| · | An attendee asked about the decision to use this process – how will the Board use agencies or organizations to help, and how will the various unions be involved, to which President Madsen cited past success, the ability to meet District needs, the importance of saving money and the ability to tailor the search to District needs. The Board has already spoken to heads of unions. President Madsen gave an overview of past and future meetings relative to this process and described electronic venues for input. | |
| · | Clarification was provided that the District will advertise across the nation. | |
| · | In reply to a question about the timeline for the search, President Madsen reviewed the timeline and the significance of meetings such as this one to gather input. Advertising will begin after November 12 and the equivalent of WASA and WSSDA organizations will be used across the nation, including AASA and ASCD. She went on to say that Everett is in competition with other large and respected districts in the state to attract quality superintendents, so it is hoped we will have our superintendent named by mid-March of 2009. | |
| · | President Madsen said the intention is to make the process confidential for the candidates because of the Board’s belief that confidentiality will attract a stronger pool of candidates. The Board will be the interview and selection team. | |
| · | Board member Cooper further explained the Board’s hesitation to use consultants because of a concern about whether consultants were working for the District or for the pool of applicants. | |
| · | Sessions such as today are very important because it helps the Board gather input about the desired qualities of the future superintendent. | |
| · | An attendee hopes for a person knowledgeable and aware of IDEA, NCLB and 504 – these things create a web of help and concern, and need to be thought of as systems vs. individual boxes. | |
| · | An attendee acknowledged that “instructional leadership” may be embedded, but it is so important to the schools. This person must know, enact and inspire people to go different ways, ways that may not be comfortable – and this person must be visible. So it takes someone who can balance the time, someone who can give intellectual and educational push. | |
| · | The John Stanfords of this world are very rare. It probably needs to be someone from an educational field. | |
| · | An attendee who had worked with John Stanford said he was a rare person who could enthrall everyone. If we can’t find a person like that, we need someone with knowledge of education, someone with depth and breadth and someone who can identify others who can lead in the direction we need to go. | |
| · | An attendee said as leaders work together, we are already thinking at our highest levels, and we need someone who can stretch us beyond where we are. The speaker was unsure how one can identify that in a candidate. | |
| · | A superintendent in a district of this size has a role to manage the politics of an organization and balance perceptions vs. reality. We need someone who can bring balance because a non-political person will not help the District, and someone who doesn’t work well with education will not help. | |
| · | The new leader must be someone other leaders can trust – must be approachable – must have a passion about how we treat each other. If we trust “up there,” we will trust in the middle. We must not feel that there is someone in some far corner with a lot of power. There must be accountability for how we treat each other at all levels. | |
| · | A speaker said the new leader must emphasize that diversity will be respected, valued and support. That support has been there, and this attendee does not want to see it go away. | |
| · | The District needs someone who can make diverse communities feel there is someone they can talk to – this district is in about the same place Kent was about eight years ago when things blew up and formed a diversity committee in reaction. The committee in Kent had connections with those in the community who were comfortable speaking with them and who brought forth issues. They held monthly meetings during which parents came to criticize. What worked was communicating in other languages with families on their turf. | |
| · | To a question from Board member Petersen who asked whether the District has an educational system that needs someone to maintain it, or do we need someone who will take us further, an attendee replied the District needs someone who comes in with an open mind and looks at what is already in place, not someone who will throw it all out or just rubber stamp what’s already here. Fresh eyes and a fresh mind with a different breadth of experience should come in with purposeful passion to work with those who are here, asking in-depth questions and checking data. This person needs to ask what we have done, where we have been, and are we going where we need to go. This person needs to look and build, to affirm who is there, support what they are doing and provide avenues for needed change and critiques. This attendee was uncomfortable with the “sense of urgency” language in the draft list of attributes. | |
| · | An attendee said we don’t need an overhaul, just a fresh set of eyes. Gather data to see where students and employees are in order to get us to the next level. | |
| · | An attendee said he/she wants to see someone who doesn’t accept excuses, someone who will give this person the resources and support to achieve what he/she needs to do and who will hold this person accountable if he/she screws it up. | |
| · | Board member Petersen summarized that he’s hearing people ask for someone who will engage and empower. | |
| · | An attendee said what works at Everett High may not work at Jackson High. The District needs someone who will allow flexibility and leaders to do what works. | |
| · | Board member Petersen referenced a national school board workshop that emphasized importance of global awareness. | |
| · | In response, an attendee said part of the learning process is knowing how to problem solve, not learning specific skills. Learning to learn, learning to evaluate and problem solving are keys to surviving whatever comes. The new superintendent needs to build in supports at all levels, from college bound to special ed. | |
| · | Board member Dutton emphasized that the Board has heard frequently that people expect students to be excited about learning and to be self-sufficient and successful | |
| · | The challenge involved in teaching young people about the world they are entering is that, in many ways, students already know more about technology, for example, than some of the veteran teachers. To expect students to learn from teachers about the future will require a lot of support and retooling | |
| · | Board member Cooper asked how important it is that the superintendent is able to develop new partnerships. | |
| · | An attendee commented that being able to build partnerships involves more than parents and businesses – it is also a matter of connecting with culture and ideas in the community and positioning schools to change the community. | |
| · | An attendee challenged the above comment, saying the value of leaders being in the schools doing what they do best is a better value than being out in the community. A school and district leader can’t be everything to everyone. | |
| · | President Madsen said the Board gave Carol two tasks when she was hired – step it up for middle school and help students with math. If this group had only one thing for the superintendent to concentrate upon, what would that be? | |
| · | An attendee said it should be Career and Technical Education (CTE) because not every student can go to college, but every student needs a job. The new person also needs to move diversity to a higher level. | |
| · | An attendee said math should continue to be a focus. | |
| · | An attendee said the new superintendent needs to bring a sense of transparency and openness. The new person needs to focus on whatever allows students to be successful. | |
| · | An attendee said our survival will depend upon our ability to work together and not fight about stupid stuff. Too much time is taken talking about the contract and not enough upon what we need to do with students. We hit roadblocks when it comes to having time that is so necessary to train staff to do the things we are asking them to do. October 10 was a training day, but there won’t be another one until next March or April. Ongoing time is needed to do professional development with staff. | |
| · | An attendee said he/she is very pleased with the characteristics of the previous superintendent – she was a calm and visible presence. The speaker would like to have someone with that same vision and someone who will stay here for a long time to keep that vision going vs. someone looking to climb career ladders. | |
| · | An attendee said he/she likes the idea of someone local (from the area) or someone willing to move here and live here and not travel back and forth. | |
| · | An attendee said he/she is very pleased with the progress of the District since the speaker’s arrival in the District in 1993. All of the science kits are in place, an excellent math program exists, and Read 180 is terrific—all are improvements. | |
| · | The speaker feels there is great support for what the teachers need. Categorical programs staff are always available if staff need help. As a lone person in a school, this attendee values the accessibility of support staff and the help they give. | |
| · | Board member Petersen asked how important it is that a superintendent be able to do battle with NCLB, to which the attendee said he/she felt there had been some changes, but there is still a barrier for ELL students to take the WASL and meet standard. | |
| · | The attendee said it would be important for the superintendent to be in tune with math and reading supports to ensure that they remain in place. | |
| · | The attendee believes the superintendent should be working in the District directly to ensure work is done and support in place to help staff vs. being out in the community and doing battle with state and federal laws. Other staff can be assigned to do political battles. | |
| · | Board member Cooper asked whether the attendee believes other staff share the belief that existing work should continue, to which the attendee said that staff like the math program, the paraeducators and the smaller numbers in the classroom. Parents come to math nights and understand more about what students are doing. | |
| · | The attendee said in the realm of science, he/she has seen change from textbooks and science based upon reading. Since a new science curriculum specialist is on board, science scores have zoomed, and the teaching and learning is so much fun. | |
| · | Board member Petersen mentioned that math was seen as a challenge by a previous group which is in contrast to this attendee’s opinion. Discussion followed about whether the math “push” has reached the high school level. | |
| · | President Madsen asked the attendee for one or two things he/she would suggest the new superintendent focus on, to which the attendee said there should be more Read 180, especially at the middle school. This program, in the mind of the attendee, has made a huge difference for students. There needs to be more computers in the classroom so students can do more writing. The speaker loves the COWS (Computers on Wheels) because they don’t take up room. The speaker recommended having more reading textbooks and more paraeducators to work one-on-one with students. It would also be helpful to have more parent volunteers to work with students. | |
| · | The attendee believes GLAD is wonderful and very effective with all students, not just ELL students. | |
| · | Board member Petersen asked how much the media impact plays into this superintendent selection, to which the attendee said we must learn from bad experiences and move on. In reference to the recent CHS teacher incident, the teacher did things wrong, especially being alone with students at night. Mr. Petersen asked whether the speaker believes we are polarized, to which the attendee said no, we are not. What happened is in the past. The speaker does not hear any mention of it at lunch; staff are not focused on it; people have moved on. | |
| · | Board member Petersen asked the speaker’s opinion of internal vs. external candidates, to which the attendee replied that we should not overlook inside people, but we should not limit ourselves to internal candidates. The speaker emphasized again that someone should be committed to staying to see programs through. | |
| · | The attendee said he/she is glad to hear that the Board took on the search. The Board knows the District the best. An outside company won’t know what the District is about. | |
| · | President Madsen asked the speaker’s opinion about an education superintendent vs. someone from outside the education arena, to which the attendee said he/she would not want to close the door to outside possibilities. | |
| · | The speaker said the superintendent sets the tone and is at the hub of everyone’s work. We need another leader with the multiple skill sets of the previous superintendent. | |
| · | An attendee questioned what the Board meant by “respect work that has been done and is ongoing,” to which the Board explained the Strategic Plan, including the information that the plan is on a ten-year cycle with annual updates. The Board plans to work with the new superintendent to re-evaluate the Strategic Plan to update it. | |
| · | President Madsen asked for a suggestion for wording that might offset this attendee’s feeling that the wording implies the Board expects someone who will not make changes. A suggestion was made to include wording to talk about working with stakeholders. | |
| · | An attendee commented upon his/her positive impression of the new superintendent in Seattle and how that superintendent was recruited and hired and the expectations of her. This attendee also felt the wording should be more open to a superintendent who would make change. | |
| · | An attendee also felt that the wording needed to emphasize a “bias for action” vs. someone who allows talk and committee to go on without any action outcomes. | |
| · | An attendee asked for clarification about the wording “track record of leadership,” to which the Board replied it means project management, someone good at specifics, good at the nuts-and-bolts but not necessarily good at the leadership of others. The Board does not want someone to micromanage; they need someone who will provide strategic vision and strategic leadership – the further up one is in an organization, the less they should micromanage. | |
| · | An attendee questioned whether experience in education is needed. It is the attendee’s opinion that a successful candidate does not need that background, especially in a large district like Everett. Another attendee agreed – leadership qualities can come from other experiences. Although he/she would like to see someone with an educational background, it is not absolutely necessary. | |
| · | An attendee asked why there is a request for a commitment for five years, to which President Madsen said the data shows that continuity of leadership has a statistically significant impact on student learning. Also, the Board is not looking for someone who uses this as a platform for another position; the Board wants someone who is committed to Everett. | |
| · | Board member Cooper added that the average tenure of a superintendent is very short, so this Board is hoping for someone who will stay longer. | |
| · | President Madsen said this is a wonderful opportunity to hire a superintendent. | |
| · | An attendee is looking for a leader whose vision for this district is to be more like a Mercer Island. The attendee moved here because he/she heard that Mill Creek schools are very good. However, the speaker has been concerned about whether his/her children will be able to get into any college in the country. He/She believes there is a flight to private schools from this district. | |
| · | An attendee said realtors are telling people they don’t want to move into the Everett School District. | |
| · | An attendee believes that District schools should operate an hour longer per day, with seven periods at the high school, and arts and music programs. Even though there are issues around these recommendations, the District needs a superintendent with a higher vision. | |
| · | President Madsen clarified that the state funds five periods, and Everett manages to eke out funding for six periods. The attendee said there should be higher levy lids and suggested that we should band together with another school district. She stated this district is very small compared to Houston (which she is used to) and Everett should combine with others to make a larger district. We want a superintendent who aims high. | |
| · | An attendee asked why more parents are not attending these meetings, to which President Madsen indicated that the largest group so far has been the parent meeting (with the PTA group). | |
| · | An attendee asked whether there was a bias toward hiring from within, to which President Madsen said there is a bias toward hiring the best. Board member Cooper explained the Board’s intention to maintain the confidentiality of the applicants. | |
| · | An attendee asked for clarification of the term of the interim, to which President Madsen confirmed that Mr. Brandsma will be on contract until June 30, 2009. The new superintendent will determine the placement of the existing interim. President Madsen said that the only position the Board hires is the superintendent; the superintendent hires all others, although the Board approves the hiring, so it is very important that the right leader be hired. The Board sets direction; the superintendent ensures that the direction is followed. | |
| · | An attendee then asked for clarification of the role of the Human Resources department, to which President Madsen explained the process Human Resources follows to recommend candidates to the superintendent and the superintendent recommends the Board approve the hirings. | |
| · | An attendee again asked about the timeline of the existing Strategic Plan, to which the reply was that this is about year nine of the current ten-year plan. President Madsen clarified that the plan is evaluated and renewed every year by the Board and Leadership Team. The budget serves the Strategic Plan. Board member Cooper commented that, unlike the state, the District does fund what it says it is going to do. | |
| · | President Madsen told a story about a conversation with legislators who asked her what is frustrating about the current situation, to which she told them that the most frustrating thing for a district is knowing exactly what needs to be done but not having the funding to make it possible or having the funding taken away when functional processes are working. | |
| · | Further clarification was provided that the reports to the Board are tied to actions of the Strategic Plan. President Madsen explained that the January/February SOSRs are like gears within gears – they are tied to the Strategic Plan. | |
| · | President Madsen explained that a paradigm shift can happen in the strategic planning process – for example, the switch from referring to “every” child learning to “each” child learning. Board member Cooper emphasized that the technology in place has enabled schools to understand the needs of individual students. | |
| · | Board member Cooper answered a question about partnerships, saying that it is a working relationship with parents, service clubs, social services, parks agencies, businesses, the Everett Public Schools Foundation, all with a focus on garnering resources and awareness. | |
| · | An attendee said he/she feels there is a competition among groups to use facilities; this person has a concern with the District’s requirement for liability. | |
| · | An attendee suggested that we engage senior citizens more. He/She believes we could get more of them involved. | |
| · | An attendee believes that seniors don’t know how strapped schools are. Clarification was provided about the methods in place to reach out to seniors. | |
| · | An attendee mentioned that a group he/she belongs to does drug intervention programs but has not been able to get into schools – he wondered if there was some effort by the Board to keep the military out of the schools. | |
| · | An attendee mentioned efforts by military groups to ensure that military students are able to meet graduation requirements in spite of having moved from state to state. | |
| · | Another attendee believes that military families have the benefit of their students seeing the educational opportunities of different states. | |
| · | An attendee pointed out that a drug education group available through the Navy is a diverse collection of young military personnel who can relate to students across cultures. | |
| · | An attendee feels public schools are the best hope of making a difference in society. | |
| · | Vice President Dutton welcomed the group and asked whether there were any questions about the characteristics list that was distributed. | |
| · | An attendee said all of the characteristics sound good and asked whether the Board will rank someone from within higher than an outside candidate, to which Vice President Dutton said the Board will accept any applicant and gather as many applications as possible. The Board thinks there will be good interest from within the Northwest. | |
| · | When asked why the Board is not doing a national search, Board member Cooper said she and President Madsen have been on a previous national search. In fact, three of the Board members have done a superintendent search before. The two searches before Dr. Whitehead were national searches; the hiring of Carol Whitehead was not. With that search, the Board felt they had better control of the process and timeline and had a better pool of candidates. The Board also considered the expense involved with using a search firm, such as consulting service and airfares. The Board also questioned whether the consulting firm worked for the candidates or for the Board. In addition, more electronic ways to advertise nationwide make it easier for the Board to do the searching. Board member Cooper said the Board does have assistance from the District office for handling the secretarial support of the process. | |
| · | Board member Petersen said the Board has three seasoned members who have been on the Board for many years. In addition, there are many organizations that will help the Board get the word out nationally. | |
| · | Board member Cooper discussed the different numbers in attendance at the superintendent search meetings. | |
| · | An attendee asked about the hardest part of running the District, to which Board member Cooper said there are many positive things. The fact that this is a long and narrow district and different from end to end can be seen as challenging, but the District has strong leadership, strong PTAs and strong community support. | |
| · | Vice President Dutton said the District has a superb long-range plan, including the modernization of several schools. | |
| · | Board member Petersen said he wondered about the importance of the District’s rapidly changing diversity demographic, to which an attendee said the two areas (north and south) of the District are seen as different socioeconomically, so it would be useful to find someone with a great deal of experience who can address emerging issues. | |
| · | An attendee said some issues have gotten worse and are growing. For example, there are a lot of students at JHS, and only so much adding on can be done. Gym space and parking are at a premium, although not many students use lockers because it is too far from one class to another. The halls are so packed that one cannot get through them in time for class. | |
| · | An attendee said the new leader needs to have a lot of experience with schools where English is the second language. | |
| · | Another attendee said a knowledge of NCLB is important. | |
| · | Board member Cooper said revenue issues are a concern. Budget issues, whether internal or out of the district, are starting to hit everyone, with plans in mind for facing the shortfall. | |
| · | An attendee said the benchmarks from AYP require more funding. | |
| · | There are shortfalls in other areas that affect health areas which will affect schools. Helping fund the health community and supporting levies are important. | |
| · | An attendee said supporting the arts and vocations for the student body helps keep them connected to schools and involved. The District needs a superintendent who doesn’t think that the WASL is all there is. | |
| · | The new leader needs to watch out for those not on track for college. Not all students want to go to college, but they can’t fit it in their schedule to explore fields such as auto repair (the program is not on their school’s campus and it is too far to travel to another site without missing even more school). | |
| · | Keeping students connected is not accomplished through academics—it is via their friends. There is not enough time in the day to take extracurricular classes of interest. | |
| · | Board member Andrews said the key is keeping students engaged in school. | |
| · | An attendee said the curriculum needs to be kept well rounded. Watch where the cuts are made. JHS is just getting the drama program up and running, but they don’t have a stage. Going to drama in Everett is not feasible. There is no room in students’ schedules to fit it in; it would require taking summer classes. | |
| · | ROTC is not at JHS either. | |
| · | The new leader must have the patience to wait for a new class to grow. Although a class may only have five students to begin, it may be like the psychology class which is now booming. | |
| · | Board member Cooper said the Sno-Isle Skills Center concept makes a lot of sense, but the timing of it is hard because the program is so far from some of District schools. | |
| · | A speaker said the new leader needs an active sense of humor. It is helpful for students to feel relaxed and that the new leader is someone who is approachable. | |
| · | The new leader needs to value staff. The teachers are the “front line.” | |
| · | The new leader needs to be seen in the building; all students and staff are unique. | |
| · | The speaker said they have site-based budgeting, so the new superintendent needs to be familiar with that process. Board member Cooper clarified that the new superintendent needs to be aware of how the central office functions and be out in the buildings. | |
| · | A speaker said there should not be mandating without funding. Two of our high schools don’t take Title I money because we can’t meet the budget. Ideally we should take the money. | |
| · | The cumulative nature of mandating without funding erodes the support of public education. | |
| · | Board member Cooper clarified whether the speaker is saying that the superintendent should be active in the arena of funding, and, if so, how can his/her time be apportioned? Or should the superintendent spend more time within the district? Or should the leader support the notion of pursuing funding, but designate someone to work on that issue? | |
| · | An attendee said a superintendent is needed who believes funding of mandates is important. The legislature makes the laws, but doesn’t know what is going on in the classroom. The superintendent needs to understand the classroom. | |
| · | NCLB “is what it is,” so the District needs to stay out ahead of it. As improvements are made, the superintendent needs to make the staff aware and see the positives that are happening in the District. Speak to the community and staff. Newspapers will talk, but we need to be on the other team. Explain to the public why AYP sanctions in sub-categories are happening to some schools, but it doesn’t impact or reflect on the overall operation of the school. Explain to the greater community as well. | |
| · | Advocate for change, but focus on the District. | |
| · | When addressing the legislature, the new leader will need the business skill to show the return on investment of “What have you done for us lately?” | |
| · | Carol Whitehead brought great communications skills to the District. Information needs to be available in many ways. The speaker wants to hear information from the District first. Community lunches are among the valuable ways to communicate. | |
| · | A speaker said to continue with all electronic means of communication, including providing grades online and using email. | |
| · | The new leader needs to be someone with a vision, someone who sees the big picture. See all the goals we have. | |
| · | The new leader needs personal integrity and respect. Credibility is a huge factor as well as understanding of the principal’s work within the district. | |
| · | When asked about the timeline for the rest of the process, Board member Cooper said the Board would like to have hired a candidate by early March who will come on board by July 1. The Board is doing a local and national search. Everett is a strong district that will attract candidates from all over the country. She went on to define the timeline. | |
| · | When asked how many candidates will be interviewed and will the Board interview them all, Board member Cooper said it depends on how many applications are received. There may be a screening process. The Board will determine the interview questions and interview the final few. | |
| · | When asked about the interview team, Board member Cooper said the Board is the interview team. The Board reviewed the whole process and decided that they could sort what everyone is suggesting and make a decision based upon that input. | |
| · | Board member Cooper said the Board has not developed the application process as yet. | |
| · | One suggestion is to use role playing as a way to help determine the new superintendent. Find out how they respond to real situations. | |
| · | A speaker said special ed is an extremely difficult area, not just a District problem, but nationwide. | |
| · | The needs of special needs children are not always clear, but there isn’t funding to help determine what intervention would most help. It is important to pay attention to special needs students whether they are labeled or fall into the category. Their needs are not always obvious – not quite special ed, but they have special needs. | |
| · | A speaker said that Carol Whitehead said, “Take every child when they come to us and help them reach their potential.” It is the speaker’s hope that the next superintendent feels the same way. Board member Cooper said that is the District’s mission, so be assured the successful candidate will need to have that belief. | |
| · | A speaker said the successful candidate not only needs to believe it, but can communicate it, even if it is not pretty. | |
| · | Board member Petersen said the Strategic Plan helps the District zero in on each child. It is embedded in how we do business. | |
| · | Board member Cooper thanked everyone for attending and said they can still e-mail or call the Board and share anything else that comes to mind before November 7. | |
| · | President Madsen summarized the process. The Board wants to have hired a superintendent by March 2009 and on-board by July 2009. She talked about the list of characteristics for the superintendent and said the Board is conducting the search rather than using a search firm. Some of the Board members have experienced both methods and feel it went better when the Board handled it themselves, plus it saved money. Lastly, it is not clear whether a headhunter is meeting the needs of the client or the interests for the District. This Board feels that they (the Board) can do what is best for the District. | |
| · | Board member Petersen noted that the electronics of today make it easier to get the word out nationally. | |
| · | In addition, said Board member Cooper, the Board believes that if they keep the process confidential, there will be more applicants, although applicants will have the option of disclosing if they want to. | |
| · | Board member Dutton said the Board is gathering information via survey, e-mail and voice mail as well as offering opportunities such as today’s to have a one-on-one meeting. | |
| · | Board member Petersen said other groups with whom the Board is having these meetings are the Leadership Team, the Refugee Forum, PTA Council, District staff and others. | |
| · | An attendee said he/she has been in Everett for ten years and this is the most comprehensive search he/she has experienced. It is reassuring to community members. | |
| · | A speaker said her husband lost his job and applied for everything online. A headhunter said, “I am the person that everyone comes to – this is how to get a job.” Hopefully, the Board has refined what they are looking for, to which Karen said that is why people such as the speaker are here. | |
| · | An attendee noted that Carol Whitehead said Everett is the hub of social services, money for transients and unfunded mandates, which made the attendee wonder why he/she moved here. Is the District funding other areas? | |
| · | President Madsen said it is a Federal requirement (Kids In Transition program) that a child be transported to the school they attended before they became homeless. It has been a challenge, but it is worth it to the students to let them continue to go to their schools. | |
| · | Everett is working with 11 districts to file a lawsuit to make the State fund the special ed program that is underfunded. The District is required, and wants, to provide those services, but it should be funded. | |
| · | Once upon a time, the District was not using safety net funding, but it is getting it now. | |
| · | Board member Cooper said safety net funding was increased for Everett and many others because of this lawsuit. The situation is not unique to Everett. Special ed is not funded fully. | |
| · | When Board member Petersen asked whether this is enough of an issue to put it on the list of superintendent characteristics, a speaker said he/she is the parent of four and hopes that the District looks for ways to provide special services for children. | |
| · | Everett does a very good job. | |
| · | A speaker said he/she has had positive and negative experiences with the District. It is important to provide more communications, including special ed, and not feel so isolated. The speaker has no idea what other programs are out there. There needs to be a global overview with best practices. Communicate those things via a public relations piece. | |
| · | The superintendent should make it so that parents are able to provide input (like tonight), but not in situations where the decisions have already been made. | |
| · | A speaker talked about his/her child doing his/her senior project about the hours of Board meetings. | |
| · | The superintendent should attend at least one meeting in the evening. Ask the superintendent to travel to schools to hold open forums. The Board room is inhibiting. There is no room for the public at the meetings; the space is filled with staff making presentations, so this speaker must wait in the hallway, because there is no room. The speaker recommended designing a new building with more room. If the opportunity for evening meetings is not provided, then the Board will not know whether evening meetings are better. This speaker realizes Board meetings might extend late into the evening. More time for public speaking should be provided at the Board meeting. Speakers are cut off after a few minutes. President Madsen clarified that the superintendent needs to provide opportunities for the public to provide input. | |
| · | An attendee overheard a conversation at Starbucks about an Everett issue – the math curriculum. Those issues have not been addressed. The District should respond, even if what the speaker heard is miscommunications. | |
| · | There is a transition happening that includes moving connecting math down a year so that they test in 7th grade math. Parents do not know the gaps to fill in or the plan for the transition. Students are floundering. President Madsen clarified that the superintendent should ensure that staff members are evaluating who transitions and what the kids would be missing. | |
| · | Fourth grade WASL math is being used as a decision. | |
| · | The District should tell the students what they are skipping and communicate that. | |
| · | Look at the test that sets the criteria for the student to skip. Make sure those tools make sense and are timely, not using the 4th grade WASL to move a child to 6th. Allow teachers to use more professional judgment to understand a student they have had all year. When President Madsen asked how that would translate for the superintendent, an attendee said the superintendent should look at how decisions are being made about who moves up and what the standard is. The superintendent needs to look at the data critically and know who the ‘go-to’ people would be. | |
| · | Also consider whether all three high schools need to be the same. The accreditation process for JHS should be the same as all others. JHS wants to be recognized by the state in the accreditation process. OSPI wants a district to look at all courses. Everett requires each school to focus on writing, reading and math. | |
| · | President Madsen asked whether the speaker wants the new superintendent to look at each school uniquely. | |
| · | Everett has been standardizing curriculum. On the other side, teachers should use professional judgment and be able to provide an on-the-spot lesson that applies; allow that flexibility. The new superintendent needs to recognize that flexibility. | |
| · | There is a draft of new science standards and a new math standard. The superintendent needs to recognize flexibility for the teacher, especially as changes are being made. President Madsen clarified that the speaker is thinking systematically and wants the superintendent to see that. | |
| · | There need to be more opportunities for teaming, level-to-level and in the years ahead. | |
| · | The speaker is pleased about the hiring salary. | |
| · | Honesty and openness are very important traits. Recently there has been negative press which should be combated by providing a real atmosphere of openness. The new superintendent should model that. It is important to have good public relations and communications about what Everett is doing and why. | |
| · | The Halloween holiday is a big issue. Various schools seem to be doing it differently – Cedar Wood is not having costumes, while Forest View is. The District needs a districtwide policy. A few parents will not send their children to school, so the principal said no to all celebrations. This speaker recommended making it a party that will make learning fun – celebrate. President Madsen clarified whether the superintendent should leave it up to the professional judgment of the principals, to which the speaker said the superintendent needs to be aware and sensitive to the majority, not just a small minority. Use practical judgment about what should be told to parents as far as what is read to students, or parties to have. This parent let his/her children hear Harry Potter even though children were on the playground ripping the ‘soul’ out of one another. | |
| · | Board member Petersen said he is unclear on what is being said about setting fairness – equity vs. using professional judgment? The speaker said, sadly, we need both. | |
| · | Social studies is not on the WASL so the teachers send home copious homework to catch up. | |
| · | President Madsen asked about the best thing about coming to work in Everett, to which a speaker said the teachers and administrators are great. | |
| · | When asked whether there is any one thing that stands out, a speaker said perhaps the focus on diversity. | |
| · | Board member Petersen said the Board wants the new superintendent to refine what we have, not necessarily think they must fix something. | |
| · | A speaker said we can’t let time slip away; more will go wrong. | |
| · | The organizer of today’s meeting, Van Dinh Kuno, of Refugee & Immigrant Services Northwest, welcomed everyone. Today’s group represented members of the ELL parent community. They discussed the myriad countries represented at today’s meeting and that each of these individuals has an interest in, and values, education. They are pleased to be asked to voice their recommendations for the superintendent search. | |
| · | Van named the parents, their backgrounds and degrees and that they all speak English well. | |
| · | President Madsen introduced the Board members. | |
| · | The adults and students introduced themselves and the school with which they are associated. | |
| · | President Madsen opened the discussion, saying the Board appreciates the opportunity to talk with this group and looks forward to getting their input about what the audience would like schools to be and how a superintendent can help with that. | |
| · | President Madsen asked a student how school was for him, to which the student said he/she struggled and worried about the WASL. When asked whether all was going well now, he/she said everything is going well. | |
| · | Van said the student is working with counselors who can act on his/her behalf and get help, especially for CE. No other country has that. This student’s senior project is two-thirds done and he/she is working with staff to ensure he/she graduates on time. | |
| · | When asked whether there was anything the parents want to tell the Board, an attendee said the language barrier is the hardest – the parents are unable to help with homework. Their children are called stupid. The communications barrier is difficult. This parent said he/she needs a schedule of meetings in his/her language. He/She recommended mailing announcements in the home language and providing translators at events. | |
| · | An attendee said it is important to make the District safe. Parents are alarmed when they receive calls about bomb threats at the school. Maybe add metal detectors. There was a BB gun at an elementary school – that is not safe. | |
| · | When asked whether the parent appreciates getting the call that the incident happened, the parent said yes, but a focus on safety is important. | |
| · | Van said she tries to emphasize that it takes a village to raise a child. She keeps a database. The WASL is a huge barrier. Without a high school degree, it is hard to get a job. It is difficult to navigate systems for an ESL student. The regulations are so difficult. Communications to parents should be simple and need not be of the same complexity as they are in English. Van is very concerned that children do not translate all of a message, which then makes the student powerful. | |
| · | Board member Dutton asked whether it would be helpful to send two translated documents, one full and one shortened, to which Van said that may be helpful. | |
| · | An attendee said when he/she was in school, the speaker would read the message and throw it away, but if the message came in the family’s language, then he/she would have to give it to his/her parents. | |
| · | An attendee (student) said his/her father cannot read the messages, so this student does not tell him the truth. The speaker also recommended providing dictionaries from all languages. Working with Van has helped a lot. | |
| · | Parents, said this speaker, want their children to attend a club, but parents do not understand information that is provided. This speaker needs a way to understand and encourage his/her student to join some clubs. Parents need to know more about programs. | |
| · | When President Madsen asked whether a teacher has done something to encourage students to join in, an attendee said at the first of the school year, parents received some materials about involvement opportunities. | |
| · | President Madsen asked a parent from Mukilteo whether he/she has any ideas for Everett, to which he/she said sending information in their language is useful. | |
| · | A student said he/she does not see many after-school activities. The school only offers math, but this student and others need transportation home. This student works until 4:30 p.m. The Boys and Girls Club offers help for homework, but the students are “lost” because there is no translator. This student recommended that homework be in the native language so the student could see it in Russian (for example), experience an “ah ha” moment and then complete the work in English. | |
| · | A student from EHS said he/she stays after school one hour with a group of students, and they get a bus token to go home. That one hour has been a huge help. These are great students, but they don’t always know the expectations. | |
| · | A Lowell parent said that is good for the high school students, but the elementary children may not have transportation available to them. They have asked if they could stay in the office, but the school closes at 4. | |
| · | When asked whether there is a YMCA, the parent said no. Van said these parents generally don’t have sick leave, nor do they have a network on which to rely for help. They cannot risk a loss of income and/or jeopardize their jobs. | |
| · | President Madsen asked for other ways that the superintendent or schools could help students, to which an attendee said other languages need to be offered at school. Opportunities to share about the various countries need to be provided – perhaps describe the best holiday in each country. | |
| · | Van suggested researching Tacoma where they test students for the level of their knowledge of the Korean language and then the student gets foreign language credit for Korean at that level, thus freeing the student for more classes. | |
| · | When President Madsen asked the parents who in the room has taught before, two replied in the affirmative. She asked them whether there are other things that would be helpful, to which one of the speakers said parents need help feeling connected. They also need to be connected to social services. They feel isolated. The children need help adjusting and learning the culture, as do the parents. | |
| · | President Madsen asked whether the speaker would envision all Russians being together, for example, or something else? The speaker replied that it should be specific to the culture. It would help create a network. | |
| · | President Madsen suggested that the District might help by providing a place for them to network, to which a speaker recommended that the District also provide the transportation. This would help provide a sense of community. The families are scattered. | |
| · | Van noted that less than 50 percent of the ELL families have a computer, so having one available at school would be valuable. President Madsen suggested it might be somewhere near the lobby for parents to use. | |
| · | Van said some years ago, parents met face-to-face with the principal and he would show the parent that the student was not at school. The parent often took care of it right away. | |
| · | President Madsen said she more clearly appreciates that it is hard for a visitor from another country. Parents often must rely on their child to translate. | |
| · | Van said many families spend years in a refugee camp before coming to the United States. It’s not like going on vacation. The ELL focus group was surprised to be included in the search process. | |
| · | Board member Petersen asked for ideas to meet the needs of those who speak one of the 71 languages in the District, to which Van said staff do not need to know the language; rather, they need to be sensitive and ask students to come in to share. She spoke of a student who lives in a family of nine children and, until they came to America, they had not experienced using a spoon or eating yogurt, for example, so Van showed this child how to open the container and eat it with a spoon. This child was then able to teach the others in the family how to eat yogurt and how to hold a spoon. Thus, one does not need to be an expert, just exercise sensitivity. | |
| · | Board member Petersen asked whether sensitivity is enough, to which Van said some have it and some don’t. Families and children need respect too. Van does not speak 71 languages, but she will ensure these families get the needed services. Many are availing themselves of the Refugee & Immigrant Services Northwest. We ask them to tell us if what we are offering is helping them. | |
| · | President Madsen referred to an earlier statement and concurred that it would be helpful to have dictionaries. An attendee said a computer is not always available on which to check spelling or a definition. Pictures also help for those of all ages, especially when tutoring. | |
| · | Board member Petersen encouraged the group to help the Board be more helpful with how the ELL families can interact with the school system. It is very important to have this partnership. The Board wants to provide a welcoming environment and the Board hopes to find a superintendent that can be sensitive to the ELL community’s needs and offer help. | |
| · | Board member Dutton thanked the group for attending today’s meeting – the Board learned a lot. Your coming here today helps us in our search. | |
| · | Board member Andrews said the group is an inspiration. She admires them for learning our culture and language; hopefully, the District can continue to build bridges to better serve. | |
| · | An attendee said offering more activities helps children learn. | |
| · | Van said the group appreciates being included. This is the first time in 15 years the Board participated in a focus group with them. It is wonderful that the Board gets to hear directly from the parents, not just the leadership of an organization. | |