[1. WORKSHOP - 4:30 PM] [00:00:03] HELLO. HI. I'M READY TO CALL THE MEETING. OKAY. WELL, WELCOME EVERYONE. SO I JUST LIKE DO THIS LITTLE SETUP. I'M SORRY. WE'LL START WITH SAC OR DOES [2. CULTURE] JOHN HAVE ANYTHING TO SAY FIRST? YEAH, OKAY, THANK YOU. [00:27:12] OH, SORRY. [00:27:17] USE THE MIC. [00:27:18] BECAUSE PEOPLE ARE LETTING ME [00:27:19] KNOW THEY CAN'T HEAR YOU. [00:27:21] OH, OKAY. SO AT THE END OF EVERY CONFERENCE WE DO, WE DO SOMETHING CALLED THE INITIATIVE, WHICH IS WHERE WE HAVE A WHOLE GROUP DISCUSSION ON DIFFERENT BARRIERS AND THINGS THAT STUDENTS SEE. SO FOR THIS ONE, WE BROKE STUDENTS INTO GROUPS. THIS WAS BASED OFF OF THE NAME TAG COLOR THEY HAD. SO WE PREVIOUSLY BROKE THEM UP INTO GROUPS. THEY DIDN'T REALLY KNOW THE PEOPLE IN THEIR GROUP. THEY WEREN'T FRIENDS WITH THEM UNTIL THAT DAY. THEY DIDN'T KNOW THEM. THEY WEREN'T FROM THE SAME SCHOOL. SO WE KIND OF GOT PERSPECTIVE FROM ALL OF THE SCHOOLS. WE HAD THEM DISCUSS A COMMON BARRIER THAT THEY ALL COMMONLY SAW OR EXPERIENCED IN THEIR SCHOOLS. AND THEN THEY WORKED TOGETHER TO CREATE A SOLUTION OR TO FIND A PATH TO FINDING A SOLUTION. AND THEN THIS GIVES US KIND OF A CHANCE TO SEE STUDENTS' IDEAS AND INPUT DIRECTLY FROM THEM. SO YOU'LL SEE THE POSTERS ALL AROUND THE ROOM. THESE WERE DESIGNED AND CREATED BY THE STUDENTS IN THESE GROUPS. SO THESE ARE A FIRST-PERSON PERSPECTIVE OF THE SCHOOLS AND HOW WE CAN IMPROVE THEM. YOU'LL SEE A LOT OF IDEAS AROUND HERE. SOME OF THEM HAVE COMMON IDEAS. SOME OF THEM ARE COMPLETELY DIFFERENT. THESE ARE JUST REALLY THE FULL IDEAS THAT PEOPLE... AND STUDENTS IN THE SCHOOLS WANT TO SEE FIXED AND THEY CREATED THE SOLUTIONS FOR THEM. SO IT'S A REALLY GREAT PIECE OF INFORMATION FOR US AND WE ARE REALLY GLAD WE DID IT. SO BOARD MEMBERS, I AM GOING TO COME AND GIVE YOU GUYS ONE OF THESE. THIS IS JUST SOMETHING, THIS IS SORT OF AN EXIT TICKET FOR YOU GUYS, I THINK. BUT I THINK IT'D BE GREAT. THESE ARE GOING TO BE UP EVEN AFTER US SAC MEMBERS ARE GONE. SO IF YOU GUYS WANT TO GO AROUND AND LOOK, IT'S A LITTLE BIT OF DIFFERENT FEEDBACK YOU GUYS CAN GET AN IDEA OF. YES? [00:35:26] GOOD AFTERNOON EVERYONE. [00:35:28] HOPE YOU ENJOYED THAT FIRST PART. I'M GLAD JOHN AND GINO WERE ABLE TO BE HERE FOR THAT PART AS WELL. A LITTLE BIT OF A CROSSOVER REGARDING COMMUNICATION, BUT REALLY THANK YOU TO KATIE, SHAUNA FOR YOUR LEADERSHIP WITH THE KIDS AND THEY'RE AMAZING. SO THANKS FOR BEING WITH THEM AND JOINING THE CONFERENCE IF AND WHEN YOU COULD. SO WITH THAT, WE WANTED TO SHIFT INTO SOME RESEARCH, SOME UPDATES, AND POTENTIALLY SOME FUTURE FOLLOW-THROUGH ON WHERE WE ARE WITH AI. AS YOU KNOW, THE BOARD, REALLY ONE OF THE CHARGES FOR THIS YEAR AND BEYOND WAS TO REALLY TAKE A LEADERSHIP ROLE AS A DISTRICT IN THE WORLD OF AI. SO WE THOUGHT THE BEST PLACE TO START WAS WITH OUR FAMILIES, OUR PARENTS, AND THOSE WHO ARE REALLY AT THAT. PERSPECTIVE OF AI. AND SO WHAT GINA AND JOHN, AND THEY'VE BEEN INCREDIBLE LEADERS THIS YEAR FOR THE GROUP, TAKING US THROUGH SOME PRETTY, IT COULD BE PRETTY DYNAMIC CONVERSATIONS, A LITTLE CONTROVERSIAL AT TIMES, BUT ULTIMATELY I'M REALLY EXCITED FOR YOU TO HEAR THEIR PRESENTATION ON WHERE THEY ARE FROM A PARENT'S PERSPECTIVE AS WE MOVE INTO MORE OF WHERE WE'RE GOING AS FAR AS A POLICY PERSPECTIVE. SO WITH THAT SAID, GINA AND JOHN, I CAN'T THANK YOU ENOUGH FOR YOUR LEADERSHIP AND THE TIME THAT YOU'VE PUT IN. TO PUTTING THIS PRESENTATION TOGETHER. COMING HERE, USING SOME OF THE OFFICE SPACE IS REALLY GREAT HAVING YOU GUYS AROUND. SO I'LL PASS IT OFF TO YOU AND GINA. WELL, IT'S BEEN A LOT OF FUN. I THINK I BRIEFLY WORKED IN AN AI SOFTWARE COMPANY. TO GET TO DO THIS WAS A LOT OF FUN. TO WORK WITH GINA WAS A LOT OF FUN. THANK YOU, JOHN. YOU'RE WELCOME. AND HONESTLY, I THINK WE'RE LUCKY AS A SCHOOL DISTRICT, I WOULD SAY. ...TO HAVE GINA AND ALSO ON THE CAC FOR ANOTHER YEAR. SO WE'LL GO AHEAD AND GET INTO IT. SO WE SORT OF, HOW DID WE GET HERE IS, YOU KNOW, WHAT HAVE WE BEEN DOING THE LAST FEW MONTHS? AND, YOU KNOW, AS A GROUP, AS THE CAC, AS INDIVIDUALS, WE'VE JUST BEEN REALLY ABSORBING EVERYTHING WE CAN. AS A CAC, WE GOT TO EXPERIENCE... THE SARAH LOGAN'S STUDENT AI WORKSHOP WHERE SHE TEACHES THEM TO TAKE DIFFERENT PERSPECTIVES ON AI, TO USE IT, UNDERSTAND A LITTLE BIT MORE ABOUT IT. IT'S FANTASTIC. READ OTHER SCHOOL POLICIES, READ THINK TANK REPORTS. GINA AND I BOTH LEAN TOWARDS READING SCIENTIFIC RESEARCH AND IT'S NOT, YOU KNOW, THERE'S SOME REVIEWS OUT THERE BUT NOTHING. YOU KNOW CONCRETE YET, IT IS QUITE NEW. YOU KNOW WE'VE BEEN READING ABOUT THE NEWS STORIES THAT YOU'VE ALL HEARD OF, THE EMERGING RISKS. PROBABLY THE MOST INTERESTING AND THESE TWO THINGS I WOULD PUT ON WITH RIGHT WITHIN GINA'S CAMP AND ALSO WITH TREMENDOUS HELP FROM DOREEN. ONE, GINA'S BEEN TRACKING LEGISLATIVE BILLS. THAT'S BEEN FANTASTIC. ALSO THEY PUT OUT A SURVEY TO OUR TEACHERS TO KIND OF, SO THAT WE COULD GET A LITTLE BIT MORE, ACTUALLY A LOT MORE UNDERSTANDING OF HOW OUR TEACHERS ARE FEELING ABOUT AI, BOTH WITH THEIR STUDENTS AND WITH THEIR OWN USE OF IT. BECAUSE THAT'S REALLY HOW THIS POLICY OR GUIDANCE THAT WE'RE GOING TO PROVIDE REALLY HAS TO GO, IS IT'S BOTH FOR STUDENTS AND FOR STAFF. AND I WANTED TO START HERE BECAUSE I LIKE TO THINK ABOUT THINGS LIKE THIS, WHERE THERE'S... THE FEAR, HESITATION, SOME EMBRACE, IT'S USUALLY NOT A TOTALLY NEW PROBLEM, ESPECIALLY FOR SCHOOLS. AND SO I SAID, YOU KNOW, I PUT THIS TOGETHER AS KIND OF A FAMILIAR KIND OF PROBLEM. THERE'S BEEN A LOT OF TECHNOLOGY IN THE PAST THAT HAS BEEN CONSIDERED OR BEEN FEARED IT WOULD ERODE THE UNDERLYING SKILLS THAT... STUDENTS ARE GOING TO DEVELOP. IT'S GOING TO REMOVE CERTAIN AUTHORITIES' FIGURES' ABILITY TO CONTROL WHAT'S LEARNED, WHAT ISN'T LEARNED. IT'S GOING TO BE ANOTHER, MAYBE IT'S GOING TO BE AN AVENUE TOWARDS EQUITY, MAYBE IT'S GOING [00:40:01] TO BE ANOTHER OPPORTUNITY TO PAY MORE MONEY TO GET AHEAD. AND THEN ULTIMATELY, OF COURSE, THE FEAR OF TAKING AWAY FROM ACADEMIC INTEGRITY. BELIEVE IT OR NOT, THIS GOES BACK TO... I WENT BACK TO THE PRINTING PRESS. FICTION NOVELS I KNOW WERE CONSIDERED TERRIFYING. HOW ARE KIDS GOING TO KNOW WHAT'S REALITY AND WHAT'S REAL? AND WHETHER THINGS IN THEIR STORIES ARE REAL FACTS, WHICH I THOUGHT WAS PARTICULARLY RELEVANT TO DISCUSSING AI. AND THE REASON I WANTED TO SHARE THESE ALSO IS, I THINK, I HOPE IT GIVES AT LEAST SOME HOPE THAT, YOU KNOW, THESE PROBLEMS COME ABOUT AND THEY, FOR THE MOST PART, GET... YOU KNOW, I DON'T KNOW IF SOLVED IS THE RIGHT TERM, BUT THEY GET HANDLED AND EDUCATION DOESN'T USUALLY FALL APART, YOU KNOW, FROM IT. BUT IT DOES TAKE A LOT OF ATTENTION AND ACTION AND TAKING THE RIGHT POSITION WITH PREPARING KIDS FOR THE REAL WORLD AND ALSO HOLDING ON TO SOME TRADITIONAL FORMS OF, YOU KNOW, EDUCATION. SO AS WE DID THIS, AND I'M GOING TO TURN OVER TO GINA SOON BECAUSE... SHE'S REALLY THE BRAINS BEHIND THIS FRAMEWORK. BUT WE KIND OF PUT TOGETHER THIS FRAMEWORK FOR EMBRACING AI INTEGRATION, AND THAT'S KIND OF WHERE WE PUT, LIKE, WHAT ARE THE VALUES THAT WE DISCUSSED IN THE CAC THAT WE HAVE AROUND EMBRACING A TECHNOLOGY LIKE AI? AND THEN FROM THOSE VALUES, THEN WE CAN SET UP... THE RIGHT ACTION OR RECOMMENDATIONS FOR OUR SCHOOL DISTRICT. I REALLY LIKED JOHN'S PREVIOUS SLIDE BECAUSE IT REMINDS US IT'S ALL GOING TO BE OKAY. WE'RE GOING TO GET THROUGH THIS AND CAMAS SCHOOL DISTRICT ROCKS. THAT'S GOING TO HAPPEN. SO THIS PROSPER, PREPARE, PROTECT COMES FROM THE BROOKINGS INSTITUTE. THEY'VE BEEN DOING A LOT OF RESEARCH, BUT IT'S PRELIMINARY RESEARCH BECAUSE WE STILL DON'T KNOW ENOUGH ABOUT AI. AND DURING ONE OF THE CAC... MEETINGS, MATTHEW BROUGHT UP VALUES, WHICH I COULDN'T THANK YOU ENOUGH BECAUSE I WORK A LOT WITH VALUES IN MY PROFESSION. AND WHAT WE TRIED TO DO WAS ALIGN THOSE THAT PROSPER AND PREPARE AND PROTECT WITH THE PROFILE OF A GRADUATE AT CANVAS SCHOOL DISTRICT. SO BELOW WHAT YOU'LL SEE IS THE COLORED ONES THAT I THINK OR WE THINK GOES WITH EACH ONE OF THESE DIFFERENT AREAS. TO ALIGN WITH THIS IS ALL WHAT WE WERE KIND OF MOVING TOWARD ANYWAY, AND HOPEFULLY WITH ALL THIS INFORMATION, THIS COULD BE A WORKSHOP ABOUT ALWAYS COMING BACK TO THOSE VALUES OF THE FIVE AREAS FOR THE PROFILE OF A GRADUATE. SO PROSPER OBVIOUSLY IS GOING TO TAP INTO ENGAGING WITH THE COMMUNITY, SELF-EMPOWERED LEARNING, AND CRITICAL THINKING. AND FOR THIS, IT'S MORE ABOUT STARTING YOUNG AND TITRATING UP. I HAVE A SIX-YEAR-OLD. WE TALK ABOUT AI A LOT. WE WANT IT TO BE A FAMILIAR WORD BECAUSE THE ADULTS THAT SHE IS SURROUNDED BY, SOME OF THOSE ADULTS ARE REALLY SCARED THAT AI IS GOING TO TAKE OVER THEIR JOB. AND WE DON'T WANT HER OR MY 12-YEAR-OLD SON TO THINK THEY'RE GOING TO HAVE THE SAME PROBLEMS. THEY MAY HAVE THE SAME PROBLEMS, BUT WHY WORRY ABOUT THAT NOW? SO, HIGH TRAINING IS VERY IMPORTANT. WE ALSO WANTED TO HAVE THE FOCUS HOPEFULLY BE ON ENHANCING USING AI AND NOT REPLACING. USING AI, WHICH WE KNOW A LOT OF TEACHERS, WHICH YOU'LL SEE THE SURVEY THAT DOREEN DID, ARE WORRIED ABOUT IS THAT ARE PEOPLE GOING TO TAKE THE EASY WAY OUT AND JUST USE AI TO REPLACE THEIR LEARNING? AND WE DON'T WANT IT TO. WE WANT THEM TO FOCUS ON ENHANCING THAT BY BEING RESPONSIBLE WITH IT. SO GOING WITH THAT, WE DID A DEEPER DIVE INTO THAT PROSPER. SO WE WANT TO STICK TO OLD SCHOOL LAWS AND MEDICINE. THE LAW IS START LOW, GO SLOW WITH EVERYTHING THAT YOU DO. RIGHT? SO THAT'S THE TIE-TRAINING FACTOR. SO WITH SMALL KIDS LIKE MY DAUGHTER WATCHING WALL-E, THE MITCHELLS VERSUS THE MACHINE, LOOK AT HOW CUTE WALL-E IS. IT'S STILL A ROBOT. IT'S NOT A HUMAN, RIGHT? BUT IT'S A NICE WAY TO INTRODUCE HER TO WHAT'S PROBABLY GOING TO BE VERY BIG IN HER FUTURE. THE LINK THAT I HAVE THERE, THAT BOTH ALL OF THEM ARE GOING TO BE ACTIVE FOR YOU, THERE IS THE SUGGESTION OF PLAYING TIC-TAC-TOE. TOE IN THE CLASSROOM AND DIVIDING IT UP. SO YOU PLAY TIC-TAC-TOE WITH ANOTHER STUDENT AND YOU PLAY TIC-TAC-TOE AGAINST AI. AND THEN YOU DISCUSS THE DIFFERENCES. AND IF YOU THINK ABOUT IT, IF YOU PLAY TIC-TAC-TOE WITH ANOTHER STUDENT, THERE'S GOING TO BE MIRROR NEURONS ACTING. IF THEY'RE SMILING, YOU'RE SMILING, WHICH MEANS DOPAMINE. [00:45:01] SO YAY, DOPAMINE IN THE CLASSROOM, RIGHT? HAPPY KIDS. THE OTHER THING, THERE'S GOING TO BE SOCIAL ENGAGEMENT. AND THERE'S ALSO GOING TO BE CONFLICT RESOLUTION. BUT WHEN THEY PLAY TIC-TAC-TOE WITH AI... IT'S MORE ABOUT BUILDING THEIR SKILL, TRYING TO BEAT THE MACHINE. THERE'S A HUGE DIFFERENCE THERE, RIGHT? WE WANT THEM TO GRAVITATE TOWARDS PEOPLE AND USE AI WHEN IT'S NECESSARY. HOWEVER, WE ALSO WANT THEM TO KNOW THAT AI IS ALREADY IN THEIR LIVES. SO I KNOW THAT CANVAS SCHOOL DISTRICT IS ONE OF THE DISTRICTS THAT IN THE CAMERAS AROUND FOR PROTECTING STUDENTS, THERE ARE SCREENINGS TO SEE IF THERE'S ANYTHING THAT MAY LOOK LIKE A WEAPON. IT'S ALL AI GENERATED, RIGHT? IT'S ALL AI TALKING. BUT IT'S NOT SOMETHING WE HAVE TO REALLY WORRY ABOUT. IT'S JUST THERE IN THE BACKGROUND FOR THEM. OKAY, NOW ALEXA AND SIRI, YOU'VE ALL HEARD OF. WHAT IS THE MOST GLARING, OBVIOUS THING THAT THOSE TWO THINGS HAVE IN COMMON? ALEXA AND SIRI. VOICE RECOGNITION. OKAY. THE ONE BIGGEST THING THEY HAVE IN COMMON. FEMALE VOICE. THAT WAS INTENTIONAL. THEY WANTED IT TO BE WELCOMING AND SAFE AND PEOPLE WOULD WORK WITH IT, RIGHT? BUT HOW DO WE TALK TO ALEXA AND SIRI? DO WE TALK TO ALEXA AND SIRI LIKE WE WOULD TALK TO A REAL HUMAN FEMALE? IF YOU DO, DON'T DO THAT ANYMORE, RIGHT? WE'RE DEMANDING. SOMETIMES WE MAKE FUN OF IT. SOMETIMES WE TRY TO TRIP IT UP. WE DON'T WANT TO DO THAT, RIGHT? SO ALEXA AND SIRI YOU CAN, FEMALES, HUMAN FEMALES YOU CANNOT. THERE'S A DIFFERENCE. SO TEACHING PEOPLE THAT AI IS NOT YOUR FRIEND, IT'S JUST A TOOL, AND IT'S NOT YOUR ONLY TOOL, I THINK WOULD BE REALLY IMPORTANT. FOR MY SIX-YEAR-OLD, THE BIGGEST THING I WANT HER TO GRASP, ALWAYS TRUST YOURSELF FIRST. AI IS GOING TO BE A HUGE HELPER, BUT SHE'S GOT TO TRUST HERSELF FIRST. WHAT DO HER INSTINCTS TELL HER TO DO? THEN CHECK IT OUT. SHE WANTS TO CHECK IT OUT WITH AI. SHE WANTS TO ARGUE WITH SIRI. GO WITH IT. TRUST YOURSELF. SO AT CAMDEN SCHOOL DISTRICT, I WOULD LOVE TO SEE STUDENTS TRUSTING THEMSELVES FIRST. NOW, THE SAFEKIDS.COM HAD SPECIFIC SCENARIOS THAT TEACHERS CAN INTRODUCE IN THE CLASSROOM TO HELP ADDRESS THESE PARTICULAR ETHICS THAT ARE, I THINK, QUITE MANAGEABLE. THEY MIGHT BE KIND OF FUN. IT FOCUSES ON FAIRNESS, IT FOCUSES ON ACCOUNTABILITY, IT FOCUSES ON THE BIAS, IT FOCUSES ON TRANSPARENCY AND PRIVACY. IT EVEN GIVES YOU THE QUESTIONS TO ASK. AND WE CAN START VERY YOUNG. SO, IN MENTAL HEALTH, WHICH IS MY WHEELHOUSE, SOCRATIC QUESTIONING IS EVERYTHING. YOU HAVE TO ASK QUESTIONS, YOU ALWAYS HAVE TO BE ASKING QUESTIONS. IF YOU'RE NOT ASKING QUESTIONS, YOU'RE NOT LEARNING ANYTHING. AND SO TEACHING OUR KIDS TO ASK QUESTIONS, TO CLARIFY THEIR QUESTIONS. THEY MAY THINK THEY'RE ASKING A QUESTION THAT'S GOING TO GIVE THEM A CERTAIN ANSWER, BUT THEY'RE NOT, AND THEN THEY HAVE TO CORRECT THAT. THEY HAVE TO CHALLENGE THE ASSUMPTIONS THAT ARE BEING MADE, RIGHT? WHAT'S BEING ASSUMED? THAT'S GOING TO COME UP A LOT BECAUSE THE VOICES THAT THESE CHATBOTS USE ARE VERY WELCOMING, THEY'RE CALMING, THEY'RE GENTLE. THEY'RE GOING TO MAKE IT SOUND NICE AND SWEET BECAUSE THEY'RE ASSUMING THEY'RE TALKING TO A SMALL CHILD OF A CERTAIN GENDER, OF A CERTAIN TEMPERAMENT, AND THEY'RE GOING TO TRY TO MATCH THAT. SO WE HAVE TO GET THEM TO BE THINKING ABOUT THAT, AND MAYBE THAT'S WHY THEY'RE GIVING THEM THE ANSWER. AND THEN THERE'S SOME OTHER SOCRATIC QUESTIONS THERE. BY THE WAY, THIS IS VERY FULL BECAUSE WHAT WE'RE HOPING WITH THE WORKSHOP IS THAT WE GIVE STUFF THAT COULD BE USED AS SUGGESTIONS FOR CLASSROOMS. THEY COULD BE USED AS SUGGESTIONS FOR POLICY OR PROCEDURES OR MANUAL, HOWEVER YOU WANT TO GO ABOUT THIS. AND THEN THERE'S THE PREPARE ASPECT, WHICH WE REALLY THOUGHT HIGHLIGHTED ENGAGING THE COMMUNITY MEMBERS, WELLNESS NAVIGATORS, SELF-EMPOWERED LEARNING, AND, AGAIN, CRITICAL THINKING. SO, AGAIN, ALIGNING WITH THE VALUES OF THE PROFILE OF A GRADUATE. SO WE WANT TO BUILD UPON THE LITERACY BECAUSE WE DON'T WANT STUDENTS COMING OUT, YOU KNOW, GRADUATING KAMATH SCHOOL DISTRICT. WITH THAT SAME FEAR THAT THEY COULD BE REPLACED. WE WANT THEM TO BE THE LEADERS OF AI, NOT VICE VERSA, WHICH MEANS THAT PROFESSIONAL DEVELOPMENT HAS TO BE ROBUST, AND THERE'S ALWAYS GOING TO HAVE TO BE CONSTANT PLANNING AND ACTIONS TAKING PLACE BECAUSE IT'S GOING TO BE AN [00:50:01] EVER-CHANGING THING THAT'S HAPPENING. SO DOREEN CREATED THIS REALLY AWESOME SURVEY THAT SHE GAVE OUT TO THE TEACHERS, AND SHE HAD 140 PEOPLE RESPOND. WHAT SHE SAID WAS REALLY AWESOME. THE SMILE ON HER FACE TOLD ME THAT THAT'S NOT WHAT SHE USUALLY GETS. SO I THOUGHT THAT WAS SO COOL. BUT WHAT WAS REALLY INTERESTING, THERE'S A LOT MORE DATA THERE THAT HOPEFULLY YOU ALL GOT TO TAKE A LOOK AT, WAS THAT THERE WAS FOUR AREAS THAT PIQUED MY INTEREST. ONE WAS THE COMFORT, THE CONFIDENCE, THE PERSONAL WEEKLY USE, AND THEN THE POSITIVE STUDENT IMPACT. SO LEVEL OF COMFORT TEACHERS HAVE IN USING AI IS 67%. THAT'S REALLY GOOD. IF THAT'S OUR BASELINE, THEN THAT ROBUST PROFESSIONAL DEVELOPMENT IS STARTING OFF A LITTLE BIT HIGHER, WHICH IS GREAT. AND THEIR CONFIDENCE LEVEL IS ALSO 60%, SO THAT COULD HELP TOO. THEY'RE ALSO USING IT THEMSELVES. IT'S LESS THAN 50%, BUT AS THEY USE IT FOR THEMSELVES, YOU'RE GOING TO SEE CROSSOVER FOR THAT USE, RIGHT? BUT THE POSITIVE STUDENT IMPACT, THIS IS WHERE IT STARTS TO GET WORRISOME. AND DURING BROKEOUT, SOME OF THE CONCERNS THAT THEY HAVE, WHICH ARE VERY INTERESTING, BUT A LOT OF THEM HAVE TO DO WITH CHEATING, HAVING IT BECOME TOO EASY, THE CONSEQUENCES OF THAT, OR THE HARM, THE POTENTIAL HARM. THAT CAN COME FROM USING AI, RIGHT? SO ADDRESSING THOSE THINGS, THAT'S WHERE THE ACTION AND PLANNING HAS TO CONSTANTLY STAY FLUID AND FLEXIBLE. SO DEEPER DIVE. SO THEN ALSO AROUND THE SAME TIME, TONYA ALBERT AT CHEMIST HIGH SCHOOL DID A WORKSHOP THERE. WE PROVIDED HER WITH SOME OF THE MATERIALS THAT WE WERE WORKING ON, AND THEY CAME UP WITH THESE FOUR REQUESTS OF THE DISTRICT, WHICH ALL OF YOU HAVE SEEN, AND WE'RE HOPING WITH... SOME OF THESE SLIDES THAT WERE HELPING ANSWER SOME OF THAT, OR AT LEAST KIND OF, YOU KNOW, I DON'T KNOW, SPARK SOME IDEAS FOR PEOPLE. BUT I JUST WANTED TO PUT IT THERE TO ACKNOWLEDGE THAT THIS IS SOMETHING THAT'S BEING ASKED FROM A CAMPUS SCHOOL DISTRICT TEACHER, SO TO TRY TO APPRECIATE WHERE THIS IS COMING FROM. THERE WAS A WEBSITE THAT I WENT TO THAT'S CALLED CODE.ORG. AND THIS ONE IS EXTREMELY HELPFUL. SO THOSE TWO THINGS I HAVE RIGHT THERE ARE SLIDESHOWS FOR TEACHERS. THEY HAVE VIDEOS THAT SHOW, LIKE, STEP-BY-STEP PLANNING A PROJECT IN A CLASSROOM, AS WELL AS A LOT OF ARTICLES THAT THEY CAN LOOK THROUGH TO HELP WITH PLANNING. SO IT'S SOMETHING THAT COULD BE HELPFUL FOR THEM. IT'S SOMETHING THAT ALL OF YOU CAN TAKE A LOOK AT AND SEE IF ANY OF IT ALIGNS WITH THE PROFILE OF A GRADUATE. BUT IT COULD BE SOMETHING THAT'S RESOURCEFUL AND HELPFUL. AND THEN THERE WERE THESE MATRICES THAT, AGAIN, THANK YOU TO MATTHEW. HE SHARED THE OSPI MANUAL WITH US. AND WE SHARED THIS WITH TONYA. SHE WAS ALSO VERY GRATEFUL FOR IT BECAUSE THIS ONE AND THE NEXT SLIDE REALLY HIGHLIGHT HOW, IN YOUR LESSON PLANNING, YOU CAN CREATE THESE AI-FREE ZONES, AND THEN IT'S LITERALLY TITRATING THAT, RIGHT? AND SO FOR THAT PROFESSIONAL DEVELOPMENT, I DON'T KNOW IF YOU GUYS DO IT BY WORKSHOPS OR TRAINING CAMPS OR HOW YOU TRAIN. TEACHERS, BUT I THOUGHT A DAY JUST AROUND LIKE, YOU KNOW, ALLOCATING PERCENTAGES OF EACH SCHOOL YEAR FOR AI-FREE A LITTLE BIT MORE AND MORE AND MORE BASED ON DEVELOPMENTAL LEVEL, YOU HAVE IT RIGHT THERE. AND, GET THAT ONE FOR A SECOND, THIS ONE YOU CAN'T REALLY SEE, BUT IT'S SPECIFIC ASSIGNMENT AND HOW IT IS AI-FREE OR ADDS A LITTLE BIT OF AI OR A LITTLE BIT MORE AI. I MEAN, IT'S RIGHT THERE. AND THIS COULD BE A WORKSHOP THAT PROBABLY COULDN'T BE DONE IN A DAY, BUT MAYBE TWO DAYS? I DON'T REALLY KNOW. SO JOHN HAD MENTIONED THAT SARAH LOGAN FROM SKY RIDGE CAME AND GAVE A PRESENTATION. SHE DID A TWO-DAY PRESENTATION FOR US. AND ONE OF IT WAS THAT SHE GAVE US HOMEWORK WHERE SHE ASSIGNED US THESE VIDEOS TO WATCH, AND WE CAN PICK ONE OF THE VIDEOS FROM THIS ETHICS AND AI SLIDE. I WATCHED ALL THE VIDEOS AND THEY'RE ALL FANTASTIC. I THINK THAT THEY ARE APPROPRIATE FOR STUDENTS, THEY'RE APPROPRIATE FOR PARENTS, THEY'RE APPROPRIATE FOR ALL THE TEACHERS. I THINK EVERYBODY SHOULD BE SEEING THESE THINGS AND THEY'RE VERY SHORT SO IT WON'T TAKE YOU A LOT OF TIME. OKAY SO IN GOING THROUGH TEACH AI THERE WERE THESE LETTERS. FIND A BOILERPLATE. ...LETTERS THAT SCHOOL DISTRICTS CAN PROVIDE TO TEACHERS, TO STAFF MEMBERS, AND THIS SPOKE TO ONE OF TONYA'S POINTS OF JUST KIND OF GETTING THAT BACKING FROM THE CAMPUS SCHOOL DISTRICT, AND AS A WAY TO KIND OF SHOW, LIKE, THESE ARE THE THINGS THAT WE'RE THINKING ABOUT. AND WHEN I LOOKED AT JUST THIS GENERAL ONE, IT DID ALIGN WITH THE PROFILE OF A GRADUATE, WHICH WAS NICE. [00:55:01] AND HAVING SOMETHING LIKE THIS THAT IS... DESIGNED FOR CAMPUS SCHOOL DISTRICT THAT BE THAT CAN BE INCLUDED FOR TEACHERS MIGHT BE SOMETHING TO CONSIDER IF WE WANT TO TALK ABOUT IT AS PART OF A WORKSHOP THEN WE COME TO THE PROTECT. SO WE HAD TWO SUGGESTIONS. AGAIN, A REMINDER, TRUST YOURSELF, RIGHT? HAVE STUDENTS TRUST THEMSELVES. HAVE YOUR CHILDREN TRUST THEMSELVES SO THEY DON'T WIND UP EATING THE MUSHROOM. AND THEN THE SECOND THING IS THAT THERE ARE A TON OF AI PLATFORMS OUT THERE RIGHT NOW. AND IT MIGHT BE BETTER JUST TO REFER TO IT AS AI YOUTH BECAUSE WHEN YOU START PUTTING A NAME ON IT, IT BECOMES ITS OWN BEING, JUST LIKE A PERSON, RIGHT? AND IT BECOMES YOUR FAVORITE. AND WE DON'T WANT IT TO BECOME THEIR FAVORITE. WE WANT IT TO JUST SIMPLY BE AI AS A PARENT, JUST SIMPLY AI. THAT'S ALL IT IS, RIGHT? AND BY COMMUNICATING IT THAT WAY, WE'RE ALIGNING WITH EFFECTIVE COMMUNICATION. WE'RE TRYING TO HELP WITH THEIR OWN SENSE OF WELLNESS AND THEIR OWN SENSE OF... SELF-EMPOWERMENT. OKAY. SO KNOW THE LIMITATIONS, RESPONSIBLE TO USE, AND REGULATORY ALIGNMENT. SO I WANT TO TALK A LITTLE BIT ABOUT THE REGULATORY ALIGNMENT HERE. OKAY. SO THERE ARE TWO BILLS THAT ARE GOING THROUGH THEIR THIRD RUN THROUGH, THEY'RE NOW IN THE SENATE HOUSE, AND AS A, I JUST CHECKED AGAIN THAT THEY'RE EXACTLY WHERE THEY'RE AT, BUT. IT'S THE THIRD ONE. HOPE THEY'RE GOING TO GET PASSED SOON. AND I THINK ONE OF THE REASONS THEY'RE GOING TO GET PASSED IS BECAUSE CALIFORNIA KIND OF PUSHED THESE THINGS. AND SO IT'S NOW TIME FOR WASHINGTON TO PUSH THIS, TOO. SO THE FIRST ONE IS ABOUT PROTECTING STUDENTS AT THE SCHOOL DISTRICT LEVEL. I'M GOING TO PASS THIS AROUND FOR THE SECOND BILL, SO IF YOU CAN HOLD ON TO THAT ONE FOR JUST A SECOND. SO FOR THIS ONE, AGAIN, IT'S THAT... NOT ONLY STUDENTS, BUT TEACHERS AND STAFF AND ADMINISTRATION CANNOT RELY SOLELY ON AI FOR GRADING OR FOR DISCIPLINARY ACTIONS OR FOR PREDICTIVE RISK SCORES. THAT THERE HAS TO BE HUMANS INVOLVED THAT KNOW THE BEHAVIORS OF THE STUDENTS AND KNOW EVERYTHING THAT'S GOING ON. THAT NO ONE GETS TO JUST USE AI. HOPEFULLY THAT WAS AN EASY ONE FOR YOU GUYS. IF NOT, PLEASE TELL ME NOW. OKAY, COOL. SO THEN I'M GOING TO GO TO THE SECOND ONE, WHICH IS THIS HANDOUT YOU HAVE HERE. SO THIS CAME OUT OF TWO FAMILIES, THE GARCIA FAMILY AND THE RAIN FAMILY, WENT TO CONGRESS BECAUSE THEY WANTED TO SUE AN AI PLATFORM. ONE STUDENT, HE'S 16 YEARS OLD, HE HAD THIS RELATIONSHIP WITH THE AI CHATBOT, SENT A PICTURE OF A NOOSE AND SAID, I'M THINKING ABOUT SENDING THIS TO MY MOM. SO THAT IS A HUGE RED FLAG OF NOT ONLY SUICIDAL IDEATION, BUT SUICIDAL INTENT. BUT IT'S ALSO A CRY FOR HELP, BECAUSE THEY DIDN'T DO IT YET. WHAT WAS AI'S RESPONSE? ACTUALLY, LET ME SHOW YOU HOW TO TIE A NOOSE TO MAKE IT EFFECTIVE. AND ALSO, CAN YOU IDENTIFY LOAD-BEARING WALLS FOR YOUR WEIGHT? WHAT IS YOUR WEIGHT SO I CAN HELP YOU SUCCEED IN THIS? NOW THIS CONVERSATION WENT ON FOR A VERY LONG TIME AND YOU CAN TELL, YOU COULD READ IT IN THAT ARTICLE, THERE'S A LINK TO THE SUIT ITSELF, THAT THE KID ATTEMPTED QUITE A FEW TIMES TO JUST KEEP SAYING LIKE, WELL, I'M NOT SURE I REALLY WANT TO DO THIS, YOU KNOW, I JUST KIND OF WANTED TO SHOW THE PICTURE. AND AI WAS LIKE, YOU DON'T HAVE TO SHOW THE PICTURE. I CAN SHOW YOU HOW TO MAKE THIS HAPPEN. AND THEN THE CHILD ASKING, OKAY, WELL, YOU KNOW. I ALSO WANT TO EXPLAIN TO MY MOM WHY I'M DOING IT. AND I SAID, HOW ABOUT YOU DO IT? I WILL WRITE YOUR LETTER TO YOUR MOM, SO WHEN SHE FINDS YOU, IT'LL BE ON YOUR COMPUTER. THE GARCIA FAMILY LOST THEIR 14-YEAR-OLD BECAUSE THE CHATBOT TALKED IN THIS ROMANTICIZED VOICE, THE CHILD STARTED DEVELOPING ROMANTICIZED FEELINGS, AND THE CONTENT OF THEIR CONVERSATIONS BECAME VERY SEXUALLY EXPLICIT TO WHERE IT FELT LIKE IT WAS... THE CHILD FELT LIKE THEY WERE HAVING A RELATIONSHIP WITH THE AI CHATBOT, BECAME VERY ASHAMED AND COMMITTED SUICIDE. SO THIS ONE HERE IS TO REGULATE AI CHATBOTS HERE IN WASHINGTON TO WHERE EVERY HOUR THEY HAVE TO REMIND CHILDREN THAT THEY ARE AI, THAT THEY ARE A CHATBOT, THEY ARE NOT A HUMAN BEING. AND EVERY SINGLE TIME A NEW USER GETS ONLINE, THEY HAVE TO REMIND THEM AGAIN. ALSO, THEY CANNOT TALK ABOUT SEXUALLY... EXPLICIT TOPIC. THEY JUST CAN'T. [01:00:02] AND IF THEY TRY TO, THEN AI IS SUPPOSED TO STOP AND SAY WE CANNOT HAVE CONVERSATIONS LIKE THAT. ADDITIONALLY, FOR SELF-HARM OR HARM TO OTHERS, THEY HAVE TO REMIND THEM THAT THEY ARE NOT A MENTAL HEALTH PROFESSIONAL. I'M GUESSING, BECAUSE THERE'S A LAWSUIT IN PLACE, THAT THERE'S PROBABLY GOING TO BE AN ADDITIONAL SAFEGUARD OF INFORMING THE PARENTS WITH JUST AN EMAIL OR A TEXT SAYING, THERE'S A CONVERSATION THAT CAME UP, WE THINK YOU NEED TO READ IT OVER. AND SINCE, I DON'T KNOW IF ANY OF YOU HAVE BEEN READING THE NEWS OR WATCHING THE NEWS, META AND GOOGLE TOOK A BIG HIT, SO THEY'RE NOW HAVING TO BE RESPONSIBLE FOR THIS. AND THAT'S WHERE WE STAND WITH THAT, AND YOU CAN READ MORE ABOUT THOSE PARTICULAR CASES. OKAY, SO FOR EDUCATING EDUCATORS, WHAT WE THOUGHT IS WHAT REMAINS FROM TONYA'S LETTER, SO WHAT WE DIDN'T COVER, WE SHOULD PROBABLY TRY TO THINK ABOUT TALKING ABOUT OR COVERING NOW. HOW DO I IDENTIFY CHEATING? THAT'S GOING TO BE HUGE. THAT'S GOING TO BE HUGE, AND I THINK THAT'S GOING TO HAVE TO RELY ON THE AI PLATFORMS FOR HELPING TEACHERS OR ANYBODY UNDERSTAND IF IT'S CHEATING OR NOT. AND THEN THE CONSEQUENCES, THERE WAS THE CELL PHONE PLAN THAT WAS JUST PUT IN PLACE RECENTLY WHERE CONSEQUENCES WERE PUT ON. THERE MIGHT BE SOME RECYCLING OF THOSE CONSEQUENCES THAT CAN BE PUT IN HERE. AND THEN AGAIN, ALWAYS MAKING SURE THAT TEACHERS, STAFF KNOW THAT THERE ARE ALWAYS GOING TO BE AI-FREE ZONES. YOU DON'T HAVE TO USE AI. YOU COULD TRY IT ON YOUR OWN. YOU MIGHT ENJOY IT. ALL RIGHT. AGAIN, JUST LIKE THE... LETTER TO TEACHERS AND STAFF, THERE WAS A SUGGESTION FOR A LETTER TO PARENTS. JUST LETTING PARENTS KNOW THAT, YES, TAMA SCHOOL DISTRICT IS GOING TO USE AI. IT'S IMPORTANT FOR CHILDREN TO LEARN ABOUT AI AND TO USE IT FOR THEIR FUTURE. AT THE SAME TIME, THAT THERE'S GOING TO BE... A CONSTANT AWARENESS AND A CONSTANT ASSESSMENT OF THEIR PRIVACY AND THEIR SECURITY. THERE'S GOING TO BE A LOT OF TEACHING OF THE STUDENTS AND THE STAFF AND THE EDUCATORS. AND THAT THEY THEMSELVES CAN EDUCATE. THEY CAN GO LOOK AT MAYBE SARAH LOGAN'S VIDEOS AND SEE WHAT AI IS ABOUT, IF THEY DON'T ALREADY KNOW. BUT MAYBE FRAMING THIS IN A WAY THAT THE GOAL IS TO KEEP HAMAS SCHOOL DISTRICT STUDENTS AHEAD OF AI AND NOT SUCCUMB TO IT LIKE MANY ADULTS ARE SCARED OF. AND LAST, WE WANT TO EMPOWER THE STUDENT VOICES. SO IT WOULD BE REALLY COOL TO HEAR WHAT THE STUDENT ADVISORY BOARD HAS TO SAY ABOUT AI USE. I LOVE READING. BILLS AND LEGISLATION. I HOPE I'M NOT THE ONLY ONE, BUT MAYBE THERE ARE SOME STUDENTS WHO WOULD BE INTERESTED IN READING BILLS AND MAYBE HAVING DISCUSSIONS ABOUT IT, GROUP DISCUSSIONS ABOUT IT, AND TO GIVE THEIR FEEDBACK ON IF IT FEELS LIKE IT'S ON PAR WITH WHAT THEY'RE EXPERIENCING OR MAYBE WASHINGTON CAN DO MORE. AND AGAIN, FROM THE LETTER SITE. THERE WAS THIS REALLY COOL STUDENT ACCOUNTABILITY, WHICH I DON'T KNOW IF THIS CAN BE ENFORCED OR IS AT ALL LEGAL, BUT IT'S BASICALLY KIND OF AN AGREEMENT THAT STUDENTS CAN MAKE WITH THEIR CLASSROOM OR EVEN WITH THE SCHOOL ON, YOU KNOW, THIS WE'RE BOTH UNDERSTANDING THAT YOU'RE GOING TO BE USING AI, BUT LET'S USE IT RESPONSIBLY. SO I DON'T KNOW. ANOTHER THING THAT YOU CAN THROW IN THERE IF YOU'D LIKE. YOU WANT TO TALK ABOUT THE CHALLENGES? THIS WAS, YOU KNOW, AS WE'RE KIND OF WRAPPING UP, THAT WE KNOW CHALLENGES WILL REMAIN. WE'RE GOING TO FIGURE OUT OVER THE NEXT FEW YEARS, YOU KNOW, AS PENDULUMS SWING, WHAT THE RIGHT USE IS FOR DEVELOPING CERTAIN UNDERLYING SKILLS. BUT THE BEST COMPARISON THAT I READ ABOUT WAS THINKING ABOUT HOW MATH, YOU KNOW, IT WAS LIKE AI. IT'S THE FIRST TIME AN ENGLISH TEACHER HAS HAD TO DEAL WITH A CALCULATOR. AND, YOU KNOW, IT WAS, WELL, WHEN CALCULATORS CAME OUT, SOME OF US AVOIDED THEM TOO MUCH, SOME OF US USED THEM TOO MUCH, AND WE KIND OF LANDED SOMEWHERE, YOU KNOW, THAT'S KIND OF THE BEST PLACE IN THE MIDDLE THAT WE CAN GET. AND SO THAT'S REALLY, YOU KNOW, THINGS AREN'T GOING TO LAND IN THE PERFECT SPOT RIGHT AWAY, [01:05:02] AND WE'RE GOING TO LEARN MORE BECAUSE WE DON'T. KNOW THE EFFECTS, YOU KNOW, PRECISELY RIGHT NOW. AND IT'S, YOU KNOW, THE BEST RECOMMENDATIONS THAT A LOT OF EXPERTS HAVE IS... MODELS ARE GOING TO CHANGE REALLY QUICKLY, JUST AS THEY ALREADY HAVE SINCE, YOU KNOW, 2022. TAKE A LOOK AT YOUR, YOU KNOW, AT THE GUIDANCE THAT WE PROVIDE. YOU KNOW, HERE I WROTE MAYBE ONCE A YEAR, BUT THAT DOESN'T MEAN STARTING FROM SCRATCH. IT MEANS TAKING A LOOK AT IT AND SAYING, HAS ANY MODEL CHANGED SO MUCH, OR HAVE WE LEARNED SOMETHING THAT NECESSITATES, YOU KNOW, AN EDIT HERE AND THERE? I THINK WE SAW THAT WITH... I THINK WE EXPANDED THE CELL PHONE POLICY QUITE A BIT LAST YEAR, BUT I BET IF WE LOOKED AT IT NOW, YOU KNOW, WE'RE NOT GOING TO HAVE MASSIVE EDITS TO IT. MAYBE WE'D HAVE SOMETHING SMALL HERE OR THERE. AND THAT WAS JUST KIND OF, YOU KNOW, ACKNOWLEDGE THAT WE'RE NOT GOING TO GET, NOBODY'S GOING TO GET EVERYTHING PERFECT THIS TIME. BUT AGAIN, IT'S... WE WANT OUR KIDS TO KNOW HOW TO USE IT. THERE'S BOTH. YOU WANT THEM TO HAVE THE UNDERLYING SKILLS SO THAT THEY'RE NOT SUPPLANTING IT, YOU KNOW, WITH AI, BUT AT THE SAME TIME, PEOPLE WHO WILL DO REALLY WELL IN THE JOB MARKET, JUST LIKE NOW, ARE A LOT OF TIMES THE PEOPLE WHO ARE THE BEST AT USING IT. AND THEY TEND TO BE THE, YOU KNOW, I HAVE FRIENDS IN PROGRAMMING WHO ARE, YOU KNOW... SOMEBODY I WENT TO COLLEGE WITH IS A CTO OF A PUBLIC COMPANY, BUT HE TOLD ME BEST PROGRAMMERS ARE NOW EVEN BETTER BECAUSE THEY'RE THE ONES WHO ARE AMAZING AT USING AI. IT'S NOT THE PEOPLE WHO USED IT TO FILL THEIR SKILL GAPS. IT'S THE PEOPLE WHO KNEW EVERYTHING SO WELL, THEY REALLY KNOW HOW TO USE AI AND GET THE BEST OUT OF IT. AS A TOOL. AS A TOOL. AND I THINK WHAT WE HAD NEXT WAS KIND OF JUST A WRAP-UP. YEAH. SO, AGAIN, PROSPER, PREPARE, PROTECT. IT ALIGNS WITH ALL OF CSD'S PROFILE OF A GRADUATE. AND THEN THIS IS IT. THIS IS OUR GUARD WORLD FOR THE STUDENTS, THE PARENTS, THE EDUCATORS, THE SCHOOL ADMINISTRATION, AND LEGISLATION. WE TRY TO HIT ON EVERY SINGLE ONE OF THOSE IN THIS PRESENTATION AND GIVE AS MUCH INFORMATION AS WE COULD BASED ON THE RESEARCH THAT WE DID. AND A LOT OF THE GREAT WORKSHOPS THAT WE'VE BEEN EXPOSED TO AND HOPE THAT THIS NEXT STEP OF BUILDING WHATEVER NEEDS TO COME FROM THE SCHOOL DISTRICT WHETHER IT'S POLICY PROCEDURES MANUALS OR PROFESSIONAL DEVELOPMENT IF YOU JUST KEEP COMING BACK TO THESE VALUES AND THESE GUARD RAILS WE SHOULD BE FINE AND THAT'S IT I'M GONNA ADD SOMETHING BECAUSE I AM I COULD MAKE A THOUSAND EXCUSES THAT I MAKE TO MYSELF BUT I WON'T I'M THE WORST PROCRASTINATOR IN THE WORLD UH GINA IS AT THE UH UNFORTUNATE END OF THIS PROCRASTINATION BUT AS I LOOKED THROUGH WHAT YOU HAD PREPARED AND WHAT WE HAVE TALKED ABOUT I ALSO OUTLINED SOME DOCUMENTS THAT WE WILL PROVIDE AFTERWARDS AND REALLY IT'S KIND OF BETWEEN BRIDGING THE GAP BETWEEN WHAT GINA'S LEARNED AND IN OUR VALUES AND WHAT THE TEACHERS HAVE ASKED FOR SO SO FAR I HAVE YOU KNOW THE CONCRETE GUIDELINES BASED ON OUR WHAT WE LEARNED ABOUT OUR SCHOOL WE HAVE GOOGLE WORK, YOU KNOW WORKSPACE WHICH GIVES US GEMINI WHICH HAS CERTAIN PROTECTIONS CERTAIN SOME OF IT IS YOU KNOW, SOME OF IT ISN'T PROTECTED BUT PROVIDING CONCRETE USAGE RECOMMENDATIONS FOR BOTH STAFF AND FOR STUDENTS ALSO, WE WE DID LEARN SOME ABOUT HOW WITHOUT REALLY BEING ABLE TO YOU KNOW, WHEN YOU THINK ABOUT DO THE STUDENT USE AI TO YOU KNOW, ESSENTIALLY DO THAT. I THINK THAT TEACHERS CALLED IT GENERATIVE PLAGIARISM THERE ARE WAYS TO LOOK AT THINGS LIKE THE GOOGLE DOC EDIT HISTORY, AI LOGS IF, YOU KNOW, I MEAN, IF I WAS GOING TO CHEAT, I WOULDN'T USE THE AI ON MY SCHOOL COMPUTER. BUT IF I DID, OR I MEAN, IF I DIDN'T, I COULD STILL WRITE A PAPER WAY TOO FAST, YOU KNOW, FOR AN EDIT. AND THOSE TEND TO BE KIND OF LIKE THE DUMB WAYS, BUT THEY [01:10:02] ACTUALLY END UP BEING SMARTER ON HOW TO YOU TRACK OR HOW TO PICK UP THIS GENERATIVE PLAGIARISM BECAUSE AI ENGINES LEARN HOW TO TRICK EACH OTHER CONSTANTLY AND THEY FAIRLY INEFFECTIVE AT CATCHING THEIR OWN PLAGIARISM. WE CAN NERD OUT ON THAT. IT WAS SO MUCH FUN. ALL DAY LONG, IT WAS REALLY COOL. WE ALSO WANTED TO LEAVE SPACE FOR QUESTIONS AND FOR US TO GET TO WORK. THANK YOU, GINA AND JOHN. I'VE BEEN AT THOSE CAC MEETINGS WITH YOU GUYS AND THE COLLABORATION AND THE WORK THAT YOU BOTH PUT INTO THIS IS VERY MUCH APPRECIATED. IT'S SOME INTERESTING WORK. I'M GLAD I GET TO SEE A SUMMARIZED VERSION AND NOT DO ALL THE WORK THAT YOU GUYS HAVE DONE. IT IS INTERESTING AND I DO LIKE THE FACT THAT WE WANT TO BE LEADERS IN THIS AND NOT WAIT AROUND FOR... FOR US TO BE TOO LATE TO. I REMEMBER HAVING, LIKE YOU SAID, I LIKE THE TIMELINE OF THINGS THAT HAVE COME THROUGH, EVEN CALCULATORS TO COMPUTERS AND WONDERING IF KIDS SHOULD BE READING ON COMPUTERS TO READING A BOOK. SO THIS IS A NEVER-ENDING ISSUE, I SUPPOSE. AND I DO LIKE THE IDEA OF HAVING SPACE TO CORRECT AND CHANGE THINGS AS WE GO, BECAUSE THIS IS GOING TO BE QUITE FLUID, AND THERE'S PROBABLY GOING TO BE LOTS OF STUFF THAT'S GOING TO COME OUT MONTHLY, WEEKLY, WHATEVER. SO I'M GLAD THAT YOU TWO ARE ON TOP OF THIS. THANK YOU SO MUCH. I'LL CONCUR ON THAT. I THINK THIS IS, IT'S FOUNDATIONAL WORK FOR STUDENTS BECAUSE JUST LIKE WITH THE CELL PHONE, YOU KNOW, IT'S EASY TO SAY WE'RE JUST GOING TO BLOCK THINGS, RIGHT? WE'RE JUST GOING TO BLOCK THIS. STUDENTS DON'T NEED TO LEARN THIS, BUT I SEE IT IN MY OWN WORK THAT SOME PEOPLE AREN'T UP FOR THIS CHANGE OTHERS OTHERS ARE AND SOME WILL ABUSE IT BUT I MEAN TO RAISE RESPONSIBLE CITIZENS I LIKE THAT WE CAN ALIGN IT TO THE PROFILE BUT BUT ALSO THERE'S GONNA BE SOME STUDENTS SAY I'M NOT INTERESTED IN USING IT THAT'S FINE YOU'RE STILL GOING TO GET EDUCATED ON IT, RIGHT? BECAUSE, YOU KNOW, IF YOU CARE ABOUT THE ENVIRONMENT, YOU CAN SAY I CARE ABOUT THE ETHICAL CONCERNS. I LIKE THAT. I ALSO LIKE THE, I APPRECIATE YOU ALIGNING WITH BROOKINGS. I THOUGHT THAT WAS A GOOD TIE-IN. I WAS READING WHILE YOU WERE TALKING BECAUSE SOME OF IT I KNEW WAS JUST, SOME OF THE FOUNDATIONAL SCREEN-FREE ACTIVITIES WERE PARTICULARLY INTERESTING. LIKE HOW YOU COULD, BECAUSE I COULD SEE SOME OF THE EARLIER PRIMARIES SAYING, AH, WE CAN'T FIT THIS IN. YOU'RE LIKE, OH, YEAH, YOU CAN. THEY'RE ALL PAPER-BASED THINGS. LIKE, YOU KNOW, DOING A DECISION TREE, RIGHT? OR DO A MANUAL OR RECIPES THESE ARE ALL THINGS THAT ARE A NECESSARY COMPONENT SO BUT ALSO I KNOW WE'VE HEARD IT FROM SOME OF THE STUDENTS YOU KNOW THEY AT LEAST SOME THAT HAVE HAD COMMENTS THEY WANT TO THEY WANT TO KNOW WHEN IT'S OKAY BUT THEY ALSO WANT TO KNOW WHEN THEIR EDUCATORS ARE USING IT SO THAT TWO-WAY STREET OF SAYING YOU KNOW THIS IS WHEN I USE IT THIS IS WHAT I DON'T USE IT ON BOTH SIDES I THINK IT'S PARTICULARLY HELPFUL BECAUSE AS WE HEARD JUST FROM THE STUDENTS EARLIER, LIKE COMMUNICATION WAS THE, THAT WAS THE COMMON THEME, RIGHT, AMONGST EVERYTHING WAS CLEAR COMMUNICATION. I DON'T THINK THEY FEEL LIKE THEY GET THAT ALL THE TIME. SO I THINK WITH THIS, HAVING THAT DUALITY IS PARTICULARLY IMPORTANT. YEAH. YEAH. SO I'LL JUMP IN REAL QUICK. JUST SO YOU KNOW, NEXT STEPS FOR US. WE'VE PARTNERED WITH EDT, WHICH IS A PEDAGOGICAL AI COMPANY. IT'S A REALLY SMALL PORTION OF OUR CURRICULUM BUDGET. WE DECIDED TO, WE CAN'T DO THIS WORK OURSELVES. SO WE'RE IN THE EARLY STAGES OF WORKING WITH THIS COMPANY THAT'S DONE SOME REAL GREAT GLOBAL WORK, CORRECT ME IF I'M WRONG, DEREK, ACROSS THE WORLD. ONE OF THE THINGS WE'RE GOING TO DO IS BRING IN THE RESEARCH AND THE GUIDELINES FROM CAC, ALONG WITH TONYA, ALONG WITH SARAH, BECAUSE THIS IS GOOD STUFF, BUT IT'S HAPPENING IN POCKETS RIGHT NOW. AND SO OUR GOAL IS TO REALLY DEVELOP A FRAMEWORK USING THE RESEARCH, THE GUIDANCE THAT OUR FAMILIES HAVE BROUGHT US, BUT ALSO WITH THIS PROFESSIONAL COMPANY THAT DOES THIS AND HAS DONE THIS FOR A WHILE NOW, TO REALLY COME BACK TO YOU. SOON, FAIRLY SOON, WITH A FRAMEWORK THAT HAS THE GUIDELINES, THAT HAS SOME POLICY POTENTIAL TO IT. AND THEN ULTIMATELY, WE DON'T WANT TO GET TOO FAR AHEAD WITH A POLICY IF OSPI THEN COMES DOWN WITH SOMETHING THAT WE NEED TO COMPLETELY REARRANGE. SO WE'RE HOPING THAT WE COULD BE A LEADER IN THIS, BUT ALSO KNOW THAT WE ALSO HAVE POTENTIAL POLICY COMING FROM THE STATE. SO DEREK, DID YOU WANT TO ADD ANYTHING ON THAT PARTNERSHIP WITH EDT? [01:16:13] THANK YOU. THANK YOU. THAT'S SO COOL. IF YOU NEED ANYONE TO GO TO THOSE COUNTRIES AND TALK WITH THEM, I MEAN, I'M AVAILABLE. I WAS JUST GOING TO COMMENT, JOHN. I THINK, YOU KNOW, AGAIN, PREMATURE FOR LIKE POLICIES OR CHANGE. BUT WE HEARD FROM STUDENTS TOO, LIKE CULTURE. SO WE'RE GOING TO SET THE CULTURE THAT AI IS IMPORTANT. WE RECOGNIZE IT AND WE'RE NOT GOING TO, YOU KNOW, WE'RE GOING TO BUILD AROUND IT. THE LEGISLATION, THE RULES WILL COME THERE. BUT I THINK ALSO THE POINT OF WHAT TOOLS ARE AVAILABLE. BECAUSE WE DON'T REALLY HAVE THAT FULL AUDIT. I KNOW SOME OF THE VENDORS AREN'T GOING TO BE AVAILABLE, LIKE CLAUDE AND ANTHROPIC, VERY CLEAR. THEY'RE LIKE 18-PLUS, AND THEY'RE BUILDING TOOLS TO BLOCK YOUTH FROM GETTING ACCESS TO IT. SO I THINK THE CULTURE, THE STUDENTS, AGAIN, WILL, I HOPE THE EDUCATORS, BUT DEFINITELY THE STUDENTS, WILL APPRECIATE THE CULTURE AROUND THIS, THAT THIS IS IMPORTANT. WE RECOGNIZE IT, AND WE'RE GOING TO FIND WAYS TO EMBRACE IT. THAT'S EXACTLY RIGHT. WHEN WE FIRST STARTED WITH THIS, ON THIS PATHWAY, WE... WE DIDN'T REALLY KNOW WHAT THE OUTCOME WAS GOING TO BE. WE THOUGHT MAYBE POLICY. WE THOUGHT PROCEDURE. BUT THEN WHAT IT REALLY LANDED ON TO GINA'S POINT WAS REALLY WHAT OUR PARENTS AND OUR TEACHERS AND OUR KIDS ARE EXPECTING AND WHAT WE VALUE. SO WE WANT TO MAKE SURE THAT AS WE WORK WITH EDT THAT THEY CAPTURE WHAT WE VALUE, WHAT WE WANT, PROFILE OF A GRADUATE, ALL OF THOSE THINGS. SO THIS FRAMEWORK THAT WE'LL EVENTUALLY COME UP WITH VERY SOON HOPEFULLY HAS ALL THOSE COMPONENTS TO IT. IT'S IT'S A GREAT PARTNERSHIP AND I HOPE THAT WE'RE GOING TO PROBABLY START TO SHIFT THE CONVERSATION WITH CAC IN THE FALL TO SOMETHING ELSE. THEY ALWAYS LIKE TO TAKE ON NEW PROJECTS. BUT I HOPE GINA AND JOHN, YOU'LL STAY KIND OF ALIGNED WITH US AS WE GO THROUGH THIS PROJECT PROCESS WITH EDT. I WOULD HOPE THAT WITH THE WORK THAT CAC HAS DONE, WE CAN STILL, BECAUSE THANK YOU FOR ALL OF THIS. I MEAN, I JUST DON'T TAKE MY SILENCE AS I'M NOT INTERESTED. I'M JUST SITTING HERE LIKE JUST TAKING IT ALL IN RIGHT NOW. BUT I WOULD HOPE THAT WE WOULD KEEP, WHILE IT'S GREAT THAT CAC IS GOING TO MOVE ON TO KIND OF TACKLE ANOTHER TOPIC NEXT YEAR, KEEP COMING BACK TO THIS BECAUSE I DO WANT TO MAKE SURE. NUMBER ONE, I WANT TO MAKE SURE THAT CAC'S WORK IS VALUED AND THAT THEY'RE A PART. ALONG THE WAY BUT BUT ALSO I THINK IT'S JUST IMPORTANT TO KIND OF KEEP EVERYBODY TO KIND OF KEEP EVERYBODY ON TASK SO I HOPE THAT WE FIND SOME WAYS WITH CAC TO KEEP MAYBE NOT EVERY MEETING BUT YOU KNOW QUARTERLY OR SOMETHING JUST KIND OF GO BACK EVEN IF IT'S A 10 OR 15 MINUTE UPDATE OR SOMETHING LIKE THAT BUT JUST YEAH THANK YOU SO MUCH FOR COMING AND ALL THAT WORK. NO, NO, IT'S NOT PRIVATE. ALL RIGHT. WELL, THANK YOU FOR, AGAIN, A GREAT CONVERSATION, AND WE'RE GOING TO KEEP THE WORK GOING. WITH THAT SAID, WE'RE GOING TO SHIFT GEARS TO REALLY MORE FACILITIES CONVERSATION AROUND THE TENNIS PROJECT. SO WE HAVE RANDY HERE FROM OUR STAFF, AND THEN, OF COURSE, OUR GENTLEMEN FROM ESD WHO ARE LAUREN AND DAX, WHO YOU'VE SEEN BEFORE, AND THEY'RE BACK TO GIVE US AN UPDATE ON WHERE WE ARE. SO, BALMANY, IF IT'S OKAY, I'LL PASS IT OFF TO RANDY. AS SOON AS I OPEN THIS. ALL RIGHT. YES, SO THIS IS DAX, WHO IS PART OF OUR CONSTRUCTION GROUP [01:20:01] MANAGING THE PROJECT, AS WELL AS LAUREN, OUR ARCHITECT. I'M GOING TO PASS OVER THE MIC SO THEY BOTH HAVE ONE AND THEY CAN, I THINK DAK'S GOING TO KICK IT OFF. HELLO EVERYONE. WE'VE BEEN ON A TOUR OF PACE, YOU KNOW, ADVANCING THE DESIGN, WORKING THROUGH COORDINATION WITH, YOU KNOW, THE THREE MAJOR ENTITIES THAT ARE COMING TOGETHER TO DO THIS PROJECT. I ACTUALLY HAVE A QUICK MICRO-SCHEDULE OF SOME ACTIVITIES OVER THE NEXT COUPLE WEEKS, AND ACTUALLY THROUGH CONSTRUCTION, I THOUGHT THIS MIGHT BE EASIER TO READ THAN A BAR SCHEDULE. THANK YOU. A WEEK AGO, A WEEK AGO THE CONSTRUCTION SET WAS ADVERTISED AND IS ON THE STREET RIGHT NOW. IT'S ALSO BEEN SUBMITTED TO THE CITY OF CAMAS FOR BUILDING PERMIT REVIEW. SO THOSE ARE IN PROCESS. KIND OF MOVE DOWN, WE'RE DOING OUR FINAL BACK CHECK OF THE PLANS AND SPECS. THAT'S JUST AN IN-HOUSE REVIEW OF ALL THE CONSTRUCTION DOCUMENTS AND SPECIFICATIONS. AND CITY OF CAMAS, WE'RE LOOKING FOR A PERMIT BY MAY 13TH. THAT IS ALSO THE TARGET NOTICE PROCEED DATE FOR OUR GENERAL CONTRACTOR IF WE HAVE A SUCCESSFUL BID AND AWARD. AND WE'RE CURRENTLY TARGETING MAY 6TH FOR THE BID OPENING FOR THAT PROJECT. WITH THAT, THAT ONLY GIVES US A COUPLE OF DAYS, AND THEN WE WERE HOPING TO COME TO YOUR WORKSHOP THAT FOLLOWS THAT, A BOARD MEETING, I BELIEVE IT'S ACTUALLY THE 11TH. SO THAT'S OUR TARGET WHERE WE WOULD HOPE TO MAKE AN AWARD RECOMMENDATION TO THE BOARD REGARDING THE BIDS AND CONTRACTS, AND WE'LL HAVE AN UPDATED AND RECONCILED MASTER BUDGET SHOWING YOU KNOW THAT ACTUALLY INCORPORATED INTO THE BUDGET WHAT THE ACTUAL BID AND OUR RECOMMENDED AWARD IS AND WE'LL KIND OF TEST IT AGAINST THE AVAILABLE GO FROM THERE WE HAVE BEEN IN RECENT WEEKS. WE'VE HAD A COUPLE OF PROJECTS BID THROUGHOUT THE STATE AND WE'VE HAD GREAT BID COVERAGE AND THE BIDS ARE ACTUALLY ON THE LOWER SIDE OF THE ESTIMATE. SO THAT'S A POSITIVE THING WE HAVEN'T SEEN AND FIVE YEARS, FIVE YEARS, SO FIVE YEARS THE MOST BIDDERS WE'VE SEEN ON ONE PROJECT AND ALSO, YOU KNOW, UNDER THE BUDGET INSTEAD OF PUSHING THE ESTIMATE. SO FROM THERE, IT GETS A LITTLE COMPLICATED WITH THE SCHEDULE, BUT AFTER THE BOARD MEETING ON THE 11TH, IF APPROVED, WE'LL GET YOU NOTICED, PROCEED, EXECUTE THE CONTRACT. AFTER WE HAVE ALL THE REQUIRED DOCUMENTS TO DO SO, INSURANCE, BOND, ETC. AND WE ALSO HAVE THE CLOSE OF THE GIRLS' TENNIS SEASON AND THE SOFTBALL WRAPPING UP MAY 13TH. SO THAT'S GOING TO OPEN UP AN AREA WHERE WE CAN FENCE IT OFF AND NOT HAVE ANY INTERACTION OVER THE NEXT COUPLE OF MONTHS WITH PEOPLE TRYING TO UTILIZE THE FACILITY OR THE ADJACENT FIELD. CONTRACTOR WILL HAVE TO GET GOING RIGHT AWAY BECAUSE WE HAVE SOME CRITICAL MILESTONES WHERE WE BASICALLY HAVE THREE ENTITIES. WE HAVE USTA PROVIDING THE DOME AND USTA PROVIDING THE COURT RESURFACING SO THOSE ARE TWO SEPARATE CONTRACTORS THE DOME IS BEING PROVIDED BY FARLEY GROUP AND THE RESURFACING IT LOOKS LIKE THEY'RE GOING TO UTILIZE BENYON. EY IN A WIN AND THEN PRONOUNCE THE RIGHT SO THEY HAVE THOSE INDIVIDUAL CONTRACTS. WE'LL HAVE OUR GENERAL CONTRACT. BUT THEY HAVE TO BE VERY DELICATELY COORDINATED TO WHERE, AND I'LL GIVE YOU A GENERAL EXAMPLE. SO WE'RE STARTING MAY 13TH AFTER WE GET NOTICE TO PROCEED. THE CONTRACTOR WILL ROLL INTO THE DEMOLITION AND, YOU KNOW, PULL THE FENCE, PULL THE EXISTING NET, AND LOOK TO PATCH THE COURT UP. YOU ALSO GET THE GRADE BEAM IN THAT'S ACTUALLY MOUNTING THE DOME. IT'S LIKE A PERIMETER FOOTING AND THAT GRADE BEAM PLACEMENT IS DEPENDENT FOR US TO DO THE FINAL PATCHING OF THE COURT AND THAT HAS TO BE DONE. SO WE AFFORD THE RESURFACING CONTRACTOR A WINDOW TO WORK WITHIN BECAUSE THEY FOR AS LONG AS I I'VE BEEN DOING THIS I'VE BEEN DOING ABOUT 30 YEARS THEY THEY BASICALLY GET, YOU KNOW, HERE'S OUR WORK, [01:25:03] AND THEY DON'T SAY YOU'RE HERE, YOU'RE HERE, YOU'RE THERE. THEY BASICALLY TAKE A PATH FORWARD FROM WHO GOT IN THE PIPELINE FIRST, AND THEY GO FROM JOB TO JOB TO JOB. AND IF YOU'RE READY, THEY GO. IF YOU'RE NOT READY, THEN THEY MOVE ON. THEY MOVE TO THE NEXT LIST. SO WE ABSOLUTELY HAVE TO BE READY BY THAT WINDOW OF JULY 15TH. SO THAT'S OUR INTENT. AND HOW THAT... THAT COURT RESURFACING, SO WE GET THE GRADE BEAM DONE, WE GET THE PATCHING DONE, THEY COME IN AND RESURFACE, SET THE NEW NETS, ETC. WELL, THAT NEEDS TO BE DONE BY AUGUST 24TH SO THE BOYS TEAM CAN COME BACK IN AND USE THE COURTS WHILE WE'RE STILL FINISHING THE REST OF THE BUILDING AND THE PAVING SURROUNDS. SO, YEAH, SO THE LANDSCAPING, YOU KNOW, WE HOPE TO HAVE THE BULK OF THAT DONE, BUT IT'S PROBABLY GOING TO TAKE THE MAJORITY OF THE SUMMER. AND SO WITH THE COURT RESURFACING BEING DONE BY THE START OF THE BOYS' SEASON, WE THEN LET THE BOYS HAVE THEIR SEASON. WE'LL WRAP UP THE BUILDING AND THE PAVING. AND ON OCTOBER 23RD, THE DOME SUBCONTRACTOR OR CONTRACT WILL COME IN AND ASSEMBLE THE DOME. MAKE ALL THE FINAL ELECTRICAL CONTROL AND OTHER CONNECTIONS. AND THEY'RE ESTIMATING THAT'S ABOUT A TWO AND A HALF, THREE WEEK PROCESS. AND THEN AFTER THE DOME'S UP AND THE EQUIPMENT'S COMMISSIONED AND WE'RE GOOD TO GO WHERE THE DOME IS FUNCTIONING, THEN THE LAST TASK IS GOING TO BE TO INSTALL THE PERIMETER FENCE THAT KIND OF PROTECTS THE BOUNDARY. AND THAT CANNOT GO IN UNTIL THE... OBVIOUSLY THE DOME IS UP, ET CETERA, BUT SO WE HAVE A COUPLE WEEKS FOR THAT, SOME PUNCH LIST, INSPECTION, BACK CHECK, AND WE'RE HOPING TO HAVE IT WRAPPED UP BY THE HOLIDAY SEASON, THE TWO-WEEK HOLIDAY BREAK. WE'RE FINISHING UP ABOUT THE SECOND TO THIRD WEEK IN DECEMBER IS WHERE WE'RE FORECASTING RIGHT NOW. AND AGAIN, YOU CAN KIND OF SEE THAT. PROGRESSION YOU MISS THE WINDOW WITH THE RESURFACING YOU HAVE POTENTIAL IMPACT ON THE BOYS SEASON IF YOU CAN'T START TELL THE GIRLS SEASON IS OVER SO YOU HAVE KIND OF THESE CONSTRAINTS THROUGHOUT I THINK WE'RE CLOSE TO HAVING THAT. I MEAN, WE HAVE SOME SMALL THINGS TO WORK OUT, BUT WE'RE GOING TO DO THAT BY ADDENDA, JUST AS, YOU KNOW, WE'RE DOING OUR FINAL REVIEWS AND JUST TRYING TO POLISH IT AND HAVE IT BE AS CLEAR AND CONCISE AS POSSIBLE. JUST BECAUSE I'VE EXPLAINED IT TO YOU THERE, YOU CAN TELL I'VE THOUGHT THROUGH IT MANY TIMES OF HOW IT HAS TO GO, BUT, YOU KNOW, WHEN SOME OF MY OTHER STAFF, YOU KNOW, I'VE HAD THEM. TAKE A LOOK AT IT AND SEE AS A GENERAL THAT COMPLEXITY OF THESE OTHER ENTITIES AND IT'S YOU HAVE TO KIND OF EXPLAIN IT FORCE THEM TO COORDINATE WITH IT AND BE AWARE OF IT AND BUT HAVE CLEAR DEFINITION BETWEEN WHOSE SCOPE IS WHOSE SCOPE AND IT AND IT IT IT BLENDS IN IN IN AND OUT KIND OF THROUGHOUT SO AN EXAMPLE THAT WOULD BE THE GRADE BEAM ITSELF, THE FOOTING, FARLEY GROUP IS, AND THERE'S A NOTE IN HERE ABOUT IT, HAS TO SUPPLY AN EMBED FOR THAT. THAT HAS TO BE EMBEDDED IN THE CONCRETE, WHICH IS ACTUALLY THE ANCHORING POINT FOR THE DOME. IT TUCKS AND WRAPS, AND THEY'LL FABRICATE THAT, HAVE TO SHIP IT TO OUR GENERAL, WHO WILL BE RESPONSIBLE FOR RECEIVING IT, AND THEN HAVE, WHAT IS IT, 400, 800. 900 FEET BASICALLY OR A THOUSAND FEET OF A THOUSAND FEET OF THIS EMBEDDED UH YEAH RAIL FOR THE PLACEMENT OF IT SO AGAIN IT'S IT'S KIND OF LIKE UH IN A SENSE WE'RE KIND OF LIKE A GENERAL CONTRACTOR WITH MULTIPLE SUBS BUT NOBODY'S HAS INDIVIDUAL CONTRACTS SO IT'S A LITTLE TRICKY BUT I THINK WE'VE GOT IT AND THEY'VE BEEN GOOD TO WORK WITH. WE HAD A GOOD MEETING LAST WEEK WITH BYNUM ON SITE LOOKING [01:30:02] AT THE EXISTING COURTS AND ONE OF MY STAFF AND FARLEY GROUP HAS BEEN GOOD TO WORK WITH AS WELL. WE HAD A VERY ROBUST LIST OF COORDINATION ITEMS THAT WAS AN EXTENSIVE LIST OF EVERYTHING THAT THEY NEEDED US TO DO IN ORDER TO COMPLEMENT WHAT THEY'RE DOING. SO WE'RE THROUGH A LOT OF HURDLES. I'M NOT SAYING WE DON'T HAVE MORE, BUT I THINK WE'RE POSTURED TO RECEIVE SOME GOOD BIDS AND GOOD BID COVERAGE IN THIS MARKET. AND I HOPE TO BE BACK IN A COUPLE OF WEEKS, I GUESS, TO SHARE GOOD NEWS. MIKE'S DON'T LIKE ME. YEAH, SO THIS IS THE BID SET THAT WENT OUT LAST WEEK. SO IT'S ONLINE WITH J2 PLAN CENTER. AND THEN THE SOUTHWEST WASHINGTON CONTRACTORS ASSOCIATION. AND SO WE JUST GOT A LITTLE RENDERING ON THERE JUST TO SHOW KIND OF WHAT IT LOOKS LIKE. BUT WE JUST KIND OF THREW THIS TOGETHER TO SAY, HEY, WE'RE OUT TO BID, AND IT'S STAMPED, AND IT'S IN THE... IN THE CITY RIGHT NOW BEING REVIEWED FOR PERMIT AND WE'VE BEEN WORKING WITH THE CITY JUST TO MAKE SURE WE HAVE ALL OUR DUCKS IN A ROW TO TRY AND HIT THAT, TRY AND GET THAT PERMIT. THAT'S THE CRITICAL PIECE FOR THAT PART ANYWAY. SO, YEAH, WE'LL PROBABLY BE REACHING OUT TO SOME CONTRACTORS AND TRY AND GET SOME INTEREST DEVELOPED FOR GOOD BIDDING CONTRACTORS. AND WE'RE JUST CROSSING OUR FINGERS. IT'S A PRETTY GOOD BIDDING ENVIRONMENT RIGHT NOW FOR US. WE SHOULD GET GOOD COMPETITIVE BIDS. PRICING, LIKE DAX SAID, COSTS ARE COMING IN PRETTY LOW LATELY. SO WE'RE HOPEFUL. BUT I GUESS YOU COULD GO TO THE NEXT. LET'S SEE, WE JUST KIND OF, THIS IS A COVER SHEET TO THE CIVIL WORK, BUT TRY THE NEXT ONE. THERE'S ONE PLAN IN THERE THAT, KEEP GOING, I SHOULD HAVE IT ON MY CLICKER. GO TO THE NEXT SHEET, YEAH, IT IS JUST KIND OF REPRESENTATIVE OF THE WORK. THIS IS KIND OF THE, I'M NOT SURE WHAT THIS ONE IS. THERE YOU GO. YEAH, YOU COULD, YOU COULD. THERE YOU GO. I JUST KIND OF, OKAY, YEAH, THIS IS A GOOD ONE. SO THIS PLAN SHOWS THE ALTERNATES THAT WE HAVE. SO WE WORKED. INTO THE BID APPROACH THAT WE HAVE A COUPLE OF BID ALTERNATES SO THAT AREA THAT'S KIND OF COLORED THAT HAMMERHEAD OFF TO THE RIGHT THAT IS IT ALTERNATE NUMBER ONE, SO WE'LL GET A PRICE IN THE BID FOR DOING THAT SITE WORK, AND THEN WE HAVE ANOTHER BID ALTERNATE ON THE LEFT SIDE, SO BETWEEN THE FIELD HOUSE AND THE TENNIS COURTS THAT LOOK AT JUST HAVING THOSE AS THE PARKING AREAS, AND THEN IN THAT CASE, WE WOULDN'T PROVIDE THAT THE ROAD THAT CONTINUES ALL THE WAY THROUGH THE BACK HAVING THAT PARKING LOT ON THE NORTH SIDE. I JUST KIND OF WANTED TO SHOW THAT. SO AFTER BIDS WE'LL HAVE A PRICE FOR EACH OF THOSE PIECES OF WORK AND WE CAN KIND OF LIKE A MENU PICK AND CHOOSE WHICH ONES WE WANT TO PROCEED WITH. JUST TO CLARIFY THESE OPTIONS ARE ONLY IN THE CASE OF BUDGET FLEXIBILITY. SO IF WE NEED TO... LOWER THE COST, WE COULD ELIMINATE THE NORTH PARKING LOT AND DO ONE OR TWO OF THESE OPTIONS TO COORDINATE THAT FOR LESS MONEY. SO REAL QUICK ON THAT, WE'VE BEEN MEETING EXTENSIVELY. EVERY SINGLE WEEK WE HAVE A STANDING MEETING AND SOME I'M IN, SOME I'M NOT BUT EVERYBODY'S BEEN REALLY COMMITTED TO THE COST AND TRYING [01:35:01] TO KEEP US AT OUR BUDGET AND THESE GUYS ESPECIALLY DAX AND LAUREN HAVE BEEN JUST PHENOMENAL ABOUT GIVING US OPTIONS. AND WORKING WITH VENDORS AND GETTING US TO THAT. SO I THANK YOU FOR THAT AND UNDERSTANDING WHERE WE'RE AT FINANCIALLY ON THIS PROJECT. BUT ALSO USTA HAS COME TO THE TABLE AS WELL. AND WHEN WE MET WITH THEM AND... YOU KNOW, THINGS SLOWLY STARTED GOING FROM, YOU KNOW, A TWO TO ONE OR A ONE TO TWO. IT STARTED GETTING A LITTLE BIT MORE EVEN. WE ASKED USTA TO ALSO COME TO THE TABLE AND SAY, OKAY, YOU KNOW, OUR SPLITS FOR WHATEVER WE BRING IN WITH DONATIONS AND FUNDRAISING DEFINITELY ORIGINALLY LEANED TOWARDS MORE OF THAT MONEY GOING TO USTA BECAUSE THEY WERE ORIGINALLY GOING TO BE IN THIS PROJECT MORE THAN US. BUT ONCE THAT, YOU KNOW, OUR SIDE CREPT UP A LITTLE BIT. THEY WERE REALLY, REALLY GOOD ABOUT RELOOKING AT THE CONTRACT AND DOING MORE OF AN EVEN SPLIT ON ANYTHING THAT COMES IN DONATION-WISE. SO I APPRECIATED THAT. BUT ALSO ANY ADDITIONAL COSTS THAT COME IN, TO RANDY'S POINT, IF WE DO END UP HAVING TO GO OVER, WHICH WE'RE REALLY, REALLY TRYING NOT TO, THAT WILL BE SPLIT. EVEN IF IT'S WORK THAT'S DONE ON WHAT WE COMMITTED TO, CORRECT ME IF I'M WRONG, DAX, THEY'VE AGREED TO SPLIT THAT EVENLY RATHER THAN PUT THAT ALL ON US. JUST WANTED TO MAKE SURE THAT YOU WERE AWARE OF THOSE CONVERSATIONS THAT WERE HAPPENING BEHIND THE SCENES. AND THE GROUPS, TO DAX'S EARLIER POINT, HAVE REALLY COME TOGETHER TO MAKE SURE THAT WE WERE, YOU KNOW, WITHIN BUDGET. AND THEN ALSO SIGNAGE. WE'LL MAKE SURE THAT THE COMMUNITY IS VERY, VERY AWARE OF WHERE THESE FUNDS ARE COMING FROM. THIS IS CAPITAL INVESTMENT THAT WILL BE OUT THERE, HOPEFULLY RIGHT FROM THE BEGINNING OF BREAKING GROUND THROUGHOUT THE PROJECT SO OUR COMMUNITY UNDERSTANDS THAT, YOU KNOW, BECAUSE IT COULD BE VERY CONFUSING. RIGHT IN ONE BREATH WE'RE TALKING ABOUT UH BUDGET BUDGET REDUCTIONS BUT IN THIS PROJECT IS HAPPENING SO WE'RE GOING TO BE REALLY CLEAR ABOUT THAT AND THEN MY LAST POINT WAS REGARDING THE MAY 11TH DATE SO TYPICALLY WE WOULDN'T HAVE ACTION ITEMS BUT WE DID CHECK WITH LEGAL AND WE ARE OKAY IF THE BOARD'S OKAY WITH HAVING AN ACTION ITEM DURING A WORKSHOP IF YOU'RE GOOD WITH THAT BECAUSE IF WE WAIT WE'RE GOING TO START GETTING WAY PAST DEADLINES SO WE CAN DO IT ONE OF TWO WAYS, WHICH I THINK I'VE ALREADY SHARED WITH YOU. WE CAN EITHER CALL FOR A SPECIAL MEETING OR WE CAN JUST TACK IT ON, CORRECT ME IF I'M WRONG, SHAUNA, TO OUR MAY 11TH WORKSHOP. SO I JUST WANT TO MAKE SURE YOU'RE AWARE OF THAT IN CASE YOU WERE WONDERING. SO THANKS, RANDY. IF THERE'S ANY MORE QUESTIONS OR WE CAN CONCLUDE. ONE QUESTION. SO WHEN ALL OF THIS IS HAPPENING AND IT'S STILL IN MAY AND SCHOOLS IN SESSION STILL, DOES THAT IMPACT THE PARKING AS FAR AS ALL THESE TRUCKS AND THINGS COMING IN AND OUT? WE KNOW HOW WE LOVE PARKING AT CAMAS HIGH SCHOOL. ABSOLUTELY. I KNOW THE PARKING IS AN ISSUE OUT THERE, AND WE HAVE TAKEN THAT INTO CONSIDERATION. SO WE'RE WORKING TIGHTLY WITH STEPHEN BERNOWSKI TO MAKE A PLAN FOR THAT. SO THE CONSTRUCTION CREWS ARE GOING TO BE AROUND THE BACKSIDE, THE NORTH SIDE. THEY'LL BE OUT OF THE WAY OUT OF THE PARKING, SO THEY WON'T IMPACT THE SCHOOL PARKING. AND THEY WILL NOT BE OPERATING DURING THE DROP-OFF AND THE PICKUP. OF THE DAY SO IT'LL BE DURING WHEN THE KIDS ARE IN SCHOOL IN THE CLASSROOMS INSTRUCTION WILL BE GOING ON AND THEN AFTER SCHOOL IF THEY NEED TO DO AN EXTENDED DAY OR ANYTHING LIKE THAT YEAH TRY AND MINIMIZE THE EXACTLY CONSTRUCTION TRAFFIC HOURS AND THE WORK AREA WILL BE FENCED OFF FOR SAFETY AND WE'LL TRY AND STAY OUT OF THEIR MAIN PARKING LOT BUT AS YOU CAN SEE YOU WERE DEVELOPING MOST OF THE SURROUND OF THE COURT SO DEFINITELY TRYING TO MINIMIZE ANY IMPACT IT'LL BE SAFE THERE WON'T BE EQUIPMENT AND STUDENTS INTERACTING AND THAT IT'LL BE A GATED GO IN THERE I ALSO WANTED TO MENTION THIS AS JOHN WAS BRINGING UP WE HAVE BEEN WORKING DILIGENTLY FOR ABOUT THE LAST THREE TO FOUR WEEKS, AND TRYING TO BE CREATIVE ON WAYS THAT WE CAN REDUCE THE COST. AND AN EXAMPLE, THE PERIMETER FENCING TO PROTECT THE DOME, JUST A GALVANIZED FENCE IS ABOUT $80,000. SO IF YOU LOOK AT THE EXISTING FENCE THAT'S IN PLACE, WE'RE NOW LOOKING AT... WHEN WE DEMO THAT, SALVAGING THE GALVANIZED FABRIC AND HAVING THE FENCE, WHICH IS THE BULK OF THE COST, SO EVEN THE POLES, BECAUSE WE DON'T NEED THAT 10-FOOT HIGH FENCE, SO WE CAN CUT THE POLES DOWN, EVENTUALLY REUSE THEM. SO WE'VE INCORPORATED THAT INTO THE PLAN. SO, YOU KNOW, IT ALL ADDS UP. SO THAT AND A HOST OF OTHER [01:40:03] THINGS THAT HAVE BEEN EITHER CLARIFIED OR... FLEXIBILITY CREATED. THAT'S IMPRESSIVE. THANK YOU FOR THE SCHEDULE. I DIDN'T KNOW IF IT WOULD BE POSSIBLE TO GET AN ELECTRONIC. BECAUSE IT'S BIG FOR ME, BUT JUST TO KEEP IT TO MY, WE COULD MAYBE PUT IT UP ON THE, SEAN, UP ON THE WORKSHOP, JUST AGENDA, SO IF WE EVER HAVE TO REFER TO IT. YEAH, THAT AND I DON'T KNOW FOR THE, HAVE WE RECEIVED THOSE, THE BID SHEETS? THAT'S NEW, RIGHT, THE PDF THAT YOU JUST SHARED? YEAH, AND IT'S JUST KIND OF REPRESENTATION OF SOME OF THE KEY PLANS. OKAY. I PROBABLY WON'T BE ABLE TO READ IT ALL. NO, IT'S JUST THIS WOULD BE HELPFUL, THOUGH, TO GET ELECTRONIC JUST SO WE HAVE IT SINCE THERE'S SO MANY KEY DATES AS REFERENCE. PERFECT. THANK YOU ALL. THANK YOU FOR COMING THIS EVENING. THANK YOU, GUYS. [3. SYTEMS/PATHWAYS] FINALLY, THE MOST EXCITING PART, POLICY. POLICY. EVERYONE'S FAVORITE. SO I TEXTED BHAMANI EARLIER TODAY JUST TO SEE IF SHE WAS STEPPING IN FOR CONNIE, JUST TO LET HER KNOW THAT WE DID HAVE AN ADDITIONAL POLICY AROUND LIBRARY MEDIA SPECIALISTS. AND I CAN GIVE YOU SOME EXPLANATION ON THAT. WE WERE JUST REALLY LOOKING FOR YOUR REVIEW TONIGHT. YOU AND WE CAN GO DIVE INTO THAT MORE AT BOARD BRIEFINGS NEXT WEEK IF YOU HAVE QUESTIONS I'VE ASKED ALEX AND AMY STEWART TO BE AVAILABLE JUST TO TALK THROUGH THAT IT REALLY KIND OF START THE GENESIS OF THIS POLICY OR THIS CHANGE REALLY CAME FROM A STAFFING CONCERN THROUGH THE RIF PROCESS AND SO WE WANTED TO MAKE SURE THAT OUR POLICY IS ALIGNED TO LAW AND SO THAT WAS ADDED. I BELIEVE THERE WAS ANOTHER ONE ON THE AGENDA THAT WAS ALREADY PREVIOUSLY THERE. SO I'M TALKING ABOUT THAT LIBRARY MEDIA SPECIALIST ONE. YEAH, SO LIKE, YEAH, I CAN READ YOU, I CAN READ YOU MY NOTES HERE, SO I'M NOT MISSING ANYTHING. SO THIS WOULD BE FOR 2021. BOTH CURRENTLY CONTAIN TERMS THAT ARE STATUTORILY DEFINED, INCLUDING THE TERM SCHOOL LIBRARY INFORMATION AND TECHNOLOGY PROGRAMS AND THE TERM TEACHER LIBRARIAN. SO UNDER RCW, A SCHOOL LIBRARY INFORMATION AND TECHNOLOGY PROGRAM. ...MUST BE STAFFED BY A QUOTE TEACHER LIBRARIAN. UNDER THE SAME STATUTE A TEACHER LIBRARIAN IS CERTIFICATED IS A CERTIFICATED TEACHER THAT ALSO HAS A LIBRARY MEDIA ENDORSEMENT. SINCE OUR DISTRICT FOR ASSUMING MANY YEARS HAS THEIR PRACTICE OUR PRACTICE IS TYPICALLY TO HAVE A CERTIFICATED TEACHER BUT NOT NECESSARILY ONE THAT HAS A LIBRARY MEDIA ENDORSEMENT RUNNING THE SCHOOL LIBRARY. WE WOULD NEED TO REVISE THE POLICY AND PROCEDURE TO PLACE THESE LEGALLY DEFINED TERMS, TO REPLACE THESE LEGALLY DEFINED TERMS. THIS WILL ENSURE WE MAINTAIN COMPLIANCE WITH DISTRICT PRACTICE. DOES THAT MAKE SENSE? IF WE DIDN'T MAKE THIS CHANGE, WE WOULD HAVE TO ESSENTIALLY MOVE OUT THE VAST MAJORITY OF OUR CURRENT LIBRARIANS AND REHIRE. SHAWNA, ANYTHING TO ADD THERE? SO DO WE JUST REVIEW AND MOVE ON TO THE NEXT ONE? OKAY. COPY 2108 LEARNING ASSISTANCE PROGRAM. AND IT SAYS CRITICAL WHY BECAUSE IT JUST CAME UP AND YEAH, AND THEN SO THIS ONE YEAH I'M GOOD WITH THIS NEXT ONE IS 4220 COMPLAINTS CONCERNING STAFF OR PROGRAMS YEAH, WE'VE BEEN [01:45:01] WORKING ON THIS FOR A WHILE. IT HELPS STREAMLINE THE PROCESS. IT MOVES A LOT INTO PROCEDURE INSTEAD OF IT DOES. IT DOES. EXACTLY. AND AS YOU ALL KNOW, WE CAME UP INTO A HICCUP WITH THIS RECENTLY, WHICH KIND OF WAS THE PRECIPICE FOR THE FOR THE LINE MORE OF AN ALIGNMENT THAN A CHANGE. IN THAT CASE, NEXT ONE IS 5401, SICK LEAVE. THIS IS NOT THE FIRST TIME WE'RE SEEING THESE, RIGHT? BECAUSE SOMETIMES I FEEL LIKE I'M LOOKING AT THE SAME THING OVER AND OVER AGAIN. THESE ARE NEW. OKAY. ALL THREE OF THESE WERE IN THE SAME TIME FRAME. RIGHT, OKAY. YEAH, AND SOME OF IT, BOMONY, I'VE BEEN KIND OF BRIEFING YOU ON FOR A WHILE, BUT IT TAKES A LITTLE BIT OF TIME TO GET TO YOU. ANYTHING ON THAT ONE? YEAH, SO THAT'S JUST UPDATING WITH THE CBA. YEAH. YEAH. OKAY. THANK YOU. ALL RIGHT. YES. YEAH. 5404, FAMILY AND MEDICAL LEAVE. THIS IS REALLY GREAT THAT SHE EXISTS FOR US HERE. SO AWESOME. ALL RIGHT, SO THAT WRAPS UP THE POLICY REVIEWS, AND NOW LOGISTICS WITH SHAWNA. I HAVE TWO I WANT TO JUMP IN REAL QUICK WITH. ONE IS FOR A POSSIBLE WAIVER. SO IF YOU REMEMBER BACK IN THE DAY, BACK IN DECEMBER, I CALLED OFF SCHOOL FOR JUST ONE SCHOOL, WOODBURN, FOR THE POWER OUTAGE. SO SUPERINTENDENT REICHDAHL LIKES US TO PUT IN WAIVERS ALL AT ONE TIME ACROSS THE STATE RIGHT AROUND THIS TIME. UNFORTUNATELY, THEY MAY NOT BE FULLY ACCEPTED UNTIL JUNE 2ND. WE'RE HOPING SOONER. BUT I WILL NEED YOUR RECOMMENDATION ON IT. SO WHAT I'LL PROBABLY DO IS GET THAT TO YOU IN THE NEXT COUPLE DAYS AND THEN INDIVIDUALLY, IF YOU'RE OKAY WITH IT, I JUST NEED YOUR THUMBS UP TO SEND IT FORWARD AS LONG AS WE ARE WITHIN INSTRUCTIONAL MINUTES WHICH WE WHICH WE WILL BE FOR WOODBURN WE ARE JUST GOING TO BE SHORT ONE SCHOOL DAY POTENTIALLY MEADE SCHOOL DISTRICT AND ALSO KELSO HAVE DONE THIS BEFORE WITH JUST ONE SCHOOL AND THEY'VE BEEN APPROVED I THINK THE ONLY HICCUP COULD BE IS THAT WE DO STILL HAVE ONE WELL WE HAVE TWO CONTINGENCY DATES. ONE IS VERY CLOSE. ONE'S COMING UP. IN JUST A WEEK I BELIEVE THE NEXT ONE IS MAY 4TH OUR ARGUMENT WOULD BE THAT THAT'S NOT ENOUGH TIME TO GIVE OUR FAMILIES THE HEADS UP THAT ONLY WOODBURN STUDENTS WOULD HAVE TO GO TO SCHOOL SO MY ARGUMENT TO SUPERINTENDENT RIGHT NOW WOULD BE IS THAT IF IF WE DIDN'T GET THE WAIVER THE KIDS WOULD HAVE TO GO TO SCHOOL ON JUNE 22ND WHICH WOULD BE FOUR DAYS IT'S A MONDAY FIRST OF ALL FOUR DAYS AFTER SCHOOL THAT'S OUT SO WE JUST DON'T FORESEE A LOT OF KIDS KIDS SHOWING UP, RIGHT, OR FAMILIES SHOWING UP. SO I'M HOPEFUL THAT WE'LL GET THAT. IF NOT, OUR BACKUP PLAN WOULD BE POTENTIALLY TO EITHER RUSH IT AND HAVE THE KIDS HAVE TO GO. [01:50:01] I THINK IT'S A MAY 4TH, I WANT TO SAY, DATE, OR JUNE 22ND. BUT I'D COME BACK TO YOU AND MAKE SURE YOU ARE ON BOARD WITH WHATEVER OUR BACKUP PLAN IS. BUT I FEEL PRETTY CONFIDENT. I'LL PROBABLY CALL CHRIS DIRECTLY TOO. I FEEL CONFIDENT THAT WE'LL GET THAT, BUT I JUST WANTED TO GIVE YOU A HEADS UP ON THAT. AND I HAVE TO THINK ABOUT THE OTHER ONES, SO I'LL PASS IT OFF TO YOU, SHAUNA. SINCE I'VE BEEN HERE, WE'VE NEVER DONE ONE SCHOOL. YEAH. WE HAD A WAIVER FOR WEATHER JUST A COUPLE YEARS AGO, BUT MANY OF THE DISTRICTS WERE AT THE SAME TIME. WE'RE PROBABLY GOING TO BE AN ISOLATED ONE ON THIS ONE. BUT AGAIN, THE PRINCIPAL AND ALSO DEREK WERE THERE THAT DAY TO RECEIVE ANY FAMILIES THAT DIDN'T GET THE MESSAGE. THERE WERE THREE FAMILIES THAT SHOWED UP, AND WE REDIRECTED THEM. AND WE ALSO HAD A BACKUP PLAN FOR THOSE STUDENTS IF THEY JUST ABSOLUTELY COULD NOT STAY HOME THAT DAY. WE WERE GOING TO BRING THEM HERE TO ZACH SO WE CAN SHOW THAT WE HAD A BACKUP PLAN. I WILL SAY IN THE FUTURE, IF GOD FORBID THAT HAPPENS, WE MAY HAVE A SCHOOL READY TO RECEIVE STUDENTS. THAT MIGHT HELP OUR ARGUMENT A LITTLE BIT. BUT I THINK, LIKE I SAID, I THINK WE'RE GOING TO BE OKAY. I DIDN'T GET, NO. YEAH. OKAY. AND THAT'S AT THEIR EVERGREENS ADMIN BUILDING? OKAY. OKAY. WE DIDN'T GET IT. YEAH, IT SAID CLICK HERE TO OPEN THE MAP. IT WAS A WEIRD THING. YEAH. I'D RATHER JUST GET FOUR. YEAH, I'M ALL DONE. YEAH. YEAH. I'M GOING TO TAKE THE WHOLE DAY OFF ANYWAY. OH, NO, NO, NO, IT'S FINE. I WAS JUST SAYING IT'S TOO BAD THAT IT WASN'T THE FOURTH BECAUSE WE COULD ALL DRESS UP LIKE STAR WARS CHARACTERS. MATTHEW COULD DRESS UP AS STAR WARS CHARACTERS. WOULD YOU HAVE GOTTEN DRESSED UP IF IT WAS MAY 4TH? WE'RE GOING TO HIT FOUR ELEMENTARIES. YEAH, MAYBE. THAT'S TRUE. YEAH, I'M AVAILABLE ON THAT DAY. I MUCH PREFER MAY 5TH TO JUNE 2ND. BACK TO THURSDAY. THAT'S ORIGINAL DATE, YEAH. I WILL SAY THE STUDENT ADVISORY, THEY HAD THREE STUDENTS FROM DHS, THEY ALL APPRECIATED IT WENT BACK TO THURSDAY, THEY WANTED IT TO BE THURSDAY, AND THEY, TWO OF THEM SAID THEY WISHED THEY HAD ASKED STUDENTS BECAUSE THEY WOULD HAVE TOLD THE BOARD AND THE THE SCHOOL EVERYBODY THEY WANTED ON THURSDAY SO I'M JUST GONNA SHARE THAT IN CASE THE DECISION GETS CHANGED AGAIN NEXT YEAR LIKE IT ON THURSDAY YEAH I THINK WE WE HAD MADE A DECISION TO TRY TO CONSOLIDATE REALLY FOR FOR THE BOARD TO TRY TO THAT DOWN BUT IT WAS GENERATED FROM THE STUDENTS AND THE STAFF TO TRY TO BRING THAT BACK THE NICE THING IS IT'S A SMALL GRADUATION SO IT WASN'T LIKE DAN WOULD HAVE TO REACH OUT TO HUNDREDS AND HUNDREDS OF FAMILIES THAT ARE MADE PLANS SO DAN MADE SURE THAT IF WE MADE THAT CHANGE THAT EVERYONE WAS GOING TO BE ACCOMMODATED WHATEVER THAT THURSDAY IS YES YOU KNOW AT THE BOTTOM OF THE BOARD AVAILABILITY YEAH HALFWAY THROUGH I KNOW WHAT I WAS GONNA I WAS JUST GONNA MENTION THAT WE'RE CURRENTLY IN NEGOTIATIONS SO WE HAVE TONIGHT CONSECUTIVE DAYS TONIGHT TOMORROW AND WEDNESDAY AND WE'RE REALLY REALLY CONFIDENT THAT WE'RE GOING TO COME TO A AGREEMENT THIS WEEK SO I'LL KEEP YOU INFORMED ON THAT BUT GARRETT'S ON THE CLOCK SO WE'RE KIND OF KEEP TRYING TO MOVE IT FAST I'M JUST. THE [01:55:12] STUDENTS WERE REALLY PRETTY. WE HEAR THAT STUDENT VOICE, THEY'RE LIKE, OH, THANK GOODNESS. I DON'T KNOW FOR THE STUDENTS WHY IT WAS SO SPECIAL TO BE THURSDAY, BUT I THINK THEY JUST LIKE IT ON THE WEEKNIGHT. I DON'T KNOW. THEY DIDN'T SAY WHY, BUT THEY WERE REALLY APPRECIATIVE. ALL RIGHT. THAT IS ALL. I GUESS THEN THAT'S A WRAP. 6.26. MAYBE YOU TURNED. * This transcript was compiled from uncorrected Closed Captioning.