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YOU GUYS READY? GOOD AFTERNOON EVERYONE. WELCOME TO OUR NOVEMBER 10TH BOARD WORKSHOP.

[1. WORKSHOP - 4:30 PM]

[00:00:10]

I'M JUST GOING TO START RIGHT BY TURNING IT OVER TO LISA.

[2. LEARNING]

SO YOU'RE ON. THANK YOU. AND HERE WE GO. WELCOME THIS EVENING TO BOTH OUR BOARD MEMBERS AND ALSO TO OUR SCHOOL LEADERS AND OUR TEACHER LEADERS AS WELL, WHO ARE PRESENT TODAY TO HELP WITH WHAT IS PART OF OUR ANNUAL CALENDAR WITH YOU AS SCHOOL BOARD MEMBERS.

AND THIS IS THE TIME THAT WE LOOK FORWARD TO BEING ABLE TO SHARE WITH YOU THE FOCUS THAT WE HAVE ON STUDENT LEARNING.

AND ALWAYS THROUGH THAT PLAN, DO STUDY, ACT, WHICH WE ACT CYCLE, WHICH WE ALSO CALL AN INQUIRY CYCLE.

AND SO WE'RE GOING TO START TODAY WITH OUR WARM WELCOME WHICH IS ON THE NEXT SLIDE AND WE'RE GOING TO CONNECT IT. WE GOT A ROCK ROLLING START HERE.

IS CONNECTING IT TO OUR STRATEGIC PLAN AND THE PROFILE OF A GRADUATE.

SO THE QUESTION FOR YOU THIS EVENING TO START US OFF IS WHEN YOU THINK ABOUT THE SCHOOL EVENTS AND OR SCHOOL VISITS FROM THIS YEAR SO FAR, HOW HAVE THE PROFILE OF A GRADUATE ATTRIBUTES SHOWN UP IN POWERFUL OR MEANINGFUL WAYS? SO WHAT HAVE YOU SEEN WHERE YOU SEE THOSE ATTRIBUTES DEMONSTRATED WITHIN OUR SCHOOLS? AND JUST FOR CLARIFICATION, FIRST WE'RE ON PAGE EIGHT AND NINE OF THE STRATEGIC PLAN.

THE WE HAVE FIVE DOMAINS WELLNESS NAVIGATOR, SELF-EMPOWERED LEARNER, AND SO ON.

AND UNDERNEATH EACH ARE THE ATTRIBUTES WHICH ARE THE THE ITEMS THAT ARE BULLETED.

SO PAUSE FOR A MINUTE TO THINK HOW HAVE YOU SEEN SOME OF THOSE ATTRIBUTES SHOWING UP? AND IF WE COULD HAVE TWO PEOPLE SHARE WHERE YOU'VE SEEN THOSE SHOWING UP.

OKAY. I'LL START. IT'S PROBABLY ONE YOU GUYS ALL HAVE.

I DON'T KNOW. I'M GOING TO DELEGATE IT. OH, YOU WANT ME TO.

JUST USE YOUR GAVEL AND SAY. I AM GOING TO SAY THE SELF EMPOWERED LEARNER? AND I'M THINKING BACK TO WHEN WE WERE AT I'M SURE IT WAS DISCOVERY HIGH SCHOOL, AND THOSE KIDS WERE TESTING THE MOLD FROM THEIR CHROMEBOOKS.

DO YOU REMEMBER THERE WERE SOME. CHROMEBOOKS? YES, YES, THEY WERE GROWING MOLD. SORRY. IN LITTLE PETRI.

IT WAS JUST JUST THEIR EXCITEMENT FOR THEIR LEARNING.

AND I DON'T EVEN KNOW WHAT THE WHOLE WHAT WHAT THEY WERE ALL DOING DIFFERENT THINGS, BUT WE WERE JUST GOING AROUND TALKING TO THEM LIKE, HOW DID YOU EVEN COME UP WITH THIS IDEA? AND THEY'RE LIKE, I DON'T KNOW. WE JUST WANTED TO TEST IT. AND I'M LIKE, SO TO ME THAT'S LIKE DEMONSTRATES CURIOSITY AND EXCITEMENT. AND THEY'RE JUST TRYING TO I DON'T KNOW, THERE'S MOLD ON CHROMEBOOKS YOU GUYS.

SO BUT THEY NEEDED TO CLEAN THEM. BUT IT WAS IT WAS JUST EXCITING TO BE IN THAT CLASSROOM AND SEE THOSE KIDS LIKE SO EXCITED ABOUT WHAT THEY WERE DOING AND HAVING DIFFERENT IDEAS AND CRITICAL THINKING ALSO. RIGHT. LIKE COMING UP WITH DIFFERENT IDEAS OF WHAT THEY WANTED TO DO UNDER THE MICROSCOPE AND LOOK AT.

SO IT WAS VERY INTERESTING.

OKAY, I'LL GO IN JUST BECAUSE I WOULD SAY FOR ME, I SPENT A LOT OF THIS FALL, AS EVERYONE KNOWS, WITH DRAMA STUDENTS AND THE ARTS AND SO FORTH.

AND SO I'VE GOT TO SEE, AT LEAST FOR THE WEEKENDS, I'VE BEEN THERE ON SATURDAYS AND WITH THE STUDENTS, EVEN AT THEIR PRODUCTION THIS WEEKEND. JUST HOW THEY RALLY TOGETHER AND LIKE BUILT THAT SET.

SO FOR THOSE THAT ATTENDED LIKE INCREDIBLE SET IT'S A SENIOR PROJECT.

AND THE SENIOR THAT BUILT, YOU KNOW, DESIGNED IT HELPED ORGANIZE THOSE STUDENTS ON THOSE SATURDAYS.

AND IT WAS JUST IT WAS KIND OF THE IT WAS AN ENGAGED COMMUNITY MEMBER ONLY BECAUSE THEIR PEERS AND THEY'RE JUST WORKING ON A COMMON VISION TOGETHER.

I NEVER SAW ANY LIKE NO ONE EVER DIDN'T LEAN IN.

THEY WERE ALWAYS JUST SO HELPFUL WITH ONE ANOTHER. IT'S JUST REALLY SUPPORTIVE WHEN YOU SEE IT, WHETHER IT'S OUR STUDENT ATHLETES, IF THEY'RE IN MUSIC AND OTHERS, HOW THEY THEY RALLY AROUND ONE ANOTHER TO REALLY LIFT EACH OTHER UP.

SO A LITTLE BIT OF THAT WAS WELLNESS NAVIGATOR BUT NEVER SAW A TEAR.

SOMETIMES THERE WAS YELLING, BUT IT WAS JUST IT WAS IT WAS ORGANIZED AND IT'S JUST SO VALUABLE TO SEE.

I'VE TOLD OTHER PARENTS, LIKE, IF YOU JUST HAVE A MOMENT, COME BY FOR AN HOUR AND JUST WATCH, YOU DON'T EVEN HAVE TO DO ANYTHING. JUST IT'S ALMOST A SHOW IN ITSELF TO WATCH OUR STUDENTS REALLY GET ALONG FOR A COMMON PURPOSE.

IT'S WHAT WE HOPE FOR IN WORK, RIGHT? THAT'S WHY WE HAVE THIS COMPONENT OF A PROFILE OF A GRADUATE.

SO YEAH. AND COREY, I KNOW I SAID TOO, BUT WHAT WAS SO GREAT WAS TO SEE THE QUESTION AND EVERYBODY LIKE,

[00:05:04]

I GOT ONE, I GOT ONE, I GOT ONE, WHICH IS GREAT.

AND ALSO YOUR HAND WAS SO CLOSE TO THE BUZZER THAT I FEEL LIKE YOU SHOULD REALLY HAVE AN OPPORTUNITY.

THERE'S SO MANY WAYS. AND WHAT I HAVE BEEN NOTICING IS THAT ALL OF US ARE USING THE LANGUAGE OF THE PROFILE OF A GRAD, MORE SO FROM SEEING. I KNOW ON THE SITE VISIT, FOR EXAMPLE, TO DOROTHY FOX, WHICH I WAS ABLE TO BE ON, ALSO TO SEE STUDENTS ENGAGED IN CLASSROOMS UNDER THEIR TEACHERS FACILITATION.

BUT REALLY TAKING ON THAT, I FIND MY PEER TO BE ABLE TO SHARE THIS WITH AND SO ON TO OUR MIDDLE SCHOOLS AND THROUGH OUR HIGH SCHOOLS.

SO REALLY SEEING THAT START TO PERMEATE ALONG WITH THE LANGUAGE OF WHAT ARE THESE DOMAINS AND WHAT ARE THE ATTRIBUTES? AND SO ON TO THE NEXT SLIDE. THANK YOU. SO THE REASON WE STARTED THERE IS THAT EVERYTHING WE ARE DOING IS INCREASINGLY TIED TO THAT STRATEGIC PLAN THAT WE HAVE. AND SO OUR WORK IS REALLY KNOWING HOW WE'RE THREADING AND WEAVING ALL OF THE PIECES TOGETHER SO THAT THEY COME TOGETHER POWERFULLY AS WELL.

AND OUR SCHOOL CYCLES OF INQUIRY ARE THE THE PART THAT BRINGS THE STRATEGIC PLAN TO LIFE, BECAUSE IT'S WHERE ACTION IS HAPPENING IN CLASSROOMS AND EXTRACURRICULAR SPACES WITH OUR STUDENTS UNDER THE FACILITATION AND CARE OF OUR STAFF MEMBERS, WITHIN THE LEADERSHIP OF ALL OF OUR SCHOOL AND TEACHER LEADERS AS WELL.

SO OUR GOAL TONIGHT IS REALLY TO CONNECT THIS CONTINUING CONVERSATION TO THIS MOMENT IN TIME OF TALKING ABOUT OUR FOCUS FOR THIS YEAR, AND OUR INTENTION IS REALLY THAT YOU WILL BE ABLE TO BETTER SHARE WITH THE COMMUNITY, GAIN DEEPER INSIGHTS WHEN YOU'RE AT SCHOOL VISITS, AND ALSO ENSURE OUR RESOURCES ARE ALIGNED WITH THE PRIORITIES THAT WE HAVE.

AND SO FOR THAT, CREATING A MULTI-TIERED SYSTEM OF SUPPORTS ACROSS ALL OF OUR SCHOOLS.

SO ON THE LEFT SIDE OF THIS SCREEN, YOU SEE THE STATEMENT THAT IS WRITTEN IN OUR STRATEGIC PLAN.

ON THE RIGHT SIDE, YOU SEE THE GRAPHIC THAT IS USED BY WASHINGTON STATE AS WE'RE WORKING ON THESE EFFORTS STATEWIDE AND THE COMPONENTS THAT COME INTO CREATING A FULLY EVOLVED, MULTI-TIERED SYSTEM OF SUPPORTS.

WHEN DEREK CLICKS AGAIN, WHAT WE HAVE IS THE VISION.

BECAUSE REALLY IT'S WHAT WHAT ARE WE GOING FOR HERE? AND SO THE THE VISION OF OUR MULTI-TIERED SYSTEM OF SUPPORTS IS THAT LEARNERS GET THE ACADEMIC BEHAVIOR AND SOCIAL EMOTIONAL SUPPORT THEY NEED WHEN THEY NEED IT TO PROMOTE MEANINGFUL LEARNING FOR ALL. SO WHEN YOU'RE LISTENING TONIGHT, YOU'RE GOING TO HEAR A THREAD OF HOW DOES THIS SUPPORT A MULTI-TIERED SYSTEM IN OUR SCHOOLS? THERE ARE SOME ADDITIONAL COMPONENTS WHICH NOW DEREK WILL SPEAK TO.

SO THE OTHER THING WE WANT TO DO IS WE REALIZE THE PROFILE OF A GRAD IS LARGE AND NEW.

AND SO WE WANTED TO PARE IT DOWN A LITTLE BIT FOR THIS YEAR.

AND SO WE'VE ASKED SCHOOLS AND BUILDINGS AND THE SYSTEM SO TO SPEAK, TO REALLY FOCUS ON THESE TWO ELEMENTS, THE WELLNESS NAVIGATOR AND SELF-EMPOWERED LEARNER.

AND WE'VE DONE THAT IN A VARIETY OF WAYS. ONE OF THEM IS ASK PEOPLE TO REFLECT PERSONALLY, LIKE WHAT'S A GOAL YOU HAVE IN ONE OF THESE TWO AREAS? SO, FOR EXAMPLE, ALL OF OUR PRINCIPALS HAVE BEEN ASKED, DO YOU HAVE A PERSONAL GOAL OR PROFESSIONAL GOAL IN ONE OF THESE TWO AREAS FOR THE YEAR? AND THE HOPE IS THAT ARTICULATES ALL THE WAY DOWN THE SYSTEM TO THE CLASSROOM.

AS WE CONTINUE TO IMPLEMENT THE PROFILE OF A GRAD IN ALL OF OUR CLASSROOMS AND PROGRAMS REALLY, I THINK HONING IN ON SOME KEY TRAITS EACH YEAR IS AN IMPORTANT WAY WE CAN DO THAT.

AND THE OTHER PART OF WHAT SPURRED THIS IS A REALLY WE LOOKED AT CREATING A THEORY OF ACTION THAT'S COMMON BETWEEN ELEMENTARY BUILDINGS AND SECONDARY BUILDINGS. SO WE DEVELOPED THESE TWO SPECIFIC THEORIES OF ACTION.

AND PRINCIPALS THEN WILL HAVE THE ABILITY TO SAY, OKAY, WHAT'S MY STRATEGY? IN MY THEORY OF ACTION TO MAKE THIS HAPPEN. AND SO YOU CAN SEE THE ELEMENTARY THEORY OF ACTION IF WE IMPLEMENT A MULTI-TIERED SYSTEM OF SUPPORTS FOR LITERACY, FOCUSING FIRST ON TIER ONE EVIDENCE BASED STRATEGIES TO SUPPORT WORD RECOGNITION AND LANGUAGE COMPREHENSION, THEN STUDENTS WILL GAIN CONFIDENCE AND SKILL IN READING SO THAT THEY CAN ACCESS GRADE LEVEL CONTENT, ENGAGE MEANINGFULLY WITH TEXTS ACROSS SUBJECTS, AND DEVELOP THE LIFELONG SKILLS NEEDED FOR ACADEMIC SUCCESS AND PERSONAL GROWTH.

[00:10:04]

AND THIS IS A CONTINUATION AS WE HAVE REALLY FOCUSED ON LITERACY IN THE ELEMENTARY GRADES.

IT'S A CONTINUATION OF THAT WORK OVER THE LAST FEW YEARS.

IN SECONDARY WE HAVE THE THEORY OF ACTION THAT'S COMMON TO OUR PROGRAMS SCHOOLS.

IF SECONDARY SCHOOL LEADERS AND STAFF STRENGTHEN UNIVERSAL INSTRUCTION, PROVIDE TIMELY INTERVENTIONS AND ALIGN SCHOOL SYSTEMS TO ADDRESS THE ACADEMIC AND SOCIAL EMOTIONAL NEEDS OF SIXTH TO NINTH GRADERS. THEN STUDENTS WILL EXPERIENCE CONSISTENT EXPECTATIONS, RESPONSIVE SUPPORTS, AND GREATER ENGAGEMENT IN THEIR LEARNING SO THAT MORE NINTH GRADE STUDENTS SUCCESSFULLY EARN FOUR CREDITS AND STAY ON TRACK TO GRADUATE.

SO A REALLY SPECIFIC FOCUS AND I'LL SHARE THE WHY HERE IN JUST A SECOND.

BUT THE REASON THAT WE CHOSE A SHARED THEORY OF ACTION IS THAT EVIDENCE SHOWS THAT A SHARED THEORY OF ACTION LEADS TO COLLABORATION AND IMPACT. I WOULD ALSO SAY THERE'S SOME MORE EFFICACY.

PEOPLE OWN IT, AND BUY INTO IT. WE HAVE DATA THAT AS A SYSTEM, WE MUST RESPOND TO.

AND THAT HAS BEEN TRUE. I'VE BEEN THIS IS MY 25TH YEAR IN EDUCATION AND 18TH AS AN ADMINISTRATOR.

AND IT'S REALLY FRUSTRATING JUST TO BE TRANSPARENT THAT WE CONSISTENTLY SEE THE TRANSITIONAL GRADES AS REALLY AREAS OF PAIN POINTS IN OUR SYSTEM, WHERE WE NEED TO FOCUS VERY INTENTIONALLY ON WHAT WE DO TO SUPPORT AND HELP THOSE STUDENTS BE SUCCESSFUL IN THAT TRANSITIONAL TIME.

AND PARTICULARLY IN NINTH GRADE, WE KNOW THAT STUDENTS WHO DON'T, WHO FAIL A CORE CLASS AS CLASSES WE SHARED A COUPLE OF WEEKS AGO.

THEY STRUGGLED TO GRADUATE ON TIME. WE ALSO HAVE DATA THAT A SYSTEM WE MUST RESPOND TO.

SO WE HAVE NINTH GRADE ON TRACK DATA, GRADUATION, GRAD ALLIANCE DATA, ALL THOSE DATA POINTS WHICH SHOW THAT THIS IS THE RIGHT WORK.

WE HAVE OPPORTUNITY ALSO WITHIN SOME OF THE RESOURCES THAT WE HAVE TO TIE IT TO PROFESSIONAL LEARNING AND TITLE TWO FUNDS.

AND THEN LASTLY, WE MEET THE EXPECTATION THAT OUR PLANS ARE CONNECTED STRONGLY TO OUR FOCUS ON MTSS.

SO REALLY AT THE BOTTOM THERE IS THE IMPORTANT ONE ESSENTIAL QUESTION HOW CAN WE LEVERAGE EACH OF OUR PLANS WITH CONNECTIONS TO A SHARED FOCUS? THEORY OF ACTION. OUR THEORY OF ACTION. AND SO WE BEGIN WITH A PROBLEM OF PRACTICE BEFORE WE GET TO THE THEORY OF ACTION.

AND REALLY A PROBLEM OF PRACTICE IS EVIDENCE OF A GROWTH MINDSET.

RIGHT. AS WE WORK WITH STUDENTS AND ADULTS AROUND, WE DON'T SAY WE DON'T KNOW THAT.

WE MAY NOT KNOW IT YET. WE DON'T SAY WE CAN'T DO THAT.

WE SAY WE DON'T. WE MAY NOT KNOW HOW TO DO IT YET.

AND THAT'S THE SAME AS A PROBLEM OF PRACTICE, WHERE WE SEE SOMETHING IN OUR ENVIRONMENT THAT IS A BARRIER FOR STUDENTS OR A ACCESS OR OPPORTUNITY THAT THEY NEED. AND WE HAVEN'T YET FIGURED OUT OR ORGANIZED OUR RESOURCES IN A WAY TO IMPACT THAT.

SO WE IDENTIFY WHAT IS THAT PROBLEM? WHAT IS THAT THAT THAT STUDENT CENTERED DIMENSION WE'RE SEEING THAT WE WANT TO IMPACT.

AND THEN WHAT ARE THE PROBLEMS OF PRACTICE? AND THOSE ARE NOT PROBLEMS IN GENERAL, BUT PROBLEMS IN WHAT PEOPLE THROUGHOUT THE SYSTEM DO DAY TO DAY, AND HOW THEY THINK ABOUT THEIR WORK THAT CONTRIBUTE TO RESULTS FOR STUDENTS.

THIS COMES OUT OF THE CENTER FOR EDUCATIONAL LEADERSHIP, AND YOU'LL BE FAMILIAR WITH THIS GRAPHIC.

THIS IS A PART OF THE PROTOCOL THAT WE'VE BEEN USING FOR A COUPLE OF YEARS NOW, WHICH IS ALSO OUT OF THE CENTER FOR EDUCATIONAL LEADERSHIP, WHICH IS HOUSED IN THE AT THE UNIVERSITY OF WASHINGTON.

AND IT IS A WAY OF THINKING ABOUT HOW TO ORGANIZE OUR DATA, OUR OBSERVATIONS OUR UNDERSTANDING INTO A FRAMEWORK THAT LEADS US TO WHAT WE WOULD DO DIFFERENTLY.

AND SO WE ALWAYS START WITH THINKING ABOUT STUDENTS, WHAT NEEDS TO CHANGE, WHAT'S GOING ON.

AND THEN HOW IS TEACHERS? WE OFTEN CHANGE THAT TO STAFF INSTRUCTION AND SUPPORT BECAUSE IT IS ALL OF OUR STAFF.

HOW IS INSTRUCTION AFFECTING STUDENT LEARNING? WHAT ARE TEACHERS DOING OR NOT DOING THAT'S HELPING OR HINDERING AND WHAT NEEDS TO CHANGE? AND THEN TO HOW IS PRINCIPALS PRACTICE AFFECTING TEACHERS INSTRUCTION? WHAT ARE PRINCIPALS DOING OR NOT DOING? NOW PART OF THE REASON, AND THAT WAS THAT WAS A NEW PART THAT WAS ADDED A COUPLE YEARS AGO FOR US, IS THAT OFTEN WE WOULD JUST START FROM WHAT WE, THE ADULTS, NEED TO DO.

BUT THERE IS INCREASING RESEARCH THAT THE ROLE OF A SCHOOL LEADER IS HAS DEMONSTRATED IMPACT ON WHAT HAPPENS IN THAT SCHOOL. SO WHEN WE'RE VERY CLEAR ABOUT WHAT ARE WE DOING FROM A LEADERSHIP PERSPECTIVE TO HOW ARE WE SUPPORTING THE ADULTS WHO ARE

[00:15:03]

TEACHING AND SUPPORTING OUR STUDENTS, THEN WE'LL HAVE A BETTER IDEA OF WHAT CAN WE DO TO IMPACT STUDENT RESULTS.

SO THE THEORY OF ACTION STORY, AS IT SAID HERE, IS IF THE PRINCIPAL PRINCIPALS OR PRINCIPAL DO X, THEN TEACHERS WILL BE ABLE TO DO Y, WHICH WILL HELP ALL STUDENTS LEARN AT HIGHER LEVELS.

AND YOU'LL NOTICE THE VERY SMALL BUT IMPORTANT PARENTHETICAL CONSTANTLY BEING TESTED, REVISED AND REFINED.

THIS IS NOT A PRINT IT PUBLISH IT. PUT IT ON THE SHELF.

IT'S A WORK IN PROGRESS BECAUSE THE INTENTION IS THAT WE LEARN AS WE GO.

SO I'M GOING TO GIVE YOU AN EXAMPLE OF ONE. AMY HOLMES IS NOT ABLE TO BE WITH US THIS EVENING.

AND SO MARK GARDNER IS HERE TO PRESENT TO FOR HAYES.

AND I'M GOING TO USE CCA AS A SHORT EXAMPLE. AND THEN WE WILL COME BACK TO CCA AT A LATER TIME AS WELL.

VERY SHORTLY YOU WILL SEE A HANDOUT THAT INCLUDES EACH SCHOOL'S THEORY OF ACTION, AND THEY ALL FOLLOW THIS FORMAT.

SO I'VE HIGHLIGHTED IN ORANGE THE WORDS THAT WE JUST SAW ON THE TEMPLATE.

SO IF I OR IN CASES WHERE THERE ARE MULTIPLE ADMINISTRATORS IT MIGHT SAY IF WE THEN TEACHERS WHICH WILL HELP ALL STUDENTS. SO EACH THEORY OF ACTION IS FORMATTED THAT WAY, WHICH WILL ALSO HELP IN OUR UNDERSTANDING OF WHAT ARE THE PIECES AND PARTS OF EACH OF THESE. YOU'LL ALSO NOTICE THAT THERE'S DATA NOTED AT THE BOTTOM.

SO BOTH FOR PROGRESS MONITORING. SO WHAT WILL WE BE USING TO KNOW IF IT'S CHANGING ALONG THE WAY TO THAT BENCHMARK OUTCOME DATA CONNECTED TO THE STRATEGIC PLAN ON PAGE 16. THERE ARE MEASURES THERE THAT WE'RE LOOKING FOR.

THE OVERALL SUCCESS OF OF OUR STRATEGIC WORK TO IMPACT STUDENT LEARNING, WELLNESS, BELONGING FOR ALL STUDENTS. OKAY. SO WE SEE THEORY OF ACTION HERE.

IF I PROVIDE CLEAR EXPECTATIONS AROUND STUDENT SUPPORT, PROVIDE CONSISTENT COACHING AND COLLABORATION OPPORTUNITIES, AND USE DATA TO GUIDE TARGETED PROFESSIONAL LEARNING AROUND ENGAGEMENT AND INTERVENTION PRACTICES, THEN TEACHERS WILL BE ABLE TO DESIGN RESPONSIVE, HIGH QUALITY EXPERIENCES THAT INTEGRATE PERSONALIZED SUPPORTS, BUILD STRONGER RELATIONSHIPS, AND USE DATA TO ADJUST INSTRUCTION AND INTERVENTIONS IN REAL TIME, WHICH WILL HELP ALL STUDENTS INCREASE ENGAGEMENT, MEET ACADEMIC AND ATTENDANCE EXPECTATIONS, AND MAKE MEASURABLE PROGRESS TOWARD ON TIME GRADUATION AND POST-SECONDARY READINESS.

SO YOU CAN SEE THERE'S A LOT IN THAT, BUT IT DOES SUMMARIZE IT IN A WAY THAT BRINGS ALL THE PIECES INTO THE STATEMENT.

EVERY THEORY OF ACTION COMES WITH AN ACTION PLAN COMES WITH OTHER DOCUMENTS THAT SUPPORT IT.

FOR TONIGHT, WHAT WE'RE GOING TO DO, BECAUSE WE HAVE LIMITED TIME IS REALLY FOCUS ON THIS PIECE OF IT AND WHAT WE.

WHAT WE HAVE IS FOUR QUESTIONS THAT OUR SCHOOL LEADERS HAVE THOUGHT ABOUT IN TERMS OF WHAT THEY'RE SHARING WITH YOU TONIGHT SO THAT IT BECOMES LESS ABOUT HERE'S ALL THE PARTS OF THE THINGS WE'RE GOING TO DO, THEN HERE ARE THE BIG IDEAS. SO I'M GOING TO SHORT ORDER AND LOOKING AT MY SCREEN TELL YOU A LITTLE BIT ABOUT CCA IN TERMS OF WHAT RESPONSES TO THESE QUESTIONS MIGHT SOUND LIKE, AND KNOW THAT AMY WILL DO THIS GREAT SERVICE WHEN SHE HAS A CHANCE TO DESCRIBE IT MORE FULLY. MY INTENTION IS JUST TO GIVE YOU AN EXAMPLE OF WHAT IT WILL LOOK AND SOUND LIKE, WHICH WILL REQUIRE MY GLASSES. SO ONE MOMENT PLEASE.

OKAY, SO THE FIRST QUESTION IS ABOUT WHAT INSPIRED THE THEORY OF ACTION.

AND WHAT IS IT? HOW DOES IT CONNECT TO HOPE? HOW DOES IT CONNECT TO THE DISTRICT THEORY OF ACTION AND THE PROFILE OF A GRADUATE? SO WHEN I TALKED WITH AMY, SOME OF THE THINGS SHE MENTIONED WERE THEIR HOPE FOR STUDENTS IS ALWAYS ENGAGEMENT AND SUCCESS ALWAYS.

WHAT'S COMPELLING THEM IS THAT STUDENTS IN AN ONLINE ENVIRONMENT NEED DIFFERENT KINDS OF SUPPORT.

AND THERE IS DATA ABOUT COURSE FAILURE THAT WE DON'T WANT TO SEE.

WE KNOW OUR STUDENTS NEED TO PASS THEIR COURSES.

AND SO THE COMBINATION OF THAT COMPELLING DATA INTO THE HOPE FOR STUDENTS REALLY IS AT THE HEART OF THIS THEORY OF ACTION.

IT CONNECTS ABSOLUTELY TO THIS, THE SECONDARY OVERALL THEORY OF ACTION IN SUPPORTING STUDENTS THROUGH SUCCESS FOR NINTH GRADE AND BEYOND. AND IT'S REALLY MOORED IN THE HOPE FOR STUDENTS TO BE WELL AND TO BE ABLE TO NAVIGATE

[00:20:01]

THEIR CURRENT ONLINE SITUATION INTO THEIR FUTURE.

THE SECOND PART IS ABOUT LEADERSHIP AND ACTION.

SO REALLY FOCUSING ON WHAT ARE THE LEADERS INTENTION AROUND HOW TO MAKE THAT HAPPEN, HOW TO ADDRESS THAT.

AND AMY SPEAKS COMPELLINGLY OF BOTH A CULTURE OF COLLABORATION.

SO ONE OF THE THINGS THAT THEY'RE DOING IS WITH CCA STAFF AND AMY MEETING WEEKLY, AND THEY'RE LOOKING AT EVERY STUDENT'S RESULTS SO THAT THEY KNOW WHAT IS IN THE WAY. SO THE INTENTION OF THAT IS NOT THAT KID'S NOT SHOWING UP, BUT IT SEEMS LIKE ATTENDANCE IS A CHALLENGE. HOW DO WE UNDERSTAND WHAT'S IN THE WAY OF THAT? OKAY. AND THEN WHAT ARE THE STRATEGIES THAT WILL BE TRIED TO HELP STUDENTS OVERCOME THOSE BARRIERS WITH THE SUPPORT OF ADULTS? THE OTHER PART IS THEY'RE REALLY WORKING ON CCA, ON COMMUNICATION BEING TWO WAY.

IN OTHER WORDS, NOT JUST I'M LETTING FAMILIES KNOW THE STUDENT IS STRUGGLING, BUT I'M ALSO CONNECTING REPEATEDLY ENOUGH SO THAT WE ARE ENGAGED IN A TWO WAY CONVERSATION ABOUT HOW CAN WE WORK TOGETHER TO SUPPORT YOUR STUDENT.

THE THIRD PART, IN TERMS OF DATA, THEIR ALE ALTERNATIVE LEARNING ENVIRONMENTS REQUIRE PROGRESS MONITORING WITH PROGRESS REPORTS.

SO THERE'S RICH DATA ON THOSE PROGRESS REPORTS THAT CAN BE HELPFUL IN NOT JUST WE'RE SEEING A STUDENT WHO IS EXHIBITING SIGNS THEY MAY NOT PASS A CLASS. HOW DO WE DIG DEEPER TO KNOW ARE THEY ATTENDING BUT QUIZZES ARE A PROBLEM.

IS IT TURNING IN THE WORK BECAUSE EACH OF THOSE WILL DEMAND A DIFFERENT KIND OF SUPPORT AND BEING REALLY SPECIFIC ABOUT THAT.

AND THEN THE LAST QUESTION COMMUNICATION IS A BRIDGE.

WHAT IS THE MOST IMPORTANT THING YOU WANT SCHOOL BOARD MEMBERS TO CARRY AWAY FROM THE WORKSHOP ABOUT YOUR THEORY OF ACTION? THERE IS SO MUCH THAT AMY SHARED ABOUT ALL OF THESE QUESTIONS.

ONE OF THE STATEMENTS WAS, WHEN WE KNOW THE STUDENTS AND WHAT THEY EACH NEED, WE ARE IN A POSITION TO OFFER THE SUPPORTS THAT WILL HELP THEM MOST IN TERMS OF SUCCESS IN ONLINE ACCESS AND SCHOOLING.

SO THE HEART OF THIS IS REALLY HOW STAFF IS WORKING TOGETHER TO UNDERSTAND THE BARRIERS AND THEN PUT ADULT STRATEGIES IN PLACE TO SUPPORT STUDENTS INTO SUCCESS. SO THAT'S THOSE ARE THE QUESTIONS AGAIN THAT OUR LEADERS AND PRESENTERS TONIGHT CONSIDERED IN HOW TO SHARE THEIR THEORY OF ACTION WITH YOU.

AND SO AS WE GET NOW TO THE PART ABOUT WHAT WILL THE ROTATIONS LOOK LIKE? YOU EACH HAVE A CLIPBOARD IN FRONT OF YOU. YES.

OKAY. SO ON THE FIRST PAGE IS A THE THEORY OF ACTION LIST WITH THE PAGE NUMBER, AND THE PAGE NUMBERS ARE ON THE LOWER LEFT OF EACH OF THESE, BECAUSE A PAPER SHUFFLES A HARD THING TO DO, ESPECIALLY WHEN YOU'RE IN A TIME CONSTRAINED ENVIRONMENT.

YOU'LL NOTICE WHEN YOU LOOK AT THE ORDER OF THEM THAT THE ORDER MAKES NO SENSE WHATSOEVER.

THAT'S BECAUSE THE ORDER IS REALLY THE GROUPINGS OF OUR SCHEDULE FOR THIS EVENING.

SO IF YOU'RE IN THE FIRST GROUP STARTING AT LIBERTY, YOUR SCHOOLS WILL GO LIBERTY, ODYSSEY, HAYES. SO WHEREVER YOU ARE, YOU'LL BE WORKING DOWN THAT LIST AS YOU GO.

SO IF YOU'LL TURN TO LIBERTY'S FOR JUST A MOMENT, EACH PRESENTER WILL HAVE FIVE MINUTES TO SHARE THEIR THEORY OF ACTION AND THE NARRATIVE AROUND THE RESPONSES TO THESE QUESTIONS.

AND DEREK AND I WILL BE TIMEKEEPERS FOR EACH OF THE GROUPS.

SO FOR OUR PRESENTERS, WE'LL LET YOU KNOW WHEN YOU'VE GOT THE ONE MINUTE LEFT FOR THAT WRAP UP.

AND THEN AT THE END OF THAT THERE WILL BE ONE MINUTE, WHICH ISN'T VERY LONG FOR A QUESTION OR TWO.

AND THEN WHAT WE'RE GOING TO ASK IS BOARD MEMBERS TO PAUSE SO THAT YOU HAVE SOMETHING WRITTEN FOR EACH OF THESE.

OKAY. SO THE TWO PROMPTS YOU HAVE ON YOURS ARE ABOUT COMMUNICATION IS THE BRIDGE.

SO WHAT DO YOU HEAR THE LEADER SAYING ABOUT WHAT THEY MOST WANT YOU TO KNOW, REMEMBER ABOUT THEIR THEORY OF ACTION? THE REASON WE'RE HAVING YOU WRITE IT ALSO IS SO THAT WHEN YOU GO ON SITE VISITS, THAT'S A POINT OF CONTINUED CONVERSATION AND CONNECTION.

RIGHT. THIS IS YOU TALKED ABOUT BELONGING. THIS WAS MOST IMPORTANT TO YOU.

LET'S GO SEE IT. RIGHT. THOSE SORTS OF THINGS.

AND THEN A THOUGHT APPRECIATION QUESTION OR TAKEAWAY JUST FROM YOUR UNDERSTANDING OF WHAT YOU'VE JUST HEARD.

AND THE REASON IS WE ALWAYS HAVE TROUBLE WHEN WE GET TO CLOSURE.

THESE ARE LONG NIGHTS. AND I KNOW YOU HAVE AN ADDITIONAL TOPIC AFTER WE'RE DONE.

AND SO THE CHALLENGE ALWAYS IS THAT WE HAVE SO MUCH RICHNESS IN WHAT EACH OF OUR SCHOOLS IS PRESENTING, BUT IT'S VERY HARD TO RECOGNIZE ALL OF THAT WHEN WE DO CLOSURE.

[00:25:04]

SO AT THE END, WHAT WE'RE GOING TO DO IS WE HAVE THESE CARDS THAT EACH HAVE A SCHOOL NAME ON THEM, AND WE'RE JUST GOING TO FLIP THEM OUT TO YOU SO THAT YOU CAN USE YOUR PAGE HERE TO WRITE SOMETHING FOR EACH OF OUR READERS ABOUT WHAT IS STICKING WITH YOU IN TERMS OF WHAT YOU HEARD, SO THAT WE CAN ACTUALLY GIVE EVERY SCHOOL LEADER FEEDBACK AS WE GO.

OKAY. AND SO WITH THAT, LET ME PAUSE FOR A MINUTE TO SEE IF YOU HAVE QUESTIONS ABOUT THE PROTOCOL WE'RE GOING TO USE.

AND THEN I'LL SHOW YOU THE SCHEDULE. OH I THOUGHT THAT WOULD BE SO MUCH EASIER.

ALL RIGHT. I SHOULD HAVE EXPLAINED FIRST BECAUSE REALLY, IT WAS A NONSENSICAL ORDER, BUT YEAH, I THINK WE NEED A PROBLEM OF PRACTICE FOR WORKING WITH THE BOARD.

CAN WE DO THAT? MAYBE IF WE ALPHABETICALLY ORDER IT, THEN CONNIE WILL BE ALIGNED.

OKAY. OKAY. SO YOU MAY NOT REMEMBER THIS, BUT LAST YEAR WE STARTED WITH AN ELEMENTARY ROUND AND THEN WE WENT TO A SECONDARY ROUND.

SO THIS YEAR WE'RE STARTING WITH A SECONDARY ROUND AND THEN GOING TO ELEMENTARY.

ONE OF THE THINGS WE KNOW FROM OUR LEADERS IS THAT THEY FIND GREAT VALUE IN LISTENING TO EACH OTHER ALSO.

SO WHEN YOU LOOK AT THE SECONDARY ROUND, EACH ROUND IS 20 MINUTES.

SO LIBERTY, ODYSSEY, DISCOVERY, HAYES CCA COREY MATTHEW, BAMINI YOU'LL BEGIN THERE.

AND OUR ELEMENTARY LISTENING PARTNERS ARE GRASS VALLEY, HELEN BALLER, WOODBURN AND HLC.

OKAY. AND SO WE'RE GOING TO DO THE ROUND ONE LIBERTY ODYSSEY WILL BE OVER IN THAT CIRCLE THERE. WHAT YOU'LL NOTICE IN EACH OF THE CIRCLES IS THAT THERE ARE SIX CHAIRS IN THE MIDDLE AND THEN CHAIRS ON THE OUTSIDE.

SO THE CHAIRS ON THE OUTSIDE ARE FOR OUR LISTENERS.

THE CHAIRS ON THE INSIDE ARE INITIALLY FOR OUR SECONDARY PRESENTERS AND BOARD MEMBERS.

SKYRIDGE CAMAS HIGH SCHOOL WILL BE WITH TRACEY, CONNIE AND JOHN WITH DOROTHY FOX, LACAMAS LAKE AND PRUNE HILL LISTENING IN.

THEN AT THE END OF 20 MINUTES WE'LL SAY, TIME TO SWITCH.

Y'ALL HELP ME WITH THIS. LAST YEAR I WAS HAVING EVERYBODY MOVE EXCEPT THE PRESENTERS, AND IT WAS LIKE, SO YOU'RE HAVING TEN PEOPLE MOVE INSTEAD OF THREE.

SO WE'RE GOING TO DO IT EFFICIENTLY THIS TIME.

AND INSTEAD OF BOARD MEMBERS AND LISTENERS MOVING, OUR PRESENTERS WILL MOVE FROM ONE CIRCLE TO THE OTHER SO THAT THEN EVERY BOARD MEMBER WILL HEAR FROM EVERY BUILDING. AFTER THAT, THEN WE'LL GO INTO AN ELEMENTARY ROUND AND I'LL HAVE A NEW SLIDE UP FOR THAT.

OKAY. SO ONCE WE GET SETTLED AGAIN, WE WILL DEREK WILL BE IN ONE, I WILL BE AT THE OTHER AND WE'LL HELP WITH TIMEKEEPING.

OKAY. SO WE'LL ANNOUNCE WHEN IT'S TIME TO GO.

SO WE'LL HAVE LIBERTY ODYSSEY HAYES OVER THERE AND SKYRIDGE AND CAMAS HIGH SCHOOL OVER HERE.

AS CLOSE AS I CAN BE TO THIS WORK. I ALWAYS LOVE THESE NIGHTS, AND THERE WERE TIMES THEN 1 OR 2 PEOPLE NEEDED TO REMIND ME THAT I WAS THE TIMEKEEPER, BECAUSE I WAS TOO BUSY LISTENING IN.

I WANT TO RECOGNIZE AGAIN OUR SCHOOL LEADERS WHO ARE BOTH PRINCIPALS AND TEACHERS AS WE ARE CARRYING OUT THIS VERY IMPORTANT WORK CONNECTED TO OUR STRATEGIC PLAN.

WE HAVE TWO PARTS FOR OUR CLOSURE. AND THE FIRST PART IS THIS WHEN YOU CONSIDER WHAT YOU HEARD AND LEARNED TONIGHT, WHAT'S ONE TAKEAWAY OR APPRECIATION YOU WOULD LIKE TO SHARE WITH EACH OF OUR LEADERS? SO THIS IS THE PART WHERE I GIVE YOU EACH 2 OR 3 CARDS FOR YOU TO WRITE ON FOR A MINUTE, OKAY.

AND THEN WE'LL COME BACK FOR OUR FINAL, MORE PUBLIC CLOSURE.

YES. OH. SO EACH ONE HAS A COPY OF. RIGHT? CORRECT.

RIGHT NOW. I'M PASSING IT AROUND. ARE WE? OH, I HAVE MORE.

ARE WE PASSING IT AROUND? NO, I JUST. OH, NO.

WHOA, WHOA. WHAT IF THEY WANT.

TO BE ABLE TO TOUCH MY HAND WITH. ONE FINGER.

[00:35:03]

WELL, WE HAVE A FEW. WE HAVE A FEW PEOPLE FINISHING UP AND KEEP WE KEEP ON THOSE.

[00:35:10]

CERTAINLY I DIDN'T UDL THIS, DID I? BUT I KNOW THAT EACH OF OUR LEADERS WILL APPRECIATE HEARING FROM YOU, AND THERE'S SO LITTLE TIME FOR THAT TO BE ABLE TO HAPPEN.

SO THANK YOU FOR TAKING THE TIME TO WRITE THESE TONIGHT.

I THINK THAT YOU HEARD JUST THE ABSOLUTE FOCUS AND INTENTION AROUND CARE AND LEARNING FOR EACH OF OUR STUDENTS AND ALSO THAT WE ARE. THANK YOU. WE ARE IN EVERY SCHOOL LEARNING WHAT IT MEANS TO HAVE FEWER RESOURCES, MONEY AND PEOPLE. AND YOU HEAR ALSO JUST THAT INTENTION AROUND HOW DO WE THINK DIFFERENTLY? HOW DO WE RECOGNIZE EXPERTISE AND BUILD NEW NETWORKS WITHIN OUR SCHOOLS, AND JUST THE UNRELENTING FOCUS THAT OUR LEADERS HAVE ON HOW TO DO WHAT THEY DO TO SUPPORT ALL THE STUDENTS THAT WE GET TO SERVE? SO OUR LAST OPTIMISTIC CLOSURE, WHICH I JUST DID ON MY LAPTOP INSTEAD OF THE SCREEN, IS JUST THIS BASED ON WHAT YOU HEARD AND LEARNED TONIGHT, WHAT'S ONE THING THAT IS MORE CLEAR TO YOU ABOUT THE ELEMENTARY THEORY OF ACTION, OR THE SECONDARY THEORY OF ACTION AND REALLY THINKING NOW SCHOOL AGNOSTIC. WHEN YOU THINK ACROSS ELEMENTARIES AND YOU THINK ACROSS SECONDARIES, WHAT IS ONE THING THAT'S MORE CLEAR TO YOU? I REALLY APPRECIATE, I'M JUMPING IN. I REALLY APPRECIATED, ESPECIALLY ACROSS THE ELEMENTARY LEVEL.

WELL, IT'S NOT IT'S NOT SPECIFIC TO A SCHOOL, BUT SOMEBODY ONE OF THE ELEMENTARY SCHOOLS, SAID, THIS IS GOING TO SOUND VERY SIMILAR TO WHAT WE DID LAST YEAR, AND I APPRECIATE THAT.

I APPRECIATE THE FACT THAT WE ARE STICKING TO WE'RE STICKING TO OUR MISSION AND AND REALLY UNDERSTANDING THAT THINGS SOMETIMES TAKE MORE THAN A YEAR.

AND SO I JUST REALLY APPRECIATE THE THAT WE'RE NOT JUST GOING TO A NEW INITIATIVE.

WE'RE REALLY, YOU KNOW, KIND OF STICKING TO STICKING TO OUR CORE VALUES HERE AND REALLY TAKING THE TIME TO MAKE, TO GET TO GET IT RIGHT, I GUESS. AND THAT WE'RE SORRY THAT WE'RE STILL HEARING THE SAME THING ACROSS THE SYSTEM, RIGHT? THAT WE'RE NOT DOING SIX DIFFERENT THINGS.

WE'RE ALL FOCUSING IN OUR OWN INDIVIDUAL WAYS, AND WE'RE IN DIFFERENT PLACES IN DIFFERENT BUILDINGS, BUT WE'RE ALL ALIGNED. YEAH, I WAS GOING TO SAY SHARED LEADERSHIP IS A LOT MORE LIKE, I THINK WHEN YOU ARE IN A TIME OF CRISIS, WHICH I'LL SAY, YOU KNOW, A BUDGET CRISIS IS THAT, AS YOU GIVE PEOPLE MORE AUTHORITY, ACCOUNTABILITY AND AUTONOMY. AND AUTONOMY DOESN'T MEAN YOU DO IT ON YOUR OWN, BUT YOU CAN DO IT WITH OTHERS THAT'S WHAT A NATURAL OUTCOME IS, RIGHT? AND THEN PEOPLE HAVE A COMMON VISION. SO PEOPLE TEND TO BOND MORE TOGETHER WHEN WE'RE IN A TIME OF CRISIS, WHICH IS NOT WHERE YOU WANT TO BE, BUT IT IS WHAT YOU WANT TO SEE.

SO I HEARD SHARED LEADERSHIP FROM EVERYONE, AND I REALLY APPRECIATE THAT.

TO BUILD ON THAT, I WAS GOING TO SAY SHARED LEADERSHIP, BUT OKAY.

IT WAS THE THEME ACROSS THOUGH. ALSO, I NOTICED THAT ONE OF THE ONE WORD THAT WAS USED BY MOST EVERYONE, I THINK, WAS HOPE. AND I LIKED THAT IT WAS THE SAME WORD THAT EVERYBODY WAS USING BECAUSE WE NEED IT AT THIS TIME FOR SURE. AND THEN LIKE MATTHEW SAID YOU KNOW, UTILIZING THE ASSETS THAT THEY HAVE AT THE MOMENT, GIVEN THE RESTRICTIONS, CONSTRICTIONS THAT WE DO HAVE AND HOW CREATIVE EVERYONE THEIR WORK IS, IT'S AMAZING THAT NOBODY'S GIVEN UP, BUT THEY'RE JUST BUILDING WITH WHAT THEY'VE GOT.

AND IT'S NOT ANY, YOU KNOW, SHORT END OF A WORK OR ANYTHING.

IT'S ACTUALLY ACTUALLY LIKE QUALITY WORK. AND CREATIVITY WAS SOMETHING THAT I SAW ACROSS ALSO JUST MAKING DO AND ACTUALLY BUILDING EVEN STRONGER WITH WHAT THEY'VE GOT.

WHEN YOU GO LAST, EVERYBODY'S ALREADY SAID ALL THE GOOD THINGS. OH, CONNIE HASN'T FINISHED YET.

I WOULD JUST SAY GROWTH MINDSET WAS SO EVIDENT FROM OUR LEADERS THAT YOU'RE NOT LOOKING AT, OH, YOU KNOW, WE DON'T HAVE THIS, AND WE CAN'T DO THIS. I'M HEARING AND HERE'S WHERE WE'RE GOING TO DO AND HERE'S WHERE WE'RE GOING TO INNOVATE. AND WE'RE USING WHAT WE HAVE.

AND THEY'RE YOU KNOW, IT WAS VERY HOPEFUL. IT'S IT'S YOU GUYS ARE LIKE IT'S ALL POSSIBLE.

HERE'S WHERE WE'RE GOING AND THE EXCITEMENT IS JUST CONTAGIOUS.

AND IT'S AMAZING THAT IN THIS TIME OF, YOU KNOW, FEWER RESOURCES AND FEWER, YOU KNOW, FINANCIALLY AND, YOU KNOW, BODIES IN YOUR BUILDING THAT YOU'RE STILL HOPEFUL AND FOCUSED AND JUST AS MOTIVATED TO

[00:40:07]

DO WHATEVER YOU CAN FOR YOUR STUDENTS IS JUST REALLY INSPIRING.

NOW YOU CAN NOW WHAT ALL OF YOU GUYS SAID. NOW I'VE LOST MY THOUGHTS.

WELL, THEN I'M GOING TO JUMP IN ONE MORE TIME. RIGHT BACK. GO BACK. SPECIFICALLY TALKING ABOUT SECONDARY.

I DON'T KNOW IF IT WAS. IT WAS LISTED SPECIFICALLY IN EVERY SCHOOLS THEORY OF ACTION.

BUT IT CAME UP, I THINK, IN EVERY SCHOOL TALKING ABOUT IT.

THE TIME THAT EVERYBODY'S BUILDING IN FOR INTERVENTIONS AND I KNOW AS A BOARD MEMBER, I'D LOVE TO SEE THOSE THINGS IN OUR SITE VISITS WHEN WE GO.

AND SOMETIMES I THINK THAT THOSE CAN BE KIND OF MESSY AND THAT'S OKAY.

SO I'D LOVE TO SEE MORE OF THAT AND JUST KIND OF SEE HOW BUILDINGS ARE TRYING THINGS OUT THE SUCCESSES THEY'RE HAVING, THE AREAS THAT ARE, YOU KNOW, STILL A WORK IN PROGRESS, BUT JUST THE FACT THAT EVERYBODY IS REALLY EVERYBODY SEEMS TO BE EMBRACING THAT IDEA OF SMALL GROUP INTERVENTION OR SETTING ASIDE THAT TIME TO BE INTENTIONAL ABOUT IT, I THINK IS REALLY COOL.

THAT IS ONE OF THE THINGS THAT I MENTIONED. LIKE SOMETIMES WHEN WE GO ON THOSE SITE VISITS, WE DON'T NEED. NO, I ALREADY MENTIONED IT. YOU CAN'T MENTION IT. [LAUGHTER] WE CAN SEE THE MESSY STUFF, RIGHT? LIKE IT'S OKAY TO SEE THE MESSY STUFF.

IT'S OKAY. WE WANT TO SEE WHAT'S HAPPENING. WE WANT TO SEE ALL OF THE STUFF. RIGHT. SO AND I ALSO KNOW THESE ARE REALLY LONG NIGHTS FOR EVERYONE OR THIS IS A LONG NIGHT FOR EVERYONE. BUT EVEN LIKE WHEN WE'RE SITTING OVER THERE AND LIKE, YOU GUYS ARE ALL STILL LEARNING FROM EACH OTHER AS YOU'RE LISTENING TO EVERYONE ELSE. AND SO THAT'S LIKE, YOU KNOW, I'M LIKE, WOW, THIS WAS A LONG DAY, BUT LOOK AT HOW MUCH IT'S JUST HELPFUL TO BE IN A ROOM LIKE THIS WITH EVERYBODY HEARING EVERYTHING AT THE SAME TIME. SO I DO APPRECIATE ALL OF THAT AND ALL THAT YOU GUYS ALL SAID.

I WAS GOING TO SAY IF WE HAD FOOD, I WOULD HAVE GONE AN HOUR OR TWO.

I COULD HAVE ASKED, WE DON'T HAVE FOOD. [LAUGHTER] NO, NO, NO IF WE HAD IT.

BUT I WILL SAY THE INTERVENTION YOU THE SMALL GROUPS BUT REALLY I HEARD IS WE'RE BRINGING IT DOWN TO THE INDIVIDUAL LEVEL.

RIGHT. SO YOU COULD CALL IT MESSY, RIGHT. THE INTERVENTION TIME OR BUT YOU BRING IT DOWN TO THE INDIVIDUAL LEVEL.

IT'S RIGHT ON THE FRONT OF SEE VALUE SERVE LIKE EVERYONE FEELS SEEN IF THEY DON'T FEEL LIKE THEY'RE A NUMBER.

AND I DON'T THINK, OR AT LEAST THE STUDENTS THAT I ENGAGE WITH EVER FEEL THAT THEY'RE JUST A NUMBER, THAT THEY'RE JUST ONE MORE COG IN A BIG MACHINE? I THINK THAT'S REALLY TOUGH TO FEEL IN A DISTRICT OF 7,000 STUDENTS.

RIGHT? THAT'S WHY WE HAVE A PLAN SO THAT THEY DON'T FEEL LIKE THEY ARE A NUMBER.

SO I THANK YOU TO ALL THE PRINCIPALS HERE AND THEIR STAFF FOR DOING THAT.

JUST IF I CAN ADD PIGGYBACKING OFF OF WHAT MATTHEW SAID.

SO AT THE BEGINNING OF THE SCHOOL YEAR, I ASKED EACH OF OUR PRINCIPALS, OUR BUILDING LEADERS, TO REALLY TAP INTO THEIR SKILL SETS THAT MAYBE WE HAVEN'T HAD A CHANCE TO FOR A LONG TIME WITH THESE LIMITED RESOURCES, AND THEY HAVE DONE THAT AND BEYOND GOING YOU KNOW, WHETHER IT'S RECESS DUTY, WHETHER IT'S WORKING WITH STUDENTS AT THE LUNCH TABLE, WHETHER IT'S STAYING LATE EVERY SINGLE ONE HAS STEPPED UP AND BEYOND TO THE PLATE.

I ALSO WILL SAY OUR CENTRAL OFFICE TEAM, KUDOS TO EVERYONE ON OUR TEAM WHO HAS DONE THAT TO TAP INTO SKILLS THAT MAYBE WE HAVEN'T USED IN A LONG TIME. IT'S REALLY BEEN A WAY TO YOUR POINT, MATT, THAT EVERYONE HAS REALLY COME TOGETHER UNDER TOUGH CIRCUMSTANCES.

AND SO I COULDN'T APPRECIATE THIS TEAM MORE. AND I'M SO GLAD THAT EACH OF YOU SAW THAT TONIGHT.

AND EVEN THOUGH IT WASN'T THE BEST OF REASONS WHY TO GET THERE, I THINK IT'S HELPED US GROW PROFESSIONALLY AS WELL.

SO NOT FORGETTING WHERE WE CAME FROM, SO TO SPEAK.

SO I WILL JUST HAVE A FEW CLOSING COMMENTS, WHICH IS JUST AGAIN, THANK YOU TO ALL OF OUR LEADERS FOR BEING HERE TONIGHT.

IT DOES MAKE A LONG DAY. IT'S ALSO A CERTAIN KIND OF ENERGY OF HEARING HOW WE'RE ALL ATTENDING TO WHAT DRIVES US TO THESE POSITIONS IN THE FIRST PLACE, WHICH IS BELIEVING WE CAN MAKE A DIFFERENCE.

AND EVEN IN THE HARDEST TIMES. THIS, IN SPITE OF THE FACT THAT IT IS LONG, IS KIND OF LIKE SPEED DATING, RIGHT? I MEAN, YOU FEEL LIKE YOU GET A LITTLE BIT OF IT AND SO ON, BUT THE BEAUTY OF THIS SPEED DATING IS THAT YOU ALL HAVE CHOSEN EACH OTHER.

EVERYONE. AND SO TO THINK ABOUT, LIKE I ENCOURAGE YOU TO KEEP YOUR PAPERS AS WELL SO THAT THIS BECOMES PART OF THE NEXT DATE, WHATEVER THAT IS, WHETHER IT'S A SITE VISIT, WHETHER IT'S A CONVERSATION IN THE HALLWAY WHERE WHATEVER IT IS THAT GIVES US THAT CHANCE TO GO DEEPER EACH TIME WE GET TO DO THAT, THE MORE THAT WE HAVE THAT TWO WAY CONVERSATION, THE MORE WE WILL MAKE THE KIND OF CHANGE AND PROVIDE THE KIND OF SUPPORT THAT WE HOPE FOR FOR EACH OF OUR STUDENTS.

SO THANK YOU AGAIN. ALSO, BECAUSE WE KNOW THIS IS A LONG NIGHT FOR YOU AS WELL.

THANK YOU. ITEM NUMBER TWO. ITEM TWO OF

[00:45:06]

FIVE. OKAY YOU GUYS, WE'RE MOVING. ITEM 3A IS WHAT WE'RE MOVING ON TO, WHICH IS OUR LEGISLATIVE PRIORITIES.

[3. CULTURE]

SO IF YOU NOTICE IN THERE, THERE WAS ALL OF THE A BUNCH OF EXAMPLES IN THERE OF THE ONES WHICH I PRINTED.

AND THEN ALSO THERE'S A DRAFT OF OUR 2026 PRIORITIES.

AND SO ARE YOU. YEAH, SURE. TRACEY SO THE DOCUMENT THAT I SHARED WITH YOU RIGHT AT THE BEGINNING OF THE WORKSHOP MIGHT BE A BETTER DOCUMENT FOR YOU TO WORK FROM.

IT'S ACTUALLY THE NOTES FROM THE LAST LAC. WHERE DO I FIND THAT DOCUMENT? I SHARED IT TO YOUR EMAIL, BUT ON BOARD DOCS, THAT'S A DOCUMENT AS WELL THAT YOU CAN LOOK AT.

BUT I THOUGHT THAT AN EDITABLE ONE. IF YOU WANT TO TAKE SOME NOTES OR ADD SOME COMMENTS, SHAUNA IS ALSO ON THAT DOCUMENT AND CAN ADD AS WELL.

SO SHE'S RIGHT OVER THERE. HEY, SHAUNA. AND SO IF YOU WANT TRACEY, I CAN KIND OF START THE CONVERSATION.

SO, AS TRACEY SAID, THE VERY FIRST THING WE DID AS A TEAM WAS START TO GATHER THE PRIORITIES FROM THE DIFFERENT ALPHABET SOUPS, INCLUDING WSSDA AND OTHERS. OF COURSE, WE'RE VERY FORTUNATE TO HAVE DEREK, WHO'S HERE TONIGHT, WHO ALSO HAS HIS THUMB ON THE PULSE OF WHAT'S HAPPENING AROUND THE STATE.

SO DEREK IS HERE TO ANSWER ANY TECHNICAL QUESTIONS, FUNDING QUESTIONS AND THINGS LIKE THAT.

BUT I THINK THE REAL BULK OF THIS WORK IS COMING RIGHT OUT OF OUR OWN LEGISLATIVE ADVOCACY COMMITTEE.

SO BAMINI, THANK YOU FOR PROVIDING, YOU KNOW, GIVING YOUR TIME TO BE THERE.

AND HOPEFULLY YOU KNOW, OUR COMMITTEE YOU KNOW, HAS BROUGHT TO YOU SOME REALLY STRONG POSSIBILITIES TO BE OUR PRIORITIES. OBVIOUSLY, WHAT WE WANT TO DO TONIGHT IS GET YOUR QUASI THUMBS UP.

WE KNOW WE'RE NOT TAKING ACTION ON THIS, BUT WHAT OUR HOPE IS THAT IF WE CAN COME UP WITH AT LEAST THE GREEN LIGHT TO TAKE IT TO OUR LEGISLATIVE RECEPTION ON MONDAY NIGHT, THE 17TH, THEN WE CAN ALWAYS ADOPT OFFICIALLY ON NOVEMBER 24TH AND THEN TAKE THAT TO OUR LEGISLATORS AS THEY GO INTO THE SESSION. DO YOU WANT ME TO KEEP GOING? OKAY. SO WHAT WE LOOKED AT FIRST, FIRST AND FOREMOST, RIGHT AT THE TOP IS WE PULLED ARTICLE NINE, SECTION ONE FROM THE STATE CONSTITUTION, WHICH AGAIN TALKS ABOUT OUR PARAMOUNT DUTY.

AND WE WANT TO MAKE SURE THAT GOING INTO MONDAY NIGHT AND BEYOND THAT, OUR LEGISLATORS CONTINUE TO BE REMINDED OF WHAT THEIR PARAMOUNT DUTY IS.

SO I THOUGHT IT WAS INTERESTING THAT OUR COMMITTEE REALLY HONED IN ON OUR PROTOTYPICAL MODEL, REALLY NEEDED TO BE FLIPPED ON ITS EAR. AND ULTIMATELY, WE KNOW THAT DURING A SHORT SESSION, THAT'S NOT GOING TO HAPPEN, MOST LIKELY EVEN IN THE 27 SESSION, IT'S PROBABLY NOT GOING TO COME TO FRUITION.

OUR HOPE IS THAT WITHIN THE NEXT 3 TO 5 SESSIONS AND I COULD BE WRONG.

DEREK, CORRECT ME IF I'M WRONG. IT'S A LENGTHY PROCESS TO GET THERE.

MOST STATES WHO HAVE ACTUALLY FLIPPED THEIR MODELS HAVE TAKEN UP TO A DECADE TO GET THAT DONE.

AND EVEN REMEMBER BACK TO MCCLEARY, EVEN THOUGH I WASN'T HERE FROM MY HISTORY LESSONS, IS THAT THAT WAS A TEN YEAR PROCESS, EVEN TO GET TO THAT. SO I WAS REALLY THANKFUL THAT OUR COMMITTEE THOUGHT THAT WE CAN REALLY INFUSE A LOT OF THE OTHER LOCAL KIND OF ISSUES LIKE REGIONALIZATION, LIKE EXPERIENCE FACTOR INTO A NEW MODEL.

SPEAKING ON THAT ON MONDAY NIGHT, IF THE BOARD WANTS US TO GO FORWARD WITH THAT WOULD ACTUALLY BE TWO STUDENTS WHO ARE ON THE COMMITTEE AND SERVE ON THAT COMMITTEE, AS WELL AS STUDENT ADVISORY CASEY AND CHLOE, WHO ARE EDITORS IN CHIEF OF THE CAMASONIAN.

THEY'RE REALLY INTERESTED IN SHARING WITH OUR LEGISLATORS SOME OF THE, CONCEPTS THAT THEY'VE SEEN AT CAMAS HIGH SCHOOL THAT HAVE ACTUALLY HIT HOME SOME OF THE FUNDING REDUCTIONS SOME OF THE LARGER CLASS SIZES THAT THEY'VE ENCOUNTERED OVER THE YEARS.

AND WE REALLY ARE APPRECIATIVE THAT THEY WOULD BE WILLING TO DO THAT.

SO OUR ASK OF YOU IS IF NUMBER ONE RIGHT AT THE TOP, IF YOU WOULD AGREE THAT CREATING A PRE-K 12 AMPLE AND EQUITABLE FINANCIAL SYSTEM OR A NEW MODEL ESSENTIALLY IS WHAT WE SHARE WITH OUR LEGISLATORS.

SO IS THERE A GROUP STARTING TO WORK ON THIS YET, OR THEY HAVE NOT STARTED TO TALK ABOUT CHANGING THE PROTOTYPICAL MODEL.

SO THERE'S MY UNDERSTANDING IS THERE'S THREE DIFFERENT GROUPS. OKAY.

AND SO I'VE BEEN ON A COMMITTEE THAT'S CALLED THE BIG PICTURE GROUP, WHICH LOOKS AT MORE OF THE THEORETICAL SIDE AND LESS OF THE DETAILS OF THE BUDGET. AND I THINK THERE IS A FORMAL LEGISLATIVE GROUP AS WELL.

BUT I'M NOT INVOLVED WITH THAT ONE. GOT IT. THEY ARE WORKING ON IT.

OKAY. AND I JUST WHEN I'M THINKING ABOUT LIKE, COREY YOU SENT THAT ARTICLE ABOUT HOW LIKE WE'VE ALREADY SEEN LIKE THERE'S NO MONEY TO

[00:50:01]

GIVE THIS YEAR, RIGHT? BUT ASKING THIS, WE'RE NOT ASKING FOR MONEY THIS YEAR.

WE'RE JUST ASKING YOU GUYS TO FIX SOMETHING. SO TO ME, I LIKE THE FACT THAT WE'RE ASKING FOR SOMETHING, BUT WE'RE NOT ASKING. THE FIRST ONE IS NOT ASKING FOR MONEY TODAY.

IT'S ASKING FOR MONEY IN THE FUTURE. SO AND ASKING FOR KIND OF A RECONSTITUTION OF HOW THE MONEY LOOKS.

THE OTHER PIECE IS TO DEREK'S POINT IS I'M ALSO WORKING ON A COMMITTEE WITH SUPERINTENDENTS.

IT REALLY STARTED WITH THE [INAUDIBLE] SUPERINTENDENT KIND OF COHORT, AND IT'S EXPANDED TO OTHER SUPS.

AND THEN THERE'S A THIRD COHORT AS WELL. SO THE STATE IS REALLY HEARING FROM DIFFERENT PERSPECTIVES.

WHAT I LOVE ABOUT THE ONE THAT DEREK'S ON IS IT'S WORKING DIRECTLY WITH SENATOR SANTOS, WHO IS A POWERHOUSE REPRESENTATIVE SANTOS, WHO'S REALLY A POWERHOUSE ON EDUCATION PLATFORM.

AND I'M HAPPY TO HEAR THAT. YOU KNOW, WE HAVE A REPRESENTATIVE RIGHT FROM CAMAS ON THAT.

ANY OTHER COMMENTS ON THAT? NO, I THINK IT'S GREAT.

GREAT. YEAH. YEAH, I THINK IT'S GOOD. OKAY. EXCELLENT.

SO THE NEXT ONE IS IS A LITTLE INTERESTING BECAUSE THE COMMITTEE WANTED TO REALLY BE MENTIONED AND TALKED ABOUT WHAT WE'RE LEARNING FROM KIM NOAH. AND JUST TALKING OUR BUSINESS SERVICES DEPARTMENT IS THAT OVERALL, CAMAS TYPICALLY HAS UNDERSPENT MSOC'S PRIMARILY BECAUSE WE'VE PUT SUCH AN EMPHASIS TO OUR BUILDING LEADERS ON COST CONTAINMENT.

SO IN THE LAST YEAR AND EVEN THE YEAR BEFORE, WE'VE ACTUALLY COME UNDER OUR MSOC'S AND THEN KIND OF RE INHERITED THAT THOSE EXTRA FUNDS BACK INTO THE GENERAL FUND. SO THE DOWNSIDE ABOUT US USING MSOC, UNLESS WE REALLY CAPTURE THIS THE RIGHT WAY, IS THAT OUR LEGISLATORS COULD SAY, WELL, HANG ON, IS MSOC REALLY AN ISSUE IN CAMAS WHEN YOU'RE UNDERSPENDING, IT'S A LITTLE BIT LIKE REGIONALIZATION, WHEN THEY CAN SAY, WELL, YOU KNOW, YOU'RE MAKING IT WORK BECAUSE YOU CONTINUE TO PASS YOUR BONDS AND YOUR LEVIES. WHAT WE'RE LOOKING AT IS, CAN WE BE A PARTNER IN THIS? IF YOU DECIDE THAT MSOC DOES HAVE TO BE A STANDALONE PRIORITY WE WOULD REALLY LOOK AT IMPRESSING UPON OUR LEGISLATORS THAT THIS IS A NEIGHBORING ISSUE. THIS IS A REAL SOUTHWEST WASHINGTON ISSUE.

THIS IS A STATE ISSUE THAT WE'RE ALONG FOR THE RIDE WITH OUR PARTNERS.

AND IT'S NOT SUSTAINABLE TO CONTINUE COST CONTAINMENT IN THIS MANNER FOR YEARS TO COME.

AND WHAT WE WOULD LIKE IS IF WE CAN EVER GET FUNDED PROPERLY, WE WOULDN'T HAVE TO PULL AWAY FROM WHAT OUR BE CONSTANTLY WORRIED ABOUT WHAT WE'RE PROVIDING TO OUR STUDENTS. WELL, NO, I THINK I THINK THAT'S FAIR, BECAUSE I THINK THAT IF WE CAN CAPTURE IN THE NARRATIVE THAT, YES, WE'RE COMING IN, BUT THESE ARE THE THINGS WE'RE HAVING TO DO IN ORDER TO CONTAIN COSTS.

I THINK IF YOU CAN FRAME IT, SORRY, I THINK IF YOU CAN FRAME IT THAT WAY, THEN I THINK IT'S A POWERFUL ARGUMENT BECAUSE THERE ARE DEFINITELY, YOU KNOW, THERE ARE DEFINITELY WAYS THAT WE COULD BE BETTER UTILIZING THOSE FUNDS IF WE COULD.

I KIND OF SEE THAT ISN'T COULDN'T THAT REALLY BE AN ITEM C UNDER THE FIRST.

I MEAN, DOESN'T THAT GO BACK INTO EQUITABLE? AMPLE AND EQUITABLE FINANCIAL SYSTEM? IT IS. SO THOSE ARE THE THREE PARTS THAT WOULD GO ALONG.

AND WE COULD REALLY PER WHATEVER YOU WANT WE COULD HONE IN ON THAT PART SPECIFICALLY.

DIFFERENTLY. RIGHT. RIGHT. IT IS. BUT IT'S STILL PART OF I MEAN, WE COULD SAY, YOU KNOW, WHILE WE HAVE SHARPENED OUR PENCIL AND REALLY DONE SOME, YOU KNOW, DEEP COST CONTAINMENT ON THIS OUT OF NECESSITY.

JUST BECAUSE WE'RE NOT OVERSPENDING DOESN'T MEAN IT'S NOT HURTING.

AND THAT'S KIND OF WHAT A SAYS AS WELL, CONNIE.

SO CAMAS IS UNDER SPENDING REFLECTS OUR OUR DISCIPLINE, BUT NOT NECESSARILY BECAUSE WE HAVE EXCESS RESOURCES.

RIGHT. SO WHAT WE COULD DO IF YOU WANT IS WE CAN KIND OF BLEND THOSE THREE TOGETHER INTO A MESSAGE.

CLINT WILLIAMS HAS OFFERED TO SPEAK ON THIS FROM A PRINCIPLE STANDPOINT, SO.

WHAT ABOUT WHO? OH, THE KIDS ARE GOING TO SPEAK ON LIKE A AND B, OR JUST THE GENERAL PRIORITIES.

ON ONE A AND B? YEAH. THE MSOC IS GOING TO BE CLINT.

YEAH. AND HE'S WORKING WITH KIM AND MATT AND THE TEAM AT BUSINESS SERVICES TO GET HIS MESSAGE.

RIGHT. RIGHT. HE'S ALREADY HAS SO WHAT I TOLD EVERYBODY AND I THINK I COPIED YOU ON THAT EMAIL, IS THAT BE PREPARED TO BE FLEXIBLE ON THIS DEPENDING ON WHAT THE BOARD WANTS, BUT EVERYBODY WILL BE PREPARED.

BUT AND I ALSO THINK TOO, THERE'S I'M OKAY WITH SPELLING OUT MSOC SEPARATELY FROM EVERYTHING ELSE BECAUSE QUITE HONESTLY THAT'S WHAT IF YOU LOOK AT A LOT OF THESE OTHER LEGISLATIVE PRIORITIES FROM ALL THE OTHER ALPHABET SOUP GROUPS, THAT'S WHAT EVERYBODY IS HITTING ON.

[00:55:03]

AND SO I THINK IT'S I THINK THERE'S MORE WEIGHT IN ALL OF US SAYING THE SAME THING THAN, OH BUT US OVER HERE.

WE'RE TOTALLY OFF IN LEFT FIELD ON SOMETHING DIFFERENT.

OR EVEN MAYBE UNDERCUTTING THE ARGUMENT BY SAYING, WELL, WE'RE ABLE TO MAKE IT WORK.

SO YEAH. YEAH. AND THAT'S EXACTLY WHAT KIM WANTED TO BE CAREFUL ON.

IF THIS GOES FORWARD, IS MAKING SURE THAT WE HAVE DONE OUR HOMEWORK BECAUSE WE CAN GET CAUGHT BY A LEGISLATOR TO SAY, HEY, TIME OUT. WAIT A MINUTE. NOT CAMAS, BUT THIS ARGUMENT REALLY SAYS WE JUST DON'T WE DON'T HAVE EXCESSIVE RESOURCES.

WE ESSENTIALLY ARE JUST BEING VERY, VERY CAUTIOUS.

I LIKE IT SEPARATE. I THINK IT SPEAKS TO COSTS THAT WE CAN'T CONTROL THE INFLATIONARY COSTS OF UTILITIES AND OTHER THINGS, BUT WE CAN CONTROL THE SPENDING AND HOPEFULLY WOULD ALWAYS NOT SPEND EVERY CENT THAT YOU HAVE.

YOU'RE GOING TO HOLD BACK. RIGHT, RIGHT. IT'S JUST NATURAL.

SO I MEAN, I THINK THERE'S NO SHAME IN SAYING WE DON'T SPEND IT ALL.

YEAH. BECAUSE WE HAVE THE ABILITY TO CUT BACK ON ALL SORTS OF THINGS.

BUT WHEN INFLATION HOLDS YOU ACCOUNTABLE LIKE THIS, IT'S GOING TO COME TO A HEAD.

AND IT MIGHT NOT HIT US FIRST, BUT IT'S GOING TO HIT OTHER DISTRICTS AND ESPECIALLY SMALLER ONES.

I THINK IT'S PRUDENT TO KEEP IT IN THERE SEPARATE.

OKAY, GOOD. SO NUMBER THREE IS KIND OF INTERESTING.

AND BAMINI, PLEASE CHIME IN ON THIS ONE BECAUSE I THOUGHT THIS WAS INTERESTING CONVERSATION.

WHAT WE DON'T WANT TO DO IS WE DON'T WANT TO COME IN WITH LOW EXPECTATIONS.

WHAT WE WANT TO DO IS COME IN WITH REASONABLE EXPECTATIONS FOR THIS PARTICULAR SESSION.

AND SO THE COMMITTEE REALLY FELT AS IF WE WENT IN WITH ASKING FOR KEEPING WHAT WE HAVE.

AND ONE OF THE PRIME EXAMPLES OF THAT WOULD BE TRANSITION TO KINDERGARTEN.

AND THAT'S WHY WE'VE ASKED IF THIS GOES FORWARD FOR AALIYAH WOLF TO SPEAK ON THIS.

AND SHE'S DONE A GREAT JOB, AND SHE'S WORKING WITH LISA AND REBECCA TO HAVE SOME DATA, ALONG WITH WHAT HAS BEEN THE RETURN ON INVESTMENT PRIMARILY FOR TK.

SO THIS ASK WOULD SAY, WHATEVER YOU DO, PLEASE DO NOT CUT WHAT WE ALREADY HAVE.

AND SAYING THAT IN SUCH A WAY OF THANK YOU. WE CELEBRATE WHAT WE HAVE, BUT WE CANNOT MOVE FORWARD IF THIS IS, IF THIS COMES IN ANY LESS. AND WE KNOW THAT WE'RE WALKING INTO A MAJOR DEFICIT WITH THE STATE.

WE UNDERSTAND THAT. BUT IF THE MONEY HAS ALREADY BEEN EARMARKED FOR EDUCATION, WE HOPE TO KEEP WHAT WE HAVE.

DEREK, I DON'T KNOW IF I'VE EXPLAINED THAT WELL. MY ONLY COMMENT ON IT WOULD BE TO MOVE THAT ONE TO BE LAST.

IT FEELS TO ME, FLOW WISE, IT FEELS FUNNY IN THE MIDDLE.

SO I WOULD SAY I WOULD SAY WHAT WHETHER WE END UP WITH FOUR PRIORITIES OR FIVE.

MAKE THAT ONE THE LAST ONE. YEAH. YEAH. AND I FEEL LIKE, YOU KNOW, GRANTED THE STATE HAS A DEFICIT.

THEY'RE STILL NOT FUNDING EDUCATION, WHICH IS THE PARAMOUNT DUTY.

RIGHT. AND SO YEAH, I GET THAT. THEY SAID, DON'T ANYBODY COME AND ASK FOR ANYTHING.

WELL WE'RE STILL NOT GETTING WHAT'S ADEQUATE.

BUT PLEASE, YOU KNOW, HAVE A STOP. DON'T GO DOWN BECAUSE WE STILL NEED TO GO UP.

AND I JUST I REALLY WISH. AND MAYBE IT EXISTS SOMEWHERE.

THIS HERE HERE'S WHAT WHAT WE THINK LIKE A PROTOTYPICAL SCHOOL SHOULD LOOK LIKE.

HERE'S WHAT WE NEED TO EDUCATE OUR STUDENTS TO THE LEVEL THAT THAT WE THINK IN THE 21ST CENTURY, YOU KNOW, THE RESOURCES THAT SCHOOLS SHOULD HAVE.

AND HERE'S WHAT WE'RE FUNDED FOR. AND LIKE, HERE'S THIS GIANT GAP, BECAUSE I DON'T KNOW IF AND MAYBE THE LEGISLATORS KNOW EXACTLY WHAT THIS LOOKS LIKE, BUT WHAT WE'VE HAD TO CUT OUT, WHAT DOESN'T EXIST ANYMORE IN SYSTEMS. YOU KNOW, OUR OUR DISTRICT IS LUCKY WE STILL HAVE LIBRARIANS.

EVERGREEN SCHOOL DISTRICT, THERE'S NOT A LIBRARIAN EMPLOYED IN THAT DISTRICT ANYMORE.

AND IT'S LIKE, AND THERE'S EXAMPLES OF THIS ALL OVER THE PLACE.

IS THIS WHAT WE WANT EDUCATION IN WASHINGTON TO LOOK LIKE ANYMORE? AND, WHAT IS THE BEST WAY TO COMMUNICATE THAT.

AND, YOU KNOW, MAYBE IT'S NOT THE SESSION, BUT AT SOME POINT WE NEED TO THINK ABOUT LIKE AS EDUCATORS AND MAYBE WSSDA HAS SOMETHING LIKE THAT ALREADY OR CAN WORK ON SOMETHING.

BUT I FEEL LIKE PAINTING THIS VERY CLEAR PICTURE IS THIS IS WHAT IT'S COME TO, THIS IS WHAT YOU'RE FUNDING AND THIS IS WHAT IT LOOKS LIKE, AND THIS IS WHAT IT'S GOING TO. THIS IS WHAT THE IMPACT IT'S GOING TO HAVE ON ON TEST RESULTS OR LEARNING IN THIS AREA WHEN WE'RE HAVING TO, YOU KNOW, CUT SO FAR. AND THERE'S MORE CUTS COMING.

YEAH. SO I WAS ABLE TO GET ON A, I THINK IT'S A ZOOM CALL ON TUESDAYS FOR THE LEDGE RUN NETWORK.

AND THAT WAS THE FIRST THING THEY SAID WAS THERE'S MORE CUTS COMING.

AND THEN THE OTHER THING WAS LEVEL EXPECTATIONS IN TERMS OF WHAT IS POSSIBLE.

SO BEING THAT IT'S A SHORT SESSION AND IF THERE'S FURTHER CUTS.

[01:00:03]

SO YOU DON'T WANT TO HAVE THESE PEOPLE, YOU KNOW, ASK FOR MORE THAN THEY CAN POSSIBLY GIVE YOU.

AND THEN ESPECIALLY YOUR COMMENT ON THAT ONE, THIRD ONE BEING THE LAST ONE TO ASK.

AND HAVING SOMEBODY SPEAK ON BEHALF OF THAT ISSUE.

IT WAS THAT GATHER DATA THAT SUPPORTS YOUR PRIORITIES.

SO I MEAN, THEY BREAK YOU INTO GROUPS. AND THE PEOPLE THAT I WAS WITH DON'T HAVE THE SAME THING THAT WE HAVE, WHICH IS ABSOLUTELY GREAT THAT WE HAVE THIS NETWORK.

WE HAVE THE COMMITTEE WHICH IS I MEAN, I DIDN'T HEAR ANYONE ELSE THAT HAD THAT, SO I WAS LIKE, THIS IS AWESOME. BUT IN THAT, HAVING THOSE PEOPLE, YOU KNOW, HAVING THE REPRESENTATIVE COME AND SPEAK YOU KNOW, RIGHT OFF THE BAT OF THAT NETWORK, THE FIRST THING THEY SAID WAS JUST DON'T ASK.

LIKE, THE ASK IS NOT THE WORD. YOU CAN STATE THINGS.

YOU CAN PRESENT WHERE YOU'RE AT. YOU CAN, YOU KNOW, SHARE YOUR PRIORITIES? BUT IF ANYBODY IS ASKING FOR ANYTHING, IT JUST PROBABLY WON'T BE HAPPENING.

DEMONSTRATE WHERE WE'RE AT. EXACTLY. THE NEEDS AND THE GAPS.

RIGHT. AND THEN I DON'T EVEN KNOW IF WSSDA'S PRIORITIES ARE OUT YET.

IT'S THAT EARLY NOVEMBER. I HAVEN'T LOOKED SINCE THIS MEETING.

I WAS JUST GOING TO SAY TO YOUR POINT, IF YOU LOOK AT NUMBER THREE THE VERBS THAT WE USED WERE INTENTIONAL ON THOSE BULLET POINTS SUPPORT MAINTAIN RETAIN AND FUND. AND SO I GUESS ONE OF THE QUESTIONS WOULD BE IS TOO IS WHEN WE, IF YOU ADOPT THIS ONE KEEP WHAT WE HAVE. IS THAT SOMETHING YOU WANT TO SEE ON THE PRETTY DOCUMENT THAT GOES TO THE RECEPTION? WE, HAVE PROTECTING K-12 RESOURCES IS KIND OF THAT SUBTITLE.

KEEP WHAT WE HAVE IS A LITTLE BIT INFORMAL. BUT IT GETS TO THE POINT.

SO WE CAN ALSO LOOK AT THAT. I LIKE THAT PROTECTING RESOURCES, PROTECTING K-12 RESOURCE.

AND LEAH WILL USE THE TERM KEEP WHAT WE HAVE PROBABLY WITHIN HER SPEAKING POINTS.

SO WE DON'T HAVE TO NECESSARILY PUT IT IN OUR FORMAL DOCUMENT.

THERE'S A PART OF ME THINKING I AGREE WITH COREY LIKE IF YOU'RE GOING TO IF YOU'RE GOING TO HAVE FOUR, YOU'D PUT THAT AS THE IF YOU'RE NOT GOING TO DO THESE PRIOR THREE, IT ALMOST FEELS LIKE 4 OR 3.

THIS ONE OF KEEP WHAT WE HAVE SHOULD BE NOT ONE, BUT SHOULD BE EITHER THE BACK PAGE OR THE FRONT PAGE, WHICH IS OUR MINIMUM EXPECTATION IS FOUR. IT'S NOT THAT IT'S OUR FOURTH ONE.

JOHN, YOU'VE GOT TO SHOW UP FOR CHRISTMAS AND YOU GOT TO SHOW UP ON TIME AND YOU GOT TO AT LEAST EAT DINNER WITH US, RIGHT? LIKE, I ALMOST FEEL LIKE IT SHOULDN'T BE ITS OWN NUMBER.

IT SHOULD BE. THIS IS OUR EXPECTATION. LIKE TO PROTECT WHAT WE HAVE.

IT'S A MINIMUM EXPECTATION OF BEING A DECENT HUMAN AND THEN JUST HAVE THREE PRIORITIES.

THE THREE ARE. TOP THREE. TOP THREE. AND THEN YEAH, I JUST FEEL I FEEL LIKE IT SHOULDN'T HAVE A NUMBER.

IT SHOULD BE. IT'S OUR BASELINE EXPECTATION. IT'S OUR VALUE LIKE OUR VALUE IS THAT'S THERE.

AND IF THEY IF YOU DON'T SEE IT AS A BASELINE VALUE THEN WE WE ALREADY HAVE A DISCONNECT.

I DON'T KNOW, I KIND OF LIKE IT. BECAUSE IT SHOULDN'T BE FOUR BUT IT SHOULDN'T BE ONE. I LIKE THAT TOO, ESPECIALLY IF JUST THINKING BACK TO PREVIOUS TALKS ABOUT TOP THREE.

TOP FIVE SOUND BETTER THAN TOP FOUR. AND SO LIKE IF WE REALLY CAN'T COME UP WITH SOMETHING FOR A NUMBER FIVE, I DO LIKE THAT BECAUSE IT IS KIND OF LIKE A YOU KNOW.

YEAH I LIKE THAT. OKAY. IT'S A MINIMUM BECAUSE IF THAT CHANGES IF YOU DON'T FEEL THE OTHER THREE BUT THAT CHANGES THEN, WE CHANGE LIKE YOU KNOW WE DON'T HAVE PROGRAMS FOR STUDENTS.

THAT'S NOT, WE DON'T HAVE THE RESOURCES. AS YOU SAID, WE DON'T HAVE THE LIBRARIANS.

WE DON'T HAVE THE MUSIC, WE DON'T HAVE THE ART, WE DON'T HAVE THE SPORTS. WE DON'T HAVE ASB. LIKE, JUST TELL US IF THAT'S NOT YOUR VALUE, THEN WE'LL GO BACK TO WE'LL GET RID OF ALL OF IT.

THAT'S NOT, I THINK ALMOST AT THIS POINT OF KEEPING WHAT WE HAVE SHOULD BE OUR, VALUE STATEMENT AND THEN JUST HAVE THE THREE PRIORITIES.

MMHM. I THINK SO, I THINK SO WE SHOULD SAY THAT THAT'S A VALUE THAT WE BELIEVE FITS EDUCATION, NOT JUST FOR US, BUT BECAUSE IF THAT'S NOT TOO BOLD, LIKE NO, I MEAN IF, IT'S GOING TO BE FOR THE CUT, YOU DON'T WANT TO GIVE UP WHAT WE HAVE. I STILL LIKE IT AT THE END THE BEST.

WELL, WHAT DO YOU LIKE AT THE END? I'M SORRY. THE KEEP WHAT WE HAVE. I STILL LIKE THAT AT THE END.

I DON'T EITHER. YEAH, YEAH, WHATEVER. WHATEVER WE'RE CALLING IT, THAT'S OUR SHORTHAND.

BUT WE CAN DEFINITELY. WE CAN DO BOTH VERSIONS AND GET IT TO YOU GUYS AND SEE WHAT YOU THINK BEFORE MONDAY.

OKAY. SO THEN IF THIS ONE IS. I DON'T I JUST DON'T WANT TO I DON'T WANT TO LEAD WITH OUR COMPROMISE POSITION.

RIGHT. YOU KNOW WHAT I MEAN? YEAH, I KNOW. THAT'S WHY I DON'T SEE IT AS A COMPROMISE AS MUCH AS THIS IS OUR VALUE.

SURE. I WOULD ALMOST TAKE THE KEEP WHAT WE HAVE AND CHANGE IT TO.

[01:05:04]

THIS IS OUR VALUE. DON'T LIKE WE ARE PROTECTING K-12 RESOURCES, I THINK IS TO THE BEST OF OUR ABILITY IN OUR DISTRICT.

BECAUSE THAT COULD GO FORWARD. THAT COULD BE FOREVER.

RIGHT. IT'S I MEAN, REALLY, WE NEED A LOT MORE RESOURCES FOR EDUCATION, BUT PROTECT EDUCATION FUNDING.

THAT MEANS DON'T BE TAKING IT AWAY. WE'RE NOT ASKING FOR MORE RIGHT NOW BECAUSE WE UNDERSTAND THE ECONOMIC SITUATION BUT PROTECT EDUCATION FUNDING.

AND THEN NEXT YEAR WE CAN SAY PROTECT IT BY, YOU KNOW, WHEREVER WE'RE AT.

IT WOULD BE SPECIAL EDUCATION. AND SO ALAN HAS AGREED TO SPEAK ON THAT.

AGAIN. THE COMMITTEE ACTUALLY REALLY SAID THEY REALLY LIKED HIS THE WAY HE PRESENTED LAST YEAR.

SO THEY WANTED HIM BACK. ALAN'S ALSO GOING TO WORK WITH OUR SPECIAL EDUCATION PARENT GROUP AND HAVE POTENTIALLY A SPEAKER COME IN TO ASSIST HIM ON MONDAY NIGHT AS WELL. THAT WAS ACTUALLY A RECOMMENDATION FROM A COMMITTEE MEMBER AS WELL.

SO THIS ONE WOULD ESSENTIALLY BE TO CONTINUE TO FULLY FUND BANG THAT DRUM SPECIAL EDUCATION SERVICES.

THE CALL TO ACTION WOULD BE THAT WE URGE THE LEGISLATURE TO FULLY FUND SPECIAL ED STATEWIDE, ENSURING EVERY DISTRICT HAS THE RESOURCES NECESSARY TO MEET ALL STUDENTS NEEDS AND UPHOLD THE STATE'S CONSTITUTIONAL OBLIGATION.

AND THEN ALAN WOULD GO INTO THE OPERATING BUDGET A LITTLE BIT MORE DEEPLY.

SO THIS ONE, TO COREY'S POINT, IS COMPLETELY STAYS IN LINE WITH THE BIG THREE.

AND I KNOW THAT STATEWIDE THE BIG THREE DEREK, CORRECT ME IF I'M WRONG IS GOING TO CONTINUE TO BE THAT MOTTO.

I WOULD ADD THEY'VE REORDERED THEM VERY INTENTIONALLY.

SO MSOC IS THE TOP OF EVERYONE'S. SO ALL OF AS JOHN REFERRED TO THE ALPHABET SOUP.

SO LIKE ALL THE WSSDA. AND SO MSOC IS FIRST BECAUSE THAT'S THE ONE THAT NEEDS THE MOST FINANCIAL ATTENTION.

ACCORDING TO THE SCHOOL FUNDING COALITION AND THEY'VE DROPPED SPECIAL ED, IT STILL IS NOT FULLY FUNDED.

BUT THERE WAS SOME ATTENTION GIVEN TO IT LAST YEAR.

SO THE ORDER THEY FELT LIKE THE ORDER IS REALLY IMPORTANT.

I, I DID NOTICE THAT THAT SPECIAL ED DID NOT MAKE ESDS LEGISLATIVE PRIORITIES.

YEAH. ALTHOUGH I DO FIND THEIR I THINK IT'S INTERESTING THAT THEY DID CALL OUT THINGS LIKE ADDRESSING FUNDED AND UNFUNDED MANDATES. YES, I LIKE THAT ONE TOO.

I MADE A NOTE OF THAT BECAUSE, LIKE, THOSE ARE SOME THINGS THAT WE COULD ASK FOR NOW, LIKE, WE'LL, REPEAL THEM ONCE. THAT I KIND OF FEEL LIKE THAT FALLS INTO OUR PROTECTING K-12, WHATEVER WE WERE SAYING, THE MORE FORMAL WAY. WE CAN ADD SOME OF THOSE COMMENTS TO THAT.

WE GOT. RIGHT. YEAH. AND ONE OF THE ONE OF THE THEMES AROUND THAT, SINCE I'M IN THAT GROUP, IS REALLY LOOKING AT TO BAMINI'S POINT, NOT DOING MAJOR ASKS, BUT EVEN FOCUSING ON ACADEMICS THIS YEAR.

SO IF YOU LOOK AT, I CAN'T REMEMBER WHICH ONE IT IS NOW ON THE LIST.

YEAH.

WE ADDED THAT. AND THEN ALSO THE ACADEMIC ACHIEVEMENT NUMBER TWO, FOCUSING ON FOUNDATIONAL SKILLS.

ACCORDING TO THE SUPERINTENDENTS, IT'S BEEN MANY, MANY YEARS SINCE WE'VE EVEN HAD ANY CONVERSATIONS WITH LEGISLATORS AROUND ACADEMICS LIKE, YOU KNOW, WHETHER IT'S STANDARDS RIGHT NOW, THEY'RE WORKING ON PUSHING DOWN BRAND NEW STANDARDS.

AND WE'RE KIND OF LIKE, WHO'S GOING TO FUND THE PD FOR THESE NEW STANDARDS? WHY AREN'T WE JUST CONTINUING TO HONE IN ON THE STANDARDS WE HAVE? I MEAN, WE PUSH BACK PRETTY HARD ON OSPI WHEN THEY CAME TO OUR LAST SUPERINTENDENT MEETING.

AND SO THAT'S ONE OF THE REASONS WHY WE DECIDED AS A GROUP TO FOCUS ON ACADEMIC, BECAUSE ULTIMATELY IT'S KIND OF FREE.

IT'S JUST REALLY PUTTING THAT, PUTTING AN EMPHASIS ON WHAT ARE WE REALLY HERE FOR? IT'S ACADEMICS. IT'S NEVER REALLY BEEN A I MEAN, IN THE FOUR YEARS I'VE BEEN HERE, IT'S NEVER REALLY BEEN TALKED ABOUT ACADEMICS.

IT'S KIND OF WORKED AROUND IT. SO I REALLY APPRECIATED THAT THAT PART.

SO WE CAN PROBABLY TIE THAT SOME OF THAT LANGUAGE IN AS WELL SO.

YEAH, I LIKE YEAH, SOME OF THE STATEMENTS THAT YOU GUYS PUT ON HERE ABOUT SCHOOL DISTRICT NEED FLEXIBILITY TO TARGET PD TOWARDS CORE ACADEMICS INSTEAD OF ALLOCATING DAYS TO STATE MANDATED INITIATIVES THAT DO NOT DIRECTLY IMPROVE STUDENT ACHIEVEMENT LIKE SOME OF THE LANGUAGE THEY PUT ON THESE.

FOR EXAMPLE, WHAT ARE SOME OF THE THINGS THAT ARE PUSHED THROUGH THAT DON'T SUPPORT? OH, I HAVE A LONG A LONG LIST, BUT ONE WOULD BE ESSENTIALLY WE'RE GETTING BRAND NEW MATH STANDARDS, BUT YET WE AREN'T BEING FUNDED WITH ANYBODY TO HELP US WITH THOSE OR ADDITIONAL MANIPULATIVES OR THINGS LIKE THAT.

WE ARE JUST KIND OF ON OUR OWN TO MAKE THAT HAPPEN.

I SENT BAMINI A LIST. I FEEL LIKE THAT KIND OF THAT KIND OF FALLS UNDER THE UNFUNDED MANDATES.

[01:10:04]

I WAS LIKE, I'M SORRY. NO. IT'S FINE. WHAT KEEPS COMING UP IN MY MIND AND WHEN WE'RE TALKING ABOUT THESE BASICS IS THAT LET'S GET BACK TO JUST READING, WRITING AND ARITHMETIC AND STOP, STOP DOING ALL THE TRAINING ON EQUITY AND ALL THIS THAT YOU HEAR.

AND I WANT TO MAKE SURE THAT THAT'S NOT THE MESSAGE THAT IS RECEIVED BY THAT.

OH, YEAH. YOU JUST WANT TO GO BACK TO THE CORE, YOU KNOW, AND I DON'T KNOW THAT IT WILL.

THAT'S WHAT I'M THAT'S WHAT COMES INTO MY MIND WHEN I'M HEARING THAT WHEN YOU WHEN YOU HEAR ABOUT FUNDED AND UNFUNDED MANDATES, YOU MEAN. NO, NOT FUNDED AND UNFUNDED MANDATES, BUT. FOUNDATIONAL SKILLS. YEAH. LET'S GET BACK TO JUST FOUNDATIONAL SKILLS.

LET'S JUST GET BACK TO ACADEMICS AND NOT ALL THIS.

SO, CONNIE, I HAD THIS LIST I SENT TO BAMINI SO SCHOOL SAFETY PLANS WOULD BE ONE.

DISTRICTS ARE REQUIRED BY LAW TO DEVELOP, UPDATE AND REGULARLY TRAIN STAFF ON COMPREHENSIVE SAFE SCHOOL PLANS.

NO FUNDING THAT COMES WITH THAT. MANDATORY DYSLEXIA SCREENING.

AGAIN, WE'RE REQUIRED TO K-2 STUDENTS FOR DYSLEXIA NOT NO FUNDING.

AND THEN STATE GRADUATION REQUIREMENTS. SO THE 24 CREDIT REQUIREMENT THE EXPANSION OF US GOING TO 24 CREDITS.

AND THEY'VE BEEN THAT WAY SINCE I'VE BEEN HERE. SO WHENEVER THAT SWITCH WAS MADE. BUT MANY DISTRICTS, ESPECIALLY SMALL OR RURAL DISTRICTS, RECEIVE LITTLE OR NO ADDITIONAL FUNDING TO PROVIDE STAFF CURRICULUM OR SCHEDULING SUPPORTS TO MEET THOSE 24 CREDITS.

RIGHT. SO I'M ALL ABOUT NO UNFUNDED MANDATES, BUT I JUST WANT TO MAKE SURE THAT OUR ASK IS NOT CONFUSED WITH.

LET'S JUST GET BACK TO THE BASICS AND STOP FUNDING THESE OTHER THINGS.

THAT AREN'T JUST FOUNDATIONAL ACADEMIC. LEARNING.

AS WE CRAFT THE WORDING ON THAT ONE, WE'LL MAKE SURE THAT WE'RE NOT, YOU KNOW, AND WE'LL HAVE A LOT OF EYES ON IT, INCLUDING YOURS, BEFORE WE PUT SOMETHING OUT.

OKAY. SO THEN WE LEFT ONE OPEN IN CASE THE BOARD WANTED ONE TO ADD ONE MORE LOCAL OR SOMETHING. THAT'S MORE I GUESS, YOU KNOW I DON'T KNOW, DIRECTLY IMPACTING CAMAS JUST WOULD BE CAUTIOUS ABOUT IT BEING, AGAIN, A SHORT SESSION AND NOT. I DON'T FEEL LIKE THERE'S I FEEL LIKE THIS AGAIN WITH THE SHORT SESSION TRYING TO KEEP YOU KNOW, IT'S NOT ALL ABOUT THE PRESENTATION, BUT KEEPING THE BREVITY SO THAT IT ALL FITS ON, YOU KNOW, ONE HANDOUT. I'M JUST THINKING ABOUT, YOU KNOW, THE LOGISTICS OF WHEN WE GO UP TO OLYMPIA AND THAT KIND OF STUFF.

I KIND OF FEEL LIKE WE HIT EVERYTHING WE NEED TO HIT, ESPECIALLY AGAIN IF WE DO THE THREE AND WE PULL THAT OTHER ONE OUT LIKE THAT.

YOU HOPE FOR SOME DAY IN THE FUTURE WHERE ONE OF THESE PRIORITIES ISN'T ABOUT MONEY, RIGHT? YEP. YOU KNOW, YOU'RE LIKE, PLEASE GIVE US A MANDATE TO DO THIS BECAUSE WE THINK IT WOULD BENEFIT OTHERS.

IT'LL BE A DAY, MAYBE. YEAH. REALLY IMPRESSIVE WORK BY THE COMMITTEE.

I MEAN, WOULDN'T YOU SAY BAMINI AN HOUR AND A HALF.

YES. I FIRST I'M LIKE, I JUST. I LOVE THE WAY THIS IS ALL.

THIS IS ALL FORMATTED AND STUFF. THERE'S A LOT OF WORK THAT WENT INTO IT. I REALLY LIKE IT A LOT. THANK YOU.

GREAT JOB. OKAY, SO YOU GUYS HAVE ENOUGH TO GO FROM HERE TO.

I THINK SO. SHAUNA ARE WE ABLE TO CAPTURE EVERYTHING? TAKING NOTES. SHE WAS TAKING NOTES? NO. AND WHAT WE'LL DO IS DOREEN ALREADY HAS KIND OF A TEMPLATE MADE.

AND THEN SHE'LL WORK WITH ESD TO MAKE IT REALLY NICE AND CREATIVE.

AND, YOU KNOW, SOMETHING WE COULD PRESENT ON MONDAY NIGHT? AGAIN, WE WON'T REALLY USE THE TERM ADOPTED PRIORITIES BECAUSE WE'RE NOT DOING THAT.

WE'LL JUST THESE ARE RECOMMENDED AND THEN WE'LL ADOPT ON THE NOVEMBER 24TH.

I WISH WE WOULD HAVE HAD ONE MORE MEETING BEFORE THAT, BUT IT JUST DIDN'T HAPPEN.

THAT'S OKAY. I THINK OUR I THINK THIS IS PROBABLY LEADING US INTO INTO LOGISTICS LATER ON.

BUT ARE MOST OF US GOING TO BE AT THE LEGISLATIVE RECEPTION? YEAH, YEAH, IT'S NEXT MONTH. A WEEK FROM TODAY I HAVE A 5:30 TO 6:30.

BUT I GUESS WHAT I'M SAYING IS IF EVEN THOUGH THEY'RE NOT OFFICIALLY ADOPTED, I THINK US BEING THERE, OUR PRESENCE THERE KIND OF GIVES THE TACIT ENDORSEMENT.

I APPRECIATE AND I WON'T POINT THAT OUT. I JUST WANTED TO MAKE SURE EVERYONE HERE IS CLEAR THAT WE UNDERSTAND THAT IT'S NOT FULLY ADOPTED, BUT WE HAVE A REALLY GOOD EVENING PLANNED. CHARTWELLS IS DONATING COMPLIMENTARY, LIKE HORS D'OEUVRES.

AND SO THAT WAS NICE. WE HAVE SOME STUDENT PROJECTS THAT WILL BE THERE FROM PBL.

AND THEN WE HAVE A LOT MORE LEGISLATORS THAT HAVE RSVP'D THAN LAST YEAR, INCLUDING SOME OF OUR OUTSIDE LEGISLATORS LIKE MONICA STONIER, ADRIAN CORTEZ, AND THEN ALSO SOMEONE FROM CONGRESSWOMAN PEREZ'S CAMP.

SO AND THEN, OF COURSE, PAUL. PAUL HARRIS, KEVIN WATERS THINKS REPRESENTATIVE STEVE WAS THE ONLY ONE WHO SAID HE HAD ANOTHER EVENT THAT NIGHT.

SO WE SHOULD HAVE A PRETTY GOOD PRESENCE. AND THEN OUR COMMITTEE HAS GROWN, TOO, SO IT SHOULD BE A GOOD NIGHT.

[01:15:05]

OKAY. ANY OTHER COMMENTS ON THAT? IF NOT, I KNOW YOU GUYS WILL SEND US OUT SOMETHING TO REVIEW, AND WE CAN PUT SOME MORE EYES ON IT THIS WEEK AND SEND COMMENTS BACK, SO.

WE'LL WORK FAST. THANK YOU FOR THAT. OKAY. NEXT IS ITEM 3 B WHICH ARE BOARD SELF ASSESSMENT GOAL SETTING.

I KNOW WE PUT THIS ONE OFF FROM OUR LAST MEETING.

DO YOU GUYS WANT TO TALK ABOUT IT TONIGHT. DO YOU WANT TO TALK ABOUT IT OKAY WE'LL TALK ABOUT IT AT WSSDA.

HOW ABOUT THAT. PERFECT. WE CAN TALK ABOUT IT AT WSSDA.

IT. IT WAS A THING. WHAT'S THAT? IT'S A GOOD WSSDA.

YEAH, IT'S A GOOD [INAUDIBLE]. SO. OKAY, SO WE'LL MOVE THAT TO WSSDA AND WE'LL JUST TALK ABOUT IT.

YEAH. YEAH OKAY. PERFECT. OKAY. SO ALL RIGHT WE'LL MOVE ON TO ITEM 4 A LOGISTICS.

[4. SYTEMS/PATHWAYS]

SO THE LEGISLATIVE RECEPTION, IT SOUNDS LIKE CONNIE YOU WON'T BE THERE, BUT EVERYONE ELSE WILL BE THERE.

OKAY. WHAT TIME DO WE WANT TO LEAVE FOR THE CONFERENCE ON THURSDAY THE 20TH? WHAT TIME DO WE HAVE TO BE THERE? CHECK IN STARTS AT NOON.

I THINK IN THE FIRST CONFERENCE WAS AT 2:30 OR SOMETHING.

YEAH. I FEEL LIKE IT'D BE GOOD TO GET THERE BY NOON OR SO JUST TO START GETTING OVER.

YEAH. SO WHAT TIME ARE WE TO LEAVE THEN? NINE.

OKAY, SO YOU GUYS WANT TO MEET HERE? JUST PARK IN THE BACK OF.

THAT WORKED LAST TIME. OH, I DON'T CARE. IT'S A SCHOOL DAY.

SO WILL YOU BE HERE? SO I DON'T. IT DOESN'T MATTER TO ME WHERE I WILL LEAVE A SO WE COULD LEAVE A CAR.

LAST YEAR I THINK WE I THINK DIDN'T WE PARK HERE AND WE LEFT OUR WE LEFT OUR CARS IN THE BACK.

I THINK WE ALL LEFT OUR. I PUT A PASS ON MY CAR.

OH THAT'S RIGHT, BECAUSE I REMEMBER YOUR WIFE. OH, YEAH. YEAH, YEAH.

OKAY. AND I'LL JUST PARK IN THE BACK HERE. YEAH, I'LL DO IT.

WE HAVE TO PICK UP BAMINI OR WHATEVER. SOMEONE CAN DROP YOU OFF OR.

YEAH. OKAY, SO WE'LL MEET HERE AT NINE. FIGURE OUT HOW TO GET HERE AT NINE.

YEAH, HERE AT NINE. WE'LL LEAVE. THE VAN WILL BE CLEAN AND READY TO GO. YEAH, RIGHT.

CLEAN. FULL OF GAS. FULL OF GAS. READY TO GO? OKAY. BOARD SITE VISITS. TUESDAY, DECEMBER 2ND.

I KNOW YOU SENT THOSE CALENDAR INVITES FOR THOSE, SO I THINK WE'RE JUST TRYING TO FIGURE OUT A COUNT OF WHO WILL BE ABLE TO GO TO THOSE. IS THAT WHAT WE NEED? OKAY. YES. YES. IT LOOKS LIKE THEY'RE ONLY MORNING.

RIGHT. WE'RE DONE AT 12:30. YES. OKAY, SO I SEE 11 TO 12 PRUNE HILL. OKAY, SO IT'S DECEMBER 2ND.

IT'S A TUESDAY. WE'D START AT 9:15 AT SKYRIDGE AND THEN GO TO PRUNE HILL.

I'LL BE THERE. YEP. I WILL BE THERE. AND THEN WE CAN JUST DO OUR BRIEFING AT, I MEAN, IT PROBABLY DOESN'T EVEN HAVE TO BE EIGHT.

YEAH, IT LOOKS LIKE I HAVE A BRIEF. WE ALL HAVE BRIEFINGS THAT DAY. IF YOU.

I HAVE ONE THAT DAY. ME AND BAMINI START UNTIL 9:15.

AND DO YOU WANT TO. DO YOU WANT TO DO 8:30? SURE.

OKAY. OR MAYBE EARLIER. I THINK I AM FOR SURE.

SKYRIDGE. I JUST. 8:30 TO 9. OKAY, SO WE'RE GO FOR SITE VISITS.

OKAY. AND THE LAST ONE ON HERE IS FIRST FRIDAY, JANUARY 2ND.

WHERE WOULD WE BE? I GOTTA KNOW I'LL BE BACK. I'M GONE BETWEEN CHRISTMAS AND NEW YEAR'S.

I'LL BE BACK THEN. YEAH. I'LL BE OFF. DO WE NEED TO KNOW TODAY? OH, YOU GUYS WILL BE ON WINTER BREAK.

SO DO YOU NEED TO KNOW TODAY IF WE'RE DOING THE JANUARY 1ST? OKAY. CAN WE HOLD IT? YOU KNOW. OKAY. I'D LIKE TO DO IT ONLY BECAUSE WE GET BACK ON SCHEDULE.

YEAH, BECAUSE WE'RE NOT DOING DECEMBER EITHER, RIGHT? IT'S THE TREE. THAT'S THE TREE.

OKAY, SO WE'RE STILL A POSSIBILITY FOR THE SECOND, BUT WE DO WANT TO KNOW IF WE'RE INDOORS OR OUTDOORS.

WILL THAT MAKE A DIFFERENCE TO YOU? FIND AN INDOOR.

YEAH. YEAH YOU CAN. MAYBE YOU CAN ASK THAT SHAUNA AND LET US KNOW.

MIGHT SWAY OUR OPINION. [LAUGHTER] BUT YES. IF THERE'S AN OPEN BUSINESS DOWNTOWN THAT WOULD HAVE US, THAT WOULD BE GREAT. YEAH. THEN. NO, THE TREE LIGHTING IS ON, LIKE THE.

DECEMBER 5TH. DECEMBER 5TH. SO IS THERE ANY OTHER LOGISTICS THAT YOU NEED FROM US, SHAUNA? IS THERE ANY OTHER THINGS, YOU GUYS? I WAS JUST THINKING ON THE DRIVE UP, WE CAN TO WSSDA JUST TALK ABOUT GOING WHERE WE WANT TO BREAK OUT SESSIONS AND ALL THAT.

OR DID YOU GUYS.

ATTEND ALL OF THEM BECAUSE SOMETIMES I PICK TWO AT ONE TIME, BUT AT LEAST IT'S MADE MY SCHEDULE FOR ME, SO. I DIDN'T SEE THAT THE APP WENT OUT. SO I WILL TAKE CARE OF THAT.

[01:20:01]

SO WE CAN TALK ABOUT THAT IN THE CAR THOUGH. THE APP IS THIS WSSDA 25.

YES. AND THEN YEAH, WE CAN LOOK AND SEE WHICH ONES WE ALL WANT TO ATTEND OR THAT ARE IMPORTANT.

OKAY. OKAY. ANYTHING ELSE? DO WE KNOW WHEN THE FOOTBALL IS? 02:00 ON SATURDAY. AND WE GET A HOME GAME? YEAH, I'LL BE AT DRAMA.

OH, YEAH? YEAH. THERE'S A CHOIR CONCERT ON THURSDAY NIGHT AT THE GARVER.

IF ANYBODY WANTS TO GO SEE THE SELECT VOCAL ENSEMBLE.

YOU KNOW, IF YOU NEED SOMETHING FOR THURSDAY NIGHT. YEAH, I WANT TO SAY THAT THERE'S SOME ANOTHER EVENT GOING ON.

THERE'S ALSO A SOCCER GAME TOMORROW NIGHT AS PLAYOFF GAME.

RIGHT. IS THAT A SOCCER GAME TOMORROW? GIRLS SOCCER.

LOTS OF THINGS TO ATTEND.

THURSDAY IS OUR, JOHN, THURSDAY IS THE BUDGET COMMITTEE.

THAT'S RIGHT. SO I WAS JUST GOING TO MAYBE HEAD OVER RIGHT FROM THERE. YEAH. TRIPLE HEADER WOULD BE A SOCCER GAME TOO.

AND TWO FOOTBALL GAMES. OH WELL WE'RE HOST. ISN'T LA CENTER AND SETON ARE PLAYING AT DOC.

YEAH. OH YEAH. OH OKAY. SETON'S HAVING ANOTHER GOOD YEAR.

YES. YEAH. OKAY. ALL RIGHT. AT 7:39, YOU GUYS WERE DONE.

THANK YOU. ALRIGHT. DINNER TIME.

* This transcript was compiled from uncorrected Closed Captioning.