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

[B. Opening Items]

[C. Audience Participation]

[D. Consent Agenda]

[E. Non-Consent Agenda]

[F. Public and Community Affairs]

[H. Closing Items]

[08:00:20]

GOOD EVENING. I WOULD LIKE TO CALL TO ORDER THE JANUARY 21

[08:00:23]

2021 LAKE WASHINGTON SCHOOL BOARD MEETING. LET THE RECORD

[08:00:27]

REFLECT THAT ALL BOARD MEMBERS EXCEPT FOR DIRECTOR BLIESNER

[08:00:30]

WHO'S HAVING TECHNOLOGICAL ISSUES THAT SHE'S RESOLVING ARE

[08:00:33]

PRESENT AND PARTICIPATING REMOTELY. ALL MEETING

[08:00:38]

PARTICIPANTS WILL ALSO BE JOINING THIS MEETING REMOTELY IN

[08:00:41]

ALIGNMENT WITH THE CURRENT PROCLAMATION ISSUED BY GOVERNOR

[08:00:43]

INSLEE. THE BOARD MEETING WILL BE LIVE STREAMED AND VIEWABLE ON

[08:00:46]

THE DISTRICT'S WEBSITE. IF YOU ARE UNABLE TO LIVESTREAM THE

[08:00:49]

MEETING, VIEWERS CAN CALL FOR 259362813 CONFERENCE ID IS 37127

[08:00:58]

TO LISTEN TO THE MEETING.

[08:01:00]

I WILL NOW ENTERTAIN A MOTION TO APPROVE THE JANUARY 21 21

[08:01:05]

AGENDA. SO MOVED.

[08:01:08]

SECOND. SECOND.

[08:01:11]

IT'S BEEN MOVED BY DIRECTOR STUART AND SECONDED BY DIRECTOR

[08:01:15]

CARLSON THAT WE APPROVED THE AGENDA AS PRESENTED.

[08:01:19]

ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING AYE. AYE.

[08:01:24]

AYE. ALL THOSE OPPOSED?

[08:01:30]

OKAY, MOTION CARRIES AND LET THE RECORD REFLECT THE DIRECTOR

[08:01:33]

BLIESNER WAS ABLE TO JUST ABLE TO JOIN THE MEETING NOW.

[08:01:39]

THE NEXT ITEM ON THE AGENDA IS PUBLIC COMMENT. DUE TO THE

[08:01:42]

CORONAVIRUS ALL BOARD MEETINGS ARE BEING HELD REMOTELY. PLEASE

[08:01:45]

NOTE THAT THERE WILL BE NO IN PERSON PUBLIC COMMENT TO ENSURE

[08:01:48]

SOCIAL DISTANCING.

[08:01:51]

SO LAKE WASHINGTON SCHOOL DISTRICT BOARD OF DIRECTORS

[08:01:53]

WELCOME THE PUBLIC TO THE BOARD MEETINGS OF THE BOARD AND

[08:01:56]

ENCOURAGE THE COURAGE COMMUNITY ENGAGEMENT. THE BOARD DEDICATES

[08:02:00]

30 MINUTES AT THESE MEETINGS TO HEAR FROM THE PUBLIC DURING A

[08:02:03]

PUBLIC COMMENT PERIOD. CURRENTLY THERE ARE THREE OPTIONS TO

[08:02:06]

SUBMIT PUBLIC COMMENTS. THE FIRST IS BY WRITING TO THE BOARD

[08:02:12]

AND THOSE CAN BE SUBMITTED TO DIANE JENKINS AT DJENKINS@LWSD.

[08:02:17]

ORG. SIMILARLY, YOU CAN SEND AN EMAIL TO MISS. JENKINS AT THE

[08:02:23]

DJENKINS@LWSD.ORG TO REQUEST TO MAKE TELEVISED PUBLIC COMMENT

[08:02:28]

AND IN MICROSOFT TEAMS LINK WILL BE SHARED WITH YOU THAT WILL

[08:02:31]

ALLOW YOU TO JOIN THE BOARD MEETING DURING THE PUBLIC

[08:02:34]

COMMENT PERIOD. AND YOU CAN THEN SHARE YOUR COMMENTS WHICH ARE

[08:02:37]

RECORDED AND TELEVISED. PUBLIC COMMENTS ARE LIMITED TO THREE

[08:02:40]

MINUTES PER PERSON. FINALLY, YOU CAN SUBMIT PUBLIC COMMENT ORALLY

[08:02:44]

BY LEAVING A VOICEMAIL MESSAGE WHICH WE PLAYED DURING THE

[08:02:48]

PUBLIC COMMENT PERIOD. AND VOICEMAIL MESSAGES MAY BE LEFT

[08:02:52]

THAT 4259361257. AND AGAIN PLEASE LIMIT COMMENTS TO THREE

[08:02:58]

MINUTES.

[08:02:59]

AT THIS TIME, WE HAVE RECEIVED ONE PUBLIC COMMENT FOR TONIGHT

[08:03:05]

AND IS A WRITTEN PROPOSAL FROM THE ACLU CLUBS FROM THE REDMOND

[08:03:08]

AND JUANITA HIGH SCHOOL'S DIRECTOR CARLSON HAS OFFERED TO

[08:03:14]

READ THE LETTER ALOUD THAT WAS SUBMITTED.

[08:03:18]

YES, NORMALLY WE LIMIT TO THREE MINUTES PER SPEAKER BUT THERE

[08:03:21]

ARE NINE KIDS WHO SIGNED THIS AND THEIR STUDENTS SO I'M GOING

[08:03:23]

TO READ THROUGH THE WHOLE THING. PLEASE BEAR WITH US.

[08:03:27]

SO HISTORY IS AN INTRODUCTION HISTORY IS AN INTEGRAL PIECE OF

[08:03:30]

CONSTRUCTING A WORLDVIEW IN THE MINDS OF IMPRESSIONABLE YOUNG

[08:03:32]

STUDENTS. ITS ABILITY TO PROVIDE A SENSE OF PERSPECTIVE ON PAST

[08:03:36]

EVENTS, AND ITS RELEVANCE TO CONTEMPORARY TOPICS IS

[08:03:38]

UNPARALLELED MUST BE TAUGHT WITH FAIR AND ACCURACY. THE CURRENT

[08:03:42]

HISTORY AND SOCIAL STUDIES CURRICULUM PROVIDE A WORLDVIEW

[08:03:44]

THAT IS LARGELY EUROCENTRIC, AND AS A RESULT OFTEN GLOSSES OVER

[08:03:47]

IMPORTANT HISTORICAL EVENTS ARE ATROCITIES COMMITTED BY THESE

[08:03:50]

EUROPEAN COUNTRIES IN THE PAST. LAKE WASHINGTON SCHOOL DISTRICT

[08:03:54]

IS PREVIOUS COMMITTED TO FOSTERING AN ENVIRONMENT WHERE

[08:03:56]

STUDENTS HAVE A SUFFICIENT UNDERSTANDING OF BOTH UNITED

[08:03:58]

STATES AND WORLD HISTORY, IN LINE WITH THE DISTRICT'S MISSION

[08:04:01]

THAT EACH STUDENT WILL GRADUATE PREPARED TO LEAD A REWARDING

[08:04:04]

RESPONSIBLE LIFE AS A CONTRIBUTING MEMBER OF OUR

[08:04:06]

COMMUNITY AND GREATER SOCIETY. THEREFORE, IT IS OF THE UTMOST

[08:04:09]

IMPORTANCE THAT LAKE WASHINGTON CURRICULA ARE REFORMED AND

[08:04:12]

IMPROVED TO BETTER REFLECT THE PERSPECTIVES OF NON WHITE

[08:04:15]

CULTURES AND PEOPLE AND TO BE MORE ACCURATE OVERALL. LAKE

[08:04:18]

WASHINGTON SCHOOL DISTRICT HAS ALSO PUBLICLY STATED THAT THEY

[08:04:21]

WELCOME STUDENTS FROM PARENTING WHEN ADDRESSING RACIAL INEQUITY.

[08:04:24]

ADDRESSING THIS PROPOSAL AND THE ISSUES OUTLINED IN IT IS THE

[08:04:26]

FIRST STEP IN HOLDING US ACCOUNTABLE FOR THE CHANGE WE

[08:04:28]

HAVE PROMISED TO CREATE. SPEAKING AS PASSIONATE

[08:04:31]

STUDENTS, COMMUNITY MEMBERS AND LEADERS OFJUANITA SENIOR HIGH

[08:04:34]

SCHOOL AND REDMOND SENIOR HIGH SCHOOLS AMERICAN CIVIL LIBERTIES

[08:04:37]

UNION CHAPTERS WHO WOULD LIKE TO BRING TO YOUR ATTENTION SEVERAL

[08:04:40]

FREQUENT COMPLAINTS SURROUNDING THE SECONDARY DISTRICT

[08:04:42]

CURRICULUM AND POSSIBLE SOLUTIONS TO THIS PREDICAMENT.

[08:04:45]

BELOW SUMMARIZED DIRECT QUOTATIONS.

[08:04:49]

SO FIRST, SECTION 2 CURRENT PROBLEMS ARTICLE A WHITEWASHING

[08:04:54]

AND MISREPRESENTATION OF PEOPLE OF COLOR. BY FAR THE MOST

[08:04:57]

PROMINENT STUDENT COMPLAINT IS THAT OF THE MISREPRESENTATION OF

[08:05:00]

PEOPLE OF COLOR IN CURRENT HISTORY CURRICULUMS. ASIDE FROM

[08:05:03]

INACCURATE LABELS SUCH AS INDIANS OR AMERICAN INDIANS FOR

[08:05:05]

INDIGENOUS PEOPLES. IMPLICIT BIAS PLAGUES THE TEACHERS

[08:05:08]

NARRATIVES OF CERTAIN WORLD CULTURES. AS A RESULT,

[08:05:11]

INACCURATE PORTRAYALS OF WORLD CULTURES TEND TO MISREPRESENT

[08:05:14]

STUDENTS OF PARTICULAR RACE OR CULTURAL BACKGROUND. ARTICLE B.

[08:05:18]

LACK OF ADEQUATE RACIAL AND ETHNIC SENSITIVITY. A STUDENT AT

[08:05:22]

REDMOND HIGH SCHOOL OF INDIAN DESCENT SHARED THAT THEY FELT

[08:05:24]

QUITE UNCOMFORTABLE WITH HOW THEIR CULTURE WAS PORTRAYED IN

[08:05:27]

THEIR FRESHMAN YEAR WORLD HISTORY CLASS. WHEN ASKED TO

[08:05:29]

ELABORATE THEY QUOTED THEIR TEACHER AS FOLLOWS.

[08:05:32]

INDIAN STUDENT WAS ASKED IN THE MIDDLE OF THE LECTURE TO

[08:05:34]

PRONOUNCE A WORD

[08:05:38]

THE TEACHER ASKED AGGRESSIVELY ARE YOU EVEN INDIAN? LAKE

[08:05:41]

WASHINGTON SCHOOL DISTRICT CLAIMS TO RECOGNIZE THE VALUE

[08:05:43]

THAT WE ARE A DIVERSE COMMUNITY HAS A STATED MISSION OF

[08:05:46]

PROVIDING POSITIVE HARMONIOUS ENVIRONMENT IN WHICH DIVERSITY IS RESPECTED ENCOURAGED. WE THINK THAT IT IS NECESSARY TO CONTINUE THIS TO TAKE FURTHER STEPS TO VALUE OUR DIVERSITY AND ENSURE THAT ALL STUDENTS FEEL THEY'RE REPRESENTED AND VALUED.

ARTICLE C SUGARCOATING ATROCITY. TO BEGIN TO DECOLONIZE CURRICULUM, WE MUST CONSIDER THAT ON THE WHOLE STUDENTS DO NOT RECEIVE THE FULL SCOPE ON IMPORTANT CULTURAL GENOCIDE COMMITTED ON BEHALF OF EUROPEAN COUNTRIES. AS A RESULT, STUDENTS LEAVE HISTORY CLASSES LARGELY IGNORANT ON THE SPECIFICS SURROUNDING THESE HORRIBLE EVENTS, AND DO NOT APPRECIATE THE HISTORICAL STRUGGLE MANY ETHNIC AND RACIAL MINORITIES HAD TO PERSEVERE THROUGH. ALTHOUGH LARGELY DICTATED BY THE CURRICULUM STANDARDS. THE ALLOCATION OF CLASS TIME SPENT DISCUSSING HISTORICALLY OPPRESSIVE FORCES AND EVENTS IS INACCURATELY DISPROPORTIONATE TO TIME SPENT GLORIFYING HISTORICAL FIGURES SUCH AS THE FOUNDING FATHERS. WHILE WE DO NOT EXPECT TEACHERS TO GLOSS OVER EXAM CONTENT, MORE MUST BE DONE IN TERMS OF EMPHASIZING THIS EMPHASIZING HISTORICAL OPPRESSION.

THREE STEPS MOVING FORWARD, WE'RE HOPING THAT YOU WILL CONSIDER THIS PLAGUE UPON THE CURRICULUM AND HOPE THAT MOVING FORWARD. YOU'LL KEEP THIS IN MIND AS YOU WORK ON UPDATING CURRICULUM FOR TRAINING TEACHERS IN RACIAL SENSITIVITY. WE ARE ALSO AWARE THAT THE DISTRICT IS CURRENTLY WORKING TO PURCHASE NEW TEXTBOOKS, AND ARE HOPING THAT YOU CAN MAKE INCLUSIVE REPRESENTATIONAL TEXTBOOKS AND RESOURCES THE TOP PRIORITY. THIS IS AN ISSUE THAT AFFECTS ONE OF THE MOST CULTURAL AND RACIALLY DIVERSE DISTRICTS IN THE STATE, AND REPRESENTATIVES OF SAID DISTRICT, WE DESERVE TO REPRESENT IT AND TO HAVE OUR CONCERNS CONSIDERED AND MADE PRIORITY. IN ADDITION TO SEARCHING FOR NEW TEXTBOOKS, WE HAVE A LIST OF FEASIBLE SUGGESTIONS THAT WOULD MAKE LAKE WASHINGTON SAFE AND INCLUSIVE ENVIRONMENT. SUPPLEMENTAL TEXTS THAT INCLUDE THE PEOPLE OF COLOR POINT OF VIEW DURING IMPORTANT HISTORICAL EVENTS, ADDING A COURSE THAT AIMS TO ADDRESS THESE INCONSISTENCY AND LACK OF REPRESENTATION. FOR EXAMPLE, LAKE JUANITA THAT HAS ALREADY IMPLEMENTED CLASS STOP TEACHING THE NARRATIVE THAT GLORIFIES IMPERIALISM AND COLONIZATION.

FOR EXAMPLE, ADDRESSING THAT THE FOUNDING FATHERS ALSO HAS REGARDING OUR CONCERNS. WE HAVE A LONG LIST OF STUDENTS WHO HAVE FELT UNCOMFORTABLE WITH THE WAY HISTORY IS PORTRAYED IN OUR CLASSROOMS. WE UNDERSTAND THIS IS NOT AN ISSUE CAUSED OR SUBSTANTIATED BY LAKE WASHINGTON, IS ONE EXAMPLE AND A LONG LIST OF HOW SYSTEMIC RACISM IS COMMONPLACE IN OUR SOCIETY.

HOWEVER, WE ALSO RECOGNIZE THAT EDUCATION IS A KEY ROLE IN ADDRESSING THIS PROBLEM. LAKE WASHINGTON HAS THE OPPORTUNITY TO MAKE REAL CHANGE THAT WILL BECOME THE FIRST STEP IN CORRECTING INJUSTICE IN OUR SOCIETY. THAT IS THE END.

THANK YOU, DIRECTOR CARLSON, AND THANK YOU TO ALL THE STUDENTS WHO TOOK THE TIME TO PUT THAT TOGETHER AND SEND IT TO US TONIGHT.

THAT IS THE THAT WAS THE ONLY PUBLIC COMMENT WE RECEIVED FOR THE MEETING TONIGHT AGAIN, FOR THOSE WHO ARE HAVE THE TIME OR WILLING TO WE WELCOME TELEVISED PUBLIC COMMENT AS WELL. AND AGAIN, IF YOU WANT TO GIVE PUBLIC TELEVISED COMMENT, PLEASE EMAIL DIANE JENKINS AT THE DJENKINS@LWSD.ORG.

THE NEXT ITEM ON OUR AGENDA IS THE CONSENT AGENDA IS THE APPROVAL THE JANUARY 11 CONSENT AGENDA. I WILL NOW ENTERTAIN A MOTION TO APPROVE THE CONSENT AGENDA. SO MOVED.

SECOND.

IT'S MOVED BY DIRECTOR SAGE AN D SECONDED BY DIRECTOR CARLSON THAT WE APPROVE THE CONSENT AGENDA. DR. HOLMEN WILL YOU PLEASE POLL THE BOARD? YES. DIRECTOR SAGE. YES. DIRECTOR BLIESNER.

YES. DIRECTOR CARLSON.

YES. VICE PRESIDENT STUART. YES. AND PRESIDENT LALIBERTE. YES.

WILL YOU PLEASE SUMMARIZE THE DONATIONS THAT HAVE BEEN RECEIVED? ABSOLUTELY. THE JANUARY 11TH DONATIONS TOTAL JUST OVER $50,000 BOTH FROM OUR LAKE WASHINGTON SCHOOLS FOUNDATION AND PTSA COMBINED. AS ALWAYS, WE THANK THEM FOR THEIR DONATIONS IT HELPS US MEET THE NEEDS OF STUDENTS PROVIDE PROGRAM SERVICES THAT OTHERWISE WE MAY NOT BE ABLE TO DO SO. WE APPRECIATE THEIR PARTNERSHIP.

EXCELLENT.

THE FIRST ITEM ON THE NON CONSENT AGENDA FOR TONIGHT IS A RETURN TO SCHOOL TASK FORCE UPDATE. DR. HOLMEN WILL YOU PLEASE PROVIDE THAT UPDATE? ABSOLUTELY.

[08:10:02]

PRESENTATION HERE OKAY, SO TONIGHT RETURNED TO SCHOOL TASK FORCE PRESENTATION IS REALLY AN UPDATE AROUND OUR EFFORTS RELATED TO WEDNESDAY NIGHT'S ANNOUNCEMENT IN THE PRESENTATION THAT WE GAVE AROUND THE PATHWAY FORWARD, MOVING TOWARDS LEARNING MODELS THAT INCLUDE BOTH IN PERSON AND REMOTE LEARNING, AND EFFORTS TO DATE AND EFFORTS MOVING FORWARD. TONIGHT, I'VE ACTUALLY ASKED EACH OF OUR CABINET MEMBERS TO JUST PROVIDE YOU WITH AN UPDATE AROUND THE WORK THAT'S OCCURRING IN THEIR DIVISIONS RELATED TO ALL OF THE EFFORT THAT GOES INTO CHANGING LEARNING MODELS IN THE MIDDLE OF THE YEAR. AND SO WE KNOW THIS IS A BIG EFFORT HERE INTERNALLY, WE ALSO WANT TO THANK OUR FAMILIES FOR WHAT THEY'RE DOING RIGHT NOW, EVALUATING LEARNING MODELS FOR THEIR CHILD, EVALUATING WHAT'S GOING TO BE BEST FOR THEIR CHILD FOR THE REMAINDER OF THE 2021 SCHOOL YEAR. AND KNOWING THAT THAT'S A BIG DECISION. TONIGHT, WE'RE AS WE SPEAK IN THE PROCESS OF PUSHING OUT ADDITIONAL INFORMATION TO OUR FAMILIES.

WE'VE RECEIVED A NUMBER OF QUESTIONS SINCE LAST WEDNESDAY THAT WERE SUBMITTED THROUGH OUR WEBSITE. AND IT REALLY HELPED US TO IDENTIFY SOME OF THOSE KEY FREQUENTLY ASKED QUESTIONS. AND SO WE'RE ABLE TO PROVIDE RESPONSES TO THE MAJORITY OF THE QUESTIONS THAT WERE COMING IN. WE KNOW THAT THIS ISN'T EASY. IT'S A DIFFICULT DECISION TO MAKE. AND SO WE WANT TO MAKE SURE THAT WE PROVIDE AS MUCH DETAIL ABOUT WHAT AN IN PERSON LEARNING MODEL AND WHAT A REMOTE MODEL WILL LOOK LIKE MOVING FORWARD AS FAMILIES MAKE THIS DECISION. AND SO I JUST WANT TO GROUND US AGAIN, BACK IN OUR GUIDING PRINCIPLES AND GOALS. WHEN WE THOUGHT ABOUT OUR RETURN TO SCHOOL TASKFORCE EFFORTS. IT WAS INTERESTING, AGAIN, TO PULL THIS UP AND TO, TO JUST REVIEW, YOU KNOW, WHAT, SEVEN, EIGHT MONTHS AGO, WHAT WHAT WERE WE THINKING ABOUT WHEN WE WERE THINKING OF ALL OF THE WORK THAT WAS GOING TO GO ON THIS YEAR THAT WE REALLY WANTED TO MAKE PRINCIPAL DECISIONS, AS WE WORK THROUGH WHETHER IT WAS REMOTE LEARNING AT THE BEGINNING OF THE YEAR, ALL OF THE EFFORTS THAT WE'RE TALKING ABOUT RIGHT NOW THINKING ABOUT OFFERING AN IN PERSON LEARNING MODEL, BUT ALSO CONTINUING A ROBUST REMOTE LEARNING EXPERIENCE FOR OUR STUDENTS. AND SO THAT GUIDING PRINCIPLE ONE, PROTECT THE HEALTH AND WELL BEING OF STUDENTS, STAFF AND FAMILIES. AND WITH ALL OF THESE, THERE'S A TENSION OF, YOU KNOW, THAT QUOTE, UNQUOTE, DOING THE RIGHT THING. AND SO IT'S BEING THOUGHTFUL ABOUT THE DECISIONS THAT WE MAKE, ALWAYS KEEPING IN MIND THE IMPACTS THINKING OF OUR STUDENTS, THINKING OF OUR STAFF, THINKING OF OUR FAMILIES, THAT SECOND PRINCIPLE THERE IS TO EDUCATE EACH STUDENT. AND THAT'S BEEN A PARTNERSHIP PARTNERSHIP WITH OUR FAMILIES, OUR STAFF, LEARNING NEW MODELS FOR TEACHING STUDENTS DURING THIS REMOTE PERIOD. AND AS WE TRANSITION INTO A PERIOD WHERE WE ALSO BRING ON AN IN PERSON, THAT IN PERSON LEARNING EXPERIENCE IS GOING TO LOOK DIFFERENT, IT'S GOING TO FEEL DIFFERENT FOR STUDENTS AND FAMILIES. AND SO, YOU KNOW, OUR STAFF HAS ALWAYS ARE COMMITTED TO EDUCATING THE STUDENTS THAT THEY'RE SERVING.

AND SO PROVIDING THE APPROPRIATE TIME AND TRAINING AND RESOURCES FOR THEM TO HAVE THEIR CLASSROOMS READY, SET UP IN THE APPROPRIATE MANNER TO MAXIMIZE SAFETY, MITIGATE THE RISK OF THE SPREAD OF THE VIRUS ON OUR CAMPUSES, ALL FOCUSED ON EDUCATING THE STUDENTS THAT DO COME TO OUR IN PERSON LEARNING, AND THEN CONTINUING THAT ROBUST EXPERIENCE REMOTELY AS WELL, THAT THIRD PRINCIPLE OF ENSURING ACTIVE CONSISTENT AND MEANINGFUL CONNECTIONS WITH EACH STUDENT.

WHAT YOU SAW ON WEDNESDAY NIGHT, AS MIKE WAS TALKING ABOUT SOME OF THE, THE DRAFT SCHEDULES, YOU CAN SEE WITHIN THAT THE IDEA OF TRYING TO PROVIDE ADULT CONNECTIONS, PEER CONNECTIONS ON AN ONGOING CYCLE, BOTH FOR OUR YOUNGEST LEARNERS, AND FOR OUR, IN OUR HYBRID MODEL, AS WE'RE THINKING ABOUT, YOU KNOW, HOW DO WE MAKE SURE THAT STUDENTS HAVE MULTIPLE TOUCH POINTS THROUGHOUT THEIR WEEK SO THAT IT ISN'T JUST, YOU KNOW, TWO TOUCH POINTS IN AN IN PERSON MODEL, AND THEN, YOU KNOW, THEY DON'T HEAR OR SEE ADULTS FOR THE REST OF THE WEEK. AND SO BEING REALLY THOUGHTFUL ABOUT HOW WE, YOU KNOW, MOVE THAT FORWARD, HOW WE THINK ABOUT

[08:15:01]

THAT, THAT PLANNING AND THOSE EFFORTS.

THE FOURTH PRINCIPLE OF PROACTIVELY ADDRESSING INEQUITIES RELATED TO RACE ABILITY, SOCIOECONOMIC STATUS AND LANGUAGE THAT HAVE BEEN EXACERBATED BY THE PANDEMIC. YOU KNOW, THOSE ARE LENSES THAT WE TRULY TRYING TO APPLY AS WE'RE THINKING ABOUT, REALLY EVERYTHING WE ARE DOING THROUGHOUT THE SCHOOL YEAR, KNOWING THAT IT'S CONTINUALLY CHALLENGING OURSELVES TO DO OUR WORK BETTER TO APPLY THIS LENS TO MEET THE NEEDS OF STUDENTS TO A MUCH GREATER DEGREE. AND THEN THAT FIFTH PRINCIPLE OF ENGAGING OUR FAMILIES, WE'VE PROVIDED COMMUNICATION ON AN ONGOING BASIS, SINCE JULY, TRYING TO PROVIDE TIMELY, ACCURATE INFORMATION TO OUR FAMILIES, REALLY ABOUT THE STATE OF THE VIRUS WITHIN OUR COMMUNITIES, OUR WORK TO CONTINUE PLANNING, THEIR EXPERIENCES AND REMOTE LEARNING, THE SURVEYS WE CONDUCTED AND SO JUST THAT ONGOING ENGAGEMENT WITH OUR FAMILIES HAS BEEN CRITICAL THROUGH THIS TIME PERIOD AS WELL. AND SO THEN THAT LEADS TO THE GOALS THAT WE IDENTIFIED EARLY ON.

PRIMARY HEALTH AND SAFETY, MITIGATE AND MINIMIZE THE SPREAD OF CORONAVIRUS. IN ACCORDANCE WITH HEALTH AGENCY GUIDANCE. WE HAVE OUR COVID-19 SAFETY PLAN, WHICH TRULY IS A LIVING DOCUMENT. AS AGENCY GUIDANCE GETS UPDATED, WE ANALYZE OUR COVID-19 SAFETY PLAN, MAKE THOSE APPROPRIATE ADJUSTMENTS, AND THEN PUSH THAT OUT TO OUR SCHOOL TEAMS SO THAT THEY CAN MAKE ANY CHANGES THAT ARE REQUIRED THERE. BUT THE WORK OF MITIGATING AND MINIMIZING THE SPREAD OF CORONAVIRUS REALLY IS A COLLECTIVE EFFORT BY EVERYONE. STRICT ADHERENCE TO OUR SAFETY PROTOCOLS IS ESSENTIAL. AND SO THAT IS ONGOING WORK. AND WHEN WE THINK ABOUT BRINGING MORE STUDENTS BACK TO CAMPUSES, THERE'S GOING TO BE NEW LEARNING ENVIRONMENTS, THERE'S GOING TO BE NEW PROTOCOLS FOR MORE STUDENTS. AND SO MAKING SURE THAT WE COMMUNICATE THAT WELL THAT WE PROVIDE THE APPROPRIATE INSTRUCTION FOR OUR STUDENTS, AND THAT WE'RE HELPING THEM TO ALIGN WITH OUR COVID-19 SAFETY PLAN AS WELL. OUR SECOND GOAL IS TO KEEP STAFF AND STUDENTS SAFE, AND SUPPORT SOCIAL EMOTIONAL WELL BEING AND INTERACTIONS. AND AS YOU KNOW, THERE'S BEEN A NUMBER OF DIFFERENT WAYS THAT WE'VE SUPPORTED SOCIAL EMOTIONAL WELL BEING KNOWING THAT ONGOING CONNECTION AND COMMUNICATION WITH OUR STUDENTS IS CRITICAL, PROVIDING THEM OPPORTUNITIES TO ENGAGE WITH PEERS, I BELIEVE TODAY WAS OUR FIRST DAY OF PROVIDING ATHLETIC TRAINING FOR OUR HIGH SCHOOL STUDENTS. BUT AGAIN, THAT'S WITHIN A VERY STRICT AND RIGID SAFETY PLAN TO KEEP OUR STUDENTS SAFE. AND THERE ARE PROCESSES AND PROCEDURES FOR THAT. BUT THOSE TYPES OF OPPORTUNITIES ARE CRITICAL FOR OUR STUDENTS TO MAINTAIN THAT CONNECTION WITH THEIR PEERS, DOING THINGS THAT THEY ENJOY. AND THAT THEY THEY REALLY LIKE THAT THIRD GOAL OF PRIORITIZE INCLUSIVE ACCESS TO LEARNING FOR EACH STUDENT. WHEN WE THINK ABOUT OUR LEARNING MODELS, IT'S ABOUT TRULY THINKING ABOUT ALL OF OUR STUDENTS. AND AS WE DEVELOP MODELS, THINKING ABOUT HOW TO ALL LEARNERS HAVE ACCESS IN INCLUSIVITY, WITHIN THOSE LEARNING MODELS, THAT FOURTH GOAL OF SUPPORTING OUR FAMILIES, NOT ONLY THROUGH COMMUNICATION, BUT THINKING ABOUT FOOD RESOURCES, AND TEACHER OUTREACH TO FAMILIES, THERE'S SO MANY DIFFERENT ASPECTS TO SUPPORTING OUR FAMILIES THROUGH ALL OF THIS AND MAKING SURE THAT THEY DO FEEL CONNECTED AND ENGAGED WITH THEIR SCHOOLS AND CLASSROOMS. AND THAT FIFTH GOAL, TO ENABLE STAFF AND STUDENTS TO RETURN TO LEARNING IN WAYS THAT ARE SIGNIFICANTLY BETTER THAN DURING OUR CLOSURES IN 2019 2020. AND SO THESE WERE GOALS THAT WERE SET, I BELIEVE, MAY JUNE OF LAST YEAR. AND SO WHEN WE WERE THINKING ABOUT REMOTE LEARNING LAST SCHOOL YEAR, AND NOW WHEN WE THINK ABOUT REMOTE LEARNING THAT WE'VE EXPERIENCED IN 2021, AGAIN, SIGNIFICANT GROWTH AND PROGRESS DURING THIS SCHOOL YEAR TO DATE. AND WE KNOW AS WE TRANSITION TO NEW LEARNING MODELS, THERE WILL BE A TIME OF GROWTH AND LEARNING AND BUT THERE WILL BE SOME PIECES TO OUR IN PERSON THAT ARE MUCH MORE FAMILIAR THAN THE REMOTE SPACE.

BUT THERE ARE ALSO GOING TO BE THINGS THAT ARE SUBSTANTIALLY DIFFERENT, BUT IT'S ABOUT MAKING THOSE LEARNING ENVIRONMENTS ENGAGING AND POSITIVE, AND, AND ACADEMICALLY RIGOROUS FOR OUR STUDENTS AS WELL. AND SO WITH THAT, I'M GOING TO ASK THE TEAM TO PROVIDE YOU WITH UPDATES. AND WHY DON'T WE GO AHEAD AND JUST TAKE QUESTIONS AT THE END OF EACH PERSON'S PRESENTATIONS.

MOST OF THEM HAVE TWO TO THREE SLIDES. AND SO WE'LL JUST PAUSE

[08:20:01]

IT THERE LAST SLIDE FOR ANY QUESTIONS THAT BOARD MEMBERS HAVE THROUGH THE PRESENTATION. AND SO FIRST UP IS MIKE VAN ORDEN.

ASSOCIATE SUPERINTENDENT OF TEACHING AND LEARNING. THANKS DR. HOLMEN. AS YOU RECALL LAST WEEK DURING OUR PATHWAY FORWARD PRESENTATION WE SHARED EXAMPLES OF WHAT A SCHOOL DAY MIGHT LOOK LIKE AS WE HAVE STUDENTS, AT LEAST AT THE ELEMENTARY SCHOOL RETURNING, AND THEN TALK ABOUT SOME OF THE STEPS THAT ARE IN PLACE TO GET US CULMINATING WITH A SECONDARY RETURN TO IN PERSON LEARNING.

WHAT I WANTED TO DO TONIGHT WAS SHARE WITH YOU JUST SOME, SOME EXAMPLES. AND THIS IS NOT A COMPREHENSIVE LIST, BUT EXAMPLES OF SOME OF THE PLANNING WORK THAT NOW NEEDS TO HAPPEN TO MAKE THOSE SCHEDULES A REALITY AND START PUTTING SOME DETAILS TO THEM. SO I HAVE TONIGHT HERE WITH, WITH THIS PARTICULAR PART OF THE PRESENTATION, JUST SOME EXAMPLES OF REALLY IMMEDIATE THINGS THAT ARE HAPPENING SOONER THAN LATER PLANNING AREAS FOR IN PERSON LEARNING. AND SO ONE OF THOSE, AS YOU MIGHT IMAGINE, IS MAKING SURE THAT WE HAVE CLASS LISTS SET UP AND TEACHER ASSIGNMENTS AS WE BALANCE THE STUDENTS WHO WILL BE REMAINING REMOTE, AND THE STUDENTS WHO WILL BE RETURNING TO IN PERSON.

AND BECAUSE OF THE WAY, WE HAVE TO KEEP CLASS SIZES AT VERY SPECIFIC LEVELS TO KEEP THEM SAFE FOR IN PERSON LEARNING WITH A MAXIMUM OF ABOUT 15 STUDENTS PER CLASS, AND THAT OUR CURRENT CLASSES ARE RUNNING AT 20 PLUS TUDENTS, WE HAVE TO BALANCE OUT HOSE, THOSE IN PERSON AND EMOTE. SO THAT'LL BE A PRETTY EAVY LIFT TYPICALLY TAKES PLACE N THE SPRING WHEN WE'RE SETTING P CLASS LISTS, FOR EXAMPLE, AT HE ELEMENTARY SCHOOL. IN DDITION, IF WE START THINKING BOUT SECONDARY, WE HAVE TO ONSIDER SCHEDULES AND MULTIPLE EACHERS AS WELL. AND SO THAT'S OME OF THE PLANNING WORK THAT'S APPENING. IN ADDITION, WE HARED AGAIN, SOME SAMPLE CHEDULES THAT SHOW WHAT NSTRUCTION COULD LOOK LIKE. AT HE SAME TIME, WE REALLY NEED TO TART DIGGING INTO THE DETAILS OW. SO ALL THE CONTENT AREAS, UT ALSO OUR FOLKS WHO PROVIDE PECIALIST SERVICES TO OUR TUDENTS DURING AN INSTRUCTIONAL AY, THAT SUPPORT OUR STUDENTS S THEY LEARN DEPENDING ON WHERE HEY ARE. SO FOR EXAMPLE, WE AVE ENGLISH LEARNER PROGRAMS, E HAVE SPECIAL EDUCATION ROGRAMS, HIGHLY CAPABLE ROGRAMS, TO NAME A FEW. AND HEN WE ALSO HAVE THE ELEMENTARY EVEL LIBRARY MUSIC AND PE OURSES. NOW KNOWING THAT FOLKS HO DELIVER THESE SERVICES FTEN, IN FACT, IN ALMOST ALL ASES, INTERACT WITH STUDENTS IN ULTIPLE CLASSES, WE ARE BEING EALLY THOUGHTFUL ABOUT HOW DO E DELIVER THAT INSTRUCTION WITH HE GOAL OF MAKING SURE THAT WE IMIT EXPOSURE OF ANY ONE PERSON O MULTIPLE GROUPS. AND SO BY N LARGE, MOST LIKELY, THOSE P OGRAMS WILL NEED TO BE D LIVERED REMOTELY WITH CASES W ERE THERE WILL BE POTENTIAL F R SOME IN PERSON AS WELL. AND S IF WE LOOK AT AN I STRUCTIONAL DAY, THE BEST TIME T PROBABLY DELIVER REMOTE WILL B IN THOSE AFTERNOON WINDOWS T AT WE HAVE AVAILABLE. AND THAT W S SOMETHING I DON'T KNOW IF WE M NTIONED ENOUGH LAST WEEK IS, Y U KNOW, ONE OF THE VALUES OF H VING THAT AFTERNOON TIME T AT'S MORE REMOTE IS THAT WE C N THEN USE THAT TIME TO D LIVER ALL OF THOSE WONDERFUL P OGRAMS AND THOSE NECESSARY P OGRAMS FOR OUR STUDENTS. IN A DITION, WE'LL NEED TO BE A JUSTING OUR CONTENT TIME, B CAUSE WE'LL HAVE TO BE NOW, IN A DITION TO WHAT WE WOULD N RMALLY DO IN A SCHOOL, BE T ACHING THINGS LIKE HOW DO YOU P AY AT RECESS. HOW DO YOU COME IN IN THE MORNING? HOW DO YOU SH RE SUPPLIES IN THE CLASSROOM SO THAT WE'RE NOT SPREADING THEM OU . SO JUST LOTS OF ROUTINES TH T HAVE TO BE TAUGHT AND BUILT IN O AN INSTRUCTIONAL SCHEDULE. I ADDITION, CLASSROOM SETUP MUCH OF THAT WE'VE ALREA Y STARTED. BUT EVEN JUST THE J ST THE FUNCTION OF GETTING YOUR LASSROOM SET UP FOR INSTR CTION, PUTTING ALL OF THE INSTR CTIONAL MATERIALS ON THE WALLS GETTING DESKS AND MATER ALS ALL KIND OF SET UP AND READY TO GO, WILL TAKE SOME TIME AS WE L. WHERE I THINK I MENTI NED THIS LAST WEEK, PURCH SING NEW INSTRUCTIONAL MATER ALS TO MAKE SURE THAT STUDE TS HAVE MATERIALS BOTH AT HOME ND IN PERSON. AND THEN AS WE ME TIONED LAST WEEK, AS WELL, WERE O KEEP OUR CLASS SIZES LOW IN FI ST GRADE. AND SO ALL THOSE TEACH RS NEED INSTRUCTIONAL MATER ALS AND TEACHERS GUIDES. SO TH SE ARE ALL HAVE ALL BEEN ORDER D. AND WE'LL BE DISTR BUTING THOSE. I MENTIONED BRIEF Y ALREADY. THE IDEA THAT WITH URRICULUM, AND JUST THE WAY W ARE DELIVERING CURRI ULUM, WE HAVE TO RETHINK THE S QUENCE OF CONTENT AND HOW MUCH IME WE SPEND ON CONTENT. SO WE RE DEVELOPING GUIDES FOR THAT. AND THEN FINALLY, AS YOU CAN I AGINE, THERE ARE JUST COUNT ESS QUESTIONS THAT COME UP IN OU NEW ENVIRONMENT AND WONDE INGS ABOUT HOW DO YOU DELIV R INSTRUCTION IN THESE NEW WAYS. AND SO WE'RE DEVELOPING GUIDA CE DOCUMENTS AND QUESTION AND A SWER DOCUMENTS FOR TEACH RS AND PRINCIPALS AND FOR CLASS FIED STAFF, AS WELL AS STUDE TS. SO AGAIN, THOSE ARE THAT' JUST A SNAPSHOT OF THE HUNDR DS OF DIFFERENT COMPONENTS THAT AVE TO BE IN PLACE FOR A REALL HIGH QUALITY IN PERSON INSTR CTION TO OCCUR. AND WE ARE GEARI G UP IN LOTS OF DIFFERENT WAYS O CARRY THAT OUT.

SO OUR NEXT SLIDE, AS WE WERE SHARING THE OTHER NIGHTS, IF WE COULD MOVE TO THE NEXT ONE.

PERFECT, THANKS. WE, AS I MENTIONED, WE ARE WILL BE HIRING

[08:25:03]

A NUMBER OF NEW TEACHERS TO KEEP OUR CLASS SIZES LOW ENOUGH. AND WE'RE IN THE PROCESS OF INTERVIEWING FOR THAT RIGHT NOW.

AND TYPICALLY WHAT WE HAVE FOR OUR NEW TEACHERS IS A PROGRAM CALLED THE EDUCATOR INTRODUCTION ACADEMY. IT'S ACTUALLY A NATIONALLY RECOGNIZED AND AWARDED PROGRAM THAT PUTS OUR NEW TEACHERS THROUGH AN INTENSIVE, MULTI DAY TRAINING AND LEARNING EXPERIENCE TO GET FAMILIAR WITH THE CURRICULUM, LEARN ABOUT LAKE WASHINGTON, LEARN ABOUT THEIR CLASSES. AND SO WE HAVE A TEAM FROM OUR PROFESSIONAL LEARNING DEPARTMENT LED BY EMILY YOUNG, WHO'S BEEN PUTTING TOGETHER AN INTE SIVE THREE DAY TRAINING FOR OUR EW TEACHERS. AND SO AS SOON AS T EY'RE HIRED, THEY WILL GO INTO THAT. WE'RE ALSO LOOKING AT VERY SPECIFIC CURRICULUM FOCUSED COUR ES FOR FOLKS. SO IF YOU'RE SCIE CE, IF YOU'RE TEACHING SCIE CE OR MATH, OR IF YOU NEED CONT NT TO HELP YOU INSTRUCT, THER 'S VERY SPECIFIC COURSES THAT ARE BEING DESIGNED FOR THAT AND O BE DELIVERED THROUGH OUR PROF SSIONAL LEARNING MANAGEMENT SYST M AND REMOTELY. I'M IN ADDI ION, WE HAVE, AGAIN, JUST THIS WONDERFUL PROGRAM THAT'S BEEN IN OUR DISTRICT FOR YEARS. IT'S CALLED THE NEW TEACHER SUPP RT PROGRAM. AND SO THERE'LL BE C NTINUED SUPPORT FOR OUR CURR NT NEW TEACHERS WHO WE HIRE AT THE BEGINNING OF THIS YEAR BUT ALSO THE NEW TEACHERS WHO RE COMING ON BOARD.

AND THEN WE'LL HAVE SOME ON DEMAND AND AVAILABLE TRAINING FOR FOLKS, FOR EXAMPLE, TRAUMA INFORMED PRACTICES FOR KIDS WHO HAVE BEEN EXPERIENCING CHALLENGES IN THEIR CURRENT ENVIRONMENT, AND WILL CONTINUE TO EXPERIENCE CHALLENGES IN THEIR ENVIRONMENT, AND HOW DO TEACHERS ADJUST THEIR INSTRUCTION TO BEST SUPPORT STUDENTS. IN ADDITION, QUITE A BIT OF WORK AROUND SPECIAL EDUCATION AND SAFETY AND HEALTH, IT'S ALL BEEN QUEUED UP TO BE DELIVERED. YOU KNOW, EVEN THOUGH WE ARE STARTING TO PROVIDE MORE IN PERSON, WE'RE ALSO THINKING ABOUT TRAINING THAT NEEDS TO BE DELIVERED IN DIFFERENT WAYS. SO FOR EXAMPLE, TRAINING THAT'S DELIVERED REMOTELY TRAINING THAT'S DELIVERED SYNCHRONOUSLY AND ASYNCHRONOUSLY. AND SO AGAIN, JUST AN AMAZING PROFESSIONAL LEARNING DEPARTMENT THAT IS IN HIGH GEAR RIGHT NOW GETTING READY FOR ALL OF THE TRAINING AND SUPPORT NEEDS.

SO OUR LAST SLIDE.

AS I MENTIONED, LAST WEEK, WE ARE IN WE'RE MOVING IN IN STAGES. AND SO OUR MAIN EMPHASIS, FOR A LOT OF OUR PLANNING HAS BEEN ELEMENTARY, AND THEN KNOWING THAT AS WE MOVE UP THE ELEMENTARY GRADES IN INTO MIDDLE AND HIGH SCHOOL, THAT WE NEED TO HAVE PLANNING THAT MATCHES THAT SAME KIND OF SEQUENCE. SO OUR SPECIAL EDUCATION GROUP HAS ACTUALLY BEEN WORKING THROUGHOUT THE FALL AND THE WINTER, TO DEVELOP RESOURCES AND POTENTIAL MODELS AND TO DO RESEARCH. AND SO THEY ARE GOING TO MOVE INTO VERY INTENSIVE BARGAINING THIS WEEK.

AND THAT WILL, THAT'S CONTINUING WORK THAT'S ALREADY BEEN HAPPENING. AND THEN IN ADDITION, WE WILL BE DOING QUITE A BIT OF WORK AROUND SECONDARY. AND AGAIN, MUCH OF THESE THINGS HAVE ALREADY BEEN IN PLACE AS WE PLAN FOR OUR RETURN TO SCHOOL. SO WE'VE HAD TASK FORCES AND WORK GROUPS, WE ARE NOW MOVING INTO A STAGE OF BARGAINING, WITH MORE OF AN EMPHASIS ON SECONDARY AS WE START TO GET MORE PROGRESS WITH OUR ELEMENTARY. SO AGAIN, YOU CAN SEE HERE, LOTS OF DIFFERENT MOVING PIECES THAT ALL NEED TO COME TOGETHER TO GET US READY FOR RETURN TO IN PERSON IN A STAGED APPROACH. AND AS I MENTIONED AT THE BEGINNING, THESE ARE JUST EXAMPLES ARE MANY, MANY MORE THINGS THAT ARE HAPPENING. AND THEN FINALLY, I THINK WHAT I WOULD SAY IS ALSO KNOW THAT THERE'LL BE COMMUNICATION AROUND EACH OF THESE THINGS AS THEY START TO BECOME MORE FINALIZED AND MORE READY. MUCH OF THAT COMMUNICATION WILL COME FROM SCHOOLS AND TEACHERS, SHARING THINGS LIKE SCHEDULES AND EXAMPLES AND REACHING OUT TO STUDENTS AND FAMILIES. AND SO QUITE A BIT OF INFORMATION THAT WILL BE COMING FOLKS WAY. BUT I THINK WE'RE IN A GOOD PLACE IN TERMS OF THE PLANNING AND PREPARATION THAT WE'RE DOING FOR A RETURN THAT WILL BE SAFE AND ALSO ENSURE THAT STUDENTS ACADEMIC NEEDS ARE BEING MET.

THINK THAT'S THE END OF MY PORTION.

ANY BOARD MEMBER QUESTIONS AT THIS TIME? DIRECTOR BLIESNER.

THANK YOU. SO I JUST A QUESTION. I KNOW THAT WE HAD DONE THE SURVEY PRIOR. SO SORT OF WHAT PERCENTAGE OF OUR FAMILIES AND OUR STUDENTS WERE EXPECTING THAT THEY MIGHT BE RETURNING? DO YOU HAVE ANY IDEA SORT OF WHAT THAT ESTIMATE MIGHT BE? YES. SO YEAH, SO THAT DATA IS COMING IN AS WE SPEAK. AS YOU KNOW, OUR K1 FAMILIES HAVE UNTIL TOMORROW EVENING TO FOR THEM, IT'S UPDATE THEIR PREFERENCE. FOR OUR SECOND THROUGH FIFTH GRADE FAMILIES THEY HAVE UNTIL WEDNESDAY EVENING TO PROVIDE US WITH THAT INFORMATION. TO BE HONEST WITH YOU, IT LOOKS TO BE COMING IN ABOUT THE SAME AS IT DID IN THE FALL. YOU KNOW, AROUND 40% REQUESTING A REMOTE AND MY TEAM'S GONNA TELL ME IF I'M

[08:30:05]

YEAH, 40% REQUESTING A REMOTE WITH 60% REQUESTING IN PERSON, GIVE OR TAKE SOME PERCENTAGE POINTS, BUT THOSE DATA ARE STILL COMING IN THROUGH TOMORROW AND WEDNESDAY.

THANK YOU. SO I KNOW THE OTHER QUESTION THAT HAS COME OUT AND HAS ALWAYS BEEN THE QUESTION IS WHEN YOU LOOK AT THE HYBRID MODEL AND THE AMOUNT OF INSTRUCTIONAL TIME THAT'S BUILT IN THERE VERSUS A REMOTE MODEL, AND THE INSTRUCTIONAL TIME, HOW WILL YOU BE ALIGNING THOSE IN REGARDS TO CURRICULUM DELIVERY AND WHAT THE STUDENTS ARE LEARNING ALONG THAT WAY? SO THAT IT'S IT'S SIMILAR IN THOSE TWO AREAS REGARDLESS? YEAH, SO A FEW THINGS. ONE IS, I THINK WE SHARED LAST WEEK, THAT WHEN STUDENTS ARE FULLY, YOU KNOW, THERE'S TWO DAYS ONE DAY THEY'RE IN SCHOOL ONE DAY, THEY'RE REMOTE, THAT THERE ACTUALLY IS SOME TIME BUILT IN IN THE AFTERNOONS. AND AGAIN, THIS WAS ONE OF THE ADVANTAGES OF HAVING SOME REMOTE TIME IN THE AFTERNOONS, FOR POTENTIAL FOR TEACHERS TO REACH OUT AND CONNECT WITH KIDS WHO ARE REMOTE. AND SO THEN THAT SETS THEM UP FOR THE NEXT DAY OF INSTRUCTION. AND SO THAT'S PART OF THE CONTINUITY THERE. IN ADDITION, WE ARE DOING THINGS AS WE THINK ABOUT STUDENTS WHO ARE REMOTE AND STUDENTS WHO ARE IN PROTECTED, FOR EXAMPLE, A HYBRID OF HOW DO WE BUILD IN TIME FOR TEACHERS TO COLLABORATE AND TALK WITH EACH OTHER ABOUT WHAT THEY'RE TEACHING. SO IF I'M AT A SCHOOL, AND I HAVE A GRADE LEVEL TEAM, THAT'S ALL TEACHING SECOND, THERE'S TIME FOR THOSE TEACHERS, THE SECOND GRADE TEACHERS, WHETHER THEY'RE REMOTE OR IN PERSON TO COLLABORATE. AND THEN FINALLY, AS I MENTIONED, ARE THOSE CURRICULUM GUIDES AND THE SCOPE AND SEQUENCE TO SAY, HERE'S THE THINGS YOU SHOULD TEACH, HERE'S THE ORDER IN WHICH YOU SHOULD TEACH THEM. AND HERE'S ROUGHLY HOW LONG IT SHOULD TAKE, THEN THAT'S A WAY WE CAN MAKE SURE THAT EVEN THOUGH WE MAY BE DELIVERING IN DIFFERENT WAYS, AND THE TIMING MAY BE A LITTLE BIT DIFFERENT FROM WEEK TO WEEK, BY THE END OF THE SEMESTER, THERE'S THE SAME ESSENTIAL CONTENT, AND TEACHERS HAVE TIME TO ACTUALLY TEACH IT AND DO IT WELL. SO THAT'S KIND OF THE CURRENT THINKING THEY'LL HAVE TO BE SOME ADJUSTMENTS QUITE A BIT ALONG THE WAY. BUT WE THINK THAT'LL GET US TO KIND OF THAT CORE CONTENT. AND THEN AS I MENTIONED, REALLY, WE ARE EMPHASIZING, PARTICULARLY FOR IN PERSON, THOSE CORE CONTENT AREAS, WITH MORE SPECIALIST TIME IN THE AFTERNOON THAT CAN BE DELIVERED.

GREAT, THANK YOU.

ANY OTHER QUESTIONS? I THINK DIRECTOR STUART'S HAND MIGHT BE UP. I'M SORRY. THANK YOU, DIRECTOR STUART. ALL RIGHT, I'M USED TO BEING IGNORED.

HOW WILL INPERSON EDUCATION CHANGE FOR THE SPECIAL NEEDS STUDENTS? YEAH, SO THAT'S PART OF THAT LAST SLIDE IS THE THERE'S BEEN A LOT OF PLANNING AND EFFORT THAT'S TAKEN PLACE SO FAR. AND SO THE NEXT PHASE OF THE WORK IS BARGAINING WITH OUR, WITH OUR LWEA PARTNERS. AND SO A LOT OF THE WORK THEY'LL DO IS EXAMINE DIFFERENT MODELS, TALK ABOUT THE BEST WAYS TO SUPPORT OUR TEACHERS AS THEY DELIVER THAT INSTRUCTION. AND SO THERE'S QUITE A BIT AS YOU CAN, AS YOU CAN IMAGINE A NUMBER OF MOVING PIECES, EVERYTHING FROM WHAT'S THE BEST WAY TO DELIVER SERVICES, MAKING SURE IT'S COMPARABLE TO GENERAL EDUCATION AND MAKING SURE OUR KIDS ALL GET GOOD GENERAL EDUCATION, INSTRUCTION, TRANSPORTATIONS PART OF THE CONVERSATION, AS YOU KNOW, MARK, INDIVIDUAL EDUCATION PROGRAMS THAT HAVE TO BE REVIEWED AND RECONSIDERED IN LIGHT OF THIS NEW WAY OF DELIVERING INSTRUCTION. SO THERE'S PLANNING THAT'S HAPPENING FOR THAT WITH TEACHERS AND AS AS YOU KNOW, DR. HITCH IS DOING A NUMBER OF FAMILY INFORMATION OPPORTUNITIES OR FAMILY CONNECTION OPPORTUNITIES. AND THEN THERE'S A WHOLE BARGAINING PROCESS THAT HAS TO TAKE PLACE, AS I MENTIONED, IS STARTING VERY INTENSELY THIS WEEK. AND ALL OF THAT GETS MATCHED UP. ALL THAT BEING SAID, AGAIN, IT'S A LOT DEPENDENT ON STUDENT NEEDS. SO FOR EXAMPLE, WITH OUR PROGRAM MODEL, WHERE WE HAVE LEARNING CENTERS AND TRANSITION CENTERS, THERE'S A WHOLE SERIES OF WORK THAT HAS TO HAPPEN FOR THAT. AND THEN MAKING SURE THAT OUR STUDENTS IN THOSE PROGRAMS HAVE ACCESS TO GENERAL EDUCATION. SO THAT NEEDS TO BE ALL LINED UP. AND STUDENTS THAT ARE RECEIVING WHAT WE CALL RESOURCE TYPES OF PROGRAMS, WE HAVE TO MAKE SURE THAT THOSE ARE MATCHED INTO THE GENERAL EDUCATION SCHEDULE AS WELL. SO JUST PLANNING THAT'S HAPPENING OUTSIDE OF BARGAINING AND PLANNING WHAT'S HAPPENING INSIDE OF BARGAINING. AND ALL THOSE GET WOVEN TOGETHER TO A FINAL KIND OF PLANNING THAT WE'LL BE DEVELOPING. YEAH, I UNDERSTAND ALL THE MOVING PIECES, AND ESPECIALLY THE NEGOTIATIONS, AND I'M ASSUMING THE SAME GOES FOR HOW THE INCLUSION PROGRAMS WILL WORK. AND THE ADDITION OF MULTIPLE PARAS, I ASSUME WE'RE NOT ONLY RECRUITING TEACHERS, WE'RE CREATING PARAS AND WE'RE RECRUITING EVERYBODY ELSE MY CONCERN IS, AND I'LL VOICE THIS, MIKE, YOU ORJOHN OR BOTH.

WE SEEM TO BE ON VERY TIGHT TIMELINE. AND I'M CONCERNED ABOUT THE ABILITY TO KNOW I ENACTED FROM OUR END BUT ALSO

[08:35:03]

FOR FAMILIES TO BE ABLE TO ADAPT ONCE IT IS PUT IN PLACE.

A LOT OF MOVING PIECES KNOWING ON OUR END, BUT ON THE PARENTS IN THERE TRYING TO FIGURE OUT OKAY, CAN JOHNNY OR SUSIE BE ON A BUS BY X O'CLOCK ARE THEY GOING TO HAVE TO BE REMOTE. OR IF THEY'RE GOING IN CLASS, IT'S ONLY GONNA BE HALF DAY. SO SOMEBODY HAS TO BE HOME TO RECEIVE THEM. I THINK THEY'RE GOING TO NEED A LITTLE BIT MORE AS MUCH NOTICE AS POSSIBLE TO BE QUITE FRANK, AND WE'VE GOT LESS THAN A MONTH. I'M A LITTLE MORE THAN CONCERNED, IF YOU WILL ABOUT THIS TIMEFRAME. ANYONE SPEAK THAT? SORRY, I HAVE TO TURN TWO MICS ON.

AND, YES, IT'S A CONCERN FOR US. AND THAT'S WHY THE INCREASED TIMELINE TO GET THE BARGAINING PROCESS AND REALLY IT ISN'T STARTING FROM SCRATCH. IT'S REALLY STARTING FROM, YOU KNOW, CURRENT AND BUILDING FROM THERE.

YES, IT'S A COMPRESSED TIMELINE. AND THAT'S WHY WE WANT TO GET THAT WORK COMPLETED. SO WE CAN COMMUNICATE EXPECTATIONS TO FAMILIES. MIKE, I'M JUST NOT REMEMBERING AND SHANNON'S COMMUNICATION TO THE COMMUNITY WHEN SHE SAID HER NEXT UPDATE WOULD BE TO THE COMMUNITY, I BELIEVE IT WAS THE 18TH OF JANUARY. BUT I JUST WANT TO BE CLEAR IF THAT'S. YEAH, WE CAN DOUBLE CHECK ON THAT. OKAY, I'M NOT JUST TALKING ABOUT THE SPECIAL NEEDS COMMUNITY IN THAT RESPECT, I'M TALKING ABOUT ALL THE KIDS. I THINK PARENTS FROM ALPHA TO OMEGA ARE JUST KIND OF THEIR MINDS ARE KIND OF SWIRLING. HOW ARE WE GOING TO DO THIS IN LESS THAN 20 SOME ODD DAYS? YEAH. AND SO THAT'S WHY WE'RE ASKING FAMILIES TO CHOOSE NOW.

BECAUSE ONCE THEY MAKE THAT SELECTION, THEN THEY CAN ACTUALLY START THAT PLANNING, BECAUSE THEY, AT THAT POINT, THEY DO HAVE SOME OF THE VARIABLES DECIDED. AND SO IT'S, YOU KNOW, ABOUT FOUR, FROM ANNOUNCEMENT ABOUT FOUR WEEKS AWAY FOR OUR STAFF IN OUR FAMILIES. BUT YES, I'M NOT DISAGREEING THAT IT'S NOT A COMPRESSED TIMELINE. OKAY. IS THERE ANY POSSIBILITY THAT TIMELINE MIGHT BE PUSHED BACK? AT THIS TIME? NO.

OKAY.

DIRECTOR SAGE AND THEN DIRECTOR CARLSON.

THANK YOU. I HAVE A QUESTION AS IT RELATES TO CHILDCARE WITH SOME PARENTS CHOOSING IN PERSON THIS CHANGES, MAYBE THE TYPE OF CHILDCARE THAT THEY NEED, AND WHETHER OR NOT WE ARE, I GUESS, JUST A CLARIFICATION THAT WE ARE OFFERING CHILDCARE, YOU CAN FIND IT ON OUR WEBSITE, AND THEY DO NOT HAVE TO BE AN ESSENTIAL WORKERS TO UTILIZE THE CHILDCARE. SO I DON'T WANT TO TAKE THE WIND OUT OF THE SALE OF BARBARA'S PRESENTATION LATER ON. BUT I'LL GIVE YOU A BRIEF PREVIEW. YES, THERE WILL BE CHILDCARE CONTINUING TO BE PROVIDED FOR FAMILIES, AND NOT JUST ESSENTIAL WORKERS. AND THAT'S BEEN TRUE ALL YEAR, IT IS HASN'T BEEN JUST ESSENTIAL WORKERS. I THINK IT IS A LITTLE CONFUSING THE WAY IT'S WORDED ON THE WEBSITE UNDER THE CHILDCARE INFORMATION.

JUST THAT SOME OF THE WORDING USED MAKES IT ALMOST SOUND LIKE YOU NEED TO BE AN EMERGENT WORKER. GOTCHA. OKAY, THANK YOU.

JOHN, FOR THE THIS IS JUST A FOLLOW UP TO MARK'S QUESTIONS. BECAUSE I'VE GOTTEN WHIPLASH FROM THE COMMUNITY, I'VE GOT SOME PEOPLE WHO REALLY WANTED US TO BE RESUMING YESTERDAY, AND I'VE GOT PLENTY OF PEOPLE WHO THINK WE SHOULDN'T RESUME AT ALL, I WANTED TO MAKE IT AS CLEAR AS POSSIBLE, WHAT WE'RE TALKING ABOUT IS NOT A SURVEY, BUT THIS IS OPTING INTO THIS CHANNEL OR THAT CHANNEL. AND THEY WON'T BE SURPRISED ON FEBRUARY 4, BY WHICH CHANNEL THEY ARE IN. IT'S NOT LIKE THERE'S A LIMITED NUMBER OF SPOTS FOR IN PERSON LEARNING, AND SOME PEOPLE WON'T GET IT. WE'RE ACTUALLY TRYING TO MEET EVERYBODY. IS THAT THE CORRECT INTERPRETATION? THAT IS CORRECT. AND THAT'S ACTUALLY, YOU KNOW, WHEN YOU THINK ABOUT ALL ALL OF THE DIFFERENT KIND OF VARIABLES, WE'RE ACTUALLY STARTING WITH THE STUDENT SELECTION VARIABLE FIRST, TO THEN TO DETERMINE HOW MANY IN PERSON CLASSROOMS WE NEED AT ANY INDIVIDUAL SCHOOL, HOW MANY REMOTE CLASSROOMS WE NEED AT ANY INDIVIDUAL SCHOOL, SO THAT WE CAN ACTUALLY PROVIDE FAMILIES WITH THEIR SELECTION. YES. THANK YOU.

DIRECTOR STUART. YOUR HAND IS STILL RAISED. DID YOU HAVE ANOTHER QUESTION? OH, YOU'RE ON MUTE.

OKAY. EVERYBODY ALWAYS WANTS TO MUTE ME. FAMILY INCLUDED.

ANYWAY.

A QUESTION THAT'S BEEN POPPING UP A LOT. AND I DON'T REALLY THINK THERE'S AN ANSWER FOR IT TO BE QUITE FRANK, BUT PERHAPS

[08:40:02]

FROM ALL THE PLANNING Y'ALL ARE DOING THAT I'M JUST NOT IN TUNE WITH A LOT OF PARENTS AND IT SEEMS LIKE IT'S THE EARLY ELEMENTARY PARENTS THAT ARE CONCERNED ABOUT THEIR CHILD BEING ABLE TO STAY WITH THEIR TEACHER AND I.

THE QUESTION KEEPS COMING UP. I, TO BE QUITE FRANK, I'M NOT SURE HOW IN THE WORLD, ONE COULD DO THAT, GIVEN THE FACT WE'RE HAVING TO MAKE CLASSROOMS SMALLER AND HAVE MORE TEACHERS AND SO FORTH. BUT COULD YOU ADDRESS THIS TONIGHT FOR THE FOLKS THAT ARE WATCHING? YEAH, ABSOLUTELY. I'VE RECEIVED THAT, THAT QUESTION A NUMBER OF TIMES AS WELL. AND IT'S A MESSAGE TO K5 FAMILIES, I BELIEVE IT WAS ON FRIDAY, JUST, YOU KNOW, EXPRESSING OUR UNDERSTANDING FOR WHY A FAMILY WANTS THAT BECAUSE, YOU KNOW, AS EDUCATORS, WE KNOW THAT CONTINUITY IS IDEAL. AS WE MAKE THIS CHANGE, WE ALSO KNOW THAT THERE ARE, THERE ARE VARIABLES THAT ARE GOING TO CAUSE SOME STUDENTS TO HAVE TO CHANGE TEACHERS. AND THAT'S JUST THE NATURE OF CHANGING LEARNING MODELS IN THE MIDDLE OF A SCHOOL YEAR. AND SO, YOU KNOW, WHEN WE THINK ABOUT, YOU KNOW, WHAT ARE THOSE VALUES, WE'LL ENTER INTO DETERMINING CLASSROOM PLACEMENT, THAT IS ONE OF THOSE VALUES, IF WE HAVE THE ABILITY TO KEEP A STUDENT AND A TEACHER TOGETHER, THAT'S BEST FOR BOTH OF THOSE INDIVIDUALS, BOTH THE STUDENT AND THE TEACHER, IN MAINTAINING THAT CONTINUITY, BUT WE CAN'T ASSURE THAT IN ANY SINGLE SITUATION, JUST BECAUSE THERE ARE TIMES AND I THINK THE EXAMPLE I'VE GIVEN THAT, I THINK TELLS THE STORY, THE BEST IS IF YOU HAVE A KINDERGARTEN TEACHER WHO'S TEACHING IN PERSON, AND SHE HAS 20 STUDENTS NOW AND ALL 20 STUDENTS SELECT IN PERSON, FIVE OF THOSE STUDENTS WOULD BE REQUIRED BECAUSE OF THE HEALTH AND SAFETY REQUIREMENTS TO TRANSITION TO A NEW CLASSROOM.

AND SO THERE'S ALL OF THESE PIECES THAT WE HAVE TO FIT TOGETHER, AS WE'RE THINKING ABOUT CLASS PLACEMENT, MOVING FORWARD INTO BOTH IN PERSON AND THE REMOTE ENVIRONMENTS. SO IT ISN'T, IT ISN'T THAT WE DON'T WANT TO BE ABLE TO PROVIDE THAT IT'S JUST WE CAN'T PROVIDE THAT AS AN ASSURANCE MOVING FORWARD.

WELL, HAVING GROWN UP IN A MILITARY TOWN WHERE THERE WERE KIDS THAT WERE COMING IN AND OUT OF TOWN, ONCE EVERY TWO YEARS, ONCE EVERY OTHER YEAR, WHATEVER. I SAW THAT THERE, IT WAS DIFFICULT, BUT THOSE KIDS REALLY ADJUSTED, AS WELL AS PERHAPS PERHAPS BETTER THAN THE PARENTS DID AT TIMES.

BECAUSE THEY'RE MORE RESILIENT IN THAT RESPECT. IT IS DIFFICULT. I UNDERSTAND I CHANGED SCHOOLS IN THE MIDDLE OF GRAMMAR SCHOOL. AND YEAH, IT WAS A SHOCK TO THE SYSTEM. BUT IT IS WHAT IT IS. I JUST HOPE THAT WE CAN KIND OF THINK OF THAT AS, LIKE YOU SAY IT'S NOT. IT'S NOT A DESIRABLE EFFECT, BUT IT'S THE ONLY WORKABLE, WORKABLE OPTION WHEN WE HAVE TO TRIM DOWN THOSE CLASS SIZES.

DIRECTOR BLIESNER, I HAVE A FOLLOW UP QUESTION ON THE SAME TOPIC. IS THAT ALRIGHT, IF I ASK IT.

THANK YOU, DR. HOLMEN, WHEN? WHAT IS YOUR EXPECTATION OF WHEN PLACEMENTS WOULD BE COMMUNICATED TO FAMILY? YEAH, WE WERE JUST WORKING THROUGH SOME OF THOSE DETAILS TODAY. AND WE'RE ACTUALLY SO WE'RE STILL IN THE PROCESS OF MAPPING. SO WE WILL GET STUDENT DATA AND THEN WE'LL GET OUR STAFF DATA. AND SO THAT ACTUAL CALENDAR IS BEING PROCESSED AS WE SPEAK. AND SO WE'LL BE ABLE TO LET FAMILY KNOW, FAMILIES KNOW SHORTLY WHAT THAT TIMELINE WILL BE. BUT IT WILL BE, YOU KNOW, A WEEK AND A HALF OR SO, BEFORE THE TRANSITION.

OKAY. OH, A WEEK AND A HALF OR SO FROM NOW. OH, WE CAN? WELL, YES. AND A WEEK AND A HALF PRIOR TO FEBRUARY 4. GOT IT. RIGHT. GOT IT. OKAY, THANK YOU, DIRECTOR BLIESNER.

OH, YEAH. SO JUST AS I'M HEARING WHAT YOU'RE SAYING AND THE ANSWERS TO THESE QUESTIONS, THAT THE KEY SORT OF VALUE I KEEP HEARING IS IT'S A STUDENT CENTERED APPROACH IN HOW YOU'RE LOOKING AT THIS RECOGNIZING ALL THE ADDITIONAL PARAMETERS THAT HAVE COME IN THE HEALTH AND SAFETY REQUIREMENTS THAT HAVE COME THROUGH, ALONG WITH WORKING TO REDUCE CLASS SIZE IN WHICH TO DO SO AND ALL THE COMPONENTS. SO APPRECIATE THE BALANCING ACT THAT TAKES PLACE AND RECOGNIZING THE TIMEFRAME. AND BUT THEN ALL OF THAT WE DO ALWAYS HAVE A PANDEMIC THAT IS OCCURRING THAT IS SHIFTING AND MOVING ON US AS WELL. SO THAT IS ANOTHER COMPONENT THAT'S IN THIS SO THE FLEXIBILITY IN WHICH TO BE ABLE TO RESPOND IS IMPORTANT. SO APPRECIATE THOSE PIECES GOING

[08:45:02]

FORWARD. AND RECOGNIZING THE IMPORTANCE OF THE PARAMETERS AND MAINTAINING THAT STUDENT CENTERED FOCUS THAT OUR GOAL IS TO PROVIDE THE BEST EDUCATION, BE IT IN A REMOTE SETTING, AND I THINK FAMILIES NEED TO FEEL VERY CONFIDENT THAT THEY CAN CHOOSE REMOTE AS WELL, AND THAT REMOTE WILL CONNECT WITH A NEIGHBORHOOD SCHOOL AS WELL AND IS NOT A SEPARATE SETTING, AS WELL AS AN IN PERSON MODEL AND THAT SO APPRECIATE ALL THE WORK THAT'S GOING INTO THAT, ENCOURAGE GETTING THAT INFORMATION OUT AS SOON AS POSSIBLE. I DO THINK THAT THAT'S A KEY COMPONENT TO JUST SETTLE THE THE WHAT'S COMING IN EXPECTATION. AND I THINK THAT WOULD BE SOMETHING WE WOULD ENCOURAGE THAT SOONER IS BETTER.

WE COMPLETELY AGREE WITH THAT. AND I SAW MIKE'S HAND GO UP, AS WELL. YEAH, JUST WANT MAYBE ONE LAST THING TO ADD IN, KIND OF ALONG THE LINES OF THE CONVERSATION WE'RE JUST HAVING AND I HAD THIS EXPERIENCE WITH ONE OF MY OWN DAUGHTERS, WHO WAS ACTUALLY IN KINDERGARTEN. AND MIDWAY THROUGH THE YEAR, AT HER ELEMENTARY SCHOOL, THERE WAS A TEACHER CHANGE. AND I JUST REMEMBER THAT FEELING FOR MY WIFE AND I AND WE WEREN'T IN A PANDEMIC. AND YOU KNOW, EVERYTHING WAS RELATIVELY STABLE, BUT IT WAS A SIGNIFICANT BLOW TO US. WHAT WHAT HELPED US WAS THERE, THE NEW TEACHER SPENT TIME BUILDING A RELATIONSHIP WITH HER NEW CLASS. AND SIMILARLY, WE HAVE SUCH A SKILLED KINDERGARTEN AND FIRST GRADE TEACHERS THAT THEY THEY ARE, THEY KNOW HOW TO BUILD THOSE RELATIONSHIPS WITH KIDS.

AND WILL SPEND THAT TIME AT THE BEGINNING REALLY REESTABLISHING THOSE. AND AGAIN, IT'S NOT IDEAL, YOU'VE SPENT TIME ESTABLISHING A RELATIONSHIP ALL ALREADY. AND NOW WE'RE ASKING FOLKS TO DO IT AGAIN. BUT I DO HAVE A LOT OF CONFIDENCE IN OUR FOLKS. AND WE ARE THINKING ABOUT HOW DO WE CREATE SCHEDULES, ESPECIALLY THOSE FIRST FEW WEEKS WHERE WE REALLY ARE REBUILDING THOSE RELATIONSHIPS, CREATING CLASSROOM COMMUNITIES. AND THE VALUE OF THAT IS THE KIDS ARE TOGETHER AND THOSE PEER RELATIONSHIPS. AND THAT IN PERSON LEARNING FOR SO MANY OF OUR KIDS IS SO VALUABLE. AND SO WE RECOGNIZE IT'S GOING TO BE A TRANSITION. AND IT'S GOING TO BE MORE CHALLENGING FOR SOME STUDENTS AND FAMILIES THAN OTHERS. AND WE HAVE TEACHERS THAT ARE SKILLED AND HELPING STUDENTS TO MAKE THAT TRANSITION. AND AGAIN, NOT TO SAY THAT'S AN EASY TASK, OR IT WILL GO WELL FOR EVERY SINGLE PERSON RIGHT FROM DAY ONE. BUT WE DO HAVE A LOT OF CONFIDENCE IN OUR TEACHERS TO BUILD THOSE RELATIONSHIPS AND STILL HAVE MULTIPLE MONTHS THIS YEAR TO CARRY ON REALLY GREAT INSTRUCTION FOR OUR KIDS.

OKAY, ANY OTHER QUESTIONS BEFORE WE MOVE TO THE NEXT PRESENTATION? OKAY.

THANK YOU, DR. VAN ORDEN.

OKAY, AND OUR NEXT PRESENTER IS MATT GILLINGHAM, ASSOCIATE SUPERINTENDENT OF STUDENT AND COMMUNITY SERVICES. WELCOME, MATT. ALL RIGHT, THANK YOU, DR. HOLMEN, THAT THE CONVERSATION REALLY KIND OF SETS THE STAGE FOR WHAT I'M ABOUT TO TALK HERE, WHICH IS REALLY ABOUT KIND OF HOW ARE WE ATTENDING TO THE SOCIAL EMOTIONAL AND THE MENTAL HEALTH NEEDS OF OUR STUDENTS DURING THIS, THIS TIME OF TRANSITION AND, AND JUST CONTINUING DURING THIS PANDEMIC. AND SO, YOU KNOW, AS MIKE TALKED ABOUT, OF REALLY KIND OF BEING REALLY INTENTIONAL THOSE FIRST FEW WEEKS, THAT OUR STUDENTS ARE MAKING THAT TRANSITION, REGARDLESS OF WHETHER THEY'RE MAKING A TRANSITION TO IN PERSON OR THEY'RE MAKING A TRANSITION WITHIN THE REMOTE SETTING. WE KNOW THAT FOR ELEMENTARY STUDENTS, IT'S A TIME OF TRANSITION. AND WHAT WE WANT TO BE ABLE TO COMMUNICATE TO OUR STUDENTS DURING THIS TIME IS THAT THEY MATTER THAT THEY BELONG, AND THAT THEY'RE SAFE.

AND SO TO THAT END, OUR STUDENTS STUDENT SERVICES DEPARTMENT IS WORKING ON A RELATIONSHIP TRAINING SERIES THAT'S BASED ON THE ESTABLISH, MAINTAIN RESTORE MODEL, WHICH EMR IS A MODEL THAT WE'VE BEEN USING WITH, WITH OUR TEACHERS AT A VARIETY OF LEVELS.

THAT REALLY CENTERS ON THE IMPORTANCE OF BUILDING RELATIONSHIPS, AND WE JUST KNOW HOW CRITICAL THAT IS.

ADDITIONALLY, WE'VE DEVELOPED A K FIVE SOCIAL EMOTIONAL LEARNING TOOLKIT, AND DEVELOPED WEEKLY SOCIAL EMOTIONAL LEARNING ACTIVITIES THAT FOCUS ON HOW DO WE BUILD TRUST? HOW DO WE HELP OUR STUDENTS MANAGE STRESS? AND HOW DO WE HELP OUR STUDENTS THINK THROUGH EQUITY AND DIVERSITY? AND SO YOU KNOW, SO I'M REALLY, REALLY PROUD OF THE WORK THAT THIS DEPARTMENT HAS DONE, LED BY JOHNNY WITH CREATIVE WAYS IN WHICH WE CAN HELP SUPPORT OUR TEACHERS IN SUPPORTING, SUPPORTING THEIR STUDENTS AND WHAT HAS JUST BEEN A VERY EXCEPTIONAL TIME. THAT'S, THAT'S BEEN CHALLENGING TO BE

[08:50:01]

ABLE TO ESTABLISH THOSE RELATIONSHIPS.

WE HAVE WE, YOU KNOW, HAVE, I'M GOING TO TALK ABOUT SOME OF THE PARTNERSHIPS THAT WE HAVE IN PLACE. WE HAVE A NEW PARTNERSHIP THAT I HAVEN'T TALKED WITH A BOARD ABOUT BEFORE. THAT'S SPECIFIC TO THE ELEMENTARY LEVEL. SO WE HAVE PARTNERED WITH CMAR. AND THEY ARE GOING TO BE PROVIDING PARENT SUPPORT GROUPS FOCUSED ON TRAUMA, BEHAVIORAL CHALLENGES AND DEPRESSION AND ANXIETY. AND THE FOCUS REALLY IS ON HELPING TO SUPPORT PARENTS.

WE BELIEVE THAT HAS THAT WILL HELP DIRECTLY IMPACTS STUDENT OVERALL WELL BEING.

AND IN, PARTICULARLY IN THE THE TYPE OF ENVIRONMENT, WE ARE NOW BEING ABLE TO CONNECT WITH PARENTS. SO I'M EXCITED THAT WE'RE GOING TO BE ABLE TO BRING THAT SERVICE ONLINE HERE. SOON, WE'RE CONTINUING TO FINALIZE SOME PARTNERSHIPS WITH OTHER COMMUNITY AGENCIES THAT WE HOPE WILL LEND SOME ADDITIONAL SUPPORTS. THIS YEAR AND INTO THE COMING YEARS FOR ELEMENTARY STUDENTS AND FAMILIES.

AT THE SECONDARY LEVEL, WE'VE WE CONTINUE TO HAVE ONLINE SUPPORTS, WE HAVE CONTINUED OUR PARTNERSHIP WITH THE SERVICES, THEY'RE OFFERING BOTH INDIVIDUAL AND GROUP MENTAL HEALTH SUPPORT EVERGREEN HEALTH, BOTH IS CONTINUING TO OFFER ONLINE SUPPORTS AND HAS JUST, WE'VE JUST REESTABLISHED PROVIDING ONE DAY OF IN PERSON SERVICES AT SOME OF OUR DESIGNATED HIGH SCHOOLS. AND SO, YOU KNOW, WE'RE GONNA BEGIN TO TURN SOME OF THESE SERVICES BACK ON IN PERSON, WE CONTINUE TO HAVE MIDDLE SCHOOL SOCIAL EMOTIONAL LESSONS, AND IT'S NOT LISTED HERE. BUT WE'VE ALSO BEEN INCREASING OUR TRAINING FOR ADULTS THAT ARE SUPPORTING YOUTH IN THE YOUTH MENTAL HEALTH FIRST AID MODEL.

AND ARE WORKING TO TRAIN AN ADDITIONAL 300 STAFF MEMBERS OVER THE NEXT COUPLE OF MONTHS. SO SO LOTS OF SUPPORTS BOTH PROACTIVELY AND IN RESPONSE TO THE NEEDS OF OUR STUDENTS AROUND OUR SOCIAL EMOTIONAL SERVICES AND MENTAL HEALTH SUPPORTS, AND WILL CONTINUE TO FOCUS AS WE TRANSITION STUDENTS INTO AT WHATEVER LEVEL AND TO NEW MODELS IN YOU KNOW, REALLY COMING BACK TO THE IMPORTANCE OF RELATIONSHIPS, AND HELPING STUDENTS NAVIGATE THOSE CHANGES.

ALRIGHT, SO, I HAVE TALKED COME TO TALK, WE'VE TALKED A LOT ABOUT SAFETY AND YOU KNOW, OUR COVID-19 SAFETY PLAN, WHICH IS PUBLIC AND AVAILABLE ON OUR WEBSITES. CURRENTLY, IT IS A LIVING DOCUMENT. IT'S THE LATEST VERSION IS NOW UP TO 101 PAGES.

AND, YOU KNOW, IS, IS SOMETHING THAT, YOU KNOW, OUR TEAM'S WORK REALLY HARD ON TO ENSURE THAT WE'RE REALLY INCORPORATING GUIDANCE FROM THE DEPARTMENT OF HEALTH, SEATTLE, KING COUNTY PUBLIC HEALTH, THE CDC, THE STATE DEPARTMENT OF LABOR, AND INDUSTRIES AND OSPI. AND SO YOU CAN IMAGINE JUST THE THE CHALLENGE OF INCORPORATING ALL OF THIS GUIDANCE AND FIGURING OUT HOW DO WE OPERATIONALIZE IT. SO WE HAVE A EMERGENCY COORDINATION CENTER TEAM THAT MEETS REGULARLY, IS CONSTANTLY LOOKING AT THIS GUIDANCE, WORKING WITH WORKING WITH THESE PARTNERS AND WORKING WITH WITH OTHERS TO ENSURE THAT WE'RE INTERPRETING THEM CORRECTLY, AND THEN INCORPORATING THEM INTO OUR PLANS. I THINK IT'S REALLY IMPORTANT TO, YOU KNOW, REITERATE THAT ALL ALONG. WE, YOU KNOW, WE HAVE THOUGHT ABOUT SAFETY AND SECURITY AND IN TERMS OF LAYERS. AND SO WE CALL THAT A MULTI ANY SINGLE ONE KIND OF TOOL TO TRY TO KEEP US SAFE, BUT REALLY ON A VARIETY USING A VARIETY OF TOOLS. SO THAT INCLUDES SCREENING ATTESTATION. WHAT THAT LOOKS LIKE WHEN OUR STUDENTS COME TO SCHOOL IS THEIR FAMILY MEMBERS WILL HAVE, YOU KNOW, THEIR ADULTS WILL HAVE PROVIDE AN ATTESTATION THAT THEY DON'T HAVE SYMPTOMS OF COVID-19 AND THAT THEY HAVEN'T BEEN IN CONTACT WITH, WITH PEOPLE OR IN CERTAIN SITUATIONS THAT PUT THEM AT RISK FOR COVID-19. AND THAT WE WILL DO DAILY TEMPERATURE SCREENINGS, OUR STAFF EVERY, ANY VISITOR, ANYBODY THAT'S COMING INTO ANY OF OUR BUILDINGS NEEDS TO PROVIDE THAT SAME LEVEL OF ATTESTATION, INCLUDING DOING DAILY TEMPERATURE CHECKS, HAND HYGIENE, BOTH HAND WASHING AND THE USE OF SANITIZER WHEN APPROPRIATE, ARE REALLY IMPORTANT MITIGATING TOOLS, PHYSICAL DISTANCING, YOU HEARD MIKE TALK ABOUT HOW, YOU KNOW, THINKING ABOUT PHYSICAL DISTANCING IN THE CLASSROOM, AND HOW THAT AFFECTS OUR CLASS SIZES. FACE COVERINGS CONTINUE TO BE REALLY IMPORTANT. SO KNOW THAT WHEN OUR STUDENTS AND STAFF ARE ON CAMPUS THAT THEY WILL NEED THE EXPECTATION IS THAT

[08:55:04]

PEOPLE ARE WEARING MASKS AT ALL TIMES. AND THAT IN CERTAIN CIRCUMSTANCES WHERE SOMEBODY MIGHT NOT BE ABLE TO WEAR A MASK THAT WE'RE LOOKING AT USE OF FACE SHIELDS OR OTHER MITIGATING EFFORTS. YOU KNOW, AND THEN OUR CLEANING QUESTION SANITATION, SANITIZING AND DISINFECTING AS WELL. SO, THOSE ARE SOME OF THE KEY KIND OF MULTI BARRIER APPROACHES THAT THAT WE HAVE. EACH BUILDING. WE HAVEN'T TALKED A LOT ABOUT THIS.

BUT EACH BUILDING, WE HAVE AN INCIDENT COMMAND STRUCTURE. AND WHAT THAT MEANS IS THAT'S A MEANS THAT WE HAVE DESIGNATED PEOPLE AT EACH BUILDING TO CARRY OUT CERTAIN ROLES RELATED TO IMPLEMENTING THIS MULTI BARRIER APPROACH. WE HAVE A COVID-19 SUPERVISOR, WE HAVE SOMEBODY THAT'S FOCUSED ON CLEANING AND CUSTODIAL SERVICES, SOMEBODY THAT'S FOCUSED ON HEALTH AND FOLLOWING UP ON ANY INCIDENCES OR SUSPECTED CASES, SOMEBODY THAT'S IN CHARGE OF SIGNAGE AND COORDINATING OFF AREAS, AND AND THEY RECEIVE SUPPORT FROM CENTRAL OFFICE STAFF AND AN EMERGENCY COORDINATION CENTER, THAT'S ACTUALLY SET UP TO BE ABLE TO RESPOND TO EMERGENCIES 24. SEVEN, WE HAVE BI WEEKLY MEETINGS WITH THESE COVID-19 SUPERVISORS TO MAKE SURE THAT THEY UNDERSTAND THE PLAN. YOU KNOW, IT'S A, IT'S CERTAINLY COMPLEX. AND WHILE UPDATING ON A MONTHLY BASIS IS IMPORTANT TO ENSURE THAT WE'RE INCORPORATING THE LATEST GUIDANCE THAT ALSO, YOU KNOW, CAN MEANS THAT WE NEED TO CONTINUALLY BE IN CONTACT WITH OUR COVID SUPERVISORS SO THAT THEY UNDERSTAND WHAT WHAT MIGHT HAVE CHANGED AND WHAT WE WHAT WE NEED TO PUT INTO PLACE. ANYTIME THERE'S A POSITIVE CASE, WE HAVE A RESPONSE PLAN. AND THAT'S AND BUILDINGS ACTUALLY RECEIVED CENTRALIZED SUPPORT WITH EMERGENCY MANAGER AND ADDITIONAL DISTRICT LEVEL STAFF, THAT CONFERENCE WITH THE BUILDING TEAM, AROUND KIND OF THE UNIQUE DETAILS OF THAT CASE, AND TO HELP THEM NAVIGATE, NAVIGATE THROUGH THAT. AND ALSO INCLUDE SOME AUTOMATIC RESPONSES WHEN IT COMES TO YOU KNOW, SANITIZING, DISINFECTING, AND HVAC AND COORDINATING OFF AREAS. SO I'VE TALKED ABOUT PROVIDING MONTHLY UPDATES TO THE SAFETY PLAN. AND OVER THE COURSE OF THE REMAINDER OF THIS MONTH, OUR EMERGENCY COORDINATION CENTER IS GOING TO BE DOING SITE VISITS AT EACH SCHOOL TO ENSURE COMPLIANCE WITH WITH THE PLAN AND TO PROVIDE SUPPORT IN ANTICIPATION OF BRINGING OUR K1 STUDENTS BACK.

YOU KNOW, THE, ONE OF THE KEY THINGS THAT WE WANT ALSO ENSURES THAT THERE'S A LEVEL OF TRANSPARENCY, WITH THAT HELPS PEOPLE UNDERSTAND WHAT'S GOING ON. AND SO JUST AS OUR SAFETY PLAN IS PUBLICLY AVAILABLE, THIS LATER THIS WEEK, WE'RE GOING TO BE LAUNCHING A HEALTH AND SAFETY DASHBOARD. AND THAT WILL SHARE THE NUMBER OF POSITIVE CASES THAT WE HAVE RELATIVE TO THE NUMBER OF STUDENTS AND STAFF ON CAMPUS AND THE NUMBER OF SITES THAT ARE SERVING STUDENTS. SO THAT WAY WE CAN, WE'VE BEEN DEVELOPING THIS AS A MODEL FOR US TO BE ABLE TO TRACK TO BE ABLE TO SEE IF WE HAVE ANY ISSUES AND JUST BE ABLE TO MONITOR, YOU KNOW, KIND OF THE THE STATE OF COVID-19 WITHIN OUR OUR CAMPUSES. THROUGHOUT THE, THE ALL OF THIS FALL AND UP TO DATE, WE'VE AVERAGED ABOUT ONE POSITIVE CASE, A WEEK, THEY'VE ALL BEEN CASES THAT HAVE BEEN FROM OUTSIDE THE SCHOOL SETTING. AND BECAUSE OF OUR POSITIVE CASE RESPONSE, WE'VE BEEN ABLE TO ISOLATE AND, AND STOP ANY SPREAD WITHIN OUR SETTING. SO IT'S IMPORTANT, IT'S SOMETHING WE'RE ALREADY MONITORING. AND WE'VE BEEN WORKING ON A WAY TO MAKE THIS INFORMATION PUBLICLY AVAILABLE.

SO WE'LL BE SHARING THAT WITH THE PUBLIC MAKING THIS PUBLICLY AVAILABLE LATER THIS WEEK. AND WE'LL BE UPDATING THAT BELIEVE EVERY ON A WEDNESDAY, EVERY WEDNESDAY BASIS. SO ONE MORE SLIDE.

AND SOME OF OUR WORK OVER THE REALLY OVER THE NEXT COUPLE OF WEEKS WILL REALLY BE AROUND COMMUNICATION. SO AS MORE PARTICULARLY TALKED ABOUT, AS YOU KNOW, A STUDENT'S ASSIGNMENTS ARE MADE CLEAR. AS WE GET NEARER TO THAT TRANSITION PERIOD BACK. WE'LL BE PRODUCING COMMUNICATION THAT'S GOING TO HELP OUR STUDENTS AND FAMILIES KIND OF UNDERSTAND WHAT DOES IT

[09:00:02]

LOOK LIKE TO RETURN TO CAMPUS. SO WE'LL HAVE A GUIDEBOOK WE'LL HAVE VIDEOS THAT WILL KIND OF TRY TO GO THROUGH THE DISCRETE PROCESSES OF YOU KNOW, HOW DO YOU ENTER SCHOOL AND AND YOU KNOW WEARING MASKS AND HOW WE DO SNACKS OR HOW YOU WILL WASHING YOUR HANDS. WE HAVE AN FAQ WE'RE CONTINUING, THAT'S A LIVE DOCUMENT WHERE WE CONTINUE TO RECEIVE QUESTIONS FROM PARENTS AND COMMUNITY MEMBERS AND STAFF. AND SO WE'RE TRYING TO KEEP THAT UPDATED AS, AS QUICKLY AS WE CAN. AND THEN OF COURSE, WE HAVE THE DASHBOARD. SO WE KNOW THAT COMMUNICATIONS IS REALLY IMPORTANT AND COMMUNICATIONS DEPARTMENT LED BY SHANNON PARTHEMER ARE WORKING ON PRODUCING MATERIAL THAT'S GOING TO HELP, HOPEFULLY HELP EASE THAT TRANSITION FOR OUR STUDENTS AND FAMILIES AS WE'VE GOT TO RETURN.

DIRECTOR SAGE AND THEN DIRECTOR STUART.

JUST WANTED TO DOUBLE CHECK THAT WE'RE ALSO PRODUCING THESE VIDEOS FOR DIFFERENT LANGUAGES, OR HOW DOES THAT WORK? YEAH, SO WE WILL BE PRODUCING THEM IN I BELIEVE IN ENGLISH OR SHANNON, CORRECT ME IF I'M WRONG, ENGLISH AND SPANISH, AND THEN WORKING TO MAKE THEM ACCESSIBLE IN OTHER LANGUAGES, AS WELL AS HAVING THE WE HAVE ON OUR WEBSITE, ANYTHING THAT WE PUT ON OUR WEBSITE IN PRINTED MATERIAL, THERE'S A LITTLE GLOBE ICON AT THE TOP OF THE WEBSITE, THAT TRANSLATES TRANSLATES THE TEXT OF THE WEBSITE INTO DIFFERENT LANGUAGES. AND THAT'S WE ACTUALLY, THROUGHOUT THE FALL, HAVE BEEN DOING SOME RESEARCH TO TRY TO FIND OUT HOW TO MAKE OUR INFORMATION MORE ACCESSIBLE. AND ONE OF THE THINGS WE FOUND OUT WAS THAT THE THE GLOBE ICON IS SOMETHING IS A TOOL THAT WE HAVE THAT IS I BELIEVE UNDER UTILIZED, OR NOT QUITE THE LEVEL OF AWARENESS, WITHIN OUR FAMILIES AND WITH OUR STAFF MEMBERS TO BE ABLE TO DIRECT PEOPLE TO TO BE ABLE TO GET INFORMATION TRANSLATED.

SO TO BACK UP, I JUST WANT TO MAKE SURE THAT I UNDERSTOOD YOU ARE WORKING ON PRODUCING THESE IN SPANISH AND ENGLISH. THE VIDEOS.

YES. AND IS THERE AN OPTION TO TAKE A VIDEO AND USE THAT GLOBE TO CHANGE THE LANGUAGE? DOES IT GIVE YOU SUBTITLES? YEAH, WE HAVE. YEAH, I DON'T THAT I DON'T KNOW. I'D HAVE TO ASK SHANNON ABOUT SPECIFICALLY ABOUT HOW THAT'S PRODUCED. I KNOW THAT OUR TEXTS CAN BE TRANSLATED ONLINE.

SO WE'LL HAVE TO FOLLOW BACK UP WITH YOU ON THAT. THANK YOU.

DIRECTOR STUART, YOUR HAND IS RAISED AND THEN DIRECTOR CARLSON.

YOU'RE MUTED MARK. DIRECTOR STUART, YOU'RE MUTED IF YOU'RE HEARING THIS.

OKAY, WE'LL GO INTO DIRECTOR CARLSON, AND IF DIRECTOR STUART IS ABLE TO FIX IT WE'LL GO BACK TO HIM. THAT'S FINE. IT MAY BE TECHNICAL. SO I HAD A COUPLE OF SPECIFIC QUESTIONS. THE COUNTERMEASURES SOUND APPROPRIATE, THE ONE THAT I FIND OF GREATEST VALUE AND INTEREST IS OBVIOUSLY FACE MASKS. AND EVEN ALL OTHER THINGS BEING EQUAL, I CAN SEE A SECOND GRADER DROPPING THEIR FACE MASK INTO A URINAL. SO WHAT ARE OUR PLANS FOR PROVIDING FACE MASKS WHEN FACE MASKS ARE NEEDED? YEP.

SO WE'VE BEGAN ACQUIRING PP SO FACE MASKS, FACE SHIELDS, GLOVES, YOU KNOW, WE'VE BEEN YOU NAME IT. WE'VE BEEN ACQUIRING PPE WAY BACK, YOU KNOW, TOWARDS THE THE YOU KNOW, BACK IN THE SUMMER, RIGHT, WE WERE GETTING READY FOR A HYBRID FOR ALL OF OUR STUDENTS THROUGHOUT THE SUMMER. AND SO. SO WE'RE ACTUALLY IN GOOD POSITION RIGHT NOW IN TERMS OF THE NUMBER OF MASKS THAT WE HAVE AVAILABLE. SO WE HAVE DISPOSABLE THE SURGICAL FACE MASKS. AND AND SO THOSE ARE THINGS THAT WILL WE'LL BE ABLE TO PROVIDE STUDENTS WITH A REPLACEMENT FACE MASKS SHOULD, SHOULD THEY NEED ONE, RIGHT? THE EXPECTATION IS THAT, THAT PEOPLE ARE WEARING FACE MASKS. AND WE ALSO HAVE A SYSTEM IN PLACE WHERE WE'RE MONITORING OUR CONSUMPTIONS OF PPE. SO THE CDC HAD DEVELOPED A TOOL BY WHICH SCHOOLS AND OTHER OTHER PLACES CAN MONITOR KIND OF WHAT THEIR BURN RATE IS. AND SO

[09:05:02]

THAT'S, THAT'S SOMETHING THAT OUR RISK AND SAFETY SERVICES DEPARTMENT, LED BY SCOTT EMERY HAS, HAS DEVELOPED THE WAY THAT THEY'RE TRACKING THAT SO THAT WAY, WE'RE ABLE TO SEE IN ADVANCE IF IT LOOKS LIKE WE'RE NEEDING TO ORDER ADDITIONAL SUPPLY AND ENSURE THAT WE GET ON THAT, THAT OR AT LEAST SO BUT WE'RE WE'RE BECAUSE I'VE BEEN IN REMOTE AS LONG AS WE HAVE BEEN.

WE WERE IN GOOD SHAPE ON ON PPE RIGHT NOW. OKAY AND FOR STAFF WE'RE PROVIDING MASKS FOR KIDS AS REPLACEMENTS WHEN THE PLAN. WE ACTUALLY SO WE HAVE CLOTH BASE MASKS FOR STUDENTS, WE ALSO HAVE ADDITIONAL OF THE DISPOSABLE MASKS FOR STUDENTS AS WELL. SO WE HAVE PROVIDED STAFF WITH CLOTH MASKS, AND WE AND STAFF ALSO HAVE AVAILABLE DISPOSABLE MASKS IF NEEDED.

FANTASTIC. THANK YOU.

DIRECTOR STUART.

EARLIER YOU WERE BREAKING UP AND I WASN'T SURE YOU'RE CALLING ON ME.

NO, NO, IT'S NOT YOUR FAULT.

QUICK QUESTION FOR Y'ALL.

FIRST, JUST GOING BACK TO THE MATT, REAL QUICK, MATTHEW.

THEA DISPOSABLE ONES HAVE THE LITTLE METAL STRIP ACROSS THE TOP THAT HELPS MOLD TO THE NOSE, WOULDN'T THOSE MORE LIKELY BE EASIER TO KEEP ON A CHILD'S FACE? GOD KNOWS IT'S MORE IT'S EASIER TO KEEP ON AN ADULT'S FACE. AND I'VE NOTICED TO BE QUITE FRANK, AS PEOPLE AS HARD AS THEY TRY, WHEN THEY'RE TALKING. THOSE THINGS TEND TO SLIP, MOVE, WHATEVER. AND IT SEEMS LIKE THE DISPOSABLE ONES WOULD REALLY BE BENEFICIAL IN THAT RESPECT, TO HELP KEEPING THEM IN PLACE. I WATCHED A REPORTER JUST THE OTHER NIGHT DOING A ONE MINUTE STORY AND HER MASK SLIPPED THREE TIMES. SO IF WE COULD THINK ABOUT THAT, AS WE'RE LOOKING AT WHAT WE'RE GOING TO BE HANDING OUT TO KIDS.

AND SECOND OF ALL, I LOVE THE DASHBOARD. I LOVE ALL THE INFORMATION, HOW FAST AND I USE THE WORD PIVOT, BUT HOW FAST CAN WE PIVOT TO SHUTTING IT DOWN, IF WE HAVE TO IF THE INFECTION RATE GOES UP, WE'VE GIVEN THE NEW STRAINS IT'S COMING IN WITH KIDS BEING MORE SUSCEPTIBLE TO THAT STRAIN, I JUST WANT TO KNOW, I WANT PARENTS TO KNOW THAT WE'RE THINKING OF THIS, WE'RE PLANNING FOR IT. AND WE CAN DO IT IN A HEARTBEAT. YEAH, YOU KNOW, I'LL TAKE THAT ONE MATT. IT REALLY IS ABOUT OUR COLLABORATION WITH KING COUNTY PUBLIC HEALTH, I CAN TELL YOU I, MY CONTACT AT KING COUNTY PUBLIC HEALTH GETS BACK TO ME WITHIN AN HOUR TO TWO HOURS, ALMOST EVERY TIME I EMAIL. AND IF I NEED A PHONE CALL, I CAN USUALLY GET THAT SCHEDULED WITHIN AN HOUR TO TWO HOURS. AND SO IT'S, YOU KNOW, LOOKING AT THE NEW GUIDANCE THAT PUBLIC HEALTH HAS PROVIDED, REALLY THEIR RECOMMENDATION IN REALLY ANY CONDITIONS IS THAT ELEMENTARY STUDENTS HAVE THE OPTION OF LEARNING IN PERSON. AND THAT IS BASED ON THE RESEARCH THAT THEY'VE DONE, BOTH IN WASHINGTON STATE LOOKING ACROSS THE COUNTRY, AND ACROSS THE GLOBE IN PLACES THAT ARE RELATED, OR SIMILAR TO OUR K 12 ENVIRONMENTS, AND THE SPREAD OF THE VIRUS IN THE K 12 ENVIRONMENTS. AND SO THAT REALLY IS THE RECOMMENDATION IS THAT ELEMENTARY LEARNERS ARE IN PERSON.

AND SO WE WILL CONTINUE TO WORK WITH OUR PUBLIC HEALTH OFFICIALS TO MAKE SURE THAT AS THINGS CONDITIONS CHANGE, IF THEY DO THAT, THAT CONTINUES TO BE THE GUIDANCE.

THAT THEY GIVE A FOLLOW UP ON THIS. YEAH, I WOULD, BECAUSE I THINK ONE OF THE OTHER PIECES OF THAT MARK WAS BRINGING UP WAS ALONG THE LINES OF IF THERE WAS CONCERN OF TRANSMISSION WITHIN THE SCHOOL, IF THERE WAS TWO CASES OR THREE CASES, HOW CAPABLE WE WOULD BE IN WHICH TO COHORT QUARANTINE AND DO THOSE PIECES. ARE THERE SOME STANDARDS IN PLACE AS TO WHEN YOU MIGHT CONSIDER CLOSING A CLASSROOM WHEN YOU MIGHT CLOSE A SCHOOL? IF THERE WERE TO BE CONSIDERED AN OUTBREAK WITHIN THAT SETTING? IS THAT FAIR DIRECTOR STUART? YOU'RE THINKING A LITTLE BIT DEEPER THAN I WAS I WAS REALLY THINKING MORE SYSTEMICALLY AS OPPOSED TO THE CLASSROOM. BUT GO AHEAD IF THERE'S ANY ANSWERS.

MATT, YOU JUST WANT TO TALK ABOUT THE PROCESS THAT TOOK PLACE. YEAH. SO WE HAVE THE POSITIVE CASE RESPONSE PROCESS, YOU KNOW, KIND OF SUMMARIZES SUMMARIZE IT AS BEST I CAN HERE WITHOUT GETTING TO DETAILED. THERE'S SO WE HAVE AN EXPECTATION THAT IF THAT, THAT THE COVID-19 SUPERVISORS NOTIFIED SO IF AN EMPLOYEE OR YOU KNOW, OR STUDENT WE WOULD WANT THEIR FAMILY TO NOTIFY US THAT YOU KNOW, YES, WE TESTED

[09:10:01]

POSITIVE AND LIKE I SAID, WE'VE WE'VE HAD EXPERIENCE WITH THIS BECAUSE WE'VE AVERAGED ONE CASE A WEEK AT THE BUILDING LEVEL PART OF THAT INCIDENT COMMAND TEAM, WHAT SO THERE'S SOME THINGS THAT THEY'RE DOING FIRST IS WE NEED TO GET INFORMATION SO THE MEDICAL COORDINATOR WORKS TO GATHER WHAT INFORMATION SO WE'RE LOOKING AT WAS THE LAST TIME THEY WERE IN THE BUILDING, WHAT ROOMS WERE THEY IN ANY CLOSE CONTACTS, SO THEY REALLY START GETTING INTO A LOT OF DETAILS RIGHT AWAY TO TRY TO FIND OUT AS MUCH INFORMATION ABOUT THIS PERSON'S EXPERIENCE. AND SO WE DO A COUPLE OF THINGS.

ONE, WE HAD CORDONED OFF ANY AREAS, BECAUSE WE MAY NEED TO GO IN AND PROVIDE, YOU KNOW, TO DISINFECT THOSE AREAS. AND SO WE HAVE A WHOLE KIND OF SUPPORT SERVICES RESPONSE. BUT THEN WHERE THERE'S THE COVID-19, SUPERVISOR, THE BUILDING PRINCIPAL CONTACTS OUR EMERGENCY MANAGER, AND, AND THEY DISCUSS KIND OF WHAT ARE THE IMPLICATIONS AROUND THAT. AND THEN THERE'S A CALL THAT COMES UP TO THE CABINET MEMBERS THAT ARE GOING TO BE DALE CODY, OR IT'S GOING TO BE MYSELF, WE PROCESS WHAT, YOU KNOW, WHAT ARE THE RECOMMENDATIONS IN TERMS OF HOW MANY PEOPLE MIGHT BE IMPACTED? ALSO THINKING PROGRAMMATICALLY, RIGHT? SO DOES IT MAKE SENSE WE'VE HAD TIMES WHERE WE'VE TAKEN CLASSROOM WHERE THE TEACHER MIGHT NEED TO QUARANTINE AND WE'VE TAKEN A TEACHER AND JUST THEY'VE MOVED TO A REMOTE SETTING, RIGHT, THEY CAN STILL ABLE TO CONTINUE TO WORK AND PROVIDE PROVIDED THE EXPERIENCE AND EDUCATION FOR STUDENTS. AND SO THAT RECOMMENDATION THEN COMES TO DR.

HOLMEN, AND IF IT INVOLVES, INVOLVES CLOSING DOWN A CLASSROOM OR MOVING A CLASSROOM OR SCHOOL, BACK TO A REMOTE SETTING. SO THIS IS SOMETHING ON A WEEKLY BASIS, WE'VE BEEN PROCESSING THIS WORKING WITH PUBLIC HEALTH. AND SO YOU KNOW, SO THAT THAT PROCESS IS GOING TO CONTINUE. AND AGAIN, RIGHT, YOU KNOW, SO WHETHER THAT BECOMES AN INDIVIDUAL OR IF IT BECOMES SOMETHING LARGER THAN THAT, RIGHT, THAT'S WE WOULD BE WORKING WITH PUBLIC HEALTH.

THEY HAVE A VERY SPECIFIC DEFINITION OF WHAT CONSTITUTES AN OUTBREAK THAT I WON'T GET INTO HERE. BUT THAT WOULD, THAT'S SOMETHING WHERE WE'RE AWARE OF, AND CERTAINLY, YOU KNOW, DR. HOLMEN MENTIONED, RIGHT, WE HAVE THE ABILITY TO GET IN CLOSE CONTACT WITH THEM, YOU KNOW, WHEN WE NEED TO, AND PART OF THE PROCESS ACTUALLY IS EVEN TO HELP WITH THE CONTACT TRACING IS TO HAVE THAT CONNECTION WITH PUBLIC HEALTH.

SO.

SO IT'S SOMETHING WE'VE EXPERIENCED AND THUS FAR HAVE HAVE, YOU KNOW, BEEN ABLE TO NOT HAVE MULTIPLE CASES IN ANY OF OUR SITES WHERE WE HAVE STAFF AND STUDENTS WORKING, IN OUR COVID-19 SAFETY PLAN ACTUALLY HAS SOME NICE VISUALS AROUND THE POSITIVE CASE RESPONSE PLAN AND INFORMATION ABOUT THAT AS WELL.

DIRECTOR SAGE, THANK YOU FOR WAITING. SURE.

WELL, THANK YOU, DR. HOLMEN FOR DEVELOPING THAT RELATIONSHIP WITH KING COUNTY PUBLIC HEALTH. IN ADDITION, SIRI AND I ARE ON A GROUP THAT MEETS WITH KING COUNTY PUBLIC HEALTH ABOUT EVERY THREE WEEKS AND DR. HOLMEN ALSO ATTENDS THOSE MEETINGS. SO HE'S VERY CONNECTED. AND WE ARE TRYING TO STAY ON TOP OF ALL OF THE PUBLIC HEALTH RECOMMENDATIONS FOR OUR AREA.

YOU'RE MUTED, ERIC.

SORRY. ANY OTHER QUESTIONS ON THIS PRESENTATION? DIRECTOR BLIESNER. SO THANK YOU FOR THE SOCIAL EMOTIONAL LEARNING AND THOSE PIECES COMING FORWARD AND THAT THOSE EFFORTS IN THAT AREA THAT IS ANOTHER VERY KEY COMPONENT OF WHAT'S GOING ON, NOT ONLY DUE TO THE PANDEMIC, BUT IN ADDITION TO THE OTHER THINGS GOING ON WITHIN OUR COUNTRY AT THIS POINT IN TIME.

SO HAVING THE OPPORTUNITY, I WAS CURIOUS TO KNOW AND AT SOME POINT MAYBE THIS IS AN ABORT BRIEF OR IN SOME OTHER WAY IS HOW MANY STUDENTS DO WE HAVE ACCESSING OUR COUNSELORS, THE SOCIAL EMOTIONAL, RIGHT, IN THAT VIRTUAL WORLD? ARE WE SEEING AN INCREASED NEED IN THAT AREA, JUST SORT OF GETTING A FEEL FOR WHAT'S HAPPENING IN FOR OUR STUDENTS IN THAT REALM? OH, I WILL NOT ABLE TO ASSIGN A SPECIFIC NUMBER SO THAT CAN BE SOMETHING I CAN FOLLOW UP IN A BOARD BRIEF WITH YOU. YOU KNOW, WE YOU KNOW I MEET ON A MONTHLY BASIS WITH THE CEO OF YOUTH EAST SIDE SERVICES AND WE TALK ABOUT THE EXPERIENCES THAT THEY'RE HAVING ALSO MEET REGULARLY WITH A SENSE OF WHAT ARE THE WHAT ARE OUR YOUTH IN OUR AREA EXPERIENCING AND AND THEN ALSO THINKING ABOUT HOW ARE THEY PROVIDING SERVICES AND WHAT WHAT'S THEIR EXPERIENCE? AND, YOU KNOW, FOR BEHAVIORAL HEALTH SUPPORTS THAT THERE'S

[09:15:01]

SUCH KIND OF A PERSONAL AND INTIMATE SORT OF CONVERSATION AND SO, YOU KNOW, THERE'S AN ACKNOWLEDGEMENT THAT TRY AND PROVIDE THOSE SERVICES REMOTELY IS, YOU KNOW, IS CAN BE A LITTLE BIT CHALLENGING AND, AND SO, WHICH IS WHY WE'RE TRYING TO YOU KNOW, TURN SOME THINGS BACK ON IN PERSON. SO THAT WAY, WE HAVE A BLEND OF OPPORTUNITIES AND IF NOTHING ELSE, IF STUDENTS CAN ESTABLISH THEM IN PERSON CONTACT WITH AND BUILD THAT RELATIONSHIP. AND THEN IF THEY NEED TO EXTEND IT IN ONLINE SETTINGS, SO, YOU KNOW, SO THE SERVICE HAS BEEN THERE, IT'S NOT QUITE AS MUCH AS WE WOULD EXPECT RELATIVE TO WHAT WE, YOU KNOW, WE HAVE EVERY REASON TO BELIEVE IS THE THE NEED. AND SO THAT'S WHY WE'RE CONTINUING. AND JOHNNY GOOD ABOUT CONTINUING TO PUSH ON DIFFERENT MODELS TO TRY TO GET SERVICES OUT THERE. AND THEN ALSO REALLY, UNITED SPEAK AS MUCH AROUND SOME OF THE SECONDARY LEVEL, BUT ALSO LOOKING AT HOW DO WE INCREASE SUPPORTS FOR PARENTS WHO ARE MORE WILLING TO MAYBE BE MORE WILLING AND INTERESTED IN PARTICIPATING IN THIS TYPE OF ENVIRONMENT AND GETTING SUPPORTS KNOWING THAT THEY'RE, YOU KNOW, PARENTS OR, YOU KNOW, PEOPLE'S ADULTS, THEIR GROWN UPS WHO ARE IN A POSITION TO PROVIDE SOME OF THOSE SUPPORT, SO I'LL FOLLOW UP WITH A BOARD BRIEF ONCE WE PULL THOSE NUMBERS FOR YOU. GREAT. THANK YOU.

DIRECTOR STUART? YES.

I WONDER, I'M NOT SURE MATT IF THIS GOES INTO YOUR AREA OR NOT, BUT WE'LL GO FOR GOD KNOWS IT WOULDN'T BE THE FIRST TIME I'VE ASKED THE WRONG PERSON.

IF BOTH STUDENTS AND STAFF FOR THAT MATTER, ARE WE MAKING SURE WE KNOW WHETHER OR NOT THERE IS A SITUATION WHERE THEY HAVE A VULNERABLE, VULNERABLE FAMILY MEMBER IN THE HOUSE, IF YOU WILL, SUCH AS A FAMILY'S MULTI GENERATIONAL, WHETHER IT'S STAFF OR WHETHER IT'S STUDENTS, THE IDEA BEING THAT I WOULD HATE TO HAVE STAFF HAVE TO CHOOSE BETWEEN A JOB AND NOT INFECTING GRANDMA IN THE HOUSE? I DON'T KNOW HOW MANY WE HAVE. THEY'RE REALLY MULTI GENERATIONAL, BUT I THINK WE HAVE ENOUGH TO BE QUITE FRANK. AND WE ALSO HAVE SOME OF THOSE STAFF WHO HAVE CHILDREN WHO ARE FITTING INTO THAT CATEGORY. WHAT KIND OF PROVISIONS ARE WE MAKING FOR THOSE FOLKS? SO THEY KNOW THAT THEY CAN PARTICIPATE IN THIS SYSTEM WITHOUT HAVING TO WORRY ABOUT HOW THEY'RE PARTICIPATING IN IT? YEAH, I'LL TAKE THAT ONE THAT.

WE. SO FOR OUR FAMILIES, WE ACTUALLY DON'T ASK THAT QUESTION. AND THAT'S, YOU KNOW, ONE OF THE REASONS THAT WE ACTUALLY LEAD WITH THEM SELECTING THE LEARNING MODEL, THERE'S A CONSIDERATION THAT FAMILIES HAVE TO MAKE, THERE'S THE THE LEARNING EXPERIENCE OF THEIR CHILD, BUT THERE'S ALSO THE HEALTH AND SAFETY PIECE FOR THEIR OWN INDIVIDUAL SITUATION.

AND SO I THINK THAT'S WHY PROVIDING BOTH AN IN PERSON AND A REMOTE OPTION, BUT YOU KNOW, HELPS OUR FAMILIES. WHEN WE SURVEY OUR STAFF, THAT IS ONE OF THE QUESTIONS THAT WE ASKED AND THE CDC CALLS IT A PERSON BEING AT INCREASED RISK. AND SO WE ASKED, YOU KNOW, ARE THEY AND ARE THEY SEEKING ACCOMMODATION? OR DO THEY HAVE A FAMILY MEMBER AND ARE THEY SEEKING AN ACCOMMODATION? GOOD.

THANKS, JOHN. I APPRECIATE IT.

OKAY, ANY OTHER QUESTIONS ON THIS PART OF THE PRESENTATION? OKAY.

SEEING NONE, WE'LL JOHN, IS THERE ANOTHER SECTION OF THE UPDATE? YES, THERE ARE FIVE MORE SECTIONS.

OKAY.

SO WE WILL CONTINUE. EXCELLENT.

AND OUR NEXT CABINET MEMBER TO JOIN US IS DR. JOY ROSS, OUR ASSISTANT SUPERINTENDENT OF HUMAN RESOURCES TO TALK ABOUT SOME OF THE WORK INVOLVED ON HER END. DR. ROSS.

THANK YOU, DR. HOLMEN. I SAW THOSE FACES WHEN YOU SAID FIVE MORE. I AM PLEASED TO TELL YOU THAT I OBEYED INSTRUCTIONS. AND I JUST HAVE ONE SLIDE. BUT THAT BEING SAID, AS I WAS LISTENING TO MY COLLEAGUES TALK ABOUT THEIR RESPECTIVE AREAS, I THOUGHT ABOUT HOW HUMAN RESOURCES IS EMBEDDED AND TRULY SERVES AS A SUPPORT TO ALL THE EFFORTS BE IT TEACHING AND LEARNING OR SCHOOL SUPPORT. AND SO REALLY, THE THE THREAD FOR US IN HUMAN RESOURCES IS THAT WE ARE THE DEPARTMENT THAT WORKS WITH STAFFING. AND SO WHEN WE THINK ABOUT THE COMBINED APPROACH OF OUR LEARNING MODELS, BOTH IN PERSON AND REMOTE BEING

[09:20:03]

THE TWO OPTIONS IN WHICH STUDENTS AND TEACHERS WILL ENGAGE MOVING FORWARD. HR FUNCTIONS AS A SUPPORT TO THOSE PROCESSES, RECRUITMENT HIRING EMPLOYEE RELATIONS AND ALL WITH THE EFFORT OF ENSURING THAT WE HAVE CERTIFIED AND CLASSIFIED STAFF IN PLACE TO ENSURE THAT SPACES ARE CREATED FOR STUDENTS TO BE SUCCESSFUL. I THINK ONE OF THE THINGS THAT WAS A GOOD REMINDER WAS OUR GUIDING PRINCIPLES. AND AS I THINK ABOUT THE LION'S SHARE OF WORK OVER THE PAST EIGHT MONTHS, THAT HAS COME IN, IN THE FORM OF LABOR RELATIONS AND BARGAINING. AND THOSE GUIDING PRINCIPLES HAVE CERTAINLY SERVED AS CORNERSTONES FOR OUR COLLECTIVE INTERESTS, BOTH LWEA AND THE DISTRICT. AND THINK I WOULD BE REMISS FROM R IF I DID NOT ACKNOWLEDGE THAT HAT IS WHERE A SIGNIFICANT BODY F WORK HAS BEEN DONE, WE WILL AVE A VERY DETAILED REPORT ON HAT AT A LATER POINT IN TIME.

UT MINIMALLY, I WANT TO TALK TO UST THE THE LEVEL OF OLLABORATION, CREATIVE S LUTION, FOCUSED PROBLEM S LVING, AND JUST STRATEGIZING T ENSURE THAT THE WORK C NDITIONS FOR STAFF WERE SUCH T AT ALLOWED ADULTS TO SHOW UP I A FULL AND HEALTHY AND H LISTIC WAY SO THAT KIDS COULD B ABLE TO ACCESS LEARNING AND N VIGATE THIS UNPRECEDENTED TIME O COVID AND PANDEMIC. SO I T INK I WOULD BE REMISS IF I D DN'T JUST SHOUT OUT ALL OF THE T E PLAYERS IN THE BARGAINING P OCESS, AND JUST HOW IMPORTANT T AT IS TO MOVING FORWARD IN T RMS OF ALL OF THE THINGS THAT Y U HAVE HEARD ABOUT ALREADY W TH TEACHING AND LEARNING AND S HOOL SUPPORT, THE COVID SAFETY P AN AND ALL OF THE SYSTEMS THAT W LL BE IN PLACE TO MAKE SURE O R STUDENTS ARE SUCCESSFUL.

WITH REGARDS TO OUR K 1 STAFFING UPDATE FOR CERTIFIED POSITIONS, WE ARE VERY MUCH ENGAGED IN A ROBUST PROCESS THAT WILL ACTUALLY KICK OFF TOMORROW, WEDNESDAY AND THURSDAY OF THIS WEEK TOWARD THE HIRING OF ADDITIONAL STAFF, MIKE MENTIONED THAT IN HIS PORTION. AND SEEING HR IN THAT SUPPORT OUR JOBS ARE HOW DO WE HOW ARE WE CREATIVE? HOW ARE WE INNOVATIVE IN OUR SYSTEMS APPROACHES TO MAKE SURE THAT THESE FUNCTIONS HAPPEN IN A WAY THAT MINIMIZE EFFORTS FROM BUILDINGS AND DEPARTMENTS WHILE ENSURING THAT OUR APPROACHES SUPPORT BEST PRACTICES. AND SO A VERY TANGIBLE EXAMPLE IS THAT WE ARE CURRENTLY IN THE PROCESS OF VETTING 100 APPLICANTS WHO ARE CERTIFIED TO TEACH. WE HAVE INTERVIEWS SET UP FOR PROBABLY ABOUT 60 OF THEM WITH THE EXPECTATION THAT WE'RE GOING TO HIRE PROBABLY ABOUT A QUARTER OF THEM. AND SO HRS ROLE IN THAT IS TO ENSURE THAT WE HAVE PROCESSES AND SYSTEMS AND PROTOCOLS IN PLACE TO SUPPORT THAT HAPPENING IN A VERY TIMELY MANNER, WHICH WE'VE ALREADY REFERENCED EARLIER ON TONIGHT.

ALSO VERY MUCH INVOLVED IN SIMILAR PROCESSES AS IT RELATES TO CLASSIFIED STAFF. AND SO WE ARE, APOLOGIES, WE ARE CONTINUING TO POST BEING VERY CREATIVE IN LEANING INTO SOCIAL SERVICES AGENCIES TO ALLIED ASSOCIATIONS, THAT WE MAY OR MAY NOT HAVE HAVE ENGAGED BEFORE, BUT REALLY BEING PROACTIVE IN HOW IT IS THAT WE ENGAGE THE COMMUNITY TO MAKE THEM AWARE OF THE OPENINGS THAT WE ARE HAVING AND THE TIMELINES IN WHICH WE ARE LOOKING TO FILL THOSE PROCESSES.

ONE OF THE THINGS THAT WE REALLY DECIDED WAS IMPORTANT TO ENSURING THAT WE WERE SUPPORTING OUR BUILDINGS AND DEPARTMENTS, WE WANTED TO BE INTENTIONAL ABOUT DESIGNING A SUITE OF SERVICES FROM HR THAT OUR BUILDINGS AND OUR DEPARTMENTS COULD REALLY RELY ON. AND WE WOULD THEN TAKE ON THE LION'S SHARE OF SCREENING AND CREATING RUBRICS AND INTERVIEW TOOLS THAT ALLOW THOSE PROCESSES TO FUNCTION MORE SMOOTHLY. AND SO THAT'S BEEN A LOT OF THE WORK FROM OUR RECRUITMENT TEAM IN SUPPORT OF THE K 1 RETURN. AND THEY WILL LEAD THOSE EFFORTS WHICH GIVE PRINCIPALS LEVEL DIRECTORS THE OPPORTUNITY TO FOCUS ON ACADEMICS, SEL, ALL THE THINGS THAT KIDS NEED ON THE

[09:25:05]

GROUND, AND WE TAKE THE LION'S SHARE OF THAT WORK. SO EXCITED ABOUT THAT PROTOCOL. WE WILL SHARE MORE OF THAT AT A LATER POINT BUT JUST WANTED TO FIRST AND FOREMOST, YOU KNOW, SPEAK TO THE LARGER BODY OF WORK IN TERMS OF THE UNION WORK AND THEN STAFFING IN TERMS OF CERTIFIED AND CLASSIFIED.

QUESTIONS.

I HAVE A QUESTION, JOY. DID HAVE WE MADE, AND WE HAD TO MAKE NEW HIRES AS PART OF THE AS PART OF ROLLING OUT THIS RETURN TO SCHOOL, HAVE WE HAD TO HIRE ADDITIONAL TEACHERS OR OTHER STAFF? WE WILL BE. AND THAT'S THIS PROCESS THAT WE'RE GOING TO BE ENGAGED WITH BEGINNING THIS WEEK.

OKAY.

ANY OTHER BOARD MEMBER QUESTIONS? JUST A THANK YOU. YES, THANK YOU. THANKS, A LOT OF WORK.

THANK YOU. THE TEAM HAS BEEN TREMENDOUS IN BEING STRATEGIC AND THINKING. SO IT'S EXCITING TO BE ABLE TO SUPPORT THE EFFORTS THAT TOUCHED THE LIVES OF KIDS. SO.

OKAY, THANK YOU. THANK YOU.

THANK YOU.

SORRY, TURN ON MY SECOND MIC HERE. AND NEXT IS SALLY ASKMAN, OUR ASSISTANT SUPERINTENDENT OF TECHNOLOGY AND INFORMATION SERVICES TO SHARE A FEW ABOUT HER DIVISION. THANK YOU, DR.

HOLMEN. HELLO, EVERYONE, SO FOCUSING ON THE TRANSITION TO THE NEW LEARNING MODELS. THE DIVISION FOCUS HAS BEEN IN THREE CRITICAL AREAS GATHERING AND ANALYZING THE DATA AND PACKAGING IT SO WE CAN TAKE ACTION ON IT TECHNOLOGY AND SYSTEM READINESS, AND STAFF TRAINING AND CUSTOMER SUPPORT. SO WE'VE TALKED A LITTLE BIT ABOUT SURVEYS THAT ARE UNDERWAY OUR FAMILY SURVEY, FOR IN PERSON OR REMOTE CONFIRMATION OR CHANGE OF A SELECTION IN THE LEARNING MODEL IS OUT AND IT WILL CLOSE TOMORROW NIGHT FOR K ONE FAMILIES AT MIDNIGHT. AND THEN FOR TWO - FIVE FAMILIES, THE EVENING OF THE 13TH. OUR STAFF SURVEY OPENS THE TOMORROW EVENING AROUND 7:30. AND WILL CLOSE IN THE LATE EVENING OF JANUARY 14. SO ONCE WE HAVE THAT INFORMATION, THEN WE'LL BE ABLE TO PACKAGE IT IN A BOARD BRIEF FOR YOU ALL. THE NEXT SLIDE. AND TIM KRIEGER JUST WANT TO MENTION IS LEADING A SURVEY EFFORT HE AND HIS TEAM, IT'S A GREAT DEAL OF EFFORT. WHAT'S REALLY NEAT ABOUT IT IS THE SURVEYS ARE IN TAKING THE DATA RIGHT INTO OUR SYSTEM OF RECORD SKYWARD. SO IT HELPS US THEN WITH PLACEMENT AND OTHER FOLLOW UP THAT WILL NEED TO BE DONE. AND THEN IN THE AREA OF TECHNOLOGY AND SYSTEMS READINESS. FORREST BAKER, THE DIRECTOR OF TECHNOLOGY OPERATIONS, IS OVERSEEING THE IMPLEMENTATION OF THE ROLLOUT OF THE NEW LAPTOPS. AS YOU MAY RECALL, WHEN INVENTORIES BECAME AVAILABLE LAST FALL, WE QUICKLY MADE A PURCHASE 5800 NEW LAPTOPS TO REPLACE THE LAPTOPS IN THE LOWER GRADES IN ELEMENTARY THAT JUST WEREN'T PERFORMING IN THE WAY THAT WE NEEDED THEM TO. SO THOSE HAVE BEEN BEING REPLACED IN WAVES THROUGH THE SCHOOLS TO THE FAMILIES WITH THOSE LAPTOPS. AND WE EXPECT IT TO BE COMPLETED BY JANUARY 22. THE END OF CLOSE TO THE END OF THE SEMESTER. AND THEN ALSO FORREST'S TEAM HAS BEEN GOING THROUGH EVERY CLASSROOM. WE'VE BEEN DOING IT FOR A LITTLE WHILE NOW. IF YOU THINK ABOUT HOW YOUR TECHNOLOGY IS WHEN YOU HAVEN'T RESTARTED YOUR COMPUTER OR TAKEN YOUR UPDATES, WE HAVE A LOT OF TECHNOLOGY IN THE CLASSROOMS THAT OUR IN PERSON TEACHERS WILL RELY ON. AND SO THE TEAMS HAVE BEEN GOING THROUGH AND CHECKING ALL THE AUDIO AND VIDEO EQUIPMENT, AND DOING TUNEUPS AND MAKING SURE THAT THEY CONNECT AND WORK PROPERLY ON THE NETWORKS. SO THAT'S ONE BIG FOCUS. AND WE'LL JUST KEEP GOING THROUGH ALL THE GRADES. WE STARTED WITH K 1 AND WE'RE CONTINUING TO MOVE THROUGH ALL THE BUILDINGS THROUGH ALL THE GRADES, AND THEN STUDENT INFORMATION AND DIGITAL CURRICULUM AND TOOLS PROVISIONING, THAT WILL HAPPEN BEHIND THE SCENES WE PROVISION SEVERAL MILLION ACCOUNTS IN A SUMMER TO PREPARE FOR BACK TO SCHOOL. SO WHAT WE HAVE NOW IS BETWEEN THE CURRENT MODEL AND MOVING TO IN PERSON AND REMOTE

[09:30:06]

FOR K ONE, LET'S SAY WE HAVE JUST A COUPLE DAYS TO ORCHESTRATE THE PROVISIONING AND AUTOMATION OF ALL THE NEW CLASSES AND CLASSROOM TEAM SITES WHERE THERE NEEDS TO BE A CHANGE THEN DIGITAL CURRICULAR TOOLS. SO TIM'S TEAM IS WORKING IN CONCERT WITH FORREST'S TEAM TO ENSURE THAT AUTOMATION HAPPENS, WE MAY SEE A FEW DELAYS IN SOME ACCESS TO SOME OF THE DIGITAL TOOLS THAT ARE AVAILABLE. BUT IT WILL BE FAIRLY QUICKLY JUST AS THE AUTOMATION CATCHES UP WITH THE PROCESS. AND THEN LAST BUT NOT LEAST, MINDY INTEGRATION, PROFESSIONAL DEVELOPMENT. SO MIKE MENTIONED EARLIER IN THE PRESENTATION ABOUT THE ONBOARDING OF NEW TEACHERS. MINDY'S TEAM HAS WORKED TO PACKAGE THE TECHNOLOGY TRAINING PORTION OF THAT ONBOARDING, WHERE THERE ARE SEVEN AND A HALF HOURS FOR NEW STAFF ON CLASSROOM TEAMS, SMART TECHNOLOGY, OUR YOUNGER KIDS AND OUR K ONE, TEACHERS LOVE TO USE THE SMART BOARDS AND THE INTERACTIVE NATURE OF THOSE DEVICES IN THE CLASSROOMS. SO THEY'LL BE GETTING SOME VERY INTENSE TRAINING ON THOSE RESOURCES, AS WELL AS BEST PRACTICES AND REMOTE TEACHING BECAUSE THEY WILL ALSO BE ENGAGING WITH THEIR KIDS REMOTELY AS WELL. AND THEN, LASTLY, WE HAVE FORREST AND TEAM OUR TECHNOLOGY OPERATIONS TEA IS WORKING TO ADJUST OU TECHNOLOGY SUPPORT MODEL. SINC MARCH OF LAST YEAR, THE TEAM HAVE BEEN FOCUSED PRIMARILY O SUPPORTING REMOTE INSTRUCTIO WITH JUST A LITTLE BIT O SUPPORT FOR THE SMALL COHORT O KIDS THAT WERE IN PERSON. S WHAT WE'RE DOING NOW IS SHIFTIN THOSE MODELS A LITTLE BIT S THAT WE CAN OPTIMIZE SERVICE FO RESPONSE FOR BOTH IN PERSON AN REMOTE LEARNING. SO IT'S LITTLE BIT O ADDING MORE PEOPLE TO THE CALL CENTER MORE RESOURCES TO THE CALL CENTER, AND ADDING MORE STAFF ON SITE IN THE BUILDINGS TO MAKE SURE THAT WE KEEP A HIGH LEVEL OF RESPONSE FOR OUR CUSTOMERS. AND THAT IS THE END OF MY PRESENTATION.

THANKS. ANY BOARD MEMBER QUESTIONS? NOPE. YOU COVERED IT ALL.

THANK YOU.

OKAY, GREAT.

OKAY, I'D LIKE TO INVITE DALE CODY, ASSISTANT SUPERINTENDENT OF SCHOOL SUPPORT SERVICES TO PROVIDE AN UPDATE.

EVERYBODY. NICE JOB, SALLY.

QUESTIONS. THAT'S AWESOME.

I'M EXCITED TO SHARE WITH YOU TONIGHT, SOME INFORMATION ABOUT SOME LEADERSHIP EFFORTS THAT TRANSITION TO IN PERSON LEARNING.

I THINK WHAT'S REALLY IMPORTANT TOO, TO REALIZE IS THE THE SHEER AMOUNT OF WORK AND LEADERSHIP THAT IT TAKES IN OUR BUILDING LEVEL TO MAKE THIS HAPPEN. WE NEED TO REALIZE THAT OUR PRINCIPALS AND ASSISTANT PRINCIPALS ARE CURRENTLY RUNNING SCHOOLS, AS YOU KNOW, AND SUPPORTING TEACHERS, SUPPORTING STUDENTS AND PARENTS GOING THROUGH THEIR NORMAL EXPECTATIONS OF EVALUATION PROCESSES, ETC. AND NOW WHAT'S HAPPENING IS, IS YOU HEARD MR. GILLINGHAM SPEAK EARLIER ABOUT THE COVID SAFETY PLAN. AND IT'S A WONDERFUL DOCUMENT, AND I ENCOURAGE YOU TO LOOK THROUGH IT. BUT IT'S BIG, AND THERE'S A LOT OF INFORMATION IN THERE. AND THEY HAVE BEEN EXPOSED TO THAT THROUGHOUT THE YEAR. BUT NOW THAT WE HAVE PEOPLE COMING IN PERSON, IF WE THINK ABOUT THAT AS A LARGE PLAYBOOK, AND WE THINK ABOUT THE LOU, WHICH HAS SOME SIGNIFICANT INFORMATION IN IT. IT'S REALLY THE ADMINISTRATORS JOB TO OPERATIONALIZE ALL OF THAT IN THE BUILDING, WHICH MEANS HOW DO YOU ASSIGN RESPONSIBILITIES? FOLLOW THROUGH? HOW DO YOU MAKE THAT WORK AND TIME FOR STUDENTS TO ENTER THE BUILDING SAFELY, AS WELL AS IN PROVIDING INSTRUCTIONAL SUPPORT FOR THEM. SO AS YOU CAN SEE HERE, I WRITE, YOU KNOW, THE OPPOR OPERATIONALIZING, THE COVID SAFETY PLAN, AND I LISTED MANY OF THE THINGS AND THOSE ARE NOT ALL INCLUSIVE, THAT THEY HAVE TO THINK THROUGH. AND SOME OF THESE THINGS ARE VERY DIFFERENT NOW. BATHROOM USE, HOW WILL THAT LOOK IN A BUILDING? RECESS? WELL EACH BUILDINGS CONFIGURED A LITTLE BIT DIFFERENTLY, HOW WILL RECESS LOOK? SNACK TIME AND WHILE WE HAVE PROTOCOLS AND SAFETY GUIDELINES FOR ALL OF THESE THINGS, THEY HAVE TO OPERATIONALIZE THOSE IN THEIR BUILDING. AND EACH BUILDING IS DIFFERENT.

THEY HAVE TO DESEGRAGATE FAMILY AND STAFF DATA, DETERMINE NEWS

[09:35:03]

CLASS LISTS AND TEACHER ASSIGNMENTS.

AND THIS INCLUDES NEW STUDENTS AND TEACHERS IN THEIR SCHOOL.

AND WHILE THAT IS A TACTICAL THING, THERE'S ALSO EMOTIONAL PEACE AROUND THAT. THERE'S ALSO HELPING TO SUPPORT TEACHERS WHO ARE SAYING GOODBYE TO STUDENTS.

IT'S ALSO HOW DO YOU THEN START SCHOOL OVER AS A BRAND NEW SCHOOL YEAR IN THE MIDDLE OF THE SCHOOL YEAR, WHERE YOU'RE ALSO HELPING STUDENTS AND FAMILIES AND STAFF TO RECONNECT AND PROVIDE TIME FOR THEM TO YOU KNOW, ESTABLISH RELATIONSHIPS AND MOVE FORWARD.

NEXT SLIDE DR. HOLMEN.

SOME OF THE OTHER THINGS IS NOT ONLY THE THE PEOPLE THAT ARE IN OUR DISTRICT THAT ARE TRANSITIONING, BUT THERE'S ALSO DATA FOR NEW STUDENTS AND TEACHERS TO THE SCHOOL. SO AS YOU KNOW, THERE'S A HIGH LIKELIHOOD THAT THERE ARE STUDENTS THAT WILL NEED TO BE MOVED IN TEACHERS THAT WILL NEED TO BE MOVED. I SPOKE ABOUT THE NOT JUST THE PRACTICAL PART OF THAT. BUT HOW DO WE HELP SUPPORT PEOPLE THROUGH THAT.

THERE'S SETTING UP AND ADJUSTING CLASSROOM SETTINGS. IT'S IMPLEMENTING A DAILY SCHEDULE FOR K1, AND THEN PLANNING AND IMPLEMENTING A SCHEDULE FOR TWO - FIVE. AND I TALKED EARLIER ABOUT OPERATIONALIZING, THE LOU. AND OF COURSE, THEY'RE PART OF WHAT DR. ROSS SPOKE TO JUST A MOMENT AGO, THEY'RE PART OF THE RECRUITING AND HIRING OF ADDITIONAL CERTIFICATED AND CLASSIFIED STAFF FOR THEIR BUILDING. SO I JUST WANTED TO, TO HIGHLIGHT THAT.

THE LEADERSHIP, AND THE QUALITY OF LEADERSHIP IN OUR SCHOOLS IS OUTSTANDING. AND WE'RE REALLY ASKING THEM A TREMENDOUS AMOUNT OF THEM GOING INTO THIS NEW PHASE. AND THEY'RE DOING SO WITHGREAT EFFORT AND, AND GREAT SKILL. SO I JUST WANT TO MAKE SURE THAT THAT I HIGHLIGHT THAT AND I THINK THAT I HAVE SO NEXT SLIDE, DR. HOLMEN.

WANT TO TALK FOR A MINUTE ABOUT CHOICE SCHOOLS, FOR OUR K 1 PROGRAMS. THEY ARE UNIQUE PROGRAMS. WHAT I WAS JUST JOTTING DOWN HERE WAS WE HAVE WE HAVE SCHOOLS THAT HAVE K AND ONE STUDENTS IN A CLASSROOM AS PART OF THEIR PROGRAM. WE HAVE A CHOICE SCHOOL THAT HAS FIRST AND SECOND GRADERS AS PART OF THEIR PROGRAM. WE HAVE SCHOOLS THAT HAVE JUST FIRST GRADE. AND WE HAVE SCHOOLS THAT HAVE KINDERGARTEN AND FIRST GRADE. AND SO AS WE THINK ABOUT THE COMPLEXITIES OF THAT AND BEING ABLE TO OFFER A CHOICE SCHOOL PROGRAM, THIS IS A COMMUNICATION THAT THE NEXT FEW SLIDES THAT WE WANT TO SHARE WITH YOU THIS HAS GONE OUT TO FAMILIES TONIGHT, THAT REALLY TO MAINTAIN A PROGRAM THAT WE'RE GOING TO NEED MORE DATA TO SEE WHAT THEIR WHAT VIABLE OPTIONS THERE ARE THERE. SO THIS FIRST ONE IS NEEDING TO CONTINUE TO GATHER MORE FAMILY AND STAFF DATA IN ORDER TO MAKE THE BEST POSSIBLE DECISION FOR EACH OF OUR KINDERGARTEN FIRST GRADE K ONE CHOICE SCHOOL PROGRAMS. AS A RESULT, WE'RE DELAYING THE START OF K ONE IN PERSON AT CHOICE SCHOOLS. WE'RE DISAPPOINTED TO HAVE TO DELAY DECISIONS ON K ONE PROGRAMS FOR CHOICE SCHOOLS THAT ARE HOPEFUL THAT DELAY WILL RESULT IN THE BEST POSSIBLE PROGRAMS DECISIONS FOR EACH SCHOOL. NEXT ONE DR. HOLMEN.

CHOICE SCHOOLS ARE UNIQUE PROGRAMS THAT ARE PERSONNEL DEPENDENT. AND WE WILL BE USING THE DATA FROM FAMILIES AND STAFF TO DETERMINE THE BEST PATHWAY FORWARD. FOR EACH CHOICE SCHOOL.

WE VALUE KEEPING STUDENTS AND STAFF CONNECTED WHEN POSSIBLE, SO HAVING MORE INFORMATION WILL ASSIST US IN THAT GOAL. AND THEN THE LAST PART OF THE STATEMENT, CHOICE SCHOOL FAMILIES MAY STILL SELECT AN IN PERSON OPTION AT THEIR NEIGHBORHOOD SCHOOL, OR CHOOSE A REMOTE OR CHOOSE REMOTE LEARNING. IN EITHER CASE, THEY WILL STILL HAVE THE RIGHT TO RETURN TO THEIR CHOICE SCHOOL NEXT YEAR. ONCE WE HAVE GATHERED INFORMATION TO BETTER HELP US WITH DECISIONS ON INDIVIDUAL CHOICE SCHOOLS WE'LL COMMUNICATE WITH FAMILIES AS SOON AS POSSIBLE. AS SOON AS POSSIBLE.

YOU KNOW, A COUPLE THINGS TO THINK ABOUT. IF I JUST USE ONE SCHOOL EXAMPLE, ONE SCHOOL HAS GRADES ONE THROUGH FIVE. AND WHAT THEY'VE DECIDED TO DO THEIR PROGRAM IS TAKING FIRST AND SECOND GRADERS AND COMBINING THEM TOGETHER IN A CLASSROOM.

WELL, RIGHT NOW WE HAVE A K ONE LOU WE WILL EVENTUALLY HAVE A TWO TO FIVE LOU SHORTLY. BUT HOW DO WE THEN OPERATIONALIZE THAT ONE RIGHT NOW WE HAVE A MODEL FOR FIRST GRADERS, BUT NOT YET SECOND GRADERS. OTHER EXAMPLES VERY PERSONNEL DEPENDENT WOULD BE OUR DUAL LANGUAGE PROGRAM. SO IF A TEACHER IS UNABLE AND WE DON'T HAVE THAT DATA YET, I'M JUST HYPOTHESIZING THAT IF A TEACHER IS NOT AVAILABLE, ISN'T ABLE TO BE IN PERSON. IS THERE ANOTHER WAY WE CAN PROVIDE THOSE STUDENTS WITH A DUAL LANGUAGE EXPERIENCE, RATHER THAN JUST SAY, THOSE STUDENTS THEN HAVE ANOTHER HIGH QUALITY EXPERIENCE, BUT ONE THAT WOULD BE SIMILAR TO OTHER WOULD NOT BE A CHOICE

[09:40:03]

SCHOOL EXPERIENCE. AND THEN LASTLY, I THINK WE THINK ABOUT, AS WE KNOW, THE LIMIT IS 15 STUDENTS IN A CLASSROOM. AND SO IF IN A CHOICE SCHOOL THERE ARE MORE THAN 15 STUDENTS THAT CHOOSE TO RETURN, HOW MIGHT WE HANDLE THAT? IS THERE A WAY TO PROVIDE STILL THE PROGRAMMING FOR THOSE STUDENTS? SO THAT'S THE INFORMATION I HAVE FOR YOU TONIGHT.

A QUESTION AND DALE, THIS MIGHT NOT ACTUALLY BE TO YOU, OR IT MIGHT BE TO JOHN, I'M NOT SURE. AT SOME POINT IN THE LAST FIVE DAYS, I HAD READ SOMETHING THAT MAKES ME THINK THAT STUDENTS WHO ARE GOING TO BE SWITCHING TO IN PERSON WITH A DIFFERENT TEACHER WILL BE ABLE TO SEE THEM OR MEET THEM REMOTELY FIRST, IS THERE GOING TO BE SOME KIND OF A MEETING SO THAT KIDS KNOW WHO THEIR TEACHER IS GOING TO BE? IF IT'S CHANGING? YES, SO SCHOOLS, WHEN THEY HAVE THE CLASS LISTS, AND THEY CLASS ASSIGNMENTS, THEY WILL SPEND CERTAINLY INTENTIONAL TIME CONNECTING STUDENTS WITH TEACHERS, AND ABSOLUTELY GETTING TO KNOW THEM. AND REALLY, I LIKEN IT TO LIKEN IT TO THE FIRST, THE VERY FIRST DAYS OF SCHOOL. HERE'S YOUR NEW TEACHER, AND THEN THE TEACHER THEN WOULD I'M SURE TAKE THEM THROUGH GETTING TO KNOW YOU ACTIVITIES AND CONNECTIONS AND CONNECTING WITH FAMILIES. AND SO YES, THAT CERTAINLY WILL HAPPEN. SO THAT WILL HAPPEN REMOTELY, PROBABLY FOR ANYBODY WHO'S GETTING A DIFFERENT TEACHER.

AND THEN KIDS WHO ARE GONNA GO IN PERSON WILL KNOW WHAT THAT PERSON LOOKS LIKE BEFORE THEY GET TO THE PHYSICAL SCHOOL BUILDING. YES. AND I WOULD EXPECT THERE TO BE REACHING OUT TO THOSE NEW STUDENTS, WHETHER THEY'RE REMOTE OR IN PERSON, I WOULD EXPECT STAFF TO REACH OUT TO THEM FOR INTRODUCTIONS, SAYING HELLO, EVEN IF IT'S IN THIS FORUM, ON TEAMS. THANK YOU.

ANY OTHER QUESTIONS? DIRECTOR STUART? DALE, I JUST WANT TO THANK YOU FOR ADDRESSING THE THE CHOICE SCHOOLS THERE'S A TON OF QUESTIONS AND CONCERNS OVER FACEBOOK AND OTHER PLATFORMS ABOUT IF A CHILD DECIDES TO OR THE PARENTS DECIDE TO HAVE A KID STAY REMOTE WILL HE OR SHE LOSE THEIR SLOTS AT THE CHOICE SCHOOLS. I REALLY APPRECIATE THAT. AND I BECAUSE I THINK THERE'S A LOT OF ANXIETY ABOUT THAT THEY THEY WAITED A LONG TIME TO GET IN THOSE SCHOOLS, THEY DON'T WANT TO LOSE THEIR SPOTS, SO TO SPEAK. SO THANK YOU VERY MUCH FOR MENTIONING THAT TONIGHT.

ABSOLUTELY.

OKAY, ANY OTHER QUESTIONS ON THIS PRESENTATION? OKAY, THANKS, DALE.

AND I BELIEVE LAST BUT DEFINITELY NOT LEAST, IS ASSOCIATE SUPERINTENDENT BARBARA POSTHUMUS.

ASSOCIATE SUPERINTENDENT OF BUSINESS AND SUPPORT SERVICES.

I WELCOME HER TO THE TO THE MIC.

THANK YOU VERY MUCH. AND I HAVE TWO SLIDES TONIGHT. SO I'LL BE TALKING ABOUT TRANSPORTATION AND CHILDCARE. SO AT THIS TIME OF YEARS, NO CHANGE TO OUR OFFERING OF TRANSPORTATION SERVICES.

HOWEVER, WE DO OUR ABILITY TO TRANSPORT ALL STUDENTS MAY BE LIMITED DUE TO KIND OF THE CHALLENGES RIGHT NOW THAT WE'RE HAVING THAT OUR SPECIAL ED ROUTES AND REDUCE NUMBERS OF DRIVERS. WE HAVE, WE'RE DOWN ABOUT 19% OF OUR DRIVERS FROM PRE COVID LEVELS. SO HOW THAT SAID, YOU KNOW, WE ARE SERVED. WE'RE SERVING OUR FAMILIES RIGHT NOW. AND WE DO EXPECT SOME OF OUR FAMILIES.

AGAIN, THEY'RE GOING TO REMAIN REMOTE. SO THAT WILL REDUCE THE NUMBER OF RIDERS ON OUR BUSES AND THEN WE ALSO EXPECT SOME OF OUR FAMILIES TO CHOOSE TO TRANSPORT THEIR CHILDREN IN THEIR PERSONAL VEHICLE WHICH WILL ALSO REDUCE RIDERSHIP.

SO ALL WE HAVE IMPLEMENTED, YOU KNOW, ADDITIONAL CLEANING PRACTICES AND MODIFICATIONS TO OPERATIONS. ALL OUR BUS DRIVERS HAVE BEEN TRAINED WITH COVID SAFETY PROTOCOLS. ALL DRIVERS AND STUDENTS ARE REQUIRED TO WEAR A MASK WHILE THE BUS STOP AND ON THE BUS WE'LL BE TELLING PARENTS AHEAD OF TIME AND STUDENTS AHEAD OF TIME, YOU KNOW, WE STILL EXPECT AT THE BUS STOP, STUDENTS SHOULD MAINTAIN THEIR PHYSICAL DISTANCING. STUDENTS WILL LOAD THE BUS FROM BACK TO FRONT AND THEN DEPART THE BUS FROM FRONT TO BACK TO

[09:45:04]

AGAIN MAINTAIN PHYSICAL DISTANCING. THEY'LL BE SEATED AS FAR APART AS POSSIBLE. WE ARE NOT LIMITING CAPACITY ON OUR BUSES, BUT WE DO DUE TO THE REDUCED RIDERSHIP. WE KNOW THAT THEY'LL BE ABLE TO HAVE LESS STUDENTS ON THE BUS AND BE SEATED FAR APART. WE ARE ASKING THAT SIBLINGS AND HOUSEHOLD MEMBERS SIT TOGETHER.

SO THAT, AGAIN, TO MAINTAIN PHYSICAL DISTANCING. HEALTH ATTESTATIONS WILL BE DONE UPON ARRIVAL AT SCHOOL. SO IT'S IMPORTANT THAT FAMILIES ARE EVALUATING THEIR HEALTH OF THEIR STUDENTS BEFORE THEY SEND THEM TO THE BUS STOP AND THEN KEEP THEM HOME IF THEY ARE ILL, WE WILL BE, YOU KNOW, OPENING SOME WINDOWS ON THE BUS AND ROOF HATCH HATCHES TO CIRCULATE AIRFLOW, OUR BUSES ARE GOING TO BE CLEANED DAILY. AND THEN SO WE EXPECT ONCE WE HAVE THE INFORMATION FROM THE STAFF SURVEY ABOUT WHO IS TAKING ROUTES WILL BE DEVELOPED BASED ON WHO SELECTED SAID THAT THEY WERE RIDING THE BUS IN THE STAFF SURVEY. AND SO ONCE WE HAVE THOSE ROUTES DEVELOPED, WE WILL EMAIL FAMILIES WITH THEIR BUS ASSIGNMENTS PRIOR TO THE START OF CLASSES, WE WILL KEEP OUR THE TRANSPORTATION WEBSITE UPDATED. SO CHECK BACK CHECK BACK TO THE WEBSITE PERIODICALLY FOR ADDITIONAL INFORMATION. AND AGAIN, JUST OUR ABILITY TO CONTINUE TO EXPAND OUR ROUTES DEPENDS ON THE NUMBER OF AVAILABLE BUS DRIVERS. WE ARE RECRUITING FOR BEST DRIVERS NOW.

AND THAT'S PART OF WHAT DR. JOY ROSS TALKED ABOUT EARLIER. OKAY, THE NEXT SLIDE.

SO CHILDCARE, I KNOW CASSANDRA, YOU ASKED ABOUT THIS EARLIER IN THE EVENING. SO RIGHT NOW WE HAVE TWO PARTNERS, THE YMCA AND THE BOYS AND GIRLS CLUB THAT ARE PROVIDING CHILDCARE PROGRAMS ON OUR SITE. AND THEN WE ALSO HAVE DISTRICT EXTENDED DAYS STAFF THAT ARE PROVIDING CARE. AT THIS TIME, WE'RE OFFERING FULL DAY CARE AT EIGHT SCHOOL LOCATIONS SERVING APPROXIMATELY 180 STUDENTS, THE BOYS AND GIRLS CLUB ARE SERVING STUDENTS AT THEIR SAMMAMISH AND KIRKLAND LOCATIONS AS WELL. WE WILL UPDATE OUR WEBSITE TOMORROW WITH LINKS TO INTEREST FORMS FOR ADDITIONAL CHILDCARE FOR FULL DAY OR AFTERNOON CHILDCARE. SO EACH EACH, THE YMCA HAS CERTAIN ELEMENTARY SCHOOLS BOYS AND GIRLS CLUB HAS OTHER SCHOOLS AND SO YEAH, ONCE THOSE LINKS GOES, GOES UP, WE'RE ASKING FAMILIES TO SUBMIT INTEREST AND THEN EACH PROVIDER WILL DETERMINE BASED ON DEMAND, IF AND WHEN LOCATIONS CAN BE ADDED, WE HAVE TO HAVE A MINIMUM NUMBER OF STUDENTS TO RUN A SITE JUST IN ORDER TO HIRE STAFF, YOU'VE GOT TO HAVE A MINIMUM NUMBER OF STUDENTS. AND THEN IF DEMAND, YOU KNOW EXCEEDS THE SPACE AVAILABLE, WE ALSO HAVE SPACE LIMITS IN OUR BUILDINGS, AND THEY HAVE TO BE ABLE TO HIRE STAFF TO BECAUSE WE'VE SIGNIFICANTLY REDUCED THE YMCA BOYS AND GIRLS CLUB HAVE SIGNIFICANTLY REDUCED STAFF. SO IN ORDER TO BUILD MORE PROGRAMS, THEY'VE GOT TO HIRE BACK STAFF.

SO THAT ALL MAY TAKE SOME TIME. SO THERE'LL BE TO DETERMINE WHEN THEY CAN DO THAT. SO AND CASSANDRA, I JUST WANT TO ADDRESS I KNEW YOU SAID THERE'S SOME THERE WAS SOME MISUNDERSTANDING THAT THE CURRENT PROGRAMS WERE FOR ESSENTIAL WORKERS ONLY. AND THAT WAS ONLY THE CASE IN THE SPRING. ONCE WE CHANGED OVER TO FALL CARE, WE TOOK OUT THAT ESSENTIAL WORKER LANGUAGE AND JUST SAID IT WAS FOR, YOU KNOW, CRITICAL CARE AND EMERGENCY EMERGENCY CARE. BUT IT IS OPEN TO ANYONE WHO IS NOT ABLE THAT NEEDS TO GO TO WORK AND NEEDS CARE FOR THEIR CHILD. SO EMERGENCY CARE IS ONE OF THOSE TERMS THAT HAVE THROWN PEOPLE OFF. AND I'M WONDERING IF WE CAN TAKE THAT OUT? YEAH. AND CRITICAL CARE MIGHT EVEN SUGGEST AN EMERGENCY AND I'M NOT SURE THAT OUR YOU KNOW, NON ENGLISH SPEAKING FAMILIES WOULD TRANSLATE THAT AND UNDERSTAND IT. SO WE MAY WANT TO LOOK AT REWORDING THAT. THANK YOU. YES, THE WEBSITE WILL BE UPDATED TOMORROW WITH NEW LANGUAGE SO THAT THOUGH THAT LANGUAGE WILL BE TAKEN OUT TOMORROW. GREAT.

THANK YOU. YOU'RE WELCOME.

ANY OTHER QUESTIONS? I SEE ANOTHER HAND RAISE BUT I'M NOT ABLE TO SEE WHO IT IS. OH, DIRECTOR STUART. YES.

BARBARA, WILL THE BUSES HAVE EXTRA MASKS ON BOARD IN CASE A KID FORGETS HIS OR HERS? OR FOR THAT MATTER IT GETS IT MAGICALLY

[09:50:05]

DISAPPEARS ON THE BUS AND AS THEY'RE GETTING OFF NEED TO HAVE A NEW ONE. OKAY, GREAT.

I ASSUMED SO BUT I WANTED TO MAKE SURE EVERYONE ELSE HEARD IT.

DIRECTOR BLIESNER.

SO JUST A QUESTION AROUND THE BUSES AND THE TRANSPORTATION, KNOWING HOW MUCH WORK IS GOING INTO THE SCHOOLS TO THE SMALLER CLASS SIZE TO THAT WHOLE COHORTING. THE CONCEPT THAT THERE IS NOT SOME TYPE OF LIMIT WITHIN THAT BUS AND SPACING IS A LITTLE.

I GUESS I HAVE CONCERNS IN THAT REGARD. THAT'S WHAT I WOULD SAY.

JUST BECAUSE HOW MUCH TIME WILL THEY BE SPENDING ON THAT BUS IN WHICH TO DO SO. SO RECOGNIZE THAT YOU HAVE ALL THE OTHER MITIGATION MEASURES IN THERE WITH THE OPEN WINDOWS AND ALL OF THAT IS THERE A WAY IN WHICH TO LESSEN THE NUMBER BECAUSE I KNOW WE'VE HAD VERY CROWDED BUSES THAT HAS THAT HASN'T BEEN A CONVERSATION THAT HAS HAPPENED IN THE PAST, KNOWING 40% OF THE KIDS WOULD BE ONLINE, YOU YOU'VE ALREADY LESSENED THAT NUMBER THERE.

BUT I DO. I'M SURE YOU'VE THOUGHT ABOUT IT, THAT WOULD BE JUST MY ONE CONCERN REALLY IS JUST THE SHEER NUMBERS WERE ON THOSE BUSES, BECAUSE IT IS THAT SIZE, THAT CAN BE THE IMPACT IF YOU DO HAVE A CASE ON THAT BUS. YEAH, AND SO WE'RE FOLLOWING THE DEPARTMENT OF HEALTH GUIDELINES, WHICH THEY ARE NOT LIMITING THE NUMBER OF STUDENTS ON BUSES, HOWEVER, THEY YOU KNOW, ASKED ME TO CRACK YOUR WINDOWS, OF COURSE, STUDENTS HAVE TO BE MASKED, WE ARE IMPLEMENTING OF COURSE ADDITIONAL CLEANING PROTOCOL, WE DO ANTICIPATE THAT BECAUSE RIDERSHIP IS DOWN THAT OUR BUSES WILL NOT BE FULL, LIKE THEY ARE, YOU KNOW, PRE COVID TIMES, HOWEVER, WE ALSO DO NOT HAVE THE SAME NUMBER OF BUS DRIVERS. SO WE ARE GOING TO HAVE TO IN ORDER TO TRANSPORT THE STUDENTS THAT NEED TO BE TRANSPORTED, WE'VE GOT TO HAVE THAT BALANCE BETWEEN THE NUMBER OF STUDENTS THAT NEED TO BE TRANSPORTED, AND THE NUMBER OF DRIVERS THAT WE HAVE. AND IF WE HAVE AN EXCESS OF DRIVERS TO STUDENTS, THEN WE WILL BE ABLE TO ADD ROUTES TO REDUCE THE NUMBER OF STUDENTS THAT ARE ON THE BUSES. SO AS PART OF THE SURVEY THAT WAS DONE WAS A QUESTION ASKED AS TO WHETHER OR NOT BUS RIDERSHIP WOULD BE NEEDED? YES. SO PARENTS WERE ASKED IF YOU'RE ELIGIBLE TO RIDE BUSES, WILL YOU BE TRANSPORTING BY WALKING RIDING THE BUS OR PARENT TRANSPORT? SO WE ARE GETTING THAT INFORMATION? AND AND WE HAVE BEEN WORKING ON WE YOU KNOW, WE DID A SURVEY IN THE FALL INITIALLY AND WITH THE SAME QUESTIONS AND SO TRANSPORTATION HAS BEEN WORKING ON PRELIMINARY A DRAFT K1 RIDERSHIP MODEL BASED ON THE SURVEY FROM THE FALL, OF COURSE, IT'S GOING TO NEED TO BE UPDATED BASED ON NEW INFORMATION. RIGHT. SO, BARBARA, IS THERE ANY WAY WE COULD DO FOLLOW UP WITH THE BOARD AROUND NUMBER OF ELEMENTARY STUDENTS INDICATING A PREFERENCE FOR RIDERSHIP VERSUS HISTORICAL RIDERSHIP NUMBERS? YES. OKAY. THANK YOU. ABSOLUTELY. POTENTIALLY, WHAT THAT LOOKS LIKE ON A BUS AS TO THE NUMBER OF STUDENTS THAT WOULD BE ON THERE.

YES, WE CAN GET THAT INFORMATION FOR YOU. THAT'D BE GREAT.

ANY OTHER BOARD MEMBER QUESTIONS? OKAY.

OKAY. AND THAT'S THE CONCLUSION OF OUR RETURN TO SCHOOL TASK FORCE UPDATE FOR THE EVENING. THANK YOU TO OUR CABINET MEMBERS FOR SPENDING THE TIME TO SHARE IN GREAT DETAIL, REALLY, THE WORK THAT THEY'RE GOING THROUGH. SO THANK YOU.

THE NEXT ITEM ON OUR AGENDA IS PUBLIC AND COMMUNITY AFFAIRS.

BUT I'M GOING TO JUMP AHEAD DR. HOLMEN, WAS THERE ANY ADDITIONAL SUPERINTENDENT REPORT FOR TONIGHT? THERE'S NOT THAT WAS THE ENTIRE REPORT.

THAT'S WHAT I THOUGHT. OKAY. EXCELLENT. AND THEN THE NEXT, THE NEXT ITEM ON OUR AGENDA IS PUBLIC AND COMMUNITY AFFAIRS.

DIRECTOR SAGE, DO YOU HAVE WHAT DO YOU HAVE TO REPORT? I JUST HAVE A COUPLE OF THINGS TODAY MARKED THE START OF THE 2021 LEGISLATIVE SESSION. SO NOT A WHOLE LOT HAS HAPPENED YET. BUT THERE WERE A COUPLE OF SENATE BILLS THAT I THOUGHT WERE INTERESTING TO BRING UP THIS WEDNESDAY. THERE'LL BE A HEARING IN THE EARLY LEARNING IN K 12 EDUCATION COMMITTEE ON A BILL SPONSORED BY SENATOR'S MULLET AND WELLMAN TO IMPLEMENT A

[09:55:02]

WRITTEN PLAN FOR COMPREHENSIVE SCHOOL COUNSELING. AND I THINK WHAT THEY'RE TRYING TO GET AT IS HOW MUCH WHAT PERCENTAGE OF THEIR TIME SHOULD BE SPENT ON SOCIAL EMOTIONAL VERSUS ACADEMIC, ETC. SO THEY'RE LOOKING TO INCREASE THAT AMOUNT OF TIME THAT A COUNSELOR CAN SPEND DURING THEIR DAY ON SOCIAL EMOTIONAL WELLNESS WITH STUDENTS. AND THEN SENATE BILL 5044, SPONSORED BY SENATORS DAWSON AND WELLMAN ALSO BEING HEARD ON WEDNESDAY DISCUSSES PROFESSIONAL LEARNING EQUITY, CULTURAL COMPETENCY AND DISMANTLING INSTITUTIONAL RACISM IN THE PUBLIC SCHOOL SYSTEM. SO THOSE ARE TWO TO KEEP AN EYE ON AND SEE WHERE THEY GO.

THANK YOU, DIRECTOR SAGE.

THE NEXT ITEM ON OUR AGENDA IS BOARD MEMBER COMMENTS. DO ANY BOARD MEMBERS HAVE ANY COMMENTS THEY'D LIKE TO GET TONIGHT? DIRECTOR STUART, THEN DIRECTOR CARLSON.

YEAH, I MEANT TO JUMP IN ON THIS DURING BARBARA'S REPORT. BUT, YOU KNOW, EVEN IF THE PUBLIC HEALTH DEPARTMENT ISN'T MANDATING SEPARATING KIDS ON A BUS, I THINK YOU'RE GOING TO HAVE A LOT OF PARENTS VERY UPSET IF THEY FIND KIDS CLUSTERED IN BUSES, MORE SO THAN THEY SHOULD BE. I WOULD REALLY LIKE US TO EXPLORE THE IDEA OF HAVING I KNOW WE'RE SHORT ON DRIVERS, GOD KNOWS WE PROBABLY HAVE ENOUGH BUSES, BUT WE'RE SHORT ON DRIVERS. BUT THE IDEA OF HAVING SOME OF THE LARGER ROUTES BECAUSE THERE ARE CERTAIN ROUTES THAT ARE MORE POPULOUS THAN OTHERS, HAVING A BUS THAT FOLLOWS THE OTHER BUS. SO ONCE THAT ONE IS COMPLETELY FULL DUE TO HEALTH CONSIDERATION LEVEL, THAT THE OTHER ONE KICKS RIGHT IN AND THE OTHER ONE TAKES OFF. OR SOME OTHER METHOD, I DON'T CARE WHAT THE HELL THE METHOD IS BE QUITE FRANK. BUT THAT'S THE ONLY THING I CAN THINK OF ON THE SPUR OF THE MOMENT, I REALLY THINK THAT WE NEED TO ASSURE OUR PARENTS THAT THERE IS THAT WE ARE NOT ONLY CONCERNED ABOUT THE SAFETY IN THE CLASSROOM, THAT ON THE BUS, REGARDLESS OF WHETHER PUBLIC HEALTH IS GIVING US A MANDATE OR NOT, I THINK IT'S BEHOOVES US TO LOOK OUT FOR THE KIDS AS WELL.

WELL, WE WILL, AGAIN, GET INFORMATION ONCE WE HAVE THE NUMBERS AND BE ABLE TO GET THAT TO YOU. AND I THINK IT WAS PART OF THE DEPARTMENT OF HEALTH RECOMMENDATION WAS THE SHORT TIME ON THE BUS AS WELL. SO THAT WAS THE OTHER PIECE THAT WENT INTO THAT. AND YEAH, IF IF WE HAD ENOUGH DRIVERS TO HAVE BUSES FOLLOW EACH OTHER, WE WOULD JUST ALREADY DIVIDE UP THE ROUTE SO THAT WE'LL KNOW AGAIN, BASED ON NUMBERS OF WHERE THE KIDS ARE ASSIGNED, AND HOW MANY ARE ON EACH BUS. SO WE'LL GET THAT.

DIRECTOR CARLSON AND THEN DIRECTOR BLIESNER. SO I JUST WANTED TO EXPLICITLY ACKNOWLEDGE THE TREMENDOUS EFFORT THAT THE ADMINISTRATORS JOHN AND YOUR TEAM HAVE PUT INTO THIS, THIS IS AN EXTRAORDINARY CHALLENGE THAT YOU'RE FACING. AND THE PUBLIC MAY NOT BE AWARE OF THIS, OR THOSE OF YOU WHO ARE PAYING CLOSE ATTENTION, EITHER HATE US BECAUSE WE'RE MOVING TOO FAST OR HATE US BECAUSE WE'RE MOVING TOO SLOWLY. THERE IS NOBODY WHO IS HAPPY WITH THE PACE OF WHICH WE ARE MOVING. THAT SAID, WE ARE DOING THE BEST THAT WE CAN FOR THE STUDENTS. AND I ASKED EVERYONE TO PLEASE BEAR WITH US. THIS IS AN EXTRAORDINARY CIRCUMSTANCE. IT HASN'T HAPPENED IN OUR LIFETIME. AND WE'RE MUDDLING THROUGH AS BEST WE CAN ON BEHALF OF YOUR KIDS. THANK YOU.

THANK YOU, DIRECTOR CARLSON.

DIRECTOR BLIESNER.

I JUST WANTED TO TAKE THE OPPORTUNITY TO THANK THE STUDENTS WHO SENT IN THE PUBLIC COMMENT IN REGARDS TO THE CURRICULUM. AND THIS IS ONE OF THOSE PIECES THEY KNOW THAT WE HAVE DONE LIKE PILOTING OF CURRICULUM WITH OUR STUDENTS.

I'D LIKE TO REALLY ENCOURAGE, YOU KNOW, AS I THINK ABOUT THIS, HOW DO WE GET THEIR VOICE MORE STRONGLY INVOLVED WITHIN ACTUAL TO THE CURRICULUM CHOICE AS IT GOES THROUGH? BECAUSE I DO THINK THEIR VOICE WAS VERY CLEAR. I THINK IT ALIGNS WITH WHERE OUR VALUES ARE. SO HOW DO WE GET BETTER ABOUT MAKING SURE WE BUILD THOSE PIECES IN MORE EFFECTIVELY AND CONSISTENTLY. SO I'M HOPING WE CAN REACH OUT AT SOME POINT OR HAVE SOME CONVERSATION TO FIGURE OUT HOW TO CONTINUE THAT BECAUSE I THINK THAT COMPLETELY ALIGNS WITH WHERE WE ARE GOING.

DIRECTOR STUART.

WELL, ONE OF THESE DAYS I'LL LEARN PROBABLY AFTER THIS WAS ALL OVER.

[10:00:03]

I WANT TO FOLLOW UP ON WHAT SHERRY SAID TOO, BECAUSE I WAS VERY IMPRESSED BY THE LETTER BY THE FACT THAT THEY UNDERSTOOD THAT WE HAVE A LOT OF HOOPS TO JUMP THROUGH. AND THERE ARE A LOT OF REQUIREMENTS, BUT YET THEY'RE PUSHING TO HAVE US GO AHEAD, YOU KNOW, TO MOVE AHEAD, TRY AND MAKE IT THE BETTER CURRICULUM FOR EVERYONE. BUT AT THE SAME TIME, THEY REALIZE THAT IT'S NOT A NOT AN EASY JUMP. AND THAT'S WHAT I CALL UNDERSTANDING. AND THAT'S WHAT WE NEED FOR COOPERATION BETWEEN EVERYONE. I APPRECIATE IT. AND I THINK THAT GOES FOR ALL THE OTHER ISSUES THAT WE ARE FACING RIGHT NOW, TOO.

WE ARE DOING OUR BEST. IS IT PERFECT? NO. WILL IT BE PERFECT? NO.

ARE WE PERFECT. HELL NO. BUT WE'RE TRYING. AND THAT'S THE MAIN MESSAGE. AND IF YOU, YOU KNOW, PARENTS WANT TO GET INVOLVED AND WANT TO HELP. BY ALL MEANS, I'M SURE THAT THERE ARE PARTS OF THIS THAT COULD USE SOME PARENT VOLUNTEERS. AND I WOULD ENCOURAGE IT, PERHAPS THROUGH THE PTSA I DON'T KNOW.

I'LL STOP THERE AND STOP HOGGING ALL THE TIME.

DIRECTOR SAGE.

I JUST WANTED TO NOTE THAT I FEEL WE NEED MORE OVERALL STUDENT VOICE. I REALLY RELISHED THE OPPORTUNITIES THAT WE'VE HAD IN SOME SMALL GROUP SETTINGS TO INTERACT WITH STUDENTS AND TALK WITH THEM, RECEIVING EMAIL FROM THEM HEARING FROM THEM IN PUBLIC COMMENT. WE'VE EVEN HAD STUDENTS GIVE LIVE PUBLIC COMMENT, WHICH IS PRETTY BRAVE, I THINK, AND WOULD STILL LOVE THAT OPPORTUNITY TO SIT IN ON A CLASSROOM REMOTELY OR IN PERSON, DEPENDING ON WHOEVER FEELS COMFORTABLE WITH WHAT AND GET MORE STUDENT VOICE TO THE BOARD.

DIRECTOR SAGE, ANY OTHER BOARD MEMBER COMMENTS? OKAY, I HAVE TWO.

FIRST I WANT TO THANK EVERYONE WHO IS INVOLVED IN THE BARGAINING PROCESS FOR THE LOU AND CONTINUES TO BE INVOLVED IN IT AS WE PLAN FOR RETURNING GRADES TWO THROUGH FIVE.

IT'S BEEN QUITE A HEAVY LIFT FOR EVERYONE INVOLVED.

BOTH STAFF AT THE CENTRAL OFFICE AND FOR OUR PARTNERS AT THE LWEA. AND I'M PLEASED WITH, WITH THE PROGRESS THAT WE'RE PULLING THIS TOGETHER NOW SO THAT OUR KIDS CAN GET BACK IN THE CLASSROOM SAFE AND THAT IT CAN OCCUR SAFELY. SO THANKS, EVERYONE. AND THE LAST THING I WANT TO NOTE IS THIS FOR THE COMMUNITY, THE BOARD DID NOT HAVE A STUDY SESSION TONIGHT. AND THE REASON FOR THAT IS THAT THE BOARD HAS BEEN CONDUCTING ONGOING LEARNING AS PART OF OUR EFFORTS TO TO DRAFT THE FIRST EVER BOARD EQUITY POLICY. SO THAT'S WHAT WE WERE DOING TONIGHT FROM FIVE TO SEVEN. AND THEN OUR UPCOMING OUR NEXT BOARD MEETING, WHICH IS JANUARY 25.

THE STUDY SESSION IS ALSO CANCELLED SO THAT THE BOARD CAN PARTICIPATE IN PROFESSIONAL DEVELOPMENT RELATING TO OUR EQUITY POLICY. SO SOMETHING THAT WHILE THERE'S NO PUBLIC MEETING, OR THERE IS NO MEETING AVAILABLE FOR THE PUBLIC TO SEE THE BOARD IS CONTINUING TO WORK ON OUR POLICY WITH THE PLAN OF COMPLETING THAT THIS YEAR. OKAY, SO, THE NEXT AS I SAID, THE NEXT BOARD MEETING IS JANUARY 25.

THERE IS NO STUDY SESSION, THE BOARD MEETING IS BEING HELD AT 7PM EITHER REMOTELY OR IN THE BOARDROOM ALMOST CERTAINLY REMOTELY. AND THEN FOLLOWING THAT THE BOARD HAS A SATURDAY STUDY SESSION AT 8:30AM ON SATURDAY, JANUARY 30.

SIMILARLY BE HELD EITHER REMOTELY OR IN THE HUGE ROOM ALMOST CERTAINLY REMOTELY. SO I JUST WANT TO FLAG THAT TO EVER MAKE SURE EVERYONE HAS IT ON THEIR CALENDAR, MOSTLY MYSELF AT 8:30AM ON SATURDAY, JANUARY 3 TH. AND THAT MEETING WILL BE L VE STREAMED FOR THE PUBLIC TO VIEW.

OKAY, SO WE'VE REACHED THE END OF OUR AGENDA FOR TONIGHT. I WILL NOW ENTERTAIN A MOTION TO ADJOURN THE JANUARY 11 BOARD EETING.

SO MOVED.

SECOND. MOVED BY DIRECTOR BLIESNER, SECONDED BY DIR CTOR CARLSON THAT WE ADJ URN. ALL THOSE IN FAVOR, PLE SE SIGNIFY BY VOTING AYE. AYE

[10:05:02]

AYE. OKAY.

THE MEETING MOTION CARRIES. THE MEETING IS NOW ADJOURNED. THANK YOU, EVERYONE.

THANK YOU ALL STAFF. WE'LL S E YOU ON THE 25TH

* This transcript was compiled from uncorrected Closed Captioning.