Apr 10, 2024 School Health Advisory Council

[I. Welcome & Mindful Moment – Allison Thummel, SHAC Chair]

[00:00:03]

AND EVERYONE. GOOD AFTERNOON. THANK YOU FOR JOINING US FOR TODAY'S SHACK MEETING. MY NAME IS ALISON THUMBLE. I'M THE PARENT CHAIR. I JUST SWALLOW SOME LETTUCE. JUST TOO MUCH INFORMATION. UM OK. THE FOUR ISD SHAQ MEETING IS AN OPEN MEETING FOR THE PUBLIC TO ATTEND OR VIEW . THE TIME IS 12:01 P.M. ON APRIL 10TH 2024 AND THEN MEETING IS NOW OFFICIALLY CALLED TO ORDER. NOTICE OF THIS MEETING HAS BEEN POSTED ONLINE AND AT THE FORT BEND ISD ADMINISTRATION BUILDING FOR AT LEAST 72 HOURS. THE MEETING, RECORDING AND MEETING MINUTES WILL BE POSTED TO THE FBI C SHACK WEB PAGE WITHIN 10 DAYS. IF WE HAVE THE ATTENDANCE OF QUORUM, WE WILL BE ASKING FOR VOTES. WE ASK THAT AT THIS TIME, EVERYBODY TAKE OUT THEIR PHONES AND SILENCE THEM.

AND PLEASE HOLD ALL COMMENTS UNTIL EACH SPEAKER IS DONE. PRESENTING. SO WELCOME. WE'RE STARTING RIGHT ON TIME, AND WE'RE ACTUALLY GOING TO BE A LITTLE BIT EARLY. UH, WE HAVE

[II. Presentations and Brain Break]

STAND UP. IF YOU'RE A STUDENT REPRESENTATIVE, SO STUDENTS SO AND THEN LAST ONE HERE, STAND UP. IF YOU'RE A PARENT REPRESENTATIVE, SO YOU MIGHT BE BOTH DISTRICT SCHOOL AND A PARENT. JUST PARENTS ALONE. AWESOME. WELL, THANK YOU FOR EVERYONE'S ENGAGEMENT. WE'LL UH, TRANSITION SLOWLY TO THE CONTENT OF OUR PRESENTATION. NOW UM, JUST A SUPER BRIEF OVERVIEW OF THE FOUR THINGS WE WANT YOU TO BE ABLE TO ANSWER BY THE TIME YOU GUYS LEAVE HERE TODAY. FIRST WHY WOULD WE PROMOTE PHYSICAL ACTIVITY IN SCHOOLS? SECOND WHAT CAN SCHOOLS AND DISTRICTS DO TO PROMOTE PHYSICAL ACTIVITY? UH, THIRD? WHAT ARE THE CURRENT CHALLENGES THAT EXIST TO PROMOTING ACTIVITY RIGHT NOW? UH, AND THEN FOURTH. HOW DO WE MOVE THIS WORK FORWARD? SO WITH THAT. SEND IT OVER TO THEM. YEAH SO WE'RE GONNA START WITH ONE MORE ACTIVITY. UM IT'S CALLED A GALLERY WALK AND WE SHOULD HAVE COORDINATE WITH OUR OUR FRIENDS OVER HERE WHO RUN THE MOTOR LABS, BUT, UM, SO WE WANT EVERYONE TO DO IN JUST A MOMENT IS STAND UP. AND THEN WE'RE GONNA ROTATE THROUGH THIS GALLERY. NOW OUR GALLERY WALK IS THE SMALL SHEETS OF PAPER AND IT'S QUOTES AND JUST TO SET THE BACKGROUND. WE'VE DONE A LOT OF RESEARCH ABOUT, UH, SOME OF THE BENEFITS OF PHYSICAL ACTIVITIES IN SCHOOLS, AND ONE OF THE FIRST THINGS WE DID WAS CONNECT WITH EDUCATORS AND SOME STUDENT ABOUT HOW THEY PERCEIVE THE BENEFITS. UH SO YOU'RE GONNA SEE QUOTES FROM, UH, THEY'RE ALL AT THE ELEMENTARY LEVEL. SO PRINCIPALS, ASSISTANT PRINCIPALS, TEACHERS AND SOME STUDENTS, UM, AND IT JUST CAPTURES SOME OF THE THINGS THAT THEY THINK ARE BENEFICIAL.

SO IN JUST A MOMENT, WE'RE GONNA HAVE YOU STAND UP, BUT WE WANT YOU POSITIONED AT DIFFERENT PARTS SO YOU DON'T HAVE TO START THE SAME, UH, POINT. SO WE WANT PEOPLE TO SPREAD OUT SORT OF

[00:05:01]

YEAH. I.

OK? OH, I DIDN'T. I OK? OH, YOU YEAH. AND YEAH. I IT. THANK YOU.

YES. I. YEAH. AND SO. I. YOU GET OK, SO I ME. I. YOUR.

WITH YEAH. I HAVE, I GUESS LIKE I DON'T. NOW. OK? THANK YOU. HOW MUCH LONGER? WE? WE HAD IT. A

[00:10:07]

I YEAH. OK? UH, THE SO. ON THE OK, SO. YOU KNOW, I MEAN, EXACTLY. I MEAN, A SAL. BY. THAT TIME. NO. SO THE TIME. LIKE THAT. I FEEL LIKE THEY DON'T FEEL OH, YEAH. I MEAN, A LOT OF YOUR CREDIT. YOU. UH, THOSE ARE CRAZY. SO WE'RE GONNA DO THIS FOR ABOUT ONE MORE MINUTE. SO YOU ABOUT ONE MORE MINUTE IF YOU'VE ALREADY GONE THROUGH QUOTES OR YOU SORT OF HAVE AN IDEA. IT'S OK TO SIT DOWN. BUT IF YOU WANNA KEEP READING MORE QUOTES AND YOU CAN JUST FINISH UP THE ONES YOU HAVEN'T SEEN YET WE HAVE ABOUT ONE MORE MINUTE. I MEAN THAT.

IN THE CASE. ONE SECOND. YOU. UH, LIKE OH, DEFINITELY. OK? YEAH. LIKE ALL RIGHT. SO WE'RE GONNA GIVE YOU ABOUT 15 MORE SECONDS. PEOPLE CAN START TAKING THEIR SEATS. IT'S OK IF YOU HAVEN'T SEEN EVERY QUOTE, BUT YOU CAN START TAKING YOUR SEATS. LIKE I SAID, IT'S OK IF YOU HAVE NOT SEEN EVERY QUOTE. A NOW. YEAH. NO. YES. REALLY? DON'T START, BUT IT'S GOTTA GO BACK. OK SO IF PEOPLE CAN TAKE THEIR SEATS IF YOU CAN PLEASE TAKE YOUR SEATS. THANK YOU.

YEAH. SEEN BEFORE. SO THANKS FOR GOING THROUGH THE QUICK GALLERY WALK IN DOING THAT ACTIVITY WITH US. UM THE WHOLE IDEA IS JUST TO SHARE OUT SOME VOICES FROM EDUCATORS AND FROM STUDENTS ABOUT THE BENEFITS OF ACTIVITY. UH AND PART OF THAT GALLERY WALK , WE COULD HAVE STOOD UP HERE SHOWN YOU SOME QUOTES IN THE POWERPOINT SLIDES AND TALK THROUGH THEM, BUT YOU PROBABLY DON'T WANNA KEEP HEARING US TALK, SO WE FIGURED IT MIGHT BE A BETTER IDEA TO GET PEOPLE UP AND MOVING A LITTLE BIT. WE PROBABLY COULD HAVE SPACED THEM OUT A LITTLE BIT BETTER, UH, TO GIVE YOU A LITTLE BIT MORE SPACE, BUT THIS IS A LARGE GROUP, THEN I. I THINK WE ANTICIPATED BUT EVEN THE TALKING AMONGST PEOPLE IS A GOOD THING. UM IT ALLOWS YOU TO JUST, UH, MAKE SOME CONTACT WITH PEOPLE AND TALK A LITTLE BIT. SO ANYWAY , UM, WE THINK THIS IS JUST A GOOD EXAMPLE OF HOW YOU CAN JUST INTEGRATE MOVEMENT INTO A SIMPLE ACTIVITY AND HOW IT CAN MAKE A BIG DIFFERENCE, AND I'M GONNA PASS IT OVER TO DEREK, WHO'S GOING TO TALK A LITTLE BIT MORE ABOUT SOME OF THE BENEFITS. YEAH, SO LOTS OF CONVERSATION PROBABLY MEANS IT'S HITTING CLOSE TO HOME. YOU SEE THIS IN YOUR CLASSROOMS IN YOUR, UH, PE CLASSES IN THE A BLS, UM, WE TOOK THIS DATA. UH ALL THIS INTERVIEW DATA. UM AND DID THE THEMATIC ANALYSIS ON THIS AND PUBLISH THIS RECENTLY? UH, WE'VE KIND OF ORGANIZED THE BENEFITS THAT WE SAW OR HEARD FROM THE

[00:15:01]

UM, AND THEN ONE THING THAT WE DON'T OFTEN THINK ABOUT BECAUSE WE'RE SO FOCUSED ON THE OUTCOMES OF OUR STUDENTS, AND OUR LEARNERS IS WHAT KIND OF IMPACT IT HAS ON TEACHERS. UH AND SO WE FOUND THIS INSTRUCTIONAL BENEFIT. WHERE TEACHERS WERE ACTUALLY GETTING MORE HIGH QUALITY TEACHING TIME BECAUSE, YOU KNOW, THINK ABOUT THE SOCIAL , EMOTIONAL AND BEHAVIOR.

STUDENTS ARE ACTING OUT, SO THAT DOESN'T OR THAT MEANS THAT THEY'RE NOT HAVING TO GO BACK THROUGH THE INSTRUCTIONS THE SECOND TIME YOU'RE NOT STOPPING IN THE MIDDLE OF A LESSON, UH TO RESTART BECAUSE SOMEONE'S ACTING OUT, UM AND THAT JUST LED TO A GREATER TEACHER AND STUDENT RELATIONSHIP SO BETTER EXPERIENCE IN THE CLASSROOM. YES, AND JUST TO HIGHLIGHT WHEN WE TALKED TO THE WE DID THIS WORK WITH A DIFFERENT SCHOOL DISTRICT, AND THEY DID HAVE INITIATIVES PROMOTING PHYSICAL ACTIVITY. UM AND, UH, WE CAN TALK A LITTLE BIT MORE ABOUT WHY WE THINK STUDENTS ARE MORE READY TO LEARN. THEY'RE MORE ENGAGED IN LEARNING. UH, ONE OF THE BIG REASONS, WHICH IS AN EMERGING RESEARCH IS THAT THE BRAIN HEALTH AND THE BENEFITS OF MOVEMENT FOR THE BRAIN. SO UM, JUST BY A SHOW OF HANDS, WHO'S SEEN THE IMAGE THAT'S ON THE POWERPOINT SLIDE? SO A COUPLE OF PEOPLE? YEAH SO, UH, WHAT THIS IS SHOWING FOR THOSE WHO HAVEN'T SEEN IT. IT'S A COMPOSITE IMAGE OF THE BRAIN. THE ONE ON YOUR LEFT SIDE. UM IS, UH, IMAGE AFTER 20 MINUTES OF STUDENTS WHO ARE SITTING QUIETLY ON THE RIGHT SIDE IS, UH, AFTER 20 STUDENTS IMAGES OF 20 MINUTES, UH, AFTER 20 MINUTES OF WALKING, AND SO THE BLUE AND THE GREEN ARE SORT OF, UH, THE LOW ACTIVITY AND THE RED ORANGE REPRESENT HIGH BRAIN ACTIVITY SO YOU CAN SEE HERE AFTER MOVEMENT, UM THERE'S MUCH MORE BRAIN AND SO THIS IS JUST ONE OF THE POTENTIAL MECHANISMS FOR WHY WE THINK THAT, UH, MOVEMENT CAN REALLY HELP SUPPORT LEARNING. THERE ARE OTHER MECHANISMS. SO WHEN YOU'RE MOVING, THERE'S MORE BLOOD FLOW TO THE BRAIN. UH THE PROTEINS AND HORMONES ARE RELEASED THAT CAN HELP WITH BRAIN HEALTH. UH AND THEN IT JUST MAKES YOU MORE ALERT. UH, YOU MORE ENGAGED, MORE ATTENTIVE. SO AGAIN. THESE ARE OUR BIG REASONS WHY WE THINK MOVEMENTS REALLY IMPORTANT FOR LEARNING. NOW THAT'S AT THE STUDENT LEVEL. UH, THIS IS LOOKING AT DATA THAT WE RECENTLY COLLECTED WITH, UH, ONE OF OUR OTHER PARTNER DISTRICTS. UH AND THIS LOOKS MORE AT THE SCHOOL LEVEL. SO HERE ON THE Y AXIS. UH YOU CAN SEE THIS IS THE OVERALL SCHOOL RATING. WE GOT THIS INFORMATION FROM THE TE A WEBSITE. UH SO, UM, HOPEFULLY THESE LOOK SOMEWHAT FAMILIAR. THE HIGHER THE SCORE THE BETTER ON THE X AXIS. HERE IS THE PHYSICAL ACTIVITY INDEX SCORE. SO WHAT WE DID WITH THESE SCHOOLS IS WE COLLECTED INFORMATION ABOUT HOW MANY DIFFERENT TYPES OF OPPORTUNITIES . THE SCHOOLS WERE OFFERING THEIR STUDENTS, SO THIS INCLUDES PHYSICAL EDUCATION RECESS, CLASSROOM BASED APPROACHES MOTOR LABS, UH, AFTER SCHOOL PROGRAMMING, AND SO WHAT YOU CAN SEE HERE, THERE'S A DIRECT CORRELATION, SO THE HIGHER THE SCHOOLS WERE SCORING ON THIS INDEX SCORE. THE HIGHER THEIR OVERALL ACADEMIC PERFORMANCE WAS NOW WE CAN'T CONCLUDE THAT IF YOU INCREASE THE OPPORTUNITIES THAT YOU'RE, IT'S GOING TO GUARANTEE YOU HIGHER ACADEMIC SCORES. IT'S NOT NECESSARILY WHAT WE CAN TAKE HOME FROM THIS. THIS, UH, CHART BUT THERE IS AN IMPORTANT THING TO POINT OUT THAT YOU CAN SEE AT THIS TOP PART OF THE CHART. UM THERE ARE A LOT OF SCHOOLS THAT ARE OFFERING THE MOST ACTIVITY OPPORTUNITIES AND THEY'RE ALSO SCORING THE HIGHEST. SO IT DOESN'T MEAN WE HEAR A LOT OF TIMES THAT YOU KNOW ACTIVITY IS GONNA TAKE AWAY FROM LEARNING AND THAT WE NEED TO KEEP SPENDING MORE TIME IN JUST CORE ACADEMICS. BUT THIS IS SHOWING YOU THAT IT CAN BE DONE AND IT CAN BE DONE VERY SUCCESSFULLY WHERE SCHOOLS ARE SCORING WELL.

SO I'M GONNA PASS IT BACK OVER TO DEREK, WHO'S GONNA TALK A LITTLE BIT MORE ABOUT THE DIFFERENT WAYS IN WHICH WE CAN SUPPORT PHYSICAL ACTIVITY IN SCHOOLS. YEAH. SO WHEN YOU THINK ABOUT THOSE, UM DIFFERENT OPPORTUNITIES, WE CAN KIND OF CONCEPTUALIZE THIS BY, UH, SOMETHING CALLED THE WHOLE SCHOOL APPROACH. UH, THAT ONE OF OUR MENTORS CAME UP WITH. DECADE OR SO AGO. UM AND IT REALLY WHAT WE'RE THINKING ABOUT HERE IS HOW WE CAN INTEGRATE PHYSICAL ACTIVITY INTO EVERY SEGMENT OF THE SCHOOL DAY. AND SO IF YOU THINK ABOUT EACH SECTION STUDENTS WAKE UP, AND THEY HAVE TO TRAVEL TO SCHOOL, SO THINKING ABOUT ACTIVE WAYS TO COMMUTE TO THIS WORLD BEFORE AND AFTER, UM IF SCHOOL OR STUDENTS NEED TO BE DROPPED OFF BEFORE SCHOOL, THERE'S LIKE AN HOUR OR SO WHERE MAYBE YOU HAVE A MORNING WALKING CLOCK OR MORNING RUNNING CLUB.

THERE'S AN OPPORTUNITY THERE. UH, SAME THING AFTER SCHOOL AFTER SCHOOL PROGRAMS THAT SPECIFICALLY FOCUS ON PHYSICAL ACTIVITY, UM WE ALSO HAVE THINGS LIKE YOUR VARSITY SPORTS OR

[00:20:05]

THIS IS SO GREAT. WHY ARE WE NOT DOING THIS ALREADY? AND THIS IS REALLY WHERE OUR RESEARCH IS FOCUSED. IT'S ALL ABOUT IMPLEMENTATION. SO UM, I LIKE THIS CARTOON BE BECAUSE IT SAYS THE LATEST RESEARCH SHOWS THAT WE REALLY SHOULD BE DOING SOMETHING WITH ALL THIS RESEARCH. SO EVEN THOUGH WE HAVE A GOOD IDEA OF WHAT WE CAN BE DOING IT. IT'S JUST NOT THAT SIMPLE. UM YOU KNOW, THERE'S THIS THIS IDEA THAT THERE'S A RESEARCH TO PRACTICE GAP, SO THERE'S ESTIMATES THAT IT CAN TAKE UP TO 17 YEARS TO GET SOMETHING THAT YOU KNOW, WE RECOGNIZE AND HAVE THE RESEARCH BASE BEHIND TO BE USED IN PRACTICE. I WILL SAY THAT THAT NUMBER IS MUCH MORE TIED TO THE HEALTH INDUSTRY. AND UM, SO THAT'S MORE OF MEDICAL BASED RESEARCH, PUBLIC HEALTH BASED RESEARCH, BUT I WOULD GUESS, UM, EDUCATION HAS SIMILAR CHALLENGES . UH, WE ALSO KNOW IMPLEMENTATION WILL NOT HAPPEN. AND IT'S ON, SO WE NEED TO BE VERY PROACTIVE ABOUT IT. THAT'S ONE OF THE REASONS WHY WE WANT TO SPEAK WITH YOU ALL IS TO MAKE SURE THAT EVERYONE'S AWARE OF THE LATEST RESEARCH AND THEN HOW WE CAN LEVERAGE IT TO IMPROVE OUR PRACTICE. WE ALSO KNOW PASSIVE IMPLEMENTATION APPROACHES ARE MOSTLY INEFFECTIVE, SO IT'S NOT QUITE ENOUGH FOR US TO JUST TALK WITH YOU ABOUT IT. WE NEED TO THINK VERY STRATEGICALLY ABOUT THE IMPORTANCE AND HOW WE CAN BETTER BUILD CAPACITY AND SUPPORT SCHOOLS AND DISTRICTS TO BE ABLE TO TAKE THIS UP AND THEN USE IT AND LEVERAGE IT SO THE STUDENTS AND THE COMMUNITY BENEFITS THE MOST. SO I'M JUST GONNA SHARE SOME, UH OTHER QUICK. UH DATA POINTS THAT, UM, WE COLLECTED JUST TO PROFILE. SO UM SOME OF THE ADDITIONAL INFORMATION WE'VE LEARNED, UH, AGAIN. THIS WAS WORK DONE WITH ONE OF OUR OTHER PARTNER DISTRICTS AND ON THIS SIDE HERE, YOU CAN SEE THESE ARE ALL DIFFERENT SCHOOLS, SO I THINK WE HAD SLIGHTLY OVER 20

[00:25:03]

HOW MANY CLASSROOM BASED APPROACHES THEY WERE USING. THEY'RE AFTER SCHOOL BEFORE SCHOOL ACTIVE TRANSPORT PROGRAMS . SO THIS IS WHAT WHAT THEY ARE DOING TO SUPPORT ACTIVITY THAT'S CONSISTENT WITH WHAT WE WOULD CALL THAT WHOLE SCHOOL APPROACH, SO A COUPLE OF THINGS JUMPED OUT . UH, FIRST, UH, FOR PE, THE GREEN THAT JUST SAYS THAT THEY'RE IN COMPLIANCE WITH THE POLICY. THE YELLOW IS KIND OF LIKE A GRAY AREA, SO THE POLICY REALLY ASKS FOR WEEKLY ACTIVITY AND THEY MIGHT BE HITTING THAT WEEKLY GOAL, BUT AVERAGED OVER TWO WEEKS, SO ONE WEEK THEY MIGHT NOT NEED IT THE NEXT WEEK. THEY'RE EXCEEDING IT. UM SO THAT'S KIND OF A GRAY AREA RED MEANS THEY'RE NOT IN LINE WITH THAT PHYSICAL ACTIVITY POLICY. SO THERE'S ROOM FOR IMPROVEMENT JUST IN THE PE IN TERMS OF BRINGING SCHOOLS UP WITH THAT POLICY. UH, THE OTHER THING I WOULD WANT TO POINT OUT IS THESE CLASSROOM BASED APPROACHES SO SOME OF THE SCHOOLS WERE USING MOTOR LABS, BUT NOT AND NOT TO THE EXTENT THAT THEY COULD BE, UM, LIKEWISE, SOME OF THE SCHOOLS WERE WERE STARTING TO USE BRAIN BOOSTS IN ACTIVE LESSONS, BUT AGAIN LOTS OF ROOM FOR IMPROVEMENT THERE, UH, IN TERMS OF THE AFTER SCHOOL BEFORE SCHOOL, ACTIVE TRANSPORT A LOT OF VARIATIONS SO OVERALL THAT THE AFTER SCHOOL PROGRAMS WERE PRETTY WELL SUPPORTED, BUT A LITTLE BIT LESS SO FOR BEFORE SCHOOL AND ACTIVE TRANSPORT NOW WE TRIED TO BETTER UNDERSTAND SOME OF THE IMPLEMENTATION DRIVERS WITH THIS SO AGAIN WITH, UM, PHYSICAL EDUCATION AND RECESS. YOU KNOW, THESE ARE POLICY DRIVEN SO IN MANY WAYS, BRINGING SCHOOLS BACK UP WITH THE POLICY IS ONE REALLY IMPORTANT WAY TO HELP ADDRESS SOME OF THE ACTIVITY ISSUES. UH, LIKEWISE, RECESS WITHIN THE DISTRICT YOU'RE WORKING WITH. THEY HAD A SPECIFIC RECESS POLICY THAT THEY COULD BE ENFORCING IN TERMS OF THE CLASSROOM BASED APPROACHES. UH, THIS WE FOUND WAS A LITTLE BIT MORE DRIVEN BY TEACHERS. AND SCHOOL LEADERS AND SOME OF THE DISTRICT HEALTH PERSONNEL. UH SO THEY WERE PROMOTING IT, AND THEN IT WAS MORE A LITTLE BIT MORE UP TO THE TEACHERS AND SCHOOL LEADERS TO TAKE THESE ON AND TRY AND IMPLEMENT THEM, AND I THINK THAT'S IN PART WHY WE SEE A LITTLE BIT LESS USE BECAUSE IT'S NOT VERY SIMPLE. UM YOU HAVE TO MAKE SURE THE TEACHERS HAVE THE SKILLS, UH, AND KNOW HOW BEST TO SUPPORT STUDENTS THROUGH MOVEMENT, UH, WITH THE AFTER SCHOOL PROGRAM, C ARE A LITTLE BIT TRICKIER, UH, SOMETIMES REQUIRE SCHOOL LEADERS TEACHERS TO VOLUNTEER ADDITIONAL STAFF COMMUNITY PARTNERSHIPS. UM THEY ALSO OFTEN REQUIRE FUNDING. UM AND SO OVERALL THESE, YOU KNOW, YOU HAVE TO BE STRATEGIC ABOUT HOW YOU CAN BEST MAINTAIN THEM. WE FOUND THAT THE SCHOOL DISTRICT WAS DOING QUITE WELL BECAUSE THEY ADDED A GRANT, BUT IT WASN'T ALWAYS SUSTAINABLE, DEPENDING ON GRANT FUNDING. SO I'M GONNA PASS IT OVER TO DEREK JUST TO CLOSE THINGS OUT. YEAH. UM, SO THIS SLIDE JUST SHOWCASES THE THINGS OH, SORRY. UH, THIS FINAL SLIDE JUST SHOWCASES THE THINGS THAT WE'RE TRYING TO DO, UM, BOTH WITH OUR PARTNERS AND KIND OF A CALL TO ACTION TO SCHOOLS AND DISTRICTS INTERESTED IN THIS TOPIC, UH, TO SUPPORT PHYSICAL ACTIVITY, AND SO THE FIRST THING IS, UH, SETTING UP EITHER, UH, INDIVIDUAL KIND OF ONE OFF EVALUATIONS OR MONITORING SYSTEMS WHERE WE CAN REALLY UNDERSTAND WHAT SCHOOLS ARE ACTUALLY DOING. UH, IF YOU DON'T KNOW WHAT THEY'RE DOING, WE DON'T KNOW HOW WE CAN HELP YOU. OR IMPROVE WHAT YOU'RE CURRENTLY DOING. SO UM, WE CAN DO THIS. LIKE WE SHOWED WITH THE INTERVIEW DATA, UM, WITH SURVEYS THAT ARE SITTING AROUND THE SCHOOLS AND DISTRICTS. UM THAT'S KIND OF THE TRADITIONAL WAY. UM, BUT YOU MIGHT ALSO BE ABLE TO DO DIRECT OBSERVATIONS DEPENDING ON YOUR STAFFING LEVELS OR PARTNERSHIPS WITH, UH, YOU KNOW, LIKE THE UT HEALTH, UH, WHERE YOU SEND IN SOMEONE TO HELP YOU REALLY DOCUMENT WHAT'S GOING ON IN THE CLASSROOM AND PE? UH, AFTER SCHOOL THINGS LIKE THAT. SIMILAR TO THE QUOTES AGAIN, UM, REALLY PROMOTING THE BENEFITS OF PHYSICAL ACTIVITY. IT GOES WELL BEYOND JUST PHYSICAL HEALTH BENEFITS. UM, AND MAKING SURE THAT PEOPLE AROUND YOUR SCHOOL AND AROUND YOUR DISTRICT KNOW WHAT THOSE ARE. SO PERHAPS IT'S IDENTIFYING A PROGRAM CHAMPION, UH, SOMEONE THAT CAN REALLY RALLY THE TROOPS AND GET SOMETHING GOING THERE. UM AND THE FINAL THING IS REALLY KIND OF CONNECTED TO NUMBER TWO IS A LITTLE BIT IN THAT WE HAVE TO BE ABLE TO BUILD CAPACITY WITHIN THE DISTRICTS AND THE SCHOOLS TO IMPLEMENT THIS TO ADDRESS SOME OF THOSE CHALLENGES THAT WE TALKED ABOUT, UM SO ONE WAY OF DOING THAT IS EDUCATING PEOPLE. SO WE'RE HERE DOING THIS PRESENTATION POTENTIALLY DOING, UH, OTHER PRESENTATIONS, UH, WITHIN SCHOOLS WITHIN DISTRICTS.

UM BUT WE KNOW THAT KNOWLEDGE ALONE IS NOT ENOUGH TO CHANGE BEHAVIOR. UH, IT'S ONE OF THE THINGS THEY REALLY HARP ON IN OUR HEALTH PROMOTION DEPARTMENT. UM AND SO WE NEED TO TAKE IT A STEP FURTHER, AND WE NEED TO FIND WAYS TO MOTIVATE STAFF MOTIVATE DISTRICTS TO COMMIT TO DOING THIS, UM IN DEVELOPING ENHANCING SKILLS. WE MIGHT DO THINGS LIKE PROFESSIONAL DEVELOPMENT SESSIONS, YOU MIGHT BE CREATING CONTENT FOR THOSE, UH, TECHNICAL ASSISTANCE. UH, TRAININGS, WORKSHOPS, THINGS LIKE THAT, WHERE WE CAN REALLY HELP THE STAFF WHO ARE PROVIDING THESE OPPORTUNITIES, UH, TO BE ABLE TO DO SO EFFECTIVELY AND HAVE THE CONFIDENCE IN THEIR ABILITY TO DO THIS FOR THEIR STUDENTS. UM AND THEN, ONE FINAL THING IS JUST THINKING ABOUT THE BARRIERS AND SO YOU KNOW, THERE'S LOTS OF DIFFERENT COMPETING PRIORITIES IN SCHOOLS.

WE KNOW THAT, UM, BUT FINDING WAYS TO ADDRESS THOSE THE LACK OF RESOURCES POTENTIALLY OPEN UP A FACILITIES. UM THINGS THAT WE CAN DO TO HELP THE COMMUNITY OUT JUST A LITTLE BIT. ANYTHING YOU WANNA ADD THERE? OH, JUST THE OTHER THING. UM YOU KNOW, THERE ARE RESOURCES EXISTING THAT ARE

[00:30:03]

AND SO, UM, THAT'S ANOTHER THING TO BE THINKING ABOUT IN TERMS OF HOW YOU CAN BEST SUPPORT SCHOOLS AND TEACHERS AND OTHER PEOPLE WITHIN THE SCHOOL COMMUNITY. YEAH, I THINK THAT'S EVERYTHING FOR US. WE'RE HAPPY TO TAKE QUESTIONS. I KNOW WE UM, YOU KNOW, WE CAN LET YOU REGULATE TIME WITH THINGS, BUT SO YOU STARTED WITH INPUTS. BUT WHAT ABOUT OUTPUTS? I THINK IT WOULD BE AN EASIER SELL. IF YOU COULD CORRELATE THE SCHOOLS IN TERMS OF WHAT THEY'RE DOING. AND LIKE THERE ARE CERTAIN SCHOOLS WHERE THEY WERE THREE. REDS VERSUS SCHOOLS WITH, LIKE FIVE OR SIX REDS IN THAT CHART, AND SO HAVE YOU LOOKED AT LIKE STAR TEST RESULTS, OR, UM, R 360, WHICH IS WHAT WE USE HERE. I LIKE BETTER, UM, IN TERMS OF OUTCOMES, AND ACTUALLY, IT WOULD BE AN EASIER IF YOU COULD TELL SCHOOLS HEY, THE SCHOOLS THAT ARE DOING MORE. ARE ACTUALLY HAVING SMARTER KIDS SMARTER KIDS BY BY THEIR TEST RESULTS. YEAH SO IT IT'S A GREAT POINT. WE STAYED WITH THAT HIGH LEVEL LIKE OVERALL SCHOOL SCORE. WE'D LOVE TO GET MORE ACADEMIC DATA. WE DO CURRENTLY HAVE A GRANT WITH AN EXISTING WITH ANOTHER DISTRICT WHERE WE'RE TRYING TO SUPPORT THE USE OF THE CLASSROOM BASED APPROACHES. AS PART OF THAT WE'RE GOING TO GET MORE EXTENSIVE ACADEMIC DATA. BUT WE ARE. THIS IS VERY MUCH LIKE A BEGINNING STAGE. IT'S A SENSE OF WHAT'S GOING ON ACROSS THIS DISTRICT. WE'D LOVE TO EXPAND THAT UP AND REALLY UNDERSTAND THE IMPACT ON SOME OF THESE ACADEMIC OUTCOMES SUCH AS THE STAR AND THEN OTHER GROWTH TESTS . UM, THAT I THINK COULD BE MORE INDICATIVE. AND BUT THERE IS A LOT OF RESEARCH OUT THERE. I WE DIDN'T GO INTO IT. BUT THERE'S A LOT OF EMPIRICAL EVIDENCE TO SUPPORT THE ACADEMIC LINKS. UM THAT IS OUT THERE AS WELL. BUT YEAH, WE'D LOVE TO TAKE A DEEPER DIVE WITHIN SOME OF OUR LOCAL PARTNERS. OH YEAH, I SHOULD SAY WE'RE WE'RE ALSO WORKING WITH THE COOPER INSTITUTE IN DALLAS.

AND THEY HAVE A LOT OF, UM, DATA THAT WE'RE TRYING TO LEVERAGE SO THE COOPER INSTITUTE. UM YEAH, SO THEY THEY HELP ORGANIZE, LIKE THE FITNESS GRAM ASSESSMENTS, AND SO, UM, THEY HAVE. I THINK WE HAVE A SAMPLE OF OVER 200 SCHOOLS. YEAH. WHERE WE HAVE THE WHOLE SCHOOL APPROACHES. AND WHAT WE'RE TRYING TO DO IS, UM NOW THEY'RE ACROSS A LOT OF DIFFERENT STATES. SO WE'RE COMPILING DATA ACROSS THESE SCHOOLS FROM DIFFERENT STATES TO GET A BETTER SENSE OF THE CONNECTIONS BETWEEN ACADEMICS. SO THAT IS SOMETHING WE HAVE ONGOING. ONE MORE QUESTION. SO YOU TALKED ABOUT COMPETING PRIORITIES, AND WE KNOW THAT IN THE CLASSROOM, AND THERE'S ONLY SO MANY HOURS IN THE SCHOOL DAY AND ON THE CHART, I NOTICED THAT THE DISTRICT THAT ONLY HAD ONE RED DING THEY WERE THE ONE THEY THEY ALSO WERE DOING THE MOTOR LAB. SO MY QUESTION IS, DO YOU FEEL LIKE THERE'S A MISCONCEPTION BETWEEN THE DIFFERENCE BETWEEN TRADITIONAL PE IN THE MOTOR LAB AND WHAT COULD BE DONE TO HELP CLARIFY IF THERE IS A MISCONCEPTION LIKE THEY'RE DOING THAT IN PLACEMENT OF PE? WHAT CAN BE DONE TO HELP? SORT OF? YEAH. THIS IS A GREAT POINT. BECAUSE WHAT WE'VE SEEN WITH ANOTHER DISTRICT. I DON'T KNOW WHAT HAPPENS HERE, BUT SOMETIMES SCHOOLS WILL PUT IT IN THEIR SPECIALS. ROTATION SO WHAT THAT MEANS IS THEY TAKE A DAY AWAY FROM PHYS ED. AND THEN THE MOTOR LAB REPLACES IT. WE DON'T KNOW THE IMPACT OF THAT THEY MIGHT BE ABLE TO TALK MORE ABOUT THE HISTORY OF THE MOOR LAB. UM, BUT MY PERCEPTION IS THAT, UH, PHYSICAL EDUCATORS START TO BRING IN ACADEMICS TO PE. UH AND SO THAT WAS THAT UNIQUE ELEMENT TO IT, BUT, UH, YOU KNOW, IT SHOULDN'T NECESSARILY BE TAKING AWAY FROM PE BECAUSE THE THING ABOUT THE QUOTES THAT WE HEARD PEOPLE HIGHLIGHTED THE BENEFITS ACROSS ALL THESE DIFFERENT, UM, AREAS RECESS PHYSICAL EDUCATION. THEY CAN ALL PROVIDE VARIOUS BENEFITS, SO I THINK WE HAVE A LOT MORE TO LEARN ABOUT HOW TO POSITION THEM EFFECTIVELY. BUT WHAT I THINK THE MOTOR LAB WAS REALLY DESIGNED AND SET UP FOR WITH TEACHERS COULD GO IN THERE HAVE AN EXPERT SPECIALIST WHERE THEY COULD REALLY DO THAT MOVEMENT INTEGRATION INTO THE ACADEMICS. AND TO ME THAT'S MUCH MORE POWERFUL FROM AN ACADEMIC STANDPOINT, WHEREAS PE WILL SERVE ITS OWN PURPOSE AND DEVELOPING SKILLS, INTERPERSONAL RELATIONSHIPS, TEAMWORK AND SOME OF THOSE OTHER CONCEPTS AND THINGS THAT ARE COVERED BY THE TIS THAT REALLY ARE PART OF PHYSICAL EDUCATION. SO ANYWAY, THAT'S MY THOUGHT ABOUT IT, BUT I'M SURE THEY HAVE OTHER THINGS THAT THEY WANNA CONTRIBUTE AND I. I HAVE MET JOHN AND RECENTLY, SOME OTHERS, AND I MEAN THAT IT IS A GREAT GROUP OF MOTOR LAB EXPERTS NOT JUST IN FOUR BEND, BUT ACROSS HOUSTON. I THINK IT'S PRETTY UNIQUE FROM WHAT I'VE SEEN. UH I'VE ASKED OTHER COLLEAGUES AROUND ME. THEY HAVE NOT SEEN THE MOTOR LABS AS MUCH SO I IT'S A REALLY INTERESTING AND I THINK HAS A LOT OF POTENTIAL. WELL, PLEASE HELP ME, UH, THANK THEM FOR PRESENTING. THAT'S ACTUALLY A GREAT SEGUE TO OUR NEXT PRESENTER. SO AT THIS

[00:35:03]

THERE ARE SEVEN OF US, UH, CURRENTLY UM AND, UH SO, YES, A LOT OF PEOPLE HAVE YOU SAID A LOT OF PEOPLE DON'T KNOW WHAT MOTOR LABS ARE HAVEN'T HEARD OF A BO. SO WE'RE HERE TO EXPLAIN WHAT WE DO AND HOW WE DIFFERENTIATE OURSELVES. FROM, UH, OTHER PARTS OF THE SCHOOL.

SO ACTION BASED LEARNING IS WHAT A BL STANDS FOR, AND IT'S BASED OFF OF BRAIN RESEARCH THAT STRONGLY SUPPORTS THE LINK BETWEEN MOVEMENT AND LEARNING. I KIND OF LIKE HIS GRAPH FOR SHOWING MOVEMENT HELPS WAKE UP THE BRAIN, AND SO WHAT WE DO IS THEN TIE IT BACK IN WITH THE ACADEMIC CONTENT. UM WE KNOW THAT HEALTHY ACTIVE STUDENTS MAKE BETTER LEARNERS SO THAT WHAT WE DO IS HOW WE APPLY THAT. ACTION BASED LEARNING PROVIDES STUDENTS WITH THE ADVANTAGE TO LEARN. FOCUS ON CREATING OPTIMAL LEARNING ENVIRONMENTS FOR ALL STUDENTS THROUGH MOVEMENT, ONE OF THE THINGS THAT WE'RE GONNA TALK ABOUT A LITTLE BIT. IT'S ALSO HOW A BL CAN HELP RESET THE BRAIN. REFRESH THEM. THEY'RE IN A BAD MOOD. GET THEM IN A GOOD MOOD IF THEY'RE TIRED, WAKE THEM UP AND GET THEM BACK ON TRACK SO THAT THE WHOLE DAY IS NOT GOING IN THIS DIRECTION. UH, ACTION BASED LEARNING HAS STATIONS IN THE CLASSROOM CAN BE USED TO PREPARE THE BRAIN FOR LEARNING REINFORCE A ACADEMIC CONTENT AND STRENGTHEN THE 12 FOUNDATIONS OF LEARNING FOR READINESS, WHICH WE'LL DISCUSS IN A LITTLE BIT. SO WHY A BLABL INCREASES THE FOCUS AND THE ATTENTION OF THE STUDENTS. AND PROVES GRADES. LEADS TO LESS OFFICE REFERRALS. AND THE, UH DECREASES BEHAVIORAL ISSUES BECAUSE AGAIN, IT'S HELPING RESET THE BRAIN. UM, TO GET THEM GOING BACK IN THE RIGHT DIRECTION. EXTRA BASED LEARNING AREAS ARE REPRIEVE FROM THE TRADITIONAL SEDENTARY LEARNING STYLE, SO AGAIN GETS THEM OUT OF THE DESK. GETS THEM UP, GETS THEM MOVING INCREASES THAT OXYGEN INTAKE. IT MAKES LEARNING FUN AND STUDENTS EAGER TO COME TO CLASS. A RESEARCH TELLS US THAT WE CAN USE PURPLE, PURPOSEFUL MOVEMENT TO FILL AND STRENGTHEN DEVELOPMENT GAPS. AND WE ARE PROVIDING STUDENTS WITH THE ADVANTAGE OF LEARNING. AND THE LAST WE ARE IMPACTING THE LIVES OF THE CHILDREN THAT WE SEE THROUGH THE MOVEMENTS AND FILLING IN THESE GAPS AND CREATING A BETTER LEARNING ENVIRONMENT FOR THEM. OK. HI. CAN YOU SEE ME? UM SO I JUST HAVE A QUICK QUESTION. UM, YOU GUYS JUST GOT A LOT OF INFORMATION. THANK YOU ALL SO MUCH FOR SETTING US UP WITH THAT . THAT WAS PERFECT. UM SO I JUST WANT YOU TO THINK, WHERE IS THE MOST RESTRICTIVE LEARNING ENVIRONMENT AT OUR SCHOOLS, AND I KNOW THAT'S HARD BECAUSE YOU'RE LIKE THERE'S NO RESTRICTION IN SCHOOLS, RIGHT? ALL RIGHT. CAN I HAVE ONE OR TWO PEOPLE RAISE YOUR HAND OR JUST POP OUT. WHAT DO YOU THINK? THE CLASSROOM OK ANYWHERE? YES, MA'AM. IN THE DESK, AND IF I HAD A PRIZE, YOU WOULD GET IT. BOTH OF YOU ALL WOULD GET IT, SO LET'S GIVE THEM A ROUND OF APPLAUSE. YES IT IS THE DESK. YOU GUYS, UM THINK ABOUT THE LEARNING DAY AND WHAT THAT WHAT IT LOOKS LIKE FOR OUR STUDENTS. MAJORITY OF THEIR TIME IS SPENT IN THE CLASSROOM AND TOO MUCH OF THE TIME IS SPENT IN THE DISK. AND I KNOW THERE'S TIMES WHERE THAT IS, UM, IMPORTANT, BUT WE HAVE TO THINK ABOUT, UM, THE BRAIN THAT WE SAW EARLIER, RIGHT ? THE INACTIVITY. SO THERE'S 20 MINUTES OF SITTING YOUR BRAIN IS AT KIND OF IN A SLEEP MODE IN A SENSE, AND SO WHEN WE ADD IN THAT MOVEMENT, GETTING OUR STUDENTS OUT OF THE DE LEARNING WALKS, BRAIN BREAK BOOSTERS, UM, JUST TAKING A QUICK A LONG ROUTE TO THE REST, YOU KNOW, JUST GETTING IN SOME EXTRA STEPS TO REALLY ACTIVATE AND ENGAGE OUR STUDENTS FOR THE LEARNING AND, UM, IT'S REALLY DIFFICULT SOMETIMES FOR OUR TEACHERS TO GRASP THAT CONCEPT, BUT, UM, ONCE YOU GET THEM TO START TO IMPLEMENT, THEY REALLY START TO SEE THE CHANGE IN THE STUDENT ENGAGEMENT IN THEIR ATTENTION SPAN. UM AND SO I JUST WANTED TO SHARE WHAT IS WHAT IS MORE MOVEMENT, UM, IN OUR CLASSROOMS LOOK LIKE AND MEAN FOR STUDENTS. UM, SO THERE ARE SEVERAL THINGS THAT COULD HAPPEN. IT GROWS BRAIN CELLS WE KNOW SCIENCE PROVES THAT EXERCISE GROWS BRAIN CELLS. IT PREPARES OUR STUDENTS FOR LEARNING, UH, STRENGTHENS MEMORY REGULATES BEHAVIOR. UM OUR STUDENTS ARE MORE MORE FOCUSED, AND IT SUPPORTS THE DISTRICT GOAL, WHICH IT INCREASES OUR STUDENT OWNERSHIP OF LEARNING BECAUSE THEY FEEL EMPOWERED AND THEY FEEL LIKE

[00:40:02]

DOESN'T IT LOOK LIKE EVERY STUDENT IN HERE IS ENGAGED, RIGHT? YEAH SO, UM, THIS IS REALLY OUR GOAL. IT'S REALLY TO, UH, EMPOWER AND SUPPORT OUR TEACHERS WHEN THEY'RE NOT WITH US IN THE LEARNING LABS. UM AND SO JOHN IS GOING TO GET US MOVING AGAIN. I KNOW WE'VE BEEN SITTING MORE THAN 20 MINUTES, SO IT'S TIME TO GET YOUR BRAIN GOING. GOOD AFTERNOON, EVERYONE.

ALL RIGHT. SO WHAT WE'RE GONNA DO IS IT'S GONNA BE A QUICK ACTIVITY. ALL RIGHT, I'M GETTING OLD. SO I GOTTA WRITE EVERYTHING DOWN AND MAKE SURE I GIVE YOU ALL THE RULES BEFORE WE START THIS ACTIVITY, SO THEY'RE GONNA BE ABOUT 20 QUESTIONS. UM, THIS ACTIVITY BY THE WAY, I'M SORRY, IS CALLED ALL AROUND THE ROOM. OK SO WE LOOK AROUND THE ROOM AND WE CAN SEE THESE ANCHOR TO THERES GONNA BE 20 QUESTIONS TOTAL. HOW MANY QUESTIONS? 20 ALL RIGHT. SO YOU WILL BE ASSIGNED YOUR FIRST QUESTION. YOU KINDA WON'T. WE GOT TOO MANY PEOPLE FOR THAT, RIGHT? SO YOU'LL BE AT YOUR FIRST QUESTION . ALL RIGHT. WHEN YOU ARRIVE TO YOUR ANCHOR CHART, YOU WILL WALK TO YOUR FIRST QUESTION. IT'S GONNA BE YOUR FIRST LOCAL MOTOR SKILL WE USE. SO ONCE YOU'RE THERE, YOU'RE GONNA BE GIVING A GUIDED TIME. IN OTHER WORDS, WE'LL KEEP TRACK OF TIME FOR YOU. YOU'LL BE THERE FOR ABOUT 2030 SECONDS SHOULD BE ABOUT THREE ISH PEOPLE TO A POSTER.

UM, THAT WAY YOU CAN KIND OF COLA WITH YOUR ANSWER, BECAUSE ALL OF THEM HAVE QUESTIONS. ALL RIGHT, INSTEAD OF YOU GOING INTO CORRON. ORDER THAT YOU SEE THE NUMBER ABOVE THE ONE STARTS OVER HERE. THE 20 SHOULD BE AT THIS PODIUM. YOU WON'T GO INTO CHRONOLOGICAL ORDER YOU'RE GOING IN THE YOU'LL GO TO THE NUMBER THAT'S LISTED AT THE BOTTOM OF THE PAPER. SO IF I'M A NUMBER ONE WHAT NUMBER AM I GOING TO NEXT? YOU GUYS ARE AWESOME. ALL RIGHT, SO I'LL BE GOING TO 14 NEXT. ALL RIGHT. UH, BUT WE WILL TELL YOU WHEN IT WILL BE TIME TO MOVE. WE WILL TELL YOU HOW TO GET THERE. WE'LL BE USING DIFFERENT LOCAL MOTOR SKILLS TO GET THERE THAT EVERYBODY UNDERSTAND THAT SO FAR. GREAT DEAL. ALL RIGHT, UM THESE QUESTIONS AND THIS IS SOMETHING THAT I CAME UP WITH, BECAUSE, UH, I WAS SITTING AT A PROFESSIONAL DEVELOPMENT AND ONE OF THE TEACHERS KIND OF EXPRESSED SOME CONCERNS ABOUT THEIR WORKSHEETS. THEY WERE GIVEN IN ORDER TO GIVE THEIR STUDENTS AND THEY WERE JUST BASICALLY SAYING THAT STUDENTS ARE LOSING THEIR MIND WITH THE WORKSHEETS. AND I WAS LIKE, OK, LET ME COME UP WITH SOMETHING.

SO THIS IS KIND OF WHAT WE DID. UM AND THIS IS ACTUALLY DEVELOPED FOR THE MONTH OF FEBRUARY FOR OUR PROFESSIONAL, UH, STAFF. IN ORDER TO KIND OF GIVE THEM SOMETHING TO TAKE BACK WITH THEM. SO YOU GUYS ARE GONNA SEE QUESTIONS THEY HAVE TO DEAL WITH, LIKE HISTORY MONTH, UH, HEALTHY HEART MONTH AND A MONTH OF FEBRUARY ALTOGETHER. OK SO ONCE AGAIN, IT SHOULD BE ABOUT TWO OR THREE ISH TO EACH POSTER. YOU ALL CAN GO AHEAD, FREELY RISE AND MAKE YOUR WAY TO A POSTER 2 TO 3 ISH 2 TO 3 ISH 2 TO 33 YEARS CLOSE TO THREE YEARS. WELL, MAYBE TIME FOR YOU.

OH, WE'RE ONLY GONNA DO LIKE, A FEW YEARS. NO, NO, NO, WE'RE GONNA DO THAT. OK? YES YES, YES.

SO OK, ALL RIGHT, TEAM, SO ONCE YOU ARE AT YOUR STATION ONCE YOU HAVE FOUND A POSTER, IS IT WHAT? YOU FOUND A POSTER. YOU WILL. YOU WILL THEN DISCUSS AND COLLABORATE WITH YOUR TEAMMATES.

ALL RIGHT, SO DISCUSS AND COLLABORATE FOR ABOUT 30 SECONDS . THE ANSWER OF WHAT YOU THINK IT MIGHT BE WAS MUCH LONGER. I WAS LIKE MY BAD Y'ALL WHEN YOU WANT HER TO SWEAT THAT ONE WAS MUCH BETTER THAN SHE WAS BACK AT THE TIME. UM. PUT THIS THAT ARE HERE. AT LEAST THE PLEASE, PLEASE. I KNOW THAT ONE. YEAH. OK? ALL RIGHT TEAM. I'M GONNA SAY EYES AND EARS. YOU SAY EYES AND EARS BACK EXACTLY THE WAY I SAY IT, EYES AND EARS, EYES AND EARS AND YOU GUYS VOICE SOUNDS SO AMAZING. ALL RIGHT, THIS WE'RE GONNA DO NEXT. NOW NEXT, YOU'RE GOING TO SIDESTEP AND

[00:45:04]

OH, YOU HAVE NO, IT'S A GOOD BALL. IT'S A LITTLE SOME SEL GOT THERE. UH, HEART HEALTH THINGS IN THERE AND YOU JUST SOME TRIVIA. RIGHT? YOU GONNA GET. HANDS ON TOP. EVERYBODY STOP! HANDS ON TOP! EVERYBODY STOP! ALL RIGHT, I FINAL ROTATION. YOU ARE GOING TO ZIG CROSS STEP CROSS STEP. SO CROSS 1 FT OVER THE OTHER GRAPEVINE KARAOKE.

OK YEAH. 20 YEAH. HOW WE STARTED . IT WAS 37 OK, WHAT ARE WE GOING TO? OK OK, OK, LET'S GET LET'S GET THAT. YEAH. I THINK THAT. OH, YOU ARE. SOMEBODY JUST SPECIFICALLY ASKED WHAT'S CROSSING THE MIDLINE. IS IN THE MIDDLE OF THE ONE. HE JUST ASKED ME. SO WHEN YOU WHEN YOU'RE HITTING THEM IN THE SCIENCE, WE CAN MAKE SURE YOU ADDRESS OUR OF COURSE. RIGHT SINCE YOU WERE ASKING JUST FOR YOU. ALL RIGHT. WE'RE RETURNING TO OUR SEATS IN 10 THIS MICROPHONE 76. ROBERTS

[00:50:14]

[00:55:05]

FIFTH GRADE IS GETTING READY FOR, UH, THEIR STAR TEST IN SCIENCE, SO I TOOK ALL MY ANCHOR CHARTS THAT I HAD FOR SCIENCE, WHICH WAS 14 OF THEM, SO SHE JUST STAPLED THEM ALL AROUND HER ROOM, AND IT'S EVERYTHING THAT THEY'VE BASICALLY DONE UP TO THIS POINT IN THE YEAR SO SHE CAN HAVE THOSE READY FOR HER TO ANCHOR, UH, BACK TO REINFORCE THOSE LEARNING SKILLS. UH, FOR THE KIDS AS THEY GET READY FOR THE, UH, UH, STAR TEST COMING UP HERE FOR THEM. OH, SORRY. OK AND WE JUST WANT YOU GUYS TO REMEMBER WHILE WE'RE SHOWING YOU THE LABS, IT'S REALLY, UM JUST KIND OF ANOTHER LAYER OF SUPPORTING THE ACADEMIC COMPONENT THAT OUR TEACHERS ARE PROVIDING TO THE STUDENTS. SO WE NEVER TEACH ANY NEW INFORMATION. WE ALWAYS KIND OF LAG BEHIND WHAT THE STUDENTS ALREADY LEARNED SO THEY CAN GET SOME REINFORCEMENT IN THAT LEARNING, UM, IN SOME REVIEW, AND SO OUR LABS CHANGE AND FLOW DEPENDING ON THE CLASS, DEPENDING ON WHERE THEY ARE IN THEIR SCOPE AND SEQUENCE. UM BUT IT REALLY IS A COLLABORATIVE EFFORT WITH OUR TEACHERS TO ENSURE WE ARE SUPPORTING THOSE LEARNING GAPS OR ACADEMIC GAPS THAT THEY MAY NEED MORE PRACTICE WITH, UH, WITH SO, UH, WE HAVE A BALANCE BOARD HERE. A BOOMER BOARD OUR STUDENTS, UH, CUP STACKING, AND ALL OF THOSE THINGS REALLY HELPED TO SUPPORT THE ACTUAL LEARNING IN THE CLASSROOM. SO AS JOHN MENTIONED, NOTICING THAT A STUDENT THAT MAY BE OFF ON BALANCE, THEY MAY NEED SOME MORE SUPPORT WITH, UH, FOCUSING, THEY MAY HAVE CHALLENGES WITH FOCUSING ON READING OR RETAINING READING INFORMATION. AND SO THE TEACHER GETS INSIGHT ON THAT. UM SO THAT'S ONE OF THE MAIN THINGS WE WANTED YOU ALL TO SEE JOHN, DID YOU WANNA THIS IS JOHN'S LAB? AND SO THE TWO PICTURES I HAVE IN MY LAB IS KIND OF DISPLAY LIKE THE, UM THE DIFFERENCE OF ITSELF THE I'M SORRY. THE UM I GUESS THE VARIATION THAT I COULD DO SO RIGHT NOW, THIS IS A WHOLE CLASS GROUP. UM THEY'RE DOING I THINK ONCE YOU SEE THEY'RE DOING, I THINK AT LEAST 10 OF THE 12 FOUNDATIONAL STEPS ONE IN EACH STATION. ALL RIGHT, SO THIS IS A LITTLE BIT MORE SEPARATED. UM AND THIS IS MY SMALL GROUP. SO WE'RE PLAYING LIKE ALMOST LIKE A MOVIE MONOPOLY TYPE GAME. UH THE WAY THIS GAME IS DESIGNED. THERE'S A MOVEMENT ACTIVITY TO WHEREVER THEY ROLL, THE DIE AND LAND ON. THERE'S A MOVEMENT ACTIVITY ATTACHED TO A QUESTION OR A PROBLEM. SO THOSE ARE THE VARIOUS WAYS I COULD USE MY LAB AS WELL AS, UH, SITTING ON PL CS , UM, IN ORDER TO BE ABLE TO GIVE THE TEACHERS A MOVEMENT LESSON PLANS TO, UM, TIE IN WITH THEIR IN CLASS LESSON PLANS. OK SO WE ARE GONNA WRAP IT UP, BUT WE DO WANT TO GIVE YOU GUYS A

[01:00:07]

UM WE DO HAVE SOME WORK WITH, UH, SUPPORTING BEHAVIOR FURTHER, BUT WE DO SEE THAT IT IS AND THEN ALSO, UM OUR TEACHERS ARE SEEING THE BENEFIT AND THEY RECOMMEND THAT WE HAVE A BL IN OUR CAMPUSES AND CLASSROOMS. SO CURRENTLY WE ONLY HAVE SEVEN CAMPUSES WITH A BL SO I CAN IMAGINE WHAT IF WE WERE TO EXPAND THAT FURTHER HOW THAT COULD IMPACT OUR STUDENT LEARNING ACROSS THE DISTRICT. SO WE APPRECIATE YOUR TIME. I DON'T KNOW IF YOU GUYS HAVE SOMETHING TO SAY. OK THANK YOU SO VERY MUCH. WE'LL TAKE TIME FOR MAYBE ONE QUESTION. I HAVE A QUESTION, OK? DO YOU GUYS KNOW IF THIS CAN CONNECT BACK TO LIKE MIDDLE SCHOOL? YES THIS CONNECTS FROM PRE K ALL THE WAY TO ADULT AGE. SO EVEN AS ADULTS WE KNOW THAT EXERCISE IMPROVES OUR MOOD, OUR LEARNING OUR OUR JUST OUR OVERALL HEALTH. AND SO AS FAR AS ACADEMIC YES, THERE ARE DISTRICTS THAT DO HAVE, UH, LABS AND YOU KNOW THE IN CLASS A BL THROUGHOUT THE UPPER GRADE LEVEL, SO MIDDLE AND HIGH SCHOOL AS WELL, THAT WOULD WE WOULD LOVE THAT. BUT, YEAH, THANK YOU.

AND JUST ANOTHER THING AS FAR AS ADULTS. YES I, UM THERE ARE ACTIVITIES THAT I MAKE THAT I SEND MY DAD. HE HAS DEMENTIA, AND IT'S BEEN ABLE TO KIND OF LIKE WE'VE SEEN SOME IMPROVEMENTS. UH, NOT ENOUGH TO LIKE, REALLY. YOU ACTUALLY RESEARCH RESEARCH, BUT I MEAN, I. I JUST AT LEAST LIKE THE FACT THAT WE'RE SEEING IMPROVEMENTS. SO JUST QUICK QUESTION IS, ARE THE SEVEN CAMPUSES RIGHT NOW? ALL ELEMENTARY OR OK, SO AND THEN FOLLOW UP WAS, UH ARE THESE PULL OUT OR LIKE, ARE THEY WHAT? WHAT KIND OF CLOTHES? IT'S KIND OF LIKE, UH, LIKE THE COMPUTER LAB. OK SO WE'RE NOT PART OF THE ALL CLASS ROTATION OUT CLASS. THAT'S WHAT I MEANT. NOT FULL OUTCLASS. WE WERE THE PAST COUPLE OF YEARS. BUT THIS YEAR WE GOT REMOVED FROM THE OUT CLASS LOCATION. SO WE'RE NO. UM, SO LIKE FOR ON MY CAMPUS, UM I WAS ABLE TO MAKE MY OWN SCHEDULE. UH, SO MY PRINCIPAL GAVE ME THE MASTER SCHEDULE. AND SO I COULDN'T TOUCH LIKE RECESS LIBRARY. UH, OUTCLASS. CAFETERIA AND THEN THEIR INTERVENTION TIME , WHICH WE CALL YELLOW JACKET TIME. MY CAMPUS AND I JUST PLUG STARTED PLUGGING PEOPLE IN SO I SEE, UH, FIRST THROUGH FIFTH. I SEE THEM TWICE A WEEK FOR 30 MINUTES AND I SEE PRE K AND KINDER ONCE A WEEK FOR 30 MINUTES. AND IT'S HIGHLY COLLABORATIVE WITH THE CLASSROOM TEACHER. AND SO IF YOU MAY LIKE A TEACHER KNOW THAT THEY HAVE A TEST COMING UP, AND THEY THEY SCHEDULE THEIR LAB TIME. YOU KNOW SOME CAMPUSES. THEY CAN DO IT BEFORE THE TEST COME UP FOR MY CAMPUS. IT'S A CONSISTENT SCHEDULE, SO THE TEACHERS AND STUDENTS KNOW WHAT THEY ARE COMING FOR THEIR 30 MINUTE TIME FRAME, SO IT IS VERY, UH, COLLABORATIVE IN THE BEGINNING TO SEE WHAT SCHEDULING WORKS BEST FOR THE FUTURE AND FOR OUR LAB. SO THIS YEAR. THAT WAS AN ADJUSTMENT FOR US BECAUSE IT WAS IN THE OUTCLASS LOCATION. YES, NOT ON APPLE. OKAY. WELL THANK YOU GUYS. SO MUCH FOR TAKING TIME OUT OF YOUR BUSY DAYS. THANK YOU. THANK YOU. OK SO AT THIS TIME, I'D LIKE TO INVITE PERESH AND NAOMI UP TO THE MIC. THESE ARE STUDENTS WHO WILL BE DOING ANOTHER BRAIN BREAK. THIS IS GREAT. IS NAOMI HERE? OK? OK UH, HELLO, EVERYONE. UH, MY NAME IS FRESH. UH, AND BASICALLY THE FRAMEWORK IS GONNA BE KIND OF FUN TODAY. UH WE IT'S GONNA HAVE, LIKE A SLIGHT COMPETITIVE NATURE TO IT. SO UH, THE NAME OF THE NAME OF THIS PROGRAM IS CALLED ZIP. ZAP, ZAP. OK SO THE BASIC IDEA IS THAT YOU'RE TRYING TO CONTINUE THE CHAIN OF LIKE SAYING ZIP, ZAP, Z, ZIP, ZAP. SO FOR EXAMPLE, UH, I'LL JUST STAY RIGHT HERE. SO ESSENTIALLY, LIKE I'M ALSO GONNA USE MY HANDS RIGHT TO KIND OF MAKE LIKE A MOTION TO WHO I WANT TO POINT OUT, RIGHT? I GO ZIP. IS THAT

[01:05:07]

HE HESITATED. SO NOW HE'S OUT, RIGHT? SO THAT'S THE THREE WAYS YOU CAN GET OUT. AND SO IT KEEPS GOING. UH, LIKE YOU KEEP TAKING OUT PEOPLE, UH MORE AND MORE UNTIL YOU GET TO THE FINAL TWO.

AND THEN YOU JUST KEEP GOING. AND THEN WHOEVER, UH YOU KNOW, WHOEVER FINISHES WINS, OK, UH, TO KEEP TO KEEP IN PACE WITH TIME. UH, WE'LL SPLIT THE RUBEN D FOUR CIRCLES, SO WE'LL SPLIT IT, UH, RIGHT HERE. UH, AND THEN THIS IS A NATURAL SPLIT. AND THEN RIGHT? YEAH. SO THIS IS A GROUP AGREE WITH LET'S SEE. YEAH, THIS IS A GROUP AND THEN THAT SO YOU YOU'LL HAVE TO SEE AN INNER CIRCLE AS WELL. YEAH. ARE YOU ALL READY? AND REMEMBER, THE GOAL IS TO KEEP GOING FASTER AND FASTER. SO LIKE, SURE YOU CAN START OFF SO LIKE ZIP, ZAP ZORB, BUT THEN YOU KEEP GOING FASTER AND FASTER. I YEAH, YEAH. ALL RIGHT. BYE. NO. LIKE. YEAH. I NO. YOU KNOW? IT'S NOT OH, OH, OK? I DO THAT? BUT OK? YEAH. OH, OK. WHY IS THAT? YOU.

OK, I GUESS. I YEAH. YEAH. RIGHT? SO AT ALL. SO I NO. YOU CAN HANDLE IT. YEAH. ALL RIGHT. SORRY. ALL RIGHT. I KNOW THAT. OK? BUT THE FACT YEAH. YEAH. A THERE WE

[01:10:08]

UH, I DON'T KNOW. THAT UH THAT YOU.

I MEAN, WHICH CAMPUSES? YEAH. I MEAN, I'VE BEEN UP IN THE THIS IS THE RIGHT. YEAH. I DON'T KNOW IF WE'RE TRYING TO GET MORE, THOUGH. I MEAN, THAT'S IN OUR GOALS. SO THE INCREASE TO THAT? YEAH, ABSOLUTELY. OH STUDENTS. THAT WAS SO FUN. THANK YOU FOR INTRODUCING US TO ZIP, ZAP, ZAP.

UM I DO WANNA KIND OF REALIST BACK IN SO BRINGING OUR BRAIN CELLS BACK TO SHAQ INSTEAD OF

[III. Administration]

UM, SHE HAS A DEGREE IN CHEMICAL ENGINEERING FROM IOWA STATE, WORKED AT DOW. SHE HAS SOME NONPROFIT ROLES. SHE HAS EIGHTH AND 10TH GRADERS. AND THEN HERE'S HER REASON FOR WHY SHE WANTS TO BE A PART OF SHAQ. OK, SO THAT IS OUR CHAIR NOMINATION. ARE THERE ANY? OH I GUESS YOU'LL DO NOMINATIONS FROM FLOOR. OK I'M GONNA GO THROUGH THE THREE THAT WE HAVE PROPOSED. IF THERE ARE ANY NOMINATIONS FROM THE FLOOR, JENNA WILL CALL FOR THOSE. UM NICOLE, UM, ALSO ANOTHER CUTE HELMET PICTURE. SORRY DEREK. YOU DIDN'T SEND IN A HELMET PICTURE? UM BUT THIS IS

[01:15:06]

UM SHE'S BEEN A HUGE GARDENER SUPPORT. WE'RE REALLY GROWING THE GARDENS IN THE DISTRICT. UM SHE'LL HAVE 1/4 GRADER AT NEIL AND THEN 1/6 GRADER AT BOWIE, AND THIS IS HER REASON SHE REALLY WANTS TO HELP PROMOTE HARVEST OF THE MONTH AND WORK ON THE GARDENS. THAT'S OUR VICE CHAIR. NOMINATION AND THEN OUR LAST ONE. YOU HEARD HIM SPEAK EARLIER, A PHD FROM UT HEALTH SCHOOL OF PUBLIC HEALTH. UM MP H. THAT'S MASTER PUBLIC HEALTH FROM DEPAUL. UM IN THE NEXT YEAR, HE'LL HAVE A KINDERGARTNER, UM AT BLUE RIDGE ELEMENTARY, AND THESE ARE HIS REASONS FOR WANTING TO BE PART OF SHAQ AS WELL. SO DO YOU WANNA CALL FOR ARE THERE ANY NOMINATIONS FROM THE FLOOR FOR EITHER ANY OF THE THREE POSITIONS? YEAH, OK AT THAT TIME , CAN WE GO AHEAD AND VOTE ON CHAIR? CAN SOMEONE MAKE A MOTION, PLEASE? I OK? THANK YOU, JISHI AND THANK YOU, PEARL. UH, WE HAVE Y. GAYS FOR APPROVAL. OK, ANY NOSE. ANY ABSTAINS. A MOTION CARRIES. UH, CATALINA. WE ARE VERY, VERY, VERY WHERE IS SHE? VERY THRILLED TO WELCOME YOU. OK? AND THEN CAN WE HAVE A MOTION TO APPROVE NICOLE JAK AS VICE CHAIR? THANK YOU, SID. AND THE, UH CAN WE HAVE, UH, VOTES TO APPROVE? OK, I AND IN A ABSTAINS. OK MOTION APPROVED.

NICOLE WILL BE OUR VICE CHAIR. YEAH. FINALLY CAN WE HAVE A MOTION FOR DEREK CRAIG FOR SECRETARY? A SECOND. OK SECOND, OK? YES FOR APPROVAL. OK? I MEAN MOTION CARRIES. WE'RE SO EXCITED TO HAVE A NEW SHAQ EXECUTIVE TEAM. I WILL STILL BE SERVING IN AN EX OFFICIO CAPACITY. UM SO AT THIS TIME WE ARE GOING TO, UM, THIS IS OUR MEMBERSHIP ROSTER. I KNOW IT'S REALLY SMALL. I TRIED TO MAKE IT AS BIG AS I COULD. UM, WE HAVE NO VOTE WITH MISS HANNAN UP AT THE TOP. WE HAVE DISTRICT WE ACTUALLY PUT IN. WE WERE HOPING THAT THESE OFFICERS WOULD BE SO THE CHAIR IS GONNA BE IN A CATALINA FLORES RAO, UM AND THEN ON DOWN OUR VICE CHAIR. THE ONE CORRECTION WE HAVE IS EUGEN. PACK IS NO LONGER GOING TO BE A CO CO VICE CHAIR. UM WE'RE JUST GONNA HAVE ONE VICE CHAIR. UM, WHO WILL BE NICOLE JU? UM, BUT THIS IS THE ROSTER. SO IF YOUR NAME IS ON THIS LIST, THAT MEANS THAT, UM WE WILL BE TAKING YOUR NAME FOR THE BOARD OF TRUSTEES. AND YOU WILL BE AN OFFICIAL SHACK MEMBER, UM, WITH SHAQ DUTIES, WHICH MEANS MISSING NO LESS THAN TWO MEETINGS A YEAR . SO UM, WE'LL BE SENDING, YOU KNOW REMINDERS, BUT THOSE ARE THE EXPECTATIONS OF YOUR SHACK MEMBER. REALLY? ALL RIGHT, AND THEN AT THIS TIME, I'LL INVITE MISS ROSS BACK UP TO COME AND DO THE VOTE FOR THE FEBRUARY MEETING. I GUESS. ARE THERE ANY PROPOSED CHANGES TO THE MEETING MINUTES OF FEBRUARY? OK CAN I HAVE A MOTION TO APPROVE THE MINUTES? OH, THANK YOU. SMITA, CAN I HAVE A SECOND? THANK YOU. CAN I ADD MY YEAS TO APPROVE. I SORRY. ANY, UH AND OK MOTION CARRIES AND APPROVED. OK THANK YOU. AND AT THIS TIME, WE WOULD LIKE TO INVITE MISS CHASITY UP TO, UM, TALK ABOUT CIVIC ENGAGEMENT ANNOUNCEMENT, SO PLEASE HELP ME WELCOME HER UP. I COULD SLAUGHTER YOUR LAST NAME. HI EVERYONE. UM THIS IS A TOUGH ACT TO FOLLOW. THERE IS A LOT OF FUN TODAY. UM I'M JUST HERE WITH A FEW SO CIVIC ENGAGEMENT ANNOUNCEMENTS FOR US ALL AS A COMMUNITY. LAST YEAR, WE PRESENTED, UM, THE SORT OF CONNECTION BETWEEN PEOPLE'S ADVOCACY AND SORT OF CIVIC ENGAGEMENT IN THEIR COMMUNITY AND THEIR OVERALL HEALTH. I WON'T DO THAT PRESENTATION AGAIN, BUT JUST KNOW THERE IS A CORRELATION, UH, WITH PEOPLE'S OVERALL MENTAL, WELL BEING STATE OF MIND WHEN THEY ARE ACTIVELY INVOLVED, AND THEY FEEL LIKE THEY HAVE A AGENCY, UH, IN THEIR OWN LIVES AND WITH THAT, UM, I'M JUST HERE TO TALK TO YOU A LITTLE BIT ABOUT, UH, ITS ELECTION SEASON. UM OH, WAIT. THIS IS THIS IS THE WRONG ONE.

[01:20:02]

IT WAS LITERALLY THE DAY BEFORE THE DEADLINE, UH WITH A COWORKER WHO SAID, UH, CHASTITY MY SON IS GONNA BE 18 AT THE END OF APRIL. UM LIKE DOES HE HAVE TO WAIT TO REGISTER TO VOTE? UM AND I SAID NO. YOU ACTUALLY HAVE TO BE 17 YEARS AND 10 MONTHS. UH, SO SEVEN. ONCE YOU'RE 17 YEARS AND 10 MONTHS YOU CAN REGISTER TO VOTE BECAUSE IN AND THAT KID'S CASE, UM IF THEY WERE 17 YEARS AND 10 MONTHS, AND THEY REGISTERED TO VOTE BY THE DEADLINE, THE ELECTION IS AFTER THEIR BIRTHDAY, AND SO THEY GET TO VOTE, EVEN IF IT'S LIKE THE VERY NEXT DAY, RIGHT? AND SO YOU WANNA MAKE SURE THAT YOU'RE REGISTERED TO VOTE IF YOU'RE NOT ELIGIBLE YET, AS STUDENTS PUT THIS ON YOUR RADAR WHEN YOU ARE IN HIGH SCHOOL YOUR SENIOR YEAR YOU YOU SHOULD BE PROVIDED WITH OPPORTUNITIES TO REGISTER TO VOTE BY STATE LAW. OK AND IF NOT JUST ASK YOUR PRINCIPAL HEY, I NEED TO REGISTER TO VOTE OR ME AND MY FRIENDS WANT TO REGISTER TO VOTE AND THEY CAN HELP YOU.

THEY HAVE ALL THE RESOURCES THAT THEY NEED. OK UH AND SO, REALLY, THAT'S THE PUBLIC SERVICE ANNOUNCEMENT. THIS IS ELECTION SEASON. UM THIS IS FOR THE HIGH SCHOOLERS. THIS IS THE LAW THAT I JUST TALKED TO YOU ABOUT. UM WE HAVE ELECTIONS RIGHT AROUND THE CORNER. SO IF HOW MANY OF 18 ANYBODY 18 THERE'S A THERE'S A LOT OF PEOPLE IN HERE THAT ARE OVER 18 RAISE YOUR HAND. RAISE YOUR HAND. ALL RIGHT. GREAT UH, HOW MANY OF YOU HAVE HIGH SCHOOLERS? HOW MANY OF YOU HAVE FRIENDS WHO ARE SENIORS AND ARE 18 YEARS OLD? OK GREAT. THIS IS THEIR FIRST OPPORTUNITY TO ACTUALLY GO OUT AND VOTE. YOU DON'T HAVE TO WAIT TILL NOVEMBER PRESIDENTIAL ELECTION TO VOTE OK , LOCAL ELECTIONS ACTUALLY HAVE A FAR QUICKER IMPACT ON YOUR DAILY LIVES THAN ARE THOSE BIG ELECTIONS. AND SO THE SCHOOL BOARD IS ONE THAT'S REALLY IMPORTANT BECAUSE THAT IMPACTS YOU HERE AND THE NOW OK, UM AND SO THERE'S AN ELECTION COMING UP . IF YOU WANT TO KNOW WHO'S RUNNING. WHAT HOW MANY PEOPLE DO ARE ARE UP FOR RE ELECTION, AND SO YOU COULD GO TO FORT AND ID.COM/BOARD ELECTIONS AND SEE THE LIST OF PEOPLE WHO ARE RUNNING FOR BOTH OF THOSE POSITIONS. WE HAVE TWO POSITIONS OPEN THIS YEAR. UM AND THEN IF YOU'RE A STAFF MEMBER. UM OUR SHACK MEMBER. THIS IS GOOD INFORMATION FOR YOU TO KNOW. UM THERE'S LIKE THIS WHOLE GUIDELINES OF ELECTION D OS AND DON'T FOR STAFF MEMBERS. SO YOU WANNA MAKE SURE THAT YOU HAVE PEACE OF MIND DURING THE ELECTION SEASON AND THAT YOUR FOLLOWING GUIDELINES TO MAKE SURE THAT YOU DON'T UM, YOU KNOW , GET DINGED FOR, UH, ELECTIONEERING OR, YOU KNOW, PROMOTING CANDIDATES OR PLATFORMS DURING WORK HOURS ON SCHOOL DISTRICT DEVICES AND THINGS OF THAT NATURE, OK, AND SO THAT'S ALL PROVIDED BY LEGAL SERVICES. SO JUST JUST AGAIN, A QUICK REMINDER. PLEASE MAKE SURE THAT YOU ARE REGISTERING TO VOTE , UH, BECOME INFORMED. THERE ARE SEVERAL NONPARTISAN. ANY KID. KNOW WHAT THAT MEANS? KIDDOS. YOU KNOW, EVERYBODY KNOWS WHAT NONPARTISAN MEANS. WHAT DO YOU MEAN? WHAT DOES IT MEAN? GREAT THERE ARE LOTS OF NONPARTISAN, UH, ORGANIZATIONS WHO CURATE INFORMATION FOR VOTERS TO HELP THEM LEARN ABOUT OK. WHAT IS THIS CANDIDATE? WHAT DO THEY BELIEVE IN WHAT DO THEY SUPPORT AND THEY'RE NOT REALLY LEANING ONE WAY OR THE OTHER, RIGHT? AND SO IF YOU'RE IF YOU NEED INFORMATION, AND YOU'RE LIKE, HEY, MISI, I CAN'T VOTE. BUT MY MOM IS INTERESTED. JUST GIVE ME AN EMAIL. YOU KNOW WHERE TO FIND ME. I'M THE ONLY CHASTITY IN THE SYSTEM. UM AND I COULD HELP PROVIDE YOU WITH SOME OF THOSE NONPARTISAN RESOURCES FOR YOU TO BE ABLE TO DO YOUR SEARCH TO MAKE AN EDUCATED AND INFORMED VOTE. OK SO VOTING IS ONE SMALL EXAMPLE OF BEING A COMPASSIONATE , UM, CITIZEN AND WE DO KNOW AGAIN, LIKE ADVOCACY AND AGENCY IS PART OF IT. YOU DON'T HAVE TO WAIT TO VOTE. YOU CAN GET INVOLVED SEVERAL OTHER WAYS. YOU COULD JUST BE THE PERSON WHO'S TELLING EVERYBODY TO REGISTER TO VOTE. YOU CAN TWEET AND SHARE THINGS ON SOCIAL MEDIA, UM, RELATED TO, UH, JUST THE ACT OF VOTING, OUR VOLUNTEERING IN YOUR COMMUNITY THINGS. NATURE IF YOU WANNA GET DEEPLY INVOLVED, YOU HAVE THE RIGHT AS A YOUNG PERSON TO GET INVOLVED IN IN POLITICAL CAMPAIGNS AND ACTION COMMITTEES AND ADVOCACY GROUPS. ALL THAT WE DO KNOW WHEN YOU FEEL LIKE YOU HAVE A VOICE. UH, IT DOES

[01:25:02]

WE USUALLY OUR NURSES DO A REALLY GOOD JOB AT HIGHLIGHTING THE NURSES IN THIS DISTRICT. SO AGAIN, NURSE UM NURSE APPRECIATION WEEK WILL BE FROM MAY 6TH TO MAY 10TH AND NURSE APPRECIATION DAY IS ON MAY 8TH. UM SO IF THERE'S A SPIRITUAL NURSE ON YOUR CAMPUS, MAKE SURE YOU CELEBRATE THEM DURING THIS WEEK, ESPECIALLY ON MAY 8TH BECAUSE THEY DO A WONDERFUL JOB ADVOCATING FOR HEALTH AND WELLNESS ON OUR CAMPUSES. OUR DRUG TAKE BACK WILL BE IN THE FBI C PARKING LOT, AND IT'LL BE APRIL 27TH FROM UM 10 A.M. TO 2 P.M. AND I'LL STOP HERE. IF ANYBODY WANTS TO TAKE A PICTURE OF THAT. I SAW SOME PEOPLE TAKING PICTURES. UM AND THEN, UM , MAY 16TH IS OUR NATIONAL BIKE TO SCHOOL DAY. UM AND THIS DAY IS CELEBRATED BY A LOT OF PEOPLE IN THIS DISTRICT. WE HAVE A LOT OF STUDENTS THAT WALK IN BACK TO SCHOOL, SO MAKE SURE YOU HAVE A STUDENT IN YOUR COMMUNITY AND THEY HAVE A BIKE. MAKE SURE THAT THEY KNOW THAT IT IS A WALKER BACK TO SCHOOL DAY SO THAT THEY CAN BE ACTIVE BEFORE THEY GET READY FOR SCHOOL. UM, ALSO, WE HAVE OUR MILLION MILE MONTH IS THIS MONTH? UM AGAIN? THIS POWERPOINT IS ON THE WEBSITE. SO IF YOU WOULD LIKE TO REGISTER FOR THAT YOU CAN GO TO THIS, UM TO OUR WEBSITE AND CLICK ON THIS LINK TO REGISTER. AND THEN WE HAVE OUR BRIGHTER BIKE VOLUNTEERS. ALL VOLUNTEERS MUST HAVE COMPLETED THE FBI C BACKGROUND CHECK BY TUESDAY. UM TUESDAYS, 930 TO 1130. SO IT WILL BE TUESDAYS. 930 TO 1130. I'M SORRY. ONE LAST THING BEFORE WE MOVE FORWARD. I KNOW THAT

[01:30:01]

UH, BUILDING, UM, ATTEND THE WHOLE CHILD HEALTH AND WELLNESS FAIR ON APRIL, 24TH PUT ON BY OUR WONDERFUL STUDENTS. AND THAT STUDENT ONE IS COALITIONS AND LIAISONS. ONLY VOLUNTEER BRIGHTER BITES. AND THERE WAS A SLIGHT CORRECTION. UM IT LOOKS LIKE THE DRUG TAKE BACK IS 10 TO 2. SO THE HOURS ON THIS SLIDE ARE WRONG. UM, SO YOU HAVE MORE TIME. SO LOOK AT YOUR OLD DRUGS.

I THINK THEY ALSO TAKE NEEDLES AND OH, THEY DON'T OK? NO SHARP. SORRY. WHO TAKE THAT BACK. OK UM

[IV. Meeting in Closed Session Breakout]

UM, AT THIS TIME, I WILL GO IN AND ADJOURN THE MEETING. OUR NEXT MEETING IS GOING TO BE MAY THE 15TH. I THINK THERE WAS A TYPO. IT SAID MAY THE 10TH. BUT IT IS THE 15TH. AND THEN IF YOU GUYS HAVE ANY QUESTIONS, OR IF YOU WANNA KEEP CHATTING, UM WE INVITE ALL NON STUDENTS TO LEAVE THE ROOM SO THAT THE STUDENTS CAN, UH, WRAP UP. SO THANK YOU GUYS FOR ATTENDING THE MEETING, UM, GRATEFUL F

* This transcript was compiled from uncorrected Closed Captioning.