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[1. Opening Items/Roll Call]
GOOD EVENING, I WOULD LIKE TO CALL TO ORDER THE NOVEMBER 23, 2020 LAKE WASHINGTON SCHOOL BOARD STUDY SESSION. ALL MEMBERS ARE PRESENT AND PARTICIPATING REMOTELY.THE BOARD MEETING WILL BE LIVE STREAMED AND VIEWABLE ON THE DISTRICT WEBSITE.
IF YOU ARE UNABLE TO LIVE STREAM IT, VIEWERS CAN CALL 425-936-2813.
AND A CONFERENCE ID IS 37127 TO LISTEN TO THE MEETING. REGULAR BOARD MEETINGS AND STUDY SESSIONS ARE LIVE STREAMED ON THE LAKE WASHINGTON SCHOOL DISTRICT WEBSITE AND POSTED FOR
[1. Operational Expectation Policy Development - Equity]
VIEWING WITHIN TWO DAYS. WE HAVE ONE TOPIC ON OUR AGENDA FOR THE STUDY SESSION TONIGHT AND THAT IS OPERATIONAL EXPECTATION POLICY DEVELOPMENT ON OUR EQUITY POLICY.DR. JOHN HOLMEN, WILL YOU LEAD US THROUGH THIS? >> ABSOLUTELY.
REALLY WE ARE PICKING UP FROM WHERE WE LEFT OFF IN THE NOVEMBER 9 STUDY SESSION IN YOUR -- IN THE STUDY SESSION PACKET ON BOARD DOCS THERE'S -- AS PROMISED WE TOOK THE STATEMENTS THAT THE BOARD MADE DURING THAT STUDY SESSION AND THEN CREATED A DOCUMENT THAT IDENTIFY VALUES AND SO I'M GOING TO GO GO AHEAD AND SHARE THAT H THE BOARD ON THE SCREEN SO WE CAN REVIEW WHAT WE BELIEVE WAS SAID AT THAT MEETING. IF YOU GO TO THE AGENDA ITEM IN BOARD DOCS AROUND THE EQUITY POLICY YOU'LL SEE THIS DOCUMENT IN THAT SECTION THERE.
A COUPLE OF THINGS I'LL JUST KIND OF GO THROUGH, AND WHAT WE HAVE HEARD.
>> I DON'T SEE IT THERE. I JUST WANTED TO LET YOU KNOW. I DON'T HAVE THE BOARD DOCS.
>> IT IS. YOU HAVE TO GO DOWN TO THE ITEM ON THE AGENDA.
>> I'M THERE, OPERATION EXPECTATION AND POLICY DEVELOPMENT EQUITY, NOVEMBER 23,
6:00 P.M. I'VE GOT NOTHING THERE. >> WHEN YOU CLICK ON IT IT SHOULD SHOW YOU THE AGENDA ITEM AND THE DOCUMENT WILL BE IN AN ADMINISTRATIVE DOC.
>> IT DOES NOT. IT'S NOT WORKING ON THIS PLATFORM.
>> I'LL TRY TO READ IT ON MY PHONE BUT TRUST ME, THIS IS NOT IDEAL.
>> NO, IT'S NOT. >> I JUST DOWNLOADED IT AND I'LL EMAIL IT TO YOU.
>> THANK YOU. >> SOME OF THE SAM'S THAT WE HEARD THE BOARD EXPRESS THAT STAFF ARE VITAL TO CLASSROOM CULTURE, AND IN A STATEMENT AROUND THAT THAT THE STAFF PLAY A VITAL ROLE IN EDUCATING STUDENTS IN THE WAY IN WHICH THEY INTERACT HAS A VITAL IMPACT, THAT TEACHERS ARE EQUIPPED TO CREATE INCLUSIVE CLASSROOMS WHERE ALL STUDENTS PEOPLE WELCOME. IT'S A VALUE THAT THE BOARD STATED.
YOU STATED YOU VALUE PROFESSIONAL DEVELOPMENT AND VALUE STAFF TRAINING AND YOU VALUE STAFF BEING RACIALLY LITERATE. PART OF THAT WAS HOW DO YOU RESPOND TO INAPPROPRIATE LANGUAGE SUCH AS THE USE OF THE N WORD AND -- THE BOARD STATED A VALUE THAT STUDENTS ARE ABLE AND WE HOLD HIGH EXPECTATIONS FOR THEM.
I APPRECIATE HOW THAT WAS DISCUSSED BY THE BOARD AND AROUND THAT, THAT STUDENTS ARE ABLE AND WE SHOULD HAVE HIGH EXPECTATIONS FOR THEM NO MATTER WHO THEY ARE WAS THE UNDERLYING COMMENT THERE. THE BOARD HAS A VALUE IN ACCOUNTABILITY FOR EQUITY EFFORTS, A VALUE AROUND SAFE AND INCLUSIVE ENVIRONMENTS, THAT AN INCLUSIVE ENVIRONMENT WHERE ALL STUDENTS FEEL WELCOME. THAT OUR STUDENTS NEED TO FEEL THAT THEY BELONG IN THE LEARNING ENVIRONMENT AND THAT THEY ARE SEEN. A VALUE THAT STUDENTS AND STAFF NEED PEOPLE TO IDENTIFY WITH STUDENTS AND FAMILIES, THAT THEY FEEL WELCOME IN PART OF THE COMMUNITY, THAT DIVERSITY IS A STRENGTH, THAT IS A VALUE THAT WAS EXPRESSED, A VALUE THAT
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DIVERSITY BRINGS OPPORTUNITY. THAT THE BOARD VALUE WAS THAT ALL STUDENTS HAVE A ROLE MODEL.KIND OF UNPACKING THAT, THE NEED FOR STUDENTS TO HAVE A RELATIONSHIP WITH A RESPECTED ADULT THAT THEY CAN IDENTIFY WITH. THAT WE ENSURE A VALUE THAT WE ENSURE ALL STUDENTS HAVE OPPORTUNITIES, THAT ALL STUDENTS HAVE OPPORTUNITIES TO PARTICIPATE AND EXPLORE AND ACTIVELY ENGAGE, THE OPPORTUNITY TO PARTICIPATE AND BE INCLUDED AND THE NEED TO FEEL CONNECTED, THAT THE BOARD HAD A VALUE OF MULTIPLE WAYS TO RESOLVE ISSUES OR CONCERNS, DISCUSSING ABOUT MULTIPLE WAYS FOR STUDENTS AND FAMILIES TO ADDRESS THE CONCERNS AND PROVIDE MULTIPLE MECHANISMS TO REPORT ISSUES OF INEQUITY AND PROVIDE A WAY TO SPEAK TO THE SYSTEM WHEN THEY DON'T FEEL CARED FOR OR HEARD, AND SO THOSE ALL KIND OF UNPACKED THE MULTIPLE WAYS TO RESOLVE ISSUES OR CONCERNS. THREE FINAL STATEMENTS OF VALUE.
THAT WAS A RUN AT TAKING WHAT THE BOARD SAID AND DRAWING OUT THE VALUES AND SO WITH THAT I WANT TO GO BACK TO OUR PRESENTATION SLIDE DECK THAT WE USED AT THE NOVEMBER 9 -- HERE WE GO. IF YOU REMEMBER AT THAT STUDY SESSION WE HAD TWO MAJOR OUTCOMES. ONE WAS THAT BOARD MEMBERS REFLECTED ON THE LINKAGE SESSIONS. YOU DID THAT IN TWO DIFFERENT WAYS.
ONE, YOU DID THAT DURING THE BOARD MEETING IN WHICH DURING BOARD COMMENT EACH OF YOU ACTUALLY TALKED QUITE EXTENSIVELY ABOUT THE LINKAGE SESSIONS, THE VALUE THAT THOSE PROVIDED FOR THE BOARD IN THIS WORK, CONTEXT THAT IT PROVIDED AND THAT IT UNDERSCORED THE NEED FOR ONGOING ENGAGEMENT AROUND THIS. WE TOOK THE SEGMENT STATEMENTS.
FROM THOSE EACH BOARD MEMBER IDENTIFIED A VALUE THAT IS BEING SPOKEN TO.
AND JUST LIKE WITH ANY OTHER PROCESS IT TAKES SOME TIME TO WARM UP TO WHAT ARE WE TRYING TO ACCOMPLISH WITHIN THAT PROCESS AND I FELT LIKE THE BOARD REALLY STARTED TO KIND OF LEAN INTO THE PROCESS AND I WOULD SAY THE FURTHER WE GOT, THE BETTER THE BOARD WAS AT IDENTIFYING VALUES AND SO REALLY APPRECIATE THE BOARD PARTICIPATING IN THIS ACTIVITY.
WE TALKED ABOUT WHAT DOES A BOARD OPERATIONAL EXPECTATION POLICY LOOK LIKE, AND SOT THE POLICY I POINTED TO WAS ONE THAT ALL OF US HAVE SPENT IN, OE10. THIS READS DIFFERENTLY THAN AN ADMINISTRATIVE POLICY THAT BECAUSE OF OUR GOVERNMENT STRUCTURE, THE BOARD'S POLICIES READ DIFFERENTLY THAN THE ADMINISTRATIVE POLICIES THAT THE BOARD HAS DELEGATED AUTHORITY AS SUPERINTENDENT TO MANAGE. AND SO THIS IS JUST A GOOD REMINDER THAT REALLY WHEN YOU READ THROUGH OE10, IT'S AN ONGOING STATEMENT OF VALUES AND CONDITIONS THAT ARE REQUIRED, THAT THE SUPERINTENDENT WILL, OR THAT MAY NOT BE PRESENT, THAT THE SUPERINTENDENT MAY NOT, SUCH AS TOLERATE BEHAVIORS OR PERMIT UNRULY BEHAVIORS. SO WHY GO THERE -- SO WHY GO TH THIS? IT ALIGNS WITH OUR GOALS. WE HAVE TWO ADDITIONAL SETS OF STATEMENTS TO GO THROUGH. WE HAVE 217 217 -- WE HAVE TWO ADDITIONAL STATEMENTS TO GO
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THROUGH TO WRAP IT UP. I'LL SHOW THE SAMPLE SET, THE STATEMENTS ON THE SCREEN AND GIVE YOU TIME TO REVIEW THEM AND PROCESS THEM AND CYCLE THROUGH EACH BOARD MEMBERS AND GIVE A CHANCE TO VIEW THAT AND COMMENT AND IDENTIFY A VALUE AND THEN I AND CABINET MEMBERS ARE DOCUMENTING THE CONVERSATION AND THEN WE'LL ACTUALLY -- AND THEN WE'LL ACTUALLY BRING A FINAL STATEMENT OF VALUES THAT'S ARTICULATED AND COMPLETED TO THE BOARD FOR REVIEW.AND SO I KNOW SOME OF YOU ALSO SPENT TIME WITH THE LINKAGE COMMENTS BETWEEN THE LAST MEETING AND THIS MEETING AND SO THAT COULD ALSO INFORM SOME OF YOUR COMMENTS TONIGHT AS WOMEN.
SO WITH THAT I WANT TO PAUSE AND GIVE ANY BOARD MEMBER -- ALL BOARD MEMBERS AN OPPORTUNITY JUST FOR COMMENTS OR QUESTIONS AT THIS POINT. GREAT.
LET'S SEE. AND SO I THINK WE ACTUALLY HAVE THREE SETS REMAINING.
THIS IS THAT NEXT SET OF STATEMENTS. YES, IT IS.
AND YOU'LL RECOGNIZE A SIMILAR COMMENT FROM THE PRIOR SET OF STATEMENTS THAT YOU REVIEW.
THAT WAS INTENTIONAL, TO PUT IT IN MULTIPLE PLACES THERE. MARK, DID YOU HAVE A COMMENT
BEFORE WE MOVE FORWARD? >> YEAH. I DID.
I WANTED TO REMIND EVERYBODY AT HOME TO ALSO, AT THE MEETING HERE, THAT OUR PARTNERSHIP OF THE TIES CENTER, THAT THE [INAUDIBLE] AS WE GO THROUGH THIS, I HOPE THAT WE'LL ACKNOWLEDGE THAT WHENEVER WE'RE TALKING, WHETHER WE'RE TALKING ABOUT RACE OR [INAUDIBLE] OR ANY OTHER BIASES THAT MAY COME THROUGH, THAT ALL SHOULD APPLY TO THIS POLICY.
AM I CORRECT, JOHN? >> MARK, I WANT TO MAKE SURE I UNDERSTAND YOUR QUESTION SO I'M ANSWERING IT CORRECTLY. WHEN WE TALK ABOUT ALL, THAT MEANS ALL STUDENTS.
IS THAT THE NUT OF YOUR QUESTION? >> I WANT TO MAKE SURE THAT WE REALIZE THAT AS WE'RE DISCUSSING [INAUDIBLE] IT NOT ONLY APPLIES TO RACE BUT ALSO APPLIES TO INCOME. IT ALSO APPLIES TO ABILITY OR [INAUDIBLE] ABLED STUDENTS.
>> IF I MAY, AT THIS IS THE BOARD POLICIES AND VALUES, THAT IS OUR DISCUSSION TO HAVE AND
[INAUDIBLE]. >> WE DISCUSSED THAT ALREADY LAST TIME.
>> WHAT WE'RE GETTING HERE IS FEEDBACK ON THE STATEMENTS THAT ARE YOU THERE.
I WOULD HAVE TO ADMIT THAT -- OMBUDSMAN FOR RACE AS DISTINCT FROM AN OMBUDSMAN FOR SEX, ABILITY, INCOME, AND [INAUDIBLE] REPORT DISCRIMINATION AND [INAUDIBLE].
>> I WANT TO REMIND EVERYONE THAT, SORRY. APOLOGIES.
MY COMPUTER DIED. AND [INAUDIBLE] THINK ABOUT THIS THROUGH THE VALUES PRISM.
>> SORRY. DR. JOHN HOLMEN, I WAS BRIEFLY OFF THE CALL FOR ABOUT TEN
SECONDS. >> GO FOR IT. WE HAND GOTTEN TO THE ROUND ROBIN PORTION OF THE DISCUSSION BUT SINCE YOU ASKED, YES --
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>> ERIC, CHRIS, SIRI, MARK, CASSANDRA. >> THE VALUE THAT I SEE EXPRESSED HERE IS -- I MAY NEED TO BE ABLE -- I'M TRYING TO EXPRESS THIS BETTER.
I'LL TRY TO REFINE THAT, IF YOU CAN COME BACK TO ME AT THE END. >> CHRIS?
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>> TO DESIGN THE SEPARATE GROUPS BUT CREATE A BROAD STATEMENT FROM EQUITY, AND -- YOU MIGHT CALL OUT SPECIFIC THINGS IN CERTAIN SITUATIONS IN WHICH TO ADDRESS THINGS.
THERE'S A COMBINATION OF BOTH OF THOSE THAT NEED TO PLAY OUT. I DON'T THINK ONE SUPERSEDES
ANOTHER. >> NO. >> BUT I THINK BOTH OF VITAL.
>> YES. >> IN A LOT OF CASES, THERE'S COMMONALITIES OF SOLUTIONS.
>> YES. >> POTENTIALLY. BUT SPECIFIC ONE AND TARGETED IS IMPORTANT. CALLING OUT RACE HAS BEEN IMPORTANT IN MANY SITUATIONS BECAUSE OFTEN IT GETS LOST. THERE'S VALUE BEHIND THAT SO THAT IT DOES GET SPOKING TO AND
THAT'S THE REASONS YOU DO THOSE SORTS OF THINGS. >> THANK YOU.
>> SORRY NOT [INAUDIBLE]. >> GOOD STUFF. CASSANDRA?
>> I'M LOOKING AT THIS AS CULTURALLY RESPONSIVE SUPPORTS TO STRENGTHEN THE HOME TO SCHOOL
CONNECTION. >> TO STRENGTHEN THE HOMESCHOOL CONNECTION DID YOU SAY?
>> YES. HOME TO SCHOOL. >> CAN I SAY THAT THAT'S KIND OF
WHAT I WANTED TO SAY AND SHE SAID IT A LOT BETTER. >> I HAD MORE TIME TO THINK.
I SAW ERIC'S HAND I BELIEVE POP UP. >> I'D LIKE TO HAVE A TRY AT WHAT I SAID EARLIER. I WANT TO GIVE OUT A SHOT-OUT TO GLOR AND [INAUDIBLE] ABOUT TO SAY. EARLIER I SAID THE VALUE WAS MEETING -- WHY IMPORTANT.
THE VALUE I LANDED AT WAS TO ALLOW ALL FAMILIES TO MEANINGFULLY PARTICIPATE IN THEIR STUDENT'S EDUCATION. THAT'S THE VALUE THAT -- NOW THAT I'VE HAD TIME TO THINK
ABOUT IT. I'D LIKE TO REFINE MY. >> THANK YOU.
>> I THINK YOU'RE ALLOWED TO HAVE MORE THAN ONE. >> THAT'S WHAT I WAS TRYING TO GET TOO. AND I -- I DON'T DISENDOW BUT -- [INAUDIBLE].
>> THE IDEA OF MAKING SURE THAT THE LEARNING ENVIRONMENT DOESN'T HAVE A DIFFERENT SET OF STEPS FOR EACH CREW OR DOESN'T HAVE A SPECIAL SET OF BARRIERS FOR ANY GROUP BECAUSE AT THE END OF THE DAY, WE'RE EDUCATING ALL STUDENTS, NOT JUST SOME STUDENTS.
DOES THAT MAKE ANY SENSE TO YOU, JOHN? >> ABSOLUTELY.
>> ALL RIGHT. >> SIRI? >> I GUESS THE PIECE -- I HAVE NOT GOTTEN TO THE BETTER VALUE STATEMENT AS ERICKA SAID. AND THE -- STUDENTS DON'T LEARN IN ISOLATION. FAMILIES AND COMMUNITIES ARE A KEY PART.
WE HAVE TO INVOLVE AND ENGAGE AS EFFECTIVELY AS WE CANACROSS ALL.
>> THANK YOU. I SEE HANDS FROM ERICKA AND MARK.
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>> MINE WAS BEFORE. >> OKAY. ANY ADDITIONAL COMMENTS BEFORE I
MOVE ON TO THE NEXT SLIDE. >> THE ORDER WE'LL GO, YOU -- YOU KEEP MOVING AROUND.
I GO IN ORDER AS I SEE. SIRI, CASSANDRA, ERIC, MARK, CHRIS.
>> I HAVE TO GO FIRST. >> YOU GET TOO YES. >> I GET TO.
>> YOU CAN COME BACK AT THE VERY END. AND THE.
>> I'M TRYING TO THINK OF A DIFFERENT WAY OF GETTING AT IT AND I'M NOT ABLE TO RIGHT NOW.
I DON'T HAVE ANYTHING ELSE TO ADD. >> EVENTS WERE SCHEDULED TOO MANY TIMES OVER THE SMALLER OR LESS-POPULATED REGIONS AND AS THE DYNAMIC CHANGES AND GROSS,
THIS IS INEXCUSABLE. >> OKAY. >> BASICALLY ZERO TOLERANCE WHAT
IS I'M GETTING THAT. >> THANK YOU. CHRIS?
>> THE WAY I SEE THIS, IT HAS AT LEAST THREE DIMENSIONS TO IT. THE FIRST IS THE [INAUDIBLE] EQUITY STATEMENT WITHOUT AN EQUITY TEAM IS NOTHING. THE VALUE OF ACTUALLY GIVING SOMEONE RESPONSIBILITY FOR DRIVING THIS INTO THE SYSTEM IS IMPORTANT TO SUCCEED.
CERTAIN OPERATIONAL THINGS. THE SECOND PIECE IS THE EMBEDDING OF EQUITY.
THE IRONY IS IN DIRECT CONTENTION WITH THE ONE BEFORE IT.
THEY NEED TO KEEP AN EYE ON EQUITY. I AGREE.
BUT THERE'S AREAS WHERE EQUITY NEEDS TO BE A HIGH-PRIORITY FOCUS RATHER THAN ROUTINE FOCUS AND THINGS LIKE RESTORATIVE JUSTICE PRACTICES. THERE'S A VALUE IN [INAUDIBLE] I'M NOT DOING A GREAT JOB OF THIS. THE CURRICULUM, WE'VE GOT A LOT
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OF PIECES THAT ARE ABOUT OUR TRAINING, SO IF WE'RE GOING TO HAVE AN EQUITY TRYING TO DRIVE THIS INTO THE SYSTEM AND MAKING SURE EVERYBODY KNOWS AS PART OF THEIR JOB, THAT IS GREAT.IT'S AN IMPORTANT PIECE OF HOW STUDENTS EXPERIENCE THE SYSTEM. IF THEY DON'T SEE REPRESENTATION IN THE MATERIALS SELECTED, IT IS AN INHAIR TENT BIAS THAT WE NEED TO -- INHERENT BIAS WE NEED TO SPEAK TO. YOU CAN'T TURN THE CURRICULUM ON A DIME BUT WE NEED TO EXPRESS THAT NOW AND HELP THE TEACHERS. I HAVE NO DOUBT THAT YOUR TEAM OF ADMINISTRATORS CAN HELP FIND THE TOOLS TO ENRICH THE CURRICULUM AND SHOW AB ALGEBRA COMING FROM THE MIDDLE EAST.
ANYWAY, MANY EXAMPLES. CURRICULUM IS A DISTINCT THREAD THAT IS IMPORTANT FOR US IN THE
DISTRICT. >> ERIC? >> I WAS FOCUSED ON ALLOCATING MONETARY RESOURCES AS PART OF THIS BUT THAT'S NOT THE ONLY RESOURCE THAT -- WHAT?
MONEY, TIME. >> YES. >> TIME TALENT AND TREASURE.
>> WHAT. >> TIME, TALENT AND TREASURE. >> SURE.
THAT SOUNDS LIKE YOU KNOW THOSE WORDS. >> I AGREE.
YES. I AGREE WITH SIRI AGAIN. >> I SHOULD HAVE BEEN QUIET.
I APOLOGIZE. >> NO. THAT WAS BETTER.
I'LL START RAMBLING AND YOU CAN MAKE A COHERENTNCE. THAT'S IT.
>> ONE MORE TO ADD. IN LISTENING, SINCE I HAD TO GO FIRST -- AND I'M NOT SURE IT'S REFLECTIVE HERE BUT IT'S SOMETHING WE HAVE TO THINK ABOUT.
AND. >> WHAT VALUES DO YOU FEEL WERE MISSING? IF YOU ARE READY I'LL START CALLING ON PEOPLE. IT'S A BIG QUESTION BUT IT WILL HELP US AS WE KIND OF THINK ABOUT HOW DO WE MOVE KIND OF THE VALUE STATEMENTS FORWARD BECAUSE WHEN YOU THINK ABOUT NEXT STEPS OF THE PROCESS, WHAT WE SAID WAS THAT THE BOARD WANTED TO DEVELOP
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A COHERENT SET OF VALUES TO TAKE BACK OUT TO THE COMMUNITY FOR FURTHER DIALOGUE DISCUSSION FEEDBACK. AND -- IF YOU HAVE SOMETHING YOU WANT TO VOICE TONIGHT, THAT YOUHAVE THE CHANCE. CASSANDRA AND THEN MARK. >> THIS IS A LITTLE BIT MORE CONCRETE, NOT NECESSARILY A VALUE, ALTHOUGH I DO VALUE IT HIGHLY.
I FEEL LIKE WE'RE MISSING INNOVATIVE COMMUNICATION METHODS TO ENSURE THAT ANYONE WHO WANTS TO BE PART OF THIS WORK AND TO BE NOT JUST AT THE ABLE BUT TO HAVE INFLUENCE AT THE TABLE, THAT THEY KNOW THERE'S AN OPPORTUNITY. THE WORLD IS JUST CRAZY WITH DIFFERENT WAYS PEOPLE COMMUNICATE AND I FEEL LIKE WITH ALL OF THE TWITTER AND INSTAGRAM AND FACEBOOK AND TEXTING AND WHATSUPP, YOU KNOW, THAT WE -- WE WANT PARTNERSHIP WITH THE
COMMUNITY. >> THANK YOU. >> MARK?
>> TO WHAT CASSANDRA SAID, TO THE -- AND ALSO TO THE STUDENTS, THE IDEA THAT WHEN WE TALK ABOUT THE -- LET'S NOT FORGET ABOUT THE, FROM THE PERSONAL NEED, MAKING SURE THAT OUR STUDENTS WHO ARE -- YOU CAN CULL OUT THE DIFFERENT PLEASES THAT ARE CRITICAL DIMENSIONS TO ACHIEVING
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THIS. THE N-WORD* This transcript was compiled from uncorrected Closed Captioning.