE OVER.
>> JUST THE SURVEY WE PUT OUT.
>> GOT IT. NOT THE ACTUAL POLICY.
>> I THINK IT'D BE GOOD FOR THEM.
IF WE'RE NOT TRYING TO IMPLEMENT THIS NEW CELL PHONE POLICY RIGHT AWAY AND WE CAN WAIT TILL MARCH, THAT MIGHT BE A GOOD THING FOR THEM TO GO THROUGH IT.
>> SO THEY CAN SEE IT AND KNOW WHAT WE'RE [OVERLAPPING]
>> TO GIVE SOME FEEDBACK ON IT. YEAH.
>> THE CONFERENCE JUST SO YOU KNOW IS MARCH 6TH.
>> THAT'S NOT FAR. FOUR WEEKS OR SO.
>> MARCH 6TH. MAYBE GALE CAN SEND US A CALENDAR INVITE FOR THAT, TOO.
>> SORRY. I'M JUST ADDING IT TO MY CALENDAR RIGHT NOW, SO AT LEAST HAVE IT ON THERE.
GOOD CALL, BAMINI. I COULD DO IT RIGHT HERE.
>> IF YOU TIGHTEN IT TOO MUCH, WE WON'T GET THE ANSWERS.
>> WHAT ELSE WAS THERE ON LOGISTICS? DID YOU KNOW, JOHN? I KNOW ONE OF THEM WAS A DAY ON THE HILL COMING UP, AND I DON'T KNOW IF SHE'S GOTTEN THAT SCHEDULED.
>> SHE HAS A DOCUMENT IN THERE.
>> WAS SHE ABLE TO THROW OUT SOME POSSIBLE DATES FOR YOU YET? I ASKED HER TO THIS WEEK, BUT I WASN'T SURE IF THAT GOT TO YOU.
>> FOR THE BOARD, LOOKING AT A TIME TO GO UP TOGETHER.
>> THE ONLY THING THAT I SAW IN HER DOCUMENT WAS THAT THE BEST WE'VE GOT IS A THREE OUT OF 51 FOR FEBRUARY 28TH.
>> I'M GOING TO BE HONEST AND SAY THAT A WHOLE DAY AWAY FROM WORK RIGHT NOW FOR ME IS GOING TO BE VERY DIFFICULT.
IT DOESN'T MATTER WHAT DAY IT IS, IT'LL BE TOUGH FOR ME.
THAT'S WHY I DON'T THINK I'VE ANSWERED SOME OF THOSE.
>> IT DEPENDS ON WHEN WE GET SCHEDULED.
>> IT DOES. WHEN WE WENT UP A COUPLE OF WEEKS AGO, WE WERE ACTUALLY DONE BY PROBABLY 11:00.
BUT THEN WITH TRAVEL TIME, WE WERE PROBABLY BACK BY ABOUT MAYBE 12:30, 1:00, JUST DEPENDS.
WE WERE LUCKY WE HAD EARLY MEETINGS THAT DAY.
DO YOU WANT US TO CONTINUE LOOKING AT FEBRUARY 28TH, SEE IF WE GET SOME THINGS [OVERLAPPING]?
>> WELL, SHE DOES HAVE FEBRUARY 28TH AS YOU, BAMINI, COREY AND AND I JUST DIDN'T ANSWER BECAUSE TO ME, THAT WOULD HAVE TO BE LIKE I COULD DECIDE.
>> I ALSO SEE TWO THAT WE'VE GOT, THREE THAT WOULD BE AVAILABLE ON WEDNESDAY THE 26TH AS WELL.
I DON'T KNOW IF MAYBE THAT'S LIKE WE CAN SEE WHEN WE CAN GET MEETINGS FOR AND MAYBE GALE CAN TRY ON THOSE TWO DATES AND SEE WHICH ONE WE CAN GET MORE SINCE WE'RE GOING UP, MEET WITH MORE PEOPLE, I GUESS.
>> SURE. YEAH, WE CAN LOOK AT BOTH DATES.
[01:20:04]
>> I THINK THAT WOULD BE HELPFUL, I GUESS TO THEN KNOW IF ALL THE MEETINGS WERE AT 9:00 AM AND WE HAD TO LEAVE SUPER EARLY, AND WE COULD BE BACK BY 1:00.
>> OR EVEN TAKE A COUPLE OF VEHICLES.
>> THAT MIGHT HELP. THAT WAS THE 28TH OR THE 26TH.
>> 26TH AND THE 28TH LOOK LIKE THE ONES THAT HAVE THE MOST AVAILABILITY.
>> I DIDN'T ANSWER EITHER OF THEM, BUT I'LL GO LOOK IF I CAN MAKE THAT.
[LAUGHTER] WAS THERE ANY OTHER LOGISTICS YOU KNOW THAT GALE WAS AFTER?
>> THERE WAS JUST MAKING SURE THE RESCHEDULED SITE VISITS, MARCH 19TH.
>> I SEE THAT ON THERE. MARCH 19TH.
I THOUGHT I SAW AN E MAIL THAT ONE OF THE SCHOOLS, OR DID I SEE THAT, LIKE TWO OF THEM WANTED ON A WEDNESDAY AND ONE OF THE SCHOOLS WANTED ON A TUESDAY?
>> IT ALMOST WAS LIKE THREE OF THEM.
IT WOULDN'T EVEN BE THREE VISITS A DAY.
>> OR THEY'D FLOP BECAUSE IF YOU LOOK AT OUR SITE VISIT SCHEDULE, WE'VE GOT SOME SCHEDULED ON MARCH 4TH, PRUNE HILL, SKY RIDGE AND GRASS VALLEY ON MARCH 4TH.
THEN MARCH 19TH IS OUR MAKEUP ONE WITH DOROTHY FOX, HAYES, AND LIBERTY.
I THINK IT WAS DOROTHY FOX THAT WAS SAYING THAT WEDNESDAY DIDN'T WORK OR SOMETHING LIKE THAT.
I'LL LEAVE IT UP TO GALE, BUT WE COULD PROBABLY SWAP DOROTHY FOX HONESTLY WITH PRUNE HILL IN THAT WAY IF WE WANT TO JUST SWAP AN ELEMENTARY FOR AN ELEMENTARY AND THAT WOULD WORK.
>> YEAH. WE'LL LET GALE DO THAT.
MARCH 19TH, I'M GOING TO LET IN AS A YES RIGHT NOW. I GOT THAT ONE.
>> THEN I ALSO THINK WE WERE JUST TALKING ABOUT IF THERE WAS ANYTHING THAT WE NEEDED TO BE AT FIRST FRIDAY FOR, BUT IT LOOKS LIKE MOST OF US AREN'T AVAILABLE ON THAT OR IT ALREADY HAPPENED, SO I GUESS JUST LOOKING AHEAD TO MARCH.
>> SHE DOESN'T HAVE MARCH ON HERE.
>> IT'S ON THE SECOND PAGE. MARCH 7TH AT 5:00?
>> I SEE IT. BUT IT SAYS FEBRUARY, MARCH, THEY'RE ALL IN A FUNNY ORDER.
>> YEAH, I THINK SHE JUST PULLED THE MOST RECENT ONES UP TO THE TOP.
>> MARCH 7TH, I PUT YES ON THAT ONE.
I THINK WE CAN TRY TO DO MARCH.
I KNOW APRIL I THINK FALLS OVER SPRING BREAK, SO THAT'S A HARD ONE.
SHE'S SETTING UP OUR BOARD BRIEFINGS.
>> I THINK EVERYTHING ELSE WE WERE GOOD.
THE BIG ONE WAS JUST TRYING TO NAIL DOWN THAT DAY ON THE HILL SO WE CAN TRY TO START GETTING MEETINGS.
I THINK AS LONG AS WE DO THE 26TH OR THE 28TH AND JUST SEE WHICH ONE IS MORE PRODUCTIVE FOR US.
>> WHO TRIES TO SET THOSE MEETINGS UP, GALE?
>> SHE REACHES OUT TO THEIR STAFFERS.
>> JOHN, ARE YOU AVAILABLE ON BOTH OF THOSE DAYS?
>> THE 26TH WORKS WAY BETTER FOR ME.
IF IT'S THE 28TH, I'M NOT SURE, BUT I CAN SEE IF LISA OR MAYBE DEREK OR THE DIRECTORS CAN GO.
>> IT'D BE GOOD IF WE HAD AT LEAST ONE CHAPERONE.
>> YEAH, RIGHT. [LAUGHTER] IS THERE ANYTHING ELSE THAT WE NEED TO DISCUSS? I WILL ADJOURN THIS MEETING AT 5:55.
[ EXECUTIVE SESSION - Personnel - RCW]
I'M GOING TO GO TO EXECUTIVE SESSION, BUT NO DECISIONS ARE GOING TO BE MADE.>> OKAY.
* This transcript was compiled from uncorrected Closed Captioning.