[1. WORKSHOP - 4:30 PM] [00:00:06] >> DO WE START WITH THE PLEDGE OF ALLEGIANCE FOR WORKSHOPS? >> WE ARE NOT GOING TO DO THAT. WE'RE GOING TO START WITH OUR WORKSHOP TONIGHT. WELCOME ALL OUR SAC MEMBERS. TRACY MALONE IS EXCUSED TONIGHT, SO SHE'S NOT HERE WITH US. I DON'T HAVE MY AGENDA PULLED UP BECAUSE MY COMPUTER IS REALLY SLOW. WE'RE GOING TO START [2. CULTURE] WITH OUR WORKSHOP OF THE STUDENT ADVISORY COMMITTEE. REALLY, WHAT WE ARE LOOKING FOR, I'LL GIVE YOU A LITTLE HISTORY AND SYNOPSIS, IS THE STUDENT ADVISORY COMMITTEE WAS SET UP. A LOT OF THE DISTRICTS AROUND THE STATE HAVE STUDENT SCHOOL BOARD MEMBERS, HAVE ONE OR TWO REPRESENTATIVES ON THE SCHOOL BOARD WHO DON'T GET TO VOTE BUT GIVE STUDENT VOICE TO DIFFERENT ISSUES. WE LOOKED AT THAT MODEL AND WE THOUGHT, THAT'S GREAT FOR THOSE ONE OR TWO PEOPLE, BUT WE WOULD RATHER GATHER VOICE FROM A LARGER GROUP, AND SO THE STUDENT ADVISORY COMMITTEE WAS SET UP, SIMILAR TO THE CITIZENS ADVISORY COMMITTEE, TO WEIGH IN ON DIFFERENT POLICIES, OR DIRECTIONS THAT WE WANT TO GO, OR GET YOUR VOICE IF THERE'S ISSUES GOING ON IN YOUR SCHOOLS THAT YOU THINK MAYBE WE NEED TO TAKE SOME ACTION ON. THAT WAS ORIGINALLY WHAT OUR THOUGHTS WERE. SINCE THEN, THE STUDENTS ON THE STUDENT ADVISORY COMMITTEE AND THE ADVISORS HAVE DONE SOME AMAZING THINGS, YOU GUYS DO YOUR LEADERSHIP CONFERENCE, WHICH IS SUPER COOL, YOUR WINDOWS AND MIRRORS LESSON, WHICH ARE ALL REALLY AMAZING, BUT WE STILL ARE HOPING TO FIGURE OUT HOW WE CAN GATHER YOUR VOICES ON THESE IMPORTANT THINGS, AND IS THAT MAYBE YOUR PRESIDENT AND VICE PRESIDENT COME AND DO BOARD REPORTS? OR, WE DON'T KNOW WHAT IT WOULD LOOK LIKE BUT WE WANTED TO GATHER YOU IN AND TALK AND WORK TOGETHER AND FIGURE OUT HOW BEST CAN WE INCORPORATE YOUR VOICES INTO DECISIONS THAT WE MAKE BECAUSE THEY AFFECT YOU. HOW DO WE BLEND THESE TWO THINGS IN SO THAT YOU CONTINUE DOING THE GREAT WORK THAT YOU'RE ALREADY DOING AND WE GET TO HEAR YOUR INPUT ON THE THINGS THAT ARE REALLY IMPORTANT THAT WE NEED TO MAKE DECISIONS ON AND WANT TO HEAR YOUR VOICES AS PART OF THOSE? ANYBODY HAVE ANY QUESTIONS? I FEEL LIKE WE HAVE A PROCESS THAT'S GOING TO BE PUT IN PLACE HERE THAT SOMEBODY'S GOING TO TELL US ABOUT. >> IS THERE A WARM WELCOME? >> YES. I AM READY FOR YOU. >> I PUT TOGETHER SOMETHING [INAUDIBLE] HOW ABOUT NOW? DOES IT MATTER? CAN YOU HEAR ME? CONNIE, YOU JUST DID A GREAT JOB REPRESENTING A LOT OF THE WORK THAT WE'VE DONE AND WHO WE ARE. I PUT TOGETHER A QUICK SLIDE WITH JUST ABOUT THE SAME INFORMATION. WE ARE REPRESENTED GRADE 7-12 ACROSS EACH OF OUR MIDDLE SCHOOLS AND HIGH SCHOOLS THIS YEAR, WHICH IS FANTASTIC. WE HAVE ABOUT 40 MEMBERS ON SAC THIS YEAR AS WELL. OUR MISSION INCLUDES REPRESENTATION OF DIVERSE VOICES IN CSD WITH OPPORTUNITIES TO TAKE ACTION TO BETTER OUR SCHOOL COMMUNITIES. THE GROUP IS REALLY LED BY OUR STUDENTS WHICH IS FANTASTIC BECAUSE THEN THEY GET TO DIRECT WHAT IT IS THEY WANT TO TALK ABOUT, WHAT THEY WANT TO WORK ON, HOW THEY WANT TO IMPACT THEIR SCHOOL COMMUNITIES, AND OUR SYSTEM AT LARGE. THEY'RE IN CHARGE, AND IT'S AWESOME TO BE A SUPPORT, AND A COORDINATOR AND A BACKGROUND WORKER ALONGSIDE SHANA TO MAKE THIS HAPPEN. WHEN WE CONSIDER STUDENT VOICE, WHICH IS REALLY THE MECHANISM THAT WE USE SAC FOR, WE MEET TWICE A MONTH. WE DO REVIEW POLICIES BASED ON THINGS THAT ARE COMING UP OR TOPICS THEY HAVE. WE HAVE OUR LEADERSHIP CONFERENCE WHERE WE GATHER STUDENT VOICE FROM ACROSS OUR DISTRICT. WE COLLECT FEEDBACK FROM WINDOWS AND MIRRORS, WHICH IS THE LESSONS THAT WE ENGAGE IN AT THE ELEMENTARY LEVEL, [00:05:01] AND OF COURSE, WE'RE CONTINUOUSLY GATHERING AND SHARING STUDENT VOICE FROM WITHIN OUR GROUP AND OUTSIDE OF THAT. I'M INVOLVED IN MANY DIFFERENT INITIATIVES, GROUPS, PLACES IN OUR DISTRICT, PRINCIPALS, ALL KINDS OF THINGS, AND SO TO ME ANYTIME WE CAN GATHER OUR STUDENT VOICE, IT'S LIKE GOLD. THAT'S WHAT I TELL THE STUDENTS. YOU HAVE TO TAKE THIS SERIOUSLY BECAUSE IT FEELS LIKE GOLD TO ME IN HEARING FROM OUR KIDS. OUR OUTCOMES FOR TODAY ARE REALLY, AS CONNIE MENTIONED, BRIDGING OUR CONNECTIONS FROM OUR COMMITTEE WORK THAT WE'RE DOING TO OUR SCHOOL BOARD. OUR SAC STUDENTS, THEY'LL TELL YOU THIS WHEN YOU-ALL MEET WITH THEM. THEY ALSO ARE LOOKING FOR MORE ENGAGEMENT WITH THE BOARD. THEY HAVE QUESTIONS LIKE, DO YOU CONSIDER THE THINGS THAT WE SHARE? OR DO YOU KNOW WHAT WE HAVE TO SAY? OR WHAT HAPPENS WHEN WE GIVE THAT FEEDBACK OR THAT INPUT? LIKE ANYTHING, ANY FEEDBACK IS ONLY REALLY VALUABLE IF YOU USE IT. YOU DO SOMETHING WITH IT AND YOU COMMUNICATE HOW YOU'RE USING IT. YOU'RE GOING TO GET A REAL TREAT WITH OUR STUDENTS TONIGHT. I'M SUPER EXCITED ABOUT THAT. I WANTED TO REGROUND SAC AS A PRETTY SIGNIFICANT KEY TO OUR PROFILE OF A GRADUATE. OUR STUDENTS PRACTICE ALL OF THESE THINGS AS MEMBERS OF SAC. THEY'RE ALL CONSIDERED LEADERS, MAYBE NOT IN THEIR SCHOOL COMMUNITY, BUT IN OUR COMMUNITY IN SAC THEY ARE, AND THEY'RE SEEN AS LEADERS, AND THEY DO HAVE TO ENGAGE IN ALL OF THOSE THINGS IN ORDER FOR OUR PROJECTS TO TAKE SHAPE. THE GROUP WE HAVE THIS YEAR IS EXTREMELY COLLABORATIVE. IT'S REALLY FUN TO WATCH. THERE'S NOBODY SITTING BACK ON THEIR PHONES OR LOOKING UNENGAGED OR ANYTHING. THEY ARE IN IT, AND THEY'RE SHOWING ALL OF THESE CHARACTERISTICS AT OUR MEETINGS AND THE ACTIVITIES THAT WE DO. I WOULD ENCOURAGE YOU TO ATTEND JUST AS AN OBSERVER FOR A FEW MINUTES BECAUSE THEY'RE INCREDIBLE. THEY REALLY ARE. WHAT YOU'RE GOING TO DO HERE SHORTLY IS I HAVE DISCUSSION QUESTIONS AND I'LL BREAK IT UP FOR US AS A GROUP, MEANING YOU ALL HAVE BEEN ASSIGNED ONE OF THESE THREE GROUPS, OUR BOARD MEMBERS HAVE. YOU'LL HEAD THERE IN JUST A MOMENT. SOME OF THE AGREEMENTS FOR OUR DISCUSSION, BECAUSE IT'S GOING TO BE PRETTY LENGTHY. YOU'LL HAVE QUITE A BIT OF TIME WITH OUR STUDENTS TONIGHT, AND THIS GOES FOR ALL OF US, STUDENTS AS WELL. LISTEN TO UNDERSTAND AND NOT TO RESPOND. LISTENING TO EACH OTHER AND THE EXPERIENCES THAT WE ALL BRING TO THE CONVERSATION AND NOT WITHOUT PRE-THINKING EVERY RESPONSE OR A JUDGMENT ALONG THE WAY. SHARING THE AIR. ENSURE EVERYONE PARTICIPATES. IF YOU'RE NOTICING THAT AN ADULT OR A STUDENT ISN'T ENGAGING, TRY TO ENGAGE THEM IN THE CONVERSATION, ASK THEM QUESTIONS SO WE HEAR FROM EVERYONE. BE HONEST AND ASSUME POSITIVE INTENT. THIS IS AN AGREEMENT THAT WE HOLD IN A LOT OF SPACES, WHICH IS JUST THAT YOU WANT TO ASSUME THAT PEOPLE HAVE POSITIVE INTENT WITH THE EXPERIENCES THAT THEY SHARE. THEN FINALLY CENTER ON STUDENT EXPERIENCES. THIS REALLY IS ABOUT OUR KIDS AND OUR OPPORTUNITY TO HEAR FROM THEM, WHAT THEY'RE SEEKING AS LEADERS IN OUR DISTRICT WITH OUR BOARD MEMBERS AND INFLUENCE THAT YOU ALL HAVE, SO REALLY CENTERING BACK ON THE EXPERIENCES THAT THEY'VE HAD IN OUR SYSTEM. AS A OVER ARCHER, YOU'RE GOING TO GET INTO YOUR GROUP IN JUST A SECOND. THIS SMALL GROUP CONVERSATION HAS THESE THREE PARTS SO YOU'LL SEE THAT THERE'S A SMALL GROUP DISCUSSION, AN OPEN DISCUSSION ABOUT OUR TOPICS IN SCHOOLS, THAT'S A FREE FORM, THINGS THAT YOU'D LIKE TO HEAR ABOUT, KNOW ABOUT, SHARE. THEN FINALLY, SOME IDEA GENERATION. OUR GOAL TONIGHT AT THE VERY END, YOUR LITTLE EXIT TICKET, YOU'LL HAVE A ONE LINER, YOU'LL FINISH THIS SENTENCE THAT SAYS AUTHENTIC ENGAGEMENT BETWEEN STUDENTS AND THE SCHOOL BOARD LOOKS LIKE, AND THEN YOU'LL FILL IT IN BASED ON WHAT YOU HEAR, AND LEARN, AND FEEL FROM OUR CONVERSATION TONIGHT JUST SO YOU KNOW WHAT'S COMING. BOARD MEMBERS, I'M GOING TO INVITE YOU TO YOUR TABLES. LOOKS LIKE CONNIE AND JOHN ARE AT THE BACK TABLE. MATTHEW'S OVER HERE WITH DERRICK, AND THEN THAT MUST BE BOMANI AND COREY. GO AHEAD AND HEAD THERE, PLEASE. [BACKGROUND] >> BEFORE WE GET STARTED, [00:10:32] I HEARD A LITTLE BIT OF THE INTRODUCTION, BUT I WOULD LIKE YOU TO, THIS IS YOUR WARM WELCOME MATTHEW. YOU ARE GOING TO STATE YOUR NAME AND YOUR ROLE, WHOEVER YOU ARE. IT COULD BE THAT YOU'RE AN ADULT AND WHAT YOUR ROLE HERE IS, AND IF YOU'RE A STUDENT, WHAT GRADE OF SCHOOL YOU'RE AT. THEN ONE GLIMMER THAT YOU'VE NOTICED [INAUDIBLE] THIS IS SOMETHING THAT HAS BROUGHT YOU JOY. IT COULD BE FROM THE WEEKEND, IT COULD BE FROM YOUR DAYTIME, IT COULD BE FROM YOUR BREAK, IT COULD BE FROM A FEELING. ONE GLIMMER. TAKE ONE MOMENT AND THINK ABOUT IT. [INAUDIBLE] STORY, BUT WE WANT TO HEAR ABOUT IT ANYWAY. WHEN SOMEONE IS READY AT YOUR TABLE [INAUDIBLE] [BACKGROUND] >> IF YOU THE FIRST PART ON THE SCREEN, IT SAYS SMALL GROUP CONS 10 MINUTES THE GENERAL GUIDING QUESTION HERE IS, WHAT'S THIS AUTHENTIC ENGAGEMENT AND COMMUNICATION LOOK LIKE BETWEEN OR STUDENT AND THE SCHOOL BOARD. [00:15:03] SO IF YOU LOOK THE SIDE OF THE PAPER YOU'RE LOOKING AT RIGHT NOW HAS A BIG BOX ON THE TOP AND A DI BOX ON THE BOTTOM. AND IN THAT FA BOX ON THE LEFT, IT SAYS 22 TO THREE TO THE S CHEF. YOUR FIRST JOB WILL BE OUT THE GO FIGURE OUT TWO, WHO WANT START IT. TWO OR THREE QUESTIONS. FIVE THERE HAVE TO MOVE THE. AND YOU'RE READY. I'LL GIVE YOU 10 MINUTES. FIVE 10 MINUTES FOR THAT FIRST QUESTION TWO TO THREE. RE GO. HI, MR. WILLIAMS. I DON'T I I I I THANK YOU. OKAY. AS [00:22:36] WHAT YOU CAN TO JESSICA. SHE TAKING IT WITH A SMILE. [00:25:51] KNOW THAT. YOU HAVE ABOUT ONE MORE MINUTE FOR THIS PORTION. ALL RIGHT. WRAP UP YOUR FINAL. E. OKAY. SO THAT WAS 10 MINUTES TO START YOUR CONVERSATION ABOUT COLLABORATION WITH THE BOARD. YOU'RE GOING TO KEEP GOING A LITTLE BIT. I MIGHT STARTED TALKING ABOUT THIS. NEXT SECTION IS OPEN DISCUSSION ABOUT TOPICS IN SCHOOLS. SO THIS IS YOUR OPS TO TELL THE ADULTS WHO ARE DATING YOUR SCHOOL DISTRICT ABOUT YOUR EXPERIENCES. AND THEN WE HAVE YOUR OPPORTUNITY TO HEAR WHAT'S HAPPENING TODAY IN OUR SCHOOLS. THIS IS A GREAT TIME TO ASK QUESTIONS. YOU CAN DO THE GUIDING QUESTIONS ARE WHAT ISSUES EXPERIENCES FOR PRESS, ARE THOSE PRESENT FOR STUDENTS RIGHT NOW? WHERE DO YOU STUDENTS SEE GAP BETWEEN POLICY AND EXPERIENCE? THEN WHAT'S GOING WELL THAT SHOULD BE PROTECTED OR EXPANDED. WHAT ARE THE THINGS THAT YOU'RE DOING GREAT ABOUT THAT YOU'RE EXCITED ABOUT THAT YOU. [00:45:16] [01:22:14] >> WE'LL MOVE ON WITH OUR PART B SCHOOL BOARD SELF ASSESSMENT. [01:22:20] I AM TAKING OUT MY NOTES. [01:22:27] WE HAD DECIDED THAT WE WERE GOING TO FOCUS ON THE DISTRICT FOCUS. [01:22:34] THE TWO FOCUSES THAT WE CHOSE FROM THE PORTRAIT OF A GRADUATE. [01:22:40] AND THE QUESTIONS THAT IMPACTED [01:22:44] [BACKGROUND] [01:22:53] YES AND HONEST ENGINE. [01:23:03] DOMINIQUE AND I HAVE NOT GOTTEN TOGETHER TO TALK ABOUT THIS AGAIN. [01:23:07] WE GOT NOTHING. UNLESS YOU REMEMBER ANYTHING THAT SNUCK UP ON ME ON THE AGENDA. [01:23:14] THIS ONE CONVERSATION THAT WE HAD. I'M NOT EXACTLY SURE WHAT WE WANTED TO FOCUS ON. WE WERE LOOKING AT THOSE AREAS IN OUR BOARD SELF ASSESSMENT THAT WE HAD THE MOST DIVERGENT ANSWERS ON AND THEY ALIGNED PRETTY WELL WITH THE AREAS OF THAT WE'RE FOCUSING ON, AND THAT WE SAID, WELL, IF WITHIN OUR WORK ON FOCUSING ON THE FIRST TWO? WAS IT THE WELLNESS GAVIN NAVIGATOR AND SELF EMPOWERED LEARNER? I THOUGHT WE WERE TAKING THE TOP 2 [BACKGROUND] AND JUST MAKING SURE THAT AS A BOARD, WE WERE HAVING MORE DISCUSSION, BEING MORE ON THE SAME PAGE BECAUSE WE'VE TALKED ABOUT THIS BEFORE. THE DIVERGENCE IN OUR ANSWERS COULD BE A INTERPRETATIONS OF THE QUESTIONS, THAT WE ALL INTERPRET THEM IN DIFFERENT WAYS, AND HAVING THOSE DISCUSSIONS, WE DON'T WANT TO TAKE THE SURVEY TOGETHER AND DO GROUP THINKING, I'LL HAVE THE SAME ANSWER, BUT WHEN WE'RE REALLY DIVERGENT UNDERSTANDING, GOING THROUGH THOSE QUESTIONS, MAYBE. HAD YOU MARKED SOME OF THOSE THAT MAYBE THAT WE WANTED TO FOLLOW UP ON? >> I THINK THEN WHAT WE DID WAS SELECT OR TRY TO SELECT ONE OR TWO OF THE STANDARDS TO WORK ON, I REMEMBER I THOUGHT IT WAS THE THIRD ONE OR TWO OR THREE THAT WE HAD SELECTED, BUT STUDENT LEARNING GOALS, PLANS FOR MEETING THOSE EXPECTATIONS AND CREATE CONDITIONS DISTRICT WIDE. [01:25:01] WE THOUGHT WE WOULD MAYBE FOCUS ON THOSE TWO STANDARDS INSTEAD OF FIX ALL FIVE OF THE STANDARDS. WHAT WE NEED TO DO IS DIG DEEPER AND LOOK AT BOTH THE STANDARDS AND SEE WHAT WE WANT TO FOCUS ON AND NOT FIX. >> I AGREE BECAUSE PART OF THAT, FOR ME, GOES BACK TO OUR DASHBOARD, AND WHAT DO WE COMMUNICATE AS FAR AS OUR HIGH LEVELS OF STANDARDS FOR STUDENTS? WHAT DO WE SAY ALL STUDENTS NEED TO BE AT THESE LEVELS? THESE WERE A STAKE IN THE GROUND FROM 22 23 SCHOOL YEAR. TO TALK ABOUT WE HAVE MORE DATA THAN THIS BY NOW. WHAT ARE THESE STANDARDS THAT WE WANT. WHAT ARE THESE GOALS THAT WE WANT TO SET? YOU KNOW IN OTHER DISTRICTS, LIKE 92% OF KINDERGARTNERS WILL BE ABLE TO DO A, B, AND C OR BY FIFTH GRADE, X PERCENT OF OUR POPULATION WILL BE AT GRADE LEVEL. THESE FIVE YEAR TARGETS HERE WERE SET BASED ON JUST LOOKING AT THESE FIRST YEAR OF DATA, I THINK, OR I'M NOT EXACTLY SURE HOW THEY WERE FORMED BECAUSE LISA IS NOT HERE ANYMORE. WE MISS YOU LISA. BUT LOOKING AT THESE AND THINKING, IF THIS IS A FIVE YEAR GOAL, LET'S START LOOKING THROUGH THESE AND SEEING, MAYBE WE WANT TO PUT SOME STRETCH GOALS IN PLACE FOR THESE, AND WHAT DOES THAT LOOK LIKE? WHAT DOES THAT MEAN? HOW WILL OUR SYSTEM CHANGE AS A RESULT OF A PARTICULARLY RIGOROUS GOAL IN ANY ONE OF THESE, IF WE THINK THAT THE GOALS SHOULD BE DIFFERENT. SOME OF THE GOALS WE'D HAVE TO DIG IN IF WE SAY, WE WANT 58% OF OUR ENGLISH LEARNER ASSESSMENTS TO HAVE MADE PROGRESS. WHILE THAT SEEMS VERY LOW, WE NEED TO DIG INTO THAT AND MAYBE THAT'S GREAT PROGRESS. BEFORE IT WAS 52, SO THAT'S A 6% INCREASE, WE WANT TO BE REALISTIC. BUT I THINK JUST UNDERSTANDING WHAT OUR HIGH EXPECTATIONS FOR STUDENTS LOOKS LIKE AND MEANS TO US, I THINK IS THE FIRST STEP FOR THE STANDARD TO SET AND COMMUNICATE HIGH EXPECTATIONS FOR STUDENT LEARNING WITH CLEAR GOALS AND PLANS FOR MEETING THOSE EXPECTATIONS. THESE GOALS ARE THE EXPECTATIONS. >> REALLY QUICK, JUST A REMINDER ON THE 5%. WE WERE GOING BACK AND FORTH AMONGST OUR TEAM AND OTHER STAKEHOLDERS, AND EVERYBODY'S VIEW WAS DIFFERENT. EVERYBODY'S EXPECTATION WAS ACROSS THE BOARD. SOME WANTED 1% GAIN. SOME WANTED 10%, 20%. ULTIMATELY THE TEAM LANDED ON 5% ACROSS THE BOARD. NOW, THAT DOESN'T MEAN THAT WE'RE NOT READY TO RE LOOK AND REASSESS TO WHERE WE'RE AT. BUT THAT'S WHERE THOSE 5% ACROSS THE BOARD CAME FROM. DO YOU REMEMBER THAT? >> I DO. ALSO, SO MAYBE WE WANT TO TAKE A FEW OF THESE BENCHMARKS AND GOALS EACH MEETING OR EACH WORKSHOP AND DIVE INTO THEM AND LOOK AT WHAT DO WE THINK ABOUT THAT? WHAT WENT INTO THIS? DO WE WANT TO STICK WITH A 5%? JUST DIG IN SO WE ARE KNOWLEDGEABLE AND KNOWINGLY HAVE SET THE FLAG IN THE GROUND FOR OUR FIVE YEAR GOAL. >> ONE THING THAT WE TEND TO TALK ABOUT A LOT WHEN WHEN WE HAVE HAD THESE DATA PRESENTATIONS IS WE HAVE A HISTORY OF BEING WELL ABOVE THE STATE AVERAGE ON PRETTY MUCH EVERYTHING. I WOULD THINK THAT IT WOULD BE SMART TO LOOK AT THE OTHER END, WHERE ARE THOSE. MAYBE WE ARE WELL ABOVE EVERYWHERE, BUT WHERE ARE THE ONES THAT WE'RE NOT AS WELL ABOVE AND REALLY FOCUS ON THOSE A LITTLE BIT MORE AND MAYBE SEE, HAVE WE MOVED OVER TIME OR IS THERE ONE THAT HAS STAYED STAGNANT FOR A WHILE? I THINK I'D LIKE TO LOOK AT SOME HISTORICAL TRENDS AND THEN ALSO COMPARISONS TO THE STATE AVERAGE. I THINK THAT WOULD HELP TO FIGURE OUT BECAUSE, WE HAVE A LOT THAT WE'RE MEASURING WHAT WOULD BE, TO USE THIS TERM, BUT THE PRIORITY STANDARDS. >> OUR PRINCIPALS HAVE DEFINITELY STARTED THAT WHERE COREY AND ONE OF THE AREAS THAT WE'RE FOCUSING ON, AS YOU KNOW, THROUGH THEIR POP TOAS AND THE DISTRICT POP TOA ARE THOSE TRANSITIONAL YEARS. THE FIFTH OR SIXTH GRADE YEAR, EIGHTH OR NINTH GRADE YEAR, UTILIZING SOME OF THAT TITLE 2 MONEY TO BUILD SOME VERTICAL TEAMING, SO WE CAN REPORT BACK ON THAT AS WELL. BUT YEAH, I THINK YOU'RE RIGHT ON THE MONEY. [01:30:02] THAT'S WHERE WE'RE SEEING OUR PANORAMA SURVEY DATA COME IN LOW. THAT'S WHERE WE'RE SEEING ESPECIALLY SPECIAL EDUCATION, OUR ML STUDENTS. ALL OF THOSE AREAS THAT YOU'RE THINKING OF, WE HAVE A LOT OF ROOM TO IMPROVE. WHAT HAPPENS THOUGH IN CHEMS, AS YOU KNOW, IS THE TYPICAL STUDENT CARRIES THE WATER. OUR OVERALL SCORES AND RATINGS ARE COMING OUT DOUBLE AT SOMETIMES TRIPLE ACROSS THE STATE. WE CAN REST REST ON OUR LAURELS THERE, OR WE CAN DIG INTO WHERE WE'RE WEAK. I FULLY AGREE, COREY. WE'VE STARTED THAT WORK. I THINK WE JUST NEED TO DO A BETTER JOB OF ENGAGING THE BOARD NOW THAT WE'VE STARTED THAT WORK. >> YES AND MAYBE JUST SOME UPDATES. >> YEAH. ABSOLUTELY. WE'VE BEEN A LITTLE LEAN. SO JUST REGROUPING I THINK. >> I THINK SOME OF THAT EVEN GOES BACK TO THE CONVERSATION THAT WE'RE HAVING HERE WITH SAC AND ABOUT JUST BEING INTENTIONAL ABOUT SOME OF IT. IF THE WORK IS ALREADY GOING ON, WHICH I'M SURE IT IS, THEN MAYBE WE JUST NEED TO BE I DON'T KNOW, I GUESS ACCOUNTABILITY IS ONE OF OUR THINGS. MAYBE THIS IS JUST A STANDING THING WHERE WE'VE GOT A DATA SECTION OF OUR BOARD MEETING EVERY MONTH AND WE'VE GOT A COUPLE OF MAYBE WE DON'T NEED TO HEAR ABOUT EVERY DATA POINT ON THIS ONE, BUT WE KNOW, THESE ARE THE TOP I'M MAKING THIS UP, THE TOP FIVE THAT THE BOARD IS INTERESTED IN, SO WE'D LIKE TO HEAR BACK. JUST TOUCH THIS ONE A LITTLE BIT IN A BOARD MEETING, OR A WORKSHOP, WHATEVER FEELS LIKE THE BEST TO THE GROUP, JUST SO THAT WE KNOW THAT WE'RE STAYING ON TOP OF IT TOO, BECAUSE LIKE YOU SAID, WE ALREADY HAD THE POP TOA WORKSHOP ABOUT THIS, AND I FORGOT THAT THAT WAS THAT'S HOW THEY IDENTIFIED A LOT OF THAT STUFF. I THINK JUST AGAIN, STAYING INTENTIONAL ON THIS, SO IT'S NOT JUST A ONE INTO WE DID THAT ONTO THE NEXT THING. I THINK THAT'D BE HELPFUL. >> WELL, FOR ME, TO CONNECT THE DOTS BETWEEN WHAT'S GOING ON AND HOW IT HOW THIS DATA REFLECTS WHAT WE'RE DOING IN OUR SCHOOL AND JUST BEING INTENTIONAL. I ALWAYS AM LOOKING AT THE GRADUATION RATE. FOR 22, 23, ALL STUDENTS WAS 91%, AND OUR GOAL IS 96%. I'M ALWAYS WONDERING, WHO ARE THOSE 9% THAT WE DIDN'T GET ACROSS THE FINISH LINE AND WHAT ARE WE DOING FOR THOSE KIDS? THAT'S AN EASY ONE FOR THAT. THEN WHAT IS OUR NINTH GRADE ON TRACK. I THINK THAT'S ONE OF THEM IN HERE, NINTH GRADE ON TRACK BECAUSE THAT DIRECTLY IMPACTS THE FOUR YEAR AND JUST UNDERSTANDING THE LINKAGES AND WE HAVE A LOT OF STUDENTS THAT COME TO US, THEY HAVE STARTED ON THIRD BASE AND IT'S REALLY EASY TO GET THEM ACROSS THE FINISH LINE, BUT NOT ALL OF OUR STUDENTS AND WE NEED TO MAKE SURE OUR SYSTEM IS SERVING ALL OF THEM. I LIKE PUTTING A DATA SECTION IN ALL OF OUR BOARD AGENDAS, AND THEN TALKING ABOUT MAYBE WE CAN LOOK THROUGH AND WHAT ARE SOME TOP 5 THAT DURING THE YEAR, MAYBE WE HAVE A WORKSHOP ON ONE OF THE TOPICS THAT WE DON'T KNOW AS MUCH ABOUT OR YOU WANT TO GET AN UPDATE. HEY, WE'VE GOT SOME GREAT WORK GOING ON THIS PLACE. WE CAN REALLY EYEBALL AS THE DATA IS COMING IN, WHAT IS THAT LOOKING LIKE? >> IT SOUNDS TO ME LIKE AND I DON'T MEAN TO SPEAK FOR EVERYBODY, BECAUSE I KNOW WE'VE HAD THIS CONVERSATION BEFORE, IT SOUNDS LIKE A DATA POINT THAT WE'RE INTERESTED IN AS A BOARD IS GRADUATION RATE AND THOSE TRANSITIONAL TIMES. MAYBE WE JUST KEEP IT BROAD THAT THAT'S WHAT WE FOCUS ON FOR THE REST OF THE YEAR IS FOCUSING ON JUST WHEN WE HEAR ABOUT DATA AND STUFF. AGAIN, IT DOESN'T NECESSARILY HAVE TO BE ON DATA, BUT JUST HELPING US UNDERSTAND THAT A LITTLE BIT MORE. LIKE YOU WERE SAYING WITH THE GRADUATION RATE, IT? WHAT ARE WE DOING WITH THESE 9%? WHAT IS THE ON TRACK RATE SO JUST I DON'T KNOW WHERE I'M GOING WITH THIS. >> I'VE BEEN TRYING TO INFUSE MORE DATA INTO MY SUP REPORT, I CAN FIND OUT FROM YOU DURING BRIEFINGS TOO WHAT YOU'RE LOOKING FOR, AND THEN WE CAN WORK TOGETHER TO COMPILE AT LEAST ONE SLIDE, MAYBE TWO SLIDES ON A DATA. UNLESS YOU WANT IT AS A STANDALONE ITEM, THAT'S NOT A BAD PLACE TO INCORPORATE IT, AND THEN YOU CAN ALWAYS ASK QUESTIONS. I'LL CONTINUE TO DO THAT. FOR THE UPCOMING MEETING IN JANUARY, WAS THAT SOMETHING YOU WOULD WANT SOME ON TRACK DATA? DO YOU WANT SOME GRAD DATA, A LITTLE BIT OF BOTH? >> I THINK SOMETHING THAT WOULD BE EASY TO DO. EACH MEETING WAS SORT OF LIKE REGULAR ATTENDANCE. HOW IS OUR ATTENDANCE? THE AVERAGE WAS 81%, BUT THEN IN SOME OF OUR POPULATIONS, IT GOES DOWN TO 68%. I WOULD LOVE TO DO ANOTHER DIP. WHERE ARE WE AT? WHERE ARE WE AT WITH OUR ATTENDANCE. FOR OUR STUDENTS RIGHT NOW, IS THAT SOMETHING I KNOW ACROSS THE NATION, IT'S SOMETHING THAT SCHOOLS ARE DEALING WITH? WE ARE WE AT? >> I LIKE THAT. >> WHAT ARE WE DOING? NINTH GRADE ON TRACK, WOULD BE GREAT. [01:35:02] WE'RE ABOUT TO END A SEMESTER. IT'D BE GREAT, THAT'S WHERE WE'LL HAVE OUR FIRST DATA POINT FOR THAT ON TRACK GRADUATION. AFTER THE SEMESTER CLOSES, AND WE CAN GET NINTH GRADE ON TRACK. >> THE FEBRUARY MEETING. >> SOME OF THE OTHER ONES, THE SEL. IT DEPENDS ON WHAT OUR TOOL FOR DATA COLLECTION IS, IS IT. >> PANORAMA. >> PANORAMA AND HOW OFTEN DO WE DO THAT? I DON'T KNOW. >> THREE TIMES. >> THREE TIMES. >> OR IS IT FOUR? CLINT IS PANORAMA THREE TIMES OR FOUR TIMES A YEAR? JUST TWICE. FALL SPRING. >> YEAH SO MAYBE IT MAKES SENSE IN THE FALL WHENEVER WE GET THE TWO REPORTS BACK TO DIG DOWN, WHAT BUBBLED UP. IT LOOKS LIKE THERE'S LOGICAL TIMES IN THE YEAR TO DIG INTO CERTAIN DATA, BUT MAKING THEM A REGULAR PART. >> I THINK ALSO JUST HONORING LIKE JOHN IS SAYING THAT WE'RE RUNNING A LITTLE LEANER AROUND HERE TOO, THAT IT DOESN'T HAVE TO BE LIKE A GIANT PRESENTATION OR MAYBE IT'S PART OF SOMETHING THAT YOU GUYS ARE ALREADY WORKING ON IN CABINET OR AT COUNCIL OR SORRY, LEADERSHIP LAB, JUST AT A LITTLE HIGH LEVEL SUMMARY OF SOME OF THAT. >> YEAH, I ALWAYS LIKE THAT THAT PUTS A LITTLE BIT OF A BOW ON THE WORK ESPECIALLY FOLLOWING A LEADERSHIP LAB. >> ALSO, I LIKE IT WHEN SOMETIMES YOU JUST PRESENT THE DATA. HERE'S THE DATA. WHAT DOES IT SAY TO US? WHAT ARE WE SEEING? IT'S LIKE WHAT ARE YOU NOTICING? WHAT IS THAT SAYING TO HAVING HAVING DISCUSSIONS IN A WORKSHOP ABOUT THAT? I'M SURE THAT'S WHAT EVERYBODY'S DOING LOOKING AT THE DATA, THE BUILDING PRINCIPLES AND STUFF. WE DON'T NEED THIS TO BE ALL POLISHED AND WRAPPED UP AND HERE'S EVERYTHING, AND IT'LL ALLOW US TO LEARN MORE DEEPLY ABOUT WHAT'S GOING ON AND COME TO SOME CONCLUSIONS AND HAVE THE DISCUSSIONS BECAUSE IT'S EASY TO JUMP TO CONCLUSIONS, BUT THERE'S A LOT THAT GOES. >> I JUST NOTICED THAT SYSTEMS IS SPELLED WRONG UP THERE. SORRY. ARE YOU SAYING THAT THEN FOR DATA, MAYBE DATA WOULD BE BETTER HOUSED IN A WORKSHOP THEN INSTEAD OF A BOARD MEETING? JOHN WAS TALKING ABOUT A PRESENTATION OF DATA, MAYBE HAVE A STANDING THING FOR POLICY REVIEW AND LOGISTICS. MAYBE WE HAVE A THING IN A WORKSHOP JUST FOR DATA? AGAIN, WE CAN PUT A LIMIT ON IT OF 20 MINUTES OR SOMETHING LIKE THAT JUST SOMETHING LIKE ONE DATA POINT THAT WE CAN LOOK INTO. I DON'T KNOW. I FEEL LIKE IN A BOARD MEETING, IT'S A LOT OF USUALLY [OVERLAPPING] GETTING A LOT OF INFORMATION AND THEN WE SAY, THANK YOU AND GO ON TO THE NEXT THING. WE DON'T REALLY GET A CHANCE TO HAVE A WHOLE LOT OF CONVERSATION AT THOSE. MAYBE WE ADDED AS PART OF JUST A STANDING ITEM. >> DURING THE BOARD MEETING THEN IN MY SUP REPORT I CAN SUM UP FROM OUR CONVERSATION. >> THAT'D BE FINE. >> I LIKE THAT. >> LIKE WE DO WITH POLICY REVIEW TOO WHERE WE TALK ABOUT IT A LOT HERE AND THEN SUMMARIZE IT BEFORE WE TAKE ACTION ON ANYTHING. >> MAYBE FOR BEGINNING OF FEBRUARY, WE COULD DO ATTENDANCE, AND THEN MAYBE BEGINNING OF MARCH, 9TH GRADE ON TRACK BECAUSE THOSE ARE ATTENDANCES, WE CAN LOOK AT IT BY GRADE, WE CAN LOOK AT IT BY SCHOOL. WE CAN SEE IF WE SEE ANY TRENDS. IS IT BETTER THAN WHAT WE HAD HERE? IS IT WORSE? WE CAN BREAK IT UP INTO THESE GROUPS. THEN MAYBE WE HAVE QUESTIONS OR MAYBE YOU SHARED, HERE'S SOME EFFORTS GOING ON AT THIS SCHOOL. I DON'T KNOW. I WOULD JUST SAY, I THINK THE DISCUSSIONS ARE REALLY IMPORTANT THAT WE CAN HAVE AMONGST OURSELVES TO DEVELOP, WHAT ARE OUR QUESTIONS? WHAT DOES THIS TELL US? HOW DOES THIS INFORM OUR WORK? >> I THINK I SEE IT AS I DON'T WANT IT TO BE ME SITTING HERE GOING IN 2026. OH MY GOD, LIKE CLASS OF 2024, WE ONLY HAD 80% GRADUATE AND I'M FINDING THAT OUT IN 2026, WHAT HAPPENED. I SEE IT AS CONTINUOUS INFORMATION SO THAT IS NOT A SHOCK LATER ON OR A QUESTION, BUT ALSO TIME FOR US TO DISCUSS SOME OF THESE NUMBERS AS NEEDED. WE HAVE AN EXPLANATION AND IT'S NOT BLINDED BY THESE NUMBERS. >> BECAUSE WE WANT ALL OUR KIDS TO BE GROWING AND GETTING BETTER. OBVIOUSLY, OUR GOAL ON ALL OF THESE EVENTUALLY IS 100% IN EVERY CATEGORY. THAT'S LOFTY AND NOT WHAT WE'RE GOING TO PUT ON PAPER, BUT WE WANT TO BE MAKING CONTINUAL PROGRESS. MY COUSIN WHO'S AN ECONOMIST IN TEXAS WAS ASKING ME THIS SUMMER. HE'S LIKE, HOW DO YOU COMMUNICATE TO YOUR COMMUNITY THAT YOUR STUDENTS ARE CONTINUING TO GROW? [01:40:01] I'M LOOKING AT OUR STRATEGIC PLAN AND OUR BENCHMARK MEASURES. SHOULD BE ABLE TO COMMUNICATE THAT. THAT WE'RE GROWING IN ALL OF THESE AREAS FROM YEAR TO YEAR. WE NEED TO UNDERSTAND IT AND KNOW WHAT TO FOCUS ON, THIS IS SUPPOSED TO GUIDE OUR SPENDING, OUR WORK, OUR FOCUS. >> I HAVE A SLIGHTLY DIFFERENT TAKE. I DON'T WANT MYSELF TO BE OVER INFLUENCED BY THE NUMBERS. I'LL TAKE AN EXAMPLE IF THE MLL DATA, WE SEE AN INCREASE. LET'S SAY 3%. IT GOES UP 3%. BUT WE DON'T HAVE AN UNDERLYING REASON WHY THAT WENT UP. WE CAN CELEBRATE THE SMALL CLAP, BUT I'D RATHER TAKE THE POP TOAS OF OUR BUILDING LEADERS AND BASICALLY PUT IT ON TOP OF THIS AND SAY WHEN JOHN COMES IN AND SAYS, HERE'S WHAT WE'RE DOING AT GRASS VALLEY TO IMPROVE MLL. IT'S OUR POP TOA. IT'S FOCUS. I'D RATHER HEAR WHAT THE INDIVIDUALS ARE DOING TO HELP HIM REACH THAT EXCEED THAT NUMBER. I'LL JUST SHARE THAT ON FRIDAY, WE HAD A NICE INVITATION FROM SEAN LAST MINUTE, I WAS ABLE TO GO OVER TO GRASS VALLEY AND SIT DOWN AND WATCH MARCY DO HER COLLABORATION, MEETINGS WITH THE STAFF. I'D RATHER HEAR THAT AND THEN SEE WHEN THE NUMBERS GO UP AND WE'RE LIKE THE NUMBERS ARE UP 3%. I CAN SAY, WHY? IT WAS BECAUSE THE DISTRICT INVESTED IN THESE PEOPLE TO COLLABORATE WITH THE TEACHERS GET THAT NUMBER TO GO. BECAUSE IF THE NUMBER GOES UP OR GOES DOWN, IF I DON'T HAVE THE CONTEXT OF WHAT WAS ACTUALLY DONE IN THE FIELD. IT DOESN'T HELP. MY SUGGESTION IS, AND MAYBE WE CAN DO IT THIS YEAR, BUT IN THE FUTURE YEARS, WHEN THE BUILDING ADMINISTRATORS COME IN AND SAY, THIS IS MY POP TOA FOR OUR BUILDING THIS YEAR. I'D LIKE THAT TO GET REPORTED OUT LATER, BUT NOT FROM THE ADMINISTRATOR. I WANT CLINT HAVE TO COME IN AND SAY, HERE'S OUR SENSE OF BELONGING. I'D RATHER HAVE THE FOLKS THAT ARE HELPING HIM ACHIEVE THAT COME IN AND SAY, HERE'S WHAT WE'RE DOING TO TRY TO GET THE SENSE OF BELONGING. 'CAUSE CLINT CAN SHARE. YOU CAN COME IN, BUT I WOULD RATHER HEAR IT FROM THE PEOPLE THAT REPORT TO YOU SAYING, THIS IS HOW IT FLOWS DOWN. >> I FEEL LIKE THAT'S WHAT I'M LOOKING FOR AS WELL. IT'S CONNECTING THE POP TOA TO OUR RESULTS. IT'S KNOWING. BECAUSE LOOKING AT THE DATA, ALL IT'S GOING TO DO IS SAY, SOMETHING DIFFERENT HAPPENED THERE. THEN I WANT TO UNDERSTAND WHAT WAS IT THAT DID IT OR HERE'S WHAT WE'RE DOING. HERE'S WHAT WE'RE HEARING IN YOUR POP TOA. HOW DO WE KNOW IF THAT WAS SUCCESSFUL? HOW DO WE KNOW WE HAD GROWTH? I WANT TO BE ABLE TO CONNECT THE TWO AND YOU CAN'T DO THAT BY EITHER JUST LOOKING AT THE NUMBERS OR JUST HEARING ABOUT WHAT THEY'RE DOING. >> I DON'T WANT TO BECOME OVERLY RELIANT ON THESE NUMBERS BECAUSE IF THEY GO DOWN, YET WE ACHIEVE THE GOAL OF WHAT OUR ADMINISTRATORS, THEY HAVE THEIR POP TOA, AND THEIR TEAM HAS THE RESOURCES. BUT IF SHAWN'S GOAL IS ON MLL, BUT SOMEWHERE ALONG THE LINE, WE CUT RESOURCES THAT IMPACT THE PEOPLE WHO ARE DOING THE JOB, THEN WE NEED TO BE HELD ACCOUNTABLE TO THAT. IF WE SAID, WE SUPPORTED THAT DECISION AND I CUT A FEW PEOPLE, AND THAT MEANT ONE LESS COLLABORATION MEETING. >> I THINK WE'RE SAYING THE SAME THING. >> I'D RATHER ALIGN THE POP TOAS TO THIS THEY PICKED AND SAY, THAT'S THE ONES WE'RE GOING TO FOCUS ON NOT THE NUMBERS, WE WANT TO HEAR. I WANT TO HEAR MORE OF WHAT WAS DONE. I GOT MORE OUT OF THAT HOUR AND A HALF AT GRASS VALLEY ON FRIDAY, NOTHING AGAINST SEAN AND WHAT HE SHARED, BUT IN THE YEAR AND A HALF NOW THAT I'VE BEEN HERE, I GOT EVERYTHING IN THAT HOUR AND A HALF. I HEARD THOSE TEACHERS WITH THEIR SPECIALISTS TALK ABOUT THINGS THAT I WOULDN'T THINK THAT THEY WOULD DO IN THOSE MEETINGS. IT WAS EVERYTHING FROM HOME ENVIRONMENT TO KIDS EATING HABITS TO BEHAVIOR TO THEIR CHANGE IN PERSONALITY. IT WAS FASCINATING. IF I HAD TO BE PART OF A DECISION I'S SAY, WHAT ARE WE GOING TO DO WITH THE SUPPORT FOR MLL, I'D BE LIKE, I KNOW THE IMPACT NOW. I CAN SEE IT IN THE CLASSROOM, BUT I COULD SEE IT IN THAT MEETING. THAT'S WHAT I'D LIKE TO HAVE COME. I WOULD'VE LOVED WHAT MARCY DID TO COME IN AT A WORKSHOP LIKE THIS IS WHAT WE DO IN COLLABORATION MEETINGS AND EXAMPLES. >> I WANT ALL OF THAT AND I WANT TO BE ABLE TO MEASURE THE SUCCESS. >> CORRECT. [OVERLAPPING]. >> I WANT TO KNOW SOMETHING WHAT WE'RE DOING. IF WE'RE INVESTING IN SOMETHING AND WE DON'T KNOW IF IT'S HELPING OUR KIDS OR NOT. SOUNDS GREAT, WHATEVER. WE NEED TO BE ABLE TO MEASURE OUR PROGRESS TOWARDS THESE GOALS ARE WHAT WE'VE SAID ARE IMPORTANT AND KNOWING WHAT WE'RE DOING SO THAT WE CAN SAY, YES, LET'S CONTINUE TO FUND THIS BECAUSE THIS IS AMAZING AND IT'S MOVING OUR KIDS TOWARDS THE RIGHT GOAL. I THINK WE'RE SAYING THE SAME THING. [01:45:02] >> WE'RE SAYING THE SAME THING. I THINK ALIGNING IT TO THE POP TOAS HOSE WOULD BE REALLY GREAT BECAUSE I WOULD LOVE WHEN CLINT COMES BACK IN AND SAYS, BELONGINGS UP EVEN MORE WHY BECAUSE MORE STUDENTS ARE GETTING INVOLVED IN OPPORTUNITIES. IT'S BECAUSE OF THE WORK THAT HE AND HIS TEAM HAVE DONE AND WE KNOW WHAT THEY DID. >> THEY SHOULD ALL LINE UP TO SOMETHING ON THESE PAGES. >> IT WILL. >> THAT'S THE IDEA [OVERLAPPING]. >> GRADUATION RATES. SOME OF THOSE. IT'S JUST I WOULD FEEL BETTER ABOUT THAT BECAUSE WE WOULD MAKE INFORMED DECISIONS BASED ON THE WORK THAT'S BEING DONE UNDER THOSE? >> ABSOLUTELY. BECAUSE IF THEY'RE DOING THINGS THAT AREN'T ALIGNING TO OUR BENCH MEASURES, WE NEED TO EITHER MAKE A CONSCIOUS DECISION TO CONTINUE TO INVEST IN THAT OR DECIDE THIS IS SOMETHING REALLY IMPORTANT TO MEASURE, OR IT'S HAVING AN IMPACT ON THIS OR IT'S NOT. IT'S LIKE CHECKING THE FIDELITY OF OUR SYSTEMS. ARE THEY GIVING US WHAT WE ARE INTENDING. ARE WE SEEING THE BENEFIT OF ALL THE INVESTMENT WE'RE MAKING IN OUR STAFF AND IN OUR PROGRAMS AND IN ALL OF OUR POP TOAS. I WANT TO HEAR ALL THAT AND THEY SHOULD MOVE THE NEEDLE. IF THEY DON'T, THEN WE ASK QUESTIONS. WHAT HAPPENED? WE HAD TO CUT FUNDING OR WE HAD THIS HAPPEN AND WE UNDERSTAND IT. IT'S THE DATA ANALYSIS PART. IT JUST TELLS US SOMETHING DIFFERENT. THEN WE DIVE IN. THANK YOU. I LIKE THAT. ANY OTHER DISCUSSIONS? MAYBE I'LL WORK WITH JOHN TO PICK A DATA POINT FOR EACH WORKSHOP TO WORK ON THAT IS NOT GOING TO BE REALLY LABOR INTENSIVE FOR STAFF RIGHT NOW THAT ARE MORE TALKING POINTS. DISCUSSION HERE, LET'S BRING IN SOME DATA. WHAT DOES IT SAY TO US? HOW DO WE CONNECT IT? WHAT'S GOING ON AS A STARTING POINT JUST SO THAT WE GET MORE FAMILIAR WITH WHAT WE'RE MEASURING AND WHY WE'RE MEASURING AND WHAT THE ACTIONS ARE GOING ON TOWARDS THIS. >> THEN IF WE'RE SEEING SOME SIGNIFICANT GAINS OR DROPS, MAYBE THAT'S WHEN WE LOOK AT BRINGING IN THOSE WHO ARE DOING THAT WORK. WE WOULDN'T WANT TO NECESSARILY TO DO THE DROPS, BUT THE INCREASES. HEY, WHY IS THIS WORKING? >> THE DROPS TOO, BECAUSE IT COULD BE WE'RE DOING EVERYTHING RIGHT AND SOMETHING OUT OF OUR CONTROL HAPPENED AND THAT'S WHY WE'RE SEEING DURING COVID, WE SAW A LOT OF NUMBERS DROP. WE DON'T WANT THEM TO DROP, BUT WE UNDERSTAND WHAT WAS GOING ON. IT DOESN'T MEAN OUR SYSTEMS ARE FAILING. BUT WE WANT TO KNOW, WE'RE TRYING TO CREATE THIS CULTURE OF TRYING THINGS AND IT'S OKAY TO FAIL AS LONG AS WE'RE LEARNING FROM IT AND FEEDING THAT FORWARD. IF OUR NUMBERS GO DOWN, IT DOESN'T MEAN WE'VE FAILED, BUT IT MEANS SOMETHING HAPPENED, IT COULD BE A LOT OF DIFFERENT THINGS. WE NEED TO UNDERSTAND IT. [OVERLAPPING] >> I THINK THE SURVEY, IT COULD HAVE BEEN A BAD DAY. AGAIN, IF OUR ADMINISTRATORS AND EDUCATORS THAT ARE PART OF THAT SAY, AT OUR SCHOOL, THE SENSE OF BELONGING IS UP. WE'VE TALKED TO STUDENTS. I'D RATHER GET THE HUMAN INTELLIGENCE TELLS ME IT'S BETTER AND THE NUMBERS AREN'T RIGHT. I'D RATHER HEAR THAT. WE COULD SAY, THE NUMBER IS DOWN. WHY? COULD BE A LOT OF REASONS. [OVERLAPPING] EXCEED IT, THEN WE'RE LIKE, GREAT. WHAT ELSE CAN WE DO TO HELP YOU HIT OR EXCEED THAT SAME WITH ALL THOSE POP TOAS WE HEARD. I'D LIKE TO MAKE SURE THAT ANY VOTE I'M PART OF IS TO HELP THEM MEET OR EXCEED THAT TARGET. >> AWESOME. THANK YOU. ANY OTHER QUESTIONS OR DISCUSSIONS ABOUT HOW WE'RE GOING TO MOVE FORWARD WITH THAT. WE'LL BRING IT BACK TO THE NEXT WORKSHOP. THEN POLICY REVIEW. [3. SYTEMS/PATHWAYS] WE HAD A POLICY. LET ME PULL THIS OUT REALLY QUICKLY TO ME. THERE'S A LOT OF THEM. DO YOU WANT TO GO THROUGH THESE ONE BY ONE? THESE ARE ALL NEW POLICIES FIRST READING, I SHOULD SAY. >> THEY'RE ALL UPDATES. >> FIRST READING. POLICY THOUSAND FIVE KEY FUNCTIONS OF THE BOARD. >> THIS LOOKS LIKE IT WAS JUST BASICALLY TAKING THE SCHOOL BOARD STANDARDS AND CONDENSING IT INTO POLICY FORM. I DIDN'T HAVE ANY ISSUES WITH IT. >> ONE THAT WAS FIVE. >> THANK YOU, CLINT. >> PRETTY OBVIOUS. SAME WITH THE ORGANIZATIONAL ONE, THOSE WERE BOTH IN THE SAME POLICY AND LEGAL REVIEW. >> I'LL WAIT FOR 1210. >> ANY OTHER QUESTIONS ON 1005? THEN WE'LL BRING THAT TO THE BOARD FOR FIRST READING, 1210. COREY GO. [01:50:03] >> TO BE HONEST WITH YOU, I KNOW OF A SITUATION WHERE THIS WOULD HAVE HINDERED ANOTHER BOARD IN OUR AREA IN RECENT YEARS. WHEN I WAS GOING IF THIS NEW POLICY WERE ADOPTED, I WAS TRYING TO DO THE RESEARCH IN THE POLICY AND LEGAL NEWS AND I COULD SEE NO REASON IT EVEN SAYS AT THE BOTTOM, LIKE IT'S CONNECTED TO POLICY AND LEGAL NEWS, OCTOBER 2025. THEN I GO AND READ THE POLICY AND LEGAL NEWS AND IT SAYS THAT IT'S UPDATED BASED ON WHATEVER WE JUST DID 1005, BUT IT'S NOT MENTIONED ANYWHERE IN THERE. I GUESS I DON'T UNDERSTAND THE CHANGE FOR IT. I KNOW IT'S A REALLY LITTLE THING AND IT WOULD NEVER REALLY IMPACT ANY OF US, BUT GOING BACK TO MY OLD DAYS DOING CVAS, SOMETIMES YOU'RE CREATING LANGUAGE FOR THE FUTURE FOR OTHER PEOPLE WHO AREN'T THERE, AND I FEEL LIKE THIS UNNECESSARILY TIES A BOARD'S HANDS. IF YOU DON'T WANT SOMEBODY WHO WAS RECENTLY APPOINTED TO THE BOARD TO BE PRESIDENT, THEN DON'T VOTE. >> VOTE THEM IN. >> THE CURRENT EXISTING ONE JUST SAYS A NEWLY APPOINTED WILL NOT BE ELIGIBLE. >> BUT NEWLY ELECTED, VOTERS ELECTED HIM. >> BUT IF THEY DON'T KNOW THE ROLE. I THOUGHT THAT WHEN I READ 1210 WHEN I JOINED BECAUSE I DID READ IT. I JUST THOUGHT, THAT'S THERE SO THAT YOU WON'T LEAN IN TO SOMETHING AND YOU CAN OBSERVE AND LEARN THE ROLE. I THINK IF YOU'RE NEWLY APPOINTED OR NEWLY ELECTED, EITHER WAY, YOU SHOULD SIT BACK AND NOT TRY TO TAKE A LEADERSHIP ROLE. IF YOU'VE NEVER DONE THE ROLE BEFORE. I GUESS YOU COULD SAY, IF YOU WERE ON A SCHOOL BOARD BEFORE, AND YOU KNOW HOW IT WORKS, THEN YOU UNDERSTAND IT. >> THIS JUST SAYS YOU CAN'T. >> THAT'S WHAT IT SAID FOR APPOINTED. >> BUT I JUST SEE IT AS I GUESS I'M SORRY, I DIDN'T MEAN TO OPEN A WHOLE CAN OF WORMS WITH THIS WHOLE THING, BUT I CAN SEE AN APPOINTED BOARD MEMBER NOT BEING ELIGIBLE TO BE BOARD CHAIR BECAUSE NOBODY IN THE COMMUNITY HAS ACTUALLY VOICED THEIR SUPPORT FOR THAT PERSON YET. YOU GET APPOINTED AND THEN YOU HAVE TO RUN FOR ELECTION AFTERWARDS, AND THE PEOPLE HAVE TO EITHER CONFIRM OR DENY THAT. I CAN SEE THAT FOR AN APPOINTMENT BUT FOR AN ELECTED BOARD MEMBER, I GUESS I'D SAY I WOULDN'T SAY THAT AN ELECTED BOARD MEMBER UNDER NO CIRCUMSTANCES CAN'T BE BASICALLY ON PROBATION. >> AS AN OFFICER, WE'RE JUST MEANING PRESIDENT AND VICE PRESIDENT? >> AGAIN, THE WAY THAT WE RUN THINGS FOR OUR OPERATING STATUS IS THAT THE VICE PRESIDENT IS TRAINING TO BE PRESIDENT IN A YEAR. I DON'T KNOW. AGAIN, THIS ONE IS DISCRETIONARY. I JUST DON'T SEE IT AS BEING NECESSARY, BUT WE CAN HAVE THAT DISCUSSION TOO WHEN WE ACTUALLY DO FIRST READING. >> IT DOESN'T NEED TO BE CHANGED. THE QUESTION IS, SHOULD WE CHANGE THINGS IF THEY DON'T NEED TO BE? IT'S NOT REQUIRED. >> IT SAYS IT'S DISCRETIONARY. >> OR EVEN JUST I GUESS I'D LIKE TO UNDERSTAND WHAT'S THESE REASONING FOR IT, BECAUSE AGAIN, WHAT THEY CITED, LIKE WHEN I WENT INTO THE POLICY IN LEGAL NEWS, IT SAYS THAT IT'S A DISCRETIONARY POLICY, AND IT HAS BEEN UPDATED TO ALIGN WITH WASHINGTON SCHOOL BOARD STANDARDS, AND THEN I GO BACK AND I READ THE WASHINGTON SCHOOL BOARD STANDARDS AND IT DOESN'T MENTION IT AT ALL. I WAS JUST CURIOUS. >> THAT'S WHAT I WAS GOING TO SAY IS THERE MUST BE A REASON. >> I GUESS IF I HAD A REASON FOR IT. >> IT IS IN, BUT THEY HAVEN'T SHARED THAT WITH HIM. >> BUT IN THEIR POLICY AND LEGAL NEWS, THEY DIDN'T SHARE A REASON. THEY JUST SAID THAT IT WAS UPDATED TO ALIGN WITH THE STANDARDS, BUT THEN I READ THE STANDARDS, AND I DON'T SEE ANY UPDATES. >> I COULD MAKE GUESSES AS TO WHY IT WAS DONE. BUT I'M NOT GOING TO HYPOTHESIZE. I THINK IT COULD BE IF AGAIN, SEVERAL PEOPLE ARE ELECTED AT ONCE. THE BOARD PATH CHANGES, IF YOU'RE LIKE, A NEWLY ELECTED PERSON COULD NOW BE PRESIDENT AND ALSO VICE PRESIDENT, IT COULD CHANGE THE WHOLE DIRECTION OF WHAT COMES BEFORE THE BOARD ON AN AGENDA? [OVERLAPPING] >> THAT EXACT THING HAPPENED IN A NEIGHBORING SCHOOL DISTRICT OF OURS ABOUT EIGHT YEARS AGO. >> IT HAPPENED TO ANOTHER ONES JUST THIS LAST FALL. THERE'S A LAWSUIT GOING ON THE OTHER THINGS. I'LL SEND YOU THE ARTICLE. I DON'T SEE THE PURPOSE OF CHANGING IF THERE'S NO PURPOSE RIGHT NOW. BUT ON THE OTHER HAND, JOHN REVIEWED IT, SO I COULD ALWAYS ASK JOHN'S OPINION, [01:55:01] BUT HE JUST SAID I DIDN'T SEE A PROBLEM WITH IT. >> I DON'T SEE A PROBLEM WITH IT. IF WE WANT TO CALL WSSDA. >> I'M INTERESTED IN KNOWING WHY. >> YOU WANT TO CALL WSSDA FOR US AND REPORT BACK? >> WE CAN DO. >> YOU CAN DO THAT? SHAWN. WHAT HE SAID? >> SHE'LL DIALOGUE. >> I WOULD SAY THOUGH IF THERE'S NO CLEAR GUIDANCE ON WHY IT HAD TO BE CHANGED WHICH IS PAST FOR NOW. IT WOULD BE HOW I WOULD LOOK AT. >> WE'LL GET AN UPDATE ON MAYBE THE REASON THAT WSSDA WAS CHANGING 1210. >> THANK YOU. >> WHAT WAS BEHIND THAT CHANGE? I MEAN, I'M SURE THERE WAS A REASON. >> THAT'S WHAT I'D LIKE TO JUST KNOW. >> 1630 EVALUATION OF THE SUPERINTENDENT. >> GO AHEAD. I'M SORRY. >> I WAS JUST GOING TO SAY THIS LOOKS LIKE IT MORE ALIGNS TO THOSE MAJOR CATEGORIES THAT ARE ALREADY IN YOUR EVALUATION, AND WE USUALLY PICK A COUPLE OF THOSE TO FOCUS ON? IT LOOKS LIKE WE HAVE TO AT LEAST ADDRESS ALL OF THEM. WE CAN STILL FOCUS ON A COUPLE, BUT WE CAN'T JUST IGNORE THE REST OF THEM EACH YEAR. >> A COUPLE OF THINGS ON THIS ONE. I TALKED TO CONNIE OVER THE WEEKEND, AND WE'RE GOING TO LOOK AT THE EVALUATION OF THE SAMPLE THAT'S LISTED ON THE BOTTOM THERE, WHICH I REALLY, REALLY LIKE. IT'S PRETTY ROBUST. I WILL TELL YOU THAT. BUT I ASK CONNIE IF THE BOARD'S OKAY WITH IT IF WE CAN START TO INSTITUTE THAT ONE NEXT YEAR, JUST BECAUSE IT'S GOING TO TAKE A LITTLE TIME TO LEARN IT FOR US TO GO OVER IT. BUT I CAN FOR THIS COMING YEAR, I CAN MAKE SURE THAT I'M INCORPORATING THIS LIST HERE. WHICH TYPICALLY IS ALREADY THERE, LIKE CONNIE SAID. BUT IF THE BOARD'S OKAY WITH IT, I'D LIKE TO INCORPORATE THOSE, BUT SHIFT TO THE MORE ROBUST ACTUAL EVALUATION NEXT SCHOOL YEAR. THAT TO ME, IT WOULD JUST BE A BETTER TIME FOR US TO LEARN IT TO GO THROUGH IT. I COULD SHIFT TO IT NOW, ALTHOUGH THE GOALS THAT I SAID AT THE BEGINNING OF THE YEAR MAY NOT ALL FIT EXACTLY INTO THIS NEW TEMPLATE, BUT I'M OPEN TO WHATEVER THE BOARD WANTS. >> I THINK THAT MAKES SENSE. I DON'T THINK ANYBODY ELSE WOULD LIKE IF THEIR EVALUATION WAS SHIFTED IN THE MIDDLE OF THE EVALUATION CYCLE. I KNOW I WOULDN'T LIKE IT, SO I'M GOOD WITH THAT. >> THEN MAYBE IN THE SPRING, WE CAN SET ASIDE SOME TIME TO GO OVER THIS NEW DOCUMENT OR MAYBE WHEN WE DO JOHN'S EVALUATION, JUST LOOK AT THE NEW ONE FOR. >> IT CAN ALSO BE OR WHENEVER WE HAVE OUR RETREAT LIKE A PLANS. >> BECAUSE I THINK WE'RE TALKING ABOUT DOING ANOTHER ONE OF THOSE BEFORE THE END OF THE SCHOOL YEAR ANYWAYS. >> APPRECIATE IT. >> YES,1820 BOARD SELF ASSESSMENT. I DIDN'T SEE ANYTHING DRASTIC THAT CHANGED ON HERE, JUST WORDING. >> IT WAS JUST WORDING. >> ANY QUESTIONS? >> I'M GOOD WITH THAT. >> DOESN'T CHANGE THE SUBSTANTIVE NATURE, IT JUST GETS NEW. >> 1821 STANDARDS FOR INDIVIDUAL SCHOOL DIRECTORS. THIS IS NEW. THE HOLDING IS NEW. I THINK IT AGAIN IT'S A NEW POLICY, BUT WE'VE SEEN THESE IN OTHER DOCUMENTS THAT WEREN'T POLICY. >> BECAUSE THIS COMES STRAIGHT FROM WHILE STARS. >> IT COMES TO THE BOARD STANDARDS. I'M GOOD WITH IT. >> 3226 INTERVIEWS AND INTERROGATIONS OF STUDENTS ON SCHOOL PREMISES. THIS IS MARKED AS IMPORTANT. I THINK THEY'RE NEW LEGAL REFERENCES. >> THAT'S ALL I SEE AND IT IS JUST THE NEW LEGAL REFERENCES. >> JUST NEW REFERENCES, SO WE SHOULD MOVE ON. >> FIVE THOUSAND RECRUITMENT SELECTION, AND EVALUATION OF STAFF. THERE'S A LOT OF RED. >> AS AMY LOOKED AT THIS, DID SHE HAVE ANY COMMENTS ON IT? >>> NO. I DIDN'T SEE ANY, I'D HAVE TO GO BACK TO THE GOOGLE DOC. LET ME SEE. >> IT LOOKS LIKE IT TOOK A LOT OF THE SPECIFIC WORDING OUT AND MADE IT A LITTLE MORE GENERAL. I ADDED BASED ON RECOMMENDATIONS OF THE SUPERINTENDENT ACCORDING TO THE NEEDS AND FINANCIAL CONSTRAINTS OF THE DISTRICT, [02:00:01] WHICH IS A VERY CURRENT CONSTRAINT. >> I DON'T HAVE ANY PROBLEMS WITH ANYTHING THAT'S IN HERE. >> AT THE TOP IT SAYS, THE BOARD OF DIRECTOR DELEGATES OR ALL RECRUITMENT AND SELECTION OF SCHOOL DISTRICT STAFF TO THE SUPERINTENDENT. WE ONLY HIRED THE SUPERINTENDENT AS A BOARD. I'M NOT SURE WHO ELSE. >> IT'S NOT CHANGING POLICY. IT'S JUST STATING IT A LOT MORE CLEARLY AND SISTINCTLY HERE. >> I DON'T KNOW WHY IT SAYS OTHER BOARDS ARE HIRING. THEN THE 6,700 NUTRITION POLICY, CRITICAL. >> THAT'S NEW. >> I REMEMBER WHEN THIS POLICY FIRST WENT IN AND WE HAD A COMMITTEE THAT THAT'S WHEN SEAN STARTED, A COMMITTEE THAT LOOKED AT THIS POLICY FOR OVER A YEAR. >> IT LOOKS LIKE IT HAS TO DO WITH SOME CHANGING MARKS. >> I THINK IT'S SPLIT OUT BECAUSE ISN'T IT 60S. ONE NOW DEALS WITH PE AND HEALTH. HOLD ON. I HAD IT UP EARLIER BECAUSE I WAS LOOKING. >> THEY TOOK OUT THE HEALTH. >> THOSE SPLIT OUT, BUT WE HAVE UPDATED THIS POLICY. >> THAT'S WHAT IT IS. >> SPLIT 6701. >> IT'S NOT REALLY CHANGING ANYTHING SUBSTANTIVELY, IT'S JUST CLEANING THINGS UP BECAUSE WE WERE REFERENCING THE SAME THING TWICE. >> I THINK IT WAS SUPPOSED TO BE DONE, UPDATED WHEN 6701 UPDATED. >> ANY QUESTIONS ABOUT THAT? >> SEAN IS GOING TO TRY TO PULL UP THE GOOGLE DOC FOR 5,000 MATT TO SEE IF WHAT THE SPECIFIC COMMENTS WERE FROM AMY? >> IF YOU DON'T WE CAN ALWAYS GET IT AT THE FIRST READING WE ASK QUESTIONS IF EVERYTHING IS THERE. >> YES. THAT WRAPS UP OUR POLICY. >> JUST CONFIRMING, I'M IN THE POLICY AND LEGAL NEWS. IT'S SEPARATING OUT THE NUTRITION POLICY FROM RECESS AND PHYSICAL. THERE'S A NEW POLICY FOR RECESS AND PHYSICAL ACTIVITY, AND WELLNESS AND PHYSICAL EDUCATION AND HEALTH. >> THAT BRINGS US TO 3B LOGISTICS. WE REALLY JUST WANTED TO TALK ABOUT, SEAN AND I TALK BRIEFLY BEFORE THE MEETING ABOUT, WHERE DO WE WANT TO PUT OUR INFORMATION? HOW DO WE WANT TO COLLECT IT? WITH THE BOARD AVAILABILITY. DO WE WANT TO KEEP DOING WHAT WE DID WHEN GALES WAS HERE? DO WE WANT TO START A NEW PROCESS CHANGE? SEAN JUST WANTS TO KNOW, SHOULD I KEEP DOING WHAT SHE DID? DO WE WANT IT IN ANY OTHER WAY? >> JUST MINDSET IS THE LEAST AMOUNT OF IMPACT OF SEAN. IN TERMS OF JUST WHATEVER WE ASK IS MOST CONVENIENT, EVEN IF THAT PUTS MORE OF A BURDEN ON US TO FILL THINGS OUT BECAUSE. >> [INAUDIBLE] I NEED TO KNOW YOU'RE AVAILABLE ON CERTAIN [INAUDIBLE] >> I WAS GOING TO SAY I LIKE THAT. >> I DON'T MIND THE DOC THING. >> PERSONALLY, I THINK THAT WOULD WORK GREAT, AND THEN I LIVE AND DIE BY THE CALENDAR HOLD. ONCE IT'S CONFIRMED, SEND ME THE CALENDAR HOLD, AND I'LL PUT IT IN THERE. >> DON'T CALL IT A HOLD. >> YOU PUT IT ON MY CALENDAR. >> I'M THERE. >> I'M THERE. I FOUND IT REALLY CONFUSING THAT WE HAD ALL THESE CALENDAR HOLDS AND THEN SOMETIMES THEY WOULD GO AWAY, SOMETIMES THEY WOULDN'T. SOMETIMES YOU'D HAVE A HOLD FOR EVERY TWO BY ONE SLOT POSSIBLE. BUT THEN WHEN IT GOT ASSIGNED, IT STAYED. THE OTHER HOLDS, AND YOU'D HAVE TO LOOK FOR WHO'S IN THAT ONE SOMETIMES. IT GOT CONFUSING. IF YOU MAYBE DO THAT AND THEN JUST SAY, COY AND CONNIE, TUESDAY AT 4:30, BOOM. HERE'S YOUR CALENDAR INVITE. I LOVE THAT. THEN MY TWO CENTS IS JUST EVERYTHING IN ONE PLACE, EITHER IT'S ALL IN BOARD DOCS OR IT'S IN OUR GOOGLE DRIVE. I WANT TO BE ABLE TO GO TO THE GOOGLE DRIVE OR BOARD DOCS AND FIND WHAT WE NEED. MAYBE IT'S BOTH OF THEM. SOME THINGS LIVE IN DIFFERENT PLACES, AND WE SHOULD FIND EVERYTHING WE NEED IN THOSE TWO. >> WELL, I DID HAVE A QUESTION. MAYBE I CAN STEM. I HAVE A LOT OF GOOGLE DRIVES. [02:05:03] BUT FOR THE BOARD, I DON'T KNOW IF I HAVE ACCESS TO EVERYTHING I SHOULD HAVE A GOOGLE DRIVE? >> BECAUSE THERE'S NO SHARED DRIVE FOR THEM. >> THE SHARED DRIVE SPACE THAT COVERS WHATEVER MATERIALS WE NEED, WE CAN GO IN AND FIND IT. >> YES. >> BECAUSE EVERY OTHER DRIVE FOR. I DON'T KNOW WHAT I SHOULD OR SHOULD NOT HAVE ACCESS TO IN GOOGLE DRIVE. DO WE NOT HAVE ONE? >> [INAUDIBLE] >> WHEN I GO INTO MY GOOGLE DRIVE IN MY CAMAS, AND MY BOARD AND MY COMPUTER THINKS IT THROUGH AND LETS ME IN. I FEEL LIKE I SEE DOCUMENTS, BUT THERE'S NOT A MY DRIVE AND A SHARED DRIVE. IT'S JUST FILES. >> IT MIGHT BE GOOD FOR OUR PLANNING SESSION OR RETREAT OR WHATEVER, SIT DOWN AND SAY, SHOULD WE JUST HAVE A DEDICATED SPACE THAT WE'RE ALL HAVE ACCESS TO THAT'S GOOGLE DRIVE, AND IT'S SOMEWHAT STRUCTURE. I'D RATHER I GET BITS AND PIECES OF THINGS, THEN WHEN I FIND THEM, I'M LIKE, STAR IT BECAUSE IT WILL NEVER COME BACK AGAIN IF I DON'T START IT. >> I DO SEE MY DRIVE AND A SHARED DRIVE. WE HAVE A CAMERA SCHOOL BOARD SHARED DRIVE AND IT HAS FIVE GOOD THINGS, BARGAINING FAQ, BOARD BRIEFINGS. >> I DON'T HAVE ACCESS TO THAT. >> BOARD WEB [INAUDIBLE] >> WITH YOUR DISTRICT E MAIL? SHARED DRIVE. I DO NOT. >> ARE YOU IN YOUR DISTRICT? >> I'M LOOKING AT IT, TOO, AND IT'S, ERIC IS STILL ON IT. IT HASN'T BEEN UPDATED FOR A LONG TIME. >> IT DON'T HAVE IT. IN MY DISTRICT DRIVE, I ONLY HAVE THE ARTS ADVISORY AS A SHARED DRIVE. >> I DON'T HAVE THAT. OBVIOUSLY, BECAUSE I'M NOT AN ARTS ADVISORY. >> BUT THEN THERE'S ALSO SOME STUFF IN MY DRIVE. >> CONNIE MADE A FILE I GUESS. SHE HAS TO SHARE. >> MAKE ONE. >> OR TAKE IT FROM HER. >> SHE'S GOING TO MAKE ONE. >> SEAN IS GOING TO MAKE A NEW SCHOOL BOARD, GOOGLE DRIVE. >> SHARED DRIVE. >> SHARED DRIVE. >> THEN WE CAN DELETE ANY OTHER SHARED STUFF IN A SHARED DRIVE. I DON'T KNOW. >> DELETE IT ALL. >> WE CAN ALL DO IT TO TOGETHER. >> YES, SIR. >> YES. >> THAT'LL BE FUN. >> I DON'T SEE ANY NOTES ON 5,000. WAS THERE ANYTHING SPECIFIC YOU WANT ME TO ASK AMY ABOUT? >> WILL SHE BE AT THE MEETING? >> YEAH. >> WE'LL JUST LET IT GO TO FIRST READING AND THEN IF WE HAVE QUESTIONS, WE CAN ASK HER. >> I THINK WE WERE FINE. >> TALKING ABOUT IN ADVANCE. >> TYPICALLY, WE KEEP THE COMMENTS, SO I DON'T THINK THEY WOULD HAVE BEEN DELETED. >> [INAUDIBLE] >> WHAT WOULD BE GREAT IN A SHARED GOOGLE DRIVE IS TO HAVE ALL OF OUR IMPORTANT DOCS, AND WHERE DO WE FIND IT. GOOGLE HERE HERE, BOARD DOCS, BOARD DOC BOARD DOCS, MAYBE WE CAN ALL START MAKING A LIST OF WHAT ARE THE DOCUMENTS THAT WE REFER TO FREQUENTLY OR WHATEVER BECAUSE SHOULD THEY ALL LIVE IN ONE? IS THERE A REASON THAT SOME THINGS LIVE IN BOARD DOCS AND SOME LIVE IN GOOGLE DRIVE? >> WELL THE BOARD DOCS OR BOTH. >> THAT'S WHY I COULDN'T SEE THEM BEFORE. WHEN WE HAD THE BOARD AVAILABILITY IN THE BOARD DOCS MEMBER RESOURCES, IT WAS FINE. I WENT TO GOOGLE DOC, BUT I DON'T WANT TO LOG INTO BOARD DOCKS TO FIND I'D JUST RATHER GO TO DRIVE. I CAN DO IT ON MY PHONE REALLY FAST. >> SAME. >> THEN I WOULD FILL OUT AND BE LIKE, I'D ASK IF WE ATTEND THINGS, WE WANT TO BOOK IT SOMEWHERE, SO AT LEAST EVERYONE KNOWS. >> AS WELL AS FOR A WHILE, THAT THE BOARD AVAILABILITY WAS IN THE FRIDAY UPDATE THAT JOHN SENT IN THE E MAIL, AND I WOULD GO TRY TO FIND IT IN THE GOOGLE DRIVE, AND IT'S NOT THERE BECAUSE I HAD TO GO BACK TO THE E MAIL AND FIND THE LINK IN THE E MAIL. ANYTHING WE NEED TO GO AND TOUCH IN A GOOGLE DRIVE. I THINK LET'S JUST MAKE IT EASY. >> [INAUDIBLE] >> I DON'T SEE ANY DOCUMENTS IN BOARD DOCS. DO I NEED TO LOG BACK IN AGAIN? >> AT THE BOTTOM. >> NO, I JUST SEE MEETING FOLDERS. >> BUT I MIGHT NEED TO LOGO BACK IN. >> DO YOU SEE THE FEATURES AT THE TOP? [02:10:03] >> WHEN YOU PUT A DOCUMENT IN BOARD DOC, IS IT REALLY JUST DIRECTING IT TO THE GOOGLE DOC? >> YEAH. >> NO MATTER WHERE YOU LOOK AT IT, YOU'RE LOOKING AT THE SAME DOCUMENTS. >> DO YOU SEE MORE THAN THAT? >> YOU NEED A LOG OUT AND THEN LOG IN. >> [OVERLAPPING] >> IN BOARD DOCS, I DON'T SEE ANY DOCUMENTS ANYMORE. I JUST SEE THE MEETING LINKS. THERE WE GO. THERE'S TOO MANY SPACES. MY SCREENS WON'T BE SO BIG. >> ABOUT WHEN YOU ON BOARD DO YOU GO TO BOARD MEMBERS RECESS. I DON'T HAVE ANY. >> I'D RATHER HAVE IT ALL AND DRIVE. >> IT'S GOING TO BE LOG IN TO IT. >> THERE'S A BUNCH OF RETURN CHARACTERS. >> WHERE ARE WE FINDING THAT? >> THEY SAID GO TO LIKE FEATURED AND THEN BOARD MEMBERS. [OVERLAPPING] >> FOLDERS, TAKES YOU TO BOARD MEMBER RESOURCES. MEETING FOLDERS. IF I CLICKED IT AGAIN, THEN I SEE LOGISTICS, MISCELLANEOUS FOLDERS. GREAT. IF THOSE ARE JUST THE SAME THING THAT ARE IN OUR GOOGLE DRIVE, THESE JUST POINT US TO THE GOOGLE DOCUMENTS. THEN THEN YOU'RE MANAGING IT IN ONE PLACE, BUT YOU'RE HAVING TO PUT A LINK. >> IF THESE ARE THE FILES THAT WE WANT [INAUDIBLE]. >> GOT YOU. >> YOU SAID WAS WHATEVER IS IN BULL DOGS IS IN SOME GOOGLE DRIVE, TOO. >> [INAUDIBLE] >> I SEE. >> YOU WON'T JUST HAVE ACCESS TO [INAUDIBLE] >> WOULDN'T IT BE BETTER IF YOU HAD A SHARED DRIVE? IF YOU SHARED. >> [OVERLAPPING] THAT'S WHAT SHE IS TALKING ABOUT. >> I WILL HAVE TO MOVE ALL OF THIS. [INAUDIBLE] >> DOES THAT MAKE SENSE TO DO THAT? >> [INAUDIBLE] >> BEFORE YOU FIGURE OUT THE SYSTEM? YES. >> [INAUDIBLE] >> BUT IF I CAN JUST GO INTO THE SCHOOL BOARD SHARED DRIVE, AND [NOISE] WE HAVE FOLDERS AND MAKES SENSE. THAT WOULD BE LOVELY. THANK YOU. >> [INAUDIBLE]. >> ARE THERE ANY OTHER LOGISTICS THAT WE NEEDED TO COVER? >> I DO. BECAUSE I JUST ADDED ONE, THESE ARE THE DATE. MARCH 27TH IS THE STUDENT ADVISORY ALUSHA CONFERENCE? THEY DIDN'T MENTION IT, AND I WAS GOING TO PUT THAT DOWN. THIS FRIDAY, MARCH 27, WHICH IS ALSO THE DATE, IF I RECALL, THAT I DID SIGN US UP TO DO REFUEL AND FEED THE COMMUNITY. I JUST WANT TO LET EVERYONE KNOW I'M WORKING WITH OUR NUTRITION SERVICES, FOLKS. MET WITH THEM BEFORE THE HOLIDAYS WITH CHARITY. I GOT TO MEET BACK WITH THEM, BUT PRETTY MUCH I THINK WE'RE GOING TO HAVE NUTRITION SERVICES. CHAD WAS HELPING US PLAN THE MEAL THIS THING, AND THEY MAY EVEN HELP WITH PREPARING SOME THINGS. SO I'LL KNOW MORE PROBABLY BY THE BOARD MEETING, I'M HOPING. I'LL TALK TO THEM. BUT IT'S FRIDAY, MARCH 27TH, FROM 4:00-6:00. AGAIN, NO COMMITMENT FROM ANYBODY BECAUSE ACTUALLY, WHEN I TALKED TO NUTRITION, THEY THOUGHT THERE'D BE SEVERAL NUTRITION FOLKS WHO WOULD WANT TO COME, LIKE NUTRITION SERVICES. THERE WAS A FEW THAT I THINK DO OTHER THINGS, SO I'LL HAVE MORE DETAILS, PROBABLY BY THE BOARD MEETING, NO LATER THAN THE NEXT WORKSHOP, EXACTLY WHAT IT IS. [02:15:02] BUT WE'VE GOT HELP. IT SHOULD BE A REALLY GOOD TIME. THEY'RE VERY EXCITED ABOUT THE OPPORTUNITY. >> [INAUDIBLE] >> TO SERVE A MEAL, A FRIDAY MEAL. >> [INAUDIBLE] >> I'M GOING TO TRY TO COORDINATE ALL OF IT, AND THEN WE'LL SEE HOW MANY PEOPLE WE NEED, AND THEN WE'LL PUT ON AN INVITE TO STAFF AND ADMIN, AND ANYBODY WHO WANTS TO. BUT THAT'LL BE A BUSY DAY BECAUSE IT'S A STUDENT MEETING DURING THE DAY. REFILLS THAT AFTERNOON, TECHNICALLY, IT OPENS AT 2:00. YOU CAN GET THERE TWO HOURS BEFOREHAND. MEALS DONE BY 6:00, YOU'RE OUT OF THERE BY 6:30, THAT IS ACTUALLY THE LAST FRIDAY NIGHT FOR THE CHS MUSICAL. THAT'S THE SECOND WEEKEND OF CHS. I'LL BE GOING STUDENT ADVISORY MEAL AND THEN PROBABLY DIRECTLY TO THAT SHOW. [INAUDIBLE] >> IT'S ON THAT DAY TOO, FROM 9:00 UNTIL 2:30? >> YES. WE'RE WORKING ON THAT. >> I THINK IT'S THE DAY, BUT AT LEAST THAT'S THE DAY. IT'S THAT DAY. IT'S LOOKING VERY GOOD. THAT WAS A GREAT DAY LAST MONDAY WATCHING. THEY WERE SO ORGANIZED. I DIDN'T WANT TO EMBARRASS ANY OF THEM, BUT YOU PUT 31 KIDS IN THAT ROOM, THEY WERE IN THIS ROOM, AND NOT A SINGLE ONE WASN'T LEANING IN, CHATTING, LIKE I SAID, I SAT AT THE BACK OF THE ROOM WITH MY IPAD OPEN, WATCHING ALL THE GOOGLE DOCS GET FILLED OUT AS THEY'RE ALL CHATTING. I TRY TO WALK AROUND THE TABLES, BUT IT WAS IMPOSSIBLE TO HEAR THINGS, BUT YOU COULD JUST SIT THERE AND WATCH SIX STUDENTS ALL AT THE SAME TIME A GOOGLE DOC PUTTING ALL THEIR NOTES IN AND THEY FLUSH THIS OUT 15 MINUTES. >> IT WAS AMAZING. >> IT WAS AMAZING. THEY ALL FINALLY ENGAGED AS WAS MENTIONED AT BEGINNING OF THE YEAR. THEY DON'T ALL ALWAYS ENGAGE WITH EACH OTHER. SOME OF THE WERE REALLY QUIET, BUT BY THAT MEETING, THEY WERE ALL THERE WAS NOT A SINGLE STUDENT NOT ENGAGING EVEN THE SHY ONE, ANYWAY, SO THE REFUEL THING BECAUSE YOU GET THAT ON. I'LL GET YOU DETAILS ABOUT IT. BUT I SIGNED UP THAT MOMENT OF WEAKNESS WHEN WE WERE WATCHING THE BILLS PLAY IN A VERY CROWDED LOCATION. IT'LL BE FUN. IT WILL BE, HEY, A NUTRITION. THEY'RE GOING TO HAVE A GOOD HEALTHY MEAL, SO YOU'LL BE VERY PROUD. >> WHEN YOU GO TO THIS REFUEL, DO YOU USUALLY HAVE TO PLAN THE MEAL? >> YOU HAVE TO PLAN AND PREPARE THE MEAL. AGAIN, I'M WORKING WITH OUR PARTNERS TO SEE WHAT THEY'RE, CHAD SAID THEY MAY BE ABLE TO GET SOME FINANCIAL SUPPORT FROM THEIR SIDE BECAUSE THEY HAVE A CHARITABLE SIDE. REFUEL REIMBURSES UP TO $250 WORTH OF SO AS GROUPS BUY FOOD TO THEM PREPARE THEY REIMBURSE FOR THAT AS WELL. WE'RE GOING TO WORK OUT ALL THE DETAILS. I'LL HAVE ALL THE DETAILS LATER. JUST RESERVE THE DATE. IT'S SUPER FUN. SERVE A MEALS TO ABOUT, DEPENDING 80-120 PEOPLE. >> ANY OTHER LOGISTICS WE NEED TO GET TO? >> NO. GREAT. >> ACTUALLY, SORRY, CAN WE JUST GO GO OVER CALENDAR STUFF REALLY QUICK. I JUST WANT TO MAKE SURE THAT I'VE GOT EVERYTHING COMING UP. THERE'S A BUDGET COMMITTEE MEETING THIS THURSDAY STILL. I'M GOING TO IT AND TRACY SAID SHE COULDN'T GO. IS SOMEBODY ELSE GOING IN HER PLACE? >> DID ANYBODY WANT TO GO? >> LET ME LOOK AT MY SCHEDULE. >> MY HUSBAND WAS HAVING A FIT TWO HENNESSY IS IN ONE MEETING. THAT'S NOT RIGHT. BUT I'M WILLING TO. >> I'LL BE THERE, BUT IF THERE IS AN OPEN SEAT FOR A SECOND PERSON IF SOMEBODY WANTS TO GO. >> NOBODY CAN GO. I CAN TRY TO RESCHEDULE SOMETHING, BUT YOU'RE OUT OF TOWN. >> I COULD GO. >> DID YOU WANT TO GO? >> I'LL GO. >> THEN JUST BECAUSE WE'RE TALKING CALENDARS, FOR NEXT WEEK, I STILL JUST HAVE NOTHING BUT HOLDS FOR BOARD BRIEFINGS, JUST CONFIRMING THOSE HAVEN'T BEEN SCHEDULED YET? >> THEY'RE NOT. [INAUDIBLE] >> MY DATES USUALLY ARE THE SAME FOR THE WHOLE YEAR. I'LL PUT THEM IN THERE. >> UPDATING AS WELL. >> THEN I'M JUST GOING BEFORE WE HAVE TO SEE OUR NEXT BOARD MEETING AGAIN. WE HAVE ARTS ADVISORY ON THE 22ND. JOHN, DO WE HAVE A LAC MEETING ANYTIME SOON? I'M GOING THROUGH MY CALENDAR AND I'M NOT SEEING IT. >> [INAUDIBLE] >> I HAVE ONE SCHEDULED FOR THE 20TH AT 5:30 JANUARY 20. >> I DON'T HAVE THAT ON MY CALENDAR. >> I HAVE A BOARD BRIEFING HOLD THERE, BUT I DON'T HAVE. >> I'LL DO IT RIGHT NOW. IS IT YOU AND BOMANI? [02:20:04] >> DO YOU HAVE THAT IN YOUR CALENDAR, BOMANI? >> I DO NOT. >> I DON'T EITHER. >> I STAND IN IT RIGHT NOW. >> I JUST HAVE THE 20TH AND 21ST AS BOARD BRIEFING HOLDS AND THEN ARTS ADVISORY ON 22ND. >> I'M SURE I HAVE THIS [INAUDIBLE]. >> WELL, I DON'T KNOW SHE USUALLY DID. I DON'T KNOW IF SHE SENT ALL OF THEM. LOOKING FORWARD. I DON'T SEE ANY ARTS ADVISORY MEETINGS FOR THE 2026 YEAR, SO I'M WONDERING IF MAYBE SHE MIGHT HAVE SENT A REPEATING ONE THAT ENDED, I DON'T KNOW. BUT LAC IS ME AND BOMANI. >> CAC IS WHO? >> CAC IS MATTHEW AND BOMANI. BOMANI AND ME. ARTS ADVISORY IS ME AND MATTHEW. IT WOULD BE NICE THOUGH IF I GUESS WE THEY'LL PROBABLY GO BACK AND TALK ABOUT THIS, BUT SAC IF WE DON'T REALLY HAVE A ROTATION, DO WE? >> NO. [OVERLAPPING] >> USUALLY TO MONDAY. THE EARLY RELEASE WEDNESDAY, I CAN'T USUALLY GET HERE, BUT TENT MONDAY. >> AFTER SCHOOL. >> FROM IT'S 4:00-5:00. >> [INAUDIBLE]. >> IS IT LIKE THE FIRST MONDAY OF THE MONTH 4:00-5:00? >> YEAH. >> I KNOW WE'RE GETTING OFF HERE A LITTLE BIT, BUT I THINK IT'D BE GOOD FOR NOW TO HAVE A ROTATION FOR SAC SO WE CAN ALL START BUILDING THOSE RELATIONSHIPS. >> THEY WOULDN'T MIND IF THERE'S TWO OF US THERE. >> NO. BUT WE CAN SET UP A CALENDAR SO TWO PEOPLE CAN GO EVERY TIME. MAYBE TRACY CAN GO ON WEDNESDAY ONES OR SOMETHING. I DON'T KNOW IF SHE HAS FLEXIBILITY TO DO THAT. I CAN ONLY GO TO MONDAY ONES AND THEN ROTATE THROUGH. WE CAN SET UP A CALENDAR FOR THAT. WHAT ELSE? ART, CAC, LAC, SAC. >> STILL HAVE CITY SCHOOLS. >> CITY SCHOOLS. THAT'S ME AND MATTHEW. >> CAP FACILITIES. >> CAP FACILITIES IS TRACY AND I. THAT'S TRACY AND CONNIE. IS THERE A SHACK COMMITTEE ANYMORE? SOMEBODY ON SHACK? >> IT'S NOT MEETING ANYMORE. >> USUALLY WE WOULD GO OVER THAT IN. >> IT'S IN OUR PLANNING SESSION. >> IT'S IN OUR PLANNING SESSION. IF ANYBODY'S ON A COMMITTEE THAT WE DIDN'T MENTION, LET SHAWNA KNOW. IF WE'VE MISSED ANY. BECAUSE WE JUST WENT OVER BUDGET IS COREY AND TRACY. ART IS COREY AND MATTHEW. CAC IS MATTHEW AND BOMANI. LAC IS BOMANI AND COREY. SAC, WE'RE GOING TO SET UP A ROTATING CALENDAR. CITY SCHOOLS IS MATTHEW AND I. CAPITAL FACILITIES IS TRACY AND CONNIE. THEN WE WERE GOING TO SET UP ANOTHER PLANNING SESSION? MID MARCH? SHOULD WE SELECT A DATE? OR START PLAN ON THAT. FEBRUARY, MARCH STARTS TO FILL UP. >> I CAN TELL YOU, AT LEAST FOR ME, SATURDAYS IN MARCH ARE REAL BAD FOR ME. THE ONLY ONE I'M AVAILABLE IS THE 28TH. >> WHAT ABOUT FEBRUARY? AVAILABLE IN FEBRUARY. I'M NOT AVAILABLE THE FIRST WEEKEND IN MARCH, BUT IT LOOKS LIKE IT'S EITHER MARCH 28TH OR DO YOU WANT TO DO FEBRUARY 28TH? I CAN'T DO THAT. I CAN'T DO THAT. FEBRUARY 21ST. [02:25:05] >> IT'S THE MID WINTER BREAK WEEK. WE GO TO THE 16TH. >> WE CAN BE GOING OUT OF TOWN. >> I'LL BE BACK BY THEN. >> I DON'T HAVE THAT WEEK. >> WHAT DO YOU WANT TO DO? WE COULD EITHER DO MARCH 28. WE COULD DO? >> FEBRUARY 21ST. >> FEBRUARY 21ST. WHICH ONE? WHATEVER WE WANT? >> IN PREVIOUS YEARS, WE DID LIKE A NINE TO NOON KIND OF THING OR SOMETHING. WE DIDN'T DO A FULL DAY ON THIS ONE. >> WHICH ONE ARE YOU GOING TO BE IN SEATTLE, FEBRUARY? >> LET'S JUST DO MARCH 28TH THEN. >> MARCH 28TH >> THEN START THINKING ABOUT WHAT WE WANT TO TALK ABOUT WHAT WERE ON OUR AGENDA, LIKE 9:00 TO NOON-ISH. SEND ME IDEAS. >> I THINK A GOOD THING WOULD BE COULD WE GO BACK THROUGH WHAT WE DID IN OUR AUGUST 1 AND JUST FOLLOW UP WITH SOME OF THOSE? I THINK THAT'S WAS OUR GOAL KEEPING US HONEST. >> COULD YOU SEND OUT A CALENDAR, I THINK FOR THAT MARCH 28TH, 9:00 TO NOON. THE ONLY PERSON WE DON'T HAVE INFORMATION FROM MS. TRACY? >> NO, I GOT YOU. >> HE'S ALREADY ON IT. CROSS THAT OFF AS DONE. ANY OTHER ITEMS? >> SHAWNA, WELCOME ABOARD. >> YES. SHAWNA GOOD JOB. >> HAS THE INK DRIED ON THE CONTRACT? NO TAKES BACK SEAS. >> THE PRESSURES IS FILLING. YOU GOT TO GET ALL THE TECH WORKING FOR THE MEETING. >> [INAUDIBLE] >> THAT'S TRUE. YEAH, YOU'LL LOSE YOUR DEPOSIT. >> THEY GAVE YOU THAT LONG? YES. EXCELLENT. WELCOME ABOARD. JUST TO THIS NEW ROLE. YOU'VE BEEN ABOARD FOR A LONG TIME, BUT IN THIS NEW ROLE. I GUESS WE DON'T OFFICIALLY HAVE TO ADJOURN OR ADJOURN AS A WORKSHOP. >> THANK YOU. >> WE'RE DONE. * This transcript was compiled from uncorrected Closed Captioning.