[00:00:01]
          >> I THINK WE'RE READY TO GET STARTED AGAIN. 
          WE'RE GOING TO MOVE FORWARD WITH OUR WORKSHOP. 
          [3. WORKSHOP - 5.00 PM]
THANK YOU GUYS FOR BEING HERE AND SORRY, WE'RE A FEW MINUTES LATE. 
          WE'RE GOING TO START RIGHT ON 4A, 
          [4. CULTURE]
WHICH IS THE CACS RECOMMENDATION ON THE CELL PHONE POLICY. 
          IF JOHN AND LEAN WOULD MIND, YOU GUYS WANT TO COME UP HERE AND WE CAN HAVE SOME DISCUSSION ON THE CELL PHONE POLICY, WHICH HOPEFULLY YOU GUYS HAVE BOTH READ AGAIN SINCE OUR LAST MEETING. 
          I WILL JUST START THIS OFF A THANK YOU GUYS AGAIN FOR ALL THE WORK YOU GUYS ARE DOING ON THIS POLICY. 
          I KNOW WE NEED TO DO SOME DISCUSSION ON, DO WE STAY WITH THE CURRENT POLICY? DO WE ADOPT AND MOVE FORWARD WITH YOUR POLICY, WHICH THEN WOULD GO THROUGH THE NORMAL PROCESS WE HAVE, WHICH IS THE FIRST SECOND AND THIRD READING, OR IF WE WANT TO DO SOME COMBINATION OF THE TWO POLICIES TOGETHER. 
          I'M GOING TO OPEN THAT UP FOR BOARD DISCUSSION ON WHAT YOU GUYS THINK ABOUT, I GUESS, THOSE THREE OPTIONS. 
          >> BOTH THE ONE THAT WE'RE LOOKING AT, THE PROPOSED. 
          >> THAT ONE UP? 
          >> WE'RE NOT CONFUSED BETWEEN THE EXISTING AND PROPOSED. 
          >> YEAH. 
          >> THE PROPOSED ONE. 
          >> THE CAC ONE. 
          >> I THOUGHT IT WAS JUST SMALL ON MY SCREEN.[LAUGHTER] WE'RE OPEN FOR DISCUSSION. 
          >> WE'RE OPEN FOR DISCUSSION. 
          >> BECAUSE I WASN'T HERE, THE PRIOR WORKSHOP, BUT I HAVE BEEN AT THE CAC. 
          I'VE GOT THIS DOWN, BUT I WAS LETTING THE MEMBERS TALK ABOUT THIS FIRST. 
          DID WE DEFINE IN THIS POLICY. 
          I KNOW WE WORDED TELECOMMUNICATION DEVICES VERY SPECIFICALLY. 
          IS THERE ANYWHERE IN HERE? NO THAT YOU HAVE TO BE INCLUSIVE OF EVERY TYPE, BUT WE DID WE DEFINE WHAT WE CONSIDER TELECOMMUNICATION DEVICES? 
          >> YOU MEAN AN APPLE WATCH OR SOMETHING ELSE? 
          >> SURE. USUALLY YOU'LL HAVE JUST A LIST THAT'S GENERIC, BUT INCLUDES, BUT IS NOT LIMITED TO OR SOMETHING. WE DIDN'T PUT IT IN THERE. 
          >> YEAH. 
          >> THE ONLY REASON I ASK IS IT COULD BE GENERAL, LIKE TELECOM CAN BE AIRPODS TO YOUR WATCH, TO YOUR GAME BOY. 
          ANYTHING THAT DISRUPTS I GUESS WHAT WHAT A POLICE OFFICER WOULD SAY IF THEY PULLED ME OVER? HEY, YOU'RE BEING DISTRACTED BY SOMETHING. 
          >> MATTHEW, JUST TO CHIME IN A LITTLE BIT THERE. 
          I THINK THE SENTIMENT AND CORRECT ME IF I'M WRONG FROM BOTH OUR PRINCIPALS WHO CAME AND ALSO THE CONVERSATION WAS THAT THE ENGAGEMENT AND THE DISRUPTION OR DISTRACTIONS HAVEN'T REALLY COME TO THE FOREFRONT WITH THE WATCHES AND OTHER DEVICES. 
          I THINK CORRECT ME IF I'M WRONG ON THAT. 
          IT SEEMED LIKE IT WAS MORE ABOUT HOW CAN WE MAKE SURE THAT KIDS ARE MORE ENGAGED IN THE CLASSROOM AND WHAT'S CAUSING A DISTRACTION TO THE TEACHER OR THE PARA WHO'S IN THE ROOM, AND THE WATCHES DIDN'T SEEM TO HAVE THAT TYPE OF ENGAGEMENT ENOUGH TO WHERE IT WAS STOPPING THE TEACHER'S PERFORMANCE. 
          >> THAT IS TRUE. THAT'S WHAT WAS DISCUSSED, BUT THERE WAS ALSO DISCUSSION TO KEEP IT IN THE POLICY SO THAT THERE IS RECOURSE IF IT DOES BECOME AN ISSUE IN THE CLASSROOM. 
          I WAS JUST PULLING UP, MATTHEW THE CURRENT POLICY DEFINES IT SAYS, INCLUDING BUT NOT LIMITED TO INTERCEPTING AND/OR RECORDING DEVICES AND CELL PHONES. 
          MAYBE THAT'S SOMETHING WE COULD ADD INTO THIS POLICY. 
          >> YEAH. 
          AGAIN, GO AHEAD. 
          >> I WAS GOING TO SAY IT'S LIKE THE LANGUAGE DURING AP TESTS. 
          THEY ARE VERY CLEAR OF WHAT YOU CANNOT HAVE, IN YOUR RECORDING, YOU CAN HAVE A SMART WATCH, YOU CAN'T HAVE A PHONE, A CAMERA. 
          BUT THE RISK OF LISTING ALL THAT, YOU HAVE TO SAY BUT NOT LIMITED. 
          >> I THINK THE INCLUDED, BUT NOT LIMITED TO. 
          >> NEXT THING WE KNOW, OUR APPLE WATCHES ARE GOING TO HAVE A CAMERA ON IT. 
          >> WE MIGHT HAVE DIGITAL PENS. 
          I JUST REMEMBER IN HIGH SCHOOL, WAS THE TI CALCULATOR. 
          [OVERLAPPING] THE REALLY NICE ONES I HAD A CHEAP CALCULATOR, AND YOU COULD PROGRAM YOUR CALCULATOR TO CHEAT. 
          YOU PUT CRIB NOTES IN YOUR CALCULATOR. 
          LIKE WHO DID THAT? KIDS WHO WANTED TO CHEAT. 
          I SEE THAT UNDER PROHIBITED, 
          [00:05:01]
YOU KNOW, USING IT TO CHEAT DI STRUT LEARNING. 
          BUT IT MIGHT BE JUST GOOD TO PUT IT IN THERE THEN IF SOMEONE COMPLAINS YOU LIKE, WE SAID BUT NOT LIMITED TO. 
          >> NO, MY ONLY OTHER CONCERN IS JUST TO MAKE SURE THAT WHAT WE HAVE IN HERE IS ALL POLICY AND NOT PROCEDURE, BECAUSE IT SEEMS LIKE THERE MIGHT BE SOME THINGS IN HERE THAT COULD BE MOVED TO THE PROCEDURE. 
          BECAUSE THE POLICY SAYS WHAT, THE PROCEDURE SAYS HOW. 
          >> THAT'S IMPORTANT. 
          >> I LOVE THE CLARITY OF THIS AND THE WAY THAT YOU GUYS BROKE IT DOWN INTO VERY CLEAR CATEGORIES. 
          I JUST WANT TO MAKE SURE SOME OF THE WHEN WE TALK ABOUT DISCIPLINARY ACTIONS. 
          >> THAT SHOULD BE A PROCEDURE. 
          >> THAT SHOULD BE A PROCEDURE. 
          YEAH. I DON'T KNOW ABOUT THE PARENT AND DO WE HAVE THE PROCEDURE? 
          >> NO. WE DID NOT ADDRESS THE PROCEDURE, ONLY THE POLICY. 
          MAYBE THAT'S SOMETHING THAT WOULD JUST THAT NEED TO PULL ANY OF THAT APART AND PUT IT. 
          >> WELL, I THINK THAT'S IMPORTANT TOO, BECAUSE THE PROCEDURE CAN BE A LITTLE BIT MORE NIMBLE BECAUSE PROCEDURE DOESN'T NECESSARILY GET APPROVED BY THE BOARD. 
          IF SOMETHING NEEDS TO BE ADJUSTED, THEN THE BUILDING ADMINISTRATION OR SUPERINTENDENT'S OFFICE HAS THE AUTHORITY TO DO THAT. 
          >> THEN JUST MAKING SURE THAT WHAT WE INCLUDE IN HERE IS WHAT WE WANT FOR THE WHOLE DISTRICT AND IF THERE'S GOING TO BE DIFFERENT RULES AT DIFFERENT SCHOOLS, THIS IS VERY CLEAR ABOUT WHAT CAN'T BE DIFFERENT. 
          ONE SCHOOL MIGHT HAVE LITTLE CELL PHONE HOTELS OR JAILS OR WHATEVER AND ANOTHER MIGHT HAVE A DIFFERENT WAY, BUT THE IDEA THAT THERE'S CONSEQUENCES FOR HAVING DEVICES WOULD BE IN HERE. 
          >> I JUST WANT TO COMMENT ON A COUPLE OF THINGS THAT I LIKED A LOT ABOUT YOUR POLICY, BUT I DID LIKE HOW YOU BROKE OUT ELEMENTARY, MIDDLE AND HIGH SCHOOL, AND THAT WASN'T IN THE OLD POLICY, AND I THINK THAT'S IMPORTANT. 
          I'M GLAD THAT YOU GUYS CALLED THAT OUT. 
          IN THE SUPPORT FOR TEACHERS PART, WHEN IT TALKED ABOUT PROVIDING AND IMPLEMENTING TOOLS SUCH AS THE TELECOMMUNICATION, THE CADIES. 
          MY THOUGHT WAS, WHO PAYS FOR THOSE, AND HOW DO WE GET EVERYONE TO HAVE ONE OR NOT, ESPECIALLY BECAUSE OF OUR BUDGET ISSUE. 
          I HAVE NO IDEA HOW MUCH OF THOSE ARE. 
          BUT IF WE'RE GOING TO SAY THAT, WE GIVING THEM TO EVERYONE OR CAN SOME GET IT BECAUSE THEY PAY FOR IT AND NOT. 
          I GUESS I WASN'T SURE. I LIKE THAT IDEA, BUT I DON'T KNOW HOW THEY'RE GOING TO GET THAT. 
          IS MY QUESTION. THEN MY ONLY OTHER THOUGHT WAS MORE JUST A FORMATTING ISSUE AND IT COULD JUST BE MY EYES. 
          BUT THE BULLET POINTS, THE LITTLE DOTS, TO ME, IT'S EASIER IF IT SAYS, GO TO SECTION 2.1 INSTEAD I HAVE TO SAY GO TO SECTION 2 AND THE FOURTH THOUGHT DOWN, THAT'S A PERSONAL THING, BUT IT'S EASIER TO SAY REFERENCE A PART IF IT'S 2.1 OR 2.A INSTEAD OF THE DOTS. 
          BUT THAT'S SOMETHING THAT I KNOW WE CAN FIGURE OUT. 
          >> TRACY, JUST TO COMMENT ON THE PURCHASING. 
          WE TALKED ABOUT THAT AS WELL AT CAC, OBVIOUSLY, WE DON'T WANT UNFUNDED MANDATES. 
          WE ABSOLUTELY SAID IF THE BOARD DOES ADOPT THIS, THEN CENTRAL WOULD PAY FOR WHATEVER RESOURCES THE BUILDINGS INCURRED. 
          >> AGAIN, WE COULD MOVE THAT TO THE PROCEDURE AS WELL. 
          >> WE JUST GET TO CHOOSE THE CADY. 
          >> HERE WE GO. 
          >> I HAVE A QUESTION PROHIBITED USES. 
          THE FOURTH BULLET POINT READS WEIRD TO ME. 
          I DON'T KNOW IF YOU CAN PULL DOWN TO THAT GALE. 
          THE FOURTH BULLET POINT OF THREE PROHIBITED USES. 
          I JUST I DON'T KNOW IF MAYBE IT'S ME WITH MY EYES, BUT IT SAYS ELECTRONICS ARE AN EVERYDAY PART OF OUR STUDENTS LIVES, AND THEN IT SAYS TELECOMMUNICATION DEVICES MUST BE USED WITH ALL ELECTRONIC EQUIPMENT. 
          >> I KNOW THAT WAS A WEIRD STATEMENT. I THOUGHT. 
          >> IT'S SUPPOSED TO SAY HEAD 33.4 IF YOU COUNT THE BULLET. 
          >> BUT I UNDERSTAND TELECOMMUNICATION MUST BE USED WITH THEY'RE SAYING ON THE SCHOOL BUS, THEY HAVE TO USE AIR PODS OR SOMETHING. 
          I THINK THAT'S WHAT IT'S SUPPOSED TO BE. 
          >> I THINK THERE WAS A GLOBAL FIND AND REPLACE FOR PHONES TO TELECOMMUNICATIONS. 
          BUT MY OLDER COPY SAYS HEADPHONES BE USED. 
          ALL ELECTRONIC EQUIPMENT. 
          >> YEAH. 
          >> THEN IN THAT SAME PARAGRAPH. 
          AGAIN, THIS MIGHT BE A PROCEDURE VERSUS A POLICY, BUT I WAS READING HOW IT SAYS ON THE BUS, THE BUS DRIVER HAS THE RIGHT TO REMOVE THE PHONE FROM THE STUDENT. 
          IN THE OLD POLICY, IT SOUNDED LIKE TEACHERS COULD CONFISCATE THE DEVICE IF THEY WANTED TO. 
          WE'RE SAYING IN THE NEW POLICY, THERE'S NO CONFISCATING OF DEVICES UNLESS IT WAS A BUS DRIVER. 
          IN THE NEW POLICY THAT YOU GUYS HAVE, I DON'T SEE ANYWHERE WHERE IT SAID, YOUR DEVICE COULD BE CONFISCATED. 
          [00:10:01]
MAYBE WE DON'T WANT TO DO THAT, BUT THE OLD POLICY HAD IT IN THERE. 
          >> THAT WAS A BIG DISCUSSION, LEAN AND JOHN, IF YOU REMEMBER, THAT WE DIDN'T KNOW IF WE WANTED TO PUT THAT BURDEN ON TEACHERS TO HAVE PHYSICALLY HOLDING SOMEONE'S CELL PHONE AND BE RESPONSIBLE FOR NOT LOSING IT. 
          I THINK THE DISCUSSION WAS IS THAT IF IT NEEDS TO BE TAKEN AWAY, IT NEEDS TO GO STRAIGHT TO THE OFFICE.[OVERLAPPING] 
          >> BUT WE'RE SAYING THAT THE BUS DRIVERS HAVE THE AUTHORITY TO? 
          >> WELL, IT SAYS THAT. 
          >> I FEEL LIKE IT SHOULD BE ONE OR EITHER EVERYBODY HAS THE ABILITY TO OR NONE. 
          >> THE CONVERSATION AROUND THE BUS DRIVERS, THAT WAS A SECONDARY CONVERSATION JUST BECAUSE THEY OBVIOUSLY CAN'T HAVE CADDIES OR THEY DON'T HAVE ANY TYPE OF A BIN IN THE BUS OR ANYTHING LIKE THAT. 
          WE DIDN'T WANT TO TAKE THAT OPPORTUNITY AWAY FROM THE BUS DRIVER, BUT I THINK WE'D BE HAPPY TO PULL THAT. 
          I THINK THE BUS DRIVERS JUST WANTED TO KNOW THAT THEY WERE GOING TO BE SUPPORTED IN THE EVENT THAT A DISRUPTION OR DISTRACTION HAPPENS. 
          I THINK THAT'S WHY THAT WAS PUT IN THERE. 
          >> I GUESS IF WE HAD CADDIES AND EVERY ROOM AND THE KIDS HAD TO PUT IT IN THERE, THEN THERE WOULD BE NO NEED TO CONFISCATE THE DEVICE BECAUSE IT'S IN THE CADDY. 
          BUT I GUESS I JUST AGAIN, THE OLD POLICY SAID SOMETHING ABOUT HOW WE COULD CONFISCATE THE DEVICE AND RETURN IT TO A PARENT OR GUARDIAN AT THE END OF THE DAY. 
          MAYBE WE NEVER DO THAT AND IT'S NOT NECESSARY IN THIS CURRENT POLICY, BUT IT WAS JUST. 
          >> WELL, I DON'T WANT TO PROHIBIT STAFF FROM CONFISCATING A DEVICE IF THEY FEEL LIKE THAT'S THE BEST THING TO DO, RIGHT THEN. 
          I KNOW AT THE SCHOOL THAT I WORK AT, SOME TEACHERS HAVE CADDIES, SOME DON'T, IF THERE'S AN ISSUE WITH IT, THEY CALL SECURITY, THEY COME UP, IT TURNS INTO A DISCIPLINE ISSUE. 
          THE TEACHERS DON'T HAVE TO CONFISCATE. SOME DO. 
          SOME SAY, COME PUT YOUR PHONE RIGHT ON HERE BECAUSE YOU KEEP PULLING IT OUT. 
          I DON'T KNOW THAT WE WANT TO MICROMANAGE HOW THEY DO THAT THAT MUCH. 
          BUT JUST SAY, UP TO AND INCLUDING CONFISCATION OF DEVICE AND RETURN TO THE PARENT AT THE END OF THE DAY OR WHATEVER. 
          BUT I THINK RATHER THAN JUST SAYING TEACHERS, I WOULD LIKE TO SAY STAFF. 
          >> YES. 
          >> THAT BUS DRIVERS CAN CONFISCATE IF THERE'S AN ISSUE GOING ON AND IT'S IMPACTING SAFETY, THEY SHOULD BE ABLE TO PULL OVER AND CONFISCATE A KID'S PHONE AND SAY NO MORE OF THAT. 
          OUR UNDERSTANDING WAS THAT AT EACH SCHOOL, THERE ARE VARIOUS LEVELS OF INTERVENTION, WHICH AGAIN, THE GOOD THING WAS FROM THE PRINCIPALS AND THE TEACHERS WE TALKED TO, IT'S NOT AN OVERWHELMING PROBLEM THROUGHOUT THE DISTRICT, WHICH IS GREAT. 
          WHEN WE SAID VIOLATIONS WILL BE ADDRESSED THROUGH RESTORATIVE PRACTICES WHERE POSSIBLE, I THINK THE DISCUSSION WAS THAT FOLLOWING WHATEVER PROTOCOL IS IN PLACE AT THE SCHOOL. 
          BUT I DON'T KNOW WHAT EACH OF THOSE WOULD BE AT THE SCHOOL. 
          >> THAT MIGHT BE SOMETHING TOP. THAT MIGHT BE SOMETHING TO SPELL OUT THEN. 
          |>> YEAH, IT NEEDS A LITTLE BIT MORE. 
          BUT I THINK WE CAN CONTINUE DISCUSSING THIS, BUT IT SOUNDS LIKE WE'RE MOVING TOWARDS YOUR GUYS POLICY WITH A FEW CHANGES WITH A LITTLE BIT OF WORK. 
          >> KEEP IN MIND, THE CABINET STAFF PRINCIPALS AND ANY LEGAL HAVE NOT REALLY DELVED INTO THIS YET. 
          THIS IS REALLY RAW RIGHT NOW. 
          THIS ISN'T GOING TO BE IN THE TWO WEEKS AT OUR BOARD MEETING, IT'S GOING TO NO. 
          I DEFINITELY OUR PRINCIPLES TO SEE IT. 
          I THINK OUR CABINET NEEDS TO SEE IT, AND ULTIMATELY OUR LEGAL TEAM NEEDS TO TAKE A PEEK. 
          I THINK THIS IS REALLY JUST THE BEGINNING OF THE PROCESS. 
          >> WHAT OUR NEXT STEP BE TO MAKE THESE DISCUSSIONS WE'VE HAD TONIGHT CHANGES AND THEN YOU START DOING THAT? 
          >> I WOULD LIKE THE BOARD TO PROVIDE SOME DIRECTION TO ME SO I CAN THEN DIRECT THE TEAM TO SAY, WE'RE GOING TO CONTINUE THIS PROCESS, OR REALLY THE BOARD IS NOT INTERESTED IN THIS AND WE WANT TO STICK WHAT WE HAVE. 
          WITHOUT VOTING BECAUSE WE'RE NOT IN A REGULAR MEETING, I LIKE THE PROCESS OF MOVING THIS FORWARD. 
          I DO FEEL LIKE TO CONNIE'S POINT A LITTLE BIT, THAT WE SHOULD MAYBE THIS IS SOMETHING THAT THE CABINET AND THE RESPECTIVE PARTIES CAN TALK ABOUT, BUT I DO FEEL LIKE A LOT OF THIS IS PROCEDURE. 
          I WOULD LIKE TO SEE AND SINCE WE DON'T NECESSARILY APPROVE PROCEDURE, I WOULD LIKE TO JUST SEE AND MAYBE THIS COMES FROM LEGAL GUIDANCE OR WHATEVER, BUT WHAT REALLY BELONGS IN THE POLICY VERSUS WHAT IS IN THE PROCEDURE THAT CAN BE MORE ADAPTABLE. 
          >> I WOULD AGREE. ALSO, LIKE WITH THE PROHIBITED USES, NO, WHERE WAS IT? THE RESTORATIVE PRACTICES. BULLET. 
          >> WHAT NUMBER IS THAT? 
          >> IT'S FIVE FF. 
          >> THANK YOU. 
          >> THE FIRST BULLET, BEING IN A SCHOOL WHERE NOW YOU CAN'T DISCIPLINE 
          [00:15:04]
A KID UNTIL YOU'VE DONE THREE INTERVENTIONS OR WHATEVER, I WANT TO MAKE SURE THAT WE'RE NOT SAYING YOU CAN'T DO ANYTHING PUNITIVE BEFORE YOU'VE HAD A RESTORATIVE CONS. 
          I WANT TO LEAVE THAT JUDGMENT UP TO STAFF. 
          WE COULD SAY SOMETHING LIKE, OUR GOAL IS TO RESTORE RELATIONSHIPS AND EDUCATE. 
          WE WANT EMPHASIZE EDUCATION AND ACCOUNTABILITY. 
          BUT BEFORE PUNITIVE MEASURES, I DON'T KNOW THAT I WANT TO PUT THAT IN THERE. 
          THAT COULD BE IN THE POLICY. 
          BUT I KNOW SOMETIMES THAT WITH ALL BEST INTENTIONS, THAT COULD BE READ IN SAYING, I CAN'T DO ANYTHING BECAUSE WE HAVEN'T HAD A RESTORATIVE CONVERSATION. 
          A RESTORATIVE CONVERSATION HAS TO BE AGREED ON BY EACH PARTY AND IF SOMEBODY SAYS NO, AND THEN I DON'T KNOW. 
          I JUST DON'T WANT TO CREATE AN INADVERTENT LOOPHOLE BECAUSE I'M ONTO THOSE WILEY STUDENTS. 
          I JUST WANT TO MAKE SURE THAT WHEN NECESSARY, WE CAN TAKE THE RIGHT ACTION. 
          OBVIOUSLY, WE ALWAYS WANT TO RESTORE. 
          >> JUST AGAIN, FROM MY EXPERIENCE ON THIS, I DON'T WANT TEACHERS TO FEEL LIKE THEY HAVE TO CONFISCATE ANYTHING. 
          QUITE HONESTLY, IF YOU'RE DOING IT RIGHT, YOU SHOULDN'T HAVE TO TOUCH THE PHONE IN ANY WAY BECAUSE I THINK THAT'S A LIABILITY THING TOO. 
          BUT I DO FEEL LIKE THERE ARE SOME SITUATIONS WHERE A BUILDING ADMINISTRATOR OR SECURITY STAFF OR SOMEBODY LIKE THAT MAY NEED TO DO THAT. 
          IN THAT CASE, I WANT TO MAKE SURE THE POLICY DOESN'T GET IN THE WAY OF THEM BEING ABLE TO. 
          >> DO WE HAVE DIRECTION ON WHERE WE'RE GOING WITH THIS? 
          >> I THINK SO. I DEFINITELY WANT TO THANK LEAN AND JOHN FOR THEIR LEADERSHIP ON THIS AND THE CAC. 
          I HOPE THAT THE BOARD GOT WHAT THEY WANTED, THIS CONVERSATION. 
          WHAT I REALLY APPRECIATED WAS THE THOUGHTFULNESS IN THE CONVERSATION AROUND BRINGING THE TEAM TOGETHER TO SAY, WE HAD SOME PEOPLE WHO WANTED A FULL BAND TO PEOPLE WHO SAID CARTE BLANCHE, AND THEN EVERYONE IN THE MIDDLE. 
          LEAN AND JOHN REALLY SHOWED A LOT OF LEADERSHIP IN BRINGING THAT TOGETHER AND UNDERSTANDING THAT THESE DEVICES ARE A HUGE PART OF OUR LIVES AND THE KIDS' LIVES, AND TO COMPLETELY AVOID THEM AND TURN THEM AWAY WOULD PROBABLY NOT BE SETTING THEM UP FOR SUCCESS, AND I REALLY APPRECIATE THAT. 
          BUT YET THERE NEEDS TO BE GUARD RAILS AND GUIDELINES AND PROCEDURES IN PLACE. 
          AWESOME JOB FROM MY PERSPECTIVE. 
          THANK YOU. I CAN'T WAIT FOR THE NEXT PROJECT. THIS IS GREAT. 
          >> THANK YOU GUYS FOR BEING HERE. THAT'S TWICE NOW THAT YOU GUYS HAVE BEEN TO OUR MEETINGS. 
          I JUST WANT YOU GUYS TO KNOW WE VALUE THE WORK THAT CAC DOES. 
          I WANT TO MAKE SURE WE ACKNOWLEDGE THAT AND ALL THE WORK YOU PUT INTO THIS, WHICH IS WHY I'M EXCITED TO MOVE FORWARD WITH THE MAIN PART OF YOUR POLICY THAT YOU GUYS HAVE COME UP WITH AND JUST MAKE SURE WE VET IT IN ALL THE CORRECT AREAS. 
          BUT WE DO TRULY APPRECIATE THE WORK THAT YOU GUYS DO AND CAC DOES BECAUSE IT'S IMPORTANT TO HELP US. THANK YOU. 
          >> WE'LL SHARE THAT AT THE NEXT MEETING. THANK YOU, GUYS. 
          >> THANK YOU. I APPRECIATE IT. 
          >> WITH THAT, WE'RE GOING TO MOVE ON TO ITEM 5A, 
          [5. LEARNING]
AND I BELIEVE WE HAVE LISA COMING TO WALK US THROUGH THE PROFESSIONAL LEARNING AND CURRICULUM WORKSHOP. 
          GROUP UPDATE, AND JEN ALSO. 
          >> HERE TONIGHT WITH JEN SCOTT, AND WE ARE THE CO-LEADS OF TWO OF OUR STRATEGIC PLAN WORK GROUPS, WHICH ARE THE CURRICULUM AND PROFESSIONAL LEARNING. 
          THIS IS PART OF OUR ONGOING SERIES. 
          IT'S ALMOST LIKE A PODCAST NOW THAT REALLY IS ABOUT SHARING WITH YOU THE PROGRESS OF THE STRATEGIC PLAN. 
          I'VE COME TO THINK OF THESE AS BEING ABLE TO REVEAL SOME OF THE WORK BEHIND THE WORDS. 
          WE THANK YOU FOR BEING HERE TONIGHT. 
          I'D LIKE TO THANK JEN FOR BEING HERE TONIGHT, AS WELL AS OUR TEAM WHO I WILL INTRODUCE SHORTLY. 
          TONIGHT, WE HAVE BOTH THIS PROGRESS REPORT BUT ALSO THE OPPORTUNITY TO CONNECT WHAT WE'RE DOING IN THESE TWO WORK GROUPS WITH ALSO WHAT'S HAPPENING IN THE STANDARDS-BASED LEARNING WORLD. 
          I THINK IT WILL BE A RICH EXPERIENCE THIS EVENING FOR YOU TO HEAR FROM A NUMBER OF OUR COLLEAGUES. 
          FIRST, I WILL GIVE YOU OUR STANDARD-ISSUE PROGRESS REPORT. 
          [BACKGROUND] I KNOW YOU HAVE A COPY OF THIS ONLINE ALSO, 
          [00:20:01]
AND THERE ARE SOME LIVE LINKS IN THERE. 
          WE WANTED YOU TO HAVE IT IN THAT FORMAT AS WELL, JUST IN CASE THERE WERE SOME THINGS THAT CAME UP TONIGHT THAT WERE OF INTEREST TO YOU AND YOU WANTED TO GO A LITTLE BIT DEEPER INTO THEM. 
          AGAIN, JEN AND I HAVE THE TWO WORK GROUPS, AND SO I WILL READ INTO THE RECORD THE INITIATIVE GOALS THAT WE'RE COVERING IN THESE TWO. 
          THE FIRST IS THE PROFESSIONAL LEARNING TEAM SERVES TO DEVELOP AND SUPPORT A PROFESSIONAL LEARNING PLAN ALIGNED WITH DISTRICT GOALS, PROVIDING FOR ONGOING AND DIFFERENTIATED LEARNING AND COLLABORATION FOR ALL STAFF, LEADERSHIP PATHWAYS, AND REGULAR PROGRESS MONITORING. 
          THEN THE SECOND PART IS THE CURRICULUM REVIEW SELECTION TEAM SERVES TO UPDATE AND PUBLISH A SUSTAINABLE CURRICULUM REVIEW SELECTION PROCESS THAT ENSURES HIGH-QUALITY RESOURCES IN EVERY CLASSROOM AND STRIVES FOR INTERDISCIPLINARY CONNECTIONS THAT SUPPORT WINDOWS AND MIRRORS, CRITICAL THINKING AND DEEPER LEARNING. 
          YOU'LL NOTICE THAT EACH OF THOSE STARTS WITH THE PHRASE ABOUT THE TEAM. 
          FOR ALL OF OUR WORK GROUPS, EVERYONE HAS AN INITIATIVE GOAL IN THAT WAY THAT LINKS THE TEAM TO THE EXACT WORDS THAT ARE IN THE STRATEGIC PLAN AND THE ORGANIZATIONAL PRACTICES. 
          YOU'LL SEE THAT WE ARE THE LEADS AND OUR WORK GROUP MEMBERS ARE LISTED THERE, AND WHAT'S MOST IMPORTANT TO KNOW ABOUT OUR WORK GROUP IS FIRST THAT THEY'RE AWESOME. 
          ALSO THAT IT SPANS EVERY LEVEL. 
          WE HAVE TEACHERS, SPECIALISTS, AND SCHOOL LEADERS FROM ELEMENTARY, MIDDLE, AND HIGH, AS WELL AS DISTRICT REPRESENTATION. 
          CURRENTLY, WE HAVE ONE PSE MEMBER, AND WE'RE HOPING TO EXPAND. 
          AS YOU'VE HEARD FROM SOME OF THE OTHER WORK GROUPS, WE'RE REALLY TAKING A LOOK AT WHOSE VOICES ARE HERE, WHO MIGHT WE NEED TO HEAR FROM THAT'S NOT CURRENTLY PART OF THE GROUP. 
          BUT VERY RICH IN TERMS OF THE DIALOGUE OF HOW WE CREATE SYSTEMS AND STRUCTURES THAT ARE PRE-K THROUGH 12. 
          THEN WE HAVE THE TWO MEASURES SECTIONS. 
          THE FIRST OF STUDENT OUTCOME MEASURES, WHICH WE REFER TO AS BENCHMARK MEASURES, ARE REALLY THOSE THAT ARE LISTED WITHIN THE STRATEGIC PLAN THAT YOU'VE SEEN BEFORE. 
          IN MOST OF THESE WORK GROUPS, THOSE WOULD BE CONSIDERED LAGGING INDICATORS. 
          IN OTHER WORDS, AS WE DO THE WORK AND THE WORK BECOMES MORE POWERFUL, WE'RE GOING TO SEE THOSE RESULTS LAND ON HOW OUR STUDENTS ARE DOING ACADEMICALLY, HOW THEY PERCEIVE OF HOPE IN THEIR ENVIRONMENTS, WHAT SOCIAL EMOTIONAL LEARNING IS THERE. 
          WHAT BECOMES EVEN MORE IMPORTANT FOR EVERY WORK GROUP IS THAT WE HAVE THOSE LEADING INDICATORS. 
          WHAT GIVES YOU AND US THE ASSURANCE THAT WORK IS MOVING AND ALSO THAT WE HAVE SOME DATA THAT CAN INFORM US AS WE GO ALONG SO THAT IF THERE IS SOMETHING THAT HAPPENS UNEXPECTEDLY OR DOESN'T HAPPEN AS WE EXPECTED IT TO, THAT WE CAN MAKE ADJUSTMENTS AS WE GO. 
          THE PART THAT IS COMING UP NEXT FOR ALL OF OUR WORK GROUPS FOR OURS INCLUDED IS REALLY THAT PROGRESS MONITORING SECTION. 
          WHAT YOU SEE THERE ARE SOME EXAMPLES OF THE KINDS OF THINGS THAT WE ARE GOING TO BE ABLE TO INCLUDE AND REPORT ON. 
          FROM THE FIRST ONE, STAFF PARTICIPATION IN PROFESSIONAL LEARNING. 
          WHAT ARE OUR PARTICIPATION RATES? MORE IMPORTANTLY, WHO IS PARTICIPATING AND WHO IS NOT? WHERE PEOPLE ARE NOT, DO WE UNDERSTAND THE REASONS WHY AND WHAT WE MIGHT SHIFT IN ORDER TO MAKE SURE THAT IT'S RELEVANT TO EVERYONE? THE SECOND IS THE STAFF'S PERCEPTION OF PROFESSIONAL LEARNING. 
          DO OUR STAFF MEMBERS PERCEIVE THIS AS RELEVANT AS HELPING THEM SHIFT THEIR PRACTICES AS SUPPORTIVE TO THEIR ROLES, WHATEVER THEIR ROLES MAY BE IN OUR SYSTEM? THE NEXT ONE, LEVEL OF FIELD DEVELOPMENT, COMES OUT OF A SPECIFIC ARTICLE THAT OUR GROUP HAS READ AND REALLY DIVED INTO. 
          IT'S MUCH MORE CURRENT RESEARCH THAN WE'VE HAD LATELY, AND JEN WILL BE SPEAKING A LITTLE BIT MORE TO THAT. 
          BUT JUST TO GIVE YOU AN IDEA, THIS TALKS ABOUT FIELD DEVELOPMENT AND GROWTH OVER TIME. 
          ONE OF THE FIELD DEVELOPMENT ITEMS WOULD BE INFRASTRUCTURE. 
          DO WE HAVE IN PLACE THOSE SUPPORTS THAT WILL HELP US COORDINATE EFFORTS FOR CURRICULUM AND PROFESSIONAL LEARNING AND SPECIFICALLY CURRICULUM-BASED PROFESSIONAL LEARNING? ANOTHER ONE IS RESOURCES. 
          DO WE HAVE BOTH A FISCAL, NOT THE FINANCIAL, BUT ALSO THE NON-FINANCIAL SORTS OF RESOURCES AND SUPPORTS THAT LEAD US TO BEING ABLE TO BE SUCCESSFUL AND EFFECTIVE WITH THESE ACTION PLANS? THEN THE NEXT ONE WAS MEASURES BASED ON ELEMENTS OF CURRICULUM-BASED PROFESSIONAL LEARNING. 
          A COUPLE EXAMPLES OF THAT ARE BELIEFS, REFLECTIONS. 
          [00:25:04]
SOME OF THOSE THINGS THAT WE KNOW DRIVE OUR PRACTICES AND ALSO THE RESULTS THAT WE SEE, BUT ALSO ALIGNMENT. 
          I TALK ABOUT THAT ONE BECAUSE THAT'S ONE THAT IS HOT IN OUR GROUPS' CONVERSATION AROUND: ARE OUR POLICIES, PRACTICES, PRIORITIES ALIGNED WITH A SHARED VISION OF WHAT LEARNING AND TEACHING LOOKS LIKE IN CAMAS SCHOOL DISTRICT? THEN THE FINAL ONE IS PROGRESS TOWARDS SUSTAINABLE AND ONGOING CURRICULUM SELECTION AND ADOPTION. 
          THIS IS ONE THAT YOU'RE AWARE OF THAT WE CONTINUE TO STRUGGLE WITH A SUSTAINABLE RESOURCE BASE TO BE ABLE TO UPDATE CURRICULUM IN SOME TIMELY FASHION. 
          THOSE ARE THE MEASURES THAT WE ARE CURRENTLY LOOKING AT. 
          WHAT DO WE NEED IN ORDER TO BE ABLE TO GATHER THOSE SO THAT WE CAN REPORT TO YOU? WITH THAT, I'LL TURN IT OVER TO JEN FOR OUR PROGRESS SUMMARY. 
          >> THE NEXT PIECE IS STARTING WITH OUR ACHIEVEMENTS. 
          >> WE'VE SOLVED THAT PROBLEM. 
          >> THANK YOU. WE WANT TO CELEBRATE THAT WE'VE HAD FIVE MEETINGS TO DATE WITH OUR TEAMS. LISA AND I GO THROUGH THE STEPS OF INTENTIONAL PLANNING, GOING THROUGH EACH PARTS OF THE AGENDA ITEMS SO THAT WE HAVE THAT EXPERIENCE THAT WE BRING INTO EACH OF OUR WORK GROUPS. 
          KNOWING, FOR EXAMPLE, A PROTOCOL THAT WE CHOSE TO USE FOR ONE OF OUR RESEARCH ARTICLES, IT WAS NOT THE RIGHT ONE AND WE EXPERIENCED THAT, BUT THEN WE CAN COME BACK TO THE GROUP AND WE CAN HELP MOVE THEM FORWARD BECAUSE OF THE PLANNING FOR THAT. 
          WE DO WANT TO CELEBRATE THAT PIECE. 
          THEN IF YOU GO TO THE NEXT ON THE BACK. 
          ONE OF OUR OTHER ACHIEVEMENTS IS COLLABORATION AND DISCUSSION BASED ON OUR GROUP MEMBERS' KNOWLEDGE AND EXPERIENCE. 
          KNOWING THAT WHEN YOU LOOK AT OUR TEAM MEMBERS, THEY'RE COMING IN WITH LOTS OF EXPERIENCE AND BEING ABLE TO CELEBRATE THAT AND BUILD ON THAT EXPERIENCE AS WELL. 
          THEN, WE HAVE CONNECTED, LIKE LISA MENTIONED, WITH THREE CURRENT RESEARCH AND GUIDING DOCUMENTS ON CURRICULUM AND PROFESSIONAL LEARNING. 
          KNOWING THAT, WE OBVIOUSLY ARE PROBABLY NOT THE ONLY DISTRICT THAT ARE WORKING TOWARDS THESE ACTION ITEMS. WHAT CAN WE LEARN FROM THE RESEARCH? TWO DOWN. THIS NEXT HANDOUT THAT WE'RE GOING TO USE IS FOR ME TO SUMMARIZE THE THREE ARTICLES AND THEN HOW OR WHAT ARE THE BIG IDEAS THAT ARE CONNECTING TO OUR WORK GROUPS. 
          ON THIS SIDE, YOU'LL SEE A SNIPPET OF EACH OF THE THREE ARTICLES. 
          ONE IS COMMON MISCONCEPTIONS AROUND QUALITY INSTRUCTIONAL MATERIALS, CURRICULUM-BASED PROFESSIONAL LEARNING, THE STATE OF THE FIELD, AND THEN DISTRICT LEADERS GUIDE FOR DEVELOPING A PROFESSIONAL LEARNING PLAN, AND THOSE ARE LINKED, AS YOU CAN SEE IN THE LIVE DOCUMENT THAT YOU HAVE. 
          THE BIG QUESTION IS, WHAT ARE THE CONNECTIONS BETWEEN THESE THREE RESOURCES AND HOW CAN WE USE THE KEY IDEAS FROM THESE ARTICLES IN OUR ACTION PLAN AND THOSE DELIVERABLES THAT WE WANT TO HAVE BE AT THE CULMINATION OF THOSE WORK GROUPS THIS YEAR. 
          ON THE BACK PAGE, ARE THREE MAIN BULLET POINTS THAT REALLY CONNECT THE THREE ARTICLES TO OUR THREE WORK GROUPS. 
          WHAT WE KNOW IS THAT HIGH QUALITY CORE COMPREHENSIVE INSTRUCTIONAL MATERIALS PROVIDE TEACHERS WITH A STRONG STANDARDS ALIGNED FOUNDATION. 
          WE KNOW THAT THE STANDARDS ARE ESSENTIAL. 
          THEN FROM THAT, THE HIGH QUALITY INSTRUCTIONAL MATERIALS ENSURE THAT EVERY STUDENT IS RECEIVING ACCESS TO GRADE LEVEL TEXT CONTENT, THAT UNITS BUILD UPON CONCEPTS AND THAT LEARNING IS COHERENT AND COHESIVE YEAR-TO-YEAR. 
          WITH THAT, WE LEAD INTO THE NEXT PIECE, THAT RESEARCH SUGGESTS THAT CURRICULA ON THEIR OWN CAN ONLY DO SO MUCH TO ADVANCE STUDENT LEARNING. 
          CURRICULUM BASED PROFESSIONAL LEARNING, THAT IS A PROFESSIONAL LEARNING GROUNDED IN THE SPECIFIC CURRICULUM OR DISCRETE SET OF K-12 INSTRUCTIONAL MATERIALS THAT TEACHERS USE WITH THEIR STUDENTS IS AN ESSENTIAL INGREDIENT. 
          FROM THE RESEARCH, THEY'VE IDENTIFIED 13 KEY ELEMENTS OF CURRICULUM BASED PROFESSIONAL LEARNING THAT WE CAN USE IN OUR DESIGN. 
          SOME EXAMPLES OF THOSE INCLUDE, TRANSFORMATIVE LEARNING, MODELS, LEARNING DESIGNS, BELIEFS, AND COHERENCE. 
          THOSE ARE SOME OF THE 13 ELEMENTS. 
          [00:30:01]
THEN ONCE WE KNOW THAT CURRICULUM BASED PROFESSIONAL LEARNING IS A PART ON THE THIRD BULLET, A HIGH QUALITY PROFESSIONAL LEARNING PLAN. 
          THAT INCLUDES AN ONGOING COHERENT SEQUENCE OF LEARNING OPPORTUNITIES DESIGNED TO IMPROVE THE KNOWLEDGE, SKILLS, AND ABILITIES OF TEACHERS, AND INSTRUCTIONAL STAFF TO ULTIMATELY ENHANCE STUDENT ACADEMIC OUTCOMES. 
          FROM THAT RESEARCH, THEY HAVE PROVIDED BEST PRACTICES, THE STEPS TO DEVELOP A PROFESSIONAL LEARNING PLAN AND PROFESSIONAL LEARNING PLAN ELEMENTS. 
          THERE'S A LOT THAT WE CAN USE FROM THE RESEARCH THAT HELP GUIDE OUR WORK FORWARD, AND ONE OF THE KEY POINTS THAT WE'RE ALIGNED WITH THAT HIGH QUALITY PROFESSIONAL LEARNING PLAN IS THAT OUR PLANS ARE DESIGNED AROUND A DISTRICT STRATEGIC GOALS. 
          THIS IS THE CONNECTION TO OUR STRATEGIC PLAN, WHICH IS IMPORTANT AS WE MOVE THAT WORK FORWARD. 
          [INAUDIBLE] YES. 
          >> ONE OF THE THINGS THAT I INTENDED TO DO, BUT DIDN'T, BUT WILL NOW IS WE USUALLY START WITH A WARM WELCOME. 
          THIS WARM WELCOME, I THINK FITS REALLY WELL HERE AFTER JEN HAS PROVIDED THIS FRAMEWORK. 
          THE QUESTION FOR YOU IS TO THINK ABOUT IN THE RECENT PAST, SOME LEARNING THAT YOU'VE DONE, WHICH HAS REQUIRED EFFORT. 
          NOT A SIMPLE THING, BUT REQUIRED SOME EFFORT. 
          WHAT WAS IT? THEN WHAT WHAT MADE THAT LEARNING EFFECTIVE? WHAT WERE THE CHARACTERISTICS OR THE ELEMENTS THAT MADE THAT LEARNING EFFECTIVE FOR YOU? WE'LL PAUSE FOR JUST A MOMENT AS WE ALWAYS DO. 
          >> LET'S HAVE TWO PEOPLE SHARE. 
          WHAT WAS IT? MATTHEW. [LAUGHTER] YOU GO. 
          >> FIRST. I'M SURE SOME PEOPLE WILL APPRECIATE THIS, BUT WHEN I HAD TO RELEARN STATISTICS AT 50, IN ORDER TO GET INTO THE GRADUATE PROGRAM THAT I WENT INTO FOR BUSINESS INTELLIGENCE, YOU HAD TO REMEMBER STATISTICS. 
          IT WAS MY WORST MATH CLASS. 
          I WAS GREAT IN EVERYTHING ELSE, EVEN IN CALCULUS, BUT STATISTICS WAS TERRIBLE. 
          THAT WAS TOUGH. I HAD TO GET THE PREREQUISITE DONE IN WHAT WAS ALEKS OR WHATEVER STILL USE IT THEN. 
          >> A-L-E-K-S. 
          >> IS THAT HOW YOU PRONOUNCE IT? TO ME, THAT WAS GETTING OVER THE FACT THAT I WAS COMPETING WITH PEOPLE IN THEIR 20S, PRACTICING AND HAVING THAT ADAPTIVE PRACTICE TO MY SKILL LEVEL. 
          I WASN'T WASTING TIME. 
          I HAVE A QUESTION ON THAT WHEN WE GET TO QUESTIONS AFTER THIS. 
          BUT THAT WAS A BIG PART, I WAS JUST HAVING SOMETHING ADAPTIVE, SO I CAN BE LIKE, YOU GOT TO WRITE A COUPLE OF TIMES. 
          NOW WE'RE GOING TO GIVE YOU THE NEXT HARDER ONE. 
          >> THANK YOU. 
          >> I'LL SHARE. I'VE RECENTLY STARTED DOING YOGA. 
          THAT'S MY NEW LEARNING. 
          THE FIRST THING THAT HELPED WAS CLEAR INSTRUCTIONS, THIS IS HOW YOU DO IT BECAUSE YOU COULD GET HURT IF YOU DO IT WRONG OR END UP ON YOUR BUTT OR WHATEVER. 
          TO ME, WHAT WAS ALSO REALLY IMPORTANT IS THE SCALING, SOME OF YOU ARE NEW, SOME OF YOU HAVE BEEN HERE A LONG TIME AND THE CONTINUOUS ENCOURAGEMENT AND GRACE THAT YOU MIGHT NOT BE THERE YET. 
          IF YOU CAN DO THIS, DO THIS, IF NOT, HERE'S HOW YOU CAN SCALE IT DOWN AND WORK TOWARDS THAT. 
          THEN THE THIRD ONE WAS JUST THE CONTINUAL LEARNING, HERE'S HOW YOU CAN TAKE IT TO THE NEXT LEVEL. 
          GO FROM WHERE YOU ARE AND HERE'S WHERE YOU CAN GO NEXT. 
          >> THANK YOU BOTH FOR THOSE EXAMPLES. 
          THE ONE THAT I WAS THINKING OF WAS I LOVE TO GARDEN. 
          I KNOW MOST OF YOU KNOW THAT, BUT I HAVE NEVER LEARNED GOOD PRUNING SKILLS. 
          THIS WAS MY YEAR FOR BLUEBERRIES, FIGURE IT OUT. 
          WHEN I WAS THINKING ABOUT THIS, WHAT I LOVED WAS THERE WERE SO MANY RESOURCES. 
          I COULD WATCH THINGS, I COULD READ THINGS. 
          BUT THEN I KNEW SOMEONE TO CALL AND COME OVER AND SHOW ME AND THEN WATCH ME DO IT WITH FEEDBACK. 
          IN ALL OF THESE EXAMPLES, WHEN I THINK ABOUT THE THREE KEY POINTS THAT JEN JUST TALKED ABOUT, THEY'RE THERE. 
          THERE IS A STANDARD OF YOGA AND STATISTICS AND HOW YOU PRUNE THINGS. 
          THERE ARE RIGHT WAYS. 
          THERE ARE COMMON UNDERSTANDINGS ABOUT WHAT IT MEANS TO DO TRIANGLE POSE, 
          [00:35:06]
OR I'M NOT EVEN GOING TO TRY ON STATISTICS, THOUGH I DID LOVE STATISTICS. 
          >> I FORGOT A LOT OF IT. I'M NEVER GOOD IN STEMS. 
          >> ALSO THAT IT'S REALLY IMPORTANT THAT WHEN YOU'RE LEARNING, THAT YOU'RE LEARNING IN THE CONTEXT OF THOSE SKILLS. 
          YOU'RE PRACTICING, YOU'RE SEEING THE DIRECT APPLICABILITY, AND THEN SO MANY OTHER THINGS, YOU POINTED TO DIFFERENTIATION, BOTH OF YOU DID REALLY ABOUT, I MIGHT HAVE NEEDED MORE CORRECTION ON A POSE SO THAT I KNEW I WAS DOING IT RIGHT OR SO. 
          WHEN YOU THINK ABOUT THE WAYS THAT WE LEARN, THE RESEARCH BASE IS SHOWING THAT THAT'S BECAUSE THAT'S HOW HUMANS LEARN, AND THAT IF WE KNOW WHAT THOSE PRINCIPLES AND CHARACTERISTICS ARE THEN WE CAN BUILD BETTER STRUCTURES, PROCESSES, AND SUPPORTS FOR OURSELVES AND OUR STAFF TO BE ABLE TO DO DEEP LEARNING. 
          WITH THAT, OUR WARM WELCOME CONCLUDES, AND WE TURN IT BACK OVER TO JEN. 
          >> THAT WAS PERFECT. 
          REALLY, WE HAD TO START WITH THAT BACKGROUND KNOWLEDGE AND COMMON VOCABULARY FOR OUR WORK GROUPS. 
          THE RESEARCH AND THOSE THREE ART GUIDING DOCUMENTS REALLY HELPED TO PROVIDE THAT, AND WE NEEDED TO TAKE THE TIME TO ANCHOR ON THOSE PIECES. 
          THEN ONCE WE DID THAT, IT REALLY HELPED US DEVELOP THEN AN ACTION PLAN, AND I IDENTIFIED THREE KEY AREAS FOR THIS YEAR'S WORK. 
          A CURRICULUM AUDIT, A DRAFT OF A PROFESSIONAL LEARNING PLAN, AND CREATION AND IMPLEMENTATION OF A PROFESSIONAL LEARNING SURVEY. 
          ONCE WE DID THAT, WE ASKED PARTICIPANTS FOR THEIR TOP TWO CHOICES IN ONE OF THOSE WORK GROUPS. 
          THEN FROM THOSE, WE WERE ABLE TO HAVE A SPREAD ACROSS THE THREE WORK GROUPS THAT INCLUDED OUR ELEMENTARY AND SECONDARY STAFF, LEADERS, TEACHERS, AND THAT GOT US INTO THEN THE WORK. 
          LET'S START WORKING AND HAVE WORK GROUPS THAT HAVE THAT FOCUS, BUT STILL ANCHORING ON THOSE THREE ARTICLES. 
          WE WANTED TO SHARE ON THIS THIRD PIECE, THE ACHIEVEMENTS IN TERMS OF WHAT ARE OUR SMALL GROUP AREAS OR IDEAS, THE NEXT STEPS THAT WE'RE FOCUSED ON AS WE CONTINUE THIS WORK. 
          FOR CURRICULUM AUDIT, IT'S IMPORTANT FOR US TO HAVE A COMMON UNDERSTANDING OF HOW WE DEFINE CURRICULUM, AND CORE VERSUS SUPPLEMENTAL. 
          THAT'S IMPORTANT IN OUR NEXT STEPS. 
          THEN DETERMINING OUR CURRENT STATUS. 
          WHAT'S GOING TO HELP US DO THAT, A CURRICULUM AUDIT? WE'VE FOUND SOME GUIDING DOCUMENTS THAT HELP SUPPORT THAT. 
          BUT WHAT WOULD THAT LOOK LIKE? WHAT'S THE CURRENT STATUS OF WHAT WE HAVE? WHEN WAS IT LAST ADOPTED? TO HAVE A BETTER UNDERSTANDING OF THAT FOR OUR SYSTEM. 
          THEN FOR THE PROFESSIONAL LEARNING SURVEY, SOME NEXT STEPS ARE KEY IDEAS ARE TO DEVELOP A TOOL THAT CAN BE REUSED AND THAT PROVIDES ACTIONABLE INFORMATION ABOUT STAFF PERCEPTIONS. 
          HOW PROFESSIONAL LEARNING IS ACCESSED, HOW PROFESSIONAL LEARNING REFLECTS DIFFERENT LEVELS OF NEED, KNOWLEDGE, AND EXPERIENCE. 
          THEN WE ALIGN QUESTIONS WITH OUR PROFESSIONAL LEARNING PLAN. 
          WE CAN DO THE SURVEY FIRST. 
          HOW DOES THAT DATA INFORM A PROFESSIONAL LEARNING PLAN? WITHIN THAT PROFESSIONAL LEARNING PLAN, IT'S IMPORTANT FOR US TO CREATE A PLAN THAT MAKES OUR PRIORITIES VISIBLE WITH NARROW AND DEEP PRIORITIES, AND THEN DEVELOP SOME COMMON ROUTINES TO SUPPORT PROFESSIONAL LEARNING AS A SYSTEM. 
          MODEL EVIDENCE BASED PRACTICES. 
          AN EXAMPLE WOULD BE THAT WE TRY TO START WITH A WARM WELCOME AND WITH OPTIMISTIC CLOSURE, SO THAT THERE'S SOME COMMON PIECES OR REWRAP THE WARM INCLUSIVE WELCOME WHERE IT FITS BEST. 
          HAVING THAT FOR OUR SYSTEM SO THAT WE KNOW WHEN WE'RE ALL PRESENTING PROFESSIONAL LEARNING THAT THERE'S SOME GUIDING PRACTICES AROUND THAT. 
          THOSE ARE THE STEPS THAT HAVE COME SO FAR FROM OUR SMALL WORK GROUPS THAT ARE GEARED AGAIN TOWARDS THOSE THREE PIECES. 
          THEN WHAT WE FOUND, THIS INCORPORATES CHALLENGES AND SOLUTIONS, BUT ONE AND HALF HOURS IS NOT ENOUGH TIME TO DO REALLY DEEP WORK. 
          OUR LAST WORKSHOP, WE HAD IT AS WE MOVED TO TWO HOURS BECAUSE OF THAT CHALLENGE. 
          WHAT'S THE SOLUTION? THEN BECAUSE WE KNOW THAT THIS WORK THAT THE THREE GROUPS ARE DOING IS VERY COMPLEX AND NEEDS MORE TIME, WE'VE STRUCTURED OUR NEXT MEETING IN MARCH TO BE A HALF DAY AM WORKSHOP, AND SO THAT WE HAVE AGAIN MORE TIME TO COMPLETE THOSE ACTION STEPS, WHICH YOU CAN SEE ARE IN THE TIMELINE. 
          DOWN BELOW IN TIMELINE AND MILESTONES. 
          THESE ARE ALL FROM OUR ACTION PLAN. 
          YOU CAN SEE THAT THE BIG ONES ARE THE CONDUCT CURRICULUM AUDIT, 
          [00:40:01]
DEVELOP AND IMPLEMENT PROFESSIONAL LEARNING SURVEY, AND THEN CREATE A DRAFT OF A COMPREHENSIVE PROFESSIONAL LEARNING PLAN. 
          THOSE ARE IN PROCESS WITH THOSE ANTICIPATED TIMELINES TO BE COMPLETED BY. 
          AGAIN, THIS IS ALL DONE BY OUR WORK GROUPS THAT ARE MEETING. 
          THEN THAT DOES, LIKE I SAID, INCORPORATED SOME CHALLENGES BUT WE WORKED THROUGH SOLUTIONS, AND IT'S ALSO FROM SEEKING FEEDBACK FROM OUR TEAM MEMBERS, AND THEN WE CONTINUE TO HAVE THAT CHALLENGE OF THE WORK AND THE DELIVERABLES WITHIN THOSE THREE TOPICS ARE COMPLEX, AND WE KNOW THAT A BUDGET IS ALSO A CHALLENGE IN HOW WE WORK THROUGH THAT. 
          THOSE ARE OUR TIMELINES, MILESTONES, ACHIEVEMENTS, AND CHALLENGES. 
          >> THEN WE'LL END WITH THE NEXT STEPS, WHICH JEN HAS TALKED A LITTLE ABOUT SOME OF THESE. 
          OUR MARCH WORKSHOP WILL BE A HALF DAY AND WILL ALLOW US TO NOW THAT WE'VE GOT A FOUNDATION FOR THE THREE SMALL GROUPS AND THE WORK THAT THEY'RE DOING, REALLY HAVE THAT SUSTAINED TIME AND FOCUS TO BE ABLE TO MAKE SOME MOMENTUM AND PROGRESS. 
          THE SECOND IS THAT OUR WORK GROUPS, AS WELL AS THE REMAINING WORK GROUPS ARE REALLY DIGGING INTO WHAT IT MEANS TO TRULY REPRESENT THE WORK OF A PROFILE OF A GRAD. 
          HOW ARE WE WITHIN ALL OF OUR WORK GROUPS AND THE WAYS THAT WE COMMUNICATE CONNECTING TO THAT? WE HAVE MORE ON THAT FOR YOU A LITTLE BIT LATER. 
          THEN THE THIRD PART IS CONTINUING OUR COLLABORATION WITH STANDARDS BASED LEARNING AND OTHER WORK GROUPS. 
          NOW WE POINTED OUT STANDARDS BASED LEARNING BECAUSE THERE ARE SOME CLEAR AND POWERFUL CONNECTIONS AMONG OUR THREE GROUPS. 
          OTHERS AS WELL, BUT THOSE THREE ARE REALLY SIGNIFICANT. 
          WE HAVE MET WITH THE CO-LEADS, SHERI AND KATIE, TWICE WITH THE SPECIFIC AGENDA AROUND WHAT ARE THE CONNECTIONS AND HOW DO WE MAKE SURE THAT AS WE GO FORWARD, WE'RE BUILDING FOR SYNERGY, WHERE THE WHOLE IS GREATER THAN THE SUM OF THE PARTS. 
          HOW DO WE MAKE SURE THAT WE'RE RECOGNIZING AND THEN BUILDING FOR THOSE CONNECTIONS AND SO ON. 
          AGAIN, WE HAVE OUR SECOND TOPIC COMING IN, BUT I WANT TO PAUSE THERE. 
          IF THERE'S QUESTIONS SPECIFICALLY ABOUT CURRICULUM AND PROFESSIONAL LEARNING, WE CAN ANSWER THOSE. 
          >> JUMP IN FIRST. I JUST DON'T WANT TO BE POINTED OUT THAT I ALWAYS JUMP IN. 
          [LAUGHTER]. 
          >> I CAN'T HELP YOU [OVERLAPPING]. 
          >> THANK YOU FOR THE LINKS BECAUSE EVERYONE KNOWS I LOVE TO READ RESEARCH, SO I'LL DEFINITELY TAKE A LOOK AT THOSE. 
          I GUESS MY FIRST QUESTION, WAS YOUR BOLD POINT OF ANNUAL PROGRESS. 
          STAFF PERCEPTION OF PROFESSIONAL LEARNING. HOW IS THAT BEING MEASURED? THEIR PERCEPTION OF THE NEED OF IT OR HOW IT'S CURRENTLY IMPLEMENTED? 
          >> ONE OF THE WAYS THAT WE ALREADY KNOW ABOUT STAFF PERCEPTIONS IS THAT FOR ANY CLASS FOR WHICH CLOCK HOURS ARE OFFERED, THERE IS END OF CLASS SURVEY THAT ASKS ABOUT THE QUALITY OF IT ESSENTIALLY. 
          THEN DEPENDING ON WHO THE FACILITATOR IS, FOR EXAMPLE, JEN, WHO IS AN EXEMPLAR OF A PRESENTER AND FACILITATOR ALWAYS HAS DIFFERENT WAYS THAT SHE COLLECTS FEEDBACK FROM PARTICIPANTS AND IMMEDIATELY MOVES THAT INTO SHIFTING. 
          WHAT WE'RE TRYING TO DO IS TO MAKE SURE THAT IF THERE ARE GOOD PRACTICES THAT WE'RE USING THEM EVERYWHERE. 
          THE LAST TIME WE DID AN ALL DISTRICT SURVEY ABOUT PROFESSIONAL LEARNING WAS AT LEAST A COUPLE YEARS AGO. 
          WHAT WE'RE WANTING TO DO IS TO GET ONE IN PLACE, AND AGAIN, ONE THAT CAN BE USED YEAR AFTER YEAR SO THAT WE CAN SHOW THE TRENDS OVER TIME, WHAT'S CHANGING, WHAT NEEDS TO CHANGE, AND SO ON. 
          >> NOW, THAT'S GOOD. I GUESS THAT'S THE QUESTION. 
          SOMETIMES PEOPLE'S PERCEPTION IS, IT'S OBLIGATORY. 
          I HAVE TO TAKE TRAINING AND THEN OTHERS, IT'S INVESTMENT IN MY PROFESSIONAL DEVELOPMENT. 
          I'M ASSUMING THAT'S WHERE YOU WANT TO GO? 
          >> YES. 
          >> IT'S NOT JUST SO THEY CAN DO THEIR JOB BETTER, THEY BETTER IN THEIR PROFESSIONAL CAPACITY AS A WHOLE. 
          >> EXACTLY. 
          >> LEADS TO MY SECOND QUESTION ON THIS APPROACH. 
          HOW DO YOU ADDRESS IT TO THE VARIOUS SKILL LEVELS LIKE YEARS OF EXPERIENCE? HOW DO YOU ADDRESS THAT AND SAY, YOU'VE BEEN HERE FOR 20 YEARS, YOU EITHER ARE STILL ADAPTABLE OR YOU'RE SETTING YOUR WAY VERSUS SOMEONE WHO'S, HOW DO YOU CHANGE THAT SO THAT IT'S VALUABLE TO A DIVERSE GROUP OF EDUCATORS? 
          >> WELL, ONE OF THE THINGS THAT I LOVE ABOUT RESEARCH TOO IS THAT THEY GIVE SOME GUIDING PRINCIPLES. 
          WE KNOW THAT THERE ARE A LOT OF BELIEFS THAT PEOPLE HAVE ABOUT PROFESSIONAL LEARNING AND THAT'S IMPORTANT TO KNOW WHAT PEOPLE'S BELIEFS ARE. 
          SOMETIMES THOSE BELIEFS CAN ALSO CREATE THOSE BARRIERS TO PROFESSIONAL LEARNING, SO IMPORTANT TO UNDERSTAND THAT. 
          [00:45:02]
THEN I THINK ABOUT THESE THREE, WHEN YOU WERE TALKING ABOUT YOUR OWN CONNECTIONS TO YOGA OR STATISTICS, I WAS THINKING ABOUT WHAT I HAD JUST LOOKED AT. 
          IT'S REALLY IMPORTANT TO THINK ABOUT AND IT SAYS, WHEN DIFFERENTIATING PROFESSIONAL LEARNING, DISTRICTS SHOULD CONSIDER, AND THESE ARE THREE GOOD GUIDING QUESTIONS. 
          WHAT TEACHERS ALREADY KNOW? WHAT TEACHERS ARE INTERESTED IN LEARNING AND ALSO THE LEARNING STYLES OF INDIVIDUAL TEACHERS. 
          KNOWING WHAT'S THE BACKGROUND KNOWLEDGE, AND THEN I THINK WHEN WE TALK ABOUT UNIVERSAL DESIGN LEARNING FOR STUDENTS, THAT WE ALSO THINK ABOUT THAT FOR ADULTS AS WELL. 
          >> THAT'S WHERE I WAS THINKING ON, AGAIN THE QUESTION, WHAT DO THE RESEARCH POINT OUT? HOW DO YOU BEST BRING THAT FORWARD? IT'S A TYPE OF CHANGE MANAGEMENT AND PROFESSIONAL LEARNING. 
          EVERYONE GETS SOMETHING OUT OF IT. 
          BUT I GUESS THE SAME APPLIES THEN AT THE DIFFERENT GRADE LEVELS, THAT THE EDUCATORS, THE TRAINING HAS TO BE MATCHED TO EXPERIENCE AND THE GRADE. 
          >> I THINK AND ALSO HAVING SOME COMMON TOOLS WITHIN THE ONE SPECIFIC TO THE DISTRICT LEADERS GUIDE FOR DEVELOPING A PROFESSIONAL LEARNING PLAN HELPS US THINK ABOUT THOSE QUESTIONS THAT HELP US DESIGN AND TRY TO MEET THE NEEDS OF ALL. 
          THAT FIRST YEAR TEACHER TO THE MASTER TEACHER. 
          >> IS THAT WHAT YOU WERE TALKING ABOUT THE DIVERSITY? THAT'S COVERED IN THE MIDDLE ONE, THE DISTRICT LEADERS GUIDE? 
          >> DEVELOPING AND PROFESSIONAL LEARNING PLAN. 
          SORRY, DISTRICT LEADERS GUIDE. 
          >> THANK YOU. THAT WAS IT. 
          >> DO YOU HAVE ANY QUESTIONS? 
          >> I HAVE A QUESTION. WITH OUR STRUGGLING FINANCIAL SITUATION, I KNOW, PROFESSIONAL LEARNING IS NOT FREE. 
          YOU MAY NOT HAVE THE ANSWER NOW, BUT I'M CURIOUS HOW TO BUILD BUILD AND SUSTAIN A SYSTEM THAT PROVIDES OUR TEACHERS WITH THE PROFESSIONAL EDUCATION THAT THEY NEED IN THE DEVELOPMENT AND VALUE IT [NOISE] WHERE WE VALUE IT. 
          SIT ON MY HANDS, STOP TALK WITH YOUR HANDS. 
          BECAUSE I KNOW IN THESE TIMES WHEN WE'RE CUTTING BUDGETS, FIRST SLICE IT AT THE DISTRICT OFFICE, AND THERE'S THIS WORK THAT GETS SPEARHEADED AND THEN TRICKLES DOWN AND THE IMPACT IS BETTER EDUCATION FOR OUR STUDENTS. 
          HOW DO WE DO THAT? HOW DO WE MAKE SURE THAT WE PUT THE VALUE IN THE RIGHT PLACES? WHAT'S IT GOING TO COST US? HOW MUCH IS IT GOING TO COST SO THAT WE CAN FIGURE THAT IN TO THE MONEY THAT WE HAVE AND THE MONEY THAT WE NEED TO SPEND BECAUSE THAT'S THE BEST INVESTMENT WE CAN MAKE. 
          THIS IS WHAT WE TALKED ABOUT [INAUDIBLE] WHAT DID YOU SAY? [INAUDIBLE] AT EACH OTHER AND SOME OTHER PEOPLE IN THE ROOM BECAUSE I HAD TOLD YOU THAT WE WERE MEETING WITH KATIE AND SHARIA COLES AND THAT WAS ONE OF OUR TOPICS WAS, WE'RE GOING INTO THIS TIME, AND THAT IS A MILLION DOLLAR QUESTION. BECAUSE THE ANSWER IS? THE ANSWER IS, WE ARE WORKING ON IT. 
          I KNOW. 
          THAT SAID, WE HAVE MANY OPPORTUNITIES. 
          NO MATTER WHAT RESOURCES ARE GOING TO BE SCARCE. 
          THERE'S NO DENYING THAT. 
          ALSO, WHAT WE HAVE TO DO IS PRESS MORE INTO WHAT IS THERE. 
          WHAT ARE THE STRUCTURES THAT ARE ALREADY IN PLACE? WHAT IS DEFINED AS PROFESSIONAL LEARNING? THEN HOW DO WE MAXIMIZE THE USE OF THE TIME WE DO HAVE TO PROVIDE AND MAKE SURE THAT WE HAVE TEACHER LEADERS, AND BUILDING LEADERS, AND OTHER LEADERS WHO CAN LEAD US IN THE LEARNING THAT THERE IS TO DO. 
          THAT'S A PUZZLE THAT WE'RE WORKING ON ALONG WITH OTHER PUZZLES THAT WE HAVE. 
          EVEN ALREADY, I WOULD SAY THAT WE'RE LEARNING AS WE GO. 
          FOR EXAMPLE, I'M GOING TO USE AN ELEMENTARY EXAMPLE THIS TIME. 
          YOU KNOW WE'VE BEEN FOCUSED ON LITERACY FOR A WHILE AND, WE'VE DONE THE CONTINUOUS GROWTH, YOU CAN HEAR HOW MANY DIFFERENT PROFESSIONAL LEARNING ARE GOING ON. 
          FROM JENS AND BROOKS FACILITATION OF LETTERS AT DOROTHY FOX, THE POP-INS, WHERE TEACHERS GO WATCH EACH OTHER TO PLCS, TO PRINCIPAL LED PROFESSIONAL LEARNING. 
          IT'S INCUMBENT ON US NOW TO REALLY UNDERSTAND ALL OF THOSE THAT ARE OUT THERE. 
          AGAIN, HOW DO WE PRIORITIZE AND THEN MAKE SURE THAT THOSE ARE WHAT WE'RE FOCUSING ON? ONE OF JENS, I KNOW SHE HAD TALKED ABOUT WAS NARROW AND DEEP. 
          WHAT ARE THE MOST IMPORTANT THINGS THAT WE WANT TO PROVIDE OUR STUDENTS IN CAMAS? 
          [00:50:03]
THEN HOW DOES THAT LEAD US TO WHAT'S THE PROFESSIONAL LEARNING THAT'S MOST IMPORTANT FOR US TO DO? WE'RE GOING TO WORK ON THAT AS BEST WE CAN. YES. 
          ALSO ACKNOWLEDGING THAT IS PART OF OUR STRATEGIC PLAN. 
          WHEN WE'RE DECIDING HOW TO ALLOCATE MONEY, IT'S WRITTEN THERE, SO THAT WE DO NEED TO PURPOSEFULLY, I DON'T KNOW HOW, BUT, IT'S A VITAL PART OF HOW WE EDUCATE KIDS. 
          IF WE DON'T HAVE TEACHERS WHO CAN CONTINUE TO REFINE THEIR PRACTICE AND IMPROVE AND GROW. 
          OUR STUDENTS WHO WANT TO EITHER. 
          I CAN JUMP INTO. LISA DIDN'T ANSWER, I WAS LIKE, OKAY, HOW SHE GOING TO ANSWER THAT? SHE DID GREAT. 
          NOT ONLY LISA UNDER HER LEADERSHIP HAS PROVIDED SO MANY OPPORTUNITIES FOR OUR CURRENT LEADERS, BUT I ALSO FEEL LIKE OUR DIRECTORS, SHARI AND DOUG, SPECIFICALLY HAVE REALLY IDENTIFY TALENT WITHIN OUR BUILDING SPECIFICALLY. 
          I THINK THE WARM HANDOFF TO OUR BUILDING LEADERS, TO OUR TEACHERS, JUST LIKE YOU WERE SAYING, IS GOING TO BE SPED UP A LITTLE BIT THAN WHAT MAYBE OUR ORIGINAL PLAN WOULD HAVE BEEN, ESPECIALLY AROUND MTSS. 
          I THINK WE HAD THE LUXURY HAVING AN MTS COORDINATOR, AT ONE POINT, WE DON'T HAVE THAT ANYMORE. 
          NOW IT'S TIME TO SAY, OKAY, TO OUR BUILDING LEADERS, WHAT CAN WE DO FROM THE INSIDE OUT RATHER THAN THE OUTSIDE IN? IT'S GOING TO ASK PEOPLE TO STEP UP TO PLATE, AND THERE'S NO DOUBT ABOUT IT. 
          THE TALENT IN THIS DISTRICT IS PHENOMENAL. 
          JUST TAPPING INTO THAT TALENT RATHER THAN HAVING THE LUXURY TO GO TO AN OUTSIDE CONSULTANT OR AN OUTSIDE PRESENTER. 
          IT'S REALLY FINDING THE TALENT HERE TO DO THAT WORK. 
          WHICH GOES BACK TO HOW IMPORTANT IT IS TO GET THE STATE FUNDING FROM OUR LEGISLATORS SO THAT WE CAN DO THIS REALLY IMPORTANT WORK. 
          BECAUSE YOU KEEP TALKING ABOUT PEOPLE AND I'M LIKE, OKAY, WE DON'T HAVE THAT ANYMORE. 
          JUST ASSUME THAT THE SAME NUMBER OF PEOPLE CAN DO THIS EVER GROWING AMOUNT OF WORK IS NOT NECESSARILY PRACTICAL. 
          THE SOLUTION TO THAT IS TO CONTINUE TO CONTACT OUR LEGISLATORS FOR ALL THAT YOU OUT THERE LISTENING. 
          IT'S VERY TRUE. WE ALSO KNOW WE CAN'T STRETCH OUR PRINCIPLES, OUR BUILDING LEADERS, TO THE EXTENT WHERE THEY WANT TO LEAVE US. 
          HOW DO WE, AS CENTRAL, REALLY REINVENT WHAT WE DO? WE'RE GOING TO BE HAVING THOSE DISCUSSIONS WE ALREADY HAVE TO SAY, SUPERINTENDENT NOW IS LIKELY GOING TO HAVE TO TAKE ON, OR IS WILLING TO TAKE ON SOME OF THAT. 
          WHAT FEELS OFF? BECAUSE WE CAN'T JUST KEEP ADDING TO THOSE PLATES. 
          IT'S GOING TO LOOK DIFFERENT, AND WE KNOW BEING MEANER IS ALSO GOING TO MAKE US PROBABLY STRONGER AT SOME POINT TO AN EXTENT. 
          I WAS GOING TO SAY MEANER BUT. 
          MEANER AND MEANER, BUT NOT MEAN. 
          AT THE END OF THE DAY, I'M ACTUALLY EXCITED TO SEE WHAT SKILL SETS THAT ALL OF US WILL BRING ON THAT MAYBE WE HAVEN'T HAD TO TAP INTO AS MUCH. 
          I'M TRYING TO LOOK OPTIMISTICALLY AT IT, BUT KNOWING THAT YOU HAVING THE TALENT AND THE PEOPLE, THERE'S NO PRICE TAG TO THAT. HOW DO WE FIND THAT? JUST KEEPING THAT FRONT AND CENTER WITH OUR COMMUNITY AS WELL IS THAT IT TAKES THIS WHOLE ORGANIZATION AT ALL THE DIFFERENT LEVELS TO PROVIDE THE BEST EDUCATION FOR OUR KIDS. 
          I THINK IT'S ALSO A GOOD OPPORTUNITY FOR US TO BUILD ON SOME PRACTICES THAT WE HAD IN THE PAST THAT WE HAD DROPPED, BUT WE CAN BRING BACK. 
          IF ONE OF THOSE IT WAS TACO TUESDAY, WHICH WAS TEACHING AND COLLABORATING OPPORTUNITIES THAT WAS REALLY LED BY ALL THOSE WORKSHOPS. 
          WE KNOW WE DID A SURVEY WHERE ARE YOU INTERESTED IN SOME OF THOSE GUIDING QUESTIONS CAN HELP. 
          THEN THOSE WERE REALLY LED BY TEACHERS AND OTHER STAFF MEMBERS THAT HAVE THE SKILLS AND EXPERTISE TO SHARE THAT LEARNING WITH OTHERS. 
          I THINK IT'S BRINGING BACK SOME OF THOSE OPPORTUNITIES, I'M GOING TO SAY FOR PROFESSIONAL LEARNING, I'M OUTSIDE OF THE SCHOOL DAY, BUT THAT ALSO BUILD ON WHAT TEACHERS WANT TO LEARN. 
          GREAT. 
          SORRY. THANK YOU. 
          THANK YOU GUYS VERY MUCH FOR THAT. 
          CLAP NOW? DO YOU GUYS WANT TO CLAP? THANK YOU. WELL DESERVED. 
          WE'LL BRIDGE INTO. 
          NEXT IS A STANDARDS BASED GRADING WORKUP UPDATE, AND IT SAYS, LISA WILL MOVE INTO THIS. 
          [00:55:02]
YES, BECAUSE, I'M THE BRIDGE. 
          AGAIN, RECOGNIZING WHAT I'M NOT DOING RIGHT NOW IS A HANDOFF, BECAUSE STANDARDS BASED LEARNING IS NOT SEPARATE FROM CURRICULUM AND PROFESSIONAL LEARNING. 
          THIS A GROUP WITH US TONIGHT, WHO I'LL INTRODUCE TO YOU IN A MOMENT. 
          I KNOW. LOOK AT THAT. 
          THIS IS NOT A PROGRESS REPORT. 
          I'M SAYING THAT BECAUSE THIS IS A PROGRESS REPORT, AND YOU HAD ONE OF THESE FROM STANDARDS-BASED LEARNING AT THE END OF JANUARY. 
          WHAT WE HAVE HEARD FROM YOU IS TRULY ATHIRST FOR MORE INFORMATION AND INSIGHT ABOUT WHAT'S HAPPENING IN STANDARD BASED LEARNING. 
          AS WE'RE HERE THIS EVENING, WHAT WE ESTABLISHED THE PURPOSE WAS FIRST TO RESPOND TO YOUR REQUEST FOR MORE INFORMATION AND INSIGHT. 
          SECOND, TO BE ABLE TO HIGHLIGHT SOME OF THOSE REALLY VITAL CONNECTIONS BETWEEN CURRICULUM, PROFESSIONAL LEARNING AND STANDARD S BASED LEARNING. 
          THEN THIRD, A SPECIFIC SPOTLIGHT ON LEADERSHIP AND SUPPORT FOR STANDARD BASED LEARNING. 
          BECAUSE AS YOU KNOW AND YOU'VE LEARNED, IT'S HUGE. 
          TONIGHT, WE'RE JUST TAKING THAT SLICE OF WHAT DOES LEADERSHIP AND SUPPORT LOOK LIKE AS WE'RE ENGAGED IN SUPPORTING OUR SYSTEM WITH STANDARD BASED LEARNING. 
          I WOULD ALSO THEN POINT YOU TO AGAIN THE RESOURCES THAT JEN PROVIDED IN THE SUMMARY ABOUT, IT STARTS WITH A FOUNDATION IN STANDARDS. 
          THIS GIVES US THAT. WHILE WE WERE THINKING ABOUT, WHAT DOES SHARING INFORMATION LOOK LIKE? WE GOT SO INVOLVED IN TALKING WITH EACH OTHER ABOUT WHAT IS THIS? HOW DO YOU THINK ABOUT THIS? WHAT'S GOING ON? WE'RE GOING TO USE A PANEL FORMAT TONIGHT SO THAT YOU CAN HEAR FROM A VARIETY OF VOICES. 
          ALSO, WE HAVE PRE-DESIGNED SOME QUESTIONS. 
          I WILL FACILITATE THE PANEL THROUGH THERE ARE ONLY FOUR QUESTIONS. 
          YOU'LL HAVE TIME FOR QUESTIONS TOO, AS IF I HAVE ANY CONTROL OVER THAT WHATSOEVER. 
          BUT NONETHELESS, YOU'LL HAVE TIME, SO THAT WE COULD RISE UP SOME OF THOSE REALLY IMPORTANT CONVERSATIONS AND LEARNINGS BECAUSE WE ARE LEARNING TOGETHER ALONGSIDE OUR COLLEAGUES AND PEERS AND OTHER DISTRICTS ENGAGED IN THE SAME WORK. 
          TONIGHT, WE WILL HAVE CLINT WILLIAMS WHO IS PRINCIPAL AT SKYRIDGE MIDDLE SCHOOL, MANDY BUSBY, WHO IS PRINCIPAL AT LIBERTY MIDDLE SCHOOL AND JOY GARNER, WHO IS OUR INSTRUCTIONAL EQUITY COACH, SUPPORTING MOSTLY MIDDLE SCHOOL, BUT HER WORK EXTENDS BEYOND THAT AS WELL. 
          I'M GOING TO CALL MY COLLEAGUES UP. 
          I'M GOING TO SWITCH TO THAT MIC OVER THERE SO THAT YOU HAVE THE THREE OF THEM HERE, AND THEN I WILL GET US STARTED. 
          ARE WE SHARING THIS MIC? [INAUDIBLE] HERE, WILL THE SPARE WORK NOW? I WAS GOING TO START TALKING RIGHT NOW. 
          IS IT WORKING? IT'S NOT FEEDBACKING SO FAR? WE'RE GOOD. 
          HELLO. 
          HELLO. 
          EXCELLENT. JOY, DO YOU WANT TO TRY YOURS AND MAKE SURE IT'S WORKING? HELLO. WELL, GOOD. 
          THEN MANDY. 
          CHECK. 
          LITTLE FEEDBACK GOING IN THERE. 
          BUT YOU SOUND LIKE YOU CAN LAND A PLANE, SO WE'RE OKAY. 
          I CAN SWITCH IT TO THE LEFT. 
          FIRST, AGAIN, THANK YOU TO OUR PANELISTS WHO ARE HERE TONIGHT TO SHARE. 
          AS WE WERE FIRST TALKING ABOUT STANDARDS BASED LEARNING, A LOT OF OUR CONVERSATION WAS, HOW DO YOU DESCRIBE STANDARDS BASED LEARNING? ONE OF THE CONSTRUCTS WE USE SOMETIMES IS THAT ELEVATOR SPEECH. 
          SOMETIMES WITH EDUCATORS, YOU ALSO HAVE TO DEFINE THE NUMBER OF FLOORS THE ELEVATOR GOES UP. 
          CORRECT, BECAUSE THERE'S DIFFERENCE FIVE AND 100 IN TERMS OF THE AMOUNT OF WORDS. 
          WE'RE LOOKING AT ABOUT A 20 FLOOR ELEVATOR GOING ON HERE. 
          WE'RE GOING TO START WITH A QUESTION, HOW DO YOU DESCRIBE STANDARDS BASED LEARNING? FIRST, JOY IS GOING TO GIVE HER ELEVATOR SPEECH FOR HOW SHE WOULD DESCRIBE IT TO A COLLEAGUE. 
          THEN SHE'LL BE FOLLOWED BY MANDY, WHO WILL TALK ABOUT HOW SHE DESCRIBES STANDARDS BASED LEARNING TO FAMILIES. 
          THEN CLINT, WHO WILL DESCRIBE THAT TO STUDENTS. 
          JOY WILL TURN IT OVER TO YOU. 
          AGAIN, I ASK BOARD MEMBERS, 
          [01:00:01]
IF YOU'LL HOLD YOUR QUESTIONS TILL WE GET THROUGH THIS FIRST SERIES, I THINK SOME OF YOUR QUESTIONS WILL LIKELY BE ANSWERED IN THE SERIES OF QUESTIONS AS WE GO. 
          HELLO AGAIN. IN MY ROLE, PART OF HOW I SERVE IS WHEN WE HAVE NEW HIRES AT THE SECONDARY LEVEL AND I COORDINATE MENTORS FOR THEM. 
          LUCKILY, FOR ME, THIS YEAR, FOUR OF THEM ARE IN LIBERTY AND SKYRIDGE BUILDINGS, AND SO I GET TO WORK WITH THEM. 
          WHEN I WAS PROMPTED TO SHARE, WHAT'S YOUR ELEVATOR SPEECH WITH STANDARDS BASED LEARNING, I'VE UTILIZED IT QUITE AUTHENTICALLY THIS YEAR WITH OUR NEW FOLKS TO THE PROFESSION. 
          WHAT I SHARE WITH THEM IS STANDARDS BASED LEARNING IS WHAT WE BASE EVERYTHING ON FOR TEACHING OUR KIDS ABOUT OUR SUBJECT MATTER CONTENT AND ALSO EMBEDDED IN THAT OUR WASHINGTON STATE SOCIAL EMOTIONAL LEARNING BENCHMARKS AND STANDARDS AS WELL. 
          BECAUSE IN OUR FOCUS ON THE WHOLE CHILD, WE KNOW THEY'RE GOING TO HAVE SPECIFIC STANDARDS TO WORK TOWARDS LEARNING AND THOSE SOCIAL EMOTIONAL LEARNING STANDARDS THAT ARE GOING TO SUPPORT THEIR SELF-MANAGEMENT AND SOCIAL MANAGEMENT OF BRINGING THOSE STRENGTHS FORWARD IN THEMSELVES. 
          ANOTHER GROUNDING PIECE THAT I SHARE WITH THEM IS ALSO SUPPORTING THE TPE PROCESS THAT WE FOLLOW HERE IN THE DISTRICT. 
          HAVING THEM MAKE CONNECTIONS TO OUR WORK WITH STANDARDS BASED LEARNING AND SPECIFIC CRITERION ON THIS. 
          IF YOU LOOK AT THAT PIECE THAT I GAVE YOU, CRITERION 4.1 IS THAT OUR LEARNING IS GROUNDED IN THE CONTENT STANDARDS THAT WE TEACH. 
          ALONG WITH THAT, LOOKING AT 1.1, WHERE THERE ARE STUDENT FACING PROFICIENCY SCALES, SO STUDENTS ARE EQUIPPED TO UNDERSTAND HOW THEIR LEARNING OF THE STANDARDS IS HAPPENING WITH THEM AND NOT TO THEM. 
          THAT'S IN A NUTSHELL, MAYBE SEVEN FLOORS OF AN ELEVATOR. 
          THE WORK THAT WE DO IS GROUNDED IN THESE AND THEN THE CURRICULUM THAT SUPPORTS THAT, OUR DELIVERY OF IT, OUR FEEDBACK WE GIVE ON THEIR PRACTICE, ON THEIR ASSESSMENTS, AND THEN INCORPORATING THEM IN THEIR OWN REFLECTION AND PLANNING FORWARD FOR THEIR LEARNING. 
          THANK YOU, JOY. THEN NEXT WE'LL HAVE MANDY. 
          WHEN WE TALK WITH FAMILIES ABOUT STANDARDS BASED LEARNING, ONE OF THE I GUESS, OUR SPEECHES OR OUR REPETITIVE OPPORTUNITY WE HAVE TO SHARE WITH THEM, IS SOME THINGS THAT WE TALK ABOUT FOCUSING ON THEIR CHILD'S ESSENTIAL SKILLS AND KNOWLEDGE. 
          HOW WE ASSESS THEIR STUDENTS' UNDERSTANDING AND APPLYING THOSE STANDARDS. 
          >> THAT WE ALSO REALLY OUR SYSTEM PROVIDES CLEAR SPECIFIC FEEDBACK ON STRENGTHS AND AREAS OF GROWTH, HELPING STUDENTS TAKE OWNERSHIP OF THEIR LEARNING, MUCH LIKE WHAT JOY SAID, THAT LEARNING NOT TO THEM, BUT WITH THEM. 
          SPL HELPS STUDENTS KNOW EXACTLY WHERE THEY ARE IN THE LEARNING, WHERE THEY NEED TO GO, HOW THEY NEED TO GET THERE. 
          IF THEY DON'T MEET A STANDARD, WE WANT THEM AND THEIR FAMILIES TO HAVE A CLEAR PATH FOR REASSESSMENT AND IMPROVEMENT, AND AT THE SAME TIME, THAT THEIR STUDENTS WHO MEET THE STANDARD CAN ENGAGE IN ENRICHMENT OPPORTUNITIES TO EXTEND THEIR LEARNING. 
          OUR GOAL IS TO BUILD THE CONFIDENT CAPABLE LEARNERS WHO UNDERSTAND THEIR PROGRESS AND HAVE TOOLS TO KEEP LEARNING, WHICH MATCHES AND GOES ALONG WITH OUR STRATEGIC PLAN AND THOSE PATHWAYS OF THE CAREER. I ALWAYS FORGET IT? 
          >> PROFILE. 
          >> A PROFILE OF OUR GRADUATE THAT THOSE GOAL SETTING AND THE PATHWAYS TO GET THERE. 
          THOSE ARE THE THINGS THAT WE REALLY FOCUS ON. 
          IF OUR STUDENTS LEAVE WITH THOSE STEPS IN STANDARDS BASED LEARNING, THEN THEY'RE GOING TO BE SUCCESSFUL OUTSIDE OF THE SCHOOL SETTING. 
          >> THANK YOU, MANDY. LAST BUT NOT LEAST, CLINT. 
          >> THAT'S OKAY. I'M USED TO BEING LEAST A LOT. 
          I THINK YOU'RE GOING TO HEAR ME SAY VERY SIMILAR THINGS TO WHAT THESE TWO HAVE SAID, ESPECIALLY THE GOAL IS REALLY WE WANT STUDENTS INVOLVED IN THEIR EDUCATION. 
          YOU HEARD THEM BOTH SAY, WE WANT EDUCATION TO BE DONE WITH STUDENTS, NOT TO STUDENTS. 
          WHEN WE'RE TALKING TO STUDENTS, THAT'S WHAT WE TALK A LOT ABOUT IS WE WANT YOU TO GET INVOLVED. 
          WE WANT YOU TO KNOW WHAT THE STANDARDS ARE OR THE TOPICS ARE THAT YOU'RE LEARNING. 
          WE WANT YOU TO KNOW HOW TO GET THERE, WE WANT YOU TO KNOW HOW TO MASTER IT. 
          NOT ONLY THAT, WE WANT YOU TO KNOW MAYBE IF THERE'S MORE HELP THAT YOU MIGHT NEED AS YOU'RE WORKING THROUGH THAT. 
          ONE OF THE OTHER THINGS THAT I TALK ABOUT WITH STUDENTS OR WITH PARENTS OR WITH STAFF IS REALLY THAT MULTIPLE OPPORTUNITIES FOR STUDENTS TO DEMONSTRATE THAT KNOWLEDGE AND MULTIPLE TIMES THAT THEY CAN DEMONSTRATE THAT. 
          YOU HEARD MANDY TALK ABOUT THE RETAKES AND REDOES THAT SOMETHING THAT WE'VE WORKED ON A LOT THIS YEAR IS HAVING A POLICY SO THAT STAFF AND STUDENTS ARE VERY FAMILIAR WITH WHAT THAT LOOKS LIKE AND WHAT THE PROCEDURE IS IN ORDER TO DO THAT. 
          WE WANT TO MAKE SURE THAT STUDENTS KNOW, 
          [01:05:03]
IT'S NOT A ONE AND DONE. 
          IF YOU DON'T QUITE UNDERSTAND IT, ONE, YOU DON'T GET OFF THE HOOK. 
          WE'RE GOING TO MAKE SURE THAT YOU LEARN IT. 
          TWO, YOU HAVE MULTIPLE OPPORTUNITIES TO DEMONSTRATE TO US THAT YOU'VE DONE THAT. 
          THAT'S A BIG THING THAT WE TALK WITH OUR KIDS ABOUT IS YOU'RE GOING TO HAVE THE TIME THAT YOU NEED TO DO THIS BECAUSE WE KNOW THAT YOU ALL LEARN AT DIFFERENT RATES. 
          TO SAY THAT YOU HAVE A TEST ON, WHAT'S TODAY? MARCH 10TH, AND THEN THAT'S DONE. 
          THAT'S NOT REALLY ACCURATE. 
          WE WANT TO MAKE SURE THAT KIDS HAVE MULTIPLE OPPORTUNITIES TO DEMONSTRATE THAT THEY'VE LEARNED IT. 
          >> THANK YOU. YOU CAN HEAR IN THE RESPONSES THAT THERE IS COMMONALITY THAT WHILE WE WILL GEAR OUR COMMUNICATIONS TOWARDS THE PERSON IN FRONT OF US WHO MIGHT BE A STUDENT, A COMMUNITY MEMBER, OR PARENT, OR A TEACHER, THAT THERE ARE SOME COMMON ESSENTIAL ELEMENTS OF WHAT WE SHARE WITH STANDARDS BASED LEARNING. 
          THEN OUR NEXT QUESTION WILL BE PRIMARILY DIRECTED TOWARDS JOY BECAUSE THIS IS HER WORK. 
          ALSO TO CLINT AND MANDY AFTERWARDS FOR ADDITIONAL THINGS YOU MIGHT ADD. 
          THE QUESTION IS, HOW DOES THE WORK OF PROFESSIONAL LEARNING CURRICULUM, AND STANDARDS BASED LEARNING COME TOGETHER ON THE GROUND TO SUPPORT STUDENTS, STAFF, AND PARENTS? 
          >> BUCKLE UP. 
          IN MY ROLE, I AM AT THE CONFLUENCE OF WHERE STANDARDS BASED LEARNING AND CURRICULUM AND PROFESSIONAL DEVELOPMENT COME TOGETHER. 
          WHEN YOU WERE ASKING AS WE MOVE FORWARD AND THINK ABOUT PROFESSIONAL DEVELOPMENT FOR OUR COLLEAGUES, MY ROLE IS ONGOING DIFFERENTIATED PROFESSIONAL DEVELOPMENT FOR MY COLLEAGUES. 
          IT'S THROUGH ONE ON ONE COACHING CONVERSATIONS WITH THEM. 
          IT'S THROUGH MEETING WITH THEM IN PLCS, IT'S FACILITATING BUILDING WIDE PROFESSIONAL DEVELOPMENT AROUND THESE PIECES. 
          IT SHOWS UP IN LOTS OF DIFFERENT WAYS AND IT'S GEARED TOWARDS THE AGENDA OF MY COLLEAGUES AND WHERE THEY ARE IN THEIR NEEDS OF GETTING CLEAR ON STANDARDS BASED LEARNING, WHETHER IT'S THROUGH PROFICIENCY SCALES AND ALIGNED ASSESSMENTS OR WORKING WITH A STUDENT ON OUR RETAKE PRACTICE, AND WHAT DOES A LEVEL 4 LOOK LIKE ON AN ASSESSMENT AND HOW MANY DIFFERENT WAYS CAN THAT LOOK LIKE? MY WORK IS VERY WEBBED AND STRENGTHENED AND INTERTWINED AND THOSE ALWAYS SEEMING TO BE TOGETHER. 
          I SERVE ON THE STANDARDS BASED LEARNING WORK GROUP, I SERVE ON THE PROFESSIONAL DEVELOPMENT AND CURRICULUM WORK GROUPS AS WELL. 
          I HAVE BEEN A PART OF THE COMMON LIT ADOPTION FOR ELA AT THE MIDDLE SCHOOL LEVEL, THE PILOTING, THE ADOPTING AND NOW WE'RE IN YEAR 1 OF IMPLEMENTATION, FACILITATING, WE'VE NOW HAD THREE PROFESSIONAL DEVELOPMENTS THAT TWO OF THEM HAVE BEEN HYBRID WITH COMMON ADVISOR THAT WE HAVE. 
          THEN THE OTHER ONE WAS GOING DEEPER INTO OUR PROFESSIONAL DEVELOPMENT TOPICS OF THAT YEAR. 
          FACILITATING THAT IS PART OF MY ROLE AND ONE THAT IS SUPPORTED THROUGH THIS DISTRICT THROUGH OUR BIMONTHLY TRANSFORMATIONAL PROFESSIONAL LEARNING LABS, WHERE WE DELVE INTO EFFECTIVE PROFESSIONAL DEVELOPMENT, UNIVERSALLY DESIGNING LEARNING FOR ADULTS, DIFFERENTIATING FOR ADULTS, GETTING LEARNER SURVEYS OUT AHEAD OF TIME AND ASKING THEM HOW THIS TIME WOULD BE MOST USEFUL. 
          WITH COMMON LIT IN PARTICULAR, IT'S GROUNDED IN THE COMMON CORE STATE STANDARDS, AND IT IS REPEATEDLY A HIGH RANKING ED REPORT, HIGH QUALITY INSTRUCTIONAL MATERIAL. 
          THERE'S ALWAYS THAT CONNECTION BACK TO THE STANDARDS AND THE STORY AND THE ASSESSMENTS THAT GO WITH IT AND THE WRITING THAT GOES WITH IT AND THE PRIORITY STANDARDS THAT WE REPORT ON THROUGH SKYWARD AND HOW DOES THAT MATCH UP AND THE RUBRICS AND THE SCALES THAT THEY PROVIDE AND THE ONES THAT WE'RE LEARNING ABOUT? IT'S ALL IN THERE. 
          THEN WITH THE STANDARDS BASED LEARNING THIS YEAR, LIKE CLINT AND MANDY HAD SHARED AT THE BEGINNING OF THE YEAR, PUTTING A LOT OF ENERGY INTO PROFESSIONAL DEVELOPMENT AROUND RETAKE PRACTICES AT THE MIDDLE SCHOOL LEVEL. 
          WITH THAT, SPEAKING SPECIFICALLY TO STUDENT AND FAMILY VOICE, HAVING OPPORTUNITIES AT BOTH THE MIDDLE SCHOOLS FOR FAMILIES TO COME IN AND REVIEW THE PRACTICE THAT WE WERE HOPING TO PUT IN PLACE AND GETTING THEIR FEEDBACK. 
          I HAD COLLEAGUES OFFER UP CLASSES OF THEIR STUDENTS OF 6TH, 7TH, 
          [01:10:03]
AND 8TH GRADE TO LOOK AT IT AND GIVE ME FEEDBACK AND ALL OF THAT INFORMED THE PRACTICE THAT IS NOW IN PLACE AT THE TWO MIDDLE SCHOOLS AND NAMING REALLY CLEARLY TEACHERS ROLES IN SHOWING UP FOR REASSESSMENT SUPPORT AND STUDENTS SUPPORT FOR THAT IN TERMS OF OWNING LIKE I NEEDED TO COMPLETE THE PRACTICE THAT WAS PROVIDED FOR ME. 
          I NEED TO MEET WITH THE TEACHER AND HAVE EITHER EXTENDED OR SOME MORE GUIDED PRACTICE. 
          AGAIN, BRINGING STUDENTS ALONG AND THIS IS HAPPENING WITH THEM, AND THEY'RE FEELING EMPOWERED TO TAKE THOSE NEXT STEPS AND KEEP SHOWING THAT THEY'RE LEARNING. 
          VERY RECENTLY, WITH OUR WORK WITH THE STANDARDS BASED EARNING WORK GROUP, AND OUR CONSULTATION WITH, I CALL THESE THE COLORED PENCIL BOOKS. 
          HEFLEBOWER AND MARZANO ARE REALLY LOVING THIS DESIGN LATELY. 
          I'VE GOT FOUR OF THESE. 
          BUT IN TERMS OF THIS BOOK OUT OF 2021 OF LEADING STANDARDS BASED LEARNING, THERE'S A WHOLE SPREAD OUT OF PHASE 1 IMPLEMENTATION, AND WE KNOW WE ARE NOT IN PHASE 1. 
          IN THE WORK GROUP, IT WAS HELPFUL TO COME BACK TO RESEARCH BASED EFFECTIVE IMPLEMENTATION PRACTICES, AND IN PHASE 1, REVISITING OR AUDITING OUR PROFICIENCY SCALES AND OUR ALIGNED ASSESSMENTS, AND THE PRIORITY STANDARDS THAT GO WITH THOSE. 
          WHICH WE'VE ALREADY DONE A LOT OF WORK WITH HERE IN CAMAS AND IS STARTING TO BUBBLE UP AS A NATURAL NEXT STEP OF AN AUDIT THAT WE NEED TO DO IN CERTAIN SUBJECT AREAS. 
          BUT JUST THIS PAST MONTH IN FEBRUARY, I FACILITATED PROFESSIONAL LEARNING AT LIBERTY WITH EARLY RELEASES AND STAFF DEVELOPMENTS AROUND LATEST RESEARCH ON PROFICIENCY SCALES AND GETTING THEM STUDENT FACING AND HELPING STUDENTS ATTACH VALUE TO WHAT THAT FEEDBACK PROVIDES IN CONNECTION TO THEIR ASSESSMENTS. 
          THEN THIS MONTH, IT'S BEING IMPLEMENTED AT SKY RIDGE AND WITH FULL ADMIN SUPPORT. 
          I'M MEETING BEHIND THE SCENES WITH THEM. 
          WE'RE CO-FACILITATING MEETING WITH GROUPS OF TEACHERS TO MOVE THAT WORK FORWARD. 
          IT GOES OUT THERE. GOOD. I PAUSED FOR A MOMENT, JUST IN CASE. 
          >> MANDY, IS THERE ANYTHING THAT YOU WOULD LIKE TO ADD TO THAT. 
          >> JUST TO SPEAK AND ADD ON TO WHAT JOY. 
          IT'S BEEN REALLY AMAZING TO HAVE HER AS A RESOURCE AND BE ABLE THROUGH HER COACHING CYCLES AND THROUGH OUR SURVEYS OF STAFF AND JUST LISTENING AND HEARING TO BE ABLE TO PROVIDE THEM SOME REAL LIFE PD THAT IS A THEME THROUGHOUT THE SCHOOL. 
          FOR EXAMPLE, THAT'S HOW WE CAME ACROSS THIS PAST SCALE WORK AND ASSESSED EVENTS. 
          IT WAS OUR TALKING AND HER TALKING WITH STAFF AND BEING ABLE TO MAKE THOSE CONNECTIONS THAT THROUGH OUR CURRICULUM AND COMMON LIT THAT ORGANICALLY CAME OUT THAT THIS WAS A BIG NEED. 
          IT WAS REALLY ABLE AND THEN TO BE ABLE TO CONNECT WITH SKY ON THEIR SAME NEED. 
          IT ALL WE ALL NEED THE SAME THING. 
          IT'S BEEN REALLY AWESOME TO SEE. 
          THEN IT CREATES A CONNECTION BETWEEN CROSS SCHOOLS WHEN WE'RE ALL WORKING ON THE SAME THING, WHICH BUILDS STRENGTH AND ALIGNMENT. 
          >> GREAT. CLINT. 
          >> I DON'T HAVE A LOT TO ADD TO THAT OTHER THAN THIS IS A JOURNEY THAT WE'VE BEEN ON FOR 10 PLUS YEARS AT SKY RIDGE. 
          WE STARTED IT WITH A SMALL GROUP OF TEACHERS THAT WE TOOK TO RICK ROMELI CONFERENCE AND THEY CAME BACK WITH THEIR HAIR ON FIRE AND GOT EVERYBODY ELSE GOING ON IT. 
          IT'S BEEN A PROCESS THAT WE'VE WORKED ON. 
          I REALLY APPRECIATE WHAT JOY HAS DONE THIS YEAR. 
          I WENT TO HER AND SAID, WE NEED TO WORK ON OUR SCALES AND OUR ASSESSMENTS THIS YEAR. 
          I HAVE THIS CRAZY IDEA TO START IT AS TEACHERS WHO WANT TO START IT IN THE MORNING. 
          SHE JUMPED ON AND SAID, THAT SOUNDS GREAT, LET'S DO IT AND SHE DID IT WITH SOME TEACHERS THAT I THINK THERE WERE FOUR TEACHERS THAT ORIGINALLY SHOWED UP. 
          NOT A BIG GROUP, BUT THEY WORK THROUGH IT AND THEN SHE TOOK IT TO LIBERTY AND CONTINUES TO ENHANCE IT THERE. 
          NICE THING IS AFTER TWO ITERATIONS. 
          I GET IT BACK AT SKY RIDGE NOW. 
          IT'S NICE TO SEE THAT AS MANDY SAID THAT IT'S WORKING ACROSS THE DISTRICT BETWEEN AND LET ME SAY THAT THERE ARE THREE MIDDLE SCHOOLS. 
          WE'RE NOT LEAVING ODYSSEY OUT OF THIS. 
          BUT SKY RIDGE AND LIBERTY ARE THE TWO COMPREHENSIVE, WE'RE WORKING REALLY CLOSELY BECAUSE WE TRY TO ALIGN WITH A LOT OF THE THINGS THAT WE'RE DOING. 
          ODYSSEY IS A LITTLE WAYS AHEAD OF US. 
          WE'RE TRYING TO CATCH UP WITH THEM A LITTLE BIT. 
          >> THANK YOU. NEXT QUESTION. 
          WHAT SHIFTS ARE YOU SEEING AS A RESULT OF THE STANDARDS BASED LEARNING PROFESSIONAL LEARNING AND WORK, AND WE'LL START WITH CLINT. 
          >> I WROTE THESE DOWN SO THAT I MADE SURE THAT I TALKED ABOUT THEM. 
          I THINK THE BIGGEST THING THAT WE'RE SEEING IS JUST CONSISTENCY IN OUR TEACHING TEAMS. THEY HAVE REALLY WORKED TOGETHER TO START 
          [01:15:02]
WITH ESSENTIAL STANDARDS OBVIOUSLY AND THEN PLANNING FROM THERE. 
          HOW ARE WE GOING TO DELIVER THIS TO OUR STUDENTS SO THAT NO MATTER WHICH 8TH GRADE LANGUAGE ARTS CLASS YOU'RE IN, IT LOOKS VERY SIMILAR. 
          I THINK THAT'S THE BIGGEST THING THAT I'VE SEEN THROUGH THIS WORK IS JUST MUCH MORE CONSISTENCY IN OUR TEACHING AND WHAT OUR STUDENTS ARE LEARNING. 
          IT DOESN'T MATTER WHICH CLASS YOU'RE COMING OUT OF. 
          IT'S GOING TO BE VERY SIMILAR. 
          I THINK THAT IS WORKING ACROSS THE DISTRICT AS WELL. 
          WHEN WE FIRST STARTED THIS, ALL THREE BUILDINGS CAME TOGETHER AND SORTED THROUGH OUR ESSENTIAL STANDARDS. 
          WE WERE ALL ON THE SAME PAGE WITH THAT. 
          WE'VE MENTIONED THE RETAKE POLICY. 
          I THINK THAT WAS A BIG THING AS FAR AS CONSISTENCY AGAIN, MAKING SURE THAT STUDENTS KNEW WHAT WAS EXPECTED OF THEM IN ORDER TO DO THE RETAKES AND THE REDOS. 
          I THINK A LOT OF OUR TEACHERS HAVE BECOME MORE FOCUSED ON THE FEEDBACK THAT THEY'RE GIVING STUDENTS VERSUS THE SCORE THAT THEY'RE GIVING STUDENTS. 
          TO ME, THAT'S A BIG PART OF THIS AS WELL. 
          IT'S REALLY THE FEEDBACK AND HOW CAN A KID CONTINUE TO GROW VERSUS, YOU GOT A 85% ON THIS. 
          IT'S MORE AROUND HERE'S WHAT YOU DID WELL. 
          HERE'S WHAT YOU STILL NEED TO DO IN ORDER TO DEMONSTRATE MASTERY FOR THIS. 
          THEN THE OTHER THING THAT I WANTED TO PUT IN THERE WAS WE'VE SEEN A PRETTY BIG DECREASE IN THE ANXIETY OF OUR KIDS. 
          WE WERE SEEING A LOT OF ANXIETY WITH OUR KIDS AND WHEN I ASKED THEM, THEY'RE LIKE. 
          I'M VERY NERVOUS ABOUT THIS TEST. 
          IT'S THE ONLY CHANCE I GET TO DEMONSTRATE WHAT I CAN DO ON THIS TEST. 
          WE'VE SEEN A DECREASE IN THE ANXIETY OUR KIDS. 
          WHEN IT COMES TO TESTING, WE'VE SEEN AN INCREASE WHEN IT COMES TO SOCIAL MEDIA AND THAT THING. 
          BUT WE'VE SEEN A DECREASE WHEN IT COMES TO THE ACADEMIC SIDE OF IT. 
          >> THANK YOU, CLINT. MANDY. 
          >> I THINK TO BUILD OFF OF WHAT CLINT SAID, DEFINITELY IN OUR ASSESS EVENT AND SCALE WORK HAS BEEN ORGANIC. 
          IN A WAY AT LIBERTY, WE'VE BEEN ABLE TO EACH ONE OF OUR TEACHERS HAVE THE OPPORTUNITY TO TEACH MULTIPLE GRADE LEVELS IN DIFFERENT OR IN THE SAME CONTENT AREAS. 
          TEACHING MATH 8TH AND MAYBE MATH 7TH AND THAT'S REALLY BROUGHT THE NEED AND URGENCY FOR ALIGNMENT ALONG OUR SCALES THROUGHOUT GRADE LEVELS. 
          OUR FOCUS AND PROUD OF ALL THE WORK THEY'VE BEEN DOING, OUR PLCS HAVE BEEN MEETING. 
          THEY'VE BEEN ASKING FOR EXTRA TIME AND DOING THAT WORK FOR ALIGNING AND UNDERSTANDING THAT WE NEED TO HAVE THE SAME EXPERIENCE ACROSS NOT JUST OUR MATH 8TH GRADE, BUT ALSO MATH 7TH AND 8TH. 
          IT'S BEEN AWESOME TO SEE THAT COME TO THE TOP AND BE A FOCUS FOR THEM AND WORK THROUGH SOME OF THE CHALLENGES THAT BRINGS WHEN WE HAVE DIFFERENT THOUGHTS OR PHILOSOPHIES STILL THAT WE'RE LETTING GO AND EMBRACING. 
          BUT I REALLY WANT TO APPLAUD OUR LIBERTY TEACHERS FOR THAT WORK BECAUSE WE'VE GOT THE MOMENTUM. 
          KEEPING THAT GOING IS GOING TO BE EXCITED TO SEE ALONG WITH THE WORK THAT JOY HAS BEEN HELPING US TO DO. 
          I THINK FOR THE STUDENTS AND THEIR SUCCESS. 
          WE ALONGSIDE ALIGNED WITH SKY AND WE SENT THE PROGRESS REPORTS HOME THIS YEAR WITH STUDENTS AT SEMESTER 1 AND THEY HAD A GROW AND A GLOW TO TALK ABOUT. 
          IT WAS AWESOME TO HEAR THE KIDS TALKING ABOUT THEIR GROWTH AND WHAT THEY NEED TO DO IN SEMESTER 2, LIKE IN THE HALLS OF A MIDDLE SCHOOL. 
          WHICH IS REMARKABLE THAT THEY WERE EMBRACING A LOT OF THAT IN THAT GOAL SETTING OF WHAT THEY NEEDED TO DO. 
          JUST SOME OF THOSE THINGS THAT IS REDUCING THE STUDENT ANXIETY PIECE HAS BEEN REALLY COOL. 
          I DON'T THINK THAT WOULD HAVE HAPPENED IF WE WEREN'T WORKING AND ALIGNING TOGETHER. 
          >> THANK YOU. 
          >> ENJOY. 
          >> CONSISTENCY IS DEFINITELY A THEME. 
          WE'RE NOTICING IT AMONG OUR COLLEAGUES HAVING VALUE FOR THAT OF THE EXPERIENCES OF KIDS. 
          IT'S FEEDBACK THAT HAS COME OUT OF THE STANDARD SPACE LEARNING WORK GROUP OF WHAT WE NEED TO BE CONSISTENT ABOUT ACROSS OUR DISTRICT AND THE DIFFERENT LEVELS. 
          WHEN I WAS JUST LOOKING BACK AT MY PRINTED SLIDES OF THIS WHEN I PRESENTED IT TO THE SCHOOLS AND TAKING THE FEEDBACK FROM THE FAMILIES AND KIDS. 
          THERE'S A THEME THERE OF CONSISTENCY ACROSS GRADE LEVELS AND AMONG TEACHERS IN TERMS OF HOW LEARNING IS BEING COMMUNICATED. 
          WITH THAT, IN MY ROLE AS A COACH, ONE OF THE SHIFTS I'VE SEEN THIS YEAR WITH A MARKED COMMITMENT TO THE WORK OF STANDARDS BASED LEARNING IN THE TWO COMPREHENSIVE MIDDLE SCHOOLS IS THE AMOUNT OF COACHING CONVERSATIONS THAT FOLKS ARE REACHING OUT TO HAVE WITH ME HAS INCREASED 10 FOLD. 
          [01:20:01]
CAN I TALK WITH YOU ABOUT MY VERSION OF THIS RETAKE POLICY GOOGLE FORM FOR MY SUBJECT? WILL YOU COME AND CAN WE LOOK AT? I'M REORGANIZING MY ASSESSMENT, SO THE LEVEL 2 ASSESSMENT ITEMS ARE HERE AND THE LEVEL 3 ARE HERE. 
          I'M NOT SURE IF THIS IS REALLY A LEVEL 4. 
          CAN WE TALK ABOUT THAT? IT IS PART OF THE TRANSFORMATIONAL PROFESSIONAL LEARNING, ONE OF THE QUESTIONS WE ASK AT ANY AGE IS, HOW DO YOU KNOW THE LEARNERS ARE LEARNING? THE WAY I KNOW THAT MY COLLEAGUES ARE LEANING INTO THIS IS THE SHEER AMOUNT OF QUESTIONS AND CONNECTION THEY WANT WITH THIS WORK TO BRING CLARITY TO WHAT KIDS ARE LEARNING. 
          ANYTHING FROM THE RETAKE POLICY TO THE LEVEL 4 PROMPTS, HOW IS LOOKING AT PROFICIENCY SCALES, I MET WITH THE MUSIC DEPARTMENT AT LIBERTY TODAY. 
          I'VE GOT PERFORMATIVE KIDS. 
          HOW DO I USE A LEVEL 2 AND ASSESS VOCABULARY AND PREREQUISITE SKILLS WHEN I'M LISTENING TO THEM ALL PERFORM AND HOW DO I DO THIS? IT'S MEANINGFUL, BECAUSE WHAT MY COLLEAGUES I THINK WOULD SHARE ABOUT ME IS I'M NOT ABOUT ANY HOOPS. 
          LET'S ATTACH VALUE. 
          IT MEANS SOMETHING TO YOU TO THE KIDS, OR IT WON'T BE SUSTAINED. 
          THE SHEER AMOUNT OF ONGOING PD I CONTINUE TO GET TO DO BECAUSE TEACHERS ARE LEANING INTO THIS HAS BEEN A REAL BIG SHIFT. 
          I'M SOMEONE WHO ALSO KEEPS TRACK OF THE COLLEAGUES I MEET WITH MONTHLY. 
          THE AMOUNT I'VE HAD THIS YEAR COMPARED TO MY LAST THREE YEARS IS MUCH HIGHER, WHICH IS VERY TELLING AND SUPPORTIVE OF THE WORK THAT THEY'RE DOING. 
          I'M ALSO HEARING A LOT FROM MY COLLEAGUES THE INTERCONNECTIONS THEY'RE MAKING ACROSS BUILDINGS. 
          I REACHED OUT TO SO AND SO ABOUT SKY RIDGE AND THEY SHARED THEIR SCALES, AND WE'RE GOING TO LOOK AT THAT TO SEE WHAT WE CAN DO WITH THAT. 
          I'VE REACHED OUT TO ODYSSEY. 
          LIBERTY. THEY'RE MAKING THE CONNECTIONS AS WELL WHEN WE KNOW WE DON'T ALWAYS HAVE THE TIME AND THE INFRASTRUCTURE TO GET THE MIDDLE SCHOOLS TOGETHER AS OFTEN AS WE'D LIKE. 
          THEY'RE TAKING THEIR AGENCY AND RUNNING WITH IT. 
          >> THANK YOU. NEXT. AS YOU CONSIDER WHERE WE ARE AND THE WORK WE STILL HAVE TO DO, WHAT DO WE NEED? WHAT IS NEEDED TO SUPPORT THE WORK GOING FORWARD? MANDY, WILL START WITH YOU THIS TIME. 
          >> I FEEL LIKE THAT'S THE HARDEST ONE. 
          I THINK THE BIGGEST THING THAT COMES IS SUPPORT, AND THAT LOOKS IN DIFFERENT WAYS, BUT LIKE JOY WAS SAYING, WE'VE GOT SOME MOMENTUM. 
          IT'S TAKEN US A JOURNEY, AND I THINK THAT US AS LEARNERS IN THE MIDDLE SCHOOLS WERE IN A POINT, AT LEAST TO SPEAK FOR LIBERTY. 
          WE ARE HERE AND WE'RE READY TO RECEIVE AND SO THAT SUPPORT OF THE CONTINUED PROGRESS WITH HOW DO WE KEEP MOVING THAT AND THAT INVOLVES A LOT. 
          JOY HAS BEEN SUPER PIVOTAL AND THAT HELPING US PLAN TOGETHER. 
          IF WE CAN GET SOME MORE JOYS. 
          [INAUDIBLE] JUST THAT SUPPORT OF THIS CONTINUED JOURNEY BECAUSE IT IS A JOURNEY AND THAT'S WHAT WE SAY. 
          IT'S AN EVOLVING PIECE THAT THE SCALES ARE NEVER REALLY DONE. 
          I THINK JOY SAYS THEY'RE DONE FOR NOW, BUT THEY'RE NOT EVER DONE. 
          IT'S THAT CONTINUOUS SUPPORT IN HELPING US AND JUST ENCOURAGE TO HAVE PEOPLE WITH QUESTIONS ABOUT STANDARDS BASED LEARNING AND THOSE TO COME AND REACH OUT AND COME AND TALK WITH US. 
          WE CAN SHARE THESE STORIES AND THE SUCCESSES BECAUSE I THINK THAT'S A PIECE THAT WE SOMETIMES MISS IS BRING THEM IN. 
          LET'S TALK, LET'S SHOW. 
          THAT'S WHAT I WOULD SAY. 
          >> THANK YOU. JOY. 
          >> AS MANDY SAID, THIS IS MULTI YEAR WORK, AND I DO SHARE THAT WITH MY COLLEAGUES THAT I'VE GIVEN UP THE FALSE NARRATIVE OF I JUST WANT TO BE DONE. 
          THEN I'M IN THE WRONG PROFESSION BECAUSE THERE'S NO DONE WITH LEARNING. 
          THERE MIGHT BE DONE FOR NOW UNTIL I LEARN A NEW NUANCE OF THIS OR UNLEARN THAT. 
          THE PIECE THAT NEEDS TO CONTINUE PRIORITIZING THIS WORK AND GIVING THE TIME AT OUR EARLY RELEASES AND OUR STAFF MEETINGS, WHICH ARE PRIME TIMES FOR PROFESSIONAL DEVELOPMENT AND REALLY THINKING ABOUT, HOW WE SHARE OTHER INFORMATION THAT MIGHT GO IN AN EMAIL OR IN SOME OTHER WAYS, SO WE CAN CONTINUE TO PRIORITIZE THIS BECAUSE WE KNOW LIKE JOHN, YOU WERE SAYING, WE CAN'T PUT ANY MORE ON OUR ADMINS PLATES, BECAUSE WE KNOW WHEN WE PRIORITIZE EVERYTHING, NOTHING REALLY GETS THE ENERGY OR THE FOCUS THAT IT NEEDS. 
          WE'VE GOT EVIDENCE THAT PRIORITIZING THIS AND BUILDING IN THIS TIME LIKE A SOLID MONTH FOR PROFICIENCY SCALES AND ALIGNED ASSESSMENTS AT LIBERTY AND NOW AT SKY, AND THEN THEY'VE BOTH COMMITTED EARLY RELEASES ONE FOR 
          [01:25:02]
EACH MONTH THROUGH THE END OF THIS YEAR TO KEEP THAT MOMENTUM GOING NEXT YEAR, SO CONTINUING TO PRIORITIZE THIS WORK. 
          >> THANK YOU. CLINT. 
          >> THEY TOOK WHAT I WAS GOING TO SAY FOR THE MOST PART. 
          BUT I THINK THAT'S THE KEY IS JUST CONTINUING TO MAKE SURE THAT THIS IS A PRIORITY AS WE WORK THROUGH THIS. 
          IT HAS BECOME, OBVIOUSLY, IT'S IN THE STRATEGIC PLAN FOR K12 AT THIS POINT. 
          THE MIDDLE SCHOOLS HAVE BEEN WORKING ON IT FOR QUITE A WHILE NOW, AS I SAID, AND I THINK CONTINUING TO WORK ON THAT AS WE LOOK AT OUR SYSTEM K12. 
          YOU HEARD A LOT OF US SAY CONSISTENCY UP HERE AND MANDY AND I TRY REALLY HARD TO WORK BETWEEN THE TWO SCHOOLS TO BE VERY CONSISTENT, MAKING SURE THAT WE HAVE THAT SUPPORT AS WE CONTINUE TO WORK TOGETHER TO HOW WE SAY WE GET STARTED AND THEN WE GET BETTER. 
          WE'VE GOTTEN STARTED WITH THIS AND NOW WE'RE CONTINUING TO GET BETTER AS WE WORK THROUGH IT. 
          JUST THAT SUPPORT TO CONTINUE THAT WORK. 
          WE TRY TO FIND THE TIME TO DO SOME CROSS TOWN STUFF. 
          IF YOU CAN FIND SOME TIME, THAT WOULD BE GREAT TOO THAT WE COULD DO THAT. 
          BUT I KNOW THAT'S PROBABLY A BIG ASK. 
          JOHN'S OVER THERE RUBBING HIS HEAD, SO IT'S GOT TO BE A BIG ASK. 
          >> I'M GOING TO PAUSE FOR JUST A SECOND, BUT IT'S NOT TIME FOR YOUR QUESTIONS YET. 
          WE'RE GOING TO PAUSE FOR JUST A SECOND. 
          FIRST OF ALL, TO THANK OUR PANELISTS TONIGHT AND JUST THE THOUGHT THAT THEY'VE GIVEN TO HOW TO SHARE THIS INFORMATION AND ALSO THE WORK THEY'RE DOING DAILY TO SUPPORT IT. 
          I'D ALSO LIKE TO THANK BOTH SHERIE AND KATIE, WHO YOU'LL HEAR FROM IN A SECOND WHO ARE SITTING OUT THERE, BUT ARE LEADING FROM A DISTRICT LEVEL AND SUPPORTING ACROSS LEVELS THE WORK OF STANDARDS BASED LEARNING. 
          NOW IT'S TIME FOR BOARD ASSIGNMENT TIME. YOU READY? IF YOU HAVE A STRATEGIC PLAN IN FRONT OF YOU, CAN YOU PLEASE TURN TO PAGE 8? IF YOU DON'T, I'M ABOUT TO GIVE YOU ONE. 
          >> HOW MANY COPIES DO YOU HAVE FOR IT. 
          >> YOU ARE THE EXPERT I HAVE SO MANY BUT RIGHT NOW [INAUDIBLE]. 
          >> I ALWAYS KEEP A HALF DOZEN [INAUDIBLE]. 
          IT MAKES MY BAG LOOK IMPORTANT WHEN I HAVE THAT MANY. 
          >> PART OF OUR STRATEGY IS THAT WE NOW CARRY THESE EVERYWHERE WE GO, BUT THEN WE COLLECT THEM BACK BECAUSE MOST PEOPLE HAVE A COPY, BUT MAY JUST NOT HAVE A COPY WITH THEM. 
          IT'S A WAY THAT WE'RE ALSO BEING ATTENTIVE TO COPY, AND ESPECIALLY COLOR SATURATED COPIES. 
          ON PAGE 8, YOU SEE THE GRAPHIC FOR THE PROFILE OF A GRAD. 
          ALSO THE SUMMARY THAT'S AT THE BOTTOM THAT IS SO IMPORTANT AS WE CONSIDER THIS NEXT QUESTION. 
          THE CAMAS SCHOOL DISTRICT PROFILE OF A GRADUATE IDENTIFIES THE SKILLS, KNOWLEDGE, AND ATTRIBUTES THAT SUPPORT STUDENTS IN A SUCCESSFUL TRANSITION TO LIFE AFTER HIGH SCHOOL. 
          WE ARE COMMITTED TO CREATING EXPERIENCES THAT ENSURE EACH STUDENT CAN SUCCEED IN FULFILLING THE PROFILES VISION FOR LEARNING. 
          COMMITTED TO CREATING EXPERIENCES. 
          ON THE RIGHT HAND SIDE, YOU HAVE EACH OF THE AREAS AND THEN WHAT IT MEANS TO BE, FOR EXAMPLE, A WELLNESS NAVIGATOR OR A SELF EMPOWERED LEARNER. 
          I'M GOING TO GIVE YOU A BLACK AND WHITE COPY OF THAT PAGE BECAUSE WHAT I WANT TO ASK YOU IS THIS QUESTION. 
          AS YOU CONSIDER AND REFLECT ON WHAT PANELISTS HAVE SHARED TONIGHT, WHAT EXPERIENCES IS STANDARDS BASED LEARNING PROVIDING THAT SUPPORT THE SKILLS, KNOWLEDGE, AND ATTRIBUTES IN THE PROFILE OF A GRAD. 
          WHEN YOU LOOK AT THE PROFILE OF A GRAD, WHERE DO YOU SEE AND WHERE HAVE YOU HEARD THAT THERE'S A CONNECTION BETWEEN THE STANDARDS BASED LEARNING WORK AND THE EXPERIENCES THAT WE'RE TRYING TO PROVIDE FOR EACH OF OUR STUDENTS? I'M GOING TO GIVE YOU A COPY HERE THAT YOU CAN MARK UP. 
          WE'LL TAKE JUST A MINUTE SO THAT YOU CAN MARK IT UP. THINK ABOUT IT. 
          [01:31:06]
WHEN I WAS HANDING THESE OUT, I'M WALKING BY CONNIE AND SHE SAYS, ALL OF THEM. THERE'S A LOT. 
          IN THIS PARTICULAR QUESTION, WHAT I'D LIKE IS THAT YOU SPECIFICALLY REFERENCE JUST ONE OF THOSE AND WE'LL DO A ROUND ROBIN. 
          WHAT DID YOU HEAR THAT POINTS TO ONE OF THESE SKILLS OR ATTRIBUTES THAT IS SUPPORTED THROUGH AND BY THE STANDARDS BASED LEARNING WORK? WHO WOULD LIKE TO START US OFF? 
          >> I GOT ONE. THE FIRST ONE THAT JUMPED OUT TO ME WAS, KNOW THEIR STRENGTHS AND AREAS OF GROWTH. 
          I PICKED UP ON THAT IN SEVERAL AREAS, BUT OFTEN WHEN YOU SAID, WHEN YOU SENT THE PROGRESS REPORTS HOME FOR THE STUDENTS AND THEY KNEW THEIR GROWS AND GROWS, AND ALSO THE FACT THAT TEACHERS ARE PROVIDING FEEDBACK TO THEM AND SO FEEDBACK AND HELP THEM UNDERSTAND EXACTLY WHERE THEY ARE IN THEIR LEARNING. 
          THAT WAS THE ONE THAT I [INAUDIBLE] TO FIRST. 
          >> THANK YOU. WOULD YOU LIKE TO GO RIGHT OR LEFT? THAT'S RIGHT. [BACKGROUND] 
          >> AT LEAST YOU KNOW WHERE YOU'RE AT. 
          I PICK THE CRITICAL THINKER CONSIDERS WHAT THEY KNOW, DON'T KNOW, AND NEED TO KNOW IN ORDER TO MAKE SENSE OF INFORMATION PERSPECTIVES AND POSITIONS. 
          AGAIN, IF THEY DIDN'T MEET THE STANDARD, THEN THEY'LL KNOW WHERE AM I AT? WHERE DO I NEED TO GET TO? WHAT DO I HAVE TO DO? HOW DO I GET THERE? 
          >> THANK YOU. 
          >> YOU ARE WELCOME. 
          >> MATTHEW. 
          >> WE NEED TO PICK A DIFFERENT ONE. 
          I TOO TAKES OWNERSHIP OF LEARNING. 
          I THINK THAT'S UNDER SELF EMPOWERED LEARNER. 
          I CAN SEE THAT'S THE GREATEST OPPORTUNITY BECAUSE IF I THINK ABOUT MY CHILDHOOD EDUCATION, I DIDN'T NECESSARILY KNOW WHAT I NEEDED TO LEARN IN A GIVEN YEAR. 
          I JUST KNEW THAT I NEEDED TO GET OUT WITH REASONABLE MARKS SO MY PARENTS WOULDN'T PESTER ME. 
          BUT LETTING STUDENTS KNOW, THIS IS WHAT YOU NEED TO LEARN, THAT THEY CAN LIVE UP TO THAT. 
          SOME OF THEM ARE PROBABLY MATURE ENOUGH FOR THEY'RE LIKE, THESE ARE THE X NUMBER OF THINGS I NEED TO LEARN. 
          I THINK THAT'S IMPORTANT. 
          IT'LL SERVE THEM LATER IN LIFE WHEN THEY TAKE OWNERSHIP OF THAT. 
          YOU CAN'T DEPEND ON SOMEONE ELSE NECESSARILY ON YOUR SUCCESS IN YOUR PROFESSIONAL LIFE OR YOUR PERSONAL LIFE. 
          >> THANK YOU. COREY. 
          >> WELL, I'M GOING TO STRETCH. 
          I'M GOING TO TAKE STANDARDS BASED GRADING UP TO THE FIRST ONE IN THE WELLNESS NAVIGATOR AND SETS PERSONAL GOALS, IDENTIFIES AND PURSUES PATHWAYS TO ACHIEVE THEIR GOALS AND CELEBRATES GROWTH. 
          I THINK THAT'S SO MUCH ABOUT WHAT STANDARD BASED LEARNING, ESPECIALLY LOOKING AT FROM A STUDENT WHERE I COULD SEE MYSELF AS A STUDENT WHO'S GETTING CS AND DS ACROSS THE BOARD IN A CLASS, EVEN THOUGH I KNOW WE ARE USING LETTER GRADES, BUT THAT THING GO THAT'S SO OVERWHELMING. 
          I JUST KNOW THAT I'M A D STUDENT IN MATH, AND IT MIGHT BE LIKE, YOU'RE NOT ACTUALLY A D STUDENT AT MATH. 
          THERE ARE AREAS WHERE YOU CAN FIND GROWTH. 
          THERE ARE AREAS WHERE YOU'RE DOING WELL AND THIS CAN HELP ME TO SAY, THESE ARE THE STANDARDS THAT I NEED TO WORK ON. 
          THIS IS WHERE I FEEL LIKE I CAN SET GOALS FOR MYSELF. 
          THE FACT THAT WE CAN CELEBRATE GROWTH THAT EVEN MOVING FROM, I'M SORRY I'M BEING OVERLY PESSIMISTIC ON ALL OF THIS, BUT MOVING A ONE TO A TWO IS STILL GROWTH. 
          BEING ABLE TO REALLY UNDERSTAND THAT AS A STUDENT, I AM CLOSING THAT GAP AND THAT IT'S NOT LIKE ALL HOPE IS LOST FOR ME AND IT REALLY HELPS TO BUILD THAT GROWTH MINDSET. 
          I'M ALL ABOUT GROWTH MINDSET WITH WHAT I DO WITH MY STUDENTS, BECAUSE YOU MAY NOT BE ABLE TO MAYBE YOU MIGHT BE SITTING IN THE LAST CHAIR, 
          [01:35:04]
MAYBE YOU'RE NOT PLAYING AT THE SAME LEVEL AS THE STUDENT IN THE FIRST CHAIR, BUT YOU'RE SHOWING IMPROVEMENT EVERY DAY, AND THAT IS SOMETHING TO CELEBRATE. 
          >> THANK YOU. WE ROUND BACK AROUND TO DR. ANZALONE. 
          >> THANKS COREY. SO MANY. 
          I HONED IN ON WHAT TRACY SAID AROUND STRENGTHS AND AREAS OF GROWTH BUT I LOVE THE FACT THAT OUR STUDENTS HAVE DEMONSTRATED CURIOSITY AND EXCITEMENT THROUGH THIS BECAUSE IT'S NOT JUST TO COREY'S POINT ABOUT A FINAL LETTER GRADE, IT'S ABOUT THE PROCESS IN BETWEEN AND ASKING THOSE RIGHT QUESTIONS AND MAKING SURE THAT THEY'RE WORKING WITH THEIR INSTRUCTORS, THEIR [INAUDIBLE], AND EVEN THEIR PARENTS AND THEIR ADMINISTRATORS ON WHERE THEY CAN GO AND THE PLACES THEY CAN GET TO. 
          >> THANK YOU. THEN OUR PANELISTS, IF YOU WOULD LIKE TO ADD TO WHAT YOU'VE HEARD SO FAR FROM BOARD MEMBERS AND WE'LL JUST START RIGHT IN THE MIDDLE. JOY. 
          >> WELL, IF THIS WAS BINGO, YOU NAILED IT. 
          I WAS PUTTING CHECK MARKS ON WHAT YOU PICKED UP ON AND THOSE ARE THE SAME CONNECTIONS THAT I'M MAKING BETWEEN STANDARDS BASED LEARNING AND OUR PROFILE OF A GRADUATE. 
          ONE THAT I ALSO NOTED IS UNDER BEING A WELLNESS NAVIGATOR, MAKING RESPONSIBLE DECISIONS THAT SUPPORT SUCCESS IN SCHOOL AND LIFE, AND WHEN I STARTED TALKING AT THE BEGINNING ABOUT HOW WE'RE EQUIPPING KIDS WITH THEIR SOCIAL EMOTIONAL LEARNING FOR SELF MANAGEMENT AND SOCIAL MANAGEMENT AND HOW THAT TIES IN AND SUPPORTS THEIR LEARNING OF THE ACADEMIC CONTENT TOO. 
          A LOT OF IT AT THE MIDDLE SCHOOL IS SO MUCH ABOUT DECISIONS AND WEIGHING THE EFFECTS OF THIS PERSON ON THE SIDE OF ME AND THIS PERSON ON THE SIDE OF ME AND FOR HOME I COME FROM AND ALL THESE DIFFERENT BELIEFS AND VALUES AND SO EQUIPPING THEM WITH THAT IS KEY AS WELL. 
          >> THANK YOU. CLINT. 
          >> I THINK YOU ALL NAILED IT. 
          I WAS TELLING JOY IF I HAD KNOWN LISA WAS GOING TO DO THIS ACTIVITY, I WOULD HAVE HIT MORE OF THESE WHEN I WAS TALKING, BUT BECAUSE I THINK SOMEBODY SAID THAT CONNIE SAID, ALL OF THEM. 
          I WOULD AGREE THAT WE TRY TO HIT ALL OF THEM AS WE'RE WORKING THROUGH THIS. 
          ONE OF THE THINGS THAT STANDS OUT FOR ME AND MAYBE IT'S A NOT AS OBVIOUS A CONNECTION AS ENGAGED COMMUNITY MEMBER WITH EMBRACES AND ENGAGES IN OPEN DIALOGUE. 
          ONE OF THE THINGS WE WANT OUR KIDS TO DO IS BE ADVOCATES FOR THEMSELVES AS THEY COME OUT OF THIS. 
          THAT IS ONE OF THE THINGS THAT WE'RE WORKING ON WHEN IT COMES TO SETTING YOUR GOALS IS GO ADVOCATE FOR YOURSELF. 
          GO TO THE TEACHER AND SAY, YOUR FEEDBACK DOESN'T REALLY MAKE SENSE RIGHT HERE CAN YOU EXPLAIN THIS TO ME? THAT'S ONE OF THE THINGS THAT WE'RE REALLY WORKING ON WITH KIDS TOO IS HOW TO BE THAT ADVOCATE FOR YOURSELF WHICH CAN BE DIFFICULT WHEN YOU'RE 11 OR 12 OR 13 OR 14-YEARS-OLD BUT HOPEFULLY WHAT WE'RE TEACHING THEM CATCHES ON AND WHEN THEY'RE 18, LIKE, I REMEMBER THAT BACK IN MIDDLE SCHOOL THEY WERE TEACHING US THAT. 
          THAT WAS MAYBE ONE THAT'S NOT QUITE AS OBVIOUS BUT IT'S A CONNECTION THAT WE'RE ALSO WORKING ON. 
          >> MANDY. 
          >> I CAN TOTALLY AGREE. I LEND TO THE EXPRESSES UNDERSTANDING CLEARLY AND ADAPTS COMMUNICATION FOR PURPOSES, AUDIENCE AND SETTINGS. 
          LEANING OFF OF WHAT CLINT SAID THAT WITHIN OUR REASSESSMENT POLICY, AND THOSE THINGS, KIDS HAVE DIFFERENT OPPORTUNITIES TO COMMUNICATE AND SHARE THEIR DIFFERENT PURPOSES AND THOUGHTS AND AUDIENCE WITH THEIR TEACHERS OR NOT TO SHARE THEIR KNOWLEDGE WHICH IS PART OF BEING AN INFECTED COMMUNICATOR, WHETHER MAYBE I DIDN'T EXPRESS IT THE FIRST TIME BUT THEN SHARING THEIR LEARNING GOES WITH THAT ADVOCATING FOR THEMSELVES BUT THEN ALSO BEING ABLE TO COMMUNICATE THEIR LEARNING IN A DIFFERENT WAY TO THEIR TEACHERS. 
          >> THANK YOU. IT'S REALLY IMPORTANT THAT THE PROFILE OF A GRADUATE IS NOT UNDERSTOOD AS A SEPARATE PROGRAM FROM ALL OF THE THINGS THAT WE'RE DOING THROUGH THE STRATEGIC PLAN, BUT IS A NATURAL OUTCOME IF WE DO THOSE THINGS WITH INTENTION AND SUPPORT. 
          I THINK YOU HEAR IN THE REMARKS OF COLLEAGUES TONIGHT ABOUT HOW IT IS INTENTIONALLY SUPPORTING STUDENTS GROWING TOWARDS THAT PROFILE OF A GRAD WHICH WE EXPECT THAT GROWTH TOWARDS THIS IN EVERY GRADE LEVEL FROM PRE K THROUGH 12, AND WE HAVE OUR MIDDLE SCHOOL SLICE TONIGHT. 
          THE LAST THING THAT I WILL DO BEFORE QUESTIONS IS CALL UP SHERRY AND KATIE FOR ANY COMMENTS AND CONNECTIONS THEY MAKE RELATED TO THE WORK GROUP AND HOW IT CONNECTS TO WHAT YOU'VE HEARD THIS EVENING AS WELL. 
          >> LISA, WHILE THEY'RE PREPARING, I JUST WANTED TO SAY A COUPLE OF THINGS. 
          [01:40:02]
I THINK THAT THIS TEAM MODELS THIS SO MUCH FOR OUR STUDENTS AND OUR TEACHERS, ALL OF THE PROFILE OF THE GRADUATE. 
          I THINK THAT JOY AND SHERRY AND KATIE, LISA, THE TEAM, JEN ARE THE GLUE THAT REALLY BRINGS IT TOGETHER, BUT ONE OF THE REASONS I WAS EXCITED ABOUT HAVING CLINT AND MANDY IS, WHEN PRINCIPALS ARE THIS ENGAGED IN THE INSTRUCTIONAL MODEL AND THEY BELIEVE IN THIS WORK SO MUCH THIS IS WHAT MAKES IT WORK. 
          I THANK YOU, MANDY AND CLINT FOR YOUR LEADERSHIP BECAUSE SO MANY TIMES THROUGHOUT THIS PROCESS AND CLINT GOING BACK TO, WELL, BEFORE I WAS HERE, IT COULD HAVE BEEN REALLY EASY TO GIVE UP, TO GIVE IN. 
          THERE'S OPPOSITION BUT YOU HAVE THE FORTITUDE TO STAY THE COURSE AND KNOWING THAT THIS IS THE GOOD WORK FOR KIDS. 
          WE KNOW THAT THE REPORTING PIECE IS ALWAYS GOING TO HAVE THAT CONTROVERSY. 
          BUT IT'S THE ASSESSMENT, IT'S THE DEEP UNDERSTANDING THAT YOUR STUDENTS ARE GETTING FROM THIS WORK. 
          IT'S SO IMPRESSIVE. AGAIN, I THINK, JOY, YOU'VE REALLY BEEN THE GLUE TO BRING THOSE SCHOOLS TOGETHER AND WE'VE BEEN LOOKING FOR THAT CONSISTENCY ESPECIALLY AT OUR SECONDARY LEVEL. 
          I JUST WANTED TO SAY THAT. THANK YOU FOR STANDING TALL AND BEING LEADERS BECAUSE THIS COULD HAVE EASILY BEEN SOMETHING THAT WE THREW THE BABY OUT WITH THE BATHWATER AND WE DIDN'T BECAUSE IT'S WHAT'S RIGHT FOR KIDS SO THANK YOU FOR THAT. 
          >> WE WERE REALLY LISTENERS TONIGHT, AND WHAT WAS AWESOME IS ALL THE THINGS CAME OUT OF THE CONVERSATION THAT YOU WOULD HOPE FOR FROM OUR STRATEGIC PLAN GOALS TO THE WORK THAT'S HAPPENING IN CLASSROOMS, THE PROFESSIONAL LEARNING THAT'S TAKING PLACE AT THE SCHOOL LEVEL, WHICH IS REALLY EXCITING AND IT HAS ALL BEEN WITH INTENTION. 
          I NOTED SO MANY PLACES THAT I HEARD TONIGHT THAT WERE INTENTION FROM OUR SCHOOL LEADERS, FROM JOY AS AN INSTRUCTIONAL LEADER, FROM OUR WORK GROUP WORK, OUR TRANSFORMATIONAL PROFESSIONAL LEARNING WORKSHOPS, WHICH I CO LEAD WITH JEN AND LISA. 
          WHAT'S GREAT TO SEE ABOUT THIS CONVERSATION TONIGHT IS THAT ALL OF THE WORK THAT WE DO IN DIFFERENT PLACES HAS STARTED TO OVERLAP IN REALLY MEANINGFUL WAYS. 
          THAT'S WHAT YOU WANT TO SEE. 
          YOU WANT TO START TO CREATE THOSE PATHWAYS FROM WHAT'S IN THE REALLY COLORFUL BOOKLET TO OUR STUDENTS. 
          HOPEFULLY, WE'RE ABLE TO SEE SOME OF THAT TONIGHT. 
          THANK YOU FOR SO BEAUTIFULLY ARTICULATING ALL OF THAT WORK TO OUR PANEL MEMBERS BECAUSE THEY'RE IN IT EVERY SINGLE DAY. 
          THEY'RE HEARING THE COMMENTS FROM TEACHERS, FROM STUDENTS, FROM LEADERS, FROM EACH OTHER, AS THEY WORK AND PLAN TOGETHER. 
          I WANT YOU TO KNOW THAT IT'S NOT JUST, HERE'S AN IDEA, LET'S LOOK AT OUR SCALES. 
          JUST THIS TWO MONTHS OF PROFESSIONAL DEVELOPMENT WITH LIBERTY AND SKY RIDGE HAS BEEN HOURS AND HOURS OF PLANNING AND FEEDBACK AND QUESTIONS AND WHAT'S THE BEST WAY IN TRIAL AND ERROR AND SO MUCH HAS GONE INTO IT. 
          THERE'S BEEN A LOT OF INTENTION FOR THIS TO BE WHAT SEEMS MAYBE SIMPLE AND SHORT, IT'S A MASSIVE PROJECT I WOULD SAY. 
          THANK YOU FOR THE TIME YOU'VE PUT INTO THAT AS WELL. 
          THE OTHER THING I WANTED TO NOTE IS THAT I HEARD OVER AND OVER AGAIN, I WROTE A LITTLE WHAT I HEAR. 
          OVER AND OVER AGAIN I HEARD THE EMPHASIS ON OUR STUDENT INVOLVEMENT IN THEIR OWN LEARNING, AND THAT BEING A PRIORITY FOR ALL OF US. 
          I ALSO HEARD STUDENT CENTEREDNESS AND THEN AN EMPHASIS ON SUPPORT FOR OUR STUDENTS AND FOR OUR STAFF. 
          JUST RECOGNIZING THAT OUR STAFF HAVE TO FEEL EQUIPPED, THEY HAVE TO FEEL KNOWLEDGEABLE, THEY WANT TO BE EXPERTS. 
          THEY WANT TO SUPPORT THEIR STUDENTS, THEY WANT TO KNOW BEST WAYS TO COMMUNICATE WITH FAMILIES AND ALL OF THAT IS COMING TOGETHER IN THIS WORK I WOULD SAY, BUT JUST THAT PRIORITY ON WHY WE'RE DOING THIS AND IT'S REALLY SO THAT OUR STUDENTS ARE THE ONES THAT OWN THEIR LEARNING IN THE END. 
          SHERRY, AND THEN WE'LL OPEN IT UP TO QUESTIONS. 
          >> I JUST WANT TO SAY A HUGE THANK YOU TO THE TEAM THAT'S HERE TONIGHT. 
          THE ROAD HAS CERTAINLY NOT BEEN A WELL PAVED ROAD. 
          IT'S BEEN A LITTLE BUMPY ALONG THE WAY. 
          BUT TO KATIE'S POINT, YOU HAVE STAYED CENTERED AT WHAT IS BEST FOR STUDENTS, FOCUSED ON STUDENTS LEARNING AND NOT JUST MEDIOCRE LEARNING. 
          HOW CAN THEY LEARN WITH THE HIGHEST EXPECTATIONS AND THE HIGHEST SUPPORT? YOU'VE DONE THE WORK IN THE RESEARCH. 
          YOU'VE DONE THE WORK IN THE CONVERSATIONS. 
          YOU'VE DONE THE WORK IN PLANNING AND FACILITATING PROFESSIONAL DEVELOPMENT. 
          NONE OF YOU HAS COME TO THE TABLE AS AN EXPERT. 
          EACH OF YOU HAS COME AS A LEARNER WITH YOUR OWN EXPERTISE IN THESE AREAS AND THAT IS SHOWN AND THAT WAS SO EVIDENT TONIGHT. 
          OUR STUDENTS AND OUR STAFF ARE BETTER BECAUSE OF THE WORK THAT YOU'RE PUTTING IN AND 
          [01:45:05]
BECAUSE OF SOMETIMES A SWEAT IN THE TEARS ALSO THAT HAVE GONE INTO THE WORK. 
          JUST THANK YOU AGAIN FOR YOUR EXCEPTIONAL EDUCATIONAL LEADERSHIP AND INSTRUCTIONAL LEADERSHIP IN THIS WORK. 
          I'M REALLY EXCITED TO SEE WHERE THIS GOES. 
          I THINK JUST TO ADD TO WHAT KATIE HAD SHARED, ROSS GREENE TALKS ALL THE TIME ABOUT KIDS DO WELL WHEN THEY CAN. 
          THAT IS SO VERY TRUE FOR ALL OF US AS ADULTS AND AS EDUCATIONAL LEADERS. 
          A LARGE PART OF THE WORK THAT THEY'VE HAD TO DO IS TO HELP GIVE AND PROVIDE THE SKILLS AND THE TOOLS THAT OUR STAFF NEED IN ORDER TO MAKE THE CLASSROOMS MORE INSTRUCTIONALLY CHALLENGING AND BETTER ACCESS FOR EACH OF OUR STUDENTS THAT ARE IN TO THEIR STANDARDS AND WHAT THEY NEED TO KNOW IN ORDER TO BE SUCCESSFUL OUTSIDE OF THAT. 
          I JUST REALLY WANT TO CELEBRATE YOU ALL. 
          YOU ARE REALLY LEADING THE WAY AND MODELING FOR THE REST OF OUR SCHOOLS, ELEMENTARY, AND HIGH SCHOOL, ABOUT HOW WE DO THIS WORK, DISTRIBUTED LEADERSHIP AND LISTENING AND LEANING INTO WHAT'S BEST FOR OUR STUDENTS AND KEEPING THEM AT THE CENTER. 
          WELL DONE. REALLY APPRECIATE THE WORK. 
          YES. [APPLAUSE] 
          >> I'M PREPARING ANYTHING PRO TALKER. 
          WITH THAT, WE HAVE ANY OTHER QUESTIONS FROM BOARD MEMBERS THAT EITHER WE CAN ANSWER OR THAT ARE LINGERING FOR OUR PANEL MEMBERS? CONNIE, DO YOU HAVE A QUESTION? I'M [INAUDIBLE]. 
          >> [INAUDIBLE]. 
          >> I DIDN'T TOUCH ANYTHING. I DIDN'T DO IT. 
          >> HERE I AM. JUST THANK YOU ALL FOR ALL THE WORK THAT YOU'RE DOING AND IT'S NOTICED AND VALUED AND WE WOULDN'T BE THE DISTRICT THAT WE ARE WITHOUT ALL OF WHAT ALL OF YOU ARE DOING TOGETHER FOR OUR KIDS. THANK YOU. 
          >> I DIDN'T HAVE ANYTHING BUT NOW I'M SORRY. 
          I WANT TO JUMP IN AND JUST SAY THAT I APPRECIATE THIS FORMAT TONIGHT. 
          I LIKE HEARING FROM YOU GUYS. 
          I LIKE HEARING FROM EVERYONE BUT I LIKE HEARING FROM YOU LIKE THE ACTUAL WHAT'S HAPPENING. 
          THAT TO ME WAS A BENEFICIAL WAY THAT WE DID THIS TONIGHT SO JUST THANK YOU FOR DOING THAT AND FOR BEING HERE. 
          >> I LIKE THE FORMAT. 
          DO YOU LIKE THE FORMAT? WE SHOULD DO THAT MORE. 
          I'LL PUT IT DOWN AS TWO GLOWS AND THEN THE GROW IS A QUESTION. IT'S NOT A STATEMENT. 
          I'M GOING TO DO THE PROJECT BASED THING. 
          I REALLY LIKE ADVOCATES FOR SELF. MINE'S REALLY LOUD. 
          I FEEL LIKE I HAVE TO MOVE IT ALL OVER THERE. 
          ADVOCATES FOR SELF. I REALLY LIKE THAT. 
          I THINK IT'S A GOOD THING. I LIKE THE SELF EMPOWERED LEARNER BUT THE ADVOCATE ONE SPREADS ACROSS AREAS. 
          THEN THE CALL FOR CONSISTENCY BECAUSE I GET THAT'S CHALLENGING. 
          THOSE ARE MY TWO GLOWS AND THEN THE GROW IS A REAL QUESTION. 
          IT COMES FROM MAYBE THE WORDS WE USE BECAUSE I HEAR THE WORD, REASSESSMENT, RETAKES, REDUCE. 
          I KNOW FROM MY STUDENTS THEY'VE HEARD ALL THREE WORDS. 
          I THINK WE SHOULD STICK WITH ONE BECAUSE IT HAS DIFFERENT MEANING. 
          THE REASON I MENTIONED THAT IS YOU USE THE WORD POLICY WHEN IT COMES TO AT LEAST FOR YOUR SCHOOLS, AGAIN, I DON'T KNOW AT OBVIOUSLY IN DISCOVERY AND WHAT WE'LL COME UP WITH IN THE FUTURE. 
          BUT TO ADVOCATE FOR YOURSELF ON A REASSESSMENT WHEN MAYBE THE PRACTICE IS DIFFERENT IN ROOM SO I'VE HEARD SOME STUDENTS SAY THAT WHEN THEY GET A REASSESSMENT, THAT'S THEIR NEW GRADE OR THEIR NEW RANK IN STANDARDS BASED REPORTING, AND I'VE HEARD FROM SOME OTHERS THAT SAID, WELL, THEIR TEACHER SAID, WELL, I TAKE AN AVERAGE OF A STANDARD. 
          YOU GET A 2.7 AND THEN YOU TAKE A REASSESSMENT AND YOU GET A 2.9, AND THEY PUT DOWN 2.8. 
          I'M JUST WONDERING, DO WE NEED TO PUT THE POLICY OR THAT INFORMATION OUT THERE SO STUDENTS, FAMILIES AND CAREGIVERS CAN POINT SOMEWHERE ON THE WEB AND SAY A REASSESSMENT IS GIVEN WITHIN X NUMBER OF DAYS AND ALLOWS A STUDENT TO GET THAT NEW LEVEL. 
          IT'S JUST MY ONE QUESTION ON CONSISTENCY. 
          CAN WE DO SOMETHING TO HELP STUDENTS AND FAMILIES ADVOCATE ON THEIR BEHALF IF THEY COME HERE? BECAUSE I'VE HEARD IT FROM A COUPLE AND I WOULDN'T KNOW WHAT TO TELL A STUDENT, GO BACK TO YOUR TEACHER, BUT IF THEY DON'T FEEL COMFORTABLE. SHOULD WE HAVE SOMETHING. 
          MAYBE IT'S A QUESTION NOT A REQUEST BUT DO YOU SEE THAT AS A PROBLEM? YOU THINK THAT THERE'S INCONSISTENCY ON THAT AND ASKING SOME YOUNGER STUDENTS TO ADVOCATE FOR THEMSELVES LIKE THAT IS PROBABLY PRETTY HARD. 
          [01:50:03]
          >> I DON'T KNOW IF ITS ON. FEEL LIKE IT'S STILL ON. 
          I WOULD SAY THAT OUR AGREED, I'LL EVEN ADD RE LEARNING IN THERE BECAUSE REALLY THE RE LEARNING COMES BEFORE YOU REALLY RE-ASSESS OR ANY OF THAT. 
          THERE'S A LOT OF WORDS IN THERE. 
          BUT DEFINITELY A REASSESSMENT OR A REDO OR A RE-CHANCE TO GET IT. 
          WE CAN GROW AS THE FIRST YEAR OF OUR POLICY WE HAVE PLANS TO REVIEW IT. 
          WE'VE LEARNED A LOT JUST IN THE SHORT AMOUNT OF TIME OF THINGS THAT WE CAN DO TO HELP STUDENTS IN THAT REALM, PARENTS AND FAMILIES, THEY DO HAVE ACCESS TO THAT. 
          OUR HOPE WAS NOT TO WEAPONIZE IT BUT HAVE A TOOL THAT THEY CAN REFERENCE WITH NEW CHANGE COMES OPPORTUNITY TO LEAN IN AND HAVE SOME ACCOUNTABILITY AND CONVERSATIONS ABOUT THAT AVERAGE. 
          AS WE FIND OUT THAT THINGS ARE HAPPENING OR AREN'T HAPPENING THAT'S FUN PART OF OUR JOB THAT WE GET TO PUSH IN AND ASK QUESTIONS AND ALIGN ON THAT PIECE. 
          I THINK WE'RE GOING TO AS A BUILDING WORK TOGETHER TO ALIGN WHAT WE'VE LEARNED ABOUT OUR REASSESSMENT POLICY AND SOME OF THOSE THINGS HAVE COME UP AS WELL. 
          >> IT'S A QUESTION ON THAT TO GIVE, KNOW WHAT THE MODEL IS. 
          I'M REFLECTING ON READING THE GRADING FOR EQUITY BOOK AND LIKE, OKAY, ARE WE ENTER INTO THE SAME PROBLEM IF WE'RE NOT REALLY CLEAR SOMEWHERE WHERE I CAN POINT AND SAY, AFTER YOUR FIRST ASSESSMENT IT'S CALLED RE LEARNING AND THEN AFTER RE LEARNING IS A REASSESSMENT. 
          >> WHAT SHOULD A STUDENT EXPECT FIVE DAYS LATER OR TEN? I GUESS AS A PARENT TO EDUCATE THEM BECAUSE WHEN WE'RE GRADING FOR EQUITY, I KEPT LOOKING AT THAT THINKING, ARE WE GOING TO GET INTO THE SAME PROBLEM IF STUDENTS, PARENTS, AND CAREGIVERS CAN'T POINT AND SAY, I KNOW THE FLOW. 
          WHEN MY STUDENT COMES HOME AND SAYS THEY DID POORLY ON A MARK, I'M LIKE, IT'S OKAY BECAUSE THE PROCESS IS RIGHT HERE, IT'S IN FRONT OF YOU. 
          I DON'T KNOW IF WE CAN POINT PEOPLE TO THE STUDENTS. 
          WE CAN'T POINT THEM TO THAT, EXCEPT MAYBE ON A CASE BY CASE BASIS, BUT I JUST WANT TO PUT IT OUT THERE BECAUSE IT'S SOMETHING I'VE NOTED WHEN. 
          I TALKED TO A VARIETY OF STUDENTS THAT ARE IN THIS MODE. 
          I THINK THEY GET WHAT IT'S ALL ABOUT, BUT THEY DON'T GET THE PROCESS MAYBE. 
          >> I KNOW AT LIBERTY, WE HAVE OUR WIN WINES DAYS, WHICH IS A REASSESSMENT DAY. 
          WE CONTINUE TO WORK ON THAT PIECE OF ALIGNING AND THE EXPECTATION ACROSS. 
          DEFINITELY. WE HAVE AREA TO GROW. 
          >> THANK YOU. I WOULD SAY THAT IS OUR GOAL TO GET TO THAT POINT WHERE YOU CAN HAVE SOMETHING THAT YOU POINT AT. 
          WE HAD THE RETAKE POLICY THAT WE DID THIS YEAR BETWEEN THE TWO SCHOOLS, AS MANDY SAID, AND AS JOY HAS SAID THROUGHOUT, WE'RE NEVER DONE WITH IT, SO IT'S CONTINUING TO TAKE SHAPE AND EVOLVE AND I HAVE SAID MANY TIMES I COULD WRITE A BOOK ABOUT HOW NOT TO IMPLEMENT STANDARDS BASED GRADING. 
          WE LEARN FROM THOSE MISTAKES AND WE MOVE FORWARD WITH IT. 
          WE GET STARTED AND THEN WE GET BETTER. 
          I SAID THAT EARLIER, BUT IT'S SOMETHING THAT I REALLY TALK ABOUT A LOT. 
          WELL, THANK YOU FOR THAT BECAUSE WE NEED TO BE CONSISTENT AROUND THAT. YEAH. 
          >> I WOULD ALSO LIKE TO JUST ECHO, THANK YOU FOR BRINGING THAT UP AS I'M THINKING ABOUT OUR NEED FOR CONSISTENCY AND WONDERING ABOUT COMMUNICATION MAYBE VIA THE DISTRICT WEBSITE OR THE SCHOOLS WEBSITES OF OUR REASSESSMENT POLICY. 
          IT'S THERE AND CLEARER FOR ALL STAKEHOLDERS INVOLVED AND RECOGNIZING THAT AS MUCH READING AS I'VE DONE ABOUT SCORES THAT GET REPORTED ON REASSESSMENTS, THAT'S NOT SOMETHING THAT, TO MY KNOWLEDGE HAS BEEN BROUGHT TO MY COLLEAGUES. 
          THERE IS LATEST RESEARCH ON EFFECTIVE PRACTICES WHEN STUDENTS REASSESS AND I THINK RAISING THE VEIL AND SHARING THAT WITH OUR COLLEAGUES WOULD BE A VERY CONCRETE NEXT STEP WE CAN DO. 
          >> YEAH. I'VE NOTED JUST A COUPLE OF CASES STUDENTS MORE ANXIOUS ABOUT THE ONES I'VE TALKED TO ABOUT REASSESSMENTS IF THEY DON'T HAVE A CLEAR UNDERSTANDING OF LIKE, OKAY, WHAT IS THIS? THIS IS ACTUALLY FOR YOU. 
          IT'S REASSESSMENTS. 
          BUT I DO WONDER IF WE SHOULD HAVE ONE WORD, LEARNING, REASSESSMENTS [INAUDIBLE]. 
          I'D LOVE IT, SO I COULD POINT TO OTHER PEOPLE ON THAT. 
          JUST LIKE WE CAN POINT TO THE STRATEGIC PLAN AND SAY THIS IS WHY WE'RE DOING IT, THAT PLAN WOULD BE, THIS IS HOW IT'S GETTING DONE. 
          >> WITH THAT, I WANTED TO ALSO SHARE WHEN WE WERE WORKING WITH OUR COLLEAGUES TO IMPLEMENT THIS AND KNOWING OUR MIDDLE SCHOOLERS ARE LEVELING UP IN THEIR SOCIAL EMOTIONAL DEVELOPMENT AND GOING TO AN ADULT AND SHARING, I WANT TO REASSESS OR I DON'T UNDERSTAND YOUR FEEDBACK. 
          MIGHT NOT BE A PATHWAY AT AGE 11 OR 12. 
          THE GOOGLE FORM THAT WE MADE TO SUPPORT THIS IS ALSO AVAILABLE ELECTRONICALLY SO THEY CAN FILL THAT OUT AND THEN THE TEACHER IS ALERTED THROUGH E MAIL, 
          [01:55:03]
SO IT DOESN'T HAVE TO BE A FACE TO FACE IN CLASS. 
          WE'RE ALSO PROPONENTS OF WHERE WE CAN TO HAVE THE STUDENT FAMILY TEACHER TEAM, AND IF YOU NEED TO HAVE YOUR FAMILY SUPPORT OR SUPPORT OF SOMEONE IN THE BUILDING, YOU HAVE THAT TOO, BECAUSE AS ADULTS, THAT'S A LINE OF AGENCY WE ALSO TAKE FROM TIME TO TIME IF WE CAN'T DIAL DIRECT OR SUBMIT SOMETHING ELECTRONICALLY, WE MAY GO TO A COLLEAGUE. 
          THERE'S MULTIPLE PATHS FOR KIDS TO FLEX THAT AGENCY MUSCLE AS THEY BUILD THAT UP FOR WHAT THEY NEED. 
          TEACHERS ALSO WILL ALSO SHARE, THIS WOULD BE A GREAT REASSESSMENT OPPORTUNITY. 
          LIKE LOOK AT YOUR SOLID LEVEL 2 SKILLS. 
          WITH A LITTLE BIT MORE GUIDED PRACTICE, LET'S DO THIS, SO THERE'S A PARTNERSHIP THERE. 
          >> EXCELLENT. THANK YOU. 
          >> THANK YOU. I KNOW THAT THIS IS NOT A PROGRESS REPORT RELEASED LIKE YOU WERE SAYING. 
          I'M NOT EXPECTING ANSWERS TO THESE. 
          SOMETHING TO THINK ABOUT. 
          FIRST OF ALL, I THINK THAT IT'S CLEAR WITH OUR CONVERSATION HERE THAT STANDARDS BASED LEARNING IS SOMETHING THAT THIS BOARD SUPPORTS AND SUPPORTS GETTING IT RIGHT. 
          I APPRECIATE YOU GUYS BEING WILLING TO COME HERE AND JUST TALK ABOUT THIS AND BE OPEN ABOUT THE PROCESS, LIKE [INAUDIBLE], SO I LOVE THIS FORMAT TO BE ABLE TO HAVE THE CONVERSATION ON THAT. 
          I DON'T WANT TO SPEAK FOR ALL OF MY COLLEAGUES HERE, BUT I THINK THERE IS MAYBE A LITTLE BIT OF AN APPETITE TO LEARN MORE ABOUT IT BECAUSE I THINK ONE OF THE THINGS THAT AS BOARD MEMBERS, WE CAN BE, WE'RE THAT LINK BETWEEN THE DISTRICT AND THE COMMUNITY IN A LOT OF WAYS. 
          JUST BEING ABLE TO SPEAK MORE TO, FOR EXAMPLE, YOU TALKED ABOUT A LOT OF THE WORK THAT WENT INTO THE RETAKE POLICIES OR THE CLARITY ON WHAT A FOUR IS DOING THAT BEYOND GRADE LEVEL WORK. 
          JUST THE EXAMPLES OF SOME OF THOSE ALIGNMENTS, I'D LOVE TO GET A LITTLE BIT MORE INFORMATION ON THAT JUST SO THAT WE CAN REALLY REPORT OUT THIS IS WHAT STANDARDS BASED LEARNING IS. 
          THIS IS WHAT THE TEAM IS DOING. 
          THEY'RE NOT TRYING TO FIGURE OUT A WAY TO CHANGE THE GRADING SYSTEM AT CAMS HIGH SCHOOL. 
          LIKE WHAT YOU'RE SAYING, CLINT, YOU SAID YOU COULD WRITE A BOOK ON HOW NOT TO DO IT, BUT THAT'S A GREAT LINE. 
          BUT I LOVE HOW YOU GUYS ARE WILLING TO NOT JUST THROW IT COMPLETELY OUT, BUT REALLY LOOK AT, OKAY, HERE'S WHERE MAYBE WE'RE COMING UP SHORT IN SOME PLACES AND HOW CAN WE DO BETTER WITH THAT? I'VE BEEN ABOUT ALIGNMENT FOR THE WHOLE TIME, EVERYTHING THAT WE TALK ABOUT ON THE BOARD. 
          I ALWAYS LOVE THE ALIGNMENT BETWEEN THE SCHOOLS. 
          I THINK THIS IS A GREAT EXAMPLE OF IT. 
          THINGS THAT YOU CAN SHARE WITH US THAT WE CAN THEN BRING OUT TO THE COMMUNITY, OR FOR EXAMPLE, WE'LL HAVE THIS CONVERSATION FEEL LIKE EVERYTHING'S GOING REALLY GOOD AND THEN WE'LL GET THAT ONE PERSON WHO IS LIKE, WELL, THAT'S NOT MY EXPERIENCE. 
          TO BE ABLE TO TALK ABOUT THE WORK THAT'S GOING ON, ESPECIALLY BECAUSE IT FEELS LIKE A LOT OF THIS EITHER WE'RE TOO EARLY IN THE PROCESS OR IT'S HARDER TO QUANTIFY DATA. 
          I THINK AS A BOARD, THAT 10,000 FOOT OR WHATEVER THE HIGH NUMBER IS, THE 20,000 FOOT ELEVATION WHERE WE'RE LOOKING AT IT. 
          DATA POINTS CAN HELP US ON THAT. 
          THIS MIGHT BE A LITTLE HARDER TO QUANTIFY AT THAT POINT. 
          EQUIPPING US A LITTLE BIT WITH SOME OF THE WORK THAT'S GONE ON SO THAT WE CAN SAY THAT YES, THIS IS A PROCESS. 
          I DON'T KNOW IF THAT'S, EXAMPLES OF SOME RUBRICS OR EXAMPLES OF THE RETAKE POLICIES WITHIN THE BUILDINGS. 
          NOT THAT EVERYTHING NEEDS TO BE A SURVEY, BUT I GUESS, DATA POINTS FROM MAYBE FAMILIES, FOR EXAMPLE. 
          I THINK A LOT OF THE APPREHENSION THAT WE HEARD BACK IN JUNE AND JULY CAME A LOT FROM FAMILIES WHO ARE LIKE, I DON'T KNOW WHAT THIS MEANS. 
          ARE WE SEEING THAT THERE'S MORE CLARITY THAT FAMILIES ARE STARTING TO UNDERSTAND IT A LITTLE BIT MORE? I'LL JUST WRAP UP THIS RAMBLING RUN ON SENTENCE. 
          BUT I THINK WE DO SUPPORT WHAT YOU'RE DOING HERE, WE WOULDN'T HAVE PUT IT IN THE STRATEGIC PLAN IF WE DIDN'T SUPPORT THAT. 
          WAYS THAT WE CAN KEEP SPREADING THE GOSPEL ON IT, I GUESS. 
          >> I'LL SECOND THAT, NOW THAT WE'RE VOTING. 
          AGAIN, I DON'T KNOW IF ANYONE ELSE HAS READ GRADING FOR EQUITY YET. YOU HAVEN'T READ THE BOOK YET. 
          REALLY. IT'S A PAGE TURNER. 
          I GOT A LOT OF NOTES [LAUGHTER]. 
          TO COREY'S POINT, I WOULD LIKE TO EXPLAIN SOME OF THE POINTS THAT I READ IN THERE AND THEN LOOK LIKE DEMONSTRATING THE VALUE FOR RESPECT AND RELUCTANT LEARNERS AND STUDENTS REGULARLY MARGINALIZED AND UNDER-SERVED. 
          I WOULD LIKE TO KNOW MORE ABOUT THAT SO I CAN EXPLAIN TO FAMILIES THAT IT'S NOT ABOUT THE GRADING BUT JUST LEARNING. 
          WE'RE DOING THIS TO SERVE ALL STUDENTS, 
          [02:00:04]
ON OUR HEAD, SEE VALUE, SIR RIGHT AT THE FRONT. 
          AGAIN, I THINK IT WOULD BE REALLY NICE IN AN UPCOMING WORKSHOP IN THE NEAR TERM TO HEAR A LITTLE BIT FURTHER ABOUT SOME OF THE BACKGROUND, THE RESEARCH. 
          WE CAN TALK ABOUT REASSESSMENTS FOREVER. THAT'S NOT THAT MUCH FUN. 
          BUT I THINK TO A LOT THAT'S IN HERE, LIKE, OKAY, WHAT DATA IS COLLECTED SO WE CAN SEE HOW THIS IS PERFORMING. 
          WE CAN DEMONSTRATE AND SAY, WE ARE SERVING ALL STUDENTS BY THIS APPROACH WHEREAS BEFORE UNDER A STANDARD GRADING OR EVEN THE STANDARD CURRICULUM. 
          WE'RE NOT GETTING THAT. I'D LOVE TO LEARN MORE ABOUT THAT BECAUSE WE HAVEN'T REALLY HAD TIME TO TALK ABOUT IT. 
          YEAH. THANK YOU. 
          >> JOY, I APPRECIATE YOU GIVING THE EXAMPLE OF GOING AND WORKING WITH ANOTHER SUBJECT MATTER OTHER THAN THE ONES THAT ARE TESTED BY THE STATE, THAT YOU WENT, WORK WITH LIKE THE MUSIC DEPARTMENT STUFF. 
          IN MY OTHER JOB, SOMETIMES WE JOKE THAT IF YOU'RE NOT MATH ELA, OR SCIENCE, YOU'RE THE LEFTOVERS. 
          IT'S LIKE, ALL RIGHT, LEFTOVERS, LET'S GO OVER HERE AND WE'LL WORK ON THIS, WHILE THEY'RE TALKING ABOUT THE REAL WORK. 
          JUST TO SPEAK AS AN ELECTIVE TEACHER, THAT'S HOW IT CAN FEEL. 
          I APPRECIATE YOU MAKING IT RELEVANT AND ALSO SHOWING THAT STEP IS A PRIORITY TOO. I APPRECIATE THAT. 
          >> YOU'RE NOT A LEFTOVER [INAUDIBLE]. 
          ELECTIVE TEACHERS GET KIDS TO SCHOOL. LET'S NOT FORGET THAT. 
          >> ALL RIGHT. DID YOU HAVE SOMETHING ELSE? 
          >> NO. JUST THANK YOU. 
          [OVERLAPPING] CAN YOU GO. 
          THANK YOU [APPLAUSE]. 
          >> VERY HELPFUL AND THANK YOU GUYS FOR BEING HERE SO LATE WITH US TONIGHT, TOO. 
          OKAY. WITH THAT, WE'RE GOING TO MOVE ON TO SOME LOGISTICS. 
          [6. SYTEMS/PATHWAYS]
IT LOOKS LIKE JOHN, YOU'RE TAKING ITEM NUMBER 1. 
          DID YOU KNOW THAT? I DON'T KNOW. 
          IT SAYS BOARD COMMUNICATION. JOHN. 
          >> SURE. WE HAD SOME CONVERSATION, ESPECIALLY ON OUR TRIP UP TO OLYMPIA AND BACK AROUND POTENTIALLY HAVING A PLANNING SESSION. 
          I DON'T WANT TO USE THE WORD RETREAT NECESSARILY. 
          ONE OF THE TOPICS WE DISCUSSED IS JUST COMMUNICATION AND MAKING SURE THAT WE'RE ALL ON THE SAME PAGE, THAT WE'RE HAVING OPPORTUNITIES MAYBE OUTSIDE OF THE BOARD BRIEFINGS, HOW DOES THAT LOOK? WHAT IS THE RELATIONSHIP BETWEEN THE SIX OF US AS OPPOSED TO WITH THE PRESIDENT ONLY OR VICE PRESIDENT OR WHATNOT? ALSO, GAEL AND I WERE HAVING SOME CONVERSATIONS AROUND WHEN I WAS IN MY SUPERINTENDENT ACADEMY. 
          SOME DISTRICTS AROUND THE COUNTRY HAVE A CLERK POSITION WHERE A CLERK POSITION IS REALLY THE PERSON WHO POTENTIALLY IS THE PERSON WHO ANSWERS THE COMMUNITY, WHETHER IT'S AN E MAIL OR WHATNOT. 
          THAT WAY, IT'S NOT ALWAYS FALLING ON THE PRESIDENT ALONE. 
          WE CAN STILL SHARE THOSE IDEAS TOGETHER. THANK YOU, EVERYONE. 
          MAYBE IT BECOMES EITHER THE CLERK'S ROLE TO DO THE RESPONSES, BECAUSE I NOTICED THAT WE SOMETIMES DO OVERLAP EACH OTHER, OR I DON'T KNOW THAT YOU'RE COPIED OR BLIND COPIED ON SOMETHING. 
          JUST THINGS LIKE THAT. COMMUNICATION OVERALL, AND HOW DO WE WANT TO GO ABOUT THAT? DO WE WANT TO MOVE FORWARD WITH AN OFFSITE PLANNING SESSION? ONE OF THE THINGS THAT I BROUGHT TO CABINET TODAY AND THEIR RESPONSES WERE, JUST WITH OPTICS RIGHT NOW, IT MAY NOT BE THE BEST MOVE RIGHT NOW TO GO TOO FAR OFF SITE, WHETHER IT'S GOING TO COST US MONEY, WE ALSO HAVE TO MAKE SURE THAT WE PROVIDE THE PUBLIC AN OPPORTUNITY TO BE A PART OF ALL OF OUR MEETINGS. 
          ONE OF THE IDEAS IS TO POTENTIALLY LOOK AT THE PUBLIC LIBRARY. 
          IT'S KIND OF THE HAPPY MEDIUM BETWEEN FAR OFF SITE, AND BEING HERE IN MY OFFICE OR IN THE BOARD ROOM OR WHATNOT. 
          THAT WAS A LOT, HOW DO WE GET TOGETHER? WHAT WAY DO YOU WANT TO GET TOGETHER AND REALLY FOCUS IN ON HOW DO WE COMMUNICATE EFFECTIVELY AS A BOARD? 
          >> COMMENTS ON THAT. 
          >> DISCUSSION. 
          >> YEAH, THAT'S UP FOR DISCUSSION. 
          >> I THINK THAT'D BE A GREAT TOPIC FOR A PLANNING SESSION. 
          >> YEAH. I KNOW IT SAYS ON THEIR MID YEAR PLANNING SESSION, WELL, I'M JUST LIKE WHAT MONTH ARE WE TALKING? IF WE'RE TALKING THE SUMMER PLANNING SESSION, I KNOW CONNIE'S GONE FOR SOME OF THAT [OVERLAPPING] 
          >> I THINK WHAT WE WERE TALKING ABOUT WE WHEN WE HAD OUR AUGUST PLANNING SESSION, WE HAD TALKED ABOUT DOING ANOTHER ONE MID YEAR TO CHECK IN ON. 
          [OVERLAPPING] NOW BASICALLY. YEAH. 
          >> I'M GOOD WITH DOING SOMETHING LIKE THAT AND COMING UP WITH AN AGENDA FOR THAT. 
          I THINK THE PUBLIC LIBRARY IS A GREAT OPTION BECAUSE IT WOULD BE FREE, I'M ASSUMING? 
          >> I THINK HONESTLY, WHEN WE HAD OUR PLANNING SESSION, 
          [02:05:01]
WE TALKED ABOUT OUR AGENDA WOULD BASICALLY JUST BE, LET'S LOOK AT WHAT WE TALKED ABOUT IN OUR PLANNING SESSION AND JUST CHECK UP ON ALL OF THAT STUFF. 
          I THINK BOARD COMMUNICATION WAS ONE OF THOSE THINGS ANYWAY. 
          >> I WASN'T AT THE PLANNING SESSION. 
          BUT HOWEVER, IF WE COULD GET SOME NOTES FROM THAT, YOU'RE RIGHT, THAT WOULD HELP US COME UP WITH THE AGENDA FOR THAT. 
          ARE YOU GUYS GOOD WITH THE PUBLIC LIBRARY? DO YOU WANT IT DURING THE WEEK OR ON A SATURDAY. 
          ARE WE TALKING JUST LIKE A COUPLE EIGHT TO NOON ON A SATURDAY? 
          >> I DON'T KNOW. I THINK A SATURDAY WORKS NICE. 
          YOU'RE NOT THINKING ABOUT WORK, I'M NOT GETTING WORK E MAILS IN. 
          I DON'T KNOW HOW MUCH TIME OR I THINK WE HAVE TO COME UP WITH THE AGENDA AND THEN FIT THE TIME TO IT. 
          WE CAN ALL BROWN BACK OUR OWN LUNCHES AND SNACKS OR WE CAN VOLUNTEER TO BRING THINGS. 
          I THINK IT WOULD BE HEALTHY. 
          I THINK WE HAVE ENOUGH THINGS COMING UP NEXT FEW MONTHS THAT IT WOULD BE GOOD FOR US TO UNIFY. 
          I THINK ON THE COMMUNICATION POINT THAT YOU BROUGHT UP, JOHN. 
          I KNOW SOME DISTRICTS IN THEIR POLICY SPECIFICALLY CALLS OUT A DIFFERENT MEMBER OF THE BOARD IS THE ONE THAT'S RESPONSIBLE, THEY ACTUALLY CALL IT OUT IN THEIR POLICY. 
          PROBABLY A GOOD THING. 
          AGAIN, JUST SO THAT IT'S NOT AN OVERBURDEN. 
          WE COULD TALK ABOUT THAT COULD BE ON THERE. 
          I DON'T KNOW IF THERE'S ANY WAZDA TRAINING OR THINGS THAT WE COULD REQUEST OR DO. 
          HAD WAZDA LEAD A PLAN SESSION? 
          >> [INAUDIBLE] . 
          >> I THINK MAYBE IF WE WERE GOING TO DO WAZDA AGAIN I WOULD DO THAT IN IN THE SUMMERTIME. YEAH, I COULD REVIEW IT. 
          BUT I THINK THAT RIGHT NOW, IT'D BE NICE TO JUST GO BACK BECAUSE AGAIN, SOMETIMES I FEEL LIKE WE DO OUR PLANNING SESSION IN AUGUST AND THEN IT'S JUST KIND OF, WE'LL SEE NEXT AUGUST. 
          >> WHAT I'M HEARING IS, CAN YOU GET A PULSE ON SATURDAYS? WE'RE GETTING TOWARDS THE LATE OF MARCH, SO MAYBE APRIL SATURDAYS. 
          >> LET ME JUST SEND OUT SOME DAYS THE NEXT FOUR OR FIVE SATURDAYS TO SEE HOW MANY ARE AVAILABLE. 
          >> AGAIN, NOT KNOWING HOW LONG IT WILL BE, I WOULD HOPE WE COULD DO EIGHT TO NOON. 
          TO ME, IT'S LIKE, I DON'T KNOW HOW LONG IT NEEDS TO TAKE, BUT IF WE COULD DO IT FROM EIGHT TO NOON, WE COULD ALWAYS DO ANOTHER ONE, IT MIGHT BE EASIER PLANNING PEOPLE IF THEY DON'T HAVE TO DO. 
          I IT HAS TO GO LONGER, IT DOES, AND WE CAN WORK ON THAT WITH THE AGENDA. 
          I DON'T KNOW WHAT TIME THE LIBRARY OPENS IF THEY OPEN AT EIGHT. 
          >> ONE THING I'D LIKE TO DO IS I'D LIKE TO START WITH YOUR AVAILABILITY AND THEN LOOK INTO WHEN THE LIBRARY WOULD BE AVAILABLE. 
          BECAUSE IF WE GET ALL OF YOU AVAILABLE ON A PARTICULAR SATURDAY, I'M WONDERING IF WE FOREGO DOING IT AT THE LIBRARY AND JUST DO IT HERE. 
          >> GOT YOU. 
          >> IF YOU'RE ALL AVAILABLE. 
          >> SURE. ARE WE TALKING IN APRIL? 
          >> RIGHT. BUT I'LL SEND OUT ONE OF MY DOCUMENTS THAT SHOWS ALL THE DATES AND YOU GUYS CAN PLUG IN YOUR AVAILABILITY. 
          >> THERE IS AN ADVANTAGE TO NOT BEING HERE. 
          IT'S JUST IF YOU WANT TO THINK OUTSIDE OF THE BOX, YOU'RE NOT LOOKING AT THE SAME PHOTOS. 
          I LIKE THE BELONGING WHEEL. 
          BUT THERE'S JUST SOMETHING TO BE WHEN YOU'RE SLIGHTLY OFF SITE, YOU THINK DIFFERENTLY, YOU'RE SITTING IN A CHAIR WITH A COFFEE TABLE BETWEEN YOU. 
          >> I WOULD AGREE. THEN ALSO WE COULD WALK TO LUNCH OR GO GRAB A COFFEE OR SOMETHING. 
          I THINK THAT'S GREAT. 
          IF YOU WANT TO SEND THAT OUT, I KNOW APRIL AGAIN ON SATURDAYS IT'S LIKE SPRING BREAK. 
          >> THERE'S FUND RAISER. 
          >> I HAVE LACROSSE GAMES. 
          IT'S GOING TO BE HARD, BUT I DON'T KNOW IF YOU GUYS WANT TO BACKUP OPTION TO SATURDAY, OR DO WE WANT TO JUST TRY TO. 
          >> I'D BE FINE. I'D ACCOMMODATE PRETTY MUCH ANYTHING I THINK THAT WE COULD FIT IN. 
          >> BOUNCED AROUND A BUNCH OF DIFFERENT DATES [INAUDIBLE] SEND THEM OUT TO YOU. 
          THAT WAY WE CAN FIGURE OUT WHO IS AVAILABLE WHEN. 
          >> HOPEFULLY GET IT IN APRIL, I GUESS WE COULD DO THE FIRST PART OF MAY IF WE HAD TO DO IT IN MAY. IT'S NOT. 
          ON THE NEXT IS A PHOTO OPPORTUNITY, I WANT THE NEXT BOARD MEETING IF THE WEATHER IS OKAY, OR EVEN IF IT'S NOT, I WANTED DOREEN TO TAKE A QUICK GROUP PHOTO OF US BECAUSE I KNOW WE'VE BEEN TO TOSS AROUND THIS IDEA OF SENDING OUT THANK YOU CARDS AND WE USED TO DO THAT AND WE HAD A REMEMBER, WE HAD A CARD THAT WAS LIKE ALL FIVE OF US AND WE WOULD. 
          JUST A REAL CANDID PHOTO AND THEN I WOULD MAKE SOME CARDS THAT ARE LIKE A CARD THAT THEN WE COULD DISTRIBUTE AS THANK YOU OR WHATEVER THAT JUST IS LIKE A LITTLE MORE PERSONAL. 
          AT THE NEXT BOARD MEETING, WE'RE GOING TO TRY AND DO A GROUP PHOTO. 
          YOU DON'T HAVE TO DRESS IN ANYTHING FANCY, JUST A CANDID PHOTO. 
          >> DOREEN IS READY TO DO THAT. 
          SHE IS VERY HAPPY TO DO THAT. 
          [02:10:01]
          >> I'LL REMIND BOMANI OF THAT. 
          THE NEXT TO TAKE THE NEXT ONE TO GAEL I TALKED TO GAEL ABOUT WE DON'T HAVE FOOD ANYMORE FOR OUR MEETINGS AND SOMETIMES THEY GO REALLY LONG. 
          I KNOW OUR NEXT BOARD MEETING. 
          I BELIEVE WE HAVE A HEARING FIRST AND WE HAVE AN EXECUTIVE SESSION AFTER. 
          I WAS JUST THROWING OUT THE IDEA TO GAEL TO EITHER WE HAVE HER ORDER SOMETHING AND WE ALL THEN VENMO HER $10 OR $20 WHATEVER THE AMOUNT. 
          IF YOU GUYS ARE GOOD WITH THAT AND GAEL CAN COORDINATE THAT JUST BECAUSE I FEEL LIKE THOSE ARE REALLY LONG MEETINGS. 
          AT LEAST IF WE GO INTO EXECUTIVE, EVEN IF IT'S SANDWICHES THAT SHE'S DONE FROM SAFEWAY, AND THEN A SALAD OR SOMETHING SO IT'S SOMETHING THAT EVERYONE CAN EAT. 
          THEN SHE CAN TELL US HOW MUCH AND WE VENMO HER. 
          I DON'T KNOW IF YOU GUYS ARE OKAY WITH THAT. 
          >> GO FOR IT. 
          >> SOMEHOW YOU HAVE A BUDGET AND WE WILL PAY YOU BACK FOR THAT. 
          JUST CHECK WITH BOMANI THOUGH TO MAKE SURE THAT SHE IS GOOD WITH THAT AS WELL. DO YOU WANT THE NEXT ONE? 
          >> TAKE OVER THEN. ON THE 19TH, LIBERTY AND HAYES IS AVAILABLE TO DO A TANDEM FOR SITE VISIT, WHICH THEY'RE ASKING FOR. 
          IT WOULD START AT 12:50 AND END AT 2:45. 
          IS THAT SOMETHING WE COULD GET ENOUGH OF YOU INVOLVED IN? 
          >> LOOK AT THE TIME. LIBERTY WE JUST DID. 
          WE DID THE SITE VISIT. WE'RE DOING ANOTHER SITE VISIT TO LIBERTY? 
          >> YES. 
          >> THAT'S OKAY. 
          >> WE'RE LOOKING FOR A WEDNESDAY. 
          IN TANDEM WITH HAYES. 
          >> I COULD DO THAT IN THE AFTERNOON. YES. 
          >> ORIGINALLY, I'M LOOKING ON THE CALENDAR. 
          WE HAD HOLD IN THE MORNING. 
          >> I KNOW. 
          >> THAT WOULD BE 12:50 AFTER THEIR LUNCHTIME. 
          >> IT BE HELPFUL IF WE COULD GET AT LEAST THREE BECAUSE I FEEL LIKE THEN IT'S LIKE I KNOW AND IF NOT, THEN WE JUST HAVE TO RESCHEDULE OR SOMETHING. 
          >> I CAN TRY AND MAKE THAT WORK. 
          I JUST KNOW THAT WE'VE GOT A LOT OF STUFF COMING UP AND I'VE ALREADY TAKEN A FEW DAYS OFF THIS MONTH FOR THIS. 
          GIVE ME THE TIMES ON IT AGAIN, AND I'LL TRY AND MAKE THAT WORK. 
          >> I'LL SEND AN EMAIL OUT. YOU CAN RESPOND. 
          >> THAT'S GOOD FOR ME. IS THAT ENOUGH? I KNOW IT'S ALWAYS TOUGH SCHEDULING. 
          IS THAT ENOUGH TIME FOR HAYES FOR ONLY THE 45 MINUTES? 
          >> THAT'S WHAT THEY ASKED FOR. 
          >> I'M GUESSING THIS IS PROBABLY AROUND THEIR WIN TIME OR ADVOCACY OR WHATEVER. 
          >> I THINK THEY'RE LUNCH ENDS, 12:45 OR SOMETHING, BUT I JUST WANT TO MAKE SURE IT FIT WHAT THEY WANTED TO SHOW. 
          >> I'M GOING TO MOVE US ON TO THURSDAY THE 20TH. 
          IS THE [INAUDIBLE] REGIONAL MEETING UP IN RIDGEFIELD. 
          DO YOU WANT TO MEET AT CONNIE'S HOUSE OR BOMANI'S OR SOMEWHERE NEUTRAL? 
          >> ARE WE ALL GOING, MATTHEW'S NOT GOING TO THAT. 
          >> I'VE GOT A WORK THING THAT GOES ALL THE EVENING UNTIL THEN. 
          I'LL JUST MEET YOU GUYS AT RIDGEFIELD. 
          >> IT'S JUST CONNIE, TRACY. 
          >> WHAT TIME IS IT AT? 
          >> IT'S AT SIX. 
          >> HOW ABOUT THE THREE OF US JUST CHECK WITH BOMANI? PERFECT. BECAUSE I [INAUDIBLE]. 
          >> THEN ON THE 24TH, WE'RE GOING TO HAVE A 4:30 HEARING. 
          THIS IS A GRIEVANCE APPEAL HEARING. 
          >> I CAN ATTEND. I SEE ALSO THERE'S NO CITY SCHOOLS THAT DAY. 
          >> WE CANCEL [INAUDIBLE] BECAUSE THERE WAS SO MUCH GOING ON. 
          >> THE CITY SCHOOL I'M SORRY. 
          >> YEAH, I'M SORRY. 
          >> CAN YOU ATTEND THE HEARING CONNIE AND MATTHEW? 
          >> YES. I'LL ACCEPT AGAIN. 
          >> WE HAVE A GROUP PHOTO THAT DAY, TOO. 
          >> THEN RIGHT BELOW THAT, YOU SEE THAT CITY SCHOOLS CANCELED. 
          THEN ON THE 25TH, WE WERE HOLDING A BOARD SITE VISIT, BUT I'M THINKING WE SHOULD PROBABLY CANCEL THAT ONE. 
          >> IF WE'RE GOING TO DO THE 19TH, I'D RATHER CANCEL THAT JUST BECAUSE THAT'S A LOT OF SITE VISITS FOR ME TO BE IN. 
          >> I WOULD AGREE. THAT'S A LOT. 
          >> ONE OR THE OTHER. 
          >> WE ALREADY TALKED ABOUT THE MID YEAR PLANNING, AND I'M JUST CHECKING IN ONE MORE TIME. 
          JUST TOUCHING BASE WHERE YOU'RE GETTING YOUR DATES AND SO FORTH AND WHAT'S WORKING FOR YOU. 
          TRACY, I BELIEVE IT WORKS FOR YOU WHEN I SEND ANY CALENDAR INVITES TO YOUR WORK EMAIL. 
          >> YOU DO WORK AND SCHOOL, ALTHOUGH OCCASIONALLY, I DON'T GET THEM TO BOTH PLACES, BUT I DON'T KNOW WHY. 
          SOMETIMES IT DOESN'T COME TO MY WORK. 
          [02:15:01]
I STILL CROSS-REFERENCE. 
          >> YOU WANT IT TO BOTH FOR SURE. 
          >> YES. 
          >> CONNIE IS THE SAME. YOU'RE GOOD MATT? 
          >> I'M GOOD. WHERE IT COMES [OVERLAPPING] 
          >> YOU'RE NOT REALLY LOOKING AT THE BOARD PLANNING CALENDAR ANYMORE, IT SEEMS? 
          >> THAT ONE GOOGLE DOC. I GO THERE. 
          >> WENT IN THERE AND UPDATE IT IF I HAVE SOMETHING COMING UP. 
          >> I GO TO THE WEEKLY UPDATE AND THERE'S USUALLY A LINK IN THE WEEKLY UPDATE, AND SO I USUALLY WHEN IT SAYS, CHECK YOUR AVAILABILITY, I GO TO THAT. 
          BUT I DON'T OTHERWISE KNOW HOW TO GET TO IT. 
          >> IT'S NOT THE LIBRARY. 
          >> I DON'T READ THE WEEKLY UPDATE. 
          >> EVERY BOARD MEMBER RESOURCES. 
          >> I WORK. I'M JUST KIDDING [LAUGHTER]. 
          >> WHICH ONE ARE WE ON? I JUST HAD A QUESTION. 
          ARE WE ON SIX YET, OR ARE WE'RE STILL DOING FIVE? 
          >> NO. IT'S JUST GETTING READY TO GO TO SIX. 
          >> I DID HAVE A QUESTION TO NOT FOR DIFFERENT SCHEDULING. 
          SINCE WE HAVE MADE CHANGES TO TWO SCHOOLS SINCE WE'VE CHANGED THE HAYES CCA AND THE PROJECT BASE, ARE WE THINKING ABOUT A TIME WHERE THE BOARD COULD DO A SITE VISIT TO THOSE TWO SITES TO TALK ABOUT WHAT'S CHANGING FOR NEXT YEAR? I'VE HEARD FROM FAMILIES ACROSS THE PROJECT BASE AND THE HAYES CCA SIDE WONDERING IF THE BOARD IS GOING TO GET ENGAGED TO HEAR WHAT THE PLANS ARE FOR NEXT YEAR. 
          I SAID, I DON'T SEE ANYTHING ON THERE YET. 
          BUT IT'S A QUESTION I'VE BEEN GETTING FROM SOME FAMILIES SAYING, ARE YOU TAKING AN INTEREST TO FIND OUT WHAT WE'RE GOING TO BE DOING FOR NEXT YEAR SO WE CAN ADVOCATE ON BEHALF? I KNOW DAN'S BEEN PRETTY GOOD ON PARENTS SQUARE WITH SHARING, BUT HE HASN'T SHARED THAT WITH THE FULL BOARD. 
          PROBABLY MOST OF YOU HAVEN'T SEEN WHAT DAN HOLDS PUT OUT ABOUT THE TRANSITION, WHERE THEY'RE AT WITH THINKING. 
          BUT I DO WONDER, JOHN, IF WE NEED SOMETHING. 
          >> YEAH, GOOD QUESTION, MATT. 
          A COUPLE OF WAYS THAT WE CAN DO THAT. 
          WE CAN HAVE THEM COME TO A BOARD WORKSHOP AND PROVIDE A PRESENTATION, OR WE CAN HAVE THEM JUST COME TO BOARD BRIEFINGS SOON. 
          I WOULD LIKE A LITTLE MORE TIME WITH THEM, IF POSSIBLE. 
          I HAVE TO RECONNECT WITH DAN AND DEREK. 
          RIGHT NOW, THEY'RE GEARING UP FOR THEIR NEXT SET OF TOURS, PLUS IN THE MEANTIME, WE ALSO HAVE A RIFF THAT WE'RE PREPPING FOR TOO. 
          I JUST WOULD LIKE TO MAYBE CONNECT WITH THEM THIS WEEK TO SEE. 
          BUT I DON'T KNOW. 
          >> IT HAD TO BE SOON. 
          >> I KNOW, I THINK YOU'RE SPOT ON. 
          >> IT'S A LITTLE BIT OF THE OPERATIONAL ADMINISTRATIVE SIDE FROM THEM. 
          I'M THINKING AND THEN HEARING FROM THE STUDENT VOICE ABOUT THEIR CONCERNS OVER. 
          AGAIN, I'VE HEARD FROM DAN A LOT ON HIM SPEAKING WITH STUDENTS AND HAVE BEEN COVERING SOME OF THEIR CONCERNS. 
          I KNOW I'VE SPOKEN TO SOME OF THE EDUCATORS, THE PBL CAMPUS AND THEIR CONCERNS. 
          AGAIN, IF WE'RE NOT FULLY AWARE, IT WOULD BE GOOD MAYBE FOR A WORKSHOP, BUT THEN ALSO THE STUDENT VOICE PART, WHICH I THINK FOR US IS LACKING THEIR CONCERNS OF, ARE THEY GOING TO GET THE SAME OR ARE WE LIVING UP TO THE STRATEGIC PLAN FOR THEM? I'M WONDERING HOW WE GET THAT AND WHEN WE DO. IT COULD BE MAY. 
          BUT IN THE MEANTIME, WHATEVER MAYBE THE MESSAGING DANCE SENT OUT TO FAMILIES MIGHT BE GOOD TO SEND OUT TO THE BOARD, JUST AS THE DISTRIBUTION WE'RE ALL AWARE OF WHAT'S GOING OUT TO FAMILIES ABOUT THESE CHANGES? IF THEY'RE HEARING IT, THEN PROBABLY WE SHOULD. 
          >> I WOULD AGREE WITH THAT. 
          BECAUSE I KNOW I HAVE A STUDENT AT CAMS HIGH SCHOOL, SO I HEAR CAMS HIGH SCHOOL STUFF THAT NOT EVERYONE ELSE HEARS, BUT ESPECIALLY WHEN WE'RE GOING THROUGH THESE THINGS, THE STUFF THAT DAN SENDING OUT TO FAMILIES OR THAT HAYE CCA, MAYBE THOSE COMMUNICATIONS, WE SHOULD MAYBE SOMEHOW GET AS A BOARD JUST SO THAT WE'RE UP TO DATE ON WHAT'S BEING SENT ON THOSE SPECIFIC ISSUES. 
          >> I CAN GET THE PRINCIPALS TO SEND THOSE OUT TO YOU, BUT THEN DO WE HAVE A WORKSHOP IN APRIL OR NO BECAUSE OF SPRING BREAK? BUT I'M WONDERING IF MAY WOULD BE BETTER. 
          >> SOUNDS LIKE YOU'RE TALKING TWO DIFFERENT THINGS. 
          WORKSHOP AND BRINGING THE ADMINISTRATORS IN AND THEN YOU'RE TALKING ABOUT MEETING WITH STUDENTS. 
          >> I DON'T KNOW THE RIGHT WAY TO DO IT. 
          >> WE DO HAVE A BOARD SITE VISIT SCHEDULED ON HOLD FOR MAY. 
          MAYBE WE HOLD THAT ONE FOR THOSE SCHOOLS. 
          >> I WILL SAY THAT WHEN WE WENT THROUGH THIS A FEW YEARS AGO AND WE WENT AND MET AT DISCOVERY. 
          WAS THAT RIGHT? IT WAS AFTER SCHOOL. 
          IT WAS LIKE WE WENT AFTER SCHOOL AND THE BUNCH OF US WENT AND SAT IN FRONT OF A ROOM AND SO IT DOESN'T HAVE TO BE SITE VISIT TIME. 
          I COULD BE LIKE, HEY. 
          >> MORE OF A LISTENING POST. 
          >> IT'S WHAT WE DID. I THINK MAYBE THAT'S AND JOHN CAME AND I THINK LISA WAS THERE. 
          MAYBE SHOW THAT THERE WAS A LOT OF [OVERLAPPING] 
          >> IT WAS MARYLAND. 
          >> MARYLAND. THERE WAS A LOT OF US THERE WHO JUST WE SAT IN THE ROOM AND LISTENED TO THE STUDENTS AFTER SCHOOL, AND I THINK MAYBE WE COULD SET UP SOMETHING LIKE THAT. 
          >> THAT'S A GREAT IDEA. WE CAN ACTUALLY DO ALL THREE. I'LL GET WITH THE PRINCIPALS. 
          WE HAVE PRINCIPALS COUNCIL TOMORROW, SEE WHAT COMMUNICATIONS THEY HAVE SENT OUT, GET YOU FORWARDED THAT STUDENT LIKE A TOWN HALL, 
          [02:20:03]
AND THEN A MAY WORKSHOP. 
          >> OR AGAIN, I ASK THE PRINCIPALS IF THEY SAY, HEY, MAYBE A GOOD WAY TO DO THIS IS IF ONE OR MORE OF US COULD COME TO A LUNCH. 
          THEY GIVE US SOME TIMES LIKE TUESDAY, THURSDAY, A GIVEN WEEK, IF WE COULD COME SIT WITH SOME STUDENTS THAT THEY ASK. 
          I THINK THERE'S A LOT OF WAYS WE COULD DO IT. 
          >> SURE. 
          >> I JUST I THINK IT'S THE AWARENESS. 
          WHEN I'VE TALKED TO SOME FOLKS, I'M LIKE, I HAVEN'T HEARD ANYTHING ABOUT WHERE WE'RE GOING WITH CCA AND HOW IT'S SWITCHING. 
          I TALKED TO BOTH DAN AND AMY AND JUST GOT THEIR PERSPECTIVES ON THINGS, BUT I THINK IT WOULD BE REALLY HELPFUL, MAYBE BY MAY FOR US TO KNOW. 
          >> ANYTHING ELSE? 
          >> WAS THERE ANY OTHER TOPICS ON THERE? 
          >> WE HAD FIRST FRIDAY. 
          >> WHAT WAS THAT? 
          >> FIRST FRIDAY AND YOUR TOPICS. YOU HAD A COUPLE OF OTHER THINGS. 
          >> IS THERE ONE OTHER THING? 
          >> IT'S THE FRIDAY ONE. 
          >> THE FIRST [OVERLAPPING] WHAT WERE TALKING UP TO. 
          THAT'S SPRING BREAK AGAIN, SO I'M NOT SURE WHAT EVERYONE'S. 
          >> I'LL BE THERE. 
          >> I HAVE IT ON MY CALENDAR. I'LL BE THERE. 
          >> [INAUDIBLE] I CAN HOLD ON BE FOR IT. YOU GUYS COULD DO SPRING BREAK STUFF. 
          I'M GOING TO BE IN ALASKA THE WEEKEND BEFORE. 
          >> THE LAST FRIDAY. 
          >> I JUST NEED TO KNOW WHAT THE THEME IS. 
          YOU MISSED OUT OF THE DINOSAUR STICKERS COUNTY. 
          IT WAS GREAT, SO MANY CONVERSATIONS WITH LITTLE KIDS. 
          THE BUBBLE ONES, YOU MISSED THAT DIDN'T SAVE YOU ONE, SORRY. 
          >> THEY REALLY LIKED IT, DIDN'T THEY JOHN? 
          >> THEY DID. I THOUGHT THE BUDGET PACKETS WERE GOING TO GO A LITTLE FASTER. 
          WE COULDN'T MOVE THOSE AS QUICK AS STICKERS. 
          >> THEY WANTED TO TALK ABOUT DINOSAURS. 
          IT WAS A HEAVY PRE-SCHOOL POPULATION THERE. 
          LITTLE KIDS LOVE DINOSAURS. 
          THAT WAS GREAT. I HAD TO BEND DOWN A LOT. 
          >> PERFECT AUDIENCE TO TALK TO THOSE FAMILIES. THAT WAS PERFECT. 
          >> I COULD USE A LITTLE YOUR YOGA, CONNIE. 
          FOR THE CONSTANT BENDING DOWN, YOU WANT TO LOOK THROUGH THE STICKERS. 
          >> IF THERE'S NOTHING ELSE, I WILL ADJOURN US AT 7:39.
* This transcript was compiled from uncorrected Closed Captioning.