Apr 05, 2021 April 5, 2021 Study Session - 4:00 p.m.

[1. Opening Items/Roll Call]

[00:00:04]

>> GOOD AFTERNOON, CALLING TO ORDER THE APRIL 5, 2021, LAKE WASHINGTON SCHOOL BOARD MEETING. EVERYONE EXCEPT FOR MARK STUART

[1. Update on 9-12 English Language Arts (ELA) adoption]

HOME, THIS IS A STUDY SESSION. >>

>> TONIGHT HERE TO SHARE WITH US PROGRESS AND INFORMATION AROUND THE 9TH THROUGH 12TH GRATE ELA ADOPTION.

SO WELCOME. >> GREAT, THANK YOU.

I WILL TAKE ABOUT 20-ISH OR SO MINUTES, MAYBE A LITTLE BIT MORE OF OUR TIME TO GO THROUGH THE PROCESS OF OUR 9-12 ELA ADOPTION. A LOT OF THE INFORMATION WILL BE SIMILAR TO THE K-5 PRESENTATION THAT WE WENT THROUGH A FEW WEEKS AGO. SOME OF THE WORK THAT WE DID THROUGH THE PROCESS AND SOME NEXT WORK THAT WE HAVE FOR IMPLEMENTATION. SO OUR LAST ADOPTION FOR 9-12 ELA CURRICULUM WAS IN 2006. IN 2018-19, WE COMBINED THE MIDDLE COOL AND HIGH SCHOOL ADOPTION PROCESS.

TYPICALLY IT WOULD HAVE BEEN HIGH SCHOOL AND MIDDLE SCHOOL.

WE HAVE COMBINED CONTENT AREAS AT THE SECONDARY LEVEL BECAUSE THE LEARNING IS THE SAME. THE STANDARD IS THE SAME, THE PRACTICES ARE VERY SIMILAR ACROSS SECONDARY AND WE DON'T WANT TO HAVE A GAP IN THE WAY STANDARDS ARE LEARNED OR THE LEARNING OF TEACHERS. SO WE FORMED OUR COMMITTEE IN 2018-19. WE BEGAN OUR PROCESS.

IN 2010-2020 WE WENT INTO OUR SECOND YEAR OF WHAT WOULD HAVE BEEN A TYPICAL PROCESS WHERE WE REMEND PILOT MATERIAL BUT OUR PILOT WAS PAUSED BECAUSE OF COVID.

OUR PLAN IS FOR NEXT YEAR, IF APPROVED, WE'LL START IMPLEMENTATION OF A 9-12 ELA CURRICULUM.

WE STARTED BY REALLY DIVING INTO LEARNING AND I WILL GIVE MORE SPECIFICS IN A MOMENT. WE LOOKED AT OUR STUDENT ACHIEVEMENT DATA AND GOT INTO THINKING ABOUT EQUITABLE LEARNING PROCESSES SPECIFIC TO ELA AND HOW WE WOULD EVALUATE OUR CURRICULUM. IN 2019-20 WE GATHERED MULTIPLE RESOURCES FROM MULTIPLE PLACES TO EVALUATE THEM WHICH BROUGHT US INTO THE THIRD YEAR OF ADOPTION BECAUSE WE HAD A PAUSE IN MARCH. WHERE WE WERE RIGHT NOW IS MAKING THAT RECOMMENDATION TO THE BOARD AND PLANNING IMPLEMENTATION. WE HAD A GREAT COMMITTEE FOR THIS ONE, AGAIN. WE HAD TEACHERS, ADMINISTRATORS, COMMUNITY MEMBERS, PARENTS AND SPECIALISTS.

WE WORK TO BALANCE ALL COMPREHENSIVE HIGH SCHOOLS AND OUR CHOICE SCHOOLS. WE ALSO LOOKED TO MAKE SURE WE HAVE SPECIAL EDUCATION TEACHERS, E L TEACHERS AND THINKING ABOUT THE ADOPTION RESOURCES. WE SEPARATED OUT -- THIS WAS THE LARGE COMMITTEE OUR MIDDLE AND HIGH SCHOOL AND WE HAD JUST THE HIGH SCHOOL MEMBERS AS WELL. FOR MOST OF OUR TIME OUR WORK WAS TOGETHER SO THE HIGH SCHOOL AND MIDDLE SCHOOL COMMITTEE WORKED TOGETHER AND IT WAS ONLY WHEN WE STARTED EVALUATING RESOURCE THAT IS WE WANTED TO ALLOW FOR EACH RESOURCE FOR EACH LEVEL. SO WE HAD IT TURNED IT INTO BEING A SUBCOMMITTEE BUT WE WERE ALL WORKING TOGETHER ON THE SAME RUBRICS IN THIS ROOM FOR THE MOST PART.

LIKE I SAID T LAST ADOPTION WAS IN 2006.

IN 2013 IS WHEN WASHINGTON STATE ADOPTED COMMON CORE STATE STANDARDS SO WE WANTED TO LEARN ABOUT COMMON CORE STATE STANDARDS AND ELA. WE ALSO REALLY WANTED TO LOOK AT CURRENT EFFECTIVE AND EQUITABLE PRACTICES AND WE SPENT SOME TIME WORKING WITH RESOURCES FROM NATIONAL COUNSELLOR OF TEACHERS WITH ENGLISH. WE ALSO WORKED WITH OSPI, THE DIRECTOR OF ELA AT OSPI AND WE SPENT A FULL DAY AND A HALF OF TRAINING WITH HER BUT ALSO MULTIPLE SESSIONS IN PLANNING THE LEARNING WE WERE GOING TO DO TO MAKE SURE WE'RE REALLY

[00:05:03]

WE ALSO WORKED WITH BARBARA SOOTS AND WE WORKED WITH HER TO BE ABLE TO EXAMINE THE POSSIBILITY OF THE EDUCATIONAL RESOURCES AND BECAUSE SHE'S A GREAT RESOURCE IN LOOKING AT WHAT ARE THE INDICATORS OF EFFECTIVE CRICK RUM.

WE ALSO SPECIFICALLY AND SEPARATE FROM ENGLISH LANGUAGE ARTS WANTED THE COMMITTEE TO REALLY THINK ABOUT ISSUES OF EQUITY SO WE HAD FULL DAYS OF TRAINING WITH A GROUP CALLED EQUITY MATTERS, THINKING ABOUT THE CURRICULUM WITH MULTIPLE PERSPECTIVES AND MULTIPLE WAYS OF ACCESS, THINKING ABOUT WAYS TO ENGAGE STUDENTS SO THAT WAS HELPFUL IN TERMS OF LOOKING AT STANDARDS AND MAKING SURE WE DEEPLY UNDERSTOOD STANDARDS AND TO LOOK AT THE PRACTICES AND BOTH IN TERMS OF ENGLISH LANGUAGE ARTS AND EQUITY THAT WERE MOST CURRENT AND MOST EFFECTIVE. THESE ARE SOME OF THE SPECIFIC RESOURCE THAT IS WE USE TO INFORM THE EVALUATION RUBRICS.

WE USED THOSE IN DEFINE FINING OUR RUBRICS.

WE TOOK THE LEARNING FROM OSPI AND STANDARDS AND BUILT THEM AROUND THE STANDARD RUBRICS THAT WE HAVE.

WE GOT SUPER TIED TO THE STATE COMMON CORE STANDARDS AND LOOK SPECIFICALLY FOR EACH RUBRIC AFTER WE DEVELOP WIT TINNED CATERS WE TYPICALLY USE. WE LOOKED AT IT THROUGH AN EQUITY LENS AND LOOK AT WHAT TO BUILD INTO OUR STATE STANDARDS RUBRIC IN ORDER TO MAKE SURE IT WASN'T GOING TO BE AN EITHER/OR THING BUT LOOKING FOR EQUITY WAS EMBEDDED.

WE WANTED TO RECOGNIZE THAT CURRICULUM DOES NOT EXIST IN A VOLUME. WE LOOKED AT DAYS ANALYSIS OF STUDENT OUTCOMES TO LOOK AT THE COURSE TAKING PATTERNS, WHAT ARE GRADE ACHIEVEMENT PATTERNS AND THE SMARTER BALANCE SCORE ■ PATTERNS WE SEE AND TO THINK ABOUT THAT AS BEING INTEGRAL TO WHEN WE LOOKED AT CURRICULUM BEING ABLE TO THINK HOW WILL WE IMMEDIATE ALL STUDENT'S NEEDS. AS PART OF THE PROCESS SIMILAR TO WHAT WE DID IN MATH IS GATHER THE INTEREST OF THE COMMITTEE WHICH REALLY CENTERED AROUND ALL STUDENTS ACHIEVE AT A HIGH LEVEL. WE HAVE A PANEL PRESENTATION WE HAVE BEEN DOING IN RECENT YEAR HAVING OUR DIRECTOR OF EQUITY, DIRECTOR OF SPECIAL EDUCATION AND DIRECTOR OF ACCELERATED PROGRAMS TO WORK WITH OUR COMMITTEE SO WE UNDERSTAND EFFECTIVE CURRICULUM. AS WE WERE DEVELOPING THE CURRICULUM, DISTRICT SPECIALISTS AND MYSELF VISITED MULTIPLE CLASSROOMS. WE DID VISITS TO I THINK 20 DIFFERENT CLASSROOMS AND TALKED WITH STUDENTS THERE ABOUT THEIR EXPERIENCES AND JUST GOT A PICTURE OF WHAT WAS HAPPENING IN ELA COURSES ACROSS THE DISTRICTS AND SEVERAL TEACHERS GAVE SURVEYS TO THEIR STUDENTS AND ASKED THEM WHAT THEY WOULD LOOK FOR IN ELA CURRICULUM THAT WOULD BE EXCITING FOR THEM.

HUNDREDS OF STUDENTS WOULD SAY HERE'S WHAT WE LOVE IN A CURRICULUM AND THIS WAS SPECIFIC TO SENIORS, TO REFLECT ON THEIR 7 YEARS OF ELA LEARNING IN LAKE WASHINGTON AND WHAT WAS IT THAT THEY GOT FROM THAT? THAT WAS PART OF THE THINKING THAT WE DID TO INFORM AS WE WERE BUILDING THE RUBRICS AND THINKING ABOUT RESOURCES, GATHERING STUDENT VOICE EVEN BEFORE WE BUILT THE RUBRICS AND STARTED LOOKING AT MATERIALS.

WE ALSO HAD -- I AND OUR SPECIALIST WENT TO VISIT EVERY DEPARTMENT, WE WENT TO EACH DEPARTMENT TO HAVE A LISTENING SESSION TO ASK EACH DEPARTMENT WITH EVERYONE THERE WHAT WOULD A SUCCESSFUL ADOPTION LOOK LIKE AND WE FRAMED IT IN IF THIS ENDED REALLY WELL. WHAT WOULD THE STUDENT'S EXPERIENCE BE LIKE AFTER WE IMPLEMENTED? SO NOT EVEN LOOKING IF YOU'RE SITTING IN AN ELA CLASSROOM.

WHAT DO YOU THINK AS A STUDENT AND HOW DO EH BACKWARDS MAP FROM THAT.

AND FROM OSPI AS WE THOUGHT ABOUT CRICK LINE UP.

WHEN WE GET INTO THE SECOND WE DID AB TYPICAL PROCESS OF.

AND WE ASKED AIRA JACKSON AND BARBARA SOOTS FOR THEIR

[00:10:02]

WE EVALUATED DOWN TO THE TOP TWO FOR PILOTING AND WE STARTED WITH 14 AND I WILL SHOW YOU THE LIST IN A MOMENT.

IN JANUARY WE GOT DOWN TO PLANNING FOR PILOT, WE GOT TO FEBRUARY AND MARCH AND WE'RE RIGHT AT THE POINT WHERE HIGH SCHOOL IS JUST ABOUT TO PILOT AND WASN'T ABLE TOO, THEY WEREN'T ABLE TO FULLY WHERE WE HAD ENOUGH SOLID DATA SO WE PAUSED AND CAME BACK LATER SO WE LOOKED AT HOW WOULD WE NARROW DOWN FROM THE HUNDREDS OF RESOURCES.

THEY HAD TO BE ALIGNED TO COMMON CORE.

THEY ALSO HAD TO ALIGN TO EQUITABLE PRACTICE, THAT LINED WITH EFFECTIVE AND EQUITABLE PRACTICES AND THEY HAD TO HAVE RESOURCES THAT WERE RICH AND THEY ALSO HAD TO INCLUDE DIGITAL RESOURCES. THAT WAS SOMETHING THAT WE THOUGHT WAS ESSENTIAL IN THIS TIME.

WE ALSO LOOKED AT NEIGHBORING DISTRICTS, WE LOOKED AT ED REPORTS. WE IDENTIFIED 14 DIFFERENT CURRICULA TO EVALUATE AND NINE OF THEM WERE APPROPRIATE FOR 9-12. SO WE STARTED WITH NINE AND EVALUATED DOWN TO TWO. THIS WAS THE LIST THAT WE LOOKED ATE. ENGAGE NEW YORK AND ZILLIAN ARE BOTH OPEN EDUCATION RESOURCES. LEARN ZILLIAN GOES BACK AND FORTH DEPENDING ON THE RESOURCE. WE FOLLOWED THAT SAME PROCESS WHERE WE HAD THE DIFFERENT COMMITTEES EVALUATE ALL NINE OF THOSE RESOURCES AND EVALUATE DEEPLY ON ONE RUBRIC AND SHARE ACROSS SUBCOMMITTEES SO WE WERE ABLE TO HAVE A FULL DISCUSSION DEEPLY AND THEN BROADLY ACROSS ALL THE DIFFERENT MATERIALS.

THIS WAS THE SESSION THAT WE HAD KIND OF IN THE MIDDLE RIGHT BEFORE WE STARTED EVALUATING WITH THE DIFFERENT DIRECTORS TO THINK ABOUT INDICATORS FOR ACCESS AND LEARNING FOR ALL STUDENTS. SO THE TWO THAT WE ENDED UP PILOTING WERE MY PERSPECTIVES AND THE OTHER ONE WAS ENGAGE NY PUBLISHED BY THE NEW YORK STATE EDUCATION DEPARTMENT SO WE, AGAIN, HAD THAT SAME PROCESS WHERE ALL ADOPTION COMMITTEE TEACHERS AND ADDITIONAL PILOT TEACHERS PILOTED BOTH SETS OF CURRICULA. TEACHERS OFFERED FEEDBACK AS THEY WERE PILOTING AND EVERY OTHER WEEK AS THEY WERE PILOTING AND STUDENTS OFFERED FEEDBACK AS WELL.

WE SENT OUT A STUDENTS WHO WERE PILOTING SO WE WERE ABLE TO GET HUNDREDS OF STUDENT COMMENTINGS. ON A SCALE OF HOW MUCH THEY LIKED IT HOW MUCH IT WAS LESS ENGAGING AND WAYS THEY WANTED IT IMPLEMENTED. IT WAS REALLY, REALLY HELPFUL TO GET STUDENT VOICE WITH THAT. WE HAD 4-WEEK PILOT ROUNDS AND THEN WE RESUMED THE PILOT THIS PAST JANUARY.

WE HAD ADDITIONAL PILOT TEACHERS IN THAT TYPE AS WELL AND THE SAME THING WE WERE DOING WITH K-5 MATH, HOW DO WE GET GENUINE STUDENT VOICE IN THIS PROCESS AND MAKE A GOOD CHOICE?

>> WE GOT LOTS OF FEEDBACK LAST YEAR AND THIS YEAR, WE GOT GOOD FEEDBACK AND IN THE POWER POINT, I WON'T READ THESE TO NOW BUT THERE WAS LOTS OF POSITIVE STUDENT VOICE AND THEY LIKE THE VARIETY AND DIVERSITY OF MY PERSPECTIVES.

THE OTHER ON ENGAGE NY WERE THAT IT WAS NOT AS DYNAMIC OR VERSATILE. THEY REALLY LIKED THE ABILITY OF THE TEACHER TO BE ABLE TO USE SPECIFIC, USE A VARIETY OF ACTIVITIES THAT GAVE THEM LOTS OF DIFFERENT WAYS THAT THEY COULD ENGAGE IN THE TEXT. THEY ALSO -- THE PILOT TEACHERS ALSO REALLY LIKE IT BAA US IT'S A REALLY RICH, DENSE CURRICULUM BUT IT OFFERS MULTIPLE BATH WAYS.

IT HAS CORE RESOURCES AND AN EXTENSIVE LIST OF ADDITIONAL RESOURCES THAT ARE ACCESSIBLE. IT'S ALSO DYNAMIC.

WHAT I MEAN BY THAT IS THAT THE COMPANY HAS COMMITTED, IF APPROVED AND WE GO WITH OUR 10-YEAR CONTRACT, EVERY TIME THE RESOURCE IS UPDATED BY THE COMPANY, WE GET THE RESOURCE, WE GET THE AUTOMATIC UPDATE. ANY NEW VERSIONS THAT COME OUT IS SOMETHING THAT WE'RE ABLE TO MAKE SURE WE HAVE UPDATED RESOURCES THROUGH THE LIFE OF THE CONTRACT.

SO WE HAD UPDATES ON THE WEBSITE, WE HAD A CONNECTIONS ARTICLE. WE HAD A PARENT INFO NIGHT THAT WAS IN FEBRUARY SO WE WERE ABLE TO HAVE THAT IN PERSON AND THEN WE WERE ABLE TO SEND OUT SURVEYS AS WELL TO PARENTS AND COMMUNITY MEMBERS WITH ACCESS TO THE DIGITAL RESOURCES TO A PRETTY FINE DETAIL SO THAT WAS HELPFUL. WE HAD FOR STUDENTS, WE HAD THE CLASSROOM VISITS PRIOR TO THE PILOT.

WE HAD LOTS OF STUDENT FEEDBACK AS WE WERE NARROWING THE

[00:15:02]

SO WE GOT LOTS OF GOOD INPUT THAT WAY.

SO NEXT STEPS, IF THIS IS APPROVED, THIS IS THAT DENSE SLIDE THAT YOU SAW A FEW WEEKS AGO TALKING ABOUT K-5 MATH.

THIS NEXT STEP, I THINK I SHARED WITH YOU A COUPLE OF WEEKS AGO THIS IS A GOOD RESOURCE BUT IT'S A RESEWERS LIKE ANY IN NEED OF ADDITIONAL EVALUATION AND SUPPORT TO ENSURE THAT IT MEETS ALL OF OUR STUDENTS' NEEDS.OURC ADDITIONAL EVALUATION AND SUPPORT TO ENSURE THAT IT MEETS ALL OF OUR STUDENTS' NEEDS.

IT HAS ALL THE DIVERSITY OF VOICE AND PERSPECTIVE AND ALL THE PIECES WE WANT FOR ANY STUDENT.

WE'LL USE OSPI'S RESOURCE THEY JUST CAME OUT WITH WITH THESE DIFFERENT BULLET POINTS IN THERE.

THE OTHER THING WE WILL DO IS PRESENT TO THE BOARD.

WE HAVE A COMMITTEE OF TEACHERS EXCITED TO PRESENT TO YOU MAY 3RD. WE WILL PLAN IMPLEMENTATION.

WITH IMPLEMENTATION OUTCOMES FOR ALL STAKEHOLDERS, A CORE SET OF LESSONS WITHIN MY SPUR TECH SPECKTIVES AND UNITS AND IT'S A HUGE RESOURCE SO WE WANT TO HIT THAT BALANCE BETWEEN ESTABLISHING A CORE OF LESSON SO THERE'S A GUARANTEED AND VIABLE EDUCATION FOR STUDENTS AND THE ABILITY FOR THE TEACHER TO ENRICH, TO EXPAND, TO EXTEND, SOME OF THE THINGS UNIQUE TO THEIR CLASSROOM AND THEIR SCHOOL.

WE WILL USE THE OSPI TOOL TO IDENTIFY WHERE WE NEED MORE READINGS AND PART OF OUR ADOPTION PLANNING AND BUDGET IS TO MAKE SURE WE'RE ABLE TO ADD THOSE RESOURCES.

WE CAN ADD MORE NOVELS. WE ADD ADDITIONAL RESOURCES AND IT'S AN ON GOING PIECE OF WORK, ONGOING COMMITTEE WORK SO T NOT A 1 YEAR IMPLEMENTATION. THIS NEEDS TO BE LIKE A YEARLY MAINTENANCE TO SEE WHAT'S HAPPENING IN THE WORLD AND WHAT RESOURCES OUR STUDENTS NEED AND HAVE THAT ACTIVE HANDS ON MAKING SURE IMPLEMENTATION WORKS WELL. WE ALSO NEED TO DO THE NEXT STEPS OF VERTICAL ALIGNMENT SO OUR GOAL IS TO ADOPT MY PERSPECTIVE WITH AMPLIFY WHICH IS OUR 6-8 CURRICULUM.

WE KNOW THE STANDARDS WILL BE ALIGNED BY WE WANT THE STUDENT EXPERIENCE AND THE LANGUAGE AND THE NOVELS AND ALL THOSE PIECES TO BE ALIGNED AS WELL SO ACROSS AND VERTICALLY EVERYTHING IS ALIGNED SO STUDENTS HAVE THE DIVERSITY OF LEARNING THAT THEY NEED TO REALLY BE SKILLED IN READING AND WRITING AND CRITICAL THINKING AND THAT WAS PART OF THE FEEDBACK WE GOOD WHEN WE VISITED CLASSROOMS AND TALKED TO SENIORS.

SOME OF THEM SAID IT FEELS LIKE WE HAVE BEEN WRITER A NEAR TIFF ESSAY A ARRATIVE ESSAY A LOT, FOR 7 YEARS AND WE REALLY NEED TO WRITE OTHER THINGS AND THE COMMITTEE TOTALLY AGREES AND THAT'S SOMETHING WE WANT TO MAKE SURE HAPPENS AS WE LOOK AT VERTICAL ALIGNMENT, THINKING IN THAT 6 THROUGH 12-GRADE WHAT ARE THE DIFFERENT WRITING AND READING SPEERNS SO THAT, YES, AS A FORMER ENGLISHE SO THAT, YES, AS A FORMER ENGLISH MAJOR, I LOVE ENGLISH BUT UH STUDENTS NEED THE CRITICAL THINKING AND DIVERSITY EXPERIENCES.

ONE OF THE INTERESTING -- A COUPLE OF THINGS WE'RE ALSO GOING TO DO WITH THIS. WE'RE CURRENTLY WORKING WITH PUGET SOUND AND WITH THE ANTI-DEFAMATION LEAGUE ON THE ADDITIONAL ANTIRACIST TEACHING PRACTICE THAT WILL GO TO IMPLEMENTATION OF THIS CURRICULUM SO THAT WILL PART OF WHAT THE TEACHERS HAVE. THE OTHER PIECE IS WORKING WITH MY PERSPECTIVES TO ENSURE THEY ALSO ARE MAKING SURE THEIR RESOURCE IS DYNAMIC SO WE ASKED THEM WHAT ARE YOU DOING TO EXPAND THE LEARNING AND MAKE SURE THAT IT DOES HAVE MULTIPLE PERSPECTIVES IN IT? THEY HAD TEACHER FOCUS GROUPS GOING FOR THE PAST YEAR THAT THEY PLAN TO CONTINUE, TO GIVE FEEDBACK FOR WHAT DOES THIS CURRICULUM FEEL LIKE IN THE CLASSROOM AND HOW DO THEY NEED TO ADDRESS IT? WHAT ARE THE TYPES OF MATERIALS AND WHAT ARE THE TYPES OF INSTRUCTIONAL STRATEGIES SO THEY HAVE SHOWN THAT THEY'RE REALLY WANTING TO PUT THE EFFORT IN TO MAKE SURE THIS CURRICULUM STAYS DYNAMIC AND RICH AND WE WANT TO ALSO INCLUDE STUDENT VOICE IN IMIMPLEMENTATION AND PLANNING, STUDENTS REFLECTING BACK TO US THAT THEY HAVE HAD SIMILAR EXPERIENCES OVER THE YEARS AND IT'S IMPORTANT THAT THEY'RE ABLE TO SAY HERE'S WHAT I WANT TO LEARN AND HERE'S HOW THAT'S REFLECTED BACK.

SO WE HAVE A GROUP OF TEACHERS THAT ARE REALLY EXCITED TO SHARE THIS WITH YOU ON MAY 3RD. THIS CURRICULUM JUST WENT THROUGH IMC AND IT WAS GREAT TO GET THE THREE DIFFERENT REVOWERS AND THE INSTRUCTIONAL MATERIALS COMMITTEE TO REVIEW THIS CURRICULUM. THEY HAVEN'T SEEN ANY OF THE WORK WE'VE DONE IN ADOPTION AND THEY WERE REALLY EXCITED ABOUT THE RESOURCE AND ONE OF THEM SAID THIS WAS LIKE SPACE-AGE ELA

[00:20:06]

SO THAT'S THE OVERVIEW OF WHERE WE ARE IN THE 9-12ELA ADOPTION PROCESS. ELA ADOPTION PROCESS.

>> OKAY, WE'LL OPEN IT UP FOR QUESTIONS, ANYONE WANT TO GO

FIRST? >> CASSANDRA SAGE: YOU MAY HAVE COVERED THIS AND I MISSED IT. WITH THE NEW YORK CURRICULUM AND ALSO WITH MY PERSPECTIVE, WAS THERE ONE THAT TEACHERS OR STUDENTS FELT WORKED BETTER FOR ENGLISH LEARNERS?

>> YES. MY PERSPECTIVES THEY FELT WAS BETTER. ENGAGE NY HAS A LOT OF GREAT RESOURCES IN IT. IT'S LIKE SAN FRANCISCO UNIFIED THAT I SHARED A COUPLE OF WEEKS AGO WHERE IT'S NOT ACTIVELY MAINTAINED AND IT HAS SOME GOOD TEACHING PRACTICES IN IT BUT IT'S THE SAME TEACHING PRACTICE REPEATED A LOT SO THE PERSPECTIVE FROM STUDENTS AND TEACHERS WAS THIS GETS TO BE BORING AND REPETITIVE. MYS HAS VARYING LEVELS OF READABLE, WAYS THAT KIDS CAN GET INTO THE RESOURCES, SO REALLY CLEARLY MY PERSPECTIVES WAS THE STRONGER RESOURCE FOR ENGLISH

LANGUAGE LEARNERS. >> CASSANDRA SAGE: THANK YOU.

>> CHRISTOPHER CARLSON: DIRECTOR STUART?

>> MARK STUART: A COUPLE OF THINGS.

YOU TALKED ABOUT HOW THE STUDENTS WERE TIRED OF NARRATIVE ESSAYS AND FOR THE LAST 7 YEARS KNOW I HAVE BEEN TOLD WE BASICALLY DON'T NEED A JOIRNLISM CURRICULUM BECAUSE WE INTEGRATE THIS IN OUR ELA. I DON'T SEE ANYWHERE WHERE IT TALKS ABOUT THE JOURNALISM, WRITING SKILLS OR THE CRITICAL THINKING THAT GOES ALONG WITH IT.

NARRATIVE ESSAYS AND JOURNALISM WRITING IS TOTALLY DIFFERENT.

WE CAN SEE THAT WHERE YOU BUILD UP FROM A THEE SUSS STATEMENT TO YOUR PROOF TO YOUR FINAL CONCLUSION AND BY THE TIME THEY GET TO THE FINAL CONCLUSION, IF WE USE THAT FORMAT FOR MEMOS TO PARENTS THEY HAVE ALREADY FALLEN ASLEEP AT PAGE TWO.

I'M CONCERNED THAT WE DON'T HAVE THAT TEACHING ABILITY TO OUR STUDENTS AND ALSO IT REALLY WORKS INTO THE CRITICAL THINKING ASPECT, ALSO. THAT STYLE OF WRITING LENDS ITSELF TO CRITICAL THINKING AND I'M CURIOUS AS TO WHERE THAT IS

AT THIS POINT? >> YEAH, THAT'S DEEPLY EMBEDDED IN MANY PLACES IN THIS CURRICULUM.

IN THE COMMON CORE STAY STANDARDS, ANY OF THE RECOMMENDATIONS, IT CALLS OUT STUDENTS NEED TO BE ABLE TO READ NONFICTION AND THEY NEED TO BE ABLE TO HAVE THOSE CRITICAL THINKING SKILLS THAT ARE SPECIFICALLY CALLED OUT IN THE STANDARDS. THIS CURRICULUM HAS PLENTY OF LITERATURE BUT ALSO A TREATMENT AMOUNT OF NONFECTION AND FOR STUDENTS TO COMPARE FICTION AND NONFICTION AND BE ABLE TO DRAW CONCLUSIONS AND DO CRITICAL THINKING.

THE SKILLS NEEDED FOR JOURNALISM LIKE ANALYZES RESOURCES AND ANALYZING SOURCES AND BEING ABE TO BUILD ARGUMENTS, BEING ABLE TO ANALYZE ARGUMENTS, ALL THOSE PIECES ARE PART OF THE STANDARDS

AND PART OF THIS CURRICULUM. >> MARK STUART: THAT ALSO GOES DOWN TO THE [INDISCERNIBLE] IF YOU'RE TEACHING THEM ON NARRATIVE ESSAYS, YOU'RE NOT TEACHING THEM INVERTED PYRAMID AND TO BE QUITE FRANK, IN BUSINESS WRITING THESE DAYS, STUDENTS WILL HAVE TO DO REPORTS OR WHATEVER, THE EXES ARE NOT GOING TO WAIT FOR THE END FOR THE CLAY MAC.

>>IMAX. >> NO, AND THAT'S A THING THAT'S A STRENGTH OF THIS. THE GOAL IS TO ENSURE THAT STUDENT HAVES A WIDE VARIETY OF WRITING FOR BUSINESSES, COLLEGE, ALL THOSE PIECES. IT'S MOVING AWAY FROM HAVING THE NARRATIVE ESSAY BE THE FOCUS OF THE ENGLISH COURSE.

>> CHRISTOPHER CARLSON: ON THE LAST ITEM HERE YOU HAVE IDENTIFY WHERE MORE DIVERSE CHARACTERS ARE NEEDED.

AT FIRST I WRITE DOWN TIME LINE FOR LETTING US KNOW, BUT IT'S MORE IT PUTS A MECHANISM FOR LETTING US KNOW AND NOT BY US, LETTING THE COMMUNITY KNOW FOR THE PURPOSE OF BRINGING BROADER

VOICES TO THE TABLE. >> YEAH, THAT'S A GREAT QUESTION AND A GREAT THOUGHT. THERE ARE MECHANISMS FOR THE BOARD LIKE BOARD PIECES AND ALL THAT.

WE'LL MOVE FROM BEINGS AN ADOPTION COMMITTEE TO BEING AN

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AS WE BUILD A SCOPE AND SKEANS IN EACH YEAR IN THE HIGH SCHOOL CURRICULUM, THESE PIECES WOULD BE ADDED IN.

I THINK YOU'RE ABSOLUTELY RIGHT, IT WOULD BE IMPORTANT TO UPDATE TO SAY WE ADOPTED THIS A YEAR AGO, HERE'S OUR STEPS SINCE THEN TO BUILD AN INCLUSIVE CURRICULUM.

>> SO JUST A QUESTION IN REGARDS TO DIGITAL LITERACY, HOW IS THAT BUILT IN BEING ABLE TO GO FORWARD WITH ALL THE DIFFERENT LEARNING AND HOW DO YOU HANDLE THOSE ENVIRONMENTS?

>> RIGHT, THAT'S SOMETHING THAT'S SUPER IMPORTANT TO BE INTENTIONALLY SOUGHT. I WAS REACHING RESEARCH THAT WAS TALKING ABOUT HOW THE RESEARCH SAYS SOMETHING THAT MOST ANY ENGLISH TEACHER WOULD TELL YOU, IT'S EASIER TO READ COMPLEX TEXT IF YOU HAVE A HARDCOPY. THE PERSON I WAS WELCOME LISTENING TO THE LECTURE SAID YES, THAT'S TRUE, BUT WE ALL NEED TO DO INCREDIBLY COMPLEX THINKING WITH OUR COMPUTERS.

PART OF WHAT OUR STUDENTS NEED TO LEARN WITH THEIR ENGLISH ENGLISH AND SOCIAL STUDY AND SCIENCE CLASSES IS TO BE ABLE TO PROCESS COMPLEX TEXT DIGITALLY TO HELP KIDS BE ABLE TO PROCESS COMPLEX TEXT USING A DIGITAL RESOURCE, I HAVE TO THINK IF THERE ARE SPECIFIC LESSONS THAT SAY THIS IS HOW YOU WOULD AN LIGHTS THIS SPECIFIC TYPE, BUT IT DOES HAVE DIFFERENT WAYS THAT KIDS ARE TAUGHT TO BE ABLE TO ACCESS AND PROCESS.

>> EYE TEALLY IT'S JUST BUILT IN AS ANOTHER TOOL, NOT A SEPARATE THING BECAUSE OUR STUDENTS DO IT ALL THE TIME.

JUST WANT TO MAKE SURE IT WAS CALLED OUT IN SOME SPECIFIC

FASHION. >> ABSOLUTELY.

IT IS A COMPLEX PROCESS. IF IT'S NOT JUST THE TEXT, IT'S THE WAY IT'S LAID OUT, THE GRAPHICS, THE USE OF ALL THE

TOOLS IN ANY RESOURCE. >> SO IT LOOKS LIKE -- IT'S SOMEWHAT OF A BLESSING THAT WE WERE ABLE TO DO TWO PILOT PERIODS FOR THIS. DO I HAVE IT RIGHT THAT THE ONE FROM LAST YEAR WAS ALL IN-PERSON AND THIS YEAR IT WOULD HAVE BEEN

PILOTED IN A REMOTE SETTING. >> YEAH.

>> WAS THE FEEDBACK ANY DIFFERENT WHEN IT WAS PILOTED REMOTELY AS OPPOSED TO IN PERSON?

IF SO, HOW? >> IT WAS, THIS ONE AS PROBABLY FAIRLY SIMILAR. AMPLIFY WE PILOTED IN PERSON AND REMOTELY. THAT WAS REALLY, REALLY HELPFUL.

THIS ONE IS MORE SET UP TO BE DIGITAL CURRICULUM SO THE RESOURCE WAS ABOUT THE SAME. THE DIFFICULTY, ONE OF THE MAIN PIECEDS OF FEEDBACK IS IF STUDENTS WERE NEW TO IT, IT'S HARDER TO GET THEM SET UP ONLINE WHEN YOU'RE NOT IN PERSON WHAT I DID HIGHLIGHT WAS THAT ENGAGE N ARC WAS A STATIC, DIFFICULT TO ACCESS CURRICULUM. IT WAS GREAT IN THEORY BUT IN REMOTE LEARNING, IT WOULD HAVE BEEN REALLY TOUGH.

>> OKAY. THAT'S HELPFUL TO KNOW GAUZE THERE'S A CHANCE THERE WILL BE SOME LEVEL OF REMOTE LEARNING WHEN THIS IS IMPLEMENTED NEXT FALL.

>> AND OUR STUDENTS ARE USED TO USING DIGITAL RESOURCES.

THAT'S IMPORTANT TO RECOGNIZE THAT THAT'S SOMETHING WITH A COMMITMENT THAT WE WILL HAVE A REFRESHED RESOURCE EVERY YEAR AS OPPOSED TO 2006 UNTIL NOW. DEPRAVEMENT G GREAT,> > GREAT, ?

>> ERIC LALIBERTE: >> MARK STUART: WHEN IT COMES TO LITERATURE, AMERICAN LITERATURE, WHATEVER YOU WANT TO CALL IT.

DO YOU HAVE AUTHORS WE CAN EXPAND TO TO BE MORE DIVERSE? I CAN DEAL WITH IT IN ABSTRACT BUT I CAN'T FIGURE OUT WHO IS

THERE. >> RIGHT, HONESTLY I CAN'T PULL IT OFF THE TOP OF MY HEAD RIGHT NOW BUT I WOULD BE HAPPY TO GIVE

[00:30:05]

>> AND THE BOOKS YOUED. >> ABSOLUTELY.

>> THANK YOU. >> SIRI BLIESNER: THE ONLY OTHER QUESTION I HAVE IS STUDENTS WHO NEED TOOLS, WHAT ARE THE BUILT IN PROCESSES INTO THE CURRICULUM TO SUPPORT THAT SNOOCHLT IT'S BUILT IN THAT THE STUDENT CAN HAVE THE TEXT READ TO THEM ON ANYTHING THAT THEY HAVE THERE. THERE ARE DIFFERENT FORMS OF SCAFFOLDING THAT THE STUDENT CAN USE SO IT COULD BE AN EXTENSION OF A GRAPHIC ORGANIZER. IT COULD BE AN. NAT PATH TO THE ASSIGNMENT SO THERE ARE A LOT OF DIFFERENT THINGS BUILT IN FOR

ACCESS FOR ALL STUDENTS. >> HOW IS THIS PREPARED TO HAVE THE SPECIAL NEEDS STUDENTS WITH OTHER LEARNERS?

>> I THINK THIS CURRICULUM REALLY HELPS WITH THAT, HAVING SCOPE AND SEQUENCE BE ALIGN SOD WE CAN COMMUNICATE.

WITH THE MULTIPLE POINTS OF ACCESS, I THINK IT REALLY HELPS ALL STUDENTS REACH THAT HIGHER LEVEL LEARNING AND HAVE FIRM GOALS AND FLEXIBLE NEEDS. THIS CURRICULUM SUPPORTS THAT.

>> GREAT, THANK YOU. DR. HOLMEN ANYTHING ELSE ON THIS

TOP SNICK >> NO, DR. ROSE WE THANK YOU AND LOOK FORWARD TO SEEING YOU BACK ON MAY 3RD WITH YOUR TEAM.

>> OKAY, ONE HOUSEKEEPING MATTER BEFORE WE MOVE ON.

I FORGOT TO NOTE AT THE TOP OF OUR MEETING TONIGHT THAT ANYONE WHO WANTS TO ATTEND EITHER STUDY SESSION OR REGULAR BOARD MEETING MUST PREREGISTER TO ATTEND. REGISTRATION IS TO BE ACCEPTED UNTIL 1:00 P.M. AND YOU CAN E-MAIL DJENKINS@LWSD.ORG AND SHE WILL CONFIRM THEIR APEN DANCE AND ALL ATTENDEES ARE REQUIRED TO WEAR FACE MASKS AND KEEP 6-FEET OF DISTANCE AT ALL TIMES IN ADDITION, MEETINGS AND STUDY SESSIONS WILL BE LIVE STREAMED AND IF YOU ARE NOT ABLE TO ATTEND THE LIVE STREAM, YOU CAN CALL 425-936-2813 AND THE ID IS 37127.

[2. Discussion of Equity Policy and next steps]

>>> THE NEXT ITEM IS DISCUSSION OF EQUITY POLICY AND THE NEXT

STEPS. >> DR. JOHN HOLMEN: EARLIER THIS AFTERNOON I SENT THE BOARD SOME PREREADING.

I KNOW IT WAS A LITTLE LATE IN THE AFTERNOON AND SO IT IS IN FRONT OF YOU. I THINK IT MIGHT BE HELPFUL IF THE BOARD JUST TOOK A FEW MINUTES TO GO AHEAD AND READ THAT FOR ANYONE IN THE COMMUNITY THAT WANTS TO SEE WHAT THE BOARD IS READING IT IS CURRENTLY AVAILABLE IN BOARD DOCS UNDER THE EQUITY POLICY PORTION OF THIS STUDY SESSION AND SO IT'S AVAILABLE RIGHT NOW AND SO THE BOARD JUST WANTS TO TAKE A FEW MINUTES, I THINK THAT WILL HELP SO YOU'RE NOT TRYING TO NOVELLY READ SOMETHING AND ALSO PROVIDE FEEDBACK.

WHY DON'T WE JUST TAKE A FEW MINUTES, READ THIS AND THEN WE'LL GET STARTED.

[00:38:43]

>> DR. JOHN HOLMEN: THERE ARE TWO SIDES TO THE DOCUMENT, JUST TO MAKE SURE YOU SEE BOTH SIDES. WHEN YOU ARE READY, GIVE ME A HEAD NOD.

OKAY. SO I'M GOING TO WALK THROUGH A FEW SLIDES. I JUST WANT TO REMIND US OF THE WORK TO DATE. WE'VE HAD MULTIPLE STUDY SESSIONS AROUND BOARD ALSO PA POLICY FOCUSED ON RACE AND EQUITY THAT'S IDENTIFIED VALUES. WE'VE GONE THROUGH A FEW

[00:40:03]

THROUGH BOARD BRIEFS, I DID PROVIDE PROFESSIONAL READING FOR THE BOARD OVER A SERIES OF WEEKS.

THE BOARD HELD MULTIPLE LINKAGE SESSIONS WITH THE COMMUNITY AS KIND OF A LAUNCH TO THIS OVERALL PROCESS AND THAT REALLY WAS LISTENING SESSIONS PROPOSING SOME SESSIONS FOR THE COMMUNITY TO RESPOND TO AND THE BOARD HAS BEEN AND CONTINUES TO BE WITH PUGET SOUND WITH TRAINING. WHEN WE THINK ABOUT WHAT WORK WE HAVE AHEAD OF US, IT REALLY IS TO FINALIZE BOARD POLICY STATEMENTS AND THE BOARD'S VALUES RELATED TO OE11 BECAUSE THEN THE NEXT PHASE OF THIS IS TO GO BACK TO COMMUNITY, BACK TO LINK AGE SESSIONS, ENGAGE WITH THOSE STAKEHOLDER GROUP THAT IS YOU PREVIOUSLY MET WITH, HAVING DONE SOME ADDITIONAL WORK SINCE THEN TO HAVE ONGOING DIALOGUE AND ENGAGEMENT AROUND THAT.

WE'LL CONTINUE OUR WORK WITH THE PUGET SOUND ESD AND THE GOAL IS TO HAVE AN ADOPTED INTO THE 21-22 SCHOOL YEAR.

TONIGHT I'LL BRING TO YOU THREE, I'M ADOPTED INTO THE 21-22 SCHOOL YEAR. TONIGHT I'LL BRING TO YOU THREE, I'M C ADOPTED INTO THE 21-22 SCHOOL YEAR.

TONIGHT I'LL BRING TO YOU THREE, I'M CP ADOPTED INTO THE 21-22 SCHOOL YEAR. TONIGHT I'LL BRING TO YOU THREE, I'M C ADOPTED INTO THE 21-22 SCHOOL YEAR.

TONIGHT I'LL BRING TO YOU THREE, I'M CL ADOPTED INTO THE 21-22 SCHOOL YEAR. TONIGHT I'LL BRING TO YOU THREE, I'M CI ADOPTED INTO THE 21-22 SCHOOL YEAR.

TONIGHT I'LL BRING TO YOU THREE, I'M CC ADOPTED INTO THE 21-22 SCHOOL YEAR. TONIGHT I'LL BRING TO YOU THREE, I'M CY ADOPTED INTO THE 21-22 SCHOOL YEAR.

TONIGHT I'LL BRING TO YOU THREE, I'M CALLING THEM COMPONENTS.

WHAT YOU SEE TONIGHT IS BASED ON OUR WORK TOGETHER, THE BOARD'S CONVERSATIONS, TRYING TO ELEVATE WHAT WE HAVE HEARD FROM THE BOARD, BUT KNOW THAT TONIGHT YOU'RE SEEING DRAFT AND SO THE PURPOSE OF TONIGHT IS FOR DISCUSSION, DIALOGUE, AND FEEDBACK ON WHAT YOU HAVE AND SO THE FIRST PIECE IN FRONT OF YOU IS REALLY THAT OVERARCHING POLICY STATEMENT SO WHEN WE THINK ABOUT A STATEMENT OF THE BOARD'S VALUES, THAT'S WHAT THAT FIRST PIECE IS. WHEN I THINK ABOUT THE SECOND PART OF OUR OPERATIONAL EXPECTATIONS, IT'S REALLY THE BOARD'S DIRECTOR SO THE SUPERINTENDENT EITHER SHALL OR SHALL NOT AND SO I THINK THAT'S AN IMPORTANT ASPECT TO THIS AND THEN AFTER REVIEWING NOTES, REWATCHING OUR CONVERSATIONS, WE HAVE A SET OF VALUES THAT WE'RE BRINGING TO YOU TONIGHT THAT WE BELIEVE CAPTURES THE BOARD'S VALUES AND VOICE FROM OUR ON GOING CONVERSATIONS THAT WE HAVE HAD.

SO TONIGHT, I'M GOING TO ASK THAT WE TAKE EACH OF THESE PIECES AS SEPARATE COMPONENTS. I'M GOING TO ASK THE BOARD TO RESPOND TO STRENGTHS THAT YOU SEE WITHIN THE SECTION, BUT ALSO OPPORTUNITIES FOR IMPROVEMENT AND WHAT ARE SOME QUESTIONS THAT I THOUGHT ABOUT WHEN THINKING ABOUT STRENGTHS? WHAT IS SOMETHING THAT RESINATES WITH YOU, SO SOMETHING THAT YOU SEE AS POWERFUL, BENEFICIAL, SOMETHING THAT REALLY CONNECTS WITH WHAT YOU WERE HOPING TO SEE IN ONE OF THESE SECTIONS.

WHAT DO YOU BELIEVE CONNECTS TO OUR VALUES, SO CALLING OUT SOMETHING THAT YOU SEE AS REALLY CONNECTED TO OUR OVERALL WORK AND OR WHAT IS A STATEMENT THAT YOU BELIEVE DEMONSTRATES OUR COMMITMENT TO EQUITY? THOSE ARE JUST THOUGHT STARTERS, NOT ASKING YOU TO ANSWER THOSE QUESTIONS, BUT SOME OF THE WAYS TO BE ABLE TO PROVIDE FEEDBACK AROUND STRENGTHS AND THEN ABOUT OPPORTUNITIES FOR IMPROVEMENT. THIS IS REALLY YOUR CHANCE TO PROVIDE FEEDBACK AROUND WHAT YOU SEE IN FRONT OF YOU, WHAT IS SOMETHING THAT YOU MAY HAVE A QUESTION ABOUT OR MAYBE IS THERE SOMETHING MISSING FROM THE LANGUAGE AND IN ITS ABSENCE DOES NOT FULLY ARTICULATE THE BOARD'S VALUES.

SO THAT'S KIND OF THE PROCESS I WANT TO GO THROUGH KNOWING THAT I'M NOT GOING TO READ OUT LOUD THIS ENTIRE STATEMENT BUT I HAVE IT ON A SLIDE. SO ANY QUESTIONS ABOUT THE

PROCESS? >> WOULD YOU PUT THE SLIDE ON THE SCREEN SO PEOPLE AT HOME CAN SEE IT? OR IS IT SOMEWHERE ELSE? YOU SEE WHAT I'M SAYING? PEOPLE AT HOME ARE NOT ABLE TO READ OFF THIS PIECE OF PAPER.

[00:45:02]

>> DR. JOHN HOLMEN: ABSOLUTELY. THEY WILL BE ABLE TO SEE THE TEXT THAT WE'RE REFERRING TO, YES, ABSOLUTELY.

OKAY. >> YOU MAY HAVE SAID THIS ALREADY, TOO, BUT THE DRAFT POLICY LANGUAGE IS ALSO AVAILABLE ON BOARD DOCS ON OUR DISTRICT WEB PAGE UNDER THIS AGENDA ITEM FOR THOSE WHO WANT TO VIEW IT.

>> DR. JOHN HOLMEN: YES, IT IS. THANK YOU.

THE BOARD POLICY STATEMENT AND NOT ALL THE BOARD'S OPERATIONAL EXPECTATIONS HAVE A LEAD IN STATEMENT PROVIDING CONTEXT FOR THE POLICY. I HEARD FROM THE BOARD THAT YOU HAD AN INTEREST IN HAVING AN OVERARCHING LEAD-IN STATEMENT TO REALLY IDENTIFY SITUATION VALUES OF THE BOARD, COMMITMENT FROM THE BOARD AS WE THINK ABOUT THIS OVERALL POLICY AND SO IN THINKING ABOUT THAT, THIS REALLY DOES WALK THROUGH PHOTOGRAPH ONE PROVIDES REALLY KIND OF THE CALL TO ACTION, WHAT'S THE RATIONALE FOR HAVING A RACE INEQUITY OPERATIONAL POLICY.

THE SECOND BEING THE STATEMENT AROUND THE UNDERSTANDING AND COMMITMENT THAT THE BOARD HAS AROUND ENSURING THAT WE ADDRESS ISSUES OF RACIAL DISPARITY AND SIGNIFICANT IMPACT ON OTHER GROUPS. THE THIRD PARAGRAPH REALLY IS TALKING ABOUT THE BOARD'S BELIEFS AND COMMITMENT AND REALLY THAT FOURTH PARAGRAPH IS WHY DOES THIS POLICY EXIST.

SO WE CAN DO AHEAD AND TALK STRENGTHS AND OPPORTUNITIES FROM THE BOARD. I WOULD BE FINE IF WE GO AROUND AND EACH PERSON IDENTIFIES STRENGTHS AND OPPORTUNITIES AS YOU SEE THOSE RELATED TO THE OVERALL POLICY STATEMENTS.

>> ERIC LALIBERTE: WHO WANTS TO GO WORK?

>> CASSANDRA SAGE: IN THAT FIRST PARAGRAPH I APPRECIATE THE WORD PREDICTABILITY IS USED. WE SHOULD NOT BE ABLE TO PREDICT SOMEBODY'S OUTCOME BY LOOKING AT THE PILLAR OR THE DEMOGRAPHIC OF THE STUDENT SO I APPRECIATE THE FACT THAT WE ARE SEEKING TO SEE EVERY SINGLE STUDENT ACHIEVE AND NOT HAVE THE GAPS THAT LEAD TO THESE UNFORTUNATELY PREDICTABLE OUTCOMES.

I KNOW WE STATE IN THIS PARAGRAPH, RELIGION, CULTURE, ETHNICITY, ETC., I WONDER IF LANGUAGE SHOULD BE CALLED OUT.

LANGUAGE IS OFTEN SOMETHING VERY DIFFICULT TO SURMOUNT.

CERTAINLY WOULD BE FOR ME IF I WENT TO A COUNTRY AND DID NOT

SPEAK THE LANGUAGE. >> DR. JOHN HOLMEN: THANK YOU.

>> ERIC LALIBERTE: WE DON'T HAVE TO GO IN A PARTICULAR ORDER.

WE'LL JUST HAVE THIS FREE FLOWING.

>> I'M ASSUMING WE'RE DOING THE WHOLE POLICY STATEMENT, CORRECT?

>> DR. JOHN HOLMEN: YES. >> I APPRECIATE THE VIEWPOINT, THE STRENGTH OF BEING ABLE TO STATE AIL THE DIFFERENT THINGS, HAVING THE COMMITMENT AND THE BELIEFS ARE VERY IMPORTANT.

ONE OF THE CHALLENGES I HAVE IS IT'S A LITTLE TOO LONG AND I'M HAVING A HARD TIME BREAKING IT INTO CLEAR BREVITY STATEMENT OF HERE IS WHERE WE ARE. WE VALUE THE DIVERSITY THAT EXISTS AMONG OUR STUDENTS, STAFF, FAMILIES AND COMMUNITY MEMBERS. WE STRIVE TO EMPOWER STUDENT SUCCESS BY ENSURING SAFE INCLUSIVE EQUITABLE EDUCATION.

I THINK THAT'S A BIG COMPONENT. MY INTEREST WOULD BE TO HAVE A MORE -- THIS STATEMENT WOULD BE FOCUSED ON THE VISION OF WHERE WE GO AND NOT NECESSARILY SO MUCH ON THE DETAILS OF THE PAST.

>> AND EXACTLY ALONG THOSE LINES, IF WE TAKE THE THIRD

[00:50:04]

THAT FOR YOU? >> YEP.

DON'T START WITH WHY, START WITH WHAT.

>> YEAH, AND I THINK THERE ARE PIECES OF THOSE OTHER ONE THAT

IS CAPTURE IT AS WELCH >> I REALLY LIKED THAT THIRD PARAGRAPH BECAUSE IT'S CONCISE AND IT GETS TO OUR FUNDAMENTAL STATEMENTS ABOUT WHAT WE BELIEVE AS A BOARD AND WHAT ARE WE COMMITTED TO TRYING TO DO IN THE BIG PICTURE AND THEN YOU CAN GET INTO THE BACKGROUND OF WHY YOU'RE TRYING TO DO THOSE THINGS BY THIS IS THE CORE OF IT TO ME. I'M TOTALLY WITH YOU.

[LAUGHTER] >> MARK STUART: I AGREE.

WE BURIED THE LEDE. WE DO THIS EVERY TIME.

I CAN SEE THE EYES OF EVERY PARENT GLAZING OVER.

IT NEEDS TO BE IN NONSCHOLASTIC-ESE.

EVERYDAY LANGUAGE AS MUCH AS POSSIBLE SO A PARENT CAN LOOK AT IT AND NOT GO HUH? I THINK PARAGRAPH THREE HELPS THAT A LOT. THAT'S WHY I TALK ABOUT WRITING STYLES AND IF WE CAN GET TO THE POINT IN THAT FIRST PARAGRAPH WHERE IF A PERSON ONLY READS THAT FIRST PARAGRAPH, THEY KNOW OUR INTENT. THEY CAN GO INTO ALL THE HOWS AND WHERES AND JUSTIFICATIONS, BUT IF THEY JUST GO FOUR OR FIVE LINES, THEY KNOW EXACTLY WHAT WE MEAN WITHOUT ANY QUESTION.

DOES THAT MAKE SENSE? >> ERIC LALIBERTE: I'M GOING TO

JUMP IN >> I WILL FOLLOW UP AFTER YOUR

DONE. >> ERIC LALIBERTE: FOR ME THIS CAPTURES EVERYTHING THAT I REMEMBER AS TALKING ABOUT THAT I SPECIFICALLY WAS THINKING ABOUT FOR A BETTER EQUITY POLITCY.

I THINK WE CAN SYNTHESIZE THE POLICY STATEMENT.

I DON'T REALLY HAVE A STRONG OPINION ONE WAY OR ANOTHER AS TO THE STRUCTURE OF THE PARAGRAPHS. IT IS IMPORTANT TO ME TO HAVE THE FIRST PARAGRAPH THAT SAYS WHY, WHY THIS IS IMPORTANT.

I DON'T KNOW WHETHER I WAS HEARING FROM THE BOARD MEMBERS THEY WANTED TO JETISON THAT BUT I THINK THAT'S REALLY IMPORTANT TO RECOGNIZE THAT AND TO SAY THAT WETHINK THAT'S REALLY IMPOO RECOGNIZE THAT AND TO SAY THAT I THINK THAT'S REALLY IMPORTANT TO RECOGNIZE THAT AND TO SAY THAT WE RECOGNIZE IT I HAVE OTHER THOUGHTS, I WILL TABLE THEM FOR NOW AND LET SOMEBODY ELSE GO. DR. BLIESNER?

>> SIRI BLIESNER: YEAH, I WAS SAYING YOU DON'T HAVE TO JETISEN THE FIRST PARAGRAPH BUT THAT THE THIRD HAS MORE STRENGTH AT THE BEGINNING. AS I GO THROUGH THIS, I THINK THERE ARE THINGS I WOULD LIKE TO SEE ON THE VALUE SIDE ON THE BACK ON THE BOARD'S STATED VALUES BECAUSE THEY'RE MUCH MORE SPECIFIC AND THEY MAKE MORE SENSE TO GO THERE TO MAKING SURE

IT EXISTS -- >> WHAT?

>> ERIC LALIBERTE: YEAH, I DIDN'T FOLLOW YOU THERE.

ARE YOU SAYING THERE ARE ELEMENTS OF THE STATED VALUES THAT ARE NOT CAPTURES IN THIS STATEMENT OR THE OTHER WAY AROUND? OR NEITHER.

>> DR. JOHN HOLMEN: I THINK I HEARD SIRI SAYING WE COULD TAKE OUT SOME OF THE DETAILS BECAUSE THE DETAILS ARE IN THE VALUE WHICH WILL BE IN THE HEART OF THE POLICY AND ACTIONS OF THE

ORGANIZATION. >> CASSANDRA SAGE: THEY WILL BE THE THINGS WE WANT TO ENSURE ARE ENSURING TO MAKE SURE THE BIGGER, BROAD STATEMENT IS CAPTURES.

I THINK THERE ARE STATEMENTS IN HERE.

THAT DOESN'T BELONG IN THE POLICY STATEMENT, THAT WOULD BE SOMETHING THAT YOU UTILIZE ON THE BACK TO DETERMINE THAT YOU'RE MEETING YOUR GOALS BUT WOULD NOT NECESSARILY BE HERE.

THIS SHOULD BE ABLE TO STAND THE TEST OF TIME SO THE BROADER THE

VERB VIISION THE BETTER IT IS. >> CHRISTOPHER CARLSON: I THINK

[00:55:12]

IF THERE ARE ONLY TWO SENTENCES SOMEBODY READS, THOSE ARE THE FIRST TWO I WOULD LIKE THEM TO READ BUT I LIKE THE BACKGROUNDERS BECAUSE IT'S ABOUT HERE'S WHY WE'RE TRYING TO INTRODUCE THESE PIECES AND I LIKE THEM AS A COHERENT SUMMARY OF HERE'S HOW WE GOT HERE INSTEAD OF WHERE YOU'RE TRYING TO GO. ANYWAY, I'M OKAY WITH THAT AND I THINK MARK HAS THE TALKING STICK.

>> MARK STUART: YEAH, AGAIN, I WASN'T TALKING ABOUT DISMISSING ANY PART OF IT I THINK IT WAS CALLED THE FOLLY INDEX WHEN I WAS IN SCHOOL, TRYING TO SEE THE READABILITY OF SOMETHING AND I THINK WITH THE EXCEPTION OF PARAGRAPH THREE, THE REST OF IT PROBABLY FAILED THAT TEST. THE REASON THE WHY HAS TO FOLLOW THE WHO AND THE WHAT. WITH THAT THIRD PARAGRAPH BEING THE FIRST YOU KNOW WHY THAT PERSON WANTS TO READ THIS AND THEN THE WHY THAT IS JUSTIFY THE OTHER, FOLLOW IN.

AND IT'S JUST RESTRUCTURING AS OPPOSED TO DITCHING ANYTHING.

>> ERIC LALIBERTE: DIRECTOR SAGE?

>> CASSANDRA SAGE: IF MORE I LOOK AT THIS, THE MORE I'M CONCERNED THAT OUR THIRD STATEMENT DOES NOT SAY STAND AGAINST RACISM. THAT WOULD CONCERN ME NOT TO MAKE THAT CLEAR AS PART OF OUR VALUE.

>> ERIC LALIBERTE: I AGREE, DIRECTOR CARLSON.

>> DR. JOHN HOLMEN: BEFORE YOU GO, I WANT TO MAKE SURE I UNDERSTAND WHAT CASSANDRA JUST SAID.

>> CASSANDRA SAGE: IF WE'RE LOOKING AT TAKING THAT THIRD PARAGRAPH AND LEADING WITH THAT, THE WIN THING IT DOES NOT SPECIFICALLY SAY IS THAT WE HAVE AN UNWAIVERING STAND AGAINST RAW SCHISM AND THERE'S OTHER PARTS OF THAT SENTENCE BUT THAT'S THE

BIG ONE THAT JUMPS OUT TO ME. >> DR. JOHN HOLMEN: IS THE REQUEST TO INCLUDE THAT IN PHOTOGRAPH ONE WHATEVER

PARAGRAPH ONE ENDS UP BEING? >> SIRI BLIESNER: THAT WOULD BE

MY REQUEST, YES, PLEASE. >> DR. JOHN HOLMEN: OKAY, THANK

YOU. >> ERIC LALIBERTE: DIRECTOR

CARLSON. >> CHRISTOPHER CARLSON: OKAY, THE SENTENCE THAT BLEEDS INTO PARAGRAPH TWO THAT TALKS ABOUT THE UNWAVERING STAND AGAINST RACISM.

THE REST OF IT FALLS INTO THE WHY CATEGORY.

TO HAVE TO WORK DOWN TWO OR THREE PARAGRAPHS TO DETERMINE THAT WE DON'T LIKE DISCRIMINATION, THAT'S NOT A GOOD IDEA. NOT GOOD PRACTICE.

>> MARK STUART: I THINK THAT'S THE RIGHT WAY TO PLAY IT.

HAVING AN UNWAVERING STATEMENT IS GOOD.

THAT SAID, I'M CONCERNED WITH THE TITLE, THIS IS AN EQUITY POLICY AND IF YOU PUT RACE IN THE TITLE DOES THE LG BRICK TQ COMMUNITY KNOW IT'S ABOUT THEM, DOES THE LOW INCOME COMMUNITY KNOW IT'S ABOUT THEM? BY PUTTING RACE THERE, YOU MAKE IT A RACE POLICY AND NOT AN EQUITY POLICY AND I'M CONCERNED ABOUT PUTTING THAT INTO THE TITLE AND I WOULD LIKE OTHER

OPINIONS ON THAT? >> CASSANDRA SAGE: THERE ARE LOTS OF THINGS YOU CAN PUT IN THE POLICY BUT THAT ONE IS VERY

OBVIOUSLY MISSING. >> MARK STUART: NO, IT'S THERE.

OE-11, RACE AND EQUITY. THIS IS AN EQUITY POLICY.

IF WE PUT RACE IN THAT POLICY, I THINK ANY OTHER GROUP THAT WE'RE CONCERNED ABOUT ACHIVEING EQUITY IS NOT GOING TOEVING EQUITY IS NOT GOING TO KNOW IT'S ABOUT THEM.

[01:00:09]

. >> CHRISTOPHER CARLSON: TO YOUR POINT. YOU DON'T ELIMINATE ANY GROUPS BUT I THINK THE WORD NONDISCRIMINATION HAS A FAR MORE EASY TO DISCERN DEFINITION THAN EQUITY.

I THINK A LOT OF PEOPLE STRUGGLE WITH THAT BECAUSE THEY DON'T REALLY KNOW WHAT EQUITY VERSUS EQUALITY IS.

>> ERIC LALIBERTE: DIRECTOR BLIESNER AND THEN ME.

>> SIRI BLIESNER: SPEAKING IN WHY RACE WILL BE CALLED OUT N THIS TIME AND AGE IN WHICH WE ARE, BEING ABLE TO DIRECTLY CALL OUT ONE OF THE CONCERNS WHICH IS RACE I THINK IS VERY IMPORTANT.

WHEN WE SPEAK TO RACE AND EQUITY, I DON'T THINK THAT'S AN EXCLUSION, IT'S JUST A CALL OUT OF RACE TO ENSURE THAT THAT IS TOUCHED UPON AND THAT THAT IS CONSIDERED THROUGH ALL OF THIS.

THERE HAS BEEN THE APPROACH OF DOING EDUCATIONAL EQUITY AS THE WORD HAS BEEN ANOTHER WAY IN COMMAS IT'S BEEN APPROACHED BY THERE IS VALUE IN MAKING SURE RACE IS SPECIFICALLY CALLED OUT AND TO NOT DO SO HIDES THAT WITHIN OTHER THINGS.

>> ERIC LALIBERTE: I AGREE WITH EVERYTHING DIRECTOR BLIESNER SAID. I THINK THAT WE NEED TO HIGHLIGHT RACE IN THIS POLICY. WE HAVE TOO LONG IGNORED IT.

TO CALL IT OUT SPECIFICALLY I THINK IS REALLY IMPORTANT.

ALSO IF YOU THINK ABOUT THE LINKAGE SESSIONS THAT WE HAVE HAD, THEY WERE EQUITY LINKAGE SESSIONS BUT MOST OF WHAT WE HEARD, PARTICULARLY FROM STUDENTS, WAS AROUND RACE AND THE IMPACT THAT THAT HAS ON OUR STUDENTS.

YES, I THINK IT'S IMPORTANT TO HIGHLIGHT FOR THAT SAME REASON I THINK IT'S IMPORTANT TO HIGHLIGHT IN THE FIRST ONE OR TWO SENTENCES OF THE POLICY. DIRECTOR SAGE?

>> CASSANDRA SAGE: IF WE'RE CONCERNED THAT THERE'S TOO MUCH LEFT OUT, COULD WE CALL IT RACE EQUITY AND INCLUSION, BECAUSE REALLY, WE'RE SAYING WE WANT OUR CLASSROOMS TO BE SAFE AND WELCOMING AND WE WANT EVERYONE INCLUDED IN AN EQUITABLE WAY.

>> ERIC LALIBERTE: I THINK THAT'S NICE.

DR. HOLMEN? WE ARE YOU ABLE TO TAKE THAT

DOWN? >> DR. JOHN HOLMEN: I BROUGHT THREE COMPONENTS TONIGHT AND REALIZED I SHOULD HAVE BROUGHT FOUR AND THAT'S THE THE TITLE OF THE POLICY SO I APPRECIATE, CHRIS, YOU BRINGING THAT FORWARD.

THIS IS ABOUT COMMUNITY ENGAGEMENT.

I WONDER IF YOU HAVE THIS AS PART OF THE CONVERSATION WITH COMMUNITY. WHAT WILL RESINATE WITH COMMUNITY AROUND THE TITLE OF THE POLICY? WORDS DO MATTER AND SO THANK YOU FOR BRINGING THAT FORWARD AND I WOULD OFFER THAT AS AN OPPORTUNITY FOR THE BOARD TO GET COMMUNITY FEEDBACK AND COME TO A DECISION AS A BOARD.

>> ERIC LALIBERTE: THAT'S A GOOD IDEA.

I SAW A LOT OF HEAD NODDING THERE.

THAT'S GREAT. DIRECTOR CARLSON?

>> CHRISTOPHER CARLSON: I HAVE ANOTHER SIMPLE, SMALL PIECE BUT IT'S ONE THAT I THINK IS A BIGGER ISSUE UNDER THE HOOD AND THAT IS IN THE CURRENT FIRST PARAGRAPH, JUST THE END OF THE FIRST LINE, MANY STUDENT GROUPS. ARE WE CALLING THIS A POLICY AROUND STUDENT GROUPS OR STUDENTS? IF WE'RE TALKING ABOUT INTERSECTIONALITY WE'RE TALKING ABOUT STUDENTS AND WE SHOULDN'T CALL STUDENT GROUPS, THE GROUPS BEING DISCRIMINATED AGAINST. IT'S INDIVIDUAL STUDENTS.

>> DR. JOHN HOLMEN: THE WHOLE POINT OF THIS STUDY SESSION IS FOR THE BOARD TO RESPOND TO SOMETHING AND DIALOGUE ABOUT IT.

I THINK THIS IS EXACTLY WHAT WE WERE HOPING FOR TONIGHT, SO

THANK YOU. >> CASSANDRA SAGE: ALSO, AS OPPOSED TO LIMITED ACCESS BUT OPPORTUNITY.

ACCESS IS ONE COMPONENT. THAT'S THE THE EASY PIECE BUT IT'S THE TINT COMPONENT THAT IS LIE OUT SO THAT'S THE PIECE THAT I WANT TO MAKE SURE IS CALLED OUT.

[01:05:05]

>> ERIC LALIBERTE: DIRECTOR BLIESNER, I THINK I MAY HAVE A

SIMILAR QUESTION. >> SIRI BLIESNER: IN THE FIRST PART. WE CAN SAY WE HAVE AP CLASSES AVAILABLE TO EVERY STUDENT TO TAKE IT BUT THE OPPORTUNITY IS NOT THERE FOR MANY OTHER REASONS SO HOW DO YOU TACKLE THOSE

PIECES? >> CASSANDRA SAGE: AND THEY MIGHT NOT EVEN SIGN UP IF IT COSTS MONEY TO TAKE THE TEST.

>> ERIC LALIBERTE: I AGREE. >> SIRI BLIESNER: SO I GUESS THAT WOULD BE THE PRESSING THING I WOULD PUT THROUGH THAT POLICY, TOO. THAT IT IS AN OPPORTUNITY.

>> ERIC LALIBERTE: I HAVE A QUESTION FOR THE BOARD.

THE SECOND SENTENCE OF THE FIRST PHOTOGRAPH, IT BEGINS WITH PREDICTABILITY. A NOTE I MADE TO MYSELF IS IS THIS TOO LIMITING OF A STATEMENT? I FELT LIKE CAN HAVES BUT IF IT IS WHAT OAR -- BECAUSE IT'S NOT JUST PREDICTABILITY. IT'S --

>> CHRISTOPHER CARLSON: THIS SENTENCE, I HATE TO GET INTO IT BUT I THINK MARK CAN APPRECIATE THE VALUE OF HAVING PERFECT GRAMMAR AND IT'S AWKWARD WHEN YOU SAY STUDENTS FROM THESE GROUPS ARE DISPROPORTIONATELY OVERREPRESENTED IN DISCIPLINE STAETIST I THINKS AND ARE UNDERREPRESENTED.

NOT ALL THESE GROUPS ARE UNDERREPRESENTED.

>> SIRI BLIESNER: BUT DO YOU NEED TO NAY THEM ALL OR NOT BE ABLE TO PREDICT OUTCOME BASED ON OR EXPERIENCES BASED UPON.

>> ERIC LALIBERTE: I THINK THAT'S RIGHT.

WE'LL NOOEFR NAME THEM ALL AND MANY OF THEM WE HAVE NOT THOUGHT

OF. >> CHRISTOPHER CARLSON: MANY OF THESE PREDICT OUTCOMES AND SHOULD NOT

>> MARK STUART: PREDICTABILITY, EVEN PREDICTABILITY AND PRESUMPTION. YOU'RE PRESUMING THAT STUDENT X OR Y IS GOING TO ACT THIS WAY, NOT BE SMART ENOUGH, NOT BE AWARE ENOUGH, WHATEVER, TO ACCESS THAT INFORMATION.

I THINK, YEAH, PRESUMING TAKES THE PLACE OF PREDICTABILITY BECAUSE YOU'RE PRESUMING THAT STUDENT CAN'T DO THIS OR CAN DO THAT OR WILL BE THIS KIND OF BEHAVIOR.

JUST A THOUGHT. AGAIN, IT GOES TO THE READABILITY. I WAS GOING TO LOOK FOR THE ONLY ENGLISH MAJOR IN THE ROOM, BUT WHEN YOU LOOK AT TO INDEX IT

FALLS TO PIECES. >> ERIC LALIBERTE: ANY OTHER

COMMENTS? >> SIRI BLIESNER: JUST TO REENFORCE THAT I LIKE THAT WE SHOULD NOT BE ABLE TO PREDICT.

WE SHOULD NOT LOOK AT SOMEBODY AND MAKE SOME KIND OF JUDGMENT

AND PREDICT IT. >> MARK STUART: IT'S

PRESUMPTION. >> ERIC LALIBERTE: I HAVE ANOTHER COMMENT. I WONDER WHEN I READ THE SECOND PARAGRAPH, I WONDER HOW MUCH WE NEED ANY OF IT.

THAT'S MY THOUGHT. >> CHRISTOPHER CARLSON: WE NEED THE FIRST SENTENCE OF IT BECAUSE THAT'S THE UNWAVERING

COMMITMENT. >> ERIC LALIBERTE: I AGREE BUT

THE REST OF IT I'M NOT CERTAIN. >> MARK STUART: I THINK REMOVING IT WILL CREATE A PROBLEM WITHIN THE COMMUNITY BECAUSE YOU'RE GIVING A JUSTIFICATION FOR IT, THE IDEA THAT YOU WANT TO EMPOWER THE STUDENTS YOU TALK ABOUT WHY YOU'RE DOING IT A LOT.

YOU TALK ABOUT ACKNOWLEDGES THE NEED, SO I'M JUST SAYING AND

[01:10:03]

I JUST DON'T KNOW WHERE TO PUT IT.

>> ERIC LALIBERTE: I MAY DISAGREE WITH MYSELF NOW, THEN.

[LAUGHTER] OKAY.

THANK YOU. ANY OTHER COMMENTS ON THIS SECTION? WE'LL MOVE TO THE NEXT.

>> SIRI BLIESNER: WERE WE ON SECTION TWO OR ONE?

>> ERIC LALIBERTE: THE BOARD POLICY STATEMENT.

>> SIRI BLIESNER: WHICH PARAGRAPH ARE WE LOOKING AT?

>> ERIC LALIBERTE: THE WHOLE THING.

>> SIRI BLIESNER: I THINK THERE'S VALUE IN STATING THAT WE VALUE THE DIVERSITY THAT EXISTS AMONGST OUR STUDENTS AND STAFF, IF WE'RE TALKING ABOUT REMOVING THAT, I WANT TO TALK ABOUT THAT.

>> CASSANDRA SAGE: THOSE THAT WAS MY FAVORITE PART.

>> MARK STUART: WE HAVE A POLICY STATEMENT AND PERHAPS TO BREAK IT DOWN SAYING VALUES, LABEL THE SUB POINTS, IF YOU WILL, THE SUBPARAGRAPHS SO YOU IMMEDIATELY GO INTO I KNOW THAT'S THE MISSION, I KNOW THAT'S THE VALUES, I KNOW WHATEVER I'M GOING TO BE LOOKING FOR, I CAN LOOK AT THAT AND JUMP TO WHAT I WANT. IT DOESN'T HURT WHEN THE PHOTOGRAPHS ARE 6, 8, 10 LINES LONG.

>> ERIC LALIBERTE: ANY OTHER COMMENTS ON THE BOARD POLICY STATEMENT? OR DR. HOLMEN, DO YOU HAVE ANY CLARIFYING QUESTIONS ON WHAT YOU'VE HEARD?

>> DR. JOHN HOLMEN: I HAVE ANOTHER SIMPLE ONE.

I WOULD LIKE TO MAKE IT THE BOARD WHEREVER IT IS THIS BOARD.

THIS BOARD SUGGESTS THAT IF THE BOARD CHANGES THIS DOESN'T APPLY SO I WOULD RATHER HAVE IT BE THIS BOARD AND NOT THIS THE

BOARD. >> SIRI BLIESNER: I WOULD SAY THANK YOU FOR TAKING A STAB AT PUTTING A POLICY TOGETHER.

THIS IS NOT AN EASY THING TO DO. I THINK THERE'S MORE WORK TO COME ON IT. I'M NOT CONVINCED YET HONESTLY THAT WE'RE REPRESENTING THE VALUES OF OUR COMMUNITY IN THEIR VIEW ON EDUCATION YET AT THIS POINT IN TIME.

I DON'T HAVE A GOOD ANSWER TO WHAT THAT MEANS, HONESTLY, SO I'LL HAVE TO THINK ABOUT THAT BUT THERE IS SOMETHING ABOUT IT THAT DOESN'T QUITE SIT RIGHT WITH ME THAT I'M STILL TRYING TO

WORK THROUGH AND FIGURE OUT. >> ERIC LALIBERTE: ALL RIGHT.

SHOULD WE MOVE TO THE NEXT? >> DR. JOHN HOLMEN: SIRI, WILL YOU SAY THAT ONE MORE TIME? I'M TRYING TO CAPTURE IT IN MY MOMENTS. I THINK IT'S AN IMPORTANT

ASPECT. >> SIRI BLIESNER: I'M JUST NOT -- AS I LOOK THROUGH THIS THERETO RACIAL EQUITY AND INCLUSION AND THE LEARNING THAT WE'VE HAD IN THAT TIME FRAME AND THE CONTEXT OF WHERE WE ARE, I'M NOT SURE WE CAPTURED THE DIVERSITY OF THE COMMUNITY VALUES WELL I GUESS IS WHAT I WOULD SAY. SOMETIMES I'M STILL BLINDED BY MY VIEWPOINT, I'M JUST NOT SURE WE'RE BROAD ENOUGH YET IN DEFINING THE RACE AND INCLUSION VALUES.

>> DR. JOHN HOLMEN: THANK YOU. OKAY.

SO THE NEXT PORTION THAT I THINK IS GOOD FOR DIALOGUE AND DISCUSSION IS THINKING ABOUT IN THIS POLICY, YOU WILL BE DIRECTING THE SUPERINTENDENT SO I TOOK A RUN AT HUE DO WE CREATE A SUSS CEMENT DIRECTION KNOWING THAT REALLY THE POLICYCCINCT DI THAT REALLY THE POLICY THAT LIVES UNDER THE DIRECTION ARE THE SPECIFIC ASPECTS? SO I WILL JUST READ THIS, THE SUPERINTENDENT SHALL ESTABLISH AND MAINTAIN A CULTURE THAT IS FREE FROM DISCRIMINATION AND PRIORITIZES HISTORICALLY MARGINALIZED COMMUNITIES, DIVERSITY, INCLUSION, AND SUCCESS IN EACH OF THE FOLLOWING: WORK AND LEARNING ENVIRONMENTS, PROCESSES AND PROCEDURES, PROFESSIONAL

[01:15:03]

>> MARK STUART: THE LEAD IN SENTENCE, I'M A FAN OF THE OXFORD COMMA. WHEN WE SAY PRIORITIZES HISTORICALLY MARRALIZED COMMUNITIES, WHAT? THAT RESULTS IN NOW INCLUSION AND SUCCESS IS REPEATED LATER IN THE SAME SENTENCE SO TO ME -- IN EACH OF THE FOLLOWING, I'M

TRYING TO FIND A WAY TOO -- >> SIRI BLIESNER: I WOULD AGREE BUT I'M SNOT SURE I LIKE PRIOR PRIORITIZES LATER. I WOULD LIKE GUARANTEES OR

ENSURES. >> MARK STUART: I AGREE,

PRIORITIZE WAS MY STAB AT IT. >> ERIC LALIBERTE: I LIKE THE WORD PRIORITIZE IN THIS SENTENCE.

>> SIRI BLIESNER: IT'S A PROCESS.

>> MARK STUART: YOU CAN'T PRIORITIZE WORK AND LEARNING [INDISCERNIBLE] IT'S MY WORDS. I'M TRYING TO FIGURE OUT WHAT ARE WE DOING WITH WORK AND LEARNING, WHAT ARE WE DOING TO ACHIEVE THOSE? THOSE ARE THE OUTCOMES WE WANT

TO MEASURE, RIGHT? >> ERIC LALIBERTE: I READ IT DIFFERENTLY. I READ IT AS THE SUPERINTENDENT SHALL DO THESE THINGS IN EACH OF THE FOLLOWING DIMENSIONS SO THOSE WERE DIMENSIONS IN WHICH THE SUPERINTENDENT WILL ENSURE A CULTURE THAT'S FREE FROM DISCRIMINATION AND PRIORITIZE HISTORICALLY MARGINALIZED COMMUNITIES.

>> MARK STUART: MAYBE YOU'RE ONTO SOMETHING.

FOR EACH OF THESE PIECES, IT'S FREE FROM DISCRIMINATION, THAT'S A BULLET POINT BY ITSELF. PRIORITIZES INCLUSION OF HISTORICALLY MARGINALIZED COMMUNITIES.

I NEED HELP WITH THAT. >> MARK STUART: YOU'RE TALK ABOUT MAKING BULLETS OF THE WHOS.

>> SIRI BLIESNER: BUT WE SHOULD REMOVE THE HIGHWAY.

>> MARK STUART: THE HOW HAS TO BE HERE SOME PLACE BUT I DON'T

KNOW WHERE. >> SIRI BLIESNER: IT'S ON THE

OTHER SIDE. >> MARK STUART: OKAY, FINE, PROCESSES AND PROCEDURES, GOOD DOES THAT MEAN HIRING PRACTICES? DISCIPLINARY PRACTICES? IT JUST COVERS THE GAMUT.

>> CASSANDRA SAGE: WOULD WE CALL THAT OUT, THOUGH, IN OPERATIONAL

EXPECTATIONS? >> MARK STUART: CALL WHAT OUT?

>> CASSANDRA SAGE: HOW DO WE EVALUATE WHETHER OR NOT THE

SUPERINTENDENT HAS MET THESE. >> ERIC LALIBERTE: I'M GOING TO JUMP IN AGAIN. I WANT TO PUT OUT THERE THAT HAVING A STATEMENT THAT THE SUPERINTENDENT SHALL ESTABLISH AND MAINTAIN A CULTURE THAT PRIORITIZES HISTORICALLY MARGINALIZED COMMUNITIES IS PRETTY DARN BOLD.

TO SAY TO PRIORITIZE IS TO GIVE PRIORITY IN YOUR CULTURE AND IN A CULTURE THAT YOU'RE DESIGNING TO HISTORICALLY MARGINALIZED COMMUNITIES. THAT IS A BOLD STATEMENT AND

POLICY TO HAVE. >> CHRISTOPHER CARLSON: I WORRY

ABOUT PUSH BACK ON IT. >> ERIC LALIBERTE: I DO, TOO.

BUT I ALSO SUPPORT IT. THAT'S WHY I LIKE THAT SO MUCH.

I THINK THIS IS A TIME TO BE BOLD PARTICULARLY IN WHAT WE'RE

[01:20:03]

THAT. >> SIRI BLIESNER: THEN WE NEED TO BE CONSISTENTLY BOLD FROM EACH ONE THAT COMES FROM THAT BECAUSE IT LOSES STRENGTH AS IT GOES THROUGH IN THESE COMMAS LIKE CHRIS WAS SIGHING. THE LAST FOUR BULLET POINTS DON'T HANG ANYTHING IN REGARDS TO A POLICY SO WHAT'S THE POINT OF THOSE? WHAT ARE WE LOOKING FOR IN THE

WORK AND LEARNING ENVIRONMENTS? >> CHRISTOPHER CARLSON: AND THAT INCLUDES EQUITABLE INCLUSION IN WORK AND LEARNING ENVIRONMENTS, THAT I LIKE BUT THERE'S MORE TO BE EVOLVED HERE.

>> ERIC LALIBERTE: DR. HOLMEN. >> DR. JOHN HOLMEN: I THINK THE OTHER PIECE IS WITHIN THE VALUES YOU WILL SEE WORK AND LEARNING ENVIRONMENTS, PROCESSES AND PROCEDURES, AND SO I'M NOT SURE THEY'RE NEEDED SO I THINK THERE ARE ALSO OTHER WAYS TO HAVE THE SUPERINTENDENT DIRECTIVE STATED WITHOUT INCLUDING THOSE FOUR BULLETS BECAUSE THEY WILL BE EMBEDDED IN THE POLICY LANGUAGE

ITSELF. >> SIRI BLIESNER: I WOULD YE.

THAT MAKES SENSE, BUT I WOULD STILL STRENGTHEN THAT FIRST SENTENCE TO BE MUCH MORE CLEAR. WHAT IS THE DIRECTIVE WE'RE

PROVIDING TO THE SUPERINTENDENT? >> ERIC LALIBERTE: YEAH, I AGREE. I ALSO THINK THAT WHEN I READ THIS, I THINK SUCCESS, I DON'T WHAT WHAT WE'RE SAYING WITH THAT. I THINK ABOUT THE VALUES THAT WE TALKED ABOUT AS A BOARD, WE HAVE TALKED ABOUT A CULTURE THAT'S FREE FROM CHRIS ANYMORE NATION, PRY ORTIZING HISTORICALLY MARGINALIZED COMMUNITIES. TO ME, THOSE ARE THE DIMENSIONS OF AN EQUITY POLICY. SUCCESS IS GREAT BUT I DON'T

KNOW WHERE THAT FITS IN. >> MARK STUART: I THINK TALKING SUCCESS WE ALSO NEED TO STRESS THAT WE'RE TALKING NOT ONLY AS WE DO IN SOME OF OUR OTHER STATEMENTS THAT WE'RE NOT JUST TALKING ABOUT 4 YEARS OF COLLEGE, THAT WE TALK ABOUT LIFE SKILLS SUCCESS, WHATEVER THAT STUDENT DECIDES, WHETHER IT'S 4-YEAR SCHOOL OR 2-YEAR SCHOOLING OR TRAINING.

A STUDENT CAN SAY I CAN BE ONE HELL OF A GREAT MECHANIC OR BE A HELL OF A PLUMBER AND MAKE A LOT OF MONEY AT IT, TO BE QUITE FRANK, OR I KNOW I WANT TO WELCOME A WIDGET ENGINEER WITH A BACKGROUND IN HOW TO CHEMICALLY ALTER IT.

>> SIRI BLIESNER: SO AS I WAS THINKING THROUGH THIS, YOU A VERB IN FRONT OF THE WORDS HISTORICALLY MARGINALIZED, IN FRONT OF DIVERSITY, WHAT'S THE ACTION BEHIND IT? IS IT THAT THE SUPERINTENDENT EMBRACES DIVERSITY OR CELEBRATES DIVERSITY? I'M NOT COMING UP WITH A GOOD --

BY I THINK THAT'S IT. >> CHRISTOPHER CARLSON: IT IS ABOUT PUTTING A VERB ON EACH OF THEM AND THE BIG ONES I THINK WE HAVE CONSENSUS ON, THE SUPERINTENDENT SHALL ESTABLISH AND MAINTAIN A CULTURE THAT IS FREE FROM DISCRIMINATION AND THAT PRIORITIZES HISTORICALLY MARGINALIZED -- THOSE ARE BOTH ABOUT CULTURE. THE SUPERINTENDENT SHALL ENSURE EXWHITABLE WORK AND LEARNING ENVIRONMENTS.

THE SUPERINTENDENT SHALL REGULARLY ENGAGE WITH STAKEHOLDERS ON THIS. THAT'S ONE THAT I THINK IS REALLY IMPORTANT WE PUT IT INTO THE MEASURABLES.

THE EQUITY POLICY IS NOT LOVE AND DONE.

THIS IS A LIVING DOCUMENT AND I SUPERINTENDENT WE'LL VISIT THIS

MOST IN EARNEST. >> SIRI BLIESNER: WHY DO YOU WANT HIM TO DO THOSE THINGS? WHY IS THAT THE DIRECTIVE?

>> CHRISTOPHER CARLSON: WE COULD JUST SAY MAINTAIN A CULTURE BUT I WANT SOMETHING THAT SAYS HERE'S A WAY WE'RE GOING TO KEEP

[01:25:03]

NEEDS TO BE IN THE OE. >> ERIC LALIBERTE: TIE GOES TO ME. I THINK STAKEHOLDER ENGAGEMENT IS IMPORTANT FOR AN EQUITY POLICY IN AND OF ITSELF.

I THINK ENGAGING WITH YOUR COMMUNITY, PARTICULARLY HISTORICALLY MARGINALIZED COMMUNITIES AND PEOPLE OF COLOR AND I THINK ALL OF THAT IS IMPORTANT NOT JUST FOR THE -- I THINK THAT IS, AGAIN, IT'S IMPORTANT IN AND OF ITSELF.

THAT'S WHY I THINK THAT'S IMPORTANT TO ECHO DIRECTOR CARLSON. DR. HOLMEN?

>> DR. JOHN HOLMEN: I PULLED UP OE-10 JUST TO PROVIDE CONTEXT FOR WHERE WE ARE WITHIN -- MAYBE OE-10 ISN'T THE RIGHT -- THERE WE GO. SO OE-9, AS I'M THINKING ABOUT THE CONSTRUCTION OF THIS POLICY, THIS DOES NOT HAVE THE OVERARE,ING POLICY STATEMENT BUT WHAT IT DOES HAVE IS THIS STATEMENT AROUND AROUND THE SUPERINTENDENT SHALL SO I BELIEVE THAT'S WHAT WE'RE ARCHITECTING RIGHT NOW VERSUS CHRIS, WHAT I THINK YOU'RE THINKING ABOUT ARE THESE PIECES DOWN HERE THAT ARE WITHIN THE POLICY AND SO WHEN I THINK ABOUT STAKEHOLDER ENGAGEMENT, IT WILL BE BEST IN 11.1 THROUGH 10 VERSUS IN THAT SUPERINTENDENT SHALL --

>> CHRISTOPHER CARLSON: YEAH, I LOVE THAT.

THAT WORKS FOR ME. >> DR. JOHN HOLMEN: IT WILL BE DRIVEN FROM THAT AS WE THINK ABOUT THE MEASURABLE COMPONENTS

WITHIN THE POLICY. >> SIRI BLIESNER: SO THE PIECE OF THE SUPERINTENDENT DIRECTIVE IS TO BE ABLE TO NAIL DOWN ONE OF THE BIG PICTURE PIECE THAT IS DRIVE THAT, SO A DIVERSITY OF VIEWPOINTS, MAKING SURE THEY'RE AT THE TABLE WHEN THE DECISIONS ARE MADE AND THE DECISION GOING FORWARD AND THAT'S PART OF THE INCLUSION OF HISTORICALLY MARGINALIZED COMMUNITIES AND WE WOULD MEASURE IT THROUGH THESE COMPONENTS AND THESE ARE METRICS FOR HOW WE WILL KNOW THAT'S HAPPENING SO I THINK THAT STATEMENT CAN CAPTURE THAT, I'M JUST NOT SURE WE'RE CAPTURING THE OTHER PIECES AS WELL AND THAT'S WHAT -- IT MIGHT NEED TO BE MOVED TO THE STATEMENTS HERE TO SEE IF THEY BUBBLE TOO BIG

AFTER YOU DO THE SPECIFICS. >> ERIC LALIBERTE: I AGREE, THAT'S GREAT. ANY OTHER COMMENTS?

DIRECTOR SAGE? >> CASSANDRA SAGE: JUST THAT THIS ISN'T ANYWHERE NEAR DONE, SO.

>> CHRISTOPHER CARLSON: IT'S A SOLID DRAFT BUT WE'RE A LONG WAY

FROM DONE, YES. >> DR. JOHN HOLMEN: I BELIEVE THE PROCESS THE BOARD HAS OUTLINED FOR THE DEVELOPMENT OF THIS POLICY AS YOU BRING IT TO THE COMMUNITY, IT'S NOT DONE.

THAT'S THE POINT OF GAUEGAUNGAU AND DIALOGUING, TO COME BACK AND DO A SIMILAR PROCESS. THE LEVEL OF IMPORTANCEDIALOGUI A SIMILAR PROCESS. THE LEVEL OF IMPORTANCE OF THIS POLICY I THINK ALLOWS THIS GROUP TO HAVE THIS DISCUSSION AND

DEDICATE THE TIME TO IT. >> CASSANDRA SAGE: I DO THINK WE NEED TO HEAR REGULARLY FROM THE COMMUNITY IN ALL ASPECTS OF THE WORK WE DO AS A BOARD BY ESPECIALLY WITH THIS EQUITY POLICY AND ALL COMPONENTS OF IT, BECAUSE WE ARE NOT THE TYPICAL DEMOGRAPHIC. WHEN YOU WHEN YOU US, OF THE PEOPLE WHO ARE REALLY AFFECTED HERE SO WE WILL NOT KNOW UNTIL WE BRING IN PEOPLE

WITH THESE LIFE EXPERIENCES. >> DR. JOHN HOLMEN: GREAT.

>> ERIC LALIBERTE: OKAY, LET'S GO TO THE NEXT.

>> DR. JOHN HOLMEN: FINALLY THE LAST PIECE FOR FEEDBACK TONIGHT IS AROUND THE BOARD'S VALUES. WHEN THWE WERE THINKING ABOUT H DO WE LAY OUT THE BOARD'S POLICIES, WE THOUGHT THE BOARD'S VALUE THAT IS WE WERE HEARING, WELL-BEING, SAFE AND INCLUSIVE

[01:30:03]

UNDER ACADEMIC SUCCESS, EQUITABLE ACCESS TO AN EDUCATION, STUDENTS ARE ABLE AND WE HOLD HIGH EXPECTATIONS FOR THEM, CURRICULUM AND INSTRUCTION THAT ARE CULTURALLY RESPONSIVE, INCLUSIVE, AND STANDARDS BASED. UNDER EXCELLENT STAFF, THAT ALL STUDENT HAVES A ROLE MODEL AND TRUSTED ADULT.

STAFF ARE VITAL TO CLASSROOM CULTURE.

WHEN WE THINK ABOUT COMMUNITY ENGAGEMENT, FAMILIES ARE PART OF THE COMMUNITY AND OVERALL SUCCESS OF STUDENTS, THAT STUDENT, STAFF AND FAMILIES HAVE MULTIPLE WAYS TO RESOLVE ISSUES OR CONCERNS AND WHEN WE THINK ABOUT EFFECTIVE USE OF RESOURCES, ACCOUNTABILITY FOR RACE AND EQUITY EFFORTS AND ANALYSIS OF RESOURCE AL SLOW OCCASION.

WE TRIED TO PULL THOSE FROMWE T BOARD COMMENTS.

WHETHER THESE ARE THE EXACT STATEMENTS OR WE DEEP THESE, I THINK THAT'S THE POLICY LANGUAGE BASED ON VALUES AND FEEDBACK. T THINK THAT'S THE POLICY LANGUAGE BASED ON VALUES AND FEEDBACK.E THINK THAT'S THE POLICY LANGUAGE BASED ON VALUES AND FEEDBACK.V THINK THAT'S THE POLICY LANGUAGE BASED ON VALUES AND FEEDBACK.EL THINK THAT'S THE POLICY LANGUAGE BASED ON VALUES AND FEEDBACK.O I THINK THAT'S THE POLICY LANGUAGE BASED ON VALUES AND FEEDBACK.P I THINK THAT'S THE POLICY LANGUAGE BASED ON VALUES AND

FEEDBACK. >> CASSANDRA SAGE: THIS LOOKS LIKE OUR STRATEGIC PLAN GOALS. IT LOOKS VERY SIMILAR, WHICH IS NOT A BAD THING. WE SHOULD BE WORKING TOWARDS OUR STRATEGIC PLAN BUT THIS LOOKS VERY FAMILIAR AND MAYBE WE WANT TO THINK OF ANOTHER WAY TO STATE OUR PERSONAL BOARD VALUES.

>> MARK STUART: I SEE WHAT YOU'RE SAYING BUT STRATEGIC GOALS ARE SUPPOSED TO BE IN RESPONSE TO YOUR VALUES SO HAVING THEM SIMILAR DOES NOT HURT MY PERSPECTIVE ON IT.

I THINK WE NEED TO, AT SOME POINT, AS IT'S LAID OUT WHETHER ON THE WEBSITE OR WHEREVER, THESE ARE OUR VALUES AND TO ANSWER THESE VALUES, WE HAVE THESE STRATEGIC GOALS.

DOES THAT MAKE SENSE? >> CASSANDRA SAGE: YEAH, AS LONG AS WE LINK THOSE THINGS BUT I'M ALREADY THINKING WE NEED TO REVISIT OUR STRATEGIC PLAN. DOES IT GO THROUGH 2022? NO, NO, NO, I'M NOT ASKING YOU TO DO IT THIS YEAR.

[LAUGHTER] I HEARD IT VERY LOUDLY, THANK

YOU. >> DR. JOHN HOLMEN: ILL JUST JOT THAT'LL JUST JOT THAT FEEDBACK DOWN.

>> CASSANDRA SAGE: WHEN WE LOOK AT THIS WE SHOULD BE SAYING WOW, HERE'S OUR STRATEGIC GOALS AND OUR VALUES AND WE'RE MEETING SOME OF THESE GOALS AND THAT'S A GOOD THING ESPECIALLY AFTER THE LAST YEAR WE HAD SO AS WE MOVE FORWARD, BE THINKING ABOUT WHAT DOES THE NEXT STEP NEED TO BE? I THINK THAT'S 1 PIECE OF INNOVATION THAT WE NEED TO KEEP IN THE BACK OF OUR MINDS.

HOW IS THIS GOING TO LOOK WHEN THESE GOALS REALLY NEED TO BE

UPDATED? >> SIRI BLIESNER: AS I THINK OF POLICY GOVERNANCE AND THE WAY IN WHICH THIS WORKS I BELIEVE WITH WHAT MARK WAS SAYING, PLEASE CORRECT ME IF I'M WRONG, IS OUR VALUES HERE SHOULD BE DRIVE WHATTING THE STRATEGIC GOALS ARE, NOT VIRUS VERSA. THIS GIVES ME A SENSE OH THAT THIS IS DRIVING WHAT THE VALUES ARE.

DID I CAPTURE WHAT -- OKAY. >> MARK STUART: IF YOU DON'T HAVE VALUES, YOU'RE NEVER GOING TO ACCOMPLISH ANY GOALS BECAUSE YOU DON'T KNOW WHAT IT MEANS TO YOU.

WHERE YOUR HEART IS, IT DRIVES YOUR MIND.

>> SIRI BLIESNER: WE HAVE BEEN BEING TALKED ABOUT BEING IN DECISION MAKING. HAVING MULTIPLE VIEWPOINTS WHEN DECISIONS ARE MADE, RIGHT? THOSE WOULD BE THE BIG PIECE.

COMMUNITY ENGAGEMENT MIGHT WITH ONE WAY TO DO IT BUT THERE'S MORE BEYOND THAT IN REGARDS TO HOW DIVERSITY, EQUITY, AND INCLUSION MEANS IN REGARD TO THAT TYPE OF ENGAGEMENT SO I THINK WE NEED TO THINK BROAD NE'ER HOW WE WORD IT.

IT'S EASY TO THROW ROCKS. WHEN YOU HAVE DRAFTS, IT'S EASY

[01:35:09]

WE NEED TO BE CORBETT ABOUT THAT AND THOUGHTFUL ABOUT THAT.

ACADEMIC KEYS, WE'RE MISSING IN HERE OPPORTUNITY, WHAT ABOUT EXTRACURRICULAR ACTIVITIES? WHAT ABOUT CLUBS? POTENTIAL TO DO DIFFERENT THINGS? THIS GETS MISSED WHEN WE ONLY SAY ACADEMIC SUCCESS BECAUSE THERE ARE OTHER COMPONENTS. IT'S THE BIG PICTURE WE'RE SPEAKING TO. LIKE I SAID, IT'S ALWAYS EASY TO

CRITIQUE. >> DR. JOHN HOLMEN: THAT'S WHY WE'RE BRINGING THIS, TRYLY, SO THAT THE BOARD CAN DIALOGUE AND WE DON'T TAKE THESE AS ROCKS SO THAT'S WHY I'M FURIOUSLY TAKING

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

I HAVE A HARD TIME ASKING A SUPERINTENDENT TO DO SOMETHING THAT ISN'T FULLY UNDER THEIR CONTROL SO WHEN YOU TALK ABOUT EXCELLENT STAFF. ALL STUDENTS HAVE A ROLE MODEL.

ALL STAFF BEHAVE IN A WAY THAT THEY CAN BE ROLE MODELS TO STUDENT BUT TO REQUIRE THAT EVERY STUDENT HAS A ROLE MODEL, I DON'T KNOW WHERE TO DRY THE LINE TO SUCCESS ON THAT.

>> ERIC LALIBERTE: DIRECTOR BLIESNER GO AHEAD.

>> SIRI BLIESNER: THE CHALLENGE WITH THE WAY THAT'S SET.

I THINK OF THAT ROLE MODEL PIECE IS THAT WE HAVE A DIVERSE STAFF THAT'S REFLECTIVE OF THE STUDENT THAT IS WE HAVE SO THAT YOU CAN SEE YOURSELF IN THOSE POSITIONS. I'M NOT SURE THAT THAT FITS UNDER EXCELLENCE STAFF BECAUSE THAT'S ADDRESSING DIVERSITY, RIGHT? IT'S A DIFFERENT PIECE BUT THAT'S A PIECE SO THAT'S MY QUESTION, HOW ARE DO WE FLIP THIS ON ITS HEAD SO THAT IT'S NOT THE STRATEGIC GOAL THAT IS WE'RE PUTTING IT UNDER BUT A BIGGER PICTURE ABOVE IT THAT WE

ARE. >> CHRISTOPHER CARLSON: SO INSTEAD OF ALL STUDENT HAVES A ROLE MODEL, A DIVERSE, WELL-TRAINED STAFF EXISTS SO THAT STUDENTS CAN FIND A ROLE

MODEL AND TRUSTED ADULT. >> SIRI BLIESNER: AND THAT'S HOW YOU HAVE THE SAFE AND INCLUSIVE ENVIRONMENT THAT COMBYOU'RE LOO

TO HAVE BY THAT BEING TRUE. >> ERIC LALIBERTE: I KIND OF AGREE WITH YOU. FOR ME, THE VALUES THAT STUDENTS BE SEEN AND HAVE A SENSE OF BELONGING AND NUMBER SEVEN IS JUST A MEANS TO AN ENDS POTENTIALLY AND A LOT OF OF WHAT D DR DIRECTOR CARLSON AND DIRECTOR BLIESNER WERE TALKING ABOUT, WE HEAR A TON FROM STUDENTS ABOUT THE IMPORTANCE BEING THAT THEY FEEL THEY BELONG. THAT'S WHAT I PUT A BIG STAR NEXT TO, THAT'S REALLY IMPORTANT TO ME AS VALUES.

WHEN I READ THROUGH THIS LIST, I AGREE WITH ALL OF THESE VALUES AND I HOLD THEM AS A BOARD MEMBER.

THERE'S JUST THE -- ONLY NUMBER SEVEN WHICH I DID FEEL WAS MORE OF A MEANS RATHER THAN A VALUE. AND 11 AND 12, I THINK I GET --

[01:40:11]

I'M GOING TO KEEP TALKING, THEN. [LAUGHTER] I THINK THAT ACCOUNTABILITY THAT THE SYSTEM IS ACCOUNTABLE NOT JUST FOR OUR EFFORTS, WE'RE ACCOUNTABLE FOR THE RACE AND EQUITY RESULTS AGAIN, IT'S NOT JUST A MEANS, I THINK THERE IS VALUE IN HAVING A SYSTEM THAT HOLDS ITSELF ACCOUNTABLE, TOO, JUST INTRINSICALLY THAT'S A VALUE.

I'M KIND OF WRESTLING WITH HOW TO GET THERE BUT THAT'S WHY I THOUGHT THAT WAS REALLY IMPORTANT, TOO, AND I THINK WE'RE GETTING SOMEWHERE WITH THAT.

AND I THINK ANALYSIS OF RESOURCE ALLOCATION, IS THAT MORE OF A MEANS? AND I HAVEN'T BEEN ABLE TO CONNECT THAT TO A VALUE SO THAT'S THE OTHER ONE I DON'T KNOW NECESSARILY NEEDS TO BE THERE.

>> MARK STUART: MAYBE IT'S JUST THE WORDING THAT MAKES IT LOOK LIKE A HOW. JUST A THOUGHT.

>> ERIC LALIBERTE: WHY IS ANALYSIS OF RESOURCE ALLOCATION IMPORTANT? ONE, WE WANT OUR RESOURCES TO BE ALLOCATED EQUITABLY. WE WANT TO MAKE SURE WE'RE BEING -- I DON'T KNOW, THAT WE'RE BEING EFFECTIVE.

I'M TRYING TO TIE THAT IN. >> SIRI BLIESNER: THE START OF ALL THIS IS THE SUPERINTENDENT SHALL ALLOCATE RESOURCES EQUITABLY OR ALLOCATE RESOURCES WITH ATTENTION TO AN EQUITY LENS. YOU HAVE TO REMEMBER THAT STEM BECAUSE IT'S SNOT JUST AN ANALYSIS OF RESOURCE ALLOCATION, IT'S THAT THE RESOURCES WERE ALLOCATED EQUITABLY TO ADDRESS THESE, TO ENSURE THAT ALL STUDENTS SUCCEED, HAVE A SAFE AND WELCOMING AND INCLUSIVE ENVIRONMENT.

THAT'S THE PURPOSE BEHIND IT. >> CASSANDRA SAGE: SO LIKE AN OKAY YOU WANT ALL THIS BUT HAVE YOU FUNDED IT? WILL IT BE ABLE TO HAPPEN IF YOU DON'T FUND IT?

>> DR. JOHN HOLMEN: WOULD IT BE BETTER FOR THE BOARD IF WE FOLK THAT NEXT STEP AND DID EXACTLY WHAT SIRI DESCRIBED AND WROTE THESE MORE AS DRAFT POLICY LANGUAGE THAT THROUGH THOSE POLICY STATEMENTS WE'RE ELEVATING THE VALUES BUT YOU HAVE POLICY LANGUAGE THAT ONE THROUGH TEN.

WOULD THAT BE MORE EFFECTIVE AND MORE BENEFICIAL FOR YOU AS YOU

GO OUT TO COMMUNITY? >> ERIC LALIBERTE: I THINK SO.

>> CHRISTOPHER CARLSON: I THINK SO.

MY ONLY ADDITIONAL DISCUSSION WOULD BE THAT WHERE ONE OF THESE OE-11 DIRECTORS SHOULD AND DOES MIRROR SOMETHING THAT ALREADY EXISTS SO SAFE AND INCLUSIVE ENVIRONMENTS EXISTS SOMEWHERE ELSE IN OUR OES, CALL THAT OUT SPECIFICALLY, THIS LANGUAGE IS

THE SAME AS OE WHATEVER. >> MARK STUART: YOU CAN DO IT PARAPHER PARENTHETICALLY AS YOUR

STATEMENT. >> DR. JOHN HOLMEN: WE TALKED ABOUT NOT WANTING TO SEEM LIKE WE WERE PRESUMING, THAT WE HAD A POLICY PREWRITTEN IN OUR NEXT STEP WITH THE COMMUNITY, BUT IT SOUNDS LIKE IT ACTUALLY MAY BE BENEFICIAL TO HAVE DRAFT AS A WATER MARK BEHIND THINGS AND JUST TO KIND OF BE ABLE TO TALK ABOUT THE PROCESS THAT YOU'VE GONE THROUGH AND THEN WHAT WILL

HAPPEN AS A RESULT OF FEEDBACK. >> MARK STUART: I THINK WIN OF THE REASONS I LIKE THE PARENTHETICAL, WHAT WE TALKED ABOUT IS IT'S BEEN THERE BUT IT'S BEEN HERE, IT'S BEEN THERE, IT'S BEEN THERE, IT'S BEEN THERE, AND NOW WHAT WE'RE DOING IS PUTTING IT IN ONE PLACE AND WE CAN ALSO THEN CALL IT OUT AND

[01:45:04]

THAT DOESN'T DIMINISH THAT IT'S THROUGHOUT THE REST OF THE DOCUMENT. IT JUST SHOWS YOU IT NEVER HAD ITS OWN HOME BUT BY GIVING IT SUCH, IT HIGHLIGHTS OUR BELIEF

SYSTEM. >> ERIC LALIBERTE: I AGREE.

ARE YOU GOING TO TOUCH ON THAT? I DON'T KNOW THAT I SAID THIS CLEARLY SO I WILL SAY IT NOW. WHEN I READ THROUGH THESE VALUES. I JUST WANT TO SAY, AGAIN, THESE ARE THE VALUES THAT I HAVE HEARD US TALK ABOUT.

I HAVEN'T HEARD ANYONE SAY TRIBING THESE VALUES SO I THINK THESE ARE THE ONES WE WANT TO BRING FORWARD IN WORKING ON THE POLICY,ARE THE ONES WE WANT TO FORWARD IN WORKING ON THE POLTHESE ARE THE ONES WE WANT T BRING FORWARD IN WORKING ON THE

POLICY, SO, OKAY. >> CHRISTOPHER CARLSON: I DO ABSOLUTELY THINK WE CAN'T FINALIZE ANYTHING BEFORE WE HAVE HAD PUBLIC INPUT ON IT BUT IN TERMS OF BRINGING IT TO THE PUBLIC AT THE POINT THE DRAFT GOES TO THE PUBLIC, A, IT HAS TO HAVE DRAFT IN BIG LETTERS ON IT, AND, B, IT NEEDS TO LOOK LIKE OUR CURRENT POLICIES SO THIS IS NOT READY FOR PUBLIC COMMENT.

>> DR. JOHN HOLMEN: MY THINKS HAS EVOLVED AS I HAVE HAS EVOLVED ASI HAS EVOLVED N HAS EVOLVED G HAS EVOLVED AS I HAVE BEEN LISTENING, SO I WILL PACKAGE IT AS OE-11.

>> ERIC LALIBERTE: ALL RIGHT. ANYTHING ELSE?

>> CHRISTOPHER CARLSON: ONLY ONE MAI NEAR ONE, NUMBER FIVE, THERE'S A CLAUSE MISSING, STUDENTS ARE ABLE TO WHAT? STUDENTSINOR ONE, NUMBER FIVE, A CLAUSE MISSING, STUDENTS ARE ABLE TO WHAT? STUDENTS ARE ABLE.

>> ERIC LALIBERTE: MAYBE, YES, MAYBE A DIFFERENT WORD.

I HAD THE SAME THOUGHT BUT THEN I UNDERSTAND IT.

WE DO BELIEVE EVERY STUDENT IS ABLE.

>> CHRISTOPHER CARLSON: I'M AFRAID OUR DISABLED COMMUNITY

WOULD NOT TAKE THAT KINDLY. >> ERIC LALIBERTE: THAT'S FAIR.

>> CHRISTOPHER CARLSON: WORD SMITHING.

>> MARK STUART: EVERY STUDENT IS ABLE WITH HIS OR HER ABILITIES.

ABLE FOR ONE STUDENT MAY OR MAY NOT.

I WAS NEVER GOING TO BREAK THE 4-MINUTE MILE BUT I COULD MAKE

THE 4-MINUTE STATEMENT. >> SIRI BLIESNER: I THINK WHAT WE'RE SAYING IS EVERY STUDENT IS CAPABLE.

>> CHRISTOPHER CARLSON: I LIKE THAT.

>> CASSANDRA SAGE: I DON'T SEE OPPORTUNITY HERE.

BUT I THINK, AGAIN, EQUITABLE ACCESS WOULD BE GIVING OPPORTUNITY BUT I DON'T WANT TO LOSE THE FACT THAT OPPORTUNITY HAS BEEN A BIG ISSUE AS TO WHY SOME STUDENTS HAVE NOT BEEN ABLE

TO ACCESS THINGS. >> ERIC LALIBERTE: OKAY.

DR. HOLMEN. WHAT ARE YOUR THOUGHTS ON NEXT

STEPS? >> DR. JOHN HOLMEN: I HAVE A SLIDE FOR THAT. BULLET NUMBER ONE IS CHANGED.

THAT WILL BE YES, FINALIZING THESE PIECES BUT REALLY PUTTING IT INTO OE-11 AND IT WON'T JUST BE VALUES, IT WILL BE VALUE STATEMENTS ALSO WRITTEN WITHIN A POLICY STRUCTURE.

DIANE IS WORKING ON LINKAGE SESSIONS, I BELIEVE, FOR CLOSE TO THE END OF THIS MONTH AND SO SHE WILL SEND OUT AN E-MAIL TO THE BOARD. IF YOU COULD JUST GET BACK TO HER THIS WEEK AROUND WHEN YOU'RE AVAILABLE, THAT WILL BE HELPFUL FOR HER TO THEN MOVE FORWARD WITH CONTACTING GROUPS AND GETTING THESE SCHEDULED. AND THEN ERIC AND I WILL TALK

[01:50:01]

>> MARK STUART: PART OF THE CRITICISM AS I RECALL IT AND GETTING CALLS ON IT WAS THE IDEA THAT SOME OF THE KEGS SESSION WOULD COME IN AND IT'S NOT JUST TWO OR THREE PARTICIPANTS OR STAFF MENS, IT'S TWO OR THREE PARENTS AND TEACHERS AND THEN IT WAS LIKE A TWO TOO ONE OR THREE TO WIN RATIO AND I THINK IT WAS INTIMIDATING TO THE PARENTS. IT WAS AS IF THEY WERE BEING TOLD, OKAY. THAT WAS THE IMPRICKS MADE AND YOU CAN'T CORN FOLKS ARE GOING TO SHOW UP.

WE HAD A NUMBER OF THEM WHERE WE WERE THE ONLY PEOPLE ON THE CONVERSATION. MAYBE THERE ARE COMMUNITY GROUPS WE NEED TOO WORK THROUGH TO HELP US BROADEN THAT, WHETHER IT'S ECUMENICAL COUNCILS,SLS, ELS, E ORGANIZATIONS, WHATEVER.

>> CASSANDRA SAGE: ARE YOU REFERRING TO THE SPECIAL

EDUCATION LISTENING SESSIONS. >> MARK STUART: I'M THINKING OF

TWO OF THREE OF THEM. >> SIRI BLIESNER: OF THE SPECIAL EDUCATION? THERE ARE A LOT OF THOSE LINKAGES THAT PARENTS DID NOT COME TO IN GREAT NUMBERS AND WE

HAD A LOT OF STAFF. >> MARK STUART: WE HAD A COUPLE OF THEM WITH DIFFERENT COMMUNITIES, I GUESS YOU WOULD SAY EIGHTH MIX COMMUNITIES WHO WERE UN UNDERRAPTED WHO DIDN'T MAKE IT FOR ONE REASON OR ANOTHER.

I KNOW IT'S TOUGHFOR ONE REASON. I KNOW IMAKE IT FOR ONE REASON ANOTHER. I KNOW IIT FOR ONE REASON OR AN.

I KNOW IMAKE IT FOR ONE REASON ANOTHER.

I KNOW IANOTHER. I KNOW IMAKE IT FOR ONE REASON ANOTHER. I KNOW IT'S TOUGH BUT I REMEMBER WHEN IT WAS JUST TWO PARENTS AND THEN THE STAFF AND PARENTS WOULD

SAY OH LORD HAVE MERCY. >> SIRI BLIESNER: DID WE HAVE A TIME WHERE WE DID FEEDBACK DRECKLY FROM THOSE GROUPS WHERE THEY FELT LIKE THEY WENT TO THAT? I DON'T RECK HAVING THIS DISCUSSION.

MAYBE WE DID BUT IT'S BEEN A BUSY TIME.

I THINK AT THE FACILITATION, I THINK THAT WAS AN INTERESTING IDEA. I THINK HAVING AT LEAST A STAFF MIGHT BE IN THE ROOM WILL BE VERY IMPORTANT. I THINK YOU NEED SOMEBODY TO TAKE NOTES AND HAVING THAT VIEWPOINT FROM YOU ALL IN THE ROOM IS OF VALUE AS WELL TO HEAR THAT AT THE SAME TIME I ALSO THINK IF WE DO HAVE BOARD MEMBERS DIRECTING THAT CONVERSATION WE NEED TO BE VERY CLEAR AS BOARD MEMBERS WHAT THAT MEANS AND HOW THAT'S FACILITATED.

WATCHING THE SKILL SET OF STAFF IN THOSE MEETINGS, IT WAS CLEAR YOU WERE VERY SKILLED AT WHAT YOU WERE DOING AND THAT THOSE CONVERSATIONS COULD HAVE GONE MANY WAYS AND THEY WERE VERY POSITIVE FOR PEOPLE AND THAT IN AND OF ITSELF WAS HUGE AND I'M FEARFUL THAT I MIGHT NOT BE AS GOOD AS THAT AND I COULD REALLY DO DAMAGE AS OPPOSED TO TRULY ELICITING THE INFORMATION AND WORKING WITH THEM AND BRINGING THEM TO THE TABLE IN THAT FASHION. THAT'S WHERE MY CONCERN WOULD BE. I DO THINK THERE'S VALUE WITH HAVING STAFF FOR CLARITY. THIS IS NOT AN EASY TOPIC.

IT BRINGS UP A LOT OF EMOTIONS, IT BRINGS UP A LOT OF EXPERIENCES. MY LIVED EXPERIENCES ARE VERY DIFFERENT THAN PEOPLE IN THAT ROOM AND HOW WELL WILL WE BE

[01:55:03]

I DO THINK WE SHOULD BE THOUGHTFUL WITH THAT I THINK THERE'S A PLACE THAT THE BOARD MEMBERS CAN HAVE ACTIVE ROLES, POTENTIALLY IN ASKING SOME OF THE QUESTIONS, FOLLOWUP QUESTIONS, YOU COULD DO THINGS ALONG THAT LINE BUT DEFINITELY WITHIN GUIDANCE OF HOW DO YOU CREATE THAT KIND OF SPACE? I HAVE SEEN IT WHERE IT GOES BAD AND I HAVE NO INTEREST IN HAVING THAT HAPPEN BECAUSE I THINK IT DOES DAMAGE.

>> ERIC LALIBERTE: I AGREE. I DON'T FEEL EQUIPPED TO HAVE A CONVERSATION. I THINK DIRECTOR STUART'S POINT ABOUT HAVING THE RIGHT BALANCE, THAT JUST GOES TO DESIGNING IT SO OUR PARTICIPANTS FEEL COMFORTABLE.

I DON'T KNOW THAT I WOULD BE ABLE TO MAKE ANYONE FEEL COMFORTABLE, INCLUDING MYSELF, AND ALSO IT'S HELPFUL HAVING STAFF FACILITATE BECAUSE WHAT I REALLY APPRECIATE ABOUT THE LAST ONE IS BECAUSE STAFF WAS FACILITATING DID SUCH A GREAT JOB, I WAS ABLE TO REALLY LISTEN INTENTLY AND I KNOW FROM HAVING FACILITATED OTHER THINGS, IT'S REALLY HARD TO LISTEN WHEN YOU'RE TRYING TO THINK ABOUT, OKAY, WE NEED TO KEEP THE CONVERSATION THIS WAY OR THAT WAY.

I WOULD LIKE TO CONTINUE HAVING STAFF FACILITATE THESE UPCOMING L LINKAGES BUT I DO THINK NOW WE'RE AT THE POINT OF DRAFTING POLICY, HAVING A SEGMENT OR A SECTION WHERE THE BOARD MEMBERS WHO ARE PARTICIPATING BE A LITTLE MORE ACTIVE AND ASKING QUESTIONS WILL BE HELPFUL AS

WELL. >> SIRI BLIESNER: ONE THING THAT I THINK WILL BE HEPFUL, IT'S DIFFICULT IF YOU DON'T HAVE A COMPUTER, YOU DON'T CHECK YOUR E-MAIL, MAYBE YOU DON'T EVEN KNOW HOW TO SET AN E-MAIL UP. IT'S DIFFICULT TO KNOW THERE'S AN OPPORTUNITY TO PARTICIPATE IN A LINKAGE.

I THINK PART OF THE PROBLEM IN NOT HAVING GREAT PARENT INVOLVEMENT IS THE OPPORTUNITY WAS NOT CLEAR OR NOT CLEARLY UNDERSTOOD. IT NEEDS TO BE DELIVERED IN A WAY IN WHICH IT WORKS FOR THE COMMUNITY THAT YOU ARE TRYING TO ENGAGE WITH. IT DOESN'T WORK FOR EVERYBODY IN

THE SAMEWY. >> ERIC LALIBERTE: ANYTHING ELSE? DID THAT HELP?

OKAY. >> DR. JOHN HOLMEN: THAT BRINGS OUR CONVERSATION FOR THIS EVENING TO A CLOSE AROUND OUR POLICY WORK. THANK YOU FOR THE DIALOGUE.

I THINK IT WAS VERY, VERY GOOD DIALOGUE AND CONVERSATION.

I APPRECIATE THE FEEDBACK. A FEW DIFFERENT TEAMS WORKED ON THE LANGUAGE SO A FEW DIFFERENT TEAMS WILL CONTINUE TO WORK ON THIS LANGUAGE. WE'LL FIGURE OUT A WAY TO ALSO GET IT BACK TO THE BOARD FOR YOUR VIEW OF IT BEGIN BECAUSE WE WANT TO MAKE SURE THAT WHATEVER GOES OUT TO COMMUNITY, THE BOARD

FEELS COMFORTABLE WITH. >> ERIC LALIBERTE: GREAT, THINGS. IT'S FUN TO HAVE WORDS ON A PAGE THAT DEAL WITH AN EQUITY POLICY. THAT'S PRETTY NEAT.

OKAY. WE ARE THOUSAND GOING TO TAKE A 20-MINUTE BREAK. THIS MEETING WILL RECONVENE AT 6:27. THE NEXT ITEM WHEN WE RETURN, THE LAST ITEM, IS A DISCUSSION ON THE 2021-2022 BUDGET.

SO 6:07. WE WILL ADJOURN FOR 20 MINUTES

AND BE BACK AT 6:27. >> ERIC LALIBERTE: OKAY.

[3. Development of 2021-22 Budget]

DR. HOLMEN, WOOL YOU GET US STARTED.

>> >> DR. JOHN HOLMEN: THANK YOU AND AS A REMINDER, THESEDR. JOH AND AS A REMINDER, THESE LAST TWO TOPICS. WOULD HAVE BEEN PART OF OUR

[02:00:06]

TONIGHT WE HAVE WITH US BARBARA POSTHUMS AND CHRIS BRENAGREN TO PROVIDE YOU WITH AN UPDATE LOOKING AT CURRENT BUDGET AND ALSO TO PLAN AHEAD FOR THE 2021-22 SCHOOL YEAR, BARBARA?

>> THANK YOU VERY MUCH. TONIGHT WE ARE GOING TO REVIEW OUR CURRENT YEAR, OUR 2020-21 BUDGET OUTLOOK AND ASSUMPTIONS.

WE LAST SHARED INFORMATION WITH THE BOARD IN EARLY FAIL, BACK IN OCTOBER. THEN WE'RE GOING TO GO INTO OUR 2021-22 BUDGET PLANNING. WE'LL JUST JUMP RIGHT INTO THE 2021 SCHOOL YEAR. SO JUST A REMINDER, THE BUDGET IS CONNECTED TO OE-5 AND FINANCIAL PLANNING AND OE-5 TALKS ABOUT WE WILL DEVELOP A BUDGET THAT DISCLOSES ASSUMPTIONS AND ENSURES FISCAL SOUNDNESS AND PROVIDES NECESSARY INFORMATION TO THE BOARD ON MATTERS AND WE PROVIDE NECESSARY INFORMATION TO THE BOARD SO WE'RE GIVING YOU AN UPDATE TONIGHT. LOOKING AT OUR ASSUMPTIONS, SO BACK IN OCTOBER ON THE LEFT ARE THE ASSUMPTIONS WE SHARED WITH YOU AND I WANT TO UPDATE SOME OF THOSE ASSUMPTIONS TONIGHT.

WE ANTICIPATED NO MID-YEAR LEGISLATE I HAVE CUTS.

THAT'S THE STILL ACCURATE. WE ANTICIPATED NO RELIEF ON OUR TRANSPORTATION REVENUE, WE ANTICIPATED LOSING 100% OF OUR REVENUE IN TRANSPORTATION AND WE DID RECEIVE $5.2 MILLION IN TRANSPORTATION FUNDING THIS YEAR, A LITTLE LESS THAN 50% OF OUR TOTAL FUNDING. OUR ENROLLMENT IS CONTINUING TO DECLINE AND I WILL GO OVER THAT IN A LITTLE MORE DETAIL, BUT A WE HAVE LOST, SINCE OCTOBER, ANOTHER 300 HEAD COUNT STUDENTS AND THAT IMPACTS US BY AN AVERAGE ANNUAL OF 175 F T E FOR THE YEAR. OUR NUTRITION SERVICE PROGRAM CONTINUES TO REMAIN SELF-SUPPORTING GIVING THE US D ADA FUNDING FOR THE FREE FOR ALL.

WE ARE CONTINUING REVENUE LOSSES AND EXPENDITURE SAVINGS ASSUMPTIONS AND WE RELOOKED AT THAT.

WE'LL TALK ABOUT OUR MID YEAR UPDATES AND THEN PPE COSTS CONTINUE TO INCREASE. WE'RE PIEING MORE PPE EACH MONTH AS MORE AND MORE STUDENTS ARE IN SCHOOL.

THE GREAT NEWS IS WE BEGAN OUR SPORTS SEASONS MARCH 1ST.

OUR ORIGINAL ASSUMPTION IS WE WOULD HAVE NO ATHLETICS FOR THE YEAR SO WE DID BRING SOME SHORTENED SPORTS BACK, AN THEN WE ALSO DID HAVE TO ADD ADDITIONAL K-5 TEACHERS AND SUPPORT STAFF TO BEGIN IN-PERSON LEARNING IN FEBRUARY.

RIGHT NOW WE ARE EVALUATING THE NEED AT SECONDARY IN ORDER TO BRING BACK SECONDARY IN-PERSON AND LOOKING AT WHAT WE WILL NEED THERE. THESE ARE JUST HIGH LEVEL SLIDES TALKING ABOUT THE IMPACT IN SEVEN CATEGORIES.

ORIGINALLY BACK IN OCTOBER WE THOUGHT WE DECLINED 800 STUDENTS. AS I MENTIONED, WE'RE ESTIMATING TO BE DOWN 975 FTE AND BASING ET AND 120 STUDENTS IN SPECIAL ED.

INSTEAD OF HAVING A $9.5 MILLION LOSS IN OUR PUTT, WE'RE GOING TO HAVE A $11.5 MILLION IMPACT. A MAJORITY OF THAT DECLINE HAPPENED INA MAJORITY OF THAT D HAPPENED IN ELEMENTARY.

TRANSPORTATION, LIMITED RIDERSHIP THIS YEAR.

WE HAVE THREE STATE COUNTS, AN OCTOBER COUNT, A YON COUNT AND A MAY COUNT. AND THEN OUR FUNDING INCLUDES THE SPRING COUNT FROM THE PRIOR YEAR IN OCTOBER AND JANUARY

[02:05:04]

WE'RE USING BUS DRIVERS TO TRANSPORT THESE STUDENTS.

THERE'S NO NET IMPACT IN TRANSPORTATION ULTIMATELY.

SO FIXED COSTS, THIS WAS ORIGINALLY WE HAD ESTIMATED NO IMPACT TO OUR BUDGET BUT BECAUSE OF LESS EVENING MEETINGS, LESS UTILIZATION OF OUR MEETINGS, WE HAVE ABOUT A $750,000 SAVINGS IN UTILITIES. AND THEN OUR STAFF IMPACTS, WE ORIGINALLY ESTIMATED 5.2 MILLION IN SAVINGS, WE'RE GOING TO HAVE A 10 MILLION SAVINGS. IT CONTINUES IN A LARGE ORGANIZATION LIKE OURS NOT EVERY POSITION IS FILLED EVERY DAY.

WE HAVEN'T PUT A HOLD ON HIRING YET, SAVINGS BETWEEN WHEN THE POSITION IS VACATED AND WHEN HOURS ARE FILLED.

WE ALSO HAVE SAVINGS FOR SUBSTITUTES AND WE HAVE MORE SAVINGS IN SUBS AND REDUCED CONTRACTUAL SERVICES.

>> ERIC LALIBERTE: I HAVE A QUESTION.

DO YOU HAVE A PREFERENCE FOR US ASKING QUESTIONS ON EACH SLIDE

OR HOLDING UNTIL THE END? >> GO AHEAD.

>> ERIC LALIBERTE: OKAY, THANKS. WE HAVE A $10 MILLION SAVINGS HERE. DOES THIS ALSO ACCOUNT FOR THE DISH STAFFING THAT WE BROUGHT ON THIS YEAR?

>> THE ADDITIONAL 50 TEACHERS WE HAD TO HIRE IN K-5 IS INCLUDED IN OUR FEDERAL AND I WILL GET TO THAT IN THE NEXT SLIDE BUT GOOD

QUESTION. >> ERIC LALIBERTE: OKAY AND OF THIS $10 MILLION IN SAVINGS, WHICH YOU ATTRIBUTE TO UNFILLED POSITIONS SUBSTITUTE. HOW IS THAT? WE'RE JUST NOT HIRING? WE'RE NOT ABLE TO HIRE?

>> YEP, PART OF IT IS WE ALSO, WHEN WE'RE PAYING LESS IN JAR TIME FOR STAFFER, TOO, IT'S NOT JUST POSITIONS BUT IT'S LESS SPENDING ON ALL OF THOSE EXTRA MEETINGS.

>> WE HAVE NOD HAD THE NEED FOR SUBSTITUTES AS WE TYPICALLY DO SO THERE'S A SAVINGS THERE AS WELL.

>> ERIC LALIBERTE: IN ROUGH TERMS, OF THOSE FOUR CATEGORIES, WHAT WOULD YOU ATTRIBUTE? IS 1 PRIMARILY DRIVEING THIS?

>> IT'S REALLY JUST UNFILLED POSITIONS AND THE EXTRA TIME FOR MEETINGS. WHEN I SAY UNFILLED POSITIONS, IT'S NOT POSITIONS GOING VACANT ALL YEAR, IT'S JUST THE DIFFERENCE BETWEEN WHEN THE POSITION IS VACATED VERSUS WHEN WE GET THAT REPLACEMENT HIRED. IN A LARGE ORGANIZATION SUCH AS

OURS, THAT ADDS UP. >> OKAY.

THANK YOU. >> MARK STUART: A QUICK ONE.

YOU SAID THE LOSS OF STUDENTS IS PRIMARILY IN ELEMENTARY?

>> UH-HUH. >> MARK STUART: DO WE KNOW IF FAMILIES ARE SAYING THIS IS SUCH A BIZARRE YEAR, WE'RE GOING TO WAIT TO PUT JOHNNY OR SUZY IN SCHOOL OR ARE THESE KIDS GOING

TO PRIVATE OR PAROCHIAL SCHOOLS? >> YOU ASKED THIS LAST TIME SO I HAVE A HANDOUT FOR YOU SPECIFICALLY.

>> MARK STUART: OH, GEE. I THOUGHT I SOUNDED FAMILIAR.

>> WE LOST 800 STUDENTS AND THEN WE GAINED 500 STUDENTS AND SO WHAT YOU WILL SEE THAT OF THE STUDENTS THAT HAVE WITH DRAWN FROM OUR SCHOOL DISTRICT, THE MAJORITY IS EQUAL TO ABOUT ELEMENT 200 HAVE TRANSFERRED OUT OF WASHINGTON STATE AND THEN -- SORRY, AND THEN 200, THEY HAVEN'T GIVEN US A REASON AND

[02:10:01]

134 HAD LEFT OUR DISTRICT AT SOME POINT IN TIME AND ARE

RETURNING. >> MARK STUART: SO THE NET LOSS

IS REALLY AROUND 300? >> RIGHT.

>> MARK STUART: OKAY, THANKS. >> YOU'RE WELCOME.

SO THE NEXT SLIDE IS OUR LOCAL FEE PROGRAMS AND WE ARE ANTICIPATING A POSITIVE IMPACT AND SUCH A SAVINGS DUE TO REDUCED ATHLETIC COSTS AND THEN OUR INVESTMENT EARNINGS THIS YEAR ARE SLIGHTLY HIGHER THAN PLANNED.

THOSE ARE REALLY THE TWO IMPACTS.

FEDERAL PROGRAMS, WE HAVE SPENT ANOTHER $6.1 MILLION IMPACT OR LOSS AND SO SINCE THE FALL, OUR EXPENDITURES HAVE INCREASED FROM 3.8 MILLION TO 10.8 MILLION. WE DID RECEIVE ANOTHER ROUND OF ESSER FUNDS, ROUND TWO. AND WE HAVE SEEN THIS SLIDE BEFORE. WE SPENT ABOUT 13.2 MILLION SO FAR SINCE LAST MARCH IN ORDER TO PREPARE FOR REMOTE LEARNING AND REOPEN SCHOOLS SO THIS IS WHERE THE NUMBERS OF THE EXTRA TEACHERS THAT WE HAD TO HIRE ARE INCLUDED IN THESE NUMBERS.

AND THIS IS JUST A BREAKOUT OF THE ESSER FUNDS, ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF FUNDS.

THE FIRST ROUND THROUGH THE CARES ACT WHICH WE RECEIVED LAST SPRING WAS 1.7 MILLION. THAT WAS SPLIT OVER 2 FISCAL YEARS AND PAID FOR PPE, CLEANING SPLICE, HOT SPOTS AND TECHNOLOGY DEVICES AND THEN ESSER TWO WITH THE CARES ACT ADDITION WE RECEIVED 3.1 MILLION AND WE USED THAT TO REIMBURSE US FOR THE TECHNOLOGY AND LAPTOP COSTS. SO OUR SELF-SPORTING PROGRAMS INCLUDING NUTRITION SERVICES AND EXTENDED DAY, JUST A SLIGHT CHANGE THERE. INSTEAD OF A 2 PITY $1 MILLION LOSS, A $1.3 MILLION LOSS AND THAT'S DUE TO REDUCED COST IN CHILD CARE, EXTRA HELP, VACANT POSITIONS SO SAVINGS ONARE, EXT POSITIONS SO SEXTRA HELP, VACAN SAVINGS ON SALARY AND BENEFITS.

POSITIONS SO SAVINGS ON SALARY AND BENEFITS.

OVERALL, WE ARE NOT RECEIVING $33.6 MILLION IN REVENUE. WE'RE NOT SPENDING $26 MILLION IN EXPENDITURES SO WE NEED TO USE AN ADDITIONAL $67.5 MILLION IN FUND BALANCE.

WE PLANNED TO USE $10 MILLION IN FUN BALANCE SO WE'RE EXPECTING A REJUKS OF $17.4 MILLION IN FUN BALANCE. WE'RE SKIMMEDING THE DISTRICT WILL END TO YEAR WITH A TOTAL

FUND BALANCE OF 89.7 MILLION. >> ERIC LALIBERTE: LAST YEAR WE MOVED ABOUT $40 MILLION INTO A

SET ASIDE AMOUNT. THIS ISN'T COMING FROM -- >> WHAT WE'RE PROBABLY GOING TO DO WHEN WE MAKE THE RECK MEMBERING INDICATION FOR NEXT YEAR'S BUDGET, WE'LL MAKE A RECOMMENDATION ON HOW MUCH SHOULD COME FROM THAT RESERVE BECAUSE WE CAN CHOOSE TOBUDGET, RECOMMENDATION ON HOW MUCH SHOULD COME FROM THAT RESERVE BECAUSE WE CAN CHOOSE TO REDUCE THAT RESERVE IN USING THE 7.5 MILLION COME OUT OF THAT RESERVE.

OF THAT 89, WE RESERVE 40 OF THAT FOR ECONOMIC CONDITIONS. >> RIGHT, THAT'S WHAT I UNDERSTOOD WE SED IT ASIDE FOR. THERE WILL BE A PROPOSAL FOR HOW THAT WILL BE ALLOCATED, RIGHT?

[02:15:07]

>> RIGHT AND IT'S HIGHER THAN PLANNED BECAUSE WE STARTED WITH MORE AS WELL.

>> SIRI BLIESNER: SAP WOULD YOU REMIND ME WHAT THAT WAS OVER THE SUMMER?

>> EVERY YEAR WE HAVE A CARRY OVER SO PARTLY IT WAS THAT AND ALSO OUR REDUCED EXPENDITURES OF COVID ANDAND ALSO OUR REDUCED EXPENDITURES OF COVID AND CLOSING IN MARCH.

>> CASSANDRA SAGE: BEFORE WE SET THE $40 MILLION ASIDE, WHAT DID WE START WITH?

>> WE STARTED WITH $107 MILLION INCLUDING THE 40 MILLION. THAT'S INCLUSIVE OF THE 40.

WE'LL SHOW THAT ON SOME SLIDES GOING FORWARD. SO THIS IS THE LAST SLIDE TALKING ABOUT THIS YEAR AND THEN I'M GOING TO MOVE INTO PLANNING FOR NEXT YEAR.

ANY QUESTIONS ABOUT THIS YEAR? >> CASSA >> SIRI BLIESNER: DO YOU SEE THE FUND BLANLSS BEING ON GOING COSTS INTO THE NEXT BUDGET OR JUST ONEBALANCES BEING ON GOING

COSTS INTO THE NEXT BUDGET OR JUST ONE TIME FOR THIS YEAR? >> WE'LL TALK ABOUT THAT IN THE PLANNING. SOME OF OUR REVENUE LOSSES ARE CONTINUING BECAUSE IT'S DUE TO SEEING THE ENROLLMENT LOSS. SOME OF THAT IS CONTINUING. SOME OF THOSE, THE EXPENDITURE DECLINES WILL BE ONE TIME BECAUSE THOSE WILL BEGIN TO INCREASE AS WE GET MORE AND MORE PEOPLE BACK IN PERSON. SO JUST TO PROVIDE, AS WE PLAN FOR THE 21-22 SCHOOL YEAR, I WANT TO PROVIDE A LEGISLATIVE UPDATE. LEGISLATURE IS IN FULL SESSION RIGHT NOW PLANNING FOR THE BIENNIAL BUDGET. ONE OF THE THINGS THE LEGISLATURE DOES IS THEY WAIT UNTIL THE MARCH FORECAST IS OUT SO THE ECONOMIC AND REVENUE FORECAST WAS RELEASED ON MARCH 17TH AND THEN ONCE THEY HAVE THAT THEY CAN START PREPARING THEIR BUDGETS. LAST YEAR IN JUNE RIGHT AFTER THE PANDEMIC HIT, THEY THOUGHT THEY WERE GOING TO HAVE VERB THE FORECAST SAID THERE WAS GOING TO BE AN $8.8 BILLION SHORTFALL LAST JUNE. IT WAS REDEUCED TO $3.3 BILLION IN NOVEMBER.

WITH THIS MARCH FORECAST, THE SHORTFALL ISUCED TO $3.3 BILLIO IN NOVEMBER.

WITH THIS MARCH FORECAST, THE SHORTFALL IS ONLY $58 MILLION. SO FROM A STATEWIDE BASIS, THAT'S A SMALL NUMBER. THE GOOD NEWS IS THE SHORTFALL HAS BEEN SIGNIFICANTLY REDUCED

AT THE STATE LEVEL. >> SIRI BLIESNER: CAN YOU SPEAK TO WHY THAT'S TRUE?

>> IT'S ABOUT THE ECONOMY REBOUNDING. I DON'T HAVE THE SPECIFIC DETAILS, THE INS AND OUTS BUT IT'S ECONOMIC RECOVERY.

>> MARK STUART: A STUDY CAME OUT TODAY SAYING WASHINGTON WAS THE BEST RECOVERED STATE IN THE COUNTRY BECAUSE OF THE NUMBER OF WORKERS WHO WOULD WORK REMOTE SO THE IMPACT OF GOING BACK TO WORK, DIGGING YOURSELF OUT OF A DITCH WAS LOWEST WITH US, IF THAT HELPS.

>> AND CHRIS IS SAYING THE STATEWIDE ENROLLMENT DECLINE IS ALSO HELPING THEM SPEND LESS MONEY AS WELL. SO THE OTHER, THE HOUSE AND THE SENATE TAKE TURNS RELEASING THEIR BUDGET FIRST AND USUALLY THEY'RE FARTHER APART BUT THIS YEAR, ON MARCH 25TH, THE SENATE RELEASED THEIR BIT PROPOSAL AND ON MARCH 26TH THE HOUSE RELEASED THEIR BIT PROPOSAL.

THIS TABLE KIND OF GOESUDGET PR AND ON MARCH 26TH THE HOUSE RELEASED THEIR BUDGET PROPOSAL.

THIS TABLE KIND OF GOES OVER THE DIFFERENCES SO I WILL GO THROUGH THE FIRST THREE THAT ARE CONSISTENT. BOTH PROMPT A NEW CAPITAL GAINS TAX EXPECTED TO RAISE $6.3 BILLION OVER 10 YEARS. BOTH BUDGETS APPROPRIATE ESSER THREE FUNDS.

[02:20:04]

IT PROVIDES THE REMINDER OF ESSER TWO FUNDS SO DISTRICTS WERE GIVEN 90% OF ESSER TWO FUNDS AND THIS WILL GIVE DISTRICTS THE REMAINING 10%. AND THEN THE SENATE BUDGET USES STATE FUNDS AND ENSURES, AND I WILL SHARE A SLIDE GOING FORWARD BUT WE WALKED ABOUT THE ESSER FUND AND HOW WE'RE ONLY RECEIVING ABOUT $360 PER POOPER IN LAKE WASHINGTON.

THE SENATE BUDGET USES STATE FUNDS TO ENSURE A MINIMUM OF $1,500 PER PUPIL WHEN COMBINED WITH ESSER FUNDS. SO MANY OTHER DISTRICTS ARE RECEIVING MORE THAN 1500 PER

PUPIL. >> SIRI BLIESNER: AND MOST OF THOSE ARE IN KING COUNTY IF I'M

NOT MISTAKEN. >> LOTS OF DISTRICTS ARE IN KING COUNTY.

THE FIVE ARE IN KING COUNTY, YEAH. >> SIRI BLIESNER: IT'S US ON THE

EAST SIDE AND KING COUNTY. >> YEAH, NORTH SHORE, BELLEVUE, THERE'S TWO MORE SO, GAGAIN, THT WOULD GIVE US ABOUT $1,100 PER PUPIL. THE HOUSE BUDGET ALLOCATES TO OSPI'S PORTION OF ESSER FUNDS TO DISTRICTS WHOSE ENROLLMENT AND TRANSPORTATION STABILIZATION NEED IS GREATER THAN THEIR ESSER FUNDS. FOR US, LAKE WASHINGTON, OUR NEED IS $6 MILLION FOR ENROLLMENT STABILIZATION. THAT'S EQUAL TO WHAT WE'RE GETTING IN ESSER FUNDS DO SOH WE WOULD NOT GET ANY BENEFIT FROM THE HOUSE VHOUSE VERTHE HOUSE V THERE'S SOMETHING ABOUT HAVING YOUR LEVY CALCULATION AND YOUR ENROLLMENT FROM 2 YEARS AGO, THAT ALSO DOES NOT IMPACT LAKE WASHINGTON. IT IMPACTS OTHER DISTRICTS BUT NOT US. THERE'S A ONE TIME INCREASE FOR FEDERAL IDEA FUNDS FOR SAFETY NET AWARDS WHICH WE APPLY FOR EVERY YEAR BUT YOU HAVE TO QUALIFY SO IT PROVIDES FUNDING FOR SAFETY NET. THE HOUSE SIDE PROVIDES A ONE TIME INCREASE TO IDEA ALLOCATION TO DISTRICTS. INFORMATION HAS NOT YET BEEN SHARED WITH DISTRICTS WITH WHAT THE TRUE IMPACT IS BY DISTRICT. WE'RE NOT SURE IF THE STATE WILL JUST USE THAT FUNDING TO SUPPLANT STATE FUNDING. WE'RE NOT REALLY SURE YET HOW THAT'S GOING TO AFFECT US.

BOTH BUDGETS HAVE THE ANNUAL IPD OR INFLATIONARY PRICE DEFLATOR AT 2% FOR THE FIRST YEAR AND THEN THE SENATE HAS IT AT 1.5% IN THE SECOND YEAR AND THE HOUSE HAS IT AT 1.6%.

THE HOUSE BUDGET ELIMINATES -- >> DR. JOHN HOLMEN: LAY MEANT CALL THAT COLA, THE COST OF

LIVING ADJUSTMENT. >> THANK YOU, JOHN, YES. THE HOUSE BUDGET ELIMINATES THE 1.2 FTE LIMIT FOR RUNNING START. RIGHT NOW IF YOU'RE A RUNNING START STUDENT, YOU'RE MAXED AT IF YOU WANT TO TAKE A 1.0 AT YOUR HIGH SCHOOL AND TAKE 0.6 AT YOUR COMMUNITY COLLEGE IN RUNNING START, WE AS A DISTRICT ARE LIMITED IN FUNDING TO 1.2 SO THIS WOULD REMOVE THAT CAP ON FUNDING SO IT ALLOWS OUR STUDENTS TO TAKE MORE CLASSES, AT LEAST STATE FUNDED CLASSES.

AND THEN THE HOUSE BUDGET ALSO FUNDS FIVE ADDITIONAL SCHOOL DAYS IN THE 201-22 SCHOOL YEAR

AND THAT'S A ONE TIME 5 DAYS FOR THAT SCHOOL YEAR. >> WOULD THOSE BE SPRINKLED

THROUGH OR TACKED ON AT THE END? >> THAT WOULD HAVE TO BE DISCUSSED AND YES.

[02:25:08]

SO THE OTHER THING, IF OUR DISTRICT GETS THE ADDITIONAL 10% IN THE ESSER TWO FUNDS, THAT WOULD BE ANOTHER $300,000 FOR US. THE HOUSE BUDGET SAYS WE CAN USE IT ON PPE, CLEANING SUPPLIES, THE SAME THINGS WE HAVE BEEN USING IT FOR THIS YEAR.

THE ESSER THREE, THAT WOULD PROVIDE 6.9 MILLION. 20% OF THAT, 1.4, HAS TO BE SET ASIDE FOR LEARNING LOSS RECOVERY. THAT REPRESENTS THE 90% OF THE FUNDS APPROVED, THE 6.9 MILLION, APPROVED BY THE LEGISLATURE. THIS IS THE TABLE THAT I HAVE SHARED BEFORE AT A BOARD MEETING BUT YOU CAN SEE THIS IS RANKED BY ENROLLMENT.

WE'RE AT AROUND 31,000 IN LAKE WASHINGTON. THE ESSER FUNDS IN THE BOX THERE, THE $11.6 MILLION IS WHAT WE WOULD BE ALLOCATED RIGHT NOW AND THAT'S ABOUT $364 PER PUPIL AND YOU CAN SEE THAT MANY OF THE DISTRICTS ARE RECEIVING IN THE 1700, THE HIGHEST IS 3600 PER PUPIL IN THIS CHART AND THERE ARE DISTRICTS, SOME SMALLER DISTRICTS ARE RECEIVING $4,000 TO $5,000 PER PIP IS THAT EVERYONE HAS THE SAME COSTS.

>> EVEN THE $1,500 DOESN'T REFLECT THE LOSSES IN DISTRICTS. SOME HAVE LOST 4% TO 7% IN ENROLLMENT SO THEIR NEED IS VERY DIFFERENT. SO THE OTHER THING WE DO EVERY LEGISLATIVE SESSION IS WE'RE CONTINUING TO KEEP AN EYE ON BILLS THAT ARE IMPACTING US OR THAT POTENTIALLY HAVE A BUDGET IMPACT TO THE DISTRICT. THESE ARE SOME OF THE BILLS WE'RE KEEPING AN EYE ON. THE FIRST BILL, 1073 EXPANDS COVERAGE OF STATE FAMILY MEDICAL LEAVE PROGRAM, WHO IS ELIGIBLE, SO THERE COULD BE ADDED COSTS RELATED TO STAFF LEAVES ON THAT.

SUBSTITUTE HOUSE BILL 1139 IS LEAD TESTING IN DRINKING WATER SO IT CHANGES THE TESTING AND REMEDIATION REQUIREMENTS. THAT WILL HAVE ADDED COSTS RELATED TO REMEDIATION.

WE'RE KEEPING AN EYE ON 1162 WHICH REDUCES THE STATE REQUIRED CREDITS FOR GRADUATION FROM 24 TO 20. THERE'S NO SPECIFIC BUDGET IMPACT BUT IMPACT IS TO BE DETERMINED. 2 YEARS AGO HOUSE BILL 1086 WAS PASSED AND IT IMPLEMENTED A LONG TERM CARE STATEWIDE EMPLOYEE PAYROLL TAX. TLSZ A BILL OUT THERE THIS SESSION THAT CHANGES SOME OF THE LANGUAGE THAT EMPLOYEE HAVES THEIR OWN LONG TERM CARE COVERAGE THEY CAN BE EXEMPTION FROM THIS TAX BUT THAT'S IN EFFECT JANUARY OF 2022.

1332 DEFERS PROPERTY TAX PAYMENTS. THEY DID A SIMILAR PROPERTY TAX PAYMENT DEFERRAL FOR EVERYONE LAST APRIL, JUST DELAYED YOUR PAYMENTS UNTIL JUNE.

THIS DEFERS PROPERTY TAXES UNTIL OCTOBER SO IT COVERS 2 FISCAL YEARS.

WE DON'T KNOW THE IMPACT BECAUSE WE DON'T KNOW HOW MANY BUSINESSES HAVE LOST I THINK 20% OF THEIR REVENUE SO THAT'S AN INDETERMINANT IMPACT THAT'S SHORT TERM BUT IT COVERS 2 FISCAL YEARS WHERE LAST YEAR WE DIDN'T HAVE THAT IMPACT. HOUSE BILL 1342 EH LIMB NATES THE REDUCED PRICE LUNCH COPAY. RIGHT NOW IF YOU'RE REDUCED LUNCH YOU STILL HAVE TO PAY 40¢ FOR YOUR LUNCH AND THISREDUCED . RIGHT NOW IF YOU'RE REDUCED LUNCH YOU STILL HAVE TO PAY 40¢ FOR YOUR LUNCH AND THIS WOULD ELIMINATE THAT COPAY ALREADY IN PLACE FOR GRADES K-3 AND THE

[02:30:04]

OUR SUBSTITUTES AND SOME OF OUR BUS DRIVERS ARE DOING THAT. THE LEGISLATIVE SESSION IS EXPECTED TO END APRIL 25TH. THEY COULD GO INTO SPECIAL SESSION BUT WE HOPE THEY DONE ON TIME. SO AS WE'RE THINKING ABOUT OUR 21-22 BUDGET, WE ARE MAKING SOME OF THE FOLLOWING ASSUMPTIONS. SO THE ANNUAL SALARY INFLATION ADJUSTMENT OF 2%MENT AND, AGAIN, THAT'S AND, AGAIN, THAT'S , AND, AGAIN, THAT'S IMPORTANT BECAUSE WHILE THE STATE REIMBURSES US BUT WE HAVE TO FUND THAT LOCALLY. WE DID IN THIS BUDGET ASSUMPTION, THERE'S A SLIGHT BENEFIT INCREASE. I THINK THE BUDGET REDUCED THE SUB COST THE FIRST YEAR AND INCREASED THEM THE SECOND YEAR BUT THE NET IS SIMILAR SO WE'LL BE MAKING CHANGES BASED ON THAT. RIGHT NOW WE'RE NOT ANTICIPATING ANY LEGISLATIVE BUDGET REJECTIONS. THE LOCAL IMPACT, WE'RE EXPECTING AN ENROLLMENT DECLINE OF 1288 FTE FROM THE BUDGET, NOT FROM THIS YEAR BUT FROM LAST YEAR'S BUDGET.

WE ARE ESTIMATING ASSUMING A CONTINUED TRANSPORTATION REVENUE LOSS IN 21-22 OF ABOUT 3.5 MILLION AND WE RECOVER OUR REV NIGH IN THE NEXT YEAR. OUR LEVY AMOUNT IS CONTINUED AS

PLANNED. >> ERIC LALIBERTE: BEFORE YOU GO TO THE NEXT SLIDE, I THINK MARK

HAS A QUESTION. >> MARK STUART: IT GOES BACK TO YOUR DISTRICTS AND HOW MANY STUDENTS THEY LOST COMPARED TO THE OTHER DISTRICTS, IF YOU COULD SEND THAT AROUND, I WOULD APPRECIATE IT. I THINK THERE'S A LOT OF ASSUMPTIONS THAT WE LOST TONS

AND OUR NEIGHBORS GAINED TONS OR WHATEVER. >> WE CAN GET THAT, THE ESD PUT OUT A CHART OF THE OCTOBER DATA. SO THIS SLIDE IS A HIGH LEVEL OVERVIEW AND WE DO HAVE DETAILS BY GRADE LEVEL. SO WE BUDGETED FOR THIS YEAR TO BE AROUND 31,180 STUDENTS.

IN OCTOBER, 30648 STU,648 STUDE OUR HEAD COUNT. AGAIN, WE SHARED THAT ALMOST 800 STUDENT DECLINE THIS YEAR. WE ARE PROJECTING -- THIS IS OUR PRELIMINARY ESTIMATE FOR THE PURPOSES OF THE INFORMATION, THE FINANCIAL INFORMATION WE'LL SHARE WITH YOU BUT WE'RE PROJECTING ANOTHER LOSS OF 560 STUDENTS OVER THE CURRENT YEAR, SO 30,092 STUDENTS.

SO THE MAJORITY OF THAT LOSS, AGAIN, IS IN ELEMENTARY AND THEN YOU CAN SEE IN MIDDLE IT'S JUST VERY FLAT AND IN HIGH SCHOOL, BECAUSE OF OUR BUBBLE, MOVING UP WE'RE CONTINUING TO GROW AT HIGH SCHOOL, WHEN I SAY OUR BUBBLE, OUR LARGE CLASS SIZES ARE FINALLY HITTING OUR HIGH

SCHOOLS. LAST YEAR WAS THE FIRST YEAR. >> MARK STUART: WHEN YOU SAID EARLIER THAT WE LOST 800 BLUE GAINED GAINEU

GAINET GAINED BACK 500 -- >> THE 1288 IS 560 LESS THAN THIS YEAR AND THEN WE LOST 800 FROM THIS YEAR TO BUDGET. DOES THAT MAKE SENSE?

>> MARK STUART: SNO >> WE'RE LOSING ANOTHER 560 STUDENTS.

[02:35:02]

>> MARK STUART: I THOUGHT YOU SAID WE GAINED 500. >> I'M SORRY, I SAID THAT WRONG.

WHAT YOU'RE REFERRING TO IS THE LOSS FROM OCTOBER OF THIS YEAR TO FEBRUARY OF THIS YEAR.

SO JUST LOOKING AT THIS YEAR, WE'VE LOST ABOUT 800 STUDENTS AND GAINED 500 FOR A NET HEAD

COUNT LOSS OF 300. THAT'S JUST THIS YEAR. >> MARK STUART: OKAY, THIANK YO.

>> I KNOW IT'S A LOT OF NUMBERS. >> SIRI BLIESNER: WHY ARE YOU ASSUMING A DECREASE IN

ENROLLMENT FOR NEXT YEAR? >> THERE ARE A COUPLE OF THINGS, IT'S OUR MOVE AHEAD, SO MOVING AHEAD OUR FIRST GRADE THROUGH ALL OUR GRADE LEVELS MOVING THOSE AHEAD.

ANOTHER BIG DECREASE, THIS ASSUMES 1745 STUDENTS IN KINDERGARTEN.

OUR KINDERGARTEN ENROLLMENT THIS YEAR IS AT 2100 STUDENTS. OUR KINDERGARTEN REGISTRATIONS AT THE BEGINNING OF MARCH WERE 400 STUDENTS DOWN FROM LAST YEAR SO THAT'S WHERE THAT 1700 NUMBER IS COMING FROM. SINCE WE DID THIS WORK AND THAT'S WHY WE'LL TALK ABOUT WHAT OUR NEXT STEPS WILL BE WHAT ARE WE GOING TO BUDGET FOR FALL, AT THE BEGINNING, KINDERGARTEN REGISTRATION WAS DOWN 400 FROM LAST YEAR AT THE BEGINNING OF MARCH.

BY THE END OF MARCH, WE NARROWED THAT GAP TO ABOUT 240 STUDENTS DOWN.

SOME FAMILIES ARE WAITING TO SEE WHAT FOLLOWS BEFORE THEY REGISTER.

WE HAVE HEARD THAT, SO RIGHT NOW BASED ON THE END OF MARCH NUMBERS, OUR KINDERGARTEN ESTIMATE MAY BE SOMEWHERE, IT'S PROBABLY NOT GOING TO BE THE 2100 THAT WE HAVE NOW BUT IT MAY

BE SOMEWHERE IN THE MIDDLE LIKE 1900. >> SIRI BLIESNER: SO THINKING BACK TO THE DEMOGRAPHERS WHO PRESENTED THEIR INFORMATION AND I'M WONDERING HOW THAT'S PLAYING INTO THIS INFORMATION AS WELL BECAUSE I KNOW THAT THEY DID THE LOSS CONTINUES AND 85% IS WHAT

IT IS AND THEN THE FALL. >> YES, GOOD QUESTION. THE DEMOGRAPHERS ASSUMED AN 85% RECOVERY RATE SO THAT WE WOULD GAIN BACK 85% OF THE STUDENT THAT IS WE LOST.

THESE PROJECTIONS DO NOT ASSUME RECOVERY RIGHT NOW. THEY'RE BASED ON ACTUAL REGISTRATION AT SECONDARY AND ESTIMATED REGISTRATIONS AT ELEMENTARY.

SO SHOULD WE START TO SEE FAMILIES ENROLL MORE, THEN WE CAN MAKE THAT ADJUSTMENT.

MOST LIKELY WHAT WE WILL DO IN THE BUDGET IS BUDGET CONSERVATIVELY AS WE ALWAYS DO AND ADD CONTINGENCY FOR POTENTIAL INCREASED ENROLLMENT AND EXPENDITURES TO HIRED STAFF.

>> SIRI BLIESNER: SO THE APPROACH THAT'S BEING UTILIZED IS CONSERVATIVE BASED ON A LOWBALL ESTIMATE IN SOME REGARDS WITH THE POTENTIAL TO BE ABLE TO INCREASE AND RAMP UP AS NEEDED

BASED ON THAT? OKAY. >> THE OTHER PIECE I WANT TO POINT OUT HERE, THIS NOTE AT THE BOTTOM OF THE NET IMPACT TO THIS ENROLLMENT LOSS IS ABOUT $3.6 MILLION. WE HAVE BEEN GROWING, AS YOU KNOW, EVERY YEAR, YEAR AFTER YEAR, WE GROW AND WHEN THAT HAPPENS, WE RECEIVE REVENUE FOR OUR STUDENTS AND WE HIRE MORE STAFF. TYPICALLY WHEN YOU'RE A GROWING DISTRICT YOU RECEIVE MORE REVENUE THAN YOU NEED TO SPEND ON STAFF AND YOU USE THAT FOR YOUR FIXED COSTS THAT ARE GOING UP, YOUR HEAT, LIGHTS, UTILITIES AND THINGS LIKE THAT SO YOU CAN USE THOSE COSTS FOR ADDITIONAL STRATEGIC PLAN ITEMS AND THINGS LIKE THAT. WHEN YOUR ENROLLMENT DECLINES YOU RECEIVE LESS REVENUE FROM THE STATE, YOUR EXPENDITURES GO DOWN BECAUSE YOU HAVE LESS STAFF BY JOUR SPENDING REDUCTIONS ARE NOT AS MUCH YOUR FIXED COSTS ARE STILL THE SAME SO YOU HAVE A $3.6 MILLION IMPACT WHEN YOU'RE DECLINING SO THAT'S THE DIFFERENCE BETWEEN A GROWING

DISTRICT AND DECLINING DISTRICT. >> IF THE ENROLLMENT DOES INCREASE, THEN THAT WILL COME

BACK? >> YES, THAT NET DIFFERENCE WILL BALANCE OUT.

[02:40:07]

FORWARD. >> DR. JOHN HOLMEN: WILL YOU MOVE THE MUS SO THEOUSE SO THE PRESEBOUSE SO THE PRESENTATION COMES BACK?

>> CHRISTOPHER CARLSON: DEMOGRAPHERS HAVE A ROLE IN TRYING TO ESTIMATE FACILITY SCOPE PRIMARILY AND HERE FOR BUDGETARY PURPOSES, WE WANT TO UNDER ESTIMATE THE NUMBER KIDS WHEN WE'RE GROWING FANNED WE LOSE FEWER, WE'RE IN BETTER SHAPE TTHANSHAPE THAN IF WE UND.

[INDISCERNIBLE] THAT'S A DIFFERENT PROBLEM FOR THE BUILDING CAPACITY.

I JUST WANTED TO MAKE SURE THAT THAT'S STILL THE CASE. >> YEP.

AND ONE OF THE REASONS WE PUT CONTINGENCY IN OUR BUDGET, ANDWY MAY COME TO THE BOARD IN JUNE AND SAY INSTEAD OF OUR NORMAL 500 STUDENTS, MAYBE WE WANT TO CHANGE IT TO A 1,000 CONTINGENCY BECAUSE WE DON'T KNOW WHAT THE FALL WILL LOOK LIKE, THAT'S SOMETHING WE'LL TALK ABOUT IN THE NEXT COUPLE OF MONTHS JUST TO HAVE THE CONTINGENCY IN THE BUDGET.

OKAY. ANYMORE QUESTIONS ON ENROLLMENT? I CAN HANDOUT A DETAIL OF THIS BY GRADE LEVEL SO YOU CAN SEE THAT. I'LL DO THAT AT THE END.

THE NEXT SLIDE, AGAIN, WE SHARED A SIMILAR SLIDE WITH YOU IN OCTOBER.

THE FIRST COLUMN IS LAST YEAR'S BUDGET. THE 2021 IS THIS YEAR'S BUDGET, OUR ORIGINAL BUDGET. I MENTIONED WE PLANNED GOING FORWARD, DUE TO WE INTENDED TO USE THE FUND BALANCE TO OFFSET THE DIFFERENCE BETWEEN REVENUES AND EXPENDITURING AND THEN WE WERE PLANNING ON SPENDING DOWN RESERVES SO FOR 2021 WE'RE ESTIMATING, AGAIN, BEGINNING FUND BALANCE OF ABOUT 107, ENDING FUND BALANCE OF 89.7 AND SPENDING $17.4 MILLION MORE THAN OUR REVENUE. MOVING THE 21-22 BUDGET FORWARD AND WITH THE ENROLLMENT LOSSES, SO BOTH REDUCING REVENUES AND REDUCING EXPENDITURES, WE'RE ANTICIPATING THAT OUR EXPENDITURES WILL BE HIGHER THAN OUR REVENUES BY ABOUT $23 MILLION.

AGAIN, WE HAVE THE FUND BALANCE TO DO THAT SO WE'LL DEB USING OUR FUND BALANCE TO SUPPORT THAT AND THEN YOU CAN SEE IF WE CONTINUE TO SPEND MORE THAN OUR REF KNEWS, AT SOME POINT OUR FUND BALANCE WILL BE BASICALLY IN 23-24, OUR FUND BALANCE WILL BE DOWN TO THE REQUIRED, THE23- DOWN TO THE REQUIRED, THE MINIMUM REQUIREMENT OF $25 MILLION.

I JUST WANTED TO HIGHLIGHT THAT AT SOME POINT, WE WILL NEED TO BRING OUR EXPENDITURES IN LINE

WITH OUR REVENUES. >> DR. JOHN HOLMEN: CAN I CAVEAT THAT?

>> OF COURSE. >> DR. JOHN HOLMEN: THIS ASSUMES THAT CURRENT PROJECTIONS FOR

[02:45:04]

>> THAT'S CORRECT. WE'VE ASSUMED THE ENROLLMENT LOSSES WE TALKED ABOUT AND ABOUT 150 STUDENT GAIN EACH YEAR SO IT DOESN'T ASSUME A BACK TO, SO IF OUR ENROLLMENT GOES BAG TO GAINING 500 A YEAR OR 1,000 A YEAR, THAT WOULD CHANGE THIS OUTLOOK.

>> CHRISTOPHER CARLSON: WHAT IS A RESERVE ECONOMIC IMPACT AND WHY ISN'T IT 80.3 AND 89.7 IN THAT ROW FOR ENDING FUND BALANCE? THE REASON I ASK IS THAT FOR THE 2020-2021 BUDGET, WE WERE EXPECTING TO RIND UP WITH 80.3 AND WE WOUND UP WITH 89.7 SO IF WE'RE TALKING ABOUT SPENDING IT DOWN, WE'RE GOING IN THE WRONG DRECK.

BEN YOU TELL ME THAT WE'RE GOING TO SPEND 23.7 NEXT YEAR, HOPEFULLY WE'LL BE SPENDING IT DOWN BUT IT LOOKS TO ME LIKE 89.7, WE'RE CLOSING ON 16 OR 17% CARRY FORWARD WHICH IS WAY ABOVE OUR INTENDED 5% LEVEL OF RESERVES. CAN YOU TELL ME WHY WE SET ASIDE

A LINE ITEM OF $40 MILLION RESERVE? >> WHEN WE SET THAT ASIDE IN AUGUST, THAT WAS REALLY DUE TO THE UNKNOWN IMPACTS OF COVID. SO WE SET ASIDE $40 MILLION TO POTENTIALLY DEAL WITH ENROLLMENT LOSS, TO DEAL WITH THE EXPENDITURES.

WE SPENT $13 MILLION IN EXPENDITURES SO ONE OF THE THINGS WE'LL BE LOOKING AN AT IS HOW MUCH OF THAT 40 MILLION THAT WE SET ASIDE DO WE WANT TO SAY OKAY, WE'RE USING THAT TO OFFSET THE FUNDS THAT WE SPENT, THE ENROLLMENT DECLINES SO YOU CAN SEE IN 2022 WE'RE REDUCING THAT TO 20 MILLION AND THEN IT GOES ZERO BECAUSE WE USED OUR ECONOMIC IMPACT.

>> CHRISTOPHER CARLSON: OKAY. I GUESS MY CONCERN IS THAT THE COMBINATION OF THE RESERVE ECONOMIC IMPACT AND THE FUND BALANCE, IF ANY YEAR WE SHOULD HAVE WOUND UP BELOW WHERE WE INTENDED TO BE IT WOULD SEEM TO BE THIS YEAR AND I'M CONSERVED AT HIGHWAY WE'RE SAVING MORE

MONEY THAN ANTICIPATED. >> ERIC LALIBERTE: PART OF IT IS THE BEGINNING FUND BALANCE BEING

HIGHER THAN WE BUDGETED, ALSO. WE SAID FOR 2021 -- >> AND WE'RE DOING BOTH, CHRIS.

WE'RE SPENDING MORE MONEY THAN WE PLANNED AND SAVING IN OTHER AREAS THAT WE DIDN'T PLAN ON AND THEN WE'RE HAVING SIGNIFICANT LOSSES IN REVENUE. SO ALL OF THOSE NET, WE'RE USING MORE FUND BALANCE THIS YEAR THAN WE PLANNED, BUT OUR FUND BALANCE IS STILL HIGHER THAN PLANNED

BECAUSE WE STARTED THE YEAR HIGHER THAN PLANNED. >> OKAY, THAT DOES HELP.

>> ERIC LALIBERTE: I HAVE A COMMENT. WELL, FIRST A QUESTION.

YOU TALKED ABOUT EARLIER YOU WOULD BRING BACK TO US HOW YOU WOULD DETERMINE WHETHER YOU WOULD PERM TO TONIGHT TO HAVE A RESERVE ECONOMIC IMPACT PUNNED AND HOW TOFUND AND HOW TO ARRIVE AT THAT NUMBER. I'M CURIOUS, ONE, HOW HAVE WE THOUGHT ABOUT WHAT WE'RE GOING TO ALLOCATE TO THAT FUND FOR BOTH NEXT YEAR AND THE FUTURE YEARS? AND THEN MY COMMENT IS I THINK WE SHOULD BE CONSERVATIVE IN CONTINUING TO SET ASIDE FUNDS.

WE DON'T KNOW THAT ENROLLMENT IS GOING TO BOUNCE BACK THAT FAST. I THINK CONTINUING TO SET FUNDS ASIDE IN A MORE RESTRICTED ACCOUNT IS MORE APPROPRIATE RIGHT NOW AND CONTINUING TO DO

[02:50:02]

AND I RECOGNIZE THIS IS A PRELIMINARY REPORT TO THE BOARD RIGHT NOW SO I DON'T NEED A FULL

ANSWER BUT I WOULD BE CURIOUS TO HEAR MORE. >> DR. JOHN HOLMEN: YEAH, AS I LOOK AT THE RATIONALE THAT OVERLAYS THIS, IT'S SETTING FUNDS ASIDE TO RETAIN OUR REQUIRED RESERVE PLUS SOME AND SO THAT'S WHAT OCCURS IN THIS YEAR WITH THE $40 MILLION IF YOU DO THAT SAME METHODOLOGY FOR 21-22, IT'S AROUND THAT $20 MILLION MARK BUT THE OTHER PIECE IS THIS IS A CONVERSATION WHEN WE GET CLOSER TO A FINALIZED BUDGET TO SAY WHAT DO WE WANT THIS TO LOOK LIKE FOR THE 21-22 BUDGET YEAR? SO I THINK THAT'S JUST A METHODOLOGY THAT OVERLAYS THIS, JUST TO BE ABLE TO DEMONSTRATE AT THIS POINT IN TIME.

>> ERIC LALIBERTE: THAT MAKES SENSE. I THINK THE SAME CONCERN AND THOUGHT PROCESS WHEN WE DECIDED TO SED ASIDE THE $40 MILLION LAST YEAR, TO ME THAT REMAINS IN PLACE. WE NEED TO CONTINUE TO HOLD $40 MILLION BECAUSE WE DID USE SOME OF THAT THIS YEAR BECAUSE OF THE DIFFERENT ECONOMIC ENVIRONMENT, BUT I CONTINUE TO HAVE CONCERNS THAT EVEN PAST NEAR YEAR THAT THERE'S JUST SO MUCH UNCERTAINTY.

OKAY. THANK YOU. >> SIRI BLIESNER: SO JUST TO ASK, WE USED TO DO A 6-YEAR OUTLOOK. DO WE DO A 6-YEAR OUTLOOK

ANYMORE? WAY BACK. >> WE USUALLY HAVE DONE FOUR OR

FIVE BUT WE CAN PUT ANOTHER YEAR ON HERE, YES. >> SIRI BLIESNER: AS I LOOK AT THIS AND I APPRECIATE THE NEED TO EXCESS THE FUNDS, WE CONTINUE TO OUTPEND BY $20 MILLION A YEAR, I RECOGNIZE THAT'S ASSUMPTIONS BUT HOW IS THAT LAYING OUT STRATEGICALLY WHAT WE'RE DOING IN THE LONG RUN? WHERE ARE THOSE IN REGARDS TO EXPENDITURES AND THAT COMPONENT? IT DOES NOT LOOK BALANCED IS WHAT I WOULD SAY WHEN I KNOW I LOOK AT THAT.

I RECOGNIZE THE SPENDING DOWN TO 5% OF 25 MILLION IS PRETTY LOW FOR A $500 MILLION BUDGET IN THAT REGARDS AND SO I THINK RECOGNIZING IT LINES WITH POLICY BUT THERE ARE SOME OTHER AT LIKE 8% IS VIEWED AS A MORE REASONABLE, I RECOGNIZE THAT'S NOT THE POLICY AT THIS POINT IN TIME, BUT I BELIEVE OUR CAPACITY TO HAVE THAT FUND BALANCE HAS ALSO ALLOWED US TO BE ABLE TO RESPOND TO THESE SITUATIONS EFFECTIVELY. I LOOK AT WHAT YOU'RE DOING IN REGARDS TO THE PANDEMIC RIGHT NOW AND BEING ABLE TO ADDRESS HIRING STAFF THAT WE NEED TO DO.

THAT IS A RESPONSE THAT IS BECAUSE OF THE FISCAL RESPONSIBILITY AND THE MANAGING ALONG THE WAY. I'M CONCERNED LOOKING AT THE LONG TERM AND I REALIZE YOU CAN SHIFT THINGS BUT

WHEN DOES IT GET RIGHT SIZED? >> DR. JOHN HOLMEN: WHAT THIS DOESN'T SHOW IS ARE THERE ADDITIONAL REVENUES THAT COME INTO THIS BUDGET THAT WILL BE PART OF OUR LEVY DISCUSSION AS WE MOVE FORWARD. WE ALSO DON'T KNOW ANY ADDITIONAL STATE REVENUE COMING BUT LET'S SAY NEITHER OF THOSE OCCUR, THE CONVERSATION AROUND BUDGET WILL HAVE TO BE DIFFERENT BECAUSE WE WILL BE IN A PLACE WHERE WE DO NEED TO THINK ABOUT MAKING REDUCTIONS.

THAT'S THE REALITY OF WHERE WE ARE. WE PLANNED REALLY, REALLY WELL FOR MCCLEARY, NOT KNOWING WHAT WOULD COME FROM MCCLEARY. BECAUSE OF THAT PLANNING, IT ALLOWED US TO POTENTIALLY WEATHER THE STORM DIFFERENTLY TRAN OTHER SCHOOL DISTRICTS BUT RIGHT NOW, OUR EXPENDITURES ARE SIGNIFICANTLY OVEROUR REVENUES WHICH MEANS WE'LL HAVE DIFFICULT

DECISIONS TO MAKE IF THAT CONTINUES. >> SIRI BLIESNER: THE QUESTION I WOULD HAVE WITH THAT IS WERE THERE ANY BUDGE STAIR ASSUMPTIONS JUST AS YOU LOOKED AT THIS OUTCOME GOING FORWARD? I'M NOT SURE IF I ASKED THAT IN A GOOD SENTENCE, WE HAVE BEEN

HERE A LONG TIME >> DOES THE MOVE AHEAD FORWARD ASSUME BUDGET REDUCTIONS? NO, THERE ARE SOME EXPENDITURES IN OUR BUDGET THAT ARE PLANNED FOR ONE TIME OR 2-YEAR

[02:55:04]

DOES THAT ANSWER YOUR QUESTION? >> SIRI BLIESNER: YES. >> CASSANDRA SAGE: MY QUESTION

WAS ANSWERED WITH SIRI'S QUESTIONS, THANK YOU. >> OKAY.

SO THIS IS JUST A REMINDER THAT 86% OF OUR BUDGET IS SPENT ON STAFF SALARIES AND BENEFITS AND THE REMAINDER OF THE BUDGET IS SUPPLIES AND MATERIALS AND TRAVEL AND CAPITAL OUTLAY.

SO NEXT STEPS, WE'RE CONTINUING TO MONITOR REVENUES AND EXPENDITURES FOR THE SCHOOL YEAR. AGAIN, CHANGES EVERY WEEK SO WE'LL CONTINUE TO MONITOR THAT AND AS WE PLAN FOR NEXT YEAR, WE'RE GOING TO FINALIZE OUR ENROLLMENT ASSUMPTIONS. AS WE SHARED THIS WAS BASED ON ORIGINAL ENROLLMENT REGISTRATIONS AND PROJECTIONS. WE JUST GOT UPDATED WITH ELEMENTARY AND SECONDARY NUMBERS ON THURSDAY SO WE'LL BE UPDATING THOSE. WE'LL BRING STAFFING BACK IN ALIGNMENT WITH ENROLLMENT AND WE'LL CONTINUE TO LOOK AT ALIGNING EXPENDITURES WITH OUR RESOURCES THAT WE HAVE INCLUDING FUND BALANCE AND REVENUES. SO ANY OTHER FEEDBACK OR

COMMENTS OR QUESTIONS? >> CHRISTOPHER CARLSON: I WANTED TO CHIME IN ON WHAT SIRI ASKED AND I THINK A SUCCINCT WAY OF PUTTING IT IS IT WOULD BE REASSURING TO KNOW WE'RE COMING IN FOR A SOFTER LANDING THAN AT THE MOMENT IT LOOKS LIKE AX PLUS B SLOPE THAT IN 2025 RESULTS IN US GOING BANKRUPT SO IT WOULD BE NICE TO HAVE THE BALANCE TO SEE WHAT'S GOING ON THERE IN TERMS

OF ASSUMPTIONS THAT ALLOWS US TO EXTEND THE LIFE OF THE DISTRICT. >> SIRI BLIESNER: I'M ASSUMING WHEN WE HAVE THE OTHER PRESENTATION THAT COMES WITH THIS, TIEING WHERE THOSE EXPENDITURES ARE GOING AND MEETING THE GOALS, I KNOW THIS IS THE GENERAL OVERVIEW BUT THAT'S WHERE UNDERSTANDING WHY THAT FUND BALANCE NEEDS TO BE SPENT AND THAT'S WHAT'S MISSING HERE. IT'S UNCLEAR AS TO WHAT ARE THE STRATEGIC GOALS THAT ARE TRYING TO BE HIT THAT THOSE DOLLARS ARE BEING SPENT ON. SO I THINK THAT'S THE PIECE THAT'S MISSING THAT I HOPE WOULD COME FORWARD IN THE NEXT PRESENTATION.

>> ERIC LALIBERTE: OKAY, ANY OTHER QUESTIONS OR COMMENTS FROM THE BOARD TONIGHT?

>> MARK STUART: LOOKING AT THE BUDGET AND IN EO-11, THE IDEA FOR APPROPRIATIONS ARE EQUITABLE ACROSS DISTRICT AND ACROSS VARIOUS NEEDS OF VARIOUS GROUPS. I WOULD HOPE, TOO, THAT WE KEEP AN EYE ON THAT TO MAKE SURE WE'RE IN SYNC SO WE HAVE THE EQUITY FOCUS IN OUR BUDGETING AS WELL AS IN OUR POLICIES. I'M NOT SAYING WE DON'T BUT I WANT TO MAKE SURE WE KEEP AN EYE

ON THAT. OTHERWISE IT'S JUST SO MUCH AIR. >> ERIC LALIBERTE: OKAY.

GOOD. WE'RE AT THE END OF OUR AGENDA FOR TONIGHT.

SO LET'S SEE HERE. TRYING TO GET A CALENDAR. TRYING TO REMEMBER WHEN OUR NEXT BOARD MEETING IS, TO BE HONEST. THE 19TH? DOES THAT SOUND RIGHT? APRIL 19TH. IT WILL BE HERE IN PERSON AT THE RESOURCE CENTER.

AGAIN, ANYONE WHO IS STILL WATCHING NOW AND WOULD LIKE TO WATCH IN PERSON, YOU NEED TO PREREGISTER BY E-MAILING

* This transcript was compiled from uncorrected Closed Captioning.