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[1. Convene, Roll Call]

[00:00:10]

HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568

[2. Approve Agenda]

HD492(CC1) #2568 HD492(CC1) #2568 HD492(CC1) #2568

HD492(CC1) #2568 >>> .

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>>> . >>> . >>> MOVED BY CHRISTOPHER CARLSON. WE APPROVE THE AGENDA. ALL THOSE IN FAVOR SIGNIFY BY

[C. Audience Participation]

VOTES AYE. >>> . >> THOSE OPPOSED?

>> . >>> . >>> .

>>> AS I MESSAGED PREVIOUSLY, I DO NOT COMMEND HOW MUCH WORK ALL YOU AND THE DISTRICT HAVE DONE IN MAKING THE CHANGES THAT THE PANDEMIC HAS CALLED FOR. I ASK THAT THE SAME COMMITMENT AND URGENCY AND COMPASSION BE GIVEN TO RACISM AND INEQUITY. PROMOTING A FUTURE FOR ALL CHILDREN TO THRIVE AND SURVIVE. WHEN WILL THE EQUITY POLICY BE ADOPTED? WHEN WILL THE CURRICULUM EMBRACE SOCIAL JUSTICE FOCUS? WHEN BOOKS WRITTEN BE APPROVED BY THE IMC. WHEN WILL THE FULL HISTORY BE TAUGHT IN THE SCHOOL AND NOT ONLY DURING BLACK HISTORY MONTH AND OTHER TIMES THAT ARE AFFORDED TO OTHER COMMUNITIES OF COLOR. PLEASE ANSWER TO WHAT THESE PARENTS HAVE BEEN ASKING FOR AND WONDERING WHY YOU'VE NOT ACTED AS FAST HAS ADDRESSING THE COVID-19 CRISIS.

THANK YOU FOR LISTENING AND PLEASE STAY WELL AND STAY SAFE. THAT IS IT FOR PUBLIC COMMENT TONIGHT. ALSO, JUST SO YOU KNOW FOR THE FUTURE REFERENCE, PUBLIC COMMENT CAN BE WRITTEN AND SUBMITTED WRITTEN FORM AND BY EMAIL TO DJ@LWSD.ORG.

IT'S NOT MY NIGHT FOR READING. I'M SORRY. BY 3:00 P.M. ON THE DAY OF THE BOARD MEETING. COMMENTS ARE DISTRIBUTED TO THE BOARD AND POSTED ON THE DISTRICT WEBSITE. DUE TO TIME CONCENTRATION NOT ALL INDIVIDUALS THAT SUBMIT

[00:05:03]

WRITTEN COMMENT WILL HAVE THE STATEMENT READ. PUBLIC COMMENT IS OFFERED IN THE ORDER OF WHICH IT IS RECEIVED. TELEVISED, IF A REQUEST BY EMAIL TO DJ@LWSD.ORG BY ONE P.M., A LINK WILL BE SHARED WITH YOU TO JOIN THE BOARD MEETING DURING THE PUBLIC COMMENT.

YOU CAN SHARE YOUR COMMENTS. PUBLIC COMMENTS ARE LIMITED TO THREE MINUTES PER PERSON.

DUE TO TIME CONSTRAINTS NOT ALL INDIVIDUALS THAT REQUESTED WILL BE ABLE TO.

PUBLIC COMMENT IS OFFERED IN THE ORDER OF WHICH IT'S RECEIVED. IF INVITED JOIN THE BOARD MEETING ONLINE AT THE START OF THE MEETING. I'LL ASK YOU TO PROVIDE YOUR COMMENT AND YOU CAN TURN ON BOTH CAMERA AND MICROPHONE AND SPEAK FOR THE DESIGNATED THREE MINUTES. AT THE CONCLUSION OF YOUR COMMENTS IT'S REQUESTED THAT YOU -- CONTINUE WATCHING THE LIVE STREAM BROADCAST IF INTERESTED IN VIEWING THE MEETING. ORALLY YOU MAY DIAL IN BY 1:00 ON THE DAY OF THE MEETING AND LEAVE A VOICEMAIL MESSAGE AT 425-936-1257 WHICH MAY BE PLAYED DURING THE PUBLIC COMMENT, AND OFFERED IN THE ORDER RECEIVED. LIMIT THEM TO THREE MINUTES. THE NEXT ITEM ON THE AGENDA IS

[D. Consent Agenda]

THE APPROVAL OF THE NOVEMBER 23 CONSENT AGENDA. I'LL ENTERTAIN AN MOTION TO

APPROVE THE CONSENT AGENDA. >> SO MOVED. >> SECONDED.

>> MOVED BY CASSANDRA SAGE AND SECONDED BY SIRI BLIESNER. POLICY THE BOARD.

>> CHRISTOPHER CARLSON. >> YES. >> DIRECTOR CASSANDRA SAGE.

>> YES. >> DIRECTOR SIRI BLIESNER. >> YES.

>> AND VICE PRESIDENT MARK STUART. >> YES.

>> OKAY. DR. JOHN HOLMEN, WOULD YOU SUMMARIZE THE DONATIONS?

>> ABSOLUTELY. AGAIN WE WANT TO THANK THE COMMUNITY FOR THE ONGOING SUPPORT. WE HAVE DONATIONS FROM BOTH PTSA AND PRIVATE SOURCES TOTING $16,046, AND SO WITH THOSE FUNDS WE CONTINUE TO PROVIDE PROGRAMS AND SERVICES AND SUPPORTS FOR OUR STUDENTS THROUGH THE GENEROUS DONATIONS OF THE COMMUNITY AND PTSA.

THANK YOU. >> WE APPRECIATE ALL YOUR HELP. THE FIRST ITEM ON THE NONCONSENT

[E. Non-Consent Agenda]

[1. Return to School Taskforce Update]

AGENDA IS RETURN TO SCHOOL TASK FORCE UPDATE. DR. JOHN HOLMEN?

>> THANK YOU. THIS EVENING WE'RE BRINGING TO YOU A REPORT ON -- UNDER THE HEADING OF THE RETURN TO SCHOOL TASK FORCE. AS YOU KNOW IMPLEMENTING REMOTE LEARNING HAS BEEN A SIGNIFICANT LEARNING EXPERIENCE FOR THE ORGANIZATION.

STAFF HAS BENT A GREAT AMOUNT OF TIME IN THE SUMMER LEARNING MICROSOFT TEAMS, BEST PRACTICES FOR REMOTE INSTRUCTION, WHILE KNOWING THAT ENGAGING STUDENTS WOULD LOOK DIFFERENT AND MANAGING STUDENTS WOULD LOOK DIFFERENT. AND WITH THAT CAME A SIGNIFICANTLY IMPROVED EXPERIENCE TO START THE YEAR THAT OUR FAMILIES HAD IN THE SPRING AND THAT WAS DEFINITELY ONE OF THE CHARGERS WE HAD FOR OURSELVES WAS TO IMPROVE REMOTE LEARNING TO BEGIN THE SCHOOL YEAR. WE ALSO KNOW THAT GIVEN THE TIME WE'VE SENT IN REMOTE LEARNING AND WE'LL CONTINUE TO BE IN REMOTE LEARNING FOR A PERIOD OF TIME, WE WANT TO MAKE SURE THAT WE CONTINUE TO IMPROVE THOSE EFFORTS AND SO TONIGHT LOOKS AT SOME OF THE DATA THAT WE'VE COLLECTED, SOME OF THE WORK THAT'S ONGOING, AS WE IDENTIFY STUDENTS ENGAGING IN OR NOT ENGAGING ATTENDING, OR NOT ATTENDING, IN SOME OF THE GRADING FEATURES THAT WE'RE WORKING THROUGH RIGHT NOW, KNOWING THAT THIS IS A COMPLETELY DIFFERENT ENVIRONMENT FOR BOTH OR STUDENTS, STAFF AND FAMILY.

WITH THAT, I'M GOING TO INVITE BOTH ASSOCIATE SUPERINTENDENT VAN ORDEN AND MATT GILLINGHAM TO

PROVIDE YOU WITH TONIGHT'S REPORT. >> THANK YOU, DR. JOHN HOLMEN.

I'M PULLING UP THE PRESENTATION HERE. I WANT TO MAKE EVERYBODY CAN SEE THAT OKAY. OKAY. SO AS DR. JOHN HOLMEN MENTIONED, QUITE A BIT OF WORK HAPPENING WITH SO MANY FOLKS IN OUR DISTRICT, OUR PRINCIPALS AND TEACHERS AND SUPPORT STAFF AND CENTRAL OFFICE ADMINISTRATORS TO MAKE REMOTE LEARNING EASIER.

[00:10:11]

AND WE'RE RECOGNIZING THAT THERE'S LOTS OF ROOM FOR IMPROVEMENT AND THERE'S THINGS WE NEED TO KEEP CHIPPING AWAY AT TO MAKE SURE THE STUDENTS ARE SUCCESSFUL.

TONIGHT WE'LL SHARE WITH YOU SOME UPDATES AROUND THE REMOTE LEARNING EFFORTS AND THEN BRIEFLY TALK ABOUT SOME OF OUR RETURN TO SCHOOL PLANNING AND GIVE YOU AN UPDATE.

FINALLY WE'LL WRAP UP INTO THE DATA AND HOW THAT INFORMS THE REMOTE LEARNING AND THE RETURN TO SCHOOL PLAN. AS WE'RE LOOKING AT REMOTE LEARNING WE'RE CONSIDERING A NUMBER OF DIFFERENT THINGS. ONE OF THE FIRST THINGS THAT IS COMING UP NOW AS WE GET INTO THE SEMESTER AND TERM IS GRADING. WE'LL BE SPENDING TIME TALKING ABOUT HOW WE'RE THINKING ABOUT GRADING TONIGHT, SUPPORTING STUDENTS MORE SPECIFICALLY AND ALSO I THINK THERE WAS INTEREST IN TALKING ABOUT HOW WE ARE RESOLVING SOME OF THE WHAT WE'RE CALLING INCOMPLETES FROM THE SPRING NOW THAT THE SEMESTER STARTED. ALSO WORK WE'RE DOING TO KEEP HIGH SCHOOL STUDENTS ON TRACK AND HOW DO WE SUPPORT STUDENTS WHO NEED MORE.

FINALLY WE'LL SHARE INFORMATION ABOUT SOME PROGRAMS AND UPDATES ON THOSE.

AS WE MENTIONED, GRADING HAS BEEN A CHALLENGING ISSUE AS WE THINK ABOUT GRADING IN A REMOTE SETTING, AND FOR ALL THE REASONS YOU CAN IMAGINE. IN A CLASSROOM THE TEACHER CAN SIT DOWN WITH THE STUDENT AND SEE WHAT IS HAVING AND GET A BETTER SENSE OF HOW STUDENTS ARE DOING OVERALL. IN A REMOTE SETTING GATHERING THE DAY TO DAY INFORMATION IS CHALLENGING AND THAT DAY TO DAY INFORMATION INFORMS SCORING AND ASSESSMENT.

WHEN YOU DON'T HAVE THAT COMPLETE PICTURE IT'S CHALLENGING TO GRADE.

AS WE'VE BEEN TALKING WITH TEACHERS AND ADMINISTRATORS AND HEARING FROM STUDENTS WE'RE HEARING QUESTIONS ABOUT HOW DO WE MEANINGFULLY DISTINGUISH BETWEEN A LOW GRADE RELATED TO A STUDENT ABILITY TO COMPLETE AN ASSIGNMENT REMOTELY AND WHAT WE WANT, A MEASURE OF COMPETENCY.

WE HAVE QUESTIONS ABOUT HOW DO WE GATHER INFORMATION ABOUT STUDENTS IN RELATION TO SOME OF THE SCHOOLS AND ATTRIBUTES THAT WE HAVE MEASURED AT ELEMENTARY AND INTERMEDIATE AND HIGH SCHOOL LEVEL AND WE'RE THINKING ABOUT LONG TERM IMPLICATIONS ON GRADES ON OUR STUDENTS AND HOW THE GRADES COLLECTED IN A REPOTENTIAL SELLING MAY NOT BE REFLECTIVE OF HOW THEY ARE PERFORMING. AS WE LOOK AT DATA WHAT WE'RE SEEING IN MANY SCHOOLS AND SIXTY SIX AROUND THE NATION IS THERE'S HIGHER RATES OF FAILING GRADES IN OUR SCHOOLS.

AGAIN, NOT ONLY IN LAKE WASHINGTON BUT AROUND THE REGION AND COUNTRY.

WE'RE SEEING ABOUT A 33 PERCENT INCREASE OVERALL FOR OUR SECONDARY STUDENTS, FAILING AT LEAST ONE COURSE NOW COMPARED TO PRIOR YEARS. IN ADDITION, AS WE SEE TYPICALLY WHEN WE LOOK AT GRADES, THERE'S A DIFFERENCE BETWEEN HOW STUDENTS ARE PERFORMING BASED ON THINGS LIKE RACE AND ABILITY. THAT IS SIGNIFICANTLY GREATER NOW AS WE'RE IN A REMOTE SETTING. WE'RE SEEING UP TO FOUR AND TEN BLACK MALE, AFRICAN-AMERICAN, HISPANICS, LATINOS, FAILING AT LEAST ONE COURSE. NOW WE'RE SEEING A GAP REALLY GROWING. THIS IS POINTING US TO SIGNIFICANT WORK NOT ONLY AT THE DISTRICT LEVEL BUT AT THE SCHOOL LEVEL AND I'LL TALK BRIEFLY ABOUT THINGS WE'RE LOOKING AT ACROSS THE SCHOOL AND LATER WE'LL GET MUCH MORE SPECIFIC ABOUT HOW SCHOOLS ARE ACTUALLY REACHING OUT TO INDIVIDUAL STUDENTS AND FAMILIES TO HELP. AT A FIRST-TIER LEVEL THERE'S ADJUSTMENTS THAT WE'RE LOOKING AT MAKING FOR THE FIRST ROUND. AT THE ELEMENTARY LEVEL FOR EXAMPLE AS MENTIONED, BEING ABLE TO DISTINGUISH A LOW SCORE ON AN ASSIGNMENT DUE TO THE REMOTE ENVIRONMENT VERSUS A STUDENT'S LEVEL OF UNDERSTANDING, WHICH IS WHAT WE WANT TO ASSESS IN NORMAL TIMES AND IT'S CHALLENGING. WE'RE SETTING ASIDE THE LEVEL ONE AND 1.5 AND REPLACING IT WITH INSUFFICIENT EVIDENCE. WHAT THAT MEANS, THERE'S NOT ENOUGH INFORMATION TO DISTINGUISH WHETHER OR NOT IT WAS A STUDENT PERFORMANCE OR REMOTE ENVIRONMENT OR BOTH.

THAT ALLOWS US TO ACKNOWLEDGE THAT STUDENTS NEED DIFFERENT WAYS OF DEMONSTRATING THEIR

[00:15:08]

PROFICIENCY. IN ADDITION, WE'RE GOING TO BE PAUSING ON REPORTING THE INTEREST DISCIPLINARY SKILLS AND ATTRIBUTES FOR THE 2021 SCHOOL YEAR.

THOSE ARE THINGS THAT COME ACROSS IN SOME OF THE EXAMPLES ARE DEMONSTRATING EFFORT AS AN EXAMPLE. WHEN A STUDENT IS AT HOME AND MAYBE WE'RE WATCHING THEM THROUGH A CAMERA IT'S MUCH MORE DIFFICULT TO MEASURE WHETHER OR NOT A STUDENT IS DEMONSTRATING EFFORT OR FOLLOWING SCHOOLS RULES. WHAT DOES A SCHOOL RULE LOOK LIKE WHEN A STUDENT IS AT HOME VERSUS A CLASSROOM? IS A STUDENT ATENTATIVE AND WHAT DOES THE THAT LOOK LIKE? WE WANT TO PUT THOSE HOLD TO ACKNOWLEDGE IN A REMOTE SETTING, REMOTE SETTING, IT'S NOT AS RELIABLE. FOR PE, MUSIC AND LANE, WE'RE LOOKING AT AN EFFORT SCORE AND USING A 4-3 AND INSUFFICIENT LEVELED.

THE AREAS ARE ASSYNC IN DELIVERING. AT THE SECONDARY LEVEL GRADES START TO HAVE GREATER IMPLICATIONS FOR GOING INTO THE NEXT CLASS AND ALSO AS STUDENTS GET INTO SECONDARY WE SEE THE GRADE POINT AVERAGES ARE CALCULATED AND THOSE ARE USED FOR COLLEGE ACCEPTANCE AND SCHOLARSHIPS AND OPPORTUNITIES TO GO INTO MILITARY AND THINGS LIKE THAT AND SO AGAIN HERE WE'RE LOOKING AT MODIFYING THE GRADING SYSTEM, NOT AS SIGNIFICANTLY AS WE DID IN THE SPRING BUT REPLACING AN F GRADE WITH AN N, WHICH IS PART OF THE GRADING POLICY. BASICALLY WHAT THAT DOES IS TAKES THE IMPACT OF THAT F OFF THE GRADE POINT AVERAGE AND IN ADDITION WE'LL INCREASE STUDENT AWARENESS AND UNDERSTANDING OF THE IDEA OF A PASS GRADE FOR A D. IT GETS TRANSCRIBING AS A P INSTEAD OF D AND DOESN'T GO TOWARDS A GRADE POINT AVERAGE. WE WANT TO THE MAKE SURE STUDENTS ARE AWARE OF THAT SO IT CAN POTENTIALLY MITIGATE THIS. WE'RE WORKING WITH THE SCHOOLS TO GIVE GUIDANCE AROUND THINGS LIKE USING 50 PERCENT INSTEAD OF ZERO.

THIS HAS BEEN A LONG-RUNNING CONVERSATION. THE IMPACT OF A MISSING ASSIGNMENT, SAY A KID HAS TEN OF THEM OVER THE COURSE OF THEIR SEMESTER, ONE MISSING ONE CAN PUT THEM SO DEEP IN A HOLE IT'S ALMOST IMPOSSIBLE TO EARN THEIR WAY OUT SO 50 PERCENT HOLDS A STEADY STATE SO THEY CAN INCREASE THE PERFORMANCE OVER TIME AND EARN A PASSING GRADE.

INCOMPLETES, THIS OPTION. WE'LL TALK ABOUT THIS MORE LATER.

WE'RE CONTINUING TO WORK WITH OUR BUILDING ADMINISTRATORS AND TEACHERS TO LEAD DATA-INFORMED INSTRUCTION. WE'LL GO INTO THAT MORE DEEPLY. EACH BUILDING HAS DATA ABOUT THEIR STUDENTS. OUR CENTRAL LEADERSHIP TEAM HAS BEEN IN CONVERSATIONS WITH PRINCIPALS AND THEY'RE IN CONVERSATIONS WITH THE TEACHERS ABOUT HOW DO WE THINK ABOUT GRADING AND REPORTING IN THESE VERY UNIQUE TIMES AND DO IT IN A WAY THAT REFLECTS WHAT OUR STUDENTS ARE LEARNING AND DIDN'T PENALIZE THEM. THAT'S INCLUDED.

THINGS LIKE PROFESSIONAL LEARNING AND MEETINGS WITH THE PRINCIPALS AND ACTION PLANS FROM THAT. THERE WAS INTEREST IN HEARING ABOUT HOW WE'RE RESOLVING THE INCOMPLETES EARNED IN THE SPRING OF LAST YEAR AND SO RIGHT NOW, 1249 INCOMPLETES AT THE HIGH SCHOOL FROM THE SPRING. A STUDENT MIGHT HAVE BEEN MOVING ALONG AND COULDN'T GET A PASSING GRADE FOR WHATEVER REASON AND WHAT WE PUT ON THE TRANSCRIPT WAS I, OR INCOMPLETE.

WE GAVE STUDENTS OPPORTUNITIES TO RESOLVE THOSE THROUGH THINGS LIKE INDEPENDENT STUDY AND SUMMER COURSES AND MANY STUDENTS TOOK ADVANTAGE OF THAT. WE ALSO HAVE A WAY OF RESOLVING AN INCOMPLETE WAS ONE OF THE MAIN GUIDE LINES, AND RESOLVING AN INCOMPLETE BY ALLOWING A STUDENT TO TAKE THE NEXT COURSE IN THAT SUBJECT WEAR AND THAT PASSING THAT COURSE WOULD

[00:20:03]

DEMONSTRATE A LEVEL OF COMPETENCY. INCOMPLETE IS NOT A STUDENT FAILED A YEAR OR WHOLE SEMESTER. STUDENTS WERE GOING TO SCHOOL UP TO MARCH.

WHAT THAT SAYS IF YOU TAKE THE NEXT COURSE IN MATH YOU'RE SHOWING THAT NEXT LEVEL PROFICIENCY. WE'RE WORKING THROUGH A PROCESS TO RESOLVE THAT NOW SO THAT THAT CAN BE SOMEWHAT AUTOMATED AND FOLKS IN SCHOOLS CAN GO THROUGH AND MAKE THOSE CHANGES.

AND TEACHERS AND COUNSELORS ARE WORKING WITH INDIVIDUAL STUDENTS TO RESOLVE INCOMPLETES.

IN ADDITION, WE'LL TALK MORE SPECIFICALLY ABOUT THIS LATER, WE'RE SEEING RATES OF ATTENDANCE. WHEN WE TALK ABOUT ATTENDANCE IN FORMAL TIMES, THAT'S A STUDENT NOT IN A BUILDING OR SEAT AND WE'RE LOOKING AT DIFFERENT MEASURES TO DIFFERENT WHETHER OR NOT A STUDENT IS PARTICIPATING AND COUNTING THAT TOWARD ATTENDANCE.

WE'RE SEEING ATTENDANCE RATES ARE STARTING TO SLIP AND THERE'S A GAP BETWEEN THAT.

THAT'S POINTING US TO THINKING ABOUT HOW WE'RE GOING TO ENGAGE OUR STUDENTS.

AS WE MOVE INTO AIR, THERE'S CHALLENGES, EVERYBODY IS WORKING HARD AND THE FATIGUE AND CHALLENGE OF WORKING REMOTELY IS HAVING AN IMPACT ON THE TEACHERS AND STUDENTS AND FAMILIES.

HOW DO WE CONTINUE TO ENGAGE? INITIAL THINGS, SCHEDULE REDUCTION.

WE'VE REDUCED AT THE SECONDARY LEVEL THE NUMBER OF COURSES IN AN INDIVIDUAL DAY BY HALF BUT THERE'S STILL SEVEN COURSES. WE'RE LOOKING AT THINGS LIKE ARE THERE'S COURSES THAT AREN'T REQUIRED FOR GRADUATION. IF THE STUDENT HAT SIX OR FIVE, THEY CAN FOCUS ON ACADEMICS AND SUCCESS. THAT MIGHT BE AN OPTION. WE'RE LOOKING AT THE HIGH SCHOOL LEVEL AND THE LEVEL DIRECTORS OUR WORKING WITH PRINCIPALS TO THINK ABOUT HOW DO WE BUILD COURSES FOR THE SECOND SEMESTER AND INTO NEXT YEAR, ENGAGING STUDENT MORE FULLY THAT MAKES THEM WANT TO BE IN SCHOOL AND ENGAGE IN SCHOOL IN MEANINGFUL WAYS.

WE HAVE CREDIT RECOVERY AS AN OPTION BOTH DURING THE YEAR AND OVER THE SUMMER.

LATER IN THIS YEAR I'LL BRING TO YOU SOME INFORMATION ABOUT THE IDEA OF CONSIDERING THE COMPETENCY-BASED CREDIT. WE DID THAT IN AN EMERGENCY BASIS IN THE SPRING.

AND -- THAT WOULD REQUIRE A CHANGE TO OUR GRADUATION REQUIREMENTS POLICY SIMILAR TO CHANGES WE MADE IN THE SPRING OF LAST YEAR. WE PLAN TO BRING MORE INFORMATION TO THE BOARD ABOUT THAT THROUGH A STUDY SESSION FOR CONSIDERATION.

IN ADDITION WE'RE SEEING AS WE LOOK AT SURVEY DATA AND WE'LL GO INTO THIS LATER TONIGHT WE'RE SEEING THAT STUDENTS ARE REPORTING THAT THEY MAY NOT BE GETTING ALL THE HELP THEY NEED OR THEY WANT TO SPEAK WITH A TEACHER OR A COUNSELOR. AGAIN, OUR SCHOOLS ARE RECEIVING THIS INFORMATION AND THINKING ABOUT HOW THEY'LL USE IT. AS WE LOOK AT RESOURCES AND THE WAYS WE ADDRESS DATA LIKE THAT WE'RE USING THINGS LIKE OUR EQUITY ALLOCATIONS, FUNDS PUT INTO SCHOOL TO ALLOW TEACHERS ANDED A MINUTE STRAIGHTERS TO SAY WE NEED TO SPEND MORE TIME REACHING OUT TO STUDENTS AND NAMES AND -- THAT ALLOWS US TO COMPENSATE FOLKS AT SCHOOL TO DO THAT REACHING OUT. IN ADDITION THERE'S SOME SCHOOLS WITH GREATER NEEDS, A POOL OF 30 HOURS WAS SET ASIDE. SCHOOLS ARE TRYING TO FIGURE THAT OUT BUT THOSE ARE RESOURCES. IN ADDITION, WE'LL MENTION LATER WE CAN GIVE THAT SPECIFIC INFORMATION STUDENT BY STUDENT. THE SUPPORT HE IS MOVING FORWARD HAS PART OF THE STRATEGIC PLAN BUT WORK WE'RE DOING AROUND SPECIAL SERVICES AND WE PLAN FOR IN-PERSON INSTRUCTION.

[00:25:03]

THOSE ARE HIGH-LEVEL WORK WE'RE DOING TO ADDRESS STUDENTS WHO NEED MORE.

WE'RE DIGGING DOWN INTO THE INDIVIDUAL STUDENT LEVELS. IN ADDITION, I THINK YOU HAVE HEARD MANY TIMES, FROM TEACHERS AND ADMINISTRATORS, PROFESSOR LEARN IS IMPORTANT, MAKING SURE THE STAFF IS WELL-EQUIPPED TO SERVE STUDENTS. WE'RE WORKING WITH OUR DEPARTMENTS, OUR PROFESSIONAL LEARNING DEPARTMENT, EQUITY DEPARTMENT, TEACHING AND LEARNING, STUDENT SERVICES TO IDENTIFY AND DEVELOP THOSE. THESE ARE A SAMPLING, AS YOU SEE. WE'RE DEVELOPING IN-PERSON, REMOTELY, AROUND RACIAL EQUITY ROLLING OUT NEXT SEMESTER. THOSE ADDRESS THE THINGS THAT WE'RE SEEING IN THE DATA WHERE STUDENTS SAY THEY NEED HELP. WHAT DOES THAT LOOK LIKE AND HOW DO YOU DO THAT? OR DISPARITIES BASED ON RACE AND MAKING SURE THE STEVE HAS A DEEPER UNDERSTANDING SO THEY CAN TAKE ACTION THAT IMPROVES OUTCOMES FOR KIDS. WE HAVE OUR PROGRAMS THAT ARE UP AND RUNG WHICH ARE A SYSTEMATIC WAY OF SUPPORTING STUDENTS WHO NEED MORE.

THE ENGLISH -- WE'RE SEEING A SLIGHT BUMP IN THE NUMBER OF STUDENTS WE'RE SERVING AND THAT'S BECAUSE IN TYPICAL YEARS WE ASSESS STUDENTS IN PERSON AND BECAUSE WE COULDN'T DO THAT WE'RE SERVING STUDENTS WHO IN TYPICAL YEARS MIGHT NOT ASSESS OR SCREEN INTO EL SERVICES.

WE USE THE HOME LANGUAGE SURVEY AS A INITIAL STEP TO IDENTIFY STUDENTS.

AS WE HAVE THEM RETURN TO SCHOOL WE'LL ASSESS THEM AND DETERMINE WHAT THE LEVEL OF SUPPORT IS NEEDED. RIGHT NOW I BELIEVE WE'RE ABOUT DIFFERENT OR TAKE 200 STUDENTS MORE THAN WE WOULD TYPICALLY SERVE BECAUSE OF THE REMOTE TESTING AND SCREEN.

>> FOR ENGLISH LEARNER SERVICES, LOTS OF WONDERFUL SERVICES AT THE KINDERGARTEN LEVEL, AND HELPING THE STAFF IN THE SCHOOLS TO REACH OUT TO STUDENTS N SMALLER GROUP SETTINGS ONLINE AND EL SUPPORT CLASSES AND CO-TEACHING. WE'RE SEEING VALUE THERE.

THESE ARE BEING DONE REMOTELY, RETOOLING THINGS. MAKING SURE STUDENTS AT STANDARD ARE GETTING THE RESOURCES. THE NEW LANGUAGE PROGRAM MOVES ALONG.

THIS IS AN AREA WE THOUGHT ABOUT DELIVERING SERVICES IN A REMOTE WE'RE TRYING TO MAKE SURE WE KEEP MOVING BECAUSE WE DON'T WANT TO LOSE PROGRESS WE HAVE MADE FOR THE KIDS.

THE SAFETY NET SERVICES CONTINUE. IT'S LOOKING A LITTLE BIT DIFFERENT FROM SCHOOL TO SCHOOL IN IN A REMOTE SETTING BUT GREAT SERVICES ARE HAPPENING THERE.

WE PROVIDE SECONDARY AT MIDDLE SCHOOL SERVICES FOR MATH AND ELA AND READING.

SPECIAL SERVICES, WE'RE SERVING ABOUT 3100, 3166 STUDENTS. A SLIGHT DECREASE OVER THE PAST.

TEACHERS ARE REPORTING THAT STUDENTS ARE MAKING PROGRESS, PRESCHOOL THROUGH 12.

THAT'S SOMETHING WE'RE WATCHING AND MONITORING BECAUSE AS YOU KNOW IN A REMOTE SETTING THAT'S A GREATER CONCERN THAN EVEN IN-PERSON. A SMALL INCREASE IN REQUESTS FOR

[00:30:02]

THAT. WE'RE NOT SEEING HAVING -- WE'RE NOT SEEING EVIDENCE OF TRANSMISSION IN THE SCHOOLS. WE'VE HAD A FEW CASES WHERE SOMEONE HAS BEEN EXPOSED TO SOMEBODY OUT OF THE SCHOOL SETTING AND WE'RE FOLLOWING THE SAFETY PLAN FOR THAT.

WE'RE NOT SEEING SPREAD, IN OUR RELATIVELY SCALE SETTING NOW. THAT GIVES US HOPE AS WE THINK ABOUT LONGER TERM, PROVIDING IN-PERSON SERVICES FOR STUDENTS AS THE RATES COMING DOWN.

WE'RE CONTINUING WORK REMOTELY. THE INCLUSION PROJECT CONTINUES TO MOVE FORWARD IN PART SURE SHIP WITH THE CENTERS. THE TIES CENTER. IN ADDITION, THEY HELD A MEETING WITH OUR PTSA SPECIAL NEEDS GROUP AND SHARED WONDERFUL INFORMATIONALLY WELL-RECEIVED.

WE'RE MOVING FORWARD IN THOSE AREAS. THE HIGHLY CAPABLE PROGRAMS, WE CAN HAVE QUESTIONS ABOUT THE HIGHLY CAPABLE SERVICES. ROBUST SERVICES THAT MOVE ALONG.

TEACHERS ARE DOING A WONDERFUL JOB OF PROVIDING SERVICES IN A REMOTE LEARNING SETTING.

AND WE BENEFITED FROM NOT TRANSPORTING STUDENTS, AND TEACHERS GOING TO STUDENTS SO TEACHERS HAVE BEEN DOING WONDERFUL WORK. ONE THING WE HEARD AS PARENTS ARE WATCHING THEIR STUDENTS PARTICIPATE ONLINE THE TEACHERS HAVE BEEN SAYING PARENTS ARE PLEASED WITH THE SERVICES THAT THE KIDS ARE RECEIVING. ACROSS ALL OF OUR PROGRAMS AND GENERAL EDUCATION THERE'S A LOT OF WORK TO DO. WE DON'T WANT TO GIVE THE IMPRESSION THAT EVERYTHING IS PERFECT BECAUSE WE RECOGNIZE THERE'S SIGNIFICANT EFFORTS TO THE MAKE SURE WE'RE ENGAGING EVERY SINGLE ONE OF OUR STUDENTS.

THAT'S A QUICK UPDATE ON REMOTE PLANNING. AS MENTIONED, MATT DILLING HAM WILL GO INTO MORE DETAIL OF THE DATA THAT IS POINTING US IN DIRECTIONS TO ALLOW US TO ADDRESS NEEDS. THE NEXT SESSION, RETURN TO SCHOOL PLANNING.

DO WE WANT TO TAKE A QUICK BREAK AND ANSWER QUESTIONS OR IF YOU'D LIKE ME TO CONTINUE ON?

>> IT PROBABLY MAKES SENSE FOR THE QUESTION NOW OFTEN THE AMOUNT OF CONTENT.

>> WE HAVE OTHERS HERE TONIGHT TO HELP ANSWER QUESTIONS THAT FOLKS MIGHT HAVE.

I'LL PROBABLY DO A LITTLE BIT OF DIRECTION AS WELL. >> CHRIS?

>> THANK YOU VERY MUCH, MIKE. THIS IS INTERESTING DAMP DATA. I HAVE TWO QUESTIONS.

THE ATTENDANCE RATES ARE DOWN AND

WHAT FRACTION OF KIDS ARE MISSING FROM ALL OF THE ABOVE? >> WE ACTUALLY SPOKE ABOUT THIS TODAY AND TIM WAS WALKING US THROUGH SOME OF THE DATA. I'LL LET HIM ANSWER IT.

IT'S NOT AS CONCRETE THAT YOU CAN POINT TO THIS. TIM, DO YOU WANT TO SHARE AN OVERVIEW AS MEASURE, AS CHRIS MENTIONED, AND TRACK THAT LEVEL OF DESTALE?

>> WHAT WE CAN TRACK, STUDENTS THAT ARE ABSENT ONE OR MORE PERIODS A DAY, WE KNOW HOW MANY MINUTES A STUDENT LOGGED INTO TEAMS. WE KNOW IF THEY USED WORD OR POWERPOINT OR LEXIA OR DREAMBOX. WE HAVE A LOT OF DATA POINTS ON EACH STUDENT AND THAT GOES TO THE ADMINISTRATORS ON A WEEKLY BASIS. THEY CAN PRIORITIZE STUDENTS THAT MIGHT HAVE HIGH ABSENCES BUT HIGH GRADES OR HIGH ABSENCES AND LOW GRADES.

THEY'RE USING ALL OF THAT DATA TO FIGURE OUT HOW DO THEY REACH ALL THE STUDENTS.

I'M SORT OF ANSWERING THE QUESTION IN THE WAY OF SAYING WE HAVE MANY STUDENTS THAT HAVE ZEROS IN MULTIPLE COMPUTERS AND EACH SCHOOL IS USING THAT TO PRIORITIZE.

I DON'T KNOW IF THAT ABC THE QUESTION. >> IT'S A NEAR MISS.

[00:35:01]

HOW MANY KIDS ARE DARK IN ALL COLUMNS? >> I DON'T KNOW OFF THE TOP OF MY HEAD. I'D HAVE TO DEFINE IT. PART OF ME IS LIKE I CAN GIVE-DEFINITION OF IS THERE A STUDENT WHO IS ABSENT EVERY DAY FOR A WEEK AND ABSENT FROM TEAMS EVERY DAY FOR THAT WEEK AND ABSENT SO WE COULD -- BUSINESS RULES TO SEE WHAT WOULD MAKE

SENSE TO DEFINE A TOTALLY IS ENGAGE -- TOTALLY DISENGAGED. >> AND THAT WOULD HAVE BEEN LOGGING IN AND THAT'S A NUMBER I'M VERY INTERESTED IN. HOW MANY KIDS HAVE OPTED OUT OF

PUBLIC EDUCATION? I'M WORRIED ABOUT THAT. >> TIM, IS IT ACCURATE TO SAY THE RULES ON ATTENDANCE CHANGED SO WHAT WE HAVE NOW IS DIFFERENT THAN IN A CONTINUE YEAR.

THE RULE ABOUT ABSENT 20 CONSECUTIVE DAYS AND BEING REMOVED IS STILL THE REQUIREMENT

THAT'S IN PLACE? YEAH. >> IF WE HAVE A STUDENT THAT IS ABSENT 20 DAYS IN A ROW WE CAN'T CLAIM FUNDING BUT WE CAN KEEP THEM ON THE BOOKS BECAUSE THE IDEA, IF WE CAN KEEP THEM ENGAGED IN SOME WAY LIKE KEEP THEIR ACCESS WITH THEIR COMPUTER OR THEIR LOG-IN AND REENGAGE. IF WE DON'T DISENROLL THEM WE CAN GET THEM BACK QUICKER.

THAT'S THE OTHER PART OF THE QUESTION. IT'S A LITTLE BIT MORE COMPLEX BECAUSE I'D HAVE TO FIGURE OUT HOW TO ACCOUNT FOR KIDS IN THAT WILL SITUATION VERSUS KIDS DISENGAGED FOR MAYBE LIKE

I'M INTERESTED IN DRILLING DOWN ON THAT. >> I'VE GOT A SECOND QUESTION

BUT SOMEBODY CAN GO NEXT. >> ON THE 50 PERCENT RULE WHERE KIDS TURN SOMETHING IN LATE THEY CAN GET AT LEAST 50 PERCENT CREDIT, HAVE ALL STAFF MEMBERS -- DO ALL STAFF MEMBERS

KNOW THIS RULE REALLY WELL? IS THIS A COMMON PRACTICE NOW? >> IT'S NOT A RULE.

IT WOULD BE GUIDANCE. BY CONTRACT TEACHERS DETERMINE STUDENT GRADES.

WHAT OUR BUILDING LEADERS DO WITH TEACHERS ARE TALK ABOUT WHAT ARE WHAT IS WE CAN EFFECTIVELY GRADE THE STUDENTS. USING THAT GUIDANCE, A STRATEGY DISCUSSED WIDELY FOR MANY YEARS IN SCHOOL, AND WHAT WE'RE WORKING ON PUTTING OUT IS FOR EXAMPLE WE'RE GOING TO USE A N INSTEAD OF A D AND A F, CORRECT. AND WHAT OF USING GRADES THAT DON'T REFLECT STUDENT KNOWLEDGE AND WE'LL PROVIDE THAT AS GUIDANCE IN THE COMING WEEKS AND PRINCIPALS ARE WORKING CLOSELY WITH THE BUILDING LEADERSHIP TEAMS AND TEACHERS TO HAVE THAT CONVERSATION. IT'S SOMETHING THAT THEY HAVE

DISCRETION OVER. >> SHERRY. I WASN'T DONE. IF I MAY.

I'VE HAD A COUPLE OF EMAILS ON THIS PARTICULAR TOPIC. WHO'S THE BEST PERSON TO REFER

THEM TO IF IT HAS NOT BEEN WORKED OUT WITH THE TEACHER? >> IF THERE'S A DISAGREEMENT

ABOUT A GRADE? >> YES. >> ACTUALLY INTERESTINGLY ENOUGH BY CONTRACT THERE'S A PROCESS THAT PARENTS AND FAMILIES CAN USE IF THEY WANT TO DISAGREE WITH THE GRADE AND THE PRINCIPAL WOULD BE THE PERSON TO TALK WITH ABOUT IT AND THEY HAVE CONVERSATION WITH TEACHER AND A PROCESS THEY CAN FOLLOW IF THEY HAVE CONCERNS ABOUT HOW STUDENTS ARE GRADED. IN GENERAL ABOUT INDIVIDUAL ASSIGNMENTS AND HOW THEY'RE ASSIGNING GRADES, THE FIRST POINT OF CONTACT SHOULD BE WITH THE TEACHER THE TEACHERS.

[00:40:12]

>> HOW MANY OF THOSE OF THAT NUMBER ARE SENIORS? >> GOOD QUESTION.

I TONIGHT HAVE THAT OFF THE TOP OF MY HEAD. TIM, DO YOU HAVE AN ESTIMATE ON

THAT? >> DO I HAVE AN ESTIMATE ON THAT?

>> I CAN FIND OUT. I JUST NEED TO DO IT. I CAN RUN IT ABOUT FOUR MINUTES

FROM NOW. GIVE ME FOUR MINUTES. >> THAT SOUNDS FANTASTIC.

>> A PLUG FOR THE DIDN'T IT'S IMPRESSIVE HOW THEY MOVED FORWARD AND INCLUSION IS THE NORM.

THAT'S HOW WE ALL START. PLANS AND SUPPORTS ARE IN PLACE. JUST A STRONG ENCOURAGE MEANT

KEEP THAT WORK GOING. >> TO ADD TO YOUR PLUG WITH THE TTIES AND UNIVERSITY OF WASHINGTON, WE HAVE BEEN ABLE TO TRAGEDIES SCHOOLS CAN USE TO BE MORE INCLUSIVE, A WONDERFUL PARTNERSHIP WITH HAVE WITH THE

TIES CENTER AND THE UNIVERSITY OF WASHINGTON. >> IMPRESSIVE OUTCOMES.

TIES CENTER. >> YOU ARE MUTED. >> YOU FORGET THAT LITTLE MOOT BUTTON. IT'S SHOCKING. TO FOLLOW-UP WITH CASSANDRA, ON THE PRESENTATION THIS IS THERE A VIDEO AVAILABLE FOR THAT FOR THAT VISIT THAT TOOK PLACE THAT

CAN BE SEEN AND POSTED TO OTHERS WHO COULDN'T ATTEND. >> YEAH.

>> THAT WOULD BE GREAT FOR A FEEL OF WHAT'S GOING ON AND PROVIDE THE OPPORTUNITY.

>> ARE YOU TALKING ABOUT TWAIN OR. >> BOTH.

>> ANY AND ALL. ANY TIME YOU CAN PUT THE OPPORTUNITIES UP AND THEY'RE SORT OF PROVIDING THE METHODOLOGY AND REASON AND PURPOSE AND GET ACCESSIBLE, YOU KNOW, THAT'S GREAT. I WANTED TO MAKE SURE I SAID THAT.

>> THE KIDS ARE DOING IN THE COURSES. YOU MENTIONED ABOUT SIGNIFICANT NUMBER NOT PASSING ALL OF THEIR CLASSES AT THIS POINT IN TIME. I WOULD BE CURIOUS TO KNOW WHAT CLASSES ARE THEY MOST LIKELY TO NOT BE PASSING AND THAT WOULD TARGET WHAT WE NEED TO DO AND A CORRELATION BETWEEN ATTENDANCE AND ENGAGEMENT IN REGARDS TO THE PASSING. I CAN HONESTLY SAY SOME KIDS PASSING THE CLASSES WITHOUT REALLY ENGAGING ON THE SCHOOL SIDE POTENTIALLY AND I WANT TO KNOW HOW IS THAT RELATED AND ARE WE MAKES THOSE PIECES IN HOW WE TARGET THE EFFORTS.

I'M LOOKING AT NOTES. AND I WOULD DISCOURAGE THE TOTALLY UNENGAGED THE -- HOW DO WE DEFINE THAT AND MAKE IT A METRIC? ONE CLASS IS ONE PIECE BUT ANOTHER LEVEL OF THE WORK WE NEED TO DO IN SUPPORTING OUR STUDENTS.

AND ONE MORE, JUST BECAUSE THE TRAINING YOU LAID OUT WAS FABULOUS OF THE OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT AND WE'RE A DISTRICT WITH A LOT OF CAPACITY TO DO THAT.

DO WE OPEN OPPORTUNITY TO OTHER DISTRICTS AROUND THE STATE TO ACCESS THOSE MATERIALS IF THEY

SO CHOSE? >> I DON'T KNOW IF THEY CAN ACTUALLY ACCESS IT.

I'LL HAVE TO CHECK WITH EMILY ON THAT. FOR EXAMPLE SOME OF THE LIVE BROAD CASTS OR THE TWAIN EXAMPLE, THAT WAS ACTUALLY WIDESPREAD.

EVERYBODY IN THE STATE COULD PARTICIPATE. WE KNOW THAT IS IN PLACE.

THE QUESTION, COULD WE APPLY A SIMILAR PROCESS. I CAN CHECK ON THAT.

WE LIKE TO HEAR FROM THEM TOO, RIGHT? >> ABSOLUTELY.

I'M THINKING EVEN OF THE WORKSHOPS YOU HAD WE CAN DEVELOP A LOT OF TRAINING THAT A LOT OF SMALLER DISTRICTS DON'T HAVE THE CAPACITY TO AND DEVELOP IT STATEWIDE AND GIVE THEM THAT ACCESS ESPECIALLY IF IT'S AN ONLINE REMOTE-TYPE THING. WHY NOT?

[00:45:12]

THE

I'M SURE I'LL HAVE MORE. >> I HAVE ONE QUESTION OF THE DO YOU FIND WITH AN ABSENCE IN MIDDAY OR IN BETWEEN THE BEGINNING AND THE END OF DAY, IS THAT OFTEN A TECHNOLOGY PROBLEM, DROPPED OFF AND CAME BACK ON PERHAPS OR DO WE KNOW WHEN THERE'S ABSENCES IN THE MIDDLE

OF THE DAY? >> GREAT QUESTION. I DON'T THINK SOAR TIM, IF THERE'S A -- THAT'S A GREAT QUESTION. I DON'T KNOW, TIM, IF THERE'S --

THAT'S A GREAT QUESTION. >> AND THE -- WE COULD LOOK AT MIDDLE ABSENCES FOR STUDENTS ABSENT MIDDLE AND THEN PRESENT ON THE FIRST AND THEN LAST ONE. I WANT TO KNOW SOME OF THE ATTENDANCE RULES ALLOW A STUDENT TO BY COUNTED PRESENT WHEN THEY'RE NOT ACTUALLY ASCENDING THE SYNCHRONOUS SESSION. IF THE -- IF THE CONNECTIVITY IS BAD OR TWO OR THREE KIDS IN THE HOUSE TRYING TO GO THROUGH THE SAME FILTER, TURNING OFF THE CAMERA IS ONE WAY TO ENSURE THEY DON'T GO OFF THE BOARD. JUST A THOUGHT. I KNOW A LOT OF TEACHERS ARE PUSHING HARD. TIM, YOU POSTED ON THE CONVERSATION THE NUMBERS, THE

PERCENTAGE OF INCOMPLETES. >> 37 PERCENT THOSE ARE FOR SENIORS.

33 PERCENT ARE FOR CURRENT JUNIORS, AND 30 PERCENT, CURRENT SOPHOMORES.

>> GREAT. I BELIEVE CASSANDRA AGAIN AND THEN CHRIS.

>> THANK YOU. GIVEN THE IN COMPLETES -- INCOMPLETES AND ALL THE THINGS THE STUDENTS ARE STRUGGLING WITH, I ASSUME WE'RE GOING TO HEAR ABOUT SITUATIONS IN HELPING

KIDS TO BE SUCCESSFUL. >> PARTICULARLY AT THE END OF THE PRESENTATION OR LAST PORTION OF IT WE CAN TALK. IT VARIES BY SCHOOL BECAUSE EACH SCHOOL IS UNIQUE AND EACH STUDENT CASE IS UNIQUE, THE FACTORS THAT CAUSE THEM TO BE HAVING A HARD TIME CONNECTING OR UNIQUE TO INDIVIDUAL STUDENTS. AS SIRI MENTIONED THERE MAY BE TRENDS OR PATTERNS BUT THAT'S CONNECTED TO AN INDIVIDUAL SCHOOL OR GROUP. WE CAN GIVE YOU EXAMPLES OF WHAT

THINGS SCHOOLS ARE DOING, SPECIFICALLY. >> THANK YOU.

>> YOU ARE MUTED. >> BEFORE I GO, I SAW GLORIA'S HAND CAME UP IN THE MIDDLE, AND IS THAT LEARNING. LAST YEAR WE HAD WORK FOR PG THAT HAD OPEN SPOTS AND WE WERE NEAR THE END SO WE HAD A WAITING LIST. ONCE WE GOT TO THE POINT WHERE WE KNEW WE WOULDN'T FILL THE SLOTS, BECAUSE SOMETIMES YOU MIGHT HAVE 80 BUT 76 FILL IT BECAUSE OF A DIFFERENT DATE. IT MAY LOOK DIFFERENT ONLINE. WE CAN TALK TO EMILY.

WE DO ON OCCASION THROUGH THE EQUITY PROGRAM TO SUPPORT THAT. >> MY QUESTION, BACK ON SLIDE FOUR. WE FOR USED ON ATEN AGAINST.ATT. BACK TO THE COMPETENCY -- I'M GLAD YOU TALKED ABOUT THAT, FILLING THE GAP FOR THE BLACK OR HISPANIC FAILING AT LEAST ONE

[00:50:03]

COURSE. THE QUESTIONS I HAVE ON THIS, THE FIRST IS WITHIN THAT GROUP BLACK AFRICANS, 2 PERCENT, HISPANIC LATINO, A THAT WOULD MAKE ME EVEN MORE WORRIED. THE OTHER QUESTIONS I HAVE IS IF YOU TAKE 43 PERCENT OF 1100, THAT'S ABOUT 500 KIDS. 80 PERCENT OF OUR KIDS WITH AT LEAST 1F ARE NOT MALES WHO ARE EITHER BLACK OR HISPANIC OR LATINO.

ARE THERE ANY OTHER UNIFYING FACTORS THAT WE SHOULD BE DRILLING INTO BECAUSE THE 33 PERCENT INCREASE IS OF SOME CONCERN. I HAVE MY FINGERS CROSSED IT'S NOT DELINQUENT ENTRY OF GRADES, AND JUST OUR SYSTEM AND NOT THE KIDS.

I'M INTERESTED IN WHAT IS GOING ON WITH THE 2600 KIDS. >> TIM, THE FIRST QUESTION INCLUDING EL STUDENTS AND

>> ALL ETHNICITY AND. >> WE COULD PULL IT OUT AND. >> I'M SURE YOU COULD PULL IT OUT AND YOU COULD SHARE THAT AT A LATER TIME. THANK YOU FOR POINTING OUT THIS GAP. I'M SIGNIFICANTLY CONCERNED ABOUT THIS GAP.

>> WAS THE SECOND QUESTION IS SORT OF HOW THAT'S GOING OVERTIME?

>> NOT SO MUCH OVER TIME. IN THIS CASE, THE CURRENT OF FAILING AT LEAST ONE COURSE, I'M INTERESTED IN UNDERSTANDING FOR THE SUBSET WHO ARE -- ONE SUBSET BROKEN OUT, A GREATER RISK OF FAILING AT LEAST ONE COURSE, BEING MALE OR EITHER BLACK OR HISPANIC OR LATINO.

THERE'S A LOT OF KIDS WHO ARE FAILING ONE CLASS THAT DON'T FIT IN ONE CATEGORY.

IS ATTENDANCE AT ANY ONE BUILDING A RISK FACTOR. I'M TRYING TO UNDERSTAND ABOUT

WHO ARE THE KIDS WHO ARE FAILING AT LEAST ONE COURSE. >> ALL OF THE ABOVE.

IN TERMS OF THE STANDARD GAPS WE'VE SEEN IN THE OTHER AREAS, SPECIAL EDUCATION SERVICES AND OTHERS, ALL OF THOSE HAVE A HIGHER PERCENT. PRINCIPALS DELIVERED THIS INFORMATION A FEW WEEKS AGO. OVER THE LAST THREE WEEKS WE'VE SEEN IT DECLINE? IT WAS HIGHER THREE WEEKS AGO AND WE'RE TRACKING THE NUMBERS EACH WEEK AND THE PRINCIPALS ARE GOING IN AND, YOU KNOW, WHERE IS THIS NUMBER AND SLOWLY NOTCHING DOWN BUT IT'S STILL PRETTY

SIGNIFICANT. >> THANK YOU. >> SIRI? THANK YOU VERY MUCH. THE WHOLE CONCEPT THAT YOU BROUGHT UP WITH SCHEDULE REDUCTIONS AS WELL AS THE FLEXIBILITY HIGH SCHOOL COURSES AND THAT CONTINUING INTO THE NEXT WE'RE. THE MORE YOU CAN BUILD THE CONCEPTS THAT WHATEVER WE LEARN HERE AND HOW THAT IS TRANSLATABLE INTO A NONPANDEMIC ENVIRONMENT ESPECIALLY IF IT'S SUITS THE COMMUNITY AND STUDENTS. CAN YOU CREATE MORE FLEXIBILITY? CAN WE DO A MIX MATCH OF ONLINE AND IN-PERSON, SO ENCOURAGE PUSHING THOSE AS MUCH AS BUILDING THOSE OUT AND VIEWING THOSE AS NOT AS A PANDEMIC SUPPORT BUT REALLY AS JUST ANOTHER WAY OF HOW WE EXPAND WHAT WE DO WITHIN OUR SCHOOLS TO BEST SERVE OUR COMMUNITY SO REALLY COOL. I WOULD LIKE TO CAUTION ON THE COMPETENCY BASED WITH THE SMATTER BALANCED ASSESSMENT. IT WAS NEVER DESIGNED FOR INDIVIDUALS BUT A SYSTEM.

I KNOW WE DID IT BUT I'M HESITANT TO UTILIZE THAT AS A COMPETENCY BASED MODEL.

I WOULD PREFER TO USE SOMETHING ELSE THAT WORKS MORE EFFECTIVITY.

THAT'S JUST THE FLAW WITH THE TEST AND I'M NOT SURE THAT'S A FAIR PIECE.

[00:55:08]

I'LL PUT THAT OUT. >> TYPICALLY A STUDENT THAT HAS TAKEN THE COURSE AND MEET -- BASICALLY YOU'RE SAYING YOU'VE PUT IN THE TIME AND EFFORT AND DEMONSTRATING SOME LEVEL OF COMPETENCY AND IT'S THOSE TWO TOGETHER. WE CAN BRING YOU MORE DETAIL.

I THINK IT WOULD BE A MUCH LARGER CONVERSATION OF COMPETENCY CREDIT.

>> WE NEED TO MOVE AWAY FROM SEAT TEAM AND MOVE TO THE MASTER APPROACH.

I WANT TO BE THOUGHTFUL IN WAYS THAT ARE NOT DISINGENUOUS IN THE LONG RUN.

>> I PUT MY HAND BACK UP. I'M STRONGLY SUPPORTIVE OF EFFORTS TO ALLOW COMPETENCY-BASED CREDIT FOR INCOMPLETES OR KIDS FAILING. THIS IS A SPECIAL CIRCUMSTANCE.

I'M WITH SIRI OVER THE CONCERNS OF IF WE DO IT LET'S MAKE SURE WE DON'T INTRODUCE PROBLEMS IN HOW WE DO IT BECAUSE THE

>> THANK YOU VERY MUCH. >> BACK TO MIKE, OR JOHN, WHATEVER THE CASE MAY BE.

>> WE WANTED TO GIVE A BRIEF UPDATE ON THE RETURN TO SCHOOL PLANNING.

A FEW WEEKS BACK WE SHARED WITH THE BOARD MORE SPECIFIC ON BARGAINING.

TO REMIND YOU, AS WE THINK ABOUT BRINGING STUDENTS BACK IN PERSON, WE'RE ALWAYS THINKING ABOUT OUR GUIDING PRINCIPLES ABOUT MINIMIZING COVID. AT THE TOP.

WE THERE ARE THINKING ABOUT STUDENT'S EMOTIONAL WELL-BEING. STUDENTS ARE CHALLENGED BY THIS ENVIRONMENT. WE ARE ALL CHALLENGED BY THIS BUT SOME MORE THAN OTHERS.

HOW DO KIDS GET TO BE INCLUDED IN PERSON AND WITH THEIR PEERS AND WHAT ARE THE OPPORTUNITIES FOR THAT, CONTINUING TO IMPROVE ON EFFORTS. BACK IN THE SPRING F TRIAGE EMERGENCY PLANNING, WE LEARNED AND MADE IMPROVEMENTS. WE WANT TO CONTINUE TO MAKE IMPROVEMENTS. OUR SPECIAL SERVICES, WE'RE LEARNING FROM THAT, TAKING WHAT WE LEARN THERE AND APPLYING IT TO THE BRINGING MORE STUDENTS BACK IS SOMETHING WE'RE CONSIDERING. ENGAGE OUR FAMILIES AND MAKE SURE WE DON'T LEAD FAMILIES OUT UNINTENTIONALLY. EVEN WITH THE BEST OF INTENTIONS -- WE DON'T THINK ABOUT MARGINNIZED STUDENTS OR STUDENTS OR THE IMPACT OF OUR DECISION-MAKING WE'RE WORKING THROUGH AS WE PLAN FOR RETURNING TO HAVING STUDENTS BACK IN-PERSON TO A GREATER EXTENT THAN WE CURRENTLY HAVE. IT'S THE GAMBIT. TRANSPORTING STUDENTS, SOCIAL DISTANCING ON BUSES WORK. AS YOU ADD MORE STUDENTS THAT BECOMES MORE COMPLEX.

AS YOU THINK ABOUT DIFFERENT QUESTION CONFIGURATIONS, THAT'S MORE COMPUTER POLICE.

THE SPECIAL EDUCATION SERVICES ARE TWO HALF-DAY PROGRAMS. IF YOU THROW TRANSPORTATION THERE THERE'S AN IMPACT. THINGS LIKE MORNING AND AFTERNOON, HOW KIDS GET OFF THE BUS. WE WERE AT THE PRESCHOOL WATCHING STUDENTS COME OFF THE BUSES AND STAFF WAS THERE MAKING SURE THEY ARE SOCIAL DISTANCING AND MAKING SURE STUDENTS DON'T ROUGH OFF AND KEEP THEIR MASKS ON. THAT BECOMES MORE EFFICIENT OVER TIME. GETTING KIDS TO THE BUSES AND STAYING SAFE IN DOING THAT.

PPE, HOW WE MANAGE THAT, A FACTOR WE'RE THINKING ABOUT. MEALS, THAT'S CHALLENGING, HOW THEY ARE SUPERVISED AND HOW THEY EAT AND KEEPING THEM SOCIAL DISTANCING AND WHERE THEY EAT,

[01:00:04]

IN A CLASSROOM OR CAFETERIA. WE'RE PLANNING FOR THOSE AND NOW LET'S WEAVE IN THE ACADEMIC PROGRAM. THAT'S PART OF THE DISCUSSIONS WE'RE HAVING.

WE'RE THINK ABOUT THINGS LIKE SMALL GROUP INSTRUCTION WHICH IS THE BREAD AND BUTTER OF EARLY LEARNING AND AS THEY GET OLDER IT'S A VALUABLE TOOL. HOW DO YOU DO A SMALL GROUP IN SOCIAL DISTANCING? DO YOU DO IT REMOTELY WITH KIDS IN PERSON.

MAYBE IN THE AFTERNOONS OR DIFFERENT TIMES OF DAY. WE'RE THINKING ABOUT OUR SPECIALISTS AND WE'VE HEARD THINGS ABOUT THE EXPERIENCE OF ASYNCHRONIZE -- LOTS OF CONSIDERATIONS AND WE'RE WORKING ON ALL OF THESE THINGS WITH TWO GROUPS AT THE SAME TIME: PLANNING TEAMS, THE TASK FORCE GROUPS, AND PARALLEL TO THAT WE'RE BARGAINING MANY OF THESE TOPICS TOO SO WE TRY TO CONNECT THE TWO GROUPS TOGETHER AND COME UP WITH PLANS SO WE CAN ADDRESS THIS AND MAKE SURE STUDENTS AND STAFF ARE SAFE AND KIDS ARE LEARNING, SO AS YOU CAN IMAGINE, VERY COMPLEX THING AND YOU HAVE TO TAKE THAT LEAP AND SAY WE'VE PLANNED AND THROUGH THE DETAILS AND WE HAVE TO MOVE FORWARD. SO WE'RE THINKING ABOUT K AND FIRST GRADE.

K, MOST LIKELY WE'RE LOOKING AT KIDS COMING TO SCHOOL MULTIPLE DAYS EACH WEEK.

INTO FIRST AND SECOND GRADE AND HIGHER WE'RE THINKING ABOUT THE KINDERGARTEN MODEL OR HYBRID MODEL AND A REMINDER, THE HYBRID MODEL COULD BE A COMBINATION OF KIDS ALTERNATING DAYS, A AND B GROUPS, AND WE DIVIDE THE CLASS IN HALF SO WE CAN KEEP CLASS SIZES SMALLER.

THERE'S PLUSES AND MINUS. WE SHARED THIS IN AUGUST, THINKING ABOUT ACADEMIC CONTINUITY AND THE TIME BETWEEN WHEN KIDS SEE TEACHERS AND DO THEY GET AN OPPORTUNITY TO CONNECT WITH TEACHERS WHEN THEN THEY'RE IN PERSON. ONE OF THE DRIVERS FOR HYBRID IS WHEN -- RUN CLASSES MORE THAN TWO OR THREE DAYS A WEEK. IN KINDERGARTEN WE THINK WE HAVE ENOUGH STAFF TO DO THAT. FIRST GRADE, THE TIPPING POINT OF HAVING ENOUGH TEACHERS FOR MULTIPLE DAYS A WEEK OR THE HYBRID WITH TWO DAYS A WEEK. THAT'S PLANNING WE CONTINUE TO DO AND SHOULD HAVE MORE INFORMATION HOPEFULLY WITHIN THE NEXT FEW WEEKS ABOUT HOW WE WOULD HAVE A RETURN. IN ADDITION WE'RE THINKING ABOUT A PHASED APPROACH, SO KINDERGARTEN TO START AND -- AND KINDERGARTEN. THERE'S THINGS LIKE HOW DO WE PROVIDE SERVICES TO KIDS WHO MAYBE NEED MORE IN-PERSON AND THAT PLANNING IS HAPPENING TO.

THAT IS AN ABBREVIATED OVERVIEW OF PLANNING EFFORTS. AGAIN, LOTS OF THINGS TO BE DETERMINED BUT I THINK WE'RE GETTING CLOSER AND THEN AS I MENTIONED WE'RE REALLY FOCUSING

NOW ON K1. >> IS THIS A GOOD POINT FOR THE QUESTIONS OR COMMENTS?

>> YEAH. >> BEFORE I GO ON TO EVERYBODY ELSE I'LL HIJACK IT.

LAST WEEK THERE WAS A STUDY PUT OUT BY THE KAISER FAMILY FOUNDATION AND ONE OF THE THINGS

[01:05:10]

THEY FOUND, PRIMARILY, ONE IN FOUR TEACHERS, ARE THE MOST LIKELY TO HAVE A MAJOR IMPACT BY COVID, EITHER IN THE AGE GROUP OR THEIR HEALTH IS SUCH, AS WE'RE LOOKING AT GETTING THE KIDS BACK AS FAST AS WE CAN I WANT TO REMIND PARENTS THE -- GOING TO BE IMPACTED IF THE TEACHER DISAPPEARS FOR A TIME. I WANTED TO INSERT THAT. CHRIS IS NEXT.

>> MIKE, THANKS FOR THE DETAILS. I HAVE TO ADMIT IF WE HAVE TO GO HYBRID, MY INSTINCT, STRONGLY IN FAVOR OF CONSECUTIVE DAYS. THE MORE IMPORTANT QUESTION I HAVE IS AROUND THIS HYBRID OVERVIEW. IT SOUNDS LIKE YOU'RE HAVING A HARD TIME TRYING TO FIGURE OUT ONE THROUGH FIVE, BRINGING ALL THE KID BACK. THE REASON I BRING THIS UP, FROM AN EPIDEMIOLOGY POINT OF VOW, SOCIAL DISTANCING MATTERS BUT KEEPING THEM PODDED BY CLASSROOM IS EASIER AND IMPORTANT. THE MAIN CONCERN IS NOT HOW MANY KIDS ARE THERE BUT HOW MANY KIDS ARE AT RECESS AND IN THE LUNCH ROOM. SO THAT'S SOMETHING WHERE I'M -- I WOULD ENCOURAGE YOU STRONGLY TO KEEP CONSIDERING FULL TIME K5, CONSIDER PRIMARY AND SECONDARY AS TWO PROBLEMS TO BE SOLVED. IF WE HAVE SOFTLY GUIDELINES GIVEN TO US, I WAS LOOKING THROUGH THE COUNTY GUIDELINES AND UNTIL CHRISTMAS THEY'RE SUCH BUT THAT'S RIGHT NOW. I THINK WE ALL NEED TO AT LEAST -- IT'S GOING TO BE A BRUTAL CHRISTMAS. WE'RE GOING TO MAKE IT THROUGH. BY THE TIME WE GET TO JANUARY AND FEBRUARY AND WE'RE BRINGING KIDS BACK I THINK THAT WE SHOULD AT THE ELEMENTARY LEVEL START WITH THE ASSUMPTION WE'LL BE ON THE BACK END OF -- JUST DON'T LET THEM SING.

I'LL STOP THERE. >> YOU HIT THE NAIL ON THE HEAD WITH THE GRIND THAT WE'RE WORKING WITH CURRENTLY, 16 TO ONE, AND WE FIND THAT MANY OF OUR CLASSROOMS, YOU'RE PUSHING THE BOUNDARY, AND ADULTS ARE FACTORED INTO THAT. YES, WE HAVE TO FOLLOW THE GUIDANCE WE RECEIVE AROUND THE NUMBER OF KIDS AND THAT IS WHERE WE HIT WHAT YOU SAID.

WE ARE PUSHED AGAINST THE STAFFING CHALLENGE. >> THE SIDES OF THE GROUP DOES MATTER. THAT'S YOUR CO-HOTTER WHO'S POTENTIALLY EXPOSED WITHIN THAT ENVIRONMENT. THERE'S A COMPONENT BEHIND THAT THAT DOES MATTER.

>> 16 KIDS VERSUS 21 KIDS. 21 KIDS IS A EASY PROBLEM TO SOLVE THAN MATTER BUT IT'S NOT NEARLY AS IMPORTANT AS HOW MANY KIDS ARE ON THE PLAYGROUND.

>> CAN UP SET IT UP IF THEY DON'T EAT MEALS AT SCHOOL, DOING A HALFTIME, COULD YOU DO EVERY DAY YOU COME BUT ONLY FOR A HALF DAY AND THEN YOU DO THE OFFSETTING WITH ASYNCHRONIZE -- THERE'S A SENSE OF HYBRID, LESS TEACHING TIME IN A HYBRID MODEL THAN THEY DO HAVE NOW IN AN ONLINE VERSION BECAUSE OF THE TRANSITION TIMES REQUIRED IN THERE AND EVERYTHING ELSE.

AS WE LOOK AT THAT, AND I AGREE WITH CHRIS, WE HAVE TO BE CONSCIOUS OF WE SHOULD BE

[01:10:02]

PLANNING THAT IN JANUARY, OPENING WITH KINDERGARTENERS. AND THE PIECE THAT'S NOT IN THERE, THE STICKING POINT ALWAYS IS WHEN FAMILIES HAVE TO MAKE THAT DECISION DO I WANT TO THE CONTINUE BE ONLINE OR DO I STAY WITHIN THE IN-PERSON POTENTIAL MODEL AND THAT'S WHERE IT BECOMES DIFFICULT. ARE WE GOING TO BE ASKING FAMILIES AT SOME POINT MAKE THE DECISION NOW IF YOU WANT TO GO ONLINE FOR THE REST OF YEAR. SO BY JANUARY 30 IF YOU'RE GOING TO GO ONLINE WE'LL SHIFT EVERYTHING THEN AND YOU'RE GOING TO GO ONLINE.

BECAUSE I THINK WHEN YOU MAKE THAT MOVE WE'RE GOING TO DISRUPT KIDS AND FAMILIES NO MATTER WHAT SO HOW'S THAT BEING CONSIDERED THROUGH THIS PROCESS KNOWING THAT'S THE RETALLTY OF WHAT HAS

TO HAPPEN AT SOME POINT? >> YES. >> YOU SEE THE DATA.

WE ASK YOU TO MAKE A CHOICE. YOU MAP THAT OUT IN TERMS OF STAFF TEACHING REMOTE OR THE FOLKS MARK WAS TALKING ABOUT OR HIGHER RISK GROUPS THAT NEED TO BE REMOTE.

WE'LL TRY TO KEEP STUDENTS WITH THE NEIGHBORHOOD SCHOOLS AND TEACHERS AND THAT WILL REQUIRE SCHEDULE CHALLENGING, SCHEDULING. THOSE THINGS HAVE TO HAPPEN AND WE'RE LOOKING AT WHEN WE START THE ACTUAL POINT OF STUDENTS RETURNING AND HOW DO WE BACKYARDS PLAN FOR THAT AND THE AT LEAST BE LOOKING AT HOW DO YOU MAKE THAT CHANGE EVEN WITHOUT ALREADY OPENING BECAUSE THAT'S A MOVING TARGET WITH WHAT HAPPENS IN OUR COMMUNITY. CAN YOU, ON THIS DATE IF YOU'RE ONLINE WE'LL MAKE THAT SHIFT. YOU MIGHT STILL BE REMOTE IN THAT SCHOOL AT THAT MOMENT WITH EXPECTATION IT WILL GO TO IN-PERSON IN THE NEXT TWO WEEKS BUT YOU'VE MADE THAT SWITCH AND CHANGE BECAUSE THAT NEEDS TO BE CLEAR. IT'S HUGE CHANGE TEACHERS.

WE ALL KNOW THAT -- I ALMOST FEEL LIKE WE STRING THEM ALONG, MAKING IT HARD TO MOVE TO THE POTENTIAL OF IN-PERSON. BILL, YOU DESIGNED YOURS OUT THAT AWAY.

WE COULD. >> YEAH. ALSO LOOKING FOR THE NICE TRANSACTION POINTS ON THE CALENDAR WOULD BE AN OPPORTUNITY.

>> I WANT TO MAKE SURE THAT EVERY SCHOOL DISTRICT HAS UNIQUE VARIABLES.

BELLEVUE HAD VARIABLES OF ADDITIONAL TEACHERS ON SPECIAL ASSIGNMENT WHERE THEY REASSIGNED DIFFERENTLY THAN WE DO IN LAKE WASHINGTON. I'VE ALWAYS USED CAUTION IN COMPARING DISTRICT TO DISTRICT KNOWING THE VARIABLES ARE DIFFERENT.

>> I WOULD PUSH BACK ON THAT A TOUCH AND SAY IT'S ALWAYS OPPORTUNITY TO LEARN FROM WHAT THE OTHER DISTRICTS DO, EVEN WITHIN THE VARIABLES BECAUSE THAT'S A THOSE OPTIONS. I'M CONCERNED IN-PERSON WOULD BE HARD TO DO IF WE DON'T TACKLE THIS SOONER RATHER THAN LATER. I DON'T KNOW IF ANYBODY ELSE AGREES.

>> BEFORE I GO TO CASSANDRA, I MIGHT SUGGEST THE MORE NOTICE YOU CAN GIVE THE PARENTS, THE

[01:15:08]

BETTER. THERE'S THIS STRATEGIC PLANNING FOR THE PARENTS AND TO BE QUITE FRANK VERY FRUSTRATING FOR A LOT OF PARENTS AND I'M SURE THERE'S A LOT OF HAIRY PLACEMENT THERAPY GOING ON NOW.

CASSANDRA? >> A SIMILAR COMMENT TO SIRI AS FAR AS WHICH TEACHER THE STUDENT WILL HAVE. YOU GROW ATTACHED TO YOUR TEACHER.

THEY ARE YOUR LIFELINE. I WANT TO BE THOUGHTFUL ABOUT THAT PIECE.

>> TRUE ENOUGH. THAT SAID, THERE'S A FEW TEACHERS I WOULD HAVE LOVE TO HAVE -- A WEEK OR TWO BUT THAT WAS ME. CHRIS?

>> THE TRANSITIONS ARE A CHALLENGE, SOME OF US MORE THAN OTHERS.

WE HAVE A NATURAL BREAK THAT OCCURS OVER THE HOLIDAYS, THAT'S THE TIME TO HAVE THEM COMMIT TO WHICH THEY WANT TO GO WITH, EITHER ONLINE UNTIL JUNE OR WHATEVER HYBRID BLEEDS INTO FULL TIME SCHOOL. YOU'RE ON ONE OF THOSE BUSES. THIS IS THE ONLY LOGICAL BREAK IN THE SYSTEM. IT'S PROBABLY GOING TO WORK OUT NICELY IN TERMS OF TRENDS ON DISEASE AND THE TRENDS ON VACCINATION THAT WILL BE INCREASINGLY ABLE TO OPEN AS WE GET INTO THE LATE SPRING AND EARLY SOME MORE. SO EVEN IF WE CAN'T OPEN AT FULL DENSITY IN JANUARY, TO HAVE THE PEOPLE WHO ARE PERSON HYBRID ARE COMMITTED TO WHATEVER YOU CAN GIVE US THAT'S WHERE WE'RE GOING WITH THE KIDS. THAT'S A REASONABLE STRATEGY TO

GO WITH. >> ALONG THOSE LINES, CHRISTMAS, MY CONCERN IS, AS MUCH AS THE CDC IS TRYING TO ENCOURAGE THEM NOT TO TRAVEL, PEOPLE ARE GOING TO TRAVEL.

I'M CONCERNED ABOUT TWO WEEKS IN THE SEMESTER AND

>> YOU ARE RIGHT. TWO WEEKS AFTER THANKSGIVING, NOT ABLE TO SEE PAST THAT MESS YET. BUT THEN AFTER CHRISTMAS THERE'LL PROBABLY BE ANOTHER ONE. WE'RE GETTING TO THAT ROUTINE OF YOU CRUNCH DOWN A LITTLE BIT.

I WANT US TO BE IN FRONT OF LINE INSTEAD OF BARS AND RESTAURANTS. I WANT A PLAN FOR BRINGING MORE

KIDS BACK AT EVERY STEP. >> AND I WANT TO DO THAT SAFELY FOR THE TEACHERS AND STUDENTS.

ANYBODY ELSE FOR COMMENT. BACK TO YOU, MIKE. >> I'LL TURN IT OVER MATT.

>> THANK YOU VERY MUCH, MIKE. I WANT TO SHARE JUST A LITTLE BIT OF AN OVERVIEW WITH THE BOARD AROUND OUR LATEST SURVEY DATA. IN OCTOBER WE SURVEYED OUR STUDENTS AND IN NOVEMBER WE SURVEYED FAMILY AND STAFF ALONG SIMILAR LINES OF QUESTIONING.

WE'RE NOT GOING TO DO A DEEP DIVE INTO THE DATA AT THIS POINT IN TIME.

WE'RE DIGGING INTO IT AND NEEDING TO DO ANALYSIS WITH THE LITER SHIP TEAM BECAUSE WE -- LEADERSHIP TEAM. THAT'S SOMETHING WE HAD DONE. MIKE, IF YOU CAN ADVANCE.

WE DID THREE DIFFERENT SURVEYS, STAFF, FAMILY AND STUDENTS. IT INCLUDED STUDENT, STAFF AND FAMILY NEEDS, STUDENT AND STAFF RELATIONSHIPS, LIKE STUDENT TO STUDENT RELATIONSHIP

FOR STUDENTS, THE SECONDARY STUDENTS, SIX THROUGH 12. >> .

>> MIKE? >> RESPONSES FOR THE STUDENTS, 73 PERCENT RESPONSE RATE

[01:20:08]

PARTICULARLY GOOD GIVEN STUDENTS ARE REMOTE NOW. WE SAW HIGHER RESPONSE RATES WITH THE ELEMENTARY AND MIDDLE, AND DECLINES IN HIGH SCHOOL WHICH IS CONSISTENT WITH DATA.

OUR STAFF RESPONSE, 46 PERCENT FOR CERT. 34 PERCENT CLASSIFIED.

AND 20 PERCENT AT THE HIGH END FOR THE FAMILIES. WE HAVE 4,461 RESPONSES FOR FAMILIES. THAT'S A BIT OF AN ESTIMATE BECAUSE FAMILIES COULD TAKE THE SURVEY MULTIPLE TIMES WITH STUDENTS WITH DIFFERENT OF EXPERIENCES, WHICH IS COMMON.

PART OF THE THING WITH THE RESPONSE RATES, WHILE WE'RE PLEASED WITH THE NUMBER OF RESPONSES THAT WE HAVE WE KNOW THAT IT'S NOT INCLUSIVE NESTLE OF EVERYBODY, THERE'S VOICES THAT MAY NOT HAVE MADE IT INTO THE VIRTUAL ROOM AND SO WE'RE USING THE PANORAMA SURVEY DATA A WAY TO INVITE US TO ASK ADDITIONAL QUESTIONS TO CREATE OPPORTUNITIES FOR EXPLORATION AND DIG INTO THAT DATA DEEPER AND MAYBE CONNECT WITH OTHER DATA SETS THAT WE HAVE SO, YOU KNOW, MIKE AND TIM HAVE TALKED US THROUGH SOME OF THE OUTCOME DATA.

>> ONE OF THE EXCITING THINGS ABOUT ASKING THESE PARALLEL SURVEYS IS THAT WE'RE ABLE TO ACTUALLY COMPARE RESPONSES ON SIMILAR TOPICS BETWEEN STAFF, FAMILY AND STUDENTS AND SO THAT ALLOWS US TO SAY ARE WE SEEING HIGH LEVELS OF AGREEMENTS, YOU KNOW, ON TOPICS.

IF WE ARE, IDEAL. AND FAMILIES AND STUDENTS AND TEACHERS AND STAFF ARE SEEING ISSUES, SIMILARLY CONCERNS OR NOT, AND IT CAN BE ILLUMINATING IF WE HAVE DIFFERENCES OF OPINION. WE'RE ALSO REVIEWING THIS THROUGH THE LENS OF A MULTITIER SYSTEM. AN EASY WAY TO THINK ABOUT THAT WILL, IF WE SEE LARGE AREAS OF RESPONDYEES OF AN AREA OF CONCERN THAT WILL ELEVATE TO HOW DO WE HAVE A SYSTEMATIC RESPONSE THAT MIGHT NEED TO BE WHAT WE CALL A TIER ONE LEVEL BUT INCLUSIVE OF ALL OF THE EXPERIENCES OF OUR CLASSROOMS AND STUFF. IF WE SEE A LOWER RESPONSE RATE IN A CERTAIN AREA IT DOESN'T MEAN THAT'S NOT AN AREA TO BE ADDRESSED BUT MIGHT INFORM US TO DO MORE TARGETED OR EVEN INDIVIDUALIZED RESPONSES. TIM PULLED OUT SOME THINGS FOR HELPING US TO UNDERSTAND, A COUPLE OF EXAMPLES OF DATA SET. HIGHLIGHTED IN THE BLUE ARE THREE PARALLEL QUESTIONS AROUND ACADEMICS. 42 PERCENT AND 38 PERCENT OF FAMILIES INDICATED THEY'RE EXTREMELY CONCERNED ABOUT ACADEMIC GROWTH.

THAT WASN'T NECESSARILY FRAMED IN THE EXACT SAME WAY WITH THE STUDENTS BUT WE HAD A RESPONSE RATE, 12 PERCENT SAID THEY ARE SLIGHTLY OR NOT AT ALL SURE. WE ASKED STUDENTS ABOUT THE SOCIAL-EMOTIONAL AND BEHAVIORAL WELL-BEING. WE'LL ASK IN THE SPRING SURVEY.

62 PERCENT OF THE STAFF AND 49 PERCENT OF THE FAMILIES INDICATED THAT THEY HAVE CONCERNED AROUND STUDENTS WITH THIS. A HIGHER LEVEL OF CONCERN AROUND THE SOCIAL-EMOTIONAL AND BEHAVIORAL WELL-BEING THAN ACADEMIC GROWTH.

[01:25:04]

WE CAN SEE ALSO THAT IN THE GREEN WE HAVE SOME AGREEMENT AROUND THE CONCERNS AROUND PIER RELATIONSHIP. STAFF, 60 PERCENT. FAMILY, 47 PERCENT INDICATING THERE'S CONCERNS AROUND PEER RELATIONSHIPS. STUDENTS SAY 52 PERCENT THEY'RE SLIGHTLY OR NOT AT ALL CONNECTED TO PEERS AT SCHOOL, OR TIME SPEAKING WITH FRIENDS.

THAT LEADS US TO AN AREA OF EXPLORATION, WHAT IS IT WE CAN BE DOING NOW IN THE CONTEXT OF REMOTE LEARNING ENVIRONMENT, HELPING OUR STUDENTS CREATE DEEPER CONNECTIONS WITH THEIR PEERS TO SPEAK WITH FRIENDS. AND IN A HYBRID FORM, WHAT ARE ADDITIONAL WAYS TO CREATE OPPORTUNITIES TO CONNECT OUTSIDE OF THE CLASSROOM AS WELL IN ORDER TO SUPPORT STUDENTS AROUND THAT. THAT'S ONE DATA SET. I'LL SHARE ONE MORE DATA SET, MIKE, IF YOU CAN MOVE US TO THE NEXT SLIDE. HERE'S ANOTHER DATA SET.

I THINK ABOUT HOW THIS MIGHT FORM TWO DIFFERENT TYPES OF RESPONSES.

IN THE BLUE FOR EACH STAFF, FAMILY AND STUDENTS THERE'S RELATED QUESTIONS AROUND USING TECHNOLOGY. WE'RE INDEPENDENT UPON OUR ABILITY TO USE TECHNOLOGY AS A WAY OF ACCESSING OUR WORK OR IN THE CASE OF OUR STUDENTS, OUR LEARNING.

YOU CAN SEE 13 PERCENT OF OUR STAFF SAY THAT'S AN AREA THAT THEY NEED ADDITIONAL SUPPORT OR NEED THE MOST SUPPORT IN. 18 PERCENT OF OUR FAMILIES SAY THAT DISTANCE LEARNING TOOLS ARE SOMEWHAT OR DIFFICULT TO USE. 13 PERCENT OF THE STUDENTS ARE SAYING IT'S SOMEWHAT OR DIFFICULT TO ACCESS THE DISTANCE LEARNING TECHNOLOGY. AT THAT LILL THIS WOULD BE SCENARIOS AS WE DIG IN, MIKE SUGGESTION WE COULD HAVE MORE OF A TARGETED INTERVENTION TO SUPPORT THOSE SPECIFIC 13 PERCENT OF STUDENTS, THE 18 PERCENT OF FAMILIES AND 13 PERCENT OF STAFF, AND WHEN WE COMPARE CONCERNS ABOUT TO WHAT EXTENT STUDENTS ARE GETTING HELP WITH THEIR SCHOOLWORK OR PARENTS SUPPORT EDUCATION, YOU SEE THERE IS AN INDICATION FOR SUPPORT.

OVER HALF OF THE TEACHERS AND STAFF ARE INDICATING THAT THEY'RE SLIGHTLY OR NOT AT ALL CONFIDENT IN GETTING STUDENTS HELP THEY NEAT THE MOST SO THAT WOULD INFORM THAT WE NEED TO THINK ABOUT HOW MIGHT WE HAVE BROADER, SYSTEMATIC INTERVENTIONS THAT WILL HELP IF FAMILY AND STUDENTS WHEN WE HAVE ROUGHLY A QUARTER OF OUR STUDENTS AND FAMILIES INDICATING THEY'LL NEED MORE SUPPORT IN THAT AREA. WE'LL NEED TO DIG INTO THIS DATA MORE TO BE ABLE TO REALLY PINPOINT EXACTLY WHAT THE INTERVENTIONS ARE.

I WANTED TO SHARE HOW WE WOULDTW THAT MIGHT INFORM HOW WE THINK ABOUT THE TYPES OF INTERVENTIONS, THE STRATEGIC DIRECTION THAT WE MIGHT GO AS A RESULT.

I'M TALK ABOUT NEXT STEPS WITH THE DATA. MIKE, YOU CAN ADVANCE.

ONE OF THE UNIQUE FEATURES WITH THE STUDENTS AND FAMILIES IS STUDENTS CAN RAISE THEIR HAND AND THEY CAN ACTUALLY REQUEST BE FOLLOWED UP WITH. WE HAD A LITTLE OVER 1600 STUDENTS WHO REQUESTED TO TALK WITH AN ADULT. AND SO

[01:30:25]

TO THE SCHOOLS AND SCHOOL LEADERS AROUND HOW TO CONNECT, WHO THE FAMILIES ARE AND HOW TO CONNECT WITH THEM SO THAT WILL BE IMMEDIATE STEPS FOR THE SCHOOLS, FIRST NEWS ATTEND TO THE FAMILIES AND STUDENTS WHO'VE RAISED THEIR HANDS THROUGH THIS SURVEY AND THE NEXT STEP WILL BE THAT ACTUALLY BOTH AT AT CENTRAL LEVEL AND BUILDING LEFT TO WORK WITH THE ANALYSIS OF THE SURVEY.

FOLLOWING THE THANKSGIVING HOLIDAY WE'LL BE DOING PROFESSIONAL LEARNING AROUND HOW TO DIG IN AND ANALYZE THE DATA, HOW TO ACCESS THE PLATFORM. MANY OF OUR ADMINISTRATORS ARE ALREADY FAMILIAR WITH IT BECAUSE WE HAVE USED THE PLATFORM TO SURVEY STUDENTS BUT WE WANT TO MAKE SURE THEY KNOW HOW TO EFFECTIVELY NAVIGATE THAT SURVEY SO, MIKE, IF YOU WANT TO THE TAKE US TO THE NEXT SLIDE. AS MENTIONED EARLIER A KEY PART IS WE TALKED EARLIER TONIGHT ABOUT WHERE WE HAVE A LOT OF DATA AROUND THE STUDENT EXPERIENCE, HOW MANY QUIDS ARE LOGGING IN, GRADES, ATTENDANCE, AND SO WE HAVE A LOT OF DATA WHERE WE CAN SEE WHAT THE STUDENTS ARE AND THEIR OUTCOME. THE PERCEPTION SURVEY ALLOWS US TO BETTER UNDERSTAND THAT EXPERIENCE TO INFORM INTERVENTION. WE'RE TRYING TO CREATE A NUMBER OF OPTIONS AND INTERVENTIONS. THE QUESTION IS, HOW DO YOU DETERMINE WHICH ARE THE RIGHT ONES? WE'LL DO DATA ANALYSIS TO MATCH THE RESPONSES WITH OTHER DATA SETS AND SPECIFICALLY WORKING WITH SPECIFIC DEPARTMENTS WITHIN THE ORGANIZATION.

AN EXAMPLE, WE'VE ASKED QUESTIONS AROUND ACADEMIC NEEDS ON STUDENT RESPONSES AND THE TEAM THAT'S DOING THE REMOTE LEARNING TASK FORCE AROUND STUDENT ACADEMICS IS USING THAT DATA TO INCORPORATE INTO HOW THEY'RE THINKING STRATEGICALLY IN HOW WE CHANGE IT INTO REMOTE AS WELL AS THINKING TO BRING STUDENTS BACK. WE'VE COMMITTED WE'LL DEPARTMENT A COMMUNITY OVERVIEW PAGE OF THIS DATA FOR PUB CARE TO THE DISTRICT WEBSITE PROVIDING HIGHLIGHTS OF THIS DATA. SO THAT WILL BE SOMETHING THAT WILL, AS WE DO THIS ANALYSIS, WE'LL BE DEVELOPING A PUBLIC VIEW FOR THAT SO THAT OUR COMMUNITY CAN SEE THE FEEDBACK THAT WE GOT. I THINK THAT MAY BE IT. THAT'S A BRIEF OVERVIEW OF WHERE

WE'RE AT WITH USING THOSE SURVEY DATA AND THE NEXT STEPS. >> I'LL HAND IT BACK TO THE

PRESIDENT WHO HAS NOW RETURNED. >> I ADVOCATED MY DUTIES FOR THIS MEETING.

I DON'T KNOW WHAT OUR POLICIES SAY I'D LIKE DIRECTOR MARK STUART TO CONTINUE.

JOHN, BACK TO YOUR HAND. DO WE HAVE QUESTIONS FOR MATT AT THIS POINT?

CASSANDRA. >> OVER THE WEEKEND THE WASHINGTON STATE SCHOOL LETTERERS ASSOCIATION HELD THEIR GENERAL CONFERENCE AND SOME OF THE THINGS THAT SCHOOL DIRECTORS ACROSS THE STATE TALKED TO EACH OTHER IS HOW ARE YOU DOING X, Y, Z IN YOUR DISTRICT, NOW TO DUPLICATE IT BUT GIVES IDEAS. SOME OF THE DISTRICTS HAVE STAFF MEMBERS GOING TO CHECK ON STUDENTS WHO THEY'VE NOT HEARD F. I WASN'T SURE THAT WE DO THAT.

I'D JUST LIKE TO ASK FOR CLARIFICATION ON THAT. >> WE ACTUALLY TALKED ABOUT THAT TODAY AS A CABINET. DALE WAS COLLECTING -- WE KNOW SOME OF THE DIFFERENT

[01:35:03]

STRATEGIES. DALE WAS COLLECTING SOME OF THE STRATEGIES THAT SCHOOLS WERE USING INCLUDING HOME VISITS AND THINGS LIKE THAT ALL DONE WITH HEALTH AND SAFETY GUIDELINES PUT IN PLACE BUT I'LL INVITE DALE TO COME AND SHARE SOME OF THE KEY FINDINGS HE HAD FROM TODAY AS WE THINK ABOUT ENGAGING OUR STUDENTS, CONNECTING WITH THE STUDENTS AND MAKING SURE ALL OF OUR STUDENTS ARE ACTUALLY BEING REACHED OUT TO IF THEY'RE NOT PARTICIPATING.

>> THANK YOU VERY MUCH, JOHN. ONE SIDE DOES NOT FIT ALL. TO YOUR POINT, CASSANDRA, ONE SCHOOL DID OVER 30 MOMENTUM VISITS TO REACH OUT AND SUPPORT STUDENTS AND FAMILIES.

ANOTHER SCHOOL CALLS IT A WORRY LIST, RIGHT. THEY PUT A LIST OUT AND THEY DO TARGETED OUTREACH AND SUPPORT FOR THE STUDENTS IDENTIFIED BASED ON A LOT OF THE DATA THAT TIM PROVIDED TODAY AND TEACHERS INPUT THAT INFORMATION AND ADMINISTRATORS REVIEW IT WEEKLY AND THEY COME UP WITH A PLAN FOR OUTREACH. IT'S A CONTINUAL PIECE OF COLLECTING OFFICIAL ABOUT HOW THEY ARE CONNECTING WITH STUDENTS AND FAMILIES.

ASYNCHRONOUS, TOO. >> ONE THING I HEAR AS A BOARD DIRECTOR IS FROM PATIENTS AND STUDENTS ALIKE, WE WANT MORE OPPORTUNITIES TO -- DIRECTOR IS FROM PARENTS AND STUDENTS ALIKE,

AND -- IT SOUND LIKE THEY ARE BEING FACILITATED. >> YES.

JUST BE CAREFUL WITH RECESS AND LUNCH. >> ONLINE RECESS.

>> MY NEXT QUESTION IS ABOUT THE FAMILY LIAISONS WE MENTIONED SEVERAL SLIDES AGO.

IF WE HAVE ENOUGH PEOPLE IN EACH SCHOOL COMMUNITY THAT CAN ACT AS A FAMILY LIAISON FOR A PARTICULAR DEMOGRAPHIC OF STUDENT THAT IS NOT AS ENGAGED AS STAFF IS HOPING.

FOR INSTANCE, A PERSON IN A COMMUNITY THAT IS NOT A STAFF MEMBER THAT SPEAKS SPANISH THAT IS ALREADY RESPECTED, AND THE -- KIND OF A PILLAR OF SOCIETY. IF WE'RE CONNECTED TO PEOPLE, YOU KNOW, WITH THOSE KIND OF RELATIONSHIPS IN OUR COMMUNITY THEN THEY CAN, YOU KNOW, BE THAT TRUSTING SOURCE THAT ANOTHER FAMILY MIGHT FEEL COMFORTABLE TALKING WITH.

I KNOW WE HAVE NATURAL LEADERS, TO NAME ONE, BUT NOT EVERY SCHOOL AS A FEW PARENTS THAT ARE

CONNECTED TO STUDENTS WE'RE TRYING TO HELP. >> MATT AND/OR GLORIA, DO YOU WANT TO TALK ABOUT THE FAMILY ENGAGEMENT, FAMILY LIAISON EFFORTS?

>> SINCE GLORIA IS ON SHE'D PROBABLY LOVE TO -- I'LL HAVE HER SPEAK TO THAT.

>> SURE. WE'VE GOT A COUPLE OF LIAISONS, AND THE ONES WE HIRED ARE THE EQUITY FAMILY ENGAGEMENT FACILITATORS AND PART OF THEIR WORK IS FOR THEM AND PART OF THEIR WORK ISES TO CONNECT WITH SCHOOLS AROUND MODELING WHAT THE CULTURE RESPONSIVE HOME VISIT LOOKS LIKE BECAUSE EVEN THOUGH MY DISCONNECTED SO PART OF WORK IS WE CAN MODEL THAT AND ALSO GO OUT WITH OUR SCHOOL TEAMS. PART OF THAT BECAUSE THE SCHOOLS HAVE STRONG CONNECTIONS OR SHOULD HAVE TO THE STUDENTS

[01:40:06]

THERE AND MAKE IS A SYSTEMATIC PIECE THAT DOESN'T EXIST DURING A PANDEMIC, IS THAT WE'RE PROVIDED RESOURCES MODELING, THE TEAMS, AND THEN -- WE PROVIDE COMMUNITY CONNECTIONS TO FAMILIES AND STUDENTS AND SOME OF THIS -- ONE HIGH SCHOOL WE'RE DOING IS THAT AT ONE SCHOOL EARLY ON THERE WAS ABOUT 100 KIDS THAT DIDN'T CONNECT YET AND THE SCHOOL HAD BEEN -- WE WANTED TO PROVIDE SOCIAL AND EMOTIONAL SUPPORT RELATED TO THAT. A FAMILY ENGAGEMENT FACILITATOR PROVIDED AND WORKING WITH THE SCHOOL TEAM TO PROVIDE A AFFINITY SPACE TO SUPPORT STUDENTS. WE WANT TO SUPPORT STUDENTS ACROSS THE SPECTRUM OF WHAT THEIR NEEDS ARE. WE HAVE DIRECT SUPPORT OF THE SCHOOLS AND BUILDING UP THEIR TEAMS, LIKE EQUITY TEAMS AND USING THE EQUITY FUNDING, AS TALKED ABOUT EARLIER.

IT'S ADAPTIVE AND NOT A CHECKLIST AND THAT CARRIES ON AND WE HAVE THINGS WHERE WE'RE GOING INTO SCHOOLS AND HOMES TO DO DIRECT SUPPORT WITH FAMILIES TOO.

>> THAT'S GREAT A HEAR. WOULD BE WON'T TO HEAR MORE ABOUT THAT AS IT GOES FORWARD.

>> SIRI? >> THE PERCEPTION DATA IS GREAT FROM PANORAMA SO I APPRECIATE THAT. IT WAS NICE TO HEAR MORE ABOUT THEIR EXPERIENCES AND HOW YOU CONNECT THOSE. A QUESTION I HAD, HOW REPRESENTATIVE WERE THE RESPONSES IN REGARDS TO OUR COMMUNITY THAT EXISTED? DID WE COLLECT DEMOCRAT GRAPH TICK DATA ON WHO RESPONDED IMPORTANT LOCATION SO THAT WE COULD SAY IT'S NOT 100 PERCENT

BUT AT LEAST IT'S REPRESENTATIVE OF WHO WE HAVE IN OUR COMMUNITY. >> I KNOW WE HAVE THAT FOR STUDENTS BECAUSE WE HAVE STUDENT INFORMATION AND THAT'S ALL THE GROUP WE HAVE THE HIGHEST RESPONSE RATE BUT TIM'S STILL ON THE LINE. TIM, CAN YOU SPEAK A LITTLE BIT AS YOU'RE TAKING A LOOK AT THE RESPONSE RATES, TAKE-AWAYS FROM THAT.

>> WE HAVE THE STUDENT LINE RESPONSE RATE AND THAT'S MATCHED TO DEMOGRAPHICS.

WE SEE DIFFERENCES BY DEMOGRAPHICS. FOR EXAMPLE IF WE LOOK AT STUDENTS FROM LOW INCOME HOUSEHOLDS THE RESPONSE RATE, 53 PERCENT, COMPARED TO WE WERE ABLE TO CROSS REFERENCE, YOU KNOW, IF A STUDENT IS FAILING A CLASS THEY WERE -- A 10 PERCENT DROP IN RESPONSE RATES. THAT BEING SAID, WE KNOW THAT WHEN WE'RE LOOKING AT THE DATA. THAT'S LIKE BEST CASE SCENARIO. THE STAFF SURVEY IT'S PRETTY REPRESENTATIVE OF ALL THE SCHOOLS. IT WASN'T 100 PERCENT OF THE STAFF BUT THE RAW COUNTS AND THE PERCENT OF EACH SCHOOL WAS RELATIVELY CONSISTENT.

FOR THE COMMUNITY ONE WE DON'T HAVE THAT ONE. THAT'S REALLY HARD, A REPRESENTATIVE EXAMPLE. 20 PERCENT IS RELATIVELY HIGH FOR A SURVEY BUT I WOULDN'T SAY

IT'S A CROSS SESSION OF EVERY DEMOGRAPHIC THAT WE HAVE. >> THANK YOU.

THAT'S GOOD TO KNOW. DO YOU HAVE STRATEGIES TO HOPEFULLY REACH TO THE WITH A VARIETY OF DIFFERENT STAKEHOLDERS. A LOT OF THE WORK OUT OF GLORIA'S DEPARTMENT IS TRYING TO CONNECT WITH COMMUNITIES THAT IF WE STUCK TO OUR TRADITIONAL

[01:45:05]

MODES OF COMMUNICATION, WE WOULD -- HOW DO WE TAKE A HOLISTIC VIEW? THIS GIVES US ONE ADDITIONAL LENS AND WE HAVE TO APPRECIATE AND UNDERSTAND THE LIMITATIONS THAT IT BRINGS AS WELL RIGHT, TO WHAT EXTENT IT IS OR ISN'T REPRESENTATIVE OF THE STUDENT COMMUNITY, WHO IS AND ISN'T INCLUDED. SO WE HAVE QUANTITATIVE DATA AND QUALITATIVE DATA BUT WE GET ANECDOTAL INFORMATION AS WELL. WHEN WE'RE LOOKING AT THIS, ANOTHER PICTURE OF THE PIECE OF THE PUZZLE THAT WE DIDN'T NECESSARILY HAVE WHEN WE LOOK AT OUR QUANTITY OF DATA BUT WE CAN'T NECESSARILY JUST STOP WITH IN.

IF WE'RE USING IT, IT SHOULD 16 SPIRE US TO BE INQUISITIVE -- INQUISITIVE.

SO. >> THE IMPACT OF DATA THAT'S GONE IN AND FEEDBACK THAT COMES THROUGH THAT WE SAY IN SIX MONTHS WILL THAT BE COMING BACK, PART OF THE SEVENTY THREE -- WT OF INFORMATION BUT HOW DOES IT GET USED. I APPRECIATE THAT PAGE.

WILL THERE BE A WEBSITE WITH THAT INFORMATION. YOU ANSWERED IT.

I APPRECIATE THAT. THANK YOU. >> THE QUESTION I HAVE.

>> WAIT. I DIDN'T GET AN ANSWER TO MY QUESTION.

>> I'M SORRY. THE CHALLENGES MAY HAVE ALSO BEEN THE ONES NOT RESPONDING TO THE SURVEY BUT I GUESS I ANTICIPATE WELCOME THERE'S ALWAYS THE EXPECTED RESPONSE AND THEN THERE'S THE RESPONSE AND THEN, YOU KNOW, DOES THAT CONFIRM WHAT YOU THOUGHT OR IS IT ACTUALLY DIFFERENT FROM WHAT YOU THOUGHT.

WHEN WE THINK ABOUT TECHNOLOGY SUPPORT FOR THE OVERALL STUDENT EXPERIENCE, THERE WAS LESS NEED GENERATED FROM THIS SURVEY BUT THERE'S STILL A NEED SO WE KANTAR GET THAT SUPPORT -- WE CAN TARGET THAT. SOME OF THIS WAS IN THE SURVEY AND SOME IN THE DATA PRESENTED IN THE OTHER WAYS AND SO THIS IS A DATA SET THAT DEFINITELY WE'LL USE MOVING INTO THE STRATEGIC PLANNING AND BUDGET PROCESSES BUT WE WANT TO BE RESPONSIVE TODAY GIVEN THE CURRENT SITUATIONS OUR STUDENTS AND FAMILY AND STAFF ARE OPERATING IN.

MATT, YOU PROBABLY HAVE A BETTER SENSE OF TIMELINES FOR THE THOROUGH ANALYSIS.

>> YEAH. JOHN, I AGREE. WE'RE GOING TO HAVE TO PRIORITIZE SOME -- SOME OF THESE ITEMS ARE VERY MUCH RELATED TO OUR CURRENT EFFORTS TO IMPROVE THE REMOTE LEARNING EXPERIENCE AND INFORM HOW WE TRANSITION STUDENTS BACK IN AND THEN I THINK THERE'S SOME OTHER AREAS OF QUESTIONS. I DIDN'T SHARE ANY DATA SETS AROUND CULTURAL AWARENESS AND -- BUT THAT'S A DATA SET ENVISION, TRACKING YEAR OVER YEAR, AND IT IS GOING TO INFORM AS WE THINK ABOUT, YOU KNOW, WE HAVE PROFESSIONAL LEARNING THAT WE'VE MAPPED OUT THIS YEAR AROUND -- AT ALL LEVELS AROUND EQUITY AND RACIAL EQUITY, INCLUSION, BUT THAT SURVEY CAN POINT US TO WHAT ARE THE NEXT STEPS FOR US. WHAT ARE OUR STUDENTS SAYING THE

[01:50:04]

NEEDS ARE, THE EXPERIENCES THAT THEY'RE SHARING WITH US AND IF WE CAN TRACK THAT OVER TIME.

THERE'S SOME THINGS LONG TERM THAT WE'LL BE ABLE TO SAY HOW DOES THIS TELL US ABOUT WHAT WE NEED TO BE DOING NEXT WE'RE AND HOW CAN WE MONITOR PROGRESS AND THAT'S A SPECIFIC AREA THAT I THINK -- I'M EXCITED TO DIG INTO THAT BECAUSE IT'S GOING TO BE SOME PERCEPTION INFORMATION THAT WE HAVEN'T HAD HERE TO FOR THAT IS GOING TO REALLY I THINK JUST GIVE ME ONE MORE DATA SET, YOU KNOW, AND WE'VE HEARD A LOT OF VOICES THIS YEAR WHICH IS GREAT AND THIS GIVES US A WAY OF

TRACKING -- ONE WAY OF SEEING IF WE'RE TRACKING IT. >> AS WE WERE TALKING ABOUT THE STUDENTS MAKING PROGRESS AND TRACKING IT, INITIALLY WHEN WE WERE IN A SCRAMBLE LAST SPRING TO GET ENOUGH LAPTOPS TO THE KIDS WE HAD TO GO BACK IN THE STOREROOM AND FIND SOME THAT WERE OLDER AND NOT AS ENGAGING, IF YOU WILL, TO THE SYSTEM. AND THE

MAKE SENSE, JOHN? >> IT DOES MAKE SENSE. THE SIMPLE ANSWER IS NO, THEY'RE NOT ALL OUT OF THE SYSTEM. WE PROCURED 5800 LAPTOPS. WE PUT THAT IN -- I'M SURE SALLY COULD TESTED ME MORE SPECIFICALLY. WE PUT THAT IN MAYBE THREE WEEKS AGO AND THEY WILL BE ARRIVING ON SITE IN THE NEXT COUPLE OF WEEKS AND WE HOPE TO HAVE ALL OF THE OLDER LAPTOPS EXCHANGED OUT BY THE MIDDLE OF JANUARY FOR OUR ELEMENTARY STUDENTS.

>> AND THE -- HAVING AN IMPACT ON THE ANSWERS AND THE -- HOW WELL THEY'RE FEELING CONNECTED.

>> GOTCHA. >> ANYONE ELSE? JOHN, WHAT NEXT?

>> THAT IS THE END OF THE RETURN TO SCHOOL TASK FORCE UPDATE FOR THE EVENING, THREE VERY LARGE COMPONENTS. THANK YOU VERY MUCH FOR SPENDING TIME WITH US AROUND THOSE

PIECES. >> I WANT TO TELL YOU ALL THAT, TO THE STAFF, WE REALLY APPRECIATE THE UPDATES ON THESE BECAUSE TO BE QUITE FRANK THESE ARE QUESTIONS THAT HAVE BEEN FLOODING FACEBOOK, PARENTS WANTING TO KNOW ABOUT THIS, AND THIS ANSWERED A LOT OF THESE QUESTIONS, TO BE FRANK, AND WHEN YOU FIRST GOT ON AND TALKED ABOUT THE GRADING, I SAID, FOLKS MAKE SURE YOU'RE TUNING IN. I'LL ENTERTAIN AN MOTION -- THE NEXT ITEM OF AGENDA IS PUBLIC

[F. Public and Community Affairs]

AND COMMUNITY AFFAIRS AS THE APPROVAL. 2021 LEGISLATIVE PRIORITY.

>> GREAT. THANK YOU AND EXCITED TO BRING FORWARD THE LAKE W SCHOOL DISTRICT LEDGE PRIORITIES AND PLATFORM FOR THE UPCOMING LEGISLATIVE SESSION.

I WANT TO -- MAKING SURE THAT THE BOARD'S VOICE, STAFF VOICE, WHO ARE PART OF THIS PROCESS, AND I PERSONALLY AM VERY PLEASED WITH THE OUTCOME THAT WE HAVE. I THINK IT TRULY DEMONSTRATES THE COMMITMENT TO COLLABORATION THAT WE HAVE AND SO I THINK WHAT YOU'LL SEE DEFINITELY REPRESENTS THE DISCUSSIONS, THE CONVERSATION, ALL OF THE WORK THE BOARD HAS DONE AROUND DOING RANKINGS AND THINGS LIKE THAT OF PRIORITIES, AND SO ANNUALLY ASSOCIATE SUPERINTENDENT BARBARA POSYUS HAS DONE A PRESENTATION AROUND THIS AND IN THAT SHE'LL WALK THROUGH HOW THE PLATFORM IS PUT TOGETHER BUT ALSO SOME OF THE DATA BEHIND IT AND AS WE THINK ABOUT THE BENEFIT OF THIS INFORMATION, IT'S REALLY AS WE MOVE INTO THE SEASON OF MEETING WITH OUR LEGISLATURES, THIS PLATFORM WILL HELP US BE VERY DEFINITIVE IN THE DISCUSSIONS WE HAVE WITH THE LEGISLATURES AND HELP FOCUS THE CONVERSATIONS. THE DATA HELPS PROVIDE THE STORY FOR THOSE CONVERSATIONS AND THEN

[01:55:04]

IT HELPS US TO STAY CONNECTED THROUGHOUT THE LEGISLATIVE SESSION KNOWING THAT THIS WILL BE A UNIQUE LEGISLATIVE SESSION THIS UPCOMING YEAR. SO WITH THAT I'LL INVITE THE ASSOCIATE SUPERINTENDENT. AND DR.ER SAGE, ARE THERE ANY COMMENTS YOU WANT TO MAKE?

>> I WANTED TO THANK YOU AND BARBARA AND ALSO THE DIRECTOR OF COMMUNICATIONS BECAUSE WE DID WORK REALLY HARD AND BACK AND FORTH IN MEETINGS TO MAKE THIS THE MOST IMPACTFUL AND THE THINGS THAT WE KNOW OUR COMMUNITY WANTS TO SEE IN THIS UPCOMING LEGISLATIVE SESSION WHICH IS GOING TO BE DIFFERENT FROM ANY OTHER SESSION THAT WE'VE HAD.

THANKS TO ALL OF YOU WORKING DILIGENTLY WITH ME TO GET THIS FINALIZED.

>> BARBARA, THE FLOOR IS YOURS. >> THANK YOU. I'LL STEP IN.

THANK YOU FOR THAT INTRODUCTION AND I'M GOING TO BE SHARING WITH YOU OUR LEGISLATIVE PLATFORM.

AND THE BOARD HAS BEEN WORKING OVER THE LAST COUPLE OF MINUTES, MEETING NOVEMBER 9 IN A STUDY SESSION TO DISCUSS THE LEGISLATIVE PLATFORMS. AND JUST A REMINDER, THE I'LL BE GOING OVER EACH OF THESE AND PAST YEARS TO CONTINUE TO PROVIDE HIGH QUALITY PROGRAMS AND SERVICES TO OUR STUDENT BODY. THE PLAN IDENTIFY ACADEMIC SUCCESS, WELL-BEING, COMMUNITY CONNECTED, EXCELLENT STAFF AND EFFECTIVE USE OF RESOURCES AS THE FUNDAMENTAL AREAS OF GOALS AND FOCUS. I'LL PRESENT DATA BEHIND EACH AREA.

THE FIRST AREA I'LL GO OVER IS THE VITAL CATEGORIES. OUR FOCUS AREAS ARE VITAL, URGENT AND ONGOING. WE HAVE FOUR YEARS OF VITAL IMPORTANCE TO THE DISTRICT.

TRULY COSTS TO PROVIDE EDUCATION FOR OUR SPECIAL NEEDS STUDENTS AND SO WE SPEND OVER $68 MILLION OF OUR AND THE GREEN PORTION REPRESENTS FEDERAL FUNDING. THE SHORTFALL IS REPRESENTED IN LIGHT PINK. LAST YEAR WE HADED A SHORTFALL OF APPROXIMATELY 11 MILLION.

THIS YEAR, AS OUR EXPENDITURES CONTINUE TO INCREASE WE'RE EXPECTING A SHORTFALL OF -- OVER $19 MILLION. THIS CHART SHOWS THE PERCENT OF OUR LEVY USED, SPENDING APPROXIMATELY 30 PERCENT '19 TO REDUCE THE SHORTFALL BUT IT'S NOT KEEPING UP AS EXPENDITURES INCREASE.

THEY PROVIDED -- LAST YEAR THEY DID LOWER THE THRESHOLD. WE HAVE THE ABILITY TO APPLY FOR SAFETY NET FUNDS FOR OUR MOST HIGH-CLASS STUDENTS AND THEY ACTUALLY INCREASED A THRESHOLD, KIND OF A CAP FOR WHAT THEY -- I'M SORRY. THEY DECREASED THAT THRESHOLD WHICH DISTRICTS TO -- INCREASED ABOUT $10,000 PER STUDENT, AND THAT MEANS WE CAN COLLECT ABOUT

[02:00:05]

$1 MILLION LESS IN SAFETY NET FUNDS FOR THE SAME NUMBER OF STUDENTS THAT WE HAD LAST YEAR.

THAT IS STILL AN ISSUE AS FAR AS GETTING RELIEF IN THE SPECIAL ED, SO FULLY FUNDING SPECIAL ED IS A PRIORITY. THE NECKS AREA, SOCIAL-EMOTIONAL LEARNING, AND IT FOCUSES ON THE STRATEGIC AREA OF WELL-BEING. THE CHART ON THE LEFT HERE SHOWS THAT THE STATE FUNDS ABOUT 62 FULL-TIME EQUIVALENT COUNSELORS IN OUR DISTRICT. WE ACTUALLY HIGHER 72.

WHEN IT COMES TO HEALTH AND SOCIAL SERVICES, NURSES, PSYCHOLOGISTS, MENTAL HEALTH SPECIALISTS, THE STATE FUNDS APPROXIMATELY EIGHT POSITIONS AND THE DISTRICT ACTUALLY STAFFS 36.8 POSITIONS. STUDENT SAFETY, THAT'S OUR SCHOOL RESOURCE OFFICERS, CAMPUS SECURITY MONITORS, PLAYGROUND AND STUDENT SUPERVISION, THE STATE FUNDS SIX POSITIONS AND WE ACTUALLY HAVE 69FTE IN STUDENT SAFETY. SO THAT IS ANOTHER AREA OF SIGNIFICANT UNDERFUNDING FOR WHAT IT REALLY TAKES TO OPERATE A SAFE SCHOOL DISTRICT AND TO ADDRESS OUR MENTAL HEALTH NEEDS OF OUR STUDENTS. OUR REQUEST IS THAT THE LEGISLATURE INCREASE IT FOR COUNSELING, LOOK AT THE MODEL AND WORK WITH SCHOOL DISTRICTS ON PILOT PROGRAMS TO PROMOTE SOCIAL AND EMOTIONAL LEARNING TO ENHANCE SCHOOL SAFETY.

THE NEXT SLIDE IT SHOWS THE DOLLARS, AND THE FIRST SLIDE SHOWS THE FTE AND THIS SHOWS THE DOLLAR SHORTFALL IN THOSE THREE CATEGORIES. WE SPEND ABOUT $8.9 MILLION ON COUNSELORS WITH A SHORTFALL OF ALMOST 2 MILLION. VERY MINIMAL FUNDING, ABOUT HALF A MILLION DOLLARS ON STUDENT SAFETY AND WE SPEND OVER $6 MILLION.

THE NEXT TWO AREAS RELATE TO EXCELLENT STAFF, AND IT'S ALMOST BEEN THREE YEARS AGO NOW THE LEGISLATURE CREATED THE SCHOOL EMPLOYEE BENEFIT BOARD AS PART OF HOUSE BILL 2242 AND THEIR GOAL WAS TO BRING ALL SCHOOL EMPLOYEES IN THE STATE INTO ONE BENEFITS POOL IN ORDER TO BE MORE EFFICIENT AND SAVE RESOURCES. WE IMPLEMENTED THAT PROGRAM LAST JANUARY. IT WAS A MAJOR CONVERSION, BIG LIFT FOR DISTRICTS ACROSS THE STATE AND SO THE TRANSITION OVERALL WENT WELL AND WE HAVE ALL EMPLOYEES GETTING THEIR BENEFITS THROUGH THE SCHOOL EMPLOYEE BENEFIT PORT BUT THERE'S OUTSTANDING ISSUES WITH THE NEW PROGRAM, SPECIFICALLY FUNDING WHEN THE IT WAS IMPLEMENTED, IT REQUIRED COVERING SUBSTITUTES THAT WERE NOT ELIGIBLE FOR BENEFITS BEFORE, AND THEY'RE NOT ELIGIBLE NOW, AND IF THEY WORK -- MORE THAN 630 HOURS FOR THE LAST TWO YEARS, AND SUBS DO NOT HAVE A CONTRACT AND SO ONCE THEY QUALIFIED FOR BENEFITS THEY DON'T ACTUALLY HAVE TO WORK ANY MORE HOURS AFTER THAT AND THEN -- AND THE STATE DID NOT PROVIDE FUNDING FOR SUBSTITUTES AT ALL, THE BENEFITS PORTIONS OF SUBSTITUTES AND THAT WAS A NEW, UN-FUNDED MANDATE.

THE OTHER PART OF THE FUNDING IS THAT THE STATE IS RESPONSIBLE FOR REIMBURSING SCHOOL DISTRICTS FOR THE COST OF BENEFITS FOR EMPLOYEES WHO ARE COVERED UNDER THE PROTOTYPICAL MODEL BUT DISTRICTS ARE RESPONSIBLE FOR COST OF BENEFITS FOR LOCALLY FUNDED EMPLOYEES, WHICH IS PART-TIME AND SEASONAL EMPLOYEES THAT WERE NOT PREVIOUSLY COVERED SO THAT'S A SIGNIFICANT COST INCREASE AND THEN LASTLY THE LAW ALLOWS THAT PREVIOUS PAYMENTS IF THAN EMPLOYEE DOES NOT PROVIDE THE PREMIUM PAYMENT, SUCH AS SUBS, IF THEY'RE NOT MAKING A PAYCHECK THAT MONTH AND THEY CAN'T PAY THE PREMIUMS, WE HAVE NO RESOURCE TO, YOU KNOW, TERMINATE THEM FROM ELIGIBILITY OR GET THEM TO PAY THEIR PREMIUMS SO THAT COULD BE CONSIDERED A GIST OF PUBLIC --

[02:05:07]

GIFT OF PUBLIC FUNDS AND THAT'S AN AREA OF CONCERN. ULTIMATELY, BECAUSE OF -- THIS WILL BE A FIRST FULL YEAR OF SEBB BUT WE'RE ESTIMATING THE TOTAL LOCAL SHARE TO IMPLEMENT THE PROGRAM IS UP TO $5 MILLION AND ABOUT 1 MILLION, TO 2 MILLION OF THAT RELATES TO SUBSTITUTES. WE'LL KNOW MORE THE ACTUAL COSTS AT THE END OF THIS YEAR AND PROBABLY AFTER NEXT SCHOOL YEAR AS WELL. SO THE OTHER AREA RELATING TO RECRUITING, WE WE WANT TO STREAMLINE WASHINGTON STATE, AND SIMPLIFY THE TEST REQUIREMENTS FOR TEACHERS SO THAT WE CAN CONTINUE TO RECRUIT AND RETAIN OUR HIGH-QUALITY STAFF. SO THE SECOND CATEGORY OF WHAT WE'RE CALLING THE URGENT CATEGORY IS HOLDING DISTRICTS HARMLESS AND RELIABILITY AND SO WE'RE GOING TO TALK MORE ABOUT THAT INCLUDING, DUE TO COVID, WE'VE HAD SOME SIGNIFICANT ISSUES BECAUSE OF HAVING TO SWITCH TO REMOTE LEARNING, AND WE NEED THE LEGISLATURE TO KEEP US WHOLE FOR THE 2021 BUDGET. WE'RE HAVING TO USE AN ADDITIONAL 16.8 MILLION OF OUR LUNCH CARRY-OVER IN ORDER TO PROVIDE PROGRAM LEARNING, COVID EXPENSES, AND I'LL HAVE A CHART ON THE NEXT SLIDE. WE ARE EXPECTING SIGNIFICANT LOSSES IN TRANSPORTATION FUNDING OVER THE NEXT TWO YEARS, AND WE HAVE ENROLLMENT DECLINES BECAUSE OF REMOTE LEARNING AND WE WANT TO ENSURE THAT THE STATE MAINTAINS OUR -- OUR LEVY CAPACITY IS BASED ON ENROLLMENT.

AND BECAUSE OF ALL THE REQUIREMENTS THAT WE HAVE HAD, THE FEDERAL AND THE NEXT SLIDE HERE IS KIND OF OUR INFOGRAPHIC. LAKE WASHINGTON SCHOOL DISTRICT SPENT AT LEAST 9.5 MILLION SINCE MARCH TO PREPARE FOR REMOTE LEARNING AND REOPEN SCHOOLS.

YOU CAN SEE THE CATEGORIES HERE. THE MAJORITY OF THE COSTS IN THE TECHNOLOGY AREA.

WE MENTIONED THE LAPTOPS THAT SHOULD BE HERE IN ABOUT THREE WEEKS, AND THAT WAS ABOUT 3.4 MILLION AND PRIOR TO THAT WE SPENT 2 MILLION ON LAPTOPS, SO OVERALL IN THE TECHNOLOGY AREA WE'VE SPENT OVER $6 MILLION, AND TWO OF THAT, TWO HIM OF THAT WAS FUNDED FROM THE CAPITAL IMPROVEMENT LEVY. AND ABOUT 1.6 HIM ON STAFFING AND OTHER SUPPORT, AND THAT'S SUPPORT FOR IEP MEETINGS, SUPPORT FOR VIRTUAL ACADEMY, AND JUST ADDITIONAL EXTRA HELP AND OVERTIME RELATING TO REMOTE LEARNING. THE THIRD AREAS ARE ONGOING WAS AND ALL OF THESE AREAS ARE IN OUR STRATEGIC GOAL AREA OF EFFECTIVE USE OF RESOURCES.

FIRST I'LL TALK ABOUT TECHNOLOGY FUNDING AND WE HAVE -- DISTRICTS RECEIVE A SMALL AMOUNT OF WHAT WE CALL MATERIALS, SUPPLIES AND OPERATING SUPPLIES FROM THE STATE, AND IT COMES IN THE GENERAL FUND AND GOES TO SUPPORT SPECIFICALLY TECHNOLOGY AND WE RECEIVE ABOUT $4.3 MILLION ANNUALLY FROM THE STATE. WE SPEND OVER $25 MILLION ANNUALLY ON NOT ONLY ON EQUIPMENT BUT INFRASTRUCTURE, SOFTWARE, BUSIES ITEMS AND TRAINING FOR STAFF ON ALL OF OUR

[02:10:05]

TECHNOLOGY, SO WE'RE SIGNIFICANTLY UNDERFUNDED FROM THE STATE ON A PER PUPIL BASIS.

WE HAVE TO COVER THIS SHORTFALL THROUGH THE CAPITAL PROJECTS LEVY AND THAT MUST BE RENEWED BY VOTERS EVERY FOUR YEARS. THIS IS AN AREA WE'VE BEEN TALKING ABOUT FOR MANY YEARS IS CONSTRUCTION FUNDING. THE STATE FARM LA ARTIFICIALLY CAPS THE CLASS PER SQUARE FOOT.

IT'S INADEQUATE. THE STATE PROVIDES 238 AND 22 CENTS FOR FUNDING.

THE STATE PROVIDES FOR 238.22. THE LAST AREA IS OUR SIMPLE MAJORITY FOR SCHOOL BONDS.

THIS IS ANOTHER AREA THAT WE'VE BEEN WORKING ON FOR MANY, MANY YEARS, AND IN '07 WASHINGTON STATE VOTERS APPROVED AN AMENDMENT TO AUTHORIZE THE SIMPLE MAJORITY, CONSTITUTIONAL AMENDMENT TO AUTHORIZE A SIMPLE MAJORITY FOR SCHOOL LEVYIES. WE ARE STILL STRUGGLING WITH HOW TO GET THE LEGISLATURE TO TAKE ACTION TO SUBMIT AN AMENDMENT ON A SIMPLE MAJORITY.

WE'VE HAD TO, BECAUSE OF BOND FAILURES, WE'VE ASKED VOTERS TO APPROVE FIVE BOND MEASURES SINCE 2010. ONLY ONE BOND MEASURE HAS RECEIVED OVER 60 PERCENT APPROVAL THAT IS NEEDED TO PASS. THAT WAS OUR FEBRUARY 2016 BOND. WE CURRENTLY HAVE 162 PORTABLES IN OUR DISTRICT WHICH IS THE EQUIVALENT OF FIVE ELEMENTARY SCHOOLS.

LAST LEGISLATIVE SESSION THERE WERE SOME BILLS THAT, YOU KNOW, WERE CONSIDERED.

ONE OPTION WAS CHANGING THE SUPER MAJORITY INTO NOT 50 PERCENT, BUT 55 PERCENT.

THREE BILLS AND TWO AMENDMENTS WERE INTRODUCED BUT NONE MOVED FORWARD SO WE NEED LEGISLATURE TO MOVE FORWARD THE SIMPLE MAJORITY FOR BONDS. IN SUMMARY, OUR LEGISLATIVE PLATFORM, FOUR VITAL AREAS, AS YOU SEE. OUR URGENT IS HOLDING DISTRICTS HARMLESS DUE TO COVID, INCLUDING EMERGENCY LIABILITY RESPONSE. AND THEN ONGOING, TO PROVIDE ADDITIONAL FUNDING FOR TECHNOLOGY, INCREASE SCHOOL CONSTRUCTION FUNDING AND IMPLEMENT SIMPLE MAJORITY FOR BONDS. THAT CONCLUDES MY PRESENTATION

AND I'LL HAVE TIME FOR QUESTIONS. >> YOU DID AN AMAZING JOB, BARBARA. WHY DON'T YOU TAKE QUESTIONS AND THEN I HAVE A COUPLE OF

MENTIONS. >> QUESTIONS, ANYBODY? GOING ONCE.

GOING TWICE. >> I REALLY LIKE THE WAY YOU USED THE DATA.

GOOD JOB. >> THANK YOU. >> I HAVE A COMMENT NOT A QUESTION. I REALLY LIKE THE ORGANIZATIONAL FRAMEWORK THAT WE SETTLED ON FOR

ARTICULATING THE PRIORITIES FOR THIS YEAR. >> ANYONE ELSE?

SIRI? >> WHEN DO WE GET TO MAKE THE MOTION TO APPROVE THE AGENDA, OR

TO APPROVE THE LEGISLATURE TOUCH PRIORITIES. >> AS SOON AS WE STOP ASKING

[02:15:03]

QUESTIONS AND COMMENTS. CASSANDRA? >> A COUPLE OF QUICK THINGS.

THE HOUSE EDUCATION COMMITTEE HAS BEEN HOSTING LISTENING SESSIONS FOR SCHOOL BOARD DIRECTORS ACROSS THE STATE. I GOT TO LISTEN IN ON THE VERY FIRST ONE THEY HELD AND REALLY IT WAS THEM LISTENING TO US AND TELLING THEM WHAT WE NEED TO CONTINUE OPERATING, YOU KNOW, IN THIS CURRENT PANDEMIC. THE THINGS THAT DISTRICTS ARE STRUGGLING WITH, AS WELL, AND I ALSO GOT TO SPEAK WITH THEM AT THEIR SESSION AND MY TAKE-AWAY FROM THOSE TWO SESSIONS I WAS PERSONALLY INVOLVED IN IS THE LEGISLATURE, THE HOUSE ED COMMITTEE, LOOKING AT THE PROTOTYPICAL SCHOOL DAY MODEL AND TRYING TO CREATE MORE FLEXIBILITY.

THEY SEED NEED FOR SOCIAL-EMOTIONAL LEARNING AND THE SUPPORT FOR IT, AND THAT THE TECHNOLOGY PIECE, THERE'S MANY DISTRICTS STRUGGLING WITH CONNECTIVITY AND CAN'T AFFORD THE LAPTOPS AND THAT TECHNOLOGY IS SO FAR OUT OF REACH. THE LEGISLATURE IS ALSO LOOKING AT, YOU KNOW, ASSISTANCE FOR THAT. AS FAR AS EVERYTHING ELSE GOES, THEY SAID WE MIGHT GET CREATIVE BUT WE SHOULD EXPECT THAT THEIR FOCUS IS GOING TO BE TO DO NO HARM TO SCHOOL DISTRICTS, THAT THEY'RE NOT GOING TO BE HANDING US A WHOLE BUNCH OF MONEY, BUT THEY'LL DO THINGS POLICY-WISE TO TRY AND HELP OUR SITUATIONS ON THE GROUND.

BUT THAT'S PROBABLY NOT SURPRISING GIVEN THAT THEY'RE LOOKING AT WHAT WAS A $2 BILLION DEFICIT, WAS IT, THE LAST TIME I CHECKED. I'M LOOKING AT A POLICY LEVEL.

THAT'S ALL I HAVE. >> THANK YOU. ONE OF THE THINGS THAT PROBABLY GOING TO BE LOOKING AT A QUITE DIFFERENT DEPARTMENT OF EDUCATION, QUITE DIFFERENT FOCUS, AND SO I THINK THAT PERHAPS GIVEN THE DEFICIT IN THE STATE WE OUGHT TO BE FOCUSING MORE ATTENTION ON THE FEDERAL AND THERE MIGHT BE MORE HOPE THERE ONLY BECAUSE THERE'S MORE MONEY AND THE FACT THEY HAVEN'T FULLY IDEA SINCE THE INCEPTION IN 1974, AND PUTTING THAT IN PERSPECTIVE, I WAS A JUNIOR IN HIGH SCHOOL AT THAT POINT. I'LL ENTERTAIN A MOTION TO

APPROVE THE 2021 LEGISLATIVE PRIORITIES. >> I MOVE TO APPROVE THE 2021

LEGISLATIVE PRIORITIES. >> SECOND. >> DO I HEAR A SECOND?

>> YES. >> THANK YOU. >> SECOND.

>> DID YOU HEAR IT? >> OKAY. >> IT HAS BEEN MOTIONED AND MOVED BY SIRI AND SECONDED BY ERIC THAT WE APPROVE 2021 LEGISLATIVE PRIORITIES.

ALL THOSE IN FAVOR

IS THERE ANY FOLLOW-UP DISCUSSION? >> HAVING A MOTION ON THE TABLE MAKES IT CLEAR THAT THAT'S WHAT WE'RE TALKING ABOUT. THAT'S THE ONLY REASON I ASKED.

I JUST WANTED TO SAY, I HIGHLY SUPPORT ALL THE WORK THAT WENT THROUGH WITH THIS.

I THINK IT'S STRUCTURED VERY WELL AND APPRECIATE THE VERY CLEAR GUIDANCE IN IT, A GREAT JOB HIGHLIGHTING ALL THE PIECES THE BOARD TALKED ABOUT AS WELL AS SUPPORTING THE COMMUNITY VALUES AS WELL IN THOSE THINGS, SO THANK YOU TO ALL FOR THAT AND I DEFINITELY SUPPORT THE LEGISLATIVE PLATFORM GOING FORWARD AND LOOK FORWARD TO THE WORK WE'LL BE DOING IT.

THANK YOU FOR INDULGING ME IN STEPPING IN. >> OKAY.

IT'S BEEN MOVED AND SECONDED THAT WE APPROVE THE 2021 LEGISLATIVE PRIORITIES.

ALL THOSE IN FAVOR, SIGNIFY BY SAYING AYE. >> THE MOTION CARRIES.

[G. Superintendent Report]

LET'S MOVE ON TO THE DOCTOR WITH HIS SUPERINTENDENT REPORT. >> GREAT.

I JUST WANT TO CONGRATULATE CASSANDRA ON THE APPROVAL OF HER FIRST PRIORITY PLATFORM, AND THAT IS NOT A SIMPLE TASK. CONGRATULATIONS AND THANK YOU FOR ALL THE WORK YOU DID ON

THAT. >> THANK YOU. IT REALLY WAS A JOINT EFFORT AND

I APPRECIATE THAT. >> GOOD WORK AND I LOOK FORWARD TO USING IT AS WE MOVE INTO OUR MEETING WITH OUR LEGISLATURES. I WILL DO A BRIEF SUPERINTENDENT'S REPORT.

[02:20:03]

I WAS GOING TO GO A LITTLE BIT MORE IN DEPTH BUT OUR RETURN TO SCHOOL TASK FORCE PROBLEM WENT A LITTLE BIT LONGER THAN ANTICIPATED, BUT WHAT I WANTED TO DO IS JUST REMIND ALL OF US AND PUBLICLY JUST TALK ABOUT WHAT IS REALLY OUR GUIDEPOST AS WE ARE MAKING DECISIONS AND SO I WANTED TO JUST CALL US BACK TO THE WASHINGTON DEPARTMENT OF HEALTH DECISION THAT TRULY DOES HELP US MAKE DECISIONS AS WE WALK THROUGH THIS AND THEN I WANT TO THE JUMP OVER TO THE KING COUNTY DEPARTMENT OF HEALTH, THE KEY DATA WE'RE LOOKING AT BECAUSE IT'S IMPORTANT TO BOTH OF THOSE IN CONTEXT AS, YOU KNOW, JUST THIS EVENING WE GET AN EMAIL FROM THE WASHINGTON DEPARTMENT OF HEALTH TALKING ABOUT, YOU KNOW, CONCERNS IN THE RAPID INCREASE OF CASES ACROSS THE STATE BUT FOR US WE CONTINUE TO KEEP OUR FOCUS AND DECISION-MAKING IN ALIGNMENT WITH OUR PUBLIC HEALTH OFFICIALS, SEEKING GUIDANCE FROM THEM AS WE WORK THROUGH THIS.

AND SO I'M GOING TO GO AHEAD AND SHARE MY SCREEN AND JUST SO YOU KNOW, I'M SHARING ON MY LAPTOP BUT YOU'LL BE ABLE TO SEE THIS. THAT'S WHY I'M ACTUALLY LOOKING DOWN MORE THAN TYPICAL.

I WANT TO START WITH THE DECISION TREE. ONE PART WE DON'T SPEND A LOT OF TIME IN IS THE OPENING INFORMATION WITHIN THE DECISION TREE, AND THIS WAS WRITTEN AT A TIME WHEN ACROSS THE STATE OF WASHINGTON THERE WERE 130 CASES PER 100,000 RESIDENTS OVER THE LAST 14 DAYS. AS YOU KNOW THOSE RATES ARE SIGNIFICANTLY HIGHER.

THE LOCATIONS IN THE WORLD, THE COUNTRIES IN THE WORLD THAT THEY WERE COMPARING TO AT THE TIME, YOU CAN SEE THE RATES OF COVID PER 100,000 THAT THEY ACTUALLY WERE COMPARING TO.

I KNOW WE HEAR A LOT ABOUT OTHER PLACES IN THE WORLD DOING X, Y, Z, AND IT'S IMPORTANT TO ALSO UNDERSTAND CONTEXT OF THE EXPERIENCE THAT THEY'RE CURRENTLY HAVING.

THIS WAS FROM JULY AND SO WHEN YOU THINK ABOUT RELATIONALLY, WASHINGTON STATE WAS BEING -- IMPLEMENTATION OF SCHOOL AND ECONOMIC ISSUES AND THINGS LIKE THAT.

BUT I WANT TO JUST REMIND US AS TO WHAT THE DECISION TREE SPEAKS TO.

WHEN YOU THINK ABOUT THE RANGE WE'RE IN RIGHT NOW, AND WE WOULD BE CONSIDERED A HIGH-RISK DISTRICT BECAUSE WE HAVE OVER 75 CASES PER 100,000 OVER THE LAST 14 DAYS.

THAT NUMBER ACTUALLY COMES -- THAT'S A COUNTY NUMBER THAT THEY REFERENCE AND I KNOW THERE'S BEEN DIALOGUE AROUND WHY DON'T WE USE THE MUNICIPALITY DATA THAT WE HAVE.

THERE'S FOUR DISTINCT AREAS THAT ARE HERE IN LAKE WASHINGTON SCHOOL DISTRICT AND THAT'S KIRKLAND, REDMOND, UNION HILL AND SAMMAMISH, HALF IN -- AND HALF IN ISSAQUAH, BUT THEY ARE OVER THE THRESHOLD BUT FOR A LONG PERIOD OF TIME WE WERE BELOW THAT THRESHOLD EVEN THOUGH AS A COUNTY WE WERE HIGHER THAN THAT AND KING COUNTY PUBLIC HEALTH POINTS TO THE AMOUNT OF MOVEMENT WITHIN THE COMMUNITY. CITIES REALLY ARE -- THERE ARE BOUNDARIES BUT NONE OF US OPERATE WITHIN THOSE BECAUSE WE GO TO WORK POSSIBLY IN A DIFFERENT CITY THAN WHERE WE'RE RESIDING. WE KNOW WE HAVE STAFF THAT RESIDE SIGNIFICANTLY OUTSIDE OF THE BUN DEAR REESE -- BOUNDARIES OF OUR DISTRICT AND JUST THE ONGOING MIGRATION, IF YOU WILL, OF PEOPLE THROUGHOUT THE COUNTY IS WHY THEY HAVE CONTINUED TO USE A COUNTY RATE UNTY RATE VERY

[02:25:57]

RATES. THEY TALK ABOUT EXTRACURRICULARS IN WHICH THEY STRONGLY RECOMMEND POSTPONEMENT, CANCELING, AND WE KNOW THAT FOR OUR SPORTS, WIAA PROVIDES RECOMMENDATIONS AND GUIDANCE AND WE TAKE THAT AND ANALYZE THAT FOR CONSIDERATION. THEN YOU CAN SEE THE DECISION TREE PROVIDES A TIERED MODEL HAS CASE RATES DROP ACROSS THE COUNTY AND HAS THAT HAPPENS THAT WILL ALSO HELP INFORM HIRE IMPLEMENTATION OF IN-PERSON LEARNING.

WE ALSO KNOW THAT SHOULD THE DEPARTMENT OF HEALTH UPDATE THEIR DECISION TREE THAT WE WOULD VIEW THAT AND ALIGN WITH THAT BECAUSE ALL AGENCIES ARE LEARNING ABOUT COVID-19 THE LONGER WE LIVE WITH IT AND SO WE NOTE THAT AGENCY GUIDANCE CHANGES DEPENDING ON THE KNOWLEDGE BASE, THE SCIENCE, WHAT THEY'RE LEARNING AND WE ALSO KNOW THERE'S POTENTIAL FOR UPDATES OF THE DECISION TREE AND WE'LL CONTINUE TO REFER BACK TO THIS TO HELP GUIDE US IN THAT DECISION-MAKING. I QUICKLY WANT TO POINT TO THE KING COUNTY DEPARTMENT OF HEALTH KEY INDICATORS OF COVID-19. YOU CAN SEE FOR KING COUNTY, AND I DID NOT MEAN TO SELECT THAT, BUT RIGHT NOW THERE'S 354 CASES PER 100,000 OVER THE LAST 14 DAYS.

YOU CAN SEE THIS VISUAL DEMONSTRATING THAT SIGNIFICANT INCREASE IN REALLY A SHORT PERIOD OF TIME AND SO THAT IS OBVIOUSLY CONCERNING AND SOMETHING WE'RE PAYING ATTENTION TO. WE ALSO PAY ATTENTION TO THE NEXT NUMBER WHICH IS REALLY THE REPRODUCTIVE RATE OF THE VIRUS RIGHT NOW BEING AT 1.4, AND THE DESIRE FOR PUBLIC HEALTH IS THAT THAT NUMBER IS BELOW 1 IS BECAUSE THAT'S WHEN YOU SEE A REDUCTION IN THE SPREAD OF THE VIRUS. THESE OTHER DATA POINTS HERE AROUND HOSPITALIZATION, TESTING, AND THINGS LIKE THAT ARE ALSO THINGS THAT WE PAY ATTENTION TO BECAUSE WE KNOW THAT THIS IS A COMMUNITY-WIDE EFFORT TO REDUCE THE SPREAD SO THAT OUR STUDENTS CAN GET BACK INTO SCHOOL, SO THAT OUR BUSINESSES CAN OPEN UP BECAUSE IT'S REALLY A COMMUNITY EFFORT OF COMING TOGETHER AND HELPING TO REDUCE THE SPREAD -- ENGAGING ON A WEEKLY BASIS WITH THESE DEPARTMENTS, YOU KNOW, AROUND ALL THE EFFORTS BECAUSE WE KNOW AS SOON AS WE CAN HAVE STUDENTS LEARNING IN-PERSON THAT'S WHAT IS RIGHT FOR THE MAJORITY OF OUR STUDENTS AND SO PAYING ATTENTION TO ALL OF THIS AND BEING PREPARED IS REALLY THE WORK OF THE DISTRICT RIGHT NOW AS WE THINK ABOUT ALL OF OUR STUDENTS AND THEIR EXPERIENCE AND SO I JUST WANTED TO BRING US BACK TO THESE DATA, THE DECISION TREE, AND WE DON'T SPEND ENOUGH TIME BUT WHAT WE PAY ATTENTION TO.

I'M HAPPY TO TAKE QUESTIONS OR COMMENTS FROM BOARD MEMBERS. >> I'M NOT SEEING ANYONE WITH A

QUESTION. A COMMENT OR. >> JOHN, THANK YOU FOR THE REALITY CHECK. I STILL CAN'T -- IT'S MIND-BOGGLING BECAUSE BETWEEN

[02:30:05]

BOARD MEETINGS, TWO WEEKS PASSES AND THE NUMBERS GO THROUGH THE ROOF IN THIS CASE AND WE HAVEN'T EVEN GOTTEN TO THANKSGIVING SO I'M NOT FEELING PARTICULARLY EXCITED, OR NOW I'M FEELING THE ASSUMPTION WE HAVE TO START A HYBRID, IF WE GET TO START IT AT ALL, AND JANUARY IS A MORE REASONABLE ASSUMPTION. BUT THAT SAID, IF YOU LOOK AT THE FIRST WAVE THAT CAME THROUGH HERE AND HOW RAPIDLY THAT CAME BACK DOWN WHEN PEOPLE TOOK IT SERIOUSLY, I THINK THERE'S A REAL CHANCE THAT WE'LL BE GETTING MEANINGFUL OPPORTUNITIES TO GET BACK BELOW THE 75 PER 100,000 BENCHMARK. SO I APPRECIATE WHERE YOU'RE GOING WITH THIS.

I APPRECIATE THAT YOU'RE PAYING CLOSER ATTENTION TO THIS DATA THAN I AM.

I BLINKED FOR A COUPLE OF DAYS AND THEN 300 WHAT? I WAS BUSY BEING HORRIFIED, LET'S BE HONEST, FOR THOSE OF US TRACKING HEADED INTO THANKSGIVING.

THANKSGIVING HAS A POTENTIAL TO BE A SUPER SPREADING EVENT. FOR ANY OF YOU WHO RECALL AT THE BEGINNING OF THIS THING, THE CATASTROPHE IN CHINA AND THEN INTERNAL MIGRATION CAUSED A MASSIVE BURST IN THE DISEASE IN CHINA AND WE'RE ABOUT TO HAVE THAT BURST IN THE U.S., EVEN BEFORE THANKSGIVING, AND THEN AFTER.

SO THANK YOU FOR THE REALITY CHECK. I'M NOT QUITE AS GRUMPY, LET'S GET K5 BACK IN FULL FORCE BUT TO THE EXTENT WE CAN, LET'S KEEP PUSHING THE ENVELOPE ON THAT.

>> THE ISSUE OF COMPLACENCY, THE FATIGUE FACTOR FOR A LOT OF FAMILIES AND TO THE POINT WHERE THEY'RE SAYING I CAN'T TAKE THIS ANYMORE. I'VE GOT TO GET OUT OF THE HOUSE. FINE. TAKE A DRIVE AROUND THE HOUSE AND GO BACK TO THE HOUSE AND SIT DOWN IS MY RECOMMENDATION. I SOMETIMES DRIVE THROUGH THE COUNTRY AND THEN GET BACK -- DON'T PUMP GAS. JUST GO BACK HOME.

DOES ANYONE ELSE HAVE COMMENTS? >> REAL QUICK. I FEEL COMFORTABLE SAYING I AM SAYING THIS FOR THE WHOLE BOARD, WE APPRECIATE THE -- AND HOW YOU LOOK AT IT, AND CONSISTENTLY, FROM THE BEGINNING, WE'VE BEEN FOCUSED ON WHAT THE DATA TELLS US AND WHAT THE STANDARDS ARE AND SO I TRUST THAT THAT WILL CONTINUE TO BE THE APPROACH AND, YOU KNOW, THE PEOPLE APPRECIATE

IT AS WELL. COMMENTS OR QUESTIONS? >> THE NEXT ITEM ON THE AGENDA

IS BOARD COMMENTS. ANY COMMENTS? >> I WOULD COMMENT ON YOUR ABILITY TO NOT SET FIRE TO THE DISTRICT. GOOD JOB RUNNING THE MEETING

HERE, MR. VICE PRESIDENT. >> HOWEVER THE THANK YOU, MARK, FOR STEPPING IN. I APOLOGIZE FOR THE LATE NOTICE,

MY ABSENCE, THANK YOU FOR STEPPING IN AND CHAIRING. >> THANK THANK YOU VERY MUCH T.

>> YOU ARE RIGHT. THANK YOU, DIANE, FOR FACILITATING THAT.

>> IF I MAY. >> YES, MA'AM. >> THANK YOU.

>> I HAD A QUESTION FOR JOHN. IT'S TOTALLY OFF TOPIC OF ANYTHING WE'VE SPOKEN TO TONIGHT. IT MAY JUST IT. I KNOW THERE'S LOTS GOING ON AND SO IF WE GET A BOARD BRIEF ON THAT OR IF IT COMES FORWARD IN A BOARD MEETING, WHATEVER, BUT I'D LIKE TO KNOW BEFORE THE END OF

YEAR. >> GREAT. WE'LL PROVIDE THAT NEXT WEEK.

>> OKAY. THANK YOU. >> ABSOLUTELY.

[H. Closing Items]

YEAH. >> IF THERE'S NO FURTHER COMMENT, CASSANDRA, DO YOU HAVE

ANYTHING? OKAY. >> I'LL JUST PUT IT IN THE CHAT.

THERE WAS SOME GREAT EXAMPLES WITH STUDENT BOARDS AND REPS, AND IF YOU WANT, DOCTOR, I CAN

LOOK SOME OF THAT UP FOR YOU IF YOU'RE INTERESTED. >> THE PRESENTATIONS ARE

[02:35:01]

RECORDED AND ONLINE THROUGH JULY, I BELIEVE, SO IT MAKES IT EASIER IF YOU HAVE A DEADLINE.

FOLLOWING TONIGHT'S BOARD MEETING THE BOARD WILL MEET IN THE STUDY SESSION.

THE TOPIC TO BE DISCUSSED IT'S OPERATIONAL EXPECTATION AND POLICY DEVELOPMENT ON EQUITY.

THE NEXT SCHEDULED BOARD MEETING IN STUDY SESSION IS HELD ON DECEMBER 14TH.

IT SHOULD BE NOTED BOARD MEETINGS AFTER DECEMBER 7 MIGHT BE ADJUSTED.

IF BOARD MEETINGS CONTINUE TO BE REMOTE THE BOARD MEETING WILL BE HELD AT 5:00 P.M. FOLLOWED BY THE STUDY SESSION AT 6:00 P.M. I BELIEVE THAT TAKES US TO -- I ENTERTAIN A MOTION TO ADJOURN

THE NOVEMBER 23 BOARD MEETING. >> SO MOVED. >> SECONDED IT.

>> MOVED AND SECONDED. ALL THOSE IN

* This transcript was compiled from uncorrected Closed Captioning.