5.28.24_Board_Meeting_Recording.mp4

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[00:00:00.000 --> 00:00:26.680]   I pledge allegiance to the flag of the United States of America and to the Republic for
[00:00:26.680 --> 00:00:32.960]   which it stands, one nation, under God, indivisible, with liberty and justice for all.
[00:00:32.960 --> 00:00:45.040]   Once you have acknowledged that as a security in its surrounding areas, we are on the past and
[00:00:45.040 --> 00:00:50.560]   present ancestral lands and the people of the upper-staged tribe. We are grateful for and
[00:00:50.560 --> 00:00:55.120]   honored with gratitude for the land and the waters of the upper-staged tribe and its peoples
[00:00:55.120 --> 00:01:03.600]   and their care. Do I have a motion and a second to approve the agenda? I move to approve the agenda.
[00:01:03.600 --> 00:01:17.400]   Second. Any discussion? All those in favor, say aye. All those opposed, say sign. Motion carries.
[00:01:17.400 --> 00:01:26.400]   Do I have a motion and a second to approve the consent agenda? I move to approve the consent agenda.
[00:01:26.400 --> 00:01:47.360]   Second. Any discussion? Thank you. So looking at contract values on
[00:01:47.360 --> 00:01:54.080]   our personnel item, my comments are more applicable to our next couple meetings with
[00:01:54.080 --> 00:02:00.800]   our budgeting. But one thing I wanted to just mention, when we were at our last work session
[00:02:00.800 --> 00:02:11.440]   discussing budget and a need for rightsizing, I had mentioned my interest in that we minimize
[00:02:11.440 --> 00:02:20.280]   our effects on the students and hopefully we could reduce more in administration. And I was told
[00:02:20.280 --> 00:02:28.280]   that we're very lean in our administration. Looking at the contract values, I definitely
[00:02:28.280 --> 00:02:35.000]   wouldn't call them lean. And it's, I think, something that I'd like to learn more about as far as our
[00:02:35.000 --> 00:02:43.400]   process for setting contract values, because it would be nice to be able to right size there as
[00:02:43.400 --> 00:02:49.920]   well as rightsizing on the end of the, where the students see. I don't think it's right that our
[00:02:49.920 --> 00:02:53.120]   students take the brunt of the cuts during our rightsizing.
[00:02:53.120 --> 00:03:12.680]   Thank you, Lindsey. Any other questions or discussion? All those in favor, say aye. All those
[00:03:12.680 --> 00:03:23.440]   opposed, same sign. Motion carries. Might be have a special privilege of interviewing candidates
[00:03:23.440 --> 00:03:29.560]   for our next school board representatives. And we would like to welcome our three high school
[00:03:29.560 --> 00:03:35.520]   students who are here to interview for the position, the Sejalist School Board student
[00:03:35.520 --> 00:03:42.400]   representative. Our board has had the opportunity to have student board representatives for several
[00:03:42.400 --> 00:03:50.200]   years, and we're definitely excited to continue on with this tradition and provide a student voice
[00:03:50.200 --> 00:03:58.440]   here on the school board, which we believe is integral to our meetings here. I would like to
[00:03:58.440 --> 00:04:27.160]   first welcome Adriana Rodriguez. Hello Adriana, how are you doing? Each of us has a question here,
[00:04:27.160 --> 00:04:33.400]   so I'm just going to kind of each take turns and ask a question, and feel free to answer each
[00:04:33.400 --> 00:04:41.800]   question to the best of your ability. Thank you. So the first question is, please share why
[00:04:41.800 --> 00:04:50.400]   you are interested in serving on the school board. As someone who is part of the public finger and
[00:04:50.400 --> 00:04:58.240]   student journalist, I think that really having a representative in the student body in important
[00:04:58.240 --> 00:05:04.160]   choices at the school board nights is super, super important, and I would love to have that
[00:05:04.160 --> 00:05:10.840]   opportunity and be a part of that, and be able to share not just what we're doing here to the
[00:05:10.840 --> 00:05:15.800]   students at the end of this paper, but also be a voice for the student body of my people that they
[00:05:15.800 --> 00:05:28.080]   have. Thank you. Next question, what strengths do you believe you would bring to the school board
[00:05:28.080 --> 00:05:47.480]   as a student representative? Well, I think I would be very involved in getting people to say or
[00:05:47.480 --> 00:05:56.280]   for opinions and voices as part of the paper, and with connections through social media and the paper,
[00:05:56.280 --> 00:06:09.600]   and really being able to share that part of the students that are really there about what's going on.
[00:06:09.600 --> 00:06:22.560]   Alright, what is your sense of the role played by the school board in the running of our schools,
[00:06:22.560 --> 00:06:27.080]   and what is your sense of the role you play as a student representative?
[00:06:27.080 --> 00:06:40.040]   What is your sense of the role played by the school board in running of our schools?
[00:06:40.040 --> 00:06:48.680]   Well, you guys play a very important role, you know, choose the budget and stuff like that,
[00:06:48.680 --> 00:06:57.880]   and what really impacts the school directly, and the choices that everything that affects students,
[00:06:57.880 --> 00:07:08.320]   and my role as a representative would, I know I'm going to repeat myself, but you know, to show,
[00:07:08.320 --> 00:07:27.120]   or to represent the student body, and how those decisions that you guys make affect the students.
[00:07:27.120 --> 00:07:32.080]   As a student representative, how would you communicate with the entire student body to inform them about
[00:07:32.080 --> 00:07:40.360]   school board community discussions, and to list the input and feedback regardless regarding various issues?
[00:07:40.360 --> 00:07:53.240]   With the paper, we do things like polls and mass emails to get opinions and varying responses.
[00:07:53.240 --> 00:08:00.200]   Also, as I mentioned, social media is a really good opportunity to get student voices,
[00:08:00.200 --> 00:08:12.440]   and I would be able to pass it to you more involved via Instagram for the stories and the subject.
[00:08:12.440 --> 00:08:19.280]   Thank you. I have two questions. What are you passionate about inside and outside of school,
[00:08:19.280 --> 00:08:24.040]   and then do you have any questions for us?
[00:08:24.040 --> 00:08:38.000]   I'm passionate about most of the arts, you know, writing, drawing, and head-to-head writing.
[00:08:38.000 --> 00:08:45.800]   You know, with the return stuff, apart from the reason that I wanted to, you know, sort of be a part of the school board
[00:08:45.800 --> 00:08:51.240]   and be a representative is to see if we can sort of put an emphasis on the arts,
[00:08:51.240 --> 00:08:58.560]   because you know, it's very sports-focused in terms of quality of participation,
[00:08:58.560 --> 00:09:06.600]   and if you could, like, you know, sort of acknowledge a little bit more, I think that would be cool.
[00:09:06.600 --> 00:09:13.240]   And I don't really have any questions for you guys. I hope you'll be okay with me.
[00:09:13.240 --> 00:09:21.240]   Thank you.
[00:09:21.240 --> 00:09:24.240]   This time I would like to welcome Alexis Portison.
[00:09:24.240 --> 00:09:41.240]   Great.
[00:09:41.240 --> 00:09:44.240]   Hello.
[00:09:44.240 --> 00:09:51.240]   The same question for me. Share why you are interested in serving on the school board.
[00:09:51.240 --> 00:10:01.240]   Mostly because, like, I want to, oh, or I think a lot of people do not, like, regularly just be in line.
[00:10:01.240 --> 00:10:11.240]   But also, like, things that aren't exactly necessarily noticed in our respect are, like, important to me.
[00:10:11.240 --> 00:10:19.240]   And I really care about how, like, funding or, like, marketing will, like, be like that.
[00:10:19.240 --> 00:10:26.240]   And I think, like, for a representative on the school board could help with that.
[00:10:26.240 --> 00:10:35.240]   And, oh, also I just, like, I know a lot of people.
[00:10:35.240 --> 00:10:43.240]   Like, I didn't register at the high school program, but I still know a bunch of people who are high school,
[00:10:43.240 --> 00:10:49.240]   and a bunch of other types of groups.
[00:10:49.240 --> 00:10:57.240]   And, so, like, a lot of people are, like, exposure to one group.
[00:10:57.240 --> 00:11:07.240]   And then you can find people to say what their opinions are.
[00:11:07.240 --> 00:11:14.240]   Wonderful. My question is, what strengths do you believe you would bring to the school board as a student representative?
[00:11:14.240 --> 00:11:22.240]   Again, just, like, having a lot of interaction with all of, like, some of the smaller or less lean groups,
[00:11:22.240 --> 00:11:25.240]   like, I'm part of training in the general.
[00:11:25.240 --> 00:11:35.240]   And also, I also believe I'm really good friends with a bunch of good sports cases.
[00:11:35.240 --> 00:11:39.240]   And other things like that.
[00:11:39.240 --> 00:11:45.240]   I also just feel like I communicate pretty well, most of the time.
[00:11:45.240 --> 00:11:50.240]   And it's just something, like, all right, talking with people and figuring it out.
[00:11:50.240 --> 00:11:56.240]   And, like, I mean, like, the information is something that I always enjoy through the book.
[00:11:56.240 --> 00:12:01.240]   Oh, yeah.
[00:12:01.240 --> 00:12:03.240]   All right, thank you.
[00:12:03.240 --> 00:12:08.240]   What is your sense of the role played by the school board in the running of our schools?
[00:12:08.240 --> 00:12:12.240]   And what is your sense of the role you play as a student representative?
[00:12:12.240 --> 00:12:17.240]   Basically, I'll say, okay, now, as you know, this group of people, there's a lot of work.
[00:12:17.240 --> 00:12:27.240]   A lot of the things that are, like, in-house students, you know, arguing, and, I mean, I guess, in some way,
[00:12:27.240 --> 00:12:38.240]   in-house students, and so that's really important. And then as a representative, it's really important.
[00:12:38.240 --> 00:12:49.240]   For me, like, our role is important to accurately portray what we find things, or said.
[00:12:49.240 --> 00:13:03.240]   And do you have experience, or do you have a good understanding of the real picture from not just one point?
[00:13:03.240 --> 00:13:10.240]   As a student representative, how would you communicate with the entire student body to inform them about the school work,
[00:13:10.240 --> 00:13:16.240]   the discussions, and do it with the feedback regardless regarding various issues?
[00:13:16.240 --> 00:13:25.240]   One way, I don't think, in addition to, like, the whole stuff, like, you know, talk about this, like, you know,
[00:13:25.240 --> 00:13:30.240]   experience, or, like, the name of the building was sent out, and everybody's been there,
[00:13:30.240 --> 00:13:36.240]   and I know everybody's been there to check, but that way, it's, everybody has access to it,
[00:13:36.240 --> 00:13:44.240]   so we don't go to a high school, and we don't do announcements, but MCK or anything like that.
[00:13:44.240 --> 00:13:50.240]   And just work, now, to, you know, talking to different groups of students, and we'll let them know,
[00:13:50.240 --> 00:13:58.240]   like, hey, what's going on? What interest do you have on this, and what do you know that you can show off?
[00:13:58.240 --> 00:14:05.240]   Thank you. And what are you passionate about inside and outside of school,
[00:14:05.240 --> 00:14:07.240]   and what do you have any questions for us?
[00:14:07.240 --> 00:14:09.240]   No questions, correct me.
[00:14:09.240 --> 00:14:13.240]   Inside and outside of school, I'm really, really passionate about swimming.
[00:14:13.240 --> 00:14:20.240]   I've seen, like, how I, like, my jobs, so much work, or anti-gard.
[00:14:20.240 --> 00:14:29.240]   And I'm also really passionate about music, something that's always been in my life.
[00:14:29.240 --> 00:14:50.240]   [inaudible]
[00:14:50.240 --> 00:14:52.240]   All right. Thank you very much.
[00:14:52.240 --> 00:15:02.240]   [inaudible]
[00:15:02.240 --> 00:15:12.240]   [inaudible]
[00:15:12.240 --> 00:15:22.240]   [inaudible]
[00:15:22.240 --> 00:15:31.240]   [inaudible]
[00:15:31.240 --> 00:15:33.240]   Happy to have you.
[00:15:33.240 --> 00:15:38.240]   Please share why you are interested in serving on school board.
[00:15:38.240 --> 00:15:49.240]   Well, I think what's sort of sparked my interest was being on a team to elect an input school for my school,
[00:15:49.240 --> 00:16:03.240]   and I would really like to give a voice to some underrepresented groups that I just talked about.
[00:16:03.240 --> 00:16:13.240]   Lots of making decisions with the board.
[00:16:13.240 --> 00:16:20.240]   Thank you. My question is, what strengths do you believe you would bring to the school board as a student representative?
[00:16:20.240 --> 00:16:25.240]   I think it would bring a lot of different perspectives to the table.
[00:16:25.240 --> 00:16:47.240]   I got to stay in high school as I mentioned in the previous question, and I think working together with a representative from this high school and with me being from the other high school would be ideal to get both sides of the school district.
[00:16:47.240 --> 00:16:56.240]   I also met in the school before, so we get both perspective on that.
[00:16:56.240 --> 00:17:06.240]   I'm also just really passionate about helping people, pretty much one person at a time.
[00:17:06.240 --> 00:17:24.240]   I always step on things that I'm passionate about and really work hard towards the big goals.
[00:17:24.240 --> 00:17:35.240]   What is your sense of the role played by the school board in the running of our schools, and what is your sense of the role you play as a student representative?
[00:17:35.240 --> 00:17:59.240]   My understanding from the point of view that the school board does a whole is making some pretty big financial decisions and then just overall decisions concerning the state of body and teachers and future people in terms of the school district.
[00:17:59.240 --> 00:18:08.240]   What is your sense of the role you play as a student representative?
[00:18:08.240 --> 00:18:37.240]   Just to provide my perspective and help make decisions from the eyes of a student in the modern day, and to help other students feel more comfortable coming to the school board with their issues that they work on.
[00:18:37.240 --> 00:18:50.240]   As a student representative, how would you communicate with the entire student body to inform them about school board committee discussions and to elicit input and feedback regarding various issues?
[00:18:50.240 --> 00:19:19.240]   I would like to work alongside my fellow professors and to get able to spread information across all of the schools, whether it be by surveys of what students would like to have brought up in the games.
[00:19:19.240 --> 00:19:32.240]   Also, what is your sense of the role you play as a student representative in the running of our schools?
[00:19:32.240 --> 00:19:48.240]   Also, just making sure students know that we're here to talk to and be working on their side to get their perspective out of their talk.
[00:19:48.240 --> 00:20:07.240]   Also, every other meeting or every quarter have an update as to what's going on in the school board, what decisions we're working on, what goals we have.
[00:20:07.240 --> 00:20:20.240]   So, like that, to speak to students in the loop, whether that be by email or by social media, or to help those students throughout the school, stuff like that.
[00:20:20.240 --> 00:20:30.240]   Just to speak to students in the loop and make sure that they know we're also going in the school board.
[00:20:30.240 --> 00:20:37.240]   Great, thank you. What are you passionate about inside and outside of school, and do you have any questions for us?
[00:20:37.240 --> 00:20:59.240]   One question for you guys, when are we going to get the results of this thing?
[00:20:59.240 --> 00:21:08.240]   As far as that is concerned, we're talking about the next school board meeting, having the results made available.
[00:21:08.240 --> 00:21:37.240]   We can also make an announcement tonight if the board is ready. So, I think that on your sheet you have scores. So, you get the sheets to Jayda, and perhaps during the part about additional and chance auditions, if we're ready, we can make the announcement, if not the next school board meeting.
[00:21:37.240 --> 00:21:47.240]   So, just to give you the opportunity to answer the second half of your question.
[00:21:47.240 --> 00:22:11.240]   Thank you guys for what I'm passionate about. I'm incredibly passionate about history, whether that be world history or U.S. history. I really like just consuming information about what we get, and focusing on things that I'm passionate about.
[00:22:11.240 --> 00:22:29.240]   I'm really passionate about music and art, just things that we call creativity, and I'm going to use so many for our state, and it's pretty cool.
[00:22:29.240 --> 00:22:55.240]   I'm pretty passionate about that. I'm going to be completely honest with you. But, I think that it might be considered most passionate about history, and what I'm passionate about.
[00:22:55.240 --> 00:23:03.240]   Thank you very much.
[00:23:03.240 --> 00:23:23.240]   So, President Johnson, Jayda will collect the scoring sheets from the board, and I'll show how to them and give the scores to you. Again, if we're ready for now, we'll do it tonight.
[00:23:23.240 --> 00:23:33.240]   Thank you.
[00:23:33.240 --> 00:23:43.240]   Thank you.
[00:23:43.240 --> 00:24:09.240]   Thank you.
[00:24:09.240 --> 00:24:29.240]   So, the work is finishing up here. I just would like to recognize and thank and celebrate our interview with tonight. As adults, we interviewed for jobs quite a bit, and it is not an easy thing to have to do.
[00:24:29.240 --> 00:24:41.240]   We interviewed for something that we're very passionate about in front of an audience. That was a big deal, and I thought that you all sounded just amazing.
[00:24:41.240 --> 00:25:09.240]   That was pretty impressive, and I don't know if you're like me after an interview, but she said that. Why did I not say this? Try not to go there. I thought that you did an incredible job of representing yourself, and the fact that you did it, fabulous. Congratulations.
[00:25:09.240 --> 00:25:29.240]   And you do not have to stay unless you are wanting to listen for the announcement or for the declaration. We can tell you as well. So if you have homework you need to attend to.
[00:25:29.240 --> 00:25:47.240]   Yes, thank you to all of you. It's not easy given in front of people, even us to do it all more regularly. It can be quite daunting and intimidating, but you all did an excellent job. So thank you.
[00:25:47.240 --> 00:26:15.480]   So moving on to our presentation portion of our meeting. Dr. Marcus, would you like to take the time to recognize our student reps, Rafael, Majera, Diaz, and
[00:26:15.480 --> 00:26:36.480]   you remember when you interviewed, one of you interviewed at the zoo, where it, I was in Disneyland, and now we have to say goodbye. Thank you for the time and energy that you put into serving as a student representative to the school board.
[00:26:36.480 --> 00:26:56.480]   And we know that as students, you have a multitude of demands on your time. You have homework, you have to go to class, you have sports, you have music. I'm sorry.
[00:26:56.480 --> 00:27:12.480]   This is not the only thing that you have to make time for and yet you show up and show up and care and diligence and passion and we're just really grateful for the time and thank you for the perspectives, thank you for the celebration.
[00:27:12.480 --> 00:27:28.480]   Thank you for the reports that you shared. You are bringing to the discussions that the school board conducts on important business and I know they take decisions made back here to the student bodies.
[00:27:28.480 --> 00:27:49.480]   So thank you for that. Graduation is coming up on the 7th. We congratulate you and me at wish you all of the fastest you've forged a new path after high school and I believe that President Johnson has a certificate for you and perhaps the school board has a few things to share as well.
[00:27:49.480 --> 00:28:10.480]   So yeah. Have a couple of certificates of recognition for the two of you and then also one of our other traditions is we take your name place and as school board members, give a little message of thanks and congratulations on a job well done.
[00:28:10.480 --> 00:28:21.480]   So I also want to thank you guys for bringing a little bit of love of tea to our school board, which at times is much appreciated.
[00:28:21.480 --> 00:28:38.480]   It's good to be serious but it's also sometimes good to have a laugh and to be a little loose and you guys help supply that so as I'm handing these to you all, let my fellow school board members say any words that they would like to add.
[00:28:38.480 --> 00:28:56.480]   I just want to thank you both for your dedication, not only as students but to your fellow classmates and the rest of the student body. And I wish you all the best in your future endeavors and remember once I come home, so best wishes to you all.
[00:28:56.480 --> 00:29:10.480]   Thank you guys so much. Congratulations tonight but thank you guys for all the hard work you've done. We have participated a lot in just being extra on top of that.
[00:29:10.480 --> 00:29:28.480]   Thank you for the humor that you guys brought to the board. I really appreciate that. And congratulations on graduating high school and good luck in your future endeavors.
[00:29:28.480 --> 00:29:46.480]   And Grace, I think we're both, thank you for bringing, we're all involved in that. We don't all be seeing each day today, it's definitely a lot of the high school, so thank you for bringing me to this site and good luck on your future endeavors.
[00:29:46.480 --> 00:30:02.480]   I appreciate all the information you brought to us and I appreciate it as well.
[00:30:02.480 --> 00:30:10.480]   I have two exit interview questions for the two of us.
[00:30:10.480 --> 00:30:22.480]   I never feel like, but the question that you have heard a billion times, why do you have plans at the high school and what's your favorite memory.
[00:30:22.480 --> 00:30:34.480]   This is right. Okay. So funny thing is that like two days ago just changed my graduation plans. So that's really cool. Two weeks before graduation.
[00:30:34.480 --> 00:30:42.480]   I'm actually just going to go to Western Washington University to get my major in music and become a music teacher. So four years from now hit me up.
[00:30:42.480 --> 00:30:44.480]   Okay, Mr. Henry.
[00:30:44.480 --> 00:31:04.480]   I initially going to become a live man and get my teaching certificate later on and then I talked about teaching just constantly and I realized that's what I need to do.
[00:31:04.480 --> 00:31:06.480]   My favorite memory.
[00:31:06.480 --> 00:31:22.480]   That's so hard, but there's so many, but probably just my band, my band and golf trips, golf trips, especially just in the band, they were not very nice to each other, but in the most loving way possible.
[00:31:22.480 --> 00:31:30.480]   Yeah, just all the activity that you ever enjoyed so very meaningful because you know, wrap my up.
[00:31:30.480 --> 00:31:52.480]   This is wrap my up. All right, so you guys from my high school college, going to the late college over in Wisconsin or seeing my major in computer science over there for like 40 years, I've already come back in the summer to like where it's almost like a big graduation.
[00:31:52.480 --> 00:32:01.480]   I think your scholarship is going to be like half a ride for my four years. I guess my favorite memory is a student with.
[00:32:01.480 --> 00:32:02.480]   Lipsy.
[00:32:02.480 --> 00:32:08.480]   Oh, I was going to talk about having a, I don't know what to say, I'm just pretty fun. I guess nobody here.
[00:32:08.480 --> 00:32:20.480]   I don't know what to say because it's pretty cool. So I guess you have a lipstick. There's a lot of others too, but I guess I got to meet them.
[00:32:20.480 --> 00:32:23.480]   Wonderful. Thank you. Can we give them a round of applause?
[00:32:23.480 --> 00:32:37.480]   [Applause]
[00:32:37.480 --> 00:32:49.480]   Thanks again to both of you. We really appreciate all that you've done and the voice that you, you know, helped provide for the student body. Thank you.
[00:32:49.480 --> 00:33:16.480]   Yeah, to more presentations for tonight, President Johnson and Principal Laura Schmidt of Sandwich Elementary will provide us with information on how the district has implemented the UDL understanding of universal design for learning. Sorry, the other understanding my design framework and the feature of UDL in our district.
[00:33:16.480 --> 00:33:22.480]   Oh, and it's not going to pull up yet. So just talk for a minute.
[00:33:22.480 --> 00:33:24.480]   Are you advancing the slides?
[00:33:24.480 --> 00:33:25.480]   I'm going to try.
[00:33:25.480 --> 00:33:28.480]   Some of them don't need to be on the rear lawn.
[00:33:28.480 --> 00:33:31.480]   Just give me a minute.
[00:33:31.480 --> 00:33:33.480]   No, a head nod.
[00:33:33.480 --> 00:33:49.480]   Same here.
[00:33:49.480 --> 00:33:51.480]   My Google doesn't want to pull it.
[00:33:51.480 --> 00:34:07.480]   How many people have heard of UDL in the room?
[00:34:07.480 --> 00:34:22.480]   We know our mission. We want every student to go out there and be an awesome citizen when they graduate from this amazing high school. And it starts in kindergarten or even preschool and it travels all the way up.
[00:34:22.480 --> 00:34:40.480]   Even with our third graders, I talked about that blue cap and down and getting there and crossing that stage. It's a long road from kindergarten through 12th grade to get there off preschool.
[00:34:40.480 --> 00:34:50.480]   And there are definitely things along the way that can help students. We want all students to have access to content level grades, grade level content students, right?
[00:34:50.480 --> 00:34:55.480]   And that's what UDL attempts to do.
[00:34:55.480 --> 00:35:00.480]   So I'm feeling a little bit of a disadvantage because I can't see the slides.
[00:35:00.480 --> 00:35:02.480]   Could you go back one?
[00:35:02.480 --> 00:35:03.480]   Sure.
[00:35:03.480 --> 00:35:04.480]   Thank you.
[00:35:04.480 --> 00:35:15.480]   So I'll tell you the why and then I'll tell you how. Sorry, the what and then the how and then what we're doing about it here at SQL.
[00:35:15.480 --> 00:35:23.480]   Okay, why UDL? Do you want a nod or what would you like?
[00:35:23.480 --> 00:35:35.480]   Why UDL? It's all based on great research and research and you're going to watch a short video here in just a second with thoughts about how students learn and there's no such thing as the average student.
[00:35:35.480 --> 00:35:43.480]   So the students come to us with much, much variability and we are given as educators specific curriculum.
[00:35:43.480 --> 00:35:47.480]   Some of those curricula do a really good job of giving us variability.
[00:35:47.480 --> 00:35:56.480]   E.R. New Wonders curriculum came with different, as you remember when we adopted different levels of readers, we didn't have that before, right?
[00:35:56.480 --> 00:36:04.480]   So we have to, in order to have access, we have to be able to meet that variability.
[00:36:04.480 --> 00:36:10.480]   I'm going to have to watch just a tiny bit of this video, I'm not getting tired by that.
[00:36:10.480 --> 00:36:13.480]   UDL, no such thing as an average student.
[00:36:13.480 --> 00:36:23.480]   In my career, I was doing brain imaging and I would put you in a scanner, scan your brain, scan 20 other people's brains, and then we would just average that together.
[00:36:23.480 --> 00:36:32.480]   But what we started seeing was that the individual brain scans that we would get ended up looking almost nothing like the average that came from that group.
[00:36:32.480 --> 00:36:34.480]   Every time you look, this is what you found.
[00:36:34.480 --> 00:36:38.480]   This big insight was that the average represents nobody.
[00:36:38.480 --> 00:36:45.480]   So we have a big problem because we have built an entire education system assuming the average kid exists.
[00:36:45.480 --> 00:36:49.480]   The kids know the same things and learn the same way at the same age.
[00:36:49.480 --> 00:36:52.480]   They don't. By any measure, this system doesn't work.
[00:36:52.480 --> 00:36:55.480]   I know because it failed me.
[00:36:55.480 --> 00:36:59.480]   I'm Todd Gross and I'm the co-founder and president of the team called Apopolis.
[00:36:59.480 --> 00:37:05.480]   Prior to that, I was a professor at Harvard and before that, I was a high school dropout with a 0.9 GPA.
[00:37:05.480 --> 00:37:10.480]   This is Canada's show about the change makers tackling our biggest problem.
[00:37:10.480 --> 00:37:15.480]   We built all of our society around the idea that there is an average person.
[00:37:15.480 --> 00:37:20.480]   I mean, everything from product design, body size, IQ test to education.
[00:37:20.480 --> 00:37:25.480]   Here's a question like, how do we get here in terms of the application of averages?
[00:37:25.480 --> 00:37:31.480]   We really have one man to thank for that and that's Frederick Taylor, the founder of Scientific Management.
[00:37:31.480 --> 00:37:34.480]   He was part of what was called the efficiency movement.
[00:37:34.480 --> 00:37:40.480]   He thought that the way to prosperity was to forget individuals and take control away from workers
[00:37:40.480 --> 00:37:44.480]   and put it in the hands of a select few of the most intelligent people.
[00:37:44.480 --> 00:37:49.480]   And he goes about implementing that in factory after factory after factory.
[00:37:49.480 --> 00:37:57.480]   And then the early pioneers of our modern education system, they said, well, wait a minute, if it works in business, why wouldn't it work in schools?
[00:37:57.480 --> 00:38:05.480]   We adopted a one size fits all system based on the idea that fast equals smart and slow equals downward.
[00:38:05.480 --> 00:38:11.480]   We're even going to use veils that were originally meant to signal shift changes in factories to move kids from room to room.
[00:38:11.480 --> 00:38:16.480]   That's how close our schools mirror the industrial factory.
[00:38:16.480 --> 00:38:19.480]   And as long as they don't fail, they actually move on.
[00:38:19.480 --> 00:38:23.480]   It's not based on mastery of the material, it's based on not failing.
[00:38:23.480 --> 00:38:28.480]   The consequences of one size fits all learning. Let's just take something like student engagement.
[00:38:28.480 --> 00:38:36.480]   Kids are the most engaged when they're carried by fifth grade, 26% of students are disengaged.
[00:38:36.480 --> 00:38:40.480]   That number goes to 55% by the time they're in eighth grade.
[00:38:40.480 --> 00:38:48.480]   And by the time they're high school seniors, 66% of students are disengaged in their learning.
[00:38:48.480 --> 00:38:53.480]   This system is wasting so much time.
[00:38:53.480 --> 00:39:06.480]   So in Cedar Valley, we do a really good job of combating those averages because we have such passionate educators who are so invested in their particular subject area.
[00:39:06.480 --> 00:39:10.480]   There is absolutely no such thing as an average.
[00:39:10.480 --> 00:39:16.480]   They get their students excited about music or excited about computer science.
[00:39:16.480 --> 00:39:27.480]   And we offer at this comprehensive high school that are a period schedule the opportunity to take all these different classes for students to sort of figure out what do they like, right?
[00:39:27.480 --> 00:39:40.480]   And the more we give that voice of choice, the more they kind of find their way or path through the trees and it keeps them motivated and they graduate and hopefully can turn their passion into something that they love to do.
[00:39:40.480 --> 00:39:43.480]   I can't find it.
[00:39:43.480 --> 00:39:50.480]   I'm trying to find the arrow, but I can't find it.
[00:39:50.480 --> 00:40:04.480]   So UDL is based on variability. There's no single way a student will engage with material or that they will perceive the material that's presented or that they will produce a product once they've taken that material in.
[00:40:04.480 --> 00:40:10.480]   Variability is predictable, so if you can predict, you can play it.
[00:40:10.480 --> 00:40:13.480]   There's lots of different analogies people use with UDL.
[00:40:13.480 --> 00:40:16.480]   Some people heard of the dinner party analogy.
[00:40:16.480 --> 00:40:20.480]   That dinner party for 25 people and you serve tuna casserole.
[00:40:20.480 --> 00:40:23.480]   Probably somebody's going to go home hungry, right?
[00:40:23.480 --> 00:40:26.480]   Because they're not going to like tuna casserole for whatever reason.
[00:40:26.480 --> 00:40:39.480]   But if you got a taco bar laid out there and you've got all different things, our potato bar, like when you guys came to San Chellentree and you got to make your choice about which one to eat, hopefully that would be my home hungry, right?
[00:40:39.480 --> 00:40:46.480]   And it's also not just about our students being at the table and being in the same room and being included in different classrooms.
[00:40:46.480 --> 00:40:50.480]   It's also about them accessing that grade level content standard.
[00:40:50.480 --> 00:40:54.480]   So it's not just about being in the room or having the options.
[00:40:54.480 --> 00:40:58.480]   It's like, can they take those options and do something like that?
[00:40:58.480 --> 00:41:00.480]   Some people use the shoe analogy.
[00:41:00.480 --> 00:41:04.480]   Maybe everybody can find a pair of shoes up there that they might like.
[00:41:04.480 --> 00:41:08.480]   But what if I told you everyone of those shoes would decide seven?
[00:41:08.480 --> 00:41:11.480]   Some of you are barefoot.
[00:41:11.480 --> 00:41:14.480]   Another analogy people use is the public library.
[00:41:14.480 --> 00:41:16.480]   We build a brand new public library.
[00:41:16.480 --> 00:41:19.480]   We want everybody in the community to access it, okay?
[00:41:19.480 --> 00:41:27.480]   So if we only build it upstairs, we've already precluded some people who now isn't going into the library, right?
[00:41:27.480 --> 00:41:34.480]   If we don't ask our community what books they would like in that library, then somebody might go into that library.
[00:41:34.480 --> 00:41:39.480]   Maybe they can use the ramp. Maybe they don't. They go in and they can't find a book with that, right?
[00:41:39.480 --> 00:41:43.480]   So it's about access. It's about equity.
[00:41:43.480 --> 00:41:47.480]   Not everybody likes this. It's a lot of us.
[00:41:47.480 --> 00:41:54.480]   So let's just pretend that some of these people in these pictures went to Cedarwood School District,
[00:41:54.480 --> 00:42:00.480]   which of these students should not have access to grade level content standards along with their peers.
[00:42:00.480 --> 00:42:06.480]   Which one should not graduate with the knowledge and skills for future learning and success?
[00:42:06.480 --> 00:42:17.480]   We're going to have Justin Timberlake here, who ensures that we want him to graduate.
[00:42:17.480 --> 00:42:20.480]   Okay. What is UDL?
[00:42:20.480 --> 00:42:26.480]   Universal Design for Learning is an approach to teaching but also to learning and how students learn
[00:42:26.480 --> 00:42:32.480]   which tries to get everybody an equal opportunity to succeed.
[00:42:32.480 --> 00:42:37.480]   It's a framework and it helps us improve teaching in the way we deliver,
[00:42:37.480 --> 00:42:45.480]   but also helps students learn the way they learn and how we learn so they can advocate for themselves what they need.
[00:42:45.480 --> 00:42:52.480]   KELVAC, which is one of the founders of UDL, talks about firm goals, flexible needs.
[00:42:52.480 --> 00:42:58.480]   It's not about lowering the bar. It's about giving students options to reach the bar.
[00:42:58.480 --> 00:43:04.480]   The firm goals means content level -- sorry, I keep saying it wrong -- it's been a long day.
[00:43:04.480 --> 00:43:11.480]   Grade level content standards. So we want all fifth graders to meet fifth grade content standards.
[00:43:11.480 --> 00:43:16.480]   That's the firm goals. But flexible needs is they don't all have to show us the same way.
[00:43:16.480 --> 00:43:23.480]   Or in a tenth grade English class, do we all have to show the exact same way that we can read a book and write an essay?
[00:43:23.480 --> 00:43:28.480]   Or can we talk about it? Or can we do a poem or can we write a piece of music?
[00:43:28.480 --> 00:43:32.480]   There's all different ways to prove that you learn.
[00:43:32.480 --> 00:43:41.480]   It's based on the range of research about why something is important and what and how.
[00:43:41.480 --> 00:43:45.480]   We're going to skip past a few of these.
[00:43:45.480 --> 00:43:53.480]   How will students engage, how will they perceive, and then how will they demonstrate understanding?
[00:43:53.480 --> 00:43:59.480]   So we have to hook them into the learning. Then once they're learning, how do they take in that information?
[00:43:59.480 --> 00:44:05.480]   Then once they take in that information and have done something, how do they prove back to us that they learn?
[00:44:05.480 --> 00:44:11.480]   We need to give them choice, voice, and options. Different levels of accessibility in all three of these areas.
[00:44:11.480 --> 00:44:17.480]   That is the framework. That green, purple, and blue that you see, the UDL framework is based on.
[00:44:17.480 --> 00:44:22.480]   Next one.
[00:44:22.480 --> 00:44:23.480]   Yeah, go ahead.
[00:44:23.480 --> 00:44:24.480]   Okay.
[00:44:24.480 --> 00:44:28.480]   Okay, the how.
[00:44:28.480 --> 00:44:33.480]   Our teachers have an entire set, a big set of content standards to teach.
[00:44:33.480 --> 00:44:42.480]   And we have the power standards, so we can't teach that entire place math, but there are certain ones that they're expecting us to get to those.
[00:44:42.480 --> 00:44:50.480]   And as administrators, we are asked to judge whether or not our teachers are providing that access, right?
[00:44:50.480 --> 00:44:59.480]   And so one of the things we do here at SeaDole is I take them, the framework we use to evaluate teachers and the framework that UDL provides.
[00:44:59.480 --> 00:45:08.480]   And I've done what's called crosswalk so that we can show our teachers, hey, did you know that you were already providing some of these options for kids in this area?
[00:45:08.480 --> 00:45:10.480]   Have you thought about this?
[00:45:10.480 --> 00:45:20.480]   So to help our teachers take it a little bit further, we built that into our coaching that we do with teachers and our evaluations.
[00:45:20.480 --> 00:45:31.480]   So the state sets those clear rigorous goals around some of the content standards, but one of the important things we do in teaching and learning is anticipate the barriers, okay?
[00:45:31.480 --> 00:45:36.480]   We know students are going to come in a little lower reading level, possibly, we give them options.
[00:45:36.480 --> 00:45:44.480]   Even when I was teaching at the high school, we had options where students could listen to a book on tape or have another way to access the material.
[00:45:44.480 --> 00:45:54.480]   We need to anticipate those barriers. In your dinner party analogy, you probably know your friends, you probably know some of them have, we need to move three options or some of them are vegetarian.
[00:45:54.480 --> 00:46:00.480]   When you've taught a number of years, you can kind of anticipate and expect those barriers and try to have them all.
[00:46:00.480 --> 00:46:06.480]   Do students need access via computer? Do they need something right out loud? Do they need a visual option?
[00:46:06.480 --> 00:46:15.480]   And one of the great things about wonders is a lot of those, or K5, is a lot of those options are now built in, the curriculum that's coming out nowadays.
[00:46:15.480 --> 00:46:22.480]   Nobody would buy it if it didn't have those options built in, right?
[00:46:22.480 --> 00:46:24.480]   Sorry, go back one.
[00:46:24.480 --> 00:46:32.480]   That last little plus sign is the UDL framework with its different colors and how one should anticipate those barriers.
[00:46:32.480 --> 00:46:41.480]   So we put in design options that help students reach their common standard goals.
[00:46:41.480 --> 00:46:52.480]   We clarify the goals, we don't blow the mark. I think I talked about all these with the first line, so sorry about that.
[00:46:52.480 --> 00:47:01.480]   That's really tiny, I know, but it's showing you that we're going to give students different options for engagement, how they interact with the material.
[00:47:01.480 --> 00:47:04.480]   We're going to represent that material in different ways.
[00:47:04.480 --> 00:47:12.480]   And then one of the keys is action and expression, which is where students prove what they know, and they can do it multiple ways.
[00:47:12.480 --> 00:47:18.480]   Not everybody has to write a paragraph essay to prove that they understood the content of that book.
[00:47:18.480 --> 00:47:27.480]   Not everybody has to write a novel to prove that they can understand and comprehend something.
[00:47:27.480 --> 00:47:42.480]   Here are some examples. Students might access the material, that how, that representation from the textbook, from videos, audio clips, authentic documents, virtual field trips, just some simple examples.
[00:47:42.480 --> 00:47:53.480]   What can we do to help them? We can help them with different tier two or tier three level vocabulary words or opportunities to make connections.
[00:47:53.480 --> 00:48:00.480]   And why we provide different options for them to demonstrate their learning, different checkpoints about the lesson.
[00:48:00.480 --> 00:48:12.480]   One of the keys is in our rubric where we evaluate teachers that talks about students being a partner process, and our distinguished teachers do that very well.
[00:48:12.480 --> 00:48:22.480]   If you read through the rubric, you'll see that the closer and closer you get to students going to learning, students self-assessing themselves, the closer and closer you get to distinguished.
[00:48:22.480 --> 00:48:32.480]   With UDL, that framework gets there much quicker. They want students to be in charge of their learning in the sense that they communicate how they learn and what options they need.
[00:48:32.480 --> 00:48:40.480]   So they're telling you what they need for their topics on their talk of art when they come to your house so you can anticipate that and plan for it.
[00:48:40.480 --> 00:48:54.480]   My students are saying, if I had this, it would help me learn that better or it would help me access that. You really want them involved in thinking what works for them so they can learn their learning.
[00:48:54.480 --> 00:49:03.480]   Next steps, the future for UDL. We sort of took a break from UDL with Wonders Adoption because we knew that was a big ask of our teachers.
[00:49:03.480 --> 00:49:17.480]   So at least at the K through 6th level, we took a break not to put Kerry on the spot, but I know that they continue with UDL at the high school and I'm not exactly sure what the middle school focused on this year, I apologize.
[00:49:17.480 --> 00:49:31.480]   But we continue to have professional development available through Novak Education. If you remember back about three or four years, we received a grant several years in a row from the inclusionary practices project.
[00:49:31.480 --> 00:49:44.480]   We were able to bank that money with Novak. So we had licenses of 10 hour or 40 hour courses where teachers can go in and take. They just give me a call, I give them a class.
[00:49:44.480 --> 00:50:03.480]   Next year, every now and entry is often running with a book study. They have all the books, they have the book study and it's all about, I forgot the book, so I apologize, I don't have the title, but I can get that to you that they're going to do something with UDL very, very specifically next year.
[00:50:03.480 --> 00:50:24.480]   John, as you know, is our Wonders Rat piece working very closely with us because Wonders was invented or curated with UDL in mind and given those options. And so now we're poised with people being more familiar with Wonders to put those pieces into play more this coming year.
[00:50:24.480 --> 00:50:37.480]   Then what questions do you have?
[00:50:37.480 --> 00:50:59.480]   Thank you, Ms. Walshman. I really love the UDL model. Not to get it too personal, but I was that great as a test taker in school. I always struggled with the concept of my test grades were low, but I knew I wasn't dumb.
[00:50:59.480 --> 00:51:23.480]   One size for it all just never really jacked with me. That was what it was when I was in school, so I just kind of figured out a way to maybe work, but to have the opportunity to really diversify and to, I guess in a way, customize a student's learning, I think is absolutely fantastic.
[00:51:23.480 --> 00:51:49.480]   You answered it, my one question, you answered it a little bit, but maybe you could expand on it. You know, in order to avoid any sort of like learning loss and kind of, you know, a teacher gets a brand new set of students, so he or she doesn't know what exactly the learning styles are, you know, it has to get familiarized with them.
[00:51:49.480 --> 00:52:10.480]   But at the same time, you know, while they're trying to get that figured out, they've got to teach lessons and then students may be pulling time. So how does a teacher go about, you know, accelerating that process and what sort of supports do we give them in order to help expedite that along?
[00:52:10.480 --> 00:52:18.480]   So what's your second part of your question, what support would you give them would depend on grade level and content that you're talking about.
[00:52:18.480 --> 00:52:27.480]   But you're going to scaffold that learning. Okay. And so the example I can give you from my teaching would be high school learning biology.
[00:52:27.480 --> 00:52:41.480]   We did the interactive notebooks, I don't know if you're familiar with that, but also based on grade and be charged, but we would teach students some options for primary learning that go over on the left side of the notebook actually presented on the right.
[00:52:41.480 --> 00:52:52.480]   So we would teach all of them how to do some of those different left sides that you could do columns, things that were called foldables, graphics that they could create on their own.
[00:52:52.480 --> 00:53:01.480]   We taught everyone some of those options. And then there was a discussion about which option worked for you there, which one worked for you then.
[00:53:01.480 --> 00:53:07.480]   So the next time we receive some new content, they now have a choice, right.
[00:53:07.480 --> 00:53:21.480]   And so you scaffold that learning by teaching them some of the options and then have them reflect on which options work for them that metacognition is super important that student self assessment is super important.
[00:53:21.480 --> 00:53:36.480]   And I've seen it in a math class, where a teacher is using an exit ticket to have a student say, for this particular standard, whatever the standard is, they think there are one, two, three or four.
[00:53:36.480 --> 00:53:43.480]   Okay, and then come back the next lesson and the students decided. Okay, you thought you were one yesterday.
[00:53:43.480 --> 00:53:52.480]   If you thought you were one here are three options of something you could go do right now. Okay, that would help you go from a one to a two for that skip.
[00:53:52.480 --> 00:54:00.480]   Here's this on Khan Academy. There's this worksheet over here, or if you really not feeling it, I'm going to be a teacher today coming with me, right.
[00:54:00.480 --> 00:54:08.480]   Then all of you that said you were two and one moved to a three. These are your options and you can give students those menus and those scaffolds.
[00:54:08.480 --> 00:54:20.480]   Once they've learned, okay, how to do all those things and to navigate and have the classroom management culture, right, you can give students the option to progress themselves.
[00:54:20.480 --> 00:54:23.480]   I think I answered your question.
[00:54:23.480 --> 00:54:34.480]   But how we support the teachers would really depend on the content area, the grade level specificity and then what curriculum they're using because different curricula provides some of those options.
[00:54:34.480 --> 00:54:44.480]   The key piece is connecting the students, the students knowing where they stuff and how they get themselves on stuff and giving them options.
[00:54:44.480 --> 00:55:04.480]   You could put out the best potato bar ever. But as a teacher, I've got to look over and make sure you all are eating. And if somebody's sitting there with potato not eating it, I'd better check all that and figure out, hey.
[00:55:04.480 --> 00:55:12.480]   Right, because just because you provided the options and just because everybody else is eating, that doesn't mean there's not going to be somebody that's still stuck.
[00:55:12.480 --> 00:55:19.480]   Right, so that's your assessment is going to come in that day to day or different checkpoints.
[00:55:19.480 --> 00:55:22.480]   Great, thank you.
[00:55:22.480 --> 00:55:39.480]   No, thank you for the presentation. I really appreciate that video and I really appreciate this framework as the parent of a child who a test scores say that he struggles with comprehension because that's only one way that one model that it's demonstrating is not.
[00:55:39.480 --> 00:55:51.480]   When you give him choice and access to other ways to prove that comprehension, you can give him to draw a graph or do something different. He comprehends he understands it's just in the different thought process so I do appreciate that.
[00:55:51.480 --> 00:56:17.480]   My question is not specifically to you but it's just something to think about for the future as we look at kind of different bell schedule models and moving from the eighth period to a sixth period and whether or not that limits access to our students so not asking for feedback necessarily but you have feedback or just something to be mindful of when we have this conversation.
[00:56:17.480 --> 00:56:28.480]   Yeah, I really appreciate the presentation.
[00:56:28.480 --> 00:56:48.480]   I was going on the same path as Eric. When I was in school I remember taking like a four page survey and you know this is your learning cell based on how you answer these questions, but yeah, maybe it was my learning cell maybe it wasn't, but it didn't change how the curriculum was delivered.
[00:56:48.480 --> 00:57:02.480]   And so it was a standardized, the cells delivered. This is how you're evaluated, you know, that quote unquote average student.
[00:57:02.480 --> 00:57:16.480]   So I really appreciate that we're going out on this road and letting children understand even understand how they learn is a big part of the learning process, you know, understand that and and then grow.
[00:57:16.480 --> 00:57:22.480]   I really appreciate the thank you for the presentation.
[00:57:22.480 --> 00:57:38.480]   I guess I just appreciate you pointing out that it's not about well where you are a lot of times people stop process or we're taking away all the test scores, maybe those test scores on being able to take that standard as test.
[00:57:38.480 --> 00:57:48.480]   But pointing out that we're not, when we go these different routes we're not lowering for the risk limit.
[00:57:48.480 --> 00:57:50.480]   Thank you.
[00:57:50.480 --> 00:57:57.480]   I was just wondering when did we start using UDL and the district and I know it's probably different for different age groups.
[00:57:57.480 --> 00:58:06.480]   And then what kind of level of percentage of implementation do you think we're at with expanding on it.
[00:58:06.480 --> 00:58:27.480]   I was driving over here, you know, in my Bernola bar in the way thinking I'm pretty sure somebody's been asking me how long I've been doing this and I didn't book today because I was busy in first grade but my favorite place so I remember being in Seattle at a hotel that used to have a pool in the middle.
[00:58:27.480 --> 00:58:37.480]   And I didn't know where I'd pool in the middle, it has like a huge conference room and my question and Tony Smith and Mike Schwier said you've got to listen to Katie.
[00:58:37.480 --> 00:58:47.480]   And so it was the first time that I got to listen to Katie on backseat and we're 30 minutes into her speech and her talking about this sort of thing.
[00:58:47.480 --> 00:58:51.480]   I'm like, I don't need to hear the rest of her, I'm ready to plan, let's do this.
[00:58:51.480 --> 00:59:06.480]   And so I want to say that's got to be Mike, Kerry helped me seven years ago, six, seven years ago when I first got the privilege of talking about it and making it a reality.
[00:59:06.480 --> 00:59:20.480]   Then we, with Tony's help, broke the grant and started implementing it at high school to the point where I'm trying to be very intentional and strategic with how we did our master's scheduling.
[00:59:20.480 --> 00:59:30.480]   Specifically to allow students with disabilities options for electives and also for them to get classes that were tailored to their ID fees.
[00:59:30.480 --> 00:59:46.480]   Rather than we create our classes and we just don't students with certain ID fees in those classes so we were building a schedule around what our kids needed on their potato farm rather than this is all you get to eat and these are the only classes you get.
[00:59:46.480 --> 01:00:03.480]   Then we started implementing UDL's framework and that crosswalk I spoke about a few years after that and then we have COVID and then we have wonders and so now as the district's UDL representative, I think we're poised now.
[01:00:03.480 --> 01:00:13.480]   This is a great time to have this presentation because we're poised now to make that push and help our teachers realize they have all the pieces to do this kind of work.
[01:00:13.480 --> 01:00:23.480]   I want to say thank you to several of you and I talked about, you know, no child left untested in the test scores but don't show us a child's true potential.
[01:00:23.480 --> 01:00:31.480]   I mean, Todd is the example on there, he's a .9 GPA high school dropout that came with college professor at Harvard.
[01:00:31.480 --> 01:00:33.480]   Anybody can do anything, right?
[01:00:33.480 --> 01:00:35.480]   So we have to get our kids options early on.
[01:00:35.480 --> 01:00:42.480]   You can't just say that school's got 30% passing of English, what are they doing wrong over there?
[01:00:42.480 --> 01:00:52.480]   Well, maybe that school is full of all the next musicians or the next computer scientists and, you know, the S&PAC doesn't show us that.
[01:00:52.480 --> 01:00:58.480]   Okay, so thank you for recognizing that test scores are being no real.
[01:00:58.480 --> 01:01:00.480]   Did I answer your question?
[01:01:00.480 --> 01:01:05.480]   I think -- oh, I also asked what -- where are we at yet?
[01:01:05.480 --> 01:01:14.480]   So it was pre-COVID, every teacher that was teaching at the time had at least a 10-hour course.
[01:01:14.480 --> 01:01:16.480]   Some of them chose to do a 40-hour course.
[01:01:16.480 --> 01:01:20.480]   So at that moment, we had 100% of teachers that had been exposed to it.
[01:01:20.480 --> 01:01:27.480]   As far as implementation, I think it's out there in pockets, depending on what apartment or what content area.
[01:01:27.480 --> 01:01:36.480]   So content areas in my room sell very easily to this, and others like math are a little bit more difficult to provide those options.
[01:01:36.480 --> 01:01:44.480]   So I'd say probably 25% of our classrooms, you'd walk in and see an element of this, right?
[01:01:44.480 --> 01:01:51.480]   But probably 75-80% of our teachers have exposure to it. It's just whatever they're juggling at the moment.
[01:01:51.480 --> 01:01:57.480]   There's some of them, you could walk in and see this all day long, and others that are implementing one favorite color.
[01:01:57.480 --> 01:01:59.480]   That's where we're going ahead.
[01:01:59.480 --> 01:02:05.480]   My other question was about measuring success and communicating success.
[01:02:05.480 --> 01:02:21.480]   And I was just curious, thinking about standardized testing. Does UDL have a new framework for us to be able to let the public know how our students are doing?
[01:02:21.480 --> 01:02:27.480]   No, I mean, Tony, I don't know if you want to help me answer that question, and I don't think that there's a new measuring stick.
[01:02:27.480 --> 01:02:33.480]   That's how our system in the United States is built, unfortunately.
[01:02:33.480 --> 01:02:45.480]   But one thing I think would be a really good job in the school district is encouraging students to not have to wear their score and supporting them all the way through to finding the passion in their head.
[01:02:45.480 --> 01:02:47.480]   So I'm thankful for that.
[01:02:47.480 --> 01:02:55.480]   Thank you.
[01:02:55.480 --> 01:03:05.480]   Yeah, thanks for your chance.
[01:03:05.480 --> 01:03:09.480]   Thank you for remembering that.
[01:03:09.480 --> 01:03:22.480]   One more question. This time we have Assistant Principal of Central Elementary at the University, and he is going to talk to the board and the audience about our highly capable program at our district.
[01:03:22.480 --> 01:03:32.480]   This will be more of an update.
[01:03:32.480 --> 01:03:34.480]   I'll try to get some of them brief.
[01:03:34.480 --> 01:03:41.480]   Last year I was able to present to you guys. I'm just going to walk you guys through some of the numbers.
[01:03:41.480 --> 01:03:54.480]   Our highly capable program here in C. Jolley School is kindergarten through 12th grade, but more realistically, I've been working closely with L.E. Bill missions, our elementary, highly capable future.
[01:03:54.480 --> 01:04:08.480]   Our middle school is doing some great things with regard to compacted and accelerated classes for students who entered into the middle school and got qualified in different areas of different reasoning.
[01:04:08.480 --> 01:04:18.480]   So there's verbal reasoning, which is ELA skills, quantitative reasoning, which is more your math, STEM, specifics type of thinking.
[01:04:18.480 --> 01:04:26.480]   And then we have nonverbal, which is, this is fascinating to me, students that test into nonverbal reasoning and get the label for that.
[01:04:26.480 --> 01:04:35.480]   These are those kids who are amazing when it comes to understanding inverse shapes, understanding puzzles, understanding patterns.
[01:04:35.480 --> 01:04:38.480]   It's super cool to sit down and see some of those individuals work.
[01:04:38.480 --> 01:04:46.480]   So we try to play suits appropriately by the time they get to the middle school level and then the high school level as well.
[01:04:46.480 --> 01:04:49.480]   Full transparency, this is a lot of words.
[01:04:49.480 --> 01:05:04.480]   I do not have an accurate high school count. Part of that is, this is my second period of disposition, but when COVID happened, there was, Michelle there was doing an amazing job just doing her best to get around and test kids.
[01:05:04.480 --> 01:05:15.480]   And through the virtual capacity, this never just is an accurate number based on students who may still be out there, but just don't have a given label in our system.
[01:05:15.480 --> 01:05:19.480]   So we currently have 94 adult and high-cap students.
[01:05:19.480 --> 01:05:27.480]   Central elementary where I work at the rest of the school, we house the magnet program for the elementary schools.
[01:05:27.480 --> 01:05:32.480]   Families can choose if their kid tests in and I'll talk about testing a little bit.
[01:05:32.480 --> 01:05:45.480]   If we have students who qualify for high-cap in any of the areas, those families can choose to send their students to Central where they will receive more kind of capable pull out services throughout the entire school year.
[01:05:45.480 --> 01:05:56.480]   Whereas the other elementary schools will have a couple of six-week units where they will be able to go provide services to those students, but it's just not as often.
[01:05:56.480 --> 01:06:03.480]   So families have that choice if students do qualify, they can choose to come to our magnet program.
[01:06:03.480 --> 01:06:13.480]   I want to walk you guys through this year and I'll consider just throwing numbers that you would love to talk to you about our process for qualifying students because I'm thankful for the team that I am around.
[01:06:13.480 --> 01:06:29.480]   When I came into this, I leave a lot of wisdom about others and just understanding that as we go through this process, the reality is we probably will miss certain students, but we want to do our best to make sure that we are providing the opportunities just kind of like Laura's presenting about.
[01:06:29.480 --> 01:06:34.480]   We want to provide them with opportunities that are going to help them be successful and access their money.
[01:06:34.480 --> 01:06:36.480]   So this year, this is a celebration.
[01:06:36.480 --> 01:06:40.480]   We have 38 unit identified and qualified students, all of them are going to be sixth grade.
[01:06:40.480 --> 01:06:53.480]   Those letters just got sent home to families and we do have ten students who are going to be going into seventh grade out of those three gate, who will be in -- well, the families will be offered those middle school classes.
[01:06:53.480 --> 01:07:05.480]   Families can always choose, like, if they feel that's the week too stressful during the adjustment of going from sixth grade to seventh grade, families can always say, you know what, maybe let's not do these accelerated and compacted classes this year.
[01:07:05.480 --> 01:07:11.480]   It doesn't mean that they can't in the future, but that's something that we want to make sure.
[01:07:11.480 --> 01:07:20.480]   Myself and my committee, we work to make sure that some of those families of sixth graders, you know, would love those years of our parents.
[01:07:20.480 --> 01:07:24.480]   That's feedback that I'm absolutely open to as well.
[01:07:24.480 --> 01:07:26.480]   Covered this a little bit.
[01:07:26.480 --> 01:07:27.480]   Covered that a little bit.
[01:07:27.480 --> 01:07:29.480]   Jada, would you go to the next one, please?
[01:07:29.480 --> 01:07:38.480]   So, when students qualify, there is a company that we partner with and we contract with called Riverside Insights.
[01:07:38.480 --> 01:07:54.480]   And every year, all of our second graders in C. Jolly and all of our sixth graders in C. Jolly get screened in addition to -- back in November, we asked teachers, families to refer students if they feel like they would qualify for gifted services.
[01:07:54.480 --> 01:08:16.480]   And when we go through this screener, this test, it's not comprehensive, but it gives us a little bit of insight into whether or not students, based on, honestly, the score between 18 and 22 questions, could qualify in any of those three areas.
[01:08:16.480 --> 01:08:22.480]   So, we take that data, we look at the students who -- we don't have a percentile at all.
[01:08:22.480 --> 01:08:29.480]   Some districts, they will -- they'll just say, "Okay, we got to get a 98 percentile or above, or you can move on from the screener."
[01:08:29.480 --> 01:08:31.480]   We don't do that.
[01:08:31.480 --> 01:08:38.480]   We want to make sure that we're not just looking at one data point because, like we talked about, a kid could just be having a horrible day, and we know that.
[01:08:38.480 --> 01:08:49.480]   We want to make sure that we are doing our best to lean on the wisdom of -- or just the feedback of our teachers, feedback from families, feedback from administrators, counselors, school sites.
[01:08:49.480 --> 01:08:57.480]   And that's -- those are all individuals who are on my committee because we don't want it just to be one test.
[01:08:57.480 --> 01:09:03.480]   I think it gives us a little bit of information about a kid because it doesn't ever -- we don't need to.
[01:09:03.480 --> 01:09:10.480]   So, when we sit down and look through student scores, these are two seven things.
[01:09:10.480 --> 01:09:24.480]   I have my team, one person's looking at the co-gat data, which is the test that students take, and it's going to give us percentile scores in the verbal area, quantitative area, and nonverbal area.
[01:09:24.480 --> 01:09:27.480]   So, we'll see those, and those are national percentile norms.
[01:09:27.480 --> 01:09:37.480]   So, we take those, and then we also compare our district has homeroom, and it's this awesome platform that I -- it's my go-to.
[01:09:37.480 --> 01:09:39.480]   I don't know how much you guys know about Skyward.
[01:09:39.480 --> 01:09:44.480]   Skyward's clunky. It's difficult to navigate if you're going in and trying to run a report.
[01:09:44.480 --> 01:09:51.480]   I'm thankful for the people who are in our district and know how to run those reports because I'll be calling Anita if I need some help.
[01:09:51.480 --> 01:09:58.480]   But, homeroom is a great platform because, in addition to academic data, you can see attendance data.
[01:09:58.480 --> 01:10:07.480]   We can see individual gradebook information, but what I use this for with my team is we sit down and we look at students' I-ready data.
[01:10:07.480 --> 01:10:09.480]   This is a second grader.
[01:10:09.480 --> 01:10:12.480]   So, we look at their I-ready data from the fall to the winter.
[01:10:12.480 --> 01:10:19.480]   We look and see where they've scored, has there been growth, and then we can compare their reading data to their verbal percentages.
[01:10:19.480 --> 01:10:24.480]   We can look at their percentile. We can look at their math data, compare their quantitative.
[01:10:24.480 --> 01:10:27.480]   Then, for our older students, this is a sixth grader.
[01:10:27.480 --> 01:10:31.480]   We can look back at their subative. This is the SBA.
[01:10:31.480 --> 01:10:34.480]   So, we can look at their fifth grade SBA score.
[01:10:34.480 --> 01:10:37.480]   They scored in the fourth. There's one, two, three, four.
[01:10:37.480 --> 01:10:41.480]   And we can also compare that to some I-ready data as well.
[01:10:41.480 --> 01:10:48.480]   The walk-in, this is all fifth graders in our district take a science test, and that gives us a little bit of insight.
[01:10:48.480 --> 01:10:58.480]   It's kind of that STEM world, but also over here, you might see students who qualify nonverbal and have some strengths in STEM reasoning and science thinking.
[01:10:58.480 --> 01:11:09.480]   So, this is just part of our process. We look at each kid, look at their percentile scores from the test, their percent insights that we do for part-time testing.
[01:11:09.480 --> 01:11:21.480]   But then, we also make sure that we're comparing that with our local data, I-ready SBA, as well as, I get blurbs from teachers and just ask them, hey, tell me about their strengths with these kids.
[01:11:21.480 --> 01:11:28.480]   What do you see when you notice about them? Because those are just numbers. That's not a kid. Those are just numbers.
[01:11:28.480 --> 01:11:39.480]   So, we want to make sure we're doing our best to holistically look at students before we qualify them at any of those three areas.
[01:11:39.480 --> 01:11:43.480]   Is it perfect? No? Do we call them some students? Yeah, and we know that.
[01:11:43.480 --> 01:11:52.480]   And our committee is actively trying to work to kind of reflect and see what are some areas we can improve.
[01:11:52.480 --> 01:12:05.480]   But again, on that committee, I've got one parent, parent guardians. We've got teachers, schools, psychologists, counselors, and that.
[01:12:05.480 --> 01:12:15.480]   And this is what it's all about. So, aside from the numbers, aside from testing and qualification, it's fun just to be able to talk with Ellie because she is in all the schools.
[01:12:15.480 --> 01:12:27.480]   I'm going to see what we're doing at Central. Again, that's where I'm in the system principle, but just being able to talk with Ellie and her kids is seeing them collaborate and she's coming up with a variety of different projects.
[01:12:27.480 --> 01:12:35.480]   I made some notes for myself. I wasn't going to remember all of these, but they just finished up an endangered species project.
[01:12:35.480 --> 01:12:43.480]   And they got to go down the point to find zoo and every one of the species they were researching were animals that they would see at the zoo, which is super cool.
[01:12:43.480 --> 01:12:50.480]   So they partnered with our MLL program at Central and they did a combined joint field trip down south.
[01:12:50.480 --> 01:13:00.480]   She's done poetry units for some of the students who are qualifying with strong ELA and creative gifts.
[01:13:00.480 --> 01:13:07.480]   She's done some mining math activities. She does physics Fridays.
[01:13:07.480 --> 01:13:16.480]   She had a partnership this year, which is super cool with the Museum of Northwest Arts, and she's been able to take students on field trips this year from all the different elementary schools.
[01:13:16.480 --> 01:13:37.480]   So I'm super thinking just for the work that she's put in just to be able to support all these students and more just with even if it's not students that she gets to see every day, she's just working to provide opportunities that are going to go and be those things that these students will remember as they go through their educational periods.
[01:13:37.480 --> 01:13:47.480]   So more than anything, this is what it's about. And I love the problem solving of this place. I love the critical thinking that the kids need to do.
[01:13:47.480 --> 01:13:57.480]   It's those real life, 20% three skills. It's fun seeing them collaborate and just learning to work with one another and process doing times don't go exactly how they would open.
[01:13:57.480 --> 01:14:15.480]   Yeah. So that's all I got. That's my little update for the hybrid program this year. Again, I know that's very normally focused, but you guys have any questions?
[01:14:15.480 --> 01:14:36.480]   Not much of a question, but thank you, Tim, for your presentation. I mean, I think it goes hand in hand with the concept of UDL where you're trying to really diversify and allow opportunities for students that may not have it.
[01:14:36.480 --> 01:14:52.480]   And I'm really glad that we kind of changed up the system by which we accepted kids into the program a few years back, kind of widened the net, I think, and tapped into some demographics that would normally have had that opportunity.
[01:14:52.480 --> 01:15:11.480]   So I think it really captures a better look of our student body within high cap and not just kind of focused on certain ones that I really stood out to teachers. But thank you for your presentation.
[01:15:11.480 --> 01:15:26.480]   I'm not a question, but just a comment. I so appreciate this program. I appreciate that. Not only do we have a magnet school option, but we have the option for the students that don't want to leave their home school because I know that's a tough choice for a lot of students.
[01:15:26.480 --> 01:15:46.480]   So I appreciate that we have that opportunity and I hope we're funding allows we can expand on that further. I did ask my youngest son what his favorite thing from high cap this year was and he said doing the Rubik's Cube and learning about algorithms and patterns with his favorite things.
[01:15:46.480 --> 01:16:01.480]   Yeah, yeah, again, thanks for the presentation. Just one question. So, can you kind of explain the full page across let's say a student qualifies for high cap in math, but not in the other categories. How does that work?
[01:16:01.480 --> 01:16:21.480]   Currently, it is. So she's doing where all the whole groups and it is students of all three areas and we're having that conversation. She had a side down last week spaces in this year that central for us and we have a space that she could house probably 12 students.
[01:16:21.480 --> 01:16:34.480]   And if she holds students that fall back in all three years, she would have groups over that size. So we're talking about what could it look like to hold a math specific group looking to look like the full LA specific groups.
[01:16:34.480 --> 01:16:39.480]   So it's an ongoing conversation but currently it's everyone all together.
[01:16:39.480 --> 01:16:43.480]   Thank you.
[01:16:43.480 --> 01:17:01.480]   Thank you. I was just going to ask kind of more information about how this is structured. There's only one teacher, those high caps, so does she spend like three days at Central and then those kids move out of their normal class and then how does that work in the sound like schools or the rural schools.
[01:17:01.480 --> 01:17:09.480]   Yep. Monday, Thursday Friday, she's at Central all day, holding kids by a grade level. And those are anywhere between 30 minute and one hour groups.
[01:17:09.480 --> 01:17:17.480]   The 30 minute groups are because they have 30 in the morning and 30 in the afternoon. That's our secondary grade combo.
[01:17:17.480 --> 01:17:31.480]   But they are in the genital classes in Central for the high cap groups but then in the satellite schools, it's still grade specific but she's split between two schools each six weeks.
[01:17:31.480 --> 01:17:38.480]   So for six weeks she might be splitting between evergreen and sandwich and what she'll do is she'll spend the morning with evergreen.
[01:17:38.480 --> 01:17:45.480]   If you look at the numbers, some of those schools have three or four students who are labeled as gifted.
[01:17:45.480 --> 01:17:50.480]   So that's where she'll spend the majority of her day at the school, whether it's evergreen or clearly.
[01:17:50.480 --> 01:17:57.480]   Also a huge shout out to evergreen. We have, I think, 12 or 13 students who qualified in evergreen, which is awesome.
[01:17:57.480 --> 01:18:11.480]   So she's kind of facing her time in transferring herself as quickly as possible. It's not perfect but that's on Tuesdays and Wednesdays where she'll split between two schools morning, afternoon, or six weeks at a time.
[01:18:11.480 --> 01:18:16.480]   Awesome. I think it's great that the model has changed to get up to those satellite schools.
[01:18:16.480 --> 01:18:22.480]   That's going to be back in a minute or so.
[01:18:22.480 --> 01:18:25.480]   Any other questions or comments?
[01:18:25.480 --> 01:18:36.480]   All right, thanks guys. Thank you.
[01:18:36.480 --> 01:18:41.480]   And now, Dr. Bolling will give us the board report.
[01:18:41.480 --> 01:18:44.480]   All right.
[01:18:44.480 --> 01:18:54.480]   All right, so our board director, can you save all of our school and community activities? Here's a list of a couple of things that they did over the last couple of weeks.
[01:18:54.480 --> 01:19:19.480]   Thank you, Brandon. Any board comments this evening?
[01:19:19.480 --> 01:19:25.480]   Thank you, President Johnson.
[01:19:25.480 --> 01:19:33.480]   We heard about the academic learning that we are trying to do at our district, but it's not just academics.
[01:19:33.480 --> 01:19:50.480]   Our students education, there's so many learning opportunities that we provide our students that enrich the academic side of things. And as I would like to share with the board and with our audience tonight, a couple of these enriching learning opportunities.
[01:19:50.480 --> 01:20:01.480]   We as a district partner with North Cascades Park Service to offer our fourth graders an opportunity to go on a field trip to New Halem.
[01:20:01.480 --> 01:20:19.480]   Transportation costs are covered by the Park Service, so it's an excellent partnership for us. And as part of this partnership, students acquire the every fit outdoors pass, it lets our fourth graders and their families onto any federal land that requires an entry fee for free.
[01:20:19.480 --> 01:20:33.480]   And a field trip is just an opportunity for our students to explore different habitats, along with one in mind is guided hike with a ranger and learn about specific animals that live in the North Cascades ecosystem.
[01:20:33.480 --> 01:20:42.480]   And it aligns with the next generation science standards. So last week they had a field trip and the students were very excited.
[01:20:42.480 --> 01:20:53.480]   With some of my sightings and one trial, well also experiencing the outdoors in New Halem. So that's one enriching field trip, learning opportunity for our students, the other.
[01:20:53.480 --> 01:21:07.480]   I think that some of you heard an office I think I mentioned this at the previous board meeting, but for the generosity of Dr. Robert Bates and Mrs. Bates, our sixth grade students during big weight, clearly essential and very persuasible.
[01:21:07.480 --> 01:21:12.480]   So we'll be attending Mary's game tomorrow in Seattle.
[01:21:12.480 --> 01:21:23.480]   It's an enriching experience with all sorts of academic standards embedded into the back experience statistics, history, all that games play and society.
[01:21:23.480 --> 01:21:29.480]   And last time they could have sandwiched up a green hand line in sixth graders, so we sent it.
[01:21:29.480 --> 01:21:42.480]   And they had a wonderful time. And we have about three weeks left in the school year and our schools are busy. They continue to be busy with learning and they have a variety of events planned and video strong.
[01:21:42.480 --> 01:21:53.480]   And now I'd like to turn things over to our student representatives. I think that really did be a stress.
[01:21:53.480 --> 01:22:01.480]   Our sophomore team for today.
[01:22:01.480 --> 01:22:09.480]   Very, very popular. Very big accomplishment. We also had a lot of athletes go to state this year in place.
[01:22:09.480 --> 01:22:24.480]   So we have kind room. We placed six for high jump. Our four by 10, four by hundred place third state so did Kirsten Henderson with third and long jump.
[01:22:24.480 --> 01:22:29.480]   One leg is for tennis. He placed fifth at state.
[01:22:29.480 --> 01:22:37.480]   We sent 13 track athletes to state, which is a lot of what we have.
[01:22:37.480 --> 01:22:53.480]   I think three golfers, Kylie Evans lets me guys. Riley Fribill, Kylie Chance Field, had the opportunity to play state and soap camp and our e-sports went to state. I think we had a few places as well.
[01:22:53.480 --> 01:23:03.480]   We team got third state. So shout out to our athletes.
[01:23:03.480 --> 01:23:17.480]   So as the year wraps up, next week it's singing ring. They're busy. There's many things. What? I'm scared. What are you laughing at?
[01:23:17.480 --> 01:23:35.480]   Anyway, it is a lot going on. Our finance just got to attend Silverwood to perform there. And there's a combined choir concert with middle school and high school. So go attend that.
[01:23:35.480 --> 01:23:55.480]   A lot going on next week.
[01:23:55.480 --> 01:24:15.480]   Thank you so much.
[01:24:15.480 --> 01:24:37.480]   It's great that our fast pitch, our state champions, we are going to celebrate them for a parade. And I believe Mrs. Carlton is very short turnaround, but we're going to make it happen. It will be on Thursday at 3 p.m.
[01:24:37.480 --> 01:24:57.480]   We'll talk to Mark after this, but I think that this is the first state title since 2014 first school and for the team itself, the program itself, the first championship was in 2010.
[01:24:57.480 --> 01:25:13.480]   And our coach, Maddie Jones, was a student and a member of that team. So it's a very beautiful, sweet, full circle moment for us. We're very proud of them.
[01:25:13.480 --> 01:25:31.480]   I'm still under superintendent's report, I will turn the floor over to Executive Director Breckerywood for the financial report.
[01:25:31.480 --> 01:25:37.480]   It didn't pop up.
[01:25:37.480 --> 01:25:47.480]   I might have to look for it.
[01:25:47.480 --> 01:25:59.480]   I'll tell you where we are. And I do like that we waited until last week for Rocky Altus to become very animated.
[01:25:59.480 --> 01:26:11.480]   This is weird. It's here.
[01:26:11.480 --> 01:26:17.480]   Technology issues. They do have it in their board report too.
[01:26:17.480 --> 01:26:37.480]   So I'll just start if it comes up. We'll catch up. So April is the last collection of our levy for the 23-24 school year. So we kind of took a bit of a bump up on our projection there with our money because it was actually levy collection month.
[01:26:37.480 --> 01:26:47.480]   So we're sitting at April at just over 2.6 million in our fund out, but as you can see there.
[01:26:47.480 --> 01:26:59.480]   When I wrote this, we were still probably going to end in the 46% range. I think we're still going to be closer to the floor. I know that we have when we get to the projection, you'll see that.
[01:26:59.480 --> 01:27:09.480]   We have 6.2, but when we make that payment in June, we're going to have a really low water part financially, but that's because that's our last payment.
[01:27:09.480 --> 01:27:15.480]   And we also made our final payment on Wander's curriculum and we kind of got the government there.
[01:27:15.480 --> 01:27:23.480]   So we prepared for that and just want to let you all know you can see a number that's a little bit older than what you've seen before, but we are going to rebound in July and August.
[01:27:23.480 --> 01:27:27.480]   Capital projects. Just over 1.7 million.
[01:27:27.480 --> 01:27:35.480]   We engaged with an energy efficient consultant called ATS to design and replace the HBAC system at Evergreen, which we've been talking about for months.
[01:27:35.480 --> 01:27:43.480]   And it's probably going to be no shock to you that their estimate came in even higher than what I thought the revised estimate was going to be.
[01:27:43.480 --> 01:27:51.480]   So I'll talk to you to be able to see about options there to try and make that more palatable but still get the HBAC replaced.
[01:27:51.480 --> 01:27:57.480]   That service comes down to just over 1 million, and our next bond payment will be in June.
[01:27:57.480 --> 01:28:03.480]   And as you will see during our budget report for next year, we worked down to about 4 million on CMS.
[01:28:03.480 --> 01:28:07.480]   So we're really doing well through retirement debt.
[01:28:07.480 --> 01:28:17.480]   And ASB has a fund offspring of $68,000, Interpretation Deficit Fund has $496,000, but we are still struggling to get buses that we ordered months ago.
[01:28:17.480 --> 01:28:21.480]   So that's a good supply issue there, but we will get it at some point.
[01:28:21.480 --> 01:28:26.480]   So this is the projection, and red is this year, blue is last year.
[01:28:26.480 --> 01:28:30.480]   We're kind of going to go right in line with what happened last year because that's how our fund can go.
[01:28:30.480 --> 01:28:34.480]   And red, we are going to tip a little bit lower than what you have normally seen.
[01:28:34.480 --> 01:28:40.480]   But that would be the last time we see that because the loan will be paid off.
[01:28:40.480 --> 01:28:43.480]   That will be done so we won't have to deal with that anymore.
[01:28:43.480 --> 01:28:52.480]   So we'll go back up in July and August, and that's mainly because the stake is 20% of the Revenants' Day List in July and August.
[01:28:52.480 --> 01:28:56.480]   So they wait until the end of the year, in the summer, and then in the summer.
[01:28:56.480 --> 01:28:59.480]   There we are. And this is our reconciliation sheet.
[01:28:59.480 --> 01:29:04.480]   And I bring this up every year, or every time I do the board presentation, and I know we just go through it.
[01:29:04.480 --> 01:29:08.480]   But this is the sheet that we use to reconcile with the cash that we have on the end.
[01:29:08.480 --> 01:29:11.480]   So there's really no discrepancy from what our budget staff report said,
[01:29:11.480 --> 01:29:13.480]   to the money we have in the bank.
[01:29:13.480 --> 01:29:18.480]   It's nice to know that we have that money in the bank that I say is on that first pay.
[01:29:18.480 --> 01:29:20.480]   So that's what we have there.
[01:29:20.480 --> 01:29:28.480]   And Dr. Johnson, they did cut some trees, and we have $34,000 in April.
[01:29:28.480 --> 01:29:31.480]   Any questions or comments?
[01:29:31.480 --> 01:29:33.480]   No, thank you.
[01:29:33.480 --> 01:29:38.480]   Thank you, Greg.
[01:29:38.480 --> 01:29:45.480]   All right.
[01:29:45.480 --> 01:29:51.480]   So now we will move on to our public suggestion and comment.
[01:29:51.480 --> 01:29:55.480]   The COA School Board is very interested in hearing from our community.
[01:29:55.480 --> 01:29:59.480]   And so public comments are welcome at all regular school board meetings.
[01:29:59.480 --> 01:30:03.480]   The board has the responsibility to ensure the orderly operation of them.
[01:30:03.480 --> 01:30:09.480]   Before we open the floor for public comments, I would like to share a few reminders for addressing the board.
[01:30:09.480 --> 01:30:15.480]   While not required, please state your full name for the record so call can be insured if necessary.
[01:30:15.480 --> 01:30:21.480]   Comments are asked to be limited to three minutes to ensure that others have an opportunity to address the board.
[01:30:21.480 --> 01:30:24.480]   Time may not be deferred by the meeting.
[01:30:24.480 --> 01:30:28.480]   The public comment is not a time for dialogue between the board and the public.
[01:30:28.480 --> 01:30:35.480]   The board will not respond to statements, questions, or challenges made during public comment period, but will take them under advisement.
[01:30:35.480 --> 01:30:38.480]   Please know that the board's silence is neutral.
[01:30:38.480 --> 01:30:43.480]   It is neither a signal of agreement nor disagreement with the speaker's remarks.
[01:30:43.480 --> 01:30:49.480]   If necessary, the superintendent or Executive Meet will make follow-up afterward.
[01:30:49.480 --> 01:30:56.480]   It is important to the board that all community members feel welcome and safe in the board business meetings.
[01:30:56.480 --> 01:31:02.480]   We ask the audience to treat all attendees with respect and civility,
[01:31:02.480 --> 01:31:08.480]   just as the seizureally school district expects of students, staff, and community members in our school.
[01:31:08.480 --> 01:31:13.480]   Please be aware, only program issues will be discussed in public session,
[01:31:13.480 --> 01:31:18.480]   as the board cannot comment or discuss personnel items in an open board meeting.
[01:31:18.480 --> 01:31:23.480]   All personnel items will be handled in accordance with board policy,
[01:31:23.480 --> 01:31:31.480]   and you are encouraged to speak to district staff regarding personnel concerns as per our policy.
[01:31:31.480 --> 01:31:38.480]   We're recording board meetings, and we will post the recording on our website if there are no technical issues.
[01:31:38.480 --> 01:31:43.480]   Please be advised that public comments will be a part of the recording,
[01:31:43.480 --> 01:31:49.480]   and that consent to being recorded applies to private conversations, but not public meetings.
[01:31:49.480 --> 01:31:53.480]   Thank you very much for your adherence to these roles,
[01:31:53.480 --> 01:32:01.480]   and at this time, I would like to first call Angela Napoliato-Iver.
[01:32:01.480 --> 01:32:04.480]   Pretty good.
[01:32:04.480 --> 01:32:08.480]   I practiced it a few times, I have to.
[01:32:08.480 --> 01:32:11.480]   Can you do that with both of your hands?
[01:32:11.480 --> 01:32:13.480]   Absolutely.
[01:32:13.480 --> 01:32:15.480]   Thank you.
[01:32:15.480 --> 01:32:33.480]   Good evening.
[01:32:33.480 --> 01:32:36.480]   My name is Angela Napoliato-Iver.
[01:32:36.480 --> 01:32:41.480]   I am a retired math education educator.
[01:32:41.480 --> 01:32:46.480]   I taught in public school, middle school, public high school.
[01:32:46.480 --> 01:32:50.480]   After retirement, I was in college,
[01:32:50.480 --> 01:32:59.480]   and I was a professional development consultant in public high school and middle school.
[01:32:59.480 --> 01:33:05.480]   I support public education, and I want to see our public school succeed.
[01:33:05.480 --> 01:33:13.480]   I am speaking to you because I think you also want to see public school be successful.
[01:33:13.480 --> 01:33:16.480]   I am here as a private individual.
[01:33:16.480 --> 01:33:19.480]   I do not represent political party.
[01:33:19.480 --> 01:33:21.480]   I speak for myself.
[01:33:21.480 --> 01:33:28.480]   Several months ago, I learned about something called Project 2025.
[01:33:28.480 --> 01:33:38.480]   It is a 900-page document that supposedly has a couple of different names.
[01:33:38.480 --> 01:33:43.480]   One of them is the Presidential Transition Project.
[01:33:43.480 --> 01:33:47.480]   Another is mandate for leadership.
[01:33:47.480 --> 01:33:51.480]   The Heritage Foundation put it together.
[01:33:51.480 --> 01:34:00.480]   There are probably 100 other conservative organizations that have supported it.
[01:34:00.480 --> 01:34:15.480]   The Washington Post in November of 2023 said that Project 2025 includes the immediate invoking of the Insurrection Act of 1807.
[01:34:15.480 --> 01:34:29.480]   They want to deploy the military for domestic law enforcement and directing the DOJ and the DOJ to pursue any GOP adversary.
[01:34:29.480 --> 01:34:36.480]   If you read it, and I encourage you to go through the website and read it,
[01:34:36.480 --> 01:34:42.480]   I just want to talk to you about what they have in mind for department education.
[01:34:42.480 --> 01:34:47.480]   They want to abolish federal support for department of education.
[01:34:47.480 --> 01:34:52.480]   It is on page 319 of the document.
[01:34:52.480 --> 01:35:00.480]   They will give you some programs of agency that essentially they want to get it.
[01:35:00.480 --> 01:35:07.480]   They want to eliminate head start.
[01:35:07.480 --> 01:35:15.480]   They want to drain public school resources by creating federal scholarship tax credits,
[01:35:15.480 --> 01:35:22.480]   so that instead of your federal taxes, your taxes going to education,
[01:35:22.480 --> 01:35:37.480]   now the people won't be able to not pay their taxes for education and spend the money on schools as they see fit.
[01:35:37.480 --> 01:35:52.480]   They want to, they will steal that money? That's not. That's me. I can't just say if I can't just help, you need to read it.
[01:35:52.480 --> 01:35:59.480]   And essentially we'll get paid $5. Thank you, Chief.
[01:35:59.480 --> 01:36:06.480]   The board would like to call for the podium. Christine Connor?
[01:36:06.480 --> 01:36:17.480]   I can do it.
[01:36:17.480 --> 01:36:35.480]   No, any of you went out and smelt the northern lines a couple of weeks ago.
[01:36:35.480 --> 01:36:45.480]   My granddaughters had to be a weekend in the city of Michigan, because they used to like rainbow shoes.
[01:36:45.480 --> 01:36:51.480]   They had to go through shoes they were from.
[01:36:51.480 --> 01:37:03.480]   And it sort of got me thinking, you know, about how magical offenders, the rainbows, you know, how it rainbows and how it sprays and there's rainbows and it'sout of them.
[01:37:03.480 --> 01:37:21.480]   And the comments that I have heard from some of the public that efforts meetings about, you know, banning a attire, somebody that is wearing angels on clothes and pointed out that person in the audience.
[01:37:21.480 --> 01:37:39.480]   And just the transition, the movement in general across the country to just create something as wonderful as rainbows and turn it into something of a bad thing.
[01:37:39.480 --> 01:37:51.480]   And my own dirty, you know, rainbows are kind of part of my whole life. My great-grandmother was an Irish immigrant, so there were lots of stories about rainbows.
[01:37:51.480 --> 01:38:09.480]   I'm still saying to this day over the rainbow, like, my granddad, ever since they were born, my grandfather was a Shriner, and his wife has been in scarves.
[01:38:09.480 --> 01:38:17.480]   He has been in rainbow girls, he would have had to name nothing to do with LGBTQ+ women.
[01:38:17.480 --> 01:38:35.480]   And just the fact that people around the world still have a positive experience in the relationship with rainbows, they're in our art, in our literature, in our fabrics, in our jewelry.
[01:38:35.480 --> 01:38:48.480]   And, you know, it's no wonder that the LGBTQ+ community in racist rainbows, most people do.
[01:38:48.480 --> 01:39:04.480]   Especially children. So it disturbs me that, you know, if you come to an issue of things that people wear at school, what's okay, what should be displayed, you know what, are we --
[01:39:04.480 --> 01:39:14.480]   they become a dog whistle, and that's intended to disturb negative emotions, and these things are happening in our community.
[01:39:14.480 --> 01:39:28.480]   And I just wanted to ask, can't we be publicist at the school? Because I did find rainbows as a way to deal with all that problem.
[01:39:28.480 --> 01:39:35.480]   (phone ringing)
[01:39:35.480 --> 01:39:43.480]   Thank you.
[01:39:43.480 --> 01:40:07.480]   Next, before we let you call to the podium, Scott Hinder.
[01:40:07.480 --> 01:40:15.480]   My name is Scott Hinder. Julie Squire spoke in the public comment right before the public comment.
[01:40:15.480 --> 01:40:20.480]   Eric told the audience that he wanted to go or sneak out. That was a good time to do it.
[01:40:20.480 --> 01:40:26.480]   I didn't hear her say that tonight before the public comment, but, I mean, I have no idea why you would say that.
[01:40:26.480 --> 01:40:41.480]   I'm very unprofessional. I'm called for just a jerk move. As far as the land acknowledgement goes, any time you get involved in social issues, you're going to upset a certain part of the population.
[01:40:41.480 --> 01:40:50.480]   Superintendent Nicholson told me the school district doesn't get involved in social issues. Yeah, here we are with the land acknowledgement.
[01:40:50.480 --> 01:40:57.480]   Eric told me an email. This originated, this acknowledgment originated from the former board president, Christina Jefferson.
[01:40:57.480 --> 01:41:04.480]   Apparently she thought it was a good gift or good will. Presented at a work session, apparently. No objections.
[01:41:04.480 --> 01:41:13.480]   She then had a superintendent, Nicholson, you know, one who doesn't get involved in social issues, reached out to the tribe for suggested language.
[01:41:13.480 --> 01:41:22.480]   No communion, but just a road school board president with miscorrected white savior conflict. Eric is board president. It's now your video.
[01:41:22.480 --> 01:41:32.480]   We're great. Here's part of the talk. We're grateful for and honored with gratitude to land and waters of the upper state tribe and its people's enduring care for them.
[01:41:32.480 --> 01:41:38.480]   Last summer I was up at the end of the reservation. I saw a pile of rotting salmon and ditch right outside the reservation.
[01:41:38.480 --> 01:41:46.480]   I didn't see who dumped them there, but I can only assume it was members of the tribe. Just this weekend I was up at the fish hatchery in Marble Mountain.
[01:41:46.480 --> 01:41:54.480]   The natives' nets were literally crossing the entire tributary so the fish couldn't make it into the hatchery.
[01:41:54.480 --> 01:42:01.480]   Let's acknowledge some of the members of the upper state tribe do a terrible job caring for the land and the waters of the state.
[01:42:01.480 --> 01:42:11.480]   Let's also acknowledge that the ancestors of the upper state tribe were no more their horrific torture. It is documented.
[01:42:11.480 --> 01:42:17.480]   Two surfers came across a native who had been impaled on a stake east of here.
[01:42:17.480 --> 01:42:27.480]   Imagine a stake in the ground, sharp and go-point, and you take the person and you put it right up her butt, and it came out the back of his skull.
[01:42:27.480 --> 01:42:33.480]   Ask you to refrain from using that graphic language, thank you.
[01:42:33.480 --> 01:42:42.480]   What word do I use to amend the viewer? They took the stake and put it in the ground. They took the person and put it right up there in the back.
[01:42:42.480 --> 01:42:49.480]   It came out right there. This is the natives that you get acknowledgement to every week, every meeting.
[01:42:49.480 --> 01:42:55.480]   That's the type of people their ancestors were. Let's document it, go look it up.
[01:42:55.480 --> 01:43:01.480]   Now I would like to acknowledge the last legal owners of this land before the school district.
[01:43:01.480 --> 01:43:12.480]   Marlon and Jesse Miller, Curtis and Dorothea Thresher, Charles and Edith Wicker, M. L. Allen North, Josephine Miller.
[01:43:12.480 --> 01:43:25.480]   Thank you Scott. You can end me. I'm going to finish up. You can end my time next time.
[01:43:25.480 --> 01:43:34.480]   I was gambling you down for inappropriate language. I had a right to do that. Your time is up.
[01:43:34.480 --> 01:43:43.480]   Time's up Scott. Thank you.
[01:43:43.480 --> 01:43:48.480]   Next the word would like to invite Steve Gary to the podium.
[01:43:48.480 --> 01:44:01.480]   Thank you.
[01:44:01.480 --> 01:44:09.480]   Thank you. Good evening. My name is Steve Gary. I've been attending school meetings for most of the past year.
[01:44:09.480 --> 01:44:13.480]   My wife and I raised our kids here in this district some years ago.
[01:44:13.480 --> 01:44:23.480]   Now we have one of our grandchildren starting so we want to get re-appointed and I'm here tonight to provide hopefully some impression.
[01:44:23.480 --> 01:44:33.480]   I'm very grateful to be able to say we have been very, very impressed by what we've heard for the most part over the course of the last year.
[01:44:33.480 --> 01:44:41.480]   We've heard tremendous support for goals and learning value from teachers and staff.
[01:44:41.480 --> 01:44:46.480]   We've heard from administrators. We've heard from school board members. Thank you so much for that.
[01:44:46.480 --> 01:45:02.480]   There have been some negative voices, one in particular, who seem to come to every meeting looking to do no more than make insult, fail, threat, and in the last meeting as well as I think this time it was just pure and simple racism.
[01:45:02.480 --> 01:45:18.480]   Those opinions are out there and they're a problem but it's a tragic problem because we know that those bullying and prejudices that are voiced are founded by fear and ignorance.
[01:45:18.480 --> 01:45:27.480]   The great news I think for me what we've heard is a commitment from this school district to actually teach the solution to that problem.
[01:45:27.480 --> 01:45:38.480]   I've heard tremendous support for helping our kids develop courage and self-confidence that they need to manage their lives in a complex world that also allows them to overcome fear.
[01:45:38.480 --> 01:45:43.480]   I've heard a commitment to learning but not just for learning's sake but for critical thinking skills.
[01:45:43.480 --> 01:45:59.480]   For lifelong learning the ability to separate fact from fiction, this truly allows our children an opportunity to develop their own wisdom and deal with the world in a way that allows them to avoid the mistakes of ignorance.
[01:45:59.480 --> 01:46:20.480]   I've heard a commitment to self-esteem and self-respect. All together these kinds of things help our kids make the right decisions for themselves, avoid harmful decisions, and they lead to an ability to develop compassion and inclusion for all in a diverse world.
[01:46:20.480 --> 01:46:29.480]   And what I'm saying is also that we start these meetings with a pledge of allegiance. I've said it all my life, I wish people would think about the words no more.
[01:46:29.480 --> 01:46:40.480]   A pledge of allegiance is of course to the flag, country, one nation under God, is indivisible but also to liberty and justice for all. I like to highlight the last two words.
[01:46:40.480 --> 01:46:50.480]   It's not just liberty and justice for people who look like me or go to the same church as me or express their faith or their gender as I do. It's for all.
[01:46:50.480 --> 01:46:57.480]   Those are the values that are written into our founding document. Those are the values that truly can make America great.
[01:46:57.480 --> 01:47:09.480]   I would contend that anyone who seeks to deny liberty and justice to any other American is not a patron of the fact that it's the option. Thank you.
[01:47:24.480 --> 01:47:35.480]   Moving on to Old Business. The Executive Director of Direct Greenway will be presenting a second reading of the proposal from the City of St. George for the Land Exchange.
[01:47:35.480 --> 01:47:42.480]   This proposal will be sent to the board for the review.
[01:47:42.480 --> 01:47:50.480]   Prior to any discussion or vote, I would like to precuse myself for any discussion or vote.
[01:47:50.480 --> 01:48:04.480]   Thank you, Danny. Are there any questions for Director Direct Greenway towards Superintendent Mickelson at this time regarding this particular action item?
[01:48:04.480 --> 01:48:18.480]   I would also like to point out that Mark Tiger from the City is here who will be able to assist with any questions that you may have.
[01:48:18.480 --> 01:48:23.480]   Any questions or comments from the board regarding this?
[01:48:23.480 --> 01:48:29.480]   Alright. Thank you, Brett. It gets easy for you today.
[01:48:29.480 --> 01:48:45.480]   At this time, I will entertain any motion and second to approve Dr. Mary Mickelson to sign the Quick Plane Deeds on behalf of the board of directors with the City of St. George of the Land Exchange near Trail Road.
[01:48:45.480 --> 01:48:47.480]   We'll have a motion and a second.
[01:48:53.480 --> 01:49:02.480]   I move to approve Dr. Mickelson to sign the Quick Plane Deeds on behalf of the board of directors with the City of St. George of the Land Exchange near Trail Road.
[01:49:02.480 --> 01:49:06.480]   Second.
[01:49:09.480 --> 01:49:27.480]   I move in second. Is there any discussion? Seeing none. All those in favor, say aye. All those in favor, say aye. All those in favor, say aye. Motion carries.
[01:49:27.480 --> 01:49:47.480]   There is one item of new business, also directed by Brett Greenwood presenting for first read. It is the draft proposal from the City of St. George of the Land Exchange near St. George of the Land Exchange near Trail Road.
[01:49:47.480 --> 01:50:06.480]   Yeah, so if I may just break this for you. When we built Danity Fields, we had to put in a retention pond. And at that time, the city drove the plants where they were going to retain ownership of that retention pond, which also means that they have been maintaining it, which they have been maintaining it.
[01:50:06.480 --> 01:50:27.480]   But we never found out if we did some other business work that was on our table recently. We noticed that that pond was not fully, I guess the business wasn't filed with the city. So we'd like to make that official and get that, get the pond to the city officially for the request.
[01:50:31.480 --> 01:50:38.480]   Any questions or discussions for our Brett or Mark?
[01:50:38.480 --> 01:50:57.480]   Just for clarification, this is on the corner of the tides by the McDonald's where the new 90 degree term is right there on the water there.
[01:50:57.480 --> 01:51:21.480]   Yeah, it's actually the low air that's fenced in with the chain fence. That is our retention pond that the city owns and maintains. There's also a drain line with that on underground that the city has the right to repair.
[01:51:21.480 --> 01:51:26.480]   Any other questions or comments?
[01:51:26.480 --> 01:51:31.480]   And this, I'm sorry.
[01:51:31.480 --> 01:51:39.480]   Just to clarify, there's no monetary exchange with this. This is just strictly 500 paperwork that can cover the path.
[01:51:39.480 --> 01:51:42.480]   That's correct, no monetary exchange.
[01:51:42.480 --> 01:51:53.480]   I think when the weeds are cut now, we can officially say the weeds are really tall or dense.
[01:51:53.480 --> 01:52:05.480]   And from our understanding, this is basically just the character of what is already existing in our relationship. So more or less, not speaking.
[01:52:05.480 --> 01:52:07.480]   Yes, it is not speaking.
[01:52:07.480 --> 01:52:18.480]   I think you might have a followup, but again, it was designed to actually show that if you want to go to the city, we can never fall through with putting these things into place.
[01:52:18.480 --> 01:52:28.480]   So this is a first read and the proposal will be placed on the June 10 board agenda for the second reading.
[01:52:28.480 --> 01:52:32.480]   Thank you, Brett.
[01:52:32.480 --> 01:52:36.480]   Thank you.
[01:52:36.480 --> 01:52:38.480]   Any agenda additions?
[01:52:38.480 --> 01:52:44.480]   I do, the announcement of our two new student board representatives for next year.
[01:52:44.480 --> 01:52:45.480]   Yes.
[01:52:45.480 --> 01:52:46.480]   I think you have a result.
[01:52:46.480 --> 01:52:47.480]   I do.
[01:52:47.480 --> 01:52:58.480]   So, you know, I know it sounds always cliche, but, you know, it's never a fun or easy thing to choose between a set of really good candidates.
[01:52:58.480 --> 01:53:18.480]   And the scores were really close, but what the final tally came out to was our top two candidates were Spencer and Adrian.
[01:53:18.480 --> 01:53:28.480]   I'm not sure when the last time we had to split State Street and State School.
[01:53:28.480 --> 01:53:30.480]   I don't believe it.
[01:53:30.480 --> 01:53:38.480]   It's from what Barb was saying, maybe never.
[01:53:38.480 --> 01:53:43.480]   So we're excited to have now both the boys from State Street and State School.
[01:53:43.480 --> 01:53:55.480]   So congratulations to Spencer and Adrian, and thank you, Alexis, for applying, putting forward your best effort to put yourself out there and giving us a great option.
[01:53:55.480 --> 01:53:58.480]   Best of luck to you.
[01:53:58.480 --> 01:54:03.480]   Any other agenda additions?
[01:54:03.480 --> 01:54:07.480]   Seeing none, I will entertain a motion to adjourn.
[01:54:07.480 --> 01:54:09.480]   I move to adjourn the meeting.
[01:54:09.480 --> 01:54:10.480]   Second.
[01:54:10.480 --> 01:54:12.480]   All those in favor?
[01:54:12.480 --> 01:54:14.480]   All those opposed?
[01:54:14.480 --> 01:54:15.480]   No.
[01:54:15.480 --> 01:54:16.480]   All those opposed?
[01:54:16.480 --> 01:54:17.480]   No sign?
[01:54:17.480 --> 01:54:18.480]   No.
[01:54:18.480 --> 01:54:19.480]   The other chair?
[01:54:19.480 --> 01:54:20.480]   No.
[01:54:20.480 --> 01:54:21.480]   Thank you.