[1. Call to order]
[00:00:09]
>> GOOD EVENING, EVERYONE, I WOULD LIKE TO CALL TO ORDER THE AUGUST 21, 2023 LAKE WASHINGTON SCHOOL BOARD STUDY SESSION.
LET THE BLACK ENTERED RECORD REFLECT THE ALL BOARD MEMBERS ARE PRESENT IN THREE OF OUR NEW STUDENT REPRESENTATIVES ARE ALSO
[1. High School Student Experience Evaluation]
PRESENT. THE FIRST TOPIC FOR DISCUSSION THIS AFTERNOON IS A HIGH SCHOOL STUDENT EXPERIENCE EVALUATION.>> THANK YOU AS WE ENTER INTO THE 23, 24 SCHOOL YEAR WE KIND OF LOOK AHEAD AND LOOK TO SEE SOME OF THE VARIOUS ISSUES AND THINGS THAT WE NEED TO CONSIDER IN PART OF THE CONSIDERATION HOW WE GO ABOUT THAT PROCESS. WHAT IS INTERESTING ABOUT THE HIGH SCHOOL DAY, IT WAS REALLY DO FOR AN EVALUATION.
WE CHANGE TO A SEVEN. DAY ABOUT FOUR OR FIVE YEARS A AGO. WE ARE TAKING A LOOK AT THAT.
TONIGHT IS TO HELP TO PROVIDE AN APPRECIATION FOR WHERE WE ARE IN TERMS OF THE HIGH SCHOOL DAY EVALUATION BECAUSE THERE IS TO REALLY DISTINCT DECISION POINTS. THERE IS ONE DECISION POINT, TWO DISTINCT PATHS THAT WE CAN TAKE, SCOTT IS GOING TO WALK THROUGH A VARIETY OF DATA AND INFORMATION, WE HAVE INFORMATION ABOUT BUDGET, WE HAVE INFORMATION ABOUT THE POLICY CONNECTION AND SOME OF THE TENSION THAT LIVES WITHIN THE WORDS POLICIES.
WITH THAT I WILL HAND IT OFF TO SCOTT TO START WALKING US
THROUGH THIS. >> I HAVE IN THE PRESENTATION ITSELF BUT REALLY DOCTOR HOME AND ASKED ME I THINK LAST YEAR G CONVERSATIONS AROUND THE START TIME SOME OF THE INFORMATION WE WERE HEARING A BACK FROM KIDS ABOUT START TIMESHIFTING HAD LESS TO DO WITH THE START TIME MORE TO DO WITH THE WORKLOAD ASSOCIATED AND WE WERE PUSHING IT FURTHER INTO THE EVENING AS A RESULT OF MOVING START TIMES. I BUILT AN INITIAL PROJECT CHARTER THAT LOOKED IN DEPTH OF ALL OF THE OPTIONS AROUND SCHEDULING AND BROUGHT THAT TO THE CABINET, WE HAD SEVERAL CONVERSATIONS ABOUT IT. IT LED TO THE PRESENTATION TONIGHT. I AM JUST GOING TO JUMP IN AND I DID POST IT THIS AFTERNOON. THIS IS OUR CURRENT STATE, WHILE WE HAVE A SEVEN. DAY, THAT IS A MANDATORY PART OF THE SCHOOL DAY, WE ACTUALLY OFFER UP TO NINE CLASSES IN THE DAY BECAUSE WE HAVE A 0. COURSES AND EIGHT.
COURSES, WE DO HAVE SOME STUDENTS TO TAKE FULL ADVANTAGE OF THE WHOLE NINE, SIOBHAN HE WAS TAKING NINE LAST YEAR.
IT IS A BIT OF A MISNOMER TO SAY THAT WE ARE ONLY OFFERING SEVEN PERIODS AND WERE ONLY OFFERING SIX.
BECAUSE IN THIS DISTRICT WE OFFER POST-SCHOOL DAY POST WORK.
DALE AND HER CONVERSATION THIS WARNING POINTED OUT THAT WE DO NOT OFFER A FULL SCHEDULE IN 0. OR EIGHT.
PARTICULARLY SOME OF THE SMALLER SCHOOLS IT'S HARDER TO STAFF THOSE KINDS OF THINGS. BUT ALSO WE WOULD HAVE THE CAPACITY OR EVERY STUDENT IN OUR DISTRICT TO TAKE THIS.
AND HAVE STAFF LIKE THAT WERE FUNDED LIKE THAT.
BUT WE DO HAVE SOME OPPORTUNITIES OUTSIDE OF THE SCHOOL. BECAUSE WE HAVE NEW BOARD MEMBERS AND STUDENTS YOU MAY NOT KNOW THIS BECAUSE YOU WOULD'VE BEEN A MIDDLE SCHOOL OR ELEMENTARY SCHOOL AT THE TIME AND PROBABLY WERE NOT PAYING ATTENTION TO THE SCHOOL BOARD MEETINGS, I'M GOING TO WALK THROUGH A LITTLE BIT OF THE HISTORY ON HOW WE GOT TO THIS PARTICULAR POINT, IN 2015 THERE WAS A TASK FORCE FORMED THAT WAS IN RESPONSE TO A CHANGE IN THE STATE CREDIT REQUIREMENTS MOVE FROM 22 CREDITS TO 24 CREDITS.
TO LOOK AT HOW WE WOULD ADAPT TO THAT TO A SCHOOL DISTRICT.
AS PART OF THAT WORK, SCHOOL START TIMES WERE ALSO CONSIDERED BY THE COMMITTEE. THE COMMITTEE WORKED FOR TWO YEARS AND ARRIVED AT A DECISION TO MAKE A RECOMMENDATION TO A SCHOOL DISTRICT TO SEVEN. DAY FROM HER PREVIOUS SIX.
DAY. TO DO THAT THEY'VE ADDED 20 MINUTES TO THE HIGH SCHOOL DAY DAY FROM HER PREVIOUS SIX.
, THERE WAS CONTRACT NEGOTIATIONS AS A PART OF THAT TO MAKE SOME CHANGES THERE WERE ALSO ADDITIONAL CHANGES IN CREDITS THAT WERE REQUIRED IN CORRESPONDED WITH THAT TIME,
[00:05:04]
FOUR YEARS OF ENGLISH AND MATH, THREE YEARS OF MATH, TWO YEARS OF SCIENCE, ALL THAT CHANGED IN THAT TIME TOO.THAT PLAN, THE IMPLEMENTATION NUMBER SEVEN.
MANDATORY PART OF THE SCHOOL THEY WENT INTO EFFECT IN 18 OR 19 SCHOOL YEAR. DOCTOR HOME AND IS CORRECT ETHIC IS BEEN FIVE YEARS. THERE WAS A WHOLE BUNCH OF FUN RIGHT IN THE MIDDLE OF THE FIVE YEARS WHEN THE PANDEMIC SHUT EVERYTHING DOWN AND WE REALLY ONLY HAD A YEAR AND TWO THIRDS OF THE SEVEN PERIOD DAY BEFORE THE PANDEMIC TIME.
NOW WE HAD TO YEAR SUBSEQUENT TO THAT.
INCLUDING THIS YEAR. LAST YEAR WE REFORMED A COMMITTEE TO LOOK AT START TIMES, HIGH SCHOOL START TIMES AT THE END AND IT WAS UNIQUE IN THAT THE PREVIOUS COMMITTEE WAS SPENDING A LOT OF TIME DURING RESEARCH AROUND WHETHER OR NOT, THE QUESTION WAS DO WE OR DON'T WE MOVE.
THAT WAS AT THE PERIMETER WE WERE GIVEN FROM THIS COMMITTEE, THE PERIMETER WE WERE GIVEN WAS FIGURE OUT HOW TO MOVE SCHOOL START TIMES 8:00 O'CLOCK OR NEEDED AND WE HAD A STUDY SESSION AROUND THAT LAST YEAR. LAST FALL AND GOT BOARD AND PUT IN IT WAS TO SET THE FINAL PARAMETER.
AND TO MOVE PRESCHOOL IN THE PREVIOUS ITERATION PRESCHOOL AS EXISTED OUTSIDE OF OUR TRANSPORTATION BUT WE NEEDED TO MOVE OUR PRESCHOOL LATER IN THE DAY, EARLIER IN THE DAY BECAUSE IT WAS MISSING PRESCHOOL IN THE REGION, THAT POCKETED THAT PROCESS BECAUSE IT MOVE THEM BACK INTO OUR TRANSPORTATION.
SO THAT DECISION WAS MADE JANUARY AND FEBRUARY TO MOVE THE SHIFT START TIMES AND THOSE ARE IMPLEMENTING THIS SCHOOL YEAR SO WE WILL START SCHOOL WITH A NUDE START TIME AND THE STUDENTS WILL START AT 8:30 A.M., THERE IS ANOTHER ONE THAT IS DIFFERENT.
MOST OF THAT WAS BASED ON TRANSPORTATION IN ORDER TO RUN THE BUSES, REPEAT RUN THE BUSES, A VERY COMPLEX SET OF CRITERIA.
THAT IS WHERE WE ARE TODAY ACCOMPLISHED WHAT HE 15 COMMITTEE SET OUT TO DO IN THE ROTATION OF START TIMES IS THIS YEAR. CONTINUED WORK TO DO AROUND THAT PARTICULARLY WITH MIDDLE SCHOOL AND BOARD MEETINGS IN DOCTOR HOME AND ANNOUNCED A DECISION IT SAID SOMETHING THAT WE KNOW THE WORK IS NOT DONE THERE. AND I THINK THE CIRCUMSTANCES CHANGE. AND THERE IS A WHOLE HOST OF CIRCUMSTANCES. , THESE WERE THE OPTIONS THAT THE COMMITTEE AND 2015, I DON'T KNOW IF IT WAS A TASK FORCE -- ONE OF THOSE. THESE WERE THE OPTIONS THAT THE COMMITTEE WRESTLED AND LOOKED AT HER CURRENT STATE, SIX.
DAY, FOUR BY FOUR BLOCK SCHEDULES, FOUR BY EIGHT BLOCK SCHEDULES, THEY LOOKED AT TRIMESTERS, THE SEVEN.
DAYS, THEY LOOKED AT SIX. WITH A SEVEN.
OPTION, THEY LANDED ON THE RECOMMENDATION FOR A SEVEN.
DAY IN THE INTERESTING COMPONENT OUR BARGAINING AGREEMENT WITH HER TEACHERS ASSOCIATION FITS IN A SIX OR SEVEN.
DAY IT WOULD BE PRETTY SUBSTANTIAL CHANGES IF WE WERE TO MOVE TO A DIFFERENT SCHEDULE, NOT TO MENTION CONSIDERABLE WORK AROUND WHAT IS THE DIFFERENCE BETWEEN TEACHING A TRADITIONAL 50 MINUTE. TWO BLOCK SCHEDULE SO THEY WOULD BE STRUCTURAL IMPLICATION TO THAT AS WELL.
MANY SCHOOL DISTRICTS, I WAS IN TWO PREVIOUS TO THIS THAT DID THE SAME WORK AND MOST OF THEM LOOK AT A SEVEN.
SEVEN PERIOD DAY. THE COST COULD BE PROHIBITED.
AND IF YOU COULD ACCUMULATE CREDITS WITHOUT A BUNCH OF COST INVOLVED IN OTHER DISTRICTS, SOME HAVE DONE FOUR BY FOUR BLOCKS. THE RATIONALE THAT I FOUND THE DOCUMENTATION, DISCIPLED STRAIGHT OUT OF THE PICTURE AND THE TEXT IS STRAIGHT OUT OF A DECEMBER 2017 BOARD PRESENTATION FROM THE COMMITTEE ON THE RATIONALE FOR MOVING TO THE SEVEN. DAY.
WHAT REALLY WAS THE RATIONALE THE OPPORTUNITY TO EXPLORE
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THROUGH ELECTIVES AND MORE OPPORTUNITY TO FOCUS THROUGH ALL OF THAT AND FIND THE CTE PATHWAY AND FOLLOW THAT THROUGH MORE OPTIONS WITH FEWER CONFLICTS WITH A CONVERSATION ABOUT THAT THIS MORNING IN THE CABIN AND WE BELIEVE THAT LEAVES MORE FLEXIBILITY WITHIN THE SCHEDULE. NOT SURE THAT WE REALIZE THAT IN TERMS OF FINDING FORCES IN THE SEQUENCE THAT I LIKE TO TAKE MATH IN THE MORNING, THERE'S NOT QUITE THAT FLEXIBLY.AND THEN THERE WAS CONVERSATION AROUND FINE ARTS, BAND, ORCHESTRA AND ENCOURAGED ENTICE KIDS TO STICK WITH THAT.
MY SON IS IN A DIFFERENT DISTRICT AND PLAYED IN THE BAND THROUGH MIDDLE SCHOOL, JAZZ BAND, HIGH SCHOOL THEY ARE A SIX. AND THEY DON'T HAVE A 0 PERIOD OR EIGHT PERIOD OPTION SO WE CONNECTED IN HIS SCHEDULE SO HE WAS NOT ABLE TO DO THAT. THE OTHER PART OF THAT WAS OPPORTUNITY FOR ENRICHMENT WE HAVE A HIGH INCIDENT OF KIDS, I CAN'T SPEAK TO IT YET BUT WE HAD AN EXAMPLE IN HER STUDENT REPRESENTATIVE LAST YEAR THAT TAKES MULTIPLE AP CLASSES, ON RICHMOND AND ONE AND THE CREDIT RETRIEVAL OF THE SCHOOL DAYS.
ONE OF THE CONCERNS WITH MOVING TO THE 20 FOR CREDIT FOR THIS DISTRICT IN MANY DISTRICTS WITH A SIX.
DAY THEY CAN ONLY ACCUMULATE 24 CREDITS.
IF YOU MAKE A MISTAKE AND HAVE AN OOPS AND ONE CLASS THAT PUT YOU OFF TRACK. THAT WAS A RATIONALE THAT WAS GIVEN IN 2017. WE HAVE DONE SOME PRELIMINARY WORK AROUND DIGGING INTO HER DATA SETS TO SEE WHAT THE STORY ACTUALLY IS IS A REVOLT IN TREVISO OF THE SEVEN PERIOD TO SEE IF SOME OF THESE ARE PLAYING OUT THE WAY THEY HAD HOPED AND WORKED. ONE CAVEAT, WILL LOOK AT DATA AND A LITTLE DEEPER WAY THERE ARE MANY VARIABLES THAT CONTRIBUTE TO WHAT COURSES STUDENTS TAKE, I DON'T THINK YOU CAN ATTRIBUTE ANY OF THE DATA SPECIFICALLY TO JUST SEVEN PERIOD. THERE IS A COMBINATION OF FACTORS THAT PLAY IN THE DATA CAN GIVE US A PICTURE OF WHAT IS OCCURRING BUT I WANT TO BE CAUTIOUS ABOUT SAYING SIX OR SEVEN PERIOD'S BECAUSE THIS, THAT MAY OR MAY NOT BE THE CASE.
THIS WAS SORT OF ENOUGH IRRATIONAL THIS IS FROM A BOARD PRESENTATION OF 2018. IN 2015, CREDITS REQUIRED 22, YOU 24 CREDIT OPPORTUNITIES, THERE WAS A BIT OF A CUSHION FOR ACCELERATION AND REMEDIATION AND EIGHT TOTAL SPOTS FOR ELECTIVES.
CLASSES OF 2016, 17 AND 18 WERE DIFFERENT BECAUSE THEY WERE DIFFERENT CREDITS THAT WENT INTO EFFECT.
THAT IS THE WAY TO SPOTS BECAUSE THEY WERE MANDATORY REQUIREMENTS FOR CREDITS. AND EVERYTHING ELSE STAYED THE SAME THERE WAS A 22 CREDIT REQUIREMENT AND IT WOULD FOR CREDIT OPPORTUNITY, JUST TO FEWER ELECTIVES BECAUSE IT WAS MORE -- 2019 WE BEGIN THE SEVEN. DAY, 24 CREDITS REQUIRED, 28 CREDIT OPPORTUNITIES AND ELECTIVES HELD STEADY AT FOUR FROM THE 2016, 2017, 2018. WE MOVED UP EIGHT TOTAL SPOTS FOR ELECTIVES AND OPPORTUNITIES FOR EXPLORATION.
THERE ARE SOME REQUIREMENTS THAT ARE ELECTIVES.
>> THANK YOU, THE THINKING AT THE TIME WAS IN THE CLASS OF 2015 AND PREVIOUS HAD A OPPORTUNITIES FOR ELECTIVES AND OPPORTUNITIES FOR EXPIRATION AND ACCELERATION IN A MEDIATION SO BY ADOPTING A 28 CREDIT FOR YOUR EXPERIENCE THAT ALLOWED STUDENTS TO GET BACK TO THE EIGHT TOTAL SPOTS FOR ELECTIVES AS OPPOSED TO THE SIX IN 2016 - 18 AND IF THEY WERE THE 28 CREDIT OPPORTUNITIES, THAT TOTAL WOULD HAVE BEEN FOR, IT WAS TRYING TO MAINTAIN SOME LEVEL OF CONSISTENCY OVER TIME SO STUDENTS HAD MORE CHOICE AND OPPORTUNITY IN THEIR SCHEDULES, THAT WAS THE THEORY GOING FORWARD.
>> THE ONE OTHER PIECE COMING OUT OF THIS I REMEMBER AS MANY OF THE SCHOOL DISTRICTS AROUND US WERE ALREADY AT SEVEN.
OR EIGHT. AS WELL, IF YOU LOOK NATIONWIDE
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THAT WAS THE SAME CASE AS WELL, THAT WAS ANOTHER COMPONENT THATPLAYED SO I THINK GOING FORWARD. >> AS I RECALL AND FROM MY PERSPECTIVE AT THE TIME, I WAS HOPING THE STRESS READY BEEN AS HIGH AS IT WAS THEN ON STUDENTS I WAS HOPING THE E IDEA OF HAVIG THE TWO EXTRA SPOTS LIKE INVOLVE ONE OF THE PIPE SO ALL THE SUDDEN THE PRESSURE WAS OFF. INSTEAD PARENTS AND STUDENTS DECIDED LET'S ADD MORE PRESSURE, LET'S ADD MORE AP CLASSES IN LET'S SEE IF WE CAN EXCEED WHATEVER IS REACHED, IT WAS IMPORTANT BECAUSE I THINK IT PUT MORE PRESSURE ON THE STUDENTS AND MY THING I LOVE THE IDEA, YOU SCREWED UP ONE SEMESTER AND ONE CLASS, CALM DOWN, IT IS OKAY.
UNFORTUNATELY JUST THE OPPOSITE. >> THERE IS CERTAINLY AN ELEMENT OF THAT THAT YOU WILL SEE SOME OF THE DATA SETS AS WELL.
A LITTLE MORE CONTEXT AS PART OF THE INITIAL EVALUATION WE WENT BACK AND LOOKED AT THE YEARS PRIOR TO THE IMPLEMENTATION OF THE SEVEN. DAY TO SEE WHAT KIND OF CREDITS ARE, THAT DOES NOT SOUND RIGHT. STUDENTS ACCUMULATED EVEN PRIOR TO THE CHANGE IN CREDIT, WHAT WE SAW ACROSS THE AVERAGE, THE AVERAGE STUDENT IN OUR DISTRICT FOR ACCUMULATING MORE THAN 24 CREDITS FOR THE SIX PERIOD DAY. THERE IS REASON FOR THAT, SOME OF THEM WE WILL TALK ABOUT WITH POLICY CONNECTIONS.
I WENT IN A LITTLE DEEPER THAN THAT AND I PULLED THIS OUT IN ONE OF THE BOARD PRESENTATIONS AND RE-CREATED IT, IT'S ODD TO CHRIS BECAUSE I KNOW HE LOVES PIE CHARTS, IT HELPS HIM.
IT'S A DONUT, TECHNICALLY NOT A PIE.
>> AND WE E-MAIL THIS TO CHRIS. >> I DID NOT WANT HIM TO THINK WE FORGOT HIM ALREADY. SO THIS BROKEN DOWN EVEN FURTHER TO ALL OF THE GRADUATING SENIORS IN 2015, 16 AND 17 AND PUT THEM ON THE POT AND SAID WHAT ARE THE CREDIT DISTRIBUTIONS FOR KIDS, WE HAD 18% OF LESS THAN 24 AND THE TIMEFRAME AND YOU CAN LOOK AROUND THE CIRCLE AND SEE THEY TOTAL THEM UP, 82% OF OUR KIDS WERE AT WORK OVER 24 CREDIT REQUIREMENT EVEN BEFORE WE GIVE THEM EXTRA OPPORTUNITIES. A GOOD PORTION OF KIDS WERE SIGNIFICANTLY OVER. WE'RE GOING TO DIG INTO THIS DATA SUBSEQUENT TO THE CHANGE, WE MIGHT SKIP THE PANDEMIC YEAR BUT WILL LOOK AT THE YEARS PRE-AND POST TO SEE IF THIS IS CONTINUED IN OUR KIDS. I GO BACK TO SHOW BONNIE, OUR KIDS ARE WELL IN EXCESS OF 24 CREDITS BECAUSE WE OFFER THOSE
WITH EIGHT PERIOD DAYS. >> DID YOU ALSO LOOK AT DEMOGRAPHICS OF WHO WAS COMPLETING WHICH OF THOSE?
>> I DON'T HAVE IT IN THIS BUT THAT'S SOMETHING THAT WE ARE LOOKING AT WITH THE DATA SET. I WILL SHARE SOME OF THAT WITH
YOU IN THE PRESENTATION. >> THAT WOULD BE MY QUESTION
FROM INEQUITIES AND POINT. >> DEFINITELY.
>> THESE ARE THE STUDENT THEMES, I USED A DIFFERENT WAY FROM THOUGHTS FROM STUDENTS WHEN WE ARE DOING SURVEY AT DIFFERENT TIMES. IT SHOWS UP IN A VARIETY OF WAYS, ONE OF THE COMMON THREADS THROUGH THESE WAS CONCERNED AROUND WHAT MARK WAS ALLUDING TO, THE STRESSORS THAT WE PUT ON OUR KIDS BASED ON THE NUMBER OF COURSES THEY'RE TAKING.
COUPLED WITH OUTSIDE SCHOOL RESPONSIBILITIES, JOBS, ACTIVITIES IN REAL CONCERN AROUND THE COMPRESSING OF THAT LIKE SHIFTING START TIMES LATER ALLOTTING BY THE STUDENTS.
YOU H MAYBE WHEN THE PUT THAT IN THE SURVEY.
I WANTED TO ACKNOWLEDGE IT BECAUSE THAT STIMULATED THIS CONVERSATION A LITTLE BIT LAST YEAR AS WE STARTED TO LOOK AT, WE SHIFTED NOW WE NEED TO THINK ABOUT WHAT THIS ACTUALLY MEAN OR STUDENTS IN WHAT IS EXPERIENCE ACROSS THE SCHOOL DAY.
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I SENT OUT RIGHT AT THE END OF SCHOOL AND REALLY GREAT TIMING I THINK IT WAS THREE OR FOUR DAYS BEFORE THE SENIORS WERE DONE, A QUICK SIX QUESTION SURVEY THAT WE WERE TRYING TO PROBE A LITTLE BIT OF HOW KIDS ARE FEELING ABOUT ACADEMIC WORKLOAD AND THEIR ABILITY TO MANAGE THAT AND IT REPRESENTS DATA I WILL SHARE NEXT AROUND OUR PANORAMA SURVEY AND SELF EFFICACY AND SELF PROGRESS. SO I PUT THE SURVEY OUT TO ALL SCHOOLS, I PULLED THE SMALLER ONES OUT OF IT BECAUSE THE IN WAS VERY SMALL AND RETURN I THINK EMERSON HAD 0 SO WE DID NOT WANT TO OUT THEM IN THE PRESENTATION OF WHAT I JUST DID.WHAT YOU SEE IN THIS, IS INTERESTING WHEN I LOOKED AT THE DATA I WAS LIKE 62%, WERE FEELING PRETTY GOOD ABOUT IT BUT WHEN JOHN LOOKED AT THE DATA HE SAID YEAH 62% BUT THE OTHER SIDE OF THE COIN IS 38% ARE NOT FEELING GREAT ABOUT ACADEMIC WORKLOAD AND BALANCING THAT REGULARLY OR MANAGING THAT REGULARLY THERE WAS A VARIABILITY BETWEEN SCHOOLS IT WAS A LITTLE SMALLER AT LAKE WASHINGTON, I DON'T WANT TO READ TOO MUCH INTO THIS BUT ONE OF THE THINGS THAT WE WANT TO DO REGARDLESS OF WHICH TWO PATHS THAT WE CHOOSE IS DO MORE DATA COLLECTION FOR STAKEHOLDERS VERY EARLY IN THE SCHOOL YEAR, THE STUDENT PERCEPTION THROUGH THE INTERGROUP THAT WE'VE ENGAGED THIS THROUGH IS THE PARENT COMMUNITY, WE DON'T HAVE A LOT OF DATA SPECIFIC TO THESE KIND OF QUESTIONS.
A REFERENCE THIS IN THE PREVIOUS LINE THAT WE HAD PANORAMA FOR HOW LONG NOW? SEVERAL YEARS, THERE'S A QUESTION THAT WE WERE HAVING CONVERSATION LAST YEAR AS WE STARTED TO SEE THE DATA COMING FROM STUDENTS AROUND THE WORKLOAD AND COMPRESSING AND POTENTIAL STRESS THAT WE WERE ADDING WAS THE QUESTION OF SELF EFFICACY IN ACHIEVING ACADEMIC OUTCOMES WERE ONE OF THE HIGHEST ACHIEVING SCHOOL DISTRICTS IN THE STATE, WE HAVE HIGH SCHOOLS THAT RANK NUMBER ONE IN THE STATE AND IN THE TOP 10 AND 20 AND SIMILAR TO THAT NATIONWIDE.
OUR KIDS ARE EXPRESSING THEY ARE NOT FEELING A SIGNIFICANT PORTION OR NOT FEELING LIKE THEY ARE SUCCESSFUL IN THE CONTEXT.
I THINK THAT PLAYS INTO THE CONVERSATION AS WE MOVE FURTHER INTO THIS. WHY IS THAT AND WATER MITIGATING STRATEGIES THAT WE CAN DEPLOY OUTSIDE OF WHAT WERE ALREADY DOING, WE WERE TALKING ABOUT IT TODAY AND I SHARE LATER ABOUT LAYER OF SECURITY IN RESPONSE TO CRISIS THAT WE HAVE IN THIS DISTRICT. IN MY EXPERIENCE IS SOMEWHAT UNIQUE AND A TREMENDOUS VALUE AND OTHERS WOULD ENVY.
THIS COUPLED WITH THE ONE QUESTION ILL-TIMED SURVEY AT THE END OF THE YEAR REALLY START TO RAISE MORE QUESTIONS ABOUT HOW OUR STUDENTS ARE REALLY PERCEIVING THAT THEY'RE GOING TO BE SUCCESSFUL IN OUR CURRENT STRUCTURES.
I DON'T WANT TO LEAVE DO WE HAVE TO CHANGE EVERYTHING AS A RESULT OF THAT BUT I WANT TO DIG DEEPER AND HAVE STUDENTS GIVE US MORE DATA AND MORE INFORMATION ABOUT THIS PERCEPTION.
>> THANK YOU MARK. GETTING A SENSE OF WHERE DOES THIS ACTUALLY PUT US IN THE CONTEXT OF NATIONWIDE AND WE WOULD BE RIGHT IN THE MEDIAN FOR THIS, THIS IS NOT A 57% HAPPENS TO BE MORE IN THE 90TH PERCENTILE AND ONCE IN A WHILE THAT IS TRUE BASED ON THE RESPONSES BUT THIS ONE WE WOULD
DEFINITELY BE IN THE MEDIAN. >> THE OTHER KEY IT DID NOT VERY MUCH BY GRADE LEVEL. IT IS NOT SKEWING BECAUSE 10TH GRADERS REALLY OVERWHELMED WITH THEIR WORKLOAD IT REMAINS FAIRLY CONSISTENT ACROSS THE SYSTEM. THIS IS GIVEN TO GRADES SIX THROUGH 12 AND THEN A SECOND PERSPECTIVE THAT I ONLY SENT TO
HIGH SCHOOL. >> I HAVE A QUESTION WHAT IS THE SIZE OF THE STUDENT POPULATION QUESTIONING.
>> OVER 9000 RESPONSES. >> I WOULD SAY ABOUT HALF OF THE
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KIDS. >> ONE OF THE THINGS THAT I ALLUDED TO EARLIER IN THE PRESENTATION AROUND LOOKING AT THE DATA AND THE CAUTIONS AROUND JUMPING TO CONCLUSIONS, OUR EXPLORATION OF THIS IS NOT ABOUT JUSTIFYING ONE WAY OR THE OTHER IT'S NOT ABOUT LOOKING FOR GOOD OR BAD WE ARE TRYING TO UNDERSTAND WHAT THE IMPACT AND IMPLICATIONS OF THAT WORK FOR STUDENTS ENTER SYSTEM. YOU ARE NOT GOING TO SEE ME ASK QUESTIONS LIKE DO YOU LIKE IT OR NOT LIKE IT YOU WILL SEE US ASK QUESTIONS, HOW DO YOU MANAGER WORKLOAD, MORE AROUND THE EXPERIENCE IN LESS AROUND LET'S VOTE TO MAKE A DECISION THAT W WAY. THIS IS REALLY WHAT WERE DIGGING INTO IN TERMS OF DATA STORIES AND TIM CREEK HAS PARTNERED WITH ME ON THIS SO WE CAN BRING THIS TO WHATEVER COMMITTEE WE PULL TOGETHER EARLY IN THE YEAR AND SHARE THAT WITH HIM FIRST, WHAT ARE THE IMPLICATIONS OF WHAT WE SEEN WITH THE DATA WHAT ARE WE NOT SEEN WITH THE DATA INWARD WE NOT HAVE GOOD DATA SENSE AT ALL TO ASK AND ANSWER QUESTIONS WHICH COULD HAVE IMPLICATIONS MOVING FORWARD. I WANT TO KNOW WHAT CHANGES OCCURRED AND I WANT TO KNOW WHAT OPPORTUNITIES THAT WE SET OUT TO ACCOMPLISH OR ACCOMPLISH, I ALSO WANT TO KNOW WHAT HAPPENED THAT WE DIDN'T INTEND TO OCCUR I DON'T THINK ANY OF US WOULD SAY I WANT TO PILE MORE STRESS ON MY TEENAGE BRAIN IS HER DEVELOPING AND FUNCTIONING, THAT'S REALLY UNHEALTHY FOR KIDS.
IN REALLY REGARDLESS, MOVING FORWARD IF WE MAKE A CHANGE WHAT WOULD WE NEED TO DO TO MITIGATE SO WE DON'T WIND UP RIGHT BACK IN A SIMILAR SITUATION BOTH INTENTIONAL AND UNINTENTIONAL.
AS AN EXAMPLE MAYBE WE ARE ABLE TO EXTEND MORE OPPORTUNITIES TO 0 OR EIGHT. MAYBE THAT'S ALL WE, MAYBE FROM AN INSTRUCTIONAL STANDPOINT LIKE THE IDEA TO MOVING TO BLOCK SCHEDULE. THIS WAS DATA THAT I ASKED TIM TO COMPILE DURING THE SCHOOL START TIME BECAUSE THOSE TWO THINGS WERE ORIGINALLY COUPLED AND WE WERE TRYING TO UNDERSTAND WHAT INFLUENCES OUR IN THE CAUTION, WE CAN'T REALLY JUMP TO THE CONCLUSION BUT THIS DOES GIVE THE INFORMATION TO ASK MORE QUESTIONS. WE LOOK TO STUDENTS AND KIDS NINE THROUGH 11 THAT WERE TAKING AT LEAST ONE MUSIC COURSE TO FIND THE NUS IN THE COURSE CODE AND THAT IS CONSISTENT WITH PRE-AND POST AND IT ENCOMPASSES WITH ORCHESTRA AND OTHERS THINGS THAT CONTRIBUTE ACQUIRE ANOTHER STEP.
THIS IS THE PERCENTAGE OF THE COHORT IN THE THREE YEARS PRIOR TO LAST YOU WHICH IS DATA WE WILL ADD TO THIS THAT WERE TAKING AT LEAST ONE MUSIC COURSE THERE IS VARIABILITY BETWEEN THE SCHOOLS AT LEAST COMPREHENSIVE HIGH SCHOOL SAME THING THEY POLL THE SMALLER SCHOOLS OUT BECAUSE A LOT OF THE PROGRAMMING IS REALLY DRIVEN BY THE NATURE OF THE CHOICE PROGRAM OR CHOICE SCHOOL, MARK, DO YOU HAVE A QUESTION.
>> MORE THAN IRONIC TO ME IT'S ONE THAT ACCELERATED MUSIC CLASSES, THAT'S UNFORTUNATE IT'S A MIXED MESSAGE WITH THE STUDENTS AND THE PARENTS AND ANOTHER REASON WHY WE HAD TO DO IT AND UNDERSTAND IT BUT IT IS A DAMN SHAME, ALL OF A SUDDEN.
>> YOU TO BE INTERESTING TO SEE THE DATA FOR THE 22 - 23 LOOKS
LIKE. >> IT WILL BE INTERESTING, WHEN I MET WITH TIM AND WE HAD A CONVERSATION HOW DO WE LOOK AT SOME OF THESE ISSUES IT'S REALLY TOUGH AND THE DATA GETS SO UNBELIEVABLY CUMBERSOME TO LOOK EVERY SINGLE COURSE AND WE MAY TAKE THINGS AND LOOK AT THE IMPACT ON A COUPLE OF BAND CLASSES THAT ARE CONSISTENT ACROSS THE COMPREHENSIVE PLACE AND WHAT HAPPENED OVER THE COURSE OF THE FIVE YEAR PERIOD OR WHAT HAPPENED IN SPECIFIC AP COURSE WORK THAT EXISTED PRE-AND
[00:30:04]
POST AND WHAT THE SPREAD OF AP IS, THIS IS ANOTHER DATA SET THAT WE COMPILED FROM LAST YEAR THIS WAS 11 STUDENTS TAKING ONE AP COURSE, YOU CAN SEE THE BREAKDOWN OF PERCENTAGES OF THE 11TH GRADERS TAKING THESE AP COURSES AT A CONFERENCE OF HIGH SCHOOLS. THE DISTRICT LINE, I ASKED HIM SO I COULD CONFIRM THIS I DID NOT KNOW IF IT WAS AN AVERAGE OF THE PERCENTAGES DOWN THE PAGE THAT CONCLUDED THE CHOICE IN SMALLER SCHOOLS IT IS THE TOTAL STUDENTS IN THE PERCENTAGE OF THE TOTAL STUDENTS, IT IS EVERYBODY INCLUDED IN THAT SOTHE CHOICE SCHOOLS ARE IN THAT. >> THIS IS IF THEY TOOK ONE AP COURSE IN GRADE 11 THEY ARE TAKING ONE AP COURSE.
>> I THINK THAT THEY WERE TAKING ONE AND GRADE 11, THAT IS ANOTHER QUESTION THAT WILL BE INTERESTING TO SEE WHERE THEY ARE ACCUMULATING THOSE CREDITS. WE DID THE SAME THING FOR GRADE 12 WE WANTED TO SEE WHAT PERCENTAGE OF KIDS AND SENIORS ARE TAKING AT LEAST ONE AP COURSE.
IT WAS A LITTLE DIFFERENT BUT NOT DRAMATIC.
>> AS YOU LOOK AT THESE, I JUST THINK KOVIC, THAT'S AT 21 - 22 TIMEFRAME AND IT KEEPS SHIFTING AND INTERESTING WAYS AND I ASSUME THERE'S A PLAYER AS TO PEOPLE'S READINESS THAT THEY FELT IN ORDER TO DO SO WERE OTHER REASONS IN WHICH THAT
PLAYED. >> WE TOOK 19, 20 OUT OF THE EQUATION ALTOGETHER. BUT THERE ARE SOME IN 2021, THERE ARE IMPLICATIONS COMING OUT OF THE PANDEMIC THAT WILL BE INTERESTING TO SEE WHAT PLAYS OUT IN THE DATA SET FROM THE YEAR THAT WE JUST COMPLETED. AS PART OF THE CONVERSATION WITH TIM THESE ARE SOME OF THE QUESTIONS THAT WE GENERATED RELATED TO THE OTHER ASPECTS THAT WE ARE INVESTIGATING NOW AND EXTENDING OF WHAT HAS ACTUALLY HAPPENED AS A RESULT OF THE CHANGE THAT OCCURRED IN 18 AND 19 WE WENT TO LOOK AT A NUMBER OF STUDENTS THAT ARE TAKING LESS THAN SEVEN PERIODS AND THERE IS RATIONALE FOR THAT WE RECEIVE DIFFERENT FUNDING LEVELS FOR STUDENTS FULL-TIME EQUIVALENT SEVEN.
WE GET ONE POINT NO. FOR SIX WE GET A VERY SMALL REDUCTION, I THINK IT'S FOR HUNDREDS, NOT MUCH BUT WHEN YOU GO FIVE OR LOWER IT STARTS TO DROP OFF PRECIPITOUSLY.
WE WANT TO LOOK IN OUR DISTRICT WHAT PERCENTAGE OF STUDENTS ARE LEAVING MIDDLE SCHOOL HAVING ALREADY ACCUMULATED CREDITS AND WE LOOKED AT POLICY IMPLI IMPLICATIONS, WE BELIEVE YOU CAN MOVE SEVENTH-GRADE COURSEWORK INTO YOUR HIGH SCHOOL TRANSCRIPT, ALGEBRA, GEOMETRY AT EIGHTH GRADE, MATH YOU CAN ENCOMPASS A COUPLE OF CREDITS THAT WAY.
IN OE 11 WE TALKED ABOUT ONE OF OUR BENCHMARKS AT FIFTH-GRADE MATH AND LOOKING AT ACCESS AND OPPORTUNITY WITH ALGEBRA SO JEN TALKED ABOUT WORK THAT IS HAPPENING MIDDLE SCHOOL MATH TEACHERS TO REMOVE THE GATE FOR KIDS BEING ABLE TO TAKE ALGEBRA AS AN EIGHTH GRADER, THERE WAS ANOTHER CHANGE THAT OCCURRED LAST YEAR OR THE YEAR BEFORE. WE USED TO HAVE TO REQUEST FOR THE CREDITS TO MOVE ON TO YOUR TRANSCRIPT NOW THEY AUTOMATICALLY DO IT AND YOU HAVE TO REQUEST FOR THEM NOT TO SO IF YOU DID NOT GET A GREAT GRADE IN ALGEBRA AS A SEVENTH OR EIGHTH GRADER AND YOU WANT TO START AGAIN GPA WISE NINTH-GRADE YOU DON'T HAVE TO MOVE THAT CREDIT FORWARD IF YOU DON'T WANT TO THERE IS A DEADLINE, YOU GET NO GRADES WHAT DOES NOT IMPACT YOUR GPA. COURSES PRE-AND POST CHANGE, WHAT ARE WE ACTUALLY OFFERING AT A 0 AND EIGHT.
WE KNOW THERE'S VARIABILITY IN THAT AND THIS COULD BE AN OPPORTUNITY REGARDLESS OF WHAT PATH WE WALKED ON FOR THE OVERALL PROJECT TO LOOK AT THAT MORE HOLISTICALLY ACROSS THE DISTRICT AROUND STUDENT EXPERIENCE SO THERE IS MORE CONSISTENCY AND OPPORTUNITIES. WE ALSO WANT TO LOOK AP COURSEWORK, ONE OF THE THINGS WAS TO EXPAND THE OPPORTUNITY, HOW WE HAD ANY CHANGE IN THE SPREAD OF ANY COURSEWORK.
AP STATS, WHAT IS THE ONE THAT FLORIDA BAND, AP PSYCHOLOGY, DO
[00:35:05]
WE HAVE THOSE COURSES AND HAVE EXPANDED OVER THE COURSE OF THIS TIMEFRAME? BECAUSE WE HAVE A BROADER SCHEDULE. IT'S CALLED VARSITY ATHLETICS.AND THEN I WANT BETTER DATA ON WHAT KIDS ARE ACTUALLY TAKING NOT JUST ONE BUT I THINK WE HAVE MANY CONSIDER TAKING WELL IN EXCESS OF ONE AND LOOK AT THE DISTRIBUTION OF THAT AS WELL PRE-AND POST. AND ONE OF THE THINGS THAT WE SAID WE WANTED TO SEVEN PERIOD DAY TO BUILD CREDIT WITHIN THE SCHOOL DAY AND THERE IS VARIABILITY THERE TWEEN SCHOOLS ON HOW THAT'S OCCURRING IN A COUPLE OF DIFFERENT WAYS YOU CAN BUILD CREDIT RETRIEVAL PROGRAMS ONE IS TO RETAIN THE COURSE LIKE ACTUALLY A SECTION OF THAT COURSE AND RETAKE IT.
THERE IS CREDIT RETRIEVAL PERIODS WITHIN THE SCHOOL DAY FOR SOME SCHOOLS AND IN MY CONVERSATION WITH TIM.
HE SEES MORE OFTEN THAT KIDS THAT HAVE A D OR AND F GRADE THAT TEACHERS WILL LOOK AT WHAT SPECIFIC SKILLS WERE NOT MASTERED IN THEY WILL WORK AROUND THE SPECIFIC SKILLS IN THE GRADE WILL BE AMENDED AS THAT.
JOHN TOLD ME NOT TO SAY THIS BUT I'M GOING TO SAY ANYWAY, THERE IS A NEW GRAD PATHWAY AROUND LEARNING AND POLICY IMPLICATIONS AS OUR SCHOOL DISTRICT IN LOOKING HOW DO WE SYSTEMATIZE THAT ACROSS DISTRIBUTION AS W WELL.
HE DID NOT REALLY TELL ME NOT TO SAY IT BUT HE SAID YOU WOULD BE INTERESTED. AND THEN THERE WAS SOME QUESTIONS AROUND CTE COURSEWORK, THAT'S CAN BE HARD TO TEASE OUT PRIMARILY BECAUSE THE PROGRAMMING HAS EVOLVED OVER THE LAST COUPLE OF YEARS AS WE LOOK AT THAT.
THAT MAY BE ONE WHERE WE TAKE PRE-AND POST SPECIFIC COURSES AND LOOK AT THE CHANGES COUPLED WITH HOW WE REALLY BROADEN OPPORTUNITIES, THERE IS THINGS PHYSICAL MEETINGS AROUND SITE 29 IN CONVERSATIONS AS WE BUILD THE BUILDING HOW DOES IT SUPPORT OR SUSTAIN THE PROGRAM, SOMETIMES YOU CAN DO THAT IN SCHOOLS AND SOMETIMES YOU CAN'T. BECAUSE THE FACILITY ITSELF.
>> BEFORE YOU MOVE ON YOU OR TALK ABOUT LOOKING AT PRE-AND POST IN TERMS OF HOW MANY CLASSES STUDENTS ARE ELECTING TO TAKE FOR AP I'M CURIOUS NOW WE ALSO INCREASED OR DECREASED AVAILABILITY OF AP COURSES AS WE WENT FROM A SIX PERIOD DATE TO A SEVEN PERIOD DAY. IS THAT BEING TAKEN INTO
CONSIDERATION. >> THAT'S ONE OF MY QUESTIONS AND LOWER LEFT-HAND BOX. IF THEY HAVE WHAT ARE THEY AND
WAS ACCESS. >> HOW DO YOU DISCERN THE IMPACT OF HAVING ADDITIONAL COURSES AVAILABLE.
I WILL BE INTERESTED TO SEE YOUR CONCLUSIONS.
>> JUST GETTING TO THE UNDERLYING COMPLEXITY OF THIS, THERE IS A COST OF RUNNING A SEVEN PERIOD MANDATORY DAY AND THE COST HAS CHANGED OVER TIME, CURRENTLY THE ADDITIONAL STAFFING IS REQUIRED TO RUN THAT MANY SECTIONS IN HIGH SCHOOL, BARBARA DID THE WORK TO CALCULATE ITS AROUND 57 FTE FULL-TIME TEACHERS. WE BUDGET AROUND 140,000, THAT IS NOT ALL SALARY, THAT'S BENEFITS AND EVERYTHING ELSE THAT GETS LUMPED IN AND THAT'S OUR COST, AROUND $8 MILLION ANNUALLY RUNNING THE SEVEN PERIOD DAY THAT'S NOT FUNDED BY THE STATE IT COMES OUT OF LEVY DOLLARS AND AS WE'VE GOTTEN INTO THIS PLACE WE'VE HAD SOME DECLINING ENROLLMENT, WE'VE HAD SOME INCREASED COST, WE'VE HAD INCREASING COST, WERE HAVING TO MAKE SOME DECISIONS AROUND PRIORITIES AS WE MOVE FORWARD BECAUSE WE HAVE GOT TO BRING EXPENDITURE IN ALIGNMENT, WE CANNOT CONTINUE TO SPEND DOWN OUR SAVINGS BECAUSE AT SOME POINT THAT SAVINGS IS GONE AND THEN YOU HAVE A REAL PROBLEM OF
[00:40:01]
OVERRATING CONDITIONS AND THAT WOULD NOT MEET THE BOARD POLICIES AROUND FISCAL RESPONSIBILITY.WHEN WE STARTED THIS IN 2015, THE COST PER FTE WAS DIFFERENT.
WE HAVE GROWN ABOUT A THOUSAND KIDS AND SAID TIMEFRAME.
THAT I DON'T ANTICIPATE WILL CONTINUE TO GROW FOREVER BECAUSE USING THE ENROLLMENT PROTECTION AS WELL BUT OUR COST ARE OUTPACING THE INFLATION SO ACCOUNTING FOR INFLATION WE ARE STILL EXCEEDING OUR ABILITY TO SUSTAIN.
>> ONE OF THE FIRST FEW SLIDES SET A 20 MINUTE INCREASE IN THE DAY WITH A SEVEN. DAY VERSUS SIX.
AND THINK ABOUT COST AND THE COST PER FTE, BY MAKING THAT CHANGE WE WERE ASKING HER EDUCATORS TO WORK IN ADDITIONAL 20 MINUTES A DAY, AM I RIGHT? PRESUMABLY THAT IS BAKED IN WHEN WE BARGAINED THAT IS BAKED IN A HIGHER PER FTE COST.
>> IT WOULD BE BAKED IN. >> THAT IS IN THE FAR RIGHT-HAND COLUMN, THE $105,000 AVERAGE FTE COST THE EXTRA TIME IS BUILT INTO THEIR. AND THAT IS NOT JUST FOR HIGH SCHOOL EDUCATORS, THAT IS FOR ALL EDUCATORS.
>> BARBARA PULLED THIS OUT. >> A QUICK QUESTION OF THE EIGHT CLASSES WE ARE OFFERING, DO WE KNOW WHICH OF THE MOST COST INTENSIVE, I WOULD ASSUME THE THINGS REQUIRED, I DON'T KNOW
I'M JUST GUESSING. >> THAT IS A QUESTION I DON'T OTHER WE ACCOUNTED FOR THAT THAT IS SOMETHING WE CONSUME THE
RESEARCH. >> GOES BACK TO THE STRESS LEVEL
THE KIDS ARE MAKING. >> THAT'S A GOOD QUESTION, BARBARA, I DON'T EVEN KNOW HOW, IT'S ACCOUNTED FOR SOMEWHERE.
SUPPLIES, BUDGETS SPIVAK IS REALLY THE MATERIALS RELATED TO EACH COURSE AND EVEN OUR NON- MP COURSES HAVE DIFFERENT MATERIAL REQUIREMENTS THEN SOME REGULAR AP.
>> I WAS TO GET ABOUT THE LAB EQUIPMENT AND SO FORTH IN THE SOCIAL STUDY TYPE. AGAIN WE HAVE BOARD MEMBERS AND NEW STUDENTS, AT LEAST THE STUDENTS, SOME OF THE NEW BOARD MEMBERS I DID SEE HERE PREVIOUSLY FOR BUDGET CONVERSATIONS BUT JUST TO BRING EVERYONE TO THE SAME PAGE, OUR BUDGET OUTLOOK, THE FOUR-YEAR PROTECTION GIVEN TO THE BOARD ON JUNE 20 AND WHAT IT SHOWS THIS COMING SCHOOL YEAR THE BOTTOM OF THE LEFT-HAND 23 - 24 YEAR, WE'VE MADE $4.8 MILLION IN ADJUSTMENTS ON THIS COMING YEAR'S BUDGET ALREADY.
WE DID THAT AND A VARIETY OF WAYS AND WE PUSH THE COST INTO LEVY FOR EMPLOYEES AND IT WAS FINE TO USE LEVY DOLLARS TO COVER THIS COST. WE MOVE SOME SOFTWARE COST THAT WE WERE PREVIOUSLY PAYING OUT OF GENERAL FUND INTO OUR WEB SIT SEE FEES WHICH IS A SUBSTANTIAL AMOUNT OF MONEY EVERY YEAR FOR THE STUDENT INFORMATION SYSTEM TO LEVY.
>> SCOTT, CAN I CLARIFY THE TECHNOLOGY LEVY IS DIFFERENT.
>> THE CAPITAL TECHNOLOGY LEVY. >> NOT THE EP, WHAT WE CALL IN
>> THE EPA. >> NOW I LOST MY TRAIN OF THOUGHT AND WE MADE OTHER REDUCTIONS, SOME TUITION.
THAT WAS A POSITION WE FELT WE COULD MOVE FORWARD WITHOUT.
THAT HASN'T LOCATIONS, WE ARE PLANNING TO USE $7 MILLION GIVE OR TAKE BECAUSE IT CHANGES BASED ON A VARIETY OF FACTORS AS WE
[00:45:02]
CLOSE OUT THE BUDGET FROM LAST YEAR END AS WE GET NEW COST OR UNFUNDED COST THAT ARE PASSED DOWN TO US FROM THE STATE.INSURANCE COST IS AN EXAMPLE SOMETIMES A LOT HIGHER THAN WE ANTICIPATED OR BUDGETED FOR, THINGS LIKE THAT, ENROLLMENT, PROJECTIONS UNTIL WE ACTUALLY SEE THE KIDS IN OUR SCHOOLS WE CANNOT COUNT ON THOSE NUMBERS, BARBARA DILIGENTLY WATCHES ENROLLMENT AND WE ARE TRENDING A LITTLE LOWER THAN WE ANTICIPATED PARTICULARLY IN CAN A, AGAIN KINDERGARTNERS CAN SHOW UP IN AUGUST AND WE WOULD BE EXCEEDING OUR NUMBER, UNTIL YOU SEE THE KIDS IT'S HARD TO KNOW WE HAVE PLANNED CONTINUED USE OF FUND BALANCE TO THE NEXT TWO SCHOOL YEARS WHICH IS SHOWN IN THE PLAN USE OF FUND BALANCE. ALSO ASSUMED THAT WERE MAKING CONTINUED BUDGET ADJUSTMENTS, ON TOP OF THE 4.8 IN ADJUSTMENTS WE MADE THIS YEAR WE HAVE ANOTHER $6 MILLION TO FIND IN THE BUDGET THIS YEAR LEADING INTO 2014 AND 25 AN ADDITIONAL 5 MILLION FOLLOWING TO GET OUR REVENUE BACK IN ALIGNMENT WITH OUR SPENDERS. YOU WILL SEE THE FUND BALANCE IS STILL THERE TO MEET THE BOARD PERIMETER AROUND FISCAL RESPONSIBILITY FOR A VARIETY OF REASONS THE SCHOOL DISTRICT HAS A BALANCE LIKE THAT. HAD WE NOT HAD A SUBSTANTIAL FUND BALANCE GOING INTO THE PANDEMIC IT WOULD'VE BEEN A VERY DIFFERENT OUTLOOK FOR OUR STUDENTS AND STAFF AND IT WAS AS A RESULT OF THAT. THAT ACCUMULATION CORRESPONDED WITH THE TIME OF UNBRIDLED GROWTH WHERE WE WERE GROWING FOUR, FIVE, 600 KIDS A YEAR. WE ARE NOT IN THAT SAME SITUATION ANYMORE, THE OTHER THING THAT THE FUND BALANCE CONTRIBUTES TO HIS BOND RATING AND YOU WANT TO BUY BOND RATING BECAUSE IT'S AN ADVANTAGE FOR TAXPAYERS AND IF WE CAN AND PASSION A CONSTRUCTION BOND THE BOND RATING SETS INTEREST-RATE AND SAVE REAL DOLLARS FOR YOU COMMUNITY MOVING FORWARD.
THE ASSUMPTION THIS YEAR WE ARE FINDING 6 MILLION IN CUTS OR ADJUSTMENTS IN OUR BUDGET AND ANOTHER 5 MILLION THE FOLLOWING YEAR FOR A TOTAL OF 11 AND THAT IS ARRANGE, 11 MILLION IS HER CURRENT ESTIMATE AND WILL MEET TALK ABOUT OUR RANGE IT COULD BE ALL OF A SUDDEN A BUNCH OF KIDS SHOW UP AND WE DON'T HAVE QUITE A BIG HOLE OR LESS KIDS SHOW UP AND WE HAVE A BIGGER HOLE.
>> HISTORICALLY HAVEN'T WE HAD MORE KIDS, IN OCTOBER THAN AUGUST IT SEEMS LIKE EVERY YEAR IT MAY NOT BE SUBSTANTIAL MISSING LIKE A COUPLE HUNDRED MOST YEARS.
>> HISTORICALLY ARE PROJECTIONS, WE TRY TO LIVE ON THE CONSERVATIVE SIDE AND MORE KIDS SHOW UP.
WE WERE LESS CONSERVATIVE THIS TIME WITH KIN KINDERGARTEN.
WE ARE CLOSE, WE'LL HAVE TO SEE WHERE THEY ARE.
>> AND OUR DATA SET POST PANDEMIC HAS BEEN HARDER TO PREDICT THINNER DATA SET PRE-PANDEMIC BECAUSE WE ARE NOT EXPECTING, NOR IS ANY DISTRICT EXPERIENCING, PRE-AND POST-LOOKS VERY DIFFERENT FOR SCHOOL DISTRICTS.
>> IF YOU CAN GO BACK ONE SLIDE AND THERE IS ANOTHER SHIFT IN LANGUAGE THAT I'VE BEEN USING, WE NEED TO REDUCE OUR EXPENSES $6 MILLION FOR THE 24 - 25 BUDGET WE NEED TO REDUCE OUR EXPENDITURES BY $5 MILLION FOR THE 24 - 26 BUDGET THAT'S A REAL ACTION THAT WE HAVE TO TAKE, WHETHER IT'S ADJUSTING OR SHIFTING TO PAY FOR THINGS OUT OF A DIFFERENT BUDGET, WHETHER IT'S ACTUALLY MAKING A REDUCTION PROGRAM.
AT THE END OF THE DAY WE HAVE TO REDUCE OUR EXPENSES BY 11 MILLION OVER THE NEXT TWO YEARS, THAT IS THE REAL ACTION WE HAVE TO TAKE. THAT LEADS TO THE POLICY
CONNECTIONS. >> AND I SAY ONE MORE THING.
>> ON THIS SLIDE, IN REFERENCE TO WHAT DOCTOR HOMAN JUST SAID, YOU CANNOT TAP THE SAME WELL TWICE.
SO WE'VE DONE A LOT OF THE WORK THAT WE CAN MOVE EXPENDITURE OUT OF GENERAL FUND INTO CAPITAL LEVY, TECHNOLOGY LEVY, YOU CANNOT DO THAT AGAIN BECAUSE THERE ISN'T -- WEIRD MADE
[00:50:01]
DECISIONS ABOUT THINGS WERE NOT GOING TO DO TO BE ABLE TO SUSTAIN THE OTHER THINGS, YOU ARE MAKING CUTS SOMEWHERE IN THERE IS NOT A LOT OF CAPACITY OR ANY CAPACITY LEFT TO TAPTHAT. >> AS WE THINK ABOUT THE POLICY CONNECTION FOR THE BOARD IT REALLY DOES LIE WITH WHAT IS THE BOARD'S ROLE IN THIS WORK AND IT'S REALLY TO ENSURE THAT THE BOARD'S POLICIES WHICH OF THE BOARD STATED VALUES ARE UPHELD THROUGH THIS PROCESS, I START WITH OE FIVE AND I COULD GO THROUGH ALL OF THE BOARD POLICIES RELATED TO THIS WORK BECAUSE OF HOW BROAD IT IS BUT I JUST PULLED OUT TWO OF THE BOARD POLICIES, FISCAL PLANNING AND REALLY THE SUPERINTENDENT SHALL DEVELOP AND PRESENT A MULTIYEAR FINANCIAL PLAN THAT IS RELATED DIRECTLY TO THE BOARD'S RESULTS PRIORITIES AND OPERATIONAL EXPECTATIONS GOALS THAT AVOID LONG-TERM PHYSICAL JEOPARDY TO THE DISTRICT. SO THE BOARD EXPECTS ON ANNUAL BASIS THAT I'M COMING TO YOU WITH A PLAN THAT PROVIDES FOR THE LONG-TERM FISCAL LIABILITY OF THE DISTRICT.
THE VALUE THAT THE BOARD HAS STATED IS AN EXPECTATION THAT THE BOARD HAS, THIS DISTRICT HAS A LONG HISTORY OF DOING THAT IN DOING THAT WELL. I PULLED OUT OE 5.5 BECAUSE IT'S AROUND FISCAL SOUNDNESS IN IT SAYS IT ASSURES FISCAL SOUNDNESS IN FUTURE YEARS THAT INCLUDE PROVISION FOR REASONABLE CONTINGENCY. SO THE BOARD EXPECTS THAT THE PLAN THAT IS BROUGHT FORWARD ACTUALLY HAS SOME CONSIDERATIONS AND LATITUDE FOR THE CONTINGENCIES THAT SCOTT SPOKE TO. ON ONE SIDE OF THE TENSION IS A FISCAL IMPLICATIONS AND ON THE OTHER SIDE OF THE IMPLICATIONS THE OTHER SIDE OF THE TENSION IS THE INSTRUCTIONAL PROGRAM SO I'M NOT GOING TO READ THROUGH ALL OF THESE BUT THE BOARD EXPECTS THAT WE HAVE INSTRUCTIONAL PROGRAM FOR STUDENTS THAT PROVIDES RIGOR AND RELEVANCE. OPPORTUNITIES FOR STUDENTS TO THRIVE WITHIN OUR SCHOOL SYSTEMS THAT ARE ABLE TO IDENTIFY INTEREST AND FOLLOW THEIR PASSIONS, THAT THEY ARE PREPARED FOR POST SECONDARY EDUCATION. THE BOARD EXPECTS BOTH OF THESE THINGS AND BOTH ARE REASONABLE FOR THE BOARD TO EXPECT IN THIS IN LIES THE TENSION, HOW DO WE ACCOMPLISH BOTH OF THESE THINGS, RIGHT NOW WERE TALKING ABOUT HER HIGH SCHOOL PROGRAM BUT IT REALLY IS AS WE THINK OF THE OVERALL BUDGET WORK, BOTH OF THE TWO THINGS HAVE TO BE HELD TOGETHER, YOU CANNOT JUST HOLD ONE AND NOT CONSIDER THE OTHER, YOU HAVE TO CONSIDER BOTH OF THESE AND WE REALLY HAVE TO CONSIDER THE WHOLE SET OF BOARD POLICIES AS WERE WORKING THROUGH ALL OF THESE TYPES OF COMMITTEE WORK, STAKEHOLDER ENGAGEMENT BECAUSE IT ISN'T JUST ABOUT ONE OF THESE PIECES IS NOT JUST ABOUT THE PHYSICAL ELEMENT BUT IT'S ALSO NOT JUST ABOUT THE INSTRUCTIONAL PROGRAM IT IS ABOUT BOTH AT THE SAME TIME AND HOW DO WE WALK THROUGH THIS TO ENSURE WE ARE ACTUALLY MEETING THE BOARD'S VALUES, EXPECTATIONS INTERCOMMUNITY'S EXPECTATIONS FOR THEIR CHILDREN'S EDUCATION PROGRAM. SCOTT YOU ADDED THE NEXT SLIDE.
>> BARBARA VERY NICELY COMPILED A LIST OF ITEMS.
>> IF YOU GO TO THE NEXT SLIDE IT IS THERE, I WILL SPEAK TO THAT. I AM BRINGING THIS FOR NOT SAYING HERE I THINK THAT WE ARE DOING BUT AS WE THINK ABOUT OUR OVERALL BUDGET WORK WE ACTUALLY HAVE TO IDENTIFY PROGRAMS AND SERVICES THAT ARE FUNDED THROUGH, ALL USE THE BIG BUCKET OF DISCRETIONARY DOLLARS, IT COULD BE LEVY FUNDED, DISCRETIONARY DOLLARS, WE DO HAVE SOME DISCRETIONARY DOLLARS FROM THE STATE BUT IT HAS TO BE DISCRETIONARY AND NOT REQUIRED SPENDING SO WE CAN'T TAKE SPECIAL EDUCATION DOLLARS AND PAY FOR LET'S SAY SAFETY AND SECURITY.
WE ARE REQUIRED TO SPEND SPECIAL EDUCATION DOLLARS IN SPECIAL EDUCATION AND MUCH OF OUR BUDGET IS THAT WAY.
AS YOU THINK ABOUT $11 MILLION DELTA BETWEEN WHERE WE ARE NOW IN THE BALANCED-BUDGET MEANING REVENUES AND EXPENDITURES ARE IN ALIGNMENT, THERE IS ONLY SO MANY PLACES WHERE WE CAN IDENTIFY THAT LEVEL OF RESOURCE. THIS ISN'T A LIST TO SAY THESE ARE THE THINGS THAT WERE THINK ABOUT, I BROUGHT THIS JUST AS A REMINDER THAT THERE ARE PROGRAMS AND SERVICES OF WHICH I
[00:55:04]
ARTICULATE THE VALUE AND BENEFIT OF EVERY SINGLE ONE OF THESE THINGS ON THIS LIST JUST AS I ARTICULATE THE BENEFIT AND VALUE OF THE SEVEN. DAY.AS WE WALKED THROUGH THESE PROCESSES IT IS ABOUT THE THING IN THE BENEFIT AND IT'S ALSO HOW DO WE FIND THE TENSION IN THE BALANCE TO FIND THE NEXT RIGHT PHASE FOR WASHINGTON SCHOOL DISTRICT BECAUSE IS GOING HAVE TO BE CHANGES IT'S IDENTIFYING THE BEST WAY TO MOVE FORWARD CONSIDERING A VARIETY OF DIFFERENT ASPECTS ONE OF THE THINGS WE TALKED ABOUT TODAY HOW DO WE ENSURE THROUGH ALL OF THESE PROCESSES THAT WE HAVE DIVERSE VOICES? THINKING ABOUT AND ACTUALLY PARTICIPATING ON A COMMITTEE AND STAKEHOLDER ENGAGEMENT GROUPS BECAUSE IF THAT WE 14 AND THE COMMITMENT TO EQUITY IS SUCH THAT WE REALLY DO NEED DIFFERENT VOICES THAT A BIT AT THE TABLE FOR MANY, MANY YEARS, AGAIN THESE ARE JUST EXAMPLES JUST TO ILLUSTRATE. IT'S NOT TO SAY ANY ONE OF THESE THINGS IS BEING CONSIDERED BUT AS YOU CAN SEE PROGRAMS AND SERVICES THAT PROVIDED GREAT BENEFIT AND TO REACH THE 11 MILLION-DOLLAR MARK THAT IS REQUIRED WILL TAKE SOME CREATIVE WORK IN PROBLEM SOLVING WITH STAFF, COMMUNITY AND WITH THE
BOARD. >> A PIGGY BANK THAT WE REFER TO AS REAL ESTATE ARE WE REACHING THE PIGGY BANK TO BE EXPOSED OF
IF YOU WILL. >> I THINK IT'S A QUESTION CAN YOU USE THE PROCEEDS OF THE SALE OF PROPERTY TO PAY FOR SOME OF THESE AND I BELIEVE THE ANSWER IS TECHNICALLY YES, YOU CAN BUT IT IS SIMILAR TO THE FUND BALANCE RIGHT NOW.
IT IS ONE-TIME DOLLARS SO IT GOES AWAY OVER TIME IN THE PROPERTY THAT WE WOULD HAVE AVAILABLE UNFORTUNATELY IS NOT AS VALUABLE PROBABLY AS WOULD BE NEEDED.
>> PROPERTY SALES HAVE TO BE RETAINED IN WE WOULD HAVE HAVE A LEGISLATIVE CHANGE IN ORDER TO USE THOSE DOLLARS FOR GENERAL FUND. YOU CAN LEASE THINGS IN PROPERTY AND BUILDING AND THAT MONEY CAN BE DEPOSITED INTO THE GENERAL FUND. ANYWAY, THERE IS DIFFERENT RULES
DEPENDING ON. >> LEGISLATIVELY TO BE QUITE FRANK WE CAN COME UP WITH THE LANGUAGE.
>> SCOTT YOU WANT ME TO SPEAK TO THE NEXT ONE AS WELL AS I THOUGHT ABOUT THE CHARGE THAT I'M HANDING TO YOU, HERE IS THE TWO PATHWAYS THAT WE ARE CONSIDERING RIGHT NOW, TONIGHT IS NOT ABOUT SAYING WHAT PATHWAY WE ARE GOING DOWN BUT IT IS THE REALITY THAT WE HAVE BUDGET WORK TO DO AND WE WANT TO RETHINK AND CONSIDER OUR HIGH SCHOOL DAY BECAUSE WE KNOW THE SEVEN PERIOD DAY CHANGE AND WE KNOW COVID CHANGED THINGS SO THERE IS A NUMBER OF VARIABLES THAT HAVE LED TO CHANGE.
REALLY THE TWO PATHWAYS ONE IS TO ALIGN OUR HIGH SCHOOL DAY WITH PHYSICAL PARAMETERS AND WHAT THAT EXACTLY MEANS, IT MEANS WE WOULD HAVE TO DO SOME ADJUSTMENTS TO THE HIGH SCHOOL DAY TO REDUCE FTE AND REDUCES STAFFING LEVELS IN OUR HIGH SCHOOL THERE IS SOME WAYS TO DO THAT WITHIN OUR CURRENT STRUCTURE BUT THAT WOULD BE THE WORK OF THE COMMITTEE.
IT WOULD BE SIMILAR TO THE SCHOOL START TIME CHARGE OF.
HERE'S YOUR EXPECTATION SCOTT AND COMMITTEE, FIGURE OUT HOW TO FIT WITHIN THIS PARAMETER WERE PUT ALL OPTIONS BACK ON THE TABLE TO RECONSIDER THE HIGH SCHOOL DAY AND THERE IS IMPLICATIONS FOR BOTH OF THESE. I THINK THE NEXT SET OF SLIDES ARE ABOUT WALKING TO THE IMPLICATIONS.
>> I THINK ABOUT THE HIGH SCHOOL DAYS OF PHYSICAL PERIMETER AND MITIGATING IMPACT, WHAT WAS THE IMPACT MOVING TO SEVEN PERIOD DAY, GOING TO SIX AND HOW DID IT CREATE MITIGATION STRATEGIES,
[01:00:03]
ONLINE EVEN TALK ABOUT THIS LAST YEAR WE ARE SPENDING NEXT WE MAY NOT RECOUP ALL OF X THERE MAY BE SOME OPPORTUNITY TO CREATE MITIGATION USING SOME OF THE FUNDING THAT WE WOULD OTHERWISE HAVE, THE OTHER ONE IS MUCH MORE THOROUGH AND LONGER PROCESS BECAUSE YOU GOING TO GO BACK TO RESEARCHING AND RINK INVENTING AND I'LL TALK ABOUT THE PROS AND CONS OF BOTH OF THEM.SO THERE ARE COMPONENTS REGARDLESS THAT NEED TO BE CONSIDERED IN THE WORKS AROUND EQUITY AND ACCESS TO STUDENT WELLNESS TO RETRIEVE A QUESTION, WE CANNOT -- THIS 18% OF OUR KIDS THAT PRIOR TO THE CHANGE WEREN'T ACCUMULATED ENOUGH CREDITS AND WE DON'T KNOW THE DISTRIBUTION AND IF THEY WERE ACCUMULATING IN THE OTHER THE RIGHT CREDIT, THERE'S WORK TO BE DONE AROUND THAT AND THERE'S WORK TO BE DONE BECAUSE THERE'S A SIGNIFICANT PORTION IN THIS DISTRICT AND I EXPECT THIS EXTENSION OPPORTUNITIES, HOW DO WE CREATE OPPORTUNITIES FOR THAT WITH WHATEVER WE WIND UP DOING, IT DOESN'T MATTER IF WE CONSOLIDATE TO A SHORTER OR LESS.
OR COMPLETELY DIFFERENT DIRECTION YOU HAVE TO ACCOMMODATE REGARDLESS. WE NEED TO LOOK AT POLICIES RELATED TO CREDIT TRANSFER AND ASSURE OR ENSURE WHEN KIDS ARE COMING TO US WE ARE DOING EVERYTHING THAT WE CAN TO ACCEPT THE CREDITS AT THEIR BRINGING TO US TO FIND THE EQUIVALENCIES WITHIN OUR SYSTEM SO THAT WE ARE NOT STARTING KIDS AT A DEFICIT WHEN THEY MOVE INTO A DISTRICT AS A PERSON WHO MOVED HERE MY SENIOR YEAR OF HIGH SCHOOL AND SAT IN WASHINGTON STATE HISTORY BACK THEN, A SENIOR WITH ALL OF THE SOPHOMORES IN MR. CASSIDY'S
CLASS. >> IT IS ALSO FOR CURRENT STUDENTS ASKING TO TAKE OUTSIDE COURSEWORK TO TRANSFER IN AND RIGHT NOW OUR POLICY ALLOWS FOR STUDENTS TO DO THREE CREDITS OF OUTSIDE COURSEWORK TO TRANSFER N.
>> POLICY WORK REGARDLESS OF WHICH DIRECTION WE GO THERE ARE CONTRACTUAL OBLIGATIONS, OUR CONTRACT IS BUILT AROUND A CERTAIN STRUCTURE SO IF WE GO IN A DIFFERENT STRUCTURE AND EVEN PAST PRACTICE HAS ESTABLISHED WERE WORKING IN A CERTAIN WAY NOW THAT THERE WILL BE CERTAIN CONVERSATIONS OF HOW WE MOVE FORWARD IN EITHER CASE, THIS IS THE UNDERLYING IN THE ONGOING COST OF THE SUSTAINABILITY AND SITUATION IS DIFFERENT THAT IT WAS IN 2016 WHEN IT BEGAN. HOW DO WE ENSURE THAT WERE NOT MAKING DECISIONS WITH THE THREE OR FIVE YEAR SET OF LEGS BECAUSE WE HAVEN'T LOOKED OUT FAR ENOUGH WHERE WE REALLY UNDERSTOOD OR ACCEPTED THE EXPENSE OF HER OVERALL PRIORITIES WHICH TOUCHES BACK ON THE TENSION OF OUR VALUES AS A BOARD BUT WE WANT FISCAL RESPONSIBILITY AND WE WANT A LOT OF OPTIONS FOR KIDS AND THOSE TWO THINGS ARE INTENTION OF EACH OTHER.
AND THE COMMITTEE STRUCTURE WOULD NOT LOOK DIFFERENT.
HE'S INTERESTED IN DOING IT MIGHT BE DIFFERENT BUT THE MAKEUP OF THE COMMITTEE ONE THING THAT WE LEARNED TO THE START TIME COMMITTEE WE TRIED TO HAVE STUDENTS BUT WE DID NOT GET ANY THAT WAS A MISTAKE SO WE'RE GOING TO NEED SOME HELP.
WE HAD SOME TEACHERS INITIALLY SIGN UP BUT WE CANNOT SUSTAIN THAT, WE NEED TO HAVE MORE STAFF INVOLVEMENT.
HIGH SCHOOL ADMINISTRATORS ARE GOING TO HAVE TO BE INVOLVED FROM THE VERY START REGARDLESS OF WHICH WAY WE GO.
AND ALSO A LITTLE BIT MORE ABOUT THAT LATER.
AND WE WANT TO CREATE OPPORTUNITY FOR COMMUNITY ENGAGEMENT THAT ISN'T IS NECESSARILY APPARENT.
AND AN EMPLOYEE OF THE SCHOOL DISTRICT HOW DO WE DO OUTREACH OF PTA COUNCILS AND SOME OF THE OTHER COMMUNITY ORGANIZATIONS THAT HAVE CONNECTIONS IN OUR COMMUNITY PARTICULARLY TO HELP US UNDERSTAND LOCATIONS FOR FAMILIES WHO MAY NOT BE OR HAVE THE ABILITY TO BE ENGAGED OR LOOK FOR WAYS TO BE ENGAGED AS OTHERS DO. WE WANT A BROADER SECTION OF STAKEHOLDERS INVOLVEMENT, ONE THING THAT I DO THINK THAT WE
[01:05:05]
DID WELL ON THE START TIME, IT WAS VERY HARD WHEN WE GOT TO THE END OF THE START TIME TO SAY WE FORM PEOPLE ALONG THE PATH BECAUSE WE HAVE A LOT OF UNIVERSAL, I HEARD A LITTLE CHUCKLE OVER HERE, EVERYTHING WAS PUBLIC, ALL OF OUR MEETING MINUTES WERE PUBLIC, ALL OF THAT APPROACH NEEDS TO CONTINUE MOVING FORWARD IN A ROPED THEM INTO HELPING FACILITATE AS NONVOTING MEMBERS TO WORK TOGETHER TO FACILITATE AND WORK WITH OUTSIDE FACILITATOR TO MAKE SURE THAT WE ARE PROVIDING INFORMATION BUT NOT TRAINED TO SWAY OR GIVE THE ANSWER TO THE COMMITTEE. ONE OF THE QUESTIONS THAT WE HAD THAT WE TALKED ABOUT, FRIDAY MORNING THERE IS A SEGMENT OF OUR POPULATION THAT TAKES ADVANTAGE OF THE OPPORTUNITIES TO ACCUMULATE ADVANCED CREDITS IN THE PERCEPTION IS THAT THAT POSITION YOU DIFFERENTLY IN TERMS OF THE SHEER NUMBER OF CREDITS IN PARTICULAR WHEN YOU'RE MAKING A COLLEGE APPLICATION. THERE IS SOME TRUTH TO THAT BEEN ON THE WAY THAT WE THINK, COLLEGE ADMISSIONS IN WASHINGTON WHEN I DID A LITTLE EXTRA RESEARCH WITH CONVERSATIONS, THEY HAVE TO LEVEL THE PLAYING FIELD BECAUSE WHAT WERE ABLE TO OFFER OF URBAN SCHOOL DISTRICT IS VERY DIFFERENT THAN THE RURAL SCHOOL DISTRICT IN EASTERN WASHINGTON SO WHAT WERE REALLY LOOKING FOR IN TERMS OF COLLEGE ADMISSION DID STUDENTS TAKE ADVANTAGE OF THE ADVANCED OPPORTUNITIES IN ACCELERATED OPPORTUNITIES IN THE MORE RIGOROUS COURSEWORK THAT WAS AVAILABLE TO THEM. SIX OR SEVEN OR EIGHT OR NINE IS REALLY NOT THE QUESTION THE QUESTION IS DID I SIGN UP FOR THE KINDS OF CLASSES THAT WERE AVAILABLE TO ME WITHIN THE CONTEXT OF WHAT WAS AVAILABLE TO ME WHICH IS A DIFFERENT QUESTION AND WORK THAT WE NEED TO DO AND THERE IS A COMMUNICATING THAT AS WE MOVE FORWARD NOT THAT I DON'T DISAGREE WITH THAT STATEMENT BUT I WOULD SAY THERE'S ALSO THE CONSIDERATION THAT YOU GET COLLEGE CREDIT FOR THE AP COURSES, IT'S NOT NECESSARILY ONLY ABOUT THE RIGOR FOR ADMISSION TO COLLEGE IT'S ONCE YOU GET INTO WHATEVER COLLEGE YOU GET INTO AND IT CAN AFFECT THE COST OF COLLEGE AND THAT NEEDS TO BE TAKEN INTO CONSIDERATION WHEN MAKING THE DECISION.>> COUPLED WITH THE COLLEGE AND HIGH SCHOOL MOTHER OPPORTUNITIES
AND KIDS AS WELL. >> I LOVE THIS PICTURE I DON'T KNOW THAT THEY MEANT IT TO BE PURPLE I THINK IT'S A FORENSICS CLASS. WE HAD SOME CONVERSATION, IF WE LOOK AT THE FIRST SORT OF OPTION AROUND THE SCOPE OF WORK AND ALIGN OUR HIGH SCHOOL DAY WITH OUR PHYSICAL REALITY IN THEIR BUDGET, WHAT ARE SOME OF THE BENEFITS AND CHALLENGES OF THAT AND PART OF WHAT WE WANT TO DO IN OUR INITIAL DATA COLLECTION AND A HUNDRED OR SO YEARS OF EXPERIENCE OF EDUCATION IN THE ROOM BUT IT'S NOT REPRESENTATIVE FULLY OVERSTAY: IN ONE OF THE FIRST STEPS WH VERSES WHICH DIRECTION AND COLLECT MORE DATA AND BENEFITS AROUND THIS IF YOU QUICKLY REALIZE A FINANCIAL ALIGNMENT IN A MORE ITERATING PROCESS ON THE MITIGATION STRATEGY WAS START TIMES, THE START TIME WORK WITH AND INTO OTHER RESEARCH AND WHETHER WE SHOULD OR NOT AND WE WOULD TAKE
[01:10:03]
TIME TO RESEARCH AND SYNTHESIZE, WE SPENT OUR TIME LOOKING AT WHAT OUR OPTIONS TO DO THIS AND HOW DO WE BUILD UPON, PLANNING FOR THAT WOULD BEGIN IMMED IMMEDIATELY, BECAUSE COURSE OF ACTION, COURSE, ALL OF THAT NEEDS TO BE DONE COMFORTABLY THE HIGH SCHOOL AND BEYOND PLANS IN A CREDIT WILL BE DIFFERENT IN THE COMMUNICATION PART OF WHAT THEY DO YOU ARE SIGNALING SOME OF THE WORK AS WELL, THE TYPE SCOPE OF WORK ALLOWS FOR TIGHTER TIMELINE AND PRODUCING PRODUCT, WE WOULD BE TRYING TO DO SOME INNOVATIVE PRACTICE WITH SOME EXISTING STRUCTURES, THERE IS PROS AND CONS WITH THAT ALSO. WE WOULD IMMEDIATELY AND WILL PROBABLY DO THIS REGARDLESS WE DIDN'T DUDE ON THE OTHER ONE BUT WE PROBABLY SHOULD'VE LOOK OUTSIDE WORK OF COURSE CREDIT AND REVISIT OUR POLICIES AROUND THE AND SEE WHAT FLEXIBILITY WE CAN CREATE AND SIRI, THIS IS FOR YOU, AND THE STATE WERE BUT MOSTLY YOU. , BECAUSE THE WORK IS STARTING UP OF HOW WE CREATE THE MASTER LEARNING PATHWAY IN THIS DISTRICT THAT IS A DISTRICT RESPONSIBILITY.THIS COULD BE ALIGNED AS THOSE ARE SORT OF HAPPENING, CHALLENGES, ONE OF THE ONES I WORRY ABOUT I HAVE A SENSE OF WHAT MANY TEACHERS AND MANY MINISTERS FEEL ABOUT SIX AND SEVEN PERIOD DAY, I HAVE LESS OF THAT AROUND STUDENTS AND PARENTS SO THERE IS SOME CHALLENGES ASSOCIATED WITH BRINGING PEOPLE ALONG IN THE PROCESS. WHICH IS ALSO CAPTURED IN THE SECOND BULLET, SOCIALIZING PROCESS INDECISION AT THE SAME TIME IS COMPLEX AND IT WOULD NEED TO BE DONE DELICATELY AND WELL. I THINK THERE IS A CHALLENGE IN REVERSING PRIOR DECISION TO THE PREVIOUS BOARD AND PREVIOUS DECISION, PREVIOUS SET OF CIRCUMSTANCES BUT THAT DOESN'T ALWAYS FEEL GOOD IN THE COMMUNITY TO SAY THAT WE JUST DID THIS FOR FIVE YEARS AGO AND NOW ARE DOING SOMETHING DIFFERENT OR ROLLING BACK. WERE MAKING UP SUBSTANTIAL CHANGE IN SEPTEMBER WITH START TIMES, THE PROXIMITY TO THAT WOULD BE ANOTHER BIG CHANGE AT LEAST FOR THE HIGH SCHOOL FOR EACH STUDENT. THOSE ARE BENEFITS AND
CHALLENGES. >> I WANT A QUICK CLARIFICATION TO MAKE SURE I'M UNDERSTANDING THIS.
IF I'M FOLLOWING THIS, YOU ARE SAYING BASICALLY THIS WILL BE MOVING BACK TO SIX. DAY AND HOW DO YOU MITIGATE THAT WITH THE PROCESS FOR THIS COMMITTEE TO DO SO.
IS THAT FAIR? >> A NICE SUMMARY.
>> I WANT TO MAKE SURE THAT IS CLEAR THAT THAT IS WHAT WAS GOING ON THAT THERE WAS A DISCUSSION AND THERE WASN'T A TAKE THAT I WAS HEARING OF GOING TO SIX.
DAY, ANOTHER IS AN OPTION BUT THIS ONE BLENDS ITSELF DOWN TO THE PAST DUE TO THE TIMEFRAME IN THE FISCAL.
>> ANOTHER WAY TO SAY MOVING FROM A REQUIRED SEVEN.
SCHEDULE TWO REQUIRED SIX. SCHEDULE.
>> YES, THAT WOULD BE THE PERIMETER GOING INTO THIS.
>> CORRECT. >> I'M NOT GOING TO SPEND A LOT OF TIME BECAUSE THE TEXT IS REALLY SMALL BUT I WAS THINKING ABOUT IN TERMS OF A SWOT ANALYSIS AND TRYING TO UNDERSTAND BETTER WHERE SOME OF THE RISKS AND THREATS, THAT SUCH AN AGGRESSIVE WORD BUT THE THREATS AND THIS IS SOMETHING WE CAN HAVE CONVERSATION WITH COMMITTEE AROUND AND THESE ARE THINGS I WOULD LIKE TO ENGAGE STUDENTS IN COMMUNITY AND REPRESENTING PERSPECTIVES THAT ARE OUTSIDE OF AN EMPLOYEE AND EDUCATOR. I JUST WANT THAT AS A WAY THAT WERE THINKING ABOUT THE PROJECT DESIGN.
>> I TOLD THE CABINET THIS MORNING I WANTED A WAY TO WORK THIS BECAUSE I LOVE THIS LITTLE GUY, THIS LITTLE ROBOT.
[01:15:02]
I PULLED THIS QUOTE TO ILLUSTRATE THE POINT OF WHAT YOU SAID IT'S A MUCH TIGHTER SCOPE OF WORK, THE WORK IS AROUND MITIGATING AND CREATING OPPORTUNITIES WITH THE MITIGATIONS IT IS NOT AROUND DEBATE OF WHAT SCHEDULED WE SHOULD MOVE FORWARD WITH IN THE PARALLEL WORK AND START RIGHT AWAY AROUND GETTING HER COUNSELORS ENGAGED IN INTERVALS OF WHAT IS A MASTER SCHEDULING LOOK LIKE AND HOW DO WE CREATE THE COURSE CATALOG AND COURSE SECTIONS AND ALL OF THAT LEADING INTO NOVEMBER SO WE ARE NOT PUSHING REGISTRATION AND CONSOLIDATING THE PRINCIPLES AND COUNSELORS THAT THE TEACHERS HAVE TO SCHEDULE FOR THE FOLLOWING YEAR, THEY REALLY ISN'T FLEXIBILITY AND WE CANNOT PUSH THAT INTO THE SPRING.SIMILAR WHAT WE TALKED ABOUT, THERE IS LOGISTICAL STUFF THAT HAS TO HAPPEN AND WE CANNOT DO THAT WE PUSHED IT TOO FAR.
>> THE OTHER PIECE AND MAYBE YOU CAN SPEAK TO IT OR HAVE ME SHARE WHAT I'M THINKING. , WE ARE PROPOSING A ONE-YEAR TIMELINE FOR THIS IMMEDIATE WORK THERE IS ALSO LONGER-TERM WORK AS YOU TALKED ABOUT INNOVATING WITHIN THIS CONTEXT MASTERY-BASED LEARNING, A PIECE THAT I TALKED ABOUT HIS ONLINE LEARNING AND WHAT DOES THAT LOOK LIKE, IF YOU WANT TO TALK ABOUT I THANK YOU CALLED ITERATING, IF YOU WANT TO SPEAK TO WHAT THAT LOOKS LIKE OVER THE NEXT FEW YEARS IN THIS MODEL.
>> I WAS GOING TO TALK ABOUT IT WHEN WE GET TO THE OTHER MODEL.
MUCH OF THE WORK THAT OCCURS WITH THE SCHEDULING WILL CONTINUE. IT'S JUST ON A DIFFERENT TIMELINE, DOCTOR HOMAN IS CORRECT, AS WE BUILD MASTERY-BASED LEARNING WHAT MIGHT THAT MEAN FOR KIDS AND EXPLAINS IN THEIR SCHOOL DAY AS WE COULD'VE FIRST BECOME A SECOND. , THREE.
THERE IS A LOT OF ENERGY IN EASTERN WASHINGTON PARTICULAR AROUND ALTERNATIVE SCHEDULING A FOUR-DAY SCHOOL WEEK THAT HASN'T DEVELOPED ENOUGH OR DISTRICT ARE SIZED TO REALLY ENGAGE WITH IT BUT THERE ARE SYSTEMS WERE DOING THAT ACROSS THE COUNTRY, LARGE ONES. AS A FLUX ABILITY STARTS TO CREATE AN POLICY OF THE STATE LEVEL, HOW MIGHT WE ENGAGE WITH AT WORK MOVING FORWARD IN INNOVATING OUTSIDE OF THE CURRENT STRUCTURES. I THINK IN MY OPINION THERE IS WORK THAT IS DONE NOW TO ALIGN OUR REVENUE AND EXPENDITURE AND THERE IS ONGOING WORK NOT QUITE AS TIME INTENSITY OR TIME CRITICAL THAT CAN CONTINUE TO TAKE SOME ADVANTAGE FOR THE OPPORTUNITY THAT I THINK OPTION PRESENTS.
THIS IS A VERY ROUGH TIMELINE BUT I LOOKED AT HOW DO WE SET OURSELVES UP FOR SPRING OR FALL 20 FOR IMPLEMENTATION OF AN ALIGNED SCHEDULE, THERE IS WORK THAT NEEDS TO HAPPEN VERY SOON IN SEPTEMBER THAT IS A STAKEHOLDER ENGAGEMENT IN GATHERING AND I WANT THE COMMITTEE TO HAVE SOME ROLE IN DEVELOPING THOSE QUESTIONS IT'S NOT JUST MY PERSPECTIVE THAT'S INVOLVED IN THAT IN THE SIXTH QUESTION WAS MATT AND ICE HELP, AND PULLING MATT IN AND START THE COMMITTEE OFF WITH LOOKING AT IN DEPTH OF ANALYSIS THAT TIM WAS WORKING ON THE COURSE DISTRIBUTION WE CAN DO THAT. WHEN WE GET INTO OCTOBER THERE IS A BRANCH AND WE PUT IT AFTER AND IT WAS ORIGINALLY OCTOBER 1 AND THAT DID NOT MAKE SENSE AND OCTOBER FIT TO LOOK AT THE COMMUNITY ENGAGEMENT DATA, WE WOULD NEED TO MAKE A DECISION BY OCTOBER 6, WERE EITHER MOVING FORWARD WITH THE SCHEDULE CHANGE FOR NEXT YEAR OR WERE GOING DOWN THIS OTHER PATH BECAUSE WE
[01:20:07]
CANNOT MOVE INTO NOVEMBER WITHOUT KNOWING HOW TO BUILD THE COURSE CATALOG, IT HAS TO BE DONE.>> I THINK OTHER APPLICATION ON THE BUDGET SIDE IF THE BRANCH GOES TO THE LONGER PATHWAY THAN THE APPLICATION THAT ANOTHER BUDGETARY DECISIONS THAT MAY BE MADE THIS YEAR, IF IT'S GOING DOWN OPTION A DOWN TO ALIGN WITH THE BUDGET, THAT RELIEVES SOME OF THE DECISION PRESSURE ON THAT, THAT IS THE OTHER PIECE IS NOT JUST ABOUT THE IMPLICATION BUT ALSO AN APPLICATION FOR OTHER DECISIONS THAT NEED TO BE MADE RELATED TO THE BUDGET FOR
THIS YEAR. >> IT ALSO GIVES US ADDITIONAL THOUGHTFUL TIME LOOKING INTO THE FALL ON THE BUDGET ADJUSTMENTS THAT ARE COMING. SHOULD ONE GIVE SOME OPPORTUNITY IN THAT REGARD AROUND THE FISCAL THAT IS WHY THAT IS IN RED THE LATEST WE CAN PUSH THAT DECISION BY DOCTOR HOMAN FOR THE INFORMATION AND THE SKILL OF NOVEMBER AND PUSH IT TO NOVEMBER GETTING INTO DECEMBER AND JANUARY MARK?
>> GOING BACK ON MY CALCULATION, I UNDERSTAND COMMUNICATION COMES IN IN NOVEMBER, I FOUND IT EASIER TO IMPLEMENT CHANGE IN COMMUNICATION CHARTS IF NOT IN SYNC WITH THE DECISION OR PRE-DECISION TO START SOFTENING BEFORE THE LANDING HITS.
THE IDEA THAT YOU DISCUSS SOME OF THE OPTIONS THAT ARE OUT THERE IN SUGGESTING BUDGET IMPLICATIONS, SO FORTH, THAT WAY THERE'S UNDERSTANDING BEFORE YOU GET TO THE TOUGH FOOTING AND WHAT IT MEANS TO FOLKS AND YOU AT LEAST TRY TO PUT THOSE IDEAS IN YOUR HEAD TO START MOWING OVER INTO TRYING TO DIRECT THEIR THOUGHTS IN THE MANNER THAT WILL BE THE MOST PRODUCTIVE, YOU SUGGESTED AND I HATE TO PUT ANY MORE PRESSURE ON COMMUNICATION STAFF, THERE IS MORE PRESSURE TO BE QUITE FRANK AND ACCOMPLISH WITH WHAT YOU WANT TO COMMUNICATION WISE BY STARTING
LATE. >> I WAS NOT INTENDING TO SAY THAT WERE STARTING THAT, THAT IS THINKING ABOUT THE IMPLEMENTATION GET UP COMMUNICATION.
>> WE WOULD NOT KNOW YET BUT IT'S A VERY FAIR POINT TO SAY THAT THE FIRST OPPORTUNITY TO HAVE THE CONVERSATION STARTED TONIGHT, AFTER TONIGHT THIS IS ALL PUBLIC.
SO THE CONVERSATION STARTS TONIGHT AND HOW WE MOVE FORWARD WITH COMMUNICATING ALL OF THAT IS IMPORTANT AND NOT CAPTURED ON
A SUPERHIGH LEVEL. >> I WAS GOING TO ADD ALTHOUGH I AGREE EARLIER COMMITTED KITCHEN TENDS TO BE BETTER IT LOOKS LIKE IT COULD POSSIBLY BE ANY EARLIER THAN THIS BECAUSE YOU ARE ENGAGING WITH STAKEHOLDERS IN THE COMMUNITY TO MAKE A DECISION NOT TO DO THIS, YOU CANNOT PREDETERMINE WHAT THAT DECISION IS GOING TO BE IF YOU REALLY TAKEN THE ADVICE AND THE OPINION
OF STAKEHOLDERS. >> WHAT YOU'RE DOING AND THAT TIMEFRAME IS STARTING TO DISCUSS THE ISSUES THAT THEY'RE LOOKING AT TO THE PUBLIC AND ALL THE STAKEHOLDERS UNDERSTAND THOSE ISSUES. THAT'S WITH YOU DOING NOW, THIS
CONVERSATION. >> WERE DOING ON A ONE HOUR BASIS, I'M SAYING YOU START THE CONVERSATION THE SEPTEMBER, OCTOBER TIMEFRAME, WHEN YOU HIT THE MAGIC OCTOBER 5 I GUESS IT IS, YOU VIRTUALLY EVERYTHING IN PLACE YOU STARTING TO HIT THE GROUND RUNNING AT THAT POINT. IF YOU WAIT 30 DAYS.
WE HAVE A BAD REPUTATION FOR COMMUNICATION.
THIS IS A CHANCE FOR US TO DO IT RIGHT AND FOR US TO DO IT
TRADITIONALLY. >> OCTOBER 5 OR SIXTH DATE IS A
GO, NO GO, GO, NO GO. >> AS I THOUGHT ABOUT THIS, WE WANT HIGH PARTICIPATION IN SURVEYING AND THINGS LIKE THAT,
[01:25:05]
FOR ME IS BUILDING CONTEXT FOR PEOPLE SUCH THAT THEY FEEL AN URGENCY TO PARTICIPATE, AND IT'S HOW DO WE DO THAT AND HOW DO WE DO THINGS LIKE THAT IN HONORING THE PROCESS WE ACTUALLY HAVE WORK THAT WERE DOING AND WERE ACTUALLY MAKING A DECISION, WERE NOT PREEMPTED AND GOING THROUGH PROCESS.>> HELPS WITH THE RECRUITING PROCESS AND SETTING EXPECTATIONS AND MANAGEMENT EXPECTATIONS PERHAPS.
YOU CAN EITHER PLAN OR DETOURS OR YOU CAN PLAN TO TAKE A PATHWAY SINCE DETOURS ARE MINIMIZED.
>> ONE OF THE THINGS THAT WERE DOING IS THINKING ABOUT HOW DO WE DO OUTREACH RECRUITMENT WHATEVER THE RIGHT WORD IS FOR ALL THE VARIOUS COMMITTEES AND TASK FORCE THAT WE HAVE MOVING FORWARD, SOME WILL BE STANDING COMMITTEES AND BUDGET COMMITTEE AND FACILITIES, ADVISORY COMMITTEE OR INCLUSION COMMITTEE, THESE ARE TO BE STANDING COMMITTEES THAT WILL ALWAYS BE CYCLING YEAR-OVER-YEAR WHERE IS OUR STRATEGIC PLAN TASK FORCE, THAT IS A POINT IN TIME IN THIS YEAR, THE HIGH SCHOOL DAY WORK WHAT DO WE SAY A 5 - 6 YOUR COMMITMENT, IT IS A FEW YEARS TO COMMIT TO PARTICIPATE IN THIS, WERE GOING OUT TO THE COMMUNITY AND I THINK THE NUMBER WAS 205 UNIQUE PARTICIPANTS IN ALL OF THESE COMMITTEES AND TASK FORCE PROCESSES THAT WERE GET TO BE SEEKING FROM INTERNAL AND EXTERNAL INDIVIDUALS PRODUCE PROVIDING CONTEXT FOR ALL OF THOSE BECAUSE THEY ARE ALL INTERCONNECTED, IT ISN'T THAT THE BUDGET COMMITTEE ISN'T CONNECTED TO THE HIGH SCHOOL DAY WORK THAT WERE DOING AND IS ALSO CONNECTED TO THE STRATEGIC PLAN, THEY'RE ALL INTERCONNECTED WITH ONE ANOTHER AND ALSO WE NEED TO PARTICIPATE TODAY.
IT'S AN URGENT DECISION POINT. ARE YOU KICKING AND SCREAMING
INTO THE COMMITTEES. >> RECONSIDER ALL OPTIONS THAT LOOKS WAY DIFFERENT BENEFIT YOU HAVE AN OPPORTUNITY TO SEE THE STUDENT EXPERIENCE FOR THE HIGH SCHOOL EXPERIENCE OR THE THINGS THAT ARE COMPELLING ABOUT THAT, YOU COMMUNITY ENGAGEMENT TIMELINE IN THE IDEA IT'S A MUCH LONGER RUNWAY.
IT'S HELPFUL. >> WHEN YOU GET TO THE ACTUAL CHANGE THE DISTANCE FROM THE CHANGE START TIME IS MUCH LONGER AND THEN WE TALKED ABOUT THIS A LITTLE BIT IN A COUPLE OF SLIDES AND ELATION LOOKS DIFFERENT SO YOU'RE NOT CONFINED NECESSARILY BY WHAT IS THERE IS A LOT OF WORK TO DO TO SHIFT WHAT IS TO WHAT MIGHT BE IN ONE OF THE PLACES WE SEE THAT IS OUR COLLECTIVE BARGAINING BUILT AROUND SIX AND SEVEN PERIOD DAY TASTE IT IS NOT BUILT AROUND SOME OF THE OTHER OPTIONS AND THERE IS OPTIONS OUTSIDE OF THE ONES THAT WE LOOKED ON 2015 THAT
IS PRETTY RADICAL. >> THE CHALLENGES MATT HAS ALLUDED TO THIS A COUPLE OF TIMES, FINANCIAL APPLICATIONS MEANS WHEN I RECOUP SOME OF THAT COST AND I KEEP SAYING SOME, IT'S NOT GOING TO BE ALL BECAUSE YOU'RE GOING TO HAVE TO DO SOME OF THE TO PROVIDE OPPORTUNITIES IN THE HIGH SCHOOLS.
SO SOME OF THE WORK WILL BE DETERMINING THE DIFFERENTIAL IS.
[01:30:03]
, THIS PARTICULAR PLAN, YOU WOULD NOT SEE THAT WERE REALIZE THAT, YOU WOULD NOT KNOW IT IS GOING TO BE MORE EXPENSIVE OR LESS EXPENSIVE UNTIL AS WELL INTO THE PROJECT A COUPLE OF YEARS, THE TIMELINE FOR DECISION, WE WERE TALKING ABOUT THE WORK THAT WOULD NEED TO GO INTO THE EVALUATION, THE LAST TIME IT TOOK A COUPLE OF YEARS, THE COMPLEXITY THIS TIME IS A LITTLE DIFFERENT SO WE THINK IT'S PROBABLY GOING TO BE LONGER THAN THAT AND PROBABLY THE SOONEST, THE OTHER ONE WAS HIGH-LEVEL THIS IS VERY HIGH-LEVEL.>> AND I ASKED MY QUESTION BEFORE YOU START, THE CHALLENGES, FINANCIAL APPLICATIONS, I READ THAT TO MEAN, IF THERE WERE FINANCIAL APPLICATIONS FROM THIS CHANGE THAT THIS WOULD NOT BE REALIZED UNTIL NOVEMBER 26, 27 BUDGET, IS THAT RIGHT, IN OTHER WORDS IF THEY WERE SAVINGS FOR MANY CHANGES IF WERE NOT EMBLEM IN UNIT UNTIL SEPTEMBER 26, THERE WOULD BE NO BUDGET SAVINGS UNTIL THE 26 - 27 BUDGET.
>> ASSUMING THAT THE PLAN THAT WE CAME UP WITH, THE SAME BU
WERE NOT PRE-DETERMINING OUT OUTCOME, IT REALLY DOESN'T MEAN MORE CUTS, IT MEANS DIFFERENT CUTS.
>> IT MEANS YOU'RE IDENTIFYING THE 11 MILLION FROM RECOUPING SOME OF THAT FROM THE HIGH SCHOOL.
>> I HAVE ONE QUICK QUESTION, YOU MENTIONED THE STAFF SENTIMENTS, NOT RESPONSIVE TO STAFF SENTIMENTS, I'VE NOT SEEN ANYTHING REGARD TO STAFF SENTIMENTS.
>> A LOT OF THAT IS NORMAL THERE'S BEEN CONVERSATIONS, NOT ALL BUT THE MAJORITY OF HIGH SCHOOL PRINCIPALS, THEY CAME UP IN NEGOTIATIONS MULTIPLE TIMES FROM THE HIGH SCHOOL TEACHERS AROUND DESIRE TO MOVE BACK TO A SIX.
DAY AND THEY HAVE NOT REALIZED AS MUCH BENEFIT.
I DON'T HAVE SURVEY DATA, IT'S PRETTY MUCH CONVERSATION.
>> THE OTHER QUESTION I WOULD HAVE WITHOUT, WE HAVE TWO HIGH SCHOOLS THAT DO A FOUR DAY BLOCK, WASHINGTON AND EASTLAKE STILL SUPPORT A BLOCK AND REDMAN HI AND WANITA DOING TODAY BLOCK, IT WOULD BE INTERESTING TO KNOW IF THERE IS STAFF SENTIMENTS AS
YOU DO THE ANTIDOTES. >> THEY MIGHT BE, THAT'S PART OF WHAT WERE THE REGARDLESS TWO, ONE OF THE THINGS WE TALKED ABOUT, REGARDLESS OF WHICH OPTION, IS THERE BENEFIT TO LOOKING ACROSS THE SYSTEM AND TAKING AN OPPORTUNITY TO BUILD SOME CONSISTENCY PROGRAM, NOT SAYING THAT WERE DOING THIS, LIKE A CONSISTENCY HIGH SCHOOL SCHEDULE THAT IS CONSISTENT.
>> THAT WOULD BE WORTH IT AND IT MAY NOT HAPPEN FOR NEXT YEAR IF WE GO WITH THE FIRST OPTION BUT IT WILL HAPPEN AND THAT WILL BE THE CONVERSATION WE WILL CARRY MOVING FORWARD, BACK TO MY REALLY HIGH LEVEL OF TIMELINE, I TOOK A LOT OF THE BIG CHUNKS AND THOUGHT ABOUT IT IN TERMS OF HOW MANY MEETINGS IT WOULD TAKE TO ACCOMPLISH THE WORK IN REALISTICALLY CAN WE SUSTAIN AN ORGANIZATION IN THE COMMITTEE CONSISTING BECAUSE PEOPLE ARE REALLY EXCITED AS THE YEAR JOGS ON AND WERE LESS EXCITED FOR MULTIPLE MEETINGS, WHAT'S REALISTIC TO ACCOMPLISH IN THE SCHOOL, WERE REALLY LOOKING AT THE EARLIEST SIMPLE MEDICATION AS SEPTEMBER OF 2026 AND DEPENDING UPON HOW COMPLEX THE WORK BECOMES, WE REALLY GOT EXCITED ABOUT ALTERNATIVE SCHEDULES AND MADE REALLY BIG CHANGES THAT COULD BE FOR FIVE YEARS OUT AS A COMPLEXITY OF RENEGOTIATING AND ALL OF THOSE
OTHER PLACES. >> I TRIED TO REPRESENT WHAT YOU HAD TIMELINES AS ACCURATELY AS I COULD WITH THE PROJECT PLAN GOING FORWARD WITH THAT ALTHOUGH I DID HAVE A PROJECT CHART CREATED, THAT IS WHERE WE ARE IN THIS CONVERSATION AND I JUST THOUGHT IT WAS APPROPRIATE TO SEND PICTURES OF OUR KIDS AT
[01:35:02]
GRADUATION, THEY LOOK WAY LESS HOT THAN I WAS SITTING ON THE STANDS. I DON'T KNOW WHAT WAS GOING ON.I WANT TO OPEN THE FLOOR TO DISCUSSION AND IT DOESN'T NEED TO ALL BE DIRECTED, THIS IS AN OPPORTUNITY TO ENGAGE IN SOME
CONVERSATION. >> HAVE A BRIEF QUESTION.
IN 2015 WHEN THEY WERE CONSIDERING OTHER OPTIONS BEFORE, DID THEY DO COST ESTIMATES FOR SOME OF THE OTHER
OPTIONS? >> I GUESS I REMEMBER SEEING DIFFERENT PIECES WHERE THEY TALKED ABOUT THE APPLICATION, NOT SPECIFIC NUMBERS BUT WHAT WOULD HAPPEN AND MORE OF THE NEGOTIATION PIECES OF HOW DO YOU HANDLE EIGHT CLASSES IF YOU HAVE A FOUR BY EIGHT AND HOW DO YOU NEGOTIATE THAT WITH STAFF AND BE ABLE TO DO SO, THERE WAS A COST APPLICATION THAT THIS WOULD INCREASE MORE AND NOTHING DECREASED LAST, TRIMESTERS
DECREASED MORE. >> I WOULD BE INTERESTING TO HEAR FROM THE STUDENTS, I KNOW IT'S PUTTING YOU ON THE SPOT AND YOU ARE NEW TONIGHT, I WOULD BE REALLY CURIOUS TO HEAR WHAT
YOU'RE THINKING. >> LISA I'M CURIOUS TO HEAR.
>> TERRY? >> SO I GUESS I WILL START WITH THE QUESTION. ARE YOU GUYS LOOKING FOR THE OPINION ON THE BACK OF STUDENTS AND I GUESS PARENTS AS WELL ON START TIMES IN THE SIX, SEVEN SEVENPERIOD BUT ALSO THE CREDIT RECOVERY AND TAKING COURSES OUTSIDE OF THE DISTRICT?
>> YES TO ALL OF THAT, NOT START TIMES.
THAT WE HAVE A IMPLEMENT IS YET TO START IN A COUPLE OF WEEKS THERE WILL BE OPPORTUNITY DOWN THE ROAD TO HAVE PERSPECTIVE BUT REALLY UNDERSTANDING THE STUDENT AND PARENT EXPERIENCE, YOU HAVE NOT BEEN A STUDENT IN A SIX PERIOD YOU BEEN A STUDENT AND A SEVEN PERIOD DAY TO HELP US UNDERSTAND WHAT'S WORKING WITH YOU AND WHAT OPPORTUNITIES ARE CREATED FOR YOU AS A RESULT OF THAT. IN THE DATA WILL TELL SOME OF THAT, I HAVE A BIT HIGH SCHOOL STUDENT FOR A VERY LONG TIME SO UNDERSTANDING YOUR EXPERIENCE IS REALLY COMPELLING AND IMPORTANT
FOR THE SCHOOL. >> OKAY I GUESS I CAN SHARE SOME OF PERSONAL EXPERIENCE IN RELATION TO THE SIX AND SEVEN PERIOD DAY BECAUSE SIX. I GOT EXPENSES SIX.
PERIOD DAY. THE DIFFERENCE FOR THE TWO AT LEAST THE ICS THERE WAS ON A GREAT ACTION THAT THEY SHOULD DO WITH THE SEVEN PERIOD. WHEN THAT CAME WE HAD A CLASS CALLED LEADERSHIP AND IT WAS ESSENTIALLY CREATED BEFORE THIS STARTED AND THAT'S WHAT ALL OF THE SINGLE GRADED.
THAT IS ONE AREA AND I THINK LATER DOWN THE LINE AND I SEE A LOT OF STUDENTS ENOUGH TAKING THREE.
IN FACT MULTIPLE FREE. SO THEY DON'T ACTUALLY USE THE SEVEN PERIOD DAY TWO VERY ADVANTAGE OF GETTING A CREDIT WHICH IS THE STUDY BLOCK OR AN EXTRA PERIOD TO HANG OUT.
>> THAT'S ONE OF THE DATA ELEMENTS WE WANT TO LOOK AT, WHAT IS THE% OF STUDENTS, YES STUDENTS BUT ACROSS THE BOARD THAT ARE TAKING A FULL SEVEN PERIOD VERSUS LAST.
IT'S ONE OF THE DATA ELEMENTS WE WILL BE PULLING FROM OUR STUDENT
INFORMATION SYSTEM. >> WE'VE ONLY GOT ABOUT FIVE OR SIX MINUTES LEFT, I WANT TO GET TO SHERRY THIN LISA.
>> I THINK IT'S REALLY INTERESTING, THIS PAST YEAR THEY MOVE THE BLOCK SCHEDULE. INITIALLY THERE WAS A LOT OF PUSHBACK AGAINST THE BLOCK SCHEDULE CHANGE BUT THROUGHOUT THE YEAR I GUESS PEOPLE STARTED TO LIKE IT MORE AND THEY REALIZE THE IMPACT OF IT SO I THINK WHAT I'M TRYING TO SAY, THERE ARE ALREADY DISCUSSIONS AMONG STUDENTS THAT KNEW THAT THERE WAS GOOD TO BE DISCUSSIONS ABOUT THE SPIRIT DAY AND THERE WAS GOING TO BE PUSHBACK AGAINST THE SIX.
DAY. I THINK REALLY INCLUDING THE
[01:40:01]
STUDENTS IN THIS DISCUSSION BECAUSE THEY HAD ABOUT OPINIONS MOVING TO THE BLOCK SCHEDULE AND LAST YEAR THEY ALREADY HAD OPINIONS OF MOVING TO THE SIX. DAY, I THINK IT WOULD BE REALLY BENEFICIAL AND I ALSO HAD A QUESTION I DON'T KNOW IF THERE'S A DIFFERENT THAT IF THERE IS A DIFFERENT AND BUDGET BASED OFF BLOCK SCHEDULE WITH THE SIX PERIOD DAY, DOES THAT MAKESENSE? >> THERE IS NOT, EXISTING FUNDING REGARDLESS. YOU SPEND LOCAL RESOURCES TO MAKE THAT WORK, WHICH IS WHAT WERE DOING.
THAT IS BASICALLY THE WHOLE POINT OF THE $8 MILLION THAT IS COMING OUT OF LOCAL RESOURCES TO MAKE A SEVEN PERIOD DAY WORTH.
>> HOW THE SEVEN PERIOD DAYS ARE SCHEDULED DURING THE DAY IS LESS IMPACTFUL ON THE BUDGET THEN IT COMES ESSENTIALLY OF THE INSTRUCTORS THAT ARE NEEDED. THAT WAS THE ADDITION WE INCREASE THE LENGTH OF THE DAY BUT IT WAS IMPACTFUL AS WE HAVE OVER 50 ADDITIONAL TEACHERS TO BE ABLE TO TEACH ADDITIONAL
SECTIONS. >> TO GIVE SOME MORE CONTEXT, PART OF THE DECISION THAT WENT INTO THAT WAS RECOGNIZING ALL OF THOSE THINGS THAT WERE TALKED ABOUT, SO WE VALUED USING THOSE EXTRA DOLLARS TO BE ABLE TO USE THAT IN THE BUDGET.
AND TO BE ABLE TO PROVIDE THE OPPORTUNITY FOR STUDENTS.
THAT WAS THE VALUE THAT THE BOARD PLACED INTO THAT AS WELL.
OF A HIGHSCHOOLER WE HAD HER FOR YEARS PLANNED OUT COMING INTO NINTH GRADE. SO TO TAKE AWAY HER.
AND JUST UNDERSTANDING THE IMPACT IS SUPER IMPORTANT IN GETTING THAT IS REALLY IMPO IMPORTANT.
I HAVE A QUESTION WE TALKED ABOUT 0 PERIOD I UNDERSTAND THE LOVELY DOLLARS AND FOR THOSE PERIODS.
>> THERE'S A COUPLE DIFFERENT WAYS THAT THOSE ARE FUNDED SOME OF THE 0 AND EIGHT PERIOD WE ACTUALLY FUND CENTRALLY SO I DON'T REMEMBER HOW MUCH FTE WE PROVIDED TO THE SYSTEM BUT WE FOUND SOME OF THAT. ANOTHER WAY SCHOOLS ACCOMPLISH THAT, THEY USE THEIR STAFFING THAT THEY RECEIVE IN THEY BUILD 0 NEED FOR 0 CLASSES FROM WHAT THEY HAVE.
BARBARA ARE THERE ANY OTHER -- >> REALLY QUICK.
I THINK WE WILL GET TO THIS WE START SURVEYING, AS SIX PERIOD DAY OR A SEVEN PERIOD DAY, IT'S NOT EVER GOING TO SIX.
A DAY FOR FIVE DAYS A WEEK, THERE ARE LOTS OF SCHEDULES OUT THERE THAT YOU CAN FIGURE SIX. SIMILARLY IN THE BLOCK SCHEDULE THAT YOU ARE CURRENTLY IN THE SEVEN PERIOD.
>> I JUST HAD A VERY QUICK QUESTION AND I WAS WONDERING IF YOU COULD ELABORATE ON STAFF SENTIMENT AND HOW THAT COULD IMPACT OUR DECISION IF WE WANT TO CONSIDER ALL OPTIONS GOING TO
A SIX PERIOD DAY. >> THE POINT IN BRINGING THAT UP, IT IS A CHALLENGE BECAUSE IN A VERTICALLY STAFF WOULD PREFER SIX. PERIOD DAYS.
I DON'T KNOW IN ADORABLY OR OTHERWISE WITH STUDENTS AND COMMUNITY WANT FIRST. THAT IS THE TENSION I'M REFERRING TO THERE. I HAVE SOME DATA, NOT PRE-DATA AROUND STAFF SENTIMENT BASED ON CONTRACT NEGOTIATIONS WITH THE TEACHERS UNION OVER THE COURSE OF THE LAST YEAR AND CONVERSATION WITH PRINCIPLES. I HAVE ENGAGED WITH THE COMMUNITY OR STUDENTS AROUND THAT SO I REALLY DON'T KNOW WHAT THEY THINK AROUND SIX OR SEVEN OR WHAT EDUCATION STRATEGIES WE WOULD NEED TO HAVE IN PLACE TO SORT OF YOUR POINT OF TARGET KNOW WHAT WE DON'T KNOW. WERE TO REACT TO WHATEVER THE CHANGES SORT OF INSECURITY AND FEAR, THAT IS HUMAN NATURE AND HOW DO WE GET IN FRONT OF SOME OF THAT AND BE AWARE OF THOSE
ENTRY POINTS. >> ERIC, I KNOW YOU HAD A AT ONE
POINT, DO YOU STILL HAVE IT? >> OKAY.
>> MARK AND SIRI. >> THIS GOES BACK TO WHAT MY QUESTIONS IF WE HAD TO EVALUATE THE COST OF AP CLASSES EVERY
[01:45:08]
SEMESTER, FOR THAT MANNER THE RECOVERY CLASSES IT WOULD BE INTERESTING TO FIND OUT IF THERE'S MORE LABOR INTENSIVE AND MORE COSTLY, THAT SAID YOU START TAKING AWAY THE AB CLASSES AND AROUND THE WORLD FOR MANY OF THE PARENTS.BUT AT THE SAME TIME IT IS SOMETHING TO LOOK AT IN MY MIND.
I LIKE THE IDEA THAT SOME KIDS ARE ACTUALLY TAKING STUDY HALL, AND THAT WAY THAT WILL TAKE THE PRESSURE OFF A LITTLE BIT.
AMAZINGLY EVEN IF THEY GOOF OFF DURING STUDY HALL AT LEAST AT THE TIME THAT THEY'RE NOT ACTUALLY PUSHING THEMSELVES TO EVERY DEGREE. IF WE FIND OUT THAT THERE'S A COST BASIS TO OUR COST ANALYSIS DEPENDING ON HOW THAT GOES IF IT'S A MAJOR COST, WITH TO START THINKING ABOUT LIMITING THE NUMBER OF CLASSES THEY TAKE OR AT LEAST PUT THEM IN SYNC WITH EACH HIGH SCHOOL. THEY OFFER AP SECTION SUCH AS THAT'S WHAT WE DON'T GET THAT, WERE JUST EXTRA, PERHAPS THEY ARE -- IF WE HAD A UNIFORMITY OF WHAT WAS OFFERED WE MIGHT HAVE LESS, I COULD BE WRONG BUT I WOULD THINK WE COULD TAILOR OUT OF THE EXPENSE. ALSO, THE IDEA IF WE WERE TO GO BACK TO THE CONCEPT OF RECOVERY AND SOCIAL AND EMOTIONAL ASPECT OF TAKING FIVE AP CLASSES OR FOR AP CLASSES THAT MEANS ONE AND TWO. THE IDEA HOW MUCH BETTER CAN WE HELP MAKE OUR FUNDING AND STAFFING INTO SOCIAL AND EMOTIONAL LEARNING BE MORE EFFECTIVE IN EFFECT STUDENTS IN A POSITIVE WAY IN A TIME THAT THEY'RE COMING OUT OF COVID ISSUES AND WE TALKED ABOUT EMOTIONAL AND BEHAVIORAL ISSUES THAT POPS UP AND ARE STARTING TO BE AFTER THE PANDEMIC, AGAIN HOW WE CAN LOOK AT THE TWO AND SEE WHAT WERE LOOKING AT AS FAR AS COST AND HOW WILL THAT BENEFIT ONE EFFORT WHILE WERE LOOKING AT
THE OTHER EFFORT TWO. >> I THINK IT'S SOMETHING WE CAN LOOK INTO, THE GREATEST COST IS THE COST OF THE CLASSROOM TEACHER, BARBARA MAYBE WE CAN LOOK AT THE MATERIALS COST IN SOME WAY AND SEE WHAT THAT EQUATES TO.
ENKE. >> IF I'M FOLLOWING PART OF THE DISCUSSION THIS EVENING IS OPTION A, OPTION B AND WHAT ROUTE WE CONSIDER THE THINGS, THE FIRST OPTION YOU PUT FORWARD, I'M HIGHLY CONCERNED ABOUT THE TIMEFRAME.
I THINK THERE'S A LOT OF PROBLEMS WITH THAT AND RUNNING AFTER THE COMMUNITY, I THINK IT'S A BIG SWITCH WHERE THERE HAVE BEEN LOTS OF CHANGES ALREADY GOING FORWARD.
EVEN WITH OPTION A AS BEING AN OPTION.
I WOULD LOOK INTO YOU HAVE TO CONSIDER EXPANDING THE TIMELINE, I WOULD BE CONCERNED ABOUT STARTING AND MAKING THAT DECISION REDIRECTED AS THE FISCAL OBLIGATIONS BEHIND THAT, ABSOLUTELY. BUT THERE'S ALSO FISCAL IMPLICATION THAT WE TOOK INTO ACCOUNT MOVING TO THE 0 PERIOD DAY AND FLEXIBLY OF SCHEDULE AND ALL THOSE PIECES.
I THINK THERE'S TIME TO FIGURE THAT OUT.
I THINK OPTION B GIVES THE FLEX ABILITY AND TIME AND I THINK THERE'S THINGS WITHIN OPTION B, ONLINE LEARNING, MASTERY-BASED LEARNING, THOSE ARE THINGS THAT WE CAN START LOOKING AT AND EXPLORING NOW EVEN AS YOU DO THE STUDY OF WHERE WE GO WITH ALTERNATIVE SCHEDULING AND POTENTIALLY A HIGH SCHOOL EXPLAINED. MY CONCERN IS MAKING A SHIFT IN OPTION A TO THE SIX. DONE AND WE DON'T HAVE THESE OTHER THINGS IN PLACE. SO I THINK THERE'S A WAY OF LOOKING AT HOW YOU CREATE THAT TRANSITION.
I HEDGE AWAY FROM OPTION A WITH A ONE-YEAR TIMEFRAME.
CONSIDERATION THAT IS LONGER POTENTIALLY, OPTION B MAKES MORE SENSE, I UNDERSTAND THERE'S MORE BEHIND IT.
BUT I GUESS THAT'S WHERE I'M AT. THAT'S A HUGE SHIFT WITH RECONFIGURATION, THAT WAS YEARS IN THE PROCESS TO RECONFIGURE, DROPPING TO SIX PERIOD DAY, WE HAVE KIDS IN THE PIKE ALREADY WHO PLANNED ON SEVEN PERIOD'S. HOW DO YOU GET YOUR BAND, FOREIGN LANGUAGE AND ART POTENTIALLY THAT YOU BUILT-IN, NOT ONLY AP, I WANT TO BE CAUTIOUS THAT WE DON'T ONLY THINK AP, I HEARD KIDS BEING ABLE TO TAKE CT COURSES THAT THEY COULD NOT TAKE BEFORE. I THINK THERE IS A LOT TO LOOK AT AND I AM CONCERNED BRUSHING IT WILL BE PROBLEMATIC.
[01:50:03]
>> UNFORTUNATELY WE ARE RUNNING OUT OF TIME, IF YOU CAN DO IT IN
20 SECONDS, YOU CAN GO. >> I AGREE WITH MOST EVERYTHING THAT SIRI SAID. I WOULD SAY I AM GENERALLY OKAY WITH OPTION A, THE SHORTENED TIMEFRAME DOESN'T WORK.
IT IS AN OPTION A.2 WITH A PLAN WITH AN INVITATION THAT WOULD STILL PROVIDE SOME FISCAL BENEFIT IN THE NEAR-TERM BUT HAVE A LONGER RUNWAY FOR ENGAGEMENT FOR THIS DECISION.
>> I AM GOING TO REITERATE WHAT SIRI SAID, I AGREE.
I THINK OPTION A HAS WAY TOO SHORT OF A TIMEFRAME FOR THE COMMUNITY SUPPORT THAT YOU WOULD NEED FOR A DECISION THAT BIG.
AND I AGREE WITH LISA REFLECTING BACK ON MY OWN HIGH SCHOOL CAREER WHEN I WAS ONE OF THE CRAZY STUDENTS, I WOULD BE FURIOUS IF I HAD PLANNED THAT MY FRESHMAN YEAR IN THE DISTRICT CAME BACK AND SAID SORRY, WE CAN'T DO IT ANYMORE, THAT WOULD'VE RUINED MY LIFE AT THAT POINT.
I UNDERSTAND WHERE THEY'RE COMING FROM.
* This transcript was compiled from uncorrected Closed Captioning.