Jun 07, 2021 June 7, 2021 Board Meeting - 7:00 p.m.

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WE ARE LIVE. GOOD EVENING.

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

LET THE RECORD REFLECT ALL BOARD MEMBERS ARE PRESENT IN PERSON. ON MARCH 1 ALL SCHOOL DISTRICTS BEGIN TO HOLD IN PERSON PUBLIC BOARD MEETINGS.

ATTENDEES MUST PREREGISTER TO ATTEND EITHER A BOARD MEETING, STUDY SESSION OR A SPECIAL BOARD MEETING.

DUE TO LIMITED SEATING CAPACITY,REGISTRATIONS ARE ON A FIRST-COME, FIRST-SERVED BASIS AND ACCEPTED INTO 1:00 P.M. .

IF YOU WOULD LIKE TO ATTEND A MEETING, PLEASE EMAIL DIANE JENKINS AND SHE WILL CONFIRM YOUR ATTENDANCE.

ALL ATTENDEES ARE REQUIRED TO WEAR A FACE MASK AND MAINTAIN SIX FEET OF THIS THE PHYSICAL DISTANCE AT ALL TIMES APPEARED UPON ARRIVING AT RESOURCE INTO THE PUBLIC WILL BE REQUIRED FOLLOW THE CHECK-IN WILL BE REQUIRED TO CHECK IN AND FOLLOW THE PROCESS. BOARD MEETINGS, STUDY SESSIONS AND SPECIAL BOARD MEETINGS WILL CONTINUE TO BE LIVE STREAMED AND VIEWABLE ON THE DISTRICT WEBSITE.

IF YOU ARE UNABLE TO LIVE STREAMED THE MEETING, LISTEN BY

[B. Opening Items]

I WILL ENTERTAIN A MOTION TO APPROVE THE JUNE 7, 2021

AGENDA. >> SO MOVED.

>> SECOND. >>ERIC LALIBERTE : MOVED BY DIRECTOR BLIESNER AND SECONDED BY DIRECTOR STUART THAT WE APPROVE THE AGENDA AS PRESENTED.

ALL THOSE IN FAVOR, SIGNIFIED BY VOTING AYE BOY AYE BOY AYE.

[C. Recognitions]

>>ERIC LALIBERTE : ALL THOSE OPPOSED? HEARING ON, MOTION CARRIES. TONIGHT WE FIRST HAVE RECOGNITION FOR THE PTS A SCHOLARSHIP AWARDS.

DOCTOR FOREMAN, WOULD YOU PLEASE GET US STARTED.

>> AS THE BOARD KNOWS, OUR RECOGNITION PROGRAM HAS BEEN PUT ON A PAUSE OVER THE LAST YEAR.

UNTIL THE WHOLE SCHOOL PROGRAM AND OTHER RECOGNITIONS THAT WE HAVE DONE, WE HAVE ADDED OF THE BUSINESS AND WE HAVE HAD MANY REMOTE MEETINGS. AND SO HOW APPROPRIATE FOR OUR FIRST RECOGNITION TO BE WITH OUR PTS A PARTNERS IN OUR SCHOLARSHIP AWARD WINNERS. AND WITH THAT I WILL INVITE BRANDY, PTS A COUNCIL PRESIDENT TO THE MICROPHONE.

>> HELLO EVERYONE. GOOD EVENING SCHOOL BOARD MEMBERS, SUPERINTENDENT, STAFF AND OUR STUDENTS.

IT IS SO EXCITING FOR US TO BE HERE TONIGHT IN PERSON TO CELEBRATE OUR SCHOLARSHIP RECIPIENTS.

MY NAME IS BRANDY COMSTOCK AND I AM THE PRESIDENT OF PTS I COUNSEL. AS YOU KNOW.

THIS YEAR MORE THAN ANY OTHER HAS CHALLENGED US AND PROVIDED US WITH MANY OPPORTUNITIES TO GROW, TO LEARN AND TRY NEW THINGS. AS ALWAYS THERE ARE SO MANY MORE STUDENTS THAN WE HAVE AWARDS FOR AND THEY ARE WORTHY OF RECEIVING RECOGNITION. WE APPRECIATE EACH OF OUR STUDENTS AND STAFF THAT APPLIED.

IT IS AN HONOR, IT'S A CHALLENGE, A CHALLENGING HONOR TO READ THROUGH THE APPLICATIONS AND SEE WHAT THE PHENOMENAL YOUNG PEOPLE ARE DOING AS THEY GRADUATE OUT OF OUR DISTRICT. WE ARE GRATEFUL TO BE HERE TONIGHT. WE HAVE AN AMAZING GROUP OF PEOPLE AND ORGANIZATIONS TO APPRECIATE.

BECAUSE THEY CONTINUE TO AID US IN RECOGNIZING STUDENTS IN THEIR VARIOUS FORMS OF EXCELLENCE.

FIRST THANK YOU TO THE SCHOOL BOARD FOR SHARING YOUR MEETING TIME WITH US AND ANNUALLY SUPPORTING OUR AUCTION.

WE WANT TO THANK THE SCHOOL FOUNDATION FOR PROMOTING OUR FUNDRAISING AND ALWAYS HELPING US REACH OUR GOAL THE LAKE WASHINGTON ASSOCIATION ACTUALLY FUNDS THE SCHOLARSHIP FOR US FOR ONE OF OUR GRADUATING SENIORS.HEY ALSO SUPPORT OUR AUCTION AND FUNDRAISING AND THINK IT OF LAKE WASHINGTON SCHOOL DISTRICT LEADERSHIP TEAM.

WE APPRECIATE YOUR CONTINUED SUPPORT AND PARTNERSHIP TO BRING ALL OUR STUDENTS. AND WE WOULD LIKE TO THANK OUR AMAZING SCHOLARSHIP CHAIRS ANDREA AND.

[NAME] AND FULLY APPLAUD THEIR EFFORTS IN CREATING 100 PERCENT VIRTUAL PROGRAM THIS YEAR. THAT IS OCCASIONED ALONG WITH THE SUPPORT OF OUR COUNSEL PROGRAMS, DIANE THOMPSON, AND ESPECIALLY DIANE JENKINS HAVE MADE IT POSSIBLE TO RECOGNIZE ALL THESE AMAZING INSPIRED STUDENTS TONIGHT.

IN FOR JOINING US AND BEING HERE AND WE WILL LET ANDREA

BEGIN THAT RECOGNITIONS. >> THANK YOU BRANDY.

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OUR FIRST RECIPIENT, SIDNEY MENTOR, IS UNABLE TO JOIN US TODAY. CITY RECEIVED A SCHOLARSHIP FOR CONTINUING EDUCATION AND IS A SECOND GRADE TEACHER AT MARK TWAIN ELEMENTARY. SYDNEY RECENTLY JOINED THE DISTRICT AFTER TEACHING FIRST GRADE FOR SIX YEARS IN TEXAS.

AFTER SOME EXCEPTIONALLY TOUCHING EXPERIENCES WITH STUDENTS STRUGGLING TO READ, SIDNEY ASPIRES TO FOCUS HER EXPERTISE IN AREAS OF READING AND LITERACY IN ORDER TO HELP STUDENTS REALIZE AND REACH THEIR FULL POTENTIAL.

SHE WILL USE THE SCHOLARSHIP TO HELP PURSUE A MASTERS IN EDUCATION AT TEXAS A&M. PLEASE JOIN ME IN CONGRATULATING SIDNEY. [CLAPPING] NEXT I WOULD LIKE TO INTRODUCE OUR NEXT STAFF SCHOLARSHIP RECIPIENT.

MICHELLE. SHE WILL BE ATTENDING REMOTELY.

MICHELLE IS A TEACHER FOR STUDENTS WITH VISION EMPOWERMENT FOR ONE UNIT IN REDMOND LEARNING COMMUNITIES.

SHEETS TAUGHT IN VARIOUS CLASSROOM SETTINGS FROM PRESCHOOL TO HIGH SCHOOL. IN THE ROLE OF GENERAL AND SPECIAL EDUCATOR. AFTER FEELING THE ISOLATING EFFECTS OF HAVING CHILDREN WITH DISABILITIES, INITIAL DEDICATED YOURSELF TO ÃSORRY, THERE'S SPECIAL PER DEDICATED HERSELF TO HELP SUPPORT THE COMMUNITY GO THROUGH HER OWN EDUCATION AND THROUGH COMMUNITY EVENTS. MICHELLE USE THE SCHOLARSHIP TO EXPAND HER KNOWLEDGE OF THE VISION IMPAIRMENT, WHICH IMPACTS MANY OF OUR STUDENTS. PLEASE JOIN ME IN CONGRATULATING MICHELLE. [CLAPPING] NOW FOR THE FUN REPORT. NOW I WILL PRESENT OUR STUDENT SCHOLARSHIP RECIPIENTS BEGINNING WITH HER PERSEVERANCE SCHOLARSHIP WINNERS THROUGH THIS YEAR WE HAVE THE ABILITY TO GIVE OUT TO PERSEVERANCE AWARDS DUE TO A GENEROUS DONATION BY JAN AND HAROLD STONE.

THIS AWARD IS GIVEN TO A STUDENT WHO IS WELL-ROUNDED COMMUNITY MEMBER AND CAN SHOW EXCELLENCE IN THEIR LIFE AND THEIR ACADEMICS IN THE FACE HARDSHIPS OR A CHALLENGING LIFE CIRCUMSTANCES. OUR FIRST IT RECIPIENT OF A PERSEVERANCE SCHOLARSHIP IS ISABEL.

CAN YOU GO AHEAD AND COME UP? WE ARE JUST GOING TO HAVE THE STUDENTS COME UP AND I WILL SAY A FEW WORDS ABOUT EACH ONE.

THANK YOU. RIGHT THERE IS GREAT .

WHY DON'T YOU GO AHEAD AND FACE THESE GUYS.

SHE HAD TO BE THE FIRST ONE TO DO THIS.

IS MILITANTLY WASHINGTON WHERE SHE IS PRESIDENT OF BETA CLUB, SENIOR CLASS VICE PRESIDENT AN ACTIVE MEMBER OF MANY OTHER CLUBS. SHE DANCES WITH ELIZABETH'S DANCE DIMENSIONS, WAS A JINGLE BELL DANCER AND HAS WORKED AS A PET SITTER, A FOOD VENDOR AND A CHILDCARE PROVIDER.SABEL WILL ATTEND THE UNIVERSITY OF WASHINGTON IN THE FALL.

PLEASE JOIN ME IN CONGRATULATING ISABEL.

[CLAPPING] YOU CAN GO AHEAD AND TAKE A SEAT, THANK YOU. OUR NEXT RECIPIENTS OF A PERSEVERANCE SCHOLARSHIP IS.

HERE WITH US ÃYES, SHE IS. GO AHEAD AND COME ON.

SHE'S FOR MONEY TO HIGH SCHOOL AND SHE HAS A VAST BACKGROUND IN MUSIC, MATH, SCIENCE, LINGUISTICS THAT HAS LED TO A NUMBER OF AWARDS AND ACCOMPLISHMENTS.

SHE'S BALLAST A JOB WITH HELPING CARE FOR SIBLINGS WHILE TAKING CLASSES AS A RUNNING START STUDENT AT BELLEVUE COLLEGE. THESE CLASSES, AS WELL AS EXAMPLE SET BY AN AUNT WHO IS A NURSE, HAVE DEVELOPED HER DESIRE TO PURSUE A CAREER IN THE FIELD OF MEDICINE AS WELL AS A PASSION TOWARD HELPING PEOPLE.

SHE WILL ATTEND UW IN THE FALL. PLEASE JOIN ME IN CONGRATULATING HER. [CLAPPING] THANK YOU. OUR NEXT SCHOLARSHIP IS A GENERAL SCHOLARSHIP PRESENTED TO A STUDENT WHO IS SIGNIFICANTLY IMPROVE THE ACADEMIC RECORD.

IS USED RECIPIENT OF THE TURNAROUND SCHOLARSHIP FROM EASTLAKE HIGH SCHOOL. HE HAS PARTICIPATED IN SERVICE ACTIVITIES INCLUDING BUILDING A GARDEN AND A SPORTS COURT IN THE DOMINICAN REPUBLIC AND HAS WORKED AS A PRESCHOOL HELPING CHILDREN WITH THE LETTERS AND NUMBERS.

SHE IS A RUNNING START STUDENT AT BELLEVUE COLLEGE WHERE SHE ACHIEVED AND MAINTAINED A FOUR POINT GPA AND SHE WILL BE ATTENDING WASHINGTON STATE UNIVERSITY THIS FALL.

PLEASE JOIN ME IN CONGRATULATING HER.CLAPPING] OUR NEXT SCHOLARSHIP IS LAKE WASHINGTON EDUCATION ASSOCIATION TO LEAVE SCHOLARSHIP PRESENTED TO A STUDENT PLANNING TO PURSUE A CAREER IN THE FIELD OF EDUCATION. THIS YEAR'S RECIPIENT IS K

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K LONNIE HAS BEEN A MEMBER OF ANITA'S SWIM AND DIVE TEAM AND A MEMBER OF THE CONCERT CHOIR AS WELL AS A NUMBER OF OTHER CLUBS. SHE'S ALSO A MEMBER OF THE LAKE WASHINGTON INSTRUCTIONAL MATERIALS COMMITTEE.

SOME OF YOU ARE FAMILIAR WITH THAT.HE WILL BE ATTENDING CENTRAL WASHINGTON UNIVERSITY IN THE FALL.

PLEASE JOIN ME IN CONGRATULATING K LONNIE.

[CLAPPING] OUR NEXT SCHOLARSHIP IS THE LT SCAR SCHOLARSHIP GIVEN TO A STUDENT PLANNING TO ATTEND A TWO-YEAR VOCATIONAL OR TECHNICAL SCHOOL.

THIS YEAR'S RECIPIENT IS LANCE MARTIN FROM REDMAN HIGH SCHOOL.

LANCE HAS BEEN A MEMBER OF THE RHS SWIM TEAM THROUGHOUT HIGH SCHOOL AND PARTICIPATED IN FIREFIGHT PROGRAM, WHICH INCLUDED EMT AND CPR TRAINING. HE HAS HELPED OUR COMMUNITY THROUGH PROJECTS SUCH AS PARKING PUBLIC PATHS, PAINTING SCHOOL PLAYGROUNDS AS WELL AS PET SITTING AND HELPING PEOPLE MOVE. HE ALSO RUNS HIS OWN YARD CARE SERVICE PRETTY PLANS TO ATTEND VIRTUAL AND TECHNICAL SCHOOL IN THE FALL. PLEASE JOIN ME IN CONGRATULATING LANCE. [CLAPPING] UR NEXT SET OF SCHOLARSHIPS ARE FOR MERIT WHICH INCLUDE ACADEMIC ACHIEVEMENT, COMMUNITY SERVICE, EXTRACURRICULAR PARTICIPATION AND LEADERSHIP. TWO AWARDS ARE GIVEN PER LEARNING COMMUNITY AND AS STUDENTS LEARNING COMMUNITY IS DETERMINED BY THEIR HOME ADDRESS.

OUR FIRST SET OF MERIT SCHOLARSHIPS FOR EASTLAKE LEARNING COMMUNITY AND OUR FIRST RECIPIENT IS DANIEL FROM EASTLAKE HIGH SCHOOL. DANIEL IS PRESIDENT OF EAST LAKES MATH HONOR SOCIETY AND IS THE FIRST EASTLAKE STUDENT TO QUALIFY QUITE FOR THE USA JUNIOR MATHEMATICAL OLYMPIAN.

HE ALSO SERVED AS A LEAD DESIGNER AND BUILDER FOR HIS ROBOTICS COMPETITION TEAM, WHICH WON THE 2021 WASHINGTON STATE BRC CHAMPIONSHIP. HE ALSO PLAYS ON THE EASTLAKE BASKETBALL AND TENNIS TEAMS. DANIEL WILL ATTEND HARVARD UNIVERSITY IN THE FALL. PLEASE JOIN ME IN CONGRATULATING DANIEL. [CLAPPING] OUR NEXT RECIPIENT IS FIONA FROM THE CAMBRIDGE PROGRAM AT ONE NEEDED.

FIONA IS A MEMBER OF WANTING DO SOMETHING AND PARTICIPATED IN THE HELP OCCUPATION STUDENT OF AMERICA STATE LEADERSHIP CONFERENCES AND SHE ALSO COFOUNDED THE AWARENESS FOR HOMELESSNESS ORGANIZATION WITH TWO OF HER FRIENDS TO SPREAD AWARENESS AND COMBAT THE STIGMA OF THOSE EXPERIENCING HOMELESSNESS ACROSS THE NATION. SHE WILL ATTEND UNIVERSITY OF WASHINGTON IN THE FALL. PLEASE JOIN ME IN

CONGRATULATING FIONA. >> OUR NEXT RECIPIENT IS BRADEN FROM TESLA STEM HIGH SCHOOL. BRADEN HAS BEEN HEAD OF TESLA STEM REACH CLUB, CAPTAIN OF THE TENNIS CLUB ÃTENNIS TEAM, SORRY.ND A MEMBER OF OFFICER OF A NUMBER OF OTHER CLUBS.

HE ALSO HAS LEADERSHIP ROLES Ã HAS HAD LEADERSHIP ROLES IN A NUMBER OF ORGANIZATIONS WITH THE WASHINGTON STATE TECHNOLOGY STUDENT ASSOCIATION. BRADY WILL BE ATTENDING PURDUE UNIVERSITY IN THE FALL. PLEASE JOIN ME IN CONGRATULATING BRADEN. OUR NEXT RECIPIENT AND IS.

[NAME]. SHE IS DIRECTED SEVERAL PLACES VICE PRESIDENT AND PRESIDENT OF ICF TRAUMA CLUB WHICH HE PARTICIPATED AT STATE FOR POETRY OUT LOUD AT THE NATIONAL LEVEL IN A LEADERSHIP SPEECH COMPETITION TO REACH YOU PLAY SOCCER FOR THE MONEY TO BE USED, SWINGS ON THE NEED OF PARTS OF VARSITY TEAM AND DANCES.

SHE ALSO CREATED CALLED FALLEN TO THE CITY TO HELP FIND A VOLUNTEER MATCHES FOR KIDS AGE 12 TO 17.

SHE PLANS TO ATTEND INDIANA UNIVERSITY IN THE FALL.

PLEASE JOIN ME IN CONGRATULATING HER.OUR NEXT RECIPIENT IS KELLY FROM LAKE WASHINGTON HIGH SCHOOL.

KELLY COFOUNDED HER SCHOOLS FUTURE HEALTH PROFESSIONALS ORGANIZATION THREE YEARS AGO AND SERVES AS PRESIDENT.

SHE IS ALSO A MEMBER OF ANOTHER OF THE CLUBS INCLUDING NATIONAL HONOR SOCIETY AND DRUM LINE. SHE IS AN INSTRUCTOR AND WORKS AS A PRIVATE TUTOR AS WELL. SHE IS ALSO A MEMBER OF LAKE WASHINGTON SCHOOL AND JAZZ BAND.

KELLY PLANS TO ATTEND UCLA IN THE FALL.

PLEASE JOIN ME IN CONGRATULATING KELLY.

OUR NEXT RECIPIENT IS JASMINE WHO IS UNABLE TO BE HERE THIS EVENING. SHE HAD A SPORTING EVENT READJUSTMENT AS A STUDENT IN THE CAMBRIDGE PROGRAM AND HAS HELPED NUMEROUS CHAIR AND DIRECTOR POSITIONS WITHIN THE MODEL UN WHICH IS ALSO CLUB PRESIDENT WHEN SHE PLACED FIRST

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JASMINE WILL BE ATTENDING SMITH COLLEGE IN THE FALL.

PLEASE JOIN ME IN CONGRATULATING JASMINE.

>> TRICIA FROM REDMAN HIGH SCHOOL IS OUR NEXT RECIPIENT.

SHE IS PRESIDENT OF FEMINISM CLUB AND MODEL UN CLUB.

SHE IS ALSO AN ACTIVE MEMBER OF A NUMBER OF OTHER CLUBS AND SHE IS A FOUNDER OF THE FOUNDATION FOR A NONPROFIT THAT UTILIZES THE ARTS TO FOSTER LEADERSHIP, SERVICE AND CREATIVITY, WHICH INCLUDES PROVIDING PPE FOR SENIORS IN NURSING HOMES AS THE PANDEMIC RAGED PARIS TRICIA PLANS TO ATTEND CORNELL UNIVERSITY IN THE FALL. PLEASE JOIN ME IN CONGRATULATING TRICIA. [NAME] OUR NEXT RECIPIENT IS.

[NAME] FROM STEM HIGH SCHOOL. SERVED AS TWO-TERM AS DEVON STARTED A NEW DISTRICTWIDE SP COUNSEL FOR ALL LAKE WASHINGTON SCHOOL DISTRICT HIGH SCHOOLS TO BETTER SUPPORT STUDENTS.

HE ALSO IS FOUNDER AND PRESIDENT AND CREATED AND DELIVERED A COURSE FOR THE WAVE LEARNING FESTIVAL.

HE HAS ALSO WON FIRST PLACE IN A NUMBER OF DIFFERENT STATE COMPETITIONS INCLUDING ONE FOR 3D ANIMATION AND ANOTHER FOR ON-DEMAND VIDEO. HE PLANS TO ATTEND DARTMOUTH IN THE FALL. PLEASE JOIN ME IN CONGRATULATING HIM.CLAPPING] OUR LAST RECIPIENT IS EMILY TAYLOR, WHO IS RECEIVING OUR AT-LARGE SCHOLARSHIP OR IT REALLY IS A STUDENT EASTLAKE HIGH SCHOOL WHERE SHE'S BEEN A VARSITY MEMBER OF THE SWIM AND DIVE TEAM AND TRACK AND FIELD TEAMS. EMILY IS ALSO A BIO CLUB RESEARCH OFFICER AND IT MEMBER OF THE MATH, COMPUTER SCIENCE AND NATIONAL HONOR SOCIETIES PER SHE IS ALSO A RUNNER FOR THE CASCADE ORIENTEERING CLUB AND A MEMBER OF THE YOUTH COUNCIL. EMILY PLUS ATTEND MICHIGAN TECHNOLOGICAL UNIVERSITY IN THE FALL.

PLEASE JOIN ME IN CONGRATULATING EMILY.

OUR SCHOLARSHIP PROGRAM WOULD NOT BE POSSIBLE WITHOUT THE SUPPORT OF THE 44 LOCAL PTA IN OUR DISTRICT ARE THE HIGH SCHOOL, COLLEGE AND CAREER SPECIALISTS WHO ENCOURAGE THE STUDENTS TO APPLY AND WHO HAVE CONTINUED TO SUPPORT US THROUGHOUT THE PROCESS. OUR AUCTION TEAM LED BY MELISSA STONE FROM THE LAKE WASHINGTON EDUCATION ASSOCIATION, A SPECIAL CONTRIBUTION BY JAN AND HAROLD STONE IN THE LAKE WASHINGTON SCHOOL DISTRICT. AND FINALLY, I WOULD LIKE TO THANK OUR FANTASTIC TEAM OF JUDGES.

THERE WERE A LOT. IN THE HOURS THEY PUT INTO REVIEWING THE APPLICATIONS BUT ALSO MY COACH OR DOI BELIEVE IS ON HERE SOMEWHERE . AND OUR VP OF PROGRAMS DIANE THOMPSON, ALSO ELENA FOR READING HER 50 APPLICATIONS.

IN THE COURSE A LOT OF THE STUDENTS AND STAFF WHO AMENDED THEIR APPLICATION FOR THE SCHOLARSHIPS.

PLEASE JOIN ME IN CONGRATULATING THEM ON THIS ACCOMPLISHMENT. [CLAPPING]

>> WE ALSO WANTED TO TAKE A MOMENT TO RECOGNIZE YOU AS WELL THIS EVENING. LIKE ALL OF US EVENT AT PANDEMIC IN A LEADERSHIP ROLE AND YOU HAVE BEEN A SUPPORTER THROUGH THIS PROCESS. YOU HAVE GIVEN GREAT FEEDBACK.

YOU'VE BEEN HONEST WITH US AND WE JUST WANT TO THANK YOU FOR EVERYTHING YOU HAVE GIVEN TO THE DISTRICT OVER THIS LAST YEAR. YORK UTSA COUNCIL REPRESENTATIVES, THE DIFFERENT PRESIDENTS, THE DIFFERENT SCHOOLS, THEY WERE ABLE TO MANAGE THIS YEAR TO THE LEADERSHIP AND WE WANT TO RECOGNIZE YOU, TO YOUR LEFT THERE IS A POTTED PLANT AND FLOWERS THAT ARE FOR YOU AND WE JUST WANT TO RECOGNIZE YOU TONIGHT AS WELL.

AND SO THANK YOU FOR EVERYTHING THAT YOU HAVE GIVEN.

[CLAPPING] >> MAY I ADD SHE DOES IT WITH A SMILE? I HAVE NEVER SEEN BRANDY WITHOUT A SMILE ON HER FACE. THANK YOU FOR KEEPING IT UP.

>>ERIC LALIBERTE : GREAT. THANKS EVERYONE.

WE WILL NOW TAKE A SHORT FIVE MINUTE BREAK PRIOR TO PUBLIC COMMENT. THE MEETING WILL RECONVENE AND 7:20 5:00 P.M.

WE WILL GET STARTED AGAIN IN ONE MOMENT.

[D. Audience Participation]

THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT WELCOMES THE PUBLIC TO THE BUSINESS MEETINGSOF THE BOARD .

HOLD ON ONE MOMENT.THANK YOU. THE BOARD OF DIRECTORS OF THE

[00:20:14]

TO DO THAT PLEASE EMAIL DIANE JENKINS BY 1:00 P.M. ON THE DAY OF THE MEETING.OU CAN SUBMIT COME PUBLIC COMMENT BY WRITING THE BOARD FOR PLEASE SUBMIT PUBLIC COMMENTS TO DIANE JENKINS BY 3:00 P.M. ON THE DAY OF THE BOARD MEETING.

THESE COMMENTS ARE COMPILED, DISTRIBUTED TO THE BOARD AND POSTED TO THE DISTRICT WEBSITE. DUE TO TIME CONSTRAINTS, NOT ALL INDIVIDUALS THAT SUBMIT WRITTEN PUBLIC COMMENT WILL HAVE THEIR STATEMENT READ ALOUD AT THE MEETING.

FINALLY YOU CAN PROVIDE TELEVISED PUBLIC COMMENT THROUGH THE TEAMS PLATFORM FOR TO DO SO PLEASE EMAIL DIANE JENKINS BY 1:00 P.M. ON THE DATE OF THE MEETING AND MICROSOFT TEAMS LINK WILL BE SHARED WITH YOU DURING WHICH YOU CAN JOIN THE BOARD MEETING. YOU CAN THEN SHARE YOUR COMMENTS THAT ARE RECORDED IN TELEVISED.

ALL PUBLIC COMMENTS, WHETHER IN PERSON TELEVISED OR WRITTEN ARE LIMITED TO THREE MINUTES PER PERSON.

AND WE HAVE FOR THOSE IN ATTENDANCE A STOP LIGHT OVER MY LEFT SHOULDER. FIRST WE HAVE SUSAN AND JOHN PETERSON HERE TO PROVIDE PUBLIC COMMENT.

MR. AND MRS. PETERSON, COULD YOU STEP UP TO THE PODIUM?

>> I AM SUSAN AND I AM THE ONLY ONE SPEAKING TODAY.

I WILL JUST OPEN UP AND LAY IT OUT FOR YOU AND I REALIZE THE QUESTION MAY NOT BE ANSWERED, BUT THEN HOPEFULLY SOMEONE WILL GET BACK TO ME. WE UNDERSTAND WHAT OUR UNDERSTANDING IS MADE FOR THE GOVERNOR SIGNED A BILL THAT REQUIRES CRITICAL RACE THEORY TEACHING FOR ALL TEACHING STAFF.OR THE DIRECTORS ETC. FOR HIM HIM WHEN I LOOK AT THIS, I KNOW IT IS A VERY DIVISIVE IDEOLOGY.

AND I KNOW WHEN I LOOK BACK AT TEACHINGS THAT ARE MOST MEANINGFUL TO ME AS WELL AS I THINK MOST OF US ARE THINGS FOR MARTIN LUTHER KING WHERE WE SHOULD BE JUDGED BY THE CHARACTER AND NOT THE COLOR OF OUR SKIN.

PUTTING THOSE TOGETHER, MY QUESTION FOR ALL YOU AND FOR SOMEONE TO GET BACK TO ME IS WHAT ARE THE PLANS GOING FORWARD. IF THEY ARE GOING TO TEACH ALL OF YOU THIS, WHAT IS THE INTENT OUT OF THAT TEACHING.

WHAT EXACTLY ARE THE NEXT STEPS AND ULTIMATELY, I AM ASSUMING THE THOUGHT IS THIS WILL BE TAUGHT TO OUR CHILDREN.

SO WHAT DOES THAT LOOK LIKE? MY CHILDREN ARE RAISED, BUT I THINK IT TAKES A VILLAGE TO RAISE A CHILD.

AND I AM RESPONSIBLE FOR MY NEIGHBORS CHILD AS WELL AS MINE CHILDREN. SO THE QUESTION I HAVE IS IMPORTANT TO UNDERSTAND. WHAT IS THE INTENT AND WHERE ARE WE GOING WITH CRITICAL RACE THEORY IN OUR PUBLIC SCHOOLS.

ON THE TAXPAYER, I PAY FOR IT AND ULTIMATELY THE SCHOOLS WORK FOR US. SO THAT IS IT.

THANK YOU. >>ERIC LALIBERTE : THANK YOU FOR COMING TONIGHT MS. PETERSON.

NEXT WE HAVE TWO WRITTEN PUBLIC COMMENTS FOR TONIGHT.

LET'S SEE HERE. I WILL READ BOTH ALLOWED.

THE FIRST IS FROM JOHN GARDNER. MR. GARDNER WRITES OUR PTA BOARD HAS BEEN ASKED BY OUR SCHOOL COUNSELOR FOR A GRANT OF $1450 TO COVER THE COST OF ADDITIONAL SEL CURRICULUM.

SHE AND MANY OTHERS FEEL WOULD BE NEEDED NEXT SCHOOL YEAR.

AS YOU KNOW, THERE'S VIRTUALLY NONE DIFFERENCE BETWEEN PTS GHT FUNDING THE NEEDS AND ASKING FOR PARENTS TO PAY FOR IT OUT OF THEIR OWN POCKETS. IS THERE ANY PARTICULAR REASON LW SD CANNOT COVER THE COST, WHICH I'M ASSUMING YOU ALL AGREE IS AN URGENT NEED FOR THE UPCOMING SCHOOL YEAR FOR ITS STUDENTS. IF YOU ARE FACING CHALLENGES OBTAINING FUNDING, I WOULD LIKE TO KNOW WHERE THEY ORIGINATE AND WHAT PARENTS MIGHT BE ABLE TO DO TO HELP CREATE ALSO, IS PLEASED DEAR ATTESTATION FORMS WILL BE DONE AWAY WITH FOR THE UPCOMING SCHOOL YEAR. .

WHILE I DO NOT BELIEVE WE ARE THERE YET, I'M HOPEFUL MANDATORY MASKING WILL SOON JOIN THEM.

I MENTION THIS BECAUSE I FELT THERE WAS SOME RELUCTANCE TO ACCEPT THAT THE DECISION ÃI JUST TIMED MYSELF OUT THERE.

I WILL READ IT ÃSTART THAT AGAIN. MENTION THIS BECAUSE

[00:25:04]

THIS IS A SPECIAL JUNETEENTH CELEBRATION AT THE REDMOND DOWNTOWN PART FROM 12:00 P.M. TO 3:00 P.M..

WE HOPE TO SEE ALL OF YOU ATTEND TO BEGIN IMPORTANT CONVERSATIONS AND ACTIONS FOR CHANGE.THANK YOU FOR YOUR TIME. AND THAT WAS FROM JOY RANDALL.

IS THERE ANYONE ELSE IN ATTENDANCE TONIGHT YOU WOULD LIKE TO ADDRESS THE BOARD THAT DID NOT HAVE THE OPPORTUNITY TO SIGN UP? YES, PLEASE.

>> MY NAME IS MARIELLE AND I HAVE TWO HIGH SCHOOL STUDENTS AT EAST LAKE AND I AM A MEMBER OF THE FAMILY ALLIANCE OF BLACK STUDENT EXCELLENCE LAKE WASHINGTON.

I WANTED TO READ A LETTER JUST THE KIND AMPLIFY THAT WAS SUBMITTED LAST YEAR THAT ADDRESSES THE RACIAL INEQUITIES AND TRAUMA THAT HASN'T REALLY BEEN ADDRESSED OVER THIS LAST YEAR. DEAR BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT WITH A FAMILY ALLIANCE OF BLACK STUDENT EXCELLENCE APPEALS TO YOU ON BEHALF OF LAKE WASHINGTON SCHOOL DISTRICTS BLACK, BROWN AND AFRICAN-AMERICAN STUDENTS. BOTH PRESENT AND FUTURE IMPACT BY THE RACIAL, AND SYSTEMIC OPPRESSION THAT EXISTS WITHIN THE LAKE WASHINGTON SCHOOL DISTRICT.

UNDER THIS BOARD LEADERSHIP, THE LAKE WASHINGTON SCHOOL DISTRICTS COMMITMENT STATED ON THE DISTRICT WEBSITE THAT EACH STUDENT WILL GRADUATE PREPARED TO LEAVE A REWARDING AND RESPONSIBLE LIFE AS A CONTRIBUTING MEMBER OF OUR COMMUNITY AND GREATER SOCIETY. AS PARENTS OF BLACK, BROWN AFRICAN-AMERICAN STUDENTS, WE BELIEVE THIS COMMITMENT SHOULD INCLUDE BLACK, BROWN AND AFRICAN-AMERICAN STUDENTS.

THAT COMMITMENT WAS UPHELD FOR BLACK STUDENTS, WE WOULD NOT BE SPEAKING BEFORE YOU TODAY ON THIS ISSUE AS SO MANY HAVE DONE IN THE RECENT PAST. WE DO NOT SEE, HEAR OR BELIEVE THERE IS A SENSE OF URGENCY TO IMPLEMENT A FULLY SUPPORT STAFF AND FUND THE RACIAL EQUITY WORK REQUIRED TO DISMANTLE THE INEQUITIES FORCED UPON BLACK STUDENTS IN LAKE WASHINGTON FOR THE LAKE WASHINGTON SCHOOL DISTRICT MAINTAINS A RANKING OF SECOND IN THE STATE WILL THOUSANDS OF STUDENTS MATRICULATE THROUGH THE DISTRICT NEVER HAVING HAD AT LEAST ONE BLACK CLASSROOM TEACHER OR EDUCATOR.

THIS IS A HARMFUL PRACTICE NOT JUST THE BLACK AND BROWN STUDENTS BUT IT ALSO PUTS WHITE AND OTHER RACES AT RISK KNOWINGLY AND UNKNOWINGLY ADOPTING RACIST ATTITUDES AND BEHAVIORS. WHILE ALL OUR STUDENTS AND THEIR FAMILIES HAVE BEEN ADVERSELY IMPACTED BY COVID-19 IN ONE WAY OR ANOTHER, THE TROIKA TERROR AND ISOLATION OF LAKE WASHINGTON SCHOOL DISTRICTSBLACK STUDENTS IS COMPOUNDED BY THE VISCERAL KILLING OF MR. FLOYD , NOT TO FORGET BREANNA TAYLOR, AHMAD AUBREY AND ALL THE OTHER CITIZENS WHO LOST THEIR LIVES AT THE HANDS OF MEMBERS OF OUR SOCIETY WHO MATRICULATED THROUGH DISTRICTS.

[00:30:01]

WILL NO LONGER SUBJECT OF BLACK CHILDREN TO THE TRAUMA OF APPEALING TO THIS BOARD FOR IT ON THEIR BEHALF WE DEMAND YOU HOLD YOUR COMMITMENT TO SERVE ALL STUDENTS AND IMMEDIATELY SUCH AS HIGHER BLACK SCHOOL COUNSELORS AT THE ELEMENTARY MIDDLE SCHOOL AND HIGH SCHOOL LEVEL BEFORE THE FALL OF 2020, NOW 2021. LAKE WASHINGTON SCHOOL DISTRICT HAS EMPLOYED OVER 2000 CERTIFICATED STAFF MEMBERS INCLUDING CLASSROOM TEACHERS, LESS THAN 10 OF THEM ARE BLACK AND OR AFRICAN-AMERICAN. HIGHER BLACK EDUCATORS IN PROPORTION TO THE NUMBER OF STOOLS SCHOOLS AND STUDENTS WITHIN THE DISTRICT. DEMONSTRATE HOW THE ONGOING FEEDBACK, THE SURVEYS, RESPONSES, THE DISTRICT CONTINUES TO DRAW FROM THE PARENTS OF BLACK AND AFRICAN-AMERICAN STUDENTS TRANSLATES TO A MEASURABLE OUTCOMES. BE TRANSPARENT, SHOULD THE HIRING PROMOTION AND RETENTION PRACTICES OF THE DISTRICTS CURRENT BLACK STAFF MEMBERS COULD LAST BUT NOT LEAST, UPDATE THE CURRICULUM AND RECONSTRUCT THE DEFICIT-BASED INSTRUCTION OF BLACK HISTORY APPEARED ALMOST A YEAR AGO TO THE DAY, NONE OF THESE MEASURES HAVE OUTLINED HERE REGARDING THESE AND EQUITIES WORST ON OUR BLACK STUDENTS HAVE BEEN TRULY IMPLEMENTED OR EVEN USED TO SHAPE POLICY.

WE NOT ONLY NEED PROGRESS, WE DEMAND PROGRESS.

THANK YOU. [CLAPPING]

>>ERIC LALIBERTE : IS THERE ANYONE ELSE IN ATTENDANCE TONIGHT WHO WOULD LIKE TO ADDRESS THE BOARD? OKAY. THANK YOU EVERYONE WHO TOOK THE TIME TO EITHER WRITE THE BOARD OR COME TONIGHT.

WE REALLY APPRECIATE IT. THE NEXT ITEM ON THE AGENDA IS

[E. Consent Agenda]

I WILL ENTERTAIN ÃI WILL NOW ENTERTAIN A MOTION TO APPROVE

THE CONSENT AGENDA. >> SO MOVED.

>> SECOND SPOON MOVE BY DIRECTOR CARLSON, SECOND BY DIRECTOR BLIESNER THAT WE APPROVE THE CONSENT AGENDA AS PRESENTED. DOCTOR CARLSON, WILL YOU PULL THE BOARD? WHAT DIRECTOR SAGE.

>> YES. >> DIRECTOR BLIESNER.

>> YES BUT DIRECTOR CARLSON. >> YOU.

>> VICE PRESIDENT STUART. >> YES!

PRESIDENT LALIBERTE. >> YES.>ERIC LALIBERTE : WOULD YOU PLEASE SUMMARIZE THE DONATIONS RECEIVED.> TONIGHT WE HAVE DONATIONS TOTALING $20,451 COMING THROUGH RPT AS A CONTINUING TO SUPPORT OUR SCHOOL, STUDENTS AND PROGRAMS.

WE THANK THEM FOR THAT. >>ERIC LALIBERTE : THE FIRST

[F. Non-Consent Agenda]

WE YOU PLEASE GET US STARTED. >> ABSOLUTELY.

I WILL INVITE DOCTOR JEN ROSE TO THE MICROPHONE.

SHE AND HER TEAM ARE HERE TONIGHT TO PRESENT THE BOARD WITH THE K5 TEXTBOOK ADOPTION IN MATHEMATICS.

WITH THAT I WILL HANDED OVER TO YOU.>> THANK YOU.

WE ARE REALLY EXCITED TO BE ABLE TO BE HERE TONIGHT.SO TONIGHT WE ARE, LIKE I SAID, THIS HAS BEEN A PROCESS FOR US AND WE HAVE A GREAT TEAM ASSEMBLED IN THE BACK.

WE HAD A LARGE COMMITTEE WORKING ON THIS FOR ABOUT TWO YEARS. I WOULD LIKE TO INVITE OUR TEAM PRESENTING TONIGHT IS JENNIFER, A MATH SPECIALIST.

DANIEL LANCASTER, STEPHANIE AND CONNIE ARE ALSO GOING TO PRESENT WITH US TONIGHT. IT WAS A WONDERFUL EXTENSIVE PROCESS AND YOU GET A BRIEF OVERVIEW.

I WANT TO RECOGNIZE WE HAVE A FEW OTHER COMMUNITY MEMBERS IN THE BACK. LUCY DAVISON CHRIS LANE WHO WERE PART OF IT AS WELL. WE HAD A GREAT TEAM WORKING ON IT. OR GOAL TONIGHT IS TO GO OVER BRIEFLY THE K5 NOT ADOPTION PROCESS, SOME OF THE TECHNICALITIES OF IT. AND THEN WE WANT TO USE TONIGHT FOR THE TEACHERS AND OUR MATH SPECIALIST TO GO INTO SOME OF THE THINGS THAT MAKE RECOMMENDATION REALLY EXCITING REALLY SPECIAL. WE WANT TO TALK ABOUT THE RESEARCHER USED AS WE DOVE INTO THE DIFFERENT PROGRAMS AND CHOSE THIS ONE.E WANT TO SHOW THE ELEMENTS THAT HELPED US ÃHOPE THIS CURRICULUM HELP OUR STUDENTS GET TO DEEP LEARNING AND REALLY THINK ABOUT DEEP ENGAGEMENT FOR EACH AND EVERY STUDENT. AND THEN WE WANT TO TALK ABOUT WHAT IS BUILT IN THIS CURRICULUM THAT HELPS EVERY SINGLE STUDENT ACHIEVE HIGH LEVELS OF MATH AND A PRODUCTIVE DISPOSITION IN MATH. AND NEXT WE WANT TO SHARE OUR NEXT STEPS IN IMPLEMENTATION FOR OUR RECOMMENDATION FOUR.

JUST AS A BRIEF RECAP OF WHERE WE STARTED THIS PROCESS, WE ARE A LITTLE AHEAD OF THE ADOPTION SCHEDULE FOR K5 MATH BECAUSE ALMOST EXACTLY 2 YEARS AGO RECOGNIZED WE HAD SIGNIFICANT NEEDS IN OUR K5 MATH CURRICULUM AND WE HAD SOME ISSUES WITH EXPIRING RESOURCES. WE FORMED A LARGE COMMITTEE THAT HAD REPRESENTATIVE FROM EVERY ELEMENTARY SCHOOL TEACHERS AND ADMINISTRATORS AND SPECIALISTS AND TOOK A PRETTY DEEP DIVE INTO LOOKING AT THE CURRENT RESEARCH ON K5 MATH CURRICULUM AND THEN LOOK TO THEIR OWN MATH CURRICULUM AND

[00:35:05]

SO AFTER SPENDING ALMOST A YEAR ON THE LEARNING AND DISCUSSION PROCESS AND EVALUATION OF WHERE WE WERE, IT WAS CLEAR WE NEEDED TO ADOPT A NEW MATH CURRICULUM. AND SO WE MOVED FURTHER INTO THE FORMAL ADOPTION PROCESS WITH OUR COMMITTEE.IN THAT FIRST YEAR WE SPENT QUITE A BIT OF TIME DOING A DEEP DIVE INTO THE LEARNING TO HELP US GUIDE OUR CHOICE FOR EQUALITY CURRICULUM MATERIALS IN 2021. THERE'S BEEN A TON OF RESEARCH OVER THE PAST 20 YEARS THAT IS CHANGE THE WAY MATH LOOKS SO WE WANTED OUR COMMITTEE TO BE DEEPLY FOCUSED ON STANDARDS, EQUITABLE PRACTICES AND INSTRUCTIONAL PRACTICES.

WITH THAT WE DEVELOPED OUR DISTRICT RUBRICS WE REVISED AND DEVELOPED TO BE ABLE TO SPEND SOME TIME THINKING ABOUT HOW WOULD WE BEST EVALUATE DEEPLY AND EQUITABLY CURRICULUM.

WE TOOK THOSE RUBRICS IS PAST FALL, EVALUATED FROM 12 DIFFERENT CURRICULUM MATERIALS DOWN TO 2 THAT WERE ABLE TO PILOT IT DURING COVID. I WANT TO DO A SHOUT OUT TO ALL THE TEACHERS THAT WERE ABLE TO PILOT DURING REALLY TUMULTUOUS TIME AND HELPED US GET QUALITY INFORMATION ABOUT THE CURRICULUM WE CAN MAKE A GOOD CHOICE.

AT THIS POINT WE HAVE A RECOMMENDATION FOR YOU AND PENDING THE BOARD MEETING TONIGHT WE ARE PLANNING PROFESSIONAL DEVELOPMENT AND IMPLEMENTATION FOR NEW CURRICULAR MATERIALS IN THE FALL.

ONE THING THAT WAS REALLY IMPORTANT TO US AS WE LOOKED AT CURRICULUM WAS THINKING ABOUT HOW STUDENTS PERFORM IN MATH, WHAT ARE EQUITABLE PRACTICES RELATED TO INSTRUCTION SPECIFICALLY IN MATH AND HOW MIGHT WE USE THIS ADOPTION PROCESS IS A WAY TO FURTHER AND DEEPEN EQUITABLE LEARNING OUTCOMES FOR ALL OUR STUDENTS. THAT WAS PART OF THE RESEARCH WE DID THAT WILL COME UP AS THE TEACHERS ARE PRESENTING ABOUT HOW THE CURRICULUM WORKS IN THE CLASSROOM THAT REALLY IMPACTED OUR FINAL DECISION AND RECOMMENDATION.

WE ALSO WORKED WITH MULTIPLE DEPARTMENTS.

WE KNOW AND EFFECTIVE CURRICULAR ADOPTION IS NOT JUST BASED ON TEACHING AND LEARNING. WE WORK WITH INTERVENTION SERVICES, SPECIAL EDUCATION, EQUITY AND ACCELERATED PROGRAMS TO MAKE SURE WE ARE ENGAGING FOR MULTIPLE LENSES AND THINKING ABOUT THE CURRICULUM THAT WAY.

WE ALSO USED A MODIFIED VERSION OF THE SCREENING FOR BIAS CONTENT TO WHICH IS A NEW TOOL THEY RELEASED IN FEBRUARY THIS YEAR THAT A TEAM, A SUBGROUP ON OUR TEAM MODIFIED SO IT WAS SPECIFIC SO WE COULD REALLY THINK DEEPLY ABOUT WHAT SHOULD WE BE LOOKING FOR IN CURRICULAR RESOURCES THAT MEET ALL OUR STUDENTS NEEDS. STATUS A BRIEF OVERVIEW OF THE OVERALL PROCESS. ALONG THE JOURNEY WE GOT INPUT FROM STUDENTS THROUGH SURVEYS, THROUGH TEACHER SURVEYS AND DIGITAL SERVICE SURVEYS. WE WERE ABLE TO DO CLASSROOM VISITS DURING COVID SO WE COULD SEE IMPLEMENTATION AND PROGRESS IN THE CLASSROOM, WHICH WAS GREAT.

LOTS OF CONVERSATIONS THROUGH THE PILOT, WHILE THE USE OF SURVEYS WITH TEACHERS AND CONVERSATIONS AND FEEDBACK TO OUR LARGE COMMITTEE THAT HAD AT LEAST ONE, IF NOT 2 TO 4 PEOPLE BY LEADING AT EVERY SCHOOL WE WORK WITH ADMINISTRATORS .

MADE A GREAT TEAM THROUGH THE PILOT.

WE HAD COLLABORATION WITH OTHER DISTRICTS TO TALK ABOUT THEIR PILOT AND ADOPTION PROCESS AND TO BE ABLE TO POTENTIALLY PLAN SHARED LEARNING WITH THEIR DISTRICTS.

WE ENGAGE THE COMMUNITIES THROUGH AN ONLINE INFLAMMATION NIGHT AND THROUGH ONLINE SURVEYS FOR ALMOST 2 FULL MONTHS OF INFORMATION AVAILABLE DIGITALLY.

WE HAVE HAD SOME GOOD OUTREACH, BUT WANT TO TAKE MORE TIME TO DIVE IN SPECIFICALLY AND SHARE WITH YOU THESPECIFICS .

WITH THAT I WILL INTRODUCE JENNIFER.>> I'M JENNIFER, THE K5 MATH SPECIALIST. I'M GOING TO SHARE A LITTLE INFORMATION ABOUT THE LEARNING THE COMMITTEE DID KNOW WE USE THE INFORMATION TO REALLY DREAD THE INFORMATION WE ARE LOOKING FOR IN OUR PILOT. WE ENGAGED IN PROFESSIONAL LEARNING WE DID A LOT OF LEARNING AROUND EQUITABLE PRACTICES, BUT REALLY CURRENT MATH RESEARCH AND WHAT THAT MEANS FOR INSTRUCTION AND THE IMPLICATIONS.

WE DID A DEEP DIVE INTO SEVERAL RESOURCES, PARTICULARLY PRINCIPLES TO ACTIONS, WHICH OUTLINES THE MATHEMATICAL TEACHING PRACTICES WHICH THE TEACHERS GOING TO SPEAK TO MORE SPECIFICALLY. WE DID A BOOK STUDY INTO TAKING ACTION, WHICH IS BASED ON PRINCIPLES TO ACTIONS, BUT IT IS THE APPLICATION OF THE RESOURCE RESEARCH AND HOW IT LOOKS IN THE K5 MATH CLASSROOM. AND HELD EQUITABLE TEACHING STRUCTURES AND STRATEGIES ARE EMBEDDED WITHIN MATH INSTRUCTION. WE ALSO USE INFORMATION AND RESOURCES FROM CATALYZING CHANGE, WHICH IS ANOTHER MORE OF A SYSTEMS WIDE BOOK OR I SHOULD SAY RESOURCE ON HOW MATH INSTRUCTION SHOULD BE CHANGED BASED ON CURRENT RESEARCH.

WE ALSO USED THE WORK ON PRODUCTIVE STRUGGLE AND STUDENT DISCOURSE THE REALLY AGAIN FEEDS INTO THE EQUITABLE STRUCTURES IN MATH INSTRUCTION. AND WITH THAT I'M GOING TO

[00:40:04]

INTRODUCE DANIEL. >> HI.

GOOD EVENING. I'M DANIELLE.

AND TEACH THIRD GRADE AT DICKINSON ELEMENTARY CURRENTLY.

WANTED TO HIGHLIGHT THE MATH TEACHING PRACTICES WE EXPLORED IN OUR RESEARCH. THESE ARE COMING OUT OF THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS.

AND IT IS ALSO ALIGNED WITH A LOT OF THE RESEARCH WE DID USING JOE BOWLERS WORK AND A LOT OF ARTICLES WE READ IN THE PAST COUPLE OF YEARS. WHEN TEACHERS ARE DOING THESE EIGHTPRACTICES , MATH LEARNING FOR STUDENTS IN THIRD GRADE STUDENTS IN THESE ENVIRONMENTS MAKE SENSE OF MATH CONCEPTUALLY. BUT THEY ALSO PRACTICE DEVELOPMENTALLY APPROPRIATE PROCEDURAL FLUENCY.NE OF THE CURRICULUM THAT WOULD SUPPORT TEACHERS AS THEY MADE THESE EIGHT MOVES. IN MATHEMATICS IS A STUDENT CENTERED PROGRAM THAT ALIGNS WITH CURRENT MATH RESEARCH AND SUPPORTS TEACHERS WITH THEIR INSTRUCTION SO THE KIDS LEARN MATH DEEPLY. WE ARE CONFIDENT AS A COMMITTEE THAT IT IS THE PROGRAM MOST ALIGNED TO CURRENT MATH RESEARCH. THE FIRST PRACTICE IS CLEAR GOALS. ILLUSTRATIVE IS ALIGNED NOT ONLY WITH THE MATH CONTENT STANDARDS BUT THE STANDARDS FOR MATHEMATICAL PRACTICE, WHICH DO WITH THE APPLICATION OF MATH, REASONING IN MATH AND SOLVING PROBLEMS. SO AN EQUITABLE MATH PROGRAM PROVIDES RELEVANT AND MEANINGFUL TASKS THAT PROMOTE REASONING AND PROBLEM-SOLVING AND WHEN I WAS PILOTING ILLUSTRATIVE, I SAW SOME OF MY TRADITIONALLY HIGHFLYING STUDENTS THAT COULD SOAR GIVEN THE TASKS IN THIS PROGRAM. THEY WEREN'T LIMITED TO ONE METHOD I MAY HAVE BEEN TEACHING ON THAT DAY.

THEY COULD TAKE A TEST AND USE WHAT THEY NEED TO SOLVE IT IN A WAY THAT MADE SENSE TO THEM. WHILE THEY WERE ENGAGED IN THE MATH TEST AT HIGH LEVELS, STUDENTS WHO MAY HAVE BEEN TRADITIONALLY MARGINALIZED THE MATH COULD ALSO HAVE ACCESS TO THOSE MATH TASKS. THERE WAS LEARNING AT A CONCRETE LEVEL AND TAKING IT TO A MORE ABSTRACT LEVEL AS WELL.

AND THE MATH ROUTINES EMBEDDED INTO EACH LESSON INVITED STUDENTS TO SHARE THEIR THINKING.

THE ROUTINES ASKED STUDENTS TO ANALYZE AND EVALUATE DIFFERENT STRATEGIES AND SO WE WORK TOWARD PROCEDURAL FLUENCY AND DISCUSSED THE MOST EFFICIENT STRATEGIES FOR SOLVING THE PROBLEMS. IN A VERY EXCITING ASPECT IS HOW EMPOWERING IT IS FOR STUDENTS.

WITH AN EQUITY LINDSLEY ASKED THE QUESTION OF THE COMMITTEE THAT WHO HOLDS THE POWER IN THE MATH CLASSROOM.

HOW DOES A CURRICULUM PROVIDE SPACE TO HONOR STUDENT VOICE, HOW DO WE UNCOVER STUDENT THINKING AND ALL STUDENTS IN THIS PROGRAM HAVE OPPORTUNITIES TO ENGAGE IN PRODUCTIVE STRUGGLE. TEACHERS USE QUESTIONING STRATEGIES TO UNCOVER STUDENT CONCEPTIONS WHILE PUSHING STUDENTS TO EXPLORE NEW IDEAS. THIRD-GRADERS WERE BAKING TO COME UP TO THE BOARD AND SHARE THEIR THINKING AND MAKE IT VISIBLE. I EVEN OF A QUOTE FROM THE STUDENT WHO WAS NOT TRADITIONALLY AN ACADEMIC LEADER WHO SAID I DON'T QUITE HAVE MY ANSWER YET, BUT HERE'S HOW I STARTED. THE STUDENTS LEARNED THERE WAS VALUE IN PRODUCTIVE STRUGGLE AND THERE IS VALUE IN MAKING SENSE OF PROBLEMS AND NOT ONLY ARRIVING AT THAT FINAL SOLUTION. THE STRUCTURE OF THE PROGRAM ALSO BUILDS 21ST CENTURY SKILLS LIKE CREATIVITY, COMMUNICATION, COLLABORATION AND CRITICAL THINKING.

THIS IS A SNAPSHOT OF THE EQUITY FRAMEWORK THAT THE SMALL GROUP WITHIN OUR COMMITTEE WORKED TO MAKE AND THEY FOCUSED ON FOUR MAIN BUCKETS WHEN IT COMES TO CULTURALLY RESPONSIVE TEACHING IN MATH FOR THE FIRST IS COMMUNICATION.

SO MENTION POWER PREVIOUSLY WE WANTED MATERIALS WERE STUDENT VOICES WOULD MAKE UP OVER 50 PERCENT OF LESSON TIME.

WE LOOKED AT THE TYPES OF QUESTIONS PROVIDED IN THE MATERIALS AND IN ILLUSTRATIVE THERE ARE OPPORTUNITIES FOR ALL STUDENTS TO ENGAGE. QUESTIONS ARE INTENDED TO MEET STUDENTS WHERE THEY ARE AND BUILD FROM THAT TO NEW LEARNING. AND THE QUESTIONS FOCUSED AND THINKING AND NEW CONCEPTS. THIS IS AN EXAMPLE OF AN OPEN ENDED FRACTION PROBLEM WITH OUR MULTIPLE CORRECT ANSWERS AND THERE IS A FOCUS ON THE CONCEPTUAL UNDERSTANDING THE STUDENTS HAVE VOICED, THE STUDENTS OF JOIST AND IT PROMPTS THIS KIND OF PROBLEM PROMPTS DISCUSSION WITH MULTIPLE ANSWERS AND ENGAGING DISCOURSE.WITH FAMILY

[00:45:04]

SO THIS EXAMPLE SHOWS A PROBLEM RELATED TO RIDING THE BUS AND IT IS BUILT IN THE CURRICULUM LET YOU QUICKLY ADDRESS WHAT IS BACK ON, WHO IS WRITTEN THE BUS, WHAT IS RIDING A BUS MEAN.

THIS IS ONE EXAMPLE WHERE THE BACKGROUND BUILDING AND WE ARE TRYING TO ELIMINATE BARRIERS FOR STUDENTS ACCESSING THE PROBLEMS FOR THE CURRICULUM INVOLVES FAMILY LETTERS TO SEND HOME INCLUDING QUESTIONS TO ASK YOUR STUDENTS WHEN THEY ARE AT HOME. THAT THE STUDENTS SHOW YOU WHAT THEY ARE THINKING IF THEY ARE GETTING STUCK.

ILLUSTRATIVE ALSO INCLUDES ALSO OPPORTUNITIES FOR KIDS TO THINK DEEPLY ABOUT MATH. IT IS STANDARDS BASED BUT IT IS BUILDING ON STUDENT STRENGTHS AND WE ARE ELICITING WHAT KIDS ALREADY KNOW. THERE COMPLEX TASKS THAT COULD HAVE MULTIPLE SOLUTIONS TO ARRIVE AT THE SUCCESSFUL ANSWE . AND THEY DO INVITE A PRODUCTIVE STRUGGLE AND THAT PRODUCTIVE STRUGGLE LEADS TO DEEPER LINGER IN. FINALLY THINKING ABOUT SOCIAL JUSTICE ON THE BIG PICTURE, WE ARE LOOKING FOR CRITICAL THINKING AND REAL WORLD APPLICATION.

EVALUATING THINGS. STUDENTS BEING EMPOWERED TO SOLVE PROBLEMS. ONE EXAMPLE, THIS IS A LESSON I TAUGHT FRIDAY THINKING ABOUT AREA AND PERIMETER IS A QUICK QUESTION ABOUT TINY HOUSES. WHY WOULD THAT BE GOOD FOR THE ENVIRONMENT. IS JUST A SNIPPET OF HOW THE REAL WORLD CONNECTIONS ARE MADE WE ARE ASKING STUDENTS TO EVALUATE REAL WORLD SITUATIONS. NEXT STEPHANIE MILLER WILL

SHARE MORE DETAILS. >> GOOD EVENING GORD MY NAME IS STEPHANIE MILLER AND I AM A FIRST GRADE TEACHER.

I'M GOING TO SPEAK TO YOU TONIGHT ABOUT DIFFERENT WAYS IN WHICH ILLUSTRATIVE MATHEMATICS IS STUDENT CENTERED.

SO THE FIRST WAY ILLUSTRATIVE MATHEMATICS IS CENTERED BECAUSE OF THE DIFFERENTIATION PRESENT WITHIN THE CURRICULUM.

THE TEACHER MATERIALS GIVE INFORMATION ABOUT SUPPORTING STUDENTS WHO ARE ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES AS WELL AS WAYS TO ADVANCE STUDENT THINKING.

THEIR ACTIVITIES ALLOW MULTIPLE ENTRY POINTS SO STUDENTS CAN CHOOSE WHICH STRATEGY MAKES THE MOST SINCE TO THEM FOR A GIVEN PROBLEM. IN THE CENTER ACTIVITIES AVAILABLE WITHIN THE CURRICULUM ARE AVAILABLE IN MULTIPLE STAGES CONNECTED TO A LEARNING PROGRESSION OF MATHEMATICAL UNDERSTANDING. IF A STUDENT HAS SHOWN MASTERY OF THE MATHEMATICAL CONCEPTS COVERED IN THE CENTER ACTIVITY FOR A GIVEN LESSON, THERE'S AN EXTENSION OPPORTUNITY AVAILABLE FOR THEM BY WORKING ON THE NEXT STAGE OF THE MATH CENTER ACTIVITY. THE LESSONS FOCUS ON DEVELOPING CONCEPTUAL UNDERSTANDING BY EXPLAINING AND COMPARING STRATEGIES AND SOLUTIONS. THE GOAL IS FOR STUDENTS TO UNDERSTAND HOW PROBLEMS ARE SOLVED AND WHY INSTEAD OF JUST FINDING THE RIGHT ANSWER. ALL STUDENTS ARE ENGAGED IN HIGH-LEVEL CHALLENGING TASKS AND STUDENTS ARE CHALLENGED TO THINK MORE DEEPLY ABOUT MATHEMATICAL CONCEPTS INSTEAD OF DOING MORE PROBLEMS. QUESTIONS AND DISCUSSIONS ALLOW FOR STUDENTS UNDERSTANDING TO BE DEEPENED AND TAKEN FURTHER.

THIS DIFFERENTIATION CONNECTS TO THE MATH PRACTICES DANIEL JUST OUTLINED. THE FIRST ONE IS SUPPORTING PRODUCTIVE STRUGGLE IN LEARNING MATHEMATICS.

BECAUSE ALL STUDENTS ARE ENGAGED IN CHALLENGING MATHEMATICAL TASKS THROUGHOUT THE LESSONS.

ANOTHER MATH PRACTICE CONNECTED TO DIFFERENTIATION IS THE USE IN CONNECTING OF MATHEMATICAL REPRESENTATIONS BECAUSE STUDENTS GET TO CHOOSE DIFFERENT REPRESENTATIONS AND STRATEGIES TO SOLVE PROBLEMS THAT WORK BEST FOR THEM AND MAKE THE MOST SINCE OF THE GIVEN PROBLEM.

THAN THOSE STRATEGIES ARE COMPARED AND CONNECTED TO ONE ANOTHER TO HELP STUDENTS DEVELOP THEIR UNDERSTANDING OF THE MATH CONCEPTS. ALSO, THE MATH PRACTICE OF USED EVIDENCE OF THINKING IS PRESENT IN THE DIFFERENTIATION BECAUSE THROUGHOUT THE LESSONS TEACHERS HAVE EVIDENCE OF WHAT STUDENTS UNDERSTAND THEY CAN USE TO DETERMINE HOW TO BEST SUPPORT THEM AND DEEPEN THEIR UNDERSTANDING.

FINALLY, THE MATH PRACTICE AND BUILD PROCEDURAL FLUENCY FROM CONCEPTUAL UNDERSTANDING IS ALSO PRESENT IN THE DIFFERENTIATION BECAUSE THE LESSONS ARE STRUCTURED TO SUPPORT STUDENTS IN DEVELOPING A STRONG FOUNDATION OF CONCEPTUAL UNDERSTANDING OF MATH CONCEPTS FROM WHICH THEY CAN BUILD THEIR PROCEDURAL FLUENCY.ANOTHER WAY

[00:50:02]

DISCUSSIONS ALLOW FOR STUDENTS TO EXPLAIN AND COMPARE DIFFERENT STRATEGIES AND SOLUTIONS .

THERE ARE SOME EXAMPLES OF PROBLEMS IN WHICH STUDENTS CAN DISCUSS THEIR THINKING ON THE SCREEN.

IN MY CLASSROOM AND I WAS DOING SOME OF THE LESSONS, THERE WERE TIMES WHEN THERE WERE MAYBE SIX DIFFERENT STRATEGIES ON THE BOARD AND STUDENTS WERE REALLY ANALYZING STRATEGIES AND SAYING I STARTED OUT BY DOING IT THE SAME WAY AS THAT PERSON BUT THEN AT THE END I DID THIS INSTEAD.

AND SO THEY WERE REALLY UNDERSTANDING THE STRATEGIES AND HOW THEY CONNECTED TO THE PROBLEMS AND HELD HER STRATEGY WAS THE SAME AS SOMEONE ELSE'S BUT ALSO DIFFERENT, WHICH WAS FABULOUS TO SEE. THE REQUEST IS AVAILABLE THAT TEACHERS CAN ASK TO TAKE DISCUSSIONS IN STUDENT UNDERSTANDING FURTHER IN THE TEACHER MATERIALS.

IN THE DISCUSSIONS TAKE PLACE DURING THE LESSON COMMANDER ACTIVITIES, DURING THE CENTERS AND ALL THIS CONNECTS TO SOME OF THE MATHEMATICAL PRACTICES DANIEL WAS TALKING ABOUT AS WELL. THERE'S A MUST PRACTICE AND FACILITATE MEANINGFUL MATHEMATICAL DISCOURSE THROUGH THIS IS POSSIBLE MS. CURRICULUM BECAUSE THERE IS DISCOURSE AMONG STUDENTS AND COMPARISONS OF STRATEGIES THROUGHOUT THE ENTIRE LESSON. AND ALSO STUDENTS ARE ABLE TO USE AND CONNECT MATHEMATICAL REPRESENTATIONS BECAUSE STUDENTS GET TO CHOOSE THE DIFFERENT MATH REPRESENTATIONS AND STRATEGIES THEY WANT TO USE TO SOLVE PROBLEMS. AND THEN THOSE ARE COMPARED AS STUDENTS SHARE HOW THEY SOLVE THEIR PROBLEM. FINALLY, THE MATH PRACTICE ON PURPOSEFUL QUESTIONS IS ALSO PRESENT BECAUSE TEACHERS POSE PURPOSEFUL QUESTIONS WITHIN THE CURRICULUM TO FACILITATE THE DISCUSSIONS AMONGST THE STUDENTS AND HELP THEM DEVELOP THEIR MATHEMATICAL UNDERSTANDING OF THE CONCEPTS.

FINALLY ANOTHER WAY ILLUSTRATIVE MATHEMATICS AND STUDENT CENTERED IS THROUGH THE CENTERS, THE GAMES AND ACTIVITIES. LIKE I MENTIONED EARLIER, THESE ARE AVAILABLE IN MULTIPLE STAGES SO THEY CAN BE USED TO HELP DIFFERENTIATE UNDERSTANDING FOR STUDENTS.

AND THEYALLOW STUDENTS TO USE AND SHOW THE DIFFERENT STRATEGIES WITHIN THEM . STUDENTS GET TO WORK WITH THEIR PEERS AND HAVE THOSE DISCUSSIONS AS THEY ARE ENGAGING IN THE ACTIVITIES. AND THEY ALSO ARE HIGHLY ENGAGING TO STUDENTS. MY STUDENTS WERE SO EXCITED EVERY TIME I MENTIONED IT WAS CENTER TIME AND THEY AND DOWN SO THAT WAS ONE OF THEIR FAVORITE PARTS.

THE CENTER GAMES AND ACTIVITIES ALSO CONNECT THE MATHEMATICAL PRACTICES THAT DANIEL TALKED ABOUT THE REAL THE FIRST IS IMPLEMENT TASKS THAT PROMOTE REASONING AND PROBLEM-SOLVING BECAUSE STUDENTS ARE HIGHLY ENGAGED IN SOLVING AND DISCUSSING MATH TASKS USING THE REASONING.

AND ALSO THE MALPRACTICE FACILITATE MEANINGFUL MATHEMATICAL DISCOURSE IS PRESENT AS WELL BECAUSE THROUGHOUT THE CENTER GAMES AND ACTIVITIES STUDENTS ARE TALKING WITH ONE ANOTHER ABOUT MATH. AND NEXT I'M GOING TO INTRODUCE KENNY WHO WILL COME TALK ABOUT THE ASSESSMENT.

>> GOOD EVENING FORGET KENNY SHORT, JOAN MARY ELEMENTARY.

AND IN THE SECOND GRADE TEACHER.

HERE TO TALK ABOUT ASSESSMENT WITH ILLUSTRATIVE MATH.

THE CONDITT PROFESSOR IN MATH AND SCIENCE EDUCATION AT THE UNIVERSITY OF WASHINGTON SCHOOL OF EDUCATION HAS THIS QUOTE.

"THERE ARE NO MISCONCEPTIONS, ONLY SIGNALS STUDENT CONCEPTIONS BUT" ALWAYS STUDENT CONCEPTIONS OF MATHEMATICS THAT TEACHERS NEED TO IDENTIFY AND USE TO BETTER INFORM THEIR INSTRUCTION AND RESPOND TO STUDENT NEEDS.

OVER AND OVER AGAIN ELECTS Ã THE ASSESSMENT REGIME BUT STUDENTS WORK ON DISPLAY FOR TEACHERS AND STUDENTS SO THAT SIGNALS TO STUDENT MATH CONCEPTIONS, ALONG WITH THE SIGNS OF PROGRESS AND MASTERY TOWARD THE COMMON CORE STANDARDS ARE EASILY IDENTIFIABLE.

THE ASSESSMENTS ALLOW ACCESS FOR ALL STUDENTS TO SHOW WHAT THEY KNOW IN MATH. LASTLY, THE ASSESSMENT TASKS PROMOTE REASONING AND PROBLEM-SOLVING INSTEAD OF SIMPLE ALGORITHMIC FLUENCY. TEACHERS ARE CONSTANTLY COLLECTING DATA ON STUDENT LEARNING IN BOTH FORMAL AND INFORMAL WAYS THROUGH THE FOREMOST WAY WE ASSESS AN EVENT STUDENT ACADEMIC ABILITY IS PROPOSING PURPOSEFUL QUESTIONS.

ILLUSTRATIVE MATH PROVIDES TEACHERS WITH PURPOSEFUL QUESTIONS TO ASK THE STUDENTS THAT HELP THEM PROBE STUDENT THINKING AND ENCOURAGE JUSTIFICATION AND REFLECTION.

IN MY CLASSROOM THE AMOUNT EVIDENCE OF STUDENT THINKING ON DISPLAY AS CREATED AN ENVIRONMENT WHERE THERE IS A

[00:55:05]

JUST THE OTHER DAY WHILE IMMERSED IN A COOLDOWN TEST I HAD A STUDENT ALLOW "I WANT TO GO TO THE NEXT PROBLEM LIKE THIS. BECAUSE THIS IS FUN, I LOVE METHOD" NOT A FAKE QUOTE. LOU GIVING PERMISSION TO SAY THAT. IS NO FINER ENDORSEMENT THAN THAT QUOTE FROM LUKE. FINALLY THERE ARE TRADITIONALLY IN THE ASSESSMENTS WHICH TEST THE STUDENTS ABILITY ON GIVEN COMMON CORE GRADE LEVEL STANDARDS.

TEACHERS ARE PROVIDED PER UNIT PRACTICE PROBLEMS, WHICH CAN GIVE KEY EVIDENCE OF STUDENT PREPAREDNESS FOR THE CONCEPTUAL OR PROCEDURAL LEARNING REQUIRED IN THE COMING UNIT.

MOST IMPORTANTLY THE UNIT AND ASSESSMENTS EMPLOYEE TASKS THE PROMOTE REASONING AND PROBLEM-SOLVING IN THE ENGAGEMENTS STUDENTS AND MAKING CONNECTIONS BETWEEN MATH REPRESENTATIONS. IN MY CLASSROOM FOR THE FIRST TIME IN MY TEACHING CAREER I OBSERVED STUDENTS CHOOSING PROBLEM-SOLVING METHODS ON ASSESSMENTS BASED ON THE PROBLEM TYPE. FOR EXAMPLE, EMPLOYING AN OPEN NUMBER LINE, DOING SIMPLE THREE DIGIT BY TWO DIGIT SUBTRACTION WITHOUT REGROUPING AND THEN USING A BASE 10 BLOCKS MODEL WHEN TACKLING A MORE REGULAR RIGOROUS THREE DIGIT BY THREE DIGIT SUBTRACTION PROBLEM WITH REGROUPING.

THAT IS A HIGH LEVEL OF STUDENT REASONING FOR SECOND GRADERS AND IT WAS PROMOTED BY THE CURRICULUM.

AND JENNIFER IS GOING TO COME TALK.

>> I JUST CHANGE MY NAME LAST WEEK SO THAT'S WHY HE HAD TO THINK ABOUT THAT ONE. SPEAKING OF KENNY'S QUOTE FROM LUKE, THESE ARE DIRECT QUOTES FROM THE PILOT FEEDBACK FROM THE STUDENTS. WE SELECTED THESE QUOTES TO HIGHLIGHT BECAUSE IT IS SPEAK TOWARD THE SHIFT IN MATH INSTRUCTION. AT HEIGHT LIGHTS, AS YOU CAN SEE, WHAT THE STUDENTS ARE FEELING IN RESPONSE TO THE LESSONS. AND IT SPEAKS TO DISCOURSE, IT SPEAKS TO COLLABORATION, IT SPEAKS TO ACCESS FOR ALL.

THE OTHER THING THAT REALLY STANDS OUT IS KIDS WANTED TO BE A PART OF MATH. THEY WERE EXCITED.

I COULD'VE PUT SEVERAL MORE ON HERE.

THERE WERE SOME WHO SAID I BELIEVE IN MYSELF, IT MAY BE FEEL-GOOD TO COMPLETE THESE PROGRAMS, IT CHALLENGES YOUR BRAIN, I FELT GOOD WHEN I COULD COMPLETE THIS.

AND OFTEN METHODS BEEN TAUGHT TRADITIONALLY AS KIND OF INDEPENDENT BROKEN IS A LOT OF INDEPENDENT WORK AND A LOT OF THE QUOTES TALK ABOUT THE DISCOURSE, THE QUESTION IN THE COLLABORATION WITH THEIR PEERS. AND JUST FEELING WE WANT ALL

KIDS TO HAVE ABOUT MATH. >> SEVEN IF IT IS APPROVED IS TO PROVIDE PROFESSIONAL LEARNING OVER THE SUMMER GOING INTO AUGUST. AS PART, THINKING ABOUT THE TEACHING STRATEGIES ARE SO IMPORTANT AS WE GO INTO IMPLEMENTATION. WE COLLABORATE MATHEMATICS TO MAKE SURE THERE IS HIGH QUALITY TRAINING AND SMOOTH IMPLEMENTATION WITH A MULTIYEAR IMPLEMENTATION PLAN.

WE KNOW THIS IS A COMPLEX AREA OF CHANGE AND SO WE REALLY WANT TO MAKE SURE WE ARE DOING A THOROUGH JOB WITH A. WE ALSO KNOW IT'S GOING TO BE REALLY IMPORTANT TO PLAN MULTIPLE PARENT ENGAGEMENT IN LEARNING ACTIVITIES AND OPPORTUNITIES.

SOME THAT THE DISTRICT MADE, SOME THAT ARE SCHOOL-BASED AND TO BUILD ON WHAT ILLUSTRATIVE MATHEMATICS HAVE A STRONG PARENT ENGAGEMENT TO HAVE THAT LARGER ENGAGEMENT AS A COMMUNITY. ONE OF THE THINGS WE WANTED TO HIGHLIGHT WAS WE THINK ABOUT THIS ADOPTION AND IMPLEMENTATION ARE WHAT WE SHARED WITH THE ELA ADOPTION.

WE REALLY THINKING ABOUT HOW THE CURRICULUM ACTUALLY RESPONDS, THAT IS ELEMENTS FOR EQUITY OPPORTUNITY AND ACCESS FOR ALL THAT WE ARE SUPPORTING A MULTITIERED SYSTEM OF SUPPORT

[01:00:02]

THAT WE ARE VERY FOCUSED ON BEING STANDARD BASED ON ACCELERATING STUDENTS LEARNING TO GRADE LEVEL STANDARDS.

EACH AND EVERY STUDENT TO GET AND THINKING ABOUT ONE OF THE QUOTES WE GOT FROM A PARENT ON THE ONLINE SURVEY WAS WONDERFUL. IT MIGHT'VE BEEN AFTER THE PARENT NIGHT. HE SAID THIS LOOKS LIKE A GREAT CURRICULUM, BUT WILL IT BE RESPONSIVE TO WHAT STUDENTS NEED TO BE DOING IN 10 YEARS. HOW WILL THIS CURRICULUM MAKE SURE STUDENTS 10 YEARS FROM NOW HAVE THE MATH SKILLS THAT THEY NEED TO BE THAT REALLY SPOKE TO US AND TO GET ABOUT 21ST CENTURY SKILLS AND REALLY THINKING ABOUT WHAT OUR STUDENTS NEED DAMAGES NOT IN FIRST GRADE OR THIRD GRADE OR FIFTH GRADE BUT WHAT THEY NEED WHEN THEY ARE IN HERE GETTING THE SCHOLARSHIP IN ABOUT 10 YEARS.

THERE IS A FOCUS ON EFFECTIVE INSTRUCTIONAL PRACTICES AND LONG-TERM SYSTEMIC THINKING ABOUT HOW WE MAKE SURE WE ARE SUPPORTING ALL OUR TEACHERS TO SUPPORT ALL OUR STUDENTS.

WE ALSO WANT TO TAKE A MOMENT TO THANK THE ADOPTION COMMITTEE. THIS WAS ONE OF THE MORE CHALLENGING TIMES TO RUN A MAJOR ADOPTION.

MATH IS A MAJOR THING TO BE THINKING ABOUT IN ELEMENTARY.

WOULD LIKE TO THANK THE COMMITTEE AND ALL THE PILOT TEACHERS. WE HAVE ANY MORE TEACHERS JOINING THE PILOT AS WELL AND THEY RESPONDED TO SUCH CHALLENGING AND FLEXIBLE CIRCUMSTANCES.

WHICH IS TREMENDOUS PROFESSIONALISM AND COMMITMENT.

WE ALSO WANT TO THANK OUR STUDENTS FOR THEY FULLY ENGAGE WHO THEY WERE GOING THROUGH THE SAME TUMULTUOUS TIME AS WELL AND THEY WERE FANTASTIC PARTICIPANTS ALONG WITH THE SPIRIT THAT IS OUR FORMAL PRESENTATION WE WOULD LOVE TO ANSWER ANY QUESTIONS YOU MIGHT HAVE.

>>ERIC LALIBERTE : DIRECTOR STUART?

AND THEN DIRECTOR SAGE. >>MARK STUART : I HAVE A FEW QUESTIONS. DON'T TAKE IT THE WRONG WAY.

HOW DO THESE SELECTIONS IMPROVE ON EQUITY OVER THE LAST CURRICULUM? A VERY BASIC WAY.

THAT'S WHAT I'M MISSING HERE. I'M HEARING THE DIFFERENT STRATEGIES AND SO FORTH AND OUT MEANS IT TO THE TEACHER, BUT I'M NOT SURE IF I WAS A STUDENT AND WOULD BE ABLE TO SEE A

DIFFERENCE. >> THE GOAL IS YOU AS A STUDENT SHOULD FEEL AND SEE A VERY STRIKING DIFFERENCE IN TRADITIONAL MATHEMATIC EDUCATION TO WHAT ILLUSTRATIVE MATHEMATICS WILL PROVIDE. THE TEACHERS CAN SPEAK MORE TO IT AS WELL, BUT SPECIFICALLY SINTERING STUDENT VOICE, HAVE A STUDENTS ENGAGE WITH EACH OTHER, STUDENT ESCORTS, MULTIPLE WAY STUDENTS CAN ENGAGE WITH THE CURRICULUM, THOSE ARE A FEW OF THE INDICATORS OF CULTURALLY RESPONSIVE EDUCATION, SO THE MATHEMATICAL PRACTICES THAT DANIEL TALKED ABOUT IN THE BEGINNING ARE DIRECTLY ALIGNED WITH EQUITABLE TEACHING PRACTICES THAT CENTER ON STUDENTS. CAN LET THE TEACHERS TALK MORE ABOUT THAT

AS WELL.>> THERE IS SO MUCH STUDENT CHOICE AND OWNERSHIP OF THEIR LEARNING THAT THEY ARE BECOMING MATHEMATICIANS TO THINK. NOT JUST TO DO WHAT MRS. LANCASTER TAUGHT THEM ON MONDAY.

RATHER THAN HAVE A NEW MATH STRATEGY TAUGHT EVERY DAY, WHICH CAN FEEL VERY CONFUSING FOR SOME OF OUR YOUNGEST LEARNERS ARE STRUGGLING LEARNERS.

THEY STICK WITH THE SAME CONCEPT FOR A COUPLE WEEKS AND THE STUDENTS REALLY REFINE THE BEST STRATEGY FOR THEM OR THEY REVISE THEIR THINKING TO FIND A STRATEGY THAT IS MORE EFFICIENT FOR THAT IS EVEN BETTER FOR THEM.

BUT THAT THINKING HAPPENS IS A GROUP OF STUDENTS AND INDIVIDUALS, NOT AS A TEACHER TAKING OWNERSHIP OF THAT LEARNING AND PRESCRIBING EXACTLY THE LEARNING PATH FOR EVERY STUDENT. THAT FOCUS ON STUDENT VOICE ENABLES ALL KIDS TO HAVE MORE ACCESS AND BE EMPOWERED TO BE

SUCCESSFUL AS MATHEMATICIANS. >>ERIC LALIBERTE : DIRECTOR

SAGE? >>CASSANDRA SAGE : I HAD A COUPLE. I WILL COME BACK TO MIND.

>> I WAS JUST GOING TO SAY I HAD THE OPPORTUNITY TO OBSERVE THIS PILOT ONLINE DURING REMOTE WITH THE THIRD GRADE AND THEN I GOT TO SEE IT IN PERSON WHEN KIDS WENT BACK TO SCHOOL BUILDINGS FOR FIRST AND THIRD GRADE.

AND THIS WAS THE KIND AMOUNT BY WHICH TWO OUT OF THREE OF MY NOW HIGH SCHOOL GRADS HAD HAD. BECAUSE THEY ALWAYS CAME TO A PROBLEM OUT AND ABOUT AND AROUND AND FINALLY WE COME TO THE ANSWER TO SIT AND THE TEACHERS SAY WE WANT YOU TO DO IT THIS WAY AND THAT IS JUST NOT HOW THEIR BRAIN OPERATED.

AND WE WOULD'VE BEEN SO FULFILLING FOR THEM TO HAVE SORT OF BEEN AFFIRMED THEY CAN FIND AN ANSWER, THEY CAN DRAW IT HOWEVER IT MAKES SENSE TO THEM AND THEY CAN WORK IT.

[01:05:03]

IN EVERY SINGLE KID WAS CALLED ON IF THEY HAD THEIR HAND UP AND WANTED TO PARTICIPATE SO THAT THEIR PERSPECTIVE ON HOW THEY SOLVED THE PROBLEM COULD BE SHARED.

AND THE OTHER KIDS WOULD ALSO GET EXCITED FOR THEM AND THE TEACHERS WOULD ALWAYS HAVE THEM CELEBRATE THAT SO-AND-SO FOUND THIS WAY TO GET IT AND THERE WERE ALWAYS KIDS WHO DECIDED THEY DIDN'T AND THEY WERE DOING DIVISION BUT SOMEHOW THEY DIVIDED AND CAME UP WITH THE ANSWER.

IT WAS JUST REALLY SURPRISING TO ME TO SEE HOW EXCITED

EVERYBODY WAS TO DO THAT. >> IT'S REALLY A YES AND CURRICULUM SO IT ALLOWS ALL THAT ARE SO MANY RIGHT ANSWERS AND WE ARE STILL REALLY FOCUSED ON STANDARDS-BASEDMAPS.

SO YOU ARE GOING TO GET THAT PROCEDURAL .

YOU ARE GOING TO GET BUILT TO THAT CONCEPTUAL DEPTH.

BUT YOU WILL GET THE AFFIRMATION OF A PRODUCTIVE AND

EVERYBODY IS A MATH LEARNER. >> IF YOU THINK ABOUT IT.

HAVING BEEN AN AVID VOLUNTEER. THAT IS WHAT WE ARE DOING WHEN WE ARE AVID MENTORS. THE KIDS ARE COMING UP WITH WHAT DO I KNOW, WHAT INFORMATION DO I HAVE SO I CAN SOLVE THIS GEOMETRY PROBLEM WE ARE LISTING IT OUT.

AND WE ARE TRYING TO PIECE THINGS TOGETHER TO SEE DOES ANYBODY ELSE ABOUT THE OTHER PIECE TO THIS PUZZLE.

WHEN THE KIDS ARE ABLE TO DISCUSS IT WITH EACH OTHER, THEY SEEM TO BUILD CONFIDENCE IN REACHING THE ANSWER, WHICH IS EXCITING FOR ME TO SEE THAT CONNECTION BETWEEN THIRD GRADE

AND 10TH GRADE. >> ONE SIDE NOTE AND I PROMISE I WILL LET YOU ASK MORE QUESTIONS.

A SIDE NOTE THAT CAME FROM SEVERAL YEARS AGO WHEN WE WERE WORKING ON THE SCIENCE STANDARDS AND WERE EMBEDDING THEM INTO OUR HIGH SCHOOL SCIENCE, I ENDED UP FOR A NUMBER OF DIFFERENT REASONS TO GO WITH MULTIPLE DEPARTMENT CHAIRS OF MULTIPLE, THE CHAIRS OF CHEMISTRY DEPARTMENTS AND THE CHAIRS OF ADMISSIONS OFFICES.ND MY QUESTION TO THE WAS ONE OF THE ATTRIBUTES OF SOMEONE WHO SUCCESSFUL IS ASKING SPECIFICALLY IN SCIENCE, SOMESUCCESSFUL STUDENT IN THEIR FIRST YEAR IN SCIENCE IN COLLEGE .

WAS ACTUALLY CALLING PEOPLE WHO THEY SAID TO ME AND IT COULD'VE BEEN READING FROM A SCRIPT WAS THEY ALL SAID TO ME THE GET MANY STUDENTS WHO CAN SAY X PLUS Y EQUALS E. ALL STUDENTS CAN DO THAT BUT SOME CAN SAY X PLUS Y EQUALS E AND THEREFORE GOES TO ÃAND PUT THAT INTO ANOTHER QUESTION.

A GOOD GROUP OF STUDENTS CAN DO THAT.

AND IN SOME CAN SAY X PLUS Y EQUALS THE AND I WILL APPLY IT IN ANOTHER CONTEXT AND THAT IS WHERE IF STUDENTS CAN DO THAT, THAT IS PRETTY SIGNIFICANT IF THEY ARE ABLE TO TAKE THE LEARNING AND APPLIED ACROSS FIELDS.

BUT THE PART WHERE MANY STUDENTS ARE NOT ABLE TO GO, WHICH IMPACTS HER SUCCESS IN COLLEGE, IS WHYDOES THAT MATTER AND HOW DOES THAT APPLY TO YOU .

ONE OF THE THINGS WE REALLY LOVED ABOUT WAS IT GOT TO THAT, WHY IS THIS PROBLEM IMPORTANT, WHY IS THIS THINKING IMPORTANT, HOW WOULD YOU USE THIS IN REAL LIFE WHAT IS THE CONTEXT IN THE REAL WORLD. I WAS THINKING AS WE WERE WATCHING THE AWARDS TONIGHT, THINKING ABOUT THE LEARNING OF THE STUDENTS AND THE APPLICATION OF THEM.

I WANTED TO TALK TO THAT STUDENT AND SAY WE HAVE A JOB FOR YOU AS A COMPUTER SCIENCE TEACHER.

BUT THINKING ABOUT THAT IS THE KIND OF THINKING AND PRODUCTIVE DISPOSITION AND IDENTITY WE WANT FOR OUR STUDENTS AS THEY

GROW UP IN MATH. >>ERIC LALIBERTE :DIRECTOR STUART . I'M SORRY, DIRECTOR CARLSON.

>>CHRIS CARLSON: I HAVE A LOT OF QUESTIONS SO I WILL JUST ASK ONE. I APOLOGIZE.

THERE'S A LOT OF THIS WHERE THROUGH PREVIOUS ADOPTION AND MY MAIN CONCERN IS THAT OUR PENDULUM SWINGS.

MY FIRST QUESTION IS GROUP WORK IS POTENTIALLY VALUABLE.

BUT IT IS ALSO POTENTIALLY A MASSIVE BARRIER FOR KIDS ON THE AUTISM SPECTRUM. HOW DOES THIS CURRICULUM HELP KIDS NOT PLACE UNDUE BARRIER IN MATH TO KIDS WHO HAVE TROUBLE

WITH SOCIAL INTERACTION?>> THAT IS A GREAT QUESTION AND ONE WE TALKED ABOUT SPECIFICALLY IN THINKING ABOUT ALL THE DIFFERENT KINDS OF LEARNERS WE HAVE IN OUR CLASSROOMS. DO YOU GUYS WANT TO SPEAK MORE SPECIFICALLY? OR I CAN SPEAK GENERALLY?

>> ANY ACCOMMODATIONS FOR AN AUTISTIC CHILD WILL CONTINUE TO MEET REGARDLESS. CURRICULAR, AGNOSTIC.

THIS CURRICULUM OFFERS OTHER OPPORTUNITIES FOR STUDENTS TO LEARN LIKE PARTNER, INDEPENDENT WORK AND WE CAN MODIFY ANY OF THOSEINTERACTIONS AS WELL . IT IS DISCOURSE HEAVY, CERTAINLY. THAT IS A BIG CHANGE FROM WHAT WE HAD AND IT'S A CHANGE WE THINK IS A POSITIVE ONE.

THAT IS A PLACE IN WHICH TEACHERS IN OUR PROFESSIONAL JUDGMENT AND EXPERIENCE, WE'RE GONNA HAVE TO FIGURE OUT WAYS

[01:10:01]

AND WE THINK IT PROVIDES THE SCAFFOLDING AND THE SUPPORT AND THE KIND OF STRUCTURE SO THAT THE AUTISTIC CHILD CAN ACCESS.

>> THAT'S WHERE I THINK IT IS CRITICALLY IMPORTANT WE HAVE THE PROFESSIONAL DEVELOPMENT SUPPORT FOR ALL TEACHERS FORGET THOSE OF YOU WHO ARE ON THE PANEL OR ENTHUSIASTS BY DEFINITION YOU ARE WILLING TO CHALLENGE PRETTY WILLING TO GO INTO THIS AND DO MATH. AND AT THE ELEMENTARY LEVEL THAT IS NOT THE AVERAGE TEACHER.

THE QUESTION TO ME BECOMES WHAT LITTLE PROFESSIONAL DEVELOPMENT APPLIES TO ALL TEACHERS SO THEY WILL GRASP IN THESE THINGS.

I'M JUST GOING TO GIVE YOU PIECE OF THIS SO YOU UNDERSTAND WHERE I'M COMING FROM. MY SON JUST GRADUATED.

HE CAME HOME FROM FIRST GRADE AND TOLD ME HE WASN'T GOOD AT MATH BECAUSE WHEN HE WAS ASKED TO DRAW THINGS HE HAD TO DRAW A BEETLE AND EVERY BEETLE HAD HAVE SIX LEGS AND TWO IN 10 AND HE NEVER FINISHED THE PROBLEM. THIS IS SOMETHING I'M VERY CONCERNED ABOUT TAKING KIDS WHO CAN BE GOOD AT MATH ONE WEIGHT

AND MAKING THEM IN ANOTHER WAY. >> OUR PILOT PROGRAM DID INCLUDE STUDENTS ON THE SPECTRUM.

IMAGINE THAT. SPEAKING FROM MY EXPERIENCE, WHAT I SAW WAS MAYBE LESS ENGAGED WITH DISCOURSE AND LESS LISTENING TO OTHER KIDS THROUGH BUT WHEN THE DISCOURSE WAS HAPPENING, SUPER FOCUSED ON SHOWING STUDENTSTHINKING AND SO ENGAGED WITH THAT AND THEN AT THE END OF THE DISCOURSE READY TO COME UP AND SAY HERE'S WHAT I DID TOO .

AND SO MAYBE THAT CONNECTION WITH OTHER STUDENTS WAS DIFFERENT BUT THERE IS STILL SO MUCH ENGAGEMENT IN THE WORK AND THE ABILITY FOR KIDS TO SHOW THEIR THINKING WITHOUT IT BEING PRESCRIBED BY THE TEACHER. SO THAT PROVIDED ACCESS TO

EVERYBODY. >> THAT BECOME SOMETHING WHERE THAT IS THE RIGHT ANSWER. SORRY, THERE IS A RIGHT ANSWER FOR THIS ONE. IT IS SOMETHING WHERE IT IS CRITICALLY IMPORTANT TO ME THAT EVERY TEACHER WE ARE ASKING TO TEACH THIS WAY NO SET IS THE RIGHT ANSWER AND THAT IS HARD TO GET THAT ACROSS TO EVERYONE. OME VERY CURIOUS ABOUT WHAT LEVEL OF SUPPORT FOR THE TEACHERS.

NOT JUST THE FIRST YEAR BUT IN THE SECOND YEAR.OW DO WE KEEP SUPPORTING TEACHERS SO THAT THEY DON'T WIND UP STUCK WITH THE CURRICULUM FOR THEY ARE NOT SURE HOW TO MAKE IT

WORK. >> I CAN ANSWER ON A NUMBER OF DIFFERENT LEVELS. WE ACTUALLY HAD OUR LAST K5 Ã INSTEAD OF CALLING IT ADOPTION MEETING, IT'S AN IMPLEMENTATION MEETING. THAT WAS A CONTINUATION OF THE PLANNING FOR IMPLEMENTATION FOR NEXT YEAR AND FURTHER DOWN YEARS TO COME THROUGH PART OF TODAY'S MEETING WAS IDENTIFYING SUCCESS CRITERIA FOR STUDENT LEARNING, TEACHER LEARNING AND ACTIONS AND ADMINISTRATIVE LEARNING ACTIONS THAT GOES TO CENTRAL OFFICE AND LEARNING AND ACTIONS INTO PARENTING AS WELL.

THAT'S THE THINKING WE ARE BUILDING OUT.

THAT IT WILL BE A MULTIYEAR PLAN.

I WILL ALSO SAY AS A SYSTEM WE HAVE COME TOGETHER WITH ALL THE DIFFERENT DEPARTMENTS AND DIRECTORS AND SAID WE NEED TO PRIORITIZE K5 MATH LEARNING. IT IS A COMMITMENT FROM OUR SYSTEM TO SAY AT THE ELEMENTARY LEVEL WE ARE PRIORITIZING K5 MATH, BUT IS NOT SEPARATE FROM OUR EQUITY WORK.

IT'S NOT SEPARATE. THERE WILL BE DISCRETE SESSIONS, BUT THESE THINGS ARE TIED TOGETHER.

IT WILL BE A MULTIYEAR IMPLEMENTATION THE FIRST YEAR REALLY IS THAT FOCUS ON WHY. COMING FROM OLD CURRICULUM TO NEW CURRICULUM ISN'T JUST WE HAVE WILL THINGS, WE NEED NEW THINGS. HOW ARE WE GOING TO INJURE EACH AND EVERY STUDENT IN LAKE WASHINGTON ISSUCCESSFULLY, AND LOVES MATH AND ACHIEVES IT AT HIGH LEVELS .

AND SO BECAUSE, THE SENTENCE DOESN'T STOP THERE.

BECAUSE THAT HELPS THEM BE A PRODUCTIVE, ENGAGED, FULFILLED HUMAN BEING IN A DEMOCRATIC SOCIETY.

THAT IS WHAT WE ARE REALLY TRYING TO ANSWER WITH OUR K5 MATH ADOPTION. UNTIL THE Y IS WHERE WE START AND THEN WE GO INTO THE INSTRUCTIONAL STRATEGIES AND HERE IS HOW THE PIECES OF THE CURRICULUM WORK TOGETHER.

THAT IS HOW ENTIRE WORK TO EQUITY AND PLAN FOR KNOWN TERM

SUCCESS. >> WHICH GETS TO MY LAST PIECE OF THE QUESTION, WHICH IS WHAT LEVEL OF PARENT DEVELOPMENT.

THE PRECURSOR INVESTIGATIONS, WHICH SOME YOU AREYOUNG ENOUGH YOU PROBABLY DON'T REMEMBER , HAD TERRIBLE PARENT DEVELOPMENT MATERIALS. WOULD HAVE HOMEWORK COME HOME WE DIDN'T KNOW WHAT THEY WERE TALKING ABOUT.

WHEN YOU GOOGLE WHAT IS A SEPARATED SITUATION, YOU GET DIVORCE ATTORNEYS. IS A MATERIAL THAT CAN BE SENT HOME TO PARENTS WHERE THEY MIGHT NOT RECOGNIZE THE MATH HOMEWORK, IS THE MATERIAL ADEQUATE TO LET PARENTS HELP

KIDS. >> THERE IS EXTENSIVE PARENT RESOURCES THAT WILL WORK AS WELL TO BUILD WITH THOSE EVENTS LOOK LIKE SO THEY WILL BE THE DAILY OR WEEKLY INFORMATION

[01:15:04]

>>CHRIS CARLSON: THAT'S ALL RIGHT.

I'M NOT AGAINST THIS REALLY UNDERSTAND THE ENTHUSIASM BUT THE VISION CAN BE IMPROVED. I BELIEVE THAT IN MY HEART.

I'M JUST CONCERNED THAT THE PENDULUM MIGHT'VE SWUNG BACK A LITTLE BIT WHEN WE ARE NOT PAYING ATTENTION TO A PIECE OF THE POPULATION AND I WANT TO MAKE SURE THAT IS FRONT AND

CENTER. >> THE PENDULUM, ABSOLUTELY I AM OLD ENOUGH TO REMEMBER INVESTIGATIONS.

AND WHAT WAS BEFORE INVESTIGATIONS .

IN THIS ILLUSTRATIVE IS NOT SO MUCH A PENDULUM. DON'T THINK IT WILL FEEL LIKE THAT THE FOLKS, BUT IT IS DEFINITELY A DIFFERENCE FROM TRADITIONAL MATH INSTRUCTION.

OF ALL THE GREEK AND WHEN WE LOOKED AT, ALL OF THEM ARE STILL KIND OF DRESSING UP IN OLD STYLE OF DOING THINGS.

LIKE THE OTHER CURRICULUM WE PILOTED, THEIR VERSION OF MORE CHALLENGING WAS THE EXACT EQUATION WHEN DIFFERENT NUMBERS. SO WE DID NOT WANT TO GO DOWN.

>>CHRIS CARLSON: WHAT YOU PRESENTED I VERY MUCH BY THAT YOU BOND TO THE BEST OF THESE. I'M JUST VERY CONCERNED ABOUT HOW DO YOU BRING THIS TO PARENTS IN A WAY THAT IS INTELLIGIBLE. AND TO SUCCEED YOU NEED TO BE ABLE TO COMMUNICATE TO ALL SUPPORTS OF THE TRIAL.

>> WE RECOGNIZE THAT IS GOING TO BE REALLY IMPORTANT FOR YOU THIS IS NOT THE MATH OF END INVESTIGATIONS OR ENVISION.

THIS IS DIFFERENT IN ITS RESEARCH BASE .

>>ERIC LALIBERTE : DIRECTOR STUART , BACK TO YOU.

>>MARK STUART : LET ME PREFACE THIS AND SAY I WAS ONE OF YOUR STRUGGLING STUDENTS AND PROBABLY NOT ANY BETTER AT IT WHEN I LEFT NOT THAT NINTH GRADE.

ANYWAYS, THAT'S THAT AND DONE. WHAT CHRIS BROUGHT UP ABOUT WORKING WITH THE PARENTS BROUGHT ME BACK TO WHEN I INTRODUCED IN MY SCHOOL DISTRICT WHAT THEY REFERRED TO

AS. >>> .I THINK EVERY OTHER YEAR THEY CALL IT NEW MATH ANYWAY. BUT THE POINT WAS SHE NOTICED I WAS STRUGGLING, SHE CAME OVER AND LOOKED DOWN AT IT AND SAID WHAT IS WRONG? I SAID I HAD NO IDEA.

SHE LOOKED AT IT FOR ABOUT FIVE MINUTES LOOKED UP IN MY EYES AND SAID YOU ARE ON YOUR OWN, BOY.

SHE HAD NO CLUE EITHER. MAYBE IS JUST THE LANGUAGE.

JESUS I DON'T UNDERSTAND. MINUTE DIFFERENT ARENA, IF YOU WILL. DON'T UNDERSTAND HOW IT HELPS THE STRUGGLING STUDENT OR HELPS THE TEACHER TO ADDRESS THE STRUGGLING STUDENT OTHER THAN THE FACT WE HAVE GROUP EFFORT.

IS THAT WHAT YOU ARE GOING TO ADDRESS? YOU ARE SHAKING YOUR HEAD. I APPRECIATE THAT FREEDOM TRYING TO WRAP MY HEAD AROUND IT.

>> THE TASK THEMSELVES ARE QUALITATIVELY DIFFERENT.

WITH A LOW FLOOR, HIGH CEILING PROBLEMS. MEETING WHETHER IT IS WRITTEN, WHATEVER IT IS PER THE VISUAL AIDS ARE STRONG AS WELL WITH THIS MULTIPLE ACCESS POINTS FOR THE STUDENT TOENGAGE WITH THE PROBLEM IN MULTIPLE WAYS IN WHICH THEY CAN SHOW THEIR WORK. LIKE I WAS SAYING, SHOW THEIR CONCEPTIONS. IS AS TEACHERS WE GET THE NICE GUIDANCE FROM THE CURRICULUM AS WELL .

WHEN THEY SHOW THOSE CONCEPTIONS.

AND MAYBE LIKE THEY SAY, THEY ARE NOT MISCONCEPTIONS, THEY ARE CONCEPTIONS THEY HAVE ABOUT MATH BUT WE GET GUIDANCE FROM THE CURRICULUM THAT TELLS US OKAY, MAYBE WE NEED TO TWEAK THIS A LITTLE BIT, MAYBE THERE IS A GAP HERE, MAYBE THERE IS SOMETHING WE NEED SUPPORTS FOR FOR THE STUDENT.

THE CURRICULUM ADVISES US ON HOW TO IDENTIFY THE SUPPORT.

AND HE GIVES AS A LEAD-IN TO WHERE WE CAN GO, WHAT INTERVENTION WE CAN PROVIDE IN THAT MOMENT TO ADDRESS THAT GAP IT IS NOT A MISCONCEPTION BUT A CONCESSION THAT NEEDS TO BE HELPED ALONG. THAT HELP?

>> IT DOES TO A GREAT EXTENT PERMITTED THE ANSWERS YOU GIVE ON HOW THIS ADDRESSES EQUITY, I'M STILL NOT CLEAR IF IT MOVES THE EQUITY NEEDLE ACROSS THE VARIOUS SPECTRUMS THAT WE NEED TO HELP WITH EQUITY OR IF IT IS JUST THE IDEA.

WE HOPE IS GOING TO STICK. >> THE DIFFERENT MANNER LINES WITH CULTURALLY RESPONSIBLE PRACTICES FOR THE PRACTICES THEMSELVES ALIGN WITH MORE EQUITABLE TEACHING PRACTICES.

NE OF THE SIDE NOTES ABOUT ILLUSTRATIVE MATHEMATICS, THIS IS BRAND-NEW. WE PILOTED THE DATA VERSION.

WE ARE PUBLISHING IT BASICALLY FOR US.

AT THE ELEMENTARY SCHOOL BOARD AT THE MIDDLE SCHOOL AND IS THE MOST POPULAR CURRICULUM IN WASHINGTON STATE.

[01:20:02]

THE GUY WAS DOING THIS OTHER OVER HERE.

I UNDERSTAND THE CONCEPT AND NOW I CAN APPLY IT SO THAT IT IS NOT, IF YOU GOT IT WRONG THIS WAY YOU KEEP TRYING THE SAME WAY AND CONTINUE TO GET IT WRONG.

YOU ARE LEARNING MATH IN MULTIPLE WAYS WITH MULTIPLE TOOLS. THE ASSESSMENT HELPS THE TEACHERS SAY THE STUDENT COULD PROBABLY USE THIS TOOL OR THE STRATEGY FOR THIS RESEARCH BECAUSE THIS IS WHAT THE ASSESSMENT SHOWING ABOUT HOW THEY ARE LEARNING.

>> I HAVE NO DOUBT YOU WENT TO THE BEST EXPERTS INFROM THE BEST PROGRAM. I GUESS WHAT I AM STRUGGLING WITH IS HOW IS THAT DIFFERENT FROM LAST YEAR PROGRAM IS ONE OF THE COMPARE AND CONTRAST . I JUST DON'T KNOW WHERE YOU WERE BEFORE ALLISON PROVES THAT.

THAT'S WHERE I'M COMING FROM. SPOKE PREVIOUS CURRICULUM, YOU CANGO LONG OR SHORT PROVES MUCH MORE TEACHER CENTER .

TRADITIONAL HERE'S WHAT YOUR TEACHING TODAY SO HERE IS HOW YOU DO MATH TODAY. ASSESSMENTS ARE YOU ARE AT STANDARD AND KEPT ON WORKING AND YOU MISSED THESE PARTS OF THE STANDARD AND YOU GOING TO KEEP ON WORKING UNTIL YOU GET THE STANDARD BEFORE YOU GO TO THE NEXT ONE, AS OPPOSED TO REALIZING IT'S FLEXIBLE AND STUDENTS CAN, IF YOU UNDERSTAND WHATA STUDENT IS STRUGGLING YOU CAN ADDRESS THAT PEACE AND HELP THEM CONTINUE TO LEARN THAT. SO THEY ARE VERY DIFFERENT AND I WILL BE HAPPY , ESPECIALLY AS WE GET INTO, PROVIDE MORE SPECIFIC COMPARED WITH THE ACTUAL MATERIALS.

>>SIRI BLIESNER: IN LISTENING TO THE CONVERSATION WE ARE GOING WITH, THE CURRICULUM IS THE TOOL AND ITS IMPLEMENTATION IN REGARDS TO THAT PIECE. WHEN HE SPOKE TO THE PROFESSIONAL DEVELOPMENT IN THE ONGOING PIECED, HOW WILL THAT BE CONTINUALLY DONE IN ORDER FOR DIRECT FEEDBACK FOR TEACHERS AND STAFF TO SEE HOW THIS IS WORKING GOING FORWARD.

I WILL SAY I APPRECIATE THE COMMENTS.

SORT OF HOW SHE WAS ABLE TO OBSERVE AND SEE THE OPTIONS IN THAT SETTING FOR IT IS WHAT HAS HAD EXPERIENCE.

IS MY QUESTION FOR THE POOR FELLOW DEVELOPMENT SITE.

THE CURRICULUM IS ONLY AS GOOD AS THE DELIVERY BY TEACHERS AND ENGAGEMENT WITH STUDENTS. IT IS A TOOL.

>> THAT IS SPECIFICALLY WHAT WE ARE WORKING ON NOW.

WHAT ARE THE SUCCESS CRITERIA. FOR A NUMBER OF DIFFERENT THINGS LIKE THE SPECIFIC KNOWLEDGE WE WANT STUDENTS TO HAVE. SPECIFIC KNOWLEDGE AND SKILLS, WHAT ATTITUDES DO WE WANT STUDENTS TO HAVE AND WHAT WE WANT STUDENTS AND TEACHERS AND ADMINISTRATORS.

TO GET TO SAY WE WANT STUDENTS TO SAY THOSE THINGS, WE HAD TO SAY IN ORDER FOR STUDENTS OF THE KNOWLEDGE AND SKILLS AND ASPIRATIONS AND ATTITUDES AND BEHAVIORS THAT MAKE THEM SUCCESSFUL IN MATH, WE HAVE TO PROVIDE TEACHERS WITH THE SAME SUCCESS CRITERIA AND ADMINISTRATORS WITH THE SAME LIST THAT ALIGN. IF WE SAY ONE OF THE WAYS WE KNOW WE ARE SUCCESSFUL IS IF WE HAVE STUDENTS ABLE TO CONSISTENTLY ENGAGE IN RICH MATH DISCOURSE WHERE EVERY SINGLE STUDENT IS ENGAGING IN SOME WAY AND LEARNING MATH AND ENGAGING MATH IN THE CLASSROOM. AND WE NEED TO BE ABLE TO SAY TEACHERS NEED THE SKILLS TO BE ABLE TO DO THAT AND ADMINISTRATORS TO SUPPORT THEM. WILL HAVE MORE SPECIFICS, BUT WE ARE DEVELOPING THAT CRITERIA SO THAT WE GO BE ON HEOR HERE IS OUR DATA. WE ARE ABLE TO SPECIFICALLY SAY WE KNOW WE CHANGED PRACTICE AND WE KNOW WE HAVE CHANGED STUDENT LEARNING AND A FAIRLY IN-DEPTH LEVEL.

>>CHRIS CARLSON: FIRST, THANK YOU FOR PUTTING UP WITH ALL OF THE GRUELING. IT'S REALLY IMPORTANT IN ALL OF THIS TO REACH STUDENTS ON THE ENTIRE SPECTRUM BETWEEN.

FROM THE STUDENTS WHERE IT NINTH WAS THERE AND AND I WENT TO THE 23RD GRADE DOING THAT. SOMEWHERE IN THERE IS EVERY KID. WHEN CURIOUS ABOUT HIS DOES THIS CURRICULUM, I HAVE HAD MY TIPS WITH DOCTOR BULLARD, BUT

[01:25:05]

DOES THIS PROVIDE A FRAMEWORK FOR TEACHERS ON COMMONLY ENCOUNTERED STYLES OF LEARNING AND HOW BEST TO REACH THESE STYLES? WHETHER IT'S AUDITORY, VISUAL, CONCEPTUAL OR EVEN THINGS LIKE FIRST LEARNERS WITH THE FIRST ALGORITHM IT TEACHES THE ONLY ALGORITHM.

THAT SOMETHING IN THE MATERIAL THAT IS GIVEN IN THE P.D. FOR

THE TEACHERS? >> NOT CALLED OUT IN THE THINKING AROUND. THAT IS NOT CALLED OUT, BUT THE MORE SPECIFICALLY IN EVERY LESSON YOU GUYS CAN CORRECT ME OR ADD TO IT. EVERY LESSON HAS YEARS FOR LEARNERS WHO NEED ADDITIONAL SUPPORT.

HERE ARE DIFFERENT THINGS YOU MIGHT DO IN THE SPECIFIC LESSON ARE CONNECTED TO THE ASSESSMENT.

IF LEARNERS ARE AT THIS POINT IN THE ASSESSMENT, HERE IS STRATEGIES OR SUPPORTS OR EXTENSIONS OR CHALLENGES THAT MIGHT HELP THEM. IN TERMS OF THOSE TYPES OF LEARNING, BUT IT DOES CALL IT OUT IN TERMS OF THINKING ABOUT THE PRACTICES AROUND THAT. THE OTHER PIECE PROVIDES FOR HER ONE OF THE TEACHERS SAID THAT LOW FLOOR HIGH CEILING PROTECTING DANIEL SAID THIS. HIGH CEILING IS PRETTY DARN HIGH. THE QUESTIONS ARE NOT AROUND HERE IS THE HIGHER NUMBER THAT MAKES IT CHALLENGING, BUT IT'S MUCH MORE COMPLEX AND HOW MIGHT THIS BE APPLIED IN A DIFFERENT CONTEXT OR COMPARE THESE TWO DIFFERENT SITUATIONS AND SOLVE THINKING MATHEMATICALLY. IT REALLY PROVIDES THE ABILITY FOR STUDENTS TO DEEPEN THEIR THINKING NO MATTER WHAT THEIR

ABILITY IS. >> MANY ROOTS THE SAME CONCEPT AND THAT IS WHAT YOU NEED TO CARRY FORWARD.

AND THE LAST QUESTION AROUND STYLUSES IS AROUND DYSLEXIA.

IS A CURRICULUM HAVE SPECIFIC ACCOMMODATIONS OR METHODS BUILT

INTO IT FOR DYSLEXIC CHILDREN? >> THAT NOT THAT I HAVE SEEN SPECIFIC TO DYSLEXIA FOR THEIR MULTIPLE ACCOMMODATIONS BUILT INTO IT, BUT THAT THE LACK OF KNOWLEDGE ON MY PART THREE IT MAY BUT I HAVEN'T SEEN A SPECIFIC TO DYSLEXIA.

>>CHRIS CARLSON: ALL RIGHT.>> A QUESTION FROM A DIFFERENT SPECTRUM. I KNOW THIS BASICALLY HAS THE KIDS WORKING AT THE VARIOUS PERSPECTIVES AND THEY CAN COME IN. I SOLD IT THIS WAY, I SOLVED IT THAT WAY. YOU ARE STILL SHOWING YOUR WORK. THERE THE STUDENTS, I HAD ONE YOU CAN SAY I CAN DO THIS AND HE CAN GIVE YOU THE RIGHT ANSWER, BUT GOD KNOWS HE COULDN'T TELL ME HOW HE GOT THERE. AND MY OTHER KID IS NOT DEVIOUS ENOUGH TO CHEAT BECAUSE HE STARTED LAUGHING WHEN HE CHEATS. MY POINT IS WHAT ABOUT THE STUDENT WHO SAYS I'VE GOT THE ANSWER, WHY DO I HAVE TO SHOW THIS. DOES HE OR SHE THEN EXPLAINED ORALLY OR WATCH THE METHOD FOR THAT STUDENT SPOKE WE WERE

TALKING ABOUT THAT.>> I TAUGHT FOURTH GRADE WHEN IT WAS STILL AROUND AND EXPLAIN YOUR WEEKEND USING WORDS, NUMBERS AND PICTURES. ALL THIS WRITING ABOUT MATH, WHICH SOME KIDS DO GREAT WITH. BUT WE DON'T ASK QUESTIONS ANYMORE. YOU CAN SHOW YOUR WORK WITH NUMBERS. THE KIDS SHOWED IN AN ADDITION SENTENCE IF THEY ADDED UP ALL THE SIDES.

MY KIDS STRUGGLING HAVEN'T BEEN AT SCHOOL THIS WHOLE YEAR THEY COULD COUNT ON GRAPH PAPER WHAT IS A PERMANENT.

IN THE COULD ACCESS IT IN DIFFERENT WAYS.

NO ONE HAD THE RIGHT FIRST I ADDED 10+10.

THEY COULD WRITE AN EQUATION AND BE LIKE BAM, YOU SHOWED YOUR WORK. I KNOW IN THE PAST THERE HAS BEEN DEBATE ABOUT SHOWING YOUR WORK.

>> THE OTHER THING THEY ARE ALSO TALKING ABOUT A STUDENTS WHO GET TOTHE ANSWER IN THE HEAD , I HAVE CHILDREN LIKE THAT AS WELL AND ARE SUPER RESISTANT TO WRITING DOWN THERE WERE, THEY MAY NOT BE ABLE TO ARTICULATE THE MATHEMATICAL THINKING SO WE DON'T REALLY KNOW TO WHAT DEPTH THEY LEARNED AND CAN REPLICATE IT OR DO IT AGAIN.

SOME THINGS THAT THE CREEK AND ASKED THEM TO DO ON OCCASION IS ALL THE DIFFERENT KIND OF PROBLEM AND BE ABLE TO SHOW YOUR THINKING THAT WAY THROUGH IT AGAIN, YOU COULD SHOW HIS LOVE FOR DIFFERENT WAYS. BE ABLE TO TRANSFER THAT SKILL AND KNOWLEDGE BECAUSE OFTEN WHAT HAPPENS TO THOSE KIDS THAT I SPEAK FROM PERSONAL PARENTAL EXPERIENCE THROUGH THINGS ARE SUPER EASY UNTIL THEY ARE NOT. IN THEIR DEBT THE MATHEMATICAL KNOWLEDGE AND EXPERTISE. IT IS NOT JUST AUTOMATIC.

THEY CAN'T DO IT AND THEY DON'T KNOW WHAT NEXT TO DO.

WHAT YOU DO IF IT IS EASY AND ALL OF A SUDDEN IT IS HARD.

SO THIS CURRICULUM DOESN'T MAKE THEM RIGHT OUT FIRST I ADDED 10

[01:30:09]

UNDERSTAND YOUR THINKING. >>CHRIS CARLSON: I JUST WANT TO SAY TO ALL OF YOU THANK YOU. THIS IS NOT EASY.

YOU HAVE DONE A VERY DEEP DIVE ON THIS.

I CANNOT SAY IN ANY WAY I DON'T THINK THIS IS THE SOLUTION.

WE ARE ONLY 1/3 OF THE WAY DONE WITH THIS IF WE ARE GOING TO MAKE IT WORK. BUT THANK YOU SO MUCH FOR WHAT

YOU HAVE DONE SO FAR. >>ERIC LALIBERTE : ANY OTHER BOARD MEMBER QUESTIONS OR COMMENTS TONIGHT? OKAY. THANK YOU SO MUCH.

EXCELLENT. [CLOPPING]

>>ERIC LALIBERTE : OKAY. LET'S SEE HERE.

WE NEED A MOTION. >> IF YOU WOULD LIKE TO ENTERTAIN THE MOTION, I WILL MAKE ONE.

>>ERIC LALIBERTE : I WILL ENTERTAIN A MOTION FOR THE BOARD TO APPROVE THE RECOMMENDATION FROM THE INSTRUCTIONAL MATERIALS COMMITTEE TO ADOPT ILLUSTRATIVE MATHEMATICS FOR K THROUGH FIVE MATH FOR THE USE IN THE

DISTRICT. >> SO MOVED.

>> MOOD BY DIRECTOR CARLSON, SECONDED BY DIRECTOR SAGE.

ANY ADDITIONAL BOARD MEMBER QUESTIONS OR FOLLOW-UP?

>> WHAT METHOD OF MATH WILL BE USED TO CALCULATE.

[INAUDIBLE] >> I WENT TO SAY THANK YOU AS WELL TO EVERYBODY INVOLVED WITH THE PROCESS IN GOING THROUGH.

I APPRECIATE THE CONVERSATION BY ALL THE BOARD MEMBERS IN ASKING THOSE QUESTIONS. I DO THINK IT IS THE QUALITY OF OUR TEACHERS THAT HELP TO BRING CURRICULUM ONLINE.

I APPRECIATE ALL THE EXTRA WORK THAT GOES INTO THAT AND THINKING ABOUT THAT. I'M EXCITED.

WE ARE ALL A LITTLE NERVOUS HAVING SOME OF US LIVE THROUGH INVESTIGATIONS WE WERE NOT VERY CONTENT WITH OVER A PERIOD OF TIME. IAPPRECIATE THE WAY YOU BEEN ABLE TO BRING THIS TO LIFE IS A LITTLE BIT DIFFERENT AND WE WILL BE SUPPORTING THE ADOPTION .

>>ERIC LALIBERTE : I WANTED TO ECHO DIRECTOR BLIESNER.

I APPRECIATED THE PROCESS AND PRESENTATION.

IT MAKES THIS A VERY EASY ADOPTION FOR ME.

MOVED BY DIRECTOR CARLSON, SECONDED BY DIRECTOR SAGE THAT THE BOARD APPROVES THE RECOMMENDATION FROM THE INSTRUCTIONAL MATERIALS COMMITTEE TO ADOPT ILLUSTRATIVE MATHEMATICS FOR K THROUGH FIVE FOR USE IN THE DISTRICT.

ALL THOSE IN FAVOR, SIGNIFIED BY VOTING AYE.

ANY OPPOSED? HEARING NONE, THE MOTION CARRIES. WE CAN CLAP AGAIN NOW.

CLOPPING] >>ERIC LALIBERTE : EXCELLENT

[G. Superintendent Report]

>> DO I DARE ADMIT I TALKED WITH INVESTIGATIONS MATH? OKAY. A SOMEWHAT BRIEF UPDATE THIS EVENING. THERE WERE A COUPLE QUESTIONS ABOUT CONTINUOUS LEARNING 2.0 DURING THE STUDY SESSION TONIGHT SO I PULLED UP ONE OF THE RESOURCES TO SPI PROVIDED.

I JOTTED DOWN A FEW NOTES THAT HELP DEFINE SOME OF THE BOUNDARIES OF CONTINUOUS LEARNING.

AND I WILL SHARE THAT MEMO WITH THE BOARD BUT I JUST THOUGHT IT WOULD BE HELPFUL AS YOU WERE THINKING ABOUT REMOTE LEARNING FOR 21/22 AND WHATNOT. I DID MENTION DURING THE STUDY SESSION THAT THE INSTRUCTIONAL REQUIREMENT FOR LIVE IN-PERSON INSTRUCTION, EVEN IN A REMOTE ENVIRONMENT IS 70 PERCENT WITH 30 PERCENT ASYNCHRONOUS. DOCUMENTED THE SAME OF IN PERSON STUDENTS. MIGHT BE MECHANISM SLIGHTLY DIFFERENT BUT GENERALLY SAME FOR HIM IS ONE THAT SHOWS MODALITY AND TIME. AND SO I HAVE TO BE EXPLICIT ABOUT THAT. THERE ARE VERY SPECIFIC ABOUT MAKING SURE STUDENTS HAVE ACCESS TO ALL AVAILABLE PROGRAMS AND SERVICES. AND THEY LIST OFF PRETTY MUCH EVERY PROGRAM AND SERVICE I COULD THINK OF.

THINGS SUCH AS COUNSELING NUTRITION SERVICES, TIERED SUPPORTS AN INTERVENTION WHICH ISN'T LIKE A FUNDED PROGRAM,

[01:35:04]

JUST BEEN VERY EXPLICIT IT ISN'T SEPARATE FROM SCHOOL, IT'S A SCHOOL PROGRAM AND STUDENTS HAVE ACCESS TO ALL RECORDS AND PROGRAMS AND SERVICES.

IS FUNDED FOR THE TYPICAL SCHOOL MODEL FOR FUNDING PURPOSES, THEY TALK ABOUT GLOBAL DECISIONS.

ONE LOCAL DECISION IS WHETHER YOU OFFER THE PROGRAM OR NOT.

S NOT A MANDATE BY THE STATE. THE DISTRICT GETS TO DEFINE ELIGIBILITY. AS YOU KNOW, HEALTH AND SAFETY REALLY IS THE KEYWORDS THEY HAVE PROVIDED AND THEY HAVE NOT DEFINED IT FURTHER. IN THE LOCAL DECISION IS THE SCHEDULE. WHAT THAT SCHEDULE LOOKS LIKE 70 PERCENT LIFE INSTRUCTION, 30 PERCENT.

THEY HAVE A WHOLE LIST OF RECOMMENDATIONS.

THIS ISN'T A RECOMMENDATION FOR A STUDENT, BUT A RECOMMENDATION FOR THE DISTRICT. IT JUST KIND OF CAUGHT MY EYE GIVEN ONE OF THE THINGS I'M GOING TO TALK ABOUT TONIGHT.

RECOMMENDS THE DISTRICT COMMITS TO CONTINUOUS LEARNING 2.0 FOR THE ENTIRE SCHOOL YEAR. I THINK THERE IS A REASON WHY THEY MAKE THAT RECOMMENDATION. I WILL TALK ABOUT THAT A LITTLE BIT. WE'VE ALSO GOTTEN FEEDBACK AROUND WE MAY WANT SOME FLEXIBILITY IN THAT.

IT IS AN INTERESTING THING THEY PUT THAT IN THE RECOMMENDATIONS. AND SO TONIGHT I WANT TO PROVIDE THE BOARD WITH AN UPDATE AROUND THE DATA WE HAVE COLLECTED AROUND INTERESTS, K-12 IN REMOTE LEARNING OR CONTINUOUS LEARNING FOR THE 21/22 SCHOOL YEAR AND SOME NEXT STEPS IN WITH THE PLANNING TEAM IS GOING THROUGH.

AND SO HERE IS THE DATA WE RECEIVE WOOD.

IT IS IN A GREAT. WE HAVE 282 STUDENTS INDICATE INTEREST IN REMOTE LEARNING. HE NO COLUMN SHOWS THOSE THAT WOULDN'T BE INTERESTED IN A REMOTE LEARNING PROGRAM THAT WAS NOT CONNECTED TO THEIR HOME SCHOOL COULD YES IS THOSE INDIVIDUALS WHO ARE INTERESTED IN A REMOTE LEARNING PROGRAM EVEN IF IT IS NOT CONNECTED TO THEIR HOME SCHOOL.

AND BLINK IS THOSE WHO CHOSE NOT TO RESPOND TO THAT QUESTION. AND I PUT THIS IN A GRAPH.

HOPING THIS IS HELPFUL. I DON'T KNOW IF THIS IS THE RIGHT FORMAT. CHRIS WILL GIVE ME A THUMBS UP ON THIS. THE BLUE LINE IS THE TOTAL IN THAT GRADE LEVEL, GREEN IS THOSE SAYING YES I WOULD ASK US IF IT IS THE DISTRICT LEVEL PROGRAM.

THE LIGHT BLUE IS NO, I WOULD ONLY WANT IT IF IT WAS MY NEIGHBORHOOD SCHOOL PLACEMENT AND OBVIOUSLY THE BLANK IS THOSE WHO DIDN'T RESPOND. YOU CAN SEE SIGNIFICANTLY MORE INTEREST AT THE ELEMENTARY LEVEL.

THERE IS INTEREST ACROSS THE BOARD FOR SOME LEVEL OF REMOTE LEARNING. THESE ARE FAMILIES WHO HAVE INDICATED YES FOR HEALTH AND SAFETY REASONS WE WOULD WANT REMOTE LEARNING FOR THE 21/22 SCHOOL YEAR.

AS PART OF THE SURVEY WE ASKED SOME DEMOGRAPHIC DATA.

I JUST THOUGHT IT WOULD BE INTERESTING FOR THE BOARD BASED ON RACE AND ETHNICITY WHICH OF OUR COMMUNITY GROUPS ARE REQUESTING. AND YOU CAN SEE HERE ARE ASIAN COMMUNITY, ASIAN FAMILIES REQUESTING THE HIGHEST RATE ACROSS THE BOARD FOLLOWED BY OUR CAUCASIAN STUDENTS.

IT IS JUST OF INTEREST. WE HAVE THE DATA, I THOUGHT I WOULD SHARE THAT WITH THE BOARD.

AND SO THE PLANNING TEAM HAS BEEN CONTINUING TO WORK.

BOTH RICHARD SNYDER AND MATT BILLINGHAM ATTENDED REMOTE LEARNING PROTOCOL A GATHERING FOR LOCAL DISTRICTS GETTING TOGETHER TO DISCUSS AND HEAR SOME OF THE THINGS THE ESD IS WORKING ON THINKING ABOUT. THE REPORT WAS IT WAS HELPFUL TO HEAR OTHER PEOPLE TALK ABOUT IT, BUT IT DIDN'T PROVIDE US WITH A PATHWAY AND SO WE ARE DEVELOPING OUR PATHWAY IN LAKE WASHINGTON. BUT WE DEFINITELY HEARD THE INTEREST FROM FAMILIES AROUND SEMESTER ONE.

AS WE ARE BUILDING THAT INTO OUR PLANNING TO MAKE SURE WE CAN BE RESPONSIVE TO THAT. ECAUSE WE DON'T WANT TO DO IS SET UP A SYSTEM WHERE FAMILIES FEEL LIKE WE HAVE TO TRY TO WORK AROUND THE DISTRICTS RULES BECAUSE WE ALREADY KNOW A FAMILY COULD PULL THEIR STUDENT OUT A REMOTE LEARNING CLASSROOM

[01:40:01]

WE DON'T WANT FAMILY STAFF TO FEEL LIKE THEY ARE WORKING THE SYSTEM.ND SO WE WILL DEVELOP PLANS FOR THAT.

BUT IT IS INTERESTING THE OH SPI RECOMMENDATION OFFERED THIS FOR A FULL YEAR. AND WHY WOULD THEY RECOMMEND THAT AND WHY WOULD WE ALSO HAVE AN INTEREST IN CONTINUITY.

AND I THINK IT GOES BEYOND JUST THE COST OF HAVING EXTRA TEACHERS OR LOWER CLASS SIZES. IF YOU THINK ABOUT A CLASSROOM EXPERIENCE FOR A STUDENT, BUT CONTINUITY IS BENEFICIAL FOR THE STUDENT, IT'S BENEFICIAL FOR THE TEACHER, LEARNING INCREASES AS A TEACHER GETS TO KNOW THEIR STUDENTS.

UNTIL THERE IS BENEFIT IN THAT CONTINUITY.

I JUST WANT TO POINT THAT OUT, BUT ALSO UNDERSTAND WE ARE IN A VERY UNIQUE POINT IN TIME JUST GIVEN WHERE WE ARE IN THE PANDEMIC, WHERE WE ARE WITH SOME FAMILIES SEEKING VACCINATION FOR THEIR CHILDREN, KNOWING THE VACCINATION COULD BECOME AVAILABLE FOR OUR YOUNGER STUDENTS.

THERE IS MANY DIFFERENT VARIABLES WE WANT TO BE CONSIDERATE OF AND THINK ABOUT AS WE MOVE FORWARD.

THE TEAM WILL CONTINUE TO USE DATA TO MAKE DECISIONS AROUND SECONDARY AND ELEMENTARY. WORKING THROUGH SOME OF THE OPPORTUNITIES AND CONSTRAINTS AROUND IMPLEMENTATION.

AND WE MAY HAVE TWO DIFFERENT MODELS.

ON AN ELEMENTARY MODEL IN ONE A SECONDARY MODEL GIVEN A COUPLE OF THINGS. ONE, THE TYPES OF SERVICES AND INSTRUCTION, THE NUMBERS YOU SAW.

BUT WE ARE FOCUSED ON PROVIDING K-12 PROMOTE LEARNING OPPORTUNITIES GIVEN THE DATA YOU SAW AND GIVEN THE INTEREST AND SUPPORT FOR OUR COMMUNITY. UNTIL NEXT STEPS THE TEAM IS WORKING THROUGH DETERMINING THE MODEL FOR BOTH ELEMENTARY AND SECONDARY. THE TACTICAL PLANNING AROUND IMPLEMENTATION, GETTING DOWN INTO THE ABSOLUTE DETAILS OF ALL THE DIFFERENT COMPONENTS. YOU HEARD ME READ THROUGH SOME OF THE DIFFERENT PIECES. WHEN YOU THINK ABOUT HAVING SPECIFIC ACCESS TO ALL AVAILABLE SERVICES, WE NEED TO MAKE SURE WE THINK THROUGH THAT AND PLAN FOR THAT.

IN COMMUNICATIONS WITH FAMILIES, WE HAVE TO GO THROUGH OUR STAFFING PROCESSES. ECAUSE IT IS ALSO THINKING ABOUT HOW DO WE CAPITALIZE ON THE EXPERTISE ARE STOCKING THIS YEAR IN REMOTE LEARNING.AND SO WORKING TOWARDS THAT AS WELL. THAT IS MY UPDATE ON CONTINUOUS LEARNING. CASSONDRA?

>> SO HOW DO FAMILIES KNOW WHAT THEIR POTENTIAL OPTIONS WOULD BE? I KNOW WE DID THAT SURVEY YOU SHOWED US, BUT HOW AND WHEN WILL THEY KNOW IF A REMOTE OPTION IS OFFERED FOR THEIR STUDENTS.

>> THE TEAMS ARE WORKING THROUGH THE WHAT RIGHT NOW.

AND WE JUST MET TODAY WITH THE PLANNING TEAM AND SO THEY HAVE SOME ACTION ITEMS. AND SO TIMELINE, ASKED THE SAME QUESTION TODAY WE COULDN'T COME UP WITH THE SPECIFIC.

BUT WE KNOW ONCE SCHOOL ENDS, AVAILABILITY OF ACCESS TO FAMILIES STARTS TO DWINDLE. AND SO WE CAN GET SOMETHING OUT BEFORE THE END OF THE SCHOOL YEAR SO FAMILIES KNOW WHAT IS AVAILABLE FOR THEN WE ALSO NEED TO DO STUFF PROCESSES.

AND IF A TEACHER IS GOING TO BE TRANSITIONING TO A REMOTE CLASSROOM IF THE BACKFILL FOR THAT.

THERE IS A HIGH INTEREST IN GETTING THIS OUTPOURING I CAN'T

GIVE YOU SPECIFIC DATE TONIGHT, >>CASSANDRA SAGE : IT WILL BE BEFORE THE END OF THE SCHOOL YEAR? POINT WITH SOME COMMUNICATION, YES.>CASSANDRA SAGE : THAT

IS NOT A WHOLE LOT OF TIME. >> NO, IT IS NOT, IS IT? BUT THAT HAS KIND OF BEEN LIFE LATELY.

MARK? >>MARK STUART : BEFORE I GET TO THE QUESTIONS, I THINK IT IS IMPERATIVE WE HAVE REMOTE OPTIONS. BECAUSE OF THE KIDS WHO HAVE IMMUNE PROBLEMS, FAMILIES HAVE IMMUNE PROBLEMS, THAT'S A GIVEN FOR ME. AND MAY NOT BE AS SCIENTISTS, BUT I UNDERSTAND ACADEMICS. THAT SAID, THE SURVEY, I THOUGHT I HEARD STUDENT WHAT YOU ARE SAYING IT WAS FAMILIES.

>> THAT WENT TO FAMILIES FOR RESPONSE.

>> I KNOW IT IS DIFFICULT TO DO, BUT IF WE LOOK AT SO BRINGING OUT INCOME SOMEHOW BUT I GUESS THAT WOULD BE THROUGH FREE AND REDUCED LUNCH NUMBERS. MY CONCERN IS THE FAMILY WHOSE PARENTS, BOTH PARENTS WORKING OR A SINGLE PARENT WORKING TWO JOBS IN THIS KID NEEDS TO BE PROMOTE FOR WHATEVER REASON.

[01:45:04]

I GREW UP WITH A SINGLE PARENT. AND I JUST WONDER HOW TO WORK FOR THEM. WOULD HATE FOR IT DID NOT WORK FOR THEM IF THEY HAD THE IMMUNE PROBLEMS.

>> ON THAT, I WILL JUST PRESENT THAT TO THE PLANNING TEAM SO THEY TAKE THAT INTO CONSIDERATION AS THEY ARE WORKING THROUGH THAT. I DON'T HAVE A GREAT RESPONSE AS TO HOW WE WOULD DO THAT RIGHT NOW, BUT I DEFINITELY UNDERSTAND TO CLARIFY, THEY ARE STRONGLY SUGGESTING WE DO

PROVIDE THIS TO K-12? >> SO THEY ARE JUST GIVING THE PARAMETERS, THEY ARE NOT RECOMMENDING WE DO THIS OR DON'T DO THIS. THERE ARE A NUMBER AND DISTRICTS AROUND IS CHOOSING NOT TO HEAR THAT IS ONE OF THE THINGS THE TEAM HEARD WHEN THEY WERE ON THE ESD CALL THERE MANY DISTRICTS THAT ARE CHOOSING NOT TO DO THIS.

WE FELT IT IMPERATIVE TO PROVIDE SOMETHING.

>>CHRIS CARLSON: COULD YOU THROUGH THE NUMBERS BACKUP? BECAUSE I WAS TO EYEBALLING THE AND YOU NUMBERS FOR HIGH SCHOOL LOOK LIKE IT WAS SIX OR SEVEN KIDS PER GRADE LEVEL AND THAT IS NOT VIABLE, BUT FOR ELEMENTARY IT ALMOST SEEMED

LIKE IT WAS FUNNY FINE. >> RICHARD SNYDER SPENT THE BETTER PART OF THE LAST YEAR STUDYING REMOTE OPTIONS.

WE WILL BE ABLE TO PROVIDE A REMOTE OPTION FOR ALL STUDENTS

THAT YOU SEE HERE. >>CHRIS CARLSON: OKAY.

INTERESTING.UT NOT NECESSARILY THE VIRTUAL PARTICIPATION IN YOUR LOCAL SCHOOL?

>> CORRECT AND THAT REALLY IS TRUE ACROSS THE BOARD HERE.

IF I SHOWED YOU THE BREAKOUT BY SCHOOL, THE MOST I SAW WAS SIX OR SEVEN. AND THAT IS JUST NOT A VIABLE MODEL. TO SERIES POINT THE COUPLE WEEKS AGO, EVEN THE LEARNING COMMUNITY MODEL AND YOU CAN SEE HERE MAY NOT BE VIABLE. AND COULD BE VIABLE IN A COUPLE OF INSTANCES, BUT EVEN THAT IS SLIGHT.

>> I DO WANT TO ECHO MARK'S POINT, WHETHER IT IS THE STUDENT THEMSELVES OR SOMEBODY IN THE HOUSEHOLD I THINK WE NEED TO PROVIDE THOSE. SO THANK YOU FOR BEING

CREATIVE. >> I HAVE ONE MORE QUESTION.

OKAY, NO AND LEFT ME. I WILL THINK OF IT LATER AND

GET BACK TO YOU. >>SIRI BLIESNER: I APPRECIATE THE FACT WE ARE GOING FORWARD WITH OFFERING A REMOTE OPTION.

I THINK THAT IS IMPORTANT TO READ THE OTHER QUESTIONS WE HAVE HAD WITH FOURDIRECTORS , IS THERE A WAY TO SHARE CAPACITIES. COULD WE PARTNER WITH NORTH SHORE AND PROVIDE OPPORTUNITY FOR MORE STUDENTS THAT WAY, RECOGNIZING THAT DOESN'T ADDRESS THE NEIGHBORHOOD SCHOOL CONCEPT, BUT PERHAPS ALLOWS FOR A GREATER OPPORTUNITY.

>> THANK YOU FOR READING MY MIND WHEN I COULDN'T.

>> I WILL SPEAK TO THE ALD RULES.

IF ANY PORTION OF THIS WERE TO BE ALD, YOU CAN ONLY HAVE 10 PERCENT OF STUDENTS OUTSIDE YOUR DISTRICT.

BE ON THAT WE HAVEN'T GONE AND EXPLORED THE IDEA OF STUDENTS CHOICE TRANSFERRING IN. THAT IS WHAT INTERDISTRICT TRANSFER IS CALLED NOW. CHOICE TRANSFERRING IN TO BUILD UP OUR REMOTE. THAT WOULD BE SOMETHING I WOULD BUT TO THE PLANNING TEAM. RICHARD HAS CONNECTIONS IN ALL OUR NEIGHBORING DISTRICTS AROUND REMOTE LEARNING, ONLINE

LEARNING. >> I ASSUME AS OTHER IMPLICATIONS ONCE YOU ACCEPT A STUDENT IN YOUR DISTRICT WE

HAVE A LOT GOING. >> CHOICE TRANSFER IS YEAR TO YEAR. IT IS ONLY A ONE-YEAR ACCEPTANCE AND STUDENTS HAVE TO REAPPLY EVERY YEAR.

>> THANKS. >> IF THE STUDENTS CAN OPT IN.

AND ONE OF THE PROBLEMS WE HAVE HAD STUDENTS OFTEN TO OUR DISTRICT BECAUSE OUR WALLS ARE BULGING THROUGH THIS IS A WAY TO ADDRESS THAT FOR STUDENTS TO PREFER OUR DISTRICT, EVEN IF

[01:50:04]

THAT DISTRICT? >> YES.

EVERY TIME A CHOICE TRANSFERS, IT HAS TO BE SIGNED BY TWO PARTIES WITH ONE, AND SENDING DISTRICT AND 2, THE DISSENTING DISTRICT. WE GIVE UP OUR RIGHTS TO THE FUNDING, FULL FUNDING FOR THE STUDENT.

>> DOESN'T HAPPEN OFTEN WHERE THEY SAY NO, WE ARE NOT GOING

TO LET ANYBODY GO? >> THE PERSON THAT COULD ANSWER THAT QUESTION IS NOT HERE. RECRUITMENT HAS BEEN DEALING WITH THE CHOICE TRANSFERS FOR YEARS.

I DON'T BELIEVE THAT IS A TYPICAL RESPONSE.UT FOR A SMALL DISTRICT, A SINGLE FTE ADDS UP REALLY QUICKLY.

>> AND THINKING IN THIS SITUATION WE ARE THINKING REGULARLY WOULD BEDOING THE . BECAUSE OF THE IMMUNE PROBLEMS PROTECTED AT A PRETTY QUICK. I JUST DON'T KNOW IFTHAT WILL BE . YOU CAN HAVE MY STUDENTS AND THEN THE PARENTS WILL BE MADDER THAN HELL.

I WOULD BE. BUT I GUESS WE WOULD BE THE

SHINING KNIGHT. >> WEEK ALREADY SORTED DO THAT FOR THE TECH. WE ALREADY DO THINGS WHERE WE ARE THE HOST DISTRICT OR SOMETHING ACROSS THE ENTIRE ESD. I THINK THIS IS POTENTIALLY SOMETHING. BUT YOU WILL NOT SOLVE THAT IN A WEEK. BUT I AGREE IT IS WORTH LOOKING

INTO. >>ERIC LALIBERTE : ANY OTHER QUESTIONS OR COMMENTS? GREAT.

I AM VERY PLEASED WE ARE GOING TO BE OFFERING REMOTE THERE WERE IN FACT, I THINK IT IS VITAL WE OFFER REMOTE LEARNING.

[H. Public and Community Affairs]

ANYTHING REPORT TONIGHT QUICK. >>CASSANDRA SAGE : I JUST WANTED TO MENTION THAT LAST FRIDAY THE SMALL GROUP OF EASTSIDE SCHOOL BOARD DIRECTORS MET WITH PATTY HAYES IN PUBLIC HEALTH SEATTLE FOR PATTIES LAST MEETING UNTIL SHE TRANSITIONS TO A RULE UNIVERSITY OF WASHINGTON FOR HER NEW JOB.

AND WE THANK HER FOR ALL OF THE WORK SHE HAS DONE WITH US THIS YEAR REGARDING THE PANDEMIC. AND WHAT WE CAN AND CANNOT DO IN SCHOOLS AND HOW WE CAN HELP OUR STUDENTS BE AT THE RADIANT NO MATTER WHICH KIND OF UPDATES WE WERE GETTING FROM THE STATE AND DEPARTMENT OF HEALTH. IN GOING FORWARD, THEY ARE GOING TO BE DOING A LOT OF WORK OVER THE SUMMER.

SIRI CAN SPEAK MORE TO THIS BECAUSE SHE WORKS IN THAT ARENA IN THAT GROUND. BUT WE DO PLAN ON KEEPING OUR COMMUNICATION WITH THEM GOING AND CONTINUING REGULAR MEETINGS AS WE LEAD INTO THE FALL SO THAT WE WILL HAVE A BETTER IDEA DIRECTLY FROM PUBLIC HEALTH WITH THIS PANDEMIC NOW LOOKS LIKE IN THE FALL AND HOW IT IS GOING TO AFFECT OUR STUDENTS.

MASK MANDATE STILL APPLIES, STUDENTS WILL BE WEARING MASKS IN SCHOOLS COULD EXCUSE ME, GETTING RID OF THINGS LIKE THE ATTESTATION FORM IS COMING I'M SURE THERE'S GOING TO BE EVEN MORE OVER THE SUMMER. ANYTHING TO ADD?

>>ERIC LALIBERTE : ANYONE ELSE HAVE ANYTHING TO ADD?

>> FOR THIS MEETING OR SOMETHING ELSE SPEAK TO THE

[I. Closing Items]

DIRECTOR STUART. >>MARK STUART : YESTERDAY SEVERAL OF US ATTENDED THE NATIVE AMERICAN EDUCATION PROGRAMS GRADUATION. IF YOU'VE NEVER BEEN TO ONE OF THESE, IT IS MOVING. IT IS ONE OF THE FEW TIMES I'VE SEEN A PROGRAM IN A SCHOOL THAT CELEBRATES MULTI GENERATIONAL EDUCATION, IF YOU WILL. MY GRANDPARENTS HELPED RAISE ME SO I LEARNED HOW TO TALK WITH FOLKS WHO ARE MUCH OLDER THAN MY PARENTS. AND I BENEFITED FROM IT, I THOUGHT.AND I THINK THIS PROGRAM IS VERY BENEFICIAL TO THOSE KIDS. AND IT COULD BE SOME WAY TO EXPAND THIS TO OTHER DISTRICTS I WOULD LOVE TO SEE IT MODELED.

IN A NATIONAL MEETING TO SHOW OTHERS.

I LIVED IN SOUTH DAKOTA AND I NEVER SOLVED THIS.

HE SAID I NEVER SAW THIS. I SAID I DIDN'T SEE IT IN OKLAHOMA. YOU CAN'T FIND MUCH MORE NATIVE AMERICAN STATE THAN OKLAHOMA, TO BE QUITE FRANK.

[01:55:03]

THE SECOND PRIOR TO THAT MEETING I ATTENDED THE PTS A COMMITTEE. THE ACTIVELY REACHED OUT TO A LOT OF FOLKS. THE RAIN KIND OF TOOK CARE OF THAT. THE COURT PEOPLE WHO ARE TRYING TO ORGANIZE THAT EFFORT ARE REALLY TRYING HARD.

THEY ARE TRYING TO REACH OUT TO AS MANY PEOPLE AS POSSIBLE.

I WOULD ENCOURAGE ANYONE WHO WANTS TO GO THROUGH THAT ROUTE TO DO SO. I THINK IT ADDS STRENGTH WHENEVER YOU HAVE A NUMBERS. WAS MULTICULTURAL WERE I SHOULD'VE TO MEET WITH. AND I THINK IT REALLY IS A GREAT METHOD OF SHARING. THE MORE PEOPLE YOU HAVE BEHIND YOU, THE MORE SUCCESS YOU HAVE. I FIND THAT IN THE LEGISLATURE.

ANYWAY, IT WAS A GREAT SESSION. AND QUITE FRANKLY THEY WENT INTO WHY THEY STARTED THE AND HOW HARD IT WAS TO GET TO WHERE

THEY WERE. >>ERIC LALIBERTE : ANY OTHER

BOARD MEMBER COMMENTS TONIGHT? >> I WOULD JUST LIKE TO SAY FOR THIS WEEK FOR THOSE OF YOU MIGHT NOT BE AWARE, WE ARE MOVING INTO GRADUATION AND ARE DOING IN PERSON CEREMONIES AT T-MOBILE REALLY ARE LOOKING FORWARD TO THE OPPORTUNITY TO CELEBRATE OUR GRADUATES AND THE WORK THAT HAS GONE IN.

THANK YOU TO ALL THE STAFF MAKING THIS HAPPEN, AS WELL AS TO OUR STUDENTS AND FAMILY. IT WILL BE AN EXCITING TIME WE START TUESDAY NIGHT AND TRANSITION ACADEMY AND THAT WE DO WEDNESDAY AND THURSDAY WITH OUR HIGH SCHOOLS.

AND THE FRIDAY AFTER THAT TOO. LOOKING FORWARD TO IT.

EXCITED TO HAVE YOU ALL THERE. >> FOLLOWING UP ON THAT, T-MOBILE MUST BE AT SOME LEVEL SUBSIDIZING ÃWE ARE NOT PAYING

FULL RATE, ARE WE? >> THEY HAVE A SCHOOL DISTRICT

RATE FOR GRADUATIONS? >> THANK YOU FOR THEM TO MAKING IT AVAILABLE BOARD WEEK COULDN'T AFFORD IT IF WE WERE PAINED BY THE FULL SEAT. HE COULDN'T DO IT IF WE DIDN'T

DO IT THERE. >> WE PROMISED THEM OUR BEST

BASEBALL PLAYERS. >> THE ONLY OTHER PIECE IS I WAS OUT IN THE LOBBY FOR THE SCHOLARSHIPS NOTICING THE BOOKS THAT WERE SITTING THERE FOR THE BOOK STUDY THAT WAS GOING FORWARD. AND I WAS THINKING THIS MIGHT BE SOMETHING. I KNOW I WAS INTERESTED IN READING THOSE AS WELL AND SO MY THOUGHT WAS AS A BOARD THIS COULD BE BENEFICIAL FOR US ALL TO READ THEM THE OPPORTUNITY TO SPEAK TO THEM. COULD WE GET COPIES OF THOSE?

>> YES. >> THANKS.

I ALREADY HAVE A COPY OF SOME SO CHECK WITH US FIRST.

>> THAT WOULD BE GOOD. >> I HAD THE OPPORTUNITY TO WORK WITH FOR YEARS AND YEARS AGO AND SHE LEFT ME IN THE DUST 25 YEARS AGO. SHE IS THE SHARPEST PERSON I'VE EVER MET. AND A VERY GOOD JOURNALIST.

FIRST OF ALL, IF YOU ARE GOING TO READ A BOOK IS GOING TO BE DONE AN INTERESTING MATTER. SHE IS A HELL OF A WRITER.

>> JUST SOMETHING FOR FUTURE AGENDA ITEM AS WELL.

ADDING SOMETHING ON LONG MTSS AND TO GET AN UPDATE ON HOW

THAT WORKS. >>ERIC LALIBERTE : OKAY.

YOU SAID MTSS? >> MTSS.

>>ERIC LALIBERTE : TWO RELATED THINGS FOR THE BOARD.

REMIND EVERYONE THAT WE HAVE AS PART OF THE DEVELOPMENT OF OUR EQUITY POLICY, THE BOARD IS EVERYONE KNOWS, WE HAVE THE NEXT SESSION SCHEDULED FOR A WEEK FROM TODAY, THE 14TH AT 5:00 P.M. HELD REMOTELY. I JUST WANTED TO MAKE SURE EVERYONE'S ON THAT ON THEIR CALENDAR.

IS NOT A REGULARLY SCHEDULED MEETING.

THERE SHOULD BE AN INVITE SENT OUT.

DIRECTOR STUART . >>MARK STUART : I KNOW THAT PROGRESS IS TOO SLOW FOR A LOT OF FOLKS, FOR MOST FOLKS.

AND ALWAYS IS WHEN IT IS VERY IMPORTANT TO YOU.

I WOULD ENCOURAGE STAFF ÃTO BE QUITE FRANK, EVEN IF IT IS SMALL, GIVE US AN UPDATE OF WHERE WE ARE, WHAT WE HAVE DONE SINCE THE LAST TIME. AND I REALIZE IN TWO WEEKS TIME THERE IS NOT A LOT YOU CAN DO. BUT I WOULD LIKE TO SEE WHERE YOU COULD GIVE UPDATES.I THINK OUR PARENTS WANT TO KNOW.

[02:00:05]

AND I WANT TO KNOW WE ARE MAKING PROGRESS EVERY WEEK.

AND I THINK OUR STUDENTS DESERVE THAT.

>>ERIC LALIBERTE : GREAT. THAT WAS THE SECOND THING I WAS GOING TO ADDRESS THIS AT OUR NEXT MEETING ON ANTICIPATING WILL HAVE FURTHER DISCUSSION OF THE DEVELOPMENT OF OUR FOREIGN POLICY. EXCUSE ME, LET ME TRY THAT.

WAS BETTER. AT OUR NEXT MEETING ON THE 28TH, WE WILL CONTINUE THE DISCUSSION ON THE DEVELOPMENT AND ADOPTION OF BOARD POLICIES. EVERYONE KNOWS WE COMPLETED OUR MOST RECENT SESSIONS. AND WE HAVE PREVIOUSLY COMMITTED TO THE COMMUNITY WE WOULD BE ADOPTING A POLICY THIS YEAR. NOW, THE QUESTION STILL REMAINS, SHOULD WE BE ADOPTING ÃIS THE POLICY READY TO BE ADOPTED THIS YEAR. WE WILL TALK TOMORROW MORNING AT 8:00 A.M. AND I WILL PROVIDE AN UPDATE ON WHAT WILL BE OCCURRING AT THE NEXT MEETING BEFORE THEN AND THAT WILL BE ON

THE AGENDA. >> JUST TO MAKE SURE I UNDERSTAND, THE NEXT MEETING WILL BE DISCUSSING EQUITY POLICY, BUT WE DO NOT VOTE ON IT AT THE SAME MEETING WE ARE

DISCUSSING AND FINALIZING? >> NO.

>>ERIC LALIBERTE : WE ARE NOT GOING TO BE DOING THAT, NO.

THEORETICALLY, YES, THE BOARD CAN DO THAT.

WE WILL NOT BE DOING THAT THOUGH.

>> OKAY. SO YOU AND JOHN WILL LET US KNOW AFTER YOU SPEAK IN THE MORNING?

>>ERIC LALIBERTE : YES. >> OKAY.

THANK YOU. >>ERIC LALIBERTE : I WILL OFFER MY TWO CENTS HERE. I STILL THINK IS A BOARD WE SHOULD BE ADOPTING SOMETHING BEFORE THE START OF THE NEXT ACADEMIC YEAR SO REASONABLE INTERPRETATIONS COULD BE PUT TOGETHER IN THE POLICY COULD BE MONITORED AND EVALUATED NEXT YEAR. AND SO THAT WE CAN THEN MAKE ADDITIONAL CHANGES TO THE POLICY GOING FORWARD.

BUT I AM ONE BOARD MEMBER AND WE NEED TO HAVE THAT DISCUSSION. AND THAT WILL LIKELY MEAN ADDING ADDITIONAL MEETINGS OVER THE SUMMER.

>> ALTHOUGH THIS IS NOT THE TIME FOR A MOTION, I WOULD LIKE TO SEE AS CONTINUING HAVING MEETINGS SO WE CAN STAY OUT AND ABOUT AND COMMUNICATE TO EVERYONE.

>>ERIC LALIBERTE : I AGREE . >> I WANT TO GET IT RIGHT.

I KNOW WE ARE NOT GOING TO GET IT PERFECT, BUT I WANT TO GET AS RIGHT AS WE CAN MAKE IT AND AS SOON AS WE CAN MAKE IT.

>>ERIC LALIBERTE : YEP. >>CASSANDRA SAGE : I JUST WANT TO SAY I DON'T KNOW WE ARE EVER GOING TO GET IT RIGHT BECAUSE IT SHOULD NEVER BE THE SAME. IT SHOULD ALWAYS BE SOMETHING WE ARE IMPROVING ON. HOPEFULLY WE ADOPT SOMETHING THIS SCHOOL YEAR AND IMPROVE ON IT AS WE GO.

>>ERIC LALIBERTE : GREAT. >>CHRIS CARLSON: I AM WITH YOU THERE. I WANT TO SEE ACTION.

EVEN IF IT ISN'T PERFECT, I WANT TO SEE IT ACTIONABLE

BEFORE NEXT SCHOOL YEAR. >>CASSANDRA SAGE : TO BUILD ON THAT, AN AGREEMENT I ALSO BELIEVE THERE MIGHT BE SOME POTENTIAL SMALLER GROUP WORK IN WHICH TO PULL THAT THROUGH.

GETTING SOME OF THAT, HAVING THE OPPORTUNITY AS A SMALL GROUP OF BOARD MEMBERS WITH STAFF TO BE ABLE TO WALK THROUGH SOME OF THOSE FEEDBACK AND THINGS GOING FORWARD.

TO SORT OF MOVE THAT A LITTLE QUICKER WITH A LITTLE MORE

FOCUSED WORK THAT WAY. >> BECAUSE NONE OF US COULD BE AT ALL THE MEETINGS, I THINK IT IS VITAL WE HAVE ALL THE NOTES

FROM THE OTHER MEETING. >>ERIC LALIBERTE : GREAT.

! I WILL BE FLEXIBLE ENOUGH TO DO AS MANY AS YOU NEED TO. IF YOU NEED THEM IN SUBGROUPS, I WILL DO THAT. BECAUSE I WANT THIS DONE.

>>ERIC LALIBERTE : ANY OTHER BOARD MEMBER COMMENTS TONIGHT? NO. OKAY.

UNDER THE OPEN PUBLIC MEETINGS ACT, IN PERSON BOARD MEETINGS AREPERMITTED IN COMPLIANCE WITH REGULATIONS, BUT ATTENDEES MUST PREREGISTER . THOSE WHO WISH TO ATTEND A MEETING PLEASE REGISTER ON A FIRST-COME FIRST-SERVED BASIS BY EMAILING DIANE JENKINS AND DOING SO BEFORE 1:00 P.M. ON THE DATE OF THE MEETING. HER EMAIL IS THE NEXT BOARD

[02:05:05]

HELD IN THE BOARD ROOM AND LIVE STREAMED IN THE BOARD MEETING TO FOLLOW AT 7:00 P.M. ALSO IN THE BOARD ROOM AND LIVE STREAMED. I WILL NOW ENTERTAIN A MOTION TO ADJOURN THE JUNE 7, 2021 BOARD MEETING.

>> SO MOVED. >> SECOND.

>>ERIC LALIBERTE : MOVED BY DIRECTOR BLIESNER, SECOND BY DIRECTOR CARLSON. ALL THOSE IN FAVOR SIGNIFY BY VOTING AYE. ANY OPPOSED? HEARING NONE, MOTION CARRIES. MEETING AD

* This transcript was compiled from uncorrected Closed Captioning.