Feb 09, 2026 School Board Workshop

[00:00:02]

ALL RIGHT. WELCOME

[1. WORKSHOP - 4:30 PM]

[2. SYSTEMS/PATHWAYS]

TONIGHT, WE HAVE MORE OF ONE OF OUR EXTERNAL PARTNERS WITH ESD ON THAT, AND WE'LL GET INTO SOME DATA, WHICH I'M EXCITED ABOUT, AND WE HAVE SOME GUESTS THAT ARE HERE TO HELP PRESENT ON THAT AS WELL. SO, WITH THAT SAID, REALLY QUICKLY, WE'RE GOING TO HAVE KIND OF AN EARMARKED HOLD FOR TENNIS FOR THE NEXT.

WORKSHOPS LEADING UP TO THE END OF THE SCHOOL YEAR. SOMETIMES IT'LL BE ESD. SOMETIMES IT MAY BE SHERMAN AND HIS TEAM.

SOMETIMES IT'LL BE USTA THEMSELVES, BUT I WANT TO DO A YEAR, PROBABLY THROUGH THE SUMMER AS WELL.

SO, WITH THAT SAID, SURE. HI, WE JUST WANTED TO GIVE AN UPDATE WITH THE TENNIS DOME PROJECT. SO I HAVE DAX HERE FROM THE ESD. AND THE ARCHITECTS THAT HAVE BEEN WORKING ON THOSE PROJECTS AND THEY'RE HERE TO JUST GIVE AN UPDATE. A LITTLE BIT ON THE STRUCTURE OF THE PACKAGE. SO WE HAVE NOW USTA, WHO HAS SELECTED THEIR DOME MANUFACTURER, FARLEY GROUP. SO WE'RE COORDINATING WITH THAT ENTITY. THE DESIGN TEAM IS COORDINATING WITH THAT AND THEIR CONSULTANTS. IN ORDER TO...

KIND OF PULL IT ALL TOGETHER.

BECAUSE THERE'S ASPECTS OF THE CONSTRUCTION PROJECT WE'RE DOING THAT HAS TO COMPLEMENT THE DOME PROJECT.

AND WE'RE SEGREGATING THOSE PIECES WITHIN THE BID PACKAGE. SO WE'LL HAVE ACCOUNTABILITY OF.

YOU KNOW WHAT WAS CONTRACTED FOR USDA TO PERFORM AND WHAT WAS CONTRACTED FOR THE DISTRICT TO PERFORM.

BUT ULTIMATELY, WE'RE GOING TO HAVE A KIND OF THREE ENTITIES, YOU KNOW, SO IS TO BE SELECTED YET. AND THAT'S GOING TO BE THE COURT RESURFACING AND THAT ASPECT OF THE PROJECT.

BUT WE'RE ALSO ALREADY PREPPING FOR THAT COORDINATION TOO, BECAUSE THAT IS ALSO A USTA SUPPLIED AND PAID FOR SCOPE OF WORK ALONG WITH THE FARLEY GROUP. SO WE BASICALLY COMPLETED THAT COORDINATION WITH FARLEY NOW, SO THEY'RE RELEASING THEIR DOME ITSELF INTO FABRICATION. AND WE'RE GOING TO BE ASSUMING THAT PACKAGE INTO OUR PERMITTING PACKAGE AS WELL. DESIGN OF THE FOOTINGS, I WON'T GET TOO FAR INTO YOUR STUFF. SO WITH THAT, NOW WE'VE KIND OF DETERMINED. THE FARLEY GROUP IS THE DOME SUPPLIER.

WE'VE BEEN ABLE TO IDENTIFY THE SCHEDULE FOR THE PROJECT BASED ON THE TENNIS SEASON PARAMETERS, ACCOMMODATE THE GIRLS' TENNIS SEASON. AND THEN WE HAVE THE BULK OF THE PROJECT GOING OVER THE SUMMER, WHERE WE HOPE TO COMPLETE THE NEW INSTRUMENTS FOR THE DOME ASSEMBLY, BUT WHAT WE FOUND IS THAT THE PROCUREMENT DURATION FOR THE DOME FABRICATION IS IS SO LONG THAT WE'RE NOT GOING TO HAVE THE DOME TO HAVE UP.

BEFORE THE BOYS TENNIS SEASON STARTS. SO SO, I THINK IT'S A MORE VIABLE SCHEDULE THAT WE CAN PLAN AND DO AND ACCOMMODATE. THE C-STREAM FACILITY COMPLETED. AND BASICALLY BE WAITING FOR THE DOME FABRICATION TO COME IN, SET THEIR GENERATOR AND MECHANICAL EQUIPMENT THAT NEEDS TO BE TO SUPPORT THE DOME AND ACTUALLY INSTALL IT. WHICH IS ONLY A COUPLE WEEK PERIOD NOW, THE ONE ANOMALY IS, AND I DON'T WANT TO GET EVERYONE'S HOPES UP, BECAUSE THAT'S WHAT I BELIEVE IS THE SOLID SCHEDULE. IT'S GOING TO BE, YOU KNOW, AS SOON AS THE TENNIS SEASON'S OVER, YOU KNOW, A COUPLE MONTHS, IT'S GOING TO BE A QUICK PUSH JUST TO GET THAT BUILDING UP AND THE COURTS RESURFACED AND THE PARKING.

THE PROCUREMENT DURATION ON THE DOME ITSELF IS PREVENTING US FROM DOING IT OVER THE SUMMER, AND IT'S A VERY CONDENSED PERIOD AS WELL.

SO THAT'S THE CURRENT PLAN RIGHT NOW. AGAIN, WE HAD SOME INTENSIVE COORDINATION WITH THE DOME MANUFACTURER AND STUFF, SO WE'RE WELL-COORDINATED FROM THE ELECTRICAL AND SWITCH GEAR.

AND ONE OTHER IN ALL ASPECTS.

BUT I THINK WE'VE GOTTEN THROUGH DEFINING THOSE ON A FEASIBLE SCHEDULE. THAT WAS REFLECTED IN THE REPORT HERE.

[00:05:01]

THANK YOU. GOOD EVENING, EVERYONE. OH, THAT'S LOUD.

NUMBERS FAIR. SO. THIS IS TERRY WARDELL, SCHEDULE ON.

SO, THERE WERE A LOT OF CHALLENGES. WORKING OUT AND COORDINATING THE PROJECT SCHEDULE.

BUT AS IT WORKS OUT, IT'S REALLY COME TOGETHER WELL.

BECAUSE IT WAS REALLY GOING TO BE CHALLENGING TO GET EVERYTHING DONE. THAT NEEDED TO HAPPEN TO HIT ALL THE START DATES.

THE WAY IT WORKS OUT IS LESS RISK AND MORE EASIER TO ACHIEVE. AND TERRY WILL SHARE SOME OF THOSE SCHEDULE ITEMS, AND IT'S PRESENTATION HE'S GOING TO SHARE. GO AHEAD AND TAKE IT AWAY, TERRY. OKAY, SO I'M TERRY WARDELL. I'M WITH ADAPT. AND YOU CAN PRONOUNCE IT LIKE THE LETTER A. EVERYBODY HAS TO. LET'S SEE.

OKAY, SO THIS IS THE FIRST SLIDE THAT I'VE GOT. THIS IS THE DEMOLITION PLAN. THESE ARE THE EXISTING TENNIS COURTS THE WAY THEY ARE RIGHT NOW, AND THEY'RE LARGELY GOING TO STAY ABOUT THE SAME. WE'RE GOING TO TAKE A LITTLE BIT OF THE COURT OFF ON THE WEST SIDE THERE, A LITTLE BIT. AND THEN IT'S GOING TO GO ALL THE WAY OVER TO WHERE THE BASEBALL FIELD IS THERE. COURT THERE, UP AT THE TOP RIGHT-HAND SIDE.

BUT THERE'S A LOT OF THINGS HAPPENING HERE. SO THE BIG DOME STRUCTURE IS GOING TO GO OVER THE TENNIS COURTS THERE.

IT'S 400 FEET LONG. IT'S ABOUT 160 FEET WIDE. AND IT'S JUST A HEMISPHERE-INFLATED STRUCTURE. IT'S JUST PUSHING AIR. IT JUST KEEPS ITSELF INFLATED. AND IT'S ABOUT A 38-FOOT STRUCTURE. THE OTHER ONE IS LIKE A TRADITIONAL COMMON STRUCTURE. IT'S GOING TO BE CMU. COLORS ARE GOING TO MATCH THE HIGH SCHOOL.

BUT BASICALLY, IT'S JUST A VESTIBULE AND BATHROOMS AND SOME UTILITY ROOMS AND A LITTLE BIT OF STORAGE. THAT SERVES AS AN ENTRY TO THE MAIN BUILDING. OKAY, SO THIS ONE I THREW IN HERE BECAUSE WE'RE GOING TO RESURFACE ALL THE COURTS AS PART OF THE FIRST PHASE OF THIS THING. AND SO THE GRADE BEAM THAT GOES ALL THE WAY AROUND THE PERIMETER OF THAT TENNIS FACILITY. AND THEN THIS IS THE VESTIBULE BUILDING. IT'S ENLARGED. IT JUST BASICALLY SHOWS THE ENTRY ON THE RIGHT-HAND SIDE, LITTLE DOUBLE DOORS. AND THEN THERE'S LIKE AN AIRLOCK THAT GOES INTO THE DOME STRUCTURE. AND IT'S REALLY INTERESTING WHEN YOU WALK INTO THESE THINGS, POSITIVELY PRESSURIZED.

BUT THEN WHEN YOU'RE INSIDE OF IT, YOU DON'T SENSE ANY DIFFERENCE AT ALL OF THE PRESSURE. IT'S REALLY INTERESTING.

BUT YOU HAVE TO HAVE THE PRESSURE, AS ALWAYS. AND THEN THERE'S TWO. THERE'S A MEN'S AND A WOMEN'S RESTROOM, AND THEN THERE'S A UNISEX CHANGING ROOM THERE IN THE MIDDLE. AND THEN THERE'S A LITTLE COUNTERTOP WHERE KIDS CAN CHECK IN ON COMPUTERS. JUST BASICALLY, THIS IS WHAT IT WILL LOOK LIKE ON THE OUTSIDE. THIS IS IN KEEPING WITH THE FEET AWAY. AND THEN THERE'S ALSO A LITTLE COUNTERTOP. AND THE BASEBALL BOXES ARE RIGHT THERE. AND SO THIS LOOKS VERY SIMILAR TO THAT. IT'S A SHORT STRUCTURE, JUST ONE STORY.

IT'S GOING TO BE ABOUT 12 TO 14 FEET TALL. AND THEN THIS IS THE SCHEDULE, JUST KIND OF BUILDING ON WHAT DAX SAID.

SO WE'RE GOING TO BE GOING OUT FOR BID IN APRIL, AND THE GIRLS TAKE IT. TENNIS THEN STOPS ON MAY 8TH, SO SEASON PRACTICES AND THE GAMES START. SO WE CAN BUILD AROUND THOSE THINGS AND NOT REALLY IMPACT IT. WE'VE BEEN WORKING WITH STEVE, THE COACH, IN OUR WEEKLY MEETINGS JUST TO MAKE SURE THAT HE'S COMFORTABLE WITH WHAT WE'RE DOING.

BUT THEN THE WORK WILL START

[00:10:01]

I KNOW. I HAD IT IN HERE, MAN. SO IT WILL ALL ALIGN WITH THE START OF TENNIS. AND SO BASICALLY, THE KIDS WILL BE ABLE TO PLAY AND EVERYTHING WHILE THE VESTIBULE BUILDING AND THE REMAINDER OF THESE THINGS GET INSTALLED.

BECAUSE THE UTILITIES USUALLY TAKE A LOT LONGER TO GET IN FOR PROCUREMENT AND THINGS LIKE THAT. AND THEN AT THE END OF OCTOBER, THEN, WE WILL ALL BE FINISHED WITH ALL THE UTILITIES AND THE GRAIN BEAM AND THE VESTIBULE STRUCTURE. AND THEY'LL DROP OFF THE DOME AT THE END OF OCTOBER. AND THEY HAVE, AT MOST, IT'S A SIX-WEEK CONSTRUCTION TIME. AND SO THE WHOLE DOME WILL BE UP AND ABLE TO BE UTILIZED FIRST WEEK IN DECEMBER. SO WE WANTED TO KEEP IT FOR THE NEW YEAR.

AND WE'RE ABLE TO DO THAT, IT LOOKS LIKE. AND THEN I HAVE ONE MORE. THIS IS WHAT IT'S PROJECTED TO LOOK LIKE. SO I THINK IT'S KIND OF A LITTLE HANDSOME BUILDING THERE. IT FEELS NICE WITH THE EXISTING COLORS AND STRUCTURES AROUND THERE. SORRY. WE MIGHT TALK ABOUT THE SIGNAGE TO BE DETERMINED YET, TOO, ON THE EXTERIOR. YEAH, SIGNAGE IS YET TO BE DETERMINED.

BECAUSE THE TENNIS, THE USTA, IS, YOU KNOW, OF COURSE, OUR PARTNERS, AND THEY WANT TO BE RECOGNIZED IN THIS ENDEAVOR. SO WE'RE WORKING WITH THEM TO COME UP WITH SOME SIGNAGE THAT EVERYBODY WILL BE HAPPY WITH.

AND THAT'S SOMETHING WE'LL COME BACK TO, DIFFERENT PLACEMENTS, YOU KNOW, ON THE EXTERIOR OF THE BUILDING, POTENTIALLY ON THE INTERIOR. IT'S GOING TO BE A BIG STRUCTURE. IT'S 38, ALMOST 40 FEET TALL AND 400 FEET LONG. YEAH. IT'S BIG.

110. YEAH. 110. YEAH. IT'S BIG.

SO WITH THE TENNIS COURTS BEING RESURFACED OVER THE SUMMER, AND THEN THOSE ARE GOING TO STAY OPEN, EXPOSED TO THE ELEMENTS AND EVERYTHING.

UNTIL THE DOME IS CONSTRUCTED, THERE'S NO CONCERN ABOUT ANYTHING LIKE THAT. I DON'T KNOW ANYTHING ABOUT TENNIS COURTS, SO THE WAY THEY'RE RESURFACED INDOORS IS THE SAME RESURFACED OUTDOORS. IT'S BASICALLY THE SAME PRODUCT OF A DOME. SO, I MEAN, THE OPTIMAL THING WOULD HAVE BEEN TO HAVE THE DOME UP AND READY.

AND THEN, YOU KNOW, RESURFACE, AND, YOU KNOW, YOU'RE MOVING ALL THE NETS, ETC., AND RELINING THINGS OUT.

BUT IN ORDER TO HAVE A... GET READY FOR PLAY FOR THE BOYS SEASON. WE'RE GOING TO HAVE TO DO IT. YEAH, BUT YOUR QUESTION, GOOD QUESTION. BUT YEAH, I DON'T THINK IT WILL, IT WON'T CAUSE ANY REAL PROBLEMS TO USING IT OR REDOME AFTER. OKAY. AND IF, FOR SOME REASON, IT DID, THE RESURFACING IS THE RESPONSIBILITY OF USTA, CORRECT? THAT'S CORRECT. SO IF FOR SOME REASON IT WAS NOT UP TO STANDARD OR SOMETHING LIKE THAT, WE COULD GO BACK TO THEM FOR THAT KIND OF STUFF. RIGHT. OKAY. AND THERE'S ONLY... REALLY, A COUPLE OF ENTITIES THAT DO THAT WORK NOW. SO USDA HAS AN RFP PROCESS. SO WE HAVE ONE ENTITY THAT'S GIVING US FEEDBACK ON THE PATCH. AND, YOU KNOW, IT'S KIND OF A, IT'S AN ASPHALT PATCH WE'LL HAVE TO DO. YOU KIND OF SAW THE PERIMETER AND THE INFILL AND THIS AND THAT. AND I'VE BEEN WORKING BACK AND FORTH WITH THE VENDOR BECAUSE THEY HAVE A SPECIALTY MIX THEY WANT TO USE. AND IT HAS A, KEEP IT, A CERTAIN TOLERANCE. SO YOU DON'T SEE ANY OF THAT. SO WE'VE KIND OF ENCOMPASSED THAT WHOLE SCOPE WITH THAT ONE SPECIALTY VENDOR FROM THE INTERIOR OF THE GRADE BEAM IN. AND THEN TERRY AND LAUREN HAVE KIND OF SELECTED A NEAT LINE TO TRIM IT, SO THEY HAVE GOOD COMPACTION FOR THE OUTSOLES. IT'S KIND OF A DELICATE THING, AND THEY WANT IT TO BE PERFECT, JUST LIKE YOU'RE SAYING, AND IF THERE WERE ANY FLAWS WITH THIS ENTITY, THEY'RE THE BEST. THEY HAVE THE RIGHT ASPHALT, PEOPLE WITH THE RIGHT MIX THAT KEEP IT WITHIN A CERTAIN TOLERANCE THEY WORK WITH. SO IT'S REALLY THEIR SPECIALTY, ONE OF THE SPECIALTIES THEY HAVE

[00:15:01]

SO, A COMPLETION AND THEN A PAUSE. SO THE PAVING SHOULD BE DONE BEFORE THE BOOM. SO ANYTHING THAT IS NOT COMPLETED, LIKE THE PERIMETER FENCE, PEOPLE AREN'T WANDERING INTO ANY CONSTRUCTION ZONES, ETC. YOU KNOW, LIKE THE GRASS AREA WILL BE SEEDED, SOME OF THAT. SO WE MIGHT NEED TO WORK WITH, YOU KNOW, WHERE THEY'RE GOING TO WATCH FROM, ETC. AND THE OTHER THING THAT'S KIND OF AN ANOMALY IS THEY'RE PROBABLY GOING TO NEED TO GET SOME ADDITIONAL TENNIS BALLS BECAUSE YOU'RE GOING TO HAVE SOME BALLS GETTING OUTSIDE, AND THERE'S JUST NOT A LOT WE CAN DO ABOUT IT UNTIL THAT DOME COMES IN. BUT DEFINITELY WILL BE SAFE AND THERE WON'T BE ANY POTENTIAL FOR PEOPLE PLAYING OR PEOPLE OBSERVING MATCHES, ETC.

TO ENTER INTO ANYTHING THAT'S STILL UNDER CONSTRUCTION. AND THERE'LL BE A VERY CLEAN LINE, TOO. BEFORE THE PERIMETER, FENCING GOES UP, THAT PREVENTS PEOPLE FROM WANTING TO CLIMB ON THE DOME. THERE'S A 36 INCH CONCRETE FLAT THERE THAT WE'RE GOING TO CORE THROUGH TO DO FENCING. AFTER THE FAX.

YOU HAVE A REAL CLEAN LINE COMING OFF THE GRADE BEAM, AND THIS PERMITS, IT CREATES A MOW STRIP.

PLACEMENT FOR THE NEW FENCE.

AND ALSO A SPAN WHERE YOU CAN ACTUALLY GET IN THERE AND CLEAN IT OUT IF THERE'S LEAVES OR DEBRIS JUST GETTING IN BETWEEN.

POTENTIALLY IF YOU HAD A SNOW ANOMALY OR SOMETHING TO KEEP, BUT THAT'S KIND OF THE YEAH, A LOT OF THOUGHT WENT INTO THAT. YOU KNOW, HOW WIDE DO YOU MAKE THAT, HOW FAR OFF. BUT YOU'LL HAVE A CLEAN CONCRETE PERIMETER FOR THE START OF THE SEASON, AND YOU'LL HAVE THE GRADE BEAM THAT'S STANDING UP, AND THAT WILL VARY BECAUSE THE ELEVATION IS DIFFERENT AS YOU GO AROUND THE PERIMETER. SO YOU'LL HAVE, YOU KNOW, SUPPOSED GRADE BEAM ON THE SOUTH SIDE AND A LITTLE LESS ON THE NORTH. BUT THAT WILL CATCH THE ROLLING BALLS. I IMAGINE THEY'LL SET UP SCHEDULING QUESTIONS. SO BACK TO COREY'S ON THE COURT RESURFACING. I'M ASSUMING THEY'RE ALL IN THE, THEY UNDERSTAND WHEN WE WANT IT DONE, BECAUSE I KNOW, LIKE WHEN WE GET TURF AND PROJECTS LIKE THAT, LIKE, THERE'S A HUGE LEAD TIME AND WE HAVE TO, SO THEY KNOW WHEN IT'S GOING TO BE DONE, AND THEY ARE EVEN. AND YOU'RE ABSOLUTELY RIGHT. YOU HAVE TO GET IN LINE AND THEY JUST ARE GOING THROUGH THEIR PROCESS. BUT TERRY MENTIONED THE FIRST THING WE'RE GOING TO. YOU KNOW, GET THE GENERAL CONTRACTOR POST BID ON, IT'S GETTING THAT GRADE BEAM IN. BECAUSE THAT'S REALLY WHAT IS GOING TO DETERMINE THE WORK OF THE SPECIALTY TENNIS, SURFACING AND PASS, BECAUSE THEY'RE KIND OF SEPARATE PROJECTS WITHIN THEMSELVES. SO THE ONLY THING, REALLY. ONLY OTHER THING WAS, I GUESS, MORE OF A SAFETY THING, BECAUSE I KNOW THAT FAMILIES USE THAT COURT ALL THE TIME, RIGHT? SO ONCE CONSTRUCTION STARTS, IT'S GOING TO BE VERY WELL MARKED OFF.

AND OUR FAMILIES AND STUDENTS ARE GOING TO KNOW, BECAUSE YOU SEE KIDS AND FAMILIES UP THERE ALL THE TIME NOW USING IT, RIGHT? SO IT'LL BE VERY CLEARLY A CONSTRUCTION SITE, AND YOU CAN'T BE ON THE COURTS OR WHATEVER DURING THAT TIME. IT'LL ALL BE FENCED OFF. YEAH, IT'LL BE A TEMPORARY FENCING AROUND THE ENTIRE FACILITY, AND ANY PLACE WE'RE WORKING WITHIN THE PAVING AREAS WILL BE BLOCKED OFF. AND WE ARE CONSIDERING THE FINAL FINALITY OF THE SOFTBALL BASEBALL SEASON THERE BECAUSE WE, YEAH, WE'RE RIGHT UP TO THAT. SO I BELIEVE THAT LAST DATE WAS

[00:20:01]

DURING SCHOOL TIME, I FOLLOW.

ONE BASIC RULE ON THE OCCUPIED CONSTRUCTION SITES IS THERE'S ABSOLUTELY ZERO POTENTIAL FOR EQUIPMENT TO INTERACT WITH STUDENTS. SO YOU'RE FENCING IT OFF, THEY'RE GOING INTO THEIR WORK ZONE, AND IF THEIR WORK ZONE EXPANDS, THEY'RE MOVING THE FENCE. YOU KNOW, THEY'RE NOT EVEN CREATING THE POTENTIAL. DRIVING A CAR.

YEAH, RELYING ON KIDS JUST TO NOT WALK THROUGH OR DO THAT. OR SOMETIMES IT'S MORE DIFFICULT, YOU KNOW, DEPENDING ON THE LOGISTICS. AND THE PHASING OF SCHOOLS, BUT HERE IT'S GOING TO BE PRETTY CLEAN FOR. YOU'RE IN THE CONSTRUCTION ZONE, YOU'RE NOT, AND GIVING THEM A TRAVEL PATH IN AND OUT THAT'S AWAY FROM THE NEW DRIVERS. THIS IS WHEN I WISH WE HAD A CONSTRUCTION PROGRAM AND THEY COULD DO LIKE A SITE VISIT AND SEE ALL THE STUFF THAT'S HAPPENING. BECAUSE IT'S... THE GRADE BEAM WILL BE FINISHED BY THE TIME... TENNIS STARTS WITH FINISHES AND SO THAT'LL ALL BE FENCED OFF SO THEY CAN USE IT AND STOP SOME OF THE BALLS. BUT THE BEST WORK SHOULD BE FINISHED. SO WE'LL BE FENCING THAT JUST THAT LITTLE STRUCTURE OFF AND THE WORKERS CAN COME IN AND OUT THROUGH THAT FENCE, AND WE MOSTLY WILL HAVE INTERIOR WORK.

SO THERE SHOULDN'T BE, YOU KNOW, BACKHOES AND THINGS LIKE THAT OUT THERE, AND A LOT OF THE SITE WORK SHOULD BE DONE TODAY. WE WILL HAVE THAT SETTING, SOME EQUIPMENT IN THE YARD AND... YOU KNOW, BASICALLY TAKING CONTROL OF THAT ENTIRE AREA AND HAVE IT FUNCTIONAL AND OPERATIONAL, THEN THE LAST STEP WILL BE TO CORE AND PLACE THE PERIMETER FENCE. SO I HAVE A COUPLE QUESTIONS. I THINK IT'S JUST FOR YOU, SHERMAN, IS THE SAFETY AND SECURITY AROUND THIS BUILDING POST-BUBBLE, RIGHT? WE DON'T HAVE STUDENTS RIGHT NOW, ANYBODY GOING BEHIND TENNIS, RIGHT? AND IT'S CHAIN-LINK FENCE, SO IF PEOPLE WERE WALKING BACK THERE OR ANYTHING, WE'D SEE IT.

BUT WHAT'S OUR PLANS FOR CAMERAS AND SECURITY ON THE BACKSIDE OF THIS AND AROUND THE BUILDING? YEAH, SO WE'LL HAVE CAMERAS ON THE BUILDING. WE'LL HAVE THE SAME SECURITY SYSTEM LIKE WE HAVE IN THE DISTRICT, ON THE FACILITY ALSO. IT'LL ALSO HAVE FIRE.

LIKE POLE STATIONS AND STUFF IN THE BUILDING. THEY ALSO ARE PUTTING CAMERAS INSIDE SO THEY CAN DO FOUR LINES, SO THEY CAN DO IT. AND THEN ALSO, I THINK, FOR VIEWING FOR PEOPLE TO BE ABLE TO.

TO VIEW THE EVENTS. OKAY.

BUT WE'LL HAVE CAMERAS.

ON THE BACKSIDE OF THE BUILDING, WE'LL HAVE CAMERAS FOR THAT, YEAH, BECAUSE I COULD JUST SEE. ARE WE PLANNING, I KNOW, AGAIN, JUST THINKING OF THE SECURITY, ARE WE PLANNING AT NIGHTTIME THAT THE ACCESS BEHIND THE BUILDING WILL BE GATED OFF, OR IS IT GOING TO BE OPEN? I THINK IT'S OPEN BECAUSE THEY STAY OPEN LATER. THEY STAY OPEN LATE, BUT AT NIGHTTIME, LATE AT NIGHT, PEOPLE COULD BE HANGING OUT BACK THERE. IT'S GOING TO BE AN ISSUE FOR... TALKING ABOUT THE BACKSIDE. BACKSIDE, YEAH. OR CLOSE THE FACILITY, YOU KNOW, LIKE CAMAS, MAYBE WE CLOSE... I DIDN'T KNOW IF WE WERE GOING TO PUT, LIKE, WHEN THE FACILITY CLOSES AT NIGHTTIME, THERE'S A GATE THAT DOESN'T ALLOW CARS TO GO BACK THERE. I DIDN'T KNOW WHAT... SINCE IT'S NOT VISIBLE AND WE ARE GOING TO HAVE RESIDENTIAL PEOPLE OVER THERE, I JUST DIDN'T KNOW WHAT, YOU KNOW, IT'S AN ADDITIONAL... BURDEN, MAYBE FOR THE CITY IF WE'RE WORRIED ABOUT CARS PARKING BACK THERE AND DOING THINGS. IF I WERE A TEENAGER, THAT'S WHERE I'D BE GOING AFTER MIDNIGHT TO HANG OUT. I'M JUST THINKING BACK 40 YEARS.

YEAH. COME ON. THEY'RE GOING TO THINK OF THAT. SO IT'S JUST MY ONE CONCERN. YEAH. SO I WOULD SAY, PROBABLY WE NEED TO. AS WE WRAP UP THIS DESIGN TO ENSURE IT'S WELL LIT AND THAT WE HAVE SOME EXTERIOR CAMERA COVERAGE BACK THERE, JUST TO HAVE A PRESENCE. THAT, AND IF IT'S TO BE GATED, I DON'T KNOW, THAT WOULD NEED TO BE A DECISION BY THE DISTRICT, BUT WE COULD DEFINITELY INCORPORATE SOMETHING IF THAT WAS THE OPTIMAL THING. BECAUSE...

WE'RE HAVING TO CREATE THE PARKING WITH THE FACILITY, ET CETERA, AND JUST THE CHANGES, BUT THERE'S OBVIOUSLY AMPLE PARKING. IF YOU WANT TO KEEP IT OUT ON THE OTHER GATE, IF THAT'S WHAT YOU CHOSE TO DO. EASILY GATE IT. I GUESS ANOTHER QUESTION THAT'S PROBABLY LONG OFF, BUT THERE IS GOING TO BE A RESIDENTIAL DEVELOPMENT ON THE OTHER SIDE. HAVE WE DETERMINED WHETHER THERE WILL BE A FENCE BETWEEN THE DISTRICT PROPERTY AND THAT DEVELOPMENT? AGAIN, AT NIGHTTIME, IF... IF ONE OF THE FUTURE PEOPLE AREN'T TRANSITIONING ON TO THE

[00:25:01]

SO, OKAY, THANK YOU. PROBABLY SOMETHING THAT SHOULD BE COORDINATED WITH THE DISTRICT AND THE DEVELOPER, TOO, JUST FOR TRAIL OR TRAVEL PATHS THAT'S ACCESSIBLE AND NOT CREATING A THOROUGHFARE AS WELL. SO WHERE ARE THE SPECTATOR SEATINGS? IS IT INSIDE OR DO YOU SEE IT FROM OUTSIDE? OH, THAT'S IT.

OKAY. YEAH, THOSE ARE JUST LIKE ALUMINUM BENCHES THAT CAN BE FOLDED UP AND THEN MOVED TO THE RIGHT THERE AGAINST THE WALL. SO THEY'LL BE STRIPED OFF. YEAH. YEAH, THAT'S KIND OF A SPECIALTY TENNIS VIEWING ITEM. IT'S A DISTRICT-PROVIDED ITEM IN THE CONTRACT, SO IT'S A VERY AREA TO VIEW THE COMPETITIVE MATCHES FROM, IS MY UNDERSTANDING. AGAIN, TO THIS LAYOUT AND THE COURT LAYOUT, I'VE BEEN THROUGH USDA, HAS AN ENGINEERING DEPARTMENT, AND WE'VE MET WITH THEM SEVERAL TIMES. TERRY HAS AS WELL. AND THAT'S WHAT THEY'VE COME UP WITH. I GUESS I'M MAKING THE ASSUMPTION THAT THE INTENT OF THAT SEATING IS GOING TO PROVIDE YOU A VIEW WHERE YOU COULD... WE UNDERSTAND IT. IS THERE A TYPICAL LAYOUT FOR THIS TYPE OF A TENNIS FACILITY? THIS IS WHAT THE GENERALLY LAYOUT IS.

SO THERE'S 20 FEET AROUND THE PERIMETER OF THOSE COURTS ON THE NORTH AND SOUTH. AND THEN BETWEEN THEM, I THINK THERE'S LIKE 10 FEET OR 11 FEET. AND THAT'S... PER THEIR STANDARD, SO THEY, AND THEN ALSO THE STRIPING OF THE COURTS IS GOING TO BE DOUBLE COORDINATED WITH THEM WHEN THE SURFACING GOES IN AND THEY HAVE TO RESTRIPE IT. THEY'RE GOING TO SEND THEIR OWN PLAN TO US.

AND THEN WE'LL SEND IT TO USDA, AND THEY'LL VET THAT TOO. SO THERE'S BACKUPS JUST TO MAKE SURE THAT IT'S EXACTLY WHAT WE NEED. YEAH, ALL THE EXISTING NETS HAVE TO BE PULLED AND PATCHED.

BUT, AGAIN, THAT WILL ALL BE WITHIN THE TENNIS COURT RESURFACING SPECIALTY GROUP ENTITY AND ALSO THE PLACEMENT OF THE NEW NETS AND FLEET.

THANK YOU. BE DRAMATICALLY, I MEAN, IF YOU'RE LOOKING AT THE EXISTING, WHAT IS THERE, IT'S GOING TO BE SQUARE OF A PERIMETER WITH A DOME AND, YOU KNOW, FIT IT IN THERE. AND.

BUT I THINK WE STILL NEED TO DO A LITTLE WORK ON THAT SEATING AND WHAT THAT IS EXACTLY. WITH TALKING WITH PAT, HE TALKS ABOUT IT, LIKE, OH, IT'S JUST SOME LITTLE BLEACHER SEATING, REALLY SIMPLIFIED, BUT IT'S DEFINITELY SOMETHING, A SEATING. AREA THAT HAS SOME ASPECTS TO IT THAT ARE SPECIFICALLY FOR TENNIS, YOU KNOW, HEIGHT OR ANY SIZE TO VIEW THE VIEW, THE EVENT AND AND PLANNED ACCORDINGLY. AND I ASSUME IS A DUPLICATION OF OTHER FACILITIES THAT THEY ANY MORE GOOD. THANK YOU SO MUCH, THANK YOU GUYS. ONE LAST THING I'D MENTION IS WE ARE GOING TO BE BACK AT THE BOARD MEETING AT THE END OF THE INDEPENDENT ESTIMATES OF THE COST OF THE CONSTRUCTION THAT WE'LL BE BIDDING TO TRY AND MEASURE THAT AGAINST THE CURRENT BUDGET.

AND COME BACK AND GIVE YOU AN UPDATE ON THAT AND OUR CLOSURE OF THAT MILESTONE. THANK YOU.

THANK YOU. OKAY, ALL RIGHT, EVERYONE. SO SHIFTING GEARS, WE WANTED TO PROVIDE SOME DATA UPDATES, SO CONTINUE WITH THAT WORK.

BELIEVE IT OR NOT, WE'RE GETTING CLOSE TO FINISHING OUR THIRD SCHOOL YEAR SINCE THE STRATEGIC PLAN.

ORIGINAL DATA 2022-2023 DATA

[00:30:02]

AND THEN JUST KIND OF PRELIMINARILY THINKING, WAIT UNTIL THE FIFTH YEAR PASSES, WHICH WAS OUR END GOALS, BEFORE WE REALLY PROCESS SOME NEW STRATEGIC PLANS. SO WE CAN TALK MORE ABOUT THAT AND HOW THE BOARD WANTS TO SEE THAT PUT OUT TO THE PUBLIC.

BUT PRETTY SOON HERE, WE'RE GOING TO WANT TO DO SOME UPDATE TO THE PLAN, WHETHER THAT'S PERMANENT OR AN INSERT. UNTIL WE REACH THAT FIFTH YEAR MILESTONE.

BUT WE'RE REALLY EXCITED ABOUT WHERE WE'RE AT WITH A LOT OF OUR DATA. PRETTY SOON, WE'LL BE ABLE TO GO OVER SOME OF OUR SDAC DATA, BUT THAT'S PROBABLY COMING MORE LIKE MARCH AND APRIL. BUT WE, WE DO HAVE SOME. DATA AROUND NON-INITIATION. I'LL JUST START US OFF WITH THAT FIRST SLIDE.

KATIE, IF YOU DON'T MIND, KATIE WAS NICE ENOUGH TO MAKE SOME ATTENDANCE COPIES FOR YOU BECAUSE IT MIGHT BE HARD FOR YOU TO SEE. LET ME GRAB IT REAL QUICK, KATIE. SO WHAT YOU HAVE IN FRONT OF YOU IS THE LAST THREE YEARS.

OBVIOUSLY, YOU'RE ALWAYS GOING TO HAVE LAGGING DATA FOR 24-25. WE CAN OBVIOUSLY PULL FIRST SEMESTER ATTENDANCE DATA, BUT I THOUGHT IT WOULD BE BEST TO JUST WAIT UNTIL THE END OF THE SCHOOL YEAR. AND THEN WE'LL HIT THE 25-26 UPDATE. SO OVERALL, WE'RE MOVING FORWARD PRETTY WELL. WHAT I WANTED YOU TO DO IS MAYBE JUST TAKE A COUPLE MINUTES. TOO, UNLESS YOU'VE HAD TIME ALREADY TO PREVIEW THIS, TAKE A COUPLE MINUTES AND PICK OUT JUST A COUPLE NOTICES THAT YOU MIGHT HAVE ACROSS THE BOARD. SO, RIGHT AT THE TOP OF OF 2020, WELL, ALL OF THEM, YOU'LL SEE ALL STUDENTS, SO THAT'S OUR ATTENDANCE FOR ALL STUDENTS, RIGHT? SO YOU START OFF IN 22 23. WE WERE, OH YEAH, CAN I ASK A CLARIFIER WHEN YOU SAY LIKE, LIKE, 22 23? 82 PERCENT ARE 82, 22% ARE 82% ARE IN ATTENDANCE, AN X AMOUNT OF TIME, 90%. AT LEAST 90%.

YES. 82% ARE THERE 90% OF THE TIME. CORRECT. GOT IT.

THANK YOU. GOT IT. GOOD CLARIFICATION. THEN YOU SEE, IN 23-24, WE HAD A NICE INCREASE, ALMOST A FULL PERCENT AND A HALF. AND THEN THIS YEAR, THIS LAST YEAR, 24-25, SOME OF OUR TEAM WHO HAVE REALLY DONE SOME INTENTIONAL WORK. AND OUR HOPE IS THAT...

BY THE TIME YOU SEE THE 2526 DATA, WE'LL SEE ANOTHER INCREASE.

AND THAT WAY WE'RE NOT GOING THROUGH THIS KIND OF ROLLER COASTER OVER THE NEXT COUPLE YEARS. WE WANT TO TRY TO SEE THAT STEADY INCREASE SO THAT WE CAN HIT OUR. AND THEN JUST TAKE A LOOK AND SEE WHAT DO YOU SEE, WHAT QUESTIONS MIGHT YOU HAVE, AND THEN, REALLY, WHERE COULD THIS LEAD US. SO THOSE ARE JUST SOME PROMPTING QUESTIONS, AND WE'LL TAKE A COUPLE MINUTES TO GIVE YOU A CHANCE TO LOOK AT THAT. ANYTHING POPPING OUT TO YOU RIGHT OFF THE BAT, THAT GOOD, BAD, INDIFFERENT THINGS THAT YOU...

IT WAS A GOOD YEAR. IT WAS A GOOD YEAR. AND I THINK, AND THAT'S WHY I BROUGHT SOME OF THE STAFF HERE TONIGHT TO KIND OF TALK TO YOU ABOUT, YOU KNOW, WHAT WERE SOME INTENTIONAL THINGS THAT WERE DONE? DID THOSE THINGS STOP? ARE THEY CONTINUING? WAS IT JUST AN ANOMALY YEAR? AND THEN WHERE ARE WE HEADING TO? SO, YEAH, 23, 24, WE DEFINITELY SAW SOME GOOD GAINS OVERALL.

BUT THEN, IF YOU LOOK A LITTLE DEEPER, YOU CAN ALSO SEE SOME REALLY GOOD GAINS. EVEN THIS PAST YEAR, THE 2024, 25, IT WAS JUST AN OVERALL DECREASE.

ANYTHING ELSE? I HAVE A QUESTION. SO TO GO BACK TO THIS, WE'RE SAYING 82% FOR 22-23 WAS 90%. 90%. LET ME CLARIFY THAT. SO WHAT THE STATE REPORT CARD ACTUALLY READS IS WHAT PERCENT OF STUDENTS HAD FEWER THAN TWO ABSENCES PER MONTH ON AVERAGE DURING THE SCHOOL YEAR. TWO PER

[00:35:03]

AVERAGE. OKAY. AVERAGE.

BECAUSE THAT WAS MY FIRST QUESTION. EACH MONTH, THEY LOOK AT IT. YEAH, I GET HOW THE DATA IS. DATA IS REPORTED.

BUT I ALWAYS WONDER, LIKE IF A STUDENT WAS OUT FOR TWO WEEKS WITH AN ILLNESS, OR THEY WERE OUT ONE DAY A MONTH, EVERY MONTH OR TWO. IT'S LOOKING MORE FOR CONSISTENCY, RIGHT, RIGHT? SO WE'RE NOT LOOKING AT THERE'S NO PATTERN, LIKE WE DON'T TAKE THE DATA SEPARATELY, LOOK AT PATTERNS. LIKE, YOU KNOW, A STUDENT WAS GONE, YOU KNOW? TWO WEEKS, THE FIRST MONTH OF SCHOOL AND TO THE END, AND IT'S THE AVERAGE IS STILL TWO PER MONTH OR MORE, RIGHT, RIGHT? IT'S VERY DIFFERENT FROM SOMEBODY WHO ALWAYS DITCHES ON FRIDAYS, THAT'S CORRECT. UM, BUT SO DO WE LOOK AT THAT, DO WE LOOK, DO WE HAVE THE ABILITY TO LOOK AT THE DATA MORE GRANULARLY? AND SAY, IS IT A PARENT WHO TAKES THEIR KIDS OUT TO GO SKIING, YOU KNOW, THREE TIMES A YEAR AND THEY DON'T CARE, OR KIDS THAT HAVE ABSENTEEISM BECAUSE THEY'RE TAKING FRIDAYS OFF, IT COULD BE BECAUSE THEY HAVE A JOB VERSUS THEY'RE DITCHING, RIGHT? I GUESS JUST WONDERING HOW WE CAN BREAK THE DATA DOWN DIFFERENTLY. I THINK, MATTHEW, THAT'S WHAT WE'RE HERE FOR. YOU KNOW, I THINK YOU'LL HEAR FROM OWEN A LOT OF HOW THEY'RE DIGGING INTO SOME OF THAT. AT CANVAS HIGH SCHOOL, WHICH, OF COURSE, WE WANT TO HIGHLIGHT THE LARGEST SCHOOL

[3. LEARNING]

STUDENTS WHO HAVE SEEN A CONSISTENT INCREASE AND OUR STUDENT SERVICES, STUDENTS WHO ARE SERVED ON THE IEP, AGAIN, VERY CONSISTENT INCREASE IN ATTENDANCE. THAT'S WHY KIMBERLY AND ALAN ARE HERE.

AND THEN SOME REALLY, REALLY GOOD WORK THAT'S HAPPENING AT KAMAS HIGH SCHOOL I WANTED TO HIGHLIGHT AS WELL. WHICH BRINGS OWEN HERE, AND THEN KATIE WILL ROUND US OFF WHEN WE GET INTO OUR NINTH GRADE ON-TRACK DATA. SO IF THERE'S NO OTHER KIND OF OVERALL NOTICES OR QUESTIONS, THEN I'D LIKE TO PASS IT OFF TO ALAN, AND THEN WE CAN GO FROM THERE. YEAH. DO YOU HAVE A SCREENSHOT FOR ME? YEAH, CLICK THE BUTTON. OH, GOOD. I HAVEN'T SEEN THIS. ALL RIGHT. YOU KNOW, AS FAR AS SPECIAL PROGRAMS, AND TO KIND OF ANSWER YOUR QUESTION, THAT WE DON'T SIT THERE AND DIG IN AT THAT CELLULAR LEVEL.

YEAH, THIS IS A DIPSTICK THAT THE STATE USES TO GAUGE ATTENDANCE, AND IT'S THE SAME ACROSS THE STATE, SO IT GIVES US COMPARATIVE INFORMATION.

CAMAS IS, YOU KNOW, IN THE HIGHER END, AS IT IS IN MOST ANY MEASUREMENT THAT WE DO. BUT FROM A SPECIAL ED STANDPOINT, I WOULD JUST SAY THE REASON THAT WE'RE SEEING AN INCREASE IS BECAUSE OF THE SYSTEMS THAT ARE IN PLAY. YOU KNOW, THE THE SEL WORK HAS BEEN HELPFUL, TEACHERS BEING AWARE OF WHICH KIDS ARE FEELING NOT BEING A PART OF, BRINGING THAT INFORMATION TO EACH INDIVIDUAL TEACHER, HIGHLIGHTING THE FACT THAT SPECIAL ED, YOU KNOW, WE'VE CREPT UP CONSISTENTLY ON A YEAR-TO-YEAR BASIS OVER THE LAST SEVERAL YEARS, COMING OUT OF COVID.

HONESTLY, WE'RE KIND OF RETURNING TO PRE-COVID NUMBERS BECAUSE IT HAD DIPPED DOWN INTO THE LOW 60S, YOU KNOW, COMING OUT OF COVID.

BUT WHEN YOU'RE COMPARING US TO THE STATE, YOU KNOW, WE'RE DOING PRETTY WELL. SO SOME OF THE PROCEDURAL STUFF IS WITH... WHICH IS, THE SPECIAL ED TEACHERS ARE WORKING WITH THE BUILDING PRINCIPALS, BEING AWARE OF WHICH STUDENTS ARE MISSING, THE NUMBER OF STUDENTS PER WHOLE MEETINGS, I THINK HAS BEEN HELPFUL.

BUT MAINLY, I THINK IT'S JUST THE CULTURE THAT CAMAS IS BUILDING THAT'S WRAPPING AROUND STUDENTS AT A HIGHER LEVEL THAN WE HAD BEFORE. WHAT WE'RE NOT TALKING ABOUT HERE IS THE GRADUATION RATE. SO CAMAS STUDENTS ON IEPS ARE GRADUATING.

LIKE THE LAST TWO, IF WE GO BACK THREE YEARS, WE'RE ABOUT AT... IT'S 77%.

YOU KNOW, IF YOU KEEP GOING BACKWARDS, THE NUMBERS GET LOWER. THERE MIGHT HAVE BEEN SOME PEAKS AND VALLEYS, BUT WE'RE SEEING A STEADY INCREASE IN THE NUMBER OF STUDENTS GRADUATING WITH FOUR YEARS. IT PARALLELS THE WORK THAT THE DISTRICT'S DOING AS FAR AS MAKING STUDENTS FEEL MORE INCLUDED. OH? I WOULD PIGGYBACK. THERE YOU GO.

PIGGYBACK EXACTLY WHAT HE SAID, AND WE'RE SEEING THE SAME NUMBERS FOR OUR MULTILINGUAL GROUP.

OUR MULTILINGUAL STUDENTS, THEIR NUMBERS WERE REALLY LOW DURING COVID. THEY WERE ONE OF THE HARDEST-HIT GROUPS, AND SO THE STEADY INCLINE,

[00:40:01]

.INCLINE. IN OVERALL, AND HOW MANY SINCE WE ARE SERVICING HAS INCREASED. SO, LOOKING AT MLS WHO ARE LIKELY TO SUCCEED, THEY NEED TO FIND SUCCESS IN THE CLASSROOM AND A SENSE OF BELONGING. AND THAT SPEAKS TO OUR HUGE COLLABORATIVE EFFORT WITH OUR SCHOOLS IN SEL WORK. WHEN THEY'RE SUPPORTED, THEY FEEL CAPABLE AND THEY'RE CONNECTED. YEAH, WHEN THEY FEEL SUPPORTED, CAPABLE AND CONNECTED, AND SO THOSE ARE THE THINGS THAT WE'VE FOCUSED IN ON WHEN WE'RE...

BEING INTENTIONAL ABOUT OUR PRACTICES FOR MULTILINGUAL LEARNERS.

SO, OF THE FEW THINGS THAT I IDENTIFIED THAT WE WERE REALLY WORKING ON AND STILL WORKING TOWARDS, NUMBER ONE, BUILDING ACCURATE STUDENT PROFILES. SO, WITH THE HELP OF OUR MULTILINGUAL SPECIALISTS, WE'RE DOCUMENTING AND UNDERSTANDING THE EXPERIENCES WITH LANGUAGE THAT OUR STUDENTS HAVE HAD, WHETHER IT'S IN THEIR FIRST LANGUAGE OR SECOND LANGUAGE, HOW MUCH EXPOSURE THAT THEY'VE HAD. THE MORE EXPOSURE AND EXPERIENCE THEY'VE HAD IN THEIR FIRST LANGUAGE, WE HAVE TRANSFERABLE SKILLS FOR THEIR SECOND LANGUAGE AND FASTER. SO THE MORE ACCURATE THESE PROFILES ARE AND HOW THEY RUN THESE PROFILES, IS THAT CLEAR CONNECTION WITH FAMILIES. SO IF THEY CAN COLLABORATE AND UNDERSTAND AND BUILD THOSE RELATIONSHIPS WITH FAMILIES, THEN WE HAVE A BETTER IDEA OF WHO THOSE STUDENTS ARE AND WHAT THEIR NEEDS ARE. SO. TO BUILD ON TOP OF THAT, THEN, WE'VE CREATED A GREATER CAPACITY FOR TEACHERS TO WORK WITH OUR ML SPECIALISTS. AND SO WE'RE STILL WORKING ON THAT.

WE ALSO, ALONG WITH THESE GIRLS, WE HAD HIRED TWO BILINGUAL SPECIALISTS, BILINGUAL PARENT ADVOCATES.

ONE FOR SPANISH, OUR SPANISH SPEAKERS, BECAUSE THAT WAS A HIGH...

POPULATION AND UKRAINIAN SPEAKER WHO HAS BEEN HELPING US WITH THAT. AND SO THEIR EXPERTISE IN RELATIONSHIP BUILDING AND TRANSLATION AND INTERPRETATION EXPERTISE HAS REALLY HELPED THOSE STRUCTURES AND THEIR WORK ALONGSIDE BUILDINGS TO SUPPORT THOSE FAMILIES WITH SYSTEM SUPPORTS AND EDUCATION NAVIGATING OUR SYSTEM. AND THEN, FINALLY, ALL OF OUR BUILDINGS HAVE GONE FAR.

IN CREATING ADDITIONAL FOUNDATIONAL STAFF TRAINING FOR SECOND LANGUAGE ACQUISITION.

AND SO THAT KIND OF SKY-BATTERS, ESPECIALLY WHEN IT COMES TO OUR NUMBERS STUDENTS. SO THE MORE, THE MORE AND QUICKER THEY CAN ACQUIRE THE LANGUAGE. THE MORE UNDERSTANDING SAFETY THEY HAVE IN THEIR CLASSROOMS, THE MORE SAFETY THEIR PARENTS HAVE, UNDERSTANDING THEIR PATHWAY TO GRADUATION. AND SO, UNFORTUNATELY, SO WE WERE ABLE TO EMPLOY OUR BILINGUAL ADVOCATES BECAUSE OF OUR TITLE III FUNDING. THAT'S SPECIFICALLY WHAT WE WERE ABLE TO GET. AND THAT TITLE III FUNDING IS NOT AVAILABLE GOING FORWARD. SO WE ARE GOING TO ATTEMPT TO INTEGRATE THOSE PHYSICIANS.

WE'VE BEEN REALLY INTENTIONAL ABOUT HIRING MULTILINGUAL SPECIALISTS, AND SO THE MORE BILINGUAL MULTILINGUAL SPECIALISTS, YES, WE'LL PROBABLY LOSE THE SPECIFIC PARENT ADVOCATE PROGRAM, BUT WE'RE GOING TO TRY AND FILTER THAT IN THE BEST THAT WE CAN. AND SO THAT LOSS OF TITLE III FUNDING, SO THAT'S A FEDERAL PROGRAM, RIGHT? OKAY, SO THAT'S SOMETHING LIKE, IS EVERYBODY LOSING THAT OR DID WE JUST NOT QUALIFY? EVERYBODY'S LOSING IT.

AT THE FEDERAL LEVEL, IT'S GOING AWAY.

TO USE THOSE FUNDS FOR JUST A BILINGUAL PARENT POSITION. I CAN'T JUST TRANSFER THE FUNDS.

YEAH, I KNOW IN OUR BUDGET TALKS, WE ALWAYS TALK ABOUT HOW VERY LITTLE OF OUR BUDGET IS IMPACTED BY FEDERAL FUNDING, BUT IT'S WHEN YOU ACTUALLY PUT A PROGRAM TO, WHEN YOU PUT A NAME TO WHAT IT'S FUNDED, IT HITS A LITTLE CLOSER TO HOME. I GUESS IT'S AN ESTIMATE, IT'S NOT NUMBERS, BUT THE STUDENTS TO LEARN THE LANGUAGE, FEEL COMFORTABLE, VERSUS THE FAMILIES. HOW MUCH OF THIS IMPACT ON ATTENDANCE IS OUTREACH TO FAMILIES AND THE TRUST THAT WE HAVE IN COMMUNICATING WITH THEM? VERSUS THE STUDENTS WANT TO LEARN. IT WAS LIKE, WELL, TALKING TO GRANDMA, BUT GRANDMA DOESN'T KNOW ENGLISH, DOESN'T WANT TO LEARN ENGLISH. ALSO DOESN'T UNDERSTAND, YOU KNOW, PUBLIC SCHOOL ISN'T LIKE WHERE YOU JUST DROP YOUR KIDS OFF.

AND, YOU KNOW, ATTENDANCE IMPROVEMENT IS FROM FAMILIES SEEING WHAT THE

[00:45:02]

STUDENT WANTING TO BE PERSPECTIVE? THIS IS MY FIRST YEAR UP AT CHEMIST AS A TEACHER. SO I'VE BEEN SERVING ABOUT 25 FAMILIES WITHIN THAT, AND I CAN SEE THAT IN THAT WHEN FAMILIES DON'T.

...ASPECTS, BUT ALSO, WHEN FAMILIES DON'T SPEAK THE LANGUAGE AND DON'T GET AN OPPORTUNITY TO BE EDUCATED, THEY STRUGGLE TO UNDERSTAND ABOUT HOW LANGUAGE PROGRESSES.

WE'VE HAD A HUGE INFLUX OF STUDENTS COMING IN...

AT THE HIGH SCHOOL LEVEL, JUST STARTING TO LEARN, WHICH IS NOT SOMETHING CAMAS HAS REALLY... .TO. ENSURE THAT PARENTS UNDERSTAND WHAT THAT LOOKS LIKE IS SUPER IMPORTANT. IF A PARENT KNOWS WHAT THE GRADUATION PATHWAY IS FOR THOSE FOUR YEARS, THEY TRUST IT. THEY TRUST IT FROM THE GET-GO. AND WHEN IT'S NOT TRUSTED, IT'S DEVASTATING FOR THEM. AND THEY... JUST AS A STUDENT DOESN'T FEEL SAFE IN THE CLASSROOM, A PARENT WON'T STEP IN UNLESS THEY FEEL IT'S NOT GOING TO BE ALL NEGATIVE. YEAH, SO THAT'S A GOOD POINT. WE CAN FIGURE THINGS OUT. BUT WHAT IS OUR OUTREACH APPROACH TO FAMILIES? IS IT INDIVIDUALLY, LIKE, YOU KNOW, YOU'RE TALKING TO THIS FAMILY FOR THE STUDENT, OR DO WE HAVE OUTREACH THAT'S FOR ALL OUR? THEY'RE PROBABLY NOT ATTENDING WELL, NOT AT CHS, BUT AT OUR PRIMARY.

THEY'RE NOT COMING TO PTO MEETINGS IF THEY DON'T SPEAK THE LANGUAGE, RIGHT? SO I'M JUST WONDERING WHAT WE CAN DO FOR OUTREACH, OR WHAT WE DO FOR OUTREACH TO FAMILIES.

THAT ENGLISH MAY NEVER BE THEIR PRIMARY, THE SPEAK LANGUAGE, MAYBE THAT YOU DON'T. JUST KIND OF CURIOUS, LIKE, WHAT ARE BEST PRACTICES, THINGS THAT CAN BE DONE? RIGHT NOW, WE PUT A LOT OF TRUST AND WORK IN WITH OUR MULTILINGUAL SPECIALISTS, OR SERVE SMALL GROUPS. THEY ARE ALSO RESPONSIBLE FOR THOSE FAMILY CONNECTIONS.

WE FIRST, I THINK IT WAS TWO YEARS AGO, WITH THE UKRAINIAN CONFLICT, WE HAD A HUGE JWR CENTER.

RIGHT TO HAVE THAT AT THE FRC WITH BRENDA. WE WERE HOPING TO HAVE MORE OF THOSE TYPES OF OUTREACH. THE CITY IS LOWERED, THOUGH, AND WITH NOT ENOUGH FUNDS FOR THOSE ADVOCATES TO WORK.

THEY'RE VERY LIMITED IN THE HOURS THAT THEY ARE PROVIDING ALREADY, SO WE REALLY LEAN INTO OUR MULTILINGUAL SPECIALISTS AT EACH BUILDING TO SUPPORT THAT EFFORT. AND SO I WOULD SAY AT THIS TIME, IT'S BASED ON A LARGER SECTION OF... IT SEEMS LIKE YOU'D HAVE A BIGGER IMPACT, EVEN IF IT WAS ONCE A YEAR.

YOU COULD BRING EVERY YOU KNOW, BRING FAMILIES IN THAT SPEAK A COMMON LANGUAGE SO THAT THEY CAN EVEN SHARE THEIR EXPERIENCES WITH EACH OTHER IF THEY DON'T.

SO IF YOU DON'T REALIZE THERE'S A LOT OF PEOPLE LIKE YOU IN THE SAME SITUATION. THAT IS OUR HOPE FOR THE FUTURE. WE ALSO HAD OUR BILINGUAL ADVOCATES TRAINED FOR INTERPRETATION, SO THEY'VE BEEN PROVIDING A LOT OF INTERPRETATION AROUND OUR DISTRICT. SO ANOTHER THING THAT WE DO IS WE PARTNER WITH OUR KINDERGARTEN STAFF, TEACHERS, SO THAT ALL OF OUR MULTILINGUAL STAFF GO INTO, SO THAT THEY, AND THAT'S PART OF THAT STUDENT PROFILE, SO THAT THEY'RE ABLE TO REACH ALL OF OUR ELEMENTARY PARENTS. I WAS JUST GOING TO ADD THAT OUR MULTILINGUAL WELL... SPECIALISTS THAT ARE SERVING STUDENTS ARE REALLY STRONG ADVOCATES AND HAVE STRONG ALLIANCES WITH FAMILIES. AND JUST LAST WEEK, WE HAD A SITUATION WHERE A FAMILY WENT TO THEIR MULTILINGUAL SPECIALIST. THEY HAD THAT TRUST TO SEEK SUPPORT AND SOME ADVOCACY. WHO THEN THAT PERSON WAS ABLE TO BRING IT TO THE PRINCIPAL AND WE WERE ABLE TO MAKE SOME MOVES FOR THEM.

AND IT JUST GOES TO SHOW THE TRUST THAT OUR MULTILINGUAL SPECIALISTS HAVE WITH THE FAMILIES THAT THEY SERVE. SO, YES, THEY'RE SERVING STUDENTS IN CLASSROOMS AND AT SCHOOL, BUT I KNOW THERE'S A LOT GOING ON BEHIND THE SCENES FOR THEM TO FEEL CONNECTED HERE IN CANVAS. DO WE EVER CONNECT STUDENTS WITH OTHER STUDENTS AS SORT OF LIKE BUDDY, SYSTEM, OR SOMEONE THAT, YOU KNOW, THAT CAN HELP THEM OUT WITH THE LANGUAGE, OR? DEFINITELY DO AT ALL LEVELS.

IN FACT, THAT'S ONE OF THE FIRST THINGS WE TRAIN OUR ML SPECIALISTS IN DOING. HELPING THEM FIND A BUDDY AND FRIENDSHIPS THAT LIKE SOLIDIFIED IN JUST THREE MONTHS. THEY HAVEN'T SAID NOW I HAVE A REASON TO COME TO SCHOOL. I MEAN, THEY LITERALLY HAVE SAID THAT.

RIGHT. MAKES FOR A FAMILIAR SETTING. MATT, I WOULD LIKE TO ADDRESS THE FACT THAT THE LIAISONS THAT KIM'S REFERRING TO THAT ARE FAMILY ADVOCATES, THEY ALSO ARE, YOU KNOW, THEY'RE LOOKING AT WHICH STUDENTS AREN'T MAKING CONNECTIONS. SO, YOU KNOW, OBVIOUSLY WE HAVE A SYSTEM IN PLACE

[00:50:01]

WHAT ELSE CAN WE DO? AND, YOU KNOW, THERE'S OTHER FEDERAL PROGRAMS. YOU SPECIFICALLY SAID, WHAT ABOUT TITLE I? I HEARD TITLE I CAN HELP. AND I'M LIKE, I CAN'T EVEN HIRE A FULL-TIME TEACHER WITH OUR TITLE I MONEY, YOU KNOW, BECAUSE WE ALSO HAVE TO SUPPORT MCKINNEY-VINNOW.

IT'S HARD FOR US TO BE ABLE TO DO THAT KIND OF THING.

AND, AGAIN, STATE FUNDING ISN'T A MECHANISM TO ALLOW US TO DO THE ADVOCACY POSITIONS.

IT WOULD HAVE TO BE, LIKE, DISTRICT FUNDS THAT ARE LEVY-DRIVEN OR SOMETHING.

BUT IT IS AN IMPORTANT ROLE.

ALL RIGHT, ANYTHING ELSE FOR KIMBERLY OR ALAN? SO THOSE ARE JUST A COUPLE HIGHLIGHT AREAS.

WE COULD PROBABLY GO ON AND ON WITH MANY. AND ALSO, IF THERE'S ANYTHING ELSE THAT YOU ALL WANT TO SEE OR BRING TO THE TABLE IN AREAS OF CONCERN, WE CAN OBVIOUSLY DO THAT NEXT TIME.

BUT I JUST WANTED TO HIGHLIGHT THOSE TWO AREAS.

AND THEN MOVING ON TO OWEN. SO IN TALKING WITH DEREK AND KELLY, IT'S... IT'S COME TO MY ATTENTION THAT CANVAS HIGH SCHOOL IS DOING SOME REALLY, REALLY GOOD INTENTIONAL WORK AND IT HAS A GOOD PROCESS IN PLACE. AND THEY'RE SEEING SOME REALLY GREAT GAINS IN ATTENDANCE, WHICH, LIKE ALAN SAID, DOES KIND OF LEAD TO OTHER AREAS OF THE STUDENT EXPERIENCE. SO WITH THAT, I'LL PASS THE BEST. ALWAYS HAPPY TO TALK STUDENT SUPPORT SYSTEMS MTSS WITH ATTENDANCE SPECIFICALLY, AND THERE WERE SOME SYSTEMS IN PLACE BEFORE I GOT THERE.

THAT, YOU KNOW, IT DEPENDS WHO YOU TALK TO, BUT ULTIMATELY, WE'VE SHIFTED A LITTLE BIT FROM, YOU KNOW, TRYING TO BE MORE STUDENT, MORE CONVERSATION FOCUSED, PARTNERSHIP WITH HOME. AND SO THE SLIDE YOU'RE SEEING IS THERE'S A LOT GOING ON THERE, BUT THAT IS OUR FLOW CHART FOR UNEXCUSED ABSENCES, SPECIFICALLY. SO THERE'S SOME BOARD POLICY THAT REQUIRES THAT, SOME STATE LAW THAT REQUIRES IT. AND WE KNEW WE NEEDED TO DO A BETTER JOB WITH FIDELITY A COUPLE YEARS AGO WHEN WE STARTED REALLY RAMPING THIS WORK UP. AND SO STARTED MONTHLY MEETINGS WITH A COUPLE PEOPLE LOCALLY.

JASON CASTRO, WHO WORKS WITH THE TENANTS IN EVERGREEN SCHOOL DISTRICT, RECRUITED FOX FROM HAWKINSON TO JOIN OUR MONTHLY ZOOM.

WHAT'S WORKING AT SKYVIEW, JUST WHAT'S WORKING, WHAT'S NOT WORKING, WHAT IS POSSIBLE WITH THE RESOURCES THAT WE HAVE.

AND THE TEAM THAT I GET TO WORK WITH, WE'RE MEETING.

WE WERE MEETING WEEKLY, LANE MARTIN IN THE ATTENDANCE CLERK, IT'S LISA SCHNEIDER WHO WORKS IN THE LEARNING CENTER, BUT ALSO COMES OVER AND WORKS OUTSIDE MY OFFICE, MTSS ATTENDANCE WORK. IT'S MICHELLE MCCARTHY, COMES UP AND WORKS WITH THE TRUANCY PROCESS, WHICH IS SPECIFIC TO UNEXCUSED ABSENCES. AND WE ARE ABLE TO IDENTIFY STUDENTS AND COMMUNICATE HOME. WE NEED TO COMMUNICATE AT HOME. WE NEED TO HAVE CONVERSATIONS WITH THE KIDS. WE'RE SENDING THESE LETTERS CONSISTENTLY.

AND THEN WHEN A KID NOTES ON THAT KID, WE'RE MAKING NOTES ON WHEN WE CALLED HOME, HOW OFTEN WE CALLED. YOU KNOW, AS ALAN AND KIMBERLY TALKED ABOUT, THAT, LIKE, WHEN? WE CAN MAKE NOTES AND HAVE CONVERSATIONS ABOUT EACH KID, AND THE COUNSELORS CAN CHIME IN, THE CASE MANAGEMENT SPREADSHEET, AND WE CAN JUST TALK ABOUT THE KID. MORE INTELLIGENTLY.

BEFORE PERFECTION WORK.

STILL, YOU KNOW, IT'S NOT 100% FIDELITY. WE KNOW THERE'S STILL ROOM FOR IMPROVEMENT.

BUT WE'RE HAVING CONVERSATIONS WITH KIDS CONSISTENTLY. WE'RE BEING NUTS TO NOT HEAR FOR WEEKS AND MONTHS ABOUT A KID WHO IS HAVING CHRONIC ATTENDANCE ISSUES UNTIL, YOU KNOW, IT'S DECEMBER. AND THAT'S, IF WE COULD HAVE INTERVENED, IF WE COULD HAVE TOLD THE EARLY INTERVENTION IS WHAT WE'RE AFTER. SO, RECORDS AND SETTING UP SOME SYSTEMS TO REMIND TEACHERS TO MAKE SURE THEY TAKE ATTENDANCE IN A TIMELY MANNER. AND THEN FOLLOWING UP WITH TEACHERS THAT NEED TO FOLLOW. EXCUSE THE ABSENCE SYSTEM OF SUPPORT. SOME STUDENTS HAVE THE CHRONIC ATTENDANCE ISSUES AND THEY'RE GETTING MARKED EXCUSED. THE NOTES ARE COMING IN AND THE NURSE MAY NEVER BE CLUED IN. AND THAT IS REALLY IMPORTANT. IF THERE'S A MEDICAL ISSUE GOING ON, CAN WE GET A RELEASE OF INFORMATION? THIS IS RIGHT AROUND THE CORNER FROM ME. AND SHE'S TALKING WITH LISA A LOT OF TIMES TO FIGURE OUT WHAT'S GOING ON WITH LISA'S STAFF. AND I THINK IT ALSO HELPS KIDS KNOW THAT WE'RE PAYING ATTENTION TO RADAR YEARS AGO. PREVIOUS SCHOOLS, OF COURSE, BUT IT DOESN'T FEEL GOOD LIKE WE WANT KIDS TO KNOW WE'RE PAYING ATTENTION, WE NOTICE WHEN THEY'RE GONE.

AND SO THAT'S THAT'S BEEN A NICE POSITIVE, TOO. SO THAT'S, IN A NUTSHELL, SOME SEVERAL THINGS GOING ON. I THINK I DID WANT TO COMMENT, TOO, WHEN IT COMES TO THE INCREASE IN IN STUDENTS WITH ML SUPPORTS AND IEPS. YOU KNOW WHEN, WHEN DR. ANZALONE WELCOMES THE STAFF AT THE BEGINNING OF THE YEAR AND HE MENTIONS THINGS LIKE THAT. OR WE HAVE OUR ARE

[00:55:02]

IT ALL CONNECTS, OF COURSE, TO WHAT OTHER GRADES ARE AND WHAT THEY'RE DOING AFTER HIGH SCHOOL AND THE WHOLE CHILD. I WAS JUST CURIOUS JUST BECAUSE I'M LOOKING AT THE DATA FROM THAT FIRST SLIDE THERE AND THEN LOOKING AT THESE NUMBERS HERE.

IN 22-23, CAMAS HIGH SCHOOL IS UNDER THE DISTRICT AVERAGE, BUT THEN THE NEXT TWO YEARS, THEY WERE OVER. SO I WAS CURIOUS IF THAT WAS SOMETHING THAT IS A RESULT, MAYBE OF THIS, OR IF IT'S SOMETHING THAT CAN BE REPLICATED AT OTHER BUILDINGS. THAT WAS JUST A WONDERING, I GUESS.

YEAH, FOR SURE. AND, TO TRACY'S POINT, 23-24 WAS A REALLY HIGH YEAR.

WE'RE STILL ABOVE, BUT AGAIN, TO OWEN'S POINT, I'M HOPING THAT THIS WORK WILL SEE ANOTHER BOOST. SO WE'RE STILL A LONG WAY AWAY FROM THAT 5% INCREASE THAT WE'RE LOOKING FOR IN A COUPLE YEARS, BUT WE'RE ON OUR WAY. IS THAT, I WAS CURIOUS, TOO, YOU MENTIONED ABOUT EXCUSED ABSENCES. IS THAT SOMETHING, DATA THAT YOU PULL OUT AS WELL, LIKE STUDENTS WHO ARE CHRONICALLY ABSENT, HOW MANY OF THEM ARE IN THERE AS WELL? LIKE, DON'T JUST EXCUSE EVERYTHING. THAT WAS SOME OF MY QUESTION, TOO, BUT THERE'S ONLY A FEW THAT ARE ACTUALLY EXCUSED, RIGHT? SO IF I PULL MY KID OUT OF SCHOOL TO GO ON VACATION, I MIGHT JUST SAY THEY HAD A DOCTOR'S APPOINTMENT. SO IT'S NOT UNEXCUSED, RIGHT? SO IF YOU'RE GOING ON VACATION, IF YOU PREARRANGE ABSENCE, IF YOU FILL OUT THE PREARRANGE ABSENCE FORM, THEN IT'S EXCUSED. DO IT ANY TIME AHEAD. WE WANT STUDENTS TO DO IT A WEEK PLUS BEFORE.

WE'LL TAKE IT THE DAY BEFORE.

WE WANT THEM TO DO IT WELL IN ADVANCE. WHETHER IT'S EXCUSED OR UNEXCUSED, THOSE KIDS ARE ON YOUR RADAR, RIGHT? YEAH, SO I MEAN, THAT'S BEEN... MUCH BETTER, I WOULD SAY, THIS YEAR, BECAUSE THAT EXCUSE PROCESS, WE JUST WERE ABLE TO START THAT UP CONSISTENTLY THIS YEAR.

THERE'S NO REQUIREMENTS FOR THAT, BUT WE HAVE PLENTY OF STUDENTS THAT, ESPECIALLY IN A FLUENT PLACE LIKE CAMAS, THEY'RE GOING ON THESE VACATIONS OR THEY'RE SICK, BUT COULD THEY HAVE COME TO SCHOOL? ARE THEY COORDINATING WITH THE DOCTOR? WE DON'T WANT STUDENTS TO BE SPREADING ANYTHING, OF COURSE, BUT IS THEIR DOCTOR AWARE OF THEIR ATTENDANCE ISSUES? SO ALL THOSE PIECES WERE PART OF THE CONVERSATION. I HAVE TWO, WELL, ONE QUESTION, TWO QUESTIONS. I KNOW KATIE'S GOT HER PART COMING UP ABOUT NINTH GRADE ON TRACK, BUT I KNOW THAT. ATTENDANCE AND GPA AND COURSE COMPLETION, YOU'RE GOING TO BE SPEAKING ABOUT THEIR GRADES AND COURSE COMPLETION, BUT SHOULD WE BE COMBINING A LOOK AT THE TRENDS OF ABSENTEEISM? IT WOULD BE VERY DIFFERENT, AGAIN, IF, YOU KNOW, I'M TAKING OFF A WEEK AT A TIME BECAUSE I'M EXCUSED TO GO SKI, BUT, YOU KNOW, I'M JUST WONDERING. IS THAT MAYBE WHEN WE GET TO YOURS, KATIE, YOU CAN COVER THAT? BECAUSE IT SEEMS TO ME THAT IT SHOULD BE LOOKED AT FOR NINTH GRADE IF WE SEE THOSE PROBLEMS WHERE MAYBE YOUR GRADES ARE UP.

BUT ABSENTEEISM IS ON THE RISE. IT'S STILL A PREDICTOR THAT COULD BE A PROBLEM BY THE SUBSEQUENT YEAR. SO IS THAT SOMETHING WE COULD LOOK AT, WE SHOULD? YEAH. YEAH, AND AT THE BEGINNING OF THE SCHOOL YEAR, WE HAVE CLASS MEETINGS WITH EVERYBODY, AND WITH FRESHMEN SPECIFICALLY. WE ARE EXPLICIT IN TELLING THEM IF YOU MISS MORE THAN TWO DAYS THIS MONTH, THAT MEANS YOU'RE LESS LIKELY TO BE GRADUATING ON TIME. I MEAN, IT SOUNDS DAUNTING, BUT IT'S SEPTEMBER.

WE WANT YOU HERE, MAYBE A DAY OR TWO. LIKE, YOU MISS, OKAY, WE KNOW WHAT HAPPENS. BUT, YEAH, TRYING TO SPELL IT OUT FOR THEM SO THEY KNOW THE IMPLICATIONS OF SEPTEMBER ATTENDANCE BEING THE WHOLE YEAR. I'M KIND OF CURIOUS.

THEN THE OTHER ONE IS, AND AGAIN, THIS IS MORE OF A TECH THING. YOU CAN GET ME IF I'M WRONG, BUT NOTHING WRONG WITH PHONE CALLS, BECAUSE I KNOW THAT'S PROBABLY THE MOST IMPACTFUL. AND THEN WE GO TO APPS LIKE PARENTSQUARE. BUT IN BETWEEN, TEXTING IS WHAT HITS MOST PEOPLE, RIGHT? IT'S LIKE WHEN I GET VOICEMAILS NOW. I BARELY LOOK AT THEM AND DELETE THEM BECAUSE I FIGURED THEY WERE...

[01:00:02]

IT'S KIND OF PERSISTENT. IT SITS THERE. YEAH, SO MY UNDERSTANDING IS PARENTSQUARE IS SENDING A TEXT. I KNOW PARENTSQUARE DOES, BUT EVEN THEN I GET SO MANY, PARENTSQUARE REMINDS. LIKE, IF IT SAYS KAMA SCHOOL DISTRICT, IT WOULD BE, I DON'T KNOW.

TO ME, IT WOULD BE. YEAH, LIKE, WHAT IF I GET SOMETHING FROM THE STOCK MARKET SAYS THE MARKET'S DOWN. IF IT WAS JUST SOME GENERIC APP, I'M LESS APT TO SEE IF IT WAS MY FIDELITY ADVISOR OR I KNOW THAT. LIKE WITH PARENT SQUARE, PARENTS CAN OPT OUT OF CERTAIN NOTIFICATIONS. CAN YOU JUST MAKE IT LIKE THE ATTENDANCE ONE THAT IS REQUIRED? THAT'S GONNA GO THROUGH, THAT'S GONNA, THAT'S GONNA DING DING, THAT YOU PHONE, CALL, EMAIL, TEXT EVERY TIME. YEAH, I'M HAPPY LOOKING AT THAT. AND WE ARE PILOTING A NOTIFICATION TO GO OUT. I THINK AROUND 1030, YEAH, SO I WAS JUST GOING TO ADD. I THINK YOU GUYS HEARD THAT AT THE SITE VISIT. THAT WAS A GREAT ADDITION. WE'RE HOPING WE CAN CONTINUE THAT.

WE NEED TO MAKE SURE, OF COURSE, WE CAN GET ALL THE ATTENDANTS ENTERED BY THEN. SO PARENTS AREN'T GETTING THESE PHONE CALLS OR TEXTS WHEN THEIR KID WAS SUPPOSED TO BE GONE AND WHATNOT. THAT'S A WORK IN PROGRESS A LITTLE BIT, TOO, BUT IT'S HELPFUL FOR PARENTS TO KNOW. IF A KID DIDN'T SHOW UP FOR THE FIRST PERIOD AND YOU DROPPED THEM OFF, SOMETHING'S GOING ON THERE.

MAYBE ONE LAST QUESTION. IF WE'RE THINKING, AGAIN, WE LOOK AT ABSENTEEISM, WE LOOK AT GROUPS HERE THAT CLEARLY HAVE A MUCH BIGGER PROBLEM. ARE WE SERVING EVERYONE EQUALLY ON ABSENTEEISM, OR ARE WE LOOKING AT CERTAIN GROUPS THAT WE REALLY SHOULD BE SERVING BETTER? AND SAYING, WELL, I'M LOOKING AT... YEAH, SO OUR STUDENTS ARE, WELL, I SEE MOBILE'S LOW, RIGHT? I SEE 504 IS LOW, STUDENTS WITH DISABILITIES, LOW INCOME. I'M JUST WONDERING, AGAIN, FROM AN EQUITY PERSPECTIVE, ARE WE LOOKING AT CERTAIN GROUPS THAT WE'RE TRULY NOT SERVING WELL ENOUGH? AND SAYING, IS THERE SOMETHING ELSE THAT WE NEED FOR THOSE? KIND OF LIKE, AGAIN, WITH MLL, WHERE WE THINK WE HAVE OUTREACH. SO IS THERE SOMETHING WE SHOULD DO TO GET THOSE NUMBERS UP HIGHER? BECAUSE IT WOULD BE GREAT TO GET MANY OF THESE UP. BUT IF THOSE WERE NOT SERVING WELL ENOUGH RIGHT NOW, OR IF WE CAN'T EVEN SAY WHY, WHY WE HAVE THAT STUDENT'S DISABILITY IS SUCH A LOW, AGAIN, IT COULD BE ALL SORTS OF REASONS. THAT'S NOT ON HERE, RIGHT? IT WOULD BE UNEXCUSED. SO I'M JUST WONDERING, SHOULD WE BE, BECAUSE WE'RE REALLY TREATING EVERYONE EQUALLY ON THIS.

YEAH. JUST, YOU KNOW, THE EL AND THE ML, AND THE...

YEAH. OBVIOUSLY, YOU KNOW, STUDENTS THAT ARE COMING, YOU KNOW, WE HAVE A CONTRACT WITH ESD, OR WE'RE PART OF A CONSORTIUM. TRYING TO GET TRANSPORTATION DIFFICULT. BUT EVEN THEN, YOU KNOW, COMING TO SCHOOL SOMETIMES ISN'T ON THE TOP OF THE LIST. YEAH.

BRENDA SALZBERGER HAS A GREAT JOB REACHING OUT. SHE HAS GREAT CONNECTIONS WITH THIS FAMILY.

SHE CALLS ME... SOMETIMES IT'S JUST NOT A BIG PRIORITY, RIGHT? THIS SECOND.

BUT WE'RE AWARE OF IT, AND WE CONTINUE TO MONITOR EACH INDIVIDUALLY.

THERE'S NOT A LOT OF STUDENTS THAT MEET, LET'S SAY, MCKINNEY-DENNO, OR HOMELESS, LOW INCOME. YOU KNOW, I THINK THAT WE ARE DOING WORK AS FAR AS CHANGING THE TRAJECTORY OF ATTENDANCE. AND ASPIRING TO HAVE HIGH EDUCATIONAL MOTIVATION IS SOMETHING THAT WE NEED TO CONTINUE TO WORK ON. YEAH.

NO, I KNOW. I KNOW EVERYONE'S WORKING ON IT. IT'S JUST ONE OF THE IT'S JUST A QUESTION LIKE IT'S WORKING ON. NO, I KNOW.

BUT I THINK IT'S WHAT I THINK OF WHEN I THINK OF THIS AND ALL THE WORK BEING DONE. WHEN WHEN WE LOSE MONEY FROM FEDERAL OR OTHER. WE HAVE OTHER CHOICES TO MAKE. I JUST WANT TO MAKE CERTAIN THAT THAT'S AN IMPORTANT PART. BECAUSE THOSE ARE THE UNDERS, YOU KNOW, MAYBE UNDERSEEN ACTIONS, BECAUSE YOU'RE LIKE, WELL, THE NUMBERS ARE LOW. SO YOU'RE NOT SUCCEEDING THERE. NO, IF WE DIDN'T DO WHAT WE DID NOW, IT'D BE EVEN LOWER. RIGHT.

.FOR? READING, FOR KIDS THAT ARE ML BEING TARGETED FOR THIS INTERVENTION OR THAT INTERVENTION, AND BASED ON.AND. IT'S A LOT OF TRIANGULATION, IS THAT THE WORD? TRIANGULATING? YEAH. THERE'S A LOT OF YES. AND SOME OF THE, A COUPLE OF THE CATEGORIES, THERE'S SUCH A LOW END COUNT THAT NOW, IF THEY'RE TOO LOW OF AN END COUNT, IT WOULDN'T BE REPORTED.

BUT SOME OF THEM ARE JUST BARELY ABOVE THE END COUNT. AND SO JUST ONE STUDENT OR TWO STUDENTS COULD TRAUMATICALLY AFFECT THE NUMBERS, TOO. SO THAT'S WHY I ASKED KIND OF THE LARGER, THE LARGER GROUPS TO COME IN.

IT IS, TO ALAN'S POINT,

[01:05:02]

GOOD QUESTION. THANK YOU. I JUST WANT TO MAKE SURE, SINCE WE'RE CONSTANTLY TALKING ABOUT OUR STRATEGIC PLAN, THE PRIORITIES WE HAVE, THESE ARE NOT... BAD NUMBERS, BUT WE HAVE TO REALIZE IF WE MAKE CUTS WITH THINGS, IT COULD IMPACT GROUPS THAT RIGHT NOW ARE BEING SERVED, BUT THOSE QUESTIONS ARE UNDERSEEN, I THINK. I AGREE, AND I THINK YOU'RE RIGHT, MATTHEW. I THINK AS WE MAKE BUDGET DECISIONS, WE'LL HAVE MORE AND MORE DATA TO GO BY. AND A FOUNDATION IN OUR STRATEGIC PLAN TO HELP INFORM THOSE DECISIONS.

HOW MANY MILITARY PARENTS DO WE HAVE? MILITARY PARENT AND HIGHLY CAPABLE? ALL RIGHT, THANK YOU ALL. THANK YOU.

KATIE'S STICKING AROUND. YEP.

IT'S MY TURN. GREAT. OH. DOING NINTH GRADE ON TRACK DATA.

THANK YOU. IF YOU'D LIKE TO STAY. EXPLORATORY. THANK YOU FOR THE OPPORTUNITY TO BE HERE. IT'S ALWAYS FUN TO HAVE A CONVERSATION. JOHN HAD ASKED ME TO SHARE OUR NIGHT THAT I SHARED WITH OUR CITIZENS ADVISORY COUNCIL. SO I DID KIND OF SHARE THE SAME SLIDES. I'VE CHANGED THEM SLIGHTLY FOR TONIGHT. TO KIND OF GIVE A BACKGROUND OR THE DATA BEHIND THE WORK THAT WE'RE DOING WITH OUR MIDDLE SCHOOL AND HIGH SCHOOLS, OUR SECONDARY SCHOOLS RIGHT NOW, I'LL SPEAK TO THAT A LITTLE BIT AS WELL.

BEFORE WE START, PUT YOURSELF BACK IN NINTH GRADE AND CONSIDER EASY DOES IT. ONE WORD YOU MIGHT USE TO DESCRIBE YOUR NINTH GRADE YEAR? WHEN YOU HAVE IT, WHAT IS IT? FOR ME, IT WAS TRANSFORMATIVE. I GOT PUT INTO A PRIVATE CATHOLIC SCHOOL, SO THEY REALLY DRUMMED ALL THE BAD BEHAVIOR OUT OF ME. BECAUSE THE JESUITS COULD DO THAT, ALAN. YEAH, YEAH. ARE WE GOING DOWN THE LINE? SURE. A BLUR. I THINK IT WAS TOO LONG AGO, BUT I LOVED EVERY YEAR OF HIGH SCHOOL, SO I'M JUST GOING TO SAY, FUN.

I CAN'T REMEMBER WHAT I SAID AT THE CAC, BUT IF I HAD TO THINK ABOUT IT, I WOULD SAY, KIND OF SCARY, I GUESS. I MEAN, YOU KNOW, I FELT LIKE IN MIDDLE SCHOOL AND YEARS BEFORE THAT, YOU'RE KIND OF PROTECTED. THERE'S ALWAYS GUIDANCE, AND THEN ALL OF A SUDDEN YOU'RE JUST IN A BIG BUILDING AND YOU'VE GOT TO FIGURE IT OUT. I THINK FOR ME, IT'D BE LOST, DAZED, CONFUSED. ALL RIGHT, MINE WAS PRETTY UNSEEN AS WELL. I WENT TO A LARGE HIGH SCHOOL, AND I SWITCHED SCHOOL DISTRICTS BETWEEN MIDDLE SCHOOL AND HIGH SCHOOL. STORIES ABOUT THAT ARE NOT REALLY THAT FUN, BUT IT FELT LIKE I WAS A NEW KID FOR A LONG TIME. SO JUST THINKING ABOUT, AS WE LOOK AT THE DATA AND TALK ABOUT NINTH GRADERS, HOW MANY MORE FACTORS THERE ARE THAN JUST THESE NUMBERS ON A PAGE.

THESE ARE OUR KIDS, THESE ARE OUR EXPERIENCES AROUND WHAT IT'S LIKE TO BE IN A NEW PLACE, AND DEVELOPMENTALLY, A PRETTY CHALLENGING TIME AS WELL.

THERE'S A LOT OF THINGS THAT ARE CHANGING, GROWING, LOOKING FOR INDEPENDENCE, PUSHING BOUNDARIES, LOOKING FOR NEW WAYS TO HAVE FUN AND NEW PEOPLE TO MEET, AND WE'RE GOING TO LOOK AT TONIGHT. IF YOU LOOK AT THE SCREEN, THIS IS A SLIDE THAT I ADDED JUST THIS AFTERNOON. BECAUSE I KNEW THAT WE WERE TALKING ABOUT ATTENDANCE. AND THAT THIS QUESTION, AS MATTHEW ALREADY BROUGHT UP, WOULD BE THE QUESTION OF TONIGHT. SO ATTENDANCE FOR KAMATH SCHOOL DISTRICT JUST PULLED THAT ONE GRADE LEVEL OUT. I WENT BACK TO 2020 BECAUSE I COULDN'T REMEMBER HOW FAR BACK WE WERE GOING. BUT YOU CAN SEE IT'S PRETTY FLATLINED, AND EVEN 22-23 AND 23-24 ARE IDENTICAL, 84.6%. SO THAT'S ACROSS ALL THREE HIGH SCHOOLS.

THANK YOU. I'M A SCHOOL DISTRICT. IF YOU COMPARE THAT, IF YOU NOTICE THE... ALL STUDENT DATA

[01:10:01]

BUT YOU CAN FIND THIS DATA ON THE OSPI REPORT CARD. THIS IS ALL PUBLICLY ACCESSIBLE RIGHT NOW. ARE THERE ANY QUESTIONS ABOUT THIS? ALL RIGHT, WHEN WE TALK ABOUT NINTH GRADE ON-TRACK DATA, I'LL GIVE YOU OUR DATA FROM LAST YEAR HERE IN JUST A MINUTE. THE DATA THAT'S BEING CONSIDERED HERE IS STRICTLY COURSE COMPLETION.

SO, STUDENTS DID NOT FAIL ANY OF THEIR COURSES IN NINTH GRADE. THAT MEANS YOU CAN COLLECT THAT DATA AT THE END OF THE YEAR. YOU CAN GET KIND OF A SNAPSHOT OF IT AT THE SEMESTER WHEN FINAL GRADES COME OUT AT THE END OF FIRST SEMESTER.

BUT NINTH GRADE ON TRACK DATA IS STRICTLY A MEASURE, OF COURSE COMPLETION. SO WHY DO WE USE THE NINTH GRADE DATA? WHY IS THAT SO IMPORTANT? IT IS, BY RESEARCH, THE STRONGEST PREDICTOR OF GRADUATION. SO, STUDENTS WHO HAVE PASSED ALL THEIR CLASSES BY THE END OF NINTH GRADE, YOU ARE SIGNIFICANTLY MORE LIKELY TO GRADUATE ON TIME. SO THAT'S ONE THAT WE OFTEN USE. THE STATE USES IT FOR THAT REASON AS WELL.

AT A SCHOOL, STUDENTS ARE THREE TO FIVE TIMES MORE LIKELY TO FAIL A COURSE IN NINTH GRADE THAN IN OTHER YEARS, PROBABLY BECAUSE OF THE WHOLE VARIETY OF THINGS THAT WE JUST TALKED ABOUT. HOW WE WERE FEELING AND FEELING LOST AND BIG AND FUN, AND, RIGHT, ALL THE DIFFERENT THINGS THAT CONTRIBUTE TO THAT EXPERIENCE. SO THAT HELPS US TO, LIKE... CATCH THEM EARLY IN THEIR HIGH SCHOOL EXPERIENCE. IT'S ALSO WHEN WE LAY AN ACADEMIC FOUNDATION. IF YOU LOOK AT, LIKE, THE SCOPE AND SEQUENCES FOR OUR DIFFERENT HIGH SCHOOL, ESPECIALLY OUR CORE CLASSES, THE FOUNDATIONAL LEARNING HAPPENS IN NINTH GRADE.

FOR THE REST OF THEIR HIGH SCHOOL CAREER.

THAT'S ALSO WHERE THEY ESTABLISH THEIR FOUNDATION OR GET HEAVILY INFLUENCED FOR THEIR OVERALL COLLEGE AND CAREER READINESS. SO GETTING THEM THE SKILLS, GETTING THEM TO CATCH UP DOWN THE LINE. SO NINTH GRADE'S PIVOTAL IN THAT WAY AS WELL. AND THEN FINALLY, THIS DATA IS, THIS MEASURE IS USED BY THE STATE TO HIGHLIGHT SOME OF THE DISPARITIES ACROSS OUR SYSTEM. SO I, YOU KNOW, WE HAVE OUR GOAL AREAS IN OUR STRATEGIC PLAN, OUR STUDENTS THAT WE WANT TO IMPACT AND TARGET, STUDENT GROUPS. AND. THE STATE USES NINTH GRADE ON TRACK DATA IN THOSE SAME WAYS. SO THEY LOOK AT STUDENT DEMOGRAPHICS, RACIAL, ECONOMIC, GENDER, THE DIFFERENT THINGS THAT WE LOOK AT IN ORDER TO DETERMINE HOW WE'RE MEETING STUDENTS' NEEDS ACROSS GROUPS. FINALLY, WHAT GOES INTO COURSE COMPLETION? DIFFERENT SCHEDULES, DIFFERENT TEACHERS, DIFFERENT EXPERIENCES. THEY MIGHT HAVE MATH FIRST PERIOD OR SIXTH PERIOD, WHICH WILL...

CHANGE HOW THEY SUCCEED IN A SCHOOL DAY, RIGHT? THEY MIGHT HAVE TEACHERS WITH MORE RIGID EXPECTATIONS AND SOME WITH LOOSE EXPECTATIONS, OR I DON'T KNOW THE EXPECTATIONS, AND THAT WILL CHANGE THEIR EXPERIENCE, DEPENDING ON THE KID. SO, THE ACADEMIC EXPERIENCE IS JUST ONE PIECE OF THIS, BUT SCHOOLS OFTEN USE, JUST AS OWEN ALREADY MENTIONED, OTHER DATA POINTS TO DETERMINE STUDENTS' AREAS OF NEED. SO, LOOKING AT...

ATTENDANCE, SOCIAL, EMOTIONAL LEARNING AND WELLNESS, THEIR BELONGING DATA, TO SEE KIND OF HOW THEY FEEL AT SCHOOL. I THINK IT'S PRETTY INTERESTING WHEN YOU LOOK AT THE ATTENDANCE DATA AND OUR HIGHLY CAPABLE STUDENTS ARE JUST OFF THE CHARTS IN EVERY YEAR. THEY FEEL SUCCESSFUL AT SCHOOL. THEY DON'T HAVE A BARRIER OF LEARNING, ESSENTIALLY, RIGHT? THEY COME REALLY EQUIPPED TO PARTICIPATE IN OUR SYSTEM AND EXPERIENCE SUCCESS.

AND SO THEY KEEP COMING TO SCHOOL, RIGHT? THAT'S AN AWESOME PLACE FOR THEM. SO JUST CONSIDERING ALL THE OTHER FACTORS THAT MAKE UP. ALL RIGHT, SO I WILL PASS THIS OUT. AND THIS IS MATTHEW AND BOMANY HAVE ALREADY SEEN THIS DATA. IT'S BLACK AND WHITE, SO YOU CAN TELL THE DIFFERENCE BETWEEN THE ATTENDANCE DATA AND THE NINTH GRADE ON TRACK DATA. HERE YOU GO. SO AS YOU'RE LOOKING AT THIS, I HAVE SOME QUESTIONS ON THE SCREEN FOR YOU. THIS IS 24-25 DATA. THAT'S OUR MOST RECENT NINTH GRADE ON TRACK DATA, RIGHT? BECAUSE

[01:15:01]

SO YOU CAN SEE THAT THIS IS THE PERCENTAGE OF STUDENTS IN EACH GROUP WHO PASSED ALL THEIR CLASSES IN NINTH GRADE. AND IT'S BROKEN DOWN. YOU HAVE YOUR FIRST, THE FIRST PAGE IS THE VIEW THAT YOU'VE SEEN BY ATTENDANCE, AND THEN IT KIND OF DRILLS DOWN BY TREND AND BY GROUP. SO IF YOU GO TO THE SECOND PAGE, YOU CAN SEE ALL STUDENTS. YOU CAN SEE A BREAKDOWN BY GENDER. YOU CAN SEE OUR FEDERAL RACE AND ETHNICITY CATEGORIES. AND REMEMBER, THIS IS JUST NINTH GRADE FROM LAST YEAR, SO THERE ARE SEVERAL END COUNTS THAT DON'T MEET THE THRESHOLD TO REPORT THE DATA. SOME YEARS, BECAUSE IT'S JUST ONE GRADE LEVEL, WHICH IS ABOUT 670 STUDENTS, I THINK, FROM LAST YEAR. SO I JUST WANT YOU TO TAKE A MINUTE TO SEE WHAT YOU NOTICE. AND IF YOU HAVE ANY WONDERINGS ABOUT THIS DATA, I AM GOING TO GIVE YOU LIKE THREE OR FOUR MINUTES.

YOU READY FOR YOUR QUESTIONS? OKAY, YOU CAN START THE CONVERSATION. OKAY, I'M GOING TO BRING IT BACK TO MY PRIOR ONE. SO I WROTE THIS DOWN. SO I UNDERSTAND HOW THE STATE ON TRACK IS DEFINED, BUT I WOULD GO BACK TO JUST... I'M JUST A MEMBER OF THE PUBLIC. CAN YOU REALLY SAY A STUDENT IS ON TRACK IF THEY'RE PASSING THEIR CLASSES BUT HAS CHRONIC ABSENTEEISM? LIKE, IN JUST THE REAL SENSE OF IT, IF WE SAY ABSENTEEISM LEADS TO FURTHER PROBLEMS, YOU KNOW, ARE WE... IS THERE AN EQUITY ISSUE IF WE'RE, AGAIN, JUST LOOKING AT STUDENTS THAT PASS CLASSES, BUT ABSENTEEISM IS A CLEAR PROBLEM? LIKE, SHOULD THERE BE A COMBINED OF THOSE TWO? WHERE WE SAY A STUDENT PASSING OTHER CLASSES BUT HAVING ABSENTEE IS LEADING, IS KIND OF FORESHADOWING FUTURE PROBLEMS, RIGHT? 10TH GRADE, 11TH GRADE, OR EVEN IF THAT ABSENTEEISM LEADS TO BEHAVIORAL ISSUES OR DISCIPLINARY ISSUES, RIGHT? BECAUSE I THINK, YOU KNOW, DO WE WANT TO SAY, WELL, YEP, YOU'RE SUCCESSFUL, BUT YOU'RE NOT SHOWING UP BECAUSE YOU DON'T. DON'T THINK YOU NEED TO. I DON'T KNOW, I'M JUST I'M KIND OF CURIOUS.

AGAIN, WHEN I LOOK AT THE NUMBERS, THE STUDENTS MAYBE HAVE THE MOST DIFFICULTY GETTING TO SCHOOL. ARE THEY ALSO THE ONES NOT GETTING THE GRADES RIGHT? AND THEN IT'S WHICH ONE IS REALLY THE FACTOR, THEIR ABILITY TO, YOU KNOW, PASS THOSE CLASSES BECAUSE THEY'RE NOT THERE. OR LIKE, I GUESS THAT'S MY QUESTION. I'M JUST, I THINK I WROTE DOWN OVER HERE. UM, I'M TRYING TO SEE. WHAT I SAY ARE GRADES ABOUT CONFIDENCE AND ABSENTEEISM. IS IT ABOUT ENGAGEMENT OR BELONGING, OR IS IT BOTH? I'M JUST KIND OF CURIOUS. I THINK THE REASON THESE TWO DATA SETS ARE LOOKED AT SO CLOSELY IS BECAUSE BY THE TIME STUDENTS ENTER HIGH SCHOOL, THERE'S SO MUCH LEARNING THAT HAPPENS IN EACH CLASS PERIOD THAT IF THEY MISS MULTIPLE CLASS PERIODS, IT'S CONFOUNDING, RIGHT? IT TURNS INTO SOMETHING LARGER THAN THEM. AND IF THEY'RE ABLE TO PASS THEIR CLASSES AND HAVE A HIGH RATE OF ABSENTEEISM, THEN I WOULD WONDER ABOUT WHAT'S HAPPENING IN THOSE CLASSES. AND JUST...

WHAT'S, EITHER, ALLOWING THEM TO CONTINUE TO SUCCEED? IS IT

[01:20:01]

RIGHT, THE QUIZ, THEIR ASSIGNMENT, THEIR LEARNING, WHATEVER IT IS, UM, MY KIDS INCLUDED, YOU KNOW, AND COUNTERINTUITIVE. AND THIS IS, UM, OUR NINTH GRADE DATA, I SHOWED YOU THE NINTH GRADE ATTENDANCE DATA. WHAT WE DON'T HAVE ACCESS TO PUBLICLY, SO WHAT'S NOT PUBLICLY REPORTED ARE THE CROSS SECTIONS OF, LIKE, NINTH GRADE MULTILINGUAL LEARNERS AND THEIR ATTENDANCE COMPARED TO THEIR ON TRACK DATA. SO WE WE COULD PULL THAT INTERNALLY, BUT THAT'S NOT PUBLICLY AVAILABLE THROUGH OUR REPORT CARD.

THAT'S MAYBE WHAT I WAS, LIKE, WHEN I LOOK AT THE DATA, I JUST, YEAH, I WONDER, ARE, YOU KNOW, STUDENTS WITH DISABILITIES THAT AREN'T ATTENDING, WHAT PERCENTAGE OF THEM ARE? ALSO HAVE THE GRADE PROBLEM? WHERE THERE MIGHT BE SOME THAT ARE LIKE, OH, THEY'RE STILL SUCCESSFUL IN THEIR CLASSES BECAUSE THEY'RE GETTING ACCOMMODATIONS AND, BUT THEY'RE, THEY'RE GONE BECAUSE OF WHATEVER REASON. I'M JUST, YOU KNOW, IT'S JUST, THAT'S WHERE MY MIND GOES TO, LOOKING AT THESE TWO DISPARATE SETS AND SAYING, WELL... HOW WOULD YOU, AGAIN, SOLVE THAT PROBLEM FOR CERTAIN GROUPS? IT COULD BE VERY DIFFERENT THAN OTHERS, RIGHT? WE HAVE AN OBLIGATION TO PROVIDE EDUCATIONAL SERVICES TO STUDENTS WHO ARE ON MEDICAL LEAVE OR WHO ARE ON AN EXTENDED DISCIPLINARY CONSEQUENCE OR SOMETHING, RIGHT? SO, YES, AND THEY SHOULD STILL BE RECEIVING THEIR EDUCATION. YEAH. WHAT OTHER QUESTIONS ARE ARISING, OR ONE NOTICINGS OR WONDERING? I MAYBE, MAYBE I'M OVER GENERALIZING HERE, BUT ESPECIALLY WHEN I'M LOOKING AT THE DATA OVER TIME, LIKE OVER MULTIPLE YEARS. AND FOR ME, I KIND OF IT'S NOT THAT COVID DOESN'T COUNT, BUT I KIND OF LOOK AFTER THAT. I FEEL LIKE A LOT OF THESE GROUPS THAT WE PAY ATTENTION TO ARE KIND OF GOING THE OTHER WAY. IT MAKES ME, I DON'T KNOW, I GUESS THAT'S JUST A NOTICING OF MINE. I SEE THAT. IT'S INTERESTING THAT I WAS NOT EXPECTING NINTH GRADE ON TRACK FEMALES TO BE GOING THE OTHER DIRECTION, AND STUDENTS OF HISPANIC OR LATINO HERITAGE. I MEAN, I SEE THAT GOING THE WRONG WAY, TOO. I DON'T KNOW. THAT POPS OUT TO ME, NOT TO IMMEDIATELY GO TO THE NEGATIVE. NO, AND I'M GLAD YOU DID, COREY. WE'VE NOTICED THAT AS WELL, OBVIOUSLY, AND THAT'S WHERE THAT TITLE II MONEY, WE'RE KIND OF REDISTRIBUTING IT TO THE 8TH, 9TH GRADE TRANSITION TIME AND BRINGING THOSE TEACHERS TOGETHER.

BECAUSE WHAT WE'VE SEEN ACADEMICALLY IS THAT THE INCONSISTENCIES THROUGHOUT THE SCHOOLS, BUT EVEN WITHIN THE SCHOOLS, COULD BE POTENTIALLY A FACTOR HERE. SO BRINGING TEACHERS TOGETHER TO SHARE THOSE EXPERIENCES, TO SHARE BEST PRACTICES.

AGAIN, I KNOW HOPE'S NOT A STRATEGY, BUT OUR HOPE IS SOME OF THIS WORK TOGETHER. I'M REALLY EXCITED ABOUT, IS IT NEXT WEEK, THIS WEEK, KATIE, WHERE OUR TEACHERS ARE OBSERVING ONE ANOTHER? TOMORROW. TOMORROW. WE'RE REALLY EXCITED ABOUT THAT WORK WHERE TEACHERS WILL BE GOING TO ONE ANOTHER'S SCHOOLS AND DOING SOME OBSERVATIONS AND PICKING UP THOSE PRACTICES, DOING THAT TWICE, AND THEN COMING BACK IN THE FOURTH SESSION TO COME TOGETHER AROUND THAT.

SO, AGAIN. TOTALLY NOTICEABLE ON OUR END AS WELL, WHICH IS WHY I THINK THERE'S SOME INTENTIONAL WORK IN THAT SPECIFIC TRANSITION PERIOD BETWEEN EIGHTH GRADE AND NINTH GRADE. YEAH. NO, I THINK THAT'S GREAT, BECAUSE, I MEAN, WE'RE TALKING ABOUT ON ONE OF THE PREVIOUS SLIDES, LIKE, EARLIER INTERVENTIONS. AND ARE WE WAITING UNTIL END OF FIRST SEMESTER TO IDENTIFY SOME OF THESE KIDS? AND, YOU KNOW, IF NOT, OR IF WE ARE, THEN CAN WE START EARLIER? EVEN JUST THOSE CONVERSATIONS AND THAT VERTICAL KIND OF COLLABORATION BETWEEN MIDDLE AND HIGH. VERY OBVIOUS TO ME THAT THIS IS IMPORTANT WORK. AND WHEN WE TALK ABOUT OUR MULTI-TIERED SYSTEM OF SUPPORT AND THE IMPLEMENTATION OF THAT, THAT'S NOT LIKE A ONE-YEAR THING. THAT'S A MANY YEARS PROCESS, RIGHT? STARTING WITH JUST LIKE, WHAT ARE THE VOCABULARY, WHAT'S THE VOCABULARY ASSOCIATED WITH THIS? WHAT ARE THE BELIEFS AROUND STUDENTS AND WHERE THEY SHOULD BE SERVED, AND HOW THEY RECEIVE SERVICES, REGARDLESS OF IF THEY QUALIFY FOR A PROGRAM OR NOT? WHAT BARRIERS ARE WE PUTTING IN THE WAY FOR OUR KIDS IN THE LEARNING ENVIRONMENT AT EVERY LEVEL? AND REALLY STARTING TO LIKE... KIND OF UNCOVER THE DIFFERENT PRACTICES THAT WE HAVE IN OUR SCHOOLS AND OUR CLASSROOMS. AND THEN, YOU

[01:25:02]

YEAR 27-28, IT'LL BE FEDERALLY REQUIRED THAT WE HAVE. WE'RE USING MTSS TO IDENTIFY STUDENTS, STUDENT NEEDS. SO READY OR NOT, HERE IT COMES. AND WE'VE DONE A LOT OF WORK IN THAT AREA THAT WE AREN'T GOING TO SEE GAINS IN IMMEDIATELY. IT WILL IMPACT STUDENTS DOWN THE ROAD, TOO. A QUICK, QUICK QUESTION, TOO.

BECAUSE I JUST NEED, I NEED TO. I THINK I NEED TO REFRESH MY LANGUAGE HERE.

STUDENTS WITH DISABILITIES VERSUS STUDENTS WITHOUT DISABILITIES, THAT'S NOT THE SAME THING AS STUDENTS WITH IEPS, CORRECT? THAT IS IT.

THAT IS WHAT IT IS. YES, OKAY, SO STUDENTS WITH DISABILITIES, ANY TYPE OF IEP. OKAY, ANY TYPE OF IEP, OKAY. YEAH, THEY COUNT AS A STUDENT WITH DISABILITIES ON THERE. I THINK MY NOTICING WAS SIMILAR TO YOURS, COREY, AND IT'S LIKE, I KNOW WE'RE TRYING TO GET PAST COVID AND SAY WE'RE, BUT... NONE OF OUR NUMBERS, IF ANY, VERY FEW, IF ANY, ARE HIGHER THAN OUR PRE-COVID NUMBERS IN ALL CATEGORIES, RIGHT? LIKE, EVEN IF YOU LOOK AT, LIKE, THE FEMALES. ATTENDANCE WAS 91%. WELL, NOW IT'S ONLY 86%. I MEAN, WE'VE NOT GOTTEN BACK TO THAT IN ANY OF THESE, RIGHT? SO, OBVIOUSLY, IT'S STILL A FACTOR AS MUCH AS WE DON'T WANT TO TALK ABOUT IT, RIGHT? TOTALLY. AND CULTURALLY, YOU KNOW, PEOPLE HAVE, I THINK, ECONOMICALLY, WE'VE HAD A LOT OF INFLATION. WE'VE HAD A LOT OF CHANGES THERE. WE'VE HAD PEOPLE LOSE THEIR JOBS. I MEAN, OUR BUDGETARY SITUATION'S NOT UNIQUE, RIGHT, TO THE CLIMATE, SO THERE'S A LOT OF STRAINS ON FAMILIES. AND JUST ADJUSTING, TOO, WITH MENTAL HEALTH AND STATE OF THE WORLD. LIKE, I THINK THERE'S SO MANY THINGS CONTRIBUTING THAT. WE ARE TRYING TO SERVE KIDS WHILE THEY'RE WITH US, YOU KNOW, AS BEST WE CAN, AND CREATE A SENSE OF SAFETY AND BELONGING FOR THEM. AND WE DON'T HAVE THEM ALL DAY. SO I KNOW IT'S...

YOU KNOW, OUR RATES OF STUDENTS WITH ANXIETY HAVE INCREASED A LOT, AND THAT SCHOOL AVOIDANCE AND SCHOOL REFUSAL IS REALLY COMMON FOR STUDENTS WITH SIGNIFICANT ANXIETY. SO I KNOW THERE'S A LOT OF FACTORS PLAYING INTO IT AS WELL. WE CAN DO OUR BEST WHEN WE HAVE THEM WITH US, AND WE CAN DO AS MUCH OUTREACH AS POSSIBLE, AND SOME OF IT MIGHT BE OUT OF OUR CONTROL, TOO, BUT WE GET TO INFLUENCE AS BEST WE CAN.

LOTS OF MOVING PARTS. ALL RIGHT, I'M GOING TO KEEP GOING. SO JOHN MENTIONED A LITTLE BIT ABOUT THE WORK THAT WE ARE PURSUING HERE. WE HAVE SPENT QUITE A BIT OF TIME AND ENERGY ON OUR ELEMENTARY SCHOOLS AND ALIGNING PRACTICES AROUND LITERACY. AND I DON'T KNOW IF YOU'RE AWARE, BUT REGIONALLY. WE ARE A LEADER IN OUR MODEL FOR PROFESSIONAL LEARNING AND THE SCIENCE OF READING THAT WE'VE PROVIDED FOR OUR STUDENTS. IT'S IMPACTED OUR DATA. OF COURSE, THAT DOES TAKE TIME FOR THAT TO SHOW AS WELL.

BUT IT'S BEEN LIFE-CHANGING FOR STUDENTS. ACCESS TO LITERACY AND HIGH-QUALITY INSTRUCTION, THAT WILL PROVIDE SO MANY MORE BENEFITS TO OUR STUDENTS DOWN THE ROAD FOR THEIR FUTURES. AND AT THE SECONDARY LEVEL, WE HAVE SUCH DIFFERENT PROGRAMMING AND SYSTEMS THAT WE HAVEN'T SHARED A THEORY OF ACTION OR A GOAL AREA AT THE SECONDARY LEVEL. AND SO WE DECIDED IT WAS TIME TO DEVELOP ONE. AND THIS IS IT, RIGHT HERE. AND THIS IS WHAT WE'VE BEEN WORKING ON THIS YEAR. IF SECONDARY SCHOOL LEADERS AND STAFF STRENGTHEN UNIVERSAL ACADEMIC AND SOCIAL-EMOTIONAL NEEDS OF 6TH TO 9TH GRADERS, THEN GREATER ENGAGEMENT IN THEIR LEARNING, SO THAT MORE 9TH GRADE STUDENTS SUCCESSFULLY EARN CORE CREDITS AND STAY ON TRACK TO GRADUATE. SO THE SO THAT, THAT'S NOT OUR, LIKE, END GOAL COMPLETELY, BUT IT IS THE DATA MEASURE THAT WE CAN PROVIDE THAT THE WORK WILL.

IMPACT DIRECTLY. AND YOU CAN ALSO SEE THAT THERE'S A HOPE FOR. THIS ALLOWS BECAUSE WE DO HAVE SUCH DIFFERENT PROGRAMMING AND GOALS AND STRENGTHS IN OUR SCHOOL, SECONDARY SCHOOLS. IT ALLOWS FOR US TO, FOR EACH SCHOOL THIS YEAR, CHOSE THEIR OWN GOALS WITHIN THAT. SO IF THIS IS THE OVERARCHING DISTRICT SECONDARY THEORY OF ACTION, EACH PRINCIPAL THEN DEVELOPED, EITHER ON THEIR OWN OR WITH THEIR TEAM, OR WITH THEIR COLLEAGUES, WHAT IT WAS THAT THEY WANTED TO TEND TO OR IDENTIFY. SO THANK YOU. YOU'LL SEE DIFFERENT, YOU'LL SEE A SOCIAL-EMOTIONAL GOAL FROM A COUPLE OF OUR SCHOOLS.

YOU'LL SEE UNIVERSAL INSTRUCTION. YOU'LL SEE INTERVENTIONS AS A FOCUS. SEE A LOT OF DIFFERENT THINGS IN OUR SECONDARY SCHOOLS.

[01:30:01]

THAT AS WE CONTINUE INTO NEXT YEAR, WE WILL BE ABLE TO, LIKE, STREAMLINE THAT EVEN MORE.

BECAUSE THE MORE CONCENTRATED WE ARE WITH OUR EFFORTS, THE MORE IMPACT WE HAVE ON OUR WHOLE SYSTEM VERSUS EVERYONE HAVING A DIFFERENT GOAL, FOR EXAMPLE.

BUT THAT WILL COME AT OUR PRINCIPALS REQUEST AS WELL, SO THAT'S OUR DISTRICT LEVEL GOAL.

AND AS YOU CAN SEE TOO, WE IDENTIFIED SPECIFICALLY SIXTH TO NINTH GRADERS, SO WHAT'S HAPPENING BETWEEN ELEMENTARY TO MIDDLE AND MIDDLE TO HIGH SCHOOL? THE WORK THAT WE'RE WORKING ON THIS SPRING, I'M GOING TO CALL IT SPRING, EVEN THOUGH IT'S FEBRUARY, BECAUSE, I'M HOPEFUL, IS REALLY A FOCUS ON OUR EIGHTH TO NINTH GRADE TRANSITION. SO WE HAVE TITLE TWO FUNDING FOR RIGHT NOW, WHICH LIKELY WILL ALSO NOT BE CONTINUED NEXT YEAR AT THE FEDERAL LEVEL.

TITLE TWO PROVIDES FUNDS FOR US TO SUPPORT PROFESSIONAL LEARNING, FOR PRINCIPALS, FOR TEACHERS. THAT MONEY REQUIRES THAT WE HAVE A FOCUS ON INSTRUCTION. IT REQUIRES THAT WE HAVE A DATA SET THAT WE CAN SAY WE'RE IMPACTING. AND SO OUR SECONDARY THEORY OF ACTION FIT ALL THOSE CATEGORIES FOR TITLE II. PREVIOUSLY, THAT'S THE MONEY THAT WE SPENT ON OUR COHORTS FOR OUR SCIENCE OF READING WORK. AND WE'RE AT THAT POINT WHERE WE CAN PHASE AWAY FROM HAVING A BUNCH OF COHORTS AND WE HAVE AN ONGOING.

ONE SUPPORT COHORT FOR ELEMENTARY LITERACY, WHICH OPENED UP THE FUNDS FOR US TO HAVE A DEDICATED FOCUS ON SECONDARY. SO THIS IS WHAT WE CHOSE TO IMPACT ALONGSIDE OUR PRINCIPALS. AND ESSENTIALLY, WHAT WE'RE DOING IS WE'RE CREATING, WE'VE CREATED A FOUR-PART SERIES, SO BASED ON THE FUNDING AND CAPACITY AND A COUPLE OF OTHER THINGS, LIKE LAST YEAR, WE HAD A PROFESSIONAL LEARNING SURVEY GO OUT TO ALL OF OUR TEACHERS.

AND ONE OF THE STRONGEST THINGS THAT CAME BACK WERE WE WANT TO LEARN FROM EACH OTHER. WE WANT A VERTICAL TEAM, SO WE WANT TO TALK TO AND MEET TEACHERS ACROSS SCHOOLS, ACROSS LEVELS, GET THOSE OPPORTUNITIES OUTSIDE OF OUR BUILDING VERY OFTEN.

AND SO THIS GROUP THAT WE'VE PUT TOGETHER IS OUR PRINCIPALS.

ASK FOR VOLUNTEERS OR VOLUNTOLD, OR INVITED, THE TEACHERS THAT THEY WOULD LIKE TO PARTICIPATE. SO WE HAVE TEACHERS FROM EACH MIDDLE SCHOOL AND HIGH SCHOOL IN THIS GROUP. AND EACH PRINCIPAL IS PARTICIPATING AS WELL. THAT SERIES OF FOUR, AS JOHN'S ALREADY MENTIONED, WE HAD A WORKSHOP WHERE WE KIND OF GROUNDED IN WHAT IS REFRAMED WITH UDL, UNIVERSAL DESIGN FOR LEARNING. THAT'S THAT UNIVERSAL INSTRUCTION PIECE IN OUR SECONDARY THEORY OF ACTION. IT ALSO APPEARS IN OUR STRATEGIC PLAN AS ONE OF OUR GOAL AREAS FOR HIGH QUALITY INSTRUCTION.

AND TO JUST REGROUP, LIKE, DO WE ALL HAVE THE SAME UNDERSTANDING OF WHAT THIS IS? WE DID A SELF-ASSESSMENT SO TEACHERS IDENTIFIED THEIR OWN STRENGTHS, THEIR GLOWS AND GROWS, SO AREAS THAT THEY FEEL STRONG, THAT THEY'RE DOING IN THEIR CLASSROOM, THEY'RE EXCITED ABOUT. AND THEN AREAS THAT THEY'D LIKE MORE EXPOSURE TO, MORE LEARNING ABOUT, AND THEY COULD BE THE SAME AREAS, TOO. GREAT, I FEEL REALLY STRONG AND CONFIDENT AT THIS, BUT I ALSO FEEL LIKE I HAVE A LOT TO LEARN. SO THEY WERE ABLE TO IDENTIFY THAT. AND OUR FIRST LEARNING WALK IS TOMORROW AFTERNOON, AND IT'S REALLY EXPLORATORY. I TRIED TO ENCOURAGE PRINCIPALS, LIKE, CHOOSE CLASSROOMS WHERE KIDS LOVE LEARNING. KIDS WANT TO BE IN THERE. THEY ENJOY SCHOOL.

YOU CAN TELL THAT THEY KNOW WHAT'S EXPECTED, THAT THEY'RE HAPPY, THEY FEEL CARED FOR, AND LET'S GET OUR COLLEAGUES IN THOSE CLASSES. SO TOMORROW, THAT'S OUR FIRST ONE. IT'LL BE KIND OF A GENERAL EXPERIENCE FOR THEM, AND THEN WE'LL HAVE A DEBRIEF AT THE END OF THE DAY. WE HAVE A SECOND SET OF LEARNING WALKS, WHERE WE'LL VISIT OUR CHOICE SCHOOLS IN MARCH. AND DO A SIMILAR EXPERIENCE. OUR CHOICE SCHOOLS ARE TYPICALLY VERY STRONG AT UNIVERSAL DESIGN FOR LEARNING BECAUSE OF THE PROGRAMMING THAT'S PROVIDED.

SO ACE FREEDOM HAS TEACHERS THAT, SOMETIMES OUT OF NEED, RIGHT? YOUR STUDENTS SHOW UP IN A LOT OF DIFFERENT WAYS, WITH A LOT OF DIFFERENT NEEDS. AND SO THEY GROW SKILLS REALLY QUICKLY TO GET KIDS WHERE THEY NEED TO BE. AND THEN YOU HAVE, OF COURSE, OUR PROJECT-BASED SCHOOLS, WHICH ARE, YOU KNOW, AND... SO TEACHERS ARE PROVIDING A VARIETY OF WAYS TO MEET THEIR NEEDS AS WELL.

AND SO I'M EXCITED TO GET INTO THOSE SCHOOLS AS WELL, ESPECIALLY FOR OUR TEACHERS WHO HAVEN'T SEEN WHAT IT LOOKS LIKE TO BE ON CAMPUS IN THOSE PLACES. AND THEN OUR FINAL WORKSHOP WILL BE KIND OF THAT REGROUP OF, LIKE, OKAY, WHAT DID YOU SEE? WE'RE TALKING ABOUT INSTRUCTION HERE. SO WHAT DID YOU SEE? WHAT DID YOU NOTICE? WHAT DO YOU HAVE? AND ONE OF OUR GOALS AS WE SET OUT TO DO THIS WORK WAS TO HAVE THOSE TEACHERS. ACT AS TEACHER LEADERS NEXT YEAR IN THEIR SCHOOLS. SO TO HELP

[01:35:03]

BUT REALLY FOCUSING ON OUR KIDS AND WHAT THEIR DAY LOOKS LIKE AND HOW WE CAN MAKE IT CONSISTENT FOR THEM. AND NOT HAVING TO NAVIGATE A VARIETY OF SYSTEMS THAT WE'VE PUT IN PLACE THAT WE DON'T EVEN KNOW WHAT WE'VE PUT IN PLACE. SO THAT'S WHAT WE'RE WORKING TOWARDS RIGHT NOW. I'M REALLY EXCITED. IT'S BEEN A LONG TIME SINCE WE'VE FOCUSED ON INSTRUCTION. SO WE HAVEN'T EVEN STARTED THAT WITH THIS PROCESS YET. HOPEFUL FOR THAT, TOO. IT DOESN'T MATTER THE SCHOOL THAT THEY SHOW UP, THEY CAN LEARN, THEIR TEACHERS BELIEVE IN THEM, THEIR TEACHERS FEEL CONFIDENT AND EQUIPPED, THEY'RE EXPERTS, THEY CAN LEARN FROM EACH OTHER, THEY'VE MADE SOME CONNECTIONS ACROSS SCHOOLS. TO REALLY STRENGTHEN OUR SYSTEM AS A WHOLE. SO THAT'S KIND OF IN A REALLY BIG NUTSHELL, KATIE. WHAT WERE PERSEVER QUESTIONS ABOUT THAT? I'VE BEEN THINKING A LOT ABOUT THIS EIGHTH TO NINTH TRANSITION PLANNING AND JUST THE ON-TRACK DATA. I KNOW THAT RIGHT AROUND COVID AND THEN SHORTLY THEREAFTER THAT WE WERE ROLLING OUT STANDARDS-BASED GRADING IN A LOT OF OUR MIDDLE SCHOOLS. AND NOW WE'VE KIND OF... WE'VE BEEN TRYING TO DO A RESET ON THAT THE LAST COUPLE YEARS, EITHER PREPARING KIDS FOR A DIFFERENT WAY TO BE ASSESSED AND GRADED, OR SOME SORT OF A TRANSITIONAL THING. I DON'T KNOW, JUST ANYTHING LIKE THAT.

YEAH, AND IT CAME UP. I MEAN, WE PUT IT IN OUR PLAN AHEAD OF TIME, RECOGNIZING THAT THAT WOULD COME UP. IT'S HARD TO POINT TO THE LETTERS VERSUS NUMBERS AS A REASON WHY KIDS AREN'T SUCCEEDING. BECAUSE YOU CAN GO BACK 50 YEARS AND IT'S THE SAME. LIKE, STRUGGLE, RIGHT? EVER SINCE I STARTED TEACHING, IT WAS AS NINTH GRADE, YOU KNOW, IT'S LIKE, WHAT ARE THEY DOING IN THE MIDDLE SCHOOL? WHY CAN'T THEY DO THIS THING THAT I THINK THEY SHOULD BE ABLE TO DO, RIGHT? UM, AND I, IT'S REALLY SILLY BECAUSE THEY WERE DOING THE THINGS, UM, BUT YEAH, THAT'S PART THAT'S BEEN PART OF THE CONVERSATION, I THINK IT'S AN IMPORTANT PART OF THE CONVERSATION. OUR MIDDLE SCHOOL TEACHERS HAVE MADE SO MANY GAINS AROUND LEARNING.

KNOWING THEIR STANDARDS, KNOWING HOW TO ASSESS STANDARDS, CREATING SCALES ALONG THE WAY THAT REALLY TARGET LEARNING.

VERSUS COMPLIANCE, VERSUS COMPLETION, VERSUS LIKE, YOU KNOW, THESE THINGS THAT SOMETIMES WE DO WHEN WE HAVE A, LIKE, A PERCENT TYPE GRADE CALCULATION. AND THAT'S REALLY THE FOCUS ON LEARNING, YOU KNOW, THAT I HOPE OUR WHOLE SYSTEM CAN LEARN FROM. AND IT WAS REALLY FUN IN OUR GROUP TO HEAR ONE OF OUR CAMPUS HIGH SCHOOL TEACHERS TALK ABOUT HER PRACTICES, WHICH INCLUDE REASSESSING QUIZZES, AND SOME OF THE PRACTICE ISN'T GRADED.

AND THE MIDDLE SCHOOLS HAVE BEEN WORKING ON AND DEVELOPING THAT ARE ALSO EXISTING GRADES.

THOSE MARKERS, THOSE INDICATORS ARE SOMETHING EASY TO POINT TO, BUT I DO THINK THAT THE PRACTICES ARE SPREADING, AND I THINK THAT'S IMPORTANT FOR KIDS. AND KIDS ARE RECOGNIZING THAT. KIDS ARE COMING INTO FRESHMAN YEAR NOW SAYING, LIKE, WHY WOULDN'T I GET ANOTHER OPPORTUNITY? I WANT TO SHOW WHAT I'VE LEARNED.

LIKE, IF I COME AND DO THIS STUDY THING, WHY CAN'T I COME BACK AND REASSESS, YOU KNOW? WHICH IS WHAT YOU HOPE FOR AS A TEACHER, LIKE MUSIC TO YOUR EARS, THAT YOU WANT TO LEARN AND SHOW AGAIN. BUT I THINK IT'S AN IMPORTANT PART OF THE CONVERSATION AND TO CONTINUE THE CONVERSATION BECAUSE THERE'S FRUSTRATION OUT THERE. I THINK THERE'S A LACK OF COMMUNICATION FROM US, FROM OUR SCHOOLS, WITH OUR FAMILIES TO KEEP THAT CONVERSATION ALIVE ABOUT OUR WHY, WHY WE'RE DOING THIS. WHY IT MATTERS, THE STATES ALSO, YOU KNOW, THE RELEASE OF STANDARDS ARE COMING OUT.

WE'VE GOT MATH AND ELA DRAFTS OF STANDARDS NOW. THEY ARE CROSS-CURRICULAR. THEY ARE SKILLS-BASED. THEY ARE LOOKING FOR MASTER, A GOOD START FOR THAT. AND WE HAVE A LOT OF THE BELIEFS IN PLACE TO DO, TOO. SO I APPRECIATE THAT, AND I THINK IT'S GROWING, AND I THINK WE STILL HAVE A LONG WAY TO GO, I THINK, FOR THE COMMUNITY TO FEEL SUCCESSFUL. WITH IT, YEAH, NO, THERE'S NO, NO JUDGMENT, ONE WAY OR ANOTHER HERE. I JUST WAS CURIOUS IF IT WAS PART OF THE CONVERSATION.

SO OKAY, YEAH, YEAH, IT WAS ON EARLIER, HUH? I WAS ON EARLIER. UH, THANK YOU CORY. UH, ON BULLET POINT TWO, USING DATA TO UNDERSTAND. SO, THINKING ABOUT THE PRIOR DISCUSSION, DO WE HAVE DATA THAT SAYS HERE'S STUDENTS THAT WERE ACADEMICALLY SUCCESSFUL IN EIGHTH AND THEY'RE NOT 9TH.

DO WE KNOW WHY? LIKE, IS IT, SOMETIMES WE HEAR FROM PARENTS SAY, WELL, YOU

[01:40:02]

KIND OF THE INDEPENDENCE THAT YOU'VE GOT WHEN YOU GET INTO NINTH AND IT'S LIKE, YOU'VE GOT ALL THESE CLASSES.

IS IT TOO MANY CLASSES? CAN WE HELP IDENTIFY STUDENTS WHERE, AGAIN, HAYES MIGHT BE A BETTER FIT BECAUSE THEY'VE BEEN IDENTIFIED AS, LIKE, HAVING FEWER CLASSES FOR LONGER MIGHT BE BETTER FOR THEM? LIKE, WHAT GUIDANCE CAN WE, I GUESS MY QUESTION GOES REALLY TO THAT DATA. IS THERE DATA THAT WE CAN USE TO HELP GUIDE STUDENTS AND FAMILIES TO UNDERSTANDING? OKAY, THESE ARE THE SKILLS THAT YOU'RE LACKING, AND IT MAY NOT BE YOUR ACADEMIC. YOU'VE GOT GREAT GRADES. YOU'RE NOT ORGANIZED, RIGHT, AND IT'S GOING TO CAUSE A PROBLEM. OR THERE'S STUDENTS WE CAN IDENTIFY AND SAY, GOING TO A COMPREHENSIVE HIGH SCHOOL MIGHT ACTUALLY BE MORE DIFFICULT BECAUSE IT'S A LOT OF CLASSES OR SHORTER TIME.

THERE'S OPTIONS FOR YOU. SO THAT THEY'RE PREPARED IN ADVANCE IF THERE'S A PROBLEM.

YOU KNOW, YOU START FAILING CLASSES, AND IT MIGHT BE, WELL, YOUR TYPE OF PERSONALITY, YOUR TYPE OF CAPTURE, SO THAT WE CAN... USE THAT EFFECTIVELY TO GIVE GUIDANCE.

YEAH, AND I THINK YOU'RE POINTING OUT SOMETHING THAT'S IMPORTANT, WHICH IS THAT IT CAN BE REALLY INDIVIDUALIZED FOR KIDS AND THEIR EXPERIENCES.

IT MIGHT THRIVE IN MIDDLE SCHOOL AND NOT IN HIGH SCHOOL, RIGHT, OR VICE VERSA. SPEAKING TO THE DATA, YOU KNOW, THEIR CONTRIBUTION, THEIR CITIZENSHIP, COLLABORATION, PARTICIPATION, THOSE TYPES OF THINGS, THE STUDENT SKILLS OUTSIDE OF THEIR...

LIKE LEARNING STANDARDS, AND YOU KNOW, IN ORDER FOR SOMETHING TO BE ASSESSED, IT HAS TO BE TAUGHT, WHICH MEANS IN THE AREAS WHERE THOSE SKILLS ARE BEING ASSESSED. UM, THE WIND TIME LOOK LIKE, RIGHT? ARE STUDENTS ABLE TO NAVIGATE THAT INDEPENDENTLY SO THAT THEY'RE NOT KIND OF LEFT HANGING OUT THERE? WHICH, I THINK, IF THAT THOSE, UM, ASSESSED SKILLS ARE MORE CONSISTENTLY AS OUR BELONGING DATA, UM, I THINK IS IMPORTANT AND MORE IMPORTANT, I WOULD SAY, IS OUR SOCIAL EMOTIONAL LEARNING DATA THROUGH OUR CURRICULUM.

LOOKING AT, LIKE WAYFINDER, GETTING GETTING KIDS THE DATA FROM KIDS WITHIN THE CLASSROOMS THAT THEY'RE BEING SERVED VERSUS LIKE THE PANORAMA DATA IS REAL BIG, YOU KNOW? AND THAT'S NOT SOMETHING THAT KIDS ALWAYS FIND A MEANINGFUL CONNECTION WITH. SO WE CAN USE THAT DATA TO HELP GUIDE WHERE THESE POCKETS ARE. BUT YOU, YOU ALREADY KNOW THIS THAT IF WE WERE TO COMPARE OUR ATTENDANCE DATA OR SEL DATA AND AND BELONGING DATA ARE ACHIEVEMENT DATA, OUR SMARTER, BALANCED SCORES, WE WOULD SEE, AND THE SYSTEM IS DESIGNED THIS WAY, WE WOULD SEE DISCREPANCIES IN THE AREAS THAT WE SEE DISCREPANCIES IN. THEY ARE ACROSS THE BOARD. THIS IS SYSTEMIC. THIS IS WHO ARE WE SERVING AND WHO ARE WE NOT SERVING. THAT'S NO SURPRISE.

WE CAN PREDICT THIS, RIGHT? AND THAT SHOULD CREATE THE SENSE OF URGENCY FOR US TO DO SOMETHING INSISTENTLY WHERE WE GO. WE COULD LOOK AT ANY DATA. WELL, NO, I THINK THIS IS A GOOD THING TO DO. BECAUSE IT SPEAKS DIFFERENTLY TO THE FAILURE OF, OH, YOU JUST CAN'T GET THE GRADE OR YOU'RE ABSENT. YOU COULD HAVE A TRANSITION PLANNING, BUT IT'S MINIMIZING TRANSITION FAILURE, RIGHT? LIKE, HOW DO WE IDENTIFY WAYS THAT WE CAN MINIMIZE STUDENTS FAILING IF WE KNOW WE'RE LOOKING AT HOW THEY ARE IN EIGHTH? AND IF WE DO HAVE DATA THAT SAYS, WOW, WE WOULD NOT HAVE PREDICTED.

THIS GROUP OF STUDENTS HERE WOULD GO FROM 8TH TO 9TH AND THEN MAYBE NOT BE ON TRACK, WHAT IS UP? I KNOW IT'S NOT SOMETHING WE TYPICALLY DO, BUT I LIVE OFF MY CALENDAR, MANY OF US.

SOME STUDENTS MIGHT NEED THAT, WHERE YOU'RE LIKE, HOW DO I KEEP MYSELF ORGANIZED? I DO.

AND I THINK, TOO, WHAT'S IMPORTANT TO REMEMBER, TOO, IS THESE ARE PEOPLE, NUMBER ONE. THESE ARE ADAPTIVE CHALLENGES. SO WHEN WE THINK ABOUT THE CHALLENGES THAT WE FACE, THE WORK THAT I DO IS.

ALL OF THESE ARE ADAPTIVE CHALLENGES, MEANING THESE ARE LONG-TERM, MULTIFACETED PROBLEMS, WITH MULTIFACETED SOLUTIONS, POTENTIALLY VERSUS A TECHNICAL CHALLENGE, WHICH MIGHT FEEL LIKE, OKAY, LET'S JUST GO BACK TO LATER GRADES, BUT THEN WE STILL HAVE KIDS WHO ARE GETTING DS AND FS, RIGHT? WE CAN MAKE THOSE TECHNICAL CHANGES AND IT DOESN'T HAVE THAT LASTING IMPACT THAT WE HOPE FOR. SAME THING LIKE, LET'S HAVE A BEFORE THE SCHOOL YEAR, YOU KNOW? LIKE INTRODUCTION OR DAY OR CAMP OR WHATEVER FOR FRESHMEN, WHERE THEY COME AND SEE THE CAMPUS AND MEET FRIENDS AND WHATEVER. AND THAT'LL HELP THEM GET, YOU KNOW, ACCLIMATED TO SCHOOL, AND THAT WORKS FOR SOME KIDS.

IT'S NOT A BAD IDEA, BUT IT'S ALSO A TECHNICAL CHALLENGE.

IT'S ONE THAT WE CAN INTRODUCE THIS, YOU KNOW, ONE-TIME CHANGE AND HOPE THAT IT HAS THE IMPACT THAT WE'RE HOPING FOR. THIS IS SOMETHING THAT FOUR SESSIONS IS A BIG ASK. IT'S NOT GOING TO HAPPEN, RIGHT? WE'RE TRANSFORMING OUR INSTRUCTIONAL CONSISTENCY ACROSS OUR SYSTEM IN FOUR SESSIONS. THAT'S NOT IT.

[01:45:02]

BECAUSE RIGHT NOW, IT'S PRETTY SUBJECTIVE OVERALL.

IT'S KIND OF MORE LIKE, WHERE ARE WE? BUT THAT'S EXCITING STUFF.

YEAH, IF YOU LOOK, THE STATE HAS A PROFILE OF A GRADUATE, WASHINGTON STATE. IT'S ALSO CONNECTED TO THE MTSS FRAMEWORK. AND IT'S CONNECTED TO THEIR MASTERY-BASED ASSESSMENT CONSORTIUM. SO THERE'S A WHOLE GROUP THAT'S ALREADY LOOKING TO ESSENTIALLY CREATE, LIKE, A, I MEAN. WAY DOWN THE ROAD, LIKE, WHAT COULD A REPORT CARD LOOK LIKE? THAT'S RELATED TO THAT? RIGHT? WE'VE GUARANTEED THE ENGLISH AND MATH AND SCIENCE AND ALL THE DIFFERENT CONTENT AREAS, BUT HOW DO WE REALLY PUT FORWARD AWESOME HUMANS INTO THE WORLD? WHO ARE CONTRIBUTORS AND THEY'RE CURIOUS AND THEY'RE HELPFUL, AND THEY'RE JUST GOOD PEOPLE.

SO, IT'S EXCITING. THANKS, KATIE. YEAH. YEAH, RIGHT, YEAH, YEAH. AND THAT COLLABORATION IS HAPPENING AT THE ELEMENTARY LEVEL, IT'S NOT NECESSARILY HAPPENING AT THE MIDDLE TO HIGH SCHOOL LEVEL. AND THAT'S WHAT I HOPE THAT THIS WORK WILL START TO BE IS TALKING ABOUT THE ORGANIZATIONAL STRUCTURES FOR OUR KIDS. SO IT'S BABY DOES AS WELL, SO WE TALK ABOUT THAT ALL THE TIME.

IT'S, IT'S, IT'S A WHOLE OTHER WORLD, BUT WE'RE TRYING TO KEEP MAKE THAT WORLD A LITTLE SMALLER. YOU KNOW, YOU JUST HAVE TO FOLLOW THEM, SOMEHOW. THE PLAN HAS TO PASS TO THE NEXT PERSON. SO I THINK THIS IS A GREAT WORK.

IN VERY TURBULENT TIMES, BUT IT'S TRULY GOOD WORK.

THANK YOU. THANKS, EVERYONE.

THANKS, MAMANI. I THINK WE'RE DONE WITH IT. THANKS, KELLY.

WHEN I MADE THE COMMENT ABOUT THE KIDS HIDING BEHIND THE TENNIS CENTER.

BY THE WAY, IF YOU'RE WONDERING, THIS IS ALEX. ALEX IS OUR PARALEGAL. HI! SHE'S A ROCK STAR AND ALREADY YOU'RE GOING TO SEE SOME POLICIES COMING UP THANKS TO ALEX. SO SHE WANTED TO COME AND CHECK OUT HOW THINGS WORK. THANK YOU.

I WAS A TEACHER FOR 10 YEARS, AND I WAS,

[01:50:56]

I MEAN, WE ALREADY HAVE, I READ THE POLICY AND LEGAL NEWS. IT WAS SAYING, THE DISTRICTS ACTUALLY DON'T HAVE TO. YEAH, I DIDN'T SEE ANYTHING IN IT. IT WAS JUST REALLY INTERESTING. I WOULD HAVE THOUGHT THIS WOULD HAVE BEEN, LIKE, A REQUIRED POLICY IN SCHOOL DISTRICTS, BUT THEY'RE LIKE, OH, IT'S THE LAW, SO I'M FINE WITH IT.

MOVING ON TO 2106, PROGRAM COMPLIANCE. UPDATE PROTECTED CLASS DEFINITIONS TO COMPLY WITH RCW. I'M GOOD WITH IT.

PRETTY STRAIGHTFORWARD. I WAS FINE WITH THAT ONE, TOO. AND THEN THIS ONE, PHYSICAL EDUCATION AND HEALTH CLASS, THAT'S NEW, 2124. IT'S GOT SOMETHING TO DO WITH SEPARATION OF SOMETHING, RIGHT? YEAH, THIS WAS FROM LAST MONTH. THERE WAS ONE THAT SPLIT OFF, RIGHT? YEAH.

SO THIS IS THE SECOND HALF OF IT. ANYTHING ON THAT? IT WAS PRETTY WELL DONE. I'M GOOD.

2140, COMPREHENSIVE SCHOOL COUNSELING PROGRAM, UPDATE OF PROTECTED CLASS DEFINITIONS TO COMPLY. YEAH, SAME THING.

SAME LANGUAGE. I'M GOOD.

GOOD. AND THEN 2170, CAREER AND TECHNICAL EDUCATION, AGAIN, CLASS DEFINITIONS TO COMPLY.

YEAH. GOOD. 6955, MAINTENANCE OF FACILITIES RECORDS. THAT'S PRETTY STRAIGHTFORWARD, TOO.

YEAH. VERY GOOD. NEXT ONE, 5010, NON-DISCRIMINATION, AFFIRMATIVE ACTION. SAME LANGUAGE, I SUPPOSE. IS THIS ONE, ARE THESE IN-HOUSE CHANGES OR ARE THESE CHANGES FROM WASDA? ON THE NON-DISCRIMINATION? 5-0-1-0.

5-0-1-0? OH, SORRY. THE WASA CHANGES. THE WASA CHANGES.

OKAY. BECAUSE IS THIS THE ONE THAT WE UPDATED IN-HOUSE NOT LONG AGO? YEAH. AND SO WE'VE ACTUALLY... FROM OCR, YEAH.

YEAH. SO THIS STILL COMPLIES WITH ALL THE OCR STUFF, THEN? OKAY. BECAUSE DIDN'T WE, WE MADE A CHANGE AND THEN WE SENT THAT OFF TO WAZDA AND THEY WERE KIND OF USING SOME OF OUR STUFF, WEREN'T THEY? YEAH. YEAH, OKAY.

OKAY, I'M GOOD WITH THIS. SO WHEN WE WRITE THESE THINGS LIKE CRITICAL AND IMPORTANT, IS THAT JUST YOU WRITING THAT, SEAN? I WAS WONDERING. NO, THAT'S FROM THE POLICY AND LEGAL NEWS, YEAH. OKAY, I'LL WRITE THAT.

OKAY. ALL RIGHT, ANYTHING ON THAT? OKAY, AND THEN 6220, BID OR REQUEST OR PROPOSAL REQUIREMENTS. YOU GUYS CAN LEAVE THE COMMENTS, BUT... IT WAS JUST CHANGING DOLLAR AMOUNTS, MOSTLY, RIGHT? YEAH, JUST SLIGHTLY ADJUST THE DOLLAR AMOUNTS. YEAH, AND IT'S NO LONGER A BOUND ESTIMATE. IT'S NOT JUST ESTIMATED COST. I THINK IT GIVES A LITTLE LEEWAY.

BUT I DIDN'T HAVE AN ISSUE WITH IT. NO, I'M GOOD. IS THAT GOOD? ALL RIGHT. THANK YOU.

THAT WAS ACTUALLY AWESOME.

YES. ALL RIGHT, NOW THE HARD PART, THE LOGISTICS. BECAUSE I

[01:56:35]

BUT I HAVE LIKE FOUR GOOGLE ACCOUNTS, SO I JUST GET STRUGGLED WITH LIKE THOSE THINGS, RIGHT? AND SO THAT'S WHY, LIKE, ON THE SCHOOL BOARD MEMBERS RESOURCE PAGE, LIKE, THAT'S THE GREATEST PLACE FOR ME. BECAUSE I'M USING BOARDDOCS AND I CAN GET TO IT THROUGH BOARDDOCS, RIGHT? SO AS LONG AS I CAN GET TO IT THROUGH BOARDDOCS, LIKE, THAT'S WHAT I, OKAY, PERFECT. I LIKE DRIVE BECAUSE I HAVE FIGURED IT OUT, BUT YOU KNOW, IT'S NICE THAT IT'S IN BOTH PLACES. ACTUALLY, IF WE'RE USING BOARDDOCS. AND WE'RE PAYING FOR THESE THINGS. LIKE, MAKING SURE I CAN GET IT. SO WE CAN LOOK AT THAT THEN? YEP. OKAY.

IT'S IN THE SHARED DRIVE, SO IT'LL BE IN THE FIELD BY THEN. IT'S THE 2025. NO BROWNING. OKAY, I THINK THE

[02:00:02]

IT'S MINIMUM, YOU KNOW, ALL OF THEM. SURE, YEAH, NO PROBLEM. SHE JUST WANTS TO WALK. I ALSO WANT TO MAKE SURE THAT IF WE'RE GOING TO A SCHOOL, THEN WE'RE NOT LIKE, OH, THE PRINCIPAL MAKES SURE IT LOOKS PERFECT. I WANT TO MAKE SURE WE'RE NOT DOING EXTRA WORK FOR ANYONE ELSE, WHICH IS WHY UL WAS JUST LIKE, NOBODY HAS TO DO ANYTHING, EXCEPT I UNDERSTAND THEY DO HAVE TO DO THINGS.

BUT I JUST WANT TO MAKE SURE IT'S NOT LIKE, THE SCHOOL BOARD'S GOING TO BE HERE ON SATURDAY. I WANT TO MAKE SURE THAT WE'RE NOT PUTTING STRESS ON. ANY PRINCIPAL OR SCHOOL THAT...

LACKAWESS LAKE IS THE BEST PLAYGROUND IF WE WANT TO, YOU KNOW. IT'S GOT GREAT VIEWS AND IT'S GOT A GOOD PLAYGROUND.

SO, JUST SAYING, VIEWS ARE A GOOD THING. I DON'T CARE.

YEAH. I'D SAY THE SCHOOL'S A GOOD THING. SOMEBODY'S WILLING TO... YEAH, I DON'T REALLY CARE. SURPRISE US. OKAY, WE'LL THINK ABOUT THAT. AND THEN WHAT YOU WANT TO DISCUSS AT THIS MEETING. LAST TIME, DID WE JUST START DOCUMENTING ON THAT LIST? I THINK SO. AND I THINK I HELPED GAIL KIND OF COME UP. I THINK WE ALL JUST WROTE TOPICS LIKE WHAT WE WANT TO TALK ABOUT, AND THEN WE JUST KIND OF PUT THEM TOGETHER. AND SO IT COULD STILL BE SOME OF THESE SAME ONES, RIGHT? LIKE, MAYBE WE WANT TO GO BACK AND REVISIT. ARE WE COLLECTING MORE STUDENT VOICES, RIGHT? LIKE, MAYBE WE WANT TO VISIT SOME OF THESE AND SEE IF WE'RE ACTUALLY DOING WHAT WE HAD THOUGHT ABOUT LAST TIME.

OKAY. WE HAD AN OMELETTE STATION AT THE LAST ONE. GAIL WAS REALLY, REALLY NICE. OH, THE CARVING STATION. SHE DID BOTH, WHICH WAS AMAZING. I THINK WE'RE JUST DOING, I THINK WE'RE DOING A HALF DAY, YEAH. LAST TIME WE WENT TO WHAT, LIKE TWO, ONE? YEAH, BUT I DON'T THINK WE NEED TO GO, YEAH. BECAUSE WE DIDN'T HAVE LUNCH LAST TIME, DID WE? YEAH, WE DID. YEAH. OH, WE DID.

YEAH, WE DID. I THINK 9 TO NOON IS FINE AND WE DON'T NEED TO DO LUNCH OR ANYTHING LIKE THAT. WE CAN JUST BRING COFFEE IN THE MORNING AND KNOCK IT OUT AND GO. ARE THERE ANY OTHER LOGISTICS THAT WERE... I HAD A COUPLE. THAT'S FINE. JUST REAL QUICK. FEBRUARY 24TH IS OUR NEXT LAC MEETING. I HAVE A CONFLICT THAT NIGHT AND WON'T BE ABLE TO MAKE IT. SO MY SPOT IS OPEN IF SOMEBODY ELSE WANTS TO GO IN MY PLACE. BOMNEY, ARE YOU STILL GOING TO THAT? SO THERE'S A SECOND ONE, IF I JUST HAVEN'T. I HAVEN'T.

THE SAME THING THAT CONNIE'S AT TONIGHT, I HAVE FOR MY SCHOOL. SO I NEED TO BE THERE. IT'S 530 TO 7.

YEAH, SEE IF CONNIE DOESN'T.

OKAY, CONNIE, IF YOU'RE LISTENING, YOU CAN GET THAT SPOT ON FEBRUARY 24TH. CAN I GO BACK TO THE BOARD BRIEFING NEXT WEEK? THEY'RE NEXT WEEK, RIGHT? NO, THIS WEEK. OH. THIS WEEK. NEXT WEEK THERE'S NO SCHOOL. DO I HAVE? I SEE YOU AND ME AT 5 O'CLOCK. YOU AND ME AT 5 O'CLOCK TOMORROW. TOMORROW.

WHAT DAY IS TOMORROW? THE 10TH.

TUESDAY, THE 10TH. BECAUSE IT'S NOT ON MY WORK CALENDAR. IT'S ONLY ON MY SCHOOL CALENDAR. I'M SO SORRY. I'M SORRY. I JUST

[02:05:04]

YEAH, NO WORRIES. OKAY.

SPEAKING OF THE BOARD MEETING, I'M GOING TO, JUST SO, YOU KNOW, I'M GOING TO ACCOMPLISH THE AGENDA THIS FRIDAY BECAUSE OF THE BREAK. I'M GOING TO PUBLISH IT THIS FRIDAY, SO THERE IS A POTENTIAL OF THERE BEING AN ACTIVE COMMUNITY ON THE BOARD OF THE BOARD.

OH, HERE. OKAY. OH, IT'S JUST YOU'RE BOTH OUT. PROBABLY ONE OF THE GOOD TIMES FOR YOU BOTH TO BE OUT, HONESTLY. AND WE APPRECIATE IT. WE BOTH DO.

BUT JESSICA WILL BE HERE.

SHE'S AT THE... I MEAN, OBVIOUSLY, I'LL BE MORE ACCESSIBLE THAN JESSICA. SO YOU CAN TEXT ME, CALL ME. SORRY, JUST SEND ME A MESSAGE. I DID THREE THINGS, THREE SHORT THINGS ON BOARD AVAILABILITY. BECAUSE WE, STUDENT ADVISORY, WE SAID WE WANTED TO ROTATE.

BUT IF WE'VE GOT TO FIGURE OUT A WAY TO COORDINATE THAT, I DON'T KNOW THE BEST WAY.

JUST, AGAIN. AND IF WE ACCEPT, LIKE, WE CAN JUST DO A MEETING INVITE IF ONE OF US SAYS, OR TWO OF US SAY, WE ACCEPT. I MEAN, WE DIDN'T REALLY RESOLVE THAT, AND I DON'T KNOW HOW WE WANT TO DO THAT. AND I DECLINED ALL OF THEM BECAUSE I DIDN'T KNOW WHAT WE WERE DOING, AND I DIDN'T WANT THEM ON MY CALENDAR. BECAUSE I'M LIKE, WE CAN'T HAVE MORE SO, BECAUSE SOMETIMES I ACCEPT THOSE AS A MAYBE SO THEY'RE ON MY CALENDAR. SO LIKE, WHEN IT GETS CLOSER, I KNOW.

BUT I UNDERSTAND IF ONLY TWO OF US CAN BE THERE, SO I'M BETTER OFF DECLINING THEM ALL AND SEEING IF.

BUT IF IT'S A WEDNESDAY DURING THE DAY, I CAN NEVER MAKE THOSE, SO IT WOULD ONLY BE THE MONDAYS, YEAH, AND THERE'S ONLY TWO MORE MONDAY. YEAH, WE SHOULD FIGURE OUT A WAY TO DO THAT SO WE

[4. SYSTEMS/PATHWAYS]

ON THE LAST ONE, I WAS ABLE TO COME IN. I KNOW YOU WERE DOING YOUR SUB FOR THE NEXT DAY, BUT I'M SHARING IT ONLY BECAUSE WE MADE A COMMITMENT TO THE STUDENTS THAT IT WOULDN'T JUST BE ME. AND I'M HAPPY TO GO. I HAVE NO PROBLEM WITH THAT. IT'S JUST IF WE SAY WE'RE GOING TO SHOW UP, WE'VE GOT TO FIGURE OUT A WAY TO THAT. THE OTHER ONE WAS, I KNOW COREY AND I BOTH PUT DOWN YES FOR THE LEADERSHIP CONFERENCE. I'M FINE IF SOMEBODY ELSE WANTS TO GO TO THE LEADERSHIP CONFERENCE ON THE 27TH, BUT, YEAH, IT'S DURING THE DAY. I'M TAKING THE WHOLE DAY OFF, SO THE VACATION DAY. OH. IT'S A FRIDAY, FRIDAY, THE 27TH. I MEAN, HOW MANY CAN GO? ARE YOU GOING, RIGHT? I MEAN, TECHNICALLY, WE'RE NOT DOING ANY BOARD BUSINESS. WE COULD ALL BE THERE. WE JUST HAVE TO MAKE THAT COMMITMENT. YEAH.

I'D LIKE TO GO IF THAT'S OKAY, TOO, BECAUSE THAT'S ON A FRIDAY. I'M OFF. I MEAN, I'M GOING TO TAKE THAT DAY OFF, TOO. SO I THINK IF THREE OF US ARE THERE, THE STUDENTS WOULD BE VERY HAPPY. AND HOW LONG? YOU DON'T HAVE TO. SAME TIME. OH, THAT'S TRUE. IT'S NOT THAT LONG. IT'S, WHAT, 9 TO 2.30? 9 TO 2.30. YEAH, IT GOES REALLY FAST, YOU KNOW.

EVEN IF IT'S JUST LUNCH, THE STUDENTS LIKE CHATTING. IT GOES REALLY FAST. IT IS VERY FAST, YEAH. OH, AND THEN JUST THE LAST THING, BECAUSE IT'S NOT ON THE CALENDAR, BUT THE 27TH STILL, SO FOR REFUEL. SO I DID MEET WITH CHARTWELLS AGAIN. THEY ARE PARTNERING WITH US ON THIS.

CHARITY AND HER TEAM ARE GOING TO BE COMING UP WITH THE MENU. WE THINK THERE'S ABOUT 80. PEOPLE THAT WILL NEED TO BE FED THAT NIGHT. IT CAN RANGE ANYWHERE FROM 80 TO LIKE 140, THEY SAID. IT'LL BE ON THE LOWER SIDE, SO, BUT WE SPLIT CHARITY AND I SPLIT UP WHERE I NEED FOUR OTHER PEOPLE

[02:10:01]

THE NUTRITION FOLKS ARE GONNA PROBABLY GET PEOPLE TO HELP BECAUSE THEY ALREADY HAD SOME INTEREST FROM FROM PEOPLE NUTRITION SERVICES.

WE THOUGHT MAYBE 10 PEOPLE TOTAL, SO IF ANYONE WANTS TO THAT NIGHT, IT'S FROM FOUR TO SIX. THAT'S REALLY OUR KEY CORE TIME. UM, LET ME KNOW IF YOU'RE LIKE, YEAH, I'D LIKE TO COME DO THAT. WE'RE JUST TRYING TO GET PEOPLE TO SERVE. YES, YEAH, I MEAN, MARCH, MARCH 27TH, YEAH, IT AGAIN, IT'S NO COMMITMENT.

THIS WAS ME PUTTING IT DOWN.

BUT WE DECIDED WE WERE GOING TO SPLIT THE NUMBER OF PEOPLE EVENLY, SO WE DIDN'T HAVE TOO MANY FOR OUR FIRST TIME. SO IF YOU'RE INTERESTED, JUST BE THERE. OKAY. YOU CAN JUST SEND ME A NOTE IF YOU LIKE. BUT I'M GLAD THAT NUTRITION SERVICES AND CHARTWELL IS REALLY EXCITED TO DO THIS. IT'S IN WASHOUGAL. THEY'VE GOT A COMMUNITY CENTER IN WASHOUGAL.

I'LL SEND OUT THE, YEAH, DOWNTOWN WASHOUGAL. YEP.

BUT ANYWAY, I JUST WANT TO SHARE AGAIN, I'M REALLY PLEASED THAT OUR CHARTWHEELS PARTNERS, THEY HAVE NOT COMMITTED HOW THEY'RE GOING TO FINANCIALLY HELP. I THINK WE GET LIKE $300 OR $275 IN REIMBURSEMENT. LIKE, IF WE SPEND MONEY, I'LL JUST FRONT IT AND THEN WE'LL GET REIMBURSED.

BUT CHARTWHEELS IS ALSO GOING TO BE CONTRIBUTING. THEY'RE JUST FIGURING OUT TO WHAT LEVEL. SO THEY'RE VERY EXCITED ABOUT THIS. I THINK IT'LL BE A COOL THING FOR US.

YEAH, ONE OTHER THING THAT CHARTWELLS IS DOING. SO I DON'T KNOW IF YOU KNOW, I'M THE PRESIDENT OF OUR REGIONAL SUPERINTENDENT GROUP. I THINK IT WAS JUST A SHORT, I PULLED A SHORT STRAW. AND JEFF AND WASSA GIVE EACH DISTRICT $1,000 FOR NETWORKING MONEY. AND SO SOMETIMES IT GOES UNUSED. SO WE'RE USING IT. AND SO IT'S KIND OF A COOL COLLABORATION.

SO CHARTWELLS IS GIVING US A 50% DISCOUNT ON FOOD FOR. IT'S ALL THE SUPERINTENDENTS, AND THEY GET TO BRING ALL OF THEIR NEW ADMINISTRATORS OR PEOPLE NEW TO THEIR POSITION.

SO WE HAVE LIKE 80 PEOPLE FROM OUR REGION, AND WE'RE HOSTING AT WSU. SO WSU, THEY'RE OFFERING, THEY'RE COMPING THE ROOM.

THEY'RE COMPING ALL THE PARKING. THEY ALSO ALLOW ALCOHOL, WHICH IS INTERESTING, WAZOO. BUT WE CAN'T AFFORD IT BECAUSE WE ONLY HAVE $1,000.

BUT CHARTWELL'S. IT WAS A $2,000 MEAL FOR $1,000, SO WE WENT RIGHT UNDER OUR BUDGET, AND EVERYTHING ELSE IS COMP.

SO WE'RE LEADING THAT, WHICH IS PRETTY NEAT. SO WE'LL HAVE, I THINK, 20 PEOPLE FROM EVERGREEN, 30 PEOPLE FROM VANCOUVER, AND THEN SOME ONE-OFFS FROM THE SMALLER DISTRICTS.

PRETTY NEAT. SO ANYWAY, I JUST WANT TO LET YOU KNOW THAT, BECAUSE CHARTWELLS, AGAIN, THEY COME THROUGH. THEY'RE PRETTY AWESOME. THAT IS MARCH 18TH, 5 TO 6.30 OVER AT WASHINGTON STATE, SO IT SHOULD BE FUN. SO IT'S LIKE A IT'S JUST LIKE NETWORKING, INTRODUCING EACH OTHER. AND THEN MARISSA, WHO IS ONE OF OUR LEGISLATIVE? LIAISONS.

SHE'S GONNA BE LIKE OUR KEYNOTE BECAUSE JEFF COULDN'T MAKE IT THAT NIGHT, SO ALL RIGHT.

* This transcript was compiled from uncorrected Closed Captioning.