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[A. Regular Board Meeting - 7:00 p.m.]

[B. Opening Items]

[00:00:03]

>>> GOOD EVENING.F LIKE COLD ORDERED THE DECEMBER 14, 2020 LAKE WASHINGTON SCHOOL BOARD MEETING. LET THE RECORD REFLECT THAT ALL BOARD MEMBERS ARE PRESENT.

ACTUALLY DID NOT TAKE A TALLY BEFORE I STARTED TALKING. THERE WE ARE.

AND PARTICIPATING REMOTELY. ALL MEETING PARTICIPANTS WILL BE JOINED IN THE MEETING REMOTELY IN ALIGNMENT WITH THE CURRENT PROCLAMATION ISSUED BY GOVERNOR INSLEE.HIS BOARD MEETING WILL BE LIVE STREAMED AND VIEWABLE ON THE DISTRICT WEBSITE.

IF YOU ARE UNABLE TO LIVE STREAMED THE MEETING, VIEWERS CAN CALL 425 ã936 ã2813.

IN THE CONFERENCE ID IS 37127. AND YOU CAN LISTEN TO THE MEETING THAT WAY.

I WILL NOW ENTERTAIN A MOTION TO APPROVE THE MEETING FOR THIS DECEMBER 14, 2020 ãLET ME TRY THAT AGAIN. I WILL ENTERTAIN A MOTION TO APPROVE THE AGENDA FOR THE

DECEMBER 14, 2020 MEETING. >> SO MOVED. >> SECOND.

>> MOONLIGHT DIRECTOR BLIESNER , SECOND BY DIRECTOR CARLSON . ALL THOSE IN FAVOR, PLEASE

SIGNIFY BY VOTING AYE. >> AYE. >> AYE.

[C. Executive Session]

>> AYE. >> ALTHOUGH SUPPOSED? HEARING ON, THE MOTION CARRIES.

BEFORE WE GET IN TO THE BUSINESS MEETING, THE BOARD WILL MEET IN EXECUTIVE SESSION FOR 45 MINUTES TO DISCUSS POTENTIAL LITIGATION AND THE BOARD WILL RECONVENE AT 7:46 PM

>>> WE WILL NOW RECONVENE THE DECEMBER 14, 2020 BOARD MEETING.

[D. Audience Participation]

THE NEXT ITEM ON THE AGENDA IS PUBLIC COMMENT. DUE TO THE CORONAVIRUS, ALL BOARD MEETINGS ARE BEING HELD REMOTELY. PLEASE NOTE THERE WILL BE NO IN PERSON PUBLIC COMMENT TO ENSURE SOCIAL DISTANCING. BOARD OF DIRECTORS OF THE LAKE WASHINGTON SCHOOL DISTRICT WELCOMES PUBLIC COMMENT AT OUR BUSINESS MEETINGS AND ENCOURAGES COMMUNITY ENGAGEMENT FOR THE BOARD DEDICATES 30 MINUTES AT EACH OF THESE MEETINGS TO HEAR FROM THE PUBLIC DURING A PUBLIC COMMENT PERIOD.

CURRENTLY THERE ARE THREE OPTIONS TO SUBMIT PUBLIC COMMENTS.

IN WRITING, YOU MAKE TELEVISED PUBLIC COMMENT BY JOIN MEETING WERE YOU CAN SUBMIT WORLD TELEPHONIC PUBLIC COMMENT. WE HAVE SEVERAL PEOPLE HERE TONIGHT WHO HAVE SIGNED UP TO PROVIDE TELEVISED PUBLIC COMMENT. WE HAVE ONE WRITTEN PUBLIC COMMENT TO READ. WE WILL START WITH THE TELEVISED PUBLIC COMMENT AND I WILL GO IN THE ORDER I HAVE ON THE LIST HERE. THE FIRST IS FROM PETER KHAWAND ãIF I DO NOT NAZI LAST NAME CORRECTLY, PLEASE CORRECT ME. PETER KHAWAND.

>> DO I HAVE TO TURN MY CAMERA ON? >> IT IS UP TO YOU.F YOU DON'T MIND, IT COULD BE HELPFUL. I SHOULD HAVE GIVEN EVERYONE WHO IS GIVING PUBLIC COMMENT HERE TONIGHT A REMINDER THAT WE GENERALLY LIMIT PUBLIC COMMENT TO THREE MINUTES AND I WILL TRY TO TIME THAT. THANK YOU FOR JOINING US.

>> GREAT. HELLO. MY NAME IS PETER KHAWAND THEM VIRGINIA EAST LAKE HIGH SCHOOL LEVEL SPEAK ON POLITICAL EDUCATION PER THE ONLY REASON I FELT THE NEED TO SPEAK ON THIS IS BECAUSE STATEMENTS THAT SEEM TO SHARE GREATER PERSPECTIVE AND NOT JUST MY SCHOOL BUT THE DIRECTION OF EDUCATION IN THE DISTRICT.

FOR CONTEXT, I WILL READ THE QUOTE I TAKE ISSUE WITH. ALL OF THE TEACHERS ARE RELEVANT TO MY MESSAGE. "THE DISTRICTS UNTIL COMMUNICATION FOR THE SOCIAL STUDIES DEPARTMENT THE DEVICE TEACHERS TO MAINTAIN NEUTRALITY ON POLITICAL ISSUES AND IT IS A CENTRAL AS A TEACHER WHEN TEACHING AT THE ELECTION. TO DEPARTMENT CHAIRS DO NOT AGREE WITH THE STATEMENT. DO NOT AGREE WITH THE STATEMENT IN OUR EQUITY EDEMA EAST LAKE DOES NOT BELIEVE IN THE STATEMENT." ULTIMATELY, ON OUTSIDE ANY FACTUAL OR OBJECTIVE VIEW, WHICH IS NEUTRALITY, TEACHER STICK ASIDE WHEN TEACHING TOPICS WITH THE STUDENTS.

I CAN MAKE THIS CLAIM IT WILL BE OPINIONATED BECAUSE WITHIN THE SAME COMMENT THIS TEACHER MADE CLEAR IT WOULD BE "MAINLY WHITE TEACHERS DO NOT LEAN INTO THESE CONVERSATIONS." WHICH ARE GENERALIZATIONS WITH NO OBJECTIVE OR FACTUAL BASIS. REGARDLESS, WHY IS NEUTRALITY NECESSARY WITHIN A TEACHER-STUDENT SETTING? AND WHY AM I AS A STUDENT CONCERN? FIRST, STUDENTS HOLD A POWER STRUGGLE IN THE CLASSROOM BUT WHETHER THEY AGREE OR DISAGREE WITH THE TEACHER, THEY ARE HURT BY NON-NEUTRAL TEACHER WROTE DIALOGUE FOR THOSE WHO DISAGREE WITH THE TEACHER WILL FEEL SILENCED AND FORCED TO AGREE.

THOSE WHO AGREE WITH THE TEACHER WILL NEVER HAS TO SUBSTANTIATE THEIR BELIEFS AND RATHER HAVE A TEACHER DO IT FOR THEM, WHICH WILL IMPAIR THEIR CRITICAL THINKING DEVELOPMENT.

THIS DIRECTLY GOES INTO A QUALITY INVOICE AN OPPORTUNITY. SECOND, HOLDING A POSITION OF

[00:05:01]

BIAS AND PARTISANSHIP IS AMBIGUOUS AND PROVIDES OPPORTUNITY FOR INDOCTRINATION, EVEN ONE THAT MAY NOT BE OCCURRING. THERE IS NO PROCESS TO ENSURE PARTISAN EDUCATION DOESN'T GO TOO FAR.FINALLY, IN PLACES EDUCATION TO THE WILL NOT INDIVIDUALS AND NOT THE GOAL OF THE COLLECTIVE THE PURPOSE OF PUBLIC EDUCATION IS TO SERVE THE PUBLIC AND NOT TO SERVE THE INTEREST OF TEACHERS OWN OPINIONS.

EVEN IF TEACHERS BELIEVE THEY HOLD THE CORRECT PERSPECTIVE, PARTISANSHIP MEANS OTHER TEACHERS WHO HOLD INCORRECT PERSPECTIVES WILL ALSO BE TEACHING WHICH MEANS REGARDLESS WE HAVE AN OPEN OPPORTUNITY FOR DANGEROUS EDUCATION. THERE WAYS TO SOLVE THIS.

EITHER WE MAKE SURE THE GOAL OF THE SCHOOL AND CURRICULUM CLEARLY STATE NEUTRAL EDUCATION OF THESE TOPICS, WHICH WILL PROVIDE CLARITY TO THE INTENT OF EDUCATION.

OR MAKE THE SPECIFIC CURRICULUM WITH TEACHERS OPEN TO THE PUBLIC IF THEY DO NOT INVOLVE THE WORK OF INDIVIDUAL STUDENTS, WHICH WILL PROVIDE CLARITY INTO THE SPECIFICS BUT TEACHERS ARE TEACHING ABOUT. THE CURRICULUM IN PUBLIC IS JUST TEXTBOOKS, BUT ASSUMING NEUTRAL EDUCATION IS BEING REPLACED, I ASSUME THE BOOK WILL BE LARGELY ABANDONED.

THIS ISN'T ABOUT THE PERSPECTIVE OF TEACHERS OR STOPPING SELF-PROCLAIMED LIBERAL BELIEFS, IT'S ABOUT REALIZING THAT MANY STUDENTS WILL SPEAK UP NOR ARE THEY CONSTANTLY PREPARED TO DEFEND THEMSELVES OR THEIR BELIEFS. THEY HAVE SIX OF THE CLASSES TO WORRY ABOUT. MEANING A TEACHER FROM AN OUTSIDE PERSPECTIVE WILL TRUMP THE STUDENTS BELIEVE IN FROM INSIDE PERSPECTIVE IT WOULD DISCOURAGE THEM FROM ENGAGING.

HINK YOU SO MUCH FOR LISTENING. >> THANK YOU FOR JOINING US VIA PUBLIC COMMENT TONIGHT. THE NEXT SPEAKER THAT WE HAVE TONIGHT IS AYLIN TANKUS ãI AM

SORRY WITH THE PRONUNCIATION. >> NO WORRIES. IT IS EILEEN, ACTUALLY.

>> NOT EVEN CLOSE. THANK YOU FOR JOINING US TONIGHT.WE WOULD LIKE TO LIMIT PUBLIC COMMENT TO 30 MINUTES. I WILL GIVE YOU AN EXTRA 30

SECONDS SINCE I BUTCHERED YOUR NAME. >> IT IS JUST MORE OF A QUESTION I HAVE. REGARDING NAME CLOSURES OF THE SCHOOLS.

SO I AM A PARENT. MY DAUGHTER GOES TO SECOND GRADE AT REDMOND ELEMENTARY.

SHE IS AN ONLY CHILD. THE SCHOOL HAS BEEN OUT SINCE MARCH, IT'S REALLY HARD ON THEM MENTALLY, COGNITIVELY. AND SO MY QUESTION IS, WHY IS OUR SCHOOL DISTRICT NOT ALLOWING THE MIXTURE OF REMOTE LEARNING AND IN PERSON LEARNING FOR ELEMENTARY SCHOOL CHILDREN AT THIS TIME. I COULD SEE OTHER CITIES, OTHER COUNTRIES, OTHER STATES ARE DOING THIS. EVEN IF IT IS JUST TWO DAYS A WEEK WITH A HYBRID MODEL THAT WAS INITIALLY PROPOSED, THAT WOULD BEEN VERY HELPFUL FOR MY DAUGHTER.

AND IT'S A CONCERN.S NOT JUST FOR ME, IT'S OTHER MOTHERS, OTHER PARENTS THAT SEE THE EFFECTS OF SCHOOL CLOSURES ARE HAVING. WITH THE VACCINE NOW OUT, I WANTED TO KNOW WHAT IS THE POSITION FOR AFTER THE LUNCH OR BREAK OF THE SCHOOL BOARD WITH THE VACCINES OUT. IS THERE A DATE COMING UP WHEN THE SCHOOLS COULD REOPEN? AND I'M JUST CONCERNED PARENT. I WANT THE SCHOOLS OPEN. I HAVE HAD ENOUGH.

THIS IS RIDICULOUS.T IS A VIRUS THAT, IN MY OPINION, THE CHILDREN GET MORE SICKER THAN THE FLU THAN COVID-19. IF YOU LOOK AT THE STATISTICS OF WASHINGTON STATE, THERE BEEN ZERO DEATHS OF CHILDREN LESS THAN ONE PERCENT HOSPITALIZATIONS FOR CHILDREN UNDER THE AGE OF 19. OUR SCHOOLS NEED TO BE OPEN. EDUCATION IS ESSENTIAL.

WHEN I SAY THAT, I THINK FOR ALL PARENTS. THANK YOU.

>> THANK YOU FOR COMING AND TALKING WITH US TONIGHT. WE GENERALLY DON'T ENGAGE IN A DIALOGUE IN OUR MEETINGS. I FELT COMFORTABLE SPEAKING ON BEHALF OF THE BOARD SAYING WE

SHARE YOUR FRUSTRATION. NEXT WE HAVE LISA GUTHRIE . >> HELLO.

MY NAME IS LISA GUTHRIE AND I'M THE PROUD PARENT OF A KINDERGARTNER AT BEN RUSH ELEMENTARY. I'M HERE TO ASK YOU TO COMMIT WHOLEHEARTEDLY A PHASE 3 OPENING FOR IN PERSON INSTRUCTION. A LOT HAS CHANGED SINCE JULY WHEN LW ESTATE DECIDED TO START THE SCHOOL YEAR FULLY REMOTE. AT THE TIME, VERY FEW SCHOOLS

[00:10:04]

REOPEN THEIR DOORS TO STUDENTS AND WE DID NOT KNOW WHAT KIND OF ROLE SCHOOLS WILL PLAY IN COMMUNITY TRANSMISSION OF COVID-19. WE HAVE LEARNED A LOT SINCE THEN. SCHOOLS AROUND THE STATE, AROUND THE COUNTRY AND AROUND THE WORLD HAVE REOPENED FOR IN PERSON INSTRUCTION. MANY OF THE SCHOOLS OR IN COMMUNITIES WITH RATES OF COVID-19 TRANSMISSION THAT ARE FAR HIGHER THAN KING COUNTIES.

INCREASINGLY, PUBLIC HEALTH OFFICIALS AND EDUCATORS ARE FINDING THAT IN PERSON SCHOOL ESSAY FOR STUDENTS AND TEACHERS, PROVIDED MASKS, PHYSICAL DISTANCING AND OTHER APPROPRIATE COUNTERMEASURES ARE IN PLACE. YET OUR APPROACH HAS NOT CHANGED. ALMOST ALL STUDENTS HAVE ATTENDED SCHOOL REMOTELY THIS ENTIRE SCHOOLYEAR. ARE AMAZING TEACHERS ARE PUTTING IN MORE TIME THAN EVER . YET STUDENTS ARE UNHAPPY, DISENGAGED AND FAILING CLASSES AT UNPRECEDENTED RATES. THIS IS UNSUSTAINABLE. IT IS TIME TO RECONSIDER THIS APPROACH. I KNOW IT SOUNDS ODD TO TALK ABOUT BRINGING PEOPLE TOGETHER IN SCHOOL RIGHT NOW IN RECORD NUMBERS OF AMERICANS ARE HOSPITALIZED AND DYING FROM COVID-19. I'M NOT ASKING YOU TO FLING OPEN SCHOOL DOORS TO EVERY SINGLE STUDENT TOMORROW. WHAT I AM ASKING YOU TO DO SO FOLLOWING: FIRST, RENEGOTIATE THE CURRENT LU WITH LW EA PER THE CURRENT L OWE YOU DOES NOT ALLOW US TO BRING BACK ANY ADDITIONAL STUDENTS. EVEN THOSE IN INTERVENTION PROGRAMS, STRUGGLING ACADEMICALLY OR OTHERWISE IN NEED OF MORE SUPPORT. LW SD AND LW EA ARE SUPPOSED TO BE MEETING WEEKLY TO CONTINUE NEGOTIATIONS AROUND RETURNING TO IN PERSON INSTRUCTION.T HAS BEEN OVER FOUR MONTHS, YOU NEED TO MAKE PROGRESS. SECOND, RESHUFFLE PROCESS TO PAY STUDENTS AND TEACHERS WHO WISH TO REPORT TURN IN PERSON WHEN CONDITIONS ARE FAVORABLE FOR HIM AND THEIR STUDENTS AND TEACHERS WHO WISH TO STAY REMOTE FOR THE REMAINDER OF THE YEAR. THIS CAN BE DONE NOW EVEN OF BOTH GROUPS REMAINED REMOTE THE READER WILL SPEED THE TRANSITION TO AN PERSON LEARNING ONCE THAT IS POSSIBLE.

A GOAL WITHOUT A PLAN IS JUST A WISH. JUST THIS EVENING BELLEVUE SCHOOL DISTRICT ANNOUNCED ITS PLAN FOR BRINGING BACK K2 STUDENTS JANUARY.

IT IS TIME TO STOP WISHING LW SD STUDENTS COULD RETURN TO SCHOOL AND TIME TO START

PLANNING FOR IT. THANK YOU. >> THANK YOU MS. GUTHRIE.

THE NEXT SPEAKER I HAVE FOR TONIGHT IS SCOTT HAGERMAN . >> GOOD EVENING.

MY NAME IS SCOTT HAGERMAN , A CAMPUS SECURITY MONITOR AND I WORKED WITH THE DISTRICT FOR OVER 24 YEARS. MY CAMPUS SECURITY MONITOR COWORKERS AND I HAVE RECENTLY ORGANIZED AND AS YOU 95. AND MY OTHER ROLE AS AN INSTRUCTIONAL ASSISTANT, I HAVE SERVED ON THE 925 LABOR-MANAGEMENT AND ON OUR BARGAINING TEAM.

WITHIN A REUNION, WE HAVE BEEN ABLE TO WORK WITH THE DISTRICT TO BETTER SUPPORT OURSELVES AND STUDENTS. CAMPUS SECURITY MONITORS AND I WERE EXCITED TO JOIN THAT PARTNERSHIP WITH THE DISTRICT PARIS IN WHEN THE PANDEMIC HAD IN THE SPRING, WE WERE ONE OF THE VERY FEW STAFF GROUPS WHO WERE AT OUR SITE DAILY. WE EVEN TOOK ON MORE DUTIES TO ENSURE OUR STUDENTS, STAFF AND SITES WERE SECURED WOULD BE ACCOMPANYING ADMINISTRATORS AND COUNSELORS TO HOMES TO CHECK ON THE SAFETY OF OUR STUDENTS AND HELP THEM WITH THEIR NEEDS.

WE HAVE SACRIFICED OUR SAFETY FOR THE WELFARE OF OUR STUDENTS AND THEIR FAMILIES TO ENSURE THEIR NEEDS ARE MET. WE WERE DEEPLY DISAPPOINTED TO LEARN LW SD CHOSE TO BREAK THE LAW AND REFUSED TO BARGAIN WITH US AND FAILS OUR PROFESSIONAL FUNDS WE HAVE EARNED.

THIS IS NOT WHAT WE EXPECT FROM THE DISTRICT AND IS NOT HOW WE WANTED TO START OUR NEW RELATIONSHIP. WE BELIEVE OUR BEST RELATIONSHIP STARTS WITH MUTUAL COLLABORATION AND RESPECT SO WE CAN FOCUS ON WHAT MATTERS. SERVING OUR STUDENTS.

WE WANT TO BE HERE, WE LOOK FORWARD TO SERVING OUR STUDENTS, THEIR FAMILIES AND OUR STAFFS REALLY ONLY ASK THE BOARD AND LAKE WASHINGTON SCHOOL DISTRICT RESPECT OUR RIGHTS AS UNION MEMBERS AND BARGAIN WITH US IN GOOD FAITH. THANK YOU.

>> THANK YOU MR. HAGERMAN. THE NEXT SPEAKER WE HAVE IS MARILYN STODGHIL .

>> YES, IT IS MARILYN STODGHIL . HELLO.

MY NAME IS MARILYN STODGHIL . LW SD 925 CHAPTER PRESIDENT AND INSTRUCTIONAL ASSISTANT AT A T-BILL ELEMENTARY. IN MY 30 YEARS WITH THE DISTRICT, SEI YOU AND THE DISTRICT HAVE CONTINUOUSLY HAD A STRONG AND COLLABORATIVE RELATIONSHIP.

AS PRESIDENT OF THE CHAPTER IN LAKE WASHINGTON, I STRIVE WITH OUR WONDERFUL HR COUNTERPARTS TO MAINTAIN THIS RELATIONSHIP. IN OUR PARTNERSHIP, WE HAVE NAVIGATED MANY CHALLENGES, WELCOME TO EXTENDED DAY TO THE TEXT AND PRESCHOOL. AND I BELIEVE HAVE REMAINED REASONABLE AND UNITED. THAT IS WHY I AM DEEPLY DISAPPOINTED IN THE DISTRICTS ACTION TO REFUSE TO BARGAIN AS WE WELCOME OUR CAMPUS SECURITY MONITORS AND TO OUR 925 FAMILY.

[00:15:05]

I ASK ABOUT THE DISTRICT BARGAIN WITH OUR NEWEST MEMBERS IN GOOD FAITH AND THAT OUR BOARD, AS LEADERS, HELP FACILITATE THAT PROCESS. THANK YOU.

>> THANK YOU. WE HAVE ONE WRITTEN PUBLIC COMMENT FOR TONIGHT AND I WILL READ IT ALOUD. IT IS FROM JOHN GARTNER . MR. GARDNER WRITES " AS A ROSE HILL ELEMENTARY PARENT I SERVE ON THE PTS A BOARD AT ROSE HILL ELEMENTARY AND IN THE ASSISTANT LEADER OF MY DAUGHTER'S GIRL SCOUT TROOP. I CARE DEEPLY ABOUT THE SOCIAL EMOTIONAL WELL-BEING AND ACADEMIC SUCCESS OF OUR CHILDREN, WHICH IS WHY I HAVE SIGNED THIS. AND HE SENDS A LINK TO A PETITION.

"AND AM A MEMBER OF THE " AND HE SENDS A LINK TO A FACEBOOK GROUP.

"MY FAMILY AND I ARE NOT DENIERS AND DO NOT SUPPORT THOSE WHO HAVE MADE THIS A POLITICAL ISSUE, WHERE MASKS IN PUBLIC AND HAVE NOT DINED INDOORS SINCE THE PANDEMIC BEGAN. WE ALSO BELIEVE THE POINT HAS BEEN REACHED WERE ENOUGH IS UNDERSTOOD ABOUT THE EFFECTS OF THE VIRUS REMOTE LEARNING TO JUSTIFY REOPENING AT SCHOOL SOON FOR THOSE WHO WOULD LIKE TO RETURN. WHILE I DON'T BELIEVE SCHOOL SHOULD BE REOPENED WITH CASES NEAR ALL-TIME HIGHS, I DO FEEL A GOLDEN OPPORTUNITY WAS MISSED TO REOPEN EARLIER THIS FALL DURING A PERIOD OF RELATIVE SAFETY.

STUDENTS AND FAMILIES CANNOT AFFORD FOR THIS TO HAPPEN AGAIN.

I URGE TO HEAT EMERGING DATA AND AT A MINIMUM MOVE QUICKLY TO ADOPT THE RECENTLY PROPOSED DECISION CHANGES. ALSO, IF WE MUST CONTINUE IN A REMOTE OR HYBRID MODEL INTO THE SECOND SEMESTER, PLEASE CONSIDER HAVING SCIENCE OR SOCIAL STUDIES TAUGHT SYNCHRONOUSLY IN ELEMENTARY SCHOOLS ONCE PER WEEK. I.E., TWICE PER MONTH.

THESE ARE ENGAGING TOPICS THAT WILL HELP ENCOURAGE CLASSROOM DISCUSSION AND INTERESTS IN LEARNING AT A TIME WHEN THEY ARE LAGGING. I CAN'T THINK OF A PERIOD IN MY LIFE, UNDERSTANDING ãWHEN UNDERSTANDING OF THESE TWO TOPICS HAS BEEN MORE SORELY NEEDED. MY DAUGHTER TEACHER IS AN AGREEMENT AND WE WOULD ALL LOVE TO SEE THEM EMBRACE THIS CHANGE. AND THAT WAS FROM JOHN GARTNER, 1/5 GRADE PARENT ARROWS IN ELEMENTARY. THAT IS THE LAST OF THE PUBLIC COMMENTS THAT WE RECEIVED TONIGHT. THANK YOU ALL WHO TOOK THE TIME TO EITHER WRITE OR JOIN US AND GET PUBLIC COMMENT. FOR THOSE WHO WISH TO GET PUBLIC, AT FUTURE MEETINGS, PUBLIC COMMENTS CAN BE SUBMIT BY EMAIL TO DIANE JENKINS.

PLEASE SUBMIT IT BY 3:00 P.M. ON THE DAY OF THE BOARD MEETING.

THE COMMENTS ARE COMPILED, DISTRIBUTED TO THE BOARD AND POSTED ON THE DISTRICT WEBSITE.

DUE TO TIME CONSTRAINTS, NOT ALL INDIVIDUALS WHO SUBMIT, WILL HAVE THEIR STATEMENT READ.

PUBLIC COMMENT WILL BE OFFERED IN THE ORDER IN WHICH IT IS RECEIVED.

IN ADDITION, YOU MAY GIVE TELEVISED COMMENT AS THE INDIVIDUALS DID SO TONIGHT.

IF YOU WISH TO DO SO, PLEASE REQUEST TO JOIN OUR MEETING BY EMAIL BY SENDING DIANE JENKINS AN EMAIL AT D JENKINS AT L WSE.ORG. AND MICROSOFT TEAMS LINK WILL BE SHARED WITH THE DURING PUBLIC COMMENT. YOU CAN THEN SHARE YOUR COMMENTS, WHICH ARE RECORDED IN TELEVISED. PUBLIC COMMENTS WILL BE LIMITED TO THREE MINUTES PER PERSON AND DUE TO TIME CONSTRAINTS NOT ALL INDIVIDUALS WITH REQUEST TO MAKE TELEVISED LOOK, WILL BE ABLE TO DO SO. FINALLY, YOU MAY GET PUBLIC COMMENT BY LEAVING A VOICEMAIL MESSAGE AT THE PHONE NUMBER 425-936-1257, WHICH MAY BE PLAYED DURING PUBLIC COMMENT. AND YOU MAY DO SO BY 1:00 P.M. ON THE DAY OF THE BOARD MEETING. I DON'T THINK WE HAVE HAD ONE OF THOSE YET.

IF SOMEBODY WAS TO TRY THAT OUT, COULD BE INTERESTING. ALL RIGHT.

THE NEXT I THINK ãTHANK YOU EVERYONE WHO JOINED TONIGHT. I KNOW I REALLY APPRECIATE IT AND I SEE EVERYONE NODDING. WE REALLY DO APPRECIATE EVERYONE WHO TAKES THE TIME TO JOIN US. THE NEXT ITEM ON OUR AGENDA IS THE APPROVAL OF THE DECEMBER 14

[E. Consent Agenda]

CONSENT AGENDA. I WILL NOW ENTERTAIN A MOTION TO APPROVE THE CONSENT AGENDA.

> SO MOVED. >> SECOND. >> MOVED BY DIRECTOR CARLSON AND SECOND BY DIRECTOR SAGE THAT WE APPROVE THE CONSENT AGENDA.

>> DIRECTOR SAGE. >>.> DIRECTOR BLIESNER. >> YES.

[00:20:04]

>>DIRECTOR CARLSON . >> YES. >> VICE PRESIDENT STUART.

>> YES. >> PRESIDENT LALIBERTE. >> YES.

>> WOULD YOU PLEASE SUMMARIZE. >> I WILL PER THE BOARD WILL SENIOR PACKET TONIGHT THAT WE HAVE DONATIONS TOTALING JUST OVER $47,000 WITH $46,000 OF THOSE COMING FROM PRIVATE SOURCES. AND SO AGAIN, WE THINK ARE PTS A AND OUR COMMUNITY FOR THEIR ONGOING SUPPORT FOR OUR STUDENTS AND SCHOOLS AS WE CONTINUE TO WORK THROUGH THIS PANDEMIC. REMOTE LEARNING FOR THE MAJORITY OF STUDENTS AND THEIR CONTINUED SUPPORT ALLOWS US TO DO THINGS AND PROVIDE SUPPORT THAT OTHERWISE WE WOULDN'T BE ABLE TO. IT IS WITH GREAT APPRECIATION THAT WE THANK THEM FOR THEIR

DONATIONS. >> THANK YOU. THE FIRST ITEM ON THE

[F. Non-Consent Agenda]

NONCONSENT AGENDA IS A MAP UPDATE. DOCTOR HOLMEN , WOULD YOU LEAD US THROUGH THIS QUICK.>DR. JOHN HOLMEN: YES. AND I AM PLEASED WE CAN BRING TO YOU A K-12 MATH UPDATE TONIGHT. AND SO DOCTOR JEN ROSE AND ASSOCIATE SUPERINTENDENT MIKE VAN ORDEN ARE HERE TO PROVIDE YOU WITH AN UPDATE.OCTOR ROSE WILL WALK US THROUGH THAT UPDATE. WE WANT TO FOCUS IN TWO SECTIONS TONIGHT. K5 AND THEN ALLOW THE BOARD TIME TO DISCUSS AND ASK ANY QUESTIONS AND THEN WE WILL DO OUR SECONDARY UPDATE AND ALLOWED THE BOARD TO ASK QUESTIONS THERE AS WELL. AS YOU KNOW, OUR WORK AROUND CURRICULUM AND EFFORTS AROUND CURRICULUM HAVE CONTINUED, EVEN AS WE ARE IN THIS PANDEMIC RE-CREATING SCHOOL AS WE KNOW IT RIGHT NOW. BUT OUR WORK AND THINKING FORWARD, LOOKING FORWARD HAS CONTINUED THROUGH THIS. I JUST WANT TO INVITE MIKE VAN ORDEN IF HE WANTS TO SAY A FEW

WORDS BEFORE HE HANDS IT OVER TO DOCTOR ROSE. >> THANKS.

I THINK AS WE SHARED WITH THE BOARD ON A NUMBER OF OCCASIONS, WE CONTINUE TO PLAN AND BARGAIN FOR A RETURN TO SCHOOL THIS YEAR. THAT INVOLVES LOOKING AT OUR CURRICULUM PROGRAMS, SAFETY AND HEALTH, ACADEMIC SUPPORT AND THINGS LIKE THAT.

AT THE SAME TIME WE HAVE AN OBLIGATION TO CONTINUE TO WORK ON IMPROVEMENTS AND REFINEMENTS OF THE CURRICULUM AND PROGRAMS AND SERVICES WE ARE OFFERING WHILE KIDS ARE REMOTE.

AND TO BE THINKING LONG TERM ABOUT CURRICULUM NEEDS THAT WILL HAVE NOT ONLY AS STUDENTS BEGIN TO RETURN THIS YEAR, BUT LONG-TERM THE PROGRAMS AND SERVICES WE HAVE.

WE HAVE REGULAR CYCLES OVERVIEW AND ADOPTION AND EVALUATION OF CURRICULUM OF OUR PROGRAMS, OF OUR SUPPORTS AND INTERVENTIONS. THE WORK DOESN'T STOP BECAUSE WE ARE REMOTE AND WE ARE PUTTING A LOT OF ENERGY AND EFFORT INTO PLANNING FOR A RETURN TO SCHOOL THIS YEAR.

SO TONIGHT WE WILL SHARE SOME OF THE UPDATES AROUND MATH THAT RELATE BOTH TO, AS I MENTIONED, LONGER-TERM PLANNING EFFORTS, BUT MORE IMMEDIATE TO ASK QUESTIONS AND PROVIDE COMMENT.

>> OKAY, THANK YOU SO MUCH. IN BRINGING UP MY POWERPOINT. AS IT IS COMING UP, I WANTED TO TOUCH ON WHAT DOCTOR HOLMEN AND MIKE SAID. THE WORK OF CURRICULUM CONTINUES AND IT HAS BEEN SHARPENED AND THE PACE OF CHANGE EXHILARATED BECAUSE THE PANDEMIC. BECAUSE OF THAT I WOULD SAY WE ARE A MORE TIGHTLY ALIGNED DISTRICT AND TIGHTLY ON THE STANDARDS AND EFFECTIVE PRACTICES.

AS A SYSTEM, WE HAD TO COME TOGETHER AND COLLABORATE. TONIGHT I WILL BE SHARING K-12 MATH UPDATES WITH YOU AND I WILL POINT OUT WHERE THE UPDATES THAT APPLY TO MATH ACTUALLY APPLY TO MULTIPLE OTHER CONTENT AREAS IN OUR SHARED WORK ACROSS THE DISTRICT. WITH ALL OUR WORK AND AS WE THINK ABOUT K-12 MATH, WE HAVE REALLY CLEARED DESIRED MATH OUTCOMES FOR ALL STUDENTS K-12 AND THEY WOULD BE TRUE IN ANY SETTING. IN A REMOTE SETTING OR IN PERSON OR A HYBRID SETTING AND OUR GOALS FOR STUDENTS IN MATH IS THAT ALL OF THEM HAVE DEEP CONCEPTUAL UNDERSTANDING AND PROCEDURAL FLUENCY.HOSE THINGS ARE IMPORTANT FROM KINDERGARTEN THROUGH MATH ANALYSIS. STUDENTS SEE THEMSELVES AS MATHEMATICIANS AND THEY SEE THEMSELVES AS MATH LEARNERS AND ARE EMPOWERED TO REACH THEMSELVES TO REACH HIGH LEVELS OF MATH. AND THAT THEY HAVE MASTERY OF PRIORITY CONTENT AND STANDARDS AND EQUITABLE OUTCOMES AND ALWAYS THAT WE MEASURE MATH. THESE DESIRED MATH OUTCOMES CAN FROM OUR INTERNAL WORK WITH OUR TEACHERS AND STAKEHOLDERS, BUT ARE REALLY GROUNDED IN THE WORK FOR THE NATIONAL COUNCIL FOR TEACHERS OF MATHEMATICS AND ACHIEVE THE CORPORATE BOTH ACHIEVE THE CORE HAVE REALLY, THE GUIDANCE OF THE DOCUMENTS HAVE REALLY INFLUENCED THE WORK

[00:25:01]

WE HAVE DONE. SUGGEST TO REINFORCE IN ANY SETTING IN PERSON OR REMOTE, THESE ARE THE GOALS WE HAVE BEEN WORKING ON SINCE FOREVER. BUT INTENTIONALLY INTERCHANGED ENVIRONMENT SINCE LAST MARCH AND WE CONTINUE TO FOCUS ON THE MATH OUTCOMES FOR STUDENTS.

THE OTHER THING WE HAVE BEEN DOING INTENTIONALLY IN OUR WORK WITH TEACHERS AND THE CURRICULUM IS THINKING ABOUT HOW EQUITY WORK IS NOT SOMETHING THAT IS SEPARATE FROM CURRICULUM WORK AND NOT SEPARATE FROM WORKING WITH INSTRUCTIONAL PRACTICES.

AND TO THAT END, AS A SYSTEM AND SPECIFICALLY IN MATH, WE'VE BEEN COLLABORATING WITH MULTIPLE DEPARTMENTS. INTERVENTION SERVICES, EQUITY, PROFESSIONAL LEARNING ASSESSMENT. WE HAVE BEEN TO GET ABOUT OUR SYSTEM COMES TOGETHER TO LOOK AT STUDENT ACHIEVEMENT AND PROVIDE RESOURCES AND DIRECTION AND SUPPORT FOR FURTHER ACHIEVEMENT FOR ALL STUDENTS. SOME SPECIFIC EXAMPLES OF THAT ARE IN OUR K5 MATH ADOPTION.

WE'VE BEEN WORKING WITH THE EQUITY DEPARTMENT AND OTHER DEPARTMENTS AS WELL TO INTENTIONALLY AND SPECIFICALLY FOR THE FIRST TIME USING EQUITY RUBRIC.

WE DIVIDE DISTRICT RUBRICS WE HAVE USED AND IN THE PAST WE HAVE ADJUSTED THOSE RUBRICS TO ENSURE THERE ARE INDICATORS FOR EQUITY. BUT WE HAVE BEEN SEPARATING ON EQUITY IS A SPECIFIC IMPORTANT ASPECT TO LOOK FOR. AND SO WE HAVE THE EMBEDDED INDICATORS FOR THE FIRST TIME WE ARE USING A SEPARATE RUBRIC THAT IS IN DEVELOPMENT FROM OUR EQUITY DEPARTMENT AND OS PI. WE ALSO BEEN FOCUSING ON USING RESOURCES THAT INCREASE ACCESS.

I WILL TALK ABOUT THAT MORE SPECIFICALLY IN TERMS THAT ARE DIGITAL RESOURCES, WHICH HAVE BEEN GREATLY EXPANDED THIS YEAR. BUT ALSO IN TERMS OF THINKING ABOUT PRACTICES. SO ONE OF THE EXAMPLES IF THAT IS GUIDANCE AND RESOURCES AROUND ASSESSMENT AND GRADING AT THE ELEMENTARY LEVEL IN THE SECONDARY LEVEL THERE REALLY ARE ABOUT INCREASING EQUITABLE ACCESS AND EQUITABLE PRACTICES. AND WITH THAT WE'VE BEEN ABLE TO PROVIDE PROFESSIONAL LEARNING FOR INCLUSIVE PRACTICES FOR ALL STUDENTS STARTING FROM LAST MARCH IN A VARIETY OF DIFFERENT WAYS. SMALL GROUPS OF TEACHERS, TEAMS OF TEACHERS WORKNONPROFIT PROJECTS.EFORE SCHOOL LEARNING TIME , WE OF INTENTIONAL FOCUS ON CURRICULUM AND ASSESSMENT AND EQUITY LOAN TOGETHER.

AND THEN SOME SPECIFIC STEPS IN TERMS OF INCREASING ACCESSIS AU HIGH SCHOOL COURSE CATALOGS TO ELIMINATE ANY REQUIREMENTS SUCH AS TEACHER RECOMMENDATIONS OR MINIMUM GRADE REQUIREMENTS LIKE STUDENTS TO ACCESS. WE HAVE HAD EQUITY AT THE HEART OF EVERYTHING WE HAVE BEEN DOING AND FOCUSED ON IT THROUGHOUT OUR DAY-TO-DAY WORK AND THINKING ABOUT CURRICULUM.

TONIGHT AS MIKE SAID, I WILL SEPARATE THE PRESENTATION INTO TWO BIG CHUNKS.

ONE IS OUR K5 MATH 106 THROUGH 12 MATH. K5 WE WILL WALK THROUGH SOME OF THE RESOURCES AND UPDATES AND TOOLS WE ARE USING AN UPDATE ON WHERE WE ARE IN OUR K5 MATH ADOPTION. SECONDARY MATH IS NOT LOOKING AT IN ADOPTION RIGHT NOW, BUT WE ARE REALLY LOOKING AT REFINEMENT AND USE OF OUR ADOPTED RESOURCES IN SPECIFIC ã INTENTIONAL USE OF ADDITIONAL DIGITAL RESOURCES AND WORK WE ARE PLANNING FOR THE FUTURE FOR ADDITIONAL COURSE TAKING OPTIONS. TO JUMP IN THE K5 MATH, THE STORY OF OUR CORE CURRICULUM IS THAT IN 2011 WE ADOPTED IN VISION 2011 AND THE NEXT YEAR SHIFTED K2 TO THE 2012 EDITION BUT WE HAD BEEN USING THOSE TWO ADDITIONS UP UNTIL AUGUST 2019.

IN 2019 THE 2011 EDITION WAS SUNSET AND AND SO WE NEEDED TO MOVE TO THE 2012 EDITION, WHICH GOT SUNSET AND AT THE END ãAT THE SUMMER 2020. IT WAS A TOUGH CHANGE BUT HAD A SIGNIFICANT BENEFIT. WHEN WE MOVED TO DISTANCE LEARNING LAST YEAR, WE WORKED WITH THE COMPANY TO HAVE ACCESS TO IN VISION 2020, WHICH IS DIGITAL RESOURCES FOR ALL STUDENTS. 2011 AND 2012 DID NOT. WE ARE ABLE TO WORK WITH A COMPANY TO GET FAMILIAR WITH IN VISION 2020 LAST SPRING AND BE ABLE TO USE THE LAST SPRING AND ROLL INTO THIS YEAR WITH USE OF PRETTY GOOD DIGITAL RESOURCES IN A WAY FOR US TO START THINK ABOUT HOW MIGHT WE USE AND EVALUATE DIGITAL RESOURCES IN THINKING ABOUT OUR ADOPTION.

OUR ADOPTION IS THAT IT SECOND YEAR WITH THE DECISION PLAN FOR 2021.

THE THINGS THAT HAVE BEEN REALLY HELPFUL IN THE WAY WE HAVE ADAPTED TO DISTANCE LEARNING THAT TEACHERS ARE CONTINUING TO ADAPT TO DISTANCE LEARNING WITHIN VISION 2020 IS GETTING FAMILIAR WITH USING A DIGITAL CURRICULUM FOR STUDENTS HAVE BEEN ABLE TO GET PAPER COPIES OF RESOURCES, BUT FOR THE MOST PART ALL STUDENTS HAVE A WORKBOOK TO.

ALL STUDENTS HAVE PHYSICAL COPIES OF THE STUDENT WORKBOOK. A LOT OF THE LESSONS AND VIDEOS AND TESTS ARE DIGITAL, WHICH HAS BEEN GREAT FOR US TO BE ABLE TO LEARN HOW TO USE A CURRICULUM REALLY WELL AND THINK ABOUT YOUR EXPECTATIONS FOR CURRICULUM GOING FORWARD.

[00:30:08]

THE GREAT THING ABOUT IN VISION 2020 ARE THINGS WE DIDN'T HAVE BEFORE.

LIKE INTERACTIVE STUDENT LESSONS WITH THE TEACHER CAN DIFFERENTIATE.

THE STUDENT CAN SUBMIT WORK AND GET IMMEDIATE FEEDBACK.HEY CAN OF DIGITAL MANIPULATIVES AND DIGITAL ASSESSMENTS. WE HAVE ALL THESE TOOLS WE ARE REALLY HELPFUL AS WE HAVE GONE INTO DISTANCE LEARNING. AND WE ARE SOLIDLY GROUNDED IN STANDARDS AND ARE THINKING ABOUT INSTRUCTION. THAT WAS SOMETHING THAT HAS BEEN HELPFUL AS WE ADAPTED TO DISTANCE LEARNING. IN ADDITION, WE HAVE HAD RESOURCES WE PUT INTO PLACE FOR ELEMENTARY TEACHERS. ONE IS A SET OF RESOURCES THAT CAME FROM OUR ELEMENTARY REMOTE LEARNINGTASK FORCE . WE CREATED UPDATED PACING ALIGNMENTGUIDES , BUT AGAIN OR REALLY TIGHTLY FOCUSED ON STANDARDS. AND THAT WERE REALLY FOCUSED ON PRIORITY CONTENT AND STANDARDS. SO EVEN BEING IN A REMOTE ENVIRONMENT, WE HAVE BEEN REALLY ATTENDING TO THE RESEARCH AND DIRECTION FROM LARGER ORGANIZATIONS TO SAY KEEP A CLEAR FOCUS ON WHAT IS IMPORTANT TO NOTE THE WAY YOU USED TO DO THINGS.

THINK ABOUT STUDENT LEARN HOW TO MAKE SURE THAT EVERY LESSON THIS WILL BE IMPORTANT AND FOCUSED. THE OTHER PIECES THAT CAME FROM THE ELEMENTARY TASK FORCE MENUS THAT HAD HIGH QUALITY MATH TESTS THAT PROMOTED THE UNDERSTANDING AND STUDENT DISCOURSE AND THAT THE KEY IS STUDENT DISCOURSE IS SOMETHING WE HAVE BEEN WORKING TO CARRY K-12. IT IS ONE OF THE HIGH LIVER TRULY IMPORTANT PRACTICES THAT IS IMPORTANT IN KINDERGARTEN AND IT IS IMPORTANT IN CALCULUS.

WE'VE BEEN FOCUSING ON HELPING TEACHERS UNDERSTAND WHAT STUDENT DISCOURSE MEANS AND HOW TO PROMOTE DATA MATH CLASSES. HIGH-LEVEL RIGOROUS TEST GREETED BY THE TASK FORCE.

THOSE TOP THREE BULLETS WERE NEWLY CREATED THE SUMMER IN THIS YEAR TO SUPPORT DISTANCE LEARNING. AND LEVELED ASSESSMENTS OR SOMETHING WE HAVE ALWAYS HAD IN OUR SYSTEM, BUT WE HAD TO CREATE NEW ONES FOR VISION 2020 FOR THE NEXT TWO ITEMS COUNTRY BOX AND PAST BRIDGE YOU WANT TO GIVE MORE DEPTH TO PARIS DREAM BOX WE HAVE BEEN USING FOR, THIS IS OUR FOURTH YEAR OFFICIALLY AS A WHOLE DISTRICT PRETTY WAS USED IN DIFFERENT SCHOOLS BEFORE THAT. IT IS AN ONLINE SUPPLEMENTAL PROGRAM COMPUTER ADAPTIVE SO IT ADAPTS TO EACH STUDENT WITH A LEVEL WHERE THEY ARE AND IS ABLE TO FILL IN THE SKILLS THAT THEY NEED. AND THE RECOMMENDED USAGE PER WEEK FOR KINDERGARTEN THROUGH SECOND GRADE IS 30 TO 60 MINUTES, THIRD THROUGH 650 TO 90 MINUTES.

IS A WIDE RANGE OF WORK WORKS FOR STUDENTS IN THAT LEVEL. YOU CAN SEE OUR CURRENT USAGE IS REALLY UP FROM PREVIOUS YEARS BUT AND IT GOES DOWN A LITTLE BIT MORE IN LATER GRADES WE HAVE BEEN DIGGING INTO THAT DATA A LITTLE BIT. PART OF WHAT WE ARE HEARING IS AS TEACHERS BECOME MORE FAMILIAR WITH USING IN VISION IN THE DIGITAL RESOURCES WITH IN VISION, THEY ARE WORKING ON STUDENTS DOING MORE OF THOSE RESOURCES AND NOT AS MUCH DREAM BOX. BUT IT HAS BEEN A REALLY VALUABLE RESOURCE FOR US TO THE NUMBER LESSONS WE HAVE INCLUDED HERE, BUT IT IS ANOTHER THING WITH A PROGRAM IS SO SPECIFIC TO A STUDENT THAT A STUDENT COULD DO ONE LESSON WE CAN BE ON TRACK AND ANOTHER STUDENT COULD BE DOING FIVE SUGAR LESSONS BASED ON THE SKILL SETS THEY NEED TO PRACTICE AND HOW THEY REACH THEM. SO THAT HIS DREAM BOX. AND THE NEXT ONE IS A REALLY EXCITING ONE. IT IS K8. IT APPLIES TO OUR MIDDLE SCHOOL STUDENTS AS WELL. LAST YEAR IN SPRING OF 2020, WE ADOPTED A FAST BRIDGE IS A UNIVERSAL SCREENER AND PROGRESS MONITOR. IN THIS FALL IT HAS BEEN OUR INITIAL IMPLEMENTATION OF IT. IT IS FOR K8 AGAIN. IT WILL BE ADMINISTERED, IT WAS ADMINISTERED AT THE BEGINNING OF THE YEAR. IT WILL BE ADMINISTERED IN THE MIDDLE AND END OF THE YEAR AND IT WILL GIVE US WILL BE GOOD INFORMATION FOR INSTRUCTIONAL RESPONSES AND INTERVENTIONS. THE PROGRAM ITSELF HAS MANY INSTRUCTIONAL RESPONSES AND INTERVENTIONS BUILT INTO IT, OR AS RECOMMENDATIONS TO A TEACHER OR IDENTIFYING REALLY SPECIFICALLY THE SKILLS YOU STUDENT NEEDS TO WORK ON. THIS IS A NEW TOOL TO US AND AT THIS POINT WE HAVE ONE DATA POINT. WHEN WE HAVE MORE THAN ONE DATA POINT, MIDDLE OF THE YEAR, WHICH WE WILL GET BETWEEN JANUARY AND FEBRUARY, WILL BE ABLE TO TAKE MORE ACTION ON IT AND THAT IS OUR PLAN WITH THAT. WE SEE THE TILTED DEVELOP SPECIFIC RESPONSES TO SUPPORT STUDENTS. THAT IS THE WORK IN PROGRESS.

OR K5 MATH ADOPTION STARTED LAST YEAR WHEN WE DID AN EVALUATION OF OUR K5 MATH CURRICULUM. CURRICULUM REVIEW WE REALIZED THAT WE WERE USING AN OLDER CURRICULUM THAT WAS NOT AS TIGHTLY ALIGNED TO STANDARDS OF AS WE THOUGHT WAS IMPORTANT.

UNTIL THE LAST YEAR THE COMMITTEE TURNED FROM A CURRICULUM REVIEW COMMITTEE TO AN ADOPTION COMMITTEE.HE PRIORITIES FOR THE COMMITTEE. THIS IS COMING FROM HIM CTM AND ACHIEVE THE CORE, THAT STUDENTS DEVELOP APPROPRIATE CONTENT THAT BUILDS UNDERSTANDING AND IN FLUENCY AND THAT A KEY GOAL IS IT CLOSES THE OPPORTUNITY GAP BY MAKING MATH ENGAGING AND ACCESSIBLE TO ALL STUDENTS THAT THEY CAN ACHIEVE AT HIGH LEVELS.

WITH THAT IT IS RELEVANT AND PROVIDES CROSS CONTENT INTEGRATION AND WITH THAT WE

[00:35:02]

KNOW THERE HAS TO BE SIGNIFICANT PROFESSIONAL LEARNING AROUND HIGH LEVERAGE INSTRUCTIONAL PRACTICES. OUR GOAL IS TO HAVE QUALITY RESOURCES, IMPLEMENT DID REALLY WELL. IT IS IN PROGRESS AND WE HAVE A LARGE COMMITTEE WORKING ON IT.

IT HAS BEEN A FANTASTIC COMMITTEE. WE HAVE 54 COMMITTEE MEMBERS THAT REPRESENT BUILDING LEVEL ADMINISTRATORS, TEACHERS FROM GRADE LEVELS K5, TEACHERS A SAFETY NET, SPECIAL EDUCATION. SPECIALIST FROM MULTIPLE DEPARTMENTS THAT HELP US TO HELP INFORM FROM THEIR WOUNDS AND ALSO HELP INFORM THE WORK WE ARE DOING WITH THE ADOPTION COMMITTEE SO WE ARE GETTING INFORMATION FROM ALL DIFFERENT PLACES THAT HELP US ENSURE WE HAVE AN INCLUSIVE CURRICULUM. AND OF COURSE COMMUNITY MEMBERS.

WHAT WE HAVE DONE WITH THE COMMITTEE IS REALLY THINK ABOUT AN ADOPTION ISN'T JUST MOVING FROM ONE SET OF MATERIALS TO A NEW SET OF MATERIALS. IS DEEPLY THINK ABOUT WHAT IS IMPORTANT TO A SCHOOL DISTRICT AND WHAT IS IMPORTANT FOR STUDENTS.

WE HAVE DONE IN-DEPTH WORK AND LEARNING ON ALL OF THIS. ALL LAST YEAR WAS FOCUSED ON A LEARNING AND ON DEVELOPING WAYS WE WOULD ASSESS AND EVALUATE THE CURRICULUM.

WE WORKED WITH PUGET SOUND THE ON EQUITY WITH THE MATH SPECIALISTS AND WE WORKED WITH OUR DIRECTORS OF SPECIAL EDUCATION ACCELERATED PROGRAMS INTERVENTION SERVICES AND EQUITY THROUGH THE HELP OUR COMMITTEE UNDERSTAND WHAT THE INDICATORS FOR INCLUSIVE CURRICULUM WORK IN THE NON-INDICATORS SO THAT CAN BE FACTORED IN.

WE DID INTENSIVE LEARNING. BOOK STUDIES, ALL KINDS OF THINGS LAST YEAR.

AND AGAIN, WE ARE WORKING WITH THE EQUITY DEPARTMENT AND PLAN TO USE IT WHEN WE GET FURTHER INTO EVALUATING CURRICULUM. AND WE KNOW IN THIS REVISED PROCESS MOST OUR ADOPTION PROCESS, IT WAS SURPRISINGAT FIRST AND NOW IT HAS BECOME OLD HAT THROUGH THE ACTUAL ADOPTION PROCESS HAS WORKED REALLY WELL . WE HAVE MET, INSTEAD OF TWICE A MONTH OR INSTEAD OF ONCE A MONTH WE MEET EVERY OTHER WEEK. TS MEETING HAS BEEN REALLY PRODUCTIVE. WE ARE DEVELOPING A REMOTE PELLETING PROCESS SO WE KNOW IT IS GOING TO BE ABSOLUTELY ESSENTIAL TO GET FEEDBACK FROM TEACHERS AND STUDENTS.

THAT IS THE PURPOSE OF THE DIVERSE COMMITTEE MEMBERSHIP THAT WE HAVE HERE IS THAT THESE ARE THE TEACHERS THAT WILL BE PILOTING OUR CURRICULUM WHEN WE GET DEEPER INTO OUR PILOT.

WITH EIGHT DIFFERENT SETS OF MATERIALS WE ARE EVALUATING RIGHT NOW AND IT HAS A WIDE VARIETY OF MATERIALS AND WE LOOKED AT THE REPORTS FOR THE TRADITIONALLY PUBLISHED MATERIALS AND WORKED WITH OS PI ON HIGH-QUALITY OPEN EDUCATIONAL RESOURCE MATERIALS.

OUR GOAL IS WE WILL USE OUR EVALUATION PROCESSES TO DETERMINE WHICH CURRICULUM WILL PILOT BY JANUARY. WILL PILOT FIGURE THROUGH APRIL AND MAKE A RECOMMENDATION TO THE BOARD BY MAY. ABSOLUTELY PART OF THE IMPLEMENTATION WILL BE PLANNING FOR PROFESSIONAL LEARNING FOR ALL TEACHERS. JUST DISTRESS A HIGH QUALITY RESOURCES THEY NEED TO BE IMPLEMENTED WITH EQUAL HIGH-QUALITY PRACTICES IN ORDER FOR IT TO MAKE A DIFFERENCE. HERE'S OUR TIMELINE, WHICH DIFFERENT VISUAL ON THE SLIDE I JUST TALKED THROUGH. SOME SPECIFICS ON THINK ABOUT SUPPORTING KATE FIVE MATH LEARNING IN THE DISTANCE LEARNING ENVIRONMENT. WE'VE EXPANDED THE USE OF DIGITAL TOOLS. WE PROVIDED IN AUGUST AND TO THE PROFESSIONAL LEARNING FOR EFFECTIVE TEACHING AND REMOTE LEARNING ENVIRONMENT. WE GAVE SPECIFIC GRADING AND ASSESSING GUIDANCE FOR ALL CONTENT AREAS. WE HAVE A HANDBOOK CALLED EVER ASSESSING AND REPORTING HANDBOOK, THAT GENERALLY YEAR-TO-YEAR IT IS ADJUSTED A LITTLE BIT. THIS YEAR WE REWROTE IT, FOCUSED ON GRADING AND ASSESSING IN A REMOTE ENVIRONMENT WITH EQUITY AS THE ABSOLUTE PRIORITY.

WE HAVE A CONTINUED FOCUS ON PRIORITY STANDARDS AND CONTENT. ONE OF THE CONVERSATIONS WE HAVE BEEN HAVING A LOT LATELY IS THIS IS NOT A ONE YEAR PLAN. WHEN WE THINK ABOUT THE LEARNING PLAN FOR OUR STUDENTS, WE HAVE TO THINK ABOUT THE PLAN TO ADDRESS THE IMPACT OF DISTANCE LEARNING AND COVID FOR OUR STUDENTS HAS GOT TO BE A WILL TO YOUR PLAN.

THAT WORK WILL CONTINUE OVER THE NEXT FEW YEARS. WE ARE PLANNING TO USE PAST FRENCH DATA POINTS AND WE ARE ALSO PLANNING TO USE MULTIPLE DATA POINTS TO UNDERSTAND AND RESPOND TO STUDENT LEARNING NEEDS. THAT IS THE LONG TERM PLAN.

WHAT WE MEAN BY MULTIPLE DATA POINTS ARE ABSOLUTELY FAST BRIDGE.

ASSESSMENTS FROM INVISION TO RETRIEVE BOX DATA, TEACHER OBSERVATION, TEACHER OBSERVATION AND PARENT FEEDBACK. TO UNDERSTAND THE IMPACT ON LEARNING RIGHT NOW AND THE NEEDS OF HER STUDENTS HAVE. AND SO THAT IS A FAST TALK THROUGH K5 MATH AND I WILL PAUSE AND SEE IF THERE ARE QUESTIONS OR COMMENTS THUS FAR.

CHRIS? DIRECTOR CARLSON? P6.

[00:40:03]

>>CHRIS CARLSON : THANK YOU. I'M KIND OF SURPRISED. I GUESS I DIDN'T ãDIDN'T SEEM LIKE IT WAS THAT FAR AWAY, BUT I GUESS TIME MOVES FAST EXCEPT WHEN YOU ARE IN A PANDEMIC.

SO THROUGH ALL OF THIS, THE ONE THING I AM FRETTING OVER IS THE PILOT IS PLANNED FOR A PERIOD WHEN I SURE HOPE WE WILL BE IN SOME SORT OF A HYBRID TEACHING MODEL.

BUT IN THE LONG RUN IT IS GOING TO BE USED MOSTLY IN AN IN-PERSON MODEL.

AND THAT IS SOMETHING THAT IS REALLY CRITICAL TO EVALUATE IN PERSON AT ALL GRADE LEVELS.

SO WHAT DO WE DO OF THE OF THE TIPPING EPIDEMIC DOESN'T COME BACK DOWN FROM THE PLATEAU WE

ARE STUCK IN? >> RIGHT. OUR PLAN AT THIS POINT IS TO CONTINUE DOWN THE ROAD TOWARD ADOPTION AND PILOTING. WE HAVE A GROUP OF DIRECTORS, ADMINISTRATORS AND TEACHERS AT OUR SUBGROUP PLANNING OUT REALLY SPECIFICALLY WHAT IS THE INFORMATION WE NEED FROM A PILOT AND HOW DO WE ãEVEN IN REMOTE LEARNING, HOW DO WE GET THAT INFORMATION AND BE ABLE TO EXTRAPOLATE THE BEST CURRICULUM.

ONE OF THE THINGS WE HAVE DONE, ALL THE TRADITIONALLY PUBLIC CURRICULUM WE ARE LOOKING AT HAS BEEN RATED ON AQUA REPORTS. IN OUR CRITERIA TO MAKE IT INTO OUR HANDS, WHICH ADDED REPORTS, WHICH IS A NONPROFIT THAT IS A DEEP ANALYSIS OF CURRICULA , IT HAD THE ALL GREEN.

ALL GREEN MEANS IT MEETS STANDARDS EFFECTIVELY, IT IS ORGANIZED WELL, IT HAS PRACTICES EMBEDDED. THAT'S ONE SAFETY PIECE WE LOOKED AT WAS ENSURING WE ARE LOOKING AT PIECES THAT WERE QUALITY. IS WHAT WE WILL DO OVER THE NEXT MONTH IS PLAN OUT REALLY SPECIFICALLY THE KINDS OF FEEDBACK THAT WE NEED.

AND SO WE WILL NEED LARGE GROUPS OF STUDENTS LIKE 20 STUDENTS AND 25 STUDENTS IN THE CLASSROOM TO BE ABLE TO USE THESE MATERIALS. AND WHAT WE ARE FINDING IS REMOTE DISTANCE LEARNING IS TOUGH BUT STUDENTS ARE REALLY ENGAGING.

MANY OF THE WAYS WE WERE ABLE TO ENGAGE TRADITIONALLY, WE DON'T HAVE THE PAPER GOING AROUND THE CLASSROOM. WE HAVE STUDENTS ABLE TO ACCESS THE PAGE ONLINE.

WE'VE TEACHERS ABLE 2: STUDENTS AND BE SPECIFIC. SO OUR GOAL IS TO REALLY BE CLEAR ABOUT THE INFORMATION WE NEED FROM A PILOT AND USE THAT TO SEE IF WE CAN MAKE ãOUR GOAL IS TO MAKE A QUALITY DECISION ON THAT. ARE CHOICES WITHIN VISION, WE CAN EXPLORE INVISION 2020 FOR ANOTHER YEAR. IT'S ANOTHER HEFTY PRICE TAG.

SOMETHING WE WANT TO MAKE SURE WE ARE INTENTIONALLY STARTING PROFESSIONAL LEARNING AND GROWTH TOWARD SOMETHING THAT WILL BE A LONG-TERM MOVE TOWARD MATH SUCCESS IN OUR SYSTEM.

AND ENVISION 2020, IT'S ONE OF THE THINGS WE ARE LOOKING AT. SOMETHING ON ANGRY BIRDS AND WORKING WITH THE HAS HELPED US BE MUCH BETTER CONSUMERS OF CURRICULUM BECAUSE WE ARE ABLE TO WORK WITH SOMETHING UP-TO-DATE. AS WE ARE MAKING THIS DECISION.

WE ARE GETTING A LOT OF HANDS-ON PRACTICE WITH IT. >> OKAY.

IN THE SECOND PIECE I WANTED TO ASK RUN WAS FAST BRIDGE. INDICATE EIGHT ASSESSMENT TOOL.

ES AREN'T WHAT THEY WERE, BUT I SORT I SAW IT WAS A ASSESSMENT POOL FOR MATH AND

LITERACY? >> YES. >>CHRIS CARLSON : I LOVE THE PREMISE OF THE BEGINNING OF YEAR, IN THE YEAR, MIDDLE OF YEAR AND THAT IS WHAT WE ARE SUPPOSED TO BE DOING IN TERMS OF FORMATIVE ASSESSMENT. BUT THE QUESTION IS ON THAT ON , WHAT IS THE BURDEN ON CLASS TIME FOR KIDS TO BE TAKING THE ASSESSMENT? NEVER THREE THINGS OFF-TRACK. BUT IS THIS SOMETHING THAT IS MAKE?

>> WE ARE WORKING THROUGH IMPLEMENTATIONS. IT LOOKS LIKE SECOND GRADE THROUGH EIGHTHGRADE , IT IS VERY LOW IMPACT. THE TEACHER CAN GIVE IT SYNCHRONOUSLY OR ASYNCHRONOUSLY. WE HAVE BEEN WORKING WITH TEACHERS AND PRINCIPALS ON IS WHEN THE ASSESSMENT GOES OUT, THE TEACHER CAN TALK HER STUDENTS THROUGH IT OR CLICK HERE, CLICK HERE. THE GOAL IS THERE IS INKING BEHIND IT. SO A STUDENT, A PARENT ISN'T SITTING DOWN TO TAKE A TEST BUT WOULD WE ARE NOT WORRIED ABOUT A GRADE ON THIS ASSESSMENT. THIS IS TO SEE WHERE THE STUDENT IS SO WE CAN ASSESS THEIR LEARNING. SECOND THROUGH EIGHT, IT DOESN'T NEED TO TAKE CLASS TIME. IT COULD IF A TEACHER FELT IT WAS THE BEST WAY TO IMPLEMENT IT, BUT IT DOESN'T NEED TO. -1 FOR THE BEGINNING THEN THE YEAR WEDE SAVED AND THAT TEACHERS GIVE THE ASSESSMENT. BUT THIS IS A GENERAL EDUCATION TOOL. AND SO WE ARE TRANSITIONING IN THE MIDDLE OF THE YEAR FOR A K-1 TEACHER LOOKED PRETTY EXPENSIVE SUPPORT. TEACHER SITTING SIDE-BY-SIDE BY THEM BEING ABLE TO GIVE THIS ASSESSMENT. I AM APPROXIMATING ABOUT 10 MONTHS A STUDENT. THIS ONE IS TAKING ABOUT 15 TO 20 MINUTES.

WE ARE PROVIDING SUPPORT FOR TEACHERS IN TERMS A K-1 TEACHERS IN TERMS OF

[00:45:08]

PROFESSIONAL LEARNING AND ADDITIONAL TIME AS NEEDED. >> OKAY, THANK YOU.

>> IF THERE ARE NO MORE QUESTIONS, I CAN GO INTO SECONDARY WE CAN ALWAYS GO BACK

AS WELL. >> GO FOR IT. >> SECONDARY MATH.

SECONDARY MATH, K5 IS ONE SET OF INSTRUCTION MATERIALS. K5 IS THE SAME CURRICULUM, THE SAME COURSE THROUGH THE YEARS BUT SECONDARY MATH HAS MANY MORE COURSES AND LOTS OF MOVING PIECES. IT HAS BEEN, IT HAS BEEN REALLY EXCITING OVER THE PAST YEAR AND 1/2 TO HAVE ALL PARTS OUR MATH CURRICULUM AND TEACHING AND LEARNING MOVING TOGETHER BECAUSE PART OF OUR GOAL, I WILL TALK ABOUT THIS AT THE END, HIS COHERENCE AND ALIGNMENT. PART IF THAT IS TEAMS OF SECONDARY MATH TEACHERS OVER THE SUMMER SENT IN AND INTENSIVE AMOUNT OF TIME GOING TO THE COURSES USING ACHIEVE THE CORE AS THEIR GUIDANCE FOR THE PRIORITY CONTENT AND STANDARDS.

AND REALIGNED ALL THE COURSES. IT IS ONE OF THOSE THINGS WHERE IT HAS BEEN, WHEN WE ARE PAST ALL THIS THE WORK CONTINUES TO BE REALLY HELPFUL. THAT IS THE GREAT TO FOCUS THAT. WE HAVE ALSO EXPANDED ACCESS TO DIGITAL TOOLS AND I WILL TALK ABOUT CORE AND SOME OF THE SUPPLEMENTAL PIECES WE HAVE ADDED IN.

THIS IS JUST ONGOING PLANNING, CONTINUING TO THINK ABOUT THAT MULTIYEAR ADDRESS OF THE LEARNING EXPERIENCE OF OUR STUDENTS. AND A LOT OF LESSONS LEARNED AS WE THINK ABOUT WHAT STUDENTS CAN LEARN AND HOW THEY LEARN IN OUR ULTIMATE GOALS FOR IN PARIS WE HAVE CONTINUED TO PROVIDE COLLABORATION OF LEARNING, WHICH HAS BEEN WONDERFUL.AND WE ARE CONTINUING OUR WORK THAT STARTED ABOUT A YEAR AGO, A YEAR AND HALF AGO FOR EVALUATING AND EXPANDING OUR MIDDLE SCHOOL MATH PATHWAYS. THOSE OF THE OVERARCHING UPDATES. OUR CORE CURRICULUM MATERIALS ARE GLENCOE BIG IDEAS.

ONE OF THE SHIFTS, I DON'T THINK IT WAS A HUGE SHIFT. IT WAS MOVING FROM THE RELIANCE ON IN PERSON CLASSROOM INSTRUCTION TO REALLY RICH PLATFORMS ADOPTED CURRICULUM HAVE. ALL THREE OF OUR ADOPTED COMMIT GLENCOE AND BIG IDEAS ARE CURRICULUM AND WEB ASSIGNMENT COMES ALONG WITH THE REGULAR. IT IS IN THE GREATEST AREA BETWEEN CURRICULUM RESOURCE AN ADDITIONAL RESOURCE. ALL THESE OF DIGITAL TEXTBOOKS ACCESS, INTERACTIVE LESSONS, WIDE VIDEO TUTORIALS, DIFFERENT TYPES OF ONLINE STUDENT SUBMISSION AND LOSS OPPORTUNITIES FOR DIFFERENTIATION.

WHAT TEACHERS ARE REPORTING IS THAT THEY ARE USING THESE PLATFORMS FOR MORE EXTENSIVELY THAN THEY HAVE IN THE PAST SO EVEN IF A TEACHER CAN'T IN PERSON DIFFERENTIATE, THEY STUDENTS KNOW HOW TO USE A PLATFORM TO DO THAT. WITH OUR ADDITIONAL DIGITAL MATERIALS, IN ADDITION TO THAT WE HAVE ALEX AT THE MIDDLE SCHOOL LEVEL, WHICH IS A TERRIFIC ADAPTIVE TOOL THAT ALLOW STUDENTS TO PRACTICE AT THEIR OWN PACE.

AND THIS YEAR, IN YEARS PAST WE HAD 1/6 GRADE ALEKS COURSE IN SEVENTH AND EIGHTH GRADE ALEKS COURSE. THIS YEAR WE WORK WITH ALEKS SO WE HAVE ONE COURSE THAT COMBINED SIX, SEVEN AND EIGHT. TO GIVE STUDENTS MORE FLEXIBILITY TO WORK UP AND TO GO BACK AND BE ABLE TO SOLIDIFY THEIR LEARNING . WE HAVE DESMOS.

THAT IS A FUN ONE WHERE STUDENTS CAN PUT IN DIFFERENT VARIABLES AND THEY CAN RUN SIMULATIONS SO THAT THEY CAN BUILD THEIR CONCEPTUAL UNDERSTANDING THROUGH SEQUENTIAL INTERACTIVE MATH TESTS. IT IS SOMETHING LIKE A RECENT EXAMPLE WAS IT WAS A LESSON ON RACIAL AND PROPORTION. IN THE LESSON FOCUSED ON THE DIFFERENCE, THE WEIGHT OF SOMETHING ON THE MOON AND SOMETHING ON THE EARTH AND THE STUDENT COULD CHANGE DIFFERENT VARIABLES AND LEARN ABOUT RACIAL PROPORTION TO THE FUND STIMULATION THAT HAVE THEM GO LOOK AT WHAT THAT DOES. GIZMOS IS THE NEXT STEP UP.

I'M SORRY, DESMOS IS THE HIGHEST AND GIZMOS IS THE INTERACTIVE ONE FOR MIDDLE SCHOOL. GIZMOS IS EIGHT NEW, SOMETHING WE JUST GOT IN AS A RESPONSE TO DISTANCE LEARNING. IT IS A DOUBLE BONUS BECAUSE IT ACTUALLY HAS ONLY INTERACTIVE SIMULATIONS WITH SCIENCE AS WELL SO WE ARE ABLE TO HAVE SOME THE CROSSOVER LEARNING AND HAVE THIS BE A REALLY GREAT WAY KIDS ARE ABLE TO DO LAB SIMULATIONS AND MATH SIMULATIONS WITH DIGITAL TOOLS. HESE HAVE ALL BEEN USED EXTENSIVELY BY TEACHERS.

IT IS AGAIN ONE OF THOSE THINGS AT THIS TIME IS CHANGING OUR PRACTICE AND THERE ARE QUITE A FEW THINGS THAT WILL CONTINUE TO USE INTENSIVELY AS WE GO FORWARD.

ANOTHER DISCUSSION WE HAVE BEEN HAVING FOR A YEAR AND HAVE HIS THINKING ABOUT HOW TO INCREASE ALGEBRA IN SIXTH THROUGH EIGHTH GRADE. WE ARE WORKING ON A POST PATHWAY WITH PRINCIPALS AND TEACHERS, WHICH WOULD ESSENTIALLY TAKE FOUR YEARS OF MATH.IXTH GRADE, SEVENTH GRADE, EIGHTH GRADE AND ALGEBRA.

[00:50:07]

AND USE, AND ACHIEVED THE CORE PRIORITY STANDARDS AND CONTENT AND BUILD A THREE YEAR COURSE PATHWAY WHERE STUDENTS CAN ACCESS ALGEBRA WITHOUT HAVING TO PASS THE MATH PLACEMENT TEST OR HAVE A SPECIFIC SBA SCORE. AND AS PART OF HER INTENTIONAL WORK AND THINK ABOUT EQUITY AND ACCESS. WITH THE COURSE IT WOULD BE AVAILABLE TO ALL INCOMING STUDENTS. WE ARE IN A PILOT TIME RIGHT NOW.

BUT THEY WILL TEST RECOMMENDATION REQUIRED PRUDENT ALLIANCE WITH OTHER DISTRICTS IN OUR REGION. THIS COMPRESSED PATHWAY IS SOMETHING THE WEIGHT HAS BEEN DOING AND AS HAS TACOMA. AT THIS POINT IT IS SOMETHING WE'VE BEEN TALKING ABOUT IN GENERAL FOR SEVERAL YEARS SPIRITUALLY SPECIFICALLY FOR ABOUT A YEAR.

WE ARE PLANNING A PILOT WITH SEVERAL SCHOOLS FOR NEXT YEAR AND WORKING OUT THE DETAILS OF THE SCHOOLS AND HOW THE PILOT WILL GO. AS OVERALL, ONE OF THE THINGS I WANTED TO COMMENT ON WAS HOW TERRIFIC IT HAS BEEN TO USE MICROSOFT TEAMS .

TEACHERS USING TEAMS WITH STUDENTS HAS BEEN TERRIFIC IN TERMS OF THE KINDS OF WORK THEY ARE ABLE TO DO IN THE LESSONS AND COMMUNICATION. IT IS ALSO BEEN REALLY GREAT TO HAVE COLLABORATION BETWEEN EDUCATORS ACROSS THE DISTRICT. WE HAVE GRADE LEVEL TEAMS AT ELEMENTARY. FIRST GRADE HAS A GRADE LEVEL TEAM THAT HAS A MATH CHANNEL AND IT AND A LITERACY CHANNEL AND A AND A COMPUTER SCIENCE CHANNEL.

THE TEACHERS ARE ABLE POST WORK AND MESSAGES AND WE ARE ABLE TO KEEP TEACHERS ABREAST OF NEW DEVELOPMENTS AND GET THEM CONNECTED WITH EACH OTHER, WHICH HAS BEEN WONDERFUL FOR LEARNING AND TEACHING. AND IT HAS BEEN GREAT FOR TEACHERS AND STUDENTS AND IT HAS REALLY HELPED WITH OUR CALIBRATION AND ALIGNMENT FOR ALL KINDS OF THINGS.

THESE CONVERSATIONS ARE SHARED AND COLLABORATIVE. SO IT HAS BEEN TERRIFIC.

THE OTHER PIECE IS ONE ELEMENTARY OR MIDDLE SCHOOL TEACHER OR SCHOOL DESIGN SOMETHING TERRIFIC, THEY POSTED TO TEAMS AND EVERYBODY HAS ACCESS TO THE GREAT RESOURCE.

WE ARE EXCITED ABOUT THE CHANGE IN BEING ABLE TO USE MICROSOFT TEAM SO EXTENSIVELY.

AGAIN, IT IS SOMETHING WE ARE NOT GOING BACK.E ARE GOING TO KEEP USING TEAMS. THE WAY I STARTED THE PRESENTATION WAS THINKING AND SHARING OUR GOAL IS WE WANT TO INCREASE ACHIEVEMENT THROUGH IMPROVING INSTRUCTIONAL COHERENCE.

ELEMENTARY MATH AND OUTCOMES ARE SO IMPORTANT TO MIDDLE SCHOOL THE STUDENT OUTCOMES, WHICH ARE SO IMPORTANT TO HIGH SCHOOL MATH OUTCOMES. IT'S A K-12 CONTINUUM.

K5 MATH SPECIALISTS IN THE 612 MATH SPECIALIST, JENNIFER AND WENDY.THEY ATTEND PRETTY MUCH EVERY MEETING TOGETHER BECAUSE WE ABSOLUTELY UNDERSTAND HAVE A K-12 ALIGNMENT AND COHERENT.

THE WORK WE'VE DONE IN OUR K5 MATH ADOPTION AND FOCUSING ON THAT CONTENT STANDARDS, THAT LEADS INTO MIDDLE SCHOOL. THAT THE PROFESSIONAL LEARNING FOR K5 TEACHERS, AND I DIDN'T CLEARLY CALL THIS OUT IN THE BULLETS HERE. A LOT OF THE PROFESSIONAL LEARNING IS THE SAME AS THE PROFESSIONAL LEARNING FOR SECONDARY TEACHERS.HE COLLABORATION OF WHAT THEY CREATE IS DIFFERENT, BUT THAT FOCUS ON MATH DISCOURSE AND THE FOCUS ON STANDARDS IS THE SAME. IN THE GOAL OF DEVELOPING THE COMPRESSED MIDDLE SCHOOL PATHWAY THAT ALLOWS ALL STUDENTS ACCESS ELIGIBLE IS SOMETHING THAT IS REALLY IMPORTANT TO US. AND AGAIN, THIS IS A CLOSING COMMENT.

ALIGN INSTRUCTIONAL PRACTICES FROM KINDERGARTEN THROUGH ALGEBRA TWO, MATH ANALYSIS, CALCULUS SO ALL STUDENTS HAVE ACCESS TO REALLY IMPORTANT AND ENGAGING CONTENT AND INSTRUCTIONAL PRACTICES THAT SUPPORT THEM TO SUCCESS. SO THAT IS A K-12 MATH UPDATE AND I WONDERED IF THERE ARE COMMENTS OR QUESTIONS ON THE SECONDARY PART OF IT.

DIRECTOR CARLSON? >>CHRIS CARLSON : I WAS GOING TO LET ANYONE ELSE HAVE A CHANCE. SO OVER ALL VERY INTERESTING STUFF.

AND I AM FASCINATED BY THE DEGREE TO WHICH IT SEEMS THAT BEEN POSSIBLE TO FLIP A SWITCH AND GO VIRTUAL. THIS ONE PIECE OF THIS I REALLY DO STILL NEED HELP.

JUST HELPED ME BITE INTO IT. AND THAT IS THERE IS AN ASSUMPTION THAT BARRIERS TO ACCESS ãSO KIDS DO NOT HAVE TO TAKE QUALIFYING EXAMS TO GET INTO AN ACCELERATED MATH CLASS IS SOMEHOW DOING THE CHILDREN A FAVOR. AND THE PROBLEM I HAVE WITH THIS IS WE ARE SAYING WE CAN MAKE THE JUNIOR VARSITY AND VARSITY TEAM PRACTICE TOGETHER AND THE COACH WILL DIFFERENTIATE. NOT 100 PERCENT CONVINCED THAT ACTUALLY WORKS. HOW ARE YOU GOING TO MAKE SURE THAT THE KIDS WHO ARE ON THE LOWER END, WHO ARE ADVOCATING THEIR WAY IN THEIR, THAT WE ARE DOING THEM A FAVOR.

THAT WE ARE NOT SETTING THEM UP FOR FAILURE. >> RIGHT.HAT'S A GREAT QUESTION. THAT IS PART OF THE REASON, I WOULD SAY ãAND I HAVE NO TIME TO THINK THROUGH THIS SO FORGIVE ME IF IT IS MESSY. IF YOU HAVE THE JV AND VARSITY PRACTICE TOGETHER BUT THE GAME IS TWO YEARS FROM NOW, YOU HAVE TIME FOR PEOPLE TO BUILD THEIR

[00:55:03]

SKILLS TOGETHER OR BE ABLE TO SAY WE ARE GOING TO GIVE YOU PRIORITY CONTENT.

WE ARE GOING TO HELP YOU UNDERSTAND WHAT ARE THE SPECIFIC DRILLS, WHAT IS THE SPECIFIC STRATEGY THAT IS GOING TO HELP YOU MOVE FROM JV TO VARSITY AND WE WILL BE REALLY INTENTIONAL ABOUT THAT AND WE ARE GOING TO HAVE THIS BE A REALLY LONG LAUNCHPAD SO STUDENTS ARE ABLE TO BE SUCCESSFUL. WHEN THEY GET TO ALGEBRA.

AND PART OF THE WORK THAT IS SUPER INTERESTING IS THAT WHEN WE FROM THE ORGANIZATION FOCUSING ON PRIORITY CONTENT AND STANDARDS, DISCUSSIONS WITH TEACHERS THE MATH SPECIALISTS WE HAVE ALREADY DONE SOME OF THAT WORK . THEY REALLY FOCUSING IN ON WHAT IS IMPORTANT AND THINKING WHAT IS A REPETITION OF FIFTH GRADE OR WHAT IS A REPRESENTATION OF A REPETITION OF SIXTH GRADE. EVEN BEFORE WE GET INTO THE PILOT, WHICH WILL TAKE A LOT MORE PLANNING, WE HAVE ALREADY RECOGNIZED THERE IS ROOM FOR EXPANSION IN SIXTH GRADE ALREADY. PART OF THAT WORK WILL BE SOMETHING WE LOOK AT.

PART THE OTHER PIECE IS THERE HAVE BEEN THERE BEEN MANY PLACES AROUND THE COUNTRY AND LOCALLY WHERE THIS HAS BEEN SUCCESSFUL. SO IT IS SOMETHING WE WILL LOOK AT AND THAT WE THINK IS REALLY IMPORTANT. THIS IS PROBABLY A DIFFERENT PRESENTATION AT SOME POINT, BUT ACCESS TO ALGEBRA ãI WOULD BE HAPPY TO SEND SOME OF THE THINGS WE'VE BEEN READING. ACCESS TO ALGEBRA BUT IT GRADE IS A SIGNIFICANT DOOR OPENER.

NOT JUST IN HIGH SCHOOL BUT BEYOND. AN EXAMPLE IS IN OUR COURSE CATALOGS, THERE ARE A NUMBER OF SCIENCE COURSES WITH THE STUDENT NEEDS TO COMPLETE ALGEBRA TWO BEFORE ACCESS TO IMPERATIVE THE STUDENT STRESS ALGEBRA IN HIGH SCHOOL, THEY DON'T HAVE ACCESS TO QUITE A NUMBER OF SCIENCE COURSES UNTIL THEY ARE A SENIOR.

WE ARE LOOKING AT GOING WE MAY NOT HAVE THE PERFECT SOLUTION, BUT WE HAVE SOMETHING THAT HAS BEEN SUCCESSFUL IN OTHER PLACES THAT WE PUT TIME AND RESEARCH INTO AND WE WILL PUT YET MORE TIME IN RESEARCH AND STAKEHOLDER INPUT AND DESIGN INTO.

AS A WAY TO SUPPORT OUR STUDENTS. >> THAT IS REALLY WHAT I AM GETTING AT. AND SORRY, I HAVE BEEN FIGHTING THIS WAR FOR SO LONG THAT I DON'T WANT TO BUST ANYTHING OUT ON YOU. BUT THE CONCERN HAS ALWAYS BEEN THAT YES, WE CAN PROVIDE MORE ACCESS AND ALLOW KIDS TO PLAY UP.

ALLOWING KIDS TO PLAY UP, HAVING BEEN THE COACH OF THE LOSING THIS SOCCER TEAM AND A HISTORY OF THE SOCCER ASSOCIATION IS NOT GIVING THE KIDS A FAVOR.

HELPING THAT TEAM PLAY AGAINST KIDS IN THEIR RANGE WOULD HAVE BEEN BETTER THAN CRUSHING US EVERY YEAR. MY CONCERN HERE IS ACTUALLY THAT DIFFERENTIATION IS GREAT.

I DO BELIEVE ON AVERAGE IF YOU SET THE EXPECTATION SITE YOU ARE ABLE PULL THE KIDS AT THE BOTTOM END OF. THE EVIDENCE IS THERE. BUT I'M NOT CONVINCED OF IS THE KIDS AT THE HIGH END ARE NOT BEING HELD BACK FROM FLYING AS HIGH AS THEY CAN.

AND THAT IS A CONCERN THAT I JUST DON'T SEE THAT IN THE RESEARCH.

THE RESEARCH IS ALWAYS LOOKING AT THE FLOOR, NOT AT THE CEILING.

WHEN IT COMES TO MATH, MATH IS DIFFERENT. THERE ARE SO SO MUCH LAYERS TO IT. I DO THINK ALGEBRA TWO IS A LEGITIMATE THAT I PERSONALLY THINK YOU SHOULDN'T LET KIDS TAKE PHYSICS UNTIL THEY HAVE HAD CALCULUS BECAUSE THAT IS WHAT IT IS FOR. ANYWAY, SORRY, I'M GOINGDOWN THE RABBIT HOLE AND SOUNDING CRAZY. BUT THE TRUTH IS I STILL DO FEEL CRAZY ANDPASSIONATE ABOUT THIS . THIS IS WHAT THEY ARE ALREADY GOOD AT , MAKING SURE THOSE KIDS ARE BEING ASKED TO HEY, CAN YOU HELP WITH THESE OTHER KIDS AND TEACH THEM MATH.

DOES THAT REALLY MAKE THEM MATHEMATICIANS ALLOWING THEM TO TEACH THEMSELVES NEW MATH.

I'M SORRY, IT MAY BE POLITICALLY INCORRECT TO SAY KIDS SHOULD BE DOING IT FOR THEMSELVES AND SET ADJUST FOR THE TEAM, BUT MATH TO ME IS NOT A TEAM SPORT.

>> SO ONE THING I WILL SAY AND THEN I CAN ABSOLUTELY KEEP THE BOARD INFORMED OF THE WORK AS WE GO FORWARD BECAUSE IT WILL BE GLAD OF IT WORK AND WE WILL BE TALKING ABOUT MANY OF THE THINGS YOU ARE TALKING ABOUT. WHILE WE ARE DOING THIS, THE OPPORTUNITY STUDENTS HAVE TO ACCELERATE OUR ABSOLUTELY IN PLACE. WE ARE NOT TAKING AWAY THOSE

OPTIONS.>> THERE ARE OTHER HANDS UP NOW SO LET'S TALK TO SOMEONE ELSE.

>> THE QUESTION I HAD WAS AROUND THE ALGEBRA COMPONENT. I THINK IT IS TIME WE STARTED TO DO THE BIGGEST CHALLENGE YOU HAD NOW WHEN STUDENTS WOULD START IN THE SEVENTH GRADE WITH ALGEBRA. WAS ACTUALLY ENDED UP MISSING THINGS AND SO THERE WERE GAPS IN WHAT HAD HAPPENED WITHIN THAT. THERE ARE SOME KIDS THAT DID FINE BUT THERE WERE OTHER KIDS WHO DEFINITELY STRUGGLED WITH THAT BECAUSE THAT WAS OUR FAULT DID NOT PREPARE IT BETTER EARLIER SO THEY CAN BE SUCCESSFUL WHEN THEY CAME IN.

[01:00:01]

SO I APPRECIATE THE FACT WE ARE LOOKING AT COMPRESSING THE CURRICULUM SO YOU DON'T MISS ANYTHING. YOU JUST SPEED IT UP, SIMILAR TO WHEN WE DO PHYSICS IN A SEMESTER AT THE HIGH SCHOOL OR CHEMISTRY IN A SEMESTER FOR KIDS WHO COULD MOVE FASTER THROUGH IT. THOSE ARE ALL GOOD OPTIONS. WE NEED TO CONTINUE TO LOOK AT.

BUT I WOULD ENCOURAGE KEEPING ALL THE OTHER OPTIONS AVAILABLE.

THAT THIS IS ONE OF MANY FOR ACCELERATION AND GOING FORWARD. SO I THINK IT WAS ABOUT TIME.

WE HAD LIMITS OF HOW YOU CAN DO IT. ACCESS TO ALGEBRA.

BUT IT DOES LIMIT WHAT YOU CAN DO IN HIGH SCHOOL AND I THINK WE CAN HELP TO SUPPORT OUR STUDENTS. AT THE SAY TIME WHERE RK FIVE ASKED TO DO A BETTER JOB OF ENSURING THEIR SOLID MATH COMING INTO THAT POINT AS WELL. BECAUSE IF YOU LOOK AT THE DISAGGREGATION OF DATA BACK TO THE EARLY GRADES, YOU SEE THOSE DISPARITIES ALREADY ACROSS-THE-BOARD. WE HAVE WORK TO DO IN THE ELEMENTARY SCHOOL TO ENSURE THEIR STRENGTH GOING IN. I THINK THAT IS SOME OF THE EXTRACURRICULARS WE DO, THAT'S A LOT OF OTHER COMPONENTS. I APPRECIATE ALL THAT WERE GOING INTO IT AND LOOKING FOR A MULTITUDE OF OPTIONS. I THINK THE MORE FLEXIBILITY WE PUT FORWARD THE BETTER.

WOULD BE INTRIGUED TO LEARN MORE ABOUT ALEX. I KNOW THAT WAS SOMEWHAT, HOW IS THIS GOING TO PLAY OUT. ALWAYS SEEN SUCCESS WITH STUDENTS DOING THIS, ARE WE SEEING THAT THE MATH SKILLS ARE GROWING FROM HERE. BECAUSE THAT IS THE QUESTION.

OUR QUESTION IS WE HAVE A LOT OF WHAT, I HAVE HEARD A LOT OF WHAT TONIGHT.

THE QUESTION IS THE WHITE. OUR GOAL IS TO SUPPORT OUR KIDS IN LEARNING MATH.

SO HOW ARE WE SEEING THAT AS WE MOVE THROUGH THIS. I KNOW A LOT OF THIS WAS PROCESSED.I WOULD LIKE TO SEE WHEN IT COMES BACK, THAT WE ARE TALKING ABOUT HERE IS HOW WE EXPECT IT TO BE IMPACTING THINGS WE SAW FOR OUR STUDENTS TO ACHIEVE WHAT THEY NEED TO GO UP THERE WERE SIMILAR TO THE PATHWAY FOR THE ALGEBRA. COMPRESS IT AND THEY HAVE AN OPPORTUNITY TO LEARN ALL THE MATERIALS. IT OPENS UP THE BAND WITH.

JUST OFFERING A COMPUTER PROGRAM DOES NOT MEAN ANYBODY LEARNS MATH.

BECAUSE I WOULD ARGUE MATH THE STRATEGY AND LOGIC AND ALL OF THOSE MULTIPLE STEPS.

SO WHAT DO WE DO TO BROADEN EVEN FROM THEIR IN WHAT WE DO. I GREATLY APPRECIATE THE K5 AND THE WHOLE K-12 PUSHED ALL THE WAY THROUGH AND ALIGNING ACROSS-THE-BOARD.

AND SINCE HE MORE EVALUATION AND OUTCOMES BASED ON WHAT WE DO.

EVEN WITH ENVISION. WHAT WAS THE OUTCOME WITH ENVISION IT AS HE MOVED TO 2020 AND A NEW CURRICULUM, WHAT IS THE IMPACT WE SEE IN OUR KIDS RIGHT NOW WERE LEARNING IS A DIGITAL ENVIRONMENT. I WOULD BE INTRIGUED TO KNOW HOW ARE THEY DOING WITH THAT.

AND I GUESS WE HAVEN'T SEEN ANY OF THAT. SO I AM A LITTLE CONCERNED WE ARE A LOT OF PROCESS AND WE ARE NOT QUITE AT THE IMPACT. AND THAT WAS VERY LONG I

APOLOGIZE. >> THANK YOU. GOT IT.

>> I DON'T KNOW WHO HAND IS UP NEXT, BUT I WILL JUMP IN. WILL BE MORE BRIEF THAN CHRIS OR SIRI. I KNOW ONE OF THE CONCERNS I HAD WHEN MY KIDS WERE IN SCHOOL. AND I HAVE HEARD FROM PARENTS IN THE LAST YEAR OR SO, IS WHAT IS THE OPTIONS WHEN YOU GET TO HIGH SCHOOL AND YOU ARE MORE ADVANCED THAN CALCULUS AND AP STATISTICS. DO WE HAVE OPTIONS FOR STUDENTS WHO ARE QUITE ADVANCED? SPOKE I HAVE TO LOOK AT THE COURSE TO KNOW EXACTLY WHAT EACH HIGH SCHOOL OFFERS, THEY ARE A LITTLE BIT DIFFERENT. THERE ARE CALCULUS B AND SEE YOU AT MULTIPLE SCHOOLS ãIN A COLLEGE AND HIGH SCHOOL AT UW MATH COURSE AS WELL. THERE ARE AT LEAST TWO OPTIONS.

I CAN BRING BACK MORE SPECIFICS. THOSE OF WHAT STUDENTS CAN TAK

. >> GREAT. IS, I DID HAVE ONE WHO TOOK B AND C AND AP BUT HE ALSO HAS A MATH DEGREE NOW. IS ONE OF THOSE KIDS THAT REALLY NEEDED THAT EARLY ACCESS TO THESE COURSES. IF YOU WOULDN'T MIND SENDING US AN UPDATE OF WHAT IS OUT THERE AND WHAT THE OPTIONS ARE, THAT WOULD BE FANTASTIC.

NOT TONIGHT. >> ABSOLUTELY. >> MIKE, I SAW YOUR HAND TO GO

UP. >> I WAS WONDERING IF I COULD ADD ALITTLE BIT .

AND THINK WE ARE IN A GOOD PLACE TO BE ABLE TO SHARE INFORMATION ABOUT STUDENT PERFORMANCE AND MATH. AS JEN MENTIONED, WE HAVE BEEN IMPLEMENTING A FAST BRIDGE ASSESSMENT FROM A. WE HAVE THE BEGINNING OF THE YEAR RESULTS, BUT BY MID JANUARY WE WILL HAVE MIDYEAR. WE WILL HAVE TWO THINGS THEN. ONE IS HOW OUR STUDENTS DOING

[01:05:04]

IN GENERAL, BUT WHAT KIND OF GROWTH ARE WE DOING. AS A QUICK POINT OF REFERENCE, I HAVE THE REPORT OF BECAUSE I AM PREPARING FOR MEETINGS TOMORROW.

WE HAVE 86 PERCENT OF OUR STUDENTS IN GRADES K THROUGH EIGHT WHO ARE FALLING INTO THE POSITIVE SIDE OF THE CATEGORY. WE HAVE FOUR CATEGORIES WE RANK STUDENTS IN USING THE DATA.

THERE IS A MINIMAL RISK, WHICH IS WHAT WE ARE SHOOTING FOR IN TERMS OF STUDENTS HITTING A BENCHMARK OF ACADEMIC CONTENT. AND SO 86 PERCENT OF OUR STUDENTS ARE FALLING INTO THAT CATEGORY, WHICH IS PROMISING. I'M VERY INTERESTED TO SEE WHAT THE MIDDLE OF THE YEAR DATA LOOKS LIKE BECAUSE THAT WILL SHOW US GROWTH. WE WILL BE ABLE TO SHARE HOW OUR STUDENTS ARE DOING IN RELATION TO A NORMAL SAMPLE OF STUDENTS ACROSS THE COUNTRY, AS WELL AS HOW THEY ARE DOING IN RELATION TO STANDARDS. I THINK, LIKE I SAID, PROBABLY FEBRUARY WE WILL HAVE MORE TO REPORT IN TERMS OF HOW STUDENTS ARE DOING IN MATH AND HAVING THIS DATA FOR THE FIRST TIME WILL HELP WILL START TO ANSWER SOME OF THE QUESTIONS THE BOARD HAS BEEN ASKING. JUST WANTED TO GIVE YOU A SNAPSHOT AND A PREVIEW OF MORE

TO COME. >> MARK, YOUR HAND IS UP? P2 I HAVE NOTHING TO ADD.

I THINK IT SOUNDS GREAT. >> ANY OTHER BOARD MEMBER QUESTIONS OR COMMENTS?

OKAY. THANK YOU. >> GREAT TO SEE YOU GUYS, GREAT TO PRESENT AND HAPPY TO CONTINUE TO SHARE INFORMATION. THANK YOU FOR YOUR COMMENTS AND

FEEDBACK. WE APPRECIATE THAT AS WELL. >> THE NEXT ITEM ON THE AGENDA

[G. Public and Community Affairs]

IS PUBLIC AND COMMUNITY AFFAIRS. CASSANDRA, WOULD YOU LIKE TO

PROVIDE AN UPDATE? >>CASSANDRA SAGE : I THINK THAT LOOSELY RELATES TO LEGISLATIVE REPRESENTATIVE. IT'S A VERY FANCY TITLE AND I LIKE IT.

SO WE MET, BY WE I MEAN TO BOARD DIRECTORS AND DOCTOR HOMAN AND A FEW OTHER MEMBERS OF MET WITH SOME OUR LEGISLATORS LAST WEEK. AND WE HAVE A COUPLE MORE MEETINGS COMING UP THIS THURSDAY. WE MET WITH REPRESENTATIVE GOODMAN AND SENATOR AND ALL OF THEM VERY RECEPTIVE. AN UNDERSTANDING OF WHAT STUDENTS ARE REALLY NEEDING RIGHT NOW. UNDERSTOOD THE SOCIAL AND EMOTIONAL EFFECTS AND ARE SUPPORTIVE OF TRYING TO BUILD DIFFERENT OPPORTUNITIES FOR KIDS. AND HOPEFULLY FUND THEM. WE WILL SEE.

IT WILL BE A VERY DIFFERENT LEGISLATIVE SESSION BEING COMPLETELY VIRTUAL.

ALL THE LEGISLATORS HAVE BEEN ASKED TO LIMIT THE NUMBER OF BILLS THEY ARE GOING TO PROPOSE. AND THEY HAVE TO GO THROUGH DIFFERENT, DID YOU TALK TO APPROPRIATIONS, DID YOU TALK TO THE STAKEHOLDERS. AND THEY ARE VERY SUPPORTIVE.

AGAIN, I COME BACK TO THE HOUSE EDUCATION COMMITTEE ASKING SCHOOL DIRECTORS TO FIND POLICY CHANGES THAT CAN ALLOW THE STATE TO SPEND MONEY IN A DIFFERENT WAY.

A WAY IN WHICH IT WOULD BENEFIT SCHOOL DISTRICTS MORE DIRECTLY. AND I IMAGINE THAT IS DIFFERENT FROM DISTRICT TO DISTRICT. SO IF ANY OF YOU HAVE THAT POLICY CHANGE THAT WE CAN DO, THAT HELPS US FREE APPROPRIATE MONEY FROM ONE AREA TO ANOTHER. , PLEASE LET ME KNOW.

THANK YOU. >> THANK YOU FOR THE UPDATE. OKAY.

DOES ANYONE ELSE AT ANY ã DIRECTOR CARLSON? IT WAS REALLY INTERESTING TALKING TO THEM, BUT ONE OF THE THINGS THATSTRUCK ME WAS OUR LOCAL LEGISLATORS ARE NOT ãAT LEAST THE TWO I WAS INVOLVED IN , NEITHER OF THEM WAS ON THE ED COMMITTEE.

BUT THEN I HAD A MOMENT THAT THE CHAIR OF THE ED COMMITTEE REPRESENTS MERCER ISLAND.

AND I DON'T KNOW IF THERE IS ANY WAY THAT AS LOCALS WE COULD REQUEST AN AUDIENCE WITH HER.

BUT I CERTAINLY WOULD FIND THAT INTERESTING. >> ABSOLUTELY.

SORRY, DID YOU WANT TO ANSWER THAT? >> YES, I DO.

>> I MAY HAVE MENTIONED WE MET WITH REPRESENTATIVE TY EARLIER IN THE YEAR BUT ALSO FORMER SCHOOL BOARD MEMBER FROM BELLEVUE. AND HAVE REQUESTED A MEETING WITH LISA CALLAN, FORMER SCHOOL BOARD DIRECTOR. AND ALSO, WORKING WITH OTHER EASTSIDE SCHOOL DISTRICT DIRECTORS AND SHARING INFORMATION AND WHAT OTHERS ARE

[01:10:06]

WORKING ON IN THEIR DISTRICTS WITH THEIR REPRESENTATIVES. SO I WOULD SAY AS FAR AS

NETWORKING GOES, WE ARE DOING OUR DARNDEST THIS YEAR. >> I APPRECIATE THE EFFORT YOU

HAVE BEEN DOING A GREAT JOB, BY THE WAY. >> DIANE JUST CHIMED IN THAT SHE IS HARD AT WORK SCHEDULING A MEETING WITH THE SENATOR RIGHT NOW.

SO THERE YOU GO. SPOKE I WAS GOING TO ADD, THE SENATOR HAS MET WITH US IN THE PAST. I CAN'T REMEMBER IF IT WAS LAST YEAR OR THE YEAR BEFORE.MAY

BE BOTH. >> DIRECTOR STUART, I SEE YOUR HAND IS RAISED.

>>MARK STUART : IF WE CAN'T SCHEDULE THE, I HAVE A WORKING RELATIONSHIP WITH HER SO WE CAN FIGURE OUT SOMETIME IN THE FUTURE WHEN WE CAN GET TOGETHER WITH HER.

>> EXCELLENT. GREAT. OKAY.

[H. Superintendent Report]

THE NEXT ITEM ON OUR AGENDA IS THE SUPERINTENDENT REPORT. DOCTOR HOLMEN , DO YOU HAVE A

REPORT THIS EVENING? >>DR. JOHN HOLMEN: I DO. IT MIGHT BE MORE OF A REFLECTION THAN A REPORT. BUT HERE GOES. IF MY MATH IS CORRECT WE HAVE 17 DAYS LEFT OF 2020. THIS HAS BEEN A SCHOOL YEAR LIKE NONE OTHER.

I THINK THAT STARTED WHEN DOCTOR STATHAM ANNOUNCED SHE WOULD BE LEAVING IN THE BOARD HAD TO CHANGE COURSE AND HIRE A NEW SUPERINTENDENT IN THE MIDST OF THE BEGINNING OF THE PANDEMIC. AND I KNOW THAT WAS NOT AN EASY PROCESS FOR THE BOARD TO FIGURE OUT WHAT IS THE RIGHT STEP TO TAKE. AND FROM THAT WE MOVED THROUGH A SUMMER THAT WAS UNIQUE. IF I AM REMEMBERING DIRECTLY, ALMOST ON A WEEKLY BASIS, TO APPRISE THE BOARD OF THE VAST AMOUNT OF ACTIVITY AND WORK THAT WAS GOING ON.

HUNDREDS OF ADMINISTRATORS, EDUCATORS STAFF WHO ARE PUTTING IN COUNTLESS HOURS TO PREPARE FOR THE OPENING OF SCHOOL IN LATE JULY. ANNOUNCEMENT THAT WE WOULD START WITH THE MAJORITY OF STUDENTS LEARNING REMOTELY. SOMETHING THAT AS WE ALL KNOW WAS A FUNDAMENTAL SHIFT FOR OUR EDUCATORS. AND WHEN I LOOK BACK, PROBABLY IN 10 YEARS WE WILL LOOK BACK AND SAY DO WE MAKE ALL THE RIGHT DECISIONS AT THE RIGHT TIME. BUT WHEN I LOOK BACK AT THE PROCESSES, THE EFFORT, THE TIME, THE ENERGY OUR EDUCATORS HAVE PUT INTO THIS SCHOOL YEAR, IT IS WITH A SIGNIFICANT GRATITUDE THAT I KNOW I HOLD, THAT I KNOW I HAVE HEARD THE BOARD VOICE.

AND WHEN I THINK ABOUT WHAT THEY HAVE BEEN ABLE TODO THIS SCHOOL YEAR , IT HAS BEEN REMARKABLE. PERFECT. I DON'T THINK ANY OF US EXPECTED PROFESSION IN ALL OF THIS. BUT PEOPLE HAVE SURE WORKED HARD AND THAT IS OURTEACHERS, OUR CLASSIFIED STAFF . REGARDLESS OF THE POSITION FOR THE CHANGE IN PEOPLES WORK LIFE HAS BEEN DRAMATIC. BUT THAT IS NOT THE ONLY PEOPLE WE OWE A HUGE THANK YOU TO. I THINK ABOUT PARENTS AND WHAT OUR PARENTS HAVE HAD TO SHIFT IN THEIR LIVES TO SUPPORT THEIR CHILDREN IN REMOTE LEARNING OR IN PERSON LEARNING THAT LOOKS DRAMATICALLY DIFFERENT THAN WHAT THEIR CHILD IS USED TO. AND I HAVE BEEN IN COMMUNICATION AT THIS POINT THOUSANDS OF OUR PARENTS. I HAVE HEARD GRATITUDE AND I HAVE HEARD FOR RESTORATION. BUT I'VE NEVER HEARD ANYONE VOICE AN OPINION THAT OUR TEACHERS WEREN'T WORKING HARD. THAT OUR STAFF WERE DOING ABSOLUTELY EVERYTHING THEY HAVE BEEN ASKED TO DO. FOR OUR STUDENTS. AND SO I ALSO THANK OUR FAMILIES FOR WHAT THEY HAVE DONE THIS SCHOOL YEAR AS WELL. BECAUSE BEING A PARENT IN THIS ENVIRONMENT WITH YOUR KIDS NOT ABLE TO CONNECT WITH PEERS, THAT'S TYPICAL.

NOT BE AT SCHOOL AS TYPICAL. NOT LEARN IS TYPICAL. OUR FAMILIES HAVE DONE A HEROIC EFFORT TO CONTINUE THEIR CHILD'S LEARNING AS WELL. I ALSO WANT TO THANK OUR STUDENTS. BECAUSE I THINK ABOUT THE EXPERIENCE OF A STUDENT.

[01:15:05]

OBVIOUSLY I HAVE MY OWN CHILDREN AND I SEE THEIR EXPERIENCES IN THE EFFORT THEY HAVE TO THINK ABOUT. HOW AM I GOING TO BE A LEARNER IN THIS SPACE.

EVERY STUDENT HAS HAD TO FIGURE THAT OUT FOR THEMSELVES AND THEIR FAMILIES AND TEACHERS.

THAT IS NO SMALL TASK. THE STUDENTS WILL LOOK BACK ON THIS EXPERIENCE AND SOME FRUSTRATIONS, SOME DISAPPOINTMENT. BUT IT WILL HAVE BEEN AN EXPERIENCE THAT THEY WILL NEVER, EVER FORGET.AND ANOTHER HAVE BEEN LEARNINGS THAT GO WELL BEYOND WHAT THEY EVER WOULD HAVE LEARNED IN A CLASSROOM.

THE AMOUNT OF TECHNOLOGY RELATED SKILLS, THE PERSEVERANCE.

HAVING TO LEARN IN NEW AND DIFFERENT WAYS. THOSE ARE SKILLS WE HOPE THE STUDENTS CAN TAKE BEYOND THIS. LAWYER PUBLIC COMMENT TONIGHT OF WANTING TO BE IN PERSON, I THINK THE BOARD VOICED APPROPRIATELY WE DON'T DISAGREE WITH THAT OPINION AT ALL.

AND THERE ARE PROCESSES GOING ON THAT WERE TALKED ABOUT. ALL OF THAT WILL LEAD TO A POSITIVE OUTCOME BECAUSE WE ALSO CAN'T WAIT TO BE IN PERSON WITH OUR STUDENTS.

AND SO I LOOK BACK ON 2020 AND IT IS WITH SIGNIFICANT GRATITUDE TO THE STAKEHOLDERS THAT TRULY AFFECT AND MAKE LIKE WASHINGTON SCHOOL DISTRICT A SPECIAL PLACE THAT HAVE ALLOWED US TO REALLY NAVIGATE THIS UNPRECEDENTED AND REMARKABLE TIME WITH GRACE, WITH DIGNITY AND WE LOOK FORWARD TO CONTINUING TO NAVIGATE FORWARD. ALWAYS THINKING ABOUT HER STUDENTS, THEIR BEST INTEREST IN FIGURING OUT WHAT THE NEXT STEPS ARE FOR OUR STUDENTS.

AND SO THAT IS MY REPORT. JUST REFLECTIVE ON THE EXPERIENCE WE ARE HAVING AND GRATEFUL WE ARE MOVING FORWARD AND HAVE A WONDERFUL STAFF, WE HAVE WONDERFUL FAMILIES AND WE

HAVE AMAZING STUDENTS. >> THANK YOU. LET'S SEE HERE.

THE NEXT ITEM ON OUR AGENDA IS BOARD COMMENTS. DO ANY BOARD MEMBERS HAVE

[I. Closing Items]

COMMENTS FOR TONIGHT? DIRECTOR? I THINK YOU ARE ON MUTE.

>> JUST FOLLOWING UP. AS WE LOOK INTO THE NEXT YEAR. I THINK SOME OF OUR PUBLIC COMMENT TONIGHT, THINK IT WAS WELL SAID. IN REGARDS TO THE NEED TO BE ENABLED TO PROVIDE THE OPTION FOR MORE IN PERSON LEARNING ACROSS THE BOARD AND FOR THE DECISION TREE AND EARLY LEARNERS IN OUR K-1 STUDENTS ESPECIALLY, I THINK THE PARENT HAD SOME VERY KEY POINTS I THINK SHE BROUGHT UP THAT WE HAD MENTIONED PRIOR AS A BOARD AS WELL SUCH AS THE NOW MIGHT BE THE TIME TO TRY TO ALIGN WITH THOSE WHO WANT TO CONTINUE ONLINE THROUGHOUT THE PROCESS AS WELL AS THOSE WHO WOULD WANT TO COME BACK IN PERSON.

ABOUT BRINGING IN SMALLER GROUPS OF KIDS AND THOSE STRUGGLING MORE AND THOSE PIECES. I GUESS I AM AT THAT POINT WHERE I AGREE THOSE ARE VERY IMPORTANT STEPS WE NEED TO BE COMMUNICATING CLEARLY ABOUT WHERE THAT IS GOING.

WITH THE INTRODUCTION OF A VACCINE, THAT WILL BE A LONG PROCESS.

THIS ISN'T A SHORT THING. LET'S BE CLEAR, BY THE TIME IT GETS TO SCHOOLS AND THAT IS DOWN THE ROUTE. BUT THERE IS A LOT OF GOOD DATA AROUND OUR MITIGATION.

I THINK THE SUPERINTENDENT PUT OUT SOME CLEAR INFORMATION AS TO HOW CURRENTLY WE HAVE BEEN HANDLING THE CORONAVIRUS WITHIN OUR SCHOOLS WITH STUDENTS WHO WE ARE THERE AND ARE PARENT EDUCATORS AND OUR BUS DRIVERS AND ALL OUR STAFF WHO ARE COMING IN.

I THINK THIS IS THE TIME FOR 2021 THAT WE DO NEED TO PUT FORWARD THOSE EFFORTS TO GET THE YOUNGER ONES BACK FOR THOSE FAMILIES WHO THAT IS THE RIGHT DECISION.

THERE ARE OTHER FAMILIES WHO THEY WILL NOT BE AND THEY WANT TO DO SOMETHING DIFFERENT.

WE NEED TO PROVIDE THE OPTIONS WITHIN THAT RANGE. AND SO THAT IS MY COMMENT.

I APPRECIATE ALL THE WORK DONE. I JUST KNOW OUR OPTIONS ARE THERE AND I DON'T DISAGREE.

WE MISSED AN OPPORTUNITY IN SEPTEMBER. I DO THINK THAT IS A PIECE OF THE COMPONENT OF WHAT OCCURRED. AND I WOULD HATE TO MISS IT AGAIN.

[01:20:04]

>> OKAY. DIRECTOR STUART AND THEN DIRECTOR CARLSON.

>> I ECHO WHAT EVERYONE IS SAYING ABOUT WANTING TO GET BACK IN THE CLASSROOM.

I CAN'T IMAGINE BEING A STUDENT IN THIS ENVIRONMENT. AND AGAIN, I CAN'T IMAGINE BEING A STUDENT AFTER ALL OF THESE YEARS ANYWAY. ANYWAY, MY POINT IS ONE OF THE THINGS AS WE LOOK AT IT. I'VE ALSO LOOKED AT OTHER DISTRICTS WHO JUMPED IN AND JUMPED OUT AND JUMPED IN AND JUMPED OUT. AND THAT'S EVEN MORE OF A STRAIN ON FAMILIES AND KIDS THEN IT IS JUST TO MAINTAIN ONE ROUTE AND TO MAKE SURE IT IS GOING TO BE THE RIGHT ROUTE. KEEP IN MIND, WE HAVE BEEN STAYING OUT BY THE DIRECTION OR THE ADVICE OF THE PUBLIC HEALTH AUTHORITIES. WERE WE TO GO AGAINST THAT ADVICE, WE WOULD BE STANDING NAKED AS A JAY BIRD ON THE CORNER WITH NO PROTECTION AGAINST ANY CITIZEN WHO MIGHT COME AT US. IF ANYONE GOT SICK, IF ANYONE DIED. I KNOW THAT IS OFF THE BEAT OF EDUCATING OUR CHILDREN, BUT IT IS A REALITY OF LIFE. ESPECIALLY FOR THE STAFF THAT ARE WORKING WITH THE KIDS.

KEEP IN MIND, JUST A FEW WEEKS BACK THE FAMILY FOUNDATION POINTED OUT THAT ONE OUT OF EVERY FOUR TEACHERS IN THE UNITED STATES ARE SUSCEPTIBLE TO A VERY SEVERE CASE WITH COVID TO THE IDEA BEING FATAL. BECAUSE OF THEIR AGE, THE MEDICAL CONDITION OR WHATEVER.

THEY ARE VERY VULNERABLE. SO WE HAVE TO PROTECT OUR TEACHERS AND STAFF AS WELL AS

OUR STUDENTS. >>CHRIS CARLSON : I ACTUALLY WANTED TO THANK OUR THREE COMMENTS FROM PARENTS. BECAUSE THEY ARE REPRESENTATIVE OF THE COMMENTS ON GETTING AND I'M NOT GETTING A FEW OF THEM, I'M GETTING A LOT OF THEM. OUR PARENTS, THEY ARE EQUAL PARTS FRUSTRATED. THEY ARE PROUD OF THE EFFORTS, THEY APPRECIATE THE EFFORTS, BUT AS WITH ALL OF US IT DOES LOOK LIKE IN HINDSIGHT THERE WAS A WINDOW.

WE PROBABLY WOULD NOT BEEN FORCED TO CLOSED DOWN DUE TO THE SURGE COMING INTO THANKSGIVING, BUT AT THIS POINT WE REALLY DO NEED TO START ROLLING OUT NOT TELLING PARENTS THERE IS A PLAN. BUT HELPING ROLLING A PLAN OUT SO THE PARENTS CAN SEE THE PATHWAY, EVEN IF WE CAN'T PUT A DATE ON IT. BECAUSE ONCE WE GET BACK TO 75, GOD HELP US, ONCE THE STATE HEALTH DEPARTMENT ALLOWS THE BARS TO REOPEN, I SAY ãI HAVE BEEN EVERY YEAR THAT WE CAN THAT BARS SHOULD STAY CLOSED UNTIL KIDS ARE BACK IN SCHOOL.

AND IF WE DO THAT THEN WE WILL BE ALLOWED TO DRINK. BUT GET THE KIDS BACK FIRST.

BUT THIS IS ALL SOMETHING WE HAVE TO WORK WITHIN THE GUIDELINES.

GOING ROGUE ON PUBLIC HEALTH, WE COULD EXACERBATE A BAD SITUATION.

RIGHT NOW WE ARE IN A WORLD OF HURT. THE EPIDEMIC OF 400 PER 100,000 PER FORTNIGHT, THIS IS APPALLING. AND IT IS CALLED COVER THAT WE ARE BETTER THAN THE REST THEN MUCH OF THE NATION. BUT STILL, A 400.

WE HAVE TO GET BACK TO 75. AND THAT IS ALMOST CERTAINLY NOT GOING TO HAPPEN IN THE THREE WEEKS BEFORE WE NEED TO RESUME CLASS AND WE START BACK ON THE FIRST DAY OF JANUARY.

IT JUST ISN'T GOING TO HAPPEN. IF THE GUIDELINES CHANGE. AS THE LAST, AS THE WRITTEN COMMENTS MENTIONED, THERE'S SOME DISCUSSION ABOUT LOOSENING THE GUIDELINES FOR WHAT IS THE HIGH LEVEL OF HYBRID CAN BE RESUMED. IF THOSE DO CHANGE, WE HAVE TO BE READY. IN PART IT HAS BEENRADY IS THE PARENTS BEING READY .

AS SIRI POINTED OUT, HAVING AFFORDED THEM THE CLASSROOMS WILLING TO COME BACK WERE DESPERATE TO COME BACK IN CLASS IS PERFECTLY HAPPY COMING BACK NEXT FALL.

ANYWAY, THANK YOU. AND JOHN, YOU SAID IT VERY WELL.

THERE IS NO DOUBT THAT THE SYSTEM EVERYBODY IN THE SYSTEM IS WORKING THEIR HEARTS OUT TRYING TO DO THE RIGHT THING BY THE KIDS. AND IS INCREDIBLE HOW MUCH WE HAVE BEEN ABLE TO TEACH THE KIDS. AND AT THE SAME TIME, NONE OF US WOULD CHOOSE TO HAVE DONE THIS THE WAY IT IS HAD TO HAPPEN.

SO THANK YOU. >> AND THE OTHER BOARD MEMBER COMMENTS TONIGHT?

OKAY. >> IF I MAY ADD ONE MORE. >> PLEASE.

>> I WANTED TO ECHO AND PIECE OF WHAT DOCTOR CARLSON SAID IN THINKING A PROCESS IN WHICH IT IS GOING THROUGH. I THINK PUTTING FORWARD THE CLEAR GUIDELINES AND DIFFERENT

[01:25:01]

THINGS AND THOSE COMPONENTS. AND AS WE LEARN MORE, AS WE GO THROUGH THIS AND MORE OPTIONS BECOME AVAILABLE, I THINK INCORPORATING THOSE AS WE GO IS THE KEY POINT.

I APPRECIATE GREATLY ALL THE EFFORTS GOING IN. AND I LOOK FORWARD TO HAVING

THAT PLAN GOING FORWARD IN 2021. >> AND PLEASE KEEP IN MIND, WE DO SEE A PLAN COMES OUT IT'S A PLAN NOT FOR TOMORROW. IN STOCK FOR NEXT WEEK.

BECAUSE WHEN IT FIRST CAME OUT WITH THE AMP AND PLAN, I DO RECALL TONS OF PARENTS LETTING ME KNOW I ONLY HAVE TWO DAYS TO FIGURE THIS OUT? NO, THIS IS A PLAN, WE ARE GOING TO IMPLEMENT IT AT X STATE, X POINT IN THE PANDEMIC STAGE.

BUT THIS IS WHAT WE INTEND TO DO. PLEASE KEEP IN MIND, CAN WE ANNOUNCE WHAT WE WANT TO DO WE WILL GIVE YOU PLENTY OF NOTICE THAT YOU CAN START MAKING ARRANGEMENTS FOR YOUR FAMILIES, FOR YOUR STUDENTS. WE ARE NOT GOING TO DO THIS IS A SUNDAY NIGHT SURPRISE. TRUST ME. IF WE DO, I WILL HAVE A

VISCERAL. MIND TO.>> OKAY. I WILL SAY BRIEFLY AND WHAT KIDS BACK IN SCHOOL AS SOON AS IT IS SAFE TO DO SO AND I APPRECIATE ALL THE HARD WORK GOING INTO MAKING THAT A REALITY AND I ALSO APPRECIATE UNDISCIPLINED AND DATA DRIVEN OUR PROCESS HAS BEEN. I TRUST THAT WILL CONTINUE TO BE THE CASE GOING FORWARD.

OKAY, THE NEXT SCHEDULED BOARD MEETING WILL BE HELD ON JANUARY 11.

HOLIDAYS COMING UP.AND IT SHOULD BE NOTED THAT BOARD MEETINGS AFTER JANUARY 19 MAY BE ADJUSTED. DID THE EXTENSION ãIS THAT THROUGH OUR NEXT MEETING ALREADY? WELL, IT IS GOING TO BE. THE NEXT MEETING WILL BE ON JANUARY 11. IT WILL ALMOST CERTAINLY BE REMOTE AGAIN.

IF IT IS NOT ALREADY REQUIRED TO BE SO AS OF THIS DATE. PENDING CHANGES FROM THE GOVERNORS ORDER REGARDING OPEN MEETINGS ACT. AT THIS TIME I WANTED TO NOTE THAT BOARD MEETINGS HAVE BEEN ADJUSTED TO OUR NORMAL, OUR PREVIOUS NORMAL PATTERN OF A 5:00 P.M. STUDY SESSION FOLLOWED BY A 7:00 P.M. BOARD MEETING.

WE HAVE BEEN OPERATING WITH THAT FLIPPED FOR A WHILE. WE ARE REVERTING BACK TO OUR PRIOR NORMAL OF 5:00 P.M. STUDY SESSION, 7:00 P.M. BOARD MEETING.

BOTH WILL BE BROADCAST AS THEY HAVE BEEN WHILE WE HAVE BEEN REMOTE.

JUST THE ORDER IS SWITCHED BACK TO 5:00 P.M. STUDY SESSION, 7:00 P.M. BOARD MEETING.

I ALSO WANT TO NOTE THE JANUARY 11 STUDY SESSION HAS BEEN CANCELED SO THE BOARD MEMBERS CAN PARTICIPATE IN PROFESSIONAL DEVELOPMENT. AND A RACIAL EQUITY SESSION PROVIDED BY JUSTI. THE BOARD MEETING WILL START AT 7:00 P.M. HELD REMOTELY.

[J. Executive Session]

BOARD WILL MEET IN EXECUTIVE SESSION FOR 15 MINUTES FOR THE PURPOSE TO CONSIDER THE SELECTION OF A SITE WITH ACQUISITION OF REAL ESTATE BY LEASE OR PURCHASE THE MINIMUM PRICE AT WHICH REAL ESTATE WILL BE OFFERED FOR SALE OR LEASE WHO THEY WILL BE NO BOARD ACTION TAKEN FOLLOWING THE EXECUTIVE SESSION EXCEPT FOR ADJOURNMENT OF THIS DECEMBER 14 BOARD MEETING. SO I GUESS I DON'T NEED TO ADJOURN THIS MEETING RIGHT NOW, DO I? EXCELLENT. BOARD MEMBERS, WE HAVE ANOTHER LINK TO ACCESS THE EXECUTIVE SESSION.

* This transcript was compiled from uncorrected Closed Captioning.