[1. WORKSHOP - 4:30 PM]
[00:00:07]
I'M GOING TO CALL THIS WORKSHOP OF THE CAMAS SCHOOL BOARD INTO SESSION.
HELLO, TRACY, YOU JUST SNUCK IN.
[2. SYSTEMS/PATHWAYS]
FIRST THING ARE THE ITEMS ADDED TO THE AGENDA.DID EVERYBODY GET A CHANCE TO SEE THAT?
[3. CULTURE]
NEXT, WE'RE GOING TO DO PUBLIC COMMENTS.WE HAVE TWO PEOPLE WHO SIGNED UP FOR PUBLIC COMMENTS.
THE BOARD VALUES PUBLIC INPUT.
THE RESPONSIBILITY OF THE BOARD IS TO LISTEN AND REFLECT ON PUBLIC COMMENTS ACTIVELY.
THE BOARD MAY ONLY DISCUSS AND ACT UPON ITEMS INCLUDED IN THE WRITTEN AGENDA.
FOR THAT REASON, BOARD MEMBERS CANNOT RESPOND TO ANY COMMENTS OR QUESTIONS DURING PUBLIC COMMENTS, BUT CAN ASK THE SUPERINTENDENT TO FOLLOW UP ON ISSUES RAISED DURING PUBLIC TESTIMONY.
GUIDELINES FOR PUBLIC INPUT EMPHASIZE THE RESPECT AND CONSIDERATION OF OTHERS.
BOISTEROUS CONDUCT WILL NOT BE PERMITTED AT ANY MEETING OF THE BOARD OF DIRECTORS, NOR WILL ANY HARASSMENT OR THREATENING REMARKS BE TOLERATED.
COMPLAINTS ABOUT INDIVIDUAL EMPLOYEES SHOULD BE DIRECTED TO THE SUPERINTENDENT'S OFFICE AS A PERSONNEL MATTER.
THE BOARD REQUESTS THAT ANYONE WHO HAS SUBMITTED WRITTEN PUBLIC COMMENTS KINDLY REFRAIN FROM READING THEM DURING THIS PORTION OF OUR MEETING.
EACH PERSON PROVIDING PUBLIC COMMENTS WILL HAVE A TOTAL OF THREE MINUTES.
ONCE CALLED UPON, PLEASE STEP UP TO THE MICROPHONE, FACE THE BOARD, AND STATE YOUR NAME FOR THE RECORD.
THE BELL WILL RING AT THREE MINUTES TO REMIND YOU THAT YOUR TIME IS UP.
AND SO FIRST UP WE HAVE CLARK BITEK.
CAN YOU GUYS HEAR ME OKAY? OKAY.
SO AS DETAILED IN OUR WRITTEN PUBLIC COMMENTS IN YOUR PACKET, THIS PROJECT IS NOW ESTIMATED.
TO COST THE DISTRICT OVER THREE TIMES MORE THAN ORIGINALLY CLAIMED BY STAFF.
THERE'S $3 MILLION NOW INSTEAD OF A MILLION TO THE DISTRICT.
HERE ARE A FEW OF THE SPECIFIC CHOICES THAT ARE DRIVING THESE INCREASED COSTS.
THE NEW PARKING LOT AND EASEMENT NORTH SIDE OF THE BUBBLE.
MORE PARKING IS ONLY BEING PLANNED BECAUSE THE USTA P&W WANTS TO BE OPEN TO THE GENERAL PUBLIC DURING SCHOOL HOURS.
IF YOU SIMPLY DISALLOW PUBLIC COMMERCIAL USE OF THE SCHOOL CAMPUS DURING SCHOOL HOURS.
THEN THE NEW PARKING LOT IN THE NORTH EASEMENT WOULD NOT BE NECESSARY.
THE VESTIBULE BUILDING IS A LOBBY AND RESTROOMS. IT'S ALSO ONLY NEEDED TO ENABLE THE USTA P&W'S COMMERCIAL OPERATIONS.
IT'S NOT NEEDED TO SUPPORT THE BUBBLE.
IT'S NOT PART OF THE STRUCTURE.
DOORS DIRECTLY TO THE OUTSIDE ARE COMMON FOR THESE KINDS OF FACILITIES.
OKAY, NOW THE BIG ONE, MOVING THE TENNIS COURTS TO ACHIEVE FIRE CODE COMPLIANCE.
THIS IS A VERY EXPENSIVE DESIGN CHOICE THAT REQUIRES NOT JUST MOVING THE COURTS, BUT EVERY NET POST, LIGHT POST, AND ALL THE EXISTING ELECTRICAL THAT'S CURRENTLY ROUTED UNDER THE COURTS.
DEMOLITION INSTEAD OF REPAIR AND RESURFACE OF THE EXISTING COURTS.
WHY NOT JUST LEAVE THE COURTS WHERE THEY ARE AND COVER SIX OF THE EIGHT COURTS INSTEAD? OUR CAMAS STUDENT-ATHLETES WILL HAVE TO COMPETE ON OUTDOOR COURTS AT AWAY MATCHES, SO KEEPING SOME OUTDOOR PRACTICE COURTS WOULD SEEM A PRUDENT CHOICE FOR STUDENT-ATHLETE TRAINING.
OF COURSE, MOVING AND COVERING ALL THE COURTS MAXIMIZES THE USTA P&W'S REVENUE OPPORTUNITIES, BUT SHOULD THE DISTRICT PAY ALL OF THIS EXTRA COST WHEN THE FIRE CODE SEPARATION COULD BE SOLVED IN A MUCH LESS EXPENSIVE AND PROBABLY BETTER WAY? OKAY, THE CHOSEN BUBBLE STYLE.
THIS REQUIRES A VERY EXPENSIVE GRADE BEAM FOUNDATION INSTALLED VERSUS OTHER BUILDING FOUNDATION TYPES.
THE DISTRICT COULD LOOK AT OTHER BUILDING TYPES THAT HAVE A MUCH LOWER TOTAL PRICE.
THAT OTHER BUILDINGS OFFER BETTER SPECTATOR VIEWING AREAS AND DON'T HAVE THE EXTRA RECURRING UTILITY EXPENSE AND WEATHER DAMAGE RISKS THAT A BUBBLE DESIGN HAS.
WHY MIGHT THE USTA P&W WANT A BUBBLE INSTEAD OF ONE OF THESE OTHER BUILDING TYPES? THE REASONS ARE TO BE FOUND IN THE CONTRACT YOU APPROVE.
YOU MAY HAVE THOUGHT THAT THE USTA P&W IS DONATING THE BUBBLE TO YOU, BUT THEY'RE NOT.
THIS IS AN ACCOUNTING TACTIC TO KEEP THIS SPECIFIC LARGE ASSET OFF THEIR BOOKS, MAKING IT APPEAR AS A CHARITABLE EXPENSE INSTEAD OF AN ASSET.
IT ALSO ALLOWS THE USTA P&W TO DODGE CLARK COUNTY'S PERSONAL PROPERTY TAXES ON EQUIPMENT.
WE OWN A SIMILAR TYPE OF BUILDING.
THEY WOULD BE REQUIRED TO PAY THESE IF THEY OWNED THE BUBBLE INSTEAD OF YOU.
NOTE THAT TAXES ON BUSINESS EQUIPMENT DIRECTLY HELP SUPPORT THE SCHOOLS.
THE APPROVED CONTRACT ALSO SAYS THAT THE P&W GETS TO TAKE THE BUBBLE AWAY WITH THEM IF YOU EVER DECIDE YOU WANT TO RECLAIM THE COURTS FOR SCHOOL USES.
SO, IN ESSENCE, THE BUBBLE IS JUST THE MOST AFFORDABLE TYPE OF BUILDING THAT CAN BE RELOCATED LATER IF NEEDED.
IT IS ABSOLUTELY NOT THE BEST DESIGN CHOICE FOR COVERING COURTS FOR SCHOOL NEEDS.
[00:05:01]
THIS IS ON THE AGENDA, SO IF ANYONE HAS QUESTIONS, FEEL FREE TO ASK.IS THAT STILL HOW IT GOES? THAT WOULD BE A LITTLE BIT EASIER.
LAST WEEK, ON MAY 6TH, EVERGREEN TENNIS LLC FILED LITIGATION AGAINST USTA PNW, ALLEGING FALSE REPRESENTATION OF THEIR PERMISSIBLE 501C3 CHARITABLE NONPROFIT ACTIVITIES, UNFAIR TRADE PRACTICES, AND OPERATING TENNIS CENTERS ILLEGALLY IN WASHINGTON STATE FOR MORE THAN SEVEN YEARS.
WE KNOW THIS BOARD IS AWARE OF THESE ALLEGATIONS BECAUSE WE BROUGHT THEM TO YOUR ATTENTION.
EVERGREEN TENNIS IS SEEKING DAMAGES AND AN INJUNCTION AGAINST USTA PNW'S FURTHER PARTICIPATION IN THIS PROJECT.
WE HAVE SUGGESTED SEVERAL TIMES THE DISTRICT COULD COVER THE SCHOOL'S COURTS AND OPERATE THEM AS A SCHOOL FACILITY.
WITHIN THE APPROVED BUDGET, THE SCHOOL BOARD DOES NOT NEED TO SPEND MILLIONS OF EXTRA DOLLARS TO ENABLE A THANK YOU.
PUBLIC-PRIVATE PARTNER THAT WILL EXCLUSIVELY OPERATE THESE COURTS, PAYS NO RENT, AND KEEPS ALL FUTURE REVENUES.
ANY USE OF PUBLICLY OWNED SCHOOL PROPERTY OUTSIDE OF SCHOOL USE SHOULD BE RENTED ON A FAIR MARKET AND NON-EXCLUSIVE BASIS, AS REQUESTED PREVIOUSLY BOTH BY US AND THE PRESIDENT OF UTR SPORTS.
FACILITY RENTS BY OUTSIDE USES CAN GO BACK TO THE SCHOOL'S GENERAL FUND.
I HAVE A MINUTE LEFT IF ANYONE HAS ANY QUESTIONS.
[4. SYSTEMS/PATHWAYS: Informed and Responsible Use of Resources]
ALL RIGHT, MOVING ON TO NUMBER FOUR, THE CAMAS HIGH SCHOOL TENNIS PROJECT CONTRACT.ALL RIGHT, GOOD AFTERNOON, EVERYONE.
SO WE HAVE SHERMAN AND RANDY HERE FROM OPERATIONS.
FOR ANY QUESTIONS YOU MIGHT HAVE.
SO I THINK EVERYONE'S BEEN ABLE TO SEE THE CONTRACT.
THIS IS THE CANVAS, OH, AND I'M SORRY, DAX IS HERE FROM ESD.
SO THIS CONTRACT IS FOR THE DISTRICT'S SIDE OF THE HOUSE, SO TO SPEAK.
SO IN ORDER TO START BREAKING GROUND ON OUR PORTION OF THE COMMITMENT, WE WOULD NEED THE BOARD TO ENTERTAIN AND POTENTIALLY APPROVE THIS CONTRACT.
AND THEN ONCE THAT PORTION'S DONE, THERE'S A TIMELINE THAT YOU ALL LEARNED ABOUT LAST TIME WHERE THERE WILL BE SOME PAUSE FOR THE BOYS TO START THEIR SEASON, AND THEN LATER IN THE FALL BEGIN THE USTA PORTION OF IT.
SO WITH THAT SAID, DAX, I'LL PASS IT OFF TO YOU.
SO WE HAD FOUR BIDDERS LAST WEEK, COMPETITIVE BIDS, AND THE LOW BIDDER GOT SOME EXPERIENCE WITH HIM A TIME AGO.
GOOD REPUTATION AND I THINK WE'LL HAVE A GREAT PROJECT.
THE PROJECT BID, AS WE ESTIMATED WHEN WE CAME TO THE BOARD LAST MONTH, THE MONTH BEFORE, AND TALKED ABOUT BUDGET AND DEVELOPING THE NORTH LOT AS AN ALTERNATE, WE DID DO THAT AND THAT WAS SEGREGATED IN THE BID AND IT ADDED THE...
$342,000 IS WHAT THE AD WAS TO THE BASE BID.
YEAH, TO COMPLETE IT AS PERMITTED CURRENTLY AND THE ENTIRE LOT.
SO THAT IS WITHIN THE CURRENT AWARD THAT WE'RE PUTTING FORTH.
AND I THINK IT'S THE OPPORTUNE TIME TO DO IT.
YOU'LL NEVER ACHIEVE IT FOR A LESSER PRICE.
AND THE FACILITY WOULD BE COMPLETE.
BY DECEMBER UNDER THIS MODEL, AND I WOULD RECOMMEND YOU MOVE FORWARD.
DOES ANYBODY HAVE ANY QUESTIONS? ANYTHING ELSE? YOU SAID THERE WERE FOUR.
WAS THAT WHAT YOU ESTIMATED THERE WOULD BE? I MEAN, HOW MANY DID WE, WHAT WAS OUR FEEL ON THIS? FOR MANY YEARS, THE LAST PROBABLY FOUR TO SIX YEARS, WE'VE HAD LESS
[00:10:02]
BIDDERS, JUST BIDDING IN GENERAL.SO WE HAD ACTUALLY 10 LOOK AT IT.
IT'S A UNIQUE PROJECT WITH A LOT OF DIFFERENT, YOU KNOW, YOU SAW IN THE PHASING SCHEDULE, IT KIND OF GO THIS, THAT, THAT.
SO SOME ELECTED NOT TO BID BECAUSE OF SOME OF THAT COMPLEXITY IN THE AGGRESSIVE SCHEDULE, BUT GETTING FOUR, I THINK THAT'S A POSITIVE.
HIGHER THAN THE AVERAGE WE'VE BEEN SEEING OVER THE LAST FOUR TO SIX YEARS.
THAT WAS KIND OF MY COMMENT, TOO, IS I'M GLAD WE GOT FOUR, BUT I THINK PART OF THAT WAS US PUTTING OUT THERE WHAT THE TIMELINE IS AND WHAT THE RESTRICTIONS ARE.
AND SO THAT, YOU KNOW, SOME PEOPLE WHO LOOKED AT IT THEN DETERMINED THAT DOESN'T FIT INTO THEIR OWN SCHEDULE.
SO I THINK THAT SAVES US IN A SENSE OF, YOU KNOW, GETTING BIDS FROM PEOPLE WHO THEN CAN'T COMPLETE THE SCHEDULE AS WE NEED IT TO BE DONE.
SO IT SOUNDS LIKE YOU HAD FOUR QUALIFIED BIDS, AND I'M HAPPY TO HEAR THAT.
I WOULD DEFINITELY SAY THAT WAS A FACTOR, JUST THE AGGRESSIVE PHASING, BUT IT'S KIND OF, YOU KNOW, WE'VE GOT THE CONSTRAINTS OF THE SEASONS AND TRYING TO ACCOMMODATE THAT AND JUST OVERALL LEVEL OF COMPLETION WE HAVE TO ACHIEVE BEFORE THE DOME MOBILIZES.
RIGHT NOW, I MEAN, WE'RE LITERALLY...
WE'RE GOING TO BE, YOU KNOW, KICKING IT OFF IF THE BOARD APPROVES TONIGHT AND TRYING TO GET THEM MOBILIZED AS QUICK AS POSSIBLE BECAUSE WE HAVE OUR FIRST MILESTONE THERE COMING INTO JUNE WHERE WE NEED TO GET THE PATCHING DONE WITHIN THE COURT SO IT ACHIEVES ITS CURE TIME.
SO THEN WE HAVE OUR WINDOW FOR.
THE RESURFACING WHICH IS BEING DONE BY USDA.
WE'RE GOING TO DO EVERYTHING WE CAN TO WORK THROUGH THAT SCHEDULE, BUT WE HAVE A FEW CONTINGENCY PLANS BUILT WITHIN IT, SO WE'LL WORK THROUGH IT.
AND THEN REAL QUICK, I WAS WONDERING, SHERMAN OR RANDY, IF YOU CAN JUST ADDRESS SOME OF THE UPFRONT COSTS.
THAT WE MAY SEE SOME REIMBURSEMENT ON THAT WE HAD TO COVER AT THE FRONT END.
DOES THAT MAKE SENSE? I HAVE IT.
YES, THERE'S OBVIOUSLY PART OF THE SCOPE YOU'RE AWARDING INCLUDES THE GRADE BEAM.
THIS IS BASICALLY THE FOUNDATION FOR THE DOME AND POINT OF CONNECTION FOR THE DOME.
THERE'S A MULTITUDE OF ANCHORAGE THAT GOES INTO THIS PERIMETER GRADE BEAM THAT'LL GO AROUND THE COURT.
AND THAT COST IS ESTIMATED AT $643,000.
SO THAT WILL BE DELINEATED IN THE SCHEDULE OF VALUES OF THE CONTRACTOR AND BE REIMBURSED BACK TO THE DISTRICT FOR THE CONTRACTUAL PORTION OF THE SCOPE OF WORK.
AND I THINK THAT WAS A GOOD STRATEGY BECAUSE YOU'RE GETTING AN ECONOMY OF SCALE WHERE YOU HAVE ONE CONTRACTOR VERSUS, YOU KNOW, TWO OUT ON SITE TRYING TO WORK AROUND EACH OTHER IN THE CONSTRAINED TIME.
SO I THINK IT WORKED OUT WELL.
AND THEN THE OTHER POINT I THINK I'VE TALKED TO YOU ABOUT RECENTLY IS THE FUNDRAISING AND DONATION PERCENTAGES.
WE'RE ACTUALLY IN THE WORKS OF MAKING AN AMENDMENT WITH USTA.
TO MAKE SURE THAT THAT'S A 50-50 PARTNERSHIP.
ORIGINALLY, IT WAS NOT BECAUSE THE COST WAS GOING TO BE A LITTLE BIT HEAVIER FOR USTA, BUT AS COSTS KIND OF BECAME A LITTLE BIT MORE ONE-TO-ONE, WE WENT BACK AND SAID, HEY, WE THINK THAT FUNDRAISING, DONATIONS, ANY NAMING RIGHTS REALLY SHOULD BE SPLIT EVEN WITH THE DISTRICT TO POTENTIALLY REIMBURSE SOME COSTS THERE, AND THEY AGREED UPON THAT PRETTY QUICKLY.
SO WE HAVE OUR ATTORNEY WORKING ON THAT NOW.
SO WE CAN'T MAKE ANY PROMISES, AND WE DON'T KNOW FOR SURE WHAT WILL COME IN, BUT I KNOW USTA IS VERY AGGRESSIVE AROUND DONATIONS AND FUNDRAISERS.
IT'S KIND OF HOW THEY DO BUSINESS, AND WE'RE AGGRESSIVE TOO, BUT WE HAVE LIMITED DONORS POTENTIALLY.
SO I JUST WANTED TO MAKE SURE NO MATTER WHO THOSE DONORS COME TO OR FROM, IT WILL BE A 50-50 SPLIT.
I'M GOING TO ENTERTAIN A MOTION.
[00:15:01]
I MOVE TO ACCEPT THE LOWEST RESPONSIVE BIDDER TO SKYWARD CONSTRUCTION FOR A BASE BID WITH SALES TAX OF THE AMOUNT OF $2,825,335.91.THE CAMAS HIGH SCHOOL TENNIS CENTER PROJECT FUNDS TO BE PAID FROM THE CAPITAL PROJECTS.
IT'S BEEN MOVED BY MATTHEW, SECONDED BY TRACY.
ANY DISCUSSION? ALL THOSE IN FAVOR? AYE.
[5. LEARNING]
LEARNING.THANK YOU, DAX AND RANDY AND SHERM FOR BEING HERE.
WE HAVE SOME GREAT STAFF MEMBERS HERE WHO HAVE DONE SOME RESEARCH AND SOME HOMEWORK OVER THE LAST COUPLE OF YEARS.
REALLY RE-LOOKING AT START TIMES, BELL TIMES, SCHEDULE TIMES.
CORRECT ME IF I'M WRONG, THIS WAS BEFORE MY TIME, BUT THERE WAS A LOT OF RESEARCH DONE BY OUR CAC AND OTHER STAFF.
BUT IT WAS SEVERAL YEARS AGO, AND I KNOW THEY'LL PROBABLY TOUCH ON THIS, THAT THERE'S POTENTIALLY SOME NEW RESEARCH OUT THERE THAT THEY WANTED TO BRING TO THE BOARD SO YOU WERE THERE SO ALL RIGHT UM SO THIS MIGHT REFRESH YOUR MEMORY A LITTLE BOMBANY SO I'M EXCITED TO HEAR UH AND UH YEAH I'LL TURN IT OVER TO YOU ALL THANK YOU THANK YOU.
SO I'M MEREDITH STUDDARD, AND THIS IS MY 13TH YEAR AT CAMBRIDGE, AND I TEACH THE CULINARY CLASSES THERE, AND I HAVE ALL FOUR GRADES.
I'M CHRISTY STRAW, AND I TEACH CTE COURSES, HEALTH AND HEALTH OCCUPATIONS, AND SIMILAR HAVE GRADE LEVELS 9 THROUGH 12.
SO BASICALLY THIS HAS COME ABOUT, WE'VE TALKED ABOUT THIS A COUPLE OF US HERE AT SCHOOL AND BASICALLY ON ANY GIVEN DAY WE CAN SEE A LARGE GROUP OF STUDENTS MISSING THE END OF THE SCHOOL DAY.
AND I'VE TAKEN TWO SNAPSHOTS, ONE IN THE FALL, ONE IN THE SPRING.
BECAUSE WE WANTED TO SHOW THAT THIS ISN'T SOMETHING THAT OCCURS JUST DURING ONE SEMESTER.
IT KIND OF OCCURS CONSISTENTLY THROUGHOUT THE SCHOOL YEAR.
AND YOU CAN SEE THE RELEASE TIMES.
SO 1.30, DEPENDING UPON WHEN THEY HAVE LUNCH, THAT COULD BE PART OF FOURTH PERIOD, FIFTH PERIOD, AND SIXTH PERIOD.
A 2 O'CLOCK RELEASE IS FIFTH AND SIXTH.
AND THEN 2.15 RELEASE IS STILL ALSO PART OF MY GLASSES ON.
THAT'S ALL OF FIFTH AND THEN SIXTH.
SO WE'RE REALLY SEEING QUITE A FEW STUDENTS WHO ARE MISSING SOME CLASS.
AND WE DO WANT TO CLARIFY THAT WE TRANSITIONED TO THIS 2018-2019 SCHOOL YEAR, AND WE WANT TO ACKNOWLEDGE THAT THERE WAS SOME SERIOUS WORK PUT INTO THIS, AND THIS WAS NOT A DECISION THAT WAS MADE LIGHTLY, QUICKLY, OR WITHOUT ANY INPUT.
AND WE'RE GRATEFUL TO EVERYBODY WHO DID THE WORK SUPPORTING THIS LATER START TIME.
WE JUST THINK THAT MAYBE THERE'S SOME...
IMPORTANT THINGS THAT WE NEED TO REVISIT.
WE'RE ALSO NOT REFUTING THE SCIENCE OR THE RESEARCH THAT COMES FROM PEDIATRICIANS.
AND I KNOW THERE WAS A STUDY DONE BY THE UNIVERSITY OF WASHINGTON.
[00:20:02]
SUPPOSEDLY STATING THERE'S BETTER LEARNING WITH MORE SLEEP, IMPROVED ATTENDANCE, LESS TARDIES.THERE MAY HAVE BEEN SOME UNINTENDED CONSEQUENCES THAT OCCURRED WHEN WE SHIFTED TO A LATER START TIME.
ONE OF THE THINGS THAT I THINK IS REALLY IMPORTANT IS TO MAKE SURE THAT WE UNDERSTAND THAT ALL HIGH SCHOOLS ARE NOT THE SAME.
TAMIS IS REALLY REALLY UNIQUE IN THE FACT THAT WE HAVE A HUGE PERCENTAGE OF STUDENTS WHO ARE VERY, VERY INVOLVED.
ANYWHERE BETWEEN 40 AND 50 PERCENT OF OUR STUDENTS ARE INVOLVED IN SOME SORT OF EXTRACURRICULAR ACTIVITY THAT INVOLVES TRAVEL.
AND THIS IS NOT JUST SPORTS-BASED.
YES, IT'S ATHLETICS, BUT THERE'S BAND, THERE'S CHOIR, THERE'S DECCA, THERE'S A LOT OF OTHER CLUBS, SCIENCE OLYMPIAD, AND OTHER CLUBS THAT TEND TO TRAVEL.
SO A LARGE PERCENTAGE OF OUR STUDENTS ARE IMPACTED BY A TRAVEL-RELATED ABSENCE.
WE MIGHT NEED TO RETHINK HOW MANY STUDENTS ARE MISSING AND WHAT WE CAN DO TO RECAPTURE THOSE STUDENTS' TIME IN THE CLASSROOM.
ONE OF THE THINGS I KNOW THAT WHEN WE DISCUSSED SWITCHING TO A LATER START TIME, WE WERE INFORMED, WELL, IT REALLY WON'T AFFECT STUDENT ATHLETES ALL THAT MUCH BECAUSE WE'RE GOING TO GO AHEAD AND CHANGE THE START TIMES FOR SPORTS.
WE'LL TRANSITION TO LATER IN THE DAY.
AND THAT JUST HASN'T HAPPENED.
SO EVERGREEN AND ALL OF THE SURROUNDING SCHOOLS THAT WE PARTICIPATE WITH, WE'RE ALSO THINKING ABOUT MOVING TO THIS LATER START TIME, AND SUPPOSEDLY THE SPORTS WOULD HAVE STARTED LATER.
BUT AGAIN, THAT HASN'T HAPPENED DUE TO COST.
HE COULD PROBABLY SPEAK TO THIS, BUT WE JUST HAVEN'T SEEN THE SWITCH TO LATER START TIMES FOR SPORTS, SO KIDS ARE MISSING A LOT OF SCHOOL.
ONE OF THE THINGS THAT ALSO WE WERE THINKING THAT WE MIGHT SEE AN IMPROVEMENT WITH A LATER START TIME, KIDS NOT MISSING FIRST PERIOD, ALLOWING KIDS ADDITIONAL SLEEP.
BUT WHAT WE'RE FINDING IS JUST BECAUSE THEY COME TO SCHOOL LATER PROBABLY MEANS THEY'RE JUST STAYING UP LATER.
SO HERE IS ATTENDANCE DATA FOR START TIME CHANGE.
SO WE CHANGED IN THE 2018 SCHOOL YEAR AND YOU CAN SEE THAT REGULAR ATTENDANCE HAS NOT IMPROVED.
WE KIND OF HAVE TO IGNORE THE 2019-20 AND 2021 BECAUSE THAT WAS COVID AND WE REALLY WEREN'T TAKING ATTENDANCE DURING COVID.
SO WHERE WE SEE THAT GIANT LEAP WHERE 93% AND 87% IS SHOWING REALLY GREAT ATTENDANCE, IT'S JUST BECAUSE WE REALLY WEREN'T TAKING ATTENDANCE.
SO WE'RE SEEING THAT OUR ATTENDANCE HAS NOT RISEN WITH THE LATER START TIME AND THEN WE ALSO NEED TO ACKNOWLEDGE THE FACT THAT FIRST PERIOD ATTENDANCE DATA AND WE DON'T HAVE DATA PRIOR BECAUSE THERE WAS INCONSISTENCY IN CODING SOME OF THE ABSENCES IT DIDN'T ALWAYS SAY WHAT THE REASON FOR THE ABSENCE WAS BUT WE CAN INFER THAT THE THRESHOLD IS 90% OF STUDENTS ATTENDING CLASS OR 90 THERE WERE 90 PERCENT OF THE TIME FIRST PERIOD WE'RE SEEING THAT 41 PERCENT OF OUR STUDENTS ARE NOT IN ATTENDANCE 90 PERCENT OF THE TIME SLIGHTLY BETTER SECOND PERIOD LOOK AT FIFTH PERIOD AND LOOK AT SIXTH PERIOD ALMOST HALF THE STUDENTS ARE MISSING 90 PERCENT LESS THAN 90 PERCENT OKAY UH CAN YOU HEAR ME OKAY, I'M GOING TO JUMP INTO SOME DATA THAT WE COLLECTED FROM STUDENTS.
BUT I'LL START HERE WITH THIS WAS SOME ATTENDANCE THAT WAS PULLED LOOKING AT JUST STUDENT-RELATED OR SORRY, SCHOOL ACTIVITY-RELATED ABSENCES.
SO 1,700, SORRY, 1,072 STUDENTS WERE ABSENT ONLY FIFTH OR SIXTH PERIOD, BUT THEY WERE THERE THE REST OF THE DAY.
AND SO YOU CAN SEE A LARGE AMOUNT OF STUDENTS ARE MISSING.
AND AGAIN, THIS IS JUST SCHOOL-RELATED EVENTS.
SO THEY'RE BEING PUT IN AS BEING ABSENT FOR A CLUB ACTIVITY.
THEY'RE TRAVELING FOR DECA, SPORTS, SOME TYPE OF COMPETITION.
AND THEN THE NEXT ONE ON THE RIGHT-HAND SIDE TALKS ABOUT STUDENTS WHO WERE ABSENT FOR 15 OR MORE CLASS PERIODS FOR 5TH AND 6TH.
SO YOU CAN SEE, STARTING AT THE TOP, 29 STUDENTS MISSED 15 5TH OR 6TH.
[00:25:01]
PERIOD CLASSES DUE TO ACTIVITIES ALL THE WAY DOWN TO 50 STUDENTS MISSING 20 OR MORE FIFTH OR SIXTH PERIOD.CLASSES DUE TO SCHOOL ACTIVITIES.
SO WE'RE LOSING A LOT OF KIDS AS THE SCHOOL DAY GOES ON, JUST RELATED TOWARDS SCHOOL ACTIVITIES, NOT NECESSARILY BECAUSE THEY BECOME ILL, BUT AGAIN, SPECIFIC FOR THEIR SCHOOL RELATED.
SO WE PULLED SOME DATA FROM STUDENTS BECAUSE WE SEE WHAT WE SEE IN THE CLASSROOM, BUT CURIOUS ON HOW STUDENTS ARE AFFECTED SPECIFICALLY.
SO I'LL GO THROUGH SOME DATA THAT WE FOUND.
WE SENT THIS EMAIL OUT TO STUDENTS IN DECEMBER AND A LITTLE OVER A THOUSAND STUDENTS PARTICIPATED AND IT JUST FIRST ASKED THEM DO YOU PARTICIPATE IN AN EXTRACURRICULAR ACTIVITY OUTSIDE OF THE SCHOOL DAY 69.1% SAID YES AND IF THEY SAID NO THE SURVEY ENDED SO THE YES INCLUDED THEN SEVERAL ADDITIONAL QUESTIONS.
THIS NEXT ONE ASKED WHAT GRADE ARE YOU IN? YOU CAN SEE WE KIND OF HAVE A PRETTY WELL SPLIT BETWEEN ALL FOUR GRADES.
AND THIS JUST HELPED US IDENTIFY WHO WAS PARTICIPATING AND THAT HELPED US NARROW IN ON THE PERCENTAGES.
IS THERE A CERTAIN GROUP THAT'S MISSING MORE SCHOOL? BUT IN TERMS OF GRADE, IT WAS PRETTY CONSISTENT.
AND THEN WE MOVED ON AND ASKED DURING WHICH SEASONS DO YOU PARTICIPATE IN A DISTRICT EVENT? AND AGAIN, MOST OF OUR STUDENTS ARE PARTICIPATING IN MULTIPLE EVENTS AND IN MULTIPLE SEASONS.
THEY COULD BE PARTICIPATING IN TWO SPORTS, PLUS THEY'RE IN DECA AND THEY'RE IN SCIENCE OLYMPIAD.
SO THEY COULD MISS A TON OF SCHOOL JUST BY BEING INVOLVED.
AND WE WANT OUR KIDS TO BE INVOLVED.
WE DON'T WANT THEM TO FEEL HINDERED IN TERMS OF NOT BEING ABLE TO PARTICIPATE BECAUSE OF SCHOOL.
THEN WE WENT ON AND ASKED STUDENTS HOW MISSING WORK MIGHT AFFECT THEIR GRADE OR UNDERSTANDING OF MATERIAL.
AND SO WE ASKED THEM ON A SCALE OF ONE TO FIVE, ALL THE WAY FROM DISAGREE TO AGREE, AND GATHERED INFORMATION TO SEE HOW MUCH DOES THIS IMPACT THEIR KNOWLEDGE OR HOW DOES IT IMPACT THEIR GRADES.
AND 335 SELECTED EITHER A FOUR OR FIVE, SO ALMOST HALF OF THOSE THAT COMPLETED THE SURVEY.
FEEL LIKE DISTRICT EVENTS AND MISSING CLASS WILL IMPACT THEIR GRADE OR THEIR UNDERSTANDING OF THE MATERIAL.
WE ASKED STUDENTS HOW MISSING CLASS FOR DISTRICT EVENTS MAKES IT HARD FOR THEM TO KEEP UP ACADEMICALLY.
SO AGAIN THIS WAS ON A SCALE OF 1 TO 5.
235 OF THE 696 EITHER SELECTED A 4 OR 5.
MEANING THAT THEY REALLY STRUGGLE TO STAY UP ACADEMICALLY DUE TO THE MISSED WORK.
AND THIS ONE'S NOT ON HERE, BUT WHAT WE FOUND INTERESTING WAS WE ASKED STUDENTS HOW MUCH ADDITIONAL TIME IT TOOK THEM OUTSIDE OF SCHOOL, SO ONCE THEY GOT HOME FROM THEIR EVENT, HOW MUCH TIME THEY SPENT MAKING UP WORK.
AND 302 STUDENTS SELECTED, THEY SPENT TWO HOURS OR MORE COMPLETING ADDITIONAL HOMEWORK DUE TO MISSING FIFTH OR SIXTH GRADE.
PERIOD AND SO THEY'RE SPENDING TIME AT THEIR SPORTING EVENTS OR A DECA COMPETITION A CLUB ACTIVITY AND THEN COMING HOME AND HAVING TWO MORE EXTRA HOURS OF WORK TO MAKE UP AND THEN THIS WAS ONE OF THE KIND OF BIG QUESTIONS THAT WE REALLY FELT KIND OF HELPED TO REINFORCE MAYBE THE NEED FOR US TO REASSESS OUR BELL SCHEDULES SO KNOWING YOU ARE GOING TO MISS CLASS FOR DISTRICT EVENTS CREATES ANXIETY OR WORRY FOR YOU.
AND WE HAD 120 STUDENTS SELECT THEY DISAGREE, MEANING THEY MIGHT NOT FEEL MUCH WORRY OR ANXIETY.
122 SELECTED TWO, MEANING THEY MAY FEEL A LITTLE WORRIED.
152 SELECTED FOUR, MEANING THEY'RE FEELING THAT ANXIOUS OR WORRIEDNESS FROM BEING GONE.
SAID THEY AGREE AND FEEL HIGH LEVELS OF ANXIETY AND WORRY FOR YOU OR SORRY WORRY FOR THEMSELVES AND I DO KNOW THAT THERE ARE SEVERAL FACTORS THAT CAN PLAY INTO WHAT MIGHT CREATE THAT ANXIETY OR WORRY IT COULD BE THAT THAT THE STUDENTS WHO SELECTED THEY STRONGLY AGREE MIGHT HAVE HARDER CLASSES AT THE END OF THE DAY AND SO THAT'S WHY THEY FEEL THAT STRESS IT COULD BE THAT THEY PRIMARILY ARE MISSING TESTS IT COULD BE THE ADDITIONAL WORK THEY HAVE AND IT COULD BE THAT IT'S A GAME DAY FOR THEM, AND SO THEY'RE FEELING MORE ANXIOUS OR WORRIED ABOUT BEING GONE, KNOWING THEY HAVE A
[00:30:01]
COMPETITION.AND THEY'RE ALSO MISSING CLASS.
SO THERE IS SOME WONDER OF WHAT CREATES THE ANXIETY AND WORRY.
WOULD THAT BE CONSISTENT? AND I THINK A LOT OF KIDS FEEL THE STRESS OF BEING GONE, KNOWING THAT THEIR GRADES RELY HEAVILY ALSO ON THEIR ABILITY TO PARTICIPATE IN ACTIVITIES.
SO SOME OF OUR NEXT STEPS, JUST KIND OF THINGS WE COULD CONSIDER.
FIRST ONE IS DEVELOP POSSIBLE FUTURE SCHEDULE MODELS AND THINKING ABOUT THOSE MODELS AND HOW THEY WOULD IMPACT EACH OF OUR INDIVIDUAL GROUPS OR COMMUNITIES.
CONSIDER HOW A CHANGE TO EARLIER HIGH SCHOOL START TIMES WOULD IMPACT TRANSPORTATION AND WHAT TYPE OF FINANCIAL IMPACT WE MIGHT EXPERIENCE WITHIN THE SCHOOL DISTRICT.
IDENTIFY CHALLENGES STAFF MIGHT EXPERIENCE WITH THIS CHANGE.
SPEAKING PERSONALLY, A CHANGE LIKE THIS WOULD DRAMATICALLY IMPACT HOW MY FAMILY FUNCTIONS IN THE MORNING.
BUT I SEE THIS AS A HUGE IMPACT ON STUDENTS IN A NEGATIVE WAY, MISSING CLASS CONSTANTLY.
BUT I THINK WE HAVE TO CONSIDER HOW STAFF MIGHT BE IMPACTED IN SWITCHING EITHER TO AN EARLIER OR A LATER START TIME.
AND THEN IDENTIFY POTENTIAL IMPACTS ON STUDENTS AND FAMILIES.
SO WHICH GROUPS MIGHT FACE NEW BARRIERS THAT MAYBE DIDN'T FACE BARRIERS BACK? WHEN WE HAD THE ORIGINAL MODEL OF THE EARLY START TIME AT THE HIGH SCHOOL? HOW COULD CAMAS COMMUNITY ED EXTENDED CARE BE IMPACTED? DID THEY PROVIDE CARE BEFORE SCHOOL? BECAUSE CURRENTLY IT'S JUST AFTER SCHOOL.
SO HOW COULD THOSE MODELS BE CHANGED TO BEST SUPPORT OUR FAMILIES AND OUR STUDENTS? AND THEN CONSIDER HOW WE COULD GATHER ADDITIONAL FEEDBACK FROM STAKEHOLDERS AND WHAT TYPE OF FEEDBACK WE WOULD COLLECT.
WHOM WE WOULD COLLECT IT FROM AND HOW IT WOULD BE COLLECTED.
DO YOU GUYS HAVE ANY QUESTIONS? I WOULD WONDER IF I COULD ASK STEPHEN WHERE WE ARE AS FAR AS THE REGION MOVING ATHLETICS LATER.
BECAUSE MOST DISTRICTS HAVE MOVED TO THIS LATER SCHEDULE, CORRECT? YES, PER OUR FRIENDS AT HOME.
IT'S AN ONGOING CONVERSATION WE'RE HAVING IN OUR LEAGUE RIGHT NOW.
WE'RE ONE VOTE OF NINE WHEN WE HAVE THESE TYPES OF CONVERSATIONS.
AND SO, AT THE LAST MEETING WE ACTUALLY TALKED ABOUT, THIS HAS STUCK WITH A 3.30 START TIME, WHICH IS BRUTAL BECAUSE WE'RE GETTING KIDS OUT OF SCHOOL EARLY ON HOME MATCHES AT OUR OWN PLACE TO SEND THEM OUT THERE TO START THOSE.
YOU NEED TO BE ABLE TO PLAY CERTAIN SPORTS IF WE DON'T HAVE LIGHTS IN THE FACILITY DURING THE DAY, AND SO I GET THAT COMPONENT.
BUT IT'S AN ONGOING CONVERSATION, AND AS MORE SCHOOLS MOVE LATER, IT'S BECOMING MORE OF A CONVERSATION, BUT THEN IT BECOMES A TRANSPORTATION CONVERSATION AS WELL.
BECAUSE WHEN CAN THEY GET BUSES TO OUR SCHOOL? AND IT'S EITHER THEY'RE GOING TO GET THEM THERE EARLY FOR LIKE A 3.30 START, OR THEY'RE GOING TO GET THEM THERE REALLY LATE FOR LIKE A 6 O'CLOCK START, BECAUSE THEY HAVE TO GET THEIR KIDS TAKEN HOME ON BUSES.
SO THERE'S SOME CHALLENGES BOTH WAYS.
SO WHEN WE HAD AN EARLIER SCHEDULE AND OUR CURRENT START TIMES, WE WEREN'T PULLING KIDS OUT? I MEAN, FOR AWAY GAMES, I WOULD ASSUME WE STILL WERE, RIGHT? BUT FOR HOME GAMES? YEAH, AND I WASN'T DOING IT AT THAT POINT, BUT I WOULD ASSUME ABSOLUTELY FOR AWAY GAMES.
IT'S JUST THAT IMPACT OF HOW OFTEN WE'RE DOING IT, HOW OFTEN SIX PERIODS SPECIFICALLY IS GETTING HIT IS PRETTY DRAMATIC.
I THINK IT JUST LESSENS THE BLOW A LITTLE BIT IF WE HAVE AN HOUR THE OTHER WAY.
I WAS JUST GOING TO SAY, HAVING BEEN THERE BEFORE THE SWITCH OCCURRED, WE DIDN'T USED TO MISS KIDS FIFTH AND SIXTH PERIOD.
IF THEY WERE TO MISS, IT WAS SIXTH PERIOD OR PART OF SIXTH PERIOD.
SO WE'RE ADDING AN ENTIRE PERIOD.
SO INSTEAD OF JUST MISSING ONE PERIOD, THEY'RE NOW MISSING TWO.
WE WERE ASKED WHAT OUR THOUGHTS WERE BEFORE THIS SWITCH OCCURRED, AND THAT WAS ONE OF THE MAIN CONCERNS THAT THE HIGH SCHOOL STAFF HAD, BECAUSE WE WERE ALREADY MISSING KIDS FOR SIXTH, AND THEN WE KNEW WE WOULD MISS KIDS FIFTH AND SIXTH.
AND I COULD SPEAK A LITTLE BIT TO THE MIDDLE SCHOOL.
BEFORE THE START TIME CHANGED, WE HAD A RULE THAT YOU COULDN'T MISS CLASS.
WE SCHEDULED EVERYTHING AFTERWARD.
WHEN THE START TIME CHANGED, EVERGREEN HADN'T CHANGED AT THAT POINT EITHER, AND I THINK THERE ARE STILL SOME EARLY DISMISSAL NOW.
BUT THEN WE STARTED MISSING A WHOLE BUNCH ALL OF A SUDDEN.
RIGHT AFTER THE CHANGE HAPPENED.
[00:35:01]
AND IT WAS BECAUSE THEY STUCK WITH THOSE SAME TIMES AND SAID, NO, WE'RE NOT MOVING IN THAT LEAGUE.THEY'RE SIX OF THE EIGHT VOTES, RIGHT? AND SO IN SOME OF THESE CONVERSATIONS, WE AREN'T DICTATING WHEN EVENTS ARE GOING TO START.
BUT EVERGREEN HAS SINCE CHANGED.
ARE ALL CLARK COUNTY SCHOOLS ON THE LATER START, LIKE IS VANCOUVER ON THE LATER START TIME? OR WE DON'T KNOW? WELL, SKYVIEW IS IN OUR LEAGUE.
IT'S THE ONE WE PLAY MOST OFTEN.
I DON'T KNOW HOW LATE, THOUGH.
BECAUSE WE'RE PROBABLY ALL HAVING THESE SAME ATTENDANCE ISSUES IF THEY'VE ALL MOVED TO THE LATE START TIME, I WOULD ASSUME.
BATTLEGROUND I DON'T THINK HAS, IF I'M REMEMBERING RIGHT.
THERE ARE TWO SCHOOLS IN OUR LEAGUE, PRAIRIE AND BATTLEGROUND.
AND BEYOND THAT, THERE'S FOUR EVERGREEN SCHOOLS, AND THEN SKYVIEW AND KELSO.
MORE TRADITIONAL START TIME HAVE YOU HEARD GROUP OF SOUPS CHATTED ABOUT THIS NOT VERY MUCH NOT VERY MUCH UM IT HASN'T COME UP IT'S COME UP BUT NOT YOU KNOW NOTHING YOU KNOW TO WHERE'S CHANGES BEING MADE RIGHT NOW AT THAT LEVEL I THINK WE KIND OF DEPEND ON ATHLETICS AND AND ALSO IF SO MANY DISTRICTS RIGHT NOW ARE UNDER SUCH FINANCIAL CONSTRAINTS UM AND YOU KNOW THESE TRANSPORTATION CHANGES TO YOUR POINT COST RIGHT SO IT'S RELATIVE TO THE SIZE OF THE DISTRICT SO IF IF THE BOARD WERE TO SAY HEY WE WANT TO DIG INTO THIS DEEPER IT'S PROBABLY OUR FIRST OUR FIRST MOVE IS TO LOOK AT TRANSPORTATION COSTS RIGHT SO SO BACK IN 2015 AND 2016 THE ATTENDANCE WAS GREAT WAS IT JUST THE WAY THAT WE WERE MEASURING IT IS THAT THE DIFFERENCE I MEAN IT WAS LIKE 94 AND 92 WELL THERE'S SOME OTHER THINGS PROBABLY THAT OCCURRED AND I'M WE ARE HAVING DIFFICULTY TRYING TO FIGURE OUT WHEN THIS SPECIFIC CHANGE OCCURRED.
WE USED TO NOT ALLOW STUDENTS MORE THAN 12 ABSENCES PER CLASS PERIOD OR YOU WOULD NOT GET CREDIT FOR THE CLASS.
THAT WAS DEEMED ILLEGAL AND SO THEN WE HAD TO GET RID OF THAT AND KIDS CAUGHT WIND OF THAT AND SO WE'RE NOT SURE, I DON'T KNOW, MAYBE DEREK CAN SPEAK TO THAT, WE'RE NOT SURE WHEN THAT THAT CHANGE OCCURRED.
SO THAT WAS REALLY HIGH ATTENDANCE AND IT'S KIND OF TRICKLED DOWN EVER SINCE.
BUT ONE WOULD THINK THAT WITH THE LATER START CHANGE WE WOULD HAVE SEEN AN IMPROVEMENT DURING FIRST PERIOD, AND WE JUST HAVEN'T SEEN THAT.
KIDS ARE STILL COMING TO SCHOOL LATE, REALLY LATE FIRST PERIOD, AND WE WERE HOPING WITH THIS NEW START CHANGE THAT YOU CAN SLEEP IN.
YOUR BODIES ARE WANTING TO SLEEP IN, AND WE'RE GIVING YOU THIS OPPORTUNITY, SO NOW YOU CAN GET HERE ON TIME.
BUT THERE'S A LITTLE THING CALLED SOCIAL MEDIA AND VIDEO GAMES.
I MEAN, I WORK AT A SCHOOL THAT HAS NO SPORTS AND WE SEE THE SAME THING.
AND I THINK POST-COVID, TOO, THERE'S SORT OF THIS DIFFERENT MENTALITY.
THAT'S EXACTLY WHAT I WAS GOING TO SAY.
THE OPTIONAL ATTENDANCE AT SCHOOL AND WHEN YOU SHOW UP AND IF YOU SHOW UP WITH THE DUTCH BROS OR A STARBUCKS.
AND I MEAN, IT SEEMS LIKE THERE'S THIS WHOLE MENTALITY HAS SWITCHED ABOUT.
I HAD A GIRL STROLL IN, YOU KNOW, TWO MINUTES BEFORE AN AP EXAM STARTED TODAY.
JUST LIKE SHRUG, I'M HERE, YOU KNOW, LUCKY FOR YOU.
I MEAN, SO THERE'S THAT GOING ALONG WITH IT, RIGHT, I THINK, AND IT'S JUST EXACERBATED BY THEN.
NOW THEY'RE MISSING CLASS AT THE END OF THE SCHOOL DAY.
JUST FYI, SKYVIEW, IT LOOKS LIKE THEY START AT 8:35 AND DISMISS AT 3:10.
I MEAN, JUST A THOUGHT, AND I'M SURE THIS MAY BE A LOT, BUT IN THE MEANTIME.
YOU KNOW HOW LIKE COLLEGE SPORTS THERE'S A LITTLE BIT OF EXTRA HELP OR A LITTLE BIT MORE COORDINATION WITH THE TEACHERS, WITH KIDS THAT ARE IN EXTRA ACTIVITIES OR SPORTS, LIKE JUST A LITTLE BIT OF, LIKE BECAUSE SOME OF THE THINGS THAT YOU MENTIONED WERE LIKE THE ANXIETY, RIGHT, AND BEING WORRIED ABOUT THEM MISSING THEIR CLASSES AND THEN HAVING TO GO TO THE SPORTS ACTIVITY OR WHATEVER ACTIVITY IT IS.
I MEAN, CAN THERE BE A LITTLE BIT MORE COORDINATION? SO, YEAH.
I JUST WANT TO SPEAK TO THAT QUICKLY.
SO WE'VE IMPLEMENTED WHAT WE CALL SST.
SO IT IS TIME DURING THE DAY WHERE STUDENTS CAN COME AND MEET WITH TEACHERS.
AND STUDENTS ARE COMING TO SPEAK WITH TEACHERS.
WE'RE MAKING SURE STUDENTS ARE COMING TO TALK TO US.
IF THEY'VE GOT QUESTIONS, THEY CAN COME.
SO THAT'S BEEN PART OF THE PROGRAM.
I STILL THINK THAT THERE'S JUST A LOT OF CONCERN.
IT'S HARD TO UNDERSTAND WHAT'S GOING ON WHEN YOU'RE MISSING AN ENTIRE CLASS PERIOD.
SO IT'S ONE THING WE CAN TRY AND...
HELP THEM KEEP UP OR THIS IS WHAT YOU MISSED BUT WHEN YOU MISS A WHOLE CLASS PERIOD OR TWO AND I GUESS I ALSO WONDER LIKE YOU KNOW ARE THERE ALL ALL TEACHERS ON BOARD WITH THE SAME STRATEGY OR PRINCIPLE TO DEAL WITH PEOPLE THAT ARE DOING EXTRACURRICULAR ACTIVITY RIGHT THEY MAY BE A TEACHER THAT'S MORE FLEXIBLE OR UNDERSTANDING SO LIKE THAT STUDENT MAY NOT FEEL THE IMPACT OF YOU THE SPORT AND HAVING TO GET THEIR WORK DONE.
WHEREAS ANOTHER TEACHER MIGHT BE LIKE, NO THIS IS THE RULE NO MATTER WHETHER YOU'RE IN SPORT OR WHETHER YOU'RE MISSING A CLASS OR LEAVING EARLY I STILL EXPECT YOUR WORK YOU KNOW WHEN YOU RETURN.
LIKE I WONDER IF THERE'S SOME INCONSISTENCY IN THAT FOR ONE STUDENT TO SAY I'M NOT SO WORRIED AND
[00:40:01]
FOR ANOTHER STUDENT TO BE LIKE WELL NO I AM COMPLETELY STRESSED OUT.I WILL SAY WE, I WISH I HAD THE EXACT NUMBER, BUT WE DID ASK STUDENTS ON THAT SURVEY HOW THEY FELT LIKE TEACHERS PROVIDED ADDITIONAL SUPPORT.
AND I MEAN, MANY, MOST SAID THAT THEY FEEL LIKE TEACHERS ARE VERY UNDERSTANDING AND HELPFUL WHEN THEY'RE GONE FOR ATHLETICS OR ACTIVITIES.
SO WE DID SEE, LIKE, CAPTURE THAT, THAT KIDS AREN'T FEELING LEFT OUT BECAUSE...
THEY'RE MISSING A CLASS PERIOD.
I THINK, I MEAN, AS A COACH, I THINK KIDS STRESS ABOUT BEING GONE.
AND THEN IF YOU ARE, IF YOU'RE AN ATHLETE THAT HAS THREE MEETS THAT WEEK, THAT'S THREE FIFTH AND SIXTH PERIOD CLASSES, YOU'RE POTENTIALLY GONE.
AND THAT'S A LOT OF WORK FOR KIDS TO MAKE UP.
THAT'S A LOT OF MISSED CLASS TIME.
AND I DO THINK IT DEPENDS ON WHAT'S GOING ON IN THAT CLASS PERIOD.
ONLY 27 STUDENTS SAID THAT TEACHERS, THEY DON'T FEEL SUPPORTED BY TEACHERS IN CATCHING UP WORK.
238 SAID FOUR, THEY STRONGLY AGREE THAT TEACHERS ARE VERY SUPPORTIVE.
AND 131 SAID FIVE, THAT THEY FEEL HIGHLY SUPPORTED BY TEACHERS IN TERMS OF GETTING CAUGHT UP ON MISSING WORK.
BECAUSE THERE ARE CLASSES WHERE PARTICIPATION IS A HUGE PART OF YOUR...
GRADE, RIGHT? AND IF YOU'RE NOT THERE, YOU'RE NOT PARTICIPATING, SO THEREFORE YOU'RE GOING TO SUFFER.
SO THAT DOESN'T ALLOW FOR A KID TO TAKE PART IN, YOU KNOW, AN EXTRACURRICULAR ACTIVITY OR LEAVE SCHOOL EARLY OR WHATEVER.
AND I KNOW, LIKE, YOU KNOW, THEY HAVE TO BE, I GUESS, PUT SOME STRATEGY TO WHETHER THAT PARTICIPATION REQUIRED CLASS IS GOING TO BE THEIR THIRD PERIOD AND NOT THEIR FIFTH OR SIXTH PERIOD.
BUT THAT'S A LOT OF THINKING, TOO, AND TRYING TO FIGURE CLASSES OUT.
SO TRYING TO FIND A WAY TO WORK WITH THIS WHILE WE THINK ABOUT CHANGING IN TIME.
AND DO YOU GUYS HAVE A PROPOSAL? ARE YOU THINKING WE WANT TO GO BACK TO HOW IT WAS OR JUST LOOK AT DIFFERENT OPTIONS AND SEE? BECAUSE THERE'S DEFINITELY THE SCIENCE ABOUT, YEAH, IT'S GREAT IF THEY CAN GET MORE SLEEP.
BUT IF THEY'RE NOT GETTING MORE SLEEP, YOU STILL, BUT SOME PEOPLE ARE GETTING MORE SLEEP.
BUT, YOU KNOW, IT'S HARD TO MEASURE THAT, RIGHT? LIKE, YEAH, IT'S LIKE...
I KNOW WE KIND OF LOOKED LIKE, WHAT WOULD IT CHANGE? IF WE CHANGED IT, I THINK IT WAS BACK TO WHATEVER, SO PRIOR.
IT'S LIKE WE START ONE HOUR EARLIER, GET OUT ONE HOUR EARLIER.
WE DID A BELL SCHEDULE WHERE EVERYTHING WAS SHIFTED BACKWARD AN HOUR.
I THINK IT WAS VERY CLOSE TO WHAT WE HAD BEFORE WE MADE THE SWITCH.
I JUST WANT TO ACKNOWLEDGE ALL THE WORK YOU GUYS PUT INTO THIS.
THE DETAIL AND THE INTERVIEWING OF ALL DIFFERENT PEOPLE AND LIKE NEXT STEPS YOU GAVE IT'S LIKE YOU WERE TALKING ABOUT UM THE CHALLENGES THAT THE DISTRICT WOULD HAVE AND THE FINANCIAL COSTS AND AND FOR THE STUDENTS SO I REALLY APPRECIATE THAT YOU GUYS DUG IN AND GOT AS MUCH DATA AS YOU COULD SO THANK YOU GUYS FOR DOING THAT BECAUSE I HAVE HEARD A LITTLE BIT ABOUT THIS UM I THINK I I'M ALSO CURIOUS IF WE SWITCH BACK LIKE I WOULD LIKE SOME OF THIS INFORMATION FROM LIKE WHAT ARE THE ELEMENTARY SCHOOL STUDENTS THINK ABOUT LIKE YOU GUYS I KNOW I DON'T EXPECT YOU BUT LIKE YOU IF THE ELEMENTARY SCHOOLS WOULD COME AND SAY, HEY, THIS HAS REALLY HELPED US AND OUR ATTENDANCE IS HERE, OR THIS HAS NOT HELPED US EITHER.
AND SO THAT WOULD REALLY HELP LIKE EITHER OUR CITIZENS ADVISORY COMMITTEE OR US AS A BOARD KIND OF GATHER.
AND HOW ARE THE MIDDLE SCHOOLS LIKING IT, RIGHT? BECAUSE WE WANT TO DO WHAT'S BEST FOR ALL STUDENTS.
AND IT SEEMS LIKE THE CRUX OF THIS WHOLE THING IS TRANSPORTATION, RIGHT? IF WE HAD BUSES, KIDS WOULDN'T HAVE TO BE MISSING.
ALL THIS CLASS, RIGHT? IS THAT RIGHT? DO WE GET THEM THERE EARLIER THAN THEY NEED TO BE THERE BECAUSE OUR BUSES NEED TO GET BACK? IT'S BOTH THOSE THINGS.
I THINK AT TIMES THAT IS THE PROBLEM.
AT OTHER TIMES IT'S AN EVENT THAT STARTS AT DAYLIGHT.
SO I THINK THERE'S A NUMBER OF LAYERS, BUT YES, TRANSPORTATION AND WHEN DRIVERS CAN GO.
AND I FEEL BAD FOR THE WAREHOUSE BECAUSE WE'RE CONSTANTLY PULLING PEOPLE OUT OF THE WAREHOUSE.
BUT THAT WOULDN'T, IT SOUNDS LIKE THAT WOULDN'T SOLVE IT 100% THOUGH.
NOT 100%, AND THAT'S WHERE I THINK WE HAVE TO REALLY LOOK AT WHAT DOES THIS LOOK LIKE FOR EVERYONE AND THE WHOLE DISTRICT.
AND WHERE CAN WE MAKE THIS WORK TO OUR ADVANTAGE? AND LIKE NO, YOU KNOW, I DON'T KNOW, BY SEASON AND BY SPORT, LIKE WHERE'S THE SWEET SPOT, RIGHT? I MEAN, I DON'T KNOW.
IT SEEMS LIKE WHEN I WAS IN SCHOOL, FOR AWAY GAMES, YOU'RE GOING TO MISS SOME CLASS, RIGHT? WE DIDN'T GO ANYWHERE.
WELL, YEAH, MAYBE WE DID GO AS FAR AS SOMEWHERE LIKE THE DISTANCE OF LONGVIEW.
[00:45:01]
SO THAT'S INEVITABLE, BUT THEN IT DEPENDS.LIKE IF THAT'S TWO CLASS PERIODS A DAY RATHER THAN, LIKE YOU SAID, MAYBE YOU NEED TO LEAVE 15 MINUTES EARLY TO GET TO THAT.
THAT'S YOU KNOW AT LEAST YOU GET THAT TO THE CLASS YOU GET THE ASSIGNMENT HOME MEET YEAH IS MISSING YEAH THAT THAT ONE I CAN SPEAK TO YOU BECAUSE WE'RE DEALING WITH DAYLIGHT AND THROWS EVENTS AND THINGS LIKE THAT ESPECIALLY BEFORE SPRING BREAK AND THERE'S ALSO SOPS IN THE LEAGUE THAT SAY WHEN EVENTS START AND SO THOSE ARE CONVERSATIONS WE'RE ENGAGED IN AS A LEAGUE AFTER SPRING BREAK TO TRY TO PUSH BUT WE DON'T HAVE THE VOTES RIGHT NOW TO MAKE THAT HAPPEN.
AND SO RIGHT NOW WE'RE LOCKED INTO THESE START TIMES FOR EVENTS THAT THEN REQUIRE US TO GET KIDS OUT OF SCHOOL FOR A MEET THAT'S HAPPENING.
BUT IF THERE WAS A MEET THAT WAS HAPPENING IN A LIGHTED STADIUM OR WE HAD LIGHTS, THAT WOULD ALLEVIATE THAT? IF THE OTHER SCHOOLS WOULD AGREE TO THE START TIME.
OKAY, WHICH IS BASED ON DAYLIGHT? DAYLIGHT AND, FOR THEM, TRANSPORTATION POTENTIALLY.
NEGOTIATED CONTRACTS WITH COACHES AND WHEN THEY WANT TO BE DONE SO SO CAN I JUST CAN I JUST FOR CLARIFICATION THEN STEVEN YOUR SO WHAT YOU'RE SAYING IS THAT YOU OR OR OUR OUR ATHLETIC PROGRAM IS ADVOCATING AT THE DISTRICT LEVEL TO CHANGE THESE START TIMES BUT THE OTHER DISTRICTS ARE HOLDING ARE HOLDING THE MAJORITY OF THE OTHER DISTRICTS ARE HOLDING OUT ON IS THAT WHAT YOU'RE SAYING THE TWO THAT WE'RE GETTING SOME TRACTION ON RIGHT NOW THAT WE TALKED ABOUT LAST YEAR WAS TENNIS BASEBALL SOFTBALL.
RIGHT NOW START TENNIS AT 03:30, BASEBALL AT 4:30.
THOSE ARE REALLY EARLY START TIMES, ESPECIALLY WHEN NOW EVERGREEN SCHOOL DISTRICT HAS LIGHTS ON ALL OF THEIR BASEBALL AND SOFTBALL FIELDS.
WE'RE GOING TO BE CONSTRAINED BY DAYLIGHT IN THAT SPORT.
BUT WHEN WE GO TO THEIR SCHOOLS, WHY ARE WE BEING CONSTRAINED BY DAYLIGHT WHEN WE'RE ACTUALLY PLAYING LATER? THINGS LIKE THAT.
AND IT DOES GET INTO CONTRACTS AND THINGS LIKE THAT WITH COACHES AND WHEN EVENTS ARE ENDING.
AND A CHANGE TO THAT WOULD CAUSE THEM TO HAVE TO GO BACK TO THE TABLE ON SOME THINGS.
LOTS OF MOVING PARTS OR PLAYERS JUST YOU KNOW WE'RE FACTORING IN YEAH ALL OF THESE DIFFERENT CLUBS WHERE KIDS ARE PULLED OR MISSED FOR A COMPETITION SOME TYPE OF TRAVEL EVENT SO UM YEAH YEAH I I I'M SORRY I DIDN'T MEAN TO SKIP OVER YOU YOU CAN GO UM I I'M CURIOUS BECAUSE I I TEACH AT A SCHOOL WHERE WE'RE A NIGHT WE'RE A 9 TO 3 30 DAY AND SO I SEE I SEE A LOT OF THIS TOO UM ONE OF THE THINGS THAT I KNOW THAT WE DID AT OUR SCHOOL WAS KIND OF EVALUATE THE TRANSPORTATION TIMES.
SO LIKE, DO YOU REALLY NEED, LIKE FOR US IN HAWKINSON, DO YOU REALLY NEED AN HOUR AND A HALF TO GET TO THE CENTER? SO KIND OF MAYBE BEING A LITTLE MORE EFFICIENT THERE.
IT SHAVES A COUPLE OF MINUTES OFF, BUT IT DOES.
I WOULD BE INTERESTED IN SEEING, AND PLEASE COUCH THIS COMMENT IN.
I SO APPRECIATE, LIKE WHAT TRACY SAID, ALL THE WORK THAT YOU DID HERE.
I THINK A DATA POINT THAT I WOULD BE INTERESTED IN SEEING.
IS, ARE THERE MORE D'S AND F'S IN FIFTH AND SIXTH PERIODS THAN THERE ARE IN OTHER DAYS? OR COULD YOU, AND MAYBE, YOU KNOW, WE'RE GETTING TOWARDS THE END OF SECOND SEMESTER, SO MAYBE AT THE END OF THE YEAR WE COULD JUST PULL THAT KIND OF STUFF.
I DON'T KNOW IF THAT'S POSSIBLE.
OR IF WE COULD EVEN, YOU KNOW, EVEN DRILL DOWN EVEN DEEPER AND BE LIKE, WHAT ARE KIND OF LIKE THE GPAS PER EACH PERIOD KIND OF THING, IF THAT MAKES ANY SENSE.
I THINK LOOKING AT D'S AND F'S, THOUGH, FOR FIFTH AND SIXTH PERIOD, IF THAT IS, IF THAT'S SOMETHING THAT REALLY STANDS OUT, LIKE KIDS THAT HAVE THESE AND THAT LIKE THERE'S MORE IN THOSE PERIODS THAT TO ME SAYS OKAY MAYBE THAT'S SOMETHING THAT WE NEED TO WE NEED TO BE LOOKING AT YEAH BUT ALSO THOSE KIDS TO MAINTAIN THEIR ELIGIBILITY THEY'RE GOING TO BE PULLING YOU KNOW BURNING PULLING ALL-NIGHTERS TO GET THEIR WORK DONE BECAUSE YOU CAN'T GET F'S AND STILL BE ELIGIBLE YEAH SO YEAH THAT GOES TO LIKE OH YEAH OR OR FIRST PERIOD THEN.
FOLLOW THE CLOCK AROUND TO THE NEXT.
YEAH, FOLLOW THE CLOCK AROUND.
I THINK IT'S IMPORTANT TO RECOGNIZE HOW THE STUDENT IS.
WE ALWAYS TALK ABOUT SOCIAL-EMOTIONAL, AND WE ASK, HOW IS THIS IMPACTING YOU? AND GIVE LIP SERVICE TO SOCIAL-EMOTIONAL.
TEXTING BACK THERE WITH OUR TEST COACHES BECAUSE THEY HAVE A GIRL WHO QUALIFIED FOR BI-DISTRICT.
SHE DOESN'T WANT TO GO TO BI-DISTRICT BECAUSE OF HER MATH TEST.
I'LL MOVE IT TO A DIFFERENT DAY.
BUT FOR HER, SHE NEEDS TO BE THERE.
SHE NEEDS TO TAKE THAT MATH TEST.
AND THAT PRESSURE SHE'S PUTTING ON HERSELF FOR THAT IS SOMEWHAT WHAT COMES TO THE POINT.
[00:50:01]
STUDENTS.I WANT TO MAKE SURE IT SOUNDS LIKE OUR TEACHERS ARE BEING FLEXIBLE, ARE OUR COACHES BEING FLEXIBLE.
I HAVE THE SAME THING WITH KIDS, YOU KNOW, TAKING AP CLASSES AND LIKE, WELL, I'VE GOT A SOFTBALL GAME.
WELL, CAN YOU BE LATE TO IT? CAN YOU, YOU KNOW, WHATEVER, INSTEAD OF MISSING YOUR AP EXAM.
AND SO OUR, LIKE, I APPLAUD THAT STUDENT FOR WANTING TO TAKE THEIR MATH CLASS, MATH TEST.
MOTHER OF PAST ATHLETES I GET IT TOO THAT IT'S JUST LIKE OH MY GOD I'M GONNA LET MY TEAM DOWN AND IT YOU KNOW THERE'S ALL THAT PRESSURE BUT I HOPE THAT OUR COACHES ARE ALSO YOU KNOW THESE ARE HIGH ACHIEVING STUDENTS AND YOU KNOW WHETHER IT'S LIKE DO WE HAVE WI-FI ON OUR BUSES FOR THE KIDS TO BE WORKING WHILE THEY'RE ALL THE BUSES ARE LIKE LITTLE FIXES LIKE THAT THAT THEY CAN AND I KNOW WITH TRACK MEETS THERE'S A TON OF DOWNTIME BETWEEN YOUR EVENTS YOU KNOW DO WE HAVE YOU KNOW, CAN THE KIDS SIT UP IN THE STANDS? YOU KNOW, ARE WE DOING WHAT WE CAN FOR THESE KIDS, KNOWING THE STRESS THAT THEY'RE UNDER, BECAUSE THEY'RE GETTING PULLED FROM BOTH SIDES, RIGHT? I MEAN, THOSE ARE JUST LITTLE THINGS.
I FEEL LIKE, YOU KNOW, IT'S KIND OF WHACK-A-MOLE, RIGHT? SO WE MOVE THE SCHOOL START TIME EARLIER, AND THEN KIDS ARE STILL MISSING FIRST PERIOD.
MORE KIDS MISS FIRST PERIOD THAN OUR ATHLETES.
ACTIVITY, YOU KNOW, I DON'T KNOW.
WE DON'T HAVE THE DATA FOR THAT BECAUSE WE HAVE NEVER HAD THAT SCHEDULE IN THIS DAY AND TIME.
BUT IT'D BE INTERESTING TO DO SOME MORE SURVEYING ON OPTIONS AND, YOU KNOW, FOR THOSE KIDS WHO ARE MISSING.
AND WHAT WOULD IT LOOK LIKE? WHAT WOULD BE IDEAL? HOW MUCH SLEEP DO YOU GET? WHEN DO YOU GO TO BED? YOU KNOW, I...
LIKE I SAID, WORKING AT A SCHOOL THAT HAS NO SPORTS, I MEAN, WE HAVE SOME KIDS INVOLVED IN SPORTS AT THEIR HOME HIGH SCHOOLS, BUT, I MEAN, OUR LINE OUT THE DOOR AFTER THE BELL RINGS OF THESE KIDS THAT ARE LATE, THEY NEED A PASS, IS, YOU KNOW, ASTOUNDING.
BECAUSE I WASN'T THINKING ABOUT THE GRADES AS MUCH.
MAYBE I'M APPLYING MYSELF TO MY KIDS.
I TELL THEM I DON'T CARE ABOUT YOUR GRADES.
I CARE ABOUT YOUR LEARNING AND YOUR WELLNESS, RIGHT? SO I APPRECIATED THAT.
IF YOU COULD GO BACK TO JUST MAYBE 16, SLIDE 16, THE ONE WHERE YOU'VE GOT YOUR CURVE, MISUNDERSTANDING OF MATERIAL ONE.
SO AS I LOOKED AT ALL THE DATA, MY QUESTION KEPT GOING TO, IS THIS DATA UNIQUE, NOT KNOWING THE FULL STUDENT POPULATION, SINCE WE ONLY SELECTED THOSE THAT HAD ACTIVITIES, RIGHT? SO FIRST THING WHEN I LOOKED AT ALL THE DATA IS, HOW DOES IT MATCH UP? BECAUSE IF THIS MATCHES EXACTLY THE SAME AS ALL STUDENTS, IT WOULD SAY, IF I'M SICK, I GO TO THE ORTHODONTIST.
IF THE NUMBERS ARE THE SAME, THE DISTRIBUTION IS THE SAME, THEN IT'S NOT AS MUCH OF AN ACTIVITY AS IT IS.
MY QUESTION IS, HAVE WE EVER POLLED OUR STUDENTS ON KIND OF THEIR EVENING ROUTINE, RIGHT? I KNOW THERE'S A BIG LOOK.
SO THE DATA THAT'S LOOKED AT POST-COVID OR LOOKED AT HOW STUDENTS NEED SLEEP HAS ALSO LOOKED HEAVILY AT NIGHTTIME BEHAVIORS.
SOME DISTRICTS HAVE SAID, WE CAN'T CHANGE OUR START TIMES.
WE CAN'T CHANGE WHAT STUDENTS LOOK AT.
BUT WE CAN CHANGE HOW MUCH WE GIVE THEM IN THE EVENING, RIGHT? OR WE CAN LIMIT, SOME DISTRICTS HAVE GONE TO LIMIT THE NUMBER OF AP COURSES STUDENTS CAN TAKE.
SO IT'S NOT, THEY'RE NOT OVERSTRESSED.
THEY SAY, WE'RE GOING TO CAP WHAT YOU CAN HAVE IN THE EVENING SO WE DON'T OVERWHELM YOU.
SO WHEN I HEAR OUR STUDENT ATHLETES, I'M GOING TO TALK TO SOME THAT ARE ON ROBOTICS.
THEY'RE UP UNTIL 10 DOING THE ROBOT STUFF, AND THEN THEY GO BACK AND THEY DO HOMEWORK UNTIL 2 A.M.
AND IT'S LIKE, WELL, DO WE REDUCE, DO WE MAKE AN EFFORT TO REDUCE? THEIR EVENING WORKLOAD OR GIVE GUIDANCE.
I KNOW SOME DISTRICTS HAVE GONE SO FAR TO SUGGEST TO STUDENTS, LIKE, PUT YOUR DEVICES DOWN AT 9 O'CLOCK SO THAT YOU CAN ACTUALLY GET TO BED ON TIME.
LIKE, DO THEY DO IT? WHO KNOWS? BUT YOU SET THE ENVIRONMENT.
JUST LIKE PARENTS, YOU SET THE ENVIRONMENT, SAY.
SO I GUESS THAT'S MY QUESTION.
DO YOU THINK THAT THERE'S ROOM TO GET THE FULL STUDENT POPULATION DATA TO SEE, LIKE, WHERE THE REAL...
IF WE SEE THAT STUDENT ATHLETES, THOSE THAT LEAVE EARLY, THEIR NUMBERS ARE WAY HIGHER.
IF IT'S EXACTLY THE SAME, THEN IT'S THE QUESTION, SHOULD WE FIND A WAY TO REDUCE THEIR EVENING WORKLOAD? OR HOW DID I WORD IT HERE? IT WAS THEIR CUMULATIVE NIGHTLY WORKLOAD FOR STUDENTS AND FIND OUT WHAT WE CAN DO TO LIMIT THAT IMPACT.
I MEAN, IF YOU LEAVE EARLY, YEAH, YOU'RE GOING TO BE UP LATER DOING WORK.
BUT IS THAT SOMETHING TO LOOK AT? BECAUSE I JUST WONDER WHAT THE TOTAL STUDENT POPULATION LOOKS LIKE.
AND MAYBE THAT'S WHAT WE SHOULD DO IS GATHER THAT DATA, AND THEN IT WOULD SUPPORT THE POSITION.
MAKE SURE YOU'RE DOING IT AND REALLY LOOK A LOT OF FAMILY RIGHT.
YEAH, WHETHER YOU MAKE IT A, I MEAN, I'M NOT SAYING PEOPLE WANT THAT.
I'M JUST, I'M JUST WONDERING IF
[00:55:01]
WE LOOK AT THE TOTAL KIND OF NIGHTLY CUMULATIVE WORK THAT STUDENTS HAVE, AND THEN IF WE DETERMINE THAT, HEY, WE'VE GOT STUDENTS TAKING AP, AND THEY'RE IN SPORTS, AND WE KNOW HOW MUCH TIME THEY'RE MISSING, AND THEN THEY'RE UNDER STRESS.IF IT'S DIFFERENT FROM THE REST OF THE POPULATION, WE SHOULD DO SOMETHING, LIKE SHIFTING THE TIME ISN'T GOING TO REALLY HELP, BECAUSE THERE'S STILL THE SAME AMOUNT OF SLEEP TIME, SAME AMOUNT OF CLASS TIME, SAME AMOUNT OF ATHLETICS OR ACTIVITIES AND THEN THERE'S WE'RE JUST SHIFTING THE PROBLEM LIKE THE START TIME WOULDN'T CHANGE IT IF WE KNOW THAT THEIR CUMULATIVE NIGHTLY WORKLOAD IS THE PROBLEM FOR THE STRESS RIGHT I KNOW THAT THEY FEEL SUPPORTED IN SST WHICH IS GREAT WE'VE HEARD THAT WHEN WE WENT AND TALKED TO THE STUDENTS BUT IF THEIR CUMULATIVE NIGHTLY WORKLOAD IS THE PROBLEM THEN WHAT DO WE DO WITH THAT THAT'S THE ONLY THING WE CAN CONTROL RIGHT WE CAN'T SHIFTING THE TIME DOESN'T CHANGE ANYTHING ELSE RIGHT IT WOULD CHANGE HOW MUCH CLASS TIME THEY MISS TO GET TO THESE SPORTING EVENTS.
IT DOESN'T CHANGE THEIR TIME OF SLEEP, THEIR TIME OF WORK, THEIR TIME OF ATHLETICS.
IT JUST MAKES IT SO WE CAN SAY, WELL, THEY'RE IN CLASS MORE.
BUT BEING IN CLASS MORE, THAT'S NOT THE PROBLEM.
HAVING LOOKED AT THE DATA AND COLLECTED IT AND DONE ALL THIS WORK, WHAT STICKS OUT TO YOU AS, LIKE, OKAY, THIS IS THE SOLUTION? IF YOU COULD MAGICALLY MAKE SOMETHING DIFFERENT AND FIX THIS, WHAT WOULD THAT BE? YEAH.
FOR ME, THE SHEER NUMBER OF STUDENTS IN CLASS IS A HUGE DIFFERENCE.
THERE ARE TIMES WHERE IT'S GONE.
IT'S CHANGED WHAT I'VE BEEN THINKING.
FOR ME, I ALSO KNOW IT'S FOR STUDENTS WHO WORK AFTER SCHOOL, AND THEY'VE GOT TO GET TO THEIR JOB.
WE DIDN'T REALLY SEE SO MUCH OF THAT.
WE'RE SUPPOSED TO BE GETTING KIDS READY FOR THE WORK WORLD.
BOY, I WOULD LOVE TO SLEEP IN AT 7 A.M.
BECAUSE, I MEAN, I DO THINK THAT IT'S A LOT OF THINGS INVOLVED IN JUST THE CHANGE IN TIME.
BUT, I MEAN, I WOULD HAVE SAID THAT, OKAY, LET'S CHANGE THE TIME TOO.
BUT THEN NOW, YOU KNOW, I'M NOTICING THAT THERE IS A LOT MORE, THE PRESSURE, THE ACADEMICS WANT TO SUPPORT THEM TO DO FIVE AP CLASSES IF THEY WANT TO, YOU KNOW, TAKE FIVE AP CLASSES.
MEETING THEIR SOCIAL EMOTIONAL NEEDS.
AND THE FACT THAT YOU SAID, YOU KNOW, THAT INDIVIDUAL WAS ALLOWING HER TO TAKE THE TEST LATER.
OF COURSE YOU KNOW SHE HAS TO BE OKAY WITH THAT, BUT, LIKE, THAT'S THE THING.
LIKE, THOSE ARE THE THINGS THAT I THINK ARE IMPORTANT SO THEY CAN KIND OF HAVE THE CAKE AND EAT IT TOO.
BUT I DO LOVE THE RESEARCH AND THEN THE THINGS THAT YOU'VE PUT INTO THIS.
I JUST, MY QUESTION, IF WE SHIFTED AN HOUR EARLIER, IT DOESN'T CHANGE ANYTHING ELSE.
THE ATHLETICS STILL START AT THE SAME TIME.
THEIR NIGHTLY WORKLOAD'S AT THE SAME TIME.
IF ANYTHING, THEY'RE, THERE'S.
STILL GOING TO GO TO BED LATER, HAVE TO GET UP EARLIER, AND THEN WHAT DOES THAT DO IN THEIR IMPACT AT THEIR SCHOOL PERFORMANCE IF THEY'RE MISSING? FOR THAT, I'M HOPING THAT IF THAT TIME DOES CHANGE OR IF THAT HELPS, THAT WE DON'T IGNORE ALL THE OTHER FACTORS.
I WOULD LOVE TO SEE SOME WORK ON THAT.
I'D ALSO JUST SAY THAT PRACTICES ARE GETTING OVER LATER AND LATER BECAUSE WE HAVE A LATER START TIME, RIGHT? SO EVERY DAY, A KID WHO'S IN AN ACTIVITY AFTER SCHOOL IS DONE AN HOUR EARLIER IF WE MOVE UP START TIMES BECAUSE PRACTICES WOULD START AT THE SAME TIME.
THERE'S A BIG QUESTION THAT ALSO NEEDS TO GET ANSWERED.
WHEN WE HAVE THESE CONVERSATIONS, MY WIFE, WHO WORKS AT DISCOVERY, HER FIRST QUESTION IS, ARE WE GOING TO? LIKE, WOULD THAT BE SOMETHING WE WOULD SHIFT? AND SO I THINK THOSE RAMIFICATIONS OF, LIKE, OUR PROGRAMS ARE OPEN TO ALL STUDENTS, AND WE WANT TO MAKE SURE THAT ALL STUDENTS CAN HAVE ACCESS TO THOSE PROGRAMS. SO THIS IS A BIGGER CONVERSATION.
I HEAR YOU THERE BECAUSE THE SCHOOL I WORK AT, AGAIN, WE START AT 7:55 AND GET OUT AT 2:25 SO THAT OUR KIDS CAN GET ON A BUS AND BRING THEM TO THEIR NEIGHBORHOOD HIGH SCHOOL.
SO OUR DISCO KIDS WOULD PROBABLY HAVE TO BE EARLIER SO THAT THEY COULD GET TO CAMAS HIGH SCHOOL IN TIME TO DO THOSE AFTER-SCHOOL ACTIVITIES.
WOULD IT BE EVEN THAT MUCH EARLIER? SO THANK YOU.
I WOULD LOVE, I WOULD LOVE TO,
[01:00:01]
I DON'T KNOW WHAT YOU GUYS THINK, BUT LIKE BRING THIS BACK TO OUR CAC AND SAY HERE, YOU KNOW, HERE'S ALL THE DATA THAT WE DID.HERE ARE ALL THESE, THESE DATA POINTS AND MAYBE LIKE DRILL DOWN INTO SOME OF THOSE, DO A MORE EXTENSIVE SURVEY.
I WOULD WANT TO, YOU KNOW, KIND OF UNDERSTAND THE GRADES AND THE SPORTS AND THE START TIMES AND HOW MANY, YOU KNOW, I'M SURE LIKE THERE ARE WAY MORE.
TENNIS MATCHES, I WOULD THINK, ARE BASKETBALL GAMES THAN FOOTBALL GAMES, RIGHT? THERE'S ONE A WEEK.
AND SO HOW, YOU KNOW, ARE THERE DIFFERENT SOLUTIONS FOR DIFFERENT SPORTS THAT WE COULD GET THOSE KIDS BACK IN CLASS? BECAUSE, I MEAN, THEY'RE STUDENTS FIRST, RIGHT? I THINK IT'S REALLY IMPORTANT THAT THOSE KIDS ARE IN SCHOOL AND LEARNING AND ABLE TO DO.
AND PLUS THE BIGGER PICTURE OF THE KIND OF PRESSURE OUR COMMUNITY PUTS ON THESE KIDS, RIGHT? I MEAN, BEING A SCHOOL COUNSELOR AND TALKING TO COLLEGE ADMISSIONS AND EVERYTHING, IT'S LIKE, YOU DON'T NEED 18 AP CLASSES, YOU KNOW, BUT THAT'S NOT MY BABY ANGEL, YOU KNOW, YOU NEED TO GET INTO THIS SCHOOL, AND SO YOU MUST DO THESE, AND SO THERE'S A LOT OF PRESSURE.
SO I THINK IT'S VERY MULTIFACETED, AND WE ONLY CONTROL SOME OF THAT, AND SO WE SHOULD FOCUS ON WHAT WE CAN CONTROL.
AND FOR BY SPORT WOULD BE GREAT.
I DON'T KNOW HOW WE CAN DO THAT.
I MEAN, THE DECA KIDS OR THE OTHER.
AND VAMANA AND I JUST GOT OUT OF, WELL, PART OF THE STUDENT ADVISORY, AND THEY'RE LOOKING, OF COURSE, WE'RE WORKING CLOSER WITH THEM.
THEY'RE LOOKING FOR SOMETHING FOR NEXT YEAR FOR.
OTHER PROJECTS, NOT TO SPEAK FOR THE PERSONA, BUT I MEAN, THIS COULD BE ONE AREA WHERE WE DISCUSSED WITH STUDENT ADVISORY.
I KNOW YOU HAVE YOUR STUDENT ATHLETES THAT ARE LEADERS AS WELL THAT YOU COULD POLL THEM TO SAY CAN THEY, YOU KNOW, TO LOOK AT THAT.
THERE'S JUST A PART OF ME WONDERING IF POLLING ALL OF THEM IS GOING TO BE A GOOD THING.
ALL OUR STUDENTS AT THE SECONDARY LEVEL JUST TO TALK ABOUT BOTH THEIR DAY AND THEIR EVENING, WHETHER IT'S A JOB, WHETHER IT'S THE PRESSURE OF AP, WHETHER IT'S, YOU KNOW, JUST TO GET IT ALL DOWN.
BECAUSE I THINK THAT COULD INFLUENCE IT IF WE SAY WE CAN'T CHANGE TIMES.
I THINK THAT WOULD BE POWERFUL COMMUNITY DATA, TOO.
OR IT'S A STRONG REINFORCEMENT IF STUDENTS SAY THAT IF THE DATA SAYS SST IS THE ONE THING THAT BRINGS ME BACK DOWN TO FEELING LIKE I CAN KEEP THIS IN CONTROL, THAT'S IMPORTANT FOR US TO...
US TO KNOW BUT TO THE COMMUNITY TO KNOW THAT'S WHY WE HAVE THAT TIME ALL RIGHT SO MANY STUDENTS ARE DOING ACTIVITIES BUT WE DIDN'T HAVE THAT TIME WHAT WOULD THEY DO ALL RIGHT GREAT INFORMATION THANK YOU IT'S BEEN REALLY GREAT SO MUCH THANK YOU OF COURSE THIS IS VALUABLE HOPEFULLY WE CAN COME UP WITH A SOLUTION DO WE JUST, CONNIE? YEAH.
JUST BEFORE WE MOVE ON FROM THIS, CAN WE JUST KIND OF LIKE SUMMARIZE, ARE WE GOING TO COME BACK TO THIS OR ARE WE GOING TO POTENTIALLY BRING THIS TO STUDENT ADVISORY OR CITIZEN'S ADVISORY? I JUST WANT TO MAKE SURE IT'S NOT, YEAH, THAT WE HAVE SOME SORT OF AN ACTION.
OR ARE WE ASKING THEM TO FOLLOW UP AGAIN WITH US? I JUST WANT TO MAKE SURE WE'RE REALLY CLEAR AS WE'RE LEAVING HERE THAT.
OR I DON'T KNOW, I GUESS I'M ASKING THE GROUP.
I FEEL LIKE THEY'VE DONE SO MUCH WORK THAT NOW IT'S KIND OF UP TO US, RIGHT? DO WE? YEAH, I AGREE.
[01:05:01]
I THINK THEY HAVE TO DO THEIR DAY JOBS.YOU KNOW, I GUESS WHAT I'M JUST I JUST WANT TO MAKE SURE THAT THIS STAYS ON OUR RADAR AT SOME POINT TO FAULT, WHETHER THAT'S, YOU KNOW, BRINGING IT UP WITH ANOTHER ONE OF OUR COMMITTEES OR IT'S COMING BACK AT A FUTURE PLANNING SESSION OR WHATEVER.
I HEARD CAC MENTIONED, SO WE CAN GO BACK AND LOOK AT HOW THAT WAS DONE BEFORE.
AND THEN WE CAN START THAT AS OUR FALL, BECAUSE WE ALREADY HAD OUR LAST CAC FOR THE YEAR.
SO IT WOULD BE OUR VERY FIRST FALL PROJECT.
AND I'LL CONNECT EACH WITH YOU.
AND THEN, LADIES, MAYBE YOU WOULD COME TO OUR FIRST MEETING OR SECOND MEETING.
AND THEN WE CAN GET THOSE SURVEYS DONE.
I DON'T MIND, YOU KNOW, WE COULD TAKE ON SOME OF THAT.
SO, LIKE I SAID, WE DON'T KEEP TAPPING THEM.
IT'S A LOT OF WORK THAT'S ALREADY DONE TO JUST DROP IT.
SO THAT'S WHY I JUST WANT TO MAKE SURE THAT WE KEEP, WE HAVE SOME SORT OF GOAL OR SOMETHING WRITTEN DOWN SOMEWHERE WHERE WE'RE LIKE, WE'RE GOING TO FOLLOW UP WITH THIS.
SO, WHAT'S THAT? I WROTE IT DOWN.
AND THEN I THINK GOING TO THE SAC AND ASKING THE STUDENTS.
I THINK SAC IS A GREAT AVENUE, TOO.
I THINK THIS IS A GREAT EXAMPLE OF, YOU KNOW, LIKE WHEN OUR LEGISLATORS PASS A LAW THAT THEY THINK IS GOING TO BE REALLY GREAT AND HAS ALL THESE UNINTENDED CONSEQUENCES, THAT WE DON'T JUST WANT THEM TO SCRAP IT.
WE WANT THEM TO, LIKE, FIX IT, RIGHT, TWEAK IT, FIX IT.
WHAT DOES THAT LOOK LIKE RATHER THAN JUST LIKE, WELL, THAT DIDN'T WORK, YOU KNOW? AND SO YOU'VE PROVIDED A LOT OF FOUNDATION TO SAY, HEY, THIS WAS GREAT STUFF, AND THIS IS THE IMPACT.
WHAT DO WE DO? HOW DO WE FIX IT? HOW DO WE GET KIDS BACK IN CLASS? AND I MEAN, IT COULD GO WAY BIGGER THAN THAT, TOO, BUT THE IMMEDIATE NEED IS HOW DO WE, YOU KNOW, LET'S DIG IN, GET SOME MORE DATA, FIGURE OUT EXACTLY WHAT THE PROBLEM IS, AND FIX IT.
I'D LOVE TO HEAR A LITTLE BIT MORE, TOO.
AND AGAIN, THIS MIGHT BE MORE OF A PLANNING SESSION KIND OF THING, LIKE SUMMER PLANNING SESSION, BUT I'D LOVE TO JUST LEARN A LITTLE BIT MORE ABOUT TRANSPORTATION IN TERMS OF LIKE...
WHAT KIND OF WINDOWS DO WE NEED FOR, YOU KNOW, IF WE HAVE THIS MANY ROUTES AND THIS IS THE MILEAGE WE HAVE OR THE, YOU KNOW, THE SQUARE MILES WE HAVE TO COVER OR WHATEVER.
LIKE HOW MANY, BECAUSE I KNOW IT USED TO BE THAT WE COULD RUN MULTIPLE, YOU KNOW, OUR ELEMENTARY AND OUR SECONDARY ROUTES KIND OF OVERLAPPING A LITTLE BIT.
I DON'T WANT TO RELIVE SOME OF THAT.
I THINK SHERMAN HAS SOME INITIAL DATA, BUT WE'LL HAVE TO WORK WITH CHANTEL, OUR NEW TRANSPORTATION DIRECTOR.
SHE'S ALREADY DOING SOME DIGGING INTO MAKING SOME OF OUR ROUTES A LITTLE BIT MORE EFFICIENT.
SO NOW WOULDN'T BE A BAD TIME FOR US TO KIND OF RE-EXPLORE THAT, BECAUSE THERE WILL BE A PRICE TAG TO THIS, RIGHT? AND JUST MAKING SURE THAT THAT'S WHERE WE WANT TO PUT OUR DOLLARS AS WELL.
BUT AGAIN, DOLLARS SHOULD NEVER DRIVE THIS, BUT IT'S ALWAYS A FACTOR.
AND I DO THINK TO YOUR ORIGINAL QUESTION, I DO THINK THAT'S WHY SOME OF OUR LARGER DISTRICTS ARE SORT OF STAYING AWAY FROM THIS.
IT'S ONE, THAT THEY MAY NOT HAVE THE VOTES, AND TWO, THE COST RIGHT NOW.
SO, BUT IT MAY BE SOMETHING THAT WE CAN MANAGE.
IT SEEMS LIKE OUR NUMBER ONE PRIORITY SHOULD BE KIDS IN CLASSROOMS. 100%.
AND THEN THEY CAN DO THE EXTRACURRICULAR, SUPPOSED TO BE WHEN THEY'RE DONE WITH SCHOOL.
IT'S JUST, I THINK WHERE THE COST COMES IN, CONNIE, IS JUST THAT IT WOULD BE A SYSTEM-WIDE CHANGE, MOST LIKELY.
WE DID, WE LOOKED AT HOW COULD WE JUST MANEUVER SOME THINGS FOR CHS.
SO IT WOULD BE A SYSTEM-WIDE SHIFT.
YOU KNOW WE'RE UP FOR IT IF THAT'S THE BEST THING FOR KIDS SO THANK YOU THANK YOU GUYS GOOD JOB ALL RIGHT THANKS EVERYONE UM SO UM MOVING ON CONNIE MOVING ON JOHN YEAH WE HAVE KATIE HERE UM AS YOU KNOW AS WE'RE GETTING CLOSER TO THE END OF THE SCHOOL YEAR UM WE'VE BEEN TAKING A LOOK AT DATA DATA THAT'S AVAILABLE TO US WE'LL HAVE A LOT MORE UPDATES FOR YOU IN THE FALL ONCE SBAC DATA COMES IN AND WE'RE ABLE TO ACTUALLY DIG IN WITH OUR PRINCIPALS.
WE ALWAYS LIKE TO KIND OF GET THEIR THOUGHTS ON THINGS BEFORE WE PRESENT OPENLY LIKE THIS.
SO WHAT I'VE ASKED KATIE TO DO IS REALLY LOOK AT WHAT DATA IS AVAILABLE, AND SHE'S PACKAGED IT REALLY NICELY AND EFFICIENTLY FOR US.
AND THEN THIS SHOULD KIND OF OPEN UP ANOTHER CONVERSATION, PROBABLY MORE IN OUR PLANNING SESSION THIS SUMMER, ON WHAT'S OUR NEXT STEP WITH OUR STRATEGIC PLAN.
AND I KNOW KATIE AND I AND DEREK AND I, WE'VE...
WE'VE BEEN ALREADY KIND OF HAVING SOME PRELIMINARY CONVERSATIONS AROUND, OKAY, WHAT DOES THE NEXT STEP FOR STRATEGIC PLAN? IS IT A WHOLE REVAMP? IS IT JUST SOME FILL-IN? WHERE DO WE GO FROM HERE?
[01:10:01]
IS IT MORE DIGITAL? SO I'M EXCITED ABOUT THAT BECAUSE I THINK WE ARE GOING TO NEED A REFRESH.THE YEARS ARE GOING BY QUICKLY, AND WE'RE GETTING TO THAT FIFTH YEAR BEFORE YOU KNOW IT.
AND SO, KATIE, THIS IS REALLY MORE OF A JUMP START INTO THE SUMMER AND THEN INTO THE FALL.
SO I'LL TALK A LITTLE BIT ABOUT THIS DATA SET HERE IN JUST A MINUTE.
ESSENTIALLY WHAT I'VE DONE IS I'VE PUT TOGETHER KIND OF A FEEDER PATTERN OF DATA IN A LITTLE BIT OF A BITE-SIZE PACKET FOR YOU, BUT WHEN YOU LOOK AT THE DATA.
IT'S A LITTLE MORE COMPLEX THAN JUST REGULAR TEST SCORES AND THINGS.
SO I'M GOING TO DO A LITTLE BIT OF SETUP WITH YOU.
THIS IS DATA THAT WE USE AT THE SCHOOL LEVEL AND THAT THE STATE USES TO EVALUATE ALL SCHOOLS IN WASHINGTON STATE.
SO IT'S CALLED THE WASHINGTON SCHOOL IMPROVEMENT FRAMEWORK.
YOU'RE PROBABLY FAMILIAR WITH IT.
EVERY TIME WE ENGAGE WITH IT WITH PRINCIPALS, WE KIND OF REVIEW WHAT IS THIS DATA, WHERE DOES IT COME FROM, HOW CAN WE USE IT TO INFORM OUR NEXT STEPS.
SO I'M GOING TO DO A LITTLE BIT OF THAT WITH YOU, TOO.
THIS IS ALSO THE DATA THAT THE STATE USES WHEN THEY IDENTIFY THOSE SCHOOL DISTRICTS OF EXCELLENCE.
SO THE DATA IS SCHOOL-BASED DATA.
AND THEN SO IF YOU LOOK ON THE OSPI WEBSITE, YOU ACTUALLY DON'T GET COMBINED DATA FOR ALL OF OUR SCHOOLS AS A SCHOOL DISTRICT.
BUT THEY'RE CONSIDERING OUR WSIS. THAT'S WHAT WE CALL IT.
OUR WSIF DATA TO IDENTIFY US FOR THIS TYPE OF AWARD.
AND A LOT OF IT'S AROUND GROWTH AND GROWTH IN DIFFERENT VULNERABLE POPULATIONS, GROWTH IN DUAL ENROLLMENT, GROWTH IN NINTH GRADE ON TRACK, THAT KIND OF THING, TO GET THIS AWARD, WHICH WE DID GET.
SO THIS IS A CELEBRATION HERE, OBVIOUSLY.
AND THEN WE'RE GOING TO LOOK AT SOME THINGS THAT YOU MIGHT IDENTIFY AS AREAS OF GROWTH AS WELL.
I'M GOING TO GIVE YOU, I JUST PRINTED SOME, THANK YOU SIR.
TEACHERS ONLY GIVE A LITTLE BIT AT A TIME, YOU KNOW.
OKAY, SO ON THE TOP, I'LL JUST MAKE ALL THESE COME ON THE SCREEN, DOESN'T REALLY MATTER, THERE WE GO.
THE TOP PAGE IS JUST LIKE THE KEY HIGHLIGHTS OF THIS FRAMEWORK.
AND SO THEY BREAK DOWN BY STUDENT GROUP, BY DEMOGRAPHICS, ALL OF THE DIFFERENT COMPETENCY MEASURES THAT ARE ACADEMIC-BASED, SO THE DATA THAT'S COLLECTED AT THE STATE LEVEL.
SO IT'S NOT DISTRICT-GENERATED DATA.
AND THEN THEY COMBINE ALL THESE MEASURES AND GIVE US LIKE A DECILE REPORT.
SO IF YOU LOOK AT THE SECOND PAGE.
THAT HAS ALL THESE CHARTS ON IT YOU CAN SEE THAT UM LIKE FOR EXAMPLE IF YOU TAKE THE ELA PROFICIENCY MEASURE VERY FIRST ONE ON THE TOP THAT'S BASED ON THE PERCENT OF STUDENTS MEETING STANDARD IN ELA ON THE SBA OR Y AIM ASSESSMENTS AND SO IF 78 TO 100 PERCENT OF STUDENTS MEET STANDARD ON THE EITHER S BACK OR Y AIM ASSESSMENT OUR SCORE IS 10.
SO THEY DECILE OUR DATA DOES THAT MAKE SENSE? AND YOU CAN SEE THE RANGES FOR THE DIFFERENT THINGS.
SO THIS IS REALLY JUST KIND OF A REFERENCE FOR YOU BECAUSE IT'S HELPFUL TO KNOW IF WE ARE IN THE, YOU KNOW, FOURTH DECILE FOR NINTH GRADE ON TRACK, THAT MEANS THAT 60 TO 66.9% OF STUDENTS MET THE THRESHOLD FOR NINTH GRADE ON TRACK DATA.
AND THEN YOU CAN SEE ON THE FIRST ONE, TOO, YOU CAN SEE, LIKE, THE DIFFERENT MEASURES AND WHEN THEY'RE MEASURED.
I HAVE, FOR YOU, I HAVE AN ELEMENTARY, A MIDDLE, AND A HIGH SCHOOL, AND YOU WON'T SEE THE SAME SCORES FOR EVERY SCHOOL LEVEL BECAUSE OF THE DIFFERENT WAYS THEY'RE ASSESSED.
ONE OF THE REASONS THIS IS ALL, LIKE, DISAGGREGATED IN THIS WAY IS FOR EQUITY.
SO YOU'LL SEE IN THE DATA HERE IN JUST A SECOND THAT THERE IS AN ALL STUDENTS CATEGORY, AND THEN IT'S BROKEN DOWN BY RACE, BY ENGLISH LANGUAGE LEARNERS, LOW-INCOME STUDENTS WITH DISABILITIES.
AND THAT'S WHERE WE REALLY DIG IN AND GET EITHER IDENTIFIED AS NEEDING JUST FOUNDATIONAL SUPPORTS, MEANING WE HAVEN'T MET ANY LOW THRESHOLD FOR NOT SUPPORTING A STUDENT GROUP, OR SCHOOLS WILL GET IDENTIFIED AS...
SCHOOLS OF SUPPORT AND THEY'RE IN TIERS TIER ONE TWO OR THREE UM AND WE HAVE HAD SCHOOLS OVER TIME WE HAVE ONE RIGHT NOW ON THE CURRENT CYCLE THAT IS A IN A TIER ONE SUPPORT AND IT REALLY JUST IS A LITTLE BIT MORE ACCOUNTABILITY OR DOCUMENTATION ON OUR PART TO
[01:15:02]
SHOW THAT WE'RE TARGETING THOSE POPULATIONS THAT WERE IDENTIFIED AS LOW.ONE OF THE RESPONSES FOR US HAS BEEN OUR THEORY OF ACTION.
SO WHEN WE DEVELOP OUR DISTRICT THEORIES OF ACTION, WE DEVELOP THESE BASED ON NOT ONLY THE SCHOOLS THAT HAD BEEN IDENTIFIED AS NEEDING ADDITIONAL SUPPORT, BUT AROUND THIS DATA.
SO IF YOU REMEMBER, WE HAVE SOME CERTAIN POPULATIONS, BUT WE ALSO HAVE SOME AREAS, LIKE OUR SECONDARY IS AROUND NINTH GRADE ON TRACK DATA.
SO THAT WAS IN RESPONSE TO THE NEED THAT CAME UP FROM THE WASHINGTON SCHOOL IMPROVEMENT FRAMEWORK DATA.
SO THIS IS THE DATA THAT WE USE TO DRIVE OUR OWN GOALS, AND THAT SUPPORTS THE WORK THAT WE DO AROUND OUR THEORIES OF ACTION, SUPPORTS SCHOOLS THAT DO END UP AS A TIERED LEVEL OF SUPPORT, IF THAT MAKES SENSE.
THE OTHER THING THAT'S INTERESTING ABOUT THIS DATA IS IT'S ON A THREE-YEAR CYCLE.
SO WE'RE IN THE THIRD YEAR OF A CYCLE, AND AFTER THAT CYCLE IS WHEN THEY'LL RE-IDENTIFY SCHOOLS FOR SUPPORT, AND THEN IT STARTS OVER.
SO THE DATA IS ALSO, LIKE, COMBINED OVER THREE YEARS.
SO LOOKING AT ONE YEAR OF DATA ISN'T AS RELEVANT AS LOOKING AT THE WHOLE CYCLE OF DATA, IF THAT MAKES SENSE.
THE OTHER THING TO NOTE IS THAT...
THIS DATA ISN'T A RESULT OF 2024 AND 2025.
THE DATA IS A RESULT OF 2019, 2020, 2020, LIKE ALL THE WORK THAT WE DO OVER THE COURSE OF MANY YEARS.
YOU WON'T SEE THE IMPACT OF YOUR WORK FROM THIS YEAR ON NEXT YEAR'S DATA, TYPICALLY, LIKE BIG PICTURE DATA.
OKAY, SO ARE THERE ANY QUESTIONS BEFORE I HAND OVER THE DATA? YEAH.
OKAY, BECAUSE WE'RE GOING TO LOOK.
ATTENDANCE SO FOR REGULAR ATTENDANCE STUDENTS THAT LEAVE EARLY MISS A PERIOD FOR ATHLETICS DECA WHATEVER THAT THAT DOES REGULAR ATTENDANCE THAT WOULD NOT IMPACT THAT RIGHT LIKE OUR NUMBERS JUST TRYING TO HOW THEY QUALIFY REGULAR ATTENDANCE IF YOU MISS PART OF THE DAY YOU HAVE TO MISS A FULL DAY WHICH IS LIKE MORE THAN HALF A DAY OKAY TO IS MORE THAN HALF A DAY FOR IT TO BE COUNTED AS AN ABSENCE BUT TYPICALLY IF THEY'RE DISTRICT SPONSORED EVENTS THEY DON'T COUNT AGAINST YOUR YOUR ATTENDANCE.
SO IF IT'S LIKE I'M LATE, CORRECT.
I'M JUST, I KEEP THINKING ABOUT OUR STRATEGIC PLAN, OUR PRIORITIES, AND OUR PRIORITIES ARE NOT THEY HAVE TO BE IN CLASS THE ENTIRE DAY.
IT'S STUDENT OUTCOMES, RIGHT? SO I'M JUST TRYING TO BALANCE THAT BECAUSE I'M THINKING ABOUT WHAT WE JUST HEARD, WHICH IS, AGAIN, IF WE CAN JUST GET IT STARTED EARLIER, THEY'LL BE IN CLASS LONGER.
BUT THAT'S NOT OUR PRIORITY AT STUDENT OUTCOMES, RIGHT? SO I'M JUST TRYING TO BALANCE THE TWO.
LIKE, IF STUDENTS ARE GOING TO MISS CLASS ANYWAY, BUT THEY PERFORM BETTER BECAUSE WE START LATER, LIKE, HOW DO YOU JUDGE THOSE TWO? BECAUSE I KNOW PROBABLY IF WE START EARLIER, SOME STUDENTS ARE NOT GOING TO SHOW UP TO SCHOOL AT ALL, MAYBE.
I JUST WANT TO MAKE SURE ATTENDANCE IS DIFFERENT FROM WHAT WE WERE TALKING ABOUT.
AND ON THAT NOTE, TOO, ATTENDANCE IS REALLY UNIQUE IN THAT IT'S ONE OF THE STRONGEST...
DATA POINTS IMPACTED BY CULTURE.
SO THERE'S A LOT OF CULTURAL NORMS AROUND TIME, RIGHT? AND LIKE BEING ON TIME OR BEING LATE OR IT DOESN'T MATTER IF YOU'RE ON TIME.
THE EARLIER SCHOOL STARTS, THE MORE TIMES SOME STUDENTS FROM SOME CULTURES ARE GOING TO MISS SCHOOL JUST BECAUSE THEY OPERATE.
WE, IN OUR STRATEGIC PLAN TO ALIGN TO THIS DATA, I MENTIONED OUR THEORY OF ACTION.
FOR ELEMENTARY AND SECONDARY ALREADY.
WE ALSO HAVE THESE GOAL AREAS OF HIGH QUALITY INSTRUCTION, RESPONSIVE PATHWAYS, AND THEN WE HAVE KEY DEMOGRAPHICS OF FOCUS.
SO THE AREAS OF FOCUS THAT WE'VE BEEN WORKING TOWARDS IN OUR STRATEGIC PLAN ARE, WHAT ARE THE GROUPS THAT WE'RE FOCUSING ON, THE DATA THAT WE TRY TO LOOK AT WITH OUR...
WHICH POPULATIONS? STUDENT POPULATION.
YEP, STUDENTS WITH DISABILITIES.
YEP, LOW INCOME, MULTILINGUAL LEARNERS IS OUR THIRD ONE.
YEP, SO YOU'LL SEE DATA AROUND ALL THREE OF THOSE IN THIS DATA SET.
IT, CORRECT, IT IS, AND I DIDN'T KNOW IF YOU'D WANT TO BE ABLE TO
[01:20:07]
LIKE FLIP BACK AND FORTH AT ALL.SO WHAT YOU'RE LOOKING AT, YOU HAVE TWO DIFFERENT VIEWS.
YOU HAVE THE BAR GRAPH VIEW OF A FEEDER PATTERN IN OUR DISTRICT, SO WOODBURN, LIBERTY, AND CHS.
AND ON THE FRONT IS A FINAL SCORE BY STUDENT.
SO YOU CAN SEE ON THE BOTTOM, THESE ARE THE CYCLES, 2023 CYCLES, SO THE THREE YEARS LEADING UP TO 2023, 2024 ANNUAL, 2025 ANNUAL.
SO WHEN WE GET OUR 2026 DATA, IT WILL BE THE END OF THE CYCLE.
DOES THAT MAKE SENSE? SO THE FIRST INDICATOR, THAT FIRST BAR, IS ACTUALLY THREE YEARS OF DATA COMBINED FROM 2020 TO 2023.
THAT'S WHAT YOU'RE LOOKING AT WHEN YOU SEE, IF YOU LOOK AT WOODBURN AND YOU HAVE THE VERY FIRST BAR IS 7.8.
THAT'S HOW WE COMPARE ACROSS ALL THE DIFFERENT SCHOOLS IN WASHINGTON STATE.
AND IT'S JUST FOR WOODBURN ELEMENTARY.
SO YOU CAN KIND OF SEE TRENDS OVER TIME.
THERE'S LOTS OF THINGS THAT IMPACT THIS DATA, OF COURSE.
AND THEN YOU'LL SEE THAT LIBERTY HAS THE SAME.
BAR GRAPH, SAME INFORMATION, SAME STUDENT GROUPS, AND SO DOES CAMAS HIGH SCHOOL.
AND I'LL GIVE YOU IN JUST A MINUTE, I'LL GIVE YOU TIME TO KIND OF LOOK THROUGH THIS.
AND THEN ON THE BACK, YOU'LL NOTICE IF YOU LOOK AT WOODBURNS, YOU'LL NOTICE THE TWO DIFFERENT COLORS.
THERE'S LIKE AN ORANGEY COLOR AND THEN A GRAY COLOR.
AND ON THE BOTTOM, THE DECILE SCORES ARE LISTED IN THAT COLOR RANGE.
SO THE HIGHER THE DECILE, THE DARKER THE BLUE OR GRAY, WHATEVER THAT IS, STEEL.
AND THEN THE LOWER THE DECILE, THE DARKER THE ORANGE.
SO IT REALLY POINTS OUT THE DIFFERENT POCKETS.
THIS DATA WITH THE SQUARES IS 2025 DATA.
SO THIS IS OUR MOST RECENT DATA.
BUT IT GIVES YOU, IT ACTUALLY GIVES YOU A PERCENTAGE ON THAT.
SO THIS ISN'T DECILES, THIS IS PERCENTAGES OF ACHIEVEMENT.
YOU CAN SEE LIKE THE STUDENT GROWTH PERCENTAGE FOR STUDENTS WITH DISABILITIES AT WOODBURN IN ELA WAS 55%, WHICH IS HIGH, QUITE HIGH.
SO MY QUESTIONS FOR YOU AS YOU'RE LOOKING THROUGH THIS DATA, I FIND SOME OF THE, LIKE USUALLY THE BEST WAY IS TO START WITH THE BAR GRAPHS, KIND OF GIVES YOU A QUICK VISUAL, AND THEN TO GO TO THE BOXES.
AND THE QUESTIONS ARE ON THE SCREEN FOR YOU.
WHAT DOES THIS DATA REVEAL ABOUT THE EXPERIENCES OF OUR MOST VULNERABLE LEARNERS? AND THEN IF THERE'S ANY PATTERNS OR THEMES THAT FEEL MOST IMPORTANT TO YOU, TRY TO IDENTIFY THEM.
YOU CAN COMPARE, YOU KNOW, FROM ELEMENTARY TO MIDDLE TO HIGH SCHOOL, WHAT THE TRENDS ARE, WHAT THAT LOOKS LIKE, WHO'S GROWING.
I'LL GIVE YOU A COUPLE MINUTES.
THE DECILE RATING, SO IF YOU LOOK AT THAT COLOR SCALE ON THE BOTTOM, 10 IS LIKE THE HIGHEST, AND THEN IT GOES DOWN FROM THERE.
SO THE HISPANIC AND LATINO POPULATION, SYSTEM-WIDE MEANING STATEWIDE, IS AN AREA OF FOCUS AS WELL.
SO HISTORICALLY, THEY'RE ALSO BEING UNDERSERVED
[01:25:01]
BY OUR SCHOOL SYSTEMS. STILL AN AREA OF GROWTH, YES.BUT IN COMPARISON, WE'RE ABOUT IN THE MIDDLE FOR THAT GROUP, IF THAT MAKES SENSE.
THEN, BECAUSE WHEN THEY DO THE CYCLES, IF THERE IS TOO LOW OF A NUMBER EACH YEAR, IT'S NOT ALWAYS REPORTED.
SO THERE'S A, ON THIS SHEET, THERE'S A MINIMUM NUMBER.
SO IT SAYS TO PROTECT STUDENT PRIVACY, A MINIMUM NUMBER OF STUDENTS IS REQUIRED.
SO NO ONE STUDENT CAN BE IDENTIFIED.
YEAH, SO OVER THREE YEARS, THEY NEED TO HAVE AT LEAST 20 STUDENTS IDENTIFIED.
CAN WE START? I WAS JUST GOING TO SAY IT'S HARD TO SEE, JUST LOOKING ON THE BOXES, I GUESS IF WE LOOK AT, WHILE WE MIGHT BE MAKING AN EASY BIT OF PROGRESS, SOMETIMES IT'S IN THE WRONG DIRECTION.
WE HAVE TALKED ABOUT FOCUSING ON FOREVER.
I DON'T SEE US MOVING THE DIRECTION WE WANT TO BE MOVING.
ARE YOU SPEAKING SPECIFICALLY LIKE THE STUDENTS WITH DISABILITIES? WELL, ALL THREE OF THEM.
STUDENTS WITH DISABILITY, LOW-INCOME, ENGLISH LANGUAGE LEARNERS.
AND IT SEEMS LIKE IN ELEMENTARY SCHOOL, THEY'RE ALL IN THE GRADES.
AND THEN YOU MOVE TO MIDDLE SCHOOL AND THEY'RE ALMOST ALL IN THE ORANGE.
AND THEN YOU GO, AND THEN OUR LOW INCOME MOVED BACK INTO THE GRAY IN HIGH SCHOOL, BUT THE OTHER TWO REMAIN IN THE ORANGE.
SO, LIKE, WHAT HAPPENS BETWEEN ELEMENTARY SCHOOL AND MIDDLE SCHOOL, EH? BESIDES, THEY TURN INTO MIDDLE SCHOOLERS.
AND THEN FOR LOW INCOME, BETWEEN MIDDLE SCHOOL AND HIGH SCHOOL.
SO THERE ARE INDIVIDUAL SCHOOL DATA SETS, RIGHT? SO YOU'VE GOT THREE ELEMENTARIES FEEDING INTO LIBERTY MIDDLE SCHOOL, AND ALL THREE ELEMENTARIES DON'T HAVE THE SAME DATA.
WOODBURN'S DOING A GREAT JOB HERE.
AND WE RECOGNIZED THIS YEAR WHEN WE SHARED IT WITH PRINCIPALS.
THERE WAS A LOT OF, OH MAN, BECAUSE WE'VE KICK-STARTED OUR MTSS WORK.
WE'RE GETTING THE ADULTS' BELIEFS.
WE'RE GETTING SYSTEMS IN PLACE.
THOSE SYSTEMS, EVEN IF THEY'RE WORKING THIS YEAR, AREN'T GOING TO SHOW UP ON OUR 2025 DATA, RIGHT? WE'RE ALSO GOING TO NEED CONTINUED REFINEMENT.
THE OTHER THING TO CONSIDER IS SOME OF OUR PROGRAMS SWITCH SCHOOLS, RIGHT? SO THEY GET RELOCATED FROM A DIFFERENT ELEMENTARY.
OR MIDDLE SCHOOL, AND SO DIFFERENT STUDENTS ARE SERVED IN DIFFERENT POPULATIONS.
SO THERE'S A VARIETY OF THINGS THAT, YOU KNOW, WOULD YOU CAN LOOK AT THESE TRENDS FROM SCHOOL TO SCHOOL, BUT THEY DON'T NECESSARILY TRANSLATE TO SCHOOL, UNLESS WE WERE ABLE TO TAKE ALL THREE ELEMENTARIES PLUS MIDDLE AND THEN ALL THE MIDDLE SCHOOLS INTO THE HIGH SCHOOL, IF THAT MAKES SENSE.
AND I APPRECIATE THAT BECAUSE THIS IS A LOT OF DATA AND SO IF YOU WOULD HAVE GIVEN ME EVERY SINGLE ELEMENTARY SCHOOL IT WOULD HAVE BEEN BECAUSE I WAS NOTICING THE SAME THING LIKE THEY'RE GRAY LIKE WOODBURN'S GRAY BUT THEN WHEN WE GET TO MIDDLE IN HIGH SCHOOL WE GET TO THE ORANGE IN THE STUDENTS WITH DISABILITIES SECTIONS RIGHT BUT THAT'S NOT TAKING INTO ACCOUNT ALL THE OTHER THIS IS ONLY ONE SCHOOL AND LOOKING ALL OF IT ONE TIME PROBABLY IT'S OVER WORD ON MY BRAIN YEAH YES IF YOU LOOK AT LIBERTY IF YOU FLIP
[01:30:01]
OVER AND LOOK AT THE BOXES ON LIBERTY YOU'LL SEE A QUITE HIGH PERCENTAGE FOR THE MATH STUDENT GROWTH AND WHEN I TALKED TO WITH THE PRINCIPAL ABOUT THAT SHE MENTIONED THAT THEY HAVE MADE A REAL STRONG EFFORT TO MAINTAIN THEIR CO-TAUGHT CLASSES, MAINTAIN APPROPRIATE THRESHOLDS FOR DIFFERENT TYPES OF STUDENTS IN THOSE CLASSES AND THEN ALSO TRIED TO PROVIDE AS MUCH CONSISTENCY WITH THE STAFFING SO THAT THOSE TEACHERS CAN GROW TOGETHER ALSO TO LEARN BEST WAYS TO SERVE STUDENTS AND SO THEY'RE STARTING TO SEE THE IMPACTS OF PUTTING THAT TYPE OF STRUCTURE IN PLACE AT SCHOOL THEY'RE ALSO FOCUSING ON THIS YEAR WHICH IS NOT REFLECTED IN THIS DATA BUT AS A RESULT OF THIS DATA THEIR THEORY OF ACTION IS AROUND SMALL GROUP INSTRUCTION IN THE CLASSROOM.AND HOPEFULLY YOU SAW SOME OF THAT, BUT THAT'S ONE OF THOSE EXPECTATIONS FOR TEACHERS AND FOR STUDENTS TO EXPERIENCE LEARNING IN A SMALL GROUP SETTING TO GET THE SKILLS THAT THEY NEED, RIGHT, AND THE CONTENT THAT THEY NEED, WHICH SHOULD SUPPORT ESPECIALLY THESE MORE VULNERABLE POPULATIONS.
THAT'S ONE OF THE RESPONSES FROM LIBERTY LEADERSHIP TO THIS DATA.
I SEE THE DATA FROM OSPI, I ALWAYS THINK, BECAUSE IT'S ALL ROLLED UP, RIGHT? AND I KNOW WHEN WE'VE HEARD BEFORE THAT, LIKE, IF YOU LOOK AT THE ATTENDANCE RATES, YOU SAY THOSE THAT ARE CHRONICALLY ABSENT, RIGHT? THIS DATA DOESN'T REFLECT, LIKE, THE CHRONICALLY ABSENT, WHAT THEIR ELA IN MATH IS, RIGHT? IT'S ROLLED UP AT THE SCHOOL LEVEL.
SO I HAVE MORE QUESTIONS OF IT.
I'D LOVE TO SEE, LIKE, YOU KNOW, EVEN IF IT'S JUST FOR ONE SCHOOL, THOSE THAT ARE CHRONICALLY ABSENT, HOW THEY DIFFER FROM THE REST OF THE SCHOOL POPULATION, RIGHT? REGARDLESS OF WHAT DEMOGRAPHICS THEY ARE, BECAUSE IF WE KNOW THAT BEING CHRONICALLY ABSENT HURTS, IS PREDICTIVE OF YOUR ELA AND MATH SCORES, THAT IMPACTS THE INDIVIDUAL.
BUT AS YOU SAID, ONCE THAT CHRONIC ABSENTEEISM GETS HIGH ENOUGH, RIGHT, IT IMPACTS THE SCHOOL CULTURE, BECAUSE THEN YOU HAVE TO CHANGE THE WAY THAT YOU EDUCATE STUDENTS AND WORK.
SO I'D BE CURIOUS JUST TO SEE, LIKE, I MEAN, THAT'S THE DOWNSTREAM, RIGHT? YOU HAVE THESE SMALLER GROUPS TO TRY TO HANDLE THE PROBLEMS THAT MAY BE A RESULT OF.
CHRONIC ABSENTEEISM, RIGHT, YOU HAVE TO EDUCATE DIFFERENTLY.
SO, I DON'T KNOW, EVERY TIME I SEE THE ROLLED UP ONES, IT'S NICE TO HAVE A SCORECARD, BUT IT JUST CREATES MORE QUESTIONS LIKE, WHAT DOES IT LOOK LIKE IF I SUBSET OUT THOSE STUDENTS THAT ARE CHRONICALLY ABSENT AND WHAT HAPPENS HERE? AND THEN TO HEAR FROM THE BUILDING ADMINISTRATORS, LIKE WHAT DO THE EDUCATORS HAVE TO DO TO THEN ADDRESS THOSE PROBLEMS? BECAUSE ABSENTEEISM ISN'T JUST THE STUDENT, IT IS A SCHOOL CULTURE PROBLEM, RIGHT? I MEAN, AGAIN, NOT THAT OUR OTHER ONE WAS ABSENTEEISM, BUT WE HAVE A SCHOOL ISSUE BECAUSE OF STUDENTS NOT BEING THERE LATE IN THE DAY, TOO.
SO IT CHANGES THE WAY THINGS ARE.
GETTING TO SCHOOL AND THEN GOING HOME.
I'M ASSUMING, TOO, THAT I WOULD JUST ASSUME THAT AS STUDENTS GET INTO SECONDARY SCHOOL, THEIR ABILITY TO MISS PART OF THE DAY IS HIGHER, RIGHT? BECAUSE THEY CAN TAKE A BUS, THEY CAN DRIVE, THEY CAN...
WALK WHEREAS IF YOU'RE AT ELEMENTARY AND YOU'RE YOU DON'T GET THERE AT THE BEGINNING YOU'RE NOT THERE LATE YOU'RE PROBABLY RIGHT IF IT'S FAILING SO SO DO WE HAVE THAT TYPE OF DATA WHERE WE LOOK AT LIKE ATTENDANCE AND WE CAN SPLIT THAT OUT WITH ELA AND MATH BASED ON THOSE THAT HAVE A CHRONIC ABSENTEE PROBLEM OUR INDIVIDUAL SCHOOLS CAN SO JUST LIKE THIS DATA IS AND IS SCHOOL-BASED DATA I MEAN THIS GIVES US AND THE STATE A SNAPSHOT TO SEE THAT AT LIBERTY THE REGULAR ATTENDANCE RATE FOR HISPANIC AND LATINO OF ANY RACE.
IS 69.9 PERCENT AND YOU CAN ALSO SEE THAT THE PROFICIENCY IS AT 53 AND 37.9 RIGHT SO YOU CAN MAKE YOUR OWN CORRELATIONS THERE THEY CAN OBVIOUSLY PULL LISTS OF STUDENTS WHO'S ABSENT AND WHAT HOW IS THEIR PROFICIENCY YEAH STATUS WELL I THINK THE LIBERTY ONE'S A GOOD EXAMPLE BECAUSE IF YOU LOOK LIKE LOW INCOME IS 63 WHEREAS ASIAN IS 93 THAT THAT IMPACTS SCHOOL CULTURE WHEN CERTAIN GROUPS ARE EITHER NOT ABLE TO GET THERE OR THERE'S A REGULAR ATTENDANCE PROBLEM BECAUSE IT'S CULTURE, RIGHT? IT CREATES A CULTURE AT A BUILDING LEVEL, TOO.
AND I'M STILL STRUGGLING WITH THE COLORS BECAUSE IT SEEMS LIKE, YOU KNOW, LIKE FOR ATTENDANCE, ANYTHING BELOW 90 PERCENT.
LIKE IF YOU'RE 90% ABOVE THAT'S GREEN RIGHT LIKE YOU ARE NOT CHRONICALLY ABSENT AND THEN A VARIATION OF THAT ALL THE WAY DOWN TO NOTHING AND SO IT'S JUST HARD TO MY MIND KEEPS GOING TO LIKE THE GRAY IS GOOD AND THE ORANGE IS BAD BUT IF WE'RE AT LIGHT GRAY AND WE'RE TALKING
[01:35:02]
50% THAT'S NOT GOOD SO IT'D BE NICE IF THESE SCALES PER CATEGORY COULD BE AND I KNOW THIS ISN'T IN OUR PURVIEW NECESSARILY BUT IF WE COULD SEE HERE'S OUR STANDARD HERE'S OUR MINIMUM HOW MANY KIDS FALL BELOW THE MINIMUM HOW MANY YOU KNOW ARE AT AND ABOVE AND THEN YOU KNOW BECAUSE WE'RE OBVIOUSLY GOING TO FOCUS MORE ON THOSE BELOW IT WHERE THEY DON'T THIS IS TELLING US THE GRADATION BUT IT'S NOT TELLING US OUR WHERE'S OUR LINE? WELL, OUR LINE WOULD BE THAT ALL KIDS ARE ACHIEVING, RIGHT? RIGHT, AND IN THE DARKEST COLOR.YEAH, AND THAT'S, AGAIN, LIKE THE THRESHOLD IN COMPARISON TO OTHER SCHOOLS.
SO YOU CAN'T EVEN COMPARE HIGH SCHOOL AND MIDDLE SCHOOL, SO THE THRESHOLDS ARE DIFFERENT, THE COLORS THERE TOO, LIKE THE ATTENDANCE RATE AT...
REGULAR ATTENDANCE RATE FOR 75% FOR ENGLISH LANGUAGE LEARNERS AT CAMAS HIGH SCHOOL IS GRAY, BUT IT'S ORANGE AT LIBERTY, EVEN THOUGH IT'S THE SAME RATE.
WELL, AND IT'S ALSO, LIKE, MAYBE OUR ATTENDANCE RATE IS 30%, AND IT'S WORSE EVERYWHERE ELSE, AND SO WE'RE GOOD, WHICH IS NOT GOOD.
NO, I KNOW, BUT, LIKE, WE WOULD BE A DARKER COLOR ON THIS GRAPH.
YEAH, AND YOU DID POINT THAT OUT TOO WITH THE MATH PROFICIENCY FOR THE HISPANIC POPULATION.
YEAH, IT'S IN THE GRAY, BUT IT'S 48.4%.
YEAH, WELL, AND ALL STUDENTS COMBINED IS 63.4%, WHICH IS HIGH FOR THE STATE LEVEL, AND LIKE 37% OF OUR STUDENTS AREN'T MEETING PROFICIENCY.
SO, I MEAN, YOU DON'T WANT THAT TO BE ANYBODY'S KID.
AND SO, LIKE, IT WOULD BE NICE.
I DON'T KNOW, I KNOW THIS, WE'RE NOT PULLING THIS, WE'RE PULLING THIS FROM OSPI, RIGHT? FROM THEIR, IT WOULD BE NICE IF WE COULD SEE OUR KIDS AND OUR GOALS, AND NOT JUST IN COMPARISON, BUT LIKE WHAT DO WE EXPECT, YOU KNOW, FROM OUR STRATEGIC PLAN, EVENTUALLY, HOPEFULLY, MAYBE OUR DASHBOARD WILL HAVE.
OUR OWN DATA AND WHAT'S OUR GOAL, WHERE ARE WE, AND WHAT IS OUR GROWTH GOAL FOR THE YEAR AND SEE MORE OF THAT.
WHEREAS THIS IS GREAT, GREAT INFORMATION TO DRILL DOWN.
BUT ALSO JUST I'M PREACHING TO THE CHOIR.
IT'S NOT, YOU KNOW, 48% IS NOT GOOD.
IT DOESN'T MATTER IF EVERYONE ELSE IS.
STILL BAD, RIGHT? SO PART OF SHARING THIS DATA WITH YOU IS JUST FOR YOU TO BE ABLE TO SEE HOW WE USE IT.
THOSE ARE TWO OF THE QUESTIONS THAT WE ASK PRINCIPALS, WHICH IS REALLY AROUND THE STORY OF OUR LEARNERS.
WHAT WOULD IT BE LIKE TO BE A LOW-INCOME STUDENT AT LIBERTY? WHAT WOULD IT BE LIKE TO BE AN ENGLISH LANGUAGE LEARNER AT WOODBURN ELEMENTARY? WHEN WE PUT OURSELVES IN THOSE EXPERIENCES, WE THINK ABOUT OUR STUDENTS AS HAVING AN EXPERIENCE VERSUS AS NUMBERS OR PERCENTAGES ON THESE PAPERS.
IT MAKES IT A LOT MORE URGENT FOR US TO CREATE A PLAN AND A RESPONSE.
OUR PRINCIPALS ALL USED THIS DATA.
SO THIS IS 2025 DATA THAT CAME OUT THIS SPRING IN 2026.
BUT IT IS WHAT THE STATE IS USING TO MEASURE OUR SCHOOLS, EACH OF OUR SCHOOLS.
FOR US IS SORT OF A GUIDEPOST OF HOW ARE WE DOING ALONG THE WAY AND HELPS US DESIGN WHAT WE'RE DOING IN THE MOMENT SO THIS IS HOW WE DETERMINE YOU KNOW WHAT WE DO WITH OUR DIFFERENT DIAGNOSTIC PROGRAMS LIKE I READY OR AMPLIFY AND THEN WHAT ELSE IS NEEDED WHEN WE LOOK AT OUR STUDENTS WITH DISABILITIES THAT'S SOMETHING THAT STATEWIDE IS STUDENTS ARE NOT ACHIEVING AT THE SAME RATE AS THEIR PEERS.
AND SO IS WHAT WE'RE DOING WORKING OVER THE YEARS? IS IT SOMETHING THAT WE REALLY NEED TO HONE IN ON? BECAUSE THIS IS LOW SYSTEM-WIDE, THAT'S PART OF THE RESPONSE FOR THE FEDERAL REQUIREMENT OF A MULTI-TIERED SYSTEM OF SUPPORT.
WE ALL, WE HAVE TO FOCUS ON EACH OF OUR STUDENTS.
SO SO THIS DATA IS WHAT HELPS GUIDE US.
THIS IS ALSO WHAT WE USED IN DEVELOPING THOSE STRATEGIC PLAN MEASURES INITIALLY.
SO WHEN WE CREATED THE STRATEGIC PLAN AND PUT THAT DATA IN THERE IT SAYS LIKE 22 23 DATA EVEN THOUGH WE GENERATED IT IN LIKE 2024 BECAUSE IT'S THE STATE LEVEL DATA THAT'S USED TO DETERMINE SCHOOL SUCCESS SO IT'S LIKE THE ONE THAT WE HAVE AND THAT OSPI HAS UM TO DETERMINE OUR SUCCESS SO THAT'S WHY I WANTED TO SHARE IT WITH YOU UM IT
[01:40:01]
FEELS OLD ALREADY IT IS OLD ALREADY HOPEFULLY OUR STUDENTS HAVE BEEN DOING AMAZING THINGS THIS YEAR I'M SURE THEY HAVE YOU AND IT'S ALSO WHAT WE USE TO KIND OF STORY OUR WORK WITH OUR SCHOOL LEADERS.SO IT'S REALLY USED AT THE DISTRICT AND THEN SCHOOL LEADERS LEVEL.
OF COURSE, RECONSIDERING AS THE STRATEGIC PLAN GETS REVAMPED.
ARE THOSE STILL THE AREAS SYSTEM-WIDE THAT WE NEED TO FOCUS ON? ARE THOSE STILL THE AREAS WHEN WE CREATE OUR DISTRICT THEORIES OF ACTION AND SCHOOL THEORIES OF ACTION AND START REFINING THAT WORK FOR NEXT YEAR? IS THAT STILL WHAT WE WANT TO FOCUS ON? HOW CAN WE BE MORE INTENTIONAL FOR DIFFERENT POPULATIONS? AND THEN, OF COURSE, WORKING PRETTY HARD TOWARDS OUR MULTI-TIERED SYSTEM OF SUPPORT TO IDENTIFY STUDENTS WHO...
NEED SOMETHING DIFFERENT AND AT DIFFERENT LEVELS.
WE ARE CONTINUING OUR INCLUSIONARY PRACTICES WORK.
NOT ONLY STUDENTS BEING IN CLASSROOMS BUT ALL STUDENTS FEELING CONNECTED AND A SENSE OF BELONGING IN CLASSROOMS. THAT'S WHAT GETS KIDS TO SCHOOL IS IF THEY FEEL A SENSE OF BELONGING, THEY'RE COMPELLED TO BE THERE.
IT HELPS THEM OBVIOUSLY WANT TO LEARN IF THEY FEEL SAFE AND CONNECTED TO THEIR PEERS AND THEIR TEACHERS.
SO THAT WORK IS STILL PARAMOUNT TO THE SUCCESS OF OUR KIDS ON THESE COLOR CHARTS RIGHT AND THEN MOVING FORWARD WE DO HAVE A MATH FOCUS FOR OUR DISTRICT I'M SURE YOU'RE AWARE OF THAT BUT YOU CAN TELL ESPECIALLY AT LIKE THE ELEMENTARY LEVEL HOW STRONG AT WOODBURN HOW STRONG THE STUDENT GROWTH IS ACROSS ALL STUDENT GROUPS IN ELA AND THE ACHIEVEMENT RATE AS WELL AND WHERE IT STARTS TO KIND OF TAPER OFF A LITTLE FOR MATH, AND WE SEE THAT IN ALL OF OUR, IN OUR ENTIRE SYSTEM, AND THAT'S COMMON STATEWIDE TOO.
SO THIS IS HELPING TO INFORM WHERE WE GO WITH MATH AS WELL.
ARE THERE ANY QUESTIONS I CAN ANSWER? I BRAINSTORMED.
OUR PRINCIPALS LOOK AT ONE OF THESE.
NO, SINCE THE ACTIVITIES ONE IS JUST THINKING AGAIN TIME OF THE DAY AND LOOKING AT SOME OF THESE NUMBERS, I KEEP WONDERING AGAIN.
THE ONE QUESTION I DON'T SEE INFORMATION FOR, BUT THERE'S PLENTY OF RESEARCH, IS THAT AMOUNT OF WORK THAT STUDENTS HAVE ONCE THEY LEAVE OUR CARE.
THEY'RE DONE WITH THEIR SPORT AT THE END OF THE DAY OR CLASS HAS ENDED LIKE THAT.
AGAIN, THAT CUMULATIVE NIGHTLY WORKLOAD THAT STUDENTS HAVE ACROSS, YOU KNOW, MORE PROBABLY IN MIDDLE AND DEFINITELY IN HIGH SCHOOL.
LIKE, I'M JUST READING OUR STRATEGIC PLAN.
A WELLNESS NAVIGATOR MAKES RESPONSIBLE DECISIONS TO SUPPORT SUCCESS IN SCHOOL AND IN LIFE.
WELL, OUR DISTRICT IS PART OF THAT BASED ON WHAT WE GIVE THEM, RIGHT? IF WE SAY, YOU CAN TAKE AS MANY AP AS YOU WANT, IS THAT HELPING A STUDENT MAKE RESPONSIBLE DECISIONS IF WE DON'T SAY THIS, YOU KNOW, OR I WANT TO DO SPORTS, WHICH WE SAY IS IMPORTANT, OR ACTIVITIES LIKE DECA OR ROBOTICS OR WHATEVER.
BUT YET, IF WE DON'T SUPPORT THEM WITH THE AMOUNT OF WORK THAT WE GIVE THEM, OR WE DON'T KNOW AND WE HEAR STUDENTS ARE UP UNTIL 2 A.M., THEN, I MEAN, JOHN, YOU'VE BEEN A SUPERINTENDENT NOW, YOU'VE BEEN A PRINCIPAL.
IS IT SOMETHING YOU'RE ALWAYS WORRIED ABOUT WHEN YOU HEAR STUDENTS UP LATE AFTER THEY DO ALL THESE THINGS? YEAH, ABSOLUTELY.
AND, YOU KNOW, THESE ARE SNAPSHOTS IN TIME, SO YOU'RE RIGHT.
THIS DOESN'T ALWAYS TAKE INTO THAT WHOLE CHILD OR WHOLE DAY EXPERIENCE.
I MEAN, I WAS JUST SEEING STUDENTS WHERE ENGLISH IS NOT THEIR FIRST LANGUAGE.
THEY'RE LOW INCOME, THEY MAY HAVE A JOB TO SUPPORT THINGS, THAT ALL THAT WORK JUST ADDS ON AFTER ALL THEIR OTHER RESPONSIBILITIES.
SO ARE WE HARMING SOME OF OUR STUDENTS BASED ON NOT LOOKING AT THAT? GOOD POINT.
SCHOOL DAY BEING, LIKE, IT'S KIND OF LIKE I'M GOING TO GO HOME TONIGHT AND I'M GOING TO DO WORK, BUT IT DOESN'T COUNT AS PART OF MY WORK DAY, BUT IT IS WORK BECAUSE I TOOK ON THAT RESPONSIBILITY.
I WONDER IF WE LOOK AT IT, DO WE SEE THAT THERE'S SOMETHING WE COULD DO TO SUPPORT? SOME OF THIS MIGHT BE IMPROVED BECAUSE OF THAT.
WHEN YOU LOOK AT ASSESSMENTS AND HOW ASSESSMENTS ARE FACILITATED, THAT'S NOT AUTHENTIC LEARNING.
OUR TEACHERS AREN'T GIVING KIDS ASSESSMENTS THAT LOOK LIKE THE STATE ASSESSMENT, RIGHT, BECAUSE THAT'S NOT LEARNING.
ALSO ANOTHER HIGH PRESSURE AND LIKE JOHN SAID A SNAPSHOT IT'S ANOTHER HIGH PRESSURE SITUATION WHERE KIDS FEEL LIKE THEY NEED TO PERFORM AND IF THEY TAKE THE ELA TEST OVER YOU KNOW WITHIN ONE WEEK FOR EXAMPLE AND THEY'RE NOT FEELING WELL OR A PARENT'S OUT OF TOWN OR YOU KNOW ANYTHING HAS HAPPENED LIKE NOW WE'RE RELYING ON THAT ONE THAT KIDS WEEK YOU HAVE ONE CHANCE TO PERFORM ON AN ASSESSMENT.
THE OTHER THING I WOULD SAY TOO, SINCE I HAVE AN ELEMENTARY STUDENT AND A HIGH SCHOOL STUDENT, JUST MY DAUGHTER BEING A MIDDLE SCHOOL STUDENT HERE, THERE'S A HEAVY AMOUNT OF
[01:45:02]
EMPHASIS AND SOMEWHAT PRESSURE ON OUR ELEMENTARY STUDENTS WHERE THERE'S A LOT OF WORK THAT GOES INTO THE PLANNING OF THE STATE TESTING.THAT'S ALL MY DAUGHTER'S BEEN TALKING ABOUT ALL WEEK IN FIFTH GRADE, RIGHT? NOW, I WILL SAY IT'S A LITTLE BIT TEACHER BY TEACHER TOO.
AND SO I DO THINK THERE'S AN EXTRA EMPHASIS ON TESTING WEEK IN THE ELEMENTARY.
I CAN'T SPEAK FOR NECESSARILY MIDDLE AND HIGH SCHOOL AS MUCH BECAUSE MY MIDDLE SCHOOL DAUGHTER, WHO'S NOW A FRESHMAN.
SHE DOESN'T TALK ABOUT THAT AS MUCH.
SO I, WELL THAT'S TRUE, BUT EVEN IN MIDDLE SCHOOL, I DIDN'T FEEL LIKE SHE WAS COMING HOME WITH THAT ADDED PRESSURE, RIGHT? SO I DO THINK THERE'S A LITTLE BIT OF THAT AS WELL, WHERE THIS IS VERY HIGH STAKES FOR ME AS AN ELEMENTARY STUDENT, BUT I'M NOT QUITE SURE IF THE STAKES ARE AS HIGH IF I'M IN MIDDLE SCHOOL, OR AT LEAST IT'S NOT BEING PERCEIVED TO ME.
AND I'M NOT JUDGING ON THAT AT ALL.
WELL, I HAD AN ASSESSMENT, A MIDDLE SCHOOL STUDENT THIS WEEK WHO, I FORGET WHAT HE CALLED IT, BUT IT WAS LIKE, I DID A FLYBY ON MY TEST.
LIKE, WHAT DOES THAT MEAN? AND HE'S LIKE, I JUST, YEAH, PUSHED BUTTONS SO THAT I WAS DONE.
I DIDN'T REALIZE WHAT IT WAS FOR.
I WAS LIKE, I CAN'T REALLY RESET THAT FOR YOU.
LIKE, WE CAN TRY, BUT, YOU KNOW, SO THERE'S ALSO THINGS LIKE THAT.
LIKE, NOT TOTALLY BEING AWARE OF THAT OR IT FEELING LIKE IT WILL MATTER, YOU KNOW, IN THE END.
THEY DON'T NEED TO PASS IT TO GRADUATION.
IF THEY TAKE IT, THEY DON'T HAVE TO TRY AS HARD.
THEY DON'T UNDERSTAND ANY IMPACT.
YOU KNOW, THERE'S SOME, IN HIGH SCHOOL WE CAN KIND OF RELATE IT TO, OH, IF YOU GET A THREE OR A FOUR, YOU GO RIGHT INTO, YOU KNOW, COLLEGE LEVEL, WHATEVER.
BUT EVEN THEN, THEY'RE JUST LIKE, SHRUG.
BUT THERE'S ALWAYS GOING TO BE THOSE TWO.
BUT I THINK THAT'S ALSO A DEPRESSED READING OF WHERE OUR KIDS ARE A LITTLE BIT.
AND ON THE OTHER HAND, I DON'T WANT THEM TO SPEND A WEEK.
I REMEMBER WHEN MY KIDS WERE IN ELEMENTARY, NOT NECESSARILY AT THEIR SCHOOL, BUT THERE WERE SCHOOLS THAT THEY HAD A LITTLE SONG FOR TAKING AND THEY HAD LITTLE PENCILS FOR TESTING.
AND IT'S LIKE, OH, MY GOSH, WE REALLY WOULD JUST WANT TO DIPSTICK AND COME OUT.
RIGHT? WE DON'T WANT TO SPEND ALL OUR TIME LEARNING HOW TO TAKE THE TEST, TALKING ABOUT THE TEST, GETTING PSYCHED UP TO TAKE THE TEST, AND THEN WE GET THE DATA A YEAR LATER, YOU KNOW, OR WHATEVER, AND IT JUST GOT TO MAKE SURE THAT WE'RE INVESTING THE RIGHT AMOUNT OF TIME IN THE RIGHT THINGS.
WE'RE DOING OUR SCIENCE TESTING FOR JUNIORS DURING AP TESTING.
ON THE DAYS THAT WE DON'T HAVE ANY AP TESTS IN OUR BUILDING, THESE POOR KIDS THAT ARE TAKING A LOT OF AP TESTS ARE THEN HAVING TO COME AND SIT FOR A SCIENCE STATE ASSESSMENT.
AND THEN THE NEXT WEEK IS ELA, AND THEN THE NEXT WEEK IS MATH.
AND THOSE ARE JUST, THAT'S JUST DOING SCHOOL.
AND REALLY QUICK, CONNIE, I LIKE WHAT YOU MENTIONED ABOUT THE DASHBOARD.
WE'LL BE PRESENTING OUR FIRST SET OF DATA DASHBOARDS TO OUR PRINCIPAL'S LEADERSHIP LAB THIS MONTH.
THERE'S A PROJECT I THINK I SHARED WITH YOU THAT KELLY'S BEEN WORKING ON WITH HOMEROOM. AND SO THE NEXT STEP WILL BE TO LOOK AT A DASHBOARD FOR ALL OF YOU AND ALSO FOR OUR TEACHERS DOWN THE ROAD.
SO THAT'S GOING TO BE THE REAL-TIME DATA THAT YOU'RE LOOKING FOR, I THINK.
WE WERE EVEN TALKING ABOUT AN IDEA OF...
AND I WOULD LOVE TO RUN THIS BY YOU WHEN THE TIME IS RIGHT, IS MAYBE NOT EVEN PUTTING OUR DATA IN THE STRATEGIC PLAN, MAYBE JUST WHAT WE'RE LOOKING FOR, AND THEN A QR CODE THAT ESSENTIALLY JUST TAKES COMMUNITY MEMBERS, YOU, ALL OF US, TO THE REAL-TIME DATA, TO THE DASHBOARD.
SO ALMOST AS FAST AS YOU PRINT OUT THOSE THINGS, IT'S OLD ALREADY.
IT'S OLD WHEN YOU PUT IT IN THERE BECAUSE IT'S A YEAR OLD.
AND WE HAD TO START WITH THE 22, 23 DATA.
AS KATIE SAID, EVEN THOUGH WE PRINTED THAT IN 2024, THAT WAS THE LAST DATA WE HAD.
SO, YEAH, A LOT OF TALK AROUND THAT.
AND WE'RE ALSO WORKING WITH A COUPLE OTHER ORGANIZATIONS THAT HELP WITH STRATEGIC PLANS.
SO I'M EXCITED ABOUT THE NEXT, YOU KNOW, I ALMOST FEEL LIKE WE JUST PUT UP THE LAST ONE.
WE DO NEED A REFRESH FOR SURE.
SO MY ANTENNAS WENT UP WHEN YOU SAID A REFRESH.
IS THAT JUST WITH DATA? BECAUSE I FEEL LIKE I HAVEN'T EVEN SEEN THE DASHBOARD, TOO.
LIKE, I DON'T THINK WE'VE EVEN REALLY SEEN, YOU KNOW, A COUPLE YEARS' WORTH OF DATA.
LIKE, HERE'S WHERE WE STARTED.
[01:50:01]
IN THERE.AND THEN WHAT ABOUT THE NEXT YEAR AND THE NEXT YEAR? YEAH, THAT'S WHAT I MEANT.
THAT'S WHAT I MEAN BY REFRESH.
THE STRATEGIC PLAN IS STAYING THE SAME.
WE WANT TO REFRESH THE DATA LIKE EVERY YEAR WE SHOULD HAVE THE NEXT YEAR.
AND I DON'T WANT TO SPEAK FOR MY WHOLE TEAM, BUT I WOULD SAY THAT OUR OVERARCHING GOALS, OUR WORK AROUND BELONGING, OUR PROFILE OF A GRAD, I THINK ALL OF THAT NEEDS TO REMAIN.
SO WHEN I SAY REFRESH, I GUESS IT'S A LITTLE BIT MORE OF AN UPDATE, BUT A REFRESH ON EVEN HOW WE'RE LOOKING AT IT.
AND THAT COULD BE MORE DIGITAL THAN...
YEAH, WHICH I THINK WOULD BE GREAT.
I DON'T WANT TO MAKE IT SO THAT WE'RE NOT SEEING ANYTHING DATA-RELATED, BUT I'D RATHER SEE SOMETHING LIVE THAN SO STALE.
RIGHT, AND I'D RATHER SEE OUR GOALS.
THERE AND SEE HOW WE'RE MEASURING UP AGAINST OUR GOALS AND YOU KNOW YEAH ABSOLUTELY AND THEN RIGHT NOW I DON'T BELIEVE THERE'S ANY MENTION OF AI AT ALL IN OUR STRATEGIC PLAN AND SO THAT'S GOING TO BE A BIG COMPONENT OF I WAS JUST THINKING ABOUT YOU KNOW PUTTING ALL THIS STUFF INTO AI AND SAY YOU KNOW WHAT ARE YOU SEEING YEAH YEAH WHATEVER GOOD POINT AND I THINK AI WILL BE A BIG COMPONENT COMPONENT OF OUR STRATEGIC PLAN SO YOU LOTS TO COME.
[6. SYSTEMS/PATHWAYS]
THANK YOU.SO WE WERE GOING TO HAVE A CHAT ABOUT FALL WASDA PRESENTATIONS.
DO WE WANT TO SUBMIT ANY PROPOSALS FOR WASDA? SEEMS LIKE OUR WELL, I DON'T KNOW.
LAST YEAR WE SUBMITTED ONE ON STUDENT ADVISORY.
AGAIN, IT'S, YOU KNOW, I THINK THE MORE OFTEN YOU WHAT ABOUT OUR LEGISLATIVE ADVISORY? I MEAN, WE'RE LEGISLATIVE, OR YOU SAID YOU WERE HOPING.
WELL, MY THOUGHTS, I THINK THE LEGISLATIVE ONE WOULD BE A GREAT ONE TO DO.
I AM ALSO HESITANT TO SUBMIT THIS YEAR FOR A COUPLE REASONS.
NUMBER ONE, I DON'T FEEL LIKE WE HAVE A HARD DELIVERABLE WITH IT YET.
AND ALSO THE FACT THAT THE CONFERENCE IS IN SPOKANE THIS YEAR, I'M CONSCIOUS ABOUT, LIKE, IF WE PRESENT ON LEGISLATIVE, I WOULD WANT TO BRING MEMBERS OF OUR COMMITTEE WITH US.
AND I THINK THAT LOGISTICALLY GETTING THEM TO BELLEVUE IN 2027 IS EASIER THAN SPOKANE IN 2026.
SO I'D LIKE TO WAIT A LITTLE LONGER ON THAT ONE PERSONALLY.
I DON'T THINK WE NEED TO WAIT TILL WE HAVE DELIVERABLES BECAUSE, I MEAN, WE'VE BEEN WORKING WITH THE LEGISLATURE.
I MEAN, THEY'RE BABY STEPS THAT WE GET, RIGHT? AND IF WE WAIT UNTIL, OH, BECAUSE OF THIS, WE GOT, I MEAN, IT MIGHT BE YEARS.
WELL, I DON'T MEAN DELIVERABLES AS IN LIKE WE GET A CARVE-OUT IN THE BUDGET OR SOMETHING LIKE THAT.
I JUST WANT TO GET BEYOND, AND I'M NOT DISCOUNTING THE WORK AT ALL BECAUSE IT'S TAKEN A LONG TIME TO GET TO WHERE WE'RE AT.
I JUST FEEL LIKE WE'RE NOT QUITE THERE TO BE LIKE, THIS IS THE WAY EVERYBODY SHOULD DO IT.
I THINK WE'RE NOT SAYING THAT.
WE'RE JUST SAYING, HEY, LOOK HOW WE'RE DOING IT.
NO, I WAS GOING TO SAY THE SAME THING.
SOMETIMES I FEEL LIKE IT DOESN'T QUITE COME TOGETHER FOR A PRESENTATION, BUT WE'RE DOING A LOT OF WORK.
I WOULD ALSO SAY, TOO, I MEAN, IF THERE'S A WAY THAT I DON'T KNOW HOW YOU GUYS FEEL.
I DON'T FEEL LIKE PRESENTING ON THE LEGISLATIVE COMMITTEE WITHOUT MEMBERS OF THAT COMMITTEE WITH US WOULD BE GREAT.
BUT I ALSO THINK WE'VE GOT THE SUPERINTENDENTS GROUP COMING UP RIGHT NEXT WEEK THAT LEGISLATE THAT LAC IS GOING TO BE PRESENTING AT THAT SO I MEAN WE COULD KIND OF GET SOME FEEDBACK FROM THAT TOO LIKE WHETHER WHETHER THAT'S IN THE MEETING OR MAYBE YOU FOLLOW UP WITH SOME OF YOUR SUPES LATER ON LIKE HEY IS THIS SOMETHING THAT YOU THINK YOU KNOW WE SHOULD BE PRESENTING ON NOW OR DO YOU FEEL LIKE IT'S IT'S READY YET BECAUSE WE COULD WE DEFINITELY COULD PRESENT ON SOMETHING THERE'S NOTHING THAT SAYS WE COULDN'T PRESENT YOU KNOW MULTIPLE YEARS ON THE SAME THING KIND OF AN UPDATE ON IT IF THEY ACCEPT IT.
I WANT THEM THERE AND THIS IS NOT THE BUDGET YEAR TO FLY A BUNCH OF PEOPLE TO SPOKANE.
AND I DIDN'T THINK ABOUT THAT EITHER.
LIKE I DON'T MIND US PRESENTING SOMETHING AS LONG AS IT'S US, BUT IF WE HAVE TO TAKE ANYBODY ELSE WITH US, THIS ISN'T THE YEAR TO DO IT.
IT'S NEXT YEAR WHEN WE'RE BACK IN BELLEVUE.
THE ONLY THING I WOULD SAY AS A COMPROMISE TO IT IS THAT EVERY YEAR YOU DON'T SUBMIT, YOU'RE NOT GOING TO GET SELECTED.
SO WAITING UNTIL THE PERFECT YEAR TO SUBMIT AND THEN YOU DON'T GET SELECTED, THEN YOU'RE GOING TO WAIT.
IT'S JUST LIKE ANYTHING, LIKE PLAYING THE LOTTERY.
APPLY OFTEN FOR EVERYTHING YOU WANT, RIGHT? YOU CAN ONLY GET REJECTED, BUT IF YOU DON'T APPLY, YOU'VE SELF-REJECTED.
SO WE COULD GET ACCEPTED NEXT YEAR.
I GUESS WE COULD GET ACCEPTED.
I MEAN, I KNOW FOR WHEN IT'S UP IN THE SEATTLE AREA,
[01:55:01]
THEY GET A LOT MORE APPLICATIONS FOR SESSIONS, SO YOU'RE COMPETING AGAINST A LARGE GROUP OF PEOPLE WITH A WIDE VARIETY OF TOPICS.THIS YEAR, THE THEME IS IMPACT.
UNDERSTANDING THE IMPACT REQUIRES REFLECTION, ACCOUNTABILITY, LEARNING AND LISTENING, COLLABORATION, ENGAGEMENT.
I WOULD JUST, IN MY ONE SUGGESTION, IT'S JUST LIKE WHEN I GO TO CONFERENCES, I SUBMIT EARLY AND OFTEN.
YOU KNOW, IF IT MEANS YOU HAVE TO DO TWO, YOU DO TWO.
BUT IF YOU GET NONE, YOU GET NONE.
BUT YOU'RE GOING TO GET REJECTED IF YOU DON'T APPLY AT ALL.
SO THAT WOULD BE MY ONLY CONCERN IS IF WE THINK THE LEGISLATIVE ONE IS A GOOD ONE, SUBMIT IT.
AND IF WE GET ACCEPTED AND WE SAY WE DON'T THINK WE'RE READY, YOU CAN ALWAYS WITHDRAW, RIGHT? AND THEN GIVE THAT SPOT UP TO SOMEBODY ELSE.
BUT IF YOU DON'T APPLY FOR IT.
I'VE GOT, YEAH, I'VE GOT IDEA.
NO, I THINK YOU BRING UP A GOOD, I'M KIND OF WAFFLING BACK AND FORTH NOW, BECAUSE I THINK THAT'S A GOOD POINT.
IF WE CAN'T HAVE PEOPLE PHYSICALLY THERE, I MEAN, YOU KNOW, YOU CAN DO RECORDINGS OF FOLKS AND PLAY A VIDEO.
THEY HAVE AUDIO IN ALL THE ROOMS. SOME OF THOSE SESSIONS YOU SIT IN DON'T NECESSARILY, A LOT OF TIMES IT'S THE SCHOOL BOARD AND THE SUPERINTENDENT, MAYBE THE CFO OR SOMETHING, BUT IT'S NOT ALWAYS LIKE PARENTS AND STUFF.
AND THEY PREFER IF THERE'S SOME TYPE OF SMALL GROUP INTERACTIVE.
I MEAN, I'VE READ ALL, YOU KNOW, EVERY TIME THEY SAY THEY SELECT, THEY PREFER ONES WHERE WE SAY IT'S GOING TO BE HANDS-ON SMALL GROUP TABLES.
SO IF WE'RE ALL THERE, I KNOW, BUT IF WE'RE ALL THERE, EVEN THOUGH NOT ALL OF US ARE ON LEGISLATIVE, WE CAN LEAD A SMALL TABLE TO SAY WE SPEAK, THE GROUP COMES BACK, WHATEVER WE WANT TO DO.
THAT WOULD JUST BE MY ONE THING.
I'D WORRY THAT SOMETHING SO GOOD WOULD GET LOST.
I'LL ALSO ASK THEN TOO, IS THERE SOMETHING ELSE THAT WE WOULD PRESENT ON OTHER THAN LAC? I WAS JUST GOING TO SAY, WHAT ELSE? WOULD LIKE WE COULD DO MULTIPLE.
YEAH WE COULD ALSO SUBMIT MULTIPLE ONES AND SEE WHAT HAPPENS.
I WE SUBMITTED LAST YEAR FOR US TO SEE IT DIDN'T GET SELECTED BUT I DO THINK OUR STUDENT ADVISORY IS THAT IT'S VERY DIFFERENT THAN WHEN WE HAVE THE LEGISLATIVE YOU KNOW THE STUDENTS THAT ARE THERE STUDENT REPRESENTATIVES.
I THINK THE GROUP HAS A POWERFUL IMPACT.
I KNOW WE'RE GONNA BE THEY ASKED AND JOHN YOU WERE THERE WITH THE STUDENTS THEY WANT TO HAVE TWO OF US ASSIGNED FORMALLY TO THEIR THE COMMITTEE, LIKE IT'S ANY OTHER COMMITTEE THAT, YOU KNOW, TWO OF US WILL SHOW UP AT.
THEY'RE VERY EAGER FOR HOW MANY MEETINGS WITH US NEXT YEAR? FOUR MEETINGS WITH US TO SOLICIT FEEDBACK, LIKE TAKING UP THAT TIME.
I WOULD JUST SAY IT'S BETTER FOR US TO SUBMIT AS MANY AS WE THINK WE COULD DO, AND WE CAN ALWAYS WITHDRAW ONE AND SAY, HEY, YOU KNOW, WE PUT IN TWO, AND YOU SELECTED BOTH, BUT WE CAN ONLY DO ONE.
I THINK THE LEGISLATIVE ONE IN PARTICULAR, I'D WORRY THAT HE COULD GET LOST NEXT YEAR.
YOU KNOW, FUNDING ONES OR OTHERS WERE LIKE, THIS IS IMPORTANT.
IF WE DON'T GET SELECTED, I THINK THAT THIS MESSAGE GETS LOST.
MORE DISTRICTS THAT WOULD DO WHAT WE DID IN THIS COMING YEAR.
AND IT COULD ALSO PROVIDE AN OPPORTUNITY FOR DISTRICTS TO START A COMMITTEE BEFORE THE NEXT BIG SESSION, TOO.
THEY HAVE TO HUSTLE, BUT IF THAT WAS THE GIST OF OUR...
PRESENTATION IS HOW DO YOU START SOMETHING LIKE THIS WHICH IS EXACTLY WHAT THE SUPERINTENDENTS HAVE BEEN ASKING US ABOUT IS HOW DID YOU EVEN GET STARTED WITH SOMETHING LIKE THAT IT COULD GIVE PEOPLE A LITTLE RUNWAY BECAUSE THAT WOULD BE WHEN IN NOVEMBER YEAH IT'S RIGHT BEFORE THE YEAH THAT'S PRETTY QUICK BUT PRETTY QUICK YEAH SO JUST A THOUGHT YEAH THE DEADLINE IS WHEN MAY 31ST I THINK THE MORE INTERACTIVE IT WOULD BE IF IT WERE SOMETHING ABOUT LAC AND WE HAD SMALL GROUP ACTIVITIES TO SAY HERE'S HOW, AGAIN, IT'S NOT WHAT WE'RE DOING NOW EVEN, WHAT WE DID TO GET THIS OFF THE GROUND AND TO GET PEOPLE EXCITED.
MAYBE SOME MODELS OF INVITING LEGISLATORS TO THOSE EVENTS, RIGHT, WHETHER IT WAS THE ONE THAT WE HAD HERE AT DISCOVERY.
NO, I'VE THOUGHT ABOUT THAT, ABOUT EVEN HAVING LIKE, I'VE ENJOYED GOING TO THOSE SESSIONS WHERE THERE'S ACTUALLY A LEGISLATOR THAT IS THERE.
SO IF WE COULD GET SOMEBODY TO GO, YEAH.
THERE'S JUST SO MANY THINGS THAT THIS BOARD DOES REALLY, REALLY WELL AND DIFFERENTLY THAN THE OTHER DISTRICTS.
I'M LEARNING MORE AND MORE AND MORE.
I MEAN, EVEN LIKE SOMETHING LIKE TONIGHT, IT'S VERY UNIQUE.
JUST THE WAY THAT THERE'S THE INTERACTION BETWEEN THE BOARD AND THE SUPERINTENDENT, THAT RELATIONSHIP.
I DON'T KNOW IF THAT'S UNIQUE ENOUGH FOR A PRESENTATION, BUT I WOULDN'T JUST SETTLE ON ONE THING.
I THINK THERE'S, WE'RE KIND OF THE ENVY OF A LOT OF DISTRICTS.
AND WHEN I GO TO THESE SUIT MEETINGS, THERE'S JUST NOT, THE BOARD MEETINGS ARE NOT.
I MEAN, YOU WATCH A LOT OF THEM, MATTHEW.
I MEAN, IT'S JUST REALLY GOOD PRACTICES I KNOW HAVE BEEN INSTITUTED FOR A LONG TIME.
BUT JUST THOSE BOARD RELATIONSHIPS, IT'S ONE OF THE NUMBER ONE REASONS WHY SUPERINTENDENTS AREN'T MAKING IT.
AND SO A LOT OF THE REASONS WHY BOARD MEMBERS ARE SO DIVISIVE.
SO JUST, I THINK WE CAN BRAINSTORM A LITTLE BIT.
I KNOW WE'RE RUNNING OUT OF DAYS, THOUGH, BUT I'D BE OPEN TO DO WHATEVER YOU GUYS WANT AND BE A PART OF THAT.
AND WE CAN START WORKING ON IT.
NO, JUST TO PIGGYBACK ON WHAT YOU WERE SAYING, IT WAS AT ONE OF THE MEETINGS THAT THE LEGISLATIVE COMMITTEE HAS ON, LIKE, OUR TUESDAYS AT NOON, AND WE BREAK OUT INTO GROUPS AND TALKED ABOUT OUR COMMITTEES THAT WE HAVE, AND A FEW OF THE SCHOOL DISTRICTS WERE IMPRESSED THAT
[02:00:03]
WE COULD HAVE, LIKE, LAC, CAC, SAC, LIKE, ALL THESE.I WAS GOING TO SAY, YOU KNOW, I ALMOST WONDER IF, I ALMOST WONDER IF.
I ALMOST WONDER IF WE COULD DO A SESSION, A SESSION MORE ON LIKE COMMUNITY ENGAGEMENT.
THEY WANTED TO KNOW HOW WE HAD DONE IT, IF MEMBERS ARE PRESENT ON IT, LIKE HOW DO YOU DIVIDE.
THEY JUST WANTED TO KNOW MORE AND MORE ABOUT HOW IS IT THAT WE'RE ABLE TO HAVE ALL THAT AND HAVE BOARD MEMBERS BE PRESENT.
IN THE FOLLOWING YEAR YOU DO SOMETHING DEEPER ON LAC.
SO THAT, I MEAN THIS IS, YOU KNOW.
I MEAN I STILL THINK, YOU KNOW, JUST BEING OUT HERE FOR TWO YEARS, A GREAT STORY WAS LAST YEAR, RIGHT, WITH BUDGET CUTS.
NOT THAT THAT WAS GREAT, BUT THE ARTS STUDENTS AND FAMILIES COMPLAINING AND WHAT WE DID TO COME TOGETHER, RIGHT.
YOU HELD THE BUDGET MEETINGS, PEOPLE UNDERSTOOD.
THEY ALL KNEW WHY WE WERE IN THIS SITUATION.
WHERE ARE WE NOW, 12 MONTHS LATER, WITH ARTS? EVERYONE UNDERSTOOD WHY WE HAD TO MAKE CHANGES AND WHERE WE ARE NOW THAT IT'S PART OF OUR VALUES, RIGHT? THEY DIDN'T SEE IT THEN, BUT THAT'S A BIG CULTURE PART.
THAT'S A BIG COMMUNITY PART THAT I THINK WE SHOULD BE PROUD OF.
MAYBE COMMUNITY ENGAGEMENT IS OUR STRENGTH, HONESTLY.
THAT'S WHAT THIS IS ON, THE PROPOSAL.
SO THEN I REALLY LIKE THAT IDEA.
WHAT ARE THE LOGISTICS THEN IF WE DECIDE, OKAY, LET'S DO SOMETHING ON THE COMMUNITY ENGAGEMENT? HOW DO WE WRITE IT UP? WHO DOES IT? YEAH.
SO, ARE YOU NOMINATING MATTHEW? I GUESS.
WE HAVE TO GET SET UP WITH THE PLAN.
BUT THEN ONCE IT GETS ACCEPTED, THEN WE ALL WOULD HAVE TO PUT SOME TIME INTO MAKING IT.
WELL, THAT'D BE A PART OF OUR SESSION.
WE HAVE TO PUT SOMETHING TOGETHER.
SEND IT OUT TO ALL THE MEMBERS TO GET FEEDBACK.
MAYBE IF YOU'RE TALKING ABOUT MAYBE SUBMITTING MULTIPLE MAYBE WE DO MAYBE WE SUBMIT ONE SPECIFICALLY ON LAC AND THEN SUBMIT ONE SPECIFIC ONE MORE GENERALLY ON COMMUNITY ENGAGEMENT AND SEE IF THEY AND MAYBE THEY'LL PICK I'M I'M SURE THEY WOULDN'T PICK BOTH YEAH MAYBE YEAH OR IF THERE'S ANYTHING ELSE I DON'T KNOW CAN YOU GUYS THINK OF ANYTHING ELSE YOU WANT YEAH THANK YOU MATTHEW FOR I'LL DO THAT ONE.
DO YOU WANT TO PUT ONE IN ON IT JUST TO SEE IF IT GETS...
YEAH, I GOT TO LOOK AT WHAT THE...
YEAH, I HAVEN'T LOOKED AT THE THING, BUT YEAH.
SO I'LL HAVE TO, I GUESS, UNTIE ME JUST TO MAKE SURE, CONNIE, SINCE WE'VE GOT THAT, LET'S DO THE 31ST. I'LL TRY TO GET IT DONE BY, YEAH, FRIDAY.
NO, MAYBE A DRAFT BY, AN OUTLINE BY FRIDAY.
AND IF OR IF YOU HAVE ANY OTHER IDEAS IF THERE'S ANYTHING ELSE TO YEAH.
AND WE STILL HAVE POLICY REVIEW TO TO DO.
WE HAVE FOUR POLICIES TO REVIEW.
2040 FACILITY DOGS I'M GOOD WITH IT THAT ONE'S ONE THAT'S JUST CHANGING THAT SUPERINTENDENT OR DESIGNATE YES 2140 HIGH SCHOOL GRADUATION REQUIREMENTS THIS JUST WHY IS THE AND FOR AND CULMINATING PROJECT ON THERE HASN'T THIS THAT BEEN ON THERE ALL ALONG IT SAYS IT'S AN ADDITION OF THE IMPLEMENTATION SECTION THAT'S THE DIFFERENCE YEAH BUT SHE'S TALKING ABOUT THE PURPLE LANGUAGE IN THE SECOND I WONDERED THE PURPLE LANGUAGE IS THAT JUST BECAUSE THIS 2410 LIKE THIS IS HOW IT CAME AND WE ADDED OUR PIECE IN THE PURPLE WHICH IS OUR CULMINATING PROJECT ALL RIGHT AND OTHERWISE WE ADDED THE IMPLEMENTATION PART AND THE IMPLEMENTATION I THOUGHT THAT WAS JUST SORT OF INHERENT IN ANY POLICY THAT IT'S ASSUMED THAT A PROCEDURE WILL BE CREATED FOR IMPLEMENTATION BECAUSE OTHERWISE WHY DOESN'T EVERY POLICY SAY HAVE AN IMPLEMENTATION YEAH I GUESS MY ONLY QUESTIONS ON THIS IS THIS SO IN DISTRICT LEVEL WE HAVE A LITTLE BIT MORE GUIDANCE ON THAT CULMINATING PROJECT RATHER THAN A BUILDING LEVEL IT'S NOT IT'S NOT JUST ABOUT THE CULMINATING PROJECT THOUGH YEAH IT'S ABOUT ALL GRADUATIONS EACH OF OUR EACH OF OUR SCHOOLS HAVE A DIFFERENT RIGHT AND IN THE PROCEDURE IT SAYS THE BUILDING DECIDES YEAH UM BUT I WAS JUST LIKE WE'VE WE'RE NOT ADDING THE CULMINATING CULMINATING PROJECT TO OUR GRADUATION REQUIREMENTS IT LOOKS LIKE WE'RE USING THE WORD VERBIAGE AND WE'RE ADDING THE IMPLEMENTATION PART IT'S JUST THE CULMINATING PROJECT IS IN PURPLE WE'VE ALWAYS HAD IT.
I THOUGHT WE'VE ALWAYS HAD IT ON OUR POLICY.
BECAUSE WE TALKED ABOUT TAKING IT OUT OF OUR POLICY, AND THEY SAID IF IT'S NOT IN THE POLICY, THEY WON'T DO IT.
[02:05:01]
AND SO IT HAS BEEN IN THE POLICY.THAT'S WHAT I WAS THINKING, BECAUSE IT'S ALWAYS BEEN IN OUR PAST POLICIES, BUT MAYBE...
IT IS ALREADY IN ESTABLISHED POLICY IN 2014.
YEAH, IT'S TAKING THE MODEL POLICY.
IN THIS PARTICULAR ONE, WE JUST HAVE TO MAKE SURE WE IMPLEMENT THE POLICY, BECAUSE IT SAYS RIGHT HERE.
2420 GRADING AND PROGRESS REPORTS IS THIS THE SAME THING HIGH SCHOOL COURSES INCLUDING THOSE TAKEN FOR HIGH SCHOOL CREDIT WILL BE REPORTED ON TRANSCRIPTS USING AN A THROUGH F GRADING SCALE THAT'S CURRENT POLICY RIGHT RIGHT BUT IT'S THE OTHER PART IT LOOKS LIKE IT'S REALLY JUST INFORMING PARENTS OF ALL THE DUAL CREDIT OPTIONS.
COLLEGE AND THE HIGH SCHOOL, AP, RUNNING START, BLAH, OKAY.
I HAD SOME QUESTIONS ABOUT SOME OF THESE PROCEDURES, BUT THOSE ARE NOT MINE TO QUESTION.
I MEAN, I'LL TALK TO YOU ABOUT THEM LATER.
YEAH, I GUESS MY ONLY QUESTION IN 2420, SINCE WE TALKED ABOUT RUNNING START AND NOT HAVING FEEDBACK, WILL WE BE ABLE TO KEEP THAT UP? BECAUSE IT SPECIFICALLY SAYS DISTRICT 24 PARENTS SLEEP WITH GUARDIANS SO THEIR STUDENTS' PERFORMANCE COULD THREATEN THEIR ABILITY TO BE PROMOTED, BUT IT DOESN'T TALK ABOUT GRADUATION.
WE'VE ACKNOWLEDGED THAT THAT'S A GAP FOR US.
SO IS THIS POLICY PUTTING US IN A POSITION WHERE WE CAN'T LIVE UP TO THIS? WELL, WE'RE NOT ALLOWED TO TELL KIDS THEY CAN'T DO RUNNING START.
SOMEBODY SAYS THE DISTRICT WILL INFORM PARENTS ABOUT IT, INCLUDING THE RIGHT TO READ.
BUT, RIGHT, THOSE GRADES GO TOWARDS THEIR ABILITY TO GRADUATE.
WHEN WE SAY PROMOTED TO THE NEXT GRADE LEVEL, IT'S...
DOES THIS PUT US IN A POSITION WHERE WE CAN'T FULFILL SOME OF THAT INFORMATION? CAN A PARENT SAY, YOU SAID YOU CAN INFORM ME, BUT WE'RE...
WELL, DEREK, CORRECT ME IF I'M WRONG, I DON'T THINK WE'VE RUN INTO PROBLEMS WHERE WE WEREN'T TOLD EARLY ENOUGH TO LET A STUDENT KNOW THAT WE'RE GOING TO GRADUATE.
TYPICALLY, THERE'S A GAP THERE IN TIME WHERE WE CAN INFORM STUDENTS THAT THEY'RE IN GRADUATION TROUBLE.
I KNOW I WAS JUST SAYING TO INFORM THEM.
TO INFORM THEM THAT THEY MAY NOT GRADUATE.
IT'S NOT LIKE THEY'RE NOT GRADUATING, THEY'RE FINDING OUT THE DAY OF.
WELL, I MEAN, I THINK THAT WE DON'T HAVE THEIR GRADES.
I MEAN, I KNOW MY PRACTICE IS TO SEND A SENIOR DEFICIENCY LETTER TO EVERY SENIOR WHO IS EITHER FAILING A CLASS IN DANGER OF FAILING OR THEY'RE IN RUNNING START AND WE JUST DON'T KNOW AND YOU NEED TO PASS THE SPRING CLASS TO GRADUATE.
SOMETIMES WE CAN, I MEAN, WE HAVE SUCH A LIKE, THE NUMBER AT CANVAS HIGH SCHOOL, THERE'S NO WAY CLARK COULD GIVE US AN ASSESSMENT OF WHERE THOSE KIDS ARE, BUT I KNOW THE TEACHERS OFTEN WILL SEND KIDS EMAILS THAT SAY THERE'S NOT ENOUGH LEFT TIME OR WORK LEFT IN THE TERM FOR YOU TO PASS THIS CLASS, SO I RECOMMEND YOU DROP IT BECAUSE YOU'RE GONNA FAIL.
SO IF WE GET THOSE, WE PASS THOSE ALONG, BUT WE COULD ALSO INFORM THEM THAT YOUR STUDENT MUST PASS THIS CLASS TO GRADUATE.
WE DON'T KNOW BY GRADUATION, BUT THEY COULD, AFTER THEY'VE WALKED, END UP NOT GRADUATING.
YEAH, SO THAT'S EXACTLY WHAT I'M SAYING, IS THAT THERE'S USUALLY SOME COMMUNICATION THERE.
I JUST, THE PROBLEM IS THE UNKNOWING.
SO YOU'RE SAYING? THAT'S MY QUESTION ON THIS POLICY, BECAUSE WHERE IT SAYS, IF A PARENT ASKS, THAT IT SAYS THE DISTRICT WILL INFORM PARENTS OR THEIR GUARDIANS WHETHER THEIR STUDENT'S PERFORMANCE COULD THREATEN THEIR ABILITY TO BE PROMOTED.
TO THE NEXT GRADE LEVEL, WE CAN'T, UP TO THAT IF YOUR STUDENT IS IN RUNNING START, WE CAN'T ASSURE YOU, WE CANNOT INFORM YOU.
BUT WE CAN SAY THAT IT COULD, YEAH, IF YOU GO TO RUNNING START, IT COULD IMPACT YOUR
[02:10:01]
ABILITY TO GRADUATE.YEAH, BUT THIS ONE SAYS WHETHER THE STUDENT'S PERFORMANCE COULD, SO THAT MEANS WE KNOW THE PERFORMANCE, BUT WE DON'T KNOW THE PERFORMANCE.
AND SO WE COULD SAY, YEAH, IT COULD, BUT WE, YOU KNOW, DEPENDING ON WHAT THEY GET, BUT WE CAN'T TELL THEM IT'S GONNA, BECAUSE WE CAN'T SEE THEIR GRADES.
NO, THAT'S WHY THE WILL, THE WILL ALSO INFORMS. WORRIES ME BECAUSE BUT THEN IT ALSO SAYS COULD YEAH COULD JEOPARDIZE WELL YEAH AS LONG AS BASICALLY THERE'S A DISCLAIMER FOR ALL RUNNING START STUDENTS THAT LIKE HEY YOU COULD THIS COULD AFFECT YOUR PROMOTION I WOULD JUST YEAH OR CHANGE DO YOU SUGGEST CHANGING BOTH TO COULD THE ONLY THING I WOULD SAY IS THIS LANGUAGE COMES STRAIGHT FROM MODEL POLICY, SO IT MAY BE TIED TO AN RCW.
IS THAT LANGUAGE FOR MODEL POLICY? WELL, AND I THINK, AND WE ALSO HAVE TO MAKE SURE WE'RE COMMUNICATING STRONGLY WITH THE KIDS WHO ARE TAKING RUNNING START AND THEIR PARENTS, RIGHT? WELL, AND THAT'S, AND WE ARE DOING THAT, BUT SOMETIMES WE'RE JUST NOT GETTING THAT.
WELL, BUT YOU CAN'T SOMETIMES.
WE CAN'T COMMUNICATE ABOUT CLARK STUFF, BUT WE WILL KNOW IF A KID IS TAKING A CLASS AT CLARK'S SPRING TERM OF THEIR SENIOR YEAR THAT THEY NEED TO GRADUATE, THAT WE CAN SEND A LETTER HOME THAT SAYS, THIS CLASS, YOU KNOW, THEY HAVE TO PASS THIS CLASS TO GRADUATE, AND IF THEY DON'T, IT WILL IMPACT THEM.
THAT'S A VERY EARLY WARNING COMPARED TO...
AND NOT EVERY KID, HOPEFULLY OUR KIDS AREN'T TAKING CLASSES SPRING TERM OF THEIR SENIOR YEAR THAT THEY NEED TO GRADUATE FROM HIGH SCHOOL.
SO THERE'S A SMALLER SUBGROUP OF THOSE KIDS THAT WE SHOULD BE SENDING LETTERS HOME THAT'S SAYING, BECAUSE THEY'RE TAKING A CLASS THAT THEY NEED TO GRADUATE SPRING TERM, AND WE DON'T KNOW HOW THEY'RE DOING, IT COULD IMPACT.
YEAH, THIS EXACT LANGUAGE IS IN THE MODEL POLICY.
I WOULD PROBABLY, MY RECOMMENDATION WOULD GO BACK TO WAUSDA AND ASK, IF WE SAY, WELL, STUDENTS THAT ARE TAKING RUNNING START, WE CANNOT INFORM THE PARENTS WHEN WE SAY WE WILL INFORM THEM.
WE CAN'T INFORM THEM IF THEY'RE TAKING THOSE, SO WE CAN'T FULLY NOTIFY THEM.
OR TO COREY'S POINT, POTENTIALLY SEE IF WE CAN ADD A DISCLAIMER.
A DISCLAIMER OR ADJUST IT TO WHERE IF A PARENT SAYS, I DO WANT THE DISTRICT TO INFORM ME, THEN THE DISTRICT HAS TO, THE STUDENT HAS TO GO TO CLARK AND SAY, I WANT MY GRADES DISCLOSED TO MY PARENT AND TO THE DISTRICT, WHICH IS POSSIBLE.
WE CAN'T DO IT, BUT IF A STUDENT WANTS IT.
RIGHT, BUT WE CAN TELL THEM THEY ARE TAKING A CLASS THIS TERM.
THAT CAN IMPACT, THAT THEY NEED TO GRADUATE, RIGHT? YEAH.
TO ME, IT WOULD BE ASKING WSDOT FOR GUIDANCE ON IT.
I THINK THE COURSE IS IN PROGRESS.
PREGNANT AND PARENTING STUDENTS.
QUESTIONS? MY ONLY QUESTION IS, WHEN I READ IT, ONE THING I WOULD ASK IS FOR FUTURE, IF WE CAN USE THE CLASSIFICATIONS WASDA USES, THEY DON'T USE IMPORTANT ANYMORE, THEY USE ESSENTIAL, RIGHT? ISN'T THERE NEW LANGUAGE? THIS IS AN ENCOURAGED POLICY.
I DON'T KNOW IF ANYONE ELSE WAS CONFUSED.
I WAS TOO BECAUSE ONE OF THEM, WE PUT ESSENTIAL AND THEY SAID CRITICAL OR WHATEVER.
SO I WAS LIKE, WELL, WAIT, IS THIS REQUIRED OR IS IT IMPORTANT? THIS ONE I'M JUST WONDERING, I MEAN, AGAIN, NOTHING WRONG WITH THE POLICY.
IT'S LISTED, BUT IS IT NEEDED? WHEN I READ IN POLICY AND LEGAL NEWS, IT JUST SAYS.
IT'S ALREADY, MANY OF THIS IS COVERED ELSEWHERE IN OTHER POLICIES WE ALREADY HAVE IMPLEMENTED.
SO ARE YOU JUST DOUBLING DOWN ON MORE SPECIFIC POLICIES SO PEOPLE KNOW EXACTLY WHERE TO GO? I DIDN'T HAVE AN ISSUE WITH IT, BUT I...
WE CAN DEFINITELY ASK ALEX IF THERE WAS A REASON FOR THAT.
OR MAYBE SHE WAS JUST STAYING CONSISTENT WITH WHAT WE'VE DONE IN THE PAST.
YOU KNOW, BEFORE, AND I WOULD LOOK AND IT WOULD SAY ESSENTIAL AND THE WASDA.
OKAY, IT'S GONE REALLY GOOD A LITTLE BIT.
ALSO, I WENT READING IN THAT POLICY AND LEGAL NEWS WHEN IT WAS TALKING ABOUT THIS.
IT ALSO SAID THAT WHEN A STAFF MEMBER BECOMES AWARE THAT A STUDENT IS PREGNANT, THEY'RE SUPPOSED TO LET THE TITLE IX COORDINATOR KNOW.
I DON'T KNOW IF THAT HAS ALREADY BEEN IN PLACE OR WHEN THAT GOES INTO PLACE BECAUSE THAT WAS NEW INFORMATION FOR ME.
WE'RE SAYING BECAUSE IN THE COMMENTS OF THE SPREADSHEET WE HAVE IT SAYS WAS THE UPDATE IN APRIL TO REFLECT TITLE 9 2024 SO WELL THAT SOME
[02:15:03]
OF THIS VERBIAGE CAME OUT, BUT ALSO THE FACT THAT I MEAN AND IT DOESN'T SAY IN THE POLICY BUT IN THE DOES IT DOES IT SAY THAT THEY HAVE TO CUT IT? YEAH, IT WAS READING IT AND THAT WAS LIKE A WHAT? IT SEEMS WEIRD WELL, AND WE'RE NOT LOOKING AT PROCEDURE.WE'RE JUST LOOKING AT THE POLICY.
I WOULD RECOMMEND MAYBE WE LOOK AT THE PROCEDURE THAT WOULD GO WITH IT TO SEE IS THERE A BURDEN THAT WE'RE PLACING ON ADMINISTRATORS.
BUT IT SOUNDED LIKE IT WAS PART OF THE LAW THAT IS DRIVING THIS.
I JUST HAD A QUESTION ABOUT THAT.
BECAUSE IT'S NOT IN THE POLICY, BUT IT ALSO SEEMED LIKE IT WAS A REQUIREMENT BY LAW, AND JUST MAYBE TO GET THAT STRAIGHTENED OUT.
WELL, THE CROSS-REFERENCE ON SEX DISCRIMINATION, SO THAT'S PROBABLY WHERE TITLE IX COMES INTO PLAY.
BUT THE NOTIFICATION, A STAFF MEMBER HAVING TO NOTIFY THE TITLE IX COORDINATOR OF A STUDENT'S PREGNANCY JUST SEEMED WEIRD.
BUT I DON'T KNOW, LIKE, IS THAT...
BUT OTHERWISE, I MEAN, IT'S NOT IN OUR POLICY, SO IT'S NOT AN ISSUE.
IT'S JUST A QUESTION OF IF IT'S NOT NEEDED, SHOULD WE SPEND MORE TIME BEFORE WE SAY FIRST READING, SECOND READING, JUST MAKE ANOTHER POLICY AND THE PROCEDURE TO MAKE SURE WHAT IS THE BURDEN? IF IT'S NOT NEEDED RIGHT NOW, SHOULD WE TAKE TIME? BUT NEEDED MEANING LIKE IT'S NOT NEEDED UNTIL THE SECOND IT'S NEEDED.
(INAUDIBLE) YEAH, THAT'S CORRECT.
YEAH, WAUSDUD SAID ENCOURAGED IS NOT LEGALLY REQUIRED.
SO, YOU KNOW, THERE'S PART OF ME SAYING, OKAY, ANYTHING THAT'S LEGALLY REQUIRED, WE SHOULD LOOK AT, PUT IT THROUGH THE PROCESS, AND GET IT IN.
IF IT'S NOT LEGALLY REQUIRED, WE SHOULD TAKE THE TIME BECAUSE EVERYTHING THAT'S NOT LEGALLY REQUIRED IS SOME TYPE OF UNFUNDED MANDATE THAT WE'RE PLACING ON THE DISTRICT, RIGHT? JUST TO BE...
I WOULD PRIORITIZE THAT OVER FACILITY TERMS. RIGHT, I KNOW.
AND I KNOW THERE'S A LOT OF OTHER ENCOURAGED ONES IN THERE.
THE QUESTION IS, ARE WE, WE'RE NOT BOUND TO HAVE TO TAKE EVERY MODEL POLICY THAT'S ENCOURAGED, RIGHT? SO, I MEAN, WE CAN DO IT.
I'M JUST TRYING TO BALANCE THE TWO.
SHOULD WE LOOK AT THE PROCEDURE TOO, JUST BECAUSE AT SOME POINT WE WOULD IMPLEMENT IT? NO, BECAUSE PROCEDURES ARE FOR THE OPERATIONS TO PUT INTO PLACE.
WE DON'T HAVE TO APPROVE PROCEDURES.
NO, BUT IF WE APPROVE A POLICY, WE SHOULD UNDERSTAND THE IMPLICATIONS OF THE PROCEDURE THAT WE'D BE BOUND BY.
WHAT DO YOU MEAN I MEAN WE DON'T REVIEW PROCEDURES NO BUT BY APPROVING THE POLICY WE'RE BINDING THE DISTRICT TO PROCEDURES THEY HAVE TO FOLLOW SO I'M SUGGESTING THAT SOMETHING THAT'S NOT LEGALLY REQUIRED WE SHOULD AT LEAST LOOK AT THAT SO WE KNOW IF WE APPROVE THIS POLICY WHAT WHAT ARE WE PLACING I DIDN'T LOOK AT THE PROCEDURE BUT THERE'S SOMETHING THAT'S NOT LEGALLY REQUIRED, THAT WOULD BE MY...
WELL, I WOULD ALSO HOPE, TOO, THAT IF...
IF A POLICY THAT IS NOT LEGALLY REQUIRED IS COMING UP TO US AND IT'S BEEN VETTED THOROUGHLY IN THE DISTRICT BY OUR SYSTEM, THAT THERE ARE ANY SORT OF PROCEDURES THAT WOULD GO ALONG WITH IT, THEY'RE KNOWLEDGEABLE OF WHAT THOSE ARE GOING TO BE.
THEY WOULDN'T BE PASSING SOMETHING ON THAT IS BURDENSOME AND NOT, I'M SORRY, IT'S LATE, IT'S LATE.
I'M TRYING TO PUT A SENTENCE TOGETHER NOW.
[02:20:26]
AND ALSO I WOULD SAY THIS IS NOT ONE I WOULD PASS ON.IT'S BEEN REALLY HELPFUL HAVING ALEX TOO.
THAT'S WHY YOU'RE SEEING A LOT MORE POLICIES COMING TO YOU.
I KNOW, I WAS JUST GOING TO SAY, THIS IS JUST A CHUNK OF FOUR, SO LET'S GET HER DONE.
I WOULD SAY WE'RE MOVING THAT FORWARD.
WE'RE JUST COMING TO THE BOARD MEETING.
AND I'VE GOT, I MEAN, I'LL BE ABLE TO COMFORT MYSELF A LITTLE BIT BY READING THE PROCEDURE JUST SO THAT I KNOW WHAT BURDENS ARE BEING PLACED, EVEN IF IT'S NOT.
WE ARE APPROVING THE PROCEDURE BY APPROVING THE POLICY.
IT'S GOING TO BE PART OF WHAT THEY HAVE TO DO.
SO I THINK IT SHOULD BE PART OF WHAT WE HAVE TO REVIEW, PARTICULARLY FOR ENCOURAGED NON-LEGALLY REQUIRED.
BUT WE SHOULD BE ABLE TO, LIKE, WE KNOW WHAT...
IF WE WERE JUST UPDATING 3206, I'D BE FINE.
BUT BECAUSE WE'RE ADDING IT, BY ADDING THE PROCEDURE, WE SHOULD REALLY.
BUT THERE'S TIME BETWEEN NOW AND THE NEXT COUPLE OF YEARS.
AND WE CAN PULL IT UP FOR YOU.
I WANTED TO GET US TO DECIDE ON OUR DATE FOR OUR SUMMER PLANNING SESSION.
I WOULD LIKE EVERYBODY TO LOOK AT THEIR CALENDAR SO WE CAN GET THAT ON THE CALENDAR EARLIER.
NO? COREY, WHEN DOES YOUR BAND STUFF START? IT NEVER ENDS.
I AM NOT GOOD THE WEEK OF AUGUST.
10TH TO 14TH, I'M UNAVAILABLE ON ALL OF THOSE DAYS.
TUESDAY, AUGUST 4TH. I COULD DO THAT IF NEEDED.
SO I CAN, MY ONLY CAVEAT TO THAT, IF THAT'S THE WORD I'M USING CORRECTLY, IS THAT'S THE WEEK LOGAN HAS TO BE BACK AT SCHOOL, SO I NEVER KNOW WHO'S TAKING HIM BACK TO SCHOOL.
SO I CAN SAY YES RIGHT NOW, BUT IF I END UP HAVING TO TAKE HIM BACK TO SCHOOL, THEN I'LL TAKE HIM BACK TO SCHOOL.
HE HAS TO BE BACK ON THE FRIDAY THE 7TH.
SO I DON'T KNOW WHAT IS, LIKE, I'M HOME, BUT IF I'M TAKING HIM BACK TO SCHOOL, AND I DON'T KNOW THAT RIGHT NOW.
HOW ABOUT, I WAS GOING TO SAY, WE HAVE A, I KNOW IT'S GETTING EARLIER, BUT WE HAVE A BOARD MEETING ON JULY 27TH.
COULD WE EITHER TACK IT ON TO EARLIER IN THE DAY BEFORE THE BOARD MEETING OR DO IT LIKE THE DAY AFTER THE BOARD MEETING SO THAT THEN EVERYBODY CAN KIND OF SCHEDULE AROUND THOSE? SO I'D BE FINE DOING IT THE 28TH.
MATTHEW, ARE YOU AVAILABLE THEN? YEAH, I DON'T HAVE MY HOME CALENDAR.
I DON'T KNOW WHAT MY WIFE PUT ON THE BIG CALENDAR.
COULD WE END HALF THE DAY OR WHATEVER? AND THEN WE WANTED TO KIND OF TALK ABOUT THE STRATEGIC PLAN, NEXT STEPS, THE IDEA OF THE WHOLE START TIME EVALUATION FOR SAC AND CAC, AND THEN ANYTHING ELSE.
I'LL LOOK BACK, SEE WHAT WE NORMALLY TALK ABOUT.
IF YOU HAVE ANY OTHER THINGS THAT YOU WANT US TO COVER IN THAT, LET ME KNOW, AND I'LL START A RUNNING LIST.
I JUST FOUND THE RUNNING LIST FROM LAST YEAR.
ANY OTHER LOGISTICS, SHAUNA, THAT YOU NEED US TO FOCUS ON? BECAUSE IT'S ALWAYS ABOUT THE SAME.
SO I HAVE ONE LOGISTIC THING IS THAT I DON'T THINK I'LL BE AT THE SCHOOL BOARD MEETING NEXT MONTH.
[02:25:02]
SESSION, I COULD PROBABLY COME TO THAT.BUT SINCE WE SWITCH IT TO A TUESDAY, MY CREDIT UNION MEETINGS ARE TUESDAY.
BECAUSE THE HOLIDAY IS ON A MONDAY, AND SO OUR SCHOOL BOARD MEETING IS ON A MONDAY.
IT'S ON A TUESDAY, AND I HAVE A CONFLICTING MEETING ON A TUESDAY.
THE ONE THAT'S IN TWO WEEKS? CORRECT.
SO IF WE HAVE A SESSION AFTER, I CAN PROBABLY COME LATER, BUT I'M JUST SAYING I WON'T BE, MOST LIKELY I WON'T BE AT THAT.
ANY OTHER LOGISTICS? SO THEN IN JULY WE HAVE ONLY ONE MEETING STILL, RIGHT? WHICH WOULD BE THE 27TH.
AND THEN OUR PLANNING ON THE 28TH.
WE ALREADY PUT THAT ON OUR CALENDAR.
DON'T FORGET, THE PARADE'S ON THE 25TH.
ANYTHING ELSE WE WANT TO PUT ON CALENDARS? WHEN'S THE FIRST DAY OF SCHOOL? THAT'S JUST FOR US.
SO THEN NEXT WEEK, NEXT MONDAY IS THE LEGISLATIVE MEETING WITH ALL OF THE REGIONAL SOUPS, RIGHT? YEAH.
MY OTHER DISTRICT EMAIL THAT THEIR CITIZENS ADVISORY COMMITTEE WAS TALKING ABOUT COMING.
OKAY, I GUESS I HAVE ANOTHER QUESTION. SO THERE'S A TENNIS GROUNDBREAKING TOMORROW AT 8 A.M. OR 4 P.M. BUT THEN TUESDAY THERE'S ANOTHER, I MEAN THURSDAY THERE'S THE THING WITH THE NEWS. SO THAT'S JUST FOR MATTHEW, THE CEO, AND I IN PORTLAND. GOT IT.
OH, IN PORTLAND. I FEEL LIKE IT'S IN MY CALENDAR. I FORGOT TO MENTION THAT. WE'LL BE LIVE.
WHAT'S NICE ABOUT IT IS THEY PURCHASED THE TIME SLOT ON THE NEWS, SO WE KNOW THE QUESTIONS ALREADY. SO WE OWN THAT TIME. SO THEY'RE NOT COMING TO A CAMPUS HIGH SCHOOL.
OKAY. NO, I'M SORRY. I WAS LIKE, WHAT? THAT'S JUST AT THE ABC STUDIO THERE. SO TOMORROW AT 4, THOUGH, GROUNDBREAKING AT CAMPUS HIGH SCHOOL.
CORRECT. OKAY. AND THEN ALSO, I'M NOT SURE IF YOU HAD THE CAPITAL FACILITIES MEETING STILL. I DELETED THAT TODAY. I THINK THAT WAS JUST BEFORE WE MOVED IT UP. SO, YEAH, SO TOMORROW AT 4, IT SHOULD BE A GOOD EVENT. WE'LL HAVE THE BIG, BIG TENT UP. USTA WILL HAVE SOME FUN ACTIVITIES.
AND THEN WE'LL HAVE, WE HAVE A PLAYOFF BASEBALL GAME THAT IS HAPPENING AT THE BASEBALL FIELD. SO THAT COULD DRAW MORE PEOPLE, BUT IT'S GOING TO BE A LITTLE HECTIC. SO IT SHOULD BE FUN. CONNIE AND I WILL SPEAK. YOU'RE LAST RIGHT NOW, BUT I CAN MOVE YOU UP.
OKAY, I'LL TALK TO YOU WHEN WE GET THERE. BUT WE'LL JUST HAVE A COUPLE SPEECHES. I THINK MATTHEW, USTA MATTHEW, KELLY, AND I THINK A... STUDENT PLAYER. AND ALL THE KIDS SHOULD BE THERE, THE TENNIS PLAYERS, AND IT SHOULD BE GOOD. SHOULD WE WEAR TENNIS ATTIRE? THAT WOULD BE COOL, A TENNIS OUTFIT. BUT WE'LL HAVE DIRT AND SHOVELS AND HARD HATS AND ALL THAT STUFF. SO IF YOU CAN COME BY, GREAT. IT'S ABOUT AN HOUR, HOUR AND A HALF. NEXT WEEK THERE'S ALSO SOMETHING THAT'S NOT ON THE CALENDAR. I WAS GOING TO ASK ABOUT IT. WE HAVE CASCADIA HAS THEIR DISTINGUISHED GRADUATE EVENT NEXT TUESDAY. AND I THINK WE'VE ALSO GOT THE, IS THERE A STAFF THING? THEY'RE THE AWARDS THING TUESDAY IS THE CASCADIA DISTINGUISHED GRADUATE EVENT WHERE THE SCHOLARSHIP THE 19TH THE 19TH THE 19TH OKAY I'M SORRY THAT'S ALSO THE LEARN HERE LIVE HERE SO THE BRAIN HERE LIVE HERE THAT'S THE IDENTITY CLARK COUNTY YEAH YEAH THAT'S RIGHT YEAH WHO'S GOING TO I'M GOING TO THAT I'M GOING TO THE CASCADIA YOU WON OKAY THANK YOU I'LL BE AT I'LL BE AT THE HERO ONE WITH YES. I'LL BE AT THAT TOO? OKAY.
AND THEN I KNOW THERE'S THE MAGNET SYMPOSIUM THE NEXT NIGHT ON THE 20TH. THEY INVITED SOME OF OUR LEGISLATORS. IS ANYONE GOING TO GO
[02:30:01]
TO THE MAGNET SYMPOSIUM? YEAH, I'M NOT SURE IF WE'VE HEARD BACK FROM THEM, BUT THE STUDENTS INVITED THEM.BECAUSE I THINK THAT CONNIE, YOU AND I HAVE OUR BOARD BRIEFING THAT AFTERNOON. I WAS GOING TO JUST GO TO THE MAGNET THING RIGHT AFTER. ACTUALLY, THAT'S A GOOD REMINDER, MATTHEW. I MIGHT SHOOT THE LEGISLATORS A TEXT TO SEE IF THEY GOT IT. YEAH.
YEAH. I JUST KNEW WE HAD THOSE EVENING EVENTS. SO THEN HAYES FREEDOM HAS THEIR CAPSTONES NEXT WEEK. YEAH. I'M GOING TO DO TUESDAY.
BUSY EVENTS. CASCADIA'S THING? (INAUDIBLE) OKAY. I THINK THEY'RE ALL SET.
IN THE CALENDAR IT SAYS CCADHA PAYS FREEDOM.
BUT REALLY IT'S ONLY PAYS AND CCA ON SATURDAY, RIGHT? AND THEN THURSDAY IS... SHAWNA, WE HAVE TIMES, RIGHT? THE CALENDAR INVITE ISN'T UPDATED. THE ONE THAT'S ON JUNE 13TH? YEAH THAT CONCLUDES OUR WORKSHOP ON MAY 11TH.
* This transcript was compiled from uncorrected Closed Captioning.