[00:00:07]
>> WELCOME EVERYONE TO OUR MAY 12 WORKSHOP.
[1. WORKSHOP - 4:30 PM]
WE'RE JUST GETTING SETTLED IN HERE.THE FIRST ITEM ON OUR AGENDA IS TEACHING ACADEMY AND CHILD DEVELOPMENT,
[2. LEARNING]
AND THAT IS, I BELIEVE MISS FULLER.>> JILL, IF I CAN JUST ADD REALLY BRIEFLY BEFORE YOU START, AND I BRIEFED THE BOARD ON THIS LAST WEEK AND THOSE OF YOU IN THE CROWD.
I JUST REALLY EXCITED ABOUT THIS PROGRAM.
I KNOW IT'S BEEN GOING ON FOR A LONG TIME.
DEREK DOES A LOT OF WORK WITH THIS GROUP, OF COURSE, MISS FULLER AND HER TEAM.
I WAS SO IMPRESSED WHEN I HAD THE OPPORTUNITY TO GO AND READ TO THE STUDENTS AND REALLY INTERACT WITH OUR STUDENT STUDENTS AS WELL, AND THEN I WAS INVITED BACK TO SHARE A LITTLE BIT ABOUT MY EDUCATION JOURNEY.
HOPEFULLY, I DIDN'T SCARE THEM OFF TOO MUCH.
[LAUGHTER] BUT ULTIMATELY, IT'S REALLY IMPORTANT, I THINK, TO LOOK AT OUR FUTURE TEACHERS, OUR FUTURE LEADERS.
I WANTED THEM TO GET TO KNOW YOU A LITTLE BIT AND GET TO KNOW THEM A LITTLE BIT.
YOU'RE JUST RUNNING AN AWESOME PROGRAM.
I'D LIKE TO HEAR A LITTLE BIT MORE ABOUT IT.
>> GREAT. THANK YOU AGAIN FOR COMING, NOT ONLY AS THE GUEST SPEAKER, WHICH I POPPED IN AND YOU DID A GREAT JOB WITH, BUT THEN COMING IN AND TALKING TO THE TEACHING ACADEMY STUDENTS.
WE HAVE SOME ACTION SHOTS IN THERE AS WELL TOO WITH KIDS IN ALL THE DIFFERENT CLASSES.
SPECIFICALLY, WE'RE GOING TO BE TALKING ABOUT CHILD DEVELOPMENT A AND B, THE OPPORTUNITY TO BE A PAPER MAKER PRESCHOOL INTERN, THEN TEACHING ACADEMY, WHICH THESE ARE ALL TEACHING ACADEMY STUDENTS, AND THEN I WANT TO INTRODUCE SARAH, KURTZ IS HERE TOO, WHICH IS THE HEAD OF PROTECH AT PAPERMAKER PRESCHOOL.
SHE IS A BIG PART OF WORKING WITH THE HIGH SCHOOL STUDENTS AS WELL, WHICH BY THE WAY, WE HAVE THE BEST JOB BECAUSE WE GET TO WORK WITH BIG AND LITTLES, AND HOPEFULLY MAKE AN INFLUENCE ON MAYBE BECOMING A PARENT OR BECOMING A TEACHER.
YOU WANT TO INTRODUCE YOURSELF TOO.
>> SORRY, I'M SHORT. HELLO, EVERYONE.
I AM A JUNIOR AT CAMAS HIGH SCHOOL AND A MEMBER OF THE RUNNING STAR PROGRAM.
MY FRESHMAN YEAR, I HAD THE OPPORTUNITY TO TAKE CHILD DEVELOPMENT A AND B CONSECUTIVELY.
I WAS ABLE TO TAKE CHILD DEVELOPMENT A IN MY FIRST SEMESTER AND CHILD DEVELOPMENT B IN MY SECOND SEMESTER.
I THINK TAKING THIS CLASS WAS IMPERATIVE IN MY DECISION TO BECOME AN ELEMENTARY EDUCATION MAJOR AND TO BECOME A FUTURE EDUCATOR.
IN THE CLASSROOM WITH MISS FULLER, WE WERE ABLE TO LEARN ABOUT THINGS SUCH AS PRENATAL DEVELOPMENT, BIRTH, INFANTS, TODDLERS, PRESCHOOLERS, PARENTING STYLES, PRACTICES, POSITIVE GUIDANCE STRATEGIES, WELLNESS AND SAFETY, TEACHING SKILLS AND STRATEGIES, AND LEARNING THROUGH PLAY.
BUT I WAS ALSO ABLE TO SPEND, I THINK 80 DAYS IN THE PRESCHOOL, ABOUT 40 WEEKS OF SCHOOL, AND TWO DAYS A WEEK.
WE WERE ABLE TO GO ACROSS THE HALLWAY TO PAPERMAKER PRESCHOOL AND USE SOME OF THAT KNOWLEDGE IN OUR ACTUAL PRESCHOOL.
I THINK THAT WAS REALLY IMPERATIVE, AGAIN, IN MY DECISION TO BECOME AN ELEMENTARY EDUCATION MAJOR.
I ALSO WAS ABLE TO LEAVE THAT CLASSROOM IN JUNE WITH 12 COLLEGE CREDITS, WHICH IS MORE THAN ANY OTHER CLASS AT CANVAS HIGH SCHOOL.
AS A RUNNING START STUDENT, I AM NOW OVER HALFWAY TOWARDS EARNING MY ASSOCIATE'S DEGREE AS A JUNIOR BECAUSE OF THIS CLASS.
I WAS ALSO ABLE TO LEAVE CHILD DEVELOPMENT WITH MY STAR CERTIFICATION, WHICH ALLOWS ME TO WORK IN STAR CERTIFIED FACILITIES LIKE SUMMER CAMPS AND PRESCHOOLS.
TAKING CHILD DEVELOPMENT WAS DEFINITELY VERY BENEFICIAL FOR ME, AND I THINK IT'S BENEFICIAL TO ANYONE AND EVERYONE.
>> I'VE BEEN ABLE TO USE ALL OF THESE 12 CREDITS TOWARDS MY ASSOCIATES.
I THINK IT'S GREAT OPPORTUNITY FOR, LIKE I SAID, ANYONE AND EVERYONE RUNNING STAR OR NOT.
SURE. IT LOOKS LIKE ALL THE WAY IN THAT FAR PICTURE, ARE THOSE THE INTERNS?
>> THESE ARE ALL CHILD DEVELOPMENT.
>> IT LOOKS LIKE THEY'RE IN THE DRAMATIC PLAY CENTER, WHICH WAS ONE OF MY FAVORITE PARTS OF BEING IN CHILD DEVELOPMENT, PLAYING WITH THE DOLLS AND LETTING THE KIDS DRESS UP.
THEN UP TOP, THAT'S ACTUALLY JAMIE HARRIS, ONE OF MY GOOD FRIENDS.
SHE IS READING TO THE CHILDREN.
IT LOOKS LIKE THAT IS PROBABLY IN LITERACY, I'M GUESSING.
THEN BELOW THAT, LOOKS LIKE THAT ART.
THEN TO THE RIGHT OF THAT, IT LOOKS LIKE THE KIDS ARE COMING IN FROM GROSS MOTOR.
[00:05:01]
I'M NOT SURE, BUT IT LOOKS LIKE ARE THEY GETTING SIGNED TO? LIKE ASL. REALLY? THAT'S COOL.WE DIDN'T GET TO DO THAT WHEN I DID IT, BUT THAT'S REALLY COOL.
I TOOK IT TWO YEARS AGO, SO IT'S BEEN A MINUTE, BUT IT'S A REALLY GREAT CLASS AND I THINK THAT I TOOK A LOT OF EXPERIENCES FROM IT.
I THINK ANYBODY CAN TAKE A LOT OF EXPERIENCE FROM IT, AND I'M REALLY GLAD TO HAVE THE OPPORTUNITY TO TAKE CHILD DEVELOPMENT.
>> HI. MY NAME IS LUKA O'NEIL.
I'M ONE OF THE PEOPLE IN THE TEACHING ACADEMY CLASS.
PAPER MAKER PRESCHOOL INTERNS IS A STEP A LOT OF PEOPLE TAKE RIGHT AFTER CHILD DEVELOPMENT.
AFTER YOU GET YOUR STAR CERTIFICATION, THIS REALLY CONSISTED OF DOING A TON OF PREP WORK FOR THE STATIONS THAT THE CHILD DEVELOPMENT CLASSES DO AND EXPLAINING ALL THOSE STATIONS TO THE CHILD DEVELOPMENT CLASSES.
THE INTERNS ARE THERE FOR FIVE DAYS A WEEK, BUT THE PRESCHOOLERS ARE ONLY THERE FOR FOUR.
I TOOK THIS CLASS LAST YEAR, SO MY JUNIOR YEAR, AND WE HAD USUALLY ABOUT THREE DAYS OF PREP WORK AND TWO DAYS WHERE WE GOT TO BE WITH THE KIDS FOR THE WHOLE PERIOD.
I THINK THIS CLASS REALLY LETS YOU KNOW IF YOU REALLY WANT TO DO THIS, BECAUSE BEING WITH PRESCHOOLERS ALL WEEK INSTEAD OF JUST TWO DAYS A WEEK DEFINITELY IS A BIG JUMP.
I REALLY ENJOYED IT, AND IT REALLY TOLD ME THAT I WANTED TO GO INTO TEACHING, AND THAT'S WHY I CONTINUED IN THIS CLASS. IS THERE ANOTHER SIDE?
>> HERE'S SOME PICTURES. ONE THING ON HERE TOO, NEXT YEAR, I WAS ALWAYS LIMITED OF HOW MANY INTERNED STUDENTS WE COULD TAKE.
NEXT YEAR, WE'RE GOING TO BE PILOTING TAKING QUITE A BIT MORE TO WORK DOWN AT THE HEIGHTS AND GAIN SUPPORT AND A LITTLE DIFFERENT EXPERIENCE FOR THEM DOWN THERE.
>> USE TO TAKE 12, IT'S GOING TO BE TWICE AS MANY IN 24.
>> I'M DELILAH CUNNINGHAM, AND I'M PART OF THE TEACHING ACADEMY CLASS.
I'M A SENIOR, AND I'VE ALWAYS BEEN INTO TEACHING.
I'VE REALLY WANTED TO GO INTO SPECIAL EDUCATION.
TAKING THIS CLASS HAS SOLIDIFIED ME GOING INTO THIS FIELD.
BUT INSIDE THE CLASSROOM, WE GET MISS FULLER TEACHES US ABOUT WE LEARN HOW TO MAKE BULLETIN BOARDS AND PLAN LESSONS AND JUST HOW TO MANAGE A CLASSROOM FROM THE TEACHER POINT OF VIEW.
THEN THREE DAYS A WEEK, WE GET TO GO TO EITHER ONE OF THE MIDDLE SCHOOLS OR ELEMENTARY SCHOOLS AND INTERN IN A CLASSROOM.
I INTERNED IN A FIRST GRADE CLASSROOM, AND IT'S BEEN VERY FUN TO BE ABLE TO GO OUTSIDE OF SCHOOL AND GET EXPERIENCE AND GETTING HANDS ON EXPERIENCE IS A LOT DIFFERENT THAN BEING JUST TOLD ABOUT IT.
IT'S JUST TAUGHT ME SO MUCH ABOUT WHO I AM AND THEN HOW STUDENTS ACTUALLY ARE, AND IT SOLIDIFIED WHAT I WANT TO DO AND BEING ABLE TO KNOW HOW TO MAKE A LESSON PLAN AS A HIGH SCHOOL IS NICE BECAUSE THEN WHEN I GO INTO COLLEGE, I WON'T BE AS SHOCKED ABOUT HOW MUCH WORK I HAVE TO DO AND I'LL BE PREPARED A LITTLE BIT.
>> I GET A CHANCE TO GO IN AND OBSERVE THEM IN THEIR INTERNSHIPS AND I WATCHED SHELBY TODAY AT PRUNE HILL WITH BETH BURTON AND SHELBY ROCKED IT. SHE DID A GREAT JOB.
THE LAST LITTLE STEP ON THIS PATHWAY IS AN OPPORTUNITY TO WORK BASED LEARNING THEN, WHERE STAFF MEMBERS HELP PAIR THEM UP, EITHER WITH COMMUNITY ED OR THE JACK, WILL AND ROB CENTER, OR I HAVE SOME CONNECTIONS WITH SOME CAM AND VANCOUVER PRESCHOOL SETTINGS WHERE THEY CAN GET CREDIT.
THEY CAN ALSO MAKE SOME MONEY, GAIN SOME EXPERIENCE, AND POSSIBLY NOW THAT THEIR STAR CERTIFIED WITH THE STATE OF WASHINGTON TO WORK IN
[00:10:04]
A LICENSED CHILDCARE FACILITY COULD GO ON AND ACTUALLY GO RIGHT OUT OF HIGH SCHOOL INTO A PROFESSION, IF SO BE.DO YOU WANT TO SAY A WORD ABOUT? YOU'RE GOOD. DO YOU DID ANYBODY ELSE WANT TO SHARE? DID YOU WANT TO SHARE ANYTHING REAL QUICK? FOR LESS? DO YOU WANT TO COME UP REAL QUICK?
>> I WOULD JUST SAY, I THINK IN THE CHILD DEVELOPMENT CLASS, YOU LEARN A LOT ABOUT THE GROWTH OF KIDS FROM A VERY YOUNG AGE.
I THINK THAT THAT IS VERY BENEFICIAL JUST BECAUSE I WANT TO BE A MOM IN THE FUTURE AND I THINK THAT LEARNING ABOUT EACH OF THOSE STAGES AND WHAT TO EXPECT IN THEM MORE, I THINK IS VERY HELPFUL AND IT HELPS ME A LOT JUST TO KNOW WHAT TO EXPECT, ESPECIALLY JUST DEPEND ON WHAT GRADE I GO INTO IN THE FUTURE.
I THINK THAT IT'S BENEFICIAL JUST TO LEARN ABOUT WHAT TO EXPECT FOR EACH AGE?
>> HI. I'M DELANEY OGDEN, AND I'M A SENIOR AT CAMAS HIGH SCHOOL.
I GOT THE OPPORTUNITY TO TAKE CHILD DEVELOPMENT AND THEN THE INTERNSHIP AND THEN NOW TEACHING ACADEMY.
I THINK IT REALLY SHOWED ME WHAT I WANT TO DO IN THE FUTURE BECAUSE NOW I'M GOING TO GO INTO TEACHING OR I'M GOING TO MAJOR IN ELEMENTARY EDUCATION AT GRAND CANYON UNIVERSITY NEXT YEAR.
NOW I KNOW WHAT I WANT TO DO, WHICH IS REALLY HELPFUL.
THANKS TO MISS FULLER'S CLASSES.
>> SPEAKING ON REALIZING WHAT YOU WANT TO DO, I THINK IT ALSO HELPS PEOPLE SOMETIMES REALIZE WHAT THEY DON'T WANT TO DO.
I'M INTERNING IN A THIRD GRADE CLASS THIS YEAR.
I'VE REALIZED I HATE S PACK PREP.
[LAUGHTER] I'LL PROBABLY BE TEACHING YOUNGER.
YOU'VE TALKED ABOUT PEOPLE TAKING THIS CLASS AND REALIZING THIS ISN'T FOR THEM.
I FEEL LIKE THAT'S ALSO BENEFICIAL.
>> DO YOU HAVE ANY QUESTIONS FOR ANY OF US?
>> I THINK YOU JUST ANSWERED IT.
ARE ALL OF YOU PLANNING ON GOING INTO TEACHING? THAT'S MAYBE WHY YOU PICKED THEM TO COME.
YOU CAN SEE THE ONES THAT CAME.
>> WHAT PERCENTAGE? ALL OF THEM ARE GOING INTO TEACHING, YOU THINK?
>> I THINK THE ENTIRE CLASS IS.
>> THAT'S AMAZING. I KNOW WE WERE TALKING ABOUT.
IT'S A SCARY TIME TO THINK ABOUT LIKE I'M GOING INTO TEACHING, THE BUDGET CUTS AND THINGS ARE IFY.
BUT WE WANT TO CONTINUE TO ENCOURAGE YOU.
IT'S AN AMAZING PROFESSION, IT'S USUALLY PEOPLE ARE PASSIONATE ABOUT IT.
IT TAKES A SPECIAL PERSON TO BE A TEACHER.
YOU'VE REALIZED FOUND YOUR NICHES AND LIKE, I DON'T WANT TO GO THERE, I DON'T WANT TO DO THIS.
I LOVE WHAT YOU SAID ABOUT EVEN IF YOU DON'T BECOME A TEACHER, LEARNING ABOUT CHILDREN, IF YOU WANT TO HAVE A FAMILY SOMEDAY, IT'S LIKE I WISH EVERY PARENT KNEW THESE THINGS.
KEEP AT IT, WORK HARD AND COME BACK AND TEACH IN GAMES.
>> ARE YOU ALL SENIORS? A COUPLE OF YOU ARE JUNIORS.
>> WHERE ARE ALL YOU GUYS GOING TO SCHOOL, GRAND CANYON UNIVERSITY?
>> WESTERN. WHITWORTH. EXCELLENT. GOOD JOB.
GOOD LUCK. A PICTURE. REAL QUICK.
I JUST WANTED TO SAY, THANK YOU GUYS ALL FOR BEING HERE.
I LOVE THAT YOU GUYS CAME TONIGHT AND I LOVE HEARING ABOUT THE WORK BASED LEARNING BECAUSE IT'S SO IMPORTANT TO BE ABLE TO GET THAT EXPERIENCE AND GET IN THE CLASSROOM.
IT'S JUST AS IMPORTANT TO LEARN IF YOU WANT TO DO IT OR YOU DON'T WANT TO DO IT.
BECAUSE SOMETIMES PEOPLE DON'T GET THAT OPPORTUNITY UNTIL IT'S TOO LATE.
EVEN IF YOU DECIDE YOU DON'T WANT TO BE A TEACHER, YOU STILL GOT THE OPPORTUNITY TO BE IN A CLASSROOM OR DECIDE WHAT GRADE LEVEL YOU WANT TO TEACH.
THIS IS REALLY GOING TO DATE ME HERE, BUT I'LL TELL YOU MY SON, WHO IS A SENIOR THIS YEAR, LOGAN, DID PAPER MARKER PRESCHOOL.
HE WAS IN PAPER MARKER PRESCHOOL AND HE LOVED IT.
WE HAD HIM THERE ALL DAY WHEN HE WAS THERE.
HE LOVED THE TEACHERS IN THERE, AND WE WOULD GO TO FOOTBALL GAMES AND THERE'D BE LIKE CHEERLEADERS WHO KNEW WHO HE WAS AND HE WAS SO EXCITED BECAUSE THEY WERE JUST TEACHERS OR KIDS WHO WERE IN THE CLASSROOM.
THEN HE DID TAKE CHILD DEVELOPMENT FROM YOU, MISS FULLER.
>> YEAH, AND I THINK THEY HAD LOGAN'S PICTURE ON THE WALL, LIKE HIS PRESCHOOL PICTURE BECAUSE HE HAS HIS PRESCHOOL PHOTO.
IT'S JUST SUCH AN AMAZING PROGRAM, AND I'M HAPPY THAT YOU GUYS ARE GETTING SO MUCH OUT OF IT AND THAT IT'S SO SUCCESSFUL. THANK YOU.
>> THANK YOU. THANK YOU FOR LETTING US COME AND SHARE.
[00:15:03]
>> QUICK. HOW MANY STUDENTS ARE IN THE PROGRAM IN TOTAL?
>> FOR THE PRESCHOOL, WE HAVE WHAT IS THE MORNING THE PRESCHOOL STUDENTS AROUND ANYWHERE BETWEEN 15-18 MORNING AND PM.
THEN MY CAPS AT 24 FOR CHILD DEVELOPMENT, JUST AMOUNT OF NUMBERS OF KIDS.
THEN RIGHT NOW WITH THE INTERNS PER SO I HAVE TWO CLASSES AT THE SAME PERIOD, SO 24 CHILD DEVELOPMENT STUDENTS AND RIGHT NOW THERE'S FOUR OR FIVE INTERNS.
>> YEAH. THEN IN TEACHING ACADEMY, EVERY YEAR IT EBBS AND FLOWS ON MY NUMBERS.
LAST YEAR, IT WAS AROUND 17 AND THIS YEAR, I HAVE A 10, WHICH REALLY IS WONDERFUL BECAUSE GETTING AROUND OUT IN SIGHT TO SEE THEM AND THE WORK THAT WE DO AND THEY GET A CHANCE TO TO LEARN HOW TO LEAD A DISCUSSION WITH THE CURRENT EVENT, SOMETHING GOING ON IN THE FIELD OF EDUCATION AND HOW TO DO A DEMONSTRATION AND ALL THOSE DIFFERENT THINGS.
IT'S GREAT SOME TIME TO HAVE THAT INTIMACY WITH A LITTLE SMALLER GROUP.
>> I HAVE A QUESTION, A LITTLE BIT MORE LOGISTICAL.
IT'S MAINLY JUNIORS AND SENIORS.
>> CHILD DEVELOPMENT IS OPEN, FRESHMEN THROUGH SENIORS.
>> FRESHMEN THAT IS. WHEN YOU GET TO THE POINT WHEN YOU'RE DOING LIKE THE INTERNSHIP, FOR EXAMPLE, YOU SAID WAS IT THREE DAYS A WEEK?
>> I HAVE THEM ON MY ROSTER FIVE DAYS A WEEK.
>> BUT THEY GO OUT TO THE [OVERLAPPING].
WE START THAT LIKE THE END OF OCTOBER, AND SOMEWHAT CHOOSE AS LONG AS IT WORKS WITH THE MENTOR TEACHER AND THEY'RE OPEN TO HAVING THEM COME IN.
WE TAKE JUNIORS AND SENIORS BECAUSE THEY DRIVE THEMSELVES, AND IT'S BACKED UP TO LUNCH SO IT GIVES THEM A LITTLE EXTRA TIME CUSHION FOR THAT.
>> HOW LONG ARE THEY IN THE CLASSROOM WITHIN AN HOUR OR SO?
ARE YOU THERE ABOUT AN HOUR BECAUSE YOU PROBABLY DON'T TAKE A LUNCH ON THOSE DAYS AND YOU'RE JUST IN THERE.
>> LOOK AT THAT. YOU'RE TRAINING THEM ALREADY.
THE TEACHER NOT TAKING A LUNCH.
>> THAT DOESN'T GO AWAY. I'LL TELL YOU THAT. THANK YOU.
>> QUICK QUESTION. I KNOW THAT WE HAVE THIS PROGRAM HERE.
BUT ARE THERE OTHER SCHOOLS IN THE NEARBY DISTRICT THAT OFFER THE SAME TYPE OF PROGRAM THAT YOU KNOW OF?
>> CHILD DEVELOPMENT, YES, AND THERE'S A HANDFUL OF PROGRAMS THAT DO OFFER THE TEACHING ACADEMY CLASS.
BUT THERE ARE QUITE A FEW PROGRAMS THAT STILL HAVE THE CHILD DEVELOPMENT PROGRAM THE ONSITE CHILD DEVELOPMENT LAB.
>> A LOT OF TIME, BUT ONE OF THE UNIQUE THINGS ABOUT CMS THAT BECAME A MODEL IS WE STARTED AN INCLUSION 15 YEARS AGO.
THE PAPER MAKER PRESCHOOL HAS STUDENTS WITH IEPS WHO ARE IN THE CLASSROOM, WE WERE ONE OF THE FIRST PEOPLE IN THE STATE.
WE TO HAVE PEOPLE COME AND LOOK AT US AND THEN OTHER PLACES AROUND THE STATE HAVE NOW ADDED THAT AS A COMPONENT TO THEIR PRESCHOOL PROGRAM, WHICH IS COOL BECAUSE WHEN YOU'RE A FUTURE TEACHERS, YOU'RE GOING TO HAVE STUDENTS OF ALL KINDS OF NEEDS IN YOUR CLASS.
LEARNING FROM THE BEGINNING OF HOW TO SUPPORT THOSE STUDENTS IS REALLY IMPORTANT.
WE ARE NOW ONE OF MANY WHO HAVE THAT MODEL.
WE WERE ONE OF THE FIRST AND IN OUR AREA, MANY OF THE PRESCHOOLS NOW HAVE THAT IN COMPONENT.
>> A LOT OF THE KIDS ARE VERY CURIOUS TOO WITH THE SPECIALISTS THAT WE HAVE IN THERE, OUR SPEECH LANGUAGE PATHOLOGIST AND SOME OF THE OTHER SPECIALISTS.
WHEN I SEE AND THEY VOICE THE INTEREST, I ALWAYS TRY TO PAIR THEM UP SO THEY CAN DO SOME OBSERVATION AND ACTUALLY GO, BUT THEY DO SOME OF THE ASSESSMENT AND STUFF THROUGH.
[3. CULTURE]
[INAUDIBLE]>> AFTER THAT, WE ARE GOING TO MOVE ON TO ITEM 3A, AND WE HAVE MR. BERNOWSKI AND MR. MATHESON HERE, I BELIEVE.
>> IS IT WORKING? THERE WE GO.
FIRST THING I'LL SAY IS TWO LITTLE CONNECTIONS THAT PROGRAM THAT ARE PRETTY AWESOME.
ONE, MY SON IS IN PAPER MAKER PRESCHOOL THIS YEAR AND HE'S ON IPGAN SERVICES THERE,
[00:20:03]
AND IT'S BEEN AWESOME AND HE LOVES THE KIDS, THE HIGH SCHOOL FRIENDS, THAT HE GOES TO EVENTS AND GETS TO SEE HIM ALL THE TIME AND IT'S A REALLY COOL CONNECTION.THE OTHER PART WAS THE TEACHING ACADEMY.
I ACTUALLY WAS IN THE CAREERS IN EDUCATION PROGRAM 20 SOME YEARS AGO, ALONG WITH THAT, MULTIPLE OTHER CLASSMATES OF MINE ARE ALL IN CAMAS SCHOOL DISTRICTS STILL WORKING.
IT'S PRETTY COOL WHEN YOU SEE THOSE CONNECTIONS CONTINUE FOR YEARS AND YEARS.
BUT THAT'S BESIDE WHAT WE'RE HERE TO TALK ABOUT, WHICH IS GOING TO DO A FEW DIFFERENT THINGS TODAY.
WE WANTED TO COME AND TALK TO YOU ONE ABOUT TITLE IX UPDATE FOR THIS YEAR.
WE'VE WRAPPED UP OUR NUMBERS FOR THE YEAR.
THEN THERE'S SOME NEW NEWS HAS COME OUT OF WI RECENTLY THAT WE WANT TO TALK ABOUT AS WELL, AND THEN JUMP INTO COACH CERTIFICATION AND TRAININGS AND THINGS LIKE THAT AS WELL.
I'VE GOT A VARIETY OF TOPICS AND ADAM AND I WILL GO BACK AND FORTH AS WE NAVIGATE THROUGH THIS AND PLEASE ASK QUESTIONS AS WE GO BECAUSE WE'RE GOING TO BE GOING THROUGH MULTIPLE TOPICS AS WE GO.
THANKS FOR HAVING US. I'VE GOT A LOT OF PAPERWORK THAT'S GOING TO COME YOUR WAY, SO WE'LL KEEP PASSING IT AROUND THE FIRST PIECE THAT WE'RE GOING TO LOOK AT.
THESE ARE THE TITLE IX NUMBERS THEMSELVES FOR THIS SCHOOL YEAR.
THE FIRST THING I WANT TO DO IS JUST TALK ABOUT WHAT IS TITLE 9 SPECIFICALLY WHEN IT COMES TO ATHLETICS AND SCHOOLS, AND WHAT DOES IT MEAN TO BE IN OR OUT OF COMPLIANCE? THAT WAY WE HAVE AN UNDERSTANDING OF WHAT THAT IS FIRST AND FOREMOST.
THERE'S A THREE PRONG TEST THAT REALLY SAYS, ARE YOU DOING THINGS CORRECTLY IN ORDER TO COMPLY WITH TITLE IX? THE FIRST PRONG OF THAT IS SUBSTANTIAL PROPORTIONALITY.
THAT BASICALLY MEANS THAT DO YOU HAVE THE SAME NUMBER OF BOYS COMPETING IN SPORTS THAT YOU HAVE ATTENDING YOUR SCHOOL BY PERCENTAGE AND DO YOU HAVE THE SAME NUMBER OF GIRLS PARTICIPATING AS YOU COMPARE PERCENTAGE? THERE'S THIS ONE PIECE THAT'S WHERE EVERYBODY TRIES TO USE THIS GUIDING PRINCIPLE OF FIVE PERCENT.
THERE'S NOTHING IN THE LANGUAGE OF TITLE 9.
HOWEVER, ALL THE COURT CASES AROUND TITLE IX HAVE ALWAYS CENTERED AROUND THIS THRESHOLD OF ABOUT FIVE PERCENT IS THE ACCEPTABLE THRESHOLD OF BEING IN THAT PLACE WHERE YOU WANT TO BE CLOSE TO THE NUMBER.
YOU ALWAYS WANT TO BE AT ZERO, THAT'S THE GOAL.
BUT BEING WITHIN THAT FIVE PERCENT IS WHERE YOU WANT TO BE.
YOU'RE ABLE TO COUNT STUDENTS FOR PARTICIPATION JUST ONCE.
IF THEY PARTICIPATE IN SUPPORT, THEY'RE PARTICIPATING IN SUPPORT.
IT'S NOT THAT YOU'RE GOING TO COUNT THEM MULTIPLE TIMES FOR EACH ONE OF THOSE.
THE PRONG THAT IS THE SECOND PRONG, IF YOU'RE OUTSIDE OF THE FIVE PERCENT.
THE SCHOOL SECOND OPTION IS TO DEMONSTRATE A HISTORY OF ONGOING PATTERN OF ADDING PARTICIPATION AND OPPORTUNITIES FOR GIRL SPORTS.
IF YOU ARE NOT WITHIN THAT FIVE PERCENT, YOU NEED TO DO SOMETHING ABOUT IT.
YOU NEED TO ADD OFFERINGS FOR GIRLS SPORTS IS WHERE THE SPECIFICALLY POINTS YOU IN ORDER TO BALANCE THOSE NUMBERS.
THE THIRD AND ACTUALLY THIS I PUT IN HERE.
IN RECENT PAST, WHAT WE'VE DONE IS WE'VE ADDED A FOURTH GIRLS SOCCER TEAM. THAT LAST COUPLE OF YEARS AGO.
OUR GIRLS WRESTLING PROGRAM IS REALLY EXPANDED AS WE'VE SEPARATED AND HAVE TWO DIFFERENT COACHES FOR THOSE PROGRAMS NOW, AND A LOT OF GROWTH AND HONESTLY, GROWTH INSIDE OF CHS AS WELL AS OTHER BUILDINGS.
DISCOVERY HAS BEEN A HOTBED OF KIDS WHO'VE COME OVER AND TAKEN PART IN THAT PROGRAM AS WELL.
WE'VE SEEN THIS DOMINO EFFECT.
WHEN WE GET ONE KID IN A SCHOOL, SOMETIMES WE'LL GET MORE AND MORE FROM THOSE SCHOOLS THAT WANT TO COME OUT AND PARTICIPATE.
THEY ALSO HAVE THEIR OWN LEAGUE TITLES AND STATE TOURNAMENTS AND THINGS LIKE THAT, NOW THAT HAVE HELPED WITH THAT SPORT IN PARTICULAR.
THE THIRD PRONG IS IF YOU CAN'T ESTABLISH EITHER ONE OF THOSE, YOU HAVE TO DEMONSTRATE THAT YOU'VE OFFERED EVERY SINGLE SPORT THAT WOULD BE POSSIBLE TO ADD.
WHEN WE LOOK AT OUR INFORMATION, I WANT TO LOOK AT THIS INFORMATION HERE FOR A SECOND, BUT WE ARE WITHIN THAT FIVE PERCENT RIGHT NOW.
IF YOU LOOK AT PRONG NUMBER 1, WE'RE WITHIN THAT FIVE PERCENT.
IF YOU LOOK AT ALL THESE NUMBERS ON THE RIGHT HAND SIDE, THESE ARE THE NUMBERS OF WHO'S PARTICIPATING IN EACH OF THESE SPORTS.
IF YOU GO ALL THE WAY DOWN THERE, IT SAYS GAP AND IT'S NEGATIVE 2.78 OR 278.
THAT IS WHERE WE SIT RIGHT NOW.
WE ACTUALLY HAD A SURPRISE COME OUR WAKE AFTER WINTER, IF YOU LOOK AT THAT GRAY LINE WHERE IT SAYS AFTER WINTER GAP.
AFTER WINTER, WE ARE AT 1.63, WHICH WAS ACTUALLY WE'RE FEELING LIKE WE'RE MOVING CLOSER TO THAT ZERO, FEELING GREAT.
THEN IF YOU LOOK AT THOSE BOLD UNDERLINED 162 FOR BOYS TRACK, AND 81 FOR GIRLS TRACK.
THAT WE HAD DOUBLE THE AMOUNT OF BOYS GO OUT FOR TRACK THAN WE DID GIRLS.
THAT WAS A SURPRISING NUMBER FOR US, AND THEN THAT THREW OUR PERCENTAGE OFF EVEN MORE THAN WE WERE PREDICTING IT WOULD GO.
IT'S GREAT. WE GOT EVEN MORE KIDS OUT.
YOU CAN TELL THAT'S 240 SOMETHING KIDS FOR TRACK.
AWESOME. BUT IT'S NOT TYPICAL.
YOU ALSO SEE I MEAN, OUR TENNIS NUMBER IS NOT TYPICAL EITHER.
THAT'S 110 GIRLS WENT OUT FOR TENNIS.
THAT HELPED OVERALL IN THAT SITUATION, BUT WE WOULD NORMALLY SEE A CLOSER NUMBER.
I'LL BLAME THIS GUY A LITTLE BIT BECAUSE HE PUSHED TRACK REALLY HARD WITH HIS FOOTBALL PLAYERS THIS YEAR AND WAS VERY EFFECTIVE IN GETTING THEM OUT THERE. THAT WAS GOOD.
AS WE LOOK AHEAD AND WHAT CAN WE DO TO BRING THAT NUMBER CLOSE TO ZERO.
[00:25:07]
HOW DO WE GET THIS CLOSER TO ZERO? I GUESS I'LL STOP THERE THOUGH BEFORE WE JUMP OUT.IS THERE ANY QUESTIONS ABOUT THE NUMBERS OR DATA OR ANYTHING YOU'RE LOOKING AT?
>> I JUST WANT TO VERIFY. YOU SAID YOU DON'T COUNT A KID TWICE.
IF THEY PLAYED FOOTBALL AND TRACK, THEY GET COUNTED ONCE, OR THEY GET COUNTED TWICE?
>> I THINK I MISSPOKE. THEY DO GET COUNTED TWICE TO GET TO COUNT THEM FOR EACH SPORT.
>> THAT'S WHAT I WANTED TO KNOW.
>> THANK YOU, STEVEN. ON THE GAP, WHEN YOU SAID, LIKE FOR TRACK AND FIELD, SO MANY MORE BOYS THAN ANTICIPATED, HOW DO YOU HANDLE THAT WHEN YOU FORECAST FOR A BUDGET, BUT YOU'RE FORECASTING HERE AND THEN YOU GET SO MANY MORE.
HOW DOES TITLE IX LOOK AT THAT? DOES IT LOOK AT HISTORICAL TRENDS? IF YOU HAVE A YEAR LIKE THIS WHERE WE HAD A WAY MANY MORE BOYS BECAUSE THEY WANTED TO STAY FIT FOR FOOTBALL OR WHATEVER.
HOW DOES TITLE IX LOOK AT THAT SEASONALITY ACROSS YEARS? DOES IT ACCOUNT FOR THAT?
>> MY UNDERSTANDING, WE HAD A SCHOOL DISTRICT IN OUR AREA THAT WAS GOING THROUGH SOME CORRECTIONS WITH THIS AND SO I'VE LEARNED FROM THEM IN THEIR PROCESS AND GOING THROUGH THAT.
IT'S A FIVE YEAR WINDOW THAT YOU NEED TO CORRECT.
IF YOU GET PUT ON THIS PLACE OF NEEDING TO CORRECT, YOU HAVE FIVE YEARS TO DEMONSTRATE THAT YOU'RE MAKING PROGRESS.
THAT WAY IT ELIMINATES A ONE YEAR BLIP THAT MIGHT BE THERE, THAT OVER TIME, YOU WOULD CORRECT.
THAT'S RIGHT. OR WHAT WE ARE GOING TO TALK ABOUT NEXT.
THE NEW INFORMATION WE GOT RECENTLY, AND THIS IS ALL GOING TO BE NOW.
WE'RE JUST GOING TO BE WORKING FROM PAPER IS WE HAVE A NEW SPORT FOR THE VERY FIRST TIME SINCE 1999, THE WIAA ACTUALLY ADDED A NEW SPORT OFFERING.
IT TAKES 60% OF THE SCHOOLS AROUND THE STATE TO VOTE TO APPROVE A NEW SPORT TO BE OFFERED.
IN CAMAS, WE OFFER EVERY SPORT THAT WI HAS OFFERED.
THIS WAS BIG NEWS WHEN THIS GOT ADDED.
JUST GOING THROUGH THAT BACKGROUND INFORMATION, 96 SCHOOLS, WHICH IS A BIG NUMBER FOR A FIRST YEAR SPORT, THEY VOICE THAT THEY ARE GOING TO BE INTERESTED IN TRYING TO RUN THE SPORT, WHICH IS A VERY HIGH NUMBER FOR A FIRST YEAR SPORT.
SURPRISING TO US, WE ACTUALLY WERE THINKING IF THEY WERE GOING TO DO THIS, IT WOULD BE A SPRING OR A FALL.
WINTER HAS BEEN THE SEASON OF CHOICE AND FOR A COUPLE OF REASONS.
WHEN I WAS PULLING OUR NUMBERS, IF YOU JUST LOOK AT THIS SHEET, I TOTALED THEM UP, 226 GIRLS PARTICIPATE IN THE FALL, 237 IN THE SPRING, 79 IN THE WINTER.
THE GAP FOR PARTICIPATION REALLY EXISTS IN THE WINTER.
YOU WANT TO TRY TO PROVIDE OFFERINGS IN THE WINTER.
THE OTHER THING IS LOGISTICAL.
WHEN WHEN ARE YOUR FIELDS AVAILABLE? RIGHT NOW THEY ARE VERY AVAILABLE IN THE WINTER MONTHS.
EVEN OUT IN SPOKANE ON THE EAST SIDE, THEY'VE HAD SUCCESS WITH THIS.
THEY PILOTED UP IN THE SEATTLE TACOMA AREA.
SCHOOLS WITH UP TO 90 GIRLS COMING OUT TO PARTICIPATE IN THE WINTER.
THEY'RE SEEING STRONG SUPPORT FOR IT, EVEN THROUGH THE BAD WEATHER.
WE HAVE ONE LITTLE ADVANTAGE HERE THAT WE HAVE A FIELD HOUSE THAT'S TURFED, AND SO WE ACTUALLY WOULD GET TO GET SOME INDOOR TIME ON TURF, WHICH COULD REALLY HELP IF WE HAD THIS, THAT'S SOMETHING GREAT FOR US.
BUT NATIONALLY, IT'S ONE OF THE FASTEST GROWING NEW SPORTS.
IT'S GOING TO BE IN THE OLYMPICS.
WE DON'T KNOW WHAT DIVISIONS WILL BE OFFERED NEXT YEAR.
LIKE MOST SPORTS ARE IN 4A, 3A, 2A, 1A.
THE FIRST COUPLE OF YEARS OF A SPORT.
IT'S USUALLY A PRETTY GENERIC ONE GROUP, AND THEN YOU START TO BREAK OFF.
IF THERE'S 96 SCHOOLS, I CAN SEE IT BEING TWO DIVISIONS LIKE A 4A, 3A, AND THEN A 2A AND LOWER. WE'LL SEE.
BUT THERE'S DEFINITELY SOME PILOT PROGRAMS WITH SUPPORT AND THE SCHEDULE IS SET AT 18 GAMES, IS WHAT THEY'RE LOOKING AT DOING WITH ALL THOSE BEING DOUBLE HEADERS, SO IT'S REALLY IX GAME DATES.
WE TALK ABOUT THE IMPACT TO US WITH THAT, THE TITLE IX IMPACT COULD BE PRETTY SIGNIFICANT ON THIS SHEET WITH THE TITLE IX NUMBERS.
I PUT DOWN BELOW. IF YOU ADDED 40 GIRLS TO THOSE NUMBERS, IT TAKES OUR GAP ALL THE WAY DOWN TO 0.9.
IT COULD BE A PRETTY SIGNIFICANT IMPACT IF WE'RE ABLE TO GET SOMETHING LIKE THIS GOING TO MOVE US CLOSER TO THAT GOAL OF ZERO.
WHEN WE LOOK AT WHO'S ON BOARD IN OUR AREA, THE VAST MAJORITY OF SCHOOLS IN OUR AREA VOICE PRETTY STRONG COMMITMENT TO ADDING THE SUPPORT.
THERE'S A COUPLE OF DISTRICTS THAT ARE IN DIFFERENT PLACES WITH DIFFERENT THINGS AND THERE MIGHT BE SOME GAPS WITH THAT.
BUT WHEN YOU LOOK AT THE LARGER SCHOOLS AROUND OUR AREA, ESPECIALLY THE 2A SCHOOLS IN OUR AREA AS WELL, REALLY STRONG SUPPORT FOR ADDING THIS AND WE'RE GOING TO SEE IT SOUNDS LIKE PRETTY CONSISTENTLY THAT TEAMS WILL BE AVAILABLE TO PLAY IN THE LOCAL AREA.
THEN IT REALLY COMES DOWN TO THE QUESTION AROUND FUNDING, WHICH IS A GREAT QUESTION.
IT'S A GREAT QUESTION FOR US RIGHT NOW.
THE ONE THING THAT'S WORKING IN THE FAVOR OF THIS RIGHT NOW IS THERE'S A LOT OF GRANT MONEY OUT THERE TO GET.
THE CAMAS BOOSTERS COULD BE A SOURCE OF FUNDING FOR US WITH GRANT MONEY,
[00:30:04]
AND ASB CAN BE A SOURCE OF GRANT MONEY, WHICH THEY'VE ALREADY COMMITTED $7,500 IF WE'RE WILLING TO DO IT.THEN THE NICE THING ABOUT THE OTHER GRANTS THAT ARE OUT THERE THROUGH THE SEATTLE SEAHAWKS OR THE NFL.
>> THEY DON'T HAVE TIES TO WHAT YOU CAN SPEND THAT MONEY ON, ASB AND BOOSTERS.
WE CAN'T SPEND IT ON COACHES SALARIES OR TRANSPORTATION.
OTHER GRANTS YOU CAN, AND SO WE'RE STARTING TO SUBMIT THOSE GRANTS TO MAKE SURE THAT WE HAVE SOME FLEXIBILITY WITH THE FUNDING WE'RE ABLE TO BRING IN.
MOST SCHOOLS ARE GETTING AROUND 4,000 TO $5,000 FROM THE SEAHAWKS.
THEN NFL ALSO HAS A COUPLE OF OTHER OPPORTUNITIES FOR US TO GO.
IF I CLICK ONE MORE TIME HERE, YOU'LL SEE YOU'LL NOTICE A TREND, ALL THE DARK BLUE IS WHERE THEY'RE SANCTION FLAG FOOTBALL NOW APPROVED AROUND OUR COUNTRY.
THE LIGHT BLUE ARE PILOT PROGRAMS, WHICH MEANS STATES HAVE STARTED TO ADOPT THEM.
IF YOU'LL NOTICE WHERE NFL TEAMS ARE, IT'S MOST OF THOSE STATES.
THE REASON THAT IS IS BECAUSE THERE'S BEEN A BIG PUSH BY THE NFL TO GET A GIRLS OFFERING IN THE SPORT OF FOOTBALL OUT TO EACH OF THEIR STATES.
THERE'S FINANCING BEHIND IT AND FUNDING BEHIND IT BECAUSE OF THAT PUSH.
THERE'S A PRETTY BIG CORRELATION THERE.
WE'RE HOPING TO GET IN ON SOME OF THAT GRANT FUNDING TO SUPPORT US.
BUT REALLY WHEN WE LOOKED AT IT AND WE LOOKED AT THE EXPENSES OF IT, WE REALLY THINK $15,000 OF STARTUP COSTS, WHICH CAN ALL COME FROM BOOSTER OR ASB GRANT MONEY TO GET OFF THE GROUND WITH EQUIPMENT AND SUPPLY.
THAT WOULD BE ALL OUT OF SEPARATE GRANT MONEY.
THE PLACES WHERE IT'S NOT ASB OR BOOSTERS WOULD BE TRANSPORTATION, WHICH WOULD BE ABOUT $5,000 AT WORST.
WE'RE LOOKING AT NINE GAME DATES, WHICH MEANS SEVEN OF THOSE BEING AWAY ALL WITHIN CLARK COUNTY.
THEY'RE NOT EXPENSIVE TRIPS TO GO ON IF WE ARE PLAYING IN SPOKANE AND SEATTLE AND THINGS LIKE THAT.
IT GET'S EXPONENTIALLY, MORE EXPENSIVE QUICK.
BUT THESE WOULD BE LOCAL GAMES, AND THEN STIPENDS.
STIPENDS, WE CAN THINK CREATIVELY ABOUT THAT IF WE NEED TO REALLOCATE FROM OTHER PROGRAMS TO MAKE THIS POSSIBLE, WE COULD DO THAT, OR WE CAN TRY TO FIND GRANT MONEY THAT WOULD START NEW STIPENDS.
WE'RE REALLY TRYING NOT TO LOOK FOR DISTRICT COMMITMENT TO THIS FUNDING.
WE'RE TRYING TO FUND THIS ENTIRE THING THROUGH GRANT MONEY TO GET IT OFF THE GROUND JUST BECAUSE WE KNOW THE SITUATION WE'RE IN RIGHT NOW AND ALSO WANT TO OFFER THIS OPPORTUNITY FOR OUR KIDS.
>> WHAT'S YOUR DEFINITION OF MINIMAL?
>> I'M NOT SPEAKING TO ASB MONEY.
I'M NOT SPEAKING TO BOOSTER MONEY THAT WE BRING IN, THINGS LIKE THAT, BUT DISTRICT MONEY.
>> YEAH, THE MODEL UP NORTH IS AHEAD AND ASSISTANT.
TWO COACH IS WHAT WE'RE THINKING.
IT DEPENDS ON NUMBERS TOO, AND THAT'S WHAT ANY PROGRAM YEAR 1 DO.
WE PUT A CAP IN PROBABLY OF HOW MANY KIDS WE WOULD TAKE.
THERE'S SOME PROGRAMS WE DO THAT FOR.
THERE'S OTHER PROGRAMS WHERE WE DON'T.
I THINK WE'D START WITH THAT IN THIS PROGRAM.
I WOULDN'T WANT TO GO MORE THAN PROBABLY 40 KIDS THE FIRST YEAR, GET OUR FEET UNDERNEATH US AND TO BE ABLE TO MANAGE IT WITH A SMALLER COACHING STAFF, AND THEN IF IT'S SOMETHING THAT THE KIDS SHOW US THEY'RE INTERESTED IN, THEN LET'S LOOK AT WHERE WE CAN ADD AND HOW WE CAN GET THAT DONE.
>> BUT THINGS LIKE UNIFORMS AND THINGS LIKE THAT, THAT WOULD BE POTENTIALLY THE BOOSTERS OR SOMETHING WHAT YOU WERE SAYING?
>> ANYTHING EQUIPMENT OR UNIFORM.
I HAVE ALL THE CONFIDENCE IN THE WORLD, THAT'S ALL GOING TO BE TAKEN CARE OF WITH GRANT FUNDS BECAUSE WE HAVE ORGANIZATIONS THAT SUPPORT THOSE SPECIFIC THINGS.
THE TRANSPORTATION AND THE STIPENDS ARE WHERE IT GETS A LITTLE MORE DICEY BECAUSE THOSE AREN'T IN THEIR BY LAWS SPECIFICALLY FOR BOOSTERS.
BUT EVEN WITH THIS OTHER FUNDING THROUGH THE SEAHAWKS, THAT GRANT, IN PARTICULAR, YOU CAN SPEND THAT MONEY.
>> DO YOU HAVE ANY PLANS TO MARKET THIS? I KNOW THERE'S A LOT OF DIFFERENT PLACES AROUND THE WORLD THAT ARE REALLY HYPING FLAG FOOTBALL AND HAVE WOMEN'S FLAG FOOTBALL, GIRLS FLAG FOOTBALL GOING ON STRONG NOW.
I WONDER HOW WE GET TOWN EXCITED ABOUT FLAG FOOTBALL.
>> THAT'S A GREAT QUESTION [BACKGROUND]
AS MR. BERNOWSKI, NOTED, IT'S BEEN GOING ON FROM TACOMA NORTH FOR PROBABLY A DECADE NOW.
BUT IT'S INTERESTING EVEN WHEN IT PASSED, WE MUST HAVE HEARD FROM TWO, THREE DOZEN KIDS JUST WALK IN THE HALLWAYS IN THE LAST FEW WEEKS OF WHO'S GOING TO BE THE COACHES AND WHAT'S THE PROCESS FOR THAT AND THINGS LIKE THAT.
KELSO IS RUNNING A PILOT PROGRAM THIS SPRING WITH SOME SCHOOLS OUT OF LONGVIEW AND OLYMPIA.
I THINK KELSO HAS 69 KIDS SIGNED UP.
I THINK THE 40 NUMBER IS ACTUALLY A PRETTY GOOD ONE FROM THAT STANDPOINT.
I KNOW JUST EVEN TEACHING FRESHMAN PE.
I HAVE HAD EIGHT OR NINE GIRLS.
HEY, WHAT SEASON IS IT GOING TO BE THAT ARE EXCITED ABOUT IT.
>> YOU TEACHING FLAG FOOTBALL AND FRESHMAN PE?
WE'LL BE ABLE TO MAKE A BIG PUSH THERE.
ACTUALLY, GEORGE FOX UNIVERSITY, MOST OF THE UNIVERSITIES COME THROUGH IN THE SPRING FOR TACKLE FOOTBALL RECRUITING,
[00:35:03]
AND GEORGE FOX ACTUALLY LEFT A FLYER FOR A WOMEN'S CLINIC THAT THEY'RE GOING TO DO SO IN JULY FOR PLAYERS AND FOR COACHES.SOMETHING LIKE THIS, IT'S SO COOL BECAUSE IT DIDN'T COME ABOUT CAVALIER.
IT'S BEEN A DECADE IN THE MAKING.
I THINK FOR MANY PEOPLE, IT JUST CROSSED OUR DESK.
BUT IF YOU GO BACK TO THE SEAHAWKS BACK IN 2012, '13, '14, '15, THE NFL HAS BEEN PUSHING THIS.
LOTS OF TRACTION, LOTS OF PEOPLE HAVE DONE IT THE RIGHT WAY.
WE'RE EXCITED IN OUR PE CLASSES.
I KNOW COACH FORD AND COACH HATHAWAY AND MYSELF TO BE ABLE TO UNVEIL IT TO OUR FRESHMAN AND THEN BE ABLE TO LEAN THAT IN TO IT FOR NEXT YEAR, I THINK IT'LL BE EXCITING CHANCE FOR THOSE FRESHMEN TOO.
>> I KNOW THERE USED TO BE SOME FLAG FOOTBALL.
MAYBE IT'S PLAYED IN THE OFF SEASONS OR WHATEVER.
I DON'T KNOW IF IT WAS THROUGH COMMUNITY ED OR JUST SOMETHING THAT'S CCYF, OR [OVERLAPPING]
>> WOMEN'S FOOTBALL IS ACTUALLY THE FASTEST GROWING SPORT IN THE US RIGHT NOW AS FAR AS INVOLVEMENT GOES.
AGAIN, I THINK IT'S OUT THERE AND JUST SEEING THE COMMERCIALS AND STUFF ON TV.
I THINK THE OLYMPIA PROBABLY ADDS A LITTLE BIT OF JUST A DIFFERENT DRAW AS WELL AS IT HITS LOTS OF DIFFERENT ANGLES, BUT IT'S EXCITING.
IT'S A COMMUNITY OF KIDS HERE THAT LIKE BEING INVOLVED IN THINGS.
I DON'T THINK IT'LL TAKE AS NEARLY AS BIG A PUSH MAYBE AS IT WAS IN OTHER PLACES TO GET IT OUT THERE.
OUR KIDS ARE USED TO PLAY IN WINTER NOW SOCCER A LITTLE BIT IN THE WINTER.
THE TEMPERATURE STUFF PROBABLY ISN'T AS DRAMATIC AS MANY OF US THINK.
NO, THAT'S TRUE. YOU'RE NOT WRONG ON THAT ONE.
>> I HAD A QUESTION. THANK YOU ABOUT THE SUPPORT BECAUSE I WAS THINKING THE OFFSEASON SUPPORT.
YOU CAN DO THIS, BUT IF THERE'S NOT OFFSEASON OPPORTUNITIES FOR STUDENTS TO PRACTICE TO GET BETTER.
BUT DO YOU ANTICIPATE IF IT'S 40 THAT YOU'RE GOING TO ATTRACT STUDENTS WHO ARE NOT PARTICIPATING IN OTHER SPORTS? WHAT IS THE DRAW IN FLAG FOOTBALL? IS IT A SPORT THAT STUDENTS WHO DON'T COMPETE NOW I'LL DO THAT IN THE WINTER BECAUSE, IT'S ACADEMICS?
>> THAT'S A GREAT QUESTION AND ONE THAT THOSE FIRST COUPLE OF YEARS OF DATA WILL BE REALLY IMPORTANT.
WHAT WE KNOW NOW IS GOING BACK THROUGH THE LAST 20 YEARS, THE TWO MAIN SPORTS THAT WERE ADDED, OR THEY HAVE TRIED TO ADD.
WE TRIED TO ADD LACROSSE AT THE STATE LEVEL AND IT HAD BEEN VOTED DOWN, AS STEVEN NOTED, GETTING THAT 60%.
BOWLING REACHED A DIFFERENT ATHLETE THAT MAYBE HAD NOT HISTORICALLY BEEN INVOLVED IN THOSE PARTICULAR WINTER SPORTS.
SAME THING WITH WOMEN'S WRESTLING AS THAT TOOK OFF ON ITS OWN.
I THINK THOSE ARE SOME OF THE DISCUSSIONS OF THE STATE LIKE, HEY, WHAT'S GOING ON IN THE SPRING, WHAT'S GOING ON IN THE FALL? WHEN YOU LOOK AT OUR OFFERINGS AT CAMAS EVEN IN THE SPRING, YOU'VE GOT TENNIS, AND YOU'VE GOT GOLF AND YOU'VE GOT TRACK.
YOU'VE GOT CLUB LACROSSE, AND YOU'VE GOT, SOFTBALL, AND YOU'VE GOT ALL SPORTS GOING ON IN THE SPRING.
WHEN YOU LOOK AT THE WINTER, THERE IS A LITTLE BIT STEREOTYPICALLY MORE OF A NICHE, THE BOWLER AND THE WRESTLER AND THE BASKETBALL KID.
AS I'VE TALKED TO JUST PEOPLE THAT HAVE APPROACHED ME, THE SOFTBALLERS, AND THE SOCCER KIDS AND THE LACROSSE KIDS.
IT'S VERY MUCH A SPATIAL GAME IN THOSE KIDS THAT HAVE A BACKGROUND IN THOSE SPORTS.
I THINK THAT'S PROBABLY THE FIRST GROUP OF KIDS THAT COME INTO IT.
THEN GOING BACK TO CONNIE AND TRACY.
I THINK YOU NEED TO ADVERTISE IT TO EVERYBODY, THAT THERE'S A PLACE FOR EVERYBODY.
AS YOU GET A CHANCE TO GET OUT AND SEE IT, THEN I THINK THEY'LL REALIZE THAT IT'S DIFFERENT THAN TACKLE FOOTBALL.
BUT THE GREAT THING ABOUT TACKLE FOOTBALL IS YOU CAN HAVE LOTS OF DIFFERENT PEOPLE INVOLVED, AND FLAKE FOOTBALL IS SIMILAR AND THAT YOU'LL WANT PEOPLE THAT CAN PLAY IN SPACE AND YOU'LL WANT PEOPLE THAT PLAY DOWN THE FIELD.
I'VE GOT THIS GIRL THAT PLAYS SOFTBALL THAT I HOPE IT'S IN THE WINNER BECAUSE SHE'S LIKE JERRY RICE.
WATCHING HER CATCH FOOTBALL PASSES AND STUFF.
I THINK IT'S A FUN SPORT THAT GETS KIDS OUT AND ACTIVE I THINK A CAMAS, STEVEN ALLUDED TO IT HAVE IN THE FIELDHOUSE.
IT'S AN OPPORTUNITY FOR US TO PRACTICE.
THE DIMENSIONS DON'T MATCH THE GAME, BUT WE WILL BE TO PRACTICE INSIDE, AND YOU CAN GET A LOT DONE EVEN IN THAT 40 BY 40 SPACE INSIDE.
BUT I THINK IF YOU TALK TO 10 PEOPLE, YOU MIGHT GET 10 DIFFERENT OPINIONS ON WHETHER IT SHOULD BE IN THE FALL WINTER OR SPRING BASED ON THE OTHER OFFERINGS.
THE ONLY REAL DATA WE HAVE TO GO ON IS THAT HAS BEEN IN THE WINTER UP IN TACOMA IN SEATTLE, AND THAT'S WHERE THEY HAVE FELT IT'S BEEN MOST SUCCESSFUL.
>> I'LL ADD THAT I GOT TO GO TO AN AD CONFERENCE RECENTLY AND TALK TO FOLKS FROM PUYALLUP WHERE THEY'VE HAD THIS GOING ON FOR A LITTLE BIT.
THEY JUST TALKED ABOUT THE COMMUNITY AT THESE EVENTS BECAUSE WHAT YOU ACTUALLY DO IS YOU RUN THREE FLY FOOTBALL FIELDS, THE OPPOSITE DIRECTION OF A TACKLE FOOTBALL FIELD ON THE TURF.
WHAT YOU HAVE IS A BUNCH OF TEAMS COME INTO ONE PLACE, AND IT BECOMES THIS HUGE EVENT.
YOU'VE GOT ALL THESE DIFFERENT SCHOOLS AT THE ONE LOCATION AND YOU'VE GOT A REALLY GOOD ATMOSPHERE AND CONNECTION HAPPENING BETWEEN THE SCHOOLS, AND THEY'VE JUST REALLY LOVED THAT ASPECT OF IT.
IT'S NOT THIS BIG YOU TALKED ABOUT A SPATIAL GAME,
[00:40:02]
NOT REALLY A PHYSICAL GAME LIKE TACKLE FOOTBALL WOULD BE.IT'S MORE OF LIKE THAT SOCCER AND LACROSSE AVENUE, WHICH THERE'S PHYSICALITY TO IT, BUT THAT'S NOT THE MAIN FOCUS OF IT.
THERE SEEMS TO BE A LOT OF CAMARADERIE AND IT'S JUST GOOD VIBES THROUGH THE SPORT.
>> I DON'T WANT TO NERD OUT ON FLAG FOOTBALL HERE, BUT IT'S DIFFERENT MOVEMENTS.
YOU SEE IMAGES AND YOU WATCH VIDEOS OF IT AND WHAT YOU WOULD DO TO MAKE SOMEBODY MISS ON A TACKLE AND TACKLE FOOTBALL AS OPPOSED TO HOW YOU WANT TO SINK YOUR HIPS AND MOVE AND WHATNOT IN FLAG FOOTBALL.
I THINK IT'S GOING TO TAKE OFF IN OUR AREA.
>> ANY OTHER QUESTIONS WITH TITLE 9 OR FLAG FOOTBALL? THEN WE'LL SHIFT TO COACH TRAINING PROFESSIONAL DEVELOPMENT.
>> IS THERE A BUTTON ON THAT ONE, STEVEN AND I, OR IS THIS JUST HERE?
>> YES. WE'VE JUST GOT THE HANDOUTS IN FRONT OF YOU.
WE JUST PASSED AROUND THE FIRST HANDOUT AND I'LL GET THE SECOND ONE GOING IF YOU WANT TO GO AHEAD AND START TALKING ABOUT THAT.
>> THERE ARE A COUPLE OF HANDOUTS IN FRONT OF YOU, AND I BELIEVE IF I'M DOING THEM IN THE CORRECT ORDER, THE FIRST ONE IS TITLED COACHES TRAINING AND PROFESSIONAL DEVELOPMENT.
AT THE TOP, IT'S JUST A ONE PAGE DOCUMENT.
WHENEVER THEY ARE CEMENTED, OUR NEW FLAG FOOTBALL COACH AND ANY PAID VOLUNTEERS OR ASSISTANT VOLUNTEERS OR PAID FOLKS WILL NEED TO GO THROUGH THIS.
BUT IT'S OUTLINED MR. BERNOWSKI, ACTUALLY TYPED THIS UP.
THERE ARE WIAA, WHICH IS OUR GOVERNING BODY, OBVIOUSLY.
THERE ARE REQUIREMENTS THAT COACHES HAVE TO DO ON AN ANNUAL OR BI-ANNUAL BASIS.
JUST TO BE INVOLVED, WHETHER AGAIN YOU'RE PAID OR VOLUNTEER.
THOSE ARE THINGS LIKE CONCUSSION MANAGEMENT, SUDDEN CARDIAC, FIRST AID CPR, WHICH IS DUE EVERY TWO YEARS, AND THEN A GENERAL RULES CLINIC, WHICH COVERS TRANSFER POLICY AND DIFFERENT THINGS WITHIN THE WIAA.
THEN THE FOURTH BULLET HITS COACHING PRINCIPLES.
STANDARD SPECIFICS ARE ATTACHED.
THERE'S A SECOND SHEET ON HANDOUT 2.
I SPENT TWO DECADES AS AN ATHLETIC DIRECTOR IN A PREVIOUS LIFE.
FOR ABOUT 15 OF THOSE YEARS, THIS WAS SOMETHING THAT NOT ANY OF US REALLY KNEW ABOUT.
IT WAS BURIED IN THE HANDBOOK OF THE WIAA.
BUT EVERY THREE YEARS, IT'S THE DOCUMENT TITLED COACHING PRINCIPAL STANDARDS.
THIS IS DIRECTLY FROM THE HANDBOOK.
IT SAYS, BEFORE BEGINNING THE THIRD YEAR OF COACHING, A MEMBER SCHOOL, WHICH WOULD BE CAMAS, PAID OR VOLUNTEER, MUST COMPLETE A SCHOOL DISTRICT APPROVED COACHING PRINCIPALS TRAINING.
THAT REQUIRES A MINIMUM OF FIVE HOURS OF INSTRUCTION.
OR THEY HAVE TO COMPLETE THIS THROUGH THE NFHS COACHES FUNDAMENTALS COURSE, OR THEY CAN ATTEND A WIAA COACHES SCHOOL, WHICH IS USUALLY OFFERED IN THE SUMMER PUT ON BY OUR WIAA OFFICE OR AN APPROVED DIFFERENT COURSE BY THE WIAA OR THE LOCAL DISTRICT.
THEN AFTER THAT COMPLETION, COACHES WILL REQUIRED TO REPEAT THIS TRAINING EVERY THREE YEARS.
THE TRAINING MUST INCLUDE A MINIMUM OF 1 HOUR IN EACH OF THE FOLLOWING. THERE'S A COUPLE CATEGORIES.
THERE'S FOUR CATEGORIES, AND THE FIRST CATEGORY IS MEDICAL ASPECTS OF COACHING, HEALTH AND WELFARE, THINGS THAT LIKE OUR TRAINER, MR. HOWELL WOULD GO THROUGH AND OFTENTIMES AS A FOOTBALL COACH, WE BRING HIM IN TO EVEN DO THESE THINGS.
BUT AS COACHES EVERY THREE YEARS, VOLUNTEER, PAID OR OTHERWISE.
TRADITIONALLY, THE WAY CAMAS HAS DONE IT IS WE HAVE HANDLED EITHER THROUGH THE NFHS COURSE OR VANCOUVER PUBLIC SCHOOL USED TO DO A TWO DAY WORKSHOP THAT YOU COULD GO TO MICK HOFFMAN, WHO'S NOW THE HEAD OF THE WIAA.
THAT WAS CALLED COACHES SCHOOL, AND HE RAN IT OUT OF VANCOUVER AND YOU COULD PAY, I THINK IT WAS $99, AND YOU'D GO OVER THERE AND YOU'D ATTEND ALL THESE SESSIONS, OR AGAIN, THE MOST COMMON WAY IS THROUGH AN ONLINE MODULE THROUGH THE NFHS.
BUT YOU'LL HAVE MEDICAL ASPECTS, AND YOU'LL HIT THINGS, CARE AND PREVENTION OF STUDENT INJURY, ATHLETIC TRAINING, INJURY, REHABILITATION, NUTRITION, ETC.
THEN ANOTHER CATEGORY WOULD BE LEGAL ASPECTS OF COACHING, LITIGATION, LIABILITY, THINGS LIKE BULLYING, HAZING AND HARASSMENT, SCHOOL BOARD POLICIES, WIAA RULES, SCHOOL LAW.
THAT WOULD BE ANOTHER OUR REQUIREMENT.
THEN SOCIAL FUND FOUNDATION, SOCIOLOGY, PSYCHOLOGY OF SPORTS, PHYSIOLOGY, COACHING TECHNIQUES, INSTRUCTIONAL METHODS.
THOSE MIGHT GET INTO A LITTLE BIT MORE SPORT SPECIFIC STUFF, SOCIAL EMOTIONAL LEARNING STRATEGIES AND PROCEDURES, RESTORATIVE PRACTICES, MENTAL HEALTH, SUICIDE PREVENTION.
THEN THE FOURTH PRONG IS DIVERSITY, EQUITY, AND INCLUSION, ANTI-RACISM, DISCRIMINATION, GENDER EQUITY, RECOGNIZING AND ELIMINATING BARRIERS, SUPPORTING STUDENTS FROM DIVERSE BACKGROUNDS, AND SUPPORTING STUDENTS IMPACTED BY INCOME DISPARITIES.
AGAIN, THE NFHS, WHICH IS OUR OVERALL GOVERNING BODY, THE NATIONAL FEDERATION OF HIGH SCHOOL SPORTS.
THEY PRODUCE THIS THROUGH AN ONLINE MODULE THAT YOU CAN GO THROUGH AND IT'S PRETTY EXTENSIVE.
IT'S GOOD STUFF, OR YOU CAN DO IT BY GOING TO THE WIAA COACHES SCHOOL,
[00:45:01]
OR ONE THING THAT MR. BERNOWSKI AND I HAVE TALKED ABOUT WITH MR. HOFFMAN MOVING TO THE WIAA, IS THIS SOMETHING THAT CAMAS WOULD MAYBE WANT TO TAKE THE LEAD ON AND CREATE MATERIAL ALONG THESE LINES AND RUN WORKSHOPS FOR OUR COACHES AND POTENTIALLY WORKSHOPS FOR COACHES IN THE AREA AS WELL.A LOT HAS CHANGED IN THE COACHING PROFESSION IN THE 26 YEARS THAT I'VE BEEN IN IT.
>> THE MORE TRAINING AND EDUCATION, I THINK COACHES, IF I COULD, MAYOR, THIS ISN'T PART OF THE SCRIPT, BUT COACHES ARE GETTING YOUNGER AND YOUNGER, OFTENTIMES OLDER COACHES AGE OUT, AND THEN IT'S MORE CHALLENGING SOMETIMES TO KEEP THOSE WISER COACHES ENGAGED.
THE MORE THAT WE CAN DO TO EDUCATE YOUNGER COACHES ON THE FRONT END, WHETHER IT'S IN-HOUSE OR WHETHER IT'S THROUGH THE NFHS.
IF YOU GO OUT, THERE ARE SO MANY FREE THINGS THAT YOU CAN DO THERE TO GET EDUCATED.
I THINK THAT'S IMPORTANT, BUT WE HAVE A WEALTH OF WISDOM FROM PEOPLE IN CAMAS AND SOUTHWEST WASHINGTON THAT IT WOULD BE NEAT FOR US TO BE ABLE TO DO SOME ENHANCEMENT ON THAT AS WELL.
THOSE ARE SOME OF THOSE WA REQUIREMENTS, AND THEN GOING BACK TO THE, GO AHEAD, STEVE.
>> I JUST WANT TO SAY ON THAT.
WE HAVE A SYSTEM CALLED FILE FORMS. WE TRACK ALL THAT, AND WE MAKE SURE THAT EVERYBODY'S COMPLETED THE TRAINING THEY NEED TO, AND THAT EVERYBODY COMPLIES.
I CREATED FLAG FOOTBALL EARLIER TODAY, AND THERE ARE NO COACHES ASSIGNED.
IF ANY OF YOU WOULD LIKE TO, I CAN PUT YOU IN AS A COACH BECAUSE THERE ARE NO PLAYERS OR ANYTHING ASSIGNED AS A NEW SPORT, AND YOU COULD GO THROUGH THESE TRAININGS AND SEE THE NITTY GRITTY OF WHAT IT IS AND WHAT IT LOOKS LIKE.
THAT WAY, YOU WOULD GET A FIRST, AND THESE ARE THE STANDARDS, BUT WHAT ARE THEY DOING? WHAT DO YOU GO THROUGH FOR THOSE? I'D BE HAPPY TO ADD TO THE GROUP.
I KNOW YOU GUYS KNOW THIS FROM THE CHAIRS, YOU SIT IN AS WELL, BECAUSE WE DO IT AS TEACHERS, BUT YOU CAN'T FAST FORWARD.
LIKE IN THE OLD DAYS, I CAN ADMIT THAT 15 YEARS AGO, YOU'D FAST FORWARD OR YOU'D GO IN THE OTHER ROOM OR SOMETHING.
I THINK THE QUIZZES ARE GOOD, AND THE MATERIAL IS GOOD.
IT'S ENGAGING, THE ABILITY TO PRODUCE ONLINE CONTENT IS MUCH BETTER THAN IT WAS, MAYBE 15 OR 20 YEARS AGO, AND THEN TO MAKE IT APPLICABLE TO OUR COACHES.
THEN FOR THEM TO BE ALL TO DO THAT, WE TRACK IT IN FINAL FORMS. THEN, EACH SPORT, GOING BACK TO THE INITIAL SHEET, EACH SPORT HAS ITS SPECIFIC STUFF, LIKE IN FOOTBALL, OR FOOTBALL COACHES, EVERY THREE YEARS, HAVE TO GO THROUGH A USA TACKLING CERTIFICATION.
OUR POLE VAULT COACHES HAVE TO BE POLE VAULT CERTIFIED.
THERE ARE STUNT CERTIFICATIONS WITHIN CHEER AND DANCE, SWIM COACHES NEED TO BE LIFEGUARD CERTIFIED.
THERE'S A LENGTHY LIST OF THINGS THAT COACHES HAVE TO DO TO BE CERTIFIED, AND THAT GOES AGAIN, WHETHER YOU'RE A HEAD COACH OR WHETHER YOU'RE A VOLUNTEER.
WE REQUIRE THOSE SAME TYPES OF THINGS.
IT'S ALL TRACKED, AS STEVEN SAID IN FINAL FORMS, AND THEY GET A LITTLE ALERT WHEN THEY NEED SOMETHING DONE TO MOVE FORWARD IN THEIR COACHING.
>> THOSE ARE THE THINGS, THE PIECES THAT WA REQUIRES, OR THE SPORT-SPECIFIC REQUIREMENTS THAT EXIST? THEN WE GET INTO WHAT WE DO FOR CAMAS.
ONE PIECE THAT WE DO EVERY SEASON IS WE BRING TOGETHER THE COACHES BEFORE THE SEASON STARTS, AND WE'RE GOING TO GO OVER THE NITTY GRITTY OF WHAT THINGS ARE IMPORTANT TO US HERE IN CAMAS.
THERE'S A SLIDE SHOW YOU OBVIOUSLY CAN'T CLICK ON HERE ON THE PIECE OF PAPER, BUT WITHIN THIS SLIDE SHOW, YOU CAN GET TO IT THROUGH THAT HANDOUT ON THE DIGITAL VERSION, AND WE COVER EVERYTHING FROM PROGRAM VALUES AND EXPECTATIONS.
WE DO SOME REFLECTION TIME AROUND, WHY ARE YOU COACHING? WHAT DO PEOPLE WHO HAVE BEEN COACHED BY YOU SAY ABOUT YOU, AND HAVE SOME HONEST REFLECTION WITH COACHES IN THAT MEETING? WE GO THROUGH OUR SAFETY TRAININGS, AND WE BRING A NURSE IN TO DO EP PENS AND INHALERS AND RESCUE MEDS, AND THINGS LIKE THAT THAT THEY'LL NEED.
WE HAVE THE LAST TWO TRAININGS WE HAD, AND FOCUS ON INITIATIONS AND HAZING.
BEYOND THAT, WE GET INTO A VARIETY OF PROGRAM SPECIFICS, TRANSPORTATION, CLEARANCE, PARENT COMMUNICATION, SOCIAL MEDIA, BUDGET, ALL THE NITTY GRITTY OF THOSE THINGS THAT COACHES DO BEHIND THE SCENES THAT A LOT OF ATHLETES DON'T SEE, AND SO THOSE ARE THE THINGS WE GO THROUGH EACH SEASON AS WE LAUNCH INTO A NEW SPORT, TRYING TO CAPTURE AS MANY PEOPLE AS WE CAN, BECAUSE AS YOU ALL KNOW WITH COACHING IS, WE'RE OFTEN FINDING NEW COACHES OR PEOPLE ARE LEAVING RIGHT BEFORE SEASON STARTS, WE TRY TO CAPTURE THEM THAT WEEK OR TWO RIGHT BEFORE THE SEASON STARTS TO GATHER EVERYONE TOGETHER.
WE'VE ALSO ADDED THIS YEAR THE NFHS HAZING BOLLING HARASSMENT SPECIFIC COURSE.
THOSE ARE THE STANDARDS RIGHT THERE THAT EXIST WITHIN THAT COURSE ITSELF.
IT'S A STANDALONE. SIMILAR TO THESE OTHER COURSES UP TOP THAT THE WA REQUIRES IN FINAL FORMS, WHICH IS NICE IS I CAN GO IN AND I CAN ADD AN NFHS COURSE THAT WE THINK IS MOST IMPORTANT TO OUR COMMUNITY.
WE TAKE THAT COURSE AND WE ADD IT IN THERE.
FOR HAZING BOLING HARASSMENT, WE FEEL THAT WAS AN IMPORTANT ONE TO GRAB AND GO AHEAD AND PUT INTO THE DOCKET THAT EVERY COACH DID THROUGH THE WINTER AND SPRING SEASONS THIS YEAR, AND WILL BE CONTINUED TO BE ADMINISTERED NEXT FALL AS WELL.
I JUST WANTED TO MAKE SURE WE ADD THOSE THINGS THAT ARE OF OUR COMMUNITY WHEN WE NEED TO.
THE NEXT YEAR, WE ALSO AND I'VE ALSO BEEN WORKING WITH AMY ON THIS ONE, AMY STEWART.
[00:50:02]
WE HAVE OUR COACHES' HANDBOOKS THAT WE'VE CREATED.I'LL PASS THOSE AROUND TOO. IT'S A BIT OF PAPER.
BUT WHAT THIS IS IS IT PUTS TO PAPER.
IT PUTS ON PAPER A LOT OF THINGS WE HAVE ALREADY WORKED ON WITH OUR COACHES.
BUT IT PUTS IT ALL IN ONE PLACE THAT WAY THEY HAVE A RESOURCE GUIDE TO LOOK AT AND MAKE SURE THEY UNDERSTAND WHAT THE EXPECTATIONS ARE OF BEING A COACH IN OUR DISTRICT.
THEN ALSO GOES THROUGH THINGS SPECIFICALLY AROUND, LIKE, WHAT DO WE DO IF LIGHTNING HITS? WHAT DO WE DO ABOUT HARASSMENT, INTIMIDATION, AND BULLYING? WHAT DO WE DO ABOUT HAZING? THERE ARE SOME SPECIFICS AS YOU GO THROUGH THIS TO WHERE COACHES HAVE A VERY CLEAR GUIDELINE AROUND WHAT THE EXPECTATIONS ARE, AND THEN HOW WE WOULD RESPOND IN CERTAIN SITUATIONS.
LIKE I SAID, THERE'S A LOT OF VARIETY OF THINGS WITHIN THIS DOCUMENT, EVEN ACCIDENT REPORTS THAT NEED TO BE FILLED OUT, AND WHEN YOU NEED TO DO THAT, AND THE TIMELINES FOR THEM.
BUT WHAT WE WANT TO DO IS CREATE A PLACE WHERE ALL THAT INFORMATION WILL BE TOGETHER FOR COACHES SO THEY CAN ACCESS IT AS THEY NEED TO, AS WELL AS JUST MAKE SURE THAT WE CAN GET A SIGN OFF ON THE BEGINNING OF EACH SEASON THAT, YOU'VE REVIEWED THIS WITH US, YOU UNDERSTAND THIS.
IF THERE ARE ANY QUESTIONS, WE'RE GOING TO TAKE CARE OF THOSE BEFORE THE SEASON STARTS.
THAT'S THE COACH'S HANDBOOK THAT'LL BE PUSHED OUT IN THE FALL WITH ALL COACHES.
BEYOND THAT. WE DO HAVE A COACHES EDUCATION FUND THAT ALSO EXISTS WITHIN OUR ASB BUDGETING, AND SO WE PUSH ABOUT $2,000 EVERY YEAR FROM OUR ASB FUND TO HELP COACHES WHO WANT TO GO TO CLINICS AND THINGS LIKE THAT.
THERE ARE A LOT OF THINGS THAT COME THROUGH THE PORTLAND AREA.
THERE ARE TWO BIG DRIVERS FOR COACHES WHO WANT TO SUPPORT SPECIFIC.
IF THERE'S A NATIONAL BASEBALL CONFERENCE COMING TO TOWN TO PORTLAND, OUR BASEBALL COACHES WILL WANT TO GO TO.
BUT THEN OTHER THINGS ARE, I THINK SPORTS PSYCHOLOGY HAS BECOME A HUGE FIELD, AND WITH A LOT OF INTEREST, AND WE'RE SEEING A LOT OF COACHES GOING TO CLINICS AND SEMINARS IN THAT REGARD.
AND SO WE TRY TO SUPPORT THEM.
IT'S NEVER A FULL COST, BUT IF IT'S A $200 REGISTRATION, WE TRY TO GET 100 BUCKS OR SOMETHING LIKE THAT TO HELP THEM WITH THOSE REGISTRATIONS TO SUPPORT THEM WITH THOSE THINGS THEY'RE INTERESTED IN THAT COME THROUGH OUR AREA.
>> AND JUST TIED TO THAT REAL QUICK.
THERE'S SO MUCH LIKE NONE OF THIS THAT WE'VE TALKED ABOUT IN THE LAST 10 MINUTES IS WHAT PLAY DO YOU RUN ON THIRD AND 12, FROM THE RIGHT HASH WITH 30 SECONDS AGO, AND YOU'RE DOWN BY FIVE, AND THAT STUFF IS IMPORTANT, DEREK'S BACK THERE GOING.
RUN MESH WITH A POST BEHIND IT.
[LAUGHTER] BUT I THINK WHAT'S COOL AND FOR STEVEN AND ME IS, BOTH OF US TRULY BELIEVE THAT ATHLETICS IS AN EXTENSION OF THE CLASSROOM.
OFTENTIMES IN A GYMNASIUM IN A FIELD, IT COMES WITH MORE VOLUME AND IT COMES WITH A LITTLE BIT MORE GUSTO, OFTENTIMES TO IT.
BUT PASSIONATE ABOUT THE WHOLE STUDENT, AND WHEN YOU LOOK AT TRAINING UP A COACH, IT'S NOT NECESSARILY THE BASKETBALL STUFF.
IT'S HOW YOU CONNECT AND HOW YOU KEEP KIDS SAFE, AND HOW YOU MAKE SURE THAT THE LOCK ROOM OPERATES A CERTAIN WAY AND THINGS LIKE THAT, TO MAKE SURE THE KIDS HAVE A WONDERFUL EXPERIENCE, NOT ONLY IN THE ARENA, BUT OUTSIDE THE ARENA.
I THINK THE REST OF AMERICA, SO TO SPEAK, IS COMING BACK TO THAT A LITTLE BIT, THAT THE BEST AT-RISK PROGRAM YOU CAN HAVE IN YOUR SCHOOL IS A WELL-RUN ATHLETIC PROGRAM.
THERE ARE ROUGHLY 1,200 STUDENT ATHLETES IN A STUDENT BODY OF 2000 WHO ARE INVOLVED IN SOME FORM AND ATHLETICS.
TO BE ABLE TO EDUCATE OUR COACHES IN A WAY, MANY OF THEM ARE TEACHERS, BUT MANY OF THEM ARE NOT.
TO BE ABLE TO EDUCATE THEM ON THE WAY OF HOW YOU WOULD TREAT A KID AND HOW YOU WOULD MOVE A KID FROM POINT A TO POINT B IN A LITERACY OR A MATH CLASSROOM.
BUT TO BE ABLE TO DO THAT ON A BASKETBALL COURT IS SPECIAL.
MOST OF THE STUFF THAT WE'RE TALKING ABOUT HAS VERY LITTLE TO DO WITH COACHING ITSELF IN THE ARENA, AND EVERYTHING TO DO IS STILL DEVELOPING YOUNG PEOPLE AND EQUIPPING ADULTS TO BE ABLE TO HAVE A MAJOR IMPACT ON YOUNG PEOPLE.
>> I'LL SAY TWO THINGS THAT ONE WE'VE DIPPED OUR TOES INTO, AND THE OTHER ONE WE'RE FULLY INTO RIGHT NOW IS, WE HAVE A STUDENT ATHLETE LEADERSHIP PROGRAM ASSAULT TEAM THAT'S BEEN COMING TOGETHER THROUGHOUT THE YEAR AND YOU'RE GOING TO GET TO HEAR FROM AT THE END OF NEXT MONTH.
I THINK AT THE LAST JUNE BOARD MEETING, WHERE THEY'RE GOING TO COME IN AND TALK TO YOU ABOUT WHAT OUR PROGRAM VALUES, THEY'VE SHIFTED THEM.
IT'S COOL TO SEE WHAT LIKE, HERE'S WHAT IT MEANS TO BE A CAMAS ATHLETE BUT HERE'S WHAT WE'RE STRIVING TO BE, AND SO HOW DO WE BRIDGE THIS GAP FROM WHERE WE ARE TO WHERE WE WANT TO BE AND THE VALUES THAT SHOULD REPRESENT US AND WE WANT TO MAKE COME ALIVE? THAT'LL BE GREAT TO SEE.
THEN THE OTHER PIECE OF THAT THAT THEY'VE BEEN TALKING ABOUT IS LIKE, HOW DO WE GET IN FRONT OF COACHES? HOW DO WE TALK TO THEM ABOUT THIS, AND HOW DO WE FORMALIZE THAT FOR THESE PRESEASON MEETINGS THAT WE MAKE KIDS PART OF THAT CONVERSATION, WHICH WILL BE COOL? THE SECOND THING THAT'S BEEN MORE INFORMAL THIS YEAR HAS JUST BEEN TRYING TO CREATE A MENTORSHIP PATHWAY FOR COACHES BECAUSE WE HAVE COACHES WHO COME OFF THE STREET WHO HAVE NEVER BEEN IN A CLASSROOM OR A SCHOOL SETTING OTHER THAN THEIR OWN SCHOOL EXPERIENCE.
HOW DO WE TAKE THOSE PEOPLE UNDER OUR WING AND TRY TO MENTOR THEM? THAT'S BEEN SOMETHING GREAT WITH HAVING ADAM ON BOARD TO BE HONEST AS HE'S PLAYED THAT ROLE OF TRYING TO GET SOMEBODY WHO WORK SHOULDER TO SHOULDER WITH A COACH AND SUPPORT HIM THROUGH A SEASON OR THESE TOUGH CONVERSATIONS THEY'RE HAVING WITH KIDS OR PARENTS OR WHAT HAVE YOU,
[00:55:02]
IS TRYING TO CREATE A PATHWAY WHERE THEY'VE GOT THAT SUPPORT FROM SOMEBODY ELSE WHO'S DOING IT, WHICH IS HELPFUL.>> I NOTICED THAT NOWHERE IN HERE SAYS ANYTHING ABOUT THE PRIORITY TO WIN, WHICH I THINK EVERY GRADUATION WE HEAR, YOU'RE THE CLASS OF 2020, WHATEVER, WHEN WE'VE WON THIS MANY STATE TITLES AND ALL THIS STUFF.
IT'S JUST BECOME, I DON'T KNOW, EXPECTED, AND HOWEVER WE CAN, BECAUSE THAT'S NOT OUR GOAL. IT DOESN'T MATTER.
I THINK IF YOU DO ALL THIS STUFF AND YOU DO IT WELL, IT'LL HAPPEN.
I KNOW THAT'S NOT EVERYBODY'S PERSPECTIVE.
EVERYBODY'S BABY ANGEL ON THE FIELD, WHO'S A SUPERSTAR.
WE WANT TO WIN, SO THERE'S A LOT OF PRESSURE COMING FROM A LOT OF DIFFERENT PLACES, BUT I LOVE JUST THE FOCUS ON RAISING GOOD CITIZENS, AND TEACHING THEM HOW TO WORK TOGETHER AND PRIORITIZE AND BE GRACIOUS WINNERS AND GRACIOUS LOSERS.
AS YOU SAID, IT'S THE BEST AT-RISK PROGRAM YOU HAVE, AND A PORTRAIT OF A GRADUATE.
WHERE DID ALL THOSE PIECES FIT IN? WE SHOULD. [INAUDIBLE]
>>WE CAN DO THAT. OTHER THING, IT'S COOL TO TALK TO THESE KIDS WHO ARE ON THAT SALT TEAM BECAUSE I'LL STEAL A LITTLE BIT OF THE THUNDER BECAUSE THE VERY FIRST WORD WAS HONOR, AND THEY'RE LIKE, NO, THE FIRST WORD IS HUMILITY.
THAT'S WHAT WE'RE LEADING IN WITH, AND THAT'S WHAT OUR KIDS ARE LEADING IN WITH.
WE NEED TO MAKE SURE THAT WE'RE WALKING IN EVERY SITUATION WITH HUMILITY AND RESPECT.
I THINK THEY FEEL THAT TOO, AND THEY WANT TO DO SOMETHING WITH IT, AND THEY WANT TO MAKE SURE THE MESSAGES THAT WE'RE GOING TO LEAD WITH HUMILITY, AND THAT'S PRETTY COOL.
>> I THINK JUST TO WRAP THAT UP TO BE ABLE TO, I'M NOT GOING TO DO THE FAST MATH ON THIS, BUT IT'S 20 SOME OFFERINGS, CORRECT, STEVEN, IS THAT? I THINK THE POINT OF ALL THIS WITH COACH EDUCATION IS, HOW CAN WE GET 24 COACHES WITH THAT SAME MESSAGE? BECAUSE PEOPLE DO COME WITH A DIFFERENT LENS.
DIFFERENT SPORTS HAVE DIFFERENT PRESSURES, AND DIFFERENT PEOPLE HAVE DIFFERENT MENTORS.
BUT TO BE ABLE TO CREATE AN UMBRELLA, THAT IS WHAT BEING A COACH AT CAMAS ENTAILS, THAT IS WHAT BEING A STUDENT ATHLETE RESULTS IN WHEN YOU'RE DONE WITH THE PROGRAM, WHETHER YOU WERE A BALLER OR A FOOTBALL PLAYER.
DID YOU LEARN THE SAME TYPES OF SKILLS THAT YOU CAN TAKE FORWARD?
>> THIS HANDBOOK IS COMPLETELY NEW, WHICH WE'RE CREATING AND PUSHING OUT?
>> YES, THIS IS A NEW HANDBOOK FOR US. WE'RE PUSHING OUT.
THE STUDENT HANDBOOK WE CREATED WENT OUT THIS YEAR, WHICH WAS REVAMPED, AND SO THE COACHES WANT TO GO AT THE BEGINNING OF NEXT YEAR.
>> HAS THERE BEEN ANYTHING IN PRACTICE IN SOME FORM OR ANOTHER FROM THIS?
>> ONE POSTING JOB DESCRIPTIONS AND THINGS LIKE THAT.
STANDARDS THAT EXIST IN WA ARE VERY MUCH ECHOED IN A LOT OF THIS.
I THINK THERE'S SOME NITTY GRITTY AROUND LIGHTNING AND THAT STUFF THAT MIGHT GET MORE SPECIFIC TO US.
BUT THE SAME WA REQUIREMENTS ARE ALSO REFLECTED IN THE HANDBOOK.
NOW, IT'S JUST BECOME A CHEMIST.
WE'RE PUTTING THIS OUT FROM US RATHER THAN FROM THE WIA.
I WENT TO HIGH SCHOOL IN THE 90S WHEN WE DIDN'T WIN ANYTHING.
I HAVE A FULL CIRCLE OF IT, IT WASN'T ALWAYS ABOUT A WINNING TEAM.
I APPRECIATE ALL OF THIS STUFF BECAUSE YOU'RE RIGHT, SOMETIMES KIDS HAVE A TEACHER WHO MEANT A LOT TO THEM, AND KIDS SOMETIMES HAVE A COACH WHO MEANS A LOT TO THEM.
HAVING THEM HAVE ALL THIS INFORMATION AND KNOW HOW TO TREAT THE KIDS, AND SOMETIMES THAT'S THEIR ONLY MENTOR THAT THEY HAVE.
IT'S VERY IMPORTANT THAT WE HAVE GOOD COACHES, AND WE HAVE ALL THIS IN PLACE.
MY QUESTION GOES A LITTLE FARTHER FROM CAMAS SPORTS AND MORE COMMUNITY ED SPORTS BECAUSE I'M NOT CONCERNED.
BUT WE HAVE CLUBS LIKE THE LACROSSE CLUB AND THE RUGBY CLUB, WHICH, TO THE UNTRAINED PERSON, WOULD SEEM IT'S CAMAS HIGH SCHOOL SPORTS.
THEN WE HAVE COACHES WHO DON'T HAVE ACCESS TO THIS TRAINING.
I JUST WONDER HOW WE DO THAT BECAUSE PEOPLE WOULD ASSOCIATE THEM WITH, IT'S CAMAS, AND IT'S NOT CAMAS.
I WANT TO MAKE SURE THAT I DON'T SAY THAT THEY'RE NOT GOOD COACHES.
I'M JUST TRYING TO PUT US ALL ON THE SAME PAGE OF LIKE, HOW DO WE GET THEM SOME OF THIS STUFF SO THAT THEY UNDERSTAND WHAT IT'S LIKE TO BE A CAMAS COACH OR COACH IN THE CAMAS AREA?
>> AWESOME QUESTION. MR. BERNOWSKI WILL HAVE A GOOD ANSWER HERE.
IN ABOUT 20 SECONDS AS I STALL FOR HIM.
BUT NO, I THINK WHAT YOU'RE HITTING ON TRACY THAT I'VE BEEN PASSIONATE ABOUT, AND I KNOW MR. BERNOWSKI IS FOR TWO OR THREE DECADES HERE IS EDUCATIONALLY BASED ATHLETICS IS OFTENTIMES DIFFERENT THAN COMMUNITY-BASED ATHLETICS,
[01:00:05]
HOW DO YOU BRIDGE THAT GAP? THERE ARE THINGS THAT WE DO IN EDUCATIONALLY BASED ATHLETICS THAT ARE TIED.THERE ARE STANDARDS THAT YOU HAVE TO MEET TO BE INVOLVED IN IT.
OFTENTIMES IN THE CLUB WORLD, YOU'RE LEFT AT THE MERCY OF THE PERSON FROM THAT STANDPOINT, WHICH DOES MAKE IT A LITTLE BIT MORE CHALLENGING.
>> WELL, I DO WONDER WHAT TYPES OF COLLABORATION MIGHT EXIST FOR SOME PROGRAMS BECAUSE THERE'S A DIFFERENCE BETWEEN THE SOCCER CLUB AND THE SCHOOL CLUB, AND THOSE ARE TWO DIFFERENT ENTITIES.
WHILE LACROSSE AND RUGBY ARE THE TWO SPORTS THAT STICK TO SPORTS SEASONS, AND THEY ACT LIKE HIGH SCHOOL SPORTS, AND THEY PLAY UNDER THE CAMAS UMBRELLA, WHICH IS UNIQUE, THAT WE'RE A TOWN WITH A SCHOOL WITH THE SAME NAME, SO YOU CAN GET AWAY WITH THAT THING.
BUT YOU LOOK AT THOSE THAT ARE TIED TO SPORTS SEASONS AND HAVE DEFINED WINDOWS THAT SUMMARIZE, AND HOW DO WE INCORPORATE THOSE FOLKS? ALSO, KNOWING THAT THE RUGBY COACH WAS OUR FRESHMAN FOOTBALL COACH AND HAS BEEN THROUGH SOME OF THAT HELPS IN SOME OF THOSE WAYS.
BUT THEN, LACROSSE, HOW DO WE TAP INTO THAT? HONESTLY, WE'D BE OPEN TO COLLABORATION.
I TALKED TO MIKE FERBER OFTEN ABOUT THINGS, AND I KNOW HE'D BE WILLING TO JUMP IN ON IT AND THINGS LIKE THAT.
>> MAYBE THEY ALREADY HAVE THIS STUFF, BUT JUST EVEN GIVING ACCESS TO, LACROSSE CLUB OR RUGBY CLUB OR WHATEVER, THIS IS WHAT CAMAS HIGH SCHOOL USES IF YOU WANT TO USE THIS AS YOUR GUIDING PRINCIPLES, I DON'T KNOW.
>> I THINK THAT'S ONE OF THE REASONS WHY IT'S NICE BEING THROUGH WA AND THAT EVERYTHING IS STANDARDIZED FOR ALL THESE SPORTS.
AS WE'VE ADDED SPORTS OVER THE YEARS, IT'S BEEN CONSISTENT THAT WE'VE ADDED WA SPORTS, AND SPORTS OUTSIDE OF WA OPERATE BY THEIR OWN RULES.
THEY HAVE THEIR GOVERNING BOARDS.
I TALKED TO THE LACROSSE BOARD RECENTLY, AS WE'RE JUST TRYING TO FIGURE OUT, IS THIS GOING TO TRY TO GET ADDED AGAIN? SOME GROUPS WANT TO GET ADDED, AND SOME DON'T BECAUSE THEY HAVE THEIR OWN RULES AND SYSTEMS AND THINGS LIKE THAT.
I THINK IN CAMAS WITH THE COACHES IN THOSE PROGRAMS, THERE'D BE THE OPPORTUNITY FOR COLLABORATION.
>> EXTENSION, STEVEN ON THAT ONE CAME UP AT ONE POINT THIS YEAR IS WHETHER OR NOT WHEN WE HAVE TEAMS THAT USE OUR FIELDS OUTSIDE SPORTS GROUPS, CAN WE REQUIRE THEM AS IN THE FUTURE AS PART OF THE LEASE TO SAY, YOU NEED TO TAKE THESE TWO ONLINE CLASSES, THAT WE'RE GOING TO TRACK THAT YOU LOOKED AT IT AS THE HEAD COACH OR WHOSEVER THE LEAD SO THAT THEY UNDERSTAND WHAT THE VALUES LIKE CAN WE PLACE VALUES ON ATHLETICS FOR USE OF OUR FIELDS AS WELL, RATHER THAN JUST A LEASE TERM, HERE'S YOUR PAYMENT AND WHEN YOU'RE AVAILABLE.
CAN WE SEE IF YOU'RE GOING TO DO A COMMUNITY FOOTBALL, YOU'VE GOT TO TAKE THESE COURSES AS A COACH, THESE COURSES.
>> NO, AND THAT'S A GREAT QUESTION.
I LOOKED OVER YOUR SHOULDER, SEE IF MARY WAS STILL HERE.
I THINK THERE PROBABLY IS SPACE FOR THAT TYPE OF THING. I'M NOT SURE.
I HONESTLY DON'T LIVE IN THAT WORLD, BUT I WOULD VENTURE TO GUESS THAT WE WOULD BE ABLE TO IMPLEMENT SOMETHING ALONG THOSE LINES.
>> IT CREATES A POOL FOR YOU AS WELL TO EDUCATE COACHES AND MAYBE FUTURE COACHES THAT WANT TO COME INTO THE DISTRICT AND WORK FOR US THAT THEY ALREADY KNOW WHAT OUR VALUES ARE.
>> IT'S A REALLY GOOD POINT, ESPECIALLY FOR THOSE THAT YOU WOULD ASSUME, LIKE A LACROSSE PROGRAM THAT IS ON OUR FIELD ALL THE TIME.
LOCKED IN. THOSE THAT ARE DIFFERENT THAN SOMEONE, EVEN JUST RENTING OUR FIELD.
>> I'M THINKING EVEN SIGNAGE, ON THE FIELDS, WHEN YOU'RE PLAYING ON THIS FIELD IN THE [OVERLAPPING] VALUES.
>> THEY'RE GOING TO LOVE THIS WHOLE TEAM.
>> DON'T MISS THE JUNE MEETING.
YOU'RE GOING TO LOVE THOSE KIDS.
>> I HAVE A QUESTION, AND IT'S MAYBE AN UNCOMFORTABLE QUESTION, AND I MEAN IT FROM A PLACE OF ABSOLUTE, PRESUMED POSITIVE INTENTIONS.
I DON'T THINK IT'S ANY SECRET THAT IN THE PAST, LET'S SAY FOUR YEARS OR SO, THERE HAVE BEEN SOMETIMES WHERE WE HAVE COME UP SHORT WHETHER IT WAS CROWD OR ON THE FIELD.
I THINK MAYBE THE HANDBOOK MIGHT BE ONE OF THEM.
I DON'T MEAN TO ANSWER YOUR QUESTION, BUT MAYBE SOME OF THE CONCRETE STEPS THAT YOU'VE TAKEN OR THE DEPARTMENTS TAKEN, WHAT YOU'VE LEARNED FROM THOSE EVENTS.
>> I MEAN, WE'VE LEARNED A TON.
THE THINGS WE'RE TRYING TO DO IS HAVE GREAT INTERACTIONS WITH BOTH OUR COACHES AND OUR KIDS TO HELP CORRECT THESE THINGS.
THESE PRESEASON COACHES TRAININGS ARE ALL NEW.
JOHN GOT TO MAKE IT OUT TO BASEBALL WHEN WE ACTUALLY DID A CHALLENGE WITH THE KIDS AND WE TRIED TO HAVE FUN WITH THEM.
BUT THEN WE PULL THEM ASIDE AT THE END AND WE HAVE TO TALK ABOUT WHAT ARE OUR CORE VALUES AND GET ALL THE KIDS IN FRONT OF US AT ONCE AND HAVE THOSE CONVERSATIONS.
WE'RE TRYING TO BRING MEANING OF IT AND PART OF THAT IS THIS WORK WE'RE DOING WITH THE SALT TEAM TO REDEFINE IT AND THEN GET IT BACK OUT THERE AND THAT PLATFORM OF HOW WE GET IT OUT THERE BEING THE IMPORTANT PART BECAUSE WE CAN TALK AT THEM ALL DAY, BUT IF IT MEANS NOTHING TO THEM, THEN IT DOESN'T MATTER.
HOW DO WE DO THIS IN A WAY THAT'S ACTUALLY GOING TO MAKE AN IMPACT ON KIDS AND NOT JUST KIDS, I SHOULD SAY, SPECTATORS AND EVERYBODY WHO'S INVOLVED IN THESE REALMS?
[01:05:04]
WE WANT TO TRY TO MAKE SURE THAT WE'RE EXUDING WHO WE KNOW OUR KIDS TO BE AND WHO OUR COMMUNITY TO BE.OF COURSE, MISTAKES ARE MADE AT TIMES AND HOW WE RESPOND AND CORRECT THAT AS WE GO.
A LOT OF THAT LEARNING COMES IN PRIVATE TOO AND SOMETHING HASN'T GONE WELL AND THEN WE'RE HAVING THAT CONVERSATION WITH A KID OR CORRECTING.
WE'RE NOT GOING TO DO THAT PUBLICLY.
WE'RE GOING TO BE IN EDUCATION-BASED ASSOCIATION STILL AND WE'RE GOING TO WORK WITH A KID AND TRY TO MAKE THEM TO BE A BETTER PERSON MOVING FORWARD AND LEARN A LESSON THAT IS VALUABLE TO THEM, WHETHER THAT'S COACHES OR PLAYERS OR COMMUNITY MEMBERS.
TOUGH CONVERSATIONS ON THOSE SIDES TOO.
WE'RE TRYING TO DO TANGIBLE THINGS.
THE STUDENT HANDBOOK WAS THE BIG UNDERTAKING LAST YEAR, GET THE COACH'S HANDBOOK OUT THIS YEAR, MAKING THESE STEPS AS WE GO THROUGH TO MAKE SURE WE'RE MOVING IN THE RIGHT DIRECTION TO TRY TO CREATE AN IMPACT ON OUR COMMUNITY AND OUR KIDS.
>> I APPRECIATE YOU MENTIONING ALL THAT BECAUSE I DO KNOW THAT YOU AND EVERYBODY ON YOUR STAFF, COACHES, EVERYBODY HAVE DONE A LOT OF WORK ON THAT, AND SOMETIMES WHEN WE MAKE THE MISTAKE, THAT'S VERY PUBLIC AND THEN SOMETIMES THE FOLLOW THROUGH IS NOT AS PUBLIC.
PEOPLE DON'T SEE THAT AS MUCH.
I JUST WANT TO MAKE SURE THAT WE'RE HIGHLIGHTING THE WORK THAT YOU'VE BEEN DOING TO THE CONSTANT IMPROVEMENT BECAUSE I KNOW THAT'S IMPORTANT TO YOU.
THAT WAS WHERE THAT QUESTION WAS COMING FROM.
>> I APPRECIATE THAT. I WILL SAY THAT THAT'S ONE OF THE BIG SHIFTS.
I WAS AN ASSISTANT PRINCIPAL AT A MIDDLE SCHOOL FOR MANY YEARS AND THEN COMING INTO THIS ROLE, IT'S VERY DIFFERENT IN THE PUBLICITY YOU GET IN THIS ROLE PROGRAM, THIS WORLD, AND THAT THERE ARE THINGS THAT BECOME VERY PUBLIC THAT IN MY PAST JOB, YOU WOULD GET TO DEAL WITH IN PRIVATE AND WORK THROUGH FAMILIES AND THINGS LIKE THAT.
BUT THIS IS THE NEWSPAPER, THIS IS THE KGW, THIS IS THOSE THINGS THAT HAPPEN.
IT'S A LITTLE BIT DIFFERENT THAN WORKING THROUGH A SUSPENSION THAT HAPPENED ON A CERTAIN DAY.
IT CAN BE THAT THING THAT A COMMUNITY DOESN'T SEE WHAT'S HAPPENING IN THOSE SITUATIONS AND THAT CAN BE FRUSTRATING FOR A COMMUNITY.
WE STILL WANT TO TREAT THE KID AS IF THEY'RE A KID AND WE CAN SUPPORT THEM AND EDUCATE THEM AND GUIDE THEM IN A BETTER DIRECTION MOVING FORWARD.
SOMETIMES THAT'S NOT AS PUBLIC AND THAT CAN BE FRUSTRATING, AND I WOULD UNDERSTAND THAT.
>> COREY, IF I CAN JUST ADD REALLY QUICKLY FROM A DISTRICT HIGH-LEVEL STANDPOINT.
AS YOU KNOW, WE'VE REALLY SHORED UP OUR COMPLIANCE AS WELL.
JUST A LOT OF TRAINING AROUND HIBS, MAKING SURE THAT WE NOT ONLY HAVE A PROCESS FOR HIBS, BUT WE HAVE A COMPLIANCE OFFICER.
DEREK SERVES AS THE COMPLIANCE OFFICER FOR THOSE.
NOTHING REALLY GETS INTO THE PROCESS OF A HIB BEFORE IT GOES THROUGH MULTIPLE EYES.
SAME THING WITH CIVIL RIGHTS, GENDER, INCLUSIVITY, ANY TYPE OF DISCRIMINATION.
WE ACTUALLY NOW HAVE PROCESSES THAT HAVE BEEN IN PLACE THAT WE'VE SHORED UP BUT HAVE A COMPLIANCE OFFICER ALIGNED TO EACH OF THOSE CATEGORIES.
MULTIPLE EYES REALLY TO SUPPORT OUR TEACHERS, OUR COACHES, OUR STAFF, MOST IMPORTANTLY, OUR STUDENTS.
I FEEL LIKE THERE HAS BEEN A NICE TANDEM EFFORT TO SHORE THOSE THINGS UP. IT'S NOT PERFECT.
WE STILL HAVE A LONG WAY TO GO, BUT I DO THINK, OVER THE LAST COUPLE OF YEARS, WE'VE REALLY IMPROVED AND STILL A LONG WAY TO GO.
>> COREY, JUST LAST THING ON THAT, I THINK EVERY ORGANIZATION HAS A CULTURE.
NO MATTER WHETHER IT'S A SCHOOL SPORTS TEAM, A SCHOOL, A BUSINESS, AND THAT CULTURE IS GOING TO BE THERE, WHETHER WE LIKE IT OR NOT.
FOR STEVEN AND I, WE WANT TO BE VERY INTENTIONAL ABOUT ESTABLISHING THAT CULTURE.
THAT'S THE MEETINGS WITH THE SALT TEAM AND STUFF AND THEY'RE THE ONES THAT ARE GOING TO SET OUR NORTH STAR.
I FEEL LIKE WHEN YOU HAVE A NORTH STAR, AND THIS IS WHAT YOUR CULTURE WANTS TO BE.
NOW IT'S A LOT EASIER TO PLAY THE EDUCATION GAME WHEN WE FAIL, AND OFTENTIMES FAILURE IS VIEWED JUST AS THAT.
BUT FAILURE IN THE MATH CLASS ISN'T VIEWED AS THAT BECAUSE IT'S NOT AS PUBLIC.
BUT I STILL THINK WE NEED TO EMBRACE WHEN WE FAIL AND WE'RE IN THE EDUCATION BUSINESS, AND THEN HOW DO WE MOVE FORWARD? THE OLD EVENT PLUS RESPONSE EQUALS OUTCOME.
I THINK WE DON'T WANT TO BE AS MUCH IN THE TRANSACTIONAL BUSINESS.
WE HAVE TO OCCASIONALLY, BUT CAN WE USE WHAT THE KIDS ON ASSAULT TEAM ARE DOING? ESTABLISH THAT CULTURE, ESTABLISH THAT NORTH STAR, HIRE COACHES THAT FIT THAT, GET KIDS EMBEDDED IN THAT.
THEN I THINK YOU'RE GOING TO HAVE LESS AND LESS OF THOSE TYPES OF THINGS, BUT NOT BE AFRAID WHEN THEY COME UP.
WE ALL STEP IN THE MUD FROM TIME TO TIME, AND HOW DO YOU EDUCATE KIDS AND MOVE OURSELVES FORWARD?
>> I THINK I'D ALSO CHALLENGE US AS A BOARD, WHO DO WE BRING IN TO RECOGNIZE OUR STATE CHAMPIONS? YOU WON THE STATE CHAMPION.
COME ON, AND WE'RE GOING TO GIVE YOU AN AWARD.
IS THAT WHAT WE WANT TO REWARD, OR DO WE WANT TO SAY, GIVE US YOUR BEST SPORTS, YOUR PLAYERS THAT ARE THE BEST EXAMPLES OF WHAT HEART IS IN CAMAS? LET'S RECOGNIZE THOSE KIDS.
NOT TO SAY THAT, IT'S NOT A GREAT ACCOMPLISHMENT WHEN YOU WIN THE STATE CHAMPIONSHIP, BUT THAT'S NOT THE ONLY TIME.
THAT'S ALL WE RECOGNIZE AS A BOARD.
>> TO CELEBRATE WHAT YOU WANT.
ALWAYS THINK OF THOSE MANNEQUINS THEY HAVE AT THE UNIVERSITIES NOW THEY ARE IN THE 10,000 UNIFORMS AND STUFF.
[01:10:03]
YOU ALWAYS LOOK AT THAT MANNEQUIN AND JUST GO, WHAT DOES THAT REALLY SYMBOLIZE? WHAT IS THE HEARTBEAT OF THAT PERSON, WHICH NOT AS A PUN, BUT NOT INTENTIONAL WITH HEART.IS IT JUST THE WINNING STUFF OR IS IT EVERYTHING ELSE? HOW DO WE CELEBRATE THOSE? TYPICALLY, IF YOU CELEBRATE ENOUGH OF WHAT YOU WANT, YOU'RE GOING TO GET A LOT MORE OF WHAT YOU WANT?
>> CONNIE, MAYBE THAT'S ANOTHER GREAT AVENUE FOR OUR PROFILE OF A GRADUATE TOO.
AS WE START TO REALLY INCORPORATE THAT INTO WHAT WE'RE DOING ACADEMICALLY, MAYBE ATHLETICALLY, MUSICALLY, ALL ACROSS THE BOARD AND BRINGING THOSE STUDENTS IN WHO RECOGNIZE THAT THOSE CHARACTERISTICS ARE IN THERE ARE HAPPENING EVERY DAY.
>> ANY OTHER QUESTIONS? ANY OTHER FINAL WORDS?
>> THANK YOU GUYS SO MUCH FOR BEING HERE.
>> WITH THAT, WE'LL MOVE ON TO ITEM 3.B, OUR SCHOOL CHOICE CONSOLIDATION UPDATES.
WE HAVE I BELIEVE DR. DAN AND AMY BOTH.
>> WHILE WE'RE GETTING STARTED WITH THAT, I GUESS WE COULD TAKE A LOOK AT THE HANDOUT THAT YOU GUYS HAVE.
THE HANDOUT, I'VE BEEN WORKING WITH FLOW ANALYTICS AND JUST WANT TO THANK JOHN FOR PROVIDING THAT SUPPORT.
I THINK LOOKING AT THE TRANSITION THAT'S HAPPENING AT THE PBL CAMPUS, IT'S A BIG TRANSITION, AND I'M PRETTY HONEST IN SAYING IT'S WAY BEYOND ME AS A LEADER AND ANY HELP THAT I CAN GET FROM THE DISTRICT OFFICE OR FLOW OR ANYBODY ELSE THAT'S BEEN REALLY APPRECIATED BY ME.
FLOW HAS WORKED WITH ME ON THIS ONE-PAGER THAT I'LL BE SENDING OUT HERE PRETTY SOON TO THE COMMUNITY.
WE HAD A SURVEY THAT WE LAUNCHED PRETTY EARLY ON.
I SOUNDED GROSS. I'M REALLY SORRY.
THEY READ THROUGH ALL THOSE RESPONSES AS WELL AS I DID.
THAT WAS ONE OF THE FIRST THINGS THAT WE DID ONCE THE INFORMATION CAME OUT THAT WE WERE GOING TO BE MERGING BECAUSE PEOPLE NEEDED A PLACE TO PUT THEIR THOUGHTS.
I THINK THAT WAS REALLY IMPORTANT.
WE'VE DEVELOPED A COMMUNICATION PLAN, AND THE NEXT THING THAT'S READY TO GO OUT TO THE COMMUNITY IS THE BUILDING USE PLAN, AND THAT HAS TAKEN A LOT OF DEVELOPMENT.
THE FRONT SIDE OF THIS IS REALLY JUST DESCRIBING THE PROBLEM THAT WE'RE SOLVING.
SOME OF THE THINGS THAT OUR COMMUNITY IS WANTING, HOW WE'RE MEETING THOSE.
THEN ON THE BACKSIDE, I KNOW THIS WAS A QUESTION FROM THE BOARD, HOW ARE WE GOING TO BE USING THIS BASE? THAT WAS A PRETTY THOROUGH PROCESS.
RIGHT AFTER THE NEWS CAME OUT THAT WE WERE GOING TO BE MERGING OUR CAMPUSES, I FORMED THREE COMMITTEES.
ONE WAS A CORE TEAM THAT WAS GOING TO BE LOOKING AT THE SURVEY RESPONSES.
THE SECOND ONE WAS FACILITIES, AND SO THEY STARTED LOOKING AT CLASSROOMS AND SPACES, HOW WE CAN USE THE CLASSROOM SPACES, AND THEN THE OTHERS WAS TOURS AND COMMUNICATION.
BECAUSE IN THE MIDDLE OF ALL THE CHANGE THAT WE'RE GOING THROUGH, WE ALSO HAD TO GO THROUGH AND RECRUIT STUDENTS AND DO TOURS.
OUT OF THAT WORK, THE SURVEYS, THE COMMITTEES, AND A LOT OF EMAILS AND A LOT OF MAPS.
WE CAME UP WITH A PLAN THAT ALMOST EVERYBODY IS IN SUPPORT OF.
IF YOU LOOK AT IT, THE BLUE SPACES ARE ODYSSEY OR MIDDLE SCHOOL SPACES, THE GRAY ONES ARE SHARED, AND THEN THE ORANGE ONES ARE DISCOVERY.
BECAUSE DISCOVERY COLORS ARE ORANGE AND ODYSSEY ARE BLUE,
[01:15:03]
AND THOSE COLORS ARE COMPLIMENTARY THROUGHOUT THE TRANSITION.ALSO, IF YOU NOTICE THIS WHOLE HANDOUT IS BLUE AND ORANGE.
I ASKED FLOW TO CONTINUE TO WEAVE IN BLUE AND ORANGE BECAUSE THAT'S WHAT IT IS SENDING THE MESSAGE OF WE'RE COMING TOGETHER IN THE SAME BUILDING.
WE REALLY WORKED CAREFULLY ON THIS PLAN.
THE PARENTS DIDN'T HAVE DIRECT INPUT INTO THIS, BUT THEY DID FILL OUT THE SURVEY.
WE WERE KNOWLEDGEABLE ABOUT THEIR OPINIONS AND THEIR IDEAS.
BUT THIS WAS REALLY A STAFF DECISION, AND I THINK THE STAFF REALLY WANTED TO BE THE ONES THAT CAME UP WITH THAT.
THAT'S THE SPACE, AND I KNOW THAT WAS A BIG QUESTION FROM THE BOARD.
BEFORE I GO INTO THE PRESENTATION, IS THERE ANY QUESTIONS ABOUT HOW THE SPACE WOULD BE USED?
>> NO QUESTIONS, BUT I DO LOVE THE THOUGHT THAT WAS PUT INTO KEEPING THE COLORS.
IT MEANS SOMEBODY CARED. IT'S AWESOME.
>> DAN, I KNOW IN OUR PLANNING SESSION THIS WEEKEND, WE TALKED ABOUT POTENTIALLY SOME TOURS FROM THE BOARD WHEN IT'S APPROPRIATE OR WHEN THE SCHEDULE ALLOWS, SO HOPEFULLY YOU'LL BE OPEN TO THAT.
I KNOW FOR ME, IT'S EASIER TO SEE IN PERSON.
>> FOR SURE. THEN I THINK I CAN DIVE INTO THE PRESENTATION MAYBE.
IN THE PRESENTATION, AND I JUST DID THIS PRESENTATION WITH JOHN TO THE PTO AND I THOUGHT IT WOULD BE ANSWER SOME OF YOUR QUESTIONS AS WELL.
PRETTY MUCH THE SAME INFORMATION THAT WE SHARED THE OTHER DAY.
JUST A QUICK STAFFING UPDATE, LOOK AT THE MAP CONCEPT, LOOK AT SOME OF OUR LONG-TERM GOALS, AND THEN HOW THE COMMUNITY IS GOING TO ENGAGE.
I THINK THAT WAS PRETTY CLEAR EARLY ON THAT OUR COMMUNITY REALLY WANTED TO ENGAGE IN THIS PROCESS.
BUT INITIALLY, I WAS LIKE, WE NEED TO GET THROUGH THE STAFF REDUCTION PHASE, AND I PUT OUT SOME COMMUNICATION PRETTY EARLY ON.
THIS IS THE PLAN, THIS IS WHAT WE'RE DOING, BUT CAN YOU PAUSE ON ENGAGEMENT OPPORTUNITIES WHILE WE'RE GOING THROUGH THE REDUCTIONS BECAUSE THAT WAS A REALLY DIFFICULT PHASE FOR US.
NOW THAT WE'RE COMING OUT OF THAT PHASE, THEY'LL BE OPPORTUNITIES TO RE-ENGAGE, AND WE'LL TALK ABOUT THOSE.
THE OTHER THING AND YOU PROBABLY SEE THIS IN JUST VARIOUS UPDATES, BUT THROUGHOUT THIS WHOLE SEASON, THE PBL STUDENTS HAVE BEEN OUT THERE COMPETING, DOING AMAZING THINGS.
WE ONE STATE IN THE 2D ART COMPETITION WITH SKILLS USA.
OUR ARCHITECTURE CLUB IS ACTUALLY PRESENTING AT NATIONAL LEVEL ON THURSDAY.
I DRESSED UP AS GROVE FROM MINIONS, AND I HAD LOTS OF MINIONS ON TUESDAY.
THIS IS DISCOVERY VIDEO SERIES, AND I'LL BE WEAVING THAT INTO THE WEBSITE.
ALL OF OUR GRADUATION PATHWAYS WILL HAVE CLASSES THAT ARE AVAILABLE, PHOTOS FROM THOSE CLASSES AND VIDEOS THAT THE STUDENTS MADE THEMSELVES.
WE REALLY ARE WORKING ON CONTINUING TO TELL OUR STORY AND REDEFINE OUR STORY.
AT THE SAME TIME, WE'RE GOING THROUGH ALL THIS DIFFICULT STUFF A STAFF.
OUR KIDS ARE OUT THERE DOING AWESOME THINGS, AND WE'RE SUPPORTING THEM.
>> THE MISSION, AND THIS IS WHAT I SAID TO THE PARENTS THE OTHER NIGHT IS TO BUILD A COHESIVE 612 PBL COMMUNITY THAT THRIVES FOR GENERATIONS.
I'M INSPIRED BY HAYES, THAT PEOPLE GO TO HAYES AND THEY GO AWAY AND THEY GROW UP AND THEIR KIDS COME BACK.
WHEN I THOUGHT ABOUT WHAT IS SUCCESS FOR PBL, THAT'S WHAT I THINK.
I'D LOVE TO HAVE PEOPLE COME BACK AND BE TEACHERS OR THEIR OWN KIDS COME AFTER THEY'VE BEEN THROUGH PBL.
THAT'S WHAT I'M LOOKING AND HOPING TO CREATE IS THAT COHESIVE COMMUNITY THAT THRIVES FOR GENERATIONS.
NOT A SHORT TERM GOAL FOR ME AND HOPEFULLY WE'LL BE ABLE TO MAKE THAT HAPPEN.
RIGHT AFTER FEBRUARY 7TH I IN MY BRAIN, JUST BROKE DOWN THE PROCESS INTO FIVE DIFFERENT STAGES.
I'M A PLANNER AND AN ORGANIZER AND I DON'T FEEL PEACE UNTIL I HAVE A PLAN. I MADE A PLAN.
PHASE 1 THROUGH THREE IS WHAT WE'RE JUST WRAPPING UP RIGHT NOW, AND THAT WAS GOING OUT THERE AND DOING OURS, GOING THROUGH OUR STAFF CHANGES AND SO THAT WAS PHASE 1 THROUGH THREE, AND THEN FOUR IS WHERE WE START RE ENGAGING THE COMMUNITY AND GETTING OUT THERE AND LAUNCHING OUR ADVISORY GROUPS.
THEN FIVE IS THAT LONG TERM CULTURE BUILDING COMPONENT.
[01:20:03]
MY PLAN NEXT YEAR IS TO HAVE A STUDENT ADVISORY GROUP AND A PARENT ADVISORY GROUP THROUGHOUT THE WHOLE YEAR.THOSE WILL BE MY EYES AND EARS ON THE GROUND.
I'LL HAVE AN APPLICATION PROCESS FOR THAT.
THEN THOSE GROUPS, I'LL MEET WITH THEM ONCE A MONTH THROUGHOUT THE YEAR.
THEY'LL JUST LET ME KNOW HOW THE MERGE IS GOING, HOW THINGS ARE GOING, HOW THE CO LOCATING IS GOING.
THEY'LL ALSO HELP AS WE LOOK AT WHAT IS THE LONG TERM FEATURE OF THE PBL CAMPUS.
ARE WE GOING TO REBRAND? ARE WE GOING TO REVISIT THE MISSION STATEMENT? THOSE ARE ALL THINGS THAT THOSE GROUPS WILL HELP ME WITH.
WE ALSO WILL BE STARTING A HIGH SCHOOL MENTORSHIP PROGRAM NEXT YEAR THAT CAME OUT A LOT IN THE SURVEYS.
IT CAME OUT ALSO IN SOME OF OUR STAFF MEETINGS.
I'VE GOT SOME STUDENTS THAT ARE STARTING THAT.
I THINK WE'RE GOING TO TRY TO USE THE LINK CREW MODEL.
WE HAVE WEB ALREADY AT THE MIDDLE SCHOOL.
I JUST THINK THAT WOULD BE REALLY BENEFICIAL.
WHEN WE WENT TO ITECH, THAT WAS ANOTHER REALLY POWERFUL VISIT FOR US.
THEY HAVE A BIG RAVEN LITTLE RAVEN PROGRAM.
I THINK WE HAVE A UNIQUE OPPORTUNITY WITH HAVING MIDDLE SCHOOLERS AND HIGH SCHOOLERS ON THE SAME CAMPUS WHERE WE CAN HAVE SOME REALLY GOOD INTEGRATION BETWEEN THE TWO AGE GROUPS.
WE'LL BE STARTING THAT NEXT YEAR TOO.
ENROLLMENT. THE TOURS AND COMMUNICATION GROUP DID REALLY, REALLY WELL.
OUR ENROLLMENT LOOKS TO GROW BY QUITE A BIT ON THE PBL CAMPUS WHICH IS PRETTY EXCITING.
WE HAVE NEXT YEAR, WE'RE LOOKING AT A SIXTH GRADE, SEVENTH GRADE, NINTH GRADE, AND 10TH GRADE THAT ARE FULL OR AT CAPACITY OR OVER CAPACITY.
WE HAVE FOUR GRADES THAT ARE GOING TO BE PRETTY FULL.
WE HAVE PRETTY STRONG RETURNING STUDENT NUMBERS.
I THINK EVEN IN THE MIDDLE OF GOING THROUGH A LOT OF CHANGE AND UNCERTAINTY, THERE'S STILL A LOT OF GOOD DEMAND FOR THE PBL PROGRAM, AND THAT'S PRETTY EXCITING.
THEN THIS JUST BREAKS DOWN HOW THE SPACES WORK.
AS YOU CAN SEE FROM THE MAP, MIDDLE SCHOOL HAS THE EAST SIDE OF THE BUILDING ON THE UPPER SIDE, AND THAT WILL ALLOW SIXTH AND SEVENTH GRADE ON THAT SIDE OF THE BUILDING TO HAVE SOME OF THEIR OWN SPACES.
THEY WILL MOLY USE THE EAST COMMONS FOR EXHIBITIONS, AND THEN HIGH SCHOOL WILL MOSTLY USE THE WEST COMMONS FOR EXHIBITIONS.
BUT WE DO HAVE EIGHTH GRADE AND HIGH SCHOOL ON ONE SIDE AND SIXTH AND SEVENTH ON THE OTHER.
THE REASON FOR THAT IS BECAUSE WE HAD SUCH STRONG SIX GRADE ENROLLMENT.
THAT WAS THE ONLY SIDE OF THE BUILDING I HAD FOR SPACES FOR SIX GRADE WAS ON THE OTHER SIDE OF THE BUILDING.
THE USE DOES START TO, I THINK, INTENTIONALLY BREAK DOWN SOME OF THE BARRIERS THAT EXIST BETWEEN ODYSSEY AND DISCOVERY AS THEY WENT IN SEPARATE BUILDINGS, THEY IN SOME WAYS WENT THEIR SEPARATE WAYS.
I THINK THAT THIS IS A FANTASTIC OPPORTUNITY TO BRING US BACK TOGETHER AND ALLOW FOR SOME MIXING.
AS YOU LOOK AT WHERE THE EIGHTH GRADE STUDENTS ARE LOCATED, THAT STRATEGICALLY PUTS US IN A PLACE WHERE THEY CAN TAKE ALGEBRA AND SPANISH AS EIGHTH GRADERS.
THEY MAY BE ABLE TO TAKE SOME MAKER SPACE CLASSES OR SOME OTHER OPPORTUNITIES THAT THEY WOULDN'T GET AT OTHER SCHOOLS.
THIS AGAIN, OUT OF EVERY CHALLENGE COMES OPPORTUNITIES.
THAT'S SOME OF THE REASONS WHY WE SPLIT UP MIDDLE SCHOOL AND HIGH SCHOOL ON EITHER SIDE OF THE BUILDING.
THEN THE HIGH SCHOOL WILL BE ON THE UPPER EAST SIDE AND SOME OF THE TEACHERS ARE THERE CURRENTLY.
BUT WHAT THAT DID IS THE STUDENTS WE HAD PUT A DIFFERENT PLAN OUT THERE AND STUDENTS TOOK A LOOK AT IT.
THROUGHOUT THE WHOLE PROCESS, WE'VE BEEN LISTENING.
SOMETIMES AS A LEADER, I LISTEN TO THE POINT OF EXHAUSTION BECAUSE I'M LIKE, I LISTEN TO THAT PERSON, THEN THIS PERSON, THEN THIS PERSON, AND THEN YOU TRY TO FIND SOMETHING THAT WORKS FOR EVERYBODY.
IT DOESN'T ALWAYS MEET EVERYBODY'S NEED, BUT YOU MEET THE MOST NEEDS.
THE HIGH SCHOOL STUDENTS ARE LIKE WE WANT OUR OWN SPACE.
THEY HAVE THE UPPER AREA AND IF YOU'VE BEEN IN DISCOVERY, THAT'S WHERE THE DISCO CAFE IS AND THEN OUR STUDENT SERVICES, WHERE OUR COUNSELOR AND OUR COLLEGE AND CAREER COUNSELOR ARE.
THAT CREATES A NICE SPACE FOR THE HIGH SCHOOL STUDENTS WHERE THE MIDDLE SCHOOL STUDENTS WILL HAVE THE OTHER SIDE OF THE BUILDING AND THEIR OWN SPACE.
THAT'S HOW WE'RE PLANNING TO USE THE BUILDING NEXT YEAR AND THAT WENT OUT IN THE PTO MEETING, AND THEN THIS ONE PAGE, ACTUALLY, IT'S TWO PAGES, I GUESS WILL BE GOING OUT THIS WEEK.
[01:25:01]
BUT I'VE ALSO LEARNED THAT EVERY TIME I DO ANYTHING WITH THIS, THERE'S A LOT OF FEELINGS AROUND IT, SO I HAVE TO BE READY TO RESPOND TO ALL THOSE.I'M GOING TO WAIT TIL LATER IN THE WEEK [LAUGHTER].
AS I SAID, WE'RE COMING OUT OF THE STAFF REDUCTIONS, THOSE WILL BE FINALIZED ON WEDNESDAY, AND THEN OUR PARENT AND STUDENT ADVISORY GROUPS, THOSE WILL BE LAUNCHED.
THEN OUR MENTORSHIP PROGRAM, WE ALREADY PUT OUT AN APPLICATION FOR THAT.
WE'RE GOING TO RE ENGAGE WITH THE COMMUNITY, GET THEM INVOLVED WITH THE BUILDING PLAN, AND JUST KEEP THAT GOING THROUGHOUT THE YEAR BECAUSE I THINK IT'S GOING TO BE IMPORTANT FOR ME TO HAVE THOSE FEEDBACK LOOPS TO MAKE SURE THAT THINGS ARE WORKING OKAY.
A CHEESY PEN THAT TOGETHER WE WILL DO THIS. THERE YOU GO.
>> DAN, WHEN YOU SAY THIS IS GOING OUT TO THE COMMUNITY.
DO YOU MEAN THE PBL COMMUNITY OR THE CAMAS COMMUNITY?
>> I MEAN, YOU SAID YOU'RE EMBEDDING A LOT OF THIS IN THE SCHOOL'S WEBSITE AND THAT STUFF OR?
>> I'M JUST TRYING TO THINK I'VE HAD, WHEN THIS COMES UP, PEOPLE ASK ME ABOUT IT.
I'D LIKE TO BE ABLE TO POINT THEM SOMEWHERE SO I JUST WANT TO MAKE SURE I KNOW.
>> IT WAS FUNNY. I WAS JUST DOING A BUNCH OF WORK ON OUR WEBSITE AND THEN I THINK WE JUST GOT A NEW WEBSITE.
I THINK I NEED TO START WORKING ON THE NEW WEBSITE BECAUSE I HAD DONE A LOT OF STUFF THAT DIDN'T NECESSARILY GET TRANSFERRED OVER.
BUT I DO WANT TO CREATE A LANDING SPACE FOR THE TRANSITION AND PUT SOME OF MY UPDATES ON THERE.
I JUST HAVEN'T QUITE GOT TO THAT AND THEN I REALIZED TODAY WE HAVE A NEW WEBSITE THAT I NEED TO TOTALLY BUILD OUT AGAIN.
BUT I DO THINK IT'S A PRIORITY THAT TRANSPARENCY AND COMMUNICATION IS IMPORTANT, AND I KNOW PEOPLE HAVE A LOT OF QUESTIONS ABOUT THAT.
I'LL PROBABLY TRY TO GET THIS ON THE NEW WEBSITE AS SOON AS POSSIBLE.
>> WHEN YOU'RE SENDING THIS OUT TO THE COMMUNITY, I GUESS I JUST WANT TO MAKE SURE IT'S ALSO GOING TO THE FIFTH GRADERS WHO ARE POTENTIALLY SIXTH GRADERS.
JUST BECAUSE THEY COULD STILL BE ON THE FENCE OR NOT ON THE FENCE.
THOSE ONES THAT ARE CURIOUS ABOUT WHAT'S HAPPENING, IT'S GOING TO BE IMPORTANT THAT WE'RE TALKING TO THOSE FIFTH GRADE FAMILIES AS WELL.
>> I HAVE A WHOLE PLAN THAT OVER THE SUMMER, I'M GOING TO KEEP IN TOUCH WITH THEM BECAUSE I THINK HISTORICALLY THEY MAKE THEIR DECISION EARLY IN FEBRUARY AND THEN THEY CHANGE THEIR MIND.
I HAVE A PLAN TO KEEP IN TOUCH WITH THEM OVER THE SUMMER AND I'VE DONE THE SAME WITH THE DHS WAITING LIST.
BECAUSE IF YOU DON'T KEEP IN TOUCH WITH YOUR WAITING LIST OR THE PEOPLE COMING, THEY'LL WANDER AWAY SO I'M DEFINITELY GOING TO KEEP IN TOUCH WITH THEM OVER THE SUMMER.
>>YOU HAVE A LOT MORE STUDENTS COMING FOR SUMMER CLASSES THIS YEAR THAN OTHERS, RIGHT?
>> YEAH, I THINK SO. I WAS E MAILING WITH THE CASCADIA TECH PERSON.
I THINK CASCADIA TECH HAS ABOUT 120 STUDENTS COMING TO THE DISCOVERY BUILDING, AND THEN WE WILL HAVE CREDIT RECOVERY PROGRAM RUNNING FOR THE HIGH SCHOOL AT THE SAME TIME.
LAST YEAR, CREDIT RECOVERY PORTION OF SUMMER SCHOOL WAS AROUND 300 ENROLLMENTS, BUT NOT ALL THOSE KIDS CAME ON CAMPUS.
DEREK'S BEEN PRETTY INVOLVED IN SUMMER SCHOOL.
I DON'T KNOW IF YOU NEED TO ADD ANYTHING.
>> PARTNER IN CASCADIA [INAUDIBLE].
>> [INAUDIBLE] IN THE SUMMER, THE INTRO TO THEIR PROGRAMS.
>> SOME OF THEM ARE [INAUDIBLE].
>> ALTHOUGH I LIKE YOU WITH THAT VOICE, IF IT DOESN'T HURT MAYBE.
>> IT'S BASSY. IT'S LIKE TRACE ATKINS.
>> THERE'S A BUTTON SOMEWHERE ON THERE, AMY. WERE YOU LOOKING FOR THAT?
>> PERFECT. IT'S GREEN LIGHT, SO I THINK YOU'RE GOOD.
>> I JUST DID NOT WANT TO HAVE TO HOLD IT.
BECAUSE WE ARE RIGHT IN THE MIDDLE STILL OF THE RIFF PROCESS,
[01:30:03]
I DON'T HAVE AS MUCH NEW UPDATES AS DAN HAS BECAUSE REALLY OUR PROGRAM IS GOING TO BE DEFINED BY THE PEOPLE THAT WE HAVE AND WE DON'T KNOW WHO WE'RE GOING TO HAVE AT THIS TIME.I HAD PREPARED A PRESENTATION YOU.
BUT THEY ASKED FOR IT TO BE ON BOARD DOCS, AND IT HAD STUDENT NAMES IN IT, AND SO I FELT LIKE I HAD TO NOT. THEY COULDN'T BE THERE.
PEOPLE WOULD KNOW WHO THE STUDENTS WERE AND WITHOUT CONTEXT.
I WAS DOING THE SBA TESTING TODAY, WHICH THEY TALKED ABOUT.
MY PRESENTATION IS NOW ON THE GRAPH PAPER.
I JUST TRIED TO ANSWER THE QUESTIONS THAT JOHN GAVE ME INSTEAD OF GOING WITH THE PRESENTATION.
THE FIRST THING, THE QUESTION WAS ABOUT ELEVATING HAYES STUDENT VOICE.
I THINK WE HAVE A GREAT OPPORTUNITY RIGHT NOW.
BECAUSE YOU CHOSE HAYES AND YOU CHOSE DISCOVERY AND YOU CHOSE ODYSSEY AS PART OF THE REDUCTION PROCESS.
YOU CHOSE TO VALUE ALL OF THE SCHOOLS AND I THINK THAT TELLS THE COMMUNITY THAT YOU'RE LISTENING TO OUR STUDENTS.
THERE'S STILL A LOT OF WORK TO DO.
PEOPLE STILL ON THE STREET SAY THAT HAYES IS A ALTERNATIVE HIGH SCHOOL, WHICH IT'S NOT.
WE HAVE KIDS WHO BELIEVE HAVE A STUDENT WHO GOING TO TRANSFER TO CAMAS HIGH SCHOOL BECAUSE HE BELIEVES THAT'S THE ONLY WAY HE CAN GET INTO A GOOD COLLEGE BECAUSE THAT DIPLOMA MEANS SOMETHING DIFFERENT THAN OURS, WHICH WE KNOW IT DOESN'T.
BUT THAT'S JUST THE EDUCATION THAT'S STILL ONGOING THAT WE NEED TO DO.
WE HAVE ELEMENTARY TEACHERS WHO WILL SAY, I'M SO GLAD THAT KID FOUND YOU THAT THEY MADE IT TO HAYES.
WE NEED TO MAKE THERE BE A MORE DIRECT LINE BETWEEN THAT PERSON KNOWING THAT THAT SECOND GRADE KIDDO NEEDED SOMETHING JUST A LITTLE BIT DIFFERENT.
I OFTEN DESCRIBE IT AS JUST A COMMUNITY, SOMEBODY THAT KNOWS YOUR NAME, NOT THAT THEY DON'T KNOW AT OTHER PLACES.
I DON'T WANT TO MAKE THAT ASSUMPTION.
IT'S JUST THAT IS AT THE CORE OF WHAT WE DO.
IF THEY KNOW THAT IN SECOND GRADE, HOW CAN WE HAVE THOSE CONVERSATIONS STARTING THERE WHERE THEY SAY, YOU KNOW ABOUT ALL OF OUR HIGH SCHOOLS.
WE GOT SOME OPTIONS AND I KNOW THAT THERE'S A PLACE FOR YOUR STUDENT LATER.
I THINK THERE'S AN OPPORTUNITY THERE AND THEN I PROTECT MY KIDS.
I DON'T DO THE BEST JOB OF PUTTING THEM OUT THERE INTO PLACES WHERE I DON'T FEEL SAFE AND BECAUSE THEY'VE BEEN DISAPPOINTED IN THE PAST BY JUST DIFFERENT SITUATIONS.
BUT AN EXAMPLE WOULD BE AN APPLICATION FOR AN AWARD, WHERE IT WAS ABOUT SERVICE, BUT THEY ASKED FOR THE GPA.
IT'S NOT NECESSARILY A SCHOOL THING.
BUT THE PEOPLE AREN'T ASKING THE RIGHT QUESTIONS.
IF YOU WANT MY BEST PERSON FROM SERVICE, IT GOES BACK TO WHAT YOU WERE SAYING ABOUT WHO WE HIGHLIGHT.
IS IT THE TEAM THAT WON OR IS IT THE KID WHO IS BEING THE BEST? I'M NOT SURE ABOUT THOSE THINGS WHEN I PUT MY STUDENTS OUT THERE.
IF THAT'S WHAT THEY'RE GOING TO FOCUS ON VERSUS WHAT THEY ASKED.
I DON'T WANT THAT TO HAPPEN TO THEM, SO I PROTECT THEM, BUT THEY'RE AMAZING AND THEY'RE RESILIENT, SO I SHOULD PROBABLY JUST TOSS THEM OUT THERE A LITTLE BIT MORE.
I THINK AFTER THE LAST BOARD MEETING WHEN MY KIDS WERE THERE, WE SAVED IT TILL THE END OF THE YEAR FOR THEM TO COME TO BECAUSE THEY DON'T HAVE THE SAME LONG LAUNDRY LIST OF ACTIVITIES THAT THE OTHER SCHOOLS HAVE.
THEY REALLY SHARED ABOUT THE WHOLE YEAR EXPERIENCE AND I THINK A PLACE LIKE THIS.
ONE OF THESE MEETINGS WOULD BE GREAT TO HEAR FROM MY STUDENTS VERSUS STANDING UP IN A BOARD MEETING AFTER THEY'VE HEARD A WHOLE BUNCH OF OTHER THINGS THAT THEY DON'T CONNECT WITH.
THEN BEING ABLE TO SHARE THAT WITH YOU IN A MORE PERSONAL WAY THAT'S WHERE THEY THRIVE ANYWAY.
THAT'S AN IDEA THAT I AND I HOPE.
ON THAT JUST SUPER QUICKLY, PLEASE COMMUNICATE TO YOUR STUDENTS AND IT SOUNDS LIKE THEY ALREADY FEEL LIKE IT, BUT THAT'S NOT WHAT WE REQUIRE.
>> THE LAUNDRY LIST OF EVERY ACTIVITY THAT'S HAPPENED IN THE SCHOOL IS NOT NECESSARILY UPDATING US ON HOW IT'S GOING, WHICH IS WHY I KNOW THE HAYES KIDS WHEN THEY COME THERE, IT'S ALWAYS MORE HEARTFELT.
I LOVE THAT AND I LOVE THE IDEA OF DOING IT IN A WORKSHOP FORMAT.
WE COULD HAVE MORE OF A DISCUSSION ABOUT IT.
>> I HEARD ABOUT THE PODCASTS THAT THE STUDENTS HAD TO DO. I WOULD HAVE LOVED TO HEAR.
BECAUSE THEY COME INTO A WORKSHOP AND SAID, WE FINISHED OUR READING, WE DID THESE PODCASTS, HERE'S IT.
WE COULD HAVE EVEN LISTENED TO THEM AHEAD OF TIME.
I DON'T KNOW WHERE I FORGOT TO ASK.
YOU CAN SEND ME A NOTE IF THEY'RE PUBLIC ANYWHERE.
SOME OF THE PODCASTS FROM THE READING.
BUT I DO APPRECIATE THEM COMING LAST TIME.
IT SET UP THE CAPSTONE PRESENTATIONS THAT THEY HAD
[01:35:01]
WELL BUT I THINK THEY HAVE A LOT TO SHARE.IT'S A DIFFERENT STYLE OF LEARNING, AND IT FITS THEM AND I THINK THAT'S WHAT'S SO IMPACTFUL SO THANK YOU.
>> THE SECOND AND THIRD QUESTIONS ARE REALLY ABOUT CCA AND HOW IT'S GOING TO MESH WITH HAYES FREEDOM, AND I'VE DONE A LOT OF RESEARCH AND DIGGING.
THAT'S JUST WHERE I AM RIGHT NOW ON HOW I WANT TO TAKE WHAT DAN HAS DONE, HIS AMAZING WORK.
I'M BENEFITING FROM HIS, WHAT WORD DID YOU USE? YOU'RE ALL PLANNED OUT, YOU HAVE IT ALL.
YOUR PLANNING IS WHAT I AM BENEFITING FROM.
TAKING WHAT THEY'VE ALREADY STARTED AND MAYBE HAVE HALF THE STAFF THAT THEY HAD AND HALF NEW STAFF AND SO THERE'S AN OPPORTUNITY THERE TO START OVER WITH SOME OF THE COMPONENTS THAT AREN'T AS REFINED, I GUESS, THE WORD I WOULD USE, SO LITTLE THINGS AND I'VE ALREADY STARTED COMMUNICATING THESE OUT TO THE OTHER PRINCIPALS.
THINGS LIKE IF STUDENTS CAN'T BE REFERRED TO CCA WITHOUT THERE BEING A PROCESS, THE MTSS STEPS.
IF YOU JUST HAVEN'T SEEN A STUDENT IN 20 DAYS, THAT DOESN'T MEAN THAT ONLINE LEARNING IS APPROPRIATE FOR THEM, AND SO REFERRALS IN THAT RESPECT AND THEN STUDENTS WHO ARE ON SPECIALIZED PROGRAMS, WE NEED TO MAKE SURE THAT WE HAVE THE PROGRAM AT CCA FOR THAT STUDENT.
IF THEY HAVE GOAL AREAS THAT REQUIRE FACE-TO-FACE TIME FOR A LOT OF MINUTES, THAT'S NOT AN ONLINE PROGRAM, THAT'S NOT WHAT WE'RE OFFERING.
FINDING WAYS TO WORK WITH OUR OTHER PRINCIPALS AND GETTING THE RIGHT KIDS IN THE PROGRAM SO THAT THEY'RE BENEFITING FROM IT.
I DON'T WANT THAT TO SOUND LIKE I WAS SAYING WHAT.
BUT I FEEL LIKE WE'VE ALWAYS FELT IN THE CHOICE PROGRAMS THAT WE HAVE TO COMPETE FOR NUMBERS.
IF WE DON'T HAVE THE NUMBERS, WE'RE GOING TO BE ELIMINATED, AND WE WANT SUCCESS OVER NUMBERS.
WE OFTEN TAKE PEOPLE WITH THE HOPE THAT WE CAN BE SUCCESSFUL AND WE NEED TO BE MORE INTENTIONAL WITH THE STUDENTS THAT WE BRING INTO THAT PROGRAM.
THE OTHER SMALL SHIFTS THAT I'M MAKING THAT I HOPE WILL HELP THE TRANSITION AND MAKE IT MORE MESHED WITH HAYES IS, THAT WE'RE GOING TO MOVE IT TO A QUARTER SYSTEM.
LIKE HAYES', THEY'RE NOT GOING TO TAKE SIX CLASSES AT A TIME.
THEY'RE GOING TO TAKE THREE CLASSES AT A TIME.
THEY'RE GOING TO TAKE THEM, THAT WILL HELP THE TEACHER.
I HOPE THAT IT WILL HELP THE TEACHERS AND THE STUDENTS.
ONE OF THE PIECES THAT I'M LEARNING ABOUT AND STRUGGLING WITH IS, THEY HAVE ADVISORY AND THEN THEY HAVE KIDS THAT THEY GRADE.
THE TEACHERS FOR THE CONTENT AREAS DON'T HAVE TO COMMUNICATE WITH A STUDENT, THE ADVISOR DOES.
IF A STUDENT IS NOT BEING SUCCESSFUL IN MATH, THEY NEED TO TALK TO THE MATH TEACHER AND SO THAT'S GOING TO BE A REQUIREMENT.
THE MATH TEACHER OR THE SCIENCE TEACHER, WHATEVER TEACHERS ARE GOING TO HAVE TO REACH OUT TO THE STUDENT, NOT THE ADVISOR SAYING, HEY, YOU NEED TO GO TO OFFICE HOURS.
THERE HAS TO BE THAT COMMUNICATION.
THEN ALSO HAVING PARENTS REALIZE THAT THEY'RE GOING TO NEED TO BRING THEIR STUDENT IN IF THEIR STUDENT IS NOT SUCCESSFUL.
THEY'RE GOING TO HAVE TO GET SOME TIME IN FRONT OF A TEACHER TO GET HELP.
I THINK THAT'S A SMALL CHANGE.
THAT'S GOING TO IMPROVE THE PROGRAM.
THAT'S NOT GOING TO TAKE AWAY.
TO THE OTHER QUESTION THAT YOU HAD, IT MIGHT TAKE AWAY, SOME PEOPLE MIGHT FIND OTHER PROGRAMS THAT DON'T REQUIRE THAT.
BUT WE HAD 91 STUDENTS WHO FAILED 226 CLASSES IN THE FIRST SEMESTER AT CCA THIS YEAR AND SO THAT CAN HAPPEN.
WHAT ARE THE THINGS THAT I CAN PUT INTO PLAY FROM HAYES THAT I'VE LEARNED FROM BUILDING ONE OF THE MOST SUCCESSFUL PROGRAMS LIKE OURS AROUND AND PUT THAT ONTO CCA AND SEE IF THAT HELPS THOSE PIECES AS WELL.
ONE OF THE EXPECTATIONS, YOU TOUCHED ON IT, THAT AMY HAS, AND WE'VE ALREADY COMMUNICATED THIS OUT TO CCA TEACHERS, AND NOT EVERY CCA TEACHER WANTED THIS WAS THAT FACE-TO-FACE ENGAGEMENT WITH THE KIDS, AND THAT WILL BE THE FIRST TIME, I BELIEVE THAT WE'VE EXPECTED THAT.
IF A STUDENT IS FAILING, CORRECT ME IF I'M WRONG, AMY, THE TEACHER IS EXPECTED TO COME IN AND MEET WITH THE STUDENT, AND VICE VERSA, THE STUDENT WOULD MEET WITH THE TEACHER.
WE HAD AN MOU THAT PROVIDED TEACHERS TO ONLY STAY DISTANT, WHICH ALSO PROVIDED AN OPPORTUNITY FOR SOME TEACHERS TO NOT EVEN LIVE IN THE AREA SO THAT'S NO LONGER GOING TO BE THE CASE.
AGAIN, THAT'S BEEN COMMUNICATED AND DELINEATED.
I APPRECIATE THAT PARTNERSHIP THAT'S GOING TO CHANGE AND HAPPEN.
[01:40:03]
>> I'M TRYING TO MAKE SURE I'VE HIT ALL YOUR QUESTIONS ON ALL MY DIFFERENT PIECES OF PAPER.
HAVE TO MOVE FROM ROOM TO ROOM WHEN YOU'RE TESTING, SO YOU PUT EVERYTHING TOGETHER.
I'LL SAY AGAIN THAT THE TECHNICAL ASPECTS ARE REALLY STRONG WITH THE WRITTEN LEARNING PLAN AND THE PROCESS IS SO THAT WE MAINTAIN THE FUNDING AND DO THINGS THE RIGHT WAY.
NOW IT'S JUST TO TAKE SOME OF THOSE BEST PRACTICES OF HOW WE WORK WITH KIDS.
I THINK THAT THE TOUGH PART FOR ME IS, I AM A CONNECTED PERSON.
I DO NOT EVER WANT TO BE ON ANOTHER ZOOM IN MY ENTIRE LIFE IF I HAD TO.
BUT NOW I GET THIS OPPORTUNITY AGAIN.
BUT I WANT TO KNOW MY STUDENT'S NAMES.
I KNOW ALL OF MY STUDENTS' NAMES SO THAT'S GOING TO BE A CHALLENGE.
I DON'T FEEL LIKE IT'S AN ONLINE SCHOOL.
I THINK IT STILL NEEDS THAT SOCIAL, AND EMOTIONAL CONNECTION SOME WAY WITH THE KIDS.
TRYING TO FIGURE OUT WHO ENDS UP IN THOSE TEACHING POSITIONS, HOW DO WE CREATE THOSE OPPORTUNITIES AND REQUIREMENTS THAT YOU ARE GOING TO MEET WITH YOUR KIDS, ARE GOING TO KNOW WHO THEY ARE AND MAYBE NOT ALWAYS IN PERSON.
BUT I WORRY ABOUT JUST AN EMAIL.
I WORRY ABOUT NOT EVER KNOWING.
AT GRADUATION, I WANT TO BE ABLE TO SAY I KNOW WHO THAT KID IS, AND I WANT OUR TEACHERS TO BE ABLE TO KNOW THAT AS WELL.
THAT'S GOING TO BE, I GUESS, THE BIGGEST SHIFT FOR ME IS HOW TO CREATE THOSE OPPORTUNITIES THAT HAVE MADE HAYES WHAT IT IS, AND APPLY TO CCA IN A WAY THAT CREATES THAT ENVIRONMENT THAT ISN'T REMOTE.
I DON'T FEEL LIKE IT SHOULD BE REMOTE, THOUGH.
BUT THE PLATFORM IS REMOTE, BUT IT DOESN'T HAVE TO BE THAT YOU'RE NOT CONNECTED.
>> I THINK DAN'S SET A GOOD FOUNDATION ON THAT BY BRINGING KIDS IN AND OFFERING FIELD TRIPS, AND EXPERIENCES.
I EXPECT THAT THE STUDENTS WILL HAVE ALREADY AN EXPECTATION OF THAT HAPPENING, SO APPRECIATE THAT.
THAT'S SOMETHING AMY'S GOING TO HELP CONTINUE.
IT'S A HUGE PART, AND I KNOW A LOT OF FUN FOR YOU AND YOUR STAFF.
>> I HAVE A QUICK QUESTION. YOU SAID THAT YOU CHANGED THE MOU, SO THE TEACHERS HAVE TO BE IN THE STATE TO BE TEACHING THIS CLASS.
WHAT ABOUT THE STUDENTS? DO THEY HAVE TO BE? I REMEMBER ONE TIME WE MET A STUDENT AT HAYES THAT I BELIEVE HALF THE YEAR SHE DID ONLINE BECAUSE SHE WAS A SKIER IN UTAH OR SOMETHING.
DOES THE STUDENT HAVE TO BE LOCAL OR ACCESSIBLE? I GUESS, THAT'S THE QUESTION.
>> I THINK THAT AS LONG AS THEY'RE BEING SUCCESSFUL AND WE HAVE THE OPPORTUNITY, MAYBE THAT'S MORE OF THE STUDENTS WHO WE ZOOM WITH, WHO WE CONNECT THROUGH E-MAILS, THE ONES THAT AREN'T ABLE TO MANAGE BOTH OF THOSE THINGS, BUT WE NEED TO MAKE SURE THEY'RE IN THE RIGHT PLACE.
THE OTHER THING THAT I DON'T WANT TO FORGET IS THAT WHAT I LOVED ABOUT THIS ONE DAN STARTED, CCA IS, THAT HE ALWAYS TALKED ABOUT THE SEASONS, THAT IT WAS A SEASON FOR STUDENTS TO BE ONLINE.
I'D LIKE TO GO TO BRING THAT BACK TO THE FOREFRONT, THAT THIS DOESN'T NECESSARILY NEED TO BE A FOUR-YEAR HIGH SCHOOL PROGRAM OR SIX YEARS, THAT IT IS MAYBE YOU'RE JUST HERE FOR A SEASON THAT YOU'RE GOING TO BE STILL TIED TO A HOME HIGH SCHOOL THAT YOU'LL GO BACK TO AND YOU'LL BE TAKING CREDITS WITH YOU INSTEAD OF JUST NOT HAVING THOSE WHEN YOU GO [INAUDIBLE].
OR HOW CAN WE BE CREATIVE WITH SCHOOLS TO OFFER THOSE OPPORTUNITIES SO THAT THEY DON'T HAVE TO LEAVE THEIR SCHOOL FOR A SEASON? BUT IF THEY NEED TO, WE HAVE THAT.
>> QUICK LOGISTICAL QUESTION THEN.
WHEN A STUDENT GRADUATES, ARE THEY STILL GRADUATING WITH A CCA DIPLOMA THEN?
>> YES. I'VE BEEN WORKING WITH A PRINCIPAL FROM DISCOVERY HIGH SCHOOL IN LONGVIEW, AND THAT'S THEIR ALTERNATIVE HIGH SCHOOL, AND IT IS AN ALTERNATIVE HIGH SCHOOL.
BUT THEY ALSO HAVE LONGVIEW VIRTUAL ACADEMY SO HE'S RUNNING TWO SCHOOLS AT THE SAME TIME AS WELL, AND HE SAID, AS LONG AS THERE'S ALE INVOLVED, THAT WE'LL NEED TO KEEP THOSE TWO THINGS SEPARATE.
>> IN EVERGREEN, THEIR LEGACY HIGH SCHOOL HAS AN ON CAMPUS COMPONENT OR AN ALL ONLINE COMPONENT BUT THEY'RE ALL ONE SCHOOL.
>> THEY'RE ALL ALE AND NOT ANY.
>> IS CCA ALE RIGHT NOW? IT IS. GOT YOU.
>> HOPEFULLY, I CAN COME BACK AND GIVE YOU AN UPDATE.
>> I FELT LIKE A LOT WAS GOING ON, DURING THE PRESENTATION.
>> THIS IS GREAT. THAT'S GREAT.
>> I WAS JUST GOING TO SAY IF YOU CAN'T COME IN PERSON,
[01:45:03]
YOU CAN ALWAYS JUST ZOOM IN.>> I DID MAKE COPIES OF THE STUDENTS' UNIFYING NAMES.
I HAD ALREADY MADE THEM, BUT AGAIN, I DID NOT WANT THEM IN A BOX.
YOU WANT THEM PUT ON PRETTY PAPER.
>> I'M ASSUMING THAT WE'RE WRAPPING UP.
BUT ONE THING THAT STRUCK ME DURING THIS WHOLE PERFORMANCE, I DIDN'T MEAN TO SAY PERFORMANCE.
I'M IN PERFORMANCE MODE RIGHT NOW. I'M A BAND DIRECTOR.
IT'S NOT A PERFORMANCE DURING THIS PRESENTATION.
THE INTENTIONALITY AND THE REFLECTION THAT I'M WITNESSING FROM BOTH OF YOU IN TERMS OF EVALUATING LIKE YOU'RE SAYING, WHAT WORKS AND WHAT DOESN'T? WE'RE NOT GOING TO JUST KEEP DOING SOMETHING.
ALSO, YOU TWO SEEM LIKE YOUR DYNAMICS PLAY WELL TOGETHER.
YOU'RE BOTH NEXT YEAR GOING TO BE RUNNING PROGRAMS BY YOURSELF.
AMY, YOU'VE BEEN THE SINGLE ADMINISTRATOR AND YOU'RE BUILDING AND STUFF.
I DON'T KNOW EXACTLY WHERE I'M GOING WITH THIS.
I STARTED TALKING WITHOUT AN ENDING, BUT IT SEEMS LIKE YOU GUYS WORK WELL TOGETHER AS A TEAM I THINK THAT YOU BOTH BRING CERTAIN STRENGTHS TO WHAT YOU'RE DOING, AND JUST REALLY APPRECIATE THE WORK THAT YOU'VE BEEN DOING TO MAKE THIS HAPPEN BECAUSE OBVIOUSLY, IT'S A SITUATION THAT IS BORNE OUT OF CIRCUMSTANCES BEYOND YOUR CONTROL, AND SO JUST APPRECIATE ALL THE WORK THAT YOU'RE DOING.
>> I WOULD DO THAT. WHAT I HEARD ALL THE TIME IS THAT WE ARE GOING ABOUT THIS FROM THE STUDENT'S PERSPECTIVE.
HOW CAN WE BETTER SERVE OUR STUDENTS? WHAT IS THEIR EXPERIENCE GOING TO BE? HOW DO WE MAKE THEM FEEL WELCOME AND THAT THIS IS THEIR HOME WHETHER YOU'RE ONLINE OR IN THE BUILDING? HOW DO WE BUILD THOSE RELATIONSHIPS? HOW DO WE SERVE OUR STUDENTS BEST? APPROACHING IT FROM THE STUDENTS' POINT OF VIEW RATHER THAN HOW THE ADULTS MAKE IT WORK.
I KNOW THERE ARE ASPECTS OF BOTH.
WE HAVE ADULTS WHO HAVE TO MAKE THE SYSTEM RUN, BUT I APPRECIATE THE INTENTIONALITY.
WE'RE ASKING A LOT AND RECOGNIZE IT'S NOT EASY.
DAN, YOU'VE HAD NOTHING BUT A LOT ON YOUR PLATE COMING HERE AND AMY, YOU'RE RUNNING THIS AMAZING SCHOOL.
IT'S LIKE WHEN YOU DO SOMETHING WELL, YOU GET PUNISHED BY GETTING MORE.
WE APPRECIATE IT AND RECOGNIZE THAT GRINDING. THANK YOU.
>> I WOULD JUST SAY I THINK IT'S WORTH IT, AND AMY AND I BOTH LOVE KIDS, AND THAT'S WHAT BRINGS US TOGETHER ALWAYS AND THAT'S WHAT KEEPS ME GOING THROUGH ALL OF THIS IS THE KIDS, FOR SURE.
>> I'LL JUST ADD TO WHAT YOU SAID.
WE DO MAKE A GOOD TEAM AND THE FACT THAT WE FEEL LIKE WE CAN PICK UP THE PHONE AND ASK EACH OTHER FOR HELP IS AWESOME.
IT'S A GREAT LEARNING OPPORTUNITY FOR ME.
I CAN LEARN SO FROM OUR OTHER ADMINISTRATORS, AND WHEN YOU ARE BY YOURSELF, IT'S IMPERATIVE THAT YOU HAVE PEOPLE THAT YOU TRUST, THAT ARE GOOD AT THE TECHNOLOGY OR WHATEVER ELSE.
>> DAN'S GOOD AT ZOOM. HE'S GOT THIS ONLINE SCHEDULING SYSTEM WHERE YOU CAN JUST BOOK TIME WITH HIM AND BOOK A ZOOM.
HAVE YOU TRIED THAT? IT'S NICE. I'VE DONE IT.
[LAUGHTER] I JUST PICK A TIME ON THE SCHEDULE FOR NEXT WEEK AND HE'S LIKE, BOOM.
HE CAME IN HIS PICKLEBALL OUTFIT LAST TIME. THANK YOU BOTH THOUGH.
>> THANK YOU BOTH FOR BEING HERE.
WITH THAT, WE'RE GOING TO ADJOURN OUR WORKSHOP AND WE ARE GOING INTO A CLOSED SESSION.
* This transcript was compiled from uncorrected Closed Captioning.