Oct 13, 2025 School Board Workshop

I'M JUST USING MY, MY NOCKING. OKAY. ALL RIGHT.

[1. WORKSHOP - 4:30 PM]

[00:00:06]

SCHOOL BOARD. THANK YOU. SHAWNA. OUR SCHOOL BOARD, NO, OUR SCHOOL BOARD WORKSHOP.

OKAY, WE'RE GOING TO START TODAY WITH A CAPITAL FACILITIES UPDATE, AND I'M JUST TURNING IT OVER TO YOU GUYS.

[2. SYSTEMS PATHWAYS]

AND THEN WE'LL GO TO LAND AND FACILITY MANAGEMENT, SOME OF THE LAND WE HAVE AND THEN SOME LIKE THE TENNIS CENTER AND THINGS LIKE THAT.

OKAY, GOOD. ALL RIGHT, SO COMPLETED PROJECTS WE HAVE A CAMAS SCHOOL ROOF PHASE 1 IS UNDERWAY AT THE VERY LAST PHASE RIGHT NOW WE'RE AT ABOUT 99% COMPLETION.

IT SHOULD BE DONE WITHIN A WEEK. THEY'RE DOING AFTER SCHOOL WORK, SO THEY'RE FINISHING UP ON THAT.

BUT THAT'S GOOD. YOU CAN SEE IN THE PICTURE IS THE PHASE 1 THAT IS COMPLETED, ALL THIS AREA THAT I'M KIND OF GOING OVER WITH THE ARROW IS THE NEW ROOF.

RIGHT NOW THEY'RE WORKING ON PHASE 2, WHICH IS HERE AND OVER HERE AND IN THE FRONT OF THAT.

WE'LL MOVE ON TO THE NEXT ONE. CARDIN FOOTBALL FIELD IS ALL NICE AND BRIGHT AND RED, AND IT IS COMPLETE.

SO WE'RE HAPPY ABOUT THAT. IT'S A BEAUTIFUL FIELD.

SO HOPEFULLY YOU ALL LIKE IT, AND THE COMMUNITY LOVES IT AS WELL.

SKYRIDGE MIDDLE SCHOOL, WE HAD MULTIPLE COMPLAINTS ABOUT RUTS AND THINGS, SO WE NEEDED TO REPAVE THAT.

SO THAT PARENT LOOP AT SKYRIDGE IS REPAVED JUST LAST MONTH, ENHANCING SAFETY AND TRAFFIC FLOW DURING DROP OFF AND PICK UP TIMES.

CURRENT PROJECTS WE HAVE GOING ON, AND I MENTIONED THIS EARLIER, WAS THE CAMAS ROOF PHASE 2, STILL UNDERWAY, BUT IT'S VERY CLOSE TO COMPLETION.

ALSO AT CAMAS HIGH SCHOOL, THE ANNUNCIATOR SYSTEM ON THE FIRE SYSTEM TO BRING IT UP TO SAFETY OF THE SCHOOLS AND THE, TO MEET THE SAFETY CODES THE NEW LAWS THAT ARE OUT THERE, SO.

UPCOMING PROJECTS. OKAY, SO CAMAS SCHOOL DISTRICT WAS IN A THREE-PHASE SETUP, AND THE THIRD PHASE WILL BE WE'RE PLANNING ON NEXT SUMMER, AND THAT IS THE YELLOW PORTION ON THE SCREEN.

AND THAT WILL BE COMPLETED NEXT SUMMER. AND THAT'LL BE THAT'LL COMPLETE THE PROJECT FOR CAMAS HIGH SCHOOL ROOF AND ACTUALLY BE IN REALLY GOOD SHAPE FOR THE NEXT 30 PLUS YEARS.

SO WE'RE REALLY HAPPY ABOUT THAT. AND DOC HARRIS STADIUM, THE TURF REPLACEMENT, THIS, THE TURF THAT WE HAVE NOW IS AT END OF LIFE. SO IT'S IN THE LEVY TO REPLACE THIS TURF AS WELL.

AND UPCOMING PROJECTS. IS BOILER REPLACEMENTS AT CAMAS HIGH SCHOOL AS WELL, THAT'S UNDER THE LEVY.

TO BRING THEM UP TO A HIGHER EFFICIENCY STANDARD AND MAKE THEM MORE RELIABLE FOR THE FUTURE.

THESE PICTURES HERE ARE ACTUALLY THE TYPE OF BOILERS WE WANT TO PUT IN THERE.

THESE ARE THE ONES THAT WERE PUT INTO SKY RIDGE ON THE LAST LEVY.

SO THAT'S JUST FOR REFERENCE. AND ALSO LIBERTY ROOF.

WE'RE GOING TO DO A PHASE ONE. WE'VE SPLIT UP THIS ROOF INTO MULTIPLE SECTIONS, AND WE WILL HIT THE MOST NEEDED SECTIONS FIRST. THAT'LL BE MOST LIKELY THIS CENTER AREA HERE.

POSSIBLY C, E AND F ARE PROBABLY THE ONES THAT ARE GOING TO GET HIT FIRST, BUT WE WILL EVALUATE THAT WHEN WE GO OUT TO BID.

AND OBVIOUSLY PUSHED BY BUDGET CONSTRAINTS, WHATEVER WE HAVE IN THE LEVY TO SPEND, THESE ARE ESTIMATES OF THE COSTS.

THESE ARE 2024 NUMBERS. SO THE NUMBERS MAY CHANGE BY THE TIME WE ACTUALLY GO OUT TO BID FOR THIS, BUT HOPEFULLY NOT MORE THAN MAYBE 10% OR SO. CAN YOU REFRESH ME ON THAT, WAS THIS A, THIS WAS A PROJECT THAT WAS IN OUR BOND AS OUR CAPITAL LEVY AS WELL.

[00:05:01]

I'M HOPING TO GET IT DONE WITHIN THREE PHASES.

OKAY. IT OBVIOUSLY IS DRIVEN BY THE BUDGET. IT MIGHT END UP BEING FOUR PHASES IF IF THE COST INCREASES TOO MUCH.

OKAY. THANK YOU. AND SO THE CAPITAL LEVY FUNDS, WE HAVE $7,981,000. CARDON FIELD WAS $600,000, CAMAS HIGH PHASE 2 WAS $650,000. CAMAS HIGH SCHOOL FIRE SYSTEM AT $700,000.

THESE ARE ROUGH NUMBERS, OBVIOUSLY. THEY'RE MORE PRECISE IN THE ACTUAL APPROVALS AND POS.

BUT THOSE ARE WHAT WE HAVE SPENT SO FAR OR IN THE PROCESS OF SPENDING.

SO ALL THE REST OF THAT MONEY GOES TO THE LIBERTY ROOF, THE DOC HARRIS AND THE BOILERS.

THAT IS CORRECT. OKAY. AND DO WE HAVE A TIME, A BUDGET? I GUESS YOU'RE GOING TO TELL ME, DO WE HAVE A TIME WHEN WE'RE GOING TO DO THOSE? LIKE IS DOC HARRIS OR THE ROOF? YES, WE HAVE A. NEXT SUMMER WILL BE DOC HARRIS STADIUM WILL BE NEXT SUMMER.

AS LONG AS I MEAN ALONG. THIS COMING SUMMER. THIS COMING, 2026.

ALONG WITH THE FINAL PHASE OF CAMAS HIGH SCHOOL ROOF.

OKAY. GOT IT. I THINK THE LEVY IN 2028. YES. AND DOC HARRIS IS GOING TO STAY GREEN? YES. YES. JUST CHECKING.

OKAY. THANKS. IT'S NICE TO BE ABLE TO SEE IT FROM THE PLANE WHEN YOU'RE TAKING OFF.

YEAH. SO WE ALSO HAVE SOME PROPERTY THAT'S GETTING REZONED RIGHT NOW.

THE KARCHER PROPERTY AND LEDBETTER PROPERTY THEY'RE BOTH SHOULD BE DONE.

I THINK THEY FIGURED IT WAS FEBRUARY THEY THOUGHT THOSE WOULD BE COMPLETED.

SO RIGHT NOW, RANDY'S GETTING THEIR APPRAISAL FOR THE KARCHER PROPERTY.

SO THAT SHOULD BE IN, I THINK, TOWARDS THE END OF THIS MONTH, AND WE'LL TAKE IT TO THE NEXT SCHOOL BOARD MEETING.

SO YOU'LL HAVE THAT WE WENT OUT AND DID AN RFQ FOR A REAL ESTATE AGENT.

AND WE'LL BE BRINGING THAT ALSO TO THE NEXT BOARD MEETING.

SO WE SHOULD HAVE BOTH OF THOSE THINGS AT THE NEXT BOARD MEETING. CHAIRMAN, I HAD A QUESTION FROM A POTENTIAL BUYER TODAY, ACTUALLY, REGARDING THE APPRAISAL. SO WILL THE APPRAISAL.

WILL. ARE THEY GOING TO BE LOOKING AT THE THE THE NEW ZONING OR IS IT GOING TO BE APPRAISED AT THE CURRENT ZONING? THE NEW ZONING. OKAY. THAT'S WHAT I THOUGHT. AND THAT APPRAISAL IS, JUST TO CLARIFY, IS NOT GOING TO BE PUBLIC, BECAUSE WE CAN'T GIVE THAT OUT, RIGHT? BECAUSE THEN DOESN'T THAT GIVE OUR, FOR SOME REASON, I THOUGHT THAT THAT WE DON'T SHARE WHAT THE APPRAISAL VALUE IS.

THAT I'M NOT SURE, I CAN DOUBLE CHECK. YEAH, I'LL HAVE TO LOOK AT THAT. I THOUGHT IT, BECAUSE I THOUGHT THERE WAS SOMETHING LIKE.

ANYWAY, I JUST THINK WE SHOULD CHECK ON THAT. WE CAN LOOK INTO THAT TRACEY.

SO HERE'S A PICTURE OF THE LEDBETTER PROPERTY.

I DON'T KNOW IF EVERYONE'S SEEN THAT, BUT THE NINE ACRES IS RIGHT THERE ON THE CORNER OF.

WHAT'S THAT? LAKE AND LEDBETTER. AND THEN THIS WOULD BE A MULTI-USE WHERE THEY WOULD HAVE BUSINESSES, HOUSING ALL TOGETHER AT THAT END. AND THEN THERE'S SOME OF THE PROJECTS THAT WE HOPE TO DO WITH THE MONEY THAT KIND OF GOES AROUND THE PROPERTY UP THERE, I THINK THEY WOULD START WITH THE SOCCER FIELDS THAT WOULD GO TOGETHER BECAUSE THEY COULD USE THEM FOR BASEBALL. THEY COULD USE THEM FOR SOCCER, LACROSSE, ALL OF THOSE KIND OF THINGS.

SO THAT'S JUST AN EXAMPLE. AND SORRY, JUST TO BACK UP REALLY QUICK TOO, JUST SINCE THIS IS A PUBLIC MEETING THE KARCHER PROPERTY THAT WE'RE TALKING ABOUT, WE'RE TALKING ABOUT SELLING THAT OFF TO POTENTIALLY USE THE FUNDS FOR THAT.

FOR CAPITAL PROJECTS. FOR CAPITAL PROJECTS. OKAY.

YEAH. JUST FOR CLARIFICATION, THAT WOULD BE ESSENTIALLY LIQUID.

AND SO IT WOULDN'T BE AS EARMARKED AS IF IT WAS IMPACT FEE MONEY.

SO WE'RE TRYING TO ESTABLISH A LITTLE BIT MORE IN THE LIQUID IN THE IN THAT ACCOUNT AND THESE LEADBITTER ONES, THOSE ARE LIKE A WAYS OUT. THIS WAS JUST LIKE THIS WAS JUST LIKE STUFF WE GOT WHEN WE WERE GOING THROUGH THAT PROCESS.

AND ALL THESE NUMBERS I BELIEVE WERE NUMBERS LIKE LSW PUT LIKE THREW A DART KIND OF AT THE WALL.

SO THEY'RE JUST TO KIND OF GIVE US AN IDEA OF WHAT IT COULD BE IF WE CHOOSE TO DO SOME OF THAT. SO NOTHING WE'RE MOVING FORWARD ON.

[00:10:02]

BUT SOMEBODY HAD ASKED ME THAT WE GATED IT OFF NOW OR IT WAS GATED OFF AT LEAST THIS THIS PAST WEEKEND.

SO WE SHUT THE GATES ON THE PROPERTY BECAUSE THE PERSON WHO WAS LEASING, WE MOVED THAT PERSON TO ODYSSEY.

AND THEN SO THE BUILDING WAS SITTING EMPTY, AND WE JUST DIDN'T WANT PEOPLE GOING BACK.

OKAY. THAT WAS THE QUESTION I HAD FROM A MEMBER OF THE PUBLIC BECAUSE WE'VE SAID PEOPLE CAN USE IT TO WALK, BUT WE ARE NOT ALLOWING CARS TO GO THERE, SO THERE'S NO PLACE TO PARK.

SO IT'S JUST A QUESTION OF IS IT OPEN TO THE PUBLIC TO UTILIZE WALKING OR NOT? BECAUSE THERE'S NO PLACE TO PARK. SO WE JUST AGAIN, I DIDN'T KNOW WHAT THE CITY THOUGHT ABOUT PEOPLE PARKING AT THE GATE. YEAH, IT'S GATED QUITE A BIT INTO. THE LITTLE INN. YEAH, I JUST IT JUST NOTED IT.

SO JUST WANTED TO BE BE CLEAR TO PEOPLE IF THEY CAN USE IT EVEN THOUGH THE GATES CLOSED.

YEAH. OKAY. CORRECT. AND THEN ONE OF THE BIG THINGS WE'VE BEEN WORKING ON, WE'VE BEEN WORKING ON THE TENNIS CENTER WITH THE USTA. SO NEXT TO ME, I HAVE DAX LOGSDON FROM THE ESD.

HE'S THE PROJECT MANAGER FOR THE TENNIS CENTER.

AND THEN I HAVE LAUREN JOHNSON. HE'S THE ARCHITECT THAT'S WORKING WITH WITH DAX.

SO I CAN LET THEM KIND OF INTRODUCE WHERE THEY ARE WITH THE PROJECT AND WHAT THEY'VE BEEN WORKING ON.

WELL. FIRST, I'LL SHARE MAYBE AN INTERESTING STORY AND SOME HISTORY WITH CAMAS AND WELL, FIRST, MY NAME IS DAX LOGSDON. I'M THE EXECUTIVE DIRECTOR FOR CONSTRUCTION SERVICE GROUP, A PROGRAM OF ESD 112.

I'VE BEEN WITH THEM FOR ALMOST 27 YEARS NOW, AND BUT IT ALL STARTED HERE IN CAMAS FOR ME, BECAUSE IN 1996, I BELIEVE I WAS A PROJECT MANAGER FOR A GENERAL CONTRACTOR, AND WE WERE BIDDING TWO SCHOOLS, FIRST, LACAMAS HEIGHTS ELEMENTARY, AND IN A TORRENTIAL RAINSTORM, I WAS DELIVERING A BID.

I COULDN'T SEE WHERE TO TAKE THE EXIT TO CAMAS.

I'D NEVER BEEN HERE BEFORE AND IT WAS RAINING, JUST BUCKETS, AND I FINALLY PULLED UP ENOUGH AT THE STOP THERE I COULD SEE THE SIGN CAMAS AND I JUST GUNNED IT. WELL, I GO RUNNING IN HERE AND I'M LITERALLY DRENCHED.

I'M TRYING TO PREDICT THE BID DOCUMENTS. AND I RUN IN AND THEY HAD AN OLD LIBRARY STAMPED.

AT 3:59 AND 58 SECONDS. TWO SECONDS DIFFERENCE.

OR I WOULDN'T BE SITTING HERE PROBABLY BECAUSE I WENT ON TO MANAGE A MODERNIZATION OF LACAMAS HEIGHTS, AND I BELIEVE IT WAS 96. I MIGHT BE A YEAR OFF.

AND THEN ACTUALLY THIS BUILDING RIGHT HERE, JDC ELEMENTARY.

AND IN THAT TIME, THOSE WERE THE FIRST TWO PROJECTS THAT ESD WAS MANAGING FOR THE CAMAS SCHOOL DISTRICT AND THEN HOW TO BREAK, BUT CAME BACK AND ENDED UP WORKING FOR CSG AND ACTUALLY WORKED ON OTHER PROJECTS HERE FROM THE HIGH SCHOOL.

[INAUDIBLE], PRUNE HILL, SKYRIDGE SO LONG HISTORY OF THE LAST 30 YEARS.

SO IT'S GREAT TO BE HERE AND EXCITED ABOUT THIS PROJECT.

OKAY. SO YEAH, WE'VE BEEN BROUGHT ON, AND THE DISTRICT HAD MADE SOME PROGRESS WITH THEIR ENGINEERING.

THEY'VE SUBMITTED THAT FOR PERMIT, SO THAT'S UNDERWAY.

THE CONDITIONAL USE PERMIT IS DONE, THE CPA IS DONE.

AND SO WE'VE COME IN. WE BROUGHT LAUREN ON TO DO THE ARCHITECTURAL PIECE.

THE PROJECT'S REALLY MADE UP OF OF THREE MAJOR COMPONENTS.

THE VESTIBULE RESTROOM BUILDING. THE FOUNDATION SYSTEM FOR THE DOME SYSTEM WILL BE DESIGNED BY LAUREN AS WELL.

AND SO THAT'S ONE PACKAGE ALONG WITH THE SITE WORK.

AND WHAT WE'LL END UP DOING IS COMBINING THE CIVIL ENGINEERING WITH THE ARCHITECTURAL EMBEDDED AS ONE PACKAGE.

SECOND PHASE IS ONCE THE FOOTINGS IN, WE'LL HAVE THE DOME COME IN AND THAT WILL BE USTA DOING THE INSTALLATION, FLYING THE DOME. WE'VE BEEN COORDINATING WITH US HERE TONIGHT.

AND THEY'VE SELECTED A DOME NOW. SO WE'RE GETTING DOWN TO SOME FINAL DIMENSIONING AND SUCH.

AND ABOUT TO TURN IT OVER TO LAUREN FOR STRUCTURAL ENGINEERING OF, FOR THE DOME.

AND THEN A FINAL PHASE AFTER THE DOMES UP OF RESURFACING ALL THE TENNIS COURTS.

[00:15:02]

LET HIM TALK A LITTLE BIT ABOUT THE DESIGN PHASES THAT WE HAVE COMING UP AND THE MILESTONES THAT WILL COME TO THE BOARD WITH.

GOOD EVENING, EVERYONE. I'M LAUREN JOHNSON WITH ADA ARCHITECTS.

DAX WAS TALKING ABOUT HIS HISTORY HERE IN THE DISTRICT AND WITH THIS BUILDING.

AND SO I HAVE SIX KIDS THAT GRADUATED THROUGH THE CAMAS SCHOOL DISTRICT.

AND SO I HAVE A LOT OF INTERESTING AND FOND MEMORIES FOR EVERY BUILDING IN THE DISTRICT.

SO I REMEMBER JDC AND BRINGING THE KIDS HERE, AND THEY HAD A INTERESTING SPACE PROGRAM THAT THEY USED TO RUN OUT OF HERE.

THAT WAS JUST PHENOMENAL. THAT WAS GREAT. BUT YEAH, SO WE'VE BEEN BROUGHT ON AS THE ARCHITECTS AND THEN WE HAVE OUR ENGINEERING CONSULTANTS, THE STRUCTURAL ENGINEERS, MECHANICAL, ELECTRICAL AND PLUMBING.

SO AS A GROUP, WE HAVE THE ARCHITECT AND ENGINEERING TEAM THAT'S PUTTING TOGETHER THE CONSTRUCTION DOCUMENTS FOR THE TENNIS BUILDING AND THE, WE'RE CALLING IT THE ENTRY BUILDING, VESTIBULE ENTRY BUILDING AND INTERFACING IT WITH THE SITE WORK WITH MACKAY AND OTHER THE CIVIL ENGINEERS, SO.

SO SINCE WE'VE BEEN BROUGHT ON, WE'RE WORKING ON THE LAYOUT OF THE DOME BUILDING AND THE ENTRY BUILDING AND WORKING WITH THE CITY. WE'VE HAD SEVERAL MEETINGS WITH THE CITY WORKING OUT THE CODE ISSUES RELATED TO THAT.

AND JUST REALLY GETTING THINGS ROLLING HERE. BUT JUST GIVE YOU AN IDEA OF WHAT OUR SCHEDULE IS WITH THOSE DOCUMENTS. SO KIND OF THE FIRST PHASE THAT WE'RE IN RIGHT NOW IS SCHEMATIC DESIGN, AND IT'S A FOUR-WEEK PERIOD, AND WE'RE SUPPOSED TO BE COMPLETED ROUGHLY, PROBABLY MID-NOVEMBER WITH WE CALL IT SD, SCHEMATIC DESIGN. DESIGN DEVELOPMENT IS WHERE WE REALLY START DEVELOPING THE BUILDING SYSTEMS, MEP, MECHANICAL, ELECTRICAL AND PLUMBING AND STRUCTURAL.

AND THAT'S A SIX WEEK PROCESS THAT SHOULD BE COMPLETED ABOUT ABOUT THE BEGINNING OF THE YEAR.

AND THEN WE'LL MOVE INTO CONSTRUCTION DOCUMENTS, JUST BRINGING TOGETHER THE DOCUMENTS THAT WE'LL PUT OUT TO BID AND THAT WILL INCORPORATE THE SITE WORK, THE DOME BUILDING AND THE ENTRY BUILDING AND THE STRUCTURAL FOUNDATION.

SO WE'LL PUT THAT OUT TO BID. AND THEY'RE ABOUT THAT SAME TIME WE'LL BE STARTING THE PERMIT REVIEW PROCESS WITH THE CITY.

AND THEN WE'LL GO OUT TO BID. SO WE'RE GOING OUT TO BID.

IT'S PLANNED RIGHT NOW TO GET GO OUT APRIL. SO PROBABLY OPEN BIDS.

MID MAY ISH OR EARLIER. YEAH. BECAUSE WE'VE GOT NOTICE TO PROCEED IN MAY, SO.

SO, WHAT'S THE COMPLETION DATE. SO I'M GUESSING THIS YEAR GIRLS WILL BE NOT IN THERE.

RIGHT. SO IT'LL BE AFTER THE SEASON. RIGHT. OKAY.

YEAH. RIGHT. OKAY. SO AFTER SCHOOL, IT WAS. THE.

GOT IT, OKAY. YEP. THAT'S THE GOAL OKAY. PERFECT.

SO.

I THINK YOU HAVE. WHAT'S THE RED? I FORGET THE RED COURT.

RED BALL COURTS IN THE CENTER. AND THAT'S ALSO WHERE PEOPLE COULD SIT AND WATCH THE GAMES WHEN THEY GO.

AND THEN I HAVE ANOTHER PICTURE HERE. WE WENT TO ANOTHER FACILITY.

SO YOU KIND OF CAN SEE. THAT'S. WHAT'S THAT? LEWIS AND CLARK COLLEGE.

SO THAT'S KIND OF WHAT IT LOOKS LIKE INSIDE THE DOME AND WHAT IT LOOKS LIKE OUTSIDE THE DOME.

AND THEN I'LL TURN IT OVER TO PAT AND MATTHEW WARREN AND THEY'LL TALK ABOUT THE

[00:20:09]

I THINK KELLY AND STEVEN ARE GOING TO JOIN THEM TO.

YOU.

WANT TO DO IT? YEAH. SO WE'RE EXCITED ABOUT THIS PROGRESSING AND BECOMING MORE OF A REALITY FOR OUR STUDENTS.

IT'S BEEN PRETTY AWESOME TO SEE THIS FALL. WE'VE GOT 83 BOYS OUT.

AND IF YOU LOOK TOWARDS THE SPRING SEASON, WE'VE GOT 93 GIRLS ALREADY SIGNED UP WITH, YOU KNOW, QUITE A FEW MONTHS STILL UNTIL THE SEASON ACTUALLY TAKES PLACE. SO I HAVE A FEELING WE'LL BE OVER 100 GIRLS OUT FOR OUR GIRLS SEASON AS WELL. SO THE POPULARITY OF THE SPORT DEFINITELY EXISTS IN OUR BUILDING. IT'S PRETTY COOL TO SEE THIS OPPORTUNITY FOR THEM.

AND SO THE LAST FEW WEEKS IT'S BEEN REALLY INTERESTING.

JUST KIND OF WANT TO TALK ABOUT LIKE THE STUDENT IMPACT OF THIS AND WHAT IT'S GOING TO LOOK LIKE FOR KIDS IN OUR BUILDING. AND SO PE HAS ACTUALLY BEEN DOING THEIR TENNIS UNIT THE LAST FEW WEEKS. AND I CAN TELL YOU THAT THEY ARE REALLY LOOKING FORWARD TO AN INDOOR FACILITY IN THE SENSE THAT IT WAS UNSURE OF WHAT THEIR PLANS WERE GOING TO BE A LOT OF DAYS LAST FEW WEEKS, BECAUSE THEY DIDN'T KNOW IF THEY'D BE OUT THERE OR IN THE WRESTLING ROOM OR IN THE FIELD HOUSE. AND SO THAT DEPENDABILITY OF SCHEDULING, THE PREDICTABILITY OF SCHEDULING, OF WHERE THEY'RE GOING TO BE IS GOING TO BE A GREAT BENEFIT TO THEM.

THERE'S UP TO FIVE CLASSES OF PE RUNNING AT A TIME.

AND SO THEY DISPERSE TO A LOT OF DIFFERENT SPACES BOTH GYMS, WEIGHT ROOM, WRESTLING ROOM, FIELD HOUSE, TURF FIELD, JUST DEPENDING ON WEATHER AND WHAT UNITS THEY'RE TRYING TO RUN.

AND SO HAVING A DEPENDABLE TWO WEEK TENNIS UNIT IS SOMETHING THEY'RE LOOKING FORWARD TO FOR PE CLASSES.

WEATHER OBVIOUSLY IS THE BIGGEST FACTOR FOR WANTING TO MOVE TO SOMETHING LIKE THIS. AND SO THE BOYS HAVE BEEN IMPACTED A BIT THE LAST COUPLE OF WEEKS.

WE SEE A LOT MORE OF THAT IN THE SPRING. THEY START THEIR SEASON FOR THE GIRLS LAST WEEK OF FEBRUARY OR FIRST WEEK OF MARCH EVERY YEAR.

AND SO IF YOU THINK ABOUT THAT, NOT ONLY IS IT PRECIPITATION, BUT IT'S ALSO JUST THE TEMPERATURES AND GETTING INDOOR FACILITY WHERE YOU CAN HAVE DEPENDABLE PRACTICE TIMES AND THINGS LIKE THAT ARE GOING TO BE A GREAT IMPACT TO THEM. I THINK AT THE SAME BENEFIT WE'VE GIVEN TO BASEBALL AND SOFTBALL PROGRAMS WITH THE FIELD HOUSE AND THAT BENEFIT COMING OVER TO THE TENNIS SIDE NOW FOR THAT SPORT AS WELL WILL BE AWESOME FOR OUR STUDENT ATHLETES.

AND I ASK A QUICK QUESTION. SO ON THE, SORRY TO INTERRUPT, ON THE SO ON THE RAINY DAYS FOR LIKE GIRLS WHERE DO THEY HAVE TO PRACTICE AT, AND WHAT ARE OUR OPTIONS LIKE? ARE WE ABLE TO RENT SPACE OR LEASE SPACE ELSEWHERE? WE DON'T DO A TON OF THAT. IF WE IF WE START RUNNING INTO A BUNCH OF DAYS IN A ROW, WE WILL, WE SOMETIMES GO OUT TO VTC IF WE, IF WE NEED TO AND RENT FROM THESE GUYS.

THE THE BOYS TEAM ACTUALLY IS IN MORE OF A PICKLE BECAUSE WE HAVE VOLLEYBALL GOING ON AT THE SAME TIME.

SO ACTUALLY, THE BOYS HAD THREE PRACTICES CANCELED IN ONE WEEK ALREADY THIS SEASON BECAUSE THEY DON'T HAVE SOMEWHERE TO GO RIGHT AFTER SCHOOL. DON'T HAVE A PLACE THEY COULD GO TO, THERE'S NO OTHER FACILITIES AROUND. NOT ONES THAT WE HAVE ACCESS TO.

AND SO EVERYTHING WOULD BE WE'VE GOT TO PAY TO GET IN.

AND SO IF WE DO PURSUE SOMETHING, WE DO CALL AROUND TO CLUB GREEN MEADOWS, VTC THE EVERGREEN TENNIS CENTER AND TRY TO GET IN WHEN WE CAN.

THE OTHER CHALLENGE IS WITH 83 KIDS OUT WE NEED A BIG FACILITY TO DO THAT.

IT'S NICE THAT WE'RE GOING TO BE ABLE TO COVER ALL EIGHT OF OUR COURTS, BECAUSE THAT'S GOING TO BE THE BIGGEST FACILITY IN OUR AREA FOR THAT. SO THANK YOU.

THERE'S BEEN SOME IDEAS BROUGHT UP ABOUT A PAVILION IDEA.

SO WE DID A LITTLE BIT OF HOMEWORK ON THAT IDEA JUST TO KIND OF UNDERSTAND WHAT THAT COULD HAVE LOOKED LIKE, IF THAT WAS THE PATH WE PURSUED AND TALKING WITH THE WIA, THEY WOULD NOT HAVE ALLOWED POSTSEASON TOURNAMENTS TO BE HOSTED IN A PAVILION TYPE FACILITY WITH NO WALLS ON THE SIDES, AND THE IMPACT OF THAT BEING WEATHER CAN STILL GET IN FROM THE SIDES.

NOT HAVING A CONTROLLED ENVIRONMENT IS SOMETHING THAT THEY NEED FOR POSTSEASON EVENTS, AND SO IF YOU LOOK AT.

OUR DISTRICT TOURNAMENT RIGHT NOW, WE DO BETWEEN CLUB GREEN MEADOWS AND VANCOUVER TENNIS CENTER, THOSE ARE THE TWO FACILITIES IN THREE AND FOUR A SWITCH THOSE EACH YEAR. AND SO HAVING A FULLY ENCLOSED FACILITY WOULD GIVE US ACCESS TO BE ABLE TO RUN THINGS LIKE DISTRICTS, BY DISTRICTS, STATE TOURNAMENTS. AND SO WE HAVE AN OPPORTUNITY TO DO THAT WITH THIS FACILITY, WHICH WOULD BE AWESOME TO HAVE OUR KIDS HERE ON OUR HOME SITE. AND IF WE CAN DO THAT AT A STATE LEVEL WOULD BE AWESOME. WE'D LOVE TO GET INTO THE BUSINESS OF TRYING TO HOST MORE AND MORE STATE EVENTS HERE IN CAMAS ONE. IT HELPS US WITH TRAVEL EXPENSES, WHICH IS GREAT, BUT IT ALSO IS JUST A WAY TO BRING PEOPLE INTO CAMPUS AND LET THEM COME TO OUR COMMUNITY, VISIT OUR RESTAURANTS, GET TO KNOW WHO WE ARE DOWN HERE IN SOUTHWEST WASHINGTON, WHICH DOESN'T GET TO HAPPEN VERY OFTEN FOR WIA EVENTS.

THE OTHER THING IS IT'S JUST THE STANDARD IS TO HAVE A FULLY ENCLOSED FACILITY IN THE NORTHWEST. IF YOU LOOK AROUND TO ALL THE OTHER FACILITIES THAT ARE COVERED IN OUR AREA, THEY ARE ALL FULLY ENCLOSED. THERE'S NO PAVILIONS THAT EXIST IN OUR AREA. THESE ARE THESE ARE GOING TO BE FULLY COVERED FACILITIES BECAUSE YOU WANT TO STAY OUT OF THE ELEMENTS. AND SO IF YOU LOOK AROUND TO ALL THE FACILITIES IN OUR AREA, THEY'RE ALL ENCLOSED AS WELL. I THINK THERE'S ONE OTHER THING BROUGHT UP THAT I WANT TO MAKE SURE I TALKED ABOUT A LITTLE BIT AS WELL, IS THE RANKING SYSTEMS. IT SEEMED LIKE THERE WAS SOME WONDERING ABOUT THE RANKING SYSTEMS THAT EXIST IN OUR STATE FOR TENNIS. SO I'VE DONE QUITE A BIT OF HOMEWORK AND GOT TO LEARN A LOT.

[00:25:04]

AND SO I CALLED HALEY, WHO HAPPENED TO BE PLAYING, I THINK SHE, I FORGET WHAT COLLEGE SHE WAS AT, BUT SHE WAS AT A TOURNAMENT. SHE'S PLAYING FOR THE UNIVERSITY OF UTAH HER FRESHMAN YEAR. AND THAT'S A TYPE OF KID WHO WOULD ACCESS THE RANKING SYSTEMS. QUITE A BIT. AND SO I WANTED TO LEARN MORE ABOUT THAT.

AND SO THERE ARE THREE RANKING SYSTEMS THAT EXIST OUT THERE. THERE'S WTN, THAT IS NOW THE COLLEGE STANDARD, SO THERE'S AN AGREEMENT THAT'S BEEN MADE AT THE COLLEGE LEVEL THAT THEY ARE GOING TO START ACCESSING AND USING WTN.

THEY STARTED IT THIS YEAR IS MY UNDERSTANDING. AND THESE GUYS WOULD PROBABLY KNOW BETTER THAN ME ON SPECIFIC START DATES AND THINGS LIKE THAT. BUT THAT'S THE COLLEGE STANDARD. AND THAT'S BEEN A SHIFT TO THAT STANDARD. THE OTHER ONES ARE UTR WHICH GETS USED IN A LOT OF FACILITIES AND A LOT OF TOURNAMENTS, AND THEN USTA AS WELL. THE NICE THING ABOUT THE TOURNAMENTS THAT WOULD BE HOSTED IN OUR FACILITY WHETHER THEY'RE THROUGH OUR TOURNAMENTS, THROUGH SCHOOL STUFF OR THROUGH THE USTA PARTNERSHIP ALL THOSE TOURNAMENTS WOULD HAVE ACCESS TO POINTS IN ALL THREE RANKING PROGRAMS, AND SO THERE WOULD BE NO EXCLUSIVITY AS TO HOW YOU COULD GAIN POINTS IN ANY ONE OF THOSE RANKING SYSTEMS. IF YOU'RE GOING TO PLAY A TOURNAMENT, YOU'D BE ABLE TO APPLY POINTS TO ALL THOSE RANKING SYSTEMS, WHICH I THINK IS IMPORTANT, AND WE REALLY USE OUR THIS THIS PARTNERSHIP, THE MODEL THAT EXISTS ALREADY WITH THE VANCOUVER SCHOOL DISTRICT AND VTC AND THAT VTC OVER THE YEARS HAS HOSTED UTR TOURNAMENTS EVEN.

AND SO THERE'S THERE'S POSSIBILITIES FOR ANYTHING, REALLY, AS YOU LOOK TO THE FUTURE. AND THERE'S KIND OF AN OPEN DOOR TO THAT AS WELL.

BEYOND THAT YOU KNOW, I'VE BEEN KICKING AROUND OTHER THINGS THAT THE KIDS HAVE BEEN EXCITED ABOUT WITH THE WAY WE'RE FIXING THE SCHEDULE THAT PAT AND I WORKED ON LAST YEAR IS THERE'S GOING TO BE A GAP IN THE MORNING TIME. AND SO WE LOOK AT ALL OF OUR OTHER SPORTS, AND WE HAVE THESE OPPORTUNITIES FOR OPEN GYMS WHERE KIDS CAN COME IN THE OFF SEASON AND JUST USE FACILITIES TO, TO WORK ON THEIR CRAFT.

AND SO WE HAVE THIS MORNING TIME THAT'S NOT BEING USED, AND I'M TALKING EARLY MORNING 6 TO 830 OR SOMETHING LIKE THAT, WHERE WE DO RUN OPEN GYMS FOR OTHER SPORTS. AND SO HAVING THAT OPPORTUNITY THROUGHOUT THE WINTER TIME FOR KIDS TO BE ABLE TO GET IN AND GET MORE WORK DONE WOULD BE A GREAT OPPORTUNITY FOR OUR KIDS. AND SO I THINK THERE'S JUST A LOT OF BENEFITS WE'RE GOING TO SEE AS WE GO THROUGH THIS PARTNERSHIP. THE PE PIECE ISN'T SOMETHING THAT'S LOST ON ME EITHER.

HAVING THE EQUIPMENT THAT WE CAN USE IN OUR PE CLASSES AND THE EXPERTISE OF ACTUALLY AN OFFER TO HAVE PEOPLE FROM THE CENTER WORK WITH OUR STUDENTS WOULD BE AN AWESOME OPPORTUNITY FOR OUR KIDS AS WELL. SO A LOT OF GOOD STUFF COMING.

KIDS ARE JUST EXCITED TO GET OUT OF THE RAIN, BE ABLE TO PLAY DEPENDABLE EVERY DAY.

TENNIS, JUST LIKE OTHER SPORTS, GET THE OPPORTUNITY TO. SO I DON'T KNOW IF YOU WANTED TO ADD MORE AT ALL.

I DON'T KNOW, THAT WAS PRETTY COMPREHENSIVE. THAT WAS PRETTY AWESOME.

YOU KNOW, I JUST COME FROM A PRINCIPAL PERSPECTIVE AND A FORMER COLLEGE UNIVERSITY TENNIS PLAYER.

I PLAYED, I STARTED PLAYING IN HIGH SCHOOL AND WENT ON FULL SCHOLARSHIP AT THE UNIVERSITY.

SO I KNOW THAT WE, IT GIVES OUR KIDS AN OPPORTUNITY TO LOOK AT COLLEGE SCHOLARSHIPS IF THEY'RE INTERESTED.

AND YOU DON'T HAVE TO START WHEN YOU'RE TWO. YOU KNOW, THERE'S ALWAYS THAT THOUGHT, YOU KNOW, IF YOU MISS THAT TIME.

SO WE HAVE KIDS WHO ARE PICKING UP THE RACKET FOR THE FIRST TIME AND TO BE ABLE TO HAVE A FACILITY THAT THEY CAN PLAY, THAT THERE'S NO CUTTING. I MEAN, THEY THEY'RE THERE.

AND IF THEY'RE MOTIVATED, WE'VE GOT GREAT COACHES, AS YOU KNOW, ALL OF THEM.

AND SO AS A PRINCIPAL LENS, THIS IS WIN-WIN SELFISHLY FOR OUR STUDENTS, RIGHT.

IF I JUST THOUGHT OF CAMAS HIGH SCHOOL, IT'S A WIN WIN SITUATION FOR ALL OF OUR KIDS.

AND LAST SPRING, I, THERE WERE MANY OPPORTUNITIES THAT I SAW STUDENTS CALLING THEIR PARENTS THE POOR GIRLS BECAUSE PRACTICE WAS CANCELED. AND THEY DO TRY TO GET IN THE GYM TO ANSWER IN THE SPRING.

IT'S A LITTLE BIT EASIER. BUT IT'S SAD, YOU KNOW, THEY'RE ALL EXCITED.

THEY'VE GOT THEIR RACKETS, THEY'RE ALL READY TO PLAY, AND THEY'RE CALLING THEIR PARENTS.

COME PICK ME UP BECAUSE IT'S RAINING. SO FOR ME, I AM SUPER EXCITED TO HAVE THIS HAPPEN.

AND THEN IF I GO OUTSIDE, THE SELFISH JUST ME AS A PRINCIPAL AND LOOK AT IT FROM A COMMUNITY PERSPECTIVE.

I THINK THE COMMUNITY IS JUST GOING TO ABSOLUTELY ADORE HAVING THIS FACILITY HERE IN CAMAS.

AND I DIDN'T EVEN THINK ABOUT YOUR POINT OF JUST BRINGING PEOPLE INTO CAMPUS FOR TOURNAMENTS.

LIKE, THAT'S JUST GOING TO BE HUGE. I JUST LOVE THE IDEA, BUT HUGE PROPONENT, SUPER EXCITED THAT WE'RE READY.

SO THAT'S. YEAH. THANK YOU. THANK YOU, MY NAME IS MATTHEW WARREN.

I'M THE CEO AND EXECUTIVE DIRECTOR OF USTA PACIFIC NORTHWEST, AND I WANT TO REITERATE OUR EXCITEMENT AS WELL.

IN FACT, RECENTLY WE HOSTED A BOARD MEETING AND OUR BOARD REAFFIRMED THEIR COMMITMENT TO THIS PROJECT.

AND WE'RE MOVING FORWARD WITH SELECTION OF A VENDOR WHICH WAS MENTIONED EARLIER.

AND SO WE'RE IN CONTRACTING PHASE OF THAT, BUT WE ARE MOVING FORWARD WITH THE PROJECT IN FULL FORCE,

[00:30:03]

AND WE LOOK TO PARTNER WITH THEM TO PROVIDE THOSE SIMILAR OPPORTUNITIES HERE.

AND WANTED TO PIGGYBACK ON THE TERM, AN ASPECT OF THINGS WE WOULD LOVE TO PARTNER WITH EXISTING CLUBS IN THIS AREA, BOTH FOR PROFIT AND NOT FOR PROFIT ORGANIZATIONS, TO BRING IN LARGE REGIONAL EVENTS BE IT A USTA EVENT OR, LIKE WE SAID, THE WIA, DIFFERENT EVENTS AS WELL.

WE THINK WE CAN REALLY MAKE THIS A TENNIS HUB, IF YOU WILL, WHERE PEOPLE CAN TRAVEL HERE EASILY.

AND IT'S A LOT OF HEADS AND BEDS AS AS THEY SAY ECONOMIC WISE AS WELL.

SO WE'RE REALLY EXCITED ABOUT SOUTHWEST WASHINGTON AND, AND THE POTENTIAL HERE.

AS YOU ALL MAY KNOW, THERE ARE OVER, BETWEEN LATENT DEMAND AND EXISTING TENNIS PLAYERS IN CLARK COUNTY, THERE'S OVER 100,000 POTENTIAL CONSUMERS, WORSE YET, THERE ARE ONLY 20 INDOOR COURTS AND SO YOU CAN SEE WHY THE DEMAND IN THE NEED IS THERE.

SO REALLY, REALLY EXCITED ABOUT WORKING WITH YOU ALL TO NOT ONLY PROVIDE THOSE PLAY OPPORTUNITIES TO THE GENERAL PUBLIC, BUT ALSO TO YOUR STUDENT ATHLETES AND YOUR STUDENTS WITH PE PROGRAMS AND THE HIGH SCHOOL PROGRAMS AS WELL.

SO ALL SYSTEMS ARE GO ON OUR END, AND WE'RE REALLY EXCITED ABOUT MOVING FORWARD WITH YOU ALL. DO YOU GUYS HAVE ANY QUESTIONS YOU WANT TO ASK? I HAVE A COUPLE. SO THERE'S NO, THERE'S NOT VIEWING AREA, RIGHT? IF WE HAVE COMPETITIONS OR TOURNAMENTS THERE'S NONE. ARE WE GOING TO BE ABLE TO. WELL WE HAVE SOME, RIGHT. BUT NOT ENOUGH FOR ALL THE FAMILIES. LIKE IF ARE WE GOING TO BE ABLE TO STREAM THIS LIKE WE DO FOR FOOTBALL.

LIKE, ARE WE GOING TO SET THAT UP SO WE CAN. SO MY NAME IS PATRICK.

I'M THE GENERAL MANAGER OF INFRASTRUCTURE. SO I'M WORKING WITH THESE SIX PEOPLE BEHIND AND TO THE SIDE OF ME TO MAKE SURE THIS THING COMES TO FRUITION.

SO WHERE YOU SAW THE RED BALL COURTS, IN BETWEEN COURTS FOUR AND FIVE WOULD BE DUAL ACCESS.

SO RIGHT THERE. SO WE WILL PUT BLEACHERS ON THAT SPACE FACING BOTH DIRECTIONS.

SO THERE'LL BE SEATING FOR OVER 100 PEOPLE AT THAT SPACE.

AND THEN ALSO RIGHT WHEN YOU COME IN, THERE WILL BE SOME ADDITIONAL SPACE THERE FOR VIEWING. SO THERE'LL BE LOTS OF VIEWING. AND THEN WE DO PLAN ON OFFERING SCREENING AS WELL. OKAY. SO THAT WAS MY NEXT QUESTION WITH WIA, WHAT'S THEIR RULES ON.

BECAUSE LIKE FOR FOOTBALL AND SO FORTH WE GOT TO GO THROUGH THEM YOU KNOW TO GET ACCESS. IS THIS JUST GOING TO BE OPEN, SO FAMILIES THAT SAY I CAN'T BE THERE WHEN WE HOST TOURNAMENTS, BECAUSE IT'S A GOOD PROMOTION FOR THE COMMUNITY TOO.

IF WE HOST OUT OF AREA TOURNAMENTS LIKE DON'T YOU DON'T HAVE TO COME.

IT'S STREAMED ON THE COURTS. THOSE ARE THE CONVERSATIONS WE'VE BEEN IN.

WE'VE BEEN IN GREAT PARTNERSHIP WITH NFHS TO RUN A LOT OF OUR STREAMS FOR A LOT OF SPORTS.

NOW, THERE'S ALSO TENNIS SPECIFIC STREAMING SYSTEMS THAT FUNCTION AS WELL.

WE HAVE NO REQUIREMENT FROM WIA TO HAVE A SPECIFIC STREAMING SERVICE FOR TENNIS, WHICH IS DIFFERENT THAN OTHER SPORTS.

SO IT'S NICE FOR TENNIS IS WIDE OPEN, SO WE'D BE ABLE TO ACCESS ANY STREAMING PLATFORM WE'D WANT FOR IT.

OKAY, OKAY, I HAVE ONE QUICK QUESTION. YOU SAID THAT THERE'S LIKE A TWO WEEK TENNIS UNIT THAT THE PE CLASSES DO.

IS THERE ANY OTHER PE CLASS THAT LIKE, DO YOU THINK THAT MAYBE WE'LL HAVE A TENNIS CLASS SOMEDAY FOR PE OR LIKE IS THERE AN OPPORTUNITY TO USE UTILIZE IT MORE FOR THE. I KNOW THAT PE CAPACITY IS PRETTY TIGHT.

AND IS THERE ANY OPPORTUNITY OR WILL IT BE BEING USED BY THE COMMUNITY DURING THE DAY OTHER THAN THOSE TIMES? THERE DEFINITELY WILL BE COMMUNITY USE AS WELL DURING THE DAY, BUT I THINK THAT WE'RE CURIOUS ABOUT WHAT ELSE WE COULD DO WITH THE SPACE DURING THOSE TIMES. AND SO I THINK CREATIVELY, WE'LL NEED TO THINK MORE ABOUT THAT.

I CAN TELL YOU THAT THE TENNIS PIECE SPECIFICALLY WILL BE AWESOME TO JUST HAVE THE ABILITY TO GET OUT THERE EVERY DAY AND NOT DO IT OVER FOUR WEEKS AND BE ABLE TO DO IT OVER TWO BECAUSE WE KNOW. YEAH. AND SO THAT'S THE SCRAMBLE THAT HAPPENS EACH MORNING ON A RAINY DAY WITH.

YEAH, IT WAS A REALLY FUN THING TO WATCH IN THE MORNINGS BECAUSE THEY'RE FIGURING OUT, OKAY, I CAN'T GO OUT TO GARDEN. I CAN'T GO HERE. WHERE ARE YOU AT? AND SO PREDICTABILITY WITH THAT WILL BE HUGE. WHY CAN'T THEY GO OUT TO GARDEN IN THE RAIN? IT'S WEATHERPROOF. THERE'S ABOUT 30 KIDS WHO MIGHT HAVE OPINIONS ABOUT THAT. I KNOW I'M NOT SPEAKING FOR THE KIDS, OBVIOUSLY. QUESTION. MATTHEW AND I WERE NOTICING WHEN WE WERE LOOKING AT THIS, THIS RENDERING HERE.

IT SEEMS LIKE THERE'S MORE PARKING IN THIS THAN WHAT WE ORIGINALLY THOUGHT, WHICH IS PROBABLY A GOOD THING.

BUT I KNOW ONE OF THE CONCERNS THAT WE'VE HEARD IS ABOUT INCREASED TRAFFIC UP AT A PLACE WHERE TRAFFIC IS ALREADY, YOU KNOW, KIND OF NASTY A COUPLE TIMES A DAY.

I DON'T KNOW IF ANYBODY CAN COMMENT AT ALL ON TRAFFIC FLOW UP THERE OR WHAT WE'RE ANTICIPATING HOW THAT WILL BE IMPACTED.

THAT'S BEEN A BIG DISCUSSION POINT WITH ME AND PATRICK AND GOING INTO WHEN WE WILL HAVE SESSIONS IN THERE AND WHEN WE WILL NOT.

AND SO REALLY PROTECTING START TIMES AND FINISH TIMES FOR THE SCHOOL DAY TO WHERE WE'RE NOT ADDING TO THAT TRAFFIC AT ALL.

SO THERE'S GOING TO BE DEAD PERIODS IN THE FACILITY DURING THOSE TIMES TO WHERE PEOPLE COULD COME INTO OUR OUR CAMPUS AND NOT IMPEDE THE TRAFFIC FLOW AT ALL.

[00:35:06]

CORRECT. OKAY. OKAY. OKAY. SO WILL WE. THIS IS MAYBE A LOGISTICAL QUESTION.

THAT BACK GATE THEN, DO WE WILL WE HAVE TO LEAVE THAT OPEN MORE FOR PEOPLE TO COME IN.

LIKE IS THE TENNIS CENTER GOING TO BE OPEN ON DAYS THE SCHOOL IS CLOSED, RIGHT.

SO SOMETIMES YOU GUYS CLOSE THAT BACK GATE SO PEOPLE DON'T USE THAT.

THAT MIGHT BE LATER DECISION. I JUST WAS THINKING OF THAT BECAUSE I LIKE TO GO OUT THE BACK GATE.

SO THERE'S BEEN TWO PLANS. AND SO YOU'LL SEE THE ROAD CUTS THROUGH BETWEEN THE FIELDHOUSE AND THE TENNIS CENTER HERE.

THERE'S ANOTHER PLAN WHERE IT ACTUALLY GOES BEHIND THE FIELDHOUSE. IF IT WERE TO GO BEHIND THE FIELDHOUSE, THEN WE WOULD NEED THE GATE TO BE OPEN ON THE UPPER SIDE. IF IT DOES GO THIS WAY, WE'D ACTUALLY JUST BE ABLE TO LEAVE THE FRONT ENTRANCE OPEN. YEAH.

AND ANOTHER QUESTION I HAD KIND OF PIGGYBACKED OFF CONNIE'S IS JUST WE DON'T HAVE THE LEASE AGREEMENT FIGURED OUT.

WE DON'T HAVE IT QUITE FIGURED OUT YET WHEN OUR TIME IS USING IT AND WHEN USTA IS USING IT, IS THAT CORRECT? OR DO WE HAVE ALL OF THOSE, LIKE WHAT IF WE NEEDED IT AT A CERTAIN TIME? LIKE WHAT'S OUR ACCESS TO THE BUILDING I GUESS? YEAH. SO PATRICK AND I WORKED OUT A TENTATIVE PLAN FOR SCHEDULING AND THEN EVERYTHING THAT WOULD BE OUTSIDE OF THAT, WHICH IS ACCEPTABLE FOR US TO JUST TALK ABOUT THROUGHOUT THE CONTRACT. WE WOULD BE TALKING ABOUT, HEY, ON THIS DAY, WE HAVE THIS THING GOING ON AND WE'D LIKE TO HAVE THE FACILITY FOR THE FULL DAY. WE'RE GOING TO HAVE TO PLAN AHEAD ON THAT AND MAKE SURE WE'RE IN GOOD COMMUNICATION. BUT WE DO HAVE A TENTATIVE PLAN FOR WHAT THE DAILY SCHEDULE WOULD LOOK LIKE FOR WEEKDAYS THROUGHOUT THE SEASON, THROUGHOUT THE OFF SEASON, FOR TENNIS AND THINGS LIKE THAT.

AND YOU GUYS WOULD KIND OF TALK ABOUT THAT EACH YEAR IN CASE, LIKE, YOU KNOW, SCHOOLS SCHEDULE CHANGES OR TOURNAMENT CHANGES OR WHATEVER.

SO IT WOULDN'T IT BE LIKE EVERY YEAR IT WOULD KIND OF BE LIKE THIS IS NEGOTIATED OR WHATEVER DISCUSSED.

OKAY. EXACTLY. I HAVE ANOTHER QUESTION, STEVEN.

SO THE AIM IS TO GET MORE STUDENTS RIGHT. WE HAVE THIS FACILITY.

WHAT ABOUT THE SUPPLY COST FOR YOU TO OFFER THAT TO STUDENTS? LIKE THE EQUIPMENT FOR GETTING MORE STUDENTS INTO TENNIS, IS THAT GOING TO BE A BURDEN OR ARE YOU WORRIED ABOUT THAT OR OR HOW WE'RE GOING TO DO THAT? AS PART OF AS PART OF OUR AGREEMENT, USTA NORTHWEST WILL BE PROVIDING THE EQUIPMENT TO THE STUDENTS.

BOTH FOR PE CLASSES. AND NOT JUST HIGH SCHOOL, BUT IN DISTRICT WIDE.

SO WE'RE PROVIDING THAT IN ADDITION TO PROVIDING LOANER EQUIPMENT FOR THE GENERAL PUBLIC AT THE FACILITY.

OKAY. LIKE THE COST TO THE PUBLIC TO USE THE COURTS, HAS THAT BEEN, WHAT THAT COST STRUCTURE LOOKS LIKE? WELL, I'LL START BY SAYING THAT THERE'D BE A FLEX.

THEY THE PRICES WOULD FLEX. OKAY. AND OBVIOUSLY, AS A NONPROFIT ORGANIZATION, OUR GOAL IS TO PROVIDE ACCESSIBILITY TO TENANTS.

WE WANT TO INTRODUCE AS MANY PEOPLE TO TENANTS AS POSSIBLE. SO THAT SAID, YES, WE'LL HAVE PRICES AND THEY WILL FLEX BASED ON INTEREST OF THAT PARTICULAR PROGRAM.

WE WILL ALSO AMEND OUR PROGRAMING SCHEDULE BASED ON INTEREST FROM THE GENERAL PUBLIC AND THE SCHOOL AS WELL.

SO OUR PROGRAMING SCHEDULE WILL BE CONSTANTLY CHANGING BASED ON REAL LIVE DATA.

THAT SAID AS A NONPROFIT ORGANIZATION, IF WE DO NOT WANT PRICE TO BE A BARRIER TO ENTRY.

SO THEREFORE WE WILL HAVE A SCHOLARSHIP PROGRAM THAT WILL UNDERWRITE AND BE NEED BASED IN NATURE.

SO AGAIN, WE WANT AS MANY PEOPLE PLAYING TENNIS AS POSSIBLE.

THAT'S GREAT. YEAH. GO AHEAD. TO KIND OF PIGGYBACK ON WHAT MATTHEW HAD TO SAY. SO PRICE IS NEVER GOING TO BE A BARRIER TO ENTRY FOR US.

SO I CURRENTLY MANAGE VANCOUVER TENNIS CENTER.

WE HAVE ONE IN LONGVIEW NOW, WHICH HAS BEEN GREAT FOR US.

WE HAVE ALL THE HIGH SCHOOLS IN VANCOUVER TENNIS CENTER THAT USE OUR FACILITY AS PART OF OUR PARTNERSHIP WITH THE SCHOOL DISTRICT.

OUR PRICE POINTS ARE REALLY COMPETITIVE AND WE REALLY TRY TO KEEP THAT IN PLACE.

I CAN TELL YOU SOME OF THE PRICE POINTS THAT WE HAVE IN VANCOUVER CURRENTLY.

SO FOR RENTAL WOULD BE ANYWHERE FROM LIKE $16 TO $24 FOR AN HOUR AND A HALF, AND THAT'S FOR THE ENTIRE COURT.

SO IF YOU'RE PLAYING DOUBLES TWICE A WEEK WITH YOUR FRIENDS, YOU'RE PAYING ABOUT $8 A WEEK TO PLAY TENNIS.

WHICH SEEMS TO BE REALLY AFFORDABLE. WE'VE GOT SOME CLASSES THAT WE OFFER AT NO CHARGE, OUR SENIOR CLASSES.

SO AGAIN, LIKE MATTHEW WAS SAYING, IT'S ALL ABOUT ACCESSIBILITY FOR US AND MAKING SURE THAT IF PEOPLE WANT TO COME PLAY TENNIS, JUST WANT TO. THANK YOU. THE LAST PIECE IS THE CAPITAL FUNDS, CAPITAL FUNDS AMOUNT. WE HAVE ABOUT 14,000,000, 14.8 MILLION IN IMPACT FEES RIGHT NOW.

[00:40:05]

WE HAVE 1.7 MILLION IN THAT FUND. AND THEN THERE'S $1 MILLION CONSTRUCTION CONTINGENCY IN CASE, YOU KNOW, A BOILER GOES OR A ROOF GOES, THINGS THAT WE HAVE TO YOU CAN'T PLAN FOR, BUT THAT HAPPENED.

SO THAT'S WHAT WE'RE ON RIGHT NOW. AND JUST TO ADD TO THAT, SO WE HAVE OUR CAPITAL FACILITIES MEETING COMING UP, I THINK IN DECEMBER. AND ONE OF THE CONVERSATIONS WILL BE HOW TO SPEND THOSE IMPACT FEES DOWN.

SOME OF THEM HAVE EXPIRATION DATES THAT ARE COMING UP. SO ONE OF THE IDEAS IS TO START TO PURCHASE SOME LAND FOR THE FUTURE, WHICH WE CAN DO FOR GROWTH, WHICH AGAIN, WOULD ALSO I THINK BE A GOOD USE OF THAT MONEY.

BUT THEN THIS POTENTIAL SALE OF THE KARCHER PROPERTY WILL HELP TO BUILD UP THAT THAT LIQUID FUND, LIKE I SAID BEFORE. SO REALLY GOOD PLANS IN PLACE.

I ALSO WANT TO JUST THESE 8 PEOPLE, PLUS THERE'S A LOT MORE BEHIND THE SCENES HAVE BEEN ABSOLUTELY INCREDIBLE TO WORK WITH AND PARTNER WITH.

SHERMAN AND RANDY HAVE ESTABLISHED WEEKLY MEETINGS WITH USTA, SO MATTHEW, PAT AND THE REST OF THE TEAM HAVE BEEN INCREDIBLE TO SPEND THAT KIND OF TIME WITH US TO ANSWER QUESTIONS. ALSO, I BOUNCE A LOT OF THINGS THAT YOU BRING TO ME THAT ACCESSIBILITY HAS BEEN GREAT.

AND MORE RECENTLY WE'VE OPENED UP A MARKETING AND KIND OF SPONSORSHIP MEETING WITH RENEE AND SOME OTHER MEMBERS FROM MATTHEW'S TEAM.

AND THAT CONVERSATION HAS BEEN ONGOING, BRINGING ON DAX AND LAUREN AND OTHERS FROM ESD, THAT THAT WAS PROBABLY ONE OF THE BEST PARTNERSHIPS WE'VE HAD. THEY TOOK THE BALL AND RAN WITH IT.

SO I HOPE THAT THE BOARD FEELS LIKE WE'RE IN REALLY GOOD HANDS HERE.

THIS IS A GREAT, GREAT TEAMWORK EFFORT. AND I WANT TO JUST PUBLICLY THANK YOU FOR YOUR LEADERSHIP ON THIS.

IT'S BEEN IT'S BEEN GREAT. I HOPE THAT KELLY AND STEPHEN AND YOUR TEAM AT CAMAS FEEL, FEEL GOOD ABOUT THIS AND WHERE WE'RE AT, SO THANK YOU. THANK YOU. AND THANK YOU FOR CONTINUING TO TALK ABOUT THESE THINGS. BUT NOW THAT YOU MENTION IT.

YEAH. SO KELLY WAS ASKING, TALKING ABOUT THE MAINTENANCE OF THE COURTS.

SO USTA WILL TAKE CARE OF ALL THAT, OBVIOUSLY THE CLEANING OF COURTS, BUT ALSO THE RESURFACING AND THE REPAIR OF THE COURTS, WHICH HAS SKYROCKETED OVER THE YEARS. BUT WE WILL MAKE SURE THAT WE TAKE CARE OF ALL OF THAT.

AND WHEN THE COURTS ARE DUE TO BE RESURFACED, THAT WILL, YOU KNOW, BE A USTA, [INAUDIBLE], THAT WILL TAKE CARE OF AND MAKE SURE THAT THIS IS THE NICEST TENNIS FACILITY AROUND.

THEY'RE NOT. OH, YEAH. NO. NO. NO RED. NO RED CORDS.

NO. NO. YEAH. WE DIDN'T WE DIDN'T ALLOW STEVEN TO.

YEAH. NO RED BUBBLE. YEAH, YEAH. WE CLOSE ON TRACEY AS WE CLOSE OUT.

I JUST I JUST WANTED TO SAY THAT, YOU KNOW, WE HAVE HUNDREDS OF PARTNERS THAT WE PARTNER WITH ACROSS THE PACIFIC NORTHWEST AS THE GOVERNING BODY OF THE SPORT.

THAT'S WHAT WE DO. AND I JUST HAVE TO SAY THAT THIS IS A SPECIAL RELATIONSHIP.

AND YOU ALL HAVE BEEN WONDERFUL. AND JOHN AND HIS TEAM HAVE BEEN ABSOLUTELY WONDERFUL TO WORK WITH.

THERE'S CLEAR COMMUNICATION ON BOTH SIDES AND THERE'S WE'VE KIND OF GELLED.

SO SO IT'S JUST BEEN A PLEASURE WORKING WITH ALL OF YOU.

AND WE WANT TO SAY THANK YOU FOR YOUR LEADERSHIP AND ESPECIALLY TO JOHN AS WELL.

SO THANK YOU. THANK YOU. DO YOU GUYS HAVE ANY OTHER QUESTIONS? MATTHEW, COME ON YOU DO. NO, I JUST WANTED TO I JUST WANTED TO REITERATE ONE MORE TIME BECAUSE OBVIOUSLY WE'VE HAD THIS CONVERSATION.

WE'VE WE'VE HAD COMMENT AT OUR LAST MEETINGS AND THAT KIND OF STUFF.

SO THE PAVILION IS NOT UP TO WIA STANDARDS. SO IN ORDER FOR US TO HOST POSTSEASON, WE HAVE TO DO THE FULL ENCLOSURE.

AND WE ARE NOT. BY ENTERING INTO AN AGREEMENT WITH USTA, WE ARE NOT HINDERING OUR STUDENTS CHANCES FOR POST-HIGH SCHOOL, YOU KNOW, PERFORMANCE LATER ON. YEAH. CORRECT.

OKAY. OKAY. JUST JUST WANTED TO PUT A BUTTON ON THAT.

THANK YOU. THANK YOU COREY. AND THANK YOU GUYS ALL FOR BEING HERE.

I KNOW LIKE COREY SAID, WE'VE HAD A LOT OF QUESTIONS ON THIS LATELY. AND IT'S GREAT. AND SOME OF US HAVE LEARNED SOME OF THIS IN CAPITAL FACILITIES MEETINGS. BUT IT'S GREAT THAT YOU GUYS PRESENT THIS HERE AT OUR WORKSHOP FOR EVERYONE TO HEAR AND LISTEN AND LET US ASK QUESTIONS.

SO AND IF WE HAVE ANY OTHER QUESTIONS, I KNOW WE'LL REACH OUT TO YOU GUYS.

SO THANK YOU. WE APPRECIATE YOU GUYS BEING HERE. THANK YOU GUYS.

THANK YOU. THANKS. YEAH. THANK YOU. WELL. ALL RIGHT.

WE'LL LET ALL OF THEM CLEAR OUT OF HERE. AND THEN WE ARE MOVING ON TO SECONDARY LEVEL THEORY OF ACTION AND OPEN DOORS GRADUATION

[3. LEARNING]

[00:45:50]

I ALSO WANTED TO SAY THANKS FOR ORIGINALLY ON THE AGENDA, AND I WENT OUT TO THE PUBLIC.

WE HAD SOME DISCIPLINE MATRIX, BUT AFTER GETTING SOME FEEDBACK FROM OUR PRINCIPALS AND OUR STUDENTS, WE DECIDED TO SLOW IT DOWN. JUST A SHADE. SO MAKE SURE WE'RE VERY THOROUGH IN THAT PROCESS.

IT'S VERY IMPORTANT. SO WE ANTICIPATE HAVING THAT PROBABLY FOR THE NEXT BOARD MEETING, I BELIEVE.

SO THE CLICKER TO WORK HERE. SO WE HAVE THREE PRIMARY OBJECTIVES TONIGHT WITH THIS WORK.

AND THAT'S TO INTRODUCE THE SECONDARY LEVEL THEORY OF ACTION THAT WILL BE GUIDING OUR SECONDARY SCHOOL PLANS.

AND THEN TO SHARE THE PROCESS THAT PRINCIPALS ARE ENGAGED WITH IN THE WORK TOWARD THAT THEORY OF ACTION.

AND THEN WE'LL ALSO SUMMARIZE THE PLAN FOR THE OPEN DOORS GRAD ALLIANCE AS PART OF THIS GRADUATION WORK.

AND ULTIMATELY ALL OF THIS WORK TIES TO GRADUATION, AND THAT'S OUR OUR K PRE-K 12 GOAL IS TO GET EVERY STUDENT ACROSS THE STAGE AND ACHIEVE 100% GRADUATION IS THE ULTIMATE GOAL.

SO I WANT TO JUMP RIGHT IN. AND THESE ARE THE TWO SHARED THEORIES OF ACTIONS.

AND WHAT I MEAN BY THAT IS THIS IS THE THEORY OF ACTION THAT EVERY BUILDING IN ELEMENTARY WILL HAVE AND EVERY SECONDARY BUILDING WILL HAVE, AND WE'LL TALK THROUGH THE PROCESS A LITTLE BIT MORE. BUT I WANTED TO PAUSE HERE FOR A COUPLE OF MINUTES.

PROBABLY ABOUT 2 TO 3 MINUTES, AND JUST ASK YOU TO READ THEM.

OKAY, SO AFTER A QUICK READ, WHAT ARE YOUR INITIAL THOUGHTS? WHAT JUST STANDS OUT FROM READING THOSE TWO THEORIES OF ACTION? ANYTHING LIKE WHICH ONE STRUCK ME FIRST? HOW ABOUT ELEMENTARY? OH, WELL, I WOULD SAY FOCUSING ON THAT FIRST TIER.

LIKE, I DON'T KNOW, THAT WAS NOT JUST BECAUSE IT'S IN THE FIRST SENTENCE, THAT ONE.

AND THEN ON SECONDARY WAS TIMELY INTERVENTION.

LIKE I JUST I THINK THE TWO. RIGHT? YOU PROVIDE IT AND THEN I DON'T KNOW, IT'S THE TWO THAT STUCK WITH ME.

BUT FOCUSING ON THAT SUPPORT FOR LITERACY. YEAH AND ISN'T THE LETTERS KIND OF WHAT THAT'S ALL ABOUT THAT WE'VE BEEN FOCUSING ON? LETTERS IS THE NAME OF THE PROFESSIONAL RIGHT. SUPPORTS STRUCTURED LITERACY SO STRUCTURED LITERACY IS REALLY THE APPROACH.

RIGHT. LETTERS IS THE WAY THAT TEACHERS ARE LEARNING ABOUT THAT OKAY THAT APPROACH IS WHAT WE'RE USING TO IMPLEMENT THAT.

YES IS THAT 9TH GRADE SUCCESS RATE. AND SO FIRST THOUGHT MIGHT BE LIKE OH SIX THROUGH 9TH GRADERS.

WHAT ABOUT THE REST OF THE KIDS? BUT IT'S REALLY FRONT LOADING, RIGHT? SO THEN LATER ON I'D WANT TO KNOW. SO THAT IS GREAT FOR OUR 6TH THROUGH 9TH GRADERS.

[00:50:03]

AND THOSE ARE THINGS I BOTH PICKED UP ON TOO.

AND WHAT MATTHEW SAID ABOUT THE TIMELY INTERVENTIONS, LIKE THAT'S WHAT I READ.

BUT THEN IT'S LIKE, YOU'RE RIGHT, WHEN YOU READ IT FIRST, YOU'RE LIKE 6TH OR 9TH GRADERS. BUT WE KNOW THAT BEING ON TRACK AS A 9TH GRADER IS AN IMPORTANT THING. BUT THEN WHAT HAPPENS? YOU'RE RIGHT AT 10TH GRADE THROUGH 12TH GRADE, IF THEY IF THEY'RE NOT ON TRACK AT 9TH GRADE. RIGHT? WHAT ARE WE DOING WITH THOSE 10TH THROUGH 12TH GRADERS? FABULOUS AND I THINK THE TIMELY INTERVENTION IS A KEY TERM FOR BOTH OF OUR BECAUSE WE'RE TRYING TO SPOT A PROBLEM BEFORE IT HAPPENS AND THEN BE VERY RESPONSIVE TO THAT PROBLEM WHEN IT DOES OCCUR.

SO I WANTED TO GIVE YOU JUST A COUPLE REAL SMALL TIDBITS OF, OF DATA TO BACK UP THE SECONDARY THEORY OF ACTION.

SO THE SECONDARY THEORY OF ACTION, THE ELEMENTARY THEORY OF ACTION IS THE SAME AS LAST YEAR.

SO WE ARE FOCUSED ON LITERACY. WE'RE ATTEMPTING TO MAKE SURE THAT EVERY STUDENT CAN READ AND READ VERY WELL BY THIRD GRADE AND CERTAINLY BEFORE THE END OF ELEMENTARY SCHOOL IN SECONDARY.

A COUPLE OF STATISTICS THAT ARE REALLY IMPORTANT STUDENTS WITH THESE ARE VERY TELLING.

AND I THINK AS A AMY I'M SURE COULD SHARE THE SAME THING AS LONG TIME SECONDARY EDUCATORS.

SO STUDENTS WITH LESS THAN A 2.0 GPA AFTER 9TH GRADE HAVE AN 18% GRADUATION RATE IN THE COUNTRY.

SO THAT TELLS US, YOU KNOW, FIRST OFF, OF COURSE, RECOVERING THOSE CREDITS IS HARD.

IT'S HARD WORK SORRY. GO AHEAD. CAN YOU REPEAT THAT? YEAH SO ACCORDING TO THE CENTER FOR HIGH SCHOOL STUDIES, LESS THAN A 2.0 GPA AFTER 9TH GRADE, STUDENTS HAVE AN 18% GRADUATION RATE.

AND THAT'S ABYSMALLY LOW. STUDENTS WHO FAIL ONE OR MORE CORE CLASSES.

SO THAT WOULD BE ENGLISH, MATH, SCIENCE, OR SOCIAL STUDIES IN THEIR 9TH GRADE YEAR, OR FOUR TIMES LESS LIKELY TO GRADUATE ON TIME.

SO THAT'S PART OF THE WHY OF WHAT WHAT'S THE IMPORTANCE OF THIS WORK IS THAT WE KNOW VERY CLEARLY THAT STUDENTS WHO DON'T, WHO AREN'T SUCCESSFUL IN 9TH GRADE. IT'S A VERY BIG UPHILL BATTLE TO GRADUATE ON TIME.

IF YOU'RE NOT ON TRACK AFTER 9TH GRADE. SO THAT'S PART OF THE WHY I THINK THAT TIMELY INTERVENTION IS VERY IMPORTANT.

AND LIKE I'VE BEEN I'VE HAD CONVERSATIONS ALREADY WITH THE SCHOOLS.

I PARTNER WITH CAMAS HIGH SCHOOL, SPECIFICALLY AS THE LARGEST 9TH GRADE COHORT WITH, WHAT ARE WE DOING AT THE FOUR WEEK MARK? AND WE LITERALLY TALKED ABOUT INDIVIDUAL STUDENTS WHO WEREN'T ON TRACK AFTER FOUR WEEKS.

THEY DON'T GET A FINAL REPORT CARD UNTIL THE 18TH WEEK.

BUT IF WE CAN INTERVENE EARLIER AND HOPEFULLY HELP THAT TRANSITION PROCESS, THEN SOME OF THESE DATA POINTS HOPEFULLY IN OUR SYSTEM, RIGHT? GET CORRECTED EARLIER. DO WE HAVE I KNOW WE'VE TALKED ABOUT THIS IN THE PAST, THE DIFFICULTY OF INFORMATION ABOUT STUDENTS FOLLOWING THEM FROM SCHOOL TO SCHOOL. BUT DO WE DO WE PASS ON ANY INFORMATION FROM THE MIDDLE SCHOOLS TO BE LIKE, HEY, THESE KIDS WERE, YOU KNOW, STRUGGLING IN 8TH GRADE AND THEY MIGHT NEED TO BE ON YOUR RADAR WITHIN THAT FIRST FOUR WEEKS OF SCHOOL.

DO WE HAVE A PROCESS TO DO THAT? I HAVE NOT UNCOVERED A FORMAL PROCESS.

THERE'S CERTAINLY AN INFORMAL PROCESS OF COMMUNICATION BETWEEN COUNSELORS OKAY THE FORMAL DATA COMPONENT CERTAINLY NEEDS TO OCCUR.

AND TEACHERS AND COUNSELORS AND STAFF AT THE HIGH SCHOOL LEVEL CAN CERTAINLY LOOK AT THE YOU KNOW, THE STANDARDS BASED REPORT CARD, LOOK AT ALL THE DATA THAT'S IN THE SYSTEM, WHAT'S THE ATTENDANCE? WHAT'S DISCIPLINE? THOSE ARE REALLY THREE AREAS THAT WE LOOK AT MOST YOU KNOW IN LIKE IN ELEMENTARY SCHOOL, THEY OFTEN HAVE A FLYOUT.

THEY CALL IT A FLYOUT PROCESS. YEAH. TEACHERS LITERALLY TALK TO EACH OTHER.

THE STUDENT HAS BEEN IN OUR SYSTEM SPECIFICALLY. OKAY BUT HERE'S SOME OTHER THINGS THAT ARE REALLY VALUABLE TO KNOW.

WHEN WE HAVE WE HAVE EVIDENCE THAT A SHARED THEORY OF ACTION LEADS TO COLLABORATION IN GREATER IMPACT.

AND SO THAT'S, YOU KNOW, WE CAN WE'RE ALL WORKING ON THE SAME PROBLEM AT EVERY SCHOOL.

AND THERE'S MORE IMPACT POTENTIAL. WE HAVE DATA THAT SHOWS IN, IN OUR SYSTEM THAT WE NEED TO RESPOND TO THE NINETH-GRADE ON TRACK, WHICH IMPACTS GRADUATION RATE AND THE GRAD ALLIANCE PROBLEM THAT WE'LL GET TO OR TONIGHT

[00:55:09]

AND SO THAT'S OUR HOPE TO IS TO CREATE A PROCESS WHERE THOSE TITLE FUNDS CAN BE MAXIMIZED AND THEIR IMPACT CAN BE MAXIMIZED.

AND THE LAST ONE ON THIS LIST, WE MEET THE EXPECTATIONS THAT OUR PLANS ARE CONNECTED STRONGLY TO OUR STRATEGIC PLAN FOCUSED TO THE MULTI-TIERED SYSTEM OF SUPPORTS.

YOU'LL SEE MTSS IS LAYERED THROUGHOUT OUR STRATEGIC PLANS.

OH, THIS IS LISA'S SLIDE. BUT BEFORE I DO THAT, I ALSO WANT TO SHARE THAT AND WE'LL GET TO MORE OF IT.

BUT BUILDINGS THIS IS THE SHARED SECONDARY THEORY OF ACTION.

AND BUILDINGS WILL HAVE PARTS THAT THEY WILL UNPACK INTO THAT AS WELL.

THANK YOU AND AS WE'VE TALKED ABOUT, WE'VE BEEN BRINGING MORE DATA TO YOU THAT'S CONNECTED TO THE BENCHMARK MEASURES THAT ARE LISTED IN THE STRATEGIC PLAN.

AND SO THE TWO MEASURES THAT WE'LL LOOK AT TONIGHT ARE TWO OF THOSE BENCHMARK MEASURES.

SO THE FIRST IS WHOOPS. DOESN'T WORK IF I DO OKAY SO RIGHT NOW WE ARE IN A PERIOD OF PRELIMINARY REPORTING.

AND WHAT THAT IS IS THAT AS ALL OF OUR STUDENT WE RECEIVE AN INITIAL REPORT OF THAT, AND THEN WE HAVE A PERIOD OF TIME WHERE WE CAN GO IN AND CORRECT DATA THAT IS INCORRECT.

AND THAT'S REALLY IMPORTANT BECAUSE THIS SEASON WE HAVE FOUND MANY THAT WERE NOT CORRECT IN TERMS OF EITHER A GRADUATION CODE THAT WAS APPLIED OR A STUDENT WHO WE THOUGHT MAY HAVE DROPPED OUT, BUT WE ARE AWARE OF WHERE THEY ARE OR THAT THEY'RE BACK WITH US AND SO THAT CLEANUP IS OCCURRING NOW. SO WHAT YOU'LL SEE IS THE PRELIMINARY RATE RIGHT NOW, AT THIS POINT IN TIME, IT WILL ACTUALLY AS OF LAST NIGHT, AS OF SATURDAY AS WE'VE TALKED WITH OUR DATA PEOPLE, THAT'S NOT LIKELY TO SHIFT WHICH IS OCTOBER 14TH. SO ONE OF THE OTHER THINGS WE ALWAYS POINT OUT IS THAT WE WANT ALL OF OUR STUDENTS TO GRADUATE AND IF IT TAKES THEM MORE THAN THE YEARS THAT ARE CALLED ON TIME, WHICH IS FOUR, THAT'S STILL WHAT WE WANT TO SEE.

AND SO CONTINUING RATE TELLS US STUDENTS WHO DID NOT GRADUATE WHEN THEY WERE EXPECTED TO IN FOUR YEARS, BUT THEY ARE STILL CONNECTED WITH ONE OF OUR SCHOOLS AND ENROLLED TO BE ABLE TO WORK TOWARDS THEIR DIPLOMA.

SO SO OURS IS CURRENTLY 4% IN THE PRELIMINARY DATA YOU'VE MISNOMER. SOMETIMES THEY'RE CALLED PUSH OUTS.

BECAUSE WHAT WE LEARN WHEN WE LEARN THEIR STORIES IS THAT OFTEN THERE WERE BARRIERS IN OUR SYSTEMS. AND I SAY THAT BROADLY, NOT JUST CAMAS OTHER SCHOOL THAT CREATED HARDSHIP THAT WAS DIFFICULT FOR A STUDENT TO SURPASS SO WE'RE ALWAYS LOOKING AT WHAT WERE THOSE REASONS AND CAUSES AND HOW CAN WE DO BETTER YOU SEE, IF YOU LOOK AT THE GRADUATION RATES THAT WE HAD A, A BUMP LAST YEAR TO 93.7%.

RIGHT? SO A HIGH BUT GENERALLY IT'S STAYING RIGHT AT THAT 90%.

ONE OF THE THINGS THAT'S COMPELLING US TO FOCUS ON THIS IS THAT WHAT WE ARE DOING SO FAR ISN'T CHANGING THAT DYNAMIC FOR OUR STUDENTS. AND SO WHEN YOU THINK ABOUT 90% PERCENT.

AS YOU KNOW, WHEN YOU LOOK AT A CLASSROOM OF 30 STUDENTS, ONE OF EVERY 10 OR 3 STUDENTS IN THAT CLASSROOM WILL NOT GRADUATE WHEN WE START TO SEE THE FACES OF THOSE STUDENTS. IT MAKES IT MORE COMPELLING THAT WE FIGURE OUT WHAT'S IN THE WAY OF THAT HAPPENING AND HOW WE CAN BETTER SUPPORT THEM. SO AGAIN, THERE'S A CELEBRATION RIGHT NOW.

AND THE CONTINUING RATE, WHICH AGAIN, YOU KNOW, WE'LL NEED TO VERIFY THAT ONCE THE FINAL FIGURES ARE POSTED, WHICH USUALLY COMES OUT IN JANUARY THROUGH OSPI.

SO THIS IS PROBABLY THE EARLIEST THAT WE'VE BEEN ABLE TO GIVE SO THEN GRADUATION RATE. SO IS DEREK TALKED ABOUT THE

[01:00:04]

NINETH-GRADE ON TRACK IS ONE OF THOSE KEY, KEY IN THAT FOUR YEAR PERIOD. OKAY, SO WE ALSO HAVE PRELIMINARY DATA FOR NINETH-GRADE ON TRACK.

THIS AGAIN IS DATA THAT USUALLY THE STATE DOESN'T PUBLISH UNTIL JANUARY.

AND THAT'S ALWAYS IS HAVING DATA THAT WE CAN USE IN A TIMELY WAY.

BUT THIS IS OUR CURRENT PRELIMINARY DATA. SO IT IS FROM THE 2024-2025 SCHOOL YEAR.

SO LAST YEAR. OKAY CREDIT REQUIREMENT TO BE ON TRACK, MEANING 20% DID NOT SO 2 OF EVERY 10 STUDENTS DID NOT REACH THAT MILESTONE.

OKAY? WHEN YOU LOOK AT OUR DATA DOWN THE ALL STUDENTS ROW, WHAT YOU SEE IS THAT WE'VE HAD A HIGH OF 85%. IT ALSO, THOUGH STILL TENDS TO CLUSTER RIGHT AROUND THAT 80% MARK.

RIGHT? SO WE'RE DOING VERY WELL FOR MANY STUDENTS, BUT WE'RE NOT DOING VERY WELL FOR ALL STUDENTS AND OUR GOAL IS TO SEE THOSE THAT WE HAVE NOT DONE WELL BY AND DETERMINE WHAT IN WHAT IN OUR SYSTEMS NEEDS TO CHANGE ARE MORE PRESENT. OKAY 2020-21 WAS THE YEAR RIGHT AFTER THE COVID MARCH SCHOOL CLOSURES AND THEN ONLINE SCHOOL MIC]. RIGHT? SO THAT IT WAS 71% AT THAT TIME IS STILL A STRONG SHOWING GIVEN HOW MANY STUDENTS WERE DISENGAGED FROM SCHOOL. WHEN WE CONSIDER STUDENTS WITH IEPS, WE'RE ALL AWARE THAT IN SOME CASES, IT'S ALREADY PLANNED THAT A STUDENT WILL TAKE LONGER THAN FOUR YEARS TO GRADUATE. THE LAW ALLOWS THAT TO HAPPEN WITH STUDENTS WITH DISABILITIES WHEN THEIR IEP TEAM MEETS, TO DETERMINE THAT THAT'S IN THE STUDENT'S BEST INTEREST, TO BOTH ATTAIN A DIPLOMA AND BE READY FOR TRANSITION TO LIFE BEYOND HIGH SCHOOL THAT SHOULD NOT STOP US ARE WE REALLY DETERMINING WHAT'S IN THE BEST INTEREST OF THE STUDENT OR ARE THERE STILL PLACES WHERE WE NEED TO BE BETTER SUPPORTING STUDENTS WITH DISABILITIES SO JUST THE CURIOSITY OF LEANING INTO WHAT'S UNDERNEATH EACH OF THESE.

YOU THEN SEE THE MULTILINGUAL LEARNERS AND THE STUDENTS ON FREE AND REDUCED LUNCH.

THESE THREE GROUPS SHOW UP HERE ON THIS SLIDE, BECAUSE THEY'RE ALSO THE THREE GROUPS THAT WE HAVE IDENTIFIED PLAN FOR FOCUS, BECAUSE WHAT WE TEND TO FIND IS THAT THEY RIDE AS A GROUP, ABOUT 20 PERCENTAGE POINTS OR MORE BEHIND THE ALL STUDENTS GROUP OR THEIR COMPARATOR GROUP.

AND YOU SEE THAT DYNAMIC HERE. OKAY SO AGAIN, WE LEAN INTO CURIOSITY. IT'S THE QUESTIONS WHY DOES A STUDENT ON FREE AND REDUCED LUNCH HAVE A OUR STUDENTS IN THAT GROUP, ONLY 56% WHAT SPECIFICALLY IS A BARRIER? HOW DO WE SUPPORT OUR STUDENTS THROUGH THOSE BARRIERS? DATA POINTS AS WELL. AND THEN FINALLY AND THIS RELATES RIGHT BACK TO WHAT ERIC WAS TALKING ABOUT.

IT'S IMPORTANT. LIKE THIS TELLS US THE PERCENTAGE WHAT IT DOESN'T TELL US IS IF THEY DIDN'T MEET IT, HOW FAR BEHIND WERE THEY? AND THAT'S REALLY, WHOOPS THERE WE GO OKAY. SO THIS IS AGAIN DATA NOW REFLECTING JUST THE LAST YEAR'S 9TH GRADE CLASS.

AND SO WHAT YOU SEE ON THE LEFT HAND COLUMN IS CREDITS EARNED.

[01:05:03]

THAT'S REALLY GOOD BECAUSE OF WHAT DATA POINT DEREK SHARED ABOUT HOW UNLIKELY IT IS THAT ANY STUDENT WITH LESS THAN TWO CREDITS WILL GRADUATE. BUT YOU DO SEE, WHEN WE START TO GET INTO 2 TO 3 CREDITS AND FURTHER ON THAT, WE HAVE STUDENTS IN EACH OF THOSE GROUPS THAT WE NEED TO ATTEND TO, NOT JUST THAT THEY ARE.

THEY HAVE NOT EARNED ALL THE CREDITS FOR 9TH GRADE.

RIGHT? CREDIT RECOVERY ADDS MORE COGNITIVE LOAD ONTO WHAT THEY NEED TO DO IN ORDER TO BE ABLE TO SUCCEED SO HOW ARE WE SUPPORTING THOSE STUDENTS? SO THIS DATA AND OTHER DATA WAS WHAT WE EXPLORED WITH SECONDARY PRINCIPALS IN THE LEADERSHIP LAB OF SEPTEMBER 30TH.

AND SO WE'RE NOT GOING INTO THESE LINKS HERE.

THEY ARE JUST HERE. THEY ARE ACTIVE. BUT JUST TO POINT OUT THE OTHER SLICES AND VIEWS OF DATA THAT WE'RE LOOKING AT WHILE TRYING TO MAKE SENSE OF IT THAT INCLUDES OUR 4 OR 5 AND SIX, FOUR, FIVE, SIX, AND SEVEN YEAR CAN I ASK A QUESTION? I DID DIG INTO THAT DATA BECAUSE I WAS LOOKING AT IT WITH YOUR LINKS THAT YOU HAD IN THERE.

AND I KNOW WE'RE TALKING ABOUT LIKE NINETH-GRADE ON TRACK GRADUATION, BUT ONE OF THE THINGS THAT I'M CURIOUS ABOUT IS ESPECIALLY WITH ALL THE TALK WE'VE HAD ABOUT LIKE, RUNNING START LATELY, LIKE, WHAT IS OUR WHAT IS OUR GRADUATION RATE OF RUNNING START STUDENTS? IS IT 100%? IS IT 70%? IS IT? BECAUSE I KNOW THERE'S BEEN SOME TALK ABOUT WHETHER RUNNING START STUDENTS GRADUATE ON TIME OR NOT.

SO I GUESS I'D BE CURIOUS ABOUT THAT. AND IT COULD BE THE SAME FOR LIKE CASCADIA TECH. OUR KIDS THAT ARE NOT IN OUR CONTROL 100% OF THE TIME.

WHAT IS THEIR GRADUATION PERCENTAGE? YEAH, THOSE ARE GREAT QUESTIONS AND ONES THAT WE'VE BEEN ASKING FOR YEARS.

AND JOHN ACTUALLY JUST REACHED OUT TO CAMAS HIGH SCHOOL TO THE RUNNING START COUNSELOR SO ONE OF THE DIFFICULTIES IS WHEN WE HAVE A STUDENT WHO GOES TO RUNNING START AND THEN COMES BACK.

SO THAT'S THE DATA POINT. THAT'S A LITTLE MORE CHALLENGING AT TIMES.

YEAH SO WE'RE WE'RE IN THE PROCESS OF SORTING THAT DATA OUT THAT WE'VE BEEN GIVING FROM OUR STAFF MEMBER.

BUT GENERALLY LIKE CASCADIA AND WE HAVE A VERY CLOSE RELATIONSHIP.

SO COUNSELORS TALK TO EACH OTHER AND THE SUPPORT IS A REAL GOOD FABRIC.

THE RUNNING START IS MORE DIFFICULT BECAUSE THEY GO TO A TOTALLY DIFFERENT SYSTEM, AND THAT FABRIC ISN'T QUITE AS TIGHT KNIT AS IT IS WITHIN OUR DISTRICT PROGRAMS OR CASCADIA PROGRAM SOME INITIAL DATA THAT JOHN GOT FOR US. AND WE'LL WORK TO GET THAT TO YOU.

AND I WOULD TO KIND OF PONY ON TOP OF THAT. I'D BE CURIOUS IF LOOKING AT OUR STUDENTS WHO DIDN'T GRADUATE, ARE YOU SEEING THE SAME INDICATORS? I MEAN, IF YOU LOOK AT THE STUDENTS THAT DIDN'T GRADUATE, ARE YOU LOOKING BACK AT THEIR 9TH GRADE YEAR TO SEE IF THEY SORT OF MATCH THAT PATTERN THAT WE'VE SEEN NATIONWIDE, OR IF THERE'S SOME OTHER PATTERNS THAT YOU'RE SEEING? YEAH, WE ARE LOOKING AT THAT DATA. AND I'LL ALSO SHARE THAT.

ANOTHER DATA POINT THAT'S VERY INTRIGUING FOR US TO CONTINUE TO FOLLOW IS WHAT IS IN.

WHEREVER A STUDENT COMES FROM TO US. AND WHENEVER THEY COME TO US, THEY'RE OURS.

AND WE WILL WORK IF THEY'VE GONE TO MULTIPLE HIGH SCHOOLS. YES GRADUATION RATE? 100% THAT'S, YOU KNOW, THE GRADUATION RATE IS PROBABLY MUCH HIGHER FOR STUDENTS WHO HAVE ARE ABLE TO STAY AT THE SAME SCHOOL.

OBVIOUSLY, LIFE CIRCUMSTANCE, FAMILY FACTORS, ETC.

MAKE THAT DIFFICULT FOR MANY STUDENTS. BUT THAT'S ANOTHER VARIABLE THAT WE'LL LOOK RIGHT. THEN THAT TELLS US TOO LIKE, MAYBE WE NEED SOME MORE 10TH GRADE INTERVENTIONS, 11TH GRADE INTERVENTIONS, BECAUSE WE HAVE A STUDENT WHO'S COME IN CREDIT DEFICIENT. RIGHT. WHAT MIC]. YEAH, YEAH AND I'M ALSO THINKING, YOU KNOW, WITH COVID WE STILL DON'T KNOW AT WHAT GRADE LEVEL DURING COVID IS GOING TO BE THE

[01:10:02]

I HAVE 18 9TH GRADERS. AND SO, LIKE LOOKING BACK, I DON'T KNOW IF IT'S BECAUSE OF COVID.

I DON'T KNOW, LIKE LOTS OF ADHD AND ANXIETY, BUT IT'S EITHER WE'RE GIVING OUT 504S LIKE CANDY, WHICH I DON'T THINK WE'RE DOING. BUT SO THERE'S A CHANGE THERE.

AND SO I'M WONDERING, LIKE, WAS IT A REALLY VOLATILE TIME IN THEIR DEVELOPMENT WHEN THEY WERE ISOLATED FROM THEIR PEERS? IS IT SOMETHING ELSE? AND SO THERE MIGHT BE THINGS LIKE THAT THAT WE SEE COMING THROUGH OUR SYSTEM OR THAT WE SEE OUR COMMUNITY OF KIDS EXPERIENCING THAT MAYBE WE DON'T SEE ON THE NATIONAL LEVEL, BUT IT'S A THING FOR OUR COMMUNITY.

AND THOSE ARE GREAT POINTS. AND THEY'RE GOING TO LIKE TAKE THE MIC FROM ME, ONE OF THOSE MOMENTS HERE IN A MOMENT [LAUGHTER].

BUT I THINK WE SEE THAT DATA INCREASING SINCE, FRANKLY, SOCIAL MEDIA AND THE ADVENT OF CELL PHONES, BUT WE HAVE SEEN THAT EXPLOSION IN MY CAREER.

THIS IS MY 25TH YEAR, I THINK, WITH IN THE FIRST TEN YEARS I WAS IN EDUCATION, I DIDN'T SEE THAT RAPID INCREASE IN THE LAST 15 HAS BEEN, AND ESPECIALLY THE LAST 5 OR 6 HAS BEEN SIGNIFICANTLY INCREASED I AGREE WITH YOU AS AN EDUCATOR, AND I THINK THERE'S MORE DATA TO ANALYZE TO VALIDATE THAT.

THAT'S FASCINATING YEAH THANK YOU A QUESTION? ACTUALLY I'M GOING TO TURN IT BACK OVER KNOW, IS THERE DATA THAT SHOWS STUDENTS THOSE FIRST FOUR WEEKS WITH REGULAR ATTENDANCE ISSUES, DOES THAT ALL ALIGN OR? YOU KNOW, I ALWAYS HEAR ABOUT REGULAR TENANTS MISSING MORE THAN TWO TIMES A MONTH.

HOW DOES THAT PLAY? SO ONE OF THE WORK AS A SIDE NOTE, WORKING ON THE DASHBOARD, RIGHT? YEAH. BECAUSE WHAT WE KNOW IS THAT THERE'S A PREPONDERANCE OF SPECIFIC INDICATORS THAT COME INTO THIS.

SO WHEN WE LOOK AT, FOR EXAMPLE, SOME MEASURES AND WE LOOK AT OUR STUDENTS SERVED IN THE FREE AND REDUCED LUNCH PROGRAM, ONE OF THE CORRELATIONS IS THAT THERE'S ALSO A HIGH ABSENCE RATE.

RIGHT? RIGHT NOW WHEN A STUDENT IS ABSENT THEN WE NEED TO ASK THE QUESTION, WHY? RIGHT? LIKE SO IS THIS A GETTING TO SCHOOL OR IS THIS A FEELING SO DESPONDENT THAT THEY CAN'T KEEP UP.

RIGHT? SO THE WHY IS SO IMPORTANT FOR US TO BE ABLE TO DO THAT.

BUT YES SO WHAT DEREK HAD TALKED ABOUT DISCIPLINE, ATTENDANCE IN 9TH GRADE TOGETHER ARE THE BEST PREDICTORS OF A STUDENT'S CAPACITY TO CONTINUE WITH SUCCESS. OKAY DID THAT ANSWER? IT DOES YEAH. ALL RIGHT SO. SO WE WENT THROUGH THIS DATA WITH OUR PRINCIPALS, MUCH LIKE YOU. THERE ARE MORE QUESTIONS TO ASK, RIGHT? LIKE THE NEXT THING YOU SEE BRINGS UP TEN MORE QUESTIONS.

AND SO IT'S IN THOSE QUESTIONS WHERE WE START TO LEAN INTO WHAT ARE WE LEARNING ABOUT OUR STUDENTS THAT WILL HELP US PUT THE BEST SUPPORTS IN PLACE. NOT INTERVENTIONS YET, I MEAN SUPPORTS BECAUSE THE FIRST ONES HAVE TO HAPPEN IN EVERY CLASSROOM AT A TIER 1. AND THEN WE NEED TO HAVE SOME SUPPORTS AND INTERVENTIONS IN PLACE BEYOND THAT.

AND SO WHAT'S HELPFUL IN THIS WORK IS THAT WE'RE NOT THE FIRST TO RECOGNIZE THAT THIS NEEDS TO BE A POINT OF FOCUS.

AND SO WITH THAT, I WILL TURN IT OVER TO OKAY THANKS.

OH YEAH THERE WE GO RIGHT? THIS I MENTIONED THIS HAS BEEN A THING IN EVERY PLACE I'VE EVER WORKED AND FOR MY WHOLE CAREER.

SO THIS IS ONE OF THE TOOLS. AND THIS IS THE FRAMEWORK FOR ON TRACK.

THIS IS THE TOOLKIT. AND YOU CAN SEE IT'S, YOU KNOW, I DON'T KNOW 100 OVER 100 PAGES.

SO I THINK ONE OF THE BIGGEST THINGS WE DO IS USE THE TOOLS WE HAVE TO BOIL IT DOWN INTO A VERY WORKABLE SOLUTION.

THAT'S UNDERSTANDABLE BY EVERYBODY IN OUR SYSTEM.

THAT BEING SAID, WE USE THESE TOOLS IN ORDER TO TRY TO SUPPORT OUR LEARNING PROFESSIONALLY AND OUR WORK IN SUPPORT OF STUDENTS.

SO THE FRAMEWORK, THE FRESHMAN SUCCESS FRAMEWORK IS ONE OF THOSE TOOLS.

SO YOU CAN SEE ON THE TOP PART IT'S A LITTLE BIT BLURRY.

I DON'T HAVE GOALS OF SUCCESS MODEL GUIDING BELIEFS FOR STUDENT SUCCESS AND RESULTING SCHOOL CULTURE.

[01:15:03]

AND ONE OF THE THINGS THAT WE HAVE THERE ARE FIVE SPECIFIC ELEMENTS.

AND THAT'S ON THE NEXT SLIDE HERE. AND THESE ARE THE FIVE THINGS THAT WERE SHARED WITH PRINCIPALS.

SO PRINCIPALS WERE ASKED WHICH OF THESE FIVE WERE STRONG IN THEIR STAFF AND WHICH ONE MIGHT THEY NEED TO CULTIVATE MORE SUPPORT FOR THEIR THEORY OF ACTION. SO WE HAVE CHILDREN, ADULTS CAN LEARN AND ACHIEVE.

RELATIONSHIPS ARE ESSENTIAL TO STUDENT SUCCESS.

HIGH AND FUTURE MINDED EXPECTATIONS MUST BE HELD FOR ALL STUDENTS.

TRANSITION PLANS ASSIST STUDENT ACCLIMATION TO SCHOOL CULTURE.

OPPORTUNITIES FOR STUDENTS TO DEMONSTRATE SUCCESS ARE VARIED AND PLENTIFUL.

SO THIS WAS ONE OF THE ACTIVITIES THAT OUR PRINCIPALS WENT THROUGH DURING THE TRAINING.

JUST EXACTLY AND THEN WHAT WORK IS THERE SO THAT WE CAN GET TO ALIGNED BELIEFS.

SO NOT JUST LIKE WHERE ARE WE ALREADY THERE, BUT WHICH ONES ARE GOING TO NEED SOME ATTENTION AS WE GO FORWARD BECAUSE WE HAVE INCREDIBLY HARD WORKING TEAMS. WHAT WE NEED IS TO UNDERSTAND WHAT THINGS WILL BREAK THIS DYNAMIC THAT HAS BEEN SO STATIC FOR SO LONG.

THIS IS THE THEORY OF ACTION FORM THAT WE USE WHEN WE ASK PRINCIPALS TO GO THROUGH THIS PROCESS.

SO YOU CAN SEE, NUMBER ONE, THE QUESTION IS WHAT'S GOING ON WITH OUR STUDENTS LEARNING? THAT'S JUST THE QUESTION WE'RE STARTING WITH.

HOW IS THE TEACHER'S INSTRUCTION AFFECTING STUDENT LEARNING AND WHAT ARE TEACHERS DOING OR NOT DOING IN THEIR INSTRUCTION THAT'S HELPING OR HINDERING STUDENT PERFORMANCE? AND THE THIRD QUESTION IS HOW IS THE LEADER'S PRACTICE AFFECTING OUR TEACHER'S INSTRUCTION? SO WE REALLY TRY TO MAKE OUR THEORY OF ACTION AND THE PROCESS GET TO THE STUDENT.

THAT'S WHY WE'RE HERE IS TO IMPACT STUDENTS AND STUDENT LEARNING.

AND I'M GOING TO USE A QUICK ASIDE. FOR MANY YEARS I COACHED FOOTBALL, AND ONE YEAR I COACHED WITH A GUY WHO HAD LIKE 13 DIFFERENT WAYS TO RUN ONE PLAY.

AND THE FIRST GAME, WE TRIED TO RUN THAT PLAY, AND THE KIDS STOOD THERE AND WERE LIKE, WHAT DO I DO? AND THE OTHER TEAM CAME AND, YOU KNOW, SACKED US, SACKED THE QUARTERBACK. AND SO, YOU KNOW, I TALKED TO HIM A LOT ABOUT I PLAYED COLLEGIATE FOOTBALL.

AND ONE OF THE THEORIES WE HAD WAS KIS. LIKE, WELL, THAT'S WEIRD.

KEEP IT SIMPLE, RIGHT? IF WE CAN KEEP THE MAIN THING, THE MAIN THING.

AS PROBABLY THE SMARTEST PERSON ALBERT EINSTEIN SAID, THEN THINGS CAN BE MORE ACHIEVABLE.

AND THAT'S PART OF THIS PROCESS, IS GETTING THIS DOWN TO WHAT'S THE SIMPLE THING THAT WE CAN HAVE EVERYONE ON BOARD WITH.

AND SO YOU CAN SEE WE TRY TO GET THIS INTO AN I STATEMENT FOR THE PRINCIPLES.

LIKE IF I DO THIS THEN THIS WILL HAPPEN. AND I'M GOING TO SHOW YOU A REALLY SPECIFIC EXAMPLE OF THAT.

AND THE IN THE BOTTOM PORTION HERE, IF I PROVIDE CLEAR EXPECTATIONS, ONGOING FEEDBACK AND STRUCTURES FOR TEACHERS TO USE COMMON ASSESSMENT DATA AND PROFICIENCY SCALES TO FORM TARGETED SMALL GROUPS, THEN TEACHERS WILL BE ABLE TO CONSISTENTLY DIFFERENTIATE TIER 1 INSTRUCTION BASED ON STUDENT NEEDS, WHICH WILL THEN HELP ALL STUDENTS MAKE MEASURABLE GROWTH TOWARDS PROFICIENCY ON GRADE LEVEL STANDARDS. SO WE'RE HOPING TO BOIL IT DOWN ALL THIS WORK INTO HERE'S A SIMPLE STATEMENT. IF WE DO THIS, THEN THIS WILL HAPPEN.

AND THIS IS REALLY THE TASK FOR OUR PRINCIPALS, IS TO BOIL THE WORK DOWN INTO HERE'S AN ACTIONABLE STATEMENT THAT CAN IMPACT STUDENT LEARNING. DEREK, IF I CAN JUST JUMP IN. SO WHAT YOU'LL NOTICE HERE IS WE'VE DECIDED TO BE A LITTLE BIT MORE DIRECT WITH OUR SCHOOLS. WE DON'T WANT TO TAKE AWAY THE DISCRETION OF OUR PRINCIPALS.

WE DON'T WANT TO TAKE AWAY THAT AUTONOMY AT ALL. AND WHAT'S FINE TUNED FOR THEIR SCHOOLS. BUT WHEN WE SAW THE DATA TO LISA'S POINT REALLY KIND OF STAGNANT.

I MEAN, A LITTLE BIT OF A DROP, BUT REALLY, I THINK MORE, MORE STAGNANT.

WE FELT IT WAS INCUMBENT UPON US TO, TO DO THAT.

SO TO DEREK'S POINT, SIMPLIFYING, BUT ALSO REALLY TRYING TO GET MORE ALIGNED.

AND SO WE'RE HOPING THAT WILL THAT WILL SHOW SOME CHANGE IN THE RIGHT DIRECTION.

AND I DO HAVE A LITTLE RUNNING START DATE IF WHEN THEY'RE DONE IF YOU WANT ME TO SHARE AND I THINK THAT'S ONE OF THE POINTS EARLIER, WAS IF WE ALL HAVE THE SAME GOAL, THEN IT'LL WORK TOGETHER WELL.

AND I THINK THAT'S SOMETHING ALREADY THAT SOME OF THE CONVERSATIONS THAT HAVE COME OUT LIKE, OH, WE'RE ALL GOING TO WORK ON THIS. WHAT ARE SOME SYSTEMIC THINGS WE CAN DO TO SUPPORT OUR STUDENTS? AND WE TALKED ABOUT LIKE, YOU KNOW, AMY HAS DONE A GREAT JOB AT HAYES OF HAVING VERY CONSISTENT PRACTICES IN

[01:20:01]

I CAN JUST FOCUS ON THE CONTENT NOW OR THE WHAT WE'RE LEARNING IN CLASS.

AND SO THINGS, CONVERSATIONS LIKE THAT HAVE ALREADY CROPPED UP FROM OUR SECONDARY PRINCIPALS AND OUR, YOU KNOW, SECONDARY MEANING MIDDLE AND HIGH SCHOOL PRINCIPALS.

AND SO IT'S KIND OF EXCITING WORK IF WE CAN SYSTEMATIZE SOME OF THE THINGS FOR STUDENTS TO BE ABLE TO HELP THEM FOCUS MORE ON THE CLASSROOM INSTRUCTION AND LESS ON THE SYSTEMS AND THE STRUCTURES. BUT SOMETIMES SOME OF THOSE BARRIERS ARE SYSTEMS AND STRUCTURES, RIGHT? SO SOMETIMES THAT WILL BUBBLE UP THAT THIS IS A BARRIER.

YOU KNOW? WE CAN DO ALL THIS STUFF, BUT THEN WE RUN UP AGAINST THIS BARRIER EACH TIME.

SO AS THOSE COME UP I'M SURE YOU'LL BE ADDRESSING EXPLORING THAT AS WELL.

ABSOLUTELY. AND OBVIOUSLY WE ALWAYS WE ALL HAVE OR HAD, HAVE OR HAVE KIDS IN THE SYSTEM.

AND I TRY NOT TO FRAME IT FOR MY OWN KIDS, BUT I MEAN, MY OWN KIDS HAVE STRUGGLED WITH THAT TRANSITION AT TIMES.

I HAVE THIS TEACHER WHO DOES IT THIS WAY OR THIS PLACE.

I HAVE TO GO IN THE SCHOOL TO DO THIS THING, YOU KNOW, SO IT CAN BE CHALLENGING AND OVERWHELMING.

THAT'S ONE MORE THING HOPEFULLY WE CAN HELP ADDRESS. I'M GOING TO PASS THE MIC TO AMY FOR.

SO IN THE PAST WHEN AMY'S GOING TO TALK ABOUT OPEN DOORS GRAD ALLIANCE, AND THAT MIGHT HAVE BEEN A STANDALONE PRESENTATION, RIGHT? LIKE, HERE'S THIS PROGRAM.

IT WAS REALLY IMPORTANT TO ALL OF US TONIGHT TO BE HERE TOGETHER, BECAUSE THIS PIECE IS ABSOLUTELY PART OF THE WHOLE PICTURE OF HOW ARE WE SUPPORTING STUDENTS WHEN THEY NEED ADDITIONAL SUPPORTS. AND SO THANK YOU TO AMY FOR BEING HERE TONIGHT.

AND ALSO THE LEADERSHIP IN PROGRAMS LIKE THESE THAT ARE SEEKING TO FIND THE SUPPORTS THAT STUDENTS NEED.

LOOKS REALLY TRICKY EVERY TIME SOMEONE GETS THAT REMOTE [LAUGHTER]. SO DO YOU GO TO THE ONE THAT THE WHY FIRST ABOUT YEAH, BECAUSE I THINK IT'S A LITTLE WHEN WE WERE DOING THE PRESENTATION AND THEN I LISTENED TO WHAT THEY SAID, I FELT LIKE WE MIGHT NEED TO TALK ABOUT THIS FIRST AND THAT THE OSPI HAS DECIDED HAS BROUGHT GRAD ALLIANCE. AND SO THAT HAPPENED ABOUT THE SAME TIME AS WE STARTED LOOKING AT OUR PIECES TO OUR TO OUR SCHOOL IMPROVEMENT PLANS DIFFERENT LEVEL OF SCHOOL IMPROVEMENT PLAN FOR SPECIFICALLY OUR OPEN DOORS PROGRAM.

IS THERE ANYTHING ELSE? JUST SO WASHINGTON HAS THE WASHINGTON SCHOOL IMPROVEMENT FRAMEWORK.

AND SO WE'VE BROUGHT YOU THAT DATA BEFORE. GENERALLY, IT'S A NUMBER OF FACTORS THAT COME INTO PLAY WITH AN INDEX NUMBER THAT EACH SCHOOL RECEIVES. IT'S A SCHOOL MEASURE, NOT A DISTRICT MEASURE.

AND IT IS FOR ALL STUDENTS. AND THEN THE SMALL GROUPS OF STUDENTS REPRESENTED BY PROGRAMS, RACE, ETHNICITY AND SO ON. AND SO THAT COMES FROM THE NATIONAL REQUIREMENT THAT WAS ENCODED IN ESSA, EVERY STUDENT SUCCEEDS ACT, WHICH REQUIRED THAT EVERY, EVERY DISTRICT HAD AN ACCOUNTABILITY SYSTEM THAT HAD A WAY TO IDENTIFY SCHOOLS THAT NEEDED SUPPORT AND THEN A WAY TO PROVIDE THOSE SUPPORTS.

SO THERE'S TWO IN IN WASHINGTON SYSTEM, THERE ARE FOUR LEVELS OF SUPPORT.

FOUNDATIONAL, WHICH IS BASICALLY YOU'RE GOOD, KEEP DOING.

AND THEN IT GOES TIER 1, TIER 2, TIER 3. AND THEN THERE'S DIFFERENT THRESHOLDS OF MEASURES THAT COME INTO PLAY FOR HOW A SCHOOL IS RECOGNIZED.

SO IN THIS SYSTEM. SO YOU'LL SEE THAT OPEN DOORS GRAD ALLIANCE WAS IDENTIFIED FOR TIER THREE COMPREHENSIVE SUPPORT.

TIER THREE IS THE HIGHEST LEVEL IN A SCHOOL. RECEIVES THAT LEVEL EITHER BY A HAVING THREE STUDENT GROUPS THAT ARE AT THE OR BELOW THE THRESHOLD OF 5% ACROSS THE STATE, OR, AND THIS IS WHAT APPLIES TO OPEN DOORS GRAD ALLIANCE A GRADUATION RATE LESS THAN 67%. SO IT'S IMPORTANT TO KNOW BECAUSE IT'S A SINGLE FACTOR RIGHT NOW THAT IS PUTTING OPEN DOORS GRAD ALLIANCE IN THAT IN THAT CATEGORY OF A PROGRAM NEEDING IMPROVEMENT.

THIS IS ALSO WHEN YOU LOOK AT THE PROGRAMS ACROSS THE STATE, OPEN DOORS GRAD ALLIANCE.

OPEN DOORS, OTHER METHODS OFTEN IS IN THAT TIER THREE PLACE PRIMARILY BECAUSE OF THE STUDENTS

[01:25:05]

I'M GOING TO TALK MORE ABOUT THE HISTORY BEHIND IT, SO THAT WE REMEMBER HOW WE GOT HERE WITH GRAD ALLIANCE.

AND I TRIED TO DO OPEN DOORS WITHIN HAYES FOR A COUPLE OF YEARS.

IN THE PAPERWORK AND THE WE'RE HARD TO DO WITH THE TWO RUNNING TWO SEPARATE SCHOOLS.

AND SO IN THE 2019 SCHOOL YEAR, I REACHED OUT TO OTHER SCHOOLS THAT HAD OPEN DOORS AND TALKED AND ASKED, HOW WERE THEY HOW ARE THEY IMPLEMENTING AND THEY AND THAT'S WHERE GRADUATION ALLIANCE CAME TO BE.

AND SO WE CONTRACT WITH THEM. AND ONE OF THE THINGS THAT I LIKE ABOUT THEM IS THEY REACH OUT TO STUDENTS WHO FALL OFF OF OUR RADAR.

SO WE PROVIDE THEM WITH A LIST. AND THEY SAY THEY GO AND THEY CALL, THEY GO TO THEIR HOUSES.

THEY KIND AND THAT'S BACK THEN WHERE WE WANTED TO START WITH THESE STUDENTS.

WE HAD A STUDENT WHO DIDN'T GRADUATE FROM HIGH SCHOOL.

THEY WERE AT IN IN JUNE, AND THEY ENDED UP GRADUATING IN SEPTEMBER BECAUSE GRAD ALLIANCE IS 24 HOURS A DAY, SEVEN DAYS A WEEK, AND IT'S ALL YEAR LONG SO THIS STUDENT LEFT FOR COLLEGE IN WINTER QUARTER.

JUST NEEDED TO FINISH SOME OF THOSE THINGS OFF THAT SUMMER.

SO THAT'S HOW IT SORT OF STARTED. AND IT WAS GRABBING THOSE KIDS.

AND THEN WE KNOW WHAT HAPPENED AND WE HAVE COVID AND THEN WE'VE BROUGHT ON CCA.

AND SO WE SORT OF SHIFTED HOW WE USED THAT PROGRAM OVER TIME SO WHO ARE THE KIDS IN THE PROGRAM? SO YOU FIRST YOU HAVE TO BECAUSE WE'RE REALLY USING IT ONLY FOR OPEN DOORS.

YOU'RE GRABBING KIDS WHO ARE SIGNIFICANTLY BEHIND IN CREDIT AND SO SIGNIFICANTLY IF THEY HAVE 8.5 OR LOWER THAN THEY WOULD BE ABLE TO GO INTO THIS PROGRAM.

THEY WHAT ARE SOME THERE ARE CURRENTLY, AND THAT INCLUDES THE 14 THAT WE CURRENTLY HAVE 44% OF THEM HAVE GRADUATED OUR NUMBERS OFF. I FOUND ONE IN THE DATA.

IT'S 23 STUDENTS HAVE GRADUATED SINCE THAT TIME, AND THEN 36% RETURNED TO THEIR HOME HIGH SCHOOL.

SO THE PROGRAM IS WORKING WELL FOR THOSE PIECES.

BUT AS YOU KNOW, AS LISA NOTED, WE STILL HAVE SOME KIDS WHO AREN'T GRADUATING, AND THOSE ARE THE ONES THAT WE'RE TRYING TO FOCUS ON.

SO THE MAYBE NOT THE GOAL, BUT THEY CAN GO BACK TO THEIR HOME HIGH SCHOOL.

SO THEY MAY DO THIS GRAD ALLIANCE FOR A WHILE UNTIL THEY GET AND THEN COME BACK TO THEIR HIGH SCHOOL? THAT'S KIND OF SO CCA BEFORE I TOOK IT ON, THEY TOOK SIX CLASSES AT A TIME.

THAT'S A LOT ON SOMEBODY'S LOAD WHO MIGHT ALREADY BE BEHIND.

AND SO THEN THE OPTION OF GREAT ALLIANCES THAT YOU COULD WORK ON IT AT YOUR OWN PACE.

MAYBE YOU'RE TAKING ONE CREDIT RECOVERY AND ONE CORE CLASS AT A TIME, AND THEN YOU CAN MOVE THROUGH THOSE FASTER.

AND THEN IF YOU'RE EARNING CREDIT A MONTH, THEN YOU'RE SLOWLY GETTING CLOSER AND CLOSER TO THAT GRADUATION TIME BECAUSE IT'S NINE MONTHS OF A TYPICAL WE'RE NOT ACCOUNTING FOR BREAKS OR THINGS LIKE THAT.

THESE KIDS ARE JUST KIND OF BUSTING THROUGH THAT AT THE PACE THAT THEY NEED TO WORK THROUGH IT OKAY, SO THE NEXT ONE SKIP THAT STRATEGIES OF OUR THAT THEY TALKED ABOUT WITH OUR SECONDARY THEORY OF ACTION.

BECAUSE STRENGTHENING UNIVERSAL INSTRUCTION AND TO PROVIDE TIMELY INTERVENTIONS, THE HOPE IS THAT OUR KIDS AREN'T NEEDING TO GO TO GRAD ALLIANCE.

THEY'RE NOT SO FAR BEHIND THAT THEY CAN'T STICK WITH US.

AND SO TO BE ABLE TO EVEN START THAT PROCESS AS A DISTRICT AND AS A SYSTEM, WE NEED TO ASSESS OUR TIER 1 AND TIER 2 PROCESSES.

AND THAT'S WHAT WE'RE GOING TO HAVE TO DO WITHIN EACH OF OUR BUILDINGS TO ENSURE THAT THOSE THINGS ARE IN PLACE.

THAT IS JUST WHERE WE HAVE TO START. AND AN EXAMPLE WOULD BE OUR MATH DATA.

AND GOING BACK TO ONE OF THE OTHER INDICATORS, IT'S MATH IS ONE OF THE HIGHEST THE CLASS THAT'S FAILED THE MOST IS ALGEBRA ONE.

AND SO WE KNOW WHAT WE'RE WE'VE STARTED IN THE MIDDLE SCHOOLS WITH STANDARDS BASED GRADING.

AND THEN KIDS ARE 6TH, 7TH AND 8TH GRADE. SO ARE WE NOTICING IN 6TH GRADE THAT THEY'RE NOT MEETING THE STANDARD?

[01:30:05]

AND THEN WE ALSO KNOW THAT AT 9TH GRADE, THAT IS THE MOST FAILED CLASSES, ALGEBRA ONE.

SO WHAT HAPPENS WHEN A KID FAILS THE FIRST SEMESTER? ARE WE ASKING THE QUESTION OF WHY HAVE THEY MET THE STANDARD? AND MAYBE IT'S ATTENDANCE, AND MAYBE THEY COULD MOVE ON TO B AND THEN PASS THE CLASS AND EARN ALL THAT CREDIT? IF NOT, WHAT ARE WE DOING? SO THAT THAT KID DOESN'T GO NOW A YEAR BEHIND AND NOW THEY'RE TAKING ALGEBRA ONE AS A SOPHOMORE.

SO THOSE ARE THINGS THAT WE JUST NEED TO LOOK AT THAT WILL HOPEFULLY HELP WITH THIS PROCESS AS WELL.

FAIL ALGEBRA ONE, WE PUT HIM IN ALGEBRA ONE SOPHOMORE YEAR? OR DO THEY JUST KEEP MARCHING ALONG? OKAY.

THAT'S HAVING ALGEBRA ONE AMY IS 100% RIGHT. ALGEBRA ONE AND ENGLISH AND PHYSICAL SCIENCE. AND THE SUMMER SCHOOL NUMBERS IN THOSE CLASSES ARE VERY HIGH.

SO WE DO HAVE MANY STUDENTS WHO FAIL DURING THE SCHOOL YEAR, ALGEBRA ONE, AND THEN THEY GET DONE BEFORE THEIR SOPHOMORE YEAR.

BUT RIGHT NOW, IF YOU FAILED THE WHOLE YEAR AND YOU DIDN'T DO ANYTHING ABOUT IT IN THE SUMMER, THEN YOU'D COME BACK AND BE ALGEBRA ONE.

AND THAT'S SOMETHING WE PROBABLY NEED TO SHIFT, FRANKLY.

LIKE MAYBE IT'S A DIFFERENT COURSE, LIKE AN APPLIED ALGEBRA ONE OR A COMBO CLASS OR AN INTEGRATED ALGEBRA ONE.

BECAUSE I'D BE CURIOUS HOW MANY OF THOSE NON GRADS DIDN'T HAVE ENOUGH MATH CREDITS? BECAUSE IF THEY FAILED ALGEBRA ONE AND THEN DIDN'T HAVE SUCCESS THE NEXT YEAR, THEY'RE SUNK WITHOUT SUMMER SCHOOL OR CREDIT RECOVERY.

OR ASSIST WE AND THAT'S JUST ANY OTHER PEACE WITH THAT TOO IS, DID THE STUDENTS GET WHAT THEY NEEDED FROM THAT SUMMER SCHOOL? CLASS TO BE ABLE TO THEN BE IN GEOMETRY AND BE SUCCESSFUL? MAYBE. BUT THEN WHAT ABOUT ALGEBRA TWO? BECAUSE I WILL SAY FOR MY SITUATION AT HAYES, FOR SURE.

AND THEN WHEN LOOKING AT THE STUDENTS WHO ARE REFERRED TO GRAD ALLIANCE, THEY ARE THE ONES THAT HAVE SO THERE IS NO WAY FOR THEM TO GET BACK ON TRACK AND THE SUMMER SCHOOL IS A CONDENSED, EVEN CONDENSED EVEN MORE, RIGHT? SO IT'S NOT THE BEST PATHWAY FOR EVERYONE. SO THE NEXT PIECE IS FOR US TO IMPROVE THE REFERRAL TO RE-ENGAGEMENT PROCESS. AND SO IN THE PAST STUDENTS WERE AND EVEN NOW THEY GET REFERRED TO THE PROGRAM FROM A COUNSELOR, AN ADMINISTRATOR, AND THEN IT WILL COME TO ME.

AND THEN I LOOK AT WHEN I GET THE INFORMATION.

I HAVE THEIR NAME, I HAVE THEIR ATTENDANCE, AND I HAVE THEIR.

I DO A CREDIT CHECK ON THEM. AND SO THE NEXT PIECE OF THAT REFERRAL SAYS WHAT ARE THE INTERVENTIONS? AND OUR INTERVENTIONS AREN'T STRONG. THEY'RE NOT STRONG AND THEY DON'T TELL ME THE WHY.

SO WHEN IT SAYS ON THE AND I'M NOT SEEING THE INTERVENTIONS AREN'T STRONG, IT'S JUST NOT CLEAR IN THAT PIECE WHAT THE INTERVENTION MEANT TO THE PERSON THAT WAS WRITING IT. SO CONTACTED HOME. WHAT DID THAT MEAN? DID THAT MEAN YOU TALKED TO A PARENT? DID THAT MEAN YOU YOU JUST LEFT A MESSAGE? WHAT DID THAT MEAN? AND SO BEING ABLE TO REALLY DIG.

HAVE THOSE INTERVENTIONS UNDERSTAND WHAT THEY MEAN FROM THE SCHOOLS BECAUSE WE'RE ALL IN LINE WITH THAT.

AND SO THAT WHEN THAT COMES ACROSS MY PLATE, I KNOW EXACTLY HOW TO INTERACT WITH THAT FAMILY ABOUT THAT PROGRAM.

THE OTHER PIECE WOULD BE MAYBE THE REFERRALS DON'T COME TO GRAD ALLIANCE OR I KNOW WE'RE TALKING ABOUT GRAD ALLIANCE, BUT REFERRALS TO AN ALTERNATIVE PROGRAM IN THE PAST USED TO INCLUDE DISCOVERY, HAYES, NCC.

SO THE INTERVENT THE REFERRAL COULD JUST COME TO ME AND I LOOK AT IT AND I DECIDE, HAVE YOU THOUGHT ABOUT HAYES FREEDOM? HAVE YOU THOUGHT ABOUT CCA? HAVE YOU THOUGHT ABOUT THIS? BEFORE SOMEBODY ALREADY WE KNOW FOR SURE THAT IN THIS PIECE THAT WE NEED, IT'S THE CONNECTION THAT'S GOING TO KEEP THE KID GOING.

WHEN I DON'T KNOW WHAT A STUDENT, BECAUSE SOMETIMES STUDENTS WILL SELF REFER AND I WON'T HAVE THE OPPORTUNITY TO HAVE TALKED TO THEM.

WHEN I MAKE A CONNECTION WITH THEM, I CAN

[01:35:04]

SO THE MORE CONNECTIONS WE HAVE, THE MORE WE KNOW ABOUT THEM FROM THE REFERRAL PROCESS, AND THE BETTER WE WILL BE ABLE TO GET THEM NOT ONLY REFERRED, BUT INTO THE PROCESS, INTO THE PROGRAM AND UP AND RUNNING.

AND THEN THAT LAST PIECE IS AND THIS IS SOMETHING THAT WE WERE WORKING ON BEFORE THE STATE SAID, YOU NEED TO DO SOMETHING ABOUT THAT. AND THAT IS WHEN I'M LOOKING AT THE DASHBOARD OF HOW KIDS ARE DOING.

ARE THERE PEOPLE WE'RE NOTICING THAT ARE DROPPING OFF? THEY'RE NOT MAKING THEIR MEETINGS AND THEY'RE NOT MAKING PROGRESS. AND WHAT WE'VE DONE IS MY SECRETARY WILL CALL THEM AND ASK THEM, YOU KNOW, WHAT? WHAT DO THEY NEED? DO YOU NEED A PLACE TO DO WORK? DO YOU NEED DO YOU NEED HELP WITH MATH? WHAT DO YOU NEED? AND THEN WE START LAYERING ON SUPPORTS FROM WITHIN OUR PROGRAM TO SEE HOW WE CAN HELP THEM.

AND WHAT WE NOTICED IN THAT PROCESS WAS SOMETIMES KIDS JUST NEEDED HELP ON HOW TO DO A TEST AND TO HAVE SOMEBODY SIT WITH THEM.

AND SO YOU WOULD COME INTO OUR OFFICE AND THERE WOULD BE A KID ON THE COMPUTER BEHIND OUR SECRETARY'S DESK WORKING ON THAT.

SO WHAT ARE WHAT ARE THOSE THINGS THAT MIGHT HELP KEEP THOSE KIDS ON TRACK AND MOVING FORWARD AND THEN ULTIMATELY FINISHING AND EARNING THEIR DIPLOMA SO AFTER TALKING TO KIND OF PRESENTING WHAT OUR GOALS AND OUR PLAN IS AND WHAT THE DATA HAS BEEN, I WILL REFINE WITH ANY QUESTIONS YOU HAVE OR CONCERNS, AND THEN I WILL FORMALIZE IT IN THE DOCUMENT, AND THEN YOU'LL GET A COPY OF IT AND IT'LL GO TO YOUR AGENDA ON THE 27TH.

AND WITH THAT IT'S TIME FOR QUESTIONS. DOES ANYONE HAVE ANY OTHER QUESTIONS? OF COURSE MATTHEW [LAUGHTER]. I MEAN THAT IN A REALLY NICE, YES.

SO I WENT BACK TO THE BELIEFS OF THE STUDENTS, LIKE THE FUTURE MINDED EXPECTATIONS.

SO I GUESS IT'S A SOFT QUESTION, BUT HOW MUCH OF THIS IS SOME OF IT'S DRIVEN BY NOT KNOWING WHERE THEY CAN BE FOUR YEARS LATER AND WE HAVE THE PROFILE THINGS WE SAID THAT ARE IMPORTANT, BUT DO THE STUDENTS DO SOME OF THOSE THAT STRUGGLE AND NEED THIS? DO THEY NOT SEE TO YOUR POINT ABOUT FAFSA, LIKE PLANNING AHEAD, DO THEY NOT SEE WHAT'S POSSIBLE FOR THEM? IS THAT PART OF THIS LIKE OR IS IT? IS IT JUST GETTING, YOU KNOW, BECAUSE I THINK PEOPLE LOOK AT THEY CAN SEE PUBLIC EDUCATION.

YOU'RE JUST GETTING THROUGH THESE BOXES. BUT HOW MUCH OF THAT IS SEEING WHAT THEIR FUTURE POTENTIAL IS AND OPPORTUNITY? LIKE WHEN THEY COME IN AND SIT, YOU HAVE A GREATER OPPORTUNITY TO GIVE THEM A SENSE OF WHERE THEY COULD BE WHEN THEY COMPLETE THESE STEPS.

FOR MOST OF THOSE THAT ARE COMING INTO GRAD ALLIANCE, THEY'RE DEFEATED, EMBARRASSED THEY'RE NOT SURE WHAT TO DO NEXT. THEY DON'T WANT TO BE IN A CLASS WITH FRESHMEN OR SOPHOMORES AGAIN.

AND THEY FEEL LIKE THEY'RE IN A HOLE THAT IS SO BIG THAT THEY CAN'T GET OUT OF IT SO THINKING SO A LOT OF TIMES I HAVE TO TALK THEM INTO SO THIS IS PART OF IT THOUGH IS SHOWING THEM? RIGHT. I FAILED CALCULUS TWICE IN COLLEGE, SO.

I'LL JUST SAY I FAILED IT TWICE AND THEN I GOT AN A, BUT IT WAS BECAUSE I HAD SOMEBODY TELL ME LIKE, HERE'S YOUR OPPORTUNITY SO. GOING BACK CLASSES OF KIDS PASSING AND HOW MANY THEY'RE NOT, AND WHAT CLASSES THEY ARE STRUGGLING IN.

AT MY SCHOOL IT'S A LITTLE DIFFERENT BECAUSE WE MEET EVERY SINGLE WEDNESDAY AND WE'RE TALKING ABOUT WHICH KIDS DO WE NEED TO HAVE A CONVERSATION WITH? SO THAT THEY EARN THOSE CREDITS IN TIME LIKE WHEN I GET TRANSCRIPTS WHY DIDN'T LIKE WHAT? DID YOU NOTICE? WHY AM I NOTICING THAT YOU? IT'S ALWAYS FOURTH PERIOD THAT YOU DIDN'T EARN CREDIT IN, AND JUST NOT HAVING THE OPPORTUNITY TO HAVE NOBODY AND THEN NOBODY HAVING THAT CONVERSATION WITH THEM THE NEXT YEAR, THEN THEIR FUTURE SEEMS TO BE SORT OF WRITTEN FOR THEM.

AND ONE THING TO PIGGYBACK JUST ON THE RUNNING START PIECE TO AMY'S POINT, THAT'S THE SAME PROBLEM WE'RE HAVING WITH MANY OF OUR RUNNING START STUDENTS.

AT LEAST AMY HAS AN IDEA. WE SOMETIMES DON'T HAVE AN IDEA OF THOSE FAILING CLASSES UNTIL IT'S WAY TOO LATE.

SO WE JUST RECEIVED THE DATA FROM THE 24-25 SCHOOL YEAR ON HOW MANY FAILING CLASSES IT WAS DURING THE FALL.

SO WE HAD 184 STUDENTS IN RUNNING START, AND 17 OF THOSE STUDENTS WERE FAILING ONE CLASS OR MORE.

[01:40:05]

SO THAT'S THE MAIN CRUX OF THE CONVERSATION WE'LL BE HAVING WITH CLARK COLLEGE.

IT'S NOT NECESSARILY THOSE WHO AREN'T GRADUATING, IT'S THE INTERVENTION PIECE.

AND I UNDERSTAND FERPA AND THERE'S ROADBLOCKS.

BUT TO ME IT'S ADULT ISSUES THAT POTENTIALLY WE CAN GET THROUGH IF WE WORK TOGETHER.

SO AT LEAST THAT MAKES ME FEEL BETTER. I KNOW AMY'S GETTING THAT DATA A LITTLE BIT MORE REAL TIME BECAUSE THEY'RE TYPICALLY OUR STUDENTS.

ONCE THEY LEAVE US TO GO TO RUNNING START, THERE'S THIS, THIS, THIS DIVIDE THAT WE'RE HAVING A LITTLE BIT OF TROUBLE FIGURING OUT.

SO TO ME, THAT'S JUST THAT'S 28 TOO MANY F'S SO.

QUARTER IN THAT FALL QUARTER. WE KNOW THAT INFORMATION BY THE END OF DECEMBER, AND THEN WE HAVE THREE WEEKS BEFORE OUR SEMESTER OR QUARTER STARTS AGAIN. AND SO HAVING THAT CONVERSATION WITH THE STUDENT ON, SHOULD YOU BE TAKING ALL THREE CLASSES AT CLARK? OR MAYBE YOU COULD TAKE ONE AND YOU COULD TAKE SOME OTHER CLASSES AT CAMAS HIGH SCHOOL OR DISCOVERY OR WHATEVER IT IS.

BEING, FINDING A BETTER WAY TO NOT THAT ANYBODY IS DOING IT WRONG, BUT JUST THINKING ABOUT THOSE NUMBERS, WHAT'S HAPPENING AT THAT POINT TO SAY, MAYBE WE SHOULD LOOK AT THIS VERSUS YOU JUST BEING A RUNNING START STUDENT FOR THAT ENTIRE SCHOOL YEAR.

IS THERE A PLACE TO STOP BECAUSE THE SECOND HALF OF THE YEAR, IT'S NOT AS EASY BECAUSE YOU HAVE THE WINTER AND THE AND THE SPRING SECOND SEMESTER. SO THAT'S A GOOD POINT TO CHECK IN BECAUSE WE DO HAVE A LITTLE BIT OF TIME.

YEAH AND I THINK SINCE HEIDI ONE OF THE COUNSELORS AT CAMAS HIGH SCHOOL HAS BEEN MORE DIRECTLY ALIGNED TO THOSE STUDENTS TO AMY'S POINT.

SHE'S HAVING THOSE CONVERSATIONS. WE JUST CAN'T GET INTO THEIR SYSTEM.

AND SO, AMY, FOR EXAMPLE, COULD DOUBLE CHECK TO SEE WHERE WHERE THEY'RE AT IF THEY'RE A CAMAS STUDENT.

SO RIGHT NOW, HAVING THAT BARRIER OF THE STUDENT CAN TELL US WHATEVER THEY LIKE.

AND HEIDI DOES A GREAT JOB TO GET THE STORY FROM THE STUDENT.

JUST CAN'T GUARANTEE THAT THAT IT'S THE CORRECT STORY.

AND, CLARK, I KNOW CLARK IS TRYING TO DO A BETTER JOB OF ALERTING US, BUT IT'S NOT CONSISTENT.

YOU KNOW, I'VE BEFORE GOTTEN MESSAGES THAT SAYS THESE STUDENTS HAVE BEEN INFORMED THAT THEY ARE SO FAR BEHIND THAT THEY ARE GOING TO FAIL THE CLASS, SO THEY SHOULD WITHDRAW. WHICH DOESN'T HELP THE KID AT ALL OTHER THAN NOT GET AN F ON THEIR TRANSCRIPT.

BUT AT LEAST THAT'S THE THAT'S THE FIRST ALERT THAT I'M LIKE, WHAT? WHAT'S HAPPENING? AND THAT'S THE ONLY THAT'S THE ONLY LITTLE RED FLAG THAT I'VE GOTTEN BEFORE.

ALSO, I WAS GOING TO ASK, SO I KNOW IN SOME OTHER DISTRICTS, GRAD ALLIANCE INCLUDES GED WORK.

DO WE ARE WE HEADING OUR KIDS TO DIPLOMAS? OR IS THERE AN OPPORTUNITY FOR GEDS AND HOW DOES THAT AFFECT OUR GRAD RATE? OR DOES IT? I STEER THEM TOWARDS THE DIPLOMA.

I SAY, YOU'RE GOING TO BE TAKING THESE CLASSES ANYWAY. THEY'RE GOING TO HELP YOU FOR IF YOU MAKE A DECISION LATER THAT YOU WANT TO GET YOUR THIS FIRST I HAD A STUDENT SAY, NO, I THINK I JUST WANT TO GET MY GED, AND A LOT OF THEM WILL SAY, OKAY, I'LL DO IT FOR THIS LONG BECAUSE I'M STILL AN 11TH GRADER.

AND THEN THEY JUST SORT OF YEAH. I JUST THE LAST THING I WANTED TO SAY ABOUT RUNNING START TOO IS THAT THE OTHER PIECE THAT'S HARD IS THEY ARE THEIR SCHOOL STARTS AGAIN IN JANUARY, RIGHT? AND SO GETTING THEM TO GETTING THE STUDENTS IN BETWEEN THAT JANUARY AND BETWEEN WHEN SECOND SEMESTER FIRST FOR THAT'S WHERE ALREADY IN THE CLASS. AND THEY DON'T WANT TO SAY YEAH. I JUST POINTING THAT OUT AS WHEN NOT AGAIN, NOT NECESSARILY FROM CAMAS OR DISCOVERY FROM OTHER SCHOOLS WHERE KIDS HAVE FAILED IN RUNNING START.

THOSE ARE THE THINGS THAT THE QUESTIONS THAT I ASK IS, WHY WEREN'T THEY ABLE TO CONVINCE THEM THAT MAYBE IT MAYBE YOU NEED TO TRY THIS A DIFFERENT WAY. FULL TIME RUNNING START. AND BECAUSE LIKE RIGHT NOW I'M SEEING KIDS AND WE ARE PLANNING FOR THEIR WINTER AND SPRING TERMS AND WE ARE THEY'RE REGISTERING FOR THOSE CLASSES AND, YOU KNOW, MAKING THE PLANS AND THEY'RE BARELY INTO THEIR FIRST TERM, YOU KNOW.

AND SO IT CAN ALL COME CRASHING DOWN. BUT WE'RE WE'RE LAYING THIS PATHWAY BEFORE WE EVEN KNOW HOW IT'S GOING.

[01:45:07]

AND IT JUST YOU KNOW IT'S IT'S POTENTIAL NON GRAD FOR VERY DIFFERENT REASONS.

RIGHT. THAT I THINK WE CAN HAVE INTERVENTIONS FOR AS WELL.

AND I JUST WANT TO SAY THERE'S A LOT OF GREAT THINGS ABOUT RUNNING START.

AND I THINK WE ALL AGREE THAT TO THAT. I JUST THINK IT'S THE COMMUNICATION PART OR PIECE.

THERE'S JUST A FEW PIECES THAT WE'RE MISSING BECAUSE IT OBVIOUSLY WORKS FOR A LOT OF A LOT OF PEOPLE, RIGHT? A LOT OF KIDS. IT'S JUST TRYING TO FIGURE OUT HOW DO WE HELP THEM ALONG, OR HOW CAN WE BE MORE INTERTWINED LIKE WE ARE WITH LIKE CASCADIA TECH OR SOMETHING LIKE THAT, RIGHT? SO SOME KIDS CAN THAT ARE CREDIT DEFICIENT, CAN GO TO RUNNING START AND EARN THOSE CREDITS AND HELP THEM GRADUATE SO IT'S JUST.

THAT'S THE A LOT OF OUR WORK WHATEVER THOSE ARE, AND THEN BEING ABLE TO INTERVENE WHEN THERE'S YEAH AND I THINK THE CELEBRATION IS BOTH WITH RUNNING START AND WITH CAMAS SCHOOL DISTRICT IS THE THIS IS VERY DOABLE.

THIS IS VERY DOABLE. THE VAST AMOUNT OF THE KIDS GOING TO RUNNING START ARE DOING GREAT, BUT WE HAVE AN OPPORTUNITY TO HONE IN ON THOSE FEW THAT AREN'T VERY SIMILAR TO THE DATA THAT LISA AND DEREK PRESENTED. IT'S VERY DOABLE AND FIXABLE.

AND I THINK THAT'S THAT'S VERY, VERY GOOD. BEING PROACTIVE ON THAT IS VERY, VERY POSITIVE FOR US.

AND I KNOW CLARK IS WORKING REALLY HARD ON IMPROVING THE OUTREACH.

AND THEY HAVE MONTHLY, YOU KNOW, PRESENTATIONS AND QUESTIONS AND ANSWERS WITH COUNSELORS THAT ARE DEALING WITH HIGH SCHOOL RUNNING START KIDS.

AND SO THERE'S A LOT OF OPPORTUNITY TO HELP FIX THIS AND TO LOOK AT COLLEGE IN HIGH SCHOOL.

I THE CLARK COLLEGE RUNNING START EXPERIENCE HERE IN CLARK COUNTY CAN'T JUST BE UNIQUE TO US.

IT'S GOT TO I MEAN, IS THERE ANY TALK AT THE STATE LEVEL ABOUT SOME SORT OF, YOU KNOW, LIKE YOU WERE TALKING ABOUT LIKE THE COMMUNICATION ISSUE IS A THING.

IS THERE ANY TALK ABOUT THIS AT THE STATE LEVEL OR? OR HOW? I DON'T KNOW. NO, I THINK I THINK ALMOST THE OPPOSITE HAS HAPPENED WHERE THE FUNDING WAS REDUCED.

I THINK IT WAS 2016 OR 17 BECAUSE CLARK COLLEGE USED TO HAVE PEOPLE WHO WERE LIKE LIAISONS THAT WERE FUNDED OUT OF THE LEGISLATURE, AND THEY DON'T HAVE THOSE ANYMORE. SO IT SOUNDED LIKE I APPRECIATE TRACEY SAYING THAT BECAUSE IT SOUNDS LIKE WE'RE KIND OF, YOU KNOW, WE WANT TO PARTNER WITH CLARK. YEAH.

LIKE WE'RE BASHING. WE'RE BASHING OUR, YOU KNOW, OUR NEIGHBORS AND OUR COLLEAGUES WHO HELP US GET STUDENTS OVER THE LINE SO.

YEAH SO AND THEY HAVE A FUNDING CRISIS IN THEIR WORLD AS WELL AND HAVE FOR LONGER THAN.

YEAH. THAN WE HAVE. AND I THINK ONE OF THE EARLY CUTS, THAT'S WHEN I FIRST CAME TO CAMAS, WE HAD 16 CTE ARTICULATIONS. WE'RE DOWN TO FOUR.

AND THAT'S MOSTLY BECAUSE THERE'S NO ONE AT THE COLLEGE WHO DOES IT ANYMORE. AND THEY'VE I HAD A MEETING ABOUT A MONTH AGO WITH SOMEBODY WHO'S NEWLY INTO THAT ROLE.

IT'S THE FIRST TIME IN YEARS THAT A DEDICATED PERSON IS DOING THAT, THAT WORK.

AND SO I THINK THE REDUCTIONS AT THE COMMUNITY COLLEGE LEVEL HAVE REALLY NEGATIVELY IMPACTED THE COMMUNICATION.

I THINK IT'S SOMETHING THAT WE SHOULD BRING UP TO OUR LEGISLATORS THAT, HEY, IF WE HAD THIS PART OF THIS, WE'VE NETWORK. IF WE HAD SOME BUDDY AT THE COLLEGE LEVEL WHO'S A COUNSELOR OR AN ACADEMIC ADVISOR WHO COULD COMMUNICATE WITH US, THEN THE PARTNERSHIP COULD PROBABLY BE STRENGTHENED IMMENSELY.

BUT AGAIN IT'S THAT THAT FERPA SO SO I KNOW CLARK THEY HAVE NOW LIKE THIS LITTLE PENGUIN CENTER FOR SPECIFICALLY FOR RUNNING START KIDS AND SUCCESS COACHES AND THEIR MONTHLY SESSIONS WITH COUNSELORS. SO THEY ARE TRYING TO DO A LOT BUT I THINK WE NEED HELP WITH THEY, THEY CAN'T, YOU KNOW, UNLESS THE MAYBE I GUESS IF THE KIDS COULD SIGN SOMETHING TO RELEASE THEIR GRADES TO US, MANY OF THEM DON'T EVEN RELEASE THEM TO THEIR PARENTS.

BUT YEAH, BUT IT'S LIKE, LIKE, TALK ABOUT A SYSTEMIC BARRIER.

GRADES, AND THEY HAVE THAT RIGHT LEGALLY. SO I THINK YOU'RE RIGHT, SOMETHING LEGISLATIVELY LIKE THAT, LIKE, HEY, CAN WE WORK ON A PROCESS WHERE A STUDENT CAN RELEASE THAT SO WE CAN BE THERE TO HELP THEM? ANY OTHER QUESTIONS OR COMMENTS? THAT WAS A REALLY GOOD DISCUSSION.

I APPRECIATE ALL OF YOUR QUESTIONS. AND YOU GUYS BEING HERE TONIGHT.

I THOUGHT THAT WAS REALLY GREAT SO GREAT FORMAT.

THANK YOU. THANK YOU.

[01:50:07]

[4. CULTURE]

SO I KNOW YOU AND BAMINI WERE MET, AND WE WERE GOING TO COME UP WITH SOME WHAT OUR GOALS ARE, AREAS WE NEED TO WORK ON. AND WE CAN DISCUSS THAT TONIGHT FOR AS LONG AS LITTLE AS YOU WANT TO.

AND WE CAN ALSO DISCUSS IT. I THINK I WOULD SUGGEST MAYBE WE INTRODUCE WHAT WE TALKED ABOUT AND THEN WE, AT A LATER DATE, DIG INTO THAT AT ANOTHER WORKSHOP.

WHAT DO YOU THINK BAMINI? BUT WE WERE REALLY LOOKING AT MAKING SURE I MEAN, WHAT IT BOILED DOWN TO IS MAKING SURE THAT WE HAVE ALIGNMENT BETWEEN OUR POLICIES AND WHAT WE'RE FOCUSED ON, ON EACH YEAR AND OUR GRAD OUR PROFILES OF A GRADUATE.

AND SO FOCUSING ON THE AREAS OF THE I THINK WE'RE WORKING ON, WHAT DID WE SAY, THE STANDARD THREE. AND THEN MAKING SURE THAT WE HAVE ALIGNMENT WITH OUR DISTRICT FOCUS AREA AND OUR, OUR POLICIES THAT GO WITH THAT STANDARD. I KNOW I'M NOT SAYING THIS VERY WELL, VERY SUCCINCTLY MOST OF MY NOTES ARE ON MY DEAD COMPUTER [LAUGHTER].

BUT JUST REALLY SO IF OUR JOB AS A BOARD IS TO, YOU KNOW, CREATE POLICY, THEN WE NEED TO MAKE SURE THAT THE POLICIES THAT WE HAVE AND THAT WE INTRODUCE AND THAT WE UPDATE REALLY ARE SUPPORTING WHAT WE'RE.

WHAT WE WANT OUR KIDS TO BE LEARNING AND HOW WE SUPPORT THEM.

AND SO WE HAD A GREAT IDEA. OUR POLICY COMMITTEE, WHICH IS NOW ALL OF US THAT WHEN WE'RE LOOKING AT THOSE THINGS, WE ARE REALLY ALIGNING THEM WITH OUR PROFILES OF A GRADUATE, WHICH IS WHAT WE'RE REALLY ALIGNING EVERYTHING WITH.

AND YOU KNOW, WE HAVE A POLICY ABOUT GRADUATION AND WHAT IT MEANS TO GRADUATE AND WHAT WE REQUIRE TO GRADUATE, AND JUST MAKING SURE THOSE ARE ALIGNING ALL THROUGH, DOWN, DOWN THE SYSTEM.

WITH EVERYTHING THAT WE'RE DOING, CAN YOU SAY IT BETTER BAMINI? [LAUGHTER] I THINK, I MEAN, WE TRY TO FIGURE OUT WHICH WAS THE STANDARD THAT STOOD OUT THE MOST THAT WE CAN FOCUS ON, AND THEN ALSO TRY TO ALIGN IT TO WHAT WE ALREADY HAVE HERE AND WORK ON THE FIRST TWO THINGS THAT HAVE ALREADY BEEN PRESENTED THAT EVERYONE ELSE IS WORKING ON.

AND JUST LOOKING AT THE DATA WE FIRST WENT THROUGH AND SAID, OKAY, LIKE IF IT'S YOU KNOW, JUST KIND OF PICKING IT WITH LIKE THE BLACK MARKERS AND WE FIGURED LOOKING AT THAT DATA, IT DIDN'T MAKE ANY SENSE BECAUSE IT COULD JUST BE A NEW BOARD MEMBER THAT JUST DIDN'T KNOW OR SOMEONE WHO DIDN'T HAVE A CLUE WHAT IT WAS AND COULD HAVE SAID, DON'T KNOW. SO WE KIND OF FOCUSED ON THE ONES THAT WERE THE SOME OF THE TIME AND NEVER THE REDS AND THE YELLOWS.

AND THAT'S HOW WE KIND OF CAME DOWN TO I THINK IT WAS THE STANDARD THREE SAYS CREATE CONDITIONS DISTRICT WIDE FOR STUDENT AND STAFF SUCCESS.

WE FELT THAT KIND OF ALIGNED WITH WHAT WE WERE ALREADY, WHAT THE SCHOOL DISTRICTS ALREADY TRYING TO WORK ON. SO THAT'S HOW WE ENDED UP WITH THOSE TWO. AND I KNOW IT'S STANDARD THREE AND ONE OTHER ONE, BUT I CAN'T REMEMBER WHAT IT WAS EITHER TWO AND FOUR. OKAY. BUT STANDARD THREE WAS REALLY KIND OF WHAT IT ALIGNS WITH WHAT WE'RE WORKING ON THIS YEAR AND ALIGNED WITH ALL OF OUR WORK AND ATTENTION TO PROFILES OF A GRADUATE. AND SO THEN MAKING SURE THAT WE ARE FOCUSED ON ALL OF THOSE PIECES THAT WE AS A BOARD OWN AND MAKE SURE THAT THEY ARE ALSO IN ALIGNMENT. BUT THEY'RE SUPPORTIVE. THAT THEY'RE THAT WE'RE NOT OFF WORKING ON OTHER THINGS THAT AREN'T DIRECTLY SUPPORTING [LAUGHTER] THAT.

LIKE WE'RE LIKE WE'RE ASKING EVERYBODY ELSE TO DO IN THE DISTRICT, RIGHT? THAT WE NEED TO BE DOING THAT AS WELL. AS MUCH AS POSSIBLE.

I MEAN, THERE ARE BUSINESS ISSUES THAT WE HAVE TO DEAL WITH THAT ARE HARD TO ALWAYS ALIGN TO PROFILES [LAUGHTER] OF A GRADUATE AND WHICH BOILER WE GO WITH AND. AND LIKE THE PRESENTATION WAS JUST NOW TOO, RIGHT? CLEAR GOALS AND PLANS FOR MEETING THOSE EXPECTATIONS SO THAT WE ARE ALSO ALIGNED WITH THAT SO THAT THEY ARE THEY'RE SUCCESSFUL WITH THEIR JOB AS WELL AND THEN WE COULD GO MUCH FURTHER INTO THAT. AND SO ARE WE SAYING THAT THE, ARE WE SAYING THAT KIND OF OUR NEXT STEP THEN IS JUST BREAKING THE STANDARD DOWN MORE? OR DOING A WORKSHOP ON STANDARD THREE? OR I'M JUST KIND OF TRYING TO REMEMBER WHAT OUR DIRECTION WAS FROM.

[01:55:01]

AND WHERE DID WE FIGURE, YOU KNOW, WHAT STOOD OUT THAT WE NEED A LITTLE BIT MORE ALIGNMENT? AND THAT WAS ONE OF THEM. AND THEN SO LET'S LOOK AT THAT.

AND WHAT DOES THAT MEAN AS FAR AS WHAT WE PUT ON OUR CALENDAR? WHAT WE DO? ARE THERE THINGS WE SHOULD ADD TO OUR CALENDAR TO MORE SUPPORT THIS? OR ARE THINGS WE SHOULD TAKE OFF OF IT? AND JUST DIVE INTO IT, DIVE INTO THE QUESTIONS.

AND, YOU KNOW, WE LOOKED AT TWO AREAS THAT WE HAD THE WIDEST DISPARITY AMONGST US.

LIKE SOMEBODY MIGHT THINK, HEY, WE'RE DIALED IN HERE AND SOMEBODY ELSE MIGHT THINK, WELL, WHAT ABOUT THIS IDEA? OH, I DIDN'T THINK ABOUT THAT OR EXPLAIN IT.

AND SO WE CAN SORT OF I THINK WE SHOULD DIVE INTO THE QUESTIONS OF STANDARD THREE.

HAVE A DISCUSSION ABOUT THOSE AND SEE WHERE IT LEADS US TO MAKE ANY CHANGES, OR AT LEAST COME TO A COMMON UNDERSTANDING OF WHAT WE'RE THINKING IN THOSE.

BECAUSE I KNOW WE'VE TALKED A LOT IN THE PAST IS HOW YOU INTERPRET THOSE QUESTIONS CAN VARY.

COULD CHANGE YOUR ANSWER WIDELY, RIGHT? I MEAN, I KNOW MY ANSWERS ON THE VERY SAME QUESTIONS HAVE VARIED WIDELY OVER THE YEARS.

AND IT IT OFTEN IS JUST MY PERSPECTIVE IN HOW I'M LOOKING AT THE QUESTION THIS PARTICULAR YEAR.

RIGHT? AND SO HAVING A DEEPER DISCUSSION, BUT FOCUS JUST ON THAT ONE STANDARD FOR NOW AND SEE WHERE WE ARE.

WE MAY HAVE A DISCUSSION AND REALIZE, OH, WE WERE ALL THINKING THE SAME THING.

BUT I RANKED IT REALLY LOW BECAUSE I WAS THINKING ABOUT THIS EXPERIENCE.

BUT THEN WHEN WE ALL TALK AND DISCUSS. YEAH REALLY THAT'S NOT THAT.

WE'RE NOT THAT FAR OFF OR LIKE, WE'RE MILES APART.

WHAT SHOULD WE DO ABOUT THAT? AND SO RATHER THAN LOOKING AT THE WHOLE THING, THAT WAS THE AREA THAT HAD A LOT OF DISPARITY AND ALIGNED WITH THE REST OF THE DISTRICT FOCUS RIGHT NOW, MAYBE JUST TRYING TO THINK OF SOMETHING THAT WE COULD DO.

WE HAVE IN NOVEMBER. WE HAVE ONE MORE WORKSHOP BEFORE WE BEFORE WE GO TO THE WSSDA CONFERENCE SO MAYBE SOMETHING WE COULD DO AT THE WORKSHOP IS ACTUALLY SIT DOWN AND LOOK AT THE CLASS OFFERINGS, THE SESSION OFFERINGS. WOULD BE AWESOME I DON'T KNOW THAT WE HAVE A WORKSHOP IN NOVEMBER THOUGH, BECAUSE OF THE WAY THE HOLIDAY FALLS OH. OH, WE HAVE A WORKSHOP SO WE COULD DISCUSS IT AT OUR WORKSHOP AND THEN.

BUT I DO LIKE THAT YOU GUYS LIKE, LET'S HONE IN ON NUMBER THREE AND LET'S FIGURE OUT THIS WHOLE THING, TAKE A BITE SIZED CHUNK AND LET'S TAKE IT APART TWO, THREE. I MEAN, ABC. IT GOES ON. SO WE CAN DEFINITELY YOU KNOW, FOCUS ON MORE OF THOSE I LIKE THAT IDEA LOOKING AT SO WE DON'T MISS ANYTHING RIGHT. NOT ALL IN THE SAME SESSION. WE CAN BRING BACK VARIETY I THINK THERE'S ENOUGH UNDERSTANDING OF THREE TO FOCUS ON THAT I'M GLAD WE'RE ABLE TO START THIS DISCUSSION TONIGHT BECAUSE IT YOU KNOW, THEN WE CAN CONTINUE IT ON AT THE NEXT ONE. SO THANK YOU GUYS FOR DOING THAT AND MEETING AND GOING THROUGH ALL THAT INFORMATION SO. LET'S SEE I BELIEVE IS THERE ANYTHING ELSE ON THAT? ARE YOU GUYS READY TO MOVE ON TO THE LAST THING ON THE AGENDA IS LOGISTICS.

[5. SYTEMS/PATHWAYS]

AND I THINK WE MIGHT STILL BE LOOKING FOR QUESTIONS FOR STUDENTS AND STAFF DURING OUR SITE VISIT.

I HAVEN'T BEEN INTO THAT. THERE IS SOME IN THERE.

AND CAN I ASK REALLY QUICKLY? I KNOW YOU SAID YOU WERE HAVING PROBLEMS. I'M NOT GETTING MY EMAIL AND SO IS THERE ARE ANY OTHER BOARD MEMBERS OR WAS IT JUST A ONE OFF WASN'T IT? IT'S GOOD NOW I HAD TO GO IN AND I HAD TO GET SOME HELP.

I THINK I HAVE TO GO DO THAT SHE SET ME UP WITH, I THINK, JP AND TECH, AND WE GOT IT AND I JUST WANTED TO SEE IF ANYBODY ELSE WAS EXPERIENCING THAT BUT OKAY.

WE'RE NOT GOING TO SO WE'RE DOROTHY FOX AND DISCOVERY ODYSSEY. CORRECT.

SO DO WE HAVE A BREAK FROM 10:30 TO. I GUESS I'LL HAVE TO LOOK AT THE CALENDAR, BECAUSE I THINK WHEN I LOOKED AT IT, THERE WAS LIKE TWO AND A HALF OR THREE HOURS AT DISCOVERY.

I THINK I DON'T KNOW IF SHE. IS LUNCH WITH LUNCH AT THAT SCHOOL RIGHT? RIGHT. DISCOVERY. LUNCH START AT 11:45, THOUGH.

OH. SO AT THE SITE, VISITS ARE THE 21ST, WHICH IS NEXT TUESDAY.

YEAH THIS HAS AN HOUR BREAK IN BETWEEN. OKAY.

FOX AND AND PBL. YEAH WE REALLY TRIED THERE WAS JUST NO MOVEMENT THERE SO.

THAT'S OKAY. OH YEAH, I SEE IT OKAY. YEAH. COFFEE

[02:00:05]

YEAH OR MAINTENANCE OR EVEN JWR OR SOMETHING, I DON'T KNOW, WE COULD DO.

THAT'S A GOOD IDEA THANK YOU. IS THERE ANYTHING ELSE ON LOGISTICS? IF THERE'S NOTHING ELSE THAT SHAUNA. I DID NOT REALIZE THE SCHOOL EVENTS AVAILABILITY WAS ONLY LINKED HERE BECAUSE IT WAS IT POPPED UP.

I WAS LIKE, OH, HERE'S ALL THE THINGS I COULD HAVE ATTENDED. I DIDN'T REALIZE THAT AT FIRST. MAYBE YOU TALKED ABOUT IT AT THE BOARD MEETING YEAH THE SCHOOL EVENTS AVAILABILITY LINK IT'S GOT A BUNCH OF.

MESSED UP. I HADN'T GOTTEN THERE BEFORE, SO TRACEY ONE OTHER THING ON WAS THAT I ADDED, I DON'T KNOW IF YOU'VE BEEN IN THE WSSDA FOLDER THAT WE CREATED, BUT I ADDED A KIND OF A SPREADSHEET WITH ALL OF THE DIFFERENT BREAKOUTS WITH SIX BOXES.

OH, I THINK I HAVEN'T CHECKED YET OKAY YEAH AND ALSO I KNOW WHEN YOU GET THE APP AND YOU START SIGNING UP FOR THOSE, YOU CAN THEN SEE WHO ELSE IS IN IT.

SO THE APP HELPS WITH THAT ALSO. IS IT OUT YET? I DON'T THINK I DON'T THINK SO GO GET YOU AND YOU KNOW WE DON'T ALL HAVE TO GO TO ALL THE SAME ONES, BUT I ALWAYS PREFER TO GO WITH SOMEBODY BECAUSE JUST LIKE, YOU KNOW, WITH BAMINI, I'M LIKE, I WAS THERE FOR AN HOUR, WHAT DID WE TALK ABOUT? MY COMPUTER'S DEAD AND I DON'T HAVE ANY OF MY NOTES.

AND IT ALWAYS HELPS TO BE ABLE TO BOUNCE IT OFF SOMEBODY, I THINK.

YEAH. BUT IT WOULD BE NICE TO BE REALLY FOCUSED AND KNOW.

OKAY, MATTHEW AND I, WE'RE GOING TO THIS THING, AND BAMINI AND COREY ARE GOING TO THAT ONE.

YEAH THAT WILL BE SUPER HELPFUL. OKAY, SO WE SHOULD GO IN AND LOOK AT THAT THOUGH ALSO THAT THE? YES. WAS IT AN EMAIL THAT YOU NO WE ADDED IT TO THE FOLDER THE WSSDA THE FOLDER.

THAT'S IN THE BOARD. RESOURCES. YES. OKAY. LET ME DOUBLE CHECK IN BOARD DOCS YES. FOR SOME REASON I CAN'T FIND IT AT THE MOMENT.

BUT HERE WE GO. I GOT IT FEATURED BUTTON IN THE BOTTOM LEFT SCHOOL BOARD RESOURCES.

IT'S IN HERE? IS IT IN THERE? WSSDA SCHOOL BOARD STANDARD? NO, NO I'M IN THE SCHOOL RESOURCES PAGE BUT I DON'T SEE THE WSSDA.

OH KEEP SCROLLING DOWN. WAS WAIT. THAT'S WSSDA SCHOOL BOARD STANDARDS THAT'S NOT.

BEYOND THAT SO MAYBE IF YOU LINK IT BACK, EITHER SEND US THE LINK AGAIN OR THEN WE CAN START.

BUT I THINK I REMEMBER HEARING ABOUT THAT, BUT I JUST.

IS THERE ANYTHING ELSE YOU GUYS NEED TODAY? ANYONE GOING TO CHOIR AFTER THIS AT CARVER? OKAY AND THEN MY OTHER REMINDER, EVEN THOUGH WE WILL HAVE A BOARD MEETING COMING UP NOVEMBER CAMAS HIGH SCHOOL HAS THEIR ROMEO AND JULIET COMING UP NEXT MONTH, SO PUT IT ON YOUR. NEXT MONTH OKAY. 7TH, 8TH, 14TH, 15TH OKAY. THEY'RE DOING ASL. THEY'RE HAVING A SIGN LANGUAGE INTERPRETER FOR THE 2:00 P.M.

SHOWS SO IF YOU KNOW PEOPLE THAT NEED ASL, WHICH I THE FIRST TIME I SAW THEM DO THAT WOW. JOHN. SHAKESPEARE ASL PERSON? PROBABLY I DON'T KNOW WE HAVE OUR LEGISLATIVE RECEPTION ON THE 17TH OF NOVEMBER.

DO WE HAVE OTHER LAC MEETINGS LEADING UP TO THAT? OR HAVE WE PUT THOSE ON THE CALENDAR YET? I WAS JUST LOOKING I HAVEN'T WAS LAC STILL GOING TO BE ON MONDAYS AGAIN? OR WOULD DO WE GO TO A DIFFERENT DATE? OH WAIT, I SEE THEM, NEVER MIND.

SHOULD BE THERE. 20TH OCTOBER 29TH I THINK IS OUR FIRST ONE.

WEDNESDAY THE 29TH. OKAY, SORRY NEVER MIND. I FORGOT THAT WE CHANGED THE DATE.

I ALWAYS LOOK AT. I ALWAYS LOOK AT. YEAH TO ACCOMMODATE ARTS COMMITTEE, I THINK WE THIS SO WE'LL SO WE HAVE ONE LAC MEETING AT THE END OF THE MONTH.

AND THEN THAT'S GOING TO GET US READY FOR

[02:05:05]

WELL, AND YEAH, AND I'M JUST WONDERING TOO, BECAUSE WE PROBABLY SHOULD HAVE OUR LEGISLATIVE PRIORITIES BY THEN.

SO WE REALLY SHOULD DO OUR LEGISLATIVE PRIORITIES PROBABLY AT THE NEXT WORKSHOP.

YEAH AND GAIL WAS WORKING ON THAT BEFORE. I DON'T KNOW, SHAUNA, IF SHE RELAYED THAT TO YOU, BUT WE HAVE THE WSSDA PRIORITIES WE JUST HAVEN'T HAD REALLY A CHANCE TO. SO WHEN'S THE NEXT TIME THAT WE CAN DO THAT? WELL, IT PROBABLY NEED TO BE AT OUR WORKSHOP, SO THAT'D BE ON NOVEMBER 10TH, WHICH WOULD BE THE.

THEN WE'D HAVE TO GET THEM DONE THEN, BECAUSE THE NEXT WEEK IS THE LEGISLATIVE RECEPTION.

SO KIND OF TIGHT, BUT. IT'S KIND OF TIGHT. SO I DON'T KNOW IF WE NEED TO HAVE A IF WE NEED TO HAVE LIKE A, A GROUP OF TWO GET TOGETHER TO WORK ON THOSE A LITTLE BIT OR SOMETHING LIKE THAT.

I'D BE HAPPY TO.

ON ON OCTOBER 29TH? YEAH. OKAY. OKAY THAT'S A GOOD START WE NEED TO TAKE A REALLY DIFFERENT PATH. I THINK WE CAN PROBABLY WORK FROM LAST YEAR'S.

JUST BRING THOSE TO THE COMMITTEE. I JUST WANT TO MAKE SURE. BECAUSE SOMETIMES I FEEL LIKE THE LEGISLATIVE STUFF GETS A LITTLE RUSHED AT THE VERY END AND TO YOUR POINT, MOST OF MOST OF US, WHEN I SAY US, THE REGION IS LOOKING AT STICKING WITH THE BIG THREE THAT WE HAD.

SAME KIND OF CONVERSATION. IT'S A SHORT SESSION POTENTIALLY ADDING 1 OR 2 THAT ARE MORE CAMAS BASED SO I BASICALLY WHAT WE DID LAST YEAR HOW WAS IT WAS REALLY. IT WAS CLINT, MYSELF AND REPRESENTATIVE STEVE.

CLINT DID A GREAT JOB TOURING. I SAW EVERY SINGLE GRADE LEVEL, SOME GOOD CONVERSATION SO OVERALL WAS GOOD.

AND I THINK WE HAVE REPRESENTATIVE WATERS ON WEDNESDAY. WEDNESDAY SO. OH IT DID I THINK I DID TOO. ONE MORE. DID YOU GUYS ALL DO YOUR WSSDA VOTING? YES, YES, CONNIE? OH SHE CAN'T GET HER EMAIL.

I CAN'T GET MY EMAIL. WHAT? HOW CAN YOU VOTE FOR BAMINI IF YOU CAN'T GET YOUR EMAIL? I STILL HAD THAT TOO COREY. HE VOTED FOR YOU FOR ME TOO SO I WON.

THAT'S OPEN TILL THE 15TH. 16TH OKAY, SO I'LL HAVE TO CALL TECH.

OKAY. OKAY. OKAY. YOU MUST HAVE SAID IT A WHILE AGO OR SOMETHING YEAH CAN YOU CAN YOU JUST UPDATE THAT? OH HE DID.

YEAH. OR SEND US A CALENDAR INVITE, I THINK. I THINK I HAVE A CALENDAR INVITE, BUT IT'S FOR THIS WEDNESDAY OH, I'LL CANCEL WEDNESDAYS OKAY. I DIDN'T HAVE THE WEDNESDAY ONE BEFORE, BUT I HAD THE ONE FOR TODAY, SO.

OKAY. ALL RIGHT. THAT WAS A LOT OF LOGISTICS THAT WE DIDN'T KNOW WE NEEDED TO DISCUSS, SO.

OKAY. IS THERE ANYTHING ELSE? ALL RIGHT. WE ARE ADJOURNED AT 6:40 P.M.

WE'LL CALL IT.

* This transcript was compiled from uncorrected Closed Captioning.