Mar 15, 2021 March 15, 2021 Board Meeting - 7:00 p.m.

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

[00:00:04]

WASHINGTON SCHOOL BOARD MEETING.

LET THE RECORD REFLECT THE DIRECTOR'S BLEST -- BLIESNER

[B. Opening Items]

DIRECTOR STUART HAS A FAMILY EMERGENCY AND WILL BE PARTICIPATING REMOTELY AS CONDITIONS PERMITS -- PERMIT.

HE WILL JOIN US SOON. IT WAS ANNOUNCED THAT ALL DISTRICTS CAN HOLD IN-PERSON PUBLIC BOARD MEETINGS.

HOWEVER, ATTENDEES MUST PRE-REGISTER TO ATTEND A BOARD MEETING OR STUDY SESSION. DUE TO LIMITED SEATING CAPACITY, REGISTRATION WILL BE ON A FIRST COME, FIRST SERVE BASIS. REGISTRATIONS WILL BE ACCEPTED UNTIL 1 P.M. ON THE DAY OF THE BOARD MEETING.

YOU CAN SEND AN EMAIL TO DIANE JENKINS AT DJENKINS AT LWSD.ORG AND SHE WILL CONFIRM YOUR ATTENDANCE.

ALL ATTENDEES WILL BE REQUIRED TO WEAR A FACE MASK AND MAINTAIN SIX FEET OF PHYSICAL DISTANCE AT ALL TIMES.

UPON ARRIVING AT THE RESOURCE CENTER, THE PUBLIC WILL BE REQUIRED TO CHECK IN AND FOLLOW AN ATESTATION PROCESS.

BOARD MEETINGS AND STUDY SESSIONS WILL CONTINUE TO BE LIVE STREAMED AND VIEWABLE ON THE DISTRICT'S WEBSITE.

IF YOU ARE UNABLE TO LIVE STREAM THE MEETING, YOU CAN CALL 425-936-2813 AND ENTER THE CONFERENCE ID37127 TO LISTEN TO THE MEETING. I WILL NOW ENTERTAIN A MOTION TO APPROVE THE MARCH 15, 2021 AGENDA.

>> SO MOVED. >> SECOND.

>> ERIC LALIBERTE: MOVED BY DIRECTOR SAGE AND SECONDED BY DIRECTOR CARLSON THAT WE APPROVED THE AGENDA AS PROPOSED. ALL THOSE IN FAVOR, PLEASE

SIGNIFY BY VOTING I. >> I.

>> I. >> ERIC LALIBERTE: ALL THOSE OPPOSED? HEARING NONE THE MOTION CARRIES. THE FIRST ITEM ON THE AGENDA TONIGHT IS A PROCLAMATION PROCLAIMING APRIL 2021 AS

[C. Recognitions]

READ THE PROCLAMATION. >> WHEREAS SCHOOL LIBRARIES PROVIDE MATERIALS FOR TEACHERS AND STUDENTS THAT WILL ENCOURAGE GROWTH AND KNOWLEDGE AND WHEREAS THE SCHOOL LIBRARY MEDIA SPECIALIST ROLE IS TO PROVIDE THE LEADERSHIP AND EXPERTISE NECESSARY TO ENSURE THAT THE LIBRARY PROGRAM IS AN INTEGRAL PART OF THE INSTRUCTIONAL PROGRAM OF THE SCHOOL AND WHEREAS SCHOOL LIBRARIES PROVIDE MATERIALS TO MEET INDIVIDUAL NEEDS VARIED INTERESTS ABILITIES, SOCIOECONOMIC BACKGROUNDS AND MATURITY LEVELS OF THE STUDENTS SERVED AND WHEREAS THE SCHOOL LIBRARY PROVIDES MATERIAL THAT'S REFLECT THE IDEAS AND BELIEFS OF RELIGIOUS, SOCIAL, POLITICAL HISTORICAL AND ETHIC GROUPS TO THE AMERICAN ENROLLED HERITAGE AND CULTURE.

AND WHEREAS THE SCHOOL LIBRARY CONTRIBUTES TO THE INDIVIDUAL GROWTH AND DEVELOPMENT OF ALL STUDENTS WHILE FOSTERING BOTH EXCELLENCE AND EQUITY IN EDUCATION.

THEREFORE WE THE MEMBERS OF THE LAKE WASHINGTON SCHOOL BOARD DIRECTORS PROCLAIM APRIL 2021 AS SCHOOL LIBRARY

MONTH. >> ERIC LALIBERTE: EXCELLENT.

THANK YOU, DR. SAGE. THE NEXT ITEM ON THE AGENDA IS

[D. Consent Agenda]

I WILL NOW ENTERTAIN A MOTION TO APPROVE THE CONSENT

AGENDA. >> SO MOVED.

>> SECOND. >> MOVED BY BLEST -- BEISNER.

WILL YOU POLL THE BOARD? >> ABSOLUTELY.

>> DIRECTOR SAGE. >> YES.

>> DR. BLIESNER. >> YES.

>> DIRECTOR CARLSON. >> YES.

>> IT IS APPROVED. DR. HOLMAN CAN YOU SUMMARIZE THE DONATIONS WE RECEIVED IN ADVANCE OF THIS MEETING?

>> ABSOLUTELY. ON A MONTHLY BASIS WE RECOGNIZE THOSE DONATIONS THAT COME IN.

WE JUST WANT TO RECOGNIZE THE PTSA FOR THEIR CONTINUED GENEROSITY AS WE CONTINUE THROUGH THIS PANDEMIC AND TRANSITIONING TO IN-PERSON LEARNING AND THEIR SUPPORT IS GREATLY APPRECIATED. TONIGHT ON THE DONATION AMOUNT IS $9500 TO SUPPORT OUR SCHOOLS.

>> ERIC LALIBERTE: EXCELLENT. THANK YOU.

LET THE RECORD REFLECT THAT DIRECTOR STUART HAS JOINED US NOW REMOTELY. DIRECTOR STUART, THANK YOU FOR MAKING IT TONIGHT. WE'LL DO OUR BEST TO MUDDLE OUR WAY THROUGH TONIGHT. I'LL KEEP AN EYE OUT FOR -- IF YOU CAN JUST RAISE YOUR HAND WHEN YOU HAVE SOMETHING TO ADD AND I WILL -- WE ARE ALL KEEPING AN EYE OUT.

EXCELLENT. THANK YOU.

>> EXCUSE ME FOR A MINUTE. HAVE I BAD AUDIO AND -- I HAVE BAD AUDIO. I WILL NEED TO GO OUT AND COME BACK IN. SORRY ABOUT THAT.

>> ERIC LALIBERTE: OKAY. WE WILL KEEP MOVING.

[00:05:06]

[E. Audience Participation]

HOWEVER, TONIGHT WE WILL GO OVER THAT AND EVERYONE WHO IS HERE WHO WANTS THE OPPORTUNITY TO SPEAK WILL -- WE WOULD LOVE TO HEAR FROM YOU. SO WE WILL NOT LIMIT IT TO 30 MINUTES. GENERALLY THERE ARE THREE OPTIONS TO SUBMIT PUBLIC COMMENT.

IN PERSON AND YOU CAN PRE-REGISTER BY EMAILING DIANE JENKINS AT DJENKINS AT LWSD.ORG TO PROVIDE COMMENT.

THE BOARD ACCEPTS AND RECEIVES PUBLIC COMMENT BY EMAIL.

YOU CAN DO THAT BY EMAILING DIANE JENKINS THE DJENKINS AT LWSD.ORG ON THE DAY OF THE MEETING.

THEY ARE POSTED ON THE DISTRICT'S WEBSITE.

DUE TO TIME CONSTRAINTS NOT ALL INDIVIDUALS THAT SUBMIT PUBLIC COMMENT WILL HAVE THEIR STATEMENT READ UH -- ALLOWED AT THE MEETING. FINALLY, YOU CAN PROVIDE TELEVISED PUBLIC COMMENT BY EMAILING DIANE JENKINS AT DJENKINS AT LWC.ORG AND MS. JENKINS WILL PROVIDE THE LINK WHICH YOU WILL BE ABLE TO ACCESS THE BOARD MEETING.

PUBLIC COMMENT IS LIMITED TO THREE MINUTES AND DUE TO TIME CONSTRAINTS NOT ALL INDIVIDUALS WHO REQUEST TELEVISED PUBLIC COMMENT WILL BE ABLE TO DO SO.

AT THIS TIME WE WILL TAKE PUBLIC COMMENT FROM THOSE IN ATTENDANCE. THERE ARE A LOT OF STUDENTS WHO HAVE JOINED US TONIGHT. THANK YOU FOR COMING.

I HAVE AN ORDER HERE, BUT IF THERE IS ANYONE WHO HAS A TIME CONSTRAINT WE WILL TAKE THOSE.

DOES ANYONE HAVE A TIME CONSTRAINT WHERE THEY NEED TO BE OUT OF HERE? I SAW A HAND IN THE BACK.

ANYONE ELSE? NATHAN, IS THAT YOU WHO RAISED YOUR HAND? EXCELLENT.

YOU ARE FIRST TONIGHT. THERE IS A MICROPHONE -- SORRY. I DID A POOR JOB OF GIVING GROUND RULES. SO WE HAVE A MICROPHONE IN THE FRONT. MATT WILL BE WIPING IT DOWN BETWEEN EACH SPEAKER. I WILL CALL -- I WILL GO THROUGH THE LIST HERE AND CALL IT IN ORDER.

WE GENERALLY KEEP IT TO THREE MINUTES, BUT TAKE YOUR TIME.

>> YEAH. OKAY.

MY NAME IS NATHAN AND I AM A 7TH GRADER AT INGELWOOD MIDDLE SCHOOL. I WANT US BACK IN SCHOOL.

DO YOU REMEMBER LAST YEAR WHEN THE GOVERNOR SAID WE WHOA BE RESUMING NORMAL LIFE BY EARLY JUMP -- EARLY JULY? THAT DIDN'T HAPPEN. WHAT DID HAPPEN WAS THIS ON GOING TROUBLE OF ONLINE LEARNING.

I REMEMBER GOING TO SCHOOL EVERY MORNING AND SEEING MY FRIENDS AND BEING ABLE TO FULLY ENGAGE REQUEST -- WITH THEM. THIS USED TO BE NORMAL.

NOWADAYS I WOULD DO ANYTHING TO RELIVE ONE OF THESE DAYS.

I AM A PERSON WHO LIKES DISCUSSING WITH PEOPLE AND LEARNING HANDS ON AND BEING ABLE TO DEVELOP A GOOD RELATIONSHIP WITH MY TEACHERS.

HOWEVER, THIS PAST SCHOOL YEAR I AM NOT ABLE TO DO ANY OF THESE THINGS. I HOPE YOU REALIZE THAT THIS IS NOT JUST HAPPENING TO ME. IT IS HAPPENING TO EACH AND EVERY ONE OF US IN ONLINE LEARNING.

BECAUSE OF YOU AND YOUR PATHETIC IDEALS KIDS ARE LOSING FRIENDS, THEIR PASSIONS AND HARD WORK ETHICS.

WE NEED TO FIGHT BACK HARDER THAN WE EVER HAVE.

FOR US TO FEEL NORMAL AGAIN AND TO HAVE A NORMAL LIFE.

THANK YOU. PRPK APPLAUSE

[APPLAUSE]. >> THANK YOU, NATHAN.

NEXT I HAVE MICHAEL O'HARE -- MICHAEL O'HARA.

>> WE HAVE HEARD AND WILL CONTINUE TO HEAR MANY HEART-WARMING STORIES ABOUT CHILDREN WHO ARE STRUGGLING WITH ONLINE EDUCATION. THEY CANNOT FOCUS.

THEY ARE UNMOTIVATED. MUCH OF THIS, OF COURSE, CAN BE BLAMED ON THE PANDEMIC, BUT I ALSO BELIEVE PART OF THE PROBLEM IS A FAILURE TO ADAPT TO HOW WE TEACH.

OUR TEACHERS ARE NOT AT FAULT.

THEY WERE GIVEN VIRTUALLY NO NOTICE AND NO TIME WHEN THEY HAD TO TRANSITION FROM IN-PERSON LEARNING TO ONLINE LEARNING LAST YEAR. I HAVE BEEN IN COLLEGE FOR MANY YEARS. RIGHT NOW I'M STUDYING FOR MY MASTER'S IN EDUCATION IN AN ONLINE PROGRAM THAT WAS DESIGNED WELL BEFORE THE PANDEMIC HIT.

[00:10:01]

I DON'T KNOW WHEN OUR SCHOOLS WILL RE-OPEN.

I HOPE IT IS SOON. UNTIL THEN, WE NEED A ROBUST CURRICULUM AND TEACHING METHODS THAT ARE DESIGNED FROM THE OUTSET TO BE USED ONLINE. THE BEST TIME TO DO IT WAS LAST SUMMER AND THE SECOND BEST IS NOW.

EVEN IF OUR KIDS GO BACK TO SCHOOL TOMORROW, THERE WILL BE ANOTHER PANDEMIC AND WE NEED TO BE READY.

THANK YOU. >> THERE, MR. O'HARA.

[APPLAUSE]. >> NEXT ON MY LIST I HAVE

VICTORIA CHURNIKOVA. >> GOOD EVENING, LADIES AND GENTLEMEN. I AM VICTORIA CHURNIKOV AND THE MOTHER OF KIDS. I WANT TO GIVE MY OPINION AND NOT ONLY MINE, BUT THE OPINION OF MANY OTHERS IN THE SCHOOL DISTRICT. MY KIDS, ALL THREE OF THEM, ARE STRUGGLING WITH DEPRESSION DESPITE I AM DOING EVERYTHING THE BEST TO PROTECT THEM TO SHOW THEM MY SUPPORT.

AT NIGHT I SIT WITH THEM AND THEY STILL FEEL SAD AND ANXIOUS AND DEPRESSED. KEY -- A DOCTOR SUGGESTED FOR US TO APPLY FOR PSYCHOLOGICAL HELP.

WE TRIED SO MANY TIMES. ALL PSYCHOLOGISTS, CHILDREN PSYCHOLOGISTS AND ADULT PSYCHOLOGISTS ARE ALL BOOKED.

ALL WAITING LIST LISTS -- WAITING LISTS ARE BOOKED.

CAN YOU IMAGINE THIS BIG -- NO, HUGE DISASTER.

I KNOW TWO PARENTS WHO HAVE KIDS WHO THROW THEIR COMPUTER IN THE ROOM. MY KIDS ARE NOT WORST CASE.

I PERSONALLY KNOW TWO PARENTS WHOSE KIDS HAVE SUICIDAL THOUGHTS. TODAY I CAME BECAUSE I HAVE -- [INAUDIBLE] I HAVE INSOMNIA AND IT IS DIFFICULT FOR ME TO TALK BECAUSE I HAVE A LOT OF PANIC ATTACKS TO COME HERE. BUT MY FRIEND WHO IS SUPPOSED TO COME, HE -- SHE TODAY SHE IS PUTTING HER DAUGHTER IN THE HOSPITAL SECOND TIME. HER DAUGHTER HAS DEPRESSION AND INSOMNIA. SHE IS STRESSED AND LOST HER APPETITE, AND NOW SHE HAS ANOREXIA.

THEY HAVE BEEN TO THE HOSPITAL THREE TIMES, BUT THE MENTAL HEALTH UNIT DOESN'T ACCEPT KIDS WHO DID NOT COMMIT -- WHO DID NOT ATTEMPT TO COMMIT SUICIDE.

BECAUSE THEY ARE FULL. CAN YOU IMAGINE THE SCALE OF THIS DISASTER? THE HOSPITAL SENDS CHILDREN HOME DESPITE THE CRITERIA TO BE IN THE HOSPITAL.

MY FRIEND'S DAUGHTER FINALLY APPEARED.

SHE IS A GRADE 9 STUDENT. I AM TALKING ABOUT THIS WITH PERMISSION OF PARENT. SHE APPEARED IN THE EMERGENCY AND ALMOST DIED OF ANNA -- ANOREXIA.

SHE IS AT SEVERE RISK OF HEART ATTACK.

YOU KNOW, THIS DAY SHOULD NOT COME.

RIGHT NOW I AM ASKING YOU CAN WE -- [INAUDIBLE] KNOW THE SCALE OF DISASTER AND IT IS REALLY, REALLY HUGE DISASTER.

WE DON'T KNOW WHEN WE CAN COME OUT FROM THIS.

CAN WE PRETEND THAT THE TROUBLE IS NOT BIG ENOUGH TO TAKE AN ACTION? IT IS NOT ONLY EDUCATION IT IS TAKING COMMUNICATION AND SUPPORT AND MY YOUNGEST SON STARTED AND HE IS SIX YEARS OLD.

YOU KNOW WHAT? HE STARTED TO FEEL BETTER.

HE IS AGAIN MY SMILEY BOY. DEPRESSION IS NOT WHAT YOU CAN [INAUDIBLE] IT IS A HUGE MENTAL IMPACT OF OUR KID.

HE IS ALREADY IN THE PROCESS OF RECOVERING JUST AFTER ONE -- SEVERAL WEEKS OF ATTENDING SCHOOL.

YOU KNOW WHAT I WANT TO SAY, WHO WANTS TO ACT IS -- WHO

[00:15:04]

[INAUDIBLE]. YOU KNOW WHAT? I HOPE YOU WILL ACT. LAST THING, OUR KIDS HAVE A RIGHT FOR EQUAL OPPORTUNITY FOR EDUCATION.

ALREADY LOTS OF REGION ARE OPENING SCHOOL IN PERSON.

OUR KIDS, THEY ALSO HAVE THIS RIGHT.

AND I HOPE PLEASE DO NOT VIOLATE THIS RIGHT.

THANK YOU SO MUCH. [APPLAUSE].

>> THANK YOU. NEXT WE HAVE GERVIN BORA.

>> AS YOU COME TO SPEAK, FEEL FREE TO MOVE THE MIC TO THE HEIGHT YOU NEED. IT WILL MAKE IT EDS YES, SIR FOR -- IT WILL MAKE IT EASIER FOR US TO HEAR.

>> HI. I AM GERVIN BORA.

I WOULD LIKE YOU TO SHOW US THE 30% REOPENING PLAN AND WORK ON FULL TIME MIDDLE SCHOOL FOR FALL.

I AM GOING TO SING A SONG I WROTE.

IT IS CALLED "OPEN THE DOORS." ♪ I LOOK OUTSIDE AND IT IS SNOWING ♪ ♪ AND I SAY IT IS -- IT'S BEEN A YEAR ♪ ♪ AT 10 A.M. AND I'M LONELY ♪ ♪ AND I STRUM MY GUITAR ♪ ♪ OPEN THE DOORS AND LET US IN ♪ ♪ I MET MY FRIENDS AND THE FUN THAT WE MADE ♪ ♪ I OPEN MY BOOK AND SEE A FACE ON THE SCREEN ♪ ♪ I CAN'T HEAR ♪ ♪ OUTSIDE MY WINDOW ♪ ♪ I IMAGINE MY FRIENDS ♪ ♪ IT'S 10 A.M. AND I'M LONELY ♪ ♪ I STRUM MY GUITAR AND I SING ♪ ♪ OPEN YOUR DOORS AND LET US IN ♪ ♪ I MISS MY FRIENDS AND THE FUN THAT WE MADE ♪ ♪ AND NOW I WANNA GO BACK TO SCHOOL ♪ ♪ AND I WANNA GO BACK TO THE FUN THAT WE HAD ♪ ♪ AND I WANNA GO BACK TO A SCHOOL I HAVE ♪ ♪ AND I WANNA GO BACK TO THE FUN THAT WE HAD ♪ ♪ IT'S 10 A.M. AND I'M LONELY ♪ ♪ AND I STRUM MY GUITAR AND I SING ♪ ♪ OPEN YOUR DOOR ♪ ♪ AND LET US IN ♪ ♪ I MISS MY FRIENDS ♪ ♪ AND THE FUN THAT WE HAD ♪ ♪ AND AS I SING ♪

>> [APPLAUSE]. >> THANKS FOR LISTENING.

>> THANK YOU, MR. BORA. >> YOU'RE WELCOME.

>> NEXT I HAVE -- I APOLOGIZE IF I GET THE PRONUNCIATION WRONG. IS IT THE UTEK FAMILY?

[00:20:11]

PLEASE. >> MY NAME IS SCARLET AND I'M A 6TH GRADER IN THE LAKE WASHINGTON SCHOOL DISTRICT.

WHEN I HEARD WE WERE GOING BACK TO SCHOOL I WAS SUPER HAPPY. BUT ASIDE FROM THAT, I DO THINK WE SHOULD GO BACK MORE THAN TWO DAYS AND HERE IS THE REASON WHY. IF WE ONLY GO BACK TWO DAYS EVERY WEEK IT IS A -- EQUIVALENT TO MUCH LESS FOR THE YEAR. WE CAN FOLLOW THE RULES AS GIVEN AND I KNOW MOST PARENTS AND STUDENTS WOULD PRE -- PREFER FIVE DAYS THAN TWO, NOT JUST TO SOCIALIZE, BUT GET THE HELP WE NEED. THERE ARE MANY THINGS YOU CAN DO TO MAKE A SAFE PLACE FOR US TO BE GIVEN FIVE DAYS OF SCHOOL EACH WEEK. ONLINE SCHOOL HAS HAD A NEGATIVE IMPACT ON MINE AND MANY OTHERS' LIVES.

THANK YOU. >> [APPLAUSE].

>> THANK YOU. >> THANKS.

>> IS THAT A GOOD SPOT? >> HI, EVERYONE.

MY NAME IS DEANDRA. I HAVE A 6TH AND 7TH GRADER IN THE LAKE WASHINGTON SCHOOL DISTRICT.

AS WE'VE DISCUSSED AT GREAT LENGTH, CHILDREN ARE SUFFERING AND THE NEED TO GO BACK TO SCHOOL IS URGENT AND IT IS CRITICAL. I HAVE BEEN A SINGLE MOM FOR 10 YEARS. I AM USED TO DOING THINGS ON MY OWN. I AM USED TO BEING EXHAUSTED AND WEARING MANY HATS AND ALWAYS WONDER FIGURE I'M DOING ENOUGH. ADDING MANAGING A TEEN AND TWEEN AT HOME AND TRYING TO LEARN REMOTELY FOR A YEAR TO MY ALREADY OVERLY FULL PLATE HAS BEEN ONE OF THE HARDEST THINGS I HAVE EVER DONE AS A MOM.

I WANTED TO SHARE WITH YOU THAT THIS HAS BEEN THE MOST STRESSFUL, EXHAUSTING, HEART-BREAKING YEAR OF MY LIFE AS A MOTHER. HAVING TO CHOOSE WORKING AND MAKING A LIVING OVER BEING ABLE TO BE THERE TO HELP NAVIGATE REMOTE LEARNING AND OFFER TECH SUPPORT OR POLICE MY KIDS TO STAY ON TASK. IT HAS BEEN A HORRIBLE, HORRIBLE FEELING WHICH SEEMED TO BE NEVER ENDING AS THE YEAR HAS GONE ON. TALK ABOUT MOM GUILT.

EVEN TWO-PARENT HOUSEHOLDS HAVE SAT HERE SAYING HOW MUCH THEY STRUGGLED INTO REMOTE LEARNING HAVING TO PIVOT AND ADJUST ALONG THE WAY. BEING THE ONLY PARENT IN THE EQUATION AND HAVING ABSOLUTELY NO SUPPORT AND NO HELP AND NO BACK UP HAS BEEN AWFUL. I WISH THE DISTRICT WOULD HAVE OFFERED RESOURCES FOR SINGLE PARENT AND AT RISK FAMILIES BECAUSE I CAN'T THINK OF A TIME I HAVE FELT MORE ALONE THAN I HAVE THE PAST YEAR. MANY FAMILIES HAVE HAD TO MAKE THE SAME CHOICE THAT I DID. WORK OR HELP YOUR KIDS WITH REMOTE SCHOOL, PERIOD. AS A TAX PAYING PARENT IN THE SCHOOL DISTRICT THAT HAS BEEN HIGHLY SOUGHT AFTER, THERE IS NO REASON I SHOULD HAVE FELT THIS ALONE AND HAD TO CHOOSE.

THERE ARE SO MANY BENEFITS TO AN IN-PERSON MODEL AND WE HAVE GONE OVER THEM MILLIONS OF TIMES, CONCENTRATION, LESS DISTRACTIONS AND A GREATER UNDERSTANDING, STORIES AND REAL WORLD EXPERIENCES AND EXAMPLES FROM TEACHERS AND THE COMPLETION RATE OF TEACHER-LEAD CLASSES IS ALMOST FIVE TIMES HIGHER THAN THAT OF ONLINE LEARNING.

YOU HAVE AN OPPORTUNITY TO CONNECT WITH, PROBLEM SOLVE AND NETWORK WITH OTHER STUDENTS.

AND LAST, TEACHERS HAVE A MAGIC ABOUT THEM.

THEY ARE AMAZING. THEY HAVE THE ABILITY THEY HAVE TO CONNECT WITH STUDENTS IN PERSON AND THAT IS PREDOMINANTLY FELT FACE-TO-FACE.

WHILE I UNDERSTAND THERE ARE STUDENTS AND FAMILIES THAT HAVE BEEN ABLE TO THRIVE REMOTE AND WOULD PREFER TO REMAIN REMOTE, I BELIEVE THE MAJORITY FEELS OTHERWISE.

I'M TRYING TO HURRY. I'M SORRY.

I KNOW IT WILL TAKE A LOT OF HARD WORK AND A LOT OF PLANNING AND BACK UP PLANS FOR ALL VARIOUS SCENARIO THAT'S CAN XOME UP TO GO BACK -- THAT CAN COME UP TO GO BACK TO A FIVE-DAY MODEL. BUT IT IS ABSOLUTELY POSSIBLE.

PRIVATE SCHOOLS HAVE DONE IT. DAYCARES HAVE DONE IT.

MONTESSORIS HAVE DONE IT. IT IS POSSIBLE.

YOU DO OWE IT TO OUR KIDS AND YOU OWE IT TO US PARENTS.

ALL STUDENTS DESERVE THE OPTION TO GO BACK MORE THAN THE BEAR MINIMUM. OUR TEACHERS HAVE WORKED TIRELESSLY TO ADAPT AND DO THEIR BEST AND I BELIEVE THEY CAN ADAPT ONCE AGAIN TO AN IN-PERSON MODEL.

AFTER INSURANCELY'S UH -- INSLEE'S ANNOUNCEMENT IT WAS RETURN TO HYBRID ORIE MAIN RE-- OR REMAIN REMOTE? WHERE WAS THE OPTION TO SEND KIDS BACK FULL TIME? IT IS NOT ENOUGH. WE ARE DEMANDING MORE AND I HAVE FAITH IN THE LAKE WASHINGTON SCHOOL DISTRICT AND BELIEVE THEY WILL DO WHAT IS RIGHT AND BEST FOR OUR KIDS.

I HOPE OUR PRESENCE HERE TONIGHT AND ONLINE HAS SHOWN

[00:25:02]

WE WILL REMEMBER HOW THIS WAS HANDLED WHEN IT IS TIME TO VOTE, TIME TO DONATE AND WHEN IT IS TIME TO VOLUNTEER.

AND THAT COMMENT IS NOT ONLY DIRECTED TO THE BOARD AS A WHOLE, BUT SPECIFICALLY TO CHRIS CARLSON FOR THE COMMENTS REGARDING TEEN SUICIDE THAT WERE PUBLIC ON SOCIAL MEDIA.

THEY WERE VERY UNPROFESSIONAL AND VERY, VERY HEARTLESS.

I BEG YOU TO GO A STEP FURTHER FOR OUR KIDS AND I THINK I SPEAK FOR MOST PARENTS IN FAVOR OF RETURNING TO AN IN-PERSON MODEL WHEN I SAY THEA -- THAT WE EXPECT TO SEE A NEW SURVEY WITH MORE APPROPRIATE OPTIONS IMMEDIATELY. NO MORE EXCUSES AND NO MORE DRAGGING FEET. THE CLOCK IS TICKING.

THANK YOU FOR YOUR TIME. [APPLAUSE].

>> THANK YOU, DEANDRA AND SCARLET.

UP NEXT IS ASHLEY GREEN. >> THANK YOU FOR THIS OPPORTUNITY TO SPEAK WITH YOU.

MY NAME IS ASHLEY GREEN AND I AM A STUDENT AT LAKE WASHINGTON HIGH SCHOOL. I WAS GREATLY RELIEVED AT FRIDAY'S NEWS FROM GOVERNOR INSLEE AND THE DISTRICT'S DECISION TO BEGIN DEVELOPMENT OF A HYBRID PLAN.

HOWEVER, I STILL WANT TO SHARE MY THOUGHTS TO DEMONSTRATE HOW IMPORTANT IT IS TO CREATE AN EFFECTIVE MODEL TO GET KIDS BACK THIS SPRING AND HAVE A PLAN IN PLACE NEXT FALL.

BEFORE TALKING ABOUT MY OWN EXPERIENCE, I WOULD LIKE TO SHARE SOME STATISTICS THAT DEMONSTRATE THE DEVASTATING IMPACT. THERE WAS AN INCREASE OF 31% OF ADOLESCENT EMERGENCY ROOM VISITS RELATING TO MENTAL HEALTH. ALONG WITH THIS, SUICIDAL BEHAVIORS AND THOUGHTS HAVE RISEN OVER 25% IN TEENS.

FROM 2019 TO 2020. PEDIATRIC DOCTORS AND NURSES ARE REPORTING DRASTIC INCREASES IN SELF-HARM, SUICIDE ATTEMPTS, SUBSTANCE ABUSE AND EATING DISORDERS.

THESE ARE TERRIBLE TRUTHS. TEENS ACROSS THE NATION ARE CRYING FOR HELP AND RECEIVING NOTHING IN RETURN.

OF THE FRIENDS I AM ABLE TO MAINTAIN CON TABLGHT WITH -- CONTACT WITH, ALL REPORT A DECREASE IN MENTAL WELLNESS.

MOST HAVE MUCH LOWER LEVELS MAKING IT HARD TO DO THINGS THEY ONCE CONSIDERED FUN. BEFORE SCHOOL SHUTDOWN, I WAS A 4.0 STUDENT. NOW I OFTEN FIND IT IS DIFFICULT TO EVEN GET OUT OF BED.

I ALSO HAVE AN AN. >> -- AN AN SWRI -- AN ANXIETY DISORDER. IT AFFECTS BEING ABLE TO INTERACT WITH OTHERS. BEING IN A SPACE WHERE I CAN PRACTICE COMMUNICATING HAS HINDERED MY ABILITY TO DO SO WITHOUT PANICKING. A SKILL I I HAVE BEEN ABLE TO WORK ON AT SCHOOL. THE IMPACT OF COVID-19 ON OUR MENTAL HEALTH IS LIKE A WAVE CRASHING DOWN ON A CHILD WHO CAN'T SWIM. WE NEED AN EFFECTIVE PLAN AND NEED IT NOW. CURRENTLY IT FEELS WE HAVE BEEN ABANDONED BY THE ONES WHO WERE SENT TO SAVE US.

THANK YOU. [APPLAUSE].

>> THANK YOU, MS. GREEN. NEXT I HAVE MICAH -- WAIT.

BERKOCOMPAS. MICAH, I APOLOGIZE.

IF YOU CAN PRONOUNCE YOUR LAST I'M CORRECTLY I WOULD

APPRECIATE IT. >> HELLO, MY NAME IS MICAH BERCOMPAS AND I AM AN 8TH GRADER IN MIDDLE SCHOOL.

THANK YOU DR. HOLMAN AND THE BOARD FOR WELCOMING ME TO SPEAK. I WANT TO THANK THE TEACHERS FOR ALL THEIR HARD WORK THROUGHOUT THIS TOUGH TIME.

IT HAS BEEN A STRUGGLE FOR THEM AND I APPRECIATE THEM WORKING THROUGH IT. REMOTE LEARNING HAS BEEN TOUGH FOR ME. I HAVE TWO WORKING PARENTS, TWO SIBLINGS, ONE IN HIGH SCHOOL AS WELL AS ONE IN ELEMENTARY SCHOOL. EACH OF US HAS THEIR OWN SCHEDULES AT SCHOOL. I AM OFTEN VERY ALONE DURING ONLINE SCHOOL. I LEARN ALONE.

I EAT LUNCH ALONE. I NAVIGATE MY TECH ISSUES ALONE. A GOOD EXAMPLE IS TODAY.

I HAVE MY FREE TIME ALONE. IT LEAVES ME FEELING SAD, LIKE A LOT OF MIDDLE SCHOOL STUDENTS.

I ALSO STRUGGLE WITH ORGANIZATION AND I FIND IT DIFFICULT TO NAVIGATE THE MANY PLATFORMS WE USE FOR SCHOOL, TEAMS, ONE NOTE, FLIP GRID, AMPLIFY, ALEX, DESMOS, IT MAKES YOU FEEL ANXIOUS AND FRUSTRATED.

TEACHERS HAVE BEEN VERY SUPPORTIVE AND VAWBL --

[00:30:03]

MY MOTIVATION TO PARTICIPATE IS LOW AND I AM RUNNING OUT OF STEAM. NEEDLESS TO SAY WHEN I HEARD THE NEWS WE WOULD NOT BE GOING BACK TO SCHOOL AT ALL, I WAS DEVASTATED. TODAY I WANT TO THANK GOVERNOR INSLEE FOR STEPPING IN AND DOING WHAT THIS SCHOOL DISTRICT SHOULD HAVE DONE A LONGTIME AGO.

IN SCHOOL WE LEARN THAT WE NEED TO BE PUTTING FORTH OUR MAXIMUM EFFORT AND NOT JUST DOING THE MINIMUM TO GET BY.

GOVERNOR INSLEE STATED THAT IN-PERSON SERVICES SHOULD BE AT LEAST 30%. 30% IS THE MINIMUM AMOUNT.

DR. HOLMAN, MEMBERS OF THE BOARD, IS THE MINIMUM AMOUNT WHAT YOU WANT TO STRIVE FOR? BY DOING THIS 70% OF MY SCHOOLTIME IS STILL SPENT ALONE.

I URGE YOU TO DO THE MAXIMUM AND GET US BACK TO SCHOOL IN PERSON FULL TIME. I RECOGNIZE THAT THERE ARE ISSUES WITH SCHEDULE CHANGES AND THREE FEET VERSUS SIX FEET AND AT RISK TEACHERS AND TRUSTING STUDENTS TO WEAR A MASK. MY MOM HAS BEEN IN PERSON TEACHING PRE K SINCE THE FALL AND HER FOUR AND FIVE-YEAR-OLDS HAVE NO TROUBLE AT ALL WEARING MASKS.

YOU CAN TRUST US. WHEN WE GET BACK TO SCHOOL FULL TIME WE WILL LEARN TOGETHER AND EAT LUNCH TOGETHER AND NAVIGATE OUR TECH YOU ARE YES TOGETHER.

TECH ISSUES TOGETHER. WE WILL HAVE FREE TIME TOGETHER AND WE WILL BE ABLE TO OVERCOME THE EMOTIONAL OBSTACLES THAT WE HAVE BEEN FACING FOR THE PAST YEAR TOGETHER. ANOTHER THING I HAVE LEARNED THROUGH ELEMENTARY AND MIDDLE SCHOOL IS THAT WE SHOULD ALWAYS HAVE A GROWTH MIND-SET.

DR. HOLMAN AND MEMBERS OF THE BOARD, YOU CAN DO HARD THINGS. GET US BACK TO SCHOOL IN PERSON NULL -- FULL TIME NOW. THANK YOU.

[APPLAUSE]. >> THANK YOU, MICAH.

NEXT I HAVE KIAN MONTAVARI. >> HELLO.

MY NAME IS KIAN MONTAVARI AND I AM A FRESHMAN AT EASTLAKE HIGH SCHOOL. AM I REALLY A FRESHMAN? I WANT TO SAY SO BECAUSE I SPENT MY ENTIRE YEAR IN MY HOME DOING NOTHING, BEING ALONE LIKE THE LAST PERSON SAID. EVERYTHING HAS BEEN HARD AND I HAVE ONLY SEEN THE AMPHITHEATER OF MY NEW HIGH SCHOOL. IT IS PRETTY SAD THAT THINGS HAVE TO BE LIKE THIS. I USED TO LOVE ORCHESTRA.

I USED TO ATTEND MY CONCERTS, BUT THAT'S THE ONLY THING I GOT TO DO FOR MY HIGH SCHOOL. I USED TO LOVE ORCHESTRA.

NOW IT HAS BECOME A MESS. I EVEN DECIDED TO DROP OUT.

THE ONLINE SCHOOL SYSTEM IS HORRIBLE.

THE BRUTAL TEACHERS DON'T REALLY CUT SLACK ON ANYBODY, AND IT IS JUST HORRIBLE TO LOOK AT.

FOR ME, I DON'T THINK TWO DAYS IS ENOUGH OF A GOOD SCHOOL SYSTEM BECAUSE YOU NEED TO BE KEPT IN CHECK.

TO BE HONEST, WHEN I WAS IN SCHOOL, I WASN'T THAT GREAT OF A STUDENT I WOULD SAY. IN FACT, I ALWAYS SLACK OFF ON MY HOMEWORK AND NEVER GET IT DONE THROUGHOUT THE WHOLE NIGHT. THAT URGE WHEN YOU WAKE UP AND GO TO SCHOOL, THAT LITTLE TIME YOU HAVE BEFORE THE BELL RINGS IS LIKE THAT PERFECT TIME TO GET YOUR HOMEWORK DONE.

THAT EMBARRASSMENT IS GOOD FOR YOU, WHEN YOU ARE ARE CONFRONTED BY A TEACHER AND YOU SAY I DIDN'T DO IT.

YOU LEARN YOUR LESSON. I SPENT MY LUNCH DOING HOMEWORK. AND NOW I SPEND MY LUNCH NOT HAVING A SINGLE STRESS ABOUT ANYTHING.

I AM BEHIND THE SCREEN. WHAT ARE THEY GONNA DO ABOUT IT? AND IF THEY'RE NOT WILLING TO TEACH PROPERLY, I DON'T THINK THAT'S BEING A GOOD EXAMPLE FOR YOUR STUDENTS. IT'S IMPORTANT FOR TEACHERS TO MAKE A RISK AND GO TO SCHOOL AND TEACH PROPERLY.

A LOT OF KIDS HAVE A LOT OF PROBLEMS. FOR ME, I HAVE A HYPERACTIVE ADHD AND IT IS HARD FOR ME TO FOCUS TO JUST LOOK AT A SCREEN.

I FIDDLE WITH SOMETHING AND IT IS JUST HARD TO EVEN SIT IN A CHAIR FOR ME. I USUALLY STAY IN MY BED AND IT IS 9:10, 10 MINUTES PAST AND I REALIZE I HAVE TO GO TO CLASS. I AM MARKED ABSENT AND THERE YOU GO. IT IS IN MY GRADE.

I CAN'T DO ANYTHING ABOUT IT. I CAN'T REWIND TIME.

JUST LIKE I CAN'T GET MY FRESHMAN YEAR BACK.

ABOUT A MONTH AGO AN 8-YEAR-OLD CHILD WAS KILLED BY HIS FATHER. IT IS A VERY TRIAGE -- TRAGIC INCIDENT THAT HAPPENED IN THE DISTRICT.

I DON'T KNOW MUCH ABOUT THE KID OR THE FATHER, BUT I KNOW IF THAT KID WAS IN SCHOOL, THIS INCIDENT WOULDN'T HAVE HAPPENED. I DON'T KNOW WHAT YOU GUYS ARE WAITING FOR. IF ANOTHER INCIDENT HAPPENS IT

[00:35:04]

IT IS JUST HORRIBLE TO HAVE SCHOOL LIKE THIS AND SEE KIDS GO THROUGH A LOT OF PAIN, AND ALSO THE SUICIDE RATES ARE GETTING MUCH HIGHER. THE DAMAGE IS ALREADY DONE.

I DON'T KNOW HOW YOU CAN FIX IT, BUT I NEED TO SEE DATES BECAUSE IT IS HORRIBLE TO NOT KNOW WHAT IS COMING.

THEN AGAIN, PLEASE OPEN THE DOORS AND LET US IN.

THANK YOU FOR HAVING ME. >> [APPLAUSE].

>> THANK YOU, MR. MONTIVARI.%-ÚE TO PLAY FOR 9 NO -- 9 MONTHS.

I WANTED TO GET BACK AS SOON AS POSSIBLE.

I KNEW THERE WAS A 9-MONTH TIMELINE AND I WAS DETERMINED TO BE READY WHEN THAT TIME CAME OR SOONER IF IT WAS SAFE TO DO SO. I WORKED HARD IN REHAB AND OBEYED ALL INSTRUCTIONS FROM MY DOCTOR.

I KNEW IF I WORKED HARD DURING THIS 9-MONTH PERIOD I I WOULD BE ABLE TO RETURN BACK TO NORMAL PLAY.

THIS CAN BE COMPARED TO REMOTE LEARNING.

ADVERSITY HITS US, AKA, THE PANDEMIC.

WE THEN COMPLY WITH THE GOVERNMENT AND CLOSE ALL SCHOOLS. DURING REMOTE LEARNING YOU SHOULD HAVE BEEN WORKING HARD TO PROVIDE A PLAN SO THAT WHEN THE GOVERNMENT SAID IT WAS SAFE TO RETURN TO SCHOOLS, THAT PLAN QUO HAVE BEEN I'M -- COULD HAVE BEEN IMPLEMENTED.

THERE WAS NO PLAN FOR THE DISTRICT.

OTHERS HAD THEIR PLAN READY TO GO.

WE DID NOT. I DON'T KNOW ABOUT YOU, BUT THIS IS DEVASTATING AND UNACCEPTABLE.

THIS ISN'T EVEN MY SENIOR YEAR.

YOU HAVE THE POWER TO GIVE THE SENIORS AN END TO THEIR SENIOR YEAR. THE TRADITIONS THEY HAVE BEEN LOOKING FORWARD TO AND THE MEMORIES THEY SO TRULY DESERVE. MY PASSION FOR SCHOOL AND THE COMMUNITY IT BRINGS REALLY TOOK STRIDE WHEN I STARTED ATTENDING EASTLAKE HIGH SCHOOL.

I LOVE EASTLAKE HIGH SCHOOL. I LOVE THE TEACHERS AND I LOVE THE STUDENTS. THEY ARE AMAZING.

I MISS THEM. I WANTED TO SPEAK TO YOU TONIGHT TO SHARE HOW THE REMOTE YEAR HAS IMPACTED MY PEERS AND MY TEACHERS AND MYSELF.

IT IS UNMOTIVATING AND IT IS DISCONNECT ETD -- IT IS DISCONNECTED AND IT IS CHALLENGING AND IT HAS BEEN OVER A YEAR. MY TEACHERS ARE AMAZING AND WANT TO POSITIVELY IMPACT THEIR STUDENTS.

THEY TRY TO CONNECT WITH US. JUST THE OTHER WEEK AT THE END OF A PRESENTATION BY MY UH -- BY MY ANATOMY TEACHER HE CLOSED THE CLASS BY SAYING, QUOTE, I DON'T KNOW IF ANY OF YOU ARE THERE. I AM JUST LOOKING AT A SCREEN OF PROFILE PICTURES. ANYWAYS, I HOPE ALL OF YOU GOT SOMETHING OUT OF TODAY'S CLASS.

GO DO SOMETHING AWESOME. I MISS AND LOVE YOU ALL.

I IMMEDIATELY TURNED ON MY CAMERA BECAUSE I FELT AWFUL.

IT WAS SO SAD TO SEE HIM LACK SUCH PURPOSE.

I KNOW THAT KIDS ARE THE REASON HE IS A TEACHER.

REMOTE LEARNING HAS CUTOFF HIS ABILITY TO CONNECT WITH US.

INITIALLY ONLINE SCHOOLS SERVED A PURPOSE, BUT NOW ITS PURPOSE IS DETRIMENTAL TO MY PEERS, TEACHERS AND TO MYSELF. WHY ARE YOU WAITING TO ACT? I DON'T HAVE A MASTER'S OR A PHD YET, BUT I LOOK ACROSS THE COUNTRY AND SEE HUNDREDS IF NOT THOUSANDS OF SCHOOLS THAT HAVE BEEN OPEN AND ARE STARTING TO OPEN BACK UP.

YES I SAW THE EMAIL LAST WEEK STATING THE REOPENING OF SECONDARY SCHOOLS IS BEING RECONSIDERED.

WHY IS THIS EVEN A QUESTION? WHY DID YOU -- WHY DID YOU -- WHY DID THE GOVERNMENT HAVE TO STEP IN AND MANDATE IT.

WHY COULDN'T YOU SEE THAT THIS WAS THE RIGHT THING TO DO LONG AGO WHEN SAFETY PROTOCOLS CHANGED.

WHY DID YOU ADAPT A GROWTH MIND-SET WITH THE NEWLY UPDATED PROTOCOLS? WHY ARE MY TEACHERS AND PEERS STILL SUFFERING? WHY IS YOUR SCHOOL DISTRICT THE EXCEPTION? WHY WON'T YOU DO WHAT'S RIGHT? WE ARE YOUR FUTURE.

WE NEED AN EDUCATION. WE NEED TO BE PREPARED FOR OUR FUTURE. WE NEED NO MORE TALK.

WE NEED A CRYSTAL CLEAR PLAN OF ACTION THAT GOES ABOVE EXPECTATIONS AND MEETS THE HIGHEST OF STANDARDS.

I COME -- COMPEL YOU TO DO THE RIGHT THING.

WE NEED YOUR COMMITMENT AND ACTION TO GET MY PEERS, TEACHERS AND MYSELF BACK IN THE CLASSROOM.

[00:40:04]

[APPLAUSE] >> THANK YOU, MR. WARE.

NEXT I HAVE GRACIE HERALD SON.

>> HI. MY NAME IS GRACIE HERALDSON.

EVER SINCE MOVING TO THE DISTRICT IN 6TH GRADE, LWSD TEACHERS TAUGHT ME ABOUT GROWTH MIND SETS INCLUDING BEING POSITIVE AND PUTTING THE WORK IN AND ADJUSTING TO ADVERSE SITUATIONS AND CONTINUING TO DO THE WORK NECESSARY TO ACHIEVE SUCCESSFUL -- SUCCESS NOW IN -- NOW AND IN THE FUTURE. I LEARNED THAT GROWTH AND IMPROVEMENT IS NOT A SET POSITION AND TO BE READY FOR WHAT IS TO COME. WITH THIS MIND-SET DRILLED INTO MY HEAD I CAN'T HELP BUT APPLY IT TO THE SITUATION AT HAND. THE PANDEMIC IS VERY MUCH ALIVE, BUT IT HAS BEEN A YEAR, A YEAR WITHOUT KIDS IN CLASSROOMS. WE ARE LEARNING AND ACHIEVING ACADEMICALLY AND EMOTIONALLY. IF YOU CONTINUE TO ALLOW A FIXED MIND-SET USING COMPLICATIONS AND SCHEDULES AND LOGISTICS, YOUR FIXED EFFORT AND ATTITUDE AND MIND-SET WILL HAVE IMPLICATIONS FAR BEYOND ANYTHING A LITTLE EXTRA WORK AND PROBLEM SOLVING WOULD IMPOSE UPON YOU. HOWEVER, I DO UNDERSTAND THE COMPLEXITY OF OUR SITUATION AND REALIZE THAT YOUR EFFORTS MAY GO UNSEEN. SENIOR YEAR IS THE BEST YEAR.

IT IS THE MOST FUN AND THE PERFECT END.

THAT'S EVERYTHING I EXPECTED IT TO BE.

WHEN THE PANDEMIC FIRST STARTED, ONLINE SCHOOL WAS NEW AND I EXPECTED A FEW MONTHS OF REMOTE LEARNING.

WHEN THE LAST DAY CAME AND WENT I HELD OUT HOPE FOR FALL AND WAS LET DOWN. I LEARNED IT IS BETTER TO NOT GET MY HOPES UP AND HOLD ON TO THE SLIGHTEST BIT OF HOPE.

BEFORE COVID SCHOOL GAVE ME THE COMMUNITY, COACHES, TEACHERS AND FRIENDS WHOSE INTERACTIONS FULFILLED EVERY ASPECT I NEEDED TO BE SUCCESSFUL AND HAPPY.

I USED TO CHALLENGE MYSELF. TAKE THE HARDEST CLASSES AND FIND EXCITEMENT IN MY EDUCATION.

I WAS MOTIVATED. ONLINE SCHOOL HAS TAKEN EVERY LAST BIT OF MOTIVATION AND EXCITEMENT SCHOOL WAS FOR ME.

EVERY DAY FEELS THE SAME AND IT IS HARD TO SEE AN END IN SIGHT. I HAVE FALLEN INTO UNHEALTHY HABITS AND MENTAL HEALTH IS SOMETHING I STRUGGLED WITH FOR THE FIRST TIME IN MY LIFE. I KNOW IT ISN'T JUST ME.

I HAVE SEEN MANY STUDENTS INCLUDING MY FRIENDS AND FAMILY STRUGGLE TO FIND REASON IN LEARNING.

WOULD YOU FRIENDS AND CLASSMATES -- WITHOUT FRIENDS AND CLASSMATES LIVING IN A GLOBAL PANDEMIC IS MUCH TO MUCH TO BEAR. I ASK YOU TO FOLLOW THROUGH AND GIVE STUDENTS THE OPPORTUNITIES WE DESERVE, A REASON TO GET OUT OF BED AND BE EXCITED.

GIVE SENIORS AN END -- SENIORS AN ENDING TO THEIR YEARS OF HARD WORK AND DEDICATION. GIVE US HOPE.

THANK YOU. [APPLAUSE].

>> THANK YOU. NEXT I HAVE BECKHAM LEE.

>> HI. MY NAME IS BECKHAM LEE AND I AM A SENIOR. I WOULD LIKE TO THANK YOU FOR LETTING ME SPEAK TONIGHT. I WOULD JUST LIKE TO NOTE THAT I AM ASSOCIATED STUDENT BODY CO-PRESIDENT AND I REPRESENT MY STUDENT BODY. WHEN THE NEWS CAME OUT OF A POTENTIAL TO GO BACK TO SCHOOL I WAS VERY EXCITED.

I TOLD MY CLASSMATES AND THEY WERE VERY EXCITED TOO.

I HAD NEVER SEEN THEM THIS HAPPY, NOT FOR A WHOLE YEAR.

GOING BACK FOR TWO MONTHS MIGHT NOT SEEM A LOT, BUT IT WILL MAKE A BIG DIFFERENCE. IF WE DON'T START THE PROCESS OF GOING BACK TO SCHOOL NOW, WHEN WILL WE? WE MIGHT EVEN BE ONLINE ANOTHER YEAR IF WE DON'T TRY NOW. ONLINE SCHOOL HAS TAKEN ITS TOLL ON STUDENTS. STUDENTS FEEL VERY DISCONNECTED FROM THEIR TEACHERS AND PEERS.

MANY HAVE FACED MENTAL HEALTH STRUGGLES AND A DISRUPTION OF THEIR SLEEP SCHEDULE. I HAVEN'T GOT A GOOD NIGHT'S SLEEP IN MONTHS. STUDENTS HAVE LOST OUT ON THE CRUCIAL SKILL DEVELOPMENT THEY GET IN PERSON.

TIME MANAGEMENT, TEAMWORK, HARD WORK.

IT IS HARD ENOUGH AND ONLINE SCHOOL MAKES IT IMPOSSIBLE TO MAKE NEW FRIENDS. I FELT LIKE MY JUNIOR YEAR I WAS SHY AND THEN I WOULD OPEN UP AND MEET NEW PEOPLE AND BECOMING MORE SOCIAL. ONLINE SCHOOL COMPLETELY DESTROYED THAT. IT IS CRUCIAL WE SUPPORT OUR STUDENTS WHEN WE ADDRESS THESE PROBLEMS OF ONLINE SCHOOL.

WE NEED TO GO BACK. THAT'S THE ONLY SOLUTION.

[00:45:05]

ADDITIONALLY AS A SENIOR I FEEL LIKE I HAVE LOST SO MUCH OF WHAT IS SUPPOSED TO BE ONE OF THE BEST YEARS OF MY LIFE.

I FEEL LIKE I'VE BEEN CHEATED.

I THOUGHT I MIGHT LOSE WHAT I HAD BEEN WORKING TOWARD MY ENTIRE HIGH SCHOOL CAREER WHICH IS GRADUATION.

HOWEVER, AS OUR STATE OPENS UP, WE SHOULD BE ABLE TO HAVE A GRADUATION. IT IS POSSIBLE TO DO THESE EVENTS OUTDOORS. OTHER SENIOR TRADITIONS WE HAVE LOST OUT ON, BUT WE CAN DO THOSE OUTDOOR SAFELY.

NOT TRYING TO DO SO AND CHEATING OUR SENIORS WHAT THEY WORKED SO HARD FOR. NOT JUST THIS YEAR, BUT THE THREE YEARS BEFORE THIS. WE ANT -- WE WANT TO GIVE OUR SENIORS SOMETHING THAT HAS BEEN TAKEN FROM THEM AND GIVE IT BACK. THANK YOU FOR YOUR TIME.

>> [APPLAUSE]. >> THANK YOU, BECKHAM.

NEXT I HAVE THE DOOLITTLE FAMILY.

>> HELLO. I AM LAURA DOOLITTLE.

THANK YOU DR. HOLMAN AND THE BOARD, THANK YOU FOR EXTENDING THE TIME. IT IS WONDERFUL.

I HAVE HEARD SO MANY THINGS THAT ECHO WHAT I AM THINKING SO I DON'T WANT TO REPEAT IT. I HAVE A SON WHO IS A JUNIOR IN HIGH SCHOOL AND HE GOES THROUGH WHAT MICAH GOES THROUGH EVERY SINGLE DAY. IT IS PAINFUL TO WATCH.

WE TALK ABOUT OUTCOME AND MEASURING PROGRESS.

EVERY SINGLE YEAR SINCE HE WAS A KINDER DARED NEITHER -- KINDERGARTENER HE HAS GROWN LEAPS AND BOUNDS.

IT IS AMAZING. THIS YEAR HE HAS NOT.

HE HAS STAGNATED. HISSELF IMAGE IS -- HIS SELF-IMAGE IS BEING AFFECTED. HE WAKES UP IN THE MORNING AND SOMETIMES HE HAS ENERGY, AND SOMETIMES HE IS LOOKING FORWARD TO THE DAY. BY THE END OF THE DAY HE IS KIND OF LIKE THIS AND ASHEN AND HAS NO ENERGY AND ON THE COMPUTER FOR HOURS. AFTER SCHOOL HE DOES SOME MORE WORK AND HE IS HAPPY AND CHATTY.

I SEE HIM COMING BACK FROM STUDY HALL.

AGAIN ENERGETIC AND HAPPY AND CHATTY AND HE SAYS IN HIS PRODUCTIVE TIME, THANK YOU FOR DOING THAT.

COMES BACK FROM BOY -- BOY SCOUTS.

HE IS MY KID. AND SO WHEN I LOOK AT THIS AND ALL OF THE THINGS HE DOES, THE THINGS THAT POSITIVELY AFFECT HIM ARE NOT IN THE ACADEMIC SCHOOL DAY.

THE ACADEMIC SCHOOL DAY DRAINS HIM AND I CAN SEE THE TEACHERS TRYING TO WORK WITH HIM. THEY SEEM TO BE LOWERING THE BAR JUST TO GET HIM TO GET THROUGH THINGS.

I DON'T SEE THE VALUE IN THE EDUCATION FOR HIM THIS YEAR.

I AM THIS CLOSE TO PULLING HIM OUT OF THE SYSTEM BECAUSE EVERYTHING THAT IS GOOD FOR HIM IS NOT IN THE SYSTEM.

I URGE YOU TO GO BACK TO SCHOOL AT LEAST TWO DAYS A WEEK, IF NOT FULL TIME AS SOON AS POSSIBLE.

>> MY SON IS VERY INTELLIGENT.

HE IS A HIGHLY INTELLIGENT STUDENT.

WE HAVE HAD TO SIT HERE AND WATCH HIM DWINDLE TO THE POINT OF FAILURE. I HAVE NO FAITH TODAY THAT IF SCHOOL CONTINUES IN THIS MANNER HE IS GONNA GRADUATE HIGH SCHOOL. THAT WOULD BE A SAD, SAD DAY.

THE SCHOOLS HAVE GOT TO GET THIS TOGETHER.

PRIVATE SCHOOLS ARE IN SCHOOL.

OTHER SCHOOL DISTRICTS ARE IN SCHOOL.

WHY CAN WE NOT GET THESE KIDS BACK LEARNING.

I DO IT EVERY DAY. I WORK FROM HOME AND I STARE AT TEAMS ALL DAY LONG. IT IS HARD FOR AN ADULT.

I CAN'T IMAGINE WHAT IT IS LIKE FOR KIDS.

WE HAVE TO DO BETTER. PLEASE.

PLEASE. [APPLAUSE].

>> THANK YOU, MR. AND MRS. DOOLITTLE.

NEXT I HAVE JENNY AND DARIAS. >> CAN YOU HEAR?

>> MAYBE LOWER IT A LITTLE BIT MORE.

>> A LITTLE LOWER. THERE?

>> PERFECT. >> HELLO, EVERYBODY.

I AM DARIAS AND I AM IN FIFTH GRADE AND GO TO SAMANTHA SMITH

[00:50:05]

SO IF I MAY, HERE IS MY STORY.

LAST YEAR, MARCH 11TH, 2020, OUR SCHOOLS CLOSED.

MY FRIENDS AND I WERE JOKING THAT IT WOULD BE A SHORT VACATION. THAT IT WOULD BE NOTHING.

AFTER THOSE TWO WEEKS WENT BY THE SCHOOL DECIDED TO BE CLOSED FOR ANOTHER WEEK AND THEN ANOTHER WEEK.

WEEKS WENT BY UNTIL FINALLY ON MY BIRTHDAY, I FOUND OUT THAT THE SCHOOLS WOULD BE CLOSED FOR THE REST OF THE YEAR.

I WAS DEVASTATED, HELPLESS, FELT LIKE I DIDN'T HAVE A VOICE. MY DAD HAD SAID, DON'T WORRY.

YOU'LL BE BACK BY SEPTEMBER. THEN SEPTEMBER WENT BY.

AS THE MONTHS WENT BY, SO DID MY HOPE FOR SCHOOL OPENING.

IT ISN'T US THE KIDS FAULT. IT IS THE PEOPLE WHO HAVE A VOICE'S FAULT. THE PERSON WHO HAS A VOICE AND CAN SPEAK UP FOR KIDS AND MAKE THEIR HOPE NOT BE LOST.

THE COUNTLESS LETTERS I HAVE SENT AND MY FAMILY HAS SENT TO OPEN SCHOOLS, NO REPLY. ONE WAY TO DESCRIBE MY EXPERIENCE IS THE FAST-FORWARD BUTTON.

AS SECONDS GO BY IN MY WEEK, SO DO MINUTES, HOURS, DAYS, WEEKS AND MONTHS. UNTIL NOW FINALLY A YEAR HAS GONE BY. I AM IN FIFTH GRADE, AS I SAID, AND IT IS MY LAST YEAR OF ELEMENTARY SCHOOL.

HOW I IMAGINED IT, I WOULD BE AT THE TOP OF THE SCHOOL, SITTING AT THE BACK OF THE BUS. BUT MY DREAM DIDN'T BECOME A REALITY. IT WAS JUST A BROKEN DREAM.

A LOST ONE. SO NOW I HOPE MY STORY WILL CHANGE YOUR OPINION OR OTHERS.

MAYBE WE CAN TEACH YOU OR OTHERS THAT US, THE KIDS, CANNOT BE LOOKED UPON AS NOTHING BECAUSE WE THE KIDS ARE SOMETHING. THANK YOU.

[APPLAUSE]. >> THANK YOU, DARIAS.

THAT'S THE END OF OUR LIST TONIGHT.

I APPRECIATE EVERYONE WHO CAME TONIGHT.

IF THERE IS ANYONE WHO DID NOT HAVE THE OPPORTUNITY TO SIGN UP WHO WOULD LIKE TO PROVIDE PUBLIC COMMENT TONIGHT CAN YOU RAISE YOUR HAND? I SEE YOUR HAND.

I AM JUST GOING TO SEE IF THERE ARE ANY OTHER ONES SO I CAN GET A COUNT. SIR, PLEASE COME FORWARD.

IF YOU CAN GIVE YOUR NAME AS WELL.

THANK YOU. >> GOOD EVENING, BOARD MEMBERS. I AM KIAN'S DAD WHO SPOKE HERE. I DIDN'T REALLY HAVE ANYTHING AND I WASN'T REALLY PLANNING TO TALK.

I JUST WANTED TO SAY LAST YEAR WHEN YOU GUYS DECIDED TO SHUTDOWN THE SCHOOLS BECAUSE OF A PANDEMIC, THAT WAS THE RIGHT DECISION AT THAT POINT. WE ARE NOT QUESTIONING THAT.

EVERYTHING HAS A LIMIT, RIGHT? YOU CAN'T GO ON AND SKIP ONE YEAR OF KIDS' LIFE BY KEEPING THE SCHOOL CLOSED. I WAS ONE OF THE FIRST PARENTS , ME AND MY WIFE, WHO PULLED OUR KID FROM SCHOOL, EVEN BEFORE YOU SHUTDOWN THE SCHOOL LAST YEAR.

YOU WERE LATE SHUTTING DOWN THE SCHOOLS.

PEOPLE WERE DYING IN HOSPITALS.

WE KNEW THE PANDEMIC WAS COMING.

IT WAS VERY SAFE TO SHUTDOWN EARLY.

BUT IT IS VERY UNSAFE TO KEEP IT SHUTDOWN NOW.

PEOPLE ARE DYING FOR OTHER REASONS NOW.

THEY ARE GETTING SICK. NOW WE HAVE VACCINES.

WHY DON'T YOU MANDATE YOUR TEACHERS GET VACCINATED? THEY ARE THE ONES DOING THE TALKING IN THE CLASS.

KIDS ARE GOING TO WEAR THE MASKS.

TEACHERS ARE GOING TO BE TALKING.

THEY CAN TAKE OFF THEIR MASK IF THEY GET VACCINATED.

YOU NEED TO MANDATE TEACHERS TO GET VACCINATED, GO BACK TO THEIR JOB. I THINK THEY ARE ENJOYING THE TIME THAT THEY HAVE AT HOME. THEY HAVE BECOME A LITTLE COMPLAISANT AND THEY DON'T WANT TO GO BACK TO SCHOOL.

THAT'S OUR FEAR AS PARENTS. DON'T LET THAT HAPPEN.

OKAY. [APPLAUSE].

>> THANK YOU. WE ALSO RECEIVED ONE WRITTEN PUBLIC COMMENT TONIGHT. IT WAS IN ADVANCE OF THE MEETING AND I WILL READ ALLOWED.

IT IS FROM NEIL YOUGUIST WROTE, IN PREPARATION FOR THE MEETING OF SCHEDULE MARCH 15TH, I URGE YOUR CONSIDERATION OF THE FOLLOWING.

1, ESTABLISH FIRM TIMELINES FOR A RETURN TO CLASSROOM THAT EXCEEDS THE GOVERNOR'S MINIMUM 30% REQUIREMENT.

2, REQUIRE THE LWSD SUPERINTENDENT TO MEET THE TIMELINE ESTABLISHED. HAVE A BUSINESS CONSULTANT -- I RESPONDED TO THE CALL FOR BUS DRIVERS AS PRESENTED TO THE BOARD AT MARCH 1 MEETING. AND I APPLIED FOR VARIOUS

[00:55:01]

EVERYONE CAN DO SOMETHING TO BRING OUR STUDENTS BACK TO SCHOOL IN THE WEEKS AHEAD. THE COMMUNITY SPIRIT NEEDS TO BE FOSTERED AND ENGAGED. THAT WAS FROM NEIL YOUNGUIS -- YOUNQUIST. AND I WANT TO ACKNOWLEDGE THE HUNDREDS OF PEOPLE WHO HAVE WRITTEN TO THE BOARD IN THE LAST FEW WEEKS. WE HAVE READ EVERYTHING WE RECEIVED. WE RESPONDED TO AS MANY AS WE CAN AND WE REALLY -- I THINK I CAN SPEAK ON BEHALF OF THE WHOLE BOARD THAT WE APPRECIATE EVERYONE WHO HAS TAKEN THE TIME TO WRITE US. WE HAVE NOW ENDED PUBLIC COMMENT. THE NEXT ITEM ON OUR AGENDA IS

[F. Superintendent Report]

>> CAN YOU HEAR THAT? OKAY.

I JUST WANT TO MAKE SURE YOU CAN HEAR IT SO DIRECTOR STUART

CAN SEE THE PRESENTATION. >> THANK YOU.

>> YOU'RE WELCOME, MARK. TONIGHT I HAVE ASKED MY TEAM TO PARTICIPATE IN THE SUPERINTENDENT'S REPORT WITH ME. BOARD MEMBERS I KNOW YOU HAVE RECEIVED MANY QUESTIONS AND YOU ASKED ME SOME QUESTIONS AND WE WANT TO PROVIDE AN UPDATE AND SO IT IS AN UPDATE ON A FEW DIFFERENT THINGS. ONE IS TO REVIEW PLANNING EARTH -- PLAPPING EFFORTS. PLANNING EFFORTS.

WE KNOW THERE IS QUESTIONS AROUND IS THE DISTRICT PREPARED TO TAKE ACTION? AND SO I JUST WANT TO DO SOME DO SOME REVIEW OF THE WORK TO DATE AND HOW THE WORK APPLIES TO OUR CURRENT EFFORTS. I WANT TO REMIND THE BOARD THAT WHEN WE LAUNCHED THE RETURN TO SCHOOL TASK FORCE IN MAY OF 2020 WE ACTUALLY LEAD THAT WORK THROUGH THREE DISTINCT TEAMS AND EFFORTS. ONE WAS THE SCENARIO PLANNING GROUP. A TEAM REALLY LOOKING AT HOW WERE THE SCENARIOS WITH ACADEMIC PROGRAMS AND WHAT ARE THE MODELS WE WANT TO CONSIDER? WE WANT TO REVIEW THAT TONIGHT.

WE HAD AN INSTRUCTIONAL PLANNING GROUP THAT LOOKED AT ELEMENTARY AND SECONDARY NEEDS.

AND WE HAD A GROUP THAT LOOKED AT UNIQUE NEEDS OF BOTH STUDENTS AND ADULTS IN THE SYSTEM.

DURING THAT TIME WE HAD 27 PLANNING GROUPS.

DISTINCT PLANNING GROUPS THAT WERE WORKING THROUGH VARIOUS NUMBERS OF ITEMS. I WANTED TO JUST TOUCH ON THOSE PIECES TO REMIND US AS TO WHERE WE'VE BEEN, BUT ALSO WHERE WE ARE GOING WITH THE EFFORTS AND HOW WE ARE APPLYING THE WORK CURRENTLY AS WE ARE TRANSITIONING OUR 2, 3, 4, 5 STUDENTS. THIS THURSDAY OUR 2 WILL BE TRANSITIONING AND 45 AND SECONDARY STUDENTS -- 4, 5 AND SECONDARY STUDENTS NEXT MONTH.

MIKE VAN ORTON WILL START THE PRESENTATION.

HE WILL WALK THROUGH THE MODEL DEVELOPMENTS IN ANALYSIS EFFORTS AND LOOK AT SOME OF THE PLANNING AND HOW IT WILL APPLY GOING FORWARD. I ASKED DALE TO COME AND PROVIDE AN UPDATE JUST AROUND HOW DID WE DEVELOP SCHOOL GUIDANCE THROUGH THIS PANDEMIC AND THE INFORMATION WE HANDED TO OUR SCHOOLS AND OUR TEAMS AROUND A MERE Y'ALL OF -- MIRIAD OF -- MYRIAD OF QUESTIONS THAT THEY NEEDED TO THINK ABOUT AND PROCESS. MATT WILL SPEAK TO THE DEVELOPMENT OF THE COVID-19 SAFETY GUIDELINES.

WHAT ARE THE DIFFERENT ASPECTS WE HAD TO PLAN FOR AND THINK ABOUT AND THAT WE APPLIED REALLY STARTING IN SEPTEMBER FOR IN-PERSON LEARNING SERVICES.

ALSO WHAT WAS THE PROCESS THAT EVEN AS LATE AS END OF LAST WEEK RECEIVING UPDATED GUIDANCE THAT WE HAVE TO UPDATE OUR COVID-19 SAFETY PLAN FOR.

I ASKED JOY TO SPEAK TO AND UPDATE OUR SECOND THROUGH 5TH GRADE STAFFING. KNOWING THAT WE HAVE OUR

[01:00:01]

BUILDING UP OUR STAFF TO BE PREPARED FOR THAT IS A SIGNIFICANT EFFORT. EXCITED FOR JOY TO SHARE THAT. I ASKED BARBARA TO SHARE A BRIEF BUDGET UPDATE WITH THE BOARD AND AN UPDATE AROUND THE FEDERAL DOLLARS COMING TO SCHOOL DISTRICT.

AND ALSO HER TEAM IS TRULY THE PRIMARY TEAM THAT STARTS THAT ANALYSIS OF OUR CLASSROOM SPACES.

ONE OF THE QUESTIONS WE KNOW THAT IS TOP OF MIND FOR MANY IN THE COMMUNITY AS IT IS FOR US AS WELL IS WHAT IS THE DISTANCING REQUIREMENT GOING TO BE NEXT SCHOOL YEAR FOR THE CLASS DARK CLASS CLASS -- CLASSROOMS. RIGHT NOW BE KNOW IT IS SIX-FOOT DISTANCING. AS STUDENTS TRANSITION BACK TO THE CLASSROOMS, THEY WILL SEE A CLASS THAT LOOKS DISTINCTLY DIFFERENT THAN WHAT IT DID IN THE PAST.

CURRENTLY BARBARA'S TEAM IS MODELING OUT THREE-FOOT DISTANCING AND JUST SO WE UNDERSTAND WHAT ARE THE IMPLICATIONS FOR THE 21, 22 SCHOOL YEAR AND IT IS THE GOAL OF HAVING ALL OF OUR SCHOOLS BACK IN PERSON AND THAT IS ALWAYS OUR GOAL AND HOW CAN WE ACCOMPLISH THAT WITH THREE-FOOT DISTANCING. BARBARA WILL TALK THROUGH WHERE WE ARE IN THAT PROCESS BECAUSE THAT'S A DIFFERENT PROCESS TO GO THROUGH. AND THEN I ASKED SALLY TO PROVIDE AN UPDATE AROUND THE TECHNOLOGY SERVICES PROGRAM AND SOME OF THE WORK IN THAT AREA.

AND SO WITH THAT I WILL HAND IT OVER TO ASSOCIATE SUPERINTENDENT MIKE VAN ORTON.

>> THANK YOU. BEFORE I STARTED TONIGHT AS LAST TIME, I WANTED TO TAKE A MOMENT TO THANK THE FAMILIES WHO CONTINUE TO ADVOCATE FOR THEIR CHILDREN, AND TO THE STUDENTS WHO ARE HERE TONIGHT NOT ONLY ADVOCATING FOR YOURSELVES, BUT YOUR PEERS. I SINCERELY THANK YOU.

AT OUR LAST MEETING WE SHARED A RATIONAL FOR THE SECONDARY RETURN. WHICH WAS AT THE TIME DESIGNED TO PROVIDE SUPPORT FOR SMALL GROUPS OF STUDENTS.

SINCE THAT TIME AS DR. HOLMEN MENTIONED THERE WAS A REQUEST FOR ADDITIONAL DETAILS AND INFORMATION ABOUT HOW DID YOU ARRIVE AT THAT MODEL. MORE IMPORTANTLY WE ARE HEARING CLEARLY THAT THAT MODEL WAS NOT SUFFICIENT.

ONE OF OUR RESPONSIBILITIES AND OUR OBLIGATIONS IS WHEN WE ARE NOT GOING DOWN THE RIGHT PATH OR HITTING THE RIGHT TARGETS TO ADJUST. AS YOU KNOW, THERE ARE A COUPLE OF OPPORTUNITIES THAT OPENED UP RECENTLY.

THE FIRST, A SIGNIFICANT ANNOUNCEMENT ABOUT VACCINATIONS FOR TEACHERS WHICH OPENED THE DOOR FOR THE OPPORTUNITY TO PUT MORE TEACHERS BACK IN CLASSROOMS WHICH ALLOWS US TO DO THINGS WE MAY NOT HAVE BEEN ABLE TO DO WITHOUT THAT VACCINATION OPPORTUNITY.

AND OBVIOUSLY THE GOVERNOR'S RECENT ANNOUNCEMENT WHICH WE WILL SPEND MORE TIME TALKING ABOUT TONIGHT.

OVER THE PAST YEAR AS DR. HOLMEN WAS SAYING, WE HAVE BEEN PLANNING AND WE WANTED TO SHARE SOME OF THE DETAILS OF THE PLANS. THE MOST IMPORTANT PART IS NOT, OKAY, SO YOU HAD A PLAN. IT IS WHAT ARE YOU GOING TO DO NEXT? WHAT ARE THE NEXT STEPS.

HOW ARE THE PLANS YOU ALREADY CREATED ALLOW YOU TO MAKE PROGRESS IN A SHORT TIME. I THINK WE ARE ALSO HEARING THERE IS A SENSE OF URGENCY TO MOVE NOW.

TONIGHT WE WILL WALK YOU THROUGH PLANS THAT HAVE BEEN DEVELOPED AND THEN HOW DO YOU TAKE THAT INFORMATION AND ACTUALLY BUILD ON IT AND IMPROVE.

WE WANT TO START TONIGHT AT THE SAME TIME GOING BACK TO WHERE WE WERE WHEN WE STARTED BUILDING THE PLANS WHICH IS THE PHYSICAL DISTANCING REQUIREMENT.

I MENTIONED THAT LAST TIME. IT IS STILL THERE.

THAT SIX-FOOT DISTANCING REQUIREMENT.

FOLKS KNOW THERE IS A LOT OF DEBATE AND DISCUSSION AS THE SCIENCE IMPROVES AND WE LEARN MORE ABOUT TRANSMISSION AND HOW PEOPLE ARE WORKING AND LIVING TOGETHER IN SCHOOLS.

WE ARE STILL OPERATING WITH THE SIX-FOOT DISTANCING.

THERE IS ALSO CONVERSATION ABOUT REDUCING THE DISTANCING. TOWARD THE END OF THE PRESENTATION THERE IS WORK BEING DONE TO BE PREPARED FOR THAT IF AND WHEN WE GET THERE.

AND THEN ULTIMATELY THERE IS A QUESTION IN CONVERSATION ABOUT WHEN DO YOU SAFELY BRING ALL STUDENTS BACK AT A SAFE TIME? IT IS IMPORTANT AS WE TALK ABOUT THE NEXT STEPS TO KNOW WE ARE STILL OPERATING WITH THE FRAMEWORK OF THE SIX-FOOT DISTANCING. AS I MENTIONED, WHAT WERE THE PLANS IN THE SUMMER. WE HAD GROUPS THAT WERE LOOKING AT ALL SORTS OF DIFFERENT ELEMENTS THAT YOU NEED TO SAFELY RETURN. EVERYTHING FROM, YOU KNOW, SAFETY PROCEDURES AND HAND WASHING AND LUNCHES AND HOW TO GET KIDS TO SCHOOL AND HOW TO RUN YOUR CLASSES.

AND THEN WE LOOKED AT MODELS. AND SO WE TALKED ABOUT THE

[01:05:02]

AND WE LOOKED AT A ONE DAY A WEEK MODEL WHERE KIDS CAME ONE DAY AND THEN THEY WERE ON MORE OF A SIN KRON -- SYNCHRONIST OR ASYNCHRONIST MODEL. AND THEN WE LOOKED AT TEACHING REMOTE STUDENTS AT THE SAME TIME.

SOME ARE WATCHING AND SOME ARE IN CLASS.

ALL OF THOSE WERE REVIEWED AND OUR TEAMS LOOKED AT BENEFITS AND CHALLENGES AND LOOKED WHERE THE DISTRICTS WERE AT THE TIME. AND EVEN TODAY I THINK THE JURY IS STILL OUT ON WHICH MODELS ARE MOST EFFECTIVE.

I THINK THE FOLKS HAVE STRONG INTERESTS IN OTHERS.

TO BE CLEAR, THERE WAS UH -- A LOT OF DEVELOPMENT WORK OF WHAT ARE THE BENEFITS AND COSTS OF THE OTHER MODELS? IT IS NOT AS IF WE ARE STARTING FROM SCRATCH.

THERE ARE MANY SCHOOLS OPERATING AND LOTS OF MODELS TO LOOK AT AND THAT WE CAN APPLY TO OUR CURRENT SITUATION. AGAIN, CONTINUE TO BUILD ON WHAT WE ALREADY HAVE IN PLACE.

WHERE WE LANDED WHEN PLANNING NOT ONLY FOR ELEMENTARY, BUT SECONDARY, AND OBVIOUSLY THERE ARE THREE WAYS OF LOOKING AT SCHOOL. THE MOST IMPORTANT IS ALL OF OUR KIDS IN PERSON. LACKING THAT, IF YOU CAN'T DO THAT, THERE IS A HYBRID. THERE IS AN A/B HYBRID AND THAT'S THE MODEL FOR TWO THROUGH FIVE CURRENTLY.

AND THEN WHERE WE WERE STARTING WITH REMOTE.

THIS WAS WORK WE WERE SHARING ALL THE WAY INTO THROUGH THE SUMMER INTO THE BIN -- BEGINNING OF THE YEAR.

WE WANT TO BE CLOSER TO IN-PERSON.

THE MODEL OUR TEAM SAW THE MOST PROMISE IN WAS THE A/B HYBRID MODEL. YOU CAN HAVE AN A GROUP AND A B GROUP AND THEY ALTERNATE DAYS.

ONE GROUP COMES ON MONDAY AND THE NEXT GROUP COMES ON TUESDAY AND THEN YOU REPEAT THAT ON WEDNESDAY AND THURSDAY. OR ONE GROUP COMES TWO DAYS AND THEN ANOTHER GROUP COMES TWO DAYS IN A ROW.

WHY WE ARE EVEN TALKING ABOUT THE HYBRID MODEL AND WHAT DRIVES US TO THAT IS THAT SOCIAL DISTANCING REQUIREMENT. WE HAVE CLASSES OF 24 AND 25 AND 30 KIDS UP TO 30 IN HIGH SCHOOL.

IF YOU PUT 30 KIDS IN THE CLASS YOU ARE NOT HITTING THE 6-FOOT SOCIAL DISTANCING. WE HAVE TO DIVIDE THE CLASS INTO TWO GROUPS. THE HYBRID MODEL SEEMED TO BE THE ONE THAT WAS THE MOST VIABLE OF ALL OF THE MODELS WE LOOKED AT. THOUGH, AGAIN, WHERE WE WERE WHEN WE TALKED ABOUT AT OUR LAST BOARD MEETING IS TO DO THAT CHANGE MID-SEMESTER WOULD HAVE A SIGNIFICANT AFFECT ON SCHEDULES AND COURSE OPPORTUNITIES AND TEACHER ASSIGNMENTS ET CETERA. SINCE THEN OBVIOUSLY WITH THE ANNOUNCEMENT OF VACCINATIONS AND THE GOVERNOR'S REQUIREMENT WHICH I THINK WE ARE ALL PLEASED WITH, WE HAVE AN OPPORTUNITY. WE CAN'T PASS UP AN OPPORTUNITY. WE ARE CONTINUING TO MOVE FORWARD WITH THE TARGET TO MEET THOSE REQUIREMENTS BY THE GOVERNOR. I SHOULD NOTE THAT THIS WAS PLANNING EFFORTS THAT WE WERE WORKING ON EVEN IN ADVANCE OF THE GOVERNOR'S ANNOUNCEMENT. AS SOON AS WE HEARD ABOUT THE VACCINATION OPPORTUNITY, THERE WAS AN OPPORTUNITY FOR US TO THINK ABOUT HOW ARE WE GOING TO GET KIDS BACK SOONER RATHER THAN LATER? AS I WAS MENTIONING AND AS DR.

HOLMEN MENTIONED THERE WAS A SIGNIFICANT AMOUNT OF WORK EVEN INTO THE FALL OF IDENTIFYING ALL OF THE THINGS YOU NEED TO HAVE IN PLACE TO HAVE STUDENTS BACK IN PERSON IN A COVID ENVIRONMENT. YOU STILL HAVE ISSUES WITH THE VIRUS AND STILL NEED HEALTH AND SAFETY MEASURES IF PLACE. AND AGAIN THE IDEA IS WE CAN BUILD ON THAT WORK THAT WAS ALREADY DONE TO START GETTING KIDS BACK. THE CONCERN ABOUT, HEY, WE HAVE A TIGHT TIMELINE AND NEED TO DO THIS QUICKLY IS VALID AND WE NEED TO BUILD ON THAT. DALE CODY IS GOING TO WALK THROUGH SOME OF THE EXAMPLES OF THE TYPES OF WORK THAT'S BEEN DONE AND SOME OF THE TYPES OF THINGS THAT ARE IF THAT PLAN TO GIVE AN EXAMPLE OF HOW WE CAN BUILD ON THAT TO GET KIDS BACK SOONER RATHER THAN LATER.

I'LL TURN IT OVER TO DALE. >> THANK YOU, MIKE.

AS DR. HOLMEN MENTIONED, WE STARTED THIS LAST MAY.

WE HAD EVERY TEAM LEADER, 171 PEOPLE, SERVED ON A SUBCOMMITTEE THROUGHOUT THE SUMMER AND IT RESULTED IN A 67-PAGE DOCUMENT FOR BILLING ADMINISTRATORS.

I SAY PREPARED TO OPEN SCHOOLS IN A REMOTE OR -- REMOTE LEARNING OR HYBRID MODEL. THEY FOCUS ON OPERATIONAL AND

[01:10:02]

THIS DOCUMENT IS ON THE WEBSITE.

AS THEY BOTH MENTIONED, THIS WORK THAT WE HAVE DONE SINCE LAST MAY REALLY HAS HELPED US IN A NUMBER OF WAYS.

IT HAS HELPED US PREPARE MANY OF OUR SPECIAL EDUCATION STUDENTS BEING SERVED IN PERSON THIS YEAR AND PRE-K STUDENTS BEING SERVED IN PERSON.

@LET TUCKS -- ATHLETICS, KINDERGARTEN AND FIRST GRADE STUDENTS AND SECOND, THIRD, FOURTH AND FIFTH GRADERS COMING UP AND SECONDARY AHEAD AND ALL OF THIS WORK WILL HELP TO INFORM THAT. SOME EXAMENT -- SOME EXAMPLES OF THE SUBCOMMITTEE THAT WERE UNDERWAY, HEALTH AND SAFETY.

THINKING THROUGH AND MATT GILLINGHAM WILL TALK THROUGH SOME OF THOSE THINGS COMING UP SOON.

ACTIVITIES AND ATHLETICS. ELEMENTARY OPERATIONS.

FOR EXAMPLE, THAT GROUP HOOK HYPE THET CLEAR A KINKED -- HIGH PATHETICALLY A KINDERGARTEN STUDENT OF LET'S WALK THEM THROUGH A DAY AND HOW CAN WE MAKE THAT HAPPEN FOR THE KIDS. AND THEN THEY SAID WHAT DO WE DO WITH PARENTS THAT MIGHT NORMALLY WANT TO WALK A STUDENT IN? WHAT ABOUT OUR DRIVING ROUTES? HOW DO WE GET THE STUDENT FROM ATESTATION TO THE CLASSROOM? WHAT SUPPORT DO WE NEED FOR THAT. HOW DO WE GET THEM FROM THE CLASSROOM AND TO THEIR SEATS. WHAT ABOUT LUNCHES AND WHAT ABOUT SNACKS? OBVIOUSLY SECONDARY OPERATIONS WOULD LOOK DIFFERENTLY BECAUSE WE HAVE MUCH MORE INDEPENDENT THINK -- THINKERS IN THE SECONDARY.

CERTAINLY ABLE TO AND WOULD FOLLOW THE RULES AND PROCESSES AND THE PROCEDURES. BUT HOW DO YOU DEAL WITH THE NUMBERS OF STUDENTS THAT COME TO OUR SECONDARY SCHOOLS.

ELEMENTARY KAW RICK -- KAW LICK -- CURRICULUM AND INSTRUCTIONAL GRADING. WE HAD PEOPLE TALK TO BOTH THE GREAT WORK OUR TEACHERS AND STAFF ARE DOING, BUT IT IS CHALLENGING. WE DID HAVE SOME REALLY FOCUSED WORK AND HELPING TO PREPARE THEM TO TEACH IN AN ONLINE MODEL WHICH IS A VERY DIFFERENT APPROACH.

OBVIOUSLY I SPOKE TO SPECIAL NEEDS IN EARLY LEARNING.

WE DISCUSSED THINGS THAT WERE HIGHLY CAPABLE.

THERE WERE SEVERAL THINGS WE BROKE DOWN TO SMALLER PIECES AND THEN CONTINUING TO PLAN FORM THE REMAINDER OF THE SCHOOL JEER -- SCHOOL YEAR. THERE ARE BIG THINGS.

NUTRITION. HOW DO WE PROVIDE LUNCHES? HOW DO WE FEED OUR STUDENTS BREAKFAST? WE HAD GREAT WORK AND PLANS IN SEEING THAT.

THERE IS A TREMENDOUS AMOUNT OF WORK THAT IT TAKES TO GET CLASSROOMS READY FOR SCHOOL. A LOT OF THE COMMITTEES RESULTED IN A LOT OF GREAT WORK HERE IS SOME EXAMPLES TOO GETTING DOWN FURTHER. SECONDARY SCHEDULES, PEOPLE ARE WORKING ON ELEMENTARY SCHEDULES.

ATTENDANCE PROCESSES. ATESTATION.

HOW DO YOU HAVE FAMILIES COME THROUGH AND MAKE SURE THEIR CHILD IS TESTED. IN ELEMENTARY IT IS DIFFERENT THAN SECONDARY. WITH SOCIAL DISTANCING IF YOU ARE GOING TO HAVE -- BREAK YOUR SECONDARY SCHOOL IN HALF YOU HAVE SOME CASES A THOUSAND STUDENTS COMING THROUGH THE DOOR ON A PARTICULAR DAY OR UP TO 500 STUDENTS THROUGH THE DOOR ON A PARTICULAR DAY. HOW DO WE PROCESS THAT SO WE ARE NOT SPENDING AN HOUR GETTING KIDS IN THE ROOM.

DEALING WITH RECESS FOR OUR ELEMENTARY STUDENTS.

WHAT DOES THAT LOOK LIKE? CLEANING PROTOCOLS.

STUDENT PICK UP AND DROP OFF. I SPOKE ABOUT THAT WITH ELEMENTARY, BUT THAT'S ALSO TRUE FOR SECONDARY.

HOW DO WE USE OUR CLASSIFIED STAFF TO SUPPORT THESE MODELS? OBVIOUSLY FAMILY CONNECTIONS IS IMPORTANT IN CONTINUING TO SUPPORT FAMILIES BECAUSE THEY ARE SUPPORTING THEIR CHILD AT HOME AND IN AN ONLINE FORMAT.

TECHNOLOGY MANAGEMENT. THINK ABOUT THE ENORMOUS TASK IT TOOK TO ENSURE THAT 31,000 STUDENTS HAD A COMPUTER.

THAT'S NO SMALL FEET. AND THEN CONTINUED SUPPORT.

SCHOOL SUPPLIES AND ROLL IN, ET CETERA.

WE TOOK A LOT OF TIME IN PLANNING.

WE UPDATED THE PLANS AS ARE REQUIREMENTS OF CHANGE AND THEY HAVE BEEN UPDATED. THEY HAVE HELPED US BE READY.

EL MENTEE -- ELEMENTARY IS COMING ON BOARD AND THEN

[01:15:01]

NEXT UP, MATT GILLINGHAM IS GOING TO TALK ABOUT THE HEALTH

AND SAFETY GUIDELINES. >> THANKS, DALE.

SO I AM GOING TO TAKE A LITTLE ABOUT THE COVID-19 SAFETY PLAN IN TERMS OF HOW THAT PLAN IS DEVELOPED AND REVISED.

NOT GOING TO GO INTO GREAT DEPTH ABOUT THE SUBSTANCE OF THE PLAN BECAUSE WE HAVE ALREADY PRESENTED THAT TO THE BOARD. THE COVID-19 SAFETY PLAN IS REALLY PART OF OUR CHALLENGE OF THE VARIOUS GUIDE -- GUIDANCE FROM THE PUBLIC HEALTH AND THE WASHINGTON STATE DEPARTMENT OF LABOR AND INDUSTRY.

THOSE ARE PRIMARILY THE AGENCIES WHICH PROVIDE EITHER GUIDANCE OR REQUIREMENTS IN WHICH WE ARE OBLIGATED TO OPERATE OUR SCHOOLS WITH. WE HAVE AN EMERGENCY OPERATIONS CENTER TEAM THAT REVIEW THAT'S GUIDANCE ON A MONTHLY BASIS. THE GUIDANCE CONTINUES TO COME OUT. MIKE HOLMEN REFERENCED ON MARCH 11TH THE WASHINGTON STATE DEPARTMENT OF HEALTH UPDATED ITS GUIDANCE FOR SCHOOLS.

THERE IS NEW GUIDANCE IN THERE THAT WE HAVEN'T SEEN BEFORE.

FOR EXAMPLE, CHOIR AND BAND. IT IS SOME OF THE DETAILED GUIDANCE THAT WILL ALLOW US TO GO BACK AND SAY HOW DO WE ADVISE OUR OPERATIONAL PLANS THAT DALE WAS JUST TALKING ABOUT. WE HAVE A PROCESS BY WHICH WE REVIEWED THE GUIDANCE ON A MONTHLY BASIS AND INCORPORATE THAT INTO UPDATES. WE PUBLISH THIS PLAN ON A MONTHLY BASIS WITH ALL OF THE UPDATES HIGHLIGHTED.

IT IS AVAILABLE TO ALL STAFF ON OUR PORTAL AND IT IS VIABLE ON OUR WEBSITE -- AVAILABLE ON OUR WEBSITE.

WE PUSH IT OUT VIA EMAIL TO OUR ADMINISTRATORS AND THEN WE MEET WITH OUR COVID SEUPPEDZ -- SUPERVISORS TO REVIEW THE CHANGES. IT HAS GROWN.

WE FIRST PUBLISHED THIS IN AUGUST PRIOR TO THE START OF THE SCHOOL YEAR AND IT HAS GROWN TO OVER 100 PAGES.

IT IS A DETAILED PLAN AND IT IS ONE THAT WE HAD TO OPERATIONAL LIES. WE HAVE SCHOOLS THAT HAVE BEEN SERVING STUDENTS THROUGHOUT THE YEAR.

AND SO THEY HAD TO WORK THROUGH THAT THEY HAD AN AVERAGE OF A POSITIVE CASE A WEEK.

THAT HAS GIVEN US OPPORTUNITIES TO REVISE THIS PLAN. AND THEN OF COURSE WE ARE LOOKING AS HOW WE SCALE THOSE UP AND IT GIVES AS YOU CHANCE TO EVALUATE WHAT IS WORKING AND WHAT NEEDS TO BE IMPROVED TO MAINTAIN THE SAFETY OF OUR STUDENTS AND STAFF AND DO SO EFFICIENTLY SO WE ARE MAXIMIZING THE TIME THAT WE HAVE WITH OUR STUDENTS INSTRUCTIONLY AND WHERE WE HAVE OUR STUDENTS CURRENTLY. THE PLAN COVERS GENERAL SAFETY AND HYGIENE PRACTICES. SO EVERY SCHOOL HAS SOMEBODY ASSIGNED TO VERY SPECIFIC RULES AND THEY HAVE RESPONSIBILITIES. THE INFORMATION IS AVAILABLE TO OUR STAFF SO THEY CAN ADDRESS QUESTIONS.

WE CONTINUE TO LOOK AT THE WAYS IN WHICH THE PUBLIC HEALTH GUIDANCE COMES OUT AND CHANGES.

AND THAT ALLOWS TO FORM THE OPERATION AND THINKING ABOUT OUR PLANS. THE DEPARTMENT OF HEALTH'S LATEST GUIDANCE ON MARCH 11TH STILL DOES MAINTAIN THE SIX-FOOT EXPECTATION AND WE WILL BE PROCESSING THE REST OF THAT UP AND -- AND UPDATING THE PLAN

AT THE END OF THE MONTH. >> AS I MENTIONED, I THINK THE FIRST QUESTION WAS ARE THERE PLANS? I THINK WE HEARD THE COMMUNITY MEMBERS ASK THAT.

WE ARE TRYING TO SHARE THAT, OR AT LEAST A SNAP SHOT OF THAT TONIGHT. THE QUESTION IS NOW YOU HAVE THE PLANS, SO DO SOMETHING WITH THEM AND WHEN ARE YOU GOING TO DO SOMETHING WITH THEM, AND I THINK THAT'S A LEGITIMATE QUESTION. WE WANT TO TALK NOW ABOUT HOW DO WE MOVE FORWARD? AGAIN, GOVERNOR OR NOT, WE ARE APPRECIATIVE OF THE FACT THAT WE HAVE SOME REALLY FIRM

[01:20:01]

WE WANT TO TALK ABOUT THESE REQUIREMENTS AND THEN HOW SPECIFICALLY ARE WE GOING TO HIT THESE TARGETS.

ACTUALLY I THINK THERE WAS CONVERSATION FROM THE BOARD ABOUT THESE ARE MINIMUMS. HOW DO YOU BUILD UPON THEM? THAT'S PART OF THE DIRECTION FROM OSPI AS WELL.

THIS WAS JUST RELEASED I BELIEVE TODAY ABOUT 4:00.

THERE WAS A PRESS CONFERENCE LAST WEEK AND SO THIS IS THE LATEST FROM THE GOVERNOR'S OFFICE.

THERE IS A TARGET OF A START BY EARLY APRIL.

AND SO WE ARE HITTING THAT TARGET.

WE ARE IN A GOOD PLACE FOR THAT.

IN ADDITION TO THAT, WE HAVE HIGH SCHOOL EXPECTATIONS.

SECONDARY AS WELL -- SO HIGH SCHOOL AND MIDDLE SCHOOL SECONDARY BY APRIL 19TH. THAT'S A LITTLE AMBITIOUS.

IT IS A LITTLE SOONER THAN WE WERE PLANNING.

WE WERE PLANNING TO BRING THEM BACK THIS YEAR, BUT THIS WILL PUSH US IN A GOOD WAY. ANOTHER THING THAT HAS COME UP AND PEOPLE HAVE REFERENCED IT IS THE 30% REQUIREMENT.

THAT'S AVERAGE WEEKLY. YOU CAN'T SAY WE WILL AVERAGE IT OVER A MONTH OR DO IT BY DAY.

IT IS A WEEKLY REQUIREMENT BASED ON THE NUMBER OF HOURS YOU PROVIDED LAST YEAR. FOR US AT THE ELEMENTARY LEVEL IT IS FOUR AND A QUARTER HOURS AND AT THE SECONDARY IT IS FOUR AND A HALF. THAT'S FOR A TWO DAY A WEEK MODEL. WE WANT TO START WITH THAT.

AS YOU CAN SEE FURTHER DOWN IN THE GOVERNOR'S PROCLAMATION, THAT'S A STARTING POINT. THAT'S NOT AN END POINT.

THERE IS DIRECTION TO CONTINUE TO WORK ON INCREASING THAT TO GET TO THE MAXIMUM NOT ONLY SPACE, BUT PERSONNEL OPPORTUNITIES. WE WANT TO CONTINUE TO WORK TOWARD THAT. AT LEAST IT SETS THRESHOLDS TO WORK TOWARD. AND THEN FINALLY I THINK THE OTHER BIG PART IS THAT WHILE THESE -- WE STILL HAVE THESE SAFETY REQUIREMENTS IN PLACE EVEN AS THEY ARE BEING ADJUSTED, A HYBRID MODEL FOR MANY DISTRICTS WILL BE THE WAY AND AS YOU LOOK NOT JUST ACROSS WASHINGTON STATE, BUT ACROSS THE COUNTRY, THE HYBRID APPROACH IS HOW THEY ARE TRYING TO KEEP SOCIAL DISTANCING IN TACT.

SO AGAIN IT RESETS THE TARGETS.

AS FOLKS SAID THEY ARE MINIMUM TARGETS AND WE ARE TALKING ABOUT HOW DO WE EXCEED THEM? THE PLAN TO GET US THERE, AND WE HAVE BROKEN IT UP INTO PHASES OVER -- BETWEEN THE BEGINNING OF LAST WEEK AND ALL THE WAY THROUGH APRIL 19TH. AS WE THINK ABOUT HOW DO WE CREATE READINESS IN THE SYSTEM? START KNISH -- INITIATING.

PROCESS THE GOVERNOR'S PROCLAMATION WE WILL TALK THROUGH AND WHAT DATA AND INFORMATION WE NEED TO MAKE GOOD DECISIONS. WE NEED TO ANALYZE THE DATA AND GET THINGS DEVELOPED PRETTY QUICKLY AND GET THE INITIAL IMPLEMENTATION GOING. THOSE ARE OUR BIG PHASES AS WE THINK ABOUT HOW WE GET TO THE 19TH AS A TARGET STARTING POINT. LAST WEEK AS I MENTIONED WE WERE WORKING AND THIS AGAIN WAS BEFORE THE GOVERNOR'S ANNOUNCEMENT. WE WERE TALKING ABOUT HOW WILL WE GET KIDS BACK THIS SPRING? WE WERE WORKING WITH THE DISTRICT LEADERSHIP TO MAKE SURE THEY ARE ON BOARD AND THEY UNDERSTAND THE REQUIREMENT TO GET KIDS IN BUILDINGS AND WORKINGR WITH THEM COLLABORATIVELY BECAUSE OUR BUILDING LEADERS ARE REALLY GOING TO BE AND WE HAVE SEEN THIS IN THE ELEMENTARY AND PRESCHOOL WHAT MAKES THIS ALL WORK. WE REACHED OUT WITH OUR STAFF AND FAMILIES AND ADMINISTRATORS.

WE ARE FINALIZING SOME PARAMETERS.

WE WANT TO THINK ABOUT THE GOVERNOR'S REQUIREMENTS, BUT ALSO WE ARE GOING TO PUSH OUR TEAMS TO THINK ABOUT HOW DO WE GET ABOVE THE REQUIREMENTS? WE ARE SETTING THE PARAMETERS AND WE WANT TO KEEP AN EYE ON THE CONSTRAINTS.

SOCIAL DISTANCING IS STILL A CONSTRAINT.

I KNOW IT IS A PAIN POINT FOR FOLKS AND I KNOW THAT IS A CHALLENGE. WE DO NEED TO GO INTO THAT AS WE PLAN OUT WHAT'S POSSIBLE. THIS WEEK WE ARE TAKING THE STUDENT DATA WE GOT FROM OUR FAMILY SURVEY.

WE HAVE SURVEYED OUR STAFF. WE WILL TAKE ALL OF THE -- ALL OF THAT TOGETHER. WE HAVE A STUDENT ADVISORY THAT CONSISTS FROM STUDENTS OF EACH OF THE SCHOOLS, AND WE ARE WORKING ON GETTING SOME OF THE VACCINE CONSIDERATIONS DONE. HOW DO WE GET OUR STAFF VACCINATED AND WHAT ABOUT STAFF WHO CAN'T GET VACCINATED BECAUSE MAYBE THEY HAVE HEALTH CONDITION THAT'S PREVENT THEM FROM DOING THAT. SO GETTING ALL OF THAT INFORMATION COLLECTED. AND WE ARE LOOKING AT STUDENT DATA, ATTENDANCE RATE AND ACHIEVEMENT DATA AND WE THINK ABOUT THAT AS WE CREATE THE MODELS SO WE CAN MAKE SURE WHEN KIDS COME BACK TO SCHOOL WE THINK WHAT ARE THEIR NEEDS. SO THEN THIS WEEK WE ARE ALSO -- WE HAVE A TEAM THAT IS PULLING TOGETHER ALL OF THE WORK THAT I MENTIONED BEFORE. ALL OF THAT WORK WE DID OVER THE SUMMER, THEY ARE USING THAT AND THEY ARE LOOKING AT WHAT IS THE LATEST EXAMPLES OF -- WHAT ARE THE LATEST

[01:25:01]

WE ARE SHOOTING FOR A TARGET OF BY THE END OF THE WEEK HAVING A MODEL THAT MEETS THE GOVERNOR'S PARAMETERS, MEETS OUR INTEREST IN INCREASING TIME AND LOOKING FOR

OPPORTUNITIES -- >> AT THE END OF THIS WEEK?

>> YES. TO HIT THE 19TH, I KNOW IS AN AMBITIOUS TIMELINE. BUT IT IS PARTLY A FUNCTION OF THE TIME WE'VE TAKEN TO GET HERE.

WE WANT TO ACKNOWLEDGE THAT. SO THEN WE WILL ALSO HAVE OUR DISTRICT ADMINISTRATOR'S REVIEW AND WE NEED TRANSPORTATION START FOG -- STARTING TO RUN ROUTES SO WE CAN SEE WHAT'S POSSIBLE TO RUN GROUPINGS AND THEN WE NEED TO LOOK AT OUR STAFF. AS WAS MENTIONED EARLIER TONIGHT, WHAT WILL BE THE EXPECTATION FOR STAFF MEMBERS, PARTICULARLY NOW THAT THERE IS A VACCINE IN PLACE.

WE ARE WORKING THROUGH THE DETAILS OF THAT.

THAT'S ALL HANDS ON DECK OUR EFFORTS THIS WEEK.

THEN AS WE MOVE INTO -- WELL EVEN INTO THIS WEEK -- LIKE I'M SAYING IT IS MOVING QUICKLY AND THERE IS OVERLAP.

MATT GILLINGHAM HAS BEEN WORKING WITH OUR HEALTH -- HEALTH CARE PROVIDERS TO GET VACCINE INFORMATION OUT AND LOOKING TO HAVE A LOCAL VACCINE CLINIC.

WE ARE ACTIVELY ENGAGING IN THE LAKE WASHINGTON EDUCATION ASSOCIATION, AND THERE ARE TWO THINGS TO DO.

BARGAINING AND LABOR MANAGEMENT WHERE WE WORK WITH ISSUES ON A MORE FOCUSED SCALE.

WE ARE WORKING ON GETTING THE MODEL FINALIZED AND GETTING THE WORKING CONDITIONS FOR STAFF AS THEY COME INTO THAT MODEL AND HEALTH AND SAFETY THAT MAY NEED TO BE UPDATED.

NOW THAT WE HAVE A REQUIREMENT WHERE KIDS ARE THERE FOR FOUR AND A QUARTER HOURS, THAT COMES WITH HEALTH AND SAFETY REQUIREMENTS THAT HAVE TO BE PUT ON TOP OF THAT.

AND AGAIN, FOR THE FATLY WE HAVE SOME OF THE WORK DONE, BUT WE NEED TO WORK ON THAT WITH OUR ASSOCIATION AS WELL.

>> IN GRADES K-1 WE HAVE A MODEL AND WE ARE HITTING THE 30% TARGETS THERE, BUT IN GRADES TWO -- 2-5 WE ARE AN HOUR SHORT. WE NEED -- IT IS 2-5 AND WE NEED TO LOOK AT THE DAY, THE INSTRUCTIONAL TIME AND THEN ALSO LOOK AT THE OTHER THINGS I MENTIONED.

FOR EXAMPLE, LUNCH, TEACHER PLANNING, WHEN SPECIALISTS WORK WITH KIDS, AND THEN IS THERE AN INTEREST IN HAVING WORK -- MORE WORK TO BE DONE TO EXTEND THE DAY LONGER.

WE WILL GET THAT P WRAD UP BECAUSE -- WRAPPED UP BECAUSE WE HAVE A LETTER FROM OUR ASSOCIATION AND WE NEED TO MAKE SURE THE NEW GOVERNOR'S GUIDANCE AND THAT LETTER OF UNDERSTANDING ALIGN WELL TOGETHER.

AND THEN ONCE WE GET ALL THAT WORK DONE WE WILL ANNOUNCE MODELS. WE WILL GET TEACHERS ASSIGNED AND GET SCHEDULES OUT TO FAMILIES.

WE ARE WORKING ON MAKING SURE ALL KIDS HAVE TECHNOLOGY, PARTICULARLY IT THEY ARE USING TECHNOLOGY IN THE CLASSROOM AND AT HOME. WE WILL GET OUR TRANSPORTATIONS ROUTED AND WE NEED TO THINK ABOUT NUTRITION SERVICES. LOTS OF WORK AND LOTS OF PEOPLE THAT ARE GOING INTO HIGH GEAR, BUT IT IS NOT FOR SCRATCH. IT IS IMPROVING GIVEN THE NEW

CONDITIONS. >> WE ARE LOOKING THROUGH APRIL 12TH TO THE 19TH.

THE 19TH IS A START DATE FOR THE SECONDARY.

THERE NEEDS TO BE A TRANSITION PERIOD WHERE WE GET TEACHERS TO THE CLASSROOMS AND THEY GET EVERYTHING SET UP AND THEY HAVE MULTIPLE GROUPS OF STUDENTS.

THERE WILL BE SOME PROFESSIONAL LEARNING.

WE ARE HIRING AND WE HAVE BEEN SINCE THE BEGINNING OF THE YEAR. THERE ARE NEW TEACHERS SO WE CAN STAFF THESE CLASSROOMS WHEN WE ARE SOCIALLY DISTANCED. THOSE TEACHERS NEED TO BE TAUGHT WHAT THE CURRICULUM IS THEY ARE REQUIRED TO TEACH AND HOW DO YOU TEACH IN THIS NEW ENVIRONMENT.

AND WE HAVE TEACHERS THAT NEED SMART BOARD TRAINING BECAUSE WE WILL BE USING TECHNOLOGY IN THE CLASSROOMS MORROW BUSTLY AND THEY -- MORE ROBUSTLY AND THEY HAVE BEEN WORKING FROM HOME. PROCESSES FOR SECONDARY.

AND THERE IS A REQUIREMENT AND NO WIGGLE ROOM, BUT STARTING IN PERSON APRIL 19 FOR GRADES 6 THROUGH 12.

THERE IS MUCH MORE DETAIL AND IT IS A QUICK SNAP SHOT AND IT IS INTENDED TO GO THROUGH EVERY LEVEL, BUT UNDER THIS OUR TEAMS HAVE BEEN WORKING AND IDENTIFYING ALL OF THE TASK THAT'S NEED TO GO IN EACH OF THE PHASES AND ASSIGNING A DISTRICT LEADER TO THEM AND ASSIGNING A START AND END DATE AND WE ARE MONITORING THAT EACH DAY.

WE ARE SAYING YOU HAVE TO HIT THIS TASK BY THIS DAY.

WE NEED A MODEL BY FRIDAY TO START TRANSPORTATION ROUTES.

UNDER EACH OF THE PHASES, WE HAVE BEEN MAPPING THAT OUT.

WE WANT TO GIVE FOLKS ASSURANCE THAT THERE ARE PLANS AND THERE IS AN INTENTIONAL FOCUS UNDERWAY.

I KNOW THIS IS JUST AN ILLUSTRATION AND IT IS NOT TO

[01:30:01]

2, 3 IS COMING BACK AND THEN 4, 5 THE MONDAY AFTER NEXT.

WE HAVE TO ALIGN THE PLANS WE HAVE IN PLACE WITH THE NEW DIRECTIONS FROM THE GOVERNOR. AND SO PART OF THAT WILL BE, AS I MENTIONED, THIS WEEK WE WILL REVIEW THE K-1 AND 2-5 LETTERS OF UNDERSTANDING AND LOOK AT THE DAILY SCHEDULES AND THINKING ABOUT ADJUSTMENTS WE MIGHT NEED TO MAKE TO IN-PERSON AND REMOTE INSTRUCTION.

FOR EXAMPLE IN 2-5 WE BUILT TIME IN THE AFTERNOON FOR TEACHERS TO CONNECT WITH KIDS WHO ARE HOME DURING THAT DAY.

IF WE ARE GOING INTO THE AFTERNOON TIME WE WILL HAVE TO SEE HOW THAT WORKS. WE HAVE HEALTH AND SAFETY GUIDANCE AND SCHEDULES HAVE BEEN BUILT AROUND THAT.

THERE WILL STILL BE LAY -- LABOR INVOLVED.

AND WE WILL START THE NUTRITION SERVICES TO MAKE SURE KIDS GET MEALS IN THE DAY.

AND WE WANT TO MAKE SURE THAT K-1, PRESCHOOL, 2-5, 6-8 AND 9-12 ALL LINEUP FOR TRANSPORTATION BECAUSE AS I MENTIONED LAST WEEK, WE DO HAVE A DRIVER SHORTAGE.

THAT CONTINUES FOR A CHALLENGE.

AS YOU CAN SEE WE PUT INFORMATION ON TRANSPORTATION IN THE SURVEY SO WE CAN EFFECTIVELY ROUTE, BUT IT WILL STILL BE A CHALLENGE. HAVING ALL OF OUR SCHOOLS ON SIMILAR HOURS AND SIMILAR SCHEDULES WILL HELP US TO TRANS POUR OUTER STUDENTS AND GET -- TRANSPORT OUR STUDENTS SO THEY CAN BE AT SCHOOL. MARCH 15TH THROUGH THE 12TH I WILL UPDATE AND COMMUNICATE SCHEDULES AND TRANSPORTATION ROUTING AND FINALIZING PROCESSES AND GET SAFETY PLANS UPDATED TO REFLECT THE NEW CONDITIONS WE L IN. WE ARE IN.

AND THEN FINALLY WE NEED TO MAKE SURE FOLKS KNOW WHERE THE BUS IS TO PICK UP THEIR KIDS, PARTICULARLY IF THE TIMES ARE CHANGING. AND I DON'T THINK IT CAN BE UNDERSTATED THAT OUR KIDS NEED TO LEARN NEW RETEENS.

ROUTINES. PARTICULARLY THE K-1 STUDENTS, MAYBE THE DAY IS DIFFERENT. OR MAYBE 2-3 HAS STARTED AND NOW THEY NEED LUNCH. THESE ARE HIGH-LEVEL EXAMPLES AND UNDER EACH OF THESE IS A SERIES OF TASKS WITH PEOPLE ASSIGNED TO THEM AND CONTINUING TO WORK, SIMILAR TO THE WAY DALE EXPLAINED IN SMALL SUBGROUPS AND FOLKS WHO OWN THESE DIFFERENT RESPONSIBILITIES.

WE MENTIONED THE WORK WE ARE DOING AND WE WANT TO SPEND THE LAST FEW MINUTES TALKING ABOUT THINGS THAT ARE ALREADY IN PLACE THAT ARE REALLY GOING TO ALLOW US TO CONTINUE TO MOVE AT THIS RAPID PACE. SALLY IS GOING TO TALK ABOUT OUR TECHNOLOGY FOOTPRINT AND THEN TURN IT OVER.

>> THANKS, MIKE. IN MARCH OF LAST YEAR WE REALIZED WE WERE SEVERAL THOUSAND LAPTOPS SHORT OF PROVIDING ALL OF OUR KIDS AN OPPORTUNITY TO CONNECT WITH THEIR EDUCATION. WE SCRAM BED -- CRAM BELLED AND -- SCRAMBLED AND INCREASED THE FLEET OF LAPTOPS FROM 17,000 LAP 207 -- LAPTOPS TO 31,000 LAPTOPS.

AT THE SAME TIME WE ACQUIRED HOTSPOTS FOR ALL OF OUR FAMILIES WHO REPORTED THEY DIDN'T HAVE HOME INTERNET.

WE CONTINUED TO IMPLEMENT AND SUPPORT THOSE AND MONITOR THOSE. AND WE ALSO SIGNED UP FOR A STATE SPONSORED PROGRAM WHERE FAMILIES CAN ALSO QUALIFY FOR ADDITIONAL HOTSPOTS. WE HAVE ABOUT 700 FAMILIES COVERED THROUGH THOSE TWO PROGRAMS. WE ALSO IMPLEMENTED THE CTE, CAREER TECHNOLOGY EDUCATION KIDS WERE DISPLACED FROM THE PHYSICAL LABS WHERE HIGH PROCESSING APPLICATIONS COULD BE UTILIZED AND THEY COULD PERFORM THEIR EXPERIMENTS AND THEIR WORK WHEN THEY WENT TO THE ENVIRONMENT. WE GOT TOGETHER WITH MICROSOFT AND DEVELOPED A PILOT. WE HAVE TWO CLASSES GOING RIGHT NOW WHERE KIDS CAN PUBLISH THEIR WORK IN THE VIRTUAL DESKTOP. WE ARE LOOKING AT THAT AS AN OPPORTUNITY TO GROW EVEN TIME AND EVEN WHEN WE RETURN IN PERSON. AND THEN WE ALSO EXPANDED AND APPROVED OUR PARENT AND STUDENT TECHNOLOGY SUPPORT EMAIL AND VOICE CALLS 24/7, SEVEN DAYS A WEEK.

AND WE ARE RECEIVING ABOUT 350 REQUESTS A WEEK, AND WE ARE ABLE TO RESPOND TO THOSE QUICKLY.

MANY OF THOSE ARE IN THE HIGH TIME DURING THE DAY AND THEN WE RECEIVE A LOT OF REQUESTS THROUGH THE MID-- MIDNIGHT HOURS SO WE CAN RESPOND TO THOSE WITHOUT DISRUPTING THE OPERATIONS OF THE DISTRICT AS WELL.

AND THEN LASTLY I WANTED TO MENTION THAT WE ARE WORKING WITH MATT GILLINGHAM'S TEAM AND MICROSOFT AND THE RETURN

[01:35:01]

THAT'S SOME OF OUR FUTURE WORK. WE WILL BE PILOTING THAT THIS YEAR, ACTUALLY IN THE NEXT WEEK OR SO.

>> AS I'M SITTING HERE LISTENING, I THINK THIS IS SLIDE 16 OF 22. IT IS ABOUT STAFFING.

YOU CAN THINK ABOUT HOW CONSUMING THE WHOLE STAFFING PROCESS IS AND IT IS ONE PIECE OF SO MANY PIECES THAT WERE SHARED TONIGHT ACROSS THE DEPARTMENTS.

AND SO THE CELEBRATION IS THAT WE ARE STAFFED COMPLETELY FOR GRADES TWO TO THREE AND FOUR TO FIVE.

WHAT THESE NUMBERS DON'T TELL YOU IS THE STORY BEHIND THE CELEBRATION. WHAT YOU DON'T SEE IS THE WORK THAT HAS BEEN GONE THROUGH IN TERMS OF ALLOCATION BASED ON THE SURVEY THAT'S COME FROM STAFF AND THAT COME FROM FAMILIES AND THAT COME FROM STUDENTS INDICATING WHETHER OR NOT THEY WANT REMOTE OR IN PERSON.

THERE ARE WORKING CONDITIONS TO ESTABLISH A STAFF IS ABLE TO DO. THERE ARE SOME PEOPLE WHO CANNOT ACCESS VACCINES AND SO THERE WILL ALWAYS BE CHALLENGES IN TERMS OF STAFFING.

AND SO NAVIGATING THE PIECES, THIS DATA DOES NOT SHOW ALL OF THE COMPLEXITIES BEHIND IT, BUT THE DATA IS STILL WORTHY OF CELEBRATION. WHAT THE DATA DOESN'T SHOW IS THE CREATIVE RESPONSES TO AN IMPOSSIBLE SITUATION.

SO WE HAVE BEEN ABLE TO BE VERY CREATIVE IN RECRUITING, CONNECTING WITH SOME OF THE WORKFORCE STATIONS THAT WE'VE -- WE'VE HIRED A HUNDRED SUBSTITUTES WHO ARE WILLING TO BE IN PERSON AS WELL AS REMOTE. AND WE HAVE BEEN INTENTIONAL TO TRY TO ENGAGE WITH PERSONNEL WHO HAVE BEEN INVOLVED WITH US BEFORE. THE RATIONAL BEHIND THAT IS THAT THE PROCESSES WE NEEDED TO GO THROUGH WITH HIRING WERE CONSIDERABLY SHORTENED. SO WE ARE FULLY STAFFED FOR TWO TO THREE. WE WERE ABLE TO LEAN INTO OUR SUBSTITUTE AND WORK WITH OUR INSTRUCTIONAL ASSISTANTS WHO WERE QUALIFIED TO GET SOME LICENSES AND WORK IN CLASSROOMS AS TEACHERS. WE ALSO HAVE DONE A LOT OF WORK WITH THE STUDENT TEACHER POOL.

THAT'S SOMETHING WE WILL CONTINUE TO DEVELOP.

THEY ARE OUR FIRST LINE OF RECRUITMENT.

WE WORKED WITH OSPI AND OUR STUDENT TEACHERS WHO FINISHED IN DECEMBER WHO WERE FINISHING IN MARCH WERE ABLE TO GET SUBSTITUTE CERTIFICATES AND THEY WILL BE IN BUILDINGS.

AND THEY PUT THEM IN THE BUILDINGS WHERE THEY WERE DOING THEIR STUDENT TEACHINGS AND THEY GOT SEVERAL OF THEM TO SERVE AS TEACHERS WITH THE STUDENTS THEY WERE IN THE CLASSROOM AS A STUDENT TEACHER.

BELONG -- BEING INTENTIONAL TO MAKE THE BEST OF THE SITUATION TO HAVE WINS OUT OF THESE SITUATIONS THAT OTHERWISE COULD HAVE BEEN REALLY CHALLENGING.

REALLY EXCITED ABOUT THAT AND ALL OF THE NEW HIRES.

THE 2 FOUR OF THEM -- THE 24 OF THEM WILL BE UP IN PLACE 2-3 AND THEN 4-5 IN A FEW WEEKS.

>> ALL RIGHT. I HAVE A COUPLE OF SLIDES AND ONE OF THE THINGS THAT MY TEAM GETS TO DO IS TRACK ALL OF THE SPENDING THAT HAS BEEN GOING ON SINCE LAST YEAR.

AND SO THIS SLIDE AND THE CORNER IS -- YOU CAN SEE THE GRAND TOTAL, BUT IT GOES THROUGH ALL OF THE COSTS THAT WE HAVE HAD TO INCUR TO GET US READY SINCE LAST MARCH PREPARING FOR REMOTE LEARNING AND PREPARING TO REOPEN SCHOOLS. WE'VE SPENT ABOUT $500,000 ON ALL OF THE CLEANING THAT'S REQUIRED AND BUYING DISINFECTANT AND SANITIZERS AND THERMOMETERS.

WE SUPPORTED ADDITIONAL CURRICULUM AND TRAINING, OVER $600,000 OF ADDITIONAL THINGS THAT ARE NEEDED IN OUR FACILITIES TO SUPPORT SIGN -- SIGNAGE AND PLEXIGLASS.

[01:40:06]

AGAIN, HALF A MILLION DOLLARS.

THE MAJORITY OF OUR COSTS THAT WE HAVE NEEDED TO SPEND AS SALLY MENTIONED IS TECHNOLOGY.

WE SPENT $5.6 MILLION ACQUIRING ADDITIONAL LAPTOPS.

SOME OF THAT WE WERE ABLE TO PAY FOR SOME -- FROM THE CAPITAL TECHNOLOGY LEVY. WE HAD TO PROVIDE ADDITIONAL HOTSPOTS FOR FAMILIES IN NEED OUR STAFFING -- YOU CAN SEE THE SUBTOTAL OF 4.7 MILLION. AS JOY MENTIONED, NOT ONLY DID WE HIRE 24 TEACHERS IN GRADES 2-5, BUT PRIOR TO THAT, WE HAD TO BRING IN ALMOST 25 TEACHERS IN GRADES K-1.

THOUGHTS -- THOSE FUNDS SUPPORTED ADDITIONAL STAFFING DUE TO THE HEALTH PAN DATED LIMITS -- HEALTH MANDATED LIMITS IT PROMOTES IN-PERSON LEARNING.

>> BARBARA, YOU CAN ACTUALLY MINIMIZE TEAMS SO YOU CAN

FULLY SEE THE SLIDE. >> I WILL DO THAT RIGHT NOW.

THANK YOU. I WANT TO SHOW THIS SLIDE BECAUSE IT HAS A LOT OF INFORMATION ON.

IT AS WE MENTIONED BEFORE -- OR WE MENTIONED AND YOU HAVE HEARD THROUGH THE NEWS THAT DISTRICTS HAVE RECEIVED ADDITIONAL FEDERAL FUNDING IN LATE SPRING, LAST SPRING, WE RECEIVED THE FIRST FEDERAL RELIEF ACT.

IT WAS CALLED THE CARES ACT. OUR DISTRICT RECEIVED $1.7 MILLION IN FUNDING. WE REFER THAT TO SR1.

MOST RECENTLY WE ARE ALLOCATED ROUND 2 AND THAT WAS 3.1.

WHAT I WANTED TO SHOW ON THIS CHART IS THE CHALLENGES ON HOW THESE FUNDS ARE DISTRIBUTED. THIS CHART IS THE TOP 15 LARGEST DISTRICTS IN THE STATE.

RIGHT NOW LAKE WASHINGTON, WE ARE THE SECOND LARGEST DISTRICT IN THE STATE BEHIND SEATTLE.

WE ARE CLOSE IN ENROLLMENT TO SPOKANE.

THEN THE THIRD COLUMN IS THE ENROLLMENT OF EACH DISTRICT.

THE FOURTH COLUMN IS THE 2019-20 TOTAL EXPENDITURES FOR EACH DISTRICT. AND THEN IN THE BOX -- IN THE BOX NEXT TO THAT ARE THE ESSER FUNDS.

WE HAVE 1.7 MILLION AND ESSE RERKS 2 MONEY, 3.1 MILLION.

YOU WILL SEE OTHER CHARTS WITH A HIGHER DOLLAR AMOUNT.

DISTRICTS ARE ONLY ALLOCATED 90% OF THE FUNDS.

THAT TABLE REPRESENTS WHAT WE WERE TRULY ALLOCATED.

YOU CAN SEE THE TOTAL OF 4.8 MILLION WE RECEIVED.

AND YET WE HAVE SPENT $ 13 MILLION SO FAR.

IF YOU COMPARE OUR TOTAL OF 4.7 MILLION FOR THE SECOND LARGEST SCHOOL DISTRICT IN THE STATE TO SPOKANE'S THAT IS A SIMILAR ENROLLMENT. SPOKANE IS RECEIVING $40 MILLION IN ESSER FUNDS. AS A PERCENTAGE AND AS A TOTAL IS A SIGNIFICANTLY HIGHER DOLLAR AMOUNT.

THE ESSER FUNDS ARE DISTRIBUTED BASED ON A TITLE ONE FORMULA. IT IS A FEDERAL TITLE 1 WHICH IS OUR POVERTY FORMULA. IT IS BASED ON THE FREE AND REDUCED STUDENTS YOU HAVE IN YOUR DISTRICT.

OUR DISTRICT ALONG WITH BELLEVUE AND ISSAQUAH, WE HAVE A LOW-LEVEL OF POVERTY IN OUR DISTRICT AND WE ARE RECEIVING THE LEAST -- YOU KNOW, A LOWER AMOUNT OF MONEY.

YOU CAN SEE OUT OF THE 15TH LARGEST DISTRICTS WE ARE RANKED 13TH IN HOW MUCH WE ARE RECEIVING IN ESSER FUNDS EVEN THOUGH WE ARE THE SECOND LARGEST IN THE STATE.

WITH THE PASSAGE OF THE AMERICAN RESCUE PLAN WE ARE ANTICIPATING ROUND THREE OF ESSER, BUT WE HAVE NOT INCLUDED THE DOLLARS HERE BECAUSE WE ARE NOT SURE HOW THE FUNDS WILL BE DISTRIBUTED.

IT IS IMPORTANT TO CONTINUE TO SAD -- ADVOCATE TO DETERMINE HOW TO BEST ALLOCATE THEM FROM SCHOOLS AND ADVOCATE AT OUR LEGISLATIVE LEVEL TO PROVIDE STABLIZATION FUNDS FOR BOTH ENROLLMENT AND TRANSPORTATION.

THESE FUNDS FOR OUR DISTRICT ARE NOT CLOSE TO MAKING UP THE

[01:45:04]

WE HAVE -- DURING THE SUMMER WHEN WE STARTED THINKING ABOUT COMING BACK TO SCHOOL AND GIVEN THE SIX-FOOT DISTANCING REQUIREMENTS IT WAS IMPORTANT TO UNDERSTAND HOW MANY STUDENTS WE CAN FIT INTO THE CLASSROOM GIVEN THE REQUIREMENTS. THE FACTORS WE HAD TO CONSIDER WAS THE TYPE OF FURNITURE IN OUR SCHOOL.

FOCUSING ON OUR ELEMENTARY SCHOOLS, WE ALLOW OUR ELEMENTARY SCHOOLS TO HAVE DIFFERENT OPTIONS OF FURNITURE. SOME HAVE DESKS DEPENDING ON THE GRADE LEVEL. SOME USE RECTANGULAR TABLES AND SOME USE TRAPEZOID TABLES AND THEY ■CAN HAVEFLEXIBLE%-ÚSE,

[01:59:16]

[01:59:20]

>> IT IS ALSO PRIORITIZATION OF EFFORTS.

SO IN REGARDS TO THAT PAUSING JUST THOSE NEGOTIATIONS -- YOU KNOW, THAT TRULY WAS IN BARGAINING WITH OUR TEACHER'S ASSOCIATION JUST AROUND THE PARAMETERS AND THE WORKING CONDITIONS INVOLVED WITH THE SUPPORT MODEL.

BUT WE KNOW THAT THERE ARE SUPPORTS NEEDED AND THERE IS A TIME AND DAY AND REGARDLESS OF MODEL THAT IS SELECTED THAT WE CAN PROVIDE THOSE SUPPORTS. WE BELIEVE IT WILL BE

[02:00:07]

AND SO PAUSING ON THAT FOR RIGHT NOW, I THINK YOU SAW EVERYTHING THAT IS OCCURRING RIGHT NOW TO BE ABLE TO MEET THOSE TIMELINES AND DO THAT WELL AND COMMUNICATE THAT WELL, BUT DEFINITELY WE WILL COME BACK TO THAT.

>> THANK YOU. >> I WOULD LIKE TO FOLLOW-UP ON THAT FOR A SECOND. IN REGARDS TO THE -- THERE ARE STUDENTS CURRENTLY RECEIVING IN-PERSON AT OUR HIGH SCHOOLS AND SECONDARIES. I'M UH -- ASSUMING THAT IS CONTINUING ON IN THE PROCESS IT WAS?

>> ABSOLUTELY. >> THAT HAS NOT CHANGED?

>> IT HAS NOT. AND WE ARE INCREASING THAT WITH CLUBS AND ACTIVITIES. SO MORE AND MORE STUDENTS ARE COMING ON TO OUR CAMPUSES. YES.

>> WE ARE STILL -- SO WANT TO SAY HAVING BEEN AT THE MIDDLE SCHOOL PTA MEETING THEY WERE TALKING ABOUT MORE OPPORTUNITIES. I SAW A DRAMA OPPORTUNITY COMING OUT. I THINK THOSE ARE IMPORTANT THINGS WE NEED TO CONTINUE. AS WE HEAR FROM THE STUDENTS AND THE FAMILIES IT IS NOT JUST THE ACADEMIC.

IT IS ABSOLUTELY THOSE CLUBS AND ACTIVITIES AND THOSE PIECES. BEING ABLE TO BUILD THOSE THAT WE ALREADY HAVE SO THAT IS GREATLY APPRECIATED.

I RECOGNIZE THERE IS A PAUSE THERE, BUT WORKING THOSE PIECES WE CAN WITH THE PTSA AND THE CLUBS AND ADVISERS IS GREAT. WITH THAT I WILL HIT ON ONE OTHER PIECE AND WE HAVEN'T TALKED ABOUT IT AND IT IS COVID TESTING AND SURVEILLANCE AND THAT PIECE.

OUR UNIVERSITIES HAVE BEEN DOING IT A LONGTIME -- WELL, LONGTIME. SINCE THEY STARTED BRINGING KIDS BACK, PUT IT THAT WAY. BEING ABLE TO LOOK AT THAT, AND I KNOW NOT TONIGHT BECAUSE THERE IS A LOT MOVING.

TESTING I THINK HAS TO BE CONSIDERED AS SOMETHING IN REGARDS TO WHAT IS GOING ON AND AS YOU HAVE THE PAN DE MICK AND THE SHIFTS -- SHIFTING, ATHLETICS ESPECIALLY. ESPECIALLY IF THEY ARE IN AN IN-PERSON INDOOR SETTING. BEING UP-TO-DATE WITH WHERE THE DATA IS AT IS ONE MORE LEVEL OF MITIGATION.

AS YOU LOOK AT A 6-FOOT OR THREE FOOT AS A MITIGATION CAPACITY, SOME SAY IT IS NOT QUITE WORTH IT FOR THE RATE WHICH WE ARE GOING. I UNDERSTAND THAT PIECE.

AT THE SAME TIME WE HAVE DIFFERENT VARIANTS PLAYING IN THE COMMUNITY AND SO I THINK THERE IS SOMETHING TO THINK ABOUT AS WE MOVE FORWARD. SO AS WE BRING MORE BACK AND AS WE OPEN RESTAURANTS AND DIFFERENT THINGS IN THE ENVIRONMENT SO THERE ARE LOTS OF COMPONENTS SHIFTING SO I THINK WE NEED TO LOOK AT ALL OF THOSE OPTIONS AND I WILL TOSS THAT ONE OUT. NO RESPONSE NEEDED.

JUST WANTED TO MAKE SURE IT WAS ON THE TABLE.

>> I'M GONNA GO ON THE EPIDEMIOLOGIST ON THIS AS AN EPIDEMIOLOGIST. LAST WEEK A GROUP OF EP DEEM -- EPIDEMIOLOGISTS IN MASSACHUSETTS TALKED ABOUT THE TRANSMISSION IN SCHOOLS WITH THREE FOOT DISTANCING VERSUS SIX FOOT DISTANCING. IT IS INTERESTING.

I AM NOT ASKING YOU TO ANALYZE THAT.

WHAT I REALLY EXPECT TO HAPPEN AND HAVING SEEN THE NEWS EARLIER TODAY WHERE FAUCI TALKED ABOUT THIS EXACT PAPER, I THINK THERE WILL BE A SHIFT IN THE POLICY GUIDANCE COMING OUT FROM THE CDC THAT WILL EVENTUALLY TICKLE -- TRICKLE DOWN TO US. I AM WILLING TO BET THIS SCHOOL YEAR THE SIX FOOT GUIDELINE CHANGE TO A THREE FOOT GUIDELINE. SHOULD THAT HAPPEN THIS IS WHERE -- I KNOW WE ARE STARTING NEGOTIATIONS AND WE ARE TRYING TO SET POLICY AND CONSTANTLY SHIFTING ASSUMPTIONS IS EXCRUCIATING. I RECOGNIZE THAT.

IS IT AT ALL POSSIBLE FOR NEGOTIATIONS TO INCLUDE A CONDITIONAL THAT IF THIS PARAMETER CHANGES HERE ARE THE THINGS THAT WOULD CHANGE FOR OUR STUDENTS? AS AN EXAMPLE, SIX-FOOT DISTANCING WE CAN'T HAVE BOTH HALVES OF THE A/B HYBRID IN CLASS.

IF IT WAS THREE-FOOT DISTANCING WE CAN BRING SECOND AND THIRD AND FOURTH GRADERS BACK FOUR DAYS A WEEK.

UNTIL THAT CHANGES IT IS INAPPROPRIATE FOR US TO DO THAT. WE ARE NOT A PUBLIC HEALTH AGENCY. THAT'S LIKE US SAYING WE ARE GOING TO STOP REFRIGERATING OUR MILK.

IF THE PUBLIC HEALTH PEOPLE TELL US IT IS OKAY TO CHANGE THAT, I WOULD VERY MUCH LIKE TO SEE THAT WRITTEN IN A CONDITION OF EVERY PLAN WE COME UP WITH.

THAT IF GUIDANCE CHANGES, AND THAT IS SPECIFIC GUIDANCE, AND WE ARE STILL AT LOW TRANSMISSION RATES IN THE COMMUNITY, THEN HERE IS WHAT WOULD HAPPEN IN ADDITION TO WHATEVER WE CAN PROVIDE NOW. I AM HEART BROKEN BY THE FACT THAT THERE ARE A LOT OF PEOPLE WHO THINK THEY ARE GOING TO BE HAPPIER WITH A HYBRID MODEL OF SECONDARY.

I HEARD DIRECTLY A UP IN OF THINGS CONSISTENT WITH THE WALL STREET -- SORRY, THE "WASHINGTON POST" LAST NIGHT

[02:05:01]

I THINK PEOPLE WILL BE DISAPPOINTED AT WHAT WE CAN DO AND I WOULD VERY MUCH LIKE TO SEE US PROVIDE A GUIDANCE OF IF THE GUIDELINES CHANGE THIS IS WHAT WILL CHANGE RATHER THAN GOING BACK TO THE NEGOTIATING TABLE.

>> WE SENT A SURVEY OUT -- WELL, FAMILIES WERE INVITED TO TAKE A SURVEY FOR SECONDARY STUDENTS -- TOMORROW OR TODAY? I CAN'T RECALL.

>> TOMORROW. >> ONE PIECE THAT I KNOW FAMILIES ARE STRUGGLING WITH IS THEY ARE MAKING DECISIONS WITH INCOMPLETE INFORMATION. THE BIGGEST PIECE IS -- I SAY THIS RECOGNIZING THAT WE CAN'T GET A LOT OF THE INFORMATION -- THEY WANT AND NEED IT RIGHT NOW.

THE BIG PIECE IS -- WILL I HAVE MY TEACHERS? WHEN IN THE PROCESS DO WE THINK WE CAN COMMUNICATE TO STUDENTS WHAT THEIR CLASSES WILL LOOK LIKE AND WHAT

TEACHERS THEY WILL HAVE? >> MIKE, DO YOU FEEL

COMFORTABLE -- >> NOT NOW.

>> ONE OF THE THINGS WE ARE WORKING TOWARDS AS WE MENTIONED IN THE COMMUNICATION IS TO MAINTAIN STUDENTS WITH THEIR TEACHERS TO THE GREATEST EXTENT POSSIBLE.

WE KNOW THAT THERE WILL BE TEACHER THAT'S CAN'T BE IN PERSON BECAUSE OF VACCINATION REQUIREMENTS, ET CETERA.

GIVEN THAT WE HAVE A MODEL THIS WEEK AND THEN OUR MOST AMBITIOUS TIMING WOULD BE TO ANNOUNCE THE MODEL THE FOLLOWING WEEK SO PEOPLE KNOW WHAT IS COMING.

AND THEN WE HAVE TO START -- WE HAVE TO CHECK THE STAFF TO SEE WHO CAN FIT IN THAT MODEL.

SO THEN IT WOULD POTENTIALLY BE THE WEEK LATER OR TWO WEEKS OUT BEFORE WE COULD SAY, OKAY, WE HAVE POPULATED YOU TO YOUR CLASSES AND HERE IS YOUR TEACHER.

WE HAVE TO BE CAREFUL THAT WE CAN ACTUALLY ENSURE THAT THAT KID HAS THAT CLASS AND WE HAVE WORKED OUT THE DETAILS AND THE PERSON THAT MAYBE THOUGHT THEY COULDN'T COME IN ACTUALLY DOES. IDEALLY WE HAVE TO WORK ON THIS ANNOUNCEMENT FOR THE SCHEDULE.

POTENTIALLY LATE THE FOLLOWING WEEK OR THE WEEK AFTER I WOULD THINK IS THE SOONEST AND THAT'S VERY AMBITIOUS.

I CAN PULL UP IF YOU GIVE ME A MOMENT AND MAYBE DO ANOTHER QUESTION WHEN I PULL UP THE TIMELINE.

>> THAT MAKES SENSE. AND I HAVE A FOLLOW-UP

QUESTION. >> CAN I ASK A FOLLOW-UP QUESTION ON THAT? THE PARAMETER PUT FORWARD IN THE INITIAL LETTER YOU PUT OUT WAS TO WORK HARD TO LIMIT SHIFTING OF TEACHERS AND OF CLASSES AS MUCH AS POSSIBLE WITHIN THE PROCESS KNOWING THERE HAS BEEN MORE SIGNIFICANT CHANGING AT THE ELEMENTARY LEVEL.

I UNDERSTAND THAT'S STILL THE PARAMETER GOING FORWARD.

>> CORRECT. IT IS A CHICKEN AND EGG CHALLENGE, RIGHT? UNTIL WE KNOW HOW MANY STUDENTS ARE GOING TO BE IN PERSON, IT IS HARDER TO DRAFT A SCHEDULE. WE KNOW THERE WAS INCOMPLETE INFORMATION. FOR NOW MOST LIKELY IT WILL BE THE ALTERNATING OR CONCURRENT HYBRID MODEL WITH CONVERSATIONS OF WHAT KIDS DO WHEN THEY ARE IN PERSON AND WHAT DO THEY DO WHEN THEY ARE REMOTE? NOW THAT WE HAVE THAT WE CAN GET A MODEL THIS WEEK.

WITH THE PARAMETERS MENTIONED I TRY TO KEEP KIDS WITH THEIR TEACHERS. I WILL PULL UP A POTENTIAL ANNOUNCEMENT DATE FOR CLASSES.

>> THAT IS NOT AN EASY TASK. >> SHOOTING AGAIN BALLPARK -- WHAT WE HAVE RIGHT NOW IS HOLDING THE 12TH.

SO IT WOULD BE THE WEEK BEFORE STUDENTS RETURN.

MAYBE IT WAS A LITTLE AMBITIOUS, BUT THIS IS WHY WE HAVE A CALENDAR. JUST LOOKING AT ALL OF THE THINGS THAT HAVE TO TAKE PLACE, MAKING SURE WE HAVE A STAFF AND MAKING SURE WE HAVE A SCHEDULE THAT WILL RUN.

AND SOME KIDS WILL BE REMOTE SO WE HAVE TO ADDRESS THAT.

>> CAN YOU SAY THAT DATE ONE MORE TIME?

I AM NOT SURE I HEARD. >> YEAH.

AND THIS IS WHERE WE ARE RIGHT NOW.

THIS MIGHT CHANGE DEPENDING ON HOW QUICKLY THINGS PROGRESS.

WE ARE SHOOTING FOR FEBRUARY 12TH.

I'M SORRY -- FEBRUARY? YEAH, THIS IS LIKE 9:00.

>> I GOT YOU. >> IT IS APRIL.

APRIL 12TH. YEAH.

APRIL 12TH. >> JUST ONE OTHER THING SORT OF RELATED. WE KNOW -- OBJECT -- OBVIOUSLY

[02:10:06]

I WANT TO MAKE SURE WE UNDERSTAND IF THERE IS CONCERNS ABOUT COMING INTO -- BACK TO THE CLASSROOM FOR WHATEVER REASON I WANT TO MAKE SURE WE UNDERSTAND.

IF IT IS A CULTURAL REASON OR IF THERE IS ANY CONCERN OVER BULLYING, IT WOULD BE VERY HELPFUL TO KNOW IF THIS WAS THE REASON THAT PEOPLE CHOSE REMOTE.

I KNOW THAT'S ANOTHER SURVEY, BUT I THINK WE ARE MISSING THAT PIECE. I ENCOURAGE US TO TELL STUDENTS AND FAMILIES AS SOON AS POSSIBLE THE INFORMATION YOU HAVE AND FEEL IT IS NOT GOING TO CHANGE.

>> YES. TWO THINGS.

THERE IS ALSO ANOTHER TIER OF OUT REACH.

WE ASKED FAMILIES TO SUBMIT BY THIS DATE, BUT THERE IS A CONNECTION TO FAMILIES WHO HAVEN'T RESPONDED.

SIMILAR TO WHAT WE DID IN ELEMENTARY SCHOOLS, CALL, ASK AND THAT IS AN OPPORTUNITY TO FIND OUT WHAT IS GOING ON AND GET KIDS BACK IN. BUT WHAT I AM HEARING YOU SAY IS THERE IS ANOTHER TIER -- AND MAYBE IT IS EVEN KIDS WHO ARE COMING BACK. WHAT ARE YOUR NEEDS THAT ARE COMING BACK AND WHAT ARE THE CONCERNS OF THINGS KEEPING YOU OUT, OR EVEN COMING IN WHAT ARE YOUR CONCERNS? WE HAVE TO MAP THAT IN TO APPROXIMATELY 15,000 STUDENTS SO THERE HAS TO BE PRIORITIZATION IN THAT.

WE'LL RECORD THAT. >> I HEARD ABOUT STUDENTS TALK ABOUT RE-ENTRY ANXIETY. I HEARD STUDENTS OF COLOR SPOOK I HEARD STUDENTS OF COLOR SPEAK ABOUT THE MODEL THAT WAS

CHOSEN BY. >> YOU SPOKE ABOUT THE NEED OF DEVELOPMENT FOR TEACHERS WORKING WITH TECHNOLOGY AND THINGS. CURRENTLY ARE TEACHERS TEACHING IN THE CLASSROOMS OR DO THEY HAVE THE OPPORTUNITY

IF THEY CHOSE? >> THEY HAVE THE OPPORTUNITY

AND SOME ARE. >> IS THERE ANYWAY IN WHICH THEY CAN BUILD IT FOR THE THINGS THEY NEED TO DO.

AND HOW DO YOU LAYER THIS KNOWING IT IS COMING AND ALSO KNOWING A REMOTE LEARNING -- YOU HAVE TO BE ABLE TO SWITCH ON A DIME IN THIS AS WELL. THE HYBRID MODEL WILL HAVE TO HAVE THE CAPACITY OF A CLASSROOM TO GO REMOTE IF THERE IS AN ISSUE OF AN OUTBREAK BREAK -- OUTBREAK.

IS THERE A WAY TO JUMP START THAT?

>> YES, EMILY YOUNG HAS BEEN ON THIS EVEN BEFORE WE ANNOUNCED. SHE HAS DEVELOPED AND IN FACT THEY DEVELOPED A WHOLE SERIES OF SYN NCHRONIST AND ASYNCHRONIST. YOU HAVE TO REMEMBER THAT PEOPLE ARE AT DIFFERENT STAGES OF READINESS.

SOME ARE WORKING SO HARD AND THEY SAY I AM GOING TO A FOUR-HOUR TRAINING. AS SOON AS WE HAVE THE MODEL SHE SAYS TELL ME WHEN YOU HAVE IT BECAUSE I WILL GO IN HIGH GEAR AND START BUILDING OUT THE TRAINING AND THE RESOURCE THAT'S TEACHERS NEED TO BE SUCCESSFUL.

SOME OF THE THINGS WE LEARNED WE HAVE DONE GOOD THINGS.

WHEN YOU DO THESE STAGES, THE STAGE-BASED APPROACH YOU LEARN FROM THE GROUPS THAT CAME BEFORE YOU.

WHAT WE LEARNED FROM K-1 AND EVEN FROM 2-5 THAT YOU HAVE TO WALK THIS FINE LINE BETWEEN MAKING SURE PEOPLE HAVE THE SKILLS THEY NEED BUT ALSO THEY NEED THAT TIME TO WORK TOGETHER AND PROBLEM SOLVE ON THEIR OWN.

WE HEARD EMAILS FROM TEACHERS GIVE ME THE AUTHORITY TO GO IN AND FIGURE THIS OUT. CLEAR THE WAY OF MEETINGS AND BUREAUCRACY. WE ARE WALKING THE LINE OF MAKING SURE THEY HAVE TIME AND MAKING SURE THERE IS TRAINING AND MAKING SURE PEOPLE WHO NEED SPECIFIC TRAINING LIKE HOW TO USE A SMART BOARD AND HOW TO USE TEAMS BECAUSE YOU ARE BRAND-NEW NEW THAT -- BRAND-NEW THAT THEY ARE TARGETED AND THEY REQUIRE TRAINING.

I THINK WE ARE IT. I CAN'T SAY ENOUGH ABOUT EMILY AND THE WORK SHE HAS DONE. SHE IS READY TO GO.

>> THANK YOU. APPRECIATE A FEW MORE DETAILS ABOUT HOW THAT IS PLAYING OUT.

THAT IS A KEY ROLE AND WE ASKED A LOT OF OUR STAFF TO FLIP MANY TIMES AND TAKE ON A LOT OF NEW THINGS AND NEW WAYS AND FAMILIES AND STUDENTS AND THIS REALLY IS ONE MORE.

IT IS ACTUALLY A NEW METHODOLOGY OF TEACHING.

LET'S BE CLEAR. RECOGNIZING THAT IS IMPORTANT. APPRECIATE THAT THAT IS

THOUGHT OF. >> AND RECOGNIZING THAT IT IS NOT IN DIRECT RESPONSE TO YOUR QUESTION, BUT IT IS CONTEXT FOR MANY OF OUR SECONDARY SCHOOLS THE ACTIVE BOARDS, THE

[02:15:04]

SO EVEN IF THEY ARE TEACHING IN THE CLASSROOM THEY MAY NOT BE USING THE SMART BOARD LEZ. THAT'S WHY A TRAINING MODULE HAS TO BE -- IN TIME IT HAS TO BE PUT INTO THAT.

THEY WILL HAVE A NEW BOARD THAT THEY NEVER USED BEFORE FOR INSTRUCTION. IT IS ONE OF THE TIMING THINGS ABOUT WHEN THINGS GOT OUT AND AN OPPORTUNITY TO TRAIN.

IT IS ANOTHER PIECE. >> DIRECTOR CARLSON?

>> I APPRECIATE THE BACKGROUND. THERE IS A TREMENDOUS AMOUNT OF HARD WORK THAT HAS GONE ON.

I FEEL THERE IS ONE PIECE OF THE LEAD THAT MAY HAVE GOTTEN BURIED HERE. WE KNOW SECONDARY IS SOMETHING WE WERE IN THE PROCESS OF STARTING TO ADDRESS AND NOW WE HAVE TO DO IT ON AN ACCELERATED TIMELINE DUE TO THE GOVERNOR'S DECREE. THE GOVERNOR'S DECREE HAS ALSO FORCED -- AND THIS IS WHAT I WANTED TO CLARIFY -- SOME OF OUR ELEMENTARY WE ALREADY HAD IN PROCESS WILL HAVE TO BE REVISITED AND CHANGED AGAIN. I WANT TO GET AS CLEAR A VIEW AS POSSIBLE. K-1, WE HAVE A SYSTEM IN PLACE. AS I UNDERSTAND IT DOES NOT REQUIRE CHANGES UNDER THE GOVERNOR'S DECREE.

ARE WE GOING TO REVISIT THAT? I AM ASSUMING WE ARE NOT REVISITING IT BEFORE WE SOLVE THE OTHER THINGS.

IF -- ANYWAY, I JUST WANT TO GET A VERY CLEAR STATEMENT ABOUT FOR OUR K-1, 2-3 AND 4-5 PARENTS, WHAT SHOULD THEY EXPECT TO CHANGE FROM WHAT THEY ARE READY TO HANDLE?

>> WHEN YOU THINK ABOUT THE SYSTEM EVERYTHING PLAYS OFF OF EACH OTHER. ONE OF THE THINGS WE WOULD NOT BE ABLE TO ACCOMPLISH IS DIFFERING SCHEDULES WITHIN ELEMENTARY. BECAUSE OF THE 2-5 PIECE RIGHT NOW THEY ARE SCHEDULED TO BE ON CAMPUS FOR THREE HOURS AND 15 MINUTES OR WHATEVER THAT IS.

THAT DOES PRESIDENT MEET -- THAT DOESN'T MEET THE MINIMUM THRESHOLD OF THE GOVERNOR SO WE WILL REVISIT THAT.

IN CONTEXT WITH THAT, WE CAN'T LEAVE K-1 THE SAME.

THEY NEED TO BE ON THE SAME BUS SCHEDULE.

THAT WOULD BE A FOUR-TIER BUS SYSTEM.

K-1 WOULD HAVE TO START 45 MINUTES TO AN HOUR BEFORE 2-5. IT ALL HAS TO WORK TOGETHER.

BECAUSE OF THE 2-5 NEEDING TO BE ADDRESSED IT WILL CAUSE US TO NEED TO ADDRESS K-1 AT THE SAME TIME.

>> SO THAT'S THE FIRST PIECE. EVERYBODY CAN EXPECT SOMETHING TO CHANGE RELATIVE TO WHAT WE THOUGHT WE WERE GOING TO GET.

THE SECOND PIECE TO THIS IS AROUND ELEMENTARY WE HAD PARENTS OPTING FOR FULL VIRTUAL VERSUS HYBRID AND WHATEVER IT BECOMES. FULL VIRTUAL WILL STAY FULL VIRTUAL FOR THE REST OF THE YEAR.

BY MY READING OF THE DECREE SOMEBODY DOES PRESIDENT HAVE TO BE ON -- DOESN'T HAVE TO BE ON CAMPUS IF THEY DON'T WANT.

>> CORRECT. AND IT REQUIRES US TO OFFER A

FULL REMOTE OPTION. >> ONE IMPORTANT DIFFERENCE THERE IS WE HAVE STAFFED THOSE OUT.

WE HAVE TEACHERS FULLY REMOTED -- REMOTE AND STUDENTS ARE FULLY REMOTE. WHEN YOU GET TO SECONDARY IT GETS TRICKY. ONE OTHER THING TO SAY ABOUT K-5 WE ARE STARTING THE WORK TOGETHER TO GO THROUGH THE LOU'S FOR K-1 AND 2-5. LUNCH GETS IN THERE AND PLANNING GETS IN THERE AND SO WE WILL SCOUR ANYTHING IMPACTED BY THE GOVERNOR'S ORDERS WILL HAVE TO BE

REVIEWED AND ADJUSTED. >> THANK YOU.

>> ANY LAST QUESTIONS FROM BOARD MEMBERS?

>> NOT REALLY. I THINK WE NEED TO LET THEM GET STARTED ON THE WORK THEY HAVE TO GO.

>> I WOULD LIKE TO SAY THANK YOU FOR ALL OF THE WORK GOING FORWARD AND PUTTING THIS TOGETHER AND PROVIDING THE THOROUGH -- THERE HAS BEEN A TON OF WORK THAT HAS GONE FORWARD, THAT IS CLEAR. THERE HAS BEEN A LOT OF PRESSURE THAT HAS COME IN MULTIPLE PLACES, AND WHERE THERE IS LIGHT AT THE END OF THE TUNNEL AS SOMEBODY SAID, WE ARE STILL IN THE TUNNEL. SO WORKING IN THE CHANGES

[02:20:04]

DONE. >> HERE, HERE.

>> THANK YOU. THANK YOU DR. HOLMEN.

THANK YOU, MIKE, MATT, SALLY, JOY.

BARBARA. DID I MISS ANYONE? DALE. THANK YOU, EVERYONE.

EVERYONE STILL IN THE ROOM. OKAY.

THE NEXT ITEM ON THE AGENDA IS A STATEMENT FROM THE BOARD OF DIRECTORS ON THE PATHWAY FORWARD.

I WILL READ IT ALLOWED. IT HAS ALSO BEEN PUBLISHED ON THE BOARD DOCS PAGE AND IT IS AVAILABLE FOR VIEWING.

IT SAYS MARCH 152021 BOARD STATEMENT FROM THE LAKE WASHINGTON BOARD OF DIRECTORS.

THE LAKE WASHINGTON SCHOOL DISTRICT BOARD OF DIRECTORS WELCOMES AND SUPPORTS GOVERNOR INSLLE'S ANNOUNCED PROCLAMATION FOR ALL SCHOOL INSTRUCTION TO BEGIN IN SPRING. ALTHOUGH REMOTE LEARNING HAS WORKED FOR SOME, FOR MANY STUDENTS THE BEST MODEL OF INSTRUCTION IS IN PERSON IN A CLASSROOM WITH THEIR TEACHER.

THE GOVERNER VIEWS THE PROCLAMATION AS A MINIMUM AND NOT A GOAL. LWSD HAS STRIVED TO BE THE HIGHEST PERFORMING SCHOOL DISTRICT IN THE STATE AND WE HAVE COMMITTED TO PROVIDING EVERY STUDENT A HIGH QUALITY EDUCATION AND AN INCLUSIVE EQUITABLE AND SAFE SCHOOL ENVIRONMENT. EVEN CONSTRAINTS AND HIGH VALUES AND STANDARDS MUST REMAIN UNCHANGED.

IT IS THIS BOARD'S EXPECTATION THAT LWSD WILL EXCEED THE REQUIREMENTS OF THE GOVERNOR'S PROCLAMATION AND IMPLEMENTING IN-PERSON LEARNING THIS SPRING.

IT IS OUR EXPECTATION THAT ALL STUDENTS WHO CHUTES TO -- CHOOSE TO REMAIN IN REMOTE INSTRUCTION WILL RECEIVE HIGH-QUALITY INSTRUCTION AND SERVICES.

FINALLY, IT IS OUR EXPECTATION THAT IF HEALTH AND SAFETY GUIDELINES ALLOW, ALL STUDENTS IN ALL GRADES WILL HAVE THE OPTION FOR FULL TIME IN-PERSON LEARNING NEXT FALL.

AS A BOARD, WE COMMIT TO DOING EVERYTHING WE CAN TO ENSURE THIS WILL HAPPEN. AS PARENTS OURSELVES WE KNOW THAT THE PAST YEAR HAS PRESENTED UNIQUE CHALLENGES FOR EVERY FAMILY. WE ARE GRATEFUL TO OUR STUDENTS AND FAMILIES FOR THE RESILIENCE, GRACE AND COMMITMENT TO LEARNING. WE KNOW IT HASN'T BEEN EASY.

WE ARE GRATEFUL FOR TEACHERS AND STAFF WHO HAVE CONTINUOUSLY UH -- ADAPTED DURING THE PAST YEAR AND UNWAIVERING IN COMMITMENT TO STUDENTS.

WE KNOW THAT A SUCCESSFUL AND SAFE TRANSITION BACK INTO CLASSROOMS REQUIRES PARTNERSHIP WITH OUR TEACHERS AND STAFF AND CONSISTENT WITH THE SHARED VALUES WE EXPECT OUR DISTRICT AND LABOR PARTNERS WILL NEGOTIATE AN IN-PERSON LEARNING MODEL IN GOOD FAITH AND A FOCUS ON WHAT IS BEST FOR STUDENTS. THAT IS THE STATEMENT FROM THE BOARD OF THIS MEETING. AND THE NEXT ITEM ON THE AGENDA IS THE NON-CONSENT -- IT IS AN EQUITY UPDATE.

IT IS 9:30 AND WE HAVE BEEN GOING FOR TWO AND A HALF HOURS. WE WILL TAKE A BRIEF RECESS.

IT WILL BE FOR FIVE MINUTES. AND WE WILL RETURN AT 9:35.

WELCOME BACK. THE NEXT ITEM ON OUR AGENDA AND THE FIRST ITEM ON THE NON-CONSENT AGENDA IS AN

[G. Non-Consent Agenda]

STARTED? >> ABSOLUTELY.

I WANT TO WELCOME DIRECTOR GLUER -- GLORIA HENDERSON HERE TONIGHT. SHE CAME PREPARED TO SHARE AN UPDATE AROUND THE WORK IN HER DEPARTMENT AND REALLY HOW THE WORK IN HER DEPARTMENT TRULY INTERSECTS WITH ALL OF THE WORK WE DO IN THE DISTRICT. SHE HAS GREAT SLIDES TO SHARE WITH YOU ABOUT SOME OF THE WORK THEY ARE DOING WITH STUDENTS AND FAMILIES AND STAFF TONIGHT.

WITH THAT I'LL HAND IT OVER TO GLORIA.

>> ERIC LALIBERTE: GLORIA, I THINK YOUR MIC MIGHT BE OFF.

>> THERE WE GO. ALL RIGHT.

THANKS. AS DR. HO LMEN -- DR. HOLMEN SHARED I WILL BE HELPING MORE ABOUT OUR STUDENTS AND STAFF IN THE WASHINGTON SCHOOL DISTRICT.

I WANTED TO GROUND US IN THE ACCOUNTABILITY AND COACHING FRAMEWORK FOR OUR ADMINISTRATORS, AND OUR ADMINISTRATORS DRIVE THE WORK OF THE DISTRICT.

WHEN I THINK ABOUT THE DEFINITION OF EQUITY IT IS ELIMINATING DISPARITIES THAT OCCUR WITHIN OUR -- WITH OUR STUDENTS AND WITHIN SOCIETY. AND SO SOMETHING THAT YOU WILL SEE THROUGHOUT THIS PRESENTATION TONIGHT IS THE IDEA OF RACIAL LITERACY WHICH IS REALLY AROUND OUR LEADERS

[02:25:04]

AND THAT'S THE WORK OF EQUITY AND WE ARE CHANGING WHAT THE STATUS QUO LOOKS LIKE. THIS IS ONE OF THE FOUNDATIONS LOOKS LIKE FOR LAKE WASHINGTON.

AND SO THE PURPOSE OF OUR WORK IS TO ENSURE THAT OPPORTUNITY AS FAR AS STUDENTS ARE PROVIDED TO PROVIDE THE EQUITABLE AND EQUITABLE ENVIRONMENTS.

WE ARE INTERRUPTING THE BIASES IN THE CLASSROOMS AND OUR ENVIRONMENTS TO ENSURE THAT OUR STUDENTS ARE ABLE TO CHOOSE THEIR PATH AND TRAJECTORIES IN ASSISTED OF IT BEING CHOSEN BY SOCIETY OR BY PRE-DETERMINED FACTORS.

AND SO I WANT TO GROUND US IN AN EQUITABLE SYSTEM CHANGE FRAME -- FRAMEWORK. THIS CAN BE VISUALIZING AND NORMALIZING. WHEN I THINK ABOUT EQUITY WORK, THE EXPLICIT EQUITY WORK IT WAS UNDER DR. TRACY PIERCE IN 2017 AND THAT WAS THE IDEA WHEN WE WERE AROUND NOR MALL LIESING IT -- NORMALIZING IT WAS A PROCLAMATION AROUND RACIAL EQUITY. AND THEN OVER THE LAST THREE -- OVER THE LAST FOUR YEARS AS I THINK ABOUT DR. HOLMAN'S LEADERSHIP OF LAKE WASHINGTON WE HAVE SHIFTED ACROSS THIS CONTINUUM. FOR EXAMPLE, WITH ON GOING LEARNING AND CAPACITY BUILDING AND ROUTINE RACE-EXPLICIT CONVERSATIONS. I WANT THE SAY WHAT THAT WILL LOOK LIKE TO GROUND US. WHEN WE HAVE RACE IN EXPLICIT CONVERSATIONS IN OUR DAILY WORK, WHAT THAT LOOKS LIKE IS AS WE ARE GOING THROUGH OUR HIRING PRACTICES THAT WE HAVE CONVERSATIONS AND REFLECTIONS AROUND BIAS BEFORE OUR CANDIDATES COME INTO THE ROOM WITH THAT TRAINING AND THAT WORK IS HAPPENING BETWEEN EQUITY AND THE HUMAN RESOURCES DEPARTMENT. ALSO WE SEE THOSE EXPLICIT CONVERSATIONS WHEN IT COMES TO OUR CURRICULUM CONVERSATIONS AROUND ADOPTION AND WHAT WE ARE CHOOSING TO LEAN INTO.

ANOTHER EXAMPLE AROUND RACE EXPLICIT CONVERSATIONS WOULD BE THE PERSONAL RELATIONSHIPS, FOR EXAMPLE, MICROAGGRESSIONS MAY OCCUR. AND ANOTHER EXAMPLE OF THAT WOULD BE WHEN I THINK ABOUT OUR SPECIAL EDUCATION AND SIMILAR TO OTHER DISTRICTS IN THE STATE, IN LAKE WASHINGTON WE HAVE A REPRESENTATIVE OF LATINO AND LATINX AND AFRICAN-AMERICAN POPULATIONS. WE DON'T SHY AWAY FROM THAT.

WE LEAN INTO IT TO ENSURE THAT WE NORMALIZE IT SO IT IS NOT A SURPRISE THAT WE ARE MAKING CHANGES.

I WANTED TO GIVE A COUPLE OF EXAMPLES OF WHAT THAT LOOKS LIKE AND THEN THE PRESENTATION.

OVER THE LAST COUPLE YEARS WE ARE SHIFTING INTO THE ORGANIZATION AND OPERATIONAL LIESED STAGE.

IN THIS PRESENTATION YOU WILL SEE WE WILL TALK ABOUT WHAT DOES AUTHENTIC ENGAGEMENT WITH OUR STAKE LOCALED -- STAKEHOLDERS LOOK LIKE AND A FOCUS ON WHAT OUR EQUITY LEADERSHIP LOOKS LIKE. WE KNOW EQUITY EXISTS NOT JUST IN ONE DEPARTMENT, BUT ACROSS OUR SYSTEM IF WE WANT TO HAVE SYSTEMIC CHANGES FOR THE STUDENTS.

YOU NOTICE COMING UP OUR RESOURCES HAVE SHIFTED AND PROGRAMS HAVE SUPPORTED MORE EQUITABLE OUTCOMES AROUND THE NARRATIVE. BECAUSE WE WANT THE SHIFT AND HOW WE DO OUR WORK IN LAKE WASHINGTON WE NEED TO MOVE FROM THE IDEA OF EQUALITY, FOR EXAMPLE WHERE EVERYONE HAS THE SAME BIKE, FOR EXAMPLE, TO EQUITY WHERE WE GIVE ALL STUDENTS WHAT THEY NEED AND ALL FAMILIES WHAT THEY NEED IN A DIFFERENTIATED MODEL TO ENSURE THAT EVERYONE HAS THEIR NEEDS MET. I THINK ABOUT THE QUOTE THAT SAYS YOU DON'T HAVE TO CHANGE THE STUDENT POPULATION TO GET RESULTS. YOU HAVE TO CHANGE THE CONDITIONS UNDER WHICH THEY LEARN.

TYPICALLY OUR SYSTEM AND IN OUR COUNTRY, IT IS MADE FOR -- DEVELOPED FOR A CERTAIN CLASS AND CERTAIN GROUPS OF STUDENTS. IN MANY SYSTEMS, IT IS IGNORED LIKE THE ELEPHANT IN THE ROOM.

WE ARE TURNING TOWARD THE ELEPHANT IN THE ROOM TO SEE HOW DO WE CHANGE THE CONDITIONS? OUR STUDENTS AND OUR FAMILIES DON'T NEED TO BE FIXED.

WE NEED TO CHANGE THE CONDITIONS UNDER WHICH THEY LEARN SO THEY CAN THRIVE AND NOT JUST SURVIVE.

THIS IS OUR CHART FOR OUR DEPARTMENT.

TWO YEARS AND EIGHT MONTHS AGO IS WHEN I STARTED IN LAKE WASHINGTON AND IT WAS ONLY ME AND ABOUT 9 PROGRAM THAT'S WERE PUT TOGETHER TO SERVE STUDENTS.

[02:30:01]

AND SO THIS IS A SNAP SHOT OF WHAT IT LOOKS LIKE TO GROW IN ALMOST THREE YEARS. NOT OUT OF GROWING A DEPARTMENT BUT KNOWING OUR FEEDS ARE SHIFTING AND BECOMING MORE DIVERSE WITH THE NEEDS.

AND SO I WANTED TO CENTER ON THIS.

AND THIS IS NOT MY WORK. THE WORK WE HAVE BEEN DOING ON BUILDING OUR EQUITY TEAM IS FIXING AND COLLABORATING WITH THE YOUTH, FAMILIES AND COMMUNITIES.

TYPICALLY FAMILIES ARE SEEN AS BENEFICIARIES AND WE ARE BESTOWING SOMETHING TO THEM. AND WE THINK ABOUT TECHNICAL CHANGING OF HOW WE DO LITTLE THINGS TO FIX AND TAKE AN APPROACH THAT EDUCATORS ARE THE BESTOWERS OF KNOWLEDGE.

AND WE SHIFT THAT AROUND CO COLLABORATION AND THAT'S WHAT WE NEED WITH SYSTEMIC CHANGE. WITH THE ADAPTIVE PIECES WE ARE BUILDING CAPACITY AND RELATIONSHIPS WITH A BROAD GROUP OF STAKEHOLDERS. THE FAMILIES THAT ARE TYPICALLY UNDER SERVED COLONIALLY UNDER SERVED, THEY CAN HELP SHAPE THE AGENDA. THAT'S WHAT YOU WILL SEE IN THE NEXT THREE SLIDES AS WE TALK ABOUT WHAT IT LOOKS LIKE TO SERVE FAMILY, STUDENTS AND STAFF.

FOR EXAMPLE, OUR STUDENTS WHEN WE THINK ABOUT SHIFTING WHAT STAKEHOLDER WORK LOOKS LIKE, IT IS BECAUSE WE WANT TO BE STUDENT CENTER -- STUDENT CENTERED AND DO WORK WITH THEM AND NOT TO THEM. ONE THING IS THE STUDENT ADVISER COMMITTEE. THAT IS IN COLLABORATION BETWEEN PROFESSIONAL LEARNING DEPARTMENT AND OUR EQUITY TEAMS ARE BUILDING AND DISTRICT ADMINISTRATORS WHERE THE STUDENTS TAKE THE FRONT SEAT IN THE WORK AND DRIVING THE AGENDA ABOUT WHAT THEIR NEEDS ARE.

SOMETHING ELSE I WOULD LIKE TO HIGHLIGHT FOR EXAMPLE IS OUR LATIN X CAFE THAT IS NEW FOR THE DISTRICT.

AT ONE OF OUR SCHOOLS WE HAVE A FAMILY FACILITATOR THAT FACILITATES SESSIONS WITH STUDENTS THAT IDENTIFY AS LATINO AND HISPANIC AND LATINX.

WHAT I AM PROUD OF IS WE ARE STARTING THE CROSS LEVEL MENTORING PROGRAMS THAT IS CULTURAL RESPONSIVE TO THE WORK WE WANT TO DO. AND WE ALSO KNOW THAT AS A SYSTEM THAT WE NEED TO LEAN MORE TO RESTORE TIFF JUSTICE TO BUILD TRUST WITH OUR STUDENTS.

AND OUR STUDENTS ARE AT THE CENTER OF THIS WORK WHICH IS IMPORTANT WHEN YOU THINK ABOUT THE POLICY WORK THAT'S COMING UP. I WANTED TO HIGHLIGHT SOME OF THOSE THINGS AND TAKE MORE QUESTIONS AROUND THAT.

I WANTED TO CENTER SOME OF THE WORK WE ARE DOING BECAUSE TYPICALLY THIS DOESN'T OCCUR AS OFTEN AS WE WOULD WANT IT TO. THIS IS A BIG SHIFT IN THE SCHOOL DISTRICT. NEXT I WANT TO HIGHLIGHT PARENTS AND FAMILIES AS COLLABORATORS.

FOR ME THERE ARE THREE THEORIES OF CHANGE HOW WE SHIFT WITH OUR FAMILIES FROM BEING BENEFICIARIES AND CO-COLLABORATORS WITH US. THIS IS EXPANDING WHAT COUNTS AS FAMILY ENGAGEMENT. HIGHLIGHT HOW TYPICALLY SCHOOLS MARGINALIZE FAMILIES AND WE NEED AN HONEST

[02:35:03]

WE WANT TO ORGANIZE THE FAMILIES FOR CHANGE.

WE ARE DOING THINGS WITH OUR FAMILIES INSTEAD OF TO THEM.

SO WHAT THIS LOOKS LIKE -- SOME OF THE WORK I HAVE LISTED AND I WANT TO CENTER ON THE WHY.

WE ARE SUPPORTED BY COMMUNITIES WHO KNOW AND LOVE THEM WELL. BY PARTNERING WITH COMMUNITIES AND FAMILIES WE ARE MORE CULTURALLY RESPONSIVE AND RESPECTFUL TO THOSE MOST IMPORTANT IN OUR STUDENTS' LIVES. THIS SEEMS LIKE SOMETHING THAT WOULD BE QUITE COMMON, BUT IT IS ACTUALLY NOT.

IT IS A PLAYINGS -- IT IS A PLACE WHERE A LOT OF FAMILIES ARE MARGINALIZED DUE TO THE HISTORICAL NATURE OF THE SYSTEM. A SNAP SHOT OF SOME OF THE WORK. WHEN I THINK ABOUT CO-COLLABORATING IT IS NEIGHBORS HELPING NEIGHBORS.

FAMILIES COME TOGETHER TO SAY THEY WANT TO HELP EACH OTHER.

THAT POWER OF COLLECTIVISM IS IN OUR COMMUNITIES.

PARENTS SAID WE WANT TO DO THIS FOR OTHER GROUPS OF FAMILIES AND HOW DO WE DO THAT? FAMILIES WHO ARE PLACED TOGETHER IN THOSE CONNECTIONS WERE MADE. AND WE ALSO THINK ABOUT OUR FAMILIES HAVE MANY NEEDS AROUND FOOD INSECURITY, FOR EXAMPLE. AND ONE OF THE THINGS I AM REALLY PROUD OF IS OUR TEAM HAS WORKED REALLY HARD TO NOT ONLY PROVIDE TO COLLABORATE WITH OUR TRANSPORTATION AND FOOD SERVICES AND WORK WITH THE PANTRY PROGRAM, BUT WORK WITH MULTIPLE DONORS TO PROVIDE GIFT CARDS FOR FAMILIES. THERE IS A SENSE OF PRIDE IN HEARING IN THAT AND WHEN FAMILIES PURCHASE FOODS IT IS MORE CULTURALLY AWARE OF THEIR NEEDS.

ANOTHER THING IS THE COMMUNITY PARTNERSHIPS.

WE HAVE A VARIETY OF PARTNERSHIPS.

FOR EXAMPLE EASTSIDE LEGAL ASSISTANCE.

AND THOSE ARE JUST A HANDFUL OF COMMUNITY PARTNERSHIPS.

THEIR WISDOM IS BROUGHT INTO THE ROOM.

INSTEAD OF US SAYING WE KNOW ANYTHING AND WE ARE BESTOWING SOMETHING ON FAMILIES. I AM EXCITED ABOUT THAT.

MORE THAN ANYTHING ELSE I THINK ABOUT BEFORE I CAME ON BOARD AND I WAS LOOKING ONLINE APPLYING FOR THIS POSITION AND THERE WAS A DISTRICT EQUITY TEAM AND THEY HAD SOME THINGS ON THERE THAT INCLUDED HAVING FAMILIES ON THERE AND BUILDING EQUITY TEAMS. IT TOOK A FEW YEARS AND WE HAD TO SET THE GROUNDWORK WITH THE SCHOOLS, STAFF AND LEADERS, BUT STARTING IN FEBRUARY, SOME EARLIER, WE NOW -- WE NOW HAVE FAMILIES ON THE BUILDING EQUITY TEAMS AND EVERY MONTH WE WILL HAVE SUPPORTEN -- SUPPORTEN GAG MENTS WITH THE FAMILIES. THAT'S WHAT IT MEANS TO CO-COLLABORATE WITH THE FAMILIES SO THEY HAVE A VOICE IN THE ROOM AND THEIR WISDOM IS THERE AND HAVING A PLACE AT THE TABLE INSTEAD OF ALWAYS HAVING TO BRING A KNIFE AND A FORK. SOMETHING ELSE I AM PROUD OF IS WE HAVE A LOT OF FAMILIES OF COLOR ACROSS OUR DISTRICT AND SOME ARE GRASSROOTS AND MANY ARE IN OUR SCHOOLS AND SO PEOPLE ARE COMING TOGETHER TO MAKE EDUCATION A PICTURE OF WHAT THEY EXPECT FOR THEIR STUDENTS.

AS I SHIFT TO WHAT OUR STAFF WORK LOOKS LIKE I WANT TO CENTER ON A CYCLE OF CULTURAL COMPETENCY.

I CALL IT CULTURAL HUMILITY. WE LEAN INTO IT AS A SCHOOL DISTRICT AND WE KNOW -- MANY OF US HAVE BACHELOR'S DEGREES AND MASTER'S AND DOCTORATES, SOME OF US, BUT IT DOESN'T MEAN WE KNOW EVERYTHING ABOUT EVERY SUBJECT.

WE HAVE TO ENGAGE WHAT OUR AWARENESS IS.

FOR EVERY SITUATION AND FAMILY AND SUBJECT WE ENTER INTO, THIS GROUNDS OUR WORK AS A DISTRICT OF LEARNERS.

WE WANT THE HUMILITY TO BE THERE SO WE CAN SERVE ALL STUDENTS AND FAMILIES. AND SO WITH THAT I WANT TO SHOW YOU A LITTLE OF WHAT WE ARE DOING WITH OUR STAFF AND ADMINISTRATORS. AND FOR OUR WORK TO BECOME -- TO BE SUSTAINED AND SUB STAN -- SUBSTANTIVE.

WE NEED THE HEIGHTENED SENSE OF DEEPER LEARNING AND THE

[02:40:01]

AND AS YOU CAN SEE THAT WE HAVE OUR BUILDING EQUITY TEAMS GOING AND BUILDING EQUITY WORK.

WHAT IS IMPACTFUL IS ANTI-RACIST LEADERSHIP EXPERIENCES MEANS THE WRORK OUR -- THE WORK OUR BUILDING LEADERS ARE DOING IS CONNECTED TO THE EXPERIENCES IN OUR BUILDING. THE WORK REMAINS -- THE WORK CONTINUES TO GO ON IN THOSE BUILDINGS.

OTHER THINGS WE DO, CONSULTATION AND SUPPORT AND SOMETIMES SUPPORT FROM THE EQUITY DEPARTMENT.

FOR EXAMPLE, OUR PRE-SCHOOL, THEY WANTED TO DO EXTENDED LEARNING AROUND EQUITY IN BOOK STUDY AND STAFF HOURS.

I COLLABORATED WITH THE LEADER OF THE PRE-K TO HAVE THAT GOING. I THINK WHAT IS IMPORTANT WHEN I THINK ABOUT THE QUESTION THAT'S HAVE COME UP FROM OUR COMMUNITY AND FROM THE BOARD IN THE PAST AROUND ADMINISTRATORS OF COLOR IS THAT THIS YEAR MORE ADMINISTRATORS OF COLOR WERE HIRED MORE THAN ANYONE CAN REMEMBER AND THAT'S BECAUSE OF THE WORK OF THE HUMAN RESOURCES AND ADMINISTRATORS IN THE EQUITY DEPARTMENT TO BE STRATEGIC ABOUT THAT. AND WITH THAT DR. HOLMEN AND JOHNNY FOO WORK ON ADMINISTRATION OF A STAFF OF COLOR TO KNOW WE WANT TO CONTINUE TO GROW THEM BECAUSE DIVERSITY IS OUR STRENGTH. I AM HONORED THAT THIS IS THE WORK THAT WE ARE DOING THAT IS REFLECTIVE OF WHAT THE COMMUNITY HAS ASKED OF US. AND SO AS I CLOSE OUT, HOPEFULLY YOU WILL SEE THAT WE ARE PROVIDING THE WORK -- DOING THE WORK TO CLOSE THOSE OPPORTUNITY GAPS.

WE HAVE AN INCLUE -- INCLUSIVE AND LEARNING WORK ENVIRONMENT FOR STUDENTS, STAFF AND LEADERS.

OUR GOAL IS TO REMOVE THE PREDICT BUILT AND EXAMINE OUR OWN BIASES. OUR STUDENTS ARE CULTIVATING THE GIFTS AND CHOOSING THEIR PATH.

AS I CLOSE, I AM WITH TONY MORRISON AND SHE SAYS IF YOU ARE FREE, YOU NEED TO FREE SOMEBODY ELSE.

IF YOU HAVE SOME POWER, THEN YOUR JOB IS TO EMPOWER SOMEBODY ELSE. WHEN I THINK OF THAT POWER IT MEANS CO-CONSTRUCTING AND IT MEANS FORMING A COALITION.

IT MEANS SHARED RESPONSIBILITY AND IT MEANS HAVING A PLACE AT THE TABLE. SINCE WE, EDUCATORS IN THIS ROLE, WE NEED TO SHARE THE POWER TO ENSURE STUDENTS AND FAMILIES HAVE EQUITABLE EXPERIENCES WITHIN THE LAKE WASHINGTON SCHOOL DISTRICT. IF WE ARE FREE, YOU NEED TO FREE SOMEONE ELSE. IF YOU HAVE THE POWER, THEN YOUR JOB IS TO EMPOWER SOMEONE ELSE.

HOPEFULLY AS AN EQUITY TEAM WE DO THAT ACROSS THE SYSTEM TO ENSURE ALL OF THE STUDENTS GET TO CHOOSE THEIR PATH.

THANKS. >> ROUND OF APPLAUSE.

>> WE ARE A SMALL, BUT MIGHTY TEAM.

>> ERIC LALIBERTE: WOW. THAT WAS EXCELLENT.

THAT WAS REALLY INSPIRING. ANY QUESTIONS FROM THE BOARD?

>> I DO HAVE A QUESTION. I'M GONNA TRY AND -- I DON'T THINK I'M ON THE RIGHT PRESENTATION, BUT THERE WAS A SLIDE YOU WERE DESCRIBING ALL OF THE STAFF MEMBERS YOU HAVE ADDED OVER THE LAST COUPLE YEARS.

DO YOU MIND -- CAN YOU GET TO THAT SLIDE?

>> SURE. >> THANK YOU.

>> THERE WE GO. >> THERE WE GO.

THIS IS AN AMAZING AMOUNT OF PEOPLE THAT ARE NOW ON BOARD TO HELP THE DISTRICT ADVANCE OUR EQUITY THROUGHOUT THE DISTRICT, SYSTEMIC EQUITY. I'M CURIOUS ABOUT FAMILY ENGAGEMENT. ACTUALLY, I AM NOT CURIOUS ABOUT THAT PIECE. I AM CURIOUS ABOUT IS THERE SOMEBODY IN A ROLE HERE THAT A PARENT CAN REACH OUT TO

DIRECTLY? >> YES.

WE HAVE KATHERINE CRUZ WHO IS AT THE DISTRICT LEVEL FOR FAMILY OUT REACH. AND THEN TAYLOR, DONNA SERGIO AND KELLY. WHAT IS INTERESTING ABOUT THIS YEAR, AND MATT MADE IT HAPPEN.

TYPICALLY SOME OF THE PEOPLE IN THE ROLE AS CLASSIFIED STAFF AND FACILITATORS THEY WOULDN'T NECESSARILY HAVE CELL PHONES. WHAT THE DIFFERENCE WAS THIS YEAR IS THOSE FOUR STAFF MEMBERS AND KATHERINE, THEY HAVE DISTRICT CELL PHONES AND THEY CAN -- FAMILIES IN

[02:45:05]

WE HAVE DONE DROP IN SESSIONS WITH THE ADMINISTRATORS.

IF PARENTS HAVE CONCERNS OR NEEDS, ESPECIALLY IF IT IS NOT THE TWO TITLE ONE SCHOOLS WHERE THERE ARE FACILITATORS THERE AND LIAISONS, THAT THE COUNSELORS, THE PRINCIPALS THAT THEY WORK WITH, THE EQUITY AND FAMILY ENGAGEMENT FACILITATORS, WE ARE NOT TAKING THE WORK OUT OF THE BUILDING. SOMETIMES WE HAVE THE HOME VISITS AND OTHER TIMES WE WILL COACH TO THE PEOPLE ON SIGHT.

THAT WAY THE CONNECTIONS ARE MADE AND SO WE WANT TO MAKE SURE WE ARE SUPPORTING THEM AT THE SAME TIME COACHING INTO THE STAFF AND THE BUILDING FOR SYSTEMIC WORK TO HAPPEN.

>> THANK YOU. THAT WAS A VERY THOROUGH ANSWER. IS IT SORT OF UP UP TO YOUR BUILDING ADMINISTRATOR TO LET PARENTS KNOW ABOUT THIS PERSON THAT'S KIND OF AN OUT REACH, OR A PERSON THEY CAN TALK TO, ONE OF THE PEOPLE WITH THE CELL PHONE?

>> OUR COUNSELORS AND OUR BUILDING ADMINISTRATORS HAVE THE CONTACTS AND ONCE OUR TEAM MAKES AN OFFICIAL CONTACT WITH THE FAMILY, THAT FAMILY CONTINUES TO HAVE THE CONTACT INFORMATION, BUT ADMINISTRATOR DOES A DROP IN SESSION TO TALK ABOUT THE LEVEL OF SERVICE WE PROVIDE.

SOMETIMES IT IS SOMETHING WE NEED TO REPLY TO DIRECTLY.

SOMETIMES IT IS OFFERING THE DIRECTORY SOURCE.

DIRECT RESOURCE. WE HAVE A PROCESS FOR HOW THE FACILITATORS ARE CONTACTED. WE ALSO KNOW THE LEVEL OF SERVICE VARIES DEPENDING ON THE NEED OF THE FAMILY TO ENSURE WE ARE NOT TAKING THE CONNECTIONS FROM THE BUILDING. WE PROVIDE THE LEVEL OF SERVICE DEPENDING ON THE NEED.

>> THANK YOU. >> I AM BLOWN AWAY BY THE SCOPE OF THIS. I DON'T WANT TO DISMISS HOW MUCH HAS BEEN DONE. I HAVE A DUMB QUESTION.

THAT IS WE HAVE AVENUE -- WE'VE GOT FOR EXAMPLE TWO TITLE ONE SCHOOLS. EACH SCHOOL HAS A FACILITATOR. WITHIN THE EQUITY THERE, IS THERE ANOTHER DIMENSION TO THIS WHERE IT IS JUST LOW INCOME FAMILY OUT REACH GROUPS AS OPPOSED TO RACIAL IDENTITY OR IMMIGRANT OR LANGUAGE, BUT LITERALLY JUST YOU ARE LOW INCOME? EQUITY STILL MATTERS A LOT AND I'M -- I SUSPECT I DIDN'T CATCH THE RIGHT BULLET POINT.

>> AROUND HOW WE SUPPORT FAMILIES THAT ARE INCOME INSECURE, FOR EXAMPLE. WITH THAT -- A BIG PART OF THE WORK FOR THE EQUITY AND FAMILY ENGAGEMENT FACILITATORS AND KATHERINE ACROSS THE DISTRICT IS AROUND PROVIDING RESOURCE LINKS FOR FAMILIES. FOR EXAMPLE, WE HAD A FAMILY OVER THE WINTER BREAK THAT IT -- THAT P -- THAT THIS PERSON WAS HOMELESS WITH THE CHILD IN HER FAMILY.

AND SO MY TEAM, WE WORKED TOGETHER WITH DONORS TO GET THE FAMILY INTO A HOTEL AND HAD THEM SHIFT FROM THE HOME WHERE THIS PERSON WAS EVICTED.

BECAUSE OF THE ORDER THE PERSON WAS EVICTED AND WE GOT THEM INTO A HOTEL OVER THE HOLIDAY BREAK AND ALSO WAS FINDING A PLACE FOR THEIR PETS TO BE.

WORKING WITH THE FAMILY TO CONNECT TO SUBSIDIZED COUNTY WHICH IS NOT USUALLY IN OUR ROLE, BUT THAT WAS THE CASE.

AND WORKING WITH OUR SUPPORTS.

THAT'S ONE EXAMPLE. THERE ARE LAUNDRY SERVICES THAT FAMILIES NEED, RENT ASSISTANCE.

A LOT OF THE WORK -- I WOULD SAY PROBABLY MORE THAN 25% IS RELATED TO PEOPLE THAT ARE HOUSING -- HOUSING THAT ARE INSECURE AND FOOD INSECURE SITUATIONS.

AND LIKE THE PANDEMIC DEBIT CARD, WE PUT THE WORD OUT AROUND THAT AND CONNECT FAMILIES TO THOSE RESOURCES ALSO. WE NOTICE THAT THERE IS AN UP TICK IN THAT SINCE THE PANDEMIC.

>> THANK YOU. >> YEAH.

THANK YOU. IT SOUNDS LIKE A VERY HOLISTIC APPROACH. IT IS NICE TO SEE HOW IT HAS

[02:50:01]

>> CAN YOU REPEAT THAT? >> THE CROSS LEVEL MENTORING

PROGRAM. >> CROSS LEVEL.

OH THE MENTORING. I FORGOT MY HEARING AIDE.

I AM SO USED TO HAVING IT IN. I'M SORRY I HAVE TO RELISTEN TO WHAT YOU SAID. CROSS LEVEL MENTORING.

ONE OF MY SPECIALISTS, KELLY, SHE IS WORKING WITH THE LITERACY AND THE INTERVENTION TEAM TO THINK ABOUT -- TO WORK WITH OUR ELL STUDENTS. WE HAVE STUDENTS WHO HAVE EXITED OUT OF ELL AND THEY ARE ON THE FOURTH LEVEL.

THEY CONNECT WITH STUDENTS AT DIFFERENT LEVELS IN THE ELL PROGRAM WE CONTACTED ONE OF MY OTHER FACILITATED WITH A GROUP THAT BRINGS MENTOR SHIP FROM HIGH SCHOOL TO MIDDLE SCHOOL STUDENTS. THE HIGH SCHOOL STUDENTS SUPPORT MENTOR SHIP WITH THE MIDDLE SCHOOL STUDENTS.

IT IS CUL RESPONDED AND -- CULTURE RESPONDED AND WITH THAT WE HAVE WORKING WITH THAT ORGANIZATION TO BRING THAT MENTOR SHIP PROGRAM TO THE DISTRICT.

ALSO WE HAVE A COUPLE OF MIDDLE SCHOOLS THAT HAVE MENTOR SHIP PROGRAMS WITH THE ELEMENTARY SCHOOLS.

AS WE GROW IT OUT AND THE BUDGETING INCREASES WILL CHANGE THAT. WE ARE LISTENING TO THE STUDENTS AND OUR FAMILIES ABOUT WHAT THEIR NEEDS ARE AND TRYING TO GROW OUT THINGS FROM THAT.

WE ARE BEING RESPONSIVE TO THE COMMUNITY.

>> THAT'S FABULOUS. APPRECIATE THE WHOLE RESPONSIVE PIECE BEHIND THIS AND THE WAY IT IS BUILDING OUT TOVMENT REMEMBER BACK TO 2017 WHEN WE WERE TALKING THAT WAS FOUR YEARS AGO THAT THIS BECAME MUCH MORE INTENTIONAL WORK. IT IS GREAT TO SEE THAT START TO PLAY OUT IN THIS WAY. ONE PIECE I WILL PUT UP TO THE BOARD IS WHERE ARE WE CURRENTLY AT WITH OUR EDUCATIONAL EQUITY POLICY THAT WE WERE LOOKING AT DEVELOPING? WHAT IS OUR NEXT STEPS WITH THAT? I'M NOT SURE IF YOU CAN ANSWER THAT, GLORIA.

THAT'S SORT OF OUR ROLE. I KNOW THE PANDEMIC HIT, AND WE WERE DOING WORK, BUT IT IS UNCLEAR WHAT OUR NEXT STEPS ARE. I LOOK AT SOME OF THIS AND I THINK WHAT DO WE NEED FOR THE POLICY.

AND MAYBE WE SAVE THIS UNTIL WE ARE DONE HERE IF WE HAVE

ANY QUESTIONS. >> I CAN QUICKLY RESPOND.

>> OKAY. >> THE EXTENDED STUDY SESSION WAS THE NEXT STEP IN THE EQUITY POLICY WORK.

WE WILL NEED TO GET THAT PIECE RESCHEDULED RELATIVELY SOON.

IT REALLY IS THE BOARD COMING TO A LEVEL OF AGREEMENT AROUND VALUE STATEMENTS THE BOARD IS GOING TO BE DOING YOUR NEXT SET OF LINKAGES WITH THE COMMUNITY.

WE'LL FIGURE OUT WHAT THAT LOOKS LIKE AND BOARD ROLE AND THINGS LIKE THAT. THAT'S ABSOLUTELY THE NEXT

STEP IN THE PROCESS. >> WE'LL GET THAT BACK INTO THE WORK PLAN FOR AN UPCOMING MEETING.

TBD. I AGREE WITH THE SENTIMENT AND THAT'S WHERE OUR WORK NEEDS TO PROGRESS.

>> THEY WORK WELL TOGETHER. >> AND THAT'S ONE OF THE CHALLENGES. THE CHALLENGE IS THEIR TIME IS A LIMITING RESOURCE. WE CANCELED THE EXTENDED WORK SESSION TO ALLOW THEM THE SPACE TO NOT PREPARE FOR SOMETHING THAT DIDN'T NEED TO BE DONE BY THE 19TH OF APRIL. HOPEFULLY WE CAN GET BACK ON

THAT. >> YES.

>> I DON'T HAVE ANY QUESTIONS.

THANK YOU. >> THANK YOU.

IT WAS REALLY INSPIRING. >> THAT WAS INCREDIBLY IMPRESSIVE. THAT'S ALL I WANT TO -- PHENOMENAL WORK BY ALL IN PULLING THAT ALTOGETHER AND THE CLEAR VISIONING AND THE PROCESS OF PULLING THAT THROUGH AND REALLY THINKING ABOUT OUR COMMUNITY AND OUR FAMILIES AND OUR STUDENTS. EXCELLENT.

>> WHEN YOU THINK ABOUT SYSTEMIC CHANGE IT IS EXCITING TO SEE GLORIA AND HER WORK. I HOPE SHE FEELS THE PARTNERSHIP HERE IN THE DISTRICT.

IN HER LEADERSHIP OF THIS WORK AND KNOWING IT IS TRULY EVERYONE'S RESPONSIBILITY YOU -- RESPONSIBILITY.

YOU CAN SEE GLORIA'S DEPARTMENT AND IT WAS A DEPARTMENT OF ONE WHEN IT STARTED.

AND NOTHING IS A LIGHT SWITCH.

HAD SHE HAD 10 STAFF MEMBERS ON DAY ONE I AM NOT SURE IT WOULD LOOK LIKE THIS. IT IS THE CONSTANT GROWTH OVER TIME. IT IS EXCITING TO SEE.

I WROTE DOWN A FEW WORDS AS SHE WAS SPEAKING, PERSISTENCE,

[02:55:02]

>> ERIC LALIBERTE: GREAT. THE NEXT ITEM ON THE AGENDA IS PUBLIC AND COMMUNITY AFFAIRS. DIRECTOR SAGE, DO YOU HAVE

[H. Public and Community Affairs]

ANYTHING TO REPORT? >> I DID.

LET ME SEE HOW MANY PAGES AGO THIS WAS.

WRONG NOTEPAD. SO TODAY AS I REFERENCED EARLIER SOME MEMBERS -- WE INCORPORATE FIVE DIFFERENT LEGISLATIVE DISTRICTS AND TODAY WAS THE 41ST LEGISLATIVE SESSION WITH REPRESENTATIVE MY -- MYLAN TY. MERCER WAS REPRESENTED AND OF COURSE, ME, LAKE WASHINGTON. ONE OF THE THINGS THAT REPRESENTATIVE TY SPOKE TO US ABOUT WAS THE SENATE BILL 5030 WHICH I BELIEVE -- WAS THAT THE TRANSPORTATION? I AM DRAWING A COMPLETE BLANK.

5138. OKAY.

IF -- IT COULD BE. IT HAS BEEN A LONG NIGHT.

IT HAS BEEN A LONG WEEK, ACTUALLY.

AND IT IS ONLY MONDAY. I AM GOING TO THE NEXT ONE AND WE'LL PULL THAT UP LATER. THE SUBSTITUTE HOUSE BILL 1176 REGARDING REVISED CREDITS FOR GRADUATION AND ADDITIONAL PATHWAYS FOR GRADUATION AND THEY CALL IT PERFORMANCE EXHIBITION. IT IS MORE OF A MASTERY-BASED LEARNING. IF YOU CAN SHOW YOU HAVE MASTERY CONTENT IT IS A WAY YOU CAN SHOW COMPETENCY AND RECEIVE YOUR DIPLOMA. IT ALSO MODIFIES THE NUMBER OF CREDITS THAT YOU WOULD HAVE TO HAVE TO GRADUATE SO LONG AS THEY ARE NOT CORE CREDITS YOU NEED TO GRADUATE.

INTERESTINGLY ENOUGH IS THE WAIVER THAT MODIFIES THAT FOR THIS YEAR'S SENIORS. THEY ARE ASKING IT COULD BE APPLIED TO 2019 AND 2020 FOR STUDENTS WHO ARE STILL WORKING ON THEIR DIPLOMA AND HAVE NOT FINISHED IT YET WHICH MAKES SENSE. WE HAD BIG NEWS OUT OF THE GOVERNOR'S OFFICE THIS LAST WEEK.

I THINK WE'VE DISCUSSED THAT PRETTY INTENTLY, AND I THINK THE BOARD'S STATEMENT ADDRESSES THE BOARD'S FEELINGS AND HOW WE MOVE FORWARD AND HOW WE MOVE FORWARD WITH THE GOAL BEING AS MUCH AS POSSIBLE IN TURN -- IN PERSON FOR OUR STUDENTS AND THE MINIMUM IS NEVER ANYTHING THAT LAKE WASHINGTON HAS STRIVED TO BE. IT HAS STRIVED TO BE MORE AND I KNOW THAT'S A BIG ASK AND I THANK YOU FOR WORKING ON IT.

>> ERIC LALIBERTE: ANYONE ELSE HAVE ANYTHING FOR UPDATE ON

[I. Closing Items]

I WILL BE BRIEF. I WANT TO THANK EVERYONE IN THE ROOM RIGHT NOW. THAT'S, EIGHT, 9, 10 STAFF MEMBERS. I FEEL PRIVILEGED TO BE ON THE BOARD WITH EVERYONE WHO HAS BEEN WORKING UPWARDS OF 14 HOURS ALREADY TODAY. THE AMOUNT OF GRACE I KNOW IT TOOK TO SHIFT FOLLOWING THE CHANGES WITH THE PROCLAMATION AND TO HAVE A FOCUS ON WHAT IS BEST FOR STUDENTS AND HONESTLY PROBABLY PUTTING IT BEFORE YOURSELVES, I FEEL PRIVILEGED TO WORK WITH ALL OF YOU. THANK YOU FOR EVERYTHING.

OKAY. ANY OTHER BOARD MEMBER COMMENTS? UNDER THE OPEN PUBLIC MEETINGS ACT IN-PERSON BOARD MEETINGS ARE IN COMPLIANCE.

ATTEND EARS MUST PRE-REGISTER A BOARD MEETING OR STUDY SESSION. DUE TO LIMITED SEATING CAPACITY REGISTRATIONS WILL BE ON A FIRST COME, FIRST SERVE BASIS. REGISTRATIONS WILL BE ACCEPTED UNTIL 1 P.M. ON THE DAY OF THE BOARD MEETING.

OUR NEXT BOARD MEETING IS APRIL -- IS THAT RIGHT?

[03:00:07]

WE WILL BE IN TOUCH. I WILL NOW ENTERTAIN A MOTION TO ADJOURN THE MARCH 15, 2021 BOARD MEETING.

>> SO MOVED. >> SECOND.

>> AS MOVED BY DIRECTOR CARLSON AND SECONDED BY BLEISNER. INDICATE BY SAYING I.

>> I.

* This transcript was compiled from uncorrected Closed Captioning.