Jun 08, 2026 School Board Workshop

GREAT. OKAY. I'LL QUICKLY. I GUESS I NEED TO GATHER ANYTHING, BUT

[1. WORKSHOP - 4:30 PM]

[00:00:09]

WE'RE HAVING A LITTLE TECHNICAL DIFFICULTIES WE'RE WORKING ON NOW.

WE'RE NOT. WE'RE DONE. WE'RE GOOD. AND I'LL GO AHEAD AND TURN IT OVER TO DOCTOR.

ALL RIGHT. GOOD. GOOD AFTERNOON. OUR FINAL WORKSHOP OF THE OF THE SCHOOL YEAR.

LOTS OF EXCITING THINGS GOING ON EVENTS. THANK YOU ALL FOR DOING WHAT YOU'RE DOING AND, AND JOINING AS MANY AS YOU CAN.

WE HAD A GREAT TOOLBOX EVENT AT GRASS VALLEY TODAY.

WE HAD A FAREWELL ASSEMBLY FOR JULIE MUELLER TODAY.

AND THEN OF COURSE, GRADUATION WEEK. SO LOTS OF FUN.

AS YOU KNOW, WE STARTED THE ARTS ADVISORY COMMITTEE THIS YEAR.

AND I REALLY DO THINK IT WAS A PRETTY EXCEPTIONAL FIRST YEAR.

YOU'LL SEE IN THE PRESENTATION TODAY, A LOT OF QUICK WINS.

SOME RECOMMENDATIONS COMING UP FOR NEXT YEAR.

BUT I CAN'T BE YOU KNOW, MORE IMPRESSED WITH THE WORK THAT OUR CHAIRS, FAUNA AND SARAH DID.

MATTHEW AND COREY WERE REALLY, REALLY, REALLY INSPIRING THROUGHOUT THE YEAR, BUT THE COMMITTEE ITSELF WAS PROBABLY ONE OF THE MOST THE MOST IMPRESSIVE GROUP OF PEOPLE I'VE EVER WORKED WITH. TOTALLY DIFFERENT WORLD THAN I LIVE IN ON A DAY TO DAY BASIS.

AND I LEARNED MORE THAN I EVER THOUGHT I WOULD.

SO WITH THAT SAID, I WANTED TO MAKE SURE THAT THE BOARD WAS UPDATED ON, ON HOW THE YEAR WENT.

AND THEN AGAIN, WHAT YEAR TWO AND BEYOND MIGHT LOOK LIKE.

SO THAT SAID, ONE OF OUR CHAIRS, SARAH LIGHTFOOT, WHO IS HERE TONIGHT.

[2. CULTURE]

WELL, WE ONLY HAVE ONE MIC ANYWAY, SO THAT'S THAT WORKS OUT.

IF IF FAUNA COMES, WE'LL, WE'LL GRAB HER A MIC, BUT IN THE MEANTIME, SARAH'S HERE, SO THANK YOU.

SARAH. THE FLOOR IS YOURS. IS THIS GOING TO PICK UP? IT IS GOING TO PICK UP MY VOICE. OKAY. WELL, THANK YOU SO MUCH FOR THE OPPORTUNITY TO BE HERE.

I'M EXCITED TO SHARE WITH YOU THE THE WORK THAT THE COMMITTEE HAS DONE.

IT'S BEEN REALLY BUSY AND A LOT THAT WE'VE HAD A LOT ON THE TABLE TO THINK ABOUT.

JUST BEFORE I KICK THAT OFF, I JUST WANT TO SAY PERSONALLY THAT WHEN I SENT OFF THE EMAIL LAST SPRING FOR SAYING, COULD WE POSSIBLY HAVE AN ARTS ADVISORY COMMITTEE, I DIDN'T KNOW WHERE IT WOULD LAND. AND I'M JUST SO PLEASED THAT IT WAS A YES.

AND, YOU KNOW, IDEAS CAN BE ONE THING, BUT LIKE, REALITY IS ANOTHER.

AND, YOU KNOW, WHAT WE'VE ACCOMPLISHED IS BECAUSE PEOPLE HAVE BEEN OPEN TO CONVERSATION AND THOUGHT AND GROWTH AND JUST BEING WILLING TO STEP INTO THAT SPACE.

SO THANK YOU TO DOCTOR ANZALONE AND THE SCHOOL BOARD FOR JUST CREATING THE AVENUE FOR CHANGE, BECAUSE THAT'S THE FIRST STEP. SO I DON'T INTEND TO READ EVERYTHING SPECIFICALLY OFF OF THIS.

BUT REALLY, YOU KNOW, THE COMMITTEE WAS DESIGNED IT WAS A RESPONSE TO COMMUNITY INPUT.

AND REALLY IT WAS A BIG COMMITMENT FROM THE DISTRICT TO SAY TO THE COMMUNITY THAT WE DO VALUE THE ARTS AND THAT WE DO WANT TO LOOK AT HAVING GROWTH IN THIS AREA.

AND IT'S JUST BEEN A YEAR TO OPEN CONVERSATIONS, AND THE COMMITTEE IS IMPRESSIVE.

IT'S A VERY IMPRESSIVE GROUP OF PEOPLE, AND I'VE GAINED SO MUCH FROM GETTING TO KNOW THESE PEOPLE IN THE DISTRICT, AND I'VE REALLY APPRECIATED ALL OF THEIR INPUT AND IDEAS, AND WE'RE ALL REALLY JUST COMMITTED TO WANTING TO SHARE HOW IMPORTANT IT IS TO HAVE THE ARTS THRIVE, HOW THEY BENEFIT STUDENTS, HOW THEY HELP OUR SCHOOL COMMUNITIES BE STRONGER, HOW THEY HELP SUPPORT ACADEMIC SUCCESS, AND ALL THE SOCIAL EMOTIONAL BENEFITS THAT GO ALONG WITH THAT.

AND WE REALLY DO WANT TO DO WORK THAT HELPS DECISION MAKING.

I MEAN, THERE'S BEEN A LOT OF STUFF THAT WE'VE EXPLORED AND WE DO HAVE A FEW QUESTIONS GOING THROUGH THE PRESENTATION AND I KNOW WE HAVE A LIMITED TIME.

SO I HOPE THAT WE CAN TOUCH ON THESE BRIEFLY.

AND THEN WHEN WE GET TO THE END, THEN WE MIGHT BE ABLE TO HAVE LIKE A BROADER DISCUSSION AS WE'VE GONE THROUGH THE REPORT AND KIND OF LAND THERE.

SO ONE THING IS, IS JUST WE WOULD REALLY LIKE TO HEAR FROM YOU WHAT SUPPORTS DECISION MAKING, WHAT RESOURCES ARE HELPFUL TO YOU THAT ARE GOING TO HELP BROADEN THE UNDERSTANDING ABOUT BENEFITS OR JUST HOW TO STRUCTURE PROGRAMS? WOULD IT BE HELPFUL IF WE BROUGHT PRESENTATIONS TO YOU? ARTICLES, WORKSHOPS, SAMPLE PROGRAMS, OR OTHER DISTRICTS OF SIMILAR SIZE THAT HAVE DIFFERENT, YOU KNOW, DIFFERENT ARTS PROGRAMS AND DIFFERENT STRUCTURES? SO WE WOULD BE REALLY INTERESTED TO KNOW WHAT IS HELPFUL IN THAT AREA IN TERMS OF RESOURCES.

AND IS THERE ANYTHING THAT JUMPS TO MIND? AND IF WE WANT TO PASS, IT'S OKAY.

SO IT'S JUST WHATEVER WE WANT TO LAND FOR DISCUSSION.

I JUST KIND OF PUT THESE IN. SO. I WOULD SAY A GREAT BIG YES TO THE.

WHAT TYPES OF, IS IT THE BENEFITS OF ARTS PROGRAMS? I THINK WE WE ALL AGREE ON THAT. BUT PRESENTATIONS, ARTICLES, WORKSHOPS, SAMPLE PROGRAMS,

[00:05:01]

WE HAVE DECISIONS THAT WE'RE MAKING AT CERTAIN TIMES.

SO MAYBE DEPENDING ON WHERE WE LAND FOR FUTURE WORK, THE COMMITTEE THEN THAT WOULD HELP KIND OF GUIDE THE TYPES OF RESOURCES FROM THIS AREA THAT WOULD BE MOST USEFUL. RIGHT. TAKING OUR SLIDE.

SO. ALL RIGHT. OKAY. YEAH. SO THE FIRST YEAR WAS A TIME TO GATHER, DISCUSS, DREAM.

AND THIS TEAM IS SUPER EAGER FOR CHANGE. AND WE DO KNOW THAT FINANCIAL CLIMATE IS TOUGH.

AND SO WE'VE WANTED TO BE VERY DEDICATED TO THINKING, HOW CAN WE FIND QUICK WINS THAT WE CAN DO RIGHT AWAY THAT ARE LOW OR NO COST? AND SO WE STARTED WITH BUILDING FOUR SUBCOMMITTEES TO KIND OF START EXPLORING.

AND WE FOCUSED ON MUSIC, VISUAL ARTS COMMUNICATION, STUDENT ENGAGEMENT.

AND, YOU KNOW, WE, IT'S NOT JUST ABOUT LOOKING WHERE WE CAN IMPROVE.

WE WANT TO FIND WHERE WE'RE SUCCESSFUL BECAUSE WE HAVE A LOT OF GOOD THINGS GOING.

AND IT'S REALLY IMPORTANT THAT WE'RE BALANCING ALL OF THAT.

AND AS A WHOLE, THE COMMITTEE REALLY WANTS TO LOOK AT HOW DO WE BROADEN, DEEPEN AND DIVERSIFY PROGRAMS. AND WE'LL TOUCH ON THAT AGAIN A LITTLE BIT LATER.

BUT IN THE FIRST MEETING, ALMOST IMMEDIATELY, LIKE CONSENSUS, LIKE COMMUNICATION IS REALLY A KEY TO SUCCESS AND THE THE COMMITTEE WOULD REALLY LIKE TO DEVELOP A WEBSITE, AND WE DID NOT GET AS FAR IN THE DEVELOPMENT OF THAT AS MAYBE WE HAD HOPED.

BUT WE REALLY WOULD LIKE TO DEVELOP LIKE AN ARTS CORNER.

SO LIKE THE MAIN WEBSITE LINK TO THE ARTS CORNER AND THEN GO INTO LIKE OUR PROGRAM PATHWAYS MAYBE, YOU KNOW, DEFINITELY DISTRICT ARTS CALENDAR. SO THAT'S STILL IN DEVELOPMENT.

AND I THINK IT'S THE, HOW DO WE MANAGE, LIKE, HOW DO WE BUILD, HOW DO WE MANAGE WHERE WE'VE KIND OF LANDED? AND I'M SURE WE'RE GOING TO GET IT UP AND RUNNING, BUT I THINK WE'RE STILL IN THE MIDST OF THAT.

BUT IS THERE ANYTHING THAT JUMPS TO MIND THAT YOU WOULD LIKE TO SEE INCLUDED IN THAT? NOT NECESSARILY INCLUDED, BUT JUST YOU SAYING THE ARTS CALENDAR LIKE THAT WOULD BE REALLY HELPFUL BECAUSE I KNOW, WE HEAR ABOUT LIKE EVENTS THAT ARE HAPPENING AT THE HIGH SCHOOL OR, YOU KNOW, THE MIDDLE SCHOOL, OR SOMETIMES PEOPLE WILL COME IN AND TELL US. BUT IF THERE WAS LIKE A PLACE THAT WE COULD GO TO THAT SAYS, OH, THIS MONTH THERE'S THIS, THESE THINGS ARE HAPPENING THAT WE COULD ALL GO TO.

LIKE THAT WOULD BE. BUT IT SOUNDS LIKE THAT'S SOMETHING YOU'RE KIND OF WORKING ON. IT WOULD BE LIKE A WEBSITE LANDING PAGE THAT WOULD HAVE THAT KIND OF STUFF. OKAY. SO OKAY, SO BASICALLY WE WANTED TO TAKE A SNAPSHOT, LIKE WHAT IS HAPPENING NOW? AND WHAT DO EDUCATORS AND ADMINISTRATORS HAVE TO SAY? SO WE WANTED TO KIND OF GET FEEDBACK FROM THEM ABOUT HOW, YOU KNOW, HOW THEY'RE FEELING ABOUT ARTS RIGHT NOW AND THEN MAYBE WHERE THEY WOULD LIKE TO GO. AND I HAVE DONE LINKS THROUGH ALL OF HERE.

IF YOU WANT TO GO AND READ ALL OF THE RESEARCH.

SO IT'S ALL THERE. BUT THE TEACHER VISIONING WAS REALLY HELPFUL AGAIN, SO WHERE WE COULD LOOK FOR AREAS OF STRENGTH, AREAS OF IMPROVEMENT AND WHERE THERE WAS SUPPORT NEEDED.

AND THAT THAT DOCUMENT WILL PROBABLY BE SOMETHING THAT WILL GUIDE FUTURE RESEARCH.

AND SO REALLY JUST A STARTING POINT OF HOW THE COMMITTEE COULD POSSIBLY BUILD, YOU KNOW, FURTHER WORK OFF OF THAT FEEDBACK.

AND WE JUST WANTED TO SHARE WITH YOU THE PRIORITY ACTIONS THAT CAME OUT OF THAT TEACHER VISIONING.

AND SO WE DO HAVE A FEW RECOMMENDATIONS, BUT THEY WON'T TOUCH ON ALL OF THESE.

BUT LIKE, NUMBER ONE, IDENTIFYING A DISTRICT LEVEL ARTS ADMINISTRATOR, THAT WAS JUST ABSOLUTELY KEY.

IT CAME THROUGH, YOU KNOW, ALL OF THE FEEDBACK FROM, FROM THE EDUCATORS AS JUST SOMETHING THAT WOULD BE REALLY IMPORTANT STABILIZING, EQUALIZING ARTS FUNDING, PROTECTING K-12 COLLABORATION, TIME, ADDRESSING SAFETY AND FACILITY CONCERNS, AND PROTECTING INSTRUCTIONAL TIME AND STAFFING.

YOU KNOW, AND WHEN WE GOT THIS FEEDBACK FIRST, YOU KNOW, IT WAS LIKE, WOW, THIS IS A LOT OF STUFF.

BUT I THINK WE'VE TOUCHED ON A LOT OF THESE AREAS, NOT NECESSARILY EVEN THROUGH THE WORK OF THE COMMITTEE, BUT I THINK DOCTOR ANZALONE HAS SPENT TIME LOOKING INTO THESE AREAS AS WELL.

AND SO I THINK WE'VE TOUCHED ON A LOT OF THESE AREAS.

AND SO THAT'S REALLY EXCITING. SO IN YEAR ONE THROUGH OH, ONE OF OUR SUBCOMMITTEES STUDENT ENGAGEMENT SORRY.

YEAH. SO WE HAVE STUDENT ENGAGEMENT COMMITTEE.

AND WE STARTED OFF WITH DESIGNING SOME SURVEYS THAT WILL BE GOING OUT TO STUDENTS ON AN ANNUAL BASIS.

[00:10:05]

AND THERE IS AN ELEMENTARY ONE. AND THAT IS THE ELEMENTARY ONE IS MORE THAT THE MUSIC TEACHERS KIND OF HANDPICK A SELECTION OF KIDS.

THEY FEEL THAT COULD ANSWER THAT. AND SO THIS YEAR WE RECEIVED 25 ELEMENTARY, 93 MIDDLE SCHOOL, 274 10TH GRADE AND 183 SENIOR EXIT SURVEYS. THAT'S A LOT OF INFORMATION, HASN'T BEEN COLLATED.

YOU KNOW, SO LIKE THE GATHERING IS DONE. I THINK THAT'S GOING TO BE A SUMMER PROJECT PROBABLY FOR ETHAN [INAUDIBLE].

SO. SO YEAH [LAUGHS]. SO YEAH. YEAH. SO. WELL, HE'S, HE'S VERY INVOLVED IN THIS WORK AND HE IS REALLY PASSIONATE.

AND HE DID SAY HE WANTED TO READ THEM. I DON'T KNOW IF HE WANTS TO READ 500, BUT THERE YOU GO.

SO AND THAT IS ANOTHER THING. WE'VE STARTED THIS PROCESS.

BUT WHAT ARE WE GOING TO DO WITH IT? HOW ARE WE GOING TO KEEP TRACKING IT? YOU KNOW WHAT'S GOING TO BECOME THE HOME FOR THIS.

AND REALLY THIS IS MEANT TO BE A VERY POSITIVE FEEDBACK IN THE SENSE OF WHAT ARE WE HEARING FROM STUDENTS ABOUT MEANINGFUL EXPERIENCES, BELONGING, BENEFITS. AND SO THESE ARE THINGS THAT COULD POTENTIALLY BE QUOTES THAT SHOW UP ON THE WEBSITE.

I'M GOING TO KEEP MOVING JUST BECAUSE I KNOW THAT WE HAVE A LOT TO COVER. BUT IF YOU HAVE IDEAS WHAT YOU WANT TO HAVE INCLUDED IN THOSE PLEASE LET US KNOW IF SOMETHING, IF YOU'RE READY TO SAY GIVE A SHOUT. THE VISUAL K-12 PATHWAYS VISUAL ART SUBCOMMITTEE IS LIKE SUPER KEEN.

THEY, THEY ARE, THEY WERE LIKE, THEY SHOULD HAVE HAD THE A PLUS OUT OF THE SUBCOMMITTEES.

THEY DID A LOT OF GREAT WORK. THEY WERE VERY BUSY.

AND THEY REALLY WANT TO LOOK AT VISUAL ART, K-12.

YOU KNOW, WE DON'T HAVE CURRICULUM VISUAL ART FOR ELEMENTARY SCHOOL.

WE DO HAVE ART DISCOVERY, BUT IT ISN'T EVEN FROM SCHOOL TO SCHOOL.

SO WE DID HAVE THE FIRST LIKE DISTRICT WIDE ARTS ADVISORY MEETING FOR HOLD FOR ART DISCOVERY.

AND IT WAS IN HERE. AND I THINK WE HAD REPRESENTATION FROM EVERY SCHOOL AND IT WAS LIKE MAYBE 15 PEOPLE.

I MEAN, IT IT WAS A GREAT TURNOUT. SO THERE'S DEFINITELY INTEREST TO LOOK AT HOW COULD WE DEVELOP THIS VOLUNTEER PROGRAM SO THAT IT WOULD HELP K-5 STUDENTS MAYBE HAVE MORE UNIFIED APPROACH TO VISUAL ART IN ELEMENTARY SCHOOL, THERE'S INTEREST TO CREATE A HUB FOR RESOURCES SO THAT SCHOOLS COULD SHARE AMONGST THEMSELVES EITHER VIDEOS, TUTORIALS THEY'D LIKE TO MAYBE, YOU KNOW, SHARE THE KILNS.

SO THERE'S A LOT OF DISCUSSION HOW EXACTLY THAT'S GOING TO DEVELOP, MONITOR AND BE LOOKED AFTER IS ANOTHER CONVERSATION, BUT THERE'S DEFINITE INTEREST FOR THAT TO HAPPEN.

AND WE REALLY DO NEED TO LOOK AT HOW DO WE ENGAGE THE COMMUNITY MORE AND SUSTAIN VOLUNTEERS TO KEEP THAT RUNNING OPTIMALLY.

ELECTIVES. SO THERE'S A LOT OF DISCUSSION ABOUT ELECTIVES.

HOW DO THEY WORK? YOU KNOW, ARE THEY, YOU KNOW, ARE THEY HINDERING KIDS FROM PARTICIPATING IN OTHER THINGS AS ENROLLMENT, WHAT THEY WANT TO BE? SO WE PULLED A LIST OF ELECTIVES, GATHERED ENROLLMENT FOR THE PAST THREE YEARS, AND IT JUST KEPT STIMULATING A BUNCH OF QUESTIONS.

SO WE DON'T HAVE DEFINITIVE FEEDBACK FOR YOU ON THAT.

BUT WHERE WE WANT TO GO WITH ENROLLMENT IS HOW DO WE, YOU KNOW, UNDERSTAND THE SCOPE OF OUR OF OUR OFFERINGS? DO WE FEEL THEY'RE BALANCED? IF WE'RE TRACKING ENROLLMENT, WHAT DO WE WANT TO ACTUALLY KNOW FROM THAT? IS THAT HOW WE DEFINE SUCCESS? IS ENROLLMENT NUMBERS REALLY IS THE ONLY WAY.

SO I THINK, YOU KNOW, LOOKING AT WAYS TO DEFINE SUCCESS, MAYBE LOOKING AT PERCENT OF SCHOOL POPULATION, LIKE HOW MANY KIDS ARE INVOLVED IN VISUAL ART? HOW MANY KIDS ARE INVOLVED IN MUSIC, HOW YOU WATCH THAT DEVELOP COMPLEMENTARY VERSUS COMPETITIVE IN THE SENSE THAT ARE WE OFFERING, ARE THESE CLASSES COMPLEMENTARY TO EACH OTHER? OR ARE THEY KIND OF PULLING KIDS FROM ONE THING TO ANOTHER? SO LOOKING AT HOW ELECTIVES WORK ACCESS, PARTICULARLY IN HIGH SCHOOL WHEN KIDS ARE TRYING TO MEET HIGH SCHOOL REQUIREMENTS.

IS ANYTHING GETTING IN THE WAY FROM THEM PARTICIPATING IN ARTS PROGRAMS? AND YOU KNOW, WHAT ARE THE METRICS AND OUTCOMES THAT WOULD BE BENEFICIAL TO YOU TO KNOW.

OUT OF THE ADMINISTRATORS SURVEY, THERE WAS A REALLY INTERESTING POINT THAT SOMEONE SUGGESTED THAT ALL SIXTH GRADERS ARE REQUIRED TO TAKE A FINE OR PERFORMING ARTS CLASS, AND THEN THAT WOULD HELP START TO BE YOUR FEEDER PROGRAMS. I WANT TO ADD, TOO, I KNOW THAT THE STATE BOARD OF EDUCATION IS LOOKING AT CHANGES IN GRADUATION REQUIREMENTS.

I KNOW THAT P.E AND ART ARE YOU MIGHT KNOW THIS A LITTLE BIT, ARE LIKE MAYBE GOING TO BE LIKE, THEY'RE NOT SPECIFICALLY REQUIRED, BUT CAN BE OPTIONS, WHICH WOULD DRASTICALLY.

I MEAN, I KNOW A LOT OF KIDS WHO TAKE ART FOR THE FIRST TIME BECAUSE THEY HAVE TO AND THEN THEY LOVE IT,

[00:15:04]

SO THAT'S SOMETHING TO HAVE ON OUR RADAR. ABSOLUTELY.

YEAH. SO NOW WE'LL GO INTO RECOMMENDATIONS. I THINK DOING THIS EARLY. OKAY. OKAY. SO WE'RE ON TO THE FIRST RECOMMENDATION AND WE CREATED, YOU'LL SEE THROUGH THERE WE KIND OF HAVE A PILLAR. SO LIKE THIS FIRST PILLAR IS LEADERSHIP. AND SO TECHNICALLY, YOU KNOW, THE COMMITTEE COULD BACK COULD COME BACK WITH ANOTHER RECOMMENDATION ALONG THE LINES OF SOMETHING TO DO WITH LEADERSHIP IN THE FUTURE. AND SO HERE WE'RE JUST REFERRING TO THE CREATION OF THE NEW K 12 FINE AND PERFORMING ARTS SPECIALIST AND THE SUPPORT THAT THAT ROLE WILL BE RECEIVING FROM THE DIRECTOR OF SECONDARY EDUCATION.

THIS IS A HUGE WIN FOR CAMAS TO HAVE THIS ROLE DEVELOPED.

AND IT'S ABSOLUTELY SOMETHING THAT'S NEVER EXISTED.

AND I JUST PERSONALLY, FROM LOTS OF CONVERSATIONS I'VE HAD WITH TEACHERS OVER THE YEARS, I KNOW THIS IS GOING TO BE VERY MEANINGFUL, POSITIVE FORWARD STEP. AND IT REALLY WAS TOP PRIORITY FROM THE TEACHER VISIONING.

AND TO HAVE A POINT OF CONTACT FOR ARTS EDUCATORS AND SOMEONE WHO COORDINATES MUSIC AND ARTS ACTIVITIES IS JUST GOING TO BE SO HELPFUL TO FORWARD THE MISSION OF ARTS DISTRICT AND AS A RESOURCE FOR THE COMMITTEE FOR SOMEONE TO GO TO AND ASK QUESTIONS.

IT'S GOING TO BE REALLY IMPORTANT. HAVING DEDICATED OVERSIGHT ACTUALLY HELPS SECURE BETTER OUTCOMES FOR STUDENTS.

SO OUR STUDENTS ARE GOING TO BE BETTER SERVED BECAUSE OF THIS ROLE BEING CREATED.

IT'S REALLY AN ESSENTIAL STEP FOR A LONG TERM STABILITY AND SUCCESS.

AND IT'S GOING TO HELP US HAVE MUCH DEEPER AWARENESS OF PROGRAM STRENGTHS AND AREAS FOR IMPROVEMENT.

AND IT HAS A VOICE AND REPRESENTATION DIRECTLY TO THE DISTRICT LEADERSHIP.

AND THAT'S JUST REALLY IMPORTANT AVENUE. SO THE RECOMMENDATION ALONG THIS LINE IS TO ENCOURAGE THIS NEW FINE ARTS AND PERFORMING ARTS WAS A DOUBLE ARTS IN THEIR FINE AND PERFORMING ARTS SPECIALIST TO WORK IN PARTNERSHIP WITH THE ARTS ADVISORY.

AND THE IMMEDIATE PRIORITIES WOULD BE TO GATHER DISTRICT WIDE PHYSICAL INVENTORY AND WORK ON THE STRATEGIC PLAN ARTS METRICS TO BE IN ALIGNMENT WITH THE PROFILE OF A GRADUATE.

BECAUSE WE'VE TALKED ABOUT STRATEGIC ARTS PLAN.

BUT INSTEAD OF DEVELOPING THE OWN ARTS STRATEGIC PLAN, UNIFYING IT WITH PROFILE, THE GRADUATE IS GOING TO BE A VERY SECURE WAY TO BOARD.

SO YEAH. AND SARAH, I'LL JUST CHIME IN ON THAT.

SO WE'VE BEEN EXPLORING OUR NEXT RENDITION OF THE STRATEGIC PLAN.

AND TWO THINGS THAT POP UP IS ACTUALLY BOTH GOING TO BE TALKED ABOUT TONIGHT.

AI, THERE'S REALLY NO MENTION OF AI IN OUR CURRENT PLAN.

IT WAS, IT WAS FUNNY BECAUSE IT WAS ONLY A COUPLE OF YEARS AGO.

RIGHT. AND THEN ARTS AND REALLY MAKING SURE THAT THERE'S A REFLECTION OF THAT WORK IN THERE.

SO I'M EXCITED ABOUT INTEGRATING THAT. AND WE ORIGINALLY WERE TALKING ABOUT A FULLY DIFFERENT, A SEPARATE STRATEGIC PLAN. AND THEN I THINK THE COMMITTEE CAME BACK TOGETHER AND SAID, WAIT, IT MIGHT BE BETTER FOR THE DISTRICT TO JUST INCORPORATE IT INTO OUR CURRENT ONE.

SO THAT'S GOING TO THAT'S GOING TO BE A LOT OF FUN WHEN WE START LOOKING AT IN THAT.

CULTURE. SO ANOTHER PILLAR. SO BROADENING, DEEPENING, DEEPEN AND DIVERSIFYING ARTS AND MUSIC PROGRAMS. AND THIS IS REALLY THE HEART OF THE COMMITTEE.

EVERYONE WANTS TO WORK TOGETHER TO BUILD A STRONGER DISTRICT CULTURE OF ARTS APPRECIATION.

WE ALL KNOW WE HAVE A STRONG SPORTS APPRECIATION.

WE WANT TO REALLY BUILD, YOU KNOW, SOMETHING THAT WORKS PARALLEL TO THAT, THAT WE'RE HAVING A STRONG CULTURE OF ARTS APPRECIATION AND THAT HELPS CREATE AN EQUITY OF OPPORTUNITY. IT HELPS INCREASE ARTS RELEVANCE DISTRICT WIDE, AND IT HELPS INCREASE STUDENT OPPORTUNITY AND ENGAGEMENT.

BY BROADENING, WE MEAN OFFERING MORE PROGRAMING FOR STUDENTS THAT ARE ALREADY INTERESTED.

DEEPENING WOULD BE ENCOURAGING THE INTERESTED STUDENTS TO PARTICIPATE MORE.

DIVERSIFY ENGAGING NEW STUDENTS IN THE ARTS. SO LIKE WHAT CONNIE WAS SAYING ABOUT PEOPLE WHO'VE NEVER HAD AN OPPORTUNITY, BUT ONCE THEY DO IT, THEY REALIZE IT'S GREAT.

HOW DO WE GET THOSE STUDENTS TO TRY NEW ACTIVITIES? ALSO, CULTURE WOULD BE SEEKING COMMUNITY PARTNERS AND ENCOURAGING WIDER COMMUNITY ENGAGEMENT AND BUILDING KIND OF THAT BRIDGE BETWEEN SCHOOL AND COMMUNITY AND ENCOURAGING DISTRICT LEADERSHIP TO SUPPORT, PROMOTE AND ENGAGE WITH THOSE ARTS ACTIVITIES.

SO THE RECOMMENDATION IS TO DEVELOP AND IMPLEMENT THE CULTURE OF CREATIVITY DISTRICT THEME FOR NEXT YEAR, IN ALIGNMENT WITH PROFILE OF THE GRADUATE. AND WE'VE ALREADY ACCEPTED THAT RECOMMENDATION ON BEHALF OF THE BOARD.

SO WE ARE WORKING ON ALREADY SOME SIGNAGE FOR OUR WELCOME BACK.

SO OUR TEACHERS AND OUR NEW, OUR STAFF, WHEN WE COME BACK IN THE FALL, WE'LL SEE THAT, YOU KNOW, OUT FRONT AND JUST REALLY CELEBRATING SOME OF THE CREATIVITY THAT HAPPENED THIS YEAR AND THEN ENCOURAGING OUR TEACHERS, OUR PRINCIPALS, OUR STAFF TO REALLY INFUSE CREATIVITY IN ALL THEY DO NEXT YEAR.

WHATEVER THAT LOOKS LIKE, THAT COULD BE PERFORMING ARTS, THAT COULD BE FINE ARTS.

[00:20:03]

SO THAT'S GOING TO BE INFUSED IN EVERYTHING WE DO NEXT YEAR.

AND THAT WAS AGAIN, THAT WAS COMPLETELY GENERATED FROM, FROM THE COMMITTEE.

HI. I'LL LEAVE IT OVER HERE. OKAY, I'LL USE HERS. AS WE CAN SEE, SOUND REINFORCEMENT IS VERY IMPORTANT.

I'M VERY EXCITED ABOUT INCREASED OPPORTUNITY FOR K-12 ALIGNMENT OF OUR STAFF AND HAVING MORE TIME TO BE COLLEGIAL.

TO GET TOGETHER FOUR TIMES A YEAR WILL BE AMAZING AND HAVE MORE FORWARD VISION ON HOW AND WHEN THAT HAPPENS TO MAKE SURE IT'S AT THE RIGHT TIME WITH THE RIGHT PEOPLE AND THE RIGHT PLACE SERVING THE TEACHERS TO BETTER ABLE SERVE STUDENTS.

SO THAT'S GOING TO BE A REALLY GREAT THING TO HAVE HAPPENING.

AND ALSO IDENTIFYING BASIC NEEDS OF PROGRAMS. I MEAN, YOU CAN READ THE SLIDES. I'M NOT GOING TO READ EVERYTHING ON THERE, BUT I'M MOVING ON TO THE NEXT ONE, WHICH IS IDENTIFY. OH, DID ANYONE HAVE QUESTIONS ABOUT THAT VERTICAL ALIGNMENT? FAUNA, THANK YOU FOR BEING HERE.

IF I CAN JUST ADD ONE THING ON THIS, THIS HAS ALREADY STARTED IN OTHER AREAS OF OUR DISTRICT.

THIS YEAR WE HAD SOME VERTICAL ALIGNMENT, AS YOU KNOW, BETWEEN OUR EIGHTH AND NINTH GRADE TEACHERS.

ALSO, SOME SPECIAL EDUCATION TEACHERS WERE ABLE TO DO SOME OF THAT WORK TOGETHER.

THIS WILL, THIS WILL REALLY JUST BE AN ADD ADDING ON ITS COMPLEX.

AS YOU KNOW, WE HAVE TO, YOU KNOW, MAKE SURE THAT WE'RE FOLLOWING CBA.

WE'RE MAKING SURE THAT WE'RE WORKING WITH OUR PRINCIPALS AND, AND MAKING SURE THEIR TIME IS RESPECTED AS WELL AS THE DISTRICT, DISTRICT AND TEACHER TIME. SO WE, I KNOW FAUNA AND SARAH KNOW THAT, BUT WE'RE GOING TO WORK TOGETHER.

AND I THINK THE SPECIALIST WILL BE A HELPFUL BRIDGE BETWEEN OUR PRINCIPALS, OUR TEACHERS, AND OUR DISTRICT TO MAKE SURE THOSE THOSE TIMES ARE PROVIDED.

AND SO THAT'S EXCITING AND TO SEE, TO SEE THAT HAPPENING BECAUSE I'M A LITTLE SURPRISED IT'S NOT HAPPENING ALREADY MORE ORGANICALLY.

BUT SO MUCH OF IT IS, IT'S, IT'S, IT'S TIME THAT WE HAVE TO MAKE SURE IT'S INTENTIONAL.

SO THANK YOU FOR THAT RECOMMENDATION. YEAH. THANK YOU.

IT'S REALLY HARD WHEN YOU'RE ALL IN DIFFERENT BUILDINGS, SO IT HAS TO BE COORDINATED BY SOMEBODY AT THE DISTRICT LEVEL.

SO WE ARE ALSO GOING TO BE LOOKING AT BASIC SUPPLIES FOR DIFFERENT PROGRAMS, LOOKING AT EQUIPMENT THAT HAS BEEN SORT OF LEFT ALONE FOR A LONG TIME.

AN EXAMPLE WOULD BE PIANOS. WE'RE GOING TO BE LOOKING AT THE PIANOS AND SEE THE BEST COURSE OF ACTION TO MAKE BEST USE OF THOSE.

DO THEY NEED REPAIR? DO THEY NEED REPLACED. AND MAKING SURE THAT THEY START TO GET REGULAR TUNINGS AND MAINTENANCE.

SO THAT'S GOING TO BE ONE OF THOSE KIND OF BASIC MATERIALS THINGS.

HAVING PREDICTABLE BUDGETS WILL REALLY HELP EVEN IF THEY'RE VERY SMALL.

WE KNOW IT'S NOT A FLUSH TIME FOR THE GENERAL FUND, BUT JUST SOMETHING THAT WE CAN COUNT ON IN A PLACE TO START AND GROW.

SO YEAH, WE HAVE A LOT OF, A LOT OF THINGS WE WANT TO LOOK AT SOME SURVEYS WE WANT TO TAKE FOR, YOU KNOW, WHAT WE ALREADY HAVE. WHAT DO PEOPLE NEED? WHAT DO THEY WANT? SO THAT'S WHERE WE'RE, WE'RE LOOKING THERE.

ANYONE WANT TO ADD ANYTHING TO THAT ONE? WELL, THIS ONE'S PRETTY SELF-EXPLANATORY, I THINK.

YOU KNOW, WE, WE DO HAVE ONE MORE YEAR LEFT ON THE MUSIC MONEY THAT WAS PUT IN THE LAST MOU.

AND ONCE WE HAVE THE SPECIALIST HIRED, HOPEFULLY WITHIN THE NEXT COUPLE WEEKS, WE'LL SIT DOWN WITH THAT PERSON AND LOOK TO SEE, OKAY, DO WE WANT TO GO WITH A BUDGET? DO WE WANT TO CONTINUE WITH THIS MOU? DO WE. IS THERE SOME HAPPY MEDIUM? BUT WE'RE VERY OPEN AT THE DISTRICT LEVEL TO PROVIDE A BUDGET TO THE SPECIALIST AND THEN WORK WITH THEM ON, ON HOW THAT'S ALLOCATED. SO AGAIN, GREAT RECOMMENDATION.

AND OUR WHEELS WERE ALREADY TURNING IN THIS WAY.

SO THERE'S A LONG LIST OF YEAR TWO POSSIBILITIES.

AND HAVING BUILT AND RUN AN ARTS ORGANIZATION AND BUILD ARTS INITIATIVES FOR MY WORK NOW. I KNOW WHAT IS INVOLVED IN THIS, AND I THINK THE COMMITTEE WOULD REALLY BENEFIT FROM DIRECTION OF WHERE THEY SHOULD FOCUS NEXT YEAR, BECAUSE THIS IS IT IS TOO MUCH FOR THIS COMMITTEE.

PART OF MY WORK IS LEADING AN ARTS ORGANIZATION.

I WORK WITH VOLUNTEERS. I NEED TO GAUGE HOW MUCH THEY CAN GIVE.

AND AT THE CURRENT MOMENT, I DON'T, YOU KNOW, WE HAVE PEOPLE INVESTED, BUT I THINK WE HAVE TO REALLY BE CAREFUL HOW MUCH WE DECIDE TO, TO LAND WITH. AND SO THERE'S A LOT OF GREAT THINGS HERE AND, YOU KNOW, EVERYONE WANTS TO DO EVERYTHING.

[00:25:01]

BUT I THINK IT'S PROBABLY TIME TO MAKE SOME CHOICES, BUT SO WE WOULD REALLY BENEFIT FROM HEARING FROM YOU.

AND THAT MIGHT BE SOMETHING THAT IS DEVELOPED OVER THE SUMMER, YOU KNOW, TO GIVE BACK TO THE FEEDBACK TO THE COMMITTEE IN THE FALL.

ALL OF THESE THINGS ARE ESSENTIAL TO ADDRESS IN SOME WAY.

YEAH, SO I COULD SAY MORE, BUT I WOULD LIKE TO KIND OF LIKE US TO HELP PICK ONE OF THESE OR SAY WHICH OF THESE WOULD BE WHAT WE WOULD. YEAH. WHAT IS GOING TO HELP SUPPORT DECISION MAKING, YOU KNOW, BECAUSE LIKE THIS COMMITTEE, YOU KNOW, THERE, THERE'S ELEMENTS THAT WANTS TO RUN A LITTLE LIKE A BOOSTERS, THERE'S ELEMENTS THAT WANTS TO RUN A LITTLE LIKE AN ADVISORY COMMITTEE.

THERE'S SOME THAT WANTS TO BUILD A WHOLE NEW ARTS ORGANIZATION, RIGHT? THIS, THIS COULD BE THE FOUNDATION OF AN ARTS ORGANIZATION IF YOU DO ALL OF THIS.

SO WHAT IS GOING TO BE HELPFUL TO AFFECT THE DECISIONS THAT ARE GOING TO HAVE TO BE BE MADE.

I MEAN, DISTRICT MISSION AND VISION, I DON'T I MEAN, THIS IS JUST MY PERSONAL OPINION.

THAT'S NOT REALLY UP TO THE COMMITTEE TO DECIDE. I THINK COMMITTEE COULD HELP SPEAK TO THAT OR LIKE HAVE A COMMITTEE OR COMMUNITY VOICE INTO THAT.

BUT LIKE, HOW DOES THE COMMITTEE SUPPORT THE VISION? YOU KNOW, HAVE THE DISTRICT COME BACK AND SAY, THIS IS THE VISION, THESE ARE THE STEPS THAT WE'RE GOING TO TAKE TO GET THERE AND THEN THIS IS THE INFORMATION WE NEED FROM YOU TO HELP MAKE THOSE DECISIONS.

AND WE'RE KEEN TO EXPLORE BUDGET AND WE'VE TALKED ABOUT THE PHYSICAL INVENTORY AND I THINK THAT MIGHT BE MOVING OVER TO THE SPECIALIST, BUT LIKE, WHAT ARE THE OUTCOMES? WHAT ARE THE METRICS? THIS IS A REALLY KEY TIME. LIKE IF WE'RE GOING FOR SUCCESS IN THE FUTURE, HOW ARE WE GOING TO MEASURE THAT NOW? SO WHAT METRICS AND WHAT DO WE NEED TO GET IN PLACE SO THAT WE CAN START RECORDING OUR GROWTH? BECAUSE THERE SHOULD BE GROWTH, THERE WILL BE GROWTH, AND WE WANT TO BE ABLE TO SEE IT AND DEMONSTRATE IT.

SO WHAT METRICS ARE WE GOING TO PUT IN PLACE? SO I THINK, YOU KNOW THAT'S AN IMPORTANT PIECE.

RECRUITMENT PLAN IS ESSENTIAL FOR GROWTH. RECRUITMENT PLAN REALLY SHOULD HIT STUDENTS PARENTS TEACHERS, COMMUNITY LIKE PROPER RECRUITMENT PLAN ISN'T JUST ALL ON EDUCATORS.

IT'S LIKE SO DISTRICT WIDE SUPPORT IS LIKE, HOW DO WE GET EVERY ASPECT OF OUR DISTRICT TO SUPPORT RECRUITMENT AND BUILD A PLAN THAT WAY? THOSE SUBCOMMITTEES COULD ALL CONTINUE DEVELOPING.

AND, YOU KNOW, OUR DISCOVERY DEVELOPMENT IS ONE THING, BUT THAT'S PROBABLY NOT SOMETHING FOR THE COMMITTEE TO MAINTAIN ON A LONG, LONG TIME BASIS. BECAUSE THIS IS SOMETHING I'D MENTIONED TO DOCTOR ANZALONE IS THAT, IF WE KEEP COMING UP WITH IDEAS AND THE COMMITTEE BECOMES RESPONSIBLE FOR MAINTAINING THOSE INITIATIVES, THEN WE RUN OUT OF SPACE TO ACTUALLY GROW OR DO ANYTHING NEW.

AND SO IF OUR DISCOVERY IS SOMETHING TO GROW AND DEVELOP, THEN AT SOME POINT WE NEED TO BE ABLE TO LET THAT GO.

AND THERE SHOULD BE CAPACITY WITHIN THE DISTRICT TO TO RUN THAT AND LOOK AFTER THAT IN SOME WAY.

AND SO, AND OUR, OUR COMMITTEE WANTS TO DANCE AND DRAMA.

THEY WANT TO LOOK AT THE GARVER AND THE COMMUNITY ENGAGEMENT, AND THEY WANT TO LOOK AT ALL OF THIS, BUT THEY'RE ALL NOT GOING TO DO ALL THAT.

SO. YEAH. I MEAN, I'VE LOVED THIS YEAR.

I MEAN, I LOVE SPENDING TIME WITH ALL ALL THE BOARD.

BUT LIKE THE COMMITTEE HAS BEEN REALLY GREAT TO SEE THE PASSION.

I AGREE WITH SARAH THAT WE'D WANT TO DO EVERYTHING RIGHT.

BUT AS I THINK REFLECTED ON THE TIME THAT WE'VE SPENT ON THE ARTS ADVISORY AND THEN THINK ABOUT THE BOARD RESPONSIBILITIES, TO ME, BULLET FOUR IS THE MOST IMPORTANT RIGHT FOR US, LIKE ESTABLISHING MEASURABLE OUTCOMES AND METRICS TO SAY WHAT OUR STUDENT OUTCOMES, THAT'S WHAT WE'RE TASKED TO DO IS LOOK AT THE DATA.

AND WHAT I LOVE IS THE COMMITTEE HAS GATHERED SO MUCH DATA.

SO IN SOME WAYS, JUST REFINING LIKE, WELL, WHAT, WHAT DATA DO WE NEED TO, TO HERE TO SEE? AND THEN THE COMMITTEE CAN BE CREATIVE IN WORKING WITH THE COORDINATOR TO SAY, HERE'S THE THING, HERE'S HOW WE CAN HIT THOSE MEASURABLE OUTCOMES LIKE STUDENT PARTICIPATION.

WE ALREADY HAVE STARTING DATA. AND IF WE MAKE CHANGES, THEN WE MEASURE, OKAY, NOW WHAT STUDENT PARTICIPATION OR WHERE DO WE THINK IT WILL GO? YOU KNOW, FROM ALL THE ARTS FOLKS, WHETHER THE ARTS DISCOVERY PARENTS THAT HAVE LED THINGS OR THE EDUCATORS, THEY'VE ALL SAID, WE WANT TO GET STUDENT PARTICIPATION UP. WE WANT TO GET IT EARLIER TO THEM SO THAT WE DON'T HAVE THOSE REGRETS LATER ON, THAT THEY TOOK ART AS ONE OF THEIR LAST CLASSES.

SO TO ME, THAT'S A I LOVE ALL OF THIS. I'LL BE HAPPY ON THE COMMITTEE TO HELP WORK ON ALL OF THESE.

BUT FOR THE BOARD SIDE, I THINK ESTABLISHING WHAT ARE THE OUTCOMES WE WANT TO SEE.

IF WE SAY WE WANT WE WANT TO SEE SOMETHING. I BELIEVE THE COMMITTEE COMES UP WITH RECOMMENDATIONS,

[00:30:01]

AND THEN, OF COURSE, THE BUDGETARY PART IS A BIG ONE.

BUT AGAIN, I THINK THAT'S WHERE WHAT WE'VE HEARD FROM THE PIANOS TO ARTS DISCOVERY, THERE IS STILL A LOT OF INEQUITY BECAUSE WE'RE LEAVING SOME DECISIONS AT THE BUILDING LEVEL. AND, YOU KNOW, THAT CHANGES THE ABILITY FOR STUDENTS TO PARTICIPATE.

WELL, YEAH, I TOTALLY AGREE WITH THAT. SORRY. I'VE BEEN TRYING TO KEEP QUIET BECAUSE WE'VE BEEN, YOU KNOW, WE'VE WE'VE BEEN IN IT. WE'VE BEEN YEAH, WE'VE BEEN IN THIS. SO BUT NO, WHAT I, WHAT I REALLY, WHAT I REALLY APPRECIATE, ESPECIALLY ABOUT ALL OF THE RECOMMENDATIONS THAT, THAT WE'VE COME UP WITH FOR THAT. I SHOULDN'T SAY WE, THAT YOU'VE COME WITH THE COMMITTEE HAS COME WITH FOR YEAR ONE IS THAT, YOU KNOW, I THINK THAT WE'RE SO FOCUSED AS A BOARD ON BUDGETARY THINGS RIGHT NOW, BECAUSE THAT'S THE CLIMATE WE LIVE IN.

SO MANY OF THESE THINGS ARE NOT THINGS THAT HAVE A HUGE IMPACT ON THE BUDGET.

IT'S JUST ABOUT DOING THINGS MORE INTENTIONALLY FIRST.

AND, YOU KNOW, LIKE YOU WERE SAYING, I KEEP GOING BACK TO TO PIANOS.

AND THE FIRST THING THAT POPS IN MY HEAD IS I THINK ABOUT LIKE, OKAY, WELL, WE'RE ON A TECHNOLOGY ROTATION, RIGHT? EVERY COUPLE OF YEARS WE SWAP OUT THE CHROMEBOOKS OR WE. AND WE HAVE THOSE. MAYBE THE BOARD DOESN'T HAVE THAT PLAN, BUT SOMEBODY AT THE YOU KNOW, SOMEBODY IN OPERATIONS HAS THAT SCHEDULE WORKED OUT AND EVERYTHING.

IT'S JUST BEING INTENTIONAL ABOUT IT. SO, SO MUCH OF THIS IS JUST BEING, I KEEP SAYING INTENTIONAL.

I'M JUST GOING TO KEEP SAYING THAT WORD OVER AND OVER. SO I'M REALLY EXCITED TO SEE THAT.

I DO FEEL LIKE WITH THE, FROM, FROM A BOARD PERSPECTIVE, I AGREE WITH, I AGREE WITH MATTHEW.

I THINK IT'S ABOUT ESTABLISHING THOSE, THOSE OUTCOMES AND METRICS LIKE WHAT, WHAT DO WE WANT TO SEE AS A BOARD? LIKE, DO WE WANT, FOR EXAMPLE, THAT RECOMMENDATION? DO WE WANT TO SEE EVERY SIXTH GRADER, YOU KNOW, TAKE AN ART CLASS? IF WE DO, THAT'S AN FTE KIND OF THING. SO AND THERE'S SCHEDULE THINGS.

SO, YOU KNOW, IF THAT'S THE WAY WE WANT TO GO, I'M JUST SAYING WE SHOULD PROBABLY KEEP HAVING THESE DISCUSSIONS.

SO WHETHER IT'S A, YOU KNOW, WHETHER THIS IS SOMETHING THAT LIKE, LIKE SARAH WAS SAYING, WE DISCUSS OVER THE SUMMER, MAYBE A PLANNING SESSION WHERE WE WANT TO GO FROM HERE AND, AND RECONVENE IN THE FALL.

I DID HAVE A QUESTION ABOUT COMMITTEE MEMBERSHIP.

DO WE ANTICIPATE A LOT OF TURNOVER NEXT YEAR? I THINK THERE ARE 4 TO 5 PEOPLE THAT HAVE NOT ATTENDED REGULARLY.

SO YES, I THINK THAT WE DO NEED TO OPEN UP FOR NEW APPLICATIONS.

OKAY. PEOPLE ARE ON THE 15. THERE WERE 15. YEAH.

SO IT'S ACTUALLY NOT A BAD THING BECAUSE IT CREATES A THREE YEAR CYCLE. YEAH. THAT IS YEAH, THAT IS KIND OF GOOD. GET A LITTLE NEW BLOOD ON BUT WE DEFINITELY DON'T WANT TO HAVE A HUGE TURNOVER WHERE EVERYBODY'S RELEARNING EVERYTHING. AND WE DID NOT POLL MEMBERS TO LIKE THE TIME THAT WE HAVE OUR MEETING.

LIKE, DOES IT ALWAYS WORK THE DAY THAT WE HAVE IT ON? LIKE WE DIDN'T? I DON'T KNOW IF ANYONE WAS. AND SOME MEMBERS, AGAIN, THEY JUST HAD THEY WERE ILL, THEY COULDN'T ATTEND WHATEVER IT'S GOING TO HAPPEN.

BUT IF THERE WAS SOMETHING ON HERE THAT YOU WANTED TO DISCUSS OR JUST IN GENERAL TALK OVER THESE AGAIN IN THE SUMMER, IF IT WAS CONVENIENT, I WOULD. YEAH. I HAVE TO AGREE WITH YOU ON THE ALL THE THINGS THAT YOU SAID. AND THANK YOU GUYS FOR BEING ON THE COMMITTEE. I KNOW WE ALL CAN'T BE ON ALL THESE COMMITTEES ALL THE TIME, AND YOU GUYS HAVE SOME REALLY GREAT BOARD REPRESENTATION THAT ARE ON THAT. SO THANK YOU FOR THAT.

BUT THE GATHERING OF THE FISCAL INVENTORY, LIKE IF WE DON'T HAVE THAT ALREADY, LIKE WHY, WHY IS THAT NOT SOMETHING THAT WE HAVE? RIGHT? WE HAVE THAT IN, IN LOTS OF OTHER THINGS, RIGHT? AS YOU SAY, THE COMPUTERS AND WHATNOT. SO WE MAY NOT KNOW THAT ONE PIANO IS 20 YEARS OLD AND ONE IS FIVE YEARS OLD, AND WHO'S DETERMINING WHEN THEY GET REPLACED. RIGHT. SO I THINK THAT'S ANOTHER GREAT THING THAT I DON'T KNOW HOW HARD THAT WOULD BE TO I THINK A LOT OF DO THAT.

I THINK IN THE MUSIC WORLD, A LOT OF THEM HAVE INVENTORIES, BUT IT'S NOT REALLY SHARED, PROBABLY UNIVERSAL.

OR STANDARDIZED. SO HAVING THE SPECIALIST KIND OF HAVE A HUB.

I MEAN, THIS IS WHY HAVING THIS ROLE IS SO IMPORTANT, BECAUSE IT'S GOING TO ACTUALLY BE ABLE TO START SETTING PROTOCOLS FOR SOME OF THESE THINGS THAT ARE ASSUMED IN OTHER AREAS. YEAH. THANK YOU FOR ALL THE WORK.

THIS IS EXCITING. AND YES, IF YOU COULD DO ALL OF THIS, THIS WOULD BE GREAT.

BUT I AGREE WITH WHAT MATTHEW AND COREY WERE SAYING WHEN I LOOKED AT THIS.

OBVIOUSLY THE METRICS IS IMPORTANT JUST SO THAT WE HAVE SOMETHING TO ALWAYS BACK UP, BACK UP OUR IDEAS AND WANTS AND NEEDS BECAUSE THEY ALWAYS WANT TO KNOW, LIKE, WHAT ARE THE MEASURABLES, YOU KNOW, WHAT'S THE SUCCESS? AND THEN THE OTHER PIECE THAT STUCK OUT WAS, OH, THE ENROLLMENT.

SO OBVIOUSLY IF WE'RE DOING SOMETHING GREAT, I WOULD HOPE THAT THERE'S MORE THAT ARE JOINING.

AND THEN COMES THE PROBLEM OF, YOU KNOW, THIS PROGRAM POSSIBLY BEING, YOU KNOW, EITHER GOT NOT GOTTEN RID OF, BUT IT'S IN QUESTION, RIGHT? SO WE REALLY WANT TO, I FEEL LIKE IF WE CAN SEE THE METRICS, THE OUTCOMES, THEN IT'S LIKE, WELL, DUH, WE WOULD ALWAYS HAVE THIS PROGRAM.

THERE'S NO REASON TO NOT HAVE THAT. SO ENROLLMENT CAN GO UP AND THEN THE METRICS, YOU KNOW, CAN BE SEEN AS A BACKUP RESEARCH DATA TO PROVE WHY THIS NEEDS TO EXIST.

SO TO ME, THOSE TWO THINGS STOOD OUT OF ALL THE STUFF THAT'S ON HERE.

[00:35:01]

LIKE ALL OF THIS STUFF THAT YOU GUYS HAVE PUT TOGETHER AND ALL THE WORK THAT'S GONE IN, I DIDN'T REALIZE HOW MUCH YOU KNOW, THEY WOULD ALWAYS TALK ABOUT THIS, BUT HOW MUCH WORK THAT HAS GONE IN.

AND THIS PRESENTATION TOTALLY SHOWS THE AMOUNT OF WORK THAT YOU PUT IN.

I THINK, I THINK THAT, SORRY, MATTHEW, I THINK THAT NEEDS TO BE HIGHLIGHTED AND BOLDED BECAUSE THE WORK THAT NOT JUST THE COMMITTEE, BUT I MEAN, YOU TWO HAVE BEEN COMING IN AND HAVING PLANNING MEETING AFTER PLANNING MEETING.

AND I MEAN, WE'VE MOST OF THE TIME I JUST READ THE EMAILS WHEN THEY COME IN AND, YOU KNOW, BECAUSE YOU'VE GOT YOU GOT THIS. I MEAN, THE AMOUNT OF WORK THAT YOU'VE DONE, AND ESPECIALLY I MEAN, I MEAN, I KNOW FAUNA WORKS IN THE DISTRICT, BUT SHE'S DOING IT ON HER OWN TIME.

SARAH'S DOING IT COMPLETELY ON HER OWN TIME, TOO. IT'S A LOT OF WORK.

AND I, I THINK ESPECIALLY IF YOU THINK ABOUT ALL THE COMMITTEES THAT WE HAVE, ESPECIALLY THE FIRST YEAR OF A COMMITTEE, TO COME IN WITH SOMETHING LIKE THIS, IT'S ART PEOPLE ARE OFTENTIMES KNOWN AS BEING VERY LIKE, YOU KNOW, OUT THERE AND DISORGANIZED. AND THIS IS LIKE A PLAN.

LIKE, THAT'S REALLY COOL. I MEAN, IT FEELS LIKE IT WAS JUST BORN YESTERDAY AND NOW IT'S GRADUATED TO THIS LEVEL.

SO IT'S REALLY AWESOME. THANK YOU. I WAS GOING TO ADD ON LIKE THE TOPIC OF DISORGANIZATION, WHICH IS WHAT WE TALKED ABOUT AT THE BEGINNING, BUT IT'S REALLY, I FELT THAT IT'S OUR IMPORTANCE WHEN WE LOOK AT OUR STRATEGIC PLAN, RIGHT? AND WE SAY ALL THE THINGS THAT ARE IMPORTANT FOR STUDENT OUTCOMES, RIGHT? EVERY ASPECT OF IT. WE'VE ALL BEEN A LITTLE BIT RESPONSIBLE OF MAYBE THAT DISORGANIZATION, RIGHT? LIKE, YOU KNOW, WORK'S BEEN DONE BEFORE ON THE PHYSICAL INVENTORY, BUT WE HAVEN'T REALLY ALL BEEN A PART OF SAYING THAT'S A PRIORITY FOR US.

RIGHT? SO I WROTE DOWN FIVE THINGS THAT I THINK ARE REASONABLE FOR THE, THE OUTCOMES AND METRICS.

IT'S WE WANT STUDENT PARTICIPATION. EQUITY OF ACCESS WAS A REAL PROBLEM.

WE SAW HOW RELIANT AT THE AT THE K-5 LEVEL, WE ARE ON PTOS AND, AND PARENT VOLUNTEERS AND HOW IT'S NOT IT'S NOT CONSISTENT ACROSS ALL OUR SCHOOLS.

WE SHOULDN'T BE HAPPY ABOUT THAT. I'M HAPPY THAT WE HAVE REALLY STRONG PARENTS, BUT NOT HAPPY THAT IT'S NOT EQUAL, SO THAT IF A STUDENT IS AT ONE SCHOOL, THEY DON'T GET THE SAME ART. AND, YOU KNOW, WE HAVE JUST EVEN THE DISCUSSION ON KILNS AND OTHER THINGS, SHARING THE RESOURCES RETENTION AND GROWTH, STUDENT ACHIEVEMENT AND COMMUNITY PARTICIPATION IS HUGE.

WE, I THINK WE DIDN'T REALIZE HOW THAT, THAT ARTS DISCOVERY IN PARTICULAR, HOW STRONG THAT IS.

WE SHOULD BE REALLY THANKFUL FOR THAT. IT'S A GOOD PART OF OUR CULTURE. I THINK BY US EMBRACING THIS, IT WILL ONLY MAKE IT STRONGER, I THINK. I THINK THE COMMITTEE FELT THAT TOO.

SO YEAH. PEOPLE FEEL SUPPORTED. YEAH, SUPPORTED, AND THEY'RE WILLING TO GIVE MORE AND THEY'RE WILLING TO TALK TO PEOPLE TO RECRUIT.

SO BUILDING SUPPORT IS JUST. AND SO THIS WHOLE YEAR HAS BEEN ABOUT BUILDING SUPPORT, NOT JUST FOR THE, YOU KNOW, FOR TEACHERS, FOR COMMUNITY. IT JUST HAS THE OPPORTUNITY TO REALLY CHANGE THE WHOLE ENTIRE ARTS CULTURE.

I THINK IT'S BEEN A VITAL, VITAL STEP. YES.

BUT IT DIDN'T GO ON. SORRY. I'M IMPORTANT TO LOOK AT.

WHAT DOES SUCCESS LOOK LIKE? I LOVE THAT YOU SAID.

IS IT INCREASING THE NUMBER OF KIDS OR IS IT INCREASING THE PERCENTAGE? IS IT. WE'VE TALKED WE HAVE WE'VE HAD GROUPS FROM ALL KINDS OF DIFFERENT PROGRAMS COME AND TALK ABOUT HOW PASSIONATE THEY ARE, HOW IMPORTANT IT IS FOR THEM. AND ARTS ARE THE SAME WAY, RIGHT? SOMETIMES WE HAVE SEPARATE SCHOOLS FOR CERTAIN PASSIONS AND, AND NEEDS.

AND I THINK THAT WE NEED TO MAKE SURE THAT LIKE, I WAS EVEN LOOKING ON OUR PROFILE OF A GRADUATE, CREATIVITY. I DON'T KNOW IF THAT'S PART OF BEING A CRITICAL THINKER, BUT IT'S LIKE IN THE WORLD WE LIVE IN, IF WE DON'T THINK CREATIVELY, WE'RE GOING TO GET LEFT BEHIND.

RIGHT? SO WE. SO IT'S A CRITICAL COMPONENT OF WHAT WE WANT OUR STUDENTS TO BE ABLE TO DO AND HOW WE DEFINE THAT, RIGHT? THERE ARE WAYS THAT WE CAN WAKE UP CREATIVITY IN KIDS AND IT'S DIFFERENT IN DIFFERENT KIDS, RIGHT? SOME KIDS ARE, YOU KNOW, BEING REALLY CREATIVE WITH CODING AND SOME KIDS ARE BEING CREATIVE WITH PAINT AND ACTING AND SINGING AND ALL THAT STUFF.

AND SO I REALLY LOVE THE YOU KNOW, WE NEED TO ESTABLISH WHAT ARE OUR OUTCOMES.

WHAT DOES SUCCESS LOOK LIKE? AND THEN HOW DO WE MEASURE THEM? AND THEN ONCE WE DO THAT, WE'RE GOING TO NEED TO FIGURE OUT HOW TO PAY FOR THEM, RIGHT? SOME OF THEM MIGHT COST MONEY. SOME OF THEM MIGHT BE, YOU KNOW, LIKE THIS SPECIALIST GATHERING IN AN INVENTORY AND HAVING JUST LIKE WE REPLACE OUR CHROMEBOOKS EVERY PERIODICALLY.

LIKE, HOW LONG DOES A PIANO LAST? HOW OFTEN DO WE HAVE TO HAVE IT TUNED? HOW, YOU KNOW, HOW ARE WE PROTECTING THOSE INVESTMENTS? I MEAN, IN THE MUSIC PROGRAM ALONE, YOU KNOW, THOSE ARE EXPENSIVE.

I REMEMBER THE YEAR BACK, I DON'T THINK IT WAS QUITE THE LAST CENTURY, BUT WHEN I RAN THE CEF AUCTION AND OUR COLLECTIVE BID WAS FOR MUSICAL INSTRUMENTS AND. AND BUYING LIKE TUBAS FOR THE MARCHING BAND WAS, YOU KNOW, IT'S EXTRAORDINARILY EXPENSIVE.

AND IF WE DON'T HAVE A PLAN, IT'S NOT GOING TO HAPPEN.

[00:40:01]

AND THEN WHEN YOU WERE TALKING ABOUT OUTCOMES, I FORGOT TO MENTION ANOTHER THING THAT COULD BE CONSIDERED IS DOING LONGEVITY STUDIES. SO MAYBE ACTUALLY BUILDING A COHORT OF KIDS THAT YOU ACTUALLY INTERVIEW AT ONE STAGE, AND THEN YOU CHECK IN WITH THEM IN EIGHTH GRADE AND DROPPED OUT OF ART, SEE WHO HAS STAYED. AND SO ACTUALLY START BUILDING THAT STORY.

AND SO YOU WOULD HAVE TO START YOUNG, BUT THEN THAT IS HOW YOU'RE GOING TO GET MEASURABLE OUTCOME BECAUSE WE CAN DO THESE STUDENT SURVEYS, BUT THEY'RE JUST LIKE, RIGHT. AND WE'LL GET GREAT THINGS.

BUT IF YOU GET A LONGEVITY STUDY, AND I THINK THAT WOULD BE REALLY USEFUL.

AND WE'VE SEEN THE DATA, RIGHT? WE KNOW THAT THE ARTS ARE GOOD FOR KIDS BRAINS.

YOU KNOW, KIDS WHO ARE MUSICAL, ARE OFTEN BETTER AT MATH.

AND THEY, YOU KNOW, THEY'RE SYMBIOTIC. AND SO THERE'S, YOU KNOW, THE RESEARCH IS THERE.

AND SO THAT'S ALL I HAVE TO SAY. I KNOW WE'RE IN A TIME CRUNCH.

SORRY. SO, SO I PUT IT ON OUR AGENDA FOR OUR PLANNING SESSION FOR THE SUMMER TO, TO REALLY LOOK AT THIS AND COME OUT WITH LIKE, YOU KNOW, BESIDES WHAT WE'VE TALKED ABOUT TO HAVE, IF WE HAVE ANY OTHER FURTHER RECOMMENDATIONS OR IDEAS OR, OR NEED FOR INFORMATION, SOME GUIDANCE. OKAY.

THIS ISN'T JUST GOING IN THEIR OWN KIND OF LANE BECAUSE EVERY SUBCOMMITTEE, LIKE THEY WANT TO FOCUS.

AND I THINK IT WAS IMPORTANT FOR THIS YEAR TO LET PEOPLE JUST GET THOUGHTS GOING AND TO LIKE, SEE WHAT CAME TO THE TABLE. BUT NOW I THINK HAVING A LITTLE BIT OF DIRECTION TO KIND OF BRING IN THE WORK WOULD BE REALLY USEFUL TO HAVE A DIRECT RESULT.

YEAH. AWESOME. THANK YOU GUYS FOR ALL OF YOU.

DO YOU WANT TO ADD SOMETHING? I JUST WANTED TO SAY GUIDANCE AND INFORMATION THAT YOU YOU KNOW, ANY QUESTIONS YOU HAVE OR, YOU KNOW, MAYBE PERFECT ALREADY.

MAYBE WE NEED TO GET IT. OKAY, AWESOME. THANK YOU SO MUCH FOR ALL YOUR TIME AND EFFORT.

THIS IS GREAT, GREAT, GREAT. THANK YOU. THANK YOU BOTH.

MELISSA, WE'RE GOING TO INVITE MELISSA HUTTON UP TO TALK TO US ABOUT LUNCH BUDDIES.

YEAH. THANK YOU MELISSA. AND I KNOW LIKE I SAID EARLIER, JULIE MUELLER COULDN'T BE HERE.

THIS IS A PROGRAM THAT WAS INSTITUTED AT BOTH BALLER AND LACAMAS LAKE THIS YEAR.

SO WE'RE EXCITED. I KNOW DOREEN IS HERE AS WELL IN CASE YOU WANT A LITTLE EXTRA TESTIMONY.

AND OF COURSE MATTHEW IS ONE OF OUR OTHER LUNCH BUDDIES. SO THANK YOU, MELISSA FOR COMING IN TONIGHT.

AND SORRY WE'RE RUNNING A LITTLE LATE. SO THE FLOOR IS YOURS.

THANK YOU. MINE WILL BE MUCH SHORTER. AND THAT, THAT WAS WONDERFUL TO HEAR.

ALL THE WORK THAT THEY'RE DOING. I THINK YES, I'M HERE TO SHARE BOTH FOR BALLER AND THEN ALSO FOR LACAMAS.

I WILL SAY IT'S A BUSY TIME OF YEAR, SO I DON'T HAVE ALL OF THE INTRICATE DETAILS, BUT THIS WAS SOMETHING THAT I WOULD SAY THE IDEA IS STILL KIND OF IN ITS INFANCY AND IT CAME TO JULIE AND I JUST THROUGH TALKING LAST AUGUST AS WE PREPARED ACTUALLY JUNE AND AUGUST AS WE PREPARED FOR THE YEAR SOMEONE WAS SPEAKING ABOUT, YOU KNOW, WE JUST HAVE AN OPPORTUNITY TO BE MORE INTENTIONAL JUST EARLIER.

AND THERE ARE A LOT OF WAYS THAT WE CAN BENEFIT OUR STUDENTS AND OUR SCHOOLS THAT DON'T CARRY A HEAVY FINANCIAL BURDEN WITH THEM. WE JUST HAVE TO BE A LITTLE BIT CREATIVE AND INTENTIONAL ABOUT IT.

AND THIS WAS SOMETHING THAT CAME OUT OF A CONVERSATION.

JULIE AND I AND ACTUALLY JENNIFER MCMILLEN, WE WERE TALKING ABOUT JUST STUDENTS IN OUR COMMUNITIES THAT REALLY CRAVE THAT ONE ON ONE TIME.

THEY REALLY NEED IT. THEY REALLY BENEFIT FROM IT.

AND THEN THE OTHER PIECE OF IT WAS THINKING ABOUT WE JUST HAVE A WONDERFUL COMMUNITY HERE IN CAMAS AND A LOT OF PEOPLE WANT TO BE INVOLVED.

AND SO WE STARTED BRAINSTORMING IN JUNE, AND JENNIFER MCMILLEN HAD BROUGHT UP THAT SHE HAD SEEN A LOT OF LUNCH BUDDY PROGRAMS AT OTHER BUILDINGS AND ASKED IF WE HAD EVER TRIED THEM.

AND WE SAID, NO, NOT FORMALLY. SO JULIE AND I JUMPED IN AND IT STARTED JUST IN AUGUST WITH WE DID TWO INFORMATIONAL SESSIONS FOR PEOPLE.

WE PUT OUT INTERESTS. WE WORKED WITH BRENDA AT THE, AT THE FCRC.

BRENDA HELPED US KIND OF PUT OUT THE MESSAGE TO THE COMMUNITY.

SHE NAMED BALLER AND LACAMAS AS THE SCHOOLS. WE BOTH HAD INTEREST FROM.

WE PROBABLY HAD ABOUT 50 PEOPLE, WHICH WAS WONDERFUL AND ACTUALLY A MIX FROM BOTH COMMUNITIES.

AND SO FROM THERE, WE INVITED ALL OF THEM TO TRAINING SESSIONS.

WE GOT ABOUT 35 TO 40 OF THEM TO COME TO THOSE.

WE WORKED WITH OUR COUNSELORS AND THEY DID SOME FACILITATION JUST AROUND.

WHAT WOULD BE THE ROLE? HOW WOULD WE SELECT STUDENTS?

[00:45:01]

SO I WOULD SAY WE STARTED WITH A LIST OF ABOUT 15 TO 20 STUDENTS THAT WE KNEW COULD PROBABLY BENEFIT.

IN THE END, BOTH OF US HAD AROUND LIKE 7 TO 10 BUDDIES.

TO BE FRANK, WE PROBABLY COULD HAVE ONBOARDED MORE, BUT JUST FROM A CAPACITY STANDPOINT AND ALSO REALLY WANTING TO LIKE LEARN FROM THIS FIRST YEAR, WE BOTH KIND OF SAID, LET'S LIKE, THIS FEELS GOOD.

LET'S STOP HERE. LET'S MAKE SURE THIS GOES WELL.

BOTH OF US FELT LIKE WE HAD A INCREDIBLE CONSISTENCY FROM OUR BUDDIES.

I DON'T THINK I HAD A BUDDY THAT MISSED A TIME, AND IF THEY DID, THEY COMMUNICATED AHEAD OF TIME.

AND WE HAD TALKED ABOUT ALL OF THAT. AND SO THE COMMITMENT FROM THE COMMUNITY WAS WONDERFUL.

THE KIDS DID NOT MISS A DAY LIKE THEY KNEW THEIR DAY.

THEY WOULD BE WAITING FOR THAT TIME TO COME. I KNOW THAT DOREEN EXPERIENCED THAT A LITTLE BIT.

I MEAN THAT I KNEW THAT OUR STUDENTS WOULD APPRECIATE IT.

I WAS NOT PREPARED FOR HOW IMPACT POSITIVELY IMPACTFUL IT WAS FOR THEM.

THEY LOOKED FORWARD TO THAT TIME. SOMETHING I NOTICED WAS THAT AT FIRST WE WERE THINKING WE WOULD NEED ALL KINDS OF THINGS LIKE GAMES AND LEGOS AND, AND PUZZLES AND PLAY DOH. AND WE DID AT TIMES, BUT MOST OF THE TIME WHEN I WOULD SEE THEIR BUDDY, THEY WERE EITHER PLAYING WITH 1 OR 2 FAVORITE THINGS OR JUST TALKING.

AND THAT WAS REALLY WONDERFUL. SO JUST A LOT OF POSITIVITY AROUND THAT.

I SPOKE WITH A COUPLE OF BUDDIES. WE HAVEN'T, WE'RE DOING AN END OF THE YEAR SURVEY.

WE HAVEN'T GOTTEN THAT BACK YET. I'M SORRY, JUST THE TIMING.

IT DIDN'T WORK. BUT THE FEW I SPOKE WITH THEY'RE KIND OF FEEDBACK WAS THEY KNEW THEY WOULD LIKE DOING THIS AND ENJOY IT.

THEY DID NOT REALIZE HOW MUCH IT WOULD IT WOULD PERSONALLY IMPACT THEM AGAIN IN A POSITIVE WAY.

JUST THE, THE, THE ABILITY TO BE THAT AND BE WITH A CHILD IN THAT FASHION.

SUPPORTING THEM WAS REALLY WONDERFUL. SOME OF THE NEXT STEPS THAT JULIE AND I HAVE TALKED ABOUT IS WE DEFINITELY WANT TO KEEP IT GOING.

IT WAS A REALLY POSITIVE, OUR COUNSELORS CHECKED IN AND WOULD HELP SUPPORT KIND OF THE MEETINGS IF NEEDED, BUT REALLY NOT A LOT CAME UP. IT WAS REALLY, REALLY POSITIVE.

THEY WERE LOCATED IN OUR BUILDING IN A REALLY CENTRAL PLACE.

YOU'LL HAVE TO SPEAK FOR LACAMAS. I'M NOT SURE, BUT THAT THAT WAS ALLOWED US TO JUST KIND OF BE A PRESENCE AND AVAILABLE AND VISIBLE.

SO REALLY NOTHING CAME UP MUCH. THE KIDS JUST REALLY ENJOYED THEIR TIME AND WOULD GO ON WITH THEIR DAY AFTER.

NEXT STEPS FOR US IS WE JUMPED IN AND WE KIND OF LET THIS HAPPEN.

WE WERE INTENTIONAL ON SOME PIECES OF IT, BUT WE REALLY DIDN'T KNOW WHAT TO EXPECT.

SO FOR US, THE BIG NEXT STEP IS REFINEMENT. JUST NOW WE HAVE THIS IDEA.

WE HAVE A STRUCTURE, WE HAVE A FRAMEWORK. WE CAN GROW IT AND REFINE THE PROCESS.

WE DEFINITELY WANT TO DO MORE CHECK INS THROUGH THE YEAR WITH BUDDIES, JUST TO KIND OF LEARN FROM THEM ON LIKE, WHAT ELSE COULD WE BE DOING TO PREPARE OR SUPPORT YOU IN ENJOYING THE ROLE, FEELING MORE EFFECTIVE IN THE ROLE? SO WE'D LIKE TO DO MORE WITH THAT. WE ALSO TALKED ABOUT WE DID IT A COUPLE OF TIMES AT OUR BUILDING, WHERE OUR COUNSELOR MET WITH OUR STUDENTS, AND THE STUDENTS MADE SOMETHING FOR THEIR BUDDIES OR HAD SOMETHING PREPARED FOR THEIR BUDDIES.

WE WOULD LIKE TO DO MORE OF THAT. THAT REALLY FILLED THEIR BUCKET.

THEY ENJOYED GIVING SOMETHING TO THE BUDDIES OR COMING WITH SOMETHING.

AND THEN I THINK WE JUST KIND OF WANT TO GROW OUR IDEA AROUND IT IN GENERAL, WHERE ARE OTHER WAYS THAT WE COULD KIND OF USE THIS CONCEPT THAT MIGHT BE, MIGHT BE BENEFICIAL FOR STUDENTS? YEAH, THAT'S KIND OF WHAT I CAME TO SHARE.

IF THERE'S ANY QUESTIONS. WAS IT A CERTAIN GRADE OR WAS IT ACROSS THE WHOLE ELEMENTARY? OKAY. YEAH, IT WAS ACROSS THE WHOLE ELEMENTARY.

SO I THINK IT WAS PRIMARILY, I WOULD SAY, I THINK SECOND GRADE WAS OUR YOUNGEST.

I DON'T KNOW IF WE HAD YOUNGER, I THINK SECOND GRADE ALL THE WAY TO FIFTH.

SO FOR NEXT YEAR, WILL YOU START FRESH AGAIN OR DO THOSE SAME BUDDIES ROLL INTO THE NEXT YEAR? IT WILL KIND OF JUST DEPEND ON BECAUSE YOU COULD END UP WITH A LOT OF A LOT OF KIDS.

YEAH, I THINK WHEN WE, FOR ME, WHEN I THINK ABOUT THE INTENTION OF IT, I THINK I WOULDN'T PROMISE ANYTHING TO THE STUDENTS, BUT I WILL LIKELY REACH OUT TO THE BUDDIES AND ASK IF THEY FEEL, IF THEY WOULD LIKE TO AND IF THEY'RE ABLE TO CONTINUE.

[00:50:06]

AND IF THE STUDENT IS STILL THAT THEY WOULD LIKE TO CONTINUE WITH THEIR STUDENT. SO I THINK THERE'S PROBABLY BOTH.

RIGHT. WE'LL PROBABLY HAVE SOME THAT WILL START FRESH AND THEN SOME THAT WILL RETURN.

HOW HOW DID YOU GUYS REACH OUT FOR LUNCH BUDDIES? WAS IT WAS IT MOSTLY PARENTS OR WAS IT COMMUNITY MEMBERS? YOU HAVE RETIRED GRANDPARENTS, BUSINESS PEOPLE.

A MIX. IF WE HAD PARENTS FOR BALLER, WE WERE REALLY SPECIFIC YOU KNOW, THAT IT WASN'T ABOUT COMING FOR THEIR STUDENT.

WE KIND OF PICKED A STUDENT THAT WAS OUTSIDE OF THEIR GRADE BAND. I HAD TWO AND THEY DID A WONDERFUL JOB.

AND REALLY FROM THEM, WHAT, WHAT DREW THEM WAS THAT'S KIND OF JUST THAT THAT SUPPORT AND SERVICE IS SOMETHING THAT THEY'RE REALLY PASSIONATE ABOUT.

SO THEY WANTED TO DO THAT. BUT THEN OTHER MOST OF OURS WERE COMMUNITY MEMBERS.

SO THEN HOW DID YOU GET THE WORD OUT ABOUT IT THEN? WAS IT JUST THROUGH PARENT SQUARE OR DID YOU. BRENDA. BRENDA. BRENDA GOT IT, GOT IT.

OKAY. SHE HELPED US, I THINK I SAW IT. ME TOO.

IT MIGHT HAVE BEEN. SOMETIMES WE SEE STUFF AS A BOARD BECAUSE WE SEE STUFF. BUT I DO REMEMBER SEEING SOMETHING ABOUT IT. BUT I DON'T REMEMBER SPECIFICALLY HOW I SAW IT. BUT.

AND YOU MAY HAVE MENTIONED THIS, BUT LUNCH BUDDIES.

BUT WHAT WAS THE INTENT REALLY? THE INTENT WAS THAT ONE ON ONE JUST UNDIVIDED ATTENTION FOR KIDS, RIGHT? SO THE IDEA WAS THEY CAME AND ATE LUNCH WITH THE KIDS.

THE KIDS WERE DRIVING, YOU KNOW, TOPIC OF CONVERSATION OR INTEREST OR A BOARD GAME OR CARDS OR IT WAS JUST REALLY, REALLY THAT KIND OF UNDIVIDED A TIME AND ATTENTION TO BE WITH THOSE STUDENTS.

YEAH. MY DAD WAS A LUNCH BUDDY FOR LIKE 5 OR 10 YEARS IN THE VANCOUVER SCHOOL DISTRICT BECAUSE WE DIDN'T HAVE ANYTHING GOING ON.

I'M LIKE, DAD. BUT HE HAD THE SAME LITTLE BUDDY, LIKE ALL THE WAY THROUGH ELEMENTARY SCHOOL AND THEN GOT ANOTHER ONE AND JUST, THEY GOT THEIR PICTURE TAKEN AND IT WAS IN THE PAPER LIKE YEARS AGO, AND HE'S GOT THAT FRAMED.

AND I WAS LIKE, IT WAS JUST AND THIS WAS AFTER HE RETIRED.

AND SO IT WAS LIKE A GREAT CONNECTION TO LIKE, HEY, I'VE GOT PLENTY OF EXTRA TIME.

I'D LOVE TO HAVE THAT, YOU KNOW, CONNECTION WITH A KID.

AND JUST LIKE YOU SAID, SOMETHING TO LOOK FORWARD TO.

AND, YOU KNOW, THEY ALL THOUGHT HE WAS LIKE 100 YEARS OLD, AS YOU DO WHEN YOU'RE FIVE AND SEE SOMEBODY 20 OR OLDER.

BUT IT WAS LIKE, I MEAN, IT WAS SUCH A POWERFUL EXPERIENCE FOR HIM.

AND, YOU KNOW, AND I HOPE FOR THE KIDS AS WELL THAT, YOU KNOW, I WOULD LOVE IF WE CAN EXPAND THAT AND FIND PEOPLE LIKE MY DAD.

I MEAN, I THINK EVERGREEN, LIKE, I MEAN, VANCOUVER ADVERTISED IT, I THINK IN THE NEWSPAPER IN THE COLUMBIAN.

AND HE SAW IT AND LIKE, ALL RIGHT, BECAUSE THAT WOULD BE GREAT.

YOU KNOW, THOSE AREN'T YOU'RE NOT GOING TO GET THEM ON PARENTS SQUARE. YEAH.

AND MAYBE FACEBOOK. BUT YOU KNOW, I DON'T KNOW.

IT WAS DEFINITELY YOU KNOW, IT'S IT'S A SIMPLE IDEA.

YES, BUT AND IT WAS VERY POWERFUL. IT WAS, YES, IT WAS, IT WAS A VERY WONDERFUL WAY TO BOTH SUPPORT, YOU KNOW, STUDENTS THAT WANTED AND NEED AT THAT TIME.

AND ALSO FAMILIES WERE VERY SUPPORTIVE OF THAT.

I REALLY APPRECIATED THAT. YOU KNOW, THEY, THEY SAW THAT THEIR STUDENT WAS EXCITED ABOUT THAT IDEA AND THEY WERE REALLY SUPPORTIVE OF IT.

AND THEN ALSO JUST TIME FOR THE COMMUNITY TO BE INVOLVED IN OUR SCHOOLS.

YEAH, I THINK THAT WAS REALLY POWERFUL TOO. AND THERE'S A LOT OF PEOPLE IN OUR COMMUNITY, SOME OF OUR SENIOR CITIZENS.

WE DID A. WHEN WE FED THE HUNGRY PROGRAM THAT WE DID IN WASHOUGAL, I WAS REALLY SURPRISED AT HOW HOW POWERFUL THE COMMUNITY WAS. A LOT OF THESE PEOPLE CAME OUT TO CONNECT WITH EACH OTHER, NOT NECESSARILY BECAUSE, I MEAN, THEY MAY HAVE BEEN HUNGRY. THEY ALSO SHOWED UP TO HAVE A CONNECTION.

AND I REMEMBER WHEN MY KIDS WERE AT HELEN BALLER, GRANDMA EDNA WOULD COME IN ALL THE TIME AND JUST VOLUNTEER AND WAS LIKE A STANDARD A STAY EVERYBODY'S GRANDMA AT THE SCHOOL. AND SO HAVING THOSE, THOSE TOUCH POINTS IN THE COMMUNITY, ESPECIALLY IF THEY COME JUST FOR YOU, IS SO POWERFUL FOR BOTH, BOTH ENDS OF OUR COMMUNITY.

I THINK THAT'S WHAT WE SAW. WE SAW IT REALLY ONLY BENEFITS FROM IT.

AND LIKE I SAID, I KNOW WE HAVE A COUPLE, WE HAVE WE WERE PART PART OF IT AND YOU WERE A PART OF IT.

AND THEN BRENDA SNELL WAS PART OF IT. SO WE HAVE A LOT OF PEOPLE THAT CAN KIND OF SPEAK TO THEIR EXPERIENCE, TOO. I THINK IT FITS WITH OUR GOAL OF SAFETY AND BELONGING.

RIGHT? THE RESEARCH IS CLEAR THAT STUDENTS THAT NEED A TRUSTED ADULT CONNECTION, OR THEY'VE BEEN VICTIMIZED OR BULLIED LIKE IT STRENGTHENS THEM.

SO IT'S ONE OF THOSE SMALL THINGS. I WOULD SAY YES.

AT THE BEGINNING, KATIE SAID, YOU KNOW, OH, HERE'S ALL THE GAMES.

HERE'S, HERE'S LIKE, YEAH, WE PLAY CHESS AT SOMETIMES.

BUT IT WAS JUST MAKING PAPER AIRPLANES AND TAG IN THE IDEA LAB OR, YOU KNOW, THERE WERE A COUPLE TIMES WHERE HE HAD MADE SOME FRIENDS AND HE WAS LIKE, HE DIDN'T WANT TO SIT WITH ME. HE JUST WANTED TO SIT IN THE CAFETERIA.

SO I DID WITH THE OTHER, YOU KNOW, LUNCH MONITORS AND JUST HELPED.

[00:55:04]

SOME OF THESE STUDENTS REALLY NEED IT. I WAS GOING TO SHARE THAT, MADE ME THINK TOO.

WHAT WAS NICE ABOUT HAVING IT SET UP AT THE BEGINNING OF THE YEAR, OR CLOSE TO THE BEGINNING OF THE YEAR, WAS WE HAD A COUPLE OF BUDDIES THAT THEY COORDINATED WITH OUR COUNSELOR AND THE STUDENT AND FAMILY FOR THEM TO ATTEND, LIKE THOSE COMMUNITY EVENTS WHERE MAYBE THE STUDENT'S FAMILY WASN'T ABLE TO BE THERE FROM FOR WORK.

SO LIKE WE HAD A COUPLE OF STUDENTS THAT GOT AN AWARD FOR CHARACTER AWARDS.

THEIR LUNCH BUDDY CAME FOR THEM, WHICH SO WAS THIS REALLY NICE BUILT IN LIKE THAT WORRY FOR THE STUDENT WASN'T THERE.

THEY KNEW THAT THEIR LUNCH BUDDY WAS GOING TO BE ABLE TO COME. AND EVEN BETTER, YOU KNOW, FAMILY WAS SUPPORTING THAT IDEA OF WE AREN'T ABLE TO BE THERE.

BUT THIS IS REALLY IMPORTANT AND WE'RE GLAD, YOU KNOW.

SO THAT WAS REALLY NEAT. SO LOTS OF POSITIVES.

THANK YOU FOR LETTING ME SHARE ABOUT IT. THANK YOU.

THANK YOU VERY MUCH. AND NOW, DEREK, YOU HAVE A MINUTE? NO I'M KIDDING [LAUGHS]. I'M SUPER EXCITED TO HEAR ABOUT THIS.

YEAH. THANKS, CONNIE. AND THANKS, DEREK, FOR BEING HERE. AS YOU KNOW, WE, WE KNEW WE COULDN'T DO ALL OF THIS OURSELVES, RIGHT? WE KNEW THIS WAS A CHARGE FROM THE BOARD COMING OFF OF OUR LAST CONFERENCE AND MEETING WITH MEETING UP WITH DEREK EARLIER IN THE YEAR, SAYING, OKAY, HOW DO WE GET THIS DONE WITH VERY LEAN STAFF, BUT KNOWING THIS IS A PRIORITY.

AND YOU KNOW, DEREK CAME TO ME AND SAID, HEY, WE ACTUALLY HAVE A CAC MEMBER THAT I'LL ALSO RUNS AN ORGANIZATION CALLED EDT.

WHAT DO YOU THINK ABOUT PARTNERING WITH THEM? THEY DO THIS ON A GLOBAL SCALE, BUT THEY'RE WILLING TO DO IT WITH FOR US.

REALLY, REALLY AT A MINIMAL COST. AND WE JUMPED ON IT.

AND SO WITH THAT SAID, I'M REALLY EXCITED TO SHARE THIS WITH YOU AN UPDATE.

AND IT'S REALLY JUST THE BEGINNING. SO DEREK, THANK YOU AGAIN.

SO OKAY, THERE WE GO. THIS IS JUST A REALLY A STATUS UPDATE AND KIND OF SHOWING THE MAP.

AND WE DO HAVE LIKE FOUR PILLARS THAT WE'RE HOPING TO COME AWAY WITH AT THE END OF THE, BY THE END OF THE 26-27 SCHOOL YEAR, AND THE PARTNER IS EDT, WHICH IS AN INTERNATIONAL COMPANY.

AND THEY'VE BEEN DOING THIS WORK AROUND THE GLOBE.

WE'RE ACTUALLY THEIR FIRST US BASED SCHOOL DISTRICT.

AND THAT'S KIND OF PART OF THEIR INTEREST IS TO LEARN A LITTLE BIT MORE ABOUT THE US EDUCATION SYSTEM.

SO IT'S BEEN AN INTERESTING JOURNEY AND WE'RE REALLY AT THE BEGINNING OF IT, SEE IF I CAN GET THIS TO WORK.

THERE WE GO. AND SO THIS IS THEY HAVE DONE SOME INTERVIEWS WITH OUR STAFF AND A LOT OF RESEARCH AROUND THE STATE POLICY PROCESSES AND RECOMMENDATIONS FROM OSPI. SO OSPI HAS A WHOLE WEBSITE AND A DEDICATED TO AI AND WHAT IT CAN LOOK LIKE.

IT'S FRANKLY A LITTLE OUTDATED AS I THINK LIKE TOMORROW WHAT I'M PRESENTING WILL BE OUTDATED.

MOST LIKELY. IT'S MOVING VERY QUICKLY. AND THAT'S ONE OF THE RECOMMENDATIONS THAT I'LL GET TO IS LIKE AN ANNUAL REVIEW OF THE POLICY, WHICH SEEMS RIDICULOUS IN OUR WORLD, BUT IT'S REALLY KIND OF NEEDED IN THIS, IN THIS SPACE.

SO OUT OF THIS WORK OF THESE INTERVIEWS, RESEARCH, COLLABORATION WITH MYSELF AND DOCTOR ANZALONE AND OTHERS WITHIN OUR DISTRICT.

SO WE HAVE NINE SPECIFIC KIND OF RECOMMENDATIONS AROUND POLICY TO BEGIN WITH.

THERE ISN'T A SPECIFIC WSSDA AI POLICY RIGHT NOW.

AND THERE WAS A BILL LAST SESSION 5956 THAT GOT STALLED OUT IN THE SENATE, BUT IT HAS, IT STARTS WITH SOME OF THE CONSIDERATIONS OF WHAT, WHAT WE SHOULD BE, INCLUDING IN OUR POLICY AND BILLS.

I'M NOT NECESSARILY RECOMMENDING THAT WE WRITE OUR OWN POLICY AHEAD OF WSSDA, BUT I DO THINK WE NEED TO START HAVING SOME STRUCTURES IN PLACE BECAUSE RIGHT NOW, THE WILD WEST IS HAPPENING IN SCHOOL SYSTEMS WHERE STUDENTS AND TEACHERS, AS YOU'VE HEARD AT THE BOARD MEETING MANY TIMES ARE USING AI IN A VARIETY OF WAYS.

AND WE NEED TO START PUTTING SOME BOUNDARIES AND SOME ETHICAL CONSIDERATIONS AND ALSO SOME LIKE SOFTWARE PROTECTIONS IN PLACE FOR OUR STUDENTS AND STAFF.

AND SO I'LL GO THROUGH THESE NINE THINGS PRETTY QUICKLY, AND I'M HAPPY TO STOP AND ANSWER QUESTIONS OR ANSWER QUESTIONS AT THE END, WHATEVER EVERYBODY WANTS. BUT NUMBER ONE IS THE DISTRICT SHOULD ADOPT A HUMAN INQUIRY, AI INPUT HUMAN EMPOWERMENT FRAMEWORK, WHICH IS ESSENTIALLY THAT AI IS A TOOL AND NOT A REPLACEMENT FOR HUMANS.

SO THAT'S A BIG, BIG ONE FROM THE IN TALKING WITH EDT AND OUR PARTNERS AND PEOPLE IN OUR SYSTEM, THAT AI, IT'S NOT AS SIMPLE AS A CALCULATOR. LIKE IN THE 70S, YOU KNOW, THE CALCULATOR CAME OUT AND MATH TEACHERS WERE LIKE, HOW ARE WE GOING TO TEACH MATH IF THEY'RE JUST PUTTING THEM INTO A CALCULATOR? WE HAVE TO LEARN TO INTEGRATE THE TOOL TO ENHANCE LEARNING, NOT REPLACE LEARNING.

AS WE KNOW, LEARNING IS A COGNITIVE STRUGGLE.

[01:00:01]

AND AI IS NOT GOING TO REPLACE THAT. IT CAN BE USED AS A TOOL, MUCH LIKE MANY OF THE TOOLS THAT HAVE COME ALONG IN THE LAST, YOU KNOW, IN CENTURIES REALLY. BUT AND THAT'S REALLY THAT NUMBER ONE THING IS THAT AI IS A TOOL.

NUMBER TWO IS ADDING REALLY AN ACCEPTABLE USE POLICY AND SOME ADMINISTRATIVE DIRECTIVES AROUND.

AND THAT'S A HARSH WORD DIRECTIVES, BUT ADDING SOME PROVISIONS OF LIKE, HOW SHOULD STUDENTS AND STAFF BE USING AI? AND WHAT ARE SOME OF THOSE ETHICAL CONSIDERATIONS? NUMBER THREE WOULD BE REALLY DEVELOPING A STUDENT AI FRAMEWORK THAT HAS CLEARLY LABELED TIERS.

I WAS A STUDENT AT WSU THIS PAST YEAR IN THE, IN THE SUPERINTENDENT PROGRAM.

AND THEY HAVE LIKE A FOUR TIER SYSTEM. LIKE I USE AI EXTENSIVELY FOR THIS PROJECT.

I USE IT ONLY TO HELP BRAINSTORM. I DIDN'T USE IT AT ALL.

AND REALLY THAT YOU HAVE, YOU'RE SUPPOSED TO CLARIFY AT THE BEGINNING OF YOUR PROJECT ASSIGNMENT, HOW MUCH AI DID YOU USE? SO SOMETHING LIKE THAT WHERE WE'RE NOT PLAYING LIKE A GOTCHA WITH STUDENTS, BUT IT'S MORE LIKE, NO, YOU CAN IN THIS ASSIGNMENT, WE WANT YOU TO USE IT FOR BRAINSTORMING ONLY SO YOU CAN USE IT IN THAT WAY.

SO DEVELOPING THAT FRAMEWORK AND THEN TEACHING OUR STUDENTS AND OUR STAFF OF THAT PROCESS.

RIGHT NOW WE HAVE A WIDE VARIETY. WE HAVE SOME STUDENTS WHO ARE USING IT, AND I HAVE HIGH SCHOOLERS, BUT THEY USE IT A LOT FOR BRAINSTORMING. SOMETIMES THEY WRITE THEIR PAPER AND THEN IT'S A GOTCHA.

HEY, YOU WROTE YOUR WHOLE PAPER WITH AI, AND WE REALLY WANT TO BE TRANSPARENT IN OUR EXPECTATIONS OF HOW THAT'S COMMUNICATED.

SO THAT'S A REALLY IMPORTANT COMPONENT OF THIS WORK.

AND THEN NUMBER FOUR IS DATA PRIVACY PROVISIONS FOR SPECIFIC AI TOOLS.

WE'VE BEEN CLEAR WITH OUR STAFF EARLY ON LIKE, HEY, YOU CAN'T PUT ANY PERSONAL INFORMATION OF STUDENTS INTO ANY AI SYSTEM THAT WE AS A SYSTEM DON'T OWN. THE DISTRICT HAS AN AGREEMENT WITH GOOGLE.

SO WE HAVE GOOGLE GEMINI, WHICH IS PART OF OUR PROTECTIONS AND IT'S WITHIN OUR GOOGLE CONTRACT.

BUT LIKE IF A STAFF MEMBER WAS USING CHATGPT, WE DON'T HAVE THE SAME PROVISIONS IN PLACE LEGALLY.

SO THAT'S SOMETHING WE NEED TO DO IS DEFINE AND ARTICULATE.

HERE ARE THE TOOLS THAT WE CAN OFFICIALLY USE FOR SCHOOL PURPOSES.

AND THERE ARE ACTUALLY A LOT OF TOOLS OUT THERE. WE JUST SAW OUR PARTNER HOMEROOM HAS AN AI COMPONENT.

WELL, WE HAVE A DATA PROTECTION AGREEMENT. ALL THE STUDENT DATA CAN BE PUT INTO HOMEROOM, AND THEN WE CAN ASK AI, HEY, TELL US THE STUDENTS WHO ARE YOU KNOW, MISSING MORE THAN 10% OF THE SCHOOL YEAR RIGHT NOW? AND THAT CAN SPIT OUT THAT INFORMATION. SO, BUT DEFINING THOSE TOOLS THAT WE CAN USE FOR OUR STAFF AND STUDENTS IS ANOTHER IMPORTANT PART.

NUMBER FIVE, ACADEMIC INTEGRITY ROOTED IN TRANSPARENCY RATHER THAN DETECTION.

THE DETECTION TOOLS ARE AWFUL. I WORK WITH THIS TWO YEARS AGO WITH DOCTOR HOLT WHEN HE WAS IN THE CCA AND STUDENTS WOULD BE LIKE, NO, I WROTE THIS AND WE'D GO BACK TO THE GOOGLE DOC AND THEY DID.

THE AI WOULD BE LIKE, THERE'S A 98% CHANCE IT'S WRITTEN BY AI.

SO YOU COULD LOOK IN THE GOOGLE DOC WHERE THE STUDENT HAD OVER TIME CREATED THIS, THIS WRITING.

AND SO REALLY THE DETECTION TOOLS, AI IS AS SMART OR SMARTER THAN THE, THAN THE DETECTION TOOLS.

SO REALLY HAVING A FRAMEWORK FOR NOT, NOT LIKE A GOTCHA AGAIN, BUT MORE OF LIKE, HEY, WE NEED TO BE TRANSPARENT IN AND HOW AI IS BEING USED WITHIN ASSIGNMENT. AND REAL QUICK DEREK. ONE OF THE THINGS THAT WE'VE BEEN RESEARCHING IS THAT WHEN KIDS ARE PRIMARILY WHEN KIDS ARE GIVEN THOSE GUIDELINES AND THOSE GUARDRAILS, THEY FOLLOW THEM. WE'RE ALWAYS GOING TO HAVE ANOMALIES.

OR, YOU KNOW, IF A KID WANTS TO CHEAT, THEY'RE GOING TO CHEAT. BUT FOR THE MOST PART, WHEN KIDS, ESPECIALLY KIDS IN CAMAS, THEY'RE COMPLIANT FOR THE MOST PART. AND WE'RE REALLY EXCITED THAT ONCE THOSE TEACHERS AND WE SAW IT IN OUR CLASSROOM VISITS WITH THE CELL PHONES, THOSE TEACHERS WHO ARE USING THE GREEN LIGHT, YELLOW LIGHT RED LIGHT LESSON, IT'S VERY SIMILAR TO WHAT DEREK'S DESCRIBING.

SO IT'S JUST GIVING THOSE GUIDELINES RULES. EXACTLY.

EVERYBODY JUST WANTS TO KNOW THE RULES. TELL ME THE RULES OF THE GAME. AND FOR THE MOST PART WE'RE GOING TO FOLLOW THOSE. AND THE SIXTH ONE IS SOMETHING THAT I'M REALLY GLAD WE HAVE AN EXTERNAL PARTNER FOR THIS BECAUSE YOU DON'T THINK OF THIS, BUT REALLY A COMMITMENT TO ENSURING THE AI TOOLS INCREASE EDUCATIONAL OPPORTUNITIES FOR STUDENTS. IT IS REALLY CLEAR THE MORE I'VE USED AI THAT IT HAS A BIAS, MUCH LIKE THE ALGORITHMS THAT WE ENCOUNTER ONLINE IN OUR SHOPPING WORLD OR OUR SOCIAL MEDIA WORLD. AI HAS AN ALGORITHMIC BIAS, AND THAT'S SOMETHING WE NEED TO BE AWARE OF AND REALLY TRY TO COMBAT AND MAKE SURE THAT PEOPLE UNDERSTAND THAT AS THEY'RE USING THAT AS A TOOL.

NUMBER SEVEN IS PROHIBITED USES THAT ARE EXPLICITLY ENUMERATED.

AND WE HAVE ENCOUNTERED THIS ALREADY SOME, AND I KNOW DISTRICTS ACROSS THE COUNTRY HAVE WHERE AI IS OFTEN USED.

AND WE'VE SEEN IT IN POLITICS, RIGHT? WHERE AN AD IS CREATED USING THE VOICE OR THE IMAGE OR THE VIDEO OF SOMEBODY THAT'S NOT THEM THAT THEY DIDN'T DO.

AND THOSE ARE SOME OF THE EXAMPLES OF A SPECIFIC POLICY THAT SAYS, HERE ARE THE WAYS YOU CAN'T, YOU CAN'T USE THIS TO HARASS, INTIMIDATE, BULLY SOMEBODY, TO REALLY DISPARAGE SOMEBODY WHEN IT'S NOT THEM.

I DON'T WANT TO GET ON TOO BIG OF A SIDEBAR, BUT I THINK OUR FEDERAL GOVERNMENT SHOULD HELP US WITH THIS. AND LIKE ANY VIDEO THAT'S BEEN EDITED WITH AI SHOULD HAVE LIKE A LITTLE, YOU KNOW, SOMETHING THAT YOU KNOW THAT BECAUSE RIGHT NOW IT CAN BE VERY DIFFICULT TO

[01:05:01]

NUMBER EIGHT SENATE BILL 5956. SO THIS IS REALLY KIND OF AHEAD OF IT.

AND IT'S A LITTLE BIT OF MY WORK IN THE LEGISLATURE, BUT THAT BILL IS, HAS REALLY SOME OF THE BONES OF WHAT WE THINK THE LEGISLATURE WILL COME UP WITH, BUT THERE'S STILL A LOT OF NEGOTIATING, BARGAINING THROUGH THE LEGISLATIVE PROCESS FOR THAT BILL TO COME ABOUT.

BUT REALLY, ONE OF THE KEY PROVISIONS OF THAT BILL IS THAT YOU'RE TRYING TO REDUCE YOU KNOW, AI CANNOT BE USED AS LIKE A DISCIPLINE DETERMINANT, A GRADE DETERMINANT REFERRAL, ANYTHING LIKE THAT.

IT CAN'T MAKE REPLACE THE HUMAN DECISION MAKER.

AND THAT'S REALLY AN ETHICAL COMPONENT. AND THEN IN NINE REALLY HAVING AN ANNUAL REVIEW CLAUSE AND THAT THAT'S DIFFICULT IN A SCHOOL SYSTEM, BUT IT'S ALSO, YOU KNOW, MAYBE EVERY TWO YEARS.

BUT I THINK THIS RECOMMENDATION FROM THAT COMPANY IS THAT IT'S MOVING AND CHANGING SO RAPIDLY THAT WE NEED TO LOOK AT OUR POLICY.

SO THOSE ARE REALLY THE NINE MAJOR POLICY PROVISIONS.

I'LL PAUSE AND SEE IF THERE'S ANY QUESTIONS ABOUT THOSE BEFORE I MOVE ON.

THERE'S A LOT IN THIS. I KNOW WE WON'T HAVE TIME TO COVER ALL.

THE FIRST THING THAT I THOUGHT AFTER I READ THROUGH THIS, LIKE TWICE WHEN YOU SENT IT OUT OVER THE WEEKEND WAS I ALMOST FEEL LIKE WE DO NEED TO GET A POLICY IN TO BECAUSE SOME OF THESE THINGS, IT'S GOING TO BE MORE THAN A YEAR AND A HALF, EVEN IF IT GETS IF THIS GOES THROUGH, WE'RE NOT GOING TO HAVE A POLICY.

SO TO SIT AND WAIT FOR TWO YEARS TO HAVE A POLICY ON THINGS THAT DEAL WITH STUDENT DISCIPLINE, WHICH WE'VE HEARD FROM PEOPLE AT PUBLIC COMMENT, EVEN I GAVE A PUBLIC COMMENT BEFORE JOINING THE BOARD THAT EDUCATORS USING THOSE TOOLS TO SAY, THIS IS NOT YOUR WORK IN FRONT OF OTHER STUDENTS IS NOT ACCEPTABLE, BUT ALSO GIVING STUDENTS CLEAR GUIDELINES ON AND THINGS.

AGAIN, IF I LOOK AT OUR THREE GOALS, A CULTURE OF SAFETY AND BELONGING, HIGH QUALITY INSTRUCTION AND RESPONSIVE PATHWAYS, I THINK THOSE THREE GOALS DICTATE WE NEED TO PUT A POLICY TOGETHER BEFORE WE HAVE SOMETHING FOR WSSDA, BECAUSE WITHOUT IT, ALL THREE OF THOSE ASPECTS FOR STUDENTS ARE GOING TO BEGIN TO SUFFER FOR NEXT YEAR, POSSIBLY THE YEAR AFTER THAT, BECAUSE THE POLICY IS GOING TO SET KIND OF EXPECTATIONS FOR EVERYONE.

AND YOU JUST YOU JUST APPROVE A POLICY AND IT'S NOT LIKE EVERYONE'S GOING TO KNOW RIGHT AWAY. AND I DO HAVE SOME, I MEAN, IDEAS AS WE'RE WAITING, WE HAVE POLICY 2023, WHICH IS OUR DIGITAL CITIZENSHIP AND MEDIA LITERACY POLICY.

WE COULD PROBABLY ADD COMPONENTS TO THAT POLICY THAT HAVE SOME OF THESE PILLARS.

I'M A LITTLE HESITANT TO LIKE, HEY, WE'RE A POLICY 2925 LIKE I DON'T THE NUMBERING AND KIND OF WAITING.

YEAH, THE NUMBERING. YEAH. I THINK ADD THINGS IN OUR EXISTING POLICY THAT REFLECT SOME OF THESE RECOMMENDATIONS.

YEAH. AND THEN REALLY, THIS IS A STATUS UPDATE.

WE ARE KIND OF EARLY IN OUR PARTNERSHIP WITH THIS GROUP AND EARLY IN THIS WORK.

AND REALLY THE PLAN IS TO HAVE A PRETTY WELL DEVELOPED ROADMAP AND IMPLEMENTATION PLAN NOW AND IMPLEMENTING IT FOR THE 26-27 SCHOOL YEAR. SO REALLY IN THAT WE HAVE FOUR SPECIFIC PHASES AND REALLY WE'RE IN THE FOUNDATION PHASE, WHICH IS JUST COLLECTING INFORMATION AND MEETING AND STARTING TO ORGANIZE OURSELVES AS A, AS A SYSTEM AND AS A DISTRICT.

IT'S PRETTY EXCITING. AND WE'RE GOING TO START TO BRING IN MORE AND MORE STAFF.

WE DID SOME INTERVIEWS WITH STAFF AND WEREN'T ABLE TO GET EVERYBODY AND WE REALLY WANT TO START ENGAGING MORE AND MORE OF OUR TEACHERS AND OUR, AND OUR COMMUNITIES. ALSO THE, THE EDT GROUP WATCHED ALL OF THE PREVIOUS BOARD MEETINGS FROM THE CAC AND THEY FOUND THAT SUPER VALUABLE.

SO THE CAC WORK THAT WAS DONE BEFORE IS, IS INCREDIBLY POWERFUL AND INCREDIBLY ACCURATE AND, AND IN THEIR WORDS, VERY WELL DONE. SO IT WAS SOMETHING WE LEANED ON VERY HEAVILY AS A GROUP.

SO AND FRANKLY, THEY WERE LIKE, I'M VERY THEY WERE VERY IMPRESSED BECAUSE WE'RE ONE OF THE FEW DISTRICTS WHO HAVE BEEN KIND OF HAVING CITIZENS GROUPS WORKING ON THAT SORT OF A THING. PHASE TWO IS THE PREPARATION PHASE, WHICH IS REALLY I'LL CALL OUT A COUPLE OF KEY THINGS.

WE'RE HOPING TO REALLY START WORKING WITH IDENTIFYING CHAMPIONS IN OUR SYSTEM WHO WANT TO HELP WITH THIS WORK AND PUSH IT FORWARD.

AND WE'RE ALLOCATING A LITTLE BIT OF OUR TEACHING AND LEARNING BUDGET. WE DON'T HAVE A GIANT TEACHING LEARNING BUDGET ANY LONGER, BUT WE'RE ALLOCATING A PORTION OF THAT BUDGET TO SUPPORT THIS WORK. AND SO WE'LL FRANKLY HAVE SOME PEOPLE ON LIKE A SMALL STIPEND OR SOME HOURLY TIME CARDS TO WORK WITH MEETINGS AND TRAININGS OF STAFF.

THE BIG LAUNCH WILL BE IN AUGUST, SO WE'LL, WE'LL HAVE SOME STAFF PD SO A PORTION OF OUR AUGUST BACK TO SCHOOL PD WILL BE WITH STAFF AND AI AND THAT'LL BE AROUND SOME OF THE ETHICAL CONSIDERATIONS AND SOME OF THE TOOL USAGE.

WE'RE ALSO IN THE NEXT TWO MONTHS. IDENTIFY TOOLS.

AND JUST TO BE QUITE FRANK, GOOGLE WILL VERY LIKELY BE ONE OF THEM BECAUSE WE HAVE AN EXISTING CONTRACT WITH THEM AND IT'S ALREADY BEEN VETTED.

[01:10:07]

MOST OF THE OTHER TOOLS COME WITH A PRETTY SIGNIFICANT COST.

YOU KNOW, SOME OF THEM ARE, YOU KNOW, UPWARDS OF $14 PER STUDENT.

SO THAT THAT BECOMES PRETTY COST EXPENSIVE. BUT YEAH, WE'VE WITH THIS, THE PARTNER HAS BEEN GREAT.

THERE ARE PROBABLY A DOZEN EDUCATION SPECIFIC AI TOOLS THAT THEY'VE BROUGHT TO US AND SAID, HERE'S WHAT IT DOES, HERE'S SOME RECOMMENDATIONS AROUND IT. SO IT'S BEEN PRETTY INTERESTING WORK.

AND ALSO, YOU SEE IN THE PHASE THREE, MOST LIKELY WE'LL TRY AND HAVE A BOARD UPDATE BECAUSE WE'LL HAVE TOOL SELECTION DONE.

WE'LL HAVE CHAMPIONS IDENTIFIED. SO WE'LL LOOK TO DO AN UPDATE IN THE AUGUST BETWEEN AUGUST AND OCTOBER ON THIS WORK.

AND THEN THE LAST PHASE IS REALLY THAT SUSTAINED ADOPTION WHERE WE HAVE A TEACHER OR CHAMPION LED PROFESSIONAL DEVELOPMENT EXPERIENCES THROUGHOUT THE YEAR.

WE'LL HAVE CONSISTENT MEETINGS TO REVIEW OUR POLICIES AND PRACTICES AROUND AI AND THEN SHARE THOSE WITH STAFF.

IT'S FRANKLY, YOU KNOW, I'VE BEEN IN EDUCATION A LONG TIME AND IT'S, IT'S LIKE, REMINDS ME A LITTLE BIT OF THE CELL PHONE.

I WAS A CLASSROOM TEACHER WHEN THE CELL PHONE STARTED SHOWING UP. AND YOU'RE KIND OF LIKE, WHAT'S GOING ON? AND YOU KNOW, IT'S GOING TO BE A JOURNEY. AND I THINK HOPEFULLY WE CAN TAKE SOME OF THE LEARNING FROM THAT EXPERIENCE FROM THE CELL PHONE.

IT'S NOT EXACTLY THE SAME, BUT WE CAN CERTAINLY TAKE SOME OF THE LEARNING THAT WE'VE HAD AND I THINK APPLY THAT TO THE SITUATION OF ARTIFICIAL INTELLIGENCE.

I REALLY THINK THAT FIRST POINT IS HUGE. LIKE THIS IS A TOOL, NOT A REPLACEMENT, NOT A REPLACEMENT FOR PEOPLE.

WE'RE IN A PEOPLE BUSINESS. AND REALLY THIS IS A TOOL THAT CAN HOPEFULLY ENHANCE LEARNING AND SUPPORT ADDITIONAL LEARNING.

YEAH. AND I WOULD JUST ADD THAT I THINK THAT JUST WHERE WE ARE RIGHT NOW REALLY ELEVATED US FROM PROBABLY THE BACK OF THE PACK TO RIGHT TOWARDS THE FRONT OF THE PACK IN OUR REGION, IN OUR REGION AND JUST THE CAC WORK ALONE.

BUT BUT YEAH, I WOULD ENCOURAGE OTHER DISTRICTS TO TO DO THE SAME.

THIS IS A BIG LIFT FOR DISTRICTS, ESPECIALLY AS WE'RE DOWNSIZING ACROSS THE REGION.

SO THANKS, DEREK, FOR BRINGING THEM TO US. THEY'VE BEEN AWESOME TO WORK WITH. YEAH.

AND THEY PERSONALLY INTERVIEWED EACH OF EACH OF US.

IT WAS PRETTY EXTENSIVE WORK. AND, AND WE ARE PRETTY LUCKY BECAUSE THIS WORK WOULD BE MORE THAN TEN TIMES MORE EXPENSIVE HAD WE JUST REACHED OUT TO THEM AND SAID, WE'D LIKE TO PARTNER WITH YOU. SO WE I FEEL LIKE WE'RE PRETTY LUCKY TO HAVE THAT IN OUR SYSTEM.

KIND OF LIKE A PILOT COST FOR US, WHICH WAS REALLY, REALLY NICE OUT OF OUR CURRICULUM BUDGET.

AND SO THEN ONE OF THE LAST SLIDES I'LL SHARE WITH YOU IS WHAT, WHAT DOES SUCCESS REALLY LOOK LIKE? AND THIS IS AN ADJUSTABLE JOURNEY, RIGHT? IT'S, IT'S REALLY, IF WE HAVE TO PIVOT, WE WILL, IF WE HAVE TO ADJUST TIMELINES, WE WILL. BUT WHAT WE'RE HOPING FOR IS SOME REALLY SPECIFIC THINGS.

WHEN WE FIRST MET WITH THIS COMPANY AND STARTED LOOKING AT AI WORK AND TOOK INFORMATION FROM THE CAC PRESENTATION.

REALLY, THERE'S, WE HAVE SOME PILLARS AND I WOULD SAY STUDENT LEARNING.

SO HOW CAN WE SUPPORT. AND THAT'S WHAT WE'RE ABOUT IS STUDENT LEARNING.

HOW CAN WE SUPPORT AND ENHANCE STUDENT LEARNING THROUGH THIS PROCESS AND MAKE SURE THAT AI IS NOT SOMETHING THAT REPLACES THE LEARNING, BUT IS AN ENHANCEMENT TOOL AND ALSO THE ETHICS OF HOW DO YOU USE AI IS GOING TO BE VERY IMPORTANT.

ONE OF THE, ONE OF THE REALLY FASCINATING THINGS THAT WAS SAID IN THE EARLY MEETINGS WITH EDT WAS THAT YOU'RE GOING TO HAVE PEOPLE IN THE SAME WORKPLACE, ONE WHO IS AI PROFICIENT AND ONE WHO IS NOT. AND THE AI PROFICIENT PERSON WILL LIKELY HAVE A VERY LARGE LEG UP OF HOW DO YOU USE THAT TOOL TO DO YOUR JOB, TO DO THE THING BETTER. AND SO REALLY, I THINK OUR JOB AS AN EDUCATION SYSTEM IS WE HAVE TO MAKE SURE WE HAVE AN ETHICAL CONSIDERATION, BUT WE ALSO NEED TO MAKE SURE OUR STUDENTS ARE PREPARED FOR THE FUTURE AND THE FUTURE.

VERY IS GOING TO INCLUDE ARTIFICIAL INTELLIGENCE IN SOME DEGREE.

THE SECOND BIG THING IS STUDENTS AND TEACHERS SHARE A COMMON LANGUAGE.

SO THAT'S THAT, YOU KNOW, USAGE AND THAT REALLY CONSISTENT MESSAGING AROUND WHAT'S APPROPRIATE USE AND HOW AM I USING IT, NOT A GOTCHA. AND THEN, YOU KNOW, MEASURING THE STUDENT OUTCOMES.

ANOTHER BIG COMPONENT IS TIME SAVING. SO ONE OF THE THINGS WE LOOKED FOR IS HOW CAN WE MAKE OUR HUMAN TO HUMAN EXPERIENCES BETTER BY TAKING THE NON-HUMAN TO HUMAN EXPERIENCES AWAY. AND SOME REAL SPECIFIC EXAMPLES LIKE AI CAN WRITE A MASTER SCHEDULE IF PROBABLY I DON'T THINK ANYONE.

MAYBE JOHN JOHN HAS, I'M SURE, BUT HE AND I ARE PROBABLY THE ONLY ONES HERE WHO'VE WRITTEN A MASTER SCHEDULE FOR HIGH SCHOOL.

IT'S A DAUNTING TASK THAT TAKES WEEKS, SOMETIMES A MONTH.

SITTING DOWN AND PLUGGING IN THE VARIABLES AI.

WHEN WE START TRAINING, I COULD PROBABLY DO IT IN A FEW MINUTES.

SO THOSE ARE THINGS THAT YOU HEAR ABOUT A LOT, AND THAT'S WHAT WE'RE HOPING TO DO, IS WHAT ARE SOME AREAS WHERE IT'S NOT GOING TO IMPACT THE HUMAN HUMAN EXPERIENCE, BUT IT CAN SAVE TIME SOMEWHERE ELSE.

SO THEN YOU CAN HAVE MORE HUMAN HUMAN EXPERIENCE.

I THINK ABOUT LIKE COURSE TAKING AND IN A COUNSELOR'S ROLE, LIKE IF PLUGGING IN, HEY, WHAT CLASS IS AVAILABLE? COUNCIL SPENT A LOT OF TIME TRYING TO FIND A SPECIFIC CLASS FOR A STUDENT.

[01:15:03]

AND NOW I CAN MEET WITH MORE OF MY STUDENTS FACE TO FACE.

THINGS LIKE THAT. SO THERE'S REALLY THAT TIME SAVINGS.

AND THEN OPERATIONAL EFFICIENCY IS ANOTHER SUCCESS.

WE LOOK LIKE, WHAT ARE THE SUPPORT SERVICES AREAS THAT WE CAN USE AI TO BE FAR MORE EFFICIENT? AND THIS IS LIKE IN THE, IN THE HR WORLD, BUSINESS, OPERATIONS, FINANCE ALL THE PARTS OF THE SCHOOL, YOU KNOW, I THINK JOHN AND I WERE JOKING. WE'RE KIND OF PUTTING OURSELVES OUT OF A JOB, MAYBE, YOU KNOW, THE RESOURCE ALLOCATION PART OF IT, BUT NOT REALLY BECAUSE IT REALLY IS A HUMAN AND HUMAN JOB. BUT THOSE ARE REALLY THE THREE MAIN BUCKETS OF WHAT WE THINK SUCCESS LOOKS LIKE.

AND I WOULD SAY HAVING REALLY CLEAR AND IN COMMON, CLEAR EXPECTATIONS ABOUT STARTING TO SET SOME BOUNDARIES AND SOME EXPECTATIONS OF ETHICAL USE IS A KEY COMPONENT OF THIS WORK, BECAUSE RIGHT NOW IT'S HAPPENING WITHOUT THOSE BOUNDARIES.

AND SO KIDS DON'T KNOW, LIKE, YOU KNOW, AM I OUT OF BOUNDS HERE OR AM I NOT OUT OF BOUNDS HERE? TEACHERS THE SAME THING. I'M NOT SURE IF I'M OUT OF BOUNDS OR NOT. SO I THINK CREATING THAT SYSTEM AND STRUCTURE IS REALLY AN IMPORTANT COMPONENT.

WE HEARD FROM STUDENTS AT LIBERTY WHEN WE DID THE SITE VISIT WHERE THEY SAID THEIR THEIR TEACHER TOLD THEM, LOAD THE RUBRIC, LOAD YOUR ESSAY, USE AI TO TELL YOU WHERE YOU'RE MISSING, RIGHT? SO THAT THEIR TIME IS EDUCATOR AND STUDENT WAS MORE VALUABLE.

THEY COULD SIT DOWN RATHER THAN THE. YOU'RE MISSING ONE COMPONENT HERE THAT TOOK TIME TO READ, BUT YOU KNOW, I DIDN'T HAVE THE PROPER INTRO.

OKAY. AND THE STUDENT WAS SUPER. THE TWO OF THEM, THEY WERE LIKE, THIS IS GREAT BECAUSE NOW WHEN I MEET WITH MY TEACHER, WE TALK ABOUT THE IMPORTANT THINGS, NOT THE THINGS LIKE, YEAH, YOU MISSED ONE SECTION.

SO. AND WE AND WE HAVE TEACHERS DOING INCREDIBLY CREATIVE THINGS LIKE I HAVE A STUDENT AND HERE ARE THEIR NEEDS.

I'M NOT SURE HOW TO MEET THOSE NEEDS. CAN YOU GIVE ME SOME ADVICE ON HOW I MIGHT BE ABLE TO DIFFERENTIATE MY INSTRUCTION BETTER TO SUPPORT THE STUDENT'S NEEDS AND THEN BOOM, YOU KNOW, HERE ARE SOME IDEAS. AND THEN THE TEACHER CAN USE THEIR PROFESSIONAL JUDGMENT TO, TO, YEAH, THAT'S GOING TO WORK OR THAT'S NOT. SO IT'S I THINK THERE'S SOME REAL POTENTIAL. THEN THE OTHER, THE, I HAVE THIS, THIS IS THE LAST OF TWO SLIDES LEFT, BUT CURRENTLY WHERE WE'RE AT. SO WE'VE, WE'RE KIND OF DOING THIS DEEP DIVE WITH SOME OF THE STAKEHOLDERS AND THEN LOOKING AT THE TOOLS THAT ARE BEING USED KIND OF AS A BASELINE ALSO ALIGNING LIKE WHAT'S HAPPENING IN THE CAMAS SCHOOL DISTRICT WITH THE OSPI FRAMEWORK.

SO OSPI HAS A FRAMEWORK NOW. IT WAS CREATED IN 2024, WHICH IS LIKE TWO YEARS AGO.

AND IT'S ANCIENT REALLY, WHEN YOU READ IT, YOU'RE LIKE, WOW, THAT'S ALREADY CHANGED.

AND THEN PROVIDING A HIGH LEVEL IMPLEMENTATION ROADMAP.

SO THAT'S KIND OF WHAT THIS IS. AND THEN WHAT'S REALLY NEXT IS REALLY TO START THIS DIGITAL CHAMPION.

SO GETTING PEOPLE WITHIN OUR SYSTEM TO BE ENGAGED AND INVESTED WITH THE PROCESS AND THEN HOPEFULLY ADOPT THE CALENDAR FOR THIS COMING YEAR AND LAUNCHING OUR DISTRICT WIDE PROFESSIONAL DEVELOPMENT AUGUST. SO THOSE ARE SOME OF THE BIG HIGH LEVEL BUCKETS.

AND THEN THIS IS A SIMILAR LOOK AT IT, BUT THIS IS REALLY THE THE TIMELINE ROADMAP FOR THE NEXT ABOUT FOUR MONTHS.

REALLY IN JUNE, WE HAVE THIS, WE'RE GOING, WE'RE GOING TO WORK TO HOPEFULLY IDENTIFY CHAMPIONS BEFORE SCHOOL'S OUT.

IT'S A PRESS, WE'RE GOING TO DO IT. AND THEN WE'VE ALREADY ALLOCATED SOME OF OUR BUDGET AND OUR TEACHING AND LEARNING BUDGET FOR THIS.

AND THEN START TO LOOK AT AN INTERIM POLICY REVIEW WITH, WITH YOU ALL.

AND THEN IN JULY AND AUGUST, WE'RE GOING TO LOOK TO HAVE LIKE STAMPED DISTRICT TOOLS IN AI.

SO RIGHT NOW WE HAVE GEMINI, BUT WE'RE GOING TO LOOK AT ARE THERE A COUPLE OF OTHER TOOLS LIKE MAGIC SCHOOL OR SCHOOL PROFESSOR THAT WE MIGHT USE AND FIND THE COST BENEFIT TO BE WORTH IT. AND THEN WE'LL LAUNCH OUR CHAMPION TEAM OVER THE NEXT TWO MONTHS.

AND THEN IN AUGUST, WE'LL, YOU KNOW, WORK TO DEVELOP THE TOOL ALONGSIDE EDT AI.

HOPEFULLY, MOST PEOPLE KNOW YOU TRAIN AI. SO THAT'S PART OF WHAT WE HAVE TO DO AS A SYSTEM.

AND THEN WE WILL HAVE TIME DURING OUR BACK TO SCHOOL ACTIVITIES FOR AI WORK WITH ALL STAFF.

AND THEN ANOTHER PIECE IN THE AUGUST WILL BE LIKE A COMMUNITY AND FAMILY GUIDE.

SO REALLY CLEAR TO OUR STAKEHOLDERS. HERE'S WHAT WE'RE DOING WITH AI.

HERE'S, YOU KNOW, THE EXPECTATION OF STUDENT USE OF STAFF USE.

AND HOPEFULLY THAT WILL CLEAR UP SOME OF THE UNKNOWN.

YOU KNOW, WE'VE I KNOW WE'VE HAD SOME COMMENTS TO THE BOARD, LIKE PARENTS THAT ARE LIKE, IS MY STUDENT BEING GRADED ONLY WITH AN AI TOOL.

IN THEIR ESSAY, THINGS LIKE THAT. SO WE'LL HOPEFULLY CLARIFY HERE ARE THE RULES AND, YOU KNOW, ESSENTIALLY THE BOUNDARIES. AND THEN IN SEPTEMBER, WE'LL START TO FINALIZE OUR USE CASES AND THEN PROVIDE AN UPDATE SEPTEMBER, OCTOBER FOR THE BOARD. SO THAT'S KIND OF OUR NEXT FOUR MONTHS.

IT'S EXCITING AND FAST PACED. AND ALSO, YOU KNOW, IT'S GOING TO HAVE TO CONTINUE TO EVOLVE BECAUSE THE TOOL EVOLVES.

[01:20:03]

AND I'M HAPPY TO ANSWER QUESTIONS. AND I LOOK FORWARD TO, YOU KNOW, THE END OF SEPTEMBER OR EARLY OCTOBER PROVIDING ANOTHER UPDATE.

I ALMOST THINK LIKE WE HAVE TO HAVE IT ON OUR AGENDA TO MAYBE.

PUT IT ON OUR PLANNING AGENDA. LIKE ROUTINELY, IF WE'RE GOING TO HAVE TO UPDATE THIS ONCE A YEAR, MAYBE IT'S JUST EVERY WORKSHOP, WE HAVE A LITTLE SECTION LIKE, WHERE ARE WE AT? JUST WE TOUCH BASE.

I WAS GOING TO SAY, I NOTICED THAT OUR STUDENT JOURNALISTS AT CAMAS HIGH SCHOOL HAD AN ARTICLE LAST WEEK ABOUT THIS, POINTING OUT WE DON'T HAVE IT. AND DEREK WAS QUOTED IN THERE.

SO YEAH, THEY GOT YOU. BUT YEAH, HAVING SOMETHING, WHETHER, WHETHER IT'S A TRUE POLICY OR WE SAY WE'RE, YOU KNOW, RIGHT NOW WE'RE, WE'RE ADOPTING THIS KIND OF A FRAMEWORK.

AND SO I THINK POLICY IS PROBABLY A GOOD THING.

I KNOW IT'S NOT STANDARD TO, TO BUILD A POLICY, BUT TO AMEND WHAT WE HAVE NECESSARILY.

I THINK WE HAVE WE HAVE INTERNAL POLICIES. YEAH.

I MEAN, AND THEN WHEN WAS IT COMES OUT WITH A POLICY, WE CAN EITHER ALIGN THE NUMBERS OR, OR DECIDE HOW TO INTEGRATE IT. I THINK FROM WHEN WE CAME AWAY FROM WSSDA THINKING, OH MY GOSH, WE'RE SO FAR BEHIND ON THIS TO SEEING THIS OUTPUT HERE.

I'M JUST LIKE, I DON'T KNOW ABOUT YOU GUYS, BUT WHAT A RELIEF TO HAVE THIS STRUCTURE IN PLACE AND OUTLINED BY SOMEBODY WHO, WHO IS DOING THIS BECAUSE WE'RE ALL LIKE BLIND, LEADING THE BLIND, LIKE TRYING TO FIGURE THIS OUT AND JUST TO HAVE A ROADMAP AND SOME GUIDANCE FROM PROFESSIONALS AND TO PUT IT TOGETHER FOR US.

THIS IS AMAZING. I WAS READING IT LAST NIGHT AND JUST GEEKING OUT.

I MEAN, I FEEL LIKE I'M JUST A TOTAL NOVICE WITH AI, BUT STARTING TO USE IT IN DIFFERENT PLACES AND TALKING WITH KIDS IN MY DAY JOB ABOUT IT.

I TALKED TO ONE STUDENT ABOUT AN IDEA LIKE HOW TO GENERATE IDEAS FOR THEIR, FOR THEIR LIKE PERSONAL STATEMENT, LIKE, HERE'S ALL THE THINGS I DID. WHAT COULD BE SOME TOPICS? LIKE I DIDN'T THINK WE'RE EVER ALLOWED TO USE AI AND IT'S LIKE, NO, THERE, THERE ARE WAYS TO USE IT, RIGHT? WE NEED TO TEACH OUR STUDENTS HOW IT CAN BECOME A TOOL.

YOU'RE NOT HAVING IT RIGHT FOR YOU, BUT IT CAN GIVE YOU IDEAS.

AND THEN YOU GO, LIKE YOU SAID, THAT THE HUMAN INPUT TO CHURN SOME AND THEN YOU IT HAS A LOT OF VERY INTERESTING USE CASES.

JOHN AND I ARE IN THE ROTARY WITH A GENTLEMAN WHO WORKS IN FOOD SCIENCE.

SO HE MAKES CHEMICALS FOR FOODS, BASICALLY. AND HE WAS HE SHARED AT THE ROTARY THAT HE WHENEVER HE HAS A NEW PRODUCT, HE GENERALLY HAS LIKE A YEAR OF RESEARCH INTO LIKE THE DIFFERENT CHEMICAL PROCESSES.

AND HE SAID THAT YEAR OF RESEARCH IS NOW DISTILLED DOWN INTO UNDER A WEEK.

WOW. SO YOU WOULD HAVE TO SPEND A LOT OF TIME DOING RESEARCH.

NOW HE'S LIKE, I CAN ASK IT TO SCAN ALL OF THE JOURNALS.

YES. WHATEVER. WHATEVER THE PROFESSIONAL ORGANIZATION IS.

THAT'S JUST FASCINATING, RIGHT? I WAS THINKING ABOUT THAT WHEN THE AAC WAS TALKING ABOUT THEIR 500 SURVEYS THAT THEY NEED TO GO THROUGH.

WELL, YOU JUST PLUG THAT INTO AI AND IT'LL SUMMARIZE AND CATEGORIZE AND YEAH.

AND WE DO HAVE TO BE REALLY CAUTIOUS OF THE ETHICS BECAUSE IT COMES UP WITH THINGS THAT YOU'RE LIKE, THAT IS NOT OKAY. RIGHT. I AGREE WITH THAT. YEAH.

WE'RE ALWAYS GOING TO HAVE TO HAVE A HUMAN. RIGHT.

RIGHT. WELL THANK YOU DEREK. THIS IS. GOOD STUFF.

[INAUDIBLE] POWERPOINT FOR PARENTS USING AI AND REALLY LIKE IT.

LIKE, LIKE WE COULD DO, LIKE I DID A SLIDE AND THEN IT SAYS, OPTIMIZE IT, MAKE IT PRETTY, WHATEVER. OKAY. SO NOW WE'RE GOING TO GO ON TO SYSTEMS AND PATHWAYS.

[3. SYTEMS/PATHWAYS]

JUST DISCUSSING ALL RIGHT. WHERE ARE MY AGENDA GO AGAIN.

2411 WAS CHANGING. DIDN'T HAVE TO DO WITH THE SECRETARY.

YEAH. RIGHT. BECAUSE THAT WAS JUST CLARIFIED AND IT ACTUALLY CAME UP THIS WEEK.

SO SOMEBODY SOMEBODY ASKED FOR AN APPEAL TO SHAUNA OR SOMETHING.

SO YEAH, I THINK THAT WAS JUST AN ALIGNMENT TO SECRETARY TO THE BOARD SLASH SUPERINTENDENT KIND OF A TECHNICAL, A TECHNICAL CHANGE. YEAH. YEAH. THE SECOND ONE.

THE PREGNANT AND PARENTING STUDENTS IS THE NEW POLICY.

AND I MISSED THE BOARD MEETING, BUT IT CAME UP FOR REVIEW AND DIDN'T GET MOVED ON TO SECOND.

SO WE BROUGHT IT BACK FOR DISCUSSION. YEAH. SO ONE OF THE, ONE OF THE CONCERNS WAS AROUND STAFFING AND WE REALLY APPRECIATED THAT AROUND YOU KNOW,

[01:25:05]

YOU HAD A LITTLE BIT OF FEEDBACK ON THAT.

I DID HAVE A CONVERSATION WITH HIM AND HE DIDN'T MENTION IT, BUT.

YEAH. YEAH. SORRY. NO WORRIES. SO SO YEAH, TO THAT EXTENT YOU KNOW, WE DON'T KNOW, BUT WE DON'T THINK THAT IT WOULD BE SO CUMBERSOME. I THINK IT'S REALLY MORE FOR US AROUND MAKING SURE THAT THIS SPECIFIC POPULATION YOU KNOW, IS PROTECTED. AND, AND I DON'T, I DON'T THINK THE, THE EXTRA WORKLOAD AS MUCH AS I APPRECIATE THAT IT WOULD, WE WOULD HAVE TO TAKE ON MUCH MORE. SO IT'S REALLY, IT'S REALLY MORE ON WHETHER OR NOT WE WANT TO MAKE SURE THAT WE ARE YOU KNOW, SINGLING OUT THIS GROUP AND TO MAKING SURE THEY'RE PROTECTED RATHER THAN JUST LUMPING THEM INTO A CURRENT POLICY.

I, I WAS STRUCK READING THROUGH THE, THE POLICY NEWS, HOW MANY CHANGES ARE BEING MADE TO TITLE NINE THAT THESE PROTECTIONS ARE IN PLACE. WELL, NOW THEY'RE NOT IN PLACE UNDER TITLE NINE. AND A LOT OF THESE THINGS I KNOW WE HAD SAID A LOT OF THIS IS COVERED UNDER TITLE NINE, BUT I THINK IT WOULD BEHOOVE US AS A DISTRICT TO MAKE SURE THAT WE HAVE POLICIES IN PLACE FOR THE AREAS THAT WE THINK ARE IMPORTANT FOR STUDENTS.

AND THIS IS AN EXAMPLE OF ONE OF THEM, EVEN THOUGH OUR SOME OF THOSE THINGS THAT LEFT TITLE NINE ARE INCLUDED IN STATE LAW.

BUT NOT EVERYTHING. AND SO I THINK THAT, YOU KNOW, FROM A STUDENT FOCUS, THIS IS AN IMPORTANT POLICY TO HAVE.

I MEAN, WHEN WE, I RAISE THE CONCERNS ON IT, IT WAS THE ASK THAT CURRENTLY EVERYTHING THAT'S IN THIS POLICY IS ENCOMPASSED BY OTHERS.

I THOUGHT THAT WAS IT WAS ENCOMPASSED BY TITLE NINE.

WELL, IS THAT NOT TRUE? YES. YES, YES. SO I MEAN, MY MY BROADER QUESTION THAT I HAD LAST TIME IS NOT SAYING WHETHER THE POLICY IS A PROBLEM, BUT WHETHER OR NOT WE'RE PLACING AN UNDUE BURDEN BECAUSE OF THE PROCEDURE THAT IS TIED TO IT.

RIGHT. EVEN THOUGH WE DON'T VOTE ON PROCEDURE.

YOU KNOW, YOU WOULD SAY THROUGH GOVERNANCE, WE ARE RESPONSIBLE FOR WHAT COMES DOWNSTREAM FROM ANY POLICY.

AND SO THE FACT THAT WE HAVEN'T HEARD BACK THAT, YOU KNOW, OKAY, THERE MAY BE A BURDEN THAT AGAIN, IT'S JUST LIKE WE DON'T WANT AN UNFUNDED MANDATE FROM THE STATE. IF, IF PREGNANT STUDENTS OR PARENTING STUDENTS ARE FULLY COVERED BY EXISTING POLICY, WHY HAD ANOTHER POLICY IF THEY'RE ALREADY COVERED? IT DOESN'T. THAT WAS JUST MY QUESTION, AT LEAST FROM WHAT WE HEARD, PREGNANT OR PARENTING STUDENTS ARE COMPLETELY COVERED BY OUR EXISTING POLICIES.

SO I THINK IT'S ADDING ANOTHER ONE JUST TO CALL OUT A CASE, AS LONG AS IT'S NOT AN UNDUE BURDEN.

BUT MY CONCERN WAS THE PROCEDURE. IF THERE WERE CERTAIN EXPECTATIONS OR REASONABLE ACCOMMODATIONS IN THE PROCEDURE THAT WOULD BE IMPLEMENTED IF WE APPROVED THIS POLICY, IS THERE A COST TO THE DISTRICT, AND ARE WE ASKING THEM TO TAKE SOMETHING ON THAT WE MAY NOT BE ABLE TO FULFILL OR.

YEAH, I FEEL LIKE, LIKE WHILE A LOT OF THIS IS COVERED IN OTHER PLACES, IT'S ALSO NOT SPELLED OUT AS CLEARLY IN ONE PLACE.

I THINK RATHER THAN HAVING TO GO AND LOOK IN DIFFERENT PLACES TO FIND IT, THERE IS A VALUE TO HAVING A POLICY THAT JUST SAYS PREGNANT AND PARENTING STUDENTS, HERE'S WHAT, HERE'S WHAT, HERE ARE THE PROTECTIONS THAT YOU HAVE IN ONE PLACE.

I WAS GOING TO ASK, WHILE AMY'S HERE, IF YOU WANTED TO CHIME IN AT ALL ON THE PROCEDURAL PART.

AND I THINK IT'S IMPORTANT THAT WE SUPPORT THOSE STUDENTS SO[INAUDIBLE]. JUST USE AI TO CREATE A PROCEDURE.

AND ONE THING THAT I WAS JUST BRIEFING WITH CONNIE EARLIER TODAY IS WHEN A COUPLE OF THE CABINET MEMBERS SAID, YOU KNOW, WE ALSO SOMETIMES DON'T ALWAYS KNOW WHO THESE STUDENTS ARE.

SOMETIMES THEY'RE KEPT QUIET. SOMETIMES IT'S IT'S IT'S IT'S, YOU KNOW, FAMILIES ARE PULLING THEM FROM SCHOOL FOR ONE REASON OR ANOTHER.

SO WE JUST BECAUSE OUR DATA ISN'T REALLY SHOWING IT WE MAY NOT KNOW THAT WAS SOMETHING THAT MADE ME THINK A LITTLE BIT TOO SO.

AND IT CAN HAPPEN AT ANY TIME. YEAH. I WOULD SAY WE BRING IT BACK THEN.

I MEAN, MY ONLY CONCERN AGAIN, NOT THE POLICY.

IT'S JUST THAT I WAS CONCERNED ABOUT THE PROCEDURE. IF IT BECAUSE WE DON'T LOOK AT THAT AND THE DISTRICT DIDN'T GIVE US FEEDBACK ON IT.

THE ADMINISTRATION DIDN'T I DIDN'T WANT TO PUT ANY UNDUE BURDEN.

IF THERE WERE ACCOMMODATIONS LIKE, OH, THAT'S GOING TO BE HARD FOR US TO IMPLEMENT.

[01:30:02]

AND WE WE'LL HAVE SOME MORE TIME BETWEEN NOW AND THE 28TH.

WHENEVER THAT BOARD MEETING IS, WE'LL HAVE SOME MORE TIME TO ASK OUR PRINCIPALS. WE HAVE OUR PRINCIPALS. COUNCIL. SO YEAH.

YEAH. TRUE. SO THERE'S TIME. YEAH. AWESOME. OKAY, COOL.

LOGISTICS. JUST A COUPLE OF THINGS, BECAUSE THERE YOU'RE SOMETIMES YOU GUYS AREN'T AVAILABLE ON THE DAYS YOU SAID YOU WERE AVAILABLE. NOT THAT THAT EVER HAPPENS. SO I WANTED TO CONFIRM THE BOARD BRIEFINGS THAT YOU'RE ALL GOOD WITH THE DATES THAT WERE IN THERE.

OKAY. BAMINI SAYS YES. [INAUDIBLE] YES, I THINK SO.

SWEET. AWESOME. AND THEN REMINDER ABOUT GRADUATIONS.

COUNT IT ALL IN ONE PLACE. REALLY CONCISE FOR YOU ON HERE OF WHERE YOU NEED TO BE AT WHAT TIME.

SO THOSE ARE ALL LISTED. [INAUDIBLE] DO NOT HAVE OUR ROBES YET.

I'VE TALKED TO BRANDY THREE TIMES TODAY AND DIDN'T THINK TO ASK, BUT SHE PROMISED ME THAT THEY WOULD BE HERE THIS WEEK.

IT WAS MAGIC. SO YEAH, I GUESS. YEAH. LET US KNOW IF WE NEED TO DROP BY THE DISTRICT OFFICE OR JUST BRING THEM TO DISCOVERY FOR THE FIRST ONE.

I DON'T KNOW. OKAY. OKAY. OKAY. I'LL FOLLOW. I WILL FOLLOW UP ON THAT.

AND THEN AND JUST TO CONFIRM, BECAUSE THIS ONE'S NEW.

NO ROBES FOR CCA, RIGHT? THAT'S WHAT I WAS TOLD.

OKAY. I JUST WANT TO MAKE SURE BECAUSE THAT'S, THAT'S DIFFERENT THAN PREVIOUS YEARS.

WE'RE ON STAGE AT CCA, RIGHT? YEAH. WE WERE LAST YEAR.

I DON'T THINK THIS YEAR BECAUSE IT'S AMY'S. AMY PREFERS.

GOT IT. OKAY. SO WE'RE OKAY. I JUST WANT I JUST WANTED TO DOUBLE CHECK.

I HAVE NO PROBLEM WITH THAT. CORRECT? CORRECT.

YEAH. CORRECT. I HAVE NO PROBLEM WITH THAT. I JUST WANTED TO MAKE SURE THAT I WASN'T THE ONLY ONE THAT SHOWED UP WITHOUT A ROBE OR SOMETHING. AND THEN THE LAST THING WAS I WASN'T SURE THAT I MADE YOU ALL AWARE THAT WE'RE IN THE PROCESS OF MIGRATING FROM BOARD DOCS TO DILIGENT.

SO THAT'S IT'S ALREADY STARTED. THAT MIGRATION HAS ALREADY STARTED.

THE COMPLETION OF IT WILL BE IN SEPTEMBER IS I KNOW MORE, I'LL LET YOU KNOW MORE.

BUT AS I POINTED OUT TO DILIGENT, I'M STILL A NOVICE WITH BOARD DOCS, SO IT'S BEEN INTERESTING SO FAR.

IS IT THAT BOARD DOCS IS GOING AWAY OR? DILIGENT ACTUALLY PURCHASED BOARDDOCS.

YEAH. OKAY. AND, AND WE'RE LEARNING FROM OUR COUNTERPARTS IN THIS AREA THAT SOME OF THEM HAVE ALREADY MADE THIS MIGRATION.

AND SO WE CAN SEE THAT THE SUPPORT FROM BOARD DOCS IS DEFINITELY GOING DOWN, AS WE WITNESSED WHEN I DIDN'T HAVE IT ONE NIGHT.

AND THEY'RE NOT TOO QUICK ON FIXING ANYTHING LIKE THAT.

IT WAS DOWN THREE DAYS THAT TIME THAT THAT WENT DOWN.

YEAH. SO THEY'RE JUST ENCOURAGING US. IT LOOKS FROM WHAT WE'VE SEEN SO FAR THAT DILIGENT IS GOING TO BE AMAZING.

I MEAN MUCH MORE USER FRIENDLY. AND IT'S JUST GOING TO BE BETTER ALL THE WAY AROUND.

BUT I WANTED TO GIVE YOU GUYS A HEADS UP AS I GET MORE INFORMATION.

I'LL DEFINITELY LET YOU KNOW, LIKE WHEN THAT'S GOING TO HAPPEN FOR SURE, WHEN YOU'LL BE ABLE TO SEE THE SWITCH. BUT WE'RE LOOKING AT SEPTEMBER FOR THE FULL MIGRATION. THEY SAID 90 DAYS AND WE'RE ALREADY HOWEVER MANY WEEKS INTO IT.

SO OKAY, THAT WAS ALL I HAVE. I AM, MY, I AM ON VACATION. YEP. I'M LEAVING THURSDAY AFTERNOON, SO I'LL BE AVAILABLE THURSDAY AFTERNOON AND FRIDAY.

SO MY YOUNGEST GRADUATES FROM COLLEGE THIS WEEKEND, SO I'LL BE GONE.

[4. EXECUTIVE SESSION - RCW 42.30.110 (f-g): Personnel Approximately 20 minutes]

THAT'S GOING TO BE LONGER THAN THAT, RIGHT? YEAH.

LET'S SAY AN HOUR. 20 MINUTES. AND THEN WE'LL HAVE TO COME OUT AND DO ANOTHER 20 MINUTES AND YOU'RE DONE BECAUSE THEN IT TURNS INTO SOMETHING DIFFERENT.

GOTCHA. OKAY. SORRY. OKAY.

OKAY. IT IS 6:31, AND I'M OFFICIALLY CLOSING OUR BOARD WORKSHOP.

* This transcript was compiled from uncorrected Closed Captioning.